Do, don’t, does, doesn’t, didn’t, did.

Do, don’t, does, doesn’t, didn’t, did.

Образец: I didn’t enjoy the film very much. It was far too long.

1. Where........................ you want to go for dinner this evening?

2..................................... be silly!

3. How long....................... it take you to drive to London last night?

4. How long....................... it usually take?

5......................... anyone know the answer?

 

III. Используйте вспомогательные глаголы:

Do, don’t, had, has, hasn’t, have been, is, will, would have

Образец: John has left home. He is living in Italy now.

1......................... you still work in the shop, or...................... you got another job now?

2. I......................... want to be late, so I..................... have to take a taxi.

3. We...................... waiting for hours, but he still........................ phoned.

4. You...................... met her, if you........................ come earlier.

А теперь сделайте то же со следующими глаголами:

Are, didn’t, does, don’t, had, have, haven’t, is, was, were, will

5. I.......................... going to write to you, but I.................... have time.

6. I wish I....................... seen John and Mary while they..................... staying here.

7........................... shout! You.......................... wake the baby.

8. We.......................... still working. We...................... finished yet.

 

IV. Вставьте в вопросительные предложения подходящий вспомогательный глагол: do, does, has or have. Ответьте на вопросы.

Образец: Do you know what time it is? Sorry, I haven’t got a watch.

1...................... you finished yet? 2...................... anyone know where Angelo is? 3...................... anybody seen Maria? 4...................... you think we’ll be late? 5...................... you ever been abroad? 6...................... anybody know the date? 7........................ you like living in England? 8........................ you ever read any Shakespeare? 9........................ anyone here got change for a pound? 10...................... you know what time the next train leaves? 11...................... anybody know where the key to this cupboard is?

1. No. I’ll be another ten minutes. 2. No, I’m afraid my English isn’t good enough. 3. The seventeenth, isn’t it? 4. Not me. I haven’t seen it for ages. 5. In about ten minutes, I think. 6. Yes, I’ve got two fifty-pence pieces. 7. No. I don’t think she’s here this morning. 8. Not yet. But I’m going to America next year. 9. Yes, but I don’t like the weather much. 10. He was in the library a minute ago. 11. Not if we hurry.

V. Переделайте предложения, используя let me или let’s.

Образец: I’ll take your coat./ Let me take your coat.

I think we should go home now./ Let’s go home now.

1. Can I carry that bag for you?/.........................................................................................

2. We could telephone for help./.........................................................................................

 

VI. Перепишите предложения, подчеркните сказуемое в пассивном залоге. Переведите предложения.

Образец: Two men tried to sell a painting that had been stolen.

1. The painting was owned by Maimi Gillies, aged 84.

2. She said it has been presented to one of her ancestors by the artist.

3. She had owned it since 1926, when it was given to her as a wedding present.

4. One of the men, Mr. X, who cannot be named for legal reasons, pleaded guilty.

 

VII. Найдите вторую половину предложений:

Образец: Petrol prices...... have been increased.

1. This jacket... 2. Competition! 5000 prizes... 3. Five people... 4. The telephone... 5. It appears the phone bill... 6. Further information... 7. Before the storm everyone... 8. Smoking... 9. 9. The old town theatre...

... to be won. ... has been disconnected. ... will be sent to candidates. ... was made in Hong Kong. ... were killed in the rally. ... is not permitted anywhere on this station. ... had not been paid. ... is currently being rebuilt. ... was told to stay inside their homes.

 

VIII. Перепишите следующие предложения и переведите их на русский язык, обращая внимание на бессоюзное подчинение.

1. The man we call the father of space flights is K.E. Tsiolkovsky.

2. The students tell the professor they are ready to start their work.

3. He obtained the results of the experiment he had hoped for.

4. Comrade N. thinks he can finish his work in time.

 

IX. Перепишите следующие предложения и переведите их на русский язык, обращая внимание на функцию инфинитива, герундия и причастия в предложении.

1. We use a thermometer to measure temperature.

2. The only way of getting knowledge is to learn.

3. To read ancient mathematical tables was very difficult.

4. Looking out of the window you could see the new building of Moscow University.

 

X. Прочитайте и письменно переведите текст.

Education in England.

The main division in schooling in England is between state and private education. The private sector includes the public schools and most of the progressive schools - where only the wealthy can afford to send their children. But as the large majority of English children are educated by the state, this article is about state schools.

At the moment, the school system is in a state of confusing change, especially the secondary school system. It used to be simple: from the age of five to 11, a child went to primary school. Then he took an exam called the Eleven Plus (tests in Arithmetic and English and «intelligence tests»). If he passed the Eleven Plus, he went to a grammar school; if he passed but not quite so well, he might go to a technical school; if he failed, he went to a secondary modern.

The results of the Eleven Plus were supposed to be based on the ability of the child; in practice, the exam favoured the middle-class child. The reason was obvious: middle-class parents valued the skills tested in the Eleven Plus and encouraged their children in their studies.

By the early 1950s, the percentage of pupils at grammar schools was as follows: 62% were from families where the father had a professional or managerial job, 12% were from families where the father was a semi-skilled manual worker, 7% were from families where the father was an unskilled worker. (The other 19% did not fit into any of these categories.)

The concept of a comprehensive school gained ground. Comprehensives are schools where pupils of all abilities are educated together. It seemed a good idea; certainly it had been proved that, under the old system, pupils at secondary moderns felt failures and of little value.

But then, in 1970s, a Conservative government took over from the Labour government. One of the first things the new Minister of Education did was to send out a circular slowing down the development of comprehensive schooling; this was done by giving Local Education Authorities the right not to «go comprehensive» if they didn’t want to. The result? A system in which comprehensive schools exist side by side with grammar schools and secondary moderns.

The main reason for this difference in quality is the Burnham Agreement which controls the staffing of schools and the salaries paid to teachers.

The number of staff in a school and the wage they’re paid depends on the number of Burnham units of a school (not, as one might suppose, on the number of pupils). Pupils up to 13 count as 1 1/2 units, pupils of 13-plus count as 2, those of 15-plus as 4, 16-plus as 6 and those of 17-plus as 10. Up to 1973, the majority of pupils in secondary moderns left between the age of 15 and 16; now they have to stay till they’re 16. In grammar schools, all pupils stay to 16 to take «O» level GCE, and over 50% stay on in the sixth form to take «A» levels. As a result grammar schools have many more Burnham units, so are allowed to have more staff and to pay higher salaries. The staff-pupil ratios are about 15% more favourable to grammar schools than to secondary moderns. It’s not surprising that university graduates who choose to teach try to get grammar school jobs; the posts in secondary moderns are left to the graduates of the colleges of education. In this way, the less gifted children have the less qualified teachers and are in larger classes.

 

XI. Прочитайте тексты и письменно передайте их основное содержание своими словами.

Where to study.

One major decision which faces the American student ready to begin higher education is the choice of attending a large university or a small college. The large university provides a wide range of specialized departments, as well as numerous courses within such departments. The small college, however, generally provides a limited number of courses and specialisation but offers a better student-faculty ratio, thus permitting individualized attention to students. Because of its large, cosmopolitan student body (often exceeding 20,000) the university exposes its students to many different cultural, social, and extra-curricular programmes. On the other hand, the smaller, more homogeneous student body of the small college affords greater opportunities for direct involvement and individual participation in such activities. Finally, the university closely approximates the real world; it provides a relaxed, impersonal, and sometimes anonymous existence. In contrast, the intimate atmosphere of the small college allows the student four years of structured living in which to contemplate and prepare for the real world. In making his choice among educational institutions the student must, therefore, consider many factors.

English universities and colleges, because of their selective intake, are relatively small. American universities, which combine a number of different colleges and professional schools, are large, sometimes with 20,000 to 25,000 students on one campus. Teacher training colleges and polytechnics are alternatives to the university course for some students in England, being established for specific purposes. In contrast, virtually all schools of education, engineering and business studies, are integral parts of universities in the United States. In England, universities receive about 70% of their financial support through Parliamentary grants. Similarly, in the United States, public institutions receive about 75% of their funds from local, state, and federal sources, but private colleges and universities receive little or no government support. In England, personal financial aid is provided by the government to over 80% of the students, through local education authorities, according to the parents’ income. In the U.S., student aid is administered by the university or the sponsoring agency and is provided by private organizations and the state or federal governments. Obviously, British and American universities have similar educational aims but different means for achieving these aims.

Контрольная работа № 3

для студентов заочного отделения.

II ВАРИАНТ

Чтобы правильно выполнить задание №3, необходимо усвоить следующие разделы курса английского языка по рекомендованному учебнику:

1. Грамматические функции и значения слов it, that, one.

2. Пассивный залог (The Passive Voice) видо-временных форм Indefinite, Continuous, Perfect.

3. Функции глаголов to be, to have, to do.

4. Простые неличные формы глагола. Инфинитив в функции а) подлежащего, б) составной части сказуемого, в) определения, г)дополнения и е) обстоятельства цели. Герундий. Отличие герундия от причастия I.

5. Выражение приказания и просьбы с помощью глагола to let.

6. Бессоюзное подчинение в определительных и дополнительных придаточных предложениях.

 

I. Переведите предложения:

1. It is interesting.

2. It is difficult.

3. It is he who sang well.

4. One can easily do it.

5. This school is a new one.

6. He doesn’t want a new suit, the old one is his favourite.

7. One should go there.

8. One can go to the cinema.

9. One can not buy this picture.

10. The book that you have read is very interesting.

11. This is his book and that is mine.

12. He knows that I learn French.

13. It is a fine dress that I want to buy.

14. He is right, i.e. I am wrong.

 

II. Используйте формы вспомогательного глагола do:

Education in England.

The main division in schooling in England is between state and private education. The private sector includes the public schools and most of the progressive schools - where only the wealthy can afford to send their children. But as the large majority of English children are educated by the state, this article is about state schools.

At the moment, the school system is in a state of confusing change, especially the secondary school system. It used to be simple: from the age of five to 11, a child went to primary school. Then he took an exam called the Eleven Plus (tests in Arithmetic and English and «intelligence tests»). If he passed the Eleven Plus, he went to a grammar school; if he passed but not quite so well, he might go to a technical school; if he failed, he went to a secondary modern.

The results of the Eleven Plus were supposed to be based on the ability of the child; in practice, the exam favoured the middle-class child. The reason was obvious: middle-class parents valued the skills tested in the Eleven Plus and encouraged their children in their studies.

By the early 1950s, the percentage of pupils at grammar schools was as follows: 62% were from families where the father had a professional or managerial job, 12% were from families where the father was a semi-skilled manual worker, 7% were from families where the father was an unskilled worker. (The other 19% did not fit into any of these categories.)

The concept of a comprehensive school gained ground. Comprehensives are schools where pupils of all abilities are educated together. It seemed a good idea; certainly it had been proved that, under the old system, pupils at secondary moderns felt failures and of little value.

But then, in 1970s, a Conservative government took over from the Labour government. One of the first things the new Minister of Education did was to send out a circular slowing down the development of comprehensive schooling; this was done by giving Local Education Authorities the right not to «go comprehensive» if they didn’t want to. The result? A system in which comprehensive schools exist side by side with grammar schools and secondary moderns.

The main reason for this difference in quality is the Burnham Agreement which controls the staffing of schools and the salaries paid to teachers.

The number of staff in a school and the wage they’re paid depends on the number of Burnham units of a school (not, as one might suppose, on the number of pupils). Pupils up to 13 count as 1 1/2 units, pupils of 13-plus count as 2, those of 15-plus as 4, 16-plus as 6 and those of 17-plus as 10. Up to 1973, the majority of pupils in secondary moderns left between the age of 15 and 16; now they have to stay till they’re 16. In grammar schools, all pupils stay to 16 to take «O» level GCE, and over 50% stay on in the sixth form to take «A» levels. As a result grammar schools have many more Burnham units, so are allowed to have more staff and to pay higher salaries. The staff-pupil ratios are about 15% more favourable to grammar schools than to secondary moderns. It’s not surprising that university graduates who choose to teach try to get grammar school jobs; the posts in secondary moderns are left to the graduates of the colleges of education. In this way, the less gifted children have the less qualified teachers and are in larger classes.

 

XI. Прочитайте тексты и письменно передайте их основное содержание своими словами.

do, don’t, does, doesn’t, didn’t, did.

Образец: I didn’t enjoy the film very much. It was far too long.

1. Where........................ you want to go for dinner this evening?

2..................................... be silly!

3. How long....................... it take you to drive to London last night?

4. How long....................... it usually take?

5......................... anyone know the answer?

 

III. Используйте вспомогательные глаголы: