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

5........................... shout! You.......................... wake the baby.

6. We.......................... still working. We...................... finished yet.

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

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

 

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. I’ll help you. /..................................................................................................................

2. I think we should start now./...........................................................................................

 

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

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

1. He told police he was willing to sell it cheap because it was stolen.

2. A meeting was arranged at an airfield near Retford, where the money for the painting was to be flown in and exchanged, but the airfield had been staffed by police officers in plain clothes.

3. Mr. X took the painting to the airfield and was shown the money in a suitcase.

4. The buyer was then taken to see the painting in a barn.

 

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. 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 invention I want to speak about is of great importance for our plant.

2. The ancient people believed the Sun was moving round the Earth.

3. The X-rays passed through all the objects Roentgen placed in their way.

4. The young engineer knows the professor will give him some valuable advice.

 

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

1. He was informed about their coming to Moscow.

2. While building the bridge the workers used new materials.

3. To study geometry means to train logical thinking.

4. Making the report he demonstrated his new device.

 

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.