14. Напишите три формы следующих неправильных глаголов:

to leave, to build, to tell, to stand, to say, to sleep, to find, to begin, to get, to give, to spend, to teach, to think, to know, to bring, to write, to read, to go, to come, to see, to do, to have, to be, to keep, to grow.

Задание 15. Переведите на английский язык:

1)- Я еду во Францию по делам.

-Желаю вам всяческих успехов. Позвоните мне, когда вернетесь.

2)- Я пришел по вашему объявлению. Я хочу снять квартиру с двумя спальнями.

- У нас есть несколько квартир с двумя спальнями.

- Они со всеми удобствами?

- Да, конечно. Квартиры вполне комфортабельные.

- Когда я могу их посмотреть?

- Завтра.

3) - Когда отправляется поезд?

- В 10. 30.

- Мы должны ехать на вокзал.

Вариант 9.

Задание 1. Прочтите и переведите письменно на русский язык следующий текст.

The story of British schools

For largely historical reasons, the schools system is complicated, inconsistent and highly varied. Most of the oldest schools, of which the most famous are Eton, Harrow, Winchester and Westminster , are today independent, fee-paying, public schools for boys. Most of these were established to create a body of literate men to fulfil the administrative, political, legal and religious requirements of the late Middle Ages. From the sixteenth century onwards, many 'grammar' schools were established, often with large grants of money from wealthy men, in order to provide a local educational facility.

From the 1870s local authorities were required to establish elementary schools, paid for by the local community, and to compel attendance by all boys and girls up to the age of 1 3. By 1900 almost total attendance had been achieved. Each authority, with its locally elected councillors, was responsible for the curriculum. Although a general consensus developed concerning the major part of the school curriculum, a strong feeling of local control continued and interference by central government was resented. A number of secondary schools were also established by local authorities, modelled on the public schools.

The 1944 Education Act introduced free compulsory secondary education. Almost all children attended one of two kinds of secondary school. The decision was made on the results obtained in the '11 plus' examination , taken in the last year of primary school. Eighty per cent of pupils went to 'secondary modern' schools where they were expected to obtain sufficient education for manual, skilled and clerical employment, but where academic expectations were modest. The remaining 20 per cent went to grammar schools . Some of these were old foundations which now received a direct grant from central government, but the majority were funded through the local authority. Grammar school pupils were expected to go on to university or some other form of higher education. A large number of the grammar or 'high' schools were single sex. In addition there were, and continue to be, a number of voluntary state-supported primary and secondary schools, most of them under the management of the Church of England or the Roman Catholic Church, which usually own the school buildings.

By the 1960s there was increasing criticism of this streaming of ability, particularly by the political Left. It was recognised that many children performed inconsistently, and that those who failed the 11 plus examination were denied the chance to do better later. Early selection also reinforced the divisions of social class, and was wasteful of human potential. A government report in 1968 produced evidence that an expectation of failure became increasingly fulfilled, with secondary modern pupils aged 14 doing significantly worse than they had at the age of eight. Labour's solution was to introduce a new type of school, the comprehensive , a combination of grammar and secondary modern under one roof, so that all the children could be continually assessed and given appropriate teaching. Between 1965 and 1980 almost all the old grammar and secondary modern schools were replaced, mainly by coeducational comprehensives. The measure caused much argument for two principal reasons. Many local authorities, particularly Conservative-controlled ones, did not wish to lose the excellence of their grammar schools, and many resented Labour's interference in education, which was still considered a local responsibility. However, despite the pressure to change school structures, each school, in consultation with the local authority, remained in control of its curriculum. In practice the result of the reform was very mixed: the best comprehensives aimed at grammar school academic standards, while the worst sank to secondary modern ones.

Задание 2.Руководствуясь правилами чтения английского языка, напишите транскрипцию следующих слов:

has, date, hare, table, far, rare, paint, рay, verb, union, duty, plan, farm, mere, care, all, talk, type, system, be, pen, her, here, cure, speak, speech, turn, serve, shore, hire, note, they, eight, mine; financial, commercial.

Задание 3. Выпишите в столбики из данных ниже слов те, в которых окончание -(е)s читается как [s], [z], [iz]:

books, pencils, shoes, boys, girls, dresses, bushes, faces, hands, matches, friends, roofs, cities, pots, chairs, hats, coats, caps.

Задание 4. Образуйте множественное число от следующих существительных:

a woman, a shelf, a man, a child, a thief, a student, a play, a box, a doctor, a story, a house, a branch, a democracy, a hero.

Задание 5. Переведите следующие словосочетания на русский язык:

her sister's book, his secretaries' papers, these children's rights, those boys' parents, streets of the city, their President’s duty.

Задание 6. Образуйте сравнительную и превосходную степени от следующих прилагательных:

many, cold, bad, little, good, nice, easy, dangerous, wonderful, old, hot, expensive.

Задание 7. Замените подчеркнутые слова личными местоимениями:

1. Ann seldom sееs Pete.

2. Bob knows these children.

3. Ann has got a new flat.

4. John often meets Ann.

5. These children are happy.

6. Pete is busy.

7. Pupils are in the garden. The garden is large.

8. Ann and I are at the Institute.

9. I gave Pete a book last Monday.

Задание 8. Переведите на английский язык следующие словосочетания, обращая особое внимание на предлоги:

а) утром, в субботу, осенью, в декабре, в 2004 году, в 5 часов, около 6 часов, после 7 часов, с 8 до 9 часов, к 12 часам, через 10 дней;

б) на столе, под столом, над столом, у стола, между столами, перед столом, далеко от стола, со стола; в институте, дома, на уроке, на картине, в Москву, из Москвы, в комнату, из комнаты, для нее.

Задание 9. Определите, к какой части речи относятся следующие слова; подчеркните в них префиксы и суффиксы:

definition, different, science, scientist, unknown, badly, worker, colourless, chemistry, international, greyish, beautiful, physics, coexistence.

Задание 10. Задайте общий вопрос к следующим предложениям, дайте краткий положительный и отрицательный ответы:

1. Paul is a student.

2. There are some students in the room.

5. There will be an underground station near our house.

4. He has some relatives.

5. She had many friends.

6. They will have a new flat soon.

Задание 11. Определите время сказуемого в следующих предложениях, переведите их на русский язык:

1. Не lives in Moscow.

2. She studied at school two years ago.

5. I shall enter the Institute next year.

4. The children often play in the garden.

5. When mother come they will read a book.

6. They have much work.

7. He says he will have this book.

8. They will have this house next September.

Задание 12. Раскройте скобки и поставьте глагол-сказуемое в нужном времени: 1. Не (to go) to his plant every day.

2. I (to see) him yesterday.

3. They (to graduate) from the Institute in five years.

4. We (to do) our work yesterday?

5. She ( not to read) books every day.

6. Pete and Ann (to paint) the house tomorrow.

7. Children often ( not to write) letters.

8. I (to work) in the library yesterday.

Задание 13. Поставьте вопросы к подчеркнутым членам предложения:

1. She came home at 5 o'clock yesterday.

2. He studies at the Institute.

3. Children go to bed at 10 o'clock.

4. We shall graduate from the Institute in two years.

5. Ann often cooks.

Задание 14. Напишите три формы следующих неправильных глаголов:

to be, to have, to do, to see, to come, to go, to reed, to write, to bring, to know, to think, to teach, to spend, to give, to get, to begin, to find, to sleep, to say, to stand, to tell, to build, to leave, to hold, to keep, to grow.

Задание 15. Переведите на английский язык:

1)- Я еду во Францию по делам.

-Желаю вам всяческих успехов. Позвоните мне, когда вернетесь.

2)- Я пришел по вашему объявлению. Я хочу снять квартиру с двумя спальнями.

- У нас есть несколько квартир с двумя спальнями.

- Они со всеми удобствами?

- Да, конечно. Квартиры вполне комфортабельные.

- Когда я могу их посмотреть?

- Завтра.

3) - Когда отправляется поезд?

- В 10. 30.

- Мы должны ехать на вокзал.

Вариант 10

Задание 1. Прочтите и переведите письменно на русский язык следующий текст.

The Monarchy

The stability of the British government owes much to the monarchy. Its continuity has been interrupted only once (the republic of 1649-60) in over a thousand years.

Today the Queen is not only the head of State, but also an important symbol of national unity. Her complete official royal title is 'Elizabeth the Second, by the Grace of God of the United Kingdom of Great Britain and Northern Ireland and of Her other Realms and Territories Queen, Head of the Commonwealth, Defender of the Faith', but she is usually referred to as Her Royal Highness or Queen Elizabeth.

According to the law the Queen is head of the executive branch of the government, an integral part of the legislature, head of the judiciary, the commander-in-chief of all the armed forces of the Crown and the 'supreme governor' of the established Church of England. While that sounds like a lot of responsibility, the real power of the monarchy has been steadily reduced over the years to the point where the Queen is uninvolved in the day-to-day operation of the government. She is impartial and acts only on the advice of her ministers.

The Queen, the Queen Mother, Prince Charles and the other members of the royal family take part in traditional ceremonies, visit different parts of Britain and many other countries and are closely involved in the work of many charities.

Задание 2. Руководствуясь правилами чтения английского языка, напишите транскрипцию следующих слов:

had, late, fire, able, can, hare, faint, say, tram, just, human, shop, burst, lure, small, chalk, wall, type, me, ten, per, week, foot, heat, cell, price, North, few, grey, burn, use, let, make, eight, chess.

Задание 3. Выпишите в столбики из данных ниже слов те, в которых окончание -(e)s читается как [s], [z], [iz]:

tables, desks, chairs, doors, lamps, windows, matches, pages, bags, flats, notes, benches, sons, parents, holidays, studies, lessons, works.

Задание 4. Образуйте множественное число от следующих существительных:

a child, a wife, a woman, a city, a boy, a library, a photo, a dress, a man, a name? a branch.

Задание 5. Переведите следующие словосочетания на русский язык:

his brother's car, their parents' cottage, my sister's husband, these girls' duties, those boys' rights, a part of the city, the climate of the British Isles.

Задание 6. Образуйте сравнительную и превосходную степени от следующих прилагательных:

much, old, bad, far, important, pretty, early, high, beautiful, warm, big.

Задание 7. Замените подчеркнутые слова личными местоимениями: 1. Ann often meets these children.

2. Pete knows Ann.

3. Pete has a dog.

4. The pupils are in the park.

5. Ann and I are busy.

6. Pete is at home.

7. My mother gets up at six o'clock.

8. I brought Ann a new book.

9. Pete seldom sees Ann and her friend.

Задание 8. Переведите на английский язык следующие словосочетания, обращая особое внимание на предлоги:

а) вечером, в воскресенье, весной, в декабре, в 2004 году, в 10 часов, до 5 часов, после 6 часов, в течение 2 часов, около 3 часов, через 5 часов, к понедельнику;

б) на стуле, под стулом, над стулом, у стула, перед стулом, далеко от стула, со стула, между стульями; в школе, на собрании, на картине, дома, в Лондон, из Лондона, в коробку, из коробки, для них.

Задание 9. Определите, к какой части речи относятся следующие слова; подчеркните в них суффиксы и префиксы:

chemistry, chemical, farmer, cooperate, rewrite, interconnect, greenish, misunderstand, leadership, early, colourful, physics, indefinite, definition, worker.

Задание 10. Задайте общий вопрос к следующим предложениям, дайте краткий положительный и отрицательный ответы:

1. She is a teacher.

2. There are many parks in our city.

3. There will be a monument in the centre of the park.

4. I have many relatives.

5. She had some money.

6. We shall have an English lesson next Monday.

Задание 11. Определите время сказуемого в следующих предложениях; переведите их на русский язык:

1. About nine million people live in London and its suburbs.

2. He visited Moscow last month.

3. We shall graduate from the Institute soon.

4. He often reads papers.

5. She cooks at home.

6. They have much free time.

7. I said him about this film.

8. Workers will build this bridge next year.

Задание 12. Раскройте скобки и поставьте глагол-сказуемое в нужном времени:

1. I (to get up) at 8 o'clock every day.

2. He (to go) to Moscow last month.

3. They (to leave) school next year.

4. He (not to read) many books last year.

5. She (to do) it last week.

6. Mary and John (to get) a new flat next Wednesday.

7. Students seldom (to work) in the garden.

8. He (to sleep) in 5 minutes.

Задание 13. Поставьте вопросы к подчеркнутым членам предложения:

1. Не went to the Institute yesterday.

2. Ann studies at school.

3. They get up at 8 o'clock.

4. I shall finish school in two years.

5. Children often play in the garden.