Вариант №2

№1 Раскройте скобки и поставьте глаголы в нужное время (Present Simple, Present Continuous, Present Perfect, present Perfect Continuous, Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous, Future Simple, Future Continuous, Future Perfect). Перепишите предложения и переведите их на русский язык:

1. What did you do when you (to find) out you (to lose) your wallet?

2. Look! I believe it is Mrs. Stern who (to cross) the street.

3. I have sworn that I (not to go) back till I (see) all the marvels of this oriental city.

4. When I come tomorrow, they (to sit) here for 20 minutes.

5. He admitted that he (to live) in London at various times.

6. Who (to break) the window?

7. He (not to listen) to the music at the moment. He (to watch) TV.

8. “Hello! I (to try) to telephone you all week. Where you (to be)?”

№2 Употребите следующие предложения как придаточные дополнительные, в роли главных используя предложения, данные в скобках. Изменяйте времена в соответствии с правилом согласования времен. Перепишите переделанные предложения:

1. “I can’t help you because I have too much work to do”. (She said…)

2. “Would you like to come to my party?” (He invited her…)

3. “Don’t be stupid.” (She told me…)

4. The children were playing in the yard. (She thought…)

5. Her friend will come to see her. (She hoped…)

№3 Раскройте скобки и выберите нужную пассивную форму глагола, укажите время. Перепишите предложения и переведите их на русский язык:

1. By the time I arrived at the concert hall, there were no tickets left. They (were sold/had been sold).

2. The tower of London (was built/is built) at the beginning of the eleventh century.

3. We couldn’t use the photocopier yesterday morning. It (was repaired/was being repaired).

4. A compass (is used/is being used) for showing direction.

5. Have you heard? The old police station (was repainted/has been repainted).

6. Millions of cars (are exported/are being exported) from Japan every month.

7. I (was being frightened/was frightened) when I drove through Paris last Month.

8. “What’s happened?” – “The window (has been broken/was broken).”

№4 Переведите диалог и передайте его в косвенной речи, переделывая каждое предложение:

Professor: What is history?

Student: It’s a science dealing with the development of human society.

Professor: When did historical thought appear?

Student: I think it goes as far back as the 4^th-3^rd millennium B.C.

Professor: You are quite right. Could you give me the names of the most famous ancient historians?

Student: Certainly. They are: Herodotus, who was the “father of History”, Xenophon and Polybius. They all come from Ancient Greece. As to the historians of Ancient Rome, Titus, Tacitus and Plutarch are most well-known.

Professor: That’s right. What can be said about the first historical writings?

Student: As far as I know they were stone inscriptions, reviews and chronicles showing various events in Egypt, Babylon, Assyria and Persia.

Professor: Exactly so. Do you know any Russian historians of the 18^th or 19^th centuries?

Student: If I’m not mistaken, Russian historiography is represented by Karamzin, Granovsky, Solovyev, Kluchevsky and others.

Professor: So much for today. See you tomorrow.

№5 Закончите предложения, образовав требующуюся часть речи (часть речи указана в скобках). Перепишите и переведите предложения на русский язык:

1. Our (to correspond) over the years has helped us build a good relationship. (существительное)

2. Travelling by train is far more (comfort) than traveling by bus. (прилагательное)

3. It is sad that so many older people are afraid and (lone) in today’s society. (прилагательное)

4. Some unusual stamps are (special) rare and expensive. (наречие)

5. There is a great (to vary) of flowers growing in our garden. (существительное)

6. The clerk’s attitude was not only (to help) but also very rude. (прилагательное)

7. Her high-heeled shoes were quite (to suit) for the rocky road. (прилагательное)

8. The firefighters moved into (to act) as soon as the alarm sounded. (существительное)

№6 а) Раскройте скобки и выберите подходящий предлог времени. Перепишите предложения и переведите их на русский язык:

1. (During/for) the meeting the chief engineer spoke several times.

2. Mr. Brown is out. He’ll be back (in/after) an hour.

3. The competition should take place (in/on) Wednesday morning.

4. I can’t sleep (in/at) night. I have insomnia.

5. He was sitting (among/between) Nina and Jane.

b) Раскройте скобки и выберите подходящий предлог места и направления. Перепишите предложения и переведите их на русский язык:

1. There is nothing (on/in) the bottle.

2. The post office is (at/in) the end of the street.

3. The village is (among/between) the trees.

4. Hang the picture (on/at) the hook.

5. She looked (across/through) the window.

№7 Исправьте ошибки в употреблении артиклей, вставьте артикли, где необходимо. Перепишите исправленные предложения и переведите их на русский язык:

1. The Russian language of a twentieth century differs from the Russian language of a twenty first century.

2. What’s a weather like today?

3. His is the interpreter from the Dutch into the English.

4. A sun rises on the East.

5. Everything will be done in the flick of an eyelash.

6. The every Sunday I watch the programme “The Magic of the Word.”

7. More snow, better for crops.

8. My house is a third to a right.

9. What languages are spoken in the Argentina?

10. The last year they staged a new play.

№8 Прочитайте текст в задании 10 и найдите в нем следующие слова и выражения:

подавление основных гражданских свобод; проводить далеко идущие социальные реформы; нацистская Германия; военная диктатура; душить оппозицию;

явиться стимулом; выступать в союзе с кем-то; запугивание; настоятельная необходимость выживания нации; увеличение полномочий исполнительной власти; оказаться несостоятельным

№9 Совместите следующие слова с их значениями:

a) maintain	1) family origins of a stated type
b) decline	2) of or based on a political system in which every citizen is subject to the power of the state, which exercises complete control over all areas of life
c) descent	3) to keep in existence
d) inherit	4) refusal to agree, especially with an opinion that is held by most people
e) capture	5) a ruler with complete power, usually gained unjustly and by force, who rules cruelly and unjustly
f) totalitarian	6) movement to a lower or worse position
g) dissent	7) to receive property, title, etc. left by someone who has died
h) survive	8) to take control of something by force from an enemy; win, gain
i) tyrant	9) believing or demanding that rules and laws must always be obeyed whether or not they are right
j) authoritarian	10) to continue to live or exist, especially after coming close to death

№10 Переведите 1, 2, 6 абзацы текста на русский язык.

Dictatorship

1. Dictatorship is a form of government in which one person or a small group possesses absolute power without effective constitutional limitations. The term dictatorship comes from the Latin title dictator, which in the Roman Republic designated a temporary magistrate who was granted extraordinary powers in order to deal with state crises. Modern dictators, however, resemble ancient tyrants rather than ancient dictators. Ancient philosophers' descriptions of the tyrannies of Greece and Sicily go far toward characterizing modern dictatorships. Dictators usually resort to force or fraud to gain despotic political power, which they maintain through the use of intimidation, terror, and the suppression of basic civil liberties. They may also employ techniques of mass propaganda in order to sustain their public support.

2. With the decline and disappearance in the 19th and 20th centuries of monarchies based on hereditary descent, dictatorship became one of the two chief forms of government in use by nations throughout the world, the other being constitutional democracy. Rule by dictators has taken several different forms. In Latin America in the 19th century, various dictators arose after effective central authority had collapsed in the new nations recently freed from Spanish colonial rule. These self-proclaimed leaders usually led a private army and tried to establish control over a territory before marching upon a weak national government.

3. Later 20th century dictators in Latin America were different. They were national rather than provincial leaders and often were put in their position of power by nationalistic military officers, as was Juan Peron of Argentina. They usually allied themselves with a particular social class, and attempted either to maintain the interests of wealthy and privileged elites or to institute far-reaching left-wing social reforms.

4. In the new states of Africa and Asia after World War II, dictators quickly established themselves on the ruins of constitutional arrangements inherited from the Western colonial powers that had proved unworkable in the absence of a strong middle class and in the face of local traditions of autocratic rule. In some of such countries, elected presidents and prime ministers captured personal power by establishing one-party rule and suppressing the opposition, while in others the army seized power and established military dictatorships.

5. The communist and fascist dictatorships that arose in various technologically advanced countries in the first half of the 20th century were distinctively different from the authoritarian regimes of Latin America or the postcolonial dictatorships of Africa and Asia. Nazi Germany under Adolf Hitler and the Soviet Union under Joseph Stalin were the leading examples of such modern totalitarian dictatorships. The crucial elements of both were the identification of the state with a single mass party and of the party with its charismatic leader, the use of an official ideology to legitimize and maintain the regime, the use of terror and propaganda to suppress dissent and stifle opposition, and the use of modern science and technology to control the economy and individual behavior. Soviet-type communist dictatorships arose in central and eastern Europe, China, and other countries in the wake of World War II.

6. Many forces at work in the 20th century appear to lend impetus to the rise of monocratic forms of rule. In nearly all political systems, the powers of chief executives have increased in response to the demanding social, economic, and military crises of the age. The complex decisions required of governments in a technological era, the perfectionist impulses of the great bureaucratic structures that have developed in all industrialized societies, and the imperatives of national survival in a nuclear world continue to add to the process of executive aggrandizement. The question for many constitutional regimes is whether the limitation and balance of power that are at the heart of constitutional government can survive the growing enlargement of executive power.

№11 Прочитайте текст еще раз и письменно ответьте на вопросы к нему:

1. What is the origin of the term dictatorship?

2. What techniques did dictators use to maintain their political power?

3. Which two main forms of government were typical in the world in the 19th and 20th centuries?

4. What are the crucial elements that differentiate communist and fascist dictatorships from authoritarian regimes of Latin America and postcolonial dictatorships of Asia and Africa?

№12 Определите, являются ли следующие утверждения верными (true) или неверными (false). Исправьте неверные утверждения и перепишите их.

1. In the course of maintaining their despotic political power dictators don't usually neglect using techniques of mass propaganda.

2. With the decline and disappearance of monarchies based on hereditary descent, dictatorship became the only chief form of government in use by nations throughout the world.

3. 20th century dictators in Latin America were less national than provincial leaders.

4. In the new states of Africa and Asia after World War II the conditions for establishing dictatorial rule were extremely unfavorable.

5. The common crucial elements of both communist and fascist dictatorships shouldn't lead one to the conclusion that they are quite identical.

6. Under no circumstances could constitutional democracies have anything in common with dictatorship.

7. In nearly all political systems, the powers of chief executives decreased due to the demanding social, economic and military crises of the age.

8. Whether the main values of constitutional ruling can survive the growing enlargement of executive power still remains unpredictable.