Вариант 2.

Задание 1.

Вставьте артикль, где необходимо и переведите предложения.

1. Is this my … pencil? No, it isn’t. It is not my … pencil. It’s … his … pencil.

2. My ... brother is not at ... home, he is at ... school.

3. My ... brother is ... teacher. He works at ... school.

4. What does your mother do after ... breakfast? - She goes to ... work.

5. Until near ... end of ... 19th century it was the law in England that if ... man was unable to pay ... debt, even small one, he could be imprisoned.

Задание 2.

Заполните пропуски, вставив одно из местоимений, данных в скобках, и переведите предложения.

1. No, nobody here has lost ... . (nothing anything)

2. We haven't ... black stockings. (no, any)

3. “They have … red boots, Kate”. (any, no)

Задание 3.

Раскроете скобки, употребляя глаголы в одном из времен, укажите его и переведите предложения:

1. The lesson (not yet to begin), and the children (to talk) loudly in the corridor. 2. He (to read) a book at 5 o'clock yesterday. 3. Yesterday the children (to do) all their homework before mother (to come) home, and when she (to come), they (to play) with the cat. 4. I (to lose) my key when I (to play) in the yard yesterday. 5. Ring me up as soon as you (to come) home. 8. Where you usually (to take) books for reading?

6. I (to live) in St. Petersburg since 1991. 7. Mike (to eat) ice-cream every day. Look, he (to eat) ice-cream now. When I (to see) him in the morning, he (to eat) ice-cream, too. He (to say) he (to eat) one ice-cream already by that time. I think he (to fall) ill if he (to eat) so much ice-cream. 8. By the fifteenth of January the students (to pass) all the examinations.

Задание 4.

Выпишите модальные глаголы или их эквиваленты, причастия настоящего времени, указывая от каких глаголов они образованы, и переведите предложения.

1. I got up at 7 o'clock. 2. We were talking all our meeting. 3. He speaks English well. 4. When I was a young person I liked sport. 5. They are allowed to take these books. 6. I can’t help you. 7. She's looking at the man next to her. 8. I shall be reading when you come. 9. Has Lucille а new motorcar. 10. Has he to listen to her? 11. I don't go out because it’s cold outside. 12. I might take your things.

Задание 5.

Переведите на английский язык, употребляя глаголы в Passive Voice.

1. Когда сорвали эти цветы? 2. Колю как раз сейчас спрашивают. 3. Книги уже принесли из библиотеки? 4. В Санкт-Петербурге строят много домов. 5. Куда положили тетради? 6. За этим профессором всегда посылают в трудных ситуациях. 7. Обед только что приготовлен. 8. Задание выполнено до того, как пришел инспектор?

Задание 6.

Письменно переведите текст и задайте 5 вопросов в виде плана для пересказа текста.

For the Young Teacher

He is one who comes fresh to even routine stuff– tables in Arithmetic – verbs in Languages – dates in History – dull old stuff, but given a new look by the alive, alert teacher. He is one who prepares carefully and doesn't merely turn up the stuff of his training college notes of twenty years ago – or two years ago. The first step towards fun in the classroom, then, is "mental preparedness" – what's in the mind of the teacher. Next there is his "physical" organization or preparation.

Organization is so important if a lesson is to be fun – if it is to go with a swing. Organization means having at hand the right books and the right number of them – the right tools for the job – pens, pencils, paper – the right apparatus for this lesson, not old junk covered with the dust of ages or "knocked up" to satisfy a training college examiner without any specific group of children or lesson for them in mind.

Now comes the all-important matter of the teaching manner. He should be alert and dynamic in voice and gesture. He should not have the desk as perpetual barrier between himself and his children. He should stand for his teaching and not lounge or sprawl in a chair. And finally, and of supreme importance, his voice should have variety in pitch, speed and volume. After all, the voice of the teacher is his supreme teaching aid. With it he teaches the subtleties of "grammar" that differentiate in English between this and these at the elementary level or the subtleties of "mood" in poetry, prose, and drama.

And so the teacher who is resolved that his lessons shall be fun reads and studies and listens daily and keeps himself "educated." So he goes through his lesson in advance and checks that all his "stores" are ready. Finally, he makes every effort to train his voice to be the servant of his will. The voice reflects the man and his mood. A man in his life, says Shakespeare, plays many parts. The teacher plays even more than many parts and his voice must be in tune with all the players and the play.

Given all this, the child has fun and the lesson is enjoyed. Teaching that is joyless and without fun lacks total effectiveness and it is certain that the teacher in only partly living!