III. Translate the text into Russian.

In 1967 a book called "Biological Foundations of Language" was published by the Harvard neuropsychologist Eric Lenneberg.

Chapter 4 of the book presented what has since been called the critical period hypothesis. It suggested that the brain is able to learn a primary language during a certain early period, and not later on, and it proposed physiological explanations of why this might be so. Lenneberg's innovation lay in those explanations; the idea itself has been around for a while.

Nikolas Tinbergen who was an ethologist had discovered that he could train baby ducks to follow him around if he trained them at a certain period. That was ducks. In humans, Piaget did his lifelong study about what ages children develop certain capacities. The theory is as old as Saint Augustine,- who realized it in an intuitive way back in A.D. 600 when he said, "Give me a child until he is six, and I'll give you a Catholic for life". Augustine was wrong. It takes till twelve. According to Lenneberg, the child's ability to learn its mother tongue effectively ends at the onset of sexuality.

(After «Genie» by Russ Rymer. N.Y., 1993, pp. 84 -85)

4 Вариант

I. Grammar Exercises.

1. Supply the correct article where necessary.

1. Would you like ... apple ?

2. Could you close ... door ?

3. We like in … small flat near … centre or the city.

4. Have you finished with … book I lent you last week?

5. We went out for … meal last night … restaurant we went to was excellent.

6. Did … police find … person who stole you bicycle?

7. This is a nice house. Has it got … garden?

8. It was warm and sunny, so we decided to sit in …. garden.

9. This morning 1 had …. boiled egg and toast for breakfast.

10. … man whom Mr. Smith telephoned this morning is here now.

2. Supply the correct prepositions where necessary.

1. He thanked me … my interest … the matter.

2. This book belongs … our teacher.

3. We all went … a walk … the park.

4. Nick usually sits … this desk.

5. I make many mistakes … spelling.

6. The man walked quickly … the room and sat down.

7. She spends a lot … time … her English.

8. We read … the accident … the newspaper this morning.

9. They told me … their trip … the North.

10. They are interested … how well we do.

3. Supply the correct forms of comparison.

1. Try on both costumes and see which is (becoming).

2. This task is not so (difficult) as the rest.

3. The (dim) light in the room grew (dim).

4. The party was as (interesting) as I had expected.

5. David was the (talented) of the two brothers.

6. Uncle John was the (old) son of the family.

7. Of the two evils let us choose the (little).

8. This wine is (good) I have ever tested.

9. What do you think of his (late) film if you saw it?

10. She is a (kind) woman, (kind) I have ever seen. And today she has been (kind) than ever.

4. Supply the correct tense-forms.

1. He (to be) here five minutes ago, but you (to be) out. He (to ask) me to tell you that he (to come) again tonight.

2. The concert (to be) a greater success than we (to expect). We were very glad.

3. She (to teach) at our school for twenty years now.

4. What you (to do) when I (to come) in?

5. When I (to come) to his house, they (to tell) me that he (to leave) an hour before.

6. On checking up his answers, he (to find) out that he (to make) several mistakes.

7. We were happy when the sun (to rise), for the night (to be) very cold.

8. Where you (to put) my dictionary? I cannot find it anywhere.

9. The children (to play) here at eleven o'clock, but now they (to go) home.

10. When they (to return), they (to tell) us many interesting things which they (to see) during their journey.