« министерство образования и науки рф государственное образовательное учреждение высшего профессионального образования ...»

Этапы работы над проектом	Содержание работы	Деятельность студентов
Подготовка	Определение реальной ситуации, ее осмысление, рождение задачи (проблемы) из описания ситуации, постановка вопросов.	Анализируют ситуацию, выявляют проблему, рассматривают актуальность ее решения
Прогнозирование и целеполагание	Прогноз изменения ситуации, постановка личностных и коллективных целей, их осознание.	Обсуждают. Прогнозируют. Определяют цели.
Планирование	Определение источников, способов сбора и анализа информации, форм представления результатов. Установление критериев оценки процесса и результатов. Распределение задач между членами групп.	Разрабатывают план действий. Определяют и распределяют задачи. Вырабатывают критерии оценки результатов
Реализация	Сбор информации. Работа над проектом. Решение промежуточных задач. По лучение запланированных результатов.	Выполняют свою часть проекта. Промежуточное обсуждение хода реализации проекта.
Оформление и представление	Формы представления устного и письменного отчета. Оппонирование	Отчитываются, обсуждают, представляют результаты для внедрения в практику.
Мониторинг и рефлексия	Интерпретация и анализ процесса и результата. Внешняя оценка. Рефлексия студентов по поводу авторства в проекте. Формулирование выводов. Новое целеполагание.	Анализируют, интерпретируют, оценивают в ходе коллективного обсуждения и самооценок.

Параметры внешней оценки проекта:

• значимость и актуальность проблемы;
• корректность используемых методов исследования и обработки полученных результатов;
• активность каждого члена проектной группы в соответствии с его индивидуальными возможностями;
• характер принимаемых решений, общения, взаимопомощи;
• глубина проникновения в проблему, привлечение знаний из других областей;
• эстетика оформления результатов проекта;
• умение аргументировать, доказывать, делать выводы и заключения, отвечать на вопросы.

МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ ПРЕПОДАВАТЕЛЮ

УМК составлен с учетом того, чтобы обучать студентов с различным уровнем знаний и обеспечить возможности аудиторной и самостоятельной работы.

Содержанием учебной деятельности являются теоретические знания, овладение которыми посредством этой деятельности развивает у учащихся основы теоретического сознания и мышления, а также творчески-личностный уровень осуществления практических видов деятельности.

Особенностью курса «Иностранный язык» является то, что за очень небольшое количество часов преподаватель должен повторить материал средней школы, провести вводный тест с целью определения уровня знаний студентов и затем приступить к основному курсу. Основная цель – научить работать с текстами профессионально-ориентированного характера, обогатить словарный запас обучающихся базовыми терминами, привить им некоторые профессионально-ориентированные умения и навыки, в частности, умение использовать различные формы передачи содержания текста (резюме, отчет и т. д.), умения вести беседу по предлагаемым в плане темам и выполнять двусторонний перевод специальных текстов.

Достижению общеобразовательных целей способствуют подборка преподавателем и использование материалов английских изданий, позволяющих получать дополнительные сведения с целью расширения кругозора обучающихся и их знание о стране изучаемого языка.

Необходимо развивать у студентов логическое мышление, умение анализа и синтеза, обучение различным видам чтения (ознакомительному, изучающему, поисковому), т.е. реализовать цель развивающего обучения.

Особое внимание преподаватель должен уделять и аудированию с целью понимания аутентичных текстов.

Поскольку на самостоятельную работу отводится столько же часов, что и на аудиторную, преподаватель должен грамотно организовать контроль самостоятельной работы. На первом же уроке преподаватель знакомит студентов с планом самостоятельной работы, графиком контроля.

Чтение – это ключевой навык, необходимый как для общего образования, так и для дальнейшего прогресса в изучении языка.

Письмо рассматривается как средство изучения и закрепления новой лексики и грамматических конструкций, а также как отдельный навык, который следует развивать как составную часть общего образования студента.

Письменные упражнения всегда сопровождаются рекомендациями и связаны с текстами, что позволяет студенту использовать материалы для чтения как образец для письма.

Поскольку уровень знаний студентов неоднороден, при отборе материала для всех видов речевой деятельности необходимо учитывать базовую подготовку студентов, их индивидуальные особенности и профильную ориентацию.

Распределение основного языкового материала основано на тематическом принципе. При этом фонетические, лексические и грамматические явления изучаются в комплексе по мере прохождения отдельных тем.

Весь учебный материал проходится концентрически: в системе повторения, систематизации и углубления учебного материала. Организуя ознакомление с новыми лексическими единицами и грамматическим материалом, необходимо подобрать ситуацию, в которой проявляется назначение этой единицы в общении. В ходе овладения материалом необходимо обеспечить активное участие каждого студента.

Весь процесс обучения иностранному языку должен иметь коммуникативную направленность. Для обучения аудированию следует вести урок на иностранном языке и приучать студентов воспринимать речь преподавателя как «носителя» языка. Следует активно использовать на занятии аудио- и видеозаписи на иностранном языке.

При обучении связному высказыванию важно следить за тем, чтобы речь студента была логична, грамотна в языковом отношении, разноструктурна и соотнесена с ситуацией общения.

При работе над диалогической речью следует поощрять инициативу, учить использовать разговорные клише. Особое внимание следует уделить обучению чтению, имея ввиду, что чтение является ведущим видом речевой деятельности на данном этапе обучения. Необходимо обеспечить овладение студентами четырьмя видами чтения (изучающим, ознакомительным, просмотровым, поисковым) текстов.

В процессе работы с научно-технической литературой следует обучить студентов таким приемам аналитико-синтетической обработки информации, как аннотирование, реферирование.

Необходимо обучить студентов письменному переводу текстов общенаучного и профильного характера и письменно фиксировать значимую для них информацию в виде делового письма и т. п.

Следует включить в активный словарь студентов общенаучную терминологическую и профессионально направленную лексику, расширить объем и глубину осваиваемых грамматических явлений.

Необходимо способствовать приобщению студентов к чтению по интересам, повышению страноведческой эрудиции, приобретению опыта самостоятельного использования иностранного языка для углубления и расширения знаний в различных областях науки, техники и общественной жизни.

Следует способствовать обучению студентов технологии языкового самообразования, а именно: обучение технике работы с различными видами справочной литературы, со словарями, со специальной литературой, периодическими изданиями, Интернетом.

При организации учебного процесса по иностранному языку необходимы:

- строгий отбор языкового материала, подлежащего усвоению, его комплексная организация;

- интенсификация учебного процесса и активизация речемыслительной деятельности студентов во время аудиторных и самостоятельных занятий;

- использование ТСО, элементов программированного обучения;

- использование переноса положительного опыта изучения родного языка на иностранный;

- своевременное предупреждение ошибок;

- профессиональная направленность всего учебного процесса;

- создание благоприятных условий и психологически благоприятной атмосферы, располагающей студентов к слушанию и пониманию, чтению и письму.

Следует больше подчеркивать успехи студентов, чем неудачи. При организации общения важно учитывать взаимоотношения студентов и их индивидуальные возможности и особенности. Необходимо поощрять творчество, инициативу.

При организации контроля усвоения учебного материала необходимо создать спокойную обстановку, проявить благожелательность, внимание, равное отношение ко всем студентам. Вместе с тем при контроле необходимо реализовать в еще большей степени, чем при остальных учебных действиях, дидактический принцип индивидуального подхода к каждому студенту.

Не следует забывать и о моральной роли отметки, о том, что с ее помощью можно стимулировать улучшение работы обучающегося. Поэтому в определенных случаях отметку текущего и рубежного контроля корректируют: чтобы стимулировать дальнейшую учебную деятельность студента, который работает упорно, но не очень успешно, его поощряют выставлением более высокой, чем объективная отметки. Это способствует появлению веры в себя, в свои силы, увеличению работоспособности.

Выставленную отметку не следует «утаивать», ее нужно объявлять по окончании контроля и прокомментировать.

Комментирование может касаться содержания ответа, его формы и последовательности, а также обоснование отметки.

Анализ результатов контроля дает возможность выявить недостатки в подготовке и осуществлении учебной деятельности преподавателя и студентов. Преподаватель обязан выяснить причину недочетов, самокритично исследовать, достаточно ли эффектно проведены им занятия, оптимально ли выбран способ изложения, обеспечено ли достаточно полное и глубокое понимание изложенной информации. Определив причины, он выбирает пути исправления допущенных недостатков в подготовке студентов.

Со студентами, плохо усвоившими учебный материал, преподаватель должен провести дополнительные индивидуальные занятия и консультации. Необходимо организовать взаимопомощь среди студентов.

МАТЕРИАЛЫ ПРОМЕЖУТОЧНЫХ И ИТОГОВОЙ АТТЕСТАЦИЙ

Темы для устного пересказа на экзамене в конце II семестра

1. My family.
2. My typical working day.
3. My typical day off.
4. An account of a typical day at Oxford University and a day off.
5. The city I live in.
6. Moscow, the capital of Russia.
7. Let’s walk and talk about Moscow.
8. The history of education.
9. From the History of Education.
10. Heinrich Pestalozzi.
11. The university I study at.
12. Moscow State Teachers Training Institute.
13. Great Britain.
14. Geography of Great Britain.

Темы для устного пересказа на экзамене в конце IV семестра

1. General Characteristics of the English Language.
2. Language of the British Isles.
3. The History of the English Language.
4. The use of English as a native, second, and foreign language.
5. English vocabulary during the middle and modern English periods.
6. General Linguistics and its subdivisions.
7. Descriptive, historical, and comparative linguistics.
8. Applied linguistics.
9. Why We Study Foreign Languages.
10. Aspects of Language.
11. Parts of speech.
12. Early and medieval English literature.
13. The age of Shakespeare.
14. English literature of the 19th century.
15. English literature of the 20th century.
16. Novel, drama, and short stories.
17. The essentials of poetry.

Образцы текстов для чтения и перевода на экзамене в конце II семестра

WALTER SCOTT

Walter Scott was a great writer, the creator of the historical novel. The novels of the "Scottish enchanter", as Alexander Sengeyeyich Pushkin called him, deal with heroic episodes of the past, and with profound changes in the life of the Scottish people and of the whole, of Europe. In some of his works there are fine chapters describing the national liberation struggle.

Walter Scott's great talent enormously impressed his contemporaries. Pushkin was one of the first to understand the importance of Scott's novels, and called them "food for the soul". Even in his youth he was thrilled by Walter Scott's novels, and in 1830 wrote an article, stressing the writer's new approach in depicting history. Pushkin thought highly of the Shakespearean tradition of depicting history as seen in Walter Scott's works, and praised the reality of his characters.

Other >

Papers on Walter Scott written by Soviet scholars of literature have received international recognition. A short time ago a new 20-volume edition of the collected works of the novelist came out in the Russian language. The total print of Walter Scott's books published in the Soviet Union runs to over 10 million copies.

Walter Scott was closely interested in Russia, her history and her culture. He even started to write the story of Napoleon's 1812 campaign in Russia and there are numerous warm comments of his on Russian heroes of the war, many of whom he met in Paris.

Early Russian literature also aroused Walter Scott's interest. He was the first in Britain to read The Lay of Igor's Host and appreciated the artistic mastery of this precious relic of old Russian literature long in advance of others.

Soviet people regard the popularity of Walter Scott in our country as a highlight in the history of friendly contacts between the peoples of the USSR and Great Britain.

A GLANCE AT THE EARLY HISTORY OF BRITAIN

The earliest inhabitants of the British Isles were men of Celtic race. The Celts migrated to Britain from the continent of Europe and were closely connected by political and cultural ties with the Celtic tribes of northern France. These Celts were known as Britons. They lived in clan land were not united.

In 55 В. С Britain was invaded by Julius Caesar.4 He revealed the country to the Roman world but he did not conquer it. The conquest of Britain was undertaken later by the Emperor Claudius and was completed by the end of the first century. The Roman occupation lasted for nearly four hundred years, until the beginning of the 5th century and had a great effect on the development of the country. During this period Britain changed greatly. The Romans built roads, walls, cities and baths. They developed trade and agriculture. But they had to keep a large army in readiness to put down rebellions.

In the year 410 the Romans were confronted with imminent danger at home and had to recall their legions. The island was left to itself, open to attack from the Scots in the north and to invasion from the continent. The invaders were Angles, Saxons and Jutes, tribes from the continent north of the continent of Europe. The Anglo-Saxon invaders drove the Britons into the mountainous parts of the country in the west. Later this part of Britain became known as Wales and the people were called Welsh.

For many years the country was ruined. The towns were destroyed, except, perhaps, London. Everything that remained of Roman culture was destroyed. The agricultural lands again became forest.

The invaders set up small kingdoms, among which there was constant war. By the 8th century there were four, which warred against each other. The kingdom of the Angles, Northumbrian was the strongest for a time and from it came England, the name for the whole country.

At the end of the 8th century new invaders came to the coasts of Britain. They were the Danes, kinsmen to the Angles and Saxons. They came up the rivers of Northumbria from the North Sea and settled in the land. The Anglo-Saxons fought bravely, but they could not drive them out. But as they were closely related to the English tribes in language and in blood, their presence in the country was at last accepted. They were absorbed in the mass of the people and assimilated. Traces of their language can, however, still be seen in place-names in the northeast of England.

England was invaded again in the middle of the 11th century. This time the invaders came from Normandy — the northern part of France. The Normans brought with them their customs and culture, the French language and literature. They were originally of like blood and like speech of the English, but they had become French in manner and. language. In England they felt that the language of the people was familiar to them, and by the 13th century they often spoke and even wrote in English. The effect of the Norman Conquest on the development of the English language, however, was great.

EARLY ENGLISH LITERATURE

If we wish to trace English literature back to its very beginnings, we must go back to the days of the Angles and Saxons. These men were bold and fearless, they loved fighting and adventure and were not afraid of the perils of the sea. They brought to Britain their sagas in which the supernatural was mixed with the real. The most famous of them was Beowulf, a poem of more than 3000 lines, which included a number of earlier sagas.

In about fifty years, beginning with the year 597, when the first mis­sionaries came from Rome, the small Anglo-Saxon kingdoms accepted the Christian religion. Monasteries were built and they became important centres of learning. The first books were written there, records and letters were collected and kept.

The first true old English poem appeared in the 7th century in the Anglia kingdom of Northumbria. It was written by a man named Cadmon. He was a servant at a monastery and his songs were religions in essence. His songs were written down by the monks and copied from monastery to monastery.

We know of Cadmon from the works of Bede, who was also a Northumbrian, and spent all his life in the same monastery. When he did in 735 at the age of sixty-two, he left forty-five works in which all the knowledge of his time was accumulated. He wrote on theology, philosophy, grammar, rhetoric, medicine, music, astronomy, meteorology and arithmetic. Bede's Ecclesiastical History is the best existing authority for Early England.

Then came Cynewulf, who was born in the early 9th century. He was the greatest of the northern singers. Cynewulf was the last of the Northumbrian poets, for the Danish invasion had begun. The monasteries of Northumbria, once centres of European learning, were destroyed and the whole of Northumbria was occupied and settled by the Danes.

Learning changed its seat from the North to the South. Alfred, king of Wessex, set up schools in his monasteries. It was in Alfred's reign that the Anglo-Saxon Chronicle became a full narrative of events, and was carefully edited.

After the Norman Conquest French became the language of the court and the nobles. It was the language of law, of schools and of literature. The Church and science used Latin. English was practically forgotten as a literary language. But dialects of it were spoken by the people, by the peasants. Poems, stories, religious tales were now written not in the standard West-Saxon English of the Anglo-Saxon Chronicle but in the dialect of the district where the writer lived. Translations of French poems and stories were very popular.

By the middle of the 14th century English was spoken at the king's court and laws were written in English, in the dialect of London, Oxford and Cambridge. The poet Chaucer used this language, which now rose to the dignity of a national tongue. At this time John Wyclif translated the Bible into a dialect of English. It was a great work which helped very much to fix and preserve the words of the English language.

THE SEAS

Great Britain is bordered by the Atlantic Ocean on the north, north-west and south-west. From the European continent it is separated by the North Sea, the Straight of Dover (Pas de Calais) and the English Channel (La Manche — a French name meaning «a sleeve»). The North Sea and the English Channel are often called the «Narrow Seas». On the west Great Britain is separated from Ireland by the Irish Sea, the North Channel and St. George's Channel. The most important sea routes pass through the English Channel and the North Sea linking Europe with America.

Great Britain is very irregularly shaped, being deeply indented by numerous gulfs of the sea. Owing to the numerous bays and inlets no point in Great Britain is as much as 75 miles (121 km) from the sea.

The seas surrounding the British Isles are rather shallow — less than 91 metres because the islands lie on the continental shelf. It can be proved by the fact that to the north-west along the edge of the shelf the sea floor plunges abruptly from 183 metres to 914. The shallow waters are important because they provide excellent fishing grounds as well as breeding grounds for fish.

The original connection of the British Isles with the continent can be further proved by the fact that the chalk ridge which ends in the cliffs of Dover reappears on the coast of France opposite, and the position and quality of the coal layers beneath the chalk in Kent have very much in common with those in northern France.

Still further proof of the continental origin of the British Isles are the remains of elephants and extinct species of other animals and plants found in Britain. They help to establish the dates when the British Isles became separated from the continent. The remains of elephants prove that the English Channel was formed after these animals had reached the continent. Obviously, in the Ice age the first human inhabitants of Britain were able to migrate from the continent on foot long before man learned boatmaking.

CHANNEL TUNNEL

The idea of a tunnel under the sea between Britain and France has been put forward a number of times over the last 200 years. Even Napoleon had a plan to dig a tunnel and conquer England. On several occasions, constructions were actually started.

One of the first people who tried to dig a tunnel under the Channel was a French mining engineer,

Albert Mathieu by name. His tunnel collapsed. In 1881 Colonel Beamont and Captain English from Britain also tried to dig a tunnel. Their tunnel went six km out into the Channel. Queen Victoria stopped them saying it was dangerous to have a link with France. It was a very good tunnel and it still survives today.

The latest abandoned project was that of 1975. In 1987 a new Anglo-French group called Eurotunnel was chosen to construct a system which was to link the road and railworks of Britain and France. The «Channel», as it is commonly known, was opened on 6 May 1994. It took 10 years to built it. There are two rail tunnels and a service tunnel, each nearly 50 km long. Lorry and car drivers take their vehicles onto special trains and stay inside their lorries and cars for the 20 minute journey through the tunnel. Foot passengers sit in a normal train compartment. Direct trains already run from London to Paris and Brussels. The high-speed rail track is not due to open until 2002 at the earliest. There is also a possibility that a seperate road tunnel for cars and lorries will be built in the future. The tunnel is the largest undersea tunnel in the world.

RIVERS

The rivers of Britain are very short. Their direction and character are determined by the position of the mountains. Most of the rivers flow in the eastward direction since the west coast is mountainous.

Due to the humid climate the water-level is always high. The rivers seldom freeze in winter, most of them remain ice-free but they are not navigable for ocean ships.

The most important rivers are the Severn (354 km), the Thames (346 km), the Trent, the Aire, the Ouse, the Clyde, the Tweed, the Tees, the Tyne, the Tay, the Eden.

The Tay is the longest river in Scotland (118-miles). Part of the border between Scotland and England is along the lower reaches of the Tweed, near which the woolen fabric bearing the same name is produced. The Severn flows along the border between England and Wales. One of its tributaries is the Avon with its Stratford, glorified by Shakespeare. The swiftest flowing river in the British Isles is the Spey flowing across the southern Highlands of Scotland.

ISLANDS

The Isle of White is a part of Hampshire. Since the Victorian times it was adopted as a holiday island and tourism has been its bread and butter ever since. The island, 23 miles from west to east and 13 miles from north to south, is far smaller than Greater London and is known for its beauty and variety of scenery. A morning drive can cover most of the better-known places. In summer the island is crowded with visitors, its safe bathing and enviable sunshine making it ideal for family holidays. Newport is «capital» of the Isle of Wight, standing at the head of the River Medina. It is a market town and its Saturday market has been known since 1184. The main industries are plastics, manufacturing woodwork, milling, brewing and mineral water manufacture. Newport has an excavated Roman villa, and many attractive 17th century houses and a guildhall, designed by the 19th century architect John Nash.

Carisbrooke is the old capital of the island, with a mighty 12th century Norman castle, built on the site of a Roman fort. Charles I was imprisoned there in 1647-48, and his son Henry and daughter Elizabeth came as prisoners in 1650. Cowes is Britain's yachting «capital». There is Cowes Castle, built by Henry VIII, and the Royal Yacht Squadron is housed there. Its 22 brass guns stand ready on Victoria Parade to start races and fire Royal Salutes. Osborne House, one mile south-east, was Queen Victoria's home at the time of her death in 1901. Prince Albert and Thomas Cubitt together designed it as an Italian villa. Visitors can see the state and private apartments, furnished as they were in Queen Victoria's time.

Nearby is Norris Castle, where the young Princess Victoria frequently stayed with her mother. Ryde is one of the main Gateways to the Isle of Wight, having a half a mile long pier built in 1813. Its electric railway built in 1880 was one of the first in the world. Ryde has 5 miles of excellent sandy beach. The island is known for its St. Catherine's lighthouse, warning ships in the Channel of the coastline's dangers, and for its multi-coloured sandstone. Island souvenirs show their 12 distinct shades of sand.

WILDLIFE

The fauna of the British Isles is, in general, similar to that of North-western Europe, though there are fewer species. Some of the larger mammals, including the wolf, the bear, the boar and the reindeer, have become extinct. About 50 land mammals are still found in the UK. Different deer (red, roe, fallow) protected for sporting reasons flourish in Scotland and wooden areas of Southern England. The badger is rarely seen but there are many foxes in most rural areas, and otters are found along many rivers and streams. Both common and grey seals may be seen on various parts of the coast. Smaller mammals include mice, rats, voles, shrews, hedgehogs, squirrels, moles.

Birds are numerous. About 460 species of birds have been recorded in the British Isles. Some 200 species breed, the rest are regular migrants or pass through the country. Visitors to Britain are often struck by the abundance, variety and tameness of song birds in towns and villages. All British wild birds are protected. The principal exceptions are those considered injurious to agriculture and birds shot for sport in the open season.

Fish are numerous, both sea fish and fresh water fish. About 30 kinds of freshwater fish are found in the waters of Great Britain. Salmon, trout, pike, roach, dace, perch and carp are most widely distributed.

Reptiles and amphibians are few. But they are plentiful where conditions suit them.

There are more than 21000 different kinds of insects, most of them small. Among the largest are the rare swallowtail butterfly (8 to 10 cm) and the stag beetle (6 cm). The insect fauna in Britain is less varied than that of continental Europe and lacks a number of common European species.

MIGRATION WAVES

From the beginning of the 15th century until the 20th the balance of emigration was markedly outward due to colonial expansions. During the 19th century over 20 mln people left Britain for destinations outside Europe, mainly in the Commonwealth and the United States.

But since 1930s the balance of Migration for Britain was inward. Many emigrants began to return. The dismantling of the Empire has been a gradual process accompanied by the great inflow of people to Britain. Right up until 1962 the citizens of the huge area of the former Empire had the automatic right to live and work in Britain.

Many Irish people came to England in 1845 to escape famine, to find work. Most of the roads, railways and canals built in the 19th century, were made by Irish workers. The greatest wave of immigration was in the 1950s and 1960s. Many companies needed people for unskilled or semi-skilled jobs. Britain advertised and many people came from the Caribbean islands, from Pakistan, Bangladesh, India and Hong Kong. People came here in search of better life, political or religious freedom. British government and people regarded this as a threat to the health of the nation: it increased unemployment, worsened living conditions. It was in these circumstances that the Government introduced the Commonwealth Immigrants Act 1962 which gave it power to restrict the number of people from the Commonwealth, especially from the Irish Republic. Another Act was passed in 1968 and still another in 1971. The last has sharply reduced the number of people allowed to stay in Britain.

Образцы текстов для чтения и перевода на экзамене в конце IV семестра

IDENTIFYING THE EXCEPTIONAL CHILD

1. The first step in planning work for the exceptional child is to discover his presence in the
   classroom. Certain physical handicaps are apparent. Others are easily discovered through the use oi
   screening tests, physical examinations,1 and mental tests. Certain children with special health prob­
   lems or with minor degrees of physical impairment or emotional maladjustment are discovered
   through observation.
2. Child time is playtime, and the child who is not happy, active, interested is a sick child, men­
   tally, physically, or emotionally, or possibly in all three ways.2 In many instances, helping the chile
   to gain and maintain good physical health and stamina3 will result in the elimination or minimizing
   of his emotional problems. He is then capable of making maximum use of his mental endowments.
3. Hence, a teacher should be so attentive to a child's words and actions that no sign of physical
   or emotional difficulty will escape her. A child's drowsiness, excessive thirst or frequent trips to the
   toilet, complaints of aches and pains in arms or legs may indicate the beginning of a serious health
   problem. If these symptoms are investigated early and their causes treated adequately, a long perioc
   of severe and devastating illness may be prevented. A child who cries easily, one who is always
   tired and languid, one who is cross, irritable, and not co-operative is trying in his way to tell of hi:
   physical needs and troubles. Sometimes glassy and at other times dull eyes, lusterless hair, pale 01
   heightened facial colour, scaly or dry skin may also indicate the need for attention.
4. The slightest sign of trouble in a child should be observed by the teacher and, if the conditior
   seems persistent or acute, it should be reported to the school nurse for immediate attention. Under
   no circumstances should the teacher diagnose or prescribe treatment. By her alertness in observing
   symptoms of illness and promptness in reporting her observations the teacher will do her part5 tо
   stop serious sickness.
5. The teacher should know what facilities and services are available in the country, and state fo:
   diagnosis and treatment of handicapped children and what procedure should be used in referring
   children to the proper agency.6
6. If the school district does not employ a school nurse, the responsibility of seeing that sucl
   children are referred to an agency that can assist the parents may devolve upon the teacher. The teacher should also know where she can obtain assistance in planning activities and adjusting the curriculum to help the exceptional children enrolled in her class.

THE COMPARATIVE ANALYSES OF THE SOVIET AND ENGLISH SYSTEM OF EDUCATION

1. It has become a tradition for the children of our country to bring flowers to school on the first
   of September. Both for teachers and schoolchildren the beginning of a new year is a red-letter day.1
2. All those who have 8-year schooling will either be staying on at school or will pursue their
   education at technicums and vocational technical schools.
3. For some time it has been sought by our teachers, specialists in pedagogics and psychology to
   bring the curricula in line with technology and culture. The commission which was set up some
   years ago, found it possible to change over from four-year primary school to 3 year. It being known
   that the curriculum of the primary school includes foundations of algebra and geometry. Before this
   reform began to be implemented in broad scales, experiments had been concluded in separate
   schools.
4. Rudiments of science" are taught already in the fourth form. New school curricula envisage
   also the instruction of the elements of higher mathematics, geometry, genetics in the senior>of secondary schools.
5. Our school-graduates needn't worry about jobs. The graduates are so much in demand, that
   it's out of the question that someone of them remains without work.
6. And now it would be interesting to compare the Soviet system of education with that of Eng­
   land.
7. To begin with, in Britain school starts at the age of five. Between the age of 5 and 7 children
   go to infant school, and between the age of 7 to 11 to junior school.
8. Until recently all children at the age of 10 or 11 had to take examination which determined
   their future. Those who failed in their 11-plus exams were considered to be "nongrammar types"
   and had to go to modern schools. And that means no General Certificate of Education3 (GCE) and
   no college education. And it's only natural that children from a background of poverty and unem­
   ployment should be less developed at this early stage than their luckier schoolmates from middle-
   class background.
9. They don't have a unified system of secondary education in Britain. Until some time ago they
   had a tripartite system: that is modern schools, grammar schools and technical schools. There are
   big differences in the time devoted by each type of school to the same subjects. As a result of selec­
   tive education children of poor families are deprived of the chance to catch up later. For it is much
   easier to gain a university place if you have attended a grammar school.

10. Thus, it turns out, that though the compulsory school age is the same for all children, practi­
    cally the level of the child's knowledge depends on the type of school. The answer to this is com­
    prehensive schooling. A comprehensive school is a school for all pupils of secondary school age in
    a school district. These schools should cover all the work done in grammar, modern and technical
    schools. They offer a wide range of general and vocational subjects.
11. It should be noted, that there is no general leaving examinations in Britain, but children who
    enter grammar schools are expected to sit for their GCE exams on the ordinary level soon after their
    16th birthday.
12. The stage is now set for the education reform to be carried through to finality in the near fu­
    ture. It is quite usual for children from the middle and upper >tional career, for they usually have full-time schooling and have no trouble entering the university.
    Indeed there is every reason for upper>

Britain than it used to be. But in fact, the children from working background have been waiting for equal opportunities with those of the upper>

GEORGE GORDON BYRON

1. George Gordon Byron was born in London, on January 22, 1788. His father, an army officer.
   died when the future poet was three years old. Byron spent the first ten years of his life in Scotland.
   He attended Grammar school' in Aberdean. In 1798 George's grand-uncle died and the boy inhe­
   rited the title of baron. Then he was sent to Harrow School. At seventeen he entered Cambridge
   University.
2. While a student Byron published his first collection of poems "Hours of Idleness" (1807). It
   was attacked by a well-known critic who suggested that Byron should not write any more poems in
   future.

In 1808 Byron graduated from the University and received his Master of Arts degree, and next year took his hereditary seat in the House of Lords.

In 1812 Byron made his first speech in the House of Lords. He spoke in defence of the English proletariat and blamed the Government for the unbearable conditions of the life of the workers.

3. In 1816 he wrote his "Song for the Luddites" in which he raised his voice in defence of the
oppressed workers, encouraging them to fight for freedom.

When the first two cantos of "Childe Harold's Pilgrimage" were published, they were received with enthusiasm by his contemporaries and Byron became famous.

Between 1813 and 1816 Byron composed his "Oriental Tales", "The Corsair", "Lara" and oth­ers. The hero of each poem is a rebel against society. He is proud and independent and rises against tyranny and injustice to gain his personal freedom and happiness. But his revolt is too individualis­tic and therefore it is doomed to failure.3

4. In 1816 he left for Switzerland. There he wrote his dramatic poem "Manfred" (1817). In 1817
   he left for Italy. The Italian period (1817—1823) influenced by revolutionary ideas may be consi­dered to be the summit of Byron's poetical career. In "Don Juan" (1819— 1824) he depicts Europe
   in the 19th century and gives a broad panorama of contemporary life.

The War of Greece against the Turks attracted his attention. Byron longed for action and went
to Greece to take part in the straggle for national independence. Soon after his arrival he was seized
with fever and died in 1824 at the age of 36.

Charles Dickens

Charles Dickens, a great English writer, was born on the 7th of February, 1812, in a small English town. He was a weak child and didn't like to take part in noisy and active games. The little boy was very clever and learnt to read at an early age. He read a lot of books in his childhood. When he was about six, someone took him to theatre for the first time. He saw a play by Shakes-peare and liked it so mush that he decided to write a play of his own. When it was ready, he per-formed it with some of his friends. Everybody enjoyed the performance, and the little writer felt very happy.

When Dickens was nine years old, the family moved to London where they lived in an old house in the suburbs. They had a very hard life. There were several younger children in the family besides Charles. The future writer couldn't even go to school, because at that time his father was in the Marshalsea Debtor's Prison. There was nobody in London to whom Mr. Dickens could go for money, and his wife with all the children except Charles went to join him in the prison. The family lived there until Mr. Dickens could pay his debts. Those were the most unhappy days of all Charles' life. The boy worked from early morning till late at night to help his family. Charles was only able to start going to school when he was nearly twelve, and his father was out of prison. He very much wanted to study, but he didn't finish his schooling. After two years of school he began working again. He had to work hard to earn his living, and tried very many trades, but he did not like any of them.

His ambition was to study and become a well-educated man. At the age of fifteen he of-ten went to the famous library of British Museum. He spent a lot of time in the library reading-room. He read and studied there and in this way he got an education.

Later Dickens described his childhood and youth in some of his famous novels, among them «Little Dorrit» and «David Copperfield».

The Bronte family

The story of the famous and talented Bronte family is strange and unusual.

The Bronte children - five girls and a boy - lived with their father and aunt in Yorkshire. All the children were in poor health. Two of the girls died while they were still at school Bramwell. The boy was good at writing poetry but he died at the age of 31. Anne, who wrote poetry and two novels, died at 29. Emily, who became world famous as the author of «Wuthering Heights», died a year after the book was published in 1847. Charlotte, the author of the wonderful novel «Jane Eyre», was the only one strong enough to go out into the world and live her own life for a while. But even she died at the early age of 39.

It was nearly impossible to believe that these wonderful books were written by young women who had not seen anything of the world except the life of their own family. Nobody knew that the Bronte children had learned to write stories while they were playing. They didn't like to play noisy games. The game they liked best of all was writing little stories of their own. All this was only found out in 1930 by an American university librarian who studied some of the toys and hand-written little books found in the house the Bronte family had lived.

From the history of the Russian Language

The first attempts to create a literary language date from the 1 lth century. The development of a Russian literary language was complicated by the parallel existence of the Church Slavonic literary language which was closely related to Russian. The Russia literary language began very early to become a common language for all Eastern Slavs. The struggle and interaction between the Russian and the Church Slavonic literary languages resulted in the domination of Church Slavonic in the fifteenth century, while literary Russian was retained only in ukazes, correspondence, memoirs. Fiction and all the orthodox literature of that period were written in Church Slavonic.

The final standardization of the Russian literary language is linked with the name of. M.V. Lomonosov, the founder of Russian linguistics, who laid down the rules of literary language in his Russian Grammar. The basic of this new literary language was the old Russian literary language enriched by the addition of words from European and church Slavonic languages. The mixture of these languages is clear from the vocabulary of the first six-volume academic Slavonic and Russian Dictionary.

The Russian poet Karamzin and his literary heirs, especially Pushkin, refined the Russian literary language still further. In 1817 a bitter controversy was raging between the followers of Shishkov and Karamzin concerning the proper language of literature, Shishkov championed the su-periority of Church-Slavic over the language of common people, as well as over the Frenchified speech of cultivated Russians. Pushkin wages a vigorous campaign in behalf of the language which he himself used with unequalled power and beauty - the autochthonous speech of the Russian people.

The spoken language of the Moscow region (the basic of the Russian literary language) became a common language for the Russian nation.

Linguistics and Language Teaching

The language teacher's aim in regard to a language is not the same as the aim of a descriptive linguist. The teacher is not simply concerned with its systematic description and analysis, but with facilitating the acquisition of a language other than their mother tongue by other people. Linguists describe and analyse many languages that will never be taught to others. They may even be on the verge of extinction; indeed, books, texts, or even languages themselves, which are utterly irrelevant to the teacher, may make it of especial interest to the general linguist. But it is to be hoped and believed that the techniques and methods of scientific linguistics will aid and improve the work of the language teacher.

Linguistic science has been stimulated and nourished all the time by the work of language teachers. They have provided linguists with a great deal of their material, and the problems and difficulties they encountered stimulated linguistic research. The science of language owes much to the work of people who would never claim for themselves the title of general linguists. But it may be believed that the teacher who understands and can make use of the methods of scientific linguistics will find the task of presenting a language to his students very much lightened and facilitated. In particular the intuitive feeling for correctness in a language on which teachers have often relied as a fruit of their long experience will be replaced by an objective and publicly communicable know-ledge of its elements and structures, which can be systematically imparted to others.

Long ago different events in the world started attracting attention to the needs and advantages of close contacts between linguists and teachers of languages. For example, sudden requirements for numbers of persons to be rapidly trained in particular aspects and>

The wonderful world of books

Why are so many people fond of reading? The world of books is full of wonders. Reading books you can find yourself in different lands, countries, islands, seas and oceans. Together with the characters of the book you go by ship in the stormy sea, you climb high mountains, you fly into space, you have a lot of adventures. There are authors and characters famous all over the world. Who hasn't read «Alice in Wonderland» by Lewis Carrol? or «The Adventures of Tom Sawyer» by Mark Twain? or «Mowgli» by Rudyard Kipling? Who hasn't travelled with Mary Poppins to her imaginary world? Who hasn't imagined himself to be Robinson Crusoe on the deserted island?

We enjoy the beauty and wisdom of fairy-tales and fables which teach us to be kind and clever, to be hard-working, to be brave and honest, to understand other people. Books help us to be true friends. They teach us to understand the beauty of nature, to take care of it, to love our homeland. As there are many different people in the world so there are many different books. An English author once wrote: "Some books are to be tasted, others to be swallowed and some few to be chewed and digested". This quotation tells us how to read books of different kinds. Most travel books are to be tasted; it's enough to dip into them and read bits here and there. If you're fond of detective stories (Agatha Christie, Simenon and the rest of the modern favourites), you will read them quickly, you'll swallow them. And then there are books that you'll read slowly and carefully. If a book is on an important subject and a subject you're interested in, you'll want to chew and digest it.

You can find all kinds of books at the library. Almost every city has a public library. There is a library at every school, institute or university, which is rich in books on different subjects. You can find there any book you like. Sometimes it is difficult to choose a book. Then you ask a librarian to help you.

Proverbs

A proverb is a traditional saying which offers advice or presents a moral in a short and pithy manner. Paradoxically, many phrases which are called 'proverbial' are not proverbs as we now understand the term. The confusion dates from before the eighteenth century, when the term 'proverb' also covered metaphorical phrases, similes, and descriptive epithets, and was used far more loosely than it is today. Nowadays we would normally expect a proverb to be cast in the form of a sentence.

Proverbs fall readily into three main categories. Those of the first type take the form of abstract statements expressing general truth, such as Absence makes the heart grow fonder and Nature abhors a vacuum. Proverbs of the second type, which include many of the more colourful examples, use specific observations from everyday experience to make a point which is general; for instance, You can take a horse to water, but you can't make it drink and Don't pull all your eggs in one basket. The third type of proverb comprises sayings from particular areas of traditional wisdom and folklore. In this category are found, for example, the health proverbs After dinner rest a while, after supper walk a mile and Feed a cold and starve a fever. These are frequently classical maxims rendered into the vernacular. In addition, there are traditional country proverbs which relate to husbandry, the seasons, and the weather, such as Red sky at night, shepherd's delight; red sky in the morning, shepherd's warning and When the wind is in the east, 'tis neither good for man nor beast.

It is sometimes said that the proverb is going out of fashion, or that it has degenerated into the cliche. Such views overlook the fact that while the role of the proverb in English literature has changed, its popular currency has remained constant. In medieval times, and even as late as the seventeenth century, proverbs often had the status of universal truths and were used to confirm or refute an argument. Lengthy lists of proverbs were compiled to assist the scholar in debate; and many sayings from Latin, Greek, and the continental languages were drafted into English for this purpose. By the eighteenth century, however, the popularity of the proverbs had declined in the work of educated writers, who began to ridicule it as a vehicle for trite, conventional wisdom. The proverb has nonetheless retained its popularity as a homely commentary on life and as a reminder that the wisdom of our ancestors may still be useful to us today.

Контрольные работы

Контрольная paбoтa № 1 (1 семестр)

1. Подчеркните правильную форму глагола в следующих предложениях:

Образец: I don’t understand /I am not understanding

1. They usually visit / are visiting their parents on Saturdays.
2. My brother travels / is traveling in Thailand at the moment.
3. I start / am starting work at eight every morning and finish / am finishing at about four.
4. He likes / is liking old books.
5. Oh, John, hurrу up! Clare waits / is waiting for you at the station.
6. Excuse me. I look for / am looking for Station Road.
7. Look at him! He is doing the walk, but he hares / is hating it.
8. It's my first time here and I love / am loving this place.
9. I don't believe / am not believing it! You are smoking!
10. She will be proud of you. You understand / are understanding English

2. Поставьте глаголы данные в скобках, в отрицательную форму соответствующего времени:

Образец:

You... (be) at the Institute yesterday.

You weren’t at the Institute yesterday.

I... (work) today.

She... (study) on Sundays.

They... (play) tennis tomorrow

We... (go) on holiday last year.

I... (can hear)you.

He... (listen) to his teacher yesterday.

I... (be going) to join you. I am busy.

You... (must do) the stopping. I have done it.

3. Напишите следующие прилагательные в сравнительной степени:

Образец: cheap – cheaper

important – more in

1. nice– …,1ate–…, thin–…, big– …, slow–…, easy– …, heavy– …,early – …, old –..., far – …, good– …, bad– …,
2. expensive –..., beautiful– …,. modem –…,polite–…, tired– …, difficult –…, interesting –..., important–…, careful – …, impressive– ….

4. Установите правильный порядок слов в следующих предложениях:

Образец: It’s hobby very relaxing hobby.

1. We play twice a week basketball.
2. I can write very well English.
3. They together do the homework.
4. She’s going next week to paint her flat.
5. We will a flight to Berlin book.
6. I take shoes size six.
7. This coat is not enough long.
8. Look at those brown beautiful sandals!

5. Поставьте вопросы к ответам, приведенным ниже:

Образец:

It’s a tin opener.

What’s this?

1. I am 22.
2. We are playing the violin.
3. She lives in Moscow.
4. He cannot swim.
5. No, they don’t.
6. Yes? I am.
7. Very well.
8. My car is green.

6. Закончите предложения словами, начинающимися с some-, any-, every-, or no-

Образец:

I looked for my watch ….

I looked for my watch everywhere.

I couldn’t find a parking place …

… enjoys having a holiday.

Let’s go … this year.

… likes me. I haven’t got any true friends.

Have you got … to eat?

No, sorry. There’s … in the fridge.

I saw … in the garden last night. He was definitely a stranger.

I don’t know …

Is … here? I cannot see …

… must learn English. It is spoken all over the world!

Контрольная работа № 2 (2 семестр)

1. Переделайте следующие предложения, употребив глагол в Passive voice.

Образец: They invited him – He was invited.

1. They will carry out this experiment next week.
2. He wrote this book 10 years ago.
3. They've asked hi ma lot of questions.
4. Somebody has left all the documents in the office,
5. One praises a pupil when he works hard.
6. People will forget his play in a few years time.
7. Somebody built this house last year.
8. They will discuss his paper tomorrow.
9. The have opened the conference.
10. Someone has typed all the texts.
11. Nobody heard the sound.
12. People always admire this picture.

2. Переделайте предложения, употребив необходимую форму прошедшего

времени.

1. It is clear that he is right.
2. They claim that they are trying to read an argument on all the issues.
3. He says that the lecture is very interesting.
4. They complain that he has been rude to them.
5. The witness insists that he hasn't seen the man.
6. She says that She has been having strange dreams for a long time.
7. He insists that he is innocent.
8. Our correspondent reports that the rate of unemployment is rising in Britain.

3. Преобразуйте следующие предложения, используя глагол to wish.

Образен: It's a pity I haven't accepted their invitation. I wish I had accepted their invitation.

1. It's a pity I don't live nearer to my work.
2. Tin sorry I don't know French.
3. It's a pity 1 am not a doctor.
4. I'm sorry I didn't stay in my last job.
5. I'm sorry you aren't coining with us.
6. I'm sorry 1 have no chance to speak English every day.
7. I'm sorry I haven't supported them.

4. Раскройте скобки, употребляя активную или пассивную форму герундия.

Образец: He hated (to give) advice to other people (active). He hated giving advice to other people.

He hated (to give) advice by other people (passive). He hated being given advice by other people.

1. She avoided (to express) her opinion in public (active)
2. She avoided (to see) in their company (passive)
3. He hated (to argue) with his colleagues (active)
4. He hated (to disturb) at lunch time (passive)
5. They insisted on (to change) the regulations (active)
6. Me insisted on (to send) a copy of the documents (passive)
7. Lots of people prefer (to record) their thoughts (to write) them down (active, active)
8. Would he mind to ask a few questions? (passive)
9. Would you mind (to answer) a few questions? (active)
10. He remembered (to warn) them about the danger (active)
11. He remembered (to warn) about the danger (passive)

5. Раскройте скобки, употребив правильную временную форму глагола.

Образец: If it (not rein), we (go) to the park. If it doesn't rain, we’ll go to the park.

1. I (phone) and thank her if I (not have time) to write.
2. If you (not take) your medicine, you (not gel better).
3. We (not able) to come if we (not get) a babysitter.
4. If she (not hurry), she (miss) the bus.
5. If we (book) tickets today, we (get) better seats.

6. Перепишите предложения. Найдите в них Participle I и Participle II.

Определите их форму и функцию в предложении. Переведите.

1. The man speaking to the student is the Head of the Department.
2. All the roads leading to the center of the city were blocked by trucks.
3. Most of the scientists invited to the conference were leading, specialists in various branches of economics.
4. In some countries there is tax en things sold in the shops.
5. They spend the whole day packing the equipment.
6. Using this new method, he solved a number of problems
7. When presented historically, the subject seemed more interesting.
8. Seeing nothing there that could interest us, we left the exhibition.
9. She rushed back home, suddenly remembering that she had not locked the door.
10. Having spend all the money he started looking for work.

Контрольная работа №3 (3 семестр)

1. Закончите предложения, употребив герундий.

1. What is your idea of (обсудить этот вопрос сейчас)? 2. The film is worth(посмотреть). 3. There are a lot of ways of(сделать это). 4. Do you have the opportunity(посетить выставку)? 5. I don’t like (напоминать ему об этом).

2. Употребите одну из неличных форм глагола: инфинитив, герундий, причастие.

1. He offered (lend) me the money. I didn’t like (take) it but I had no other way out. 2. What was it the letter? I don’t know. I didn’t want (open) it as it wasn’t addressed to me. 3. Try (avoid) (be) late. He hates (be) kept (wait). 4. Ask him (come) in. Don’t keep him (stand) at the door. 5. It’s no use (write) to him, he never answers letters. The only thing (do) is (go) and (see) him. 6. I can hear the bell (ring) but nobody seems (be coming) (open) the door. 7. He heard the clock striking five and know it was time for him (get) up. 8. I am not used to (drive) on the left. 9. It’s pleasant (sit) by the fire at night and (hear) the wind (blow) outside.

3.Переведите предложения на русский язык. Причастные обороты подчеркните.

1. Being a great book-lover, he spent a lot of money on books. 2. The answer received from the sellers greatly surprised us. 3. The leaves lying on the ground reminded us of autumn. 4. When writing a telegram we must use as few words as possible. 5. A person bringing good news is always welcome.

4. Переведите на английский язык.

1. Покажите мне список студентов, изучающих английский язык. 2. Будучи очень усталым, я решил остаться дома. 3. Переходя через мост, я увидел (встретил) Д. 4. Все студенты, принимающие участие в этой работе, должны прийти в институт сегодня в 6 часов. 5. Я уже проверил все сочинения, написанные студентами моей группы.

5. Переведите на английский язык.

1. Они хотят, чтобы мы пришли к ним сегодня. 2. Она хочет, чтобы ее пригласили на вечер. 3. Я никогда не слышал, как она говорит по-французски. 4. Она видела, что он вошел в дом, и спустилась вниз, чтобы встретить его.

6. Переведите на русский язык.

Now days science is known to contribute to every aspect of man’s life. 2. He happens to work at the some problem. 3. The work is likely to contribute to the solution of the problem. 4. The is said to have graduated from Oxford University. 5. The results of this experiment are found to overlap.

7. Переведите на английский язык.

1. Решение этой проблемы, как известно, зависит от многих факторов. 2. Ожидается, что работа будет закончена в этом месяце. 3. Говорят, что он внес определенный вклад в решение этой проблемы. 4. Ему было дано указание доложить обо всем вам.

Контрольная работа №4 (4 семестр)

1.Переведите на русский язык

1. You must leave at once.
2. She must have understood me.
3. She ought to have known this rule better.
4. You shouldn't phone them now.
5. We don't have to do this exercise again.
6. She may be thirty.

II. Употребите модальные глаголы в следующих предложениях в Past

Indefinite и Future Indefinite.

1. Our sportsmen can win gold medals at the competition.
2. The students have to work hard.
3. We may borrow books from the town library.

III. Переведите предложения, определите функции инфинитива.

1. То master a foreign language is necessity for all the students.
2. Popov was the first to invent the radio.
3. The problem to be discussed at the conference is of great importance.

IV. Переведите предложения на русский язык, обращая внимание на формы

и функции причастий.

1. Having graduated from the college, my brother went to work to Siberia.
2. Being prepared by our scientists man-made diamonds are widely employed in many industries of our country.

3. A broken cup was lying on the table.
4. My pen is broken.
5. Having been sent to the wrong address the letter didn't reach him.

V. Из двух предложений составьте одно, применяя герундий.

Переведите предложения на русский язык.

Образец: Victor didn’t come to the lecture I was surprised at this. I was surprised at Victor's not coming to the lecture.

1. My friend has mastered two foreign languages. We are proud of it.
2. Peter leaves for Kiev. His father insisted on it.
3. Ann goes to Moscow by plane. Her mother is against it.

VI. Переведите предложения на русский язык, обращая внимание на независимый причастный оборот.

1. This being the last day of our trip we hurried to the sea for a last swim.
2. Dinner being over, they went out for a walk.
3. They were having a quiet evening at home, the children playing in their rooms, the parents watching TV.
4. The weather being line, we went to the country.

VII. Переведите предложения, обращая внимание на согласование времен.

1. She said she was writing a letter.
2. He said he had seen the film the day before.
3. They knew they would graduate from the college in years.
4. 1 promised I should have done my work by the evening.
5. We said we lived in Moscow.

VIII. Переведите предложения на русский язык, обращай внимание на

герундиальный оборот.

1. We heard of their having entered the institute.
2. Victor's parents are proud of his having become an engineer.
3. She is sure of his coming in time.
4. The students of our group are proud of their participating in the scientific conference.
5. In spite of not having had any university education he was a u \y intelligent man.

IX. Из двух предложений составьте одно с Complex Object. Предложения

переведите на русский язык.

1. The schoolchildren planted trees. The man saw it.
2. Somebody sang in the park. I heard it.
3. The doctor touched his leg. The boy felt it.
4. My little sister watered a vegetable bed. I didn't see it.

X. Переведите предложения на русский язык, обращая внимание на Complex Subject и Complex Object.

1. He heard me open the door.
2. She is said to live in Kiev.
3. I le is said to hove been appointed a director of a big plant.
4. I know them to be right.
5. They wish the work to be done at once.
6. They are likely to come soon.
7. Me is sure to return.

XI. Переведите условные предложения на русский язык.

1. If you worked hard, you would do this work in time.
2. If he studied regularly, he would pass his exam.
3. If we had not been busy yesterday we should have helped you.

Контрольная работа № 5 (5 семестр)

Put the verbs in brackets into the Present, Past, or Future Perfect Tense

1. I................... of him ever since I was born.

(to hear)

2. By the time you arrive we.............................

(to leave)

3. The students.................... the results of the examination by 3 o’clock tomorrow.

(to know)

4. After they......................... the draft of the Programme, long debates took place.

(to present)

5. He...................... just our proposal.

(to reject)

6. Our family..................... in this street since we got a new flat.

(to live)

Put the verbs in brackets into the Present, Past, or Future Perfect Continuous Tense

1. By the end of this year I............................. here for 20 years.

(to live)

2. When the bus arrived the tourists...................... for it very long.

(to wait)

3. She......................... the dishes since the guests left.

(to wash)

4. By breakfast time she...................... for 8 hours.

(to sleep)

Fill in each blank with the necessary form of the verb in the Passive Voice

1. The papers....................... just by the dean.

(to sign)

2. The newspapers.............................. already by me.

(to look through)

3. The proposal...................... by that time.

(to discuss)

4. He could not understand why he......................... by nobody for such a long time.

(to visit)

5. The article....................... by the time you return.

(to translate)

6. The newspaper.......................... by 9 o’clock yesterday.

(to deliver)

Translate the sentences with modal verbs

1. I had to go there.
2. You ought to be more attentive.
3. The train is to arrive at 10.
4. He was to attend the seminar.

Translate the following sentences with complex object

1. I want you to help me.
2. Would you like me to translate this text?
3. They consider him to become a good engineer.
4. We believe her to be in Moscow now.
5. The students heard him play the piano.
6. She felt somebody look at her.
7. We know him to have taken part in the conference.
8. I allowed him to come in.

Translate the following sentences with complex subject

1. The delegation was reported to have already arrived.
2. The conference is believed to take place in Minsk.
3. The weather is not likely to change.
4. They are sure to come.
5. He was known to be a good doctor.
6. He is said to be a good student.
7. We appear to know little about it.
8. We happened to meet them yesterday.
9. The delegation is reported to have arrived.

Translate the following sentences with participles and participial constructions

1. We heard him playing the piano.
2. I considered the work done.
3. I had my books bound.
4. He was seen crossing the street.
5. She was heard talking about it.
6. He was seen looking for something.
7. It being warm, we went for a walk.
8. Radio was invented in 1895, the inventor being a Russian scientist.
9. Having finished the translation he typed it.
10. When asked he refused to answer the question.
11. Having been translated into many languages the book became world famous.
12. The plan is being discussed.
13. The house which is being built in our street is a new theatre.
14. Having lost the key I couldn’t open the door.
15. The problem being discussed now is very important.
16. I saw him working in the garden.
17. The man watched the children playing hockey.
18. It being Sunday, the shops were closed.
19. It being very dark, I could see nothing there.
20. The weather being fine, they went for a walk.
21. The experiment having been carried out, they started new investigations.

Translate the following sentences with gerund

1. Stop talking.
2. I prefer reading>
3. I am afraid of making a mistake.
4. You have no reason for saying that.
5. She left the room without looking at me.
6. They must be proud of having won the match.
7. In considering the question don’t forget to use the latest information on the subject.
8. Before the invention of printing in the 15th century Germany no good means existed for copying several letters or documents.

Use the correct form of the Subjunctive

1. If he................... hard, he wouldn’t have made progress.

(not to work)

2. If you............... him today, he would have told you the news.

(to see)

3. If it................. tomorrow, we would go skiing.

(to snow)

Use the right form of the verbs in brackets

1. I wish you............. with us for some days.

(to stay)

2. She is afraid lest we............... the truth.

(to know)

3. Why didn’t you tell me about it before? I................. you.

(to help)

4. She spoke French as if she................. in France for a long time.

(to live)

5. If he were not so absent-minded, he................... you about it long ago.

(to tell)

Translate the sentences into Russian

1. If the taxi arrives late they will miss their train.

2. If the weather were fine we would go to the country.

If the weather had been fine we would have gone to the country.

What is the difference between the two sentences?

3. I suggest that we should go to the picture gallery.

4. I wish you had come to the party.

Put the verb in brackets into the right form

1. They will invite him if they....................... him.

(to see)

2. If they................. hard, they will pass all the exams well.

(to work)

Контрольная работа № 5 (второй вариант)

(5 семестр)

Translate from English into Russian

The situation being favour­able, they bought the shares.

The weather being fine, they went for a walk.

England being a constitutional monarchy, the Queen of England is only a formal ruler.

There being a lot of things to discuss, the conference lasted long.

I saw him writing something.

He knew himself to be strong enough to take part in the expedition.

I asked to be informed of the arrival of the steamer.

We saw Megan cross the street and enter the su­permarket.

I suppose him to be about fifty.

I saw him fall while getting off the bus.

I rely upon you to do it in time.

Knowing him to be my friend, I asked him to help me.

I felt someone watching me.

Не is said to have lived in Leningrad.

He proved to be right.

She appears to have forgotten her promise.

I happen to know about it.

He is sure to enjoy this trip.

He was said to have been trav­eling about the country a good deal.

He proved a good worker.

The goods are unlikely to arrive at the end of the week.

The sellers offered the buyers 5,000 tons of oil, delivery to be made in October.

The weather appears to be improving.

They are sure to help us.

The negotiations between the American and British representatives were conducted behind closed doors, measures having been taken so that no reporter should receive any information.

Use the particle to if it is necessary:

We expect everybody... join us and... have fun.

You can’t make me... do such things.

We heard the postman... come up to the front door and then we saw him... slip a thick envelope into the box.

He got them... rebuild the house.

We don’t want anyone... interfere.

We suppose her... be in her late fifties.

Change complex sentences into sentences with the Complex Object.

I did not expect that she would forget about my birthday.

She saw how the children were playing in the park.

Open the brackets and use the Complex Object:

Do you want.......................................... (I, show) you the sights of the city?

He expected................................................ (she, invite) to the party by the Smiths.

I suspect................................................... (he, help) by her.

Open the brackets and use the Complex Subject:

They are thought..................................................... (go away) some days ago.

Steve is known................................................... (help) them to solve a problem when they were in trouble.

They are known...................................................... (make) a new discovery a month ago.

Change these sentences using likely, unlikely, sure:

You may miss the train unless you hurry.

They will certainly get married soon.

Choose the right variant and translate the sentence:

When I came in, the discussion seemed _______ to an end. They appeared ______ patience because they turned out _____ for it.

1. to have been coming, to have been losing, be ready
2. to be coming, to be losing, not to be ready
3. to come, to lose, to be ready
4. to have come, to have lost, not to be being ready

Translate the words and phrases:

1) to cover the news 2) to appeal

3) a nodding acquaintance with grammar

Put the verbs in brackets in the right form of the Subjunctive or Conditional Mood

I suggest that she ______________(join) our circle.

We all wish that Nelly ______________(be) with us now, but she is not.

The teacher insisted that we ________________ (make) short grammar reports.

I wish you ________________ (go) skiing with me yesterday. I had such a good time.

Come closer so that I _________________ (examine) your arm.

They wouldn’t have missed the train if they _________________ (leave) their house earlier.

She wishes we _____________________ (come) to see her tonight.

Put the cup back on the shelf lest you _____________________ (break) it.