М И Н И СТ Е РСТ В О О БРА ЗО В А Н И Я РО ССИ Й СК О Й Ф Е Д Е РА Ц И И В О РО Н Е Ж СК И Й ГО СУ Д А РСТ В Е Н Н Ы Й УН И В Е РСИ Т Е Т

И Н О СТ РА Н Н Ы Й Я ЗЫ К контрольны е работы по английскому язы ку

по специальности 020700

В О РО Н Е Ж

2003

2

Утверж д ено научно-методическим советом исторического факультета № 2 от 25.04.2003 г.

Составитель М артемьянова Н .В .

Контрольны е работы под готовлены на каф ед ре странов ед ения и иностранны х язы ков исторического факультета В оронеж ского госуд арств енного унив ерситета. Рекоменд ую тся д ля студ ентов 3 курса заочного отд еления.

3

К О Н ТР О Л Ь Н О Е З А Д А Н И Е № 1 Грам м ат и ка: С и ст ем а англи йски х в ремен.

Indefinite

Continuous

Perfect

Present Past Future

I do I did

I shall/will do

I am doing I was doing

I shall/will be doing

I have done I had done

I shall/will have done

I. О бъясни те упот реблени е в ременных форм глаголов в следующи х

предложени ях: A. 1) I like chocolate. 2) My father drives to his office every day. 3) I know the

answer. 4) She left home at 6 o’clock. 5) My friend will come here tomorrow. 6) I will help you. 7) I washed my face and neck. 8) They are always careful. 9) The sun rises in the East. It happened a very long time ago.

B. 1) They say they are going to London tomorrow. 2) He was driving to his office when he saw Jane. 3) We will be waiting for you tomorrow at 5 o’clock in the evening. 4) The students are reading texts now. 5) Listen! They are speaking Greek. 6) We will be playing tennis at 3 o’clock. 7) Tomorrow I’m going to the library. 8) Mother is making toasts in the kitchen now. She always makes toasts for breakfast. 9) John is doing his homework now. 10) While I was watching TV, my sister was cooking.

C. 1) My friend has moved to London. 2) Bill has just come back. 3) This year students of our group have read and discussed several books by English writers. 4) When I came, Jack had already gone away. 5) They have been to different countries. 6) When I have finished my homework I will go to the cinema. 7) My friend has passed his examinations successfully. 8) He will have finished his report by Monday. 9) When I came to the car park I realized that I had left my key at home. 10) By the time they came we had already discussed this question.

II. Пост авьте следующи е предложени я в от ри цательную форму:

1. I write a letter. 2. Richard walks to school. 3. We lived in that house. 4. My father is working in the garden. 5. Yesterday at 5 o’clock they were watching TV. 6. Last month we travelled to London. 7. I have read this book. 8. We are at home on Sundays. 9. The book lies on the table. 10) They took part in the competition last week.

III. Пост авьте следующи е предложени я в вопроси т ельную форму по

образцу: They study English. – Do they study English? She studies German. – Does she study German?

4

1. She helps me. 2. We listen to the music. 3. You make a lot of mistakes. 4. The farmer works in the field. 5. A friend plays the piano. 6. That man lives next door to us. 7. Careless students never do their work well. 8. It usually rains in autumn. 9. I go to school on my bicycle. 10. We always spend holiday in Scotland. IV. О т ветьте на вопросы: О бразец: Do you study English? – Yes, I do./ No, I do not.(don’t) Does your sister study English? – Yes, she does./No, she does not(doesn’t) 1. Does Mr. Brown go to his office every day? 2. Do you believe me? 3. Does she write to her brother every day? 4. Do they wear uniform? 5. Do you like sweets? 6. Does your father own a shop? 7. Do they grow fruit in the garden? 8. Does his mother work as a teacher? 9. Do you take your little brother to school? 10. Does this baker sell good cakes? V. Пост авьте в опросы к подлежащему: Mr. Green drives the car. – Who drives the car? 1.The boy tries to understand the lesson. 2. The teacher comes to school early. 3. The birds sing sweetly. 4. They learn English at school. 5. We buy fruit from Greece. 6. They know Henry. 7. You come to school every day. 8. This book costs 2 pounds. 9. Mary lives in Salonika. 10. I speak clearly. VI. Специ альные вопросы к в т орост епенным ч ленам предложени я:

0

1

2

What What books

How many books Where What When

do do do

does does does

you you you

your brother he

the class

read? read?

read every month? study?

do begin?

Пост авьте в опросы к подч еркнутым слов ам . 1. Egypt grows a lot of cotton. 2. He takes English lessons every day.

5

3. They all go to the football matches. 4. Mary sews all doll’s dresses. 5. There are five windows in this room. 6. In autumn the leaves fall from the trees. 7. Mary has a birthday in October. 8. Henry lives in London. 9. The Sudan lies to the south of Egypt. 10. That bicycle costs 100 pounds.

СТР А Д А ТЕЛ Ь Н Ы Й З А Л О Г to be + Participle II

Indefinite forms

The book

is was written. will be

Perfect Forms

The book

has been had been written. will have been

Continuous Forms

The book

is being was being written.

I. Переведи т е на русски й язык. A) 1. You’re wanted on the phone. 2. When was this house built? 3. He was shown

the way to the Ministry. 4. Who was the book written by? 5. A new library will soon be built here. 6. Our students are given a lot of homework every day. 7. What kind of books are discussed in the class? 8. How many houses are built in our town every year? 9. The delegation was met at the station. 10. The theatre wasn’t built last year.

B) 1. Nobody likes to be sent for at night. 2 This must be done at once. 3. He can’t be given a holiday now. 4. We have a lot of work to do. 5. He will have to be asked about it tomorrow. 6.I don’t like to be talked about. 7. The road is being built now. 8. The question has been discussed already. 9. The field was being ploughed by the farmer. 10. All this week our house is being painted.

II. Н апи ш и т е предложени я в ст радат ельном залоге: 1.The girl rings the bell. 2. Everybody forgets that. 3. Does the wind blow the clouds away. 4. Mary is cooking the dinner. 5. They are examining the new student now. 6. Somebody has broken the window. 7. The cat has caught a mouse. 8. Most people have heard this story. 9. Have the pupils finished the exercises? 10. The wind was blowing the clouds away. 11. The shot had frightened the birds. 12. Lightning had struck the house. 13. The postman will deliver the letters. 14. People will forget it after a few weeks. 15. Will they show the film? 16. Someone printed this book in London.

6

III. Н апи ш и т е предложени я в дейст в и т ельном залоге: 1. The letters are delivered by the postman. 2. That is forgotten by everybody. 3. The clouds are blown away by the wind. 4. That was forgotten by everybody. 5. The city is being defended bravely by the soldiers. 6. Mr. Brown is being sent abroad on business. 7. A battleship is being sent to the war area. 8. Is the new student being examined now? 9. This chair has been broken by someone. 10. Everything that was needed has been done by George. IV. Пост авьте предложени я в вопроси т ельную и от ри цат ельную формы, делая необходи мые по смыслу дополнени я. 1. Houses are built very quickly now. 2. This work will be finished tomorrow. 3. The delegation was met at the station. 4. The article has been translated into Russian. 5. The work can be done tomorrow morning. 6. The doctor has been sent for. 7. The question has been discussed. 8. You are wanted on the phone. 9. The rules will be revised at the next lesson. 10. The book was written in 1999. V. Пост авьте глаголы в скобках в нужной форме. One evening a young man at Oxford who (to know) to be something of a poet (to read) one of his poems to a small group of friends in his room. The poem (to admire) greatly, but as they (to come) away one of the friends, Charles, (to say) ,” I (to interest) very much in Alfred’s poem – but it (to steal) from a book..” This remark (to repeat) to Alfred, who (to annoy) and (to demand) an apology. “Well” , (to say) Charles, “I (not take) back what I (to say), but on this occasion I (to admit) I (to be mistaken). When I (to get) to my room I (to look) in the book from which I (to think) the poem (to steal) – and I (to find) it (to be) still there. VI. Переведи т е предложени я на англи йски й язык. 1. Э ти вопросы обы чно обсуж д аю тся после работы . 2. М ного д омов строится в ваш ем город е? 3. Знаете ли в ы , что эта книга бы ла перев ед ена на английский язы к только д ва год а назад ?

4. М еня попросили помочь ему закончить работу. 5. Е му могут д ать эти ж урналы в понед ельник утром. 6. В ам показали в се, что в ы хотели посмотреть? 7. Е го над о сейчас ж е найти.

7

8. О б этом фильме много говорят. 9. К ем бы ла написана эта статья? 10. В перв ы й раз меня пов ели в театр, когд а мне бы ло пять лет.

С О Г Л А С О В А Н И Е В Р ЕМ ЕН he is doing it now he does it every day he did it some days ago he has just done it

He says (that) he will do it in June He has said (that) he will be doing it at 5 o ’clock

he will have done it by 5 o’clock

he was doing it He said (that) he did it every evening he had done it some days before he had just done it he would do it in June he would be doing it at 5 o ’clock he would have done it by 5 o’clock I. Переведи т е на русски й язык. 1. I thought you spoke Russian. 2. He said he was very busy and couldn’t stay for the lecture. 3. I was sure that you knew everything. 4. She thought we were waiting for her. 5. We wrote to our partners that we liked their new ideas. 6. I wasn’t sure that he knew my address. 7. We didn’t know that they were still having talks. 8. We didn’t know that you had already discussed the problem. 9. We agreed that the goods would be packed in wooden boxes. 10. I wasn’t sure that the book was worth reading. 11. I knew he was a historical person. 12. I thought the seafront was a long way from the hotel. 13. Did you say it was a historical novel? 14. He said he would visit us as soon as he got to London. 15. The director hoped the film would be a success. II. Выбери те нужное слово и з данных в скобках и переведи те предложени я на русски й язык. 1.When Jack came home, his sister told him that Peter had rung him up half an hour (ago, before).2. “Did you work or were you still going to school two years (ago, before)?” the teacher asked one of the students. 3. Last week I asked my friend to translate this article, but he said he couldn’t do it (now, then) and said he would do it (in two days, two days later). 4. My friend spent his last week-end in the country. He says the weather was fine (today, that day). 5. I gave my friend a book last week and he said he would return it (tomorrow, next day), but he hasn’t

8

done so yet. 6. “Are you going to give a talk (tomorrow, next day)?”my friend asked me. 7. He wanted to know when we were going (here, there)again. III. Пост авьте глаголы в скобках в нужной форм е. 1.The author of the article wrote that until the 1990s the Americans (to supply) themselves with energy from their own sources. 2. Magellan finally proved conclusively that the Earth (to be) not flat. 3. The guide informed us that there (to be) no permanent residents on the island until 20th century. 4. Leonardo da Vinci discovered that Moon (to shine) by reflected sunshine. 5. Already in the 50s there was some evidence that new discoveries in this field (to be made) . 6. The scientists insisted that sleep (to be) just a waste of time. 7. He discovered his abilities as a hypnotist when he (to be) a schoolboy. 8. Socrates said that nothing (can) harm a good man. 9. The man explained that he (not to speak) English. IV. Переведи т е на англи йски й язык. 1. Я д умаю , это хорош ая ид ея. 2. Я подумал, что это хорош ая ид ея. 3. О ни написали, что поселились на берегу моря. 4. М ы знали, что этот форт все ещ е сущ ествует. 5. О н сказал, что строительство потребует много д енег? 6. О н говорит, что это только пред варительное реш ение. 7. О н сказал, что у них уж е бы ло пред варительное обсуж д ение. 8. О н над еялся, что установит нов ы й мировой рекорд . 9. О н бы л ув ерен, что они купят новую мод ель, если цена не буд ет очень в ы сокой. 10. О н сказал, что мы поговорим об этом, когд а он в ернется из отпуска. Выполни те следующи е задани я: 1. П рочтите и перев ед ите все тексты контрольного зад ания. О д ин из текстов (по в ы бору) перев ед ите письменно.

2. П оставьте (письменно) к каж д ому текту по 7-10 вопросов , охваты ваю щ их основное сод ерж ание текста.

3. О тв етьте на поставленны е вопросы (устно). TEXT 1. 1. Unlike the Germanic invasions, the Norman invasion was small-scale. There was no such things as a Norman area of settlement. Instead, the Norman Nobles were given the ownership of land – and of the people living on it. 2. William saw England as an extension of his French domains. He had all land divided into manors. Most manors contained a village. Great nobles, or barons, were given several manors in return for a promise to serve him in war. They also had to give him part of the produce of the land. The barons gave some of their manors t knights (lesser nobles), who paid them for the land in the same way. That was the strict feudal system imposed by William: barons were directly responsible to the king, knights were responsible to a baron.

9

3. Under the barons and knights were the peasantry, who were often little better than slaves. Over three quarters of the country people were serfs who were not free to leave their lord’s service or his land without permission. 4. William kept the Anglo-Saxon system of sheriffs, and used these as a balance to local nobles. He kept a fifth of the farmland to himself. As a result, England unlike France, had only one powerful family. 5. Most of the Norman nobles had land on both sides of the English Channel, in England and in Normandy. 6. A very small number of Saxon lords kept their lands. All the others lost everything. Many of them fled to lowland Scotland. After each English rebellion there was more land to give away. Over 4,000 English landlords were replaced by 200 Norman ones. By 1086, only two of the greater landlords and only two bishops were English. 7. In 1086, William’s officials surveyed much of England to record the ownership, size and value of each manor Their records formed The Domesday Book which provided information for William’s tax offices. 8. French became the language of the country’s ruling class for several years. But Anglo-Normans had to talk to the conquered population – traders, craftsmen and peasants, and fairly soon they (the third generation) became bilingual. TEXT 2. 1. The Hundred Years’ War was followed by a long power struggle(1455-85) for the English Crown between the two branches of the royal family, which Walter Scott later called the Wars o the Roses. 2. The man who ended the war and united the two royal houses and their supporters was Henry Tudor, duke of Richmond, who became King Henry VII giving origin to the Tudor dynasty (1485-1603). 3. Henry avoided quarrels with neighbors and made important trade agreements with European countries. He was careful to keep the friendship of the merchant and lesser gentry classes who produced most of the nation’s wealth. Like him they wanted peace and prosperity. He understood earlier than most people that England’s future wealth would depend on international trade and he built a large fleet of merchant ships. Henry VII built the foundations of a wealthy nation state and a powerful monarchy. 4. He sent his seamen to explore the Atlantic coast of North America soon after Columbus’s great discovery. But England did not start colonizing the new continent until the early seventeenth century when it had become strong enough. 5. In the 1530s, henry VIII, wasteful and ambitious, broke away from Rome, and Parliament made him head of the Church of England. An English Bible was placed in every church for people to read. After a careful survey of Church property Henry VIII closed 560 monasteries and took over their land and wealth. He sold much of their lands to the rising classes of landowners and merchants – to boost his popularity with them. England became politically a Protestant country,

10

even though the religion was in fact still Catholic. Nevertheless, Henry made the Church in England truly English. 6. It was Henry’s creation of the Royal Navy that enabled England to realize her imperialistic ambitions under Elizabeth. He had spent a lot of money on warships and guns, making English guns the best in Europe. 7. Elizabeth I(1558-1603) was the first of three long-reigning queens in British history (the other two are Queen Victoria, 1837-1901, and Queen Elizabeth II , succeeded in 1952). Her reign is considered by many as the Golden Age of English history, whose symbols were Sir Francis Drake and William Shakespeare. 8. The discovery of America placed England at the center of the word’s trading routes, and brilliant naval commanders (especially Sir Francis Drake and Sir Walter Raleigh) enabled England to dominate these trade routes. 9. Elizabeth and her advisers considered trade the most important foreign policy matter, as Henry VII had done. For them England’s greatest trade rival was also its greatest enemy. This idea remained the basis of England’s foreign policy until the nineteenth century. A number of companies were established to trade with various regions of the world. The Moscow Company had been developing profitable trade with Russia. The East India Company was founded to trade with the East Indies (Indonesia); competing with the Dutch and later with the French it soon began to operate in India, Persia and even in Japan. The Africa Company began selling slaves to the Spanish in America. And several others. 10. Elizabeth followed two policies. She encouraged English sailors to attack and destroy Spanish ships bringing treasures back from America, and the treasure was shared with the queen. She also encouraged English traders to settle abroad and to create colonies. This second policy led directly to Britain’s colonial empire of the seventeenth and eighteenth centuries. TEXT 3

1. William III had to do much to secure his hold, not only upon England but upon Scotland and Ireland. In 1689 James II landed in Ireland, where he had an army ready to hand, and was easily able to stir up a national rising of the native Catholics against the Protestant “garrison” . In July 1690 William defeated James at the battle of Boyne. This event has been celebrated since by Orangemen, as Protestants of Northern Ireland belonging to the Orange Order call themselves. 2. In October 1691 the last Irish general surrendered at Limerick after a brilliant but hopeless struggle. As a condition of surrender William promised religious toleration for the Irish Catholics, a promise that was immediately broken by the passing of severe Penal Laws which deprived them of all civil and religious rights. The new conquest of Ireland was followed by fresh confiscations of land, and henceforward the country was ruled more brutally and open than ever before as a colony existing for the exclusive benefit of the English. 3. In Scotland the new regime was accepted without much opposition. Protestants in Scotland welcomed the expulsion of James, and by 1692 William III’s sovereignty was undisputed throughout the British Isles.

11

4. After William of Orange and Mary had been declared king and queen, Parliament added to the laws of the constitution. The Triennial Act, 1694, obliged the king to summon Parliament at least every three years. The Act of Settlement, 1701, included rules which, had they not become a dead letter, would have made government chaotic and strangled cabinet government, as the British were to know it, in its cradle. 5.No person who had an office or place of profit under the king could serve as a member of the House of Commons. All matters relating to the governing of the kingdom which were the responsibility of the Privy Council were to be transacted there, and all resolutions taken thereupon were to be signed by the individual responsible. 6. This would have involved a subordination of the administration to the legislature which would have made impossible development of a cabinet system by which the servants of the king exercise his prerogatives – the essential executive powers on which the life of the state depends – because they are members of the House of Commons and are supported by a majority of it in the implementation of a policy approved by the country, if necessary at a general election. 7. The Septennial Act, 1715, increased the normal term of Parliament’s existence from three to seven years and made it possible for the government in office to nurse the constituencies on which its power depended. 8. Looking back, we can see that in the eighteenth century Britain collaboration between the king’s ministers and the representatives of his people was a better instrument of government than the uncontrolled power of a legislature or continuous friction between an independent royal executive and an irresponsible legislature. К О Н ТР О Л Ь Н О Е З А Д А Н И Е N2. Грам м ат и ка : Н ели ч ные форм ы глагола И нфи ни т и в (The Infinitive)

Ф ормы и нфи ни т и в а Indefinite Continuous Perfect

Active to write to be writing to have written Passive to be written - to have been

written П р и м е ч а н и я : Частица ‘to’ не ставится 1) после мод альны х глаголов must, can/could, may/might, need; 2) после глаголов : to make – заставлять; to let – разреш ать; 3) после в ы раж ений: had better - лучш е бы ; would rather, would sooner – пред почел бы .

12

I. Пост авьте и нфи ни т и в в следующи х предложени ях в подходящую по см ыслу форму. В ст авьте ч аст и цу ‘to’ т ам , где эт о необходи м о. James Smith decided (to dedicate) his book to his friend. 2. Some important decisions must (to take) soon. 3. Let me (to defend) my pint of view. 4. There was one more announcement (to make). 5. Let us (to get in touch) with linguists in Moscow. 6. Do you want (to make) John (to do )it? 7. You’d better (to translate) this text yourself. II. В ст авьте подходящую по смыслу форму и нфи ни т и в а:A)Passive or Active, B) Indefinite or Perfect. A. 1. The lecturer wants … The student wants … (to understand, to be understood). 2. We expected the meeting … next month. He expected … the attention of the audience (to hold, to be held). 3. Some changes had … He wanted … some changes in the project (to make, to be made). 4. There were a lot of things … He was nowhere … (to see, to be seen). B. 1. It’s good … work for the day (to finish, to have finished). 2. She admits … the same mistake in her previous paper (to make, to have made). 3. He was sorry not … the idea earlier (to give up, to have given up). 4. Many nations claim … defending democracy(to be, to have been). 5. She confessed … the man before (to see, to have seen). 6. The negotiations seem … to an end (to come, to have come). 7. The relations between the two countries seem … the lowest point (to reach, to have reached).

У ПО ТР ЕБЛ ЕН И Е И СПО С О БЫ ПЕР ЕВ О Д А И Н Ф И Н И ТИ В А . И нфинитив употребляется в английском пред лож ении в целом ряд е функций:

И н ф ин итив – п од л е ж ащ е е To make mistakes is easy. О ш ибки д е л ать л е гко. It is easy to make mistakes.

И н ф ин итив – д оп ол н е н ие He asked us to help. О н просил нас п омочь. We found it difficult to help him. Н ам бы ло трудно п омочь ему.

И н ф ин итив – оп р е д е л е н ие He is an example to be followed. В от пример, которому надо сл е д ов ать. The examples to be found in примеры , которы е сод е р ж атся (мож но this paper are interesting. н айти) в этой статье, интересны .

И н ф ин итив – часть сказуе мого Our plan was to introduce new Н аш план заклю чается в том, чтобы methods of research. в в е сти н ов ые метод ы исслед ования.

13

They must continue their research. О ни д олж ны п р од ол ж ить свое исслед ование

И н ф ин итив – обстояте л ьств о He stopped for a minute to rest. О н остановился на минуту, чтобы отдохн уть. We were too tired to discuss М ы сл ишком устали, чтобы the matter. обсуж д ать этот вопрос. You are old enough to earn Т ы уж е д остаточн о взрослы й, your own living. чтобы самому зар абатыв ать на ж изнь. IV. Переведи т е следующи е предложени я на русски й язык, обращая вни м ани е на разли ч ные функци и и нф и ни т и в а. Н азов и т е функци и и нфи ни т и в а. 1. Their intention is to collect funds to fight the disease. 2. The lawyer’s advice was to talk as little as possible. 3. The right solution is to hold an open discussion between the parties concerned. 4. He was too excited to explain his position clearly. 5. The student was clever enough to solve any mathematical problem. 6. Their mutual respect was deep enough to encourage them for future cooperation. 7. The purpose of education is to encourage people to be individuals. 8. The student got a job to earn money for his trip to the Far East. 9. His desire was to make a career in politics. 10. The task of the City Council is to improve standards of living. 11. It was impossible to explain what he meant. 12. To make a choice between these two proposals was quite difficult. 13. It takes him nearly an hour to get to work. 14. He advised us not to say anything about the incident. 15. He agreed to follow their example. V. Переведи т е предложени я на англи йски й язык. 1. Сегод ня нуж но обсуд ить ряд вопросов . 2. М не нуж но сообщ ить вам кое-что важ ное. 3. Т руд но избеж ать ош ибок. 4. С ним труд но иметь д ело (to deal with). 5. Э та тема слиш ком скучна, чтобы ее так д олго обсуж д ать. 6. Э тот фактор д остаточно важ ен, чтобы принять во внимание. 7. П ервое, что нуж но сд елать, это научиться пользоваться словарем. 8. Будущ им учены м нуж но развивать прив ы чку бы строго чтения.

О БЪ ЕК ТН А Я К О Н СТР У К Ц И Я С И Н Ф И Н И ТИ В О М The want him to become a journalist. О ни хотят, чтобы он стал ж урналистом. I consider them to be Я считаю , что они хорош ие good specialists. специалисты . He heard them discuss their О н слы ш ал, как они обсуж д али рlan. свой план.

14

I.Переведи те предложени я на русски й язык. 1. I heard him mention my name. 2. They saw the plane take off. 3. We expect writers to deal with the issues of the modern world. 4. They believed him to be honored by the invitation to the international congress. 5. They do not expect the President to cut taxes as he promised. 6. We assume these truths to be self-evident. 7. The local authorities did not want their housing scheme to fail. 8. They find the experience of this conference to have been a remarkable one.

II. Переведи т е предложени я на англи йски й язык. 1. М ы бы хотели, чтобы у вас бы ло собственное мнение. 2. Э ти собы тия заставили презид ента в ы ступить с речью . 3. Что заставило испанцев проголосовать за социалистов ? 4. Угроза яд ерной войны заставила политиков преодолеть разногласия (to overcome disagreement of opinions).5. Э ти д овод ы заставили нас изменить первоначальны й план д ействий. 6. М ы хотим, чтобы он получил хорош ее образование. 7. О ни ож ид али, что этот эксперимент окаж ется уд ачны м. 8. Учены й полагает, что это д овольно редкое явление. 9. Е го политический опы т позволил ему объ ед инить лю д ей. 10. М ы знаем, что Бернард Ш оу бы л очень остроумны м челов еком. 11. Я в сегд а считал их своими д рузьями.

С У БЪ ЕК ТИ В Н Ы Й И Н Ф И Н И ТИ В Н Ы Й О Б О Р О Т (сложное подлежащее)

Субъ ективны й инфинитивны й оборот состоит из: Сущ ествительного (в общ ем над еж е) инфинитив , стоящ ий или местоимения (в именительном + после сказуемого пад еж е) He is said to know several Гов ор ят, что он знает несколько foreign languages. иностранны х язы ков . He seems to know little about П о-в ид имому, он мало знает об research work. исслед овательской работе. All our afforts proved (to be) О казал ось, что в се наш и усилия useless. бесполезны . He is likely to arrive in the Ве р оятно, он прид ет в ечером. evening. I. Переведи т е предложени я на русски й язык. 1. The President is believed to be in London now. 2. She is supposed to be an experienced secretary. 3. The computer is expected to save the scientists a lot of time. 4. The material loss (материальны й ущ ерб) was estimated to be more than 1mln dollars. 5. This discovery is considered to be the result of a long and

15

thorough investigation. 6. These phenomena are believed to be interdependent. 7. The expedition is reported to be moving north. 8. This man is said to be a good psychologist. 9. The talks are reported to be in progress. 10. The head of the expedition was held to be responsible for the accident. II. Переведи т е предложени я на англи йски й язык. 1. И зв естно, что наука значительно изменила условия ж изни современного челов ека. 2. Считается, что Л еонард о д а В инчи сконструировал перв ы й лифт. 3. Говорят, что этот политический д еятель д обился больш их успехов . 4. Говорят, что он д остаточно умен, чтобы правильно оценить ситуацию . 5. О ж ид ается, что они возобновят испы тания на след ую щ ей нед еле. 6. Сообщ аю т, что презид ент уж е прибы л в столицу. 7. Студ енты обязательно примут участие в конф еренции. 8. Э ти учены е нав ерняка опубликую т результаты своих исслед ований в ж урнале. 9. В озмож но, он пред ставит свой реф ерат только к началу конгресса. 10. Е д ва ли они успею т реш ить в се проблемы за нед елю .

ПР И Ч А СТИ Е (the PARTICIPLE) Ф ормы при ч аст и й

Participle I Participle II Perfect participle Active writing - having written Passive being written written having been

written П ричастие в пред лож ении мож ет бы ть 1) опред елением; 2) обстоятельством; 3) частью сказуемого. A person writing reports Ч елов ек, п е р е д ающ ий р е п ортаж и from abroad is called a из-за р убе ж а,- иностранны й foreign correspondent. корреспонд ент. Writing his report, the correspondent Работая н ад р е п ортаж е м , covered the latest developments корреспонд ент осв етил послед ние in his country. д остиж ения в стране. Having written his report, Н ап исав св ой р е п ортаж , он he posted it. отправил его по почте. The report written by an expert О тчет, н ап исан н ый сп е циал истом , was of great interest. пред ставлял больш ой интерес. Written by an expert, the report Так как отчет был н ап исан could be trusted. сп е циал истом , ему мож но бы ло в ерить.

16

If confirmed, these facts can be of Есл и эти ф акты п одтв е р д ятся, great value. они могут оказаться очень ценны ми. When offered help, they accepted К огд а им п р е д л ож ил и п омощ ь, it eagerly. они приняли ее с готовностью . I. Переведи т е на русски й язык.

A. 1. The man speaking to the students is the head of the Department. 2. At the entrance you will be met by the man holding a folded newspaper. 3. The article being typed now, will be published tomorrow. 4. All the roads leading to the centre of the city were blocked by trucks. 5. We got a letter from him saying that he would stay in Africa for another month. 6. The child was frightened by an approaching train. 7. The men working on the construction site were in some danger. 8. Being unable to help, I went home. 9. Having completed their tests, the students handed them in. 10. Having spent all the money he started looking for work.

B. 1. Most of the scientists invited to the conference were leading specialists in various branches of economics. 2. Science is knowledge arranged in an orderly manner. 3. Experiments is a test carried out to gain new knowledge. 4. The number of electronic computers used in any given field of human activity is an indication of the degree of its modernity. 5. Many superstitions have been built round the supposed power of dreams to foretell the future. 6. These measures implemented by the government raised the standard of living. 7. Thinking expresses itself in words spoken or written. 8. In some countries there is tax on things sold in the shops.

II. Переведи т е предложени я на англи йски й язык. 1. Ч елов ек, отв етивш ий на наш и вопросы , оказался профессором Санкт-П етербургского унив ерситета. 2. Учены е, пригласивш ие нас на конференцию , являю тся в ед ущ ими специалистами в области экспериментальной психологии. 3. О ни избрали путь, в ед ущ ий к бы строму успеху. 4. О ни пош ли по пути, привед ш ему их к успеху. 5. Л ю д и, работаю щ ие на этом завод е, пользую тся компью терной техникой. 6. Л ю д и, работавш ие на этой строительной площ адке, уехали на Сев ер. 7. О н получил письмо от коллеги, в котором говорилось, что съ езд состоится в мае.

О БЪ ЕК ТН А Я ПР И Ч А СТН А Я К О Н СТР У К Ц И Я We saw him passing the documents М ы вид ели, как он п е р е д ав ал to the secretary. д окументы секретарю . We heard our colleagues discussing М ы слы ш али, как н аши кол - the agenda of the conference. л е ги обсуж д ал и пов естку д ня.

17

They saw their luggage brought О ни вид ели, что(как) в н е сл и in. их багаж . Переведи т е предложени я. 1. We watched the planes landing and taking off. 2. We heard the engine roaring and the plane started. 3. When we came back we found them still arguing. 4. He was pleased to hear his words quoted several times in the President’s speech. 5. You could hear the loudness of the teacher’s voice changing according to what he was talking about. 6. He wanted his paper published as soon as possible.

ГЕР У Н Д И Й (THE GERUND) Ф ормы герунди я

Indefinite Perfect Active asking having asked Passive being asked having been asked John’s coming so late В сех удивило то, что Д ж он п р ише л surprised everybody. так поздно. Do you mind my joining В ы не возраж аете, е сл и я п р исое д и- the discussion. н юсь к д искуссии. In discussing this problem they П р и обсуж д е н ии/обсуж д ая эту touched upon new methods проблему, они коснулись нов ы х ме of research. тодов исслед ования. The teacher introduced a new Учитель в вод ил нов ы й материал subject by asking questions зад ав ая в ор осы, связанны е с ним. related to it. Upon/on completing his research Закон чив свое исслед ование, он he published two papers. опубликовал д в е работы . They had a number of reasons У них бы л ряд причин д ля того, for questioning his theory. чтобы сомн е в аться в его теории. Before answering our question П р е ж д е че м отв етить на наш he made clear his point of view. вопрос, он разъ яснил свою точку зрения. Discussion provides a valuable Д искуссия д ает ценную возмож - means of uncovering errors. ность обн ар уж ив ать ошибки.

18

I. Н айди т е соч ет ани я The Gerund с предлогом . Переведи те предложени я на русски й язык. 1.One usually becomes aware of the problem by asking why or how some process works. 2. Asking “why” is a useful stimulus towards imagining what the cause or purpose of a process may be. 3. “How” is also a useful question in provoking thought about the mechanism of a process. 4. The custom of having lunch and afternoon tea in groups at the laboratory gives opportunities for informal discussions. 5. Before going on to the next section of the text the lecturer asked one of the students to read through the paragraph again. 6. Nowadays you can’t work out a new theory without discussing it with other people. 7. Before drawing conclusions one must carefully examine all the facts. 8. By working day and night he succeeded in finishing the paper in time. 9. People are afraid of having time to think, so they go to the cinema, wathch TV, go to a football match. 10. Reports can cause suffering to individuals by publishing details about their private lives. II. Переведи те предложени я на англи йски й язык, обращая вни м ани е на упот реблени е герунди я. 1. П ож алуйста, перестаньте разговаривать. Я не слы ш у, что он говорит. 2. Хотя бы ло очень поздно, он продолж ал работать над д окладом, которы й он собирался сд елать на след ую щ ий д ень. 3. О ни начали работать ровно в д евять. 4. Я д умаю , мы мож ем продолж ить обсуж д ение этого вопроса. 5. О н продолж ал читать книгу, пока не наш ел нуж ное место. 6. В ы не возраж аете, если я прив ед у с собой д руга? 7. Я узнал этого челов ека, как только она закончила его описание. 8. Я не буду возраж ать, если в ы помож ете ему в работе. 9. Т ы не возраж аеш ь, если мы потанцуем ещ е немного, Выполни те следующи е задани я:

1. П рочтите и перев ед ите тексты контрольного зад ания. О д ин из текстов (по в ы бору) перев ед ите письменно.

2. В ы пиш ите из текстов пред лож ения, в которы х имею тся неличны е формы глагола. О пред елите их функции и перев ед ите пред лож ения на русский язы к.

3. В ы пиш ите пред лож ения, в которы х есть Participle II (причастие прош ед ш его времени). О пред елите функцию причастия II и перев ед ите пред лож ения на русский язы к.

4. Зад айте к каж д ому тексту по 5 вопросов , охваты ваю щ их основное сод ерж ание текста (письменно).

TEXT 1 1.The 14th of April, 1865, was a tragic day in the history of the United States. For on the evening of that day, President Lincoln went to Ford’s Theatre in Washington to see a play which was popular at the time – and never returned. 2. The theatre party for that evening had been planned by Mrs. Lincoln. The President usually enjoyed going to the theatre and went very often – but this

19

evening he had no wish to go. He had felt very tired all day and looked upset. He finally decided to go, however, because it had been announced in the newspapers that the President would be present at Ford’s Theatre. 3. The President and his party arrived at the theatre when the play had already begun. When he appeared in the box, the audience greeted him with a storm of applause and the performance was interrupted for a moment. Then the play went on, and the President enjoyed it. He didn’t know that his life was in danger. 4. At about ten o’clock an actor named John Booth came into the theatre and walked directly towards Lincoln’s box. He noiselessly opened the door, and approaching the President so that his gun was only a short distance from his head, calmly took aim and fired. The President fell forward in his chair. Booth immediately jumped from the box to the stage. 5.The audience saw him to do this, but they thought that it was all part of the play, when suddenly they heard a woman’s voice cry out: 6. “The President has been killed.” It was Mrs. Lincoln. Immediately a young doctor from the audience hurried to the President’s box. After he had examined Lincoln, he said that the President had only a few hours to live. 7. Lincoln was lifted from his chair and carried to a house opposite the theatre, where he remained until his death the next morning. When he died, one of the people in the room at the said: “Now he belongs to the ages.” 8. These words have since become famous. TEXT 2 1. Alfred Nobel, the great Swedish inventor and industrialist, was a man of contrasts. He was a son of a bankrupt, but became a millionaire; a scientist with a love of literature, an industrialist who managed to remain idealist. He made a fortune but lived a simple life, and although cheerful in company, he was often sad in private. A lover of mankind, he never had a wife or family; a patriotic son of his native land, he died alone on foreign soil. 2. He invented a new explosive, dynamite, to improve the peacetime industries of mining and road building, but saw it used as a weapon of war to kill and injure his fellow-men. 3. During his useful life he often felt he was useless. ”Alfred Nobel” , he once wrote of himself,” ought to have been put to death by a kind doctor as soon as, with a cry, he entered life” . World famous for his work, he was never personally well-known, for throughout his life he avoided publicity. ” I do not see” , he once said, “that I have deserved any fame and I have no taste for it” . But since his death his name has brought fame and glory to others. 4. He was born in Stockholm on October 21, 1833, but moved to Russia with his parents in 1843, where his father, Immanuel, made a strong position for himself in the engineering industry. Immanuel Nobel invented the landmine and made a lot of money from government orders for it during the Crimean War, but went bankrupt soon after. 5. Most of the family returned to Sweden in 1859, where Alfred rejoined them in 1863, beginning his own study of explosives in his father’s laboratory. He had

20

never been to school or university but had studied privately and by the time he was twenty was a skillful chemist and excellent linguist, speaking Swedish, Russian, German, French and English. Like his father, Alfred Nobel was imaginative and inventive, but had better luck in business and showed more financial sense. 6. He was quick to see industrial openings for his scientific inventions and he built up over eighty companies in twenty countries. Indeed, his greatness lay in his outstanding ability to combine the qualities of an original scientist with those of a forward looking industrialist. 7. But Nobel’s main concern was never with making money or even with making scientific discoveries. Seldom happy, he was always searching for a meaning of life, and from his youth had taken a serious interest in literature and philosophy. 8. Perhaps because he could not find ordinary human love – he never married – he came to care deeply about the whole of mankind. He was always generous to the poor: ” I’d rather take care of the stomach of the living than the glory of the dead in the form of stone memorials” , he once said. His greatest wish, however, was to see the end to wars, and he spent much time and money working for this cause until his death in Italy in 1896. 9. His famous will, in which he left money to provide prizes for outstanding work in physics, chemistry, physiology, medicine, literature and peace, is a memorial to his interests and ideals. And so, the man who felt he should have died at birth is remembered and respected long after his death. TEXT 3 1. The colonists had finished building their homes before winter came. The winter was very frosty. Blinding snow fell and covered the forests. Great cakes of ice blocked the river, and the colonists could not go to the mainland for fire – wood. 2. Soon it grew so cold that most of the French wished they had never come there. They suffered from cold and hunger. There was nothing to eat but salt meat and dries vegetables. Thirty-five of the seventy-nine Frenchmen died before spring. 3. In the spring of 1605 the colonists decided to move to a Scotia. The houses they built there were more suitable for sheltering them in any weather. 4. The settlers had plenty of time to prepare themselves for next winter. Gardens were started. Champlain dug a trench which he filled with water. Fish caught in the sea were put there alive and kept until needed. A ship loaded with flour, fruit, jellies, species, and other dainties arrived from France. 5.Then Champlain thought of a kind of game to cheer the men during the long, dreary winter. He formed the fifteen principal men in the colony into a club which he named the “Order of Mirth” . The Order was to provide fun as well as good food for the rest. Each member in turn was Grand Master for a day. It was his business to furnish the meals for the day. Fresh meat was to form the chief part of the meal, because Champlain new that it would keep the men from getting sick..

21

6. Each Grand Master tried to outdo the others in setting good meals. By hunting or fishing or buying from the Indians, the Grand Master fed the colonists with roast duck and goose, rabbits, deer meat, and fish of all kinds. At noon the Grand Master for the day strode into the room, the collar of the order around his neck, the staff of the Order in his hand, and a napkin on his shoulder. The other members, each carrying a dish, marched behind him singing. 7. The men had a gay time at their meals, telling funny stories, and singing their favourite songs. The Indians must have enjoyed this fun, too, for they often came in and sat on the floor. During the meal, the French would give them white men’s bread, which they liked more than anything else. 8. After the evening meal the Grand Master turned over the collar and staff to the Grand Master for the next day. Good food, fun, and a mild winter kept away illness. The second winter in America was much more pleasant, and all of the party lived through it. 9. Sad newes arrived from France in the spring. The settlers were greatly surprised when they were ordered to sail back to France. They had to leave America.

22

Составитель М артемьянова Н аталия В лад имировна Ред актор Бунина Т .Д .

23