Вставьте артикль, где необходимо и переведите предложения

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

2. We have... large room. There is... big sofa in... room and... little lamp on... wall over... sofa.

3. On... days when I have no... classes, I stay at... home and do some work about... house. I have... dinner with my family.

4. It was... hot day.... sun was shining brightly.... wolf and lamb met at... stream.

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

Задание 2.

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

1. "I haven't got... clean exercise-books, Mother," said the boy. (any, no)

2. There is... at home. (anybody, nobody)

3. How much did you pay for these pots? – I didn't pay.... (nothing, anything)

Задание 3.

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

1. Peter (to read) by the fireplace when the door (to open) and the maid (to enter). The cook (to follow) her. 2. When the mother (to satisfy) herself that the children (to sleep) peacefully in their beds, she (to take) out the Christmas pre­sents and carefully (to put) them into the stockings which (to hang) at the beds. 3. If you (to ring) me up tomorrow, I (to tell) you all about it. 4. If you (to help) me tomorrow, I (to do) this work well. 5. I always (to get up) at 8 o'clock, but tomorrow I (to get) up a little later. 6. What you (to read) now? 7. A s soon as you (to see) your friend, tell him that I (to want) to see him. 8. They (to walk) along the street and (to talk). Suddenly Nick (to stop) and (to say): "Oh, what shall we do? I (to lose) the key to the door." "If you (not to find) it," said Pete, "we (to have) to wait for mother in the street.

Задание 4.

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

1. She must be here at 5 o'clock. 2. I shall phone you tomorrow. 3. I was in the cinema. 4. They are reading their books. 5. I have а big cat. 6. Bob could sleep all day. 7. Will you be translating your lesson from 5 to 6? 8. Will you be present at the lesson tomorrow? 916. It is raining very hard. 10. He has to go there. 11. We shall be going to the cinema at 5 o'clock tomorrow. 12. He sees nobody playing football.

Задание 5.

Переведите на английский язык, употребляя глаголы в Passive Voice.

1. Можно кошку оставить во дворе? 2. За этим профессором всегда посылают в трудных ситуациях. 3. Колю как раз сейчас спрашивают. 4. Книги уже принесли из библиотеки? 5. На что нужно обратить внимание? 6. собаку надо кормить твердой пищей. 7. За врачом послали ли до того как ты пришел? 8. Было прочитано много интересных стихов.

Задание 6.

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

Romans, Europeans and "New Russians"

But it isn't the answer to spelling yet, and we have to move further, when the same old story happened to the Romans themselves. In the beginning they were not at all philosophers, but brave soldiers. First, they built their Eternal City, then filled it with beautiful things and buildings and, having become rich and powerful, wished to be educated, as their neighbours. Just as our "new Russians." The educational base for the Romans was, no doubt, Hellas. That's where they took books and philosophy from, as well as teachers for the patricians' kids. Greek became the fashionable language to study. However, there was peculiarity about the fashion, since the Romans had already created their own alphabet and, therefore, had to rewrite Greek scientific terms and other words in Latin. That is when our problems began! The scrupulous descendants of Romulus and Remus did their best to copy strange Greek soundings. If only they could imagine, what they were doing! They started to spell the sounds, that seemed aspirated to them with their native letters plus "h": ph, th, ch, rh, but they couldn't, of course, make everyone pronounce them this way, so they finished by speaking as it was convenient: [f], [t], [k], [r]. Then, finding no more correspondences, they went as far as to invent three more letters especially to reproduce specific Greek ones: x, y, z, and put them at the end of the Latin alphabet after the last letter W. Just compare, by the way, the former Latin alphabet from A to W and Greek from A (alpha) to Д (omega). For instance, the letter "y" meant a sound like "ii" in German or "eu" in French, but as the Romans had no such a sound, they very soon started to read it as "i" and even called it "i-grec," that is "i Greek." Anyhow, we have to "thank" the Romans, whenever we have troubles in spelling words like "hypothesis," "anxiety," "sympathy," "horizon," etc. But what's the use of knowing it? Maybe, for a European student it's nothing, but for a Russian learner, it's half a clue. The other half has to be found in the history of the Russian language.

ВАРИАНТ 6

Задание 1.