Контрольная работа по английскому языку по разделу:"Грамматика"(4 вариант)

Контрольная работа 1

Вариант 4.


Задание 1. Перепишите предложения, раскрыв скобки и употребив глагол в соответствующей временной форме группы Indefinite Active и Passive. Переведите предложения.

1. My father (not/go) to work by bus, he usually (walk) there.

2. When you last (see) Mary? – I (meet) her three days ago.

3. The parcel (send) tomorrow, you (get) it in a week.

4. She (employ) by an international company last week and (invite) for an interview.

Задание 2. Перепишите данные предложения, употребив существительные во множественном числе и сделав соответствующие изменения:

1. This is a big country.

2. The life of this man was hard.

3. Is that a mouse or a rat.

4. There is a leaf under the tree.

Задание 3. Перепишите предложения, употребив прилагательные в нужной степени сравнения. Переведите предложения.

1. His son is (short) than I and much (thin)

2. This is (funny) story in the whole book.

3. Today your answer is (bad) than last week.

4. She is (ambitious) person I know.

Задание 4. Перепишите предложения, подчеркнув в них местоимения. Укажите разряд местоимений. Переведите предложения.

  1. What is her father? Where does he come from?

  2. Nobody seemed to know him well.

  3. Every day he comes here, and each time he asks me the same questions.

  4. Is there anything between him and Ann?

Задание 5. Переведите следующие предложения на английский язык:

  1. Ваш доклад будет самым интересным на конференции.

  2. Он всегда упаковывает свои вещи сам, но в прошлый раз это делала его жена

  3. Как часто приносят письма? – Обычно их приносят два раза в неделю.

  4. Когда Вам предложили эту работу? Мне об этом ничего не сказали.

Задание 6. Перепишите и переведите текст:

Comprehensive Schools

Royal assent was given on 22 November, 1976, to the bill to require local education authorities to have regard, in all their duties relating to secondary education, that such education should be provided in schools that admitted pupils without reference to abi­lity or aptitude and to empower 1 the Secretary of State to call the proposals to complete reorganization in cases where he felt progress or further progress was necessary.

But most of the 2 comprehensive schools which exist today were started before secondary reorganization. They were introduced more than fourty years ago, and now 75% of all secondary schools are comprehensive. Pupils go to them automatically 3 regardless of intelligence. However, some comprehensives and many secon­dary schools do not have the full range of academic courses for six-formers. Pupils can transfer either to a grammar school or to a six-form college to get the courses they want.

A comprehensive school is a school for all pupils of seconda­ry school age in a school district. These schools cover, in fact, all the work done in grammar, modern and technical schools. They offer a wide range of general and vocational subjects. They tend to be large: more than a quarter have over 1,000 pupils and nearly half of them have more than 800.

Much is done in England for assistance to the development of a fully comprehensive system of education. The word “compre­hensive” expresses not only the idea that the schools in question take all the children of a given area, without selection, but also that they should offer a wider range of courses than any one of the traditional types of school. For this reason they are usually bigger than the traditional types.

Some of the comprehensive schools are simply country secon­dary schools, some are large purpose built comprehensives on new housing estates, others are housed in older buildings often some distance apart. If a council decides on comprehensive schools, there is no selection by examination and all pupils go on from pri­mary school to the comprehensive school in their area.

Many of these schools preserve the А, В, С relationship among the children, but the children are allowed to change streams according to their progress. Most, but not all of these schools have some kind of selection inside the school. The children make a choice of subjects they want to study. Most of the schools are mixed.

The comprehensive system is considered by many to be a fair one, offering wider opportunities for many more pupils and giving the for slower pupils a better chance of catching up.

  1. Secretary of State – зд. Министр науки и просвещения
  2. comprehensive school – средняя общеобразовательная школа
  3. regardless of intelligence – независимо от уровня умственных способностей
  4. large purpose built – большие специально построенные
  5. the slower pupils – отстающие ученики