Вариант 1

I. Перепишите следующие предложения; подчеркните в каждом из них глагол-сказуемое и определите его видовременную форму и залог. Переведите предложение на русский язык.

1. Tom usually plays football but today he is playing tennis.

2. The teacher was a stranger to me. I had never sun him before.

3. They were awarded the highest prize.

4. When I came into the kitchen I smelt something delicious. My favorite cookies were being baked in the oven.

II. Перепишите следующие предложения, выберите и вставьте необходимый модальный глагол. Переведите предложения на русский язык.

1. Mum, … I buy an ice – cream?

A. may              B. need

2. You … hear this tune everywhere, it’s very popular.

A. can              B. must

3. Students … miss classes.

A. needn’t         B. mustn’t

III. Прочтите и письменно переедите текст. Проанализируйте 1-й абзац и выделите подлежащее и сказуемое в каждом предложении этого абзаца. 

Why Americans go to college

The United States leads all industrial nations in the proportion of its young men and women who receive higher education. Why is this? What motivates a middle-income family with two children to take loans for up to $120,000 so that their son and daughter can attend private universities for four years? Why would both parents in a low-income family take jobs to support their three children at a state university—each at an annual cost of $4,000? Why should a woman in her forties quit her job and use her savings to enroll for the college education she did not receive when she was younger?

Americans place a high value on higher education. This is an attitude that goes back to the country's oldest political traditions. People in the United States have always believed that education is necessary for maintaining a democratic government. They believe that it prepares the individual for informed, intelligent political participation, including voting.

Before World War II, a high school education seemed adequate for satisfying most people's needs, but the post-war period produced dozens of complex new questions for Americans, including issues such as use of atomic power, experiments in splitting genes, space programs and foreign aid. Americans rarely express a direct vote on such complex matters, but the representatives they elect do decide such issues. In recent years, as a result, many Americans have begun to regard a college education as necessary to deal with such questions as an informed American voter.

In addition to idealistic reasons for going to college, however, most Americans are concerned with earning a good (or better) income. For some careers—law, medicine. education, engineering—a college education is a necessary first step. Some careers do not require going to college, but many young Americans believe that having a degree will help them obtain a higher salary on their first job. Today, that first job is likely to involve handling information: More than 60 percent of Americans now work as teachers, computer programmers, secretaries, lawyers, bankers, and in other jobs involving the discovery, exchange and use of data (facts). A high-school diploma is not sufficient preparation for most such employment.

IV. Поставьте вопрос по содержанию последнего абзаца.

Вариант 2

I. Перепишите следующие предложения; подчеркните в каждом из них глагол-сказуемое и определите его видовременную форму и залог. Переведите предложение на русский язык.

1. The professor speaks five foreign languages. Right now he is speaking French.

2. She got a message saying he had passed the exam.

3. His friends were fined for exceeding speed limit yesterday.

4. The answer will be received in two days.

II. Перепишите следующие предложения, выберите и вставьте необходимый модальный глагол. Переведите предложения на русский язык.

1. You … not pay. It’s free.

A. need            B. must

2.     … you believe it? I’m sure it’s nonsense.

A. can              B. may

3. The student … speak French.

A. may not        B. can not

III. Прочтите и письменно переедите текст. Проанализируйте 1-й абзац и выделите подлежащее и сказуемое в каждом предложении этого абзаца.

New World colleges

The colonies prospered in the 18th century. Men and women who left England and other European countries as poor people became landowners and traders on American shores. In Europe, college was regarded as a place for the elite (members of the wealthy "upper class"), but in early colonial America no rigid traditions of class existed. So those who could afford it sent their sons (but not their daughters) to a colonial college. Not all these sons, however, went on to the religious ministry. By the middle of the 18th century, only half the graduates of American colleges were becoming ministers. The other 50 percent usually chose careers as lawyers, doctors and businessmen.

What did colonial colleges leach? As in Europe, Latin and Greek were basic subjects. So were philosophy and the study of religion. But. responding to the interest of the "new student" in the New World (as America was then called), colleges introduced "modem" subjects, too. Students read and discussed the new political ideas of England's John Locke and France's Montesquieu. They were given a taste of geography. A few colonial colleges even offered courses in the so-called "practical" subjects—surveying, navigation, husbandry (farming), commerce (trade) and government.

But the basic goals and methods of 18th-century academic education did not change in colonial colleges. These colleges still followed the models set down by Oxford and Cambridge: They were dedicated to forming their students' characters, to handing down the knowledge of previous generations. They did not offer to lead their students in doing fresh research or in adding new ideas to what the world already knew. Even after the independence of the United States in 1783, this model of higher education would continue in the United States for most of the next century.

IV. Поставьте вопрос по содержанию последнего абзаца.

Вариант 3

I. Перепишите следующие предложения; подчеркните в каждом из них глагол-сказуемое и определите его видовременную форму и залог. Переведите предложение на русский язык.

1. I usually drive to my work. Be careful! You are driving too fast.

2. He looked at the girl and understands he had seen her somewhere before.

3. The research was conducted in Russia.

4. The pop singers arrived at the airport and were welcomed by thousands of fans Flowers. Were being thrown at them all the way to the exit.

II. Перепишите следующие предложения, выберите и вставьте необходимый модальный глагол. Переведите предложения на русский язык.

1. You … not read in bed.

A. must          B. need

2. If you … afford this bode, buy A.

A. can           B. may

3.  Shall I make the final choice right now? No, you …

A. mustn’t      B. needn’t

III. Прочтите и письменно переедите текст. Проанализируйте 1-й абзац и выделите подлежащее и сказуемое в каждом предложении этого абзаца.

The Education in the 19th Century

The 19th century hit the United States like a series of strong, gusting winds. If these winds had a common direction, it was westward:

Millions of Europeans sailed west across the Atlantic to live in the new nation. And millions of these newcomers joined the descendants of earlier immigrants in a westward trek across the North American continent. As pioneers, they planted homes, farms, towns and colleges as they moved toward the Pacific Ocean. Most of these new colleges were poor, but they accepted almost everyone who had the time and interest to apply. And with this development, a crack appeared in the European model.

Another crack appeared with the admission of women into college. The first three women to receive their B.A.'s from an American school graduated from Oberlin College, Ohio, in 1841. But Oberlin—which had admitted all applicants regardless of race or sex since the 1830s—was an exception. Most colleges in the first half of the 19th century refused women applicants, it was also considered improper for women to attend the same class as men. (.Even in Oberlin, women were not allowed to attend an evening class demonstrating the use of telescopes for observing stars.) These attitudes changed slowly. Vassar (New York), the first American college founded for women, did not open until 1865. Wellesley, Smith (both in Massachusetts) and a few others followed within the next 35 years.

The most unusual change in American higher education may have begun with an unusual law—the Land Grant College Act of 1862. Under this law, the federal government gave huge tracts of public land to the states for the development of agricultural and technical colleges. The states sold the land and used the money to build these colleges. The Land Grant Act marked the beginning of federal influence on higher education—an influence based on financial aid. It also was the beginning of another trend: Land grant colleges became deeply involved in rese.whing nuw methods of scientific  farming

IV. Поставьте вопрос по содержанию последнего абзаца.

Вариант 4

I. Перепишите следующие предложения; подчеркните в каждом из них глагол-сказуемое и определите его видовременную форму и залог. Переведите предложение на русский язык.

1. My friend always translates texts quite well, but now she is translating in a wrong way.

2. She gave him the book that his teacher had recommended.

3. The decorations were completed an hour ago.

4. She watched television while dinner was being prepared.

II. Перепишите следующие предложения, выберите и вставьте необходимый модальный глагол. Переведите предложения на русский язык.

1. He … give up smoking after a heart attack.

A. can     B. must

2.  You … not worry. All is going to be fine.

A. may     B. need

3. I … to the work today.

A. may not    B. can not

III. Прочтите и письменно переедите текст. Проанализируйте 1-й абзац и выделите подлежащее и сказуемое в каждом предложении этого абзаца.

Higher education - today and tomorrow.

Can America's colleges and universities rest on their accomplishments? About 12 million students currently attend schools of higher education in America. They are students in a society that believe in the bond between education and democracy. They have at their disposal great libraries (Harvard alone has alone than 10 million volumes): the latest in technology; and faculties with a tradition of research accomplishments. (The world's first electronic computer was developed at the University of Pennsylvania, for example.) They are free to pursue their interests, to develop their talents, and to gain professional rank.

Still, many Americans are not satisfied with the condition of higher education in their country.

Perhaps the most widespread complaint has to do with the college curriculum as a whole, and with the wide range of electives in particular. In the mid-1990s, the Association of American Colleges (AAC) issued a report that called for teaching a body of common knowledge to all college students. According to the AAC report, this common core of subjects should include science and the study of cultural differences (as well as basic literacy). A somewhat similar report, "Involvement in Learning," was issued by the National Institute of Education (NIE). In its report, the NIE concluded that the college curriculum has become "excessively vocational work-related." The report also warned that college education may no longer be developing in students "the shared values and knowledge" that traditionally bind Americans together. A serious charge: Is it true?

For the moment, to some degree, it probably is. Certainly, some students complete their degree work without a course in Western civilization—not to mention other world cultures. Others leave college without having studied science or government. As one response, many colleges have begun reemphasizing a core curriculum that all students must master.

IV. Поставьте вопрос по содержанию последнего абзаца.