1. Change the following sentences in the Active Voice into the Passive Voice.

1. The girl has put all the books into the bookcase.

2. Snow will cover the fields in winter.

3. They will hand in the homework tomorrow.

4. She always invites me to her dinner parties.

5. She showed me the dress which her daughter had made.

6. They didn’t invite her to the party.

7. I did not invite her to the party.

8. I have invited some friends to tea.

9. She has given me an English book.

10. Have you written the letter yet?

 

1. All the books have been put into the bookcase by the girl.

2. The fields will be covered by snow in winter.

3. The homework will be handed in tomorrow.

4. I am always invited to her dinner parties.

5. I was shown the dress which her daughter had made.

6. She wasn’t invited to the party by them.

7. She wasn’t invited to the party by me.

8. Some friends have been invited to tea.

9. An English book has been given me.

10. Has the letter been written yet?

 

2. Write down every sentence three times, forming conditional sentences I, II, III types.

1. If my brother is in trouble, I shall help him.

2. If he learns the poem, he will get a bad mark.

3. If you give me your dictionary for a couple of days, I shall translate this text.

4. If you go to the theatre with us, you will enjoy the evening.

5. If you do not listen) to the teacher, you will not understand the rule.

6. If it snows, the children will play snowballs.

7. If I know the result, I shall phone her immediately.

8. If my daughter does her homework, she will get much better marks.

9. If I live in the country, I shall often go to the wood.

10. If you are busy, I shall leave you alone.

 

1. If my brother were in trouble, I should help him.

2. If he learned the poem, he would get a bad mark.

3. If you gave me your dictionary for a couple of days, I should translate this text.

4. If you went to the theatre with us, you would enjoy the evening.

5. If you did not listen to the teacher, you would not understand the rule.

6. If it snowed, the children would play snowballs.

7. If I knew the result, I should phone her immediately.

8. If my daughter did her homework, she would get much better marks.

9. If I lived in the country, I should often go to the wood.

10. If you were busy, I should leave you alone.

 

1. If my brother had been in trouble, I should have helped him.

2. If he had learned the poem, he would have got a bad mark.

3. If you had given me your dictionary for a couple of days, I should have translated this text.

4. If you had been to the theatre with us, you would have enjoyed the evening.

5. If you hadn’t listened to the teacher, you would not have understood the rule.

6. If it had snowed, the children would have played snowballs.

7. If I had known the result, I should have phoned her immediately.

8. If my daughter had done her homework, she would have got much better marks.

9. If I had lived in the country, I should have often gone to the wood.

10. If you had been busy, I should have left you alone.

 

3. Open the brackets using the Complex Object.

1. I felt the blood rush into my cheeks.

2. My mother wants you to come and stay with us next week.

3. I saw him come into the hall.

4. The teacher made her pupils read the long text again.

5. He wants the book to be returned tomorrow.

6. I didn’t hear the bell ring.

7. Do you want me to translate the article?

8. I’d prefer you come tomorrow.

9. What makes you think so?

10. I’d like you to meet my sister Mary.

 

4. Instead of these complex sentences write simple sentences using the Subjective Infinitive Construction.

Model: It is said that they are good dancers. They are said to be good dancers.

1. It was thought that the new engineer had graduated from the University.

2. It seems these engineers examine the high-voltage line every week.

3. It seems they have heard all about it.

4. It appears my watch is slow.

5. It seemed that the face was unchanged.

6. It is known that he has a large collection of pictures.

7. We heard that a car was stopped outside the door.

8. It is said that the book is popular with both old and young.

9. It is said that the weather in Europe was exceedingly hot last summer.

10. It was announced that the Chinese dancers were arriving next week.

 

1. The new engineer was thought to have graduated from the University.

2. These engineers seem to examine the high-voltage line every week.

3. They seem to have heard all about it.

4. My watch appears to slow.

5. The face seemed to have been unchanged.

6. He is known to have a large collection of pictures.

7. A car was heard to have been stopped outside the door.

8. The book is said to be popular with both old and young.

9. The weather in Europe is said to be exceedingly hot last summer.

10. The Chinese dancers were announced to be arriving next week.

 

5. Translate the following sentences into English using the Gerund.

1. Он рассмеялся.

 2. Шум в соседней комнате мешал мне думать.

3. Мальчик отрицал, что его все время ругают и наказывают.

4. Я настаиваю на том, чтобы поговорить с ним.

5. Я с нетерпением ждал встречи с братом.

6. Он боялся, что его посадят в тюрьму.

7. Перестаньте дрожать. Избегайте показывать этим людям, что вы их боитесь.

8. Лучше отложить принятие решения.

9. Мальчик любит командовать своей сестрой.

10. Существовала опасность того, что его авторитет будет подорван.

 

1. He began laughing.

  2. The noise in the next room prevented me from thinking.

3. The boy denied being scolded and punished all the time.

4. I insist on talking to him.

5. I was looking forward to seeing my brother.

6. He was afraid of being put in a prison.

7. Stop trembling. Avoid showing these people that you are afraid of them.

8. It would be better to postpone making decision.

9. A boy likes commanding his sister.

10. There was a danger of his credibility being undermined.

 

II. Translate from Russian into English.

Сказка про голодного мышонка

Жил-был мышонок, звали его Пик. Выглянул как-то Пик из норки и говорит: «Кушать хочу. Чем бы поживиться?» Выбежал мышонок из норки поискать, что бы ему съесть. Видит, лежит на полу кукла. Девочка играла и оставила. «Какая красивая кукла, вкусная наверно», — думает Пик. Подбежал к кукле. Хвать ее зубами и сразу выплюнул. Нет, не вкусная кукла. Нельзя ее съесть. Посмотрел по сторонам, видит, лежит на полу карандаш. Красивый, красный. Мальчик рисовал и оставил. «Красивый карандаш, вкусный наверно», — думает Пик. Подбежал к карандашу, хвать его зубами и сразу выплюнул. Не вкусный карандаш, грызть его можно, чтобы зубки поточить, а в пищу не годится. Посмотрел по сторонам, видит, лежит газета.

Папа читал и забыл. «Ах, какая газета! Вот ей я точно наемся», — думает Пик. Подбежал к газете, хвать ее зубами и давай жевать. Пожевал немного и выплюнул. Не вкусная газета, не хочется ее кушать. Вдруг, почувствовал Пик, что чем-то вкусно пахнет. Смотрит, лежит на полу кусочек сыра. Кто-то уронил его. «Вот что я съем», — подумал Пик. Подбежал мышонок к сыру, хвать его зубами, и не заметил, как съел весь кусочек. «Вкусный сыр, жаль, что закончился», — подумал Пик и побежал спать к себе в норку.

 

The Tale of a Hungry Mouse

Once upon a time there was a mouse, his name was Pick. Once he looked out a mink and said: «I want to eat. What ist to feed? «The mouse ran out of the mink to look for something to eat. He sees the doll lying on the floor. The girl was playing and left. «What a beautiful doll, it is tasty, probably,» thinks Peak. He ran to the doll. He picked it up and immediately spat. No, it is not a delicious doll. You can not eat it. He looked around, saw a pencil lying on the floor. It is beautiful and red. The boy was drawing and left. «A beautiful pencil, it is probably tasty,» Peak thinks. He ran to the pencil, picked it up and immediately spat. It is not a tasty pencil, one can chew it to make to cut teeth, but it’s not good for food. He looked around and saw a newspaper.

A dad was reading and forgot. «Oh, what a newspaper! I’m sure I shall eat it, «Peak thinks. He ran to the newspaper, picked it up and began chewing. He chewed a little and spat. It is not a tasty newspaper, I do not want to eat it. Suddenly, Peak felt that something smells delicious. He sees a piece of cheese lying on the floor. Someone has dropped it. «That’s what I’ll eat,» Peak thought. The mouse ran up to the cheese, picked it up, and did not notice how he has eaten the whole piece. «It is the delicious cheese, I’m sorry that’s over,» thought Peak and ran to sleep in his mink.

 

 III. Translate the text into Russian.

Early Learning

During the first few years of life, a child learns a lot about themselves and the world around them, and parents are their first teachers. Parents teach them how to speak, how to walk, how to feed themselves. They teach them the alphabet, shapes and colors, and even how to count and spell very simple words. But for healthy development, children need active stimulation and interaction with others. This is where early childhood education is the most beneficial. It is in these classrooms where children apply what their parents have taught them to a practical setting and have their first interactions with people outside of their family.

Beginning with children as young as two, teachers guide them through an important transition and oversee their adjustment. Early childhood education focuses on “learning through play” by providing a hands-on, interactive atmosphere where children learn about themselves through playing with other children. As a teacher of young children, you become somewhat of a surrogate parent, their first source of guidance in playing with others and forming friendships. You teach them how to share, how to take turns, how to have manners lessons that stay with them and evolve with each crucial phase of their life.

Children this young also have more physical demands than older students. Many preschools incorporate a nap time into their schedule or are on half-day schedules to accommodate a child’s exhaustion after a long morning of playing and learning. Snack time is also built into these schedules, which serve as a great opportunity to teach your students table manners. Teaching young children requires nothing short of complete devotion and perseverance. It can be a daunting task, but to a truly committed teacher, it is worth the effort.

There is much debate over what is covered by an ideal preschool curriculum, but in actuality, early childhood is a period of such tremendous growth and curiosity that it is hard to decide exactly what, and when, a child needs to learn. Many preschool curricula establish the teacher as a guide, allowing children to discover for themselves while the teacher leads them through the process. Much research goes into preschool curricula, and organizations such as the National Institute for Early Education Research and the National Association for the Education of Young Children strive to preserve and advance the education of some of our country’s youngest students, as well as increase awareness about the importance of early childhood education.

Раннее обучение

На протяжении первых лет жизни ребенок много узнает о себе и окружающем мире, а родители — их первые учителя. Родители учат их говорить, ходить, кормить себя. Они учат их алфавиту, форме и цветам, а также тому, как считать и произносить очень простые слова. Но для здорового развития детям нужна активная стимуляция и взаимодействие с другими. Именно здесь дошкольное образование является наиболее полезным. Именно в этих комнатах дети на практике применяют то, чему научили их родители их и впервые общаются с людьми вне семьи.

Начиная с детей в возрасте от двух лет, учителя направляют их посредством важного переходного периода и контролируют этот переход. Обучение в раннем детстве основано на «обучении через игру» в практической интерактивной атмосфере, где дети узнают о себе, играя с другими детьми. Будучи учителем маленьких детей, вы становитесь лицом, заменяющим родителя, первым руководителем в игре с другими и формировании дружеских отношений. Вы учите их делиться, как ждать очереди, хорошим манерам которые остаются с ними и развиваются с каждым решающим этапом их жизни.

Также у детей этого возраста больше физических потребностей, чем у старшеклассников. Многие дошкольные учреждения выделяют время в расписании для отдыха или обучают в первую половину дня, чтобы учесть усталость ребенка после долгого утренних игр и обучения. Время приема пищи также предусмотрено в этих расписаниях, которые служат прекрасной возможностью научить ваших воспитанников манерам. Обучение маленьких детей требует полной преданности и настойчивости. Это может быть сложной задачей, но для действительно настоящего учителя это не проблема.

Много споров о том, что такое идеальный дошкольный учебный план, но на самом деле дошкольный период является периодом такого огромного роста и любопытства, что трудно точно определить, чему и когда ребенку нужно учиться. Многие дошкольные программы представляют учителя как руководителя, позволяя детям открывать для себя что-то новое, пока учитель ведет руководит этим процессом. Проводится много исследований о дошкольных учебных программах, а такие организации, как Национальный институт исследований в области дошкольного образования и Национальная ассоциация по образованию детей младшего возраста стремятся сохранить и усовершенствовать образование некоторых из молодых студентов нашей страны, а также повысить осведомленность о важности образования детей дошкольного возраста.