Берестовая Г.Р., Семизорова Л.М., Чернецкая С.В.

Учебно-методическое пособие

По английскому языку для

студентов очно-заочной и дистанционной

форм обучения

 

II часть

 

Новочеркасск 2005

УДК 802(07)

 

 

Рецензент О.А. Журавлева, доц., канд. пед. наук

 

Берестовая Г.Р., Семизорова Л.М., Чернецкая С.В.

 

Учебно-методическое пособие по английскому языку для студентов всех специальностей очно-заочной и дистанционной форм обучения/Шахтинский институт (филиал) ЮРГТУ (НПИ). –Новочеркасск: ЮРГТУ, 2005.

 

 

Пособие содержит 2 контрольных задания, каждое из которых включает 5 вариантов, по темам: «Великобритания» и «Экология». Задания снабжены грамматическим комментарием, англо-русским словарем, текстами для развития навыков устной речи.

Предназначено для студентов 2-го курса всех специальностей очно-заочной и дистанционной форм обучения.

 

© Шахтинский институт ЮРГТУ, 2005

© Берестовая Г.Р., Семизорова Л.М.,

Чернецкая С.В., 2005

ВВЕДЕНИЕ

Развитие и улучшение заочного и вечернего высшего образования имеет важное значение сегодня. В последние годы у нас в стране, как и за рубежом, все большую популярность приобретает идея развития систем “дистанционного обучения”. Такие системы, основанные на использовании современных компьютерных и коммуникационных технологий, позволяют решать задачи обучения людей, находящихся вдали от учебных заведений. Основу такого образовательного процесса составляет целенаправленная и контролируемая интенсивная самостоятельная индивидуальная работа обучаемого, его возможность контакта с центром образования по телефону, INTERNET, электронной и обычной почте, а также очно.

Основной целью обучения студентов иностранному языку в неязыковом вузе является достижение ими практического владения этим языком, умения самостоятельно читать литературу по специальности вуза с целью извлечения информации из иноязычных источников. Перевод (устный и письменный) на протяжении всего курса обучения используется: а) как средство обучения; б) для контроля понимания прочитанного; в) в качестве возможного способа передачи полученной при чтении информации.

В соответствии с действующими учебными планами на полный курс обучения иностранному языку для заочных и факультетов дистанционного образования отводится 4 семестра. За курс обучения студент выполняет 4 контрольные работы, учебный материал по чтению, сдает 3 зачета и экзамен.

Требования на зачете и экзамене

Зачет. 1-й, 2-й и 3-й семестры завершаются зачетом. К зачету допускаются студенты, выполнившие контрольную работу, сдавшие тексты и упражнения в объеме, предусмотренном программой, т.е. тексты учебника или учебного пособия по английскому языку (по профилю вуза) за текущий семестр, а также тексты для дополнительного чтения в объеме 28 тысяч печатных знаков: в 1-м и 2-м семестрах, т.е. 56 тысяч печатных знаков за 1-й курс обучения; в 3-м и 4-м семестрах – 32 тысячи печатных знаков, т.е. 64 тысячи печатных знаков за 2-й курс обучения.

Экзамен. К экзамену по английскому языку допускаются студенты, имеющие зачет за 1-й, 2-й и 3-й семестры и выполнившие весь учебный материал в 4-м семестре. На экзамене по английскому языку проверяются умения:

а) читать со словарем текст по специальности вуза; форма проверки понимания – письменный перевод; норма перевода – 800-1000 печатных знаков в час;

б) читать без словаря текст страноведческого или научно-популярного характера объемом около 2000 печатных знаков; форма проверки понимания – передача содержания прочитанного на русском языке; время подготовки 15 – 20 минут;

в) беседа по одной из страноведческих тем, изученных на 1-м и 2-м курсах, предусмотренных программой.

Для того чтобы добиться успеха, необходимо приступить к работе над языком с первых дней обучения в вузе и заниматься систематически. В процессе подготовки к зачетам и экзамену рекомендуется: а) повторно прочитать и перевести наиболее трудные тексты учебника или учебно-методического пособия; б) просмотреть материал отрецензированных контрольных работ; в) повторить грамматический материал контрольных работ; г) повторить устные разговорные темы.

 

Выполнение контрольных заданий и оформление

контрольных работ

 

Количество контрольных заданий, выполняемых вами на каждом курсе, устанавливается учебным планом института. В письме кафедры иностранных языков вашего института вы получите точный график выполнения контрольных работ.

1. Каждое контрольное задание в данном пособии предлагается в пяти вариантах. Вы должны выполнить один из пяти вариантов в соответствии с последними цифрами номера зачётной книжки: если номер заканчивается на 1 или 2, выполняют вариант № 1; на 3 или 4 - № 2; на 5 или 6 - № 3; на 7 или 8 - № 4; на 9 или 0 - № 5.

2. Выполнять письменные контрольные работы следует в отдельной тетради. На обложке тетради напишите свою фамилию, номер контрольной работы и название учебника, по которому вы занимаетесь.

3. Контрольные работы должны выполняться чернилами, аккуратно, четким почерком. При выполнении контрольной работы оставляйте в тетради широкие поля для замечаний, объяснений и методических указаний рецензента.

Материал контрольной работы следует располагать в тетради по следующему образцу:

 

 

Левая страница	Правая страница
Поля Английский текст	Русский текст Поля

 

4. Контрольные работы должны быть выполнены в той последовательности, в которой они даны в настоящем пособии.

5. Выполненные контрольные работы направляйте для проверки и рецензирования в институт в установленные сроки.

6. Если контрольная работа выполнена без соблюдения указаний или не полностью, она возвращается без проверки.

Контрольная работа № 3

Чтобы правильно выполнить задания, необходимо повторить следующие разделы курса английского языка:

1. Действительный и страдательный залоги видовременных форм Indefinite, Continuous, Perfect.

2. Грамматические функции и значения слов that, one, it.

3. Функции глаголов to be, to have, to do.

4. Простые неличные формы глагола. Инфинитив в функции подлежащего, составной части сказуемого, определения, обстоятельства цели.

5. Бессоюзное подчинение в определительных и дополнительных придаточных предложениях.

6. Грамматические функции и значения слов any, some, no.

I вариант

I. A. Видовременной формой глагола – сказуемого в действительном залоге в следующих предложениях является:

1. From time to time the earth passes through such masses of space material as comet tails.

а) Past Simple Active Voice (A.V.); b) Present Perfect A.V.

c) Present Simple A.V.; d) Present Progressive (Continuous)

2. In ordinary photographer’s camera light meter will show wide variation between the day’s light.

a) Future Perfect A.V.; b) Present Simple A.V.;

c) Future Simple A.V.; d) Future Progressive A.V.

3. The earth is swinging along through space at the rate of about 18,000 miles an hour.

a) Present Progressive A.V.; b) Present Perfect A.V.;

c) Present Simple A.V.; d) Past Progressive A.V.;

4. Scientists have examined this tiny fellow called Yeti.

a) Past Perfect A.V.; b) Present Perfect A.V.

c) Present Simple A.V.; d) Present Progressive A.V.

5.Something had caused a relatively small spot of intense darkness to move from coast to coast.

a) Present Simple A.V.; b) Present Perfect A.V.;

c) Past Perfect A.V. d) Present Progressive A.V.

The Big Stores

One of the features of London is the number of big stores, most of which are to be found in or near the West End. They are vast buildings, many stores high; in them you may buy almost anything you want, from a box of matches to a suite of furniture. Most of them are very modern and are equipped with speedy lifts and escalators, and have well - planned lighting, ventilation and heating. You can ring up a friend from a telephone-box and you may call at the theatre agency to book a seat for an evening show; or you may drop into (the travel department and arrange for a holiday in Wales or Western Australia. In the book department you will be able to buy the complete works of William Shakespeare or the latest thriller. You can inspect tile goods on sale at your leisure, and you will not be pestered to buy, though occasionally an assistant may ask whether the can be of help to you.

Although shops usually close at 5.50 or 6 p.m., on Thursdays the West End stores and most other shops there stay open as late as eight o'clock.

The goods are displayed on open counters and it is a regrettable fact that some shoplifting goes on in spite of the vigilance of the store detectives. These chains - stores have branches in most British towns of importance. They keep their prices low, thanks to careful 'bulk-buying'. One very well known firm of chemists also has shops in many parts of London (and elsewhere); here you may buy not only medicines but; also cosmetics and toilet supplies.

Many of the food stores now operate on the “serve yourself” method: you go in, pick up a basket, walk round the shop and choose what you want. At the exit there is a cash - desk where you pay for all your goods together. This system cuts down the firm's expenses, for fewer assistants are required. It is the method used in the great and still growing number of London's supermarkets - large self - service stores chiefly concerned with the sale of foodstuffs but increasingly with other types of goods as well.

 

X. Согласитесь или опровергните следующие утверждения:

1. The “serve - yourself” method is economical.

a) да b) нет

2. Few of London big stores are situated in the West End.

a) да b) нет

IV вариант

I. A. Видовременной формой глагола – сказуемого в действительном залоге в следующих предложениях являются:

1. The tsarist government did not allow a woman to study and work at university.

a) Past Perfect A.V.; b) Past Progressive (Continuous) A.V.;

c) Present Simple A.V.; d) Past Simple A.V.

2. The Academy of Sciences of the Russian Federation is successfully developing a cybernetic machine for chemist.

a) Present Perfect A.V.; b) Past Progressive (Continuous) A.V.;

c) Present Progressive (Continuous) A.V.; d) Present Simple A.V.

3. The idea of space flights had attracted the attention of people since the remotest time.

a) Present Perfect A.V.; b) Past Perfect A.V.;

c) Present Progressive (Continuous) A.V.; d) Present Simple A.V.

4. The engineer has just made all the necessary calculation.

a) Present Perfect A.V.; b) Past Progressive (Continuous) A.V.;

c) Past Perfect A.V.; d) Past Simple A.V.

5. From time to time these strangely inscribed stones crop up to plague the scholars.

a) Present Perfect A.V.; b) Past Simple A.V.;

c) Present Progressive (Continuous) A.V.; d) Present Simple A.V.

London Sherlock Holmes Life

In the 1880s a young doctor sat waiting for new patients who never came. To pass the time, he wrote stories about a man who was very good at solving crimes. These stories were so popular that the doctor decided to give up medicine and become a writer instead. The doctor was Arthur Conan Doyle and his creation - the detective, Sherlock Holmes.

Conan Doyle's first story about Holmes, "A Study in Scarlet" appeared m 1887. It's the story in which the detective meets his equally famous friend and colleague, Dr. Watson, at St. Bartholomew's Hospital in east London. The hospital still exists today and there is a special plaque there to celebrate the occasion.

Holmes and Watson shared rooms at 221B Baker Street in London. Many serious discussions have taken place about where 221B was. Anyway, no house exists there now. Instead, a large finance company has its office nearby and has taken responsibility for the twenty or so letters, which still arrive each week addressed to Mr. Sherlock Holmes, 221B Baker Street. Most come from the United States and many correspondents ask if Mr. Holmes can help them with some problem, such as finding a missing relative. Replies are sent on special paper saying that: "... unfortunately Mr. Sherlock Holmes now retired to Sussex and is keeping bees. He is no longer working as a detective". If he were alive today, he would be about 129 years old.

There is the Sherlock Holmes Pub near Trafalgar Square. Here an upstairs room has been made into a likeness of 221B Baker Street, as it's described in the stories.

The room is filled with every thing which Holmes and Watson would have had - Holmes's violin on a shelf, his distinctive hat and pipe, the Persian slipper in which he kept his tobacco, unanswered letters pinned to the wall with a knife, as well as the fireplace, chairs and tables.

X. Согласитесь или опровергните следующие утверждения:

1. 221B Baker Street is the address of a large financial company.

a) да b) нет

2. The letters addressed to Sherlock Holmes are kept unanswered in the Sherlock Holmes Pub near Trafalgar Square pinned to the wall with a knife.

a) да b) нет

 

V вариант

I. A. Видовременной формой глагола – сказуемого в действительном залоге в следующих предложениях являются:

1. Working at some new experiment Yablochkov forgot everything but his work.

a) Present Perfect A.V.; b) Past Simple A.V.;

c) Present Progressive (Continuous) A.V.; d) Present Simple A.V.

2. Electronic computers are already bringing about a real revolution in science.

a) Present Perfect A.V.; b) Past Progressive (Continuous) A.V.;

c) Present Progressive (Continuous) A.V.; d) Present Simple A.V.

3. Engineering has reached a high stage of development. and now does great wonders.

a) Present Perfect A.V.; b) Past Perfect A.V.;

c) Present Progressive (Continuous) A.V.; d) Present Simple A.V.

4. Herdsman had been within three miles of one of the mightiest explosions ever recorded on Earth.

a) Present Perfect A.V.; b) Past Simple A.V.;

c) Present Progressive (Continuous) A.V.; d) Past Perfect A.V.

5. The builders will have constructed a twelve – storied house for the workers by the end of the year.

a) Future Perfect A.V.; b) Future Simple A.V.;

c) Future Progressive (Continuous) A.V.; d) Past Perfect A.V.

Test 3

Предлагаемый тест выполняется после завершения работы над контрольной работой №3 и изучения грамматического материала данной контрольной работы, а именно: 1) все видовременные формы глагола Indefinite (Simple), Continuous (Progressive), Perfect – в активном и пассивном залогах; 2) функции глаголов to be, to have, to do; 3) неопределенные местоимения some, any и отрицательное местоимение no; 4) инфинитив и его функции в предложении. Повторить грамматическую тему «Модальные глаголы».

В своей рабочей тетради напишите цифровой и буквенный варианты того ответа, который Вы считаете правильным, например, 1а, 2с.

 

I. Дополните следующие ниже предложения, выбрав один из предложенных вариантов решения.

1. Scotland Yard … on the Thames Embankment close to the Houses of Parliament.

a) is situated; b) situated; c) situates; d) situate.

2. Historically the Tower … with London.

a) connected; b) has connected;

c) has been connected; d) had been connected.

3. Many small enterprises … in this region now.

a) are building; b) is being build;

c) is built; d) are being built

4. In 1712 the capital of Russia … to St. Petersburg.

a) was transfered; b) transfer;

c) transferes; d) transfering.

5. By 9 p.m. tomorrow this task … by them.

a) will fulfill; b) will have been fulfilled;

c) will be fulfilled; d) will have fulfilled.

6. The Prime Minister’s Election … soon.

a) will held; b)will be held; c) will hold; d) held.

7. By three o’clock everything yesterday everything … for experience.

a) had been prepared; b)was prepared;

c) had prepared; d) prepared.

8. They … translating from Russian into English when they were pupils.

a) taught; b) was taught;

c) were being taught; d) teach.

9. Alexander Bell, an inventor of the telephone … German at school

a) didn’t studied; b) didn’t study;

c) didn’t studyed; d) didn’t studys.

10. London … as a city in the same way as Paris or New York.

a) was not built; b) not built;

c) not was built; d) was built not.

11. Выделенное сказуемое в предложении «The first pedal cycle was built by a Scot, K. Macmillan» вы переведете:

a) построили; b) был построен;

c) строили; d) строят.

12. Выделенное сказуемое в предложении «The weather is constantly changing in England»вы переведете:

a) изменяется; b) меняют;

c) изменяли; d) изменят.

13. Выделенную часть сказуемого в предложении «We are to graduate in two months» вы переведете:

a) -; b) есть;

c) должны; d) можем.

14. Выделенную часть сказуемого в предложении «I have to go with you and help with this work» вы переведете:

a) должна; b) могу;

c) имею; d) -.

15. Выделенное сказуемое в предложении «I have not seen you for ages!» вы переведете:

a) не имею; b) не вижу;

c) не видел; d) не увижу.

16. Выделенное сказуемое в предложении «An Irishman does not expect it to rain every day» вы переведете:

a) не делает; b) не ждет;

c) делает не; d) ожидает не.

17. Выделенное сказуемое в предложении «Is there anything I can do for you?» вы переведете:

a) сделаю; b) делаю;

c) смог сделать; d) могу сделать.

 

Контрольная работа №4

 

Чтобы правильно выполнить задания, необходимо повторить следующие разделы курса английского языка:

1. Инфинитив и инфинитивные обороты.

2. Причастие и причастные обороты.

3. Типы условных предложений.

4. Времена глагола в действительном и страдательном залоге.

 

I вариант

I. A. Определите, какой инфинитивный оборот входит в состав следующих предложений:

a) объектный инфинитивный оборот

b) субъектный инфинитивный оборот

1. During the Dark Ages people believed the Earth to be flat.

2. Alpha - rays were shown to be identical, no matter from what radioactive element they are emitted.

3. Samples of two ores from a region are known to be geologically very old, having ages close to 2000 million years.

4. They expect the ecological laboratory to do all the necessary tests.

5. The new method is believed to have given good results.

Cars for a Cleaner Planet

Sleek and aerodynamic, it knifes through the wind at over 160 kph, making no more noise than a microwave oven. Its primary "fuel"— an exchangeable solution of electrolytes and metals—is cheap, abundant, and virtually inexhaustible. Its emissions are low in volume and all but free of atmospheric pollutants. Its air conditioning system contains no ozone-depleting chlorofluo-rocarbons. Even its paint is non-toxic.

This is- the quintessential "green car"— pleasing, practical, and most important, environmentally benign. The ideal version may not become reality for another 20 years, but companies around the world have many of its components on the test track, with others either in the laboratory or on the drawing board. And a number of automakers—Volvo, General Motors, Mercedes and Mazda, among others— have working approximations of a "green car" already built.

Man-made pollution of the atmosphere has been implicated in everything from acid rain to global warming and depletion of the ozone layer: cars, with their toxic emissions and CFC-producing air conditioning systems, are acknowledged by most experts to be a part of the problem.

In response, many of the world's industrialized countries have introduced tough emissions standards. In the United States, for instance, the state of California has mandated that by 2003, 10 percent of the cars sold in the state must produce no exhaust emissions whatsoever. Some countries, notably Germany, Denmark and the Netherlands, give tax incentives and charge lower registration fees to owners of cleaner cars. American manufacturers already fit car tailpipes with catalytic converters, which reduce exhaust emissions by literally burning pollutants before they can escape. Today's converters cut emissions of carbon monoxide and hydrocarbons by 96 percent or more, and reduce emission of nitric oxides by at least 76 percent. Engineers at the AC Rochester Division of General Motors in Flint, Michigan, estimate that their converters alone have cleaned exhaust streams of 30 million tons of hydrocarbons, 150 million tons of carbon monoxide and 10 million tons of oxides of nitrogen. Firms like W R Grace & Co, based in NewYork City, meanwhile, are developing "quick heating" catalytic converters, which usea joltof electricity to attain a temperature of 371 degrees Celsius in as little as eight seconds. And Nissan, the Japanese automaker, is reducing emissions with techniques ranging from computerized valve controls to more precise timing of fuel injection.

IX. Подтвердите или опровергните следующие утверждения:

1. The idea to make “green car” is impracticable.

a) да b) нет

2. Pollution of the atmosphere causes acid rains, global warming and depletion of the ozone layer.

a) да b) нет

 

IV вариант

I. A. Определите, какой инфинитивный оборот входит в состав следующих предложений:

a) объектный инфинитивный оборот

b) субъектный инфинитивный оборот

1. Thousands of compounds of nitrogen are believed to exist in nature.

2. They want us to study minerals obtained in this mountains.

3. Dr. Smith was expected to report on his new discoveries.

4. We know the ecologists to discover this phenomenon first.

5. This substance is reported to possess the property of radioactivity.

Test 4

Предлагаемый тест выполняется после завершения работы над контрольной работой №4 и изучения грамматического материала данной контрольной работы, а именно: 1) инфинитивные обороты (субъектный и объектный инфинитивный обороты); 2) причастные обороты (зависимый и независимый причастные обороты); 3) условные предложения; 4) согласование имен; 5) герундий.

В своей рабочей тетради напишите цифровой и буквенный варианты того ответа, который Вы считаете правильным, например, 1а, 2с.

I. Дополните следующие ниже предложения, выбрав один из предложенных вариантов решения.

1. If we look at the map of the world, we... that the Earth’s surface is covered with deep waters of seas and oceans.

a) saw; b) will see; c) see; d) seen.

2. If people don’t take care of the Earth, it....

a) will die; b) dies; c) die; d) to die.

3. If there were no oxygen in the earth’s atmosphere, life … be impossible.

a) will; b) would; c) are; d) was.

4. If I... you, I could arrange all for the experiment.

a) am; b) was; c) were; d) is.

5 If the periodic law had not been discovered by Mendeleyev, there... a great progress in science.

a) will not make; b) would not have make;

c) would not had made; d) would not have been made.

6. Had he known about it before, he... to you.

a) would speak; b) would spoken;

c) would have spoken; d) spoke.

7. Were he in your place, he... water and soil samples.

a) took; b) takes; c) had taken; d) would take.

8. Предложение «Менделеев предсказал, что пустующие места в его таблице будут заполнены пока ещё неизвестными элементами» переводится:

a) Mendeleyev predicted that the vacant places in his table would be filled by yet unknown elements.

b) Mendeleyev predicted that the vacant places in his table will be filled by yet unknown elements.

c) Mendeleyev predicted that the vacant places in his table will fill by yet unknown elements.

d) Mendeleyev predicted that the vacant places in his table shall be filled by yet unknown elements.

9. Предложение «Оратор заявил, что проблема загрязнения воды – одна из самых важных» переводится:

a) The speaker announced that the problem of water pollution is one of the most important ones.

b) The speaker announced that the problem of water pollution was one of the most important ones.

c) The speaker announced that the problem of water pollution are one of the most important ones.

d) The speaker announced that the problem of water pollution were one of the most important ones.

10. Предложение «People noticed that plants were dying from acid rain» переводится:

a) Люди заметили, что растения умерли из-за кислотных дождей.

b) Люди заметили, что растения умирают из-за кислотных дождей.

c) Люди заметили, что растения умрут из-за кислотных дождей.

d) Люди заметили, что кислотные дожди убивают растения.

11. Предложение «He said that he had given up smoking» переводится:

a) Он сказал, что он бросит курить.

b) Он сказал, что он бросает курить.

c) Он сказал, что он бросил курить.

d) Он сказал, что он хотел бы бросить курить.

12. Предложение «The scientists stated that every ten minutes one kind of animal, plant or insect died out for ever» переводится:

a) Ученые установили, что каждые десять минут один вид животного, растения или насекомого вымирает.

b) Ученые установили, что каждые десять минут один вид животного, растения или насекомого вымрет.

c) Ученые установили, что каждые десять минут один вид животного, растения или насекомого будет умирать.

d) Ученые установили, что каждые десять минут один вид животного, растения или насекомого вымирал.

13. Предложение «The minister of education reported that global environmental science curriculum had been developed in this country» переводится:

a) Министр образования сообщил, что единая программа экологического образования была разработана в стране.

b) Министр образования сообщил, что единая программа экологического образования разрабатывается в стране.

c) Министр образования сообщил, что единую программу экологического образования разработают в стране.

d) Министр образования сообщил, что единую программу экологического образования приняли в стране.

14. Предложение «The lectur emphasized that the problem of wildlife restoration must become an important one» переводится:

a) Лектор подчеркнул, что проблема восстановления заповедников должна была стать важной.

b) Лектор подчеркнул, что проблема восстановления заповедников станет важной.

c) Лектор подчеркнул, что проблема восстановления заповедников должна стать важной.

d) Лектор подчеркнул, что проблема восстановления заповедников очень важна.

15. Предложением, содержащим субъектный инфинитивный оборот, является:

a) Economists thought the environment to be an unlimited source of resources.

b)The environment was thought to be an unlimited source of resources.

c) The environment to be an unlimited source of resources is closeby retaled to economy.

d) The environment is an unlimited source of resources.

16. Предложением, содержащим объектный инфинитивный оборот, является:

a) People would like to solved all ecological problems.

b) All ecological problems have been solved.

c) People would like all ecological problems to have been solved.

d) To solve all ecological problems people have to protect nature.

17. Предложением, содержащим независимый причастный оборот, является:

a) This article deals with pollution problems, particular attention to air pollution.

b) This article pays particular attention to air pollution.

c) This article is being paid particular attention to air pollution.

d) Being one of the serious problems, air pollution problem is paid particular attention in this article.

18. Предложением, содержащим зависимый причастный оборот, является:

a) New facts were taken into account for stopping tests.

b) Having taken into account new facts they decided to stop tests.

c) New facts having taken into account, they decided to stop tests.

d) The results of the tests having been taken into account, they decided to discuss them.

19. Предложением, содержащим герундий, является:

a) Man was inventing machines and instruments and was making his life easier.

b) Having invented machines and instruments man made his life easier.

c) Man invented machines and instruments for making his life easier.

d) Inventing machines and instruments man makes his life easier.

20. Предложением, содержащим герундий, является:

a) Examining water quality is a work of a chemical laboratory.

b) The chemical laboratory is examining water quality.

c) Water quality is being examined now.

d) Having examined water quality a laboratory assistant determined high content of pesticides in it..

21. Предложением, содержащим субъектный инфинитивный оборот, является:

a) This region was to be protected area.

b) This region proved to be protected area.

c) This proved that this area was protected.

d) This region to be protected area was very beautiful.

22. Предложением, содержащим независимый причастный оборот, является:

a) With the experiments having been carried out, they started new investigations.

b) Having carried out the experiments they started new started new investigations.

c) They were carring out the experiments.

d) They started new started new investigations after having carried out the experiments.

23. Предложение «The Aral Sea is likely to be on the brink of extinction» переводится:

a) Аральское море – на грани исчезновения.

b) Аральское море нравится всем.

c) Аральское море, вероятно, на грани исчезновения.

d) Аральское море скоро исчезнет.

24. Предложение «The members of “Greenpeace” made local authorities build a new water treatment station» переводится:

a) Члены движения «Гринпис» заставили местные власти построить новую станцию по очистке воды.

b) Члены движения «Гринпис» построили новую станцию по очистке воды.

c) Местные власти были вынуждены построить новую станцию по очистке воды.

d) Члены движения «Гринпис» и местные власти решили построить новую станцию по очистке воды.

25. Предложение «A problem of air pollution is worth putting into focus at the conference» переводится:

a) Проблему загрязнения воздуха рассмотрят на конференции.

b) Проблему загрязнения воздуха решено рассмотреть на конференции.

c) Проблему загрязнения воздуха стоит рассматривать на конференции.

d) Проблеме загрязнения воздуха уделят много внимания на конференции.

26. Предложение «We know of the earth behaving as a large magnet» переводится:

a) Мы знаем, что земля – это большой магнит.

b) Мы знаем, что земля ведет себя как большой магнит.

c) Земля ведет себя как большой магнит.

d) То, что земля ведет себя как большой магнит знают все.

27. Предложение «Using solar batteries will permit to get cheap electrical energy» переводится:

a) Использование солнечных батарей позволит получить дешевую электроэнергию.

b) Чтобы получить дешевую электроэнергию нужно использовать солнечные батареи

c) Солнечные батареи станут источником дешевой электроэнергии.

d) Получить дешевую электроэнергию – значит использовать солнечные батареи.

28. Предложение «All preparations being made, they started the experiment» переводится:

a) Подготовив все необходимое, они начали эксперимент.

b) Когда все приготовления были сделаны, они начали эксперимент.

c) Сделав все приготовления, они начали эксперимент.

d) Они начали эксперимент после того когда все было подготовлено.

29. Предложение «The subject refered to is to educate the students about environmental issues» переводится:

a) Речь идет о том, чтобы дать студентам образование в области экологии.

b) Дать студентам образование в области экологии – наша задача.

c) Тема, о которой идет речь, - это дать студентам образование в области экологии.

d) Тема реферата – образование в области экологии..

ТЕКСТЫ

ДЛЯ ДОПОЛНИТЕЛЬНОГО ЧТЕНИЯ

 

THE INDIANS

The people who were already in the New World when the white men arrived were the first Americans, or America Firsters. They were also referred to as the First Families of Virginia.

The early colonists found the Indians living in toupees, or wigwams, and sending up smoke signals, or wigwags, with piece pipes. Apparently because of a shortage of pipes, they sat in a circle and passed one pipe around, each biting off a piece as it passed. The chief Indian was named Hiawatha, and his squaw, whose name was Evangeline, did all the work. This was later to become an Old American Custom.

The Chiefs, it must be said in all fairness, were too busy to work. They were engaged in making wampum, or whoopee, when they were not mixing war paint or scattering arrowheads about, to be found centuries later.

In order to have their hands free to work, the squaws carried their babies, or cabooses, on their back, very much as kangaroos carry their babies on their front, only different.

The Indians were stern, silent people who never showed their feelings, even while being scalped. They crept up on their enemies without breaking a twig and were familiar with all the warpaths. Despite their savage ways, they sincerely loved peace, and were called Nobel Savages.

Their favorite word was 'How,' which the colonists soon learned was not a question.

The whites feared the redskins and considered them the forest's prime evil. Some went so far as to say that The only good Indian is a wooden Indian. The redskins resented the whiteskins because they thought they had come to take their lands away from them, and their fears were well founded.

 

The ENGLISH LANGUAGE

The world is various stages of social, economic, and demographic transition. Economically and politically, the world has changed more rapidly in the past few years than at any time since 1945. The emerging global economy is both competitive and interdependent. It reflects the availability of modern communications and production technologies in most parts of the world. So, do we need to be concerned about the future of the English language in the 21^st century? English continues to be the world standard language, and there is no major threat to the language or to its global popularity. But, changes are coming.

The global spread of English over the last 40 years is remarkable. It is unprecedented in several ways: by the increasing number of users of the language; by its depth of penetration into societies; by its range of functions.

Worldwide over 1.4 billion people live in countries where English has official status. One out of five of the world’s population speaks English with some degree of competence. And one in five – over one billion people is learning English. Over 70 % of the world’s scientists read English. About 85 % of the world’s mail is written in English. And 90 % of all information in the world’s electronic retrieval systems is stored in English. By 2010, the number of people who speak English as a second or foreign language will exceed the number of native speakers. This trend will certainly affect the language.

English is used for more than ever before. Vocabularies, grammatical forms, and ways of speaking and writing have emerged influenced by technological and scientific developments, economics and management, literature and entertainment genres. What began some 1.500 years ago as a rude language, originally spoken by obscure germanic tribes who invaded England, now encompasses the globe.

When Mexican pilots land their airplanes in France, they and the group controllers use English. When German physicists want to alert the international scientific community to new discoveries, they first publish their findings in English. When Japanese executives conduct business with Scandinavian entrepreneurs, they often use lyrics or phrases in English. When demonstrators want to alert the world to their problems, they display sings in English.

Three factors continue to contribute to this spread of English: English usage in science, technology and commerce; the ability to incorporate vocabulary from other languages; and the acceptability of various English dialects.

In science, English replaced German after World War II. With this technical and dominance came the beginning of overall linguistic dominance, first in Europe and then globally.

Today, the information age has replaced the industrial age and has compressed time and distance. This is transforming world economics from industrial production to information-based goods and services.

Ignoring geography and borders, the information revolution is redefining our world. In less than 20 years, information processing, once limited to the printed word, has given way to computers and the Internet. Computer-mediated communication is closing the gap between spoken and written English. It encourages more informal conversational language, and has resulted in the Internet English replacing the authority of language institutes and practices.

English, like many languages, uses a phonetic alphabet and fairly basic syntax. But most importantly, it has a large and extensive vocabulary, of about 80 % is foreign. Therefore, it has cognates from virtually every language in Europe and as borrowed and continues to borrow words from Spanish and French, Hebrew and Arabic, Hindi-Urdu and Bengali, Malay and Chinese, as well as languages from West Africa and Polynesia. This language characteristic makes it unique in history.

Finally, no English language central authority guards the purity of the language, therefore, many dialects have developed: American, British, Canadian, Indian, and Australian, to name a few. There is no standard pronunciation. But within this diversity is a unity of grammar and one set of core vocabulary. Thus, each country that speaks the language can inject aspects of its own culture into the usage and vocabulary.

However, the future is unpredictable, as there are no precedents to help us predict what happens to a language when it achieves genuine world status.

The world is in transition, and the English language will take new forms. The language and how it is used will change, reflecting patterns of contact with other languages and the changing communication needs of people.

One question that arises about the future role of the English language is whether a single world standard English will develop. This could result in a supranational variety that all people would have to learn.

The widespread use of English as a language of wider communication will continue to exert pressure toward global uniformity. This could result in declining standards, language changes, and the loss of geolinguistic diversity.

On the other hand, because English is the vehicle for international communication and because it forms the basis for constructing cultural identities, many local varieties could instead develop. This trend may lead to fragmentation of the language and threaten the role of English as a lingua franca. However, there have always been major differences between varieties of English.

There is no reason to believe that any one other language will appear within the next 50 years to replace English. However, it is possible that English will not keep its monopoly in the 21st century. Rather, a small number of languages may form an oligopoly — each with a special area of influence. For example, Spanish is rising because of expanding trade and the increase of the Latino population in the United States. This could create a bilingual English-Spanish region.

A language shift, in which individuals change their linguistic allegiances, is another possibility. These shifts are slow and difficult to predict. But within the next 50 years, substantial language shifts could occur as economic development affects more countries.

Because of these shifts in allegiance, more languages may disappear. Those remaining will rapidly get more native speakers. This includes English. Internal migration and urbanization may restructure areas, thereby creating communities where English becomes the language of interethnic communication — a neutral language.

English has been an international language for only 50 years. If the pattern follows the previous language trends, we still have about 100 years before a new language dominates the world. However, this does not mean that English is replacing or will replace other languages as many fear. Instead, it may supplement or co-exist with languages by allowing strangers to communicate across linguistic boundaries. It may become one tool that opens windows to the world, unlocks doors to opportunities, and expands our minds to new ideas.

 

ECOLOGY IS A PRIORITY

The ecological problem, which is also very much a social one, is one of the pressing problems of our days. It is closely linked to the problems of economic growth, progress in science and technology, natural resources, energy and food supplies. In many cases the environmental problem has become a dominant one in relation to many others.

The pollution of the environment, the destruction of ecosystems, the destruction of mane species of plants and animals have now reached threatening proportions. An increasing influence on nature and the application of new technological processes may cause catastrophic results. Negative anthropogenic influence threaten to disrupt nature’s basic cycles and to undermine the self-regenerating capacities of the biosphere and of its individual components.

This is illustrated by the following data. By comparison with the beginning of the twenties century the accumulation of carbon dioxide in the atmosphere, as well as of aerosols, has increased dozens of times in many cities, and has increased globally by 20 per cent. As a result of the formation of a layer of carbon dioxide around the Earth which encloses it like a glass cover the threat of unfavourable changes in climate has arisen that may transform our blue planet into an enormous greenhouse during the next decades, with possibly catastrophic effects. Those include changes in its energy balance and a gradual increase in temperature that will transform fertile regions into arid ones, raise the level of water in the ocean and produce a flooding of great numbers of coastal lands and cities. The threat of a disruption in oxygen balance has arisen through the destruction of the ozone screen in the lower stratosphere as a result of the flights of supersonic aircraft. Pollution of the ocean has increased at a rate that threatens to make it global.

All this exerts a substantial adverse influence on the health of individuals, their labour productivity, and their creative activities. The pollution of the environment through chemical, physical and biological agents together with increases in the volume and types of ionizing radiation, produce, among other things, an increase in their mutagenic influence on individuals, that is, in pathological changes in heredity, and a greater number of hereditary defects, diseases, genetically determined forms of vulnerability to serious and chronic diseases. These impede the vital activities and reproductive functions of individuals and cause their genetic degeneration. Calculations of researchers indicate that increases in natural background radiation by only 10 rads may lead to the birth of 6 million hereditary defective persons in each generation. Already now, according to UN experts, 10.5 per cent of people are born with hereditary (genetic) defects. Data concerning deaths from cancer published by the National Cancer Institute of the U.S. indicate that 60 per cent or more of the cases (500,000 cases of cancer per year) are caused by various cancer-producing factors in the environment.

 

PRESERVING THE ENVIRONMENT

Recently more and more attention has been focused on the problem of preserving the environment. Over the past few decades or so the quality of many people’s lives has deteriorated in some respects because of technological progress. Those people living near airports are constantly attacked by noise of increasingly larger and more powerful jet aircraft taking off and landing. We have ugly buildings which have appeared in towns and cities. Some of these are blocks of flats-high-rise buildings built because of the high price of land.

The motor car has been responsible for many changes in the environment. On the one hand it has brought mobility of millions of people but on the other it has led to the construction of more and more noisy and dangerous roads and has polluted

the atmosphere with exhaust fumes.

While towns and cities have become larger and uglier and more densely populated, the rural areas have lost most of their population owing to the need for fewer workers in agriculture. The countryside has also been affected by the large-scale use of insecticides. For one thing the killing insects has resulted in a loss of balance in the ecology. Insects provide food for birds. Many people are afraid that fruit and vegetables sprayed with chemicals may have some poisonous effect upon the people who eat them.

Recently, however, certain counter measures against the destruction of the environment have been introduced. One of the first acts of Parliament to counter pollution was the Clean Air Act, which opened the way to smokeless zones in large towns and cities. This followed a very bad winter in which many people with bronchial complaints became very ill or died through the effects of a mixture of smoke, fog and fumes known as “smog”. Rivers which are fouled up with industrial chemical waste are now being cleaned, and fish which could not live there a few years ago can be caught again.

 

NOISE POLLUTION

People everywhere have become aware of a new kind of pollution – noise pollution. The problem has been brought into sharp focus by the discovery that many teenagers have suffered permanent hearing loss following long exposures to amplified rock music, and by public concern about the effects of sonic booms that would be caused by supersonic transports (SST) if they were put into commercial service.

Noise is usually measured in decibels. A tenfold increase in the strength of sound adds 10 units on the decibel scale, a 100-fold increase adds 20. The human threshold of hearing is represented by zero decibels.

Even a brief exposure to intense noise can cause temporary loss of hearing acuity. Permanent loss of hearing follows chronic exposure to high noise levels. Noise levels as low as 50-55 decibels may delay or interfere with sleep and result in a feeling of fatigue on awakening. There has been growing evidence that noise in the 90-decibel range may cause irreversible changes in the nervous system. These forms of damage, including permanent hearing loss such as that suffered by fans of rock music, can occur at noise level well below those that are painful. Noise may be a factor in many stress-related diseases, such as peptic ulcer (язва желудка) and hypertension, although present evidence is only circumstantial. In any case noise pollution is clearly a growing threat to our health and happiness.

 

WATER POLLUTION

Ever since man progressed from a hunting to an agricultural society, with the corresponding development of stable communities, the phenomenon of water pollution has been his constant companion. As agricultural methods improved, a smaller percentage of the population produced all the food needed; larger communities and diverse secondary industries developed and grew into the present modern society. Concurrent with this growth, however, was the increasing percentage of waste materials and the problems of disposal. When the total volume of waste from a community was relatively small, the easiest method of disposal was to “throw it away”, usually into the nearest receptacle. Since man cannot exist without water, community development and city growth centered in area where the water supplies were adequate and continuous. Initially this meant development in river valleys, and thus the nearest receptacle for wastes was the river.

The term “pollution” has been variously defined by many people, but if it may be described here as “the detrimental effects on a localized ecological structure by the addition of the waste products of a society”, then it is apparent that the first noticeable pollution problems should have involved the supply of drinking water.

It is in this particular area that the question of pollution takes on a new meaning. Is a body of water polluted when it directly affects man, or should it be classified as polluted when the ecological structure is first upset? The hydrosphere is a dynamic system containing physiochemical and biological equilibria, and there is no doubt that a normally active waterway has a large capacity of to assimilate wastes. However, in many areas this capacity is now being reached or exceeded so that many waterways are becoming increasingly contaminated. Before this contamination becomes readily noticeable however, equilibria are changed and the ecological structure may be seriously affected. Some examples of water systems where the effects of pollution have become or are becoming increasingly apparent are the Adriatic, Baltic, and Mediterranean seas; the Thames, Rhine, and Seine rivers; and the Great Lakes in America and Canada. But dynamic systems have a remarkable capacity for regeneration, and with careful planning even the most seriously polluted waterways may be brought back into full use. An example of river regeneration on a large scale is the successful attempt to restore the Thames estuary.

 

A LOT AND LITTLE ENOUGH

Ours is a unique planet in the solar system. Oceans and seas cover two-thirds of its surface and perhaps it should have been named Water than Earth. Water is not a rarity even on land: lakes sparkle, ribbons of rivers wind across the continents, glaciers and the vast ice-and-snow shields of Greenland and the Antarctica glitter in the sun. In the northern hemisphere every winter snow and ice cover more than third of all land surfaces.

Scientists hold that water was born in the earth’s entrails at the dawn of its life. Somewhere in its depth the birth of water continuous to this day. Together with lava, volcanoes annually eject 40 million tones of water. Thus, little by little, the amount of water on the earth’s surface increases.

Unfortunately, 97.5 per cent of all water reserves are claimed