Помните, что восприятие условия как реального или нереального зачастую субъективно и зависит от жизненного опыта или обстоятельств.

Методические указания

Чтобы правильно выполнить задания контрольной работы, необходимо усвоить следующие разделы курса английского языка:

1. Модальные глаголы возможности выполнения действий (can, could, may), их отрицательные формы (can't, couldn’t) и их эквиваленты be able to, be allowed to.

2. Модальные глаголы необходимости совершения действия (модальные глаголы обязательства) must, should, их отрицательные формы: mustn’t, shouldn’t и эквивалент глагола must – have to – и его формы: don’t/ doesn’t have to, didn’t have to.

3. Сложные предложения с придаточными условия и времени I и II типов вида: When I arrive at the airport I will call you \ What will you do if he doesn’t come? (I тип, т.к. реальное действие, относящееся к будущему времени) или If you was me would you tell him about this? If I didn’t live in the city I would have a dog. (II тип, т.к. действие нереальное, относящееся к настоящему или будущему времени).

4. Правила составления и оформления аннотации нехудожественного текста.

Задание 1. Выберите и подчеркните верную форму модальных глаголов. Переведите предложения.

When you go to America,

1) you have to / don't have to book a hotel room before you go, because there are usually a lot of vacancies.

2) you should/ have to get a work permit if you want to work there.

3) you must/ mustn’t visit San Francisco because many people think it is the most beautiful city in America.

4) you don’t have to/ can’t change your money before you go, because there are a lot of 24-hours banks.

5) you should/ have to hire a car, because it’s the easiest way to travel, and petrol is cheap.

Задание 2. Переведите предложения на английский язык, используя модальные глаголы и их эквиваленты.

1) Я думаю, что вам следуетвызвать врача.

2) В самолёте нельзяпользоваться мобильными телефонами.

3) Тебе нет никакой необходимостиоплачивать счёт.

4) Вы должны обязательно попробовать это пирожное!

5) Ты долженносить школьную форму?

6) Детям позволили остаться дома одним.

7) Вы можетепользоваться калькулятором на контрольной.

8) Он вынужден был пропустить занятия в школе.

Задание 3. Составьте список правил для следующих лиц или ситуаций ( 1 на выбор), используя все следующие модальные глаголы и их эквиваленты: Must¹, mustn’t (can’t)², can³, should ⁴, shouldn’t⁵, have to /has to⁶, don’t / doesn’t have to⁷.

Ситуации/лица:

1. Do’s and don’ts in the Noah’s Ark.

2. Rules for Nightingale the Robber.

3. Do’s and don’ts for a magician.

4. Rules for the inhabitants of the Trojan Horse.

Задание 4. Соотнесите части сложного предложения

A	B
1. If I pass my driving test 2. You’ll learn English more easily if 3. Will you give her these when 4. If they don’t give them the job 5. I' ll marry you as soon as	a. I’ll buy a car. b. we find somewhere to live. c. I don’t know what he’ll do. d. you see her? e. you study a little every day

1____ 2_____ 3_____ 4_____ 5_____

Задание 5. Перепишите предложения, раскрывая скобки и ставя глаголы в соответствующую форму. Укажите тип сложного предложения (I или II). Переведите предложения.

Помните, что восприятие условия как реального или нереального зачастую субъективно и зависит от жизненного опыта или обстоятельств.

Например, What will your parents say if you dye your hair green? (I тип) – Что скажут твои родители, если ты покрасишь волосы в зелёный цвет? (Условие мыслится как реальное, видимо потому, что изменение цвета волос не является таким уж необычным) – What would your parents say if you dyed your hair green? (II тип) – Что бы сказали твои родители, если бы ты покрасила волосы в зелёный цвет? (Условие мыслится как нереальное, видимо потому, что изменение цвета волос это редкое или маловероятное событие для данного человека).

1) If you _____________________ (eat ) another cake, you ________________ (be sick).

2) What _____________ you __________(do) if you ________________(fail) your exam?

3) You (save) ____________ some money if you (take) ____________ fewer taxis.

4) As soon as I _____________ (come) home I ________________ (phone) you.

5) If he (eat) ____________ all his birthday cake, he (be) ____________ ill.

6) I ______________(do) my homework as soon as this program________________(finish).

7) If she (work) ________________ harder, she (earn)________________ more money.

8) If they (leave) ____________ earlier, they (can) ____________ catch the bus.

9) What (say) ____________ you ____________ if you____________ (meet) your favourite film star?

10) If I ____________ (be) you, I ____________ (see) a doctor.

Задание 6. Прочитайте текст. Переведите его на русский язык. Составьте аннотацию.

The Suffragettes

A hundred years ago, Britain was a long way from being a democracy in the modern sense of the word. There was a parliament, and elections but there wasn’t the universal suffrage that British people take for granted today. (‘Suffrage’ means the right to vote, and ‘universal’ suffrage is the system in which everyone, above a certain age, has that right.)

The situation in 1907 was that about 60% of British men were able to vote in national elections, but no women could do so. Most people thought it wasn’t ‘natural’ for women to participate in politics – instead they believed women’s only roles in life were to look after the home and raise children.

Some British women, however, were determined to change the situation. In 1897, for example, a woman called Millicent Fawcett had founded the National Union of Women’s Suffrage (NUWS), an organisation that aimed to hold discussions with politicians and try to persuade them that women should have the vote.

The NUWS didn’t make much progress, so in 1903 Emmeline Pankhurst founded a new organisation, the Women’s Social and Political Union (WSPU), along with her daughters Christabel and Sylvia.

In 1905, Christabel Pankhurst and Annie Kenney interrupted a political meeting to ask two government ministers if they believed women should be able to vote. The two women started shouting at the ministers and said they wouldn’t stop until they got an answer. The police were called, the women were arrested, and later they received fines. They refused to pay, and were therefore sent to prison.

This incident received a lot of attention in the British press, which started referring to the WSPU as ‘suffragettes’. It also showed that the suffragettes had begun to believe that the only way to influence the government was through actions rather than words.

Over the next few years these actions included refusing to pay taxes, smashing shop windows, and even setting fire to houses belonging to members of the government. Hundreds of suffragettes were sent to prison.

Perhaps the most dramatic protest took place during a popular horse race on June 4th 1913. The suffragette Emily Davison was in the crowd by the racetrack, and when the horse owned by the British king (George V) ran past she stepped out in front of it holding a banner saying ‘Votes for Women’. The horse hit her at full speed, causing her very serious injuries. She died in hospital a few days later.

The suffragettes succeeded in getting some members of parliament to support them, but what really changed attitudes towards female suffrage was the First World War (1914-18).

During the war, with hundreds of thousands of British men fighting in France, many women took over ‘men’s jobs’, for example by doing important work on farms and in factories. This had the effect of changing many men’s ideas about women’s capabilities.

When the war ended there was a very strong feeling that Britain needed greater democracy. As a result, in 1918, parliament passed an act that gave the vote to all men aged 21 or over, and to all women aged 30 or over.

It was obviously a huge step forward for women, but the suffragettes understandably still wanted complete equality with men. They finally achieved it in 1928, when another act of parliament gave the whole British population, not just the male half, the right to vote from the age of 21.

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