Английский язык 10-11 классы

переведите на английский язык, употребляя модальный глагол must

Должно быть , он знает несколько иностранных языков. Должно быть, он сейчас работает над своим новым романом. Наверное, они сейчас наслаждаются прекрасной погодой.

 

сочинение по английскому языку на тему: Что такое настоящая дружба?

how many times a year do you travel?For how long do you go away?Do you stay in your home country or go abroad?Which means of transport do you prefer? Do you travel alone, with family or friends or in an organised group?

the glory of the past-one echo of the future

И ЕЩЕ . . . ПОЖАЙЛУСТА ЗА РАНЕЕ ОГРОМНОЕ СПАСИБО!

 

Перепишите следующие предложения , подчеркните в каждом из них модальный глагол или его эквивалент. Переведите предложения на русский язык. 1. The steamer can be discharged tomorrow. 2. According to the contract, the goods are to arrive at the port at the end of the week. 3. You should tell them about it. 4. I'll give you the book today and you may read it before the examination.

 

 

 

 

 

 

Перепишите следующие предложения , выпишите participle 1 и participle 2 и установите функцию каждого их них, т. е укажите, является ли оно определением, обстоятельством или частью глагола-сказуемого. Переведите предложения на русский язык. 1. They sent us a list of goods imported by that firm. 2. The customs officer stood on deck counting the cases. 3. While discharging the ship they found a few broken cases. 4. We carefully examined the samples which they had sent us.

Open the brackets. 1. What you (to do) here? I (to prepare) for my report. 2. She (to live) in Moscow for 10 years when her sister (to come) to live with her. 3. Tomorrow father (to come) late. 4. It was very late. I (to go) to bed and (to fall) asleep when my father ( to return) home. 5. You ever (to be) to London? – Yes, I (to be) there last summer. 6. When we (to come) to the station the train already (to arrive). 7. He (to leave) for Rostov in 1990 and since then he (to live) there. 8. Tom (not to play) tennis every Saturday. 9. I already (to do) my homework. Now I can go for a walk. 10. When you (to come) to see us? – Tomorrow if you don’t mind. Put in the prepositions. 1. Where do you work? I work … Orange computers. 2. Mr. Brown looks … UK sales promotion. He is accountable … the M. D. 3. What goods are they interested … ? 4. Let’s meet … Tuesday … 10. 5. Rossexport goods are … high quality. 6. He was born … 1889 … London. 7. What do you like to watch … TV? 8. It’s 4 o’clock … the afternoon. 9. Mr. Norman is … charge … new product development. 10. This film was … … the Rex cinema.

why do we need to learn foreign languages?

18 Read the text and fill in the gaps with the parts of the sentences below. There are many health benefits to living outside of the city, or even in the suburbs: clean air and an abundance of foliage are enough (1) . . . . But services such as municipal water and sewage disposal are often a rarity in very rural areas. In city areas, it is fairly easy to access transportation with city bus systems and taxis. The opposite is the case in rural areas: (2) . . . . With greater distances between houses, even getting groceries can be a difficulty. So if a person loses his / her driver's license or vehicle for some reason, it's a real hardship in a rural area. It has been said that village life encourages a greater sense of community and gives some perspective on what is important. When a family faces a hardship, (3) . . . . If there is a death in the family, members of the community are right there with condolences. If someone falls ill, the community pulls together to raise money for the family. The reactions to these kinds of situations are much different in urban areas. Many city-dwellers don't know their neighbours beyond a "hello" as they pass each other in the hall. Some don't even say that much. Perhaps they feel they don't need their neighbours, (4) . . . . People in rural areas organise more events together than urbanites do. From church dinners to local fairs, to the community's summer barbecue, most people have their fingers in the pie, in one way or another. It is these types of events that (5) . . . . In urban areas, special events are often competing against each other, since there are often many happening at the same time. Many people who attend these urban events haven't got any particular sense of pride for them, (6) . . . . While one could argue that city life is more exciting and at times more convenient, it's not necessarily better than country life. a) as they are just spectators of the event, not coordinators. b) without your own transportation, it is difficult to get around. c) the way people in the rural areas have come to depend on theirs. d) to convince many city-dwellers that country living is for them. e) help to bring a community together, because those who attend can claim ownership of the event. f) often those in a rural community are quick to help wherever they can.

What are characteristics of punk style?

to write informal letter to your friend

health care system in various parts of the world .

Поставьте предложения в вопросительную и отрицательную формы:

1.      Den studies at the University.

2.      They usually buy newspapers in the morning.

3.      The teacher asks many questions.

4.      He entered the Law faculty.

5.      My friend saw an interesting film yesterday.

6.      They got to the country by bus.

7.      Nick will work as a teacher.

8.      We shall make coffee for him.

9.      Her cousin will go abroad next week.

 

 Раскройте скобки, употребив Present Indefinite:

1.      Nurses (look) after patients in hospitals.

2.      Ann plays the piano, but she (not, play) it very well.

3.      In Britain most shops (close) at 5. 30 p.  m.

4.      At night when it (get) dark, they (switch) on the TV or the radio and (listen) to music.

5.      Mr Brown often (go) to the cinema but his wife (not to go) very often. She (prefer) to stay at home and to watch TV.

Помогите перевести, пожалуйста!!

Each Friday morning the whole school spent the prc-recess pe­riod in writing their Weekly Review. This was one of the old Man's*1 pet schemes: and one about which he would brook no interference. Each child would review the events of his school week in his own words, in his own way; he was free to comment, to criticise, to agree or disagree, with any person, subject or method, as long as it was in some way associated with the school. No one and nothing was sacred, from the Headmaster down, and the child, moreover, was safe from any form of reprisal.

"Look at it this way, " Mr, Flonan said. "It is of advantage to both pupils and teacher. K a child wants to write about something which matters to him. he will take some pains to set it down as carefully and with as much detail as possible; that must in some way improve his written English in terms ol spelling, construction and style. Week by week we are able, through his review, to follow and observe his progress in such things. As for the teachers, we soon get a pretty good idea what the children think of us and whether or not we are getting close to them. . . You will discover that these children are reasonably lair, even when they comment on us. II we are careless about our clothing, manners or person they will soon notice It, and It would be pointless to be angry with them for pointing such things out. Finally, from the reviews, the sensible teachor will observe the trend of individual and collective interests and plan his work accordingly. "

On the first Friday of my association with the class I was anxious to discover what sort oi figure I cut in front of them, and what kind of comment they would make about me. I read through some of the reviews at lunch-time, and must admit to a mixture of relief and dis­appointment at discovering that, apart from mentioning that they had a new "blackie" teacher, very little attention was given to me. . .

It occurred to me that they probably imagined I would be as transient as my many predecessors, and therefore saw no point in wasting either time or effort in writing about me. But If 1 had made so little impression on them, it must be my own fault. I decided. It was up to me to find some way to get through to them.

Thereafter I tried very hard to be a successful teacher with my class, but somehow, as day followed day in painful procession, I re­alized that I was not making the grade. I bought and read books on the psychology of teaching in an effort to discover some way of providing the children with the sort o! intellectual challenge to which they would respond, but the suggested methods somehow did not meet my particular need, and just did not work. It was as if I were trying to reach the children through a thick pane of glass, so remote and uninterested they seemed.

Looking back, I realize that in fact I passed through three phases in my relationship with them. The first was the silent treatment, and during that time, for my first few weeks, they would 72 do any task 1 set them without question or protest, but equally without interest or enthusiasm; and if their interest was not required for the task in front of them would sit and stare at me with the same careful patient attention a birdwatcher devotes to the rare feathered visitor. . .

1 took great pains with the planning of my lessons, using illus­trations from the familiar things of their own background. . . 1 creat­ed various problems within the domestic framework, and tried to encourage their participation, but it was as though there were a conspiracy of indifference, and my attempts at informality fell pitifully flat.

Gradually they moved on to the second and more annoying phase of their campaign, the "noisy" treatment. It is true to say that all of them did not actively Join in this bul those who did not were obviously in some sympathy with those who did. During a lesson, especially one in which it was necessary for me to read or speak to them, someone would lift the lid of a desk and then let It fall with a loud bang; the culprit would merely sit and look at me with wide innocent eyes as if it were an accident.

They knew as well as I did that there was nothing 1 could do about it, and 1 bore it with as much show of aplomb as I could man­age. One or two such inlerruptions during a lesson were usually enough to destroy its planned continuity. . . So I felt angry and frus­trated when they rudely interrupted that which was being done purely for their own benefit.

One morning ! was reading to them some simple poetry. Just when I thought I had inveigled them into active interest one of the girls, Monica Page, let the top of the desk fall; the noise seemed to reverberate in every part of my being and 1 felt a sudden burning anger. I looked at hei for some moments before daring to open my mouth; she returned my gaze, then casually remarked to the class at large; "The bleeding 1 thing won't stay up. " It was all rather de­liberate, the noisy interruption and the crude remark, and it her­alded the third stage of their conduct. From then on the words "bloody" or "bleeding" were hardly ever absent from any remark they made to one another especially in the classroom. They would call out to each other on any silly pretext and refer to the "bleed­ing" this or that, and always in a voice loud enough for my ears. One day during an arithmetic period I played right Into their hands. I was so overcome by anger and disgust that I completely lost my temper . . . I went upstairs and sat in the library, the only

place where I could be alone for a little while. I felt sick at heart, because it seemed that this latest act, above all others, was intend­ed to display their utter disrespect for me. They seemed to have no sense of decency, these children; everything they said or did was coloured by an ugly viciousness, as if their minds were forever rooting after filth. "Why, oh why, " I asked myself, "did they be­have like that? What was wrong with them?"

 

 

change the following sentences from Present Indefinite Tense to the Present Continuous Tense. Add a word or phrase like nontinuous Tense. Add a word or phrase like now, today, at this moment, at present to each sentence. 1. I write a letter. 2. Richard walks to school. 3. We live in that house. 4. My father works in his garden. 5. The book lies on the table. 6. The train stops at the station. 7. We travel to London. 8. The gardener cuts down a tree. 9. John comes home. 10. The shopkeeper ties up the parcel.

l. e. a. e. u. r. s. p какое слово?????????