Контрольное задание № 4. 1. Перепишите и письменно переведите на русский язык следующие предложения, содержащие инфинитив и инфинитивные обороты

ВАРИАНТ 4

1. Перепишите и письменно переведите на русский язык следующие предложения, содержащие инфинитив и инфинитивные обороты.

1). You were supposed to clean the windows. Why didn’t you do it?

2). The building is reported to have been badly damaged by fire.

3). Peter persuaded me to apply for the job.

4). My lawyer advised me not to say anything to the police.

2. Перепишите и письменно переведите на русский язык следующие предложения, содержащие причастия I и II.

1). Having travelled a lot, he knows a lot about other countries.

2). The man slipped getting of a bus.

3). I fell asleep watching television.

4). She went out saying she would be back in an hour.

5). Delayed by technical problems, the plane took off one hour late.

3. Перепишите и письменно переведите на русский язык следующие предложения, содержащие условные придаточные предложения.

1). I won’t call a doctor unless my temperature goes up.

2). Will she go to college if she gets good grades in her exams?

3). If we are lucky we’ll be able to see the whole football match on TV.

4). If you had had breakfast, you wouldn’t be hungry now.

4. Прочитайте и устно переведите следующий текст на русский язык, а затем выполните задания к нему.

The use of multiple-choice testing in American society has its beginnings in the idea of a meritocracy, that is, a society where the rulers or elites are chosen not through their wealth or connections but on their ability or merit. This idea can be traced as far back as the ancient Greeks. Even the ancient Chinese created examinations for the purpose of electing government officials. The notion of a society based on merit has always been favored in the United States. This has also been a country where the belief in universal individual opportunity has been greatly admired.

Until the Second World War, however, elite selection through higher education, and the opportunity for ordinary citizens to achieve their goals were separate and unrelated ideas. The introduction of widespread testing which was both reliable and valid meant that both these goals could be pursued together. This opportunity occurred when the United States entered the Second World War. The U.S. Navy decided to test new recruits in order to find which of them were suitable for college education before beginning military service. The eventual aim was for these recruits to be better able to perform higher-level military, tasks.

Because of the large number of people who had to be tested, it was necessary to use a test which could be quickly and reliably administered and scored at several test sites simultaneously. On April 2, 1943, the first mass testing was administered to 325,000 young men. The success of the program meant that educational testing could be performed not just for elite selection but to give opportunity to the large mass of ordinary citizens.

1. What is the main topic of the passage?

(A) The idea of a meritocracy

(B) The development of multiple-choice testing

(C) The opportunities for the ordinary citizen

(D) The United States's contribution to the war effort

2. Why does the author mention the Greeks and Chinese?

(A) To demonstrate how well-educated ancient people were

(B) To indicate that multiple-choice testing is not new

(C) To show that selection based on merit is not a new idea

(D) To give examples of societies governed by the wealthy and connected

3. According to the passage, before World War II

(A) educational testing was widespread

(B) the military elite was better educated

(C) individual opportunity had been increased

(D) selection and individual opportunity were unconnected

4. Which of the following is NOT given as a trait of a multiple-choice test?

(A) Its high level of performance

(B) Its reliability

(C) Its validity

(D) Its ease of administration

Письменно переведите на русский язык весь текст.