Контрольная работа по английскому языку для 11 класса
Контрольных работ к учебнику английского языка для 11 класса “New millennium English” общеобразовательных учреждений (авторы О.Л.Гроза, О.Б.Дворецкая, Н.А.Казырбаева) Контрольная работа выполнена в двух вариантах и предназначена для проверки понимания пройденного материала по 2 разделу.
В первом задание проверяетса знание лексика по 2 разделу, второе и пятое задание на закрепление грамматических навыков по теме «Условные предложения,в третьем задание отрабатывается употребление определенного артикля и в четвертом задание необходимо перевести предложения с русского на английский.
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«Контрольная работа по английскому языку для 11 класса »
Test
I variant
I.
1.major a) being the only one of its type
2.unique b)a person who lives in a particular area
3.resident c)a place to which someone is going or to which something is sent
4.destination d)great in size,number or importance
5.integral e)necessary ,which can not be left out
II. Complete each sentence. Use either I or II Conditional.
Sue doesn’t ride a bike to school, because she doesn’t have one. If Sue…
Chris will pass his exams, but he has to work hard. If Chris…
John isn’t fat, because he doesn’t eat a lot. If John…
Ellen doesn’t have a car, so she walks to work. If Ellen…
Ali’s English will improve, but he has to practise. If Ali…
III. Do we use the with the names of these places.
countries
oceans, rivers, channels, seas, gulfs
churches and cathedrals
universities
monuments
airports
hotels
IV.
Translate into English
1.Десять лет назад туристов могли отпугнуть проблемы города.
2.Стиль большинства старорусских городов отличается спокойным достоинством.
3.Слова гида звучали многообещающе.
4.Маленькие частные отели разбросаны по всему городу.
V.Complete each sentence. Use will or would and the present or past simple.
It is a very easy machine to use. If you (place) the fruit in the top, the juice (appear) at the bottom ready to drink.
We’ve been waiting for almost an hour now. If they (not come) soon, we (not see) the start of the concert.
Look at the sky! If it (start) raining, the race (finish) early.
Test
II variant
I. Match the words with their definitions.
1.nuisance a) something or somebody that causes annoyance or inconvenience
2.
dignity b)a place or event that draws large number of visitors
3.implement c)calmness,formality and seriousness of manner or style
4.contribute d)do something after an official decision has been made that it should be done
5.tourist attraction e)to give money help or ideas to something that a lot of people are involved in
II. Complete each sentence. Use either I or II Conditional.
1.Pat won’t be late but she has to hurry. If Pat…
2.Rita doesn’t like swimming so she doesn’t go to the beach. If Rita…
3.Paulo will get better, but he has to take his medicine. If Paulo…
4.David doesn’t get up early because he lives near the school. If David…
5.Carol will catch the bus but she has to leave now. If Carol …
III. Do we use the with the names of these places.
oceans, rivers, channels, seas, gulfs
monuments
streets,squares,lanes
cities, towns
airports
universities
names, surnames
IV.
Translate into English
1.В 7 веке Суздаль процветал как культурный и религиозный центр.
2.Санкт –Петербург – излюбленное место туристов со всего мира.
3.Туристы любят покупать сувениры в таких городах.
4.Много лет назад проблемы города могли отпугнуть туристов.
V.Complete each sentence. Use
We’re going to the beach after school. If you (want) to come with us, I (ask) my mum if it’s OK.
I always ride my bicycle to work. If I (win) the lottery, I (get) a taxi every day instead!
It’s amazing! Everyone in the class passed the exam! If I (be) the teacher, I (be) really pleased.
Тексты для чтения для устного экзамена по английскому языку. ГУО «Мокрянский УПК д/с
Тексты для чтения для устного экзамена
Чтение
Text №1
Woodmanshythe is a small town.
About 3,000 people live here. It is unusual for a town of this size to have a good cinema. It is even more “unusual, however, to have a cinema that is run by a group of 12 people. The group is a real mixture: there is a businessman, two teenage school-children, three housewives, four old-age pensioners, a school-teacher, and the local vicar. Major Richard Danby is the oldest of the group. He is 73 and he lives in the small flat above the cinema. He is the caretaker and is always ready — and proud—to show visitors the cinema, and to talk about it.
“It all started ten years ago. There was a large store here which was for sale. A couple of us old people thought that it would be the ideal place for an activity centre. Not just for pensioners, but for the young ones too. There wasn’t anywhere where people could get together. Then by chance we heard that the cinema in Workshop — that’s our nearest big town — was closing down. So we thought «Bingo!” All its equipment was for sale.
The cinema shows films five nights a week (not on Sundays and Mondays). There are also two afternoon programmes a week for children. Old age pensioners have the cinema two mornings a month, and there is a film club that uses the cinema once a fortnight.
“We try to show a mixture of films: we try to get the very newest ones, we show some of the old classics, and we have had one or two of the violent films as well. That always gives a good bit of discussion afterwards!”
The discussions take place in the cafeteria, which is a large room at the side of ‘the foyer.
It is open in the mornings and afternoons as well, and many people enjoy just dropping in here for a chat and something to drink. “It’s all part of the centre-idea, you see,” says Major Danby proudly.
1. Who is the cinema in Woodmanshythe run by?
2. Who is the cinema for?
3. What kinds of films are shown at the cinema?
4. What do people usually do after watching films?
Text №2
If you leave the main street and turn right, you are in Amina’s world. The people in the street are «foreign-looking» — they look like Indians or Pakistanis, and they or their parents certainly originated fromAsia. The shops in this area sell foreign goods. The windows are filled with saris and turbans, exotic shawls, unusual perfumes, incense, and books written in letters that an ordinary European cannot read. The grocers sell spices and vegetables not normally to be found in English kitchen, and the cinemas advertise Indian films.
If you come here in the evening or on Sunday, the streets are almost as busy as they are during an ordinary weekday. The grocers are open and life goes on as usual.
Amina stands behind the counter in her little grocer’s shop on the comer. Her two children play in the back. Most of her customers are Asians, two or three are Europeans. “We are open every day,” she says. “I open at 9.30 every day, except for Sundays, when I open at10 o’clock. The shop closes at 10.30 in the evening — again Sunday is different, we close at5 o’clock. Of course I close in the middle of the day for a good long break. I would like to close the shop altogether on Sundays, but it is not possible. There is too much competition here. We are saving up to buy a bigger shop with a back garden for the children to play in while I am working. We don’t want to move far away, because the people are friendly here. There is no real prejudice against us.
1. What do people in Amina’s world look like?
2. What does Amina’s shop look like?
3. Why don’t Amina and her husband want to move far away from where they live?
4.
Does Amina’s shop work on Sundays?
Text №3
Thirty years ago my family were one of the lucky ones and went on holiday, once a year for a week. They went every year to the nearest seaside resort where there were a few traditionally run hotels, a beach, a little town and that was it. Today tourism is big business throughout the world and our expectations and life styles have greatly altered.
There are those people, especially environmentalists, who see the growth of tourism as a disaster for the environment as well as local cultures. Tourism has often meant huge hotel complexes, swimming pools, pollution and overcrowding that have destroyed many local communities. This has been the case on the Costa del Sol inSpain, which has been literally invaded by tourists for the past few decades. As the tourists start to look for more exotic places to go on holiday, the problem with protecting yet unspoiled areas in, for example, South East Asia, Central America andAfricagrows.
Many of us have laughed at the commercial that shows an American tourist group on a sightseeing coach inNorway. Whenever the guide points out a local sight of interest, someone on the coach spots a McDonald’s or another American Company on the other side of the coach, and everyone’s attention is drawn to that. This is a good example of how many people, who go abroad on holiday, are actually more interested in experiencing familiar surroundings than discovering the local culture. As a result, travel companies try to make the resorts look as much as possible like the environment the tourists are used to.
Yet the growth of tourism has opened up parts of the world and enabled travellers to go to places they could only have dreamed of thirty years ago. The meeting of different cultures in this way has led to a greater mingling of peoples and cultures and habits. Take food for example: Italian dishes such as spaghetti and Spanish rice dishes such as paella, are nowadays eaten all over the world.
On a more serious level, tourism is often the developing countries’ most important source of income. Foreign tourists bring in much needed foreign currency and this can help that country buy equipment and goods from abroad. In this way tourism is good for an area of the country.
1. Where do tourists today try to find more exotic places for a holiday?
2. What is a good example of how many people, who do abroad, are actually more interested in experiencing familiar surroundings than discovering the local culture?
3. What does tourism bring to the economy of different countries?
4. What dishes are nowadays eaten all over the world?
Text №4
Albert Foreman had been a verger’ atSt.Peter’s church inNeville Squarefor sixteen years.
Albert Edward was very proud of his job and his church. But there was one special feature about Albert: he couldn’t read or write. When one day a new vicar discovered this, he told him that unless he learnt to read and write within three months, he would lose his job. Albert refused and that evening he sadly locked the church and began to walk home.
As he walked along the street he looked for a shop to buy a packet of Gold Flake2. It was a long street but there was not a single shop where he could buy cigarettes.
“That’s strange,” Albert said to himself. “That’s an idea!”
Next day he went along the street and by good luck found a little shop to let. Twenty-four hours later he had taken it, and a month after that set up in business as a tobacconist and newsagent. He did so well that in ten years he had acquired no less than ten shops and he was making money hand over fist. One morning when he was at the bank the cashier told him that the manager would like to see him.
“Mr. Foreman,” said the manager, “I wanted to have a talk with you about the money you’ ve got with us. It’s a very large sum and I think you would do better to invest it”.
A troubled look appeared on Mr. Foreman’s face. “I’ve never had anything to do with investments,” he said.
“We’ll do everything. All you’ll have to do is just sign some forms”.
“But how should I know what I was signing?”
“I suppose you can read,” said the manager a little sharply.
“Well, sir, that’s just it. I can’t. I can’t read or write, only my name, and I only learnt to do that when I went into business”.
The manager was so surprised that he jumped up from his chair. “That’s the most extraordinary thing I’ve ever heard. And do you mean to say that you made a fortune of thirty thousand pounds without being able to read or write? Good God, man, what would you now be if you had been able to?”
“I’d be a verger of St.
Peter’s,Neville Square”.
1 a verger — someone who looks after a church
2 Gold Flake — a once-popular brand of cigarette
1. How many years did Albert Edward work as a verger?
2. What kind of business did Albert Foreman start?
3. Why did Albert have a troubled look when he had heard the manager’s offer?
4. What was the manager’s reaction when he had learned the truth about Mr. Foreman?
Text №5
James Mitford: My wife and I only had the one child. It might have been nice to have a son, but we didn’t plan a family, we just had Amy.
I see her as my best friend. I think she’d always come to me first if she had a problem.
We have the same sense of humour, and share interests. I don’t mind animals, but she’s completely obsessed with them, and she has always had dogs, cats, horses, and goldfish in her life.
We were closest when she was about four, which I think is a lovely age for a child. They know the parents best, and don’t have the outside contacts. She must have grown up suddenly when she went to school, because I remember her growing away from her family slightly. Any father who has a teenager daughter comes across an extraordinary collection of people, and there seemed to be an endless stream of strange young men coming through our house. By the time I’d learned their names they’d gone away and I had to start learning a new lot. I remember I told her offence in front of her friends and she didn’t talk to me for days afterwards.
I wanted more than anything else for her to be happy in what she was doing, and I was prepared to pull strings to help her on her way. She went to a good school, but that didn’t work out.
She must have upset somebody. When she left she decided she wanted to become an actress so I got her into drama school. It wasn’t to her liking so she joined a theatre group and began doing bits and pieces of films. She was doing well, but then gave it up. She probably found it boring. Then she took up social work, and finally went to work for a designer and he became her husband. And that’s really the story of her life. She must be happy with him—they’re always together.
We have the same tastes in books and music, but it takes me a while to get used to new pop songs. I used to take her to the opera, which is my big passion, but I don’t think she likes it very much, she doesn’t come with me any more.
I don’t think she’s a big television watcher. She knows when I’m on, and she might watch, but I don’t know. It’s not the kind of thing she tells me.
We’re very grateful for Amy. She’s a good daughter as daughters go. We’re looking forward to being grandparents.
I’m sure she’ll have a son.
1. What did James and Amy have in common?
2. Why didn’t Amy talk to her father for days once?
3. What was Amy’s first profession?
4. Why does James think that his daughter is happy with her husband?
Text №6
Amy Mitford: I don’t really know my father. He isn’t easy .to get on with. He’s quite self-centred, and a little bit vain, I think, and in some ways quite unapproachable. The public must think he’s very easy-going, but at home he keeps himself to himself.
He can’t have been at home much when I was a child, because I don’t remember much about him. He’s always been slightly out of touch with family life. His work always came first, and he was always off somewhere acting or rehearsing.
He loves being asked for his autograph, he loves to be recognized. He has won several awards, and he’s very proud of that. He was given the Member of the British Empire, and we had to go toBuckinghamPalaceto get the medal. It was incredibly boring — there were hundreds of other people getting the same thing, and you had to sit there for hours. He shows off his awards to whoever comes to the house.
I went to public school, and because of my total lack of interest and non-attendance I was asked to leave. I didn’t want to go there in the first place. I was taken away from all my friends. He must have been very pleased to get me into the school, but in the end it was a complete waste of money. I let him down quite badly, I suppose. I tried several jobs but I couldn’t settle down in them. They just weren’t challenging enough. Then I realized that what I really wanted to do was live in the country and look after animals, so that’s what I now do.
As a family, we’re not that close, either emotionally or geographically.
We don’t see much of each other these days. My father and I are totally different, like chalk and cheese. My interests have always been the country, but he’s into books, music and above all, opera, which I hate. If they do come to see us, they’re in completely the wrong clothes for the country — mink coats, nice little leather shoes, not exactly ideal for long walks across the fields.
He was totally opposed to me getting married. He was hoping we would breakup. Gerald’s too humble, I suppose. He must have wanted me to marry someone famous, but I didn’t, and that’s all there is to it. We don’t want children, but my father keeps on and on talking about wanting grandchildren. You can’t make someone have children just because you want grandchildren.
I never watch him on television. I’m not that interested, and anyway he usually forgets to tell me when he’s on.
1. What does Amy think of her father as a person?
2.
Why doesn’t Amy remember much about her father?
3. Why does Amy feel guilty about her father sometimes?
4. What is the difference between James’ and Amy’s interests?
Text №7
Nowadays the number of crimes involving violence is growing in Swedenas well as many other countries. The main cause of this development is undoubtedly the use of drugs especially in larger cities. The higher rate of unemployment and growing racism are significant reasons too. Meaningless murders and assaults1 are the frightening results. One can, as a consequence, see how people not only in countries like theUnited States, but also in countries likeSweden, arm themselves with weapons for protection, but violence breeds violence.
It is often claimed that an efficient way to lower the number of acts of violence is to have more severe sentences2.
However, people who commit these crimes often have serious social and psychological problems. Many of them may therefore be indifferent to how severe the sentences are. Besides, these criminals do not think that they will ever get caught. Because of these reasons, I doubt that acts of violence inSweden would decrease if our government was to make the sentences for this type of crime more severe.
A common measure to reduce the acts of violence is to increase the number of policemen patrolling the streets. Although this is a good way of preventing acts of violence, it will not actually stop people from becoming criminals.
I am convinced that it is impossible to erase3 the violence related criminality completely, but there is a way in which I think it can be reduced considerably. Children should be informed about crimes related to violence and drugs. This information should be given in kindergarten as well as in elementary school. Furthermore, it should especially reach those children who live in areas with high crime rates.
The information should take the form of a discussion, not a lecture, led by some expert, preferably a local police officer.
Hopefully, the children would then at an early age already have some understanding of these problems that would be valuable to them for the rest of their lives. Although the costs for such a project would be considerable, the benefits would be great. It would certainly prevent many from becoming violent criminals in the future.
1 assault — нападение
2 sentence — приговор, наказание
3 to erase — уничтожать, ликвидировать
1. What do many people in different countries do to protect themselves?
2. Why educating people is important?
3. What is the main cause of growing violence?
4.
What measures can help to protect people from violence?
Text №8
My Great Aunt’s name is Mary Grieve. She is my grandmother’s aunt. I do not know her very well having always lived a long way away, but she has always been a woman I have respected for many different reasons.
She is now over eighty years old and was born inScotlandin 1912. She had one brother called Tom. Her family was wealthy for those times and luckily for Mary, her father believed in educating both his children. He did not send her to one of the typical schools for daughters of the rich where they only learnt skills preparing them for marriage. She was obviously intelligent and when she left school she went toOxfordUniversity.
In the 1930′s there were very few women at University. However Mary is not a quiet, submissive woman, in fact she has always been very determined and prepared to be different.
At this time it was assumed that woman of her class would spend a few years enjoying her freedom and then settle down and get married. Mary did not do this.
After graduating from the university, she got a job in journalism. Newspapers were increasingly popular and to sell them to a wider audience some papers realised that appealing to women was important. She not only worked for newspapers but also wrote articles and books later in her life.
After the Second World War, she got a job with one of the new women’s magazines that were to become more and more popular. After many years of hard work and struggling in a male dominated profession she eventually reached the top and became the editor of the magazine.
Mary never married as her work was very important to her and a job and marriage did not mix inBritainin the 1950′s.
She is now old in years and confined to a wheelchair. However she is still full of enthusiasm about life.
Her personal courage, her enthusiasm and interest in life, as well as the example she has set for all women working in our still male dominated society, makes Mary a woman I feel privileged to have known.
1. Why Does the narrator know her Great Aunt very well?
2. What kind of job did Mary get after graduating from the university?
3. What always impressed the narrator in her Great Aunt?
4. What job did Mary get after the Second World War?
Text №9
The setting is every child’s dream. A huge, rambling, 300-year-old house, warmed by log fires, overrun by pets, and set in acres of natural playground.And no school.
That is what makes the Kirkbride household so rare. James, 18, Tamara, 15, Tigger, 14, and Hoppy, 10, have spent the last four years doing what other children only enjoy at weekends and holidays.
They get up when they feel like it, breakfast at leisure, and spend the rest of the day doing what they want. They walk, swim, fish, paint, read, play musical instruments, cook or sit around and chat.
There has been no attempt at having any lessons since John and Melinda Kirkbride took their children out of the local school — James five years ago and the others a year later. Hoppy had been there only six days. “We did start with a sort of curriculum when we took James out,” says John, 46, a large forceful man. “But we soon realised we were repeating the mistakes of the system”.
“From the beginning, we both felt that packing our children off to school was wrong,” says Melinda, a German-born former actress. “Seeing their unhappiness made us re-examine our own school years, and remember how destructive they were”. John, formerly a TV producer, began a teachers’ training course inNorwich, “to see if I could reform from within”. He soon found he couldn’t and, after completing the course and teaching for four months, he removed himself and his children, from the system.
If the personalities of the children were the only criteria, the experiment would be an undoubted success. They are intelligent, confident, capable and considerate. All, including the two boys, cook and sew. Chores are shared without arguments. Their friendliness to each other, and to the many guests who visit the house, is natural and unforced.
“Teach is a swear word in this house,” says John. “It destroys the child’s own natural talent and creativity. Now learning—that’s a different matter. All our children learn when and if they want to learn something. They look it up in books or they go and ask someone who knows, they use their initiative — which is more than any school could teach them”.
1. How many children do the Kirkbrides have?
2. Why did John and Melinda Kirkbride take their children from school?
3. What are the children’s personalities like?
4.
What is the main principe of teaching according to the Kirkbrides household?
Text №10
The problems with my parents started when I was sixteen. I wanted to get a Saturday job but my parents ordered me to stay at home and study for my exams. Whenever I pointed out that all my friends had Saturday jobs, they always replied, «We don’t care what they do, it’s you we are worried about,» and yet, whenever my school marks were bad, I was always compared to everyone else. Their double standards infuriated me so much that I did whatever I could to provoke them. I purposely dyed my hair white blond and plastered my face in make-up before I went to school. However, all I managed to achieve was mass arguments before I went anywhere.
It was a rule in the house that I was only allowed out once during the week and on Saturday till 10 p.m. Every time I attempted to go out in the evening, my parents asked me who I was going out with and where we were going.
They even insisted on my giving them my friend’s telephone number in case they needed to contact me. I always argued about the last bit; I felt that if I gave them the number they’d use it to check up on me. It never for one moment crossed my mind that they were just worried about me.
Once I asked if I could go to a party on Saturday night. The party finished at 11.30 p.m. They agreed, but on the condition that my Dad came to pick me up at 10 p.m. I argued and argued about it but in the end I had to agree. I knew I was going to be really embarrassed when my father came to pick me up, so I spent the whole party worrying. I didn’t speak to my parents for three days after that. My mother tried to explain how they both felt but I didn’t want to listen. It was then that I decided to break all the rules they had set down. So instead of coming home at 10 p.m., I would arrive back at 11.30 p.m. and then refuse to tell them where I had been. I somehow felt that if I broke their rules, they would realise I was old enough to look after myself and leave me alone.
However, the argument got worse and worse, and the more they tried to keep me in the house, the more I sneaked out. Finally, one Saturday night I didn’t come home till 2 a.m. My father wanted to know why I was so late. I refused to tell him. We had a huge argument which ended with me getting a taxi to my sister’s house. What went wrong?
1. When did Ann’s problems with her parents start?
2. What rules were in the house?
3. How often was she allowed to go out in the evening?
4. Why didn’t Ann speak to her parents after the party?
Text №11
Anyone who has ever visited the centre ofLondoncannot help but notice the number of young people who beg in the streets and some who probably steal as well. Last summer I returned to attend a summer language course inLondonand stayed in the same area I had visited five years earlier.
I was shocked by the increase in the number of young homeless people, living and sleeping in the streets.
There are approximately 30,000 homeless people in and around London. This has worsened due to the long recession1 inBritain and the change in the social security system which doesn’t allow any person under 18, or those without a permanent address to receive any social benefits from the governments. The numbers of homeless are growing as more young people come toLondon, believing that they will find work and a place to live. UnfortunatelyLondon does not live up to their dreams and a vicious circle is created: without a job they have no money to rent a place to live and without a place to live they cannot get any government social benefits or a job.
My solution to this problem may be short term but at least it would be a start for many of these young people. Squatting2 should become legal again, as it once was inBritain. It is only recently that the law has been changed to make squatting illegal.
Surely it would be more profitable for the local council to let people squat in these houses if they are going to be empty for more than six months. These young people would then have an address and if over 18 years old, could get some benefits. They could then buy some decent clothes, tidy themselves up and have a greater chance of getting a job and a proper place to live. The houses may be in a bad condition but for homeless people this must surely be better than sleeping in the streets in the rain and cold. Somehow the vicious circle has to be broken.
1 recession — worsening of economic activity
2 squatting — occupying a house or a flat without permission
1. What did the author do inLondon?
2. Why are the numbers of homeless people growing?
3.
Why is the situation with homeless people like a vicious circle?
4. What does the author suggest to do for homeless people?
Text №12
The first time we met, I was an innocent eight-year-old. My friends and I secretly took you down to our dark cellar, so that our parents would not find out. Later on, when I was about ten-year-old, we started to meet every weekend when my friends and I went to the noisy discotheque at our local youth club. We used to sneak out from the club up into the shady woods, where my friends and I sat with make-up on our faces and garish nail polish on our nails feeling very adult and mature.
From thirteen onwards we met several times a day, and by then my mother allowed you to come into my room. She did not want to know you, having gone through so much to get rid of you. Naturally she was rather disappointed in me but what could she do? She kept hoping that I would «get my act together» but at this age I was unruly and rebellious and punishments and curfews did not work.
There is no doubt that you have been everything to me. You have been there when I needed a friend or when I was sad. You calmed me down when I was upset. In .other words, you have been one of my best friends.
Unlike others in similar situations, I did not associate with you because it was fashionable or I thought it was tough. However, I had seen you and your equals, together with beautiful, sophisticated women; women who ate at expensive restaurants and drank red wine by candlelight. My friends and I tried to imitate those women; we wanted to live in that kind of world.
The problem was I liked you too much. There was no going back. I was caught in your trap. My flat was almost ruined because of you. My skin became a washed out pale grey. Sometimes I felt like an old woman. How was I so blind, deaf and ignorant for all those years? Why couldn’t I let you go? I know the answer myself, it was because I did not care then, but I do now.
In spite of it being difficult, I am now trying to end our destructive relationship, as one must end all bad relationships. I hope I will succeed in my effort to stop smoking and that I will never buy another packet of Prince again. After more than eighteen years together I bid you farewell, my fair Prince.
1. What role did smoking play in the narrator’s life?
2. When did the girl take a cigarette first time?
3. What did the girl think about cigarettes?
4. How long does the girl smoke?
Text №13
She was in the house of a married friend, sitting on the verandah, with a lighted room behind her. She was alone; and heard people talking in low voices, and caught her own name. She rose to go inside and declare herself: it was typical of her.
Then she sank down again, and waited for a suitable moment to pretend she had just come in from the garden. This was the conversation she listened to, while her face burned and her hands went clammy.1
“She’s not fifteen any longer: it is ridiculous! Someone should tell her about her clothes”.
“How old is she?”
“Must be well over thirty. She was working long before I began working, and that was a good twelve years ago”.
“Why doesn’t she marry? She must have had plenty of chances”.
There was a dry chuckle. “I don’t think so. My husband was keen on her himself once, but he thinks she will never marry. Something missing somewhere”.
“Oh, I don’t know”.
“The other day I caught sight of her in the street and hardly recognized her. It’s a fact! The way she plays all those games, her skin is like sandpaper, 2 and she’s got so thin”.
“But she’s such a nice girl.
She’d make someone a good wife”.
“She should marry someone years older than herself. A man of fifty would suit her… you’ll see, she will marry someone old enough to be her father one of those days”.
She was stunned and outraged; 3 but most of all deeply wounded that her friends could discuss her thus. And the things they had said! She tried to compose herself4 and went back into the room to join her treacherous friends, who greeted her as cordially as if they had not just that moment driven knives into her heart and thrown her quite off balance; she could not recognize herself in the picture they had made of her!
1 clammy—влажный
2 sand paper— наждачнаябумага
3 outraged—оскорбленный
4 to compose oneself—успокоиться
1.
Where was Mary that night?
2. How old was Mary?
3. What did her friends do when she came back into the room?
4. What didn’t Mary’s friends like in her appearance?
5. What didn’t Mary’s friends like in her appearance?
Text №14
Annie Stewart has been a keeper at Woburn Animal Kingdom for the past twelve years, and for eight years before that she worked at another safari park. It’s hard physical work, out in all weathers — animals have to be fed and looked after every day of the year.
“My working day normally begins at 8 a.m., but if an animal is sick I may have to be up all night with it. Week-ends and bank holidays are our busiest times while we’re open to visitors between March and October. I begin by loading feeds onto my car, then I drive to the eland (a type of larger antelope).
I feed and check them. Then I go through a similar process with the giraffe and the hippo.
We always have to take special care in our dealings with the rhino — remember that they are dangerous wild animals. They have to be watched all the time in case something upsets them. And the eland can be especially unpredictable1 when the strangers are around. They only trust two of us to go near them, so if there are any problems with them on my day off I might easily be called in.
During the season when we’re open to the public, it’s part of the keepers’ job to patrol the park watching the public as much as the animals. People can be amazingly silly, ignoring signs and warnings. They seem to have no idea of the possible danger. Some get out of their cars to take photographs when they are frighteningly close to an animal that could kill them in an instant. We have to try and be diplomatic and maintain a sense of humour.
I get to know all the animals in my care individually.
I fill in a daily diary and a weekly report, making a note of any changes of behaviour.
This is a job that requires dedication and hard work. I was first attracted to it when I saw a documentary about this place 20 years ago. I had experience of looking after dogs in boarding kennels2, and I was fascinated by the safari park concept. So I wrote to them and was lucky enough to get a job, learning as I went along. It’s like a wild animal farm here -the animals have plenty of freedom and I enjoy the independence and responsibility which are central to my job”.
1 unpredictable—непредсказуемый
2 kennels — псарня
1. How many years does Annie Stewart work as a keeper at Woburn Animal Kingdom?
2. What things about Annie’s job are the most important for her?
3.
What animals can be dangerous in a safari park?
4. Why do people need watching as much as the animals?
Text №15
Elaine and Roy Fullwood had no intention of educating their children themselves until things went badly wrong at school. When a new head teacher with whatRoydescribes as «trendy educational methods» took over at the local school, the work of their eldest child, Alex, suffered and she became bored and aimless.
Despite a meeting with the head teacher, the Deputy Director of Education and other concerned parents nothing changed. At this point Elaine and Roy decided to take Alex, aged 8, and Anna, aged 6, away from school.
A year later Elaine was concerned about whether the girls were making enough progress. “For advice, we took the girls’ work to the heads of the schools where they would have been pupils. In both cases they were well ahead for their age.
This reassured us that we were on the right way”.
Alex and Anna have now been at home for two years and are joined in their morning studies by six-year-old sister Miriam, who has never been to school. Four-year-old John occasionally joins in and 14-month-old Luke is often crawling nearby.
Having no teacher-training, it was necessary to plan work very carefully in the early days but now Elaine finds that it’s become second nature.
Roytrained as a teacher but has never actually taught. Now he spends as much time with the family as his job allows.
Roy and Elaine make it quite clear that being at home is not a soft option1. They put a lot of emphasis on responsibility and self-discipline. For example, Alex and Anna are in charge of the animals — hens, a horse and a goat — which they have to feed and clean out in all weathers. No one stands over them but they know that if they shirk their responsibilities2 then the animals will go.
The children themselves will decide whether they want to do «O» and «A» levels. Roy and Elaine certainly won’t try to influence them.
The Fullwoods are clearly a close-knit family but they also have many friends. Although the children may never go to school again there is no anti-school feeling in the home. “The door’s open. If ever they want to go they can”.
1 soft option—легкий выбор
to shirk responsibilities — уклоняться от выполнения обязанностей
1. How many children are there in a family?
2. At what moment did things go wrong at school?
3. What do Royand Elaine put a lot of emphasis on in the upbringing of
4. their children?
5. What do Roy and Elaine teach their children first of all?
Text №16
If you are thinking of buying a dog you must also be ready to devote a good deal of time to training the dog when it is young and giving it the exercise it needs throughout its life, unless you live in the country and can let it run freely.
Dogs are demanding pets. Whereas cats identify with a house and are content if their place there is secure, a dog identifies with its master and consequently wants him to show proof of his affection.
The best time to buy a puppy is when it is between six and eight weeks old so that it can transfer its affection for its mother to its master. If puppies have not established a relationship with a human being until they are over three months old, their strongest relationship will always be with dogs; if they are kept in kennels’ for this length of time, they are likely to be too shy when they are brought out into the world to become good pets.
Different breeds2 require different training methods. German shepherd dogs, for example, respond favourably to mild punishment but terriers usually resent it and become more aggressive. The best way to train a dog is by reward, not punishment, but the reward must be immediate so that the dog connects it with what it has done.
In general it is better to teach a dog by preventing it from doing things than by punishing it afterwards.
Pet food is a profitable business and there are firms concerned to make you believe that your dog will suffer if you do not buy it some special biscuit. In fact, dogs require a well-balanced diet, like human beings, except that they do not need fruit and vegetables because their bodies produce their own vitamin C.
In the same way beauty parlours3 for dogs would like you to think that it will be unhappy if it does not have its nails cut or its hair combed. Some dogs may benefit, but the essential point to remember is that you should take it regularly to a vet to ensure that it is healthy. In that case you should have a faithful companion for ten years or more.
1kennels — псарня
2breed—порода
beauty parlour—косметическийсалон
1.
What is the most essential rule that you have to observe if you want to have a happy and healthy dog?
2. Why do they recommend buying puppies when they are 6 or 8 weeks old?
3. What is the best way to train a dog?
4. What happens if puppies don’t establish a relationship with a human being till they are three months old?
Text №17
A visitor fromBarcelonaarrives atMadridgovernment office in mid-afternoon, and is surprised to find only the cleaning lady there. “Don’t they work in the afternoons?” he asks. “No,” she replies, “they don’t work in the mornings. In the afternoons they don’t come”.
LazyMadrid, busyBarcelona: it is just one of many stereotypes aboutSpain’s great rivals. Mostly, the stereotypes are born ofBarcelona’s bitterness at its second-class status.Barcelonais the capital ofCatalonia, a proudly autonomous region, butMadridis the capital ofSpain.
This causes resentment. It makesBarcelonathe largest city inWestern Europenot to be a national capital.
Over the years governments inMadriddid their best to limitBarcelona’s political power.Barcelonahas the liberalism that often characterizes port cities. An old-fashioned seriousness inMadrid, isolated high up onSpain’s central plateaus, contrasts with the light-heartedness ofBarcelona, open toEurope.
These old caricatures still hold true. No visitor to government buildings in the two cities can fail to be struck by the contrast between them. InMadrid, there are ancient wooden floors, antique furniture and walls covered with paintings by Spanish old masters. InBarcelona, designer chairs and tables are evidence of the place’s obsession with modernism.
And yet, these days, the similarities between the two cities are as striking as the contrasts. Madridis hardly lazy any more. Nor is it old-fashioned. Indeed, it has become almost outrageously modern.
To judge by the local cuisine1, you would think the place was a port: although far from the sea, seafood is a miraculousMadrid speciality.
As banks and businesses have been drawn toMadrid, it has become as much a commercial and industrial centre as an administrative one.Barcelona, meanwhile, has been experiencing a rise in bureaucracy.
The rivalry betweenMadridandBarcelonais bound to remain fierce, not least on the soccer field, when Real Madrid andBarcelonacompete for Spanish supremacy.
‘ cuisine—кухня
1. What was the policy ofMadridtowardsBarcelonafor many years?
2. Which of the two rivals has traditionally been more oriented towardsEurope?
3. Why can one think, judging by the local cuisine, thatMadridis a port?
4. The rivalry between MadridandBarcelonais fierce not only on the soccer field, isn’t it?
Text №18
What is a hero? This is not an easy question to answer.
When we look closely at the life stories of many popular heroes, we find that they are not always very good or very likeable people. They have become heroes because of their actions, not because of their characters. People may be famous while they are alive, but after they are dead, stories are told and songs are written which make them into heroes.
The British hero who still remains larger than life is, of course, Robin Hood. Historians tell us that little — if any — of his story is true, but people love the idea of an outlaw1 who stole from the rich to give to the poor and they continue to believe it. In 1991, the Robin Hood Festival attracted 100,000 tourists to Sherwood Forest. They wanted to see Robin’s favourite hiding-place, the «Major Oak» — a tree which was planted a couple of hundred years after the hero’s death. They crowded into St. Mary’s Church, where Robin married Maid Marian — a marriage between a fourteenth-century hero and a woman who was added to the story two hundred years later (in a church which was completely rebuilt four hundred years later).
They queued to get into The Tales of Robin Hood, an exhibition about the life of the outlaw who, according to the Dictionary of National Biography, never existed.
Villains2, like heroes, are the subjects of stories and songs which often have little to do with historical facts. Just as heroes they are always stronger, braver and more heroic than they are in real life, villains are always more wicked, more cruel and more villainous. For example, there are stories about Blackbeard the Pirate which tell us that he acted with great cruelty to his own men when he was drunk and could cut a man in two with one blow of his sword. In fact, Blackbeard probably encouraged these stories to make himself more frightening to the captains and crews of the ships he attacked. There are just as many stories which say that he avoided battles and showed some kindness to his enemies, but we like our villains to be black-hearted and that is the way we remember him.
1 outlaw—лицо, объявленное вне закона
2 villain—злодей
1. What do we find out when we look closely at the life stories of many popular heroes?
2. Why is Robin Hood people’s favourite hero?
3. When was «Major Oak», Robin’s favourite hiding place, planted?
4. Why did Blackbeard encourage stories about his cruelty and wickedness?
Text №19
Nine months ago Victor and Sally Wilkings withdrew1 their two elder children from a small country school which, Sally says, “had nice teachers and a friendly atmosphere”. It was not this particular school but a belief that all schools have a damaging effect that prompted the withdrawal of Seth, aged nine, and Esther, aged six and a half.
Sally feels that schools rob children of the personal responsibility for use of their own time. She also thinks that children are exposed2 to conflicting opinions and examples which confuse3 them. The influence of television also worries her.
A typical education-at-home day begins with a few domestic chores. These done, Seth and Esther settle down at the table in their cosy kitchen. The children usually choose what they do, select three or four subjects from a list which includes story-writing, reading, maths games and puzzles, science, history and music. The children keep a daily diary of their work and Sally corrects the balance if on occasions she feels something is being neglected. She also encourages them to finish whatever they begin. After a couple of hours it’s time for refreshments and a story. The afternoons when Victor is sometimes free to join them, are usually spent out of doors — gardening, or enjoying an outing or nature walk.
During the evenings and at week-ends the children often attend local clubs.
Victor admits that he was a bit uneasy about home education when Sally first talked about it. «I suppose I thought that other people might think we were being irresponsible. In fact it’s quite the opposite. I was also worried that it would be too much for Sally to take on. What made the decision easier for me was going to a conference organised by Education Otherwise and finding that even academics were disillusioned with the school system. After that we decided to give it a year’s trial. Now that I see how happy the children are I wouldn’t dream of sending them back to school».
1 withdraw—забирать
2 to be exposed to—бытьнезащищеннымот
3 to confuse—запутывать
1.
What does a typical education-at-home day begin with?
2. Who recommends the children which subjects from the list they should select?
3. Why was Victor uneasy about home education at first?
4. How do the children spend afternoons?
Text № 20
Bert Rogers has two sons. His younger son, Howard, is an artist; he is married and has two small daughters.
BERT: “I missed out on quite a big part of Howard’s childhood. When he was little I was working very long hours. I had to be content with seeing my children at week-ends”.
“From an early age he was always working with paints and pencils. He had a natural talent for it—all I needed to do was guide and encourage him. We used to draw together because I, too, had always enjoyed painting and drawing.
“By the time he was 13, Howard had made up his mind that he wanted to be an artist.
I would have preferred him to have followed a more academic career, but he left school at 16 and went to art college; I was disappointed, but I had no choice but to support him and try to take pride in his achievements.
“Even now, we still argue. Howard is impulsive and volatile1; temperamentally, he’s far more like his mother than he is like me. He has quite strong left-wing views and we often clash. When we’re arguing he gets quite emotional, but I respect him for his views, even though I think he’s often wrong.
“As an artist and a man who’s expressing himself, he’s on top of things. In a way, I envy him because he was able to do what he wanted to do. I’d hoped to train as an engraver2, but my father wouldn’t support my apprenticeship3.1 suppose because my own talent was wasted I made a point of encouraging Howard’s, and I think it has been well worthwhile».
HOWARD: “My childhood memories of my father are pretty vague.
He wasn’t a powerful presence because he wasn’t at home much. It’s only now that I’m a father myself that I can understand what sort of person he is. He’s kind and very understanding. I can talk to him more openly than I’ve ever done.
“Since my children were born, I’ve seen much more of Dad than I used to. I love to see the pleasure he gets from them. The children have bridged some of the gap between us.
“Despite all the difficulties we’ve had in the past, I do love my father very much, and I think it’s only quite recently that I’ve realised this”.
1 volatile—непостоянный
2 engraver—гравер
3 apprenticeship — срок обучения
1. Why was Bert disappointed when Howard went to art college?
2. Why does Bert envy his son in a way?
3. At what time in his life did Howard understand what sort of person his father is?
4. What features of character does Howard value in his father?
решебник (ГДЗ) по Английскому 11 класса New Millennium (Гроза) — 11 класс — РЕШЕБНИКИ — Каталог файлов
Решебник (ГДЗ) к учебнику Английский язык «New Millennium» 11 класс, автор Гроза О Л, издательства Титул 2009-2011.
Формат: PDF / ZIP,
Размер: 03,11 Мб.
——————————————————————————————
Unit 1
Lesson 3-4
2C:
1 beneficial / broadened my mind / well-rounded,
2 gained a greater appreciation,
3 exceptions,
4 fluent / what counts,
5 expands.
2D:
I think Speaker 5(Luis) is absolutely right. It is impossible to get a better job without speaking foreign languages, especially English, because it is quite international.
ЗА:
1 at least/ about/ around/ nearly,
2 at least/ about/ around/ over/ more than,
3 about/ around/ fewer than,
4 at least/ about/ around/ over/ more than,
5 about/ around/ nearly,
6 at least/ about/ around,
7 at least/ about/ around/ over/ more than,
8 about/ around/ nearly,
9 fewer than.
3B: (если кому-то чего-то не понятно — качайте решебник по английскому 11 класса New Millenium)
English is used by about sixty per cent of Internet users.
Russian is used by about two per cent of Internet users.
Italian is used by about three per cent of Internet users.
French is used by about four per cent of Internet users.
Korean is used by about four per cent of Internet users.
Spanish is used by about five per cent of Internet users.
German is used by about six per cent of Internet users.
Chinese is used by about eight per cent of Internet users.
Japanese is used by about ten per cent of Internet users.
4A:
I’d like to study Japanese because this language is used quite a lot by Internet users.
4C:
The body of the essay is divided into three paragraphs because the author writes about three languages. First she mentions the language she is studying; second, she writes about the language which it would be more useful for her to study; third the language she is unlikely to study, though she would like to.
4D:
The trip to France is not possible for the author. This is shown grammatically through the use of the 2nd conditional (if I could/ did/ were/… I would do (something). Other cases are: If I could, I’d like to learn Spanish… I would also like… I would really love… It would be really beneficial…
Ещё решебники:
решебник (ГДЗ) по Английскому языку 7 класс Деревянко (New Millennium)
решебник (ГДЗ) по Химии 10-11 класса Цветкова
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| Нефрит его старшей дочери сочетался с хронической гипертензией и седалищной невропатией. | Заболевание почек его старшей дочери было (заболеванием, которое случается вместе с) длительно сохраняющимся высоким кровяным давлением и заболеванием нервов, связанным с ногами. |
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Учитесь так, как хотите — из того, что вы, , хотите прочитать. Вы можете изменить способ работы сайта в соответствии с вашим стилем обучения, читая и изучая почти любой текст или веб-страницу. Видите разные стили выделения в поле? Вы можете выбрать любой из них и множество других вариантов. Щелкните ссылку Settings (сейчас внизу страницы или вверху любой страницы), чтобы увидеть все доступные вам варианты. (Демо-текст в поле здесь никогда не меняется.)
Отслеживайте свой прогресс и получайте удовольствие. Вы можете отслеживать свое обучение с помощью множества подробных диаграмм, которые показывают, как вы делаете.Кроме того, используя сайт, вы зарабатываете баллы и получаете Learning Stars — забавную награду за чтение и обучение!
Теперь вы можете легко вовлечь своих учеников в учебу: позвольте им выбрать интересующий их текст. Позвольте им, напечатать и выполнить те действия, которые им наиболее удобны. Представьте, что каждый студент изучает словарный запас, адаптированный к его или ее интересам, а у вас есть время на то, чтобы научить вместо того, чтобы печатать. Может ли быть проще дифференциация по интересам или готовности? Вы можете начать делать это сегодня бесплатно.
Сохраните все свои документы в Интернете, чтобы каждый мог читать их и учиться у них в любое время.
Просто войдите в систему, перефразируйте что-нибудь и нажмите кнопку Поделиться .
Выберите, насколько общедоступным или приватным вы хотите, введите название, автора и т. Д., И готово!
Вы получаете ссылку, которую можете разместить в своих онлайн-планах уроков, на веб-страницах учителей или в блогах. Больше не нужно перефразировать одно и то же снова и снова!
Вы можете просматривать, управлять и редактировать все свои документы с любого компьютера.Просто войдите в систему (или создайте бесплатную безопасную учетную запись) и начните создавать свою учебную библиотеку. Вот как это сделать.
В Educator Central вы можете создавать учетные записи учащихся и управлять ими, отслеживать их обучение и получать подробную информацию о чтении и учебной аналитике, которая поможет вам принимать разумные решения в классе. Бесплатно. Сейчас же.
(Спешите? Войдите в систему. Щелкните Educator Central вверху.)
За несколько минут вы можете создать учетные записи студентов на Rewordify.com и с легкостью отслеживайте, как ваши студенты читают и учатся. Получите действенное обучение и анализ ошибок, когда ваши ученики будут читать и изучать любой опубликованный вами документ или любой документ или веб-страницу, которую они хотят прочитать.
Представьте, что каждый ученик изучает разные слова в зависимости от своего интереса или уровня способностей. Это легко сделать: Rewordify.com разрабатывает и преподает индивидуальные уроки лексики с помощью наших высокоэффективных учебных сессий, так что у вас будет время научить студентов важным вещам: как учиться, как преодолевать препятствия, как верить словам «Я можете сделать это.«
По мере того, как ваши ученики читают и учатся, получайте подробные диаграммы и отчеты, которые расскажут вам, что вам нужно знать — по ученику, по классу или для всех ваших классов.
Эффективно сопоставляйте интервенции с учащимися на основе подробной разбивки по ошибкам, которая позволяет вам увидеть то, что вам нужно, за несколько щелчков мышью.
Учетные записи учащихсяанонимны, они обеспечивают безопасность учащихся и позволяют им сосредоточиться на обучении.
Начните использовать его сейчас: войдите в систему и щелкните Educator Central вверху.Узнайте больше о Educator Central.
Rewordify.com — бесплатное онлайн-программное обеспечение. Вы используете это сейчас. Нечего покупать или устанавливать. Работает на любом компьютере, планшете или смартфоне. Просто укажите в браузере Rewordify.com и начните читать и учиться. Да, он совместим с планшетами — мышь не требуется. Да, весь ваш школьный округ может создавать учетные записи учителей и учеников, не вводя никакой личной информации . Когда? Сейчас же.
Это быстро. Тратить свое (и время ваших учеников) — плохо. Вот почему Rewordify.com был разработан с нуля, чтобы быть молниеносным и использовать очень мало данных. На сайте нет сотни изображений щенков и котят и сотни ссылок на сотню списков. Что у него есть, так это скорость и простота использования, что очень хорошо, когда вам нужно обучать комнату, полную подростков. Или взрослые.
Это приложение. Хотите приложение? Вы используете это. Разве это не было просто? Сайт представляет собой веб-приложение, которое отлично подходит для вас, потому что вы получаете почти ежедневные обновления сайта , автоматически — так что вы можете читать и учиться, а не загружать и устанавливать обновления приложений.
Мы обеспечиваем безопасность детей в Интернете. Rewordify.com не требует без личной информации . Учетные записи студентов полностью анонимны и не могут публиковать или делиться чем-либо. Узнайте больше о том, как мы защищаем конфиденциальность детей.
Rewordify.com может отображать упрощенные версии веб-страниц. Наша ультрасовременная технология веб-фильтрации блокирует миллионы неприемлемых сайтов и сомнительной лексики, чтобы защитить детей в Интернете и заставить их читать только то, что им следует читать.Узнайте больше о том, как мы защищаем детей от нежелательных материалов.
| Функции | Преимущества | Как это получить |
|---|---|---|
| Сложный английский интеллектуально упрощен с нашим эксклюзивным механизмом переупорядочивания | Экономит время при чтении текста, улучшает понимание и уверенность в себе, а также увеличивает общее время чтения | Скопируйте и вставьте фрагменты текста целиком в желтое поле и нажмите Изменить текст . Вы увидите упрощенную версию.Прочитайте больше. |
| Определения просты для понимания, зависят от контекста и соответствуют времени глагола и части речи | Уменьшает разочарование и улучшает понимание за счет максимального увеличения времени, затрачиваемого на чтение, по сравнению с поиском словаря | Скопируйте и вставьте любой фрагмент текста в желтое поле и «перефразируйте» это. Щелкните выделенные слова. Прочитайте больше. |
| Учебные занятия активно преподают индивидуализированные уроки словарного запаса с использованием проверенных исследованиями мультимодальных методов. | Улучшает словарный запас и удерживает слово | После того, как вы «перефразируете» текст, вы увидите фиолетовую полосу вверху.Нажимайте кнопки, чтобы выбрать трудные слова и выучить их в ходе эффективного учебного занятия. Прочитайте больше. |
| Сайт тщательно отслеживает время чтения учащимися, прогресс в учебе и ошибки в учебе, а также предоставляет преподавателям полноцветные диаграммы и отчеты в реальном времени. | Предоставляет практические данные обучения, которые помогают улучшить результаты обучения учащихся. | Создайте учетную запись. Щелкните Educator Central . Создайте бесплатные учетные записи студентов. Размещайте задания в Интернете. Получите данные для обучения.Принимайте разумные решения в классе на основе достоверных данных. Прочитайте больше. |
| Сайт определяет и извлекает более 58000 сложных слов и фраз из любого текста и создает широкий спектр учебных заданий с помощью клавиш ответа. | Экономит время при обучении. и дают студентам индивидуальные учебные действия. | в желтое поле и «перефразируйте» его. Щелкните Печать / Учебные мероприятия . Выберите викторины, занятия, списки словаря, закройте занятия, которые вы хотите, с помощью клавиш.Распечатайте их. Прочитайте больше. |
| Программное обеспечение позволяет пользователям изменять уровень сложности и стиль представления выходного текста. | Улучшает взаимодействие, позволяя легко различать стиль обучения и готовность. Щелкните Настройки . Измените стиль представления текста, «уровень переворота» (уровень сложности), даже стиль выделения. Прочитайте больше. | |
| Сайт работает как приложение на любом устройстве, используя минимум данных. | Позволяет легко развернуть сеть практически на любом существующем устройстве при сохранении пропускной способности Интернета. | Направьте браузер любого устройства на Rewordify.com и работает как приложение. Вот как сделать значок приложения на главном экране или на рабочем столе. |
| Сайт рассчитывает точные показатели сложности текста, включая нашу эксклюзивную оценку READ. | Повышает вовлеченность и обучение за счет выбора подходящих материалов для чтения. | Перефразируйте любой отрывок текста. Нажмите кнопку Stats . Прочитайте больше. |
| Приложение браузера сайта (букмарклет) извлекает большинство веб-страниц на Rewordify.com для обучения одним щелчком мыши. | Увеличивает взаимодействие и общее время чтения за счет независимого выбора интересных материалов. | Установите наше бесплатное приложение для браузера.Сидеть в сети. На любой странице нажмите кнопку «Изменить текст». Прочтите извлеченный текст на Rewordify.com. |
| Вы можете опубликовать любой документ и поделиться им публично, конфиденциально или с паролем. | Увеличивает время чтения и организацию учебных материалов. | Войдите в систему. Вставьте документ и «перефразируйте» его. Нажмите кнопку Поделиться , поделитесь ею и получите ссылку. Разместите ссылку на страницу своего учителя. Или добавьте его как задание Rewordify.com. Вот как разместить документы.Вот как создавать задания. |
| Сайт подсчитывает баллы и отображает Learning Stars на основе общего количества прочитанных минут и выученных слов | Увеличивает время чтения и вовлеченность, делая сайт более увлекательным | Войдите в систему и начните читать и нажимайте на фиолетовую полосу, чтобы выполнять сеансы обучения. Отобразятся очки и звезды обучения. Щелкните My Learning / My Documents , чтобы увидеть графики вашего прогресса. Прочитайте больше. |
| Доступно более 300 произведений классической литературы | Улучшает понимание классики — от Шекспира до Дугласа и Остин | Щелкните Классическая литература вверху.Или введите такое слово, как Frankenstein , в поле поиска вверху. |
«Один из самых инновационных веб-сайтов…» –Джейми Мартин, Noodle.com
«Произойдет революция в обучении словарному запасу …» –Г-жа. Английский язык Уотерса (блог)
«Это УДИВИТЕЛЬНО». –Mark Giufre, Образовательные технологии для всех учащихся
«Вы можете быть удивлены, насколько это может быть полезно …» –Burnaby School District 41
«Фантастическое веб-приложение… » — Келли Тенкели, технологический блог iLearn
« Отличный инструмент для студентов, который может … » –Ави Спектор, Помимо инструментов
« Отличный инструмент для улучшения понимания … » –Образовательные технологии и Мобильное обучение
«Фантастический инструмент …» — Карен Яновски, EdTech Solutions
«Это может быть отличный ресурс для студентов …» — Хайди Нельтнер, непрерывное обучение
«Облегчает вашу жизнь. .. » — Гленн Вибе, блог History Tech
« На сайте много удивительных функций… » — Д-р. Альберт П. Райан, The New Indian Express
«Выдающийся …» — Патрик Барбьери, LABBB
«Необыкновенный сайт…» — Ларри Ферлаццо, edublogs.org
«Так много возможностей … » — Джен Джонс, Hello Literacy
« Фантастический обучающий инструмент … » — Дэвид Капулер (Обзор), Edshelf.com
« Обязательно для сохранения и создания закладок для использования в классе … » — Учителя в первую очередь. com
«Отличный инструмент и простой в использовании …» –Bruce Ellis (Видео на YouTube)
«Я настоятельно рекомендую попробовать Rewordify… » –Technology Tidbits
« Огромный потенциал для учеников » –Jody Watson (Видео на YouTube)
« Отличный веб-инструмент … » –David Keck
« Доступны отличные инструменты для учителей … » –Холли Уитт, любопытный библиотекарь
«Немедленное приложение для студентов …» –Анн Беннингхоф, Идеи для преподавателей
Вот что делать дальше:
Во-первых, делаем демонстрацию. Вы станете экспертом через пять минут: Щелкните здесь, чтобы просмотреть демонстрацию.
Изучите сайт, шаг за шагом. В нашем Руководстве для начинающего пользователя ясно показано, с чего начать.
Учителя: Узнайте о центре обучения и обо всем, что он может сделать для улучшения результатов обучения учащихся. Кроме того, вы можете распечатать много бесплатной полноцветной литературы, которая поможет вам приступить к учебе.
Повеселитесь. Готовы ли вы испытать словарный запас? Играйте в Ревордо и Трудный палач. Имейте в виду: это непросто.
Просмотрите классику. Хотите узнать больше о Шекспире или освежить в памяти Бронте? Прокрутите вверх и щелкните ссылку Classic Literature .Это быстрый способ начать пользоваться сайтом. Или используйте панель поиска вверху. Попробуйте ввести слово ворон , чтобы понять сделку с По, этой черной птицей и «Nevermore».
Оцените вкусности. Вы можете установить наш браузер-апплет One-Click Learning, который позволяет перефразировать большинство веб-страниц одним щелчком мыши. Наши классные (и, конечно, бесплатные) школьные часы сообщают вам текущее время и дату, в каком уроке вы сейчас участвуете, отсчет времени до следующего урока и многое другое.Вы можете настроить его для любого расписания школы и сделать столько разных школьных часов, сколько у вас разных графиков дня. Используйте это сейчас.
Покажи свою любовь! Расскажите, пожалуйста, об ошибках, которые допускает сайт при «переформулировке» и определении слов. Эта обратная связь — самое ценное, что вы можете сделать, чтобы помочь сайту (и учащимся по всему миру). Нажмите здесь, чтобы связаться с нами. Хотите помочь оплатить эксплуатационные расходы сайта и одновременно прочитать отличный триллер? Вы можете! Получите свою копию Electric Dawn .
Свяжитесь с нами. Мы хотим вам помочь! Пожалуйста, используйте страницу контактов с любыми вопросами или комментариями.
Краткое описание сайта: Rewordify.com помогает с пониманием прочитанного и развитием словарного запаса, упрощая английский до более низкого уровня чтения. Он позволяет перефразировать предложение или перефразировать абзац. Это упростит английский за счет уменьшения сложности текста. Это альтернатива словарю, которая улучшит понимание и научит словарный запас. Это важная часть обучения чтению и словарного запаса для студентов ESL, людей с ограниченными способностями к чтению, людей с нарушением обучаемости или всех, кто хочет улучшить свои навыки чтения.
Интернет-средневековый справочник Средневековая юридическая история Редактор: Пол Халсолл The Internet Medieval Sourcebook находится по адресу
Центр Справочник по содержанию В этом разделе Справочника собраны различные онлайн-тексты, связанные с история права.
Римское право Указы римских императоров Кодексы законов
Общий Вселенский и Общий церковные советы ПРИМЕЧАНИЕ: Приведенные здесь тексты являются общественным достоянием перевода на английский язык из Серия Никейский и Постникейский отцы, для первых семи Вселенских соборов, и от ЧАС.J. Schroeder, Дисциплинарные указы Генеральных советов , (Сент-Луис: Б. Herder, 1937) [Срок действия авторских прав в США истек — подтверждено книгами TAN, нынешним владельцем B. Herder’s список]. Это не обязательно лучшие доступные источники для различных текстов советов, хотя они вполне исправны, а заметки в серии NPNF очень полезны. Для серьезных научных публикаций следует обращаться к более свежим изданиям и переводам. целей.Я подготовил Путеводитель по документальным источникам католического учения, в котором довольно подробно перечислены все, что я считаю текущим стандартные редакции. См. Также Вселенские соборы — полезная, хотя и религиозная статья из Католической энциклопедии .
Восточные монастырские правила Западный
Германский закон Коды раннего права Каролингский закон
В отличие от Англии, которая довольно рано развила свою островную традицию общего права, законодательная деятельность высоких средневековых государств континентальной Западной Европы была сильно под влиянием возрождения в изучении римского права. Тем не менее, обычное правовое традиции продолжали играть важную роль.
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§ 5. Перевод XIX века
г. 19 -й век был периодом романтизма, и отношение или интеллектуальная ориентация, характерная для многих произведений искусства и это можно рассматривать как отказ от заповедей порядка, спокойствия, гармония, баланс, идеализация и рациональность, которые олицетворяли Классицизм.Этот отказ от рационализма сделал упор на мировоззрение отдельного поэта. С подтверждением к индивидуализму пришло понятие свободы творческого сила. 78 Романтизм характеризовался навязчивым интересом к фольклору. культура, национальное и этническое культурное происхождение и средневековая эпоха; а также пристрастие к экзотике, далекому и загадочный. 79 Основной чертой романтического перевода было сохранение национальный колорит и стиль исходного текста.
То было непростой работой, но, как и в августе Вильгельм Шлегель , немецкий критик, переводчик и историк литературы, скажем так, цель перевода была очень благородной: «объединить достоинства всех разных народов, думать вместе с ними и чувствовать с ними, и так создать космополитический центр человечества ». 80 Шлегель считается одним из самых выдающихся Шекспиров. переводчики на немецкий язык.
The великих немецких поэтов того времени интересовали вопросы перевод.Таким образом, Иоганн Вольфганг из Гете (1749-1832) оставил нам свои идеи о соотношении национальных культура и перевод:
«Там есть три вида перевода. Первый знакомит нас с зарубежными страны на наших условиях ». Это нас удивляет «иностранными совершенство среди нашего национального домашнего уюта, повседневной существование. » «Наступает вторая эпоха, когда переводчик на самом деле только пытается присвоить чужой контент и воспроизвести его в его собственное чутье, хотя он пытается перенестись в внешние ситуации.»(« Так же, как французы адаптируют иностранные слова к их собственное произношение, поэтому они относятся к чувствам, мыслям и даже предметы. На каждый иностранный фрукт они требуют подделки в на своей земле ».)« Мы пережили третью эпоху, которая можно назвать высшим и последним, в котором цель сделать оригинал идентичным переводу, чтобы цениться не вместо другого, а вместо другого «. 81
Первая тенденция, упомянутая Гете, известна сегодня как перевод стратегия перевода.Часто это означает строгое соблюдение иностранного текста, буквализм, который приводит к импорт иностранной культуры и языка, и из-за отклоняясь от местных литературных канонов, этот перевод кажется непонятные и непонятные для современников.
Вторая тенденция теперь называется стратегия приручения . Примером могут служить латинские переводчики, которые не только удалили культурно специфические маркеры, но также заменили имя греческого поэт со своими, выдавая перевод за текст изначально написано на латыни. 82 Переводчики поздних времен периоды модернизировали тексты в их приручении.
В похожее представление о натурализации и отчужденных методах перевод был также защищен Фридрихом Шлейермахер кто оказали большое влияние на дальнейших переводчиков.
В 19 -й века можно выделить две противоречивые тенденции. Первое считает переводчика самостоятельным творческим гением, обогащая литературу и язык, на который он переводит.Второй описывает перевод с точки зрения более механического функция ознакомления с текстом или автором. 83
В сторону конец 19 -е переводы века стали цениться прагматично. это было требуется, чтобы перевод имел такое же действие на рецептор как исходный текст имел в свое время и о своем народе. Ульрих из Willamowitz — Moellendorff , немецкий филолог и переводчик, наиболее выразил идею ярко:
«Это важно пренебрегать буквой и следовать духу, переводить не слова или предложения, но принять мысли и чувства и выразить их.Платье должно стать новым; то, что в нем, должно быть сохранено. Все хорошие переводы — пародия. Проще говоря: душа остается, но меняет тела — истинный перевод метемпсихоз.» 84
В Однако британская переводческая традиция, основанная на идее придерживаясь стиля оригинала, старались сохранить все особенности исходного текста (тренд иностранного языка). В чем оригинальнее был исходный текст, тем более необходимо было сохранить эту особенность.Это привело к тенденции к дословный, точный перевод. Таким образом, Роберт Браунинг , известный английский поэт, требовал, чтобы перевод был абсолютно буквальный, с точным переводом слов и их порядком. 85
В такое же отношение было выражено Генри Уодсворт Лонгфелло (1807-81), который пытался сделать поэму Данте «буквальной, как проза. перевод », поскольку« задача переводчика — отчитываться то, что говорит автор, не для объяснения того, что он имеет в виду; это работа комментатора.Что говорит автор и как он это говорит, то есть проблема переводчика ». 86
Перси Bisshe Шелли развил идею непереводимости поэзии, и суета перевода:
«Это были столь же мудры, что бросили фиалку в тигель, чтобы раскрыть формальные принципы его цвета и запаха, чтобы переливать с одного языка на другой творения поэта.