КТО ХОРОШО ПОНИМАЕТ АНГЛИЙСКИЙ, ПОМОГИТЕ, ПОЖАЛУЙСТА, ПЕРЕВЕСТИ ТЕКСТ ТОЛЬКО НЕ ЧЕРЕЗ ПЕРЕВОДЧИК!!!!!!!!!!!! 1.Сколько

IV. Переведите и укажите причастия

напишите сокращения следующих форм
-that is
-here is
-there is
-I am not
-it is not
-they are
2)поставьте окончания так если бы это было в з-ем лице ,ед.числе present simple
-wash
-go
-live
-work
-do
-push
-play
-watch
-like
-pass
-have

укажите, является ли оно определением, обстоятельством или частью глагола
сказуемого. Переведите предложения на русский язык:

Future Continuous
1. Завтра в десять часов я не буду работать. 2. Он будет смотреть телевизор с девяти до одиннадцати часов. 3. Ты будешь встречаться с Анной завтра? – Да. 4. В это время завтра мы будем играть в теннис. 5. Ты не будешь слушать музыку завтра в пять часов, ты будешь заниматься. 6. В это время на следующей неделе она будет кататься на лыжах. 7. Что ты будешь делать завтра с трех до семи часов? – Я буду плавать в бассейне.

Past Perfect
1. Класс был пуст. Все ушли. 2. Учил ли он английский язык до того, как он поехал в Англию? – Да. 3. Он не изучал немецкий язык до того, как поступил в университет. 4. Тарелка была пустая. Мы все съели. 5. Когда я приехал на вечеринку, Том уже ушел домой. 6. Джордж не захотел пойти с нами в кинотеатр, так как он уже видел этот фильм два раза. 7. Они не были голодны. Они уже пообедали. 8. Он купил новую машину, после того как переехал в Москву. 9. Она обсудила все детали с клиентами до нашей встречи. 10. Сьюзен написала письмо до ужина.

Past Continuous
1.Что они делали в половине десятого? – Они играли в футбол. 2. В это время в прошлом году я жил в Бразилии. 3. Джейн готовила ужин. 4. Дети читали книгу с пяти до шести часов. 5. Мы работали в саду с трех до четырех часов. 6. Я не смотрел телевизор вчера в это время. 7. Кэрол и Денис ужинали в девять часов? – Нет. Они ужинали в десять часов.

in consequence, he is at war with the world. A difficult child is,, nearly always made difficult by wrong treatment at home. The moulded, conditioned, disciplined, repressed child — the unfree child, whose name is a Legion, lives in every comer of the world, He lives in our town just across the street, he sits at a dull desk in a dull school, and later he sits at a duller desk in an office or on a factory bench. He is docile, prone to obey authority, fearful of criticism, and almost fanatical in his desire to be conventional and correct. He accepts what he has been taught almost without ques¬tion;, and he hands down all his complexes and fears and frustra¬tions to his children. Adults take it for granted that a child should be taught to behave in such a way that the adults will have as quiet a life as possible. Неnce the importance attached to obedience, to manner, to docility. The usual argument against freedom for children is this: life is hard, and we must train the children so that they will fit into life liter on We must therefore discipline them. If we allow them to do what they like, how will they ever be able to serve under a boss? How will they ever be able to exercise self-discipline? To impose anything by authority is wrong. Obedience must come from within —not be imposed from without. The problem child is the child who is pressured into obedience and persuaded through fear. Fear сад be a terrible thing in a child’s life. Fear must be entirely eliminated — fear of adults, fear of punishment, fear of disapproval. Only hate can flourish in the atmosphere of fear. The happiest homes are those in which the parents are frankly honest with their children without moralizing. Fear does not enter these homes. Father and son are pals. Love can thrive. In other homes love is crushed by fear. Pretentious dignity and demanded respect hold love aloof. Compelled respect always implies fear. The happiness and well-being of children depend on a degree of love £md approval we give them. We must be on the child’s side. Being oil the side of the child is giving love to the child — not possessive love — not sentimental love - just behaving to the child in such a way the child feels you love him and approve of him. Home plays many parts in the life of the growing child, it is the natural source of affection; the place where he can live with the sense Of security; it educates him in all sorts qf ways, provides him with his opportunities of recreation, it affects his status in society. Children need affection. Of all the functions of the family that of providing an affectionate background for childhood and adolescence has never been more important than it is today. Child study has enabled us to see how necessary affection is in ensuring proper emotional development; and the stresses and strains of growing up in modern urban society have the effect of intensifying the yearning for parental regard. The childhood spent with heartless, indifferent or quarrelsome parents or in a broken home makes a child permanently embittered. Nothing can compensate for lack of parental affection. .When the home is a loveless one, the children are impersonal and even hostile. Approaching adolescence children become more independent of their parents. They are now more concerned with what other kids say or do. They go on loving their parents deeply underneath, but they don’t show it on the surface. They no longer want to be loved as a possession or as an appealing child. They are gaining a sense of dignity as individuals, and they like to be treated as such. They develop a stronger sense of responsibility about matters that they think are important. From their need to be less dependent on their parents, they turn more to trusted adults outside the family for ideas and knowledge. In adolescence aggressive feelings become much stronger. In this period, children will play an earnest game of war. There may be arguments, roughhousing and even real fights. Is gun-play good or bad for children? For many years educators emphasized its harmlessness, even when thoughtful parents expressed doubt about letting their children have pistols and other warlike toys. It was assumed that in the course of growing up children have a natural tendency to bring their aggressiveness more and more under control.

One of the most important kinds of wired communication is telephony. It is the transmission of speech over a considerable distance by means of electric current. Telephone set includes a transmitter, and an electric network in addition to receiver. The transmitter or microphone consists of a diaphragm, carbon chamber with carbon granules and insulating spacer and conductor. The electric current passes through the diaphragm and carbon granules. When we speak we produce sound waves which make the diaphragm vibrate. The diaphragm in its turn pushes the carbon granules which makes more or fewer contacts and decreases or increases the resistance.
Thus the waves of electric current vary depending on the sounds we produce and pass along the line and finally reach the receiver. The receiver consists of electromagnet coils, a steel magnet and a diaphragm. A variable current passing through the magnet's coil makes the diaphragm vibrate. The frequency of these oscillations is the same as that of the transmitter. Therefore the receiver reproduces the same sounds as are spoken into the microphone. The telephone was designed in 1875 by Alexander Bell. Later on the development of the telephone changed its construction, it became more complex. Auxiliary elements were used in the circuit
to provide better transmission of speech. Further on the development improved the switching system. Now very complex telephone constructions are used and a new kind of telephone appeared -
radiotelephone.

Dear friends,
Welcome to Green School!
Let's read and write in English.

Let's run and jump in the forest!

Let's
go to school together!
Mr Greenwood and his pupils

Помогите пожалуйста дописать предложения в рассказе и перевести его.
1) He is an elephant.
2) His _____________ is Thomas.
3) He isn't angry.
4) He is _________________________.
5) He can _______________________________.
6) He can't ________________________________________.
7) We _____ to school together.