Turn the following into the passive as in the example

him unfairly.

2. «A job worth (do) is worth (do) well».

3. I should prefer (go) to the cinema rather than (sit) here (listen) to the radio.
4. Don’t stand there (do) nothing.

4. He tried (speak)German but found that he couldn’t. His attempts at
(speak) Spanish were equally unsuccessful.

5. I tried (cook) eggs and bacon together, and found that thi was a much quicker way of (prepare) a meal.

6. Surely you recollect (he, say) that he would agree to (I, borrow) his car.
7. You know I hate (disappoint) you, but much as I
would like (go) out this evening, I have to finish (decorate) this room.

кого ловят мыши?
вокруг чего вращается Земля?
за кем присматривают медсестры в больницах?
что едят тигры?
какой язык изучает наша группа?

telling/to tell lies. 2 He denied/refused that he had told lies. 3 They suggested to postpone /postponing the match to the following week. 4 The weather delayed that they arrived/their arrival. 5 I can't bear to see/see children suffer. 6 We really can't afford buying/to buy a new washing machine. 7 I look for-ward to seeing/to see you at the party. 8 Before going/to go to the interview, I bought a new tie. 9 I'd rather stay / to stay at home tonight, if that's all right. 10 saw someone to climb/climbing through the window.

Write the correct form of the verbs given in brackets. Sometimes more than one answer may be possible.

Einstein: an ordinary child Einstein was not a remarkable child. He began (1 take) piano lessons at the age of six. He didn't seem (2 be) particularly talented. He liked (3 day-dream) and (4 play) …..He didn't enjoy (5 talk) : very much; in fact, he waited till he was three before (6 start) : to talk. In spite of not (7 have) a very exciting childhood, Einstein later appeared (8 have) a vivid memory of it. He remembered (9 be) impressed by how a compass works and by the mysterious force which made the compass needle (10 point) in a given direction.

Complete the second sentence so that it is as similar in meaning as possible to the first sentence, using the word given. Do not change this word.

1 I'm sorry but we have decided not to accept your application. regret I __________________________________ we have decided to reject your application. 2 Funnily enough I'd prefer a pizza for a change. rather Funnily enough_______________________________________ 3 We were not allowed to drink too much coke when we were children. let Our parents____________________________________________ 4 I think it would be a good idea to take the suggest train. suggest I ___________________________________ 5 She succeeded in persuading her parents to let her go. managed She _____________________________ 6 It looks as if this door’s locked after all. appears This __________________________________________ 7 One of the things I hate is people eating popcorn in the cinema. stand One of the things I __________________________________ 8 The singer arrived two hours late but I'm glad I waited for him. worth The singer ________________________________________ 9 Jack said he had to catch the early flight. insisted Jack __________________________________ 10 I can’t wait to get your next letter. Forward I __________________________________

Roles as men and women start when we are born and there will always be male and female jobs in any society
What can you say "for" and "against" this issue? Write 200-250 words.
Use the following plan: Introduction (state the problem. Arguments "for". Arguments against" Conclusion.
Use: be equal, understand better, be good at doing something, a prestigious job, be aggressive passive, be dominant subordinate, be emotional rational, have stereotypes in mind, continue from the past...

Slavonic language began.
Between the 10th and 13th centuries Russians developed a high civilization, which formed the foundation of the Russian culture in the following centuries. During this period numerous cultural treasures were accumulated. The written works of the time show that the level of knowledge on most natural phenomena was as high as that of Ancient Greece.
Monasteries were cultural and educational centres. They had large libraries and well-equipped book-making shops, in which not only church manuscripts were copied and translated but original books were written. Today we can confidently say that Ancient Rus was a state of high culture and knowledge.
2 In pre-revolutionary Russia there was a network of primary schools for common people. Nevertheless illiteracy among common people was very high Well-off people taught their children in grammar schools,1 commercial schools or secondary schools teaching no classics.2
There were also schools for nobles only. Entrance to those schools was limited. For example, at lycee where AS Pushkin studied the number of pupils ranged from thirty to one hundred. Only boys at the age of 10 or 12 from noble families of high rank were admitted and studied there for six years They were taught many different subjects. The most important were Russian literature, history, geography, mathematics, physics, logic, law, rhetoric and such foreign languages as French, English, German and Latin. Great attention was paid to different arts and physical training: riding, swimming, fencing and dancing. The aim of this school was to bring up intelligent people in the broad sense of the word. Those who graduated from such educational institutions usually entered the service of their country to realize their abilities and knowledge to the benefit of their state.

Transistor, resistor, capacitor, contractor, processor.

LARGE-SCALE INTEGRATION IN ELECTRONICS

The most advancing technology of the present industrial age is that of electronics. The introduction of the transistor in its day seemed a marvel of compactness compared with the glass vacuum tube. Now the size of electronic devices has been reduced by 10 every five years which has led to a great compression. When the term microelectronics first came into use, a chip of silicon a tenth of a square inch might hold 10 to 20 transistors, together with a few diodes, capacitors and resistors. Now such chips can contain thousands of separate electronic components.

Before the appearance of the transistor each type of component in an electronic circuit was made from one or more materials with the required electrical characteristics. For example, carbon was used for resistors, ceramics and a dielectric for capacitors, tungsten for emitters in vacuum tubes and so on. These components were then used like building blocks in creating a circuit with specified characteristics and responses. Circuits were combined into systems, such as a radio transmitter, a radio receiver, a radar set or a computer.

From the earliest days electronics has been a technology of complex interconnections. A small radar set can easily have as many interconnections as an oil refinery. To simplify a system design and reduce the number of interconnections engineers developed a series of standard circuit modules. Each module performed a specific function and was used as logical building block for creating the systems. The transistor could readily be assembled with resistors and capacitors of about the same size on a small plastic board. These modular circuit boards of the size of a playing card could then be plugged together as needed.

As transistor technology developed it was important to decrease the size of components and the length of interconnections. The physical limit of finding room for connections in an ever decreasing area was fast approaching. This limitation and the complexity of system design made the search for a new technology imperative.

The technology that resulted was microelectronics embodied in the integrated circuit. It made possible to produce (as a part of a single chip of silicon) transistors, diodes, resistors and capacitors joining them into a complete circuit.

The technology that produces such high-density electronic circuits is called large-scale integration, or LSI. Although the term has no precise definition, it is usually reserved for integrated circuits that comprise 100 or more “gates”, or individual circuit functions, with a density of 50,000 to 100,000 components per square inch. If the upper value could be achieved throughout a cubic inch of material, the density of electronic components would be about a fourth of the density of nerve cells in the human brain.

It now seems inevitable that microelectronic circuits, including LSI, will soon find their way into a variety of new applications which will have great impact on industry and everyday life.