- •Часть 1
- •Contents
- •Введение в английскую филологию
- •2. Match the words with their synonyms:
- •2A. Fill in the gaps using the above words:
- •3. Give Russian equivalents:
- •4. Match the prepositions with the words below. Use the expressions in sentences of your own:
- •5. Fill in the gaps with the appropriate word and make up sentences with the word combinations:
- •6. Fill in the tables:
- •7. Translate into English:
- •1. Find the English equivalents in the text:
- •2. Translate the words and word-combinations into Russian:
- •Fill in the gaps with the appropriate preposition:
- •5. Match the synonyms:
- •6.Fill in the left part of the table with the opposites:
- •7. Translate the sentences into Russian paying special attention to the expression in bold:
- •8. Translate into English:
- •C. Focus on Grammar
- •2. Match the English word-combinations with their Russian equivalents:
- •3. Fill in the gaps with the appropriate prepositions:
- •4. Translate from Russian and make up sentences with these expressions:
- •5. Fill in the gaps with the following sense groups and translate the sentences into Russian:
- •6. Translate from Russian into English
- •1. Match English and Russian equivalents
- •2. Match the words with their definitions:
- •Fill in the gaps with the appropriate words from the table:
- •4. Words often confused:
- •Translate words and sense - groups from English into Russian:
- •1. Give the English equivalents of the Russian sense groups:
- •2. Translate words and sense - groups from English into Russian:
- •3. Fill in the gaps with the prepositions:
- •1. Find the English equivalents in the text:
- •2. Give the Russian equivalents:
- •3. Fill in the gaps in the Table of Articulation Basis Peculiarities:
- •4. Collocate the verb so as to form the word-combinations from the texts:
- •The Two Main Functional Styles of English Speech and the Object of Pragmalinguistics.
- •The Study of the Content Plane.
- •The Study of the Expression Plane.
- •1. Give the English equivalents of the Russian sense - groups:
- •2. Give the Russian equivalents:
- •3. Translate the sentences from English into Russian:
- •Dictation. Write the translation of the Russian sentences:
- •1. Analyze the functions of modals and supply the appropriate Russian translation:
- •2. Fill in the gaps with the appropriate prepositions. Use the expressions in sentences of your own.
- •1. Give the English equivalents of the Russian sense groups:
- •2. Translate words and sense - groups from English into Russian:
- •3 . A) Fill in the gaps with the appropriate preposition from the table.
5. Fill in the gaps with the appropriate word and make up sentences with the word combinations:
It is_ _ _ _ _ _ _ _ _ _ knowledge
a_ _ _ _ _ _ _ _ _ _ language
_ _ _ _ _ _ _ _ _ _ a register
It is _ _ _ _ _ _ _ _ _ _ recognized
make the _ _ _ _ _ _ _ _ _ _ of all the instruction at the Department
the _ _ _ _ _ _ _ _ _ _ division
on a _ _ _ _ _ _ _ _ _ _ level
implementation of two main_ _ _ _ _ _ _ _ _ _ of the language
the_ _ _ _ _ _ _ _ _ _ function
_ _ _ _ _ _ _ _ _ _ division
it may _ _ _ _ _ _ _ _ _ _ be described as
be expounded _ _ _ _ _ _ _ _ _ _ below
to introduce the subject _ _ _ _ _ _ _ _ _ _ and now
reach the _ _ _ _ _ _ _ _ _ _
both complex _ _ _ _ _ _ _ _ _ _ unconstrained
persistent and _ _ _ _ _ _ _ _ _ _ effort
play a _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ scale
_ _ _ _ _ _ _ _ _ _ the proficiencies
as _ _ _ _ _ _ _ _ _ _ as something is _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ point
presuppose _ _ _ _ _ _ _ _ _ _ of drudgery
derive _ _ _ _ _ _ _ _ _ _ from dissection and analysis of the text
just as _ _ _ _ _ _ _ _ _ _
to master a _ _ _ _ _ _ _ _ _ _ language
the _ _ _ _ _ _ _ _ _ _ way
complete the_ _ _ _ _ _ _ _ _ _ stage
presuppose _ _ _ _ _ _ _ _ _ _ of drudgery
Derive _ _ _ _ _ _ _ _ _ _
with always a _ _ _ _ _ _ _ _ _ _ to absolute and correct emulation
6. Fill in the tables:
A. Language functions:
1. |
2. |
B. Division of registers:
|
|
|
7. Translate into English:
Общеизвестно, что к такому сложному языку, как английский нельзя подходить, не уяснив с самого начала, с каким из различных регистров этого языка вы собираетесь иметь дело.
Основой всего обучения является тот факт, что основное деление с точки зрения регистров лежит между английским, на котором мы говорим, и английским, о котором мы говорим.
На более высоком теоретическом уровне мы говорим здесь о воплощении двух функций языка – интеллективной и эстетико-экспрессивно-оценочной.
Это четкое деление может быть дополнено чем-то, что мы можем приблизительно описать как английский, при помощи которого мы обучаем.
Очень важно ввести этот понятие здесь и сейчас, ибо без этого некоторые вопросы в последующих главах не будут поняты аудиторией.
Дело в том, что обучение естественному человеческому языку во многих отношениях сравнимо с обучением музыке - игре на фортепиано, например.
Никто и никогда не достигал профессионализма без постоянных и настойчивых усилий.
Что касается языка, мы оказываемся вынужденными снова и снова объяснять не только нашим студентам, но и некоторым нашим коллегам, что нельзя научиться бегать прежде, чем вы научитесь ходить.
Возможность сыграть рапсодию Листа предполагает часы долгой утомительной работы за фортепиано.
Если наши студенты не готовы тратить любое количество времени и усилий, если они не получают удовлетворения от разбора и тщательного анализа текста, им лучше тут же оставить это занятие, потому что оно и есть единственный способ овладеть иностранным языком.
C. Focus on Grammar.
A. Comment upon the sentences and translate:
.…unless the undergraduates are prepared to spend any amount of time and effort…they might just as well give it up at once
Only when this basic has been completed can the undergraduate venture on an unguided journey
…the longer we teach students, the clearer it becomes…
B. Complete the following sentences with suitable words:
The greater the power, the _ _ _ _ _ _ _ _ _ _dangerous the abuse.(E.Burke)
The more we study, the _ _ _ _ _ _ _ _ we know.
The hotter the weather is, the _ _ _ _ _ _ _ _
The younger the child, the _ _ _ _ _ _ _ _ sleep не needs.
The more exercise you take, the _ _ _ _ _ _ _ _ you will become
The more sweets he ate, the _ _ _ _ _ _ _ _ he became.
The _ _ _ _ _ _ _ _ you speak, the_ _ _ _ _ _ _ _ __it is for me to understand you.
The _ _ _ _ _ _ _ _ words you know the _ _ _ _ _ _ _ _ chances to pass exams you have.
The _ _ _ _ _ _ _ _ the city, the _ _ _ _ _ _ _ _ it is to live in it.
The ____ I get to know him, the _ _ _ _ _ _ _ _ I like him, I am sorry to say.
The _ _ _ _ _ _ _ _ the teacher, the_ _ _ _ _ _ _ _ it is to deal with him.
The more phonetics develops, the _ _ _ _ _ _ _ _ various branches of science _ _ _ _ _ _ _ _ _ involved in the field of phonetic investigation.
D. Write the Summary
Chapter 1
Preliminary Remarks
Section 1 (pp. 6 – 7)
A. The Study of the Content Plane.
Checking Comprehension Questions:
What is the main division of the system of the natural human language?
What is the “feature level” in Russian?
What are the units of the feature level called?
What category are we mainly concerned with on this level?
What are the phonemes?
Is teaching phonetics an easy task?
How do classes in phonetics traditionally start?
What is the paradigm?
What makes the basis of the so-called ‘Buchstabenphonologie”?
What does the ‘Buchstabenphonologie’ mean?
Where are the principles of ‘Buchstabenphonologie’ applied?
How does the Broad Phonetic Transcription present English phonemes?
At what stages of language learning is it particularly convenient? Why?
B. The Study of the Expression Plane.