- •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.
3. Fill in the gaps with the appropriate prepositions:
of ( * 3 ) |
to |
for (* 2) |
with |
from ( *2) |
in (*5) |
on |
by |
_ _ _ _ _ _ _ the course _ _ _ _ _ _ _ time
stand _ _ _ _ _ _ _ a phoneme
prevent _ _ _ _ _ _ _ doing something
be true_ _ _ _ _ _ _ the present day English
deprive the user _ _ _ _ _ _ _ something
different _ _ _ _ _ _ _ spelling
Be referable_ _ _ _ _ _ _ a symbol
be lost _ _ _ _ _ _ _ mankind
rely _ _ _ _ _ _ _ the orthographic form
deal _ _ _ _ _ _ _ the oral form _ _ _ _ _ _ _ the language
be represented _ _ _ _ _ _ _ a graphic symbol
identical _ _ _ _ _ _ _ pronunciation
reason _ _ _ _ _ _ _
society _ _ _ _ _ _ _ question
abound _ _ _ _ _ _ _
4. Translate from Russian and make up sentences with these expressions:
неоднократно поднимать вопрос
ввести рациональную орфографию
прекратить существование
быть потерянным для человечества
передавать все три слова
упомянутые выше
набор важных семитологических различий
лишить пользователя литературного английского чего-либо
встречать слово
принять решение
в том или ином отдельном случае
если бы не орфография
быть осложненным еще больше
изобиловать омофонами
в свете вышесказанного
попытка преодолеть трудности
трудности, которые неизбежно возникают, когда дело касается
улучшенная орфография
5. Fill in the gaps with the following sense groups and translate the sentences into Russian:
as far as something is concerned, a question is bound to arise, if it had not been for the orthography , the reason for this is not hard to find , this being the case
Here_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _: why was it necessary to invent the Broad Phonetic Transcription ?
The difficulty in _ _ _ _ _ the traditional orthography _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ consists in the following – all orthographies are inconsistent.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ , the question of reforming the English orthography has been raised times without number.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ find: the present day orthography reflects various etymological, lexical and grammatical facts which otherwise would be lost to the mankind.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ the discrimination of homophones would be complicated still further.
6. Translate from Russian into English
Что же мешает нам положиться на орфографическую форму, когда мы имеем дело с устным вариантом языка?
Несоответствие между устной и письменной формами иногда достигает значительных размеров.
Зачастую одна и та же фонема представлена несколькими графическими символами.
Неоднократно поднимался вопрос реформирования английской орфографии.
Едва обладая каким-то преимуществом, реформа традиционной орфографии лишила бы пользователя литературного английского важных семитологических различий.
C. Focus on Grammar.
Define the type of the conditional sentences:
… if one of the reforms projects were accepted, we would have one and the same spelling ‘rane’ to cover all the three words mentioned above : “reign’, ‘rain’ and ‘rein’.
Far from being an advantage it would deprive the user of the literary English from the set of important semiological distinctions.
Every time the reader came across the word in print he would always have to begin by looking very closely at the context…
Thus, if it had not been for the orthography, the discrimination of homophones would be complicated still further.
D. Write the Summary.
Chapter 1
Preliminary remarks
Section 3 (pp.10 – 12)
A. The Study of the Content Plane.
Checking Comprehension Questions:
What should be done to attempt a truly phonetic transcription of what one actually says and hears?
When does the Phonological Transcription work?
What dialectical unity should we always bear in mind?
How do words affect one another as they follow one another?
Why is the tradition of accompanying every dictionary entry with a broad phonetic transcription irrational and misleading?
What should we teach the student to avoid being misled?
What does the overall analysis of the bulk of the English vocabulary convincingly show?
B. The Study of the Expression Plane