
- •Содержание
- •Предисловие
- •Unit I. Professions. The Work Itself
- •Applied social psychology Stuart Oskamp
- •Working Conditions (Impersonal)
- •Interpretation of the Text
- •Key Notions and Words Complete the list of the vocabulary using dictionaries and reference books, transcribe the words and practice their pronunciation.
- •Learn the necessary vocabulary and complete the list.
- •Vocabulary Exercises
- •I. Give synonyms to the following words and explain the difference in their usage and meaning:
- •II. Fill in the gaps.
- •III. Translate from Russian into English.
- •IV. Translate from English into Russian.
- •V. Look at this article from “Today” and put words from below in the spaces. Not all the words are used.
- •200,000 Pounds to fly smokeless sultan
- •Getting the ax
- •VII. Jobless combinations. 'Jobless' is often used in the combinations below. Group the expressions under the three headings.
- •VIII. Match the two parts of the expressions and use them to complete the article from “Newsweek”.
- •Discussion Exercises
- •I. Read the following text and answer the questions.
- •While discussing the text use the following conversational formulas.
- •Work and wages: in whose interest?
- •II. Look through the text again and say what the secret of an ideal job is; what the sources of unemployment are.
- •III. Comment on the following proverbs. Choose one to express your viewpoint better. Account for your choice.
- •IX. Would you agree with the presented professional code of interpreters? What would you add or cross out?
- •Code of Professional Conduct and Business Practices
- •Interpreter code of ethics
- •Code of Ethics
- •Профессиональный кодекс члена союза переводчиков россии
- •X. Study the article. Agree or disagree. Are there any peculiarities of this job in your town/ city?
- •Tricks of the trade: tips for finding a translator
- •When Do You Need a Translator?
- •Finding a Translator
- •When Purchasing Translations – Ask the Following:
- •XI. From the following dialogue list the problems which interpreters can face in daily life.
- •Do you agree with the interviewee on the issues discussed?
- •Каково это – быть переводчиком?
- •XII. Think of some necessary tools of interpreters. Is pc indispensable in present day reality for adequate translation? What is your personal experience of using it for professional purposes?
- •Do you believe in future computer translation? What may be the typical errors of machine translation (give examples)?
- •Tour-guide
- •Key Notions and Words
- •XIII. Rules and Regulations.
- •Положение
- •1. Общие положения
- •2. Квалификационные требования к профессии гида-переводчика:
- •3. Квалификационные требования к профессии экскурсовода:
- •XV. Read the general description of tourist destinations paying special attention to the word combinations in bold type and their meaning.
- •1. Complete the expressions and collocations in these sentences, using words from the text above.
- •2. Look through the extracts from travel and tourist advertisements and complete the exercises following them
- •3. In your own words, say what they mean. Use a dictionary if necessary.
- •4. Use words from the extracts to fill the gaps, based on the words given in brackets.
- •5. Answer these questions
- •XVI. Professional Humour.
- •XVII. Look through the given ads.
- •1) Make up your own.
- •2) Write an application, advertising your services as a tour-guide.
- •XVIII. Write a letter advertising your services as an interpreter or a translator.
- •XIX. Write an essay, describing a day in the life of: a) an ordinary tour-guide; b) the chief of the tour/traveling agency (about 350 words). Use the following notes:
- •Project work Carry out your project work and make its presentation “Famous cities”.
- •Unit II. Professions Teachers and teaching
- •Laughter William Saroyan
- •Interpretation of the text
- •Key notions and words
- •Vocabulary exercises
- •VII. Translate from Russian into English.
- •VIII. Give three lexical exercises of your own based on three levels: word, word combination, sentence.
- •IX. Use appropriate grammar and vocabulary to make your speech more initiative, convincing, argumentative, emotional, imaginative:
- •X. Study the text and find Russian equivalents for the words in bold type. Translate the text from English into Russian. Teachers of english
- •XI. Translate from Russian into English paying special attention to the words in bold type. Не заставляйте их ходить в школу Может быть, тогда они перестанут создавать нам проблемы
- •Discussion exercises
- •The qualities of a teacher
- •V. Do profound reading of the text and express your opinion on the following:
- •What is education for?
- •What is it for you personally? an education for life?
- •The reality of teaching in a comprehensive school in 1986
- •VII. What might be the response of h.C. Dent to the authors of all above mentioned texts?
- •IX. Think over the technique of the text presentation:
- •X. Comment upon the following essays. Render their contents in your own words. Say whether your personal impressions coincide with the author's. A School Playground
- •In Praise of Teachers
- •Rules and regulations
- •XIII. Match the two halves correctly to make reasonable instructive rules and regulations:
- •XIV. Put the words in the correct order to make quotations of famous people:
- •XV. Choose several pairs of controversial quotations. Account for your choice finding evidence to support your answer.
- •XVII. What text, quotation, rule, proverb … corresponds to h.C. Dent’s points of view most of all? Prove it. How do they correspond to your personal opinion?
- •XVIII. Topical points for creative writing projects (essay, composition, article, verses, etc.):
- •Unit III. Language and Culture
- •How to be an alien g. Mikes (1912-1987) a warning to beginners
- •Here are some more texts by g. Mikes. How do they add each other? Prepare their analyses. Soul and understatement
- •The weather
- •Examples For Conversation For Good Weather
- •For Bad Weather
- •Key notions and words
- •Vocabulary Exercises
- •I. Translate the following sentences with active vocabulary from English into Russian. Make up your own sentences.
- •II. Match the words under column a with their synonyms under column b.
- •Ш. Translate the following sentences with particular care for the marked models: If smb does (did, had done) smth – smb will do (would do, would have done) smth; Should smb do smth – smb will do smth.
- •Discussion Exercises
- •IV. Read the following texts and say whether you agree or disagree with the author’s understanding of cross-cultural communication and the problems of it. Cross-cultural communication
- •Cultural kernels
- •The clash of cultures … and how to avoid it
- •Linguistic categories and culture
- •VI. Read and study the following article and then say how it proves the words given above. Point out the main features of a scientific text. Translate the article from English into Russian.
- •IX. Read the story and answer the questions following it. Discuss it with your group mates. Diary of a pilgrimage
- •XI. Read the following Russian article about mistakes made by translators, analyze them and translate the article form Russian into English. Ошибки переводчиков поднимают мертвых из могил
- •How to speak southern
- •How americans (mis) communicate
- •Understatement is a Women’s Weapon
- •Understatement Is the Right of the Strong
- •The Danger of the Understatement
- •A Creaky Wheel and a Protruding Nail
- •Do americans need to know russian
- •Целлюлит на всю голову
- •Чебурашки по бартеру
- •Язык все растворит!
- •1. Совсем не обязательно быть красноречивым.
- •2. Важно отношение.
- •3. Помни о соблюдении очередности.
- •4. Расширяйте свой кругозор.
- •5. Нужна легкость.
- •6. Будьте естественны.
- •Project work Choose among given topics for discussion the one you are interested in most of all. Carry out your project and make its presentation (pair, group or individual work).
- •U nit IV. Threats. Terrorism
- •The quiet american Graham Greene (1904-1991) Part III, Chapter 2
- •Interpretation of the text
- •Key Notions and Words Complete the list of the vocabulary using dictionaries and reference books, transcribe the words and practice their pronunciation.
- •Vocabulary Exercises
- •VI. Complete the text using the words below.
- •VII. Translate from English into Russian with particular attention to the marked words.
- •VIII. Translate from Russian into English with particular care for the marked words and meaning of modal verbs.
- •VIII. Study the text carefully, complete the tasks that follow it and retell. What are the causes and origins of terrorism?
- •A) Match the two halves:
- •B) Discuss the following questions:
- •IX. Read the text, discuss the style of writing it belongs to and consider its features. Fulfill the exercises after it. Essay on terrorism
- •A) Find the words in the text that mean:
- •B) Discuss the following points:
- •A) Find a proper Russian equivalent:
- •B) Fill in the gaps with a suitable word:
- •A) Make up derivatives from the words below.
- •B) Translate the sentences and explain how the meanings of the italicized words vary in different contexts .
- •Discussion exercises terrorism as a key notion
- •I. Carefully study the scheme and explain it.
- •Warfare
- •Anarchists
- •II. Read the text and complete the tasks that follow it. Terrorism: q & a
- •Is terrorism just brutal, unthinking violence?
- •Is there a definition of terrorism?
- •Where does the word “terrorism” come from?
- •Is terrorism a new phenomenon?
- •IV. Give a title to the text and respond to the following: what do you associate the term “terrorism” with and how are the acts of terrorism different from other acts of violence?
- •I. Study a brief chronology of the significant terrorist incidents /1970 - 2000/ and answer the questions after it.
- •Answer the questions:
- •Terrorism in the usa
- •I. Sequence the news story in a logical way and retell the key events in five sentences. Write your own headline. News story activity
- •Towering determination
- •In times of terror, teens talk the talk
- •Terrorism in russia
- •I. Define the genre of the text. What are the peculiarities of this genre? As a representative of Mass Media would you exaggerate the situation? What linguistic means would help you do it?
- •Трагедия беслана
- •В школах евросоюза почтят память жертв беслана
- •Reactions expressed in verse
- •Unit V. Threats. World disasters
- •Look at the progress we`ve already made Diane Goyle
- •Interpretation of the Text
- •Key Notions and Words Complete the list of the vocabulary using dictionaries and reference books, transcribe the words and practice their pronunciation.
- •Vocabulary Exercises
- •VI. Write the vocabulary word on the line below the situation it best fits. Use each word once: anticipate / avid / cooperate / endanger / depletion / awareness.
- •VII. Match words with their definitions.
- •VIII. Translate from English into Russian with particular attention to the marked words.
- •IX. Translate from Russian into English with particular care for the marked words and the use of the passive voice.
- •Discussion exercises ecocatastrophe
- •I. Read the article and complete the tasks that follow it.
- •Answer the questions:
- •В россии обостряется паводковая ситуация
- •Угроза природной катастрофы в ульяновске
- •Technocatastrophe
- •I. Read the text and translate it into English attaching a special significance to the details. Крупная автокатастрофа в колумбии
- •Unit VI. Art the moon and sixpence William Somerset Maugham
- •Interpretation of the Text
- •Key Notions and Words Complete the list of the vocabulary using dictionaries and reference books, transcribe the words and practice their pronunciation.
- •Vocabulary Exercises
- •I. Translate the following sentences with active vocabulary from English into Russian. Make up your own sentences.
- •“Picnic”
- •Commentary
- •V. Put the sentences in correct order to make the description of a famous picture by Paul Cezanne (1883-1885) still life with soup tureen
- •Discussion Exercises
- •Вечная тайна джоконды
- •Questions:
- •The Science of Colour
- •The Impressionist Palette
- •The Impressionist Technique
- •Questions:
- •Questions:
- •XIII. Read the text and translate it into English. What is your personal understanding of this famous picture? квадрат
- •XIV. Here are some more Russian texts about painters and paintings. Translate them into English and share your opinion.
- •XV. What problems are raised in the article? What is your personal attitude towards them? the question of good vs. Bad art
- •XVI. What is truth in painting? Do you agree that there are still more Cezannes to come? truth in painting
- •Blowin’ in the wind
- •The sounds of silence
- •Библиографический список
U nit IV. Threats. Terrorism
This could be such a beautiful world if we could all care just a little more. Rosalind Welcher
The quiet american Graham Greene (1904-1991) Part III, Chapter 2
Graham Greene gained recognition as a big writer with the appearance of his “The Quiet American”.
Greene first came to the notice of the literary world with his novels of 1930s, such as “Brighton” (1938). With such books he introduced his characteristic genre, the thriller with theological and moral significance. At this period his attention was focused on English life and English types, as in “England Made Me” (1935), one of his best novels.
“The Quiet American” (1956), for example, was written before what Americans think of as “the Vietnam war”. He has a huge international readership, and has been taken seriously as a moralist and theologian, as well as a romancer and a sort of superreporter. That he has not been awarded the Nobel Prize for Literature can only be due to political reasons.
Graham Greene is one of the most outstanding novelists of modern English literature. He is talented and sincere, but at the same time his world outlook is characterized by sharp contradictions.
Greene’s novels deal with real-life burning problems. His observations are concentrated on the actual details of poverty and misery. Social conditions are shown only as a background to his novels. Neither does he try to comprehend the causes of spiritual crises experienced by his contemporaries.
When I came out it was nearly half past eleven and went down as far as the Pavillon for a glass of iced beer. The Pavillon was a coffee center for European and American women and I was confident that I would not see Phuong there. Indeed I knew exactly where she would be at this time of day – she was not a girl to break her habits, and so, coming from the planter’s apartment, I had crossed the road to avoid the milk-bar where at this time of day she had her chocolate malt. Two young American girls sat at the next table, neat and clean in the heat, scooping up ice-cream. They each had a bag slung on the left shoulder and the bags were identical, with brass eagle badges. Their legs were identical too, long and slender, and their noses, just a shade tilted, and they were eating their ice-cream with concentration as though they were making an experiment in the college laboratory. I wondered whether they were Pyle’s colleagues: they were charming, and I wanted to send them home, too. They finished their ices and looked at their watch. “We’d better be going,” she said “to be on the safe side.” I wondered idly what appointment they had.
“Warren said we mustn’t stay later than eleven-twenty-five.”
“It’s past that now.”
“It would be exciting to stay. I don’t know what it’s all about, do you?”
“Not exactly, but Warren said better not.”
“Do you think it’s a demonstration?”
“I’ve seen so many demonstrations,” the other said wearily, like a tourist glutted with churches. She rose and laid on their table the money for the ices. Before going she looked around the café, and the mirrors caught her profile at every freckled angle. There was only myself left and a dowdy middle-aged Frenchwoman who was carefully and uselessly making up her face. Those two hardly needed make-up, the quick dash of a lipstick, a comb through the hair. For a moment her glance had rested on me – it was not like a woman’s glance, but a man’s very straightforward, speculating on some course of action. Then she turned quickly to her companion. “We’d better be off.” I watched them idly as they went out side by side into the sun-splintered street. It was impossible to conceive either of them a prey to untidy passion: they did not belong to rumpled sheets and the sweat of sex. Did they take deodorants to bed with them? I found myself for a moment envying them, their sterilized world, so different from this world that I inhabited – which suddenly inexplicably broke in pieces. Two of the mirrors on the wall flew at me and collapsed half –way. The dowdy Frenchwoman was on her knees in a wreckage of chairs and tables. Her compact lay open and unhurt in my lap and oddly enough I sat exactly where I had sat before, although my table had joined the wreckage around the Frenchwoman. A curious garden-sound filled the café: the regular drip of a fountain, and looking at the bar I saw rows of smashed bottles which let out their contents in a multi-coloured stream – the red of porto, the orange of cointreau, the green of chartreuse, the cloudy yellow of pastis, across the floor of the café. The Frenchwoman sat up and calmly looked around for her compact. I gave it to her and she thanked me formally, sitting on the floor. I realized that I didn’t hear her very well. The explosion had been so close that my ear-drums had still to recover from the pressure.
I thought rather petulantly, ‘Another joke with plastics: what does Mr. Heng expect me to write now?’ but when I got into the Place Garnier, I realized by the heavy clouds of smoke that this was no joke. The smoke came from the cars burning in the car-park in front of the national theatre, bits of cars were scattered over the square, and a man without his legs lay twitching at the edge of the ornamental gardens. People were crowding in from the rue Catinat, from the Boulevard Bonnard. The sirens of police-cars, the bells of the ambulances and fire-engines came at one remove to my shocked ear-drums. For one moment I had forgotten that Phuong must have been in the milk-bar on the other side of the square. The smoke lay between. I couldn’t see through.
I stepped out into the square and a policeman stopped me. They had formed a cordon round the edge to prevent the crowd increasing, and already the stretchers were beginning to emerge. I implored the policeman in front of me “Let me across. I have a friend…”
“Stand back,” he said. “Everyone here has friends.”
He stood on one side to let a priest through, and I tried to follow the priest, but he pulled me back. I said, “I am the Press,” and searched in vain for the wallet in which I had my card, but I couldn’t find it: had I come out that day without it? I said, “At least tell me what happened to the milk-bar”: the smoke was clearing and I tried to see, but the crowd between was too great. He said something I didn’t catch.
“What did you say?”
He repeated, “I don’t know. Stand back. You are blocking the stretchers.”
Could I have dropped my wallet in the Pavillon? I turned to go back and there was Pyle. He exclaimed, “Thomas.”
“Pyle,” I said, “for Christ’s sake, where is your Legation pass? We’ve got to get across. Phuong’s in the milk-bar.”
“No, no,” he said.
“Pyle, she is. She always goes there. At eleven thirty. We’ve got to find her.”
“She isn’t there, Thomas.”
“How do you know? Where’s your card?”
“I warned her not to go.”
I turned back to the policeman, meaning to throw him to one side and make a run for it across the square: he might shoot: I didn’t care – and then the word ‘warn’ reached my consciousness. I took Pyle by the arm. ‘Warn?’ I said. “What do you mean ‘warn’?”
“I told her to keep away this morning.”
The pieces fell together in my mind. “And Warren?” I said, “Who’s Warren? He warned those girls too.”
“I don’t understand.”
“There mustn’t be any American casualties, must there?” An ambulance forced its way up the rue Catinat into the square, and the policeman who had stopped me moved to one side to let it through. The policeman beside him was engaged in an argument. I pushed Pyle forward and ahead of me into the square before we could be stopped.
We were among a congregation of mourners. The police could prevent others entering the square; they were powerless to clear the square of the survivors and the first-comers. The doctors were too busy to attend to the dead, and so the dead were left to their owners, for one can own the dead as one owns a chair. A woman sat on the ground with what was left of her baby in her lap; with a kind of modesty she had covered it with her straw peasant hat. She was still and silent, and what struck me most in the square was the silence. It was like a church I had once visited during Mass – the only sounds came from those who served, except where here and there the Europeans wept and implored and fell silent again as though shamed by the modesty, patience and propriety of the East. The legless torso at the edge of the garden still twitched, like a chicken which has lost its head. From the man’s shirt, he had probably been a trishaw-driver.
Pyle said, “It’s awful.” He looked at the wet on his shoes and said in a sick voice, “What’s that?”
“Blood,” I said. Haven’t you ever seen it before?
He said, “I must get them cleaned before I see the Minister.” I don’t think he knew what he was saying. He was seeing a real war for the first time: he had punted down into Phat Diem in a kind of schoolboy dream, and anyway in his eyes soldiers didn’t count.
“You see what a drum of Diolacton can do”, I said, “in the wrong hands.” I forced him, with my hand on his shoulder, to look around.
I said, “This is the hour when the place is always full of women and children – it’s the shopping hour. Why choose that of all hours?”
He said weakly, “There was to have been a parade.”
“And you hoped to catch a few colonels. But the parade was cancelled yesterday, Pyle.”
“I didn’t know.”
“Didn’t know!” I pushed him into a patch of blood where a stretcher had lain. “You ought to be better informed.”
“I was out of town,” he said, looking down at his shoes. “They should have called it off.”
“And missed the fun?” I asked him. “Do you expect General Thé to lose his demonstration? This is better than a parade. Women and children are news, and solders aren’t, in a war. This will hit the world’s Press. You’ve put General Thé on the map all right, Pyle. You’ve got the Third Force and National Democracy all over your right shoe. Go home to Phuong and tell her about your heroic deed – there are a few dozen less of her country people to worry about.”
A small fat priest scampered by, carrying something on a dish under a napkin. Pyle had been silent a long while, and I had nothing more to say. Indeed I had said too much. He looked white and beaten and ready to faint, and I thought , “What’s the good? he’ll always be innocent, you can’t blame the innocent, they are always guiltless. All you can do is control them or eliminate them. Innocence is a kind of insanity.”
He said, “Thé wouldn’t have done this. I’m sure he wouldn’t. Somebody deceived him. The Communists…”
He was impregnably armoured by his good intentions and his ignorance. I left him standing in the square and went on up the rue Catinat to where the hideous pink Cathedral blocked the way. Already people were flocking in: it must have been a comfort to them to be able to pray for the dead and to the dead.
Unlike them, I had reason for thankfulness, for wasn’t Phuong alive? Hadn’t Phuong been ‘warned’? But what I remembered was the torso in the square, the baby on its mother’s lap. They hadn’t been warned: they had not been sufficiently important. And if the parade had taken place would they not have been there just the same, out of curiosity, to see the soldiers, and hear the speakers, and throw the flowers? A two-hundred-pound bomb does not discriminate. How many dead colonels justify a child’s or a trishaw-driver’s death when you are building a national democratic front? I stopped a motor-trishaw and told the driver to take me to the Quai Mytho.