
- •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
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
With Cezanne this is never the case. On this point Cezanne is more austere than Chardin, who always painted the more ordinary objects, but ones not lacking in a certain refinement of shape. Everything is sacrificed to volume an shape. The decorated and almost luxuriant soup tureen, which appears in this still life, is an exception.
…Apart from oranges, and above all the apples which he has made famous the accessories used by Cezanne is all have this in common: they were never object of luxury. The background in his pictures is always furnished; never, or hardly ever, is it neutral in shade. Among them on the left is a landscape; it is a road seen in perspective, giving a depth to the background of Cezanne’s picture.
The round jam pots, the plain plates, the pots and jugs of grit stone, ordinary bottles - those are his favorite materials.
Behind these still lifes there is always a second still life: curtains, wallpaper or furniture, serving as decoration to the objects.
(From “Impressionist Paintings in the Louver” by Germain Bazin)
Discussion Exercises
VI. Much has been said and written about “Mona Lisa” and its being “very enigmatic”. Compare your knowledge on the picture with those pieces of information you get from the articles. Do they contain anything new?
PORTRAIT OF A LADY: IDENTITY UNCERTAIN
Ben Rogers on the forces that propelled Leonardo’s picture to the top
To say that the “Portrait of Mona Lisa” is the world’s most famous painting understates it; it is in a league of its own. Asked in a recent survey for their judgment on the best painting in the world, a staggering 85 percent of Italians named “La Gioconda”, so called because, according to Vasari, she was Francesco del Giocondo’s wife. The runner-up, Van Gogh’s “Sunflowers”, the Mona Lisa of the vegetable world, gained only a feeble 3.6 per cent. Léger, Duchamp, Dubuffet, Rauschenberg, Magritte, Jasper Johns, Warhol and Peter Blake are a few of the better-known artists to have incorporated the painting into their work. Reproductions have been found in the walls of African hunts and Nepalese lodges. It has been used to advertise corsets, condoms, boiled sweets, false teeth, toothpaste and everything else besides. Indeed, or so Donald Sassoon persuasively estimates, a new advert using the painting appears every week.
Donald Sassoon, a history professor at Queen Mary College, London, has tried to make sense of why Leonardo’s modest painting of the woman with an oddly elusive gaze should come to occupy this Olympian position. His first step is to deny that its intrinsic aesthetic qualities alone could explain its rise to fame. As Sassoon acknowledges, the Mona Lisa is undoubtedly a masterpiece – one which makes innovative and powerful use of oil, of the contrapposto posture and the sfumato technique. In its own time, both Raphael and Vasari praised it (although Vasari never actually saw it), And many lesser artists imitated it, so that by the time of Leonardo’s death the term “jaconde” had come to denote any painting of a woman posing with her body facing sideward, her head forward, her hands visible and relaxed.
Yet for three centuries the Mona Lisa was viewed as just another Renaissance masterpiece. As late as 1849, the Louvre itself valued it at FFr90,000, well below Leonardo’s own “Virgin of the Rocks”, and paintings by Titian and Raphael.
Nor, Sassoon suggests, is this ranking obviously inappropriate. Despite the rivers of ink devoted to her beauty, Mona Lisa is not, by conventional standards, exceptionally beautiful. She has no eyebrows, her cheeks are too full, her hair thin, her eyes dull and puffy, her nose long and upper lip narrow. At best she is, as George Sand put it, a laide seduisante- seductively plain. Nor is the famously enigmatic smile so extraordinarily enigmatic. Other renaissance paintings sport similar grins, yet no great mystery is attached to them.
In the absence of any overwhelming intrinsic quality, Sassoon looks outside the painting, and identifies an array of external factors that help account for its preeminence. Some might be classed as “chance” or “enabling” causes. Thus it helped that no one knows for sure when the Mona Lisa was painted or whom it depicts; that its theme was secular rather than religious; that it should, since the French Revolution, have been in public view in the world’s greatest art museum. (Museums as Andre Malraux said, don t just exhibit masterpieces, but create them.) The fact that Leonardo ended his life in France, at Francois I’s court, has allowed the French authorities to promote the paintings as a French creation – as late 1971, it could still be claimed that Leonardo’s “message is part and parcel of the normal intellectual and artistic heritage of the French ‘the fact that it was stolen in 1911 and recovered two years later worked to raise its profile and give it an air of indestructibility.
There were also deeper and more interesting cultural forces at work. Sassoon suggests that Leonardo came, during the course of the 19th century, to be elevated above even Michelangelo and Raphael as the greatest genius of the Renaissance. No matter that Leonardo left no enduring scientific legacy, that his inventions were impractical and unrealized; the belief that he was both a scientific and artistic genius, the Romantic ideal of a truly universal man, inevitably raised the reputation of his art, including the Mona Lisa. At the same time, the 19th century also saw the construction of a new female type, the femme fatale- the beautiful but cruel woman-and this in turn encouraged a new interest in the Mona Lisa, who came to stand as its leading visual embodiment. The greatest French writer and art critic, Theophile Gautier, who loved to depict his selfless, heroic susceptibility to heartless enchantresses, returned again and again to sing the praises of ‘this adorable Joconde’’ and her ‘mocking’mouth.
Finally, the development of mass tourism and modern marketing in the 20th century worked to spread her 19th-century reputation among the masses. When the young Queen Elizabeth visited the Louvre in the 1950s, and stopping before the Mona Lisa, commented ‘very enigmatic’, she was unwittingly echoing the views of Stendhal, Gautier, Walter Pater, and other 19th-century art critics.
At 350 pages, this history is long and its argument is at times dispiriting. Sassoon shows no great feeling for Renaissance art, or much insight into the intentions of later artists, such as Duchamp, in making use of Leonardo’s work . But then Sassoon is less interested in ‘the intrinsic ‘’qualities’’ of art works than in the forces surrounding their evaluation. And he proves to have a good eye for the follies of the art world and ironies of the culture industries.