
- •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
Вечная тайна джоконды
Вот уже около 500 лет экспертам-искусствоведам не дает покоя вопрос: что скрывается за загадочной улыбкой «Джоконды»? И кто она была на самом деле в жизни?
Сегодня со всей очевидностью доказано что изображенная на шедевре Леонардо да Винчи молодая женщина не являлась женой Франческо дель Джокондо, как это считалось раньше. Опровергнуты версии, согласно которым оригиналами для Моны Лизы послужили либо известная в те времена куртизанка Изабель д’Эсте, либо наряженный в женские одежды молодой человек – тезка художника.
Кто только не пытался раскрыть тайну улыбки «Джоконды». Даже медики. Одни из них настаивали на том, что улыбка молодой женщины – прямой результат … врожденного паралича лица. Другие находили признаки астматического заболевания, которое, дескать, и привело к появлению столь необычной улыбки.
Оригинальную версию разгадки шедевра Леонардо да Винчи предложила на проходящей в Париже Международной ярмарке современного искусства канадская художница Сюзанна Жиро. В течение нескольких лет она самым тщательным образом изучала все, что было когда-либо написано о Леонардо. Затем Сюзанна отпечатала многие сотни снимков, на которых крупным планом были выделены разные детали картины: глаза, руки, нос, губы. Параллельно Сюзанна исследовала записи Леонардо да Винчи, а мэтр систематически заносил в дневники не только свои мысли по поводу анатомии, механики, в которых был непререкаемым авторитетом тех лет, но и свои разработки и идеи в области баллистики, военного дела, музыки. Интересная деталь: будучи левшой, Леонардо писал справа налево развернутыми влево буквами. Так что для прочтения текста необходимо пользоваться зеркалом.
Вообще художник любил игру зеркал и считал, что по-настоящему картину можно оценить лишь в зеркальном отражении. Канадская художница решила, последовав методу Леонардо, проделать то же самое с заключенными в рамы увеличенными деталями лица Моны Лизы. Совершенно случайно, ставя перед зеркалом изображение губ «Джоконды», Сюзанна наклонила раму на 90 градусов и … вместо джокондовской улыбки перед ней появилось четкое изображение юношеской спины, крестца, части плеча и локтя. Не поверив своим глазам, Сюзанна сразу же продемонстрировала, не давая предварительных объяснений, эту «картину» своим друзьям. Реакция была такой же. Предположив, что подобное возможно и с другими картинами Леонардо, молодая канадка проделала с их копиями такой же эксперимент. Однако ни с ними, ни с полотнами других «великих» желаемого эффекта не получилось. Из этого Сюзанна сделала вывод, что Леонардо специально «вмонтировал» двусмысленную загадку в свою картину.
Вы спросите: почему мужская спина? Здесь можно лишь строить догадки. И тем не менее известно, что художник оставил довольно много эскизов с изображением мужских торсов, особенно видов со спины. Это во-первых. Ну а во-вторых, не секрет, что да Винчи был в жизни абсолютно равнодушен к женским чарам и предпочитал им мужское общество.
Художник провел, как это сейчас установлено, более десяти тысяч часов над «Джокондой». Это была ювелирная работа: используя увеличительное стекло, Леонардо наносил краски точечными мазками, не превышающими одну двадцатую часть миллиметра! С картиной он не расставался вплоть до смерти 2 мая 1519 года. Только после этого она отошла французскому королю Франциску 1, который покровительствовал великому художнику и мыслителю последние годы его жизни.
Итак, можно ли назвать находку Сюзаны Жиро разгадкой Моны Лизы? Думаю, что вряд ли. Штрихом к легенде, опутывающей нетленный шедевр? Пожалуй, да, но не больше. Судя по всему, Джоконде предстоит завораживать своей улыбкой не одно поколение, побуждая людей биться над разгадкой ее тайны.
(Вячеслав Прокофьев Соб. корр. «Труда», Париж. 6 ноября 1993 года)
VII. Here are two extracts from the novels by I. Murdoch. Study and compare them from the point of view of the author’s attitude to art and painting in particular. What is the most important for her, what genres of painting does I. Murdoch prefer? Answer the questions after the texts and try to retell them. Write an essay on the author’s interest towards art.
The taxi stopped, at Rains request, just off Bond Street, and they got out. Mor looked round vaguely. Then he saw a poster beside a door near by. It read: FARTHER AND DAUGHTER. An Exhibition of Works by SIDNEY and RAIN CARTER.
Rain watched him, delighted at his surprise, and began to lead him in. Mor felt considerable emotion. Except for the portrait of Demoyte, he had seen no paintings by Rain, or her farther, in original or reproduction. He felt both excited and nervous. He began to think at once that he might hate the exhibition. They climbed the stairs.
They began to walk round. Mor was not used to looking at pictures, and these ones startled him. They were very various. Some were meticulous and decorative, like the portrait of Demoyte, others very much more impressionistic, with the paint plastered heavily upon the canvas. After making one or two wrong guesses, Mor gave up pretending to know which were Rain’s and which were her father’s. There seemed to be no way of deciding on grounds of style.
Rain said, I’m only just beginning to develop my own style. My father was such a powerful painter, and such a strong personality, I was practically made in his image. It will be a long time before I know what I have in myself.’
There was a portrait of a young girl with long black plaits, leaning over the keyboard of a piano.
‘Who is that?’ said Mor, although he already knew.
‘Me,’ said Rain.
‘Did your father paint it?’
‘No, I did.’
They moved on quickly to the next picture. Rain’s father stood in a doorway, leaning against the jamb of the door. Beyond him through the door could be seen a dazzling expanse of sea.
‘I painted that too,’ said Rain. “That’s a more recent one, not quite so awful. That’s through the door of our house.’
They moved from picture to picture. Almost all were either pictures of the house, or of the landscape near it, or self-portraits, or portraits of each other, by the father and daughter. There were two or three pictures of Paris, and about five portraits of other people. Mor looked with bewilderment and a kind of deeply pleasurable distress upon this vivid southern world, and he could smell the southern air. And here at last in the room that he had come to recognize as the drawing-room sat a blackhaired girl in a flowered summer dress. The picture had something of the fresh primness of a Victorian photo. This was a Rain whom Mor recognized, the Rain of today.
(From “The Sandcastle” by Iris Murdoch)
Dora had been in the National Gallery a thousand times and the pictures were almost as familiar to her as her own face. Passing between them now, as through a well-loved grove, she felt a calm descending on her. She wandered a little, watching with compassion the poor visitors armed with guide books who were peering anxiously at the masterpieces. Dora did not need to peer. She could look, as one can at last when one knows a great thing very well, confronting it with a dignity which it has itself conferred. She felt that the pictures belonged to her, and reflected ruefully that they were about the only thing that did. Vaguely, consoled by the presence of something welcoming and responding in the place, her footsteps took her to various shrines at which she had worshipped so often before: the great light spaces of Italian pictures, more vast and southern than any real South, the angels of Botticelli, radiant as birds, delighted as goods, and curling like tendrils of a vine, the glorious carnal presence of Susanna Fourment, the tragic presence of Margarethe Trip, the solemn world of Piero della Francesca with its early-morning colours, the enclosed and gilded world of Crivelli. Dora stopped at last in front of Gainsborough’s picture of his two daughters. These children step through a wood hand in hand, their garments shimmering, their eyes serious and dark, their two pale heads, round full buds, like yet unlike.
Dora was always moved by the pictures. Today she was moved, but in a new way. She marveled, with a kind of gratitude, that they were all still here, and her heart was filled with love for the pictures, their authority, their marvelous generosity, their splendour …
The pictures were something real outside herself, which spoke to her kindly and yet in sovereign tones, something superior and good whose presence destroyed the dreary trance-like solipsism of her earlier mood. When the world had seemed to be subjective it had seemed to be without interest or value. But now there was something else in it after all.
These thoughts, not clearly articulated flitted through Dora’s mind. She had never thought about the pictures in this way before; nor did she draw now any very explicit moral. Yet she felt that she had had a revelation. She looked at the radiant, somber, tender, powerful canvas of Gainsborough and felt a sudden desire to go down on her knees before it, embracing it, shedding tears.
(From “The Bell” by Iris Murdoch)