
- •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
Questions:
What do you know about the National Gallery in London? Where is it situated? What schools of painting are represented there? Can you name any famous pictures? What other world famous picture galleries do you know?
What did Dora think about the Italian pictures? How are Botticelli’s angels described?
How do you understand the phrase “glorious carnal presence of Susanna Fourment”?
In what new way was Dora moved by the pictures? What sudden desire did Dora feel looking at the radiant, somber, tender, powerful canvas of Gainsborough?
What are guide books for? Do you need a guide book in a picture gallery? Do you enjoy visiting exhibitions and galleries? What pictures appeal to you most? Have you ever been moved by a painting in a special way?
VIII. Soames Forsyte (one of the main characters of the “The Forsyte Saga” by J. Galsworthy) is one of the best representatives of those who are collectors and connoisseurs of art. What traits of character should such people possess? How experienced should they be? What is the main for them in such an activity (their hobby, interest or money, profit, etc.)? What is the author’s view point on it?
Analyze the extract from the novel by J. Galsworthy “The Forsyte Saga”- “To Let”.
GOYA
LUNCH was over and Soames mounted to the picture-gallery in his house near Mapledurham. He had what Annette called “a grief”. Fleur was not yet home. She had been expected on Wednesday; had wired that it would be Friday; and again on Friday that it would be Sunday afternoon; and here were her aunt, and her cousins the Cardigans, and this fellow Profond, and everything flat as a pancake for the want of her. He stood before his Gauguin – sorest point of his collection. He had bought the ugly great thing with two early Matisses before the War, because there was such a fuss about those Post-Impressionist chaps.
Soames passed into the corner where side by side, hung his real Goya and the copy of the fresco “La Vendimia”. His acquisition of the real Goya rather beautifully illustrated the cobweb of vested interests and passions which mesh the bright-winged fly of human life. The real Goya’s noble owner’s ancestor had come into possession of it during some Spanish war – it was in a word, loot. The noble owner had remained in ignorance of its value until in the nineties an enterprising critic discovered that a Spanish painter named Goya was a genius. It was only a fair Goya, but almost unique in England, and the noble owner became a marked man. Having many possessions and that aristocratic culture which, independent of mere sensuous enjoyment, is founded on the sounder principle that one must know everything and be fearfully interested in life, he had fully intended to keep an article which contributed to his reputation while he was alive, and to leave it to the nation after he was dead. Fortunately for Soames, the House of Lords was violently attacked in 1909, and the noble owner became alarmed and angry. “If” he said to himself, “they think they can have it both ways they are very much mistaken. So long as they leave me in quiet enjoyment the nation can have some of my pictures at my death. But if the nation is going to bait me, and rob me like this, I’m damned if I won’t sell the – lot. They can’t have my private property and my public spirit – both.” He brooded in this fashion for several months till one morning, after reading the speech of a certain statesman, he telegraphed to his agent to come down and bring Bodkin. On going over the collection Bodkin, than whose opinion on market values none was more sought, pronounced that with a free hand to sell to America, Germany, and other places where there was an interest in art, a lot more money could be made than by selling in England. The noble owner’s public spirit – he said – was well known but the pictures were unique. The noble owner put this opinion in his pipe and smoked it for a year. At the end of that time he read another speech by the same statesman, and telegraphed to his agents: “Give Bodkin a free hand.” It was at this juncture that Bodkin conceived the idea which saved the Goya and two other unique pictures for the native country of the noble owner. With one hand Bodkin proffered the pictures to the foreign market, with the other he formed a list of private British collectors. Having obtained what he considered the highest possible bids from across the seas, he submitted pictures and bids to the private British collectors, and invited them, of their public spirit, to outbid. In three instances (including the Goya) out of twenty-one he was successful. And why? One of the private collectors made buttons – he had made so many that he desired that his wife should be called Lady “Buttons.” He therefore bought a unique picture at great cost, and gave it to the nation. It was “part”, his friends said, “ of his general game.” The second of the private collectors was an Americophobe, and bought a unique picture “to spite the damned Yanks.” The third of the private collectors was Soames, who – more sober than either of the others – bought after a visit to Madrid, because he was certain that Goya was still on the up- grade. Goya was not booming at the moment, but he would come again; and, looking at that portrait, Hogarthian, Manetesque in its directness, but with its own queer sharp beauty of paint, he was perfectly satisfied still that he had made no error, heavy though the price had been –heaviest he had ever paid. And next to it was hanging the copy of “La Vendimia.” There she was – the little wretch – looking back at him in her dreamy mood, the mood he loved best because he felt so much safer when she looked like that.
He was still gazing when the scent of a cigar impinged on his nostrils, and a voice said:
“Well, Mr. Forsyde, what you goin’ to do with this small lot?”
That Belgian chap, whose mother – as if Flemish blood were not enough – had been Armenian! Subduing a natural irritation, he said:
“Are you a judge of pictures?”
“Well, I’ve got a few myself.”
“Any Post-Impressionists?”
“Ye-es, I rather like them.”
“What do you think of this ?” said Soames, pointing to the Gauguin.
Monsieur Profond protruded his lower lip and short pointed beard.
“Rather fine, I think,” he said; “do you want to sell it?”
Soames checked his instinctive “Not particularly” – he would not chaffer with this alien.
“Yes,” he said.
(From “The Forsyte Saga” – “To Let” by J. Galsworthy)
IX. It is well known that Impressionism turned out to be a new page in the history of art, connected with the names of brilliant artists. Read the following article devoted to the Impressionist technique, Impressionist colour and palette and answer the questions after it. What is your personal attitude towards Impressionism and Impressionists? Do you have any favourite Impressionist artist and any Impressionist work?
WHAT IS IMPRESSIONISM?
If we look at the bottles in “A Bar at the Follies-Bergere” by Manet, we shall notice that the treatment of detail here is totally different from the treatment of detail by the painters of the Academy who looked at each leaf, flower and branch separately and set them down separately on canvas like a sum in addition. But all the bottles in Manet’s picture are seen simultaneously in relation to each other: it is a synthesis, not an addition. Impressionism then, in the first place , is the result of simultaneous vision that sees a scene as a whole, as opposed to consecutive vision that sees nature piece by piece. Let us suppose, for a moment, that we are staying at a house on the banks of the Seine opposite the church at Vernon. Let us suppose that, having arrived there in darkness the previous evening, we jump out of bed in the morning, open the window, and put out head to see the view. Monet’s picture “The Church at Vernon” shows us what we should see at the first glance; “the glance, that is to say, when we see the scene as a whole, before any detail in it has riveted our attention and caused us unconsciously to alter the focus of our eye in order to see that detail more sharply. Another way of putting the matter is to say that in an impressionist picture there is only one focus throughout, while in an academic picture there is a different focus for every detail. These two methods of painting represent different ways of looking at the world, and neither way is wrong, only whereas the academician looks particularly at a series of objects, the impressionist looks generally at the whole.