- •6) Список основной и дополнительной литературы
- •6.1 Основная литература
- •Контроль знаний
- •Требования учебной дисциплины
- •Glossary on the discipline
- •7 Семестр
- •Topical vocabulary
- •Phrases and Word Combinations
- •Systems of formal education
- •Secondary education
- •Higher education
- •Adult education
- •Alternative education
- •Indigenous education
- •After the Exams
- •2. Choose the right word:
- •3. Match the following proverbs and their meanings:
- •§ 1. The formation of the Passive Voice.
- •§ 2. The use of the Passive Voice.
- •§ 3. The use of tenses in the Passive Voice.
- •§ 4. Ways of translating the Passive Voice into Russian.
- •§ 5. Uses of the Passive Voice peculiar to the English language.
- •Topical vocabulary college life Phrases and Word Combinations
- •Introductory reading and talk
- •Vocabulary Notes
- •Kazakhstan—Education System
- •Topical vocabulary
- •Higher education in the united states of america topical vocabulary
- •Higher Education
- •1. As you read the text a) look for the answers to the questions:
- •2. Use the topical vocabulary and the material of the Appendix in answering the following questions:
- •3. A) Study the following and extract the necessary information: Average Academic Fees per Quarter (public university)
- •Average College Expenses (University of Pennsylvania — private)
- •4. Read the following dialogue. The expression in bold type show the way people can be persuaded. Note them down. Be ready to act out the dialogue in class:
- •1) As you read the extracts below pay attention to the difference between the 3 different strategies of persuasion — hard, soft and rational:
- •2) Turn the given situation below into four possible dialogues by supplying the appropriate request of the first speaker:
- •3) In the text below: The teacher is giving Jeff, talented but a very lazy student, his advice, a) Decide if the teacher's strategies are hard, soft or rational:
- •Year-Round Schooling Is Voted In Los Angeles
- •10. Enact a panel discussion:
- •It is never too late to learn conversation and discussion
- •Topical Vocabulary
- •1. A) Read the following:
- •Act out the interviews in class.
- •I've had projects on the fairies, On markets, shops, and dairies; I've had projects on the prairies, But the little fellow doesn't want to play:
- •Instead he has a yearning
- •Is a doer, not a dodger, And how would you deal with Roger, can you say?
- •IV. 1. Debate the following point:
- •1. Translate from Russian into English:
- •2. Read the text and reproduce it
- •1. Read the text and answer the questions:
- •The Word Substitution
- •Conjunctions
- •1. Transposition
- •2. Substitution
- •Syntactical Substitution
- •Clauses bound syndetically are substituted by Asyndetic Construction.
- •Speak on the following points:
- •Information technology
- •Speak on the following points:
- •Science
- •Etymology
- •Introduction to scientific method
- •[Edit] Definitions
- •[Edit] Scientific research
- •Writing a scientific research article format for the paper
- •Introduction
- •II. Phases in the development of the sp
- •III. What is needed to establish a scheme of knowledge?
- •IV. Consequences of the sp 1
- •V. Consequences of the sp 2
- •VI. Consequences of the sp 3
- •Список основной и дополнительной литературы Основная литература
- •Tests for self-control Active and passive voice grammar quiz
- •Negative constructions
- •Задания для самостоятельной работы обучающегося с указанием трудоемкости и методические рекомендации по их выполнению:
- •2. Do library research and write an essay on one of the given topics:
- •3. Read the article “Applying educational theory in practice: by David m Kaufman and discuss on the following:
- •Andragogy—five assumptions about adult learning
- •Self directed learning
- •Self directed learning
- •Self efficacy
- •Self efficacy—roles for the teacher
- •Constructivism
- •Reflective practice
- •Seven principles to guide teaching practice
- •Conclusion: Converting theory into practice
- •Basic and applied research
- •Nanocomputers
- •• Spray-on nano computers
- •Quantum computers
- •Artificial intelligence
- •Text 1 Rethinking the Science System
- •Week 8 Science projects Best Science Project ideas recommended for 2008-2009 school year
- •Edit your paper!!!
- •Appendix organization and structure of the system of education in the usa
- •8 Семестр
- •Insight into profession
- •I. A) Read the following text about public speaking.
- •Add a few more helpful hints if you know any.
- •Make a speech on any topic you choose trying to use all the helpful hints given above.
- •Answer the following questions:
- •Some more phrases for less formal occasions
- •Use the given expressions in situations of your own.
- •Conduct a conference on one of the following talking points:
- •III. A) Read the following text:
- •Commentary
- •Essential vocabulary Notes
- •Word Combinations and Phrases
- •Exercises
- •Consult a dictionary, transcribe the following words and practise their pronunciation:
- •2. Read the following word combinations paying attention to assimilation and the linking "r":
- •Read the passage beginning with "Speed was very nervous..." till "...He was eager for the storm to break"; concentrate your attention on weak forms and the rhythm.
- •While reading the following dialogues mind the intonation of the stimuli and responses and convey proper attitudes according to the author's directions given in the text:
- •5. Read the text and consider its following aspects.
- •8. Compose short situations in dialogue form for each of the given word combinations and phrases. Mind their stylistic peculiarities. Use proper intonation means in the stimuli and responses.
- •9. Translate the following sentences into English using the word combinations and phrases:
- •10. Answer the following questions:
- •11. Ask each other questions covering the text. Mind the intonation of interrogative sentences to convey proper attitudes.
- •Study the vocabulary notes and translate the examples into your language.
- •Translate the following sentences into your language paying attention to the words and word combinations in italics:
- •14. Translate the following sentences to revise the different meanings of the words "order" and "disorder".
- •15. Translate the following sentences into English using the active vocabulary and the patterns of the lesson:
- •Write a one-page precis of Text One.
- •Give a summary of Text One.
- •Indirect Questions
- •Need for language education
- •History of foreign language education Ancient to medieval period
- •18Th century
- •19Th–20th century
- •Methods of teaching foreign languages
- •Learning strategies Code switching
- •Teaching strategies Blended learning
- •Skills teaching
- •Sandwich technique
- •Mother tongue mirroring
- •Back-chaining
- •Language education by region
- •Language study holidays
- •What makes a good teacher? Topical Vocabulary
- •Individualize V
- •Interchange, n
- •I. 1. Read the following article:
- •2. Answer the following questions:
- •Make up your own list of qualities that make a good foreign language teacher and compare it with the one given in the article.
- •Read the following text for obtaining its main idea:
- •5. Answer the following questions:
- •II. Social skills in meeting people, listening and conversation are very important for a teacher.
- •1. Act as a teacher in the situations given below. Make dialogues based on the following:
- •2. Now after your teaching practice you have some first-hand experience which you may use doing the tasks below.
- •Some Basic Terminology
- •If vs. When
- •In case vs. If
- •Reading strategies
- •Reading/writing abstracts*
- •Reading/writing a summary
- •2. Comparative and superlative forms of adjectives which use endings
- •3. The adjectives Similar, Different and Same used in comparisons
- •4. Making logical comparisons
- •Insight into profession keeping order in class
- •I. A) Read the following text: Naughty — or Inquisitive?
- •Give the message of the article.
- •Answer the following questions:
- •II. A) Give a summary of the following article in English: с самого первого урока
- •Discuss the text in pairs. (The talking point: "How important is the teach er's understanding of his relationships with the class?")
- •Answer the following questions:
- •III. Make a round-table discussion based on the talking points of this section.
- •Conversation and discussion
- •Topical Vocabulary
- •1. Read the text The Younger Generation Knows Best
- •Find in the text its leading ideas and present them in the form of clear-cut statements.
- •Find in the text statements with which you agree; with which you disagree. Explain your attitude.
- •Study the counter-arguments to the text you have read and discuss the problems raised in class using both the arguments of the text and the counter-arguments that follow.
- •5. Tell the class what you think about the parent-child relationship. What should it be like? What is the way to achieve a perfect mutual understanding?
- •II. 1. Read the following dialogue dealing with the same problems of the generation gap. An After-School Youth-Centre Dance
- •1. Summarize the content of the conversation in indirect speech accentuating the major problems touched in it.
- •3. Discuss the following in dialogues arguing the point.
- •1. Read the text Childhood is Certainly not the Happiest Time of your Life
- •Formulate the central problem of the text. By what arguments does the author support It? Do you agree with them?
- •Debate the major points of the text either in pairs or in teams. Use the arguments and counter-arguments below.
- •Against
- •Verb Noun Adjective
- •Grammar rule 1
- •Grammar rule 2
- •Grammar rule 3
- •More uses of articles in English
- •Основная литература
- •Vocabulary:______Find the "odd one out"
- •Vocabulary:______Find the "odd one out"
- •1.Answer the following questions:
- •Prepare a list of specific features of English school system and school life that would be of particular interest to schoolchildren of Kazakhstan.
- •Variation
- •In the course of the discussion try and answer the following questions:
- •Annual report on spaceship earth
- •2. Test 1
- •Japanese education
- •Topics for Written Composition
- •Indefinite article
- •Methodical instructions
- •Common cues for the reader (Devices That Further Coherence)
- •Appendix esl / efl Teaching - Glossary of Terms
- •Some useful phrases for future teachers
- •Written test
- •Punctuation *
The Word Substitution
If a word or phrase can substitute a word or phrase in a sentence; that is, the sentence is grammatical with the substitute, then the substitute has the same or similar function to the word substituted in that sentence. Sometimes, we cannot substitute a word or expression in the same place in the sentence as another word or expression, although the substitutions are nonetheless equivalent. For instance, see adjectives, where an adjective usually precedes a headword, but an adjectival phrase follows it. Also, it may be necessary to change the person of the verb.
Nouns
For instance, we can substitute Tom for Hermonie in the sentence:
Hermonie
went home.
Tom
went home.
We know that Tom is a Proper Noun, and because substituting Tom for Hermonie makes a grammatical sentence, then we can conclude that Tom and Hermonie perform similar functions in the sentence. In fact, both are Proper Nouns.
Pronouns
We can substitute she for Hermonie in the above sentence:
Hermonie went home. She went home.
Because the sentence is grammatical, we can conclude that she and Hermonie have a similar function in the sentence. We know that Hermonie is a Proper Noun, and so she must be a Proper Noun, or a Pronoun.
Verbs
In the sentence below, we can substitute ran for helter-skeltered:
Tom helter-skeltered down the road. Tom ran down the road.
helter-skelter therefore has a function similar to ran. They are both verbs.
Adjectives
We can substitute big for black in the following sentence:
The black cat crossed the road. The big cat crossed the road.
With adjectives, we might have to substitute a word before a noun with an expression after the noun.
We saw a tall man. We saw a man who was tall.
We cannot substitute the expression who was tall in the same place as the adjective tall in first sentence, but need to put it after the noun man. However, the expression who was tall has the same effect as the adjective tall, so it functions as an adjective.
Conjunctions
If we substitute however for but in the following sentence, we get:
Harry was usually mean but he always gave to charity. Harry was always mean however he always gave to charity.
Something is wrong. It isn't grammatical. If we read the sentence aloud, we have to pause before and after however, to make it sound idiomatic. In speech we have to separate the two clauses with a pause. In other words, we have to turn them into sentences. We write this as:
Harry was usually mean; however, he always gave to charity.
Or
Harry was usually mean. However, he always gave to charity.
We know and is a conjunction. It is a word that joins two clauses. And we cannot substitute however for and. So however does not join two clauses (although ";however," does). It seems that however modifies the previous sentence. It add information to or takes information away from the previous sentence. The word however is not a conjunction, but a linking adverb.
Grammatical transformations
It is well known that languages differ in their grammatical structure. Apart from having different grammatical categories they differ in the use of those categories that seem to be similar. This naturally results in the necessity to introduce some grammatical changes in the translation. These changes depend on the character of correlation between the grammatical norms of SL and TL. All these possible changes may be classified under four main types:
1/ addition - үстеме
2/ omission – түсіп қалуы
3/ substitution / replacement- ауыстыру
4/ transposition – қайта қүру
Addition. It is very difficult to say whether this transformation is lexical or grammatical: it is both. Lexical aspects have already been mentioned, it is necessary to make some explanations of transcribed words, describe those notions which have no names in TL, add the words which are implied but not expressed in the structure of attributive phrases, etc. In all these cases the structure of the sentence is involved, that is why the transformation is considered to be grammatical. Sometimes there is the necessity for adding new words: it happens when some meaning is expressed grammatically in the original text while there is no way of expressing it grammatically in TL.
E.g. “ We mean business” –said the Prime Minister in the Commons yesterday, announcing new Government moves to hasten Britain into Europe - Англияның Еуропалық экономикалық қоғамдастыққа кіруін тездету үшін қабылданған үкіметтің жаңа қадамдары туралы жариялай отырып, «біз ең жақсысын көздейміз»,- деді премьер министр.
The verb “to hasten” – “тездету” requires the additional word кіріс
Omission. This transformation is usually caused by stylistic considerations and deals with redundancy normative in SL and not accepted in TL. A typical example of such redundancy is the use of synonymic pairs in English: “ ...their only stay and support” –both the words mean “тірек”, “сүйеніш”. There is no need to translate them both, one is quite enough.
Substitution/ replacement. Substitutions are marked at different levels:
In order to conform to the demands of the grammatical system of TL it may become necessary to change the grammatical form of a word: “fifteen thousand dollars” – “он бес мың доллар”(“thousand”- singular,”мың”-plural), “your hair’s so beautiful”- “сенің шашың сондай әдемі”
A translator often has to replace one part of speech by another.
E.g. It was a common criticism of Faulkner, particularly in Britain, that he was a writer of unreal nightmares. - Әдетте Фолкнерді, өмірде жоқ қорқыныштарды суреттегені үшін, әсіресе Англияда сынады.
It was a common criticism, that he was a writer - is translated by predicate.
Transposition. There may appear a necessity to rearrange elements of different levels: words, phrases, clauses or even sentences. Transposition of words and phrases may be caused by various reasons: differences in the accepted word order in SL and TL, presence or absence of emphasis, differences in the means of communicative syntax.
E.g. A general plan was operated by West German reactionaries to rehabilitate Nazi criminals – Батыс Германия реакционерлерімен фашистік қылмыскерлерді қайта жаңғырту бойынша үлкен өмірлік жоспар өткізілді.
Speaking of a word order, it would be more accurate to say that to change word order really means to rearrange not so much words but parts of the sentence. When translating from English into Kazakh one has to change word-order because normally it is fixed in English while in Kazakh it is relatively free.
It is obvious that every word in the text is used in a particular form and all the words are arranged in sentences in a particular syntactic order. Grammatical forms reveal the semantic relationship between the words, clauses and sentences in the text. According to V. Comissarov1 “they can make prominent some part of the contents that is of particular significance for the communicants.”
Though the bulk of the information in the original text is conveyed by its lexical elements, the semantic role of grammatical forms and structures should not be overlooked by the translator. Grammatical aspect of the Source Text (ST) may be reflected when using parallel forms and structures in Target Language (TL).
However, in many cases equivalence in translation can be best achieved if the translator does not try to mirror the grammatical forms used in the ST. It is natural that there are no permanent grammatical equivalence and the translator can chose between the parallel forms and various grammatical transformations. He may opt for the latter in case there is no absolute identity of grammatical forms in SL and TL.
For instance, the idea of prior action expressed by the Perfect Tense is not present in Russian Language. The similar difference can be observed if one compares the finite forms of the verb in English and Russian. Both the English and Russian verbs have active and passive forms, but in English passive forms are more numerous and often used. It is not characteristic of Russian where the Passive
Voice is used in formal style only. As a result the Passive Voice in the ST is often rendered by the Active one in the translation: He was given a cool reception –Ему оказали холодный прием.
Speaking about grammatical equivalence L. Barhudarov 2 singles out two types of Grammatical Transformations: Transposition and Substitution. T. Levitskaya and A. Fitterman 3, on the contrary, do not admit that there are grammatical and lexical transformations in their pure form. They suggest their definition – Lexico -Grammatical Problems of translation.
As far as translation of Winnie-the-Pooh is concerned we think that Bahudorov‘s classification is more appropriate for our analysis.
