- •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 *
1. Transposition
Transposition is a way of translation which supposes the change of language elements order in the Target Text as compared to the Source Text4 . The most common case of Transposition is the change of word order in the sentence structure. It is known that the word order in English and Russian sentences is different. It means that the Theme and Reme pattern is not the same for English and Russian sentences5 .
E.g.: |
A suburban train was derailed near London last night. |
|
Вчера вечером вблизи Лондона сошёл с рельс пригородный поезд. |
We come across the following types of Transposition in Zahoder’s translation:
The change of word order in the structure of Simple Sentence.
E.g.: |
And then he brightened up suddenly. |
|
И вдруг он совсем просиял. |
The change of str uctural elements in the Composite Sentence.
E.g.: |
Pooh was very excited when he heard this and suggested that they should have an Expotition to discover the East Pole. |
|
Услышав это сообщение, Пух очень взволновался и предложил немедленно устроить Искпедицию к Восточному Полюсу. |
The change of sentence order in the text.
E.g.: |
” So much for washing”, said Eeyore” Roo’s fallen in!” cried Rabbit and he and Christopher Robin came rushing down to the rescue. |
|
-Ру упал в воду! - закричал Кролик. - Доумывался! – сказал Иа-Иа. Кристофер и Пух кинулись на помощь. |
2. Substitution
Substitution is the most frequent and diverse kind of transformation. It is characteristic of both grammar and lexical aspects of translation. There are two kinds of grammatical substitutions: Morphological Substitution and Syntactical Substitution. Let us take Morphological Substitution. It is subdivided into:
Part of Speech Substitution which means that one part of speech in ST, is substituted for another one in TT. It happens when grammatical pattern in the original text does not coincide with that in the TT.
E.g.:
What about of mouthful of something?
А не пора ли нам подкрепиться?
As far as “mouthful” is translated as “глоток”, ”кусок” the translation aiming at preserving the same part of speech would be impossible. Very often adjectives performing their predicative function are substituted by verbs.
E.g.:
Eeyore frisked about the forest waving his tail so happily that Winie-the-Pooh came over all funny.
Иа - Иа принялся носиться по лесу с таким восторгом, что у Вини - Пух защекотало во всем теле.
The Substitution of Grammatical meaning for Lexical one. L.Barhudarov does not include this kind of Substitution into his classification, but we think it is extremely important for rendering stylistic peculiarities of the original text.
E.g.: |
Indeed, he has eaten most of it (honey). |
|
К счастью, оказалось, он съел ещё не всё. |
The translator could have translated it without the word ”оказалось”, but having aim of emphasizing the result that Pooh faced, B. Zahoder introduces this very word. Thus, the goal of rendering the specific role of the Present Perfect in this context was achieved completely.
There is an inverted substitution – when lexical meaning is rendered by grammatical one. Let us take an example from the passage where Baby Roo was washing (very proud he could do it by himself) and suddenly fell into the river:
“So much for washing!” said Eeyore. |
–Доумывался! – сказал Иа. |
Though it could be rendered “Вот и всё умывание!” and we could speak of more accurate translation, Zahoder’s variant which is based on Grammar Substitution(the lexical meaning is rendered by word formation resources of Russian language) sounds much better. Combination of Russian prefix “до-” and reflective postfix “-ся” (like in words “допрыгался”, “дописался” etc.) in a certain contextual environment helps the translator to render Eeyore’s attitude, his image of always grumbling sort of pessimist, and even to convey his sarcastic intonation. The following example seems to prove the same phenomenon: a “small high vice” is translated as “тоненький голосок”. Russian diminutive suffixes -еньк (-онк), -ок (-ек) mean something small and delicate. More over, they render the speaker’s emotional attitude – tenderness. However there is the reverse of the medal – using these suffixes quite often the translator takes the risk of making the text sound too sweet. For instance, silly old Bear is always translated as “глупенький мой мишка”. Perhaps, it would be more feasible to omit one of the suffixes and to translate it like “глупый медвеженок” or “глупый мой мишка”.
