Практические задания

ЗАДАНИЕ 1. Переведете устно предложения. Определите функции причастия I.

1. Eventually she fell off the horse smashing her face on a stone. 2. Summing up, we must point out the following issues. 3. Working on this project we found out a lot of interesting things. 4. The students studying medicine worked in the hospital. 5. New data being obtained are necessary for nature investigations. 6. There are several factors hampering cooperation with Russia. 7. Hearing the sounds of music we stopped talking. 8. She was obviously trying to hide where her walk ended.

Функции причастия II в предложении и способы его перевода

Таблица 14

Функция в предложении	Способ перевода	Пример
Определение употребляется либо перед определяемым словом (слева от него), либо после (справа)	Причастие страдательного залога	Lost time is never found again. Потерянного времени никогда не вернешь. The method used is very reliable. Используемый метод очень надежный.
Обстоятельство причины времени (when, while) условия (if, unless)	Причастие Сказуемое придаточного предложения причины Сказуемое обстоятельственного придаточного времени Сказуемое обстоятельственного придаточного условия	Well-known all over the world the Russian book on electronics was also translated into English. Известная во всем мире русская книга по электронике была переведена на английский язык. Так как русская книга по электронике была известна во всем мире, её перевели на английский язык. When given the book read the article about environment protection. Когда вам дадут книгу, прочтите статью об охране окружающей среды. They will leave, unless stopped. Они уйдут, если их не остановить.
Часть сказуемого	Сказуемое главного предложения	He had translated the text before I came. Он перевел текст, прежде чем я пришел. I was asked to come on time. Меня попросили прийти вовремя.
Вводный член предложения	Вводная фраза	All told, we decided to end the meeting. Когда все было сказано, мы решили завершить собрание.

ЗАДАНИЕ 2. Переведете устно предложения. Определите функции причастия II.

1. Attached to the article are tables and graphs. 2. The coat bought last year is too small for me now. 3. Asked in English he couldn’t answer. 4. Placed in a different surrounding medium the device operates differently. 5. The flat of Hercule Poirot was furnished in a modern style. 6. Tax police fulfills functions described even in the Bible. 7. The data obtained are necessary for nature investigations. 8. This decision was announced for the first time at the press conference.

ЗАДАНИЕ 3. Переведете устно пословицы. Определите функции причастия I и II.

1. Nothing is impossible to a willing heart. 2. A drowning man catches at a straw. 3. A rolling stone gathers no moss. 4. Easily earned money is quickly spent. 5. Forbidden fruit is sweet. 6. Long absent – long forgotten. 7. United we stand, divided we fall. 8. Well begun – half done. 9. A bitten child dreads a dog; a burnt child dreads the fire. 10. He that once deceived is ever suspected. 11. He that always complains is never pitied. 12. A fault confessed is half forgiven. 13. Work done – have your fun. 14. A broken friendship may be soldered, but will never be sound.

ЗАДАНИЕ 4. Переведете письменно предложения. Определите способы перевода причастия I и II.

1. Asked if the unification of the currencies is going to take place already this year, the Central bank governor did not give a straightforward reply. 2. Gagarin’s first space flight followed by many others was very important for the development astronautics. 3. A wide range of courses are available in Newcastle including A Levels, International Foundation Programs and full Bachelor’s Degrees. 4. For those outside X generation, the X stands for some unknown variable, implying young adults searching aimlessly for an identity. 5. Knowing English well he was able to read this magazine. 6. The young woman filed a complaint, accusing the professor of making inappropriate, rude and insulting remarks. 7. William has a great sense of humor and went to a lot of trouble thinking up what to wear. 8. Shortly speaking, electronics is not so much a new subject as a new way of looking at electricity. 9. Europe has twice this century been the scene of a destructive war that has spread to global proportion. 10. The fastest way to detect an artificial satellite is radio, largely used for that purpose. 11. The Professor did not exaggerate when he spoke of the widespread interest excited by his new psycho-physiological experiment. 12. Unless otherwise specified, the time of departure is always the same.

ЗАДАНИЕ 5. Переведете письменно предложения.

1. Выполненное исследование представляло большой интерес. 2. Разработанная этими учеными технология широко используется в производстве. 3. Я смотрел на играющих подростков. 4. Будучи очень занят, он не сразу услышал меня. 5. Полученные результаты представляли большой интерес для дальнейшего исследования. 6. Провалив первую попытку, он опустил руки. 7. Она всегда читала книги, делая пометки на полях. 8. Услышав шаги, он поднял голову. 9. Установленное вчера оборудование вышло из строя. 10. Разговаривая по телефону, он не заметил, как доехал до автостоянки. 11. Выбранное направление оказалось верным.

ЗАДАНИЕ 6. Выполните письменный перевод текста. Определите способы перевода причастия I и II.

Linguist Eric Lenneberg states that the crucial period of language acquisition ends around the age of 12 years. He claims that if no language is learned before then, it can never be learned in a normal and fully functional sense. This is known as the “Critical Period Hypothesis.”

An interesting example of this is the case of Genie, otherwise known as “The Wild Child”. A thirteen-year-old victim of lifelong child abuse, Genie was discovered in her home on November 4th, 1970, strapped to a potty chair and wearing diapers. She appeared to be entirely without language. Her father had judged her retarded at birth and had chosen to isolate her, and so she had remained up until her discovery. It was an ideal (albeit horrifying) opportunity to test the theory that a nurturing environment could somehow make up for a total lack of language past the age of 12. Sadly, she was unable to acquire language completely. Due to this, she eventually ended up in an adult foster care home.

Detractors of the “Critical Age Hypothesis” point out that in this example and others , the child is hardly growing up in a nurturing environment, and that the lack of language acquisition in environment rather than being specifically due to a lack of exposure to language.

However, there exists emerging evidence of both innateness of language and the “Critical Age Hypothesis” from the deaf population of Nicaragua. Until approximately 1986, Nicaragua had neither education nor a formalized sign language for the deaf. Trying to rectify the situation, Nicaraguans discovered that children past a certain age had difficulty learning any language. Additionally, the adults observed that the younger children were using gestures unknown to them to communicate with each other. They invited Judy Kegl, an American linguist from MIT, to help unravel this mystery. Kegl discovered that these children had developed their own, distinct, Nicaraguan Sign Language with its own rules of “sign-phonology” and syntax.

(по материалам сайта www. en.academic.ru)