- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Form nouns using the suffixes and translate them: -ity, -ness, -ence, -ancy, -age, -ency.
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- •III. Form the Adjectives using suffixes and translate them: -ic, -al, -able, -ant, -ent, -ive, -ful, -less.
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- •III. Form verbs using the suffixes and translate them: -en, -ify, -ize.
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- •III. Form the words using the prefixes and translate them: re-, super-, sub-, en-.
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- •III. Translate the following words, pay attention to the meaning of prefixes “over-, inter-, under-“.
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- •III. Translate the following words with prefixes dis-, in-, im-, il-, un-.
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- •III. Form words with the opposite meaning using prefixes and translate them: un-, non-, in-, im-, ir-, il-, dis-, mis-.
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- •III. Translate the following words with the prefixes: semi-, trans-, non-.
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- •III. Translate the following pairs of words:
- •I. Translate the following sentences.
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- •III. Translate the words paying attention to the prefixes:
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Form the Nouns using the following suffixes and translate them: -ment, -ance, -ence, -ing, -ness, -ity, -age
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Form the Nouns using the following suffixes and translate them: -er, - or.
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Form the Nouns using the following suffixes and translate them: -ion, - ation, - sion.
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Form the Adjectives using the following suffixes and translate them: -ic, -al, -ive, -able, -ible, -ful, -less, -ous.
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Translate the following international words:
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- •II. Translate the extract of the text.
- •III. Give equivalents to the international words and “pseudo friends” of the translator:
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Give equivalents to the international words and “pseudo friends” of the translator:
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Give equivalents to the international words and “pseudo friends” of the translator:
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Translate the following expressions:
- •I. Translate the following sentences.
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- •III. Translate the following expressions:
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- •III. Translate the following expressions:
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- •III. Translate the following expressions:
- •I. Translate the following sentences.
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- •III. Translate the following expressions:
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Translate the following expressions:
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Translate the following expressions:
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Translate the following expressions:
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Translate the following expressions:
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Translate the following expressions:
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Translate the following expressions:
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Translate the following expressions:
I. Translate the following sentences.
1. This scheme has the disadvantage that it does not take into consideration all the possibilities.
2. We have studied both the reactions that are considered to lead to the compound under investigation.
3. All the three oxygen atoms lie in a plane with the carbon atom.
4. A chapter will be devoted to developing the concept of productivity that we are to employ in this study.
5. Of the two reactions the second goes about a thousand times as fast as the first.
II. Translate the extract of the text.
Over six decades ago, wildlife management was borne out of a concern for animals and their habitats, the depletion of game species, and a recognized need for responsible management of human activities. Many current concerns about global wildlife and environmental health were discovered because of efforts to save species from extinction. As our understanding of the relationships between the earth, wildlife, and humans has increased, the management of wildlife and wild lands has improved dramatically. Wyoming has more than 600 species of birds, mammals, fish, reptiles, amphibians, mollusks, and crustaceans. Much of the evolution in management and habitat protection resulted from experiences with rare, threatened, and endangered wildlife. The Wyoming Game and Fish Department is assisting in the preservation of valued wildlife in the state and nation by protecting and managing habitats. When the environment of an animal is healthy, it allows that animal to survive on its own. Maintenance of habitats allows each community to exist as a self-sustaining system with little, if any, human intervention. We should be concerned with healthy ecosystem because the decreases in some animal or plant populations indicate harmful elements in our environment, elements which also affect humans. The more stable and diverse an ecosystem is, the more durable its wildlife populations will be. As an example, there has been a decline of many neotropical migrant birds that rely on nesting habitat across North America. Fifty-four percent or 133 of the 246 avian species that nest in Wyoming migrate south and rely on rain forests and other southern latitude habitats.
III. Translate the following expressions:
1. information destroying process 2. information-carrying capacity 3. frequency-dividing circuit4. voltage regulating system 5. the communication establishment 6. communication establishment possibilities 7. long-distance communication establishment possibilities 8. low temperature physics 9. low temperature physics investigations 10. transmission line 11. the transmission line efficiency12. electrical control systems 13. automatic control systems 14. artificial radio-activity properties 15. artificial radio-activity properties investigations
Әзірлеген _____________ Ибраева А.А.
Билеттер кафедра отырысында қаралып бекітілген
Хаттама № 3 «17 » қараша 2016 жылғы
Кафедра меңгерушісі ___________ Куребаева Г.А.
ҚАЗАҚСТАН РЕСПУБЛИКАСЫНЫҢ БІЛІМ ЖӘНЕ ҒЫЛЫМ МИНИСТРЛІГІ СЕМЕЙ ҚАЛАСЫНЫҢ ШӘКӘРІМ АТЫНДАҒЫ МЕМЛЕКЕТТІК УНИВЕРСИТЕТІ МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РЕСПУБЛИКИ КАЗАХСТАН ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ ИМЕНИ ШАКАРИМАГОРОДА СЕМЕЙ |
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4 деңгейлі СМЖ құжаты Документ СМК 4 уровня |
Сапа түрі/Форма качества |
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Емтихан билеті/Экзаменационный билет |
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Ф 042-1.64-2013 |
№1 басылым ___________ Ред. №1 от ___________ |
1 беттің 1-сі страница 1 из 1 |
№22 ЕМТИХАН БИЛЕТІ/ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ
Пән Ғылыми-техникалық аударма
Курсы 3
Мамандық 5В020700 «Аударма ісі»
Кафедрасы шетел филологиясы және аударма
Факультеті шетел және орыс филологиясы
