- •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.
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Form the Adjectives using suffixes and translate them: -ic, -al, -able, -ant, -ent, -ive, -ful, -less.
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Form verbs using the suffixes and translate them: -en, -ify, -ize.
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Form the words using the prefixes and translate them: re-, super-, sub-, en-.
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Translate the following words, pay attention to the meaning of prefixes “over-, inter-, under-“.
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Translate the following words with prefixes dis-, in-, im-, il-, un-.
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Form words with the opposite meaning using prefixes and translate them: un-, non-, in-, im-, ir-, il-, dis-, mis-.
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Translate the following words with the prefixes: semi-, trans-, non-.
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •III. Translate the following pairs of words:
- •I. Translate the following sentences.
- •II. Translate the extract of the text.
- •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:
- •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. 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.
- •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.
- •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. A five-membered ring expands the external angles.
2. Consider a dropping electrode immersed in a pure diluted solution of cadmium chloride.
3. There has been a renewed interest in this compound in recent years.
4. А more general theory must be sought to account for these interconversions.
5. One member of the double bond is represented by a full line, to indicate that it extends above, or in front of the plane of the paper or blackboard, and the other is represented by a dotted line.
II. Translate the extract of the text.
There is growing concern about the ability of the earth's forests to meet the projected demands for wood and wood pulp that will come as populations increase. The need for wood and wood products is expected to rise gradually but steadily as countries such as China and India begin to use wood products in proportions similar to those of more developed countries. Half the original land covered by tropical forests has already disappeared, and it is expected that all the remaining harvestable forests will be logged to some extent by the end of the century. Deforestation is not restricted to tropical forests, however. In the Pacific Northwest of the United States and the adjacent areas of Canada forests are logged at the rate of 404 km2 per year. Large-scale deforestation has the potential for damage beyond the loss of natural forests. The most common method of logging used in the past was clearcutting, or the removal of virtually all the trees in a given area. Clearcutting sets in motion a cycle of irreversible soil erosion and local population extinctions of other plants and animals. One devastating consequence is the loss of the fungi associated with the roots of most woody plants. These fungi serve as a conduct for soil nutrients into the roots. Once an area has been clearcut and erosion begins, many of these microorganisms die, making reforestation difficult or even impossible. Now many American companies are trying to practice various methods of forest management.
III. Translate the following expressions:
1. Power line 2. transmission line 3. a high-class receiver 4. high-quality reception 5. ultrahigh frequencies 6. high-frequency loudspeaker 7. high and low tones 8. high-fidelity acoustical system 9. reliable insulator 10. Artificial radioactivity 11. fruitful discussion 12. fruitful cooperation 13. space achievements 14. space launching 15. space flight
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 |
№24 ЕМТИХАН БИЛЕТІ/ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ
Пән Ғылыми-техникалық аударма
Курсы 3
Мамандық 5В020700 «Аударма ісі»
Кафедрасы шетел филологиясы және аударма
Факультеті шетел және орыс филологиясы
