Вступительный письменный экзамен по английскому языку. Учебные материалы, методические указания и рекомендации. Пособие для абитуриентов
.pdfTask 25
1. Переведите следующий текст на русский язык.
How Style should Be Fashioned
Style differs from grammar in that it cannot be quantified: it has no precise rules. Style is concerned not so much with the mechanics of language as with the way the writer uses it to play on the sensations of the reader. Style adds impact to writing, strengthens the contact with the readers and heightens their awareness. This is true even though the reader may be unaware of what is happening and unable to analyze the techniques used.
To be effective, a journalist must develop a style that has four principal attributes: suitability, simplicity, precision and poise.
Suitability
The way a story is written must match the subject, the mood and pace of the events described and, above all, the needs of the reader. The style must arouse their interest and maintain it throughout. It must also present the facts or arguments in a way that enables the reader to understand them quickly and easily. For example:
1.If the subject is serious, treat it seriously.
2.If the subject is light, treat it lightly — for example, use a de- layed-drop introduction or a punning headline.
3.Whatever the subject, do not needlessly offend the reader. Thus, where a story concerns eccentric beliefs or practices, avoid cynicism and facetiousness.
4.Where a story concerns events that have action and movement, the style should suggest pace. Write tersely; avoid superfluous adjectives and adverbs; use direct, active verbs; construct crisp, taut sentences.
5.Where a story concerns a sequence of events, a straightforward narrative style may be the best bet.
2.Изложите основное содержание текста своими словами на английском языке в 5−6 предложениях.
3.Сформулируйте 5 вопросов, ответы на которые отразили бы основное содержание текста.
4.Переведите следующие предложения на английский язык.
1) Говорили, что ему нелегко было сделать это.
2) Я почувствовал, что ему уже задавали этот вопрос раньше. 3) Завтра я не смогу тебя встретить. Я работаю.
4) Завтрак англичанина достаточно плотный: это овсянка, тост
смармеладом, сок, йогурт, чашечка чая или кофе.
5)Она спросила Джона и Джека, где они так долго были. Ни тот ни другой ничего не ответили.
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Task 26
1. Переведите следующий текст на русский язык.
Varieties of English and Their Standards
We have seen that a great many people — and a great many peoples — are involved in the use of English. Millions of men and women in four continents have it as their native language, and further millions in every part of the world use it as a second or foreign language. This must inevitably give us a sense of the importance of our language, but also it gives us something which is still more to the point: a sense of perspective about it and a readiness to see that English is not the prerogative or ‘possession’ of the English. It is the property of the Yorkshireman no more than the Californian, of the Londoner no more than the Tasmanian. Acknowledging this must — as a corollary — involve our questioning the propriety of claiming that the English of one area is more ‘correct’ that the English of another. Certainly, we must realize that there is no single ‘correct’ English, and no single standard of correctness. It is therefore not for the American to tell us that English in Great Britain is ‘clipped’ or ‘affected’ and hence inferior to the English he speaks. Nor it is for the Englishman to say that Australian English is ‘uneducated’ and ‘Cockney’, or that American English is ‘vague’ and ‘slangy’. In each of the major societies in which English is used, standards exist and — as we have seen — further standards are likely to become recognized. Such standards are determined by a particular society, in terms of that society’s structure, and in terms of the purposes for which English is used in it.
2.Изложите основное содержание текста своими словами на английском языке в 5−6 предложениях.
3.Сформулируйте 5 вопросов, ответы на которые отразили бы основное содержание текста.
4.Переведите следующие предложения на английский язык.
1)Я бы хотел, чтобы вы держали свои вещи в порядке.
2)Работа, сделанная вами, очень интересная.
3)Дайте мне, пожалуйста, молока. Я люблю пить молоко за обедом.
4)Лекция посвящена новым методам обучения иностранным языкам.
5)Нам повезло, что мы застали его дома.
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Task 27
1. Переведите следующий текст на русский язык.
Intricacies of Relations between Britain and Europe
England, Scotland, Ireland and Wales have all had very specific and to some extent separate historical relations with various parts of continental Europe. Shifting permutations of alliance with France, Spain and Germany have been common — sometimes against England. Ireland and Scotland, in particular, have often maintained continental ties and traditions (especially with France and Spain) even when England has broken them in times of war and intense economic competition. Wales, meanwhile, has close linguistic and cultural links with Brittany as well as with Ireland. In recent times, uncertainties about Britain’s relations with the rest of Europe have been acutely obvious. Successive post-war governments have prevaricated about membership of the Common Market, the European Community, the European Parliament and, latterly, the European Monetary Union (with its single proposed currency). The following formulas seem to be etched into the language. Should Britain ‘go in’ or ‘stay out’? When ‘in’ what terms should this be ‘on’ — purely commercial or also social, legal and political? How far can Britain ‘go it alone’? What of some supposed ‘special relationship’ with the USA? And where, if anywhere, does all this leave that vestige of empire, the British Commonwealth? More generally, what are the pros and cons of Britain joining some future ‘United States of Europe’? Would this really amount to a loss of sovereignty’? And so on.
2.Изложите основное содержание текста своими словами на английском языке в 5−6 предложениях.
3.Сформулируйте 5 вопросов, ответы на которые отразили бы основное содержание текста.
4.Переведите следующие предложения на английский язык.
1)В наш кинотеатр привозят новые фильмы два раза в месяц.
2)Вода весной в море слишком холодная, чтобы купаться.
3)Написав статью, профессор отнес ее в редакцию.
4)Он прошел через комнату секретарши, не взглянув на
нее.
5)Я провел неделю в гостях у друга моей матери, который живет в Лондоне.
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Task 28
1. Переведите следующий текст на русский язык.
Interrelationship of Language, Literature
and Culture
What one person sees and uses primarily as ‘language’ another may see and use primarily as ‘literature’, and yet another may see and use primarily as an instance of ‘culture’ (or communication, or media). For instance, think of an extract from a novel and the lyrics of a pop song: e.g., Jane Austen’s Pride and Prejudice and Queen’s Bohemian Rhapsody. Each can be grasped as a series of words (language); as a form of verbal play (literature); and as representation of things going on in the rest of the human world (culture). At the same time, the properties of the material itself predispose (though they do not absolutely predetermine) the ways in which we use and understand it. A novel tends to be read silently and in solitude; a pop song tends to be heard and (if supported by a video or performance) seen, often in the company of other people. We may also be predisposed to classify
Pride and Prejudice as (classic) literature and Bohemian Rhapsody as (popular) culture. However, the fact that the novel can be made into a successful high-street film (and thus shift in medium and cultural location) while the words and music of the pop song have achieved such ‘classic’ status that they will be readily recognized by most readers of this book (and can thus legitimately be studied as instances of contemporary lyric/poetry), reminds us that these categories are flexible and to some extent arbitrary. What we see in a text is partly a function of what we look for. What it is partly relates to what is done with it.
2.Изложите основное содержание текста своими словами на английском языке в 5−6 предложениях.
3.Сформулируйте 5 вопросов, ответы на которые отразили бы основное содержание текста.
4.Переведите следующие предложения на английский язык.
1)Это пальто нуждается в починке. Оно порвано в нескольких местах.
2)Том не сомневался, что я отлично помню эту прекрасную улыбку Ника.
3)Я не нашел ни одной ошибки в его сочинении.
4)Я почувствовал, что приближается гроза.
5)Сосредоточься на вождении, иначе ты можешь столкнуться с чем-нибудь.
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Task 29
1. Переведите следующий текст на русский язык.
Multimedia Potentiality of Words
The word language derives from Latin lingua, through French langue, meaning ‘tongue’. Conversely, tongue is an archaic, ultimately AngloSaxon, English word for ‘language’ (as in ‘native tongue’, ‘foreign tongues’). Either way, language was initially primarily identified with the physical business of speech. Writing, on the other hand, is invariably a later manifestation of language, both in individual persons and in whole societies. Thus virtually everybody learns to listen and speak before they learn to read and write, and every society is oral before it is literate. Moreover, most people continue to communicate orally even when literacy is widespread, even though the relations between oracy (oral skills) and literacy change. For instance, virtually all the readers of this book will use language to talk with other people, as well as to write notes, type essays, etc. We also routinely use language when listening to the radio and watching TV. This multimedia potentiality of words — their capacity to operate as speech and writing, sound and sight, in a variety of live and recorded modes — is of fundamental significance. It means that words are an extraordinarily versatile and volatile communicative resource. It also means that variation and the capacity to generate highly distinct versions of ostensibly ‘the same words’ are knit into the very fabric of language. That is why some of the activities in the present book work across the speech/writing interface.
2.Изложите основное содержание текста своими словами на английском языке в 5−6 предложениях.
3.Сформулируйте 5 вопросов, ответы на которые отразили бы основное содержание текста.
4.Переведите следующие предложения на английский язык.
1)Если бы сейчас не шел дождь, мы бы поехали за город.
2)Когда мы вместе работали, я делал вам много хорошего.
3)Считают, что его последнее произведение — шедевр искусства.
4)Наше такси попало в пробку, и, как ни старались, мы опоздали на поезд.
5)Он, кажется, уже две недели работает над этой статьей.
Task 30
1. Переведите следующий текст на русский язык.
‘Hamlet’ and Its Versions
Verbally, in a narrow sense, Shakespeare’s ‘Hamlet’ exists in three early and substantially distinct printed versions: the First Quarto (1603) — based on a transcript of an actual performance and/or
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actors’ scripts; the Second Quarto (1604) — a much longer text presumably related to a later performance; and the First Folio (1623) — part of the posthumous collection of Shakespeare’s plays put together primarily for literary posterity and reading rather than performers. None of these texts bears Shakespeare’s signature or is in his hand. All have been used — sometimes singly, often in combination — as the basis for later printed editions.
Theatrically, a play called ‘Hamlet’ is known to have existed in the late 1580s. We also know that performances of Shakespeare’s earliest version preceded the First Quarto, and various versions have continued to be performed, often highly adapted, from the seventeenth century to the present. Just a few of many notable examples include: Garrick’s influential version in which he drops the grave-diggers and much of the fifth act as ‘indecorous’ (1772); Kemble’s streamlined version of less than 3,000 lines (early nineteenth century). Meanwhile, outright theatrical parodies, rewrites and extensions are legion. They include Marovitz’s Hamlet: the Collage (1966; a cut-up, reshuffled version); Stoppard’s
Rosencrantz and Guildenstern are Dead (also 1966, adapted for film 1991, in which two minor characters move centre stage).
2.Изложите основное содержание текста своими словами на английском языке в 5−6 предложениях.
3.Сформулируйте 5 вопросов, ответы на которые отразили бы основное содержание текста.
4.Переведите следующие предложения на английский язык.
1)Когда он выступал, создавалось такое впечатление, что он нервничает и неловко себя чувствует.
2)Известно, что когда-то этот город был столицей.
3)Ему бы лучше не вести сейчас машину. Он почти спит.
4)Дома было тепло и сухо, хотя на улице было холодно и шел сильный дождь.
5)Простите, что я снова напоминаю вам об этом, но, зная, какая вы рассеянная, я боюсь, что вы забудете принести мне эту книгу.
4.2.Блок заданий № 2
Task 1а
1. Переведите следующий текст на русский язык.
Hamlet’s Subjects over the Centuries
Shakespeare’s ‘Hamlet’ also involves a wide variety of references, representations and kinds of relevance, again in various historical
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moments and social contexts. These include representations of such matters as: social and psychological order and disorder, families, murder, revenge, love, the supernatural, royalty, nobility, scholarship, returning home, having friends, being alone, and much more. Notice again that all of these issues will be understood slightly or very differently depending on the frames of reference within which they are realized: what they are assumed to relate to in some contemporary world. These worlds will vary between, say, the late sixteenth and early twenty-first centuries, between post-feudal and post-industrial societies. The world-views in play amongst readers and audiences will vary correspondingly: in religion across kinds of Christianity, Buddhism, Islam, agnosticism, atheism, etc.; in politics across forms of monarchy, absolutism, democracy and dictatorship; in psychology/physiology from a vision of the mind-body based on the elements of fire, air, earth and water, along with their associated ‘humours’ to interrelations of ‘ego’ and ‘id’, or ‘Oedipus complexes’, the ‘semiotic’, and so on. For this reason, the most personally pressing questions you are likely to put to Hamlet would be: ‘What are my views and experiences of social and psychological disorder, families, monarchy, being a student, returning home, etc.?’
2.Изложите основное содержание текста своими словами на английском языке в 5−6 предложениях.
3.Сформулируйте 5 вопросов, ответы на которые отразили бы основное содержание текста.
4.Переведите следующие предложения на английский язык.
1)Никто не требует, чтобы вы оставались здесь до вечера; вы можете уйти, как только закончите работу.
2)Люди, которых она встречала, казалось, знали, где она была и что она там делала.
3)Я не пробыл на борту и часа, как он пригласил меня на
ленч.
4)Это не мои друзья. Они друзья отца и матери.
5)Мы не могли понять, как она добралась сюда в такую погоду.
Task 2а
1. Переведите следующий текст на русский язык.
Accent and Dialect
Accent and dialect are aspects of language variety. They therefore vary from place to place, over time, according to social context and depending on medium. Speaking ‘with an accent’ means pronouncing words in a way which is nationally, regionally or socially distinctive;
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hence speaking English with a Russian, Irish, New York or upper-class accent. In this respect everyone has an accent. Speaking or writing ‘in dialect’, however, is more than a matter of accent alone. It also involves choices and combinations of words which are distinctive, if not peculiar, to the vocabulary and grammar of a particular region or social group. Thus speakers of English will pronounce the same words (‘How are you?’, for instance) with a variety of accents. However, only when they use distinctive choices and combinations of words would we describe them as using dialectal forms (stereotypically, such greetings as ‘G’day’ in Australia).
Accents and dialects sometimes get ranked hierarchically in relation to a socially privileged standard. In Britain it is common to place accents against ‘Received Pronunciation’ (RP) and to place the language as a whole (including dialects) against ‘BBC English’. In the USA and Australia, however, there is far less identification of a specific regional accent with power, privilege and status. No one state tends to dominate the various ‘network’ (i.e. media) standards which operate. In any case, people everywhere routinely switch from one variety to another, depending on the social situation and topic.
2.Изложите основное содержание текста своими словами на английском языке в 5−6 предложениях.
3.Сформулируйте 5 вопросов, ответы на которые отразили бы основное содержание текста.
4.Переведите следующие предложения на английский язык.
1)Он считает, что она самая добрая, самая милая, самая замечательная девушка в мире.
2)Друзей у нее становилось все меньше и меньше.
3)Президент поинтересовался, делается ли что-нибудь, чтобы восстановить это здание.
4)Все советы, которые он мне давал, настолько ценны и полезны, что я бесконечно ему благодарна.
5)Я никогда в жизни нигде не чувствовал себя так хорошо, как сейчас.
Task 3а
1. Переведите следующий текст на русский язык.
Biography/Autobiography and Life-writing: Self
and Other
It is conventional to distinguish between autobiography (a life of the self) and biography (a life of another). Conventional, too, is the expectation that autobiography will be written in the first person singular by an ‘I’ who is both subject and object of the narrative, while
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biography will be written about a third person ‘she’ or ‘he’ who is quite distinct from a more or less invisible narrator. Often such conventional distinctions hold: the autobiography and biography sections of large bookstores are full of examples. However, there are also plenty of instances where writers choose to write about themselves as or through third persons (James Joyce’s A Portrait of the Artist and Gertrude Stein’s
The Autobiography of Alice B. Toklas are famous modern examples). It is therefore important to recognize that there is a continuous and complex relationship between writing about oneself and writing about another. The processes are closely analogous, even if not identical. Both autobiographers and biographers select and combine elements as they see fit. The result in both cases is ‘a life’ (i.e., one of many possible lives) not ‘the life’ (i.e., the one and only definitive life). Nor is autobiography necessarily any more ‘subjective’ and biography any more ‘objective’: both can be equally (un) reliable and (im) partial. There is thus no necessary link — though one is often assumed — between literary fiction and autobiography on the one hand and historical fact and biography on the other hand.
2.Изложите основное содержание текста своими словами на английском языке в 5−6 предложениях.
3.Сформулируйте 5 вопросов, ответы на которые отразили бы основное содержание текста.
4.Переведите следующие предложения на английский язык.
1)Я никогда в жизни не чувствовал себя так хорошо, как
тогда.
2)Мне интересно, кого ждут эти люди.
3)Оба ехали или молча, или обсуждая такие вещи, которые ничуть не интересовали ни того ни другого.
4)Как, ты еще не готова! Что же ты делала?
5)Когда я встал, я подошел к окну. Хотя дождя уже не было, но везде стояли большие лужи.
Task 4а
1. Переведите следующий текст на русский язык.
What is Meant by ‘Canon’
‘The canon’ refers to a body of privileged and prescribed texts which are assumed to be of ‘classic’ status and therefore automatically worthy of study. The matter of what texts are to he admitted to the canon, or of whether there ever has been or should be a fixed canon at all, has become especially contentious in English Studies over the past two decades. So, relatedly, has the matter of whether texts can be distinguished
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as ‘classic’ and/or ‘popular’. Often this comes down to the matter of what counts as LITERATURE.
Canon derives from a Greek word meaning either ‘measuring rod’ or ‘list’. Both meanings were taken over and eventually conflated by early Christianity. ‘Canon law’ referred to rules or decrees of the Church; ‘the canon’ was a list of books of the Bible officially accepted as genuine along with, later, the works of the Church fathers approved as authoritative and orthodox. All these were studiously distinguished from apocryphal works, which were reckoned to be fake, and heretical works, which were reckoned blasphemous and put on ‘the forbidden list’. Since the split at the Reformation, the Roman Catholic Church has continued to recognize as canonical eleven books of the Bible that Protestants reject as apocryphal. From the outset, then, whether conceived as official rules or as lists, canons and canonization are characterized by at least two features: concerted institutional control and a high degree of inclusivity/exclusivity.
2.Изложите основное содержание текста своими словами на английском языке в 5−6 предложениях.
3.Сформулируйте 5 вопросов, ответы на которые отразили бы основное содержание текста.
4.Переведите следующие предложения на английский язык.
1)Жарко, и уже более месяца нет дождя.
2)Почему вы мне не отвечаете? Вы согласны со мной?
3)Джон проверил сочинения своих учеников и читал книгу, которую он купил по дороге в школу.
4)Ремонт должен быть закончен к первому сентября.
5)Он не придет. Я только что разговаривала с ним по телефону.
Task 5а
1. Переведите следующий текст на русский язык.
Similarity and Difference in Language
and Literature
All the terms in this entry have to do with perceiving similarities and differences and expressing preferences. These are basic operations of analysis and evaluation. Because different people — or we ourselves at different moments — may perceive other differences and express other preferences, these are also operations that involve forms of revaluation.
In LANGUAGE, similarity and difference are fundamental principles at every level because we only know one sound, word or structure to the extent that it is more or less similar to or different from others. Thus in terms of sound ‘pin’ is almost the same as ‘bin’: there’s just
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