Вступительный письменный экзамен по английскому языку. Учебные материалы, методические указания и рекомендации. Пособие для абитуриентов
.pdfone phoneme different, and a voiced/unvoiced difference between /b/ and /p/. But at the same time, in terms of meaning, ‘pin’ is almost the same as, say, ‘needle’ but very different from ‘bin’. In this way language offers an interplay of similarities and differences at a variety of levels. When actually using language, we select from the available resources: we in effect choose one sound, meaning, word or structure rather than another.
In LITERATURE, similarity and difference are also fundamental concepts. First, in order even to construct a category of texts called ‘Literature’, we need to posit some kind of similarity amongst all the items included. Inevitably, at the same time, this means deciding which items are to be excluded. We thus construct the categories ‘Literature/ Non-literature’ by a dialectical principle of ‘is’ (similar to, includes) versus ‘is not’ (different from, excludes).
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)Привет, Джек. Где ты был и что ты делал все это время?
2)Пока он ждал, он слышал, как внизу в саду играют дети.
3)Он догадывался, что она знает, о чем он думает.
4)Я не имел понятия, знает ли она, что Фил будет здесь.
5)Медсестра сказала, что закроет все окна, чтобы вы не простудились.
Task 6а
1. Переведите следующий текст на русский язык.
Learning to Spell and Its Problems
Why are there so many people who have unhappy memories of learning to spell? Why are there thousands of children right now having to spend hours practising their spellings, at home or in school? Why are there so many who, having devoted so much time and energy to the task, are still unable to spell with confidence?
The answer is simple. Children are rarely taught how to spell. They are told they must learn spellings off by heart, of course, and they are rigorously tested in them. But to learn something by heart doesn’t explain what it is you have learned. In order to understand the spelling system of English, children need to be given reasons for why the spellings are as they are, and told about how these spellings relate to the way they pronounce the words. But the children are rarely taught about these principles. Spelling becomes a massive, boring memory
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task — ten words a night, for ever, it seems. As a result, they never develop a sense of the system which is present, so that when they encounter new words, they have to resort to guesswork.
Teachers often express surprise that a child who has been quick to learn to read should be a poor speller. They assume that reading, once taught, automatically means that spelling will be ‘caught’. But there is no correlation between reading ability and spelling ability. Totally different skills are involved. Spelling involves a set of active, productive, conscious processes that are not required for reading.
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)Рассказ был такой смешной и он прочел его с таким мастерством, что вся аудитория разразилась смехом.
2)Мы хотим, чтобы комитет был созван в понедельник.
3)Том никак не хотел, чтобы его мать узнала, что мы там все это время делали.
4)Ольга сказала, что не выносит, когда люди спорят о таких пустяках.
5)Нет сомнения в том, что последняя сцена пьесы была самой удачной.
Task 7а
1. Переведите следующий текст на русский язык.
Versification, Metrics and Poetics
Versification covers all those aspects of the formal organization of sounds that characterize verse. These range from localized matters of alliteration and stress through more pervasive patternings of rhythm, metre and rhyme to larger structural matters of genre (e.g., sonnet, ballad, and free verse). The principal focus here is poetry; but all these features grow out of the routine resources of the language. Similar devices and strategies can therefore be found in the design of speech and writing of all kinds, from oratory to advertising. ‘Metrics’ and ‘poetics’ are terms sometimes used to designate partly similar areas. Metrics, however, is restricted to the analysis of ‘measures’ or ‘feet’ within the line of verse (‘metre’ — also spelt ‘meter’ — derives from the Greek word for ‘measure’). Poetics, meanwhile, has a more capacious sense than versification alone. It embraces formal patterning in language of all kinds, and includes rhetorical organization in drama and narrative.
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What we ‘measure’ in English poetry very much depends on the basic resources of the language. ENGLISH is fundamentally a Germanic language. Therefore, like other Germanic languages, its basic sound-structure is built upon the presence or absence of stress (i.e. stressed or unstressed syllables). In this respect English differs from CLASSICAL and Romance languages such as Greek, Latin, French and Italian, which are organized chiefly round principles of syllable length (i.e. long or short syllables).
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)Вам лучше взять зонтик; может пойти дождь; небо все покрыто темными тучами.
2)Почему он постоянно думает о деньгах? Деньги — это еще не всё.
3)Ольга подошла к дому, дверь которого была открыта. На пороге стоял плачущий ребенок.
4)Этот человек — коллега моего отца. Я знаю его всю свою жизнь.
5)Он посмотрел на нее с безразличием. Олег рассказывал, что этот его взгляд был очень холодным и странным.
Task 8а
1. Переведите следующий текст на русский язык.
Standard English and the Hypothesis
of Linguistic Equality
This book examines — and exposes — the kinds of argument that have been put forward against the emphasis on standard English in schools and indeed in society, and it maintains the opposite position, namely that standard English is not merely one variety among many, but instead is a specially important and valuable variety which derives its value from a set of qualities which are not shared by other, nonstandard dialects. It follows that to give access to standard English to those members of society who have not acquired facility in it through their parents, is an important priority in any society concerned with social justice and the reduction of educational inequalities.
It must be recognized squarely, however, that there exists an almost insuperable obstacle to my contention about the special qualities of standard English. This obstacle is the consensus that has existed among linguists (i.e., specialists in linguistic theory) for at least three decades
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now, around the hypothesis that I will call ‘linguistic equality’, the notion that all languages, and all dialects of any language, are equally good. This hypothesis has been of fundamental importance in shaping the whole of the debate over the use of standard languages and dialects in educational systems, and over and over again it has been appealed to as the clinching argument for resisting the requirement that schoolchildren should be given maximum access to standard English.
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 заметил, что пару раз она украдкой бросала на меня взгляд.
2)Уже темнеет. Сколько же сейчас может быть времени?
3)В школе им сообщили, что для безграмотных были организованы вечерние занятия.
4)Вы не знаете, чья это была инструкция — дать нам так мало книг?
5)Женщина вышла из магазина, окна которого были ярко освещены, и пошла к машине, оставленной чуть ниже по улице.
Task 9а
1. Переведите следующий текст на русский язык.
The Kinds of Disadvantages Non-Standard
Speakers Face
There is no merit in equality, unless it be equality with the best.
John Lancaster Spalding
Our finding that languages are not all equally ‘good’, and that speakers of some languages may be at a big disadvantage in handling certain types of knowledge or skill, has important implications for the way we plan methods of helping the developing countries to make the best use of their resources, and reduce their inequalities, in a fast-changing world. But this book is not about the Third World, important though it is. It is about the way the linguistic equality dogma has been used in order to oppose an emphasis on standard English in school systems in Britain and North America. Assumptions about the special value of standard English cannot be supported if, as the dogma goes on to state, not only all languages, but all varieties of a language, are equally good.
Many people can, despite the insistence of the linguistic equality theorists, see the force of a common-sense argument about the func-
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tional disadvantages, in the modern world, of speaking only a preliterate language with a tiny vocabulary. But the differences between a standard language and a dialect — surely they must be so small that the suggestion of any intellectual implications for their speakers is improbable? And is this not especially so when we recognize the very arbitrary criteria which in centuries past helped to cause one dialect rather than another to assume the status of a standard language?
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)«Она не поняла тебя», — вскричал Филипп. «Она поняла меня достаточно хорошо». — «Не может быть, чтобы она тебя поняла», — повторил он упрямо.
2)Дорога пешком назад в гостиницу оказалась очень длинной, и он никогда не проделал бы ее без карты.
3)Как бы я хотел, чтобы они простили меня!
4)Мы ехали часа два, когда наконец увидели озеро.
5)Ни один врач никогда не станет вести себя таким образом по отношению к больному.
Task 10а
1. Переведите следующий текст на русский язык.
Family Background, Its Advantages and Disadvantages for Children
It appears, then, that standard English is perceived by all — and resisted by some — as the language of literacy and of educatedness. But does it follow that the vast lexical riches of standard English, and indeed its distinctive grammatical forms, are not available to dialect speakers? Why not just incorporate the vocabulary and grammatical forms of standard English into dialect? The notion of congruence is a clue. The educationist D. Corson has shown, first, that a high proportion of the words used in the specialist discourse of the main disciplines of the school and university curriculum are based on classical Latin or Greek roots. Family background gives the children of more educated parents distinct advantages in handling these, simply from the way they tend to speak and the things they tend to read, and quite apart from any specific grounding in a classical education. Peer group and home pressures may actually serve to discourage use of such words by working-class children — a use which is perceived as incongruous, even though these specialist words are not just highbrow
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synonyms for ordinary words. Corson analyzed the use by groups of schoolchildren of key words typically used in seven semantic fields which are proposed by education professor P. Hirst as being central to modern knowledge, of which 90 per cent happened to be of Greek or Latin origin. Poorer working-class children are not disposed to use specialist Graeco-Latin words widely in any of the four contexts examined in these academic studies.
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)У моей бабушки сильные боли в верхних позвонках.
2)Поздравляю! В вашем диктанте очень мало ошибок.
3)Мы подошли к зданию театра, у дверей которого толпился народ.
4)«Вы боитесь темноты или собаки?» — «Я не боюсь ни того ни другого».
5)Рой много работал и плохо спал все это время, и вид у него был усталый.
Task 11а
1. Переведите следующий текст на русский язык.
Differences between Standard and Non-Standard Dialects
That non-standard speakers may encounter difficulties in handling the standard English grammar on which schools operate is illustrated by an example from my own teaching experience in a largely workingclass grammar school around 1960. A senior colleague, after marking a huge pile of pupils’ work, declared in the staff-room that in many homes in our area children were unused to forming sentences using the word ‘although’. I explored this hypothesis informally and found it plausible that many of our pupils were unfamiliar with certain grammatical constructions such as concessive clauses, or the future perfect tense.
In an essay published elsewhere, I have made a comparison between standard and non-standard dialects and listed twenty characteristic functions which distinguish the two. Here I will summarize a few of these. First, standard languages are multifunctional, whereas dialects tend to serve limited functions. Secondly, among the most important functions of standard are the language of writing and of formal education and of the processing of all the forms of information required in
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a modernized society. Thus it acquires its third function, as the carrier of a far greater range of abstract meanings, and with a vaster overall vocabulary. Fourthly, standard is codified (i.e., its rules are formally set down), whereas non-standard is uncodified, enabling the former to be formally taught and learned, whereas nonstandard is not in practice available to be formally learned.
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)Она заперлась и не сойдет вниз, пока они не уйдут.
2)Он взял картофелину и осторожно положил ее обратно туда, где мы ее нашли.
3)Анна была смущена. Он звонил ей каждый вечер в течение двух последних недель.
4)Она занята посадкой цветов в саду; я надеюсь, что она не будет иметь ничего против того, чтобы мы помогли ей.
5)После окончания университета Павел поступил в аспирантуру.
Task 12а
1. Переведите следующий текст на русский язык.
Why Standard English is Associated with the Concept of Educatedness
At present, we do not know for sure what consequences there might be for the intellectual progress of a pupil in Britain who spoke a non-standard variety of English, though it has been pointed out that difficulties can arise for such speakers in the early stages of learning to read, from the greater mismatch between their pronunciation system and the orthography of standard English. There is a clearly established correspondence between a child’s ability to learn to read and write, and his linguistic ability, but we just do not know how far that correspondence may be adversely affected by the child’s speaking a non-standard dialect.
But some things we do know: for example, that the whole of our educational system presupposes the ability to handle standard English. This is the variety of English used by teachers themselves and it is the one in relation to which they tend, rightly or wrongly, to make judgments about their pupils. Among innumerable powerful pressures in this direction are the public examination system, the fact that all textbooks are written in standard English, and the general point, from
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which it seems impossible to escape, that there is a long-standing and now overwhelming association, right across British society, between the use of the grammar, vocabulary and idioms of standard English, and the concept of ‘educatedness’.
Some of the linguistic experts whose statements we have examined would wish to challenge this — to dispute, not the fact that this is so, but that it should be so.
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 те дни я редко видел своего школьного друга и стеснялся в его присутствии так же, как и он в моем.
2)У школьников есть плохая привычка — рисовать что-нибудь на партах.
3)Они понимали, что у них недостаточно акций, чтобы получить контроль над компанией.
4)Я сожалею, что нашу встречу пришлось отложить.
5)Они вынуждены были признать, что его английская речь звучала так же хорошо, как и их.
Task 13а
1. Переведите следующий текст на русский язык.
Social Consequences of Inability to Handle Standard English
We cannot be sure of the intellectual consequences of speaking a non-standard dialect rather than standard English, though we can point to many obstacles which such a speaker will face in any context connected with formal education. The social consequences, however, are well known. Because of those inescapable associations which have grown up between the ability to handle standard English and the concept of ‘educatedness’, the non-standard speaker is put at an unfair disadvantage in any crucial encounter outside their own speech-com- munity. Since our citizens no longer live out their lives in the village in which they grew up, they are constantly involved in spoken or written exchanges in which their ability to be articulate in standard English is of vital importance. This may be at the trivial level of ordering a meal in a restaurant or, more seriously, being stopped by a policeman or arguing with an official, voicing a grievance or giving evidence in a court of law — indeed, in any situation where authority, respectability or credibility are at issue.
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This brings us straight back to the connection between language and power. Standard English is often represented by its critics as the language of the power elite, and requiring children to learn it is represented as an act of oppression. The real truth is the opposite: causing children to learn standard English is an act of empowerment which will give them access to knowledge and to an assurance of greater authority in their dealings with the world outside their own homes.
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)Наш наблюдатель отметил, что поезд опоздал на 20 минут.
2)Последние известия по телевизору начинаются в девять часов.
3)В течение следующих трех дней ни он, ни Филипп не видели друг друга ни разу.
4)Вы не знаете, участвовал ли Джон в том матче?
5)Вам нужно принять горячую ванну и лечь спать.
Task 14а
1. Переведите следующий текст на русский язык.
Duality in Language as a Feature
of Its Flexibility
So far we have considered duality in reference to spoken language but the same principle applies to written language as well. Here, letters enter into various combinations to form words whose different spelling signifies difference in meaning. As the examples given above indicate, sometimes there is a coincidence between sound elements and letter elements: the sound contrast in [seif] and [seiv], for example, is marked by a corresponding spelling difference ‘safe’ and ‘save’. But there are innumerable instances, and English is notorious in this respect, where the sound/spelling relationship is not at all straightforward (how do you pronounce the written word ‘sow’, how do you write the spoken word [sait] — ‘cite’, ‘sight’, ‘site’?) Languages differ widely in the degree and kind of correspondence between their sound and spelling systems.
The very fact that duality can operate with both spoken sounds and written letters in human language is itself a feature of its flexibility. No animal communication appears to have exploited other media to develop alternative delivery systems in this way.
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It can be argued, and it usually is argued, that human language is primarily spoken, on the grounds that it is originally spoken, both in the individual’s acquisition of a language and in the history of language itself. The written language is in both cases based on the spoken, and can be taken as a derived version.
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 не мог допустить, чтобы моего единственного сына исключили из колледжа.
2)К началу зимы я буду работать в этой фирме вот уже 20 лет.
3)Через некоторое время он заметил, что его преследует полицейская машина.
4)Я не мог противостоять соблазну подразнить Тома.
5)Знания такого рода являются очень ценными; их можно добыть только путем серьезного и кропотливого труда.
Task 15а
1. Переведите следующий текст на русский язык.
What is English for Specific Purposes?
ESP is a special way of looking at language teaching. It asks the learners: ‘Why are you learning English? What are the purposes for which you use the language?’ Different learners will give different answers to these questions. For more and more people nowadays, English is vital for their work or their education. They need to be able to do things in English, e.g. to write reports, to read articles in professional journals, to listen to lectures and make notes, to make a sales presentation.
An ESP course starts with an analysis of the purposes for which a particular student or a group of students is learning English, it is then designed to meet precisely the needs which the analysis shows.
Because it is based on analysis of the needs of the students an ESP course teaches the language which is relevant. A doctor wants to learn how to make a diagnosis in English, a diplomat wants to conduct negotiations. Each needs to learn a very different language. By designing a course to teach precisely the language a student needs to learn, we can make the most efficient use of the time available for learning.
Because ESP courses are specially designed for the needs of an individual client, the fees are sometimes higher than the fees on a general
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