Вступительный письменный экзамен по английскому языку. Учебные материалы, методические указания и рекомендации. Пособие для абитуриентов
.pdfEnglish course. Specialists very often have to research the course, write materials, and teach very small groups of students.
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 я добрался до станции, уже темнело.
2)Если бы не важность этого дела, я бы остался дома.
3)Сказав это, он вышел из комнаты.
4)Масло несвежее. Купи масла, пожалуйста.
5)Он увлекался чтением приключенческих книг и мечтал стать путешественником.
Task 16а
1. Переведите следующий текст на русский язык.
Parenthetic Phrases and Their Functions
in Speech
That’s why many people object to you know, you see, mind you, I mean, and all the other ‘parenthetic’ phrases of this kind. They are held to be signs of unclear thinking, or lack of confidence, and anyone anxious to develop a controlled, precise speech style, or an authoritative public image, would do well to avoid them. Some people go further. In their view, phrases like you know should be scrupulously eradicated from the language in the next major clean-up exercise. They are of no value. They communicate no meaning. So let’s get rid of them. Enough said?
No. There’s far more to be said about these little phrases. They do have a job to do in modern English. They do communicate meaning — though it’s often a different kind of meaning than many people expect. To get rid of them entirely would be a real loss, not a gain, for the language.
To see this, let’s look again at the Famous Person’s interview, and ask what was wrong with it. Two things. There were too many you know-type phrases. And they were being used in a situation where clear and precise thinking was expected. The Famous Person might have got away with just one or two of these phrases — but to use ten of them in his opening couple of sentences was positively foolhardy.
But now reflect on a quite different situation, where clear and precise thinking is not the order of the day, and where there is no public image to be concerned about. At home, out shopping, in the pub, in a canteen… in innumerable everyday settings where there is no external pressure on us to speak according to a national standard.
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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 напомнил нам о странном случае, который произошел 2 года назад.
2)Я ни разу в жизни нигде и никогда не встречала ни одного человека, похожего на вас.
3)Позвонил Иван и радостно сообщил, что ему дали ключ от нашей комнаты.
4)Секретарь ответил, что уже послали за главным инженером.
5)Должно быть, они не ладят, вы же знаете ее дурной характер.
Task 17а
1. Переведите следующий текст на русский язык.
Language Dominance and Political,
Military and Economic Power
Why a language becomes a global language has little to do with the number of people who speak it. It is much more to do with who those speakers are. Latin became an international language throughout the Roman Empire, but this was not because the Romans were more numerous than the peoples they subjugated. They were simply more powerful. And later, when Roman military power declined, Latin remained for a millennium as the international language of education, thanks to a different sort of power — the ecclesiastical power of Roman Catholicism.
There is the closest of links between language dominance and cultural power, and this relationship will become increasingly clear as the history of English is told. Without a strong power-base, whether political, military or economic, no language can make progress as an international medium of communication. Language has no independent existence, living in some sort of mystical space apart from the people who speak it. Language exists only in the brains and mouths and ears and hands and eyes of its users. When they succeed, on the international stage, their language succeeds. When they fail, their language fails.
This point may seem obvious, but it needs to be made at the outset, because over the years many popular and misleading beliefs have grown up about why a language should become internationally successful. It is quite common to hear people claim that a language is a paragon, on account of its perceived aesthetic qualities, clarity of expression, literary power, or religious standing.
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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)Джон, обернувшись у двери, заметил, что стоит на письме, которое лежало на половике. Его, должно быть, доставили спустя некоторое время после его возвращения.
2)Ты не был так уж сильно занят. Ты мог бы нам помочь.
3)Жизнь протекала гладко, как будто никогда ничего не происходило.
4)Секретарша узнала, что о потере документа доложили руководству.
5)В последнее время его имя стало часто встречаться в газетах.
Task 18а
1. Переведите следующий текст на русский язык.
World English and the British Empire
Most of the pre-twentieth-century commentators would have had no difficulty giving a single, political answer to the question ‘Why World English?’ They would simply have pointed to the growth of the British Empire. Isaac Pitman, for example, simply observes: ‘The British Empire covers nearly a third of the earth’s surface, and British subjects are nearly a fourth of the population of the world.’ It was considered self-evident that the civilizing influence of Britain was a desirable goal, anywhere in the world, and that the English language was an essential means of achieving this end.
The strength of feeling on this point has to be appreciated, for it helps to explain the intensity with which the language came to be introduced in many countries, during the period of Empire. Here is William Russel, writing in 1801: ‘…if many schools were established in different parts of Asia and Africa to instruct the natives, free of all expense, with various premiums [prizes] of British manufacture to the most meritorious pupils, this would be the best preparatory step that Englishmen could adopt for the general admission of their commerce, their opinions, their religion. This would tend to conquer the heart and its affections; which is a far more effectual conquest than that obtained by swords and cannons: and a thousand pounds expended for tutors, books, and premiums would do more to subdue a nation of savages than forty thousand expended for artillery-men, bullets, and gunpowder’.
2.Изложите основное содержание текста своими словами на английском языке в 5−6 предложениях.
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3.Сформулируйте 5 вопросов, ответы на которые отразили бы основное содержание текста.
4.Переведите следующие предложения на английский язык.
1)Том сердито сказал, что Джейн спит и он не хочет, чтобы ее беспокоили.
2)Вы так сильно изменились, что я едва вас узнала.
3)Она узнала, что обязанностей у нее будет немного.
4)Джон сказал, что они никогда и нигде не вели себя более невежливо, чем в этой гостинице.
5)Я бродил по лесу около часа, когда увидел маленький домик. Так как я никогда не был в этих местах, то я не знал, кто в нем живет. Дом стоял среди деревьев, и тропинка, по которой я шел, вела к нему.
Task 19а
1. Переведите следующий текст на русский язык.
Language Differences between Generations
Each successive generation behaves linguistically in a slightly different manner from its predecessors. In his teens the young man is impatient of what he considers to be the unduly stilted vocabulary and pronunciation of his elders and he likes to show how up to date he is by the use of the latest slang, but as years go by some of his slang becomes standard usage and in any case he slowly grows less receptive to linguistic novelties, so that by the time he reaches his forties he will probably be lamenting the slipshod speech of the younger generation. In this respect language is a little like fashions in men’s dress. The informal clothes of the one generation become the every day wear of the next, and just as young doctors and bank clerks nowadays go about their business in sports-jackets, so they allow into their normal vocabulary various expressions which were once confined to slang and familiar conversation.
But quite apart from additions to the language which result from the admittance into good usage of what was once slang, it is evident that numberless new words and expressions are required in order to deal with the great and ever-increasing complexity of modern life, encompassed as it is by the rapidly changing social and technical conditions of our time. Inventions and discoveries in the scientific domain create whole vocabularies of their own, and inevitably certain expressions taken from such sources find their way into current speech.
2.Изложите основное содержание текста своими словами на английском языке в 5−6 предложениях.
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3.Сформулируйте 5 вопросов, ответы на которые отразили бы основное содержание текста.
4.Переведите следующие предложения на английский язык.
1)Будь осторожна, когда переходишь дорогу. Движение здесь очень оживленное.
2)Едва я успел попрощаться с ними, как поезд тронулся.
3)Я велю ему принести ключ, когда он осмотрит дом.
4)Ему удалось узнать, что ни один ученый никогда не занимался этим вопросом.
5)Никто не требует, чтобы вы оставались здесь до вечера; вы можете уйти, как только окончите работу.
Task 20а
1. Переведите следующий текст на русский язык.
Specialized Terminology of Modern Linguistics
It is sometimes suggested that the terminology of modern linguistics is unnecessarily complex. This is a criticism which need not detain us long. Every science has its own technical vocabulary: it is only because the layman takes on trust the established sciences, and especially the ‘natural’ sciences, that he does not question their right to furnish themselves with special vocabularies. The technical terms used by linguists arise in the course of their work and are easily understood by those who approach the subject sympathetically and without prejudice. It should not be forgotten that most of the terms which the non-linguist employs to talk about language (‘word’, ‘syllable’, ‘letter’, ‘phrase’, ‘sentence’, ‘noun’, ‘verb’, etc.) originated as technical terms of traditional grammar and are no less ‘abstract’ in their reference than the more recent creations of linguists. If the contemporary linguist requires different terms, this is accounted for partly by the fact that the non-technical employment of many of the terms of traditional grammar has rendered them insufficiently precise for scientific purposes and partly by the simple fact that modern linguistics has in certain respects advanced beyond traditional grammar in its attempt to construct a general theory of language-structure. As we shall see, the use of a special vocabulary eliminates a good deal of ambiguity and possible misunderstanding in the discussion of 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) Ваш внук рассказывал мне, что ваша память нисколько не
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лучше моей.
2)Все гости отметили, что она была гораздо моложе своей сестры и менее веселая.
3)Джон не ожидал, что сам будет так доволен результатами своих экспериментов.
4)Я думаю, что данную работу надо разделить как на главы, так и на параграфы.
5)Не понимаю, почему об этом фильме так много говорят.
Task 21а
1. Переведите следующий текст на русский язык.
Formal Definitions and Why They are
Misleading
The objection to formal definitions is that, while they are seldom positively wrong, they are so often unhelpful, if not actually misleading. Such is characteristically the case with the common definition of speech as the use of articulate sound-symbols for the expression of thought. With slight verbal variations, this definition is found throughout the whole range of general treatises on language, old and new alike. And indeed, if the term ‘thought’ be interpreted widely enough, there is little here to which one can take serious exception. Everything that is spoken of must, at all events in a metaphorical way, pass through the mind of the speaker before it is put into words. In this sense speech does really serve the expression of thought. The main objection to the current definition is then, not that it is untrue, but rather that it leads nowhere. As applied to many samples of speech, the description is even grotesque. Consider a mother anxiously asking for news of her son, or a tradesman driving a hard bargain. Or again, imagine an angry traveller hurling words of abuse at an uncomprehending porter, or a judge pronouncing sentence of death upon a murderer. Shall we say that these persons are expressing thought? We may do so, of course, without departing from the strict truth, but such a statement would be, to say the least, singularly inept. There are, however, cases where this description is both natural and appropriate, as when, for example, a lecturer is analysing some philosophic subtlety.
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)Ни он, ни его сестра не пришли на наш вечер.
2)Конечно, у меня было то преимущество, что я очень хорошо
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знал этого человека.
3)У нее хорошие знания английской грамматики.
4)Я думаю, вы не ожидали, что костюм будет таким дешевым.
5)Товар продолжали выпускать, хотя спрос на него уже падал.
Task 22а
1. Переведите следующий текст на русский язык.
Words and Their Referents
One thing we can be fairly sure about is that a word — a phonemic event — only exists at all because of some entity that has a prior existence in the non-linguistic world. This non-linguistic world may be seen as having two aspects: first, there are the things to which language ultimately refers — ‘real’ events or objects, which we assume have a life of their own; second, there is an area of mind where the speaker and hearer (or writer and reader) meet to agree on some interpretation of the real event or object. Thus, at one end we have the word, at the other we have the referent, in the middle we have the sense. The referent is perhaps a matter for the philosopher; the word is certainly the linguist’s concern; the sense interests everybody, from the logician to the literary critic.
Whether the referent of a word really (in the sense of ‘demonstrably’) exists is no concern of ours. We may talk about the attributes of God even though some would say that God’s existence has not been satisfactorily proved. We may talk about the characters of a novel, knowing that these exist only in a very special sense — certainly not as the Albert Memorial or Red Square exists. A hypothesis may have a mental existence and the ginger-and-white cat that sits by me at this moment of writing may have a physical one: to the user of words they inhabit the same area of reference…
A speaker speaks the word; a hearer hears it. If he understands the word he has stepped into the same area of sense as the speaker.
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)Оставшись один, он начал распаковывать вещи.
2)Учительница сказала мне, что на этот раз у тебя меньше ошибок.
3)Не может быть, чтобы Джек страдал морской болезнью, ведь
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большую часть жизни ему приходится проводить в море.
4)В молодости он, бывало, плавал по утрам до поздней осени
ибыл очень здоров.
5)Я подумал, что он устал, и спросил его, что он делал все это время.
Task 23а
1. Переведите следующий текст на русский язык.
The Authorized Version of the Bible
In 1604, King James I of England appointed forty-seven learned men to produce an English version of the Bible which should be more or less official and final. Fuller, one of our early historians, says that this body ‘vigorously, though slowly, proceeded in this hard, heavy and holy task, nothing offended with the censures of impatient people condemning their delays for laziness’. In 1611 the work was done and that translation known as the Authorised Version was printed. This is the version everybody means when using the term ‘English Bible’ or just ‘the Bible’. For over three hundred years the words of this Bible have been familiar to every Protestant Christian in England. There have been other versions since, but none of them has ever been able to usurp the place which the King James translation holds in most English hearts. Today, the English of the Authorised Version seems quaint and sometimes it is obscure, but there is no doubt of its beauty and power. There is no writer who has not been influenced by it — even writers like Bernard Shaw and H.G. Wells, though not Christian, have fallen heavily under its spell. Even people with little learning tend, when writing letters, to use the rhythms and language of the Bible. This translation, a little conservative in its idiom and vocabulary, may be regarded as a monument of Tudor, not Stuart, prose.
Through the Old Testament, English literature makes its first contact with the East. The 1611 version keeps closely to the structure and idiom of the Hebrew 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)Макс поднял книгу, которую он перед этим читал, и загнул уголок страницы, чтобы отметить место.
2)Окончательное решение проблемы мы отложили до следующей встречи.
3)Врач посоветовал пациенту есть больше овощей и фруктов,
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меньше хлеба и картофеля — словом, перейти на диету, если он хочет избавиться от высокого давления.
4)На семинаре мы обсуждали сложный правовой вопрос, связанный с получением наследства.
5)В этом случае можно употребить оба термина.
Task 24а
1. Переведите следующий текст на русский язык.
William Shakespeare
This chapter should begin and end with the title. For what more can I say about Shakespeare than has already been said? He is the subject of innumerable books, written in all the languages of the world. He has been studied exhaustively. Every line of every one of his plays has been analysed, re-analysed, edited, and re-edited; the scanty details of his life have been examined under countless microscopes; the world has judged him and found him the greatest playwright, perhaps the greatest writer, of all time. This chapter can contain nothing new.
And yet each age, perhaps even each decade, can find some new aspect of a great writer, simply because, being great, no one age, no one person can see all of him. The twentieth-century Shakespeare is different from the nineteenth-century Shakespeare; the Shakespeare of the 1970s is different from the Shakespeare of the 1960s. So it will go on as long as civilisation lasts; and every new aspect of Shakespeare will be as true as any other.
Is Shakespeare’s life important to us? Does it matter to us that he was born in Stratford, made a possibly unwise marriage there, migrated to London, amassed a fortune, came back a wealthy citizen, and died — according to tradition — of a fever after a drinking-bout? In a sense it does, for, knowing why Shakespeare wrote his plays, knowing what he wanted out of life, we can attune our view of the plays to his view, understand them better for getting inside the skin of the man who wrote them.
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)«Филипп, в твоей книжке было какое-то письмо». — «Разве?» — «Ты, наверное, забыл его».
2)Я, по-видимому, простоял там некоторое время в глубокой
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задумчивости, когда увидел, как в тусклом свете передо мной появилась какая-то темная фигура.
3)Эванс был настолько неграмотным, что он просто не мог написать ни одного слова этого доклада.
4)Интересно, помнит ли он наш разговор?
5)В машине было весело, и они быстро доехали до реки.
Task 25а
1. Переведите следующий текст на русский язык.
Theatre Audience in Shakespeare’s Day
A concern with the sound of words implies a concern with the ears that hear the sound. Shakespeare is always greatly aware of his own Elizabethan audience, that mixed bag of aristocrats, wits, gallants, cut-purses, sailors and soldiers on leave, schoolboys and apprentices, which bears a greater resemblance to the modern cinema audience than the modern theatre audience (in Europe, anyway). He tries to establish intimacy with this audience, to bring it into the play, and his soliloquies are not speeches which the actor pretends to be delivering to himself, but intimate communications with the audience. It was, anyway, difficult to pretend that the audience was not there: the daylight blazed on the audience, the audience surrounded three sides of the stage, some of the audience even sat on the stage. The modern actor, cut off from his audience by footlights and darkness, can pretend that they are rows of cabbages, not people at all. Not so the Elizabethan actor: he had to establish contact with auditors who were critical, sometimes rowdy, certainly always day-lit flesh-and- blood, not abstractions hidden by darkness. This audience had to be given what it wanted, and, being a mixed bag, it wanted a variety of things — action and blood for the unlettered, fine phrases and wit for the gallants, thought and debate and learning for the more scholarly, subtle humour for the refined, boisterous clowning for the unrefined, love-interest for the ladies, song and dance for everybody.
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)Издатель сказал, что эту книгу можно купить в любом магазине.
2)Он мог бы сделать это на прошлой неделе. Он не был особенно занят.
3)Не может быть, чтобы вас послали ко мне. Я не имею к
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