Вступительный письменный экзамен по английскому языку. Учебные материалы, методические указания и рекомендации. Пособие для абитуриентов

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Text 8. The Royal Academy of Arts, London . . . . . . . . . . . . . . . . . . . . . 150 Text 9. Romanticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Text 10. Michelangelo Buonarroti (1475−1564) . . . . . . . . . . . . . . . . . . . 152 Text 11. Moscow Museums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Text 12. Sir Peter Paul Rubens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Text 13. Neoclassicism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Text 14. Diego Rodriguez de Silva у Velazquez (Velásquez). . . . . . . . . . . 159 Text 15. Joseph Mallord William Turner . . . . . . . . . . . . . . . . . . . . . . . . 160 Text 16. Pierre Auguste Renoir. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Text 17. James Abbott McNeill Whistler . . . . . . . . . . . . . . . . . . . . . . . . 163 Text 18. Book Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Text 19. Igor Grabar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Text 20. The Moscow School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Часть 4

Материалы для подготовки к вступительному экзамену на филологический факультет


4.1. Блок заданий № 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .			167
1.	Resources of Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		167
2.	Shakespeare’s Verse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		168
3.	The Globe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		169
4.	Performances in the Globe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		170
5.	Beginnings of the Theatre in England . . . . . . . . . . . . . . . . . . . . . . . .		171
6.	Early Modern English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		172
7.	Some Tendencies in English Pronunciation . . . . . . . . . . . . . . . . . . . .		173
8.	The Relevance of Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		174
9.	People’s Attitudes to Globalization of Their Language. . . . . . . . . . . . .		175
10.		Words and How People Treat Them . . . . . . . . . . . . . . . . . . . . . . . .	176
11.		What Good Style should Be Like . . . . . . . . . . . . . . . . . . . . . . . . . .	177
12.		Length of Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	178
13.		Length of Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	179
14.		Informal English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	180
15.		Newspaper Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	181
16.		Irony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	182
17.		Language as an Integral Part of Human Life. . . . . . . . . . . . . . . . . . .	183
18.		Types of Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	184
19.		Language and Its Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	185
20.		Ways of Being Polite in Language . . . . . . . . . . . . . . . . . . . . . . . . . .	186
21.		Changes in the Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	187
22.		How Changes Spread through a Population . . . . . . . . . . . . . . . . . . .	188
23.		Linguistic Areas and Borrowing. . . . . . . . . . . . . . . . . . . . . . . . . . . .	189
24.		The Roles of Grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	190
25.		How Style should Be Fashioned . . . . . . . . . . . . . . . . . . . . . . . . . . .	191
26.		Varieties of English and Their Standards . . . . . . . . . . . . . . . . . . . . .	192
27.		Intricacies of Relations between Britain and Europe . . . . . . . . . . . . .	193
28.		Interrelationship of Language, Literature and Culture . . . . . . . . . . . .	194
29.		Multimedia Potentiality of Words . . . . . . . . . . . . . . . . . . . . . . . . . .	195
30.		‘Hamlet’ and Its Versions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	195
4.2. Блок заданий № 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .			196
1.	Hamlet’s Subjects over the Centuries . . . . . . . . . . . . . . . . . . . . . . . . .		196
2.	Accent and Dialect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		197
3.	Biography/Autobiography and Life-writing: Self and Other . . . . . . . . .		198

301

4.	What is Meant by ‘Canon’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		199
5.	Similarity and Difference in Language and Literature . . . . . . . . . . . . .		200
6.	Learning to Spell and Its Problems . . . . . . . . . . . . . . . . . . . . . . . . . .		201
7.	Versification, Metrics and Poetics . . . . . . . . . . . . . . . . . . . . . . . . . . .		202
8.	Standard English and the Hypothesis of Linguistic Equality . . . . . . . . .		203
9.	The Kinds of Disadvantages Non-Standard Speakers Face. . . . . . . . . .		204
10.		Family Background, Its Advantages and Disadvantages for Children . .	205
11.		Differences between Standard and Non-Standard Dialects . . . . . . . . .	206
12. Why Standard English is Associated with the Concept of Educatedness . .			207
13.		Social Consequences of Inability to Handle Standard English. . . . . . .	208
14.		Duality in Language as a Feature of Its Flexibility. . . . . . . . . . . . . . .	209
15.		What is English for Specific Purposes? . . . . . . . . . . . . . . . . . . . . . . .	210
16.		Parenthetic Phrases and Their Functions in Speech. . . . . . . . . . . . . .	211
17.		Language Dominance and Political, Military and Economic Power . .	212
18.		World English and the British Empire . . . . . . . . . . . . . . . . . . . . . . .	213
19.		Language Differences between Generations . . . . . . . . . . . . . . . . . . .	214
20.		Specialized Terminology of Modern Linguistics . . . . . . . . . . . . . . . .	215
21.		Formal Definitions and Why They are Misleading. . . . . . . . . . . . . . .	216
22.		Words and Their Referents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	217
23.		The Authorized Version of the Bible . . . . . . . . . . . . . . . . . . . . . . . .	218
24.		William Shakespeare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	219
25.		Theatre Audience in Shakespeare’s Day . . . . . . . . . . . . . . . . . . . . . .	220
26.		Elizabethan Dramatists Contemporary with Shakespeare . . . . . . . . . .	221
27.		The Split between Conservatives and Puritans under Charles I . . . . . .	222
28.		Puritan Rule and Its Influence on the English Way of Life. . . . . . . . .	223
29.		John Milton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	224
30.		Differences between Speech and Writing . . . . . . . . . . . . . . . . . . . . .	225
4.3. Блок заданий № 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .			226
1.	Language Ideology and People’s Attitudes to Accents . . . . . . . . . . . . .		226
2.	‘English Only’ Movement in the US . . . . . . . . . . . . . . . . . . . . . . . . .		227
3.	Sociolinguistic Hierarchies in Britain and the US . . . . . . . . . . . . . . . .		228
4.	‘English Only’ Movement and Discrimination of Other Languages . . . .		229
5.	Linguistic Folklore and Origins of Language. . . . . . . . . . . . . . . . . . . .		230
6.	Language Vocabulary and History . . . . . . . . . . . . . . . . . . . . . . . . . . .		231
7.	Language as a Guarantor and Symbol of Political Unity . . . . . . . . . . .		232
8.	The Growth of Advertising in Britain and the USA. . . . . . . . . . . . . . .		233
9.	The Dominance of English in Popular Music . . . . . . . . . . . . . . . . . . .		234
10.		English in Popular Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	235
11.		English as a Medium of International Communication . . . . . . . . . . .	236
12.		English as a Lingua Franca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	237
13.		Is The Internet an Instrument of Intellectual Colonialism?. . . . . . . . .	238
14.		Glorifying Images of English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	239
15. The Opposition of Native vs. Non-Native Speakers of English as a Colonial
		Construct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	240
16.		Ideological Implications of Insistence on English in the Classroom . . .	241
17.		People’s Attitudes to Changes in Word Meanings . . . . . . . . . . . . . . .	242
18.		The Spread of New Language Forms by the Media . . . . . . . . . . . . . .	243
19.		The Stature of English on the Information Superhighway. . . . . . . . . .	244
20.		The Rejection of English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	245
21.		Unhappy Colonial Resonance in People’s Minds . . . . . . . . . . . . . . .	246
22.		International Varieties of English. . . . . . . . . . . . . . . . . . . . . . . . . . .	247
23.		World Standard Spoken English . . . . . . . . . . . . . . . . . . . . . . . . . . .	248
24.		ELT as a Part of Colonial Policy. . . . . . . . . . . . . . . . . . . . . . . . . . .	249
25.		The Image of English as a Borrowing Language . . . . . . . . . . . . . . . .	250

302


26.		Are There Reasons to Be Wary of ‘Cultural Imperialism’? . . . . . . . . .	251
27.		Nouns Used as Adjectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	252
28.		Standard English and British English . . . . . . . . . . . . . . . . . . . . . . . .	253
29.		The Meanings of ‘Green’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	254
30.		Doubling the Final Letter before -ed and -ing . . . . . . . . . . . . . . . . .	255
4.4. Блок заданий № 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .			256
1. The New Revised Standard Version of the Bible: Its Making and Character. .			256
2.	Intellectual or Intelligent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		257
3.	Latin Roots. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		258
4.	The Literature of the Restoration . . . . . . . . . . . . . . . . . . . . . . . . . . .		259
5.	Literary Theory in the Restoration Period . . . . . . . . . . . . . . . . . . . . .		260
6.	Restoration as the Beginning of Scientific Age . . . . . . . . . . . . . . . . . .		261
7.	The 18th Century in England . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		262
8.	Lack of Balance between Reason and Emotion in the 18th Century . . .		263
9.	The 18th Century Verse and Prose . . . . . . . . . . . . . . . . . . . . . . . . . .		264
10.		Laurence Sterne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	265
11.		Establishment of Romanticism . . . . . . . . . . . . . . . . . . . . . . . . . . . .	266
12.		Jane Austen’s Uniqueness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	267
13.		The Victorian Era . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	268
14.		An Age of Crusaders, Reformers and Theorists . . . . . . . . . . . . . . . . .	269
15.		Carlyle and Ruskin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	270
16.		Dickens’ Vitality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	271
17.		William Makepeace Thackeray’s Works . . . . . . . . . . . . . . . . . . . . . .	272
18.		Oscar Wilde and Rudyard Kipling . . . . . . . . . . . . . . . . . . . . . . . . . .	273
19.		Popular Views on Points of Usage . . . . . . . . . . . . . . . . . . . . . . . . . .	274
20.		Language and Political Correctness . . . . . . . . . . . . . . . . . . . . . . . . .	275
21.		Pessimistic Views on Language Development . . . . . . . . . . . . . . . . . .	276
22.		Spelling and Its Significance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	277
23.		Utterances, Phonemes and Morphemes . . . . . . . . . . . . . . . . . . . . . .	278
24.		The Arts and the Science of Language . . . . . . . . . . . . . . . . . . . . . . .	279
25.		Foreign and Native Words in English. . . . . . . . . . . . . . . . . . . . . . . .	280
26.		The Meaning of Compound Nouns . . . . . . . . . . . . . . . . . . . . . . . . .	281
27.		Compound Words in Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	282
28.		Productive Morphological Patterns . . . . . . . . . . . . . . . . . . . . . . . . .	283
29.		Shortened Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	284
30.		The Use of Two Synonymous Words as a Stylistic Habit . . . . . . . . . .	285
4.5. Блок заданий № 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .			286
1.	Double Phrases in English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		286
2.	Clues for Reconstructing Old Pronunciations . . . . . . . . . . . . . . . . . .		287
3.	Recognition of Foreign Words by Native Speakers . . . . . . . . . . . . . . .		288
4.	The Multitude of Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		289
5.	Agatha Christie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		290
6.	Kazuo Ishiguro and His Works . . . . . . . . . . . . . . . . . . . . . . . . . . . .		291
7.	Canadian Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		292
8.	Dictionaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		293
Рекомендуемая учебная и справочная литература . . . . . . . . . . . . . . . . . . .			294

Учебное издание

ФИЛИППОВА МАРГАРИТА МИХАЙЛОВНА, СВЕТОВИДОВА ИННА ВЛАДИМИРОВНА

ВСТУПИТЕЛЬНЫЙ ПИСЬМЕННЫЙ ЭКЗАМЕН ПО АНГЛИЙСКОМУ ЯЗЫКУ

Учебные материалы, методические указания и рекомендации

Пособие для абитуриентов 2-е издание

Редактор

Т.М. Ильенко

Художник

В.А. Чернецов

Художественный редактор

Ю.М. Добрянская

Технический редактор

З.С. Кондрашова

Корректоры

В.В. Конкина, Н.И. Коновалова

Подписано в печать 22.03.2012. Формат 60×90 1/16. Бумага офс. № 1. Гарнитура Таймс.

Усл.-печ. л. 19,0. Уч.-изд. л. 17,8.
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Отпечатано в типографии МГУ 119991, ГСП-1, Москва, Ленинские горы, д. 1, стр. 15.

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