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Файл:Английский язык. Учебное пособие для аспирантов консерваторий и вузов искусств
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One ought to be true to oneself.
sociology
called
deductive
philology
regarded as
both inductive
and deductive
One ought to try to lead an interesting life.
One ought to develop an interesting personality.
One ought not to waste one's time.
One ought to have the courage to change one's mind.
I. Read the sentences and choose the right ones:
Alice is doing research work in theory of music,
specializing in the field of applied linguistics.
applied sociology,
formal logic.
Alice's attitude towards musicology can be described as inductive
.
II. Answer the following questions:
1. In what sphere of knowledge or arts are you specializing at
present?
2. What does your work consist in?
3. What problem do you concentrate on?
4. What are you particularly interested in?
5. What axioms have you accepted?
Speak on your professional interests and achievements using word combinations under underlined in the text.
III. Render in Russian:
«Быть учителем очень легко, – говорил Массне. – Нет, напри-
мер, ничего проще, чем давать уроки игры на фортепиано. Достаточно знать три предложения: “Здравствуйте, мадемуазель… Немного медленнее, прошу Вас… Засвидетельствуйте мое почтение
Вашей бабушке…”»
IV. Do you agree that
The more we talk, the more we know ourselves.
The more we know ourselves, the more we understand life
and
To really care means to dare to share?
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C. GRAMMAR
1. Open the brackets using the correct forms of adjectives:
1. We should eat (healthy) food. 2. Today the streets aren't as
(clean) as they used to be. 3. It's j(bad) mistake he has ever made. 4. This
man is (tall) than that one. 5. Asia is (large) than Australia. 6. The Volga
is (short) than the Mississippi. 7. Which build-ling is the (high) in Moscow? 8. Mary is a (good) student than Lucy. 9. The Alps are (high) than
the Urals. 110. This garden is the (beautiful) in our town. 11. She speaks
Italian (good) than English. 12. Is the word Newspaper" (long) than the
word "book"? 13. The Thames is (short) than the Volga. 14. The Arctic
Ocean is (cold) than the Indian Ocean. 15. Chinese is (difficult) than
English. 16. Spanish is (easy) than German. 17. She is not so (busy) as I
am. 18. It is as :old) today as it was yesterday. 19. She is not so (fond) of
sports as my brother is. 20. Today the weather is (cold) than it was yesterday. 21. This book is (interesting) of all I have read this year. 22. January is the (cold) month of the year. 23. My sister speaks English (bad)
than I do. 24. Which is the (hot) month of the year? 25. Which is the
(beautiful) place in this part of the country? 26. This good-looking girl
is the (good) student in our group.27. Her eyes are (grey) than mine,
28. He was the (fat) man in the village. 29. As he went on, the box became (heavy) and (heavy). 30. My sister is the (tall) girl in her class.
31. Who is the (attentive) student in your group? 32. It is autumn. Every
day the air becomes (cold), the leaves (yellow). 33. This is the (beautiful) view I have ever seen in my life. 34. Your handwriting is now
(good) than it was last year; but still it is not so (good) as Nick's handwriting. Nick has a (good) handwriting than you. And of course Nellie
has the (good) handwriting of all. 35. Oil is (light) than water. 36. We
shall wait for a (dry) day to go on the excursion. 37. A bus is (fast) than
a tram. 38. Take some of these sweets: they are very (nice). They are
(nice) than the sweets in that box. 39. He clearly did not like the explanation, and as he listened to it, he became (angry) and (angry). 40. He
worked (hard) and (hard) as the end of the term came nearer. 41. The
(tall) trees in the world grow in California. 42. Please be (careful) next
time and don't spill the milk again. 43. Bobby was a (quiet) child. He
was (quiet) than his sister.
2. Use the Gerund:
1. He was always ready for (to help) people. 2. He was very glad of
(to help) in his difficulty. 3. On (to allow) to leave the room, the children
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immediately ran out into the yard and began (to play). 4. In (to make)
this experiment, they came across some very interesting phenomena.
5. The results of the experiment must be checked and rechecked before
(to publish). 6. David was tired of (to scold) all the time. 7. The watch
requires (to repair) 8. The problem is not worth (to discuss). 9. Jane Eyre
remembered (to lock) up in the red room for (to contradict) Mrs. Reed.
10. Why do you avoid (to speak) to me? 11. She tried to avoid (to speak)
to. 12. The doctor insisted on (to send) the sick man to hospital. 13. The
child insisted on (to send) home at once. 14. Do you mind him (to examine) by a heart specialist? 15. He showed no sign of (to recognize) me.
16. She showed no sign of (to surprise). 17. He had a strange habit of (to
interfere) in other people's business. 18. I was angry at (to interrupt) every other moment. 19. The machine needs (to clean). 20. I am quite serious in (to say) that I don't want to go abroad. 21. He seemed sorry for
(to be) inattentive to his child. 22. She confessed to (to forget) to send
the letter. 23. The old man could not stand (to tell) what he should do.
24. Going to the party was no use: he had no talent for (to dance).
25. The Bronze Horseman is worth (to see). 26. After thoroughly (to examine) the student, the professor gave him a satisfactory mark. 27. After
thoroughly (to examine) by the examination commission, the student
was given a satisfactory mark. 28. She accused him of (to steal) her
purse. teacher handed them back. 29. After (to look) through and (to
mark), the papers were handed back to the students. 30. These clothes
want (to wash) David was very glad of (to find) his aunt. 31. Excuse me
for (to break) your beautiful vase. 32. You never mentioned (to be) to
Greece. 33. She was proud of (to award) the cup of a champion. 34. I
don't remember ever (to meet) your sister. 35. I don't remember (to ask)
this question by any body. 36. The cat was punished for (to break) the
cup. 37. The cat was afraid of (to punish) and hid itself under the sofa.
38. The girls were busy (to pack) when one of them suddenly remembered (to leave) the milk on the stove which was probably boiling over.
39. Little David couldn't bear (to recite) his lessons in the presence of his
stepfather and Miss Murdstone. They frightened him so that he couldn't
help (to make) mistakes though he tried hard to avoid (to displease) them
and (to scold). 40. I landed in London on an autumn evening. My friends
expected me home for the holidays, but had no idea of my (to return) so
soon. I had purposely not informed them of my (to come), that I might
have the pleasure of (to take) them by surprise. And yet I had a feeling of
disappointment in (to receive) no welcome. I even felt like (to cry).
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41. The girl was proud of (to choose) to represent the sportsmen of the
school at the coming competition. She thanked her classmates for (to
choose) her and promised to do her best to win.
3. Open the brackets, keep in mind Sequence of Tenses:
1. When the train (stop) I (look) out of the window but (not, see)
any of my friends there. I (send) them a telegram and I (think) that they
(meet) me. My friend Mike said that, perhaps, they (wait) for us in the
waiting-room. We (go) there but (not, find) them there either. We (think)
that something (happen)! We (wait) for half an hour and then we (understand) that they (not, come). Later our friends told us they (receive) our
telegram ten minutes before the train time and (not, can) meet us.
2. When I came to Peter's place yesterday I learned that he (go) to the
airport to meet a friend of his who (come) by the 9 o'clock plane. 3. A
week ago I (go) to a restaurant. I (take) a seat at one of the tables and
(look) through the menu. Then a waiter (come) and asked me if I
(choose) anything. I said I (choose) a tomato salad, a chop and black coffee. I also said I (take) an orange. 4. Alice said that she (enjoy) her last
trip about the Crimea and she (spend) her next holidays in one of the
seaside towns in the Caucasus. 5. Some days ago I (offer) Helen a ticket
for a new film but she refused. She (say) that she (have a headache) and
(not, want) to go anywhere. 6. John told me he (to give) a farewell dinner party the following Friday. 7. She said Jane Morton (to teach) spoken
English at Moscow University then. 8. Peter told me that he (to see) the
old slum houses in the East End. He said it (to be) difficult to believe
people (can) live in those dirty slums. 9. He said that Mr Barton (to stay)
in Tallinn for a couple of weeks. 10. The guide said that the sightseeing
tour (may) take them from four to six hours. 11. I wondered whether the
train (to reach) already Leeds. 12. The teacher told Mrs Jones that there
(to be) a striking contrast between her two children. 13. He said that they
(to visit) the Tower the day before. 14. The guide said that nearly all
English kings and queens (to be crowned) in Westminster Abbey.
15. Jane asked her friend to make a list of things they (to need) for the
trip. 16. The bus driver said that Suzdal (to be) only a few miles away.
17. I wondered whether he (to buy) a guide-book to Moscow. 18. He
said they (to walk) along Sadovaya Street when he (to meet) them.
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4. Put the verbs into the correct form:
1. If I (to have) this rare book, I should gladly lend it to you. 2. The
dish would have been much more tasty if she (to be) a better cook. 3. He
never (to phone) you if I hadn't reminded him to do that. 4. Your brother
(to become) much stronger if he took cold baths regularly. 5. If he (to be)
more courageous, he would not be afraid. 6. If the fisherman had been
less patient, he (not to catch) so much fish. 7. If you (to put) the ice
cream into the refrigerator, it would not have melted. 8. If I (to know)
the result now, I would phone her immediately. 9. If you had let me
know yesterday, I (to bring) you my book. 10. If it (to snow), the children will play snowballs 11.If I (not to know) English, I should not be
able to enjoy Byron's poetry. 12. I (not to do) it if you did not ask me.
13. If men (to have) no weapons, would wars be possible? 14. You will
never finish your work if you (to waste) your time like that. 15. If I (to
have) his telephone number, I should easily settle this matter with him.
16. If he reads fifty pages every day, his vocabulary (to increase) greatly.
17. If they (to know) it before, they would have taken measures. 18. If I
(to get) this book, I shall be happy. 19. If you really loved music, you (to
go) to the Philharmonic much more often. 20. If you had not wasted so
much time, you (not to miss) the train. 21. If you (not to miss) the train,
you would have arrived in time. 22. You (not to miss) the teacher's explanation if you had arrived in time. 23. You would have understood the
rule if you (not to miss) the teacher's explanation. 24. If you (to understand) the rule, you would have written the paper successfully. 25. If you
had written the paper successfully, you (not to get) a "two". 26. Your
mother (not to scold) you if you had not got a "two". 27. If your mother
(not to scold) you, yon would have felt happier. 28. If she (to ask) me
yesterday, I should certainly have told her all about it. 29. If you (to do)
your morning exercises every day, your health would be much better. 30.
If he is not very busy, he (to agree) to go to the museum with us, 31. If I
(not to be) present at the lesson, I should not have understood this difficult rule.
65
E. SUPPLEMENTARY READING PRACTICE
1. Read and translate the tale. Do you share the view expressed in its
Moral?
The Country Mouse and the City Mouse
Once upon a time a city mouse visited his cousin in the country.
The country mouse shared his simple but wholesome food. Peas, barley,
corn, tasty roots were stored in the mouse's home in the field – and another store of food in the big farmer's barn – for when it rained.
"I find the countryside charming," the city mouse said to this openhearted cousin, "but your food is so plain, and your home quite dreary."
"Do come to the city and live with me; we shall play in my luxurious home – and will have a banquet each day – all the delicacies your
heart desires."
So they left the blossoming green country-side to the busy, yes,
even frightening city. The noise, the traffic, the hurrying, bustling
crowds jostling each other was almost too much for the simple country
mouse.
"Here we are at last," said the sophisticated city mouse as they entered into a huge towering mansion.
The house was elegant ... chandeliers, deep carpets, plush furniture
– and a pantry that was full of the very best food ever seen. Swiss
cheese, salty bacon, delicious fruits, colorful vegetables, jellies and fresh
bisquits – all were there, ready to eat.
Hungry from their long journey, the city mouse and the country
mouse began their feast, tasting one mouth-watering bit of food after another.
Suddenly a heavy door slammed, loud footsteps of big boots were
heard – the threatening deep purr of an angry cat chilled the air.
"What was that?" the country mouse stuttered.
"Oh, that is the master with his big Siamese cat."
"Good-bye cousin," the country mouse squealed as he leaped
through the hole in the pantry wall. "I'm going back to the meadow in
the country. I prefer to live with the woods, the tall mountains and the
fresh gurgling streams rather than in your exciting city."
The Moral A simple meal eaten in peace is better than a banquet eat-
en in fear and trembling
66
2. Read and retell the text:
VIOLIN CONCERTO IN A MINOR, OP. 82
Alexander Glazunov (1865–1936)
Composed in 1904–1905.
Premiered on March 4, 1905, in St. Petersburg, with Leopold Auer as
soloist.
By the turn of the twentieth century, Russian music had become a
mature art. The works of Tchaikovsky, Rimsky-Korsakov, Mussorgsky
and Borodin, having been played at home and abroad, established a national character and tradition that those masters wanted to see passed on
to succeeding generations. The most important Russian musical torchbearer of the two decades after 1900, the time between the deaths of
Tchaikovsky and his contemporaries and the rise of the modern school
of Prokofiev and Shostakovich, was Alexander Glazunov.
Glazunov was gifted with an exceptional ear and musical memory
(after Borodin's death, he completely reconstructed the Overture to
Prince Igor from recollections of Borodin's piano performance of the
piece), and early demonstrated his gifts in his native St. Petersburg. By
age nineteen, he had traveled to western Europe for a performance of his
First Symphony. During the 1890s, he established a wide reputation as a
composer and a conductor of his own works, journeying to Paris In 1889
to direct his Second Symphony at the World Exhibition. In 1899, he was
engaged as instructor of composition and orchestration at the St. Petersburg Conservatory. When his teacher, Nikolai Rimsky-Korsakov, was
dismissed from the Conservatory staff in the wake of the 1905 revolutionary turmoil, Glazunov resigned in protest in April and did not return
until December 14th, by which time most of the demands by the faculty
for the school's autonomy had been granted. Two days later he was
elected director of the Conservatory. He worked ceaselessly to improve
the curriculum and standards of the Conservatory, and made a successful
effort to preserve the school's independence after the 1917 Revolution.
In the final years of his tenure, which lasted officially until 1930, Glazunov was criticized for his conservatism (Shostakovich, one of his students, devoted many admiring but frustrated pages to him in his purported memoirs, Testimony) and spent much time abroad. In 1929, he visited
the United States to conduct the orchestras of Boston and Detroit in concerts of his music. When his health broke, in 1932, he settled with his
wife in Paris; he died there in 1936. In 1972, his remains were trans-
67
ferred to Leningrad and reinterred in an honored grave. A research institute devoted to him in Munich and an archive in Paris were established
in his memory.
Glazunov's greatest period of creativity came in the years before
his Conservatory duties occupied most of his time and energy. He produced much music in all forms except opera – his last major work, the
Saxophone Concerto of 1934, bears the opus number 109. His bestknown piece is the Violin Concerto, written just before he was installed
as director of the Petersburg Conservatory, but a few other works, notably the ballets Raymonda and The Seasons, the Fourth, Fifth and Eighth
Symphonies and the atmospheric tone poems The Kremlin and Stenka
Razin, occasionally grace concert programs. "Within Russian music,
Glazunov has a significant place because he succeeded in reconciling
Russianism and Europeanism," wrote Boris Schwarz. "He was the direct
heir of Balakirev's nationalism but tended more toward Borodin's epic
grandeur. At the same time he absorbed Rimsky-Korsakov's orchestral
virtuosity, the lyricism of Tchaikovsky and the contrapuntal skill of
Taneyev. ... He remains a composer of imposing stature and a stabilizing
influence in a time of transition and turmoil."
Glazunov constructed his Violin Concerto as a single, long span of
music ingeniously divided into several sections. The first movement, in
effect, is wrapped around the Andante, which stands in the place of the
expected development section: i.e., main theme (a chromatically inflected melody of small intervals) – second theme (a sweet strain of brighter
mien) – Andante – recapitulation of the main and second themes. A
showy cadenza for the soloist leads without pause to the finale, a rousing
rondo based on the bounding theme introduced by the trumpets at the
movement's beginning.
Make up a story about some director of your Conservatory (orchestra).
3. ARE YOU GOOD AT WRITING LETTERS?
Do you like to write letters? Are you good at it ?
Here are some types of letters for you to study:
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THE FORM OF THE LETTER
The letter consists of six parts: sender’s address, inside address
(the address of a person to whom you are writing), salutation, body of
the letter, complimentary close, signature:
Sender's address
S.P. Victorov
45, Sadovaya St., apt.15
St.Petersburg, 198303
Russia
September, 10th, 1996
Inside address
Mr. J. Smith
Apt. 17, 9, Clifford St.
London, W. I.
Great Britain
Salutation
Dear (Christian name),
Dear Mr (Surname),
Dear Mrs (Surname),
Dear Sir/Madam,
Gentlemen/Mesdames
Body of the letter
Complimentary close
Yours truly
Yours faithfully (to strangers)
Yours sincerely
Sincerely yours (to acquaintances)
Yours affectionately
Ever yours
Yours as always
Your very sincere friend (to friends)
Signature
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Letters of Introduction (are offered, not requested)
Dear Mr. Nixon,
The bearer of this letter, Mr. John Wood, is a friend of mine who is
visiting your city on business. Anything you could do to help him will be
a kindness much appreciated by him, and I need hardly say, by me.
Yours sincerely,
Steve Black.
* * *
Dear Mr. White,
Knowing your interest in classic music and musical education, I
wonder if you would like to meet Dr. Watson, an expert in the field. If
you could phone me in the next few days, I would be delighted to arrange a lunch with Dr. Watson before he leaves London on May, 15.
Yours,
Robert Smith.
Letters of Congratulation:
Dear Mr. Green,
My warm congratulations to you on your election as President of
State Composers’ Association. It is a fine tribute from your colleagues,
and a reward you richly deserve for your many years of splendid service
to the profession and to the musicians of the country.
My best wishes to you.
Sincerely yours
Mr. Brown
* * *
Dear Mr. Parker,
We are glad to hear the good news of Mike’s success. It was a
splendid accomplishment and we are all so proud of him and happy for
you.
When you see or write to him, please, give him our love and con-
gratulations.
Love,
Sue Pray
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