- •Contents
- •Introduction…………………………………………………………..4
- •Introduction
- •Focus on Cultural Awareness
- •Альбрехт Дюрер (1471–1528 гг.) немецкий живописец и график «Апокалипсис». Серия гравюр (1498)
- •Vocabulary practice
- •I. Find in the text equivalents for the following.
- •III. Translate the given adjectives, suggest their synonyms and word combinations, make up sentences of your own:
- •IV. Memorize the following collocations.
- •V. Make a list of key words and word combinations from the text with their translation equivalents.
- •Translation/interpreting practice
- •I. Snow-ball interpreting.
- •II. Résumé making (text compression).
- •Леонардо да Винчи, итальянский живописец, скульптор, архитектор, ученый, инженер
- •Vocabulary practice
- •I. Find in the text equivalents for the following.
- •II. Match the following words and word combinations to their correct meaning:
- •III. Translate the given adjectives, suggest their synonyms and word combinations, make up sentences of your own:
- •IV. Memorize the following collocations:
- •V. Make a list of key words and word combinations from the text with their translation equivalents.
- •Translation/interpreting practice
- •I. Snow-ball interpreting.
- •V. Check yourself (your translation) against the pattern translation version.
- •VI. Listen to the recorded text and practise consecutive interpreting. Leonardo da Vinci
- •Рембрандт Харменс ван Рейн
- •Голландский живописец
- •Vocabulary practice
- •I. Find in the text equivalents for the following.
- •II. Match the following words and word combinations to their correct meaning:
- •III. Translate the given adjectives, suggest their synonyms and word combinations, make up sentences of your own:
- •IV. Memorize the following collocations.
- •V. Make a list of key words and word combinations from the text with their translation equivalents.
- •Translation/interpreting practice
- •I. Snow-ball interpreting.
- •Винсент Ван Гог (1853–1890 гг.) голландский живописец-постимпрессионист Автопортреты
- •Vocabulary practice
- •V. Make a list of key words and word combinations form the text with their translation equivalents.
- •Translation/interpreting practice
- •I. Snow-ball interpreting.
- •Vocabulary practice
- •I. Find in the text equivalents for the following.
- •II. Match the following words and word combinations to their correct meaning:
- •III. Translate the given adjectives, suggest their synonyms and word combinations, make up sentences of your own:
- •IV. Memorize the following collocations.
- •V. Make a list of key words and word combinations from the text with their translation equivalents.
- •Translation/interpreting practice
- •I. Snow-ball interpreting.
- •II. Résumé making (text compression).
- •Древнегреческая поэтесса
- •Vocabulary practice
- •I. Find equivalents in the text for the following.
- •II. Match the following words and word combinations to their correct meaning:
- •Translation/interpreting practice
- •1. Snow-ball interpreting.
- •II. Résumé making (text compression).
- •Джакомо Джованни Казанова
- •Итальянский писатель, авантюрист, соблазнитель
- •Vocabulary practice
- •I. Find equivalents in the text for the following:
- •II. Match the following words and word combinations to their correct meaning:
- •III. Translate the given adjectives, suggest their synonyms and make up word combinations, sentences of your own:
- •IV. Memorize the following collocations.
- •V. Make a list of key words and word combinations form the text with their translation equivalents.
- •Translation/interpreting practice
- •1. Snow-ball interpreting.
- •II. Résumé making (text compression).
- •Публий Вергилий Марон
- •Древнеримский поэт
- •Vocabulary practice
- •I. Find equivalents in the text for the following.
- •II. Match the following words and word combinations to their correct meaning:
- •III. Translate the given adjectives, suggest their synonyms and make up word combinations, sentences of your own:
- •IV. Memorize the following collocations:
- •V. Make a list of key words and word combinations from the text with their translation equivalents.
- •Translation/interpreting practice
- •1. Snow-ball interpreting.
- •II. Résumé making (text compression).
- •Демокрит
- •Древнегреческий философ-материалист
- •Vocabulary practice
- •V. Make a list of key words and word combinations from the text with their translation equivalents.
- •Translation/interpreting practice
- •1. Snow-ball interpreting.
- •II. Résumé making (text compression).
- •III. Text development.
- •Фалес Милетский
- •Древнегреческий философ
- •Vocabulary practice
- •V. Make a list of key words and word combinations form the text with their translation equivalents.
- •Translation/interpreting practice
- •1. Snow-ball interpreting.
- •II. Résumé making (text compression).
- •Фридрих Ницше
- •Немецкий философ
- •Vocabulary practice
- •I. Find equivalents in the text for the following.
- •II. Match the following words and word combinations to their correct meaning:
- •III. Translate the given adjectives, suggest their synonyms and make up word combinations, sentences of your own:
- •IV. Memorize the following collocations.
- •V. Make a list of key words and word combinations from the text with their translation equivalents.
- •Translation/interpreting practice
- •1. Snow-ball interpreting.
- •II. Résumé making (text compression).
- •Древнегреческий математик
- •Vocabulary Practice
- •I. Find in the text equivalents for the following.
- •II. Match the following words and word combinations to their correct meaning:
- •III. Translate the given adjectives, suggest their synonyms and word combinations, make up sentences of your own:
- •IV. Memorize the following collocations.
- •V. Make a list of key words and word combinations from the text with their translation equivalents.
- •Translation/Interpreting Practice
- •I. Snow-ball interpreting.
- •II. Résumé making (text compression).
- •Страбон
- •Греческий географ и историк
- •Vocabulary Practice
- •I. Find equivalents in the text for the following.
- •II. Match the following words and word combinations to their correct meaning:
- •III. Translate the given adjectives, suggest their synonyms and make up word combinations, sentences of your own:
- •IV. Memorize the following collocations.
- •V. Make a list of key words and word combinations form the text with their translation equivalents.
- •Translation/Interpreting Practice
- •1. Snow-ball interpreting.
- •II. Résumé making (text compression).
- •Братья Монгольфье французские изобретатели воздушного шара
- •Vocabulary Practice
- •Translation/Interpreting Practice
- •1. Snow-ball interpreting.
- •II. Résumé making (text compression).
- •Text 1. Mykhaylo Hrushevsky The First President of the Past and Would-be Republic
- •Text 2. Solomia Krushelnytska
- •Text 3. Hryhoriy Skovoroda – a Ukrainian Confucius
- •Text 4. Lesya Ukrainka a Rebellions Poetes
- •Text 5. The Kyiv-Mohyla Academy
- •Text 6. Lutsk, Ukraine: Host to the First European Summit
- •Text 7. The Creation of Adam
- •In the Vatican 1508–1512) Michelangelo an Italian Renaissance sculptor, painter, architect and poet
- •Text 8. Behind The Scenes At Parker Pen Do as the Natives Do, But Should You Eat the Roast Gorilla Hand
- •Text 9. Tips for communicating with people from other cultures
- •Text 10. A Warning to Beginners
- •Text 11. Introduction
- •Text 12. The Language
- •Text 13. Manners and Morals
- •Text 14. The Weather
- •Examples for conversation
- •Text 15. Body language
- •Text 16. Social behaviour and manners
- •Аристофан
- •Демокрит
- •Вергилий
- •Леонардо да Винчи
- •Микеланджело
- •Григорий Сковорода
- •Vincent Van Gogh
- •Friedrich Nietzsche
- •Rembrandt Harmensz van Rijn
- •Democritus
- •Література
- •49000, М. Дніпропетровськ, вул. Набережна Леніна, 18.
- •49044, М. Дніпропетровськ, вул. Гоголя, 15а.
Vocabulary practice
I. Find equivalents in the text for the following.
Friedrich Nietzsche – «Fatum and History» –
Polish nobility – «Freedom of will and fatum» –
the town of Naumburg – Leipzig –
Arthur Schopenhauer – Franco-Prussian War –
Bonn University – A Ph.D. degree –
boarding school Schulpforte – «The birth of tragedy out
of the spirit of music» –
the University of Basel – Lu von Salome –
«Confused thoughts
and expressions» – The Bible –
«Merry Science» – Italy –
«As Zaratustra Said» – Turin –
«Faust» by Goethe – Switzerland
II. Match the following words and word combinations to their correct meaning:
1. cruelty |
мания величия |
2. violence |
бессонница |
3. disposition |
наследство |
4. megalomania |
бездна, пучина |
5. nobility |
характер, нрав |
6. legacy |
благородство, великодушие |
7. abyss |
церемонность, педантичность |
8. insomnia |
жестокость |
9. punctiliousness |
глашатай |
10. mouth-piece |
насилие |
III. Translate the given adjectives, suggest their synonyms and make up word combinations, sentences of your own:
1. self-confident
2. conspicuous
3. equable
4. unsociable
5. taciturn
6. tender
7. impetuous
8. immoral
9. fictitious
10. incoherent
IV. Memorize the following collocations.
чувствовать, почувствовать – to feel, experience, to have a sensation of…, to sense;
ч. голод – to feel (to be) hungry;
ч. радость – to feel joy;
ч. опасность – to sense danger;
ч. ответственность – to be sensible of responsibility;
ч. присутствие – to sense smb.’s presence;
ч. красоту – to feel beauty.
V. Make a list of key words and word combinations from the text with their translation equivalents.
глашатай аморальности – the mouth-piece of amorality;
одержимый манией величия – obsessed by megalomania;
недетская рассудительность – non-childish reasonableness (sobriety).
Translation/interpreting practice
1. Snow-ball interpreting.
Train your memory and repeat after the speaker (without looking into the text)
a) in Russian b) in English
1. Его долгое время считали глашатаем аморальности, жестокости, насилия и войны. Его – философа, который придумал «сверхчеловека», долгое время считали глашатаем аморальности, жестокости, насилия и войны. Его – философа, который придумал «сверхчеловека», долгое время считали глашатаем аморальности, жестокости, насилия и войны и представляли себе как самоуверенного и одержимого манией величия. |
1. For a long time he was considered to be a mouth-piece of amorality, cruelty, violence and war. For a long time he, a philosopher who invented «a superman» was considered to be a mouth-piece of amorality, cruelty, violence and war. For a long time he, a philosopher who invented «a superman» was considered to be a mouth-piece of amorality, cruelty, violence and war and they imagined him as a self-confident person obsessed by megalomania. |
2. В двадцатилетнем возрасте Фридрих Ницше поступил на богословское отделение Боннского университета. В двадцатилетнем возрасте Фридрих Ницше поступил на богословское отделение Боннского университета, но через год перешел на отделение филологии. В двадцатилетнем возрасте Фридрих Ницше поступил на богословское отделение Боннского университета, но через год перешел на отделение филологии и продолжил учебу уже в Лейпциге. |
2. At the age of twenty Friedrich Nietzsche entered the theology department of Bonn University.
At the age of twenty Friedrich Nietzsche entered the theology department of Bonn University, but in a year he changed for the philology department.
At the age of twenty Friedrich Nietzsche entered the theology department of Bonn University, but in a year he changed for the philology department and he continued his studies already in Leipzig.
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Продолжение табл.
3. Фридрих совмещал преподавание с работой над первым значительным философским сочинением. Фридрих совмещал преподавание с работой над первым значительным философским сочинением «Рождение трагедии из музыки духа». После возвращения в университет Фридрих совмещал преподавание с работой над первым значительным философским сочинением «Рождение трагедии из музыки духа». |
3. Friedrich combined teaching with his work on the first large philosophical essay.
Friedrich combined teaching with his work on the first large philosophical essay «The birth of tragedy out of the spirit of music». On his return to the University Friedrich combined teaching with his work on the first large philosophical essay «The birth of tragedy out of the spirit of music». |
4. Говоря о «сверхчеловеке», Ницше имел ввиду не диктатора. Говоря о «сверхчеловеке», Ницше имел ввиду не диктатора, а мыслителя и художника, по капле выдавливающего из себя рабскую мораль. В 1930-х годах философа превратили в идола нацизма, забыв, что, говоря о «сверхчеловеке», Ницше имел в виду не диктатора, а мыслителя и художника, по капле выдавливающего из себя рабскую мораль. |
4. Speaking about «a superman» Nietzsche meant not a dictator.
Speaking about «a superman» Nietzsche meant not a dictator but a thinker and artist squeezing drop by drop the slavish morality out of himself. In the 1930-ies the philosopher was turned into an idol of Nazism. They forgot that speaking about «a superman» Nietzsche meant not a dictator but a thinker and artist squeezing drop by drop the slavish morality out of himself. |