b) She reads a lot.
c) The car`s stopped.
d) The Browns are my neighbours.
5. Let us join in the ____games.
a) children`
b) children`s
c) children
d) games of children
6. The nurses carried two __ .
a) baby
b) babys
c) babyes
d) babies
7. " There ____ money in my pocket," I said to the porter.
a) are
b) is
c) was
d) has
8. I invited my friend to ___ place.
a) me
b) his
c) my
d) mine
9. It is easy, you can do it ___ .
a) you
b) your
c) yours
d) yourself
10. She wanted to tell me ___ interesting.
a) something
b) somebody
c) some
d) anything
11. I think we have met her __ .
a) anywhere
b) somewhere
c) somebody
d) some
12. There is __ place like home.
a) no
b) none
c) nothing
d) nobody
13. The Volga is longer ___ the Thames.
a) as
b) than
c) from
d) that
14. She is the ____ beautiful girl in our group.
a) more
b) most
c) much
d) many
15. Her husband is twice as ___ as she is.
a) old
b) older
c) oldest
d) more old
16. Let's meet __ 6 o'clock.
a) in
b) on
c) at
d)of
17. My brother works ___ school.
a) to
b) at
c) in
d) up
18. Go ___ the room and make yourself comfortable.
a) out of
b) into
c) from
d) up
19. I was looking __ the gloves everywhere but couldn't find them.
a) out
b) at
c) for
d) after
20. You must put ___ your coat, it's cold outside.
a) out
b) at
c) on
d) off
21. Mr Smith stayed at his office very late because he ____ a lot of work.
a) has
b) have
c) will have
d) had
22. We _____ five days a week.
a) work
b) works
c) are working
d) has worked
23. She ___ in the suburbs of Moscow for ten years.
a) live
b) lives
c) has been living
d) is living
24. They ___ their parents every week-end.
a) visit
b) visits
c) will visit
d) has visited
25. We ___ them next week-end.
a) visited
b) visit
c) will visit
d) visits
26. I__ writing a letter.
a) is
b) am
c) are
d) were
27. Who ___ reading a newspaper.
a) is
b) are
c) am
d) does
28. Every evening he ___ his dog for a walk.
a) is taking
b) takes
c) will take
d) has taken
29. Look out of the window. It ___ hard.
a) rains
b)is raining
c) will rain
d) was raining
30. My car __ at the entrance an hour ago.
a) was
b) were
c) is
d) had been
31. We ___ watching TV at that time yesterday.
a) was
b) were
c) will be
d) had been
32. When we came, they ____ dinner.
a) will have
b) have
c) were having
d) are having
33. I ____ her at the Institute today.
a) saw
b) have seen
c) had seen
d) has seen
34. He ___ school this year.
a) finished
b) has finished
c) have finished
d) finish
35. If the weather __ fine we will go for a walk.
a) is
b) are
c) will be
d) would
36. He wants ___ our relatives in Kiev.
a) visit
b) to visit
c) not visit
d) visited
37. I made her ___the truth.
a) to tell
b) tell
c) told
d) has told
38. Will you ___ my question?
a) to answer
b) answer
c) answered
d) have answered
39. He can ____ you if you want.
a) to help
b) help
c) will help
d) helped
40. Are they going____?
a) come
b) to come
c) will come
d) came
41. There is no bus ___ we'll have to walk.
a) so
b) as
c) then
d) but
42. Could you look ___ my dog while I am on vacation.
a) out
b) after
c) up
d) at
43. Never put __ till tomorrow what you can do today.
a) aside
b) down
c) off
d) on
44. You ___ to go there at once.
a) must
b) can
c) ought
d) may
45. The word " kindness" is a ____ .
a) noun
b) verb
c) adjective
d) pronoun
46. Read the text
Language families
A language family is a group of languages that have a common origin. Linguists establish comparatively their sound systems, vocabulary, and grammar. Among the most important language families are the Indo-European, Finno-Ugric, Indo-Chinese, Malayo-Polinesian and Semitic.
Various branches exist within language families. For example, in the Indo-European family Germanic and Italic are subfamilies, and the Romance languages are the subgroup of the Italic.
Proto-Germanic gave rise to Dutch, English, German, and the Scandinavian tongues. Proto-Romance gave rise to French, Italian, Spanish and other tongues. French, German, Italian, Russian, Spanish and English are Indo-European languages, but French and Italian are more closely related than Italian and German or English and Russian.
Linguists can trace the relationship of languages by comparing words in one language with words having the same meaning in another language. For instance, if we compare words in English and German, we find "hand and Hand", "lips and Lips", "lungs and Lungen". In addition there are some similarities in grammatical structures.
The relationships of this kind are characteristic of languages that belong to the same language family. Such relationships do not exist across language family lines. Thus it may be established that Greek, the Slavic languages (such as Russian), the Celtic languages (such as Irish) and even some of the languages of India (such as Sanskrit) are members of the Indo-European family but it has been proved that Finnish and Hungarian are not members of this language family.
47. Определите, является ли утверждение:
There are five the most important language families.
a) в тексте нет информации
b) истинным
с) ложным
48. Поставте предложения по порядку согласно тексту
a) Various branches exist within language families.
b) A language family is a group of languages that have a common origion.
c) Such relationships do not exist across language family lines.
d) Linguists can trace the relationships of languages by comparing words in one language with words having the same meaning in another language.
49. Определите, является ли утверждение:
Language is a means of forming and storing ideas as reflections of reality and exchanging them in the process of human intercourse.
a) в тексте нет информации
b) ложным
c) истинным
50. Определите является ли утверждение:
Linguists can trace the relationship of languages by comparing words in one language with words having the same meaning in another language.
а) в тексте нет информации
b) ложным
c) истинным
ПРИМЕРЫ ЗАДАНИЙ К ЗАЧЕТУ
2 Аудирование:
The problems with my parents started when I was sixteen. I wanted to get a Saturday job but my parents ordered me to stay at home and study for my exams. Whenever I pointed out that all my friends had Saturday jobs, they replied, “We don’t care what they do, it’s you we are worried about,” and yet whenever my school marks were bad, I was always compared to everyone else. Their double standards infuriated me so much that I did whatever I could to provoke them. I purposely dyed my hair white blond and plastered my face in make-up before I went to school. However all I managed to achieve was mass arguments before I went anywhere.
It was rule in the house that I was only allowed out once during the week and on Saturday till 10 p. m. Every time I attempted to go out in the evening, my parents asked me who I was going out with and where we were going. They even insisted on my giving them my friend’s telephone number in case they needed to contact me. I always argued about the last bit; I felt that if I gave them the number they’d use it to check up on me. It never for one moment crossed my mind that they were just worried about me.
Once I asked if I could go to a party on Saturday night. The party finished at 11.30 p. m. They agreed, but on the condition that my Dad came to pick me up at 10 p. m. I argued and argued about it but in the end I had to agree. I knew I was going to be really embarrassed when my father came to pick me up, so I spent the whole party worrying. I didn’t speak to my parents for three days after that. My mother tried to explain how they both felt but I didn’t want to listen. It was then that I decided to break all the rules they had set down. So instead of coming home at 10 p. m., I would arrive back at 11.30 p. m. and then refuse to tell them where I had been. I somehow felt that if I broke their rules, they would realize I was old enough to look after myself and leave me alone. However, the argument got worse and worse and the more they tried to keep me in the house, the more I sneaked out. Finally one Saturday night I didn’t come home till 2 a. m. My father wanted to know why I was so late. I refused to tell him. We had a huge argument which ended with me getting a taxi to my sister’s house. What went wrong?
Test
I. Определите верны (True) или неверны (False) следующие утверждения.
1. Ann’s parents didn’t want her to work on Saturdays.
2. Ann’s schoolmarks were sometimes bad.
3. Ann didn’t believe her parents were just worried about her.
4. Ann left her parents’ house.
II. Ответьте на следующие вопросы.
1. When did Ann’s problems with her parents start?
2. What did she do to provoke her parents?
3. How often was she allowed to go out in the evening?
4. Why didn’t Ann speak tom her parents after the party?
III. Исправьте предложения в соответствии с содержанием текста.
1. Ann’s parents always insisted on her giving them her friend’s address.
2. One Saturday Ann didn’t come home at all.
IV. Текст для перевода со словарем
What is linguistics?
Linguistics may be defined as the scientific study of language. This definition unexceptionable as far as it goes, is one that will be found in a large number of textbooks and popular introductions to the subject. The term ’linguistics’ was first used in the middle of the nineteenth century; and there are many scholars currently engaged in research or teaching in the field of linguistics who would say that the subject itself is not much older than the term ’linguistics’. They would claim that earlier linguistic research (in Europe at least) was amateurish and unscientific. Now it is a matter of legitimate dispute just how far back one should go in tracing the history of what we would today recognize as ’linguistics’. We shall not go into this question here. But one point should he appreciated. The investigation of language, like the investigation of many other phenomena (including those that fall within the scope of what are commonly called the ’physical’ sciences), has been subject to various changes in the interpretation of the words ’science’ and ’scientific’, not only in the remoter past, but also more recently.
One topic that commonly finds a place in discussions of the status of linguistics as a science is its ’autonomy’, or independence of other disciplines. Linguists have tended to be somewhat insistent on the need for autonomy, because they have felt that, in the past, the study of language was usually subservient to and distorted by the standards of other studies such as logic, philosophy and literary criticism. For this reason the editors of Saussure’s posthumous Cours de linguistique generate (the publication of which is often taken to mark the beginning of ’modern linguistics’) added to the text of the master its programmatic concluding sentence, to the effect that linguistics should study language ’for its own sake’ or ’as an end in itself’ (Saussure, 1916).
Whatever might be the precise meaning of the phrase ’language as an end in itself, the principle of ’autonomy’, as it has been applied in linguistics over the last fifty years, has led to a more general conception of the nature and function of language than was possible in the earlier periods of linguistic scholarship. An equally, if not more, important consequence of the principle of ’autonomy’ is that it promoted the study of language as a formal system.
Now that linguistics has established its credentials as a nature academic discipline with its own methodology and criteria of relevance (and one can reasonably claim that this is the case), there is no longer the same need to insist upon the principle of ’autonomy’. The last few years have seen an increased interest amongst philosophers, psychologists, anthropologists, literary critics and representatives of other disciplines in linguistic theory and methodology. Some scholars consider that the time may be ripe for the incorporation of the theory of language into a more embracing synthesis of science and philosophy.
Synchronic and diachronic. Throughout the nineteenth century linguistic research, was very strongly historical in character. One of the principal aims of the subject was to group languages into ’families’ (of which the Indo-European family is the best known) on the basis of their independent development from a common source. The description of particular languages was made subsidiary to this general aim; and there was little interest in the study of the language of a given community without reference to historical considerations. Saussure’s distinction between the diachronic and the synchronic investigations of language is a distinction between these two opposing viewpoints. Diachronic (or historical) linguistics studies the development of languages through time: for example, the way in which French and Italian have ’elolved’ from Latin. Synchronic linguistics (sometimes referred to rather inappropriately as ’descriptive’ linguistics) investigates the way people speak in a given speech community at a given point in time. It is now generally agreed that (due attention having been given to the definition of ’speech comminity’) the history of a language is in principle irrelevant to its synchronic description: but this fact was not generally appreciated by earlier linguists.
1. Study the vocabulary.
to define – давать определение
definition – определение
scholar – ученый
to claim – утверждать, заявлять
to appreciate – различать, признавать
investigation – исследование
insistent – настойчивый
subservient – содействующий подчиняющий
to distort – искажать
precise – точный
conception – понятие, концепция
to promote – развивать
the time is ripe for – наступило время для
incorporation – объединение
consequence – значение
embracing – объединяющий, охватывающий
inappropriately – неуместно
2. Answer the questions.
1. How may linguistics be defined?
2. Where can you find the definition of linguistics?
3. What was earlier linguistics research?
4. What point should be appreciated?
5. What is ’autonomy’ in the investigation of language?
6. What is the precise meaning of the phrase ’language as an end in itself’?
7. Who considers that the time may now be ripe for the incorporation of the theory of language into a more embracing synthesis of science and philosophy?
8. What was linguistic research throughout the nineteenth century?
9. How was the description of particular language made?
10. What is Saussure’s distinction between the diachronic and the synchronic investigation of language?
11. What does diachronic linguistics study?
12. What does synchronic linguistics study?
3. Translate the sentences from Russian into English.
1. Лингвистика представляет собой научное изучение языка.
2. Термин «лингвистика» впервые встречается в середине XIX века.
3. Многие ученые занимались исследованиями в области лингвистики.
4. Ученые утверждают, что на начальном этапе своего развития языкознание было недостаточно профессиональным и научным.
5. Лингвисты настаивают на необходимости автономного исследования языка.
6. В отдаленном прошлом исследование языка разрушалось стандартами других наук, таких как логика, философия.
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