7. Одной из главных задач языкового исследования XIX века было распределение языков по группам.
Требования к экзамену:
1. Выполнение теста по прослушанному тексту на бытовую тему.
2. Чтение и письменный перевод текста со словарем с иностранного языка на русский по широкому профилю специальности или страноведению объемом 1200 печатных знаков. Время подготовки – 60 минут.
3. Чтение и пересказ на иностранном языке текста по специальности или страноведению объемом 800 печатных знаков (устное реферирование). Время на подготовку – 30 минут.
4. Беседа на темы по широкому профилю специальности и по страноведению.
5. Определение ключевых терминов по широкой специальности.
ПРИМЕРЫ ЗАДАНИЙ К ЭКЗАМЕНУ
Аудирование:
Helen was a very successful business woman. She had always liked nice clothes, and when she left school she had gone and worked in a shop which sold them not far from her home. After a few experiments she showed that she was very successful at designing the sorts of things that women want to buy, so after a few years the owner of the shop, who was an oldish lady, offered to make her a partner.
Helen was very pleased, of course, and when the old lady retired, Helen bought her share and became the sole owner of the shop. Now she had her independence.
Ever since she had started in the shop she hsd hsd to travel around to see what attractive things her rivals in the clothes trade were producing, to attend fashion shows and so on. She had always stayed at small cheap hotels, because she dared not to spend too much money when she was saving up to buy a shop of her own.
But when at last she became the owner of the shop and it was making good profits, she found that she had plenty of money and she felt she should now stay in the best hotels whenever she traveled.
So when she had to go to the next fashion show, which was in Rome, she stayed t a very good hotel. She had a nice big room with beautiful furniture in which she could entertain customers and there were also fine public rooms where she could, to her great pride, hold small fashion shows of her own. The room service was excellent and so was the dining-room, which had a band every evening for dancing. Helen had never before dared to stay in such a splendid place.
She could see from the bills she signed for everything that the prices in the hotel were high but she was still rather surprised when, just before she left, she was given a bill of several pages, written on beautiful headed paper.
She checked the bill carefully and was happy with everything except the last line, which said”Paper… L 1800”, which was about 75p in British money. She could not remember having had any paper from the hotel, so she thought she should go to the cashier and ask him about it. “That, madam”, said the cashier,”is for the paper your bill is written on”.
TEST
I. Выберите и запишите правильный вариант окончания предложения.
1. The lady who owned the shop where Helen worked offered to make her a parther
a) a few years after Helen srarted to work there
b) after Helen left school
c) after the owner of the shop retired
2. Before leaving the hotel Helen
a) told the cashier she was pleased with the service
b) wrote her expenses on beautiful paper
c) checked the hotel bill carefully
3. Helen was surprised that she had to pay L 1800 for pa[er because
a) she expected the hotel to provide their guests with free paper
b) she hadn’t used any paper from the hotel
c) it was too much money to be paid for paper
II. Ответьте на следующие вопросы.
1. Why did the lady who owned the shop where Helen worked offer to make her a partner?
2. How did Helen become the only owner of the shop?
3. Why did Helen have to travel a lot?
4. What hotels did Helen always stay at the beginning of her business career?
III.Восполните пропущенную часть предложения.
1.Helen had to travel a lot ever since….
2. At the hotel Helen had a nice big room in which she could…
3. The hotel had fine public rooms where Helen could…
3 Текст для перевода со словарем
Fields and aspects of linguistics
As with all the other sciences in our day, it is not possible for any one man to take all linguistics for his province. Therefore linguistics has many subdivisions, representing various ways in which the subject matter can be cut up. We may recognize three groups of these divisions, which can be called fields, aspects and branches.
The various fields of linguistics are arrived at by dividing the total subject matter into various language groups, language families, and individual languages. Thus we can speak of Indo-European, Semitic, or Algonkian linguistics, all of which deal with large language families. Or the field may be progressively narrowed. The field, American English, belongs in the largest sense to Indo-European linguistics. This includes many lesser fields, among them Germanic, which in turn includes English.
The aspects of linguistics are divisions of the subject matter on the basis of time or point of view. Here the fundamental distinction is between synchronic and diachronic linguistics. Synchronic, a term also used in other fields such as anthropology, means "dealing with the state of affairs at a given point of time". It takes no account of history, in other words. On the other hand, diachronic, also used in other sciences, means "dealing with changes that occur in time". History is its material. This distinction between synchronic and diachronic linguistics is very important because many mistakes and fallacies result from overlooking it.
There is another kind of statement we can make about language, which, in effect, means there is another aspect under which we can study it. If we return to Shakespeare’s "most unkindest cut of all" it is apparent, that we can make a statement of this sort: "The double superlative, was used in Shakespeare’s English, but it is not used in the English of the twentieth century." The study of language from this point of view is comparative linguistics. It is always based on a foundation of synchronic or historical linguistics, or both, simply because comparisons are impossible without something to compare.
Finally, before we take leave of this rather lengthy discussion of the subdivision ot linguistics according to aspect, we should take note of the term structural linguistics. This is used to denominate the kind of linguistics which is primarily interested in discovering and describing as concisely and accurately as possible the interrelationships and patterns which make up the intricate structures of languages.
The third method by which the subject matter of linguistics can be subdivided is on the basis of the various parts, or layers of structure, which go to make up speech. This gives us the various branches of linguistics. Four branches may be recognized. They are:
P h o n e t i c s, whose subject matter is sound-features or qualities and their organization into speech-sounds, or phones.
P h o n e m i c s, whose subject matter is the organization of phones into groups or families, called phonemes, whose members are the significant sounds of speech.
M o r p h e m i c s, whose subject matter is the organization of phonemes into meaningful groups called morphs. It is also concerned with the organization of these morphs into family groups, called morphemes, and the combination of morphemes into words.
G r a m m a r, whose subject matter is the organization of words into various combinations, often representing many layers of structure, such as phrases, sentences, and complete utterances. Phonology is a cover term embracing phonetics and phonemics. Morphology and Syntax are subdivisions of grammar; the former deals with the structure of words, the latter with the structure of word groups.
1. Study the vocabulary:
to cut up – разделять
field – область
aspect – аспект
significant – важный, существенный
to deal with – иметь дело с
point of view – точка зрения
distinction – различие
synchronic linguistics – синхроническая лингвистика.
diachronic linguistics – диахроническая лингвистика.
to take no account – не принимать во внимание
superlative – превосходный
to denominate – называть
concisely – кратко
intricate – сложный
branch – отрасли
phoneme – фонема
utterance – выражение, изречение
3. Текст для чтения и пересказа:
What are proverbs?
The definition of a proverb given in the Advanced Learner’s Dictionary of Current English is as good as any: a ’popular short saying, with words of advice or warning’. Yet it is far from enabling us to identify a proverb with any certainty. Is any widely used short saying a proverb? The important word seems to be ’popular’. But how popular must a saying be to become a proverb? The line must evidently be drawn somewhere. We suggest that in the real sense of the word it must be thoroughly ’of the people’. It follows from this that it will usually be an old saying, since it is unlikely to become part of the popular consciousness in a short period of time. There are of course exceptions, and some proverbs jump into the popular mind with unusual rapidity, though we should have to exclude the purely transient catchphrases like ’I couldn’t care less’ or ’What’s the odds?’
The definition might have said ’a short wise saying’, but presumably this was thought unnecessary as the word ’saying’, when used in this way, implies wisdom. For wisdom is the other main ingredient of the proverb. To become popular it must at least appear outstandingly wise; to remain popular it must in truth contain enduring wisdom. That having been said, however, the fact remains that some wise sayings have become proverbs, while others equally wise have not; they have been lost or they have remained merely occasional quotations.
It is these positive qualities that make the saying memorable, and by its very nature a proverb is memorable. The devices used in their expression to support this memorable quality are worth noting. Rhyme and assonance are one such device, e. g.:
Little strokes fell great oaks,
There’s many a slip ’twixt the cup and the lip,
A stitch in time saves mine.
A simple balanced form is perhaps the commonest device of all, e. g.:
More haste, less speed,
Easy come, easy go.
Brevity is of course an essential aspect of memorable sayings. There are very few proverbs that are at all long, and many of the most popular ones are very short indeed, e. g.:
Every dog has his day,
Never say die,
Better late than never.
Let sleeping dogs lie.
To become a proverb, a saying has to be taken up and assimilated by the common people. In the process, its origin is forgotten. In many cases this must have been as nearly literally true as makes no odds. In the numerous proverbs that summarize everyday experience, the saying probably did grow gradually into its proverbial form without any one single originator. Make hay while the sun shihes, with its origin in farm work, is a case in point. In the same way, Don’t put all your eggs in one basket would have developed out of the common-sense experience of produce marketing.
On the other hand, it is equally evident that many other proverbs have had their origin in a specific wise man. If it was in a wise man of oral tradition, we shall of course have no recorded evidence, but if it was in a wise man whose thoughts were written down, we can sometimes trace the source.
In any case, the two sources, the obviously popular and the apparently literary, increasingly mingled. With the spread of the printed word sayings of wise men percolated down all the faster to the common people, who, if they found them to their liking, turned them into proverbs. Contrariwise, snatches of popular common sense readily found their way, often under disguise, into the writings of wise men.
7. Учебно-методическое обеспечение программы
7.1. Основная литература по курсу
Автор | Наименование | Год издания | Кол-во экземпляров | |
В библиотеке | На кафедре | |||
Sarah Cunningham, Peter Moor and Frances Eales | New Cutting Edge Elementary, Longman | 2005 | 1 | 1 |
Sarah Cunningham, Peter Moor and Jane Comyns Carr. | New Cutting Edge Pre-Intermediate, Longman | 2005 | 1 | 1 |
Michael Harris, David Mower | Opportunities Beginner (Teacher’s Book, Student’s Book) | 2002 | 1 | 1 |
Michael Harris, David Mower | Opportunities Intermediate | 2002 | 1 | 1 |
| Spoken English | 2002 | 1 | 1 |
Murphy, Raymond | English Grammar in Use | 2000 | 1 | 1 |
, | Практическая грамматика английского языка | 1998 | 1 | 1 |
7.2. Дополнительная литература по курсу
Автор | Наименование | Год издания | Кол-во экземпляров | |
В библиотеке | На кафедре | |||
Шах-, | Английский язык для вас | 1996 | 1 | 1 |
| 95 устных тем по английскому языку | 1997 | 1 | 1 |
| Практический курс английского языка. 1 курс. | 2000 | 20 | 20 |
| Повторяем и систематизируем курс английского языка. | 2001 | 1 | 1 |
| Английские скороговорки | 2006 | 1 | 1 |
1 Агабекян, для менеджеров. Серия «Высшее образование» / - Ростов н./ Д: Феникс - 2004. – 416с.
2 Аракин, курс английского языка. 1 курс./ – М.: ВЛАДОС, 1999. – 544 с.
3 Беляева, английского языка: Учеб. для неязыковых вузов. / – М.: Высш. шк., 1984 – 525 с.
4 Голицынский, . Сборник упражнений./ – Санкт-Петербург, 1999 – 623 с.
5 Восковская, язык для вузов: Учебное пособие./ – Ростов на/Д.: Феникс, 2005 – 456 с.
6 Дроздова, Т. Ю. English Grammar: Preference and Practice. Учебное пособие для старшеклассников школ и гимназий, студентов неязыковых вузов с углубленным изучением англ. языка. / , - М.: «Химера», 20с.
7 Практический курс по грамматике англ. языка с упражнениями и тестами. Под редакцией . - Й – Ола, 1999 – 128 с.
8 Цветкова, язык. Тексты для чтения / – М.: Глосса-Пресс, 2006. – 206с.
Приложение В
Справка о материально-техническом обеспечении дисциплины (модуля)
Б.3.17 Иностранный (английский) язык _______________
(наименование дисциплины (модуля) в соответствии с учебным планом)
№ п/п | Наименование оборудованных учебных кабинетов, лабораторий | Перечень оборудования и технических средств обучения |
1 | Компьютерная лаборатория с выходом в Интернет | Компьютеры, 18 посадочных мест |
2 | Кабинет венгерского языка и культуры | Ноутбук, экран для показа фильмов, презентаций. |
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