Types and kinds of feasts and festivals

Содержание

 

Введение...................................................... 3

 

Методические рекомендации по выполнению контрольных работ...... 3

 

Литература.................................................... 3

 

Контрольная работа № 1........................................ 5

 

Контрольная работа № 2........................................ 8

 

Контрольная работа № 3........................................ 11

 

Контрольная работа № 4........................................ 14

 

Контрольная работа № 5........................................ 18

 

Контрольная работа № 6........................................ 22

 

Контрольная работа № 7........................................ 26

Введение

Данные контрольные задания составлены в соответствии с рабочей программой по дисциплине «Практика устной и письменной речи» для студентов Российского государственного профессионально-педагогического университета, обучающихся по профилю «Образование в области иностранного языка (английского)» направления 050100.62 Педагогическое образование, и отражают комплекс знаний и умений студента в соответствии с Федеральным государственным образовательным стандартом и квалификационной характеристикой бакалавра.

Контрольная работа – одна из форм проверки и оценки усвоенных знаний, получения информации о характере познавательной деятельности и активности студентов в учебном процессе, эффективности методов, форм и способов учебной деятельности.

Система заданий контрольных работ разработана с тем, чтобы выявить как знания студентов по каждому разделу, так и умение творчески использовать приобретенные знания и навыки.

Данные контрольные работы являются индивидуальными письменными домашними заданиями, которые выполняются с 1-го по 7-й семестры и сдаются для проверки в сроки, определенные учебным планом.

 

Методические рекомендации по выполнению контрольных работ

1. Все контрольные задания, предусмотренные планом, следует выполнять в отдельной тетради или на скрепленных листах формата А4. На титульном листе укажите университет, институт, кафедру, дисциплину «Практика устной и письменной речи», номер контрольного задания и варианта, свой номер группы и фамилию, имя и отчество.

2. Контрольные задания следует выполнять четким почерком (или в напечатанном виде) с соблюдением полей, оставленных для замечаний преподавателя.

3. Строго соблюдайте последовательность выполнения заданий. Формулировку задания к каждому упражнению контрольной работы нужно обязательно переписать в тетрадь.

4. Текст или его фрагменты, предназначенные для письменного перевода, перепишите на левой стороне страницы, а на правой представьте его перевод.

5. В конце работы поставьте свою личную подпись.

6. Полученная от преподавателя проверенная контрольная работа с замечаниями и методическими указаниями должна быть переработана (только та часть, где содержатся ошибки или неточности перевода) на отдельном листке, который затем прилагается к контрольной работе.

7. Все контрольные задания с исправлениями и дополнениями являются важными учебными документами, которые служат основанием для допуска студента к зачету или экзамену.

8. При подготовке к выполнению контрольных работ необходимо использовать рекомендованную литературу.

Контрольная работа, выполненная не полностью или не соответствующая вышеперечисленным требованиям, возвращается без проверки и не засчитывается.

 

Литература

Практический курс английского языка:3 курс: Учеб. для студ. высш. учеб. заведений / Под ред. В.Д. Аракина – М., 2008.

Практический курс английского языка:4 курс: Учеб. для студ. высш. учеб. заведений / Под ред. В.Д. Аракина – М., 2008.

Практический курс английского языка: 5 курс: Учеб. для студ. высш. учеб. заведений / Под ред. В.Д. Аракина – М., 2008.

 

Контрольная работа № 1

 

Для выполнения контрольной работы необходимо изучить правила английской орфографии и следующие темы:

1. Путешествие, поход. Активные виды отдыха;

2. Кино. Увлечения, хобби;

3. Школьное образование в Великобритании и России;

4. Проблемы воспитания детей.

 

Вариант № 1

 

1. Translate this text into Russian.

 

Education in Great Britain

 

The aim of British education is to develop to the full the talents of both children and adults – for their own benefit and that of society as a whole.

All children in the United Kingdom are required by law to receive full-time education between the ages of 4 or 5 and 16. About 93 per cent of pupils receive free education from public funds, while the others attend independent schools financed by fees paid by parents.

Pre-school education (nursery schools and private playgroups). The expansion of education for children under the age of five is one of the more striking changes in education. In 1970-71 around 20 per cent of three and four year olds in the UK attended schools; by 1999-2000 this had risen to 64 per cent. It is due to the stated aim that all children should begin school with a basic foundation in literacy and numeracy.

Primary schools (infant and junior departments). Compulsory education begins at 5 in England, Wales and Scotland, and 4 in Northern Ireland, when children go to infants’ schools or departments. At 7 many children move to junior schools or departments. The usual age for transfer from primary to secondary school is 11.

Secondary schools. About 90 per cent of state secondary school pupils in England, Wales and Scotland go to comprehensive schools. These take children without reference to ability or aptitude, providing a wide range of secondary education for all or most of the children in a district within the 11- to 18-year age range. About four per cent of children attend grammar schools, which they enter at age 11 on the basis of their abilities. Grammar schools offer a mainly academic education for the 11 to 18 or 19-year age group. Six per cent of children attend secondary modern schools which provide a more general education on a somewhat lower level up to the age of 16, although pupils can stay on beyond the minimum leaving age. About 7 per cent of children attend independent or private schools outside the state sector. These schools are commonly known as public schools, although they receive no state funding. Secondary education may be also received at specialist schools which are state secondary schools specializing in technology, science and mathematics; modern foreign languages; sport; or the arts – in addition to providing the full national curriculum. There are over 530 specialist schools across all parts of England, including 312 technology colleges, 99 language colleges, 67 sports colleges and 57 arts colleges.

Education and training after 16. After the age of 16, education is no longer compulsory and young people have a range of options. They are faced with the choice of whether to remain in education, go into training or seek employment. About 70 per cent of young people stay on in full-time education, either in school sixth forms or sixth-form colleges or further education colleges. Around 10 per cent of 16 year old school leavers go into work and the remainder are guaranteed a place on government training programmes. Nearly a third of all young people enter higher education. Broadly speaking, education after 16 outside schools is divided into further and higher education.

 

2. Explain the meanings of the proverbs given below. Make up a five-sentence story of your own to highlight the meaning of one of the proverbs.

a) Like father like son.

b) Opposites attract.

c) Do not burn your house to get rid of the mice.

d) A woman’s work is never done.

e) Man does not live by bread alone.

 

3. Write a one-page story using the suggested vocabulary.

the film deals with (depicts, presents, tells of); the message of the film; to win universal acclaim; to praise unreservedly; to leave a deep and lasting impression on; to appeal so much to the audience; to be (make) a hit with the public; a delightful, amusing comedy; entertaining (powerful, gripping, absorbing, vividly dramatic, technically brilliant, sad, depressing, slow-moving, dragged-out) film; to mar a film; to leave smb. cold; empty of serious content; a flop; a good film; not without flaws; a run-of-the-mill film; not a film to everyone’s taste; not an easy film to watch; obscure and complex ideas.

 

4. Write the following words in spelling, translating them into Russian:

[weIst], [pl eI raIt], [bPm], [s A tl], [s J nqrI], [f P rIn], [f P rId], [w I sl], [T A rq], [n eI bq], [n P lIG], [saIk P lqGI], [r R zbqrI], [sj H dqnIm], [k A bqd], [n e sl], [pqVsp qV n], [k E: nl], [ L tqm], [ R nsq], [r e sl], [Igz I bIt], [b x leI].

 

5. Form the Past Indefinite and the Participle I and mark the stress:

offer, confer, war, flatter, infer, blur, stir, appear, administer, occur, scar, abhor, agree, free, fee, stop, bed, nag, nod, plan, regret, travel, expel, control, label, cancel, kidnap, play, study, die

 

Вариант № 2

 

1. Translate this text into Russian.

 

“The Fifth Element”

(from the interview with Luc Besson)

 

THE SUBJECT. I started writing a novel when I was 16. I didn't think about turning it into a movie until much later. In fact, it came to me little by little. "The Fifth Element" is certainly the movie of mine that is the furthest from reality; it was my wildest project, I wanted to make a film that was pure entertainment.

PERFORMING. In fact, the movie's a comedy. During filming the actors were "pushing the envelope" all over the place: they were all funny and wanted to perform, to have fun with their respective characters.

We rehearsed a lot to learn positions, have a working basis and not waste time while shooting because of the extremely important technical imperatives. Rehearsals were conducted without dialogue to keep things at a distance and as soon as the actors were "hot", I would stop. You have to remove a little dust, but not go so far that you risk losing all spontaneity.

BRUCE WILLIS. Bruce Willis is a very good actor. He can do anything, play anything and I think he had a good time while filming precisely because he got to do a lot of different things.

I hadn't written the part with him in mind - I never write for anyone in particular. I'm interested in writing an "overall" character and then work on fleshing out the character with the actor. It's important to be able to say at the end of production that no other actor could have played the part.

GARY, MILLA AND THE OTHERS. The female lead is played by Milla Jovovich, a young actress with enormous potential. For Leeloo's character, I wanted someone who had never been seen before and who had a very beautiful face, but one that was otherworldly. I met a lot of models, but out of all of them, it was Milla who really charmed me. She worked hard for eight months: singing, acting, karate, and she even learned 400 words of an invented vocabulary and all the film's dialogue in that language.

Chris Tucker plays a DJ whose show airs every day from 5 to 7; he's a bit of a troublemaker. Ian Holm is Cornelius, the guardian of the secret that is handed down from generation to generation. He is the last descendant who knows the secret of "The Fifth Element".

And then, there's the bad guy, "Absolute Evil"’s accomplice: Gary Oldman. But he is a different sort of bad guy, funny, a bit of a dandy, whose name is Zorg.

THE THEME. Basically it's the story of the age old battle between Good and Evil, but here it takes on an unusual aspect. Evil is supreme, absolute Evil. There is only one thing that bothers it: Life! Evil isn't motivated by money, power or domination; it doesn't need energy to spread itself around. Life disturbs it, smothers it and its purpose is to destroy men, women, children, animals, plants and even light. It comes into our universe every 5,000 years to wage battle - and every 5,000 years, we forget how to fight it.

SPECIAL EFFECTS. There are numerous special effects. The work involved was new to me and it was long and painstaking: cars fly, there are aliens, etc. It's a bit frustrating for a director of actors to have all these mechanical things to be set up and adjusted in so many shots. So I bowed to circumstances till the end of the film, but I must admit that it wasn't the most exciting part for me. Mind you, the audience is going to have a lot of fun with it. Every thing was multiplied by five in this movie!

EDITING. Editing is the second stage of writing for me. In the construction of a screenplay, you place words in a certain order; in editing you do the same thing, you string shots one after the other to give them a dimension, an emotion. You use both of them in the same manner. If the screenplay is the menu, then filming is fishing, hunting and gathering. We don't cook, we bring back fish and game. Editing is the biggest kitchen there is.

 

2. Explain the meanings of the proverbs given below. Make up a five-sentence story of your own to highlight the meaning of one of the proverbs.

a) Love is a malady without cure.

b) As a twig is bent so shall the tree grow.

c) People who live in glass houses should not throw stones.

d) All work and no play makes Jack a dull boy.

e) The proof of the pudding is in the eating.

 

3. Write a one-page story using the suggested vocabulary.

hike, to go on a hike, to go hiking, hiker; picnic; walking tour, walker; to travel (to go) on foot; to wander; to roam; route, to choose a route; to discuss plans, to plan a trip; guide-book; light (hand) luggage, heavy luggage, rucksack; knapsack; hamper, basket; to pack clothes (supplies, cooking utensils, etc.) into a rucksack, to pack a rucksack; damp-proof; sleeping-bag, the spirit of the journey; to be open to all impressions; an inveterate anti-picnicker.

 

4. Write the following words in spelling, translating them into Russian:

[daVt], [klaIm], [ e ksqlqnt], [s I zqz], [f x sIneIt], [TLt], [TrH], [dIz aI n], [n aI tINgeIl], [n L tI], [streIt], [ P nq], [gqVst], [w I spq], [rAf], [raIm], [ e ksqsaIz], [igz L st], [naIf], [njHm qV nIq], [f R sn], [kr I smqs], [fqVk], [h eI pnI].

 

5. Form the Past Indefinite and the Participle I and mark the stress:

prefer, differ, deliver, fear, bother, pour, linger, bar, cure, store, clatter, murmur, adhere, lower, alter, recover, conquer, flee, knee, disagree, sum, omit, admit, profit, inherit, patrol, propel, initial, worship, employ, busy, tie

 

Контрольная работа № 2

 

Для выполнения контрольной работы необходимо изучить правила английской орфографии при суффиксации и следующие темы:

1. Живопись. Творчество английских и русских художников.

2. Описание настроения, поведения, эмоций.

3. Описание характера человека.

4. Проблемы загрязнения окружающей среды.

Вариант № 1

 

1. Render this text in English expressing the main idea.

 

History of Western Painting

Painting, the execution of forms and shapes on a surface by means of pigment has been continuously practiced by humans for some 20,000 years. Together with other activities that may have been ritualistic in origin but have come to be designated as artistic (such as music or dance), painting was one of the earliest ways in which man sought to express his own personality and his emerging understanding of an existence beyond the material world. Unlike music and dance, however, examples of early forms of painting have survived to the present day. The modern eye can derive aesthetic as well as antiquarian satisfaction from the 15,000-year-old cave murals of Lascaux--some examples testify to the considerable powers of draftsmanship of these early artists. And painting, like other arts, exhibits universal qualities that make it easy for viewers of all nations and civilizations to understand and appreciate.

The major extant examples of early painting anywhere in the world are found in western Europe and Russia. But some 5,000 years ago, the areas in which important paintings were executed shifted to the eastern Mediterranean Sea and neighbouring regions. Therefore, Western painting is to be taken as signifying painting not only in Europe but also in regions outside Europe that share a European cultural tradition--the Middle East and Mediterranean Basin and, later, the countries of the New World.

Western painting is in general distinguished by its concentration on the representation of the human figure, whether in the heroic context of antiquity or the religious context of the early Christian and medieval world. The Renaissance extended this tradition through a close examination of the natural world and an investigation of balance, harmony, and perspective in the visible world, linking painting to the developing sciences of anatomy and optics. The first real break from figurative painting came with the growth of landscape painting in the 17th and 18th centuries. The landscape and figurative traditions developed together in the 19th century in an atmosphere that was increasingly concerned with "painterly" qualities of the interaction of light and colour and the expressive qualities of paint handling. In the 20th century these interests contributed to the development of a third major tradition in Western painting, abstract painting, which sought to uncover and express the true nature of paint and painting through action and form.

 

2. Explain the meanings of the proverbs given below. Make up a five-sentence story of your own to highlight the meaning of one of the proverbs.

a) Every cloud has a silver lining.

b) It never rains but it pours.

c) Tastes differ.

d) Beauty is in the eye of the beholder.

e) Good fences make good neighbors.

 

3. Write a one-page story using the suggested vocabulary.

to express/hide/disguise/control/reveal one’s feelings, to cope with one’s feelings, an outlet for one’s feelings, to get angry at smth./smb., to let off steam, to burst out laughing/crying, to behave calmly and coolly, to take one’s irritation out on smb., to throw tantrums, to scream and yell at smb., to keep/lose one’s temper, to fly into a rage.

 

4. Add the suffixes given in brackets to the words which they follow. Write out the sentences and underline the words with the added suffixes.

1) Aunt Leonora came back from the kitchen, instantly seized Herr Untermeyer affectionate (-ly) by the arm and led him to the window. 2) I paused once, looking back, to offer my help, but Mr. Wilbram seemed mere (-ly) to be sunk in thought. 3) The dog’s master appeared, the beam of a flashlight dance (-ing) before him. 4) I may as well mention here that she made an advantage (-ous) match with a wealthy, worn-out man of fashion. 5) I loved the expression she used; but if it was intended to improve the troubled atmosphere, it failed complete (-ly). 6) Since Dinny said no further word on the subject occupying every mind, no word was said by anyone; and for this she was true (-ly) thankful. 7) It wasn’t from that dinner he remembered her, it was from notice (-ing) her in the street. 8) The only notice (-able) thing about his appearance was the way his silver hair and beard contrasted with the dark tan of his skin. 9) “Anyway,” she said, with one of those charming and whole (-ly) unexpected turns of mind, “Who’s for cheese?” 10) “We are extreme (-ly) sorry to give you this trouble,” said Colonel Schroff.

 

Вариант № 2

 

1. Render this text in English and write it down.

 

Pollution

Pollution also called environmental pollution, the addition to the environment of any substance or energy form (e.g., heat) at a rate faster than the environment can accommodate it by dispersion, breakdown, recycling, or storage in some harmless form. Pollution of the natural environment is a largely unintended and unwanted consequence of human activities in manufacturing, transportation, agriculture, and waste disposal. High levels of pollution are largely a consequence of industrialization, urbanization, and the rapid increase of human populations in modern times.

Pollutants commonly are classified according to the part of the environment primarily affected by them: either the air, water, or land. Subgroupings depend on characteristics of the pollutants themselves: chemical, physical, thermal, and others. Many pollutants affect more than one resource.

The substances that pollute the atmosphere are either gases, finely divided solids, or finely dispersed liquid aerosols. The principal source of air pollution is the burning of fossil fuels-- e.g., coal, oil, and derivatives of the latter, such as gasoline--in internal-combustion engines or for heating or industrial purposes. On a somewhat wider scale, air polutants from the burning of fossil fuels can combine with atmospheric water vapour to form acid rain, which is damaging to water, forest, and soil resources. As a result of the increased consumption of fossil fuels, levels of carbon dioxide in the atmosphere have risen steadily in the 20th century and show signs of increasing atmospheric temperatures worldwide owing to the greenhouse effect.

Water pollution includes the accumulation in oceans, lakes, streams, and groundwater of substances that are either directly harmful to life or that have harmful secondary or long-term effects. The principal sources of water pollution are sewage, industrial waste, garbage and refuse, and agricultural fertilizers, pesticides, and herbicides. Any body of water has the capacity to absorb or break down introduced materials, and sewage and some organic industrial wastes are broken down naturally by microorganisms into forms in which they are useful to aquatic life. But if the capacity of a body of water to dissolve, disperse, or recycle is exceeded, all additional substances become pollutants. The major sources of water pollution are untreated sewage from cities and towns, chemical fertilizers and pesticides that have run off farmland into rivers and streams, and chemicals from industrial plants located along waterways.

Land pollution mainly involves the deposition on land of solid wastes--such as cans, bottles, plastic containers, paper, and used cars--that cannot be broken down quickly or, in some cases, at all. Aside from recycling, disposal methods include concentrating such materials in landfills, burning them in incinerators, or dumping them in the ocean. The term "land pollution" also includes the accumulation on land of toxic chemicals (in solid or liquid form) produced by industry and of radioactive wastes from nuclear processing facilities.

 

2. Explain the meanings of the proverbs given below. Make up a five-sentence story of your own to highlight the meaning of one of the proverbs.

a) One swallow does not make a summer.

b) After a storm comes a calm.

c) Clothes don’t make the man.

d) Don't put all your eggs in one basket.

e) The grass is always greener on the other side of the fence.

 

3. Write a one-page story using the suggested vocabulary.

In the foreground/background, in the top/bottom/left-hand corner; to arrange symmetrically/asymmetrically/in a pyramid/in a vertical format; to divide the picture space diagonally, to define the nearer figures more sharply, to emphasize contours purposely, to be scarcely discernible, to convey a sense of space, to place the figures against the landscape background, to merge into a single entity, to blend with the landscape, to indicate the sitter’s profession, to be represented standing/sitting/talking/, to be posed/silhouetted against an open sky/a classic pillar/the snow; to accentuate smth.

 

4. Add the suffixes given in brackets to the words which they follow. Write out the sentences and underline the words with the added suffixes.

1) Then Mr. Barker appeared and showed him into a room, a comfortable room with lunch ready on the table and another table, entire (-ly) bare, evidently waiting for him to spread his papers on it. 2) One day he was called to the manager’s room, due (-ly) reprimanded, and eventually pardoned in consideration of his long and faithful service. 3) Glance (-ing) at his companion, he wondered if she also remembered it. 4) He knows the boy is very courage (-ous), but he is also young. 5) I have a friend who, after an absence of many years, has late (-ly) settled down in London, with a wife, a cat and a garden. 6) Strange faces smiled at Leila sweet (-ly), vague (-ly). 7) But most people are afraid of face (-ing) this part of their nature. 8) The few soldiers in the streets were grey-faced and tired-looking… One thing was notice (-able): they never seemed to laugh. 9) The mechanic, who is extremely knowledge (-able) about any kind of machinery, knew exactly how to get the gate open. 10) Her interests were narrow, and she rare (-ly) journeyed farther than the corner grocery.

 

Контрольная работа № 3

 

Для выполнения контрольной работы необходимо изучить правила английской пунктуации и следующие темы:

1. Высшее образование в США.

2. Закон и общество. Преступность.

3. Книга – источник знаний. Библиотека.

4. Мир музыки.

 

Вариант № 1

 

1. Render this text in English.

 

Popular music

 

Unlike traditional folk music, popular music is written by known individuals, usually professionals, and does not evolve through the process of oral transmission. In the West, since the 1950s, "pop" music has come to mean the constantly changing styles derived from the electronically amplified music form known as rock and roll.

Historically, popular music was any non-folk form that acquired mass popularity--from the songs of the medieval minstrels and troubadours to those elements of fine art music originally intended for a small, elite audience but that became widely popular. After the Industrial Revolution, true folk music largely disappeared, and the popular music of the Victorian era and the early 20th century was that of the music hall and vaudeville, with its upper reaches dominated by waltz music and the operettas of Jacques Offenbach, Victor Herbert, and others.

Popular music styles tended to move westward from Europe to the United States until the early 20th century, when such new American forms as ragtime and the musical comedy of Broadway found ready audiences in Britain and on the continent. Since then, Western popular music has been dominated by developments in the United States. In the 1890s New York's Tin Pan Alley emerged as the world's first self-contained popular song-publishing industry, and in the ensuing half century, its prolific lyricism was combined with European operetta in a new kind of musical play known as the musical comedy, or musical, which achieved great sophistication in the hands of such American composers as Jerome Kern, George Gershwin, Irving Berlin, Cole Porter, Richard Rodgers, and Oscar Hammerstein II. In the meantime, beginning with ragtime in the 1890s, black Americans had begun combining complex African rhythms with European harmonic structures to create what would become the most important new musical style of the century, jazz.

The audience for popular music (as distinct from the music of the concert hall) greatly expanded in the first half of the 20th century, partly because of wider technological developments. By 1930, for example, phonograph records had replaced sheet music as the chief source of music in the home, thereby enabling persons without any musical training to hear popular songs. At the same time, the use of the microphone relieved vocal artists of the need for trained voices that could penetrate large concert spaces, thereby enabling more intimate vocal techniques to be commercially adapted. The new ability of radio broadcasting to reach rural communities aided the dissemination of new musical styles, notably country music, a dance and narrative style derived from the ballads of white Anglo-Americans in the South and West that began to achieve wide commercial success in the 1940s. By contrast, the folk-rooted rural blues music of southern blacks never achieved commercial popularity.

Jazz enjoyed its only period of mass popularity in the late 1930s and '40s with the swing style of the big bands and with such vocalists as Bing Crosby and Frank Sinatra, who were known as crooners.

Rock and roll, which emerged in the mid-1950s with Elvis Presley and other figures, arose as an amalgam of black rhythm and blues with country music, adapting the powerful rhythms and melancholy vocalizations of urban blues to a quicker tempo and an exuberant emotional tone. In the 1960s more complex forms of rock and roll became known simply as rock. British rock was the first to become influential in the 1960s through the Beatles, the Rolling Stones, and other four- or five-member groups. Rock's keynotes were a driving backbeat, harshly emotional vocals, and heavily amplified guitars. Rock reached its height in the late 1960s and early '70 with a plethora of British and American bands. The history of popular music in the 1970s and '80s is basically that of rock music, which, with its variants, including disco, punk, and rap music, spread throughout the world and became the standard musical idiom for young people in many countries.

 

2. Explain the meanings of the proverbs given below. Make up a five-sentence story of your own to highlight the meaning of one of the proverbs.

a) Appearances are deceptive.

b) Evil communications corrupt good manners.

c) Time heals all wounds.

d) Prevention is better than cure.

e) Jack of all trades and a master of none.

 

3. Write a one-page story using the suggested vocabulary.

To form a reading habit early in life; to read silently/incessantly/greedily/laboriously; to read curled up in a chair; to read a child/oneself to sleep; to make good bed-time reading; to be lost/absorbed in a book; to devour books; to dip into/glance over/pore over/thumb through a book; to browse through newspapers and periodicals; to scan/skim a magazine; a bookworm; an avid/alert/keen reader.

 

4. Put commas, capitals, full stops, question marks, and exclamation marks as needed in the following sentences.

a) jonathan where are the books that i asked you to get from my desk

b) mrs kennedy can you spare me a moment please

c) iasked barbara whether she had finished with war and peace yet and she said that she had

d) my passport is no 34678 and was issued on the 30^th june 1980

e) you would know whether the headmaster of central school mr charles wheeler is retiring at the end of this term or at the end of next term wouldn't you

f) how you can stand up for so long john i don't know

g) unless i can win a scholarship i shall not be able to go abroad to study though i'd like to very much

h) when jim arrives in london i really can't say

i) the subject i did best in at st james' that was my school you know was art but i decided i could not make a living by drawing and so much against my wishes i had to go into barclays bank

j) you can swim mary can't you

 

Вариант № 2

 

1. Render this text in English.

Library

 

Library is, traditionally, a collection of books used for reading or study, or the building or room in which such a collection is kept. The word derives from the Latin liber, "book," whereas a Latinized Greek word, bibliotheca, is the origin of the word for library in German, Russian, and the Romance languages.

From their historical beginnings as places to keep the business, legal, historical, and religious records of a civilization, libraries have emerged since the middle of the 20th century as a far-reaching body of information resources and services that do not even require a building. Rapid developments in computers, telecommunications, and other technologies have made it possible to store and retrieve information in many different forms and from any place with a computer and a telephone connection. The terms digital library and virtual library have begun to be used to refer to the vast collections of information to which people gain access over the Internet, cable television, or some other type of remote electronic connection.

Public libraries. Public libraries are now acknowledged to be an indispensable part of community life as promoters of literacy, providers of a wide range of reading for all ages, and centres for community information services. Yet, although the practice of opening libraries to the public has been known from ancient times, it was not without considerable opposition that the idea became accepted, in the 19th century, that a library's provision was a legitimate charge on public funds. It required legislation to enable local authorities to devote funds to this cause.

Public libraries now provide well-stocked reference libraries and wide-ranging loan services based on systems of branch libraries. They are further supplemented by traveling libraries, which serve outlying districts. Special facilities may be provided for the old, the blind, the hearing-impaired, and others, and in many cases library services are organized for local schools, hospitals, and jails. In the case of very large municipalities, library provision may be on a grand scale, including a reference library, which has many of the features associated with large research libraries. The New York Public Library, for example, has rich collections in many research fields; and the Boston Public Library, the first of the great city public libraries in the United States (and the first to be supported by direct public taxation), has had from the first a twofold character as a library for scholarly research as well as for general reading. In the United Kingdom the first tax-supported public libraries were set up in 1850; they provide a highly significant part of the country's total national library service. The importance of public library activities has been recognized in many countries by legislation designed to ensure that good library services are available to all without charge.

In many cases public libraries build up collections that relate to local interests, often providing information for local industry and commerce. It is becoming more usual for public libraries to lend music scores, phonograph records, compact discs, and, in some countries--notably Sweden and the United Kingdom--original works of art for enjoyment, against a deposit, in the home.

Not all countries provide public library services of an equally high standard, but there has been a tendency to recognize their value and to improve services where they exist or to introduce them where they do not. Public librarians work strenuously, through such organizations as the International Federation of Library Associations (IFLA), for such developments.

 

2. Explain the meanings of the proverbs given below. Make up a five-sentence story of your own to highlight the meaning of one of the proverbs.

k) Handsome is as handsome does.

l) Beauty and folly are old companions.

m) Laughter is the best medicine.

n) A rolling stone gathers no moss.

o) It is a poor workman who blames his tools.

 

3. Write a one-page story using the suggested vocabulary.

To file a complaint/a countercomplaint, to answer/challenge the complaint; to notify the defendant of the lawsuit; to issue smb. a summons; to issue a warrant of arrest (a search warrant); to indict smb. for felony; to bring lawsuit; to take legal actions; to bring the case to court; to bring criminal prosecution; the defence; to examine a witness – direct examination, cross-examination; to present evidence (direct, circumstantial, relevant, material, incompetent, irrelevant, admissible, inadmissible, corroborative, irrefutable, presumptive, documentary); to register (to rule out, to sustain) an objection;; circumstances (aggravating, circumstantial, extenuating); to detain a person, detention; to go before the court.

 

4. Put commas, capitals, full stops, question marks, and exclamation marks as needed in the following sentences.

p) as my aunt promised me a trip to the cinema as a reward i agreed to paint her door but i could not find either paint or brushes in the place where they were usually kept

q) ladies and gentlemen the winning ticket number is 2343456

r) why your cousin grumbles so much i really don't know for she has a good job and lots of spare time

s) thank you miss wright i do take sugar

t) did you know we've decided more or less definitely now that we're going to see harry's cousin in toronto next summer

u) you could have phoned form the station couldn't you hazel

v) we crept along the gravel path by the nurses' home as quietly as possible so that matron who had not given us permission to go out would not know of our return but unfortunately we had barely reached the open window when i sneezed and the lights were switched on

w) desmond have you invited grace

x) however we got home from visiting ronald and may to find the floor of our lounge littered with jane's papers thomas' maps and reference books his color slides the negatives and unmounted transparencies of his trip to the andes my own notes and essays and all kinds of personal items; but nothing at all at any rate so far as we could see seemed to have been stolen which was puzzling indeed

y) thomas and helen stop playing in the mud please

 

 

Контрольная работа № 4

 

Для выполнения контрольной работы необходимо изучить правила составления английского личного и делового письма и следующие темы:

1. «Трудные» дети.

2. Средства массовой информации в современном обществе.

3. Национальные традиции и праздники.

4. Проблемы семейной жизни.

 

Вариант № 1

 

1. Translate this text into Russian.

 

Secular modernist festivals are often mixed with previous religious festivals. May Day, once mainly a springtime fertility festival that can be traced back to the Magna Mater (Great Mother) festivals of Hellenistic (Greco-Roman) times, has become a festival of the labouring class in Socialist countries. Football games in the United States have all the external trappings of religious festivals. A person from a preliterate culture would see a large congregation witnessing a ritual combat, conducted according to precise ritualistic rules. The participants are dressed in appropriate identifiable costumes as they engage in their ritual combat--one side representing evil and the other good, depending upon the viewpoint of the audience. Leading the congregation are priestesses (cheerleaders) dressed in appropriate garb, participating in ritualistic dances, and chanting supposedly efficacious formulas. Operating on the principle of sympathetic magic, the priestesses attempt to transfer the crowd's enthusiasm to the appropriate combatants. In Western countries, according to some critics, lay participation in congregational worship has for a long time been little more than a spectator sport, and this may well have contributed to the festival character of weekend sports activities.

Carnivals and saturnalias. Some feasts and festivals provide psychological, cathartic, and therapeutic outlets for persons during periods of seasonal depression. The Holi festival of Hinduism during February-March was once a fertility festival. Of early origin, the Holi festival incorporates a pole, similar to the Maypole of Europe, that may be a phallic symbol. Bonfires are lit; street dancing, accompanied by loud drums and horns, obscene gestures, and vocalized obscenities, is allowed; and various objects, such as coloured powders, are thrown at people.

One of the best-known festivals of ancient Rome was the Saturnalia, a winter festival celebrated on December 17-24. Because it was a time of wild merrymaking and domestic celebrations, businesses, schools, and law courts were closed so that the public could feast, dance, gamble, and generally enjoy itself to the fullest. December 25--the birthday of Mithra, the Iranian god of light, and a day devoted to the invincible sun, as well as the day after the Saturnalia--was adopted by the church as Christmas, the nativity of Christ, to counteract the effects of these festivals.

Carnival-like celebrations were held in England on Shrove Tuesday, the day before the Lenten fast began, until the 19th century. Originating as a seasonal renewal festival incorporating fertility motifs, the celebrations included ball games that often turned into riots between opposing villages. Feasts of pancakes and much drinking followed the contests. This tradition of merrymaking continues, for example, in the United States in the Mardi Gras festival on Shrove Tuesday in Louisiana.

 

2. Explain the meanings of the proverbs given below. Make up a five-sentence story of your own to highlight the meaning of one of the proverbs.

a) You can't tell a book by its cover.

b) A man is never too old to learn.

c) A little knowledge is a dangerous thing.

d) Truth is stranger than fiction.

e) All roads lead to Rome.

 

3. Write a 1-2 page story using the suggested vocabulary.

Programme; show; daily; weekly; monthly; the news; current affairs programme; special report; factual reportage; live footage (AE), talk (chat) show; discussion, panel discussion; interview; documentary; magazine programme; children’s programme; cartoon; educational programme; wild/nature life programme; sports programme; the weather report/forecast; variety show; musical variety; game show; quiz programme; feature film, movie (AE); television play/film; television version of a play (adapted for television); thriller; Western; serial (a play broadcast in parts, e.g. a three-part serial); sitcom (situational comedy); soap opera; commercial; video clip; a regular character of the programme; a regular feature of the programme.

 

4. Write a personal letter of between 100 and 150 words on the following subject. You are travelling abroad and writing to a friend, describing some funny incident. Pay attention to the lay-out of the letter and its informal style.

 

 

Вариант № 2

 

1. Translate this text into Russian.

 

Forms of family organization

 

The nuclear, or conjugal, family is the basic unit of family organization in virtually every society. It is generally defined as a married couple and their children (including adopted and fostered children, as well as the couple's natural children). Other forms of family organization, such as compound and joint families, are in a sense built upon the nuclear family or contain units comparable to it in their structure.

In many modern societies the nuclear family is identical to the typical household unit. Members of the nuclear family share the same dwelling place, usually a single house or apartment. The nuclear family is almost always the primary unit of economic consumption. One or both parents, and sometimes children, earn money outside the home and then share at least some of the fruits of their labour with the family as a whole.

A common variant of the nuclear family is the one-parent family. This form consists of one parent and his or her children. One-parent families may be formed through widowhood, divorce, or separation. They may also be formed when an unmarried person, usually a woman, raises children on her own. In many Western industrialized societies, the one-parent (especially the single-mother) family is becoming more common and tolerated. However, the extent to which it is as successful as the traditional nuclear family is a matter of conjecture.

The compound family is common in many traditional African societies, as well as elsewhere in the world, and is found especially where polygamy is permitted. The compound family consists of a central figure (normally the household head), his or her spouses, sometimes concubines, and their children.

In West Africa, for example, a man may have several wives, with each wife as the head of a subfamily unit composed of herself and her children. The wives may occupy separate dwellings within the same compound or homestead, and they often cooperate in activities such as gardening or in raising children. Children may address each woman as "mother," but they know which is their true mother and to which subfamily they belong. This form of family organization can be seen as an overlapping set of nuclear families, each with the same man as family head. While male-headed compound families are far more common, a female-headed, polyandrous version (one woman married to several men) is traditional among the Todas of South India.

A much more common form of family organization, one that is typical in parts of India, is the joint family. In this type, a group of brothers and their wives and children all live together in the same household. In India the joint family may have property held in common by male members of the small, coresident patrilineal kin group, though joint families in other parts of the world (traditionally in China and in parts of Africa) do not necessarily have such collective rights.

The extended family. There is no precise distinction between the joint family and the extended family, and the latter term can be used to encompass both. In a narrower sense, sociologists usually think of the extended family as being larger and maintaining less control over its members than does the joint family. In most extended families, the marital bonds between spouses are stronger than the kinship bonds between, for example, the brothers who are the focal people in Indian joint families.

As a household unit, the extended family is most common where ties between kinsmen are important for economic reasons. Typically, a group of kinsmen live together and share resources. In a traditional context, there may be common property in the form of agricultural lands, livestock, or ritual property such as sacred objects and sacred sites. These last are important in some African societies and among the Australian Aborigines. In modern societies the extended family offers benefits in areas where government agencies have not penetrated or where essential services are not adequate or not provided. Even where there is no common property, members of extended families may draw on one another when they need financial help.

Kin networks. As extended families disperse and government agencies take over economic responsibilities formerly held by them, extended families become kin networks. This has happened in most modern societies. Whereas the extended family is usually associated at least with residential proximity, if not coresidence, kin networks for many people stretch around the world.

An interesting result of worldwide migrations, such as those from Europe during the late 19th and early 20th centuries, or following World War II, has been the extension of kin networks. Many Americans, Australians, New Zealanders, and others keep in contact with their countries of origin in Europe, Asia, and elsewhere. This contact contributes to their personal identity with their countries of origin. Kin networks are often better maintained between dispersed families than between those in closer proximity.

A less dramatic but equally important form of kin network is that between urban and rural areas within a particular country. As migrations to urban areas have increased, contacts have been kept up, and urban families may keep in touch with relatives in cities other than their own, as well as with relatives in their places of origin.

 

2. Explain the meanings of the proverbs given below. Make up a five-sentence story of your own to highlight the meaning of one of the proverbs.

a) Education covers a lot of ground but it doesn’t cultivate it.

b) Better untaught than ill taught.

c) You must learn to crawl before you can walk.

d) Choose an author as you choose a friend.

e) Something is Rotten in Denmark.

 

3. Write a 1-2 page story using the suggested vocabulary.

to mask; to observe; to celebrate; to commemorate; to honour; to recognize an occasion, a date; to keep, to preserve a tradition; to organize, to hold, to sponsor a parade, a demonstration; to give a party (to throw a party) (colloq.), to demonstrate labour solidarity; to have family get together; merry-making; to give presents (BE), gifts (AE); to send greeting cards, Valentine cards; to go treat or tricking.

 

4. Write a business letter of between 100 and 150 words on the following subject. While on holiday you lost a parcel of books at a railway station. Write a letter to the station administrator, inquiring whether it has been found and asking whether it can be sent to you. Pay attention to the lay-out of the letter and its semi-formal style.

Контрольная работа № 5

 

Для выполнения контрольной работы необходимо изучить правила составления плана и аннотации английского текста и следующие темы:

1. Профессия учителя иностранного языка.

2. Культура чтения.

3. Искусство: кино, театр, живопись.

 

Вариант № 1

 

1. Render this text in English and write it down.

Вариант № 2

 

1. Render this text in English and write it down.

 

Джоконда

 

Знаменитое произведение Леонардо продолжает волновать и зрителей, и исследователей, споры о нем не умолкают на протяжении нескольких столетий. Каково содержание этой картины? Является ли изображенная молодая женщина обаятельной и красивой или, наоборот, малопривлекательной, внутренне холодной и чем-то даже внушающей беспокойство? Споры идут и по вопросам более конкретного характера: кто послужил моделью для этого произведения? В какие годы оно было создано? Искусствоведческая наука и здесь не пришла еще к окончательному решению...

Смелым новаторством и глубоким философским смыслом проникнут и замысел "Джоконды". Думается, что это произведение не есть изображение — пусть даже самое превосходнейшее по жизненности — какой-то определенной личности. Конечно, "Джоконда" производит сильнейшее впечатление и тем, что в ней с таким совершенством выражена сама жизнь модели. И все же при самом строгом отборе в истории искусств можно насчитать не один десяток портретов, поражающих нас полнотой жизни и совершенством живописи.

А "Джоконда" — единственная...

Джоконда изображена с подчеркнутой, почти программной простотой в полном соответствии с ренессансным взглядом: "Человек — часть природы", и не только часть, но ее наиболее чудесное творение, ее вершина и венец. Леонардо сравнивает человека с удивительным произведением искусства, с прекрасным зданием, в котором обитает душа. Поэтому в "Джоконде" проблема прекрасной человеческой индивидуальности решается художником как гармония физического и духовного начал. Как бы ни истолковывать образ "Джоконды", несомненно с первого же взгляда, что Леонардо привлекали не только прекрасная пропорциональность ее фигуры и гармоничность черт лица, но и ее глубокий, проницательный ум, который отражается в ее взгляде, богатство ее интеллекта и тонкость эмоций. Материал для такого образа могла дать художнику не одна Монна Лиза или Констанца д'Авалос, но знание многих других выдающихся по образованности, талантам и духовному развитию женщин Ренессанса. Их портреты — и превосходные — не раз писал Леонардо. Но в этом его произведении первое, что замечает зритель, — это сложность духовного мира Джоконды по сравнению с другими женскими образами, созданными как Леонардо, так и его коллегами.

В образе Джоконды Леонардо раскрывает не только единство природы и человека, не только гармонию физического и духовного начал, но дает глубочайшее постижение внутренней жизни человеческого духа, показывает необыкновенную интенсивность этой жизни. Посредством только ему подвластной, поистине волшебной, светотени Леонардо передал еле заметное движение мускулов лица Джоконды так, что наметил возможность перехода от легкой улыбки и к серьезности, и к большей улыбке. Мысли и чувства Джоконды как бы скользят, отражаясь на ее лице. Благодаря этому духовная жизнь Джоконды воспринимается как непрерывный изменчивый процесс...

За полуулыбкой и взглядом Джоконды чувствуется духовная жизнь гораздо более сложная и противоречивая, чем это выражено на ее лице, которое производит впечатление чего-то недосказанного, что составляет подразумеваемое содержание образа Джоконды, или, как говорят, ее "тайну"...

Леонардо удалось почти невероятное: он придал лицу и взгляду Джоконды такое выражение, что кажется, будто это она сама рассматривает зрителя, сама хочет проникнуть в его характер, постичь его, зрителя, мысли и чувства. Леонардо рассчитал расстояние, с которого будут смотреть на его картину, и сделал это расстояние точным фокусным расстоянием взгляда самой Джоконды, то есть поместил зрителя в фокус ее взгляда. Тем самым содержание образа Джоконды раскрывается не во взаимоотношении ее с другими фигурами или объектами — их нет в картине, а именно во взаимоотношении со зрителем. И, начав привычно созерцать эту картину как "окно в мир", рассматривать ее пространство, пейзаж и фигуру, нередко зритель вдруг с беспокойством ощущает, будто сама Джоконда уже давно с неподдельным интересом рассматривает его из окружения своего поэтического пейзажа умным, проницательным, ласково-скептическим взглядом, слегка улыбаясь и буквально не сводя с него глаз. И как бы ни старался зритель не замечать этого взгляда, превратить Джоконду только в объект своего созерцания, полностью ему это не удается, ибо устремленный на него с картины взгляд Джоконды постоянно и настойчиво возвращает мысль зр