Английский язык: Учебное пособие для студентов заочного отделения филологического факультета: Ч.2

УДК 802.0 (075) ББК 81.2 Англ - 923 А64 Печатается по решению редакционно-издательского совета филологического факультета Казанского государственного университета Рекомендовано кафедрой романо-германской филологии Казанского государственного университета Составители Г.К.Гималетдинова, А.Р.Залялеева, А.Р.Утэй Рецензенты доц. Н.З.Баширова (КГПУ), доц. Г.И.Одинокова (КГУ) А64

Английский язык: Учеб. пособ. для студентов заочного отделения филологического факультета: Ч.2 / Казан. гос. ун-т; Филол. фак-т; Каф. романо-герм. филол.; Сост.: Г.К.Гималетдинова, А.Р.Залялеева, А.Р.Утэй. – Казань: Казан. гос. ун-т им. В.И.Ульянова-Ленина, 2004. – 27 с.

Учебное пособие предназначено для студентов II курса заочного отделения филологического факультета. Данное пособие способствует формированию грамматических навыков и навыков чтения и перевода страноведческих текстов и оригинальной литературы по филологии. Работа с наиболее употребительной лексикой производится на большом количестве коммуникативных упражнений к текстам, что способствует формированию навыков лексического оформления высказывания и умений выделять наиболее существенную информацию в тексте. УДК 802.0 (075) ББК 81.2 Англ - 923

© Филологический факультет Казанского государственного университета, 2004

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РАЗДЕЛ I Текст А. “Discovering the USA” Грамматика. Действительный и страдательный залог (Active and Passive Voice) Текст Б. “The Functions of Language” Словообразование. Суффиксы глаголов

ТЕКСТ А Discovering the USA North America includes several countries: the United States of America, Mexico, Canada, and the Caribbean states. The United States is the second largest country in North America, after Canada. The geography and climate of the USA are extremely diverse, from the tropical in Hawaii to the subarctic in Alaska. Year-long temperatures are lower in the northern and north-eastern states and higher in the southern and western states. Humidity is higher in the East than in the West. So, while the beaches in Florida, California, and Hawaii are overcrowded with people, in other parts of the USA, like Alaska, the Midwest, and the Northeast people are wearing thick coats and trying to keep warm. It was established that the Rocky Mountains in the West can reach over 4,270 meters high, but the land of the Great Plains stretches flat for hundreds of miles. America’s largest rivers are the Mississippi, the Missouri, the Rio Grande and the Columbia. The Great Lakes on the border with Canada are the largest and deepest in the USA. The United States is a federal union of 50 states, each having its own government. Washington, the capital of the United States, is in the District of Columbia (D.C.). This special district, which was named after Christopher Columbus, is not in any state, because it is the home of the federal government. In the center of the city there is the Capitol, where Congress meets. The president lives and works nearby the White House. In and around Washington, D.C., there are many memorials to honor important people in American history and soldiers who have died in wars. America’s largest city which has been the gateway to the United States for many immigrants is New York. It has also been called ‘the city that never sleeps’ because it is alive at all hours of day and night. During the day the population grows to over 20 million, as workers from the suburbs and nearby cities come to New York. Los Angeles is America’s second largest city. Approximately 3.5 million people live in Los Angeles. It is a popular place because of its pleasant semi-tropical climate and beautiful Pacific coast. Los Angeles has also been made a tourist attraction because of suburbs like Hollywood, which are called the center of movie industry, and Beverly Hills, where the houses of famous actors are situated. A visitor or a newcomer to the USA is almost always struck by one thing. It is ethnic diversity. Immigrants from many countries have helped to make the USA a land where so many nationalities live and work side by side. Most of them leave their homeland because they are poor and have few opportunities. Some are forced to leave because of famines and civil war, others come for religious freedom. In any case, these people believe in the American Dream, the hope for a better life in a new country. Ethnic and cultural identity is valued by the majority of modern Americans, and their own traditions are practiced by them openly. They keep their own language and cultural traditions even after they have lived in the USA for a number of years.

4 Словарь to include – включать extremely – крайне, чрезвычайно diverse – различный North; northern – север; северный East; eastern – восток; восточный South; southern – юг; южный West; western – запад; западный humidity – влажность beach – пляж to overcrowd – переполнять overcrowded – переполненный to wear – носить (об одежде) thick coat – толстое, теплое пальто to establish – устанавливать to reach – достигать to stretch – простираться federal union – федеральное объединение state – штат government – правительство capital – столица to be named after – быть названным в честь кого-л. memorials to honor (honor – AE, honour – BE) – памятники в честь кого-либо

soldier – солдат to die in a war – погибнуть во время войны gateway – ворота immigrant – иммигрант to be alive at all hours of day and night – быть оживленным в любое время суток suburbs – пригород nearby cities – близлежащие города approximately – приблизительно tourist attraction – соблазн, привлекательное место для туристов attractive – привлекательный to attract – привлекать movie industry – кинопромышленность to strike (struck) – ударять; зд. поражать ethnic diversity – этническое многообразие side by side – бок о бок homeland – родина few opportunities – мало возможностей famine – голод (стихийное бедствие) civil war – гражданская война religious freedom – религиозная свобода American Dream – американская мечта the majority – большинство

Словарь имен собственных Caribbean states – государства, расположенные на Карибских островах Hawaii – Гавайи The Rocky Mountains – Скалистые горы the Great Plains – Великие равнины the Mississippi – Миссисипи

the Missouri – Миссури the Rio Grande – Рио-Гранде the Columbia – Колумбия the Great Lakes – Великие озера District of Columbia (D.C.) – округ Колумбия Pacific Coast – побережье Тихого океана

Упражнение 1. Заполните пропуски в предложениях, подбирая подходящую по смыслу лексику. 1) Hawaii and Alaska have … climate. 2) The highest mountains in the USA are … . 3) The coldest regions of the country are … . 4) The District of Columbia was … Christopher Columbus. 5) In and around Washington, which is … of the USA, one can find a lot of … famous people of the country, and … , who … wars. 6) The population of New York grows quickly during the day because … . 7) Hollywood, Beverly Hills, and pleasant climate have made Los Angeles … 8) A lot of reasons, such as …, forced people from different countries to leave their … and come to the USA. Now they live in the country … . 9) People traditionally call hope for a better life … . 10) People of different nationalities, who migrate to the USA try not to forget their … and they … their customs and traditions. Упражнение 2. Выберите из рада слов одно, по какому-либо признаку не сочетающееся с остальными и объясните свой выбор. 1) The Mississippi, the Great Lakes, the Rocky Mountains, the Rio-Grande. 2) Washington, Columbus, Congress. 3) Los Angeles, New York, Hollywood, Washington. 4) Government, soldier, worker, president. 5) Florida, Alaska, California, Hawaii.

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Упражнение 3. Расширьте следующие высказывания до двух-трех предложений. 1) There are several countries on the continent of North America. 2) You can find different types of climate in the USA. 3) Washington doesn’t belong to any state. 4) Everyone in the world has heard about Beverly Hills and Hollywood. 5) Newcomers to the USA are proud of their own traditions. Упражнение 4. Придумайте свои предложения о вашем родном городе со словами и выражениями: attractive, attraction, to attract, tourist attraction; to overcrowd, overcrowded; industrial center, cultural center, political center; to include; ethnic diversity; memorials to honor. Упражнение 5. Найдите в словаре значения следующих слов и выражений: poverty level, disability, minority, welfare, mental illness, shelter, drug abuse, addiction. Прочитайте следующую информацию и скажите, какие проблемы существуют в американском обществе, и что делается, чтобы их решить. После прочтения озаглавьте текст. The United States is one of the world’s ten richest countries, but not everybody can share the American Dream. Between 13 and 15 per cent of the population lives below the poverty level. The majority of the poor are elderly Americans, people with disabilities, single mothers, and members of minorities, especially blacks and Hispanics. Every month, people on welfare receive money, medical benefits, or food stamps to pay for food. There are hundreds of thousands of homeless people, among them military veterans, homeless families with children and single mothers with children. About half of the homeless population suffers from some kind of mental illness. There are different projects to help homeless people. They can get free food at places called soup kitchens which are often run by religious groups and nonprofit organizations. Shelters provide temporary places to stay and offer help with medical care. Drug abuse is a problem affecting people in all social groups. It is estimated that more than 20 per cent of high school students have tried cocaine. The most widespread and socially acceptable drug is alcohol. To limit teenage drinking, the legal drinking age has been raised to 21 in all states. In the past, most people tried to hide an addiction, but now they talk about it openly. The first self-help group for alcoholics, Alcoholics Anonymous, was founded in 1935. Members knew each other only by their first names, so that they could remain anonymous and discuss their problems away from their normal life. Today there are other self-help groups for people with all kinds of problems. Упражнение 6∗. Используя известную вам информацию, а также материал текста, обсудите с партнером, что вас привлекает (не привлекает) в Америке и почему. Обобщение лексического материала Упражнение 7. Переведите следующие предложения с английского языка на русский. 1) In summer after the rain humidity is extremely high. It is not so good for the health of the majority of old people. 2) The American Dream, the hope that life in a new country can be better than in your motherland, has made the USA an attractive country. 3) As television reaches many people, it is not surprising that some groups choose to spread their religious ideas over the television. 4) New York is the American theater capital. The main theater district is based around the ∗

Знаком * в пособии помечены упражнения и задания повышенной трудности.

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part of the long avenue called Broadway. 5) Chicago is an industrial center. The city has always attracted diverse population of Americans and new immigrants. Упражнение 8. Переведите с русского на английский. 1. Зимой у нас бывает очень холодно, и люди носят что-нибудь теплое, например, пальто. 2. Мои друзья живут в пригороде, и у них мало возможностей найти там работу. 3. Эта часть страны давно славится (to be famous for) хорошими пляжами. 4. Эта улица в нашем городе оживлена в любое время дня и ночи. 5. Приблизительно треть (one third) всего населения близлежащих городов переехала в столицу. 6. Во время гражданской войны многие люди погибли от голода. 7. Этот штат расположен в восточной части страны. 8. В последнее время правительство нашей страны стало обращать особое внимание на развитие кинопромышленности. 9. Одержимость наркотиками – серьезная проблема для большинства жителей близлежащих городов. 10. Количество людей, живущих за чертой бедности, достигло критической отметки. ГРАММАТИКА Действительный и страдательный залог (Active and Passive Voice) Действительный залог (Active Voice) показывает, что лицо (предмет), обозначенное подлежащим, выполняет действие, выраженное сказуемым: The teacher is giving a hometask to the students. – Учитель дает студентам домашнее задание Страдательный залог (Passive Voice) показывает, что лицо (предмет), обозначенное подлежащим, является объектом действия, выраженного сказуемым: The hometask is being given to the students. – Задание дается студентам. The students are being given a hometask. – Студенты получают домашнее задание (студентам дают домашнее задание). Форма Passive Voice образуется при помощи вспомогательного глагола to be в соответствующей видовременной форме и Participle II (окончание ed правильных глаголов или особая форма неправильных глаголов) смыслового глагола. При необходимости указания автора, совершившего действие, выраженное сказуемым, употребляется предлог by или with . He often invites me to his place. – Он часто приглашает меня к себе. (active) I am often invited to his place. – Меня часто приглашают к нему. (passive) The house was built by my grandfather. – Дом был построен моим дедом. (passive) The room was filled with smoke. – Комната была наполнена дымом. (passive) Страдательный залог употребляется обычно тогда, когда неизвестно или неважно, кто совершает действие: My bag was stolen. The article will be published next month. Имеет значение лишь то, какое действие совершается (совершалось, будет совершаться), и кто его испытывает. В форме страдательного залога могут употребляться только переходные

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глаголы, (то есть те, которые могут иметь прямое дополнение): They ask questions. Questions are asked. Непереходные (не принимающие прямого дополнения) глаголы не могут образовывать пассивную конструкцию. Например, глагол to arrive в значении ‘приезжать’ не может иметь прямого дополнения, поэтому используется только в действительном залоге: He arrived in London. Сводная таблица видовременных форм глагола в действительном и страдательном залогах Tense Active Passive am Present Indefinite ask(s) is asked are was Past Indefinite asked asked were Future Indefinite will ask will be asked Present Continuous

am is are

asking

was Past Continuous Future Continuous Present Perfect

am is are

being

asked

being

asked

was asking

were will be have

were asking

-

-

have asked

been

asked

has has had asked had been asked will have asked will have been asked have Present Perfect Continubeen asking ous has Past Perfect Continuous had been asking Future Perfect Continuwill have asking ous been Как видно из таблицы, в страдательном залоге не употребляются времена группы Perfect Continuous и время Future Continuous. Примеры. He asks questions. – Он задает вопросы. He is asked questions. – Ему задают вопросы. I gave them several new books. – Я дал им несколько новых книг. I was given several new books. – Мне дали несколько новых книг. They will show these documents tomorrow. – Завтра они покажут эти документы. They will be shown these documents tomorrow. – Завтра им покажут эти документы. I am helping them with this work. – Я помогаю им с этой работой (сейчас). I am being helped with this work. – Мне помогают с этой работой (сейчас). She was cleaning her house all day yesterday. – Вчера весь день она прибиралась в доме. The house was being cleaned all day yesterday. – Вчера весь Past Perfect Future Perfect

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день в доме прибирались. We have already finished the work. – Мы уже закончили работу. The work has already been finished. – Работа уже закончена. Tom had posted the letter by 5 o’clock yesterday. – Вчера к пяти часам Том уже отправил письмо. The letter had already been posted by 5 o’clock yesterday. – Вчера к пяти часам письмо уже было отправлено. The teachers will have made a decision by Monday. – Учителя примут решение к понедельнику. The decision will have been made by Monday. – Решение будет принято к понедельнику. Конструкция вопросительных и отрицательных предложений в Passive Voice При построении общего вопроса в страдательном залоге первый вспомогательный глагол сказуемого ставится перед подлежащим, а оставшаяся часть сказуемого – после подлежащего. He has been invited. – Has he been invited? The school will have been built by September. – Will the school have been built by September? При построении отрицательных предложений в страдательном залоге частица not ставится после первого вспомогательного глагола. He has been invited. – He has not been invited. The school will have been built by September. – The school will not (won’t) have been built by September. Упражнение 1. Переведите предложения на русский язык, обращая внимание на употребление страдательного залога в разных временах. 1) Some children are sent to private institutions. 2) Schools in this country are financed by the government. 3) After this exam the best children were selected. 4) Soon the entrance examinations will be replaced by a general test. 5) I am not prepared yet to pay for private school. 6) A lot of new rooms had been repaired before a new school year began. 7) Several private universities have been established recently. 8) A new programme is being introduced in some schools of our country. 9) Teachers’ salaries will be raised soon. 10) In 1964 the system of school education was reformed. Упражнение 2. Ответьте на вопрос отрицательно. 1) Has the report been corrected? 2) Will they be invited? 3) Will the work have been done by the end of the month? 4) Had the floors been washed by your arrival? 5) Was anybody injured? 6) Is a new campaign being promoted? 7) Am I asked to help? 8) Is a meeting being held at this hall now? 9) Will this date be celebrated somehow? 10) Have you been showed the house yet? Упражнение 3. Задайте специальные вопросы к выделенным словам. 1) The letters will be signed and sealed tomorrow. 2) This play was written by an unknown author. 3) Their children are taught at a private University. 4) She has been appointed the chief manager. 5) This old mansion has been repaired recently. (Note the tense!). 6) The conditions are being improved. 7) His achievements had been acknowledged before his death. 8) Nothing is ever told to me. 9) The documents will be sent by mail. 10) The children were being bathed when I came home. Упражнение 4. Постройте предложения в страдательном залоге в лю-

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бой подходящей видовременной форме. Образец: doctor/just/to send for. – The doctor has just been sent for. 1) he/to praise/his boss/work hard. 2) her mother/to operate on/tomorrow. the dress/to buy/most expensive shop. 3) her lectures/always/to listen to/with great interest. 4) this room/never/to open/before. 5) the plan/to discuss/now. 6) the vase/to break/my little sister. 7) the furniture/to deliver/yesterday. 8) a lot of friends/to invite/to the party. 9) the task/to carry out/by 3 o’clock yesterday. 10) the agreement/already/to sign. 11) five thousand cars/to produce/each year/the plant. 12) this subject/to teach/for many years. 13) our product/constantly/to improve. 14) this project/to finish/by the end of the term. Упражнение 5. Используя страдательный залог там, где возможно, перестройте предложение. 1) Somebody will drive you to the railway station. 2) She informed me. 3) I posted the letters. 4) They are painting the kitchen now. 5) He sold his car. 6) They will pay me much money. 7) The storm broke the billboard. 8) It is raining. 9) Somebody was playing a popular tune, when we entered. 10) You were waiting for them. 11) A guide will show the tourists the sights of Moscow. 12) They have offered my husband a very good job. 13) We walked 10 km. yesterday. 14) Somebody had unlocked the safe before I came. 15) The workers will have wallpapered all the rooms by the end of this week. Упражнение 6. Составьте по 3-4 предложения в страдательном залоге на каждую из следующих ситуаций. 1) Students are taking an exam. 2) Describe your last visit to a doctor. 3) Describe how you will apply for a job. TЕКСТ Б The Functions of Language Language is used for more than one purpose. The man who hits his thumb-nail with a hammer and utters a string of curses is using language for an expressive purpose: he is relieving his feelings, and needs no audience but himself. People can often be heard playing with language: children especially like using language as if it were a toy, repeating, distorting, inventing, punning, jingling, and there is a play element in the use of language in some literature. But when philosophers use language to clarify their ideas on a subject, they are using it as an instrument of thought. When two neighbours gossip over the fence, or exchange conventional greetings as they pass one another in the street, language is being used to strengthen the bonds of cohesion between the members of a society. Language, it seems, is a multi-purpose instrument. One function, however, is basic: language enables us to influence one another’s behaviour, and to influence it in great detail, and thereby makes human cooperation possible. Other animals co-operate, for example, many primates, and social insects like bees and ants, and use communication systems in the process. But human co-operation is more detailed and more diversified than that found elsewhere in the animal kingdom, and no non-human animal society has a division of labour or a system of production at all comparable to those of human societies. This human co-operation would be unthinkable without language, and it is obviously this function which has made language so successful and so important; other functions can be looked on as by-products. A language, of course, always belongs to a group of people, not an individual. The group that uses any given language is called the speech community.

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Словарь to utter a string of curses – выпалить несколько ругательств expressive – экспрессивный, выразительный to relieve – облегчать, освобождать от чего-л. audience – аудитория to repeat – повторять to distort – искажать, искривлять to invent – изобретать to pun – каламбурить to jingle – изобиловать созвучиями, аллитерациями to clarify – делать ясным subject – тема, предмет thought – мысль neighbour – сосед to gossip – сплетничать to exchange conventional greetings – обмениваться традиционными приветствиями

cohesion – связь, сплоченность multi-purpose – многоцелевой function – функция to influence – влиять behaviour – поведение cooperation – сотрудничество animal – животное primate – примат insect – насекомое communication system – система общения to diversify – разнообразить division – деление, разделение labour – труд comparable – сравнимый, сопоставимый obviously – очевидно by-product – побочный продукт speech community – речевое сообщество

Упражнение 1. Объясните значение следующих выражений и составьте с ними предложения, близкие к тексту: expressive purpose, to relieve one’s feelings, to play with language, an instrument of thought, to strengthen the bonds of cohesion, multi-purpose instrument, human cooperation. Упражнение 2. Исправьте следующие утверждения. 1) Language is used with one purpose, that of communication. 2) When two neighbours gossip over the fence, they use language as an instrument of thought. 3) Only human beings can co-operate. 4) Non-human animal society with a division of labour is called the speech community. Упражнение 3. Ответьте на следующие вопросы. 1) How do children, philosophers and other people use language? 2) What is the main function of language? 3) How does human co-operation differ from animals’ one? Обобщение лексического и грамматического материала Упражнение 4. Переведите следующие предложения с английского языка на русский и отметьте предложения, в которых использован страдательный залог. 1) Adults often swear in order to relieve their feelings. 2) The audience began clapping and cheering. 3) The sentence was repeated several times. 4) After conventional greetings had been exchanged, they began to gossip. 5) I’m going to take a week’s course in improving communication skills. 6) Can you clarify your thoughts? Some things are repeated too often. 7) Cohesion of our speech community is being specially studied by Mr. Smith. 8) We should think of the division of labour at our department. 9) The facts about insects’ behaviour were distorted. 10) Stop trying to change the subject! You were not asked about the things you are talking about. Упражнение 5. Переведите с русского на английский. 1) Он выпалил целый ряд ругательств, когда ему сказали, какие сплетни о нем ходят. 2) Мой сосед любит придумывать каламбуры. 3) Мы наблюдали, как экспрессивная речь профессора влияла на поведение аудитории.

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4) Темой его выступления было сотрудничество ученых в данной области науки. 5) Мысль профессора была искажена, когда студент назвал это явление побочным продуктом цивилизации. 6) Система образования может быть улучшена благодаря (due to) новой многоцелевой программе. 7) Очевидно, что обмен традиционными приветствиями – чистая формальность, позволяющая достичь успешного сотрудничества. 8) Ему стало легче, когда ему сообщили, что это были лишь сплетни. 9) Ваш труд может быть сопоставлен с трудом муравья. 10) Эти насекомые выполняют функцию санитаров. СЛОВООБРАЗОВАНИЕ Суффиксы глаголов Некоторые английские глаголы образуются при помощи суффиксов. Наиболее распространенными глагольными суффиксами являются: -ize (-ise): characterize – характеризовать; -ate: differentiate – отличать; -(i)fy: beautify – украшать; -en: blacken – чернить. Упражнение 6. Прочитайте и переведите следующие глаголы. Выделите у них суффиксы и определите, от слов каких частей речи они образованы. a) cannibalize, energize, formalize, itemize, analyze, emphasize, stabilize, summarize, synthesize, phoneticize, advertise; b) alienate, captivate, pollinate, appreciate; c) exemplify, notify, solidify, specify, technify, amplify; d) flatten, lengthen, moisten. Упражнение 7. a) Образуйте глаголы при помощи суффикса –ize (-ise) от следующих слов: particular, universal, stable, general, computer, real, special, professional, standard. б) Подберите к следующим существительным на –tion соответствующие глаголы с суффиксом –ate: liquidation, cultivation, communication, amalgamation, anticipation, illustration, dictation, indication, population. в) От данных слов образуйте глаголы с помощью суффикса –ify: simple, intense, false, code, test. г) С помощью суффикса –en образуйте глаголы от следующих прилагательных: sharp, awake, broad, short, wide. Упражнение 8. Найдите в тексте “Functions of Language” глаголы, образованные с помощью известных вам суффиксов, переведите их и скажите, от слов каких частей речи они образованы. ЗАДАНИЯ ДЛЯ САМОСТОЯТЕЛЬНОЙ РАБОТЫ Задание 1. Сделайте устный перевод текста А. Переведите и выучите слова и выражения, данные после него. Tекст A Syntax System is found in the rules for combining words into utterances. We say ‘the good old times’, not ‘the old good times’, and ‘a beautiful young American girl’, not ‘an American young beautiful girl’; and there is a complicated set of rules regulating the way a phrase of this kind is put together in English. Again, we say ‘The dog bit John’, and it seems almost like part of the order of nature that this

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shall mean that it was the dog that did the biting and John that suffered it. But it is not at all part of the order of nature: it is just one of the conventions of our language. In normal English sentences, the Subject (‘The dog’) comes before the Verb (‘bit’), which itself comes before the Direct Object (‘John’), and it is this wordorder which tells us which is the biter and which is the bitten. But this S-V-O wordorder is not found in all languages: many languages, like Turkish and classical Latin, have the equivalent of ‘The dog John bit’ (S-O-V); some, like Welsh, have the equivalent of ‘Bit the dog John’ (V-S-O). In some languages, for example Russian, the word-order is very free, and it is word-endings alone which show which is the Subject (‘biter’) and which the Object (‘bitten’). Nor is the word-order of ‘The dog’ universal: the order here is Determiner-Noun, which is obligatory in English, but some languages have the order Noun-Determiner. In Swedish, for example, ‘dog’ is hund, but ‘the dog’ is ‘hunden’, the definite article being attached to the end of the noun. In fact the permissible arrangements of words, and the meanings of particular arrangements, vary from language to language. rule set of rules to combine words into utterances complicated to regulate to put together the order of nature to bite to suffer

conventions the Subject the Verb the Direct Object word-order Turkish Classical Latin Welsh free word-order word-ending

Determiner-Noun obligatory Noun-Determiner Swedish definite article to be attached permissible arrangement of words meanings of particular arrangements

Задание 2. Сделайте письменный перевод текста Б. Teкст Б Context of Situation The synchronic approach to meaning is intended to deal with the description and analysis of the many important factors observable in the use of different words in sentences in addition to any specific reference to isolated bits of the environment. In Great Britain meaning in linguistic analysis and linguistic theory has in the main been dealt with in terms of context of situation. That is a concept developed by Malinowski and Firth as a means of explaining the working of language in society. By setting up contexts of situation, the observer or analyst undertakes to state the relationships of utterances to the situations or environments in which they are said or could be said. In a context of situation the utterance or the successive sentences in it are brought into multiple relations with the relevant components of the environment. Meaning is, in the first place, the functioning of the sentence or the utterance, though for some reasons it is convenient to refer a good deal, but by no means all, of the description of sentence meaning to the separate meanings of its component words. Language serves a great variety of purposes, and utterances perform a very wide range of functions. To mention only a few uses of language, one can distinguish poetry of all kinds, rhetoric, narrative and historical records, ritual and ceremonial utterances, the forms of legal, political, commercial, and administrative operations etc. Language, which is the concern of the linguist in all its aspects and functions, thus embraces very much more than the formal discourse of phi-

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losophy and the works of written literature. Mastery of a foreign language in anything like completeness involves the command of its uses in all manner of different environments and different circumstances. Native speakers, as the result of experience gained from early childhood in the process of acculturation, know how to behave in speaking in the various roles they come to fulfil in their lives. To describe this the linguist tries to pick out the essential features of the situations that are characteristic of these different roles and to state them in sets of related categories as contexts of situation. In doing this he is trying to formalize and systematize, to set down, succinctly and explicitly, the vital information about the working and the use of languages that native speakers, for the most part unconsciously, discursively, and gradually, acquire throughout their lives in a community. The schematic framework by which the information relevant to the functioning, the meaning, of utterances can be stated is the context of situation. A typical outline context has been given by Firth as an example, bringing the utterance and its parts into relationship with the following categories: The relevant features of participants (persons, personalities): the verbal action of the participants the non-verbal action of the participants the relevant objects the effect of the verbal action Treated in terms of contexts of situation, the meaning of utterances includes both those aspects that can be described as the reference or denotation of individual words, and those that must be stated as belonging to the sentences, or even the total utterance as a whole. Differences of personal status, family and social relations, degrees of intimacy, relative ages, and other such factors, irrelevant to the consideration of sentences as the expression of logical propositions are all discussed and described especially in narrower aspects within context of situation. Meaning in language is therefore not a single relation or a single sort of relation, but involves a set of multiple and various relations holding between the utterance and its parts and the relevant features and components of the environment, both cultural and physical, and forming part of the more extensive system of interpersonal relations involved in the existence of human societies. Обобщение и повторение изученного материала Задание 3. Переведите предложения на английский язык, используя грамматический и лексический материал раздела I. 1) Пляж был переполнен, когда мы пришли. 2) Этот закон был установлен еще в восемнадцатом веке. 3) Новая звезда будет названа в честь героев. 4) Много солдат погибло в той войне. 5) До пригорода можно добраться за полчаса на электричке. 6) Большинство туристов привлекает опасность путешествия. 7) Иммигрантам не разрешили жить в столице. Им дают мало возможностей зарабатывать деньги. Они очень скучают (to miss) по своей родине. 8) Все близлежащие города расположены приблизительно в 100 километрах от нашего города. 9) Мы были поражены, увидев такое этническое многообразие. Люди пятнадцати наций живут в одном городе, бок о бок, совершенно мирно. 10) Гражданская война сделала страну крайне бедной. Голод убил сотни людей. 11) Чаевые (tips) включены в счет. 12) Тропический климат характеризуется высокой температурой и влажностью. 13) Ты знаешь, что будут носить этой осенью? Длинные, теплые

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пальто и шляпы. 14) Наш штат протянулся на сотни километров с востока на запад. 15) Голливуд – сердце кинопромышленности и основной соблазн для туристов. 16) Многие люди находят идею религиозной свободы очень привлекательной. Задание 4. Подготовьте устные сообщения на темы: 1) “The USA,” 2) “Tatarstan.” Задание 5. Прочитайте газетную статью на английском языке в рамках общественно-политической тематики. Подготовьте краткое изложение статьи с выражением собственного мнения к прочитанному. РАЗДЕЛ II Диалог А. “Shopping in the USA” Грамматика. Согласование времен (Sequence of Tenses) Текст Б. “Proverbs” Словообразование. Словосложение

ДИАЛОГ A Shopping in the USA Irene and Helen talking about American shops. I = Irene H = Helen I Hi, Helen! H Hi, Irene! I It’s a long time since I saw you last. Where have you been all this time? H I’ve just returned from America. I Really? How long did you stay there? H For a month. I went there for my holidays. I Did you enjoy the holidays? H Surely. I enjoyed everything: American cities, people living there; the way of life, pulsing with energy; their shops, especially department stores, they are really great! I Shops! I like shopping. Can you tell me something about American shops? H You know, shopping is the favourite pastime of many Americans. They usually go to big shopping centers called malls that have a variety of boutiques, department stores, and restaurants. Chain stores like J.C. Penney or The Gap are also found in malls. I Are these centers similar to ours? H Yes, there are some similarities. Everything is indoors, so you can walk from store to store without worrying about traffic or bad weather. Malls are airconditioned in summer and heated in winter, and have large parking lots where you can park easily. I I can’t believe that they are the same as the biggest shops in our country. H It’s not quite correct that they are absolutely the same. American malls are much bigger, they have more department stores than our shopping centers. So, the assortment of goods is richer. I Were there any things that impressed you most of all? H I was impressed to find out that some malls provide free entertainment. Here might be a band playing rock music or a puppet show for children. Child-care facilities are sometimes available, so children can play safely while their parents shop.

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I I see. That can be really helpful. Going shopping with a child can be a real problem. And what about smaller shops? Are there any in American cities? H Of course there are. People who live or work in large cities still shop at local stores and downtown where most department stores are located. I Nowadays the word ‘sale’ becomes very popular. Are there sales in the USA? H Sales are very popular in this country. Moreover, the system of sales first appeared in the USA. Many Americans are bargain hunters who like buying things at a discount. An item on sale can cost as little as half the normal price. I So there should be very strong competition among American stores. H Yes, stores compete with each other by reducing their prices and staying open in the evening. Many are open seven days a week and sometimes until 9:00 at night. I Thanks a lot, Helen. Now I feel that I know absolutely everything about shopping in America. Словарь way of life – образ жизни shop – магазин to go shopping – ходить по магазинам shopping center (center – AE, centre – BE) – торговый центр department store – универмаг favorite pastime (favorite – AE, favourite – BE) – любимое занятие, времяпрепровождение mall, shopping mall – амер. торговый пассаж variety – разнообразие chain stores – однотипные магазины одной фирмы similar (to) – похожий, подобный similarity – сходство indoors – в помещении to worry about – беспокоиться о чем-л. traffic – уличное движение air-conditioner – кондиционер to air-condition – кондиционировать parking lot – амер. стоянка автомобилей to park – парковать(ся) assortment of goods – ассортимент товаров to impress – производить впечатление, поражать

impression – впечатление to provide free entertainment – обеспечивать бесплатными развлечениями puppet show – кукольное представление child-care facilities – услуги по присмотру и охране детей available – доступный local – местный to be located – быть расположенным downtown – амер. деловая часть города, центр города sale – распродажа bargain hunter – завсегдатай распродаж; покупатель, который бегает по магазинам в поисках покупок по дешевке bargain – сделка, выгодная покупка to buy something at a discount – купить чтол. со скидкой item – вещь to cost – стоить (о цене) competition – соревнование, конкуренция to compete – конкурировать to reduce prices – снижать цены to stay open – работать, оставаться открытым

Упражнение 1. Найдите в тексте: а) синонимы к следующим словам и выражениям: thing, to come back, shopping center, to like, largest; б) антонимы к следующим словам и выражениям: bigger, to close, difference, different from, to raise prices. С найденными словами составьте по предложению. Упражнение 2. Прочитайте предложения и догадайтесь о значении выделенных слов. Переведите предложения на русский язык. 1) There is a variety of departments in this store: shoes department, clothes department, books department, and others. 2) When an item costs a lot we say that it is expensive, when it is a real bargain we say that it is cheap. 3) People who go shopping are customers, and people who work at shops are shop assis-

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tants. 4) We came to buy a present for a friend and asked a shop assistant to pack it nicely. 5) I asked the shop assistant: “Where can I try on this dress?” She answered: “Changing rooms are on the second floor.” 6) My sister likes how some shop windows are decorated. She often goes window-shopping. 7) Nowadays people can pay for things in cash or by credit cards. Упражнение 3. Найдите в тексте и зачитайте факты, подтверждающие или опровергающие следующие высказывания (используйте выражения that’s true; that’s absolutely correct; just the other way round; that’s false; the statement is wrong; I can’t agree with this): 1) Chain stores are usually situated in separate buildings. 2) Stores never compete with each other. 3) Americans enjoy shopping. 4) American malls are absolutely different from our shopping centers. 5) It's not dangerous to go shopping with children in the USA. 6) Items that Americans buy at a discount are not of good quality. 7) It’s comfortable to go shopping by car in the USA. 8) Most of small shops are situated far from city centers. 9) It’s comfortable to shop at malls at all seasons. 10) People, who are not rich, buy things in department stores, not in malls. Упражнение 4. Переведите названия следующих видов магазинов на русский язык (если это необходимо, воспользуйтесь словарем). Bookseller’s (bookshop), florist’s (flower shop), jeweler’s (AE) or jeweller's (BE), shoe shop, women’s outfitters, men’s outfitters, sports shop, stationery (AE) or stationer’s (BE). А теперь спросите у собеседника, в каком из магазинов можно купить следующие товары: plants, sandals, a notebook, a bracelet, trousers, a blouse, jeans, boots, a coat, a magazine, a dress, a pencil, a jumper, a ring. Образец: Where can I buy a pen? – You can buy it at the stationery. Where can I buy golden ear-rings? – You can buy them at the jeweler’s. Упражнение 5. Ответьте на следующие вопросы. 1) Why are malls so popular among Americans? 2) Why do the shops in the USA work at weekends and close only late at night? 3) Why do you think shopping is such popular pastime of many people? 4) Do you like going shopping? Why? What are your favorite shops? 5) Do you prefer shopping alone or with someone else? Why? 6) What can you tell us about your first visit to a shop? Who went with you? Did you buy anything? 7) How many times have you visited a food shop this week? What did you buy there? 8*) Is the system of sales popular in your town (country)? How does it work? 9) Have you ever bought anything at a great discount? What was it? 10*) What is your attitude to free entertainment in shopping centers? What other kinds except those mentioned in the text can be interesting for customers? Обобщение лексического материала Упражнение 6. Переведите предложения с английского языка на русский. 1) “I bought the book for 5$”. – “Really? That was a real bargain!”. 2) Childcare facilities are becoming more and more popular in some countries. 3) He is a bargain hunter and always looks for something cheap. 4) “This shop is similar to the one I saw downtown”. – “That is a normal thing. They are chain stores. You can find them in many districts of the city.” 5) The puppet show impressed my child greatly.

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Упражнение 7. Переведите предложения с русского языка на английский. 1) В центре нашего города есть множество маленьких и больших магазинов, бутиков и универмагов с различными отделами, где можно купить все, что пожелаешь (anything you want). 2) Когда множество магазинов располагается в одном районе, то они начинают конкурировать и снижать цены. 3) Это магазины одной фирмы, но почему-то ассортимент товаров в одном из них всегда богаче, чем в другом. 4) Чтобы покупатели не беспокоились о сохранности (safety) своих машин, владелец (owner) универмага организовал бесплатную парковку. 5) Продавщица предложила мне несколько вещей, которые обычно покупают в подарок иностранцам. 6) Прогулки по магазинам могут стать приятным времяпрепровождением, особенно если ты берешь с собой друзей. 7) Недавно в магазине спортивной одежды была распродажа, и родители купили мне новую куртку (jacket) и джинсы. 8) Местные магазины не закрываются раньше восьми часов вечера. 9) 10% - слишком маленькая скидка на летние вещи, ведь их сезон уже заканчивается. 10) Новый торговый центр произвел на меня большое впечатление. ГРАММАТИКА Согласование времен (Sequence of Tenses) Согласование времен – это зависимость времени глагола придаточного предложения от времени действия главного предложения. Эта зависимость выражается в следующем: а) если глагол сказуемого главного предложения стоит в одном из настоящих времен (Present Indefinite, Present Continuous, Present Perfect, Present Perfect Continuous), то глагол в придаточном предложении может стоять в любом требуемом по смыслу времени. б) если глагол главного предложения стоит в одном из прошедших времен (Past Indefinite, Past Continuous), то глагол придаточного предложения обязательно должно стоять в одном из прошедших времен. Если действие придаточного предложения происходит одновременно с действием главного, то глагол придаточного предложения употребляется в Past Indefinite или Past Continuous. Действие придаточного предложения переводится при этом на русский язык глаголом настоящего времени. He said that they were watching TV. – Он сказал, что они смотрят телевизор. I didn’t know that you painted. – Я не знал, что вы рисуете. I had the feeling that everyone was looking at me. – У меня было чувство, что все смотрят на меня. Если действие придаточного предложения предшествует действию главного, то глагол придаточного предложения употребляется в Past Perfect или Past Perfect Continuous. Действие придаточного предложения переводится на русский язык глаголом прошедшего времени. They told me that she had already left. – Они сказали, что она уже уехала. We knew that they had been working in the garden since early morning. – Мы знали, что они работали в саду с самого утра. I said I had been very tired the day before. – Я сказал, что я очень устал накануне. Если действие придаточного предложения следует за действием главного

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предложения, т.е. оно является «будущим» по отношению к прошедшей ситуации, то глагол придаточного предложения употребляется в форме Future-inthe-past. Future-in-the-past (будущее в прошедшем) образуется при помощи вспомогательного глагола would (should – для 1 лица ед. и мн.ч.) и смыслового глагола в форме инфинитива без частицы to. Действие придаточного предложения при этом переводится на русский язык глаголом будущего времени. They knew that I would wait for them. – Они знали, что я буду ждать их. He said he would post the letter himself. – Он сказал, что сам отправит письмо. Правило согласования времен чаще всего реализуется в косвенной речи. При этом: 1) личные (I, you, he …) и притяжательные (my, their, …) местоимения в косвенной речи изменяются в соответствии со смыслом. She said: “I have waited for you.” – She said that she had waited for me. 2) порядок слов в придаточном предложении, содержащем вопрос – прямой. Общие вопросы вводятся союзом if или whether. На русский язык эти союзы переводятся частицей ли. He asked me: “Do you know her address?” – He asked me if (whether) I knew her address. – Он спросил меня, знаю ли я ее адрес. She asked him: “Will you visit me sometimes?” – She asked him if he would visit her sometimes. – Она спросила, будет ли он навещать ее иногда. My mom asked me: “Where are you going?” – My mom asked me where I was going. 3) приказ или просьба в косвенной речи предваряются глаголами to ask (попросить) to tell (сказать, велеть), to order (приказать), to command (приказать), to urge (настаивать), а глагол в косвенной речи стоит в форме инфинитива. He said to me: “Come up, please” – He asked me to come up. – Он попросил меня подойти. She told the children: “Don’t go there!” – She told the children not to go there. – Она велела детям не ходить туда. I said to Nick: “Close the window, please.” – I asked Nick to close the window. – Я попросила Колю закрыть окно. 4) если главное предложение стоит в прошедшем времени, то в косвенной речи некоторые слова изменяются по смыслу: this на that these на those now на then ago на before tomorrow на next day yesterday на the day before today на that day now на then here на there

He promised: “I’ll come tomorrow” – He promised to come the next day. Dad said: “I saw her just yesterday here, in the hall!” – Dad said that he had seen her just the day before there, in the hall. При переводе прямой речи в косвенную также часто употребляются глаголы: to greet (приветствовать), to wonder (удивляться, интересоваться), to ask (просить, спрашивать), to inquire (интересоваться, наводить справки), to add (добавить), to answer (ответить), to reply (ответить), to comment (прокомментировать), to explain

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(объяснить), to suppose (предположить), to confirm (подтвердить), to boast (хвастаться), to agree (согласиться), to disagree (не согласиться), to mention (упомянуть), to enumerate (перечислить), to exclaim (воскликнуть), to promise (обещать), to warn (предупредить), to prove (доказывать, подтверждать), to remind (напоминать), to remember (вспоминать), to correct (исправлять), to suggest (предлагать), to offer (предлагать), to cry out (выкрикивать), to thank (благодарить), to admit (признавать), to wish (пожелать), to complain (жаловаться). Упражнение 1. Поставьте глагол в скобках в нужную видовременную форму. 1) I don’t think we ever (to meet) before. 2) At last he admitted that he (to make) a mistake. 3) I phoned her to say that I (to return) from abroad. 4) I remembered that I (not to see) Jack for a month. 5) She knew what he (to think) at that moment. 6) I was sure he (to regret) it in future. 7) I felt that he (to be) tired and asked him what he (to do) all that time. 8) I remember I saw him when he (to come) back from the shop. He (to carry) a case. I remember I (to think) at that moment that it (to look) very strange. 9) Children (to sit) at the table and (to have) their dinner when their dad (to come) home. 10) They knew that they never (to meet) again. Упражнение 2. Переведите предложения в косвенную речь. 1) Jack said: “I am talking on the phone.” 2) Mike boasted: “I made no mistakes in the last dictation.” 3) Jane admitted: “You are absolutely right.” 4) I exclaimed: “I’ve seen you!” 5) My mom complained: “I feel very tired. I have a terrible headache.” 6) He said: “I will phone you myself tomorrow.” 7) Jane said: “Tomorrow at this time I will be flying to New York.” 8) The teacher asked me: “Do you live far from the University?” 9) My dad asked: “Have you repaired your car already?” 10) Mary asked: “Will you come with us?” 11) My boss asked: “Will you have finished the work by the end of the week?” 12) I asked her: “Is anybody waiting for you?” 13) The host asked us: “Did you sleep well?” 14) The police officer inquired: “Was anybody sitting in the room when you came in?” 15) My mom asked: “What are you doing here?” 16) The inspector inquired: “Who caused the accident?” 17) The manager inquired: “What school did you finish?” 18) My boyfriend asked me: “What will you be doing tomorrow at noon?” Then he explained: “I am going to drop in.” 19) My mom asked me: “Where was Nick hiding then at that time?” 20) The teacher asked her: “What countries have you visited?” Упражнение 3. Переведите на английский язык, соблюдая правило согласования времен. 1) Я заметил, что она наблюдает за мной. 2) Ты знал, что она не позвонит. 3) Я была уверена, что он сказал вам, что мы передумали ехать туда на поезде. 4) Майк сказал, что Дженифер все еще в деревне, но собирается приехать через две недели. 5) Редактор обещал, что прочитает мой рассказ к понедельнику и тогда даст ответ. 7) Я знала, что мы правы, и были правы с самого начала. 8) Я спросил, где они собираются провести свой отпуск. 9) Джек спросил меня, где я нашел эту монету. 10) Хозяйка спросила, пообедали ли мы уже. 11) Мэри спросила нас, не встречались ли мы раньше. Упражнение 4. Ваш друг только что вернулся из магазина и делится своими впечатлениями. Переведите его слова в косвенную речь, используя глаголы, приведенные на странице 20. 1) I’ve been to a new supermarket. 2) It is located downtown. 3) I was im-

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pressed by the assortment of goods they offer there. 4) Different facilities and entertainment are available in the supermarket. 5) I know you are worrying that you don’t have winter boots. 6) They will reduce prices for winter footwear next week. 7) Do you want to buy jeans at a discount? If you do, hurry up. They have a 30% discount for sportswear. 8) When will you go to the supermarket? Don’t go tomorrow, because it is closed on Sundays. Упражнение 5. Работа в парах. Студент А: опишите один из визитов в магазин, который вам особенно запомнился. Студент Б: внимательно прослушайте рассказ студента А и переведите его в косвенную речь. TЕКСТ Б Proverbs A proverb is a traditional saying which offers advice or presents a moral in a short and pithy manner. Paradoxically, many phrases which are called ‘proverbial’ are not proverbs as we now understand the term. The confusion dates from before the eighteenth century, when the term ‘proverb’ also covered metaphorical phrases, similes, and descriptive epithets, and was used far more loosely than it is today. Nowadays we would normally expect a proverb to be cast in the form of a sentence. Proverbs fall readily into three main categories. Those of the first type take the form of abstract statements expressing general truth, such as Absence makes the heart grow fonder and Nature abhors a vacuum. Proverbs of the second type, which include many of the more colourful examples, use specific observations from everyday experience to make a point which is general; for instance, You can take a horse to water, but you can’t make it drink and Don’t pull all your eggs in one basket. The third type of proverb comprises sayings from particular areas of traditional wisdom and folklore. In this category are found, for example, the health proverbs After dinner rest a while, after supper walk a mile and Feed a cold and starve a fever. These are frequently classical maxims rendered into the vernacular. In addition, there are traditional country proverbs which relate to husbandry, the seasons, and the weather, such as Red sky at night, shepherd’s delight; red sky in the morning, shepherd’s warning and When the wind is in the east, ‘tis neither good for man nor beast. It is sometimes said that the proverb is going out of fashion, or that it has degenerated into the cliche. Such views overlook the fact that while the role of the proverb in English literature has changed, its popular currency has remained constant. In medieval times, and even as late as the seventeenth century, proverbs often had the status of universal truths and were used to confirm or refute an argument. Lengthy lists of proverbs were compiled to assist the scholar in debate; and many sayings from Latin, Greek, and the continental languages were drafted into English for this purpose. By the eighteenth century, however, the popularity of the proverbs had declined in the work of educated writers, who began to ridicule it as a vehicle for trite, conventional wisdom. In Richardson’s Clarissa Harlowe (1748), the hero, Robert Lovelace, is congratulated on his approaching marriage and advised to mend his foolish ways. His uncle writes: ‘It is a long lane that has no turning. – Do not despise me for my proverbs.’ Swift, in the introduction to his Polite conversation (1738), remarks; ‘The reader must learn by all means to distinguish between Proverbs, and those polite Speeches which beautify Conversa-

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tion: … As to the former, I utterly reject them out of all ingenious Discourse.’ It is easy to see how proverbs came into disrepute. The proverb has none the less retained its popularity as a homely commentary on life and as a reminder that the wisdom of our ancestors may still be useful to us today. Словарь proverb – пословица saying – поговорка advice – совет pithy – содержательный, сжатый term – термин to date from – датироваться, относиться к metaphorical phrases – метафорические фразы simile – симили, сравнение descriptive epithets – описательные эпитеты to expect – ожидать to fall into – распадаться, делиться abstract statement – абстрактное утверждение colourful examples – яркие примеры observation – наблюдение experience – опыт comprise – включать, заключать в себе wisdom – мудрость folklore – фольклор health – здоровье

frequently – часто vernacular – народный, родной (о языке) местный (о диалекте) in addition – в дополнение, кроме того, к тому же to go out of fashion – выходить из моды degenerate – вырождаться, ухудшаться cliche – клише currency – употребительность in medieval times – в средние века universal truth – универсальная истина to confirm – подтверждать, подкреплять to refute – опровергать to compile – собирать trite – банальный, избитый, стертый (о метафоре) to congratulate on – поздравлять с to despise – презирать introduction – введение ancestor – предок

Упражнение 1. Найдите в тексте пословицы, выпишите их и подберите эквиваленты на русском языке. Упражнение 2. Вставьте слова из словаря к тексту “Proverbs” в следующие предложения. 1) A proverb is a traditional … which offers … or presents a moral in a short and … manner. 2) The confusion … before the eighteenth century. 3) Proverbs … readily … three main categories. 4) The first type takes the form of … expressing general truth. 5) Proverbs of the second type include many of the more … . 6) The third type of proverb … sayings from particular areas of traditional … and … . 7) … there are traditional country proverbs. 8) … , and even as late as the seventeenth century, proverbs often had the status of … … and were used … or … an argument. Упражнение 3. Опираясь на материал текста, закончите следующие предложения. 1) Before the eighteenth century the term ‘proverb’ meant _______ . 2) Nowadays the word ‘proverb’ means _______ . 3) Proverbs can be divided into three main types. They are _______. 4) In the medieval times proverbs were used with the aim _______ . 5) In the eighteenth century many writers’ attitude towards proverbs was ____. 6) Proverbs are still very popular among people because _______ . Упражнение 4. Ответьте на вопросы: 1) Do you agree with the given classification of proverbs? 2) Does the English definition of a proverb differ from the Russian one? 3) Do you agree that proverbs are going out of fashion? Prove your point. 4) Define the role of a proverb in English literature. 5) Do you often use proverbs? Under what circumstances do you use them? 6) Is it important to study foreign proverbs? Why?

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Обобщение лексического и грамматического материала Упражнение 5. Переведите предложения с английского языка на русский. 1) The professor said: “Let me give you a piece of advice: never use a proverb until you know its exact meaning.” 2) The examinator said to the students: “We are expecting a good analysis of the text full of descriptive epithets and colourful examples.” 3) “Experience doesn’t necessarily mean wisdom,” – an old woman explained. 4) “It is a universal truth and you can’t refute it,” – my father replied. 5) Our teacher mentioned: “You can find the explanation and definition of this term in the introduction.” 6) “And these proverbs have been frequently used in everyday speech,” – added Mrs. Green. 7) Jane explained: “Trite metaphorical phrases didn’t actually make the writer’s work bright.” 8) One of the students answered: “The article falls into three main parts.” 9) “What proverbs on the topic ‘health’ are often used in your language?” – inquired our teacher. 10) “This book will never go out of fashion,” – I supposed. Упражнение 6. Переведите предложения, данные в упражнении 5, в косвенную речь, используя различные глаголы со страницы 20. Упражнение 7. Переведите следующие предложения с русского языка на английский: 1) Этот термин относится к XVIII веку. 2) В средние века невозможно было опровергнуть это положение, оно считалось универсальной истиной. 3) В. Даль собрал огромное количество русских пословиц и поговорок. 4) Это пословица заключает в себе народную мудрость. 5) Постарайся подтвердить верность абстрактных утверждений яркими примерами из своих наблюдений. 6) У него богатый жизненный опыт, поэтому его советы очень ценные. 7) Он часто употребляет в речи клише и избитые метафоры. 8) Короткие юбки уже вышли из моды. 9) Во введении к своей книге он упомянул своего знаменитого предка. 10) В фольклоре отражается быт и культура народа. СЛОВООБРАЗОВАНИЕ Словосложение Словосложение – это способ образования новых слов путем соединения двух основ, уже существующих в языке. Компонентами сложных слов могут быть слова различных частей речи: icecream (сущ. + сущ.), blackboard (прил. + сущ.), to babysit (сущ. + глаг.), cry-baby (глаг. + сущ.), lifelong (сущ. + прил.). Путем словосложения могут образовываться различные части речи: lipstick (сущ.), household (прил.), to housekeep (глаг.). Упражнение 8. Переведите следующие существительные и определите, слова каких частей речи участвовали в их образовании: classmate, spotlight, playground, housewife, cookbook, ear-ring, bookcase, earthquake, hairdo, sunset, workbook. Упражнение 9. Образуйте сложные существительные, совмещая компоненты из абзацев а) и б): а) grand, text, girl, shop, bath, news, English, high, guess; б) book, keeper, paper, man, work, mother, way, friend, room. Упражнение 10. Переведите следующие сложные прилагательные: waterproof, waterside, carefree, colour-fast, sky-blue, sea-blue, large-scale.

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Упражнение 11*. Переведите слова, одним из компонентов которого является существительное life. Lifeblood, lifebelt, lifeboat, life-breath, life-estate, life-guard, life-land, lifespan, life-spring, life-station, lifestyle, lifetime, lifeway, lifework. ЗАДАНИЯ ДЛЯ САМОСТОЯТЕЛЬНОЙ РАБОТЫ Задание 1. Сделайте устный перевод текста А. Переведите и выучите слова и выражения, данные после него. Tекст A Proverb Dictionaries Proverb dictionaries differ in their manner of ordering material. There are a number of choices open to the compiler. One method favoured in early dictionaries was a straight alphabetical sequence, starting with all proverbs beginning with the word a, such as A bird in the hand is worth two in the bush and A stern chase is a long chase, and continuing in this rigid style until z. The problems caused by this system are manifold, the most apparent being the grouping of large numbers of unrelated proverbs under a few words such as a, every, one, and the, forcing the user to engage on a long search for the proverb of his choice. Another option is thematic presentation, whereby proverbs relating to cats, dogs, the Devil, Pride, etc., are each placed together. Despite the many advantages of this method, confusion can occur when there is no clear subject, as when a proverb falls under two or more thematic headings. Another method of arrangement is favoured by most major proverb collections of recent years, such as M.P. Tiller’s Dictionary of the Proverbs in England in the Sixteenth and Seventeenth Centuries (1950) and B.J. Whiting’s Early American Proverbs and Proverbial Phrases (1977). This method combines the advantages of alphabetical and thematic presentation by listing proverbs by the first significant word; thus All cats are grey in the dark may be found at cats, You cannot put an old head on young shoulders at old, while Every picture tells a story occurs at picture. Furthermore, a generous selection of cross-references is given in the text to assist the reader in cases of difficulty. The first of the three examples above, for example, is cross-referenced at grey and dark, the second at head, young, and shoulder, and the third at every, tell, and story. Variant forms are always noted at the main form when they are important enough to merit inclusion. Each entry is provided with several illustrative quotations which show the contexts in which the proverb has been used, up to the present day. The standard form of a proverb often changes during its development: the first recorded use of the current form is always cited. Short headnotes are added when there is some obscurity in the meaning or use of a proverb which is not resolved in the quotations, or when there is some point of grammatical or syntactical interest which deserves mention. Thus, the legal implication of Possession is nine points of the law and Every dog is allowed one bite are explained, as are the historical origins of Caesar’s wife must be above suspicion and One might as well be hanged for a sheep as a lamb. proverb dictionary ordering material compiler straight alphabetical sequence rigid style

unrelated proverbs option thematic presentation to fall under thematic headings method of arrangement

to be favoured by sb. proverb collections to combine the advantages of alphabetical and thematic presen-

24 tation the first significant word cross-reference in case of difficulty to merit inclusion

illustrative quotations up to the present day to cite obscurity to resolve

point of interest legal implication

Задание 2. Сделайте письменный перевод текста Б. Teкст Б Loan Words Wherever there are culture contacts of any sort between the speakers of different languages, and this means virtually everywhere, speakers will make use of words from other languages to refer to things, processes, and ways of behaviour, organization, or thinking, for which words or phrases were not available or convenient in their own language. Some of the foreign words used by individual speakers pass into general currency in the language, as a rule being altered in pronunciation. These are known, by a rather inappropriate metaphor, as loan words. They are most obviously exemplified in the words for foreign products; the words for coffee, tea, and tobacco, in English and in most European languages are all loans, from Arabic, Chinese, and an AmericanIndian language respectively, languages of the regions from which, or through which, these products were first imported into Europe. Any prolonged cultural contact, especially with speakers of a language who enjoy political power or prestige in any sphere, leads to a considerable amount of borrowing of vocabulary from that language in the spheres concerned. One may instance the large influx of words of French origin into English after the Norman Conquest and the establishment of Norman rule in England, the borrowing of Greek words for terms in the sciences, arts, and philosophy into Latin as a result of Greek prestige in these fields in the ancient world. A noticeable linguistic result of the British development and popularization of organized sport in the nineteenth century and after is seen in the large number of sporting terms in European and other languages that are of British origin. Apart from any other evidence, the strong representation of loan words from a single language in the vocabulary of one or more languages in an area is firm evidence of culture contacts of some sort. Manifestly the term loan word is only used sensibly in relation to a language assumed to be already in independent existence. One cannot regard the vocabulary of French that has been in continual use from Roman times, while the linguistic changes constituting the passage of Latin to French were taking place, as loan words from Latin, since French is simply the form taken by Latin in a certain part of Europe. Languages are in a continuous state of change, and loans must be considered as those which were not in the vocabulary at one period and are in it at a subsequent one, without having been made up from the existing lexical stock of the language or invented as entirely new creations, as, for example, certain names for products are (e.g. kodak). Loans are, in fact, entering a language all the time, but their frequency and sources are temporarily affected by political or other factors leading to close cultural contacts of one sort or another. Loans entering a language after a sound change has ceased to operate are not affected by it; conversely, loans entering before or during its operation will be affected in the same way as any other words containing the sound segments subject to the change. Apparent exceptions to sound correspondence may be the results of subsequent borrowing. Thus French loan words with /i/ that entered the

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English language soon after the Norman Conquest participated in the change of /i:/ to /ai/; French ligne /li:n/ became line /lain/, just as Old English hwit /hwi:t/ became white /wait/ but the later loan machine still has the same type of vowel sound as in French. Normally loan words are assimilated to the phonetic sound classes and the phonological patterns of the borrowing language, the original consonants and vowels being replaced by consonants and vowels as close to them as are available; thereafter, synchronically as opposed to historically, they are no longer recognizable by their form as loans. However, in certain cases words continue to be recognized and treated as foreign in origin, and attempts are made to pronounce them as such. English coupon and restaurant when pronounced with a final nasalized vowel, and rouge and garage, the pronunciation of which is typical to French, but rare in English, are example of this. The names of foreign persons and places, unless so well known as to be almost international linguistic property, are usually treated in this way also. This does not mean that they are pronounced in the same way as they are in the languages from which they have been taken (except by a few specially gifted or trained persons), but it does mean that they continue to be uttered with sounds or sequences of sounds not found in the bulk of the vocabulary of the borrowing language. There is a tendency for doublets of such words to appear, assimilated and unassimilated, depending on the attitude or background of the speaker. ОБОБЩЕНИЕ И ПОВТОРЕНИЕ ИЗУЧЕННОГО МАТЕРИАЛА Задание 3. Переведите диалог “Shopping in the USA” в косвенную речь. Задание 4. Переведите предложения на английский язык, соблюдая правило согласования времен. 1) Он заявил, что не отпустит ее одну. 2) Я думал, вы все еще спите, поэтому я ушел один. 3) Она спросила, знала ли я тогда, что они не живут вместе. 4) Елена попросила меня помочь ей. 5) Мама сказала мне не трогать собаку. 6) Доктор посоветовал мне не работать за компьютером больше трех часов в день. 7) Мама спросила меня, во сколько я приду домой. Я пообещала прийти не позже десяти. 8) Мы поинтересовались, когда прибывает поезд. 9) Полицейский спросил меня, что я делал в это время. 10) Джейсон спросил меня, сколько стоит моя гитара. Задание 5. Подготовьте устное сообщение на тему “Shopping.” Задание 6. Используя лексический материал к теме “Shopping,” подробно опишите один из магазинов, которые вы часто посещаете. Задание 7. Прочитайте газетную статью на английском языке в рамках общественно-политической тематики. Подготовьте краткое изложение статьи с выражением собственного мнения к прочитанному.

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СПИСОК ИСПОЛЬЗОВАННОЙ ЛИТЕРАТУРЫ 1. Дроздова Т.Ю., Берестова А.И., Маилова В.Г. English Grammar: Reference and Practice. – Спб: Химера, 2001. 2. Колкер Я.М., Устинова Е.С., Еналиева Т.М. Практическая методика обучения иностранному языку. – М.: Академия, 2000. 3. Крылова И.П., Гордон Е.М. Грамматика современного английского языка. – М.: Университет, 2001. 4. Жималенкова Т.М., Мыльцева Н.А. Универсальный справочник по грамматие английского языка. – М.: Глосса, 1995. 5. Azar B. Fundamentals of English Grammar. Prentice Hall Regents, 1992. 6. Barber C. The English Language: a Historical Introduction.- Cambridge University Press, 1997. 7. Boardman M. In the USA. – М.: Титул, 2000. 8. Concise Oxford Dictionary of Proverbs.- Oxford, New York: Oxford University Press, 1998. 9. Longman Grammar of Spoken and Written English. Pearson Education Limited, 2000. 10. Murphy R. English Grammar in Use. Cambridge University Press, 1992. 11. Parrott M. Grammar for English Language Teachers. Cambridge University Press, 2000. 12. Robins R.H. General Linguistics. Indiana University Press, Bloomington & London, 1968. 13. Walker E., Elsworth S. Grammar Practice for Upper-Intermediate Students. Longman, 1995.

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ОГЛАВЛЕНИЕ РАЗДЕЛ I …………………………………………………………………… Текст А: Discovering the USA ………………………………………. Грамматика: Действительный и страдательный залог (Active and Passive Voice) ……………………………………….. Сводная таблица видовременных форм глагола в действительном и страдательном залогах ………………… Текст Б: The Functions of Language ………………………………. Словообразование: Cуффиксы глаголов ………………………… Задания для самостоятельной работы …………………………

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РАЗДЕЛ II ………………………………………………………………….. Диалог А: Shopping in the USA ……………………………………... Грамматика: Согласование времен (Sequence of Tenses) …… Текст Б: Proverbs …………………………………………………….. Словообразование: Словосложение ……………………………… Задания для самостоятельной работы …………………………

14 14 17 20 22 23

ОБОБЩЕНИЕ И ПОВТОРЕНИЕ ИЗУЧЕННОГО МАТЕРИАЛА ……

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СПИСОК ИСПОЛЬЗОВАННОЙ ЛИТЕРАТУРЫ ………………………

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Гималетдинова Г.К., Залялеева А.Р., Утэй А.Р. АНГЛИЙСКИЙ ЯЗЫК: Учебное пособие для студентов заочного отделения филологического факультета Часть 2 Корректура составителей

Оригинал-макет подготовлен в лаборатории прикладной лингвистики филологического факультета Казанского государственного университета Подписано в печать 03.12.03. Бумага офсетная. Гарнитура ˝Arial˝. Формат 60х84 1/16. Усл.- изд. л. 1,7. Уч.-изд.л. 1,9. Печать ризографическая. Тираж 100 экз. Заказ 1/27. Казанский государственный университет им. В.И.Ульянова-Ленина 420008, Казань, ул. Кремлевская, 18. Отпечатано с готового оригинал-макета в типографии Издательского центра Казанского государственного университета 420008, Казань, ул. Университетская, 17. Тел. 38-05-96.

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