Тверской государственный университет
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Task 2. Use correct prepositions where necessary. 1. I shall treat myself ___ a weekend holiday. 2. What’s the best cure ___ a cough? 3. It’s not easy to cure me ___ bad habits. 4. The concert was ___ my liking. 5. There was a sudden drop ___ the temperature. 6. The responsibility rests ___ you. 7. He has been failing ___ health for the last two months. 8. It’s unwise to buy things ___ credit if you’re poor. 9. Do you object ___ this decision? 10. You probably need a guide ___ the city if you go there. 11. They persist ___ doing it their own way. 12. I congratulate you ___ passing the examination ___ the third attempt. Task 3. Use correct articles if necessary. 1. ___ Dante’s belief in ___ immortality is formal, precise and firm, almost as much so as that of ___ child, who thinks ___ dead will hear you if you cry loud enough, 2. ___ English literature carried on, to ___ great extent, ___ traditions of ___ Restoration. 3. What ___ fun we had when we were at ___ seaside! 4. Your friend is ___ great fun. 5. It is beyond the bounds of ___ human knowledge. 6. ___ number of people who live and sleep in The City is only about ten thousand. 7. I remember riding on top of a taxicab along ___ Fifth Avenue. 8. It was ___ early morning when the train pulled into the little siding. 9. I went to ___ Pushkin Museum yesterday. 10. Only ___ wealthy can have the luxury of doing nothing. 11. I am a graduate of ___ London’s College of Hotel Management. 12. ___ Big Ben and ___ Tower are very much photographed by tourists. 13. ___ humanity is on the brink of disaster. 14. ___ poetic touches the heart strings. 15. The work does you ___ credit. 16. We’ve had ___ hard luck this semester. 17. This composition is ___ improvement on your last. Task 4. Use correct articles in set expressions if necessary. 1. I’ve been on ___ run all day. (=busy) 2. The sportsmen went past at ___ run. (=running) 3. Can I say a few words by ___ of introduction? 4. The song is all ___ go. (=in fashion) 5. In ___ point of fact, I am a good student. (=in reality) 6. When it came to ___ point he refused his help. 7. The delegates were called to ___ order by the chairman. 8. The fish is cooked to ___ turn. (=cooked enough) 9. The story is absurd on ___ face of it. (=judging by appearance) 10. Many facts have come to ___ light. 11. My plans are still in ___ air. (=uncertain) 12. He walked up the marble staircase two steps at ___ time, past the many students hurrying towards lunch. 13. My plans went by ___ board. (=failed) 14. We stood there for three hours on ___ end. (=continuously) 15. Stand the barrel on ___ end. (=upright) Task 5. Task 5. Rewrite the sentences using the verbs in brackets in the correct form of oblique moods. 1. It began to rain and they didn’t go for a walk. But for the rain they (go) for their walk. 2. It’s necessary that he (come) there with us. 3. You are so noisy! I’d rather you (be) not so noisy. 4. She is very hardworking, otherwise she (not pass) yesterday’s examination. 5. How dark it is here! Oh, if only it (be) not so dark! 6. I was sleeping when the train stopped at my station. Oh, if only I (not sleep). 7. I wasn’t there and didn’t see it happen, but if I (be) there it (not happen). 8. The bell has gone; it’s time you (hand) in your papers. 9. I had no time, but I wish I (have) time then. 10. Have you been here before? – No, I only wish I (be) here before. 11. Your new vacuum cleaner doesn’t work. I’d much rather you (not buy) it. 12. I demand that everyone (be) here in time. 13. It is highly desirable that he (know) all the particulars. Task 6. Use the gerund or infinitive of the verbs in brackets. E.g. He refused (eat). He refused to eat. 1. I begrudge (spend) so much money on train fares. 2. The emperor deigned (accept) the message. 3. John contrived (make) matters worse. 4. We contemplate (go) to Sheffield next year. 5. I endeavour (win). 6. I’ve enjoyed (see) you. 7. We hasten (tell) you good news. 8. She offered (help) me. 9. They repented (stay) out late. 10. Nevertheless, he couldn’t help (watch) the silhouettes of the horses moving beyond the window. 11. He regrets (steal) the money. 12. The teacher does not allow (run) along the corridors. 13. Some say we cannot afford (do) it; I say we cannot afford (not do) it. 14. 'What a girl,’ he thought, and resumed (read) his paper. Task 7. Use the correct form of the gerund of the verbs in brackets. Insert prepositions where necessary. E.g. But before long it was obvious that our other arms, stuck out as they were, were in imminent danger (tear) away. But before long it was obvious that our other arms, stuck out as they were, were in imminent danger of being torn away. 1. I didn’t like to run the risk (see) with people whom they would not at all approve of. 2. He is the doctor’s dog but he insists (introduce) to all new patients. 3. People got annoyed (send) to a place that had, perhaps, been let some time. 4. He was accustomed (have) all his thoughts sifted through his mother’s mind. 5. This was an appeal to which Eleanor was incapable (turn) a deaf ear. 6. Dirk Stroeve flattered himself on his skill (cook) Italian dishes. 7. I felt sheer blind irritation (disturb). 8. I have no hesitation (answer) this enquiry. 9. But she got used (take) care of. Task 8. Change the following sentences so as to use the complex subject with the infinitive in the correct form. Underline the complex subject. E.g. A group of people at the gangway saw that the boat came into harbour. The boat was seen to come into harbour. 1. It appeared that he had done it well. 2. The man had read his paper, it seemed. 3. It is believed that his advice was ignored. 4. We expect the letters to arrive on Friday. 5. It is known that he refused office in the interests of his profession. 6. They say Kilimanjaro is the highest mountain in Africa. 7. We believe that some members of the action committee spoke yesterday. Task 9. Change the following sentences so as to use Nominative Absolute Participial Constructions. Underline the Nominative Absolute Participial Constructions. A. E.g. As it was a hot day, and all of us were thirsty she suggested that we should have a glass of beer. It being a hot day, and all of us thirsty, she suggested that we should have a glass of beer. 1. When this was done, he seized some strips of long yellow paper about three inches wide. 2. When the door bell rang, Lesley rose and left the room. 3. Now that the examination was so close at hand, a queer calmness had settled upon him. 4. After Oscar had gone, Liza stood for a moment in the hall. 5. One afternoon, as there was nothing to do, he went home at three o’clock. 6. If the weather permits, the students will go skiing. B. E.g. She looked at me and her eyes widened. She looked at me, her eyes widening. 1. She counted out the money from her bulging purse, her fingers trembled and her eyes snapped at him. 2. In a moment Lewis leapt from the car, his eyes were blazing with excitement. 3. Scarcely nodding to us, he went down the walk and his dog ran after him. 4. Then she saw the stained point and drew back, and her eyes widened with horror. 5. ‘No one’s denying what he’s done!’ said Mrs Weasley, her voice rose, her fists trembled on the arms of her chair.
Аспект включает работу над уроками из учебника «Практический курс английского языка» для IV курса под ред. В.Д. Аракина (М., 2000 г.) Семестр 7: Lesson 1 “Doctor in the House” by R. Gordon Lesson 2 “To kill a mockingbird” by H. Lee Семестр 8: Lesson 4 “Ragtime” by E.L. Doctorow Lesson 5 “The Lumber-Room” by H. Munro Работа над каждым уроком включает: 1) Изучение речевых моделей (Speech Patterns). 2) Чтение, перевод и пересказ текста (составление словаря, выполнение упражнений по активизации Vocabulary Notes, Phrases and Word Combinations). 3) Изучение основ стилистического анализа по рекомендованному учебному пособию. 4) Выполнение заданий по стилистическому анализу. 5) Стилистико-интерпретационный анализ текста. РЕКОМЕНДУЕМЫЕ УЧЕБНИКИ И УЧЕБНЫЕ ПОСОБИЯ ПО СТИЛИСТИКЕ: 1. Учебно-методическая разработка по стилистическому анализу текста (для 3 курса ДО), сост. Г.Н. Цветкова. – Тверь, 2000. 2. Травкина А.Д. Учебно-методическая разработка «Индивидуальное чтение с элементами анализа». – Тверь, 1992. 3. Оборина М.В. Учебно-методическое пособие по аналитическому чтению «Основы аналитического чтения и интерпретации текста с элементами стилистики» (для 3-5 курсов ДФО и ЗФО). – Тверь, 2006 4. Леонова А.И., Колосов С.А. Пособие по аналитическому чтению. – Тверь, 2004 5. Кухаренко В.А. «Практикум по интерпретации текста». – М., 1987 6. Kukharenko V.A. “A book of practice in stylistics”. – M., 1986 7. Kukharenko V.A. “Seminars in style”. – M., 1971 8. Пелевина Н.Ф. «Стилистический анализ художественного текста». – Л., 1980 КОНТРОЛЬНАЯ РАБОТА № 13 (стилистическая) Вариант I Task 1: Name the SD employed. Divide the SD in the examples into categories (phonetic, lexical, syntactical). Comment on the stylistic value of the devices in each case. a) “I bring fresh showers for the thirsting flowers” (P. B. Shelley) b) “At length the man perceives it die away, And fade into the light of common day.” (W. Wordsworth) c) “For winter’s rains and ruins are over, And all the season of snow and sins; The days dividing lover and lover, The light that loses, the night that wins…” (A. C. Swinburne) d) …at night when the wind rose, the lash of the tree Shrieked and slashed the wind. (D. H. Lawrence) e) Second, say the Windsor circle, a head of state should recognize public achievement: visiting hospitals, handing out awards. True, but, once again, is this a role that could only be performed by a single, genetically ordained family? (The Guardian.) f) "You see, madam," he would explain in his low respectful tones, "I love my things. I would rather not part with them than sell them to someone who does not appreciate them, who has not that fine feeling which is so rare..." And, breathing deeply, he unrolled a tiny square of blue velvet and pressed it on the glass counter with his pale finger-tips. To-day it was a little box. He had been keeping it for her. He had shown it to nobody as yet.” (A Cup of Tea K. Mansfield) g) “When she guessed her pregnancy, she gave a cry, a cry of joy and exultation in her approaching freedom” (W.S. Maugham) h) “Miserable creature! She thought always of the dead child that had never lived, and her heart ached. But above all she was tormented by the idea that all her pain had been futile…Miserable creature!” (W.S. Maugham) i) “I am exactly the man to be placed in a superior position in such a case as that. I am above the rest of mankind, in such a case as that. I can act with philosophy in such a case as that”. (Ch. Dickens) j) “Flow gently, sweet Afton, among thy green braes, Flow gently, I’ll sing thee a song in thy praise.” (R. Burns) k) “Dora, plunging at once into privileged intimacy and into the middle of the room”. (B. Shaw) l) “Miss Tox’s hand trembled as she slipped it through Mr. Dombey’s arm, and felt herself escorted up the steps, preceded by a cocked hat and a Babylonian collar” (Ch. Dickens) m) “It is this do-it-yourself, go-it-alone attitude that has thus far held back real development of the Middle East’s river resources”. (N.Y.T. Magazine) Task 2: Name the types of narrators in the following extracts: a. She had never even been to Doane's Mill until after her father and mother died, though six or eight times a year she went to town on Saturday, in the wagon, in a mail-order dress and her bare feet flat in the wagon bed and her shoes wrapped in a piece of paper beside her on the seat. [Faulkner] b. At home I was the darling of my aunt, the tenderly-beloved of my father, the pet and plaything of the old domestics, the «young master » of the farm-labourers, before whom I played many a lordly antic, assuming a sort of authority which sat oddly enough, I doubt not, on such baby as I was [Gaskell]. с. When Maisie Foster was a child her mother sent her to one of those Edwardian villa private schools where, for a few guineas a term, she could be sure of a kind of exclusive but wholly inadequate education that commoner children were denied [Bates]. Task 3: What subsystems of narration do the following extracts belong to? Pick out and name stylistic devices employed by the authors and comment on their respective value: a. He was an inch, perhaps two, under six feet, powerfully built, and he advanced straight at you with a slight sloop of the shoulders, head forward, and fixed from-under stare which made you think of a charging bull. His voice was deep, loud, and his manner displayed a kind of dogged self-assertion, which had nothing aggressive in it. It seemed a necessity, and it was directed apparently as much at himself as at anybody else. He was spotlessly neat, apparelled in immaculate white from shoes to hat, and in the various Eastern ports where he got his living as shipchandler's water clerk he was very popular [Conrad]. b. A thousand lives seemed to be concentrated in that one moment to Eliza. Her room opened by a side-door to the river. She caught her child, and sprang down the steps toward it. The trader caught a full glimpse of her, just as she was disappearing down the bank; and throwing himself from his horse, and calling loudly on Sam and Andy, he was after her like a hound after a deer. In that dizzy moment, her feet to her scarce seemed to touch the ground, and a moment brought her to the water's edge. Right on behind her they came; and, nerved with strength such as God gives only to the desperate, with one wild cry and flying leap, she vaulted sheer over the turbid current by the shore, on to the raft of ice beyond, it was a desperate leap – impossible to anything but madness and despair [Stowe]. |
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