4. Оценочные средства для текущего контроля успеваемости, промежуточной аттестации и учебно-методическое обеспечение самостоятельной работы студентов Материалы текущего контроля
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Прочитайте и переведите текстAIDS is becoming one of the most important problems of the modern world. According to “AIDS Epidemic Update 2000” and the World Health Organization (WHO), the current number of people living with HIV or AIDS is 36.1 million, more than 50% higher than predicted in 1991. And this number is increasing every day, hour and minute. The greatest number of inhabitants sick with AIDS or HIV live in Africa. Over17 million Africans have already died of AIDS-three times the number of AIDS deaths in the rest of the world, orphaning 10 million or more African children. “The AIDS situation in Africa is catastrophic and sub-Saharan Africa continues to head the list as the world’s most affected region,” said Peter Piot, Executive Director of UNAIDS. According to his report, estimated 3.8 million people became infected with HIV in sub –Saharan Africa during the year, bringing the total number of people living with HIV/AIDS in the region to 25.3 million, or almost a million more than in 1999. Итоговый тест 1. Miss Sharp`s farther was __artist. a) – b) an c) the d) a 2. I go to the library twice__week. a) the b) - c) a d) an 3. __pictures in this book are very interesting. a) __ b) the c) a d) an 4. В каком предложении окончание "s" является показателем притяжательного падежа. a) My mother`s friend lives not far from her. b) She reads a lot. c) The car`s stopped. d) The Browns are my neighbours. 5. Let us join in the ____games. a) children` b) children`s c) children d) games of children 6. The nurses carried two __ . a) baby b) babys c) babyes d) babies 7. " There ____ money in my pocket ," I said to the porter. a) are b) is c) was d) has 8. I invited my friend to ___ place. a) me b) his c) my d) mine 9. It is easy, you can do it ___ . a) you b) your c) yours d) yourself 10. She wanted to tell me ___ interesting. a) something b) somebody c) some d) anything 11. I think we have met her __ . a) anywhere b) somewhere c) somebody d) some 12. There is __ place like home. a) no b) none c) nothing d) nobody 13. The Volga is longer ___ the Thames. a) as b) than c) from d) that 14. She is the ____ beautiful girl in our group. a) more b) most c) much d) many 15. Her husband is twice as ___ as she is. a) old b) older c) oldest d) more old 16. Let's meet __ 6 o'clock. a) in b) on c) at d)of 17. My brother works ___ school. a) to b) at c) in d) up 18. Go ___ the room and make yourself comfortable. a) out of b) into c) from d) up 19. I was looking __ the gloves everywhere but couldn't find them. a) out b) at c) for d) after 20. You must put ___ your coat, it's cold outside. a) out b) at c) on d) off 21. Mr Smith stayed at his office very late because he ____ a lot of work. a) has b) have c) will have d) had 22. We _____ five days a week. a) work b) works c) are working d) has worked 23. She ___ in the suburbs of Moscow for ten years. a) live b) lives c) has been living d) is living 24. They ___ their parents every week-end. a) visit b) visits c) will visit d) has visited 25. We ___ them next week-end. a) visited b) visit c) will visit d) visits 26. I__ writing a letter. a) is b) am c) are d) were 27. Who ___ reading a newspaper. a) is b) are c) am d) does 28. Every evening he ___ his dog for a walk. a) is taking b) takes c) will take d) has taken 29. Look out of the window. It ___ hard. a) rains b)is raining c) will rain d) was raining 30. My car __ at the entrance an hour ago. a) was b) were c) is d) had been 31. We ___ watching TV at that time yesterday. a) was b) were c) will be d) had been 32. When we came, they ____ dinner. a) will have b) have c) were having d) are having 33. I ____ her at the Institute today. a) saw b) have seen c) had seen d) has seen 34. He ___ school this year. a) finished b) has finished c) have finished d) finish 35. If the weather __ fine we will go for a walk. a) is b) are c) will be d) would 36. He wants ___ our relatives in Kiev. a) visit b) to visit c) not visit d) visited 37. I made her ___the truth. a) to tell b) tell c) told d) has told 38. Will you ___ my question? a) to answer b) answer c) answered d) have answered 39. He can ____ you if you want. a) to help b) help c) will help d) helped 40. Are they going____? a) come b) to come c) will come d) came 41. There is no bus ___ we'll have to walk. a) so b) as c) then d) but 42. Could you look ___ my dog while I am on vacation. a) out b) after c) up d) at 43. Never put __ till tomorrow what you can do today. a) aside b) down c) off d) on 44. You ___ to go there at once. a) must b) can c) ought d) may 45. The word " kindness" is a ____ . a) noun b) verb c) adjective d) pronoun 46. Read the text Language families A language family is a group of languages that have a common origin. Linguists establish comparatively their sound systems, vocabulary, and grammar. Among the most important language families are the Indo-European, Finno-Ugric, Indo-Chinese, Malayo-Polinesian and Semitic. Various branches exist within language families. For example, in the Indo-European family Germanic and Italic are subfamilies, and the Romance languages are the subgroup of the Italic. Proto-Germanic gave rise to Dutch, English, German, and the Scandinavian tongues. Proto-Romance gave rise to French, Italian, Spanish and other tongues. French, German, Italian, Russian, Spanish and English are Indo-European languages, but French and Italian are more closely related than Italian and German or English and Russian. Linguists can trace the relationship of languages by comparing words in one language with words having the same meaning in another language. For instance, if we compare words in English and German, we find "hand and Hand", "lips and Lips", "lungs and Lungen". In addition there are some similarities in grammatical structures. The relationships of this kind are characteristic of languages that belong to the same language family. Such relationships do not exist across language family lines. Thus it may be established that Greek, the Slavic languages (such as Russian), the Celtic languages (such as Irish) and even some of the languages of India (such as Sanskrit) are members of the Indo-European family but it has been proved that Finnish and Hungarian are not members of this language family. 47. Определите, является ли утверждение: There are five the most important language families. a) в тексте нет информации b) истинным с) ложным 48. Поставте предложения по порядку согласно тексту a) Various branches exist within language families. b) A language family is a group of languages that have a common origion. c) Such relationships do not exist across language family lines. d) Linguists can trace the relationships of languages by comparing words in one language with words having the same meaning in another language. 49. Определите, является ли утверждение: Language is a means of forming and storing ideas as reflections of reality and exchanging them in the process of human intercourse. a) в тексте нет информации b) ложным c) истинным 50. Определите является ли утверждение: Linguists can trace the relationship of languages by comparing words in one language with words having the same meaning in another language. а) в тексте нет информации b) ложным c) истинным ПРИМЕРЫ ЗАДАНИЙ К ЗАЧЕТУ
The problems with my parents started when I was sixteen. I wanted to get a Saturday job but my parents ordered me to stay at home and study for my exams. Whenever I pointed out that all my friends had Saturday jobs, they replied, “We don’t care what they do, it’s you we are worried about,” and yet whenever my school marks were bad, I was always compared to everyone else. Their double standards infuriated me so much that I did whatever I could to provoke them. I purposely dyed my hair white blond and plastered my face in make-up before I went to school. However all I managed to achieve was mass arguments before I went anywhere. It was rule in the house that I was only allowed out once during the week and on Saturday till 10 p.m. Every time I attempted to go out in the evening, my parents asked me who I was going out with and where we were going. They even insisted on my giving them my friend’s telephone number in case they needed to contact me. I always argued about the last bit; I felt that if I gave them the number they’d use it to check up on me. It never for one moment crossed my mind that they were just worried about me. Once I asked if I could go to a party on Saturday night. The party finished at 11.30 p.m. They agreed, but on the condition that my Dad came to pick me up at 10 p.m. I argued and argued about it but in the end I had to agree. I knew I was going to be really embarrassed when my father came to pick me up, so I spent the whole party worrying. I didn’t speak to my parents for three days after that. My mother tried to explain how they both felt but I didn’t want to listen. It was then that I decided to break all the rules they had set down. So instead of coming home at 10 p.m., I would arrive back at 11.30 p.m. and then refuse to tell them where I had been. I somehow felt that if I broke their rules, they would realize I was old enough to look after myself and leave me alone. However, the argument got worse and worse and the more they tried to keep me in the house, the more I sneaked out. Finally one Saturday night I didn’t come home till 2 a.m. My father wanted to know why I was so late. I refused to tell him. We had a huge argument which ended with me getting a taxi to my sister’s house. What went wrong? Test
What is linguistics? Linguistics may be defined as the scientific study of language. This definition unexceptionable as far as it goes, is one that will be found in a large number of textbooks and popular introductions to the subject. The term ’linguistics’ was first used in the middle of the nineteenth century; and there are many scholars currently engaged in research or teaching in the field of linguistics who would say that the subject itself is not much older than the term ’linguistics’. They would claim that earlier linguistic research (in Europe at least) was amateurish and unscientific. Now it is a matter of legitimate dispute just how far back one should go in tracing the history of what we would today recognize as ’linguistics’. We shall not go into this question here. But one point should he appreciated. The investigation of language, like the investigation of many other phenomena (including those that fall within the scope of what are commonly called the ’physical’ sciences), has been subject to various changes in the interpretation of the words ’science’ and ’scientific’, not only in the remoter past, but also more recently. One topic that commonly finds a place in discussions of the status of linguistics as a science is its ’autonomy’, or independence of other disciplines. Linguists have tended to be somewhat insistent on the need for autonomy, because they have felt that, in the past, the study of language was usually subservient to and distorted by the standards of other studies such as logic, philosophy and literary criticism. For this reason the editors of Saussure’s posthumous Cours de linguistique generate (the publication of which is often taken to mark the beginning of ’modern linguistics’) added to the text of the master its programmatic concluding sentence, to the effect that linguistics should study language ’for its own sake’ or ’as an end in itself’ (Saussure, 1916). Whatever might be the precise meaning of the phrase ’language as an end in itself, the principle of ’autonomy’, as it has been applied in linguistics over the last fifty years, has led to a more general conception of the nature and function of language than was possible in the earlier periods of linguistic scholarship. An equally, if not more, important consequence of the principle of ’autonomy’ is that it promoted the study of language as a formal system. Now that linguistics has established its credentials as a nature academic discipline with its own methodology and criteria of relevance (and one can reasonably claim that this is the case), there is no longer the same need to insist upon the principle of ’autonomy’. The last few years have seen an increased interest amongst philosophers, psychologists, anthropologists, literary critics and representatives of other disciplines in linguistic theory and methodology. Some scholars consider that the time may be ripe for the incorporation of the theory of language into a more embracing synthesis of science and philosophy. Synchronic and diachronic. Throughout the nineteenth century linguistic research, was very strongly historical in character. One of the principal aims of the subject was to group languages into ’families’ (of which the Indo-European family is the best known) on the basis of their independent development from a common source. The description of particular languages was made subsidiary to this general aim; and there was little interest in the study of the language of a given community without reference to historical considerations. Saussure’s distinction between the diachronic and the synchronic investigations of language is a distinction between these two opposing viewpoints. Diachronic (or historical) linguistics studies the development of languages through time: for example, the way in which French and Italian have ’elolved’ from Latin. Synchronic linguistics (sometimes referred to rather inappropriately as ’descriptive’ linguistics) investigates the way people speak in a given speech community at a given point in time. It is now generally agreed that (due attention having been given to the definition of ’speech comminity’) the history of a language is in principle irrelevant to its synchronic description: but this fact was not generally appreciated by earlier linguists. 1. Study the vocabulary. to define – давать определение definition – определение scholar – ученый to claim – утверждать, заявлять to appreciate – различать, признавать investigation – исследование insistent – настойчивый subservient – содействующий подчиняющий to distort – искажать precise – точный conception – понятие, концепция to promote – развивать the time is ripe for – наступило время для incorporation – объединение consequence – значение embracing – объединяющий, охватывающий inappropriately – неуместно 2. Answer the questions.
3. Translate the sentences from Russian into English.
Требования к экзамену: 1. Выполнение теста по прослушанному тексту на бытовую тему. 2. Чтение и письменный перевод текста со словарем с иностранного языка на русский по широкому профилю специальности или страноведению объемом 1200 печатных знаков. Время подготовки – 60 минут. 3. Чтение и пересказ на иностранном языке текста по специальности или страноведению объемом 800 печатных знаков (устное реферирование). Время на подготовку – 30 минут. 4. Беседа на темы по широкому профилю специальности и по страноведению. 5. Определение ключевых терминов по широкой специальности. ПРИМЕРЫ ЗАДАНИЙ К ЭКЗАМЕНУ Аудирование: Helen was a very successful business woman. She had always liked nice clothes, and when she left school she had gone and worked in a shop which sold them not far from her home. After a few experiments she showed that she was very successful at designing the sorts of things that women want to buy, so after a few years the owner of the shop, who was an oldish lady, offered to make her a partner. Helen was very pleased, of course, and when the old lady retired, Helen bought her share and became the sole owner of the shop. Now she had her independence. Ever since she had started in the shop she hsd hsd to travel around to see what attractive things her rivals in the clothes trade were producing, to attend fashion shows and so on. She had always stayed at small cheap hotels, because she dared not to spend too much money when she was saving up to buy a shop of her own. But when at last she became the owner of the shop and it was making good profits, she found that she had plenty of money and she felt she should now stay in the best hotels whenever she traveled. So when she had to go to the next fashion show, which was in Rome, she stayed t a very good hotel. She had a nice big room with beautiful furniture in which she could entertain customers and there were also fine public rooms where she could , to her great pride, hold small fashion shows of her own. The room service was excellent and so was the dining-room, which had a band every evening for dancing. Helen had never before dared to stay in such a splendid place. She could see from the bills she signed for everything that the prices in the hotel were high but she was still rather surprised when, just before she left, she was given a bill of several pages, written on beautiful headed paper. She checked the bill carefully and was happy with everything except the last line, which said”Paper… L 1800”, which was about 75p in British money. She could not remember having had any paper from the hotel, so she thought she should go to the cashier and ask him about it. “That, madam”, said the cashier,”is for the paper your bill is written on”. TESTI. Выберите и запишите правильный вариант окончания предложения.
a) a few years after Helen srarted to work there b) after Helen left school c) after the owner of the shop retired
II. Ответьте на следующие вопросы. 1. Why did the lady who owned the shop where Helen worked offer to make her a partner? 2. How did Helen become the only owner of the shop? 3. Why did Helen have to travel a lot? 4. What hotels did Helen always stay at the beginning of her business career? III.Восполните пропущенную часть предложения. 1.Helen had to travel a lot ever since…. 2. At the hotel Helen had a nice big room in which she could… 3. The hotel had fine public rooms where Helen could…
Fields and aspects of linguistics As with all the other sciences in our day, it is not possible for any one man to take all linguistics for his province. Therefore linguistics has many subdivisions, representing various ways in which the subject matter can be cut up. We may recognize three groups of these divisions, which can be called fields, aspects and branches. The various fields of linguistics are arrived at by dividing the total subject matter into various language groups, language families, and individual languages. Thus we can speak of Indo-European, Semitic, or Algonkian linguistics, all of which deal with large language families. Or the field may be progressively narrowed. The field, American English, belongs in the largest sense to Indo-European linguistics. This includes many lesser fields, among them Germanic, which in turn includes English. The aspects of linguistics are divisions of the subject matter on the basis of time or point of view. Here the fundamental distinction is between synchronic and diachronic linguistics. Synchronic, a term also used in other fields such as anthropology, means "dealing with the state of affairs at a given point of time". It takes no account of history, in other words. On the other hand, diachronic, also used in other sciences, means "dealing with changes that occur in time". History is its material. This distinction between synchronic and diachronic linguistics is very important because many mistakes and fallacies result from overlooking it. There is another kind of statement we can make about language, which, in effect, means there is another aspect under which we can study it. If we return to Shakespeare’s "most unkindest cut of all" it is apparent, that we can make a statement of this sort: "The double superlative, was used in Shakespeare’s English, but it is not used in the English of the twentieth century." The study of language from this point of view is comparative linguistics. It is always based on a foundation of synchronic or historical linguistics, or both, simply because comparisons are impossible without something to compare. Finally, before we take leave of this rather lengthy discussion of the subdivision ot linguistics according to aspect, we should take note of the term structural linguistics. This is used to denominate the kind of linguistics which is primarily interested in discovering and describing as concisely and accurately as possible the interrelationships and patterns which make up the intricate structures of languages. The third method by which the subject matter of linguistics can be subdivided is on the basis of the various parts, or layers of structure, which go to make up speech. This gives us the various branches of linguistics. Four branches may be recognized. They are: P h o n e t i c s, whose subject matter is sound-features or qualities and their organization into speech-sounds, or phones. P h o n e m i c s, whose subject matter is the organization of phones into groups or families, called phonemes, whose members are the significant sounds of speech. M o r p h e m i c s, whose subject matter is the organization of phonemes into meaningful groups called morphs. It is also concerned with the organization of these morphs into family groups, called morphemes, and the combination of morphemes into words. G r a m m a r, whose subject matter is the organization of words into various combinations, often representing many layers of structure, such as phrases, sentences, and complete utterances. Phonology is a cover term embracing phonetics and phonemics. Morphology and Syntax are subdivisions of grammar; the former deals with the structure of words, the latter with the structure of word groups. 1. Study the vocabulary: to cut up – разделять field – область aspect – аспект significant – важный, существенный to deal with – иметь дело с point of view – точка зрения distinction – различие synchronic linguistics – синхроническая лингвистика. diachronic linguistics – диахроническая лингвистика. to take no account – не принимать во внимание superlative – превосходный to denominate – называть concisely – кратко intricate – сложный branch – отрасли phoneme – фонема utterance – выражение, изречение 3. Текст для чтения и пересказа: What are proverbs? The definition of a proverb given in the Advanced Learner’s Dictionary of Current English is as good as any: a ’popular short saying, with words of advice or warning’. Yet it is far from enabling us to identify a proverb with any certainty. Is any widely used short saying a proverb? The important word seems to be ’popular’. But how popular must a saying be to become a proverb? The line must evidently be drawn somewhere. We suggest that in the real sense of the word it must be thoroughly ’of the people’. It follows from this that it will usually be an old saying, since it is unlikely to become part of the popular consciousness in a short period of time. There are of course exceptions, and some proverbs jump into the popular mind with unusual rapidity, though we should have to exclude the purely transient catchphrases like ’I couldn’t care less’ or ’What’s the odds?’ The definition might have said ’a short wise saying’, but presumably this was thought unnecessary as the word ’saying’, when used in this way, implies wisdom. For wisdom is the other main ingredient of the proverb. To become popular it must at least appear outstandingly wise; to remain popular it must in truth contain enduring wisdom. That having been said, however, the fact remains that some wise sayings have become proverbs, while others equally wise have not; they have been lost or they have remained merely occasional quotations. It is these positive qualities that make the saying memorable, and by its very nature a proverb is memorable. The devices used in their expression to support this memorable quality are worth noting. Rhyme and assonance are one such device, e. g.: Little strokes fell great oaks, There’s many a slip ’twixt the cup and the lip, A stitch in time saves mine. A simple balanced form is perhaps the commonest device of all, e.g.: More haste, less speed, Easy come, easy go. Brevity is of course an essential aspect of memorable sayings. There are very few proverbs that are at all long, and many of the most popular ones are very short indeed, e.g.: Every dog has his day, Never say die, Better late than never. Let sleeping dogs lie. To become a proverb, a saying has to be taken up and assimilated by the common people. In the process, its origin is forgotten. In many cases this must have been as nearly literally true as makes no odds. In the numerous proverbs that summarize everyday experience, the saying probably did grow gradually into its proverbial form without any one single originator. Make hay while the sun shihes, with its origin in farm work, is a case in point. In the same way, Don’t put all your eggs in one basket would have developed out of the common-sense experience of produce marketing. On the other hand, it is equally evident that many other proverbs have had their origin in a specific wise man. If it was in a wise man of oral tradition, we shall of course have no recorded evidence, but if it was in a wise man whose thoughts were written down, we can sometimes trace the source. In any case, the two sources, the obviously popular and the apparently literary, increasingly mingled. With the spread of the printed word sayings of wise men percolated down all the faster to the common people, who, if they found them to their liking, turned them into proverbs. Contrariwise, snatches of popular common sense readily found their way, often under disguise, into the writings of wise men. |
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