Главная Учебники - Разные Лекции (разные) - часть 22
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ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО ОБРАЗОВАНИЮ Государственное образовательное учреждение высшего профессионального образования Факультет иностранных языков и международной коммуникации МЕТОДИЧЕСКИЕ УКАЗАНИЯ И ЗАДАНИЯ
ДЛЯ СТУДЕНТОВ IV КУРСА ЗФО английского отделения факультета ИЯ и МК Тверь 2006
Составители: старший преподаватель С.А. Макаров к.ф.н., доцент М.В. Оборина Печатается по решению кафедры английской филологии I.
КОНТРОЛЬНЫЕ РАБОТЫ.
1) Оформление контрольных работ.
При выполнении письменной контрольной работы следует соблюдать следующие требования: 1.
Писать четким, разборчивым почерком.
2.
На обложке тетради проставить номер работы, курс, семестр, отделение, год, фамилию и инициалы, домашний адрес (с почтовым индексом).
3.
На первой странице тетради написать название работы, а также указать учебники, использованные при выполнении работы.
4.
Оставить поля шириной 3 см.
5.
Выполнять упражнения в последовательности, указанной в задании. Обязательно проставлять номера упражнений.
6.
Выполнять упражнения так, как указано в задании. Например, если написано "
Write
out
the
forms
", необходимо выписывать только нужную форму из каждого предложения. Если это не оговорено, то выполняется все упражнение с употреблением нужных грамматических форм.
2) Пометы рецензента.
При проверке контрольной работы ошибки, как правило, не исправляются, а только подчеркиваются. Преподаватель делает пометы на полях тетради, чтобы студент самостоятельно исправил ошибку. Ниже приводится примерный список таких помет-сокращений: wr.sp. = the wrong spelling wr.art. = the wrong article wr.prep. = the wrong preposition wr.w. = the wrong word wr.f. = the wrong form wr.w-o. = the wrong word-order wr.st. = the wrong style Кроме указанных помет, могут использоваться и другие. 3) Порядок присылки и возврата контрольных работ.
Контрольная работа должна быть прислана не менее чем за 30 дней до начала сессии. Зачтенная работа остается на кафедре, а студенту-заочнику высылается уведомление о зачтении работы. Незачтенная высылается студенту для исправления. Исправленный вариант присылается на повторную проверку вместе с первым вариантом работы и рецензией. 4) Критерии зачета контрольной работы.
Контрольная работа возвращается студенту-заочнику без проверки, если а)не выполнено хотя бы одно из заданий; б) работа написана неразборчивым почерком; в) к работе присланной на повторную проверку, не приложен первый (незачтенный) вариант работы с рецензией. Если рецензент контрольной работы придет к убеждению, что работа выполнена студентом-заочником не самостоятельно, то он вправе не зачесть работу. Незачтенная работа остается в этом случае на кафедре, а студенту-заочнику высылается рецензия с мотивировкой незачтения. Студент, который получил незачет по указанной причине, выполняет новый вариант контрольной работы после сессии. 6) Исправление языковых ошибок
осуществляется в порядке следования упражнений, с указанием номера упражнения, в котором были допущены ошибки. II.
ГРАММАТИКА
Данный аспект предполагает повторение следующих тем: Семестр
7
: Tenses (in the Active and Passive Voices), Sequence of Tenses, Oblique Moods. Семестр
8
: Tenses (in the Active and Passive Voices), Non-Finite Forms of the Verb, Articles. Студенты выполняют один из вариантов лексико-грамматической контрольной работы. УЧЕБНИКИ: 1. Ганшина М.А., Василевская Н.М. Практическая грамматика английского языка. М., 1971 (1964). 2. Каушанская В.Л. и др. Грамматика английского языка. Л., 1973. 3. Макаров С.А. Лексико-грамматический практикум. Тверь, 2005. 4. Макаров С.А. Учебно-методическая разработка по теме «Артикль». Тверь, 2004. 5. Резник Р.В., Сорокина Т.С., Казарицкая Т.А. Практическая грамматика английского языка. М., 1996. 6. Quirk R., Greenbaum S., Leech G., Svartvik J. A University Grammar of English. M., 1982. 7. Close R.A. A Reference Grammar for Students of English. M., 1979. № 13
(лексико-грамматическая).
Вариант 1
Task 1. Choose the correct word in brackets.
1. We have to be (economic/economical)
of our time. 2. Are you familiar with the (economic/economical)
situation in this country? 3. The government’s (economic/economical) (policies/politics)
have led us into the worst recession for years. 4. The state as an organized group of citizens is called the body (politic/political)
. 5. It’s a (classic/classical)
example of stupidity. 6. The accused man refused to make an (admission/admittance)
of his guilt. 7. Only high officials had (access/accession) to the Emperor.
8. The unusually cold weather (affected/effected)
his health. 9. Benny doesn’t show much (affectation/affection)
for insects. 10. The law is still in (affect/effect)
. 11. We have no (conscience/consciousness)
during sleep. 12. Mr Brown is a (conscientious/conscious)
worker. 13. I am (conscientious/conscious)
of my mistake. 14. The (ascent/assent)
of the mountain was not difficult. 15. I can give you good (council/counsel)
. 16. The teacher (deduced/deducted)
ten points for my bad handwriting. 17. He was (exalted/exulted)
to the high position. Task 2. Use correct prepositions where necessary.
1. You must fill in that form ___ ink. 2. Not many people avail themselves ___ the opportunity to do what I did. 3. Help yourself ___ the vegetables. 4. The essay treats ___ the progress of medical research. 5. Which doctor is treating you ___ your illness? 6. Mr Black treated us ___ a good dinner. 7. The government has not found a cure ___ unemployment yet. 8. I’m short ___ cash now. 9. The war has involved an enormous increase ___ the national debt. 10. The haystack was set ___ fire by somebody ___ purpose. 11. English abounds ___ idiomatic phrases. 12. You should take pride ___ your work. Task 3. Use correct articles if necessary.
1. We are studying ___ certain soil bacteria able to take up ___ iron and accumulate it on ___ surface of ___ cells. 2. It may be said that ___ English drama is a growth of ___ Renaissance. 3. It’s ___ fun studying ___ English grammar. 4. ___ number of my short stories have been published. 5. ___ number of such word combinations is practically limitless. 6. ___ thousand people marched from ___ Hyde Park to ___ Westminster Abbey. 7. It was ___ late afternoon when I woke up. 8. What are the products of ___ West Indies? 9. I am at ___ loss what to do now. 10. ___ unemployed are not expected to live on the savings. 11. ___ mankind will be grateful to you. 12. ___ distant is more enchanting than that which is near. 13. ___ Murphy’s law is based on a popular belief that if something goes wrong it always goes wrong in the worst possible way. 14. Just tell what it is in ___ plain English. 15. They made ___ slow progress in the mountains. 16. When the ship reached the port it bore ___ abundant evidence of the storm. 17. That’s ___ useful information. Task 4. Use correct articles in set expressions if necessary.
1. We have the enemy on ___ run. (=they are in hasty retreat)
2. Our friend gave us ___ run of his house. 3. He said so by ___ way of an apology. 4. She writes ___ good hand. 5. Let me give you a case in ___ point. (=give you an example)
6. The names are arranged in ___ alphabetical order. 7. His fortune took ___ turn to ___ better. 8. How can you have ___ face to say such a thing? (=How dare you?)
9. I’ll lose ___ face if I don’t keep my promise. 10. Are you in ___ line with my suggestion? (in agreement)
11. What’s on ___ air tonight? (=What’s the radio programme?)
12. It suits me to ___ ground. (=completely)
13. The ship had 500 passengers on ___ board. 14. How much do you pay for ___ board? (for meals)
15. My hair stood on ___ end. Task 5. Rewrite the sentences using the verbs in brackets in the correct form of oblique moods.
1. I want to go but I have this examination tomorrow. But for this examination I (go)
too. 2. She didn’t cry, but she looks as if she (cry)
for some time. 3. Why did you come? I’d rather you (not come)
. 4. She was angry with you, otherwise she (not speak)
like that then. 5. The child is crying. If only he (not cry)
! 6. And of course I was wearing my very best shoes. If only I (not wear)
my very best shoes! 7. I knew nobody at the party, so I didn’t have a very good time, but if I (know)
anybody there I (have)
a nice time. 8. It’s five o’clock; it’s time he (be)
here. 9. It was raining when I set out, but I wish it (not rain)
. 10. Have you read his book? – Yes, but I wish I (not read)
it. 11. I think it necessary that everyone (be)
present. 12. The president requested that the prime minister (make)
a report. 13. She helped me and I finished in time. But for her help I (not finish)
it in time. Task 6. Use the gerund or infinitive of the verbs in brackets.
E.g. He refused (eat).
Š
He refused to eat
.
1. The government will not countenance (give)
in to blackmail. 2. I do not deign (reply)
to such an impudent question. 3. I can’t afford (go)
away for a holiday. 4. Mr Smith chose (stay)
where he was. 5. Fancy (do)
this! 6. He claimed (have reached)
the top of the mountain. 7. We hesitated (take)
such a big risk. 8. Would you mind (hold)
your tongue? 9. The book purported (be)
a translation. 10. The teacher told us we risked (be)
expelled if didn’t write the test. 11. He proceeded (illustrate)
this by his own story. 12. I gave up my small apartment, sold my few belongings and resolved (start)
afresh. 13. I’ve got a fifty percent chance of doing what I set out (do)
. 14. He told me he’d postpone (go)
to America. 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.
Š
But before long it was obvious that our other arms, stuck out as they were, were in imminent danger of being torn
away.
1. At first, as I told you, I was inclined to suspect her (concern)
in the crime. 2. A dish of coffee and milk was respectfully submitted to the cat, who drank it contemptuously and then retired to her box of shavings with an air (sustain)
an insult. 3. The whole time I was conscious (surround)
by a network of intrigue. 4. I despair (pass)
my driving test. 5. I know you dislike (arouse)
early, but it’s nine o’clock. 6. It was on her tongue to tell him that she was not used (speak)
to like that. 7. Certainly I should have no objection (work)
with him. 8. His pleasure (ask)
to dinner was simple and fresh. 9. I grew bored (try)
never to be bored. 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.
Š
The boat
was seen to come
into harbour.
1. It happened so that I was staying for a long weekend not far from Tercanbury. 2. It was not likely that he was going to be drawn into an argument. 3. It was felt that she was perfectly capable of taking care of herself. 4. It is known that he lived with an uncle and aunt on the outskirts of a little Kentish town by the sea. 5. We think that the government has made a mistake. 6. I suppose that you should come here at three o’clock. 7. I am sure that the boat will be noticed. 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.
Š
It being a hot day,
and all of us thirsty
, she suggested that we should have a glass of beer.
1. When a fortnight of his notice to Mrs Grant had expired Mike really began to worry. 2. When all was settled, he went to bed and slept soundly. 3. Now that the moment had come he found that it was difficult to speak. 4. After it was settled that Joy should come down to Blackstable, Mrs Grey thought much how she should treat them. 5. As there were no other matters to discuss, the old man left. 6. If the sun shines, the weather will be nice. B. E.g. She looked at me and her eyes widened.
Š
She looked at me, her eyes widening
.
1. They walked silently through the street, Tom was very grave and Liza was weeping bitterly. 2. Denny lit a cigarette, his fingers were shaking so violently he could barely hold his match. 3. It was Nancy herself who opened the door for Andrew, her face smiled towards him. 4. ‘Yes,’ said Maggie and the worried look receded from her face. 5. Dinner began in silence, the women faced one another and the man. № 13
(лексико-грамматическая).
Вариант 2
Task 1. Choose the correct word in brackets.
1. By various little (economics/economies)
she managed to save a few pounds. 2. I study (economics/economies)
at Tver university. 3. These countries have strong (economics/economies)
. 4. We are expecting a (politic/political)
crisis. 5. Try not to enter the local (policies/politics)
. 6. We all enjoy (classic/classical)
music. 7. Students must have (access/accession)
to good books. 8. Some Japanese women (affect/effect)
European-style dress. 9. Our arguments had no (affect/effect)
on her. 10. If you have a guilty (conscience/consciousness)
, you feel or know that you have done wrong. 11. The blow caused him to lose (conscience/consciousness)
. 12. As there’s no butter we’ll have to (content/contend)
ourselves with dry bread. 13. We watched the mist (ascending/assenting)
from the valley. 14. Have you given your (ascent/assent)
to the plan? 15. Mr Green is a member of the City (Council/Counsel)
. 16. If you see a doctor leaving a house, you can (deduce/deduct)
that someone is ill. 17. The fans (exalted/exulted)
at the victory. 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).
Š
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.
Š
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.
Š
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.
Š
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.
Š
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. III.
АНАЛИТИЧЕСКОЕ ЧТЕНИЕ И ИНТЕРПРЕТАЦИЯ ТЕКСТА
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 № 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 r
ains and r
uins are over, And all the s
eason of s
now and s
ins; The d
ays d
ividing l
over and l
over, The l
ight that l
oses, the night that wins…” (A. C. Swinburne) d) …at night when the wind rose, the lash of the tree Sh
rieked and slash
ed 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. (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]. Task 4: Give written comprehensive analysis of the following text (use patterns of analysis from recommended textbooks and manuals)
THE COP AND THE ANTHEM
by O. Henry On his bench in Madison Square Soapy moved uneasily. When wild goose honk high of nights, and when women without sealskin coats grow kind to their husbands, and when Soapy moves uneasily on his bench in the park, you may know that winter is near at hand. A dead leaf fell in Soapy’s lap. That was Jack Frost’s card. Jack is kind to the regular denizens of Madison Square, and gives fair warning of his annual call. At the corners of four streets he hands his pasteboard to the North Wind, footman of the mansion of All Outdoors, so that the inhabitants thereof may make ready. Soapy’s mind became cognizant of the fact that the time had come for him to resolve himself into a singular Committee of Ways and Means to provide against the coming rigour. And therefore he moved uneasily on his bench. The hibernatorial ambitions of Soapy were not of the highest. In them were no considerations of Mediterranean cruises, of soporific Southern skies or drifting in the Vesuvian Bay. Three months on the Island was what his soul craved. Three months of assured board and bed and congenial company, safe from Boreas and bluecoats, seemed to Soapy the essence of things desirable. For years the hospitable Blackwell’s had been his winter quarters. Just as his more fortunate fellow New Yorkers had bought their tickets to Palm Beach and the Riviera each winter, so Soapy had made his humble arrangements for his annual hegira to the Island. And now the time was come. On the previous night three Sabbath newspapers, distributed beneath his coat, about his ankles and over his lap, had failed to repulse the cold as he slept on his bench near the spurting fountain in the ancient square. So the Island loomed large and timely in Soapy’s mind. He scorned the provisions made in the name of charity for the city’s dependents. In Soapy’s opinion the Law was more benign than Philanthropy. There was an endless round of institutions, municipal and eleemosynary, on which he might set out and receive lodging and food accordant with the simple life. But to one of Soapy’s proud spirit the gifts of charity are encumbered. If not in coin you must pay in humiliation of spirit for every benefit received at the hands of philanthropy. As Cæsar had his Brutus, every bed of charity must have its toll of a bath, every loaf of bread its compensation of a private and personal inquisition. Wherefore it is better to be a guest of the law, which though conducted by rules, does not meddle unduly with a gentleman’s private affairs. КОНТРОЛЬНАЯ
РАБОТА
№13 (
стилистическая
)
Вариант
II
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) From
all that terror teaches, From
lies of tongue and pen, From
all the easy speeches That comfort cruel men, From
sale and profanation Of honour and the sword, From
sleep and from damnation, Deliver us, good Lord! (“A Hymn” G.K.Chesterton) b) Youth is
lovely, age is
lonely, Youth is
fiery, age is
frosty; (H. Longfellow.) c) “She was young, brilliant, extremely modern, exquisitely well dressed, amazingly well read
in the newest of the new books, and her parties were the most delicious mixture of the really important people and... artists.” (A Cup of Tea K. Mansfield
) d) “No beggar implored him to bestow a trifle, no children asked him what it was o’clock, no man or woman ever once in all his life inquired the way to such and such a place, of Scrooge.” (Ch. Dickens) e) “Scrooge was his sole executor
, his sole administrator
, his sole assign
, his sole residuary legatee
, his sole friend
and his sole mourner
.” (Ch. Dickens) f) “A smile
would come into Mr. Pickwick’s face: the smile
extended into a laugh
: the laugh
into a roar
, and the roar
became general.” (Ch. Dickens) g) “The earth was made for Dombey and Son to trade in and the sun and moon were made to give them light”. (Ch. Dickens) h) “So determined was
he to do nothing that he refused his first customer” (T. Hardy) i) “They must place him behind bars
.” (W. S. Maugham) j) “I understand you are poor, and wish to earn money by nursing the little boy, my son, who has been so prematurely deprived of what can never be replaced
.” (Ch. Dickens) k) “His mind was restless, but it worked perversely and thoughts jerked
through his brain like the misfirings of a defective carburetor
.” (W. S. Maugham) l) He was now sufficiently composed to order a funeral of modest magnificence
, suitable at once to the rank of a Nouradin's profession, and the reputation of his wealth. (S. Johnson) m) “There is a sort of “Oh-what- a-wicked-world- -this- is-and-how-I-wish-I-could-do-something-to-make-it-better-and-nobler
”expression about Montmorency that has been known to bring tears into the eyes of old ladies and gentlemen”. (Jerome K. Jerome) Task 2:
Name the types of narrators in the following extracts:
a. Sometimes I hope I have cancer and die. I guess you know what I mean. We went in the launch across the bay to the train like that, and it was dark, too. She whispered and said it was like she and I could get out of the boat and walk on the water, and it sounded foolish, but I knew what she meant. [Sh. Anderson] b. Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town, dating from that day in 1894 when Colonel Sartoris, the mayor--he who fathered the edict that no Negro woman should appear on the streets without an apron-remitted her taxes, the dispensation dating from the death of her father on into perpetuity. Not that Miss Emily would have accepted charity. Colonel Sartoris invented an involved tale to the effect that Miss Emily's father had loaned money to the town, which the town, as a matter of business, preferred this way of repaying. Only a man of Colonel Sartoris' generation and thought could have invented it, and only a woman could have believed it. [W. Faulkner] 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. The Ford's headlights probed the blackness of the road, swept the grey farmhouse, the beam swinging around as the car took the curve and then came to full-braked halt. The engine died. The lights went out. The door on the driver's side opened and a young man in his late twenties stepped into the darkness and ran toward the front door. He knocked gently, three times, and then waited [McBain]. b. Miss Caroline was no more than twenty-five. She had bright auburn hair, pink cheeks, and wore crimson fingernail polish. She also wore high-heeled pumps and a red-and-white-striped dress. She looked and smelled like a peppermint drop [Lee]. Task 4: Give written comprehensive analysis of the following text (use patterns of analysis from recommended textbooks and manuals)
THE ADVENTURES OF TOM SAWYER
by Mark Twain Tom gave up the brush with reluctance in his face, but alacrity in his heart. And while the late steamer Big Missouri worked and sweated in the sun, the retired artist sat on a barrel in the shade close by, dangled his legs, munched his apple, and planned the slaughter of more innocents. There was no lack of material; boys happened along every little while; they came to jeer, but remained to whitewash. By the time Ben was fagged out, Tom had traded the next chance to Billy Fisher for a kite, in good repair; and when he played out, Johnny Miller bought in for a dead rat and a string to swing it with–and so on, and so on, hour after hour. And when the middle of the afternoon came, from being a poor poverty-stricken boy in the morning, Tom was literally rolling in wealth. He had besides the things before mentioned, twelve marbles, part of a jews-harp, a piece of blue bottle-glass to look through, a spool cannon, a key that wouldn’t unlock anything, a fragment of chalk, a glass stopper of a decanter, a tin soldier, a couple of tadpoles, six fire-crackers, a kitten with only one eye, a brass doorknob, a dog-collar – but no dog – the handle of a knife, four pieces of orange-peel, and a dilapidated old window sash. He had had a nice, good, idle time all the while–plenty of company – and the fence had three coats of whitewash on it! If he hadn’t run out of whitewash he would have bankrupted every boy in the village. Tom said to himself that it was not such a hollow world, after all. He had discovered a great law of human action, without knowing it–namely, that in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to attain. If he had been a great and wise philosopher, like the writer of this book, he would now have comprehended that Work consists of whatever a body is OBLIGED to do, and that Play consists of whatever a body is not obliged to do. And this would help him to understand why constructing artificial flowers or performing on a tread-mill is work, while rolling ten-pins or climbing Mont Blanc is only amusement. There are wealthy gentlemen in England who drive four-horse passenger-coaches twenty or thirty miles on a daily line, in the summer, because the privilege costs them considerable money; but if they were offered wages for the service, that would turn it into work and then they would resign. The boy mused awhile over the substantial change which had taken place in his worldly circumstances, and then wended toward headquarters to report. IV
. ДОПОЛНИТЕЛЬНОЕ ЧТЕНИЕ
Рекомендуется прочитать одну или две книги в семестр – по выбору студента – общим объемом 400 страниц (800 страниц за год). К каждой сессии следует подготовить устное сообщение по книге с использованием лексики раздела Reading
из пособия Povey
J
. “
English
at
Leisure
.
The
Vocabulary
of
Leisure
Activities
”,
Moscow
, 1978.
В требования к дополнительному чтению входит предъявление словаря по прочитанной книге с иллюстрацией употребления лексических единиц в словосочетаниях или кратких предложениях; лексические единицы должны быть пронумерованы и выучены. Сергей Александрович Макаров Марина Владимировна Оборина Методические указания и задания для студентов IV курса ЗФО английского отделения факультета ИЯ и МК Ответственный за выпуск О.В. Ханский Редактор д.филол.н., проф. Н.Ф. Крюкова Корректор Е.Н. Игнатова Цифровая печать О.И. Ханская _________________________ Заказ № 15 Подписано в печать 29.05.2006 Формат 60х84/16 Тираж 50 Усл. печ.л. – 1,6 Уч.-изд.л. – 1,35 Редакционно-издательский центр оперативной печати факультета иностранных языков и международной коммуникации Тверского государственного университета 170000 г. Тверь, ул. Желябова, 33
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