Английский язык: Учебное пособие для студентов заочного отделения филологического факультета: Ч.1

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.1 / 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. – 43 с.

Учебное пособие предназначено для студентов I 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. “The United Kingdom of Great Britain and Northern Ireland” Грамматика. 1. Сводная таблица видовременных форм глагола в действительном залоге 2. Времена группы Indefinite Active 3. Определенный артикль the. Нулевой артикль Текст Б. “Dialects of English” Словообразование. Суффиксы абстрактных существительных

ТЕКСТ А The United Kingdom of Great Britain and Northern Ireland The United Kingdom of Great Britain and Northern Ireland is situated on the British Isles – a large group of islands lying off the north-western coast of Europe and separated from the continent by the English Channel and the Straight of Dover in the south and the North Sea in the east. The British Isles consist of two large islands – Great Britain and Ireland – separated by the Irish Sea, and a lot of small islands. Historically the territory of the United Kingdom is divided into four parts: England, Scotland, Wales and Northern Ireland. The total area of the United Kingdom is 244 square kilometres. The territory of Great Britain can be divided into three natural regions: 1) Scotland with highland and upland relief and coniferous and mixed forests; 2) Wales and mountainous England with upland considerably cut by ravines and valleys and covered with meadows, moorland and cultivated farmland, with patches of broadleaf forest; 3) South-east England with plain landscape, fertile soils, the predominance of cultivated farmland, with patches of broadleaf forest. Great Britain is situated in the temperate zone of Europe. The nature of Great Britain is greatly affected by the sea: there is no place situated more than 100-120 km from the seashore, in the northern parts only 40-60 km. Great Britain enjoys the humid and mild marine West-Coast climate with warm winters and cool summers and a lot of rainfall throughout the year. As to temperature, Great Britain has warmer winters than any other district in the same latitude. It is due in large measure to the prevalence of mild south-west winds. Another factor is the Gulf Stream, which flows from the Gulf of Mexico and brings much warmth from the equatorial regions to north-western Europe. The rivers of Britain are short; their direction and character are determined by the position of the mountains. British rivers are not navigable for ocean ships, but they form deep estuaries. Most of the large ports of Great Britain are situated in the estuaries. The most important rivers are the Severn, the Thames, the Tyne and the Trent. The United Kingdom was the first country in the world which became highly industrialized. Until recent times, Britain’s heavy industry was mainly concentrated in the centre of England and in the London region. Such towns as Birmingham, Coventry and Sheffield produced heavy machines, railway carriages and motorcars. In the 20th century new branches of industry appeared: electronics, radio, chemical industry and others. Great Britain produces a lot of wool. Sheep-farming, cattle-farming and

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dairy-farming are also important branches of Britain’s economy. The south of England is often called the “Garden of England”, because there are many gardens and orchards there. Словарь to be situated – быть расположенным, находиться island – остров coast – морской берег, побережье continent – континент to consist of – состоять из to be divided into parts – быть разделенным на части total area – общая площадь coniferous and mixed forests – хвойные и смешанные леса ravines and valleys – ущелья и долины covered with meadows – покрытые лугами moorland – местность, поросшая вереском cultivated farmland – обработанная земля broadleaf forest – широколиственный лес landscape – пейзаж fertile soils – плодородные земли predominance – превосходство, преобладание seashore – морское побережье humid and mild marine climate – влажный и мягкий морской климат

rainfall – количество осадков throughout the year – в течение года latitude – широта to be determined by – быть определенным navigable – судоходный ocean – океан estuary – устье реки until recent times – до недавнего времени heavy industry – тяжелая промышленность to be concentrated – концентрироваться railway carriages – железнодорожные вагоны new branches of industry – новые отрасли промышленности to appear – появляться chemical industry – химическая промышленность to produce – производить wool – шерсть cattle-farming – скотоводство dairy-farming – молочное фермерство orchard – фруктовый сад

Словарь имен собственных the United Kingdom of Great Britain and Northern Ireland – Объединенное королевство Великобритании и Северной Ирландии the British Isles – Британские острова Europe – Европа the English Channel – пролив Ла Манш the Straight of Dover – пролив Па Де Кале the North Sea – Северное море Great Britain – Великобритания Ireland – Ирландия the Irish Sea – Ирландское море England – Англия

Scotland – Шотландия Wales – Уэльс Northern Ireland – Северная Ирландия the Gulf Stream – Гольфстрим (течение) the Gulf of Mexico – Мексиканский залив the Severn – Северн the Thames – Темза the Tyne – Тайн the Trent – Трент Birmingham – Бирмингем Coventry – Ковентри Sheffield – Шеффилд

Упражнение 1. Из ряда данных слов выберите одно, по какому-либо признаку не сочетающееся с остальными. 1) England, Wales, Northern Ireland, Straight of Dover. 2) Meadow, landscape, moorland, valley. 3) Short, large, warm, highly, cold. 4) Sea, Gulf-Stream, island, Gulf of Mexico, river, estuary, ocean. 5) Heavy machine, railway carriage, motor car, wool, fertile soils. Упражнение 2. Ответьте на следующие вопросы: 1) Where is the United Kingdom of Great Britain and Northern Ireland situated? 2) Which waters separate the British Isles from the continent of Europe? 3) What

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natural zone is the United Kingdom situated in? 4) What climate does Great Britain enjoy? 5) Why does Great Britain have warmer winters than any other district in the same latitude? 6) Which are the most important rivers in Great Britain? 7) Why aren’t British rivers navigable for ocean ships? 8) What branches of industry appeared in Great Britain in the 20th century? 9) What industry is mostly developed in Great Britain? 10) Why is the south of England often called the “Garden of England”? Упражнение 3. Ваш друг собирается поехать в Великобританию. Расскажите ему, где расположена эта страна, и какие климатические особенности она имеет. Упражнение 4*. Используя материал текста и известную вам дополнительную информацию, расскажите о преимуществах и недостатках проживания в Великобритании. Обобщение лексического материала Упражнение 5. Переведите следующие предложения с английского языка на русский. 1) Kazan is situated on the Volga. 2) We drove along the coast to the village. 3) What can you tell us about the continents of Asia and Africa? 4) He always admires ravines and valleys covered with meadows. 5) What animals live in coniferous and mixed forests? 6) Heavy industry is concentrated in the South. 7) All around was cultivated farmland. 8) What new brunches of industry have appeared in our republic recently? 9) Your child has a very poor health. He won’t live long in this humid and mild marine climate. 10) Chicken farms produce a great number of chickens and eggs for the population. Упражнение 6. Переведите следующие предложения с русского языка на английский. 1) На каких островах количество осадков одинаковое в течение года? 2) Россия знаменита своими хвойными и смешанными лесами. 3) До недавнего времени здесь были очень плодородные земли. 4) Эта страна знаменита своими вересковыми пустошами. 5) В нашей республике хорошо развито скотоводство и молочное фермерство. 6) У него очень много пейзажей. Больше всего мне нравится морской берег при свете луны. 7) В устье реки находится большой порт. 8) Можно отметить преобладание химической промышленности в данном регионе. 9) Торт разделили на шесть частей. 10) Наш завод производит железнодорожные вагоны. ГРАММАТИКА Сводная таблица видовременных форм глагола в действительном залоге Indefinite Continuous Perfect *

Present ask(s) am is asking are have asked

Past asked

Future will ask

was asking

will be asking

were had asked

will have asked

Знаком * в пособии помечены упражнения и задания повышенной трудности.

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Perfect Continuous

has have asking has been

had been asking

will have been asking

Времена группы Indefinite Active Группа Indefinite Active включает в себя три времени: настоящее (Present Indefinite), прошедшее (Past Indefinite), будущее (Future Indefinite). Все времена группы Indefinite Active могут употребляться для выражения: 1) однократного действия в настоящем, прошлом или будущем, без уточнения характера его протекания; 2) регулярно повторяющегося действия или постоянного признака предмета; 3) цепи последовательных действий. Present Indefinite Tense Present indefinite совпадает с первой основной формой глагола – инфинитива без частицы to. Лишь в 3-м лице единственного числа добавляется окончание -(e)s. Употребляется в основном для выражения повторяющегося действия или постоянного признака, характерного для объекта, выраженного подлежащим. Для указания на повторный характер действия часто употребляются слова every day/month/year (каждый день/месяц/год), often (часто), seldom (редко), always (всегда), usually (обычно), never (никогда). I visit my parents every weekend. He always waits for me after school. Then we go home together. She often speaks English in class. She knows English very well and speaks fluently. Упражнение 1. Измените предложения, используя подлежащее 3 лица единственного числа, и согласуя с ним сказуемое. 1) I often go to night clubs. 2) Our shops work till 11 p.m. 3) We spend summers at the seaside. 4) You always come late. 5) I think I’m ill. 6) They often visit their parents. 7) His dogs always attack the neighbours. 8) My friends often help me. 9) We seldom invite people to our house. 10) You never speak to me. Упражнение 2. Используя Present Indefinite Tense, составьте предложения о том, что вы обычно делаете в каникулы/в плохую погоду/на занятиях английского языка и т.п. Упражнение 3. Составьте диалоги о том, как члены вашей семьи/ваши друзья проводят свои выходные. Past Indefinite Tense Past Indefinite правильных глаголов образуется при помощи окончания (e)d , прибавляемого к основе инфинитива (без частицы to) для всех лиц единственного и множественного числа. to answer спрашивать he answered он спросил to invite приглашать we invited мы пригласили to try пытаться I tried я пытался Past Indefinite неправильных глаголов образуется различными способами. to do делать I did я делал

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to have иметь she had она имела to come приходить he came он пришел to go уходить we went мы ушли to put класть they put они положили Past Indefinite употребляется для выражения: 1) повторяющегося действия или постоянного характерного признака в прошлом: He always came to school on time. He was a good pupil. She loved strawberries with cream. 2) однократного действия в прошлом, часто с указанием времени действия с помощью наречий ago (тому назад), yesterday (вчера), сочетаний last month/year (в прошлом месяце/году), the other day (на днях) и др. Last week my parents came from abroad. I took the book from the library yesterday. They married two years ago. 3) цепи последовательных действий в прошлом: He took a book, opened it and began reading it. Упражнение 4. Найдите в тексте The United Kingdom of Great Britain and Northern Ireland пять сказуемых в Past Indefinite и поставьте их в форму инфинитива. Упражнение 5. Поставьте глагол в Past Indefinite. To work, to play, to enjoy, to form, to open, to divide, to cover, to cut, to have, to bring, to put, to get, to go, to call, to become. Упражнение 6. Допишите предложения о дне рождения Джейн, используя те же глаголы, что и в изначальных предложениях, но в прошедшем времени. Jane had her 5th birthday yesterday. Everything was unusual. Образец: She always goes to bed at 8 p.m. (But yesterday … at 9). – But yesterday she went to bed at 9. 1) Usually she gets up at 7. (But yesterday … at 9). 2) She always has porridge for breakfast. (Yesterday … cake with cream and fruits). 3) Every day she puts on jeans and a T-shirt. (Yesterday … a beautiful dress). 4) Every day she goes to her kindergarten. (Yesterday … to the Zoo with her parents). 5) Every day she plays the piano. (Yesterday … only with her toys). Упражнение 7. Дополните каждое предложение одним из данных глаголов в форме Past Indefinite: to hurt, to teach, to spend, to sell, to throw, to fall, to catch, to buy, to cost. 1) My father … me how to swim when I was 7. 2) My brother … down the stairs and … his arm. 3) We needed some money so we … our jewelry. 4) We … a lot of money yesterday. We … a computer which … 1000$. 5) I … the ball to the kitten and the kitten … it. Упражнение 8. Напишите 10-15 предложений, описывая то, как вы и члены вашей семьи провели свой вчерашний день. Используйте глаголы: to get up, to go, to come, to watch, to work, to read, to have a rest, to phone, to go for a walk, to listen to, to have dinner, to go to bed etc. Упражнение 9*. Используя различные глаголы в Past Indefinite, напишите по 10-15 предложений на следующие темы.

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1) The happiest day in my life. 2) An important event that took place in my friend’s life last month/year/two years ago. Future Indefinite Tense Future Indefinite образуется при помощи вспомогательного глагола will и инфинитива без частицы to. В 1 лице единственного и множественного числа (I, we) возможно также употребление вспомогательного глагола shall, однако эта форма встречается реже. Future Indefinite употребляется для выражения повторного или постоянного, однократного действия или цепи последовательных действий в будущем. We will meet quite often. It will rain tomorrow. I’ll always love you. При оформлении сложноподчиненных предложений, относящихся к будущему, форма Future Indefinite употребляется в главном предложении, а в придаточном используется Present Indefinite. When I finish school, I will try to enter a university. Упражнение 10. Поставьте глагол в скобках в форму Future Indefinite. 1) I (to be) late for the meeting today, you (to start) without me. 2) We (to wait) for you at the railway station. 3) She (to call) you in the evening. 4) My sister (to have) a baby soon. 5) You (to make) friends with him. 6) I (to get) my money every month. 7) They (to live) in this house. 8) First she (to sleep) till 11, then she (to have) bath, then she (to have) coffee, only then she (to go) to work. Упражнение 11. Составьте предложения о том, что вы будете делать, когда у вас будет своя собственная семья/когда вы закончите сессию/университет и т. п. Конструкция вопросительных и отрицательных предложений во временах Present и Past Indefinite Вопросительные предложения во временах Present и Past Indefinite образуются при помощи вспомогательного глагола to do в соответствующей форме, который ставится перед подлежащим. Для времени Present Indefinite это форма does для 3го лица единственного числа и форма do – для остальных лиц и чисел; для времени Past Indefinite это форма did для всех лиц и чисел. Сказуемое ставится после подлежащего в форме инфинитива без частицы to. I visit my parents every weekend. – Do I visit my parents every week? He always waits for me after school. – Does he wait for me after school? We go home together. – Do we go home together? He always came to school on time. – Did he always come to school on time? I took the book from the library yesterday. – Did I take the book from the library yesterday? They married two years ago. – Did they marry two years ago? Отрицательные предложения во временах Present и Past Indefinite образуются при помощи вспомогательного глагола to do в соответствующей форме и отрицательной частицы not, которая ставится сразу после вспомогательного глагола. Сказуемое принимает форму инфинитива без частицы to. I visit my parents every weekend. – I do not (=don’t) visit my parents every weekend.

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He always waits for me after school. – He does not (=doesn’t) wait for me after school. They married two years ago. – They did not (=didn’t) marry two years ago. She came yesterday. – She did not (didn’t) come yesterday. Конструкция вопросительных и отрицательных предложений в Future Indefinite В Future Indefinite в вопросительном предложении вспомогательный глагол will (shall) ставится перед подлежащим, а смысловой глагол сказуемого в форме инфинитива без to – после подлежащего. We will meet quite often. – Will we meet quite often? It will rain tomorrow. – Will it rain tomorrow? I’ll always love you. – Will I always love you? В отрицательных предложениях частица not ставится после вспомогательного глагола will, затем идет смысловой глагол сказуемого (инфинитив без to). В сокращенном виде will not принимает форму won’t, а глагол shall not – форму shan’t. We will meet quite often. – We will not (won’t) meet quite often. It will rain tomorrow. – It will not (won’t) rain tomorrow. I’ll always love you. – I will not (won’t) always love you. Упражнение 12. Основываясь на предложениях упражнения 7, напишите о том, чего Джейн не делала в свой день рождения из того, что она обычно делает. Образец: She always goes to bed at 8 p.m. (But yesterday … at 9). – But yesterday she didn’t go to bed at 8. Упражнение 13. Задайте вопрос к предложению и ответьте на него отрицательно. Образец: My brother plays computer games every day. – Does my brother play computer games every day? – No, he doesn’t play them every day. 1) I will have a lot of work tomorrow. 2) Our assistant will help you. 3) We will lose much money in this project. 4) You will enjoy the party. 5) I asked her to pay for me. 6) We came back very late yesterday. 7) She spoke to her manager last Monday. 8) You made a serious mistake last time. 9) I know his address. 10) Alice understands everything. 11) These apples taste good. 12) You look sick. 13) My son also goes to a private school. 14) We travel every summer. 15) He usually has strong black coffee in the morning. Конструкция специальных вопросов Вопросы могут быть: а) общими, т.е. относящимися ко всему предложению в целом и требующими краткого утвердительного или отрицательного ответа: Do you live in Kazan? – Yes, I do. / No, I don’t. б) специальными, относящимися к какому-либо члену предложения и требующими, как правило, полного ответа, содержащего запрашиваемую информацию: Where do you live? – I live in Moscow. В специальных вопросах, относящихся к любому члену предложения, кроме подлежащего и его определения, порядок слов аналогичен порядку слов общего вопроса, лишь в самом начале предложения, перед вспомога-

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тельным глаголом, ставится вопросительное слово: Вопросительное Вспомогательный Подлежащее Смысловой слово глагол глагол Where do you live? What does Ann want? Why did you cry? When will he come? How much did the book cost? How long will the match last? В вопросах, относящихся к подлежащему или его определению, полностью сохраняется порядок слов утвердительного предложения. I visit my parents every week. - Who visits my parents every week? My brother waited for me after school. - Whose brother waited for me after school? This shop will close at 6 p.m. - What shop will close at 6 p.m.? Упражнение 14. Задайте вопросы к выделенным словам, используя вопросительные слова, данные в скобках. 1) You will understand everything soon (when). 2) She will stay at that hotel (where). 3) I go with him, because I love him (why). 4) They exchange letters from time to time (what). 5) My husband works abroad (where). 6) She returns next Friday (when). 7) I bought six chairs (how many). 8) This dishwasher cost 500$ last week (how much). 9) We invited all our friends to our wedding (who). 10) The storm broke several trees and billboards in our city (what). 11) This dentist treats very well (who). 12) Your new hat fits you very much (what). 13) Her letter upset me (whose). 14) His last song became extremely popular (which). Упражнение 15*. Обсудите в диалогах, какие яркие события произошли в России в прошлом веке, и какие изменения, на ваш взгляд, произойдут в России через 20 лет. Определенный артикль the Определенный артикль the употребляется как с неисчисляемыми (the love, the information), так и с исчисляемыми существительными во множественном и единственном числе (the book, the books) в следующих случаях: 1) когда объект определен контекстом. The people next door have invited us round for dinner. I’ll wear the dress I bought last week; 2) когда объект упоминается во 2-й раз и более, т. е. yже известен собеседнику (определен). They’ve got a boy and a girl. The girl is at University now; 3) когда называется некий объект, человек единственно возможный в данной ситуации и очевидно, что он имеется в виду. Close the door, please. I think your keys are in the kitchen; 4) когда этот объект уникальный, единственный в своем роде. Nature: the world, the sun, the earth, the sky, the weather etc. Historical events: the American Civil War, the Revolution etc. Documents: the Constitution, etc; 5) с превосходной степенью прилагательных и наречий. It’s the best film I’ve ever seen. She’s the prettiest girl of our college; 6) с порядковыми числительными (первый, третий, 37-й …). That’s the third time she’s phoned today;

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7) с собирательными существительными (группы людей), включая национальности, партии и т.п.: the British, the Conservatives, the police, the government, the Army, the public; а также прилагательными без существительных (субстантивированными прилагательными), обозначающими группы людей: the rich, the poor, the old, the unemployed; 8) с существительными, обозначающими части дня: in the morning, the evening (But: at night); 9) перед названиями газет, журналов, кораблей, организаций и некоторых музыкальных групп: the Daily Mirror, the Titanic, the National Union of Teachers, the United Nations, the Berlin Philharmonic Orchestra; 10) с названиями музыкальных инструментов, когда мы говорим об игре на них. Can you play the piano? (But: I’ve just bought a piano); 11) с названиями морей, рек, групп островов, горных цепей, пустынь, регионов, сторон света, некоторых стран: the Atlantic Ocean, the River Nile, the Himalayas, the Sahara, the Arctic, the north, the south, the east, the west, the Bahamas, the Philippines, the Ivory Coast, the Netherlands; 12) с существительными, используемыми в самом общем смысле, обозначающими весь класс предметов в целом, а не отдельного представителя класса. The tiger is threatened with extinction. Conan Doyle is a master of the detective story. Нулевой артикль (отсутствие артикля) Артикль не употребляется: 1) с именами собственными, названиями городов, стран, дней недели, месяцев. Helen’s gone to Paris. I’m going away on Friday. I was born in December. Note: исключением являются названия стран, содержащие слова republic, union, united, kingdom и другие. В этих случаях употребляется определенный артикль, относящийся к этому существительному: the United States, the United Arabic Emirates, the United Kingdom, the Irish republic, the Commonwealth of Independent States; 2) со словами, обозначающими прием пищи: Have you had breakfast yet?; 3) со словами school, hospital, bed, prison, home, work, church, college, university, когда имеется в виду не само место, а деятельность, которая обычно происходит там и ассоциируется с этим местом. They always go to church on Sundays. (But: He works as a verger in the local church). Mary won’t go to school tomorrow. She fell ill and went to bed early. She was sent to prison for manslaughter. (But: The prison was built in 1882) He’s been in hospital for three weeks. (But: There isn’t a hospital in the town); 4) с названиями отдельных гор, островов, озер, улиц и площадей: Mount Fuji, Madagascar, Lake Baikal, Lake Ontario, Oxford street, Times Square. (But: the Baikal, the Ontario); 5) с неисчисляемыми существительными и с исчисляемыми во множественном числе в обобщающих утверждениях: Coffee keeps me awake. Honesty is the best policy. Oil is a very important resource. Apples are very good for you. Passengers are not allowed to take more

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than 20 kg. with them; 6) с выражениями next/last/this + week, Friday, day, time, etc.: next Wednesday, last week, next time. Упражнение 16. Найдите в тексте “The United Kingdom of Great Britain and Northern Ireland” случаи употребления определенного и нулевого артиклей и объясните их в соответствии с правилами. Упражнение 17. Поставьте определенный артикль там, где это необходимо. 1) I enjoy reading … books. 2) He’s reading … books he got for his birthday. 3) … Poverty seems to be getting worse. 4) Where can you buy … stamps? I haven’t got any left. 5) It is a period of great problems for … Europe. 6) We went skiing in … Alps. 7) Where’s Meg? She’s feeding … baby. She won’t be long. 8) Can you play … violin? 9) Is Jessica still at … school? It’s after four. 10) What did you have for … breakfast? 11) Where are you meeting him? At … hospital. 12) He comes from … China, I think. 13) I can’t find … money I left out for you. 14) … Money is my biggest worry in life. 15) … Elderly should be given certain privileges. 16) I live in … Montague Road, number 27. 17) There is an interesting article in … Times. 18) … Lake Baikal is … deepest lake in … world. 19) … Elbrus is … highest peak in … Europe. 20) … Sahara is … greatest desert in … North Africa, stretching from Atlantic Ocean to … Nile. ТЕКСТ Б Dialects of English A nasty shock awaits many visitors to Britain. Imagine you have learnt English for years, you can read newspapers and you have no problem following the television, but when you go into a fish and chip shop in Newcastle, you can not understand a word they are saying. The language has been standardised for a very long time, and regional dialects in Britain have largely died out – far more so than in Italy or Germany, for example. That is to say, the vocabulary of the dialects has died out, but the accents and a few bits of distinctive grammar remain. It is the accent which gives the visitor a problem in the fish and chip shop. Some accents are so strong that they present problems for British people, too. Variations within Britain are so great that accents from New York or Texas are often easier to follow than ones from Liverpool or Glasgow. It is mostly the vowels which differ from one dialect to another. In Manchester, shut rhymes with put, and in the south it rhymes with but. Intonation patterns also differ between regions. There is a kind of standard British English pronunciation, based in a confusing way on class and geography. It is the accent of the south-east, but not that of London itself. It could be said that the upper classes have a dialect of their own, with a pronunciation known as RP (Received Pronunciation). The majority of middle-class people speak a sort of classless, democratic version of RP, with a slight admixture of the local region accent. People’s attitudes to the various regional accents depend on a whole range of historical and social factors. The Birmingham accent is considered ugly, cockney is associated with criminals, Scottish is thought of as serious and sensible, Irish as poetic. An interesting case is that of the so-called Westcountry accent. This comes from the south and west, which is the least industrial region; conse-

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quently the accent is identified with farm-workers, sometimes considered stupid by city folk. While all other varieties of English have been increasingly accepted on mainstream television and radio, Westcountry remains the Cinderella among accents, confined to comedy and gardening programmes. To see the likely direction of change for the future, we need to look at the speech of young people. Here we find several interesting developments. One is a spread of a light London accent over much of the country – especially in areas like the West Country where it replaces the low-prestige local accent. Another is an openness, through the media, to American and Australian influences. The Australian effect is quite recent, and results from the huge popularity of Australian TV soap operas Neighbours and Home and away. Strangely enough, this does not usually mean the adoption of vocabulary: nobody says sidewalk instead of pavement, or gas instead of petrol, however many American films they watch. It is rather the phrases, idioms and grammatical forms which are contagious. No way has caught on, as in the form: “No way am I going to go out with him.” The use of the word like as a sentence-filler has become very common: “She was like really upset, and she just like walked out.” Americans and Australians sometimes use a rising, question-type intonation on statements, often in the middle or at the end of sentences: “I spoke with my teacher (rising intonation), and he said I had to redo the test.” This is used to engage the attention of the listener; it means “Do you remember my teacher?” or “Are you listening?” To the great dismay of the older generation, this intonation is becoming very popular in Britain. Словарь nasty – неприятный, скверный imagine – воображать, представлять not to understand a word – не понимать ни слова to die out – вымирать accent – акцент distinctive – отличительный, характерный variation – разновидность, вариант, отклонение vowel – гласная differ from – отличаться от rhyme – рифмоваться intonation pattern – интонационная модель base on – опираться на что-либо the upper class – верхушка общества, аристократы received pronunciation – общепризнанное (считающееся правильным) произношение majority – большинство

slight admixture – легкая примесь attitude to – отношение к depend on – зависеть от range – ряд, сфера, область to be associated with – ассоциироваться с criminal – преступник sensible – разумный, здравомыслящий so-called – так называемый consequently – следовательно, поэтому, в результате identify with – устанавливать тождество mainstream n – основное направление mainstream a – представляющий большинство; конформистский confine to – ограничивать, придерживаться чего-л. industrial region – промышленный район to accept – принимать, допускать

Упражнение 1. Найдите в тексте: а) синонимы к следующим словам и выражениям: unpleasant, to study, to comprehend, to disappear, to stay, to be problematic for sb., difference, most of (people), to be thought, rather; b) антонимы к следующим словам: to appear, weak, difficult, beautiful, boring, clever, tiny. Обобщение лексического и грамматического материала Упражнение 2. Переведите следующие предложения с английского

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языка на русский. 1. He differs from his relatives. He has a nasty temper. 2. This short story presents an interesting variation on the theme of betrayal and revenge. 3. Your happiness will depend on a range of factors. 4. What are the distinctive characteristics of Russian vowels? 5. At the beginning of the meeting they identified local crime problems. 6. He spoke with a distinctive accent, consequently she identified him with criminals. 7. The attitude of my brother towards his schoolwork is rather bad. 8. Mary started as a rebel, but soon became part of the literary mainstream. 9. I will show you an interesting range of books and videos. 10. Young people were in the majority at the meeting. СЛОВООБРАЗОВАНИЕ Суффиксы абстрактных существительных Наиболее распространенными суффиксами, образующими абстрактные существительные, являются: -(a)tion pronunciation – произношение -ity(ety) speciality – специальность, особенность -ness politeness – вежливость -ism professionalism – профессионализм Менее продуктивными суффиксами являются -ment (employment работа), -ship (citizenship - гражданство), -dom (boredom - скука), -hood (manhood - зрелость), -ery (clownery - клоунада), -acy (delegacy - делегирование). Упражнение 3. 1) Найдите в тексте “Dialects of English” и выпишите абстрактные существительные со следующими суффиксами: -(a)tion, -ity(ety), -ment, -ness. 2) Выделите суффиксы у следующих абстрактных существительных и переведите слова на русский язык: correctness, declaration, creation, thoroughness, symbolism, piracy, alpinism, freedom, commandership, replacement, productivity, motherhood, characterization, friendliness, amazement, curiosity, vocalism, wizardry, bribery, immaculacy, specialism. 3) Образуйте абстрактные существительные от следующих слов и переведите их: consider, hard, happy, insistent, operate, boy, punish, journal, wise, brother, bake, treacherous, indifferent, desperate, agree, calculate, master, conventional, effective, member. ЗАДАНИЯ ДЛЯ САМОСТОЯТЕЛЬНОЙ РАБОТЫ Задание 1. Сделайте устный перевод текста А. Переведите и выучите слова и выражения, данные после него. Текст А Class Dialects and ‘Standard Languages’ A dialect, or some closely similar group of dialects enjoying prestige as the speech of educated people of the capital city or of some other socially respected group, is often designated ‘the standard language’, ‘standard English’, ‘standard

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French’, and so forth; and the pronunciation characteristic of this type of English has been called ‘Received Pronunciation’, or ‘R.P.’. The use and consequent spread of ‘standard languages’ outwards and downwards in the social scale, as it were, is often encouraged in modern states by their employment in official broadcasts, as the approved types of speech for school instruction, and in other similar ways. The term standard language must not mislead. Such forms of speech are descriptively dialects, just like any other dialect, to be described and delimited on just the same criteria as the less socially and officially favoured ‘regional’ dialects. It is a popular assumption on the part of those speaking standard dialects that other dialects, especially those spoken by groups lacking any social prestige or recognition, are both ‘incorrect’ and more or less formless, lacking a true grammar or precise means of discourse. Epithets such as ‘ugly’ and the like are freely employed with reference to the pronunciation of such dialects. But needless to say, the linguist faithful to the principles of objective scientific statement must abjure all such modes of expression and value judgements, aesthetic and quasi-moralistic, as outside his field. The statement that certain utterances are ‘incorrect’ (e.g. we ain’t done nothing) is to the linguist equivalent to the statement that in a corresponding situation the speaker of the standard dialect would say something else (we haven’t done anything). Reactions to other people’s speech is valuable evidence of part of the social function of language within a community. Any claims for these dialects being better organized than others do not bear examination. The linguist, whatever his private feelings on these may be, has a greater task. His task is to describe and analyse the phenomena of languages (and of the dialects within them) as he finds them, and his techniques and procedures are devised for this purpose. He has no concern with preferring one class dialect over another, or with prescribing how people should use their language. Description, not prescription, is his work. similar group of dialects to enjoy prestige socially respected group to designate standard English Received Pronunciation consequent spread of a language social scale

to encourage official broadcasts approved types of speech to mislead descriptively descriptive to describe description social prestige

to lack means of discourse objective scientific statement claim to claim to concern with prescription

Задание 2. Сделайте письменный перевод текстов Б и В. Текст Б General Linguistics as the Study of Language General linguistics may be defined as the science of language. As with other branches of knowledge and scientific study, such a definition involves the subject in certain relations with other disciplines and sciences outside itself, and in subdivision into different branches of the subject comprised within it. A subject like general linguistics, in common with most other subjects of systematic study, is not static. Viewpoints, including some of quite fundamental importance, may change or receive different degrees of emphasis in the course of years. No book can honestly pretend to deal with the subject in a way that will both be accepted in all

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respects by every recognized scholar in the field and remain unaltered for all time. General linguistics is concerned with human language as a universal and recognizable part of human behaviour, perhaps one of the most essential to human life as we know it, and one of the most far-reaching of human capabilities in relation to the whole span of mankind’s achievements. Needless to say, there is no ‘general language’ as the specific subject-matter of linguistics other than and apart from the numerous and so far uncounted different languages spoken in the world. But the general linguist, in the sense of the specialist is not as such involved with any one or more of them to a greater extent than with any others. As an impractical ideal he would know something about every language; this is, of course, impossible, and in practice most linguists concentrate on a limited number of languages including their native one, the number of languages studied, and the depth of knowledge acquired of each, varying by personal factors from one linguist to another. Language in all its forms and manifestations, that is all the languages of the world and all the different uses to which in the various circumstances of mankind they are put, constitutes the field of the linguist. He seeks a scientific understanding of the place of language in human life, and of the ways in which it is organized to fulfil the needs it serves and the functions it performs. Several of the subjects he has within his purview and several of the questions to which he seeks answers correspond to long-established divisions of the study of foreign languages and of the institutionalized study of one’s own language. Текст В The Indo-European Family The languages thus brought into relationship by descent or progressive differentiation from a parent speech are conveniently called a family of languages. Various names have been used to designate this family. In books written a century ago the term Aryan was commonly employed. It has now been generally abandoned and when found today is used in a more restricted sense to designate the languages of the family located in India and the plateau of Iran. A more common term is IndoGermanic, which is the most usual designation among German philologists, but it is open to the objection of giving undue emphasis to the Germanic languages. The term now most widely employed is Indo-European, suggesting more clearly the geographical extent of the family. The parent tongue from which the Indo-European languages have sprung had already become divided and scattered before the dawn of history. When we meet with the various peoples by whom these languages are spoken they have lost all knowledge of their former association. Consequently we have no written record of the common Indo-European language. By a comparison of its descendants, however, it is possible to form a fair idea of it and to make plausible reconstructions of its lexicon and inflections. The surviving languages show various degrees of similarity to one another, the similarity bearing a more or less direct relationship to their geographical distribution. They accordingly fall into eleven principal groups: Indian, Iranian, Armenian, Hellenic, Albanian, Italic, Balto-Slavic, Germanic, Celtic, Hittite, and Tocharian. These are the branches of the Indo-European family tree. Indian – индийский; Iranian – иранский; Armenian – армянский; Hellenic – греческий; Albanian – албанский; Italic – италийский, романский; Balto-Slavic – балто-славянский; Germanic – германский; Celtic – кельтский; Hittite – хеттский; Tocharian – тохарский.

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Обобщение и повторение изученного материала Задание 3. Переведите предложения на английский язык, используя лексический и грамматический материал раздела I. 1) Венеция расположена на побережье Адриатического моря. 2) Картинка будет разделена на маленькие части. Твоей задачей (task) будет собрать ее. 3) Общая площадь Канады – более 9 млн. кв. км. 4) Континент Австралии разделен на четыре топографических (topographic) региона. 5) Австралия производит шерсти больше, чем любая другая страна. 6) Новая Зеландия расположена на двух больших островах: Южном Острове и Северном Острове. 7) Новая Зеландия обладает умеренным (temperate) влажным и мягким морским климатом, без ярких изменений в температуре или количестве осадков в течение года. 8) До недавнего времени экономика Новой Зеландии основывалась (to be based) на скотоводстве и молочном фермерстве. В прошлом веке появились новые отрасли промышленности. Однако все еще (still) существует преобладание фермерства над тяжелей промышленностью. 9) Большая часть территории Канады лежит в тех же широтах, что и Россия. 10) Здесь устье нашей реки. В прошлом веке эта река была судоходной, теперь – нет. 11) В своей молодости (youth) этот художник любил рисовать пейзажи. Теперь он рисует портреты (portraits). 12) В нашей республике химическая промышленность сконцентрирована в центральных и южных районах. 13) Здесь у нас будет поле с картошкой, а там – фруктовый сад. Земля здесь очень плодородная. 14) Лесные богатства нашей страны состоят из широколиственных, хвойных и смешанных лесов. Задание 4. Подготовьте устные сообщения на темы: 1) “Great Britain”, 2) “Russia”. РАЗДЕЛ II Текст А. “Charles Dickens” Грамматика. 1.Времена группы Continuous Active 2. Неопределенный артикль a (an) Текст Б. “Struggling for Better Writing” Словообразование. Конверсия

ТЕКСТ А Charles Dickens Charles Dickens was born at Landport (Portsea), near Portsmouth, Hampshire, on 7 February, 1812. He was the second of eight children. His father, John, was a clerk in the Naval Pay Office at Portsmouth. The Dickens family, although not poor by the standards of the time, lived through a series of financial crises and the accompanying social insecurity. Dickens’ childhood was spent in Portsmouth, London, and Chatham in Kent, where there was a large Naval Dockyard. In 1823, facing financial ruin, the family moved to London and, on 5 February, 1824, Charles began to work in a blacking warehouse at Hungerford Stairs where he was employed to label bottles for six shillings a week. A short time previously Charles’ father had been arrested for debt and the family, except for Charles, had joined their father in Marshalsea Debtors’ Prison. The combi-

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nation of this family trauma and his own menial job profoundly affected Charles’ life and view of the world, and were to haunt him for the rest of his days. John Dickens was released after three month in prison by having himself declared an Insolvent Debtor. Charles was sent to school at the age of twelve, where he did well, and at the age of fifteen he began work in the office of a legal firm in Gray’s Inn. Here he taught himself shorthand, and eighteen months later started as a freelance reporter in the court of Doctors’ Commons. In 1829 Dickens fell deeply in love with Maria Beadnell, and the affair dragged on inconclusively until the summer of 1833. Meanwhile, Dickens’ career was prospering, with his rapid and accurate reporting of debates in the House of Commons for the Morning Chronicle, and good reviews for his literary work led to him being commissioned by the publishers, Chapman&Hall, to provide text in monthly instalments to accompany sporting plates by the artist, Seymour. It was in this way that the hugely successful Pickwick Papers were published in 1836-7. In 1858 Dickens separated from his wife, by whom he had had ten children, and developed his friendship with a young actress called Ellen Ternan. Dickens’ health began to fail in the late 1860s, adversely affected by the strain of his very popular public readings, which he instituted in 1858, and a demanding tour of America in 1867-8. He suffered a stroke at his home at Gad’s Hill, near Rochester, Kent, on 8 June, 1870, and died the next day. Словарь to be born – родиться clerk – клерк, чиновник by the standards of the time – по стандартам (меркам) того времени to live through – пережить insecurity – небезопасность, ненадежность childhood – детство ruin – гибель, разорение, крах to move to – переезжать в blacking warehouse – склад ваксы (чернил) to be employed – работать, служить to label bottles – клеить этикетки на бутылки previously – до, прежде, ранее to be arrested for debt – быть арестованным за долг except – кроме debtors’ prison – долговая тюрьма trauma – травма menial job – черная работа affect – воздействовать, влиять profoundly – глубоко, основательно view of the world – взгляд на жизнь to haunt – преследовать (о мыслях) the rest of smth – остаток чего-либо

to be released – быть освобожденным, выйти из тюрьмы insolvent debtor – несостоятельный должник to do well – хорошо учиться at the age of – в возрасте shorthand – стенография court – суд fall in love with – влюбиться в inconclusively – не давая результатов, (не завершаясь) meanwhile – тем временем, между тем to prosper – процветать to be commissioned – получать заказ instal(l)ment – часть, отдельный выпуск a book in five instalments – книга, вышедшая пятью выпусками successful – успешный to separate from one’s wife – разойтись с женой to fail – ослабевать, ухудшаться (о здоровье) to institute – учреждать, основывать he suffered a stroke – у него был удар to die – умереть

Упражнение 1. Задайте 8 общих и 8 специальных вопросов к тексту. Упражнение 2. Скажите, верны ли следующие утверждения и если нет, то почему. 1) Charles Dickens was born at Landport (Portsea), near Portsmouth, Hampshire, on 7 February, 1812. 2) He was the third of eight children. 3) Charles’ father was arrested for debt and Charles joined him in Marshalsea Debtors’

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Prison. 4) In 1829 Dickens got married to Maria Beadnell. 5) Dickens’ health began to fail in the late 1860s. He suffered a stroke at his home at Gad’s Hill, near Rochester, Kent, on 8 June, 1870, and died the next day. Упражнение 3. Перескажите текст, используя лексику из словаря. Упражнение 4*. Обсудите в диалогах книги Чарльза Диккенса, которые вы читали. Обобщение лексического материала Упражнение 5. Переведите следующие предложения с английского языка на русский. 1) It was hard to describe the nightmare she had lived through. 2) Most of successful people had a happy childhood. 3) After he had separated from his family, his health failed and he died. 4) He fell in love with Mary and courted her inconclusively for five years. 5) At the age of ten he did well at school. 6) He moved to London at the age of 60 and spent the rest of his life there. 7) That trauma affected him profoundly. 8) Old people often suffer from a great sense of insecurity. 9) He was born to be a writer. 10) Everyone except Adam went to the concert. Упражнение 6. Переведите следующие предложения с русского языка на английский. 1) По стандартам того времени он работал в богатой компании. 2) После того, как его арестовали за долги, он объявил себя несостоятельным должником. 3) Эти мысли преследовали его весь остаток отпуска. 4) В возрасте 5 лет он получил серьезную травму. 5) Его дело процветало, он постоянно получал заказы от издателей. 6) После того как он влюбился, его взгляд на жизнь изменился. 7) Что так глубоко повлияло на него? 8) Он стал успешным писателем после того, как разошелся с женой. 9) Я не буду выполнять черную работу. 10) В каком году вы родились? ГРАММАТИКА Времена группы Continuous Active Группа Continuous Active включает в себя три времени: настоящее (Present Continuous), прошедшее (Past Continuous) и будущее (Future Continuous). Все формы continuous образуются при помощи вспомогательного глагола to be в соответствующей форме (настоящем, прошедшем или будущем) и Participle I (-ing форма) смыслового глагола. Все времена группы Continuous Active могут употребляться для выражения конкретного действия, совершающегося, длящегося, незаконченного в определенный момент времени (в прошлом, настоящем или будущем). Есть группа глаголов, которые не употребляются ни в одном из времен Continuous, даже если обозначают действие, протекающее и незаконченное в определенный момент. В таком случае эти глаголы употребляются во временах группы Indefinite. Это глаголы, обозначающие: 1) чувственное восприятие – to see, to hear, to feel, to smell, to taste etc. 2) чувства – to love, to hate, to prefer, to (dis)like etc. 3) умственные процессы – to think, to know, to believe, to realize, to remember, to understand, to doubt etc. 4) желания – to want, to wish, to desire etc.

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5) отношения принадлежности – to have, to belong, to depend, to need, to possess etc. 6) состояния – to be, to contain, to consist of, to include, to resemble etc. Do you hear that? – Yes, somebody is crying. I don’t understand what you are speaking about. Present Continuous Tense Present Continuous Tense образуется при помощи вспомогательного глагола to be в настоящем времени (am, is, are) и Participle I (-ing формы) смыслового глагола. Употребляется для выражения действия, происходящего в данный момент (или период времени), длящегося, незаконченного. Указание на время now (сейчас), at the moment (в данный момент) может быть либо выражено, либо подразумеваться и быть ясным из контекста. I am getting ready for my exams. You are sitting on my hat. He is speaking over the phone now. They are waiting for us. Let’s hurry up. Present Continuous Tense используется также для выражения запланированного действия в будущем. My mother is arriving tonight. We are going to the party on Saturday. Упражнение 1. Используя Present Continuous, постройте полные предложения, описывающие, чем занимались члены семьи Кристины, когда она позвонила. -Hi, dear! It’s mom. How are you? What are you doing? -Hi, mom! I’m fine. I (to do) my homework. Jim (to play) football. Alice (to make) dinner in the kitchen. Jack with his friend (to sit) in his room. They (to work) at the computer. Dad (to repair) the car in the garage. The kitten (to sleep) peacefully in its box. We all (to miss) you and (to wait) for you to come soon. Упражнение 2. Используя Present Continuous, составьте предложения, описывающие ваши планы на ближайшее будущее (вечер, год и т.д.). Упражнение 3. Составьте 5-7 предложений, сообщающих об изменениях, происходящих в вашем родном городе в настоящее время. Past Continuous Tense Past Continuous Tense образуется при помощи вспомогательного глагола to be в прошедшем времени (was, were) и Participle I (-ing формы) смыслового глагола. Употребляется для выражения длившегося и незаконченного действия, происходившего в конкретный момент в прошлом. Указание на время может быть либо выражено словами типа yesterday at 5 o’clock, либо быть обозначенным другим действием, происходившим в тот же момент в прошлом, либо подразумеваться и быть ясным из контекста. At 10 o’clock yesterday I was still sleeping. At the end of June we were preparing for our exams. When I entered the room she was hiding something in her handbag. Упражнение 4. Постройте полные предложения, используя Past Continuous. Yesterday at 9 p.m. there was a crime in the street where the Browns family

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lives. A police officer asks them what they (to do) at that time. I (to listen) to music and (to look) through the magazines. Dad (to watch) TV. Mom (to have) a bath. Sam (to make) a phone call. Alice (to study) in her room. Tom with his friend (to play) computer games. Granny (to sleep). Упражнение 5. Используя Past Continuous, закончите ситуации. a) When the phone rang, all members of my family were very busy. b) When the teacher looked in the classroom … . c) When an accident happened … . В парах придумайте подобные ситуации, используя различные глаголы в Past Continuous. Future Continuous Tense Future Continuous Tense образуется при помощи вспомогательного глагола to be в будущем времени (will be) и Participle I (-ing формы) смыслового глагола. Употребляется для выражения действия, которое будет происходить, протекать в конкретный момент в будущем. Указание на время практически всегда бывает четко выражено. Don’t ring me tomorrow after 10 p.m. I will be sleeping at that time. At this time next Monday we will be flying to New York. She will be waiting for you near the entrance to the station at 2 p.m. Упражнение 6. Постройте предложения, используя Future Continuous. 1) Don’t ring them up at 11 in the evening. They (to sleep). 2) Don’t disturb me next two hours. I (to work). 3) Don’t leave Tim alone in a dark room. He (to cry). 4) Don’t tell granny when we are coming. She (to wait) for us and (to make) pies. 5) Don’t call on me at 3 o’clock. I (to have) my music lesson. Упражнение 7. Скажите, чем вы предположительно будете заниматься завтра в определенное время (в полдень, после обеда, вечером, в 11 часов вечера и т.п.). Конструкция вопросительных предложений во временах Continuous Active Во временах Present и Past Continuous в вопросительном предложении вспомогательный глагол to be (в соответствующих формах) ставится перед подлежащим, а смысловой глагол сказуемого в форме Participle I (-ing форма) – после подлежащего. You are sitting on my hat. – Are you sitting on my hat? When I entered the room she was hiding something in her handbag. – Was she hiding anything? В Future Continuous вспомогательный глагол will ставится перед подлежащим, а глагол to be вместе со смысловым глаголом в форме Participle I – после подлежащего. She will be waiting for you near the entrance to the station at 2 p.m. – Will she be waiting for you? Конструкция отрицательных предложений во временах Continuous Active В отрицательных предложениях частица not ставится после вспомогательного глагола to be в соответствующей форме. В Future Continuous частица not ставится после вспомогательного глагола will.

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He is speaking over the phone now. – He is not speaking over the phone now. At 10 o’clock yesterday I was sleeping. – I was not sleeping at 10 o’clock yesterday. I will be sleeping at that time. – I will not (=won’t) be sleeping at that time. Упражнение 8. Задайте общий вопрос к предложению и ответьте на него отрицательно. 1) These children are making too much noise. 2) It is snowing now. 3) My neighbour is playing the piano now. 4) You are looking in the right direction. 5) I am looking for my keys. 6) What’s this noise? – The engine is working. 7) We were having dinner at 2 o’clock yesterday. 8) I was reading the newspaper. 9) My dad was driving very fast. 10) You were sleeping. 11) At 6 Tom will be watching the football match. 12) I will be cleaning the flat in the evening. 13) You may join us. We will be getting ready for the party. Упражнение 9. Задайте специальные вопросы к выделенным словам. 1) She will be wearing a bright red coat and a black hat. 2) He was sitting on the grass and reading a book. 3) At this time tomorrow I will be lying on the beach. 4) I was sitting in the classroom with my coat on, because I was cold. 5) Maurice is speaking to his manager. 6) We are looking for a cheap flat. 7) Sam is training his dog. 8) A lot of people were standing by the gate. 9) Your car is blocking my way. 10) Our neighbours are quarrelling again. 11) At this time tomorrow you will be getting home. 12) She will be waiting impatiently for you letter. Упражнение 10. Поставьте глагол в скобках в подходящую форму Indefinite или Continuous, изменяя при необходимости порядок слов. 1) I wondered why she (to cry). 2) What they (to talk) about? You (hear)? 3) I (to phone) you yesterday at 8. You (not to answer). What you (to do)? – I (to have) a bath. I (to hear) your call but I couldn’t answer. 4) What you (to do) at this time next Friday? – As usual, I (to work). 5) At school we were friends. Now we (to meet) from time to time. He (to be) very busy and (to live) too far. 6) Please, don’t make such noise. I (to study). 7) We usually (to go) to work by car. 8) George (to say) he is 80 years old, but I (not to believe) him. 9) Yesterday it (to begin) to rain when I (to walk) home. 10) Last summer we (not to travel) at all. We (to spend) summer at home. 11) Tomorrow we (to visit) Mike. You can come if you want. We (to wait) for you. 12) Why you (to sit) under the table? What you (to do) there? – I (to drop) my pen and I (to look) for it now. – I (to see) your pen. It (to be) near the sofa. 13) Tom (to fall) down when he (to paint) the ceiling. 14) When you (to see) her? I think next Wednesday. 15) When I (to see) her last time, she (to get) on the train to Brussels. Упражнение 11*. В диалогах обсудите, какие события и явления (природные, политические и т.д.) происходят в данное время в мире и какое влияние они оказывают на человека. Предположите также, какие явления будут в процессе своего развития через сто лет. Неопределенный артикль a (an) Употребляется только перед исчисляемыми существительными в единственном числе (a book). Не употребляется перед неисчисляемыми (love, furniture, water) и перед существительными во множественном числе (books, people). Неопределенный артикль используется:

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1) когда объект упоминается в первый раз (в значении «какой-то, некий»). При последующих упоминаниях этого же объекта используется определенный артикль the. There is a man at the door. I think it’s the man from the garage; 2) когда мы называем предмет в его обобщенном значении, не уточняя, какой именно (в значении «любой, какой-нибудь»). I’d like a banana. Give me a pen please. I’ve lost mine; 3) в грамматических конструкциях с to be и have got для описания коголибо, чьей-либо работы, ситуации. She’s a head teacher. (But: She’s the head teacher of Park School). He’s got a lovely smile. It’s a nice day. (But: It’s the nicest day we’ve had this week); 4) с существительными, обозначающими единицы измерения времени, веса, длины, с числительными (a hundred) и дробями (a half, a quarter), когда артикль a(an) выступает в своем первоначальном значении «один». A month or two passed. He phones his mom twice a day. I’ve told you that a hundred of times. He’ll come in an hour and a half; 5) с выражениями, начинающимися с: “what a …”, “such a …”, “quite a …”, когда они употребляются с исчисляемыми существительными: What a lovely day! Such a wonderful world. This is quite an amazing story. (But: what awful weather!) 6) с существительными, используемыми в обобщающем смысле, когда a(an) несет значение «всякий, любой, каждый из представителей данного класса»: A detective story helps to pass the time (=any detective story) A child can do it (=any child) Упражнение 12. Поставьте неопределенный артикль там, где он нужен. 1) Have you got … car? 2) When I was … child I was really very naughty and noisy. 3) Do you collect … coins? 4) What … magnificent building! 5) What lovely … flowers! 6) I am … dentist. My parents were … dentists too. 7) I need … day or two to finish everything up. 8) They’ve got … children. They’ve got … son and … daughter. 9) You’ll need … umbrella today. And definitely you won’t need … sunglasses. 10) … newborn baby needs much sleep. Обобщение грамматического материала Упражнение 13. Поставьте неопределенный, определенный или нулевой артикль. 1) I went to … concert by … London Symphony Orchestra. 2) … local school will be closed soon. 3) I usually go to … work by … train. 4) Is … meat in … oven? 5) Is this … first time you’ve been to … Isle of Man? 6) She’s … art teacher and he’s … electrician. 7) A lot of people give … money to … charity at this time of year. 8) What … beautiful face that child’s got! 9) … British usually have … butter on their bread. 10) … life is very difficult for … unemployed these days. 11) … leader of Opposition is in danger of losing her seat at … next elections. 12) I like to have … cup of … tea when I wake up in … morning. 13) I saw … fox this morning. I think it must have been … same one that I

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saw last week. 14) Can I have … apple? 15) … shirts on … washing line should be dry now. 16) … people don’t like him because he is selfish. 17) I bought my sister … book and … bottle of … perfume for her birthday but I don’t think she liked … perfume. 18) My younger sister still goes to … nursery school. 19) I broke my leg and was taken to … hospital. 20) I went to … hospital to visit my aunt. Упражнение 14*. А. Прочитайте и переведите предложения, объясняя наличие того или иного артикля (в том числе нулевого). 1. The vase is on the shelf. 2. There is a vase on the shelf. 3. The vase is empty. 4. There are flowers in the vase. Б. Задайте общий вопрос к каждому из предложений. В. Работа в парах. Придумайте свои предложения по аналогии, задавая общие вопросы и объясняя употребление артиклей. ТЕКСТ Б Struggling for Better Writing Here it all was – the work of a struggling writer as every writer must always struggle. Ruthless cutting and changing; the agony of seeking always the shortest possible word, the one right word. The yellow pages filled with thin, firm, writing in pencil, sloping right. No abbreviations. Many pages cut and stuck with tape to other pages. Above all, the obsession with detail, which marks the master. He had written: “I took a shirt, a tie, and a suit and laid them out on the bed…” He had crossed out “out”. Does it matter? Of course it matters. To the true writer every word, every comma matters. He must give his best, to the smallest detail. This is the difference between good and bad writing. In this story two policemen call on Alice to say her husband has been killed. Now Dahl has to make the reader feel the shock she feels. First, he makes her say: “I wanted to kill myself.” He crossed this out and wrote instead: “The two unfortunate policemen had their hands full trying to comfort and control me until the doctor arrived and injected something…” You do not need to be a writer to see the difference. “I wanted to kill myself” means nothing. We all want to kill ourselves every Monday morning. But how many of us ever have two policemen trying to control us? Note the brilliance of that word “control.” And “unfortunate policemen” – that’s clever too. That alone tells us almost all we need to know about the state Alice was in. Словарь struggling writer – борющийся писатель to struggle – бороться ruthless – безжалостный cutting – вырезание, сокращение to cut (cut) – резать, сокращать agony of seeking – муки поиска the one right word – единственно верное, подходящее слово to be filled with – быть заполненным writing in pencil – записи, сделанные ка-

рандашом sloping right – с наклоном вправо abbreviation – сокращение to stick (stuck) – приклеивать pages stuck with the tape – страницы, склеенные клейкой лентой obsession with detail – одержимость детализированием to mark the master – быть присущим, свойственным мастеру, специалисту

25 to cross out – вычеркивать to matter – иметь значение comma – запятая to make the reader feel smth – донести до читателя чувство чего-л, заставить читателя почувствовать что-л. unfortunate policemen – несчастные поли-

цейские to have one’s hands full (trying to do smth) – с трудом пытаться сделать что-л. the brilliance of a word – яркость, великолепие слова to tell almost all – говорить, передавать практически все

Упражнение 1. Составьте словосочетания, совмещая слова из абзацев А и Б. С полученными сочетаниями придумайте предложения, близкие к тексту. А. Writing, struggling, filled with, right, try, brilliance, unfortunate, Monday. Б. Morning, word, of a word, writer, in pencil, writing, policemen, to control. Упражнение 2. Закончите следующие предложения и переведите их на русский язык. 1. When a writer creates something he tries to find _________ . 2. The author says that struggling writers usually use a lot of details and words because _________ . 3. The difference between good and bad writing is _________ . 4. Trying to make the reader feel the shock Alice feels Dahl _________ . 5. The author notes the brilliance of the words _________ . 6. We can feel quite well the state Alice was in due to _________ . Упражнение 3. Ответьте на вопросы. 1. What is your favourite book? And writer? 2. Why do you like it (him/her)? 3. What kind of books attract your attention: a) that are easy to read; b) classical books and authors; c) books with exciting plot. Support your position. 4. What marks the master according to the text? 5*. What can you say about different authors’ style of writing? 6*. What are other things except those mentioned in the text that mark a perfect writer? Обобщение лексического и грамматического материала Упражнение 4. Переведите предложения с русского языка на английский. 1) Какие несчастные полицейские! Целый день они с трудом пытаются разобрать эти записи, сделанные карандашом. 2) Почему ты пишешь с наклоном влево? Это плохая привычка. 3) Когда мы составляли конспект (to make a summary), мы использовали много сокращений. 4) Сейчас ты ведешь себя весьма безжалостно. 5) Ребенок спокойно резал дорогую книгу, когда вошла мама. 6) Он обладает талантом, свойственным мастеру своего дела. 7) Люди сейчас активно борются за свои права в различных уголках мира. 8) Великолепие этих слов говорит практически все о писателе. 9) Это действительно имеет значение, о чем я думала, когда ты ушел от меня? 10) Ты приклеиваешь страницы книги клейкой лентой? Библиотекари это запрещают. СЛОВООБРАЗОВАНИЕ Конверсия Конверсия – это бессуфиксальный способ словообразования, представляющий собой переход одной части речи в другую, при котором не происходит каких-либо изменений в правописании, например, aim – цель, to aim – стре-

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миться. Упражнение 5. Переведите пары слов: to struggle – a struggle, to tape – a tape, pale (adj) – to pale, to show – a show, cool (adj) – to cool, a market – to market, a detail – to detail, to do – a do, to make – a make. Упражнение 6. Определите, от каких частей речи были образованы следующие слова: to eye, to face, to poison, to word, to present, to page, to can, to toy, to tidy, to hand, to comfort, to water, to yellow, to record, to back, to honeymoon, to dog, to monkey, a walk, to cage, to bottle, a move, a cut, to pencil, to elbow, to nurse, to cook, to comment, a catch, to milk, a cheat, right, daily, poor, to grey, to white. Упражнение 7. Составьте пары предложений, используя следующие слова в качестве различных частей речи: a) cook, telephone, hand, nose, head; b)* daily, monkey, pocket, rat, shoulder. Упражнение 8. Найдите в словаре пары слов, имеющих одинаковое правописание, но являющихся разными частями речи, и составьте с ними предложения. Переведите предложения на русский язык. Упражнение 9*. Перефразируйте выделенные слова в следующих предложениях. 1) Have you milked the cat yet? 2) When I leave my house for a long time I ask my neighbour to water the flowers. 3) Who stars in the film? 4) She fingered the cloth and liked that it was very soft. 5) Don’t finger at that man. It’s impolite. 6) We breakfasted in silence. 7) I used to fish a lot when I was young. 8) These people are constantly dogging me. ЗАДАНИЯ ДЛЯ САМОСТОЯТЕЛЬНОЙ РАБОТЫ Задание 1. Сделайте устный перевод текста A. Переведите и выучите слова и выражения, данные после него. Текст A Oliver Twist One of Dickens’ most celebrated novels, Oliver Twist was Dickens’ second overwhelmingly successful book, following the publication of Pickwick Papers. It contains many of the classical themes of his best writing, such as the plight of orphans in Victorian England; the grinding poverty of that period endured by so many people, and the working of the New Poor Law; and the slow triumph of good nature and strong character over would-be suborners, the lures of temptation, organized persecution and the ravages of fear, desperation and menace. The literary pedigree of Oliver Twist goes back in direct line to the Gothic novel and the picaresque novels of the eighteenth century, most notably those of Smollett and Fielding, which are known to have been among the young Dickens’ favourite reading. The book contains some of Dickens’ most famous characters, many of which have entered the language as exemplars of certain types, most notably: the exploited child – Oliver Twist, himself – who dares to ask for more; the tyrant Bumble, the parish beadle; the diabolic gang leader, Fagin; the burglar, Bill Sikes; Sikes’ mistress, Nancy; and the impudent young pickpocket, ‘the Artful Dodger’. The slow nemesis of Fagin’s evil gang takes the reader through a tale of malevolence and skullduggery to emerge, through benevolence, at a satisfactory conclusion.

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The first instalment of Oliver Twist appeared in Bentley’s Miscellany for February 1837, under Dickens’ pseudonym ‘Boz’. The first complete edition of Oliver Twist, or the Parish Boy’s Progress appeared in three volumes in 1838, being published by Richard Bentley of New Burlington Street, London, with whom Dickens was often in dispute. It is a tribute to Dickens’ literary powers and abilities that he managed to write the first instalments of Oliver Twist at the same time as the last parts of Pickwick Papers, while the last parts of Oliver Twist were being written simultaneously with the first instalments of Nicholas Nickelby. classical theme grinding poverty to endure lures of temptations ravages of fear desperation menace

literary pedigree to go back gothic novel picaresque novel exemplars of certain type to take the reader through to appear in three volumes

to be in dispute a tribute to at the same time simultaneously

Задание 2. Сделайте письменный перевод текста Б. Tекст Б Descriptive, Historical, and Comparative Linguistics General linguistics includes a number of related subjects involved in the study of language, and each may be considered both from the point of view of theory and from that of its actual operations. The most important subdivisions of the subject are descriptive linguistics, historical linguistics, and comparative linguistics. Descriptive linguistics, as its title suggests, is concerned with the description and analysis of the ways in which a language operates and is used by a given set of speakers at a given time. This time may be the present, and in the case of languages as yet unwritten or only recently given written form it will inevitably be the present, as there is no other way of knowing any earlier stages of them, though there are methods by which certain facts about such earlier stages may be inferred. The time may equally well be the past, where adequate written records are available, as in the case of the so-called dead languages like Ancient Greek and (except in a few special circumstances) Latin, and in the case of earlier stages of languages still spoken (e.g. Old English). The line between these two categories of language is not easily drawn; in part it depends on the point of view from which they are looked at. It also depends on the literary prestige attached to Ancient Greek and Latin and the distance that separates our knowledge of them and of the early stages of the languages that are, in fact divergent continuations of them, Modern Greek, and French, Italian, Spanish, probably justifies the distinction. What is more important is that the descriptive study of a language, and of any part of a language, present or past, is concerned exclusively with that language at the period involved and not, as a descriptive study, with what may have preceded it or may follow it. The descriptive study is not concerned with the description of other languages at the same time. Descriptive linguistics is often regarded as the major part of general linguistics. Be that as it may, it is certainly the fundamental aspect of the study of language, as it underlies and is presupposed (or ought to be presupposed) by the other two subdivisions. Historical linguistics is the study of the developments in languages in the course of time, of the ways in which languages change from period to period, and of the causes and results of such changes, both outside the languages and within

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them. This sort of study, whether undertaken in general terms or concentrated on a particular language area (e.g. English from Old English to the present day), must properly be based on at least partial descriptions of two or more stages of the continuous language series being treated. The terms synchronic and diachronic are in general use to distinguish respectively linguistic statements describing a stage of a language as a selfcontained means of communication, at a given time, during which it is arbitrarily assumed that no changes are taking place, and statements relating to the changes that take place in languages during the passage of years. Historical linguistics might from one point of view be regarded as a special case of comparative linguistics, the third subdivision of general linguistics. In comparative linguistics one is concerned with comparing from one or more points of view (and the possibilities of this are very wide) two or more different languages, and, more generally, with the theory and techniques applicable to such comparisons. In historical linguistics the comparison is limited to languages which may be regarded as successive stages of the speech of a continuing speech community differing from one period to another as the result of the cumulative effects of gradual changes, for the most part imperceptible within a single generation. Comparative linguistics is principally divided into comparison based on or made with a view to inferring historical relationships among particular languages, and comparison based on resemblances of features between different languages without any historical considerations being involved. Обобщение и повторение изученного материала Задание 3. Переведите предложения на английский язык, используя лексический и грамматический материал раздела II. 1) Чарльз Диккенс родился в семье клерка. 2) Мы сейчас переезжаем в новую квартиру. 3) Его слова преследуют меня. Боюсь, остаток моей жизни я буду помнить их. 4) В детстве у моего брата было слабое здоровье. Он пошел в школу в возрасте 8 лет. Но теперь он хорошо учится в школе. 5) Диккенс влюбился в Марию Биднелл и надеялся жениться. В это время его карьера процветала. Он был успешным писателем. 6) Они встретились и полюбили друг друга, когда он уже разводился со своей женой. 7) По стандартам нашего времени компьютер – не роскошь (luxury), а первая необходимость. 8) Его дядя был арестован за долги и оправлен в долговую тюрьму. Вскоре он был освобожден как (as) несостоятельный должник. 9) Я вижу, что твой бизнес небезопасен. Твоя фирма не переживет следующего кризиса. Ты разоришь себя. И тогда никто не захочет помочь тебе, кроме меня. 10) Боюсь, что эта душевная травма глубоко повлияет на его мировоззрение. 11) Раньше он клеил этикетки на бутылки, теперь он директор завода. 12) Его здоровье постоянно ухудшается. У него уже был один удар, когда он поднимался по лестнице. Боюсь, он может умереть после второго удара. 13) Если ты хочешь научиться стенографии, тебе потребуется год или два. 14) Самый первый парламент был учрежден в Исландии. 15) Тебя наняли делать черную работу. Задание 4. Подготовьте устные сообщения на темы: 1) “My Favourite British Writer,” 2) “My Favourite Book.” Задание 5. Прочитайте газетную статью на английском языке в рамках

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общественно-политической тематики. Подготовьте краткое изложение статьи с выражением собственного мнения к прочитанному. РАЗДЕЛ III Текст А. “In Search of Good English Food” Грамматика. Времена группы Perfect Active Текст Б. “Lord of the Flies” Словообразование. Образование существительных с помощью суффикса -er

TЕКСТ A In Search of Good English Food How come it is so difficult to find English food in England? In Greece you eat Greek food, in France French food, in Italy Italian food, but in England, in any High Street in the land, it is easier to find Indian and Chinese restaurants than English ones. In London you can eat Thai, Portuguese, Turkish, Japanese, Russian, Polish, Swiss, Swedish, Spanish, and Italian – but where are the English restaurants? Why has this happened? What is wrong with the cooks of Britain that they prefer cooking pasta to potatoes? Why do they now like cooking in wine and olive oil? But perhaps it is a good thing. After all, this is the beginning of the 21st century and we can get ingredients from all over the world in just a few hours. The British have in fact always imported food from abroad. From the time of the Roman invasion foreign trade was a major influence on British cooking. English kitchens absorbed ingredients from all over the world – chickens, rabbits, apples and tea. All of these and more were successfully incorporated into British dishes. Another important influence on British cooking was of course the weather. The good old British rain gives us rich soil and green grass, and means that we are able to produce some of the finest varieties of meat, fruit and vegetables, which don’t need fancy sauces or complicated recipes to disguise their taste. However, World War II changed everything. Wartime women had to forget 600 years of British cooking, learn to do without foreign imports, and ration their use of home-grown food. Britain never managed to recover from the wartime attitude to food. We began to believe that British food was boring, and we searched the world for sophisticated, new dishes. The British people became tourists at their own dining tables and in the restaurants of their land! This is a tragedy! Surely food is as much a part of our culture as our landscape, our language, and our literature. Nowadays, cooking British food is like speaking a dead language. It is almost as bizarre as having a conversation in Anglo-Saxon English! However, there is still one small ray of hope. British pubs are often the best places to eat well and cheaply in Britain, and they also try to serve tasty British food. Can we recommend to you our two favourite places to eat in Britain? The Shepherd’s Inn in Melmerby, Cumbria, and the Dolphin Inn in Kingston, Devon. Their steak and mushroom pie, Lancashire hotpot, and bread and butter pudding are three of the gastronomic wonders of the world! Словарь Greek – греческий French – французский Italian – итальянский

Indian – индийский Chinese – китайский Thai – тайский

30 Portuguese – португальский Turkish – турецкий Japanese – японский Russian – русский Polish – польский Swiss – швейцарский Swedish – шведский Spanish – испанский restaurant – ресторан to cook – готовить пищу pasta – макаронные изделия potatoes – картофель wine – вино olive oil – оливковое масло ingredient – ингредиент from all over the world – со всего мира to import food from abroad – ввозить из-за границы Roman invasion – римское завоевание trade – торговля major influence on – основное влияние на absorb – впитывать, поглощать incorporate – включать в себя fancy sauces – причудливые, фантастические соусы

complicated recipes – сложные рецепты disguise – маскировать taste – вкус World War II – вторая мировая война learn to do without – учиться обходиться без home-grown – отечественного производства, местный manage – справляться, ухитриться, суметь to recover from – оправиться от boring – скучный search – искать sophisticated – изысканный, утонченный bizarre – странный, причудливый ray of hope – луч надежды to serve tasty food – подавать вкусную еду steak - бифштекс mushroom pie – грибной пирог Lancashire hotpot – ланкаширский горячий горшочек (тушеное мясо с картофелем) bread and butter pudding – пудинг из хлеба с маслом gastronomic wonder – гастрономическое чудо

Упражнение 1. Заполните таблицу по образцу: национальность страна столица Greek Greece Athens French Italian Indian Chinese Thai Portuguese Turkish Japanese Russian Polish Swiss Swedish Spanish Упражнение 2. Найдите в тексте слова и выражения, которые указывают на авторское отношение к сообщаемым фактам и событиям. Выразите свое отношение к тексту, используя найденные выражения или следующие: I think (suppose, guess, believe, dare say)…, personally I believe (I feel)…, in my opinion (view)…, as I see it …, the way I see it …, well, my opinion is that …, generally speaking … . Упражнение 3. 1) Просмотрите текст и выберите ключевые слова для передачи его основного содержания. 2) Выпишите из текста предложения, которые переда-

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ют основное содержание текста. 3) Составьте план. 4) Подберите к каждому пункту плана предложения с ключевыми словами. 6) Перескажите текст, опираясь на план. Упражнение 4. Обсудите в диалогах следующие вопросы: 1) What is your favourite food? Why do you like it? 2) Do you like cooking? Why? 3) Who usually cooks dishes in your family? 4) Which are your favourite places to eat in your country? Why? 5*) Do you agree that food is as much a part of a country’s culture as its landscape, language, and literature? 6*) What national food will you recommend a foreigner to try? How is it prepared? Обобщение лексического материала Упражнение 5. Переведите следующие предложения с английского языка на русский: 1) Pasta is an Italian food made from flour, eggs, and water and cut into various shapes, usually eaten with sauces. 2) I prefer to eat salads with olive oil. 3) This department store is the biggest in our city. They sell goods from all over the world. 4) In ancient times geographical position or the location of the country had the major influence on trade. 5) Plants absorb nutrients from the soil. 6) There’s no way you can disguise that southern accent. 7) Our original proposals were not incorporated in the new law. 8) During the war they learnt to do without meat, fish and wine. 9) I think my mother’s mushroom pie is a gastronomic wonder. But I’m afraid he is so sophisticated he may dislike it. 10) I can’t believe that this bizarre man was our last ray of hope. Упражнение 6. Переведите следующие предложения с русского языка на английский. 1) Я знаю, что вы предпочитаете местные продукты. Неужели вы никогда не покупаете импортные? 2) Мне не нужны сложные рецепты причудливых соусов. Я лучше приготовлю вареный картофель с бифштексом. 3) Ты знаешь, в каком ресторане подают вкусную еду? 4) В нашей конференции приняли участие ученые со всего мира. 5) Торт впитал в себя весь крем. 6) Он уже оправился после тяжелого удара. 7) Зачем ты замаскировался под бедного студента? 8) Из каких ингредиентов приготовлен этот китайский соус? 9) Ее муж самый скучный человек, которого я когда-либо видела. 10) Не забудь купить швейцарский сыр и французское вино. ГРАММАТИКА Времена группы Perfect Active Группа Perfect Active включает в себя три времени: настоящее (Present Perfect), прошедшее (Past Perfect), будущее (Future Perfect). Все формы Perfect образуются при помощи вспомогательного глагола to have в соответствующей форме (настоящем, прошедшем или будущем) и Participle II (окончание –ed правильных глаголов или особая форма неправильных глаголов) смыслового глагола. Все времена группы Perfect Active могут употребляться для выражения: а) действия, занявшего период времени и происходившего до определенного момента в прошлом, настоящем или будущем; б) действия, завершенного к определенному моменту в прошлом, настоящем или будущем.

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Present Perfect Tense Present Perfect Tense образуется при помощи вспомогательного глагола to have в настоящем времени (has для 3 лица ед. числа, have для остальных лиц и чисел) и Participle II смыслового глагола. Употребляется для выражения: 1) действия, начавшегося в прошлом, протекавшего некий период времени вплоть до момента речи и к моменту речи незаконченного. Указывается либо время начала действия (since – начиная с), либо период времени, в течение которого действие продолжалось (for – в течение): I have lived in Kazan for 18 years. In fact I have lived here since my birth. We have known each other since childhood. She has felt better since she has been here. Present Perfect никогда не употребляется для обозначения действия, занявшего период времени, но уже завершенного. В таких случаях употребляется Past Indefinite. Сравните: Are you married? – Yes, I am. – How long have you been married? Are you married? – No, I am divorced. – How long were you married? 2) завершенного действия, имевшего место когда-то в прошлом, однако имеющего значение в настоящей ситуации и воспринимаемого как ее часть. Время свершения действия, условия, при которых оно происходило, не имеют значения. Важен сам факт свершения действия и его результат. Точных указаний времени действия нет. Возможно лишь употребление наречий ever (когда-нибудь), never (никогда), just (только что), already (уже), yet (еще не, уже), before (ранее). Связь действия с настоящей ситуацией иногда выражается указанием на период времени в настоящем, который еще не закончен: today, this week, this month, this year etc. Have you ever been to France? – No, but I’ve been to Great Britain. Have you already decided where you are going to spend your holiday? No, we haven’t yet. She has finished her work. You can have it now. Present Perfect также употребляется в выражениях “This (It) is the first (second, third, last, etc.) time …” This is the first time he has driven the car. Он в первый раз (впервые) ведет машину. It is the last time I have helped you. Я помогаю тебе в последний раз. Present Perfect никогда не употребляется: а) с точным указанием времени: yesterday, last week/month/year, at 2 o’clock, 3 years ago, in 1930, on Monday, etc.: Yes, I’ve been to France. I was there a year ago; б) с наречием just now (только что): She left just now; в) в вопросах о времени совершения действия (с “when”): When did she finish her work? Упражнение 1. Используя Present Perfect, опишите изменения, которые произошли в жизни ваших родственников, как если бы вы писали письмо своей подруге. Образец: Dear Ann! Many things (to happen) since I last wrote you. – Many things have happened since I last wrote you. 1) Dad (to retire). 2) He and Mom (to have) a tour round Europe. 3) Jeremy and Jane (to marry). 4) Jane (to get) a new job which she likes very much. 5) And

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Jeremy (to get promoted). 6) Larry (to graduate) from the University. 7) We with Tom (to buy) a house of our own. 8) I (to learn) shorthand and I’m looking for a job now. Упражнение 2. Постройте предложения, используя глаголы в скобках. 1) It’s the first time she (to ride) a horse. 2) This is the last time I (to ask) you something. 3) It’s the third time you (to be) late this week. 4) This is the second time the secretary (to make) this mistake. 5) This is the first time I (to be) to Great Britain. Упражнение 3. Поставьте глаголы в скобках в Present Perfect или Past Indefinite. 1) I (to finish) the work. Actually I (to finish) it yesterday. 2) I (to work) at the University for over 10 years now. 3) We (to see) Jane two days ago. 4) That’s the second time I (to forget) to bring my diary to work this week. 5) I (to see) that film. It’s the most boring film that I ever (to see). 6) I (to live) in Japan for 15 years. Then our family moved to China. 7) When you (to get) there? 8) I (to listened) to the opera two times when I lived in Milan. 9) Jane (to leave) just two minutes ago. 10) She (to read) all his books. She (to read) them when she (to be) a schoolchild. 11) The vase (to break). – Oh, yes. I (to break) while dusting the furniture. 12) Is the chief manager at his place? – I don’t know, but I (to see) him today. 13) She first (to meet) me last Tuesday and we (to meet) several times since then. 14) Mr. Downhill (to arrive). Shall I invite him? 15) “Good night. It (to be) nice to see you”, - he (to say), (to bow) and (to leave). Упражнение 4. Работа в парах. Задайте вопрос, начинающийся с “Have you ever been to … (name a cafe or a restaurant)?” и дайте на него ответ и поясняющее предложение. Образец: Have you ever been to McDonalds? – No, I haven’t. I hate fast food./ Yes, I have. I went there last week with my friends. Упражнение 5. Прочитайте следующее задание и напишите 10-15 предложений, используя Present Perfect. Write about three important events that have occurred in your family/*in the world in the past year or two. Give your opinion whether these events have changed your family life/*the world for the better or for the worse. Past Perfect Tense Past Perfect Tense образуется при помощи вспомогательного глагола to have в прошедшем времени (had для всех лиц и чисел) и Participle II смыслового глагола. Употребляется для выражения: 1) действия, начавшегося до определенного момента в прошлом, протекавшего некий период времени вплоть до этого момента и незаконченного: He suddenly understood that she had loved him all her life. By the time you first met him we had known each other for 10 years. 2) действия, имевшего место и закончившегося до начала другого действия в прошлом или до указанного момента в прошлом (by… - к…). By five Kate had finished all the work. When we got to the station, our train had already gone. Past Perfect не употребляется для выражения цепи последовательных действий, в таких случаях употребляется Past Indefinite. He closed the window and sat into the armchair.

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Упражнение 6. Поставьте глаголы в скобках в Past Perfect или Past Indefinite. 1) When he went to bed he (to remember) that he (to leave) the front door open. 2) We (to go) for a holiday after we (to graduate) from the University. 3) When I met Angela I (to understand) why you (to marry) her. 4) When she (to come) back she (to see) that John (to leave) his umbrella. 5) We (to talk) about work a little bit and then we (to have) coffee. 6) Our family (to live) in Japan before we (to move) to China. 7) She (to be) at hospital for 2 weeks when we (to learn) about it. Упражнение 7. Закончите предложения, используя Past Perfect. 1) I felt tired, because … . 2) She had a rest after … . 3) My Mom liked the film only after … . 4) By the time I got up they already … . 5) When you went home I regretted that … . Future Perfect Tense Future Perfect Tense образуется при помощи вспомогательного глагола to have в будущем времени (will have для всех лиц и чисел) и Participle II смыслового глагола. Употребляется для выражения действия, которое будет происходить в будущем и свершится к определенному моменту в будущем. I promise, I will have finished the work by 10 in the morning tomorrow. By the time she comes back we will have cleaned everything up, so she won’t see the mess. Next year I will have known Bill for 15 years. В следующем году исполнится 15 лет, с тех пор как я знаком с Биллом. Упражнение 8. Переведите предложения, выделяя глаголы в Future Perfect. 1) We will have passed the exams by the third of July. 2) Our teacher will have checked the papers by the end of the term. 3) They will have cleaned the house by the time you arrive. 4) In 2 years’ time your English will have become much better. 5) I will have completed my work by the time you get yours. 6) She will have received your letter by the time you phone her. 7) They will have finished the party by 10 o’clock. 8) We will have repaired our house by that time. Упражнение 9. Переведите предложения на английский язык, используя Future Perfect. 1) Я думаю, к вечеру вы закончите красить окна. 2) Завтра к 2 часам я уже переведу эти документы. 3) Через (in) 10 лет появятся новые отрасли промышленности. 4) К началу следующего месяца они переедут в новый дом. 5) К тому времени ее взгляды на жизнь изменятся. 6) Завтра исполнится 5 лет, с тех пор как мы женаты с Эллис. 7) Новый магазин будет построен к 1 января. 8) К шести часам я закончу тренировку, приму душ и буду готов пойти с тобой. Упражнение 10. Придумайте предложения о том, какие изменения произойдут в вашей семье к концу этого года. Образец: My brother will have finished school by the end of the year. Конструкция вопросительных предложений во временах Perfect Active Во временах Present и Past Perfect в вопросительном предложении вспомогательный глагол to have (в соответствующих формах) ставится пе-

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ред подлежащим, а смысловой глагол в форме Participle II – после подлежащего. We have known each other since childhood. – Have we known each other since childhood? She has finished her work. – Has she finished her work? By five Kate had finished all the work. – Had Kate finished her work by five? В Future Perfect вспомогательный глагол will ставится перед подлежащим, а глагол have и смысловой глагол в форме Participle II – после подлежащего. I will have finished the work by 10 in the morning tomorrow. – Will I have finished the work by 10? Конструкция отрицательных предложений во временах Perfect Active В отрицательных предложениях частица not ставится после вспомогательного глагола to have в соответствующей форме. В Future Perfect частица not ставится после вспомогательного глагола will. She has finished her work. – She has not finished her work. By five Kate had finished all the work. – By five Kate had not finished her work. I will have finished the work by 10 in the morning tomorrow. – I won’t have finished the work by 10 o’clock. Упражнение 11. Задайте общий вопрос к предложению и ответьте на него отрицательно, при необходимости изменяя наречия времени. 1) We have met somewhere before. 2) She has read the article. 3) Somebody has told her the truth already. 4) I had typed the report by 2 o’clock yesterday. 5) He will have painted the walls in the kitchen by Thursday. 6) Everything had been already prepared for the guests’ arrival. 7) By next summer I will have got my driving license. 8) They will have repaired the computer only by the beginning of the next week. 9) You have spent all the money. 10) She will have graduated from the University by the time you come from abroad. Упражнение 12. Задайте специальные вопросы к выделенным словам в предложении. 1) We have discussed this question. 2) They have been friends for twenty years. 3) Alex has gone to Italy. 4) Mike had left the camp before my arrival there. Somebody had tidied up the flat by the time we moved into it. 5) We will have moved to our new house by January. 6) By that time she will have received my letter. 7) It had been a magnificent palace before the war. 8) I hope it will have stopped snowing by tomorrow morning. 9) I’m afraid my train will have left by that time. TЕКСТ Б Lord of the Flies To me Lord of the Flies is a profoundly true book. Its happy offence lies in its masterful, dramatic and powerful narration of the human condition, with which a peruser of the daily newspaper should already be familiar. The ultimate purpose of the novel is not to leave its readers in a state of paralytic horror. The intention is certainly

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to impress upon them man’s, any man’s miraculous ingenuity in perpetrating evil; but it is also to impress upon them the gift of a saving recognition which, to Golding, is apparently the only saving recognition. An orthodox phrase for this recognition is the “conviction of sin”, an expression which grates on many contemporary ears, and yet one which the author seemingly does not hold in derision. Lecturing at Johns Hopkins University in the spring of 1962, Golding said that Lord of the Flies is a study of sin. And he is a person who uses words with precision. Sin is not to be confused with crime, which is transgression of human law; it is instead a transgression of divine law. Nor does Golding believe that the Jacks and Rogers are going to be reconstructed through social legislation eventuating in some form of utopianism – he and Conrad’s Mr. Kurtz are at one in their evaluation of societal laws which, they agree, exercise external restraint but have at best a slight effect on the human heart. Golding is explicit: “The theme [of Lord of the Flies],” he writes, “is an attempt to trace the defects of society back to the defects of human nature. The moral is that the shape of a society must depend on the ethical nature of the individual and not on any political system however apparently logical or respectable.” William Golding’s story is as old as the written word. The figure of the Lord of the Flies, of Beelzebub, is one of the primary archetypes of the Western world. The novel is the parable of fallen man. But it does not close the door on that man; it entreats him to know himself and his Adversary, for he cannot do combat against an unrecognized force, especially when it lies within him. Словарь masterful – уверенный, властный powerful – могущественный влиятельный narration – рассказ, повествование human condition – состояние человека peruser – человек, читающий внимательно to be familiar – быть знакомым ultimate purpose – конечная цель state – состояние horror – ужас intention – намерение to impress upon – внушать, внедрять miraculous – чудотворный, сверхъестественный ingenuity – изобретательность, искусность, мастерство to perpetrate evil – совершать зло gift – дар, подарок recognition – узнавание, признание, одобрение orthodox – ортодоксальный, правоверный, общепринятый conviction of sin – сознание греховности it grates on my ear – это мне режет слух

contemporary – современный to hold in derision – насмехаться precision – точность, четкость, аккуратность confuse – смешивать, спутывать transgression – проступок, нарушение, грех human law – человеческий закон social legislation – общественное законодательство divine – божественный evaluation – оценка, определение agree – соглашаться external restraint – внешняя сдержанность (самообладание) explicit – ясный, высказанный до конца theme – тема respectable – уважаемый Beelzebub – Вельзевул, дьявол, сатана parable – притча, иносказание adversary – враг, противник, соперник to combat against – сражаться, бороться против

Упражнение 1. Найдите в тексте синонимы к следующим словам: deeply, final, desire, of course, estimation, insignificant, enemy, to struggle. Упражнение 2. Скажите, что говорилось в тексте о следующих фактах и явлениях: the ultimate purpose, conviction of sin, Johns Hopkins University, di-

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vine law, Beelzebub, fallen man. Обобщение лексического и грамматического материала Упражнение 3. Переведите предложения с английского языка на русский. 1) he was a respectable married woman. It was hard to believe that she had perpetrated such evil. 2) His masterful and powerful narration impressed upon me the conviction of sin. 3) Only after they had discussed everything, the intention of the writer became explicit. 4) Every prisoner will have understood by the time he is released that human law shouldn’t be confused with divine law. 5) He was familiar with the state of horror. He had had it so many times! 6) His ultimate purpose is evaluation of contemporary human condition. 7) The idea is not explicit in the parable. Perhaps we have misunderstood something in the narration. 8) His miraculous ingenuity has helped him to combat against his adversaries. 9) Transgression against custom must be punished. 10) He has made the last attempt to talk her into going with him. СЛОВООБРАЗОВАНИЕ Образование существительных с помощью суффикса –er Суффикс –er является самым продуктивным среди агентивных суффиксов. Сочетается чаще всего с основами глаголов, существительных и прилагательных и образует существительные, обозначает: 1) лицо, занимающееся каким-либо видом деятельности, в том числе профессиональным: worker – рабочий; 2) принадлежность к какой-либо местности: villager – житель деревни; 3) характерное качество, признак, заключенный в основе: fresher – новичок (разг). Упражнение 4. Найдите в первом абзаце текста “Lord of the Flies” существительные, образованные с помощью суффикса –er и переведите их на русский язык. Упражнение 5. Переведите следующие существительные и укажите, что обозначают их основы. Painter, Englander, foreigner, singer, designer, drawer, islander, player, doer, producer, learner, figure-skater. Упражнение 6. Определите, какими частями речи являются следующие слова, образуйте от них существительные с помощью суффикса er и переведите на русский язык. Win, cricket, southern, prison, market, go, examine, London, run, green, vacation, entertain, eastern, own, New York. ЗАДАНИЯ ДЛЯ САМОСТОЯТЕЛЬНОЙ РАБОТЫ Задание 1. Сделайте устный перевод текста А. Переведите и выучите слова и выражения, данные после него. Teкст A Analysing Golding’s Style of Writing After the boys have elected Ralph as leader by “this toy of voting”, Jack, Simon and Ralph begin exploring the mountain. This section of the novel is cru-

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cial, for it is here that Golding gives his abbreviated ironical summary of the romantic view of human progress. The passage needs analysis in depth (impossible in an article of this length), but it should be pointed out that Golding has chosen as explorers those who have dominated the history of man: the totalitarian, the parliamentarian and the mystic-poet. And, as is clear from the text, Simon is the realist of the triumvirate. When the boys examine the bushes on the mountain, Simon accepts them for what they are. Ralph and Jack are concerned only with how the buds can be used. That Golding’s figure of religious faith accepts reality as it is provides an interesting comment on the limited approaches of the parliamentarian and the dictator. As we follow Simon through the novel, we discover that he is the mystic who separates himself from the others to ponder the mysteries of existence. Simon is the carpenter who continues building the shelters after the other boys have abandoned the work; Simon feeds the “littluns”; Simon encounters the beast in all its loathsomeness and does not succumb to the beast’s temptation to despair. This encounter is the boy’s Gethsemane: he comes face to face with evil, recognizes it for what it is, and, despite the agony and horror of the meeting, he is neither defeated nor intimidated by it. Immediately after he recovers consciousness, he ascends the mountain to free the dead pilot, whose parachute lines have become entangled in the rocks. In other words, Simon climbs the mountain to free “fallen man”. He returns then to the boys to announce the good news; they need no longer fear the beast. But the group will not listen to him. Like the One in whose place he stands symbolically, Simon is murdered during a religious festival – the diabolic liturgy of the pig. His death occurs while the island world cowers under the lash of a gigantic storm. And it is only after Simon has actually died that the dead man in the parachute is finally freed and washed out to sea, the sea which is Golding’s symbol of mystery, not chaos. Finally, Simon has his symbolic hour of glorification: his body is surrounded by “moonbeam-bodied creatures with fiery eyes”; gleaming in this unearthly phosphorescence, he is carried gently out to sea. And it is difficult not to recognize the hint of a resurrection motif here, for the pattern is that of the hero carried through the waters to his apotheosis. to elect smb as leader to explore crucial abbreviated ironical summary to need analysis in depth to be pointed out

to be concerned with religious faith to provide limited approaches to follow smb through the novel the mysteries of existence

to abandon work to come face to face with evil to recover consciousness to ascend the mountain to announce to be washed out to sea

Задание 2. Сделайте письменный перевод текста Б. Teкст Б Word Meaning For much of the history of semantic studies, and still to a considerable extent today, the investigation of meaning has been based on the relationships of reference and denotation. Certainly meaning includes the relations between utterances and parts of utterances (e.g. words) and the world outside; and reference and denotation are among such relations. But for the purposes of linguistics it is

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desirable to deal with meaning by a more comprehensive treatment. At the outset it must be realized that the meaningful activity of speaking consists immediately not of words as such, but of utterances or stretches of speech consisting of sentences and delimited by pauses, silence, or the speech of other people. Words are part of the material into which utterances may be analyzed, and the stock from which speakers may be said to put their utterances together; but they are not themselves actual discrete stretches of utterance, except in the case of the limited number of utterances consisting of one word only. And, of course, they are not all separated in speech by pauses in the way that in texts printed on roman alphabets words are separated by spaces. Utterances are meaningful, and a child learns the meaning of many words by hearing them in other people’s utterances and practicing them himself. This process goes on all our lives, and we learn new words and extend and increase our knowledge of the words we already know, as we hear and see them in fresh utterances and used slightly differently from the ways which we are accustomed to. The meaning of a word, therefore, may be considered as the way it is used as a part of different sentences. What the dictionary does is to try and summarize for each word the way or ways it is used in the sort of sentences in which it is found in the language. The potential sentences of any language that may be uttered and understood by a speaker of it are infinite in number, but they are formed from the total stock of words known to the speaker at any time. A speaker’s word stock is always variable, but it may be regarded as fixed at any given point of time. Words, therefore, are, in general, convenient units about which to state meanings, and no harm is done provided it is borne in mind that words have meanings by virtue of their employment in sentences, most of which contain more than one word. The meaning of a sentence is not to be thought of as a sort of summation of the meanings of its component words taken individually. With many words particular meanings or uses are only found when they are used in conjunction with other words, and these are often scarcely deducible from their other uses apart from such combinations. The following phrases may be given as good examples: cold war, feather-weight (boxing), wildcat strike (unofficial strike), white noise (acoustic engineering). Reference and denotation are clearly a part of the meaning of many words in all languages. The many problems arising about the nature of these relations have been the subject of much philosophical discussion and cannot and need not be treated at length here. It suffices to point out that by the use in sentences of certain words one is able to pick out from the environment of speaker and hearer particular items, features, processes, and qualities, draw attention to them, give or elicit further information about them. All these things can be made the objects of action and speculation, and, most importantly, recalled from past experience and anticipated in the future provided only that the words used have had such associations in the previous experience of speaker and hearer. But the relationship between the word and that to which it may be said to refer is not a simple one. Proper names (John, Mary, etc.) refer to individuals as single individuals, however there may be many people referred to like that. Words like boy, girl, etc. refer to an indefinitely large class of individuals by virtue of their being grouped together in some respect. In the same way, climb, fly, swim, and

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walk refer to four different types of bodily movement in space. In the strict terminology of logic denotation is sometimes used in a specific and technical sense, but in general usage the term is more loosely made equivalent to reference. If it is accepted that statements of word meanings in descriptive linguistics are simply summaries of the ways words are used in sentences by speakers at a particular time, but, certainly, the meaning of any word is casually the product of continuous changes in its antecedent meanings or uses, and in many cases it is the collective product of generations of cultural history. Обобщение и повторение изученного материала Задание 3. Переведите предложения на английский язык, используя грамматический и лексический материал раздела III. 1) Мы положили в салат (salad) все необходимые ингредиенты. 2) К этому времени картофель уже впитает оливковое масло. 3) Теперь мы научились обходиться без всяких гастрономических чудес, хотя до второй мировой войны наша страна ввозила разные продукты из-за границы. 4) Эта компания включает в себя тысячи маленьких ресторанчиков по всему миру. Здесь не используют сложные рецепты. Они готовят очень скучную пищу и маскируют ее простой вкус причудливыми соусами. Хотя все продукты местные, вы не найдете здесь английских, шведских, испанских национальных блюд (dishes). 5) Вы ищете ресторан, в котором подают вкусную и изысканную еду и хорошее вино? Приходите к нам. Вам обязательно (certainly) понравится наше фирменное блюдо (speciality) – ланкаширский горячий горшочек. 6) Я был в этом ресторане. Я ел бифштекс с макаронами и пудинг из хлеба с маслом. 7) Ты сумела приготовить грибной пирог сама? 8) После того, как ее мужа отправили в тюрьму за долги, ее сын стал единственным лучом надежды для нее. 9) Со времен второй мировой войны торговля стала оказывать основное влияние на экономику Исландии. Исландия быстро оправилась от бедности (poverty), в которой находилась на протяжении всей своей истории. 10) Какой странный вкус! – Ты когда-нибудь раньше пробовал что-либо подобное? Задание 4. Подготовьте устные сообщения на темы: 1) “Food,” 2) “My favourite Russian Writer.” Задание 5. 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. Антрушина Г.Б., Афанасьева О.В., Морозова Н.Н. Лексикология английского языка. – М.: Дрофа, 2001. 2. Голицынский Ю.Б. Великобритания: Пособ. по страноведению.– СПб.: КАРО, 2002. 3. Дроздова Т.Ю., Берестова А.И., Маилова В.Г. English Grammar: Reference and Practice. – СПб: Химера, 2001. 4. Колкер Я.М., Устинова Е.С., Еналиева Т.М. Практическая методика обучения иностранному языку. – М.: Академия, 2000. 5. Крылова И.П., Гордон Е.М. Грамматика современного английского языка. – М.: Университет, 2001. 6. Жималенкова Т.М., Мыльцева Н.А. Универсальный справочник по грамматие английского языка. – М.: Глосса, 1995. 7. Azar B. Fundamentals of English Grammar. Prentice Hall Regents, 1992. 8. Baugh A.C. & Cable T. A History of the English Language. London: Routledge, 1993. 9. Coskren T. M. Is Golding Calvinistic? / Golding W. Lord of the Flies. A Perigee Book. New York, 1988. 10. Dickens C. Oliver Twist. Wordsworth Editions Limited, 1992. 11. Longman Grammar of Spoken and Written English. Pearson Education Limited, 2000. 12. Mueller W. R. An Old Story Well Told. / Golding W. Lord of the Flies. A Perigee Book. New York, 1988. 13. Murphy R. English Grammar in Use. Cambridge University Press, 1992. 14. Parrott M. Grammar for English Language Teachers. Cambridge University Press, 2000. 15. Robins R.H. General Linguistics. Indiana University Press, Bloomington & London, 1968. 16. Sarrel M. British Life and Institutions. London, 2000. 17. Soars Liz & John New Headway Intermediate. Oxford University Press,1999. 18. Walker E., Elsworth S. Grammar Practice for Upper-Intermediate Students. Longman, 1995.

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ОГЛАВЛЕНИЕ РАЗДЕЛ I …………………………………………………………………… Текст А: The United Kingdom of Great Britain and Northern Ireland .. Грамматика: Сводная таблица видовременных форм глагола в действительном залоге …………………………….. Времена группы Indefinite Active ……………………… Определенный артикль the ……………………………. Нулевой артикль …………………………………………. Текст Б: Dialects of English ……………..………………………………. Словообразование: Суффиксы абстрактных существительных … Задания для самостоятельной работы …………………………….

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РАЗДЕЛ II ………………………………………………………………….. Текст А: Charles Dickens ………………………………………………... Грамматика: Времена группы Continuous Active …………………… Неопределенный артикль a (an) ……………………… Текст Б: Struggling for Better Writing …………………………………... Словообразование: Конверсия ………………………………………… Задания для самостоятельной работы …………………………….

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РАЗДЕЛ III …………………………………………………………………. Текст А: In Search of Good English Food ……………..………………. Грамматика: Времена группы Prefect Active ……………………….. Текст Б: Lord of the Flies …………………………………………..……. Словообразование: Образование существительных с помощью суффикса –er ……………………………………. Задания для самостоятельной работы …………………………….

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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 1

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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. 2,7. Уч.-изд.л. 2,9. Печать ризографическая. Тираж 100 экз. Заказ 1/26. 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.