Методические указания и контрольные работы по английскому языку для студентов-заочников II курса (4 семестр) факультета психологии

МИНИСТЕРСТВО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ

Учебно-методические указания обсуждены и утверждены на заседании кафедры английского языка гуманитарных факультетов РГУ. Протокол №1 от 23 января 2002 г.

РОСТОВСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ Составитель: Стаканова Е.В. Ответственный редактор: ст. преп. Донченко Е.Н.

МЕТОДИЧЕСКИЕ УКАЗАНИЯ И КОНТРОЛЬНЫЕ РАБОТЫ ПО АНГЛИЙСКОМУ ЯЗЫКУ ДЛЯ СТУДЕНТОВ – ЗАОЧНИКОВ II КУРСА (4семестр) ФАКУЛЬТЕТА ПСИХОЛОГИИ

г. Ростов - на - Дону 2001 г.

Методическая записка. Настоящие “Методические указания” предназначены для студентов II курса (4 семестр) заочного отделения психологического факультета РГУ. Они построены идентично выпускам 1, 2, 3 контрольных работ и поэтому требования, предъявляемые к выполнению контрольной работы, в настоящих «Методических указаниях» не повторяются. Основное внимание уделяется переводу текстов по специальности. В выпуске представлены 5 вариантов контрольного задания. Для того, чтобы выполнить контрольное задание, необходимо усвоить следующий грамматический материал: а) сослагательное наклонение; б) эмфатические конструкции.

III. Переведите предложения на русский язык. Обратите внимание на особенности перевода выделенных слов. 1. My new flat is more comfortable than that of my brother. 2. This text is easier than that one. 3. The territory of Russia is larger than that of England. 4. Many years have passed since that time, and what great inventions and discoveries have been made. 5. One morning he received a letter from Alice. IV.

Переведите предложения на русский язык. Обратите внимание на особенности перевода эмфатических конструкций. 1. It was during his absence from the Great Hall that the door bell was heard. 2. It was at the piano that Stephen was sitting. 3. It was Gina who described the scene between Lewis and Edgar. 4. It was not until the 1960´s that the theory was developed.

V.

Прочитайте и устно переведите 1, 2, 3 абзацы текста. Перепишите и письменно переведите с 4-го по 7-й абзацы текста.

Variant 1. I.

II.

Поставьте глаголы, стоящие в скобках, в необходимую форму залога и наклонения. Переведите на русский язык. 1. If I (to be) in England, I (to visit) London. 2. If he (to sing) songs, he will understand music. 3. If I had heard that you were in Moscow, I (to visit) you. 4. If it (to rain) I should not have gone for a walk. 5. If I (to see) you, I should have told you about my report long ago. Определите значение модальных глаголов SHOULD, WOULD. Переведите на русский язык. 1. – Who is that man? – How should I know? 2. Fred felt that he should tell the truth to the host. 3. Where should I go then? I have not a friend in the world. 4. I tried to make it only one show a night, but he would not hear of it. 5. “I´ll say this for you, Mac”, Walker would say in his gruff loud voice.

Jean Piaget. 1. Jean Piaget, the pioneering Swiss philosopher and psychologist, spent much of his professional life listening to children, watching children and poring over reports of researchers around the world who were doing the same. He found that children don`t think like grownups. After thousands of interactions with young people often barely old enough to talk, Piaget began to suspect that behind their cute and seemingly illogical utterances were thought processes that had their own kind of order and their own special logic. Einstein called it a discovery “so simple that only a genius could have thought of it”. 2. Piaget had developed several new fields of science: developmental psychology, cognitive theory and what came to be

called genetic epistemology. Although not an educational reformer, he championed a way of thinking about children that provided the foundation for today`s education-reform movements. It was a shift comparable to the displacement of stories of “noble savages” and “cannibals” by modern anthropology. One might say that Piaget was the first to take children`s thinking seriously. 3. After World War I, Piaget became interested in psychoanalysis. He moved to Zurich where he attended Carl Jung`s lectures, and then to Paris to study logic and abnormal psychology. Working with Theodore Simon in Alfred Binet`s child-psychology lab, he noticed that Parisian children of the same age made similar errors on true-false intelligence tests. Fascinated by their reasoning processes, he began to suspect that the key to human knowledge might be discovered by observing how the child`s mind develops. 4. Piaget was not an educator and never enunciated rules about how to intervene in such situations. Practising the art of making theories may be more valuable for children than achieving meteorological orthodoxy; and if their theories are always greeted by “Nice try, but this is how it really is…” they might give up after a while on making theories. As Piaget put it, ”Children have real understanding only of that which they invent themselves, and each time that we try to teach them something too quickly, we keep them from reinventing it themselves”. 5. Although every teacher in training memorizes Piaget`s four stages of childhood development (sensorimotor, preoperational, concrete operational, formal operational), the better part of Piaget`s work is less well known, perhaps because schools of education regard it as “too deep” for teachers. Piaget never thought of himself as a child psychologist. His real interest was epistemology - the theory of knowledge - which, like physics, was considered a branch of philosophy until Piaget came along and made it a science. 6. Piaget explored a kind of epistemological relativism in which multiple ways of knowing are acknowledged and examined nonjudgmentally, yet with a philosopher`s analytic rigor. 7. The core of Piaget is his belief that looking carefully at how knowledge develops in children will elucidate the nature of knowledge in general. Ingenious experiments have demonstrated that newborn infants already have some of the knowledge that Piaget

believed children constructed. But for those who see Piaget as the giant in the field of cognitive theory, the difference between what the baby brings and what the adult has is so immense that the new discoveries do not reduce the gap but only increase the mystery. VI.

Прочтите текст и ответьте письменно на следующий вопрос: What is Jean Piaget famous for?

Variant 2. I.

Поставьте глаголы, стоящие в скобках, в необходимую форму залога и наклонения. Переведите на русский язык. 1. I (to write) the composition long ago if you had not disturbed me. 2. If he (not to read) so much, he would not be so clever. 3. If he were not such an outstanding actor, he (not to have) so many admirers. 4. If you were not so careless about your health, you (to consult) the doctor. 5. If you (to do) your morning exercises every day, your health would be much better.

II.

Определите значение модальных глаголов SHOULD, WOULD. Переведите на русский язык. 1. I΄m telling you the truth. Why should I tell you a lie? 2. I΄m very sorry we had a misunderstanding the first time I came here. But you shouldn΄t have interfered. 3. If she wants to marry him, why shouldn΄t she? 4. They would do it for a hundred pounds, and if he would not give them that they would do no work.

III.

Переведите предложения на русский. Обратите внимание на особенности перевода выделенных слов. 1. One should be careful when swimming in an unknown river.

2. They said that they had been swimming in the river for two hours. 3. As soon as he comes, tell him to ring me up. 4. We hadn΄t finished the work since we had little time. 5. When one knows what others suffer one΄s ashamed. IV.

Переведите предложения на русский язык. Обратите внимание на особенности перевода эмфатических конструкций. 1. It was the sign of rising excitement that he noted. 2. It was in a mist of rage that Edgar walked about the garden. 3. Not until then did he remember the hat he still had in his hand. 4. Never once, however, did the old lady complain of pain.

V. Прочитайте и устно переведите 2 и 3 абзацы текста. Перепишите и письменно переведите 1, 4, 5 абзацы текста. The IQ Meritocracy. 1. A Frenchman,the psychologist Alfred Binet, published the first standardized test of human intelligence in 1905. But it was an American, Lewis Terman, a psychology professor at Stanford, who thought to divide a test taker`s “mental age”, as revealed by that score, by his or her chronological age to derive a number that he called the “intelligence quotient”, or IQ. It would be hard to think of a pop-scientific coinage that has had a greater impact on the way people think about themselves and others. 2. No country embraced the IQ - and the application of IQ testing to restructure society - more thoroughly than the U.S. Every year millions of Americans have their IQ measured, many with a direct descendant of Binet’s original test, the Stanford-Binet, although not necessarily for the purpose Binet intended. He developed his test as a way of identifying public school students who needed extra help in learning, and that is still one of its leading uses. 3. But the broader and more controversial use of IQ testing has its roots in a theory of intelligence - part science, part sociology - that developed in the late 19th century, before Binet’s work. Championed

first by Charles Darwin’s cousin Francis Galton, it held that intelligence was the most valuable human attribute, and that if people who had a lot of it could be identified and put in leadership positions, all of society would benefit. 4. In 1958 a British sociologist named Michael Young coined the word “meritocracy” to denote a society that organizes itself according to IQ-test scores. That term too has entered the language, though it doesn’t have quite the market penetration that IQ does - or the disparaging overtone that Young intended in his satiric fable The Rise of the Meritocracy, 1870-2033. Terman had in mind the creation of an American meritocracy, though the word didn’t exist then. They believed IQ tests could be the means to create, for the first time ever, a society in which advantage would go to the people who deserved it rather than to those who had been born into it. 5. IQ tests are more consequential in schools and the military, where large numbers of people have to be processed quickly, than they would be at work, where it’s easier to demonstrate ability through performance over time. They also have a more pronounced effect on the lives of people who score very low or very high than on the lives of people in the middle. Still, it’s hard to grow to adulthood in the U.S. without ever having taken an IQ-derived standardized test (any test that has words like “ability” or “aptitude” or “reasoning” in its name). In a country with an unusually decentralized education system in which you can’t be sure who is studying what where, IQ tests are the easiest way of making straight-up national comparisons. VI.

Прочтите текст и ответьте письменно на следующие вопросы: 1. What does the word “meritocracy” mean? 2. How has it entered the language?

Variant 3. I.

Поставьте глаголы, стоящие в скобках, в необходимую форму залога и наклонения. Переведите на русский язык.

1. I (not to do) it if you did not ask me. 2. If I (to have) his telephone number, I should easily settle this matter with him. 3. If I (to have) this rare book, I should gladly lend it to you. 4. The dish would have been much more tasty if she (to be) a better cook. 5. He never (to phone) you if I hadn΄t reminded him of doing it. II.

Определите значение модальных глаголов SHOULD, WOULD. Переведите на русский язык. 1. He proposed that his brother should borrow money. 2. She was very friendly with him now and insisted that he should share their midday meal with them on Sundays. 3. I tried to speak but the words wouldn΄t come. 4. The doctor΄s wife, a kind woman, offered to go with her and spend the night at the bungalow, but Mrs. Bronson wouldn΄t hear of it.

III.

Переведите предложения на русский. Обратите внимание на особенности перевода выделенных слов. 1. «Give me one more chance if you care for me», she said sadly. 2. She was too young at that time. 3. I worked hard as I was a director of the company. 4. Since it started raining we should go home.

IV.

Переведите предложения на русский язык. Обратите внимание на особенности перевода эмфатических конструкций. 1. It was on the patient΄s having his breakfast in bed that the doctor insisted. 2. It was about Mr. Brand that they found something discreditable. 3. Not till then did they see the disaster in the corridor. 4. For many times did I sit on the bank of the blue and green lake.

V.

Прочитайте и устно переведите 1, 4 абзацы текста. Перепишите и письменно переведите 2, 3 абзацы текста. Trait Theory.

1. Personality tests have a very practical purpose: they are meant as an aid in diagnosis and counseling. But psychologists who study the topic of personality have aims that go beyond such applications, no matter how socially useful those might be. They want to understand the kinds of differences that personality tests uncover, to find a useful framework within which to describe such differences, and to discover how they come about. In their efforts to answer these questions, they appeal to several so-called “personality theories”. 2. Most of the theories of personality that have been developed thus far aren’t really theories in the conventional sense. They are not specific enough to make the clear-cut predictions that would help us choose between them. What they are instead are different orientations from which the subject of personality is approached. We will begin with the trait approach, which tries to describe individuals by a set of characterizing attributes. 3. Trait theory tries to find some way to characterize people by reference to some underlying basic traits. But just which traits are basic? The comic dramas of classical and Renaissance days-and modern trait theory - imply not merely that a particular person has a characteristic personality, but that this personality can be categorized along with those of others who are in some ways equivalent. But what are the categories along which people should be grouped together? The early playwrights (and many film makers) picked a few attributes that were easy to characterize and caricature - the virtuous chastity of the eternal heroine, the cowardice of the braggart soldier. But are these the personality traits that are really primary for the description of human personality? 4. The trait theorists’ search for an answer is a bit like an attempt to find a few general principles that underlie the multitude of masks on, say, an Italian Renaissance stage. At first glance, these masks are very different, as different as the many persons we encounter in real life.

VI.

IV.

Переведите предложения на русский язык. Обратите внимание на особенности перевода эмфатических конструкций. 1. It was Louise who came down the main stairway. 2. It is me who can΄t imagine you married. 3. Only when Irene was with him did he lose his double consciousness. 4. It was in the kitchen where the box was located.

V.

Прочтите и устно переведите 1, 3 абзацы текста. Перепишите и письменно переведите 2, 4 абзацы текста.

Прочтите текст и ответьте письменно на следующий вопрос: What is the purpose of personality tests?

Variant 4. I.

Поставьте глаголы, стоящие в скобках, в необходимую форму залога и наклонения. Переведите на русский язык. 1. If he (not to pass) his examination, he will not get a scholarship. 2. If she (not to help) me, I should have been in a very difficult situation. 3. My father would have more free time if he (not to read) so many newspapers. 4. If I were a famous singer, I (to get) a lot of flowers every day. 5. My brother would not have missed so many lessons if he (not to hurt) his leg.

II.

Определите значение модальных глаголов SHOULD, WOULD. Переведите на русский язык. 1. Why should he come back at this hour. 2. She shouldn΄t go out in such weather. 3. He suggested to her the possibility that his income would be halved. She would not listen. 4. «I wouldn΄t marry him», said Kitty.

III.

Переведите предложения на русский. Обратите внимание на особенности перевода выделенных слов. 1. This lesson is more interesting than the previous one. 2. He was told that the train would be late. 3. I couldn΄t come to see you for I was out of the city. 4. You haven΄t changed at all since we saw each other last time.

Sigmund Freud and psychoanalytic theories. 2. The most influential theorist in the field of personality has been Sigmund Freud (1856-1939), who conceived the first comprehensive theory of personality. As a physician in nineteenth century Vienna, Freud became interested in personality when he tried to account for certain strange physical problems manifested by some of his patients. Many of them suffered from what seemed to be a neurological defect: paralysis of an arm, loss of sensation in a hand, deteriorated hearing or vision. But Freud, trained as a neurologist, knew that in many cases the defect had no physical origin. 3. Freud speculated that the symptoms of such “hysterical disorders” could be caused by emotional stress, and he began treating them with hypnosis. He had discovered that symptoms sometimes disappeared if, while hypnotized, the patient recalled critical events connected with the symptoms. After a time, however, Freud gave up the use of hypnosis and simply asked patients to lie down on a couch and say whatever came to mind - a technique he called free association. In the course of their apparently aimless statements, themes often emerged that centered on the patient’s important emotional conflicts. As these conflicts explored, the patient could begin to understand and to resolve them. 4. Freud became convinced that “hysterical disorders” were rooted in forbidden childhood wishes and fears. He found that these feelings were related to aggression or to sexuality, and the childhood experiences connected with them had been forgotten until hypnosis

or free association brought back the memories. From such evidence, Freud theorized the existence of an aspect of personality, unknown to the conscious mind, that he called the unconscious. 5. In his view, the contents of the conscious mind are only a small part of personality. The mind is like an iceberg, with our conscious thoughts resembling the iceberg’s small tip; beneath the surface-out of awareness - lies the massive unconscious. The unconscious includes drives and infantile goals, hopes, wishes, needs, and all memories that are not available to the conscious mind. The process devised by Freud to retrieve repressed memories and feelings, allowing them to be examined and understood, is known as psychoanalysis. VI. Прочтите текст и ответьте письменно на следующий вопрос: What is the content of Freud’s theories?

Variant 5. I.

II.

Поставьте глаголы, стоящие в скобках, в необходимую форму залога и наклонения. Переведите на русский язык. 1. If he had warned me, I (to do) the work in time. 2. If my brother (to be) in trouble, I shall help him. 3. If she were more careful about her diet, she (not to be) so stout. 4. You would not feel so bad if you (not to smoke) too much. 5. If you had not put the cup on the edge of the table it (not to get) broken. Определите значение модальных глаголов SHOULD, WOULD. Переведите на русский язык. 1. «You shouldn΄t stare at people like that. It΄s impolite», said the mother. 2. Why should she always wait for you? 3. They would often talk about their life. 4. I would be happy to exchange letters with you.

III.

Переведите предложения на русский. Обратите внимание на особенности перевода выделенных слов. 1. One should know grammar to speak English properly. 2. He walked faster as he was afraid of being late. 3. The scientist was testing this device for 3 weeks. 4. You must prepare a report that the teacher gave you for the conference.

IV.

Переведите предложения на русский язык. Обратите внимание на особенности перевода эмфатических конструкций. 1. It was him that she looked at incredibly. 2. It was about four o΄clock that the one really disturbing incident of the day happened. 3. He does speak English fluently. 4. It was not until the war that the theatre was constructed.

V. Прочитайте и устно переведите 1, 3, 5 абзацы текста. Перепишите и письменно переведите 2, 4 абзацы текста. Learning by heart 1. Some people have good memories, and can easily learn quite long poems by heart. But they often forget them almost as quickly as they learn them. There are other people who can only remember things after they repeated them many times but when they know them they don’t forget them. 2. A good memory is a great help in learning a language. Everybody learns his own language by remembering what he hears when he is a small child, and some children - like boys and girls who live abroad with their parents - learn two languages almost as easily as one. In school it is not so easy to learn a second language because the pupils have so little time for it, and they are busy with other subjects as well. 3. Charles Dickens, a famous English writer, said that he could walk down any long street in London and then tell you the name of every shop in it. Many of the great men of the world had wonderful memories.

4. The best way for most of us to remember things is to join them in our mind with something which we know already, or which we easily remember because we have a picture of it in our mind. That is why it is better to learn words in sentences, not by themselves; or to see, or do, or feel what a word means when we first use it. 5. The human mind is like a camera, but it takes photographs not only of what we feel, hear, smell and taste. When we take a real photograph with a camera, there is much to do before the photograph is ready. In the same way, there is much work to be done before a picture remains forever in the mind. Memory is the diary that we all carry about with us. VI.

Прочтите текст и ответьте письменно на следующий вопрос: What advice does the author give about learning foreign words?