Задания и методические указания по организации самостоятельной работы студента
Целью данных заданий является формирование у студентов неязыкового вуза навыков и умений работы с текстом по своей специальности. Учитывая, что при переводе на другой язык возможна неполная передача значений слов текста подлинника, поэтому текст перевода не может считаться эквивалентом подлинника. Задача перевода заключается в том, чтобы сводить до минимума потери при переводе. Большую помощь при переводе специального текста оказывает словарь. Приступая к работе со словарём, необходимо познакомиться с его структурой, что позволит в дальнейшем более эффективному его использованию. Работа над текстами, представленными для ознакомительного чтения, предполагает формирование навыков извлечения основной информации из текстов различной сложности, способствующих формированию таких стратегических умений, как языковая догадка, вероятностное прогнозирование. Для ознакомительного чтения предлагаются в основном тексты публицистического характера, содержащие определенный фактический материал и его интерпретацию. Тексты подобного рода обычно выстроены в соответствии с некоторой логической канвой, которая также подлежит вычленению и интерпретации. Работа над текстами для ознакомительного чтения может также служить основой для формирования тематического словаря.
Для обучения просмотровому и поисковому чтению используются интернет-ресурсы. Работа с текстами подобного рода ведется на основе конкретно сформулированного задания, направленного на обнаружение в тексте определенной информации.
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A. Read, analyze and translate the sentences.
1. University students in the UK cannot usually repeat a year. Failing exams is very serious. 2. I don’t bear the children to be treated badly. 3. The meeting was called off due to lack of support. 4. Our knowledge of the world is believed to be limited in time and space. 5. It is necessary to realize that free education doesn’t solve all social problems. 6. Reading efficiency increases if the reader knows in advance what information he is looking for. 7. Individuals vary greatly in their ability to comprehend by listening and reading. 8. The aim of the research was to study the relations of the responses of the subjects. 9. To predict a person’s behaviour one must take into consideration social factors as well.
10. He heard of her having been given a theme of freedom for writing an essay.
B. Match the words and the definitions.
| 1. Adult education centre | A. A school that focuses on a particular discipline, such as science, mathematics, arts, or computer science. It is designed to recruit students from other parts of the school district. |
| 2. Magnet school | B. A pre-school setting which provides day care and education for children under the age of 5. |
| 3. Core academics | C. A test to measure a student's knowledge and skills. |
| 4. Blingual education | D. The required subjects in middle and high schools—usually English (literature), history (social studies), math, and science. |
| 5. Achievement test | E. An in-school program for students whose first language is not English or who have limited English skills. Bilingual education provides English language development plus subject area instruction in the student's native language. The goal is for the child to gain knowledge and be literate in two languages. |
| 6. Bachelor’s degree | F. Usually a second degree awarded to graduates who successfully complete 1 year of full-time or 2 years of part-time specialised study, taking taught courses, doing individual research or combining both. |
| 7. Master’s degree | G. Usually a first degree awarded to students who successfully complete a course normally lasting 3 years. But longer in some subjects, such as medicine. |
| 8. Grammar school | H. Institution offering part-time (day or evening) education and training, as well as leisure courses, to adults. |
| 9. Further education college | I. Secondary school for which admission is based on general ability, as assessed by an entrance exam. |
| 10. Day nursery | J. Institution offering full-, part -time and open learning upper secondary, postsecondary and tertiary education, usually to people beyond compulsory school age (16). |
C. Finish the sentences.
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1.I'm afraid I (can, have to, may) inform you that your application for funding (turn down).
2. This novel (translate) from Spanish (in, on, into) Russian not long ago.
3. I already (translate) the article when my boss (phone) me and asked if the translation was finished.
4. Our library has received a lot of new books this week. By the end of next week they (register) and we (can, will be able to, must) borrow them for reading.
5. Working out (for, at, on) charity (can, must, should) be extremely rewarding, yet not many people decide to volunteer.
6. I think it's important for (everyone, each, every) to be able to speak (other, another, the other) language apart from their native one.
7. Understanding (others, another, the other) point of view does not mean automatically (accepting, to accept, accepted) it.
8. All the telephonists speak English. If they (not, know) English, they (not, understand) half of the callers.
9. I think it is important for everyone to be able to speak (other, another, the other) language apart from their native one especially in today's world where (communication, conversation) between countries is necessary.
10. Remember that even if you (have) the right qualification, you (may, could, should) have to fill in lots of application forms before you (ask) to attend an interview.
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D.
1. Abraham Lincoln was born ___ February 12, in 1809 ___ a small farm ___ Kentucky ___ the family of a wandering laborer.
a) in, at, in, to b) on, on, in, in c)at, in, near, of d) on, to, by, among
2. He wished he ___ there longer. He had looked forward to ___ the sights of this old town.
a) hasn't stayed, seeing b) didn't stay, to see
c) stayed, having seen d) had stayed, seeing
3. Responsibility ___ providing school education is shared ___ the Central department and local education authorities.
a) at, by b) on, between c) for, by d) to, among
4.___ the very beginning he became very popular ___ his classmates owing ___ his striking ability___ telling frightening stories.
a) in, among, due, for b) at, with, to, to c) on, between, for, of d) at, with, to, of
5. I don't object ___t here, but I don't want ___ alone.
a) to your living, you living b) you to live, your living
c) your living, you to live d) to your living, you to live
6. I ___ rather she ___ a chat with him. How long ___ like this?
a) would, has, was he b) had, would have, is he
c) would, had, has he been d) had, had, had he been
7. He felt ___ something from him and demanded _____ truth. He wasn't worth ____ lie.
a) them to hide, to tell, the, telling, the b) them hiding, they will tell, a, to tell, a
c) they were hiding, being told, the, telling, a d) they hide, telling, a, telling, the
8. Schools ___ pay ___ attention to examination ___, and more attention ___ child.
a) may, a few, success, to a b) can, little, successes, for the
c) must, few, successes, on a d) should, less, success, to the
9. I did not much speak English ___ because I couldn't think of the words ___ enough, but lately I ___ much ___.
a) first, quick, became, fluent b) at first, quickly, have become, more fluent
c) firstly, quicker, had become, fluenter d) the first, more quickly, became, more fluenter
10. Looking back upon that time, I thought that all ___ different ___ for the interference of my parents.
a) might have been, were it not b) may be, were it not
c) might have been, had it not been d) may be, had it not been
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