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РОССИЙСКОЙ ФЕДЕРАЦИИ
ФГБОУ ВПО «КЕМЕРОВСКИЙ ГОСУДАРСТВЕННЫЙ
УНИВЕРСИТЕТ»
English
Учебное пособие
Кемерово 2012
2
УДК 378.016:811.111’243
ББК Ш143.21я73
М42
Рецензенты:
© Медведева Е.В.,
Савельева И.В., 2012
© ФГБОУ ВПО
«Кемеровский
государственный
университет», 2012
3
INTRODUCTION (ПРЕДИСЛОВИЕ)
Acknowledgement
Авторы выражают благодарность Надежде Владимировне
Колесниковой за идею создания учебного пособия и
предоставленные материалы.
5
CONTENTS
Introductory Course 7
Main Course 26
References 137
7
The Noun.
Personal, Possessive and Demonstrative Pronouns
The film’s idea, the man’s child, the student’s book, the parents’
help, these pencils’ length, the man’s face, the manager’s plan, these
dresses’ sizes, the students’ books.
1.This is not my car. Mine is a 2010 model. 2. You don’t have enough
time to wash … hair! 3. Elizabeth is dressed very well. … clothes
were made in Italy. 4. Our house is older than Smiths’. … is smaller
though. 5. I managed to keep my books dry but you got … wet, I see.
6. I am sorry, this is not … jacket, … is green. 7. I’m not happy about
my new house, but … is just awful. I can’t understand why they’ve
bought it.
1) Stop him. Find her. Take them. Send it. Help us.
10
2) Plan these tests. Take these data. Open those notes. Study these
exceptions. Close those bags. Study these results. Hold these
meetings.
3) Try to send it. Try to read it. Try to help them. Try to find her. Try
to study it. Try to close it.
4) Help me to hold it. Help them to study it. Help her to make it.
Help him to open it. Help us to find him.
5) Give me my pen. Give her her notes. Show him his mistakes. Give
us our works. Show them their place.
B: I … Marie.
B: I … from Montreal.
A: I’ .. a teacher.
13. Use the proper form of be in the Past, Present or Future Simple.
7. Was Lena at the University yesterday? (No). 8. Was she ill too?
(Yes). 9. Were Ann and Pete late for the English lesson? (No).
10. Are they ready for the lesson? (Yes). 11. Will they be there
tomorrow? (Yes). 12. Will the lesson be over soon? (Yes).
4) Be 19 in a year
5) Be absent
6) Be good at English
7) Be an attentive listener.
20. Study this family tree. Write the sentences using have, has.
John + Mary
Jill Den
7) Jill … no sisters.
21. Look at the information and write sentences about Ann, Jim and
yourself.
3) Ann /have/got/ … .
4) Jim /have/got/… .
5) Ann /have/got/… .
6) Jim/have/got/… .
7) Ann /have/got/… .
8) Jim/have/got/… .
9) I /have/got/… .
10) I /have/got/… .
16
11) I /have/got/… .
12) I /have/got/… .
3) If any letters arrive for me, can you send them to this address?
6) We’ve ___ new English books for you. We know you’re fond of
reading.
17
10) Are there any exams at the end of the first semester?
28. Fill in the blanks with the correct comparative and superlative
forms.
Gentle__________________ __________________
Little___________________ __________________
Clever__________________ __________________
Good__________________ ___________________
Funny_________________ ___________________
Useful_________________ ___________________
Sad___________________ ___________________
Exciting________________ ___________________
Model: The red book is as old as the blue book but it isn’t so thick as
the blue one.
I went on holiday last year but it was a disaster! My hotel room was
1) smaller than (small) the one in the photograph in the brochure. I think
it was 2) ______ (small) room ___ the hotel. The weather was terrible
too. It was 3)_______ (cold) in England. The beach near the hotel was
very dirty – it was 4) ______ (dirty) all the beaches on the island. The
food was 5) _____ (expensive) ____ I expected and I didn’t have
enough money. One day I went shopping in a big department store and I
broke a vase. It was 6)______(expensive) vase _____ the whole shop.
But 7)_______ (bad) thing ______ all was that I lost my passport and I
couldn’t go back home. It was 8) ______ (horrible) holiday ____ my
life.
32. Read the extract about Great Britain and talk about its
geographical position and main characteristics.
Great Britain
34. Complete the sentences with the information from the text.
1) GB is situated … .
2) It consists of … .
3) It is washed by … .
6) England occupies … .
7) Wales is a … .
1) Where is GB situated?
36. Read the short extract about the English climate and say whether
it differs from the climate in your native place.
British people are used to the cold. They use thick curtains and
carpets to keep their houses warm. But a lot of British houses are old
and not well-insulated. British people must pay VAT on all gas and
electricity, so heating costs are high. Some people can’t afford to heat
their homes properly. Every winter about 350 old people die of
hypothermia, extreme loss of body heat.
Well-insulated – хорошо отапливаются VAT – налог на добавленную стоимость
37. Change the words in italics by the words from the text.
38. Fill in the verbs from the list using their Present Simple forms.
4) Counties run such areas as education and town planning. (Do …?)
42. Read the text and find the verbs in each sentence. Define their
tense form.
Once a little mouse, who was not on very good term with cats like
all mice, decided to give herself a treat of cheese. To do this she had
to cross over to the other side of the kitchen where the table was. She
knew the cheese was there because she could feel its wonderful smell.
But the mouse wasn’t sure if there were any cats in the house. So she
sat inside the wall near the mouse hole and listened. It should be
mentioned that our mouse was not an ordinary one. She was a sort of
gifted and she had some logic. She was taught to think twice before
doing something. That was why she didn’t hurry. At last she heard
some barking. The mouse thought, ”It must be a dog. Dogs don’t eat
mice, and cats don’t usually live where dogs are. It means I can get to
the chees safely”. That was absolutely logical. But to the mouse’s
great surprise as soon as she got out of the mouse hole she was
attacked by a big cat and eaten in some time. The thing is that it was
the cat who was barking. “Indeed, knowing foreign languages can
open new possibilities and give you a wider picture of the world,”
said the cat to himself and made off murmuring a bird’s song.
46. Read the extract about the USA and talk about its geographical
position and the political system.
After its 200th birthday the United States of America still holds the
leading position in the western world. A country that inspired many
appellations – “Land of Opportunity”, “Melting Pot”, “God’s Country”,
is still referred to us as a land of superlatives – “the richest”. “the
greatest”, “the most”.
26
What makes the USA the leader of the western world is its economic,
political and military dominance over the countries.
The United States lies in the central part of the North American
Continent between two oceans: the Atlantic Ocean to the East and the
Pacific Ocean to the West. Canada to the East and Mexico to the South
are the only countries bordering it.
The USA consists of three separate parts. These are the Hawaiian
Islands, situated in the central part of the Pacific Ocean, Alaska
separated by Canada, and the rest of the USA. The states differ very
much in size, population and economic development.
There are many big cities in the USA: New York, San Francisco,
Washington, Chicago, Los Angeles are the biggest.
The United States of America is a parliamentary republic. The
government is divided into three branches: legislative (the US
Congress), executive (The President and his Administration) and judicial
(the US Supreme Court).
There are two main political parties in the USA: the Democratic
(symbolized by a “donkey”) and the Republican (its symbol is “an
elephant”). The US President is both head of state and government. He
is elected for a four-year term. The Presidency means not only a man:
means an institution – “the executive branch” of the government.
2) Where is it situated?
6) What are the two main political parties in the USA and their
symbols?
Conversational formulas
Meeting people
Good bye!
50. Make similar dialogues of your own with the help of the phrases
given above.
29
Main Course
Unit 1
a) What are the most common languages spoken in the world today?
b) What languages do we use travelling abroad?
Read the text and compare your answers with the information in it.
Noun(s) + Noun
30
Two (or more) nouns are often used together to mean one thing,
person, idea etc. For example, world literature – мировая литература,
book shop - книжный магазин, spelling system - система
правописания, science fiction writer - писатель-фантаст.
The first noun is like an adjective – it tells what kind of thing, person,
idea, etc:
London teacher – a teacher from London;
Language problems – problems of the language.
Emphatic construction
It is (was) … that (who, which, where, etc.) …
It is (was) not until (till) … that …
Notes:
1. because of its establishment... – потому, что он утвердился...
2. is nearing retirement – приближается к пенсионному возрасту
3. this involves the free admission of words -
это подразумевает свободное проникновение слов
A B
Disagreement
10. Read the text and find the answers for the following questions:
shoe, clothes, earth, sun, moon, day, man, wife, child, friend, house,
food, water, sleep, love, say, live, have, be, work.
English also has many similarities with Romance languages, whose
origin is Latin. The words below came to England with the French-
speaking Normans. Notice that the words are associated with power:
Norman-French was used as the language of government. Words of
Latin origin are usually longer than words of Germanic origin and often
have a more formal meaning in English than in the original Romance
language:
government, parliament, judge, court, legal, military, army, crown,
nation, state, country, power, authority, people.
Norman-French words did not enter English immediately. When the
Normans invaded in 1066, ordinary people still spoke Old English.
Imagine a Norman feast. The English would look after the animals
and cook the meat, still calling the animals by their Old English names.
The Normans, when they saw the cooked meat arrive at the table, would
use French ones. This explains why The English language now has
different words for animals and meats.
ANIMAL MEAT
Anglo-Saxon Modern English French Modern English
pigga pig porc pork
scep sheep mouton mutton
cu cow boeuf beef
Notes:
1.ranging from ... to – от ... до
2.English we use – английский язык, которым мы пользуемся
3.by its very nature – по самой своей природе
4.public addresses – публичные выступления
Varieties of English
million people. The varieties of English used in the USA and Great
Britain are the most important in terms of2 population and influence.
The British first came to the American continent at the beginning
of the 17-th century. As time went on Americans began to use
different English words for the same things. For example, instead of
“petrol” Americans use “gas”, instead of “child” they use “kid”. One
of the differences is the spelling of words. Americans stopped using
“u” in words like “colour”, “honour”, but the British kept using it. The
grammatical differences between two varieties of English are not very
great. Here is one example:
Notes:
1.it (the language of science) is objective – он
(язык науки) беспристрастен
2.in terms of – с точки зрения
12. Read the text and name all the differences between British and
American English.
There are many lists of equivalent British and American words, but
they must not be taken too seriously. On the American side of the page
will be many words and phrases perfectly well understood, many of
them in use, in Britain. Thus, most of them would not cause any serious
confusion on either side.
Americans do not usually say “first floor” for “second floor”, they do
not call a “trillion” a “billion”. But most educated Americans are quite
aware of the British equivalents. Valid differences in the use of words
are not really very numerous or very significant.
Judith (USA)
I got up at seven-thirty. I put on my bath robe, went into the
bathroom and turned on the bath-tub faucets. After my bath I ate
breakfast with my parents on the deck. Our apartment’s on the fifteenth
floor, so the view’s terrific. At eight o’clock my mom and I took the
elevator to the parking lot underneath our apartment block. First we
stopped for gas, then she drove me to school. The freeway was really
busy – automobiles everywhere. When I got to school it was raining.
Luckily I’d brought my galoshes and an umbrella, so I didn’t get wet.
School was OK except that we had a math test before recess. I think
I flunked it. Anyway, after school I took a bus downtown to meet my
sister, Susan. She became a grade school teacher after she left college
last year. We ate out at a Chinese restaurant. Personally I don’t like
rice, so I ordered French-fries instead. Susan disapproved. After dessert
and coffee we paid the check and left. It had stopped raining, but the
sidewalks were still wet. Susan gave me a ride home, then I did a
history assignment for the next day, watched a movie on TV and went
to bed around 11:30. I was pooped!
with my parents on the terrace. Our flat’s on the fifteenth floor, so the
view’s terrific. At eight o’clock my mum and I took the lift to the car
park under our block of flats. First we stopped for petrol, then she
drove me to school. The motorway was really busy – cars everywhere.
When I got to school it was raining. Luckily, I’d brought my
Wellington boots and an umbrella, so I didn’t get wet.
School was OK, except that we had a maths exam before break. I
think I failed it. Anyway, after school I took a bus to the city centre to
meet my sister, Susan. She became a primary school teacher after she
left university last year. We went out for dinner to a Chinese restaurant.
Personally I don’t like rice, so I ordered chips instead. Susan
disapproved. After sweet and coffee we paid the bill and left. It had
stopped raining but the pavements were still wet. Susan gave me a lift
home, then I did some history homework for the next day, watched a
film on the TV and went to bed at about half past eleven. I was really
tired.
15. Read the text and translate it into Russian. Choose one passage to
translate it in writing.
Dialects of English
A nasty shock awaits many visitors to Britain. Imagine that 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 standardized 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
43
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
the 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
regional accents.
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; consequently 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
44
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.
Conversational formulas
Opinion
Word Formation
45
The most common word suffixes to form nouns are the following:
Verb Noun
- er (or) – someone or something that does (is doing)something;
- ation (ion) – the act, result or state of doing something;
- ment – the act, cause, means, or result of doing something;
Adjective Noun
- ity (ty) – the quality or an example of being…;
- ness – the condition, quality, or degree of being …;
19. Make the derivatives from the following words. Translate them
into Russian.
Agree, require, argue, improve, enlarge, teach, edit, educate, familiar,
rich, possible, popular, regular, individual, pure, clean, bright, open,
happy, flexible, polite, write, report, observe, speak, indicate, collect,
admire, associate, examine, organize, discuss, impress, narrate, graduate,
compose.
Grammar
Simple Tenses
20. Define the tense form of the verbs and translate the following
sentences into Russian. (Consult the Grammar Support if you have any
difficulties).
1. They had left before the hour of the next meeting was agreed upon. 2.
She was laughed at by everybody. 3. They were listened to with great
surprise. 4. Tell him he is waited for. 5. He was smiled at by the girls. 6.
This article was often referred to. 7. This novel is much spoken about. 8.
At last an agreement was arrived at.
23. Open the brackets putting the verbs into the correct form.
1. When Gogol (to write) his tales, he used popular legends. 2. I (to
read) this essay yesterday. 3. Special subjects (to study) next year. 4. He
(to become) a good journalist in the future. 5. He (to know) many poems
by heart in his childhood. 6. She (to be) five years younger than her
sister. 7. A very interesting article (to bring) to me yesterday. 8. I (to
finish) my work tomorrow. 9. The students (not to pay) money for
education some years ago. 10. Books by this author (to sell) in great
amounts.
Dying Languages
Map of UK Accents
1. Place: Dundee
Accent: Dundonian
Example: “Am awa up the street fur the messages.”
Translation: “I’m going down the road to buy some food.”
Example: “I dinna ken.”
Translation: “I don’t know”
48
2. Place: Glasgow
Accent: Glaswegian
Example: “Aye nae bother.”
Translation: “It’s not a problem/ Don’t worry about it.”
Example: Dae ye wanna swallay?”
Translation: “Would you like a drink?”
4. Place: Manchester
Accent: Mancunian
Example: “I went on t’internet and got meself some gig tickets.
After we went on the razz n got tanked up. Was a right proper
top night.”
Translation: “I got myself some tickets for a concert. After the
concert we went out drinking and got very drunk. It was a great
night.”
5. Place: Liverpool
Accent: Scouse/ Liverpudlian
Example: “Ah, me ma had a right cob on when I went home cos
me pa forgot to pay the lecky.”
Translation: “My mother was angry when I went home because
my father had forgotten to pay the electricity bill.”
6. Place: Birmingham
Accent: Brummie
Example: “Oy kwoyt loik it.”
Translation: “I quite like it.”
7. Place: Rhonda
49
Accent: Welsh
Example: “Y’not from round hyer?”
Translation: “You’re not from around here, are you?”
Example: “Right, I’ll be there in a minute like.”
Translation: “I’ll be there in a minute.”
8. Place: London
Accent: Cockney
Example: “Oi mate, have a butchers at the barnet on ‘erl!”
Translation: “Look at that girl’s hair!”
Independent Reading
25. Read the following text, divide it into parts and entitle each of
them. Write a short summary.
Standard English
He says that there are two main families of Standard English, the
American and the British. American English is spoken in the USA and
in Canada. British English is spoken in the West Indies, Britain,
Australasia, and Africa. However, many other parts of the world also use
English. In India English is an official language still and there is a
special kind of Indian English. In several African countries, such as
Nigeria and Ghana, English is spoken in schools and colleges. In many
sciences English is the language of communication. There are about 300
million people who speak English as a first language, and there are
another 300 million who use it as a second language. So English is now
an international language and is useful to people who never go to
England.
26. Read the following text, divide it into parts and entitle each of
them. Write a short summary.
The Anglo-Saxons who took over from the Romans in Britain were
relatively untouched by Latin influences, so Celtic was replaced by
Germanic, and the British romance with Romance was, temporarily,
over.
In 1066, the French-speaking Normans invaded England. Over the
next 300 years, their French merged with Anglo-Saxon to create a new
language: the writing of Chaucer (1343-1400) is not very far from
modern English. As in the rest of Europe, Latin, especially in its written
form, remained for a long time the language of science, philosophy and
the Church. But English was growing stronger; it was soon not only the
language of everyday life but also that of a flowering literature. Caxton
introduced printing into the country in 1476, and that did much to
standardize forms – spelling was very inconsistent at that time. Latin and
Greek classics and the Bible were translated into English. By the time of
Shakespeare (1564-1616), the language was highly developed.
27. Read the text carefully, identify key points. Express your opinion
on the problem in English or in Russian when being tested on your
progress in independent reading.
Britain’s Languages
The Celtic peoples who gave way to the Anglo-Saxons did not
disappear – they moved north and west, and their descendants live today
in Scotland, Ireland, Wales, the Isle of Man and Cornwall. They went on
speaking their Celtic languages, but of course shared the islands with a
very dominant majority culture. From the 17 th century onwards, the
English imposed their language on huge areas of the world, from the
north of Canada to the south of New Zealand, so the chances of the
Celtic language surviving in Wales were pretty slim.
In fact, it is the Welsh who have preserved their linguistic identity
more than any of the other Celtic peoples. The last native speaker of
Cornish died in 1777 and of Manx (the language of the Isle of Man) in
1974. Gaelic in Scotland is spoken by no more than 80,000 people,
mostly in the islands off the north-west coast; the only monolingual
speakers are young children who have not yet been exposed to English.
Irish Gaelic has about 100,000 speakers confined to small areas on the
52
west coast. The Welsh language, by contrast, has a solid heartland in the
north-west of the country and is spoken by half a million people: there is
a TV channel and a lot of radio in Welsh, it is taught in schools and used
by the nationalist political party, Plaid Cymru.
It is hard to find evidence that the English actually tried to kill off the
Celtic languages in a systematic way – to commit linguicide. Their
decline has been more a result of indifference from London, and a lack
of will to preserve them on the part of the Celtic speakers themselves.
But there have been abuses. In the 19 th century, the English education
system was imposed, and children were not allowed to speak Welsh at
school: if they did, they were forced to wear a wooden board across their
shoulders. Echoing this, a Welsh nationalist wrote: ”Dy iaitb ar ein
bysgwyddau megis pwn” (“Your language is like a burden on our
shoulders”).
28. Read the text carefully, identify key points. Express your opinion
on the problem in English or in Russian when being tested on your
progress in independent reading.
ENGLISH
The World’s Biggest Brand
Imagine a brand bigger than Nike, bigger than Gap, bigger than Coca-
Cola. Imagine a brand used by 1.5 billion people the world over.
The brand is English.
How did English achieve global dominance? And what does it mean for
the future of English and the rest of the world’s languages?
Past
Why English became the number 1 language:
1. Empire
At its height, the British Empire included over one quarter of the
world’s population and landmass. “Britain’s colonial expansion
established the preconditions for the global use of English, taking the
language from its island birthplace to settlements around the world,”
says David Graddol, author and Open University lecturer.
53
2. Adaptibility
“We don’t just borrow words,” says writer James D. Nicoll. “On
occasion, English has pursued other languages down alleyways to beat
them unconscious and rifle their pockets for new vocabulary.”
The fact that it came into contact with a multitude of other languages
turned it into a kind of linguistic mongrel. English “borrowed” (some
say stole) words from over 350 other languages, making it richer and
more adaptable than other well-established tongues.
3. America
Even as the British Empire declined, the rise of the U.S. as a global
superpower ensured that the English language continued on its path to
world domination. TV, Hollywood, rock ‘n’ roll, and now the Internet
are all foot soldiers in the march of the new lingua franca.
Present
Why English is still number 1:
Future
Two future consequences of English being the number 1 language:
Translation Practice
Key Vocabulary
According to – в соответствии
Restricted – специальный, для ограниченной сферы использования
Noun – существительное
Verb – глагол
To operate – действовать
Singular – единственное число
Plural – множественное число
Preposition – предлог
Adjective – прилагательное
Admission – принятие
To contribute to – делать вклад в
Mother tongue – родной язык
To require – требовать
Effort – усилие
To realize – представлять себе, осознавать
Relatively – относительно, сравнительно
Recent – недавний, новый
Outside – за пределами
Above all – прежде всего
To fall into – относиться к
Compound – сложное слово
To reverse – изменять (в обратном порядке)
Derivative – производное слово
To resist – сопротивляться
Origin – происхождение
Colloquial – разговорный
Associated with – связанный с
Similarity – сходство
To simplify – упрощать
To avoid – избегать
Formal – официальный
To engage – заниматься (чем-либо)
Appropriate – соответствующий
Standard – стандартный, общепринятый
Nearly – почти
Misuse – неправильное употребление
Scholarly – научный
59
UNIT 2
Read the text and compare your answers with the information in it.
The primary and central purpose of the university is the search for
knowledge and fundamental understanding in all intellectual disciplines
and the transmission of that knowledge and understanding.
It has also been a function of universities to give to young people
from a relatively narrow age group (say 17-24) an education designed to
develop their capacities, more particularly their intellectual capacities,
that is, the ability to judge evidence critically, to develop independence
of mind, the ability to communicate, curiosity, reasoning power and
factual accuracy.
The important thing on the one hand is to educate intellectually
mobile specialists capable of renewing and endlessly adapting
themselves to new problems and, on the other hand, to organize co-
operation on specific problems between specialists. To meet these
varying needs, most universities divide their training into two parts: the
first three years are devoted to basic education of a rather general and
60
fundamental nature, and the last two years to specific research work,
together with the preparation of a diploma paper.
Note:
One says – говорят; one can – можно; one may – можно; one never
knows – никогда не знаешь; one must – нужно; one need not – не
надо; one must not – нельзя, не надо.
1. One can say that there is no difference between these two sentences.
2. One must say that you are not right in this case. 3. One can get any
foreign book in the reading hall of this library. 4. One cannot say that
this reporter’s is elegant. 5. One could not forget this festival. 6. One
does not know how to act in such circumstances. 7. One should keep fit
to look attractive. 8. Duty is what one expects from others.
Needs of Universities
6. Give the English for the following Russian words and word
combinations.
Образование и культура, высококвалифицированные
преподаватели, научные конференции, абитуриенты, учебные
материалы, принимать в университет, условия для учебы и отдыха,
аспирант, научно-исследовательская работа, конкурсные экзамены,
большинство студентов, отличник, обучение, повышенная
стипендия, практические занятия и семинары, получать зачеты,
спортивный зал, учебный год, платить за обучение.
1) stipend a) hard
2) source b) to fulfil
3) student c) origin
4) to train d) scholarship
5) to carry out e) learning
6) to divide f) test
7) examination g) undergraduate
8) stiff h) tuition
9) study i) to teach
10)teaching j) to part
12.Read the text and complete the sentences with the appropriate
English words.
Conversational Formulas
Requests
70
Role 1 – “You are a reporter. You are to write an article about the
Faculty of Philology and Journalism. You have a meeting with the
students and graduates of the faculty”.
Role 2 – “You are a first-year student. You want to tell the reporter
about your studies at the faculty”.
Role 3 - “You are a third-year student. You want to tell the reporter
about your research work”.
Role 4 – “You are a University graduate. You work at school (or
University). You want to tell the reporter about your work”.
Word Formation
The most common suffixes to form the verbs from nouns and
adjectives are:
-ize – to cause to be (more) …; to become (a) …; to put into the stated
place;
-ify (-fy) – to make or become …; to fill with …;
20.Make the derivatives from the following words. Translate them
into Russian.
Class, just, intense, code, false, fort, real, simple, standard, modern,
popular.
Grammar
Progressive Tenses
a) The dean.
b) Yes, I am.
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c) A course paper.
25.Answer the questions using the Past Progressive and the Future
Progressive Tenses.
1. Is there anything you’d like to tell her? (I, see her, at the party today)
2. Don’t wait for me (I catch up with you, in a minute) 3. We must leave
immediately (they expect us, out there before noon) 4. Don’t worry (I
write shortly) 5. We needn’t trouble to send him the book (he, come, to
see us, soon) 6. I can buy the medicine for you (I pass, by the chemist’s)
7. I don’t think it’s wise to wait for him (he, get home late, this evening).
Campus Fashion
Students are known for a lot of things, but fashion isn’t one of them.
However, if you walk through any UK university campus you definitely
notice that there is a sense of fashion on campus.
For most people university is the first time that you can wear what you
want – there aren’t really any rules (although turning up in fancy dresses
or in your pyjamas is not really advisable!). No more dull school
uniforms and no more parents telling you that “midriff is showing” or
saying “isn’t that a bit revealing?” It’s when you can finally wear what
you want every day of the week.
The Scruffy Look
This generally means jeans, a t-shirt and a hoody. Or just whatever
falls out of your wardrobe in the morning and smells clean. It’s the
stereotypical student look. It’s for those who know that in a lecture no-
one cares how you look – the task in hand is to stay awake!
The Business or Management Student
Somehow you can always tell business students a mile off – they are
the guys who always look like they’re going to an interview. They’re in
76
suits and their best shirts. They’re dressed up to the nines and look rather
out-of-place in the student union holding a pint.
The Arts Student
Arts students have a certain look about them – they know their style
and stick to it. It tends to be a bit off-the-wall but it works for them.
They generally avoid the high street trends, trying to be individual. They
go for one of five looks: the scruffy look, the punk look, the goth look,
the skater look or the intellectual look.
The Goths and the Punks
There tend not to be very extreme punks or goths in universities. Goths
seem to have somehow got a bad reputation as being rather reclusive,
introvert and dark. They usually have dyed black hair (sometimes red)
and are dressed in black. Some just look like all the other goths, but
some make it into a sophisticated look. Punks’ hair is also often dyed
(red, pink, blue or green), sometimes spiky, occasionally a mohican.
They wear DocMartins or Converses and vintage or skinny jeans, often
accompanied by a band T-shirt.
The Skater Look
This means baggy or sometimes flared trousers, hoodies, ska or punk
band t-shirts and often dyed hair. Accompanied by lots of beaded
bracelets and skater trainers such as Vans.
The Intellectual Look
They tend to be smart-casual and look extremely intelligent. It’s the
corduroy waistcoats, the scarves, fitted jeans and often some sort of hat.
The “Too Cool for School” Look
In almost every lecture you see one guy who tries to look like they’ve
just walked out of downtown New York into the lecture theatre. They
have baseball caps on backwards, oversized headphones around their
ears and a certain swagger about their walk.
The High-Street Fashion Gurus
There are some students who, despite the lack of cash, manage to
always stick to the latest trends, no matter how short-lived they are.
Admittedly, whatever the fashion is, it always seems to work on them,
but you start to wonder how big their wardrobes and wallets are.
The “Can’t Live Without the Label” Look
These are the designer addicts. They are few and far between on a
university campus but they do exist. Whatever they wear, it has to have
77
Independent Reading
Before the 12th century most people were illiterate. Reading and
writing skills were not considered important or necessary. Monasteries
were centres of education and, and priests and monks were the most
educated people.
But with the development of such sciences as medicine and law,
organizations of general study called universities appeared in Italy and
78
Oxford
The first written record of the town of Oxford dates back to the year
912. Oxford University, the oldest and most famous university in
Britain, was founded in the middle of the 12 th century, and by 1300 there
were already 1,500 students. At that time Oxford was a wealthy town,
but by the middle of the 14th century it was poorer, because of the
decline in trade and because of the terrible plague, which killed many
people in England. The relations between the students and the
townspeople were very unfriendly, and there was often fighting in the
streets.
Nowadays there are about 12,000 students in Oxford and over 1000
teachers. Outstanding scientists work in numerous colleges of the
University, teaching and doing research work in physics, chemistry,
mathematics, cybernetics, literature, modern and ancient languages, art
and music, philosophy, psychology.
79
Cambridge
32.Read the text carefully, identify key points. Express your opinion
on the problem in English or in Russian when being tested on your
progress in independent reading.
British Universities
There are two distinct kinds of teachers. The kind which springs
to the mind more readily is the school-teacher, whose duty is to give
pupils a certain, clearly-defined quantity of knowledge - this
knowledge consists of the basic facts forming the foundation on which
further specialization can be built. The teacher of children has the
power to mould1 the development of young minds, of individual
characters. A good teacher will also take pleasure in creating a thirst 2
for knowledge in the child, inspiring an appreciation of education and
desire for self-fulfillment. The teaching of younger children is
undoubtedly a vocation3 requiring patience and dedication.
The second kind is University teaching, which, under the English
system bears little or no resemblance to school teaching. The function
of a lecturer in an English University is not, first and foremost 4, to
give knowledge in the form of facts; it is rather to provide guide-lines
along which students may direct their individual duty, to provide the
student with the main tools of analysis for his particular specialty, to
arouse the student’s interest in particular aspects of his subject for
further research work after graduation. The lecturer is allowed more
free time in which to conduct his individual research, thereby being
able to make a positive contribution and keep up with current ideas in
his subject.
Thus, under the English system of education, school teaching is
the field of those people whose interests and talents lie in giving
knowledge, while lecturing requires some original contributions to the
subject on the part of the lecturer and also requires a desire to
encourage an interest in a special sphere in future teachers and
research-workers.
Notes:
1.mould - формировать
82
Alcot University
Guide for International Students
Translation Practice
Key Vocabulary
Philology – филология
Journalism – журналистика
Department – отделение, кафедра
Theory – теория
To pay attention to – уделять внимание
Folklore – фольклор
Enrolled – зачисленный
To devote to – посвящать
Speciality – специальность
Creative – творческий
Graduation – окончание (вуза)
To graduate from – оканчивать (вуз)
To major in – специализироваться
To require – требовать
Accommodation – размещение, жилье
To assist smb in smth – помогать кому-то в чем-то
Faculty Board – совет факультета
Dean’s Office – деканат
Teaching assistant (instructor) – ассистент
Senior teacher – старший преподаватель
Assistant professor – доцент
First-year student (freshman) – первокурсник
Second-year student (sophomore) – второкурсник
Third-year student (junior) – третьекурсник
Fourth-year student (senior) – четверокурсник
Teaching staff – преподавательский состав (коллектив)
To head – возглавлять
To be responsible for – отвечать за
General management – общее руководство
To preside at – председательствовать на
To carry out decisions (reccomendations/ directions) – выполнять
решения (рекомендации/ указания)
To approve the plan – утверждать план
86
Unit 3.
Read the text and think over the question asked in the title.
87
2. Practice reading these words, mind the stress, translate them using
a dictionary.
Correlative Conjunctions
“O” level and two passes at ”A” level are necessary to enter the
university. 6.students receive grants from public to private funds. 7. It is
necessary to write a thesis to get the Bachelor of art degree. 8. The
degree of Doctor of Philosophy is conferred after the graduation from
the university. 9. Oxford students must wear casual clothes at the
university. 10. All members of the royal family studied at Cambridge.
1.How many universities are there in Great Britain? 2. What are the
oldest British universities? 3. What universities have a special eminence
among the English universities? 4. British universities are private
institutions, aren’t they? 5. How long do studies at the university last? 6.
What university degrees can graduates be awarded? 7. When is the
Bachelor’s degree awarded? 8. When is the Master of Art degree
conferred? 9. When is the doctor of Philosophy degree awarded? 10.
What are the special traditions in Oxbridge? 11. What are the famous
alumni of these two universities?
15. When reading the text about further education in Great Britain
answer the following questions:
16. Read the first part of the text about institutions of higher learning
in Great Britain. Guess the name of the person in whose honour the
most well-known scholarship for students is awarded in Europe
nowadays.
After three years of study a university graduate will leave with the
Degree of Bachelor of Arts, Science, Engineering, Medicine, etc. Later
he may continue to take Master's Degree and then a Doctor's Degree. It
goes without saying it that research is an important feature of university
work. The 2 intellectual eyes of Britain - Oxford & Cambridge
Universities - date from the 12 & 13 centuries. They are known for all
over the world and are the oldest and most prestigious universities in
Britain. They are often called collectively Oxbridge, but both of them
are completely independent. Only education elite go to Oxford and
Cambridge, most of their students are former public leavers. The normal
length of the degree course is 3 years, after which the students take the
Degree of Bachelor of Arts or B.A. Some courses, such as languages
and medicine, may be one or two years longer. The students may work
for other degrees as well. The degrees are awarded at public degree
ceremonies. Oxbridge cling to their traditions, such as the use of Latin at
degree ceremonies. Full academic dress is worn at examinations.
Oxbridge universities consist of a number of colleges. Each college is
different, but in many ways they are alike, each has its name, its coat of
arms, each is governed by a Master and offers teaching in a wide range
of subjects. The largest ones have more than 400 members, the smallest
ones-less than 30. Within the college one will normally find a chapel, a
dining hall, a library, rooms for undergraduates, fellows, the Master and
teaching purposes. Oxford is one of the oldest universities in Europe- the
second largest in Britain, after London. The town of Oxford is first
95
17. Match the definitions with the underlined words from the text.
1) Holder of the second university degree;
2) A person who has already finished his studies and got a diploma;
3) A scientific, educational and cultural centre, as a rule it gives
higher education to the citizens;
4) Senior students that haven’t got a diploma yet;
5) Having a lot of similar features;
6) A sport which is done on the boats moved by the use of oars;
7) A group in society considered to be superior;
8) To resist stopping the tradition;
9) Producing respect and influence;
10) Holder of the first university degree;
11) Person who has received the highest university degree;
12) Written or printed statement of rights.
96
18. Divide the text into logical parts, giving a title to each one.
11) How many mixed colleges were there in Oxford in the past?
17) Name those famous men who are the alumni of these
universities.
97
20. As far as you know there are over forty universities in Great
Britain. This extract is about other British universities. What groups of
the universities can you distinguish?
21. Complete these sentences using the information from the extract
above. Translate them into Russian.
1) … ,… ,… , ... are the most famous Scottish universities.
22. Apart from schools and universities there is another sector, which
often gets forgotten – a sort of Cinderella of education system. Read
this extract from “British Life and Institutions” and say what sort of
learning these establishments give to students. Is there a system similar
to the English FE colleges in your country?
24. Make a project about the system of higher education in the USA.
Conversational Formulas
Discussion
Word Formation
The most common suffixes to form the adjectives from nouns and
verbs are:
-y (-ly) – full of or covered with…; tending to…; like o typical of …;
-ic (-ical) – of, like or connected with …;
-ful – full of …; having the quality of …; causing …;
-less – without …;
-able – having the stated quality or condition;
28. Make the derivatives from the following words. Translate them
into Russian.
Academy, success, end, symbol, fear, optimist, sun, base, month, care,
word, dirt, enjoy, remark.
Grammar
101
Perfect Tenses
1. She has had much work this week. 2. He has written his test paper
well. 3. Have you ever read English books in the original? 4. Have you
already answered these questions? 5. Many new novels have been
translated into English. 6. The newspaper will have been delivered by 6
a.m. 7. How long have you been learning Arabic? 8. The problem of
folklore festivals has not been touched upon yet. 9. The report had been
written before the arrival of the chief. 10. The student will have passed
the exam in the History of Linguistics by the end of the week. 11. He
had left the city by that time. 12. Has she been to any book exhibition
this year? 13. The experiment had been completed by that time
yesterday. 14. The lecturer has been listened to inattentively. 15. This
magazine will have been returned by this time tomorrow. 16. Will the
work have been finished by September?
30. Choose the correct form of the verbs in brackets and translate the
sentences. Consult the Grammar Support if necessary.
1. He (has, have been, will have) read the book on poetry by the end of
the next week. 2. By the time he was 25 he (had, has, will have) become
a Doctor of Philosophy. 3. The room (has, had, will have) not been slept
in for many years. 4. Many new interesting magazines (has been, have
been, will have) published by now. 5. The lecture (have, have been, will
have been) delivered by this time tomorrow. 6. Their test (has been, had
been, will have) written by 2 o’clock yesterday.
passed exams before he arrived. 9. By this time I will have received the
letter. 10. It surprised me that they had completed their research.
Degrees
Independent Reading
will be able to help you find the materials you need, and advise on
referencing and avoiding plagiarism when it comes to writing essays.
Making new friends is a key part of the higher education
experience. If you’re worried about fitting in, remember that students
from all backgrounds and of all ages go to university and college.
One way to form friendships is through student societies or sports.
It’s always easier to bond with someone if you share a common interest.
There will probably be a full list of societies available on your students'
union website, and you’ll have an opportunity to join up to most at the
‘Freshers’ fair’. Most institutions have a sports centre of their own or an
arrangement with the local centre. As a student you’re likely to have
access to sports facilities, and you may get a discount on gym
membership.
Most universities and colleges run open days. They’re generally
held two or three times a year, allowing members of the public to look
around the institution and see what's on offer. Many institutions also
offer short courses over the summer period, giving prospective students
the chance to get a taste of higher education. At these events you’ll be
able to find out from lecturers and students all the good and bad points
of university life, take a tour of the campus and sit in on lectures and
seminars. The Bright knowledge resource library has information about
higher education, money and careers.
34. Read the text and make a table of similarities and differences in
higher education of different countries. Get ready to speak about
different systems of higher education.
The system of higher education had its origin in Europe of the Middle
Ages, when the first universities were established. In modern times the
nature of higher education around the world has been largely determined
by the models established in influential countries such as France,
Germany, Great Britain, and the United States.
Both France and Germany have systems of higher education that are
basically administered by state agencies. Entrance requirements for
students are also similar in both countries. In France an examination
called the baccalauréat is given at the end of secondary education.
Higher education in France is free and open to all students who have
passed this examination. A passing mark admits students to a
preparatory first year at a university, which terminates in another, more
rigorous examination. Success in this examination allows students to
attend universities for another three or four years until they have attained
the first university degree, called a licence in France.
Basic differences, however, distinguish these two countries' systems.
French educational districts, called académies, are under the direction of
a rector, an appointee of the national government who also is in charge
of the university in each district. The uniformity in curriculum
throughout the country leaves each university with little to distinguish
itself. Hence, many students prefer to go to Paris, where there are better
accommodations and more cultural amenities for students. Another
difference is the existence in France of higher-educational institutions
known as grandes écoles, which provide advanced professional and
technical training. Most of these schools are not affiliated with the
universities, although they too recruit their students by giving
competitive examinations to candidates who possess a baccalauréat.
The various grandes écoles provide a rigorous training in all branches of
applied science and technology, and their diplomas have a somewhat
higher standing than that of the ordinary licence.
In Germany, a country made up of what were once strong
principalities, the regional universities have autonomy in determining
their curriculum under the direction of rectors elected from within.
Students in Germany change universities according to their interests and
the strengths of each university. In fact, it is a custom for students to
attend two, three, or even four different universities in the course of their
undergraduate studies, and the majority of professors at a particular
106
university may have taught in four or five others. This marked degree of
mobility means that schemes of study and examination are marked by a
freedom and individuality unknown in France.
Each of these countries has influenced higher education in other
nations. The French, either through colonial influence or through the
work of missionaries, introduced many aspects of their system in North
and West Africa, the Caribbean, and the Far East. In the 1870s Japan's
growing university system was remodeled along French lines. France's
grandes écoles have been especially copied as models of technical
schools. German influence has come about through philosophical
concepts regarding the role of universities. The Germans were the first
to stress the importance of universities as research facilities, and they
also created a sense of them as emblems of a national mind. The
doctoral degree, or Ph.D., invented in Germany, has gained popularity in
systems around the world.
The autonomy of higher-educational institutions is strikingly
pronounced in Great Britain. Its universities enjoy almost complete
autonomy from national or local government in their administration and
the determination of their curricula, despite the fact that the schools
receive nearly all of their funding from the state. Entry requirements for
British universities are rather complicated. A student must secure a
General Certificate of Education (corresponding to the French
baccalauréat) by taking examinations in various subjects and receiving
passing marks in them. The greater the number of “advanced level”
passes, rather than “ordinary level” passes, that a student acquires, the
better his chances are of entering the university of his choice. (Britain
has a centralized admissions bureau to which candidates for admission
are able to give their choice of universities in an order of preference.)
This selective admission to universities, combined with the close
supervision of students through a tutorial system, makes it possible for
most British undergraduates to complete a degree course in three years
rather than the standard four years. Great Britain's academic programs
are more highly specialized than their European continental
counterparts. Most undergraduates follow an “honours” course (leading
to an honours degree) in one or, at the most, two subjects, while the
remaining minority of students take “pass” courses that cover a variety
of subjects. Great Britain's model of higher education has been copied to
107
35. Read the text carefully, identify key points. Choose one passage to
translate it in writing. Express your opinion on the problem in English
or in Russian when being tested on your progress in independent
reading.
Universities in Transition
By David Riesman
At the end of World War II, approximately half of the 1.5 million
college and university students in the united states were educated in
private institutions, the other half in state or locally supported schools.
Today, private colleges educate barely one-fifth of the 11 million
American students.
… it is not simply tuition that has taken private schools out of the
market, for inflation spreads on penalties – and windfalls – all too
evenly. There are still millions of Americans who have enough, could
save enough, or could safely borrow enough to send their children even
to the most expensive private college…
At the heart of the problem is the fact that, as our culture becomes
”democratized”, the idea of attending a private school has come to seem
unnatural and anachronistic to many people. …
Among one group of victims of this egalitarianism – the exclusively
private single-sex colleges – panic has been spreading since the late
1950s. … It has become an increasingly idiosyncratic choice to attend
the few single-sex schools that remain. One element of American
diversity is thus being lost – as is an opportunity for some young people
who would benefit, for a time, from not having to compete with or for
the opposite sex. Yet opportunity to choose is supposed to be one of the
very essentials of democratization. …
Advocates of public higher education claim that there is virtually no
innovation to be found in the private sector that cannot also be
duplicated in the public sector. And, indeed, the public schools are often
less monolithic than is often thought… The University of California,
with its eight campuses, offers students everything from small-college
clusters in rural settings of great natural beauty (Santa Cruz) to large
urban universities (Los Angeles). And Evergreen State College, begun
10 years ago in Olympia, Washington, is more avowedly experimental
than most private colleges.
Yet an important difference remains: private colleges, and (with such
exceptions as Northeastern and New York University) most private
universities as well, are on average far smaller than public ones. And
while small size is not necessarily a virtue, it often is, particularly
insofar as it continually reminds the sprawling public campuses that
“giantism” may itself be a deformity. I am inclined to believe that, in the
110
absence of the private model, state colleges and universities would never
have sought to create enclaves of smallness. …
… private schools were the first actively to seek recruitment of
minority students. Private colleges have also in fact (though by no
means universally) possessed a somewhat greater degree of academic
freedom and autonomy than public ones. Sheltered from the whims of
angry governors and legislators, they set a standard for academic
freedom and non-interference that the public institutions can – and do –
use in defending themselves.
State university officials recognize the importance of maintaining a
private sector. State pride is a factor here. The state universities of
Michigan and Texas, of Illinois and Indiana, Virginia and North
Carolina, Washington and California all want to be world-class
institutions on a level with private universities like Stanford, Chicago
and Yale, and they use these private models as spurs to their legislative
supporters and beneficent graduates. They have even been able to
maintain some selectivity, shunting those students with less
demonstrable ability to the growing regional branches of central state
universities. These regional state colleges and universities are now large
and well established. Given the general egalitarian temper of the times,
these schools have no qualms about competing for state money with the
older, more prestigious parent campuses. The ineluctable, if not
immediately perceptible, consequence is that of “leveling”.
Translation Practice
Дистанционное образование
Key Vocabulary
Grammar Support
an office-block – office-blocks
a forget-me-not – forget-me-nots
a manservant – menservants
Но есть следующие исключения:
a passer-by – passers-by, a daughter-in-law – daughters-in-law.
6. Некоторые английские существительные всегда используются
либо только в единственном, либо только во множественном
числе. Среди них:
Singular Plural
information music clothes pants
advice death contents scales
money luggage sweepings people
news knowledge glasses police
progress trouble odds arms
furniture luck ends holidays
work equipment greens stairs
yeast traffic customs wages
cream hair goods jury
ink wood shorts poultry
linen sand trousers binoculars
rubbish accommodation jeans slums
leafage business scissors sights
weather machinery tights outskirts
Примечание:
Первая категория согласуется с глаголами в единственном
числе, вторая – с глаголами во множественном числе.
It is hitting news. That was good advice.
Jeans are casual clothes. These glasses are from Check Republic.
You must think of some plan. – You don’t have to think of any
plan.
There were some magazines on the desk. There were no
magazines on the desk, only newspapers.
Однако местоимение some употребляется в вопросах,
которые представляют собой просьбу или предложение
May I offer you some tea?
Can I have some milk?
б) Местоимение аny употребляется в отрицаниях и
вопросах в значении some. В утвердительных
предложениях оно соответствует русским местоимениям
любой, всякий, какой угодно.
You can do that work any day you like.
What books shall I give you? – Any will do.
в) Местоимение оne употребляется только с
исчисляемыми существительными, имеет форму
множественного числа ones, а также форму
притяжательного падежа – one’s. Оно используется в
качестве слова-заменителя существительного,
упомянутого ранее во избежание повтора, а также с в
значении любой (каждый) человек.
One can learn a foreign language.
To express some vague time:
One day I’ll tell you the truth.
To avoid the repetition of the same noun:
My office is the first one on the left.
With the meaning of only and single:
This is the one way out.
few
sentences
negative sentences
Future Simple There won’t be a/ any book in the library.
There won’t be many/ any books in the library.
There won’t be much/ any information in this
reference book.
Future Simple
further – furthest elder – eldest (если nearer – next (time), the latter (the
(если указывает на указывает на the next order, next former)–
расстояние или отношения в year, the next step last(time), the
последовательность) семье) last (order)
I am I , he, she, it I, we
was shall be
He, she, it You, we, they He, she, it, you, we, they
is were will be
You, we, they
are
Negative
The house was being painted when they came. – Дом красили, когда
они пришли.
Present Perfect have/ has been + Past Participle
The office has not been cleaned yet. – В офисе еще не убрались.
Past Perfect had been + Past Participle
The children had been brought home by three o’clock. – Детей привели
домой к трем часам.
Мы употребляем страдательный залог, когда хотим показать, что
само действие важнее, чем лицо, которое его совершает. Лицо,
совершающее действие («агент» действия), вводится предлогом byи
упоминается лишь тогда, когда это необходимо. Например:
The printing press was invented by Johannes Gutenberg.
Если же агент действия неизвестен, не важен или же он очевиден,
он не упоминается.
New supermarket was opened yesterday.
Olive oil is made in Greece.
She types the letters. – The letters are typed (by her).
These students attend the Reading Hall every day. – The Reading Hall is
attended by the students every day.
They started a new epoch in the development of literature. – The new
epoch in the development of literature was started.
The author has just finished his new novel. – The new novel has just
been finished.
Такие слова, как people, one, someone/ somebody, they, he и т.п. в
качестве «агента» действия в страдательном обороте обычно не
употребляются. Например:
Someone has broken the vase. – The vase has been broken.
При преобразовании действительного оборота в страдательные
личные местоимения в объектном падеже (me, him, you и т.д.)
заменяются личными местоимениями в именительном падеже (I,
you, he и т.д.). Например:
He gave me a dollar. – I was given a dollar.
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References
Учебное пособие
Редактор З.А.Кунашева