Учебные программы, Методические указания и контрольные задания по английскому, немецкому, французскому языкам для студентов заочной формы обучения

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Методические указания

Содержание The functions of money 2. A measure of value. 3. A store of value. 4. A means of making deferred payments. Контрольное задание №6 2. Наиболее употребительные сочинительные союзы 5. Общие вопросы в косвенной речи. The Effects of Inflation Программа и контрольные задания для студентов заочного отделения ВИЭСП неязыковых специальностей по немецкому языку Содержание программы I. морфология Ii. синтаксис Сложносочиненное предложение. Инфинитивные группы Применение технических средств Выполнение контрольных заданий и контрольных работ

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Money

Money is one of man's greatest inventions and the fact that all use money indicates that it is an essential tool of civilisation. In the absence of some form of money, exchange may take the form of barter which is the direct exchange of goods and services for goods and services. The great disadvantage of barter is the fact that it depends upon a 'double coincidence of wants'. A hunter who wants to exchange his skins for corn must find, not merely a person who wants skins, but someone who wants skin and has a surplus of corn for disposal. The alternative is to exchange his skins for some other article and they carry out a series of similar exchanges until he finally gets his corn. Time and energy which could be devoted to production is spent on a laborious system of exchange.

Quite early in his history man discovered a much more convenient arrangement. The use of some commodity as a medium of exchange makes exchange triangular and removes the major difficulty of the barter system. If a commodity is generally acceptable in exchange for goods and services, it is money. A producer now exchanges his goods for money and the money can be exchanged for whatever goods and services he requires.

The functions of money

1. A medium of exchange.

The use of money as a medium of exchange makes possible a great extenuation of the principle of specialisation. In an advanced society the use of money allows us to exchange hours of labour for an amazing variety of goods and services. We can exchange, for example, two weeks' labour for a holiday abroad just as easily as we can exchange it for a piece of furniture or a year's rent on a television set. Such exchanges would be inconvenient without the use of money.

2. A measure of value.

Money, most likely, came into use within the barter system as a means in order the values of different goods could be compared. The direct exchange of goods for goods would raise all sorts of problems regarding valuation for example 'How many bushels of corn are equal in value to one sheep, if twenty sheep exchange for three cows and one cow exchanges for ten bushels of corn?' The problem of exchange rates is easily solved when all other commodities are valued in terms of a single commodity which then acts as a standard of value. Money now serves as such a standard and when all economic goods are given money values (i.e. prices), we know, immediately, the value of one commodity in terms of any other commodity.

3. A store of value.

Once a commodity becomes universally acceptable in exchange for goods and services, it is possible to store wealth by holding a stock of this commodity. It is a great convenience to hold wealth in the form of money. The great disadvantage of holding wealth in the form of money has become very apparent in recent years - during periods of inflation its exchange value falls.

4. A means of making deferred payments.

An important function of money in the modern world, where so much business is conducted on the basis of credit, is to serve as a means of deferred payment. When goods are supplied on credit, the buyer has immediate use of them but does not have to make an immediate payment. The goods can be paid for three, or perhaps six, months after delivery. A complex trading organisation based upon a system of credit can only operate in a monetary economy. Sellers would be most unlikely to accept promises to pay in the future which were expressed in terms of commodities other than money.

Bank-notes and coins are not the most important form of money in developed economies. In the UK about 90%, by value, of all transactions are settled by means of cheques. Cheques were used as early as the second half of the seventeenth century, but they did not come into general use until the second half of the nineteenth century. But cheques themselves are not money, they are merely orders to bankers to transfer money from one person to another. The money so transferred consists of bank deposits. If there is no money in the form of a bank deposit then any cheques drawn on that account will be worthless. A payment from one person to another requires that the banker reduces the amount in one deposit and increases it in another.


Контрольное задание №6


Чтобы правильно выполнить задание № 6, необходимо усвоить следующие разделы курса английского языка:

1. Наиболее употребительные составные и групповые предлоги: according to, as to, because of, by means of, due to, in accordance with, in the course of, in view of, thanks to.

2. Наиболее употребительные сочинительные союзы but, and, or, either … or, neither … nor, both … and и подчинительные союзы as, as soon as...

3. Союзы, наречия и предлоги, совпадающие по форме: since, before, after, but.

4. Независимый причастный оборот.

5. Общие вопросы в косвенной речи.

6. Специальные вопросы в косвенной речи.


I Вариант


I. Преобразуйте следующие общие вопросы из прямой речи в косвенную. Сделайте необходимые изменения. Используйте правило согласования времен:

1. The teacher asked the student: “Have you translated the text “Crime” at home?”

2. Martin asked me: “Did you watch the accident last Monday?”

3. He asked my father: “Does Jack usually come at the same time?”


II. Преобразуйте следующие специальные вопросы из прямой речи в косвенную. Сделайте необходимые изменения. Используйте правило согласования времен:

1. The lecturer asked his students: “Who attends the seminars on Wednesdays?”

2. We asked our teacher: “What was the first name of New York?”

3. I asked Jessica: “Where will you see him for the next time?”


III. Перепишите следующие предложения, подчеркните независимый причастный оборот:

1. It being late, we had to return home.

2. All the exercises being quite easy, we coped with them very fast.

3. My sister being ill, I had to look after her little daughter.


IV. Перепишите следующие предложения, переведите их, подчеркните сочинительные союзы:

1. The criminal tried to break the window but the light of the passing car frightened him.

2. The definition of the “crime” can change and the formal code must be changed to reflect the new definition.

3. Susan has been working here for three years only, however she has already succeeded much.


V. Перепишите следующие предложения, переведите их, подчеркните подчинительные союзы:

1. To go abroad now is not so difficult as it was some years ago.

2. As soon as it was clear that he was late, we decided to go to the cinema without him.

3. Let us stay here as he will come to meet us.


VI. Перепишите следующие предложения, переведите их, подчеркните составные предлоги:

1. All the persons who have committed crimes should be dealt with according to the law.

2. Because of his bad leg he couldn’t walk as fast as the others.

3. That accident was due to careless driving.


VII. Перепишите следующие предложения, переведите их, подчеркните слово since. Укажите, какой частью речи оно является в каждом предложении (предлогом, союзом или наречием):

1. I met Jeremy ten years ago and haven’t seen him since.

2. He realized that the old life he had lived since boyhood was ended.

3. Mark! Glad to see you again! Where have you been all this time? What have you been doing since you left our town?


VIII. Прочитайте текст и письменно переведите его:


Crime and Delinquency


Crime is a specific type of deviance. A deviant act is only a crime when it violates some part of the Criminal Justice Code. When such a violation occurs the offender will be arrested, held in jail until the court decides on the appropriate punishment, and then sent to prison if found guilty or released if found innocent. Some violations of the criminal code are taken very seriously, like the planned killing of another person, especially a police officer. Others are basically tolerated, for example, being drunk in a public place. In general, the criminal code reflects societal definitions of deviant acts. Those defined as serious crimes carry heavy penalties that are usually enforced. Those that are taken less seriously do not. When public opinion changes, the criminal code changes. For example, we tend to be very tolerant of «drunkenness». While being drunk in a public place is technically a crime, we would be very upset if we felt that a police officer might arrest us for being «high». A group of people drinking and laughing loudly are generally seen as «having a good time», not as violators of the law. Prior to the early 1980s, this tolerance for drinking had led to the penalties for drunken driving being both light and inconsistently enforced. As the public becomes aware of the consistent relationship between driving while drunk and being involved in fatal auto accidents, outrage is growing. It has been estimated that 55 percent of automobile-caused deaths involve one or more drunken drivers. Demand for changes in the official Criminal Justice Code is rising; the public wants the law made stronger and the penalties to be both more severe and more consistently enforced. The values of society are forcing a rethinking and rewriting of the laws and penalties. Our definition of this «crime» is changing and the formal code must be changed to reflect this new definition. Similar public reaction is forcing a rethinking of the proper treatment of juveniles who commit violent crimes. Persons under 18, no matter what their offense, have been dealt with according to the specifications of the Juvenile Justice Code which contains its own set of penalties and treatments.

Our value system leads us to feel that a young person who commits a criminal act is not really as responsible as an adult who commits the same act. The Juvenile Justice Code was designed to protect and help young people no matter what they had done. This «protectiveness» is reflected in penalties and «sentences» often involving treatment and probation rather than incarceration. This means that it is possible that a young person committing a crime of violence (such as stabbing a person while robbing him), will receive a much lighter sentence than an adult would for the same crime. As violent crimes by persons under 18 increase, we are rethinking the appropriateness of juveniles always being treated differently than adult offenders. For example, at what point should a person be «held fully responsible» for killing another person? Is a 17-year-old killer really enough different from a 19-year-old killer that each should be treated under an entirely different Criminal Code? This question has not yet been resolved.


II Вариант


I. Переведите следующие общие вопросы из прямой речи в косвенную. Поставьте вводный глагол в главном предложении в прошедшее время. Используйте правило согласования времен:

1. “Can I exchange dollars for the local currency?” - he asks the bank clerk.

2. “What’s going on?” - they asked him.

3. “Have you spoken to the representative of the sellers?” - they ask.


II. Переведите следующие специальные вопросы из прямой речи в косвенную. Сделайте необходимые изменения. Используйте правило согласования времен:

1. The doctor asked the patient, “How do you feel today?”.

2. The old lady asked, “Where was Jane yesterday?”.

3. “When will you find the information about it?” he asked me.


III. Перепишите следующие предложения, подчеркните независимый причастный оборот:

1. The general meeting of shareholders was held, the balance sheet being published.

2. It being cold, he had to heat his car before he started.

3. The director being in the business trip, the deputy had to do this job.


IV. Перепишите следующие предложения, переведите их, подчеркните сочинительные союзы:

1. The working people didn’t like the result of the election but the opposition’s candidate won honestly.

2. Don won the lottery and suddenly everyone wanted to be his friend, however, they weren’t real friends.

3. Either he stays to accomplish his plan or he goes to a business trip.


V. Перепишите следующие предложения, переведите их, подчеркните подчинительные союзы:

1. As soon as he saw me, he asked me whether the manager had returned from Moscow.

2. As there were no porters, we had to carry the luggage ourselves.

3. He walked quickly for he was in a great hurry.


VI. Перепишите следующие предложения, переведите их, подчеркните составные и групповые предлоги:

1. He said he would start working according to the plan.

2. He went out without his hat.

3. Thoughts are expressed by means of words.


VII. Перепишите следующие предложения, переведите их, подчеркните слово before. Укажите, какой частью речи оно является в каждом предложении (предлогом, союзом или наречием):

1. He always comes before I do.

2. I shall go there before dinner.

3. I have seen this before.


VIII. Прочитайте текст и письменно переведите его:

Careerists and Familists


Both husband and wife may give priority to the career pole. The career affords the primary source of satisfaction and recognition. Husbands and wives function as two professionals who must make arrangements for the care of the children and management of the home. In their relationship to one another, careerists may enjoy a colleague-type relationship, knowledgeable about the work each is doing, or they may actually be working partners such as in a law firm. A growing number, perhaps as many as 700,000 couples, may opt for a commuter marriage, accepting positions which advance their careers, but require them to live apart during the week. Other careerists find themselves adversaries, jealously competing with one another for professional recognition. Some husbands experience distress as their wives’ salaries and status approach their own. For all careerists, there is the problem of not enough time for the children, the difficulties in finding and retaining suitable caretakers, and the frequent failure of either spouse to have enough energy left over for those emotional needs of the other left unfulfilled by the work role. Careerists as personalities are more likely to have a high achievement orientation, dependent upon external recognition. Some elect or fall into the lifestyle as a defense against the fear of failure in their marital relationship.

In the second type of dual career family, each may simultaneously give priority to family roles. This form is rare in a society where adult status, especially for males, is linked to occupational achievement. The difficulty in maintaining a career because of too little commitment would threaten the arrangement. One couple with professional degrees who recently welcomed a third child reported that they felt the disapproval of relatives who could not understand their “lack of ambition” or why they had “wasted” years pursuing degrees. This type, however, may be more common in the early stages of the family life cycle; priority may be given to family roles by both when children are young with little expectation for career advances.

Neotraditionalists

In a third type the husband may give salience to career and the wife to the family. The weight of the evidence is that the majority of families are neotraditionalists, since women still bear the burden of reconciling a couple’s work schedule and family life and still assume primary responsibility for domestic tasks. Research conducted in the early part of the 1970s found women satisfied with this form of inequality; many reported that they had the best of both worlds, a stimulating career upon which they were not financially dependent, combined with their overriding commitment to the family. Van den Berghe called this a “tolerance for domestication” which becomes built into the occupational structure in the form of discrimination against hiring women, knowing the priority they will give to the family role. Later research began to depict some of the strains experienced by women who are dissatisfied with being second-rate in their careers and whose productivity lags notably behind that of their husbands. It would be expected that as the society and as women’s earnings approximate their husband’s, more stress will be felt by some women sacrificing their careers, and more demands will be made of men to assume family responsibilities. Women in neotraditional families frequently suffer from a high level of stress because of the multiple role demands. One woman, a cancer researcher with long hours required in the laboratory, and married to a banker, found herself baking cookies for a school fair at 1:00 a.m., because, according to her daughter, “all the other mothers are.” With the laundry being done routinely at 11:00 p.m., and sewing on Saturdays while supervising the children from a park bench, she finally gave up the position and is now seeking part-time employment, a common response of many neotraditionalist wives.


III Вариант


I. Преобразуйте следующие общие вопросы из прямой речи в косвенную. Сделайте необходимые изменения, используя правило согласования времен:

1. The teacher said to Mike: “Have you done your homework?”

2. I said to the man: “Are you living in this hotel?”

3. “Did you see your granny yesterday, Lena?” asked Mr. Brown.


II. Преобразуйте следующие специальные вопросы из прямой речи в косвенную. Сделайте необходимые изменения, используя правило согласования времен:

1. The little boy asked his father: “Why does the policeman wear a uniform?”

2. The teacher asked Bob: “When did you learn to swim?”

3. He asked: “Who has brought the parcel?”


III. Перепишите следующие предложения, подчеркните независимый причастный оборот:

1. My sister having lost the key, we could not enter the house.

2. The student knowing English well, the examination did not last long.

3. It being Sunday, the library was closed.


IV. Перепишите следующие предложения, переведите их, подчеркните сочинительные союзы:

1. The signal was given, and the steamer moved slowly from the dock.

2. I came home early, but he remained to the end of the concert.

3. You can boil yourself an egg or I’ll make you a cheese sandwich.


V. Перепишите следующие предложения, переведите их, подчеркните подчинительные союзы:

1. Whether the documents will arrive tomorrow is not certain.

2. As long as you insist on these terms, we shall not be able to come to an agreement with you.

3. There was such a storm that day that the steamer could not leave the port.


VI. Перепишите следующие предложения, переведите их, подчеркните составные и групповые предлоги:

1. I shall give you an answer within a week.

2. As for the journey, we shall speak about that later.

3. I have something to tell you in regard to this matter.


VII. Перепишите следующие предложения, переведите их, подчеркните слово after. Укажите, какой частью речи оно является в каждом предложении (союзом, предлогом или наречием):

1. I found the letter after he had left.

2. He can do that after.

3. He came after breakfast.


IX. Прочитайте текст и письменно переведите его:


Inflation


There are several ways of defining inflation. In some contexts it refers to a steady increase in the supply of money. In others it is seen as a situation where demand persistently exceeds supply. It seems best to define inflation in terms of its basic symptom - rising prices. Inflation is a situation in which the general price level is persistently moving upwards.

In the extreme form of inflation, prices rise at a phenomenal rate and terms such as hyperinflation, or galloping inflation have been used to explain the situation. Under conditions of hyperinflation people lose confidence in the currency's ability to carry out its functions. It becomes unacceptable as a medium of exchange and other commodities, such as cigarettes, are used as money. The only possible course of action is to withdraw the currency and issue new monetary units. So great was the loss of confidence in Hungary that the new currency had to be given a new name, the Forint replacing the Pengo.

Another type of inflation is described as suppressed inflation. This refers to a situation where demand exceeds supply, but the effect on prices is minimised by the use of such devices as price controls and rationing. We should note that price controls do not deal with the causes of inflation, they merely attempt to suppress the symptoms. The excess demand still exist and it will tend to show itself in the form of waiting lists, queues, and almost inevitably, in the form of black markets.

The most common type of inflation is creeping inflation where the general price level rises at an annual rate between 1 and 6 percent.

There are two causes of inflation: demand-pool and cost-push ones.

The Effects of Inflation

Inflation is regarded as undesirable because it produces some serious economic and social problems.

1.Inflation leads to an arbitrary redistribution of real income. Although a rise in the general price level produces a corresponding rise in money incomes, all prices do not rise to the same extent and different income groups will be affected in different ways. There will be some 'gainers' and some 'losers'.

The losers are those whose incomes are fixed, or relatively fixed, in money terms.When incomes are directly related to prices, real income will remain relatively unchanged. The incomes of sales people, and professional groups such as architects, surveyors, and estate agents whose fees are expressed as a percentage of the value of the work, fall into this category.

2.Demand inflation, it is sometimes argued, is conductive to a faster rate of economic growth since the excess demand and favourable market conditions will stimulate investment and expansion. The falling value of money may encourage spending rather than saving and so reduce the funds available for investment. It may also lead to higher interest rates as creditors demand some additional return to compensate for the falling value of money. Relatively high nominal rates of interest may not be a deterrent to investment. If the nominal rate of interest is 10 percent, but the rate of inflation is 8 percent, the 'real' rate of interest is only 2 percent.

3.In economies such as the UK which are dependent upon a high level of exports and imports, inflation often leads to balance of payments difficulties. If other countries are not inflating to the same extent, home-produced goods will become more competitive in the home market. Exports will be depressed and imports will rise. If this process continues it must lead to a balance of payments deficit on the current account.


Программа и контрольные задания для студентов заочного отделения ВИЭСП неязыковых специальностей по немецкому языку




Содержание программы


Для развития навыков чтения, понимания и перевода с немецкого языка на русский студент должен изучить и усвоить следующий минимум учебного материала:

1) основные правила произношения и чтения;

2) словарный минимум, в состав которого включается 1200-1500 лексических единиц;

3) особенности грамматического строя немецкого языка, необходимые для понимания и перевода текстов.


Основные правила произношения и чтения


Общая характеристика звуков немецкого языка; долгота и краткость гласных, их смыслоразличительная функция; звуки, несвойственные русскому языку, дифтонги, гласные с умлаутом. Ударение в слове в зависимости от морфологического состава. Особенности интонации немецкого языка.


Лексика


Общее понятие о словарном составе немецкого языка. Корневые, производные и сложные слова. Основные способы словообразования: словосложение, аффиксация, чередование, субстантивация. Интернациональные слова. Многозначность слова в современном языке. Синонимы, антонимы. Фразеологические обороты. Идиоматические выражения. Сокращения.

Образование существительных. Сложные существительные, их образование и перевод. Производные существительные, наиболее употребительные суффиксы существительных. Образование существительных от основ сильных глаголов.