Учебные программы, Методические указания и контрольные задания по английскому, немецкому, французскому языкам для студентов заочной формы обучения
| Вид материала | Методические указания |
- Методические указания и контрольные задания для студентов заочной формы обучения Составитель:, 672.87kb.
- Финанс ы методические указания и контрольные задания для студентов заочной формы обучения, 825.1kb.
- Методические указания и контрольные задания по английскому языку для студентов II курса, 375.13kb.
- Рабочая программа методические указания контрольные задания для студентов специальности, 833.92kb.
- Методические указания к практическим занятиям для студентов экономических специальностей, 560.21kb.
- Низкотемпературных и пищевых технологий, 526.64kb.
- Методические указания и контрольные задания для студентов заочной формы обучения, специальность, 838.97kb.
- Общая химическая технология, 419.5kb.
- Методические указания и контрольные задания для студентов заочной и очно-заочной форм, 985.16kb.
- Методические указания и контрольные задания для студентов-заочников по английскому, 314.54kb.
Three Basic Problems of Economics
People have limited means to satisfy unlimited wants. The problems of choice are essentially problems of allocation. People must decide how to allocate resources to different uses and then how to allocate the goods and services produced to the individual members of society. There are three fundamental choices.
1. Which goods they have to produce and in what quantities? This problem concerns the composition of total output. The community must decide which goods it is going to produce and hence which goods it is not going to produce. Then the community must decide how much of each good it should produce. In reality the choices before a community are not between 'all or nothing’. They usually take the form: more of one thing and less of another. The first and major function of any economic system is to determine in some way the actual quantities and varieties of goods and services which will best meet the wants of its citizens.
2. How should it produce the various goods and services? There are a variety of methods. People can grow wheat by making use of much labour and little capital, or by using vast amounts of capital and very little labour. A community must make decisions on the methods of production.
3. How should it distribute the goods and services? This is the third function which an economic system has to perform. The economic system has to determine the relative sizes of the shares going to each household. Should everyone get an equal share? The total output of the community depends not only on the total supply of resources available but on the ways in which people combine these resources.
These basic problems are common to all societies no matter what level of economic development they have reached. The methods of solving them will be different from one society to another but the problems are common in all societies.
Контрольное задание № 3
Чтобы правильно выполнить задание № 3, необходимо усвоить следующие разделы курса английского языка:
1. Грамматические функции и значения слов that, one, it.
2. Страдательный залог времен групп Indefinite, Continuous, Perfect.
3. Функции глаголов to be, to have, to do.
4. Простые неличные формы глагола. Инфинитив в функции: а) подлежащего, б) определения, в) прямого дополнения, г) обстоятельства цели.
5. Бессоюзные определительные и дополнительные придаточные предложения в составе сложноподчиненных предложений.
I Вариант
I. Перепишите следующие предложения, переведите их, подчеркните глагол to be. Укажите, в какой грамматической функции он употреблен (смыслового глагола, вспомогательного глагола, модального глагола, глагола-связки):
1. When is he to arrive?
2. The educational level of the American work force is constantly increasing.
3. She was in Leningrad during the war.
II. Перепишите следующие предложения, переведите их, подчеркните глагол to have. Укажите, в какой грамматической функции он употреблен (смыслового глагола, вспомогательного глагола, модального глагола):
1. Though this project is of a little profit, we have to sign it.
2. He has already solved all the problems.
3. In his new apartment he has all the necessary utilities: gas, central heating, hot and cold water supply, etc.
III. Перепишите следующие предложения, переведите их, подчеркните глагол to do. Укажите, в какой грамматической функции он употреблен (смыслового глагола, вспомогательного глагола, усилительного глагола, слова-заместителя):
1. We learn more by listening than we do by talking.
2. How do people usually behave to make a positive first impression?
3. She did ask the question, but nobody of us could give her an answer.
IV. Перепишите следующие предложения, переведите их, подчеркните глагол-сказуемое в одном из времен группы Indefinite пассивного залога:
1. His report was discussed after the meeting.
2. This big loan will be used for structural reforms in the financial and social spheres, and part of it will go to the coal sector.
3. Parents are usually asked to wait for their children at the entrance.
V. Перепишите следующие предложения, переведите их, подчеркните глагол-сказуемое в одном из времен группы Continuous пассивного залога:
1. The most interesting research in this field is being carried out by the English scientists.
2. The witness and the defendant were being cross-examined during two hours.
3. The children are being shown the animals in the Zoo.
VI. Перепишите следующие предложения, переведите их, подчеркните глагол-сказуемое в одном из времен группы Perfect пассивного залога:
1. In the arranged meeting attention will have been called to the details of the case.
2. These business letters haven’t been posted yet.
3. This accident has been much written about.
VII. Перепишите следующие предложения, переведите их, подчеркните инфинитив. Укажите, в какой грамматической функции он употреблен: а) подлежащего, б) определения, в) прямого дополнения, г) обстоятельства цели:
1. To explain this fact is not so easy.
2. He came here to ask for help.
3. I told him to translate these letters immediately.
VIII. Перепишите следующие предложения, переведите их, подчеркните слово that. Укажите, в какой грамматической функции оно употреблено (союза, союзного слова, указательного местоимения):
1. A group of students should do the exercises that are given in the book.
2. Translate that article at home using the dictionary.
3. It’s obvious to everyone that some kind of law is necessary to try to prevent people from committing crimes.
IX. Перепишите следующие предложения, переведите их, подчеркните слово one. Укажите, в какой грамматической функции оно употреблено (неопределенно-личного местоимения, слова-заместителя, числительного):
1. One should follow the doctor`s advice.
2. Carl is one of the best workers you supervise.
3. The results of this month’s inquiry are much more interesing than the ones we got last month.
X. Перепишите следующие предложения, переведите их, подчеркните слово it. Укажите его функцию в предложении (подлежащего, формального подлежащего, дополнения или формального дополнения):
1. How do you like it here?
2. It’s always very interesting for foreigners to visit the Bolshoi Theatre.
3. It’s possible that a young offender will receive a much lighter sentence than an adult would for the same crime.
XI. Перепишите следующие бессоюзные сложноподчиненные предложения, переведите их. Укажите тип придаточного предложения:
1. His attitude towards every case he investigated was very serious.
2. Socialization is the process we acquire our values, attitudes and beliefs through.
3. Sabrina says she is going to divorce from her husband.
XII. Прочитайте текст и письменно переведите его:
Making New Laws: Bills and Acts
The functions of Parliament are: making laws; providing money for the government through taxation; examining government policy, administration and spending, debating political questions.
Every year Parliament passes about a hundred laws directly, by making Acts of Parliament. Because this can be a long process, Parliament sometimes passes a very general law and leaves a minister to fill in the details. In this way, it indirectly passes about 2000 additional rules and regulations.
No new law can be passed unless it has completed a number of stages in the House of Commons and the House of Lords. The monarch also has to give a Bill the Royal Assent, which is now just a formality. Since 1707 no sovereign has refused a Bill. Whilst a law is still going through Parliament it is called a Bill. There are two main types of Bills - Public Bills which deal with matters of public importance and Private Bills which deal with local matters and individuals.
Public and Private Bills are passed through Parliament in much the same way. When a Bill is introduced in the House of Commons, it receives a formal first reading. It is then printed and read a second time, when it is debated but not amended. After the second reading the Bill is referred to a committee, either a special committee made up of certain members of the House, or to the House itself as a committee. Here it is discussed in detail and amended, if necessary. The Bill is then presented for a third reading and is debated. If the Bill is passed by the Commons it goes to the Lords, and provided it is not rejected by them, it goes through the same procedure as in the Commons. After receiving the Royal Assent the Bill becomes an Act of Parliament. In order to be enforced, it must be punished in Statute form, becoming a part of Statute Law. The power of the Lords to reject a Bill has been severely curtailed. A money Bill must be passed by the Lords without amendment within a month of being presented in the House. The Act of 1949 provides that any Public Bill passed by the Commons in two successive parliamentary sessions and rejected both times by the Lords, may be presented for the Royal Assent, even though it has not been passed by the Lords. The Lords, therefore, can only delay the passage of a Public Bill, they cannot reject it.
II Вариант
I. Перепишите следующие предложения, переведите их, подчеркните глагол to be. Укажите, в какой грамматической функции он употреблен (смыслового глагола, вспомогательного глагола, модального глагола, глагола-связки):
1. You are to carry out this economical report within this week.
2. Anyone who is an American citizen, at least 18 years of age, may vote.
3. There were several corporate bankruptcies last week.
II. Перепишите следующие предложения, переведите их, подчеркните глагол to have. Укажите, в какой грамматической функции он употреблен (смыслового глагола, вспомогательного глагола, модального глагола):
1. She is unable to ring you up so you have to do it yourself.
2. They have decided to implement the new methods in everyday life.
3. Have you got enough time to do all you have to do? All of us have so many duties and obligations.
III. Перепишите следующие предложения, переведите их, подчеркните глагол to do. Укажите, в какой грамматической функции он употреблен (смыслового глагола, вспомогательного глагола, усилительного глагола, слова-заместителя):
1. I am sorry you don’t know this person.
- But I do know him.
2. They decided to make an offer to buy the house, but when they did, they found that someone else has already bought it.
3. My wife wants me to hire my brother-in-law to work in my company, but I don’t want to because he’s very lazy.
4. Children who are always told what to do may do their tasks very well, but they get little opportunity to use their own judgement and to develop a sense of responsibility.
IV. Перепишите следующие предложения, переведите их, подчеркните глагол-сказуемое в одном из времен группы Indefinite пассивного залога:
1. The national conference was attended by delegates from all groups.
2. The text will be translated tomorrow before noon.
3. The work is usually completed in time.
V. Перепишите следующие предложения, переведите их, подчеркните глагол-сказуемое в одном из времен группы Continuous пассивного залога:
1. The laboratory is being equipped with new instruments.
2. The draft contract was being discussed with the lawyer in details.
3. The program is being watched by the doctor with great interest.
VI. Перепишите следующие предложения, переведите их, подчеркните глагол-сказуемое в одном из времен группы Perfect пассивного залога:
1. The mail has just been sent off.
2. By 2 o’clock all the problems will have been discussed.
3. The patient had been thoroughly examined before the doctor prescribed the medicine.
VII. Перепишите следующие предложения, переведите их, подчеркните инфинитив. Укажите, в какой грамматической функции он употреблен: а) подлежащего, б) определения, в) прямого дополнения, г) обстоятельства цели:
1. To have found our mistake was useful.
2. There are not many people to believe this.
3. I don`t know how to complete everything in time.
VIII. Перепишите следующие предложения, переведите их, подчеркните слово that. Укажите, в какой грамматической функции оно употреблено (союза, союзного слова, указательного местоимения):
1. “Can you see the car that has stopped over there?” “Yes, it’s got a flat tire”.
2. At that time I was living with my parents.
3. The fax that arrived in the morning is in your file.
IX. Перепишите следующие предложения, переведите их, подчеркните слово one. Укажите, в какой грамматической функции оно употреблено (местоимения, слова-заместителя, неопределенного артикля, числительного):
1. “I can’t find the model I’m looking for in this catalogue, I’m afraid”. “Oh, can’t you? Then have a look through that one on the table over there”.
2. An American firm has started the production of one electronic phrase book.
3. One can use such method in one’s work.
4. One third of the board of directors was present at the meeting, so the quorum was not reached.
X. Перепишите следующие предложения, переведите их, подчеркните слово it. Укажите, в какой функции оно употреблено в предложении (подлежащего, формального подлежащего, дополнения или формального дополнения):
1. It’s becoming more and more interesting to learn law.
2. He did it to secure himself.
3. If I were you, I wouldn’t waste so much time on it.
XI. Перепишите следующие бессоюзные сложноподчиненные предложения, переведите их. Укажите тип придаточного предложения:
1. The work I am doing now is very difficult.
2. I cannot find the house we lived in when I was a boy.
3. He says they will go to the top of the hill next week.
XII. Прочитайте текст и письменно переведите его:
The construction of love relationships
The Romantic Love Ideal
The idea that love is the only basis for marriage is typically American. Some years ago a Korean graduate student who was becoming visibly distressed as she neared the completion of her master’s degree work confided she had been receiving letters from her parents indicating that she would be married upon her return to Korea. Throughout her education in the United States she had known that she would eventually be expected to marry the person her parents chose for her. Now, however, she did not want to return to Korea, and she certainly did not want to marry someone she had never met. She knew it would be a breach of cultural tradition to refuse her parents’ wishes, but she had adopted American values which consider love to be the only reasonable basis for marriage.
The romantic love ideal, formulated in France and Germany during the 12th century, filtered down from the nobility to the lower classes over the centuries. In its pure form the ideal of romantic love involves the notion that there is only one person in all the world that we are meant to love; although “love is blind,” we will recognize our “true love” at first sight. The role of fate in this process is a strong feature of the romantic ideal. We are expected to “fall in love” and to believe that “You were meant for me.” From adolescence on, we wait for that moment when “That old black magic has us in its spell.”
The Ideal and Real
While love ought to be the sole basis for marriage, according to the romantic ideal, most of us recognize the discrepancy between ideal and real. We may generally subscribe to the romantic ideal, but we also know that life rarely corresponds to ideals, that people do not and ought not to marry only because they are in love. Most young people are socialized to believe that love is necessary for marriage but not always a sufficient reason to marry. We have a negative view of anyone who would marry exclusively for money, status, prestige, or security. But we also consider anyone foolish who would marry a poor person rather than a wealthy one, other things being more or less equal.
Studies have found differences between men and women in the weight they give to love as a condition for marriage. Men are more likely than women to hold to the romantic ideal. In other words, women are less romantic than men. Because of women’s traditional dependence on men, the process of mate selection is of much greater consequence to them. Women therefore have been comparatively less idealistic and more rational and cautious in love relationships.
III Вариант
I. Перепишите следующие предложения, переведите их, подчеркните глагол to be. Укажите, в какой грамматической функции он употреблен (смысловой глагол, вспомогательный глагол, модальный, глагол-связка):
1. She was in Leningrad during the war.
2. He is the best student in the first course.
3. The goods were to be delivered at the end of the month.
II. Перепишите следующие предложения, переведите их, подчеркните глагол to have. Укажите, в какой грамматической функции он употреблен (смысловой глагол, вспомогательный глагол, модальный глагол):
1. I shall have translated the article by ten o’clock.
2. They have a lot of flowers in their garden every summer.
3. She had to change her shoes after walking in the garden.
III. Перепишите следующие предложения, переведите их, подчеркните глагол to do. Укажите, в каком значении он употреблен (смысловой глагол, вспомогательный глагол, слово-заместитель, усилительный глагол):
1. He didn’t know that Jennie had gone to Cleveland to see her father.
2. The professor asked his student why he hadn’t done his home assignment.
3. He speaks French more fluently than his elder sister does.
IV. Перепишите следующие предложения, переведите их, подчеркните глагол-сказуемое в одном из времен группы Indefinite (Passive):
1. These letters will be mailed tomorrow.
2. The newspapers and magazines are delivered by the postman every day.
3. Breakfast was brought in and was put on the table to await Helen.
V. Перепишите следующие предложения, переведите их, подчеркните глагол-сказуемое в одном из времен группы Continuous (Passive):
1. New children’s books were being sold in that shop when I entered it yesterday.
2. She felt she was being looked at.
3. The cases are being counted by the customs officer.
VI. Перепишите следующие предложения, переведите их, подчеркните глагол-сказуемое в одном из времен группы Perfect (Passive):
1. She has been presented a new dress.
2. By the time we came all the rooms had been cleaned.
3. They will have arranged everything by the evening.
VII. Перепишите следующие предложения, переведите их, подчеркните инфинитив. Укажите, в какой грамматической функции он употреблен: а) подлежащего, б) определения, в) прямого дополнения, г) обстоятельства цели:
1. He brought me some letters to type.
2. To find a cook was his most urgent problem.
3. He asked me to wait a little.
VIII. Перепишите предложения, переведите их, подчеркните слово that. Укажите, в какой грамматической функции оно употреблено в предложении (союз, указательное местоимение, союзное слово):
1. At that moment I heard a noise in the corridor.
2. The difficulty is that it is impossible to charter a ship in such a short time.
3. I have found the book that I was looking for.
IX. Перепишите предложения, переведите их, подчеркните слово оnе. Укажите, в какой грамматической функции оно употреблено (числительного, слова-заместителя, неопределенного местоимения, неопределенного артикля):
1. The book is more interesting than the one we read last week.
2. One should be careful when crossing the street.
3. One of my friends knows German very well and he’ll help us with this difficult article.
X. Перепишите следующие предложения, переведите их, подчеркните слово it. Укажите его функции в предложении (подлежащее, формальное подлежащее, дополнение, формальное дополнение):
1. Тhе plan isn’t ready. It has been discussed for two hours.
2. I find it difficult to explain anything to him.
3. It is no use telling him about it.
XI. Перепишите следующие бессоюзные сложноподчиненные предложения, переведите их. Укажите вид придаточного предложения:
1. I know he has returned.
2. He posted the letter he had written.
3. The man you are speaking about is in the next room.
XI. Прочитайте текст и письменно переведите его.
Basic types of economic organisation
If we look at the different political and social structures which exist in the world today, and the way in which those systems have developed over the years, we will say that people have made use of a very great varieties of economic systems. In fact, in spite of great variety, it is possible to group these different economic structures into four broad categories. These basic types of economic organisation are usually described as Traditional economies, Market economies, Command economies and Mixed economies.
Traditional economies
The oldest and until recent times the most common way of solving economic problem was that of tradition. In traditional societies, people use methods of production and distribution that were devised in the distant past and which have become the accepted ways of doing things by a long process of trial and error.
In these societies we find that the division of land among the families in the village or tribe, the methods and times of planting and harvesting, the selection of crops, and the way in which the produce is distributed among the different groups are all based upon tradition. Year by year, little is changed; indeed a change in working procedures may be regarded as an affront to memory of one's ancestors or as an offence against the gods.
The basic economic problems do not arise as problems to be discussed and argued about. They were decided long ago. The son follows in the footsteps of his father and uses the same skills and tools. A caste system provides a good example of the rigidity of a traditional society. The production problems (i. e. What? and How?) are solved by using land as it has always been used and the worker carrying out the traditional skills according to his or her fixed place in social structure. The distribution problem (i. e. For Whom?) is solved in a similar manner. There will be time-honoured methods of sharing out the produce of the harvest and hunt. The elders, the heads of families, the women and the children will receive shares according to ancient custom.
Traditional solutions to the economic problems of production and distribution are encountered in primitive agricultural and pastoral communities. But, even in advanced countries, tradition still plays some part in determining how the economy works. We are familiar with industries in which it is customary for the son to follow his father into a trade or profession.
Контрольное задание № 4
Чтобы правильно выполнить задание № 4, необходимо усвоить следующие разделы курса английского языка:
1. Сложные формы инфинитива (Indefinite Active Infinitive, Indefinite Passive Infinitive, Perfect Active Infinitive, Perfect Passive Infinitive). Обороты, равнозначные придаточным предложениям: объектный инфинитивный оборот, субъектный инфинитивный оборот.
2. Придаточные обстоятельственные предложения времени, условия.
3. Условные предложения 3-х типов (реальные и нереальные).
4. Причастие I (Participle I) и причастие II (Participle II) в функции определения и обстоятельства.
I Вариант
I. Перепишите следующие предложения, переведите их, подчеркните форму инфинитива Indefinite Infinitive. Укажите залог инфинитива: действительный (Active) или страдательный (Passive):
1. I don’t want to be given a vacation now.
2. His offer to go there tomorrow suits me perfectly.
3. Some people like to be talked about.
II. Перепишите следующие предложения, переведите их, подчеркните форму инфинитива Perfect Infinitive. Укажите залог инфинитива: действительный (Active) или страдательный (Passive):
1. He didn`t like to have been asked about it.
2. I am awfully glad to have met you.
3. He seems to have finished his work.
III. Перепишите следующие предложения, переведите их, подчеркните объектный инфинитивный оборот (Complex Object):
1. Jack wants Mr. Povey to defend him in court. They consider him to be a good lawyer.
2. My boss would like me to get acquainted with these documents.
3. We expect them to call us.
IV. Перепишите следующие предложения, переведите их, подчеркните субъектный инфинитивный оборот (Complex Subject):
1. He proved to be a true friend.
2. Nick is sure to ring me up. Call me when he does.
3. He is considered to have been one of the most popular writers of his time.
V. Перепишите следующие сложноподчиненные предложения с обстоятельственными придаточными. Укажите вид придаточного в каждом предложении (времени, условия):
1. As soon as Mr. Borey can receive you, his secretary will inform you.
2. If everything is all right, we’ll arrive in Brighton at 4 p.m.
3. When she was on a diet, she didn’t eat anything practically.
VI. Перепишите следующие предложения, переведите их, подчеркните причастие настоящего времени (Participle I). Укажите инфинитив глагола, от которого оно образовано:
1. Telling him the news I saw how his face was changing.
2. Not knowing his address, I couldn’t find him.
3. He watched the laughing girl.
VII. Перепишите следующие предложения, переведите их, подчеркните причастие прошедшего времени (Participle II). Укажите инфинитив глагола, от которого оно образовано:
1. The question discussed at the breefing was extremely important.
2. We all want to visit the new art exhibition of modern impressionists opened in our city.
3. When helped he never forgets about it.
VIII. Перепишите следующие условные предложения, переведите их. Укажите подтип каждого из них (реальное или нереальное):
1. If she is free on Sunday, she will sure help us with the translation.
2. If you had come here yesterday, you would have become a witness of a grandiose scandal!
3. If I were you, I would arrange this visit at the beginning of the week.
IX. Прочитайте текст и письменно переведите его:
Present-day Penal Institutions
Modern prisons are quite diverse, but it is possible to make some generalizations about them. In all but minimum-security prisons, the task of maintaining physical custody of the prisoners is usually given the highest priority and is likely to dominate all other concerns. Barred cells and locked doors, periodic checking of cells, searches for contraband, and detailed regulation of inmates' movements about the prison are all undertaken to prevent escapes. In order to forestall thievery, drug and alcohol use, violent assaults, rapes, and other types of prison crime, the inmates are subjected to rules governing every aspect of life; these do much to give the social structure of the prison its authoritarian character.
The need to maintain security within prisons has prompted any countries separate their penal institutions into categories of maximum, medium, and minimum security. Convicted offenders are assigned to a particular category on the basis of the seriousness or violent nature of their offence, the length of their sentence, their proneness to escape, and other considerations. Within a prison, the inmates are often classified into several categories and housed in corresponding cellblocks according to the security risk posed by each individual. Younger offenders are usually held in separate penal institutions that provide a stronger emphasis on treatment and correction.
Prisons generally succeed in the twin purposes of isolating the criminal from society and punishing him for his crime, but the higher goal of rehabilitation is not as easily attained. An offender's time in prison is usually reduced as a reward for good behaviour and conscientious performance at work. The privilege of receiving visits from family members and friends from the outside world exists in almost all penal systems.
Nowadays prisoners are kept in separate institutions according to the severity of crime committed, as well as to the age, sex and other conditions. Consequently, the intimates include unconvicted prisoners, juvenile delinquents, women prisoners, recidivists and life-sentence prisoners. Most prisoners serving longer sentences are held in correctional institutions, which are usually large maximum-security buildings holding offenders in conditions of strict security. Young offenders are usually detained in reformatories, often designated under names that imply that their purpose is treatment or correction rather than punishment. Women are normally held in smaller prisons with special programmes and recreational opportunities offered to reflect stereotyped female roles, with emphasis on housekeeping, sewing and typical skills. Prisoners who are not considered a danger to the community may be confined in low-security or open prisons.