Контрольная работа по "Английскому языку"

I курс   АНГЛИЙСКИЙ  ЯЗЫК.   

КОНТРОЛЬНАЯ РАБОТА

I. Перепишите следующие предложения. Определите по грамматическим признакам,

    какой частью речи являются слова, оформленные окончанием –s, и какую функцию это

    окончание выполняет, т.е. служит ли оно:

а) показателем 3-го лица единственного числа в Present Indefinite;

б) признаком множественного числа имени существительного;

в) показателем притяжательного падежа имени существительного.

1.Physiological psychologists concentrate particularly on the brain, the nervous system and the  

   body’s biochemistry.

2. Personality psychologists study the differences among people’s traits such as anxiety,

    sociability, self-esteem, the need for achievement, and aggressiveness.

3. Personality psychologists may also attempt to determine what causes some people to be  

    optimists and others to be pessimists, why some people are outgoing and sociable while others

    are cold and unfriendly.

II. Перепишите следующие предложения и переведите их, обращая внимание на

     особенность перевода на русский язык определений, выраженных именем 

     существительным.

1. Intergenerational solidarity theory proposes that the elderly parent-adult child relationship will  

    remain strong as long as association, affection and consensus in the family remain strong.

2. Alpert and Richardson (1990) wrote about family-stage theory and considered parenting to be

    a five-stage process.

3. Housekeeping, babysitting, food preparation, and help with finances are part of the day-to-day

    aid that elderly parents give to their children.

III. Перепишите следующие предложения, содержащие разные формы сравнения, и 

      переведите их на русский язык.

1. The closer two people live to each other, the more likely they are to interact.

2. The more frequent their interaction, the more they will tend to like each other.

3. Familiar people are predictable and safe – thus more likable.

4. The most profitable way to look at culture is to see it as an adaptive mechanism, that is, to see 

    what it does.

IV. Перепишите и письменно переведите следующие предложения на русский язык, 

      обращая внимание на перевод неопределенных и отрицательных местоимений.

1. Everywhere man is dependent on land, water, minerals, animals.

2. Any normal human being can easily learn to speak “like a native” any language he hears from 

    infancy.

3. A person’s race tells us nothing at all about his religion, his nationality, his language or his 

   manners and morals.

4. There is no evidence that the people of any one race are innately superior or inferior in general

    mental ability to the people of other races.

V. Перепишите следующие предложения, определите в них видо-временные формы

     глаголов и укажите их инфинитивы; переведите предложения на русский язык.

1. Physiological psychologists investigate the extent to which behavior is caused by physical

    condition in the body.

2. Then our discussion will shift to relationships between people in small groups and large

    organizations.

3. Unfortunately, very often, we are forced to form first impressions of people using only scanty

    evidence.

4. One reason people tend to like good-looking people is that physical attractiveness itself is

    generally considered a positive attribute.

5. The Greenland Eskimos thought the Europeans who arrived on their shores had come to learn

    virtue and good manners from their hosts. 

VI. Перепишите следующие предложения. Подчеркните Participle I and Participle II и

      установите функции каждого из них, т.е. укажите, является ли оно определением,

      обстоятельством или частью глагола-сказуемого; предложения переведите на  

     русский язык.

1. Development psychologists study the processes and changes involved in mental and physical

    growth in humans from the prenatal period through childhood, adolescence, adulthood, and

    old age.

2. In effect, a stereotype is a special kind of scheme that is based on almost any distinguishing 

    feature, including sex, race, occupation, physical appearance, place of residence, and

    membership in an organization.

3. A number of studies have shown that we tend to explain our successes according to our

    personal abilities while attributing our failures to forces beyond our control.

4. Numerous tribal people living in places that struck Europeans as particularly desolate were not

    only content with themselves but felt they lived in the best of all possible worlds.

VII. Перепишите следующие предложения и переведите их на русский язык, обращая

        внимание на бессоюзное подчинение.

1. Children sometimes ask questions you never expect them to ask.

2. If any child, and particularly the reluctant learner, is not challenged,  if the work is above his 

    head or out of his realm of interests, he becomes bored, and he feels he is an outsider – or 

    “alienated”.

3. Always make the child feel his contribution (correct answer) is important.

VIII. Перепишите следующие предложения. Подчеркните в каждом из них модальные

         глаголы и их эквиваленты; предложения переведите на русский язык.

1. When we meet someone for the first time, we may notice a number of things about that person

    – clothes, gestures, manners of speaking, tone of voice, firmness of handshake, and so on.

2. Generally, however, the first impression of a person is the lasting impression, and it can affect 

    our behavior even when it  is  not entirely accurate.

3. As you talk with friends, you disclose or reveal personal experiences and opinions that you

    might conceal from strangers.

4. In order to meet their needs, people must devise ways of dealing with their environment so as

    to get food, clothing, and shelter.

IX. Прочтите и переведите на русский язык следующие предложения, обращая внимание

      на то, что в них просьба (побуждение) выражена с помощью глагола to let.

1. Let us teach children to be neat and organized to the point where the organization serves them

    and their needs, rather than to where they become a servant of the organization.

2. Do not let life pass by the children, within your sphere of influence, and by all means do not 

    let life beat them down by teaching them to count the stars, rather than seeing and appreciating

    the universe.

3. Let them teach children the value of being more patient, with both themselves and others in

    the world.

X. Прочтите и письменно переведите 1,3 абзацы текста.

INFLUENCES ON THE FAMILY AND MARRIAGE TODAY

1.      One of the most important factors influencing family life today is the large numbers of married women now working in paid employment. A proportion of married women have been employed outside the home since the early period of industrialization. Since the Second World War, however, the numbers of women in paid work have increased dramatically. This increase has helped to produce changes in family patterns as well as reflecting alterations in those patterns themselves.

2.      Although they are mostly in inferior occupations to their partners, married women in paid work have more economic independence than those who are full-time housewives. Many women still see their wages or salaries as ‘topping up’ the income earned by their husbands, regarded by both as the chief source of their revenue. Yet increasing numbers also regard success in a career as a major aspiration of their lives, rather than accepting that their sole place is as homemaker.

3.      How far have these developments altered the respective roles of women and men within the home? Are men assuming larger responsibilities for domestic chores and for childcare than used to be the case? The evidence suggests that there have been some changes over the past three or four decades, but they have been relatively limited. Haidi Hartmann collected together the results of a range of researches carried out in the United States in the 1960s and 1970s. She found that, on average, women who were full-time housewives spent 60 hours a week on domestic tasks. Men spent an average of only 11. In families with young children, women gave 70 hours a week to domestic tasks, including childcare. While men spent an average of 5 hours a week on childcare, they reduced the amount of time they gave to other domestic duties accordingly.

4.      Fewer systematic studies have been carried out in Britain than in the USA. Elston studied couples in which both wife and husband were doctors. The results showed that the male doctors carried out far fewer domestic tasks than their wives. For instance, only 1 per cent of the male doctors regularly went shopping, cooked and cleaned the house; over 80 per cent of the women doctors engaged in the first two activities, and over 50 per cent in all three. Only in a minority of cases were both partners largely relieved of domestic duties by employing domestic cleaners and childminders.

X. Прочтите вопрос к тексту.  Из приведенных вариантов ответа укажите 

    предложение, содержащее правильный ответ.

What are the main influences on the family life today?

1. Women spend more time on homemaking ad childcaring.

2. Women work as much time as men do.

3. Husbands help, but very little, their wives.

4. More and more women start working on paid jobs outside their homes.

ТЕКСТЫ ПО ПРОФЕССИОНАЛЬНОМУ ЧТЕНИЮ.

1. Kinship, Marriage and the Family

      The study of the family and marriage is one of the most important areas of sociology. Virtually everyone, in all societies, is brought up in a family context; and in every society the vast majority of adults are, or have been, married. Marriage is a very pervasive social institution. Yet, as with other aspects of social life, there is great variation in family and marriage patterns across different cultures. What counts as a family, its connections with other kin, whom one is permitted to marry, how spouses are selected, the connections  between marriage and sexuality all these differ widely. In this chapter we shall study some of these variations, and show how they help to illuminate distinctive aspects of family life and patterns of marriage and divorce in the modern West. The Western family has changed markedly over the centuries, and we shall compare family life and marriage relationships in the modern period with those of earlier times. Fundamental shifts in the nature are occurring in the current era also, and in the concluding sections of the chapter these will be analysed in some detail.

      We need first of all to define the basic concepts of family, kinship and marriage. A family is a group of persons directly linked by kin connections, the adult members of which assume responsibility for caring for children. Kinship ties are connections between individuals, established either through marriage, or through the lines of descent that connect blood relatives (mothers, fathers, other offspring, grandparents, etc.). Marriage can be defined as a socially acknowledged and approved sexual union between two adult individuals. When two people marry, they become kin to one another; the marriage bond also, however, connects together a wider range of kinspeople. Parents, brothers, sisters and other blood relatives become relatives of the partner through marriage.

2. Kinship

      In most Western societies, kinship connections are for all practical purposes confined to a limited number of close relatives. Most people, for example, have only a vague awareness of relatives more distant than first or second cousins. In many other cultures, however, especially small-scale ones, kinship relations are of overriding importance in most spheres of life. In some small societies, all individuals are, or believe themselves to be, related to the others. Western kinship terminology cannot always easily be translated into the kinship connections recognized in other cultures. For example, we have the single term ‘uncle’ for relatives both on the mother’s and on the father’s side. Some cultures, by contrast, possess  separate terms for the mother’s brother and father’s brother, and these are regarded as very different types of kin relationship.

Clan groups

      In most traditional societies there are large kinship groupings which go well beyond immediate family relationships. One important grouping of this sort is the clan. A clan is a group in which all members believe themselves to be descended, either  through men or through women, from a common ancestor several generations back. They see themselves, and are seen by others, as a collectivity with a distinct identity. The clans in Scotland were groups of this kind; and there are many African and Pacific societies where such corporate groups remain significant.

      Normally members of the same clan share similar religious beliefs, have economic obligations to one another, and live in the same locality. Clan groups may be fairly small, but sometimes number hundreds or even thousands of individuals. Clan membership often affects almost every aspect of an individual’s life. In such groups, kinspeople who for us would be only very distant relatives may be thought of, and treated, in the same ways as those who are close. A man may call his father’s father’s father’s brother’s son’s son (a  third cousin  in Western kinship terminology) his brother and recognize the same obligations towards him as he does towards his biological brothers.

      Sometimes kinship categories recognized in clan groups completely cut across those we would take to be ‘natural’. For example, a father’s sister may be called ‘father’, with the addition of the qualification ‘female’; a mother’s brother might be called ‘mother’, with the added qualification ‘’male’. In these groups, it is not unusual to hear a man refer to another man, who may be much younger than himself, as his ‘mother’. Strange as this sounds to us, it is entirely logical within a  society organized in terms of clans. The individual is aware of who his real mother is. When he uses the word, he identifies the person referred to as coming from same descent group as his mother, and therefore having strong ties to himself.

      An example of a clan group is the tsu of traditional China. A tsu sometimes numbered thousands of people. Each had a council of elders which discussed issues of  interest to the whole group. Members of the tsu had common religious obligations, and the tsu also carried out economic and educational tasks for its members. It provided a credit system for money loans to members and also served as a court of law for judicial disputes. The tsu was also the basis of Chinese criminal organizations, which once flourished in the large cities such as Shanghai, and remain active today in Hong Kong.

3. Family relationships

      Family relationships are always recognized within wider kinship groups. In virtually all societies we can identify what sociologists and anthropologists have come to call the nuclear family, which consists of two adults living together in a household with their own or adopted children. In most traditional  societies, even when there are no clans, the nuclear family is embedded in larger kinship networks of some type. Where kin other than a married couple and children live either in the same household or in close and continuous contact with one another, we speak of the extended family. An extended family can be defined  as a group of three or more generations living either within the same dwelling or very close to each other. It may include grandparents, brothers and their wives, sisters and their husbands, adults, uncles, nieces or nephews.

      Whether nuclear or extended, so far as the experience of each individual is concerned, families can be divided into families of orientation and families of procreation. The first is the family into which a person is born; the second is the family into which an individual enters as an adult and within which a new generation of children is brought up. A further important distinction concerns place of residence. In Britain when a couple marry they are usually expected to set up a separate household. This can be in the same area as the bride’s parents or the groom’s parents, but may very well be elsewhere. In many societies, however, everyone who marries  is expected to live close to, or within the same dwelling as, the parents of the bride or groom. Where the couple moves to live near or with the bride’s parents, the arrangement is called matrilocal. A patrilocal pattern is one where the couple goes to live near to or with the parents of the groom.

4. The family and marriage in European history

      Before industrialization, most families were also units of production, working the land  or engaged in crafts. Even people who did not establish their own families of procreation tended to live and work in the family settings of others. Selection of marriage partners was not usually determined by love affection, but by social and economic interests involved in the continuation of the family enterprise and care of dependants. Landlords often directly influenced the choice of their tenants’ marriage partners, because they were concerned to ensure the effective working of their estates (Mitterauer and Sieder, 1982). In most parts of central Europe, a person wishing to be married  had to obtain the landlord’s permission. The landless poor, who had little hope of obtaining a cottage or farm, were sometimes prohibited from marrying altogether.

      Sexual relationships before and outside marriage were common in medieval Europe, among both poor and wealthier people. In some regions, it was permissible for a man to test the childbearing capacity of his future wife by trying to impregnate her before marriage. If she became pregnant, the marriage would go ahead, but if no such result was forthcoming she would stay unmarried. Rates of illegitimacy in many parts of Europe (particularly Central Europe) were extraordinarily high by modern standards. Little shame was attached to illegitimacy, and children of extramarital unions were frequently taken into the family and raised alongside legitimate offspring. Sexual passion within marriage seems to have been rare among most groups in the population. Within the aristocracy and gentry, erotic liaisons were recognized, but were almost always extramarital.

      It used to be thought that the predominant form of family in medieval Europe was the extended type, but more recent research indicates that the nuclear family was the usual form – at least, in western parts of the continent. Households were larger than in the present day but the difference is accounted for by domestic servants rather than kin. In England throughout the seventeenth, eighteenth and nineteenth centuries, the average household size was 4.75 people (Anderson, 1981). The current average is 3.04. Extended family groups were important in Eastern Europe and Russia.

      In the modern family, children grow up in the household and continue to live there while at school. The obtaining of a job is a mark of adult status, and tends to be soon thereafter accompanied by marriage and the establishing of a separate household. This was not the typical sequence  in medieval Europe. Children usually began helping their parents on the farm or at their craft at about the age of seven or eight. Those who did not help with domestic production frequently left the parental household at an early age to do domestic work in the house of others or to follow apprenticeships. Children who went away to work in other households might rarely or never see their parents again.

      In medieval Europe, a quarter or more of all infants did not survive beyond the first year of life (in contrast to well under 1 per cent today). Other factors also made family groups more impermanent than they are now – in spite of the high rates of divorce in current times. Illness was a  major killer, and wives frequently died in childbirth. Rates of mortality (numbers of deaths per thousand of population in any one year) were much higher than those of today, and the deaths of children or of one or both spouses frequently dislocated or shattered family relationships. Remarriages, with their attendant step-relationships, were common.