all over the world was not |
удивлен тем, что общественность |
||||||||||
clamouring to know how fast we |
во всем мире не хочет знать, |
||||||||||
were using up the oxygen |
|
насколько |
быстро |
мы |
расходуем |
||||||
|
|
|
|
|
кислород |
|
|
|
|
|
|
Pointing out that eight tonnes of |
Обращая внимание, что 8 тонн |
||||||||||
oxygen are used up for every three |
кислорода расходуется на сжигание |
||||||||||
tonnes of coal, oil or gas burned, |
трех тонн угля, нефти или газа, |
||||||||||
Professor Dyson called on the |
Профессор |
Дайсон |
|
призвал |
|||||||
international scientific community to |
международное |
|
|
научное |
|||||||
begin a programme of accurately |
сообщество |
начать |
программу |
по |
|||||||
measuring the depletion rate of |
точному |
|
контролю |
|
скорости |
||||||
oxygen |
|
|
|
|
истощения кислорода |
|
|
|
|||
Professor Dyson said that the biggest |
Профессор Дайсон сказал, что |
||||||||||
effects of oxygen depletion were |
самый |
большой |
эффект |
на |
|||||||
likely to be found in the oceans |
истощение кислорода, вероятно, |
||||||||||
because there was a much smaller |
может быть обнаружен в океане, |
||||||||||
amount than in the atmosphere and |
потому что там намного меньше |
||||||||||
effects |
of |
depletion |
were |
количества кислорода, чем в |
|||||||
consequently |
greater. |
«Catastrophe |
атмосфере |
и |
результаты |
в |
|||||
may come to parts of the ocean long |
истощении |
поэтому |
|
больше. |
|||||||
before the oxygen reservoir is |
«Катастрофа может обрушиться на |
||||||||||
exhausted. The Pacific Ocean is |
океан задолго до того как запас |
||||||||||
already |
seriously |
depleted. |
It |
кислорода |
исчерпается. |
Тихий |
|||||
contains 50 percent of the Planet's |
океан уже серьезно истощен. Он |
||||||||||
water but only 40 percent of the |
содержит 50 % воды на планете, но |
||||||||||
dissolved oxygen» |
|
|
только |
40 |
% |
растворенного |
|||||
|
|
|
|
|
кислорода» |
|
|
|
|
|
|
«So long as we are not measuring |
«Так что пока мы не контролируем |
||||||||||
the rate of depletion year by year, we |
коэффициент истощения из года в |
||||||||||
have no basis for guessing how soon |
год, у нас нет основополагающего |
||||||||||
the asphyxiation of large parts of the |
принципа для предположения, как |
||||||||||
Pacific Ocean might begin. For this |
скоро |
наступит |
|
ухудшение |
|||||||
reason a programme of measurement |
огромных частей Тихого Океана. |
||||||||||
of the oceanic oxygen fluxes is |
По этой |
причине |
программа |
||||||||
urgently necessary» |
|
|
измерения |
|
|
движения |
|||||
|
|
|
|
|
океанического кислорода |
срочно |
|||||
|
|
|
|
|
необходима». |
|
|
|
|
||
|
|
|
|
|
Майкл Маккартни, обозреватель по |
||||||
|
|
|
|
|
окружающей среде |
|
|
|
|
||
11
Задание 7. Переведите следующие предложения, используя соответствующие сложные синтаксические структуры русского языка
инеобходимые средства логической организации.
1.In some cases, the theoretician may argue that premature application of theory to real world problems may be detrimental for both parties of the science making and consumption relationship, because of potential unforeseen consequences.
2.This approach rejects the criterion for quality in translation that is still usual in university departments, including translator training institutes, that the translation should ‘preserve as much of the original as possible’ – the classical tenet of equivalence and the main reason why skeptics like Ortega y Gasset declared that translation was an impossible undertaking.
3.It is important to stress again that the analysis is not concerned with isolating phenomena or items to study them in depth, but with tracing a web of relationships, the importance of individual items being determined by their relevance and function in the text.
4.The difference between sociolinguistics and the sociology of language is very much one of emphasis to whether the investigator is more interested in language or society, and also according to whether they have more skill in analyzing linguistic or social structures.
Задание 8. Переведите следующий текст, используя стратегию коммуникативно-равноценного перевода.
Thinking Critically to Evaluate Research
We live in a research-oriented society. From the pioneering breakthroughs on the cutting edge of medical science to the semi-annual choices network executives agonize over regarding what television programs to air, research is a fact of modern life. We rely on it, and with this reliance comes an inherent danger, for research findings can be easily misused, distorted, or taken out of context to say something other than what they are meant to.
Thinking critically goes hand in hand with developing an appreciation of the enormous benefits, and inherent dangers, of scientific research. Research is a double-edged sword; when misapplied, its ability to obscure knowledge is as great as its ability to illuminate. Research that is soundly conducted can answer difficult questions with more certainty and objectivity than any other method of inquiry, but the casual reporting of research can be fraught with distortions that, intentionally or unintentionally, mislead an unsuspecting public. Studies may be poorly designed or conducted, findings can be taken out of context and
12
misapplied, and «results» can be carefully worded so as to subtly, but wrongly, imply the truthfulness of a dubious claim.
As we've already mentioned, the field of psychology has as one of its cornerstones a commitment to empiricism, or the research-based validation of its concepts. As such, the study of psychology is a particularly helpful context in which to hone your skills of assessing and evaluating the merits of research.
Psychologists say many things about human nature, based on the research they conduct. However, rather than believing something simply because a psychologist says it (beware the method of authority), critical thinkers carefully scrutinize research to determine, for themselves, how sound it is.
Задание 9. Проанализируйте содержание данных текстовых фрагментов и установите русскоязычные соответствия названиям организаций.
1.With funding from the National Science Foundation, NEON program managers plan to collect and archive data online for at least 30 years. The information can be used by scientists to conduct studies, by policymakers to make science-related decisions, and by educators to teach students about the environment.
2.Doctor Aleida Guevara was recently in London, invited by the Cuban Solidarity Campaign to speak at the European Social Forum. In Cuba, she works as a doctor, specialising in allergies. She is firmly Cuban in every respect, except for the fact that she can’t stand coffee.
3.Xerox Corporation funded the initial research on personal computers in their Palo Alto laboratory in California. However, the company failed to capitalize on this work, and the ideas that they put together went into the operating system developed for Apple’s computers.
4.On the environment, The International Forum on Globalization argues that conservation is the key to sustainable development, and that capitalistoriented globalisation is resulting in its destruction. IFG opposes the emergence of a strong private sector as it undermines the role of government in the protection of human rights, and believes intellectual property rights, and TRIPs, should be reversed to reflect local and domestic interests rather than the interests of transnational corporations.
5.Medecins Sans Frontieres advances the importance of human rights and public health above international trade, intellectual property rights and commercial interests. This is clearly indicated through its ‘Access to Essential
13
Medicines’ campaign. MSF claims that the poor’s access to medicine is restricted by market-driven prices, and that this is often the result of intellectual property rights protection that favours rich countries.
6.An analysis of the typical shopping basket at eight supermarkets by the British Market Research Bureau found that Sainsbury’s had the highest proportion of packaging that could easily be recycled (66 per cent) while Lidl had the lowest (58 per cent). Waitrose had the heaviest packaging (803g) and Tesco the lightest (646g).
7.The telescope is being run by scientists at the new Space Telescope Science Institute, housed at Johns Hopkins University in Baltimore, Md. The data will be collected by some 380 institute researchers and computer technicians and will be used by scientists all over the world. Over the Hubble’s expected 15-year life-span, teams of astronauts will shuttle to and from the telescope to service and upgrade it.
Задание 10. Выполните сверку текста перевода с исходным текстом и отредактируйте перевод.
Characteristics of Effective |
Характеристики эффективного |
|||||||
Language Practice |
применения языка на практике |
|||||||
Validity |
|
|
Мотивированность |
|
||||
The activity |
should |
activate |
В первую очередь упражнения должны |
|||||
learners primarily in the skill or |
побуждать |
учеников |
использовать |
|||||
material it purports to practice. |
умения или факты на практике. Этот |
|||||||
This is an obvious principle that is |
весьма |
очевидный |
принцип |
на |
||||
surprisingly often violated. Many |
удивление часто нарушается. Например, |
|||||||
‘speaking’ activities, for example, |
многие виды упражнений для развития |
|||||||
have learners listening to the |
умения говорить чаще всего являются |
|||||||
teacher more |
than |
talking |
просто слушанием того, что говорит |
|||||
themselves |
|
|
учитель |
|
|
|
|
|
|
|
|||||||
Note that ‘validity’ does not |
Стоит отметить, что «мотивированность» |
|||||||
necessarily imply |
that the |
не всегда подразумевает, что язык должен |
||||||
language should be used for some |
использоваться |
для |
своего |
рода |
||||
kind of replication of real-life |
копирования |
сообщений |
из обычной |
|||||
communication. |
Pronunciation |
жизни. Например, зубрежка правил |
||||||
drills and vocabulary practice, for |
произношения |
|
и упражнения |
на |
||||
example, may also be valid if they |
расширение словарного |
запаса |
также |
|||||
in fact serve primarily to rehearse |
могут иметь силу, если на самом деле они |
|||||||
and improve the items to be |
в первую очередь служат для повторения |
|||||||
practiced |
|
|
и улучшения тренируемого материала |
|||||
|
|
|
|
|
|
|
|
|
14
|
Pre-learning |
|
Предобучающая подготовка |
||
The learners should have a good |
Обучаемые должны иметь |
хорошую |
|||
preliminary grasp of the language |
склонность к усвоению языка, который |
||||
they are required to practice, |
они должны практиковать, несмотря на |
||||
though they may only be able to |
это, они, скорее всего, смогут медленно |
||||
produce or understand it slowly |
воспроизводить или понимать сказан- |
||||
and after thought. If they are |
ное и сделают это только после |
||||
required to do a practice activity |
обдумывания. Если обучаемых попро- |
||||
based on something they have not |
сят сделать какие-либо упражнения, |
||||
yet begun to learn, they will either |
основанные на материале, который они |
||||
not be able to do it at all, or will |
еще не начали изучать, то все их |
||||
produce |
unsuccessful |
responses. |
попытки |
сделать упражнения будут |
|
In either case the activity will |
безуспешны. В этом случае упражнения |
||||
have been fairly useless in |
будут бесполезны в условиях обучения: |
||||
providing |
practice: |
its main |
самым лучшим решением в данной |
||
function, in fact, will have been a |
ситуации будет тест на определение |
||||
diagnostic test, enabling the |
уровня знаний учащегося, который |
||||
teacher to identify and (re-)teach |
поможет учителю определить и под- |
||||
language the learners do not |
корректировать то, чего не знает обуча- |
||||
know. If, however, they can |
емый. Если ученик успешно ответит на |
||||
produce |
successful |
responses, |
вопросы теста, то у него есть хорошая |
||
they have a firm basis for further |
база для |
дальнейшего |
успешного |
||
effective practice of the target |
изучения планового материала |
||||
language material |
|
|
|
|
|
|
Volume |
|
|
Объем |
|
|
Roughly |
speaking, the |
more |
Если |
говорить |
приблизительно, |
|
language |
the learners actually |
считается, что чем больше ученик |
||||
engage with during the activity, |
пользуется языком во время занятий, |
|||||
the more practice in it the will get. |
тем больше у него практики. Если |
|||||
If the lesson time available for the |
рассматривать время урока с точки |
|||||
activity is seen as a container, |
зрения «вместилища», то оно должно |
|||||
then this should be filled with as |
быть |
заполнено |
максимальным |
|||
much ‘volume’ of language as |
«объемом» языка. Время, когда ученики |
|||||
possible. |
Time |
during |
which |
не вовлечены в языковую практику (по |
||
learners are not engaging with the |
причине того, что ничего от них не |
|||||
language |
being |
practiced for |
требуется в данный момент или потому |
|||
whatever reason (because nothing |
что они говорят на родном языке или по |
|||||
is being demanded of them at that |
причине каких-либо отвлекающих |
|||||
moment, or because they are |
факторов или отклонений от темы) |
|||||
using their mother tongue, or |
считается потерянным, так как практика |
|||||
because of some distraction or |
языка является важнейшим элементом |
|||||
digression) is time wasted as far |
занятий |
|
|
|||
as the practice activity is |
|
|
|
|||
concerned |
|
|
|
|
|
|
|
|
|
|
15 |
|
|