Студопедия

Главная страница Случайная лекция


Мы поможем в написании ваших работ!

Порталы:

БиологияВойнаГеографияИнформатикаИскусствоИсторияКультураЛингвистикаМатематикаМедицинаОхрана трудаПолитикаПравоПсихологияРелигияТехникаФизикаФилософияЭкономика



Мы поможем в написании ваших работ!




ОБРАЗЕЦ 5

 

ПЕТРОЗАВОДСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ КАФЕДРА ИНОСТРАННЫХ ЯЗЫКОВ ГУМАНИТАРНЫХ ФАКУЛЬТЕТОВ _______________________________   Наименование раздела дисциплины: Профессионально ориентированный перевод в сфере истории международных отношений Факультет:исторический Курс, семестр: 1, 2 Форма аттестации: зачет   № экз. билета: 1   Вопросы:
  1. Письменный перевод с английского на русский язык текста по специальности (объемом ок. 1800 печ. зн.)
  2. Устный последовательный перевод с английского на русский язык видео-интервью.
  3. Письменный автоперевод с русского на английский язык аннотации научной статьи (объемом ок. 600 слов).
 

 

 

Образец экзаменационных билетов:

ПЕТРОЗАВОДСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ КАФЕДРА ИНОСТРАННЫХ ЯЗЫКОВ ГУМАНИТАРНЫХ ФАКУЛЬТЕТОВ _______________________________   Наименование раздела дисциплины: Профессионально-ориентированный перевод в сфере истории международных отношений Факультет:исторический Курс, семестр: 1, 2 Форма аттестации:экзамен   № экз. билета: 1   Вопросы: 1. Письменный перевод с английского на русский язык текста по специальности (объемом ок. 2000 печ. зн.) из книги Woolpert S. Gandhi’s Passion: The Life and Legacy of Mahatma Gandhi. Oxford University Press, 2002. Pp. 34-35. 2. Письменный предпереводческий анализ и комментарий переводческих решений на материале фрагмента книги Woolpert S. Gandhi’s Passion: The Life and Legacy of Mahatma Gandhi. Oxford University Press, 2002. Pp. 34-35. 3. Чтение и перевод с листа с английского на русский язык текста по специальности (объемом ок. 1500 печ. знаков) из книги Spence J.D. The Search for Modern China. New York: Norton, 1991. Pp. 43. 4. Презентация видеопроекта «Narcotics: Return of the Plague».

Образец текста для экзаменационного письменного перевода:

Text 1. Gandhi had to travel to South Africa to experience one of life’s meanest, most irrational prejudices. Reared as he was in princely India, a child of privilege and power, enjoying as he had Christian friendship and support in England, but for the single trauma he’d sustained at the hands of Ollivant and his peon, Gandhi might have escaped racial prejudice for the rest of his life had he not taken this job in Africa. The arrogance of British Imperial officials paled beside that of white Afrikaner settlers and their police. His youth, once again, inspired him to resolve to fight rather than run or silently swallow such insults to his dignity and human rights. «I should try, if possible, to root out the disease [of colour prejudice] and suffer hardships in the process. Redress for wrongs I should seek only to the extent that would be necessary.»   He took the next train to Pretoria, after wiring the general manager of the railway as well as his employer. Dada Abdulla met with the manager, but the latter stood by his guards. Abdulla also alerted his friends and relatives, however, all along the line, urging them to help Gandhi in every possible way. All those kind friends who awaited him tried to comfort him by telling Gandhi similar tales of prejudice they had suffered and opted meekly to accept, much as Mehta had advised him to do in Rajkot. Had he been older, meeker, or more interested in enjoying an easy time of it and earning more money, Gandhi could have silently lowered his head and kept his mouth shut. But that was hardly young Barrister Gandhi’s idea of how to deal with injustice.   He could, however, take a more pragmatic approach when he saw that one of his just demands would not be met. The next day, in fact, after the train took him to Charlestown he was obliged to board a stage coach to Johannesburg, since no track had as yet been laid there. His first-class ticket entitled him to a comfortable seat inside the coach, but the «white man in charge» ordered him to sit on the side of the coachbox instead. «I knew it was sheer injustice and an insult, but I thought it better to pocket it. I could not have forced myself inside, and if I had raised a protest, the coach would have gone off without me… the loss of another day… So, much as I fretted within myself, I prudently sat next to the coachman.» (Woolpert S. Gandhi’s Passion: The Life and Legacy of Mahatma Gandhi. Oxford University Press, 2002. Pp. 34-35.)

Образец текста для экзаменационного устного перевода:

 

Text 1.   In the late sixteenth century the Ming dynasty seemed at the height of its glory. Its achievements in culture and the arts were remarkable, urban and commercial life were spreading new levels of prosperity, while Chinese skills in printing and the manufacture of por­celain and silk exceeded anything that could be found in Europe at the time. But even though it is commonplace to see this period as marking the birth of "modern Europe," it is less easy to see it as the obvious starting point of a modern China. For while the West was at this time the hub of global explorations that brought it extensive knowledge of the world as a whole, the Ming rulers not only had drawn back from overseas ventures and the knowledge that might have come from them, but had begun a pattern of self-defeating behavior that within fifty years brought their dynasty to a violent end. The loosely woven fabric of late Ming China's state and economy began to unravel at many points. Falling tax revenues led to failures to pay the army promptly. Troop desertions encouraged border penetra­tion by hostile tribes. A flow of silver from the West brought unex­pected stresses in the Chinese economy. Poor state granarysupervision and harsh weather conditions led to undernourishment and a suscepti­bility to pestilence among rural populations. Random gangs of the dis­affected coalesced into armies whose only ideology was survival. By 1644 all of these elements combined in such a virulent fashion that the last Ming emperor committed suicide. (Spence J.D. The Search for Modern China. New York: Norton, 1991. Pp. 43.)  

 

 


<== предыдущая страница | следующая страница ==>
ОБРАЗЕЦ 4 | Учебно-методическое и информационное обеспечение дисциплины. 1. Телень Э. Ф. Язык английской и американской прессы: учебное пособие по английскому языку

Дата добавления: 2015-07-26; просмотров: 321; Нарушение авторских прав




Мы поможем в написании ваших работ!
lektsiopedia.org - Лекциопедия - 2013 год. | Страница сгенерирована за: 0.004 сек.