Учебно-методический комплекс дисциплины «Функциональная стилистика иностранного и русского/казахского языков»




Скачать 29.15 Kb.
НазваниеУчебно-методический комплекс дисциплины «Функциональная стилистика иностранного и русского/казахского языков»
страница27/27
Дата04.02.2016
Размер29.15 Kb.
ТипУчебно-методический комплекс
1   ...   19   20   21   22   23   24   25   26   27

Экзаменационные вопросы


State the lexica-syntactical stylistic device used in the following sentences:


  1. The next speaker was a tall gloomy man. Sir Something Somebody:

a) metaphor b) metonymy c) irony d) pun e) antonomasia

  1. Money burns a hole in my pocket.

a) irony b)personification c) zeugma d) hyperbole e) metaphor

  1. Her family is one aunt about a thousand years old.

a) metaphor b) zeugma c) pun d) hyperbole e) irony

  1. He seemed doomed to liberty!

a) epithet b) irony c) hyperbole d) metaphor e) oxymoron

  1. “Have you been seeing any spirits? or taking any?” added Bob Allen.

a) epithet b) pun c) oxymoron d) metaphor e) zeugma

  1. Did you hit a man with a child? No, sir. I hit her with a brick.

a) zeugma b) pun c) metonymy d) antonomasia e) metaphor

  1. I closed my eyes smelling the goodness of her sweat and the sunshine in the breakfast room, smell of her lavender water.

a) metaphor b) antonomasia c) epithet d) pun e) simile

  1. That’s a nice girl, that’s a very nice girl, a promising girl.

a) simile b) epithet c) climax d) metaphor e) pun

  1. And then we take a soldier and put murder in the hands.

a) simile b) periphrasis c) antonomasia d) metonymy e) irony

  1. H.G. Wells reminded her of the rice paddies in her native California.

a) irony b) simile c) periphrasis d) metaphor e) epithet


State the syntactical device used in the following sentences.


  1. Gay and merry was the time.

a) inversion b) anaphora c) repetition d) chiasmus e) asyndeton

  1. Women are not made for attack. Wait they must.

a) chiasmus b) anaphora c) inversion d) parallelism e) anadiplosis

  1. He ran away from the battle. He was an ordinary human being that didn’t want to kill or to be killed, so he ran away from the battle.

a) parallelism b) framing c) chain repetition d) chiasmus e) inversion

  1. Failure meant poverty, poverty meant squalor, squalor led to the smells and stagnation of B. Inn. Alley.

a) chiasmus b) framing c) chain repetition d) anadiplosis e) morphology repetition

  1. I know the world and the world knows me.

a) anadiplosis(catch repetition) b) framing c) chain repetition d) parallelism e)metaphor

  1. And everywhere were people. People going into gates and coming out of gates. People staggering and falling. People right and cursing.

a) framing b) parallelism c) ordinary repetition d) chiasmus e) anaphora

  1. I really don’t see anything romantic in proposing. It is very romantic to be in love but there is nothing romantic about a definite proposal.

a) ordinary repetition b) anadiplosis c) framing d) inversion e) epiphora

  1. And a great desire of peace, peace of no matter what kind swept though her.

a) epiphora b) framing c) inversion d) anadiplosis e) parallelism

  1. The one was all the other failed to be Protective, not demanding, dependable, not weak, low voiced never strident.

a) litotes b) oxymoron c) framing d) chain repetition e) anadiplosis

  1. Well Richard said that he would work his fingers to be going for Ada and Ada said that she would work her fingers to be bone of Richard.

a) parallelism b) chiasmus (reversed parallelism) c) polysyndeton

d) catch repetition (anadiplosis) e) anaphora


State the stratum of the vocabulary the underlined words belong to:


  1. The Lord giveth and he taketh away. Ridgess thought solemnly.

a) archaism b) foreign word c) term d) barbarism e) neologism

  1. “My children, my defrauded swindled infants!” cried Mrs. Renwings.

a) barbarism b) neutral word c) colloquial word d) literary word e) foreign word

  1. Stark fought each one of them the traditional beer new noncom always buys.

a) jargonism b) vulgarism c) foreign word d) colloquial word e) barbarism

  1. “How are you. Cartwright? This is the very devil of a business you know.”

a) vulgarism b) term c) archaic word d) literary word e) slang

  1. They can’t dun you bill after seven years, can they?

a) jargonism b) slang c) literary word d) colloquial word e) poetic word

  1. “A long time ago was”, Jean said. “We did History final together at Coll.”

a) professional jargonism b) literary word c) archaic word d) vulgarism e)slang

  1. “You are my de facto partner” Dr. Bruce shouted.

a) archaic word b) term c) foreign word d) dialectical word e) professional jargonism

  1. “… don’t you go to him for anything more serious than a pendectomy of the left ear or a strabismus of the cardiograph.”

a) dialectical word b) colloquial word c) term d) foreign word e) jargonism

  1. You are becoming tireder and tireder.

a) colloquial word b) literary word c) foreign word d) jargonism e) slang

  1. A heart man told me I was going to die in six months.

a) jargonism b) foreign word c) dialectical word d) colloquial expression e) neologism


Choose the stylistic device corresponding to the following definition.


  1. A figure of speech expressing either an attitude or a situation in which words or actions mean the opposite of their customary acceptance for purpose of ridicule.

a) metaphor b) oxymoron c)irony d) pun e) humor

  1. A figure of speech consisting in the use of an epithet or an attributive phrase in contradiction to the noun it defines.

a) irony b) epithet c) oxymoron d) hyperbole e) synecdoche

  1. A figure of speech expressing some quality of a person, thing, idea or a phenomenon: it serves to emphasize a certain property or feature.

a) hyperbole b) epithet c) antonomasia d) alliteration e) chiasmus

  1. A stylistic device which consists in using a roundabout form of expression instead of a similar one i.e. of using a more or less complicated syntactical structure instead of a word

a) euphemism b) simile c) antithesis d) periphrasis e) chiasmus

  1. A stylistic device consisting in using inversion in the second phrase of order followed in the first.

a) antithesis b) chiasmus c) euphemism d) framing e) periphrasis


Differentiate between traditional and original stylistic devices.

  1. She was conscious of joy springing in her heart.

a) genuine (original) metaphor b) trite (dead) metaphor

  1. She was obstinate as a mule always had been from a child.

a) trite (dead) simile b) original (genuine) simile

  1. “Oh, I am awfully sorry”, she said.

a) original (genuine) oxymoron b) traditional oxymoron

  1. The clock was striking, time was flying away.

a) trite (dead) metaphor b) genuine (original) metaphor

  1. The World was tipsy with its own perfection.

a) genuine (original) metaphor b) trite (dead) metaphor


State the lexico-syntactical stylistic device used in the following sentences:

  1. She’d been in a bedroom with one of the young Italians, Count Something.

a) metaphor b) metonymy c) antonomasia d) pun e) irony

  1. The clock had struck, time was bleeding away.

a) irony b) metaphor c) personification d) hyperbole e) zeugma

  1. God, he cried. I saw it a thousand times.

a) metaphor b) zeugma c) pun d) hyperbole e) antonomasia

  1. She was an awfully nice woman, too.

a) oxymoron b) irony c) hyperbole d) metonymy e) metaphor

  1. I believed all men were brothers; she thought all men were husbands. I gave the whole mess up.

a) hyperbole b) metaphor c) pun d) metonymy e) antonomasia

  1. There are two things I look for in a man. A sympathetic character and full lips.

a) metaphor b)epithet c) metonymy d) antonomasia e) pun

  1. He took his hat and his leave.

a) epithet b) zeugma c) oxymoron d) irony e) hyperbole

  1. Of course, it’s important. Incredibly, urgently, desperately important.

a) irony b) oxymoron c) pun d) climax e) zeugma

  1. She saw around multitudes of violently red lips, powdered cheeks, cold hard eyes.

a) metonymy b) irony c) climax d) antithesis e) pun

  1. Mrs. Nork had a large home and a small husband.

a) irony b) periphrasis c) climax d) antithesis e) oxymoron


State the syntactical device used in the following sentences.

  1. Calm and quite below me in the sun and shade lay the old house.

a) antithesis b) inversion c)litotes d) anticlimax e) suspense

  1. Out came the chaise-in went the horse-on sprung the boy-in got the travelers.

a) repetition b) retorical question c) inversion d) simile e) parallelism

  1. Obviously-this is a streptococcal infection obviously.

a) inversion b) chain repetition ) chiasmus d) parallelism e)framing

  1. Failure meant poverty, poverty meant squalor, squalor led, in the final stages to the smells and stagnation.

a) anadiplosis b) chiasmus c) chain repetition d) framing e)morphology repetition

  1. I were better that he knew nothing. Better for common sense, better for him, better for me.

a) epiphora b) catch repetition c) chain repetition d) anaphora e) litotes

  1. Mr. Boffin looked full at the man, and the man looked full at Mr. Boffin.

a) epiphora b) parallelism c) chiasmus d) ordinary repetition e) inversion

  1. These days! Oh, these days! I wonder how anybody can…

a) periphrasis b) aposiopesis c) climax d) antithesis e) litotes

  1. Her face was not unhappy, her face was not unpretty.

a) simile b) climax c) periphrasis d) parallelism e) litotes

  1. “He was a tongue like a sword and a pen like a dagger”, said the young Roman.

a) metaphor b) climax c) metomomy d) simile e) repetition

  1. She is worth. She is really bad. She is Evil. She is a great evil.

a) climax b) litotes c) anadiplosis d) aposiopesis e) antithesis


State the stratum of the vocabulary the underlined words belong to:

  1. If manner marketh man, then manner and grooming marketh poodle.

a) foreign word b) term c) barbarism d) neologism e) archaism

  1. What de facto mean, Doc? Said Mr. Bruce.

a) neutral word b) foreign word c) term d) colloquial word e) literary word

  1. “Don’t you go to him, for anything more serious than a pendectomy of the left ear, a strabismus of the cardiograph.”

a) literary word b) foreign word c) neologism d) term e) archaism

  1. “Look at the son of a bitch down there: pretending he’s one the boys today.”

a) foreign word b) literary word c) colloquial word d) vulgarism e) neutral word

  1. “ Hello, kid!” Gee, you look cute, all right.”

a) metaphor b) aposiopesis c) litotes d) colloquial word e) repetition

  1. Go on, Camillo mio.

a) foreign word b) vulgarism c) neologism d) barbarism e) repetition

  1. “Okay Top”, he said. You know I never argue with the First Sergeant”.

a) foreign word b) professional jargonism c) literary word d) colloquial word e) dialectical word

  1. They can’t dun you bills after seven years: can they?

a) jargonism b) slang c) literary word d) colloquial word e) poetic word

  1. “ A long time ago it was”, Jean said. “We did History Final together at Coll”.

a) professional jargonism b) literary word c) archaic word d) vulgarism e) slang

  1. “We have time, Herr Zippmann, to try your schnapps.”

a) literary word b) foreign word c) dialectical word d) colloquial word e) professional word


Choose the stylistic device corresponding to the following definition.

  1. A relation between the dictionary and contextual logical meanings based on the similarity (or affinity) of certain properties or features of the two corresponding.

a) metonomy b) simile c) oxymoron d) climax e) metaphor

  1. A stylistic device based on a different type of relations between the dictionary and contextual meanings, a relation based not on similarity, but on some kind of association connecting the two concepts which these meanings represent.

a) anadiplosis b) litotes c) metonomy d) repetition d) aposiopesis

  1. The use of a word in the same grammatical and different semantic relations to two adjacent words in the context, the semantic relations begin on the one hand literal and on the other transferred.

a) zeugma b) metaphor c) simile d) antithesis e) periphrasis

  1. A stylistic device based on the interplay of emotive and logical meaning in an attributive word phrase or even sentence, used to characterize an object.

a) metonomy b) epithet c) repetition d) climax e) metaphor

  1. The re-naming of an object by a phrase that brings out some peculiar feature of the object.

a) simile b) oxymoron c) epithet d) periphrasis e) aposiopesis


Differentiate between traditional and original stylistic devices.

  1. His voice was a dagger of corroded brass.

a) genuine (original) metaphor b) trite (dead) metaphor

  1. He smiled the over-beautiful smell of coffee imprisoned in the can.

a) trite (dead) simile b) genuine(original) metaphor

  1. The clock was striking. Time was flying away.

a) genuine (original) metaphor b) trite (dead) metaphor

  1. We could give her a roof over the head, nothing more.

a) trite (dead) metaphor b) genuine (original) metaphor

  1. “Oh, I am awfully sorry”, she said.

a) original (genuine) oxymoron b) traditional oxymoron


ПЕРЕЧЕНЬ СПЕЦИАЛИЗИРОВАННЫХ АУДИТОРИЙ, КАБИНЕТОВ, ЛАБОРАТОРИЙ





ауд

Вид аудитории

Количество посадочных мест

Площадь м2

Ответственный преподаватель

Сведения об оборудовании, ед.

Примечание

501

Лаборатория










Для просмотра телепередач и видео-фильмов, для самостоятельной работы студентов




317

Кабинет










Для просмотра спутникового телевидения, телепередач и видео




311

Компьютерный

класс










Для просмотра телепередач и видео




310

Кабинет










Для просмотра телепередач и видео




308

Кабинет










Для просмотра телепередач и видео




501

Компьютерный класс










Для проведения занятий с использованием учебных компьютерных программ, электронных пособий




606

506

706

Мультимедийный кабинет










Для проведения занятий с использованием учебных компьютерных программ, электронных пособий




312/1













Для работы студентов и проведения занятий с использованием учебных компьютерных программ, электронных пособий






Декан специальности/ Зав.кафедрой __________________ к.ф.н.,профессор – Доукариева У.К.

(подпись)


«____»____________________ 2012 г.



1   ...   19   20   21   22   23   24   25   26   27

Похожие:

Учебно-методический комплекс дисциплины «Функциональная стилистика иностранного и русского/казахского языков» iconУчебно-методический комплекс дисциплины «Функциональная стилистика английского языка»
Разработана и внесена учебно-методической секцией по группе специальности «Иностранные языки» на базе Казахского университета международных...
Учебно-методический комплекс дисциплины «Функциональная стилистика иностранного и русского/казахского языков» iconУчебно-методический комплекс дисциплины «Практика художественного перевода»
Разработана и внесена учебно-методической секцией по группе специальностей «Иностранные языки» на базе Казахского университета международных...
Учебно-методический комплекс дисциплины «Функциональная стилистика иностранного и русского/казахского языков» iconУчебно-методический комплекс дисциплины практикум по культуре речевого общения
Разработана и внесена учебно-методической секцией по группе специальностей «Иностранные языки» на базе Казахского университета международных...
Учебно-методический комплекс дисциплины «Функциональная стилистика иностранного и русского/казахского языков» iconУчебно-методический комплекс направление подготовки специалиста: 031200 (620100) Лингвистика и межкультурная коммуникация специальность: 031202. 65 ( 022900) Перевод и переводоведение санкт-петербург
Стилистика: учебно-методический комплекс / авт сост. Э. В. Седых. –СПб.: Ивэсэп, 2010. – 61 с
Учебно-методический комплекс дисциплины «Функциональная стилистика иностранного и русского/казахского языков» iconУчебно-методический комплекс дисциплины «Операционные системы и среды»
Учебно-методический комплекс рекомендован к изданию кафедрой «Информационных технологий» и утвержден Учебно-методическим советом...
Учебно-методический комплекс дисциплины «Функциональная стилистика иностранного и русского/казахского языков» iconУчебно-методический комплекс материалов по дисциплине «Методика преподавания иностранных языков»
Курс методики преподавания иностранных языков занимает одно из ведущих мест в системе профессиональной подготовки будущего специалиста...
Учебно-методический комплекс дисциплины «Функциональная стилистика иностранного и русского/казахского языков» iconУчебно-методический комплекс по английскому языку как 2-му иностранному языку для студентов экономических специальностей
Учебно-методический комплекс предназначен для преподавания английского языка как второго иностранного на отделениях Международная...
Учебно-методический комплекс дисциплины «Функциональная стилистика иностранного и русского/казахского языков» iconУчебно-методический комплекс дисциплины
Д дошкольная педагогика [Текст]: Учебно-методический комплекс дисциплины / Сост.: М. В. Антонова; Бийский пед гос ун-т им. В. М....
Учебно-методический комплекс дисциплины «Функциональная стилистика иностранного и русского/казахского языков» iconУчебно-методический комплекс дисциплины нотариат для студентов юридического факультета
Учебно-методический комплекс дисциплины «Нотариат» / сост. Т. Е. Борисова. – М. Импэ им. А. С. Гри­боедова, 2010. – 28 с
Учебно-методический комплекс дисциплины «Функциональная стилистика иностранного и русского/казахского языков» iconУчебно-методический комплекс дисциплины «Психодиагностика»
Учебно-методический комплекс утвержден и рекомендован к печати на заседании умс гуманитарного профиля от протокол №
Разместите кнопку на своём сайте:
Библиотека


База данных защищена авторским правом ©lib2.znate.ru 2012
обратиться к администрации
Библиотека
Главная страница