Английский язык

МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ 
РОССИЙСКОЙ ФЕДЕРАЦИИ 
 
РОСТОВСКИЙ ГОСУДАРСТВЕННЫЙ 
ЭКОНОМИЧЕСКИЙ УНИВЕРСИТЕТ (РИНХ) 
 
 
 
 
 
 
 
 
 
Н.В. Евдокимова 
 
 
 
АНГЛИЙСКИЙ ЯЗЫК 
 
 
УЧЕБНОЕ ПОСОБИЕ 
ДЛЯ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ 
НАПРАВЛЕНИЯ «ЗАРУБЕЖНОЕ РЕГИОНОВЕДЕНИЕ» 
 
 
 
 
 
 
 
 
 
Ростов-на-Дону 
Издательско-полиграфический комплекс РГЭУ (РИНХ) 
2019 

УДК 811.111(075) 
ББК 81.2Англ. 
Е 15 
 
 Евдокимова, Н.В. 
Е 15     Английский язык : учебное пособие для самостоятельной 
работы студентов направления «Зарубежное регионоведение» / Н.В. Евдокимова. – Ростов-на-Дону : Издательско-полиграфический комплекс Рост. гос. экон. ун-та 
(РИНХ), 2019. – 122 с. 
ISBN 978-5-7972-2673-4 
 
Цель данного пособия – развить у студентов умение работать с 
текстом таким образом, чтобы наряду с извлечением содержания и 
оценкой его художественных достоинств они смогли почерпнуть из него 
как можно больше лингвистической и экстралингвистической информации 
посредством наблюдения за языковыми явлениями, анализа и сравнения с 
родным языком, что должно способствовать лучшему пониманию 
студентом текста произведения, обогащению и идиоматизации его речи. 
Материалом служат неадаптированные главы из произведений художественной литературы английских и американских писателей, отрывки 
из произведений которых включены в основной учебник английского 
языка «Upstream upper intermediate. Student‟s book» by Bob Obee and 
Virginia Evans. 
Пособие предназначено для бакалавров 2-3 курсов очной формы 
обучения 
направления 
«Зарубежное 
регионоведение», 
изучающих 
английский язык. 
УДК 811.111(075) 
ББК 81.2Англ. 
 
Рецензенты: 
д.ф.н., профессор, декан факультета дингвистики и журналистики РГЭУ (РИНХ) 
Т.В. Евсюкова; 
д.п.н., профессор, зав. кафедрой иностранных языков ФГБОУ ВО  
«Ростовский государственный университет путей сообщения» Т.Е. Исаева. 
 
Утверждено в качестве учебного пособия 
учебно-методическим советом РГЭУ (РИНХ). 
 
ISBN 978-5-7972-2673-4                                          © РГЭУ (РИНХ), 2019 
                                                                        © Евдокимова Н.В., 2019 

CONTENTS 
 
ВВЕДЕНИЕ……………………………………………………… 
UNIT 1. SENSE AND SENSIBILITY by Jane Austen.  
Chapter 1……………………........................................................ 
UNIT 2. SENSE AND SENSIBILITY by Jane Austen.  
Chapter 2………………………………………………………… 
UNIT 3. SENSE AND SENSIBILITY by Jane Austen.  
Chapter 3………………………………………………………… 
UNIT 4. SENSE AND SENSIBILITY by Jane Austen.  
Chapter 4….…………………………………………………….. 
UNIT 5. PRIDE AND PREJUDICE by Jane Austen.  
Chapter 1…………………………………………………………. 
UNIT 6. PRIDE AND PREJUDICE by Jane Austen.  
Chapter 2………………………………………………………… 
UNIT 7. PRIDE AND PREJUDICE by Jane Austen.  
Chapter 3………………………………………………………… 
UNIT 8. PRIDE AND PREJUDICE by Jane Austen.  
Chapter 4………………………………………………………… 
UNIT 9. GREAT EXPECTATIONS by Charles Dickens. 
Chapter 1………………………………………………………… 
UNIT 10. GREAT EXPECTATIONS by Charles Dickens. 
Chapter 2…………........................................................................ 
UNIT 11. GREAT EXPECTATIONS by Charles Dickens. 
Chapter 3…………........................................................................ 
UNIT 12. GREAT EXPECTATIONS by Charles Dickens. 
Chapter 4…………........................................................................ 
UNIT 13. GREAT EXPECTATIONS by Charles Dickens. 
Chapter 5…………….................................................................... 
UNIT 14. GREAT EXPECTATIONS by Charles Dickens. 
Chapter 6…………........................................................................ 
UNIT 15. GREAT EXPECTATIONS by Charles Dickens. 
Chapter 7…………........................................................................ 
4 
6 
14 
23 
29 
35 
41 
45 
51 
58 
64 
74 
80 
90 
101 
104 
 
 
 

ВВЕДЕНИЕ 
 
Учебное пособие предназначено для студентов направления 
подготовки 41.03.01 «Зарубежное регионоведение» (профиль 
«Восточная Азия) по дисциплине «Иностранный язык», но может  
использоваться при обучении всех студентов, достигших 
продвинутого уровня владения английским языком. Цель данного 
пособия – помочь студентам, читающим художественную 
литературу, работать с текстом таким образом, чтобы, наряду с 
извлечением содержания 
и 
оценкой 
его 
художественных 
достоинств, почерпнуть из него как можно больше лингвистической информации посредством наблюдения за языковыми 
явлениями, их анализа и сравнения с родным языком, что должно 
способствовать 
лучшему 
пониманию 
студентом 
текста 
произведения, обогащению и идиоматизации его речи. 
Материал для самостоятельной работы представляет собой 
неадаптированные главы из произведений художественной 
литературы английских и американских писателей, отрывки из 
произведений 
которых 
включены 
в 
основной 
учебник 
английского языка «Upstream upper intermediate. Student‟s book» 
by Bob Obee and Virginia Evans. 
Выбор художественной литературы в качестве материала 
для самостоятельной работы обусловлен рядом причин. Вопервых, использование научно-популярной литературы, газет и 
журналов на английском языке требует наличия определенного 
уровня 
фоновых 
знаний, 
в 
таких 
текстах 
преобладает 
специальная лексика (термины или лексика, связанная с узкой 
тематикой). Во-вторых, тексты для самостоятельной работы 
должны 
вызывать 
интерес 
своим 
содержанием, 
иметь 
увлекательный 
сюжет. 
В-третьих, 
самостоятельное 
чтение 
должно способствовать знакомству с культурой, искусством и 
жизнью других народов, приобщать к культурным достижениям 
человечества. Полагаем, что, прочитав несколько глав романа, 
студент захочет самостоятельно прочесть весь роман на 
английском языке. Постоянное чтение достаточно большого 
объема английских текстов не только способствует обогащению 
активного и пассивного словарного запаса, но и развивает 

способность извлекать как эксплицитную, так и имплицитную 
информацию, которая не раскрывается непосредственно в тексте, 
но представляет собой авторскую идею, концепцию, формирует 
глубинный смысл текста.  
Самостоятельная работа с художественными текстами 
способствует формированию эстетического отношения к окружающему миру, критического, творческого мышления, гуманистических ценностных ориентаций в процессе знакомства с 
классическими 
литературными 
произведениями 
зарубежной 
литературы. Студенты учатся соотносить содержание произведения со своим личным опытом, аргументированно излагать 
свое 
понимание 
проблем, 
затронутых 
в 
художественном 
произведении. В процессе чтения и обсуждения прочитанного 
студенты развивают навыки формирования речевого высказывания, знакомятся с биографией автора и особенностями 
описываемой эпохи, выполняют разнообразные задания на проверку понимания, анализируют прочитанное, обсуждают ситуации и поступки героев, учатся пересказывать текст подробно и 
кратко, расширяют свой словарный запас и овладевают новыми 
грамматическими структурами, выполняют творческие задания 
разных типов, овладевают навыками творческого письма, учатся 
сотрудничать. 
Таким 
образом, 
данное 
пособие 
призвано 
формировать не только коммуникативную языковую компетенцию, состоящую из лингвистического, социолингвистического и прагматического компонентов, но и общие компетенции, включающие знания, умения, экзистенциальную и 
познавательную способности, метакогнитивные стратегии и 
поликультурную компетенцию. 
 
 
 
 
 
 

UNIT 1 
 
SENSE AND SENSIBILITY 
 
Jane Austen 
 
Pre-reading tasks  
 
1) Look at the title of the novel. What is it about? 
What do you know about the author of the book? 
Have you read the other works of this author? 
 
2) Explain the contextual meaning of the following lexical units 
relying on an English-English dictionary: 
Their estate was large; the late owner of this estate; the legal 
inheritor of the estate; intended to bequeath it; was amply provided 
for; capable of almost immediate improvement; was rendered easy by 
such an assurance; narrow-minded and selfish. 
 
3) Find the synonyms in the text: 
Accommodation; hand down; heritage; part; warranty; plight.  
 
4) Explain the following. Give the translation of original 
sentences. Correct the translation, if necessary, after reading the 
chapter. 
 
The son, a steady respectable young man, was amply provided 
for by the fortune of his mother, which had been large, and half of 
which devolved on him on his coming of age.  
The whole was tied up for the benefit of this child, who, in 
occasional visits with his father and mother at Norland, had so far 
gained  on the affections of his uncle, by such attractions as are by no 
means unusual in children of two or three years old; an imperfect 
articulation, an earnest desire of having his own way, many cunning 
tricks, and a great deal of noise, as to outweigh all the value of all the 
attention which, for years, he had received from his niece and her 
daughters.  

CHAPTER 1 
 
The family of Dashwood had long been settled in Sussex. Their 
estate was large, and their residence was at Norland Park, in the centre 
of their property, where, for many generations, they had lived in so 
respectable a manner as to engage the general good opinion of their 
surrounding acquaintance. The late owner of this estate was a single 
man, who lived to a very advanced age, and who for many years of his 
life, had a constant companion and housekeeper in his sister. But her 
death, which happened ten years before his own, produced a great 
alteration in his home; for to supply her loss, he invited and received 
into his house the family of his nephew Mr Henry Dashwood, the 
legal inheritor of the Norland estate, and the person to whom he 
intended to bequeath it. In the society of his nephew and niece, and 
their children, the old Gentleman's days were comfortably spent. His 
attachment to them all increased. The constant attention of Mr. and 
Mrs. Henry Dashwood to his wishes, which proceeded not merely 
from interest, but from goodness of heart, gave him every degree of 
solid comfort which his age could receive; and the cheerfulness of the 
children added a relish to his existence. By a former marriage, Mr. 
Henry Dashwood had one son: by his present lady, three daughters. 
The son, a steady respectable young man, was amply provided for by 
the fortune of his mother, which had been large, and half of which 
devolved on him on his coming of age.  
By his own marriage, likewise, which happened soon afterwards, 
he added to his wealth. To him therefore the succession to the Norland 
estate was not so really important as to his sisters; for their fortune, 
independent of what might arise to them from their father's inheriting 
that property, could be but small. Their mother had nothing, and their 
father only seven thousand pounds in his own disposal; for the 
remaining moiety of his first wife's fortune was also secured to her 
child, and he had only a life – interest in it.  
The old gentleman died: his will was read, and like almost every 
other will, gave as much disappointment as pleasure. He was neither 
so unjust, nor so ungrateful, as to leave his estate from his nephew;  
– but he left it to him on such terms as destroyed half the value of the 
bequest. Mr. Dashwood had wished for it more for the sake of his wife 

and daughters than for himself or his son; – but to his son, and his 
son's son, a child of four years old, it was secured, in such a way, as to 
leave to himself no power of providing for those who were most dear 
to him, and who most needed a provision by any charge on the estate, 
or by any sale of its valuable woods. The whole was tied up for the 
benefit of this child, who, in occasional visits with his father and 
mother at Norland, had so far gained  on the affections of his uncle, by 
such attractions as are by no means unusual in children of two or three 
years old; an imperfect articulation, an earnest desire of having his 
own way, many cunning tricks, and a great deal of noise, as to 
outweigh all the value of all the attention which, for years, he had 
received from his niece and her daughters. He meant not to be unkind, 
however, and, as a mark of his affection for the three girls, he left 
them a thousand pounds a-piece. Mr. Dashwood's disappointment 
was, at first, severe; but his temper was cheerful and sanguine; and he 
might reasonably hope to live many years, and by living 
economically, lay by a considerable sum from the produce of an estate 
already large, and capable of almost immediate improvement. But the 
fortune, which had been so tardy in coming, was his only one 
twelvemonth. He survived his uncle no longer; and ten thousand 
pounds, including the late legacies, was all that remained for his 
widow and daughters.  
His son was sent for as soon as his danger was known, and to 
him Mr. Dashwood recommended, with all the strength and urgency 
which illness could command, the interest of his mother-in-law and 
sisters. Mr. John Dashwood had not the strong feelings of the rest of 
the family; but he was affected by a recommendation of such a nature 
at such a time, and he promised to do everything in his power to make 
them comfortable. His father was rendered easy by such an assurance, 
and Mr. John Dashwood had then leisure to consider how much there 
might prudently be in his power to do for them.  
He was not an ill-disposed young man, unless to be rather cold 
hearted and rather selfish is to be ill-disposed: but he was, in general, 
well respected; for he conducted himself with propriety in the 
discharge of his ordinary duties. Had he married a more amiable 
woman, he might have been made still more respectable than he was: 
 – he might even have been made amiable himself; for he was very 

young when he married, and very fond of his wife. But Mrs. John 
Dashwood was a strong caricature of himself; – more narrow-minded 
and selfish. When he gave his promise to his father, he meditated 
within himself  to increase the fortunes of his sisters by the present of 
a thousand pounds a-piece. He then really thought himself equal to it. 
The prospect of four thousand a-year, in addition to his present 
income, besides the remaining half of his own mother's fortune, 
warmed his heart, and made him feel capable of generosity. – „Yes, he 
would give them three thousand pounds: it would be liberal and 
handsome! It would be enough to make them completely easy. Three 
thousand pounds! he could spare so considerable a sum with little 
inconvenience.‟ – He thought of it all day long, and for many days 
successively, and he did not repent.  
No sooner was his father's funeral over, than Mrs. John 
Dashwood, without sending any notice of her intention to her motherin-law, arrived with her child and their attendants. (For continuation 
see pp. 30-31 of Upstream upper-intermediate.) 
www.freeclassicebooks.com 
 
Post-reading tasks 
1) Read the sentences and say whether they are true or false: 
a) The family of Dashwood was famous for their extravagant and 
unreasonable behaviour. 
b) By a former marriage, Mr Henry Dashwood had one son and 
three daughters.  
c) The old gentlemen left the three girls one thousand pounds.   
d) Mrs John Dashwood was more narrow - minded and selfish then 
her husband. 
2) Find the figures of speech that the author used to create the 
atmosphere. 
3) Choose a character. Tell the story from his/her point of view. 
Discuss devices used by writers in presenting characters. 
Read the biography of Jane Austen. Write out the main 
events of her life and authorship. How did contemporaries 
evaluate her work? Did they pay tribute to her writing talent? 

Written y: Brian C. Southam 
 
JANE AUSTEN 
 
Jane Austen, (born December 16, 1775, Steventon, Hampshire, 
England – died July 18, 1817, Winchester, Hampshire), English writer 
who first gave the novel its distinctly modern character through her 
treatment of ordinary people in everyday life. She published four 
novels during her lifetime: Sense and Sensibility (1811), Pride and 
Prejudice (1813), Mansfield Park (1814), and Emma (1815). In these 
and in Persuasion and Northanger Abbey (published together 
posthumously, 1817), she vividly depicted English middle-class life 
during the early 19th century. Her novels defined the era‟s novel of 
manners, but they also became timeless classics that remained critical 
and popular successes two centuries after her death. 
Jane Austen was born in the Hampshire village of Steventon, 
where her father, the Reverend George Austen, was rector. She was 
the second daughter and seventh child in a family of eight – six boys 
and two girls. Her closest companion throughout her life was her elder 
sister, Cassandra; neither Jane nor Cassandra married. Their father 
was a scholar who encouraged the love of learning in his children. His 
wife, Cassandra (Leigh), was a woman of ready wit, famed for her 
impromptu verses and stories. The great family amusement was 
acting. 
Jane Austen‟s lively and affectionate family circle provided a 
stimulating context for her writing. Moreover, her experience was 
carried far beyond Steventon rectory by an extensive network of 
relationships by blood and friendship. It was this world – of the minor 
landed gentry and the country clergy, in the village, the 
neighbourhood, and the country town, with occasional visits to Bath 
and to London – that she was to use in the settings, characters, and 
subject matter of her novels. 
Her earliest known writings date from about 1787, and between 
then and 1793 she wrote a large body of material that has survived in 
three manuscript notebooks: Volume the First, Volume the Second, 
and Volume the Third. These contain plays, verses, short novels, and 
other prose and show Austen engaged in the parody of existing