Практикум по курсу “ история английского языка” учебно-методические материалы
|
Скачать 0.64 Mb.
|
THE ANGLO-SAXON CHRONICLE The extracts printed below are taken from the Peterborough Chronicle. Brittene igland is ehta hund mila lang and twa hund Britain island is eight hundred miles long and two hundred brad, and her sind on þis iglande fif geþeode: Englisc and broad, and here are in this island five languages: English and Brytwylsc and Scyttisc and Pyhtisc and Bocleden. Ærest wæron British-Welsh and Scotish and Pictish and book-Latin. First were bugend þises landes Brittes; þa coman of Armenia and gesætan inhabitants of this land Britons; they came from Armenia and settled suðewearde Bryttene ærost… southern Britain first. Her Martianus and Ualentinus onfengon rice and An.449 Here Marcian and Valentinian received the kingdom and rixadon VII winter, and on heora dagum gelaðode Wyrtgeorn ruled 7 years, and in their days invited Vortigern Angelcin hider, and hi þa comon on þrim ceolum hider to English people hither, and they then came in three ships hither to Brytene… Britain. Her Gregorius papa sende to Brytene Augustinum mid An.596 Here Gregory the Pope sent to Britain Augustine with wel manegum munucum, þe Godes word Engla þeoda very many monks, who God’s word to English people godspellodon. preached. Her… comon ærest III scipu Norðmanna of Hereðalande, An.787 Here came first 3 ships of Northmen from Hörthaland, and þa se gerefa þær to rad, and hi wolde drifan to þes and then the reeve there to rode, and them wished to force to the cininges tune, þy he nyste hwæt hi wæron, and hine man ofsloh king’s manor, for he knew not what they were, and him one slew þa. Ðæt wæron þa ærestan scipu Deniscra manna þe then. Those were the first ships of Danish men that Angelcynnes land gesohton. English people’s land sought. Her wæron reðe forebecna cumene ofer Norðanhymbra An.793 Here were terrible foresigns come over Northumbrians’ land, and þæt folc earmlice bregdon; þæt wæron ormete ligræscas, land, and the people wretchedly terrified; they were intense lightnings and wæron geseowene fyrene dracan on þam lyfte fleogende. Ðam and were seen fiery dragons in the air flying. On the tacnum sona fyligde mycel hunger, and litel æfter þam þæs tokens immediately followed great hunger, and a little after that in the ilcan geares on VI Id. Ianr. earmlice heþenra manna hergung same year on January 8 wretchedly the heathen men’s harring adiligode Godes cyrican in Lindisfarena ee þurh reaflac and destroyed God’s church in Lindisfarne island through plunder and mansleht… manslaughter. Her… þa hæðenan on Norðhymbrum hergodon, and An.794 Here the heathens among the Northumbrians harried, and Ecgferðes mynster æt Donemuðe berefodon… Ecgferth’s monastery at Donmouth [Jarrow] plundered. Her sæt se hæþene here on Tenet and genam frið An.865 Here camped the heathen army in Thanet and made peace wið Cantwarum, and Cantware heom feoh beheton wið þam friðe, with Kentmen, and Kentmen them money promised for the peace, and on þam feohbehate se here hine on niht up bestæl, and and for the money-promise the army itself at night up stole, and oferhergode ealle Cent eastewarde. overran all Kent eastward. Her … feng Ælfred Æþelwulfing… to West An.871 Here succeeded Alfred Ethelwulf’s to the West Seaxana rice, and þæs ymb I monað gefeaht Ælfred cining wið Saxons’ kingdom, and after that 1 month fought Alfred the king against ealne þone here litle werede æt Wiltune, and hine lange on all the army with a little force at Wilton, and it far into dæg geflymde, and þa Deniscan ahton wælstowe the day put to flight, and the Danish owned the slaughter-place’s geweald… control. Her … Ælfred cyning … gefeaht wið ealne here, and An.878 Here Alfred the king fought with the whole army, and hine gelymde, and him æfter rad oð þet geweorc, and þær sæt it put to flight, and after it rode to the fortress, and there camped XIIII niht, and þa sealde se here him gislas and myccle aðas, þet 14 nights, and then gave the army him hostages and great oaths, that hi of his rice woldon, and him eac geheton þet they from his kingdom would [go], and him also they promissed that heora cyng fulwihte onfon wolde, and hi þæt gelaston… their king baptism receive would, and they that did. Her gefor Ælfred cyning, VII K1. Nouembris, and An.901 Here passed away Alfred the king, October 26, and he heold þet rice XXVIII wintra and healf gear… he held the kingdom 28 winters and a half year. Her wæs Gypeswic gehergod, and æfter þam swyðe raðe An.991 Here was Ipswich harried, and after that very quickly wæs Brihtnoð ealdorman ofslægen æt Mældune, and on þam geare was Byrhtnoth the ealdorman slain at Maldon, and in this year man gerædde þæt man geald ærest galof Deniscum mannum for þam one decided that one yieded first tribute to Danish men for the mycclan brogan þe hi worhton be þam særiman; þæt wæs ærest great terror that they caused along the sea coast; it was first X þusend punda… 10 thousand pounds. Her on þisum geare com Anlaf and Swegen to Lundenbyrig An.994 Here in this year came Olaf and Svein to London town on Natiuitas Sancte Marie mid IIII and hundnigontigum scipum, and on the Nativity of St. Mary with 4 and ninety ships, and hi þa on þa burh festlice feohtende wæron… they then the town continuously attacking were. Her on þisum geare feng Cnut cyning to eall An. 1017 Here in this year succeeded Cnut the king to all Angelcynnes rice… and þa toforan K1.Aug. het the English people’s kingdom and then before August 1 commanded se cyng feccan him Æðelredes lafe þes oðres cynges him the king to be brought him Ethelred’s widow (this other king’s) for him to cwene, Ricardes dohtor. as queen (Richard’s daughter). Her forðferde Hardacnut cyng æt Lambhyðe on An.1041 Here passed away Harthacnut the king at Lambeth on VI.Idus Iun. and he wæs cyng ofer eall Englaland twa gear buton June 8 and he was king over all England two years less X. nihtum, and he is bebyrged on ealdan mynstre on Winceastre mid 10 nights, and he is buried in the old minster at Winchester with Cnute cynge his fæder; and ær þan þe he bebyrged wære, eall folc Cnut the king his father; and before he buried was, all the people geceas Eadward to cynge on Lundene, healde þa hwile þe him God chose Edward as king at London, may he rule the while that him God unne… grants. Her wæs Æðward gehalgod to cyng on Winceastre on An.1042 Here was Edward consecrated as king at Winchester on Æster dæg mid mycclum wurðscipe… and raðe þæs se cyng Easter day with great honor and quickly after that the king let geridan ealle þa land þe his modor ahte him to caused to be seized all the lands that his mother owned into handa, and nam of hire eall þæt heo ahte on golde and on his own hands, and took from her all that she owned in gold and in seolfre and on unasecgendlicum þingum forþan heo hit heold to feste silver and in indescribable things because she it held too firmly wið hine. from him. On þissum geare man halgode þet mynster æt An.1066 In this year they consecrated the monastery at Westmynstre on Cyldamæsse dæg, and se cyng Eadward forðferde Westminster on Childermas day, and the king Edward passed away on Twelfta mæsse æfen, and hine mann bebyrgede on Twelftan on Epiphany eve, and him they buried on Epiphany mæssedæg innan þære niwa halgodre circean on Westmynstre, and day within the newly consecrated church at Westminster, and Harold eorl feng to Englalandes cynerice swa swa se cyng hit Harold the earl succeeded to England’s realm as the king it him geuðe, and eac men hine þærto gecuron… and þa hwile com him promised, and also men him thereto chose and meanwhile came Willelm eorl upp æt Hestingan, on Sancte Michaeles mæssedæg, and William the earl up at Hastings on St. Michael’s massday, and Harold com norðan, and him wið gefeaht ær þan þe his here Harold came from the north, and with him fought before his army come eall, and þær he feoll, and his twægen gebroðra, Cyrð and came entirely, and there he fell, and his two brothers Gurth and Leofwine, and Willelm þis land geeode and com to Westmynstre, and Leofwine, and William this land occupied and came to Westminster, and Ealdred arcebiscop hine to cynge gehalgode… Ealdred the Archbishop him as king consecrated. ON THE STATE OF LEARNING IN ENGLAND (From King Alfred’s Preface to the West-Saxon Version of Gregory’s “Pastoral Care”) Ælfred kyninZ hāteð Zrētan Wærferð(2) biscep his wordum luflīce and ðē cyðan hāte(3), ðæt mē cōm swīðe oft on Zemynd(4), hwelce wiotan(5) iū(6) wæron Ziond AnZelcynn, æZðer Ze Zodcundra hāda Ze(7) woruldcundra, ond hū ZesæliZlīca tīda ðā wæron Ziond AnZelcynn; ond hū ðā kyninZas, ðe ðone onwald hæfdon ðæs folces on ðām daZum(8), Zode ond his ærenedwrecum hīersumedon; ond hū hīē æZðer Ze hiora sibbe Ze hiora siodo Ze(7) hiora onweald innanbordes Zehīōldon, ond ēāc ūt hiora ēðel Zerymdon; ond hū him ðā spēōw æZðer Ze mid wīZe mid wīsdōme(9); ond ēāc ðā Zodcundan hādas hū Ziorne hīē wæron æZðer Ze ymb lāre Ze(7) ymb liornunZa, Ze ymb ealle ðā ðīōwotdōmas, ðe hīē Zode dōn scoldon; ond hū man ūtanbordes wīsdōm ond lāre hieder on lond sōhte(10), ond hū wē hīē nū sceoldon ūte beZietan, Zif wē hīē habban sceoldon(11). Swæ clæne hīo wæs oðfeallenu on AnZelcynne(12) ðæt swiðe fēāwa wæron behionan Humbre ðe hiora ðeninZa cūðen understondan on enZlisc, oððe furðum ān ærendZewrit of lædene on enZlisc āreccean(13), ond ic wēne, ðætte nōht moniZe beZiondan Humbre næren. Swæ fēāwa hiora wæron ðæt ic furðum ānne ānlēpne ne mæZ Zeðencean be sūðan Temese, ðā ðā(15) ic tō rīce fēnZ. Gode ælmihteZum sīē ðonc ðæte wē nū æniZne onstāl habbað lārēōwa. Ond for ðon ic ðē bebīōde ðæt ðū dō(14) swæ ic Zelīēfe ðæt ðū wille, ðæt ðū ðē ðissa woruldðinZa tō ðæm ZeæmetiZe(14), swæ ðū oftost mæZe(14), ðæt ðū ðone wīsdōm, ðe ðē Zod sealde ðær ðær(16) ðū hiene befæstan mæZe(14), befæste(14). Zeðenc, hwelc witu ūs ðā becōmon for ðisse worulde(17), ðā ðā wē hit nōhwæðer ne selfe ne lufodon, ne eac ōðrum monnum ne lēfdon: ðone naman ānne wē lufodon, ðætte wē crīstne wæren, ond swīðe fēāwe ðā ðēāwas.(18) Ðā ic ðā ðis eall Zemunde, ðā Zmunde ic ēāc hū ic Zeseah, ær ðæm ðe(19) hit eall forherZod wære(14) ond forbærned, hū ðā ciricean Ziond eall AnZelcynn stōdon māðma ond bōca Zefylda ond ēāc micel meniZeð Zodes ðīōwa, ond ðā swiðe lytle fiorme ðāra bōca wiston, for ðæm ðe(20) hīē hiora nānwuht onZiotan ne meahton, for ðæm ðe(20) hīē næron on hiora āZen Zeðīōde āwritene. Swelce hīē cwæden: “Ūre ieldran, ðā ðē(21) ðās stōwa ær hīōldon, hīē(22) lufodon wīsdōm, ond ðurh ðone hīē beZēāton welan, ond ūs læfdon. Hēr mon mæZ Zīēt Zesīōn hiora swæð(23), ac wē him ne cunnon æfterspyriZean, ond forðæm wē habbað nū æZðer forlæten Ze ðone welan Ze ðone welan Ze ðone wīsdōm, for ðæm ðe wē noldon tō ðæm spore mid ūre mōde onlūtan”. Ðā ic ðā ðis eall Zemunde, ðā wundrade ic swīðe swīðe ðāra Zōdenna wiotena, ðē Ziu wæron Ziond AnZelcynn, ond ðā bēc eallæ befullan Zeliornod hæfdon, ðæt hīē hiora ðā nānne dæl noldon on hiora āZen Zeðīōde wendan(24). Ac ic ðā sōna eft mē selfum andwyrde ond cwæð: “Hīē ne wēndon ðætte æfre menn sceolden swæ reccelēāse weorðan ond sīō lār swæ oðfeallan; for ðære wilnunZa hīē hit forlēton(25), ond woldon ðæt her ðy māra wīsdōm on londe wære ðy wē mā Zeðēōda cūðon”. Ðā Zemunde ic hū sīō æ wæs ærest on Ebrēīsc Zeðīōde funden, ond eft, ðā hīē Crēācas Zeliornodon, ðā wendon hīē hīē on hiora āZen Zeðīōde ealle(26), ond ēāc ealle ōðre bēc, ond eft Lædenware swæ same, siððan hīē hīē Zeliornodon(27), hīē hīē wendon ealla ðurh wīse wealhstōdas on hiora āZen Zeðīōde. Ond ēāc ealla ōðræ cristnæ ðīōda sumne dæl hiora on hiora āZen Zeðiode wendon. Forðy mē ðyncð betre, Zif īow swæ ðyncð, ðæt wē ēāc sumæ bēc, ðā ðe niedbeðearfosta sīēn eallum monnum tō wiotonne, ðæt Zeðīōde wenden ðe wē ealle Zecnāwan mæZen(14), (ond Zedōn swæ wē swiðe ēāðe maZon mid Zodes fultume, Zif wē ðā stilnesse habbað), ðætte eal sīō ZioZuð ðe nū is on AnZelcynne frīōra monna, ðāra ðe spēda hæbben, ðæt hīē ðæm befēōlan mæZen(14), sīēn tō liornunZa oðfæste, ðā hwīle ðe hīē tō nānre ōðerre note ne mæZen(28), oð ðone first ðe hīē wēl cunnen enZlisc Zewrit ārædan: lære mon siððan furður on lædenZeðīōde, ðā ðe mon furðor læran wille ond tō hīēran hāde dōn wille(29). Ðā ic ðā Zemunde, hū sīō lār læden Zeðīōdes ær ðissum(30) āfeallen wæs(31) Ziond AnZelcynn, ond ðēāh moniZe cūðon enZlisc Zewrit ārædan, ðā onZan ic onZemanZ ōðrum mislīcum ond maniZfealdum bisZum ðisses kynerīces ðā bōc wendan on enZlisc, ðe is Zenemned on læden Pastoralis, ond on enZlisc Hierdebōc, hwīlum word be worde, hwīlum andZit of andZiete, swæ swæ ic hīē Zeliornode(32) æt PleZmunde, mīnum ærcebiscepe ond æt Assere, mīnum biscepe ond æt Grīmbolde mīnum mæsseprīōste ond æt Iōhanne mīnum mæsseprēōste. Siððan ic hīē ðā Zeliornod hæfde swæ swæ ic hīē forstōd, ond swæ ic hīē andZitfullīcost āreccean meahte, ic on enZlisc āwende (33); ond tō ælcum biscepstole on mīnum rīce wille āne onsendan; ond on ælcre bið ān æstel(34), sē bið on fīfteZum mancessa(35). Ond ic bebīōde(36) on Zodes naman ðæt nān mon ðone æstel from ðære bēc ne dō, nē ðā bōc from ðæm mynstre(37): uncūð hū lonZe ðær swæ Zelærede biscepas sīēn(14), swæ swæ nū, Zode ðonc, wēlhwær siendon(38); forðy ic wolde ðætte hīē ealneZ æt ðære stōwe wæren(14), būton sē biscep hīē mid him habban wille oððe hīō hwær tō læne sīē, oððe hwā ōðre bī wrīte.(39) NOTES 1. One of the four doctors of the Latin Church and Pope from 590-604, Gregory the Great was of particular interest to the English Church as the originator of the Augustinian mission. For centuries the “Cura Pastoralis” (the “Pastoral Care”) was considered a standard manual for clerics, and therefore it took the first place in the programme of translations undertaken by Alfred during the later part of his reign (871-899) to counteract the cultural decline he describes in his preface. It was intended that a copy should be presented to each diocese in his kingdom. Alfred’s preface takes the form of a letter addressed to each bishop. 2. Wærferð (biscop æt WioZoraceastre) – Уэрферд (епископ Вустерский). The name of the bishop varied in the copies sent to the different dioceses. 3. Ælfred kyninZ hāteð Zrētan Wærferð biscep his wordum luflīce ond frēōndlīce ond ðē cyðan hāte – In the first line of the text Alfred speaks about himself using the 3rd person subject which is in accordance with a Roman tradition of formal and informal greetings; in the second line of the text a change to the 1st person is observed: ond ðē cyðan hāte (= и тебе возвестить велю). 4. … mē com swīðe oft on Zemynd (=мне приходило очень часто на ум) is an instance of the impersonal sentence, a pattern that with certain verbs apparently lacked a subject. The construction has entirely disappeared in Modern English. 5. wiota > wita is an instance of a back umlaut. 6. iu see Zeo (Zio, Ziu) 7. æZðer Ze … Ze is a disjunctive coordinator. 8. …ðā kyninZas, ðe ðone onwald hæfdon ðæs folces on ðām daZum = the kings who had rule over the people in those days. 9. ond hū him ðā spēōw æZðer Ze mid wīZe Ze mid wīsdōme = and how they prospered both in warfare and wisdom. See also Note4. 10. ond hū man ūtanbordes wīsdōm ond lāre hieder on lond sohte = and how men from abroad came here to this land in search of knowledge. See also Note 23. 11. ond hū wē hīē nū sceoldon ūte beZietan, Zif wē hīē habban sceoldon = and how we should now have to get them, if we were to have them. 12. Swæ clæne hīō wæs oðfeallenu on AnZelcynne = So complete was its decay (i.e. the decay of learning) among the English people. 13. ðone furðum ān ærendZewrit of lædene on enZlisc āreccean = or even translate a letter from Latin into English. 14. “næren (= ne + wæren)” is the past plural subjunctive of “wesan”; “sīē” is the present singular subjunctive of “bēōn”; “dō” is the present singular subjunctive of “dōn”; “wæren” is the past plural subjunctive of “wesan”; “ZeæmetiZe” is the present singular subjunctive of “(Ze)æmetiZian”; “sceolden” is the past plural subjunctive of “sculan”; “wære” is the past singular subjunctive of “wesan”; “sīēn” is the present plural subjunctive of “ bēōn”; “mæZen” is the present plural subjunctive of “maZan”; “lære” is the present singular subjunctive of “læran”. 15. ðā ðā = when 16. ðær ðær = wherever 17. Zeðenc, hwelc witu ūs ðā becōmon for worulde = Think what punishments then came upon us in this world. 18. In “… ond swīðe fēāwa ðā ðēōwas” the verb “lufodon” is ellipted. 19. ær ðæm ðe = before (прежде чем) 20. for ðæm ðe = because 21. ðā ðe = who. The relative particle “ðe” is often preceded by a demonstrative. 22. “Ūre ieldran… hīē” is an instance of syntactic tautology (repetition of the subject in the form of a pronoun), frequently occurring in Old English texts. 23. In “Hēr mon mæZ Ziet Zesīōn hiora swæð” (= One can see their footprints here still) the weakened unstressed form “mon” can be treated as an indefinite-personal pronoun. 24. ðæt hīē hiora ðā nānne dæl noldon on hiora āZen Zeðiode wendan = that they did not wish to translate any part of them into their own language. “Wendan” w.v.1 – to turn, move, change, go; translate; ME wenden – to go, turn, change one’s course; MnE went; to wend one’s way || Gth wandjan || OHG wenten || ON venda 25. for ðære wilnunga hīē hit forlēton = they refrained from it by intention. 26. ond eft, ðā hīē Crēācas Zeliornodon, ðā wendon hīē hīē on hiora āZen Zeoīōde ealle = and afterwards, when the Greeks learnt it, they translated it (the law) into their own language. “Zeliornodon” see “leornian”. For “wendan” see Note 24. 27. ond eft Lædenware swæ same, siððan hīē hīē Zeliordon = and afterwards in the same way the Romans, when they had learned them. “Zeliornodon” see “leornian”. 28. For ðy mē ðyncð betre, Zif īōw swæ ðyncð, ðæt wē ēāc suma bēc… ðā hwīle ðe hīē tō nānre ōðerre note ne mæZen = Therefore it seems better to me, if it seems so to you, that we also should translate certain books… so that all the youth of free men now among the English people, who have the means to be able to devote themselves to it, may be set to study for as long as they are of no other use (i.e. cannot be set to any other employment). 29. lære mon siððan furður on lædenZeðīōde, ðā ðe mon furðor læran wille ond tō hīēran hāde dōn wille = afterwards one may teach further in the Latin language those whom one wishes to teach further and wishes to promote to holy orders. See also Note 23. 30. ær ðissum = previously (раньше этого) 31. āfeallen wæs = had fallen into decay 32. Zeliornode see leornian 33. Siððan ic hīē andZitfullicost āreccean meahte, ic hīē on enZlisc āwende = When I had learned it (the book), I translated it into English as I understood it and as I could interpret it most intelligibly. 34. æstel: an æstel may have been some kind of a book-mark, mounted presumably on stripes of leather; a sort of an ex-libris. 35. mancessa: money-piece worth one eighth of a pound 36. bebīōde see (be)bēōdan 37. ðætte nān mon ðone æstel from ðære bēc ne dō, nē ðā bōc from ðæm mynstre = that no one remove the book-marker from the book, nor the book from the minster. “Dō” is the present subjunctive singular of “dōn”. 38. siendon = sindon (the present indicative plural of “bēōn”). 39. būton sē hīē mid him habban wille oððe hīō hwær tō læne sīē, oððe hwā ōðre bī wrīte = unless the bishop want to have it with him, or it be anywhere on loan, or anyone make copies of it. “Wille”, “sīē”, “wrīte” are present subjunctive singular forms of the verbs “willan”, “bēōn”, “wrītan”, respectively. “Bī” (= “be”) is used here without an object (= “from it”); hence the sense is “make copies of it”. QUESTIONS AND ASSIGNMENTS 1. In the first two paragraphs of the text analyse the singular nouns and try to categorize as many as you can by both gender and case. 2. In the first two paragraphs of the text analyse the plural noun instances. Pay special attention to homonymy of the forms. 3. Which of the recorded forms are the probable ancestors of those which are used today? Describe the process by which they have come down to us. 4. Analyse all the elements that appear in the determiner position in the noun phrases in the third paragraph of the text. Which of them have survived into Modern English, and which have dropped out of use? 5. Trace the development of the Instrumental case of the demonstrative in the correlative clauses “… hēr ðy māra wīsdōm on londe wære ðy wē mā Zeðēōda cūðon”. 6. Make a chart of personal pronouns which occur in the third paragraph of the text. Study their forms, noting which ones have come down to us in very much the same form. What has happened to the Accusative and Dative case forms, with respect to the subsequent history of the pronoun? 7. Classify the adjectives in the first paragraph of the text according to their gender, case and number, into the two declensions. Even though your inventory is incomplete, what do you notice about a good many of the inflectional endings? How does this help to explain the eventual disappearance of these forms? 8. What means did the Old English adjective and adverb have for comparison? What examples do you find of this in the last paragraph of the text? 9. Identify the verbs according to two categories, “strong” and “weak”. Further, for the strong verbs, classify the form as to whether it is an infinitive stem (including all present stems), 1st or 3rd person singular past, plural past, or past participle (This is the commonest means of showing vowel gradation). 10. Which of the strong verbs in the text have remained “strong” and which have become “weak”? 11. Analyse each verb, this time to classify it according to person and number. Are there any differences between the present and past personal endings? Which endings carried over into Middle English? 12. Note the subjunctives and classify them separately. Which forms seem to be the ancestors of the like-functioning in Modern English forms, and which have since disappeared? 13. Set out all the forms of “bēōn” which occur in the text in paradigmatic form and place their Modern English equivalent forms next to them. What has been the development of “be”? 14. Note every instance of sentence negation and compare each with its Modern English construction. What differences do you observe? 15. Compare the construction observed in Note 23 and 29 with its Modern German counterpart. What is the Modern English practice for forming indefinite-personal sentences? (Translate all the indefinite-personal sentences in the text into Modern English). 16. How are relative patterns constructed in Old English? Do you find any occurrence here of the practice in Modern English of omitting the relative marker? 17. What do you observe about the grammatical property of the underlined correlatives: “Swæ clæne hīō wæs oðfeallenu on AnZelcynne ðæt swīðe fēāwa wæron behiondan Humbre ðe hiora ðeninZa cūðen understondan on enZlisc…”; “Đa ic ðā ðis eall Zemunde, ðā wundrade ic swīðe swīðe ðāra Zōdena wiotona, ðe Ziu wæron Ziond AnZelcynn…”; “… ond woldon ðæt hēr ðy māra wīsdōm on londe wære ðy wē mā Zeðēōda cūðon”? 18. Make a list of all verbal negations. Note the forms “næren”, “næron”, “noldon”. What operation has taken place here? 19. Compare the following word pairs in our text with one another, then identify the phonetic process which brought about the derivatives: lāre (n.) ← lære (v.); naman (n.) ← Zenemned (v.); befullan (adv.) ← Zefylda (v.); ānne (num.) ← æniZne (indef.pr.); AnZelcynn (n.) ← EnZlisc (adj.) |
Похожие:
 |
Н. С. Кузнецова, Н. А. Шайдорова практикум по стилистике английского... Иностранный язык с дополнительной специальностью с учетом рекомендаций, данных в разделе «Стилистика английского языка» Программы... |
|
Российской Федерации Государственное образовательное учреждение высшего... Радио и телевидение (словарь): Учебно-методические материалы для студентов II курса отделения английского языка переводческого факультета.... |
 |
Проблемная технология на уроках английского языка в 9 классе Автор: Закирова Татьяна Валерьевна Маоу «сош №7 с углубленным изучением английского языка» г. Перми, учитель английского языка высшей квалификационной категории |
|
Рабочая программа дисциплины (модуля) м 3 «Письменный перевод и трансформация... «Основы теории английского языка», «Теория перевода», «Практический курс английского языка», «Практикум по культуре речевого общения... |
|
Среднего профессионального образования вятское духовное училище Английский язык в современном обществе. Роль английского языка в современном мире. История становления современного английского языка.... |
|
Должностная инструкция учителя английского языка Учитель английского языка назначается на должность и освобождается от должности директором школы |
|
Название конкурса Пояснительная записка в данной разработке представлены материалы тематической Недели английского языка, посвященной страноведению... |
|
Издательство «международные отношения» Москва 1977 4 и (Англ.) А 76 Рецензент Пособие знакомит читателя с характерными особенностями английского языка и типичными случаями расхождений с русским языком. В нем... |
|
Практикум по закреплению лексического материала учебника Целью пособия является закрепление лексики данного учебника и выработка навыков перевода текстов, содержащих экономическую и деловую... |
|
М. П. Ивашкин, В. В. Сдобников, А. В. Селяев М. П. Ивашкин, В. В. Сдобников, А. В. Селяев. Практикум по стилистике английского языка. Изд. 2-е. Нижний Новгород: нглу им. Н. А.... |
|
История России. Учебно-методические материалы Новгороде. Вскоре власть Рюрика распространилась на всю Новгородскую землю. Его потомки создали первое русское государство и смогли... |
|
Республики Башкортостан Государственное бюджетное профессиональное... Номинация «Учебно-методические разработки (практикум, методические указания по проведению лабораторных работ, методические рекомендации... |
|
Эксплуатационные материалы лабораторный практикум Эксплуатационные материалы: лабораторный практикум / А. Д. Синегибская. – Братск: БрГУ, 2011. – 65 с |
|
История русского литературного языка Ковалевская, Е. Г. История русского литературного языка : учеб пособ для студ пед ин-тов / Е. Г. Ковалевская. – М. Просвещение, 1978.... |
|
Рабочая программа по предмету «Английский язык», 7 класс мбоу «Затонская сош» Программы курса английского языка к умк английский в фокусе/ Spotlight для 5-9 классов общеобразовательных учреждений. По учебному... |
|
Методическая разработка по курсу “Теория английского языка” Данное... Учебно-методическая разработка по программе дополнительной квалификации “переводчик в сфере профессиональной коммуникации” для студентов... |