Учебное пособие по английскому языку с упражнениями по развитию креативного мышления. Часть 1
.pdf2.What does logical reasoning mean?
3.Who wrote:
a)Communist manifest
b)Anna Karenina
c)Granate bracelet?
4.What do these phrases mean? a) Happy end
b) Fifty-fifty c) Know how
5.What does intensive mean?
Ex. 2. Imagine you have just watched on TV Soviet song concert and now you share your impression?
Ex. 3. Find, as much as you can, definition for the following words. Explain your decision.
For example: book – beautiful book.
1.Generation
2.Freedom
3.Struggle
4.Humanism
5.Consciousness
6.Benefit
7.Diversity
8.Mankind
Ex. 4. Explain what you see in the picture.
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Ex. 5. Retell the text.
Conservation for present and future generations
States shall ensure that the environment and natural resources are conserved and used for the benefit of present and future generations.
The text stipulates that the environment and natural resources are to serve the needs of both present and future generations. It purports to give effect to the statement in the Preamble of the 1972 UN Declaration on the Human Environment that: "To defend and improve the human environment for present and future generations has become an imperative goal for mankind ..." (emphasis added). It obliges States to manage the environment and natural resources for the benefit of present generations in such a way that they are held in trust for future generations.
This implies, in the first place, a basic obligation for States to conserve options for future generations by maintaining to the maximum extent possible the diversity of the natural resource base. It requires a management of natural resources or the environment in such a manner that they may yield the greatest sustainable benefit to present generations while maintaining their potential to meet the needs and aspirations of future generations. Conservation of the diversity of the natural resource base for the benefit of future generations is warranted as the possibilities to develop substitute products or to improve production and/or extraction technologies are not unlimited. Or else because future generations may otherwise only be able to obtain the same benefits at considerably higher costs.
The second basic obligation for States following from the duty to hold the natural heritage of mankind in trust for future generations, concerns the prevention
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or abatement of pollution or other forms of degradation of natural resources or the environment, which would reduce the range of uses to which the natural resources or environment could be put or which would confront future generations with enormous financial burdens to clean up the environment.
Ex. 6. Make questions on the text above. Ex. 7. Discuss the text above in pairs. Ex. 8. Retell the text.
Mahatma Gandhi
Mohandas Karamchand Gandhi was born on 2 October 1869 into a family of merchants at Porbandar, capital of a small principality in the state of Gujarat in western India, in the region of Kathiawar. His father did not possess much of a formal education, but as an administrator and chief minister of that small principality he understood how to manage the often conflicting demands of the British, who tilled over India, and the traditional princely families and their subjects.
Individual freedom and social responsibility were not in conflict for Gandhi. Indeed, the idea that personal commitment is the starting point for bringing about change on a grand scale is one of Gandhi's major contributions.
In seeking to bring about radical change through the transformation of public standards, principles, values and ethics, Gandhi brought to bear a profound moral and religious consciousness.
Gandhi demonstrated the power of satyagraha in militant struggles in the following areas:
•Against racism in South Africa.
•Against imperialism and colonial rule in India.
•For political awareness and participation by all people.
•Against economic exploitation and on behalf of the poorest peasants and workers.
•Against cruelty toward women.
•For nonviolent methods of struggle, or satyagraha.
By lifting fear and introducing self-esteem, self-reliance and vigorous ideas about the dignity and rights of all to the Indian people, Gandhi challenged not only the Indians and the British, but also the peoples of the entire world to reconsider their methods for the betterment of all of humanity.
This was a new kind of warfare — you look for whatever good there is in your opponent and appeal to it, then when you have conquered him by your
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capacity to suffer and by your goodwill, you send him out as a master and then call him back as a friend. That is literally a new kind of warfare - it ennobles both the one who uses it and the one upon whom it is used. . . . War with the ordinary weapons degrades both.
Ex. 9. Make questions on the text above.
Ex. 10. Make a report on the text above.
Ex. 11. Discuss the text above in pairs.
LESSON 20
Vocabulary
clavier n 1. клавир, общее название клавишно-струнных инструментов 2. клавиатура
curiosity n любопытство
engaged adj 1. занятый 2. поглощенный, заинтересованный fashionable adj модный, светский
gift n дар, талант musician n музыкант nickname n прозвище violin n скрипка violinist n скрипач
Vocabulary
awareness n понимание
baffle n 1. расстраивать 2. мешать, препятствовать 3. ставить в тупик 4. тщетно бороться
challenge n 1. вызов 2. сомнение 3. испытание, проба сил, мужества, труда 4. сложная задача, проблема
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chaotic adj хаотический
complexity n сложность, запутанность
contradiction n 1. опровержение 2. противоречие 3. противоположность faithful (to) adj преданный
genius n гений
glimpse n 1. мелькание, проблеск 2. некоторое представление, намек hopelessness n безнадежность, безвыходность
insufficient adj 1. недостаточный, несоответствующий 2. непригодный maturity n зрелость
mislead v 1. вводить в заблуждение, обманывать 2. вести по неправильному пути
overwhelming adj 1. несметный 2. непреодолимый 3. подавляющий progressiveness n прогрессивность
subconscious adj подсознательный
Ex.1. Answer the following questions.
1.What is the difference between paleontologist and linguist?
2.What does protectionism mean?
3.Who is a politician?
4.What is the difference between corporation, partnership and sole proprietorship?
5.Do you agree that there is no excuse for lie even if it’s necessary to lie?
Ex. 2. Imagine that you are magician. What would you do the first? Explain your decision.
Ex. 3. Find, as much as you can, definition for the following words. Explain your decision.
For example: book – beautiful book.
1.Write
2.Morality
3.Orthodoxy
4.Spirit
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5.Soul
6.Idea
7.Vision
8.Compassion
Ex. 4. Explain what you see in the picture.
For example: view from the window.
Ex. 5. Retell the text.
Mozart’s childhood
Wolfgang Amadeus Mozart was born at Salzburg on 27 January 1756. He was the son of Leopold Mozart, then aged thirty-seven, a Bavarian violinist and minor composer of Augsburg, engaged as court musician in the service of the Archbishop Sigismund von Schrattenbach at Salzburg. His wife was Maria Anna, born Pertl, an Austrian. They had seven children, but only two survived: Wolfgang and his elder sister, also called Maria Anna, or Marianne (nicknamed Nannerl), born on 30 July 1751.
At the age of four the boy began to play the clavier and about a year later to try his hand at composition, his small pieces being written down by his father. Early in 1762 Leopold took the children to Munich to show off their musical gifts before the electoral court, and in September they visited Vienna to appear at the imperial court and at fashionable parties. By the time he was seven Wolfgang also played the violin, and some of his small clavier pieces appeared in print as curiosities. In the summer of 1763 began a long concert tour, which took the whole family across Europe and lasted until November 1766, with a long sojourn
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(April 1764 to July 1765) in London. They went through southern Germany to Brussels and Paris, where they remained from November 1763 to April 1764, playing at many concerts, appearing before the court at Versailles and creating a furore. In London also the children played at court and in public, and Wolfgang came under the influence of John Christian Bach and began to compose symphonies and sonatas. On the return journey Holland was visited from September 1765 to May 1766. A shorter visit to Paris and Versailles followed, and in July they once more began to travel: by way of Dijon and Lyon to Switzerland, then southern Germany again, with a lengthy visit to Munich to end with before their return home at the end of November 1766. As the mother did not stay at home there are no family letters to record these travels, but fortunately Leopold wrote in great detail about them to his Salzburg friend Lorenz Hagenauer.
Wolfgang, now eleven, began to take up composition on a larger scale. He produced the first part of an oratorio, ' Die Schuldigkeit des ersten Gebotes', the other two being written by older court composers — Michael Haydn and the organist Adlgasser. In May 1767 followed a Latin school play set to music by Wolfgang, 'Apollo et Hyacinthus', which was performed by students of the University. He also wrote two symphonies and his first four piano concertos, but the latter were adaptations of sonata movements by other composers.
Ex. 6. Make questions on the text above.
Ex. 7. Discuss the text above in pairs.
Ex. 8. Retell the text.
The Central Inspiration of Dostoevsky
There is a complexity in Dostoevsky that often baffles and even misleads the reader — this astounding blend of high-strung, often chaotic, hysterical and unruly emotionality breaking suddenly forth from the depths of the subconscious on the one hand, and on the other, the underlying, all-permeating lucid consciousness and pur-posefulness and the high mastery of his work. It is the vision, the awareness of a deeply rooted dynamic process, of an organic unity of life, full of conflicts and contradictions that serve to emphasize the underlying unity of this living stream. And there are moreover sudden glimpses — sometimes an overwhelming vision
— of an Ultimate Reality, seen beyond and also through the painful struggles and contortions of life.
What is required is a radical solution, out of the depth of the problem and of the reality of things (if there is any). This makes Dostoevsky's talent so "cruel" But is the "cruelty" of Dostoevsky really so cruel? Is it not honesty? Is it not the price which honesty pays to Truth? And what does "cruel" mean in this context? Cruel to whom? Here we come to a very crucial and central point in Dostoevsky's work
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and in his whole outlook. Yes, he wanted to be "cruel" — out of compassion. Cruel to us, the readers in order that we should be taken, overwhelmed by compassion — towards all those who suffer, or even towards all that lives, because we are all connected with one another in our common fate and common suffering, like waterdrops in the ocean. He wanted us to share in our souls — consciously and with a burning feeling — the suffering of the unhappy, of those who are left alone, who are trampled down, who are in prey of despondency, of despair or of the dark daemonic powers that ascend from the abyss of ours souls.
Dostoevsky had simply no choice. He had to do what he did. It was the inner compulsion of his genius; it was certainly also deeply rooted in his whole life, in his biography. He was profoundly shaken. And he felt himself compelled to "dig", to dig further, to dig to the bottom. And then a massive, a weighty and well founded picture presented itself to his mind, imposed itself upon him in its (seeming) hopelessness. But Dostoevsky, faithful to this calling as a seeker of Truth, had no choice, he had to picture it, to present it to us. He did not revel in "cruel" pictures simply for cruelty's sake and the reason for the gloominess of his vision is not the insufficient progressiveness of his political outlook. On the contrary, he was deeply and actively interested in social justice and social reforms. But he dug deeper. He believed that the matter lay deeper. We have to give not only justice to our fellow-man, but also our compassion, which is a part of ourselves in loving self-surrender, in order to answer the challenge of the problem. And this was clearly seen by those who came into nearer moral contact with him during his lifetime, especially during the last decade of his life — the epoch of the highest final maturity of his genius and his outlook.
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С.Л. Буковский
УЧЕБНОЕ ПОСОБИЕ ПО АНГЛИЙСКОМУ ЯЗЫКУ С УПРАЖНЕНИЯМИ ПО РАЗВИТИЮ КРЕАТИВНОГО МЫШЛЕНИЯ
ЧАСТЬ 1
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