Учебное пособие по английскому языку с упражнениями по развитию креативного мышления. Часть 1
.pdfdebate n 1. дискуссия, прения, дебаты 2. спор, полемика 3. борьба, вражда, ссора v 1. обсуждать 2. обдумывать 3. бороться, сражаться
decline n 1. падение, упадок 2. снижение (цен) 3. ухудшение v 1. опускаться, идти вниз 2. приходить в упадок 3. уменьшаться, идти на убыль 4. отклоняться, отказываться
falter v 1. шататься, спотыкаться
figure n 1. фигура, внешний вид, облик, образ 2. личность, фигура, персона
3.изображение, картина, статуя 4. иллюстрация, рисунок 5. цифра v 1. изображать 2. представлять себе 3. фигурировать, играть видную роль 4. служить символом 5. украшать 6. рассчитывать, исчислять
hinge n 1. суть, стержень, кардинальный пункт чего-л.
mark n 1. метка, знак 2. штамп 3. признак 4. цель, мишень 5. граница, придел, норма, уровень v 1. оставить знак 2. штамповать 3. поставить цену
4.отмечать, обозначать, маркировать 5. характеризовать, отмечать 6. замечать 7. записывать
metropolis n 1. столица 2. крупный город, центр деловой или культурной жизни
possess v 1. обладать, владеть 2. сообщать, извещать
shape n 1. форма, очертание, вид, образ 2. определенная форма, порядок 3. состояние, положение 4. образец, модель, шаблон
stereotype n 1. стереотип 2. шаблон
terminus n 1. конечная цель 2. предел, граница to be fraught with – быть чреватым чем-л. wireless n радио
Vocabulary complaint n истец
craftsman n 1. мастер, ремесленник 2. художник expediency n целесообразность
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extensive adj обширный, пространный, экстенсивный illiterate adj 1. неграмотный 2. необразованный
lodge v 1. дать помещение, приютить, поселить 2. квартировать, временно проживать
merchant n купец, оптовый торговец prohibit v запрещать
reflect v отражать
trace n 1. след 2. незначительное количество 3. жизненный путь v 1. прослеживать, следить 2. с трудом рассмотреть, различить
Ex. 1. Answer the following questions.
1.What does migrate mean?
2.Why do the civil servants have a right to buy your land for road building even if you don’t want it?
3.What does environment mean?
4.Why does the government use espionage?
5.What does fax mean?
Ex. 2. Imagine that you worked hard and now the working day is over. What would you do?
Ex. 3. Find, as much as you can, definition for the following words. Explain your decision.
For example: book – beautiful book.
1.Competitiveness
2.Stereotypes
3.Tradition
4.Progress
5.Document
6.Industrialization
7.Merchant
8.Protest
Ex. 4. Explain what you see in the picture.
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Ex. 5. Retell the text.
THE GREAT BRITAIN IN 1870 – 1905
The period covered by this anthology, extending broadly from 1870 to 1905, possesses a logical shape, although one or two of the major figures have been excluded. Historians, social, economic, and literary, have recognized the former date as marking the beginnings of a reaction against such High Victorian values and attitudes as Evangelicalism, the iron theorems of political economy, the notions of self-help, and an attitude to women that imprisoned them within stereotypes of angel and demon.
The year 1905 has been chosen as a terminus partly for its political significance. The years of Conservative rule came to an end for a decade; the Cabinet was no longer fraught with peers and the tone of debate began to change from high game to new acrimony. The year 1906 with its technologies— telephone, wireless, and the internal-combustion engine—seems distinctly recognizable.
As for 1870, that year marks broadly the decline of Britain as a world power. Agricultural capacity waned in the 1870s, as in the following decades did industrial competitiveness. And as Britain's industrial power faltered, so London became the international money market of the world.
The centre of the financial web was the City of London, and metropolis in those years becomes megalopolis, hinge of an empire.
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The city remained an altogether appropriate theatre for the evolutionary drama that dominated much of the thinking of the period. Religion, after all, had its own development theories: God was adapting his revelation loosely, within the parameters of the Bible and tradition, to the race as it progressed towards spiritual maturity.
Ex. 6. Make questions on the text above. Ex. 7. Discuss the text above in pairs. Ex. 8. Retell the text.
EDUCATION IN ENGLAND
The need for education can be traced back to olden times. As early as 1200 illicit schools are mentioned by official documents.
Quite a number of written complaints dated from the 13th and 14th centuries have survived in which professors and teachers lodged protests with authorities against the activities of teachers lacking the certificates required. It is also characteristic that ever since the early Middle Ages complaints because of a lack of teachers and documents reflecting debates on who has or has not the right to teach are to be found time and again in the parish archives.
Around 1400 the majority of the population of London was illiterate, however, merchants and craftsmen could already read and write. Many of them had a smattering of Latin, too.
The extensive spread of literacy was furthered both by the expediency of the economy and protestant world outlook. In 1543 the King prohibited workers from reading the English Bible. He surely would not have issued such an order if a considerable number of this stratum had not known to read. The same is evidenced by data on the publishing of books.
Lower-grade schools began to emerge between 1550 and 1650. Until that time, basic knowledge was acquired not at school but at home, at the parish, etc. The requirements of grammar school education were less and less met by this kind of preliminary training. Elementary schools were established, first as preparatory institutions for grammar schools and only later have they become the independent schools of the lower social strata.
Reading, writing and counting have become universal among the peasants of the northern English territories in the course of the 18th century. Only a fourth or a third of the workers were illiterate around 1830. In the course of the 18th century but little development has been achieved, owing to the extremely fast rate of industrialization, the swelling of urban population, and immigration from Ireland. All these factors have temporarily rendered more difficult the further development of the educational system. Nevertheless, literacy has spread on a large scale even prior to the Industrial Revolution.
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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 18
Vocabulary
alter v изменять(ся) boundary n граница creativity n креативность
deliberation n 1. обдумывание, взвешивание, размышление 2. обсуждение, дискуссия 3. осмотрительность, осторожность, неторопливость
entrench v 1. укреплять 2. нарушать чужие права
identify n 1. идентифицировать(ся) 2. устанавливать тождество moreover adv сверх того, кроме того
thought n мысль
transcend v 1. переступать пределы 2. превосходить, превышать unthinkable adj 1. невообразимый 2. невероятный
Vocabulary
apothecary n 1. аптекарь 2. лекарь
aptitude v 1. склонность 2. способность, сообразительность
contrivance n 1. выдумка, затея, план 2. изобретение, приспособление 3. изобретательность
display v 1. выставлять, показывать 2. проявлять, обнаруживать 3. выставлять на показ
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diverting adj развлекающий, занимательный frequent adj частый
invent v изобретать
kit n 1. комплект, набор 2. снаряжение
notion n 1. понятие, представление 2. взгляд, мнение 3. намерение nucleus n 1. ядро, ячейка 2. центр
rudiments n элементарные знания sun-dial n солнечные часы windmill n ветряная мельница
Ex. 1. Answer the following questions.
1.What is common and different between state and region?
2.What does panorama mean?
3.What does to predict mean?
4.What does intensification mean?
5.What do they do:
a)Philatelist
b)Ornithologist
c)Ichthyologist
Ex. 2. Imagine you are at dibate “What is right and what is wrong?” Tell what you consider to be right and to be wrong in behavior of people. Explain what you like in behavior of people and what you don’t like.
Ex. 3. Find, as much as you can, definition for the following words. Explain your decision.
For example: book – beautiful book.
1.Scientist
2.Physicist
3.Theory
4.Thought
5.Knowledge
6.Gravitation
7.Relativity
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8. Universe
Ex. 4. Explain what you see in the picture.
Ex. 5. Retell the text.
Albert Einstein’s works
March 14, 1979 was the centenary of Albert Einstein, the great physicist. The history of science knows but few scientists who were accorded the same popularity as Einstein. His fame far transcends the boundaries of physics: he is known not only to professional scientists but also to people whose interests are remote from science. This popularity is largely due to the fact that Einstein's work played a revolutionary role in the development of physical knowledge and, moreover, touched on the most profound problems of the scientific world outlook with which all thinking persons are concerned. Einstein's scientific creativity made a considerable impact on the development of 20th-century philosophical thought.
What were the factors that determined Einstein's part in the development of philosophical thought? The first of these was the role played by Einstein's special and general relativity theories in altering the scientific picture of the world. The
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picture of the world founded on these theories is radically different from that of classical physics, entrenched in the age-old tradition. The time-space structure of the universe was here explained in a new way. Thanks to Einstein, man in the 20th century sees the world in a different light from previous generations. The second factor was the impact of Einstein's scientific creativity on the style of scientific thinking. The third factor here is Einstein's deliberations on the fundamental philosophical problems facing physics. Without these ideas, modern physics would be unthinkable. On the other hand, their solution goes beyond physics alone, assuming a general philosophical significance.
Einstein's theories have in a sense become classic, they continue to be objects of the most divers, at times mutually exclusive, philosophical interpretations. This is true, in particular, of the general theory of relativity. Along with the traditional view that this theory emerged from a generalization on the special relativity principle, it is also identified with the relativistic gravitation theory.
Ex. 6. Make questions on the text above.
Ex. 7. Discuss the text above in pairs.
Ex. 8. Retell the text.
Newton’s works
Newton was born at Woolsthorpe, Lincolnshire, on Christmas Day, 1642. After having acquired the rudiments of education at small schools close by, Newton was sent at the age of twelve to the grammar school at Grantham, where he lived in the house of an apothecary. He displayed very early a taste and aptitude for mechanical contrivances; he made windmills, water-clocks, kites, and sun-dials, and he is said to have invented a four-wheel carriage which was to be moved by the rider.
Newton built a reflecting telescope in 1668; the second telescope of his making he presented to the Royal Society in December, 1671. Two months later, as a fellow of the Society, he communicated his discovery on light and thereby started a controversy which was to run for many years and to involve Hooke, Lucas, Linus, and others.
It was not until 1684 that Newton began to think of making known his work on gravity. Hooke, Halley, and Sir Christopher Wren had independently come to some notion of the law of gravity but were not having any success in explaining the orbits of the planets. In that year Halley consulted Newton on the problem and was astonished to find that he had already solved it. Newton submitted to him four theorems and seven problems, which proved to be the nucleus of his major work. In some seventeen or eighteen months during 1685 and 1686 he wrote in Latin the
Mathematical Principles of Natural Philosophy.
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Newton's scientific work brought him great fame. He was a popular visitor at the Court and was knighted in 1705. Many honors came to him from the continent; he was in correspondence with all the leading men of science, and visitors became so frequent as to prove a serious discomfort.
Despite his fame, Newton maintained his modesty. Shortly before his death, he remarked: "I do not know what I may appear to the world, but to myself I seem to have been only like a boy playing on the seashore, and diverting myself in now and then finding a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me."
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 19
Vocabulary
aspiration n стремление, сильное желание чего-л.
diversity n разнообразие
ensure v 1. обеспечивать 2. ручаться 3. страховать
extraction n 1. извлечение 2. происхождение
heritage n наследство
imperative adj 1. повелительный, властный 2. обязывающий, настоятельный
imply v 1. заключать в себе, значить 2. подразумевать, намекать
obligation n 1. обязательство, долг, обязанность 2. соглашение, контракт
oblige v 1. обязывать, связывать кого-л. обязательством 2. делать одолжение, угождать
obtain v получать
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option n выбор, право, замена
stipulate v ставить условием, обусловливать
substitute n замена
sustainable adj жизнеспособный
warrant n 1. основание 2. гарантия, долг
Vocabulary
appeal n 1. призыв, обращение 2. просьба betterment n улучшение, исправление
commitment n 1. обязательство 2. вручение, передача
consciousness n 1. сознание 2. сознательность, самосознание 3. осознание, понимание
cruelty n жестокость dignity n достоинство
goodwill n 1. доброжелательность 2. добрая воля 3. рвение, готовность 3. репутация, престиж (фирмы)
lift v 1. поднимать, возвышать 2. воодушевлять 3. давать повышение possess v 1. обладать, владеть 2. сообщать, извещать
principality n 1. княжество 2. ведущее, господствующее положение scale n 1. уровень, степень развития 2. масштаб, размер 3. шкала self-esteem n чувство собственного достоинства
self-reliance n самоуверенность suffer v страдать
warfare n 1. война 2. конфликт, борьба, вражда
Ex. 1. Answer the following questions
1. What is the difference between plutocracy and theocracy?
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