Учебное пособие Английский для бакалавров. Часть 2
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=====================VOCABULARY====================
fortress, n |
крепость |
armour, n |
доспехи |
weapons, n |
оружие |
treasure, n |
богàтство |
prisoner, n |
зàключенный |
coins of realm |
госудàрственные монеты |
mint, v |
чекàнить |
store, v |
хрàнить |
raven, n |
ворон |
resident, n |
житель |
peck, v |
клевàть |
a biscuit soaked in blood |
печенье, смоченное в крови |
clip, v |
подрезàть |
reign, n |
прàвление |
escort, v |
сопровождàть |
salute, v |
отдàвàть честь |
XI. Fill in prepositions or adverbs.
1.The Tower of London was begun … William the Conqueror as a fortress and palace.
2.… five hundred years coins … realm were minted .. the Tower and official documents were stored … some … the castle buildings.
3.… it is busy … thousands … visitors.
4.The ravens are certainly … the most important residents … the Tower.
5.These days there are usually about six ravens hopping and pecking … the Tower lawns … the daytime.
6.He feeds them … raw meat.
7.He takes them … into their cage.
8.The Tower … London is safe and secure … the night.
9.Every day … the Tower ends … the Ceremony … the Keys.
XII. Translate the following into English:
1.Òàуэр был зàдумàн Âильгельмом Çàвоевàтелем кàк крепость и дворец.
2. Òàуэре отливàлись госудàрственные монеты, хрàнились доспехи и оружие. Èногдà вàжные преступники содержàлись здесь под стрàжей.
3.Ñегодня здесь много туристов. Â действительности сегодняшний Òàуэр выглядит скорее кàк трàдиционнàя àнглийскàя деревня.
4.Íàиболее вàжными обитàтелями Òàуэрà сегодня являются вороны. Ïредàние глàсит, что, если вороны покинут Òàуэр, он пàдет, и вместе с ним пàдет Àнглия.
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5.Îдин из Éеменских стрàжников зàботится о воронàх. Îн кормит их сырым мясом, печеньем, смоченным в крови, фруктàми и яйцàми. Íà ночь он помещàет их в клетки и время от времени подрезàет им крылья, чтобы те не улетели.
6.Ñо времени прàвления Ãенрихà VIII Òàуэр охрàняется Éеменскими стрàжникàми.
XIII. Read the text ‘St. Paul’s Cathedral’. Answer the questions that follow.
St. Paul's Cathedral is the work of the famous architect Sir Christopher Wren. It is said to be one of the finest pieces of architecture in Europe. Work on Wren's masterpiece began in 1675 after the Norman church, old St. Paul’s was destroyed in the Great Fire in 1666. The building of St. Paul’s Cathedral went on for 35 years, and Wren was an old man before it was finished. From far away you can see the huge dome with a golden ball and cross on the top. The interior of the Cathedral is very beautiful. It is full of monuments. The most important, perhaps, is the one dedicated to the Duke of Wellington. After looking around you can climb 263 steps to the Whispering Gallery, which runs round the dome. It is called so, because if someone whispers close to the wall on one side, a person with his ear close to the wall on the other side can hear what is said. But if you want to reach the foot of the ball, you have to climb 637 steps.
As for Christopher Wren, who is now known as “the architect of London”, he found his fame only after his death. He was buried in the Cathedral. Buried here are Nelson, Wellington, and Sir Joshua Reynolds.
Questions to be answered:
1.What is the name of the architect who built St. Paul’s Cathedral?
2.How long did the building of the Cathedral go on?
3.What is the most important monument in the Cathedral?
4.What is the name of the famous Gallery in the Cathedral and why is it called so?
5.Who is buried in the Cathedral?
XIV. Say in English. Consult the text ‘St. Paul’s Cathedral’ if necessary:
1)известный àрхитектор;
2)сàмое прекрàсное произведение àрхитектуры;
3)шедевр;
4)стàрàя церковь былà рàзрушенà;
5)великий Ëондонский пожàр;
6)строительство продолжàлось 35 лет;
7)огромный купол;
8)золоченый шàр;
9)подняться по ступеням;
10)рàсполàгàться вокруг куполà;
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11)посвященный кому-л.;
12)шептàть;
13)«гàлерея шепотà»;
14)быть похороненным.
XV. Speak about St. Paul’s Cathedral. Use the key-words above.
XVI. Learn the following words and expressions. Make sure you can translate them both from English into Russian and vice versa:
comparatively recent times |
относительно недàвние временà |
principal, a |
глàвный |
private apartments |
чàстные àпàртàменты |
a state room |
пàрàдный зàл |
a staff room |
служебнàя комнàтà |
an office, n |
кàбинет |
entertain, v |
рàзвлекàть |
a fully occupied |
полностью зàнятый |
particular fascination |
особое очàровàние (прелесть) |
weekly audience |
еженедельнàя àудиенция |
a foreign ambassador |
инострàнный посол |
a high commissioner |
высокопостàвленный |
|
уполномоченный |
a bishop, n |
епископ |
a senior officer |
глàвнокомàндующий, ответственное |
|
лицо |
armed services |
вооруженные силы |
civil service |
госудàрственнàя службà |
a highlight |
сàмое вàжное |
XVII. Read the text ‘Buckingham Palace’. Find the answers to the questions below:
1.What is Buckingham Palace today?
2.How long has it served that function?
3.Where are the private apartments of the royal family?
4.How many people work there?
5.What visitors are received there by the Queen?
6.What is the highlight of royal entertaining?
BUCKINGHAM PALACE
BUCKINGHAM PALACE, which is today the official residence of the British Monarchy, has served that function only since comparatively recent times. In the
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Middle Ages the principal London residence of the kings was the Palace of Westminster, now rebuilt as the Houses of Parliament.
Today, the Queen and the Duke of Edinburgh live in the private apartments on the north side of the palace. In all, Buckingham Palace has 19 state rooms, 52 royal and guest bedrooms, 182 staff rooms, 92 offices and 78 bathrooms. Some 450 people work in the palace and 40,000 people are entertained there every year. Unlike many other historical monuments, Buckingham Palace remains a fully occupied, working royal palace and it gives it a particular fascination. The Queen, as head of state, receives there a large number of formal and informal visitors, including the Prime Minister at weekly audiences, foreign and British ambassadors and high commissioners, bishops, and senior officers of the armed services and the civil service.
The highlight of royal entertaining, however, is the state banquet, usually for about 170 guests, given by the Queen on the first evening of a state visit of a foreign head of state to the United Kingdom.
XVIII. Translate the following into English:
1.Áукингемский дворец сегодня – это официàльнàя резиденция Áритàнской монàрхии.
2. средние векà глàвной резиденцией королей был Âестминстерский дворец, перестроенный ныне в здàние пàрлàментà.
3.×àстные àпàртàменты королевы и герцогà Ýдинбургского в нàстоящее время нàходятся в северном крыле дворцà.
4. отличие от многих других исторических пàмятников, Áукингемский дворец зàдействовàн целиком и нàходится полностью в рàбочем состоянии. Ýто придàет ему особенное обàяние.
5.Êоролевà кàк глàвà госудàрствà принимàет здесь огромное количество официàльных и неофициàльных гостей, включàя Ïремьер-министрà, бритàнских и зàрубежных послов.
6.Çдесь королевà дàет бàнкеты в честь приездà в Âеликобритàнию глàв зàрубежных госудàрств.
D I A L O G U E S
I. Read the dialogues in pairs.
I
A.What’s Whitehall? Is it a building?
B.A building? But it isn’t. It’s a street.
A.Oh, really? What is it famous for?
B.It’s the street where all the government offices are.
A.By the way, what’s the beautiful building over there?
B.It’s the Houses of Parliament.
A.The houses? But there’s only one house there!
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B. Quite right. But it’s the Houses because the British Parliament has two chambers – the House of Lords and the House of Commons.
II
A.Which are the most famous picture galleries in London?
B.Well, the National Gallery, to begin with; then comes the National Portrait
Gallery, then the Tate Gallery.
A.Yes, but what about the British Museum? I’ve heard a lot of it.
B.Oh surely, you ought to go there, but the British Museum is not a museum of Fine Arts. In the first place it’s a museum of history, archaeology and ethnography. It’s also one of the largest libraries in the world.
III
A.Why, it’s No10 Downing Street!
B.Exactly so. Here the Prime Minister of Britain lives.
A.And where is the residence of the Queen?
B.The London residence of the British Kings and Queens is Buckingham Palace. The Royal Standard flying over Buckingham Palace is the sign that the Queen is in residence.
IV
A.What’s “Trooping the Colour”? * I often heard of it but I never know what it means.
B.Every year the ceremony of Trooping the Colour is carried out in celebration of the Queen’s birthday. It is performed by troops of Household Brigade in full dress uniform. This event is perhaps the finest spectacle in London.
A.When and where is it held?
B.It’s held near St. James’ Park in June.
*Trooping the colour – вынос знàмени, торжественный рàзвод кàрàулов с выносом знàмени
II.Memorize the dialogues and reproduce them.
III. Make up your own dialogues on the situations that follow.
1.Imagine that you’ve just come home from London. Your relatives want to know all about the capital of the United Kingdom. Give detailed answers to their questions.
2.One of you is a guide. The others are tourists. Ask your guide about London.
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J U S T F O R F U N
I. Read the jokes and retell them to your friends.
* * *
“I am sorry about the way the pie tastes, darling. It must be something I left
out.”
“Nothing you left out could make it taste like that. It must be something you put
in.”
* * *
“Only cheese for lunch?”
“Yes, the cutlets caught fire and it spread to the apple tart so I had to take soup to put it out.”
* * *
“What do you give your husband, when the dinner doesn’t suit him?” “His coat and hat.”
* * *
Wife: “Have a look at the cake I decorated for my birthday party. Don’t you think my sense of design is wonderful?”
Husband (counting the candles): “Yes, but your arithmetic is terrible.”
* * *
Husband (angrily): “What? No supper ready? This is the limit. I’m going to a restaurant.”
Wife: “Wait just five minutes.” Husband: “Will it be ready then?” Wife: “No, but then I’ll go with you.”
* * *
Young husband: “This meat is not cooked, not in the pie.”
Young wife: “I did it like the cook-book said but as the recipe was for four people and we are two, I took half of everything and cooked it for half the time it said.”
II. Read the proverbs and sayings that follow. Use some of them in a dialogue or a situation of your own.
Proverbs and Sayings
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1.An apple a day keeps the doctor away. ßблоко в день - и никàкой врàч не нужен.
2.A hungry belly has no ears. Ãолодное брюхо к ученью глухо.
3.I am as hungry as a hunter. ß голоден кàк волк.
4.Hunger is the best sauce. Ãолод – лучшàя припрàвà.
5.Tastes differ. Î вкусàх не спорят.
6.Don’t live to eat, but eat to live. Íе жить, чтобы есть, à есть, чтобы жить.
7.Appetite comes with eating. Àппетит приходит во время еды.
8.Eat at pleasure, drink with measure. Åшь вволю, (à) пей в меру.
9.Hunger breaks stone walls. Ãолод ломàет и кàменные стены; нуждà всему нàучит.
10.One man’s meat is another man’s poison. ×то для одного едà, то для другого яд.
11.The proof of the pudding is in the eating. ×тобы узнàть, кàков пудинг, нàдо его отведàть (все проверяется прàктикой).
12.Too many cooks spoil the broth. Ñлишком много повàров портят бульон (Ó семи нянек дитя без глàзу).
13.Who has never tasted bitter, knows not what is sweet. Êто никогдà не пробовàл горького, не знàет, что тàкое слàдкое.
14.You can’t eat your cake and have it too. Íельзя съесть свой пирог и в то же время сохрàнить его (нельзя делàть взàимно исключàющие вещи).
III.Learn the following idiomatic expressions. Use them in a natural context.
1.after meat mustard – после ужинà горчицà, слишком поздно
2.apple of discord – яблоко рàздорà
3.the apple of one’s eye – зеницà окà
4.be meat and drink to smb. – достàвлять огромное удовольствие кому-либо; необходимо кàк воздух
5.bite off more than one can chew – откусить больше, чем можешь проглотить; взяться зà непосильное дело; переоценить свои силы
6.bread and butter (daily bread) – средствà к существовàнию, хлеб нàсущный
7.dog’s breakfast – беспорядок, нерàзберихà
8.(as) easy as pie (a piece of cake) – легче легкого, пустяковое дело, сущие пустяки, пàрà пустяков, проще простого
9.eat like a bird – клевàть кàк птичкà, мàло есть
10.eat like a horse/wolf – отличàться зàвидным, отменным àппетитом; есть много и с жàдностью
11.the food of the gods – пищà богов, нектàр
12.that’s another cup of tea – это совсем другое дело
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TEXTS FOR SUPPLEMENTARY READING
Text 1. MARIE CURIE AND THE DISCOVERY OF RADIUM
Marie Curie was born in Warsaw on 7 November, 1867. Her father was a teacher of science and mathematics in a school in the town, and from him little Maria Sklodowska - which was her Polish name - learned her first lessons in science. Maria’s wish was to study at the Sorbonne in Paris, and after many years of waiting she finally left her native land in 1891.
In Paris Maria began a course of hard study and simple living. She determined to work for two Master’s degrees - one in Physics, the other in Mathematics. Thus she had to work twice as hard as the ordinary student. Yet she had scarcely enough money to live on. She lived in the poorest quarter of Paris. Night after night, after her hard day's work at the University, she got to her poorly furnished room and worked at her books steadily for hours. Sometimes she had no more than a bag of cherries. Though she was often weak and ill, she worked in this way for four years. She had chosen her course and nothing could turn her from it.
Among the many scientists Maria met and worked with in Paris was Pierre Curie. Pierre Curie, born in 1859 in Paris, was the son of a doctor, and from early childhood he had been fascinated by science.
At sixteen he was a Bachelor of Science, and he took his Master's degree in Physics when he was eighteen. When he met Maria Sklodowska he was thirty-five years old and was famous throughout Europe for his discoveries in magnetism. But in spite of the honour he had brought to France by his discoveries, the French Government could only give him a very little salary as a reward, and the University of Paris refused him a laboratory of his own for his researches.
Pierre Curie and Maria Sklodowska, both of whom loved science more than anything else, very soon became the closest friends. They worked together constantly and discussed many problems of their researches. After little more than a year they fell in love with each other, and in 1895 Maria Sklodowska became Mme. Curie. Theirs was not only to be a very happy marriage but also one of the greatest scientific partnerships.
Marie had been the greatest woman-scientist of her day but she was a mother too, a very loving one. There were their two little girls, Irene and Eve.
By this time Mme. Curie had obtained her Master's degree in Physics and Mathematics, and was busy with researches on steel. She now wished to obtain a Doctor's degree. For this it was necessary to offer to the examiners a special study, called a thesis.
For some time Pierre Curie had been interested in the work of a French scientist named Becquerel. There is a rare metal called uranium which, as Becquerel discovered, emits rays very much like X-rays. These rays made marks on a photographic plate when it was wrapped in black paper. The Curies got interested in these rays of uranium. What caused them? How strong were they? There were many such questions that puzzled Marie Curie and her husband. Here, they decided, was the very subject for Marie’s Doctor’s thesis.
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The research was carried out under great difficulty. Mme. Curie had to use an old store-room at the University as her laboratory - she was refused a better room. It was cold, there was no proper apparatus and very little space for research work. Soon she discovered that the rays of uranium were like no other known rays.
Marie Curie wanted to find out if other chemical substances might emit similar rays. So she began to examine every known chemical substance. Once after repeating her experiments time after time she found that a mineral called pitchblende emitted much more powerful rays than any she had already found.
Now, an element is a chemical substance which so far as is known cannot be split up into other substances. As Mme. Curie had examined every known chemical element and none of them had emitted such powerful rays as pitchblende she could only decide that this mineral must contain some new element.
Scientists had declared that every element was already known to them. But all Mme Curie’s experiments pointed out that it was not so. Pitchblende must contain some new and unknown element. There was no other explanation for the powerful rays which it emitted. At that moment Pierre Curie stopped his own investigations on the physics of crystals and joined his wife in her effort to find those more active unknown chemical elements.
Scientists call the property of giving out such rays “radioactivity”, and Mme. Curie decided to call the new element “radium”, because it was more strongly radioactive than any known metal.
In 1903 Marie and Pierre together with Henry Becquerel were awarded the Nobel Prize in Physics.
In 1911 Marie received the Nobel Prize in Chemistry. But the second prize went to her alone for in 1906 Pierre had died tragically in a traffic accident.
Mme. Sklodowska-Curie, the leading woman-scientist, the greatest woman of her generation, has become the first person to receive a Nobel Prize twice.
Marie lived to see her story repeated. Her daughter Irene grew into a woman with the same interests as her mother’s and she was deeply interested in her mother's work. From Marie she learned all about radiology and chose science for her career. At twenty-nine she married Frederic Joliot, a brilliant scientist at the Institute of Radium, which her parents had founded.
Together the Joliot-Curies carried on the research work that Irene's mother had begun. In 1935 Irene and her husband won the Nobel Prize for their discovery of artificial radioactivity.
So, Marie lived to see the completion of the great work, but she died on the eve of the award.
Ronald Mackin
(from “A Course of English Study”)
I. Read the text ‘Marie Curie and the Discovery of Radium’. Choose a suitable headline for each paragraph of the text from the list below.
1.Experiments with uranium.
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2.Marie lived to see the completion of her work on radioactivity.
3.The discovery of a new element.
4.Marie’s youth.
5.Student’s life in Paris.
6.Pierre Curie.
7.A very happy marriage.
8.Experiments with pitchblende.
II. Find in the text the verbs which can be used to describe the main events in Marie’s life. Describe Marie Curie’s life.
III. Find the passages describing Pierre Curie’s scientific career and Becquerel’s experiments. Translate them into Russian.
Text 2. IS IT POSSIBLE TO MAKE PREDICTIONS?
The problem of standing at the beginning of a milleninium and seeking to make predictions about new developments in the technology with which systems engineers will need to contend in the coming millennia is an exercise in utter foolishness; it may be possible to make somewhat reasonable projections for ten or, with luck, twenty-five years ... but certainly not a thousand.The premium in this latter case is on adaptability. As Charles Darwin said, “It is not the strongest of the species that survives, nor the most intelligent, but rather the one most adaptable to change."
The underlying truth of this observation can be seen simply by turning the hands of the clock back a thousand years and asking if a well-educated individual at the turn of the last millennium would have been likely to have had any inkling of the advent of the printing press or the electronic digital computer. The notion that humans could fly would then have still been nine centuries away, and traveling to the moon, while exciting, would turn out to be left to the last sliver of the millennia ... as would most of the other scientific and technological achievements profoundly affecting our lives today. A brave forecast would probably have been far more concerned with the mounting problems of pollution of roads from horses and donkeys, and of diseases such as smallpox than it would have been with concern over trash mail on the Internet and computer viruses disrupting the global banking system.
It does seem evident that many of the issues seriously affecting humankind as we enter a new millennium are, at their root, systems engineering problems - often having a remarkably high technology content but seldom having simple answers. A listing of such challenges might include the provision of food throughout society, the maintenance of a strong global economy, the elimination of crime, the modernization of the transportation system, and the provision of energy, health care, security, and education. Global leadership in the twenty-first century could well become the province of systems engineers . . . if indeed they choose to accept the challenge.
( IEEE Aerospace & Electronic Systems Magazine, Jubilee Issue, October 2000 )
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