file_name: Проверочная работа 2 класс Цветковые и хвойные растения.doc

description:
Проверочная работа «Цветковые и хвойные растения»   2 класс
Ученик_________________________
1 вариант
1.Какие виды лесов вы знаете?
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__________________________________________________________________________
2. Напиши 3 дерева, которые растут в лиственном лесу.
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3. Напиши 3 дерева, которые растут в хвойном лесу.
_________________________________________________________________
4.  Напиши 3 дерева, у которых бывают плоды.
_____________________________________________________________________
5. Напиши 3полевых цветка.________________________________________
_____________________________
Проверочная работа «Цветковые и хвойные растения»    2 класс
Ученик_________________________            2  вариант
1.Какие виды лесов вы знаете?
________________________________________________________________________________
________________________________________________________________________
2. Напиши 3 дерева, которые растут в лиственном лесу.
_________________________________________________________________
3. Напиши 3 дерева, которые растут в хвойном лесу.
_________________________________________________________________
4. Напиши 3 дерева, у которых бывают плоды.
_____________________________________________________________________
5. Напиши 3полевых цветка. ____________________________________

intro: Проверочная работа по окружающему миру по теме "Цветковые и хвойные растения" 2 класс по УМК Перспективная начальная школа, к учебнику "Окружающий мир" О. Н. Федотовой, Г. В. Трафимовой 2 класс,  в двух частях, издательство Москва Академкнига/ учебник 2016 год. Проверочная работа  составлена для проверки знаний по данной теме, состоит из 5  вопросов  с письменным  ответом.


extracted_text:
ИГРЫ С АГРЕССИВНЫМИ ДЕТЬМИ.
“Глаза в глаза”
Цель: развивать в детях чувство эмпатии, настроить на спокойный лад.
“Ребята, возьмитесь за руки со своим соседом по парте. Смотрите друг другу
только в глаза и, чувствуя руки, попробуйте молча передавать разные
состояния: “я грущу”, “мне весело, давай играть”, “я рассержен”, “не хочу ни
с кем разговаривать” и т. д. После игры обсудите с детьми, какие состояния
передавались, какие из них было легко отгадывать, а какие трудно.
“Маленькое привидение”
 Цель: научить детей выплеснуть в приемлемой форме накопившийся гнев.
“Ребята! Сейчас мы с вами будем играть роль маленьких добрых привидений.
Нам захотелось немного похулиганить и слегка напугать друг друга. По
моему хлопку вы будете делать руками вот такое движение: (педагог
приподнимает согнутые в локтях руки, пальцы растопырены) и произносить
страшным голосом звук “У”. Если я буду тихо хлопать, выбудете тихо
произносить “У”, если я буду громко хлопать, вы будете пугать громко. Но
помните, что мы добрые привидения и хотим только слегка пошутить”. Затем
педагог хлопает в ладоши: “Молодцы! Пошутили и достаточно. Давайте снова
станем детьми!”
Подвижные игры
 “Обзывалки”
Цель: снять вербальную агрессию, помочь детям выплеснуть гнев в
приемлемой форме. Скажите детям следующее: “Ребята, передавая мяч по
кругу, давайте называть друг друга разными необидными словами (заранее
обговаривается условие, какими обзывалками можно пользоваться. Это могут
быть названия овощей, фруктов, грибов или мебели). Каждое обращение
должно начинаться со слов: “А ты, ..., морковка!” Помните, что это игра,
поэтому обижаться друг на друга не будем. В заключительном круге
обязательно следует сказать своему соседу чтонибудь приятное, например: “
А ты, .... солнышко!” Игра полезна не только для агрессивных, но и для
обидчивых детей. Следует проводить ее в быстром темпе, предупредив детей,
что это только игра и обижаться друг на друга не стоит.
“Два барана” Цель: снять невербальную агрессию, предоставить ребенку возможность
“легальным образом” выплеснуть гнев, снять излишнее эмоциональное и
мышечное напряжение, направить энергию детей в нужное русло. Воспитатель
разбивает детей на пары и читает текст: «Ранорано два барана повстречались
на мосту». Участники игры, широко расставив ноги, склонив вперед
туловище, упираются ладонями и лбами друг в друга. Задача —
противостоять друг другу, не сдвигаясь с места, как можно дольше. Можно
издавать звуки “Беее”. Необходимо соблюдать “технику безопасности”,
внимательно следить, чтобы “бараны” не расшибли себе лбы.
 “Доброе животное”
 Цель: способствовать сплочению детского коллектива, научить детей
понимать чувства других, оказывать поддержку и сопереживать. Ведущий
тихим таинственным голосом говорит: “Встаньте, пожалуйста, в круг и
возьмитесь за руки. Мы — одно большое, доброе животное. Давайте
послушаем, как оно дышит! А теперь подышим вместе! На вдох — делаем шаг
вперед, на выдох — шаг назад. А теперь на вдох делаем 2 шага вперед, на
выдох — 2 шага назад. Вдох — 2 шага вперед. Выдох — 2 шага назад. Так не
только дышит животное, так же четко и ровно бьется его большое доброе
сердце. Стук — шаг вперед, стук — шаг назад и т. д. Мы все берем дыхание и
стук сердца этого животного себе”.
 “Попроси игрушку” — вербальный вариант
Цель: обучить детей эффективным способам общения. Группа делится на
пары, один из участников пары (участник 1) берёт в руки какойлибо предмет,
например, игрушку, тетрадь, карандаш и т. д. Другой участник (участник 2)
должен попросить этот предмет. Инструкция участнику 1:” Ты держишь в
руках игрушку (тетрадь, карандаш), которая очень нужна тебе, но она нужна и
твоему приятелю. Он будет у тебя ее просить. Постарайся оставить игрушку у
себя и отдать ее только в том случае, если тебе действительно захочется это
сделать”. Инструкция участнику 2: “Подбирая нужные слова, постарайся
попросить игрушку так, чтобы тебе ее отдали”. Затем участники 1 и 2
меняются ролями.
 “Прогулка с компасом”
Цель: формирование у детей чувства доверия к окружающим. Группа
разбивается на пары, где есть ведомый (“турист”) и ведущий (“компас”). Каждому ведомому (он стоит впереди, а ведущий сзади, положив партнеру
руки на плечи) завязывают глаза. Задание: пройти все игровое поле вперед и
назад. При этом “туриста не может общаться с “компасом” на вербальном
уровне (не может разговаривать с ним). Ведущий движением рук помогает
ведомому держать направление, избегая препятствий — других туристов с
компасами. После окончания игры дети могут описать, что они чувствовали,
когда были с завязанными глазами и полагались на своего партнера.
“Зайчики”
Цель: дать ребенку возможность испытать разнообразные мышечные
ощущения, научить задерживать внимание на этих ощущениях, различать и
сравнивать их. Взрослый просит детей представить себя веселыми зайчиками
в цирке, играющими на воображаемых барабанах. Ведущий описывает
характер физических действий — силу, темп, резкость — и направляет
внимание детей на осознание и сравнение возникающих мышечных и
эмоциональных ощущений. Например, ведущий говорит: “Как сильно зайчики
стучат на барабанах! А вы чувствуете, как напряжены у них лапки?
Ощущаете, какие лапки твердые, не гнутся! Как палочки! Чувствуете, как
напряглись у вас мышцы в кулачках, ручках, даже в плечиках?! А вот лицо
нет! Лицо улыбается, свободное, расслабленное. И животик расслаблен.
Дышит... А кулачки напряженно стучат!.. А что еще расслаблено? Давайте
еще попробуем постучать, но уже медленнее, чтобы уловить все ощущения”.
Кроме упражнения “Зайчики” рекомендуется проводить упражнения на
релаксацию мышц, которые подробно описаны в разделе “Как играть с
тревожными детьми”.
 “Я вижу...”
 Цель: установить доверительные отношения между взрослым и ребенком,
развивать память и внимание малыша. Участники, сидя в кругу, по очереди
называют предметы, которые находятся в комнате, начиная каждое
высказывание словами: “ Я вижу...” Повторять один и тот же предмет дважды
нельзя.
 “Толкалки”
Цель: научить детей контролировать свои движения. Скажите
следующее:”Разбейтесь на пары. Встаньте на расстояние вытянутой руки друг
от друга. Поднимите руки на высоту плеч и обопритесь ладонями о ладони своего партнера. По сигналу ведущего начните толкать своего напарника,
стараясь сдвинуть его с места. Если он сдвинет вас с места, вернитесь в
исходное положение. Отставьте одну ногу назад и вы почувствуете себя более
устойчиво. Тот, кто устанет, может сказать: “Стоп”. Время от времени можно
вводить новые варианты игры: толкаться, скрестив руки; толкать партнера
только левой рукой; толкаться спиной к спине.
“Рубка дров”
Цель: помочь детям переключиться на активную деятельность после долгой
сидячей работы, прочувствовать свою накопившуюся агрессивную энергию и
“истратить” ее во время игры. Скажите следующее: “Кто из вас хоть раз рубил
дрова или видел, как это делают взрослые? Покажите, как нужно держать
топор. В каком положении должны, находиться руки и ноги? Встаньте так,
чтобы вокруг осталось немного свободного места. Будем рубить дрова.
Поставьте кусок бревна на пень, поднимите топор над головой и с силой
опустите его. Можно даже вскрикнуть: “Ха!”” Для проведения этой игры
можно разбиться на пары и, попадая в определенный ритм, ударять по одной
чурке по очереди.
“Головомяч”
 Цель: развивать навыки сотрудничества в парах и тройках, научить детей
доверять друг другу. Скажите следующее: “Разбейтесь на пары и ложитесь на
пол друг напротив друга. Лечь нужно на живот так, чтобы ваша голова
оказалась рядом с головой партнера. Положите мяч точно между вашими
головами. Теперь вам нужно его поднять и встать самим. Вы можете касаться
мяча только головами. Постепенно поднимаясь, встаньте сначала на колени, а
потом на ноги. Пройдитесь по комнате”. Для детей 4—5 лет правила
упрощаются: например, в исходном положении можно не лежать, а сидеть на
корточках или стоять на коленях.
 “Аэробус”
Цель: научить детей согласованно действовать в небольшой группе, показать,
что взаимное доброжелательное отношение товарищей по “команде” дает
уверенность и спокойствие. “Кто из вас хотя бы раз летал на самолете?
Можете ли вы объяснить, что держит самолет в воздухе? Знаете ли вы, какие
бывают типы самолетов? Хочет ли ктонибудь из вас стать Маленьким
Аэробусом? Остальные ребята будут помогать Аэробусу “летать””. Один из детей (по желанию) ложится животом вниз на ковер и разводит руки в
стороны, как крылья самолета. С каждой стороны от него встает по три
человека. Пусть они присядут и просунут руки под его ноги живот и грудь. На
счет “три” они одновременно встают и поднимают Аэробус с поля... Так,
теперь можно потихонечку поносить Аэробус по помещению. Когда он
почувствует себя совершенно уверенно, пусть закроет глаза, расслабится,
совершит “полет” по кругу и снова медленно “приземлится” на ковер”. Когда
Аэробус “летит”, ведущий может комментировать его полет, обращая особое
внимание на аккуратность и бережное отношение к нему. Вы можете
попросить Аэробус самостоятельно выбрать тех, кто его понесет. Когда вы
увидите, что у детей все получается хорошо, можно “запускать” два Аэробуса
одновременно.
“Бумажные мячики”
Цель: дать детям возможность вернуть бодрость и активность после того, как
они чемто долго занимались сидя, снизить беспокойство и напряжение, войти
в новый жизненный ритм. Перед началом игры каждый ребенок должен
скомкать большой лист бумаги (газеты) так, чтобы получился плотный мячик.
“Разделитесь, пожалуйста, на две команды, и пусть каждая из них выстроится
в линию так, чтобы расстояние между командами составляло примерно 4
метра. По команде ведущего вы начинаете бросать мячи на сторону
противника. Команда будет такой: “Приготовились! Внимание! Начали!”
Игроки каждой команды стремятся как можно быстрее забросить мячи,
оказавшиеся на ее стороне, на сторону противника. Услышав команду
“Стоп!”, вам надо будет прекратить бросаться мячами. Выигрывает та
команда, на чьей стороне окажется меньше мячей на полу. Не перебегайте,
пожалуйста, через разделительную линию”. Бумажные мячики можно будет
использовать еще неоднократно.
 “Дракон”
Цель: помочь детям, испытывающим затруднения в общении, обрести
уверенность и почувствовать себя частью коллектива. Играющие становятся в
линию, держась за плечи друг друга. Первый участник — “голова”, последний
— “хвост”. “Голова” должна дотянуться до “хвоста” и дотронуться до него.
“Тело” дракона неразрывно. Как только “голова” схватила “хвост”, она
становится “хвостом”. Игра продолжается до тех пор, пока каждый участник
не побывает в двух ролях.

file_name: игры с агрес..docx

intro: Первое, что требуется от вас, как от взрослого, пытающегося помочь агрессивному ребенку, это искренняя симпатия, принятие его как личности, интерес к его внутреннему миру, понимание чувств и мотивов поведения. Постарайтесь акцентировать внимание на достоинствах ребенка и его успехах в преодолении трудностей (как внешних, так и внутренних), учите его тому же. Словом, попытайтесь сделать все возможное, чтобы вернуть мальчику или девочке самоуважение и позитивную самооценку.

психологическая работа

group: Педагогика

title: ИГРЫ С АГРЕССИВНЫМИ ДЕТЬМИ.


extracted_text:
They stood
over the grave ofthe little Technician, but were not sorry. They didn 't need
him any longer.
Now it could go on by itself.
Nine times
seven, thought Shuman, is sixty-three, and I don 't need a computer to tell me
so. The computer is in my head. And it gave him the wonderful feeling ofpower.
eginnen                     (S)                                       Kny6
HaqHHa10
Aü3eK A3HMOB
Intermediate
Koponwe npoao.ll*arounx ÞaCTnqeCKHe
BToporo ypoBHR
ate apolóhkã10iuøx eTbero„
Advanced
A.mq COBePmeHCTBYK)1UHXCfl

Isaac Asimov
Sci nce Fiction
g 78581 1 224357                                                 STORIES

Intermediate
О Ангмйсктлдуб———
Айзек
Азимов Короткие фантастические РАССКАЗЫ
Адаптация
текста, комментарий, упражнения, словарь Н. Н. Чесовой
москт
АЙРИС ПРЕСС
2007

YAK 811.111(075) bbK 81.2AHTJ1-93
A35
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yqe6Hb1e noc06HH, PaCCHHTaHHb1e Ha rlHTb 3TanoB H3yqeHHfl aHrJIHñCKOrO
q3b1Ka: Elementary (DIH HatlMHa}0111HX), PreIntermediate (AJTfl
rrpoaonxažou.1HX nepBoro ypoBHfl), Intermediate rrpoaonxamuux BToporo yp0BHq),
Upper Intermediate (WIR rlPOAOJIXaK)UIHX TpeTbero yp0BHq) H Advanced (WIA
COBePU1eHCTBymUHXCfl).
CepHiÍHoe
0(þopMJ1eHHe A. M. apaeoeoeo
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H. H. MecoBOM. — M.: Aiápuc-npecc, 2007. — 64 C.: WI. —
(AHFJIHÏCKHiá wry6). — (A0Ma1LIHee tneHHe).
ISBN 978-5-8112-2435-7
He60JTbL11He no ofr£MY paccva3b1 AM3eKa A3HMOBa MOXHO
HC110J1b30BaTb

H 06cyxaeHHfl B paMKax OAHoro aKaaeMHqecKoro qaca Ha
ypoKax B LUKOJ1e H CaMOCTOR1tJ1bHOro q•reHHH AOMa. TeKCTb1 paccKa.30B
aaarmrpoBaHb1 B yye6Hb1X uengx ao yp0BHR Intermediate H conp0Boxaamcq
KOMMeyrapueM. K Kay.AOMY paccKa3Y npeanaraercq 3aaaHHM OTPa60TKH H 3aKpenneHHB
HaBbIKOB anaaeHHq maMMaTHHeCKHM, JleKCHqeCKHM Ma•repHaJ10M, a TaKXe POBHTHR
HaBb1KOB t-1TeHH$1, rOBOPeHHH H flHCbMa. B KOHUe noco6HH IIPHBOAHTCH
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AaHHbriá c60PHHK MO)KeT craTb He3aMeHHMb1M
flOMOULHHKOM npenonaBaTenq npu noaroT0BKe 3K3aMeHaUHOHHOrO MaTepnana no
tneHM}O.
YpoœHb a.aarITauHH M TepaaTHgeCKHìi noa60p
r103BOJ1fflOT HCflOJ1b30Ba•n, KHHIY caMOCTOHTeJ1bHom cwaeHTaM He¶3bIKOBbrx
BY30B
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WIM H3Y'HaBWHM aidl'JIHhcKHii fl3bIK, KOTOPNM He06XOAMMa raKom poaa npaKTHKa..
Isaac Asimov
Isaac Asimov
(1920—1992) is the American author and biochemist, a highly successful and
prolific writer of science fiction and of science books for the layperson. He
published about 500 volumes.
Asimov was born in Petrovichi,
Russia. His family immigrated to the U. S. in 1923, when he was three years
old, and settled in Brooklyn, N. Y. He was a graduate of Columbia University.
Asimov began writing stories to
science-fiction magazines in 1939. In 050, he published his first book, Pebble
in the Sky, and his first science book, a biochemistry text written with two
colleagues.
Asimov turned to
writing full time in 1958. He wrote 500 books for young and adult readers —
science fiction, mystery stories, humour, history, and several volumes on the
Bible and Shakespeare.
He is famous for the
trilogy of novels, known as The Foundation Trilogy. Foundation, Foundation and
Empire, and Second Foundation.
In the short-story collection I, Robot he
developed a set of ethics for robots and intelligent machines that greatly
influenced other writers' approach to the subject.

BbK 81.2AHrJ1-93
YAK
  811.111(075)
@Ahpuc-npecc, aaarrrauuq,
0(þ0PMJ1eHHe,
  KOMMeHTaPHM,
ISBN 978-5-8112-2435-7                                     ynpDK'HeHHfl,
  CJIOBaPb, 2007

Among his best-known science fiction
works are the sequels to The Foundation Trilogy: Foundation 's Edge, The Naked
Sun, The Gods Themselves.

THE FEELING
OF POWER
Part 1
Jehan Shuman, a famous computer
programmer, took Technician Aub to New Pentagon.
"Myron Aub, gentlemen, has an
unusual gift. I discovered it quite by accident. "
"So, what is it?" Congressman Brant asked.
"Aub! How much is nine times sevenl?" asked Shuman.
" Sixty-three. "
"Is that right?" "Check it for
yourself, Congressman."
nine times seven =
4
The Congressman took out his pocket
computer, "Is this the gift you brought us here to show? An
illusionist?"
"More than that, sir. Aub can compute on
paper." "A paper computer?" said the general.
"No, sir," said Shuman.
"Simply a sheet of paper. General, would you tell a number?"
"Seventeen."
"And you, Congressman?"
"Twenty-three. "
"The answer is three hundred and ninety-one."
Congressman Brant took out his computer
again. "By Godfreyl, so it is. How did he guess?"
"No guess, Congressman," said
Shuman. "He computed that result. He did it on this sheet of paper. "
"Humbug," said the general.
"I don't believe it. It's too difficult. "
"Oh no, sir," said Aub.
"It only seems difficult because you're not used to it. Actually, the
rules are quite simple and will work for any numbers."
"Any numbers, eh?" said the
general. He took out his own computer and pushed it at random. "Write a
five seven three eight on the paper. "
"Yes, sir," said Aub.
"Now, seven two three nine."
"Yes, sir."
"And now multiply those two." Aub set to
work.
"Are you through with your
magic-making, Technician?" "I'm almost done, sir. Here it is, sir.
Forty-one million, five hundred and thirty-seven thousand, thœe hundred
and eighty-two. " General Weider smiled and pushed the button on his
computer. Then he said in surprise, "Great Galaxy2, the fella's3
right."

1
By Godfrey — boxe
MOM!
2
Great Galaxy = My
God!
3
fella = fellow
5
The President of the Terrestrial Federation was surprised.
"Computing without a computer?"
"Computing, " said the
Congressman. "A machine can do it, or the human brain can. Here is an
example." And he did some sums.
"Does this always work?"
"Every time, Mr. President. It is foolproof. "
"Is it hard to learn?"
"It took me a week to get the real
hang ofl it. I think you would do better. "
"Well," said the President,
"it's an interesting game, but what is the use of it?"
"It is the way towards freedom from
the machine," the Congressman said. "It is a method for going without
the computer. "
"But how far can human computation go?"
"There is no limit, according to
Programmer Shuman. He tells that there is nothing the computer can do that the
human mind cannot do. '
 The president said, "If Shuman says
this, I believe him. But how can anyone know how a computer works?"
"Well, Mr. President, it seems that
once human beings designed computers. Those were simple computers, of
course." "Yes, yes. Go on."
"Aub has a hobby — the
reconstruction of some ancient plans. He studied the details and found he could
imitate them. " "Amazing!"
 "So, we can give the humans this
peaceful hobby and they will have no time for wars. It can be useful for the
party in power. '
"Ah," said the president,
"I see your point2. Well, sit down, Congressman, show me that trick again.
Let's see if I can catch the point of it."

I to get a hang of smth — OCBOHTb YTO-JI.
2 | see your point — Bama TOt1Ka 3peHH¶ r10HflTHa
6
Helpful Words and
Expressions
quite by accident — COBepu1eHH0 cJ1yqaüH0 compute — cqurraTb,
BblnOJIHflTb apHOfeTHqecKHe aeìÍCTBHfl Humbug — B3AOP! at random
— Hayraa set to smth — HatlHHaTb, 11PHHHMaTbCfl 3a LITO-JI. Are you through
with...? — Bbl 3aKOHHWIH...? I'm almost done — notiTH 3aKOHHW1 foolproof —
3au1HTa 0T aypaK0B
What is the use of it? — KaKaq 0T 3Toro 110J1b3a? the party
in power — npaBmuaq napTHH catch the point — YJIOBHTb HaeK)
Activities
Reading
Choose the right word.
I. Shuman was
A.
a famous computer programmer
B.
a Congressman
C.
an illusionist
2.
There isthe computer can do that the human mind cannot do.
A.   much
B.
nothing
C.
something
3.
It usually tookto get the real hang of comput ing without a
computer.
A.   a
year
B.
a day
C. a week
7
4.
The rules are quite simple and will work for

A.  no numbers
B.   some numbers C.
any numbers
5.
It seems that oncedesigned computers.

A.  machines
B.   human beings
C.   robots
      Vocabulary

Read the definitions of the word crazy and match them (A—E) with the
meaning in the following sentences (1—5).
A.
Characterized by
weakness or feebleness; decrepit; broken; falling to decay; shaky; unsafe.
B.
Intensely enthusiastic about or preoccupied with.
C.
Immoderately fond; infatuated, intensely involved or preoccupied.
D.
Inordinately
desirous; foolishly eager. E. Affected with madness; insane.
l. They got a crazy boat to carry them to the island.
2.    They were
running around like crazy.
3.    The crowd at the game went crazy.
4.    The girls were crazy to be introduced
to him. 5. The young man is crazy about cars and racing.
Grammar
Be used to smth/doing smth
9T0 ycrroìÍ¼HBoe
BblpaxeHHe, 3HaqeHHe K0Toporo — npuebl'camb K qeMY-n.

subject + be (not) + used to + object

8

1

am

used to

bad weather.

He

is

not

used to

bad weather.

We

aren't

used to

bad weather.

Are

you

used to

bad weather?

1

am

used to

reading late at night.

He

is

not

used to

reading late at night.

We

aren 't

used to

reading late at night.

Are

you

used to

reading late at night?

BblpaxeHHe be used to MOXHO
HC110J1b30BaTb B JH060M BpeMeHM.
When we lived in the South, we were used to hot weather.
I have been used to for a long time.
You will soon be used to living alone.

I          Translate the
following sentences into Russian.
l. He was
used to having a cup of coffee in the morning. 2. Don't worry, I will be used
to having my duties soon.
3.
The lady is used
to walking in the garden before going to bed.
4.
Dogs are usually
more used to their masters than cats.
5.
My Granny is used
to drinking very hot tea.
2        Make
up sentences using the table.
I am used toeating with a spoon soon.
We were used towaiting for him after lessons.
The baby will be used toeach other.
The birds are usually used tosleeping in one place.
The dogs are used totheir nests.
9
 Speaking
1
Explain why:
a)
everybody was so excited about the counting without a computer.
b)
the President was
surprised.
c)
they decided to make use of Aub's hobby.
2
Prove that:
a)
Shuman was really
clever.
b)
there is nothing the computer can do that the human mind cannot
do.
c)
Aub's hobby could be used by any human.
     Writing
Imagine that you get into the time of the story by the time machine.
Write an article to the newspaper about the things you saw there after you are
back. Don't forget to mention:
 the houses;  the roads;  the
cars; the people's clothes; the food;  the
language.
You may use the following expressions:

First, I was impressed by
It
could hardly be true, but
It was really exciting
Quite
unexpectedly I found that
At last I got used to
It was an unbelievable sight

10
Part 11
Programmer Shuman did not try to hurry
matters, but he tried to talk to Loesser. Loesser controlled the West European
computer unit. He said, "I'm not sure I like the idea of relaxing our hold
on computers. The human mind is a capricious thing. The computer will give the
same answer to the same problem each time. What guarantee have we that the
human mind will do the same?"
"The human mind,
Loesser, only manipulates facts. It doesn't matter whether the human mind or a
machine does it. They are just tools.'
"Yes, yes. "
"After all, computers have not always
existed. The cave men had no computers. "
"And possibly they did not compute or
you think they computed in the way you demonstrate?"
"Probably not. After all, the cave
men had some method, eh9"
"Lost arts! If
you're going to talk about lost arts..."
"No, no. But compare your pocket
computer with the massive jobs of a thousand years ago. Come, sir, we want your
help. If patriotism doesn't move you, think about the intellectual adventure.
"
Loesser said
skeptically, "What progress? What more can
"In time, sir. In time. Last month
I learnt to handle division. I can determine, and correctly, integral
quotientsl and decimal quotients2. "
"Decimal quotients? To how many places?3"

1       integral quotient — Nam. yacTHoe,
BblpaxeHHOe UeJ1b1M HMCJIOM
2       decimal quotient — Mam. gacTHoe,
BblpaxeHHOe aeCflTHHHOü np06b}0
3To how many places? — Ao KaKOrO pa3pqna?
11
Programmer Shuman tried to keep his tone
casual. "Any number!"
"Without a computer?" "Set me a
problem.
 "Divide twenty-seven by thirteen.
Take it to six places."
Five minutes later,
Shuman said, "Two point Ohi seven six nine two three. '
Loesser checked it. "Well, now,
that's amazing. Multiplication didn't impress me too much, but decimals!"
        "And that is not all. "
"Square roots?"
"A man like you, a trained and
talented mathematician, will have no difficulty. "
"Square roots," said Loesser.
"Cube roots,
too. Are you with us?" "Count me in.'
General Weider addressed his listeners.
He said, "Cube roots are all fine."
Technician Aub listened with painful
attention. He was no longer a Technician, of course. He had now a fine title
and good pay.
The general said, "Our goal is
simple, gentlemen: the replacement of the computer. A ship that can navigate
space without a computer on board.
"And I see something even more. It
may be fantastic now, a dream; but in the future I see the manned
missile!"
"Now missiles are limited in
intelligence. A missile with a man or two is lighter, more mobile, and more
intelligent. "
He said more but Technician Aub did not
wait. He left and went home.
 At home he wrote the following note:

I oh = zero
12
"When I began the study, it was
my hobby. It was a pleasure, an exercise of mind, but I was sure it could have
practical use as a help to mankind. Now I see that you are going to use it only
for death and destruction. I cannot face the responsibility. "
He then turned the focus of a
protein-depolarizer on himself and fell dead.
They stood over the grave of the
little Technician, but were not sorry. They didn't need him any longer. Now it
could go on by itself.
Nine times seven, thought Shuman,
is sixty-three, and I don't need a computer to tell me so. The computer is in
my head. And it gave him the wonderful feeling of power.
Helpful Words and Expressions
to relax one's hold on smth — OCJ1a6HTb KOHTPOJ1b Han qeM-J1.
It doesn't matter — HeBaXHO
After all — Bce xe
In time — Co BpeMeHeM
Set me a problem. — 3anaWre MHe 3anaqy. Count me in. —
BwuoqaüTe MeHA B CIIHCOK.
face the responsibility — 6paTb Ha ce6q OTBeTCTBeHHOCTb
Activities
Reading
Choose the right word.
l. The human mind is
A.  a capricious thing
B.   a difficult mechanism C. a powerful
thing
13
2. The cave men hadcomputers.

A.
many
B.
some
C. no
3.
Loesser thought counting of the cave men

A.
very progressive
B.
lost arts
C.
worth examining
4.
The main goal for them was the replacement of the computer by
A.
animals
B.
humans
C.
pencils and paper
5.
Technician Aub
killed himself because he was
A.
not famous
B.
poor C. sorry
Vocabulary
Read the definitions of the word problem and match them (A—E) with the
meaning in the following sentences (1—5).
A.
A question to be
considered, solved, or answered.
B.
A situation, matter, or person that presents perplexity or
difficulty.
C.
A misgiving,
objection, or complaint. D. A source of difficulty.
E. Anything that is required to be done.
l. This teacher has problems with her pupils.
2.
Their homework
always consists of ten problems.
3.
It is not my problem, go away.
14
4.
The problem of ecology is very important.
5.
His problems
always make him upset.
8 Grammar
060POT to be going to
To be going to is not a tense, it is a
special expression to talk about the future.

subject + be (not) + going + infinitive

1

am

going

to buy

a new dress.

I'm

going

to go

home.

He

is

not

going

to meet

us.

It

isn't

going

to snow.

Are

you

going

to be

busy?

Use going to:
l)           when
you have already made a decision before speaking.
•
My friend is going to buy a new sport car.  We're not going to
have dinner before you come.
•
When are you
going to go on holiday?
2) to make a prediction about the
future. We are saying what we think will happen.

The sky is blue. It is not going to rain.

It's six thirty
already! You're going to miss the performance!
I will not come to her
birthday party. She isn't going to be very unhappy, I am sure.
In the above examples, the present situation (the blue

sky, the time, a missed visit) gives us a good idea of what is going to
happen.
15
Translate into English, using to be
going to.
l. UBeTb1 TaKHe XHBb1e M flPKHe! He
6yay (He CO6MpaK)Cb) CPb1BaTb.
2.
OH, KOHeqHO,
01103AaeT, eCJIH He noTopor1HTcq.
3.
HTO Bbl
c06npaeTecb nonapHTb eh Ha neHb POXaeHHfl?
4.
C K'eM Tbl Bcrrpeqaelllbcq
ceroAHfl BeqepoM? 5. LITO Tbl õyneulb aenaTb, Koraa 11PHaeU1b
AOMOiÍ?
FRUSTRATION
Herman Gelb turned his head and saw a
figure. Then he said, "Wasn't that the Secretary?"
"Yes, that was the Secretary of Foreign Affairs. Old manl
                                                                                Hargrove.
Are you ready for lunch?"
"Of course. What is he doing here?"
Peter Jonsbeck didn't answer at once.
He stood up, and asked Gelb to follow. They walked down the corridor and into a
room with a smell of spicy food.
"Here you are," said
Jonsbeck. "The meal was prepared by computer. Completely automated.
Untouched by human hands. And my own programming. I promised you a treat, and
here you are!"

1 Old man —
cneHe CTapHHa
17

It was good.
"But what was Hargrove doing here?"
Jonsbeck smiled. "Consulting me on
programming. What else am I good form "
"But why? Or is it something you can't talk
about?"
"It's something I shouldn't talk
about. There isn't a computer man in the capital who doesn't know what the poor
man wants. "
"What does he want then?"
"He's fighting wars. "
Gelb's eyes opened wide. "With whom?"
"With nobody, really. He fights them
by computer analysis. He's just doing it."
"But why?"
"He wants the world to be noble,
honest, deCent, full of respect for human rights and so on.'
 "So do I. So do we all. We must keep up the
pressure on the bad guys, that's all."
"And they're keeping the pressure on
us, too. They don't think we're perfect."
"I think we're not, but we're better
than they are. You know that. "
"A difference in point of view. It
doesn't matter. We've got a world to run, space to develop, computerization to
widen. It's just that Hargrove wants quick improvement — by force. We're strong
enough to do it. "
"By force? By war, you mean. We
don't fight wars any more."
"That's because it's too difficult.
Too much danger. We're all too powerful. You know what I mean? Except that
Hargrove thinks he can find a way. You put certain starting conditions into the
computer and let it fight the war mathematically and give the results. "
"How do you make equations for war?"

1 What else am I good
for? —             gero erue q HyxeH?
18
"Well, you try, old man. Men.
Weapons. Surprise. Counterattack. Ships. Space stations. Computers. We mustn't
forget computers. There are a hundred factors and millions of combinations.
Hargrove thinks it's possible to find some combination of starting conditions
that will result in clear victory for us and not too much damage to the world.
"
"But what if he gets what he wants?"
"Well, if he can find the
combination — if the computer says, 'This is it,' then I suppose he thinks he
can argue our government into fighting the war. '
"There will be losses. '
"Yes, of course. But the computer
will compare the losses and other damage — to the economy and ecology — to the
benefits from our control over the world. If it decides the benefits will
outweigh the losses, then it will give the go-aheadl for a 'just war.'
Gelb said, "I never knew we are sitting at the lip of a
volcanic crater like that. What about the 'random events' you mentioned?"
"The computer
program tries to foresee the unexpected, but you can never be sure, of course.
So I don't think the goahead will come. It hasn't so far:2 And unless old man
Hargrove can give the government a computer simulation of a war, I don't think
there's much chance he can force one.'
"And he comes to you then, for what reason?"
"To improve the program, of course. "
"And you help him?"
"Yes, certainly. There are big fees, Herman."
Gelb shook his head, "Peter! Are
you going to try to arrange a war, just for money?"
"There won't be a war. There's no
realistic combination of events that would make the computer decide on war.
Computers put a greater value on human lives than human beings do

I the
go-ahead — pa3pe111aK)111Hiá curHaJ1, oenëHaq YJIMua» 2 It hasn't
so far. — TIOKa 3Toro He CJIYHHJIOCb.
19
themselves. What will seem bearable
to Secretary Hargrove, or even to you and me, a computer will never pass.
"
"How can you be sure of that9"
"Because I'm a programmer. I
don't know any way of programming a computer to give it what is most needed to
start any war. And because it lacks what is most needed, the com-
puters will always give Hargrove, and all others who want
war, nothing but frustration. "
"What is it that a computer doesn't have, then?"
"Why, Gelb. It totally lacks a
sense of self-righteousness.
Helpful Words and Expressions
at once — cpa3Y Here you are — BOT! and so on — H
TaK aa.nee to run smth — Y11PaBJIHTb qeM-JT. to argue smb into smth — yrOBOPHTb
KOTO-JI. CaenaTb HTO-n. 'random events' — cnyqaMHOCTH to shake one's head —
KaqaTb rOJIOBOM (B 3HaK Hecornacnq) self-righteousness — CaMOAOBOJ1bCTBO;
YBepeHHOCTb B CBoeiÍ npa-
Activities
Reading
Choose the right word.
1.
prepared the meal for Herman Gelb.
A.       Computer
B.
Hargrove
C.
Peter Jonsbeck
20
2.
Hargrove came to visit Peter Jonsbeck to

A.
have tasty meal
B.
see Herman Gelb
C.
get some consulting on computers
3.
Hargrove wants to
fight wars with

A.
the people of the
Mars B. the people of the Earth
C. nobody
4.
Peter Jonsbeck the go-ahead for starting the war will
come.
A.       is
sure
B. doesn't think C. doesn't know if
          5. A computer doesn't have                  to start
any war.

A.
a little trifle
B.
the main thing C.
many things
8 Grammar
The Present Continuous Tense
We use the Present Continuous Tense to talk about:
l) action happening now;
2) action in the future.
Translate the following sentences into Russian.
1.
He's just doing
it.
2.
I never knew we are sitting at the lip of a volcanic  crater
like that.
3.
He's fighting
wars.
4.
What is he doing
here?
5.
He is consulting
me on programming.
21

Speaking
Explain why:
 Hargrove wants to fight wars.
 Herman Gelb worries
much about the idea of the wars.
 Peter Jonsbeck is calm about the idea of
the wars.
LEFT TO RIGHT
Robert L. Forward, a physicist of Hughes Research Laboratories
at Malibu, and a science fiction writer, demonstrated some mechanism.
"As you see," he said,
"we have here a large ring, or doughnut, of particles compressed by a
magnetic field. The particles are moving at 0.95 times the speed of lightl and,
if I am correct, can change any object that passes through the hole of the
doughnut. "
 "A change in parity?" I said.
"You mean left and right will interchange?"

1 at 0.95 times the speed of light— B
0,95 pa3 BblU1e CKOPOCTH cwra
23

"Something will interchange. I'm not
sure what. I think that something like this will change particles into
antiparticles and vice versa. This will be the way to get a large supply of
antimatter. "
"Why not try it out?" I said.
"Send a beam of protons through the hole. "
"I did that. Nothing happens. The
doughnut is not powerful enough. But my mathematics tells me that the more
organized the sample of matter is, the more likely it is that an interchange,
such as left to right, will take place. If I can show this change, I can get a
grant and make a stronger machine." "Do you have something in mind as
a test?"
"Absolutely,"
said Bob. "I am sure that a human being is highly organized to undergo the
transformation. I'm going to pass though the doughnut hole myself."
"You can't do that, Bob," I
said in alarm. "You might kill yourself. "
"I can't ask anyone else to take the
chance. It's my machine. '
"But even if it succeeds, the top of
your heart will be pointed to the right; your liver will be on the left. Worse,
all your amino acids will change from L to D, and all your sugars from D to L.
You will no longer be able to eat."
"Nonsense," said Bob. "I'll
just pass through it a second time and then I'll be exactly as I was
before."
He climbed a small ladder and jumped
through. He landed on a rubber mattress.
"How do you feel?" I asked nervously.
"I'm alive," he said.
"Yes, but how do you feel?"
"Perfectly
normal," said Bob, "I feel exactly as I did before I jumped through.
"Well, of course you would, but where is your heart?"
Bob placed his hand on his chest, felt
around, and then shook his head. "The heartbeat is on the left side, as
usual — Wait, let's check my appendicitis scar.'
24
He did, and then looked up at me.
"Right where it's supposed to be. Nothing happened. There goes all my
chance at a grant."
I said hopefully, "Perhaps there is some other
change."
"No. Nothing changed. Nothing at all.
I'm as sure of that as I'm sure that my name is Robert L. Backwa<d."
Helpful Words and Expressions
a science fiction writer — nucaTeJ1b-d)aHTacT doughnut — Mam.
TOPOHA vice versa — nam. Ha060POT the more likely — Ter•vf 60nee BeP0flTH0 in
alarm — BCTPeBOXeHO to take the chance — PHCKOBaTb
Activities
     Vocabulary
Read the definitions of the word change and match them (A—E) with the
meaning in the following sentences (1—5).
A. The act, process, or result of altering or modifying. B.
The replacing of one thing for another; substitution.
C.
A transformation or transition from one state, condition, or
phase to another.
D.
Something different; variety.
E.
Money of smaller
denomination given or received in exchange.
l. The change in atmosphere is very clear
now.
2.
The change of
seasons is always a new sensation to her.
3.
The boy took the change and went home in a hurry.
25

4.
  She was a funny child with a quick change in her facial
  expression.
5.
  They decided to have some fruit and coffee for a change.
8 Grammar

3.
  What did you
  eat for dinner?
4.
  Peter drove to
  London on Sunday.
5.
  Mary did not go
  to work yesterday.
6.
  Did you play
  tennis last week?
7.
  I was at work
  yesterday.
8.
  We were not late (for the train).
9.
  Were you angry?

The Past Simple Tense
We use the Simple Past Tense to talk
about an action or a situation — an event — in the past. The event can be short
or long. Here are some short events with the Simple Past Tense:
The car exploded at 9.30am yesterday.
She went to the door.
We did not hear the telephone. Did you see that car?
Here are some long events with the Simple Past Tense:
I lived in Bangkok for 10 years.
The Jurassic period lasted about 62 million years.
We did not sing at the concert. Did you watch TV
last night?
It does not matter how long ago the
event is: it can be a few minutes or seconds in the past, or millions of years
in the past.
 It does not matter how long the event is. It can be a few milliseconds
(car explosion) or millions of years (Jurassic period). We use the Simple Past
Tense when:
l) the event is in the past;
2)
the event is
completely finished;
3)
we say (or understand) the time and/or place of the event.
Translate the sentences into Russian.
1.
I lived in that
house when I was young.
2.
He didn't like the film.
26

THE FUN THEY
HAD
Margie even wrote about it that night in
her diary. On the page of May 17, 2155, she wrote, "Today Tommy found a
real book!"
It was a very old book. Margie's
grandfather said that when he was a little boy his grandfather told him that
there was a time when all stories were printed on paper.
They turned the pages. They were
yellow. It was awfully funny to read words that stood still instead of moving
on a screen. And then, when they turned back to the page before, it had the
same words on it!
"Geei " said Tommy,
"what a waste! When you finish the book, you just throw it away, I guess.
Our television screen

1 Gee — BOT 3T0 na!
28
must have a million books on it and it's good for more. I
wouldn't throw it away."
"Same with mine," said Margie.
She was eleven and couldn't see as many telebooks as Tommy did. He was
thirteen.
She said, "Where did you find it?"
"In my house." He was busy reading. "In the
attic."
"What's it about?"
" School. "
"School? What's there to write
about school? I hate school. " Margie always hated school, but now she
hated it more than ever. The mechanical teacher gave her test after test in
geography. Her mother sent for the County Inspector.
He was a round little man with a red
face and a big box of tools. He smiled at her and gave her an apple, then took
the teacher apart. Margie hoped he wouldn't know how to put it together again,
but he knew it all right. After an hour or so, there it was again, large and
black and ugly with a big screen!
That wasn't so bad. The part she
hated most was the slot where she put homework and test papers. She always
wrote them out in a code she learnt when she was six years old.
The inspector finished and said to
her mother, "I think the geography sector was a little too quick. Those
things happen sometimes. '
Margie hoped they would take the
teacher away. They once took Tommy's teacher away because the history sector
was out of order completely.
So she said to Tommy, "Why would
anyone write about school?"
Tommy looked at her. "Because
it's not our kind of school, stupid. This is the old kind of school that they
had hundreds and hundreds of years ago." He added, "Centuries
ago."
"Well, I don't know what kind
of school they had all that time ago." She read the book over his shoulder
for a while, and then said, "Anyway, they had a teacher."
'Sure they had a teacher. It was a
man."
"A man? How could a man be a teacher?"
29
"Well, he just told the boys and
girls things and gave them homework and asked them questions. "
"A man isn't smart enough. "
"Sure he is. My father knows as much as my
teacher."
"He can't. A man can't know as much as a teacher.'
"He knows almost as much I bet you. '
Margie wasn't prepared to dispute that.
She said, "I wouldn't want a strange man in my house to teach me."
Tommy laughed,
"You don't know much, Margie. The teachers didn't live in the house. They
had a special building and all the kids went there.'
"And all the kids learnt the same thing?"
"Sure, if they were the same age."
"But my mother says a teacher must
fit the mind of each boy and girl it teaches and that each kid has to be taught
differently. "
 "Just the same, they didn't do it
that way then. If you don't like it, you don't have to read the book."
"I didn't say I didn't like
it," Margie said quickly. She wanted to read about those funny schools.
Margie's mother called, "Margie! School!"
Margie looked up. "Not yet, mamma.'
"Now," said Mrs. Jones. "And it's time for
Tommy,
too. "
 Margie said to Tommy, "Can I
read the book some more with you after school?"
"Maybe,"
he said.

Margie went into the schoolroom. It was
near her bedroom, and the mechanical teacher was on and waiting for her. It was
always on at the same time every day except Saturday and Sunday.
The screen said: "Today's arithmetic lesson is on the
addition of proper fractions. Please put yesterday's homework in the slot.'
Margie did so with a sigh. She thought about the old schools
they had when her grandfather's grandfather was a
30
little boy. All the kids from the whole neighborhood
came, laughing and shouting in the schoolyard, sitting together in the
schoolroom, going home together at the end of the day. They learnt the same
things so they could help one another on the homework and talk about it.
And the teachers were people..
The mechanical teacher flashed on the
screen: "When we add the fractions 1/2 and 1/4...'
Margie thought about how the kids loved
it in the old days. She thought about the fun they had.
Helpful Words and Expressions
what a waste! — KaKaq PaCTOMHTeJ1bHOCTb! or so — HJIH OKOJIO
Toro stupid — 3ð. rJ1yr1b1u.1Ka Anyway — B m060M cnyqae Sure — 3ð.
KOHeHH0 bet you — cri0PHM? a strange man — nocrrop0HHHiá addition — Nam.
CJIOXeHHe proper fractions — Mam. npaBHJ1bHb1e AP06H
Activities
8 Grammar
Can / Could / Will be able to
Can turns to could in the past and to will
be able to in the future.
Can is used when we:
— talk about possibility and ability;  make requests;  ask for or give permission.
31

1

can/could/will be able to

play

tennis.

cannot/can't/couldn't/won't be able to

play

tennis.

Can/Could

you

play

tennis?

Will

you be able to

play

tennis?

subject + can + main verb (infinitive without to)

We use can to talk about what is
possible, what we are able or free to do:
•
She can drive a
car.
•
John can speak
Spanish.
•
I cannot hear you. (I can't hear you.)
•
Can you hear me?
Can is used for the present. But it is possible to use
can when we make present decisions about future ability.
— Can you help me with my homework? (present)
— Sorry. I'm busy today. But I can help you tomorrow.
(future)
We often use can in a question to ask
somebody to do something. This is not a real question — we do not really want
to know if the person is able to do something, we want them to do it! The use
of can in this way is informal (mainly between friends and family).
•
Can you make a
cup of coffee, please.
•
Can you put the TV on.
•
Can you come here for a minute.
•
Can you be quiet!
We sometimes use can to ask or give permission for some-
— Can I smoke in this room?
— You can't smoke here, but you can smoke
in the garden.
32
Choose the right form of can.
1.he understand what you were talking about?

2. My sister  play tennis now.
walk when I was less than a year old.
4.
Can you help me? I    never understand this.
5.
Will Manlive
forever one day?

Writing
Imagine that you have a chance to choose a teacher. What is the ideal of
a teacher to you? Try to write a description. Don't forget to mention:
— the gender (man/woman);  the age (young/old);  the
place where the lessons should take place (school/ home/some other place);  the
subjects you'd like to learn;  the additional information you'd like to
get;  the time of the day when you'd like to
have your lessons.

about the Sun, the Sun moves about
the core of the Galaxy, the Galaxy moves about some center of gravity, all the
galaxies move.
"I calculated those motions
and I find that 27.5 million years in the future, a red dwarf starl will take
up the position our Sun does now. If we go 27.5 million years into the future, in
less than a moment that red dwarf star will be near our spaceship and we can
come home after studying it a bit. "
Atkins said, "Can that be?"
'I sent experimental
animals through time, but I can't make them automatically return. If you and I
go, we can then manage the controls so that we can return.'
"And you
want me to go?"
"Of course. Come, it will be an unbelievable
adventure."
Atkins inspected the ship. It was a 2217 Glennfusion
model and looked beautiful.
"When we get back, will the Sun and
the Earth move on?" "Of course, but how far can the Sun and Earth
move in the few hours it will take us to study the star I don't know. Are you
ready, Mr. Atkins?"
"Ready,"
sighed Atkins.
Professor Firebrenner made the necessary adjustments
THE INSTABILITY and nailed the ship to the fabric of the Universe while 27.5
million years passed. And then, in less than a nash2, time began to Professor
Firebrenner explained carefully: "Time-percep- move forward again in the
usual way, and everything in the tion depends on the structure of the Universe.
When the Uni- Universe moved forward with it.
verse is expanding, we feel that time
is going forward; when it is Through the window of their ship, Professor
Firebrenner contracting, we feel that it is going backward. If we could make
and Mr. Atkins could see the small orbit of the red dwarf star. the Universe
static, neither expanding nor contracting, time The professor smiled. "You
and I, Atkins," he said, "Are would stand still. " the first
ever to see, close at hand, any star other than our "But you can't put the
Universe in stasisl " said Mr. Atkins. own Sun. '
"I can put a
little part of the Universe in stasis," said the During two-and-a-half
hours, they photographed the star professor. "Just enough to hold a ship.
Time will stand still and and its spectrum, tested the chemical composition of
the gas. we can move forward or backward at will and the trip will last less
Then Professor Firebrenner said, "I think we had better go than a minute.
All the parts of the Universe will move while we home now. ' stand still, while
we are nailed to the Universe. The Earth moves
1 dwarf star — acmp. KaPJIMKOBafl
3Be3Aa in stasis — HerlOABHXHO     2 in less than a flash — B MaHOBeHHe 0Ka
                                                     34                                                         35

Again the ship was nailed to the Universe. They went

2.

The Universe is  static.

27.5 million years into the past, and in less than a flash, they

A. always

were back where they started.

B. never

Space was black. There was nothing.
  Atkins said, "What happened? Where are the Earth and Sun?"

C. sometimes

The professor frowned. He said, "Going
  back in time

3.

Professor Firebrenner              make
  the experimen-

must be different. The entire Universe must
  have moved.'

tal animals automatically return.

"Where could it move?"

A. can

"I don't know. Other objects changed
  position within the

B. can't

Universe, but the Universe as a whole
  must move in an upper dimensional direction. We are here in the absolute
  vacuum, in

C. didn't want to

primeval Chaos. "
"But we're here. It's not primeval
  Chaos anymore.

4.

Professor
  Firebrenner and Mr. Atkins went to space

"Exactly. That
  means we introduced instability at the place where we exist, and that
  means..."

A. to photograph the Sun

 Even as he said this, a Big Bangl destroyed them. A new
  Universe came into being and began to expand.

B.
  for pleasure
C.
  to explore the space

5.

Professor Firebrenner and Mr.
  Atkins couldn't see

Helpful Words and Expressions

the
  Earth when they came back because A. they lost their way in space

at will — no XenaHHIO

tions

primeval Chaos — nepB03aaHHb1V1 xaoc

C. the Universe is always changing

the
Universe — BceneHHaq  B. Professor Firebrenner was wrong in his calcula-
come into being — rlOHBHTbCH
Activities
Reading
Choose the right word.
l. Professor Firebrenner is

A.
a scientist
B.
a writer
C.
an astronaut

I a Big Bang — 3eyxonoðp. 6ax!
36

ONE NIGHT OF SONG
As it happens, I have a friend who hints,
sometimes, that he can call up spiritsl.
Or at least one spirit — a tiny one.
That evening I said, "Do you remember
that spirit of yours, George?"
"Eh?" said George.
"Not your drink2 " I said.
"The little spirit about two centimeters high, whom you once told me you
could call up from some other place of existence. The one with the paranatural
powers."
"Ah," said George. "Azazel. Not his name, of
course.

1    call up spirits — Bb13b1BaTb nyxoB
2    drink — Hen0110HHMaHHe 3HaqeHHq
CJIOBa spirits MOXHO 06bflCHHTb ero MHOF03Hat1HOCTbK); spirit— ayx,
11PMBwneHHe•, cnupT, Kpe11KMiá UlKOrOJ1bHb1ìi 1--rar1HTOK
38
Couldn't pronounce his real name, I suppose. But that's what
I call him. I remember him."
"Do you use him much?"
"No. Dangerous. It's too
dangerous. There's always the temptation to play with power. I'm careful
myself; as you know, I have a high standard of ethics. The damage that did!
Dreadful!" "What happened?"
'I suppose I ought to get it off my
chest," said George. "I was a good deal younger then and in those
days and I had a friend, Mortenson — Andrew Mortenson. I don't think you know
him. I haven't seen much of him myself in recent years. The point is, he was in
love with a woman. She was an angel, he said. He couldn't live without her.
"The trouble was
she didn't love him. My heart bled for himl and I said, 'I'm sorry, Mortenson,
but you mustn't take on so. She's only a woman. Maybe I can help. I can make
use of a spirit with quite extraordinary powers. A small spirit, of course.' I
told him about Azazel and, of course, he believed me. His eyes glittered as I
told him. " 'You say your spirit has only limited power?' " 'He is a
small thing,' I said. " 'Could he give her a perfect voice?
For a time, anyway. At least for one performance.'
" 'I'll ask
him.'
"That woman sang cantatas2 at the
local church. I enjoyed hearing her singing.
"So I consulted Azazel. He
wanted to help; none of this nonsense, you know, of taking my soul in exchange.
I remember I once asked Azazel if he wanted my soul and he didn't even know
what it was. He just likes to help out.
"One night when she was singing Bach3 and was
going to have a long and impressive s0104.
My heart bled for him — Y B,reHS1 cepaue KPOBb}0
06JIHBa.r10Cb
2
cantata = a
musical composition, often based on a sacred text, comprising recitatives,
arias, and choruses
3
Bach —
Bennyaü111Hh HeMeLIKHñ KOM1103HTOP H opraHHCT nepnoaa 1103AHero
6aPOKK0
4
solo = a
performance by a single singer
39
"Mortenson went to the church that
night and, of course, I went too. I felt responsible for what was going to
happen.
"Mortenson said, 'I attended the
rehearsals. She was just singing the same way she always did; you know, as
though she had a tail and someone was stepping on it. But I want her voice to
be perfect. Really perfect. Do you think your spirit can handle it?'
" 'The change won't start till 8:15 P. M.'
"She started at her usual level
and then at 8:15, it was as though another voice was added. I saw her give a
little jump as though she didn't believe what she heard. And she got better
with each note. The organist wasn't looking at the music, he was looking at
her, and stopped playing. There was anyway nothing which you could hear while
she was singing. Anything else but her.
"Her voice was singing by itself
and she didn't need to control or direct it. The solo ended at last and the
chorus sounded in what was a whisper. For the rest of the program it was all
her. When she didn't sing, it was as though we were sitting in the dark, and we
couldn't bear the absence of light. And when it was over — well, you don't
applaud in church, but they did then.
"She did sing againl; her voice
alone, with the organ whispering in the background. But it had to end and it
was over. Even the applause was over. It was only then that I understood that,
next to me, Mortenson was sitting absorbed in her singing.
"She sang perfectly — but she
would never sing perfectly again. It was as though she were blind from birth,
and for just three hours could see — all the colors and shapes and wonders —
and then be blind again!
"That woman never sang again, of
course. But that's only part of it. The real tragedy was to us, to the
audience. We had perfect music for three hours, perfect music. Do you think we
could ever again bear to listen to anything else than that?
"I went to one of those rock
festivals, just to test myself out. You won't believe me2, but I couldn't make
out one tune. It was all noise to me.

I She did sing again — H OHa CHOBa nena (ycwtumenb,yag
3MØamugecŒcag K0Hcmpycgug)
2 You won't believe me — Xo•rwre BepbTe, xorrwre
HeT
40
" My only consolation is that Mortenson, who
listened with the most concentration, is worse off than anyone in that audience. He wears earplugs at all times.
He can't stand any sound above a whisper. Serves him right!"
Helpful Words and Expressions
get it off my chest — BbTOBOPHTbCfl,
06J1e1'HMTb AY1_uy in exchange — B3aMeH attend the rehearsals — noce1uaTb
peneTHLIHH handle smth — cnpaBJ1flTbCfl C qeM-J1. as though — KaK 6YAT0
Anything else but — Hnqero KPOMe next to — ps1A0M make out — pa306paTb can't
stand any sound above a whisper — He MOXeT BblHOCHTb HH OAHoro 3BYKa, rp0Mqe,
geM menorr Serves him right! — TaK eMY M HUIO!
Activities
     Vocabulary
Make B COqeTaHMH c nocneayouuth•f
npmararreJ1bHb1M BblpaxaeT aeñCTBHe, COOTBeTCTBYfflUee
3HaqeHUK) npwrararreJ1bHoro.
to make fast — 3aKpenwrv, npHBfl3aTb to make merry — BeceJIHTbcq to make
public — 06HaPOAOBaTb, caenaTb 06U1eH3BeCTHb1M to make good — A06HTbC51 ycnexa,
AOCTHHb UeJIH to make sure /certain/ that or of — YAOCTOBePHTbCH, y6eAHTbCfl
Make your own sentences using the verb make with the adjectives given
above.
41

8 Grammar
Translate the phrases into English, paying attention to the right word order
(consult the table above).
Word order

ипоы

зацивпО

И!Зџо

в!иВ6МпшВ.m0l00 аонвпвппп

az!S

uo№uasqo

защииазаа

Очень
высокая красивая француженка; маленькая злая японская собака; небольшой
аккуратный южный городок; странный научно-фантастический рассказ; черно-белый
старый интересный фильм.
42

THE SECRET SENSE
The Martians couldn 't taste and their hearing was bad, but they had a
secret sense all of their own.
Part I
Lincoln Fields loves music. It filled
his mind with dreams of beauty. He turned and smiled at Garth Jan. Garth liked
Lincoln Fields but didn't understand him. They were worlds
apart. Garth came from the underground cities of Mars while
Fields was from Terrestrial New York.
Lincoln stopped playing.
"How was
that, Garth, old fellow?" asked Fields.
44
Garth shook his head. "I
listened attentively and can truly say that it was not unpleasant. There is a
certain rhythm. But beautiful? No!"
There was pity in Fields' eyes. The
Martianl understood all that it meant. His bony figure was up in a chair that
was too small for him and one thin leg swung back and forth.
"Here! Seat yourself on the bench."
Garth obeyed. "I see you want to
carry out some little experiment. "
"You've guessed it! I read scientific
works about the difference in sense equipment2 between Earthman and Martian,
but I never could quite understand it all." He tapped the notes C and F3
in a single octave and looked at the Martian.
"If there's a difference,"
said Garth, "it's a very small one. I would certainly say you had hit the
same note twice." "How's this?" He tapped C and G4.
"I can hear the difference this time."
"Well, I suppose all they say
about your people is true. You poor fellows have such a crude sense of
hearing5. You don't know what you're missing. '
"One misses nothing that one has
never had. The comparison of sense equipment is very interesting. "
"That's right, " agreed the
Earthman, "though we seem to have all the advantage. You know Terrestrial
biologists wondered that a race so poorly equipped in the matter of
senseperception could develop so high a civilization as yours. "
"All is relative6, Lincoln. What
we have is sufficient for us. " "But if you only knew7, Garth, if you
only knew what you are missing. You've never seen the beauties of a sunset or
of

1
The Martian —
MapcuaHHH
2
sense equipment —
opramoauuq B0CITPHflTMfl
3
the notes C and F
— MY'3. HOTH no M (þa
4
C and G — MY'3.
HOTb1 no H COJ1b
5
a crude sense of
hearing — rmoxoü cnyx
6
All is relative —
Bce OTHOCHTeJ1bHO
7
if you only knew
— ecJIM 6b1 Tbl TOJ1bKO 3HaJ1
45
dancing fields of flowers. You can't admire the blue of the
sky, the green of the grass, the yellow of ripe corn. To you the world consists
of shades of dark and light. You can't smell a flower or understand its
delicate perfume. You can't even enjoy such a simple thing as a good meal. You
can't taste nor smell nor see color. I pity you for your dull world."
"What you say is meaningless,
Lincoln. Waste no pity on mel, for I am as happy as you. You must not judge us
with such easy superiority, you know. We do not boast of certain events of our
race of which you know nothing."
Fields sat puzzled for a moment.

"What did you mean by that last remark?"
"Forget it, Lincoln."
"It's true, isn't it? It's logical that Martians have senses
Earthmen do not, but your people want to keep it
secret."
"That is as it may
be?"
"Of course! I'll be as secret as
the grave. Tell me, what is this secret sense of yours?"
"How can I explain? Can you
define color to me, who cannot even imagine it?"
"I'm not asking for a definition.
Tell me its uses. Please." The Martian sighed. "It won't do you much
good. Would it satisfy you to know that if you show me two containers, each
filled with a clear liquid, I could tell you at once whether either of the two
were poisonous? Or, if you show me a copper wire, I could tell whether an
electric current were passing through it, even if it were as little as a
thousandth of an ampere. Or I Could tell you the temperature of any substance
within three degrees of the true value even if you held it as much as five
yards away. Or I could... well, I've said enough."
"Is that all?" asked Fields.
"What more do you wish?"
"It is very useful — but where is the beauty in it?"
Waste no pity
on me — He CTOHT Mel-IH XU1eTb
2 That is as it may be — MoxeT, praK OHO H eCTb.
46
"Really, Lincoln, you talk foolishly."
Field opened his mouth to speak but
the Martian talked first. "You're going to chat foolishness about sunsets
or something. But what do you know of beauty? Have you ever seen the beauty of
the naked copper wiresl when an AC current2 is turned
"Every race has
its own attributes but I see no reason why you should keep it such a secret. We
Earthmen have kept no secrets from your race.'
"According to the Martian code
of ethics, we never act without reason, we Martians. And certainly it is not
for our own sake that we hide this magnificent ability." The Earthman
smiled.
"No doubt there
is some nobility behind it all. It is a strange quality of your race that you
can always find some altruistic motive for your actions.'
"You have no right to say that. I'll explain by
analogy." The Martian spoke, eyes half-closed.
"You have told me that I live in a world that
consists of shades of light and dark. You describe a world of yours as that of
variety and beauty. I listen but care little about it. I have never known it
and never can know it. One does not weep over the loss of what one has never
owned.3
"But, what if you were able to give me the
ability to see color for five minutes? What if, for five minutes, I reveled in
wonders undreamed of? What if, after those five minutes, I have to return it
forever? Would those five minutes of paradise be worth a lifetime of regret
afterwards a lifetime of dissatisfaction because of my own shortcomings? Would
it not have been the kinder act never to have told me of color in the first
place and so have removed its ever-present temptation?"

1
the naked copper
wires —- oroJ1eHHbre MellHb1e np0B0Aa
2
AC current —
nepeMeHHb1h 311eKTpnqeCKHiÍ TOK
3One does not
weep over the loss of what one has never owned.
He CTOHT COXaneTb 0 110Tepe Toro,
gero HHKOrna He HMWI.
47
"Do you mean an Earthman can
possess the Martian sense if so desired?"
"For five minutes
in a lifetime and in those five minutes sense... You know more than is good for
you. See that you don't forget your promise. " He rose and went away as
quickly as he could. Lincoln Fields made no move to stop him. He just sat there
and thought.
Helpful Words and Expressions
old fellow — CTapHHa back and forth — TYAa-cK)aa to carry
out some little experiment — rlPOBOAHTb He60J1b1110iÍ
3KCnePHMeHT
You've guessed it! — YraaaJ1! You poor fellows — Bbl,
6enonarH to have all the advantage — HMeTb BCe npeHMY1uecTBa as secret as the
grave -- HeM KaK Morma for our own sake — paAH Hac CaMHX shortcomings —
HeAOCTaTKM
Part 11
Some weeks later Fields came to the
capital city of Mars.  The Martian was surprised to see his
friend but just smiled.
"I've come to ask for those five
minutes you said you can give me! May I have them?"

"Is that a rhetorical question? It
certainly doesn't seem to need an answer.
"Do you mindl if I outline my position in a few
words?"
The Martian smiled. "It won't make
any difference," he said.
1 Do you mind He Bœpaxaeulb
48
"The situation is this: I've been born and grown up in
luxury and is spoiled. I've never yet had a reasonable desire
that I have not been able to fulfill. I don't know what it
means not to get what I want. Do you see?l" There was no answer.
"I found my happiness in
beautiful sights, beautiful words, and beautiful sounds. I made a cult of
beauty. In a word, I am an aesthete. "
"Most interesting, but what is the problem?"
"Just this: You speak of a new
form of beauty — a form unknown to me at present, but one which I could know if
you so wished. It attracts me."
"I hesitated only for your own
sake." The Martian rose and held out his hand, "Agreed?"
"Agreed!" The two shook hands.
'Have we much longer to wait?"
"We're waiting for Novi Lon and for
Done Vol. They'll be along soon. "
Fields saw a low stage with some equipment
in the center of the room.
"A curious thing, this," said the Earthman.
"It's an expensive instrument. It cost me ten thousand
Martian credits. "
         "How does it work?"
"Not so differently from a
Terrestrial piano. Each of the upper knobs controls a different electric
circuit. The pedals below control the strength of the current." Fields
nodded ab-
sently and ran his fingers over the
knobs at random. He sensed nothing.
"Is the instrument really playing?"
The Martian smiled, "Yes, it is. Oh,
this is Novi Lon,' he said to Fields.
Fields rose to meet the newcomer.
"So this is the young Earthman,"
he cried. "It is a great pity you can own our sense for no more than five
minutes.

1 Do you see? — HOHflTHO?
49
Without it no one can truly be said to live." Garth Jan
laughed, "He exaggerates, Lincoln. He's one of the greatest musicians of
Mars. He was my teacher in my youth."
Martian Done Vol came in soon.
"Is all ready?"
"Yes," said the Martian,
"and a particularly uninteresting experiment this will be. We know all the
results beforehand. Is this the one who wishes to be inoculated?" Lincoln
Fields nodded.
"What are you going to do?" he asked.
"He'll just inoculate you. It'll
take a second," Garth Jan assured him. "You see, the sense-organs are
several groups of cells in the cortex of the brainl. They are activated by a
hormone, a synthetic preparation which is used to stimulate the dormant cells2
of some Martians who are born — er — blind. You'll have the same treatment."

"Oh! — then Earthmen have those cortex cells?"
'In a very rudimentary state. The
concentrated hormone will activate them, but only for five minutes. After that,
they can't be re-activated under any circumstances3. "
 When the operation finished, the
Terrestrial waited a moment or two and then laughed, "I don't feel any
change."
"You won't for about ten
minutes," explained Garth. "It takes time. Just sit back and
relax."
Novi Lon began playing Bar Danin's "Canals in the Desert".
Fields found himself coldly calm.
Novi played furiously and Garth Jan was already lost in it.
The Martians listened attentively but to
him the room was empty.
What — no, it was impossible, of course
— but what if it were just a practical joke?

 1 cortex of the brain — a,yam. Kopa roJ10BHoro M03ra
2 dormant
cells — K'1eTKH B COCTO¶HHH 110K051
3under any
circumstances — HH     Kak'HX Y'CJIOBHHX
50
The minutes passed; Novi Lon's fingers
flew; Garth Jan's expression was one of real delight. Then for a moment a nimbus
of color seemed to surround the musician and his instrument. He couldn't
identify it — but it was there. It grew and spread until the room was full of
it.
Brilliant colors formed and faded.
Simultaneously, there came the impression of sound. From a whisper it rose into
glorious, ringing tremolosl.
And together with this, there came the
sensation of odor. From a mere trace, it turned into a phantasmal field of
flowers. Delicate spicy scents followed each other in ever stronger succession;
in gentle breeze of pleasure.
Yet all this was nothing. Fields knew
that. Somehow, he knew that what he saw, heard, and smelt were simple mirages
of a brain that attempted to interpret an entirely new conception in the old,
familiar ways.
Gradually, the colors and the sounds and the scents died. The
effect of the hormone became stronger, and suddenly — in one burst — Fields
realized what it was he sensed.
He didn't see it — nor hear it — nor smell
it — nor taste it — nor feel it. He knew what it was but he couldn't think of
the word for it. Slowly, he realized that there wasn't any word for it. Even
more slowly, he realized that there wasn't even any concept for it.
Yet he knew what it was.
There was something that consisted of
pure waves of enjoyment — something that lifted him out of himself and threw
him headlong into a universe unknown to him earlier. He was falling through an
endless eternity of something. It wasn't sound or sight but it was — something.

Something that surrounded him and hid his surroundings
from him — that's what it was. It was endless in its variety and with each
wave, he saw a farther horizon, and the wonderful cloak of impressions became
thicker and softer and more beautiful.
tremolo — MY3. TpeMOJIO, BH6paT0
51

Activities

Then came the discordl.
         It split apart thunderously though without a sound.
Lincoln Fields found himself back in the concert room
again.
He took Garth Jan by the arm, "Garth! Why did he stop?
Tell him to continue! Tell him"'
"He is still playing, Lincoln."
The Earthman seemed not to understand. He looked about
him with unseeing eyes. Novi Lon's fingers sped across the keyboard. Slowly,
the truth seeped in, and the Earthman's empty eyes filled with horror.
He sat down with a cry, and buried his head in his hands.
The five minutes had passed! There could be no return!
Garth Jan was smiling, "I had pitied
you just a moment ago, Lincoln, but now I'm glad, glad! I hope you're
satisfied, because I certainly am. For the rest of your life you'll remember
these five minutes and know what it is you're missing, what it is you can never
have again. You are blind, Lincoln, blind!"
The Earthman could not speak. He marched
out of the room.
But within, that tiny, bitter voice was
repeating over and over again, "You entered a normal man! You are blind —
blind — BLIND. "
Helpful Words and Expressions
In a word — CJIOBOM to shake hands —
rlOXaTb pyKH at random — Hayraa

in one burst — K'aK BCflb1UIKa

1 discord —
MY3. 11HCCOHaHCHb1ñ (He6nar03BYHHb1ÈÍ) aKKOPA
52
Vocabulary
Try to guess the meaning of the following words without using a
dictionary.
1.
normal
2.
pass (v)
3.
concert
4.
horizon
5.
breeze
6.
effect
Speaking
Retell the story as if you were:
 Garth Jan;
 Lincoln Fields;  Novi Lon;  the
inhabitant of some other planet besides Earth and
Mars.

AHTJ10-pyccKHü
CJIOBaPb
attribute [a' tribju:t] v
npur1MCb1BaTb

ability [a'bllltl] n CflOC06HOCTb
  absence ['æbsans] n OTCYTCTBHe accident ['æksldant] n
  HecqacTHblìá cnyqaii

awfully ['o:fall] adv yxacH0

according [a'ko:dH)]: adv B coOTBeTCTBHH

background ['bækgraund] n

add [æd] v a06aBJ1flTb

backward ['bækwad] adv Ha3aa

adjustment [a' d3Astmant] n wry-1-

beam [bi:m] n -nytl

ureHHe

bear [bea] (bore, born) v po-

admire [ad' malê] v BOCXHIUaTbCfl

AHTbcq

adventure [ad 'ventfa] n rlPH-

bearable
  ['bearabl] a nepeHocu-

KJ1}oqeHMe

Mblü

afterwards ['a:ftawadz] adv

beauty ['bju:tl] n KpacoTa

nocne

beforehand
  [bl'fo:hænd] adv Bile-

alarm [a'la:m] n TpeBora alive
  [a'larv] a XHBOÌ

behind [bl'hamd] adv C3aAH

always ['o:lwaz] adv Bceraa

believe [bl'li:v] v Bepwrb

amazing [a'melzrr)] a YAHBH-

bench [bentf] n CKaMeñKa

TWIbHb1M

benefit ['benlflt] n Bblrona

amino acid [a' mi.•nav'æsrd] n

bet [bet] v cnopHTb birth ['b3:9] n
  poxaeHHe

aMHHOKHCJIOTa

bitter ['bltal a
  roPbKHñ

ancient adv apeBHHìi

Teno, aHTMBeu.1ecTB0

boast [batstl v XBacTaTb

anyway ['emwel] adv B JH060M

bony
  ['bavm] a KOCTJIHBb1iá brain [breml n M03r

cnyqae

breeze
  [bri:z] n Jleruñ BeTepoK

apart [a'pa:t] pa3aeJ1bH0 applaud
  [a' plo:dl n ariJ10AHC-

button ['bAtn] n KHor1Ka

       MeHTb1 applause [a'plo:z] v ariJ10AHpo-

c

Barb

capital ['kæpltl] n CTOJIMUa

argue ['a:gju:] v cnopwrb

capricious
  [ka' prlfasl a KanpH3-

arrange [a' rernd3] v opraHH30-

Hblü care [kea] v 3a60TMT1,cfl

attic ['ætlk] n
  qepaaK

carefully
  ['keafall] adv OCTOPOX-

attract [a'trækt] v
  11PHBJ1eKaTb

HO

blind [blamdl a cnenoiá
antimatter æntl 'mæta] n aHTH-
casual ['kæ3ual] a 06bAHb1ii
cave [kerv] n nelllepa cell [sell n KJ1eTKa century ['sentJar1] n BeK certain
[' S3:tn] a onpeneneHHb1iá chance [tfa:ns] n Ll.1aHC chat [tfæt] v
60JITaTb chest [tfest] n rpyab chorus ['ko:rasl n xop church ['tf3:tJ] n
UePKOBb circuit ['smklt] n OKPYXHOCTb; uellb clear [klra] a qMCTb1iÍ
climb [klmm] v 110AHHMaTbCfl compare [kam ' pea] v CPaBHMBaTb comparison n cpaBHeHHe completely [kam'pli:tll]
adv rlOJIHOCTb}O compress [kam'pres] v CXMMaTb computation n noncqeT conception  n KOHuenuuq condition  n COCTOHI-IHe consist [kan'srst] V
COCTOflTb (H3) consolation  n YTeureHHe  contract [kan'trækt] v c,'KHMaTb(cq) copper ['kopa] n MeAb correct
[ka'rekt] a 11PaBHJ1bHb1M cube ['kju:b] a KY'6wecKHii current  n 110T0K
damage ['dærmd31 n Bpea    danger ['dernd3al n onaCHOCTb
dangerous ['demd3ras] a onacHblñ dead ['ded] a MePTBb1ñ death
['de9] n CMepTb decent ['di:snt] a qeCTHb1iÍ decimal  n aecwrwl-
Haq ap06b define [dl'faln] v
orrpeneMTb definition [.defl'mfan] n onpe-
aeneHHe
degree [dl'gri:] n cTene1--1b delicate ['dellklt] a He)KHb1ÿi depend
[dl'pendl v 3aBHCeTb design [dl'zam] n AH3aÙÍH desire [dl'zma] n
XenaHHe destruction n pa3pyureHHe determine [dl't3:mrn] v onpeae-
develop [dl'velap] v Pa3BHBaTb diary
['dalarl] n AHeBHHK difference ['dlfaransl n pa3JIHHHe difficult  a -rpYAHb1ü dimensional
[dl'menJanal] a H3MeprreJ1bHb1ìÍ direct [dl'rekt] v npqMoñ
direction n HanpaBneHHe discord ['dlsko:d] n pa3Hornacue; ILIYM discover [drs'knva]
v OTKPb1BaTb, 06HaPY)KHBaTb dissatisfaction [dls,sætrs n HeyAOBOJTbCTBHe division  n aeneHHe doubt ['davt] n COMHe1--1He
doughnut ['davnAt] n 1101-11-IHK dreadful ['dredf(a)l] a yxacHb1V1

54                                                                                55

dream [dri:m] n MewraTb, BHAeTb BO CHe dull ['dAl] a CKyt1Hb1M
earplug ['raplng] n 3aTb1t1Ka ymeh empty ['emptil a nycT0ii enjoy
[In 'd301] v panoBaTbcq enjoyment [In 'd301mant] n paAOCTb enough [l'nnf] adv
AOCTaTOHHO entire [In' tala] a r10JIHb1iá entirely [In ' tarall] adv
flOJIHOCTb}O equation [1'  n ypaBHel--1He equipment [I'kwlpmant] n 060pyA0BaHMe eternity  n BeqHOCTb event [I'vent] n C06b1TMe
exactly [rg'zæktll] adv TOt1HO exaggerate [lg'zæd3are1t] v npe-
YBeJIWIHBaTb
exercise ['eksasau] n ynpa)KHeHHe exist [lg'mst] v CYU1eCTBOBaTb existence  n cylueCTBOBaHHe expand
[Iks'pænd] v pacu.lhpwrb(cq) expensive [Iks'pensrv] a noporoh explain
[Iks'plem] v 06bHCHflTb expression  n BblpaxeHHe
familiar [fa'rmljal a 3HaKOMbrü famous ['fermas] a 3HaMeHHTb1ü
fee ['fi:l n onnarra
feeling ['fi:lll)] n HYBCTBO field
['fi:ld] n none figure ['figal n (þurypa finger ['finga] n na.neu flash
[flæf] n BCHb1LLIKa focus ['faukasl n uellb follow ['fDlavl v CJ1eAOBaTb
food ['fu:d] n ena foolishness ['fu:11Jms] n rnynocTb force [fo:s] n CHJ1a
forever [fa'reva] adv HaBceraa fraction ['frækf(a)n] n qacTb freedom
['fri:dam] n CB060aa frown [fraun] v '(Mypwrbc¶ frustration  n pac-
CTPOMCTBO fulfill [ful'fil] v
Bb1110JIHflTb furiously ['fjvanasll] adv 3110 future ['fju:tJa] n 6ynyuee
game [germ] n Hr-pa gentle ['d3entl] a
HeXHb1h gift ['gift] n nonapoK glitter ['glltal v CBeTHTbCS1 government
['gnvnmant] n npaBHTeJ1bCTBO gradually ['grædjuall] adv noCTeneHH0 grave [grew] n
MOI'HJ1a gravity ['grævltl] n rpaBHTaunq guarantee  v rapaHTHPOBaTb guess ['ges] v
noraAb1BaTbCfl guy [gar] n napeHb
handle ['hændl] v ynpaBJ1flTb hard ['ha:d] adv -rqxeno
hate ['helt] v HeHaBHAeTb heart [ha:tl n cepaue help [help] v noMoraTb
hesitate ['hezltelt] v COMHeBaTbCfl hole [haul] n OTBepcTHe, Abrpa honest ['omstl
a qeCTHb1iÍ horror ['horal n yxac human ['hju:man] a genoBeqehurry
['h,xrl] v cne111HTb
1
improve [1m 'pru:v] v YJ1y-111HTb
improvement [rm'pru:vmant] n ynyqureHHe inoculate [l'nokjulert] v aenaTb
IIPHBHBKY integral  n HHTerpaJ1 intelligence [In   n YM interchange
['Intatfe1nd3] n 06MeH interpret [In ' t3:pr1t] v nepeB0AHTb
job ['d3Db] n pa60•ra judge ['d3Ad3] n CYAHTb
keyboard ['ki:bo:d] n KnaBuarrypa kill [kill v y6HBaTb knob
['nobl n KHOflKa
lack [læk] n OTCYTCTBHe ladder ['læda] n neCTHMUa learn
['13:n] (learnt, learnt) v
M3yqaTb
level ['levll n ypoBeHb lip ['IIP] n
3ð. Kpah liquid ['Ilkwld] n pacTB0P liver ['llva] n neqeHb loss [IDS] n
r10Tepq luxury  n POCK0111b
manage ['mæmd3] v yaaBaTbcq
mankind [mæn'kamd] n genoBeyeCTBO matter ['mæta] n aeno; BellieCTBO
mattress ['mætrrs] n MaTpac meal [mi:l] n eaa, Tpane3a mean [mi:n]
(meant, meant) v HMe-Tb B BHAY meaningless  a 6ecCMb1CneHHb1ñ mention  v ynOMH-
HaTb mere ['rma] a npocToM missile ['misall]
n pawra motion  n ABH,xeHMe move [mu:v] v ABHraTb(cq) multiply ['mnltrplal] v YMHOXaTb

56
57

nail [nell] v rlPH6MBaTb neighborhood
['nelbahud] n cocenCTB0 newcomer  n BHOBb TIPH6b1B111HM nobility  n 6naroPOACTBO noble ['naubl] a
6narop0AHb1ii nod [nod] v KHBaTb noise ['nolzl n 111YM
nonsense  n genyxa number ['nnmba] n HOMep
O
obey [a 'bell v 110AYHHHTbCfl object ['Dbd31kt] n rrpeAMeT
odor ['avda] n 3anax outline autlarn] n ogeprraHHe
page [perd3] n cTpaHwua painful  a 60J1bHOiá paper ['pelpa] n
6YMara paradise ['pæradars] n paii parity ['pærltl] n paBeHCTBO
particle ['pa:tlkll n qacTMua particularly [pa'tlkjulall] adv
qpe3Bb1qaiáH0 pass [pa:sl v rlPOXOAHTb peaceful ['pi:sfal] a MHPHb1iÍ
perception  n BOC-
rlPHflTMe perfect ['pmflkt] a HAeaJ1bHb1ñ
performance [pa'fo:mans] n npencTaBJ1eHHe perfume ['pmfju:m] n nyxw, 3a-
rra,x physicist ['fimslst] n (þH3HK
pity ['Pltll n XUIOCTb pleasure ['ple3a] n YAOBOJTb-
CTBMe point ['pornt] n nyHKT
poisonous ['porznas] a flAOBMTb1ñ poor ['pva] a 6eAHb1ìÍ
possess [pa' zesl v 06J1anaTb possibly ['posablll adv B03MOX-

HO power ['pava] n CHJ1a
powerful ['pavafal] a CW1bHb1iá
prepare [prl'peal v rOTOBHTb pressure ['preJa] n aawreHHe primeval  a nep-
B03aaHHb1ñ print ['print] v
neqaTaTb probably ['probabll] adv B03-
MOXHO
promise ['proms] v 06e1-uaTb
pronounce [pra' navns] v npo-
H3HOCHTb push
[puf] v TOJIKaTb
puzzle
['pnzl] v YAHBJ1flTb
quality ['kwt)lltl] n KaqecTB0 quick [kW1k] a 6b1CTPb1ìí
quotient ['kwavJant] n qacTHoe
race [rers] n paca

reason ['ri:zn] n npHt1HHa recent ['ri:snt] a COBPeMeHHb1ü
reconstruction ['ri:kans'
n BocceraH0RneHMe
regret [rl'gret] v coxaJ1eTb rehearsal  n peneTH-
relax [rl'læks] v paccna6JIHTbcq remark [rl'ma:k] n
3aMeqaH1,re remember [rr'memba] v no-
MH HTb replacement [rl'plelsrnantl n
3aMeHa respect [rrs'pekt] n YBaxeHMe responsibility [rrs,ponsa'bllltl] n
OTBeTCTBeHHOCTb
revel ['revl] v OTKPb1BaTb (Tah-
root ['ru:t] n KOPeHb rubber ['rAba] n pe3HHa rule ['ru:l] n
npaBHJ10
S
satisfy ['sætrsfal] v YAOBJ1eTBO-
scar [ska:] n Ll.1paM screen [skri:n] n 3KpaH seem ['si:m] v Ka3aTbCH
self-righteousness ['self'raltfasms] n caM0YBepeHHocTb shape ['lerp] n d)opMa
sheet [fi:t] n JIHCT shortcoming [Jo:t'kAm11)] n HeAOCTaTOK shoulder ['faulda]
n mego sigh [sall v B3Ab1XaTb simple ['ympl] a lipocToñ simultaneously adv OAHOBpeMeHH0 single ['srngl] a
OAHHOKHñ slot [slot] n IlleJ1b smart ['sma:t] a YMHb1h smell [smell n
3anax; v rraxHYTb soul ['soul] n nyma space ['spersl n KOCMOC spicy ['spmsl] a
ocrrpb1Èí (o BKYce) spirit ['spirit] n ayx•, WIKOrOJ1b Hblii HalTHTOK spoil [spoil] v
flOPTHTb spread [spred] v pacnpocnpaHHTb(Cfl) still [std] a THXHM strength
['stren9] n cwra
stupid ['stju:pld] a rnynbliá
substance  n Ber.ueCTBO succeed [sak'si:d] v HMeTb yc-
successful  a ycneu.1Hb1h succession [sak'    n
noc-
neAOBaTeJ1bHOCTb sufficient  a A0CTa-
TOHHb1M sum     n CYMMa sunset
['snnset] n 3aKaT superiority [sju,plarr'orrtl] n
npeBOCXOACTB0
supply [sa'plal] v rlOCTaBJTHTb suppose [sa'pauzl v npeanona-
surprise [sa' pralZ] n YAHBJ1eHHe surround [sa'raund] v OKPyxaTb
tail ['tell] n XBOCT talk ['to:k] v
pa3roBapHBaTb taste ['terst] n BKYC; v np060-
BaTb temptation [temp'te1J(a)n] n HCvvyu_reHHe tiny
['tarnl] a Ma-neHbKHü tool [tu:l] n HHCTPYMeHT totally ['tautall] adv
rlOJIHOCTbrO towards [ta'wo:dz] adv no Ha-
npawreHHK) treat ['tri:tl n yr01-ueHHe•, v yro-
IllaTb
treatment ['tri:tmant] n neqeHHe

turn [t3.•n] v rlOBopat1HBaTb

58                                                                                59

u" a crpaUIHb1h, ypoaJIHBb1A unbelievable [.nnbl'li:vabl] a
HeBepoqTHb1iá unusual [nn'ju:3uall a He06b1HHblìi useful
['ju:sfal] a none3Hb1ii
value ['vælju:] n ueHa, CTOHMocrb variety [va' ralatl] n
pa3H006pa3He view ['vju:l n BHA voice [VOIS] n ronoc
w
war [wo:] n BOhHa waste ['werst] v TPaTHTb (nonycry) week ['wi:k] n
Henenq whisper ['wlspa] n wenor, v LuellTaTb wide [waldl a IMHPOKHA widen
['waldn] v pacu.1HpflTb wire ['wala] n npoB0A wish [WII] n xenaHHe; v xenaTb
without [wr'ðaut] prep 6e3 wonderful  a Benu-
KOJIe11Hb1h, qynecHb1h world ['wy.ld]
n MHP

CTOHTb
Contents
Isaac Asimov
................................................................................
.3
The Feeling Part I ..
Part 11 Frustration .
Left to
Right.............................. .                                .....
..... ..... 23
The Fun They Had ..28
The Instability.34

One Night of Song... ..... ...38
The Secret Sense ..44

Part 1.........................................................44

Part 11 ..48

AHI'J10-pyccKHh CJIOBaPb ..54

file_name: Asimov A.-Science Fiction Stories.pdf

alt: They stood over the grave ofthe little

alt: Intermediate О Ангмйскт лдуб———

alt: АЙРИС ПРЕСС 2007 YAK 811

alt: In the short-story collection I,

alt: He is not used to reading late at night

alt: How do you make equations for war?" 1

alt: We did not hear the telephone.

alt: He added, "Centuries ago." "Well,

alt: CJIOXeHHe proper fractions — Mam

alt: ONE NIGHT OF SONG As it happens,

alt: One night when she was singing

alt: Kpenwrv, npHBfl3aTb to make merry —

alt: Helpful Words and Expressions

alt: CflOC06HOCTb absence ['æbsans] n

alt: AHI'J10-pyccKHh CJIOBaPb . .54

intro: Запомните одно правило: "Уровень владения английским языком прямо пропорционален количеству текста, прошедшее через ваш мозг". В данной серии представлены различные тексты на английском языке для чтения. Эти тексты полезны и для школьников и для студентов. Рекомендую начинающим и для тех, у кого маленький словарный запас.

английский язык

group: Дисциплины

доп. образование взрослых

group: Другое

title: ДОПОЛНИТЕЛЬНОЕ ЧТЕНИЕ


extracted_text:
Дата: 21.02.2018
Класс: 5
Предмет: русский язык
Тема : Урок родного языка.
Цель : создание условий для
           расширения знаний учащихся о роли языка в жизни человека,
           развития творческого и образного мышления,
           патриотического воспитания.
Задачи :  познакомить с историей Дня родного языка,
            расширить знания учащихся о роли языка в жизни человека,
           обратить внимание на необходимость изучения родного языка,
           учить работать с текстом,
           развивать творческое и образное мышление,
           воспитывать любовь к родному языку.
Тип урока : урок новых знаний.
Компетенции : языковая, языковедческая, социокультурная.
Оформление:   мяч, распечатки
Структура урока.
I. Оргмомент
 Тема.
Прием «Ожидание»  что вы ждете от урока? Что вы можете узнать на   уроке с такой
темой?
                                                                     Записываем на доске.
Разогрев Упражнение «для меня»
Учитель. Тот, у кого в руках оказывается мяч, должен продолжить  фразу «Для меня
родной язык  это...» и бросить мяч любому другому человеку.
Что же значит для нас язык?
2 .  Легенда.
 Однажды богатый грек Ксанф приказал своему рабу знаменитому баснописцу Эзопу
купить самую лучшую вещь в мире. Эзоп пошёл на базар и принёс…язык.
Ксанф.
 Почему ты принёс язык? Неужели ты считаешь, что это самая лучшая вещь в мире?
Эзоп.
 Конечно. Разве может быть в мире чтонибудь лучше, чем язык?
Ксанф.
 Хорошо. Иди опять на базар и принеси самую худшую в мире вещь.
Автор.
 Эзоп ушёл и принёс…язык.
3 . Беседа
 Почему Эзоп считает, что язык – самая лучшая и самая худшая вещь в мире. О каком
языке идёт речь? Сегодня на нашем уроке мы поговорим о том, какую роль в нашей жизни
играет язык и почему родному языку посвящен день 21 февраля.
II . Наблюдение.
1. Прочитайте выразительно стихотворение В. Шефнера «Слова» (распечатка).
Много слов на земле. Есть дневные слова,
В них весеннего неба сквозит синева.
Есть слова словно раны, слова словно суд,
С ними в плен не сдаются и в плен не берут. Словом можно убить, словом можно спасти,
Словом можно полки за собой повести.
Словом можно продать, и предать, и купить,
Слово можно в разящий свинец перелить.
Но слова всем словам в языке у нас есть:
Слова «Родина, верность, свобода и честь».
Пусть разменной монетой не служат они,
Золотым эталоном их в сердце храни,
И не делай их слугами в мелком быту
Береги изначальную их чистоту.
2 . Ответьте на вопросы:
 Почему слова могут быть ранами, судом?
 Как можно спасти, убить, продать, предать, купить словом? Приведите примеры.
 3. В пословицах и поговорках русский народ говорил о том, как надо обращаться с
языком. Вспомните пословицы и поговорки и закончите их. В случае затруднения
пользуйтесь словами для справок
1) Глупые слова жить мешают, а разумные во всём….2) Не давши слова – крепись, а
давши  ….3) Будь слову своему ….4) Слово не воробей, вылетит  ….5) Словам болтуна
не велика….6) Больше дела, меньше….
Слова для справок: цена, не поймаешь, слов, помогают, держись, хозяин.  РАБОТА В
ПАРАХ
  Какую роль играет язык в нашей жизни?
 Какой, на ваш взгляд, должна быть наша речь? А какой не должна быть?
Молодцы! Вы правильно и быстро справились со всеми заданиями,
доказали, что вы умеете трудиться.
 Язык – это важнейшее средство общения. Это клад, это достояние, переданное нам
нашими предшественниками. Но чтобы воспользоваться всеми его сокровищами, нужно
хорошо его знать, нужно уметь владеть им. Поэтому изучение и охрана русского языка
является насущной необходимостью.    Ежегодно 21 февраля отмечается Международный
день родного языка.
 История праздника имеет трагическое начало. Дата 21 февраля выбрана неслучайно:
именно в этот день в 1952 году погибли пять студентов, которые принимали участие в
демонстрации за предоставление родному им бенгальскому языку статуса
государственного в тогдашнем Пакистане, часть которого позже стала независимым
государством Бангладеш. Прошло почти полвека, и Генеральная конференция ЮНЕСКО
провозгласила, что ежегодно, начиная с 2000 года, 21 февраля будет отмечаться
Международный день родного языка.

Этот день был установлен, чтобы способствовать признанию и использованию именно
родного языка, особенно это касается языков национальных меньшинств. А ведь именно
родной язык — основной признак нации, потому что формирует национальный
менталитет, является живым свидетелем истории народа, хранит его культурные
достижения, является определяющим фактором жизни человека и общества. Родной язык
— это одновременно и культура, и оформление мысли.

По данным ЮНЕСКО в мире существует 6000 живых языков

СКАЗКА О НЕМОЙ ПРИНЦЕССЕ
Давно это было. В некотором царстве, в некотором государстве 21 февраля родила
королева красавицудочь. Долго ждал король этого подарка — 7 лет не было у него детей.
Возрадовались король и королева: не налюбуются, не насмотрятся на доченьку. Да вот
беда: не говорила принцесса ни слова — немой была. А королю перед рождением дочери приснилась волшебница, которая поведала: молчать принцессе ровно 21 год, до 21
февраля, а потом, коли найдется смелый рыцарь да отгадает тайну ее молчания —
заговорит дочь, а нет — молчать ей до конца жизни.
Быстро сказка сказывается, да медленно годы тянутся. Вот и срок подходит назначенный,
расцвела принцесса, словно аленький цветочек, краше ее во всем свете не сыскать, только
радости в глазах ее карих никто никогда не прочитывал. Раз увидел принцессу храбрый
рыцарь, удалой, с красивым голосом. В самую его душу глянули глаза дочери короля, и с
той минуты ни на миг не забывал рыцарь глаз тех прекрасных.
Молва о королевской дочери да о красоте ее неземной весь свет облетела, а гонцы
придворные огласили указ короля: кто 21 февраля разгадает тайну молчания принцессы
— тот и жених ей, с кем заговорит принцесса в этот день — тот ее суженый.
Со всего бела света женихи понаехали: одни золотом осыпали — молчит принцесса,
другие драгоценными камнями одаривали — молчит красавица, третьи наряды парчовые
показывали — молчит дочь короля, четвертые сладостями заморскими все столы царские
завалили — молчит королевна: не в том была разгадка ее души живой.
Прискакал на вороном коне и храбрый рыцарь…

             Как вы думаете, что было дальше?

… известить короля, что видел самолично на дороге возле границ королевства, как
заморский ЗмейГорыныч, стаи воронов собираючи, гимны злобные распеваючи, идет на
землю королевскую, чтобы истребить народ, королевский двор с землей сровнять, а
принцессу полонить — взмолится, говорит, королевна, заговорит, пощады запросит, коли
жить захочет. И молвил рыцарь: «Необъятны просторы королевства, но и пядь земли
родной не отдадим. Собрал я войско храброе да пришел к тебе, король, поклониться, да с
принцессою нашею проститься. Клянусь: костьми ляжем, а врага заморского на землю
твою не пустим. И коль придется голову сложить, то пред смертью позволь на принцессу
глянуть разок да песню душевную ей спеть, что поют люди в твоем королевстве и на земле
твоей и невестам, и женам, в бой за них отправляючись».
Запел отважный рыцарь свою песню сердечную, песню геройскую. О любви своей к
принцессе пел он и о жизни честной, о земле родной. Слова песни той были народные, и
волшебные были, дивные. Оттого песня всем и полюбилась.
Отозвались любовью в сердце принцессы слова песни той, что пел на прощанье рыцарь.
Чудо чудное тут свершилося: заговорила королевна и душой прозрела, когда не
придворные речи, а голос песни народной услышала, душу народную поняла и правду
народную приняла, а песня эта за сердце взяла.
Красавица принцесса песней ответила храброму рыцарю: «Возвращайся с победой, мой
суженый, буду ждать тебя верно, преданно, твои песни помогут нам выстоять».
С песней в бой пошли отважные воины и с победою воротились. Отыграли тут свадьбу
славную, рыцарь с принцессой стали житьпоживать да все королевство прославлять. А 21
февраля с тех пор король объявил днем родного языка, слова родного, что и в бой ведет, и
силы жить дает, и о любви поет. И праздник тот и по сей день люб и дорог каждому: ведь
язык родной — душа народа.

Сегодня все наречия планеты
Идут единой поступью под марш,
Неся в себе культуру милой речи,
И уникальность среди равных масс.
Родной язык – богатое наследство,
Пришедшее из глубины веков.
Ты отражаешь мысли человека,
Ты помогаешь выразить любовь.
Ты создаешь из букв стихотворенья. Храня в запасах сотни тысяч слов.
Спустившееся к нам благословенье –
Родной язык, проникший в нашу кровь.
В день родного языка
Мы станем ценить каждое слово,
Участь его была не легка,
Но мы сохраним наследье живое!
Прадеды наши и наши отцы
Нам передали красу неземную
Русского слова из русской души,
Что задевает всех нас за живое.
С праздником Вас, весь российский народ
Мы поздравляем и смело желаем
Освободиться от бренных забот.
И пусть страна зацветет, процветает!

Мы гордимся своим языком,
Он богат на глаголы, наречья!
В нем живет тайна древних веков,
Мы ее сохраним, это точно!
Мы конечно же будем искать
В каждом слове сокровища мира,
Тайны предков повествовать
И беречь свой язык от погибели!

Родной язык. Он впитан с молоком.
Звучит как музыка, нам сердце услаждая
В международный день родного языка
На языке родном тебе мы пожелаем:
Люби язык, храни на день и на века!
Не забывай мелодию родного языка.
 Я надеюсь, что вы будете бережно относиться к своему родному языку и с интересом
познавать его тайны.
 Возвращение к ожиданиям.

А в заключение мы напишем с вами синквейн – пятистишие.
 Язык – 1 сущ.
Какой?    2 прилаг.
Что делает? – 3 глагола
Короткая фраза – отношение
1 слово  синоним
 IV. Домашнее задание
Синквейн
     1 строка одно слово (существительное или местоимение), которое обозначает
предмет о котором пойдёт речь;
    2 строка два слова, (прилагательные или причастия) раскрывающие тему,
описывающие признаки и свойства выбранного в синквейне предмета;
    3 строка 3 глагола, описывающие совершаемые действия по теме предметом;
    4 строка фраза из четырёх слов или короткая фраза,   выражающая личное отношение
автора к предмету;
    5 строка 1 словорезюме, которое характеризует суть предмета.
Главный принцип – выражение собственного смысла через описание, действие, отношение
Напишите миниатюру (35 предложений) на тему «Значение слова в жизни

file_name: урок родного языка в5 кл.doc

intro:
Урок родного языка проводится 21 февраля. данная разработка Урока родного языка  позволяет  создать условия для
          - расширения знаний учащихся о роли языка в жизни человека,
          - развития творческого и образного мышления,
          - патриотического воспитания.
При этом на уроке  мы   знакомим детей  с историей Дня родного языка, работаем с текстом Сказки о немой принцессе, используем активные формы организации учебной деятельности на уроке.разработка урока родного языка с использлванием легенды об Эзопе, Сказки о немой принцессе

title: Урок родного языка в 5 классе