Captain cook moved to that southern part of the world in 1768 кроссворд

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Captain cook moved to that southern part of the world in 1768 кроссворд

Captain Cook’s 1768 Voyage to the South Pacific Included a Secret Mission

The explorer traveled to Tahiti under the auspices of science 250 years ago, but his secret orders were to continue Britain’s colonial project

It was 1768, and the European battle for dominance of the oceans was on. Britain, France, Spain, Portugal and the Netherlands had already spent several centuries traversing the globe in search of new land to conquer and resources to exploit, but the Pacific—and specifically, the South Seas—remained largely unknown. In their race to be the first to lay claim to new territory, the British government and the Royal Navy came up with a secret plan: Send a naval officer on a supposedly scientific voyage, then direct him to undertake a voyage of conquest for the fabled Southern Continent. The man chosen for the job was one James Cook, a Navy captain who also had training in cartography and other sciences.

Europeans already knew the Pacific had its share of islands, and some of them held the potential for enormous wealth. After all, Ferdinand Magellan became the first European to cross the Pacific Ocean way back in 1519, and by then it was already known that the “Spice Islands,” (in modern-day Indonesia) were located in the Pacific. Magellan was followed by a dozen other Europeans—especially Dutch and Spanish captains—over the next two centuries, some of them sighting the western shores of Australia, others identifying New Zealand. But the vastness of the Pacific Ocean, combined with the unreliability of maps, meant no one was sure whether the Southern Continent existed or had been discovered.

Even among the British, Cook wasn’t the first to set his sights on the South Pacific. Just a year earlier, Captain Samuel Wallis piloted the ship Dolphin to make first landing on Tahiti, which he christened George III Island. As for the British government, they had publicized their interest in the region since 1745, when Parliament passed an act offering any British subject a reward of £20,000 if they found the fabled northwest passage from Hudson Bay in North America to the Pacific. The British government wasn’t alone in its imperialist interests; the Dutch explorer Abel Tasman had already sighted an island off the south coast of Australia that would later be named after Tasmania him, and the Spanish had built fortifications on the Juan Fernández Islands off the west coast of Chile.

“For the Spaniards to fortify and garrison Juan Fernández meant that they intended to try to keep the Pacific closed,” writes historian J. Holland Rose. “The British Admiralty was resolved to break down the Spanish claim.”

But to do so without drawing undue attention to their goals, the Admiralty needed another reason to send ships to the Pacific. The Royal Society presented the perfect opportunity for just such a ruse. Founded in 1660, the scientific group was at first little more than a collection of gentlemen with the inclination and resources to undertake scientific projects. As historian Andrew S. Cook (no apparent relation) writes, “The Society was in essence a useful vehicle for government to utilize the scientific interests of individual fellows, and for fellows to turn their scientific interests into formal applications for government assistance.” When the Royal Society approached the Navy, requesting they send a ship to Tahiti to observe the transit of Venus that would occur in 1769, it probably seemed like the perfect cover, Cook the scholar says.

A portable astronomical observatory of the type that Cook and his men may have used in monitoring the transit of Venus. Wikimedia Commons

The 1769 transit of Venus was the mid-18th-century version of the mania surrounding last year’s solar eclipse. It was one of the most massive international undertakings to date. Captain Cook’s crew, complete with astronomers, illustrators and botanists, was one of 76 European expeditions sent to different points around the globe to observe Venus crossing the sun. Scientists hoped that these measurements would help them quantify Earth’s distance from the sun and extrapolate the size of the solar system. The rare event was deemed so important that the French government, fresh off fighting the Seven Years’ War (French and Indian War) with England, issued an instruction to its war ships not to harass Cook. It wasn’t an undue precaution; French astronomer Guillaume Le Gentil traveled to India to observe the 1761 transit of Venus but ultimately missed the event because his ship had to outrun English men-of-wars, according to historian Charles Herdendorf.

Captaining the Endeavour, Cook departed from Plymouth 250 years ago on August 26, 1768, in order to arrive in Tahiti on time for the transit, which would happen on June 3, 1769. His path carried him across the Atlantic and around the difficult-to-traverse Cape Horn in South America toward the south Pacific. He carried with him sealed secret instructions from the Admiralty, which he’d been ordered not to open until after completing the astronomical work. Unfortunately for the scientists, the actual observations of the transit at points around the world were mostly useless. Telescopes of the period caused blurring around the planet that skewed the recorded timing of Venus passing across the sun.

But for Cook, the adventure was just beginning. “Cook left no record of when he opened the sealed packet of secret orders he’d been given by the Admiralty,” writes Tony Horwitz in Blue Latitudes: Boldly Going Where Captain Cook Has Gone Before. “But on August 9, 1769, as he left Bora-Bora and the other Society Isles behind, Cook put his instructions into action. ‘Made sail to the southward,’ he wrote, with customary brevity.”

The gist of those instructions was for Cook to travel south and west in search of new land—especially the legendary “Terra Australis,” an unknown continent first proposed by Greek philosophers like Aristotle, who believed a large southern continent was needed to balance out the weight of northern continents. In their instructions, the Royal Navy told Cook not only to map the coastline of any new land, but also “to observe the genius, temper, disposition and number of the natives, if there be any, and endeavor by all proper means to cultivate a friendship and alliance with them… You are also with the consent of the natives to take possession of convenient situations in the country, in the name of the King of Great Britain.”

Cook went on to follow those instructions over the next year, spending a total of 1,052 days at sea on this mission. He became the first European to circumnavigate and meticulously chart the coastline of New Zealand’s two islands, and repeatedly made contact with the indigenous Maori living there. He also traveled along the east coast of Australia, again becoming the first European to do so. By the time he and his crew (those who survived, anyway) returned to England in 1771, they had expanded the British Empire’s reach to an almost incomprehensible degree. But he hadn’t always followed his secret instructions exactly as they were written—he took possession of those new territories without the consent of its inhabitants, and continued to do so on his next two expeditions.

A painting of Cook’s ship, the Endeavour, on his first of three voyages across the Pacific. Wikimedia Commons

Even as he took control of their land, Cook seemed to recognize the indigenous groups as actual humans. On his first trip to New Zealand, he wrote, “The Natives … are a strong, well made, active people as any we have seen yet, and all of them paint their bod[ie]s with red oker and oil from head to foot, a thing we have not seen before. Their canoes are large, well built and ornamented with carved work.”

“It would be as wrong to regard Cook as an unwitting agent of British imperialism as [it would be] to fall into the trap of ‘judging him according to how we judge what happened afterwards,’” writes Glyndwr Williams. “His command of successive voyages indicated both his professional commitment, and his patriotic belief that if a European nation should dominate the waters and lands of the Pacific, then it must be Britain.”

But the toll of that decision would be heavy. Cook estimated the native population on Tahiti to be 204,000 in 1774. By the time the French took control of the territory and held a census in 1865, they found only 7,169 people of native descent. And as for the British Empire, the 1871 census found 234 million people lived in it—but only 13 percent were in Great Britain and Ireland, writes Jessica Ratcliff in The Transit of Venus Enterprise in Victorian Britain. From the Caribbean and South America to Africa to South Asia to now, thanks to Cook, Australia, the aphorism “the sun never sets on the British Empire” was borne. Cook’s expedition to conquer inhabited territory had repercussions for millions of people who would never actually see the nation who had claimed their homes.

For centuries, the myth of Cook’s voyage as an essentially scientific undertaking persisted, although plenty of people had already surmised the government’s hand in Cook’s journeys. Still, a full copy of the Admiralty’s “Secret Instructions” weren’t made public until 1928. Today, Cook’s legacy is recognized more for what it was: an empire-building project dressed with the trappings of science.

Вербицкая М. В. Forward. Английский язык для 7 класса. Unit 10

Ex. 1 Do the quiz in groups. Discuss the ways of finding the information you need (your Student’s Book, encyclopaedias, the Internet, magazines). Then check your answers with your teacher. — Выполните викторину в группах. Обсудите способы поиска необходимой информации (ваш учебник, энциклопедии, Интернет, журналы). Затем проверьте свои ответы с преподавателем.

1. The sea explorers from the Old World called this land “terra australis”. “Terra” is the Latin for “land”, but what is the meaning of “australis”? — Морские путешественники из Старого Света назвали эту землю «терра встралис». «Терра» по-латыни значит «земля», но что значит «австралис»?
a) southern — южная
b) star — звезда
c) different — другая

2. How does Australia compare with (1- b) other continents and (2 — c) other countries in terms of territory? — Как Австралию можно сравнить с (1) другими континентами и (2) другими странами с точки зрения территории?
a) the largest – самая большая
b) the smallest – самая маленькая
c) the sixth-largest — шестая по величине

3. When is Australia Day celebrated and what does it commemorate? — Когда празднуется День Австралии и годовщину чего он отмечает?
26 января
a) the first map of the Western Australian coastline produced by the Dutch navigator Willem Vlamingh in 1696 — первая карта береговой линии Западной Австралии, созданная голландским мореплавателем Виллемом Вламинком в 1696 году
b) Cook’s landing at Botany Bay in 1770 – прибытие Кука в Ботани-Бей в 1770 году
c) the landing of the British settlers (convicts and their jailers) at Sydney Cove in 1788 — Высадка английских поселенцев (осужденные и их тюремщики) в Сиднейской бухте в 1788 году

4. What country is Australia’s major (1-c) export and (2-b) import partner in trade? — Какая страна является одним из основных торговых партнеров Австралии по (1) экспорту и (2) импорту?
a) the UK — Великобритания
b) the USA — США
c) Japan — Япония
(Австралия — ведущий экспортер зерна, сахара и фруктов. Основные рынки сбыта — страны Ближнего и Среднего Востока, а также Восточной и Юго-Восточной Азии.
Главными предметами импорта в страну являются компьютеры, самолеты, автомобили, продукция химической промышленности, телекоммуникационное оборудование, лекарства, одежда. А основные импортеры — США (14%), Китай (13%), Япония (11%).)

5. What was the aim of Captain Cook’s expedition on the ship “Endeavour” to the southern hemisphere in 1768? — Какова была цель экспедиции капитана Кука на корабле «Индевор» в южное полушарие в 1768 году?
a) to find a new sea-route to Japan — чтобы найти новый морской путь в Японию
b) to study the transit of Venus which was important for determining the distance of the Sun from the Earth (The transit could only be seen in the Southern hemisphere. It was due in June, 1769.) — изучить прохождение Венеры, которое имело важное значение для определения расстояния Солнца от Земли (Прохождение можно было увидеть только в южном полушарии. Оно было в июне, 1769)
c) to find new lands for the British crown. — чтобы найти новые земли для британской короны.
(Целью первой экспедиции Кука было астрономическое наблюдение за прохождением Венеры через солнечный диск, но другие источники, не без оснований, утверждают, что главным поводом этого плавания был поиск Южного материка. Англии нужны были новые колонии)

6. Match the name and the description. — Сопоставьте название и описание.
b) Sydney (1) The largest and oldest city got its name from the then British Home Secretary. It was here that the first British settlers started the development of the fifth continent. — Самый большой и самый старый город получил свое название от тогдашнего британского министра внутренних дел. Именно здесь первые британские поселенцы начали разработку пятого континента.

c) Melbourne (2) The second largest city in Australia was founded by a white Australian who settled at the site in 1835. He bought a plot from a local tribe, paying for it with woolen blankets, knives, axes and scissors. In 1837 white settlers named the community after the then Prime Minister of Britain. — Второй по величине город в Австралии был основан белым австралийцем, который обосновался на этом месте в 1835 году. Он купил участок у местного племени, заплатив за него шерстяными одеялами, ножами, топорами и ножницами. В 1837 году белые поселенцы назвали сообщество в честь тогдашнего премьер-министра Великобритании.

a) Cooktown (3) The city named after a famous navigator and explorer whose ship had struck rocks. He spent 45 days repairing it at this spot. — Город назван в честь известного мореплавателя и исследователя, чей корабль ударило о скалы. Он провел 45 дней ремонта в этом месте.

7. The people who live in London are called Londoners, those who live in Liverpool bear the name of Liverpudlians, the inhabitants of Moscow are referred to as Muscovites. What do they call those who live in Sydney? — Людей, которые живут в Лондоне, называют лондонцы, те, кто живет в Ливерпуле, носят название ливерпульцы, жителей Москвы называют москвичами. Как называют тех, кто живет в Сиднее?
a) Sydneans
b) Sydney-siders
c) Sydneyites

8. When did the Olympics take place in Australia? In what cities was it? — Когда Олимпиада проходила в Австралии? В каких городах это было?
a) 2000 — A. Sydney
b) 1965 C. Canberra (на самом деле в 1965 году не было Летних Олимпийских игр (и зимних тоже), т.к. они проводятся по четным годам, через каждые 4 года; получается 1956 – Мельбурн, 1960 – Рим, 1964 – Токио, 1968 – Мехико)
c) 1956 B. Melbourne

Ex. 2 Look at the underlined words in the Quiz and match them with the translations. — Посмотрите на подчеркнутые слова в викторине и сопоставить их с переводами.

1. полушарие — hemisphere
2. община — community
3. поселились — settled
4. отмечает — commemorate
5. племя — tribe

Ex. 3 You are going to listen to a radio talk about the Cape York Peninsula. The speaker will describe the location of National Parks and rivers Listen to the talk, look at the map and match the number of a National Park or a river (1-6) with the right place (A-F). — Вы собираетесь послушать радио беседу о полуострове Кейп-Йорк. Говорящий будет описывать расположение национальных парков и рек. Послушайте разговор, посмотрите на карту и сопоставьте номер национального парка или реки (1-6) с правильным местом (A-F).

National Parks
B-1 Iron Range NP
C-2 Lakefleld NP
A-3 Jardine River NP

Rivers
F-4 Archer
D-5 Wenlock
E-6 Watson

Ex. 4 Read the text about the Aborigines. Are these sentences true or false? — Прочитайте текст об аборигенах. Являются ли эти предложения истинными или ложными?

Aborigines
THE FIRST inhabitants of Australia were the Aborigines. They arrived in Australia from the north between 25,000 and 40,000 years ago. There are only about 670,000 Aborigines in Australia today, about 3% of the total population. They have rich cultural traditions. Some Aborigines still live in tribes, but many live in cities where they are often poorest part of Australian society.

Туземцы (аборигены)
Первыми жителями Австралии были аборигены. Они прибыли в Австралию с севера между 25 000 и 40 000 годами назад. Сегодня только около 670 000 Аборигенов в Австралии, около 3% от общей численности населения. Они имеют богатые культурные традиции. Некоторые аборигены до сих пор живут в племенах, но многие живут в городах, где они часто являются самой бедной частью австралийского общества.

1-T. The first people to arrive in Australia were the Aborigines. — Первые люди прибывшие в Австралию — это аборигены.
2-F. There were Aborigines in Australia 50,000 years ago. — Аборигены были в Австралии 50 000 лет назад.
3-F. The majority of Australians are Aborigines. — Большинство австралийцев аборигены.
4-F. Most Aborigines live in cities. — Большинство аборигенов живут в городах.
5-F. Aborigines are usually rich. — Аборигены обычно богаты.

Ex. 5 Read the text about the first Europeans in Australia and match statements 1-5 with numbers A-E. — Прочитайте текст о первых европейцах в Австралии и сопоставьте утверждения 1-5 с цифрами A-E.

The first Europeans in Australia
THE FIRST Europeans in Australia arrived in 1788. On January 18th, 1788, Captain Arthur Phillip landed in Botany Bay, but moved to Port Jackson eight days later. Port Jackson became the city of Sydney, named after Lord Sydney, British Home Secretary. Now Australians celebrate Australia Day every year on 26th January to commemorate the arrival of the first Europeans in Port Jackson. 1,373 people landed in Port Jackson in 1788 and 732 of these people were convicts! Lord Sydney decided to send the prisoners to Australia, because prisons in Britain were too full.

Первые европейцы в Австралии
Первые европейцы прибыли в Австралию в 1788 году. 18 января 1788 года, капитан Артур Филипп высадился в Ботани-Бей, но переехал в Порт-Джексон восемь дней спустя. Порт Джексон стал городом Сидней, названный в честь лорда Сиднея, британского министра внутренних дел. Теперь австралийцы отмечают День Австралии каждый год 26 января в память о прибытии первых европейцев в Порт-Джексон. 1,373 человек высадились в Порт-Джексон в 1788 году и 732 из этих людей были арестанты! Лорд Сидней решил отправить заключенных в Австралию, потому что тюрьмы в Британии были переполнены.

1. The date of the British arrival in Botany Bay. В 26 — Дата британского прибытия в Ботани-Бей.
2. The number of convicts who arrived in Australia. D 732 — Число осужденных, прибывших в Австралию.
3. The year of the British arrival in Australia. A 1788 — Год британского прибытия в Австралию.
4. The date when the British arrived in Port Jackson. E 18 — Дата, когда англичане прибыли в Порт-Джексон.
5. The total number of people who arrived in Australia with Captain Phillip. С 1,373 — Общее количество людей, прибывших в Австралию с капитаном Филиппом.

Вербицкая М. В. Forward. Английский язык для 7 класса. Unit 10

Ex. 6 Read the text and complete the table. — Прочитайте текст и заполните таблицу.

AUSTRALIA, OR “OZ” as it is called in Australian slang, is the smallest continent in the world. Australia has a population of 17 million people. In fact, Australia only has 2 inhabitants per square kilometre. The Aborigine population is very small, only about 1—3% of the total.
Australia is divided into 6 federal states: Southern Australia. Western Australia. New South Wales. Queensland. Tasmania and Victoria. There are also two other important areas: the Northern Territory and a federal district where the capital, Canberra, is located. Canberra, with its population of 375,000, is not the biggest city in Australia. In fact the biggest cities are Sydney with 4,600,000 inhabitants and then Melbourne with 4,240,000 inhabitants.
Australia’s formal name is the Commonwealth of Australia. The Australian form of government is a constitutional monarchy — “constitutional” because there is a written constitution, and “monarchy” because Australia’s Head of State is Queen Elizabeth II. (отрывок из текста)

АВСТРАЛИЯ, ИЛИ «Оз», как ее называют на австралийском сленге, это самый маленький континент в мире. Австралия имеет население 17 миллионов человек. На самом деле, Австралия имеет только 2 человека на квадратный километр. Население аборигенов очень мало, всего около 1-3% от общего количества.
Австралия разделена на 6 федеральных земель: Южная Австралия. Западная Австралия. Новый Южный Уэльс, Квинсленд, Тасмания и Виктория. Есть также два других важных направления: Северная территория и федеральный округ, где находится столица, Канберра. Канберра, с населением 375 000, не самый большой город в Австралии. На самом деле крупные города Сидней с населением 4 600 000 жителей, а затем Мельбурн с населением 4 240 000 жителей.
Официальным названием Австралии является Содружество Австралии. Австралийской формой правления является конституционная монархия — «конституционный», потому что есть написанная конституция, и «монархия», потому что главой государства Австралии является королева Елизавета II. Главой правительства является премьер-министр Австралии, который несет ответственность перед парламентом Австралии. Парламент Австралии состоит из Палаты представителей (или «нижняя палата») и Сената (или «верхняя палата»). Тем не менее, многие австралийцы хотят, чтобы страна была независимой республикой со своим президентом.
Австралия имеет свою собственную валюту, австралийский доллар. Австралийцы говорят по-английски, но так, как они говорят, очень отличается от того, как говорят англичане. Есть много слов, которые используются только в Австралии, и австралийский сленг отличается от британского варианта английского сленга.
Австралия славится разнообразием своей местности с Большой Песчаной пустыней на западе континента и горами Большого Водораздельного хребта на востоке, также и дикой природой. Наиболее известными и наиболее узнаваемыми австралийскими животными являются коалы, кенгуру и крокодилы.

Name of country — Australia — Название страны — Австралия
Population — 17 million people – Население – 17 миллионов человек
Aboriginal population — about 1—3% of the total — Население аборигенов – около 1-3% от общего населения
Capital city — Canberra – Столица — Канберра
Other major cities – Sydney, Melbourne — Другие крупные города – Сидней и Мельбурн
Names of federal states and other areas — Southern Australia, Western Australia, New South Wales, Queensland, Tasmania and Victoria. There are also two other important areas: the Northern Territory and a federal district. — Названия федеральных земель и других областей — Южная Австралия, Западная Австралия, Новый Южный Уэльс, Квинсленд, Тасмания и Виктория. Есть также два других важных направления: Северная территория и федерального округа.
Head of State — Queen Elizabeth II — Глава государства – Королева Елизавета II
Language — English – Язык — Английский
Currency — Australian dollar – Валюта – Австралийский доллар
Famous animals — koalas, kangaroos and crocodiles — известные животные – коалы, кенгуру и крокодилы.

Ex. 7 Find the places underlined in the text on a physical map of Australia. — Найдите места, подчеркнутые в тексте на физической карте Австралии.

Ex. 8 Listen and read – Послушайте и прочитайте.
Australia — Австралия
Australians — австралийцы
Europeans — европейцы
Aborigines — аборигены
Commemorate — почтить память
Convict — осужденный
Queensland — Квинсленд
Tasmania — Тасмания
British Home Secretary — Министр внутренних дел Великобритании
constitutional monarchy — конституционная монархия
the House of Representatives — Палата представителей
the Senate — Сенат
independent republic — независимая республика
the Commonwealth of Australia — Содружество Австралии
Victoria — Виктория
Canberra — Канберра
Botany Bay – Ботани Бей
Southern Australia — Южная Австралия
Western Australia — Западная Австралия
New South Wales — Новый Южный Уэльс
the Great Sandy Desert — Большая Песчаная пустыня
the Great Dividing Range — Большой Водораздельный хребет
Melbourne — Мельбурн
Sydney — Сидней

Ex. 9 Clive Pambegan is one of Pat’s friends. He’s an Aboriginal Australian from Cape York, Queensland, Australia. He’s visiting Britain for a month. Rachel is interviewing him for a RAP article. – Клайв Памбиган – один из друзей Рэйчел. Он абориген из австралийского Кэйп Йорк, штат Квинсленд, Австралия. Он находится в Великобритании в течение месяца. Рэйчел берет у него интервью для статьи RAP.
Listen to the interview without looking at the text and answer the question: What are the biggest problems in Australia now, in Clive’s opinion? — Послушайте интервью, не глядя в текст и ответьте на вопрос: Какие самые большие проблемы в Австралии в настоящее время, по мнению Клайва?
Read the interview in pairs. – прочитайте интервью в парах.

Rachel: What sort of problems are there in Australia, Clive? — Какие проблемы существуют в Австралии, Клайв?
Clive: Well, we haven’t got much pollution, except in the big cities. And there’s no population problem — there are only 17 million inhabitants in Australia. But I worry about the future. — Ну, у нас не очень большое загрязнение, за исключением того, что в крупных городах. И нет никаких проблем с населением — в Австралии только 17 миллионов жителей. Но я беспокоюсь о будущем.
Rachel: What do you worry about? – О чем ты беспокоишься?
Clive: Well, the hole in the ozone layer for example. This causes a lot of skin cancer. I think the problem will get worse in the future. Europe and the USA aren’t doing enough to control pollution. — Ну, дыра в озоновом слое, например. Это вызывает много рака кожи. Я думаю, что проблема будет еще хуже в будущем. Европа и США не делают достаточно для борьбы с загрязнением.
Rachel: What other problems will there be? — Какие еще будут проблемы?
Clive: I think that millions of people will come to Australia in the future when life in their own country becomes impossible. — Я думаю, что миллионы людей будут приезжать в Австралию в будущем, когда жизнь в их собственной стране, станет невозможной.
Rachel: What will happen then? — Что будет дальше?
Clive: I think they’ll cause the same problems in Australia — they’ll bring cars and pollution. — Я думаю, что они станут причиной тех же проблемы, в Австралии — они привнесут автомобили и загрязнение окружающей среды.
Rachel: So, will life be very different in twenty years’ time? — Значит, жизнь будет сильно отличаться через двадцать лет?
Clive: Yes, it will. For example, people won’t go sunbathing and they’ll work at home more. — Да. Например, люди не будут загорать, и они будут работать больше на дому.
Rachel: At home? – Дома?
Clive: Yes. They’ll use computers and the Internet, and so they won’t drive to work. — Да. Они будут использовать компьютеры и Интернет, и поэтому они не будут ездить на работу.
Rachel: So, it’s not all bad. But what are you going to do about these problems? — Значит, это не так уж плохо. Но что ты собираешься делать с этими проблемами?
Clive: Do you mean personally? – Ты имеешь в виду лично?
Rachel: Well, yes, I do. — Ну, да.
Clive: When I graduate from university, I’m going to be a scientist. I’m going to do research into alternative energy. — Когда я окончу университет, я собираюсь стать ученым. Я собираюсь делать исследования в области альтернативной энергетики.

Ex. 10 Answer the questions. — Ответьте на вопросы.

1. Is there a big pollution problem in Australia? — Существует ли большая проблема загрязнения в Австралии?
No, there isn’t. They haven’t got much pollution, except in the big cities. — Нет. У них нет большого загрязнения окружающей среды, за исключением того, что в крупных городах.

2. What is a common illness in Australia? – Какое распространенное заболевание в Австралии?
Skin cancer is a common illness in Australia. — Рак кожи является распространенным заболеванием в Австралии.

3. Why will millions of people go to Australia in the future? — Почему миллионы людей поедут в Австралию в будущем?
Millions of people will come to Australia in the future when life in their own country becomes impossible. — Миллионы людей будут приезжать в Австралию в будущем, когда жизнь в их собственной стране станет невозможной.

4. Will people sunbathe in the future? — Будут ли люди загорать в будущем?
No, they won’t. – Нет.

5. Where will people work in twenty years’ time? — Где будут работать люди через двадцать лет?
People will work at home in twenty years’ time. — Люди будут работать дома через двадцать лет.

6. What is Clive going to do when he graduates from university? – Что собирается делать Клайв, когда он закончит университет?
Clive is going to be a scientist when he graduates from university. — Клайв собирается стать ученым, когда он окончит университет.

Ex. 11 Read the sentences. Say if they are true or false. Give reasons (find evidence in the dialogue). — Прочитайте предложения. Скажите, являются они истинными или ложными. Обоснуйте (найдите доказательства в диалоге)

1-F. There’s a lot of pollution in Australia. – Не очень много загрязнения в Австралии.
2-T. Many Australians suffer from skin cancer. — Многие австралийцы страдают от рака кожи.
3-F. Millions of people will go to Australia because they like travelling. — Миллионы людей отправятся в Австралию, потому что они любят путешествовать.
4-T. Clive thinks that not many people will sunbathe in the future. — Клайв считает, что не многие люди будут загорать в будущем.
5-T. People will work at home in twenty years’ time. — Люди будут работать дома через двадцать лет.
6-F. Clive is going to work as a politician when he graduates from university. – Клайв собирается работать политиком, когда окончит университет.

Do you think people in other countries have the same problems? Do we, in Russia, have the same problems? Give reasons (find some evidence in newspapers or magazines). — Как вы думаете, в других странах люди имеют те же проблемы? Есть ли у нас, в России, те же проблемы? Обоснуйте (найдите некоторые доказательства в газетах или журналах).

Ex. 13 Read these sentences about life in the next decade and choose the positive or negative form of the verb. Be ready to explain your choice. — Прочитайте эти предложения о жизни в следующем десятилетии и выберите положительную или отрицательную форму глагола. Будьте готовы объяснить свой выбор.

Example:
1. People will/won’t work at home. People will work at home — Люди будут / не будут работать на дому. Люди будут работать на дому.
2. People will/won’t drive petrol cars in the next century. — Люди будут / не будут ездить на бензиновых автомобилях в следующем столетии.
3. People will/won’t drive solar cars in 2050. — Люди будут / не будут ездить на солнечных автомобилях в 2050 году.
4. There will/won’t be wars in the next century. — Будет / не будет войны в следующем столетии.
5. People will/won’t sunbathe because of the hole in the ozone layer. — Люди будут / не будут загорать из-за дыры в озоновом слое.
6. There will/won’t be air pollution. — Будет / не будет загрязнение воздуха.
7. Children will/won’t study at school; they’ll study at home. — Дети будут / не будут учиться в школе; они будут учиться дома.
8. People will/won’t live on the moon in the next century. — Люди будут / не будут жить на Луне в следующем столетии.
9. There will/won’t be whales or pandas in twenty years’ time. — Будет / не будет китов или панд через двадцать лет.
10. Most people will/won’t have the job they want. — Большинство людей будет / не будет иметь работу, которую они хотят.

In pairs, compare your answers. Don’t forget to give reasons. — В парах, сравните свои ответы. Не забудьте указать причины.
Example:
A: Will people work from home in the next century? — Будут ли люди работать из дома, в следующем столетии?
B: Yes, they will. Most people will work through the Internet. — Да. Большинство людей будут работать через Интернет.

Make 4 more predictions about life in twenty years’ time. — Составьте еще 4 предсказания о жизни через двадцать лет.

1. People will travel by space ships. — Люди будут путешествовать на космических кораблях.
2. Many animals will be extinct. — Многие животные вымрут.
3. Teachers will be replaced by computers. — Учителя будут заменены компьютерами.
4. More forests and wood will be cut down. — Больше лесов будет вырублено.

Ex. 14 Look at these people’s predictions about their life in twenty years’ time. — Посмотрите на предсказания этих людей об их жизни через двадцать лет.

In twenty years’ time I’ll have a big house in the country in England. I’ll have a handsome husband and three beautiful children. I’ll have a fantastic job and lots of money. – Через двадцать лет у меня будет большой дом в сельской местности, в Англии. У меня будет красивый муж и трое прекрасных детей. Я буду иметь фантастическую работу и много денег.
In twenty years’ time I’ll be in the USA. I won’t be married. I’ll be an artist and I’ll live in San Francisco. I won’t have much money, but I’ll be happy. – Через двадцать лет я буду в США. Я не буду в браке. Я буду художником, и я буду жить в Сан-Франциско. У меня не будет много денег, но я буду счастлив.

Now write some similar predictions about your life. — Теперь напишите некоторые подобные предсказания о вашей жизни.

Ex. 15 In pairs, ask and answer these questions. — Работая в парах, задайте вопросы и ответьте на них.
Example:
A: Where will you be in twenty years’ time? — Где вы будете через двадцать лет?
B: I’ll be in … Я буду в …

Where will you be? — Где ты будешь?
Where will you live? — Где ты будешь жить?
What job will you do? — Какую работу ты будешь делать?
Will you have lots of money? – У тебя будет много денег?
Will you be married? – Ты будешь в браке?
Will you have children? – У тебя будут дети?

Ex. 16 Write Yes/No questions with will. Use these words. – Напишите общие вопросы со словом will. Используйте эти слова.

1. Will you have dinner at home today? – Будешь ли ты ужинать дома сегодня?
2. Will she have a car in ten years’ time? — Будет ли она иметь автомобиль через десять лет?
3. Will they get a job during summer holidays? – Получат ли они работу во время летних каникул?
4. Will I speak English very well in five years’ time? – Буду ли я говорить по-английски очень хорошо через пять лет?
5. Will there be air pollution in the next century? — Будет ли загрязнение воздуха в следующем столетии?
6. Will children study online in the next decade? — Будут ли дети учиться в Интернете в следующем десятилетии?
7. Will there be wars in the next century? — Будут ли войны в следующем столетии?
8. Will all young people study at universities in the next decade? — Будут ли все молодые люди учиться в университетах в следующем десятилетии?
9. Will there be dangerous illnesses in the next century? — Будут ли опасные болезни в следующем столетии?
10. Will there be only solar cars in the next decade? — Будут ли только солнечные автомобили в следующем десятилетии?

Ex. 17 Write Wh- questions with will. Look at the pictures and use the words from Exercise 16. – Напишите специальные вопросы с will. Посмотрите на картинки и используйте слова из упражнения 16.

1. How will people travel in the next century? — Как люди будут путешествовать в следующем столетии?
2. Where will people find their new home in the next century? — Где люди найдут свой новый дом в следующем столетии?
3. What will robots do about the house in the next century? — Что будут делать роботы по дому в следующем столетии?
4. What will people use instead of cars in the next century? — Что люди будут использовать вместо автомобилей в следующем столетии?

Ex. 18 Complete the sentences with will or to be going to. — Дополните предложения словом will или конструкцией to be going to.

1. Do you think that travelling in space will be cheaper in 50 years’ time? — Считаете ли Вы, что путешествие в космосе будет дешевле через 50 лет?
2. I think that people will live on Mars in the future. — Я думаю, что люди будут жить на Марсе в будущем.
3. My parents are going to visit their friends in the USA. They’ve bought the tickets. — Мои родители собираются посетить своих друзей в США. Они купили билеты.
4. Dasha is going to visit London next month. — Даша собирается посетить Лондон в следующем месяце.
5. I think life will be different in the next decade. — Я думаю, что жизнь будет иной в следующем десятилетии.

Вербицкая М. В. Forward. Английский язык для 7 класса. Unit 10

Ex. 19 What do you think life will be like in the next decade/in the next century? Prepare a talk on it. — Как вы думаете, какой жизнь будет в следующем десятилетии / в следующем столетии? Приготовьте разговор об этом.

Ex. 20 Before you read, look at the picture of Nicholas Miklouho-Maclay. What do you know about him? What is he famous for? — Перед тем, как читать, посмотрите на портрет Николая Миклухо-Маклая. Что вы знаете о нем? Чем он известен?

Ex. 21 Quickly read the text about Miklouho-Maclay on page 23. Were your guesses right? What new facts about him have you learned from the text? — Быстро прочитайте текст о Миклухо-Маклае на стр 23. Были ли ваши догадки верны? Какие новые факты о нем вы узнали из текста?

Ex. 22 Read the first part of the text again and answer the following questions. — Прочитайте первую часть текста снова и ответьте на следующие вопросы.

1. What did Miklouho-Maclay study and where? — Что изучал Миклухо-Маклай и где?
Miklouho-Maclay studied people who had never seen a white man and lived with them in their home place. — Миклухо-Маклай изучал людей, которые никогда не видели белого человека, и жил с ними в их родном месте.

2. Why is there a monument to him at Sydney University? — Почему памятник ему находится в Сиднейском университете?
Because Australia became his adopted country and he studied its aborigines. — Поскольку Австралия стала его принятой страной, и он изучал ее аборигенов (коренных жителей).

3. Where did his family live? — Где жила его семья?
His family lived in Sydney. — Его семья жила в Сиднее.

4. What did he offer to organise as soon as he arrived? — Что он предлагал организовать, как только прибыл?
He offered to organise a zoological centre. — Он предложил организовать зоологический центр.

5. What research does the Marine Biological Center do? — Какие исследования делает морской биологический центр?
The Marine Biological Center studies underwater world. — Морской биологический центр изучает подводный мир.

Ex. 23 Read the second part of the text about Miklouho-Maclay again and answer the following questions. — Прочитайте вторую часть текста о Миклухо-Маклае снова и ответьте на следующие вопросы.

1. What countries apart from Australia did he explore? — Какие страны, кроме Австралии он исследовал?
He also explored New Guinea, Melanesia, Polynesia, Philippines and Indonesia. — Он также исследовал Новую Гвинею, Меланезию, Полинезию, Филиппины и Индонезию.

2. Why did the native population of these countries become friends with him? — Почему коренное население этих стран стало дружить с ним?
Because he was patient, courageous and had medical skill. — Потому что он был терпеливым, мужественным и имел медицинские навыки.

3. How did the natives of those countries show their trust in Miklouho-Maclay, in your opinion? — Каким образом выходцы из этих стран показывают свое доверие к Миклухо-Маклаю, по вашему мнению?
They co-operated with the white man. — Они сотрудничали с белым человеком.

4. How did they cooperate, in your opinion? — Каким образом они сотрудничают, по вашему мнению?
I think, the natives taught him their language, told about customs and traditions and Miklouho-Maclay in his turn helped them and treat sick people. — Я думаю, аборигены учили его своему языку, рассказывали о своих обычаях и традициях, а Миклухо-Маклай в свою очередь, помогал им и лечил больных людей.

5. What was the widespread attitude towards people of different races back then? – Какое отношение к людям разных рас было широко распространено тогда?
They thought that “coloured” races could be only slaves for white people. — Они думали, что «цветные» расы могли быть только рабами для белых людей.

6. What theories justified slavery and colonialism in the 19th century? — Какие теории оправдывают рабство и колониализм в 19-м веке?
Some anthropologists tried to prove that not all human races are of equal worth and that “white people” are predestined by “natural selection” to rule over the “coloured” races. – Некоторые антропологи пытались доказать, что не все человеческие расы имеют одинаковую ценность, и что «белые люди» предопределены «естественным отбором» властвовать над «цветными» расами.

7. What did Miklouho-Maclay’s research help to prove? – Что помогли доказать исследования Миклухо-Маклая?
Miklouho-Maclay was one of the first anthropologists to oppose scientific racism. — Миклухо-Маклай был одним из первых антропологов противостоящих научному расизму.

8. What is meant by human rights? — Что понимается под правами человека?
Human rights are moral principles or norms, which describe certain standards of human behavior, and are regularly protected as legal rights in municipal and international law. Every person has right to live and be free. — Права человека это моральные принципы или нормы, которые описывают определенные стандарты человеческого поведения, и регулярно охраняются как юридические права в муниципальном и международном праве. Каждый человек имеет право жить и быть свободными.

9. Who is a humanist? — Кто является гуманистом?
Humanist is one who recognizes the value of human as a person, his right to be free and happy. — Гуманист это тот, кто признает ценность человека как личности, его право быть свободным и счастливым.

Ex. 24 Read an English translation of an extract from Leo Tolstoy’s letter to Miklouho-Maclay. What aspect of Maclay’s work does Leo Tolstoy think the most important? – Прочитайте перевод на английский язык выписки из письма Льва Толстого к Миклухо-Маклаю. Какой аспект работы Маклая Лев Толстой считает самым важным?

You were the first, without doubt, to demonstrate by your experience that man is man everywhere, that is a kind, sociable being with whom communication can and should be established through kindness and truth, not guns … I do not know what contribution your collections and discoveries will make to the science which you serve, but your experience … will make an epoch in the science which I serve — the science which teaches how human beings should live with one another.
From Leo Tolstoy to N.N. Miklouho-Maclay, September 1886.

Read the Russian original and find English equivalents of the underlined words and word combinations. – Прочитайте русский оригинал и найдите эквиваленты подчеркнутых слов и словосочетаний.

«Вы первый несомненно опытом доказали, что человек везде человек, т. е. доброе общительное существо, в общение с которым можно и должно входить только добром и истиной, а не пушками… Не знаю, какой вклад в науку ту, которой вы служите, составят ваши коллекции и открытия, но ваш опыт… составит эпоху в той науке, которой я служу, — в науке о том, как жить людям друг с другом».
Из письма JI.H. Толстого Н.Н. Миклухо-Маклаю, сентябрь 1886 г.

несомненно опытом доказали — without doubt, to demonstrate by your experience
общительное существо — sociable being
вклад в науку — contribution to the science
служите — serve
коллекции и открытия — collections and discoveries
опыт — experience
составит эпоху — make an epoch
как жить людям друг с другом — how human beings should live with one another

Ex. 25 Find on the map the places where Maclay carried out his research. — Найдите на карте места, где Маклай проводил свои исследования.

Ex. 28 Read the fact file about Miklouho-Maclay. Which of the facts given here are not mentioned in the text? – Прочитайте факты Миклухо-Маклае. Какой из фактов, приведенных здесь не упоминается в тексте?

Ex. 29 Using the fact file and the list of useful words and expressions, give a short outline of Miklouho-Maclay’s biography. – Используя факты и список полезных слов и выражений, дайте краткое изложение биографии Миклухо-Маклая.

Ex. 30 Find additional information about the facts given in the fact file and write another paragraph about Miklouho-Maclay. – Найдите дополнительную информацию о фактах, приведенных в перечислении фактов, и напишите еще один абзац о Миклухо-Маклае.

Ex. 31 Project idea. Group work. Make a poster about Nicholas Miklouho-Maclay or any other Russian explorer whose name we can find on the map of the world. — Идея проекта. Групповая работа. Сделайте плакат о Миклухо-Маклае или любом другом русском исследователе, имя которого мы можем найти на карте мира.

Nicholas Miklouho-Maclay
By Clive Pambegan
On 25 October 1996, a bust of Nicholas Miklouho-Maclay was unveiled on Science Road in the University of Sydney to commemorate the one hundred and fiftieth anniversary of his birth. A Russian explorer, he became a prominent figure of nineteenth-century Australian science. Maclay was the first scientist to settle among and study people who had never seen a white man. Australia became his adopted country and Sydney the home town of his family.
Miklouho-Maclay arrived in Australia on board the Russian corvette Vityaz on 18 July 1878. A few days later, he approached the Linnean Society and offered to organise a zoological centre. The Marine Biological Station, located on the east side of Greater Sydney, was the first marine biological research institute in Australia.
(отрывок из текста)

Миклухо-Маклай
Клайв Пэмбиган
25 октября 1996 года бюст Миклухо-Маклая был открыт на Сайнс-роуд в Университете Сиднея в честь сто пятидесятой годовщины со дня его рождения. Русский исследователь, он стал заметной фигурой австралийской науки девятнадцатого века. Маклай был первым ученым, который поселился среди людей, не видавших прежде белого человека, и изучал их. Австралия стала его принятой страной, а Сидней родным городом его семьи.
Миклухо-Маклай прибыл в Австралию на борту российского корвета Витязь 18 июля 1878. Несколько дней спустя, он пошел в Общества Линнея и предложил организовать зоологический центр. Морская биологическая станция, расположенная на восточной стороне Большого Сиднея, была первым морским биологическим научно-исследовательским институтом в Австралии.
Кроме того, он проводил свои исследования в Новой Гвинее, Меланезии, Полинезии, Филиппинах и Индонезии. Он побывал во многих деревнях, изучая языки и культуру аборигенов. С терпением, мужеством и медицинским мастерством, он завоевал доверие и сотрудничество жителей.
В течение 1850-х и 1860-х годов было много споров связанных с изучением человеческих рас и интерпретации расовых признаков. Некоторые антропологи пытались доказать, что не все человеческие расы имеют одинаковую ценность, и что «белые люди» предопределены «естественным отбором» властвовать над «цветными» расами. Эта теория использовалась для оправдания рабства и колониализма. Миклухо-Маклай был одним из первых антропологов противостоящих научному расизму. Мы помним его как выдающегося ученого, правозащитника и гуманиста.

Workbook Unit 10. Discovering Australia

Ex. 1 Listen to the record and mark the stress in these words. Some of them have two stresses. — Послушайте запись и отметьте ударение в этих словах. Некоторые из них имеют два ударения.
Australia — Австралия
Australians — австралийцы
Europeans — европейцы
Aborigines — аборигены
commemorate — почтить память
Tanzania — Танзания
representative – представитель
independent – независимая
Canberra – Канберра
desert – пустыня
Melbourne – Мельбурн
Sydney — Сидней

Ex. 2 You are going to listen to a radio talk about the Cape York Peninsula. The speaker will describe the location of National Parks and rivers. Listen to the talk, look at the map and match the National Park or the river (1-6) with the right place (A-F). — Вы собираетесь послушать радио беседу о полуострове Кейп-Йорк. Говорящий будет описывать расположение национальных парков и рек. Послушайте разговор, посмотрите на карту и сопоставьте номер национального парка или реки (1-6) с правильным местом (A-F).

National Parks
B-1 Iron Range NP
C-2 Lakefleld NP
A-3 Jardine River NP

Rivers
F-4 Archer
D-5 Wenlock
E-6 Watson

Ex. 3 Read the words and choose the right transcription for each of them. — Прочитайте слова и выберите правильную транскрипцию для каждого из них.
1-a. Australia — Австралия
2-a. Europeans — Европейцы
3-b. Sydney — Сидней
4-a. desert — пустыня
5-b. Melbourne — Мельбурн
6-b. platypus — утконос
7-a. koala — коала

Ex. 4 Read the words in the left column. What part of speech are they? What words were they formed from? Can you think of any related words? — Прочитайте слова в левой колонке. Какой частью речи они являются? От каких слов они были образованы? Вы можете привести однокоренные слова?

explorer – to explore – exploration — исследователь — исследовать — исследование
navigator – to navigate – navigation — навигатор – управлять кораблем — навигация
settler – to settle – settlement – поселенец – поселиться — поселение
jailer – jail — jailed — тюремщик — тюремное заключение – приговорен к тюремному заключению
Londoner – London — Лондонец — Лондон
teacher — to teach – teaching — учитель — учить – обучение

Ex. 5 The following suffixes are used to form nouns. Write some examples. Circle those suffixes which are used to form nouns denoting people and their professions and interests. — Следующие суффиксы используются для образования существительных. Напишите несколько примеров. Обведите те суффиксы, которые используются для формирования существительных, обозначающих людей и их профессии и интересы.
-er — dancer (танцор), worker (рабочий)
-or — collector (коллекционер), inventor (изобретатель)
-ness — illness (болезнь), kindness (доброта)
-ist – scientist (ученый), chemist (аптекарь)
-ship — friendship (дружба), citizenship (гражданство)
-ing — suffering (страдание), meaning (значение)
-sion/-tion – production (продукция), impression (впечатление)
-ance/-ence — importance (важность), difference (различие)
-ment – development (развитие), government (правительство)
-ity – equality (равенство), ability (способность)

Ex. 6 Write an article for The RAP “Did you know?” section. Use any material you like from the Quiz on pages 14-15 of your Student’s Book (Part 2). Be ready to speak about it in class. – Напишите статью для RAP в раздел «Знаете ли вы?». Используйте любой материал, который вам понравился из викторины на страницах 14-15 вашего учебника (Часть 2). Будьте готовы говорить об этом в классе.

Ex. 7 Read aloud the word combinations and then read the sentences with them. — Прочитайте вслух словосочетания, а затем прочитайте предложения с ними.
3 % = three percent
18 % = eighteen percent
45 % = forty-five percent
12% = twelve percent
80 % = eighty percent
85 % = eighty-five percent

REMEMBER!
5 percent, 10 percent etc. are used after a number to show how many in every hundred. — 5 процентов, 10 процентов и т.д. используются после числа, чтобы показать, сколько в каждой сотне.
“Percent” is often written as %.
per cent = percent: both spellings are correct — оба написания являются правильными

1. Only 3% of Australian population are the Aborigines. — Только 3% населения Австралии являются аборигенами.
2. 18% of Australia are deserts. – Пустыни занимают 18% Австралии.
3. 45% of Australian birds are not found anywhere else in the world. — 45% австралийских птиц не встретишь больше нигде в мире.
4. Asian Australians make up 12% of the population. — Азиатские австралийцы составляют 12% населения.
5. Over 80 percent of Australia’s population have European origin. — Более 80 процентов населения Австралии имеют европейское происхождение.
6. Over 85% of Australians live in towns and cities. — Более 85% австралийцев живут в больших и малых городах.

Ex. 9 Put the stress in the underlined words and read the sentences aloud. – Поставьте ударение в подчеркнутых словах и прочитайте предложения вслух.

1. The band has just re’corded a new album. — Группа только что записала новый альбом.
2. This is one of my favourite ‘records. — Это одна из моих любимых записей.
3. I keep a ‘record of all the payments. — Я веду учет всех платежей.
4. He broke the ‘record in the long jump. — Он побил рекорд в прыжках в длину.
5. He’s got a wonderful collection of old Beatles ‘records. — У него есть прекрасная коллекция старых записей Битлз.
6. She holds the current world ‘record for skiing. — Она держит мировой рекорд по катанию на лыжах.
7. She was con’victed and went to prison. — Она была признана виновной и попала в тюрьму.
8. In the 19th century Russia, ‘convicts were sent to Sakhalin, an island in 700 miles from Khabarovsk. — В России 19 века, арестантов отправляли на Сахалин, остров в 700 милях от Хабаровска.
9. There was a report on the news about an escaped ‘convict. — Был представлен доклад о новостях о беглом каторжнике.

REMEMBER;
re’cord — verb — записывать — ‘record — noun – запись, рекорд
con’vict — verb – признать виновным, осудить — ‘convict — noun – каторжник, арестант

Ex. 10 Search the Internet for information about Captain Cook’s expedition and prepare a talk about it. – Найдите в Интернете информацию об экспедиции капитана Кука и подготовить об этом доклад.
Useful words and phrases — Полезные слова и фразы
to arrive — прибывать
to land – приземлиться, пришвартоваться
the aim of the expedition — цель экспедиции
to find a new sea route — найти новый морской путь
to produce the map – изготовить карту
to find new lands for … — найти новые земли для …
to start the development – начать развитие
to be founded (by …) – быть основанным кем-то
to be named after … — быть названным в честь

Ex. 11 Clive Pambegan is one of Pat’s friends. He’s an Aboriginal Australian from Cape York, Queensland, Australia. He’s visiting Britain for a month. Rachel is interviewing him for The RAP article. – Клайв Пэмбиган является одним из друзей Пат. Он абориген из австралийского Кейп Йорк, штат Квинсленд, Австралия. Он находится в Великобритании в течение месяца. Рэйчел берет у него интервью для статьи.
Listen to the interview and answer the question: What are the biggest problems in Australia now, in Clive’s opinion? – Послушайте интервью и ответьте на вопрос: Какие самые большие проблемы в Австралии в настоящее время, по мнению Клайва?

The biggest problem in Australia now is the hole in the ozone layer because this causes a lot of skin cancer. — Самая большая проблема в Австралии в настоящее время это дыра в озоновом слое, так как это вызывает много рака кожи.

Ex. 12 Complete the sentences. — Дополните предложения.

1. Pollution means too much harmful gases and not enough oxygen. — Загрязнение означает слишком много вредных газов и не достаточно кислорода.
2. Population problem means too many people and not enough land (area). — Проблема народонаселения означает слишком много людей, и не хватает земли (площади).
3. The hole in the ozone layer results in skin cancer. – Дыра в озоновом слое причина рака кожи.
4. Alternative energy is any energy source that is an alternative to fossil fuel. — Альтернативная энергия – это любой источник энергии, который является альтернативой ископаемого топлива.

Ex. 13 Put these “time phrases” into the right category and write 2 sentences with the words from each category. – Расположите эти «временные» фразы в нужную категорию и напишите 2 предложения со словами из каждой категории.
Past — прошлое
in 1945 — в 1945 году
yesterday evening — вчера вечером
yesterday — вчера
last year — в прошлом году
last week — на прошлой неделе
last Thursday – в прошлый четверг

Present — настоящее
at the moment — в данный момент
today — сегодня
now — сейчас

Future — будущее
in the next century — в следующем столетии
in the future — в будущем
in ten years’ time — через десять лет
in 2050 — в 2050 году

1. I went to the cinema with my friends yesterday evening. — Я ходил в кино со своими друзьями вчера вечером.
2. We had a chance to travel to Canada last year. — У нас был шанс поехать в Канаду в прошлом году.
3. I’m doing my homework at the moment. — Я делаю свою домашнюю работу в данный момент.
4. He is watching an interesting film with his sister. — Он смотрит интересный фильм со своей сестрой.
5. Pollution on our planet will be worse in ten years’ time. — Загрязнение на нашей планете будет хуже через десять лет.
6. Robots will rule the world in the future. — Роботы будут править миром в будущем.

Ex. 14 Make 4 predictions about life in twenty years’ time. — Сделайте 4 предсказания о жизни через двадцать лет.
1. People will travel by space ships. — Люди будут путешествовать на космических кораблях.
2. Many animals will be extinct. — Многие животные вымрут.
3. Teachers will be replaced by computers. — Учителя будут заменены компьютерами.
4. More forests and wood will be cut down. — Больше лесов будет вырублено.

Ex. 15 Prepare a talk “Five interesting facts about Australia”. — Подготовьте разговор «Пять интересных фактов об Австралии».

Ex. 16 Read the text about Australia on page 17 of your Student’s Book (Part 2) and complete the table. — Прочитайте текст об Австралии на странице 17 вашего учебника (часть 2) и заполните таблицу.

Ex. 18 Give a short talk about Australia, using the information from the table. – Коротко расскажите об Австралии, используя информацию из таблицы.
Which of these facts are mentioned in the text about Australia (Student’s Book, Part 2, page 17) only, which in the Quiz (Student’s Book, Part 2, page 14) and which are not mentioned in these texts? — Какие из этих фактов, упоминаются только в тексте об Австралии (учебник, часть 2, стр 17), что в викторине (учебник, часть 2, стр 14) и какие не упомянуты в этих текстах?

Mentioned in the Quiz — Упоминается в викторине
Why Australia is called that. — Почему Австралию так назвали?

Mentioned in the text — Упоминается в тексте
Australia is the smallest continent in the world. — Австралия является самым маленьким континентом в мире.
Australia is a constitutional monarchy. — Австралия является конституционной монархией.
Australia has its own money. — Австралия имеет свои собственные деньги.

Not mentioned in these texts — не упоминается в этих текстах
Queen Elizabeth visited Canberra in 1974 to open the Australian Parliament. — Королева Елизавета посетила Канберру в 1974 году, чтобы открыть австралийский парламент.

Ex. 19 Complete the sentences with will or to be going to. — Дополните предложения словом will или конструкцией to be going to.

1. Do you think that travelling in space will be cheaper in 50 years’ time? — Считаете ли Вы, что путешествие в космосе будет дешевле через 50 лет?
2. I think that people will live on Mars in the future. — Я думаю, что люди будут жить на Марсе в будущем.
3. My parents are going to visit their friends in the USA. They’ve bought the tickets. — Мои родители собираются посетить своих друзей в США. Они купили билеты.
4. Dasha is going to visit London next month. — Даша собирается посетить Лондон в следующем месяце.
5. I think life will be different in the next decade. — Я думаю, что жизнь будет иной в следующем десятилетии.

REMEMBER!
will — predictions – прогнозы, предсказания
going to — intentions or plans — намерения или планы

Ex. 20 Complete the sentences using the verbs in brackets in the Future Simple Tense. Are these predictions or intentions? — Дополните предложения, используя глаголы в скобках в будущем времени. Являются ли они предсказаниями или намерениями?

1. Mary will marry (marry) a nice boy. — Мэри выйдет замуж за хорошего мальчика.
2. I am going to see Andrew at school tomorrow. — Я увижу Эндрю завтра в школе.
3. Zenit will win the Russian football championship next year. — Зенит выиграет чемпионат России по футболу в следующем году.
4. Eric and Kay are going to spend the rest of their lives in France. — Эрик и Кей собираются провести остаток своей жизни во Франции.
5. Angela will have three children: two girls and a boy. – У Анжелы будет трое детей: две девочки и мальчик.
6. Rick is going to get a good job when he leaves school. — Рик собирается получить хорошую работу, когда он окончит школу.

Ex. 21 Complete the sentences using the words in brackets in the right form. — Дополните предложения, используя слова в скобках в нужной форме.

1. They’re always late, but I hope they won’t be (be) late for the cinema. — Они всегда опаздывают, но я надеюсь, что они не опоздают в кино.
2. I studied for six hours yesterday afternoon, so I think I will pass the exam. — Я учил в течение шести часов вчера днем, так что я думаю, что я сдать экзамен.
3. He’s three hours late. He is coming now. – Он опаздывает на три часа. Он сейчас идет.
4. That’s a ridiculous idea! People won’t live on the moon in ten years’ time! — Это смешная идея! Люди не будут жить на Луне через десять лет!
5. We are going to have dinner when we get home. — Great! I’m really hungry. — Мы будем обедать, когда вернемся домой. — Отлично! Я действительно голоден.
6. The sky’s very grey! I think it will rain this afternoon. — Небо очень серое! Я думаю, что будет дождь во второй половине дня.
7. We will phone you as soon as we get home. — Мы позвоним тебе, как только мы вернемся домой.

Ex. 22 Complete the sentences about yourself. — Дополните предложения о себе.

1. When I finish my homework, I will go for a walk. — Когда я заканчу свою домашнюю работу, я пойду на прогулку.
2. When I leave school, I will get a well-paid job. — Когда я окончу школу, я получу хорошо оплачиваемую работу.
3. When I meet my friends on Saturday afternoon, we will have a picnic together. — Когда я встречусь с друзьями в субботу во второй половине дня, мы вместе устроим пикник.
4. I will buy a new computer game when I have some money. — Я куплю новую компьютерную игру, когда у меня будет немного денег.
5. When I’m twenty years old, I will live in Australia. — Когда мне будет двадцать лет, я буду жить в Австралии.

Ex. 23 Make a list of useful words and phrases from the text about Nicholas Miklouho-Maclay on page 23 of your Student’s Book (Part 2) and get ready to speak briefly about his biography. — Составьте список полезных слов и фраз из текста о Николае Миклухо-Маклае на странице 23 вашего учебника (часть 2) и будьте готовы кратко рассказать о его биографии.

Английский язык ENJOY ENGLISH Английский с удовольствием 6 класс Биболетова. SECTION 2. Famous Explorers. Номер №32

Решение

Перевод задания
Прочти текст и скажи, почему Джеймса Кука называют великим исследователем.
Капитан Джеймс Кук был британским исследователем и мореплавателем. Он совершил три путешествия к Тихому океану, во время которых открыл его главную береговую линию.
Он родился 7 ноября 1728 года в Англии. Подростком Джеймс мечтал о морских путешествиях и кораблях. В 17 лет начал работать на корабле. Там юный Джеймс начал изучать разные предметы: алгебру, геометрию, навигацию и астрономию.
В июне 1757 года Кук присоединился к одному из королевских кораблей в качестве помощника капитана.
Пять лет он служил в Северной Америке. За это время он составил карту западного побережья Северной Америки.
Позже в 1768 году Джеймс Кук отправился по Тихому океану в качестве главы экспедиции и ее капитана. Это было его первое кругосветное путешествие. Он исследовал неизведанную землю под названием «Terra Australis».
Второе кругосветное путешествие Кука произошло в 1772 году. Оно длилось четыре года. Он снова возглавил экспедицию и возглавил два корабля «Резолюция» и «Приключение». Экипаж был большой. Были не только моряки, но и ученые. Корабли достигли Новой Зеландии. В результате поездки Кук привез подробную карту Новой Зеландии и карту западного побережья Австралии. Ученые открыли несколько новых видов животных и растений. Отчет команды был интересным и важным.
В 1776 году Джеймс Кук совершил свое последнее путешествие на кораблях «Резолюция» и «Дискавери». Он открыл Северный проход из Атлантического океана в Тихий океан. Он был сложным из−за непогоды. Всю зиму команде пришлось провести на одном из Гавайских островов. В 1779 г. произошел конфликт между командой и коренными жителями острова. Они убили капитана Джеймса Кука. Экспедиция вернулась домой в 1780 году без своего капитана.
Джеймс Кук был великим исследователем. В течение 12 лет он плавал по Тихому океану, вокруг Новой Зеландии и Австралии. Он составил самые полные на то время карты местности. Его работа была очень важной и полезной для людей со всего мира.
Смотри и учи!
an expedition [ˌekspəˈdɪʃn] – экспедиция

ОТВЕТ
James Cook is called a great explorer because he sailed around the Pacific Ocean, New Zealand and Australia. He made the most complete maps of the area for that time. His work was very important and useful for people from all over the world.

Перевод ответа
Джеймса Кука называют великим исследователем, потому что он плавал вокруг Тихого океана, Новой Зеландии и Австралии. Он составил самые полные на то время карты местности. Его работа была очень важной и полезной для людей со всего мира.

Portrait of Captain James Cook, by John Webber © Cook was an 18th century explorer and navigator whose achievements in mapping the Pacific, New Zealand and Australia radically changed western perceptions of world geography. As one of the very few men in the 18th century navy to rise through the ranks, Cook was particularly sympathetic to the needs of ordinary sailors.

James Cook was born on 27 October 1728 in a small village near Middlesbrough in Yorkshire. His father was a farm worker. At the age of 17, Cook moved to the coast, settling in Whitby and finding work with a coal merchant. In 1755, Cook enlisted in the Royal Navy, serving in North America where he learnt to survey and chart coastal waters.

In 1769, the planet Venus was due to pass in front of the Sun, a rare event visible only in the southern hemisphere. The British government decided to send an expedition to observe the phenomenon. A more secret motive was to search for the fabled southern continent. Cook was chosen as commander of the Whitby-built HMS Endeavour. Those on board included astronomer Charles Green and botanist Joseph Banks.

Endeavour arrived in Tahiti in April 1769 where Green was able to observe the transit of Venus. Endeavour continued on to New Zealand, and then sailed along the length of Australia’s eastern coast, which had never before been seen by Europeans. Cook claimed it for Britain and named it New South Wales. Cook and his crew then returned home, arriving in July 1771.

In 1772, not satisfied by his previous exploits, Cook set out on a second voyage to look for the southern continent. His two ships sailed close to the Antarctic coast but were forced to turn back by the cold. They then visited New Zealand and Tahiti, returning to England in 1775.

Cook’s third voyage was to find the North-West Passage that was believed to link the Atlantic and Pacific oceans. Unable to find the fabled route, Cook took his two ships south and explored the island of Hawaii. Relations with the islanders were soured after the theft of a ship’s boat. On 14 February Cook tried to take the local leader hostage. There was a scuffle and Cook was stabbed and killed.

James Cook

Captain James Cook, FRS, RN (7 November 1728 [ NB 1 ] – 14 February 1779) was a British explorer, navigator and cartographer who ultimately rose to the rank of captain in the Royal Navy. Cook made detailed maps of Newfoundland prior to making three voyages to the Pacific Ocean, during which he achieved the first European contact with the eastern coastline of Australia and the Hawaiian Islands, as well as the first recorded circumnavigation of New Zealand.

Cook joined the British merchant navy as a teenager and joined the Royal Navy in 1755. He saw action in the Seven Years’ War, and subsequently surveyed and mapped much of the entrance to the Saint Lawrence River during the siege of Quebec. This helped bring Cook to the attention of the Admiralty and Royal Society. This notice came at a crucial moment in both Cook’s career and the direction of British overseas exploration, and led to his commission in 1766 as commander of HM Bark Endeavour for the first of three Pacific voyages.

In three voyages Cook sailed thousands of miles across largely uncharted areas of the globe. He mapped lands from New Zealand to Hawaii in the Pacific Ocean in greater detail and on a scale not previously achieved. As he progressed on his voyages of discovery he surveyed and named features, and recorded islands and coastlines on European maps for the first time. He displayed a combination of seamanship, superior surveying and cartographic skills, physical courage and an ability to lead men in adverse conditions.

Cook was killed in Hawaii in a fight with Hawaiians during his third exploratory voyage in the Pacific in 1779. He left a legacy of scientific and geographical knowledge which was to influence his successors well into the 20th century and numerous memorials worldwide have been dedicated to him. However, his role in opening areas of the Pacific to colonisation and its subsequent effects on indigenous peoples have been the subject of both political and scholarly debate.

Early life and family

Cook was born in the village of Marton in Yorkshire, now a suburb of Middlesbrough. [ 1 ] He was baptised in the local church of St. Cuthbert, where his name can be seen in the church register. Cook was the second of eight children of James Cook, a Scottish farm labourer from Ednam near Kelso, and his locally born wife, Grace Pace, from Thornaby-on-Tees. [ 1 ] [ 2 ] [ 3 ] In 1736, his family moved to Airey Holme farm at Great Ayton, where his father’s employer, Thomas Skottowe, paid for him to attend the local school. In 1741, after five years schooling, he began work for his father, who had by now been promoted to farm manager. For leisure, he would climb a nearby hill, Roseberry Topping, enjoying the opportunity for solitude. [ 4 ] Cooks’ Cottage, his parents’ last home, which he is likely to have visited, is now in Melbourne, having been moved from England and reassembled, brick by brick, in 1934. [ 5 ]

In 1745, when he was 16, Cook moved 20 miles (32 km) to the fishing village of Staithes, to be apprenticed as a shop boy to grocer and haberdasher William Sanderson. [ 1 ] Historians have speculated that this is where Cook first felt the lure of the sea while gazing out of the shop window. [ 3 ]

After 18 months, not proving suitable for shop work, Cook travelled to the nearby port town of Whitby to be introduced to friends of Sanderson’s, John and Henry Walker. [ 5 ] The Walkers were prominent local ship-owners and Quakers, and were in the coal trade. Their house is now the Captain Cook Memorial Museum. Cook was taken on as a merchant navy apprentice in their small fleet of vessels, plying coal along the English coast. His first assignment was aboard the collier Freelove, and he spent several years on this and various other coasters, sailing between the Tyne and London. As part of his apprenticeship, Cook applied himself to the study of algebra, geometry, trigonometry, navigation and astronomy—all skills he would need one day to command his own ship. [ 3 ]

His three-year apprenticeship completed, Cook began working on trading ships in the Baltic Sea. After passing his examinations in 1752, he soon progressed through the merchant navy ranks, starting with his promotion in that year to mate aboard the collier brig Friendship. [ 6 ] In 1755, within a month of being offered command of this vessel, he volunteered for service in the Royal Navy, when Britain was re-arming for what was to become the Seven Years’ War. Despite the need to start back at the bottom of the naval hierarchy, Cook realised his career would advance more quickly in military service and entered the Navy at Wapping on 7 June 1755. [ 7 ]

Cook married Elizabeth Batts (1742–1835), the daughter of Samuel Batts, keeper of the Bell Inn, Wapping [ 8 ] and one of his mentors, on 21 December 1762 at St. Margaret’s Church in Barking, Essex. The couple had six children: James (1763–94), Nathaniel (1764–81), Elizabeth (1767–71), Joseph (1768–68), George (1772–72) and Hugh (1776–93). When not at sea, Cook lived in the East End of London. He attended St Paul’s Church, Shadwell, where his son James was baptised. Cook has no direct descendants—all his children either pre-deceased him or died without having children of their own. [ 9 ]

Start of Royal Navy career

Cook’s first posting was with HMS Eagle, sailing with the rank of master’s mate. In October and November 1755 he took part in Eagle’s capture of one French warship and the sinking of another, following which he was promoted to boatswain in addition to his other duties. [ 7 ] His first temporary command was in March 1756 when he was briefly the master of the Cruizer, a small cutter attached to the Eagle while on patrol. [ 7 ] [ 10 ]

In June 1757 Cook passed his master’s examinations at Trinity House, Deptford, which qualified him to navigate and handle a ship of the King’s fleet. [ 11 ] He then joined the frigate Seven Years’ War, he served in North America as master of Pembroke. [ 13 ] In 1758, he took part in the major amphibious assault that captured the Fortress of Louisbourg from the French, after which he participated in the siege of Quebec City and then the Battle of the Plains of Abraham in 1759. He showed a talent for surveying and cartography, and was responsible for mapping much of the entrance to the Saint Lawrence River during the siege, thus allowing General Wolfe to make his famous stealth attack on the Plains of Abraham. [ 6 ]

Cook’s aptitude for surveying was put to good use mapping the jagged coast of Newfoundland in the 1760s. He surveyed the northwest stretch in 1763 and 1764, the south coast between the Burin Peninsula and Cape Ray in 1765 and 1766, and the west coast in 1767. His five seasons in Newfoundland produced the first large-scale and accurate maps of the island’s coasts; they also gave Cook his mastery of practical surveying, achieved under often adverse conditions, and brought him to the attention of the Admiralty and Royal Society at a crucial moment both in his career and in the direction of British overseas discovery. Cook’s map would be used into the 20th century—copies of it being referenced by those sailing Newfoundland’s waters for 200 years. [ 14 ]

Following on from his exertions in Newfoundland, it was at this time that Cook wrote that he intended to go not only:

«. farther than any man has been before me, but as far as I think it is possible for a man to go.» [ 11 ]

Voyages of Exploration

First voyage (1768–71)

In 1766, the Royal Society engaged Cook to travel to the Pacific Ocean to observe and record the transit of Venus across the Sun. Cook, at the age of 39, was promoted to lieutenant and named as commander of the expedition. [ 15 ] [ 16 ] The expedition sailed from England in 1768, rounded Cape Horn and continued westward across the Pacific to arrive at Tahiti on 13 April 1769, where the observations of the Venus Transit was made. However, the result of the observations was not as conclusive or accurate as had been hoped. Once the observations were completed, Cook opened the sealed orders which were additional instructions from the Admiralty for the second part of his voyage: to search the south Pacific for signs of the postulated rich southern continent of Terra Australis. [ 17 ] Cook later mapped the complete New Zealand coastline, making only some minor errors. He then sailed west, reaching the south-eastern coast of the Australian continent on 19 April 1770, and in doing so his expedition became the first recorded Europeans to have encountered its eastern coastline. [ NB 2 ]

On 23 April he made his first recorded direct observation of indigenous Australians at Brush Island near Bawley Point, noting in his journal: «. and were so near the Shore as to distinguish several people upon the Sea beach they appear’d to be of a very dark or black Colour but whether this was the real colour of their skins or the C[l]othes they might have on I know not.» [ 18 ] On 29 April Cook and crew made their first landfall on the mainland of the continent at a place now known as the Kurnell Peninsula, which he named Botany Bay after the unique specimens retrieved by the botanists Joseph Banks and Daniel Solander. It is here that James Cook made first contact with an Aboriginal tribe known as the Gweagal. [ 19 ]

After his departure from Botany Bay he continued northwards, and a mishap occurred, on 11 June, when Endeavour ran aground on a shoal of the Great Barrier Reef, and then «nursed into a river mouth on 18 June 1770.». [ 20 ] The ship was badly damaged and his voyage was delayed almost seven weeks while repairs were carried out on the beach (near the docks of modern Cooktown, at the mouth of the Endeavour River). [ 3 ] Once repairs were complete the voyage continued, sailing through Torres Strait and on 22 August he landed on Possession Island, where he claimed the entire coastline he had just explored as British territory. He returned to England via Batavia (modern Jakarta, Indonesia), where many in his crew succumbed to malaria, the Cape of Good Hope and the island of Saint Helena, arriving on 12 July 1771.

Interlude

Cook’s journals were published upon his return, and he became something of a hero among the scientific community. Among the general public, however, the aristocratic botanist Joseph Banks was a bigger hero. [ 3 ] Banks even attempted to take command of Cook’s second voyage, but removed himself from the voyage before it began, and Johann Reinhold Forster and his son Georg Forster were taken on as scientists for the voyage. Cook’s son George was born five days before he left for his second voyage. [ 21 ]

Second voyage (1772–75)

Shortly after his return from the first voyage, Cook was promoted in August 1771, to the rank of commander. [ 22 ] [ 23 ] Then, in 1772, he was commissioned by the Royal Society to search for the hypothetical Terra Australis. On his first voyage, Cook had demonstrated by circumnavigating New Zealand that it was not attached to a larger landmass to the south. Although he charted almost the entire eastern coastline of Australia, showing it to be continental in size, the Terra Australis was believed to lie further south. Despite this evidence to the contrary, Alexander Dalrymple and others of the Royal Society still believed that this massive southern continent should exist. [ 24 ]

Cook commanded HMS Resolution on this voyage, while Tobias Furneaux commanded its companion ship, HMS Adventure. Cook’s expedition circumnavigated the globe at a very high southern latitude, becoming one of the first to cross the Antarctic Circle on 17 January 1773. He also surveyed, mapped and took possession for Britain of South Georgia explored by Anthony de la Roché in 1675, discovered and named Clerke Rocks and the South Sandwich Islands («Sandwich Land»). In the Antarctic fog, Resolution and Adventure became separated. Furneaux made his way to New Zealand, where he lost some of his men during an encounter with Māori, and eventually sailed back to Britain, while Cook continued to explore the Antarctic, reaching 71°10’S on 31 January 1774. [ 11 ]

Cook almost encountered the mainland of Antarctica, but turned back north towards Tahiti to resupply his ship. He then resumed his southward course in a second fruitless attempt to find the supposed continent. On this leg of the voyage he brought with him a young Tahitian named Omai, who proved to be somewhat less knowledgeable about the Pacific than Tupaia had been on the first voyage. On his return voyage, in 1774 he landed at the Friendly Islands, Easter Island, Norfolk Island, New Caledonia, and Vanuatu. His reports upon his return home put to rest the popular myth of Terra Australis. [ 25 ]

Another accomplishment of the second voyage was the successful employment of the Larcum Kendall K1 chronometer, which enabled Cook to calculate his longitudinal position with much greater accuracy. Cook’s log was full of praise for the watch which he used to make charts of the southern Pacific Ocean that were so remarkably accurate that copies of them were still in use in the mid-20th century. [ 26 ]

Upon his return, Cook was promoted to the rank of captain and given an honorary retirement from the Royal Navy, as an officer in the Greenwich Hospital. His acceptance was reluctant, insisting that he be allowed to quit the post if the opportunity for active duty presented itself. [ 27 ] His fame now extended beyond the Admiralty and he was also made a Fellow of the Royal Society and awarded the Copley Gold Medal, painted by Nathaniel Dance-Holland, dined with James Boswell and described in the House of Lords as «the first navigator in Europe». [ 11 ] But he could not be kept away from the sea. A third voyage was planned and Cook volunteered to find the Northwest Passage. Cook travelled to the Pacific and hoped to travel east to the Atlantic, while a simultaneous voyage travelled the opposite way. [ 28 ]

Third voyage (1776–79)

On his last voyage, Cook once again commanded HMS Resolution, while Captain Charles Clerke commanded HMS Discovery. Ostensibly, the voyage was planned to return Omai to Tahiti; this is what the general public believed, as he had become a favourite curiosity in London. Principally the purpose of the voyage was an attempt to discover the famed Northwest Passage. [ 29 ] After returning Omai, Cook travelled north and in 1778 became the first European to visit the Hawaiian Islands. In passing and after initial landfall in January 1778 at Waimea harbour, Kauai, Cook named the archipelago the «Sandwich Islands» after the fourth Earl of Sandwich—the acting First Lord of the Admiralty. [ 30 ]

From the South Pacific, he went northeast to explore the west coast of North America north of the Spanish settlements in Alta California. He made landfall at approximately 44°30′ north latitude, near Cape Foulweather on the Oregon coast, which he named. Bad weather forced his ships south to about 43° north before they could begin their exploration of the coast northward. [ 31 ] He unknowingly sailed past the Strait of Juan de Fuca, and soon after entered Nootka Sound on Vancouver Island. He anchored near the First Nations village of Yuquot. Cook’s two ships spent about a month in Nootka Sound, from 29 March to 26 April 1778, in what Cook called Ship Cove, now Resolution Cove, [ 32 ] at the south end of Bligh Island, about 5 miles (8 km) east across Nootka Sound from Yuquot, a Nuu-chah-nulth village (whose chief Cook did not identify but may have been Maquinna). Relations between Cook’s crew of the people of Yuquot were cordial if sometimes strained. In trading, the people of Yuquot demanded much more valuable items than the usual trinkets that had worked for Cook’s crew in Hawaii. Metal objects were much desired, but the lead, pewter, and tin traded at first soon fell into disrepute. The most valuable items the British received in trade were sea otter pelts. Over the month long stay the Yuquot «hosts» essentially controlled the trade with the British vessels, instead of vice versa. Generally the natives visited the British vessels at Resolution Cove instead of the British visiting the village of Yuquot at Friendly Cove. [ 33 ]

After leaving Nootka Sound, Cook explored and mapped the coast all the way to the Bering Strait, on the way identifying what came to be known as Cook Inlet in Alaska. It has been said that, in a single visit, Cook charted the majority of the North American northwest coastline on world maps for the first time, determined the extent of Alaska and closed the gaps in Russian (from the West) and Spanish (from the South) exploratory probes of the Northern limits of the Pacific. [ 11 ]

The Bering Strait proved to be impassable, although he made several attempts to sail through it. He became increasingly frustrated on this voyage, and perhaps began to suffer from a stomach ailment; it has been speculated that this led to irrational behaviour towards his crew, such as forcing them to eat walrus meat, which they found inedible. [ 34 ]

Cook returned to Hawaii in 1779. After sailing around the archipelago for some eight weeks, he made landfall at Kealakekua Bay, on ‘Hawaii Island’, largest island in the Hawaiian Archipelago. Cook’s arrival coincided with the Makahiki, a Hawaiian harvest festival of worship for the Polynesian god Lono. Coincidentally the form of Cook’s ship, HMS Resolution, or more particularly the mast formation, sails and rigging, resembled certain significant artifacts that formed part of the season of worship. [ 3 ] [ 34 ] Similarly, Cook’s clockwise route around the island of Hawaii before making landfall resembled the processions that took place in a clockwise direction around the island during the Lono festivals. It has been argued (most extensively by Marshall Sahlins) that such coincidences were the reasons for Cook’s (and to a limited extent, his crew’s) initial deification by some Hawaiians who treated Cook as an incarnation of Lono. [ 35 ] Though this view was first suggested by members of Cook’s expedition, the idea that any Hawaiians understood Cook to be Lono, and the evidence presented in support of it was challenged in 1992. [ 34 ] [ 36 ]

Death

After a month’s stay, Cook got under sail again to resume his exploration of the Northern Pacific. However, shortly after leaving Hawaii Island, the foremast of the Resolution broke and the ships returned to Kealakekua Bay for repairs. It has been hypothesised that the return to the islands by Cook’s expedition was not just unexpected by the Hawaiians, but also unwelcome because the season of Lono had recently ended (presuming that they associated Cook with Lono and Makahiki). In any case, tensions rose and a number of quarrels broke out between the Europeans and Hawaiians. On 14 February at Kealakekua Bay, some Hawaiians took one of Cook’s small boats. Normally, as thefts were quite common in Tahiti and the other islands, Cook would have taken hostages until the stolen articles were returned. [ 3 ] Indeed, he attempted to take hostage the King of Hawaiʻi, Kalaniʻōpuʻu. The Hawaiians prevented this, and Cook’s men had to retreat to the beach. As Cook turned his back to help launch the boats, he was struck on the head by the villagers and then stabbed to death as he fell on his face in the surf. [ 37 ] Hawaiian tradition says that he was killed by a chief named Kalanimanokahoowaha. [ 38 ] The Hawaiians dragged his body away. Four of the Marines with Cook were also killed and two wounded in the confrontation.

The esteem in which he was nevertheless held by the Hawaiians resulted in his body being retained by their chiefs and elders. Following the practice of the time, Cook’s body underwent funerary rituals similar to those reserved for the chiefs and highest elders of the society. The body was disembowelled, baked to facilitate removal of the flesh, and the bones were carefully cleaned for preservation as religious icons in a fashion somewhat reminiscent of the treatment of European saints in the Middle Ages. Some of Cook’s remains, disclosing some corroborating evidence to this effect, were eventually returned to the British for a formal burial at sea following an appeal by the crew. [ 40 ]

Clerke took over the expedition and made a final attempt to pass through the Bering Strait. [ 41 ] Following the death of Clerke, Resolution and Discovery returned home in October 1780 commanded by John Gore, a veteran of Cook’s first voyage, and Captain James King. [ 42 ] Cook’s account of his third and final voyage was completed upon their return by King.

David Samwell, who sailed with Cook on the Resolution, wrote of him:

He was a modest man, and rather bashful; of an agreeable lively conversation, sensible and intelligent. In temper he was somewhat hasty, but of a disposition the most friendly, benevolent and humane. His person was above six feet high: and, though a good looking man, he was plain both in dress and appearance. His face was full of expression: his nose extremely well shaped: his eyes which were small and of a brown cast, were quick and piercing; his eyebrows prominent, which gave his countenance altogether an air of austerity. [ 43 ]

Legacy

Navigation and science

Cook’s 12 years sailing around the Pacific Ocean contributed much to European knowledge of the area. Several islands such as Sandwich Islands (Hawaii) were encountered for the first time by Europeans, and his more accurate navigational charting of large areas of the Pacific was a major achievement. [ 44 ]

To create accurate maps, latitude and longitude need to be known. Navigators had been able to work out latitude accurately for centuries by measuring the angle of the sun or a star above the horizon with an instrument such as a backstaff or quadrant. Longitude was more difficult to measure accurately because it requires precise knowledge of the time difference between points on the surface of the earth. The Earth turns a full 360 degrees relative to the sun each day. Thus longitude corresponds to time: 15 degrees every hour, or 1 degree every 4 minutes. [ 45 ]

Cook gathered accurate longitude measurements during his first voyage due to his navigational skills, the help of astronomer Charles Green and by using the newly published Nautical Almanac tables, via the lunar distance method—measuring the angular distance from the moon to either the sun during daytime or one of eight bright stars during night-time to determine the time at the Royal Observatory, Greenwich, and comparing that to his local time determined via the altitude of the sun, moon, or stars. On his second voyage Cook used the K1 chronometer made by Larcum Kendall, which was the shape of a large pocket watch, 5 inches (13 cm) in diameter. It was a copy of the H4 clock made by John Harrison, which proved to be the first to keep accurate time at sea when used on the ship Deptford’s journey to Jamaica, 1761–62. [ 46 ]

Cook succeeded in circumnavigating the world on his first voyage without losing a single man to scurvy, an unusual accomplishment at the time. He tested several preventive measures but the most important was frequent replenishment of fresh food. [ 47 ] It was for presenting a paper on this aspect of the voyage to the Royal Society that he was presented with the Copley Medal in 1776. [ 48 ] [ 49 ] Ever the observer, Cook was the first European to have extensive contact with various people of the Pacific. He correctly concluded there was a relationship among all the people in the Pacific, despite their being separated by thousands of miles of ocean (see Malayo-Polynesian languages). Cook came up with the theory that Polynesians originated from Asia, which was later proved to be correct by scientist Bryan Sykes. [ 50 ] In New Zealand the coming of Cook is often used to signify the onset of colonisation. [ 3 ] [ 5 ]

Cook was accompanied on his voyages by many scientists, whose observations and discoveries added to the importance of the voyages. Joseph Banks, a botanist, went on the first voyage along with fellow botanist Daniel Solander from Sweden. Between them they collected over 3,000 plant species. [ 51 ] Banks became one of the strongest promoters of the settlement of Australia by the British, based on his own personal observations. [ 52 ] [ 53 ]

There were also several artists on the first voyage. Sydney Parkinson was involved in many of the drawings, completing 264 drawings before his death near the end of the voyage. They were of immense scientific value to British botanists. [ 3 ] [ 54 ] Cook’s second expedition included the artist William Hodges, who produced notable landscape paintings of Tahiti, Easter Island, and other locations.

A number of the junior officers who served under Cook went on to distinctive accomplishments of their own. William Bligh, Cook’s sailing master, was given command of HMS Bounty in 1787 to sail to Tahiti and return with breadfruit. Bligh is most known for the mutiny of his crew which resulted in his being set adrift in 1789. He later became governor of New South Wales, where he was subject of another mutiny—the only successful armed takeover of an Australian colonial government. [ 55 ] George Vancouver, one of Cook’s midshipmen, later led a voyage of exploration to the Pacific Coast of North America from 1791 to 1794. [ 56 ] In honour of his former commander, Vancouver’s new ship was also christened Discovery. George Dixon sailed under Cook on his third expedition, and later commanded an expedition of his own. [ 57 ]

His contributions to knowledge were internationally recognised during his lifetime. In 1779, while the American colonies were at war with Britain in their war for independence, Benjamin Franklin wrote to captains of American warships at sea, recommending that if they came into contact with Cook’s vessel, they were to:

Unknown to Franklin, Cook had met his death a month before this «passport» was written.

Debates

Cook’s voyages took place in the midst of 18th century debates about the ennobling or corrupting influence of Western civilisation, yet examination of Cook’s journals reveal that he was not much interested in the idea of the noble savage. When, in the 19th century, there was discussion of the motives of navigators and explorers, Joseph Conrad contrasted Cook’s «scientific» motives with the «acquisitive» motives of earlier generations of explorers. Yet the costs for Cook’s three voyages were borne by the British government within a framework of objectives that had to stand up to taxpayer scrutiny and Cook often claimed territories for the British crown. [ 59 ] In the 20th century, there are those who believe, with Moorehead, whose book The Fatal Impact (1966) that Western civilisation brought a depressing train of consequences, including venereal disease, alcohol and firearms. [ 60 ] Later in the century, Cook’s achievements, and in particular, the circumstances surrounding his death have become the subject of scholarly debate. Gananath Obeyesekere in The Apotheosis Of Captain Cook : European Mythmaking In The Pacific, (1992), [ 34 ] and Marshall Sahlins in How «Natives» Think: About Captain Cook, for Example (1995) disagree about the interpretation of the Hawaiian response to Cook as documented in the journals of Cook and his crew. [ 35 ]

Memorials

A US coin, the 1928 Hawaiian Sesquicentennial half dollar bears an image of Cook. Minted during the celebration marking the 150th anniversary of his discovery of the islands, its low mintage (10,008) has made this example of Early United States commemorative coins both scarce and expensive. [ 61 ] The site where he was killed in Hawaii is marked by a white obelisk, built in 1874, and about 25 square feet (2.3 m 2 ) of land around it is chained off. This land, though in Hawaii, has been given to the United Kingdom. Therefore, the site is officially a part of the UK. [ 62 ] A nearby town is named Captain Cook, Hawaii as well as several businesses. The Apollo 15 command module Endeavour was named after Cook’s ship, HMS Endeavour, [ 63 ] as is the space shuttle Endeavour. [ 64 ] Another shuttle, Discovery, is named after Cook’s HMS Discovery. [ 65 ]

The first tertiary education institution in North Queensland, Australia was named after him, with James Cook University opening in Townsville in 1970. [ 66 ] In Australian rhyming slang the expression «Captain Cook» means «look«. [ 67 ] Numerous institutions, landmarks and place names reflect the importance of Cook’s contribution to knowledge of geography. These include the Cook Islands, the Cook Strait, Cook Inlet, and the Cook crater on the Moon. [ 68 ] Aoraki/Mount Cook, the highest summit in New Zealand, is named for him. [ 69 ] Another Mount Cook is on the border between the US state of Alaska and the Canadian Yukon Territory, and is designated Boundary Peak 182 as one of the official Boundary Peaks of the Hay–Herbert Treaty. [ 70 ]

One of the earliest monuments to Cook in the United Kingdom is located at The Vache, where it was erected in 1780 by Admiral Hugh Palliser, a contemporary of Cook and one time owner of the estate. [ 72 ] A huge obelisk was built in 1827 as a monument to Cook on Easby Moor overlooking his boyhood village of Great Ayton. [ 73 ] In 1978, on the 250th anniversary of Cook’s birth, at the site of his birthplace in Marton, the Captain Cook Birthplace Museum, which is located within Stewart Park, was opened. A granite vase just to the south of the museum marks the approximate spot where he was born. [ 74 ] Tributes also abound in post-industrial Middlesbrough, and include a primary school, [ 75 ] shopping square [ 76 ] and the Bottle ‘O Notes a public artwork by Claes Oldenburg erected in the town’s Central Gardens in 1993. Also named after Cook is the James Cook University Hospital, a major teaching hospital opened in 2003. [ 77 ]

The Royal Research Ship RRS James Cook was built in 2006 to replace the RRS Charles Darwin in the UK’s Royal Research Fleet [ 78 ] and Stepney Historical Trust has placed a plaque on Free Trade Wharf in the Highway, Shadwell to commemorate his life in the East End of London.

References

Footnotes

Notes

Bibliography

External links

Biographical dictionaries

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Collections and museums

Complete roster: 1731–1750 · 1751–1800 · 1801–1850 · 1851–1900 · 1901–1950 · 1951–2000 · 2001–present

Persondata
Name	Cook, James
Alternative names
Short description	British explorer, navigator and cartographer
Date of birth	27 October 1728 ( 1728-10-27 ) (O.S.)
Place of birth	Marton, North Yorkshire, United Kingdom
Date of death	14 February 1779 ( 1779-02-14 )
Place of death	Kealakekua Bay, Hawaii

Look at other dictionaries:

James Cook — (Marton, Gran Bretaña, 1728 Kealakekua Bay, Hawai, 1779) Explorador británico. Hijo de un inmigrante escocés ocupado en tareas rurales, asistió a la escuela hasta los doce años. Más tarde, obtuvo trabajo como aprendiz en una empresa naviera, y… … Enciclopedia Universal

James Cook — (27. oktober 1728 1779), opdagelsesrejsende. Opdagede Hawaii, Australien & New Zealand. Som følge af Cook s forståelse for kostsammensætningens betydning døde ingen af hans besætningsmedlemmer af skørbug, hvilket ellers var almindeligt på den tid … Danske encyklopædi

James Cook — Porträt von Nathaniel Dance, 1776, National Maritime Museum … Deutsch Wikipedia

James Cook — Pour les articles homonymes, voir Cook. James Cook … Wikipédia en Français

James Cook — James Cook … Wikipedia Español

James Cook — noun English navigator who claimed the east coast of Australia for Britain and discovered several Pacific islands (1728 1779) • Syn: ↑Cook, ↑Captain Cook, ↑Captain James Cook • Instance Hypernyms: ↑navigator … Useful english dictionary

James Cook (disambiguation) — James Cook may refer to:People* James Cook (1728O.S.–1779), English explorer, navigator, and map maker * James M. Cook, NY State Comptroller 1854 1855 * James William Cook (1820 1875), Canadian businessman and political figure * Jim Cook, NASCAR… … Wikipedia

James Cook Boys Technology High School — is a boys school situated on Princes Highway in Kogarah, Australia.Infobox Secondary school name = James Cook Boys Technology High School motto = Ignotum Quarite (Seek the Unknown) established = type = Boys school Public High School affiliations … Wikipedia

James Cook (Skins) — James Cook Personnage de fiction apparaissant dans Skins Alias Cook Cookie Origine Anglais … Wikipédia en Français

James Cook University — Motto “light ever increasing” Gründung 1970 Trägerschaft … Deutsch Wikipedia

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Captain cook moved to that southern part of the world in 1768 кроссворд

Captain cook moved to that southern part of the world in 1768 кроссворд

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