Иностранный язык: Методическое пособие по английскому языку для студентов 2 курса специальности 030401 - ''История''

Ф Е Д Е РАЛ Ь Н О Е АГ Е Н С Т В О П О О Б Р АЗО В АН И Ю В О Р О Н Е Ж С К И Й Г О С У Д АР С Т В Е Н Н Ы Й У Н И В Е Р С И Т Е Т

И Н О С Т Р АН Н Ы Й ЯЗЫ К М етод и ч еск ое п особ и е п оа нгли йск ом у язы к у д ля студ ентов 2 к урса д нев ного отд елени я и стори ч еск огофа к ультета п о сп ец и ал ь н ост и 030401- И ст ори я ГФ Э .Ф .01 – И н ост ран н ы й язы к

В О РО Н Е Ж 2005

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Утв ержд ено на уч но-м етод и ч еск и м сов етом и стори ч еск ого фа к ультета № 10 от 23.06.2005г.

Соста в и тели : М а ртем ьянов а Н.В, П етросян Ж .В.

М етод и ч еск ое п особ и е п од готов лено на к а фед ре стра нов ед ени я и и ностра нны х язы к ов и стори ч еск ого фа к ультета Воронежск ого госуд а рств енногоуни в ерси тета . Рек ом енд уется д ля студ ентов 2 к урса д нев ногоотд елени я.

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Part One TEXT I THE CONQUEST

Vocabulary notes to launch – на ч и на ть, п ред п ри ни м а ть asset - ценны й в к ла д loose - неоп ред еленны й rivalry - соп ерни ч еств о, к онк уренци я to annex - п ри соед и нять whilst - п ок а inland – в нутрь, в глуб ь to absorb – п оглоща ть Pre - reading Task. Before reading the text answer the question; What do you know about the Roman conquest of Britain? THE CONQUEST

In 43 AD, the Emperor Claudius launched the invasion of Britain. A land of agricultural wealth, it was potentially a major asset to the Empire. Britain then was not a nation, as we understand the term today, but rather a loose amalgam of indigenous tribes and more recent Celtic invaders and settlers. Some, especially those in the South East, were pro-Roman due to trade with the Empire and inter-tribal rivalry. It was Claudius who exploited this support to secure his position in Rome by annexing new lands. The invasion was led by Aulus Plautius and consisted of four legions; II Augusta, IX Hispana, XIII Gemina, and XX Valeria. Together with auxiliary troops, these four legions totaled approximately 50,000 men. They quickly occupied the South East and then moved inland. Three legions advanced north whilst the II Augusta, commanded by the future Emperor Vespasian, moved South West by land and sea. Within a generation much of what we know of England and Wales had been absorbed into the province of Britannia. Reading Comprehension Tasks 1. Are the following sentences about the text true or false? If there is not enough information, say don't know. 1) In 43 AD the Emperor Vespasian launched the invasion of Britain. 2) A major asset to the Empire was gold. 3) Britain of that time was a strong nation. 4) Britain then consisted of a different tribes. 5) Claudius wanted Rome to be stronger by annexing new lands. 6) Four legions occupied the South East in 10 days. 7) The II Augusta commanded by Claudius moved south west by land and sea.

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2. Try to complete the following sentences, if possible, in your own words without looking into the text. 1) The Emperor Claudius started his invasion of ... . 2) Britain was not a nation then, but.... 3) Some were pro-Roman due to ... . 4) Claudius needed to secure his position by ... . 5) ... these four legions totaled 50,000 men. 6) They quickly occupied the South East and then .... 7) The II Augusta moved South West by .... 3. Answer the following questions: 1) Who and when launched the invasion of Britain? 2) Why did he decide to attack Britain? What was the reason for that? 3) How do we understand the term 'nation' today? 4) Was Britain of that time a strong nation? Why? (Why not?) 5) Was there inter-tribal rivalry in the Empire? 6) What did Claudius need? 7) Who led the invasion? 4. Put fifteen questions to the text. Arrange them as a plan. Vocabulary and Grammar Tasks. 1. Find in the text the English for: За в оев а ни е, б ога тств о, см есь, п лем я, м естны е жи тели , б ла год а ря, м ежп лем енной, и сп ользов а ть, сохра нять, д оп олни тельны й, на сч и ты в а ть, и м п ера тор, п ок олени е. 2. a) Look at the following list of words taken from the text. Discuss them and put into two groups: adjectives and adverbs. Agricultural, major, potentially, indigenous, especially, recent, new, auxiliary, approximately, quickly, inland. Adverbs Adjectives b) Form, if possible, the adverbs from adjectives and the adjectives from adverbs. 3. Fill each gap with a verb given below in an appropriate form. 1)In43AD, the Emperor Caudius _____ the invasion of Britain. 2) This support_____by Claudius who needed to secure his position in Rome. 3) This invasion_____by Aulus Platius and_____of four legions. 4) Four legions_____approximately 50,000 men. 5) They_____the South East and then_____ inland. 6) Three legions_____north whilst the II Augusta_____South West by land and sea. 7) The II Augusta_____by Vespasian. To advance, to launch, to be commanded, to move(2), to be exploited, to total, to be led, to occupy, to consist.

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4. Translate the following sentences. Pay attention to the constructions It is (was) ... that... , It is(was) ... who ... , \What... is .... 1) It was they who told us the news. 2) It was not until I reminded him that he brought me my book. 3) It is the northeast in the United States, which is called New England. 4) There was the natural abundance of land that energized the industrial and economic growth. 5) That was Roosevelt who increased government supervision over business and industry. 6) It was Mayor of Detroit who initiated work relief for the unemployed. 7) It was Theodore Roosevelt who changed the Spanish conflict from a war to liberate Cuba to the building of a union. Find in the text the sentence(s) with the same construction(s). Translate it (them) into Russian. 5. Rewrite the following sentences using It is(was) ... Ihat(who) .... 1) Emperor Claudius launched the invasion of Britain. 2) A land and mineral wealth was a major asset to the Empire. 3) Annexing new lands helped Claudius to secure his position in Rome. 4) Aulus Plautius led the invasion. 5) II Augusta moved Sou6th West. 6) Vespasian became Emperor. 7) The Romans occupied the South East of Britain. Discussion Task Prove that there were some invasions of Britain. Can you explain the reasons? Why do you think it was important for the Romans to conquer Britain? Explain your point of view to the class. TEXT TWO THE CELTS Vocabulary notes рereditary(adj.) - на след ны й warlord(n) - в оена ч а льни к warrior(n) - в ои н peasantry - к рестьянств о warfare(n) - п ри ем ы в ед ени я в ойны chariot(n) - к олесни ца terrain(n) - терри тори я, м естность

boundary(n) - гра ни ца alliance(n) - сою з, сою зни к adornment(n) - ук ра шени е ferocious(adj.) - жесток и й spear(n) - к оп ье shield(n) - щи т

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Pre - reading Task Answer the question: What are the most important Celtic invasions? Write down 5-6 sentences. THE CELTS Celtic tribes led by hereditary Kings and warlords, supported by a warrior aristocracy to whom the mass of the peasantry was enslaved. Warfare was ever present with tribal boundaries and alliances changing constantly. There were no standing armies, and warriors were driven mostly by prospect of individual glory. Confrontations tended to be brief, and personal adornment was lavish-ornate helmets and extravagant torque's (neck-rings).Body amour was rarely worn. To appear more ferocious, warriors painted their bodies and washed their hair with lime. Their weapons were the spear, shield and long slashing sword. Chariots were sometimes used. In set-piece battles, Celtic warriors were rarely any match for the Roman army; but in difficult terrain, the Celts excelled in the tactics of guerrilla warfare.

Reading Comprehension Tasks 1. Read the text again if necessary, and say who were the Celts led by; what helped the Celts to look more ferocious; why the Celts were rarely any match for the Roman army; in which situation the Celts were better than the Romans. 2. Put questions to the text. Arrange them as a plan. Tell the class about the Celts according to your plan. Vocabulary and Grammar Tasks 1. Find in the text the English for: в озгла в лять, п од д ержи в а ть, п ора б ощ а ть, а рм и я, п ерсп ек ти в а , сла в а , шлем , д осп ехи , д остойны й п роти в ни к , оружи е, п рев осход и ть в ч ем -ли б о, п а рти за нск а я в ойна . 2. Give English-English translations: to be supported by to change constantly to tend to be to appear more ferocious to excel in smth terrain

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3. Complete the table. The first example has been done for you. NOUN heredity aristocracy tribe boundary army prospect

ADJECTIVE hereditary

• extravagant ferocious

terrain glory 4. Change the words in italics with the synonyms. 1) Celtic tribes were led by hereditary Kings and warlords. 2) Warfare was ever present with tribal boundaries. 3) Confrontations tended to be brief. 4) To appear more ferocious, warriors painted their bodies. 5) Their weapons were the spear, shield and long slashing sward. 6) In set-piece battles, Celtic warriors were rarely any match for the Roman army. 7) But in difficult terrain, the Celts excelled in the tactics of guerilla warfare. 5. Put the verbs in brackets in Passive Form: 1) Virginia (to lead) by its governor William Berkley. 2) The idea (to support) by the majority of the stuff. 3) In the United States the northeast (to call) New England. 4) Their houses (to paint) bright colors. 5) Rockefeller's competitors (to drive) to the wall. 6) The health and safety of the working man (to protect) strong laws. 7) New clothes (to wear) especially for this occasion. 6. Read out the sentences below. Choose suitable continuations from the box, and change them into the passive. Example: He didn't die of a heart attack. He was murdered. 1) He didn't die of a heart attack. 2) I didn't loose my credit cards. 3) She doesn't work there any more.

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4) 5) 6) 7) 8)

He didn't fall out of the window. I've got my briefcase back. His parents died when he was three. We didn't go to the party. Actually, it's not a Picasso. His grandmother brought him up. Someone pushed him. Someone stole them. My daughter painted it. Someone found it on a bus. They didn't invite us Someone murdered him. They sacked her last week.

7. Find in the text the sentences with Passive Voice. Translate them. 8. 1) 2) 3) 4) 5) 6) 7)

Transform the following sentences from Passive into Active. Hereditary Kings led Celtic tribes. A warrior aristocracy enslaved the mass of peasantry. Warriors were driven mostly by prospect of individual glory. Body amour was rarely worn. In order to be more ferocious their bodies were painted. Chariots were sometimes used. The Romans were excelled in the tactics of guerilla warfare by the Celts.

9. Translate the following sentences from Russian into English: 1) П оселени е П ли м ут б ы лооснов а ноп и ли гри м а м и . 2) Вск оре в се п роб лем ы б ы ли решены и х п ерв ы м губ ерна тором . 3) В п оселени и б ы ла ра зрешена тольк оод на церк ов ь. 4) Сч и та лось, ч то лю д и д олжны и м еть п ра в о п олуч а ть об ра зов а ни е и св об од нов ы ра жа ть св ое м нени е. 5) Осенью 1734 год а од и н и з к олони стов б ы л а рестов а н за п уб ли к а ци ю к ри ти к и в а д рес губ ерна тора . 6) Истори к а м и б ы ли п ред ложены неск ольк о п ри ч и н п рои схожд ени я А м ери к а нск ой рев олю ци и . 7) М орм оны ра зм еща ю тся на б ерега х Вели к огоСоленогоозера .

Discussion Task Discuss in the group if the Celts were skilled warriors or not. Give your arguments.

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TEXT THREE II AUGUSTA Vocabulary notes magistrate госуд а рств енны й ч и нов ни к to convey в ы ра зи ть, п еред а ть и д ею councilor - сов етни к crack – в ели к олеп ны й, п ерв ок ла ссны й to draw - п ри в лек а ть, на б и ра ть

toga - тога , м а нти я суд ьи to bear - носи ть, на д ев а ть capable - сп особ ны й essential - необ ход и м ы й brutal - жесток и й to prod - п од гонять, тороп и ть pouch - к и сет, к ошелек

Pre-reading Task Read the text quickly to get an idea of what it is about. Ignore the missing words. II AUGUSTA Rome maintained the largest professional army of the ancient world. Its men were well equipped and highly trained, and operated in strict formation on the battlefield. 0 E Magistrates and councilors, elected (1 ) _____the property-owing class, raised fine public buildings (2) _____towns, which now served (3) ____their tribal capitals.(4) _____ answered to Rome (5) _____the Governor- whose toga bore the broad purple stripe (6) _____ distinguished him as a Senator. 1 It was the Centurions (mostly elevated from the ranks) (7) _____ provided the continuity (8) ____ tradition essential (9) ____ a disciplined fighting force. Often conservative and brutal, they were always feared (10) _____ hated (11) _____ their men. 2 The Optio was nominated by the Centurion as (12) _____ deputy. His knobended staff was used to prod the ranks (13) _____ line, and he carried the 'orders of the day' in a pouch (14) _____ his belt. 3 Standard - bearers normally wore shirts of mail (15) _____ scale amour. As a mark of (l6) _____ status, and to convey appropriate ferocity, they wore the skins of bears or wolves. Standard - bearers also had responsibility (17) ___ the safekeeping of soldiers pay and savings.

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4 The legions were the crack troops of the Roman army ( the heavy infantry), sent (18) _____ for campaigns of conquest (19) _____ the empire, or to suppress revolt (20) _____ its frontiers. These men were specialists and craftsmen of all kinds, capable of bringing the mechanisms of Roman rule to a (21) _____ conquered territory and particularly the engineers and architects who could create the physical infrastructure of a new province. 5 The Romans were quick to employ the fighting (22)____ of the people they conquered. The auxiliary troops become part of the established structure of the army, but continued to draw recruits (23) _____ the non-citizen population, and mainly from the barbarian inhabitants of the frontier of the Empire. 6 The Romans relied for, their cavalry on (24 ) _____ troops drawn from nations with tradition of horsemanship, from Thrace and Scythia (25)_____ North Africa. These were standardized into auxiliary unit called an a/a, the Latin word for 'wing'. Fill spaces 1-25 with these words. Out, auxiliary, newly, their, which, as, at, to(2), into, within, skills, from(2), beyond, for, or, his, in, who, all, of, via, and, by.

Reading Comprehension Tasks 1. Read the text again and choose the most suitable heading from the list AH for each part (1-6). There is an example at the beginning (0). Notice that there is one heading which you do not need to use. A The Celts E Senator В Cavalry F Centurion С Optio G Standard-bearer D Legionary Soldier H Auxiliary 2. Choose the best answer in 1 - 5. 1. II Augusta in Rome was A. The Parliament B. Professional army C. The Emperor of Rome D. The Senate 3. The property owing class elected A. The Pope B. Senators C. Mayors and Government D. Magistrates and councilors. 3. The Centurion were A. Educated and intelligent

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B. Feared warriors C. The most distinguished men D. Liberate and free men. 4. Standard - bearers were responsible for A. Law and Order B. Keeping humans rights C. Safekeeping of soldiers money D. State security. 5. The Romans quickly taught conquered people A. Read and write B. Fighting skills C. Economics D. Be good at Politics. Vocabulary and Grammar Tasks 1. Find in the text the English for: д рев ни й м и р, и зб и ра ть, в ы д елять, об есп еч и в а ть п остоянств о тра д и ци й, ч а сто, п ред ста в и тель, п ри к а зы д ня, к ольч уга , ч ешуя, соотв етств ую щ и й, тяжела я п ехота , п од а в лять, за в оев а нна я терри тори я. 2. Form the opposites from the following words with the help of prefixes: equipped employed cultured capable considerable distinguished justifiable appropriate memorial essential responsible 3.How do these forms change? Give the missing form of the words below. VERB elect

NOUN continuity ferocity responsibility

specialize create employ establishment conquest populate inhabitant reliance

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4. Change the verb in brackets if necessary. When darkness (fall) over the hills of Sussex on 14 October, 1066, few people (have) any idea of what (п а ррегф! But nowadays every schoolchildren in England (know) that on that day the famous battle of Hastings (take) place. In this battle the last Anglo-Danish king (defeat) by a Norman invader, Duke William. Soon after his victory William the Conqueror (crown) as William I. The new king (bring) a new law and a new language. 5. The words in the sentences below are jumbled up. Re-write the sentences, putting the words in the right order. 1) ancient world, the, largest, the, Rome, professional, of, army, maintained. 2) fine, in, magistrates, towns, councilors, raised, and, buildings, public. 3) by, they, feared, hated, and, were, men, frequently, their, always. 4) 'orders of the day', he, in, the, belt, carried, his, pouch, a. 5) bears, wore, or, the, skins, they, wolves, of. 6) specialists, these, all, men, and, kinds, of, craftsmen, were. 7) of, part, army, the, structure, the, troops, of, auxiliary, become, established, the. ( 6. /Translate into English. 1)Г ород ом К ов ентри уп ра в лял оч ень м огущ еств енны й ч елов ек п о и м ени Л еофршс. 2)Л еофри к п ри нужд а л си лой п ла ти ть ем у неп оси льны е на логи , ч тоб ы он м ог жи ть в роск оши в св оем д в орце. 3)Ж и тели К ов ентри б ы ли в лохм отьях, б ед ны и нед оед а ли . 4)Од на жд ы он реши л об ложи ть жи телей К ов ентри ещ е б ольши м на логом . 5)Ж ена Л еофри к а , лед и Г од и в а , п оп роси ла егоотм ени ть на лог. 6) "Е сли Вы п роед ете об на женной п оули ца м К ов ентри , я отм еню на лог", ск а за л Л еофри к . 7) Л ед и Г од и в а на п и са ла п и сьм о жи телям К ов ентри . "Н е отк ры в а йте ста в ни , п ок а я б уд у еха ть п оули ца м ", - п и са ла она . Reacting Comprehension Task What in your opinion was II Augusta? Tell about it using words and phrases given below. the largest professional army magistrates and councilors well equipped public buildings highly trained tribal capitals crack troops continuity of tradition campaign of conquest the Option quick to employ deputy fighting skills 'orders of the day' established structure standard-bearers the Centurions to convey ferocity Discussion Task Prove that II Augusta was the largest professional army of the ancient world.

13 TEXT FOUR THE FALL OF MAIDEN CASTLE

Vocabulary notes rampart (n) - к реп остной в а л scramble up(n) - п од ъем sunken - за б рошенны й, осев ши й protest — уб ерега ть, отв од и ть javelin - м ета тельное к оп ье, д роти к waver - д рогнуть, к олеб а ться tormentor (n) - м уч и тель deploy - ра зв ерты в а ться swing - ра зм а хи в а ть bang – п рям о THE FALL OF MAIDEN CASTLE Maiden Castle Mai-Dun, the huge hill-village near Dorchester, Dorset, now known as Maiden Castle. Man lived on this 1,000 yard long hill since at least 2000 BC. By 44 AD it enclosed the main village of the Durotrigian tribe 45 acres of ground. Huge earth ramparts, some 90 feet high, protected it in successive rings, and were strengthened at some points by dry-stone walls and timber palisades. The West gate had seven different ramparts; even the East gate, chosen for an attack by the Legio II Augusta, had four. The Battle After a scramble up the steep grassy slope, and from the short sharp fight with the tribes men who had tried to hold it, the last of the Britons on this bank was down. For the moment the fighting had passed on ahead of Fronto's Century of the 2nd Cohort, Legio II Augusta. The Armored backs and big red shields of Fatalis's Century pressed on through the sunken lane towards the gateway into the big Celtic hill-fort. Part of the Century was in Tortoise' formation, shields forming a box to protest the soldiers from the stones and javelins hurled by the howling tribesmen up on the ramparts. The Attack did not waver, then the shield box broke up, and the silver and red figures ran up the bank at their tormentors. The Legate Vespasian was keeping his usual tight grip on the battle, as soon as these outer banks were signaled secure he would have ordered forward some of the legion's light mule drawn catapults, to give close supporting fire for the final push through the gate. Vespasian was much of a soldier as Centurion Fatalis, which made a change from the perfumed politicians who usually got commands. Through the smoke from the burning huts, the II Augusta would push through the ramparts and deploy into their proper ranks again. The Britons hadn't a hope as discipline and training always beat individual courage. The Britons had no proper tactics, no professional officers, no amour,

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and pathetically old-fashioned weapons. They charged and slashed and hacked, but made little impression on that moving wall of the Roman shields, Roman amour and helmets. Fatalis would put his lads in wedge formation, splitting up the enemy rush crushing them into tight little groups where the couldn't swing their big swords. Then a bang in the face with the shield, and the long point of the wicked Roman short-sword stabbing up into their unarmored bodies. Maiden Castle must have been the tenth or eleventh of these forts that the II Augusta and their attached auxiliary cohorts had taken since they first slashed ashore on this foggy island of Britain. Reading Comprehension Tasks 1. The sentences below are all from the text. Match parts of sentences on the left with their complementation on the right. 1) Man lived on this l,ooo yard long hill 1)which made a change from the perfumed politicians who usually got commands 2) From the short sharp fight with 2)were strengthened at some points the tribesmen by dry-stone walls and timber palisades. 3) Vespasian was much of a soldier 3) discipline and training always as Centurion Fatalis, beat individual courage 4) Through the smoke from the 4)since at least 2000BC. burning huts 5) The Britons hadn't a hope as 5)the last of the Britons on this was dawn. 6)They charged and slashed and 6) the II Augusta would push through the ramparts and deploy hacked, but into their proper ranks again. 7)Huge earth ramparts, some 90 7)made little impression on that feet high, protected it in suc moving wall of that Roman cessive rings and shields. 2.Answer the following questions: 1) How did the Castle look like? 2) Can you describe the battle between the Britons and the Celts? 3) How was the Century formed? What was the order of the soldiers? 4) Who headed the Celts? 5) What have you learned about the Britons' army? 6) Were the Celts successful in their attacks? Prove your answer. 7) What was Maiden Castle for the II Augusta?

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Vocabulary and Grammar Tasks l.Find in the text the English for: за м ок , ск лон, троп и нк а , в орота , к реп остной в а л, нед оста точ ны й, к онтрол п од ход ящи й, п оложени е, ста ром од ны й, а та к ов а ть, руб и ть, п а рень оп а сны й, в ы са д и ться на б ерег. 2.Match the meanings a-g with the verbs 1-7ю 1) to be down a) to become very weak, to collapse b) to separate 2) to pass on c) to finish 3) to press on d) to employ smb to do a particular job 4) to break up e) to move from one activity to another 5) to run smth up f) to raise 6) to put smb in g) to hurry forward 7) to split up 3. Change the words in italics with their synonyms. An example is given. 0.Their attack was finished quickly. Their attack was down quickly. 1.We decided to change the item on the agenda. 2.- Shall we stay here for the night? - No, let's hurry forward. 3.The editor employs me a journalist. 4.The school finishes next week. 5. The roof collapsed under the weight of snow. 6. They raised the Union Jack. 7. John has just separated with his girlfriend. 4. Change the verbs in brackets if necessary. The Tudor family (to come) to power after the Wars of the Roses. These (to be) civil wars between the houses of York (white rose) and Lancaster (red rose), both of whom (to claim) the throne. Memories of the horrors of these wars (to be) still alive when Henry VIII, who (to be) just the second Tudor king (to crown). The young King, handsome, gifted and athletic, ( to do) much for the glory of England. His talents (to be) diverse - he (to be, to interest) in music, books and sport. The young king (to pay) a lot attention to religious questions. He (to be) a true catholic and by 1521 he (to write) an Anti-Lutheran book, for which a grateful Pope (to award) him the title of Defender of the Faith. But only ten years later Henry VIII (to break) away from the Catholic Church and (to set) up his own Church of England. 5.Use Complex object. Pattern: I saw that my enemies were running hard. I saw my enemies running hard. I heard that the pirates broke the window of the captain's room. |I heard them break the window of the captain's room. I heard that they tried to break down the gate of the castle.

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I saw that they paused. I noticed that the blind man was running among them. I saw that the men came out. I could hear that their feet were banging on our old stairs. I heard that the men said they couldn't find us. 7, Translate the following sentences into English paying attention to the Complex Object. 1) Я д ум а ю , этоза ста в и т в а с п роч и та ть к ни гу снов а . 2) Я сч и та ю , ч тоем у на д оп озв они ть род и телям . 3) М не б ы хотелось, ч тоб ы ра б ота б ы ла сд ела на сегод ня. 4) Х оти те ли в ы , ч тоб ы м ы в стрети ли сь сегод ня? 5) Я не хоч у, ч тоб ы этот в оп рос об сужд а лся в сп ешк е. 6) М ы не ожи д а ли , ч тоона сд ела ет та к ой и нтересны й д ок ла д . 7) Я зна ю , ч тона этом м есте б уд ет п остроен нов ы й д ом . Discussion Task Do you think the Roman Army was well organized? Why (Why not)?

TEXT FIVE THE BATTLE 60AD Vocabulary notes rebellion(n) – в осста ни е corrupt(adj.) - п род а жны й, б есч естны й delay(n) - за м ед лени е, отсроч к а seethe(v) - б урли ть, к и п еть appeal(v) - п ри зы в а ть, об ра ща ться defense(n) - за щи та , об орона lance(n) - п и к а , к оп ье heap(n) - м ножеств о, м а сса mercy(n) - м и лость, п оща д а

Pre-reading Task Do you know anything about Suetonius Platius? If so, tell the class. THE BATTLE 60AD In 60 AD there was rebellion in Britain. Boudica, the queen of the Iceni, led several tribes of southern England who were united in their revulsion at corrupt Roman rule. Unrestrained, they destroyed the new Roman settlements at Colchester, St AJbans and London. The provincial governor, Suetonius Paulinus — who was campaigning in North Wales rushed back to quell the revolt with an army of some 10,000 men. Suetonius decided to attack without delay. He chose a position in a valley with a wood behind him. There could be no enemy, he knew, except at his front. where there was open country without cover for ambushes. Suetonius drew up the legionaries in close order, with the auxiliaries at their flanks, and the cavalry massed on the wings.

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On the British side, cavalry and infantry bands seethed over a wide area in unprecedented numbers. Their confidence was such that they brought their wives with them to see the victory, installing them in carts at the edge of the battlefield. Suetonius appealed to his men.» Disregard the clamors and empty threats of the natives!.. .Just keep in close order. Throw your javelins and then carry on: use shield-bosses to fell them, swords to kill them. Do not think о plunder, when you have won, you will have everything. "

He gave the order for battle. At first the legionaries stood their ground. Keeping to the valley as a natural defense, they launched their javelins accurately at the approaching enemy. Then, in wedge formation, they burst forward. So did the auxiliary infantry. The cavalry, with lances extended, demolished all serious resistance. The remaining Britons fled with difficulty since their ring of wagons blocked their escape. The Romans did not spear even the women. Baggage animals too, transfixed with weapons, added to the heaps of dead. It was a glorious victor}'. Their Roman superiority of discipline and tactics assured them victory over the chaotic mass of the Britons. Suetonius chose the field of battle to his advantage, and employed his specialist forces, the legions, Auxilia and cavalry, in set-piece maneuvers, and without mercy. Reading Comprehension Tasks l.Say true or false to the following statements. 1) Boudica was the queen of Ireland. 2) Suetonius decided not to attack for several days. 3) The forest was behind the army. 4) The Romans had no confidence in their victory. 5) The legionaries and the auxiliary infantry acted the same way. 6) The Romans were not cruel to the women. 7) The Britons won the victory because they were well-organized. 2. Complete the following ideas. 1) Several tribes of Southern England were united in their revulsion at . 2) Suetonius Paulinus rushed back to . 3) The enemy could be at his front, where . 4) Cavalry and infantry bands seethed over . 5) At first the legionaries . 6) The remaining Britons fled with difficulty since . 7) When you have won, you . 3.Answer the following questions. 1) Why was there rebellion in Britain? 2) Which settlements were destroyed? 3) Why did Suetonius Paulinus rush back? 4) What was his plan? 5) Why do you think the Romans were sure in their victory? 6) Describe the order of the battle.

18 7) What brought the success to the battle?

Vocabulary and Grammar Tasks l.Find in the text the English for; отв ра щени е, п од а в лять м ятеж, фла нг, ув еренность, п ехота , п ротест, д об ы ч а , м ета ть, ра зруша ть, об есп еч и в а ть. 2. Complete the following sentences with the words below in an appropriate form. 1) Several tribes of southern England in their revulsion at corrupt Roman rule. 2) They the new Roman settlements. 3) Suetonius Platius in North Wales. 4) He __ to quell the revolt. 5) Suetonius _ __ to attack without delay. 6) Suetonius Paulinus _ in North Wales. 7) The remaining Britons _ with difficulty since their ring of wagons blocked their escape. 8) They _ their wives with them to see the victory. To decide, to flee, to unite, to destroy, to rush back, to campaign, to bring. 3. Change the words in italics with their synonyms given below. 1)In 60 AD there was a rebellion in Britain. 2)Suetonius Paulinus rushed back to quell the revolt. 3)Suetonius dre\v up the legionaries in close order. 4)Their confidence was such that they brought their wives with them to see the victory. 5)Suetonius appealed to his men. 6)The cavalry, with lances extended, demolished all serious resistance. 7)Their Romans superiority of discipline and tactics assured them victory over the chaotic mass of the Britons. to persuade, to ask rebellion opposition to end to provide to arrive and stop 4. Read the pairs of sentences. Combine them, using infinitive of purpose. Example: I went to Lacy's department store. I wanted to buy some clothes. / went to Lacy's department store to but some clothes. 1) I asked for the dressing room. I wanted to try on a dress. 2) They went to the snack bar. They wanted to get a drink. 3) I'm going for a sale. I want to save some money. 4) She tried on the blouse. She wanted to be sure of the size. 5) I went to the store. I wanted to buy some eggs and other things for dinner. 6) I need a sharp knife. I wanted to cut steak.

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5. Agree or disagree with the following sentences using structures so do I or neither/nor do I etc. 1) I always enjoy a good night out. 2) My husband is never on time. 3) I didn't get a holiday this year. 4) Amanda will be at University next year. 5) I haven't written to Jane yet. 6) George would be furious if he found out. 7) John can't stand pop music. 8) The children are tired out. 6. Join the sentences with who or which. Do you know a shop? He stole my car 1 know somebody. Н е/she deals with exports. I want some plates. It isn't working. I was at school with the man. It needs to be eaten. I'd like to speak to the person. It sells good coffee. She's got friendly with a boy. They last for years. The police haven't found the man. She could mend that chair. There's some cheese in the fridge They can go in the microwave. We've got some light bulbs. He's driving that taxi. This is the switch. He lives next door. 7.Make each of these pairs of simple sentences into a complex one by using a relative pronoun like in the example. Boudica led several tribes of Southern England. They were united in their revulsion at corrupt Roman rule. Boudica led several tribes of Soythern England who were united in their revulsion at corrupt Roman rule. 1) Fred Brown has a dog. It is called Jock. 2) This is the girl. She is going to sing a song. 3) I haave lost the pen. I bought it yesterday. 4) Richard lives in a house. It has a big garden. 5) These are some apples. They grew on my tree. 6) I saw the man. He won the prize. 8)We had a friend. He was a famous writer. Discussion Task Prove that Suetonius Paulinus was a great tactician.

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TEXT SIX ROMAN TOWNS AND FORTS

Vocabulary notes fortification (n) - ук реп лени я anchorage(n) - як орна я стоянк а barbarian (n) - в а рв а р criss cross (n) – к рест abandoned (a) - за б рошенны й layout (n) - п ла ни ров к а

extent (n) - степ ень, м ера court (n) – д в ор row (n) - ряд porticos (n) – п орти к aisled (a) - п роход ной rubble (n) - б улы жни к gravel (n) - гра в и й

ROMAN TOWNS AND FORTS

Roman Forts Porchester Castle is one of the earliest complete Roman fortifications in northern Europe, with the harbor at Porchester being one of the likely fleet anchorage's for the II Augusta's initial seaborne advance in 44AD - 45AD. Towards the end of the 3rd century the first fort was built, part of a series from the Wash to the Solent commanded by the 'Court of the Saxon Shore' to protect the Northern provinces from pirates and barbarians, After the Romans left Britain in 410AD the Romano - British were left to defend their shores as best they could and consequently there followed a fairly 'constant occupation of the Castle. Roman Towns In all the lands they conquered, the Romans built towns that they could feel at home in. Each town was built to a plan. The Romans liked everything to be organized and orderly. The streets were laid out in a criss cross pattern. Usually they would have two main streets that divide the town. Smaller streets led of these at right angles. Silchester - Calleva Atrebatuni Silchester, the Roman Town of Calleva Atrebatum, unlike many other Roman towns which continued in use after the withdrawal of Roman troops early in the fifth Century AD ( such as Winchester), Silchester was completely abandoned at the end of the Roman occupation of Britain. Consequently it has never been built on and the layout survives intact. In England only two other Roman towns, Caistor in Norfolk and Wroxeter in Shropshire have survived to a similar extent. In the center lay the Forum and Basilica, measuring 313x275 feet. The Forum court was surrounded on the north, east and south sides by a continuous row of shops and offices, flanked inside and out by porticos of Bath-stone Tuscan columns: the main entrance was in the center of the east side. Across the west side of the Forum court lay the Basilica, an aisled hall 234x58 feet with tribunals at each end. Fragments of marble from Purbeck and Italy were found in rubble layers, indicating a fine finish to the building.

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In the south part of the town, near to the south gate, lay a large Mansio (an official guest house) which consisted of a graveled court surrounded on three sides by rangers of rooms; a private bath suite occupied the area adjacent to the south east corner. Other buildings within the town included several Roman-Celtic temples, private houses of courtyard and corridor type, and a number of shops and workshops, which produced a wide range of commodities. Just outside the northeast corner of the walled area is an amphitheatre measuring about 250x220 feet overall. Vocabulary and Grammar Tasks 1. Find in the text the English for: га в а нь, п ерв она ч а льны й, в результа те, д и сци п ли ни ров а нны й, угол, в ы в од в ойск , в ы жи ть, неп ов режд енны й, за щи щенны й, м есто д ля суд ьи , слой, п ри м ы к а ю щ и й, м а стерск а я. 2. Draw four columns like this: Nouns Verbs Adjectives Adverbs Into the first column put all the nouns in the text; into the second one - al the verbs; into the third one - all the adjectives; and into the fourth one — al! the adverbs. 3. Make adverbs from the following adjectives: quick, slow, sorrowful, bright, quiet, clever, sudden, bad, good, hard, fast. 4. Put adverbs into the blank spaces in the following sentences: 1) The boy wrote . 2) You are working too . 3) I will do the work . 4) Open the door . 5) Come_____, I want to speak to you. 6) I saw Jane_____and I shall see her again 7) John drove the car streets. along the wide road but in the crowded It was a beautiful day, the sun was shining_____, the birds were singing _____and the children were playing in the field. 5. Write out these sentences putting the adjectives that are in brackets into their correct form. 1) Tom is (old) than Richard. 2) John is the (clever) boy in the class. 3) The weather is (fine) today than it was yesterday. 4) London is the (big) city in the world. 5) This sentence is (difficult) than the first one. 6) My dog is as (good) as yours. 7) My dog is (good) than yours.

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8) My dog is (good) of the three. 9) My cold is (bad) today than it was yesterday. 10) They have (many) hens than we have, but they get (few) eggs. 6. Fill in the missing words. 1) Tom is older_____than Richard. 2) Fred is not___old__Tom. 3) Tom is___oldest__the three. 4) This book is better___that. 5) This book is not___good__that. 6) This book is___best___the three. 7) That exercise is more difficult__this one. 8) The weather is worse today___ it was yesterday. 9) It was not___bad yesterday___it is today. 10)Today's weather is___worst___the week. 7.Rewrite these sentences in the Passive Voice. Example: Thomas Cook and Son are to make experiments this year. Experiments are to be made this year by Thomas Cook and Son. 1) They will open the shop for business on Monday. 2) The low rainfall has created an alarming situation. 3) They will have to restrict the supply of electronic power. 4) They saw a ghost in the churchyard last night. 5) The men have dug graves by night in the cemetery for many years. 6) We shall resume the minting of nickel five-cent pieces soon. 7) She hurried the children off to school. 8) They have widened this road. 9) They put the fire out in less than an hour. 10) They could not use the main staircase. 8. Translate into English, using the same structures as in the model: Model: My grandfather likes to be asked about his work. I hate to be made fun of. 1) М ой Д руг п оп роси л, ч тоб ы ем у ра зреши ли съезд и ть в М оск в у на три д ня. 2) Инженер хотел, ч тоб ы ем у п ок а за ли в есь за в од . 3) Ни к тоне лю б и т, к огд а егона к а зы в а ю т. 4) М а льч и к не хотел, ч тоб ы егохв а ли ли в п ри сутств и и д руги х уч ени к ов . 5) Он не хотел, ч тоб ы на д ни м см еяли сь. 6) М не нра в и тся, к огд а в се ч и сто. 7) Я лю б лю , к огд а м ожнолегк оотк ры ть ок но. 8) М оей п од руге нра в ятся в ещи , к оторы е п ростоши ть. Reading Comprehension Task Put questions to the text. Arrange them as a plan. Retell the text according to your plan.

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TEXT SEVEN THE DECLINE AND DEPARTURE Translate the text paying attention to all structures you know. THE DECLINE AND DEPARTURE After four hundred years in Britain, the Legions finally departed. They had come, as invaders but had not settled. They had come, as conquerors but had not subdued. Only their military roads and empty forts remained as monuments to their time in this land, to speed travelers on their journeys and to shelter the homeless. Only their secrets of glassmaking and their better ways of metal craft were passed down to be added to the skills of the North Britons. Unlike the South there were no Roman towns nor Roman laws, no Roman government nor Roman economy, just a land and its peoples living on their hilltops and crannogs, in their brochs and duns as they had been when the Eagles of Rome first made their great advance under Agricola. Unable to take the North by force the Romans had separated it from the south by a mighty wall of stone. Perhaps for that reason as much as any in history, Britain came to be divided into two Kingdoms, one of which would be called Scotland. Last of the legions It was about the year 410AD that the last of the legions left Britain. Rome was gathering its strength for a final desperate stand. Invading hosts from Germany had overrun the Empire and were now hammering on the city walls. The people living in the cold craggy land of Hadrain's wall went about the business of survival much as they had always done. What changes the Roman years had brought showed mainly in the Kingdoms south of the crumbing rampart and burnt-out forts of the Antonine Wall. The Great Alliance The Irish, the Picts and the Saxons from the continent would unite a great alliance of tribes against the Romans. Never before had such a plan been dared. Its success would depend on surprise and no warning must be allowed to reach the Romans. The Arcani, which was a kind of Roman secret service, was bribed to report nothing. And so the garrison never suspected that the warrior chieftains of the northern tribes were mustering their men and moving quietly south. In Ireland powerful fleets of hide-covered curraghs raised their red sails and slipped out of their haven to bear eastwards for Britain. To the unguarded coast line of Yorkshire came other craft, their high prows cutting white furrows through the water. They were manned perhaps by Saxons, whose main fleet was further South, or perhaps by the Picts themselves coasting down past the eastern end of the wall. No hint of the approaching danger reached the defenders. The timing was exact. By land and by sea, the raiders struck with lightning speed. The Picts swept down on the wall and carried it on the first rush. The ships of their allies

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crunched on to the shingle and sand of unprotected beaches up and down both coastlines and the seaborne warriors thrust inwards. Too late the warning beacons were lit and the alarm rose. The first word to reach Fullofaudes, commander-in-Chief of the Roman army was of the disaster of the wall. Not realizing the tremendous weight and speed of the Pictish advance, he rushed from his head quarters at York to restore order almost the garrison. He was ambushed and captured before reaching his destination. Nectaridus, Commander-in-Chief of the coastal region, was killed in an early engagement With the loss of two generals the Roman army retreated in confusion before the surging advance of the great alliance. In a campaign of startling speed the tribal forces raced southwards. The whole country was ablaze and London lay under siege. Victory was complete. Their Vengeance satisfied, the alliance turned to plunder, and picked the province clean. By the time Roman reinforcements arrived under Theodosius the campaign was over. The armies of the alliance had broken up with warrior bands taking what booty they could seize as they returned northwards. In the northern alliance the Irish had found common cause with the Picts and a link was forged with Pictland which would lead, one day, to the single most important event in Scottish history. Perhaps for the part they played in that campaign the Irish were given land on the West Coast of Pictland in the area of Kintyre and Knapdale. In any case events were taking place in Ireland during the fifth century which caused settlers from what is now Antrim but was then known by the name of its people, the Dal Riata, to cross the North Channel and land on the Mull of Kintyre. Before the end of that century, Fergus М ог, King of the Dal Riata had forsaken his royal capital in Ireland and made a new Kingdom in Kintyre. What makes this so important is that these Celts from Ireland were known also by another name, a nickname which meant 'raiders', they were called the 'Scots'. They settled quickly in the land that would one-day bear their name, and they spread. Within half a century they occupied all of what is now Argyll and were in conflict with the Picts and the British Kingdom of Strathclyde.

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PART TWO Reading and speaking TEXT 1 I Read and translate the text. Consult a dictionary. Learn the text by heart. Compare the primitive community with the utopian society. The primitive Community The history of mankind begins with the primitive community. The appearance of new tools and new methods of labour led to the replacement of the human herd by the clan. Several clans, that is communities, or related individuals formed a tribe. Both the tribe and the clan were governed by elders who were chosen foe their life experience and knowledge. The human herd and the clan were two consecutive stages in the development of primitive society. The related members of the clan jointly owned their hunting grounds and the lands which they tilled. They lived and worked together, and consumed in common the products of their labour. Since they lived together in groups, they could provide themselves with food and keep fires burning. The primitive human herd possesses the simplest tools: a hand-axe, a digging stock and a wooden club. Thousands of years passed before stone tools were replaced by those made of metal (bronze, iron). When people invented the harpoon, they took up fishing. The invention of bows and arrows helped to start cattle; breeding, and axes made it possible to go over to farming. In primitive society there was no private property, therefore there were no classes and no exploitation — that is, appropriation by the rich of the fruits of other men's labour. Since there were no classes, there was no state system, that is no armed forces, no prisons, no courts, no overseers, no government bodies. II Consult the text and find the English equivalents of the following: П ерв об ы тна я об щи на , п ерв об ы тное об ществ о, ч елов еч еск ое ста д о, род , п лем я, об ра зов а ть п лем я, ста рейши ны , оруд и я труд а (м ета лли ч еск и е, б ронзов ы е, железны е, к а м енны е), д уб и нк а , лук , топ ор, стрела , м оты га , уп ра в лять, за ни м а ться (охотой, ры б ной лов лей, сельск и м хозяйств ом , ра зв ед ени ем ск ота ), в ы б и ра ть, в ла д еть, об есп еч и в а ть, и зоб рета ть, за м енять, ед а , огонь, сов м естно, сооб щ а . III Sum up the contents of the text by answering the following questions. 1. What does the history of mankind begin with? 2. What led to the replacement of the human herd by the clan? 3. Who governed the clan? 4. What tools had the people? 5. What was their main occupation? 6. What was the structure of primitive society?

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Thегеare some original American texts about American Indians. Remember as many facts about their life as you can. You'll need the information in your future work. TEXT 2 I Read the text, entitle it and answer the question: What holiday do the people of North Carolina celebrate during the 3rd week in September and why? Indians were the first people to live in our country. That is why they are called Native Americans. Because they were here before the white settlers, it is important to remember and thank the Indians. Indians gave modern Americans many gifts and taught the settlers many new ways of doing things. Each year in North Carolina ['kaeralaina], we celebrate Indian Heritage Week during the third week in September. Vocabulary: gift — дар Heritage — н асл еди е II Read the text, entitle it and see whether you can answer the following questions: 1. Did the Indians live in caves? 2. What materials did they use for their dwellings? 3. Could one find any pieces of furniture there? Indians in North Carolina did not live in teepees. Most of the Indians in North Carolina lived in small buildings 'made of wood and reeds. The frame of the house was made from wooden poles that were tied together. The walls and roof were made from reed mats or sheets of tree bark. Long tables or benches were usually the only furniture in their structures. Vocabulary: teepee = wigwam — дом, п омещ ен и е reed = rush — т рост н и к, камы ш pole — кол, ж ердь , ст ол б mat — н аст и л sheet of bark — п ол оска коры TEXT 3 I Read and translate the text. Dress Indians wore clothes made from deer skins. It took many days to prepare the skin before it was ready to be sewn. First, the hair had to be scraped off the skin. Then the excess flesh had to be removed. Next the hide was stretched and

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softened. The final step was to smoke the hides to give them a golden brown color. Earrings, necklaces and bracelets were worn by men and women. This jewelry was made from bone, copper, shell and polished-stone beads. Most men wore their hair long. Women usually had long hair with bangs across the forehead. Both men and women would use braid wraps that were decorated with certain beads. This is one way that showed which tribe they belonged to. Vocabulary: sew (sewed, sewn) [sou], [soud], [soun] — ши т ь to scrape off — очи щ ат ь excess — и зли шек flesh — мясо hide — шкура to soften psom] — смягчат ь jewelry — драгоц ен н ост и bead [bi:d] — буси н ка bang — чел ка forehead ['fornd] — л об braid wrap — шал ь , п л еди зт есь мы to belong to — п ри н адлеж ат ь II Express agreement or disagreement with the following. Begin your answer with: "Certainly you are right" or "I am afraid you are wrong". 1. The usual dress for men and women was the same. 2. There were no special preparations for the skins to be sewn. 3. The jewelry was made of silver and gold. 4. There was no way to determine which tribe the people belonged to. 5. It took no time to prepare the skin for dress. III Consult the text and find English equivalents of the following: од ежд а (2 зна ч ени я); шк ура (2 зна ч ени я); треб ов а лось м ного д ней; п ри ход и лось оч и ща ть; п ри ход и лось устра нять; см оли ть (к оп ти ть шк уру); п ри д а ть и м золоти сто-к ори ч нев ы й цв ет; серьги ; ожерелье; ч елк а ; лоб ; ук ра ша ть; п ри на д лежа ть; ук ра шени я д ела ли сь и з к ости (м ед и , ра к ов и н, б уси нок ). Reading and speaking TEXT 4 I Read the text, and find the key words in each passage and use them to review the text. Food The Indians taught the settlers new ways to hunt and fish when they came to North Carolina many years ago. The Indians caught their fish in nets called weirs that were made from reeds woven or tied together. Another way the Indians caught fish is with spears. The Indians hunted big animals mostly with bows and arrows. They hunted deer and bear.

28 The Indians cooked the fish and meat over a grill of reeds or sticks. But most of the cooking was done in clay pots. They would put the pot on a fire and boil different foods. In this way they would cook vegetables, fruits, nuts, roots and meat. Native Americans planted gardens much like gardens are planted today. They grew beans, peas, melons, pumpkins, sunflowers, potatoes and other foods. The men took turns guarding the fields and scaring away the birds and wild animals. They were probably some of the first scarecrows! Vocabulary: to catch (caught) — л ови т ь reed — т рост н и к to weave (wove [wouv], woven [woun]) — т кат ь spear [s'pia] — коп ь е stick — п рут , п ал ка clay [klei] — гл и н ян ы й would put — обы чн о ст ави л и pot — горшок to boil — ки п ят и т ь melon — ды н я pumpkin — т ы ква take turns guarding — п оочередн о охран яя scare away — от п уги ват ь scarecrow — п угал о II Translate the following word combinations and use Participles in the sentences of your own: a) nets called weirs; reeds woven and tied together; b) nets were made from reeds; the cooking was done in pots; c) the men took turns guarding the field and scaring away the birds.

Reading and speaking TEXT 5 I Read and give the main idea of the text in 3 sentences. Indians Today Did you know that there are many Indians still living in North Carolina today? In fact North Carolina has the largest Indian population east of the Mississippi River. There are more than 65.000 Native Americans living in North Carolina. The state of North Carolina recognizes 6 tribes. They are: Cherokee, Coharie, Haliwa-Saponi, Lumbee, and others. Indian children today look and live very much like other children. They live in houses and go to school. They wear jeans, shorts, shirts and shoes like those you wear. Native Americans drive cars, go to church and enjoy sports and entertainment like everyone else. Like other people, they are very proud of their heritage and ancestors. To help remind them of their past, the Indians have special holidays and celebrations. The Indian way of life was to live in harmony with nature. Many of today's organisations are influenced by the arts, crafts and culture of Native Americans. Vocabulary: entertainment — развл ечен и е ancestor — п редок

29 to help remind — зд. чт обы н езабы т ь way of life — образж и зн и craft — ремесл о

Reading and speaking TEXT 6 I Look through the text (you are given 5 minutes) and be ready to fulfil the assignments. The Stone Age The Stone Age was a period of history which began in approximately 2 million B.C. and lasted until 3.000 B.C. Its name was derived from the stone tools and weapons that modern scientists found. This period was divided into the Paleolithic, Mesolithic, and Neolithic Ages. During the first period (2 million to 8000 B.C.) the first hatchet and use of fire for heating and cooking were developed. As a result of the Ice Age, which evolved about 1 million years into the Paleolithic Age, people were forced to seek shelter in caves, wear clothing, and develop new tools. During the Mesolithic Age (8000 to 6000 B.C.) people made crude pottery and the first fish hooks, took dogs hunting, and developed a bow and arrow, which was used until the 14th century A.D. The Neolithic Age (6000 to 3000 B.C.) saw humankind domesticating sheep, goats, pigs, and cattle, being less nomadic than in previous eras, establishing permanent settlements, and creating governments. II Test Choose the correct answer. 1. Into how many periods was the Stone Age divided? a) 2; b) 3; c) 4; d) 5. 2. Which of the following was developed earliest? a) the fish hook; b) the fist hatchet; c) the bow and arrow; d) pottery 3. Which of the following developments is NOT related to the conditions of the Ice Age? a) farming; b) clothing; c) living indoors; d) using fire. 4. Which period lasted longest? a) Paleolithic; b) Ice Age; c) Mesolithic; d) Neolithic. 5. Which of the following periods saw people develop a more communal form of living? a) Paleolithic; b) Ice Age; c) Mesolithic; d) Neolithic. 6. The author states that the Stone Age was so named because a) it was very durable; b) the tools and weapons were made of stone; c) there was little vegetation;

30 d) the people lived in caves. III Read the text for the second time and do the following: 1. Give your own title to the text. 2. What are the characteristic features of each period of history? 3. What is the origin of the term "Stone Age"? 4. Compress the text into 5 sentences. IV Vocabulary Study Write out all the words from the texts grouping them under the headings: "Periods of ancient history", "Social structure", "Tools", "Occupations", "Jewelry". V Speech Practice Choose one of the topics for a short talk to be given in class: • The main features of primitive society. •The main occupations of primitive people. • The structure of government in primitive society. •The character and manners of primitive people. • Characteristic features of each period of ancient history.

Reading and speaking TEXT 7 I. Read and translate the text, paying attention to the translation of passive constructions. The Civilizations of Ancient Mexico Many ruins, the remnants of ancient cities and villages, are scattered over nearly all the present-day Mexico. Sculptures, great monoliths, small terracotta masks and idols have constantly been ploughed up in some parts of the country. These, as well as arms, jewels, and many other objects discovered there, are proofs of a great degree of culture attained by the native people. The study of ancient Indian civilizations, the problems, which are connected with the origin of these peoples, their languages and scripts have agitated scholars for centuries. The Spaniards were the first to arrive in America. The first conquest in the West Indies during last years of the 15th century was a failure for the Spanish adventurers in search of riches. Then a rumour began to spread that beyond the mountains there lived the emperor of the people called the Aztecs. It was said that he lived in a gold castle, slept in a gold bed and ate from gold plates. In 1519, six hundred Spaniards led by Hernando Cortez landed at the Mexican coast. In two years and five months they conquered the capital of the "Aztec Empire". The Aztec Empire flourished on the territory of present Mexico at the time of the Spanish conquest. The Aztecs and other highly civilized peoples inhabited the central and southern parts of the country. One hundred and twenty five languages were spoken throughout the area. A system of writing and an efficient numerical system were widely used. They had a calendar of their own which was based in part on the solar year. The Aztecs raised maize, beans and other aboriginal crops. Trade was highly developed. They had an organized government and a priesthood which administered their elaborate religion. The conquerors were greatly impressed by the wealth of the native rulers and the advanced culture of the priests. But they were more ruthless in trampling out the "heathen" civilizations of the American Indians and a decade later all the, beautiful towns were churned to rubble, the manuscripts reduced to ashes and most of the people destroyed or enslaved.

31 Vocabulary: remnant - ост ат ок to scatter - разбрасы ват ь idol - и дол to plough - п ахат ь arms pi. - оруж и е jewels -. драгоц ен н ост и proof - доказат ель ст во to attain - дост и гат ь script - зд. п и сь мен н ост ь to arrive = to come to conquer - завоевы ват ь conqueror - завоеват ел ь conquest - завоеван и е failure - н еудача, п ровал adventurer - и скат ель п ри кл ючен и й search - п ои ск rumour - сл ух, мол ва to spread - расп рост ран ят ь ся Aztec Spaniard Hernando Cortez [er'na:ndou 'ko:rtez] to flourish - п роц вет ат ь to raise - вы ращ и ват ь priest - свящ ен н и к priesthood - свящ ен ст во, ж речест во elaborate - т щ ат ель н о разработ ан н ы й ruthless - безж ал ост н ы й trampling - п оп и ран и е heathen - зд. язы чески й to churn to rubble - сж и гат ь дот л а to reduce - зд. п ревращ ат ь to destroy -разрушат ь to enslave – п орабощ ат ь II Consult the text and find the words a) close in meaning to: area, precious stone, weapons, evidence, to grow (crops), to manage, commerce; b) opposite in meaning to: foreign, success, decay, inefficient; c) the English equivalents of: д ости ч ь в ы сок ой степ ени ци в и ли за ци и ; в ы ра щ и в а ть ра зли ч ны е к ультуры ; ра сп ростра нять слухи ; п рои зв од и ть си льное в п еч а тлени е на ; уп ра в лять д ела м и госуд а рств а ; к оренное на селени е; та и нств енна я м а ск а ; сжи га ть д отла ; в п ои ск а х б ога тств . III. Express agreement or disagreement with the following. Begin your answer with: "I think it's true", "I'm afraid I can't agree to that", "I think it's wrong". 1. Remnants of civilization of Ancient Mexico are proofs of a great degree of culture attained by the native people. 2. Ancient Indian civilizations present no riddles to

32 solve. 3. The first Europeans to arrive in America came from Britain in search of riches. 4. A rumour began to spread that the Aztecs were wild people, dangerous to deal with. 5. Spaniards led by Cortez landed at the Mexican coast in 1519. 6. The Aztec Empire is known to have perished long before the Spaniards landed in America. 7. The conquerors were greatly impressed by the advanced culture of the American Indians. IV. Retell the text in detail using the following plan: 1. The Aztec civilization of ancient Mexico. 2. The discovery of the American continent by the Europeans. 3. The conquest of the Aztec state by the Spanish adventurers. 4. The end of the civilizations of the American Indians.

Reading and speaking TEXT 8 I. Read, translate the text with the help of a dictionary, and see whether you can answer the questions: What is the other profession which can be compared to archaeology? How do the two compare? Archaeologists are Detectives Who Dig in the Dirt Archaeologists have often been compared with detectives, as they hunt for clues about the lifestyles of ancient peoples. Like detectives, archaeologists go into the field to locate and preserve all kinds of information. They also use high-tech scientific tools to analyze the evidence they collect and then carefully interpret their data. In addition, like detectives, archaeologists today are not solely concerned with the traditional "what", "when", and "where" questions but try to answer the "how" and "why" ones, too. Moreover, like criminologists, archaeologists attempt to generalize from specific "why" answers to broader theories. Like many comparisons, however, the similarities between archaeologists and detectives cannot be pushed too far. One obvious difference is that archaeologists do not have informants or suspects they can question. The record that archaeologists study is mute. Thus, the archaeologists' problem is how to get the remains of the past - from broken bits of pottery to large monuments - to "talk". II Read the first part of the dialogue, translate it and be ready to speak on archaeology in general terms. Analyse and explain the words in bold type. Part I A. What do you know about archaeology? B. Frankly speaking, not much. To some people the word archaeology suggests something as dry as dust, a pursuit followed by elderly, long-bearded professors; to others the word is full of romance, suggesting buried treasures.

33 A. Neither idea is very close to the truth. Archaeology is the scientific study of the material remains of past human life and activities. These materials include relics, artifacts, monuments, etc. B. But how do archaeologists manage to find out something about the earliest inhabitants who lived before a word of their history was written? A. It is owing to the fact that an archaeologist deals with all the material remains of man: the objects he used and made, his dwelling places, his tools and weapons, his own bones and burial places with buried treasure. B. I see. So the main thing for an archaeologist is the romance of treasure hunt, isn't it? A. On the contrary, most archaeologists are not working with the expectation of finding a king's tomb or similar riches. They are aiming at throwing light on some portion of man's past by the careful piecing together of evidence, much of it apparently insignificant in itself. Vocabulary: to include - вкл ючат ь (в себя) find out - обн аруж и т ь , узн ат ь owing to the fact - бл агодаря т ому, чт о expectation – ож и дан и е to aim at - н ац ел и ват ь , н ап равлят ь to throw light on - п рол и ват ь свет н а чт о -л и бо apparently - очеви дн о insignificant - н езн ачи т ел ь н ы й Archaeological terms: archaeology archaeologic(al) archaeologist pursuit - зан ят и е to bury - хорон и т ь , п рят ат ь burial - захорон ен и е burial hill (mound) - моги л ь н ы й хол м burial place - мест о п огребен и я buried - захорон ен н ы й, сп рят ан н ы й treasure - сокрови щ е, кл ад remains - ост ан ки , ост ат ки relics - ост ан ки , ост ат ки artifact - ост ат ки мат ери ал ь н ой кул ь т уры древн его чел овека tomb - моги л а, н адгробн ы й п амят н и к evidence - зд. археол оги чески есви дет ел ь ст ва, н аходки III Read the second part of the dialogue and answer the questions. Part II B. Can you explain why the archaeologists carry on their excavations? A. To begin with, archaeology is not an end in itself, not just an abstract study. It is the method of finding out about the past of the human race in its material aspects, and the study of the products of this past. These aspects may be the way people lived, the way they worshipped, the way they built, their art, their trade, their travels. B. But all these aspects are studied by historians as well, aren't they? A. Certainly, but historians are concerned primarily with written records, and the earliest systems of writing were only invented some five thousand years ago, whereas man's ape-like ancestors appeared on earth about half-a-million years ago. The past does not vanish without

34 a trace. The ruins of ancient buildings and of graves remain. In them clothing, utensils, weapons and other things are found. To learn how people lived long ago these things have to be dug up and studied. B. What instruments do archaeologists need for their work? A. Archaeology involves skilled and laborious work. So they use different machines, then spades and picks. In places where machines and spades are found too big, smaller tools like knives, pincers and brushes are used. B. As far as I've understood the data of archaeological research is used to reconstruct various social and economic periods of history for which no written sources exist. A. Good for you. Now you know what archaeology deals with. B. Thanks a lot. A. You're welcome. Vocabulary: to carry on - п роводи т ь end - зд. ц ел ь to be concerned - бы т ь заи н т ересован н ы м primarily - гл авн ы м образом to appear - п оявлят ь ся to involve - зд. вкл ючат ь в себя skilled - оп ы т н ы й, квали фи ц и рован н ы й laborious - т рудн ы й, т рудоемки й Archaeological terms: to worship - п окл он ят ь ся ancestor - п редок to vanish - и счезат ь trace - след grave - моги л а utensils . - ут варь to dig up - ры т ь , коп ат ь spade - л оп ат а pick - ки рка pincers - щ и п ц ы , п и н ц ет data ['delta] - дан н ы е, факт ы research - н аучн оеи сследован и е IV. Answer the questions: 1. How does the study of the remnants of the past help archaeologists in their work? 2. In what way does the work of archaeologists differ from that of historians? 3. Do you know what stages of excavations are and what archaeologists need for their work. 4. What do you think of this profession? Isn't it a romantic one? 5. What is a short definition of archaeology as a science? V. Read the text, put in the correct articles, and say: 1) whether you know the meaning of the word "Stonehenge"; 2) what this monument was used for (give your reasons); 3) if Stonehenge is still a mystery to scholars (give your reasons).

Reading and speaking TEXT 9 I Read and translate the text with the help of the dictionary.

35 THE CLASSICS But the literary bequests of antiquity , Greek as well as Latin, were of far more importance than architectural, and indeed than all the artistic remains which it had left. They were held in the most absolute sense to be springs of all knowledge. The literary conditions of that age of great discoveries have often been set forth; no more can here be attempted than to point out a few less-known features of the picture. Great as was the influence of the old writers on the Italian mind in the 14th century and before, yet that influence was due rather to the wide diffusion of what had long been known than to the discovery of much that was new. The most popular Latin poets, historians, orators and letter-writers, together with the number of Latin translations of single works of Aristotle, Plutarch, and a few other Greek authors, constituted the treasure from which a few favoured individuals in the time of Petrarch and Boccaccio drew their inspiration. The former, as is well known, owned and kept with religious care a Greek Homer, which he was unable to read. A complete Latin translation of the Iliad and Odyssey, though a very bad one, was made at Petrarch's suggestion, and with Boccaccio's help, by a Calabrian Greek, Leonzio Pilato. But with the 15th century began the long list of new discoveries, the systematic creation of libraries by means of copies, and the rapid multiplication of translations from the Greek. II Roleplay You are a famous scientist in antiquity. Mark the following statements as true or false, according to the contents of the article. 1. The most important heritage of antiquity in Italy was architecture. 2. The Greek and Latin writers’ influence on the Italian mind in the 14th century was great due to the discovery of new conception. 3. Only some privileged Latin writers can draw their inspiration from the ancient treasure. 4. Petrarch worshiped Homer as he could read Homer’s works in the original. 5. A complete Latin translation of Homer’s Iliad was not a good one. 6. The 15th century saw a real boom in the field of translation from Greek in Italy.

Reading and speaking TEXT 1 I Read and translate the text. Consult a dictionary. Learn the text by heart. Compare the primitive community with the utopian society. The primitive Community The history of mankind begins with the primitive community. The appearance of new tools and new methods of labour led to the replacement of the human herd by the clan. Several clans, that is communities, or related individuals formed a tribe. Both the tribe and the clan were governed by elders who were chosen foe their life experience and knowledge. The human herd and the clan were two consecutive stages in the development of primitive society. The related members of the clan jointly owned their hunting grounds and the lands which they tilled. They lived and worked together, and consumed in common the products of their labour. Since they lived together in groups, they could provide themselves with food and keep fires burning. The primitive human herd possesses the simplest tools: a hand-axe, a digging stock and a wooden club. Thousands of years passed before stone tools were replaced by those made of metal (bronze, iron). When people invented the harpoon, they took up fishing. The invention

36 of bows and arrows helped to start cattle; breeding, and axes made it possible to go over to farming. In primitive society there was no private property, therefore there were no classes and no exploitation — that is, appropriation by the rich of the fruits of other men's labour. Since there were no classes, there was no state system, that is no armed forces, no prisons, no courts, no overseers, no government bodies. II Consult the text and find the English equivalents of the following: П ерв об ы тна я об щ и на , п ерв об ы тное об ществ о, ч елов еч еск ое ста д о, род , п лем я, об ра зов а ть п лем я, ста рейши ны , оруд и я труд а (м ета лли ч еск и е, б ронзов ы е, железны е, к а м енны е), д уб и нк а , лук , топ ор, стрела , м оты га , уп ра в лять, за ни м а ться (охотой, ры б ной лов лей, сельск и м хозяйств ом , ра зв ед ени ем ск ота ), в ы б и ра ть, в ла д еть, об есп еч и в а ть, и зоб рета ть, за м енять, ед а , огонь, сов м естно, сооб ща . III Sum up the contents of the text by answering the following questions. 1. What does the history of mankind begin with? 2. What led to the replacement of the human herd by the clan? 3. Who governed the clan? 4. What tools had the people? 5. What was their main occupation? 6. What was the structure of primitive society?

Reading and speaking Thегеare some original American texts about American Indians. Remember as many facts about their life as you can. You'll need the information in your future work. TEXT 2 I Read the text, entitle it and answer the question: What holiday do the people of North Carolina celebrate during the 3rd week in September and why? Indians were the first people to live in our country. That is why they are called Native Americans. Because they were here before the white settlers, it is important to remember and thank the Indians. Indians gave modern Americans many gifts and taught the settlers many new ways of doing things. Each year in North Carolina ['kaeralaina], we celebrate Indian Heritage Week during the third week in September. Vocabulary: gift — дар Heritage — н асл еди е II Read the text, entitle it and see whether you can answer the following questions: 1. Did the Indians live in caves? 2. What materials did they use for their dwellings? 3. Could one find any pieces of furniture there? Indians in North Carolina did not live in teepees. Most of the Indians in North Carolina lived in small buildings 'made of wood and reeds. The frame of the house was made from wooden poles that were tied together. The walls and roof were made from reed mats or sheets of tree bark. Long tables or benches were usually the only furniture in their structures. Vocabulary: teepee = wigwam — дом, п омещ ен и е

37 reed = rush — т рост н и к, камы ш pole — кол, ж ердь, ст ол б mat — н аст и л sheet of bark — п ол оска коры

Reading and speaking TEXT 3 I Read and translate the text. Dress Indians wore clothes made from deer skins. It took many days to prepare the skin before it was ready to be sewn. First, the hair had to be scraped off the skin. Then the excess flesh had to be removed. Next the hide was stretched and softened. The final step was to smoke the hides to give them a golden brown color. Earrings, necklaces and bracelets were worn by men and women. This jewelry was made from bone, copper, shell and polished-stone beads. Most men wore their hair long. Women usually had long hair with bangs across the forehead. Both men and women would use braid wraps that were decorated with certain beads. This is one way that showed which tribe they belonged to. Vocabulary: sew (sewed, sewn) [sou], [soud], [soun] — ши т ь to scrape off — очи щ ат ь excess — и зл и шек flesh — мясо hide — шкура to soften psom] — смягчат ь jewelry — драгоц ен н ост и bead [bi:d] — буси н ка bang — чел ка forehead ['fornd] — л об braid wrap — шал ь , п леди зт есь мы to belong to — п ри н адлеж ат ь II Express agreement or disagreement with the following. Begin your answer with: "Certainly you are right" or "I am afraid you are wrong". 1. The usual dress for men and women was the same. 2. There were no special preparations for the skins to be sewn. 3. The jewelry was made of silver and gold. 4. There was no way to determine which tribe the people belonged to. 5. It took no time to prepare the skin for dress. III Consult the text and find English equivalents of the following: од ежд а (2 зна ч ени я); шк ура (2 зна ч ени я); треб ов а лось м ного д ней; п ри ход и лось оч и ща ть; п ри ход и лось устра нять; см оли ть (к оп ти ть шк уру); п ри д а ть и м золоти сток ори ч нев ы й цв ет; серьги ; ожерелье; ч елк а ; лоб ; ук ра ша ть; п ри на д лежа ть; ук ра шени я д ела ли сь и з к ости (м ед и , ра к ов и н, б уси нок ).

Reading and speaking TEXT 4 I Read the text, and find the key words in each passage and use them to review the text. Food

38 The Indians taught the settlers new ways to hunt and fish when they came to North Carolina many years ago. The Indians caught their fish in nets called weirs that were made from reeds woven or tied together. Another way the Indians caught fish is with spears. The Indians hunted big animals mostly with bows and arrows. They hunted deer and bear. The Indians cooked the fish and meat over a grill of reeds or sticks. But most of the cooking was done in clay pots. They would put the pot on a fire and boil different foods. In this way they would cook vegetables, fruits, nuts, roots and meat. Native Americans planted gardens much like gardens are planted today. They grew beans, peas, melons, pumpkins, sunflowers, potatoes and other foods. The men took turns guarding the fields and scaring away the birds and wild animals. They were probably some of the first scarecrows! Vocabulary: to catch (caught) — л ови т ь reed — т рост н и к to weave (wove [wouv], woven [woun]) — т кат ь spear [s'pia] — коп ь е stick — п рут , п ал ка clay [klei] — гл и н ян ы й would put — обы чн о ст ави л и pot — горшок to boil — ки п ят и т ь melon — ды н я pumpkin — т ы ква take turns guarding — п оочередн о охран яя scare away — от п уги ват ь scarecrow — п угал о II Translate the following word combinations and use Participles in the sentences of your own: a) nets called weirs; reeds woven and tied together; b) nets were made from reeds; the cooking was done in pots; c) the men took turns guarding the field and scaring away the birds.

Reading and speaking TEXT 5 I Read and give the main idea of the text in 3 sentences. Indians Today Did you know that there are many Indians still living in North Carolina today? In fact North Carolina has the largest Indian population east of the Mississippi River. There are more than 65.000 Native Americans living in North Carolina. The state of North Carolina recognizes 6 tribes. They are: Cherokee, Coharie, Haliwa-Saponi, Lumbee, and others. Indian children today look and live very much like other children. They live in houses and go to school. They wear jeans, shorts, shirts and shoes like those you wear. Native Americans drive cars, go to church and enjoy sports and entertainment like everyone else. Like other people, they are very proud of their heritage and ancestors. To help remind them of their past, the Indians have special holidays and celebrations. The Indian way of life was to live in harmony with nature. Many of today's organisations are influenced by the arts, crafts and culture of Native Americans.

39 Vocabulary: entertainment — развл ечен и е ancestor — п редок to help remind — зд. чт обы н езабы т ь way of life — образж и зн и craft — ремесл о

Reading and speaking TEXT 6 I Look through the text (you are given 5 minutes) and be ready to fulfil the assignments. The Stone Age The Stone Age was a period of history which began in approximately 2 million B.C. and lasted until 3.000 B.C. Its name was derived from the stone tools and weapons that modern scientists found. This period was divided into the Paleolithic, Mesolithic, and Neolithic Ages. During the first period (2 million to 8000 B.C.) the first hatchet and use of fire for heating and cooking were developed. As a result of the Ice Age, which evolved about 1 million years into the Paleolithic Age, people were forced to seek shelter in caves, wear clothing, and develop new tools. During the Mesolithic Age (8000 to 6000 B.C.) people made crude pottery and the first fish hooks, took dogs hunting, and developed a bow and arrow, which was used until the 14th century A.D. The Neolithic Age (6000 to 3000 B.C.) saw humankind domesticating sheep, goats, pigs, and cattle, being less nomadic than in previous eras, establishing permanent settlements, and creating governments. II Test Choose the correct answer. 1. Into how many periods was the Stone Age divided? a) 2; b) 3; c) 4; d) 5. 2. Which of the following was developed earliest? a) the fish hook; b) the fist hatchet; c) the bow and arrow; d) pottery 3. Which of the following developments is NOT related to the conditions of the Ice Age? a) farming; b) clothing; c) living indoors; d) using fire. 4. Which period lasted longest? a) Paleolithic; b) Ice Age; c) Mesolithic; d) Neolithic. 5. Which of the following periods saw people develop a more communal form of living? a) Paleolithic; b) Ice Age; c) Mesolithic; d) Neolithic.

40 6. The author states that the Stone Age was so named because a) it was very durable; b) the tools and weapons were made of stone; c) there was little vegetation; d) the people lived in caves. III Read the text for the second time and do the following: 1. Give your own title to the text. 2. What are the characteristic features of each period of history? 3. What is the origin of the term "Stone Age"? 4. Compress the text into 5 sentences. IV Vocabulary Study Write out all the words from the texts grouping them under the headings: "Periods of ancient history", "Social structure", "Tools", "Occupations", "Jewelry". V Speech Practice Choose one of the topics for a short talk to be given in class: • The main features of primitive society. •The main occupations of primitive people. • The structure of government in primitive society. •The character and manners of primitive people. • Characteristic features of each period of ancient history.

Reading and speaking TEXT 7 I. Read and translate the text, paying attention to the translation of passive constructions. The Civilizations of Ancient Mexico Many ruins, the remnants of ancient cities and villages, are scattered over nearly all the present-day Mexico. Sculptures, great monoliths, small terracotta masks and idols have constantly been ploughed up in some parts of the country. These, as well as arms, jewels, and many other objects discovered there, are proofs of a great degree of culture attained by the native people. The study of ancient Indian civilizations, the problems, which are connected with the origin of these peoples, their languages and scripts have agitated scholars for centuries. The Spaniards were the first to arrive in America. The first conquest in the West Indies during last years of the 15th century was a failure for the Spanish adventurers in search of riches. Then a rumour began to spread that beyond the mountains there lived the emperor of the people called the Aztecs. It was said that he lived in a gold castle, slept in a gold bed and ate from gold plates. In 1519, six hundred Spaniards led by Hernando Cortez landed at the Mexican coast. In two years and five months they conquered the capital of the "Aztec Empire". The Aztec Empire flourished on the territory of present Mexico at the time of the Spanish conquest. The Aztecs and other highly civilized peoples inhabited the central and southern parts of the country. One hundred and twenty five languages were spoken throughout the area. A system of writing and an efficient numerical system were widely used. They had a calendar of their own which was based in part on the solar year. The Aztecs raised maize, beans and other aboriginal crops. Trade was highly developed. They had an organized government and a priesthood which administered their elaborate religion.

41 The conquerors were greatly impressed by the wealth of the native rulers and the advanced culture of the priests. But they were more ruthless in trampling out the "heathen" civilizations of the American Indians and a decade later all the, beautiful towns were churned to rubble, the manuscripts reduced to ashes and most of the people destroyed or enslaved. Vocabulary: remnant - ост ат ок to scatter - разбрасы ват ь idol - и дол to plough - п ахат ь arms pi. - оруж и е jewels -. драгоц ен н ост и proof - доказат ель ст во to attain - дост и гат ь script - зд. п и сь мен н ост ь to arrive = to come to conquer - завоевы ват ь conqueror - завоеват ел ь conquest - завоеван и е failure - н еудача, п ровал adventurer - и скат ель п ри кл ючен и й search - п ои ск rumour - сл ух, мол ва to spread - расп рост ран ят ь ся Aztec Spaniard Hernando Cortez [er'na:ndou 'ko:rtez] to flourish - п роц вет ат ь to raise - вы ращ и ват ь priest - свящ ен н и к priesthood - свящ ен ст во, ж речест во elaborate - т щ ат ель н о разработ ан н ы й ruthless - безж ал ост н ы й trampling - п оп и ран и е heathen - зд. язы чески й to churn to rubble - сж и гат ь дот л а to reduce - зд. п ревращ ат ь to destroy -разрушат ь to enslave – п орабощ ат ь II Consult the text and find the words a) close in meaning to: area, precious stone, weapons, evidence, to grow (crops), to manage, commerce; b) opposite in meaning to: foreign, success, decay, inefficient; c) the English equivalents of: д ости ч ь в ы сок ой степ ени ци в и ли за ци и ; в ы ра щ и в а ть ра зли ч ны е к ультуры ; ра сп ростра нять слухи ; п рои зв од и ть си льное в п еч а тлени е на ; уп ра в лять д ела м и госуд а рств а ; к оренное на селени е; та и нств енна я м а ск а ; сжи га ть д отла ; в п ои ск а х б ога тств .

42 III. Express agreement or disagreement with the following. Begin your answer with: "I think it's true", "I'm afraid I can't agree to that", "I think it's wrong". 1. Remnants of civilization of Ancient Mexico are proofs of a great degree of culture attained by the native people. 2. Ancient Indian civilizations present no riddles to solve. 3. The first Europeans to arrive in America came from Britain in search of riches. 4. A rumour began to spread that the Aztecs were wild people, dangerous to deal with. 5. Spaniards led by Cortez landed at the Mexican coast in 1519. 6. The Aztec Empire is known to have perished long before the Spaniards landed in America. 7. The conquerors were greatly impressed by the advanced culture of the American Indians. IV. Retell the text in detail using the following plan: 1. The Aztec civilization of ancient Mexico. 2. The discovery of the American continent by the Europeans. 3. The conquest of the Aztec state by the Spanish adventurers. 4. The end of the civilizations of the American Indians.

Reading and speaking TEXT 8 I. Read, translate the text with the help of a dictionary, and see whether you can answer the questions: What is the other profession which can be compared to archaeology? How do the two compare? Archaeologists are Detectives Who Dig in the Dirt Archaeologists have often been compared with detectives, as they hunt for clues about the lifestyles of ancient peoples. Like detectives, archaeologists go into the field to locate and preserve all kinds of information. They also use high-tech scientific tools to analyze the evidence they collect and then carefully interpret their data. In addition, like detectives, archaeologists today are not solely concerned with the traditional "what", "when", and "where" questions but try to answer the "how" and "why" ones, too. Moreover, like criminologists, archaeologists attempt to generalize from specific "why" answers to broader theories. Like many comparisons, however, the similarities between archaeologists and detectives cannot be pushed too far. One obvious difference is that archaeologists do not have informants or suspects they can question. The record that archaeologists study is mute. Thus, the archaeologists' problem is how to get the remains of the past - from broken bits of pottery to large monuments - to "talk". II Read the first part of the dialogue, translate it and be ready to speak on archaeology in general terms. Analyse and explain the words in bold type. Part I A. What do you know about archaeology?

43 B. Frankly speaking, not much. To some people the word archaeology suggests something as dry as dust, a pursuit followed by elderly, long-bearded professors; to others the word is full of romance, suggesting buried treasures. A. Neither idea is very close to the truth. Archaeology is the scientific study of the material remains of past human life and activities. These materials include relics, artifacts, monuments, etc. B. But how do archaeologists manage to find out something about the earliest inhabitants who lived before a word of their history was written? A. It is owing to the fact that an archaeologist deals with all the material remains of man: the objects he used and made, his dwelling places, his tools and weapons, his own bones and burial places with buried treasure. B. I see. So the main thing for an archaeologist is the romance of treasure hunt, isn't it? A. On the contrary, most archaeologists are not working with the expectation of finding a king's tomb or similar riches. They are aiming at throwing light on some portion of man's past by the careful piecing together of evidence, much of it apparently insignificant in itself. Vocabulary: to include - вкл ючат ь (в себя) find out - обн аруж и т ь , узн ат ь owing to the fact - бл агодаря т ому, чт о expectation – ож и дан и е to aim at - н ац ел и ват ь , н ап равлят ь to throw light on - п рол и ват ь свет н а чт о -л и бо apparently - очеви дн о insignificant - н езн ачи т ел ь н ы й Archaeological terms: archaeology archaeologic(al) archaeologist pursuit - зан ят и е to bury - хорон и т ь , п рят ат ь burial - захорон ен и е burial hill (mound) - моги л ь н ы й хол м burial place - мест о п огребен и я buried - захорон ен н ы й, сп рят ан н ы й treasure - сокрови щ е, кл ад remains - ост ан ки , ост ат ки relics - ост ан ки , ост ат ки artifact - ост ат ки мат ери ал ь н ой кул ь т уры древн его чел овека tomb - моги л а, н адгробн ы й п амят н и к evidence - зд. археол оги чески есви дет ел ь ст ва, н аходки III Read the second part of the dialogue and answer the questions. Part II B. Can you explain why the archaeologists carry on their excavations? A. To begin with, archaeology is not an end in itself, not just an abstract study. It is the method of finding out about the past of the human race in its material aspects, and the study of the products of this past. These aspects may be the way people lived, the way they worshipped, the way they built, their art, their trade, their travels. B. But all these aspects are studied by historians as well, aren't they?

44 A. Certainly, but historians are concerned primarily with written records, and the earliest systems of writing were only invented some five thousand years ago, whereas man's ape-like ancestors appeared on earth about half-a-million years ago. The past does not vanish without a trace. The ruins of ancient buildings and of graves remain. In them clothing, utensils, weapons and other things are found. To learn how people lived long ago these things have to be dug up and studied. B. What instruments do archaeologists need for their work? A. Archaeology involves skilled and laborious work. So they use different machines, then spades and picks. In places where machines and spades are found too big, smaller tools like knives, pincers and brushes are used. B. As far as I've understood the data of archaeological research is used to reconstruct various social and economic periods of history for which no written sources exist. A. Good for you. Now you know what archaeology deals with. B. Thanks a lot. A. You're welcome. Vocabulary: to carry on - п роводи т ь end - зд. ц ел ь to be concerned - бы т ь заи н т ересован н ы м primarily - гл авн ы м образом to appear - п оявлят ь ся to involve - зд. вкл ючат ь в себя skilled - оп ы т н ы й, квали фи ц и рован н ы й laborious - т рудн ы й, т рудоемки й Archaeological terms: to worship - п окл он ят ь ся ancestor - п редок to vanish - и счезат ь trace - след grave - моги л а utensils . - ут варь to dig up - ры т ь , коп ат ь spade - л оп ат а pick - ки рка pincers - щ и п ц ы , п и н ц ет data ['delta] - дан н ы е, факт ы research - н аучн оеи сследован и е IV. Answer the questions: 1. How does the study of the remnants of the past help archaeologists in their work? 2. In what way does the work of archaeologists differ from that of historians? 3. Do you know what stages of excavations are and what archaeologists need for their work. 4. What do you think of this profession? Isn't it a romantic one? 5. What is a short definition of archaeology as a science? V. Read the text, put in the correct articles, and say: 1) whether you know the meaning of the word "Stonehenge"; 2) what this monument was used for (give your reasons); 3) if Stonehenge is still a mystery to scholars (give your reasons).

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Reading and speaking TEXT 9 I Read and translate the text with the help of the dictionary. THE CLASSICS But the literary bequests of antiquity , Greek as well as Latin, were of far more importance than architectural, and indeed than all the artistic remains which it had left. They were held in the most absolute sense to be springs of all knowledge. The literary conditions of that age of great discoveries have often been set forth; no more can here be attempted than to point out a few less-known features of the picture. Great as was the influence of the old writers on the Italian mind in the 14th century and before, yet that influence was due rather to the wide diffusion of what had long been known than to the discovery of much that was new. The most popular Latin poets, historians, orators and letter-writers, together with the number of Latin translations of single works of Aristotle, Plutarch, and a few other Greek authors, constituted the treasure from which a few favoured individuals in the time of Petrarch and Boccaccio drew their inspiration. The former, as is well known, owned and kept with religious care a Greek Homer, which he was unable to read. A complete Latin translation of the Iliad and Odyssey, though a very bad one, was made at Petrarch's suggestion, and with Boccaccio's help, by a Calabrian Greek, Leonzio Pilato. But with the 15th century began the long list of new discoveries, the systematic creation of libraries by means of copies, and the rapid multiplication of translations from the Greek. II Roleplay You are a famous scientist in antiquity. Mark the following statements as true or false, according to the contents of the article. 1. The most important heritage of antiquity in Italy was architecture. 2. The Greek and Latin writers’ influence on the Italian mind in the 14th century was great due to the discovery of new conception. 3. Only some privileged Latin writers can draw their inspiration from the ancient treasure. 4. Petrarch worshiped Homer as he could read Homer’s works in the original. 5. A complete Latin translation of Homer’s Iliad was not a good one. 6. The 15th century saw a real boom in the field of translation from Greek in Italy.

ADDITIONAL TEXTS THE REASON FOR THE HUDRED YEAR WAR Flanders had grown to be the industrial center of northern Europe and had become extremely wealthy through its cloth manufacture. It could not produce enough wool to satisfy its market and imported fine fleece from England. England depended upon this trade for its foreign exchange. During the 1200's, the upper class English had adopted Norman fashions and switched from beer to wine, (note that beer and wine were very important elements in the medieval diet). Both contain vitamin and yeast complexes that the medieval diet, especially during the winter, did not provide. Besides, the preservation of food was a difficult matter in that era, and the alcohol in beer and wine represented a large number of calories stored in an inexpensive and effective fashion. People did get drunk during the Middle Ages, but most could not afford to do so. Beer and wine were valued as food and were priced accordingly. The problem was that England could not grow grapes to produce the wine that many of the English now favored and had to import it. A triangular trade arose in which English fleece was exchanged for Flemish cloth, which was then taken to southern France and exchanged

46 for wine, which was then shipped into England and Ireland, primarily through the ports of Dublin, Bristol, and London. But the counts of Flanders had been vassals of the king of France, and the French tried to regain control its wealth. The English could not permit this, since it would mean that the French monarch would control their main of foreign exchange. A civil war soon broke out in Flanders, with the English supporting the manufacturing middle class and the French supporting the land-owning nobility. The Struggle for Control France The English king controlled much of France, particularly in the fertile South. These lands had come under control of the English when Eleanor of Aquitaine, heiress to the region, had married Henry II of England in the mid-12th century. There was constant bickering along the French-English frontier, and the French kings always had to fear an English invasion from the South. Between Flanders in the North and the English in the South, they were caught in a "nutcracker". The "Auld Alliance"

The French responded by creating their own "nutcracker» . They allied with the Scots in an arrangement that persisted well into the 18th century. Thus the English faced the French from the south and the Scots from the north. The Battle for the channel and North Sea, the French nutcracker would only work in the French could invade England across the English Channel.(The French call it 'La Manche', 'The Sleeve'.) Besides, England could support their Flemish allies only if they could send aid across the North Sea, and, moreover, English trade was dependent upon the free flow of naval traffic through the Channel. Consequently, the French continually tried to gain the upper hand at sea, and the English constantly resisted them. Both sides commissioned what would have been pirates if they had not been operating with royal permission to prey upon each other's shipping, and there were frequent naval clashes in those constricted waters. The Dynastic Conflict The last son of King Philip IV(The Fair) died in 1328, and the direct male line of the Capetians finally ended after almost 350 years. Philip had had a daughter, however. This daughter, Isabelle, had married King Edward II of England, and King Edward III was their son. He was therefore Philip's grandson and successor in a direct line through Philip's daughter. The French could not tolerate the idea that Edward might become King of France, and French lawyers brought up some old Prankish laws, the so-called Salic Law, which stated that property (including the throne) could not descend through a female. The French then gave the crown to Philip of Valois, a nephew of Philip IV. Nevertheless, Edward III had a valid claim to the throne of France if he wished to pursue it.