Практикум по английскому языку (по истории Англии Средних веков)

ÌÈÍÈÑÒÅÐÑÒÂÎ ÎÁÐÀÇÎÂÀÍÈß ÐÎÑÑÈÉÑÊÎÉ ÔÅÄÅÐÀÖÈÈ ÂÎËÃÎÃÐÀÄÑÊÈÉ ÃÎÑÓÄÀÐÑÒÂÅÍÍÛÉ ÓÍÈÂÅÐÑÈÒÅÒ

Â.À. Ïèëèïåíêî, Ò.À. Áîáðîâà

ÏÐÀÊÒÈÊÓÌ ÏÎ ÀÍÃËÈÉÑÊÎÌÓ ßÇÛÊÓ (Ïî èñòîðèè Àíãëèè Ñðåäíèõ âåêîâ)

Âîëãîãðàä 2001

ÁÁÊ 81.432.1ÿ73 Ï32 Ðåöåíçåíòû: ä-ð ôèëîñ. íàóê, ïðîô. Í.Â. Îìåëü÷åíêî; êàíä. ôèëîë. íàóê, äîö. Å.È. Çàéöåâà; êàíä. ôèëîë. íàóê êàôåäðû ëèíãâèñòèêè è ìåæäóíàðîäíîé êîììóíèêàöèè Âîëãîãðàäñêîé àêàäåìèè ãîññëóæáû, äîö. Ë.Â. Ñòîëáîâàÿ Ïå÷àòàåòñÿ ïî ðåøåíèþ ó÷åíîãî ñîâåòà ôèëîëîãè÷åñêîãî ôàêóëüòåòà ÂîëÃÓ (ïðîòîêîë ¹ 11 îò 17.05.99 ã.)

Ïèëèïåíêî Â.À., Áîáðîâà Ò.À. Ïðàêòèêóì ïî àíãëèéñêîìó ÿçûêó (ïî èñòîðèè Àíãëèè Ï32 Ñðåäíèõ âåêîâ). — Âîëãîãðàä: Èçäàòåëüñòâî Âîëãîãðàäñêîãî ãîñóäàðñòâåííîãî óíèâåðñèòåòà, 2001. — 60 ñ. ISBN 5-85534-393-6 Äàííûé ïðàêòèêóì ïðåäíàçíà÷àåòñÿ äëÿ èñòîðèêîôèëîñîôñêîãî ôàêóëüòåòà. Ïîñîáèå ìîæíî èñïîëüçîâàòü äëÿ àóäèòîðíîé è ñàìîñòîÿòåëüíîé ðàáîòû ñòóäåíòîâ II è III êóðñîâ. Ïîñîáèå ñîäåðæèò òðåíèðîâî÷íûå óïðàæíåíèÿ äëÿ çàêðåïëåíèÿ ïîëó÷åííûõ çíàíèé.

ISBN 5-85534-393-6

© Â.À. Ïèëèïåíêî, Ò.À. Áîáðîâà, 2001 © Èçäàòåëüñòâî Âîëãîãðàäñêîãî ãîñóäàðñòâåííîãî óíèâåðñèòåòà, 2001

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ÂÂÅÄÅÍÈÅ Íàñòîÿùåå ïîñîáèå ïîñâÿùåíî èñòîðè÷åñêèì ñîáûòèÿì, ïðîèñõîäèâøèì â Àíãëèè â ðàííèé ïåðèîä Ñðåäíåâåêîâüÿ, è ñîñòîèò èç òðèíàäöàòè òåêñòîâ, êîòîðûå êàñàþòñÿ ïðîáëåì ðèìñêîãî, àíãëèéñêîãî è ñàêñîíñêîãî çàâîåâàíèé, ðàçâèòèÿ ôåîäàëèçìà â Àíãëèè, ïîÿâëåíèÿ ïåðâîãî ïàðëàìåíòà è çàêàí÷èâàåòñÿ íîðìàíñêèì çàâîåâàíèåì XIII â. Êðîìå òåêñòà, êàæäûé ðàçäåë âêëþ÷àåò â ñåáÿ ñïèñîê òåðìèíîâ äëÿ çàïîìèíàíèÿ. Âñå òåðìèíû âíåñåíû â îòäåëüíûé ñëîâàðü â êîíöå ïîñîáèÿ. Çàòåì ñëåäóþò çàäàíèÿ, ïîçâîëÿþùèå çàêðåïèòü äàííóþ â êàæäîé ãëàâå ëåêñèêó, ïðîâåðèòü ñòåïåíü ïîíèìàíèÿ òåêñòà è ñäåëàòü êðàòêîå èçëîæåíèå. Öåëü íàñòîÿùåãî ïîñîáèÿ — ôîðìèðîâàíèå ó ñòóäåíòîâ-èñòîðèêîâ óìåíèÿ ÷èòàòü íàó÷íóþ ëèòåðàòóðó íà àíãëèéñêîì ÿ çûêå è âåñòè áåñåäó ïî ñïåöèàëüíîñòè.  îñíîâó òåêñòîâ ïîëîæåí àäàïòèðîâàííûé ìàòåðèàë êíèãè Äåéâà Ìîðãàíà «Êðàòêàÿ èñòîðèÿ áðèòàíñêîãî íàðîäà».

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ÏÐÅÄÈÑËÎÂÈÅ / INTRODUCTION EARLY BRITAIN Britain has been many centuries in making. The Romans conquered most of Britain, but were unable to subdue the fiercely independent tribes in the west. And far north, further waves of invaders follow Angles, Saxons, Jutes and Normans. All these contributes to the mixture we call English. For many centuries this country was known simply as English and this historical study must deal first with the development of England. Much has been said and written about the British character. This attitude is summed up in the legendary story of a headline which is supposed to have appeared one morning in «The Times», as follows: Fog Stops Cross-Channel Traffic. Continent Isolated. Even if this story is not true, it certainly ought to be. Traditionally, the British have also been known as superior, snobbish, aloof, hypocritical and unsociable. The traditional opinion about the British or the English in earlier centuries was based on the habits of those Britons who could afford to travel: the diplomats and merchants. The qualities so justly criticized by observers in other countries were the qualities of the upper class. Not the hypocricy and dishonesty were British monopolies. On the contrary, every exploiting class in history has shared these characteristics. But the rules of Britain have been in a position where these qualities were more obvious. Britain was for centuries the premier trading nation, the first capitalist country, the workshop of the world, and the centre of an empire upon which , it was proudly claimed, the sun never set. Early in the history England won a reputation expressed in the title of «Perfidious Albion». Here is an outside view from the poem «England Expects» by the American Ogden Nash: «The character of the British people has been misjudged for many centuries. As long as the world had to judge England, the later Britain, from its experience of the ruling class, it naturally came to very critical conclusions. The British ruling class, with its record of success, developed the sense of superiority and arrogance to an extreme degree. But in recent years many people have found that there is another Britain, the Britain of the working people. They have very different characteristics from those of the upper class». The British people may appear to move very slowly, but so does history in Britain. They may seem hard, stubborn and convinced, but when they are convinced and when they start to move they show a high degree of persistence. It is not then easy to stop them. I hope that this short outline of British History will explain some of the great struggles of the British people, whose democratic spirit allow them to proudly claim to have been the first people in Europe to have tried, executed their king.

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не смогли подчинить Англы, Саксы, Юты, Норманы; смешение рас заголовок Туман остановил движение через канал

позволить себе; купцы; качества

первая мастерская

неправильно судить превосходство; высокомерие

настойчивость позволяет с гордостью заявить

ASSIGNMENT TO INTRODUCTION I. Check the meaning of the words in your dictionary: superior; aloof; hypocritical; hard; convinced; snobbish; aside; unsociable; stubborn; persistent. II. Match a word in A with its opposite in B. A unsociable superior hard scared awake frustrated hypocritical interested

B inferior easy to deal with calm sleepy sociable sure bored honest

III. Match a line in A with a line in B.

a. The Romans conquered most of Britains b. Much has been said about the British character c. Some Britons could afford to travel d. The main tribes were Angles, Jutes and Saxons e. Britain was for centuries the workshop of the world f. The British people may appear to move very slowly g. In recent years many people have found another Britain of the working class

1. Of course, they were diplomats and merchants 2. And the sun there never set 3. But were unable to subdue the tribes in the west. 4. And this country has another characteristics. 5. But traditionally the British have been known as insular. 6. But this mixture was known simply as English. 7. But so does the history in Britain.

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IV. Much has been said and written about English character. Is it true to call Englishmen superior, snobbish, aloof, hypocritical and unsociable? Answer the questions: 1. Is it true when we speak about the ruling class? Why is it true? Prove your statements. Use the text. 2. Translate the words by Ogden Nash, the American writer. Do you agree with his opinion about the Englishmen? 3. What are the national features of the English character? V. Translate and remember the new words: to conquer; a tribe; to subdue; to sum up; can afford; a trade; a judge; to execute. VI. Reading. 1. Check the meaning of the words in your dictionary: landscape, mammal, shepherd, formative, self-consciously, woolsack, flock, accidental. 2. Are the sentences true or false? Correct the false sentences: a) Sheep had the most formal influence on Britain’s landscape. b) Coal played the most important part in the English economy. c) Lord Chancellor sits on an armchair in the House of Lords. 3. Text for reading. Read the text about Britain by Gordon Winter. It will be continued after each unit. Throughout British history men have been landscape architects, though it was only in the 18th century that the term began to be used self-consciously by those who so skilfully laid out the parks of great houses. Next to man, the other mammals that have had the most formative influence on our landscape have been sheep. In past centuries sheep, and especially their wool, played the part in the English economy that coal played in the 19th century, and that oil is beginning to play now. Not for nothing does the Lord Chancellor sit on a woolsack in the House of Lords. So it is not entirely accidental that sheep figure fairly frequently in our history. In this, however, I should declare an interest. Looking after sheep has long been among my part-time occupations, and for the past 20 years I have been shepherd to my own small flock.

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VII. Complete the text using the correct tense and form of the verb on the right. Many hundred years ago (about the 4th century before our era) the country now called England was ________ as Britain and the people who ______ there were the Britons. They _______ to the Celtic race. The language they ______ was Celtic. Their culture, way of thinking and understanding were primitive. In the first century before our era Britain was _______ by the powerful State of Rome. The Romans ______ on the peninsula which is now ____ Italy and their language was Latin. They were practical men. They were very clever at making hard roads and building bridges and many-storeyed houses. The Romans had _______ very much about Britain from travellers, and among other things, they were greatly interested to ____ that valuable metals were to be _________ in Britain. Finally, they decided to occupy the island. The Romans ____ across the sea in galleys and the general who ______ them was Julius Caesar. It was not easy to conquer the Britons, and the Romans had to encamp troops all over the country. It is from these camps that the English cities later ______. But the Romans and the natives of Britain did not ______ one nation. The Romans _______ to make the Britons work for them. Soon the fall of the Roman Empire ______ As soon as the Britons were __________ to themselves they ______ very little peace for many years. The next invaders were some Germanic tribes _________ Angles, Saxons and Jutes who ______ in the northern and central parts of Europe. Britain split up into 7 kingdoms: Kent, Sussex Essex, Wessex, Mercia, East Anglia and Northumbria which were at war all the time. The Angles, Saxons, Jutes ______ for the supreme power. In some time they _________ îne nation. The first king to rule was Egbert. He was made king at the beginning of the 9th century.

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know live belong speak conquer live call

hear learn find sail command

arise become, want follow leave, have call live

fight become

ÒÅÊÑÒ I / TEXT I ENGLAND IN MIDDLE AGES. PRE-FEUDAL AND EARLY FEUDAL PERIOD The Iberians - the ancient population of Britain. Omitting the wandering hunters of the old age and the first people of the neolithic period that followed it, the earliest established fact is the arrival of immigrants who came from the Mediterranean by the way of the Spanish peninsula, and are consequently known as the Iberian race. They overspread the country and obsorbed. The Iberians followed the Biscay coast of France and made an open-sea passage from Brittany to Cornwell. Hence they tended to expand rather northwards than eastwards and their monuments are to be found chiefly in the western half of Britain. The size and splendour of their monuments speak of a numerous and well-organized people. The whole lay-out of Iberian civilization points to a certain specialization and division of labour. What concerns the social structure of the Iberians, we may admit, that on the one hand there must have been chiefs or nobles, on the other hand people engaged in the most cheapest and possibly servile labour. Celtic tribes. Soon after 700 B.C., the first wave of Celtic invaders entered Britain. These invasions were part of a widespread westward movement of tall, fair-haired, warlike tribes. The Celtic conquerors blended with their Iberian predecessors to varying extents in different parts of the country. The basic unit of the Celtic tribe was the kinship group, or family enlarged. While Celtic tribal society cannot be described as classless, its class divisions as existed (chief, free tribesmen) seem to have been mainly the result of the subjection of a native population.

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îïóñêàÿ, êî÷óþùèå

ðàñïðîñòðàíèëèñü ñ òåõ ïîð

óêëàä

âîæäè; çíàòü; çàíÿòûå

àññèìèëèðîâàëèñü ðîäîâàÿ ãðóïïà ÷ëåí ðîäà

ASSIGNMENT TO TEXT I I. Read text I and find the key-terms. They are: èìåòü òåíäåíöèþ, âîæäè è çíàòü, çàõâàò÷èê, óêëàä, ðàáñêèé òðóä, ðîäîâàÿ ãðóïïà, ðàçäåëåíèå òðóäà, çàâîåâàòåëü, ÷ëåí ðîäà. II. Match a line in A with a line in B. A a. The immigrants who came from the Mediterranean Brittany b. The Iberians followed the Biscay coast of France c. The whole lay-out of Iberian’s civilization d. The first wave of Celtic invaders e. The Celtic invaders f. The basic unit of the Celtic tribe

B 1. and made an open-sea passage from Cornwell. 2. entered Britain in 700 B. C. 3. was the kinship group or family enlarged 4. are known as the Iberian race 5. points to a certain specialization and division of labour. 6. were tall, fair- haired and warlike tribes

Ø. Prepare for the seminar on «England in Middle Ages». Answer the questions: 1. What was the ancient population of Britain? 2. Where did they come from? 3. Where did they tend to expand? 4. What did their lay-out point to? 5. What was their social structure? 6. When was the first wave of invasion? 7. What was the basic unit of the Celtic tribe? 8. Was Celtic tribal society classless?

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IV. Reading. 1. Check the meanings of the words in your dictionary: to be responsible for, pattern, squire, enduring merit, casually, to escape, passionate, deep-seated. 2. Are the sentences true or false? Correct the false sentences. a) The traditional pattern of an English village is a group of small houses grouped round a big square. b) The English have passionate love for the beauty of big cities. c) The suburban gardens are better kept in Japan. 3. Text for reading. Read the text about Britain by Gordon Winter. It will be continued after each unit. If the hand of man was largely responsible for giving Britain’s landscape the qualities that we love and admire, what influence has been at work that has enabled that hand to produce results of such enduring merit? Why is the traditional pattern of an English village, of little houses grouped casually round church, squire’s house and village green, so satisfying to man’s emotional needs that whenever people can afford to do so they escape from industrial townscapes to live in the villages? What is it that has given the people of these islands their passionate and deep-seated love for the beauty of the countryside? Why have organizations like the National Trust and the National Trust for Scotland been conceived in Britain, to form a model for other countries to follow in the rest of the western world? Why do we still devote so much time and energy to town and country planning? Why are suburban gardens better kept in Britain than anywhere else in the world?

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ÒÅÊÑÒ II / TEXT II ENGLISH CONQUEST At this period England began to occupy the attention of the Danish fleet. They had already developed new methods of war. The English were in comparison, poorly armed. And only thanks to the military genius of Alfred, the king of England the Danes were defeated. The activity of Alfred the Great was directed to securing his kingdom against future invaders. The extent of Alfred’s work in various fields is remarkable and its thoroughness is attested by the long period of peace, which followed his death. Three generations after the death of Alfred are generations of English culture and setting of institutions. The now complete break-up of the tribal structure had been accompanied by an advance towards feudalism. During the 10th c. the consolidation of England into a single kingdom went hand in hand with the creation of an organization into shires. In the sphere of justice, also great strides were made in the direction of feudalism by way of the delegation of royal rights to powerful individuals. The main agricultural unit — the manor. The thing which is characteristic of the manor, a servile peasantry. A man without land was neither free nor unfree. A free man was one who held land on condition of military service , or one who paid a money rent. The serf or villein was he who held land on condition of performing agricultural labour on his lord’s land, he who was bound to the soil, whereas the freeman could leave his land.

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ðàçðóøåíèå

ãðàôñòâà, ïðàâîñóäèå ïåðåäà÷à

âëàäåë äåíåæíàÿ ðåíòà áûë ïðèâÿçàí ê çåìëå

ASSIGNMENT TO TEXT II I. The beginning of the 9th century was a troublesome time for England. The Danes went to sea for plunder. When Alfred the Great was the king, the danger was the greatest. Alfred the Great was Egbert’s son. Read the first passage of the text and translate it from English into Russian in a writing form. II. Read text II and find the key-terms in this text: çàíèìàòü, ïîðàæåíèå, ïðîäâèæåíèå, ðàçâèâàòü, êîðîëåâñòâî, ãðàôñòâî, áûòü âîîðóæåííûì, ïîêîëåíèå, ïðàâîñóäèå, ôåîäàëüíîå ïîìåñòüå, äåíåæíàÿ ðåíòà, êðåñòüÿíñòâî, âëàäåòü çåìëåé, âîåííàÿ ñëóæáà, áûòü ïðèâÿçàííûì ê çåìëå. III. Match a line in A with a line in B.

A a. England began to attract b. The genius of Alfred c. The complete break-up of the tribal structure d. The thing which is characteristic of the manor e. Thanks to Alfred f. A free man was one

B 1. England had a long period of peace 2. was a great advance towards feudalism 3. the attention of the Danish fleet 4. who held land on condition of military service 5. was one of the main reasons of the Danes’ defeat 6. is servile labour

IV. Read the article from the newspaper «Moscow News» about Alfred the Great and prove the epithets: convinced, brave, persistent, courageous, wise, educated, superior, independent. ALFRED THE GREAT (871—899) The beginning of the IXth century was a troublesome time for England. Danish pirates called Northmen kept coming over the sea for plunder. Each year their number increased. They sailed in their keels round the coast of the Island fighting battles and trying to settle. When

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Alfred, the grandson of Egbert, was made king in the year 871, England’s danger was the greatest. Nevertheless, in a great battle the Northmen were defeated, and Alfred hurried to make peace with them. The kingdom that was left in the possession of Alfred was Wessex. For some years, the Anglo-Saxons had time, under their wise king, to learn much that was useful. During this time Alfred built up the first English Navy. Alfred had learned to read and write when he was quite young. He had travelled on the continent and visited France. He was a Latin scholar. He is famous not only for having built the first navy but for trying to enlighten his people. He drew up a code of laws. He translated the Church History of Bede from the Latin into a language the people could understand, and a portion of the Bible as well. To him the English owe the famous «Anglo-Saxon Chronicles», which may be called the first history of England. It was continued for 250 years after the death of Alfred, till the reign of Henry II in 1154. Alfred died in Winchester, the capital of Wessex, in the year 899. V. Alfred the Great was an outstanding personality. Translate some sentences about him from Russian into English: 1. Îí äîêàçàë, ÷òî îí âåëèêèé ïðàâèòåëü. 2. Îí íå îáëàäàë áîëüøîé ôèçè÷åñêîé ñèëîé. 3. Åãî âåëè÷èå êàñàëîñü èñêóññòâà ìèðà. 4. Îí ïåðâûì ñòàë îòêðûâàòü øêîëû äëÿ çíàòè. 5. Îí ïðèãëàñèë âåëèêèõ ó÷åíûõ ïðèåõàòü â Àíãëèþ. 6. Îí ïåðåâåë è îïóáëèêîâàë òðè ñðåäíåâåêîâûõ áåñòñåëëåðà. VI. It is interesting to speak about the history of three generations after the death of Alfred the Great. There are some facts but they are in Russian. Translate them into English: 1. Ýòî áûë ïåðèîä ðàçðóøåíèÿ ïëåìåí è óñòàíîâëåíèÿ àíãëèéñêîé êóëüòóðû. 2.  X âåêå ïîÿâèëèñü è ãðàôñòâà, è êîðîëåâñòâà. 3. Ôåîäàëüíîå ïîìåñòüå ñòàëî ãëàâíûì â ñåëüñêîì õîçÿéñòâå. 4. Ðàáîâëàäåëü÷åñêèé òðóä õàðàêòåðåí äëÿ ôåîäàëüíîãî ïîìåñòüÿ. 5. Ñâîáîäíûì ÷åëîâåêîì ñ÷èòàëñÿ òîò, êòî âëàäåë çåìëåé íà óñëîâèÿõ âîåííîé ñëóæáû èëè ïëàòèë äåíåæíóþ ðåíòó. 6. Ðàá — ýòî òîò ÷åëîâåê, êîòîðûé âûïîëíÿë ñåëüñêîõîçÿéñòâåííóþ ïîâèííîñòü è íå ìîã îñòàâèòü çåìëþ ïî ñâîåìó æåëàíèþ.

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VII. Reading. 1. Check the meanings of the words in your dictionary: related questions, ancient, to forbid, to imply, break, to escape, inspiration, bulk. 2. Are the sentences true or false? Correct the false sentences: a) English civilisation doesn’t differ from that of France, Italy and Germany. b) Most of the best things, created by people in Italy, are centred about the countryside. c) Chaucer found his inspiration in the life of the cities. 3. Text for reading. Read the text about Britain by Gordon Winter. It will be continued after each unit. I believe that I know the answer to these related questions,though it would take a second lifetime of study before I could claim to be sure. I believe it is because English civilization differs from that of France and Germany and Italy, and the other countries of Western Europe, in that it is not emotionally based on cities (as the word civilization, the culture of cities, normally implies) but is emotionally based on the countryside. In Italy, with scarcely a break since Roman times, most of the best things in life have centred on the towns, just as they did in the city-states of Ancient Greece. The forests and mountains of the Italian landscape were dark and forbidding and a traveller was glad to escape from them into the man-made beauty of the towns. Yet Chaucer, writing only a century later, looked outside the towns to find grace and life and inspiration in the countryside. And from Chaucer the beauty of the English countryside has remained the inspiration for the great bulk of our lyric poetry.

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ÒÅÊÑÒ III / TEXT III NORMAN CONQUEST The consequences of the Norman conquest are as follows: after king William had been crowned at Westminster (London surrended) by 1069 he was ready for the next stage in the conquest. The completion of the conquest was followed by a full confiscation of lands and a new division among the Normans. It is at this point that we can say that feudalism is fully established in England. Within a few years the whole of the land of the country passed out of the hands of its old owners into the hands of the conquerors. The essential political feature of feudalism was the delegation of power, and all power was based upon ownership of land. The king was the sole and the ultimate owner of all the land, and granted it to his tenants-in-chief in return for military and other services and for payment of certain customary dues. With the land was granted also the political right of governing its cultivators: the right to hold courts of justice, to levy taxes and to exact services. So far as the king was concerned the most important duty of his vassals was to follow him in war. The king granted land to his vassals on his own terms, terms, extremely favourable to himself. England had therefore, a development that was unique in European history. From the start the power of the stage was greater and the power of the feudal nobility was less. The century and a half between the Conquest and Magna Charter was the period during which feudalism existed in its most complete form in England.

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ïîñëåäñòâèÿ áûë êîðîíîâàí

åäèíñòâåííûé äðóæèííèê ïîøëèíû âçèìàòü ïîøëèíû; òðåáîâàòü ïîâèííîñòåé íàäåëÿë

ASSIGNMENT TO TEXT III I. Check the meaning of the words in your dictionary after reading text III: crown, division, essential, sole, completion, establish, delegation of power, nobility. II. Translate these words from Russian into English: ïîñëåäñòâèÿ, âçèìàòü ïîøëèíû, òðåáîâàòü ïîâèííîñòåé, íàäåëÿòü çåìëåé, äðóæèííèê, âëàäåëåö, ïîëíàÿ êîíôèñêàöèÿ çåìëè, ïåðåäà÷à âëàñòè. III. State if the statements are true or false: 1. We say that feudalism was established in Great Britain. 2. The owners of the land were Englishmen. 3. Tenants-in-chief had no land. 4. Tenants-in-chief had to pay some customary dues. 5. Land granted some rights: a right to levy taxes, to exact services. 6. The king granted land on his own terms. IV. Read the text using the words on the right in the correct form. Norman Conquest

After the death of King Canute, the struggle between the Anglo-Saxon earls for the supreme power ___ again. The Northmen who ______ in Normandy 150 years before ___(not) their chance. In the year 1066, the Norman Duke William ____ the Channel and conquered the English in the great battle ___ at Hastings. Within five years William the Conqueror ______ complete master of the whole of England. The lands of most of the Anglo-Saxon aristocracy were given to the Norman barons.

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begin settle miss cross fight be

V. Work as translators: 1. 1069 ãîä îçíàìåíîâàëñÿ (áûë îòìå÷åí) ïîëíûì óñòàíîâëåíèåì ôåîäàëèçìà â Àíãëèè. 2. Çàâîåâàòåëè ñòàëè õîçÿåâàìè çåìëè. 3. Âëàñòü áàçèðîâàëàñü íà âëàäåíèè çåìëåé. 4. Êîðîëü ðàçäàâàë çåìëþ âàññàëàì. 5. Ñ ñàìîãî íà÷àëà âëàñòü ãîñóäàðñòâà áûëà áîëüøå, à ôåîäàëüíîé çíàòè — ìåíüøå. VI. Reading. 1. Check the meaning of the words in your dictionary. ñastle, dominate, pliant, hold down, obstinate. 2. Are the sentences true or false? Correct the false sentences: a) The Britons were very obstinate and strong-minded. b) If the English had been a servile people, their culture would have become urban. 3. Text for reading and translating. Perhaps the character of our culture is one of the results of the Norman Conquest, of the Normans’ need to build castles all over the land, and to live in those castles rather than in the cities in order to hold down and dominate the strong-minded and obstinate people whose land they had taken. Perhaps if the English, the AngloSaxons, had been a servile and pliant people the Norman knights would have congregated in the cities once the Conquest was over, and the culture of the English countries would have become urban, like that of Germany, and the Italian republics. Perhaps that is the heart of the matter: that the English great house is the direct cultural descendant of the Norman motte and bailey, and no further explanation is needed. Yet it seems to me that there must be some other case. I do not know.

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ÒÅÊÑÒ IV / TEXT IV SAXON CONQUEST Britain, as the most remote and among the most exposed of the provinces was the earliest to fall away and lost most completely its Roman character, for the reason that the traces of Roman rule in Britain were so few and the English conquest so complete. The bulk of the invaders came from among the most backward and primitive of the German tribes. These tribes, the Angles and Saxons were close in speech and customs. The third group of invaders was called traditionally Jutes. Generally accepted name for them taken together, was English. In general, the social organization of the invaders was still tribal. The English were an agricultural rather than a pastoral people and even before they entered Britain their tribal organization was rapidly disintegrated. In the 5th c. the raids were replaced by something approaching national migrations. Later, in the 6th c. the advance of the English was resumed. By this time the English had settled down into a number of small kingdoms. By the end of the 6th c. seven kingdoms appeared in the North Northumbria. Its two parts, Deira (corresponding to Yorkshire) and Bernicia, appeared at times as separate kingdoms. East Anglia covered Norfolk, Suffolk and part of Cambridgshire. Essex, Kent and Sussex correspond roughly to the modern counties bearing the same names. Mercia occupied most of the midland shires. This period is characterized by the growth of the township and of social classes within it, that forms the internal history of the period between the English and Norman conquest. Here begins the rough division of labour between the man who fights in the wars and the man who toils in the fields that lies at the roots of the feudal system. Very soon the thane gained authority over his weaker neighbours. As early, perhaps, as 600, the thane was well on the way towards becoming a feudal lord, the coerl – well on the way of becoming a serf, private property on land was beginning to take

18

îòäàëåííûé ñëåäû; ïðàâëåíèå

îáùåïðèíÿòûé ïëåìåííîé çàíèìàþùèåñÿ îâöåâîäñòâîì ðàñïàëàñü

ãðàôñòâà

ïðèîáðåë

ñîáñòâåííîñòü

shape and well-defined social classes were everywhere arising. At the same time the state, growing out of the military conquest and division of the country was breaking its tribal organization. Such a process, marked by the acquisition of special powers by a minority and at the expense of the remainder of the people, is in fact the only way in which society can advance beyond the tribal stage and must be regarded as essentially progressive. All these tendencies were accelerated and given a precise legal form by the introduction of Christianity. Christianity added also to the existing division of labour between a fighter and a cultivator and the third specialized activity, that of a preacher and man of learning.

âîçíèêëè

ïðèîáðåòåíèå; ìåíüøèíñòâî

câÿùåííèê

ASSIGNMENT TO TEXT IV I. Translate these terms into Russian and remember them: the bulk of the invaders, German tribes, social organisation, pastoral people, advance, disintegrate, settle down, county, shire, division of labour, fight in the war, toil, accelerate, preacher. II. Answer the questions to the text: 1. Who was called the English? 2. What was the social organization of the Saxon invaders? 3. The tribal organization of the English was not disintegrated, was it? 4. What kingdoms appeared in the VIth century? 5. By what is the period characterized? 6. When did the private property appear? III. It is a summary of text IV. Translate it from Russian into English. Ðèìñêîå çàâîåâàíèå íå îêàçàëî ñèëüíîãî âëèÿíèÿ íà Áðèòàíèþ. Îíî ïðîäîëæàëîñü ïî÷òè 400 ëåò. Áëàãîäàðÿ ðèìëÿíàì íà òåððèòîðèþ Áðèòàíèè ïðîíèêëî õðèñòèàíñòâî.  IV âåêå íåìåöêèå ïëåìåíà àíãëîâ, ñàêñîâ è þòîâ çàõâàòèëè Áðèòàíèþ. Âñå ýòè ïëåìåíà èìåëè ìíîãî îáùåãî â ðå÷è è òðàäèöèÿõ. Ýòè ïëåìåíà òðàäèöèîííî íàçûâàëè àíãëè÷àíàìè.  êîíöå V — íà÷àëå VI âåêîâ ñòàëà ðàñïàäàòüñÿ ïëåìåííàÿ îðãàíèçàöèÿ, ÷òî çàëîæèëî êîðíè 19

ôåîäàëüíîé ñèñòåìû: âîçíèêëà ÷àñòíàÿ ñîáñòâåííîñòü, íà÷àëîñü ðàçäåëåíèå òðóäà. Âñå ýòè òåíäåíöèè áûëè óñêîðåíû ââåäåíèåì õðèñòèàíñòâà, êîòîðîå äîáàâèëî ê âîèíó è ñåëüñêîõîçÿéñòâåííîìó ðàáî÷åìó åùå è ÷åëîâåêà óìñòâåííîãî òðóäà. IV. Do this text in the writing form and insert the key words into the gaps. Towards the end of the IVth century the invasion of all Europeans by _____ peoples compelled the Romans to leave Britain, because they were needed to ___ their own country. The fall of the Roman Empire followed soon. As soon as the Britons were left to themselves they had very little peace for many years.Sea-robbers ____ in shi ps from other countries, and the Britons were always busy trying to defend themselves. Among these Germanic tribes were some called Angles, Saxons and Jutes who ___ in the central and northern parts of Europe. It was a wild and fearless race. The Britons could never ___ them ____. They were forced ___ many of their customs and learn to speak their languages. The Germanic tribes were ___ (that is to say they believed in many gods). The gods of the Anglo-Saxons were: Tu - god of Darkness, Freia - goddess of Prosperity. When people learned _______ time into weeks and the week into 7 days, they gave the days the names of their gods. It is not hard _____ that Sunday is the day of the sun, Monday - the day of the moon and so on. ______________________________ to divide up; to guess; barbaric; came sailing; lived; pagans; to adopt; drive away; defend. V. Reading. 1. Make the written translation of the text. It is one thing to argue that English civilization springs out of the countryside and the quality of our civilization have long been mutually supporting. By that I mean that the loveliness of the countryside has inspired our literature and music and painting. And the character of our civilization has in its turn helped to mould and adorn the landscape. These points are not, I think, difficult to maintain. But why this

20

should have happened in England, and to a lesser extent in Scotland, but not in the related cultures of France, Germany and Italy is something that I find mystifying. Perhaps it is because we live in an island, and the whole island provides, in itself, the feeling of security and enclosure that continental peoples have only been able to create within the walls of cities.

ÒÅÊÑÒ V / TEXT V ROMAN CONQUEST AND OCCUPATION Ceasar’s two invasions were a little more than reconnaissances in force. The first was made in the summer of 55 B.C. The second invasion was an actual invasion, conquest of Britain. During this period a thorough economic penetration of South-East Britain went on. It marked the growth of trade and towns. The Roman occupation of Britain lasted nearly 400 years. Certainly, Roman conquest and the Latin language and the Roman mode of production affected to some extent the life of the Britons, but those effects were not so much permanent. And, finally, Christianity, introduced by the legions, remained the religion of those parts of Britain which escaped the English conquest, penetrated thence to Ireland.

ðàçâåäêà ïðîíèêíîâåíèå

õðèñòèàíñòâî, ëåãèîíû èçáåæàòü

ASSIGNMENT TO TEXT V I. Check the meaning of the words in your dictionary. invasion, penetrate, affect, conquest, growth, permanent. II. Answer the questions: 1. How many Roman invasions were there? 2. By what is this period characterized? 3. What invasion was an actual one? 4. How long did the Roman occupation last? 5. Christianity was introduced by the Romans, wasn’t it?

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III. Translate the sentences from English into Russian. Use them while retelling the text: 1. The Romans thought a great deal of fighting and they were so strong that they usually managed to win most of the battles they fought. 2. Caesar wrote many interesting accounts of Britain. The art of writing was very much advanced in Rome. 3. But clever as these soldiers were, it was not easy to conquer the Britons, and the Romans had to encamp troops all over the country. 4. The names of many English towns never dropped the Latin endings, and you can find Lancaster, Manchester, Worcester, Leicester, and many others on the map. IV. It is interesting to know. Read and translate the text. The culture of the early Britons changed greatly under the influence of Christianity. Christianity penetrated into the British Isles in the IIIrd century. This was the time when the great Roman Empire was ruled over the northern and western parts which included Britain, Gaule (France) and Spain. The eastern part of the Roman Empire was ruled by Diocletian. The southern part was ruled by two other emperors. Diocletian hated the Christians who were then a secret religious sect. His fierce prosecution of the Christians caused many of them to flee to Britain and Gaule. In the year 306, Constantine the Great, the son of Constantine Chlora and Elene, the daughter of a British Chief, became emperor over the whole of the Roman Empire. He stopped the prosecution of the Christians and became a Christian himself. Christianity was made the Roman national faith. It was brought to all countries belonging to the Roman Empire. The Druids of the Celts in Britain disapeared. All Christian churches were centralized in the city of Constantinople which was made the capital of the Roman Empire. This religion was called the Catholic Church («catholic» means «universal»). The Greek and Latin languages became the languages of the Church all over Europe.

22

V. Reading. 1. Check the meaning of the words in your dictionary: converse, urban, match, splendour, surpass, sustain, claim, boast. 2. Are the sentences true or false? Correct the false sentences: a) London can be compared with Paris or Rome. b) Parts of London are very beautiful. c) Oxford, Cambridge, Bath are not so beautiful as London. 3. Text for reading. The converse of my argument that civilization in the islands is based on the countryside must be that our towns and cities are often surpassed by the urban civilization of our West European neighbours. That point of view is not difficult to sustain. I doubt whether anyone would claim that we have cities in Britain that can match the perfection of Florence or Siena or Venice. Neither, I imagine, would anyone seriously claim that London, as a capital city, can be compared as a unity with Paris or Rome. Parts of London are of unrivalled beauty. Edinburgh, of course, stands out in splendour among British cities, and we can boast no other planned city like it. Oxford, Cambridge, Bath, all have their devotees. On the other hand, there are probably more individual buildings of outstanding quality in Britain, and more beautiful villages, than in any other comparably small area in the world.

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ÒÅÊÑÒ VI / TEXT VI THE SOCIAL STRUCTURE OF DOMESDAY ENGLAND 20 years after the conquest William sent commissionaires to almost every town, village throughout England with power to call together the leading men of the township, to examine them, and to make a complete survey of the åconomic life of the country. The survey had two objects: first - to provide the necessary information for the levying of property tax and, second, to give the king detailed knowledge of the extent and distribution of the wealth, lands and revenues of his vassals. The survey presents more or less accurate picture of the social structure of England at those times. The unit of agricultural economy was manor. Some of these manors were held directly from him by a number of vassals, wordly and acclesiastical. They in turn had a larger or smaller number of subvassals who were the actual holders of the manors. Every village, however small or remote, had to fit into framework, and society was graded into a series of groups mounting step by step from the serf at the bottom to the king at the top. The Domesday Survey classified the cultivators of the soil into classes, and even numbered them, so that it is possible to present a rough, statistical account of the population (taking into account the adult males). Class Prop. of total Number population slaves 9% 25.000 borders and cotters 32% 89.000 villeins 38% 106.000 tradesmen 18% 33.000 Slaves were by the time of Domesday a rapidly vanishing class. (House-servants or shepherds and ploughmen on the lords’ land.) Borders and cotters were the holders of small patches of land outside the framework of the open-field system. Though most of them were serfs, some were recognized as free tenants. The villeins, holders of 15—30 acres in the common fields, were the centre around which the whole life of the manor revolved. Their services were regularized and

24

êîìèññèîíåðû ïåðåïèñü âçèìàíèå èìóùåñòâåííîãî íàëîãà äîõîäû åäèíèöà ñâåòñêèé; äóõîâíûé âëàäåëüöû äîëæíà áûëà ñîîòâåòñòâîâàòü ìîäåëè

ïàñòóõè ïàõàðè ñèñòåìà îòêðûòûõ ïîëåé

the manor revolved. Their services were regularized and most often increased after the conquest. Like the slaves, the freemen of Domesday were a declining class. Even in 1086 many who were free before the Conquest had come to be considered unfree as the result of the change in ownership of the land. After the Domesday period the free disappeared rapidly. The Normans introduced into England a body of written and rigid feudal law which tended to force all cultivators into the one group, that of serfs with no legal rights against the lord of the manor. For the population that time was one of the increasing burdens and general misery. Every trick of the lawyers was used to add to these burdens, and besides his heavy labour services the villein had all sorts of disabilities.

èñ÷åçëè

íàñåëåíèå äîáàâëÿëè

ASSIGNMENT TO TEXT VI I. Check the meaning of the terms in your dictionary and learn them by heart: survey, distribution of wealth, revenue, holders of land, vanishing (declining) class, shepherds, borders, cotters, ploughman, open-field system, common-field system, tend, slaves, tradesman. II. Answer the questions to the text: 1. What was done 20 years later after the Conquest? 2. What were the two objects of Survey? 3. What was the main unit of agricultural structure? 4. Who was the holder of the manor? 5. What was the structure of society at this period? III. Translate the sentences from Russian into English: 1. Çåìëÿ áûëà êîíôèñêîâàíà è ïåðåäàíà íîðìàííñêèì áàðîíàì. 2.  Áðèòàíèè áûë óñòàíîâëåí ôåîäàëèçì. 3. Ãëàâíàÿ ÷åðòà ôåîäàëèçìà — äåëåãèðîâàíèå âëàñòè. 4. Âëàñòü áàçèðîâàëàñü íà âëàäåíèè çåìëåé. 5. Äðóæèííèêàì ãàðàíòèðîâàëàñü çåìëÿ çà âîåííóþ ñëóæáó ëèáî çà êàêèå-òî äðóãèå óñëóãè.

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IV. Match a line in A with a line in B. A 1. Slaves were by the time 2. Borders and cotters 3. The villeins were the centre around which 4. Freemen 5. The population

B a. were the holders of land in the open-field system b. was a declining class. c. was characterized by misery d. a vanishing class e. the life of the manor revolved

V. Make a written summary of the chapter. VI. Reading. 1. Read the text about Britain by Gordon Winter. It will be continued after each unit. Even our mountains, which have been moulded for thousands of years by the erosion of sun and wind and rain, are beginning to crumble away because of the erosion caused by human feet. Snowdon is the worst victim so far, but it is not the only mountain to suffer. This is a major problem of landscape management, and we are still only fumbling our way towards a solution. In parts of the Lake District the National Trust has found that it can control human erosion by closing specific paths, or areas of mountainside, until they have had time to recover; but I suspect that that is no more than a temporary palliative in the face of the general problem of overpopulation, combined with increasing mobility and leisure. It seems to me inevitable that we shall have to devise some form of rationing of access, in some parts of the country, if we are to prevent crowds from destroying the scenery and the solitude that they have come to admire. 2. Find the English equivalents for these words in the text: âûçûâàòü (áûòü ïðè÷èíîé ÷åãî-ëèáî), æåðòâà, ñòðàäàòü, ïåéçàæ, óïðàâëåíèå, ðåøåíèå, òðîïèíêà, âûçäîðàâëèâàòü, ïîäîçðåâàòü, óâåëè÷èâàòü, íåèçáåæíûé, ïðåäîòâðàùàòü, óíè÷òîæåíèå, âîñõèùàòüñÿ. 26

ÒÅÊÑÒ VII / TEXT VII STATE, BARON, CHURCH The Conqueror’s two sons, William II and Henry I, continued to strengthen the power of the state at the expense of the feudal nobles. Henry began a process of taking the administration of justice out of the hands of private individuals and made it solely the affair of the state. Almost all Henry’s innovations had a financial object, and one of the most important was the establishment of a special department, the Exchequer, to deal with the collection of revenue. Much of the king’s income came from the crown manors, the rest from the property tax. And the various feudal dues and aids. All these were collected by the sheriff in each county and paid over to the Exchequer, which was a special development of the king’s council, a feudal body which originally consisted of the tenants-in-chief. On Henry’s death the worst tendencies of feudalism, which had been suppressed under the Norman kings, became evident. Private wars and private castles sprang everywhere. Hundreds of tyrants tortured and plunded the unfortunate peasantry and chaos reigned everywhere. This atmosphere of strained feudal anarchy was sharp enough to make the masses welcome an attempt of the crown to diminish the power of nobles. The state machinery which Henry I had set up was overhauled and extended. More and more powers were given to the travelling commissioners who represented the king in all parts of the country. Increased use was made of the sheriffs as permanent representatives of the crown. At the same time they were kept under the closest control. The interest of the crown was to do away with unauthorized exactions so that its own revenue could be as large as possible. Almost every reform of this age has its object the increasing and better collection of the king’s dues. Apart from the barons, the increasing power of the state had to meet the claims of the church to be recognized as an independent, international organization. The struggle between church and state in England was only a part of a battle that extended all over Europe with varying

27

çà ñ÷åò îòïðàâëåíèå ïðàâîñóäèÿ ãîñóäàðñòâåííîå äåëî óñòàíîâëåíèå; êàçíà÷åéñòâî

ôåîäàëüíûé îðãàí

ñòðîæàéøèé

ïðèçíàííîé ðàñïðîñòðàíèëàñü

a battle that extended all over Europe with varying results. The church in the main supported the centralizing actions of the crown against the barons, the latter were opposed to the power of the church courts. These courts took cases away from the local feudal jurisdiction just as much as from the crown courts, and the barons were suspicious of any attempt on the part of the church to introduce Roman law because of the support which it gave to state absolutism. Reasons of this kind explain the unstable alliances and constant shifting of support which mark the three cornered antagonism of crown, barons and church in the Middle Ages.

ïîääåðæèâàëà äåëà

ñîþç

ASSIGNMENT TO TEXT VII I. Check the meaning of the terms in your dictionary and learn them by heart: at the expense, administration of justice, affair of the state, establishments, feudal body, feudal anarchy, to do away with something, to support the centralizing actions, to oppose to the power, alliance. II. Answer the questions to the text: 1. How many sons did William the Conqueror have? 2. What was the main aim of their policy? 3. What were the features of feudalism at this period? 4. What was Henry’s state machinery? III. State if these statements are true or false: 1. The alliances of Crown, Baron and Church were unstable. 2. The power of the state wasn’t increasing in the Middle Ages. 3. Church wanted to be an independent international organization. 4. Church and State had no battle. 5. The barons opposed to the power of the state and church. IV. Translate the text from Russian into English. Ãåíðè I, ñûí Âèëüÿìà Çàâîåâàòåëÿ, ïðîäîëæàë â Ñðåäíèå âåêà ïîëèòèêó óêðåïëåíèÿ ãîñóäàðñòâåííîé âëàñòè. Îí ñäåëàë ïðàâîñóäèå äåëîì ãîñóäàðñòâà, îðãàíèçîâàë Êàçíà÷åéñòâî. Êàçíà÷åéñòâî ÿâëÿëîñü ôåîäàëüíûì îðãàíîì è ñîñòîÿëî èç äðóæèííèêîâ.

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Îíî çàíèìàëîñü ñáîðîì íàëîãîâ. Áðèòàíèÿ áûëà ïîäåëåíà íà ãðàôñòâà. Âî ãëàâå êàæäîãî ãðàôñòâà ñòîÿë øåðèô, êîòîðûé ñîáèðàë ôåîäàëüíûå íàëîãè è ñäàâàë â êàçíó. Îãðîìíàÿ âëàñòü áûëà ïðåäîñòàâëåíà êîìèññèîíåðàì, êîòîðûå ÿâëÿëèñü ïðåäñòàâèòåëÿìè êîðîíû è îñóùåñòâëÿëè êîíòðîëü íàä øåðèôàìè.Ñðåäíèå âåêà óâåí÷àëèñü òðîéíûì àíòàãîíèçìîì öåðêâè, áàðîíîâ è ãîñóäàðñòâà. Ãîñóäàðñòâî õîòåëî áûòü åäèíîâëàñòíûì ïðàâèòåëåì. Öåðêîâü õîòåëà áûòü íåçàâèñèìîé îò ãîñóäàðñòâà, à áàðîíû õîòåëè èçáàâèòüñÿ îò îïåêè öåðêâè è ãîñóäàðñòâà. V. It is interesting to know. Read and translate the text. The First Universities Most of the British writers and poets about whom we are going to speak were educated at universities. It will be interesting to know how and when the two great universities of Oxford and Cambridge were founded in England. Before the XIIth century people got to think that books and the learning that was to be found in books belonged to the Church only, and that common people who were not priests or monks had no business to meddle with books or book-learning. But with the development of such sciences as medicine and law, corporations of general study, called «universitas» appeared in Italy and France. The fully developed university had four faculties: three superior (higher) faculties, that of Theology, (the study of religious books), of Canon Law (church laws) and of Medicine and one inferior (primary) faculty, that of Art, where seven subjects were studied: Latin Grammar, Rhetoric (the art of impressive speaking), Logic, Arithmetic, Geometry, Astronomy and Music. Paris was the great centre for higher education for English students. In the middle of the XIIth century a controversy on the study of Logic arose among the professors. A group of professors were expelled. Followed by their students, they went over to Britain and founded schools at the town of Oxford in 1168 which formed the first university. However, the plague and war and other trouble led to a temporary dispersion of the schools. A second university was founded in 1209 in Cambridge, to which a body of students migrated from Oxford. The graduates were awarded with degrees: Bachelor of Science, Master of Arts and Doctor. Towards the end of the XIIIth century colleges where other subjects were studied appeared around the universities. 29

It became the custom for students to go about from one great university to another, learning what they could from the most famous teachers in each place. 2. Continue the sentences: a) It is interesting to know that the two great universities of Oxford and Cambridge were founded... b) With the development of such sciences as medicine and law the universities appeared in... c) The Universities had four faculties: ... d) A group of professors and students expelled went to the town of Oxford and founded the university in... e) The second university was formed... f) It became the custom for students...

ÒÅÊÑÒ VIII / TEXT VIII THE GREAT CHARTER The period between the Conquest and 1200 was one of the growing state power. It was recognized that the king had certain rights and duties - the duty of keeping the peace, of leading the army in war, of securing his vassals in the possession of their domains, and the right to levy certain dues, to exact certain military and other services (ultimate owner of the land). In the same way the vassal had his corresponding rights and duties. But the barons still retained the right of rebellion. John, the ablest and most unscrupulous of the kings, did make the attempt to pass beyond the power which the crown could claim without a violation of the feudal law. He levied arbitrary feues and aids, he confiscated estates of his vassals.In short, he attempted to go beyond the whole system of property relations lying at the root of the feudal system. The church was similarly treated. The result was the complete isolation of the crown from these sections that had previously been its strongest supportes. At the very moment, having lost the support of barons, John became involved in a direct dispute with Pope Innocent III over the filling of the vacant archbishoprie of Canterbury. All that manifests the fact that the movement against John was to some extent of a popular character. Unwillingly he submitted, and at Punnymede on June 15th 1215 he d h f d d b di d b h

30

îáåñïå÷åíèå, ïîìåñòüå ñîõðàíÿëè âîññòàíèå íàðóøåíèå

âîâëå÷åí Ïàïà àðõèåïèñêîïñòâî ïîä÷èíèëñÿ

, y , accepted the programme of demands embodied by the barons in Magna Charter. Magna Charter has been rightly regarded as a turning point of English history, but almost for wrong reasons. It was not a «constitutional document». What it did was to set out in detail the way in which John had gone beyond his rights as a feudal overlord and to demand that his unlawful actions should stop. It marked the alliance between the barons and the citizens of London by breaking the freedom of merchants from arbitrary taxations. The most famous clause declared that «no freeman» «...the second word excluded from any possible benefit the overwhelming mass of the people who were still in villeinage». More important was the clause setting up a permanent committee of 24 barons to see that John’s promises were kept. This particular device did not work well, but it did open a new way along which the barons could conduct a political struggle as a class rather than individuals. It also prepared the way for the entry of new classes onto the political field. The contents of Magna Charter shows that it expresses mostly the interests of barons. But historically-progressive role of the Charter consists of the fact that the growth of the influence of the layers of the population was great and it mainly provided the success for the barons in their attempts to limit king’s power.

êðåïîñòíàÿ çàâèñèìîñòü

ASSIGNMENT TO TEXT VIII I. Check the meaning of the terms in your dictionary and learn them by heart: domain, rebellion, violate — violation, submit, demand, unlawful action, benefit, device, limit king’s power, influence. II. Read the text. Answer the questions to it: 1. By what was the period between the Conquest and 1200 characterized? 2. What were king’s rights and duties? 3. The vassals in their turn had rights and duties, didn’t they? 4. Who was the king? What do you know about him? 5. Did the king violate the system of property relations in Britain? Why? 6. What were his relations with Church? 7. What is Magna Charter?

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8. Is it a constitutional document? 9. Did 24 barons restrict the king’s power? How? 10. What is the historical role of Charter? III. Translate this text from Russian into English. Ïåðèîä ìåæäó ïåðèîäîì çàâîåâàíèÿ è 1200 ãîäîì õàðàêòåðèçîâàëñÿ ðàñòóùåé âëàñòüþ ãîñóäàðñòâà. Äæîí, êîòîðûé öàðñòâîâàë â ýòî âðåìÿ, ïîïûòàëñÿ íàðóøèòü ôåîäàëüíûå çàêîíû ÷àñòíîé ñîáñòâåííîñòè. Èç-çà ýòîãî îí ëèøèëñÿ ïîääåðæêè áàðîíîâ è öåðêîâíèêîâ. Õàðòèÿ ïîÿâèëàñü êàê äîêóìåíò, íåîáõîäèìûé ïðåæäå âñåãî áàðîíàì. Îíà îãðàíè÷èâàëà âëàñòü êîðîëÿ. Ýòîò äîêóìåíò íåëüçÿ ñ÷èòàòü êîíñòèòóöèîííûì, íî îí ïîäãîòîâèë ïîÿâëåíèå íîâûõ êëàññîâ íà ïîëèòè÷åñêîé àðåíå. IV. Comment upon the tense-forms of the verbs: - it was recognized... - John did make the attempt... - he levied fues... - Magna Charter has been regarded... - Magna Charter shows that... - it is mainly provided... V. Reading. 1. Read the text and translate it into Russian orally: In the past, of all the many influences that have fashioned our landscape, the most important has been the need to grow food. That need, the basic human necessity, is likely to provide the most reliable indicator when we are seeking guidelines to fashion the landscape of the future. Whatever else we may forecast about the future of these islands, it is clear that we shall need to grow more of our own food. We shall no longer be able to import half the temperate food we eat, as we have so needlessly been able to do in the recent past. With few exceptions the landscape that is fashioned by efficient farmers will provide scenery that pleases the eye. 2. Give some derivatives of the words: influence, prove, fashion, base, necessity, forecast, provide.

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ÒÅÊÑÒ IX / TEXT IX PARLIAMENTARY ORIGINS The barons who remained in opposition under Simon de Monford were forced to rely on the other classes, and when in 1264 Simon defeated Henry at Lewes a whole wing of his army was drawn off the citizens of London. After Lewes the desertions from the baronial ranks went on, and the movement began as a result to assume a really popular character. It included the town merchants, the lesser landowners, those of the clergy who were opposed to the growing power of the Papacy and the students of Oxford drawn mostly from the middle and lower classes. It was under the circumstances (the growth of economical and social significance of these social elements) that de Monford summoned to his Parliament of 1265 representatives of the burgesses of the towns as well as two knights from each shire. The feudal period had created a growing differentiation between the great barons and the lesser landowners or knights. While the former retained bands of armed followers and looked to war and politics as their natural activity, the latter were willing to live on their estates and made the largest possible income from them. These knights were early drawn into local government though the shire courts and in 1254 representative knights of the shire were formally summoned to the Council. In the reign of Henry’s son Edward Parliament assumed permanently the form which de Monford had given it. There is no evidence that at first the knights and burgers took any active part in the proceedings.They were mainly to agree to the taxes which the king wanted to draw up . Like the jury, Parliament was a royal convenience rather than a right of the subject. Parliament was developed as a tax collecting apparatus, and, if it became a focus for opposition, this was quite outside of the crown. In 1295 Edward was seriously involved in wars with France and Scotland and recently conquered Wales. He therefore summoned that is known as the «Model Parliament» because it contained all the elements which were to become recognized as necessary to make a full

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ïîëîæèòüñÿ íà

ïðèîáðåòàòü äóõîâåíñòâî

ñîçâàë áþðãåðû; ûöàðè

âî âðåìÿ ïðàâëåíèÿ ñâèäåòåëüñòâî çàñåäàíèÿ

îáðàçöîâûé

assembly. This Model Parliament made a large grant of money . Edward levied a heavy property tax, tolls on wool exports and seized some of the property of the church. These levies were strongly resisted, and in 1297 the «Confirmation of the Charter» was secured. Thus he acknowleged the right of the Parliament to vote taxes. Edward promised, in effect that no new taxes would be raised in future without the consent of Parliament. The opposition was still largely of the traditional baronial type, but what is important is the new parliamentary forms which this opposition was beginning to make. It was during the same period that the final steps were taken which gave Parliament its modern forms. At first all sections set together as one body, and, inevitably, the proceedings were dominated by the great barons. Then came a period of experiment. Sometimes there were three «Houses» – barons, clergy and commons. Sometimes the knights of the shire sat with the barons, sometimes with the burgesses. Then the clergy ceased to sit in Parliament and formed their own Convocation, and the divisions into Lords and Commons took place. In this division the knights of the shire – representing the smaller landowners — took their places in the Commons with the representatives of the town merchants. This grouping, found only in England, was an exact reflection of the unique distribution of class forces in this country toward the close of the Middle Ages. Great power was concentrated in the hands of a very small number of powerful noble families, mostly related to the crown and fighting bitterly for supremacy among themselves. They saw in Parliament a convenient means through which to dominate the state machine, and its wide powers were in practice often exercised by the ruling clique of nobles. The whole period was one of transition, of a delicate balance of class forces and Parliament, at the same time a reflection and a battleground of these forces.

ïîøëèíû çàõâàòèë

áåç ñîãëàñèÿ

ïàëàòû ñîçûâ îáùèíû çåìëåâëàäåëüöû

ïîëå áèòâû

ASSIGNEMENT TO TEXT IX I. Check the meaning of the words in your dictionary and learn them by heart: assume popular character; clergy; summon the Parliament; burgesses; in the reign; proceedings; royal convenience; knights; tax

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collecting apparatus; tolls on wool; without the consent; Lords and Commons; landowner; cease; Convocation. II. Read and translate the text. Answer the questions to it: 1. Why did the barons rely on other classes? 2. When did the movement begin to assume popular character? 3. What classes did that movement consist of? 4. What did king Edward promise to Parliament? 5. What were the main «houses» of the Parliament? How many houses are there now? 6. How were the «houses» represented? 7. For whom was Parliament a convenient means to dominate the state machine? III. Translate from Russian into English: 1. Ôåîäàëüíûé ïåðèîä ñîçäàë ðàñòóùóþ äèôôåðåíöèàöèþ ìåæäó áàðîíàìè è ìåíüøåé ÷àñòüþ ðûöàðåé, èëè ìåëêèõ çåìëåâëàäåëüöåâ. 2. Íå ñóùåñòâóåò ñâèäåòåëüñòâà òîãî, ÷òî áþðãåðû è ðûöàðè ïðèíèìàëè ó÷àñòèå â çàñåäàíèÿõ ïàðëàìåíòà. 3. Ïàðëàìåíò ðàçâèâàëñÿ êàê àïïàðàò äëÿ ñáîðà íàëîãîâ, è åñëè îí ñòàë öåíòðîì îïïîçèöèè, òî ñäåëàíî ýòî áûëî ïîìèìî âîëè êîðîëÿ. 4. Îáðàçöîâîìó ïàðëàìåíòó óäàëîñü çàðàáîòàòü áîëüøóþ ñóììó äåíåã. 5. Êîðîëü Ýäâàðä îáåùàë, ÷òî â áóäóùåì íîâûå ïîøëèíû íå áóäóò óâåëè÷èâàòüñÿ áåç ñîãëàñèÿ ïàðëàìåíòà. 6. Íà ýòàïå ýêñïåðèìåíòà ïîÿâèëîñü òðè ïàëàòû: áàðîíîâ, äóõîâåíñòâà è îáùèí. IV. It is interesting to know. Read the text by Hornby. Translate and learn the underlined words. Retell the text. 1. People outside Great Britain believe and their belief seems reasonable, that if a man is elected to sit in Parliament, he ought to have a seat.Indeeed, most Parliaments provide each member not only with a seat, but with a reserved seat, often a desk in which papers can be kept.

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2. The House of Commons was rebuilt after the war. The new House of Commons has many improvements, including airconditioning and the provision of microphones. It has however seats only for 2/3 of its 630 members. They have got the place for the Speaker, for the Opposition, the places for Independent members, those who do not belong to either of the two great political parties. 3. Another difference between the British House of Commons and Parliamentary Chambers in many other countries is that in the House of Commons there are benches. From this we get the terms «front benches», «back benches», «cross benches». The term «front benches» stands for the two benches, one on each side of the House, as far as the centre of gangway. The front bench on the Speaker’s right is for the Prime Minister and the leading members of the Government. That on the Speaker’s left is for the leader of the Opposition and those members of the Opposition who have formed, or who are likely to form an alternative government. The back benches are occupied by members who have no right to front bench seats. The cross benches may be used by those Independent members who do not vote regularly. 4. Only 4 members of the House of Commons have reserved seats. One, of course, is the Speaker; another member is «the Father of the House of Commons». The other two reserved seats are for the Prime Minister and the leader of the Opposition. 5. If a member of the House of Commons wants to speak, he tries to catch the Speaker’s eye. The Speaker decides who is to speak next. The member who is named remains standing and speaks from the place where he has been sitting. He must address the Speaker not the House as a whole. The only members who speak from the Clerk’s table are the Government and Opposition leaders. 6. When they vote in the House of Commons members have to leave their benches and walk out into two corridors (called the lobbies). As they pass out they are counted by 4 persons — two for each side it may take 10—15 minutes before figures are announced.

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ÒÅÊÑÒ X / TEXT X KING ALFRED THE GREAT AND HIS ENGLAND The 9th century with its break-up of tribal structure and its advance to feudalism, in all its course was the century of Alfred the Great. Alfred’s military achievements were no accident, his ability to profit by experience amounted to genious. He saw and remended the defects in the English defensive system. He built a fleet of ships which were longer, higher, steadier and faster than Danish ships, which was the main reason for the defeat of the Danes. Despite the urgency of military problems Alfred did not neglect other aspects of government. Alfred’s care for the administration of justice is testified both by history and legend. He revived the dying practice of law-giving, established a court school, learned to read Latin and translated the world history of Orosius and Bede’s «Ecclesiastical History of English People». Alfred also inspired the collection and systematic arrangement of earlier annals and traditions of the English race, and the compilation now known as the Anglo-Saxon Chronicles.

ïîðàæåíèå ïðåíåáðåãàòü âîçðîäèë

ASSIGNMENT TO TEXT X I. Check the meaning of the terms in your dictionary and learn them by heart: break-up; advance; profit; tribal; achievement; defeat; administration of justice; practice of law-giving. II. Read the text and answer the questions: 1. The IXth century was marked by a break-up of tribal structure, wasn’t it? 2. What were the greatest military achievements of Alfred the Great? 3. Was he a well-educated person for his times? Why?

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III. Match a word in A with its derivative in B. Translate them. A to break tribe to achieve to profit to remend to defend urgent to revive to inspire to arrange to establish to govern to test

B remendment break-up urgency inspiration arrangement government to testify tribal profit establishment achievement defensive revival

IV. Read and translate the text about Alfred the Great. ALFRED THE GREAT (871—899)

Born at Wantage 849 Buried at Winchester The Witan, so it turned out, chose well, for Alfred, seasoned by many battles, proved also to be a great ruler. Though he was not, so it is said, a man of any great physical strength, yet he was a considerable warrior. He defeated the Danish onslaught, led by Gurthrum in 878, at the famous battle of Ethandun. In 884 Alfred received the submission not only of the English but also of many Welsh princes, and, after 897, the Danes, too, had learnt not to give him further trouble. Maraudings were successfully combated by enlarging the navy, and the defences of the country were improved by fortifying townships and by building forts. But great though Alfred’s military achievements were, his real greatness lay not in war, which only destroys, but in the arts of peace. Much of Alfred’s work, like his culinary misfortune, is probably fabulous, but he did three great things which must be noted, for they alone are enough to raise him high above others of his age: he started, after the fashion of Charles the Great, a court school to educate the nobility; he encouraged the greatest scholars of the day to come to England; and he 38

translated the «published» three medieval «best sellers», Bede’s History, Boethius’s Consolation of Philosophy and Gregory’s Pastoral Care. Thus indeed he gave to the English their first literature, for hitherto all books had been written in Latin, the Esperanto of scholars. If ever a king deserved the epithet Great it was Alfred, for he was not only great among warrior kings, but was wiser than his generation and many of those who followed as well. to season — çàêàëÿòü warrior — áîåö, âîèí onslaught — àòàêà maraudings — ãðàáåæè to combat — îòáèòü V. Retell the text according to the plan: 1. Facts about his life. 2. Political opinions. 3. Work habits.

4. Interests. 5. Ambitions.

VI. Write a similar profile about a politician, real or imaginary. Use these expressions: - a member of... - represents... - comes from... - speaks... languages - believes in... - he likes going - he’d like to do (stay) VII. Reading. Read this text by Gordon Winter and translate it into Russian in the written form. Translate the ideas, not word by word. With few exceptions, the landscape that is fashioned by efficient farmers will provide scenery that pleases the eye. I know that there are those who complain of factory farming, or of prairie farming when they see hedges being grubbed out to create larger fields. In some cases the destruction of hedges has gone too far, but when that happens it is not in the farmers’ long-term interest and cannot therefore be described as efficient farming. Fields need to be big enough to be worked by today’s machinery; we cannot hope to maintain the 39

multi plicity of small fields that were enclosed when farms were worked by horses and oxen. Some hedges, and areas of woodland, must be retained because they provide shelter and windbreaks for livestock and crops, and because they provide a habitat for the wild life which is a part of the balance of nature, and without which efficient farming cannot continue. Almost all farmers now accept this.

ÒÅÊÑÒ XI / TEXT XI CONCLUSION. RELICS OF THE ROMAN OCCUPATION Britain was a Roman province from the first century A.D. until the beginning of the 5th c. A.D. The area occupied covered south, east and midland Britain and stretched north to the lowlands of Scotland, waste over the whole Wales, but did not include Devan and Cornwell. Most of the evidence for reconstructuring the life of Roman Britain consists of objects in museums, and of buildings and monuments still to be seen.The conquest was achieved by force of arms and until the end the Romans had to keep armies on the frontiers especially in the North. We shall find therefore that in the North of Britain and in Wales the relics are mostly military. While Roman soldiers were defending the outposts of the Empire against Picts and Saxons (Britons) a kind of provincial Roman life was developing in lowland Britain. Various kinds of towns existed in Britain under the Roman occupation. Among them was London, probably the commercial capital. Not all the Roman-British people lived in towns. Many lived in native villages. Some wellto-do people lived in the country estates that we know as villas. The villa was a self-supporting farm and grew its own food. In some villas small industries were carried on (in a farm in Gloucestershire the local wool production has been found). The work on the farm was done by slaves. The Roman occupation ceased in Britain because troops were withdrawn to try in vain to defend the rest of the Empire against the barbarians.

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ñîñòîèò

îáåñïå÷åííûå

èìïåðèÿ; âàðâàðû

ASSIGNMENT TO TEXT XI I. Translate the terms from Russian into English: ïðîâèíöèÿ, âåê, çàíèìàòü, ïðîòÿíóòüñÿ, âêëþ÷àòü, ïåðåñòðîéêà, ñîñòîÿòü èç, îáúåêò, àðìèÿ, ãðàíèöà, ðåëèêâèÿ, âîåííûé, çàùèùàòü, ïðîâèíöèàëüíûé, ñóùåñòâîâàòü, îáåñïå÷åííûé, âàðâàðû, èìïåðèÿ, ïðîìûøëåííîñòü, ãðàôñòâî, ïðîäîëæàòü, íàïðàñíî, ïîääåðæèâàòü, ðàáû, ðàçâèâàòüñÿ, êîììåð÷åñêèé. II. Translate the sentences from Russian into English: 1. Îêêóïàöèÿ Áðèòàíèè ðèìëÿíàìè äëèëàñü â òå÷åíèå 400 ëåò. 2. Ôàêòè÷åñêè, áûëî äâà ðèìñêèõ íàøåñòâèÿ. 3. Ðèìñêèå çàâîåâàíèÿ ïðèâåëè ê ðîñòó ãîðîäîâ è òîðãîâëè íà òåððèòîðèè Áðèòàíèè. 4. Ðèìëÿíå ïðèíåñëè õðèñòèàíñòâî, êîòîðîå îêàçàëî âëèÿíèå íà ðàçâèòèå íàóêè è êóëüòóðû. 5. Ëàòèíñêèé ÿçûê è ðèìñêèé îáðàç æèçíè èçìåíèëè æèçíü áðèòàíöåâ. III. Ñontinue the ideas; make your own text. There were two Roman... The first was... The second was... The Roman occupation lasted... The Roman economic penetration was marked by... Roman customs, mode of life... affected... The Romans brought all these things by force that is why... The provincial life was developing... But the Romans and the Britons didn’t become... VI. Read the text and put down 5 questions to it. When the Saxon and other pagan tribes invaded Britain, they didn’t spare their enemies. Most of the British Christians were put to death or driven away and took refuge in Wales and Ireland where they lived, some as lonely hermits, others in groups as brotherhoods. There, far from persecution they could build churches and devote themselves to worshi p. They told people stories of Christian martyrs and visitations by saints (called «visions») which were typical of the literature of that time.

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It was not until the end of the VIth century that monks came from Rome to Britain again. The head of the Roman Church was Pope Gregory. He thought he could spread his influence over England if he converted the people to Christianity. Firm in this purpose, he sent monks to convert the Anglo-Saxons. The part of England where they landed was Kent and the first church they built was in the town of Canterbury. Up to this day it is the English religious centre. Later, Christianity spread to Northumbria where some influence from the first Roman Christians still remained.

ÒÅÊÑÒ XII / TEXT XII THE NORMAN CONQUEST AND ITS EFFECTS All the elements of the feudalism were already growing up in England when the Norman conquest intensified the process of establishing feudalism. All land was now held in feudal service, the services and dues became more regular and definite, many English freemen cultivating village lands became «villeins» — the new Norman lords did not bother about their special privileges. And there was now the barrier of language between the ruling class and the farming ruled class. For two centuries after the Norman Conquest, England was ruled by foreign kings. Under their rule the Anglo-Saxon and Norman elements were gradually welded together. After the Conquest Norman French became the language of the upper classes and the Government. French was used in Parliament, in the law-courts, in all official writings. English was looked upon as a rude and barbarious tongue, and was only heard on the lips of serfs and yeomen, or of those who were still proud of the fact that they were native born. In the 14th c. English came into its own again. In 1362 it was ordained that all pleadings in law courts should be in English, and Parliament was first opened with an English speech. By the end of the century the poet Chaucer had fixed English as the literary language of the country by writing his «Canterbury Tales» in his own tongue.

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ñëèëèñü

ãðóáûé ÿçûê éîìåíû ïðîâîçãëàøåíî; çàñåäàíèÿ

ASSIGNMENT TO TEXT XII I. Translate the terms from Russian into English and remember them: çàâîåâàíèå, ïðîöåññ, îïðåäåëåííûé, îáðàáàòûâàòü (çåìëþ), ïðèâèëåãèè, ïðàâÿùèé êëàññ, ñëèâàòüñÿ, ñóä, ãðóáûé, éîìåí, çàñåäàíèå, ïðîâîçãëàøàòü, ôèêñèðîâàòü, ïðàâèòü. II. Answer the questions: 1. When was the Norman conquest? 2. All the land was held in feudal service, wasn’t it? 3. What were the elements of feudalism at that time in England? 4. What was the state language? 5. Who had fixed English as the literary language? III. Read and translate the text about Geoffrey Chaucer, learn the underlined words by heart. Geoffrey Chaucer was born in 1340 in London, soon after the Hundred Years’ War broke out. His father was a wine merchant. But they always lived only in rented houses and the poet didn’t inherit any property. Many people, however, think he must have been educated at Oxford or Cambridge but nothing is known about that. At 20, Chaucer was in France serving as an esquire and was then taken prisoner by the French. All his friends helped to ransom him. On his return to England, Chaucer passed into attendance of Duke of Lancaster, the fourth son of the king. At court he met travellers and men of law who came to England from other countries, and the realities of life had taught him more about the world than did all the absurdities taught by churchmen at universities of the Middle Ages when the printing of books had not yet been invented. Chaucer’s earliest poems were written in imitation of the French romances. Chaucer spoke French well and was fond of French poetry. It had taught him rhyme and rhythm. He liked the metric princi ple of French verse. He translated from the French a famous allegorical poem of the XIIIth century, «The Romance of the Rose».

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During 1373 and the next few years Chaucer travelled much and lived a busy life.He made three tri ps to Italy, one to France, his next tri p was to Florence. There he came in contact with Italian literature. Chaucer returned a changed man. Italy was the first country where the bourgeoisie triumphed over feudalism, and it was there that Chaucer saw the first city-republics. Italian literature was at its height and opened to Chaucer a new world of art. To this period belong the following poems:«The House of Fame», a poem «The Parliament of Birds»... The third period of Chaucer’s creative work begins from the year 1384 when he left behind the Italian influence and became entirely English. It was at this time that he wrote his masterpiece, «The Canterbury Tales». When the new king, Henry IV, came to the throne in 1399, the poet immediately addressed a poem to him. Chaucer died in 1400 and was buried in Westminster Abbey in London. IV. Translate this information about Chaucer from Russian into English. ×îñåð áûë âåëè÷àéøèì ïèñàòåëåì XIV âåêà.  ñâîèõ ïðîèçâåäåíèÿõ îí ïèñàë î êðåñòüÿíàõ, íî áûë ïðåäñòàâèòåëåì íîâîãî çàðîæäàþùåãîñÿ êëàññà áóðæóàçèè. Îí áûë ïåðâûì, êòî íà÷àë ïèñàòü â ðåàëèñòè÷åñêîé ìàíåðå. Îí ðîäèëñÿ â Ëîíäîíå, â 1340 ãîäó, ïîñëå òîãî êàê ðàçðàçèëàñü Ñòîëåòíÿÿ âîéíà. Åãî ðîäèòåëè áûëè äàëåêî íå áîãàòûìè ëþäüìè. Ñ÷èòàåòñÿ, ÷òî îí ïîëó÷èë îáðàçîâàíèå â Îêñôîðäå èëè Êåìáðèäæå. Îí õîðîøî ãîâîðèë ïî-ôðàíöóçñêè è óâëåêàëñÿ ôðàíöóçñêîé ïîýçèåé.  1384 ãîäó îí íàïèñàë ñâîå âûäàþùååñÿ ïðîèçâåäåíèå «Êåíòåðáåðèéñêèå ðàññêàçû».

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ÒÅÊÑÒ XIII / TEXT XIII SOCIAL ASPECTS OF THE EARLY MIDDLE AGES From the 11th to the 13th century thorough progress was made in technique and in utilising waste lands, rural society and agricultural tenures remained for the most part static. During the whole of that period the bulk of cultivators were of villein status: they held their land «at the will of the lord» and rended him certain services in return for the protection he offered against neighbours and outsiders. In addition to the performance of services, the villein was under certain obligation fixed by customs. When a villein died and his son took over the holdings, he had to pay a fine on entry. In view of the mortuary fees payable to the church, the burdens on a dead man’s family were abominably heavy and often reduced it to poverty. If a villein’s daughter married, the lord of the manor received a compense for the loss of services which she rendered while single.

óãîäüÿ ïî âîëå; îêàçûâàëè çàùèòà

øòðàô ïîõîðîííûé áðåìÿ íå çàìóæåì

ASSIGNMENT TO TEXT XIII I. Translate the terms from Russian into English and remember them: óãîäüÿ, ñåëüñêîå îáùåñòâî, âîëÿ, çàùèùàòü, ïðåäëàãàòü, îáÿçàííîñòü, âûïîëíåíèå, øòðàô, áðåìÿ, êîìïåíñàöèÿ, âëàäåíèå, ïîõîðîííûå ðàñõîäû. II. Tell if the sentences are true or false. Correct the false ones: 1. Most cultivators were of freemen status. 2. Peasantry was given land in return for military service. 3. If a villein’s daughter married, the lord received a compence. 4. Villeins rended lord some services but they didn’t receive any protection from outsiders. III. Choose any topic you like and write a report: 1. The Britons: a) What can you say about the people who lived in Britain in the IVth century?

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b) Who were they? 2. The Roman conquest: a) When were the Britons conquered by Rome? b) Who was their leader? c) Did they become one nation? 3. The Celtic tribes: a) What were they? b) Who was their first king? c) When did they come to Britain? 4. Alfred the Great: a) What do you know about this outstanding person? 5. The features of feudalism in Britain: a) When was it established? b) How is feudalism connected with land? 6) The origins of the English Parliament IV. Translate these terms from Russian into English: ïðåäîñòàâëÿòü çàùèòó, îáåñïå÷åííûå ëþäè, îòêàçûâàòüñÿ (ïðåíåáðåãàòü), ñîïðîòèâëÿòüñÿ, ïðåêðàòèòü, ïðèîáðåòàòü (äîñòèãàòü), â ïðàâëåíèå, îòïðàâëåíèå ïðàâîñóäèÿ, ïîääåðæèâàòü, âûãîäà, âëàäåëåö, äîõîäû, ïðîíèêàòü, ãàðàíòèðîâàòü çåìëþ, ñîçûâàòü ïàðëàìåíò, ïåðåäà÷à âëàñòè. V. What do these terms mean? Explain their meaning in English or simply translate: tribes, lay-out, to reign, kingdom, a military service, chiefsand-nobles, kinship group, shire, merchants, to exact services, servile labour, break-up of tribal organisation, common and private property, to levy taxes, revenues. VI. This text is on England of the XIVth — XVIIth centuries. Translate it from Russian into English, but do not translate word by word. Çà ìðà÷íûìè ñðåäíèìè âåêàìè ïîñëåäîâàëî âðåìÿ, êîòîðîå âîøëî â ëèòåðàòóðó è èñêóññòâî êàê «Ðåíåññàíñ». Ýòî ñëîâî óïîòðåáëÿëîñü äëÿ îáîçíà÷åíèÿ ïåðèîäà â êóëüòóðíîì ðàçâèòèè Åâðîïû ìåæäó XIV è XVII âåêàìè. ×åëîâåê óâèäåë ìèð â íîâîì ñâåòå.  ýòîé ñâÿçè âåëèêèå ãåîãðàôè÷åñêèå îòêðûòèÿ Êîëóìáà è àñòðîíîìè÷åñêàÿ ñèñòåìà Êîïåðíèêà ñûãðàëè âàæíóþ ðîëü.

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Ôðèäðèõ Ýíãåëüñ ïèñàë, ÷òî «Ðåíåññàíñ áûë âðåìåíåì, êîòîðîìó íóæíû áûëè ãèãàíòû, è êîòîðîå ïîðîäèëî ãèãàíòîâ». Ïåðâîé áóðæóàçíîé ñòðàíîé ñòàëà Èòàëèÿ. Ëèòåðàòóðà ýòîãî ïåðèîäà ó÷èëà, ÷òî ÷åëîâåê èìååò ïðàâî æèòü, ëþáèòü, íàñëàæäàòüñÿ æèçíüþ è ðàçâèâàòü ñâîè òàëàíòû. Ñ÷àñòüå ÷åëîâåêà çàâèñèò òîëüêî îò íåãî. Ïèñàòåëè Ðåíåññàíñà ñòàëè îñíîâîïîëîæíèêàìè òåîðèé, êîòîðûå çàòåì ïîìîãàëè ëþäÿì áîðîòüñÿ çà ñâîáîäó. Ðåíåññàíñ áûë âðåìåíåì âåëè÷àéøåé ïðîãðåññèâíîé ðåâîëþöèè, êîòîðóþ êîãäà-ëèáî ïåðåæèâàëî ÷åëîâå÷åñòâî.

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ÑËÎÂÀÐÜ / VOCABULARY A ability (n) accelerate (v) add (v) accept (v) acclesiastical (adj.) account (n) achievement (n) acquisition (n) administration (n)

ñïîñîáíîñòü óñêîðÿòü (ñÿ) äîáàâëÿòü, ïðèáàâëÿòü ïðèíèìàòü, äîïóñêàòü, ïðèçíàâàòü äóõîâíûé ñ÷åò, îò÷åò, ìíåíèå, äîêëàä äîñòèæåíèå ïðèîáðåòåíèå óïðàâëåíèå (äåëàìè), îòïðàâëåíèå (ïðàâîñóäèÿ) ïðîäâèæåíèå äåëî ñåëüñêîõîçÿéñòâåííûé ïîìîùü, ïîääåðæêà, ñáîðû, íàëîãè ñîþç, îáúåäèíåíèå ñîåäèíÿòü(ñÿ), âñòóïàòü â ñîþç àíàðõèÿ ñòàðûé, äðåâíèé àðõèåïèñêîï àðõèåïèñêîïñòâî âîîðóæåííûé ñîáðàíèå, àññàìáëåÿ ïðèíèìàòü, ïðèñâàèâàòü(ñåáå); ïðèíèìàòü (õàðàêòåð, ôîðìó) ïîïûòêà âëàñòü, âëàñòè óïîëíîìî÷åííûé, ðàçðåøåííûé

advance (n) affair (n) agricultural (adj.) aid (n) alliance (n) ally (v) anarchy (n) ancient (adj.) archbishop (n) archbishoprie (n) armed (adj.) assembly (n) assume (v) attempt (n) authority (n) authorized (adj.)

B battle (n) battleground (n) benefit (n) bishop (n) blend (with) (v) body (n) bother (v) bound (adj.) break-up (n) bulk (n) burden (n) burden (v) burgesses (n)

áèòâà, ñðàæåíèå ïîëå áèòâû âûãîäà, ïîëüçà åïèñêîï ñìåøèâàòü (ñÿ) îðãàí íàäîåäàòü, áåñïîêîèòü (ñÿ) ñâÿçàííûé, îáÿçàííûé, âûíóæäåííûé ðàçâàë, ðàñïàä, ðàçðóøåíèå áîëüøîå êîëè÷åñòâî íîøà, òÿæåñòü, áðåìÿ íàðóøàòü, îòÿãîùàòü ãðàæäàíèí, æèòåëü ãîðîäà, èìåþùåãî ñàìîóïðàâëåíèå

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C case (n) castle (n) cease (v) chiefs (n) church (n) circumstance (n) claim (v)

äåëî, ñóäåáíîå äåëî çàìîê ïåðåñòàâàòü, ïðåêðàùàòü âîæäè (ïëåìåíè, êëàíà) öåðêîâü îáñòîÿòåëüñòâî òðåáîâàòü, ïðåòåíäîâàòü, óòâåðæäàòü äóõîâåíñòâî êåðë êîìèññèîíåð, ïîñûëüíûé îáùèé, îáùåñòâåííûé, îáûêíîâåííûé, îáùåïðèíÿòûé ïàëàòà îáùèí, ïðîñòîé íàðîä çàêàí÷èâàòü, çàâåðøàòü ðóêîâîäèòü îãðàíè÷èâàòü, ïðèäåðæèâàòüñÿ (÷åãî-ë.) êîíôèñêàöèÿ çàâîåâûâàòü, ïîêîðÿòü çàâîåâàòåëü, ïîáåäèòåëü çàâîåâàíèå ïîñëåäñòâèÿ êîíñîëèäàöèÿ, óêðåïëåíèå ñîäåðæàíèå ñîäåéñòâîâàòü, æåðòâîâàòü (äåíüãè), äåëàòü âêëàä, ñîòðóäíè÷àòü óäîáñòâî, âûãîäà ñîîòâåòñòâîâàòü äâîð (êîðîëÿ), ñóä êîðîíà, êîðîëåâñêàÿ âëàñòü çåìëåäåëåö îáû÷àé, ïðèâû÷êà, òðàäèöèÿ îáû÷íûå (ïîøëèíû)

clergy (n) coerl (n) comissionaire (n) common (adj.) commons (n) complete (v) conduct (v) confine (v) confiscation (n) conquer (v) conqueror (n) conquest (n) consequences (n) consolidation (n) content (n) contribute (v) convenience (n) correspond (v) court (n) crown (n) cultivator (n) custom (n) customary (dues) (adj.)

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D declare (v)

îáúÿâëÿòü, ïðèçíàâàòü, ïðîâîçãëàøàòü ïàäåíèå, ñíèæåíèå, óõóäøåíèå ïðèõîäèòü â óïàäîê, óõóäøàòüñÿ, óìåíüøàòüñÿ ïîðàæåíèå, êðóøåíèå íàíîñèòü ïîðàæåíèå, ðàçðóøàòü îáîðîíÿòü (ñÿ), çàùèùàòü (ñÿ) îáîðîíèòåëüíûé îáîðîíà ïåðåäà÷à (ïðàâ) õðóïêèé, ñëàáûé (ðàâíîâåñèå) òðåáîâàòü îòäåë, îòäåëåíèå, îòðàñëü, âåäîìñòâî ïóñòûíÿ îñòàâëåíèå, äåçåðòèðñòâî, çàáðîøåííîñòü ðàçâèòèå óñòðîéñòâî, ïðèñïîñîáëåíèå, ñïîñîá, ñðåäñòâî, ïëàí, çàòåÿ äèôôåðåíöèàöèÿ, ðàçëè÷åíèå, âèäîèçìåíåíèå ðàñïðåäåëåíèå, ðàçäà÷à, ðàñïðîñòðàíåíèå (ðàç)äåëåíèå ãîñïîäñòâîâàòü, âëàñòâîâàòü, âîçâûøàòüñÿ (íàä ÷åì-ë.) ñáîðû, íàëîãè, ïîøëèíû

decline (n) decline (v) defeat (n) defeat (v) defend (v) defensive (adj.) defensive (n) delegation (rights) (n) delicate (balance) (adj.) demand (v) department (n) desert (n) desertion (n) development (n) device (n) differentiation (n) distribution (n) division (n) dominate (v) dues (n)

E engaged (in) (adj.) entry (n) escape (v) establish (v)

çàíÿòûé (÷åì-ë.) âõîä, âõîæäåíèå, âñòóïëåíèå áåæàòü, èçáåæàòü, èçáàâèòüñÿ îñíîâûâàòü, ñîçäàâàòü, óñòàíàâëèâàòü èìóùåñòâî, èìåíèå, ïîìåñòüå î÷åâèäíûé, ÿñíûé òðåáîâàòü, âûìîãàòü âûìîãàòåëüñòâî, ÷ðåçìåðíûé íàëîã, ïîáîðû êàçíà÷åéñòâî

estate (n) evident (adj.) exact (v) exaction (n) Exchequer (n)

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exploiting (adj.) extent (n)

F fight (v) fight (n) fine (n) fine (v) fit (v) framework (n) freedom (n)

G gain (v) generation (n) grade (v) grade (n) grant (v) growth (n)

ýêñïëóàòèðóþùèé ïðîòÿæåíèå, ïðîñòðàíñòâî, ñòåïåíü, ìåðà

äðàòüñÿ, ñðàæàòüñÿ, âîåâàòü, áîðîòüñÿ áîé, äðàêà, áîðüáà ïåíÿ, øòðàô øòðàôîâàòü; íàëàãàòü øòðàô, ïåíþ ñîîòâåòñòâîâàòü, ãîäèòüñÿ, ñîâïàäàòü ðàìà, îáðàìëåíèå, ðàìêè ñâîáîäà, íåçàâèñèìîñòü

äîáûâàòü, âûèãðûâàòü, ïîëó÷àòü ïîêîëåíèå ðàñïîëàãàòü ïî ðàíãó, ñîðòèðîâàòü, ïîñòåïåííî ìåíÿòüñÿ ñòåïåíü, ðàíã, êëàññ, çâàíèå äàðèòü, æàëîâàòü, ïðåäîñòàâëÿòü ðîñò, ðàçâèòèå, ïðèðîñò

H hold (land ) (v) holder (n)

äåðæàòü, èìåòü, âëàäåòü(çåìëåé) âëàäåëåö, äåðæàòåëü

I income (n) increase (n) increase (v) inevitable (adj.) influence (n) influence (v) influent (n) innovate (v) innovation (n)

äîõîä, çàðàáîòîê âîçðàñòàíèå, ðîñò, óâåëè÷åíèå âîçðàñòàòü, ðàñòè, óâåëè÷èâàòü(ñÿ) íåèçáåæíûé, íåìèíóåìûé âëèÿíèå, âîçäåéñòâèå îêàçûâàòü âëèÿíèå ïðèòîê, âòåêàþùèé, âïàäàþùèé ââîäèòü íîâøåñòâà íîâîââåäåíèå, íîâøåñòâî

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inspiration (n) inspire (v) integrate (v) introduce (v) introduction(n) invade (v) invasion (n) involve (v) isolate (v)

âäîõíîâåíèå, âëèÿíèå, ñòèìóëèðîâàíèå âíóøàòü, âäîõíîâëÿòü, âñåëÿòü (÷óâñòâà) ñîñòàâëÿòü öåëîå, îáúåäèíÿòü, îñóùåñòâëÿòü ðàñîâóþ èíòåãðàöèþ ââîäèòü, ïðåäñòàâëÿòü, âíîñèòü íà ðàññìîòðåíèå ââåäåíèå, ïðåäñòàâëåíèå âòîðãàòüñÿ, îâëàäåâàòü, çàõâàòûâàòü âòîðæåíèå, íàøåñòâèå, íàáåã âîâëåêàòü èçîëèðîâàòü, îòäåëÿòü, îáîñîáëÿòü èçîëÿöèÿ, óåäèíåíèå

J judge (n) judge (v) jury (n) justice (n)

ñóäüÿ ñóäèòü, ðåøàòü, ñ÷èòàòü, ïîëàãàòü æþðè, ïðèñÿæíûå ïðàâîñóäèå, ñïðàâåäëèâîñòü

K kingdom (n) knight (n) knowledge (n)

êîðîëåâñòâî, öàðñòâî ðûöàðü çíàíèå, ýðóäèöèÿ, èçâåñòèå

L labour (n) law (n) lawyer (n) layer (n) lay-out (n) legal (adj.) legion (n) levy (taxes) (v) loss (n)

òðóä, ðàáîòà çàêîí þðèñò, àäâîêàò ñëîé, ïëàñò óêëàä þðèäè÷åñêèé, ïðàâîâîé, çàêîííûé ëåãèîí âçèìàòü (íàëîãè),îáëàãàòü (íàëîãàìè) ïîòåðÿ, óòðàòà, óáûòîê, óùåðá

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M machinery (n) manor (n) merchant (n) minority (n) misery (n) mortuary (adj.) mount (v) N nobility (n) noble (n) O object (n) oppose (to) (v) opposition (n) overhaul (n) overhaul (v) overwhelming (adj.) own (adj.) owner (n) ownership (n)

P pastoral (adj.) patch (n) peasantry (n) penetrate (v) penetration (n) perform (v) performance (n) permanent (adj.) persist (v) persistence (n) pleadings (n) ploughman (n) plunder (n) preacher (n) previous (adj.) private (adj.) proceedings (n) property (n) provide (v) provision (n)

àïïàðàò (ãîñóäàðñòâåííûé) ïîìåñòüå êóïåö ìåíüøèíñòâî, ìåíüøàÿ ÷àñòü íèùåòà, áåäíîñòü ïîõîðîííûé, ïîãðåáàëüíûé âçáèðàòüñÿ, âîñõîäèòü, ïîäíèìàòüñÿ äâîðÿíñòâî, ðîäîâàÿ çíàòü äâîðÿíèí, òèòóëîâàííîå ëèöî, ïýð

îáúåêò, ïðåäìåò, öåëü îêàçûâàòü ñîïðîòèâëåíèå, ïðîòèâèòüñÿ îïïîçèöèÿ òùàòåëüíûé îñìîòð, ïåðåñìîòð ðàçáèðàòü, òùàòåëüíî îñìàòðèâàòü íåñìåòíûé, ïîäàâëÿþùèé ñîáñòâåííûé âëàäåëåö, ñîáñòâåííèê ñîáñòâåííîñòü, âëàäåíèå

ïàñòóøåñêèé íåáîëüøîé ó÷àñòîê çåìëè êðåñòüÿíñòâî ïðîíèêàòü, âõîäèòü ïðîíèêàíèå, ïðîíèêíîâåíèå èñïîëíÿòü, âûïîëíÿòü èñïîëíåíèå, âûïîëíåíèå ïîñòîÿííûé, íåèçìåííûé, äîëãîâðåìåííûé óïîðñòâîâàòü, íàñòîé÷èâî ïðîäîëæàòü óïîðñòâî, ïîñòîÿíñòâî, âûíîñëèâîñòü çàùèòà, çàñòóïíè÷åñòâî, ñóäåáíûå ïðåíèÿ ïàõàðü ãðàáåæ ñâÿùåííèê ïðåäûäóùèé, ïðåäøåñòâóþùèé ÷àñòíûé, ëè÷íûé çàñåäàíèÿ, ðàáîòà (êîìèññèè) èìóùåñòâî, ñîáñòâåííîñòü, õîçÿéñòâî ñíàáæàòü, îáåñïå÷èâàòü ñíàáæåíèå, îáåñïå÷åíèå

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Q quality (n)

êà÷åñòâî, ñîðò, îñîáåííîñòü

R rank (n) reason (n) rebel (n) rebel (v) rebellion (n) reconnaisance (n) reduce (v) reduction (n) reign (n) rely (on) (v) remainder (n) remote (adj.) rend (v) render (n) render (v) represent (v) representative (n)

êàòåãîðèÿ, ðÿä, ðàçðÿä, ñòåïåíü ïðè÷èíà ïîâñòàíåö, áóíòîâùèê âîññòàâàòü, ïðîòåñòîâàòü âîññòàíèå, áóíò ðàçâåäêà, ïðîùóïûâàíèå ïîíèæàòü, îñëàáëÿòü, ñîêðàùàòü ñíèæåíèå, óìåíüøåíèå öàðñòâîâàíèå, âëàñòü äîâåðÿòü, ïîëàãàòüñÿ íà îñòàòîê, îñòàòêè îòäàëåííûé ðâàòü, ðàçðûâàòü, ðàñùåïëÿòü îïëàòà âîçäàâàòü, ïëàòèòü ïðåäñòàâëÿòü, áûòü ïðåäñòàâèòåëåì ïðåäñòàâèòåëü, äåëåãàò, óïîëíîìî÷åííûé (ãîäîâîé) äîõîä îæèâàòü, âîñêðåñàòü, âîçðîæäàòü âðàùàòü(ñÿ), âåðòåòü(ñÿ) êîðåíü, ïðè÷èíà óêîðåíÿòüñÿ, ïóñêàòü êîðíè ãðóáûé óïðàâëÿòü, ïðàâèòü, ðóêîâîäèòü ïðàâÿùèé (êëàññ) ñåëüñêèé, äåðåâåíñêèé

revenue (n) revive (v) revolve (v) root (n) root (v) rude (adj.) rule (v) ruling (class) (adj.) rural (adj.) S secure (v) security (n) seize (v) serf (n) servant (n) servile (adj.) shepherd (n) sheriff (n) shift (v) shire (n) single (adj.)

îõðàíÿòü, îáåñïå÷èâàòü áåçîïàñíîñòü îõðàíà, çàùèòà, áåçîïàñíîñòü õâàòàòü, ñõâàòèòü, çàõâàòûâàòü êðåïîñòíîé, ðàá ñëóãà, ïðèñëóãà ðàáñêèé ïàñòóõ øåðèô ïåðåìåùàòü(ñÿ), ïåðåäâèãàòü(ñÿ) ãðàôñòâî îäèí, îäèíîêèé(àÿ), õîëîñòîé, íåçàìóæíÿÿ

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society (n) soil (n) sole (adj.) spring (n) spring (v) stage (v) strengthen (v) stride (n) stride (v) submit (v) summon (v) suppress (v) supremacy (n) supreme (adj.) survey (n) T tax (n) tenants-in-chief (n) tend (v) tenure (n) testify (v) thane (n) thorough (adj.) toil (n) toil (v) toll (n) torture (v) total (adj.) township (n) trace (n) trade (n) trade (v) tradesman (n) treat (v) tribal (adj.) tribe (n) trick (n) trick (v) troops (n) tyrant (n)

ó îáùåñòâî ïî÷âà, çåìëÿ åäèíñòâåííûé, èñêëþ÷èòåëüíûé ïðûæîê, ñêà÷îê, èñòî÷íèê, ïðè÷èíà âñêàêèâàòü, ïðîèñõîäèòü, ïðîðàñòàòü àðåíà, ìåñòî äåéñòâèÿ, ïîïðèùå óñèëèâàòü(ñÿ), óêðåïëÿòü(ñÿ) áîëüøîé øàã øàãàòü (áîëüøèìè øàãàìè) ïîä÷èíÿòü(ñÿ), ïîêîðÿòü(ñÿ) ñîçûâàòü (ñîáðàíèå), ñîáèðàòü, ïðèçûâàòü ïðåñåêàòü, ñäåðæèâàòü, ïîäàâëÿòü âåðõîâíàÿ âëàñòü âåðõîâíûé, âûñøèé îáîçðåíèå, îáçîð, îáñëåäîâàíèå

íàëîã, ïîøëèíà äðóæèííèêè èìåòü òåíäåíöèþ, êëîíèòüñÿ ê ÷åìóëèáî âëàäåíèå, ïðåáûâàíèå â äîëæíîñòè ñâèäåòåëüñòâîâàòü, òîðæåñòâåííî çàÿâëÿòü òàí ïîëíûé, ñîâåðøåííûé, òùàòåëüíûé òÿæåëûé òðóä óñèëåííî òðóäèòüñÿ ïîøëèíà, äàíü, ïðàâî âçèìàíèÿ ïîøëèíû ïûòàòü, ìó÷èòü âåñü, öåëûé, ñîâîêóïíûé, òîòàëüíûé ìåñòå÷êî, ðàéîí ñëåä, ÷åðòà çàíÿòèå, ðåìåñëî, òîðãîâëÿ òîðãîâàòü, îáìåíèâàòü(ñÿ) òîðãîâåö, êóïåö, ðåìåñëåííèê îáðàùàòüñÿ, îáõîäèòüñÿ, èìåòü äåëî ïëåìåííîé, ðîäîâîé ðîä, ïëåìÿ õèòðîñòü, îáìàí îáìàíûâàòü, íàäóâàòü îòðÿä, âîéñêà òèðàí, äåñïîò

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U urgency (n)

íàñòîÿòåëüíîñòü, áåçîòëàãàòåëüíîñòü ñðî÷íûé, êðàéíå íåîáõîäèìûé, íàñòîé÷èâûé

urgent (adj) V vary (v) vassal (n) villa (n) villein (n) villeinage (n)

ìåíÿòü(ñÿ), èçìåíÿòü(ñÿ) âàññàë âèëëà âèëëàí, êðåïîñòíîé êðåïîñòíîå ñîñòîÿíèå, êðåïîñòíàÿ çàâèñèìîñòü ïðèìåíÿòü íàñèëèå íàðóøåíèå, íàñèëèå, âòîðæåíèå

violate (v) violation (n) W wander (v) waste (v)

áðîäèòü, ñòðàíñòâîâàòü òðàòèòü âïóñòóþ, ïîðòèòü, îïóñòîøàòü âîëíà ñïëà÷èâàòü, îáúåäèíÿòü îáåñïå÷åííûé, çàæèòî÷íûé ìàñòåðñêàÿ, öåõ

wave (n) weld (v) well-to-do (adj.) workshop (n)

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ÑÏÈÑÎÊ ËÈÒÅÐÀÒÓÐÛ 1. Morgan D. A Short History Of The British People. VEB Verlag Enzyklopadie. Lei pzig, 1970. 2. Gordon Winter. Beautiful Britain. London, 1978. 3. Moscow News. 1994—95. 4. Hecker M.J., Volosova T.D. English Literature. Moscow, 1969.

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Äëÿ çàìåòîê

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ÑÎÄÅÐÆÀÍÈÅ / CONTENT Ââåäåíèå ....................................................................................... 3 Tåêñò I ........................................................................................... 8 TåêñòII .......................................................................................... 11 Tåêñò III ...................................................................................... 15 Òåêñò IV ...................................................................................... 18 Òåêñò V...................................................................................... 21 Òåêñò VI ...................................................................................... 24 Tåêñò VII ..................................................................................... 27 Tåêñò VIII .................................................................................... 30 Òåêñò IX ...................................................................................... 33 Òåêñò X ....................................................................................... 37 Tåêñò XI ...................................................................................... 40 Tåêñò XII ..................................................................................... 42 Tåêñò XIII ................................................................................... 45 Ñëîâàðü......................................................................................48 Ñïèñîê ëèòåðàòóðû....................................................................57

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Ó÷åáíîå èçäàíèå

Ïèëèïåíêî Âàëåíòèíà Àëåêñååâíà Áîáðîâà Òàìàðà Àëåêñååâíà

ÏÐÀÊÒÈÊÓÌ ÏÎ ÀÍÃËÈÉÑÊÎÌÓ ßÇÛÊÓ (Ïî èñòîðèè Àíãëèè Ñðåäíèõ âåêîâ)

Ãëàâíûé ðåäàêòîð À.Â. Øåñòàêîâà Ðåäàêòîð Î.Â. Èçîòîâà Òåõíè÷åñêèé ðåäàêòîð Í.Í. Çàõàðîâà Õóäîæíèê Í.Í. Çàõàðîâà ËÐ ¹ 020406 îò 12.02.97 Ïîäïèñàíî â ïå÷àòü 25.01 2001 ã. Ôîðìàò 60x84/16. Áóìàãà òèïîãðàôñêàÿ ¹ 1. Ãàðíèòóðà Òàéìñ. Óñë. ïå÷. ë. 3,4. Ó÷.-èçä. ë. 3,75. Òèðàæ 75 ýêç. Çàêàç . «Ñ» 8.

Èçäàòåëüñòâî Âîëãîãðàäñêîãî ãîñóäàðñòâåííîãî óíèâåðñèòåòà. 400062, Âîëãîãðàä, óë. 2-ÿ Ïðîäîëüíàÿ, 30. 60