Roman Britain: Методические указания по английскому языку

М инисте р ство о б р а зо ва ния Ро ссийско й Ф е де р а ции В о р о не ж ский го суда р стве нный униве р сите т И с тори ч ес к и й ф а к ультет

К а ф едр а с тр а н о веден ия и ин о с тр а н н ы х язы ко в

ROMAN BRITAIN М етоди ч ес к и е ук а за ни я п о а нгли й с к ому я зы к у

Д л я с ту ден то в 1,2 ку р с а д/о ис то р ичес ко го ф а ку л ьтета

С оста вите л ь : Н .В .М а рте м ья н ова

В ОР ОНЕЖ 2002

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TEXT I THE CONQUEST Vocabulary notes to launch - на ч и на ть, п редп ри ни ма ть asset ценны й вкла д loose - неоп ределенный rivalry - с оп ерни ч ес тво, к онк уренц и я to annex - п ри с оеди ня ть whilst - п ок а inland - внутрь, вглубь to absorb - п оглоща ть

Pre - reading Task. Before reading the text answer the question; What do you know about the Roman conquest of Britain? THE CONQUEST In 43 AD, the Emperor Claudius launched the invasion of Britain. A land of agricultural and mineral wealth, it was potentially a major asset to the Empire. Britain then was not a nation, as we understand the term today, but rather a loose amalgam of indigenous tribes and more recent Celtic invaders and settlers. Some, especially those in the South East, were pro-Roman due to trade with the Empire and inter-tribal rivalry. It was Claudius who exploited this support to secure his position in Rome by annexing new lands. The invasion was led by Aulus Plautius and consisted of four legions; II Augusta, IX Hispana, XIII Gemina, and XX Valeria. Together with auxiliary troops, these four legions totaled approximately 50,000 men. They quickly occupied the South East and then moved inland. Three legions advanced north whilst the II Augusta, commanded by the future Emperor Vespasian, moved South West by land and sea. Within a generation much of what we know of England and Wales had been absorbed into the province of Britannia.

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Reading Comprehension Tasks 1. Are the following sentences about the text true or false? If there is not enough information, say don't know. 1) In 43 AD the Emperor Vespasian launched the invasion of Britain. 2) A major asset to the Empire was gold. 3) Britain of that time was a strong nation. 4) Britain then consisted of a different tribes. 5) Claudius wanted Rome to be stronger by annexing new lands. 6) Four legions occupied the South East in 10 days. 7) The II Augusta commanded by Claudius moved south west by land and sea. 2. Try to complete the following sentences, if possible, in your own words without looking into the text. 1) The Emperor Claudius started his invasion of … . 2) Britain was not a nation then, but … . 3) Some were pro-Roman due to … . 4) Claudius needed to secure his position by … . 5) … these four legions totaled 50,000 men. 6) They quickly occupied the South East and then … . 7) The II Augusta moved South West by … . 3. Answer the following questions: 1) Who and when launched the invasion of Britain? 2) Why did he decide to attack Britain? What was the reason for that? 3) How do we understand the term 'nation' today? 4) Was Britain of that time a strong nation? Why? (Why not?) 5) Was there inter-tribal rivalry in the Empire? 6) What did Claudius need? 7) Who led the invasion? 4. Put fifteen questions to the text. Arrange them as a plan.

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Vocabulary and Grammar Tasks. 1. Find in the text the English for: За воевани е, бога тс тво, с мес ь, п лемя , мес тные жи тели , бла года ря , межп леменной , и с п ользовать, с охра ня ть, доп олни тельны й , на с ч и ты вать, и мп ера тор, п ок олени е. 2. a) Look at the following list of words taken from the text. Discuss them and put into two groups: adjectives and adverbs. Agricultural, major, potentially, indigenous, especially, recent, new, auxiliary, approximately, quickly, inland. Adjectives

Adverbs

b) Form, if possible, the adverbs from adjectives and the adjectives from adverbs. 3. Fill each gap with a verb given below in an appropriate form. 1) In 43AD, the Emperor Caudius ______ the invasion of Britain. 2) This support _____ by Claudius who needed to secure his position in Rome. 3) This invasion _____ by Aulus Platius and _____ of four legions. 4) Four legions _____ approximately 50,000 men. 5) They _____ the South East and then _____ inland. 6) Three legions _____ north whilst the II Augusta _____South West by land and sea. 7) The II Augusta _____ by Vespasian.

To advance, to launch, to be commanded, to move(2), to be exploited, to total, to be led, to occupy, to consist. 4. Translate the following sentences. Pay attention to the constructions It is (was) … that ... , It is(was) … who … , What … is … . 1) It was they who told us the news. 2) It was not until I reminded him that he brought me my book. 3) It is the northeast in the United States, which is called New England.

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4) There was the natural abundance of land that energized the industrial and economic growth. 5) That was Roosevelt who increased government supervision over business and industry. 6) It was Mayor of Detroit who initiated work relief for the unemployed. 7) It was Theodore Roosevelt who changed the Spanish conflict from a war to liberate Cuba to the building of a union. Find in the text the sentence(s) with the same construction(s). Translate it (them) into Russian. 5. Rewrite the following sentences using It is(was) … that(who) … . 1) Emperor Claudius launched the invasion of Britain. 2) A land and mineral wealth was a major asset to the Empire. 3) Annexing new lands helped Claudius to secure his position in Rome. 4) Aulus Plautius led the invasion. 5) II Augusta moved Sou6th West. 6) Vespasian became Emperor. 7) The Romans occupied the South East of Britain.

Discussion Task Prove that there were some invasions of Britain. Can you explain the reasons? Why do you think it was important for the Romans to conquer Britain? Explain your point of view to the class.

TEXT TWO THE CELTS Vocabulary notes hereditary(adj.) - на с ледны й

warrior(n) - вои н

warlord(n) - воена ч а льни к

peasantry(n) - к рес тья нс тво

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warfare(n) - п ри емы ведени я

ferocious(adj.) - жес ток и й

вой ны

spear(n) - к оп ье

boundary(n) - гра ни ца

shield(n) - щи т

alliance(n) - с оюз, с оюзни к

chariot(n) - к олес ни ца

adornment(n) - ук ра ш ени е

terrain(n) - терри тори я , мес тнос ть

Pre - reading Task Answer the question: What are the most important Celtic invasions? Write down 5-6 sentences.

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

Reading Comprehension Tasks 1. Read the text again if necessary, and say who were the Celts led by; what helped the Celts to look more ferocious; why the Celts were rarely any match for the Roman army;

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in which situation the Celts were better than the Romans.

2. Put questions to the text. Arrange them as a plan. 3. Tell the class about the Celts according to your plan.

Vocabulary and Grammar Tasks 1. Find in the text the English for: возгла вля ть, п оддержи вать, п ора бощ а ть, а рми я , п ерс п ек ти ва, с ла ва, ш лем, дос п ехи , дос той ный

п роти вни к , оружи е, п ревос ходи ть в ч ем-ли бо,

п а рти за нс к а я вой на . 2. Give English-English translations: to be supported by to change constantly to tend to be to appear more ferocious to excel in smth terrain 3. Complete the table. The first example has been done for you. NOUN

ADJECTIVE

Heredity

hereditary

aristocracy Tribe boundary army prospect glory extravagant ferocious terrain

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4. Change the words in italics with the synonyms. 1) Celtic tribes were led by hereditary Kings and warlords. 2) Warfare was ever present with tribal boundaries. 3) Confrontations tended to be brief. 4) To appear more ferocious, warriors painted their bodies. 5) Their weapons were the spear, shield and long slashing sward. 6) In set-piece battles, Celtic warriors were rarely any match for the Roman army. 7) But in difficult terrain, the Celts excelled in the tactics of guerilla warfare.

5. Put the verbs in brackets in Passive Form: 1) Virginia (to lead) by its governor William Berkley. 2) The idea (to support) by the majority of the stuff. 3) In the United States the northeast (to call) New England. 4) Their houses (to paint) bright colors. 5) Rockefeller’s competitors (to drive) to the wall. 6) The health and safety of the working man (to protect) strong laws. 7) New clothes (to wear) especially for this occasion.

6. Read out the sentences below. Choose suitable continuations from the box, and change them into the passive. Example: He didn't die of a heart attack. He was murdered. 1) He didn’t die of a heart attack. 2) I didn't loose my credit cards. 3) She doesn't work there any more. 4) He didn't fall out of the window.

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5) I've got my briefcase back. 6) His parents died when he was three. 7) We didn't go to the party. 8) Actually, it's not a Picasso. His grandmother brought him up. Someone pushed him. Someone stole them. My daughter painted it. Someone found it on a bus. They didn't invite us. Someone murdered him. They sacked her last week. 7. Find in the text the sentences with Passive Voice. Translate them.

8. Transform the following sentences from Passive into Active: 1) Hereditary Kings led celtic tribes. 2) A warrior aristocracy enslaved the mass of peasantry. 3) Warriors were driven mostly by prospect of individual glory. 4) Body amour was rarely worn. 5) In order to be more ferocious their bodies were painted. 6) Chariots were sometimes used. 7) The Romans were excelled in the tactics of guerilla warfare by the Celts.

9. Translate the following sentences from Russian into English: 1) Пос елени е Пли мут было ос новано п и ли гри ма ми . 2) Вс к оре все п роблемы бы ли реш ены и х п ервы м губерна тором. 3) Вп ос елени и была ра зреш ена тольк о одна ц ерк овь. 4) Сч и та лос ь, ч то люди должны и меть п ра во п олуч а ть обра зовани е и с вободно вы ра жа ть с вое мнени е.

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5) Ос енью 1734 года оди н и з к олони с товбыл а рес тован за п убли к а ци ю к ри ти к и ва дрес губерна тора . 6) И с тори к а ми

бы ли

п редложены нес к ольк о п ри ч и н п рои с хождени я

А мери к а нс к ой революци и . 7) М ормоны ра змещ а ютс я на берега х Вели к ого Соленого озера .

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

TEXT THREE II AUGUSTA Vocabulary notes magistrate

-

гос уда рс твенны й

to convey - вы ра зи ть, п ереда ть

ч и новни к

и дею

councilor - с оветни к

crack

toga - тога , ма нти я судьи

п ервок ла с с ны й

to bear - нос и ть, на девать

capable - с п ос обны й

essential - необходи мы й

to draw - п ри влек а ть, на би ра ть

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вели к олеп ный ,

brutal - жес ток и й to prod - п одгоня ть, тороп и ть pouch - к и с ет, к ош елек

Pre-reading Task

Read the text quickly to get an idea of what it is about. Ignore the missing words.

II AUGUSTA

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Rome maintained the largest professional army of the ancient world. Its men were well equipped and highly trained, and operated in strict formation on the battlefield. 0 E Magistrates and councilors, elected (1)_____the property-owing class, raised fine public buildings (2)_____ towns, which now served (3)_____ their tribal capitals.(4)_____ answered to Rome (5)_____the Governor- whose toga bore the broad purple stripe (6)_____distinguished him as a Senator. 1 It was the Centurions (mostly elevated from the ranks) (7)_____provided the continuity (8)_____tradition essential (9)_____a disciplined fighting force. Often conservative and brutal, they were always feared (10)_____frequently hated (11)_____their men. 2 The Optio was nominated by the Centurion as (12)_____deputy. His knobended staff was used to prod the ranks (13)_____line, and he carried the 'orders of the day' in a pouch (14)_____his belt. 3 Standard - bearers normally wore shirts of mail (15)_____scale amour. As a mark of (16)_____status, and to convey appropriate ferocity, they wore the skins of bears or wolves. Standard - bearers also had responsibility (17)_____the safekeeping of soldiers pay and savings. 4 The legions were the crack troops of the Roman army ( the heavy infantry), sent (18)_____for campaigns of conquest (19)_____the empire, or to suppress revolt (20)_____its frontiers. These men were specialists and craftsmen of all kinds, capable

of bringing the mechanisms of Roman rule to a

(21)_____conquered territory and particularly the engineers and architects who could create the physical infrastructure of a new province.

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5 The Romans were quick to employ the fighting (22)_____of the people they conquered. The auxiliary troops become part of the established structure of the army, but continued to draw recruits (23)_____the non-citizen population, and mainly from the barbarian inhabitants of the frontier of the Empire. 6 The Romans relied for their cavalry on (24)_____troops drawn from nations with tradition of horsemanship, from Thrace and Scythia (25)_____North Africa. These were standardized into auxiliary unit called an ala, the Latin word for 'wing'. Fill spaces 1-25 with these words. Out, auxiliary, newly, their, which, as, at, to(2), into, within, skills, from(2), beyond, for, or, his, in, who, all, of, via, and, by. Reading Comprehension Tasks 1. Read the text again and choose the most suitable heading from the list AH for each part (1-6). There is an example at the beginning (0). Notice that there is one heading which you do not need to use. A

The Celts

E

Senator

B

Cavalry

F

Centurion

C

Optio

G

Standard - Bearer

D

Legionary Soldier

H

Auxiliary

2. Choose the best answer in 1 - 5. 1. II Augusta in Rome was A. The Parliament B. Professional army C. The Emperor of Rome D. The Senate 2. The property owing class elected A. The Pope

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B. Senators C. Mayors and Government D. Magistrates and councilors. 3. The Centurion were A. Educated and intelligent B. Feared warriors C. The most distinguished men D. Liberate and free men. 4. Standard - bearers were responsible for A. Law and Order B. Keeping humans rights C. Safekeeping of soldiers money D. State security. 5. The Romans quickly taught conquered people A. Read and write B. Fighting skills C. Economics D. Be good at Politics.

Vocabulary and Grammar Tasks 1. Find in the text the English for: древни й ми р, и зби ра ть, вы деля ть, обес п еч и вать п ос тоя нс тво тра ди ци й , ч а с то, п редс та ви тель, п ри к а зы дня , к ольч уга , ч еш уя , с оответс твующ и й , тя жела я п ехота , п ода вля ть, за воеванна я терри тори я . 2. Form the opposites from the following words with the help of prefixes: equipped

considerable

distinguished

appropriate

essential

responsible

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capable

employed

justifiable

cultured

memorial

3. How do these forms change? Give the missing form of the words below. VERB

NOUN

elect continuity ferocity responsibility specialize create employ establishment conquest populate inhabitant reliance

4. Change the verb in brackets if necessary. When darkness (fall) over the hills of Sussex on 14 October, 1066, few people (have) any idea of what

(happen). But nowadays every

schoolchildren in England (know) that on that day the famous battle of Hastings (take) place. In this battle the last Anglo-Danish king (defeat) by a Norman invader, Duke William. Soon after his victory William the Conqueror (crown) as William I. The new king (bring) a new law and a new language.

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5. The words in the sentences below are jumbled up. Re-write the sentences, putting the words in the right order. 1) ancient world, the, largest, the, Rome, professional, of, army, maintained. 2) fine, in, magistrates, towns, councilors, raised, and, buildings, public. 3) by, they, feared, hated, and, were, men, frequently, their, always. 4) ‘orders of the day’, he, in, the, belt, carried, his, pouch, a. 5) bears, wore, or, the, skins, they, wolves, of. 6) specialists, these, all, men, and, kinds, of, craftsmen, were. 7) of, part, army, the, structure, the, troops, of, auxiliary, become, established, the.

6. Translate into English. 1) Городом Ковентри уп ра вля л оч ень могущ ес твенный ч еловек п о и мени Леоф ри к . 2) Леоф ри к п ри нужда л с и лой п ла ти ть ему неп ос и льны е на логи , ч тобы он мог жи ть врос к ош и вс воем дворц е. 3) Ж и тели Ковентри бы ли влохмотья х, бедны и недоеда ли . 4) Одна жды он реш и л обложи ть жи телей Ковентри ещ е больш и м на логом. 5) Ж ена Леоф ри к а , леди Годи ва, п оп рос и ла его отмени ть на лог. 6) “Е с ли Вы п роедете обна женной п о ули ц а м Ковентри , я отменю на лог” ,с к а за л Леоф ри к . 7) Леди Годи ва на п и с а ла п и с ьмо жи теля м Ковентри .” Н е отк ры вай те с та вни , п ок а я буду еха ть п о ули ца м” , - п и с а ла она . Reading Comprehension Task What in your opinion was II Augusta? Tell about it using words and phrases given below. the largest professional army

magistrates and councilors

well equipped

public buildings

highly trained

tribal capitals

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the Centurions

crack troops

continuity of tradition

campaign of conquest

the Option

quick to employ

deputy

fighting skills

‘orders of the day’

established structure

standard-bearers to convey ferocity

Discussion Task Prove that II Augusta was the largest professional army of the ancient world.

TEXT FOUR THE FALL OF MAIDEN CASTLE Vocabulary notes rampart (n) – к реп ос тной вал scramble up(n) - п одъем sunken – за брош енны й , ос евш и й protest – уберега ть, отводи ть javelin – мета тельное к оп ье, дроти к waver – дрогнуть, к олеба тьс я tormentor (n) - муч и тель deploy - ра зверты ватьс я swing - ра зма хи вать bang - п ря мо

THE FALL OF MAIDEN CASTLE Maiden Castle

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Mai-Dun, the huge hill-village near Dorchester, Dorset, now known as Maiden Castle. Man lived on this 1,000 yard long hill since at least 2000 BC. By 44 AD it enclosed the main village of the Durotrigian tribe 45 acres of ground. Huge earth ramparts, some 90 feet high, protected it in successive rings, and were strengthened at some points by dry-stone walls and timber palisades. The West gate had seven different ramparts; even the East gate, chosen for an attack by the Legio II Augusta, had four. The Battle After a scramble up the steep grassy slope, and from the short sharp fight with the tribes men who had tried to hold it, the last of the Britons on this bank was down. For the moment the fighting had passed on ahead of Fronto's Century of the 2nd Cohort, Legio II Augusta. The Armored backs and big red shields of Fatalis's Century pressed on through the sunken lane towards the gateway into the big Celtic hill-fort. Part of the Century was in 'Tortoise' formation, shields forming a box to protest the soldiers from the stones and javelins hurled by the howling tribesmen up on the ramparts. The Attack did not waver, then the shield box broke up, and the silver and red figures ran up the bank at their tormentors. The Legate Vespasian was keeping his usual tight grip on the battle, as soon as these outer banks were signaled secure he would have ordered forward some of the legion's light mule drawn catapults, to give close supporting fire for the final push through the gate. Vespasian was much of a soldier as Centurion Fatalis, which made a change from the perfumed politicians who usually got commands. Through the smoke from the burning huts, the II Augusta would push through the ramparts and deploy into their proper ranks again. The Britons hadn’t a hope as discipline and training always beat individual courage. The Britons had no proper tactics, no professional officers, no amour,

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and pathetically old-fashioned weapons. They charged and slashed and hacked, but made little impression on that moving wall of the Roman shields, Roman amour and helmets. Fatalis would put his lads in wedge formation, splitting up the enemy rush crushing them into tight little groups where the couldn't swing their big swords. Then a bang in the face with the shield, and the long point of the wicked Roman short-sword stabbing up into their unarmored bodies. Maiden Castle must have been the tenth or eleventh of these forts that the II Augusta and their attached auxiliary cohorts had taken since they first slashed ashore on this foggy island of Britain.

Reading Comprehension Tasks 1. The sentences below are all from the text. Match parts of sentences on the left with their complementation on the right. 1) Man lived on this 1,ooo yard long hill

1)which made a change from the perfumed politicians who usually got commands

2) From the short sharp fight with the tribesmen

2)were strengthened at some points by dry-stone walls and timber palisades.

3) Vespasian was much of a soldier as Centurion Fatalis, 4) Through the smoke from the

3)discipline and training always beat individual courage 4)since at least 2000BC.

burning huts 5) The Britons hadn’t a hope as

5)the last of the Britons on this bank was down.

6) They charged and slashed and hacked, but

6)the II Augusta would push through the ramparts and deploy into their proper ranks again.

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7) Huge earth ramparts, some 90

7) made little impression on that

feet high, protected it in suc-

moving wall of that Roman

cessive rings and

shields.

2.Answer the following questions: 1) How did the Castle look like? 2) Can you describe the battle between the Britons and the Celts? 3) How was the Century formed? What was the order of the soldiers? 4) Who headed the Celts? 5) What have you learned about the Britons’ army? 6) Were the Celts successful in their attacks? Prove your answer. 7) What was Maiden Castle for the II Augusta?

Vocabulary and Grammar Tasks 1.Find in the text the English for: за мок , с к лон, троп и нк а , ворота , к реп ос тной вал, недос та точ ны й , к онтроль, п одходя щи й ,

п оложени е,

с та ромодны й ,

а та к овать,

руби ть,

оп а с ны й , вы с а ди тьс я на берег. 2.Match the meanings a-g with the verbs 1-7. a) to become very weak, to collapse

1) to be down

b) to separate

2) to pass on

c) to finish

3) to press on

d) to employ smb to do a particular job

4) to break up

e) to move from one activity to another

5) to run smth up

f) to raise

6) to put smb in

g) to hurry forward

7) to split up

3. Change the words in italics with their synonyms. An example is given.

п а рень,

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0. Their attack was finished quickly. Their attack was down quickly. 1. We decided to change the item on the agenda. 2.– Shall we stay here for the night? – No, let’s hurry forward. 3. The editor employs me a journalist. 4. The school finishes next week. 5. The roof collapsed under the weight of snow. 6. They raised the Union Jack. 7. John has just separated with his girlfriend.

4. Change the verbs in brackets if necessary. The Tudor family (to come) to power after the Wars of the Roses. These (to be) civil wars between the houses of York (white rose) and Lancaster (red rose), both of whom (to claim) the throne. Memories of the horrors of these wars (to be) still alive when Henry VIII, who (to be) just the second Tudor king (to crown). The young King, handsome, gifted and athletic, ( to do) much for the glory of England. His talents (to be) diverse – he (to be, to interest) in music, books and sport. The young king (to pay) a lot attention to religious questions. He (to be) a true catholic and by 1521 he (to write) an Anti-Lutheran book, for which a grateful Pope (to award) him the title of Defender of the Faith. But only ten years later Henry VIII (to break) away from the Catholic Church and (to set) up his own Church of England. 5. Use Complex object. Pattern: I saw that my enemies were running hard. I saw my enemies running hard. I heard that the pirates broke the window of the captain’s room. I heard them break the window of the captain’s room. I heard that they tried to break down the gate of the castle. I saw that they paused.

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I noticed that the blind man was running among them. I saw that the men came out. I could hear that their feet were banging on our old stairs. I heard that the men said they couldn’t find us. 6. Make up your sentences using Complex Object. the heavy blows of feet

Jim

(call) foe his friends (shout) ‘Bill is dead!’

the house

(tap) up and down the road

the enemies

(whistle) from the hillside

saw

the men

(move) back and forth

heard

the rider

(throw) the furniture

noticed

A voice

(try) to save Pew

Them

(come out) onto the road

Someone

(shake)

the pirates

(strike) at the pirates right and left

the blind man

(break) the window of the Captain’s room (run) hard

7. Translate the following sentences into English paying attention to the Complex Object. 1) Я дума ю, это за с та ви т вас п роч и та ть к ни гу с нова. 2) Я с ч и та ю, ч то ему на до п озвони ть роди теля м. 3) М не бы хотелос ь, ч тобы ра бота была с дела на с егодня . 4) Х оти те ли вы, ч тобы мы встрети ли с ь с егодня ? 5) Я не хоч у, ч тобы этот воп рос обс ужда лс я вс п еш к е. 6) М ы не ожи да ли , ч то она с дела ет та к ой и нтерес ный док ла д. 7) Я зна ю, ч то на этом мес те будет п ос троен новый дом.

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Discussion Task Do you think the Roman Army was well organized? Why (Why not)?

TEXT FIVE

THE BATTLE 60AD Vocabulary notes rebellion(n) - вос с та ни е corrupt(adj.) – п рода жны й , бес ч ес тны й delay(n) – за медлени е, отс роч к а seethe(v) – бурли ть, к и п еть appeal(v) – п ри зы вать, обра ща тьс я defense(n) – за щи та , оборона lance(n) – п и к а , к оп ье heap(n) – множес тво, ма с с а mercy(n) – ми лос ть, п оща да

Pre-reading Task Do you know anything about Suetonius Platius? If so, tell the class.

THE BATTLE 60AD In 60AD there was rebellion in Britain. Boudica, the queen of the Iceni, led several tribes of southern England who were united in their revulsion at corrupt Roman rule. Unrestrained, they destroyed the new Roman settlements at Colchester, St Albans and London. The provincial governor, Suetonius Paulinus – who was campaigning in North Wales rushed back to quell the revolt with an army of some 10,000 men. Suetonius decided to attack without delay. He chose a position in a valley with a wood behind him. There could be no enemy, he knew, except at his front,

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where there was open country without cover for ambushes. Suetonius drew up the legionaries in close order, with the auxiliaries at their flanks, and the cavalry massed on the wings. On the British side, cavalry and infantry bands seethed over a wide area in unprecedented numbers. Their confidence was such that they brought their wives with them to see the victory, installing them in carts at the edge of the battlefield. Suetonius appealed to his men.» Disregard the clamors and empty threats of the natives!…Just keep in close order. Throw your javelins and then carry on: use shield-bosses to fell them, swords to kill them. Do not think o plunder, when you have won, you will have everything.” He gave the order for battle. At first the legionaries stood their ground. Keeping to the valley as a natural defense, they launched their javelins accurately at the approaching enemy. Then, in wedge formation, they burst forward. So did the auxiliary infantry. The cavalry, with lances extended, demolished all serious resistance. The remaining Britons fled with difficulty since their ring of wagons blocked their escape. The Romans did not spear even the women. Baggage animals too, transfixed with weapons, added to the heaps of dead. It was a glorious victory. Their Roman superiority of discipline and tactics assured them victory over the chaotic mass of the Britons. Suetonius chose the field of battle to his advantage, and employed his specialist forces, the legions, Auxilia and cavalry, in set-piece maneuvers, and without mercy. Reading Comprehension Tasks 1.Say true or false to the following statements. 1) Boudica was the queen of Ireland. 2) Suetonius decided not to attack for several days. 3) The forest was behind the army. 4) The Romans had no confidence in their victory.

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5) The legionaries and the auxiliary infantry acted the same way. 6) The Romans were not cruel to the women. 7) The Britons won the victory because they were well-organized. 2. Complete the following ideas. 1) Several tribes of Southern England were united in their revulsion at _____. 2) Suetonius Paulinus rushed back to _____. 3) The enemy could be at his front, where _____. 4) Cavalry and infantry bands seethed over _____. 5) At first the legionaries _____. 6) The remaining Britons fled with difficulty since _____. 7) When you have won, you _____. 3.Answer the following questions. 1) Why was there rebellion in Britain? 2) Which settlements were destroyed? 3) Why did Suetonius Paulinus rush back? 4) What was his plan? 5) Why do you think the Romans were sure in their victory? 6) Describe the order of the battle. 7) What brought the success to the battle? Vocabulary and Grammar Tasks 1.Find in the text the English for: отвра щ ени е, п ода вля ть мя теж, ф ла нг, увереннос ть, п ехота , п ротес т, добы ч а , мета ть, ра зруш а ть, обес п еч и вать. 2. Complete the following sentences with the words below in an appropriate form. 1) Several tribes of southern England _____ in their revulsion at corrupt Roman rule. 2) They _____ the new Roman settlements. 3) Suetonius Platius _____ in North Wales.

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4) He _____ to quell the revolt. 5) Suetonius _____ to attack without delay. 6) Suetonius Paulinus _____ in North Wales. 7) The remaining Britons _____ with difficulty since their ring of wagons blocked their escape. 8) They _____ their wives with them to see the victory. To decide, to flee, to unite, to destroy, to rush back, to campaign, to bring.

3. Change the words in italics with their synonyms given below. 1) In 60AD there was a rebellion in Britain. 2) Suetonius Paulinus rushed back to quell the revolt. 3) Suetonius drew up the legionaries in close order. 4) Their confidence was such that they brought their wives with them to see the victory. 5) Suetonius appealed to his men. 6) The cavalry, with lances extended, demolished all serious resistance. 7) Their Romans superiority of discipline and tactics assured them victory over the chaotic mass of the Britons.

to persuade, to ask

rebellion

opposition

to end

to provide

to arrive and stop

4. Read the pairs of sentences. Combine them, using infinitive of purpose. Example: I went to Lacy’s department store. I wanted to buy some clothes. I went to Lacy’s department store to but some clothes. 1) I asked for the dressing room. I wanted to try on a dress. 2) They went to the snack bar. They wanted to get a drink.

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3) I’m going for a sale. I want to save some money. 4) She tried on the blouse. She wanted to be sure of the size. 5) I went to the store. I wanted to buy some eggs and other things for dinner. 6) I need a sharp knife. I wanted to cut steak. 5. Agree or disagree with the following sentences using structures so do I or neither/nor do I etc. 6) George would be furious if he

1) I always enjoy a good night out.

found out.

2) My husband is never on time. 3) I didn’t get a holiday this year.

7) John can’t stand pop music.

4) Amanda will be at University

8) The children are tired out.

next year. 5) I haven’t written to Jane yet. 6. Join the sentences with who or which. Do you know a shop?

He lives next door.

I know somebody.

He stole my car

I want some plates.

He/she deals with exports.

I was at school with the man.

It isn’t working.

I’d like to speak to the person.

It needs to be eaten.

She’s got friendly with a boy.

It sells good coffee.

The police haven’t found the man.

They last for years.

There’s some cheese in the fridge.

She could mend that chair.

We’ve got some light bulbs.

They can go in the microwave.

This is the switch.

He’s driving that taxi.

7.Make each of these pairs of simple sentences into a complex one by using a relative pronoun like in the example. Boudica led several tribes of Southern England. They were united in their revulsion at corrupt Roman rule. Boudica led several tribes of Soythern England who were united in their revulsion at corrupt Roman rule.

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1) Fred Brown has a dog. It is called Jock. 2) This is the girl. She is going to sing a song. 3) I haave lost the pen. I bought it yesterday. 4) Richard lives in a house. It has a big garden. 5) These are some apples. They grew on my tree. 6) I saw the man. He won the prize. 7) We had a friend. He was a famous writer. Discussion Task Prove that Suetonius Paulinus was a great tactician.

TEXT SIX

ROMAN TOWNS AND FORTS Vocabulary notes fortification (n) – ук реп лени я

row (n) -

ря д

anchorage(n) – я к орна я с тоя нк а

porticos (n) - п орти к

barbarian (n) – варвар

aisled (a) - п роходной

criss cross (n) – к рес т

rubble (n) - булы жни к

abandoned (a) - за брош енны й

gravel (n) - гра ви й

layout (n) - п ла ни ровка extent (n) - с теп ень, мера court (n) – двор

ROMAN TOWNS AND FORTS Roman Forts Porchester Castle is one of the earliest complete Roman fortifications in northern Europe, with the harbor at Porchester being one of the likely fleet anchorage’s for the II Augusta’s initial seaborne advance in 44AD – 45AD. Towards the end of the 3rd century the first fort was built, part of a series from

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the Wash to the Solent commanded by the ‘Court of the Saxon Shore’ to protect the Northern provinces from pirates and barbarians. After the Romans left Britain in 410AD the Romano – British were left to defend their shores as best they could and consequently there followed a fairly constant occupation of the Castle. Roman Towns In all the lands they conquered, the Romans built towns that they could feel at home in. Each town was built to a plan. The Romans liked everything to be organized and orderly. The streets were laid out in a criss cross pattern. Usually they would have two main streets that divide the town. Smaller streets led of these at right angles. Silchester –Calleva Atrebatum Silchester, the Roman Town of Calleva Atrebatum, unlike many other Roman towns which continued in use after the withdrawal of Roman troops early in the fifth Century AD ( such as Winchester), Silchester was completely abandoned at the end of the Roman occupation of Britain. Consequently it has never been built on and the layout survives intact. In England only two other Roman towns, Caistor in Norfolk and Wroxeter in Shropshire have survived to a similar extent. In the center lay the Forum and Basilica, measuring 313x275 feet. The Forum court was surrounded on the north, east and south sides by a continuous row of shops and offices, flanked inside and out by porticos of Bath-stone Tuscan columns: the main entrance was in the center of the east side. Across the west side of the Forum court lay the Basilica, an aisled hall 234x58 feet with tribunals at each end. Fragments of marble from Purbeck and Italy were found in rubble layers, indicating a fine finish to the building. In the south part of the town, near to the south gate, lay a large Mansio (an official guest house) which consisted of a graveled court surrounded on three

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sides by rangers of rooms; a private bath suite occupied the area adjacent to the south east corner. Other buildings within the town included several Roman-Celtic temples, private houses of courtyard and corridor type, and a number of shops and workshops, which produced a wide range of commodities. Just outside the northeast corner of the walled area is an amphitheatre measuring about 250x220 feet overall.

Vocabulary and Grammar Tasks 1. Find in the text the English for: га вань, п ервона ч а льный , врезульта те, ди с ци п ли ни рованны й , угол, вы вод вой с к , вы жи ть, неп оврежденны й , за щи щ енны й , мес то для с удьи , с лой , п ри мы к а ющи й , ма с терс к а я .

2. Draw four columns like this:

Nouns

Verbs

Adjectives

Adverbs

Into the first column put all the nouns in the text; into the second one – al the verbs; into the third one – all the adjectives; and into the fourth one – all the adverbs. 3. Make adverbs from the following adjectives: quick, slow, sorrowful, bright, quiet, clever, sudden, bad, good, hard, fast. 4. Put adverbs into the blank spaces in the following sentences: 1) The boy wrote ___. 2) You are working too _____. 3) I will do the work _____. 4) Open the door _____.

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5) Come _____, I want to speak to you. 6) I saw Jane _____ and I shall see her again _____. 7) John drove the car _____ along the wide road but _____ in the crowded streets. 8) It was a beautiful day, the sun was shining _____, the birds were singing _____ and the children were playing in the field.

5. Write out these sentences putting the adjectives that are in brackets into their correct form. 1) Tom is (old) than Richard. 2) John is the (clever) boy in the class. 3) The weather is (fine) today than it was yesterday. 4) London is the (big) city in the world. 5) This sentence is (difficult) than the first one. 6) My dog is as (good) as yours. 7) My dog is (good) than yours. 8) My dog is (good) of the three. 9) My cold is (bad) today than it was yesterday. 10) They have (many) hens than we have, but they get (few) eggs.

6. Fill in the missing words. 1) Tom is older _____ than Richard. 2) Fred is not ___ old ___ Tom. 3) Tom is ___ oldest ___ the three. 4) This book is better ___ that. 5) This book is not ___ good __ that. 6) This book is ___ best ___ the three. 7) That exercise is more difficult __ this one. 8) The weather is worse today ___ it was yesterday.

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9) It was not ___ bad yesterday ___ it is today. 10)Today’s weather is ___ worst ___ the week.

7.Rewrite these sentences in the Passive Voice. Example: Thomas Cook and Son are to make experiments this year. Experiments are to be made this year by Thomas Cook and Son. 1) They will open the shop for business on Monday. 2) The low rainfall has created an alarming situation. 3) They will have to restrict the supply of electronic power. 4) They saw a ghost in the churchyard last night. 5) The men have dug graves by night in the cemetery for many years. 6) We shall resume the minting of nickel five-cent pieces soon. 7) She hurried the children off to school. 8) They have widened this road. 9) They put the fire out in less than an hour. 10) They could not use the main staircase. 7. Translate into English, using the same structures as in the model: Model: My grandfather likes to be asked about his work. I hate to be made fun of. 1) М ой друг п оп рос и л, ч тобы ему ра зреш и ли с ъезди ть вМ ос к ву на три дня . 2) И нженерхотел, ч тобы ему п ок а за ли вес ь за вод. 3) Н и к то не люби т, к огда его на к а зы вают. 4) М а льч и к не хотел, ч тобы его хвали ли вп ри с утс тви и други х уч ени к ов. 5) Он не хотел, ч тобы на д ни м с мея ли с ь. 6) М не нра ви тс я , к огда все ч и с то. 7) Я люблю, к огда можно легк о отк ры ть ок но. 8) М оей п одруге нра вятс я вещ и , к оторы е п рос то ш и ть.

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Reading Comprehension Task Put questions to the text. Arrange them as a plan. Retell the text according to your plan.

TEXT SEVEN

THE DECLINE AND DEPARTURE Translate the text paying attention to all structures you know. THE DECLINE AND DEPARTURE After four hundred years in Britain, the Legions finally departed. They had come, as invaders but had not settled. They had come, as conquerors but had not subdued. Only their military roads and empty forts remained as monuments to their time in this land, to speed travelers on their journeys and to shelter the homeless. Only their secrets of glassmaking and their better ways of metal craft were passed down to be added to the skills of the North Britons. Unlike the South there were no Roman towns nor Roman laws, no Roman government nor Roman economy, just a land and its peoples living on their hilltops and crannogs, in their brochs and duns as they had been when the Eagles of Rome first made their great advance under Agricola. Unable to take the North by force the Romans had separated it from the south by a mighty wall of stone. Perhaps for that reason as much as any in history, Britain came to be divided into two Kingdoms, one of which would be called Scotland. Last of the legions It was about the year 410AD that the last of the legions left Britain. Rome was gathering its strength for a final desperate stand. Invading hosts from Germany had overrun the Empire and were now hammering on the city walls. The people living in the cold craggy land of Hadrain’s wall went about the

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business of survival much as they had always done. What changes the Roman years had brought showed mainly in the Kingdoms south of the crumbing rampart and burnt-out forts of the Antonine Wall. The Great Alliance The Irish, the Picts and the Saxons from the continent would unite a great alliance of tribes against the Romans. Never before had such a plan been dared. Its success would depend on surprise and no warning must be allowed to reach the Romans. The Arcani, which was a kind of Roman secret service, was bribed to report nothing. And so the garrison never suspected that the warrior chieftains of the northern tribes were mustering their men and moving quietly south. In Ireland powerful fleets of hide-covered curraghs raised their red sails and slipped out of their haven to bear eastwards for Britain. To the unguarded coast line of Yorkshire came other craft, their high prows cutting white furrows through the water. They were manned perhaps by Saxons, whose main fleet was further South, or perhaps by the Picts themselves coasting down past the eastern end of the wall. No hint of the approaching danger reached the defenders. The timing was exact. By land and by sea, the raiders struck with lightning speed. The Picts swept down on the wall and carried it on the first rush. The ships of their allies crunched on to the shingle and sand of unprotected beaches up and down both coastlines and the seaborne warriors thrust inwards. Too late the warning beacons were lit and the alarm rose. The first word to reach Fullofaudes, commander-in-Chief of the Roman army was of the disaster of the wall. Not realizing the tremendous weight and speed of the Pictish advance, he rushed from his head quarters at York to restore order almost the garrison. He was ambushed and captured before reaching his destination. Nectaridus, Commander-in-Chief of the coastal region, was killed in an early engagement

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With the loss of two generals the Roman army retreated in confusion before the surging advance of the great alliance. In a campaign of startling speed the tribal forces raced southwards. The whole country was ablaze and London lay under siege. Victory was complete. Their Vengeance satisfied, the alliance turned to plunder, and picked the province clean. By the time Roman reinforcements arrived under Theodosius the campaign was over. The armies of the alliance had broken up with warrior bands taking what booty they could seize as they returned northwards. In the northern alliance the Irish had found common cause with the Picts and a link was forged with Pictland which would lead, one day, to the single most important event in Scottish history. Perhaps for the part they played in that campaign the Irish were given land on the West Coast of Pictland in the area of Kintyre and Knapdale. In any case events were taking place in Ireland during the fifth century which caused settlers from what is now Antrim but was then known by the name of its people, the Dal Riata, to cross the North Channel and land on the Mull of Kintyre. Before the end of that century, Fergus Mor, King of the Dal Riata had forsaken his royal capital in Ireland and made a new Kingdom in Kintyre. What makes this so important is that these Celts from Ireland were known also by another name, a nickname which meant ‘raiders’, they were called the ‘Scots’. They settled quickly in the land that would one-day bear their name, and they spread. Within half a century they occupied all of what is now Argyll and were in conflict with the Picts and the British Kingdom of Strathclyde.

ADDITIONAL TEXTS

THE REASON FOR THE HUDRED YEAR WAR Flanders had grown to be the industrial center of northern Europe and had become extremely wealthy through its cloth manufacture. It could not produce

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enough wool to satisfy its market and imported fine fleece from England. England depended upon this trade for its foreign exchange. During the 1200’s, the upper class English had adopted Norman fashions and switched from beer to wine, (note that beer and wine were very important elements in the medieval diet). Both contain vitamin and yeast complexes that the medieval diet, especially during the winter, did not provide. Besides, the preservation of food was a difficult matter in that era, and the alcohol in beer and wine represented a large number of calories stored in an inexpensive and effective fashion. People did get drunk during the Middle Ages, but most could not afford to do so. Beer and wine were valued as food and were priced accordingly. The problem was that England could not grow grapes to produce the wine that many of the English now favored and had to import it. A triangular trade arose in which English fleece was exchanged for Flemish cloth, which was then taken to southern France and exchanged for wine, which was then shipped into England and Ireland, primarily through the ports of Dublin, Bristol, and London. But the counts of Flanders had been vassals of the king of France, and the French tried to regain control its wealth. The English could not permit this, since it would mean that the French monarch would control their main of foreign exchange. A civil war soon broke out in Flanders, with the English supporting the manufacturing middle class and the French supporting the land-owning nobility. The Struggle for Control France The English king controlled much of France, particularly in the fertile South. These lands had come under control of the English when Eleanor of Aquitaine, heiress to the region, had married Henry II of England in the mid-12th century. There was constant bickering along the French-English frontier, and the French kings always had to fear an English invasion from the South. Between Flanders in the North and the English in the South, they were caught in a “nutcracker” . The “ Auld Alliance”

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

Б уни на Т.Д.