- •History through art
- •Развитие речевой способности в контексте диалога культур и цивилизаций
- •С.В. Сомова
- •Part II
- •Part III
- •Step 1: Understanding the Information Historical Background
- •Archaic Period
- •Classical Period
- •Hellenistic Period
- •Part II Words to be pronounced and learnt
- •Part III
- •Step 2: Spelling and Vocabulary
- •Ancient rome Historical Background
- •Step 1: Understanding the Information Historical Background (509 bc – ad 476)
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 4: Shaping Ideas and Facts in English
- •Step 5: Subject and Thesis
- •Part II
- •The middle ages
- •The MiDdLe aGeS
- •Historical Background
- •Part I
- •Part II
- •Part III
- •Step 1: Understanding the Information Historical Background 800 bc – 146 bc
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Hildegard of bingen
- •Part III
- •The renaissance
- •The renaissance
- •Historical Background
- •Part I
- •Part II
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Портрет высокого возрождения
- •Vincenzo perugia
- •Part IV
- •The baroque
- •The baroque
- •Historical Background
- •Part I
- •Part II
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Giovanni lorenzo bernini
- •Part V
- •The enlightenment
- •The enlightenment
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Versailles
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Thomas gainsborough
- •Step 4: Shaping Ideas and Facts in English
- •Franz joseph haydn
- •George frideric handel
- •Part VI
- •Romanticism
- •Romanticism
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •John constable
- •Step 4: Shaping Ideas and Facts in English
- •Part VII the new times
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •The twentieth century Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Step 5: Writing an Essay
- •Topics for Your Essays
- •Reference
- •1. Writing technique
- •1.1. How to Start to Write
- •1.2. How to Take Notes
- •1.3. Library Resources for Writing
- •1.4. Effective Sentences
- •1.5. Paragraphing
- •1.6. Paraphrasing
- •2. Written forms
- •2.1. Précis-writing
- •2.2. Synopsis-making
- •2.3. Composition and Essay-Writing
- •3. Elements of style. Expressive means of the english language
- •3.1. Metaphor
- •3.2. Metonymy
- •3.3. Simile.
- •Compare
- •3.4. Epithets
- •Compare
- •3.5. Hyperbole and understatement.
- •3.6. Oxymoron
- •3.6. Irony
- •4. Punctuation
- •4.4. The comma
- •4.5. The semi-colon
- •4.6. The colon
- •4.7. Quotation marks
- •4.8. Apostrophe
- •4.9. Hyphen
- •4.10. Marks of Parenthesis
- •4.11. A series of periods
- •4.12. Punctuating within the Compound Sentences
- •4.13. Punctuating within the Complex Sentence
- •5. Capitalization
- •6. Numbers spelled out or used in figures
- •Appendix 1
- •Appendix 2
- •Dictation 1 Early Years of Christianity
- •Dictation 4
- •Dictation 5 Socrates, Plato, and Aristotle
- •Dictation 6 The Roman Republic
- •Dictation 7 The Gladiators
- •Dictation 8 The Roman Empire
- •Dictation 9 Ancient Rome
- •Dictation 10
- •Keys to
- •Ancient Rome step 1: Understanding the Information
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Part II. The Middle Ages step 1: Understanding the Information
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Part III. The Renaissance
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Vincenzo perugia
- •Part IV. The Baroque
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Giovanni Lorenzo bernini
- •Part V. The Enlightenment
- •Step 3: Punctuation and Logic
- •Thomas gainsborough
- •Part VI. Romanticism
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •John constable
- •Part VII. The New Times
- •Step 2: Spelling and Vocabulary
- •The Twentieth Century
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Resource List
- •Contents
- •Авторы-составители:
Step 2: Spelling and Vocabulary
Exercise 1: Pronounce the words below. Match a word with a picture (not all the pictures have their names!)
Plate 6
Historical Costumes
___ lady [ca. 1858]
___ poke bonnet
___ crinoline
___ gentleman of the Biedermeier period
___ high collar (choker collar)
___ embroidered waistcoat (vest)
___ frock coat
Exercise 2: Developing spelling skills. Fill in the blanks with missing letters. Remember the spelling and the pronunciation.
T – o - as C - le, H - - son Ri - - - Sch - - l, J - - n Franc - - s Mill - -, Fran – Jose - - H - - dn, Lu - - ig von B - - - - oven, Franz L - st, - - ederic C - - pin, Wi - - iam Wordsw - - - -, Jo - n Con - - - ble.
Exercise 3: Derivatives. In the following pairs of nouns and adjectives add the missing one.
Industrial |
- _____________ |
patriotic |
- _____________ |
______________ |
- romanticism |
_______________ |
- melodrama |
stormy |
- _____________ |
melancholic |
- _____________ |
______________ |
- France |
_______________ |
- optimism |
idealistic |
- _____________ |
simple |
- _____________ |
______________ |
- emotion |
_______________ |
- response |
fantastic |
- _____________ |
Turkish |
- _____________ |
______________ |
- distance |
_______________ |
- mystery |
aristocratic |
- _____________ |
rapid |
- _____________ |
______________ |
- action |
_______________ |
- intuition |
violent |
- _____________ |
individual |
- _____________ |
______________ |
- experiment |
_______________ |
- tragedy |
historical |
- _____________ |
allegoric |
- _____________ |
______________ |
- Bible |
_______________ |
- humanity |
Exercise 4:
Adverbs of intensity
Example
Paganini was talented.
Paganini was very talented.
Paganini was brilliant.
Paganini was absolutely brilliant.
We do not use very with adjectives like ‘brilliant’ because ‘brilliant’ already means ‘very talented’. If we want to intensify an extreme adjective we need an adverb like ‘absolutely’.
Match each adjective in the left-hand column with its stronger equivalent from the right-hand column.
1 ___ hot 2 ___ cold 3 ___ interesting 4 ___ dirty 5 ___ tasty 6 ___ bad 7 ___ frightened 8 ___ big 9 ___ angry 10 __ tired 11 __ surprised 12 __ funny |
a vast b terrified c disgusting d filthy e exhausted f boiling g hilarious h fascinating i freezing j furious k astonished l delicious |
In pairs make up dialogues like this to practise the vocabulary.
A I was very surprised when I read that article about John Constable.
B I was absolutely astonished!
Exercise 5: Put one of the words or phrases from the box into each gap.
which who as |
who such as whose |
and finally during but |
by the end first after |
then above all even |
The Romantic artists were usually lonely, self-conscious geniuses _____ frequently lived outside the standards of society _______ did not understand them.
The Romantic era was a rather short _____ powerful period.
____ its name implies, the Romantic period was full of emotionalism—the expression of feelings _________ love, hate, fear, melancholy, and anger.
_________ America had inspired the French Revolution, France and England became the centers of Europe's Romantic movement.
One person ______ did not celebrate Napoleon was composer Franz Joseph Haydn, _________ work spanned both the Enlightenment Classical and the Romantic periods.
__________ the "Enlightened" eighteenth century Reason gradually gave way to the passions and frenzy of emotion.
________________ of the eighteenth century, out of the Enlightenment, Romanticism was born!
__________, Romanticism was the overflow of emotions.
_______ madmen became subjects of portraiture.
_______, political action. _______, physical action. ________________, on July 14, 1789, an angry mob stormed the Bastille! This was Revolution! This was Romanticism in action!