- •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 4: Shaping Ideas and Facts in English
Exercise 1: Render the piece of information below into Russian without consulting a dictionary.
Romanticism covers a period from the birth of the Romantic Movement at the end of the “enlightened” 18th century, to the reaction against Romanticism during the mid-nineteenth century.
The most prominent works of this period were masterpieces by Francisco Goya, William Blake, Theodore Gericault, Eugene Delacroix, Honore Daumier, Pierre Guerin, Joseph Mallord William Turner, John Constable and others. The triumph of the individual with all his or her moods, feelings, and turbulent emotions is explored through various works of art and music. Historical events, such as the French Revolution and the saga of Napoleon, and their influence on artistic creation are also explored. Both the scientific interests that characterized the Enlightenment and the blind faith in progress subscribed to by Romantic artists contributed to the Industrial Revolution. The effects of that Revolution on society are illustrated by the emotion-filled works of Romantic painters who chronicled the discovery of electricity, the excavations of classical ruins, as well as the slums and the suffering of the time.
The imaginations of Romantic artists lead us through their paintings of exotic lands and classical antiquity. The Romantic Movement is seen as the reemergence of the spiritual and intangible side of man's nature, which had been minimized during the preceding Age of Enlightenment.
In music, like painting, ideas are given shape and messages are transmitted through artistic and musical creation. Romanticism in music was a reaction to the rigid forms of the Baroque and classical periods. Compositions exploded with feeling, leaving behind the old repetitive formulas. Artists, who previously had depended on wealthy patrons to support them, now turned toward public patronage and support. Artists became free to express themselves. As a result, rich peasant traditions and folklore became favorite subjects of musicians, as well as poets and artists.
Exercise 2: Give exact equivalents for the underlined words and word combinations. Use them in effective English sentences of your own, but change the reference of your statements (speak of other subjects, though they may be closely related to that of the piece of information above).
Exercise 3: Translate into English.
Значительный вклад Англии в мировую сокровищницу искусства определяет пейзажная живопись конца XVIII – первой половины XIX века.
При жизни Тёрнер пользовался у себя на родине громкой славой – отчасти благодаря тем произведениям, которые сейчас кажутся нам театрально эффектными, отчасти своей типично английской чудаковатости.
Тёрнер прожил долгую жизнь – родился в 1775 и умер в 1851 году. За это время многое изменилось вокруг него, и его искусство тоже не раз менялось. Он жил нелюдимым холостяком, всю жизнь посвятив искусству. А создаваемое им было настолько разнообразно и отражало такие смелые поиски и открытия, что Тёрнер даже не надеялся, что все это сможет понять кто-нибудь из его окружения. Но Тёрнер совсем не строил себе “башни из слоновой кости” и не стремился в ней спрятаться. Он творил для своего народа и будущих поколений. Вот почему он завещал все свои произведения своей стране, а все накопленное им значительное состояние предназначил на убежище для престарелых и неимущих английских художников, на открытие пейзажного класса в лондонской Академии художеств и на постройку галереи для своих картин. Тёрнер обладал огромной работоспособностью, поэтому картин скопилось очень много, некоторые из них он вообще не хотел показывать и продавать, а кое-что из ранее проданного ему удалось выкупить обратно.
Но из всех этих замыслов Тёрнера ничего не вышло. Дальние родственники, которых он не хотел знать при жизни, сумели оспорить завещание и отсудить деньги себе. Музея не построили, об убежище для художников просто забыли. Правда, самые знаменитые картины выставили в Национальной галерее в Лондоне, а позднее и в галерее Тейт, рисунки же разделили между Британским музеем, Музеем Виктории и Альберта, галереей Тейт.
Только почти столетие спустя после смерти Тёрнера отношение к его наследию понемногу стало меняться. Его картины стали включать в международные и отечественные выставки, которые заставили с совершенно иной точки зрения пересмотреть ранее принятые мнения, не только о творчестве самого Тёрнера, но и европейского романтического пейзажа вообще, и английского романтизма в частности.
Exercise 4: Design a completed piece of judgement to make certain statements from the above extract more relevant. The point is to resort to evidence where necessary and not to make your text too long.
Exercise 5: Study the information about writing a précis in the Reference Section, pp. viii-ix. Strip the text “Romanticism” down to its leading ideas and re-cast it in the smallest number of words possible and write a précis on the topic. Keep the logical order in which the ideas have been presented in the original, but avoid following the exact wording too closely.
STEP 5: Writing a Review
Exercise 1: Study carefully the text “Romanticism” Most paragraphs have a key sentence that summarizes the essential meaning of the whole paragraph. This is called the topic sentence. Pick up the topics of the text under discussion.
Exercise 2: Select factual information about the period, its historical background and art.
Exercise 3: Introduce the main characters of the period and give short descriptions of their work.
Exercise 4: Think of your own attitudes towards the topics. Make notes. Make up a plan of your review.
Exercise 5: Write a review. Pay attention to paragraphing, stylistic devices and punctuation. Be logic and precise!
(for information see Reference Section)