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Файл:Моя будущая карьера = My Career Ahead. Учебное пособие
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8. Make up as many sentences as you can, using the nouns and verbs listed
below.
e. g. France declared war on England.
war - to wage, to start, to make, to declare on smb.
monarch (emperor) - to proclaim oneself, to overthrow, to depose
colonies (colonial peoples) - to fight for, to enslave, to plunder, to oppress
subject - to take up, to study, to specialize, to major, to choose, to take (no)
interest (in)
university - to enter, to leave, to finish, to graduate from, to go to, to take a
course of
Speaking
9. Read the text once more and make a conversation with your group
mate, using the following questions. Work in pairs. Change your roles.
1. Will you introduce me to your friend?
2. What do you usually say when somebody introduces you to somebody?
3. What periods of world and Russian history do you study at the faculty?
4. Do you take a course of America's modern and contemporary history?
5. Will you take a course of British economic and political history?
6. Which do you like more: ancient or medieval history?
7. You've made up your mind to devote yourself to the study of the historical
science, haven't you?
8. What do you call a scholar in the field of history? Do you want to become
one?
9. In what year of study do your students begin their specialization?
10. What interests you most in the history of our country?
11. Do wars occupy a considerable place in human history?
12. When did the First World War begin?
13. How long was the Wars of Roses waged?
14. How long did the struggle of the Russians against the Tatar-Mongolian
yoke last?
15. Is Britain a republic or a monarchy?
16. Did Britain oppress the peoples of her colonies?
17. When did Britain begin her colonial expansion? How did she enlarge her
possessions?
18. Did the French colonial system gradually come to a downfall? When?
19. What is characteristic of a bourgeois-democratic revolution as regards its
outcome and results?
20. Will you take up the history of Great Britain or the USA in your third year?
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Writing
• Study the following information
When describing a person you should give the reader an overall picture of
his/her physical appearance, personality and behaviour.
When you describe physical appearance, bear in mind that you should give
details in the following order: height, build, age, facial features, hair, clothes, moving
from the most general adjectives to the most specific ones. e.g. Helen is a short, slim
woman. She’s got an oval face, brown eyes and a small nose. Her shoulder-length
hair is tied back in a pony-tail. She is usually well dressed and wears classic suits.
When you describe character and behaviour you should support your
description with examples as well as give a balanced combination of good and bad
qualities. e.g. She is ambitious; she wants to become a lawyer. Remember to use mild
language when you describe negative qualities. Instead of saying: He is lazy, you can
say: He has/shows/displays a tendency to be lazy or he can be lazy at times.
In order to make your essay more interesting, try to avoid simplistic adjectives
such as good and nice. Use more interesting adjectives such as pleasant and
attractive.
Paragraph plan for descriptions of people
Paragraph 1
name of the
person, time
he/she
lives/lived
Paragraph 2
physical
appearance
Paragraph 3
personality
characteristics
and
justification
Paragraph
4
any
activities
he/she takes
part in,
hobbies and
interests
Final
paragraph
comments
and feelings
about the
person
10a. The following adjectives describe people’s physical characteristics.
List them as in the example. Some of them can be used more than once.
blue, short, oval, tiny, straight, medium-height, dark/ slim, muscular, brown,
wavy, freckled, overweight, blond, almond-shaped, long, plump, pretty, wrinkled,
ugly, shabby, crooked, elegant, attractive, Roman, fashionable, slanting, tall, casual,
curly, green, well-built
e.g.
height
build
face
eyes
nose
hair
clothes
tall
plump
pretty
green
straight
curly
casual
10b. The following adjectives describe people’s personality characteristics:
lazy, intelligent, practical, patient, lively, unstable, generous, boring, optimistic.
Choose the most appropriate one to fill in the sentences.
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1. Mary is a very ……………. person. You can always count on her.
2. He tends to be …………… . His mood is likely to change at any time.
3. He is a very …………………person; he puts in very little effort at work.
4. Mick can often be ……………; he has a tendency to repeat the same old
stories.
5. She has a very …………….. outlook on life; she never expects anything to
go wrong.
6. The teacher is very …………… with her students; she always explains
things several times.
7. The little boy is so …………… that he can do his big brother’s homework.
8. My uncle is very …………….. ; he always gives money for charity.
9. My son is very ……………..; he is full of energy and high spirits.
10. My husband is very …………….. . He repairs everything around the
house.
10c. Make sentences with the following personality traits. Remember to
justify the adjectives when describing a person.
e.g. Her children are very friendly; they always behave in a polite and pleasant
manner.
reserved, sensible, selfish, helpful, unreliable, silly, honest, unpredictable,
serious, dishonest, pessimistic, sociable, witty, amusing, pleasant, dull, curious, naive
10d. Read the article and complete the notes in the table. Speak about
Peter the Great.
Ever I first heard about Peter the Great at school, he has been my favourite
Russian Tsar. He was the first tsar to travel outside Russia and during his reign the
country changed a great deal.
He was an enormously tall man, very strong with brown sparkling eyes and
dark wavy hair. In his early twenties when he became sole Tsar of Russia he was
quite handsome and wore European clothes because he visited many countries of
Europe and wanted to make Russian people looked like European ones.
Some historians consider that he was very cruel with a violent temper. His
friends respected him for his great energy and his skill with his hands. But they were
often frightened by his roughness and violent behaviour, which did not seem to them
much like a king.
Peter had great dreams of making Russia as strong and prosperous as the
European countries. So he travelled a lot working in the docks and learning about
shipbuilding and other crafts. When he came back he started modernizing Russia and
making Russia like the other European countries. Peter was very impatient and
wanted to do everything all at once. So Peter had a lot of problems with oldfashioned Russians who hated any changes. He took away the control of the church
from the Patriarch and put the church under state control. Then he set up Russia’s
first civil service and improved the tax collecting in all parts of the country. Peter
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ordered everyone to wear European clothes and to shave beards. But the most
important thing that made him great was that he organized his men into efficient,
disciplined army, defeated the Swedish king and made enemies feared and respected
the Russian army. Peter also built up the first strong Russian navy and won a great
victory on the Baltic Sea. So Russian ships sailed freely through the Baltic to the
outside world. All in all he contributed greatly to the overcoming economic, military
and cultural backwardness of Russia.
Although I’ve never met him, he seems to be very determined, hardworking
and demanding. Peter was a great reformer and what is more – a great man. He is a
person I greatly admire!
Introduction
(who he was/where
I heard about him)
Appearance/
Clothes
Character
Activities/Interests
Conclusion
(comments
and feeling
about the
person)
Peter the Great
at
school………..
………………
………………
enormously tall
………………
…
………………
…….…………
……
………………
…
very cruel
………….
………….
…………...
………….
travelled a lot
…………………
…………………
…………………
…………………
a great
reformer
……
…………
…………
…………
…………
……
10e. Write a description of your favourite person in the field of history.
Use the plan and the text above as a model.
Just for fun
* * * 5 6 7 9 10
11 2 3 4 8 1 * * * *
12
1. Wealthy and successful
2. An emotional state
3. Skill, ability or occupation
4. Truthful and moral in behaviour
5. The study of interpreting past events
6. To make something easily understandable
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7. A person who is hostile or opposed to a person, group, or idea
8. The military land forces of a nation
9. The act of choosing or selecting
10. Deliberately causing pain without pity
11. The outcome or consequence of an action, policy, etc.
12. A large body of people of one or more cultures or races, organized into a
single state
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Unit 9.
MY FUTURE PROFESSION – A TEACHER OF HISTORY (II)
Warm up Activities
1. Discuss the following quotations. Do you agree or disagree?
• The history of mankind is its character. (Goethe)
• The only thing we learn from history is that we learn nothing from history.
(Hegel)
• History is the version of past events that people have decided to agree upon.
(Napoleon Bonaparte)
2. Read the text from the previous unit once more and find the difference
between the following words. Choose the right word:
historic, historical
1. She's fond of reading ... novels.
2. The 9th of May 1945 is a ... date.
3. Students of history must have a good memory for ... facts.
4. Alexander of Macedon is a ... personality.
5. If you want to see ... places in Moscow, begin your tour with the Kremlin.
6. The launching of the first Soviet sputnik was a ... event.
study, learn, teach
1. I want to ... to play tennis.
2. Who ... you English last year?
3. What subjects do you ... in your 1st year?
4. "Your homework for tomorrow is: to ... the grammar material and to ... the
new words," said the teacher.
5. He ... this historical document very well.
6. We often ... the texts by heart.
7. I usually ... in the morning.
8. Which is more difficult: to ... or to ...?
graduate, finish (leave) school
1. At what age did you ... school?
2. When did your friend ... from the University?
3. Every year many young people ... from our college.
4. What did you do after you ... the medical school?
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3. Insert prepositions or adverbs where required.
1. ... the course... the seminar we cleared up many difficult questions ... the
history ... the British colonial system.
2. Next year I will take a special course ... modern British history though,
frankly speaking, I do not take a great interest ... the subject.
3. Professor Wilson is a specialist ... the field ... antiquity. He has a great
knowledge ... Ancient Rome and Greece. It is not surprising, therefore, that the
students listen... his lectures ... great interest.
4. ... the 14th century England waged a cruel war ... France ... one hundred
years. It was a fight... its former lands ... France and Flanders.
5. ... what period ... Russian history do you want to specialize... the 3rd year of
study? - I have not made ... my mind yet.
6. If you cast a look ... the history ... the past, you will see that the oppressed
peoples ... colonial countries always fought... their oppressors.
7. ... what age did your friend graduate ... the university?
8. We live ... the atomic age and the age ... space conquest.
9. The instructor told us to make a good study ... the historical documents
relating to this theme.
Speaking
4. React to the following statements by adding something of your own.
Add one of the phrases below:
e.g. To the best of my knowledge (as far as I know) it refers to the time when ...
If my memory doesn't fail me, this happened in the period ... of...
If I am not mistaken, it took place during the rule (in the reign)of...
According to the sources (records, legend) this historical event occurred in...
1. As a result of the French Revolution of September 4, 1870, which was a
bourgeois-democratic one, the Emperor was overthrown and a republic proclaimed.
2. The Prussian monarchy was prepared to wage war with France, before it
declared war on Prussia.
3. The Anglo-Boer war (1899-1902) was waged in the interests of British
capitalism.
4. The conquerors always brutally oppressed the conquered peoples.
5. The first step in creation of the colonial empire was the seizure by the USA
of the Hawaiian Islands in 1898.
6. The fall of the Western Roman Empire is regarded by historians as the end
of the ancient history.
7. The formation of the First International was of great political importance.
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5. Express agreement or disagreement. Use the phrases below:
e.g. I think it's true (good, very important). / I am afraid I can't agree to that. /
Historically speaking, / I think it's wrong.
1. It's difficult to foresee the course of events in the future if you have no
knowledge of the past and the present time history.
2. I am sure many students will take this special course. I wonder when it will
be introduced.
3. My friend decided to enter the History Faculty because he wants to
specialize in Ancient History under Professor A., a well-known scholar and a
historian.
4. There are many trends and schools in the historical science of the
contemporary world.
5. History shows that the masses of landless peasants always fought for land,
but very often with no effect.
6. Complete the following sentences by translating the Russian part into
English:
1. Are you through with (своя работа, этот спецкурс, изучение этого
предмета, история древнего мира, экзамены)?
2. I am not sure whether (он выберет историю в качестве своей будущей
специальности, будет специализироваться по гуманитарным наукам, у нее
хорошие знания древних языков, из нее получится научный работник, это
заинтересует вас).
3. I am going to (специализироваться по новейшей истории Франции,
стать историком, поступить на один из естественных факультетов, изучать
бронзовый век).
4. I suppose (that) (из него получится хороший специалист, ваши студенты
знают историю страны, ваш друг поступил на исторический факультет, вы
закончили этот курс, она решила заняться естественными науками, он знающий
человек).
5. I made up my mind (поступить в университет в будущем году, создать
свою (my own) систему, хорошо изучить английский язык, представиться этому
ученому).
6. He takes a special interest in (новой историей США, современной
наукой, общественно-политическим строем Англии, великими учеными в этой
области, историческими процессами древних времен, периодом феодализма в
России, колониальной экспансией Британской империи, военной наукой).
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7. Use the following questions to speak about yourself and the way you are
going to study history.
1. What is your name?
2. Are you a first-year or a second-year student?
3. What faculty are you in?
4. You take a full course of history at the University, don't you?
5. What courses of history do you take?
6. Was history your favourite subject at school?
7. Why did you make up your mind to enter this faculty?
8. Which do you want to become: a teacher of history or a research worker
after graduating from university?
9. Are you sure you will make a good specialist?
10. Why have you chosen history as your future speciality?
11. Is it possible to make a good study of a period of history without knowing
what preceded it?
12. What is characteristic of the entire human history?
13. For what purpose were the wars usually waged?
14. What did the monarchs usually fight for?
15. How did the monarchs treat their own people?
16. What became of some monarchs and monarchies?
17. What republics were usually proclaimed after the overthrow of the
monarchs?
18. What will you study after you are through with ancient history?
Reading
8a. You’re going to read the text. In pairs, guess if the following sentences
are T (true) or F (false). Read quickly and check.
1. America was granted independence on 4th July, 1776. ……
2. Columbus wasn’t the first European to come to America. ……
3. Columbus’ voyages were of great importance to Europe. ……
8b. Now, read the text carefully and, for questions 1-7, choose the correct
answer A, B, C or D. Underline the parts of the text which helped you decide.
1. America was not actually free from British rule until
A July 1776.
B November 1782.
C February 1783.
D September 1783.
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2. One thing that is definitely true is that
A Christopher Columbus didn’t know he had found a new land.
B the Native Americans had always been in America.
C the Vikings were the first to discover America.
D Amerigo Vespucci was the first explorer to travel to America.
3 People believe things that are not true because historical facts
A are always from unreliable sources.
B are written down.
C are not complicated.
D are not simple.
4 Columbus is credited with the discovery of America because
A the fact that he travelled there is true.
B this historical myth happens to be completely true.
C his voyage there had important consequences for 15th-century Europe.
D he wrote the history of New World explorations.
5 If native people had written the history of the New World, then history
would have been
A accurate.
B complete.
C objective.
D different.
6 What the writer means by “that in not the whole story”, (lines 62-63) is
that
A history should always be written by the losers.
B the writing of history depends on many factors.
C the history of the discovery of the New World was never finished.
D history should not be written by the winners.
7 What might be a suitable alternative title for this text?
A There’s no history, only biography.
B History is deception.
C History: lies, lies, lies!
D The pen is mightier than the sword.
Think of three historical figures. What do you know about them? Where did
you get your information from? The chances are that you either read it somewhere
or someone who read it somewhere told you about it. Did you ever think about who
wrote down these facts? How can you be sure that they are true? The thing is, many
historical "truths" are historical myths.
Let's take some examples. In America, 4th July is Independence Day, the most
important holiday in the American calendar, which the Americans celebrate with
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