- •Министерство образования и науки украины
- •Classical regime change rubicon: the triumph and tragedy of the roman republic
- •I. Write the transcription and memorize the following words:
- •II. Read and translate the text
- •III. Read the following words:
- •IV. Complete the following sentences according to the text.
- •V. Choose the sentences which correspond to the description of Cicero, Sulla, Octavian and Julius Caesar.
- •VI. Answer the questions.
- •Sea gives up top romans’ leizure liner
- •I. Write the transcription and memorize the following words:
- •II. Read and translate the text.
- •III. Answer the questions:
- •IV. Give the synonyms to the words:
- •V. Translate the sentences into English:
- •VI. Make up your own sentences with the words (see task 1).
- •VII. Discuss the topics:
- •VIII. Read the text.
- •Senua, britain’s unknown goddess
- •II. Read and translate the text:
- •III. Read the following words:
- •IV. Complete the following sentences according to the text.
- •V. Answer the questions.
- •VII. Find in the text synonyms to the words and phrases.
- •The truth of arthur
- •II. Read and translate the text
- •III. Chose the appropriate words below and insert them to the sentences according to the text:
- •IV. Make up the correct sentences according to the article:
- •V. Find English equivalents of the following words and phrases. Make up some sentences using these phrases:
- •VI. Study the given words and word-combinations:
- •Immortality, to immortalize, immortalized.
- •VII. Tell whether it is truth or false.
- •VIII. Answer the following questions:
- •IX. Complete the following sentences according to the text:
- •X. Shorten the article about Arthur and prepare your brief informative summary. T h e l o s t c I V I l I z a t I o n
- •II. Read and translate the text.
- •III. Answer the questions:
- •IV. Give the synonyms to the words:
- •People and biographies
- •I . Study the following words:
- •II. Read and translate the text.
- •III. Answer the Questions:
- •IV. Give the synonyms and the antonyms to the words:
- •V. Translate the sentences into English:
- •VI. Make up your own sentences with the words (see task 1).
- •VII. Discuss the topics:
- •I. Study the following words:
- •II. Read and translate the text:
- •III. Answer the Questions:
- •IV. Give the synonyms to the words:
- •V. Translate the sentences into English:
- •VI. Make up your own sentences with the words (see task 1).
- •VII. Discuss the topics:
- •Iron lady’s steps upstairs
- •I. Write the transcription and memorize the following words:
- •II. Read and translate the text:
- •In the family
- •III. Read the text and summarise it using the words in bold type.
- •VI. Write an essay and discuss the following topics:
- •II. Read and translate the text:
- •III. Summarise the text using the words in bold type.
- •II. Read and translate the text:
- •II. Read and translate the text.
- •III. Read the text and summarise it using the words in bold type.
- •IV. Translate into Russian the items in brackets.
- •V. Answer these questions (use the words in bold type).
- •VI. 1) Explain in English the meaning of the words and phrases:
- •For one convict woman, trial by water was a far better fate than death by fair
- •Dangerous liaisons
- •I. Write in the transcription and memorize the following words:
- •III. Read and translate the following words:
- •IV. Complete the following sentences according to the text.
- •V. Answer the questions:
- •VI. Use the following words in the sentences given below: accusation, accuse, accusatory, the accused, accusing, accusingly.
- •VII. Memorize the following phraseological units and use them in the sentences of your own.
- •II. Read and translate the text: the queen mother’s legend, a confection of fact and fiction
- •V. Complete the sentences according to the text:
- •History of the christmas pudding
- •III. Insert the appropriate words inside of each sentence. You can find the list of words below:
- •Write in the transcription and memorize the following words:
- •II. Read and translate the text. A taste for tradition
- •III. Read the following words: Harmonisation
- •IV. Complete the following sentences according to the text.
- •V. Choose the sentences which correspond to the description of Bath School of Cookery and which correspond to the description of Culinary Institute of America (cia).
- •Mc donald’s responds to anti-capitalist grilling
- •Examining the cost of a place at university
- •London stalling
- •I. Write in the transcription and memorize the following words:
- •The British Bobby
- •Love, death and politics
- •I. Write in the transcription and memorize the following words:
- •Lording it up
- •I. Read and translate the following sentimental story.
- •II. Choose the correct variant.
- •III. Answer the following questions:
- •IV. Retell the text using the following phrases:
- •VI. Fill in the gaps with the suitable elements given below:
- •VII. Read and retell the story:
- •VIII. Find information in the text about:
- •IX. Note the difference between the following synonyms:
- •X. Complete the sentences inserting: journey, voyage, travel, trip, journeys, tour.
- •XII. Discuss the following article. Make up a plan and compare it with those of your group-mates
- •XVI. Render the following text in English:
- •XVII. Render in English and discuss:
- •XIII. Make up situations based on the text using the following words and word-combinations:
- •XIV. Read the text. Answer the questions that follow it. The Tube
- •XV. Assignments:
- •XVI. A) Study the talk between Clara and a stranger. Note the forms of asking the way.
- •XVII.A. Study the talk between Clara and a passer-by. Note the forms of asking the way and giving directions.
- •Donetsk National University
- •XVIII. Study the dialogue and pay attention to the possible ways of asking for and giving directions.
- •XIX. Ask your friend.
- •XX. Act out the following situation.
- •XXI. Topics for oral and written composition.
- •O u t - o f - c l a s s r e a d I n g pubs
- •The civil war
- •Introductory note
- •The bill of rights
- •The bill of rights
- •Protections afforded fundamental rights and freedoms
- •Protections against arbitrary military action
- •Protection against arbitrary police and court action
- •The Erection of the Statue of Liberty
- •Presidential stumbles and successes
- •The new europe
- •Immigration
II. Read and translate the text
History remembers wars in terms of the tipping point, the moment when the world changes forever. The decisive moment is a staple of our understanding. It is also, of course, a myth.
The crossing of the Rubicon was the exemplary act of decision. The Romans had a word, discrimen, for a choice hanging in the balance that might bring either triumph or catastrophe. Rubicon is a study of discrimen, of the fall of great men ostensibly dedicated to an uplifting ideal, and the rise of other, more floridly self-interested great men — the Roman emperors. Of risk and greed, feuds and folly; of the degeneration of civic honour to the hegemony of personal ambition. Long into the Principate that replaced the Republic, political idealists and the historically nostalgic recalled the glory days.
Rubicon unravels the myths and exposes the compelling reality behind what we might now call regime change in ancient Rome. Like all studies of cause and effect, the circle tends to move outwards once discrete explanations are dismissed.
The hero is Cicero, whose loyalty to the Republic and its values endured to the end; he hesitated too long in leaving Rome and died like the bravest of gladiators, stretching out his neck for the assassin's blade. By contrast when the dictator Sulla, one of the cruelest of Romans, goes into retirement he expires at home in bed.
Two challenges face a historian writing about ancient Rome. The first is transmitting hefty information of a dullness that has driven generations away from classics, yet without which the dynamics of the Roman Republic cannot be understood. The second is to reflect the true fascination of ancient Rome, a civilisation deceptively like our own — with paganism, hygiene, a legislature, literature and military virtues — but that was in fact utterly alien.
Part of this success is created in changes of register, from the rhetorical to the poetic to modern vernacular — stylistic devices loved by-Roman writers. "As the traveller approached Rome's gates he might occasionally find the stench from the city ameliorated by myrrh or cassia, the perfumes of death, borne to him on the breeze from, a cypress-shaded tomb" has echoes of the poet Propertius. Yet there, are, also pornographers, hacks, drag-queens and sleaze here; and words whose impact echo the shock of the vulgar, of the new men and their new ways that appalled conservative Rome in the first century BC.
The history of the Republic is difficult and important. Caesar's decision changed the course of Western culture. In the 17th century the arguments employed by the distant advocates of Roman republicanism re-emerged in the mouths and motives of the "democratical gentlemen" who found themselves overturning a monarchy. And now, as we sift through the arguments for recent conflicts and alliances and the modern workings of discrimen, the civil wars of antiquity demand attention yet again. The patterns, the justifications and the spin are compellingly familiar.
Speaking about Julius Caesar and Octavian, Octavian was the teenage instigator of widespread and brutal proscriptions who reinvented himself as Augustus, father of a nation, instigator of the Pax Romana. It was Julius Caesar who crossed the narrow stream of the Rubicon, but it took Augustus to lubricate the transition from a republic to what was, in effect, an absolute monarchy. And he did it with words, not armies. He was, he reassured the old idealists, simply primus inter pares — first among equals.
* Сultural comment
Drag – the clothing of one sex worn by the other