- •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
Write in the transcription and memorize the following words:
-
oxymoron
chef
soaring reputation
to still
guise
to substitute for
to boost the demand
grudgingly
to curtail
consumption
to glaze
tipsy
to whet
starch
purée
consommé
dime
оксиморон
шеф-повар
улучшающаяся репутация
успокаивать, утихомиривать
предлог
замещать, подменять
повышать требования
неохотно
сокращать
потребление
глазуровать
подвыпивший, навеселе
обострять, возбуждать
крахмал
пюре
консоме
десятицентовик
to drum sth into s.o./s.o.’s head
вдалбливать что-н. кому-н. в голову
II. Read and translate the text. A taste for tradition
Old-fashioned food is making a comeback
Not so long ago "good English food" was regarded as an oxymoron by foreign visitors to Britain. In joking about the horrors of insensitive European harmonisation, they ranked English chefs alongside Swedish comedians, Italian tax accountants and Spanish animal-welfare officers.
But in recent years the soaring reputation of the best English restaurants has stilled the laughter.
English culinary schools have benefited mightily from this national enthusiasm for good food. Typical is the Bath School of Cookery, which occupies a comfortable 19th-century country house and is provisioned by a two-acre walled garden of herbs, fruit and vegetables. It offers a number of courses, including a basic one that introduces students to dishes that would have been familiar to Mrs. Beeton, but which now come in a healthier guise: spotted dick without suet, for instance, or minced chicken substituted for minced beef in meat puddings.
Pubs must share the praise for this revival of interest in traditional English food. Their improved menus have helped influence the curriculum at cooking schools as well as boosting the demand* for places. A Rip Van Winkle would be amazed. The food grudgingly provided by most public houses in England used to be notoriously bad: curly sandwiches and concrete pork pies. But in the past few years, with stricter enforcement of drink-and-drive laws curtailing alcohol consumption outside the home, the quality of its "blackboard" or counter menu has often become as vital to a pub's reputation (and profits) as the quality of its beer.
Many pubs now serve good, traditional English grub. Such dishes as cottage, shepherd's and fisherman's pie, corned-beef hash, and bubble-and-squeak provide the main courses; sherry trifles, summer puddings and fruit tarts are among the favourite desserts.
At schools like Bath, the traditional ways of doing things are also drummed into students: glaze white bread and pies; put pastry leaves on meat pies but never on fruit pies; angelica and cherry to top off tipsy trifles; a china blackbird helps whet the appetite as well as let steam escape from under the pastry—lessons that were lost for a generation or two.
The American way
The same emphasis on culinary tradition and old-fashioned food is apparent at the Culinary Institute of America (cia) at Hyde Park in upper-state New York—but with much greater emphasis on fewer calories and less cholesterol, salt, sugar and protein. A rich vegetable stock, thickened with cornstarch, replaces two-thirds of the oil in vinaigrettes and mayonnaise. Yogurt and ricotta cheese, pureed until very smooth, replace cream and milk for "ice cream". Cooked Carolina white rice substitutes for pork fat in the sausage that tops the sausage pizza.
It is hard to exaggerate the influence on the American kitchen of the cia. It is by far the largest cooking school in the United States, turning out up to 10,000 cooking professionals a year.
Mr. Ruhman donned a chef's tall-hat, white jacket and houndstooth-check trousers to enroll as a student at the cia in order to research "The Making of a Chef" (Henry Holt; $27.50).
A famous teacher there, Chef Pardus, told him: "You're cooking with your eyes, you're cooking with your nose, you're cooking with your ears—all your senses." The chef was not joking. All of them are essential for preparing the classic sauces that provide the foundation of the teaching at the cia—and for making a consommé that meets Chef Pardon’s demanding test of being so clear that you can read the date on a dime at the bottom of a gallon of it.
Visitors to the United States, as well as Americans themselves, are pleased to learn that this increased respect for tradition is not confined to food but extends to service too. Students at the cia are reminded of the old tradition that cooking is about hospitality first, and then about food. Without hospitality, they are told, there would be no guests to feed.