- •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
III. Read the following words:
Rubicon, triumph, catastrophe, fascination, Augustus
IV. Complete the following sentences according to the text.
The crossing of the Rubicon was …
Two challenges face a historian writing about ancient Rome. …
“As the traveller approached Rome's gates he might occasionally find …”
Caesar's decision changed the course of …
Octavian was the teenage instigator of …
It was Julius Caesar who crossed …
V. Choose the sentences which correspond to the description of Cicero, Sulla, Octavian and Julius Caesar.
When he went into retirement he expired at home in bed.
He reinvented himself as Augustus, father of a nation, instigator of the Pax Romana.
He hesitated too long in leaving Rome and died like the bravest of gladiators, stretching out his neck for the assassin's blade.
His loyalty to the Republic and its values endured to the end.
He 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 one of the cruelest of Romans.
He was the teenage instigator of widespread and brutal proscriptions.
He was, he reassured the old idealists, simply primus inter pares — first among equals.
VI. Answer the questions.
In terms of what does history remember wars?
What was the crossing of the Rubicon?
What word had the Romans for a choice hanging in the balance that might bring either triumph or catastrophe?
What was the Rubicon in regard to discrimen?
Why is Cicero considered to be the hero?
What was the name of the dictator, who was one of the cruelest of Romans?
What two challenges does a historian face writing about ancient Rome?
Who reinvented himself as Augustus?
Who achieved an absolute monarchy with words, not armies?
? If you had to, how would you carry out a policy of the country – with words or with armies? Provide your explanation.
Sea gives up top romans’ leizure liner
I. Write the transcription and memorize the following words:
Vessel |
сосуд, судно, корабль | |
Octopus |
осьминог | |
Engrave |
гравировать | |
Significant |
многозначительный | |
Secrecy |
секретность | |
Exquisite |
изысканный, прелестный | |
Worship |
поклонение, обожание | |
Lavish |
щедрый, расточительный | |
Exact |
точный, аккуратный | |
Initial |
первоначальный, исходный | |
Triclinium |
Триклиний (столовая) | |
Expose |
оставлять незащищённым | |
Stern |
строгий, неумолимый, корма | |
Seafaring |
мореплаванье |
II. Read and translate the text.
ARCHEOLOGISTS are calling it the Roman Titanic. A luxury cruise ship for Roman noblemen, which sank more than 2,000 years ago during a storm, has emerged from the shifting sands of a Sicilian bay.
The vessel — up to 150ft long and equipped with ancient luxuries including candelabras, a hot tub and religious shrine — is thought to have ferried the Roman super-rich along the Mediterranean coast to various ports en route.
The cargo of upper-class Romans and their accoutrements was, however, wrecked in the bay of Camarina, near Ragusa, Sicily — to be found in
August last year by Giuseppe Russo, a swimming instructor who was hunting for octopus shortly after a huge storm.
"I was diving along the sea bed when I saw the engraved face of a black panther," said Russo. "I pulled it out and discovered that it was part of an oil lamp. I dug around, and a treasure of bronze items appeared from the sand, as if by magic."
Among his finds was a range of aristocratic artifacts, including a statuette, bronze sculptures and works of art, plus richly decorated jugs.
Russo put the find into the sack meant for his captured octopus and went straight to the local archeology department — which realised he had made what could be one of the most significant finds in decades.
The wreck lies about 10 yards from1 the shore at a depth of about 13 ft and had been protected by sand — until it was uncovered by the storm.
For the past year the archeologists have been working on it in total secrecy fearing that divers and swimmers from a nearby Club Med holiday camp could damage the site.
More than 30 bronze items have been recovered so far. They include an exquisite 20in-high statuette of Mercury, a Roman God, which was probably the centrepiece of the lararium, a place of worship for passengers and crew.
"We think the vessel was used as a cruise ship for rich families," said Giovanni Di Ste-fano, head of the Ragusa archeological department, who is overseeing the excavation.
The fondness of Roman aristocrats for lavish ships and boats is well recorded. The most infamous belonged to the incestuous and lunatic emperor Caligula on Lake Nemi, near Rome, which he used for every kind of sensual pleasure.
The Roman historian Suetonius described how the boats had "sterns studded with gems while inside were baths, porticoes, dining rooms and vines and fruit-bearing trees".
The Romans were reluctant to forgo such luxuries even in the more forbidding waters at sea. "Ancient sailing was dangerous," said Nicholas Purcell, an Oxford University don and authority on Roman seafaring. "Boating for pure pleasure was limited to calm summer waters on lakes and rivers or near the shore, but sometimes the super-rich needed to travel by sea. Then, it was a nice demonstration of power to build a ship like a villa."
Di Stefano believes that whoever owned the 'Titanic" of Camarina was trying to make just such an impression. It is too early to "get an exact picture of the boat, but an initial survey suggests that it boasted a suite of rooms, including two or more ornate passenger lounges, lit by bronze candelabras and oil lamps. Such rooms, known as tricliniums, were furnished-with sofas on which passengers would recline while talking and eating. They would have been kept, warm at night by small braziers and been served by slaves with wine, shellfish, meat and garum — a fish sauce.
It may have been during just such a meal that the fatal tempest struck. Ancient Roman ships were strongly built with pine reinforced by oak to withstand storms and groundings.
But even this relatively large vessel would have been no match for the conditions often found in Camarina Bay, which is known as the Bermuda Triangle of the Mediterranean because of the number of vessels that go missing there.
The bay's fatal feature is its sandbars, which move with the tides and can often lie just out of sight under the water. But as well as wrecking ships, the sand also preserves, then exposes them to historians when storms force it to move.
"We set huge waves in the bay during storms," said Russo. "It is poetic that the same kind of storm that sunk it and covered it up two millennia ago has now brought it back to us."