- •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
Love, death and politics
I. Write in the transcription and memorize the following words:
impeccable profit visually aesthetically delight sustain narrative succeed execution subsequent depiction consternation implacable salutary chicanery rapprochement codices – pl. от codex convolute impromptu emperor entourage covet |
|
безупречный прибыль, доход зрительно, наглядно эстетично удовольствие поддерживать, выдерживать рассказ, изложение фактов быть преемником, сменять казнь последующий описание ужас, испуг, оцепенение непримиримый благотворный, полезный софистика восстановление, возобновление кодекс извилистый экспромт, импровизация император окружение, свита жаждать, домoгаться |
effect |
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результат, следствие, воздействие |
Read and translate the text:
Аt the Prado in Madrid, the Prince of Asturias and the Prince of Wales together opened a quite remarkable exhibition. The story the exhibition tells, through the medium of some of the greatest works of the later Renaissance and early Baroque, is one of international politics, impeccable taste, diplomatic chicanery, profit and loss. It begins with a rapprochement and hope of a marriage: it ends with a death and sale of effects. But what effects they are.
Not every historical exhibition, however so interesting, is visually and aesthetically a delight, nor does great art always sustain a narrative very well. So it is no small achievement that the two curators, professors Jonathan Brown of New York University and Sir John Elliot of Oxford, should have so elegantly brought off the combination. They have simply set out four broad sections to distinguish successive events -the peace treaty between Spain and Britain of 1604; the Prince of Wales's visit to Madrid of 1623, in prospect of marriage to the Infanta; the 1630s, by which time the prince had succeeded his father as Charles I; and finally, his execution and the subsequent sale by Cromwell of his collection.
All this is illustrated by the finest portraits of the principals that can be found or lent, and by important depictions of particular events. Additionally, there are some remarkable documents, including a couple of Leonardo codices once coveted by Charles I and rediscovered in the Biblioteca Nacional only in 1965.
The story is as convoluted as it is salutary. In the spring of 1623, incognito, false beard and all, with the royal favourite, the Duke of Buckingham his sole companion, the Prince of Wales set off for Madrid, turning up unannounced, to general consternation. His stay turned into an impromptu state visit which lasted six months amid increasingly fraught negotiations, and ended with no understanding as to the proposed Spanish marriage. The prince left, however, loaded with gifts from Philip IV, including Titian's full-length portrait of the emperor, Charles V. And if the marriage was never to take place, scotched by implacable public hostility at home followed by a brief renewal of war, the prince did bring back with him one lasting benefit. From his exposure to the great collections of Renaissance art at the Spanish court, he had caught the collecting bug. And so too had his companion Buckingham, and a significant number of his noble entourage, notably the Earl of Arundel and the Duke of Hamilton. It is from this moment that not only the royal collection, but also many of the great collections of England and Scotland, were properly born. Collecting at the highest level was in fashion, and continued so until the 1640s and the outbreak of the civil war.
Early in 1649, almost as soon as the axe had fallen on the royal neck, Oliver Cromwell's House of Commons voted to sell "the King's Goods", as much to wipe out all sign of recent monarchy as to pay off remaining debts and expenses of the king's household. Nearly 1,600 paintings were offered for sale, and countless precious things besides. But who was to buy them, with so many former collectors now dead, or exiled, or beggared by the wars, and foreign princes loath to deal with a king's Killers? The sale went very slowly indeed, and Alonso de Cardenas, the Spanish ambassador, saw his moment.
Acting indirectly for the Spanish king he began to take his pick, and what his king didn't want, he kept for himself, or sold on elsewhere.
Some items did come back into the royal collection after the Restoration, and into other British collections - the National Gallery of Scotland's great Veronese of "Mars and Venus" is such a one. But the story is overwhelmingly of the Prado's many masterpieces that did not. Some Parliamentarians took a quick profit, from whom Cardenas picked up Andrea del Sarto's "Madonna and Child" for £300, for example, and a Veronese for £102. The Flemish agent, Balthasar Gerbier, popped up in 1650 to buy the Titian of Charles V for £150, selling on directly to Cardenas for £200. But so slowly did the sale progress, and so carefully did Cardenas tread, that the Commonwealth was driven eventually to give the works away to the royal creditors in lieu of payment. It wasn't to be until the arrival of the new French ambassador, Antoine de Bordeaux, late in 1652, who began to act on behalf of Cardinal Mazarin, that something of a bidding war started and prices hardened. But though by 1653, a Raphael of "The Holy Family" could optimistically be priced at £2,500, Cardenas still got what Philip IV came to consider the pearl of his collection for £1,000. By 1655 Cromwell had realized his mistake, but far too late.
It hurts to go on - the vast Tintoretto of Christ washing the beggars' feet, the Titians, the Raphaels, the glorious Veronese of Christ and the Centurion, that Cardenas picked up in 1659 for all of £400, the Durer, the Rubens, the Van Dycks, all in this exhibition.
Get ready to answer the following questions:
1. What is the story of the exhibition?
2. Why is this exhibition so interesting?
3. How did the Prince of Wales set off for Madrid?
4. What did his stay turn into?
5. When were many of the great collections of England and Scotland born?
6. When, why and how was the royal collection sold?
7. What is the fate of masterpieces of the collection?
Give English equivalent of the following words and phrases with reference to the text:
- успешно завершать
- выставлять напоказ (на продажу)
- отправлять
- оказаться
- уничтожать
- сделать свой выбор
- вместо
Make up your own sentences with the words (see tasks 1,2,5).
Finish up the following sentences:
1. The story the exhibition tells, …
2. They have simply set out four broad sections…
3. The prince left, however, loaded with…
4. It is from this moment that…
5. Acting indirectly for the Spanish king he…
6. Some items did come back into the royal collection…
Write down a summary of the text.
Discuss the following topics:
Role play. Imagine that you are the guide at the exhibition and depict the masterpiece of a famous painter. Be ready to answer the questions of your listeners.