- •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
In an age of treachery and darkness, one king brought peace and prosperity to his land, defended it from every danger, and expanded it to an empire that would rival Rome itself. His wise counselor taught him the ways of justice and to value truth. At his command a loyal band of fearless, gentle knights protected the helpless, struggled against evil, and faced unimagined peril in the search for the holiest of relics. Though his queen and his best knight would betray him, though his own son would defeat him, though the shining kingdom he had forged would fall into ruin, still he set the standard by which all other leaders would be judged for centuries.
He was the legendary King Arthur...
Alas, that's exactly what King Arthur is: legendary. Over the centuries, an extraordinary corpus of art and literature has grown up around this mythic figure--hundreds of books, poems, films and comics have told his story. It might be reasonable to assume that these tales are based on at least a kernel of fact. But the truth is that, as yet, no one has been able to offer any conclusive proof that a real, historical, human King Arthur ever existed in any incarnation or by any name.
It wasn't always this way. For more than 500 years, King Arthur enjoyed a respected, even exalted place in history. But that place rested on the shaky foundation of The History of the Kings of Britain, an ambitious chronicle by a monk of Welsh origins, Geoffrey of Monmouth. Although not the earliest existing source that mentions Arthur, it is the first to identify him as a high king from Britain's past. In his History Geoffrey sets forth Arthur's heritage, birth, childhood, ascension to the throne, military conquests, international relations, and death. He places Arthur's life in a span of time ranging from the late fifth century to 542, when the king was mortally wounded in his last, tragic battle. He names Arthur's family and associates and relates their deeds and backgrounds. It is the story set forth in this work that became the basis of the Arthurian legend.
Geoffrey completed his History sometime in the 1130's, using earlier sources such as Gildas & Nennius. Only the work of Gildas, who did not mention Arthur by name, dates to the sixth century, and none of these chronicles provides any of the details concerning Arthur's life that Geoffrey gives us. So where did he get his facts? Geoffrey claimed to have had in his possession a "certain very ancient book written in the British language." Unfortunately, this book has never been found, and as the centuries progressed its very existence was called into question. But would Geoffrey make any of his History up? And if so, why?
Not surprisingly, Geoffrey of Monmouth did have motives for fabricating Arthur's story. Actual history had not been kind to the Britons, who had suffered wave after wave of invasions from various peoples, including the Romans, the Saxons, and most recently the Normans. As a Welshman whose culture had a rich oral tradition and an understandable measure of pride, Geoffrey may have wanted to see his people take their place among the eminent figures of the past. This is exactly what his work achieved, providing the British people not only with a heroic king to overshadow Charlemagne but also with ancient and venerable origins equal to that of Greece and Rome.
If indeed Geoffrey of Monmouth did create a glorified version of the past and call it history, it is difficult to fault him too harshly for it. Chroniclers have often had their own agendas when writing their accounts (Gildas' Ruin of Britain is primarily a tirade against a wicked world), and students in search of facts must read these works with a critical eye. And whatever else he did, Geoffrey gave us an extraordinary tale that has caught the imagination of countless creative minds.
There is also a possibility, albeit a faint one, that Geoffrey told the truth about the "certain very ancient book" he consulted for his facts. And our Welsh chronicler aside, the theory that once, somewhere, a warrior-leader of some kind lived, governed, achieved greatness and was later immortalized as the legendary Arthur has not been--and by its very nature cannot be--disproved. Yet it is important to realize that if he did exist, the "real King Arthur" and the world in which he lived would bear very little resemblance to the legend we have come to know so well.
The writers of the day--who may not have concerned themselves with the authenticity of Geoffrey's account--followed a common custom of medieval art and literature. In matters of detail such as clothing, armor, shelter and transportation, they used the trappings of their own time. If poets of the twelfth century and later had any concept of how radically different life had been six hundred years earlier, they certainly didn't bring that knowledge to bear on their literary endeavors. And why should they? Extraordinary authors wove fascinating, heartbreaking, glorious tales that their contemporaries could understand and relate to, and in so doing ensured their own immortality.
However, these epics present us with a misleading blend of anachronisms. In them, Arthur and his knights live in castles, wear plate armor, compete in tournaments, use heraldic devices, and generally conduct their lives in a way that would have been unusual, and in most cases impossible, in the sixth century. The very concept of a knight as we know it does not really apply to Europe before the eighth century at the earliest, nor to Britain until after the Norman Conquest.
Furthermore, this anachronistic depiction was not limited to one or two centuries but continued for at least five hundred years, each author setting the story in a world of his own imagination and each portraying Arthur in his own unique way. The setting revealed in Chrétien de Troyes' Lancelot, for example, has striking differences from that in Thomas Malory's Le Morte D'Arthur. Although later authors often set their stories in a generic or even specific "medieval time," the legendary king and his world are ever-changing to suit the vision of whoever tells the tale. Thus, understanding the Arthur of legend is not so much a historical investigation as a literary one.
As for the "real King Arthur," if we had any idea who he really was and when he really lived, the details of his world might become more accessible. A variety of cultural groups struggled for dominance and survival in post-Roman Britain, each influenced by the remaining Roman culture in differing ways. We would have to know exactly to which group Arthur belonged and when in order to begin to understand the social and political structure of his specific society and the details of its material culture.
Moreover, those centuries after the western Roman Empire collapsed are still called a "Dark Age" for one very good reason: we know so little about them. Very little documentary evidence survives from that time, and thus the exceedingly difficult task of understanding "daily life" is largely dependent on archaeological study. The picture this gives us, while fascinating and full of promise, is sketchy at best.
But if we can't know what life was like in Arthur's time or if, indeed, there was a "real Arthur" at all, is there any value to be had in studying this elusive figure?
Absolutely.
The spectre of King Arthur haunts the Middle Ages so completely that he cannot, and should not, be ignored. For hundreds of knights and kings, for thousands of writers, artists, and troubadours, for millions of ordinary people, Arthur was--and is--what a king should be. Because that paragon changed from century to century and from country to country, by examining it closely we can see how it reflected and, at the same time, influenced the world from which it sprang. In this way Arthur becomes more than a literary figure, a myth, or the object of an impossible historical quest. He becomes our ally in the search for the past.
For the historian, this may be the most valuable truth of Arthur.