- •Module 1 early history
- •Reading
- •Text 1 ancient russia
- •II. Find the words in the text which describe or mean the following:
- •III. Find the nouns that are used in the text with the following verbs (there can be more then one variant):
- •IV. Complete the sentences using the words from the text in the correct form:
- •V. Discuss the following questions:
- •VI. Comment upon the following facts. What do you know about them?
- •VII. Find and present the information about the first code of laws, Russkaya Pravda. Text 2 historic people of ancient russia
- •I. Scan the text once and match the name of a historic person to his biography. There is one person whose biography is not given in the task.
- •II. Read the text again and fill in the following table:
- •I. Read the text for detail and match the words in bold with
- •II. Change the words in bold to their synonyms used in the text.
- •III. Read the text once again and answer the following questions:
- •IV. Suggest stories of your own, using the words listed below:
- •Text 4 russo-tatar relations
- •I. Read the text for detail, single out the key vocabulary related to Russo-Tatar relations and use it in your own examples. Sum up the information presented in the text.
- •II. Say whether the following sentences are true or false, give your comment using the phrases expressing opinion and attitude:
- •III. Using your knowledge and the information presented in the previous texts tell about the following people and phenomena in detail:
- •Text 5 culture of kievan russia
- •I. Scan the text and discuss the stages of Kievan Russia’ cultural development.
- •II. Make up a list of words related to culture and religion. Use them in your own examples.
- •III. Survey. Write five questions about the culture of Kievan Russia in the table. Do this in pairs/groups. Each student must write the questions on his/her own paper.
- •Text 6 the adoption of christianity in russia
- •I . Study the information presented in the text.
- •II. Write three true and three false statements about the adoption of Christianity in Russia. Pass them around so that the others can read them and explain why they are false.
- •III. Give the English interpretation of the following Russian text:
- •Grammar focus
- •I. Go to App. 1 p. 84 and read the information about the tenses in the Active Voice.
- •II. Put the verbs in brackets into the “Present Simple” or “Present Continuous”.
- •III. Put the verbs in brackets into the “Present Perfect” or “Present Perfect Continuous”.
- •IV. Put the verbs in brackets into an appropriate present or future form.
- •V. Use the verbs in brackets in the right tense form. Moscow through centuries
- •VI. Put the verbs in brackets into an appropriate tense.
- •VII. Put the verbs in brackets into an appropriate tense.
- •Writing
- •Speaking
- •Summing-up assignment
- •II. Rendering: Древняя Русь
- •Essential vocabulary
- •Module 2 moscow princedom
- •In this module:
- •Reading Text 1 muscovy
- •I. Read the text to get the general understanding of it.
- •II. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •III. Find the words in the text which describe or mean the following:
- •IV. Mark the following statements as True or False according to the text:
- •Text 2
- •Ivan III reign
- •I. Read the text and find out what the following figures mean: 30, 1509, 1497, 1440, 1490, 60, 1502, 40, 15, 1462.
- •Text 3
- •Vasily III
- •I. Read the text and put the following events of Vasily’s life and reign in the correct order:
- •II. Change the words or phrases in bold to their synonyms used in the text.
- •III. Comment upon the following quotations from the text:
- •V. Read the text below and look carefully at each line. If the line is correct, put a tick (V). If it has a word that should not be there, write this word on the lines.
- •Text 4 culture of muscovy
- •II. Ask 10 questions about the culture of Muscovy in the 14th–15th centuries and let you group mates answer them.
- •III. Prepare a classroom report on one of the following topics:
- •IV. Read the text and think of the word which best fits each gap. Use only one word in each gap.
- •Grammar focus
- •I. Go to App.1 p.87 and read the information about the tenses in the Passive Voice.
- •II. Change the following sentences from Active into Passive.
- •III. Rewrite the following passage in the passive.
- •IV. Put the verbs in brackets into the correct passive or active tense.
- •Writing
- •I. Write the essay “The 15th century – the period of liberation of the Russian nation.” Speaking
- •Summing-up assignment
- •II. Rendering: Московское государство в период правления Ивана IV
- •Essential vocabulary
- •Module 3 ivan the IV the terrible
- •In this module:
- •Reading Text 1 life of ivan the terrible
- •I. Read the text to get the general understanding of it.
- •II. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •III. Find the words in the text which describe or mean the following:
- •IV. Find the nouns that are used in the text with the following verbs:
- •V. Make up a list of 10 True/False statements based on Text 1.
- •VI. Fill in the blanks with the following words:
- •Text 2 the oprichnina
- •I. Read the text to get the general understanding of it.
- •II. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •III. Define the notions of the Oprichnina and the Zemshchina. Give characteristics of each land.
- •IV. Answer the following questions using the information from the text:
- •V. Read the text below and think of the word which best fits each space. Use only one word in each space.
- •Text 3
- •Ivan’s policy
- •I. Read the text to get the general understanding of it.
- •Text 4 the reign of fedor ivanovich (1584–1598)
- •II. Discuss the following questions:
- •III. Present an annotation on the text singling out the main stages in Feodor’s reign.
- •V. Suggest English equivalents for the words in brackets.
- •Text 5 russian culture in the 16th century
- •I. Read the text paying special attention to the words and phrases pertaining to the sphere of culture. Underline these words in the text and make up your own sentences with them.
- •III. Work with a partner. Make up five questions about Russian culture in the 16th century. Pass these questions over to another group, let your group mates answer these questions.
- •IV. Write six or seven summary statements about what you have just read. Then in groups share what has been written. Grammar focus
- •I. Go to App. 1 p. 88 and read the information about Adjectives.
- •II. Put the adjectives in brackets into the comparative or superlative form.
- •III. Put the adjectives given in brackets in the following passage into the correct form, adding “the” or “a” where necessary.
- •IV. Put the adjectives or adverbs into the correct comparative form adding “the”, “than”, “of” or “in” where necessary.
- •Writing
- •Introduction
- •Speaking
- •Summing-up assignment
- •Essential vocabulary
- •Module 4 time of troubles and the first romanovs
- •In this module:
- •Reading Text 1 Time of Troubles
- •I. Read the text to get the general understanding of it.
- •II. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •III. Find the words in the text which describe or mean the following:
- •IV. Find the nouns that are used in the text with the following verbs (there can be more than one variant):
- •V. Mark the following statements as True or False:
- •Text 2 Romanov – Rise to power
- •I. Read the text and render the information presented in it in six sentences.
- •II. Explain the following notions in your own words:
- •III. Mark the following statements as True or False according to the text:
- •V. Cross out the incorrect word in each sentence.
- •Text 3 Patriarch Filaret (Feodor Romanov)
- •I. Read the text to get the general understanding of it.
- •I. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •II. Find the nouns that are used in the text with the following verbs:
- •III. Answer the following questions:
- •IV. Make an annotation of the text. Find additional information about Filaret and present it to your group mates. Text 4 Aleksey Mikhaylovich
- •I. Read the text about Aleksey Mikhaylovich and decide whether these statements are True or False. Correct the false statements:
- •II. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •III. Answer the following questions using the information from the text:
- •Text 5 Culture
- •I. Read the text and discuss the following questions:
- •Grammar focus
- •I. Go to App. 1 p. 89 and read the information about Modals.
- •II. Fill in the blanks with the correct form of "can", "be able to", "must" or "have to".
- •III. Rewrite the following sentences using the correct form of the words in capitals.
- •Writing
- •Speaking
- •Summing-up assignment
- •II. Rendering: Смутное время
- •Essential vocabulary
- •Module 5 peter the great
- •In this module:
- •Reading Text 1 Peter the Great
- •I. Skim the text and complete the tasks given below.
- •II. Find the English equivalents in the text and use them in the sentences of your own:
- •III. Mark the following statements as True or False according to the text:
- •IV. Discuss the following questions:
- •Text 2 Early reign
- •I. Read the text and render the information presented in it in six sentences.
- •II. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •IV. Present an annotation on the text you have just read. Text 3 Peter the Great – Military Reforms
- •I. Read the text to get the general understanding of it.
- •II. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •III. Answer the following questions:
- •IV. Sum up all the information about Peter’s military reforms. Text 4 Culture in the Epoch of Peter The Great
- •Grammar focus
- •I. Look at the texts above and find examples of the Infinitive.
- •II. Put the verbs in brackets into the “-ing” form or infinitive (full or bare) adding any necessary words.
- •III. Put the verbs in brackets into the “ing” form or infinitive (full or bare).
- •IV. Put the verbs in brackets into the “-ing” form or infinitive (full or bare).
- •V. Put the verbs in brackets into the “-ing” form or infinitive (full or bare).
- •Writing
- •Speaking
- •Summing-up assignment
- •II. Rendering: Петр I
- •Essential vocabulary
- •Test Yourself!
- •I. The following questions and answers will help you to see the main points of the units. Act out the dialogue.
- •II. Expand the sentences following the model.
- •IV. Complete the following statements:
- •V. Say whether the following statements are true or false.
- •VI. Choose one topic from the following list. Make the brief notes about the subject you have chosen. Discuss it with your group mates.
- •The Present Indefinite (Simple) Tense Формы настоящего времени
- •Формы прошедшего времени
- •Формы будущего времени
- •Страдательный залог The Passive Voice
- •Имя прилагательное The Adjective
- •Модальные глаголы The Modals
- •Инфинитив The Infinitive
- •Герундий The Gerund
- •Appendix 2
- •I. Ознакомительное чтение (skimmimg)
- •II. Поисковое чтение (scanning)
- •III. Просмотровое чтение
- •IV. Изучающее чтение (reading for detail)
- •Работа с научной литературой
- •II. Перевод
- •III. Аннотирование
- •Опорные фразы, используемые для составления аннотации, пересказа
- •Как написать сочинение?
- •Contents
II. Discuss the following questions:
1. Why was there formed a regency council to support Feodor?
2. How did Boris Godunov manage to become the regent of the state? What titles did he have?
3. Why was Boris Godunov appreciated by the contemporaries?
4. What reforms were introduced at that time?
5. What factors contributed to the growth of the Church’s authority?
III. Present an annotation on the text singling out the main stages in Feodor’s reign.
IV. Write out the qualities of Boris Godunov as they are presented in the text. Compare him with previous rulers. Use the expressions: “Like ____, ____”, “Unlike ____, ____”, “Just as ____, ____”, “Whereas ____, ____”.
V. Suggest English equivalents for the words in brackets.
After the death of Ivan IV, his other son Feodor (унаследовал) the throne. Since his health was not good and he did not actually wish to (править), a council was formed that also included Boris Godunov, the brother of Feodor’s wife. During the reign of the (набожного) Feodor, Moscow was able to take a deep breath after the (безумств) of the epoch of Ivan the Terrible. In the course of the 15 years of his reign, Moscow (приобрела) that special style and mode of life which later could not be destroyed either by the (Смутное время) or by the fires. Boris Godunov initiated all this. He renewed the broad streets, (мостил) the roads, and attracted foreigners to Moscow. When Tsar Feodor died in 1598, his widow was entitled to the throne, but she (ушла в монастырь). The crown was offered to Boris Godunov. At first he refused it, but then accepted it in 1598. The (знать) was against him, as they had had their own candidate. Boris Godunov’s official (правление) was short-lived, but still he managed to pass a law that authorized (землевладельцам) to return the peasants who had fled from their masters for a period of 5 years after they had fled.
Text 5 russian culture in the 16th century
I. Read the text paying special attention to the words and phrases pertaining to the sphere of culture. Underline these words in the text and make up your own sentences with them.
Progress of consolidation process affected development of Russian culture as well, which in the first half of the 16th century was on the rise. The process of formation of Russian nationality and Russian language was going to an end. Moscow and Rostovo-Suzdalsky dialects played the leading role – they formed foundation for spoken and business language. Formation of generally adopted language norm provided a basis for commonality of material and spiritual culture.
The very character of the culture underwent considerable changes – it became more secular. In conditions of aggravated political struggle that accompanied formation of the Russian State, and developing public thinking the culture became more bound to political tasks faced by the society. In the 16th century the interest to narrative belletristic literature characteristic for the second half of the 15th century declined. Publicism became the prevailing literary genre. Religious and secular authors touched the major problems of life of the state and society.
The legendary and historical narration “The Legend about Princes of Vladimir” (the beginning of the 16th century) set the major ideas of the official doctrine of autocracy: the origin of Russian princes was traced back to the Roman Emperor August, and it was also stated that Vladimir Monomah received the royal regalia from the Byzantian Emperor.
The intense searches of solving of such problems as the character and origin of the government, the problem of law and justice, the role and place of the church in the state, the problem of landed property and the status of peasants – all that was reflected in publicistic works of Josephian Metropolitan Daniel and “non-acquisitors” V.I. Patrikeyev and Maxim Grek (in the world the Greek monk Mikhail Trivolis) who arrived to Russia in 1518, he was a translator and editor of The Holy Writ. In 40–70’s of the 16th century it was now secular publicists who played the main role, such as an outstanding diplomat F.I. Karpov and a nobleman I.S. Peresvetov.
Chronicle writing got official character in the 16th century. “Nikonovsky Svod” (Nikon’s Chronicle) was the biggest according to both, its volume and importance among other chronicles of this period. It included extensive annalistic material from the beginning of Russia to the end of 50’s of the 16th century. “Nikonovsky Svod” was totally dedicated to the idea of glorifying the Tsar. In the middle of the 16th century “Nikonovsky Svod” provided a basis for the illustrated world history – “Illuminated Annalistic Svod”. It was accomplished in 70’s; it represented 12 volumes decorated with splendid miniatures (16000 miniatures came to our time). The last volume of the Svod, “The Tsar’s Book”, was devoted to the reign of Ivan IV.
“The History of The Kazan Empire” (1564–1566) became a significant historical work of an official character. “Kniga Stepennaya Tsarskogo Rodosloviya” (1561–1563) devoted to the Tsar’s family genealogy compiled under the direction of Metropolitan Makary is also worth mentioning. This book represented an integral historical work where events were arranged in 17 parts according to the reigns of different rulers, from Olga and Vladimir to Ivan the Terrible. The main task of the plot was to explain the importance of association of the lands under the power of an autocratic ruler from the Ryurikoviches family and significance of the church in this process.
Monumental historical and literary works appeared in the 16th century. The most of them were created by members of Metropolitan Makary’s circle. The largest literary work of Makary and his adherents was “The Great Chetyi-Mineyis” – 12 volumes collection (according to the number of months). It included hagiographies, bible legends, and the works of the church hierarchs, historical stories and other works arranged according to the calendar of the Orthodox Church. In fact, “Chetyi-Mineyis” absorbed all the literature existing in Rus in that period.
National folk-lore was also developing. Legends, songs and fairy tales of the 16th century narrated about the defeat of Kazan, a conquest of Siberia, the struggle of Ivan the Terrible against boyards, etc. Development of Russian publicism, literature and national folk-lore testified to the further growth of education in Russia. Written literary works were not only stored in monastic libraries, they were also widely distributed among the population – and that speaks to the increase of literacy.
Increased requirement of the state for literates was reflected in the decision of Stoglavy Sobor (1551) about creation of schools in cities. Besides ecclesiastics, secular masters could also be founders; they opened private two-year schools. The first Russian grammar book was printed in 1574. Mastering of elementary literacy (reading and writing skills) opened a way to the further self-education. In the 16th century highly educated Russian people became frequent not only among clergymen, but also among secular people.
Book-printing became an important event in the cultural life. It was started in 1553–1555 in Moscow, when “Triodiya Postnaya” and “The Gospel” were printed by unknown masters. But the true rise of printing in Russia was concerned to the name of Ivan Fedorov. In 1564 he put out the first Russian printed dated book – “Apostle”, it was distinguished by a very high level of typography.
The process of accumulation of applied knowledge proceeded. The growth of trade and monetary circulation promoted development of arithmetical knowledge. Due to Russian seafarers, travellers and ambassadorial staff geographical knowledge extended as well. Descriptions of other countries, charts and maps of own territories were executed. Practical medicine multiplied its knowledge. A translation of original German medical directory “Vertograd” was made in 1543. In 1581 The first Russian drugstore was opened in Moscow for the Tsar’s family.
In the first half of the 16th century an intensive construction of stone churches and fortresses was carried out, though, on the whole, Russia, both, rural and urban remained wooden. Renaissance features introduced by Italian architects (The New Arkhangelsk Cathedral of the Kremlin constructed by Aleviz in 1509 represents a perfect example of such architecture) had almost no continuation in the Russian architecture, which turned to revival of Vladimiro-Suzdal heritage. This appeal to the national sources was especially vividly expressed in appearance of traditional Russian hipped style in stone architecture, so characteristic of wooden Russian architecture. The Ascension Church in Kolomna (1532) and The Protection of the Virgin Temple (The Vasily Blazhenny Cathedral 1555–1560) erected by Russian masters Postniks Yakovlev and Barma on the Red Square in honour of the capture of Kazan became masterpieces of the hipped style.
Military installations were also being actively erected. In 1500–1508 Pyotr Fryazin constructed the stone Nizhniy Novgorod Kremlin. Many churches were built on donations of rich merchants (Yu.G. Bobynin, V.A. Bobr, F. Vepr). About the year of 1516 the construction of the brick Moscow Kremlin was accomplished. It replaced the White-walled Kremlin of the time of Dmitry Donskoy. In the end of the century Feodor Kon built in Moscow the wall around The White Town (Bulvarnoye Koltso nowadays) with towers and a gate, he also built a Kremlin in Smolensk.
Painters broadened subjects of their works. The common cultural rise of the period of the single state formation was replaced by evident recession: the period of the Livonian War and Oprichnina was least favourable for the Russian culture. Book-printing, painting and architecture were devoted to the idea of strengthening of the Church and its religious influence. A serious harm to the culture was caused by severe censorship of creative thinking. Many cultural processes tended to penetration into deeper levels (painters, for example, addressed to the development of a technique: a new, Stroganov’s school of icon-painting was formed). New development in the culture occurred only in the next century.
[http://russia.rin.ru/guides_e/6917.html]
II. Using the information from the text fill in the following table:
Sphere |
Events / Tendencies |
Representatives |
Works of art |
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