- •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
Writing
Essay expressing opinion versus argumentative essay
Useful words and phrases:
Introduction:
The problem/issue/phenomenon of … is/appears to be/has always been…,
People always say/have always thought/agreed/said/believed …,
It is a controversial/burning question…,
There is a dispute/discussion/no agreement…
There are so many differing views on/
In order to present this problem, let me begin with a paradox/proverb/famous quote…
Main body:
On the one hand … on the other hand;
As critics point out/claim;
From the angle/viewpoint of;
As a matter of fact;
Conclusion:
All in all, to sum up, in conclusion, in summary, in general;
It seems important to add/point out that….
To come back to the point raised at the beginning…
Surely, it would be impossible to give full justice to…
Choose any form of essay and write it on one of these topics.
The patriotism of the Russian people was displayed very strongly at the time of the capture of Moscow by the Poles during the “Times of Trouble”.
Aleksey Mikhaylovich was a benevolent and gentle tsar.
No period of Russia’s cultural history has been as full of change, turmoil, creativity, failure, and sheer destructiveness as the 17th century
Speaking
Role play: Work in groups of three.
One of you role plays a television journalist and the other takes on the role of a historian who appears on some TV program. The third is a viewer asking additional questions in the topic of the discussion. The topic of the program is “Time of Troubles”. Get into character and present you role-plays to the rest of the class.
Summing-up assignment
I. VOCABULARY EXTENSION: Choose several of the words from the unit. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word.
II. Rendering: Смутное время
Московской ветви династии Рюриковичей пришел конец в лице младшего сына Ивана Грозного Федора. Линия сильных царей пришла в крайний упадок, когда умственно и физически отсталый самодержец взошел на престол. Опасность, которую нес с собой такой недееспособный государь, осложнялась еще и тем, что его правление совпало с накопившимися проблемами, возникшими в результате политики его отца.
Смерть Ивана IV явилась облегчением для всех, кроме опричников московского княжества. Через несколько недель народ и знать объединились, чтобы свергнуть Богдана Вельского, оставшегося возглавлять опричнину. В течение следующих 20 лет князья Шуйские и Мстиславские, бояре Романовы и опричник Годунов боролись за престол.
Конец столетия принес климатические и демографические катастрофы, а с ними новое сознание в обществе. Нарастала волна антифеодальных настроений. Под руководством казаков юго-западной части страны крестьянские бунты сотрясали саму основу русского феодализма. Появилась целая плеяда авантюристов из слоев обедневших и утративших свой социальный статус князей и бояр, казаков. В те годы московское княжество находилось в полной анархии. Этим беспорядком внутри ослабленной страны незамедлительно воспользовались Польша и Швеция. Фактически “Смутное время” – это период между смертью царя Федора Иоановича в 1598 году и коронацией Романовской династии в 1613 году, период крестьянских войн и иностранной интервенции.
Потеря рабочей силы была одним из важнейших факторов экономического кризиса, который вскоре последовал. Побеги крепостных от хозяев были не единственным выражением крестьянского недовольства. Впервые за всю историю Московского княжества начало 17 столетия было отмечено крупными крестьянскими восстаниями.
Федор был совершенно не способен управлять страной. Затем возникла загадочная фигура Бориса Годунова, знакомая любителям поэзии и оперы по произведениям Пушкина и Мусоргского. Годунов имел монгольское происхождение. При опричнине он быстро поднялся, и ему удалось женить на своей сестре Ирине Федора. В самом начале правления Годунова против него было раскрыто несколько заговоров, совершались попытки убрать его подальше от престола. Эти попытки не удались, и подстрекатели Мстиславский и Шуйский были казнены, замучены или изгнаны, некоторые публично обезглавлены.
К 1587 г. Годунов убрал своих соперников. Несмотря на скромное образование, Б. Годунов был непревзойденным бюрократическим политиком, великолепным тактиком, дипломатом, он лично участвовал в составлении дипломатической переписки с иностранными монархами. Во внешней политике Годунов сделал серьезную попытку объединить Польшу, Литву и Россию и заключил долгосрочный мир, когда эта попытка не удалась. Годунову удалось захватить у шведов такие территории как Ивангород, Карелию, которые уступил им Иван.
После смерти царя Федора власть на короткое время перешла к царице Ирине, но московское княжество не было готово к царствованию женщины, и вскоре она постриглась в монахини.
[Колесникова М.В., Миньяр-Белоручева А.П., Рытова И.Г., Седелкина Л.Н., Фукс Г.Н. Английский язык для историков. История России IX-XX вв. М., 1999.]
III. INTERNET: Search the Internet and find more information about the Time of Troubles. Talk about what you have discovered with your partner(s) at the next lesson.
IV. POSTER: Make a poster showing the life of people during the Time of Troubles. Show your poster to your group mates at the next lesson.
V. MAGAZINE ARTICLE: Write a magazine article about:
A. Aleksey Mikhaylovich
B. Feodor Romanov
Include an imaginary interview with him. Write about what he does every day and what he thinks about.
Read what you wrote to your group mates at the next lesson. Give each other feedback on your articles.
VI. LETTER: Write a letter to Mikhail Romanov. Ask him three questions about his life. Give him three suggestions on what he should do in his future. Read your letter to your partner(s) at your next lesson. Your partner(s) will try and answer your questions.