- •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
Essential vocabulary
abet (v) acknowledge (v) acquiesce (v) adventurer (n) aid (v) alienate (v) allegiance (n) ambassador (n) assume (v) banishment (n) benevolent (adj) clergy (n) compel (v) condemnation (n) confinement (n) coup d'etat (n) dethroned (adj) diarchy (n) discontent (adj) disorder (n)
|
distinguish oneself (v) down-trodden (adj) embark upon (v) entanglement (n) enthrone (v) equable (adj) faction (n) favour (v) fray (n) freebooter (n) frequent (v) hardship (n) impostor (n) indignity (n) legitimate heir lethargic (adj) make peace (v) martyr (n) measure (n) mob (n) |
obedience (n) overthrow (v) pious (adj) pretender (n) proclaim (v) protracted (adj) ravage (v) riot (n) rival (v) solicitation (n) take monastic vows taxation (n) tenure (n) truce (n) ward (n) wound fatally yield (v) zeal (n)
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Module 5 peter the great
In this module:
Peter the Great; Military reforms, Culture in the epoch of Peter the Great;
The Infinitive;
Writing a biography;
Role play “Russia of the 18th century”.
Lead-in:
What steps in Peter’s policy could give reasons for calling him Great?
What main events of Peter’s reign can you recollect?
How were the relations with other countries changed during Peter’s rule?
Reading Text 1 Peter the Great
I. Skim the text and complete the tasks given below.
Peter was his father’s youngest son and the child of his second wife, neither of which promised great things. Tsar Alexis also had three children by his first wife: Feodor, an invalid; Sophia; and Ivan, a semi-imbecile. When Alexis died in 1676 Feodor became Tsar, but his poor constitution brought an early death in 1682. The family of Peter’s mother succeeded in having him chosen over Ivan to be Tsar, and the ten year-old boy was brought from his childhood home at the country estate of Kolomenskoe to the Kremlin. No sooner was he established, however, than the Ivan’s family struck back. Gaining the support of the Kremlin Guard, they launched a coup d’etat, and Peter was forced to endure the horrible sight of his supporters and family members being thrown from the top of the grand Red Stair of the Faceted Palace onto the raised pikes of the Guard. The outcome of the coup was a joint tsarship, with both Peter and Ivan placed under the regency of Ivan’s elder and not exactly impartial sister Sophia. Peter had not enjoyed his stay in Moscow, a city he would dislike for the rest of his life.
With
Sophia in control, Peter was sent back to Kolomenskoe. He became
acquainted with a small community of European soldiers, from whom he
learned Western European tactics and strategy. Remarkably, neither
Sophia nor the Kremlin Guard found this suggestive. In 1689, just as
Peter was to come of age, Sophia attempted another coup; this time,
however, she was defeated and confined to Novodevichiy Convent. Six
years later Ivan died, leaving Peter in sole possession
of the throne. Rather than taking up residence and rule in Moscow,
his response was to embark on a Grand Tour of Europe. He spent about
two years there, not only meeting monarchs and conducting diplomacy
but also traveling incognito and even working as a ship’s
carpenter
in Holland.
In 1698, still on tour, Peter received news of yet another rebellion by the Kremlin Guard, instigated by Sophia despite her confinement to Novodevichiy. He returned without any sense of humor, decisively defeating the guard with his own European-drilled units, ordering a mass execution of the surviving rebels, and then hanging the bodies outside Sophia’s convent window. She apparently went mad. The following day Peter began his program to recreate Russia in the image of Western Europe by personally clipping off the beards of his nobles.
Peter’s return to Russia and assumption of personal rule hit the country like a hurricane. He banned traditional Muscovite dress for all men, introduced military conscription, established technical schools, replaced the church patriarchy with a holy synod answerable to himself, simplified the alphabet, tried to improve the manners of the court, changed the calendar, changed his title from Tsar to Emperor, and introduced a hundred other reforms, restrictions, and novelties (all of which convinced the conservative clergy that he was the antichrist). In 1703 he embarked on the most dramatic of his reforms – the decision to transfer the capital from Moscow to a new city to be built from scratch on the Gulf of Finland. Over the next nine years, at tremendous human and material cost, St. Petersburg was created.
Peter generated considerable opposition during his reign, not only from the conservative clergy but also from the nobility, who were understandably rather attached to the status quo. One of the most notable critics of his policies was his own son Alexis, who naturally enough became the focus of oppositional intrigue. In fact, Alexis seemed to desire no such position, and in 1716 he fled to Vienna after renouncing his right to the succession. Having never had much occasion to trust in others, Peter suspected that Alexis had in fact fled in order to rally foreign backing. After persuading him to return, Peter had his son arrested and tried for treason. In 1718 he was sentenced to death, but died before the execution from wounds sustained during torture.
Peter himself died in 1725, and he remains one of the most controversial figures in Russian history. Although he was deeply committed to making Russia a powerful new member of modern Europe, it is questionable whether his reforms resulted in significant improvements to the lives of his subjects. Certainly he modernized Russia’s military and its administrative structure, but both of these reforms were financed at the expense of the peasantry, who were increasingly forced into serfdom.
[http://www.geographia.com/russia/rushis04.htm]
