- •Английский язык Учебно-методическое пособие для самостоятельной работы по английскому языку
- •Оглавление
- •Методическая записка.
- •Unit 1. Language practice and writing
- •I. Review Present tenses
- •II. Write e-mail to your friend telling all about yourself and your students’ life. Use the questions in present tenses:
- •Unit 2. Language practice and writing
- •I. Review Past tenses
- •II. Write a story about your grandparents. Ask questions about past events. Unit 3. Reading and writing
- •I. Read the text and match the following sentences to the correct paragraphs.
- •II. Read the text and draw up a map of the places, conquered by Alexander the Great.
- •Unit 4. Language practice and writing
- •I. Review Perfect tenses
- •II. Write curriculum vitae. Use the following headings in cv:
- •Unit 5. Language practice, translating and writing
- •I. Review Auxiliary verbs – be, have, do
- •II. Read and translate the text. Find more information about people, mentioned in the text and write an essay. Alexander the Great
- •Unit 6. Language practice, reading and translating
- •I. Review the passive voice
- •II. Read and translate the text. Write an essay on Ottoman Empire
- •Unit 7. Reading, translating and discussing
- •I. Read and translate the text. Discuss the Paris Peace Accord and express your opinion on articles.
- •II. Underline passive verb groups. Unit 8. Language practice, translating and writing
- •I. Defining and Non-defining relative clauses
- •Ottoman Empire
- •Palestine Before wwi
- •Unit 9. Reading, translating and writing
- •I. Conditional clauses
- •I. Match these parts to make conditional sentences.
- •1. Watch the video “Spartacus”. Find your own solutions to problems discussed in the film.
- •2. Write an essay on Spartacus. Find more information about Spartacus from Internet and other sources. Make your own predictions, using conditional clauses.
- •III. Read and translate the text in writing. Give a summary of the text. Peace treaty of Cadesh
- •IV. Writing a narrative
- •1. Narrative.
- •2. Watch the video “Elizabeth: The Golden Age”. Make up a narrative of the events.
- •Unit 10. Language practice, reading, speaking and writing
- •I. Review Reported speech: Reporting the past
- •Persian wars
- •Unit 11. Language practice, reading and writing
- •I. Can, could, may, might - possibility
- •World War I
- •Unit 12. Language practice, watching video and writing
- •I. Linking words.
- •Homeless in the usa
- •Getting ready for the exam texts for written translation Stalin's Reign and the Great Purges
- •Northern Ireland Peace Accord.
- •Speaking and discussing
- •The world since 9/11
- •Us Foreign Policy
- •British Foreign Policy
- •Problems with Africa
- •Russia and Eastern Europe
- •Israel and The Middle East
- •European Union (eu)
- •International relations after the Second World War
- •International law
- •Alexander the Great Text 1
- •Text 10
- •Text 11
- •Text 12
- •Text 13
- •Text 14
- •Text 15
- •Text 16
- •Key to exercises
- •I. Match these parts to make conditional sentences.
- •660041, Г. Красноярск, пр. Свободный, 79
- •660041, Г. Красноярск, пр. Свободный, 82а
Text 10
It is often said that Alexander's army made him great - but his murdered father, Philip of Macedon, made the army great. Using professional soldiers, not a citizen-based militia, Philip created different types of military units which gave him diversified strength. Infantry, cavalry, foot soldiers who employed extra-long spears (called a sarissa), and elite foot guardsmen (called hypaspists) all made the Macedonian army a formidable fighting machine. Alexander, who had fought with his father against Athens in the Battle of Chaeronea, thus inherited a standing army which employed unusual instruments of war and unique battle formations. Typical Macedonian battle formation under Philip and Alexander. Typical "hammer and anvil" tactics of the Macedonian army under Philip and Alexander. The sarissa was a Macedonian weapon which was often fifteen-feet long. Soldiers, in a battle formation called the Macedonia phalanx. The phalanx with front weapons extended. Macedonians were known as great horsemen and Macedonian Companions rode with the King. Bronze helmets, typical of the time, were not unique to the Macedonian army. Solidifying his position soon after taking power, Alexander marched south into Greece and freed Greek cities from Persian rule. Heading north to Gordium (the capital of ancient Phrygia), he made relatively short work of a famous legend. Whoever untied the Gordian Knot, it was said, would rule the world. Alexander approached the problem in a different way. He undid the knot by simply slashing it with his sword, then unraveling it. His conquests were just beginning.
Text 11
Of all the foes Alexander wanted to best, his primary objective was Darius III. Head of the Persian Empire, Darius was used to winning his battles. But he was not accustomed to opposing adversaries whose military genius and strategy were equal to, or better than, his own. While Alexander used the strategies and battle formations developed by his father, his ability to improvise on short notice was just one mark of his outstanding leadership. One of his early plans was to liberate the Greek cities along the eastern Aegean Sea, on the mainland of Asia Minor. Crossing the sea with his men, Alexander's first stop was at Troy where he visited the grave of Achilles and paid homage to the gods. (That moment was artistically depicted, nearly 2000 years later, by the German painter Johann Schoenfeld.) He then turned south with his men, personally leading the Companion Cavalry. Darius, meanwhile, was at his remote capital in Susa. Alexander's reputation was still in-the-making, and the Persian leader thought his troops could be capably managed by the governors of his western provinces. ( They were aided by a Greek mercenary, Memnon the Rhodian, who had already proved his mettle in prior Macedonian battles). The battle at the Granicus, a river in Asia Minor, sent Darius the message that Alexander was no ordinary foe. In 333, Alexander met Darius at the mountain pass at Issus. Although greatly outnumbered, the Macedonian leader took advantage of the narrow field of battle and worked it to his advantage. Not used to such brilliant strategy from his opponents, Darius was shocked by Alexander's ability. A famous mosaic, discovered in the excavations of Pompeii, graphically depicts Darius' surprise. Believed to be based on a contemporary drawing, the Pompeii mosaic is the source of the most commonly used pictures of both Alexander and Darius. The work is now called the "Alexander Mosaic" and was originally found at the House of the Faun in Pompeii. It is maintained today at the Museo Archeologico Nazionale Napoli (the National Archeology Museum in Naples). It is believed the entire work portrays the battle of Issus. Despite his surprise at Alexander's tactics, Darius escaped. Thereafter, marching down the Mediterranean Coast, into Damascus, Alexander captured the family and war chest of the Persian ruler. As he victoriously continued down the Phoenician coast, he easily captured every city except Tyre. It took a seven-month siege before that city gave up as well. Having secured the eastern Aegean, Alexander and his men headed to Egypt where he founded the city of Alexandria. Ultimately one of the cultural centers of the known world, it was home of the famous lighthouse (one of the wonders of the ancient world) and of the Great Library (a center of learning until it was destroyed). Chasing Darius was still on Alexander's mind as he left Egypt in 331. Having captured territory between the Tigris and Euphrates Rivers (today's Iraq), Alexander's men found the Persians at the Plain of Gaugamela. This battle, and its aftermath, would mark a turning point for the Persian leader.