Содержание

Предисловие …………………………………………………………………………..2

1. Целевой блок Модуля 1 « The ancient Britain “……………………………. 3

2. Содержательный блок. Курс лекций по Модулю 1……………………….4

2.1. Раздел 1. “ The Celts “ ……………………………………………………………..4

2.2. Раздел 2. “ The Coming of the Romans “ ………………………………………11

2.3. Раздел 3 “ The Germanic Britain “ ………………………………………………16

2.4. Раздел 4 “ The Vikings in Britain “ ……………………………………………..21

3. Контрольный блок …………………………………………………………………28

3.1. Контрольная работа. Тест по Разделу 1 ……………………………………...29

3.2. Контрольная работа. Тест по Разделу 2 ……………………………………...30

3.3. Контрольная работа. Тест по Разделу 3 ……………………………………...31

3.4. Контрольная работа. Тест по Разделу 4 ……………………………………..33

4. Рекомендуемая литература ………………………………………………………35

5. Ключи к упражнениям…………………………………………………………. 36

5.1. Ключи к упражнениям Раздела 1 ……………………………………………… 36

5.2. Ключи к упражнениям Раздела 2 ……………………………………………... 37

5.3. Ключи к упражнениям Раздела 3 ………………………………………………38

5.4. Ключи к упражнениям Раздела 4 …………………………………………….. .39

6 . Тематический словарь ………………………………………. …………………...40

Предисловие

Настоящее пособие предназначено для студентов направления «культурология » , изучающих английский язык в течение 4х семестров ( 119 ч. ). Курс по дисциплине « иностранный язык - 1» является вариативной частью программы по иностранному языку.

Комплексной целью данного курса является усовершенствование речевых компетенций, приобретаемых на практических занятиях по дисциплине « иностранный язык », необходимых для решения практических задач, в том числе, профессиональных. Дальнейшее углубление и развитие знаний и навыков происходит посредством ознакомления студентов с историей страны, формирования ее государственности, развития культуры. Программа данного курса ставит своей целью развитие аналитического мышления, критического отношения к событиям, фактам, расширения кругозора.

Дидактическая цель данного курса достигается через модульную программу, которая объединяет 5 модулей. Каждый модуль, являясь завершенной единицей, обеспечивает логически последовательное изложение учебного материала и направлен на реализацию оперативных учебных целей.

Module 1

You must have learnt much about Great Britain, its geography, relief, traditions and culture when studying at school. But the idea of this manual is not only to get a deeper insight to Britain’s history, its peculiarities, but also to arouse interest to the English-speaking world and continue further development of your language skills.

Part 1 ЂЕ ĊĒḶȚS

LEADING in

Do you know - the difference between England – GB and UK ?

- why in Wales and Scotland the English

language differs from that used in the other parts of

the country?

- why the traces of the Celtic culture can be found in

western and northern areas of the UK?

- what original meanings the words AVON , LOCH,

whisky have ?

☻☻ - Work in pairs. Write down some ideas of yours. ( 5 minutes ).

- Then read them out to your class - mates.

- Let’s summarize what we know.

* Practise reading the following words. Look up the meaning in the

dictionary and memorise them.

to complicate precise

to breed temple

to conquer tribe

to invade peninsula

to surround forefather

Ex 1 * Make sure you know these words. Choose the proper variant of translation

1 Древний 2. Воинственный

a). old, b) nasty, a) quick witted b) keen

c) ancient d) broad b) primitive d) war-like

3. Формировать 4. Оказывать воздействие, влиять

а) shape c) take a) ignore c) motivate

b) find d) advance b) call d) affect

5. Поселение 6. Подчинять

a) village c) fortress a) to force c) to cost

b) settlement d) monastery b) to matter d) to subdue

7 . гигантский 8. управлять

a) giant c) stable a) to ride c) to throw

b) outstanding d) loud b) to seek d) to rule

* Practice the pronounciation of the proper names.

the Celts [ kelts ] Кельты

the Belgs [ belgz ] Белги

the Britons [ britənz ] Бриты

Iberian [ aiberiən ] Иберийский п - остров

Cornwall [ ko:n wəl ] Корнуел

B C Before Christ [ bifo: kraist ] до Рождества Христова ( до н.э. )

A D Anno Domini [ anno domini ] годы Христа ( н. э. )

§ Now read the text

Climate and land affect life in every country, however complicated the modern state may be. They affect economy, population and politics. Britain is no exception. It is an island, and Britain’s history has been connected with the sea. At moments of great danger the country has been saved by its surrounding sea and Britain’s strong national sense has been shaped by the sea. The geographical position and a milder climate always attracted people from the mainland.

The gradual settlement of the British Islands started in the Stone Age around 10000 BC. Little is known about the ancient people who came from Europe. They came probably from

either Iberian (Spanish ) peninsula or even the North African coast. They were small, dark, and long-headed people, and may be the forefathers of dark-haired inhabitants of Wales and Cornwall. They crossed the narrow sea in small round boats of bent wood covered with animal skin. They lived in small groups, hunted, fished, learnt to grow corn and breed animals.

They were religious like other primitive peoples. Some temples remained from those times still can be found in England and Scotland. They were centres of religious, political and economic power. One of them, the most spectacular is Stonehenge, in the South of England, dates back to about 1800 BC. The precise purpose of Stonehenge remains a mystery. It was probably used as a giant calculating machine to calculate the position of sunrise and sunset at different times of the year, or the position of the stars.

Beginning from the 7^th century BC the Celtic tribes appeared in Britain. It was the first wave of conquering the islands by the Celts who were spreading their lands westward. They were tall, strong, warlike and had subdued all the Mediterranean civilization. The Romans who came to Britain later considered the Celts as war-mad, “ high spirited and quick for battle”. They began to control all the lowland areas of Britain, and were joined by new arrivals from the European mainland. They continued to arrive in one way after another over the next seven hundred years.

In the 5^th century BC came more Celts, called Britons and held most of the country. In the 1^st century BC the last Celtic tribes invaded the island - the Belgs. The ancient Celts introduced tribal organization and an early form of agriculture. They lived in tribes and were ruled by their leaders (chiefs) who were very respectful, powerful and sometimes were called kings ( the man of the race ). They were technically advanced, using an advanced method of ploughing which gave them possibility to flourish. Under the Celts Britain became an important corn exporter. Besides it supplied Europe with hunting dogs and slaves.

The Celts are important in British history because they are ancestors of many of the people in Scotland, Wales and Ireland. The Celtic languages, which have been used in some areas since that time, are still spoken. Though not many words of Celtic origin have remained in Modern English.

SKIMMING

Ex. 2 * Complete the sentences through the multiple – choice ending

1. The first conquest of the islands by the Celts refers to …………..

a) the 1 st c. BC c) the 7^th c. BC

b) the 1 st c. AD d) the 5^th c. B

2. Some accounts state that in pre -historic period the ancient people arrived to the island from …………………

a) over the Atlantic c) South Russian lands

b) Scandinavian countries d) The Iberian peninsula

3. The ancient Celts settled in …………..

a) the southern part of the island c) the central areas

b) the North of Britain d) the moutainous regions

4 One of the most ancient and spectacular monuments of Britain’s past is …………..

a) Westminster Abbey c) the Pyramids

b) Stounhenge d) The Monument to Boticea

SCANNING

* Find and read out the places in the text that give the answers

to the following questions.

1. How could European people reach the island in the pre-historic time ? What transport did

they use ?

2. What Celtic peoples settled in Britain ?

3. What affected the development of the country and the people’s mentality?

4. What did the ancient Celts trade ?

5. When did the Celtic invasions take place ?

* Suggest the Russian for the following. Read out the sentences where they occur in the text. Make up your own sentences with the phrases

gave them possibility to farm; strong national sense; peoples from the mainland;

“war-mad, high-spirited and quick for battle”; an early form of agriculture;

the lowland areas of Britain; under the Celts; bent wood covered with skin of animals; political, religious and economic power.

WORD STUDY

* Give words of the same root for the words from the list below. Consult

with the dictionary if necessary.

Example: religious -- religion; to hunt -- hunter

Religious, to hunt, mystery, to invade, important, influence, region, popular, to govern, economy, to introduce, spirit, to arrive, respect, history , to organise, power, possible, danger, tribe, to supply, purpose, to rule, nation, geography, to inhabit, dangerous, to possess, to fish, to plant, mental, agriculture, wood.

Then complete the table.

Table 1

noun	Verb	Adjective	Adverb
Religion hunter	-------- To hunt	Religious ----------	---------- ----------

Ex. 3 * Choose a word or a phrase from the text which means nearly the

same as

to govern, developed, very old, to dig land, to bring along, a group of people, coming, to possess, large, to influence, a region, fabulous, exact, population.

Ex. 4 * Fill in the gaps with missing articles and prepositions.

A. ---- ancient Celts introduced tribal organization and ----- early form ----- agriculture.

B. They continued to arrive ----- one way ----- another ----- ----- next seven hundred

years.

C. They crossed ---- narrow sea ----- ----- small round boats.

D. ----- precise purpose ----- Stonehenge remains ------ mystery.

E. ---- moments ----- great danger ----- country has been saved ----- its surrounding

sea.

F. ----- ----- Celts Britain became ----- important corn exporter.

G. It was ---- first wave ----- conquering ----- island ----- ------ Celts.

H. ---- gradual settlement ----- ----- British islands started ----- ------ Stone Age -----

10000 years BC.

Ex. 5 * Match the pairs which are more or less opposite in meaning.

example: strong - weak

a. strong	1. war- like
b. peaceful	2. to resist
c. to colonize	3. weak
d. destruction	4. highland
e. to flood	5. construction
f. calm	6. giant
g. to submit	7. westward
h. small	8. sunrise
i. sunset	9. to free
j. eastward	10. to drainage
k. lowland	11. high-spirited

☻→☻→☻ GROUP WORK

Ex. 6

* Which of the new words can you substitute for each italicized word or phrase in these sentences ? Do it in chain. Use the expressions given below to open your variants with:

That means …….

In other words …….

Let me put it in another way…

That’s to say ………

To conquer to invade to subdue tribe to affect spectacular to farm to spread

1) The newcomers to the land did everything to make the locals admit them as their masters.

2) The people lived a primitive life cultivating land and breeding animals

3) He spent years in the saddle winning new territories and establishing new rules.

4) They traveled all over the country and brought along the religious ideas.

5) The tribes fought severely for years but none could occupy the mountainous areas.

6) The gorgeous scenery of the moutains caught their attention immediately.

7) The favourable geographical situation influenced not only on the country’s development but also the people’s mentality.

GRAMMAR POINts

☻☻ * Write out from the text and arrange into two columns the verbs in the Past Simple and the Part. 11 forms. Work in pairs. Let your partner explore the first passage while you will do the second one and so on. Suggest translation of the sentences with these forms.

Table 2

Past Simple	Part. II
1. complicated 2.	1. attracted 2.

Ex 7 * Fill in the gaps with the proper verb forms .

1. Before the Celts (to appear) in Britain the local population ( to learn) to cultivate the land.

2. The precise purpose of Stounhenge ( to remain) mysterious since 1800 BC.

3. An advanced method of ploughing the land (to take ) its roots from the time of the Celts.

4. We hope , the future generations (to keep safe) historical monuments.

5. The Europeans ( to reach) the island in primitive vessels made from bent wood.

6. The Celts (to assimilate) with the natives for some centuries.

7. The experts ( to make) their research on these relics for three decades.

8. They (not to finish) the digging works yet.

9. They ( to spread ) religious ideas all over the island in the course of three centuries..

10.The British islands ( to be ) a part of the mainland some 18 hundred centuries ago.

Follow up

Ex. 8 * Give English for the Russian phrases:

* Важный экспортер зерна, * их назвали “ человек племени “, * oстается тайной, *охотничьи собаки и рабы, * постепеннное заселение, * управляемые вождями, *подчинили всю средиземноморскую цивилизацию, * соединились с новыми пришельцами из Европы, * первая волна в завоевании острова, * восход и закат в разное время года, * история страны всегда была связана с морем, * привлекало людей, * выращивать зерно и животных, * улучшенный способ вспахивать землю,

* относится к 1800г. до н.з., * возделывать тяжелую землю, * расширяли свои земли в западном направлении.

Speaking

☻☻ *You don’t quite remember or understand some details. Ask your

partner to find them out. You can’t scan the text. Your vis-a- vi

can do it. Be ready to make necessary corrections.

Useful language

for you for your partner

-- Can you tell me … -- Sure, I can .

-- I’d like to know … -- With pleasure, if you ask…

-- I’d be very interested to know … -- Let me see …

-- It ‘s slipped my memory… -- Just a moment …

-- My memory fails me -- Come on, I’ll help…

-- I can’t recall exactly… -- Certainly,

-- What I’d really like to know is …

* Contradict or agree with someone who tells you that :

You may use the following :

-- True to the fact -- That’s right -- You are right -- Can’t but agree -- I am sure, ( they did )

--You are a bit wrong, I’m afraid -- Sorry, but you are mistaken -- That isn’t so, I’m afraid -- I’m sorry, just on the contrary -- Just the opposite

a) The Celts introduced advanced methods in agriculture in the ancient times.

b) They neither built temples nor traded with Europe.

c) The idea of the world - known Stounhenge has been disclosed.

d) The new comers to the island assimilated with the local population.

e) No architectural or historical traces of the ancient times can be found in Britain

nowadays.

f) Seven centuries BC were marked by three waves of the Celtic invasions.

☻☻ * You talk on the telephone with your group - mate who is ill and has

missed the lecture. You can’t give him \ her your notes and just dictate

the key - points. Your friend may ask you for some details or explanations.

WRITING

* Sum up the information about the Celtic invasion of Britain. Suggest your

title. Give the development of the topic covering the following points :

*** Try to find out whether the Celts ever invaded the Russian lands

*** What are they by origin ?

*** What place - names did they bear in their communities.

For your information

Summary is a short ( 1/3 of the original ) retelling of the contents of a text. When summing up you should stick to the order and retain the paragraphing of the original. Avoid insignificant points and long sentences. Don’t supply a summary with your opinion or appreciation.

Skimming -- reading through the text quickly, noting only the basic points.

Skanning -- studying the text attentively, considering the details.

Part 2 The Coming of the Romans.

“ Veni, vidi, vici “

( J. Ceasar )

Leading in

* Try to answer the questions:

* What do you know about Julius Ceasar?

* What epoch did he live in?

* What lands did the Great Roman Empire conquer ?

* Before listening ( reading) make sure you know the words.

Ex. 1 Try to match the columns in table 1

Table 1

1 to submit a. урожай

2 hostile b. очевидный

3 to damage c. платить дань

4 warrior d. брать свое начало

5 to resist e. восстание

6 to derive f. враждебный

7 to capture g. законодательная система

8 to pay tribute h. наносить ущерб

9 revolt i. разрушить

10 obvious j. захватывать

11 legal system k. сопротивляться

12 crops l. подчиниться

13 to collapse m. воин

☻☻ Read a passage you are given. Copy out the new words and try to define their meaning by describing them or giving synonyms or antonyms. Prepare an examplary reading. Work with your partner.

* Present your part before the group. You may use the black - board.

* While listening to the parts of the text, pay your attention to the

following questions :

1) Did the first coming of the Romans last long ?

2) What territories did the Roman legions occupy ?

3) How was the country ruled during the Roman reign ?

4) What was the most obvious feature of Roman Britain ?

5) What functions did the Roman baths have ?

§ TEXT

A. The name ‘Britain ‘ originates from the word ‘ Bretani ‘, the Greco – Roman word for the inhabitants of Britain. The Romans mispronounced the word and called the island ‘Britannia’. The Romans conquered empire in Europe, the Middle East and Africa. In the year of 55 BC the great Roman general Julius Caesar brought about 12 000 warriors and invaded the south of Britain. The Romans marched north-west where London stands today. The local tribes resisted Roman attacks but eventually submitted and agreed to pay tribute to Rome. Their stay in Britain didn’t last long – a severe storm damaged their ships and they had to return back to Rome.

B. A real conquering of the island continued in 43 AD under the reign of Emperor Claudius. The Britons fought with them, but the Romans were better armed and trained. The Britons couldn’t resist them and the whole territory of the south was captured. The Romans never tried to conquer Ireland. Scotland, or “Caledonia” as the new invaders called it, remained hostile and untouched. To mark the border between the two countries and to keep out raiders from the north the Romans built a strong wall that stretched from the west to the east of the island. They named it after the Emperor Hadrian who planned it. That’s why in Cornwall, Wales and Ireland the Celtic language still exists in different forms.

C. During nearly 400 years the Romans were settling in Britain which became a colony of the Great Roman Empire and the main supplier of wheat. It was ruled by the Roman governors and protected by the Roman legions. It was quite natural for Britons to be governed by Romans, not by British kings. There were three legions in Britain but they spent most of the time enjoying games in the amphitheatres. During this time the country enjoyed peace apart from Boticea’s revolt which took place in the first century AD.

D. The most obvious characteristic of Roman Britain was its towns, which were the basis of Roman administration and civilization. There were three kinds of town - colonia, towns peopled by Roman settlers, municipia - large cities in which the population was given Roman citizenship. One more type of town was civitas based on old Celtic tribal capitals where the Romans administered the local population in the countryside. Outside the towns , the biggest change during the Roman occupation was the growth of large farms, called “villas”. These belonged to the richer Britons who were more Roman than Celtic in the manners. The villas were usually close to towns so that the crops could be sold easily. Romans introduced drainage systems, formed central heating, built houses with glass

windows. Each big town had a theatre, open in the sky where the soldiers did military exercises and played sports games.

E. Britain was turned into a civilized place with towns and villages, nice roads and strong fortresses. Wherever the Romans went, they built paved roads to connect newly built towns and to move the troops rapidly. At present there are great main highways running across the country, often in long straight lines and are still in use. The capital, from which they ruled, was Colchester. Developing communications the Romans improved trade. In fact the sites of Roman camps became centers of trade. Crafts were flourishing. They brought writing and sophisticated legal system into Britain. They introduced the Alphabet the British use today, and almost half the words in modern English derive from Latin. The names of modern towns ending in - chester, or - caster, like Dorchester, Lancaster, come from the Latin word ‘castra’ which means ‘a camp’, and ‘castrum’ – ‘a fortified place’

F. The Roman baths deserve mentioning. They used baths two or three times a day. Baths were a social centre of every Roman town. The great building of the baths occupied one side of the main square and housed the law courts, the municipal offices, the school building and the gymnasium where the young Romans practiced boxing, wrestling and other sport activities after the bath. Besides, the Romans did a lot of business operations in gyms as well as shopping. Thus, they went to take a bath in the morning and spent all day long there.

G. Roman control of Britain came to an end as the empire began to collapse. A real danger hang over the Great Roman Empire. The army was needed to protect Rome from the barbarians who started their invasion in Europe. In 408 the Romans had to withdraw their troops from Britain. It was the saddest event for many Britons because a great many families parted with their fathers , brothers, sons. The Britons were left to themselves to challenge the Scots in the north and the Germanic tribes from Europe.

SKIMMING

* Support or challenge the following. Don’t forget to use formulas of

agreement and disagreement

1. Julius Ceasar conquered Britain and its troops stayed for centuries.

2. A real settlement started under the reign of Claudius in 43 AD.

3. Britain was ruled by the Roman governors and protected by the Roman legions for 400 years.

4. They built mostly churches and monasteries.

5. Paved roads, villas and flourishing towns were the remarkable features of Roman Britain.

6. Roman baths were the places for merely washing.

SKANNING

☻☻ Now refer to the text and read to your partner the lines where you

learnt about:

-- the origin of some England’s place – names.

-- the way Roman soldiers trained their body.

-- the reason of the end of the Romans’ stay in Britain.

-- the roads they built all over the occupied lands.

-- the relations with Scotland and Ireland .

-- the arrival of the troops under the leadership of J. Ceasar.

-- the pattern a typical Roman town was arranged.

-- the innovations they introduced into the culture of the Celtic Britain.

-- the types of the towns.

Correct his \ her pronounciation. Do it in turn.

* Find in the text the beginning of these sentences

1) --------------- and agreed to pay tribute .

2) ---------------- as well as shopping .

3) --------------- of Roman administration and civilization .

4) ---------------- still exists in different forms.

5) ---------------- of the Great Roman Empire and the main supplier of

wheat.

6) ---------------- the Middle East and Africa.

7) ---------------- nice roads and strong fortresses.

8) ---------------- were better armed and trained.

9) ---------------- so that the crops could be sold easily .

10) ----------------- the territory of the south was captured.

WORD STUDY

Ex. 2 * Match the nouns in table 2 which can be used with the words in

the form of the Part. 11 to produce the combination from the text.

Example: Armed forces

Table 2

PARTICIPLE 11	NOUN
1. governed	a. word roots
2. civilized	b. bodies
3. armed	c. ships
4. untouched	d. country
5. paved	e. place
6. trained	f. forces
7. built	g. towns
8. captured	h. provision
9. derived	i. roads
10. damaged	j. territories

* Without looking up in the text try to restore the text using those phrases.

Ex. 3 Suggest adjectives which can be used with the nouns in the box.

Give one or more variants. Make up your sentences with these

phrases .

tribes arrival settlement administration empire system tribute

late legal effective heavy barbarian flourishing sudden

Ex. 4 * Find Russian equivalents to the following:

learnt to grow corn and breed animals; developed sophisticated system of law court; remained hostile for centuries; the main supplier of wool and iron; conquered vast territories westward; the tribes were submitted to the new rulers; to protect from the barbarians; couldn’t resist the force; European settlements appeared in the Stone Age;

had to pay tribute to Rome; to challenge the Scots; the troops were skillful and well-trained; municipal headquarters were concentrated on the main square; had to withdraw their troops;

☻☻ * Make up the “ chain – word ” giving the English words to the following. The last letter of each word is the first one of the next word.

восстание заваоевывать обучать правовой

| | | | | | |

дань – экономический сопротивляться государственный вождь →

→ уважаемый опасный управлять повреждать рельеф холм →

| | | | | | | | | |

земля поставщик на восток император процветать

→ низменность передавать управляющий на север местное население

| | | | | | | | |

развивать сильный разрушать разрушение поселение

→ племя обученный гигантский год отличный отступать Римлянин

| | | | | | | | | | | |

точный раскопка территория дорога швырять война

Ex. 5 * Find another way to say using synonyms to the following :

1) conquered the southern part of Britain. 2) ruined their vessels ; 3) legioners practiced in military games; 4) was administered by the Roman governors; 5) the city’s headquarters; 6) couldn’t stand their attacks; 7) grew into hearts of trade; 8) were forced to return their troops; 9) governed the natives; 10) public centre.

Ex. 6 * Sort out the words into the parts of speech

Reign, never, breed, calculations, hostile, settlement, challenge, newly, legal, straight, gymnasium, contain, easily, pave, introduce, rapidly, heating, precise, occupy, enough, tribute, march, eventually, severe, capture, collapse, untouch, wheat, protect, drainage, giant, communication, natural, obviously, municipal, withdraw.

NOUN	ADJECTIVE	ADVERB	VERB

GRAMMAR POINTS

* Write out from the text the sentences with the Passive Voice

Change the structures into the Active Voice. Follow the example.

Example: It was ruled by the Roman governors. – The Roman governors ruled it.

Ex.7 * Do the opposite in the sentences given below.

1) Some European tribes conquered the British islands in the pre-historic time.

2) The Romans turned Britain into a civilized place.

3) The invaders pushed the natives west-ward and to the mountain areas of the north.

4) The European people crossed the narrow sea in wooden vessels to reach Britain.

5) The great building of the bath on the principal square contained municipal offices, a gym, shops, a law court and a school.

6) Nicely paved roads connected towns and fortresses.

7) The Roman soldiers secured peace in Britain for four centuries.

8) In ancient time primitive people chose leaders from among the most powerful and respectful men.

9) The new rulers introduced a sophisticated legal system.

10) “Quick for battle” and war-like men subdued large territories of Europe and those of the Mediterranean sea.

Speaking

* Give answers to these questions with at least three sentences.

How many Celtic invasions were there in the prehistoric time ?

When did the ancient people start to invade the British islands ?

What was the life-style of the settlers like ?

When did the Romans begin to fight for Britain ?

Why did the troops of Julius Ceasar have to return to Rome ?

How was the country ruled by the new masters ?

What innovations did they introduce into the social life of the Britons ?

How did the Romans develop the economy and trades ?

What proves that the Romans were skillful constructors ?

What made them leave the island at the beginning of the 5^th AD

☻☻☻ Prepare a narrative essay “ Veni, vidi, vici “.

Do it through 5 steps:

collection → primary skeleton → correction → rewriting → publication

1) collect the language material ( phrases, words ), separate ideas and write them down

2) make up a primary skeleton of the story. Don’t worry about grammar, spelling,

logical sequence

3) organize the idea in a logic sequence, give it a better form, improve the language

material.

4. make the final judgement on the content, logics, language, grammar, spelling and

write the paper.

5) get ready to present the work.

*** Divide into 4 - 5 groups.

*** Each group write an essay.

*** After a group finish one step, they pass their writing over to

another group and continue working with the paper of the neighboring

group. Thus, each group has to work with their group - mates’ papers.

Role play

“ We need the best composition to be published in the journal”

One student from each group joins a committee the aim of which is to

choose a best composition for publication in the student journal. The

committee must evaluate the papers, taking into account the following:

- content

- form

- logic

- language

- grammar

and then give their judgements.

☼ In leisure for pleasure

Here is a completed crossword. Find the word in the vertical line that means “ power “. How would you code each line giving the definitions for the words or using antonyms and synonyms ?

Ex: 1. syn. To conquer

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* Make up your own crosswords with a controlling word given vertically

or horizontally

Part 3 The Invasion of Anglo – Saxons

LEADING IN

• You’ ll listen to the text. Go through the vocabulary to avoid difficulty in understanding.

To escape to save life by running away

Pagan that who confessed to idols

Savage rude, wild

To split to tear into parts or bits

Faith confession

To convert to turn smb. or smth. into smth

To secure to guarantee

To crown to become king or queen

Throne the monarch’s seat or chair

To claim to declare wish to get smth.

Authority power

Ex. 1 * Make sure you know the meaning of the words. The context of the

sentences will help you understand them. Pick up suitable words

from Table 5 to fill in the missing parts.

1. The natives didn’t want to accept the new -------. They didn’t want to change their religious tradition.

2. Westminster Abbey is a place where traditionally British kings and queens have been -------

3. Those who couldn’t fight ---------- to the north and west to save their lives.

4. Before Christianity ---------- people worshiped their idols; some tribes even practiced

5. To win the battle they had to --------- the rows of the troops.

6. The Kremlin is a place where regional and municipal ------- work.

7. The police troops were organized to ------- peace and order in the streets.

8. In the war the industry was ------- to produce tanks, planes and other things of military significance.

9. Traditionally kings sat on the ------ when receiving overseas visitors.

10. The country didn’t have enough power to --------- for the islands.

* Learn more words

prosecution - преследование to vanish - исчез

supremacy - превосходств to administer - администрировать

approval - одобрение to succeed - наследовать престол

rival - соперник to compete - соперничать

justice - право

• While reading ( listening to) each passage, in the pauses, mark with the figures ( 1, 2, 3, …) the lines in the chart to suggest chronical succession of the events

Table 1

A. Converting the pagan Britons into the new faith B. The formation of the feudal kingdoms C. The settlement of the Germanic tribes D. The relations of the Church and the power of king E. The administrative divisions formed by Anglo-Saxons F. The new institution created to support or advise king

-- -- -- -- -- --

1 The Romans ruled Britain and left behind at least three things of importance: their roads, the sites of the main cities ( notably London ) and the seeds of Christianity. The Latin way of life -- villas, arts, language and political organization -- all vanished after the invasions from Northern Europe. Very soon at the mouth of the Thames savage, warlike people from the continent landed with their chiefs. These were Germanic tribes called Angles, Saxons and Jutes. They were strong, fearless, blue-eyed men who fought severely. Native Britons fought many battles but had to escape to Wales, Scotland and Ireland. Those who stayed had to submit and became slaves. The invasion of Britain lasted for 150 years. The Angles took the north part of the country, the Saxons occupied most of Britain and the whole south, the Jutes inhabited the peninsular Kent.

2 For a long time the tribes were fighting with one another to gain supremacy. By the end of the 6^th century Britain was split up into seven kingdoms: Sussex, Essex, Wessex, Mercia, East Anglia, Northumbria and Kent. To control the weaker kingdoms, to make constant wars and to compete for power were the signs of the epoch. In the 9^th century, king of Wessex, Egberth, managed to make his kingdom the strongest and succeeded in uniting the rivals under his authority. The country was called England - the Land of Angles.

3 The Saxons created new institutions which made the English state strong for the next 500 years. One of these institutions was the King’s council, called the Wittan . To give advice to the king or support him on difficult matters was its function. Without its support the king’s own authority was in danger. The Wittan established the system which remained an important part of the king’s method of government. Even today the monarch has a Privy Council, a group of advisers on the affairs of state.

4 The lands were divided into shires, new administrative divisions, and headed by the king’s local administrator , called a shire reeve. In time his name was shortened to“sheriff”.

At first the lands were administered by the lords , or aldermen, who were simply local officials. Their duties were to organise the men of his place, to administer justice, to collect money. Thus, it was the beginning of a class system, made of a king, lords, soldiers and workers on the land. One other important class developed during the Saxon period -- the men of learning. These came from the Chrisitian Church.

5 First Christianity appeared in the 3d century. It was brought to Britain by Romans. The Roman Emperor Constantine the Great became a Christian and stopped the prosecution of the Christians. He made Christianity the national faith and spread it all over the dependent countries. The new religion was called the Catholic ( means ” universal“ ) In the 6^th century Pope Gregor continued to spread his influence over England by converting the people to Christianity. He sent a monk, Augustine, to convert the pagan Anglo-Saxons. The first monks landed in Kent, and the first church on the British Islands was established in the town of Canterbury. Augustine became the first Archbishop of Canterbury. Up to our days Canterbury has remained the English religious center and the seat of the Archbishop of Canterbury, head of the Established Church of England.

6 Christianity was an important factor to strengthen king’s power and to secure his succession. At that time an eldest son didn’t automatically become king, as kings were chosen from among any member of the royal family who had enough soldiers to claim for the throne. Saxon kings helped the Church to grow, but the Church also increased its power of kings. Bishops gave kings their support and king had “ God’s approval”. That’s why when king was crowned at a Christian ceremony it was good political propaganda, because it suggested that king was chosen not only by people but also by God.

SKIMMING

☻ * Find key – sentence in each part and suggest your title to each

passage.

☻☻ * Skim the text and answer the questions

1) What tribes began to invade Britain when the Romans withdrew their troops?

2) What new administrative division did the invaders introduce ?

3) What played an important role in strengthening king’s power?

4) Who was sent by Pope Gregor to convert pagan Britons into Christianity?

5) What body exercised the function of giving advice and support to king ?

6) What feudal kingdoms appeared in Britain ?

SCANNING

Ex 2 * Choose the answer which is more suitable

1.Why did the Latin life-style disappear at the beginning of the 5^th century?

a) Britain was invaded by the Vikings.

b) Britons didn’t want to live the previous life.

c) Savage tribes from Europe conquered Britain.

2. What happened to the natives when the Germanic peoples occupied their land?

a) They were turned into slaves immediately.

b) The Britons welcomed the arrivals.

c) The locals subdued to the conquerors after the severe battles

3. What kind of people were the newcomers?

1. They were peaceful peasants with the Mediterranean features of the face.

2. They cultivated the land and bred animals.

c) They were severe, rude, brave and skillful sea men.

4. What relations were established between the seven kingdoms?

a) The kingdoms made wars with each other for supremacy.

b) They traded and developed crafts.

c) They took part in military expeditions.

5. Who succeeded in uniting the kingdoms into one state?

a) Emperor Claudius

b) King of Wessex Egberth

c) King of Mercia Offa.

Ex. 3 * Now refer to the text again and match the beginnings with the

proper endings.

Beginning Ending

1.Even today the monarch has a Privy a) …to subdue and became slaves.

Council, …

2. Bishops gave king their support… b) … who were simply local officials.

3. The strong kingdoms controlled c)…remained an important part of the

the weaker ones … king’s method of government.

4.Thus it was the beginning of a d) … a group of advisers on the matters

class system made … of the state.

5. That’s why when king was crowned e) …and spread it all over the dependent

at a Christian … countries.

6. At first the lands were administered f) … and king had God’s approval.

by lords or aldermen ….

7. Those who stayed had… g)… made constant wars and competed

for power.

8. For a long time the tribes were … h) …of a king, lords, soldiers and workers

on the land.

9. The Wittan established the system i) …ceremony it was good political pro -

which … paganda

10. He made Christianity the national j) … fighting with one another for

faith supremacy.

WORD STUDY

Ex. 4 * Insert the prepositions from the box in the blanks

By With To For Of On Over From Among In

1. Gradually the Romans assimilated ----- the Celts and left ---- paved roads, flourished

crafts and developed agriculture.

2. Christianity was brought ------ Britain ------ Romans.

3. The Anlges, Saxons and the Jutes were settling ----- 150 years.

4. Whenever a king was ------ danger, he could rely ----- his men.

5. A king was chosen ----- ----- the most powerful and respectful warrior.

6. The new faith was spread all ----- the dependent countries.

7. The tribes were tired to fight ----- each other.

8. ----- the reign ----- Julius Ceasar the first Roman soldiers appeared ------ Britain.

9. Northern tribes threatened the Great Roman Empire ----- the 5^th century and a real danger hang ----- the civilization.

10. The purpose ------ the Wittan was to advise a king ----- the affairs ------ state.

* Make the chart complete. Write out the basic forms of the verbs .

--------- fought -------- -------- became -------

--------- -------- sent -------- -------- made

--------- brought, ------- -------- were --------

--------- fled, -------- --------- took --------

--------- -------- left --------- -------- spread

--------- split -------- --------- -------- had

--------- -------- chosen --------- gave --------

--------- -------- driven --------- led --------

--------- burnt ------- --------- found --------

---------- flew -------- --------- -------- caught

Ex . 5 * Substitute the underlined words in the given sentences with their

synonyms from the box

Secure king’s power faith institutions escape for supremacy vanish

1. It took centuries t to implant the new confession in the Celtic Britain.

2. When king’s authority was in danger it was always supported by the Church .

3. The Hadrian Wall stretched from east to west of the island garanteed protection from the

troublesome Picts and Scots.

4. Constant fights of the tribes for power mark the epoch of the prehistoric time.

5. The Roman’s period in the history of England is connected with establishing new organisations.

6. We know some examples in the history of the humankind when cultures disappeared.

7. Those who didn’t want to be oppressed by the conquerors ran away to the west and north of the island.

GRAMMAR POINTS

Ex. 6 ☻☻ Copy out from the text the Infinitives which in the sentences

are :

Table 2

Subject	………….. …………..
Object	………….. …………..
Attribute	………….. ………….. …………..
Adverbial modifier of purpose	………….. ………….. …………..

Ex. 7 * Rephrase the following making the sentences more concise with the

help of the Infinitive as an attribute and an adverbial modifier of

purpose.

1) The Celts were the first European tribes who affected the further development of Britain.

2) It took 150 years so that Angles, Saxons and Jutes could populate the island.

3) King Egberth was the first who united the seven kingdoms into a single state.

4) The Celtic people crossed the sea and came to Britain. Their aim was to expand the territories westward.

5) Native Britons fought many battles, they didn’t want to become slaves.

Speaking

☻→☻→☻ * Answer the questions in chain giving as many sentences as

possible. When the question is exhausted pass over to the next one.

* Where did the locals have to escape to from the invaders ?

* How did the tribes inhabit Britain ?

* How many kingdoms were formed by the Germans ?

* Who managed to unite the kingdoms in the 9^th century ?

* What administrative divisions appeared in that time ?

* What promoted the formation of England under the reign of Egberth?

* Why did Archbishop of Canterbury become the Head of the Church of

England?

Writing

* Study the topic and try to find out whether there were any historical

parallels or similarities in the development of Britain and that of

Russia in the studying period. Build up a scheme( a cluster ) illustrating the

common features and the peculiarities of both countries.

Your study should contain the following points:

- the settlements _ the invasions

- the life – styles _ the religions

* Write a composition on the topic. Suggest your title of the paper.

Present your work before the group. Use maps, pictures, clusters.

☼ In leisure for pleasure. Do the crossword.

1

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→

→

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horizontal vertical horizontal

1. power, strength D. harm N. opposite to ‘wide’

2. ruling of a monarch I. take land by force A. not passive

3. with great force deliver S. put smb. under T. king’s chair

4. regional control of smb. or I. a part of earth in the sea

5. a type of country dwelling smth. O. eastern

6. female sovereign T armed forces N. a local

R. try not to submit

U. not true to fact

C fortified house

T. religious building

I. not to pay attention

O. capture territory

N. state, people

Part 4

The Vikings

Leading in

• What image appears in your mind when you hear the word ‘ Vikings’ which means ‘ warriors ‘ ?

• What did they look like?

• What territories did they occupy?

• What was their life-style?

- What historical films did you happen to see?

* Now memorize the words

to fortify укреплять scholar ученый to get down to приступить к… worthy достойный

to sign подписать exile ссылка

to plunder грабить medieival средневековый

to erect возводить piety благочестие

to dedicate посвящать clergy духовенство

to threaten угрожать literate грамотный

* Consider the main points of the lecture

1. The Danes’ raids on the British island.

2. The first king of England and his military achievements.

3. Alfred’s contribution to the development of the kingdom.

4. The reign of the Danish kings.

5. The restoration of the Saxon line on the English throne.

☻☻ Write down the questions which should be put to disclose the content of

each heading. Work with your partner. You have 10 minutes. The

question - words - why, -when, - where, - who, - what, -

how long are at your disposal.

☻☻☻ Read out your variants and let the group choose the best one.

Make up the list of the detailed questions.

1. What ……………………………………….. ? +

2. Where ……………………………………….. ? –

3. How long ……………………………………….. ? ?

4.

5.

6.

☻☻ Go on working in pairs. While reading, mark in the box with the

signs:

+ the questions to which you have found information from the lecture

_ the question you can’t answer because the text doesn’t contain any

information

? the questions which contradict with the information of the lecture

In the reign of Egberth a new enemy appeared on the islands – the Danish Vikings, the people who came from Scandinavia and Denmark. Using light-moving vessels, they landed in the mouths of the rivers and made raids on the eastern shores of Britain. The objects for their plunders were monasteries and villages. They were not fortified and couldn’t defend themselves. But they were rich in good provision, books, gold, jewellery. The Danes robbed them, killed the people, captured the cattle, burnt the monasteries and escaped. They returned over and over again and continued robbing and killing the population. Such raids took place in the reign of Egberth and his sons. In the 9^th century they established control over a large territory. Eastern lands of Britain were in Danes’ hands and they made Britons pay tribute to them. Northumbria, East Anglia and Mercia were inhabited by Danes and they constantly threatened Wessex. The English couldn’t but worry about the state’s independence.

At last, in 871 Egberth’s younger grandson, Alfred, was chosen king of England when he was only twenty, despite Egberth had an heir-son to the Crown. Alfred was a worthy man. At the age of 16 he made wars, fought bravely and that let him win respect and big trust of the people. He came into history of England as a prominent statesman who saved his land from destruction and who is known for his dedication to the learning.

Alfred was the first to earn the title “ King of England “ and to defeat the Danes at sea. In 878 Alfred defeated Danes at the battle of Edington and made the Danish king sign the Treaty according to which Britain was divided into England, the southern part to the Thames and the Lands of the Danish Law, or the Danelaw. To make his kingdom strong Alfred established army and fleet , built up fortified cities. In 886 he attacked the Danish-held city of London and forced them out of it . That helped him be recognized as king everywhere except the Danelaw.

His military achievements were great. They let him get down to peaceful reforms which were as significant as the victories in the wars. Having brought peace to the land Alfred started the restoration of education in the country. His good education and knowing foreign languages let him start a court school to educate nobles in reading and writing. He demanded that the nobility should be literate everywhere. Alfred invited scholars to teach history, philosophy. He himself translated medieval books from Latin thus giving the English their first literature. He started the Anglo- Saxon Chronicle which was a record of events in his kingdom and may have been called the first history of England. He established a Code of Law based on the Bible. Alfred’s last years were devoted to learning. After his death in 899 the country had a culture which was remembered for centuries. The people couldn’t but recognize Alfred as an outstanding person. He rightly got the title ‘ the Great ‘ due to his contribution to the development of the kingdom.

The Anglo-Saxon kings that ruled after Alfred the Great continued fighting the Danes. Both parties had victories and defeats in turn. In 1016 the Danes occupied the whole territory, and the Danish king Canute became king of Denmark and England. There were two more Danish kings on the English throne after Canute’s death, but their rule didn’t last long. In 1042 the Danish power was over, and an Anglo-Saxon line returned -- Edward, an English heir to the Crown was called upon.

He had to spend his life in France where he was in exile with his mother. Most of his time he spent in churches, and for his piety was called the Confessor. Edward brought a lot of French nobles and clergy to England who were constantly opposing the English nobles close to the court. Being a weak man he didn’t pay much attention to the state’s life but took care about religious affairs. He began to build the famous Westminster Abbey in London as well as many other churches were erected in his reign. Edward the Confessor had no children, and after his death in 1066 there appeared three claimants to the throne : William, Duke of Normandy, Harold Hardrada of Norway and Harold Godwin, the Earl of Wessex. Harold Godwin came from the most influential English family, closest to the Crown . That’s why he was chosen king of England by the State Council. Having learnt about it William of Normandy was beside himself and started preparing for war.

☻☻ After marking the questions discuss the results with your partner.

Get ready to give a short report before the class on your findings.

What other question would you add to the list ?

SCANNING

* Arrange the information you got in the table

Table 1

The objects of plunders by the Danes	The reasons of the choice of Alfred, the youngest heir	Alfred’s military achievements	Alfred’s peaceful reforms	The reasons of appearance of the French in the English court
1……. 2……. 3…….	1……	1…….	1…….	1……….

Ex 1. * Scan the text again and continue the sentences.

1) Edward brought a lot of French nobles ………………..

2) To make his kingdom strong ……………………….. ….

3) They returned over and over ……………………………

4) Using light - moving vessels they landed ……………...

5) Being a man of good education ………………………….

6) Having brought peace to the land ………………………

7) The king got the title ………………………………….......

8) Edward -the -Confessor had no children ……………….

9) He came into the history of England as the …………….

10) He had to spend his life in France ………………………

☻☻☻ * What do you think of the statements ?

Are they true, half – true, false ?

* The Vikings made constant raids only in the north of the country

* They usually plundered monasteries and peaceful villages.

* The Danes established control over England and forced the locals to pay tribute.

* King Egberth’s son was chosen king of England.

* Alfred- the- Great contributed a lot to the development of education.

* He built more churches than towns and schools.

* Alfred succeeded in defeating the Danes at sea.

* He was busy to urge the nobles to learn at schools.

* Alfred put an end to the Danish raids for ever.

* There were a lot of Scandinavian kings on the English throne.

* Edward – the - Confessor was eager to renew the English line of kings in the beginning

of the 11^th century

WORD STUDY

Ex. 2 * In the lines find an odd word.

*** monk, pray, throne, religion, faith

*** plunder, compete, make raids, rob, steal

*** outstanding, prominent, worthy, great, careless

*** Protestant, pagan, Muslim, Catholic

*** conquer, invade, dedicate, occupy, take

*** construct, erect, possess, build, restore

*** monk, king, monarch, overlord, sovereign

Ex. 3 * Do you ever make mistakes in the usage of the words ‘ historic ‘ and ‘historical ‘? Make sure you don’t. Look up in the dictionary the meanings of the words and make up sentences with these phrases:

A place famous in history; a film showing real events in history; an event having a great impact on humankind, a picture depicting a known event in history; a speech that happened to become significant for further development of a country; a book that narrates about some events in the past.

Ex. 4 * Choose an alternative and answer the questions:

1) Is the novel “ Hivengo” by Walter Scott a historic \ historical book ?

2) Did the victory of the Soviet people over the Nazi have a historic \ historical

importance ?

3. What historic \ historical events are described in the novel “ War and Peace “ ?

4. Was the discovery of America historic \ historical ?

5. What historic \ historical events does the film “ Gone with the Wind “ refer to ?

6. Do you know why Cherchill’s speech at Fulthon was called historic \ historical ?

7. Was the uniting of the seven kingdoms into one state a historic \ historical event ?

8. Do you like to study historic \ historical past of your region ?

9. What historic \ historical grounds caused the development of the English language “ ?

10. What historic \ historical heritage of the ancient Britain has remained a mystery?

Ex. 5 * Match the verbs with the nouns in table 2 to produce the

phrase from the text.

example: Translated - medieval books

Table 2

Verbs Nouns

1. translated the title

2. captured peace

3. got down to peaceful treaty

4. invited medieval books

5. brought troops

6. won king

7. took care of cattle

8. earned monasteries

9. withdrew the Danes

10. signed restoration

11. plundered scholars

12. built the Code of Law

13. defeated French nobles

14. established religious affairs

15. secured army and fleet

GRAMMA POINTS

• Revise the Bare Infinitive. Copy out from the text the sentences with the Bare