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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
UNIT IX. THE FIRST ENGLISH PRINTER
Exercise 1 Read the text. Translate it (orally). Make use of the Notes and the Vocabulary.
Four hundred years ago books were so dear that only the richest people could afford buying them. The man who had thirty books was considered to have quite a library. Since books were dear, rules were made for their use. They were not to be touched with dirty hands, nor put on the table at meal times. None was to eat fruit or cheese while reading them. Greasy elbows were not to be placed on the pages. Books were dear in price because every copy had to be written out by hand, and this was a long process which educated men could only perform. If you had taken a walk along the northern cloister of almost any monastery, you would certainly have found one or two monks industriously spending their hours of leisure in copying. A monastery that had a famous book was always being asked for copies. If we had lived, therefore, in that far-off time, we would have been very interested in the discovery of a cheaper way of making books by printing them, and if we had been Londoners, we would certainly have visited the house of the man who first introduced printing into England. His name was William Caxton, and his house was in Westminster, close to the Abbey. Houses did not have numbers in those days. They were distinguished from one another by signs. Outside Caxton’s house we would have seen a picture of a shield with a red band running from top to bottom. The house is gone now, and nobody knows exactly where it stood. Caxton tells us himself how he became a printer. For thirty years he had lived as a cloth merchant in Belgium. When he gave up business, he remembered that idleness was the mother of vice, and so he sought a good occupation and found it in reading. In a French book, which he read, he found many stories that gave him great pleasure. Then, since the book was new and had never been read in English, he thought it would be “a good business” to translate it. When he had performed his task, he found that many people desired to buy the book and constantly asked him to write out fresh copies. Soon his hand grew “weary and not steadfast” with copying and his eyes were “dimmed with too much looking on the white paper”. So, having heard of a newly discovered way of making books, he sought out men to teach him. He learned how to print, came to England in 1476 and set up his shop in Westminster.
Notes Westminster - центральный район Лондона Abbey (Westminster Abbey) - Вестминстерское Аббатство, один из главных кафедральных соборов Великобритании
Vocabulary dear, a дорогой (зд. о цене) since, conj так как greasy, a сальный, засаленный, жирный cloister, n часть монастыря, представляющая из себя в архитектурном плане крытую аркаду, галерею industriously, adv старательно, усердно shield, n щит (зд . геральд ., щит герба) cloth, n ткань, материя, сукно merchant, n купец, торговец vice, n порок seek (sought, sought), v искать, пытаться найти weary, a усталый, утомленный steadfast, a твердый, крепкий shop, n зд. мастерская (to set up shop - начать дело, открыть предприятие)
Exercise 2 Record the 6th paragraph of the text beginning with the words “Caxton tells us himself ...” and ending with the words “...his shop in Westminster”. The tape with the recording should be presented at the tutorial session.
Exercise 3 Answer the questions about the text (in written form).
1. Why were books so dear four hundred years ago? ____________________________________________________________________________________________________________________________ 2. Was it allowed to eat fruit or cheese while reading books? ____________________________________________________________________________________________________________________________ 3. Who would you have found if you had taken a walk along the northern cloister of almost any monastery? __________________________________________________________________________________________________________________________________________________________________________________________ 4. What was the name of the person who first introduced printing into England? ____________________________________________________________________________________________________________________________ 5. How were houses distinguished from one another in the days of William Caxton? __________________________________________________________________________________________________________________________________________________________________________________________ 6. When did Caxton seek a good occupation? ____________________________________________________________________________________________________________________________ 7. Why did his hand grow “weary and not steadfast”? ____________________________________________________________________________________________________________________________ 8. When did William Caxton set up his shop in Westminster? ____________________________________________________________________________________________________________________________ Exercise 4 Ask 4-5 questions about the text (in written form). __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise 5 Say, what the text is about. Comment on the content of the text (orally). Your interpretation of the text should be presented in oral form at the tutorial session.
Exercise 6 From the text, select those facts and ideas concerning the rules everyone had to observe four hundred years ago when reading books (in written form). __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise 7 Compress the text to 5-6-sentences (in written form). ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise 8 Review the Grammar material “The Subjunctive Mood: Sentences of Unreal Condition”. Use any Grammar source you like. The main patterns of conditional sentences in the Subjunctive Mood are those presented in the chart. Study the patterns. Make sure you know all of them.
Exercise 9 Put the verbs in brackets into the correct form. Write down the correct variant in the space opposite the original sentence.
Exercise 10 Translate the sentences from Russian into English. Write down your translation in the space opposite the original sentence.
TUTOR’S REMARKS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
UNIT X. THE THEATRE
Exercise 1 Read the text. Translate it (orally). Make use of the Notes and the Vocabulary.
So you are in London for the evening, and you’ve got nothing to do? Then it is high time you went to the theatre. Your only problem will be choosing from the huge number of plays. Just look in the newspaper. There are more than sixty plays going on in London all the time. Some of them are serious: the Royal Shakespeare Company might be doing Julius Caesar, for example. Some of them are funny and have been making Londoners cry with laughter for years. Some plays only last a night or two, and some, like the popular musical Cats, seem to go on for ever. The British theatre is among the best in the world. About three hundred theatres up and down the country open their doors every night. There are more working actors in Britain than in any other country of its size in the world. And more new plays are being written and produced. Why is the British theatre so full of life? One reason must be its long tradition. Even before Shakespeare was writing in the sixteenth century, there were several theatres in London. Another reason is that British theatre has an unusually large audience. It is not only for intellectual people. Everyone goes, especially to the musicals, and to the popular Christmas “pantomimes” (traditional plays based on fairy stories). Perhaps another reason for the success of British theatre is the great freedom it enjoys. There is no central “school” which says which kind of play must be shown, or which style the actors must use. New ideas are quickly put into action. New ways of doing things are often tried out. Actors and directors can get to the top surprisingly young - if they have the talent. Of course, many British theatres are not really successful. I wish they did not go from one problem to the next, only just managing to stay alive. Money is always a difficulty. Only fifty out of three hundred theatres get money from the government, although it is of vital importance that all the theatres should receive funds from the state. Actors have problems too. I wish they did not spend most of their time out of work, “resting” as they call it. But somehow, the theatres stay open. The actors do their best, working long hours for little money, trying, as Shakespeare wrote in Hamlet, ‘to hold the mirror up to nature”.
Notes the Royal Shakespeare Company - труппа Королевского Шекспировского театра
Vocabulary up and down the country по всей стране enjoy, v зд. пользоваться (свободой) funds, n pl. зд. деньги, денежные средства, финансирование
Exercise 2 Record the 2nd, the 3rd, and the 4th paragraphs of the text beginning with the words “The British theatre is among ...” and ending with the words “... if they have the talent”. The tape with the recording should be presented at the tutorial session. Exercise 3 Answer the questions about the text (in written form).
1. What would your only problem be if you were in London for the evening and you wanted to go to the theatre? __________________________________________________________________________________________________________________________________________________________________________________________
2. How many theatres are there in Great Britain? ____________________________________________________________________________________________________________________________ 3. Why does the British theatre have an unusually large audience? __________________________________________________________________________________________________________________________________________________________________________________________ 4. On what condition can actors and directors get to the top surprisingly young? __________________________________________________________________________________________________________________________________________________________________________________________ 5. Do British theatres have any problems? __________________________________________________________________________________________________________________________________________________________________________________________ 6. How do British theatres manage to stay open? ____________________________________________________________________________________________________________________________
Exercise 4 Ask 4-5 questions about the text (in written form). ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise 5 Say, what the text is about. Comment on the content of the text (orally). Your interpretation of the text should be presented in oral form at the tutorial session.
Exercise 6 From the text, select those facts and ideas concerning the nature of the plays that go on in London (in written form). ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise 7 Compress the text to 5-6-sentences (in written form). ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise 8 Review the Grammar material “The Subjunctive Mood: Making a Wish”. Use any Grammar source you like. The main patterns of the Subjunctive Mood when making a wish are those presented in the chart. Study the patterns. Make sure you know all of them.
Exercise 9 Put the verbs in brackets into the correct form. Write down the correct variant in the space opposite the original sentence.
Exercise 10 Review the Grammar material “The Subjunctive Mood: Attributive Clauses”. Use any Grammar source you like. The main patterns of the Subjunctive Mood in attributive clauses modifying the noun time are those presented in the chart. Study the patterns. Make sure you know all of them.
Exercise 11 Put the verbs in brackets into the correct form. Write down the correct variant in the space opposite the original sentence.
Exercise 12 Review the Grammar material “The Subjunctive Mood: Subject Clauses ”. Use any Grammar source you like. The main patterns of the Subjunctive Mood in subject clauses (when a principal clause is of the type It is (was) important, It is (was) necessary, It is (was) obligatory, etc.) are those presented in the chart. Study the patterns. Make sure you know all of them.
Exercise 13 Put the verbs in brackets into the correct form. Write down the correct variant in the space opposite the original sentence.
Exercise 14 Review the Grammar material “The Subjunctive Mood: Denoting Advice, Desire, Order, Suggestion, etc. ”. Use any Grammar source you like. The main patterns of the Subjunctive Mood in such situations are those presented in the chart. Study the patterns. Make sure you know all of them.
Exercise 15 Put the verbs in brackets into the correct form. Write down the correct variant in the space opposite the original sentence.
Exercise 16 Translate the sentences from Russian into English. Write down your translation in the space opposite the original sentence.
TUTOR’S REMARKS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
UNIT XI. STONEHENGE
Exercise 1.
Read the text. Translate it (orally). Make use of the Notes and the Vocabulary. No ancient monument, except perhaps the Great Pyramid of Egypt, has been the subject of as much speculation as England's Stonehenge. It is such an amazing structure that people come from all over the world to see it. In the early 1300s British historians began writing down everything they could learn about their land and people. Of course they included the curious collection of big stones located on the plain near the town of Salisbury. Even in the twelfth century Stonehenge was already so old that information about it was vague. There is even doubt about the meaning of its name. One early historian said Stonehenge meant «hanging stones» because they seem to hang in the air. He referred to the horizontal stones placed on top of the vertical ones. There are many theories about Stonehenge but everything is doubtful; nothing is sure. One writer has said, «We don't know how it was built nor why and we probably never will know». There were three phases in the construction of the monument. Archaeologists refer to them as Stonehenge I, II and III. All dates are approximate. The first Stonehenge was constructed over a period of 700 years, beginning about 2800 BC and finishing about 2100 BC. During that time the following parts were created: a circular ditch, 300 feet in diameter; a six-foot-high bank; the «Heel Stone», a big block of stone just outside the ditch; the «Aubrey Holes», 56 sacred holes in the earth named after John Aubrey, who discovered them in the seventeenth century. It is believed that people of the New Stone Age were responsible for creating this initial phase. Stonehenge II was worked on between 2100 BC and 2000 BC. It consisted of: a double circle of 82 bluestones, brought from the Prescelly Hills in Wales, 215 miles away - probably on rafts down the rivers (the wheel was not yet known); a wide entrance way to the monument, now called «the Avenue»; the Нееl Stone ditch. The Beaker people (called so because of a type of pottery they made) worked on the second phase. This was towards the end of the New Stone Age. The third Stonehenge was the work of people of the Wessex Culture of the Early Bronze Age, some time between 2000 BC and 1100 BC. At that time 60 sarsen stones were put up in a circle. The meaning of sarsen is not known. These sandstone blocks were brought from an area twenty miles away: they were so heavy that they had to be transported by sledge. The circle of vertical sarsens with a horizontal stone on top, is what people refer to as «the true Stonehenge». (to be continued) Notes BC (before Christ) – до нашей эры the New Stone Age – Новый каменный век the Beaker people – народ, перебравшийся в Великобританию из Центральной Европы в начале бронзового века; назван так по имени изготовляемых населением керамических изделий the Early Bronze Age – начало бронзового века sarsen – валун песчаника (в меловых дюнах) bluestones – витриол, природный камень, в состав которого входит медный купорoс
Vocabulary vague, a – смутный, неопределенный doubtful, a – сомнительный approximate, a – приблизительный circular, a – круглый ditch, n – ров sacred , a – священный hole, n – отверстие, дыра raft, n – плот pottery, n – керамика (гончарное дело) sledge , n – сани (тележка) responsible (for) – ответственный (за) consist (of) – состоять (из) refer (to) – относиться (к) Exercise 2 Record the 1st and the 2d paragraphs of the text. The tape with the recording should be presented at the tutorial session.
Exercise 3 Answer the questions about the text (in written form). 1. How much of the information available on Stonehenge is reliable? ______________________________________________________________________________________________________________________________________________________________________________
2. When did British history begin to be recorded? ______________________________________________________________________________________________________________________________________________________________________________
3. Where is Stonehenge situated? ____________________________________________________________________________________________________________________
4. What does the name “Stonehenge” mean? ______________________________________________________________________________________________________________________________________________________________________________
5. How did the bluestones get from Wales to Salisbury Plain? ______________________________________________________________________________________________________________________________________________________________________________
6. How many phases in the construction of the monument do you know? ____________________________________________________________________________________________________________________
7. What was built during the 1st stage? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise 4 Ask 4-5 questions about the text (in written form). ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise 5 Say, what the text is about. Comment on the content of the text (orally). Your interpretation of the text should be presented in oral form at the tutorial session.
Exercise 6 From the text, select those facts and ideas concerning the phases of the construction of the monument, the meaning of the name Stonehenge, different theories on the reason of its construction, people taking part in it (in written form). ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise 7 Compress the text to 5-6 sentences (in written form). __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise 8 Review the grammar material “The Gerund”. Use any grammar source you like. Remember the forms of the Gerund.
Exercise 9 Study the verbs after which the Gerund is usually used. Translate them into Russian. Write down your translation in the space opposite each verb.
Exercise 10. The main patterns of the Gerund are those presented in the chart. Study the patterns. Make sure you know all of them.
Exercise 11 Put the verbs in brackets into the form of the Gerund, following the examples. Write down the correct variant in the space opposite the original sentence.
Exercise 12 Study the word combinations, after which the Gerund is usually used. Translate them into Russian. Write down your translation in the space opposite each combination.
Exercise 13 The main patterns of the Gerund are those presented in the chart. Study the patterns. Make sure you know all of them.
Exercise 14 Put the verbs in brackets into the form of the Gerund. Write down the correct variant in the space opposite the original sentence.
Exercise 15 Study the verbs with prepositions and phrasal verbs, after which the gerund is usually used. Translate them into Russian. Write down your translation in the space opposite each verb.
Exercise 16 The main patterns of the Gerund are those presented in the chart. Study the patterns. Make sure you know all of them.
Exercise 17 Put the verbs in brackets into the required form of the Gerund, following the examples. Write down the correct variant in the space opposite the original sentence.
Exercise 18 Study the combinations of nouns with prepositions, after which the Gerund is usually used. Translate them into Russian. Write down your translation in the space opposite each combination.
Exercise 19 The main patterns of the Gerund are those presented in the chart. Study the patterns. Make sure you know all of them.
Exercise 20 Put the verbs in brackets into the form of the Gerund, following the examples. Write down the correct variant in the space opposite the original sentence.
Exercise 21 Study the following prepositions, after which the Gerund is usually used. Translate them into Russian. Write down your translation in the space opposite each preposition.
Exercise 22 The main patterns of the Gerund are those presented in the chart. Study the patterns. Make sure you know all of them.
Exercise 23 Put the verbs in brackets into the form of the Gerund, following the examples. Write down the correct variant in the space opposite the original sentence.
Exercise 24 Translate the sentences from Russian into English. Write down your translation in the space opposite the original sentence.
TUTOR’S REMARKS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Unit XII. Stonehenge
(continued) Exercise 1 Read the text. Translate it (orally). Make use of the Notes and the Vocabulary.
One of the many mysteries of Stonehenge is the fact that not one of the three phases was ever completed. As a matter of fact, the Beaker people undid part of the construction done by the workers of Stonehenge I. The same was true of the Wessex people, who used some of the bluestones put up by the Beaker people for their own purposes. The monument was under construction for nearly 2000 years. What caused these primitive people to devote so much time and energy to this astounding project that they had little time for anything else? Some archaeologists say one thing and others insist on something quite different. Everyone agrees on one point, however: Stonehenge was a kind of temple. One belief is that this circle of stones on Salisbury Plain was a cemetery for important leaders. Human bones have been found in the Aubrey Holes, which seem to have been sacred. Another belief is that Stonehenge was a centre of religious worship, possibly that of the Druids, who used it for their rituals. This has been a popular theory for many years, although the Druids usually worshipped in forests, not on the open plains. In the late eighteenth century observers noted that a person standing in the centre of Stonehenge at sunrise on 21 June, the summer solstice, and looking down the Avenue would see the sun rise above the Heel Stone, one of the oldest stones in the monument. In 1901 a British astronomer, Sir Norman Lockyer, made such a complete study of this theory that he convinced many people that the monument was actually a calendar-computer. Others have made further studies, continuing this approach. In 1963 another astronomer, Gerald Hawkins, stated that each significant stone in the monument lined up with at least one other stone to point to some position of the sun or moon. It seems so possible that this was an accurate method of determining the length of the year that today it is the most popular theory of all. In an agricultural society this was extremely useful information to have. Also, Stonehenge may have been used to calculate the cycle of eclipses. This would be important to the religious leaders; the ability to predict such an event as an eclipse of the sun gave them great power over their people. Today many people feel that Gerald Hawkins may have discovered the real purpose of Stonehenge. Not all archaeologists accept the Hawkins theory, however. They insist it is only a coincidence that what happens at sunrise on 21 June turns the monument into a huge calendar-computer. Perhaps one day the real truth will be known. Until then the words of the English writer, Samuel Pepys, who visited Stonehenge in the seventeenth century, persist: «Only God knows what the stones' use was”.
Notes the Wessex people – люди, населявшие Уэссекс (королевство, сложившееся в ходе англосаксонского завоевания Британии в 6 в.) the Druids – друиды, жрецы у древних кельтов the summer solstice – летнее солнцестояние eclipse – затмение in the early 1300s – в начале XIV в.
Vocabulary devote, v – посвящать insist, v – настаивать cemetery, n – кладбище religious, a – религиозные worship, n – молитвы, поклонение approach, n – подход predict , v – предсказать coincidence, n – совпадение as a matter of fact – между прочим agree on one point – cходиться в одном method of determining – метод определения accept the theory – признать теорию give power over other people – давать власть над другими людьми Exercise 2 Record the 2d, 3d and 4th paragraphs of the text. The tape with the recording should be presented at the tutorial session.
Exercise 3 Answer the questions about the text (in written form). 1) What fact is considered to be one of the many mysteries of Stonehenge? ______________________________________________________________________________________________________________________________________________________________________________
2) How long was the monument under construction? __________________________________________________________ ____________________________________________________________________________________________________________________
3) What are the beliefs concerning the construction of Stonehenge? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4) What do all authorities agree about Stonehenge? __________________________________________________________ ____________________________________________________________________________________________________________________
5) What was discovered once on 21 June? ______________________________________________________________________________________________________________________________________________________________________________ 6) Who may have discovered the real purpose of Stonehenge? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7) What could the real purpose of Stonehenge be? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise 4 Ask 4-5 questions about the text (in written form). ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise 5 Say, what the text is about. Comment on the content of the text (orally). Your interpretation of the text should be presented at the tutorial session. Exercise 6 From the text, select those facts and ideas concerning the phases of the construction of the monument, the meaning of the name Stonehenge, different theories on the reason of it’s construction, people taking part in it (in written form). ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise 7 Compress the text to 5-6 sentences (in written form). __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise 8 |
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