6. Vocabulary

Unit 1

inhabitant - житель to breed - разводить животных

peninsula - полуостров to conquer - завоевывать

ancestor - предок to surround - окружать

settlement - поселение to shape - формировать

fortress - крепость to affect - влиять

tribe - племя to complicate - усложнять

corn - зерновые культуры to subdue - подчинять

mainland - материк to rule - править

forefather - прародитель to calculate - считать

temple - храм to spread - распространять

purpose - цель to hold - держать

precise - точный

ancient - древний

warlike - воинственный

giant - гигантский

gradual - постепенный

spectacular - захватывающий, зрелищный

Unit 2

warrior - воин to damage - повреждать

revolt - восстание to resist - сопротивлятьсяc

crops - урожай to derive - происходить

reign - царствование to capture - захватывать

tribute - дань to occupy - занимать территорию

border - граница to originate - происходить (от )

raider - участник набега to fight - драться, сражаться

emperor - император to protect - защищать

wheat - пшеница to administer - управлять

countryside - сельская местность to introduce - вводить

drainage - осушение to withdraw - отводить (войска)

site - местоположение to pave - мостить

crafts - ремесла to fourish - процветать

law court - суд to deserve - заслуживать

barbarians - дикие племена to contain - содержать

troop - войско to hang over - нависнуть над…

innovation - новшество to challenge - противостоять

headquarters - органы управления to part - расставаться

legal - правовой

effective - эффективный

hostile - враждебный

severe - жестокий

obvious - очевидный

straight - прямой

remarkable - выдающийся, замечательный

principle - основной, главный

Unit 3

faith - вероисповедание to escape - спасаться бегством

throne - трон to split - раскалывать

authority - власть to convert - обращать в другую веру

row - ряд to secure - гарантировать

prosecution - преследован to crown - короновать

matter - дело to claim - предъявлять права

approval - одобрение to worship - поклоняться (к.-то богу)

seeds - семена to vanish - исчезать

justice - правосудие to compete - соперничать

supremacy - верховенство, to succeed - наследовать престол

господство to gain - получать, добиваться

rival - соперник to make war - воевать

monk - монах to manage - добиться

kingdom - королевство to support - поддерживать

chief - лидер, глава to establish - учреждать

slave - раб to divide - разделять

institution - учреждение to collect - собирать

advice - совет to remain - оставлять

support - поддержка to strengthen - укреплять

monarch - монарх to increase - увеличивать

shire - графство to suggest - предполагать

Archbishop - Архиепископ to choose - выбирать

Pagan - языческий

Savage - дикий

Local - местный

Dependent - зависимый

Respectful - уважаемый

Common - общий

Unit 4

exile - ссылка to fortify - укреплять

scholar - ученый to sign - подписывать

piety - благочестие to plunder - расхищать

clergy - духовенство to erect - водружать, сооружать

raid - набег to get down to - приступать к…

achievement - достижение to dedicate - посвящать

enemy - враг to threaten - угрожать

vessel - судно to land - высаживаться на берег

mouth - зд. русло to make raids - совершать набеги

shore - берег to defend - защищать

jewellery - драгоценности to burn - сжигать

cattle - скот to win - завоевывать, побеждать

destruction - разрушение to defeat - наносить поражение

treaty - договор to invite - приглашать

Danelaw - Область Датского to base on… - основывать на …

Права to accept - принимать

fleet - флот to devote - посвящать

nobles - аристократия to call upon - призывать

court school - придворные школы to oppose - противостоять

record - запись to rob - грабить

event - событие to contribute - способствовать

the Bible - Библия to save - спасти

affairs - дела to trust - доверять

worthy - достойный significant - важный, значимый

literate - грамотный weak - слабый

prominent - выдающийся light – moving - маневренные

Module 2 The Medieval England ( 1066 - 1455 )

Unit 1 The Norman Conquest

Leading in

Ex. 1 * Before listening try to match the words in the columns in Table 1

Table 1

1. Be aware	А) платить дань
2. Saddle	Б) казна
3 Trial	В) осознавать
4. Innocent	г) свидетельские показания
5. Guilty	Д) невиновный
6. Retain	Е) суд присяжных
7. State offices	Ж) седло
8. Serf	з) обвинять
9. Pay due	И) виновный
10. Treasury	К) правовые вопросы
11. Accuse	Л) судебное разбирательство
12. Jury	М) сохранять, оставить
13. Evidence	О) гос. Должности
14. Points of law	П) зависимый крестьянин
15. Loyalty	Р) преданность
16. Weaver	С) взамен
17. In return for …	Т) ткач

☻☻

Discuss with your partner what words happened to be unknown

for you. Mark them. Try to guess their meaning while working on

the topic.

§ Text

* Now listen to the first part of the text and then fill in the

missing words in the following sentences

1. They were rude and fierce people but soon they ------ with the local --------.

2. Some accounts ------ that he had promised the English crown to his ------- after his -----

3. He ------ a great army and sailed across the -------.

4. Harold’s army met the Normans on the English ------- and gave a decisive ------- at Hastings.

5. It was a bloodest battle – al l ------ and king himself were ------- .

6. That brought ------- to William and he started the ------- of England.

7. He ------- to ------- without any ------- .

8. They were aware that no ------- could ------- him .

9. He got the name ‘ ------ ‘ .

10.Having ------ to London he found the gates of the city open.

1. The Normans, or Northmen, were the descendants of the Vikings who had settled in northern part of France. They were fierce and rude people but soon they assimilated with the local population. William of Normandy was a relation to Edward - the - Confessor. Some accounts state that he had promised the English Crown to his nephew after his death. That’s why William was infurious when the news about Godwin’s succession reached France.

He gathered a great army and sailed across the Channel. In October, 1066, Harold’s army met the Normans on the English coast and gave a decisive battle at Hastings. The English soldiers fought bravely. It was a bloodest battle – all knights and king Harold himself were killed. That brought victory to William, and he started the invasion of England. He got the name ‘the Conqueror’. As the army was defeated there were no serious difficulties for William to capture the land. He marched to London without any resistance. Having approached to London, he found the gates of the city open. William saw Saxon bishops and nobles meet him -- they were aware that no force could stop the conqueror.

☻☻ * Listen to the second part and from the words in the box pick up those

which you met. Try to restore the sentences with these words.

battle, duke, crossed, landlord, serfs, ordered, central, strong, bank, stone, ensemble, service, military, capital, complete, accept, authority, controlled, resistance, uprising, taxation, recognize, subdued, smashed, level, princes, state offices, encouraged, vassal, slaves, masters

2. Soon a Norman duke was crowned King of England. To protect himself from Saxons the new king ordered to build a strong tower on the left bank of the Thames. He wanted the tower to be built of white stone. Now it is called the White Tower. Later other buildings were added and the whole ensemble was surrounded by a wall to complete a strong fortress. William-the-Conqueror became a full landlord of England for a long time. He also controlled most of Wales despite uprisings by the Welsh princes, and suppressed the rebels in the north. He wanted the Scottish king to recognize him as his overlord but he failed to. Nearly all Saxon aristocracy was smashed, their lands were given to Norman barons. All state offices were taken by the new masters of the land.

* Listen to part 3. Present in the diagram the idea of feudalism and the order of interdependence of the social strata. What would you add to the scheme?

3. The Normans introduced a new social system - feudalism which had already begun in Europe. The central idea of feudalism ( comes from the Norman word ‘feu ‘, which the Normans used to refer to land in return for duty or service to a lord) was that all land was owned by the king. The king gave large estates to the main nobles in return for a promise to serve him in war. The greater nobles gave part of their lands to lesser nobles, called knights who had to pay for the land by doing military service. The nobles kept serfs to work on their

lands. They were not free to leave the estate and often were little better than slaves. Thus, on each level a man had to promise loyalty and service to his lord. On the other hand, each lord had responsibilities to his vassals. He had to give them land and protection.

* Continue listening to Part 4 and take notes which will enable you to answer the following questions. Read them before listening.

1. Who got the state offices after the Normans’ conquering Britain?

2. Why did William the Conqueror retain Saxon lords in their estates ?

3. How did the new master of England rule the country ?

4) Where were the kings crowned?

5) What was the financial capital of the kingdom at that time?

4. William organized a strong central government in which Normans held positions of power. He retained some Anglo-Saxon sheriffs as his representatives in the shires. William wanted them to keep order and law and collect taxes. The nobles paid dues to the king. The knights paid dues to their lord and fought with him in the king’s army. William-the-Conqueror governed the country traveling from place to place to make sure that his authority was accepted. The king’s household was the government, and it was always on move. There was no real capital as there is today. Kings were crowned in Westminster, but the treasury stayed in the old Wessex capital, Winchester. As England was ruling half of France as well, they could not longer travel everywhere themselves. Instead, they sent nobles and knights to act as sheriffs. This system needed people who could administer taxation, justice and carry out king’s instructions. However administration was in Westminster, the real capital of England was in the king’s saddle.

* Continue listening to Part 5. Then mark a wrong

statement in each group

5. The Norman invasion affected the language greatly -- the new masters of Britain didn’t know the Anglo-Saxon language and didn’t want to learn it either. The locals heard them speak the unknown language and hated the new rulers. Norman-French became the official language of the court, law, government, administration, education, science. Common people spoke Anglo-Saxon. For more than 300 years there were two peoples who hated each other and spoke different languages. The Norman kings made London their residence. The geographical situation of London made it develop as a significant trade centre of England . That’s why the London dialect ( a blend of Norman-French and Anglo-Saxon ) concentrated the common features of all other dialects. It was the London dialect that was understood throughout the country and that later became the national language.

A.

1. The Normans had no intention to learn the Anglo-Saxon language.

2. The new masters of the kingdom didn’t understand the local’s language.

3. The Normans did everything to learn Anglo – Saxon.

4. When the Normans came they found out that the natives knew no Norman -

- French word.

B.

1. The natives easily got familiar with the language the Normans spoke.

2. It took the English language nearly 300 years to be become the national language.

3. The society was split into two language groups for some centuries.

4. Anglo-Saxon was spoken by the low walks of life.

C.

1. Norman-French was the language of the new rulers.

2. The language of the invaders was superior to that of the British.

3. Merchants, peasants, craftsmen didn’t use Norman-French as they didn’t hold

state offices.

4. Norman-French happened to win Anglo – Saxon

D.

1. London was a centre of trade, cultural and political life of the country.

2. The London dialect absorbed the features of other dialects.

3. The language that won in the course of the history was a mixture of Anglo-Saxon

and Norman - French.

4. The English language has a lot of French words by chance.

* Listen to the last passage and make a good continuation of the

following sentences

1. In the twelve century trial by -----------------------------------.

2. It was soon obvious that ----------------------------------------- .

3. Norman kings allowed an accused man ---------------------- .

4. The work of these people gradually changed from --------.

5. They were ordinary people --------------------------------------.

6. The Norman kings improved the system of justice. From Saxon times difficult cases when it was not clear if a man was innocent or guilty were decided by testing in battle against a skilled fighter. The new rulers introduced the idea that all crimes were no longer a family matter but a king’s duty - to punish or to excuse. King appointed judges who traveled from place to place to administer justice. ( These circulating judges still exist today ). They applied the same law everywhere. Such law was known as ‘ common law ‘. In Europe legal practice was based on the Civil Law of the Roman Empire and the Cannon Law of the Church. Thus, it was an entirely different system based on customs, comparison, previous cases and decisions. In the 12^th century trial by jury came into practice. Norman kings allowed an accused man to claim for “trial by jury”. The man could choose 12 good and true men , who would help him prove that he was not guilty. Slowly, the work of these people changed from giving evidence to judging the evidence of others. Juries had no training in the law. They were ordinary people using ordinary common sense. It was soon obvious, that they needed guidance. As a result, law schools grew up, producing lawyers who could advise juries about the points of law.

5. England had always been famous for its wool and in Anglo-Saxon times much of it had been exported. In order to improve the manufacture of woolen cloth, William-the-Conqueror encouraged Flemish weavers and other skilled workers from Normandy to settle in England. They helped to establish new towns : Newcastle, Boston, Hull, Lynn and most other England’s towns were built by 1250.

Comprehention

Ex. 1 * Insert the appropriate words :

1. * Edward-the -Confessor ------- the English Crown to his nephew .

a. presented c. promised

b. offered d. gave

2. * The idea of building the Tower was to protect London from ---------

a. the Vikings c. the Danes

b. the Romans d. the Anglo - Saxons

3. * Nearly all English aristocracy were ------------ .

a. smashed c. surprised

b. awarded d. welcomed

4. * William - the - Conqueror became ---------- of England for ever .

a. a full landlord c. a bishop

b. a vassal d. a duke

5. * The new social system meant that all lands were owned by----------- . a. a king c. a serf

b. a duke d. bourgeoise

6. * William of Normandy ----------- in conquering England without

serious difficulties .

a. managed c. tried

b. was weak d. succeeded

7. * From Saxon times difficult cases were decided by --------

a. a king c. testing in battle against a skilled fighter

b. a bishop d. a community

Word Study

Ex. 2 * Match the strata with their definition

1. Had to work on lands and didn’t a. knights

have the right to leave their master.

2. Had a superb power being a full b. serfs

owner of the land.

3. Had a part of the land, paid dues c. barons

to their lords and did military

service.

4. Had to keep promise to support d. king

king for having large estates.

Ex. 3 * Find in each line a common word

bishop monk priest clergy Pope

form construct erect build restore

capture take conquer invade occupy

outstanding great prominent significant

division estate shire county dutchy

duke earl baron noble lord

succeed inheriate take over

part segment element constituency bit

Ex. 4 * Pick up pairs of synonyms from the list of the words. Write

them down.

Example: Reasons - grounds

reasons , natives , to establish , foreign , desire , plan , importance , popularity , grounds , tradesmen , to name , free , merchants , gradually , to stop, to have a good command , wish , locals , idea , to come back , independent , fame , to realise , to call, to introduce , significance , to return , to be aware , international , step by step, to master , to come to an end.

Ex. 5 * Match the words in the columns

1. * без сопротивления a. in king ‘s army

2. * простые люди b. on each level

3. * кровавая битва c. without resistance

4 * военная служба d. the accounts state

5 * полный владелец Англии e. spoke different languages

6 * источники утверждают f. to collect taxes

7 * в армии короля g. a full landlord of England

8 * значительно повлияло на язык h. military service

9 * собирать налоги i. bloody battle

10 * говорили на разных языках j. affected the language greatly

* на каждом уровне k. common people

1	2	3	4	5	6	7	8	9	10	11

Ex. 6 * Insert correct prepositions

Of on to in by for at without with

1) In times …. Normans trial …. jury came …. practice.

2) The king’s household was always …. move.

3) … more than 300 years there were two peoples who spoke ….different languages.

4). The knights paid dues …. their lord and fought …. him …. a king’s army.

5) The king gave large estates …. the nobles …. return … their service … the king’s

army.

6) Harold’s army met the Normans … the English coast and gave a decisive battle

… Hastings …. 1066.

7) William marched …. London …. any resistance.

8) He controlled most …. Wales and made raids …. Scotland.

9) Soon the new-comers assimilated ….. the local population.

10) …. the other hand, each lord had responsibilities …. his vassals.

* Make sure you don’t confuse the difference between the words:

Learn

Find out

Know

‘ Learn ‘ - учить ( что-либо ), научиться ( чему-либо )

* * to learn grammar; to learn a poem by heart; to learn to resist; to learn to put

questions

- узнавать ( что-либо )

* * to learn all about it; to learn responsibility

‘ Find out ‘ - разузнать, выяснить; понять, раскрыть

* * to find out the truth; to find out a real desire

‘ Know ‘ - знать о чем- либо, иметь определенные знания

* * to know languages; to know all about the working conditions

- узнавать, отличать

* * to know what is what; to know one from another

Ex. 7 * Translate and choose between - find out, - learn, - know

1. Герцог Нормандский пришел в ярость, когда узнал, что Годвин был избран

королем Англии.

2. Bсем известно, что битва при Гастингсе сыграла решающую роль в

дальнейшей судьбе Англии.

3. Он посылал рыцарей и баронов в разные части королевства, чтобы выяснить,

живут ли там по новым законам.

4. Новые хозяева не знали Англо-Саксонского языка и не хотели изучать его.

5. Когда в Лондоне узнали об уничтожении английской армии, люди решили оставить

лондонские ворота открытыми.

6. Чтобы выяснить, виновен или не виновен человек, его подвергали испытанию через

поединок с искусным рыцарем.

7. Скандинавские рейдеры грабили церкви и монастыри, так как знали, что эти

объекты не были защищены.

8. Когда датчане узнали о смерти Эдуарда Исповедника, они вновь начали

претендовать на английский престол.

9. Не трудно понять, почему римляне строили мощеные дороги.

10. Чтобы найти причину существования диалектов в Британии, нужно изучить

историю страны.

GRAMMAR

Complex Object

* That’s why, thus, though, on the other hand, instead, however,

despite

Speaking

* Answer the detailed questions and your reproduction will be

complete

1. Where did the Normans historically originate from ?

2. Did Duke of Normandy have any relation to Edward the Confessor ?

3. Why did the idea of conquering England come to his mind ?

4. What historic event took place in 1066 ?

5. Why did William march to London and see no resistance ?

6. Why did he build a strong fortress on the left bank of the Thames ?

7. What measures did he undertake in Wales and Scotland ?

8. What happened to the Saxon aristocracy ?

9. What was the central idea of the new social system ?

10. How was England administered ?

11. What was the government of England ?

12. Why were they always on move ?

13. Why did a lot of new towns appear by the middle of the 13^th century ?

14. Where was Norman - French used ?

15. Why did the London dialect become the base of the national language ?

16. How had the people considered crimes before the Normans’ times ?

17. What innovation in the system of justice did the Normans introduce ?

18. What did ‘ trial by jury ‘ mean ?

19. How did the function of jury change in the course of times ?

20. What evoked the necessity to have trained specialists on law points ?

* Comment on the following sentences and develop them into a situation

1. The real capital of England was in the king’s saddle.

2. In the 12^th century trial by jury came into practice.

3. The London dialect became the language of the nation.

4. A lot of Flemish weavers settled in Britain.

5. Feudalism means holding land in return for duty or service to a lord.

Writing

what you have learnt about :

-- the feudal system, -- the languages the people spoke in different walks of life.

-- the relationship of Edward -the -Confessor and William, Duke of Normandy

In leisure for pleasure

* Can you find some 68 words in the horizontal and vertical lines ?

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Unit 2 The Plantagenets .

Leading in

* Learn the pronounciation of the proper nouns

Palestine [ pales̀tain ] Pyrenees [ pirə̀ni:z

Renaissance [ rə̀neisəns ] Anjou [ ̀ǽndju: ]

Muslim [ ̀muzlim ] Jerusalim [ djèrusələm ]

Simon de Montfort [ ̀saimən də moǹfo: r ]

* Find the meaning of the words through the descriptions, antonyms

and synonyms. Memorize the words. Make up your sentences.

statute -- a written law passed by a law - making body.

gentry -- a class of society who possessed lands and were lower in the social

ladder than the nobles; opposing to peasants.

subjects -- ( here), members of the nation, except a sovereign.

to delay -- to put off until later; syn. to ‘ postpone ‘

to levy -- to collect taxes by authority; syn. to ‘ impose ‘

to undertake -- to start work or to get down to work, making first steps

* Read the text and divide it into logical parts.

After William’s death three more Norman kings ruled England. William controlled two large areas: Normandy and England. His grand-daughter, Matilda, married to a French court of Anjou, Jeffrey Plantagenet. In 1154 her son Henry of Anjou became king Henry 2 of England who started a new dynasty -- the Plantagenets. He was the ruler of far more land than any previous king. Being lord of Anjou he added his father’s lands to the family empire. After his marriage to Eleonar of Acquitain, one of the most beautiful women in Europe and a divorced queen of France, he also ruled the lands of Acquitain, south of Anjou. Thus, Henry’s empire stretched from Scotland to the Pyrenees. He was much more powerful than French king. Possessing large territories on both sides of the English Channel was the privilege of many English barons. Henry had little difficulty in defeating the Irish kings and tribes. He forced the Irish chiefs to accept his lordship though much of western Ireland remained hostile. Henry 2^nd made Dublin, the old Viking town, the capital of his new colony. But there was no peace in his family. Henry constantly quarrelled with his wife and two sons – Richard and Jhon - about their duty to the king of France, who was their feudal overlord. In the long run, Henry died a broken man, disappointed and defeated by his sons. The son who succeeded the Crown deserves mentioning. He has always been one of England’s most popular kings, although he spent some six years in the kingdom. He was a well educated man; knew Latin and sciences; was a brilliant talker, a big lover of music and poetry; a man of excellent manners and courage, cruel to his enemies and kind to his friends. He spent most of his time in crusades in Palestine leaving England without his governing. Crusades are known as a series of military expeditions undertaken by Christian European powers. The idea was to recapture the Holy Land, as Palestine was called, from Muslim Turks. On his way back home Richard was captured by the duke of Austria, with whom he had quarrelled in Jerusalem. The duke demanded big money for him. Collecting the due sum was hard and it took two years for England to pay 23 kl. of gold for his freedom. The most romantic hero of the Middle Ages, was killed in one of the battles in France, and the English throne was passed to his brother John. King John was unpopular mainly because he was greedy raising taxes on all possible cases. Besides in 1204 the French king invaded Normandy and the English nobles lost their lands there. John failed to carry out his duty to his vassals as duke of Normandy – he had taken the money but had not protected their lands. constantly in need of money. Waging the war with France was a constant trouble and burdon for him as the French nobles as well as the king wanted to win back these lands. The struggle for power between the king and the barons, heavy taxes imposed on the English clergy and landowners, led to an open rebellion of the barons in 1215. For the first time the nobles acted not like vassals. They wrote a document and called it Magna Carta or the Great Charter, which established the rights of the barons and protected them from taxation. That was not a “feudal” thing to do. For the first time in the history of England certain rights and liberties of people were officially stated, which the monarch had to respect. According to the document, the king was only to levy taxes within certain limits on certain occasions. It allowed no freeman to be imprisoned, deprived of his property, outlawed or exiled. Merchants got permission to travel freely and do business. The king couldn’t sell, refuse or delay right and justice to any of his subjects. When the king went to war, he had the right to forty days’ fighting service for him from each of the lords. But forty days were not long enough for making a war in France. The nobles refused fighting for longer, so the king was forced to pay warriors. ( they were called ‘paid fighters’, or ‘ soldiers’ from Latin word ‘ soliderius ’ ). Under the reign of his son Henry 3 the conflict of the king and the nobles brought the rebellion of the barons. Their leader Simon de Montfort, earl of Leicester, took over the government and elected a council of 25 barons in 1258. De Montfort called it a parliament or parlement, a French word meaning a ‘’ discussing meeting “. This parliament took control over the treasury The first parliament included only nobles. However the lords were less able to provide the king with money. That’s why a bit later a “representative institution” -- the House of Commons -- was introduced and it could provide the money the king needed. The knights and representatives from shires were invited to attend it . England happened to be special in comparison with other European parliaments because the House of Commons contained a mixture of gentry belonging to the ruling class and merchants and freemen who didn’t. The cooperation of these groups through the House of Commons became important for Britain’s social and political development. Thus, the agreement of the Commons became necessary for the making of all statutes. The growth of democracy in England was closely connected with the twelfth- century Renaissance which had started in Italy. Its influence moved northwards, reaching Britain at the end of the century. This revolution in ideas and learning brought a new desire to test religious faith against reason. Schools of learning were established in many towns. Some were grammar schools independent of the Church, while others were attached to a cathedral. All of these schools taught Latin, because most books were written in this language. In England two schools of higher learning appeared in the 12^th century, the first at Oxford and a bit later at Cambridge. They became intellectual leaders of the country. But few people could go to universities. Most English people spoke neither Latin, the language of the Church, nor Norman - French, the language of administration. There was long time before English became the language of the state. Some French words became part of the English language, and often kept a more polite meaning than the old Anglo-Saxon words.

Skimming

☻ Fill in Table1 with yes \ no answers

Table 1

Questions	yes	no
1. Did Jeffry Plantagenet start a new dynasty in England ?
2. Did Henry 2 possess bigger territories than French king
3 .Was king Richard the Lionheart a perfect knight ?
4. Did crusades in the 12th c. originally have a noble aim ?
5. Was Magna Carta written by the merchants ?
6. Could the king punish his vassals without trial ?
7. Were the soldiers paid warriors in the 13th century ?
8. Did the House of Commons contain gentry and barons?
9. Were Oxford and Cambridge intellectual centres ?

☻☻ * Read the text again and copy out the key sentence from each

part making up the plan of its reproduction.

* Match the subjects below in table 1 with the paragraphs

you have made ( 1 – 6 or more )

Table 2

“ discussing meeting “ representative body man of courage family empire stated rights establishments of learning crusades

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

Skanning

Ex. * Put the sentences in the right succession. Complete table 3.

A. The knights and representatives from shires were invited to attend it.

B. As lord of Anjou Henry 2 added his father’s lands to the family empire.

C. The revolution in ideas and learning brought a new desire to test

religious faith against reason.

D. On his way back home Richard was captured by the duke of Austria.

E. Its influence moved northwards reaching England at the end of the 12th

century.

F. But forty days were not long enough for fighting a war in France.

G. They became intellectual leaders of the country.

H. William controlled two large territories - England and Normandy.

I. England happened to be special in comparison with other European

parliaments.

J. They wrote a document and called it the Magna Carta.

Table 3

1	2	3	4	5	6	7	8	9	10

☻☻

* Continue working in pairs. Make up all types of questions to the

passages and answer them in turn.

Word study

Ex. * Recall the vocabulary you learnt. Complete Table 4 arranging

the words in accordance with the parts of speech. Entitle each

column

stretching, representative, discussing, newly, cruel, connected, to recapture,

justice, fierce, trained, more, landowner, to accuse, learning, intellectual,

kept, idea, to pay, brilliant, constantly, disappointed, coming, statute,

taught, gradually, to submit, improving, polite, democracy, educated, to

introduce, closely, gentry, moving, kept, to surround, certain, socially,

previous, property, exiled, fighting, greatly, to govern, feudal, imprisoned,

mentioning, later, faith, often, skillful, to happen, belonging, descendant,

undertaken, commonly, to influence, producing, reaching

Table 4

Noun
1. ……..	1. …….	1. ……..	1. …….	1. ……..	1. ………
2………
3. ……..

Ex. * Pick up pairs of antonyms from Table 5 and complete Table 6

Table 5

1. freedom 2. monarch 3. late 4. previous 5. immediately 6. untrained 7. pagan 8. civilized 9. polite 10. exiled 11. married 12. domestic 13. accepted 14. natives 15. freeman 16. innocent 17. elected 18. common people 19. export 20. withdraw 21. win battle 22. educated 23. ruined

a. foreign b. appointed c. slave d. gradually e. guilty f. vassal g. import h. invaders i. rejected j. slavery k. attack l. lose battle m. restored n. divorced o. illiterate p. Christian q. pardoned r. early s. barbarian t. nobles u. rude v. following w. competent

Table 6

1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17	18	19	20	21	22	23
J

* Replace the words in bold with their opposites

1. Richard the Lionheart was cruel to his friends.

* The words in italics have more than one meaning. Find the proper meaning. Make up your own sentences with these words in the meaning

they were used in the text.

1) He was a man of excellent manners and courage.

2) The king couldn’t delay or refuse the rights and justice to any of his subjects.

3) The son who succeeded the crown deserves mentioning.

4) Crusades are military expeditions undertaken by Christian European powers.

5) The revolution in ideas and learning brought a new desire to test religious faith against

reason.

☻☻☻

* Rephrase the following sentences from the text in any adequate

way using the related words from the box.

You can use more than one sentence. Share your variants with the

group. Find the best one.

1. lands, advantage, having, nobles 2. expeditions, ruling, the Holy Land, the kingdom 3. to collected, to free, their king 4. to finance, monarch, problem, oversea 5. to levy, protest, nobles, to cause, aristocracy 6. into prison, to forbid, the right, to have, to take 7. the duty, to support, in war, to fight, king’s vassals 8. strata, representative body, to play, significant 9. to influence, from Europe, development 10. into usage, to add, to enrich, vocabulary

1. Possessing large territories on both sides of the English Channel was the privilege of many barons.

2. He spent most of his time in crusades in Palestine leaving England without his governing.

3. It took two years for England to pay 23 kg of gold for his freedom.

4. Waging the war with France was a constant trouble and burdon for the king.

5. Heavy taxes imposed on the English clergy and landowners led to an open rebellion of the barons in 1215.

6. It allowed no freeman to be imprisoned or deprived of his property.

7. When the king went to war he had the right to forty days’ fighting service for him from each of the lords.

8. The cooperation of these groups through the House of Commons became important for Britain’s social and political development.

9. The growth of democracy in England was closely connected with the 12^th century Renaissance in Italy.

10.Some French words became part of the English language and often kept a more polite meaning than the old Anglo - Saxon words.

GRAMMAR

Copy out from the text the words in bald with the - ing forms.

Give the right translation of the sentences. Write them in table 7

under the headings.

Table 7

Participle 1 Gerund

1. ……………………………………….. 2. ………………………………………...

SPEAKING

* Argue against the following statements. Supply your sentences with:

-- You’re not quite right, I’ m afraid

-- I’ m sorry but you are mistaken

-- It’s not true to fact

-- I don’t agree with you

-- I’ m sorry but I must disagree with you

-- I don’t feel the same way about it.

and continue with the linking:

-- Just on the contrary …

-- Just the opposite…

-- So far as I remember …

-- If I am not mistaken …

-- If my memory doesn’t fail me …

• William’s grand-daughter Matilda started a new dynasty on the English throne.

• Henry’s possessions didn’t include the lands overseas.

• Henry 2 lived a quiet life enjoying peace in his family.

• His sons recognized Henry 2 as their feudal overlord.

• Richard – the – Lionheart was busy with governing England and never stopped constructing roads.

• The French aristocracy and the king put up with the fact that England possessed Normandy, Anjou and Aquitain.

• There were no reasons for the rebellion of the English barons and clergy in 1215.

• Magna Charta established the rights and freedoms of all strata of

society.

• The king retained a sacred right to execute without trial any of his subjects.

• King of England could rely on the vassals’ service in his army as long as he wanted.

• The House of Commons contained the representatives of the ruling class.

* Explain the sentences with your own words. Don’t repeat

the structures from the text.

!). Henry 2 was the ruler of far more lands than any previous king.

2). King John was constantly in need of money.

3). That was not a ‘ feudal thing ‘ to do.

4). England happened to become special in comparison with other

European parliaments.

5). Only few people could go to universities.

Unit 3 The Wars of the Middle Ages

Leading in

Learn new words:

to deliver raw material

to interfere cannon

to seize combat

to be inspired witch

to endure ally

to rage plague

* While reading entitle each passage

In those times a new growing class - the bourgeoisie - were becoming a very important part in social life. They were making their fortune by trading with Flanders ( now – Belgium ). The English ships delivered wool to Flemish busy towns which were the world’s markets and where the raw material was used for production of the finest cloth. Trading was flourishing. The English king was powerful as he possessed provinces in France and wanted the French Crown. As for the French feudals, they were making plans to capture Flemish

towns. With the idea of strengthening his position the king of France started to interfere with England’s trade. French king seized part of Aquitain, an area called Gascony. For England it meant losing its wool markets. In 1337 saying that he wanted to defend England’s trade, Edward 3d, King of England, declared war on France which came into history as The Hundred years’ War ( 1337- 1453 ).

As years went by, the two parties won victories and suffered from losses in turn. At first the English were far more successful than the French. The English army was experienced through the wars in Scotland and Wales and was better armed. The English had cannons while the French could rely only on hand-to-hand combats. All that made Edward 3d happy because he re-established control over the areas previously lost. All Aquitain, Gascony, parts of Normandy, Brittany, and newly captured port Calais were returned to England as its possessions.

But during the next years these territories were taken back by French forces. Foreign invasion created for the first time strong French national feeling at the beginning of the 15^th century. They were inspired by a mysterious peasant girl called Joan of Arc., who claimed to hear heavenly voices. Joan was captured by the French allies and given to the English. The English gave her to the Church which burnt her as a witch in 1431.

England was now beginning to lose the war. As bad luck would have it, England’s best general , John of Bedford, died and the kingdom’s allies lost their interest in the war. Besides, both countries had to endure an awful epidemic of plague which was called the Black Death for it killed one-third of the population of England. Besides, the first king of the Lancaster dynasty, Henry Bolingbroke, Duke of Lancaster, seized the throne and put an end to the Plantagenets. That couldn’t contribute to the victory in the war. In 1453 the war came to its end with nasty results for England – it lost all its territories in France, was weakened economically and politically.

Long before the end of the war, a fewdal struggle had broken out between the descendants of the king – Edward 3. During the war some barons who were professional warriors, built castles with high walls and kept private armies containing thousands of men. They wished to take new lands in France. They thought more about their family interests than about national politics. Thus, they represented a real threat to the king’s power. Realizing this, Edward tried to marry his sons to their daughters, the most powerful Houses. Thus representatives of the royal family became relatives of many big barons. But that didn’t save the situation.( In 1339 Henry Bolingbroke seized the crown and put an end to the Plantagenets. )

There were two significant Houses in England at that time – the House of Lancaster and the House of York. The interests of the former were supported by big aristocracy while on the

side of the House of York were lesser barons and merchants of the towns. In 1455 the feudal struggle soon grew into an open war between the Lancastrians and the Yorkists. Much later, in the 19^th century, the novelist Walter Scott named these wars the Wars of the Roses because the coat of arms of the Lancasters was a Red Rose, and that of the Yorkists – a White Rose. The war lasted for 30 years. Though fighting took place for only 15 months.

It was a hard time for England when anarchy was raging all over the country and the nobles were busy with murdering each other. The war proved to be a disaster for the nobility. There was no purpose of taking prisoners. Everyone was interested in destroying the opposing nobility. Those captured in the battles were immediately killed. Nobody took care about the common people. By the end of the war the old nobility was nearly destroyed itself. Almost half the lords of the sixty noble families died in the war. That’s why it was possible for the Tudors to build a new state.

In 1485 the war ended with the battle of Bosworth when king Richard 3 of the House of York was killed, and Henry Tudor, the head of Lancaster was proclaimed King of England. A year later he married Princess Elisabeth of York which became a great event as it meant the union of the two Houses.

The middle ages ended with a major technical development : William Caxton’s first printing press, set up in 1476. Caxton had learnt the skill of printing in Germany. The most popular books printed by Caxton were Chaucer’s

“ Canterbuury Tales and Malory’s “Morte d’ Arthur”. This prose described the adventures of the legendary king Arthur, his last battles, his death and the death of his knights of the Round Table.

The Age Of Chivalry

During the reign of Edward 3d, 14^th cen. a certain interest grew into legendary king Arthur. 2) Arthur, if he ever existed, was probably a Celtic ruler who fought the Anglo-Saxons, but we know nothing more about him. 3) In the 14^th century the legend created around Arthur the knightly values of the court. 4)According to the code of chivalry the perfect knight fought for his good name if insulted, served the king, and defended any lady in need. These ideas were expressed in the legend of the Round table, around which Arthur and his knights sat as equals in holy brotherhood. Edward 3d introduced the idea of chivalry into his court. Once, a lady at court accidently dropped her garter and the king noticed some of his courtiers laughing at her. He picked up the garter and tied it to his own leg, saying in French, “ Honi soit qui mal y pense,” which meant “ let him be ashamed who sees wrong in it.” From this strange but probably true story, the Order of the Garter was founded in 1348. Edward chose 24 members from his knights, the same number the legendary Arthur had chosen. They met once a year at Windsor Castle, where king Arthur’s round table was supposed to have been . The custom is still followed, and ‘ Honi Soit Qui Mal Y Pense ‘ is still the motto of the royal family. Chivalry was a useful way to persuade men to fight by creating the idea that war was a noble, glorious and men’s thing. But war could also be profitable. In fact, death, blood, destruction, cruelty were the reality of war.

Ex. * Match a word in the left column with its definition

1). descender a). a full master of the land ( a king or queen )

2). to surround b). a kind of administrative division of the land

3). hold position c). money collected as payment for having something

4). rival d). to enclose smth. with the idea of protection

5). overlord e). to disappear

6). tax f). to be employed or to get a post

7). shire g). competent, an opponent in a competition

8). to vanish h). highest authority

9). supremacy i). that who comes from a previous generation

Ex.4. Read the text again. Which words in the table correspond to the

definitions ?

witch combat to endure ally to murder to rage to interfere to seize

* that who is on your side

* to be on the way of achieving smth.

* fight, struggle

* to suffer or bear hardships

* purposeful killing of a human being

* that who used magic for evil purposes

* to fly into a furious anger, storm, violence

* to catch smth. by force