- •History through art
- •Развитие речевой способности в контексте диалога культур и цивилизаций
- •С.В. Сомова
- •Part II
- •Part III
- •Step 1: Understanding the Information Historical Background
- •Archaic Period
- •Classical Period
- •Hellenistic Period
- •Part II Words to be pronounced and learnt
- •Part III
- •Step 2: Spelling and Vocabulary
- •Ancient rome Historical Background
- •Step 1: Understanding the Information Historical Background (509 bc – ad 476)
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 4: Shaping Ideas and Facts in English
- •Step 5: Subject and Thesis
- •Part II
- •The middle ages
- •The MiDdLe aGeS
- •Historical Background
- •Part I
- •Part II
- •Part III
- •Step 1: Understanding the Information Historical Background 800 bc – 146 bc
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Hildegard of bingen
- •Part III
- •The renaissance
- •The renaissance
- •Historical Background
- •Part I
- •Part II
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Портрет высокого возрождения
- •Vincenzo perugia
- •Part IV
- •The baroque
- •The baroque
- •Historical Background
- •Part I
- •Part II
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Giovanni lorenzo bernini
- •Part V
- •The enlightenment
- •The enlightenment
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Versailles
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Thomas gainsborough
- •Step 4: Shaping Ideas and Facts in English
- •Franz joseph haydn
- •George frideric handel
- •Part VI
- •Romanticism
- •Romanticism
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •John constable
- •Step 4: Shaping Ideas and Facts in English
- •Part VII the new times
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •The twentieth century Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Step 5: Writing an Essay
- •Topics for Your Essays
- •Reference
- •1. Writing technique
- •1.1. How to Start to Write
- •1.2. How to Take Notes
- •1.3. Library Resources for Writing
- •1.4. Effective Sentences
- •1.5. Paragraphing
- •1.6. Paraphrasing
- •2. Written forms
- •2.1. Précis-writing
- •2.2. Synopsis-making
- •2.3. Composition and Essay-Writing
- •3. Elements of style. Expressive means of the english language
- •3.1. Metaphor
- •3.2. Metonymy
- •3.3. Simile.
- •Compare
- •3.4. Epithets
- •Compare
- •3.5. Hyperbole and understatement.
- •3.6. Oxymoron
- •3.6. Irony
- •4. Punctuation
- •4.4. The comma
- •4.5. The semi-colon
- •4.6. The colon
- •4.7. Quotation marks
- •4.8. Apostrophe
- •4.9. Hyphen
- •4.10. Marks of Parenthesis
- •4.11. A series of periods
- •4.12. Punctuating within the Compound Sentences
- •4.13. Punctuating within the Complex Sentence
- •5. Capitalization
- •6. Numbers spelled out or used in figures
- •Appendix 1
- •Appendix 2
- •Dictation 1 Early Years of Christianity
- •Dictation 4
- •Dictation 5 Socrates, Plato, and Aristotle
- •Dictation 6 The Roman Republic
- •Dictation 7 The Gladiators
- •Dictation 8 The Roman Empire
- •Dictation 9 Ancient Rome
- •Dictation 10
- •Keys to
- •Ancient Rome step 1: Understanding the Information
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Part II. The Middle Ages step 1: Understanding the Information
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Part III. The Renaissance
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Vincenzo perugia
- •Part IV. The Baroque
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Giovanni Lorenzo bernini
- •Part V. The Enlightenment
- •Step 3: Punctuation and Logic
- •Thomas gainsborough
- •Part VI. Romanticism
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •John constable
- •Part VII. The New Times
- •Step 2: Spelling and Vocabulary
- •The Twentieth Century
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Resource List
- •Contents
- •Авторы-составители:
Step 1: Understanding the Information Historical Background
Give the proper English equivalents. Learn the active vocabulary
середина XIX века
подразумевать (значить), непосредственно предшествовать
властная логика
колебания маятника
преобладание эмоций
восходить к определенной эпохе
неиспорченный
промышленная революция
охватывать
народные ритмы и мелодии
чувственность
сильное, страстное желание
представить что-либо через что-либо
Check the spelling and the pronunciation of the proper names
Thomas Cole
Hudson River School
Jean Francois Millet
Franz Joseph Haydn
Ludwig von Beethoven
Franz List
Frederic Chopin
William Wordsworth
John Constable
Eugene Delacroix
Francisco Goya
Look through the following selection and find out the information in the text
Place the Romantic Movement in its correct historical setting.
Name some famous Romantic painters and composers.
How did events, such as the French Revolution, the Industrial Revolution and the Reign of Napoleon affect the artists of the Romantic era?
Complete the following sentences with information from the text
As its name implies the Romantic period was full of emotionalism ____________________________________________________________.
Predominance of the emotional presence in art ______________________.
After America had inspired the French Revolution ___________________.
Some, but not all Romantics _____________________________________.
One person who did not celebrate Napoleon _________________________.
The Romantics had much to be emotional about ______________________.
Part I
Give the proper English equivalents. Learn the active vocabulary
излучать оптимизм
тянуться (о времени)
неистовство эмоций
фантастический и величественный
жаждать (стремиться)
избыток эмоций
возбуждать (волновать)
разъяренная толпа
падение аристократии
штурмовать баррикады
изобиловать страстью
спаситель идеалов революции
рано развившийся
проявить императорские амбиции
сцена коронации
двор Наполеоновской империи
переполненный эмоциями дух
Романтизма
абсолютная вера в прогресс
раскопки доисторического монстра
приносить страдания, приводить
в трущобы
военный корабль
разрушение (переплавка)
переполненный городской
ландшафт
стремиться к простой
сельской жизни
пастушеские красоты природы
спокойствие,
овладевать (о чувствах)
простой человек.
Review the ideas that the Romantic philosophers had about the need to recognize the individual. What was this emphasis on individualism a reaction on? How did the ideas of the Romantics differ from those of the people who lived during the Enlightenment?
Recall some paintings and their subjects mentioned in Part I. Describe the moods reflected by these paintings. Would the term realism be appropriate? How do these paintings reflect the attitude of the Romantics that people should be in touch with human emotion?
What is the meaning of the terms realism and romanticism. Look for the paintings that best define the emotional Romantic artist.
In what ways did Romantic artists react to the French Revolution? What kinds of emotions did the Romantics express in their paintings and music?
Fill in the gaps. Use the above given words and word combinations. Translate the utterances into good Russian. Reproduce them by heart in the way the speaker does
The first of the 18th century _________________________________.
During the “Enlightened” eighteenth century, Reason gradually gave way to _____________________________________________________________.
The Romantic age was a time of turbulent emotions. Men were fascinated by___________________________________________________________.
Above all, Romanticism was _____________________________________.
On July 14, 1789, ________________________________stormed the Bastille! This was Romanticism in action! With the French Revolution and _________________________________________.
A child of the French Revolution, Napoleon proclaimed himself _________________________________________.
But the stormy young general soon _________________________________.
In the arts, as in the times, the _____________________________________.
Both the industrial age and political revolutions created ________________.
Many men, such as Thoreau in America, ___________________________.
Wordsworth defined poetry “emotional recollection in________________”.
Tasks to the Pictures
Look at Picture 13.
This anonymous painting, which was made in 1789, shows a mob storming the Bastille, a prison in Paris. This event marked the beginning of the
Seven Year’s War
French Revolution
Napoleonic wars
American Revolution