Английский язык. Методичка

31

devote myself to the special study of Modern and Contemporary History to which I am greatly attracted.

It was shortly before leaving school that I made up my mind to enter this faculty and take up History seriously as my future speciality. Whether I'll make a very good teacher or a research worker remains to be seen, but I'm sure that eventually I'll become quite knowledgeable in the field of History and perhaps social sciences. (1511).

1. Read the following words and word combinations.

Humanities, particular, foresee, retrospective, conquering, monarchy, Ancient History, the Middle Ages, Modern and Contemporary History, eventually, century, feudal, emperor, empire, knowledgeable.

2. Translate from Russian into English.

О бъ яснять, событие, ц елый, общ ество, за исклю чением, ц ель , раб, империя, император, провозглаш ать, предмет, ф еодальный, век, посвящ ать, привлекать, научноеисследование, знание.

3. Translate the following sentences from Russian into English.

1.П очемуизвсех гуманитарных науквы выбралиИ сторию ?

2.Э тоинтересуетменякакнауку.

32

3. Я не могу изучить конкретный период, до тех пор пока не узнаю , что емупредш ествовало.

4.Е сли мы проанализируемисторическиесобытия, то увидим, что это войны и борьбазавласть .

5.В ойны велись с ц елью покорения, угнетенияипорабощ ениянародов.

6.М ногиепорабощ енныестраны былиограблены.

7.Стечениемвременинекоторыеимпериипостепенноприш ликупадку.

8.В каком году было свергнуто правительство этой страны и провозглаш ена независимость ?

9.К огдавы закончитеизучениеэтогопредмета?

10.Чемубы ты хотелпосвятить себянатретьемкурсе?

11. Н езадолго до окончания ш колы я принял реш ение поступить на этот ф акультет. Т ы хочеш ь заниматьсяисторией всерьез?

12. Я достаточноподготовлен (компетентен) вэтой сф ере.

4. Fill in the gaps with the words given. The verbs should be put in the correct form.

1. She has a background in science and … .

2.Can History help you to … the course of events in the future?

3.Her only … in life was to get rich.

9.The Government … a state of emergency.

10.He … himself to his studies.

Purpose, to wage, to overthrow, to plunder, humanities, to foresee, to proclaim, to conquer, to oppress, downfall.

10. I am quite knowledgeable … this field.

6. Put questions to the underlined words.

33

1. I have chosen this subject because it will help me to understand human history

2.Wars were waged to conquer other nations and lands.

3.She devoted herself to studies.

4.All the monarchs oppressed their own people.

5.I am interested in Ancient History.

6.Shortly before leaving school I made up my mind to be a teacher.

7.Make your own sentences with the following words and expressions. Humanities, science, aspects of human history, to foresee, particular, to precede, to cast a retrospective look at something, to wage a war for the purpose of … , human society, to oppress people, to enslave, to come to a downfall, to proclaim, to pass over to something, pre-revolutionary period, to devote oneself to something, to make up your mind, speciality.

8.Answer the following questions.

1.Did you enter the history faculty by vacation (попризванию )?

2.Why does History interest you?

3.What can you see if you cast a retrospective look at the historical past?

4.What periods of human history interest you most of all?

5.What are you going to become when you graduate from VSU?

6.What factors are important while choosing your future profession

9. Make report about your future profession.

5.… you open the door. Please?

6.… I do it for you?

7.What time … I come this evening?

2. Will/ be going to. Choose either the Future Simple or be going to in the following sentences.

a) will b) be going to

1. It probably … (not to rain) in Western Europe.

34

- Because I … (visit) my teacher. 4. The sky is very dark. It … (rain).

5.– Come to the party.

-OK. I … (bring) my friends.

10. – Have you decided what to buy Alex for his birthday?

-Yes, I … (buy) a computer game.

3.Future actions. Present Simple, Present Continuous, Future Simple. Which is correct?

1.“Did you phone Jane?” “Oh, no, I forgot. I phone / I’ll phone her now.”

2.I can’t come round for dinner tomorrow. I am playing / I will play tennis.

3.“I meet / I‘ll meet you at 5 p.m., ok?” “Yes, that’s fine.”

4.“I need a car.” “OK, I am lending / I’ll lend you my car”

5.What time does the train leave / will the train leave tomorrow?

6.Our lesson is / will be / is going to be on Monday.

7.The phone is ringing. I will answer / am going to answer.

8.–Why have you brought your guitar? Will you sing / Are you going to sing?

9.My uncle makes / is making / will make a speech on Friday.

10.I will have / am having / have lunch with my aunt tomorrow.

11.I’m sure I will see / am seeing her tomorrow.

12.I am moving / will move to my new flat next week.

4.Time clauses. Put the verbs in brackets into the correct tense (present or future).

1.When he (return) I will give him the money.

2.He’ll be ready as soon as you (be).

3.I’ll stay in bed till the clock (strike) seven.

4.I (give) the children their dinner before he comes home.

5.I (phone) you as soon as I have arrived.

6.I’ll pay you when I (get) me a check.

7.I’ll buy that house when I (have) enough money.

8.When the Queen (arrive) the audience will stand up.

9.Please call me as soon as you (arrive).

10.Look before you (leap).

11.Water (boil) when you heat it.

12.As soon as the holidays begin this beach (become) very crowded.

13.As soon as I (hear) from him I will let you know.

35

APPENDIX I.

Additional Texts.

THE VALUE OF EDUCATION

Education is not an end, but a means to an end. In other words, we don’t educate children only for the purpose of educating them. Our purpose is to fit them for life. When we realize this fact we will understand that it is very important to choose a system of education. This system will prepare children for life.

It is not enough to choose the first system of education one finds; or to continue with one’s old system of education without examining it to see whether it is in fact suitable or not.

In many modern countries it was fashionable during some time to think that, by free education for all – whether rich or poor, clever or stupid – one can solve all the problems of society and build a perfect nation.

But now free education for all is not enough. We find in such countries a far larger number of people with university degrees than there are jobs for them. Because of their degrees they refused to do what they think ‘low’work.

But more often the work of a completely uneducated farmer is far more important than that of a professor. We can live without education, but we die without food. There will be terrible diseases because of the rubbish in our streets. The professors will waste much of their time doing housework.

In fact it is really good when our education fits us for life . It means that each of us is doing a job which is suited to his brain and ability. We understand that all jobs are necessary to society, and it is very bad to be ashamed of one’s work , or to scorn someone else’s. Only such type of education we can call valuable to society.

Notes

1the first system... one finds = the first system that one finds

2to see = to understand

3in fact = really

4one can solve = it is possible to solve

5 work... is thought to be dirty = it is thought that the work is dirty.

6far more important = much more important 'that of = the work of

7That of – the work of

Questions

1.What is the purpose of education as it is defined in the text (in your opinion)?

2.Why is it necessary to examine any system of education before choosing it?

36

3. Can "free education for all" solve all the problems of society? 4. What sort of education can be called really valuable to society?

RESPONSIBILITY FOR YOUR OWN EDUCATION: SELF-EDUCATION

You have no doubt already discovered that the only effective learning is the learning you do yourself. University work is much more than school work a process of selfeducation...

.. .At university you will have to plan your work for weeks, even months ahead. You will probably have an examination at the end of your first term, but no further examination until the end of the third term of your first year. You will have essays or laboratory work, or translations, or papers to prepare for seminars in the interim, but the major test by which your academic progress is assessed may seem to you remote. You have therefore to plan work for some time ahead. Hence the need for developing good habits and methods of study.

Now it is the time, then, to consider the most effective ways of studying, and whether the habits and methods of study you have so far acquired at school are likely to measure up to the heavy demands which university work is going to make upon you.

What study involves. Many students mistakenly think that study is simply the memorising of subject-matter and its reproduction in the examination papers. Of course, there are in every subject elements to be memorised, but study involves a great deal more than that. It involves the mastery and practice of the methods of thinking, of experiment and appreciation, the understanding of theories, the solution of problems analysis and criticism of lectures, books and articles, the making of summaries and extracts, the writing of essays, reports and theses. In short you have to digest knowledge from a wide variety of sources and make it part of you — living and ever growing part of .

Notes

1in the interim — темвременем, впромеж утке

2so far — досих пор, пока

3are likely to measure up (to)— вероятно, будутсоответствовать

4is going to make upon you — предъ явитвам

37

I. History Science Professor: What is History?

Student: It’s a science dealing with the development of human society. Prof. When did historical thought appear?

St. I think it goes back as far as the 4th – 3rd millenium B.C.

Prof. You are quite right. Could you give me the names of the most famous ancient historians?

St. Certainly . They are: Herodotus, who was the “father of History”, Xenophon and Polybius. They all come from Ancient Greece. As to the historians of Ancient Rome Titus, Tactus and Plutarch are most well-known.

Prof. That’s right. What can be said about the first historical writings? What were they like?

St. As far as I know they were stone inscriptions, reviews and chronicles showing various events in Egypt, Babylon, Assyria and Persia.

Prof. Exactly so. Do you know ant Russian historians of the 18th or a9th century? St. If I am not mistaken, Russian historiography was represented by Karamzin, Granovsky, Solovyev, Kluchevsky and others.

Prof. So much for today. See you tomorrow.

II. At the University.

Applicant: What department do you study at?

The 3rd year student: I'm 3rd year student of the History Department. I've already passed my last exams and soon I'll have my museum practice.

A: I’m going to take my entrance exams this summer. I’ve chosen History as my future profession. I hope to pas the exams successfully but many applicants failed last year.

S. It depends on your knowledge. If you study well and if you’re fond of history, you’ll be enrolled in the University.

S. If you work hard at all lectures, tutorials and seminars, if you read a lot of specialized literature and analyze it, then I hope you’ll be a good historian.

A. What subjects did you study when you were a first year student?

S. We studied Archeology, Ancient history, Latin, Russian History (the period of feudalism), English and some other subjects. At the end of each term we took tests and exams. Each year we present an essay to our scientific adviser and make contributions in class and sometimes at the students’ conferences on historical themes/topics.

A. It sounds attractive.

S. I’m sure you’ll enjoy your studies at the University. I wish you good luck at your entrance exams.

A. Thanks a lot.

ARCHEOLOGISTS ARE DETECTIVES

Who Dig in the Dirt

Archeologists have often been compared with detectives, as they hunt for clues about the lifestyles of ancient peoples.

Like detectives, archeologists go into the field to locate and preserve all kinds of information. They also use high-tech scientific tools to analyze the evidence they collect and then carefully interpret their data. In addition, like detectives, archeologists today are not solely concerned with the traditional “what” and “why” ones, too. Moreover, like criminologists, archeologists attempt to generalize from specific “why” answers to broader theories.

Like many comparisons, however, the similarities between archeologists and detectives cannot be pushed too far. One obvious difference is that archeologists do not have informants or suspects they can question. The record that archeologists

39

study is mute. Thus, the archeologists’ problem is how to get the remains of the past – from the broken bits of pottery to large monuments – to “talk”.

Read the first part of the dialogue, translate it and be ready to speak on archeology in general terms. Analyse and explain the words in bold type.

A.What do you know about archeology?

B.Frankly speaking, not much. To some people the word archaeology suggests something as dry as dust, a pursuit followed by elderly, long-bearded professors;

to others the word is full of romance, suggesting buried treasures.

A.Neither idea is very close to the truth. Archaeology is the scientific study of the material remains of past human life and activities. These materials include relics, artifacts, monuments, etc.

B.But how do archeologists manage to find out something about the earliest inhabitants who lived before a word of their history was written?

A.It is owing to the fact that an archeologist deals with all the material remains of man: the objects he used and made, his dwelling places with buried treasure.

B.I see. So the main thing for an archaeologist is the romance of treasure hunt, isn’t it?

A. On the contrary, most archaeologists are not working with the expectation of finding a king’s tomb or similar riches. They are aiming at throwing light on some portion of man’s past by the careful piecing together of evidence, much of it apparently insignificant in itself.

Read the second part of the dialogue and answer the questions.

B. Can you explain why the archaeologists carry on their excavations?

A. To begin with, archaeology is not an end in itself, not just an abstract study. It is the method of finding out about the past of the human race in its material aspects, and the study of the products of this past. These aspects may be the way people lived, the way they worshiped, the way they built, their art, their trade, their travels.

40

B. But all these aspects are studied by historians as well, aren’t they?

A.Certainly, but historians are concerned primarily with written records, and the earliest systems of writing were only invented some five thousand years ago, whereas man’s ape-like ancestors appeared on earth about half-a-million years ago. The past does not vanish without a trace. The ruins of ancient buildings and of graves remain. In them clothing, utensils, weapons and other things are found. To learn how people lived long ago these things have to be dug up and studied.

B.What instruments do archaeologists need for their work?

A.Archaeology involves skilled and laborious work. So they use different machines, then spades and picks. In places where machines and spades are found too big, smaller tools like knives, pincers and brushes are used.

B.As far as I’ve understood the data of archaeological research is used to reconstruct various social and economic periods of history for which no written sources exist.

A.Good for you. Now you know what archaeology deals with.

B.Thanks a lot.

A.You’re welcome.

APPENDIX TWO

Additional Exercises.

Put the words below into the gaps.

Compulsory … education begins at the age of 5 in England. Children usually start their school career in an infant school and move to a … school at the age 7. … schools vary in size and location. The … school begins at the age of 11 or 12. In