- •Module 1 early history
- •Reading
- •Text 1 ancient russia
- •II. Find the words in the text which describe or mean the following:
- •III. Find the nouns that are used in the text with the following verbs (there can be more then one variant):
- •IV. Complete the sentences using the words from the text in the correct form:
- •V. Discuss the following questions:
- •VI. Comment upon the following facts. What do you know about them?
- •VII. Find and present the information about the first code of laws, Russkaya Pravda. Text 2 historic people of ancient russia
- •I. Scan the text once and match the name of a historic person to his biography. There is one person whose biography is not given in the task.
- •II. Read the text again and fill in the following table:
- •I. Read the text for detail and match the words in bold with
- •II. Change the words in bold to their synonyms used in the text.
- •III. Read the text once again and answer the following questions:
- •IV. Suggest stories of your own, using the words listed below:
- •Text 4 russo-tatar relations
- •I. Read the text for detail, single out the key vocabulary related to Russo-Tatar relations and use it in your own examples. Sum up the information presented in the text.
- •II. Say whether the following sentences are true or false, give your comment using the phrases expressing opinion and attitude:
- •III. Using your knowledge and the information presented in the previous texts tell about the following people and phenomena in detail:
- •Text 5 culture of kievan russia
- •I. Scan the text and discuss the stages of Kievan Russia’ cultural development.
- •II. Make up a list of words related to culture and religion. Use them in your own examples.
- •III. Survey. Write five questions about the culture of Kievan Russia in the table. Do this in pairs/groups. Each student must write the questions on his/her own paper.
- •Text 6 the adoption of christianity in russia
- •I . Study the information presented in the text.
- •II. Write three true and three false statements about the adoption of Christianity in Russia. Pass them around so that the others can read them and explain why they are false.
- •III. Give the English interpretation of the following Russian text:
- •Grammar focus
- •I. Go to App. 1 p. 84 and read the information about the tenses in the Active Voice.
- •II. Put the verbs in brackets into the “Present Simple” or “Present Continuous”.
- •III. Put the verbs in brackets into the “Present Perfect” or “Present Perfect Continuous”.
- •IV. Put the verbs in brackets into an appropriate present or future form.
- •V. Use the verbs in brackets in the right tense form. Moscow through centuries
- •VI. Put the verbs in brackets into an appropriate tense.
- •VII. Put the verbs in brackets into an appropriate tense.
- •Writing
- •Speaking
- •Summing-up assignment
- •II. Rendering: Древняя Русь
- •Essential vocabulary
- •Module 2 moscow princedom
- •In this module:
- •Reading Text 1 muscovy
- •I. Read the text to get the general understanding of it.
- •II. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •III. Find the words in the text which describe or mean the following:
- •IV. Mark the following statements as True or False according to the text:
- •Text 2
- •Ivan III reign
- •I. Read the text and find out what the following figures mean: 30, 1509, 1497, 1440, 1490, 60, 1502, 40, 15, 1462.
- •Text 3
- •Vasily III
- •I. Read the text and put the following events of Vasily’s life and reign in the correct order:
- •II. Change the words or phrases in bold to their synonyms used in the text.
- •III. Comment upon the following quotations from the text:
- •V. Read the text below and look carefully at each line. If the line is correct, put a tick (V). If it has a word that should not be there, write this word on the lines.
- •Text 4 culture of muscovy
- •II. Ask 10 questions about the culture of Muscovy in the 14th–15th centuries and let you group mates answer them.
- •III. Prepare a classroom report on one of the following topics:
- •IV. Read the text and think of the word which best fits each gap. Use only one word in each gap.
- •Grammar focus
- •I. Go to App.1 p.87 and read the information about the tenses in the Passive Voice.
- •II. Change the following sentences from Active into Passive.
- •III. Rewrite the following passage in the passive.
- •IV. Put the verbs in brackets into the correct passive or active tense.
- •Writing
- •I. Write the essay “The 15th century – the period of liberation of the Russian nation.” Speaking
- •Summing-up assignment
- •II. Rendering: Московское государство в период правления Ивана IV
- •Essential vocabulary
- •Module 3 ivan the IV the terrible
- •In this module:
- •Reading Text 1 life of ivan the terrible
- •I. Read the text to get the general understanding of it.
- •II. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •III. Find the words in the text which describe or mean the following:
- •IV. Find the nouns that are used in the text with the following verbs:
- •V. Make up a list of 10 True/False statements based on Text 1.
- •VI. Fill in the blanks with the following words:
- •Text 2 the oprichnina
- •I. Read the text to get the general understanding of it.
- •II. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •III. Define the notions of the Oprichnina and the Zemshchina. Give characteristics of each land.
- •IV. Answer the following questions using the information from the text:
- •V. Read the text below and think of the word which best fits each space. Use only one word in each space.
- •Text 3
- •Ivan’s policy
- •I. Read the text to get the general understanding of it.
- •Text 4 the reign of fedor ivanovich (1584–1598)
- •II. Discuss the following questions:
- •III. Present an annotation on the text singling out the main stages in Feodor’s reign.
- •V. Suggest English equivalents for the words in brackets.
- •Text 5 russian culture in the 16th century
- •I. Read the text paying special attention to the words and phrases pertaining to the sphere of culture. Underline these words in the text and make up your own sentences with them.
- •III. Work with a partner. Make up five questions about Russian culture in the 16th century. Pass these questions over to another group, let your group mates answer these questions.
- •IV. Write six or seven summary statements about what you have just read. Then in groups share what has been written. Grammar focus
- •I. Go to App. 1 p. 88 and read the information about Adjectives.
- •II. Put the adjectives in brackets into the comparative or superlative form.
- •III. Put the adjectives given in brackets in the following passage into the correct form, adding “the” or “a” where necessary.
- •IV. Put the adjectives or adverbs into the correct comparative form adding “the”, “than”, “of” or “in” where necessary.
- •Writing
- •Introduction
- •Speaking
- •Summing-up assignment
- •Essential vocabulary
- •Module 4 time of troubles and the first romanovs
- •In this module:
- •Reading Text 1 Time of Troubles
- •I. Read the text to get the general understanding of it.
- •II. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •III. Find the words in the text which describe or mean the following:
- •IV. Find the nouns that are used in the text with the following verbs (there can be more than one variant):
- •V. Mark the following statements as True or False:
- •Text 2 Romanov – Rise to power
- •I. Read the text and render the information presented in it in six sentences.
- •II. Explain the following notions in your own words:
- •III. Mark the following statements as True or False according to the text:
- •V. Cross out the incorrect word in each sentence.
- •Text 3 Patriarch Filaret (Feodor Romanov)
- •I. Read the text to get the general understanding of it.
- •I. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •II. Find the nouns that are used in the text with the following verbs:
- •III. Answer the following questions:
- •IV. Make an annotation of the text. Find additional information about Filaret and present it to your group mates. Text 4 Aleksey Mikhaylovich
- •I. Read the text about Aleksey Mikhaylovich and decide whether these statements are True or False. Correct the false statements:
- •II. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •III. Answer the following questions using the information from the text:
- •Text 5 Culture
- •I. Read the text and discuss the following questions:
- •Grammar focus
- •I. Go to App. 1 p. 89 and read the information about Modals.
- •II. Fill in the blanks with the correct form of "can", "be able to", "must" or "have to".
- •III. Rewrite the following sentences using the correct form of the words in capitals.
- •Writing
- •Speaking
- •Summing-up assignment
- •II. Rendering: Смутное время
- •Essential vocabulary
- •Module 5 peter the great
- •In this module:
- •Reading Text 1 Peter the Great
- •I. Skim the text and complete the tasks given below.
- •II. Find the English equivalents in the text and use them in the sentences of your own:
- •III. Mark the following statements as True or False according to the text:
- •IV. Discuss the following questions:
- •Text 2 Early reign
- •I. Read the text and render the information presented in it in six sentences.
- •II. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •IV. Present an annotation on the text you have just read. Text 3 Peter the Great – Military Reforms
- •I. Read the text to get the general understanding of it.
- •II. Match the following words with the words in bold from the text and use them in the sentences of your own:
- •III. Answer the following questions:
- •IV. Sum up all the information about Peter’s military reforms. Text 4 Culture in the Epoch of Peter The Great
- •Grammar focus
- •I. Look at the texts above and find examples of the Infinitive.
- •II. Put the verbs in brackets into the “-ing” form or infinitive (full or bare) adding any necessary words.
- •III. Put the verbs in brackets into the “ing” form or infinitive (full or bare).
- •IV. Put the verbs in brackets into the “-ing” form or infinitive (full or bare).
- •V. Put the verbs in brackets into the “-ing” form or infinitive (full or bare).
- •Writing
- •Speaking
- •Summing-up assignment
- •II. Rendering: Петр I
- •Essential vocabulary
- •Test Yourself!
- •I. The following questions and answers will help you to see the main points of the units. Act out the dialogue.
- •II. Expand the sentences following the model.
- •IV. Complete the following statements:
- •V. Say whether the following statements are true or false.
- •VI. Choose one topic from the following list. Make the brief notes about the subject you have chosen. Discuss it with your group mates.
- •The Present Indefinite (Simple) Tense Формы настоящего времени
- •Формы прошедшего времени
- •Формы будущего времени
- •Страдательный залог The Passive Voice
- •Имя прилагательное The Adjective
- •Модальные глаголы The Modals
- •Инфинитив The Infinitive
- •Герундий The Gerund
- •Appendix 2
- •I. Ознакомительное чтение (skimmimg)
- •II. Поисковое чтение (scanning)
- •III. Просмотровое чтение
- •IV. Изучающее чтение (reading for detail)
- •Работа с научной литературой
- •II. Перевод
- •III. Аннотирование
- •Опорные фразы, используемые для составления аннотации, пересказа
- •Как написать сочинение?
- •Contents
I. Match the following words with the words in bold from the text and use them in the sentences of your own:
заставлять, вынуждать
уступать, молча соглашаться
возводить на престол
признавать
пополнять
рвение, старание, усердие
самозванец
заключение
подавленный, угнетённый
мера, мероприятие
двоевластие
налогообложение
грабитель
перемирие
отличиться
посол
постоянный; ровный
духовенство
II. Find the nouns that are used in the text with the following verbs:
1) to bear
2) to conduct
3) to share
4) to take
5) to be exposed to
6) to transact
7) to lead into
8) to render
III. Answer the following questions:
1. How did Feodor Romanov manage to distinguish himself as a soldier and a diplomatist?
2. What happened to Feodor Romanov and his wife when Boris Godunov gained the throne?
3. Who released Filaret from the Antoniev Monastery?
4. Why and where was Filaret kept prisoner from 1610 to 1618? What event led to his release in 1619?
5. Why can the period from 1619 to 1633 in Russia be called a diarchy?
6. What domestic measures were taken by Filaret to strengthen the state?
7. What was done by Filaret in theological sphere?
IV. Make an annotation of the text. Find additional information about Filaret and present it to your group mates. Text 4 Aleksey Mikhaylovich
I. Read the text about Aleksey Mikhaylovich and decide whether these statements are True or False. Correct the false statements:
1. Aleksey Mikhaylovich was the first of the Romanov dynasty.
2. During a riot in May 1648, rebels demanded to exile Morozov.
3. In the first years of Nikon’s tenure, his relations with Alexis were strained.
4. After abandoning the patriarchate Nikon’s power and influence were at an end.
5. A notable event of Alexis’s reign was the annexation of eastern Ukraine.
6. Muscovite forces began war with Sweden for the territories along the Baltic coast.
7. After a prolonged conflict with Poland, the boundaries of the annexed territory were confirmed by the armistice of Andrusovo with Poland in 1669.
8. Aleksey Mikhaylovich was married twice, first to Mariya Miloslavskaya, then to Nataliya Naryshkina.
T he reign of Michael’s son Alexis (Aleksey Mikhaylovich), whom later generations considered the very model of a benevolent and gentle tsar, began badly. Like his father, Alexis came to the throne a mere boy. Immediately the boyar who controlled the government, Boris Ivanovich Morozov, embarked upon policies that brought the government to the brink of disaster. Morozov cut government salaries; he also introduced a tax on salt and a state monopoly of tobacco, the former causing widespread hardship and discontent and the latter bringing the church’s condemnation. At the same time, he alienated boyar groups close to the throne by his interference in his ward’s marriage.
During a riot in Moscow in May 1648, a mob surrounded the 19-year-old tsar and demanded the execution of Morozov and the leading officials. Some of the latter were thrown to the mob, and a brief protective exile was arranged for Morozov. Morozov’s boyar enemies, who may have abetted the riot, took control of affairs and carried out a series of reforms. The salt tax and tobacco monopoly were ended, and a commission was established for the drafting of a new law code. Serious disorders continued in the cities of the north, particularly in Pskov and Novgorod, where force was required to reimpose authority.
In Novgorod the principal actor in the government’s interest was the metropolitan Nikon. In 1652 his solicitations earned him the patriarchate. Tradition has it that Nikon, before accepting the position, demanded a declaration of full obedience in religious and moral matters from the tsar. In the first years of Nikon’s tenure, his relations with Alexis and the court were good. The patriarch, with official support, carried out a number of liturgical and organizational reforms, surrounding himself with an impressive bureaucracy modeled upon the state apparatus. Relations with the tsar became strained in 1658, however, and, after he was publicly snubbed by Alexis, Nikon announced that he was abandoning the patriarchate. He later held that he had simply gone into temporary seclusion, but his effective power and influence were at an end.
The main event of Alexis’s reign was the annexation of eastern Ukraine. His government had continued the previous policy of avoiding entanglements in the West while expanding eastward but could not resist the opportunity offered in 1654 when Bohdan Khmelnytsky, the leader of a Cossack revolution against Polish rule in Ukraine, appealed to Moscow for the help he had been unable to obtain from Sweden and the Turks. Moscow accepted his allegiance in return for military assistance and thus became involved in a protracted struggle with Poland and Sweden for the Ukrainian, Belarusian, and Baltic territories. At first the war went well, but the differing objectives of the Ukrainian and Muscovite allies soon revealed themselves. When Charles X of Sweden entered the fray against Poland, Alexis made peace, in 1656; he feared a strong Sweden as much as a strong Poland. Muscovite forces plunged into war with Sweden for the Estonian, Livonian, and Karelian territories along the Baltic coast. The situation in Ukraine became increasingly confused and dangerous for Moscow, and it was necessary to end the war with Sweden in 1661, even at the cost of yielding, once again, the Baltic coast.
In Ukraine the war took on a new aspect when in 1664 Peter Doroshenko, a new leader, put himself under the protection of the Ottomans. The Turks joined in a number of major military operations, alarming both Poland and Moscow sufficiently to bring them to a truce at Andrusovo (1667). Poland recognized Moscow’s control over eastern Ukraine and Kiev, while Moscow yielded the part of Ukraine west of the Dnieper and most of Belarusia.
The peace did not greatly improve the government’s position, for the same year saw the beginning of a threatening movement among the Don Cossacks and peasants of the Volga region, led by Stenka Razin, and a political battle within the inner circles at court, caused by the death of Alexis’s wife. After two years, Alexis was married to Nataliya Naryshkina. In 1676, however, Alexis himself died, and Fyodor, a sickly son of his first wife, Mariya Miloslavskaya, succeeded him. In 1682, however, Fyodor died, and the Naryshkin faction sought to place his half brother Peter on the throne instead of Fyodor’s full brother, the ailing Ivan. The elite corps of streltsy (a hereditary military caste) revolted and established Ivan’s elder sister Sophia as regent.
[http://www.all-art.org/Visual%20History/01russia1.htm]