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Discuss the following quotations. Do you agree or disagree?· The history of mankind is its character. (Goethe) · The only thing we learn from history is that we learn nothing from history. (Hegel) · History is the version of past events that people have decided to agree upon. (Napoleon Bonaparte) A) Look at the text. Nine fragments have been removed. Read the text and choose from the fragments the one which fits each gap. There is one fragment which you do not need to use.
If you ask me ……. other lands and peoples ……….. I got my GCSE …….. I will become quite knowledgeable ………. unless he knows a lot ……….. in which I am going to specialize ……….. but not until we are through with the feudal period ……… If one casts a retrospective look at the historical past ………… republics were proclaimed
The teacher of history The occupation of a teacher attracts many school graduates. As soon as ……………………………….. I was definitely going to apply for a student of the teacher’s training university. I did my best and now I am a student of Volgograd State Pedagogical University, the History Faculty. I made up my mind to enter this faculty and take up history seriously as my future speciality as history of Russia was my favourite subject at school. So I am doing history. I take a full course of world and Russian history, let alone some other things. I must say I take a special liking to the subjects (modern history of Russia, for example) ……………………………………………………….... There are many historical subjects in our programme such as ancient history, history of the Middle Ages, Russian history, etc. I think, we will start learning the contemporary period next year, ……………………………………………………………………….... When I am in my third year, I wish to devote myself to the special study of modern and contemporary history by which I am greatly attracted. ……………………………. why of all humanities I have chosen history, my answer will be: it interests me as a science because it helps one to understand and explain the processes going on in various aspects of human history. It also helps one to foresee the course of events in the future. But no one can really study any particular period of history …………………………. about what preceded it and what came after it. As for me I’m going to work in school and teach children history. I think it will be very interesting to explain them that the entire history of human society is that of wars and struggle for power. Wars were always waged for the purpose of conquering ………………………….. No matter whether Roman dictators or German or French emperors, British kings or queens or Russian tsars - all the monarchs in their fight for absolute power or colonial possessions brutally oppressed their own people, enslaved and plundered the conquered nations. But in course of time empires and monarchies gradually came to a downfall. As a result of bourgeois democratic revolutions some monarchs were overthrown or deposed and ……………………………. I suppose we will discuss all these points on our lessons and it will be a great challenge for me to pass all my knowledge to the youngsters, using some progressive methods and new ideas as well. The children are so different: quite, boisterous, lazy, hard-working, ……………………………………….. If you want to be a good teacher you should be no doubt a good psychologist because kids should be taught in the atmosphere of understanding and happiness. The job seems to be very difficult: a sort of art. But one remembers: no man is his craft’s master the first day. Whether I will make a very good teacher or a research worker remains to be seen, but I am sure that eventually ……………………………………... in the field of history and perhaps social sciences.
B) Explain the highlighted words. Vocabulary Exercises 2. Give Russian equivalents of the following:
I am doing history; I take a full course of history; let alone other things; I take a special liking to this subject; I made up my mind to enter this faculty; he will make a research worker; I will become quite knowledgeable in the field of history; the processes going on in various aspects of human history; to foresee the course of events; to cast a retrospective look at the historical past; wars waged for the purpose of conquering other lands; fight for power or colonial possessions; in the course of time; monarchies gradually came to a downfall; when we are through with ancient history; when I am in my third year; I wish to devote myself to the special study of; no matter whether Roman dictators or Russian tzars; humanities and sciences 3. Suggest the English for:
изучать в школе всеобщую историю; история средних веков; специализироваться по новой и новейшей истории Англии; историческое (важное) событие; поступать на исторический факультет; иметь хорошие знания в этой области науки; пока не (до тех пор, пока); ученый (в области гуманитарных наук); проявлять интерес к историческим предметам; если не; вести войну с кем-нибудь; кроме (за исключением); борьба за власть; бороться против завоевателей; покорение Сибири; завоевывать государства; угнетать покоренные народы; в результате; моя будущая специальность, свергнуть монарха; короли и королевы, императоры и цари; падение Российской империи; что касается истории древнего мира; очень много времени; быть уверенным в...; колониальные владения; я полагаю, мы будем обсуждать все эти вопросы; понимать; процесс
4. Match a) antonyms b) synonyms
Speaking 5. Complete the following sentences by translating the Russian part into English: 1. Are you through with (своя работа, этот спецкурс, изучение этого предмета, история древнего мира, экзамены)? 2. I am not sure whether (он выберет историю в качестве своей будущей специальности, будет специализироваться по гуманитарным наукам, у нее хорошие знания древних языков, Виктор окончит школу в этом году, из нее получится научный работник, это заинтересует вас). 3. I am going to (специализироваться по новейшей истории Франции, стать историком-медиевистом, поступить на один из естественных факультетов, изучать бронзовый век). 4. I suppose (that) (из него получится хороший специалист, ваши студенты знают историю страны, ваш друг поступил на исторический факультет, вы закончили этот курс, она решила заняться естественными науками, он знающий человек). 5. I made up my mind (поступить в университет в будущем году, создать свою (my own) систему, хорошо изучить английский язык, представиться этому ученому). 6. He takes a special interest in (новой историей США, современной наукой, общественно-политическим строем Англии, великими учеными в этой области, историческими процессами древних времен периодом феодализма в России, колониальной экспансией Британской империи, жизнью английских королей, военной наукой). 6. Use the following questions to speak about yourself and the way you are going to study history.
1. What is your name? 2. Are you a first-year or a second-year student? 3. What faculty are you in? 4. You take a full course of history at the University, don't you? 5. What courses of history do you take? 6. Do you study other subjects? 7. Was history your favourite subject at school? 8. Why did you make up your mind to enter this faculty? 9. Which do you want to become: a teacher of history or a research worker after graduating from university? 10. Are you sure you will make a good specialist? 11. Why have you chosen history as your future speciality? 12. Is it possible to make a good study of a period of history without knowing what preceded it? 13. What is characteristic of the entire human history? 14. For what purpose were the wars usually waged? 15. What did the monarchs usually fight for? 16. How did the monarchs treat their own people? 17. What became of some monarchs and monarchies? 18. What republics were usually proclaimed after the overthrow of the monarchs? 19. What will you study after you are through with ancient history? Words and Word Combinations
to be a first-year student - учиться на первом курсе to take a course in... - слушать курс по... to be going to - собираться (намереваться) делать что-л. to leave school - окончить школу to make up one's mind - решить сделать что-то to enter college (university) - поступить в институт (университет) to take up history - заняться изучением истории to be sure that... - быть уверенным, что...; to be sure of- быть уверенным в чем-л. (ком-л.) in the field of - в области to take an interest in - интересоваться to be through with - закончить что-л. to start doing something - начать делать что-л. at the age of - в возрасте... лет as to (= as regards) - в отношении, что касается to devote oneself to - посвятить себя чему-л. a course of events - ход событий in the course of - в ходе, в течение for the purpose of- с целью to come to a downfall - пасть, рухнуть as a result of - в результате чего-то Supplementary Reading
Translate the text with the help of a dictionary.
Think of three historical figures. What do you know about them? Where did you get your information from? The chances are that you either read it somewhere or someone who read it somewhere told you about it. Did you ever think about who wrote down these facts? How can you be sure that they are true? The thing is, many historical "truths" are historical myths. Let's take some examples. In America, 4th July is Independence Day, the most important holiday in the American calendar, which the Americans celebrate with parades and fireworks. It was on 4th July, 1776 that Congress approved the Declaration of Independence. It was a good start. However, the struggle continued for another seven years after this, with some of the most brutal fighting in the whole war, as King George III was not willing to grant America total independence, which was the only arrangement that the American leaders would accept. So the fighting continued. The first draft of a Treaty of Peace was signed in November 1782 and in February 1783 the King officially announced that the war would soon be over. This led to the signing of the Treaty of Paris on 3rd September that same year. Think about the discovery of America. What's the first name that comes to mind? More than likely it's Christopher Columbus. Was America really discovered by him? He had set out to reach Asia and that's where he thought he was when he came to America. But there were many people there before him. The first ones were certainly the Native Americans, thousands of years before 1492. Where had they come from? Even the Vikings had made a number of expeditions, with Leif Eriksson landing there in around 1000 AD. Perhaps Amerigo Vespucci was the discoverer of America. After all, unlike Columbus before him, he was the first fifteenth-century explorer to realise where he was, or rather, where he definitely wasn't. So, maybe the word "re-discover" is more accurate when it comes to Columbus, if history is to give him any credit at all. Everyone believes such historical "facts" because, like you, they got them from what they thought was a reliable source. But how can such things be written down in the first place? One of the reasons must be that history is seldom "cut and dried". The events are often complicated and messy. The achieving of American independence was a lengthy affair. Presumably 4th July was chosen as the date to celebrate because it was seen as more significant than the date of the actual end of the war. Another reason is that such myths always contain a grain of truth. Columbus was not the first person to travel to America, but he was the first fifteenth-century explorer to go there. His "re-discovery" was, from a historical point of view, extremely significant for Europe since his voyages opened up large-scale commerce between Europe and America. History has traditionally been written by the winners. If the conquered indigenous peoples had written the history of the discovery of the New World, it would most probably have been very different, but not necessarily objective: the point of view of the conquered can be just as biased as the point of view of the conqueror. But that is not the whole story. The writing of history depends not only on the "side" the writer is on, but also on the culture and attitudes of the era it is written in. History is always subjective. So, remember: when you read history, take it with a pinch of salt.
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