Иностранный язык: Контрольные работы по английскому языку для студентов 4 курса специальности 020700 - ''История''

М И Н И СТ Е РСТ В О О БРА ЗО В А Н И Я РО ССИ Й СК О Й Ф Е Д Е РА Ц И И В О РО Н Е Ж СК И Й ГО СУ Д А РСТ В Е Н Н Ы Й У Н И В Е РСИ Т Е Т

И Н О СТ РА Н Н Ы Й Я ЗЫ К контрольны е работы по английскомуязы ку по специальности 020700

В О РО Н Е Ж 2003

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У тв ерж д ено научно-метод ическим сов етом исторического ф акультета № 9 от 30.06.2003 г.

Состав ительМ артемьянов а Н .В .

К онтрольны е работы под готов лены на каф ед ре странов ед ения и иностранны х язы ков исторического ф акультета В оронеж ского госуд арств енного унив ерситета. Рекоменд ую тсяд лястуд ентов 4 курса заочного отд еления.

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Ч А С ТЬ I К О Н Т РО Л Ь Н А Я РА БО Т А N1 TUDOR ENGLAND 1. Read the text. Look up new words in the vocabulary. The new monarchy The Hundred Years’ War was followed by a long power struggle (1455-85) for the English Crown between the two branches of the royal family, which Walter Scott later called The Wars of the Roses. The man who ended the war and united the two royal houses and their supporters was Henry Tudor, duke of Richmond, who became King Henry VII giving origin to the Tudor dynasty (1485-1603). Henry avoided quarrels with neighbours and made important trade agreements with European countries. He was careful to keep the friendship of the merchant and lesser gentry classes who produced most of the nation’s wealth. Like him they wanted peace and prosperity. He understood earlier than most people that England’s future wealth would depend on international trade and he built a large fleet of merchant ships. Henry VII built the foundations of a wealthy nation state and a powerful monarchy. He sent his steam to explore the Atlantic coast of North America soon after Columbus’s great discovery. But England did not start colonizing the new continent until the early seventeenth century when it had become strong enough. A Truly English Church In the 1530s, Henry VIII, wasteful and ambitious, broke away from Rome, and Parliament made him head of the Church of England. An English Bible was placed in every church for people to read. After a careful survey of Church property Henry VIII closed 560 monasteries and took over their land and wealth. He sold much of their lands to the rising classes of landowners and merchants – to boost his popularity with them. England became politically a Protestant country, even though the religion was in fact still Catholic. Nevertheless, Henry made the Church in England truly English. It was Henry’s creation of the Royal Navy that enabled England to realize her imperialistic ambitions under Elizabeth. He had spent a lot of money on warships and guns, making English guns the best in Europe. The New Trading Nation Elizabeth I (1558-1603) was the first of three long-reigning queens in British history (the other two are Queen Victoria, 1837-1901, and Queen Elizabeth II, succeeded in 1952). Her reign is considered by many as the Golden Age of English history, whose symbols were Sir Francis Drake and William Shakespeare.

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The discovery of America placed England at the centre of the world’s trading routes, and brilliant naval commanders (especially Sir Francis Drake and Sir Walter Raleigh) enabled England to dominate these trade routes. Elizabeth and her advisers considered trade the most important foreign policy matter, as Henry VII had done. For them England’s greatest trade rival was also its greatest enemy. This idea remained the basis of England’s foreign policy until the nineteenth century. A number of companies were established to trade with various regions of the world. The Moscow Company had been developing profitable trade with Russia. The East India Company was founded to trade with the East Indies (Indonesia); competing with the Dutch and later with the French it soon began to operate in India, Persia and even in Japan. The Africa Company began selling slaves to the Spanish in America. And several others. Elizabeth followed two policies. She encouraged English sailors to attack and destroy Spanish ships bringing treasures back from America, and the treasure was shared with the queen. She also encouraged English traders to settle abroad and to create colonies. This second policy led directly to Britain’s colonial empire of the seventeenth and eighteenth centuries. 2. Read the following phrases aloud. Find the sentences with these phrases in the text. Read them aloud and translate into English. a) Power struggle for the crown; the War of the Roses; to unite their supporters; to give origin to a new dynasty. b) Quarrels with neighbours; to keep the friendship of the wealthy classes; most of the nation’s wealth; peace and prosperity; to depend on international trade; a fleet of merchant ships; to build the foundations of a powerful monarchy; to explore the Atlantic coast; to colonize the new continent. c) Wasreful and ambitious; to break away from the Roman Catholic Church; head of the Church of England; to take over Church property; the rising classes of landowners and merchants; to create the navy; to spend a lot of money on warships and guns. 3. Comprehension check. Answer the following questions. Check your answers with the text. 1. Who fought in the Wars of the Roses, and why? 2. Who united the two rival houses and founded a new dynasty? 3. What kind of foreign policy did Henry VII pursue? 4. What was his home policy? 5. Why did Henry VIII break with Rome? 6. What was his second achievement? 7. What do English historians rate Elizabeth I? 8. Shakespeare and Drake are considered to be the symbols of her age. Why do you think?

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9. What were her foreign policy principles? 4. Match an adjective in A with a noun in B. A B a colonial country foreign ambitious future routes imperialistic classes international policy a merchant nation naval fleet a powerful trade a Protestant empire rising commanders trading wealth a wealthy monarchy 5. Put a preposition in each gap. Underline the prepositions in your notebooks. a) The struggle _____ the Crown, named the Wars _____ the Roses _____ Walter Scott, was ended _____ Henry Tudor who gave origin _____ a new dynasty. He avoided wars _____ neighbours countries and kept the friendship _____ the merchants and the gentry. He understood earlier _____ most people that the future wealth _____ the country would depend _____ international trade and he build a fleet _____ merchant ships. b) Henry VIII was always looking _____ new sources _____ money. He broke _____ Rome and was made head _____ the Church _____ England _____ Parliament. The lands and wealth of the Church came _____ his control. He is considered _____ the founder _____ the national Church _____ England. His creation _____the navy is another achievement _____ his. 6. Put the verbs in brackets in the correct tense and voice. Underline the verb forms in your notebooks. a) The struggle for crown which (to last) for thirty years (to end) by Henry Tudor who ( to become) King Henry VII. During his reign he (to avoid) quarrels both with neigbouring countries and with economically powerful classes in England. He (to know) only too well how much harm the wars (to do) to the country. A lot of money (to spend) on building a merchant fleet as he (to be )sure that the country’s future (to depend) on international trade. b) Elizabeth (to consider) trade the most important foreign policy matter, as her grandfather (to do) . She (to establish) a number of companies which (to trade) with various regions of the world. She also (to encourage) English traders to

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settle abroad. It (to lead) to the creation of numerous English colonies in the seventeenth century. 7. Change the following sentences to passive. The discovery of America placed England at the centre of the world’s trade routes. Soon England dominated these routes. She followed two policies. She encouraged English sailors to attack Spanish ships. She encouraged English traders to settle abroad. They founded the first English settlement in Virginia. Raleigh named the place after Queen Elizabeth. Raleigh brought tobacco to England. 8. Write questions to these answers. 1. 2. 3. 4. 5. 6. 7. 8.

It was Henry Tudor who did both. ‘Trade is better than war’. Because he realized the importance of international trade. Because they also wanted peace and prosperity. He wanted to control the Church and its wealth. It enabled the English to dominate the sea trade routes. It was trade. She established a number of trade companies.

9. Summarize the text according to the following suggestions.

1. England is tired of endless war. 2. Henry VII Tudor and his new monarchy. 3. His home policy: law and order; cooperation with classes interested in peace and prosperity. 4. His foreign policy: trade instead of war. 5. Henry VIII: separation from Rome – economic and political reasons. 6. Under Elizabeth I England becomes a great trading power. 7. A great sea power. 8. A new trend in her foreign policy. К О Н Т РО Л Ь Н А Я РА БО Т А N2 THE BIRTH OF PARLIAMENT 1. Read the text. Look up new words in the vocabulary. The New Wealthy Classes Britain had always been famous for its wool, much of it was exported. In order to improve the manufacture of woollen cloth, William I encouraged Flemish

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weavers and other skilled workers from Normandy to settle in Britain. Various other industries and crafts began to develop in old and new towns. By 1250 most of England’s towns were established. Many towns stood on land belonging to feudal lords. To balance the power of local nobility, the kings gave (sold) ‘charters of freedom’ to many towns, freeing the inhabitants from feudal duties to the local lord. The town’s life, courts and economy were controlled by town merchants who formed a wealthy and influential class. Two new landed classes developed in the country. They were ‘freeman farmers’ who rented landlords’ land and bit by bit added to their holdings, and ‘gentleman farmers’ or ‘landed gentry’, that is the knights who devoted themselves to farming. Kings Need Money By the late thirteenth century the king could only raise most of his income by taxation. And taxes could be raised with the agreement of those wealthy enough to be taxed – the merchants in towns and the landed gentry and other wealthy freemen in the country. These were the two classes of people who produced and controlled England’s wealth. There was an increasing necessity in a ‘representative institution’ whose members chosen by the shires and towns would link the king with these classes. The Great Charter In 1215, King John was forced by the powerful barons to sign Magna Carta, the Great Charter, which promised all ‘freemen’ protection from his officers and the right to a fair and legal trial. It also contained a list of imitations to the king’s power. A committee of lords was established to make sure that John kept his promise. For many centuries this document6 was an important symbol of political freedom. A Real Parliament Edward I (1272 – 1307) brought together the first real parliament. In 1295 he commanded each shire and town to send two representatives to what became known as the Model Parliament. There the barons and the high clergy were present together with the knights and burgesses representing the shires and towns (or boroughs). The’ House of Commons’ as a separate chamber resulted from the unofficial meetings of these knights and burgesses. The person chosen to ‘speak’ for these ‘commoners’ in Parliament became known as the Speaker. In the fourteenth century the House of Lords and the House of Commons became separate chambers. 2. Read the following phrases. Find them in the text. Translate them into Russian. To improve the manufacture of woollen cloth; new landed classes; to increase one’s holding; to raise the royal income by taxation; those wealthy enough to be taxed; to produce and control England’s wealth; necessity in a representative

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institution; forced to sign the Charter; the right to a fair and legal trial; the origins of Parliament; to make political decisions. 3. Comprehension check. Answer the following questions. 1. What factor caused the revival of old towns and the building of new ones in the Middle Ages? 2. What class of people controlled the growing industries? 3. What new classes developed in the country? 4. How could the king raise his income? 5. What is the significance of the Great Charter? 6. What kind of body was established by ‘committee’ and the ‘advisory council’? 7. Why do you think the knights, freeman farmers and merchants kept together and held separate meetings?? 8. What was the role of the speaker? 9. Which do you think was more powerful, Parliament or the king? 4. Match a verb in A with a noun in B A B Choose land Make taxes Produce decisions Increase the manufacture Control wealth Improve the economy rent a holding raise a document sign the Speaker send a support 5. Put a preposition in each gap. The share _____ the king’s income coming _____ the lands held _____ the lords _____ the feudal system gradually went down. The king depended more and more _____ taxes. But taxes could be raised _____ the agreement _____ the rich classes. The wealth _____ the nation was produced _____ them. The Great Charter signed _____ King John contained a number _____ limitations _____ the king’s power. The aim ____ the committee was to make sure John did not go _____ his rights _____ feudal lord. _____ 1258 Henry III was forced to agree _____ the idea _____ an advisory council established _____ the nobles _____ the leadership _____ S.de Montfort. It was a first step _____ parliamentary principle. 6. Put the verbs in brackets in the correct tense and voice. Underline them in your notebooks.

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William I (to know) that England always (to be) famous for its wool. He (to hope) that the skilled workers he (to invite) from the mainland (to help) develop industries in English towns. The merchants (to become) the richest class in towns. In the countryside the gentleman farmers and the freeman farmers became the wealthy class who (to produce) most of the corn and other foods. King John (to sign) Magna Carta which (to write) by the nobles and (to contain) some limitations to the king’s power. The committee that the barons (to establish) (to be) to make sure that John (to keep) his promise. 7. Change the following sentences to passive. The Tudors rarely assembled Parliament. But they did not dissolve the House of Commons as they needed the money of the merchants and landowners. And the latter supported the Tudor monarchs. The first Stuarts absolutely ignored Parliament. The parliamentary forces defeated Charles I. They tried and executed him. They restored the monarchy after Cromwell’s death. But Parliament secured its supremacy over the monarch in the Bill of Rights, which the king accepted. During the seventeenth century they transformed the absolute monarchy in Britain into a parliamentary monarchy. People consider Britain to be the Mother of Parliaments. 8. Write questions to these answers. 1. It was produced by the merchants and landowning farmers. 2. Only these classes could do it. 3. Because the Charter gave certain rights to ‘all freemen’ and contained certain limitations to the royal power. 4. No, it wasn’t. It was only called ‘parliament’/ 5. Because many of its members were chosen by towns and shires. 6. Because this chamber consisted of the representatives of ‘common people’. 9. Summarize the text according to the following suggestions. 1. 2. 3. 4. 5. 6. 7.

The revival of towns in the Middle Ages. The new wealthy classes in town and country. The barons’ first challenge to the king’s absolute power. The Great Charter: a symbol of political freedom. Simon de Montfort’s council: a first step towards parliamentary principle. Edward I’s Model Parliament. Its division into two separate chambers.

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Ч А С ТЬ II TEXTS TO READ AND TRANSLATE Read and translate the story. Pompey was one of the greatest Roman soldiers, a talented state man and a diplomat. In the 60’s of the 1st century B.C., he played a leading role in the political life of Rome. While the Romans were suffering under the rule of Sulta, he was away in Africa, defeating the enemies of Rome. Six years later Pompey suppressed an uprising of gladiators. Gladiators were people who were given arms and made to fight against each other in the arena for the amusement of the spectators. In later years they were forced to fight for their lives against wild animals. Many of the gladiators were Gauls and barbarians. There were schools in Rome where they were trained. One day a number of men ran from one of the schools and encamped on Mount Vesuvius. Here they were joined by other gladiators and slaves and became a great force. They easily defeated the Toman army which was sent by the Senate to fight against them. It was Pompey who finally put down the revolt: by his order tens of thousands of slaves were captured and put to death. After his victorious campaigns in the East, which led to complete Roman domination over Asia Minor, he returned to Rome and formed the first triumvirate together with Caesar and Crassus. But he had never expected that Caesar would soon become his enemy and defeat him. Read, translate, entitle the text, and get its main idea. For the phenomenon as complex as democracy, its first appearance is remarkably easy to pinpoint: the city-state of Athens in the fifth century B.C. Periclean Athens, named for its most celebrated leader, inspired generations of later political theorists and statesmen. Yet many aspects of Athenian democracy appear strange and unfamiliar to modern eyes, The central political institution in Athens of the sixth and fifth century B.C. was the assembly, usually composed of 5,000 to 6,000 members, and open to all adult male citizens. (Women, slaves and foreigners were excluded). By simple majority vote, the Assembly could decide virtually any domestic issue without any legal restrictions. Trials were conducted by juries of 501 citizens who also decided guilt or innocence majority vote. Perhaps most remarkably, the leaders of the Assembly were not elected, but chosen by lot, since Athenians believed that any citizen was capable of holding public office. Not that there were many such offices to fill: Generals were elected for one-year terms, but otherwise Periclean Athens lacked any recognizable executive institutions such as president, prime minister, Cabinet or permanent civil service. The weight of decision-making fell almost exclusively

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upon the citizen-members of the Assembly – a burden of public service that most people today would find unacceptable. Without constitutional limits, the Athens of Pericles was prone to factionalism and manipulation by shrewd or eloquent orators. It was democratic Athens, after all, which condemned to death the philosopher Socrates – thereby earning the undying enmity of Socrates’ most celebrated pupil and fervent antidemocratic, Plato. Despite its enemies and weaknesses, Athenian democracy was no fragile flower. It endured for approximately 200 years – surviving even defeat in the Peloponnesian War in 404 B/C/ at the hands of its archrival, Sparta. Retell the following I. More than seven hundred years ago Celts came to Britain from Europe. They mixed in with the people who were already there. All who lived in Britain were called Britons. They divided into groups called tribes. Each tribe had its king or queen. The Romans attacked Britain in 55BC. Consul Julius Caesar had brought the army of 10,000 men. The Britons fought desperately, but they were much weaker than the well trained Romans, and soon fled. After the victory Julius Caesar soon left Britain. The real invasion took place only in AD 43, when the Roman Emperor, Claudius decided to make Britain part of the Roman Empire. An Army of 40,000 Roman soldiers landed in Britain (Kent). Britain became part of a huge Roman Empire, which stretched frojm what is now the north of England to the Red Sea. Many Britons had to accept the Roman way of life, though some of them tried to resist the enemies. The fighting continued for almost twenty years after the Roman invasion. The Romans won many victories, and it was clear that nothing could stop them. But in AD 60, the Iceni tribe led by their queen, Boadicea, revolted. II. In 383 the Roman legions began to leave Britain to fight in Gaul(France) against the Barbarian tribes who were invading the Roman Empire. By 407 there were not enough Roman soldiers to defend Britons from Picts and Scots, fierce tribes from the North. The British chiefs asked Anglo-Saxon soldiers to come from Germany to help them. Anglo-Saxons were strong and well trained, they defeated Picts and Scots, but when afterwards Britons asked them to leave they refused to do it and stayed. After about one hundred and fifty years of fighting Britons had either been forced to Wales or had become slaves. Anglo-Saxons founded a lot of kingdoms: Kent, Essex, Wessex, Merica, Northumbria. In 789 more than three hundred years after the Anglo9-Saxons had settled in Britain, the Vikings began to attack the British Isles. They came from Norway,

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Sweden, and Denmark. The winters there were long and cold and the soil was poor, so Britain was a rich prize for them. They made a big army. The AngloSaxon kingdoms couldn’t resist the Vikings, and soon only the kingdom of Wessex remained free of them – the King of Wessex was Alfred the Great. III. The Danish kings ruled in Britain for about 24 years. The last of them, Edward the Confessor, died without a son to follow him. 15 years before his death he had promised the English Crown to the Duke of Normandy, William, who was his cousin. But the British nobility supported Harold, Earl of Wessex. Harold was the most powerful Anglo – Saxon earl of England and in 1066 he was crowned in York. William, feeling cheated, gathered an army to invade England. On the 14 October, 1066 the Normans won a victory and started the last invasion in the History of Britain. Ч А С ТЬ III TEXTS TO DISCUSS How have Americans thought of citizenship? From its beginnings, America was strongly influenced by the ideals of classical republicanism. The early American colonies of the seventeenth century were political communities in which civic virtue could be exercised. Many of these colonies were called commonwealths, a word that meant something like a republic, that is, self-governing communities of equals whose members were expected to help serve the good of all. In the Mayflower Compact, the Pilgrims declared their intent to “ covenant and combine themselves together into a civil body politic” . The American Founders admired the civic virtue of the ancients and the classical models of republican government. They also were influenced by the natural rights philosophy of John Locke. The natural rights philosophy conflicted in several important ways with the ideals of classical republicanism. Instead of the common good, it stressed the importance of individual rights and self-interest. Society and government, according to Locke, were established to protect the rights of the individual. Human communities did not exist for their own sake, but rather to protect the individuals belonging to them, each of whom is free to pursue his or her own interest as it does not interfere with the interests of others. The Founders were influenced by both these theories of government. They had to compromise in adapting intellectual inheritance to the conditions in America. They established a limited government of checks and balances that allowed civic virtue to flourish, but also could prevent abuses of self-interest when it did not. The Founders realized that the classical republicanism of the ancient city states could not be easily adapted to a country as large and diverse as America. They

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also recognized that republican self-government required a greater measure of civic virtue than did other forms of how was civic virtue to be promoted in this new experiment in republican self-government? In general, the Founders looked to two solutions: religion and education. The Founders themselves had different religious beliefs. Many were wary of the dangers that religious orthodoxy posed to individual freedom. At the same time, however, they acknowledged the value of organized religion in promoting virtue. Virtuous behavior, which enabled people to control their passions, would produce upright, responsible citizens. The second solution that the Founders recognized was the importance of education to good citizenship. For the American experiment in republican selfgovernment to succeed, each of its citizens had to be schooled in the ideals and principles upon which that experiment was based. Formal schooling, together with a free press, became a priority in the early years of the new republic. Public or “ common schools” developed rapidly to prepare Americans not only as workers in a growing economy, but also as citizens committed to the principles of selfgovernment. As nineteenth-century American educator Horace Mann observed, “ schoolhouses are the republican line of fortifications. How did Toqueville connect good citizenship with self-interest in the American democracy? Alexis de Tocqueville was a young French aristocrat who visited the United States in the 1830s, at a time when the spirit of Jacksonian democracy was helping top bring about greater equality and more widespread participation in the nation’s political life. He was curious about and impressed by America’s experiment in democracy and how well it worked. After finishing his tour of the United States he recorded his impressions in a very influential book, Democracy in America. Tocqueville found much both to admire and to criticize as he traveled the country. Though impressed by the equality of opportunity in the American democracy, he wondered how a society so devoted to materialism and the pursuit of individual self-interest could produce the civic spirit needed for selfgovernment. He believed the answer was to be found in the qualities he admired in American democracy: traditions of local self-government and habits of free association. The New England townships were tiny models of classical republicanism, where the habits of citizenship were developed. Tocqueville observed that a citizen of one of these American towns Takes part in every affair of the place; he practices the act of government in the small sphere within his reach … and collects clear practical notions on the nature of his duties and

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the extent of his rights. This tradition of local self-government also encouraged voluntary association. Nothing so impressed de Toqueville about America as the fondness American common citizens had for banding together to address problems of common interest. While Europeans would prefer to let government address all public problems, Americans preferred to do it themselves, as citizens. This spirit of association remains a distinctive characteristic of American society today. Such traditions of local self-government and habits of free associations, Tocqueville concluded/ provided a way for teaching citizenship in the American democracy. He wrote, The most powerful and perhaps the only means that we still possess of interesting men in the welfare of their country is to make them participate in the government. At the present time civic zeal seems to be inseparable from the exercise of political rights. Like the Founders, Tocqueville realized that the civic virtue of the ancients was not practical in the United States. Democratic citizenship, he believed, would have to depend on something else. He did not believe there had to be a contradiction between self-interest and civic-mindedness. In a land of equality and widespread participation in political life, each citizen could see a connection between selfinterest and the common good. American citizens are willing to devote themselves to public ends, Tocqueville believed, because they realize that the fulfillment of their private ambitions depends in large pert on the success of the democratic society. Good citizenship for Tocqueville, therefore, was nothing other than enlightened self-interest.

What do you think? 1. Some people claim that the best way to achieve the common good is for each person to work for his or her self-interest. Do you agree? Why or why not? 2. The common good is a principle originally practiced in relatively small and homogeneous societies. Do you think there is a common good in a nation as large and diverse as the United States? Why or why not? 3. What should voters do if their representative votes for a bill that is good for the entire country but damages their particular interest?

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Состав итель М артемьянов а Н аталияВ лад имиров ана Ред актор Бунина Т .Д .

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