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Рівне - 2014

НАВЧАЛЬНО-МЕТОДИЧНИЙ ПОСІБНИК

КОРОТКИЙ ПОГЛЯД НА БРИТАНІЮ

КРАВЧУК ІРИНА МИКОЛАЇВНА

Рівненська міська радаКомунальна установа «Рівненський міський методичний кабінет»

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KRAVCHUK I.M.

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Автор: Кравчук Ірина Миколаївна, вчитель англійської мови

Рівненської загальноосвітньої школи І-ІІІ ступенів №5

Рівненської міської ради, спеціаліст вищої категорії,

учитель-методист

Посібник: «Короткий погляд на Британію»

Cхвалено методичною радою Рівненської ЗОШ І-ІІІ ступенів №5 Рівненської

міської ради, протокол № 2 від 12.11. 2013

Рецензент: кандидат педагогічних наук, Воробйова І.А.

доцент кафедри теорії і практики

англійської мови та прикладної лінгвістики РДГУ

Навчально-методичний посібник укладений з урахуванням

комунікативно-діяльнісного підходу до вивчення англійської мови. Матеріали,

представлені у посібнику, спрямовані на формування у школярів необхідних

іншомовних навичок та вмінь, формування соціокультурної компетенції учнів

шляхом ознайомлення з культурою країни, її традиціями, історією та

сучасністю.

Посібник демонструє інтерактивні прийоми та методи роботи на основі

країнознавчого матеріалу та автентичних джерел.

В посібнику використано велику кількість ілюстративного матеріалу,

частину якого складають знімки зроблені автором посібника в період

перебування в Об’єднаному Королівстві Великої Британії та Північної Ірландії.

Посібник доповнений СD диском на якому розміщено ілюстративний та

картографічний матеріал, завдання для контролю знань. Кожне завдання

посібника супроводжується презентацією в Power Point.

Посібник може бути використаний вчителями англійської мови як на

уроках так і в позаурочний час для формування соціокультурної компетенції

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учнів, студентами педагогічних вузів та всіма, хто прагне розширити знання та

удосконалити навички володіння англійською мовою.

ЗМІСТ

Вступ …………........................................................................................................... 6

Reading. THE NATIONAL SYMBOLS ………………………………............……. 9

Reading. BRITAIN’S NATIONAL FLOWERS ……………………………………12

Listening.THE STONE OF DESTINY…………………………………………...…15

Listening. THE RAVENS…………………..…………………………………….…17

Reading. COUNTIES, BOROUGHS, PARISHES………………………………….18

Reading. TITLES AND HONOURS………………………………………………...20

It is interesting to know. TITLES AND HONOURS…………………...….………..25

Listening. THE OAK TREE……………………………………………………...….28

Speaking. FORMAL MANNERS………………………………………...…………30

Speaking. INFORMAL MANNERS………………………………………….……..31

Listening. DOUBLE DECKERS………………………………………….…………33

Listening. THE FIRST BUS CONDUCTRESS…………………………………….35

Reading. STONEHENGE………………………………………….………………..37

Speaking. IMAGE. STONEHENGE………………………………………………..40

Reading. HADRIAN`S WALL…………………………………………...…………43

Reading. STATUES ON HORSES……………………………………………….…45

Reading. LADY GODIVA…………………………………………….…………….47

Reading. QUEEN BOUDICCA (OR BOADICEA)……………………………….50

It is interesting to know. BIG BEN……………………………………………….…52

Watching activity. EDINBURGH……………………………………………….….54

Listening. DUDLEY ZOO…………………………………………………….…….57

Reading. DUDLEY ZOO……………………………………………………………59

Reading. ANIMALS IN SPORT………………………………………………….…61

Reading. BRASENOSE COLLEGE…………………………………………….…..64

Using of English. KENILWORTH CASTLE……………………………………….71

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Quiz. ALL ABOUT BRITAIN………………………………………………………73

SOURCES…………………………………………………………...………………75

ВСТУП

Початок третього тисячоліття, коли посилюються та стають більш

очевидними процеси інтеграції України у Європейську та світову спільноти,

ставить нові вимоги перед українською освітою, її якістю та змістом. Один із

перших та найважливіших соціальних інститутів, покликаних формувати нову

модель світогляду та установлення відносин із навколишнім світом – це

інститут середньої освіти, зокрема його невід’ємна складова – навчання

іноземним мовам.

Підготовка учнів середньої школи до комунікації на міжнаціональному рівні

– таке завдання стоїть перед учителем іноземної мови на сучасному етапі

розвитку суспільства. Це передбачає не тільки навчання мовному матеріалові –

лексичному, граматичному та фонетичному – але й формування

соціокультурної компетенції як складової комунікативної компетенції, без якої

неможливо досягти високого рівня міжкультурного спілкування.

Соціокультурна та соціолінгвістична компетенції разом з мовленнєвою,

мовною та прагматичною компетенціями є компонентами комунікативної

компетенції (Програми для загальноосвітніх навчальних закладів. Англійська

мова. 5-9 класи. 2013). Як показує досвід, ігнорування або недостатня увага до

екстра- та паралінгвістичних компонентів спілкування може призвести до

непорозумінь та появи негативних стереотипів, які заважають зближенню та

поліпшенню відносин між представниками різних культурних груп.

Численні дослідження з питань взаємодії культур свідчать про те, що

зміст і результати різноманітних міжкультурних контактів багато в чому

зумовлюються здатністю їх учасників розуміти один одного і досягати згоди,

яка передусім визначається етнічною культурою кожної із взаємодіючих

сторін, психологією народів, цінностями, домінуючими в певній культурі. В

антропології такі взаємостосунки різних культур отримали назву

“міжкультурної комунікації”, яка означає обмін між двома і більше

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культурами та продуктами їх діяльності, що здійснюється в різних формах.

Такий обмін може відбуватися як у політиці, так і в міжособистісному

спілкуванні людей у побуті, сім’ї, неформальних контактах.

Отже, міжкультурне іншомовне спілкування (а тільки такий рівень

спілкування і є нормальним) вимагає взаєморозуміння, а не лише розуміння

сказаного і вміння реагувати на репліку (Ю.І.Пассов). Взаєморозуміння не

слід розглядати поверхнево як розуміння на вербальному рівні, розуміння

значення слів, фраз, мовленнєвих функцій; необхідно враховувати не тільки

те, що людина говорить/пише, але й те, який зміст сказане/написане має в

контексті міжкультурної комунікації. Головною передумовою

взаєморозуміння, його основою є культурне тло, тобто набуті знання про

культуру країни, мова якої вивчається, без яких не можливе спілкування

іноземною мовою, адекватне його цілям й умовам, а також культурним

нормам даної мовної спільноти. Сукупність таких фонових знань ми

визначаємо як соціокультурний аспект спілкування. Він охоплює знання з

різних сфер, зокрема літератури, музики, архітектури, образотворчого

мистецтва, історії, географії, економіки, політики, традицій, звичаїв та

повсякденного життя народу, мова якого вивчається.

Культурний  бар’єр є небезпечнішим і неприємнішим, ніж мовний.

Культурні помилки, зазвичай, сприймаються болючіше, ніж мовні. Глибина

проблеми міжкультурної комунікації стає особливо очевидною при

зіставленні культури рідної країни і країни, мова якої вивчається. Ось чому

методисти акцентують увагу на необхідністі у навчальному процесі діалогу

культур: культури рідної країни та культури країни, мова якої вивчається.

Навчально-методичний посібник укладений з урахуванням

комунікативно-діяльнісного підходу до вивчення англійської мови. Матеріали,

представлені у посібнику, спрямовані на формування у школярів необхідних

іншомовних навичок та вмінь, формування соціокультурної компетенції учнів

шляхом ознайомлення з культурою країни, її традиціями, історією та

сучасністю.

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Посібник демонструє інтерактивні прийоми та методи роботи на основі

країнознавчого матеріалу та автентичних джерел.

Посібник доповнений СD диском на якому розміщено ілюстративний та

картографічний матеріал, завдання для контролю знань. Кожне завдання

посібника супроводжується презентацією в Power Point.

Посібник може бути використаний вчителями англійської мови як на

уроках так і в позаурочний час для формування соціокультурної компетенції

учнів, студентами педагогічних вузів та всіма, хто прагне розширити знання та

удосконалити навички володіння англійською мовою.

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READING

THE NATIONAL SYMBOLS

THE FLAG

The flag of the United Kingdom, known as the Union Jack, is made up of three

crosses. The upright red cross is the cross of St. George, the patron saint of England.

The white diagonal cross is the cross of St. Andrew, the patron saint of Scotland.

The red diagonal cross is the cross of St. Patrick, the patron saint of Ireland.

The Welsh dragon does not appear on the Union Flag. This is because when

the first Union Flag was created in 1606, the Principality of Wales by that time was

already united with England and was no longer a separate principality.

Ensign is а flag flown on an ensign-staff at the stern of а ship to indicate

nationality. The British ensigns have а white, blue, or red field with а Union Jack in

the upper corner next to the staff.

The white ensign consists of the red cross of St. George on а white flag

with the Union Jack in the upper quarter next to the staff. It is worn by

vessels of the Royal Navy and Royal Yacht Squadron which

accompany the King or Queen. The Royal Navy and Rоуаl

Yacht Squadron are used for official state visits to other countries and also when the

monarch inspects the ships of the Royal Navy. The Yacht sails between the war-

ships, the crews dressed in parade uniforms give three cheers of hip, hip, hurrah.

This tradition dates back to the 16th century, when Queen Elizabeth I greeted

her Navy after their victory over thе Spanish Armada.

The blue ensign is worn by ships commanded by оfficers commissioned in the

Royal Reserve and by yachts of certain clubs. The red ensign is used by the merchant

navy. The Royal Standard is а personal flag of the Sovereign and is used only when

the Sovereign is present. It bears the arms of England quartered with those of

Scotland and Ireland.

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A

Post-reading task

Match the flags, the names of the parts of the B

country and the saints

Northern Ireland C

Union Jack St. Patrick

Royal Standard St. David

England St. Andrew D

Scotland St. George

Wales E

F

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Complete the sentences:

1. The flag of the United Kingdom, known as….

2. The first Union Flag was created….

3. The ………… does not appear on the Union Flag.

4. ……… is а flag flown on an ensign-staff at the stern of а ship to indicate

nationality.

5. The British ensigns have а …….. field with а Union Jack.

6. The Royal Standard is а …….. of the Sovereign

THE HOUSES OF

PARLIAMENT

BUCKHINGHAM PALACE

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READING

BRITAIN’S NATIONAL FLOWERS

The national flower of England is the rose. The flower has been adopted as England’s

emblem since the time of the Wars of Roses – civil wars

(1455 – 1485) between the royal house of Lancaster (whose

emblem was a red rose) and the royal house of York (whose

emblem was a white rose). The Yorkist regime ended with the defeat of King Richard

III by the future Henry VII at Bosworth on 22 August 1485, and the two roses were

united into the Tudor rose (a red rose with a white centre) by Henry VII when he

married Elizabeth of York.

The national flower of Northern Ireland is the

shamrock, a three-leaved plant similar to clover which is

said to have been used by St Patrick to illustrate the doctrine

of the Holy Trinity.

The Scottish national flower is the

thistle, a prickly-leaved purple flower which was first used

in the 15th century as a symbol of defence.

According to a curious legend, in very ancient times the

Norsemen once landed somewhere on the east coast of

Scotland, with the intention of plundering and setting in the

country. The Scots assembled with their arms and took their

station behind the river Tay, the largest in Scotland, as the only practicable fort. As

they arrived late at night, weary an tired after a long march, they pitched their camp

and rested, not expecting the enemy before the next day.

The Norsemen however were near; noticing that no guards or sentinels

protected the camp, they crossed the Tay, intending to take the Scots by surprise and

slaughter them in their sleep. To this end, they took off their shoes so as to make the

least noise possible. But one of the Norsemen stepped on a thistle. The sudden and

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sharp pain he felt caused him to shriek. The alarm was given in the Scots’ camp. The

Norsemen were put to fight, and as an acknowledgement for the timely and

unexpected help from the thistle, the Scots made it their

national emblem.

The national flower of Wales is usually considered to

be the daffodil, which is traditionally worn on St David’s

Day. However, the humble leek is also considered to be

traditional emblem of Wales, possibly because its colours, white over green, echo the

ancient Welsh standard.

The three flowers – rose, thistle and shamrock –

are often displayed beneath the shield on the Royal

Coat of Arms.

Post-reading task

Answer the questions on the text:

- Which flower is the national emblem of

England?

- Why did the English take the rose as their national emblem?

- What was the War of Roses?

- What is a Tudor rose?

- What was the result of the War of Roses?

- Which flower is the national emblem of Scotland?

- Which flower is the national emblem of Northern Ireland?

- Who used the shamrock to illustrate the doctrine of the Holy Trinity?

- Why did the Scots take the thistle as their national emblem?

- Who were the Norsemen?

- Why did they land on the coast of Scotland?

- How did the Norsemen, according to the legend, want to outwit the Scots?

- What alarmed the Scots?

- Do you find the legend about the Scottish thistle really curious?

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- Which flower is the national emblem of Wales?

- When is the daffodil traditionally worn?

- Why is the humble leek also considered to be the traditional emblem of Wales?

- Where are the three flowers – rose, thistle and shamrock often displayed

beneath the shield?

Complete the Royal Coat of Arms with Britain’s national flowers.

A B C D E F

A- D-

B- E-

C- F-

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LISTENING

THE STONE OF DESTINY

In Westminster Abbey there was а

large stone which has an interesting

history. The legend says the stone

was brought from Scotland. It was

for а long time the seat on which

the kings of Scotland sat when they

were crowned. Duncan, Macbeth

and Malcolm sat on this stone at

their coronations. Edward 1 of

England invaded Scotland many times and once he brought the Stone of Destiny to

England.

The legend says wherever this stone goes, а Scottish king rules. It proved to be

true after the death of Queen Elizabeth in 1603 when King James of Scotland became

king of England and Wales too. The kings and queens of Britain still sit on this stone,

but not on it alone. In the 13th century King Edward 1 ordered to make an oak chair

as а throne for the English coronations. The Stone of Destiny was fitted into the seat

of the chair, and the king could sit on both the English throne and the Scottish stone

at the same time. This stone is now in Scotland.

Post-listening task

Answer the questions.

1. Where was the Stone of Destiny brought from?

2. Why was it brought to England? What does the legend say about that?

3. When did it prove to be true?

4. What was the stone fitted into?

5. Where is the Stone of Destiny now?

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Complete the sentences

1. In ….. there was а large stone which has an interesting history.

2. It was for а long time the seat on which ….. of Scotland sat when they were

crowned.

3. Duncan, Macbeth and Malcolm sat on this stone at ……..

4. …….. of Britain still sit on this stone, but not on it alone.

5. The king could sit on …….. at the same time.

CORONATION OF ELIZABETH II, 1953

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LISTENING

THE RAVENS

According to the legend the Tower of London and the United Kingdom will

fall down if ravens disappear from the Tower of London.

It is supposed that there have been at least six ravens in residence at the tower

for centuries. During the Second World War most of the Tower's ravens disappeared

through shock during bombing raids, leaving a sole survivor named 'Grip'. The

ravens whose forfathers used to find food in the Tower still live here as a part of its

history. The birds are carefully guarded.

Post-listening task

Answer the questions:

1. What does the legend say about

he ravens in the Tower of

London?

2. How many ravens lived in Tower

at least?

3. Did the ravens disappear during

the Second World War?

4. What was the name of the bird, survived during the Second World War?

5. Why are the birds carefully guarded?

READING

COUNTIES, BOROUGHS, PARISHES

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Counties are the oldest divisions of the country in England and Wales. Most of

them existed before the Norman conquest. They are still used today for local

government purposes, although a few have been ‘invented’ this century (e.g.

Humberside) and others have no function in government but are still used for other

purposes. One of these is Misslesex, which covers the western part of Greater London

(letters are still addressed ‘Middx’) and which is name of a top-class cricket team.

Many counties have ‘shire’ in their name (e.g. Hertfortshire, Hampshire,

Leicestershire). ‘Shires’ is what the counties were originally called.

Boroughs were originally towns that had grown large and important enough to

be given their own government, free of control by the country. These days, the name

is used for local government purposes only in London, but many towns still proudly

describe themselves as Royal Boroughs.

Parishes were originally villages centered on a local church. They became a

unit of local government in the nineteenth century. Today they are the smallest unit of

local government in England.

The name ‘parish’ is still used in the organization of the main Christian

churches in England.

Post-reading task

Answer the questions

1. What is the principal subdivision of the country?

2. What is the oldest unit of local government in the country?

3. What is the smallest unit of local government in the country?

4. What is the synonym to county?

5. How long did most of them exist?

6. What is the difference between the country and the borough?

Where is the picture of borough, parish, county?

A B

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C

READING

TITLES AND HONOURS

Pre-reading task

Jig-saw reading

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The teacher organises students into four groups. Every group has a part of the text

for reading and discussing.

А peer is а person entitled to sit in the House of Lords. When а man is made а

peer he has to decide what title he will take. Не mау decide on а new nаmе for his

title or he mау use his family nаmе. The Labour Prime Minister Attlee (1945 —

1950), for example, became Earl Attlee, but Eden (1955 — 1957) became Earl of

Avon.

Some men who have the title of Lord are not peers at all. The eldest son of а

Duke, Marquis or Earl becomes heir of his father's title. Younger sons of Dukes and

Marquis are Lords for the whole of their life-time, unless they are made peers or

become heirs through the death of their brothers.

Every daughter of а Duke, Marquis or Earl is called Lady and she continues to

be so called for the whole of her life. She mау take the nаmе of her husband on

marrying, but she is still called Lady.

Apart from the peerage there are mаnу other titles and orders which mау be

given to British subjects. The best known of these is Knighthood, which is given to

people who in some way have distinguished themselves. А knight is called Sir and

his wife is called Lady. The Knight's title is not hereditary. There is, however, the

Baronetcy which is а hereditary title and carries the title Sir. The title Dаmе of the

British Empire is а female equivalent to knighthood but not many women have

received it.

There are nine British orders of Knighthood. The highest of them is the order

of the Garter. The others given in order are The Thistle (1687), St. Patrick (1788), the

Bath (1399), the Star of India (1861), St. Michаеl and St. George (1818), the Indian

Empire (1877), the Royal Victorian Order (1896), the British Empire (1917 — 1918).

Such orders as the Thistle, St. Patrick and the Bath are accompanied with the title of

"Lord".

The orders are conferred by the Queen, usually acting on the advice of the

Prime Minister. The ceremony known as an investiture is held at Buckingham Palace.

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The Most Noble Order of the Garter

The highest order of Knighthood in Great Britain was founded by King Edward

III in 1348.

The popular legend is that the Countess of Salisbury accidently slipped her

garter at а court ball. It was picked up by the King who noticed the looks exchanged

by the spectators, then put а blue band around

his own knee.

Now the order of the Garter consists of

two parts: а collar gold chain worn around the

neck with St. George killing the Dragon, and

the Star — an 8-pointed star with а cross in the

centre and а ring around the cross with the

words "Honi sort qui mal у реnse"' which mean "Shame on them who think badly".

The order is conferred to the members of the Royal family and 25 knights.

Most of the men who hold this order are already peers or princes. The only Ladies of

the garter are the Queen and the eldest

daughter if she is heir to the throne. Since 1912

the only commoner to receive this order was

Sir Winston Churchill awarded by Elizabeth II

in 1957.

This order gives the bearer а place in St.

George' s. Chapel in Windsor, where the Royal Family attends mass on Sundays,

Easter, Christmas and other holidays and

where the children of the Royal Family are

christened. Besides this order gives the

right to be buried in Westminster Abbey.

Knights of the Bath

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This order comes from the ceremony of bathing which was formerly practised

as а symbol of purity before the order was given. It

was established in the reign of Henry IV (1399 —

1413). The last knights were created at the соronation

of Charles II in 1661. There are now three orders of

the Bath: G.C.В. which stands for Grand Cross of the

Bath, К.С.В.— Knight Commander of the Bath and

С.B.— Companion of the Bath.

All these orders give the holder the title of "Sir" for

lifetime аnd his wife the title of "Lady". Only the holder

of the Grand Cross of the Bath can have his title of Sir or

Baronet transferred to his eldest son after his death. The daughters and younger sons

of titled persons may bear the title of the Right Honourable but it cannot be

transferred on the female line.

In former times the receiver of the order of the Bath stood on one knee and the

King or Queen touched his left shoulder with а sword and pronounced "Rise Sir..."

Nowadays the titles are given to administrative officials such as Prime Minister,

ministers and members of Parliament, outstanding lawyers,

doctors, politicians, scholars, artists, etc.

Each year under the signature of the Queen on new

year they publish in the press the names of those who аrе

granted these orders for outstanding service to the соuntry.

The holders of these orders and titles must be British subjects

or holders of а British passport.

Victoria Cross

The highest military British award for acts of remarkable valour instituted by

Queen Victoria in 1856. The ribbon is now claret coloured, but formerly blue for the

Royal Navy and red for the Army.

22

It is а bronze Maltese Cross with а Lion in its centre and under it the words

"For Valour". It is worn on the left side of the breast and takes precedence over all

other decorations.

The crosses are made of the metal of the guns captured in the Crimean War at

Sebastopol (1855). This is to identify it with the bravery of the Russian soldier that

defended these guns, hence the highest award for bravery to this very day.

Post-reading task

What orders do they wear?

Edwad Thomas

Chepmen

Queen Victoria

James I

I. Answer the

questions

23

1. Who has the right to sit in the House of Lords?

2. How does the peer choose the name for his title?

3. What title does the elder son inherit?

4. What titles do the younger sons inherit?

5. What titles can daughters inherit?

6. What titles may be given to British subjects?

7. How many orders of Knighthood are there in Great Britain?

8. Who confers the orders?

9. Where does the ceremony take place?

II. 1. When was the highest order of Knighthood in Great Britain founded?

2. What does the legend say?

3. How many parts does the Order of the Garter consist of?

3. What words are written on the star?

4. How many knights are there?

5. Who are the only Ladies of the Garter?

6. Who was the Order given to by Elizabeth II in 1957?

7. What rights does the Order give the bearer?

III. 1. What does this order come from?

2. Who was this ceremony establish by?

3. When were the last knights created?

4. How many Orders of the Bath are now?

5. What title do these orders give to the holder?

6. What ceremony took place in former times?

7. Who are titles given to nowadays?

8. Who can be the Knight of the Bath?

IV. 1. What is the highest military British award?

2. Who instituted Victoria cross?

24

3. What does Victoria cross look like nowadays?

4. What colour were the ribbons?

5. What is it made of?

6. Where is the order worn?

7. What is this order identified with?

IT IS INTERESTING TO KNOW…

HONOURABLE

The Honourable (written abbr the Hon) (in Britain) a title placed before

the names of various members of the

peerage, including the children of

barons and viscounts and younger

sons of earls: the Honourable

Michael Stewart;

(in Britain) a title used by Members

of Parliament when speaking to

or about another member

during a debate, even when

they are criticizing one another:

I refer you to the answer given

earlier by the Honourable

Member for Chesterfield. I

disagree with my Honourable

Friend the member for Bolsover.

T. Gainsborough. The Honourable Mrs. Graham

MISS AND MRS

Both words are abbreviations of ‘mistress’, from the time when that

word was the feminine of ‘master’. Since the late 17 C unmarried women have

25

been called ‘Miss’ and married women ‘Mrs’ (pronounced ‘missis’, though the

written from is an abbreviation of the full ‘mistress’). Both titles were at that

time limited to women of the upper and middle class, likely to become mistress

of a household employing servants. In most European countries unmarried

women above a certain age are addressed as married women (madame rather

than mademoiselle). The British have rigidly kept to ‘Miss’ regardless of age,

making the eldery spinster a characteristic figure of national life and literature.

In the 1970s and 1980s the American ‘Ms’ was often used to avoid this

intrusive distinction, but a more recent trend has been to dispense with prefixes

altogether, addressing people by their given and family names (Mary Smith

rather than Ms Smith).

LADY

Lady in the UK, the formal title of the

daughter of an earl, marquess, or duke,

and of any woman whose husband’s rank

is above that of baronet or knight; the title

‘Lady’ is prefixed to her first name. The

wife of a baronet or a knight is also called

‘Lady’, but uses the title by coarsely only,

and has it prefixed to her surname.

Sir Joshua Reynolds. Lady Caroline Howard

NAMES

The following are also associated by British people with one or more the four

nations.

The prefix “Mac” or “Mc” in surnames (such as McCall, MacCarthy,

MacDonald) is always either Scottish or Irish. The prefix “O” (as O’Brien, O’Hara) is

distinctly Irish. A very large number of surnames (for example, Davis, Evans, Jones,

Lloyd, Morgan, Price, Rees, Williams) suggest Welsh origin (although many of these

26

are found throughout England). The most common surname in both England and

Scotland is actually ‘Smith’.

First names can also be indicative. The Scottish form of “John” is “Ian” and its

Irish form is “Sean” (although all three names are common throughout Britain).

There are also nicknames for Scottish, Irish and Welsh men. For example, an English,

Welsh or Irish person might refer to an address a Scottish friend as “Jock”, whatever

his first name is. Irishmen are called “Paddy” or “Mick” and Welshmen are known as

“Dai” or “Taffy”. If the person is not a friend the nickname can sound rather

insulting.

THE HOUSE OF WINDSOR

Windsor is the family name of the royal family. The press sometimes refers to

its members as ‘the Windsors’. Queen Elizabeth is only the fourth monarch with this

name. This is not because a ‘new’ royal family took over the throne of Britain four

reigns ago. It is because George V, Elizabeth’s grandfather, changed the family

name. It was Saxe-Coburg-Gotha, but during the First World War it was thought

better for the king not to have a German-sounding name.

The monarchy is very popular with majority of the British people. The

monarchy gives British people a symbol of continuity, and a harmless outlet for the

expression of national pride.

27

LISTENING

THE OAK TREE

Pre-listening task

- Many countries have natural symbols. What plants (symbols of the countries)

do you know?

The oak has always been seen as the national

tree of England. Its great height, age and strength

made it the king of the English forest, and a symbol

of endurance.

The tree was also sacred to the Druids and the

Anglo-Saxons, and it sheltered an English king,

Charles II, when he was on the run from his enemies.

During the Civil War, King Charles II fought

against Oliver

Cromwell. One battle took place at Worsester in

1651. Charles and his men were defeated and had to

escape. As night fell they lost their way and were

forced to take shelter at Boscobel House in

Shropshire.

At Boscobel, Charles borrowed clothes from a

caretaker and disguised himself. He cut his hair short

and blackened his face with soot. Then Charles set

off north. Several times he was nearly discovered

and was forced to return to the house. By now

Cromwell’s men were hot on the trail and Charles

was told it would be safer to hide in the nearby woods. Charles hid in a huge oak tree

and watched as armed soldiers searched the woods below.

That night Charles crept back to the house. Two days later he left and after

many more adventures, escaped to France.

28

If you visit Boscobel House, you can still see an oak tree in the grounds. But

the tree in which Charles hid died long ago.

Post-listening task

I. Are the statements true or false? Correct the false statements.

1. The oak has always been seen as the national tree of Scotland.

2. The tree was also sacred to the Druids and the Anglo-Saxons.

3. Charles and his men were defeated at Worsester in 1651 and had to

escape.

4. As night fell they lost their way and were forced to take shelter at

Boscobel House in Shropshire.

5. Charles set off south.

II. Complete the sentences.

1. Its great height, age and strength made it ………, and a symbol of

endurance.

2. The oak tree sheltered an English king, Charles II, when he ……..

3. During the Civil War, King Charles II fought against……..

4. Charles cut ……… and blackened his face with soot.

5. Charles hid in …… and watched as armed soldiers searched the

woods below.

6. Two days later Charles left and after many more adventures, escaped

to ……...

7. If you visit ……., you can still see an oak tree in the grounds.

8. But the tree in which Charles hid ……long ago.

29

SPEAKING

Ask your partner and complete the story

I. FORMAL MANNERS

Formal manners are part of the British …... British people used to make polite

conversation on general topics, but

otherwise ……. Men used to take

off their hat when ……, walk on

the outside of the pavement/

sidewalk when with a woman so

that she did not get splashed by

traffic, and hold doors open for

her. Keeping feelings ……… was also part of good manners, and it was not thought

appropriate to show anger, affection, etc. in public. Now, …….. stand on ceremony

(= behave formally) and even in formal situations most people are friendly and

relaxed and concerned to put others at their ease.

II. FORMAL MANNERS

……… are part of the British stereotype. British people used to make …….on

general topics, but otherwise

remain distant. …… used to take

off their hat when a woman

passed, walk on the outside of

the pavement/ sidewalk when

with a woman so that she did not

get splashed by traffic, and hold

doors open for her. Keeping

……… under control was also part of good manners, and it was not thought

appropriate to show anger, affection, etc. in public. Now, fewer people stand on

ceremony (= behave formally) and even in formal situations …… are friendly and

relaxed and concerned to put others at their ease.

SPEAKING

30

I. INFORMAL MANNERS

(WHAT)… do not have to be formal. It is friendly as well as polite to say ‘hello’ or

‘good morning’ to (WHO)….., to

say ‘please’ and ‘thank’ to family

and friends as well as to strangers,

and to apologize if you hurt or upset

somebody. (WHAT)….. and a smile

are also important.

(WHO)….. shake hands when they are introduced to somebody for the first time but,

except in business, rarely do so

when they meet again. Nowadays, unless there is a great age difference, most adults

use each other’s (WHAT)….straightaway. (WHERE)….., on aircraft, etc. customers

are often addressed respectfully as ‘Sir’ or ‘Madam’ to show that they are important

to the company. People are expected to arrive (WHEN)….. for both business and

social events and it is considered bad manners to be late or not to telephone to let

people know if you are delayed.

II. INFORMAL MANNERS

Good manners do not have to be formal. It is friendly as well as polite to say

(WHAT)… to somebody

you meet, to say ‘please’

and ‘thank’ to family and

friends as well as to

strangers, and to apologize

if you hurt or upset

somebody. A warm tone of a voice and (WHAT)…. are also important.

People shake hands (WHEN)……. but, except in business, rarely do so when

they meet again. (WHEN)……, unless there is a great age difference, most adults use

each other’s first names straightaway. In shops and banks, on aircraft, etc. customers

are often addressed respectfully as ‘Sir’ or ‘Madam’ to show (WHAT)……. to the

31

company. (WHO)….. are expected to arrive on time for both business and social

events and it is considered bad manners to be late or not to telephone to let people

know if you are delayed.

LISTENING

DOUBLE DECKERS

32

Pre-listening task

-What kinds of transport do the British use?

Every day, thousands of British use the big red buses to move around town.

The idea of the ‘double decker’ is actually much older than the motor bus; it is

simply a continuation of the

system that was used for public

transport in the age of horse-

drawn vehicles, when some of

the passengers sat inside, and the

rest travelled on the roof. Too

bad if it was raining! Of course,

passengers could take a sort of

oil-cloth cover out the back of

the seat of them, and pull it over

them; but they still got pretty wet.

Post-listening task

I. Are the statements true or false? Correct the false statements.

1. Every day, thousands of British use the big red buses to move around

town.

2. The idea of the ‘double decker’ is actually much younger than the motor

bus.

3. Double decker it is simply a continuation of the system that was used for

public transport in the age of horse-drawn vehicles.

4. Long ago some of the passengers sat inside, and the rest travelled on the roof.

5. The passengers could take a sort of oil-cloth cover out the roof of the bus, and

pull it over them.

II. Complete the sentences.

1. Every day, …….use the big red buses to move around town.

33

2. The idea of the ‘double decker’ is actually ……. than the motor bus.

3. Double decker it is ……… that was used for public transport in the age of

horse-drawn vehicles.

4. Long ago some of the passengers ……, and the rest travelled on the roof.

5. The passengers sitting on the roof got pretty ……..

34

LISTENING

THE FIRST BUS CONDUCTRESS

The first BUS CONDUCTRESS was Miss Kate Barton, who began working

for her father’s bus company, Barton Transport of Beeston in 1909. Her sisters Ruth

and Edith joined the firm as condructresses in 1911, after trying factory-work and

domestic service and finding neither to their liking. They wore long green coats on

duty and Kate Barton sported a male conductor’s peaked cap. The other girls

preferring to go bareheaded as they were proud of their long hair. As long hours on

cold buses were considered bad for them, an improvised heating system was installed

in one of the Durham Churchill buses operated by Barton’s, the exhaustpipe being

run through the interior of the bus to radiate the passenger compartment. Late-night

runs were unpopular, Edith recalls, as they had to contend with drunks; as other times

it was overamorous passengers that provided a hazard. Kate Barton left the buses

when she married in 1918, and her sisters shortly afterwards.

The first conductresses employed on London buses were recruited in February

1916 as a wartime measure to enable more men to be released for the Services.

Post-reading task

Answer the questions

1. Who was the first bus coductress?

2. Where did she begin working?

3. When did she begin working?

4. Who joined the company in 1911?

5. Why did they join the company?

6. What did they wear?

7. What did Kate Barton sport?

8. Why did the other girls prefer to go bareheaded?

9. What system was installed in one of the Durham Churchill buses operated by

Barton’s?

10.When did Kate Barton leave the buses?

35

11.Why did she leave the buses?

12.What was the reason for women to work as conductresses at the beginning of

the XX century?

36

READING

STONEHENGE

Pre-reading task

- Look at the pictures and compare them.

- What are these buildings?

- Where are they situated?

- Are they similar in form?

- How old are they?

- What were these buildings made for?

Stonehenge (Old English ‘hanging stones’) is a megalithic monument on

Salisbury Plain, 3 km/1.9 mi west of Amesbury in Wiltshire, England. The site

developed over various periods from a simple henge (earthwork circle and ditch),

dating from about 3000 BC, to a complex stone structure, from about 2100 BC,

which included a circle of 30 upright stones, their tops linked by lintel stones to form

a continuous circle about 30 m/100ft across.

It is one of the most famous and mysterious archaeological sites in the world.

One of its mysteries is how it was ever built at all with the technology of the time (the

stones come from over 200 miles away in Wales). Another is its purpose. It appears

to function as a kind of astronomical clock and we know it was used by the Druids

37

for ceremonies marking the passing of the seasons. It has always exerted a fascination

on the British imagination, and appears in a number of novels and stories, such as

Thomas Hardy’s Tess of the D’Urbevilles, Gilberth Keith Ghesterton’s Stories about

Pater Brown

These days Stonehenge is not only of interest to tourists, but is also a gathering

point for certain minority groups such as hippies and ‘New Age Travellers’. It is now

fenced off to protect it from damage.

Post-reading task

Group I

Are the sentences true or false? Correct the false sentences.

1. Stonehenge (Old English ‘hanging stones’) is a megalithic monument on

Salisbury Plain.

2. The complex stone structure includes a circle of 20 upright stones

3. Stonehenge forms a continuous circle about 30 m/100ft across.

4. Stonehenge is one of the most famous and mysterious archaeological sites in

the world.

5. Stonehenge has no mystery at all.

6. The stones come from over 300 miles away in Wales.

7. Stonehenge was used by the Druids for ceremonies marking the passing of the

seasons.

8. These days Stonehenge is the place of interest only to tourists.

Group II

Find the following numbers in the text. What do they refer for? Make a sentence

about each number.

3 100 30 2100 3000 200 1.9

38

Plan Group Activity

Retell the text one after the other according to the plan:

- Location

- Age

- Construction

- Mysteries

- Stonehenge nowadays

Writing

Write a letter to your friend about one of the most mysterious places on the Earth.

39

SPEAKING

IMAGE

STONEHENGE

Think about the picture What’s your reaction when you see this picture?

- it looks nice

- I’d like to visit this place

- it’s never like that where I live

- horrible

- lovely

- exciting

- …….

40

Use your imagination Where are all the people who live nearby?

What are they doing?

Why do people come to this place?

How do they spend their time here now?

How did people spend their time there many centuries ago?

What special things could people do there at that time?

What did people bring with them when they came here?

What would this picture be like if it were in colour?

What would this scene be like in daytime?

Talk to a partner Talk to a partner and find out

- what experience he/she has had of travelling

- how he/she likes to travel

- when he/she likes to travel

- when he/she prefer to go sightseeing

- what countries he/she would like to visit to

Group opinion Work in groups of 3 or 4

Make a detailed contrast of the two epocs: Ancient Britain

and modern Britain. Here are some ideas about the aspects

you could consider:

- the food they eat

- the clothes they wear

- the way they spend their free time

Talk to another partner With a partner, make a list of as many words as you can

think of that can be used to talk about Stonehenge.

Compare your list with those of the others.

41

What about you? Do you like to go sightseeing?

Is time of the day very important to you?

When do you feel most comfortable and at your best during

the daytime or at night?

Do you believe that the time of the day can influence

people’s well-being and their behaviour?

Write about it You are in Britain. You have just been to Stonehenge. You

are full if impressions. Write a letter to your friend and tell

about your visit to Stonehenge.

42

READING

HADRIAN’S WALL

Look at the pictures

-What can you see there?

- Is this wall similar to Great Wall of China?

- What was the aim of construction of both walls?

- Do they exist till nowadays?

Hadrian’s Wall is an ancient wall across England from Carlisle in the east to

Newcastle in the west. The Roman Emperor Hadrian wanted to protect Roman

Britain from attacks by Scottish tribes. So he told his soldiers to build a wall. It took

them nearly six years to complete it.

The Roman soldiers guarded the wall, which was 117 kilometres long and 4

metres high. Now there are only ruins left of Hadrian’s Wall. But still, Hadrian’s

Wall is the most popular tourist attraction in northern England and a Word Heritage

Site

43

Post-reading task

- Find Hadrian Wall on the map.

- Who built Hadrian Wall?

- Why was Hadrian Wall built?

- What do these numbers mean? - 117 - 4 – 6

- Why does Hadrian Wall still attract tourists?

44

READING

STATUES ON HORSES

Look at these pictures of statues of horses.

What do they have in common?

What is different?

Who are people on the horses?

What are they famous for?

Сharles I Richard I, Lion Heart

Wellington

Read the text and find out information to describe these pictures.

Public places in Britain often have statues of people on horses, usually former

leaders and army generals. If the horse has both front legs in the air, it means that the

rider died in the battle. If the horse has just one front leg in the air, it shows that the

45

rider died as a result of wounds received in battle. If the horse has all four legs on the

ground, it indicates that the rider died peacefully at home in bed.

Is this true? It was true many centuries ago when monuments were devoted to

military leaders. In the XVIII th century this explanation was given to all statues of

people on horses.

In the XIX th century the book “Popular Fallacies Explained and Corrected”

was published by A.S.E. Ackermann. In his book he explained this mistake.

Post-reading task

A. Complete the sentences

1. Public places in Britain often have ……

2. If the horse has both front legs in the air, it means that the rider ……

3. If the horse has just one front leg in the air, it shows that the rider …..

4. If the horse has all four legs on the ground, it indicates that the rider ….

5. In the XVIII th century this explanation was given to …..

6. ………..explained this mistake in his book.

B. Describe the monuments, using information from the text

Khmelnytskyi Washington

Avgystys I Peter I

46

READING

LADY GODIVA

Reading and Speaking Activity

Pre-reading task

- Look at the pictures and read the

poem and try to predict

- What is the text about?

- Whom are the pieces of art

devoted to?

Upon the streets of Coventry,

exposed to some, unveiled for all,

I walk with joy to make my stand

to open up, to stand up tall

I leave behind more modest grace

of family, friend, of past unspent

and take up now the martyr’s pole

ashamed to hide, all curtains rent

And now for what?

(Jim Owens)

47

Lady Godiva is a historical figure connected with Coventry in the 11 C, whose

fame derives from a legend first appearing in a 13 C chronicle. This states that in

1057 her husband Earl Leofric, irritated by her complaints that his taxes on the people

of Coventry were too harsh, replied provokingly that he would reduce them if she

would ride naked through the crowded marketplace. She did so, preserving her

modesty with her long hair.

The attractive story was much repeated; one 14 C version added that the tax on

horses was the only one not reduced, presumably as a punishment on Godiva’s

accomplice. The extra detail of Peeping Tom (who disobeyed an order not to look at

her nakedness and was struck blind) first appeared in 1678, the year in which a

Godiva procession became part of Coventry’s annual fair. Both respectable and

titillating, Godiva was a favourite with Victorian painters. The statue of her by Reid

Dick (1879-1961) in the centre of Coventry, at Broadgate, was put in 1949. The

statue was put in the centre of the square in front of the St.Trinity Church. The legend

says it was founded by Lady Godiva. Nowadays a trade centre was built between the

monument and the Church.

Post-reading task

48

Group I

- Make up and act a dialogue between Lady Godiva and Earl Leofric

Group II

- Retell this story as Peeping Tom

Writing activity

Write a story about the life in Coventry during the time of Lady Godiva and Earl

Leofric

READING

QUEEN BOUDICCA (OR BOADICEA)49

Pre-reading task

Look at the picture and say –

-Whom is this monument devoted to?

-Where is this monument situated?

In AD 43 there were a lot of kings and queens all over Britain. The Roman

emperor, Claudius, wanted to be emperor of all Britain. His Roman soldiers came to

Britain to take the country from the British kings and queens.

Boudicca, queen of the Iceni (native Britons, who lived in what is now

Norfolk), often referred to by the Latin form Boadicea. Her husband, king

Prosutagus, had been a tributary of the Romans, but on his death AD 60 the territory

of Iceni was violently annexed. Boudicca was scourged and her daughters were

raped. Boudicca raised the whole South-Eastern England in revolt and with 100,000

fighting men, before the main Roman armies could return from campaigning in

50

Wales she burnt Londinium (London), Verulanium (St. Albans) and Comulodunum

(Colchester).

These towns were all burnt to the ground and all the people were cruelly killed.

Later the Romans under governor Suetonius Paulinus defeated the British between

London and Chester. They were virtually annihilated and Boudicca poisoned herself.

She wanted to be Queen of all Britain, but the Romans were too strong. We

remember her because she was the first famous British queen.

Post-reading task

Find the geographical names, mentioned in the text, on the map.

Answer the questions

- Why did the

Romans want to

conquer Britain?

- Who was

Boudicca?

- How many men

did she gather in

her army?

- Where was the

Roman army when

she burnt Wales

she burnt

Londinium ,

Verulanium and

Comulodunum ?

- What advantages

did the Roman army have over the army of the Iceni queen?

IT IS INTERESTING TO KNOW

51

BIG BEN

The real name of the

tower that houses the

clock is simply “The

Clock Tower”. Big Ben

is just the nickname

given to the largest bell

in the tower, formally

known as “Great Bell”.

However, since the

nickname is much

more recognizable,

“Big Ben” has become

much more commonly

used.

According to a survey

carried out in 2008,

Big Ben is the UK’s most popular tourist attraction.

The Clock Tower is also known as Big Ben Tower, and is sometimes

erroneously referred to as St. Stephen’s Tower. St Stephen’s Tower is

actually found in the center of the west side of the Houses of Parliament,

and acts as the public entrance.

Big Ben first chimed on the 31st of May, 1859.

A golden inscription, written in Latin, can be found at the base of each

clock dial. It reads “Domine Salvam Fac Reginam Nostrum Victoriam

Primam”, meaning “O Lord, keep safe our Queen Victoria the First”.

The origin of the name “Big Ben” remains uncertain. Some believe that

the Clock Tower was named after civil engineer and politician Benjamin

52

Hall, who was very tall. Others believe the tower was named after

heavyweight boxer Benjamin Caunt, an Englishman who won a

tournament in the year the tower was at the center of a great debate in

London.

Big Ben chimes every 15 minutes and the sound can be heard for a

radius of up to 5 miles.

Whenever Parliament is in session, the Union Flag is flown from

Victoria Tower.

The clock’s time is adjusted every year with an old British penny. If the

clock is fast, a penny is added to the pendulum, and if the clock is slow,

one is removed.

Finally, the history of Big Ben began with a problem. Its construction

was marked by delays in delivery, budget issues and bureaucracy.

Additionally, the tower was too small for the mechanical clock, and the

16.25 tonne bell broke the day after testing, so a replacement had to be

very gently placed in the bell tower. The minute hand has also been

changed twice, since it was too heavy to move around the clock face.

Big Ben weights 13 tons!

The famous clock towel is called St Stephen’s Tower. It’s 96 metres

high.

The tower has 4 white clock faces. They look north, south, east and west.

The minute hands in each of the clock faces are nearly 5 metres long!

The clock reacts to extreme weather conditions. In 1962, for example,

the New Year was ten minutes late because of heavy snow! And on the

27th of May, 2005, the clock stopped for 90 minutes because of the hot

weather.

WATCHING ACTIVITY

EDINBURGH

53

Pre-watching task

-Look at the list of places of interest in Edinburgh and try to make the route of your

visit to Edinburgh.

workshops of bagpipes King Arthur’s Seat

the Royal Mile EDINBURGH Edinburgh

Castle

the Palace of Holyroodhouse the Firth of Forth

While watching activity

- While watching the film, try to arrange these places of interest in a logical

order.

VIDEOSCRIPT

Edinburgh

Edinburgh, capital of Scotland, is one of Britain`s most attractive cities.

It`s a city for people who like to walk. You are never far from green parks, gardens

and hills – even in the main shopping streets. It`s a busy modern city, but history is

everywhere. At the top of the highest hill in Edinburgh is Edinburgh Castle. Soldiers

have marched through its gates for nearly a thousand years. It was the home of

Scotland`s royal family until the year 1603 when King James the Sixth of Scotland

became king of England as well and went south to live in London.

This famous road is called the Royal Mile. It begins at the castle and goes

eastwards. Off the royal mile you can explore old narrow streets on foot. You`ll find

some interesting shops.

The kilt, the most important part of Scotland`s national dress, is made from

tartan cloth. To make a kilt takes eight meters of tartan cloth. Kilts are worn by men

and women, but a men`s kilt has a pocket made from leather and silver. It`s worn in

front and it`s called a sporran. For a souvenir, how about tartan hat? Or perhaps a

useful umbrella.

54

Bagpipes – the national instrument of Scotland. In this workshop, craftsmen

make the wooden pipes. The bag is made of leather and covered in tartan.

Customer in bagpipe shop: Aye. Very nice. Lovely. I`ll take it.

Shopkeeper: Right.

At the other end of the Royal Mile is the Palace of Holyroodhouse. It was built

by a Scottish king before Scotland and England were united to make Great Britain.

Now Holyroodhouse is a second home for the British king or queen, who usually

visits Edinburgh in the summer. When the Royal Family is not there, you can visit the

palace. You can see the staterooms and walk around the gardens and the ruins of the

abbey, a much older building.

Behind the Holyroodhouse is one of the Edinburgh`s nine hills. This one is a

long-dead volcano; it`s called King Arthur`s Seat. From the top you can look

northwards to the great river, the Firth of Forth, and the road bridge which crosses it.

The road bridge is modern, but the rail bridge is quite old. It has carried trains to the

Highlands for more than a hundred years.

Post-watching activity

I. Answer the questions

ROUTE - EDINBURGH

FINALLY

AFTER THAT

LATER ON

NEXT

AT FIRST

SAW

VISITED

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WERE IMPRESSED BY

ADMIRED

WALKED ALONG

WATCHED

What did you visit at first?

Where did you go next?

What were you impressed by later on?

What did you watch after that?

What did you admire finally?

II. Find out, is this right, wrong or may be you don’t know.

1. Edinburgh is the city for those who like to walk.

2. Edinburgh Castle is situated on the top of the lowest hill.

3. Edinburgh Castle was a home of the English royal family until 1603.

4. The famous road is called the Royal Mile.

5. It takes seven metres of tartain cloth to make a kilt.

6. A man’s kilt pocket is called a sporran.

7. Bagpipes are made in every national workshop.

8. The Palace of Holyroodhouse was built in 1601.

9. You can visit the Palace of Holyroodhouse every time you want.

10.The Fifth of Forth is the name of the bridge.

LISTENING

DUDLEY ZOO

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Pre-listening task

Group 1- Where is Dudley Zoo situated?

Group 2 - When was Dudley Zoo founded and opened to the public?

Dudley Zoo is based at The Broadway, Dudley, in the West Midlands, not far from

Birmingham on a lovely 40-acre site boasting both a ruined medieval castle and a

rolling park with over 160 species of animals and some 900 creatures, making for a

wonderfully varied and informative family day out.

Dudley Zoo is in the grounds of Dudley Castle, the Zoological Society having been

founded in 1935, with the family attraction opening to the public two years later.

The family attraction additionally boasts a range of native and exotic animal species

kept in enclosures, tanks and in the Zoo’s own farmyard. These include Alpacas,

Reindeers, Goats, Pigs, Sheep, a variety of slithering Snakes, dwarf Crocodiles,

numerous Lizards, Tapirs, Porcupines, Gazelle, Oryx, Babirusa, Squirrels, Wallabies,

squawking Parrots, a good number of Frogs, a hatful of Spiders of all shapes and

sizes, Flamingos, Cockroaches, Terrapins, Chinchillas and BooBook owls.

-Post-listening task

- What do these numerals mean?

900 40 1935 160

- What animals can the visitors see there?

Complete the sentences

1. Dudley Zoo is based at The Broadway…..

2. Dudley Zoo makes a wonderfully varied and informative family ……

3. Dudley Zoo is in the grounds of…….

4. The family attraction additionally boasts a range of native and exotic…….

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Writing Activity

Write a postcard to your friend about your impressions to the visit to the zoo.

READING

DUDLEY ZOO

58

-pre-reading

-What zoo rules do you know?

-reading

- post-reading

Look at the maps of Dudley ZOO. Examine the map carefully. Find information

about…

Group 1 – Find information about zoo rules. What can you do at the zoo? What

mustn’t you do at the zoo?

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Group 2 - Find information about zoo sections. What sections are there in Dudley

Zoo? What can you see in every section?

READING

ANIMALS IN SPORT

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The active reading of the text “Animals in sport”

A-Step Pre-reading task (lets discuss the problem)

B-Step

Whilereading Work

The first look at the text

Read the text “Animals in sport”

Traditionally, the favourite sports of the British upper class are hunting, shooting

and fishing. The most widespread form of hunting is foxhunting — indeed, that is

what the word 'hunting' usually means in Britain. This is a popular pastime among

some members of the higher social classes and a few people from lower social

classes, who often see their participation as a mark of newly won status.

Killing birds with guns is known as “shooting” in Britain. It is a minority

pastime confined largely to the higher social classes; there are more than three times

as many licensed guns for this purpose in France as there are in Britain. The birds

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which people try to shoot (such as grouse) may only be shot during certain specified

times of the year. The upper classes often organize “shooting parties” during the

“season”.

The only kind of hunting which is associated with the working class is hare-

coursing, in which greyhound dogs chase hares. However, because the vast majority

of people in Britain are urban dwellers, this too is a minority activity.

The one kind of hunting' which is popular among all social classes is fishing. In

fact, this is the most popular participatory sport of all in Britain between four and

five million people go fishing regularly. When fishing is done competitively, it is

called “angling”

Apart from being hunted another way in which animals are used in sport is

when they race. Horse-racing is a long established and popular sport in Britain, both

“flat racing” and “national hunt” racing (where there ire jumps for the horses),

sometimes known as “steeplechase”. The former became known as 'the sport of

kings' in the seventeenth century, and modern British royalty has close connections

with sport involving horses. Some members of the royal family own racehorses and

attend certain annual race meetings (Ascot, for example); some are also active

participants in the sports of polo and show-jumping (both of which involve riding a

horse).

The chief attraction of horse-racing for most people is the opportunity it

provides for gambling. Greyhound racing, although declining, is still popular for the

same reason. In this sport, the dogs chase a mechanical hare round a racetrack. It is

easier to organize than horse racing and the dogs' has the reputation of being the

'poor man's racing'

Foxhunting works like this. A group of people on horse, dressed in eighteenth

century riding clothes, ride around with the pack of dogs. When the dogs pick up the

scent of the fox, somebody blows a horn and then dogs, and riders all chase the fox.

Often the fox gets away, but if not, the dogs get to it before the hunters and tear it to

pieces. As you might guess in a country of animal-lovers, where most people have

little experience of the harsher realities of nature, foxhunting is strongly opposed by

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some people. The League Against Cruel Sports wants it made illegal and the

campaign has been steadily intensifying. There are sometimes violent encounters

between foxhunters and protestors (whom the hunters call “saboteurs”).

C-Step Discovering at the Text

Group A. Answer the questions:

1. What is the most widespread form of hunting?

2. What is shooting?

3. What kind of hunting is associated with the working class?

4. What kind of “hunting” is popular among all social classes?

5. What is the kind of racing where there are jumps for the horses?

6. What kinds of racing are popular now? What is the reason?

7. How foxhunting works?

Group B. Fill in the gaps with words from the list -

Greyhound, declining, pack, foxhunting, gambling, the seventeenth century, flat

racing

1. ……….is a popular pastime among some members of the higher social classes and a few

people from lower social classes, who often see their participation as a mark of newly

won status.

2. The only kind of hunting which is associated with the working class is hare-

coursing, in which ………..dogs chase hares.

3. The chief attraction of horse-racing for most people is the opportunity it provides for

……..

4. Horse-racing is a long established and popular spore in Britain, both “…………” and

“national hunt” racing (where there ire jumps for the horses), sometimes known as

“steeplechase”.

5. The former became known as 'the sport of kings' in ……………., and modern British

royalty has close connections with sport involving horses.

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6. Greyhound racing, although ………, is still popular for the same reason. In this sport,

the dogs chase a mechanical hare round a racetrack.

7. Foxhunting works like this. A group of people on horse,

dressed in ……………..riding clothes, ride around with

the pack of dogs.

Group C. What kind of animal sport is it?

1. It is a minority pastime confined largely to the higher social classes

2. In fact, this is the most popular participatory sport of all in Britain between four

and five million people go in such kind of sport regularly.

3. In this sport, the dogs chase a mechanical hare round a racetrack.

4. A group of people on horse, dressed in eighteenth century riding clothes, ride

around with the pack of dogs. When the dogs pick up the scent of the fox, somebody

blows a horn and then dogs, and riders all chase the fox. Often the fox gets away, but

if not, the dogs get to it before the hunters and tear it to pieces.

READING

BRASENOSE COLLEGE

A Short Guide for Visitors

Pre-reading task64

Visitors are welcome to colleges in Oxford. But before visiting any of them visitors

should keep several rules.

Can you predict any rules for visitors? Compare your predictions with the following

rules.

Please note

• In the event of an accident or emergency the Lodge (through which you entered

College) should be contacted immediately. The staff there will then take appropriate

action in accordance with the College's emergency plan.

• If а fire аlаrm sounds you should proceed immediately to the assembly point marked

on the map of College below, and then follow аll instructions given.

• Please keep to the route indicated. Visitors who deviate from this route will be asked

to leave.

• People live and work here аll year round, so please be as quiet as possible and respect

the privacy of the residents. We ask you not to walk on the grass, and not to peer

through windows or take photographs through them. Other photography is permitted.

Thank you for your со-operation.

-Examine the plan of Brasenose College and say what areas of the college are

allowed to visitors.

Welcome to

Brasenose College, familiar to

many from its appearances on

film and television,

especially in Morse and Lewis.

There has been an institution

65

called Brasenose on this site since at least 1279. Before the foundation of Brasenose

College in 1509 part of the site was occupied by Brasenose Hall, one of the

mediaeval Oxford institutions which began as lodging houses and gradually became

more formal places of learning. The name derives from а door knocker in the form of

а ring through the bronze (brazen) nosе of an animal.

Leaving the Lodge you enter Old Quadrangle.

The lower two floors of these buildings were

the original College, built between 1509 and

1522 with the Hall (to the left) and Tower

(behind you) at their present heights. The third

floor dormers were added in the first half of the

seventeenth century when more space was

needed.

Turn right and walk round the quadrangle in

an anti-clockwise direction.

You will pass beneath а sundial added in about

1719. In the corner of the quadrangle [А] pause

to look back at the fine view of the College

gatehouse, with the eighteenth century dome of

the Radcliffe Саmerа and thе mediaeval spire of

the University Church beyond. This is the most famous view of Brasenose and has

been reproduced many times, notably by J.М.W. Turner and А.С. Pugin, and in an

early photograph of W.Н. Fox Talbot. In the next corner оf the quadrangle [В] you

will see а stone set over the doorway. This is а nineteenth century replica оf thе

original foundation stone laid here on 1st June 1509.

Continue round the quadrangle to the doorway with six steps. [С]

The weathered busts on the building are seventeenth century. Those above you

represent the ninth century philosopher John Scottus Eriugena (traditionally

associated with Brasenose Hall) and King Alfred (to whom legend attributes the

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foundation of Oxford

University). The two busts

high on the wall to the left are

the Founders of Brasenose.

Go uр the steps and

turn left through the doors into the Dining

Hall.

The basic structure of Hall has changed

little since it was built in the early sixteenth

century. The panelling dates from the 1680s and

the ceiling and fireplace from the mid eighteenth

century. Before then Hall was heated with

braziers, the smoke escaping through а louvre in the roof.

At the far end of Hall is the Brazen Nose knocker, thought to be thirteenth

century and possibly the one from which Brasenose Hall took its namе. Above are

portraits of the Founders, Sir Richard Sutton, а lawyer, and William Smyth, Bishop

of Lincoln. To the right оf William Smyth is а portrait of Alexander Nowell,

Principal of Brasenose in 1595. Не was а keen fisherman, and is portrayed with his

rod hanging behind him and fish hooks on the table.

Walking back down the Hall you pass (on the left) portraits of three well

known former undergraduates: Henry Addington, Prime Minister of the United

Kingdom 1801-1804, Robert Runcie, Archbishop of Canterbury 1980-1991, and

novelist William Golding, winner of the Nobel Prize in Literature in 1983. Оther

former undergraduates [not pictured] include John Buchan (author), Colin Cowdrey

(England cricket captain), Leslie Scarman (Law

Lord), Michael Palin (comedian and travel

writer), Andrew Lindsay (Olympic gold

medallist in rowing) and David Cameron (Prime

Minister).

67

Above the right hand door to Hall is а portrait оf Jоусе Frankland, а Tudor benefactor

to the College. She is reputed to have been the first woman in England to own а

watch, which she holds in her hands.

Go out of the Hall, turn right and go down the

steps back into Old Quadrangle. Turn right and

walk to the end of the quadrangle and then turn

right through the tunnel. Emerge into a small

quadrangle, follow the path forward and right

tо thе opposite corner and then раuse at the

entry tо а large quadrangle. [D]

This is New Quadrangle and was built in four stages between 1881 and 1911.

The architect was Sir Thomas Jackson, who also designed the Examination Schools

in High Street.

Please do not enter this area, which is not open to the public.

Turn round and look at the small quadrangle behind you, around which you

have just walked. This is known as the Deer Park, possibly as а sly dig at the real one

in Magdalen College. To your left is the late fifteenth century kitchen of Brasenose

Hall. This is the oldest building in College and has been used for cooking or eating

for over five hundred years; in 2010-2012 it was refurbished as part of а major

renewal of our kitchen and dining facilities. It is surmounted by а chimney copied in

1912 from а Tudor original elsewhere in College. On the other side of the Deer Park

is the Library (on the first floor, with arched windows), built 1657-1664 and not open

to the public.

Retrace your steps to the south east corner of the Deep Park (E) and enter

the Chapel.

Buit between 1656 and-1666, the Chapel is one of

very few сhurches begun in England during the

Commonwealth period, and the style is an unusual

mix of Gothic and Baroque. In an early example of

recycling а fifteenth century hammer beam roof

68

was transported from another Brasenose property in Oxford. The dimensions of the

Chapel were chosen to fit the timbers, but the roof was immediately hidden by the

wood and plaster fan vaulting. The present colouring of the vaulting was designed by

С.Е. Kempe in the 1890s.

Cross the Antechapel and stand by the rоре to look into the main body of the

building. The different colours of paving show that there used to be more rows of

seats, when daily Chapel attendance was compulsory. The internal fittings are mostly

eighteenth and nineteenth centuries. The brass lectern was given in 1731 and the

marble behind the altar in 1733. The chandeliers have had а chequered history; they

were presented in 1749, given away to а parish church when gas was installed here,

subsequently converted to gas themselves, returned to the College when the church

went over to electricity, and finally converted

back to candles. The organ саsе by Sir Thomas

Jackson (above you) dates from 1892 and the

organ from 1974. Turn round to look at the

Antechapel. Opposite is the memorial to College

members who died in World War I; you will see

the memorial for World War II opposite the door when you leave the Chapel. On the

wall to your left is а brass plate (third from the right) in memory оf С. von Ruperti, а

German undergraduate who died in 1943 'fighting for his country'. The window

facing you is painted glass of 1776; the rest оf thе coloured glass in the Chapel is

stained glass of the nineteenth century.

As you leave the Chapel look up above the door. The enormous portrait and the

paintings of hands on the adjacent wall are оf John Middleton of Наlе in Lancashire

(1570s -1623), who is reputed to have been 9' 3" in height and

who visited Brasenose in 1617. One of the College rowing

eights is always called by his

nickname, 'The Childe of Hale'.

69

Below the portrait is а memorial to Principal Albert Watson, an early work of Eric

Gill (1905).

Leave the Chapel and continue straight ahead through the Deer Park.

The room on your right with oval windows (beneath the Library) was originally an

open cloister. It provided shelter for those taking exercise and also served as the

College's burial ground; we have the names of fifty nine people buried there. It was

made into rooms in 1807, probably to а design by Sir John Soane.

Walk through the tunnel back into Old Quadrangle and the way out. We

hope that you have enjoyed your visit.

Post-reading task

- Find and read warnings in the Guide.

- Find and read instructions in the Guide.

Answer the questions:

- Why is the college named so strangely?

- How many yards are there in Brasenose College?

- What do these numerals mean?

1279 1509 1719 1657 1656 1892 9`3``

Work in groups

- Group I

Tell about Old Quadrangle

- Group II

Tell about Deer Park

- Group III

Tell about New Quadrangle

Writing

Write a short guide for visitors, using information from the text

USING OF ENGLISH

70

KENILWORTH CASTLE

Pre-reading task

Read the text and choose the correct answers to complete the sentences.

Kenilworth Castle, often called

one of the 1 castle ruins in

England, is built on а hill over-

looking the 2 of Kenilworth

in West Midlands. On approaching

Kenilworth city, the ruins of the

castle suddenly loomed through

the mist, giving the city а 3

appearance.

Kenilworth Castle 4 many

stories, and many secrets. А quick

read through the 5

gave me а colourful image of the

way things must have been inside

these forbidding stone walls аll

those years 6 . А secret

meeting between 7 Elizabeth

the 1st and Robert Dudley, Earl of

Leicester took 8 here. In

nineteenth century the castle

narrowly escaped being burnt to the 9 when а lazy kitchen boy left а pig roasting

on the ореn 10 unattended. The castle 11 took me to а dark dank dungeon,

complete with gruesome instruments of torture. Hidden in one corner is а tiny cell,

little more than а hole, where countless prisoners were left to rot away. It' s hard to

imagine how а grown person could fit 12 а place so small.

A B C D

71

1 finest beautiful nice most

2 cottage country city village

3 mysterious clear particular modern

4 creates reads reveals holds

5 tour guide excursion guidebook handout

6 before ago after since

7 Queen Mistress Lady Miss

8 participation place seat chair

9 earth mud ground globe

10 water fire air earth

11 voyage trip journey tour

12 on into at onto

QUIZ

ALL ABOUT BRITAIN72

1.What is the Queen`s name?

2.What is the most famous park in London?

3.What is the main clock in GB?

4.What had been a castle,then a prison and now is a museum in London?

5.What town was Shakespeare born in?

6. What are the capitals of England, Scotland, Wales and Northern Ireland?

7.Where does Santa Claus put Christmas presents?

8.What side of the road does the transport go on in Britain?

9.When do English people celebrate Christmas?

10.In Ukraine we have the hryvnia, in the USA – the dollar. What currency is used in

Britain?

11.What has always been in the centre of the room in English houses? The English

people like to sit near it in the evening.

12.Where is the famous Nelson`s Column situated?

13.What do English people like to drink many times a day?

14.Who of the conquerors gave the name Britannia to GB?

15.How many houses (chambers) does the British Parliament consist of? Name them.

16.What is the popular name given to the national flag of the UK?

17.What is the heart of London? (in the West End).

18.What holiday is called the holiday of all sweethearts, husbands and wives, boys

and girls?When it is celebrated?

19. Name 3 areas of London.

20.What do English people call The Father of London?

21.What theatre did Shakespeare found? Why was it given this name?

22.Why was the main clock called Big Ben?

23.How big is Big Ben?

24.What is the emblem of England?

25.Where are Kings and Queens coronated?

26.Where is the official residence of the Queen in London?

73

27.What nation has preserved its original language?

28.What do Englishmen use for height instead of meters and centimetres?

29.What part of Britain was George Byron born in?

30. How many stations does the Underground in London have?

31.Who is a patron saint of Scotland?

32.How many bridges are there over the Thames?

33.What town is the Royal port?

34.What colour are the British buses, post-boxes and telephone-boxes?

35.What cathedral is the biggest in London?

36.How long is Thames?

37.Who were the ancient inhabitants of British isles?

38.What ancient peooples became the `creators` of English language?

39.What is called the `Key of England`?

40.What are the national colours of Britain?

41.Who became the popular character of British legends as a national hero and the

protector of poor?

SOURCES

74

Атлас чудес света. Москва, БММ АО, 1995

Древо познания. Наука и техника. Киев, Маршалл Кавендиш, 2006

Детская иллюстрированная энциклопедия. Москва, Дорлинг

киндерсли, 1999

Фотографії, зроблені Кравчук І.М.

Animals in sport. Foxhunting // English Learner’s Digest. – 1998. - #21

Encyclopedia Britannica 2001

http://en.wikipedia.org

It is interesting to know. Київ, Радянська школа, 1986

Karpiuk O. Welcome to English Study – 6. Тернопіль, видавництво

Карпьюка, 2002

news.bbc.co.uk

news.nationalgeographic.com

www.cnn.com/2007/TRAVEL

www.dudleyzoo.org.uk

www.panorams.dk

www.royal.gov.uk

www.time.com/time/photogallery

75