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Presentation hygiene of ancient Rome
Presentation hygiene of ancient Rome
Roman bath Bathing played a major part in ancient Roman culture and society. It was one of the most common daily activities in Roman culture, and was practiced across a wide variety of social classes. Such was the importance of baths to Romans that a catalogue of buildings in Rome from 354 AD documented 952 baths of varying sizes in the city.[1] Although wealthy Romans might set up a bath in their town houses or in their country villas, heating a series of rooms or even a separate building especially for this purpose, and soldiers might have a bathhouse provided at their fort (as at Chesters on Hadrian's Wall, or at Bearsden fort), they still often frequented the numerous public bathhouses in the cities and towns throughout the empire. Romans elevated bathing to a fine art, and their bathhouses physically reflected these advancements. The Roman bath, for instance, included a far more complex ritual than a simple immersion or sweating procedure. The various parts of the bathing ritual (undressing, bathing, sweating, receiving a massage and resting), required separate rooms which the Romans built to accommodate those functions. The segregation of the sexes and the additions of diversions not directly related to bathing also had a direct impact on the shape and form of bathhouses aqueducts The Romans constructed aqueducts throughout their Republic and later Empire, to bring water from outside sources into cities and towns. Aqueduct water supplied public baths, latrines, fountains, and private households; it also supported mining operations, milling, farms, and gardens. Aqueducts moved water through gravity alone, along a slight overall downward gradient within conduits of stone, brick, or concrete; the steeper the gradient, the faster the flow. Most conduits were buried beneath the ground and followed the contours of the terrain; obstructing peaks were circumvented or, less often, tunneled through. Where valleys or lowlands intervened, the conduit was carried on bridgework, or its contents fed into high-pressure lead, ceramic, or stone pipes and siphoned across. Most aqueduct systems included sedimentation tanks, which helped reduce any water-borne debris. Sluices and castella aquae (distribution tanks) regulated the supply to individual destinations. In cities and towns, the run-off water from aqueducts scoured the drains and sewers.
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Offline или online? Как комбинировать обучение в классе с дистанционным обучением
Offline или online? Как комбинировать обучение в классе с дистанционным обучением
Test yourself Assessment tasks Self- assessment page Структура цикла уроков как средство достижения предметных результатов I этап Формирование навыков I подэтап II подэтап II этап Совершенствование навыков III этап Развитие умения I подэтап II подэтап III подэтап Формирование лексических навыков Формирование грамматических навыков Совершен-ствование речевых навыков Развитие моноло-гической речи Развитие диало-гической речи Проект А Проект Б Проект В /Подэтапы могут меняться местами или один из них может отсутствовать/ /Подготовленная речь на основе разговорного текста/ /Неподготовленная речь/ Развитие письменной речи /Разработка проектов на межтематической основе/ /Развитие умений самоконт-роля и самооцен-ки/ Развитие умения читать Развитие умения аудировать
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