Angliski Demchenko 10kl Bel Rus Ch1 2021
Angliski Demchenko 10kl Bel Rus Ch1 2021
Angliski Demchenko 10kl Bel Rus Ch1 2021
УДК 811.111(075.3=161.3=161.1)
ББК 81.2Англ-922
A64
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1
a mansion [mnn]
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2. a. Write 5 questions you would ask to find out about the
housing landscape (жилищный ландшафт / жыллёвы ландшафт)
in Britain.
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Originally, they housed agricultural workers and their families.
So these traditional houses are found in rural areas and some are
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hundreds of years old. Good old bungalows are slowly becoming
a rare breed in the UK. They were first built for Europeans
who settled in Bengal in the 17th century but they aren’t really
being built in Britain anymore. Developers prefer to purchase a
bungalow and knock down the one-storey building so they could
build taller homes.
Quite a lot of people try to avoid living in blocks of flats
first of all because they provide the least amount of privacy.
Though London’s property landscape is dominated by flats,
their proportion in the whole country is second lowest in
Europe – about 14 per cent. For the most part, flats are the most
affordable type of the housing in the UK and it makes them ideal
for singles and small families. The most economical choices are
studio flats where the general living space consists of a living
room, a bedroom and a kitchen combined in one room. In the
UK, maisonettes were introduced in the 1960s before blocks of
flats were as common as they are now. Unlike flats that share
a corridor or a hallway, maisonettes have their own entrance
and cover more than one floor. You can often find them in large
period houses that have been converted or in a city centre above
shops.
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b. Read the script of the podcast again and fill in the table.
is / are + … + V3
c. Read the article and say what tendency it describes. Find Present
Continuous Passive forms.
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One of the most affordable (well-known / popular) types
of housing …
Features: … make … ideal for / characterise …
People: prefer to rent (have their own ...) / dream of
having (renting, buying) / avoid living in / can(’t) afford
to rent (to buy)
… build taller (high-rise / low-rise) houses / convert /
knock down …
b. Check your memory. Work in pairs. Close the book and answer
your partner’s questions about the picture. Change over.
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first floor (US:
second floor) /
WC attic electricity
bedroom
1
upstairs
[pstez]
garage
bathroom
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a cooling system – a laundry [lndri] a piano
air-conditioner basket
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4. Work in pairs. Describe Sam’s house and make one–three
intentional mistakes for your partner to spot. Which of you has been
1
more attentive?
5. a. Draw a plan of your house / flat similar to that in ex. 1a. Make
notes to describe it.
b. Work in pairs. Describe your house / flat for your partner to draw
its plan. Compare the results.
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b. Look at the underlined words in ex. 2a and answer the 1
questions. Go to page 161/179, read the rules in the Grammar
Reference and check yourself.
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I 7. (can’t / needn’t) say that I miss it now. I would rather
spend my free time playing golf, or travelling or just having
a ’panda day’ at home with a good book or streaming of
a favourite movie. Mind you, with the lockdown, I envy those
with a house who (8. can / should) sit in their backyard and
not be stuck in four walls …
Molly: I hate the fact that the flat is six floors up. The only
advantage of living there is you get exercise that keeps you
fit whether you like it or not.
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4. a. Read the forum page again. Are there more people who like or
dislike the place they live in?
1
b. Make notes about advantages and disadvantages of living in
a detached house and in a flat mentioned in ex. 3a. Think of other
ideas and add them to the lists.
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b. Look at the photos and answer the questions.
2. a. Read the article and check your guesses. Is the person happy
with the flat? Why (not)?
b. Complete the opinion in ex. 4a with the words from the box.
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Group 1: focus on shoebox houses.
1
Group 2: focus on commuting.
LESSON 5. My room
1. Work in pairs. Match the words given below to the pictures. What
are these pieces of furniture used for? Which of them do you have
at home?
a) a bean bag d) a fluffy carpet
b) bunk beds e) a king-size bed
c) a filing cabinet f) a leather chair with armrests
1 2 3
4 5 6
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2. Discuss the questions.
4. a. Read the story. Does it describe the same room as in ex. 3a?
Prove it.
1 2
d. Hand your description in and get another one. Can you guess
whose room is described there? Which of you is more satisfied with
your room? Is there anything in common about how you would like
to change your room?
LESSON 6. Renting
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b. Match the words to their definitions. 1
1. an estate agent [stet ednt]; 2. a landlord (a landlady);
3. a tenant
Finding a housemate
Once the ink had dried on the lease agreement, the search for
the person to fill the extra room began. We put up notices for the
room on telephone poles in the main street, at my friend’s uni, on
a sharehouse website and also on the house-sharing section of the
RMIT (Royal Melbourne Institute of Technology) website.
b. Explain...
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LESSON 7. What makes a house a home? 1
Communicative area: writing about homes
1 2 3
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2. a. Read the beginning of an article. What is its main idea? Do you
agree with it? Why (not)?
3. a. Work in three groups. Read your own article and answer the
questions below.
4. a. What typical homes might look like in the future? Work in small
groups and follow the steps below:
Read the list of present-day problems, factors and trends and
choose a few you’re going to base your predictions on. You may add
your own ideas as well.
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LESSON 9. The Ideal Home Show (IHS) 1
BEFORE THE PRESENTATION LESSON
1. a. Look at the picture taken at the IHS. What kind of event is the
IHS? Read the article and check your ideas.
2. You are invited to take part in the Ideal Home Show. You can either
be an exhibitor presenting your product or a speaker giving a talk on
a subject. There are 8 sections in the show to choose from:
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LESSON 10. Culture corner. British 1
homes across the ages
1 2
1. furniture articles;
2. adjectives to describe a house;
3. verbs connected with houses and homes.
Who is the winner?
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LESSON 12. Progress check 1
Communicative area: testing your reading, listening and
speaking skills
I. READING
3. Why are more and more people deciding to rent rather than buy
a home?
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II. LISTENING 1
1. Listen to the story about an unusual
house and answer the questions below.
III. SPEAKING
1. Describe the housing landscape in your place.
2. Do you agree that living in your own house is better than
in a flat? Why?/ Why not?
3. Answers to what questions are important to know before
you agree to rent the flat?
4. Give advice to a person who would like to move house.
5. Explain in what way a home differs from a house.
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UNIT 2
EDUCATION
1. a. Look, listen and compare what you see and what you
hear. What grade are Belarusian children in at that age?
Australia
The school year in Australia lasts for 200 days from late
January to late November. Summer vacation for Australian
students is from December to late January. Their school year
is divided into four terms, nine to eleven weeks each. Students
have two weeks of vacation between each term. School grades in
Australia are called years. A six-year-old begins primary school
in Year 1. Secondary schools generally cover the period from Year
7 to Year 10 (compulsory education) and to Year 12. The typical
school day is from 9 a.m. to 3:30 p.m., and lunch is eaten at school.
China
In China, the school year typically runs from the beginning
of September to mid-July. Summer vacation is usually spent in
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summer classes or studying for entrance exams. The average
school day is from 7:30 a.m. to 5 p.m., with a two-hour lunch
break. Many students stay at school longer for extra-curricular
activities and additional tutoring. The school system in China
requires nine years of education. Students are provided with
uniforms but don’t have to wear them. Chinese and Maths are
tested at the end of each year. Education in China since the turn
of the 21st century has been undergoing reform, with curriculum
being redesigned to introduce creativity and innovation in the
classroom.
Iran
Iran has a school year similar to European countries.
Students go to school for 10 months a year, or about 200 active
days, from September to June. From the very beginning, boys
and girls are educated separately. Girls typically have female
teachers, while boys are taught by men. Men and women do
study together at the university level. Religious study in Iran
is compulsory. All students must pass a yearly exam in order to
move to the next grade level. Many schools are in remote areas or
do not have the money for such things as libraries. To help with
this problem, mobile libraries move within the country. Each bus
has two librarians and around 3,000 books.
Japan
Most Japanese schools run on a trimester schedule. The
academic year begins in April and ends the following March,
with breaks for summer, winter and spring separating the three
terms. Uniforms are required and there are extensive rules for
hair styles, shoes, socks, skirt length, make-up, accessories,
and more. Students in Japan study academic subjects, such
as Japanese, Maths, Reading, Social studies, Music, Art, and
they also receive moral education. Moral education involves
teaching students about health and safety, living a disciplined
life, courtesy, understanding and confidence, public manners,
and environmental awareness.
after Mark Hughes
2. a. Read the article again. Mark the following statements as true (T),
false (F) or no information is given (NI).
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1. The age range of compulsory education varies by country.
2. Children in the US start primary education earlier than the
2
others. 3. The longest school year is in Japan. 4. The school year
doesn’t always start in autumn. 5. Most of the schools described
in the article run on a trimester schedule. 6. The academic year
for students in primary and secondary schools isn’t always the
same. 7. School uniform is compulsory in most of the countries.
8. US high school graduates are normally about 18 years old.
b. Work in pairs. Get the cards from your teacher and do the quiz.
Which of you have guessed more answers?
A B
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b. Complete the rule in the box. Go to page 165/183, read the
rules in the Grammar Reference and check your ideas.
4. a. Read the wishes below. What is the real situation the speakers
are not happy with?
b. Work in pairs. Imagine you are a student from one of the countries
in ex. 1c. Give 2–3 sentences with I wish to show that you are unhappy
with the academic year and other aspects of education in your
country. Let your partner guess what country you are from.
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School year: have a school (academic year similar to …;
2
begins (starts) / finishes at / on / in …; attend school for
… days a year / runs from … to … / lasts for … ; run on a
trimester schedule / is divided into … terms (semesters);
have breaks in … / have two weeks of vacation in … /
summer (the shortest / longest) vacation is from … to …
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And finish the Sixth Form at 17?
11:06
Cookie
If you start at six, you will finish grade 6 at 11.
11:08
Leo
Junior, sophomore
Graduate [sfm],
– complete freshman,
one’s studies senior.
at a high school, college
or university (Am. E.);
b. Read the Internet
Graduate chat and
– complete check
one’s your at
studies predictions.
a college or university
(Br. E.).
2. a. Read the sentences in bold from the chat and answer the
questions.
b. Add one more line to the table you made in ex. 2b and complete
it with the missing information. Go to page 166/184, read the rules in
the Grammar Reference and check yourself.
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LESSON 3. Рrimary, secondary … 2
Communicative area: discussing primary and secondary
education in Britain and Belarus
Active vocabulary: free of charge, co-educational, fee-
paying, comprehensive, to charge fees, to home educate,
to select, selective, non-selective, single-sex schools,
to admit, entrance exams
Grammar: structures with I wish
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b. Read the article and check your ideas.
b. Are the statements below true or false? Correct the false ones.
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2
We use the structure I wish + smb / smth + 1. (…)
to express regret about a 2. (…) situation.
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1. Discuss the questions.
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4. Read what people say about failing and resitting exams. Use the
correct form of the verbs in brackets to complete the sentences. Is
there anything surprising?
5. Help to collect material for Learn from our mistakes site. Think
about your last year exams and write about four things that you didn’t
do but you wish you had. Then think about four things that you did
but you wish you hadn’t and write about them.
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LESSON 5. A very British school 2
Communicative area: describing a school
Active vocabulary: scholarship, campus
b. Read the statements below. Are they true? What do the words in
bold mean? Check with the teacher.
Wycombe
Westminster
Harrow Abbey
school
history … … …
location … … …
day / boarding … … …
uniform … … …
studies … … …
class size … … …
sports … … …
extra-curricular … … …
activities
famous people … … …
extra … … …
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Harrow School
What do Lord Byron, Winston Churchill, Benedict
Cumberbatch and Jawaharlal Nehru have in common? They
are all Old Harrovians. During its history, Harrow School
has educated members of royal families, prime ministers,
politicians, Nobel Prize winners, and other famous figures in
the arts and sciences.
The public school is located in north-west London. Founded
in 1572, it remains one of only four all-boys boarding schools in
Britain. Harrow School started
with just one room – the Fourth
Form Room, whose walls now
are covered with graffiti of
its pupils’ names. Thanks to
the Harry Potter films it looks
familiar to lots of people.
Today the school welcomes
pupils from all over the world
with more than 35 countries represented. Boys can start their
studies here in Year 9 or Year 12. However, the school is
selective and one must meet strict requirements to be admitted.
Those who show outstanding results in studies, sports, art and
scientific activity get a scholarship that can cover 5–10% of
the fees.
Harrow has about 800 students aged 13 to 18 who live across
twelve boarding houses. By tradition, pupils must wear one
of two uniforms, which haven’t changed much since the 19th
century, one for everyday use and one for Sunday dress. The day
uniform consists of a white shirt, black tie, greyers (trousers),
black shoes, a bluer (a jacket) and a classic Harrow hat.
Harrow is a very academic school: in 2019 62% got the top
grade at A-levels and 83% at GCSEs. On average 15% of boys go
to Oxford or Cambridge afterwards. These results put the school
among the best in the country. The normal school curriculum is
only part of the story, however. They offer elective courses and
invite regular outside speakers to inspire, educate and encourage
engagement with the world at large. The school has an amazing
range of languages on offer: Latin, Greek, French, German,
Spanish, Italian, Russian, Turkish, Polish, Japanese, Arabic,
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and Chinese. Groups for studying include up to 12 people and 8
in the Sixth Form.
2
Pupils have the greatest opportunities to develop their
creative abilities in their free time as there are 56 clubs and
interest groups to choose from. The school has its own newspaper
The Harrovian that is published by the students themselves
every week. Music is strong and singing is a special highlight.
The school also has a reputation for being very sporty. On the
campus, there is a spacious indoor pool, squash and tennis
courts, a golf course, fields and grounds for team games.
Around 1830 squash was invented there and football rules were
developed. An annual cricket match has taken place between
Harrow and Eton Colleges since 1805.
Wycombe Abbey
Wycombe Abbey, founded in 1896, is an independent girls’
school. It is one of the top schools in the UK and is highly
selective. In 2011, the Sunday Times newspaper called the
institution the best independent school. In 2019, 97% of GCSE
grades and 80% of A-levels were top grades. The school is located
in Buckinghamshire about an hour from London.
There are about 640 girls aged 11 to 18, some of which are
from other countries. Girls usually start their studies here at
11+ but some are admitted at 13+ and to the Sixth Form. Music
scholarships are available. The
average class size is 12 and in the
Sixth Form – 10.
Wycombe Abbey is a boarding
school but there are also some day
boarders who live locally. Year 7
pupils go into a Junior House for
their first year. Then they move
to mixed-aged bedrooms in one
of nine Senior Houses. Girls spend their last year of school in
cottages providing more independent living and a stepping stone
to university life: they cook their own meals, host dinner parties
and are responsible for their own laundry.
Years 7 to 11 girls have to wear uniform. In 2016, the Abbey
introduced a new one designed to combine the history of the
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school and a more modern look. There is no uniform but a dress
code in the Sixth Form.
The academic work takes up the lion’s share of the day but
pupils ought to be done with school and homework by 5 p.m. Then
it’s all about taking part in extra-curricular activities: from arts
and outdoor education to cookery and MUN (= Model United
Nations is a simulation of United Nations procedures where
participants role-play as UN delegates and engage in negotiations,
discussions, and lively debates, the cornerstones of UN activity.)
The campus has a sports complex with a spacious swimming
pool, a gym, a climbing wall, a dance studio, a fitness centre
and squash courts. Girls are taught by professional coaches and
instructors, there is all the necessary equipment. Each year,
student groups travel to Florida for a major tennis tournament
and the lacrosse team is among the best in the UK.
Pupils have an opportunity to develop their creative talents
and abilities. Most girls play at least one instrument and there
are orchestras, bands and choirs to participate in. They put on
six major drama productions a year. In the school Centre for Fine
Arts they can do textiles, ceramics, painting, and photography.
Pupils also take part in the charity initiative “Give Back!”
to support both the global and closer to the home community.
Regular dinners, discos and informal parties organised together
with other public schools are an integral part of life at Wycombe
Abbey.
Many girls who previously studied here became famous
lawyers, actresses, writers, and even Members of Parliament.
Westminster School
Westminster School is one of Britain’s leading public
schools. It is located near Westminster Abbey in the centre of
London. The school offers classical educational programmes and
provides long-time educational traditions, a special atmosphere,
careful selection of students and teachers. The school is known
for its high level of academic preparation: its students achieve
exceptional public examination results and 50% of the Sixth
Form students get offers from Oxford and Cambridge.
The school is proud of an impressive number of outstanding
Old Westminsters. About 900 of them are listed in the Oxford
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Dictionary of National Biography. Among the most famous are
Christopher Wren, Ben Jonson, Peter Ustinov and Lord Lloyd-
2
Webber.
The school was founded by Queen Elizabeth I in 1560
but the tradition of education dates back to a 12th century
charity school. Nowadays representatives of more than 30
nationalities get secondary education at Westminster. Part
of the institution is the Under School – a prep school available
for British boys aged 7–13.
13-year-olds enter the Lower
School according to results
of entrance examinations. At
age 16 students can enter the
Upper School.
Each academic year, there
are around 750 pupils in
Westminster School and about a quarter of them are boarders.
Since 1973 girls are allowed to join the school after GCSEs for
their Sixth Form years. Most of the boarders go home for the
weekends, after Saturday morning school. The school has eleven
houses. A room is shared by 2–3 students aged 13–15. Senior
students have their own rooms. Each house has its own colours.
The National Curriculum is just one element in the education
of every child at Westminster. They consider that the personal
development of pupils, spiritually, morally, socially and culturally,
plays a significant part in their ability to learn and achieve.
The school has classrooms equipped with interactive boards,
laboratories with the latest equipment, computer centres with
high-speed Internet and a library with more than 20,000 fund.
There is a long sporting tradition at Westminster. The school
provides an opportunity to go in for 28 kinds of sport, known
within the school as Stations. In addition to traditional sports –
football, rowing and cricket – pupils are offered fencing, hockey,
tennis, swimming, cross-country running, rock climbing, judo,
netball, etc.
Music and Drama are also a core aspect of life at Westminster
and the school has its own Theatre and Music Centre.
Westminster offers an extensive variety of both cultural and
leisure trips and in an average year the school organises about
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60 expeditions. More than 40 societies reflect pupils’ broad
range of interests and are open to the whole school. They are
run by the pupils themselves.
3. a. Work in groups of three. Share the
information about the schools and complete
the rest of the table.
5. a. Make a mind map about your school. Use the texts and the table
in ex. 2 for guidelines.
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1. Make a list of problems modern schools can face. 2
2. a. Listen to five people. What problems are they talking
about? Which of them are on your list?
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a teacher brings into the classroom. Besides, there are
usually no alternatives when electronic products break down
or Internet connections are lost.
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4. a. Rank the problems from the most to the least important for
education in general and for your school in particular.
2
b. Explain your choices. Share your ideas with a partner. Do you
have the same opinion?
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I feel today that I received as much as I wanted to get from the
wonderful and talented teachers that taught me there.
2
After Old Mill, I attended Alto School. We took the school
bus over in the morning and rode back in the afternoon. Most
of the time songs were being sung. Alto was very crowded, as
I remember, because we had a lot of kids there. I remember Mrs
Schroeder, my Kindergarten teacher, had decided to start an
orchestra at Alto including all the students from the seventh
and eighth grades. She taught me to play the cello and I played
for graduation. She was a wonderful musician, teaching four of
us how to play the cello at her home on Saturday afternoons for
free because she believed music was important.
In High School, the first real test of my confidence was put to
the forefront. I had to sing a song for Mr Greenwood to get into
Girls’ Club. I was a bit scared, but from that time to the present I
thank Bob Greenwood for his dedication and his thoughtfulness
for all of his students. The following year I was able to get into
the Choir and was so grateful to be able to sing in this wonderful
group. In the fall of 1960, our choir was chosen to sing at the
opening ceremony for the Winter Olympics. It was thrilling to
take the bus very early in the morning and drive up into the snow
and then sing for the opening. I’ll never forget that experience.
We had a ball!
Most of us wanted to learn. I don’t know of more than a few
students out of my class of over 200 who didn’t succeed in whatever
they tried to do in life after attending schools in Mill Valley.
I learnt quite a lot of good social skills at Tam. I learnt how
NOT to write a note from my parents … (I always got caught…).
I learnt that water balloons really smash the best when you throw
them at a metal locker. I also learnt that if you had long hair and
used the wall dryers in the girls’ gym, you’d better not get too
close!
after Sita Dimitroff Milchev
b. Read the composition again. Make notes about each of the three
schools – Old Mill, Alto and Tam – to answer the questions below.
4. What makes you like / dislike this story? Discuss with your partner.
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b. Discuss the questions. 2
1. Is further education the same as higher education?
2. Where can you get each kind of education?
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not more than 5. ...) reads a paper he or she has written. The
paper is then discussed by the tutor and the rest of the group.
2
6. ... a term, students will have a tutorial. This means that they
see a tutor alone to discuss their work and their progress. In
some universities, the study system is based entirely around
such tutorials which take place once a week. Attending lectures
is 7. ... for Oxford or Cambridge [kembrd] students!
After 8. ... years (depending on the type of course and the
university) these students will take their finals. Most of them
(over 90 per cent) will get a first, second or third class degree and
be able to put BA (Bachelor of Arts) or BSc (Bachelor of Science)
after their name. It will have been well earned!
4. a. Prepare a short summary of the text in ex. 2c. Make sure there
are some factual mistakes (1–3).
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Since 2015: a member of the European Higher Education
Area (the Bologna Process)
Universities (classical and professional), academies and
institutes
The Belarusian State Agricultural Academy (Gorki, Mogilev
Region,1840)
The Belarusian State University (Minsk, 1921; 17 de-
partments and 9 institutes; the 2020 QS World University
Rankings – 317/1002)
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2. Choose the aspect of school life you’d like to study, to evaluate
and to make suggestions how to improve it.
2
IN THE PRESENTATION LESSON
1. Present your ideas to the class and discuss them.
1. a. What British universities have you heard of? What do you know
about them?
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2. a. Read the information about two universities. What are they?
What category do they belong to?
2, 3, 5, 7, 11, 19, 28, 31, 45, 54, 70, 75, 85, 180, 600, 1167,
1209, 1940s.
1. What is Oxbridge?
2. Why were there no new universities founded in England
up to the 30s of the 19th century?
3. In what way is Oxbridge different from other British
universities?
4. Are there more male or female students at Oxbridge?
5. What makes Oxford and Cambridge the most prestigious
[prestds] universities in Britain?
3. Read the list of famous people. Which of them are Oxonians and
which Cantabrigians (Cambridge graduates)?
Check with the teacher. How many have you guessed?
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LESSON 11. Speaking club. 2
To change or not to change?
We can’t afford the education system that was set in the 19th
century, that world no longer exists.
It’s time to adapt the shape of the school year in the interests
of our pupils’ education.
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7. Shorter breaks would mean more regular breaks so
children could become more used to free time and learn to
self-motivate themselves well.
b. Work in pairs. Think of a problem that may arise out of the changes
in ex. 3a. Prepare questions to ask.
4. a. Work in small groups. Think of one more change you would like
to introduce. It can be about any other aspect of school life: exams,
subjects, homework, etc. Prepare arguments to support your idea.
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LESSON 12. Progress check 2
Communicative area: testing your reading, listening and
speaking skills
I. READING
1. Read the newspaper article and say in 2–3 sentences what it is
about.
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More than nine million people take the exam every year but
the number is falling. It’s partly because of the rising popularity
of vocational courses, which often offer better prospects of
finding a job after graduation. Above all, more and more
students are going abroad for university and high school. The
best students used to go to Beida [beda], the Chinese equivalent
of Oxford or Cambridge; now they go to Harvard. There are more
than 300,000 students from China in US higher education and
90,000 in the UK.
Meet Yuan Qi [junti], a student at one of the capital’s most
prestigious boarding schools. Ever since he was a young boy,
he has had a talent for maths, science and problem solving and
dreamed of going to Beida to study maths.
In the months leading up to the test, the boy had been
cramming for 12 hours a day with extra classes at weekends.
Since March, he had had just six or seven hours’ sleep a night.
Every possible step had been taken to maximise his chances of
succeeding. As summer arrived, almost all classes were now
spent looking at past gaokao papers in detail. After school,
there were two extra hours of mock exams1 every day, on top
of the homework, and five additional classes on Saturday. On
Sundays, Yuan Qi’s parents had arranged private tuition for him
in English and Chinese. In years of reporting in China, I have
never heard a single student complain about their workload. To
them, it is simply normal.
Two weeks after Yuan Qi had sat the exam he learnt the
results: 664, ranked 1,020 in Beijing. It was much lower than he,
or his parents, had expected. Still a high mark, an achievement:
1,020th out of 61,222 examinees in Beijing. But only the top
500 can get into Beida. A few weeks later he was admitted
into Beijing Aviation and Space Flight University. It is a good
college, specialising in aeronautics with an excellent reputation
for maths – not the best of the best, but the best Yuan Qi could
get into.
Now he could use his summer to do all of the things he didn’t
have time for while at school: go swimming, take classes for the
2. Find and read aloud the extract that describes how Yuan Qi
prepared for the entrance exams.
4. How did Yuan Qi feel when he learnt the results of the exam?
II. LISTENING
III. SPEAKING
1. Describe your own exam experience and what lesson you
have learnt.
2. Are you satisfied with the education your school provides?
Why? / Why not?
3. What questions would you ask a British teenager
attending a private school about his school life?
4. Recommend your school to a teenager who has just moved
to your neighbourhood.
5. Express your opinion on some of the problems modern
schools face.
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UNIT 3
SELF-EDUCATION
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Formal education will make you a living, self-education will make 3
you a fortune.
Jim Rohn
The illiterate of the future will not be the person who cannot
read. It will be the person who does not know how to learn.
Alvin Toffler
Let the improvement of yourself keep you so busy that you have no
time to criticise others.
Roy T. Bennett
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3. a. Read the blog with tips for successful self-education. Look at
the poster. Match the tips with the slogans. Which slogan has no
matching tip?
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8. Write essays and research papers. Pick a great topic and
write detailed papers. When you write serious papers, you need
3
to review them and check, check, check. In this way, you will
learn to be very organised, logical and laconic. Writing is a great
learning tool because it is a product of learning. It helps you keep
track of your learning.
9. In Ancient Rome they used to say Docendo discimus – men
learn while they teach. Find someone to teach something new
you have learnt and you’ll never forget it. You can become a
private tutor, start offering online courses, or just teach your
little brother – anything will do!
b. Which of the tips are you already following? Which of them do you
find useful? Are there any useless tips in the blog? Compare your
ideas with your partner’s.
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b. Look at the pictures. In pairs, discuss the meaning of the formulae.
Use the Useful language box for help. Make your own formula
including the concepts of life-long learning and self-education.
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b. Find gerunds in the proverbs. Choose the right options to complete
the rule about gerunds.
3
The gerund is a verb / noun form that functions
as a verb / noun.
Dear Emily,
Terribly sorry for not writing sooner. I was busy packing for
my holidays. Thank you so much for the kind invitation to your
birthday party. Unfortunately, I won’t be able to come as we’ll
be abroad at that time.
The good news is I’m going to Greece with my family
tomorrow. When Mum suggested going on holiday in July,
I told her I was against that. I was thinking of doing it in June
or August. But she said to me: “You have to, because Father
and I can’t go in August.” I kept on asking Mum to change the
tickets, but finally, I gave up arguing. You know I hate making
my Mum unhappy and I prefer travelling to staying at home,
like all the British do. Though, this year I would prefer to stay
at home in July as I would so much like to congratulate you
on turning sixteen in person. I’m a little worried about Greece.
I’m not used to spending my time somewhere really hot. But,
Greece, I hope, will be a wonderful experience. I’m going to see
some ancient ruins and try some delicious local food.
What have you been doing? Have you heard from George?
Please write back and tell me all your news.
Must stop here as my father wants me to help him with
packing. Will write more when I’m in Greece.
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Look forward to seeing you in August. Give my regards to
your parents. Hope to hear from you soon.
Love, Julia.
P.S. I’m also sending you a little gift for your birthday. Hope
it arrives in time. Check your mail.
P.P.S. I enclose a recent photo from one of our gigs.
1. lifelong learning;
2. self-education;
3. formal education;
4. other?
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going to school / university reading as much as possible
3
learning new skills keeping a diary
improving yourself watching documentaries
learning non-stop joining online courses
learning without teachers writing essays
becoming a better person taking notes
studying writing research papers
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3. a. Complete the sentences from the listening with to- infinitives
or gerunds.
c. Work in pairs. Discuss if you agree with the tips. Put them in the
order from the most important to the least important. Compare with
the whole class. Explain your order.
c. Read the two definitions with the examples. Find equivalents for
the adjectives in your language.
What does the author of the poem advise you to be thankful for? Are
you a grateful person?
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A: For your friends’ birthdays, give them packages of 3
pretty blank cards. You might also include some cards with
the words “thank you” inside. You‘ll receive a thank-you note
in return for sure.
Anna M.
May, 2021
Dear Sebastian,
thank you for the lovely birthday gift. The
picture looks great on my wall, and I appreciate
that you remembered me on my birthday.
Alice
Thank-you notes are short, and they do not take much time
to write. Start with a blank piece of paper or a blank card, and
write the following:
The date;
The person’s name;
One sentence explaining why you are thanking the person;
A second sentence, saying something nice about the gift,
invitation, or help you received;
Your signature (which must be legible (разборчивый /
разборлiвы)).
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1. a. Listen to the jokes. Follow in the book. Do you think 3
the adults are too pushy?
b. Listen again. Who said that? What do the words and phrases
in bold mean?
b. All the verbs in bold above are followed by gerunds. Match the
verbs with the meanings.
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1. Because my mother and my grandma didn’t try being
so controlling, I learnt to open up for them more. 2. She will
3
understand me right away and try to help me fix it without
making me feel bad about it.
In the first case a gerund is used after the verb try, in the second –
an infinitive. Is there a difference in the meaning of the verb try?
(Read the rules on page 173/191 to check your guesses.)
b. Fill in the missing words from the lesson. You will have to use
some of the words more than once.
1. Are your parents too s…? 2. Did you grow up without rules
or b…? 3. Do your parents s… l… for you now? 4. What do they
always w… you a…? 5. What kind of behaviour don’t they …
of? 6. Do they f… you f… being impolite sometimes? 7. Do you
think one day you will d… a… listening to your parents? Why?
Why not? 8. Would you say your parents are a little p… or o…?
9. Do you think they are pushy? What do they p… you to? 10. Is
the a… of freedom you have big enough for you? 11. What do
you think is the worst habit to i… i…? 12. How can you set b… in
relationships without feeling selfish? 13. If someone criticises
you, do you think they cross personal b…?
c. Use the questions in ex. 4b to interview your classmates. Report
your findings to the group. Write a short report about the things you
have found out.
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1. a. Match halves of Mum’s rules for a teenager.
c. If you follow all the rules above, do you think you will get enough
freedom?
c. Do you think Nandira’s father will let her have more freedom?
c. Find the phrase in ex. 3a that means it was useless to say that it
was not true.
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d. The word point has several meanings. Two of them are:
1. usefulness; 2. an idea, opinion or piece of information that is said
3
or written. Match the sentences below with the meanings:
1. I’d like to write to her, but what’s the point – she never
replies. 2. You made some interesting points in your essay.
3. I see little point in discussing this. 4. I take your point, but …
b. Ask and answer the questions above. Report the most interesting
findings.
5. a. Put the phrases in the box into two categories: those for
agreeing and disagreeing.
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LESSON 7. Learn to solve problems
Tuesday 29 June
Usual last minute discussion about where we are going
for our summer holiday. My father said, “It’ll probably
be our last one”. This time next year we’ll have the baby.
“My mother got mad, she said that having a baby was not
going to restrict her. She said that if she felt like walking
in the Hindu Kush next year, then she would strap the
baby on her back and go. The Hindu Kush! She moans if
she has to walk to the bus stop.
I suggested the Lake District. I wanted to see if living
there for a bit would help my poetry. My father suggested
Skegness. My mother suggested Greece. Nobody could
agree, so we wrote our choices on pieces of paper and put
them into a box. We didn’t trust each other to make the
draw so my mother went and fetched Mrs Singh.
Mrs Singh and all the little Singhs came and stood in
our kitchen. Mrs Singh asked, “Why are you having this
procedure, Mrs Mole? Can’t your husband decide?” My
mother explained that Mr Mole had no superior status in
our house. Mrs Singh looked shocked, but she drew a piece
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of paper out of the hat. It said “Skegness”. Worse luck! 3
Mrs Singh excused herself, saying that she must get back
to prepare her husband’s meal.
c. Find the Lake District and Skegness on the map. Where would you
like to go for a holiday?
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a ticket to the Lake District inside! Sadly that was the
only good thing about that day at school.
When I got home, I went upstairs to tell mum that I
had won a ticket for a holiday in the Lake District. I was
amazed when she replied “You are not going there on your
own – you are only 15. It’s out of the question”. I replied,
“All right then I will go with a friend” but she still said
no. She denied promising to let me go to the Lake District
the other day on condition that my best friend would go
with me.
To tell the truth, I don’t know what to write so I’m
going to bed. Good night!!
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DISTRICT! I can’t believe it. I can even put up with going
to Skegness for a holiday. I hope I have a good time in The
3
Lake District.
1. a. Read the expressions below. Which of them is the odd one out?
from morning till night, non-stop, every now and then, 24/7
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b. Do you know anyone who is studying from morning till night?
b. Look through the set expressions in the box. Add them to the
three groups.
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LESSON 9. Аutobiography 3
Communicative area: writing an autobiography,
inferring meaning from context
Active vocabulary: autobiography
Lucy
Skinny, funny, friendly, outgoing
Sister of Jill
Who was born in April
Who likes funky clothes and surfing the Internet
Who feels happy chatting with mates
Who needs to be on her own from time to time
Who hates field trips and microwaveable food
Who dreams of becoming a volunteer
Resident of the small blue-green planet third from the Sun
Mills
b. Is this type of autobiography suitable for formal situations?
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b. Share your autobiography poem with the class. Whose poem
reflects the personality best?
1 2 3
4. Read the tips for writing an autobiography. Which of these tips did
the teenager in ex. 2a use? How would you improve the autobiography?
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Introduction. Write basic facts about yourself: name, where
3
you live, when and where you were born, your parents’ and
siblings’ names, etc.
Timeline. Outline the events of your life year by year from
the year you were born.
Your portrait. Write what you think about yourself. Describe
your habits, favourites, lifestyle, skills learnt, your strengths and
weaknesses, people’s opinions about you, etc.
Goals. Write about where you see yourself in the future and
what you do for that.
Conclusion. You don’t have to finish up with a “moral of the
story”. Write about your hopes, for example.
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LESSON 10. Culture corner. The tradition
of being thankful
1 2 3 4
5 6 7 8
9 10 11 12
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harvested there for thousands of generations. As the Pilgrims
were preparing for the winter, they started gathering supplies,
3
including those belonging to the Native Americans. Eventually,
some compromise was achieved and the local people took to
helping the settlers to grow corn, to hunt and to fish. By the
spring of 1621, a formal agreement was made between the sides
and they agreed on joining their efforts to protect themselves
from other tribes.
In the fall of 1621, they sat together to celebrate the harvest
by eating a festive dinner, singing and dancing. The first
Thanksgiving Day was formally celebrated in Plymouth in 1623,
when the colonists thanked God for rain after a long drought.
Several presidents have encouraged Americans to celebrate
Thanksgiving since then.
Many Americans have adopted such Puritan values as
honesty, responsibility, hard work and self-control. During
Thanksgiving, Americans try not only to indulge in eating
festive dishes but also to share and donate to charities. Many of
them work as volunteers to give food to the homeless and those in
need. In 2020, during the Covid-19 pandemic, people unloading
food for the less privileged, didn’t realise they had been working
side by side with Brad Pitt for quite a long time until they had
seen him take off his protective mask during the break.
Families cook and create something together for the holiday.
On the day of Thanksgiving, they sit down to a meal of stuffed
turkey, cranberry sauce, mashed potatoes, sweet potatoes,
cornbread, gravy and pumpkin pie. At dinner, the TV is turned
off to make it possible to enjoy the quality time with the family:
parents tell their children why Thanksgiving is celebrated,
people talk about family traditions, tell stories and have fun.
Everyone is supposed to say what they are thankful for. Most
do the breaking of the turkey wishbone during the meal and the
one who gets the larger piece can make a wish.
In 1963, US President John F. Kennedy officially pardoned
a turkey before the Thanksgiving dinner at the White House.
Thus, a tradition was born of saving a turkey’s life. Each
president of the United States pardons a turkey, which, as a
result, will not end up on a plate. Benjamin Franklin even wanted
the turkey to become the national bird instead of the bald eagle.
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The day after Thanksgiving is called Black Friday. It is the
largest and the busiest shopping day of the year. This day marks
the beginning of holiday sales before Christmas.
Holidays similar to Thanksgiving are celebrated all over the
world: Erntedankfest in Germany, Labour Thanksgiving Day in
Japan, Chuseok in Korea, Cerelia in Italy, August Moon Festival
in China and Pongal festival in India. Most of the countries
celebrate them in autumn after harvesting the crops, just like
the Native Americans and first settlers did.
The greatest values of Thanksgiving are family, gratitude
and thankfulness. People celebrate it to focus on spending time
with loved ones and being thankful.
b. What do you think is the attitude of Native Americans to
Thanksgiving?
3. a. Check your memory. What are the nouns for the following
adjectives: thankful and grateful? What is the American equivalent
of the word autumn? Find the words in the article.
b. Look through the article and the script for ex. 2c again. Find
information to match the questions below.
1. a. What does the word volunteer mean? Which of the posters best
symbolises volunteer work? Do you know anyone personally who
has had a volunteer experience?
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c) Reading is one of the most important skills an adult
can have. Many adults, however, have never learnt how to
read. Volunteers help illiterate children and adults learn this
important skill.
d) You can volunteer returning books onto shelves, running
children’s programmes, giving out books and so on. This
program trains volunteers to assist the library staff and the
public.
e) Helping to take care of animals, keep facilities clean and
work with the public.
f) In this project, you can help with environmental activities.
You can help in many ways: by leading hikes and other activities,
or by lending a hand at the office.
g) Many small charities and organisations do not yet have
websites. You can help by creating a web site. You could also
raise money to pay for the web site.
h) The motto of this project is “Helping others, you help
yourself.” This organisation helps people in emergencies –
whether it’s half a million disaster victims or one sick child who
needs blood.
i) They serve the underprivileged living in the community
(especially around the holidays) by collecting food and
distributing it to those in need.
j) This volunteer job involves helping patients both inside and
outside the hospital. The volunteers programs allow participants
to explore medical careers and gain work experience.
k) Here you can provide friendship and community activities
to elderly people and become a senior citizens’ hero.
1. a person who has reached the official age when they can
stop working regularly, a more polite way of saying old person;
2. giving someone, or making it possible for someone to have
something which is useful or which they will need; 3. a person
who does something, esp. helps other people, willingly and
without being forced or paid to do it; 4. a building designed to
give protection from bad weather, danger or attack; 5. a short
sentence or phrase that expresses a principle of good or correct
behaviour; 6. a person admired for having done something very
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brave or having achieved something great; the main character
in a book, film or play, esp. one who is admired for their good
3
qualities; someone you admire greatly; 7. people who have less
money, education, etc. than the other people in the society.
I. READING
1. Read the article. Say in two-three sentences what it is about.
2. Who should teenagers turn to for advice? Read aloud the extract
which answers the question.
II. LISTENING
1. Listen to the mini-lecture and answer the questions.
III. SPEAKING
1. What is your opinion on the problems teenagers have to
tackle at school?
2. Do these problems have an impact on the academic
performance?
3. Ask me about the advantages of life-long learning.
4. How do you educate yourself outside school?
5. What is more important: formal education or self-
education?
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UNIT 4
YOUTH AND SOCIETY
LESSON 1. Be prepared!
1. Discuss in pairs.
2. Study and answer. When don’t we use the definite article ’the’
with the names of organisations?
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3. a. Listen to the programme about the 4
Scout Association and say why Scouting is so
popular with young people.
1. a. Discuss in pairs.
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3. Read the Scout Law and say what the Scouts Association expects
young people to do.
4
Example: The Scouts Association expects young people to be
trusted.
The Scout Law
1. A Scout is to be trusted.
2. A Scout is loyal.
3. A Scout’s duty is to be useful and to help others.
4. A Scout belongs to the worldwide family of Scouts.
5. A Scout has courage in all difficulties.
6. A Scout makes good use of time and is careful of
possessions and property.
7. A Scout has self-respect and respect for others.
8. A Scout is clean in thought, word and deed.
4. Work in pairs. Imagine that you are at the youth festival. One
of you is a Scout and the other one is a BRSM activist. Write a list of
questions you would like your new friend to answer. Then, have a
conversation about your organisations.
1. a. Discuss in pairs.
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b. Read and check.
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they are made (5. …) work to help support their families,
they have to join the army and become child soldiers,
4
even if families would like their children (6. …) get
education they can’t afford it because in most developing
countries school is not free.
3. The majority of the children out of school are girls. Most
girls who aren’t allowed (7. …) go to school live in Sub Saharan
Africa, South Asia, East Asia and the Pacific. This reinforces
gender stereotypes that a women’s place is in the home taking
care of children, cooking, cleaning and doing other unpaid work.
Faced with social and economic barriers, parents often expect
their son (8. …) get education, and not their daughter. The high
rate of child marriage in many countries means many girls never
have the opportunity to go to school or are made (9. …) drop out
of school at a young age. Many parents don’t let their daughters
(10. …) go to school because they are scared that it isn’t safe.
Sometimes schools are far away and it is too dangerous for
girls to travel there alone. Moreover, girls are more likely to be
victims of violence at schools.
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LESSON 4. Let’s start giving
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d. Answer the questions. Use the words from ex. 2b, 2c.
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c. Listen to the song and check your guesses. What is its 4
message? Sing the song.
d. What is the greatest gift in the world? How can we save this gift?
Discuss in pairs using the ideas from the song.
It’s not how much we give but how much love we put into giving.
Mother Teresa
There is no exercise better for the heart than reaching down and
lifting people up.
John Holmes
You have not lived today until you have done something for someone
who can never repay you.
John Bunyan
Those who are happiest are those who do the most for others.
Booker T. Washington
1. Who needs our help? (the poor, the sick, the disabled, the
elderly, the homeless, etc.)
2. How can we help?
3. Have you ever made a donation? When? What did you do?
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LESSON 5. A gap year experience
b. Work in pairs. Look at the phrases in bold and complete the rule.
1. “I volunteered in Nepal at
a Child Care centre and street
children’s centre in Pokhara,
Nepal earlier this year. You
really get the benefit of the work
you do. It is really rewarding
when you see the children
(1. smile) and (2. laugh). Chrissy
and Phil are a fantastic support
and Bindu and her family make you (3. feel) so welcome at her
house, I really didn’t want to leave!”
2. “I hadn’t originally planned to take a gap year; in
fact, everyone expected me (4. enter) Cardiff University.
Unfortunately, my A-level grades were too low to do it. So,
I started hunting for a gap year company that let me (5. volunteer),
(6. travel) and (7. go) with a group of people my age.”
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3. “I went away to South Africa with the Leap company, who
were so helpful and friendly. While we were away, they called
4
our parents to let them (8. know) we arrived safely and kept them
updated throughout the trip, which definitely gave the parents
peace of mind!
4. “Plan My Gap Year” is an award-winning international
volunteer organisation based in the UK. It was set up by
Gad and Philip, who have both a passion for travelling and
volunteering around the world. In April 2018, Philip ran the
London Marathon to raise money for their street children project
in Sri Lanka. 2019 saw both Gad and Philip (10. run) the Paris
Marathon to continue their fundraising efforts in Sri Lanka.”
5. “I left the streets of New York City for the shores of West
Africa. I realised I’d made my living selfishly and arrogantly
for years. Desperately unhappy, I felt my life (11. lose) its
colours. I signed up for volunteer service called “Mercy ships”,
a humanitarian organisation which offered free medical care in
the world’s poorest nations.”
6. “I volunteered out on Frontier’s South Africa Wildlife
Conservation. Most evenings were spent with bird watching
before dusk or hiding inside the safety fence mainly to watch
jackals (12. hunt) insects. One Sunday morning, I was still
lying in bed when I heard lions (13. roar) in the distance. That
natural alarm clock made me
(14. get up) and I decided to go
for an early morning walk. As
I started to catch the suns first
warm rays as it came over the
hill, I noticed two rhinos (15.
come) down to feed on the lush
grass. I was grateful to them as
I was allowed (16. take) some
great photos!”
b. How did the people spend their gap year?
c. Discuss in groups. How would you like to spend your gap year if
you decided to take one?
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LESSON 6. How youth can change
the world
equality
b. Why should the youth get involved into achieving the SDGs?
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to education, healthcare, safety and many other basic human
rights. Alemayehu from Ethiopia, Harly from Nicaragua and
Keshob from Bangladesh are
3 young men who believe in
gender equality and speak out
to end violence against girls
and women and practices like
child marriage.
3. Climate change is a
global issue that’s not only
impacting millions of lives
right now, but the long-term
consequences will ultimately
impact all of today’s youth.
Youth across the globe are
speaking out to protect the
environment and their future.
Marinnel from the Philippines believes that young people should
get involved and take action to educate their communities on
climate change.
4. When it comes to promoting a
healthy lifestyle, youth are powerful
agents! When young people have access
to accurate health information and
resources, they can help prevent the
spread of diseases, like malaria or
AIDS, and promote nutrition, hygiene,
sanitation and more. Andressa from Brazil
is a member of Plan International’s health youth program, where
she helps create a safe space for young people to discuss their
health problems.
5. Poverty is often passed from one generation to the
next. Breaking the cycle of poverty
means empowering children and youth
with the knowledge and skills to help
them reach their full potential. Nipa, 18,
has launched her own business, selling
hand-made motorcycle grips (рукоятки /
ручкi) in Bangladesh. Thanks to business
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skills training provided through
Plan International, Nipa’s able
4
to financially support herself and
her family.
6. According to the UN
Refugee1 Agency, nearly 34,000
people are forced to flee (-leave)
their homes every day as a result
of war conflicts. This means
millions of children and youth are growing up in the shadow of
war and violence. Plan International cooperates with refugee
camps, providing families from countries such as Syria, South
Sudan, and Central African Republic with not only the basics
like food and water, but emotional support and education too.
By creating safe spaces for children and youth to play and learn,
we can replace the fear and danger they may feel with hope and
peace of mind.
b. Work out the meaning of the words in bold.
с. Read the text again and say how “Plan International” programmes
promote SDGs. Make up sentences using the verbs below.
b. Has Belarus adopted the SDGs? Surf the Internet and find any
information about Belarusian SDGs programmes. Report to the class.
2. a. A lot of young people from all over the world take part
in the programmes of CISV, a global, volunteer-led organisation.
Listen to its advertisement and answer the questions. What does
CISV stand for? What does it promote?
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c. Listen again. Complete the sentences. 4
1. The Village programme is an introduction to … .
2. Interchange is a two-way family exchange programme
which encourages … .
3. Step-up is a camp-based programme which encourages … .
4. The Seminar camp participants develop their own agenda
(programme) and explore … .
5. Most Mosaic projects respond to … .
1
soup kitchen – a place where free food is served to those who are
poor or homeless
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“To make global friendships and (10. …) peace both within
the community as well as globally,” said Brian Rahill of Orono,
explaining the mission of CISV. “We’re actually preserving the
food and freezing it in (11. …) that are at the Birch Street School
right here on the site so we’re able to store that so we can make
the soup over this (12. …) period.”
“It makes me feel really good like I’m actually making a
difference here in my community. I hope it will inspire others,”
said Maddy Allan-Rahill.
c. Answer the questions.
b. Read the definitions of the words in bold and answer the question:
are the ideas below arguments for or against joining youth
organisations?
c. Look through the lessons of the unit and find other benefits that
youth organisations bring to young people.
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d. Discuss arguments against joining youth organisations. Why do
some teenagers prefer being isolated from society and various youth
organisations?
b. Look at the plan below. Does the essay in ex. 2a have all the
necessary parts?
Introduction
Paragraph 1: state the topic and your opinion clearly
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Main body
4
Paragraph 2: viewpoint 1 and a reason
Paragraph 3: viewpoint 2 and a reason
Paragraph 4: the opposing viewpoint and reasons
Conclusion
Final Paragraph: sum up your viewpoints and restate your
opinion using different words
Points to remember
Never start writing your composition before making a plan.
Each paragraph should start with a topic sentence which
summarises the paragraph.
Each viewpoint should be joined to the others with linking
or sequence words, e.g.
Useful language box
To express opinion: I (strongly) believe, In my opinion, In
my view, I (definitely) feel / think that, It seems to me that,
As far as I am concerned, I am (not) convinced that, etc.
To list viewpoints: Firstly, In the first place, To begin
with, To start with, Secondly, Thirdly, Finally, One
advantage of … is, etc.
To add viewpoints: What is more, In addition,
Furthermore, Moreover, Besides, A further advantage of
… is, etc.
To present the other side of the argument: Contrary to
what most people believe, As opposed to the above ideas,
Some people argue that, On the other hand, However,
Nevertheless ... etc.
To conclude: To sum up, In conclusion, All things /
points considered, All in all, etc.
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LESSON 9. Youth organisation of the year
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LESSON 10. Speaking club. Ideas worth
spreading
message
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Step 3. Write the text of your talk. 4
1. Choose your big idea. What makes your heart beat faster?
2. Think of the audience. What is the message you want to
share? What do you want them to remember after they walk
away?
3. Master the beginning, the middle and the end.
Hook your audience into your speech with your opening.
Did you know that you have only 30 seconds to gain your
audience’s attention and motivate them to listen? This is
the time your audience form an impression of you. Start
with a personal story, a shocking statement, a powerful
question, a quotation or a short and clear catchphrase, e.g.
“We can’t wait!” or “Hope and change!”.
Put the points of the middle in a reasonable order. As your
speech progresses, you are taking your audience on an
emotional journey. Ask questions to get the audience to
reflect on their own lives. This is the way to transform a
speech into a conversation. Support your big idea with facts
and examples. Remember that you need either to persuade
people to change their opinion or to call them to action.
End your speech in a memorable manner. The conclusion
is a powerful way to leave the audience wanting more and
remembering the most important points. Signal that you
are closing with the phrases “In conclusion”, “Let’s wrap
up”, “To sum up”, etc. Summarise your main points and
provide hope for the better. End your speech on an uplifting
note and leave your audience feeling inspired.
4. Proofread your text. Make sure your sentences are short
and clear enough for the audience to follow your talk.
Step 4. Rehearse your talk. Practise, practise, practise. Try
to avoid such bad habits as saying “um”, walking back and forth,
turning away from the audience. Ask your friend or relative to
listen to you and give their feedback. Ask them:
Did I explain my idea clearly?
Was there anything you didn’t understand?
Was there anything out of place?
Did I lose your interest anywhere?
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Step 5. Showtime! Present your idea worth spreading.
Practise speaking in public by delivering your talk in class.
Step 6. Give feedback on your classmates’ talks. Whose ideas
have inspired you / shocked you / touched you / changed your
opinion / called you to action?
c. Split into two teams and have a competition. Close the books. Ask
and answer your questions to the opposite team. You get a point for
each correct question and answer.
b. Present your plan to the other groups. Vote for the most original
ideas.
I. READING
1. Read the article and say in 2–3 sentences what it is about.
II. LISTENING
1. Listen to Anna, another 4-H member, sharing her opinion
and answer the questions below.
III. SPEAKING
1. What social issues are important for young people
nowadays?
2. Are you a member of any youth organisation? Why /
Why not?
3. What questions would you ask a member of a voluntary
organisation?
4. Your British friend writes a report about youth
organisations in Belarus. Give him / her a piece of advice on
what clubs or associations to write about.
5. If you had a chance to start a campaign, what would you
campaign for?
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GRAMMAR REFERENCE
(RUSSIAN)
UNIT 1
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мнение. Глагол ought to подразумевает более настоятельную
рекомендацию.
You should / ought to turn to an estate agent. – Вы должны
(Вам следует) обратиться к агенту по недвижимости.
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UNIT 2
Lesson 1. I wish … / Структура с I wish (1)
Если необходимо выразить сожаление по поводу
настоящего или пожелание изменить его, то в английском
языке используется фраза I wish + V2, в которой срабатывает
правило сдвига времен (backshift). Интересно, что глагол to be
ставится в форму were независимо от числа и лица.
We have 6 or 7 lessons every day. I wish we had fewer
lessons. – Хотелось бы, чтобы у нас было меньше уроков.
It’s October. I wish it were summer now and we could go
swimming. – Теперь октябрь. Жаль, что сейчас не лето и мы
не можем купаться.
Обратите внимание, что глагол в предложении, выража-
ющем сожаление, стоит в форме, противоположной глаголу в
предложении, называющем реальное положение вещей.
I can’t (–) speak French. – I wish I could (+) speak French.
We are (–) late. – I wish we weren’t (+) late.
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UNIT 3
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to be at table – быть за столом (за едой)
to be in town – быть в городе
to be on holiday – быть в отпуске
to go by water (air, sea, land) – передвигаться водным
(воздушным, морским, сухопутным) путем
to go to sea – стать моряком
to go to town – поехать в город
to keep house – вести хозяйство
to leave school – закончить школу
to leave town – уехать из города
to make use of – использовать
to play chess (cards, football, tennis, hockey, etc.) – играть
в шахматы (карты, футбол, теннис, хоккей и т.д.)
to take care – заботиться
to take part – участвовать
to take place – происходить
to tell lies – говорить неправду
to go / (travel, come, arrive) by bus / (car, boat, ship, plane,
air, train) – ехать (путешествовать, приехать)
автобусом (машиной, теплоходом, самолетом,
поездом);
б) с существительными, не отделимыми от предлога:
at breakfast (dinner, lunch, by heart – наизусть
supper) – за завтраком by mail – по почте
(обедом, ланчем, ужином) by mistake – ошибочно
at hand – под рукой by name – по имени
at home – дома by night – ночью
at night – ночью by phone – по телефону
at present – в настоящее by post – по почте
время in conclusion – в заключение
at sunrise – на рассвете in detail – подробно
at sunset – на закате in fact – действительно
at war – в состоянии войны in trouble – в беде
at work – на работе on business – по делу
by chance – случайно on foot – пешком
by day – днем on holiday – в отпуске
by hand – от руки on sale – в продаже и др.
в) в слитных сочетаниях двух существительных с
предлогом:
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arm in arm – рука об руку
day after day – день за днем
day by day – изо дня в день
from beginning to end – с начала до конца
from left to right – слева направо
from morning till night – с утра до вечера
from dusk till dawn – от заката до рассвета
from town to town – из города в город
from time to time – время от времени
hand in hand – рука об руку
side by side – рядом
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5. Устойчивые выражения с герундием.
Герундий употребляется после некоторых выражений.
It’s no use worrying about it. – Нет смысла беспокоиться
об этом.
There is nothing you can do. – С этим ничего не поделаешь.
There is no point in buying a car if you don’t want to drive it. –
Нет смысла покупать машину, если ты не хочешь ее водить.
My house is only a short walk from me. It’s not worth taking a
taxi. – До моего дома недалеко идти. Не стоит брать такси.
It’s waste of time studying the grammar. – Учить грам-
матику – трата времени.
UNIT 4
Lesson 1. Articles with the names of organisations /
Артикли с названиями организаций
Определенный артикль употребляется с названиями
организаций: The United Nations (the UN), The EU (the
European Union), the BBC.
Некоторые аббревиатуры вследствие очень частого ис-
пользования превратились в самостоятельные слова и упот-
ребляются без артикля: UNESCO, IBM, Greenpeace.
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Но! В пассивных конструкциях используется инфи-
нитив с частицей to.
I was made to participate in the competition.
You are allowed to take photos here.
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GRAMMAR REFERENCE
(BELARUSIAN)
UNIT 1
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Дзеяслоў must носіць больш асабісты характар і выка-
рыстоўваецца для выказвання асабістых пачуццяў і адчу-
ванняў ці строгага загаду. Ён ужываецца толькі ў цяперашнім
часе.
I must do my best. – Я павінен зрабіць усё магчымае.
Дзеяслоў have to носіць больш безасабісты характар і
мае адценне вымушанасці (у сілу якіх-небудзь абставінаў).
Гэты дзеяслоў можа ўжывацца ў цяперашнім, мінулым або
будучым часе.
I have to share the room with my sister. – Мне прыходзіцца
дзяліць пакой з маёй сястрой.
We had to move house. – Нам давялося пераехаць.
We will have to make extensive renovations. – Нам давя-
дзецца рабіць вялікі рамонт.
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рэкамендацыю, павучанне або меркаванне пра тое, што
неабходна зрабіць. Дзеяслоў should часцей за ўсё перадае
больш суб’ектыўнае меркаванне. Дзеяслоў ought to пад-
разумевае больш настойлівую рэкамендацыю.
You should / ought to turn to an estate agent. – Вы павінны
(Вам варта) звярнуцца да агента па нерухомасці.
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UNIT 2
Lesson 1. I wish ... / Структура з I wish (1)
Калі неабходна перадаць шкадаванне з нагоды рэчаіс-
насці або пажаданне змяніць яе, то ў англійскай мове
выкарыстоўваецца фраза I wish + V2, у якой працуе правіла
зруху часоў (backshift). Цікава, што дзеяслоў to be ставіцца
ў форму were незалежна ад колькасці і асобы.
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У галоўных сказах ужываецца дапаможны дзеяслоў
would (мадальны дзеяслоў could або might) з перфектным
інфінітывам без часціцы to і дзеяслоў у форме прошлага
закончанага часу (Past Perfect) у даданым сказе.
If + Past Perfect, would + Perfect Infinitive
If I had had time, I would have (= would’ve / ’d have)
finished reading the novel. – Калі б у мяне (тады) быў час, то
я б ужо закончыў чытаць раман.
I could have done it if I had had the time. – Я б змог гэта
зрабіць (тады), калі б у мяне быў час.
Зводная табліца
Type Main clause If-clause Use
Conditional 0 – V1 V1 describes facts or
real condition in situations that are
the present always true
will + V1 V1 describes actions /
events that are
likely to happen in
the future
unreal wish I wish V2 expresses regret
in the present or about present or
future future
Conditional II – would + V1 V2 describes
unreal condition imaginary
in the present or situations /
future actions насуперак
мове to facts in
the present
unreal wish in I wish had V3 expresses regret
the past about past
Conditional III – would + had V3 describes
unreal condition have V3 imaginary
in the past situations
насуперак мове
to facts in the past
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UNIT 3
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5. Устойлівыя выразы з герундыем. Герундый ужываецца
пасля некаторых выразаў.
It’s no use worrying about it. – Няма сэнсу турбавацца пра
гэта.
There is nothing you can do. – З гэтым нічога не зробіш.
There is no point in buying a car if you don’t want to drive it. –
Няма сэнсу купляць машыну, калі ты не хочаш яе вадзіць.
My house is only a short walk from me. It’s not worth taking
a taxi. – Да майго дома недалёка ісці. Не варта браць таксі.
It’s waste of time studying the grammar. – Вучыць гра-
матыку – марнаванне часу.
UNIT 4
Lesson 1. Articles with the names of organisations /
Артыклі з назвамі арганізацый
Азначальны артыкль ужываецца з назвамі арганізацый:
The United Nations (the UN), The EU (the European Union),
the BBC.
Некаторыя абрэвіятуры з прычыны вельмі частага выка-
рыстання пераўтварыліся ў самастойныя словы і ўжываюцца
без артыкля: UNESCO, IBM, Greenpeace.
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Але! У пасіўных канструкцыях выкарыстоўваецца
інфінітыў з часціцай to.
I was made to participate in the competition.
You are allowed to take photos here.
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VOCABULARY
UNIT 1
UNIT 2
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UNIT 3
UNIT 4
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VERBS
V3 Transcription Перевод Пераклад
been [bn] быть быць
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Infinitive Transcription V2 Transcription
come [km] came [kem]
cost [kst] cost [kst]
creep [krip] crept [krept]
cut [kt] cut [kt]
deal [dil] dealt [delt]
dig [d] dug [d]
do [du] did [dd]
draw [dr] drew [dru]
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V3 Transcription Перевод Пераклад
come [km] прийти прыйсці
cost [kst] стоить каштаваць
crept [krept] ползти паўзці
cut [kt] резать рэзаць
dealt [delt] иметь дело мець справу
dug [d] копать капаць
done [dn] делать рабіць
drawn [drn] тащить, цягнуць,
рисовать маляваць
dreamt, [dremt] грезить, мроіць,
dreamed [drimd] мечтать марыць
drunk [drk] пить, выпить піць, выпіць
driven [drvn] гнать, ехать гнаць, ехаць
eaten [itn] кушать, есть есці
fallen [fln] падать падаць
fed [fed] кормить карміць
felt [felt] чувствовать адчуваць
fought [ft] сражаться, змагацца,
драться біцца
found [fand] находить знаходзіць
fled [fled] бежать, бегчы,
спасаться ратавацца
flown [fln] летать лётаць
forbidden [fbd()n] запретить забараніць
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Infinitive Transcription V2 Transcription
forgive [fv] forgave [fev]
freeze [friz] froze [frz]
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V3 Transcription Перевод Пераклад
forgiven [fvn] простить дараваць
frozen [frzn] замерзнуть, замерзнуць,
замораживать замарожваць
got [t] получить атрымаць
given [vn] дать даць
gone [n] идти, уходить ісці,
адыходзіць
grown [rn] расти расці
hung, [h] висеть, вісець,
hanged [hd] повесить павесіць
had [hd] иметь мець
heard [hd] слушать слухаць
hidden [hdn] прятать(ся) хаваць (цца)
hit [ht] ударить, ударыць,
попасть папасцi
held [held] держать трымаць
hurt [ht] причинить прычыніць
боль боль
kept [kept] хранить захоўваць
known [nn] знать ведаць
laid [led] класть, класці,
положить пакласці
led [led] вести весці
learnt, [lnt] учить вучыць
learned [lnd]
left [left] оставить кінуць
lent [lent] одолжить пазычыць
let [let] пустить, дать пусціць, даць
lain [len] лежать ляжаць
209
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Infinitive Transcription V2 Transcription
light [lat] lit, lighted [lt]
[latd]
lose [luz] lost [lst]
make [mek] made [med]
mean [min] meant [ment]
meet [mit] met [met]
mistake [mstek] mistook [mstk]
210
Правообладатель Вышэйшая школа
V3 Transcription Перевод Пераклад
lit, [lt] осветить асвятліць
lighted [latd]
lost [lst] терять губляць
made [med] делать рабіць
meant [ment] подразумевать разумець
met [met] встретить сустрэць
mistaken [mstekn] неправильно няправільна
понимать разумець
mis- [msndstd] неправильно няправільна
understood понимать разумець
overcome [vkm] преодолевать пераадоль-
ваць
paid [ped] платить плаціць
put [pt] класть класці
read [red] читать чытаць
ridden [rdn] ездить верхом ездзіць
верхам
rung [r] звонить званіць
risen [rzn] подняться падняцца
run [rn] бежать, течь бегчы, цячы
said [sed] говорить, казаць,
сказать сказаць
seen [sin] видеть бачыць
sought [st] искать шукаць
sold [sld] продавать прадаваць
sent [sent] послать паслаць
set [set] устанавливать устанаўлiваць
sewed, [sd] шить шыць
sewn [sn]
211
Правообладатель Вышэйшая школа
Infinitive Transcription V2 Transcription
shake [ek] shook [k]
shine [an] shone, [n]
shined [and]
shoot [ut] shot [t]
212
Правообладатель Вышэйшая школа
V3 Transcription Перевод Пераклад
shaken [ekn] трясти трэсці
shone, [n] светить, сиять свяціць, ззяць
shined [and]
shot [t] стрелять, страляць,
давать побеги даваць
парасткi
shown, [n] показывать паказваць
showed [d]
shrunk [rk] сокращаться, скарачацца,
сжиматься сціскацца
shut [t] закрывать закрываць
sung [s] петь спяваць
sunk [sk] тонуть тануць
sat [st] сидеть сядзець
slept [slept] спать спаць
slid [sld] скользить слізгаць
spoken [spkn] говорить казаць
spent [spent] тратить, марнаваць,
проводить праводзіць
split [splt] расщепить расшчапіць
spread [spred] распростра- распаўсюдж-
няться вацца
stood [std] стоять стаяць
stolen [stln] украсть украсці
stuck [stk] уколоть, укалоць,
приклеить прыклеіць
stung [st] ужалить уджаліць
struck [strk] ударить, бить, ударыць,
бастовать біць,
баставаць
213
Правообладатель Вышэйшая школа
Infinitive Transcription V2 Transcription
strive [strav] strove [strv]
sweep [swip] swept [swept]
214
Правообладатель Вышэйшая школа
V3 Transcription Перевод Пераклад
striven [strvn] стараться старацца
swept [swept] мести, месцi,
промчаться прамчацца
swum [swm] плыть плыць
215
Правообладатель Вышэйшая школа
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