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1. My Family. .
My Family
Before I start talking about my family let me introduce myself. I am Sveta Petrenko. I am 17. I left school in June. I was born in Kyiv, and I have been living in Kyiv since my childhood.
And now I am going to tell you about my family. We are a family of five. We think we are a large and friendly family. So we are happy to be living together and are getting on all right.
To begin with, I am going to talk about my father. His name is Serhiy, he is 45. He works as a surgeon at a hospital. He is neither old, nor young. He is a good-looking man, handsome, rather thin with dark brown hair just beginning to go grey. He is a very sociable person. What I don't like about my dad is that he is always busy. Very often he works overtime. He is a breadwinner in our family. He is fond of going to the country at weekends, because he enjoys working in the garden.
My mother's name is Halyna. She is three years younger than my father. She works as a teacher at a nursery school. My mother is rather slim and pretty, she is always elegant and smart. In short, she is a pleasant-looking woman of about 40. She always has a lot of work to do both at school and about the house. She is fond of her work and spends a lot of time there. But she has to cook the food for the whole family at home. Shopping and cooking is nearly half a day's work for her. But my granny and I are in the habit of helping her about the house.
Boris is my elder brother. He is six years senior to me. So he is 23 already. He has graduated from university and he is an economist by profession now. Boris is married. His wife is a journalist. They have got a child, my nephew. He is a lovely little boy of two with golden hair and dark brown eyes and a spirit that is always bright and happy, full of joy and gaiety.
And finally a few words about my granny. To tell you the truth, she is my best friend. She always listens to my endless stories about my friends and my school life. She is retired now but in her youth and her older age she worked as a teacher in school. I must admit, she is a very understanding person.
To put it into a few words, we are a united and friendly family.
Vocabulary
to introduce oneself
to leave school
surgeon
handsom ( )
sociable
to work overtime
breadwinner
to be fond of ,
slim
pretty ( )
to graduate from the University
elegant
smart ,
to have a habit of helping about the house
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senior ,
junior
to be married
nephew ,
gaiety
separately -
endless
to be retired
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2. , ?
1. My mother Halyna works as a teacher at the lyceum.
2. Boris is my younger brother.
3. My father is my best friend.
4. There are two relatives in my family who have the same profession.
5. My mother is not fond of work and she would like to change it.
6. My step-sister is a journalist.
7. My nephew is my sisters child.
8. What I dont like about my father is that he is always busy.
9. My mother is our breadwinner.
10. My father is fond of fishing.
3. :
| family ' parents mother /mum () father /dad () son daughter sister brother grandfather , grandmother greatgrandfather greatgrandmother grandson granddaughter grandparents | grandchildren uncle aunt nephew , niece , cousin ( ) second cousin / father (mother)-in-law / (/) son (daughter)-in-law () nephew ['nefju:] niece [ni:s] husband wife step-father (-mother) () |
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: ,
:
V 䳺
V2 䳺 2-
V3 䳺 3-
- s /- es
- ed
- ing
| Present | Past | Future | |
| Simple / Indefinite | V (+ -s/-es) / He goes there every day. He does not go there every day Does he go there every day? : Every day (week, month, year), always, often, sometimes, seldom, usually, rarely | V + -ed or V2 / ; He stopped. He did not stop. Did he stop? : Ago, yesterday, last month (week, year) | will (shall) + V ij, He will come in a minute. He will not come in a minute. Will he come in a minute? : Tomorrow, next month (week, year) |
| Progressive /Continuous | am/is/are + V + -ing ij, / He is reading now. He is not reading now Is he reading now? : Now, at the moment | was/were + V + -ing ij, , He was eating when I came. He wasnt eating when I came. Was he eating when you came? : While, when | will (shall) + be +V + -ing ij, He will be reading at this time next week. He will not be reading at this time next week. Will he be reading at this time next week? : At this time tomorrow (next week, next month, next year) |
| Perfect | have/has + V3 ij, , , , 䳿 He has just come. He has not just come. Has he just come? : Already, recently, lately, seldom, rarely, just, yet | had + V3 ij, 䳿 He had come before we left. He had not come before we left. Had he come before we left? : After, before, by, unless, until, till | will (shall) + have + V3 ij, 䳿 They will have done it by Monday. They will not have done it by Monday. Will they have done it by Monday? : By, until, till, before |
| Perfect Progressive /Continuous | have/has + been + V + -ing ij, , . We have been jogging since morning. We have not been jogging since morning. Have we been jogging since morning? : For, since | had + been + V + -ing ij, , . Children had been quarrelling for ten minutes before father stopped them. : Before | will (shall)+ have + been + V + -ing , , , , 䳿 . By May Ann will have been teaching here for ten years. : By for |
V. .
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1. , 䳺:
I'd like (describe) Carry's routine day. He (wake up) rather early and never (go) downstairs to the kitchen and (have) breakfast. His servant, Harry, usually (take) it there. While Garry (drink) his orange juice and eat his toast, Harry (try) (do) the room. And this (occur) the other day. "Where you (put) your gold watch?" Harry cried. "Where (be) your watch? I (look) for it for half an hour but i can't (find) it anywhere." Garry (watch) his male servant (run) about the room. "I think I (lose) it," he said at last. Yesterday at 6 I (meet) my friend, Sir Julius. I (not have) my watch then. I evidently (lose) it by the time. I (not be) sure I (be able) (find) it. I decided to buy some new one. I was sure if you (notice) I (have) no watch you would be disappointed. And you really (be)!
2. :
1. Ms. Maria always has breakfast every morning. 2. Bob saw a beautiful girl at the party last night. 3. My parents have lived in this house since ten years ago. 4. My sister will marry her boyfriend when she is graduated from college. 5. I was studying at home when he knocked the door. 6. I am trying to listen to the radio. 7. She had finished her homework when I arrived at her house. 8. Mommy always gets up early in the morning. 9. Ben got bad marks in his last examination. 10. She has fixed her cell phone several times.
3. , 䳺:
1. I (learn) English for seven years now.
2. But last year I (not / work) hard enough for English, that's why my marks(not / be) really that good then.
3. As I (pass / want) my English exam successfully next year, I (study) harder this term.
4. It (be) great and I (think) I (learn) a lot.
5. Before I (go) to London, I (not / enjoy) learning English.
6. There I (notice) how important it (be) to speak foreign languages nowadays.
7. Now I (have) much more fun learning English than I (have) before the course.
8. At the moment I (revise) English grammar.
9. And I (begin / already) to read the texts in my English textbooks again.
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10. I (think) I (do) one unit every week.
11. My exam (be) on 15 May, so there (not / be) any time to be lost.
12. And after my apprenticeship, maybe I (go) back to London to work there for a while.
13. As you (see / can), I (become) a real London fan already.
V. .
ANCIENT EGYPT
Ancient Egypt was an ancient civilization of Northeastern Africa, concentrated along the lower reaches of the Nile River. The land was fertile and the climate warm and suitable for animal life and plant growth. It was as early as 4,000 . C. that people began to settle along the Nile River. Traces of people in Egypt go as far back as the Stone Age. The people in the Nile Valley lived in family communes and tribes. The family communes were governed by elders. Very often the tribes quarrelled over the best grounds, and their quarrells led to war. When at war the tribes elected leaders to command the fighting men.
Like the people of the primitive communal society, the earliest inhabitants of Egypt searched for food, hunted and fished. Later they took up hoe farming. It should be noted that farming and cattle-breeding became the main occupations in Egypt in the 4th millennium . C. The written history of Egypt probably began more than 6,000 years ago. One of the wonderful remnants of early Egyptian civilization are pyramids, particularly the pyramids of Giza. These tombs of ancient pharaohs are situated on the bank of the Nile near Memphis, the capital of ancient Egypt. The Pyramids of Giza strike one as being great in size. The biggest of them is the Pyramid of Cheops which is more than 500 ft high.
Cheops ruled over the country in the 3rd millennium .C. He ordered this tomb to be built when he ascended the throne. Thousands of people participated in the construction of the pyramid which lasted for decades. The aim of building of all these monumental tombs is a subject of special research.
V. .
1. :
1) inhabitant A)
2) ancient B)
3) decade C)
4) millennium D)
5) commune E)
6) tribe F)
7) occupation G)
8) cattle-breeding H)
9) hoe I)
10) tomb J)
2. :
| 1) pharaoh | A) a monumental structure with a square or triangular base and sloping sides that meet in a point at the top |
| 2) occupation | B) the leaders or senior figures in a tribe or other group |
| 3) farming | C) the society, culture, and way of life of a particular area |
| 4) elders | D) the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions |
| 5) pyramid | E) the activity or business of growing crops and raising livestock |
| 6) civilization | F) the community of people living in a particular country or region and having shared customs, laws, and organizations |
| 7) society | G) a mark, object, or other indication of the existence or passing of something |
| 8) trace | H) a ruler in ancient Egypt |
| 9) capital | I) a job or profession |
| 10) research | J) the city or town that functions as the seat of government and administrative center of a country or region |
3. :
1) What was the geographical position of Ancient Egypt?
2) Why did people begin to settle along the Nile River?
3) What forms of society did the people in the Nile Valley live in?
4) What were the reasons of the wars between tribes?
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5) What were the main occupations in Egypt in the 4th millennium .C.?
6) What did the Egyptian build the pyramids for?
7) Whats the biggest pyramid in Egypt?
8) When did Cheops order to build the Pyramid?
9) How long did the construction of the pyramid last?
10) How many people participated in the construction of the pyramid?
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2. .. Reasons to Speak. / . .: , 2006. 320 .
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1. Kherson. , .
Kherson
Kherson is the region capital, a large sea and river port and railway junction. It is situated in the steppe of the Black Sea Lowland on both banks of the Dnieper River directly north of the Black Sea and the Sea of Azov. Kherson was founded in 1778 as a fortress to protect the southern frontiers. The first mention of Kherson in the chronicles occurred in 1737.
Among the city's architectural monuments are the remnants of the fortress walls and gates, the Black Sea Hospital, the naval arsenal (18th century), and the Cathedral of the Transfiguration (1781). The city's many museums and theatres are open to the visitors. There is a regional-history museum, an art museum, a planetarium.
Theatre-goers have an opportunity to visit the Ukrainian Drama Theatre a puppet theatre and a philharmonic orchestra. It is a large educational center. It has 4 higher educational institutions, 14 technical secondary schools and several research institutes.
The total area of Kherson is more than 200 km, the most part of it is covered with parks and public gardens. There are two arboreta and the Botanical Gardens. The population of the city is 362000. They work on the city's enterprises. Ocean tankers, freighters, agricultural machinery, electric machines, glass products are produced there. There is an oil-refining plant, fat-processing plant, and many wine-making factories.
Highways, air and railway lines connect the city with all other cities of Ukraine and Russia.
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2. ϳ :
| , | ; ѳ , |
3. :
- Where is Kherson situated?
- When was it founded and first mentioned in the chronicles?
- What are the city's architectural monuments?
- What can you say about the population of the city?
- What plants and factories can be found in Kherson?
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INTERROGATIVE QUESTIONS
| (general) | (special) | (alternative) | (tag-questions) |
| 1) 䳺 2) Examples: 1. Do you like apples? 2. Does he sing well? | 1) : who - , what- , where -, howmany (much)-, whose - .. 2) Examples: 1. How do you cook it? 2. What does she give you? | 1) , , 璺 or. 2) . Examples: 1. Do you like apples or oranges? 2. Where does she live: in the hostel or in the flat? | 1) : - (!) ; - () 䳺 -. 2) ? Examples: 1. She likes you, doesnt she? 2. You dont come late, do you? |
䳺 to be
| general | special | alternative | tag-question |
| Am I a good person? Is he your friend? Are they here? | Where am I? Who is he? Where are you? | Am I right or wrong? Is he our friend or not? Are we together or not? | I am right, am I not (arent I)? He ishere, isnt he? We arentready, are we? |
V. .
1. .
1. Do you speak fluent French? 2. What time did you go? 3. You always sleep well, dont you? 4. Do you like playing football or volleyball? 5. He didnt come, did he? 6. Is it your pen? 7. you werent there, were you? 8. Is this information useful or not? 9. You live in Kherson, dont you? 10.How did you do that?
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2. :
1. She came back home late yesterday.
2. It was your mistake.
3. Kherson is a large sea and river port.
4. It takes one day to go to Moscow.
5. My mother is a teacher.
V. .
KIEVAN RUS
Kievan Rus was a loose federation of East Slavic tribes in Europe from the late 9th to the mid-13th century, under the reign of the Rurik dynasty. The modern peoples of Belarus, Ukraine, and Russia all claim Kievan Rus as their cultural inheritance. At its greatest extent in the mid-11th century, it stretched from the Baltic Sea in the north to the Black Sea in the south and from the headwaters of the Vistula in the west to the Taman Peninsula in the east, uniting the majority of East Slavic tribes.
Kievan Rus begins with the rule (882912) of Prince Oleg, who extended his control from Novgorod south along the Dnieper river valley in order to protect trade from Khazar incursions from the east and moved his capital to the more strategic Kiev. Sviatoslav I (died 972) achieved the first major expansion of Kievan Rus territorial control, fighting a war of conquest against the Khazar Empire. Vladimir the Great (9801015) introduced Christianity with his own baptism and, by decree, that of all the inhabitants of Kiev and beyond. Kievan Rus reached its greatest extent under Yaroslav I (10191054); his sons assembled and issued its first written legal code, the Rus Justice, shortly after his death.
The state declined beginning in the late 11th century and during the 12th century, disintegrating into various rival regional powers. It was further weakened by economic factors such as the collapse of Rus commercial ties to Byzantium due to the decline of Constantinople and the accompanying diminution of trade routes through its territory. The state finally fell to the Mongol invasion of the 1240s.
V. .
1.ϳ :
loose federation
Slavic tribes
a dynasty
an inheritance -
to extend ones control
an incursion , , ,
a conquest ,
Khazar Empire
to introduce Christianity
by decree
to issue the first written legal code
to decline ,
a rival
a diminution of trade routes
an invasion , ,
2. :
1. Kievan Rus begins with the rule of
2. The state declined beginning in the late and during the century.
3. Prince Oleg extended his control from Novgorod south along the Dnieper river valley in order to
4. claim Kievan Rus as their cultural inheritance.
5. he Rus Justice is
6. Vladimir the Great (9801015)
7. Kievan Rus stretched from
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2. .. / .. , .. . .: -, 2007. 352 .
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1. A Hobby Makes Your Life Much More Interesting . , .
A Hobby Makes Your Life Much More Interesting
Our life would be hard without rest and recreation. People have quite different ideas of how to spend their free time. For some of them the only way to relax is watching TV or drinking beer. But other people use their spare time getting maximum benefit from it. If you enjoy doing some activity in your free time, than you have a hobby. A person's hobbies are not connected with his profession, but they are practiced for fun and enjoyment. A hobby gives one the opportunity of acquiring substantial skill, knowledge and experience. A hobby is a kind of self-expression and the way to understand other people and the whole world. A person's hobbies depend on his age, intelligence level, character and personal interests. What is interesting to one person can be trivial or boring to another. That's why some people prefer reading, cooking, knitting, collecting, playing a musical instrument, painting, photography, fishkeeping or playing computer games while others prefer dancing, travelling, camping or sports.
Collecting things is a very popular hobby and it may deal with almost any subject. Some people collect stamps, coins, badges, books, clocks or toys. Other people collect beer cans, key rings, stones, matchboxes, thimbles and all sorts of things. Once you've got a small collection you keep adding to it. Some people don't even remember how their collection started but now their house is crammed full of different knick-knacks which they can't use but keep for the sake of having them. But some people collect valuable and rare things as they consider it to be a good investment of their money.
If you are active and tired of town life, if you long for changes and want to get away from civilization, than camping is for you. It is a cheap way to rest, to improve your health, to train yourself physically and to enjoy nature. Some people prefer more extreme camping when they have to survive out-of-doors, orient themselves, obtain food from the wild, build shelters and adapt themselves to extremely cold weather. They learn to overcome any obstacles and become strong and self-reliant.
Ecotourism is becoming popular and fashionable all over the world, especially with people who try to damage the environment as little as possible. Tourists visit places of natural beauty and they usually travel on foot, by bicycle or boat so that there is no pollution. They stay in local houses or hotels and eat local food. Their aim is to enjoy nature, to experience the local culture and to get unforgettable impressions without polluting and wasting or destroying natural resources. They must keep places that they visit clean and safe. The principles of eco-tourism are 'Leave nothing behind you except footprints and take nothing away except photographs' and 'Take as much care of the places that you visit as you take of your own home'. If people remember these simple rules, we will be able to save our planet and to conserve the wildlife.
A hobby plays a very important educational, simulational and psychological role, makes you stronger physically and mentally, helps you escape from reality, improve your knowledge, broaden your mind, develop your skills and gain a better understanding of how the world works.
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2. (A H) (18):
A. If you enjoy doing some activity in your free time, than
B. A hobby gives one the opportunity of
C. A person's hobbies depend on his
D. What is interesting to one person
E. Some people collect valuable and rare things as they consider it
F. Camping is a cheap way
G. Ecotourism is popular with people who
H. A hobby plays a very important
1. age, intelligence level, character and personal interests.
2. educational, simulational and psychological role.
3. acquiring substantial skill, knowledge and experience.
4. try to damage the environment as little as possible.
5. you have a hobby.
6. can be trivial or boring to another.
7. to rest, to improve your health, to train yourself physically and to enjoy nature.
8. to be a good investment of their money.
3. :
| 1. recreation | the expression of one's feelings, thoughts, or ideas, esp. in writing, art, music, or dance |
| 2. self-reliance | modelling |
| 3. self-expression | activity done for enjoyment when one is not working |
| 4. pollution | D trinket |
| 5. knick-knack | E reliance on one's own powers and resources rather than those of others |
| 6. simulation | F the presence in or introduction into the environment of a substance or thing that has harmful or poisonous effects |
4. :
1) How does a hobby influence a person's life?
2) What kinds of hobbies do you know?
3) Why do people collect different things?
4) What is your attitude to extreme camping?
5) Why is ecotourism fashionable today?
6) What are the principles of eco-tourism?
7) Why is it important to everybody to have a hobby?
8) How do you spend your spare time?
5.ϳ .
II Vocabulary
1. , 15 .
To be like somebody
To have a great sense of humour
Generous -
To be afraid -
Admire -
Warm-heart
Younger -
Giving personality
To crack up -
To be similar
Coincidentally
To have a lot in common
To get along very well
To remind
Traits
To be outspoken
A good quality
Lead to conflict
V. . . . .
| : A car cars A dog dogs | NOTE!!! A man men A woman women A child children A mouse mice A tooth teeth A foot feet An ox oxen A sheep sheep A deer deer A swine swine A goose geese A fish fish | |
| A bus buses A watch watches A lunch lunches A box boxes | ||
| A sto ry stories A b oy boys | ||
| A tomato tomatoes A hero heroes | ||
| A half halves A wolf wolves | ||
| : A phenomenon phenomena A crisis crises A radius - radii | ||
| NOTE!!! This is these are That is these are There is there are It is they are | ||
| : The childs ball The childrens balls The womans friend The womens friends My friends car My friends cars |
V. .
1. :
Sister, banana, foot, tomato, disco, ray, garden, boy, lady, mouse, sandwich, box, house, church, gentleman, goose, student, sheep, leaf, box, potato, woman, country, man, swine, dress, ox, science, dolphin, ship, calendar, lorry, wolf.
2. :
nalysis analyses, hypothesis hypotheses, thesis theses, nucleus nuclei, octopus octopuses, stimulus stimuli, criterion criteria, addendum addenda, erratum errata, datum data, phenomenon phenomena, papyrus papyri.
3. :
1. This is a child. 2. This isnt a baby. 3. This is a sheep. 4. This is a stranger. 5. This isnt a mouse. 6. That is a doctor. 7. Is that a teacher? 8. This is a fish. 9. That is a leaf. 10. This is a half. 11. The factory is big. 12. There is a desk in this classroom. 13. She has a beautiful dress. 14. That gentleman knows my brother. 15. An apple is not a vegetable. 16. That table is made of wood.
4. . ϳ , :
1. Fruit is useful for our health. 2. Mathematics is an interesting science. 3. His hair is dark. 4. No news is good news. 5. The dean was happy to see our progress. 6. This money belongs to my brother.7. My mother always gives me good advice. 8. There are apples, plums, pears and other fruit in the box. 9. Her knowledge is poor. 10. Butter is fresh. 11. Milk is useful. 12. Sugar is produced in Cuba.
5. , :
the flat of my sister, the son of her mother, the name of this man, the mark of our student, the work of those men, the sister of my friend, the parents of that boy, the room of these people, the food of these dogs, the hobby of these gentlemen, the voice of this singer, the friend of Susan, the foot of the animal, the ball of my child.
6. , . , :
1. . 2. ͳ. 3. . 4. . 5. ϳ . 6. . 7. . 8. . 9. ? . 10. .
VI. .
The History of Law
The history of law of different communities has developed in distinct ways, reflecting the prevalent socio-political norms and values of the society which they regulate.
The history of the law of England and Wales has developed in tandem with the peculiarly English unwritten constitution, which sets out the broad principles on which the common law is based.
The United Kingdom is virtually alone amongst modern democratic states in not having a written constitution. This means that the sources of law in England are varied, and include not only the statutes that Parliament passes, but also the judicial decisions of judges on a case by case basis. This means that all three branches of the state, that is the executive, the legislature and the judiciary, all have a role to play in developing the history of the law. This collaborative system has developed throughout the history of the United Kingdom, and while the lack of any major single political upheaval has been cited as the reason the UK has not found the need for a written constitution, her history reveals much about her unique legal system.
One of the fundamental doctrines that is prevalent through the history of law in England is that of the supremacy of Parliament. This means that although all three branches of the state have a role to play in making the law, Parliament (that is, the legislative body) is the highest source of law.
VI. .
1. :
1) law A) ,
2) judicial B) -
3) community C)
4) broad principles D)
5) socio-political E)
6) unique F)
7) collaborative G)
8) judge H)
9) state I)
10) constitution J)
2. ( ).
- (): The title of the article (material) is
The head-line of the article (material) is
- (): The author of the given article is
The material is written by
- (, ):
The article was published in The Times, 7th June, 2005.
The source of the material is
- : The plot of the article:
The article is about
The material is devoted to
The article deals with
The author in the article raises a very serious (important, urgent) problem, concerning
- ( , ):
At first (firstly) the author gives information about
Then the narrator writes about
Finally he/she concludes that
- ֳ : The article is written (prepared) mostly for
It is going to be interesting for
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2. .. / .. , .. . .: -, 2007. 352 .
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1.
| Positive Personality Traits | Negative Personality Traits |
| Adventurous Affable Conscientious Cultured Dependable Discreet Fair Fearless Observant Impartial Independent Optimistic Intelligent Keen Gragarious Persistent Capable Charming Precise Confident Dutiful Encouraging Reliable Exuberant Helpful Humble Suave Imaginative Meticulous Obedient Trusting Valiant | Laz Picky Sullen Pompous Dishonesty Finicky Sarcastic Arrogant Cowardly Sneaky Rude Quarrelsome Impulsive Slovenly Self-centered Boorish Surly Unfriendly Unruly Thoughless Stingy Bossy Vulgar Malicious Conceited Obnoxious |
2. , , ( ).
3. :
| ) Openness | 1. involves going out with friends and being energetic |
| B) Conscientiousness | 2. appreciation for a variety of experience |
| C) Extraversion | 3. planning ahead rather than being spontaneous |
| D) Neuroticism | 4. being agreeable |
| E) Agreeableness | 5. refers to worrying or being vulnerable |
4. .
1. Would you feel embarrassed or upset if you forgot your mothers or your fathers birthday?
2.Do you ever feel frightened in a car (as a passenger) because you are going very fast?
3.Do you get angry when other people want you to do things that you dont want to do?
4.If you made a stupid mistake in English, would you feel embarrassed?
5.Is there anything that you are very proud of?
6.Are there any common situations where you sometimes feel embarrassed?
. : . . .
| a (an) : ҳ : This is a book. The book is on the table. : She is adoctor. : a million, a hundred, a half, a third What: What a fine day! : such, quite: It was such a cold day yestetday | O the : : the sun, the earth , : Put the pen on the table. : My flat is on the second floor. : It is thebiggest cinema in Moscow. , , , , , ; , , : the Alps, the Atlantic Ocean, the USA, the Bahamas, The Netherlands. |
| REMEMBER!!! To the cinema at the cinema To the shop at the shop To the theater at the theater To the market at the market In the south In the north In the west In the east | To the left To the right BUT: in front In the middle In the corner In the morning In the evening BUT: at half past five In the afternoon at night to play the piano BUT: to play football to play the violin BUT: to play chess |
II. .
1. , :
1.This is clock. 2. This is Kiev. 3. Kiev is big city. 4. Mary is girl. 5. She is my sister. 6. This is room. 7. Is newspaper in bag? 8. She is in room. 9. Is teacher in classroom? 10. Is your room large? 11. Is pen in bag? 12. Are you students? 13. My friend has children. 14. sportsmen are always in good form. 15. children we saw in street are schoolboys. 16. She lives in 1st street.
2. :
At... beginning of... 19th century... little boy was born in... family of John Dickens,... clerk at... office in... Portsmouth, and was named Charles. He had... sister who was older than himself, arid there were several other children in... family. When Charles was seven, he was sent to... school. He was not... strong child. He did not like to play... cricket or.. football and spent all his free time reading. In 1821... family went to... London and little Charles left behind him... happiest years of his childhood. His father was in... money difficulties, and... family became poorer and poorer.... boy had to give up his studios. Mr. Dickens was put into... debtors' prison. Little Charles learned to know all., horrors and cruelty of... large capitalist city. He had to go to work at... blacking factory. He worked there from... morning till... night. When his father came out of prison, Charles was sent to... school for some time. Soon he got work as... clerk. Then he learned... stenography and became... reporter; in Parliament. In 1836 at... age of 24 Charles Dickens published his first book. It was... collection of... stories.... title of... book was "Sketches by Boz." There were followed by "Pickwick Papers" and "Oliver Twist" and many other famous novels. Charles Dickens is one of... greatest writers of... 19th. century. His novels are now translated into most languages of... world.
3. , :
We are in (1)... Scotland. Its capital is (2)... Edinburgh. It is one of (3)... most beautiful cities in (4)... Great Britain. There are (5)... many places of interest here. (6)... monument to (7)... Walter Scott is in (8)... centre of (9)... city. (10)... National Gallery of Scotland is also situated in (11)... centre. There is (12)... fine collection of (13)... pictures in (14)... gallery. (15)... Glasgow is (16)... greatest city in (17)... Scotland. Scotland is (18)... land of (19)... lakes. They are called Lochs there. Let us go now to (20)... Loch Lomond. What (21)... beautiful lake it is!
4. , :
During our unforgettable tour across ___ Europe we visited many countries: ___ France, ___ Belgium and ____ Netherlands in ___ Western Europe; ___ Spain and ___ Italy in ___Southern Europe; ___ Poland and ___Belarus in ___ Eastern Europe. The country I liked most of all was ___ amazing Italy. I got to know much about its history and culture. During the numerous excursions, I learned that ___ Medieval Italy was a real center of art. The capital city of ___ Italy is ___Rome. It is a city that is full of history. Walking in its streets you can easily imagine ___ Rome of ancient times, because there are a lot of historical evidence of those times. ___ Rome of today is a modern beautiful city with charming and hospitable inhabitants and a lot of tourists that are eager to do the sightseeing and to visit ___ Vatican. Next year I want to visit ____ South America and to ____ Buenos Aires in____Argentine.
V. .
THE NAPOLEONIC WARS
The Napoleonic Wars (18031815) were a series of wars between Napoleon's French Empire and a series of opposing coalitions. As a continuation of the wars sparked by the French Revolution of 1789, they revolutionized European armies and played out on an unprecedented scale, mainly owing to the application of modern mass conscription. French power rose quickly as Napoleon's armies conquered much of Europe but collapsed rapidly after France's disastrous invasion of Russia in 1812. Napoleon was defeated in 1814; he returned and was finally defeated in 1815 at Waterloo, and all France's gains were taken away by the victors.
Before a final victory against Napoleon, five of seven coalitions saw defeat at the hands of France. France defeated the first and second coalitions during the French Revolutionary Wars, the third (notably at Austerlitz), the fourth (notably at Jena, Eylau, and Friedland) and the fifth coalition (notably at Wagram) under the leadership of Napoleon. These great victories gave the French Army a sense of invulnerability, especially when it approached Moscow. But after the retreat from Russia, in spite of incomplete victories, France was defeated by the sixth coalition at Leipzig, in the Peninsular War at Vitoria and at the hands of the seventh coalition at Waterloo.
The wars resulted in the dissolution of the Holy Roman Empire and sowed the seeds of nascent nationalism in Germany and Italy that would lead to the two nations' respective consolidations later in the century. Meanwhile, the global Spanish Empire began to unravel as French occupation of Spain weakened Spain's hold over its colonies, providing an opening for nationalist revolutions in Spanish America. As a direct result of the Napoleonic wars, the British Empire became the foremost world power for the next century.
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opposing coalitions, to spark, to play out, an unprecedented scale, a conscription
to collapse, to be defeated, a victor, a sense of invulnerability, to result in the dissolution, to sow the seeds, nascent nationalism, a consolidation, to unravel,
a colony.
2. , .
3. , :
1. The Napoleonic Wars were a series of wars between French Empire and Austria.
2. The Great French Revolution took place in 1790.
3. The fifth coalition at Eylau was won under the leadership of Napoleon.
4. The dissolution of the Holy Roman Empire the seeds of nascent nationalism in Germany were the resuls of the Napoleonic wars.
5. Russian Empire became the foremost world power for the next century.
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1. , About the Bologna Process.
About the Bologna Process
The aim of the Bologna Process is to create a European Higher Education Area (EHEA) based on international cooperation and academic exchange that is attractive to European students and staff as well as to students and staff from other parts of the world.
The envisaged European Higher Education Area will
facilitate mobility of students, graduates and higher education staff;
prepare students for their future careers and for life as active citizens in democratic societies, and support their personal development;
offer broad access to high-quality higher education, based on democratic principles and academic freedom.
The Bologna Process is named after the Bologna Declaration, which was signed in the Italian city of Bologna on 19 June 1999 by ministers in charge of higher education from 29 European countries. Today, the Process unites 46 countries - all party to the European Cultural Convention and committed to the goals of the European Higher Education Area. An important characteristic of the Bologna Process - and key to its success - is that it also involves European Commission, Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies.
What are the reforms all about?
Easily readable and comparable degrees organized in a three-cycle structure (e.g. bachelor-master-doctorate): Countries are currently setting up national qualifications frameworks that are compatible with the overarching framework of qualifications for the European Higher Education Area and define learning outcomes for each of the three cycles.
Quality assurance in accordance with the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG).
Fair recognition of foreign degrees and other higher education qualifications in accordance with the Council of Europe/UNESCO Recognition Convention.
Work is also undertaken in areas of broader societal relevance, such as the links between higher education, research and innovation; equitable participation and lifelong learning.
The ongoing reforms will have a strong impact on how European higher education relates to higher education in other parts of the world, which is why Ministers have adopted a Strategy for the European Higher Education Area in a Global Setting.
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2. :
To have a strong impact, to be named after, to sign, a key to success, employers, easily readable and comparable degrees, in accordance with, equitable participation, lifelong learning, to adopt, to be attractive to, facilitate mobility.
3. :
1. What is the aim of Bologna process?
2. Why is it called Bologna Process and who participates?
3. What is the influence of the ongoing reforms?
. : . . .
| Tall | Taller | The tallest |
| Wide | Wider | The widest |
| Big | Bigger | The biggest |
| Happy | happier | The happiest |
| Careful | More / less careful | The most / the least careful |
| dangerous | More / less dangerous | The most / the least dangerous |
| Bad | Worse | The worst |
| Good | Better | The best |
| Far | Father Further | The farthest The furthest |
| Old | Older Elder | The oldest The eldest |
| little | less | The least |
| than : Ann is tallerthan Nick. | ||
| : As as Not so as |
II. .
1. , .
1. The town is just as (large) as my native one.
2. The road was (long) than we had expected.
3. The girl is very (intelligent).
4. As soon as they understood that the second book was (boring) than the first one, they changed their mind.
5. The shop is (far) than the school.
6. Tim is (intelligent) than Pat.
7. The heat is less (harmful) than the cold.
8. This song is (beautiful) one in the world!
9. They are as (stubborn) as donkeys!
10. The weather today is (bad) than the weather yesterday but not as (bad) as it was four days ago.
11. The story was (exciting) one I have ever heard.
12. They were less (tired) than we.
13. George bought a (new) car than he could ever imagine.
14. The mark is a (good) than I expected.
15. They are very (upset) with the results.
2. :
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3. :
1. Marry is taller than John.
2. He is more helpful than he used to be.
3. The restaurant is more expensive than the café.
4. Her son is the youngest pupil in the class.
5. It is the worst play I have ever seen.
6. If you eat a lot you will get fatter.
7. He doesnt work so difficult as I do.
8. It is slowly getting colder and colder.
9. Volvo isnt the most expensive of all the cars.
10. Nowadays computers are more complicated.
V. .
The Origin of Law
So where does law come from? In America, the law system came from Great Britain. The settlers of the original thirteen colonies came from Europe, and they brought with them their own set of rules and principles to be used in their new society.
The English common law was the system of law in England at that time and was quickly adopted throughout the colonies. The English common law is rooted in centuries of English history. Much of the common law was formed in the years between the Norman Conquest of England in the early 11th century and the settlement of the American colonies in the early 17th century. The English common law is based on a cultural system of settling disputes through local customs. The early tribes of England each held their own set of customs, but this system became increasingly formalized as those early tribal peoples came together and organized. These ancient customs are the basic principles that eventually became part of the American system of justice.
Under English common law, disputes between two parties were handled on a case-by-case basis. However, the decision-maker did not act without guidance. The decision-maker was required to look to similar, previously decided cases and use those established guidelines and traditions. The customs of England were built upon and expanded for centuries, all through court decisions. By carrying forward and preserving these customs, the courts assured that the law was truly 'common' to all.
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My name is ________. I am a student now. Im a first-year student of the day-time department. Ive entered Kherson State University after finishing a secondary school. You know, that was my dream to enter this University. I worked hard to pass my examinations well. And now Ive become a happy member of the great, young family of students.
I am a student of the ______________ faculty. Our faculty is one of the largest faculties in the University. We study a lot of different subjects: _____________________________ and many others. Besides these subjects we study ________________________________________ and English. We study English to be able to communicate with people on different competitions.
Students are acquainted with all branches of ____________________________. They are lectured in various subjects.
During the first two years we attend lectures on various subjects. In the third year more narrow specialization begins. We have several specialized courses and additional practical and research work in the subject we have chosen as our future specialty. Besides attending lectures we may join some scientific circle and choose a problem to work on according to our bents. All of us know that ________________ is the science of glorious past and great future. We do our best to acquire as much knowledge as possible.
Graduates of our faculty are assigned to work as ______________________________________ and others.
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| n - 1 two 2 three - 3 four 4 five 5 six - 6 seven - 7 eight - 8 nin - 9 ten 10 eleven - 11 twelve 12 hundred ['hndrd] - 100 thousand['θauz(ə)nd] - 1000 million ['miljn] - billion ['biljn] - , . | thirteen [θɜː'tiːn] - 13 fourteen [ˌfɔː'tiːn] - 14 fifteen [,fifti:n] - 15 sixteen [,siks'ti:n] - 16 seventeen [,sevn'ti:n] - 17 eighteen [,ei'ti:n] - 18 nineteen [,nin'ti:n] - 19 twenty ['twenti] - 20 thirty ['θɜːtɪ] - 30 forty ['fɔːtɪ] - 40 fifty ['fifti] - 50 sixty ['siksti] - 60 seventy ['sevnti] - 70 eighty ['eiti] - 80 ninety ['nainti] - 90 | 21 twenty-one ['twentI'wAn] 22 twenty-two 23 twenty-three 24 twenty-four 25 twenty-five 235 two hundred and thirty-five 4007 four thousand and seven 581 462 five hundred and eighty-one thousand four hundred and sixty-two |
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| 1st first 2nd second 3rd third 4th fourth 5th fifth 6th sixth 7th seventh 8th eighth 9th ninth 10th tenth 11th eleventh 12th twelfth 13th thirteenth 14th fourteenth 15th fifteenth 16th sixteenth 17th seventeenth 18th eighteenth 19th nineteenth 20th twentieth 21st twenty- first 22nd twenty- second | 23rd twenty- third 24th twenty- fourth 25th twenty- fifth 30th thirtieth 31st thirty- first 32nd thirty- second 40th fortieth 50th fiftieth 60th sixtieth 70th seventieth 80th eightieth 90th ninetieth 100th hundredth 101st hundred and first 116th hundred and sixteenth 125th hundred and twenty- fifth 200th two hundredth 500th five hundredth 1,000th thousandth 1,001st thousand and first 1,256th thousand two hundred and fifty- sixth 2,000th |
