Англійська мова

09.10.2025

ТЕМА 2. РОБОТА І ПРОФЕСІЇ

Unit 2. Make up your mind

Пряма і непряма мова. Future-in-the-Past / Майбутній час з точки зору минулого. Reported Speech (Commands and Requests). Вдосконалення граматичних навичок.

Pages 52-55

Future-in-the-Past (Майбутній час з точки зору минулого) is used when you look back on the past and want to remember things that were planned or believed to happen in the future.

He hoped I would give him that book that day, but I haven’t finished reading it yet.

I knew she wouldn’t come to see us so soon.

Mary said that she would play tennis with me.

Future-in-the-Past is also used when we want to report the statement about the future.

“I’ll go to the library,” she said. (Direct Speech, Future Simple.)

She said (that) she would go to the library. (Reported Speech, Future-in-the-Past.)

Reported Speech (Commands and Requests)

To report a command we use ‘tell’.

“Go to the library.” — The teacher told Jack to go to the library.

“Don’t stand up!” — The head teacher told the children not to stand up.

To report a request we use ‘ask’.

“Could you fill in the form, please?” — The clerk asked him to fill in the form.

“Don’t use a pencil, please.” — She asked him not to use a pencil.

Task 6 page 54 Rewrite the requests.

Task 7 page 55 Report the following sentences.

Homework / Домашнє завдання:

Exercise 4 page 52 (in writing),

Exercise 7 page 55 (in writing)

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08.10.2025

ТЕМА 2. РОБОТА І ПРОФЕСІЇ

Unit 2. Make up your mind

Пряма і непряма мова (Direct and Reported Speech). Узгодження часових форм дієслів (the Sequence of Tenses). “I’ve got a whole new way of looking at the world”. Розвиток граматичних навичок.

Pages 49-51

В англійській мові існує два способи для того, щоб передати чиєсь висловлювання: пряма мова та непряма мова.

Direct speech (пряма мова) – це дослівна передача чийогось висловлювання (а також своїх власних слів), передача чиєїсь мови слово в слово. Пряма мова з обох сторін завжди виділяється лапками та відокремлюється від вставних слів комою (рідше двокрапкою).

“Leave me alone!” Jenny screamed. – “Дай мені спокій!” - крикнула Дженні.

“Are you hungry, guys?” my mum asked us. – “Хлопці, ви зголодніли?” - моя мама спитала нас.

She said, “I am afraid I won’t be able to come, I’m sorry.” – Вона сказала: “Боюся, я не зможу прийти, вибачте”.

Indirect or Reported speech (непряма мова) – це певний переказ чиєїсь мови або ж своїх власних слів. Непряма мова передається підрядним реченнямза допомогою сполучників або ж без них. В такому випадку кома перед підрядним реченням не вживається. Також не використовуються лапки.

Jenny implored to leave her alone. – Дженні благала дати їй спокій.

My mum asked whether we were hungry. – Моя мама спитала, чи ми не голодні.

I said I was afraid I wouldn’t be able to come. – Я сказав, що боюся, що не зможу прийти.

В непрямій мові, якщо дієслово головного речення стоїть в формі минулого часу, обов'язково вступають у дію правила узгодження часів. При перекладі українською мовою узгодження часів може не передаватися.

Kate said, “I often go jogging.” – Кейт сказала: “Я часто тут бігаю”.

Kate said she often went jogging. – Кейт сказала, що вона часто тут бігає.

Children said, “We have just finished our hometask.” – Діти сказали: “Ми вже виконали наше домашнє завдання”.

Children said they had finished their hometask. – Діти сказали, що вони вже виконали своє домашнє завдання.

John said “I will be working at 5 tomorrow”. – Джон сказав: “Я буду працювати о 5-й годині завтра”.

John said he would be working at 5 the next day. – Джон сказав, щ він буде працювати о 5-й годині наступного дня.

В непрямій мові при узгодженні часів також змінюються й вказівні займенники, прислівники та інші слова, що вказують на час дії.

Here (тут) → there (там)

This (цей) → that (той)

These (ці) → those (ті)

Now (зараз) → then (тоді)

At the moment (в цей момент) - at that moment (в той момент)

Today (сьогодні) → that day (в той день)

Yesterday (вчора) → the day before, the previous day (минулого, попереднього дня)

Tomorrow (завтра) → the next day (наступного дня)

Ago (до) → before (перед)

Last (минулий) → previous (попередній)

Task 2 page 51 Read, then tell about everything Natasha said about her experience. Use the Reported Speech.

Homework / Домашнє завдання:

Learn the rules of direct & reported speech (p.49-50)

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02.10.2025

ТЕМА 2. РОБОТА І ПРОФЕСІЇ

Unit 2. Make up your mind

Професійні уміння і здібності людини. Work vs Job. Possibility, occasion or opportunity?

Pages 47-49

WORK or JOB?

Work is something you do to earn money. This noun is uncountable.

She enjoys her work in the hospital.

Job is used to talk about the particular type of work activity which you do.

He’s looking for a job in computer programming.

POSSIBILITY, OCCASION or OPPORTUNITY?

A possibility is a chance that something may happen or be true.

‘Possibility’ cannot be followed by an infinitive.

Is there a possibility of getting a job in your organisation?

An occasion is an event, or a time when something happens.

‘Occasion’ does not mean ‘chance’ or ‘opportunity’.

Birthdays are always special occasions.

An opportunity is a possibility of doing something, or a situation which gives you the possibility of doing something.

The trip to Paris gave me an opportunity to speak French. I have more opportunity to travel than my parents did.

Word Formation

assist - assistant, assistance

employ - (un)employment, employer, employee, unemployed

occupy - occupation

retire - retired, retirement

succeed - success, (un)successful

Task 1. Match the words to their definitions.

Employment, occupation, job, work.

1. a) an activity, such as a job, that a person uses physical or mental effort to do, usually for money;

b) a place where a person goes specially to do their job.

2. The regular work that a person does to earn money.

3. The fact of someone being paid to work for a company or organisation.

4. a) a person's job; b) a regular activity

Task 2. Fill in the gaps with one of the words: employment, occupation, job, work.

1. I don't like my ... It's not well-paid. What is more, it's exhausting and boring.

2. I go to … every day, including Saturday.

3. You must write your name, age and ... on the application form.

4. Have you finished your ... for today?

5. All high school graduates must be provided with equal career and … opportunities.

6. Your … is badly done. Come to me after you redo it.

7. I haven't been able to find a ... for the last three months.

8. If you can't find a job, apply to the state ... office.

9. She is a tour guide by ....

10. My present ... doesn't satisfy me financially, so I'm going to quit.

Homework / Домашнє завдання:

Exercise 1 page 47 (in writing),

Exercise 2 page 48 (in writing)

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01.10.2025

ТЕМА 2. РОБОТА І ПРОФЕСІЇ

Unit 2. Make up your mind

Fill that Gap (a year between school and university). Розвиток навичок читання. Вивчення нового лексичного матеріалу.

Pages 42-46

Read the article.

Fill That Gap

People who take a year out before going to university and use that time to gain more skills are more attractive candidates for jobs than those who go straight from school to university, according to the research for the Department for Education. The research says that employers are particularly interested in the skills that students pick up when travelling, volunteering and working, because they do not trust universities to teach the arts of communication, teamwork and leadership.

There are many reasons why there is a growing number of students who take a gap year. There are school-leavers who are happy to be out of the school system at last and want to have some time to do something interesting or crazy before they go back into the educational system. There are those who want to earn money to pay their university fees. There are those who feel they want to do something useful with their lives and there are those who want to get away from home and see the world while they can. Finally, there are those who want to prepare themselves better for the job market once they get their degrees. Jamie Underwood, a founder of a gap year agency, says, “It’s a brilliant thing to do. If you’re focusing on getting ahead, employers love it: it shows character, confidence, achieving goals and persistence.”

School-leavers can choose from a wide range of activities for their gap year. They can take part in an adventure project, like an expedition to some remote corner of the earth, which can be really exciting and it has the advantage of travelling as part of a group and making some life-long friends. They can work on a conservation or environmental project, like conducting an underwater survey of a coral reef or monitoring endangered species. They can do temporary or seasonal work abroad and this way get insight into a very different way of life. They can join a humanitarian project, such as doing social work with people in need. Or they can join a structured work experience programme and gain valuable experience and practical skills in their chosen field. Mr Underwood says, “I matured during my gap year. I grew up. You come back with a real sense of achievement and a new perspective on life.”

But some locations aren’t for the faint-hearted. Voluntary work can be tough. You may be out in the middle of nowhere, feeling isolated and having trouble coping with the complete culture shock. So it’s important to research the opportunities fully and take time to read what other ‘gappers’ have to say about their experience of volunteering overseas. And it’s also important to plan the year properly. According to the research of the Department for Education and Skills, too many students fail to plan properly and do not take advantage of the opportunities on offer. This can turn the gap into a blank hole. As Mr Underwood says, “There’s a great difference between doing a structured placement and going on an extended holiday in some exotic place. Students who are doing volunteering get an awful lot of good experiences. Employers are falling over themselves for those maturing skills, which they think universities don’t give.”

Decide which of the messages below (A-C) is the main message of the article.

Many school-leavers in the UK take what is called a gap year — a year between leaving school and further education. In this gap year, they do voluntary or paid work, often abroad.

A. Students who take a gap year and use it well have an advantage over those who go straight from school to university.

B. Students who take a gap year mature more quickly.

C. There are many ways in which a school-leaver can usefully spend a year between school and university.

Decide which of the following messages (a-g) is not included in the article.

a) Students who do voluntary or paid work in their gap year have a better chance of getting a job after university.

b) Employers look for much more than educational qualifi cations.

c) Many students use their gap year to pay for their university education.

d) Voluntary work in another culture can broaden your view of the world.

e) Some students can have negative gap year experiences.

f) A number of students do not use their gap year well.

g) Some students find it difficult to adjust to further education after a gap year.

Homework / Домашнє завдання:

Exercise 2 page 42 Read the article.

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25.09.2025

ТЕМА 1. ШКІЛЬНЕ ЖИТТЯ

Контрольна робота з теми “Шкільне життя”.

Write an essay on the topic: “My Success in Learning English”.

Написати твір на тему: “Мої успіхи у вивченні англійської мови”.

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24.09.2025

ТЕМА 1. ШКІЛЬНЕ ЖИТТЯ

Unit 1. Being a student

Check Your English. Узагальнення та систематизація знань з теми “Шкільне життя”.

Pages 37-40

Exercise 1 page 37 Fill in the gaps in the sentences given below with one of the words A, B, C or D. Change the forms of the words where necessary.

Exercise 2 page 37 Complete the sentences by changing the verb in brackets into the First or Second Conditional form

Read the dialogue

Johan:

I write down new words several times on rough paper. This helps me to spell them, too. Oh, and I also draw little pictures in my vocabulary book. You know, for example, I may draw a fur coat. And I also imagine the pages of the course book in my head. You know, photos might help me remember a few words or even grammar structures.

(Visual: writing, drawing, connecting photos with words)

Basia:

I can't remember a vocabulary very well. If I have to learn a new list of words I just repeat them aloud myself again and again till I can remember them. Sometimes one word makes me think of another in the list.

(Oral: saying words aloud, making connections between words)

Pablo:

It's hard to say. It depends on the words, but I often sort of break words up into different parts. You know like “In-ter-na-tio-nal”. And this helps me understand how they fit together. Sometimes words are similar in my own language too, which helps me remember them.

(Analytical: thinking about the structure of words)

Hilmi:

This might sound silly but I have a bag in my room. I write translations of new words on bits of paper and put them in the bag. After a week I open the bag and see if I can remember the words in English. And I write translations in my vocabulary book, and ask my mom to test me. And sometimes I test myself on the way to school. You know, I say things in English to myself.

(Self-testing: doing personal tests or asking someone at home to test you)

Exercise 4 page 38 Read the student’s presentation on learning styles and complete the form below.

Homework / Домашнє завдання:

Revise the material on vocabulary and grammar / Повторити матеріал з лексики та граматики

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18.09.2025

ТЕМА 1. ШКІЛЬНЕ ЖИТТЯ

Unit 1. Being a student

Use Your Skills. Grading. Виконання лексико-граматичних вправ.

Pages 33-36

1.Fill in the gaps with the correct verbs.

1. You … for him if he is eating when you come. (Wait)

2. If Dan … the last lesson material, I'll explain him.

(Not understand)

3. If Inga … too much that evening, she won't go out with us. (Work)

4. Unless your brother apologises, I … him. (Meet)

5. You... better if you turn on the lamp. (See)

2.Complete the text with the correct words.

achievement, adjustment, admit, attitude, average, colleges, common, failure, grade, letter, marking, method, minimum, occasionally, pass, percentage, perfect, progress, record, reports, school, teacher

Grading is a (1) … used in schools to (2) … students’ achievements. Almost every (3) … keeps a record of each student’s (4) … in order to have some basis for measuring his (5) … . The record supplies information for (6) … to parents. Universities and (7) … often use this information to help determine whether they should (8) … a student.

For a long time, the most (9) … method of recording achievement was by (10) …, with a mark or (11) …, of 100 per cent representing (12) … achievement. The (13) … mark for a (14) … was usually 70 per cent, and for (15) … work, about 80 per cent. Today, the letters A, B, C, D, E and (16) … F, are much more commonly used. The mark A stands for exceptional achievement, and E or F means (17) … .

A few schools use no (18) … system at all. Instead, each (19) … writes a detailed (20) … to the parents. Such letters report the student’s progress, (21) … activities and social (22) … .

3.Complete the interview by changing the forms of the verbs in brackets.

Journalist: What exam did you … (take)?

Viktor: FCE. First Certificate in English.

Journalist: Do you think you … (pass)?

Viktor: I think so. I’m quite optimistic. I think I … (do) the exam quite well.

Journalist: When … you … (get) your result?

Viktor: Tomorrow morning. I study at a language school and when I … (go) to class tomorrow the grades will be on the notice board. My name … (be) the first on the list because my surname begins with ‘A’.

Journalist: How … you … (celebrate) if you … (pass)?

Viktor: I … (go) to a cafe with other students from my class. Well, with the students who have passed.

Journalist: And what will you do if you … (pass)? … you … (carry) on studying English?

Viktor: Yes, I’d like … (take) the CAE exam next year.

Journalist: And if you … (not, pass)?

Viktor: I … (take) the exam again in June

Homework / Домашнє завдання:

Revision: conditional clauses of the first type (page 24). / Повторити умовні речення першого типу на стор.24

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17.09.2025

ТЕМА 1. ШКІЛЬНЕ ЖИТТЯ

Unit 1. Being a student

Ким я буду? Написання нотаток. Розвиток навичок говоріння та письма.

Pages 28-32

Task 1. Answer the questions.

1. Do you write notes in pencil in your course book and revise them for tests? Why (not)?

2. Do you try talking to a partner during the school breaks and after classes only in English?

3. Do you revise new words every day? Why (not)?

4. Do you only work hard a few days before an exam? Why (not)?

5. Do you ever help your group mates if they don’t understand anything? Why (not)?

6. Do you regularly make a list of your common mistakes? Why (not)?

7. Are you sure you know how to use your dictionary? Why (not)?

8. Do you study only the material that was given at the lesson and nothing else? Why (not)?

9. Do you have special time or special day for studying? Why (not)?

10. Do you keep a list of useful vocabulary in a special notebook? Why (not)?

11. Do you give the tests to yourself or study with friends and test each other? Why (not)?

12. Do you only learn what the teacher tells you to? Why (not)?

13. Do you have time only to attend the lessons? Do you have time for anything extra?

14. Do you write everything you know on your hand before you go into the exam? Why (not)?

15. Do you think that passing or failing an exam is a matter of luck? Why (not)?

DO NOT write complete sentences. Notes must be SHORT!

1. Use abbreviations, but make sure you can understand them later.

2. Use words like ‘and’, ‘because’, but and ‘therefore’ to show how ideas relate to each other.

3. Put each new idea on a new line.

4. Leave a lot of space so you can expand your ideas later.

Task 2.Fill in the gaps with the appropriate form of the verb in brackets.

Conditional Clauses (If-Clause)

1.Present Simple: If she … (come) to the party, I'll introduce her to everyone.

2.Present Perfect: She'll join the team if she … (finish) her paperwork.

3.Present Continuous: If you … (watch) the news, please let me know about the weather forecast.

4.Present Perfect Continuous: If she … (feel) unwell, she won't be coming to the meeting.

5.Present Simple: If you … (add) sugar to your tea, it will be very sweet.

6.Present Perfect: I'll give you a ride if you … (leave) yet.

7.Present Continuous: If she …(prepare) for the exam, we won’t disturb her.

8.Present Perfect Continuous: They'll be late for dinner if they … (talk) on the phone all afternoon.

Conditional Clauses Main Clauses

1.Future Simple: You … (get) better at it if you practice every day.

2.Future Perfect: By this time tomorrow, they … (leave) for their trip if their flight is on time.

3.Future Continuous: I … (jog) in the park if the sun is shining.

4.Future Perfect Continuous: If he's still working on that project tomorrow morning, he … (work) on it for a week straight.

5.Going to: We … (go) to miss the bus if we don't leave right now.

6.Present Continuous: I … (fly) to Paris next week if the weather is clear.

7.Present Simple: The store … (close) at 9 PM if there are no customers.

8.Future Simple: The package … (arrive) tomorrow if the delivery company is on schedule.

9.Future Perfect: By next week, she … (learn) the song if she practices every day.

10.Future Continuous: I … (jog) later if the rain stops.

11.Future Perfect Continuous: If the repairs don't start soon, we … (wait) for over two hours.

12.Going to: I … (go) to cook dinner if you don't mind.

13.Present Continuous: We … (have) a picnic tomorrow if the sun is out.

14.Present Simple: The library … (close) at six if there are no late-night study sessions.

Homework / Домашнє завдання:

Exercise 3 page 32 (in writing)

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11.09.2025

ТЕМА 1. ШКІЛЬНЕ ЖИТТЯ

Unit 1. Being a student

Підготовка до іспитів. Exam Tips. Розвиток навичок аудіювання.

Pages 25-27

Read the conversation between two friends and name the pieces of advice that one gives another.

Sarah: Hi, Tony! How's it going?

Tony: Not too bad, Sarah. What about yourself?

Sarah: All right, but I've got another test tomorrow, so I'm feeling a bit nervous.

Tony: You'll be okay. I'm sure you know your stuff.

Sarah: Um, it's just that I hate exams. I don't think that they are a good indicator what you know. I mean you just revise

like mad for a few days before the exam, repeat it all on paper or to the interviewer and then just go home and forget about it.

Tony: Yeah, perhaps they can be a bit like memory test at times, but there aren't really any better alternatives, at least none that I can think of.

Sarah: What do you mean “no alternative”? What about continuous assessment?

Tony: What do you mean by continuous assessment?

Sarah: You know, where you get marks throughout the year for the work that you do and then you get a final mark at the end, which is like an average of all the marks that you've got. I reckon that paints a more accurate picture, ‘cause when you do an exam it often depends on how you feel that day.

Tony: Yeah, but it's easy to cheat, isn't it? I mean you could get someone else to do work for you or copy it from the internet.

Sarah: Sure, but I think teachers know when someone's been

cheating, you know, they can tell that’s uh in a different style and so on.

Tony: I'm not sure. Anyway, it's not going to help you tomorrow. How's your revision been going?

Sarah: Oh, all right, I suppose. It's just that I sometimes find it hard to actually get down to studying. You know how it is. Maybe there's something on TV or a friend calls.

Tony: You need to steer clear of distractions. Go to your room or library and turn your mobile phone off.

Sarah: No way! I can't do without my mobile. What if someone wants to call me?

Tony: Well, you can see who's called you and you can call them back later.

Sarah: Um, I don't know.

Tony: You need to get plenty of sleep as well. You don't want to wake up exhausted, so that you can concentrate when you sit the test.

Sarah: Absolutely! Also my mom always makes sure that I eat properly. “Brain food” she calls it. Like fish.

Tony: Fish? No, I reckon that's just superstition. You're telling me that a bit of tuna before your test is going to boost your mark?

Sarah: Seriously! It can give you energy and increase your concentration levels. I was reading about it for my Biology paper.

Tony: It's a question of hard work. You need to sit down and do the work. You should also get hold of some past exam papers and practice doing them. You should also time yourself when you take them, so that you can pace yourself in the exam itself.

Sarah: Time to practice tests? I'm not sure. What if you can't get any past papers?

Tony: It's just an idea.

Sarah: Anyway, I'd better head off. I'm going to try and get some work done.

Tony: That's a good idea. Remember to give yourself a rest

every hour or so. Give yourself a goal like: I'll do one hour and then I'll go and get myself a sandwich and juice. You can't work continuously.

Sarah: Yeah, sure. I do that anyway. Otherwise I can't concentrate. Anyway, cheers Tony for all the advice. I've really got to be going. I'll see you around, okay?

Tony: No problem, Sarah. Good luck!

Decide if the opinions below are expressed by Sarah, Tony or both of them. Note ‘S’ for Sarah, ‘T’ for Tony or ‘B’ for both.

1. Tests are not a good way of measuring someone’s knowledge.

2. It can be hard to tell if students’ works outside exams are their own ones.

3.You should turn your phone off when you study.

4. Make sure you have enough sleep before your exam.

5. Eating fish can help you perform better in tests.

6. Doing previous test papers can help you do better in examinations.

7. You should have a break every hour when studying.

Homework / Домашнє завдання:

Exercise 3 page 26 (in writing)

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10.09.2025

ТЕМА 1. ШКІЛЬНЕ ЖИТТЯ

Іноземна мова – мова для життя. The 1st Conditionals. Модальні дієслова may, might, can, could. Розвиток граматичних навичок.

Pages 23-25

Conditionals (умовні конструкції або умовні речення) – особливий вид складнопідрядних речень, коли в підрядній частині виражається певна умова, а в головному – наслідки такої умови. Такі речення часто називаються if-sentences (речення зі сполучником if).

В залежності від умови, вираженої у реченні, умовні конструкції поділяються на чотири типи: умовні конструкції нульового типу, першого, другого та конструкції третього типу. Також виокремлюють змішаний тип умовних речень.

Умовні конструкції нульового типу

Zero Conditional (умовне речення нульового типу) – умовне речення, що передає загальні істини, природні або наукові факти, правила або ж часто повторювані події, що стали правилом. В таких реченнях сполучник підрядності if (якщо) може бути замінений на when (коли).

В умовних реченнях нульового типу завжди використовується Present Simple як в головному, так і в підрядному реченні.

Ice cream melts if we heat it. – Морозиво розтає, якщо ми його нагріємо.

If you don’t water plants, they die. – Якщо ти не будеш поливати рослини, вони загинуть.

The ground gets wet when it rains. – Земля намокає, коли йде дощ.

When we mix blue and yellow, we get green. – Коли ми змішуємо синій та жовтий, ми утримуємо зелений.

Умовні конструкції першого типу

First Conditional (умовне речення 1-го типу) – умовне речення, що виражає реальну або дуже ймовірну ситуацію в теперішньому або майбутньому часі.

В умовних реченнях 1-го типу в підрядній частині завжди використовується час Present Simple, а в головній частині, в залежності від ситуації, може використовуватися Future Simple, спонукальний спосіб або ж модальні дієслова can, must, may тощо з інфінітивом без частки to.

If I like this dress, I’ll definitely buy it. – Якщо мені подобається ця сукня, я її обов'язково придбаю.

Your feet will hurt if you wear these uncomfortable shoes. – У тебе будуть боліти ноги, якщо ти будеш носити ці незручні туфлі.

If Jack decides to move to Florida, we will never see him again. – Якщо Джек вирішить переїхати до Флориди, ми його більше ніколи не побачимо.

Спонукальний спосіб

If you see Jessica tonight, give her this book, please. – Якщо ти побачиш Джессіку сьогодні ввечері, дай їй цю книгу, будь ласка.

If oranges are not expensive, buy me two kilos of them. – Якщо апельсини будуть недорогими, купи мені їх 2 кілограми.

Please, come to my place and help me if you are not busy tomorrow. – Будь ласка, прийди до мене додому та допоможи мені, якщо ти не зайнятий завтра.

Модальні дієслова

If you like this shoes, we can buy them. – Якщо тобі подобаються ці туфлі, ми можемо їх купити.

You may stay at home next Monday if there is no work to do here. – Ви можете залишитися вдома наступного понеділка, якщо тут не буде ніякої роботи.

Kate must get up really early if she gets this job in New York. It’s too far. – Кейт буде змушена вставати дуже рано, якщо вона отримає цю роботу в Нью Йорку. Вона знаходиться надто далеко.

В умовних реченнях 1-го типу в підрядній частині з заперечним значенням замість сполучника if можна використовуватися unless (якщо не) та дієслово в стверджувальній формі.

You don’t have to do this unless you want. – Тобі не обов'язково робити це, якщо ти не хочеш.

I will be very angry unless you clean your room. – Я буду дуже розлючена, якщо ви не приберетесь у своїй кімнаті.

Matt won’t be able to go on holidays with us unless he saves some money. – У Метта не вийде поїхати з нами у відпустку, якщо він не назбирає трохи грошей.

Task 1. Fill in the blanks with if, even if or unless.

1. David will come … you invite him.

2. David won’t know about the party … you tell him.

3. Clive hates parties and won’t come … you invite him.

4. This is too big a job. We won’t finish it on time … we start right away.

5. We won’t finish this job on time … we start right away, so let’s get down to work.

Task 2. Fill in the gaps with the appropriate form of the verb in brackets.

1. I won’t disturb you if you … when I arrive. (work)

2. I’ll lend you the video if you … it. (not see)

3. He will be in a bad mood when we arrive if he … for long. (wait)

4. They’ll get lost unless they … there before. (be)

Task 3. Fill in the gaps with the appropriate form of the verb in brackets.

1. If Andy gets a scholarship, he … at Cambridge this time next year. (study)

2. If we don’t get there soon, they … all the food and nothing will be left. (eat)

3. If we don’t stop soon, we … for three hours without a break. (drive)

4. Sue has made a decision. She … to Liz unless she apologises. (not talk)

5. It’s all been arranged. We … the party at Bill’s if his parents go away for the weekend. (have)

Homework / Домашнє завдання:

Exercise 3 page 24 (in writing)

Exercise 4 page 24 (in writing)

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04.09.2025

ТЕМА 1. ШКІЛЬНЕ ЖИТТЯ

Unit 1. Being a student

Самостійне вивчення мови. Розвиток навичок читання. Вивчення нового лексичного матеріалу.

Pages 18-22

Read the magazine article and choose the paragraph A-H which best suits each gap 1-7. There is an extra paragraph.

INDEPENDENT LANGUAGE LEARNING

Research shows that language learners who make the most progress are those who are prepared to take responsibility for their own learning. This is known as independent or autonomous learning. But what does this actually involve?

Independent learners also keep organised vocabulary notebooks. They don’t just write down new words on scraps of paper. For instance, they organise new vocabulary by topic. This means that they can easily find words they have decided to make a note of, which makes accessing and learning them easier.

But independent language learning isn’t just about using dictionaries and keeping organised notebooks. Independent language learners are also more likely to actually use the language outside the classroom.

Besides cinema and television, independent learners also enjoy listening to songs in the target language. But it’s not just the music that they are interested in. They listen to the words, too, and try and work out their meanings.

Independent learning is not confined to reading and listening. This kind of learner also likes to produce language. This does not only mean inside the classroom, but outside it, too.

They will be perfectly at home with writing, as well. They will probably be using the language on the Internet in chat rooms and writing emails to friends in other countries.

There are several answers to these questions. First of all, a student learning the language in a country where that language is not spoken might only have a couple of lessons a week. This means that those who use it outside the lessons are getting more exposure and practice.

At the end of the day, we don’t actually know precisely how people learn languages, but it seems clear that if we want to improve our chances of learning one well, we should try and use it both inside and outside the classroom.

a) And additional reason is that their learning is more personalised because they are doing things in the language that they are actually interested in, such as listening to their favourite bands singing in the target language.

b) First of all, language learners should know how to use resources like dictionaries. This is important, because it allows the learners to work on their own without a teacher. For example, if you know how to use a dictionary, you can look up words and check spellings on your own.

c) For example, they like watching films in the language they are learning. However, they don’t just read the subtitles. They try to listen to how things are said, and might even try and follow what they are watching without looking at the subtitles at all.

d) However, independent learners not only write down new words and their meanings. They also make a note of other important information connected with the word, such as its pronunciation and other words that usually go with it. They also write down examples of the word in context. All this information makes it easier for them to actually use the words they have recorded.

e) Reading in the target language is another favoured strategy. Such learners will be browsing the Internet or flicking through magazines dealing with subjects that they are interested in.

f) So why is it that independent learners seem to learn more? What is it about using the language outside the classroom that makes it more memorable?

g) There have been some spectacular results. A recent survey in Sweden concluded that children who had access to one at home scored significantly higher in English tests that those who didn’t.

h) They don’t worry about using the language in shops when they go abroad or if a foreign tourist stops them to ask for directions. In fact, they will eagerly grab the opportunity to practise their foreign language skills.

Exercise 1 page 22 Organise the phrases in the box according to the headings (1, 2).

Exercise 2 page 22 Match the words with their definitions.

Homework / Домашнє завдання:

Exercise 2 pages 18-20 Read the article.

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03.09.2025

ТЕМА 1. ШКІЛЬНЕ ЖИТТЯ

Англійська мова - мова міжнародного спілкування.

Pages 6-16

Congratulations! You’re back to school again and you will be called a school leaver now as this year is the last one of your study at secondary school.

In ten months you’re going to take your finals and make up your mind what to do in your personal future. You should be a good time manager and work hard to prepare for your exams as well as for making your own choice after school.

Learning is a precious gift to be treasured always. Whether you are from Kyiv or London, you all must appreciate and embrace study skills as the key to achievement of your dreams.

Why do you need to know English? English is becoming a global language. At least half a billion people in the world use English at home or work. Problems of the 21st century, such as problems of war and peace, democracy, ecology and demography cannot be solved if people cannot speak the same language. Interpreters take time and now time is as precious as never before. So, dear boys and girls, don’t waste your time. Go on studying English each and every day.

And finally, I’d like to wish you all a long fruitful and happy life!

Exercise 2 page 7 Choose the correct word and complete each sentence.

Exercise 3 page 7 Answer the questions.

Exercise 4 page 7 a) Read the article quickly. Refer the paragraphs (1-5) to the headings (A-E) on page 8.

Answer the questions.

1. How long have you been learning English?

2. Why do people need English?

3. When have you had an opportunity to speak or read English?

4. Have you ever been to an English-speaking country?

5. What do you think about the idea that a language gets rusty if it is not practised?

6. Can you follow TV programmes in English on satellite television?

7. Can you understand songs in English?

8. Do you have problems learning English? What are they?

9. Have you ever taken private lessons?

10. What do you find easy about English, and what do you find difficult (think about pronunciation, learning new vocabulary, grammar, spelling, listening, reading, understanding, translating, etc.)?

Homework / Домашнє завдання:

Exercise 5 page 9 Read the text.

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