ΠΠ΅ΡΠ΅Π²ΠΎΠ΄Ρ ΡΡΠ°ΡΠ»Π°ΠΉΡ 11.
ΠΠ΅ΡΠ΅Π²ΠΎΠ΄ ΡΠ΅ΠΊΡΡΠΎΠ² ΠΈΠ· ΡΡΠ΅Π±Π½ΠΈΠΊΠ° ΠΏΠΎ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌΡ StarLight Π·Π° 11 ΠΊΠ»Π°ΡΡ. Unit 1.1, Unit 1.2, Unit 1.3, Unit 1.4, Unit 1.5, Unit 1.6, Unit 1.9, Unit 1.10, Unit 1.12, Unit 1.13
Unit 1.1
ΠΠ΅ΡΠ΅Π²ΠΎΠ΄:
Π Π°Π·Π³ΠΎΠ²ΠΎΡ ΠΎ ΡΠ΅Π»Π΅.
ΠΡ Π±ΡΠ΄Π΅ΡΠ΅, Π²Π΅ΡΠΎΡΡΠ½ΠΎ, ΡΠΌΠ΅ΡΡΡΡΡ, ΠΊΠΎΠ³Π΄Π° Ρ ΡΠΊΠ°ΠΆΡ ΠΠ°ΠΌ, ΡΡΠΎ ΠΌΠΎΠΉ ΠΈΠ½ΡΠ΅ΡΠ΅Ρ ΠΊ ΡΠ·ΡΠΊΡ ΡΠ΅Π»Π° Π±ΡΠ» Π·Π°ΠΆΠΆΠ΅Π½ Π»ΡΠ±ΠΈΠΌΡΠΌ ΠΌΠΎΠΈΠΌ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Π΅ΠΌ Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅. ΠΠ½ ΡΠΏΠΎΠΌΠΈΠ½Π°Π» "Π‘ΠΈΠ½Π΄ΡΠΎΠΌ ΠΠΈΠ½ΠΎΠΊΠΊΠΈΠΎ" ΠΌΠ½Π΅ ΠΎΠ΄Π½ΠΎ Π·ΠΈΠΌΠ½Π΅Π΅ ΡΡΡΠΎ ΠΏΠΎΡΠ»Π΅ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΡ, ΡΡΠΎ Ρ Π²ΡΠ΅Π³Π΄Π° ΡΠΎΠ²Π°Π» Π½ΠΎΡ, Π΄Π°Π²Π°Ρ ΠΎΠΏΡΠ°Π²Π΄Π°Π½ΠΈΡ Π·Π° ΡΠΎ, ΡΡΠΎΠ±Ρ ΠΎΠΏΠΎΠ·Π΄Π°ΡΡ ΠΊ Π΅Π³ΠΎ Π»Π΅ΠΊΡΠΈΡΠΌ. ΠΡΠ΅Π²ΠΈΠ΄Π½ΠΎ, ΠΊΠΎΠ³Π΄Π° ΠΊΡΠΎ-ΡΠΎ Π³ΠΎΠ²ΠΎΡΠΈΡ Π½Π΅ΠΏΡΠ°Π²Π΄Ρ, ΠΊΡΠΎΠ²Ρ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΠΌΡΠΈΡΡΡ ΠΊ Π½ΠΎΡΡ, ΠΈ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½Π°Ρ ΠΊΡΠΎΠ²Ρ Π΄Π΅Π»Π°Π΅Ρ Π΅Π³ΠΎ Π·ΡΠ΄ΡΡΠΈΠΌ. Π’Π°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ, Π΅ΡΠ»ΠΈ ΠΡ Π΄ΡΠΌΠ°Π΅ΡΠ΅, ΡΡΠΎ ΠΊΡΠΎ-ΡΠΎ Π½Π΅ ΠΏΠΎΠ»Π½ΠΎΡΡΡΡ ΡΠ΅ΡΡΠ΅Π½ Ρ ΠΠ°ΠΌΠΈ, Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ ΠΊΠ°ΠΊ ΠΌΠΎΠΉ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Ρ, ΠΡ Π΄ΠΎΠ»ΠΆΠ½Ρ ΡΠΌΠΎΡΡΠ΅ΡΡ, ΡΡΠΎΠ±Ρ Π²ΠΈΠ΄Π΅ΡΡ, ΡΠ°ΡΠ°ΠΏΠ°ΡΡ Π»ΠΈ ΠΎΠ½ΠΈ Π½ΠΎΡ! ΠΡΠΎΡ Π½Π΅Π±ΠΎΠ»ΡΡΠΎΠΉ ΠΏΡΠΈΠΌΠ΅Ρ Π½Π΅Π²Π΅ΡΠ±Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ Π²Π΄ΠΎΡ Π½ΠΎΠ²ΠΈΠ» ΠΌΠ΅Π½Ρ ΡΡΠ°Π½ΠΎΠ²ΠΈΡΡΡΡ ΡΠΊΡΠΏΠ΅ΡΡΠΎΠΌ ΠΏΠΎ ΡΠ·ΡΠΊΡ ΡΠ΅Π»Π°.
Π’Π΅ΠΏΠ΅ΡΡ, Ρ Π·Π°ΡΠ°Π±Π°ΡΡΠ²Π°Ρ Π½Π° ΠΆΠΈΠ·Π½Ρ ΡΡΠ΅Π±Π½ΡΠΌΠΈ Π»ΡΠ΄ΡΠΌΠΈ Π² Π½Π΅Π²Π΅ΡΠ±Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ. ΠΠ½Π°Π½ΠΈΠ΅, ΠΊΠΎΠ³Π΄Π° ΠΊΡΠΎ-ΡΠΎ Π»Π΅ΠΆΠΈΡ ΠΈ Π·Π½Π°Π΅Ρ, ΠΊΠ°ΠΊ ΡΠ±Π΅Π΄ΠΈΡΡ Π»ΡΠ΄Π΅ΠΉ, ΠΡ Π³ΠΎΠ²ΠΎΡΠΈΡΠ΅ ΠΏΡΠ°Π²Π΄Ρ, ΡΠ²Π»ΡΠ΅ΡΡΡ Π΄Π²ΡΠΌΡ ΠΈΠ· ΡΠ°ΠΌΡΡ Π²Π°ΠΆΠ½ΡΡ Π½Π°Π²ΡΠΊΠΎΠ², ΠΊΠΎΡΠΎΡΡΠ΅ ΠΡ Π±ΡΠ΄Π΅ΡΠ΅ ΠΊΠΎΠ³Π΄Π°-Π»ΠΈΠ±ΠΎ ΡΡΠΈΡΡ. ΠΠ°ΠΏΡΠΈΠΌΠ΅Ρ, Π°Π΄Π²ΠΎΠΊΠ°ΡΡ ΡΡΡΠΎΡΡ ΡΠ²ΠΎΡ ΡΠ΅ΠΏΡΡΠ°ΡΠΈΡ Π½Π° ΠΈΡ Π΄Π΅Π΄ΡΠΊΡΠΈΠ²Π½ΡΡ Π½Π°Π²ΡΠΊΠ°Ρ , ΠΏΠΎΠ΄Π²Π΅ΡΠ³Π°Ρ ΠΏΠ΅ΡΠ΅ΠΊΡΠ΅ΡΡΠ½ΠΎΠΌΡ Π΄ΠΎΠΏΡΠΎΡΡ Π² ΡΡΠ΄Π΅, Π² ΡΠΎ Π²ΡΠ΅ΠΌΡ ΠΊΠ°ΠΊ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠΈ Π΄ΠΎΠ»ΠΆΠ½Ρ ΠΏΠΎΠ»ΠΎΠΆΠΈΡΡΡΡ Π½Π° ΡΠ²ΠΎΠΈ ΠΏΠΎΠ»Π½ΠΎΠΌΠΎΡΠΈΡ ΡΠ±Π΅ΠΆΠ΄Π΅Π½ΠΈΡ ΠΏΠΎΠ»ΡΡΠΈΡΡ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΡ.
ΠΠΎΠ·ΡΠΌΠΈΡΠ΅ Π³Π»Π°Π·Π°, Π½Π°ΠΏΡΠΈΠΌΠ΅Ρ. ΠΡΠ»ΠΈ Π±Ρ Ρ ΡΠΊΠ°Π·Π°Π» ΠΠ°ΠΌ Π½Π΅ΠΏΡΠ°Π²Π΄Ρ, ΡΠΎ ΠΡ, Π²Π΅ΡΠΎΡΡΠ½ΠΎ, ΠΎΠΆΠΈΠ΄Π°Π»ΠΈ Π±Ρ, ΡΡΠΎ Ρ ΠΎΡΠ²Π΅Π΄Ρ Π²Π·Π³Π»ΡΠ΄, Π° Π½Π΅ ΠΏΠΎΡΠΌΠΎΡΡΡ ΠΡ ΠΏΠΎΠ»Π½ΡΠΉ Π² Π»ΠΈΡΠ΅. ΠΠ΄Π½Π°ΠΊΠΎ, ΡΡΠΎ Π½Π΅, ΠΊΠ°ΠΊ ΠΎΠ±ΡΡΠ½ΠΎ Π΄ΡΠΌΠ°ΡΡΠΈΠΉΡΡ, Π²Π΅ΡΠ½ΡΠΉ ΠΏΡΠΈΠ·Π½Π°ΠΊ Π»ΠΆΠΈ, Π½ΠΎ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΡΠ΅ Π΄Π²ΠΈΠΆΠ΅Π½ΠΈΡ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΌΡ Π΄Π΅Π»Π°Π΅ΠΌ, ΠΊΠΎΠ³Π΄Π° ΠΌΡ ΠΏΡΡΠ°Π΅ΠΌΡΡ ΠΏΠΎΠΌΠ½ΠΈΡΡ ΡΡΠΎ-ΡΠΎ. ΠΠ·-Π·Π° ΡΡΠΎΠ³ΠΎ, Π³Π»ΡΠ΄Ρ Π΄Π°Π»Π΅ΠΊΠΎ Π½Π΅ ΡΠ°ΠΊ Π»Π΅Π³ΠΊΠΎ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠΈΡΠΎΠ²Π°ΡΡ, ΠΊΠ°ΠΊ ΠΡ ΠΌΠΎΠ³Π»ΠΈ Π±Ρ Π²Π΅ΡΠΈΡΡ. Π₯ΠΎΡΠΎΡΠΈΠΉ Π»Π³ΡΠ½ Π½Π΅ ΠΈΡΠ΅Ρ ΡΠ²ΠΎΡ ΠΏΠ°ΠΌΡΡΡ ΠΏΡΠ°Π²Π΄Ρ, ΡΠ°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ, ΠΎΠ½ ΠΌΠΎΠΆΠ΅Ρ Π²ΠΏΠΎΠ»Π½Π΅ Π»Π΅Π³ΠΊΠΎ ΠΏΠΎΡΠΌΠΎΡΡΠ΅ΡΡ ΠΡ ΠΏΡΡΠΌΠΎ Π² Π³Π»Π°Π·Π°Ρ , ΠΏΠΎΡΠΊΠΎΠ»ΡΠΊΡ ΠΎΠ½ Π³ΠΎΠ²ΠΎΡΠΈΡ, ΡΡΠΎΠ±Ρ ΡΠ΄Π΅Π»Π°ΡΡ Π»ΠΎΠΆΡ Π±ΠΎΠ»Π΅Π΅ ΡΠ±Π΅Π΄ΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ. ΠΠΎΡ Π½Π°ΠΊΠΎΠ½Π΅ΡΠ½ΠΈΠΊ, Π²ΡΠ΅ ΠΆΠ΅. ΠΠ°Π±Π»ΡΠ΄Π°ΠΉΡΠ΅ Π·Π° ΡΡΠ΅Π½ΠΈΠΊΠΎΠΌ Π³Π»Π°Π·Π°; ΡΡΠΎ ΠΈΠ·ΠΌΠ΅Π½ΡΠ΅Ρ ΡΠ°Π·ΠΌΠ΅Ρ? ΠΡΠ»ΠΈ ΡΡΠΎ ΡΡΠ°Π½ΠΎΠ²ΠΈΡΡΡ Π±ΠΎΠ»ΡΡΠ΅, ΡΡΠΎ - Π²Π΅ΡΠΎΡΡΠ½ΠΎ, Π½Π΅Π½Π°ΠΌΠ΅ΡΠ΅Π½Π½ΡΠΉ Π·Π½Π°ΠΊ, ΡΡΠΎ ΡΡΠΎ-ΡΠΎ ΡΠΊΡΡΡΠΎ.
Π―Π·ΡΠΊ ΡΠ΅Π»Π° - ΡΡΠΎ-ΡΠΎ, ΡΠ΅ΠΌ Π½Π΅ ΠΌΠΎΠΆΠ΅Ρ ΡΠΏΡΠ°Π²Π»ΡΡΡ Π±ΠΎΠ»ΡΡΠΈΠ½ΡΡΠ²ΠΎ Π½Π°Ρ; ΡΡΠΎ - ΡΠΎ, ΡΡΠΎ ΡΠ±Π΅Π³Π°Π΅Ρ, ΠΊΠΎΠ³Π΄Π° ΠΌΡ ΠΊΠΎΠ½ΡΠ΅Π½ΡΡΠΈΡΡΠ΅ΠΌΡΡ Π½Π° ΡΠ΅ΠΌ-ΡΠΎ Π΅ΡΠ΅. Π― ΠΌΠΎΠ³ Π±Ρ Π΄ΡΠΌΠ°ΡΡ, ΡΡΠΎ ΡΠΎΠ·Π΄Π°Ρ Ρ ΠΎΡΠΎΡΠ΅Π΅ Π²ΠΏΠ΅ΡΠ°ΡΠ»Π΅Π½ΠΈΠ΅, ΠΏΠΎΡΠΎΠΌΡ ΡΡΠΎ ΠΌΠΎΠΉ Π³ΠΎΠ»ΠΎΡ ΡΠΈΠ»Π΅Π½ ΠΈ ΡΡΡΠΎΠΉΡΠΈΠ², ΠΈ ΠΌΠΎΡ ΡΠ΅ΡΡ ΡΡΠ½Π°, Π½ΠΎ ΠΏΠΎΡ, Π²ΡΠ»ΠΈΠ²Π°ΡΡΠΈΠΉ ΠΌΠΎΠΉ Π»ΠΎΠ± ΠΈ ΠΌΠΎΠΈ ΠΏΠΎΡΡΠΎΡΠ½Π½ΠΎ Π΄Π²ΠΈΠΆΡΡΠΈΠ΅ΡΡ Π½ΠΎΠ³ΠΈ, Π³ΠΎΠ²ΠΎΡΠΈΡ ΠΈΠ½Π°ΡΠ΅.
ΠΠ΅Π»ΠΎΠ²ΡΠ΅ ΠΊΠ»ΠΈΠ΅Π½ΡΡ ΠΏΠΎΡΡΠΎΡΠ½Π½ΠΎ Π½ΡΠΆΠ΄Π°ΡΡΡΡ Π² ΠΌΠΎΠΈΡ ΡΡΠ»ΡΠ³Π°Ρ , ΠΈ Ρ ΠΏΡΡΠ°ΡΡΡ ΡΠ»ΡΡΡΠΈΡΡ ΠΈΡ ΡΠ²Π΅ΡΠ΅Π½Π½ΠΎΡΡΡ Π² ΡΠ΅Π±Π΅, ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Ρ ΠΈΠΌ ΡΠ·ΡΠΊΡ ΡΠ΅Π»Π°. Π― Π΄Π°Ρ ΡΠΎΠ²Π΅Ρ ΠΎ ΡΡΠΊΠΎΠΏΠΎΠΆΠ°ΡΠΈΡΡ , ΠΊΠΎΡΠΎΡΡΠ΅ Π΄ΠΎΠ»ΠΆΠ½Ρ Π²ΡΠ΅Π³Π΄Π° Π±ΡΡΡ ΡΡΡΠΎΠΉΡΠΈΠ²ΡΠΌΠΈ ΠΈ ΡΡΡΠΎΠΉΡΠΈΠ²ΡΠΌΠΈ, ΠΈ Ρ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Ρ Π²Π°ΠΆΠ½ΠΎΡΡΡ Π»ΠΈΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π°, ΠΎΠ±ΡΡΡΠ½ΡΡ, ΡΡΠΎ Π»ΡΠ΄ΠΈ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΆΠΈΠ²ΡΡ Π² ΡΠ΅ΠΏΠ»ΡΡ ΠΊΠ»ΠΈΠΌΠ°ΡΠ°Ρ , ΡΡΠΎΡΡ Π½Π°ΠΌΠ½ΠΎΠ³ΠΎ Π±Π»ΠΈΠΆΠ΅ Π΄ΡΡΠ³ Π΄ΡΡΠ³Ρ, ΡΠ΅ΠΌ Π»ΡΠ΄ΠΈ Π² Π±ΠΎΠ»Π΅Π΅ ΠΏΡΠΎΡ Π»Π°Π΄Π½ΡΡ ΠΊΠ»ΠΈΠΌΠ°ΡΠ°Ρ . ΠΠ½ΠΈ ΠΌΠΎΠ³ΡΡ ΠΏΠΎΡ ΠΎΠ΄ΠΈΡΡ Π½Π° Π½Π΅Π·Π½Π°ΡΠΈΡΠ΅Π»ΡΠ½ΡΠ΅ Π²ΠΎΠΏΡΠΎΡΡ, Π½ΠΎ ΡΡΠΈ ΠΊΠΎΠ΄Π΅ΠΊΡΡ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΊΠ»ΡΡΠΎΠΌ ΠΊ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ ΠΈΠ»ΠΈ Π»ΠΎΠΌΠΊΠ΅ ΠΊΠΎΠΌΠΌΠ΅ΡΡΠ΅ΡΠΊΠΎΠΉ ΡΠ΄Π΅Π»ΠΊΠΈ.
ΠΠΎΠΉ ΡΡΠΎΠΊ ΡΠ»ΡΠΆΠ±Ρ Π΄Π°Π΅Ρ ΠΌΠ½Π΅ Π±ΠΎΠ»ΡΡΠΎΠ΅ ΡΠ΄ΠΎΠ²Π»Π΅ΡΠ²ΠΎΡΠ΅Π½ΠΈΠ΅. Π― ΡΡΠ²ΡΡΠ²ΡΡ, ΡΡΠΎ ΠΏΡΠ΅Π΄ΠΎΡΡΠ°Π²Π»ΡΡ ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΡΡΠΈ ΡΠ΅Π½Π°ΡΠΎΡ/Π»Π΅Π΄, Π½ΠΎ ΡΡΠΎ - ΡΠ΅Π½Π°ΡΠΎΡ/Π»Π΅Π΄, Ρ ΠΊΠΎΡΠΎΡΠΎΠ³ΠΎ Π±ΡΠ»Π° Π΅Π΅ Π½ΠΈΠΆΠ½ΡΡ ΡΡΠΎΡΠΎΠ½Π°. ΠΡΡΠΊΠΈΠΉ ΡΠ°Π·, ΠΊΠΎΠ³Π΄Π° Ρ Π²ΡΡΡΠ΅ΡΠ°Ρ ΠΊΠΎΠ³ΠΎ-ΡΠΎ Π½ΠΎΠ²ΠΎΠ³ΠΎ, ΠΈ Ρ Π³ΠΎΠ²ΠΎΡΡ ΠΈΠΌ, ΡΡΠΎ Ρ Π΄Π΅Π»Π°Ρ Π΄Π»Ρ ΠΏΡΠΎΠΆΠΈΠ²Π°Π½ΠΈΡ, ΠΎΠ½ΠΈ Π½Π΅ΠΌΠ΅Π΄Π»Π΅Π½Π½ΠΎ ΠΏΠΎΠ΄Π½ΠΈΠΌΠ°ΡΡ ΡΠ²ΠΎΡ ΠΎΡ ΡΠ°Π½Ρ, ΠΈ ΠΎΠ½ΠΈ Π±ΠΎΠ»ΡΡΠ΅ Π½Π΅ ΡΠΌΡΠ³ΡΠ΅Π½Ρ. ΠΠ½ΠΈ Π²ΠΏΠΎΠ»Π½Π΅ Π±ΡΠΊΠ²Π°Π»ΡΠ½ΠΎ Π·Π°ΠΌΠΎΡΠ°ΠΆΠΈΠ²Π°ΡΡΡΡ Π² ΠΏΠΎΠΏΡΡΠΊΠ΅ ΡΠΊΡΡΡΡ Π²ΡΠ΅ ΡΠΈΠ³Π½Π°Π»Ρ, ΡΡΠΎ ΠΎΠ½ΠΈ ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°ΡΡ, ΡΡΠΎ Ρ ΡΠΈΡΠ°Ρ. ΠΡΠΎ Π΄Π΅Π»Π°Π΅Ρ ΠΆΠΈΠ·Π½Ρ ΡΡΡΠ΄Π½ΠΎΠΉ Π²ΡΠ΅ΠΌΡ ΠΎΡ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ, Π½ΠΎ Ρ ΡΡΠΈΡΠ°Ρ Π΅Π³ΠΎ ΠΌΠ°Π»Π΅Π½ΡΠΊΠΎΠΉ ΡΠ΅Π½ΠΎΠΉ, ΡΡΠΎΠ±Ρ Π·Π°ΠΏΠ»Π°ΡΠΈΡΡ Π·Π° ΡΠ°Π±ΠΎΡΡ, Ρ Π½Π°ΡΠ»Π°ΠΆΠ΄Π°ΡΡΡ ΡΠ°ΠΊ ΠΌΠ½ΠΎΠ³ΠΎ.
ΠΡΠΈΠ³ΠΈΠ½Π°Π»:
You will probably laugh when I tell you that my interest in body language was sparked by a favourite professor of mine at university. He mentioned "Pinocchio Syndrome" to me one wintry morning after claiming that I always rubbed my nose when giving excuses for being late to his lectures. Apparently, when someone tells a lie, the person"s blood rushes to the nose and the extra blood makes it itchy. So if you think someone is not being entirely honest with you, perhaps like my professor you should watch to see if they scratch their nose! This little example of non-verbal communication inspired me to become a body language expert.
Now, I earn my living by training people in non-verbal communication. Knowing when someone is lying and knowing how to convince people you"re telling the truth are two of the most important skills you"ll ever learn. For example, lawyers build their reputation on their deductive skills when cross-examining in court, while politicians need to rely on their powers of persuasion to gain support.
Take the eyes, for example. If I told you a lie, you would probably expect me to look away rather than look you full in the face. However, this is not, as commonly thought, the sure sign of a lie, but the reflexive movements we make when we are trying to remember something. Because of this, glancing away is not as easy to interpret as you might believe. A good liar is not searching his memory for the truth, so he can quite easily look you straight in the eyes as he speaks to make the lie more convincing. Here"s a tip, though. Watch the pupil of the eye; does it change size? If it gets bigger, this is probably an involuntary sign that something is being hidden.
Body language is something that the majority of us cannot control; it"s what escapes when we"re concentrating on something else. I might think I"m creating a good impression because my voice is strong and steady and my speech is clear, but the sweat pouring off my forehead and my constantly moving feet say otherwise.
My working life gives me a great deal of satisfaction. I feel that I"m providing a public sen/ice, but it is a sen/ice that has had its downside. Whenever I meet someone new and I tell them what I do for a living, they immediately put their guard up and they"re no longer relaxed. They quite literally freeze in the attempt to hide all the signals that they assume I"m reading. It makes life difficult at times, but I consider it a small price to pay for a job I enjoy so much.
Unit 1.2
ΠΠ΅ΡΠ΅Π²ΠΎΠ΄:
ΠΠΎΡΡΠΎΡΠ½Π½ΡΠ΅ ΡΠΎΠΎΠ±ΡΠ΅Π½ΠΈΡ.
ΠΡ ΡΡΠΎΠΈΡΠ΅ Π² ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΌ ΠΌΠ΅ΡΡΠ΅. ΠΠ½Π΅Π·Π°ΠΏΠ½ΠΎ Π΅ΡΡΡ Π²ΠΎΠ»Π½Π΅Π½ΠΈΠ΅, ΠΈ Π΄Π°ΠΆΠ΅ ΠΏΡΠΈ ΡΠΎΠΌ, ΡΡΠΎ ΠΡ Π½Π΅ Π²ΠΈΠ΄ΠΈΡΠ΅ ΡΠΎ, ΡΡΠΎ ΠΏΡΠΎΠ΄ΠΎΠ»ΠΆΠ°Π΅ΡΡΡ, ΠΡ ΠΈ ΡΠ΅ ΠΎΠΊΠΎΠ»ΠΎ ΠΠ°Ρ, Π½Π΅ΠΌΠ΅Π΄Π»Π΅Π½Π½ΠΎ ΡΡΠ²ΡΡΠ²ΡΠ΅ΡΠ΅ ΡΠ΅Π±Ρ 1) Π½Π΅ΡΠ²Π½ΡΠΌΠΈ ΠΈ Π±ΡΡΡΡΠΎ ΠΏΠ΅ΡΠ΅Π΅Π·ΠΆΠ°Π΅ΡΠ΅.
Π£ΡΠ΅Π½ΡΠ΅ Π΄Π°Π²Π½ΠΎ Π·Π½Π°Π»ΠΈ ΠΎ ΠΆΠΈΠ²ΠΎΡΠ½ΠΎΠΌ 2) ΠΎΠ± ΠΎΡΠ²Π΅ΡΠ°Ρ Π½Π° ΠΎΠΏΠ°ΡΠ½ΠΎΡΡΡ. ΠΠ°ΠΏΡΠΈΠΌΠ΅Ρ, Π΅ΡΠ»ΠΈ ΠΎΠ΄Π½ΠΎ ΠΆΠΈΠ²ΠΎΡΠ½ΠΎΠ΅ Π½Π°ΡΠ½Π΅Ρ ΡΠ±Π΅Π³Π°ΡΡ, ΡΠΎ Π²ΡΠ΅ Π΄ΡΡΠ³ΠΈΠ΅ ΠΆΠΈΠ²ΠΎΡΠ½ΡΠ΅ Π² Π³ΡΡΠΏΠΏΠ΅ Π±ΡΠ΄ΡΡ ΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΡ. ΠΠΎ ΡΡΠ΅Π½ΡΠ΅ Π±ΡΠ»ΠΈ ΡΠ±ΠΈΡΡ Ρ ΡΠΎΠ»ΠΊΡ ΠΊΠ°ΠΊΠΎΠΉ ΠΏΡΠΈΡΠΈΠ½Ρ 3) ΠΏΠΎΠ΄ΠΎΠ±Π½ΠΎΠ΅ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΠ΅ Π² Π»ΡΠ΄ΡΡ . Π§ΡΠΎ Π²ΡΠ·ΡΠ²Π°Π΅Ρ ΡΡΡΠ°Ρ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½ΠΈΡΡΡΡ ΡΠ°ΠΊ Π±ΡΡΡΡΠΎ ΡΠ΅ΡΠ΅Π· Π³ΡΡΠΏΠΏΡ Π»ΡΠ΄Π΅ΠΉ?
ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΠΈ Π² ΠΠ°ΡΠ²Π°ΡΠ΄Π΅ ΠΏΠΎΠ»Π°Π³Π°ΡΡ, ΡΡΠΎ ΠΎΠ½ΠΈ, Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ, Π½Π°ΡΠ°Π»ΠΈ ΡΠ°ΡΠΏΡΡΡΠ²Π°ΡΡ ΡΠ°ΠΉΠ½Ρ. Π ΠΏΡΠΎΡΠ»ΠΎΠΌ Π±ΡΠ»ΠΎ ΠΏΡΠΈΠ·Π½Π°Π½ΠΎ, ΡΡΠΎ Π»ΡΠ΄ΠΈ ΡΡΠ΄ΠΈΠ»ΠΈ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠ΅ ΡΠΈΡΡΠ°ΡΠΈΠΈ ΠΏΡΠΎΡΡΠΎ, ΡΠΌΠΎΡΡΡ Π½Π° Π»ΠΈΡΠ°. Π’ΠΎ, ΡΡΠΎ 4) ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΎ ΡΡΠΎ Π½ΠΎΠ²ΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅, - ΡΠΎ, ΡΡΠΎ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΠ΅ ΡΠ΅Π»Π° ΡΠ°ΠΊΠΆΠ΅ ΠΎΡΠ΅Π½Ρ Π²Π°ΠΆΠ½ΠΎ.
Π§ΡΠΎΠ±Ρ ΠΏΡΠΎΠ²Π΅ΡΠΈΡΡ ΠΈΡ ΡΠ΅ΠΎΡΠΈΡ, ΡΡΠ΅Π½ΡΠ΅ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΈ ΡΠΈΡΡΠ½ΠΊΠΈ Π»ΡΠ΄Π΅ΠΉ, 5) ΡΡΠΎΡΡΠΈΡ Π² ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ ΠΏΠΎΠ·Π°Ρ , Π½ΠΎ Ρ ΠΈΡ ΡΡΠ΅ΡΡΡΠΌΠΈ Π»ΠΈΡΠ°ΠΌΠΈ. Π ΠΈΡΡΠ½ΠΊΠΈ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΈ Π»ΡΠ΄ΡΠΌ Π² ΡΡΠ°ΡΡΠ»ΠΈΠ²ΡΡ , Π½Π΅ΠΉΡΡΠ°Π»ΡΠ½ΡΡ ΠΈ Π±ΠΎΡΡΠΈΡ ΡΡ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΡΡ . Π ΡΠΎ Π²ΡΠ΅ΠΌΡ ΠΊΠ°ΠΊ ΠΈΡΠΏΡΡΡΠ΅ΠΌΡΠ΅ ΡΠΌΠΎΡΡΠ΅Π»ΠΈ Π½Π° ΡΠΈΡΡΠ½ΠΊΠΈ, ΠΈΡ ΠΌΠΎΠ·Π³ΠΈ Π±ΡΠ»ΠΈ ΠΏΡΠΎΡΠΌΠΎΡΡΠ΅Π½Ρ, ΡΡΠΎΠ±Ρ Π²ΠΈΠ΄Π΅ΡΡ, ΠΊΠ°ΠΊ ΠΎΠ½ΠΈ ΡΠ΅Π°Π³ΠΈΡΠΎΠ²Π°Π»ΠΈ. ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΠΈ Π½Π°ΡΠ»ΠΈ, ΡΡΠΎ Π±ΠΎΡΡΠ΅Π΅ΡΡ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΠ΅ Π²ΡΠ·Π²Π°Π»ΠΎ ΠΎΡΠ΅Π½Ρ 6) ΡΠΈΠ»ΡΠ½ΡΡ ΡΠ΅Π°ΠΊΡΠΈΡ Π½Π΅ΡΠΌΠΎΡΡΡ Π½Π° Π½Π΅Ρ Π²Π°ΡΠΊΡ Π»ΡΠ±ΠΎΠ³ΠΎ Π²ΡΡΠ°ΠΆΠ΅Π½ΠΈΡ Π»ΠΈΡΠ° Π½Π° ΡΠΈΡΡΠ½ΠΊΠ°Ρ . ΠΡΡΠ΅ΠΊΡΡ ΠΏΡΠ΅Π΄Π»Π°Π³Π°ΡΡ, ΡΡΠΎΠ±Ρ Π»ΡΠ΄ΠΈ ΡΠ΅Π°Π³ΠΈΡΠΎΠ²Π°Π»ΠΈ ΠΈΠ½ΡΡΠΈΠ½ΠΊΡΠΈΠ²Π½ΠΎ Π½Π° ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΠ΅ ΡΡΡΠ°Ρ Π° Ρ Π΄ΡΡΠ³ΠΈΡ Π»ΡΠ΄Π΅ΠΉ ΠΈ ΡΡΠΎ ΡΡΠΎ 7) ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π² Π½Π°ΡΠ΅ΠΌ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΠΈ ΠΏΠΎΠΌΠΎΠ³Π»ΠΎ Π»ΡΠ΄ΡΠΌ Π²ΡΠΆΠΈΡΡ Π² ΠΎΠΏΠ°ΡΠ½ΡΡ ΡΠΈΡΡΠ°ΡΠΈΡΡ Π² ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ Π½Π°ΡΠ΅Π³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ.
ΠΡΠΈΠ³ΠΈΠ½Π°Π»:
Standing messages.
You are standing in a public area. Suddenly there is a disturbance, and even though you can"t see what"s going on, you, and those near you, immediately feel 1)nervous and quickly move away.
Scientists have long known about animal 2)responses to danger. For instance, if one animal begins to run away, then all the other animals in the group will follow. But scientists have been baffled by what causes 3)similar behaviour in humans. What is it that causes fear to spread so quickly through a group of people?
Researchers at Harvard believe they may have begun to unravel the mystery. In the past it was accepted that people judged emotional situations simply by looking at faces. What this new study has 4)revealed is that the position of the body is also very important.
To test their theory, the scientists showed pictures of people 5)standing in different poses but with their faces rubbed out. The pictures showed people in happy, neutral and fearful positions. While the test subjects looked at the pictures, their brains were scanned to see how they reacted. The researchers found that the fearful position caused a very 6)strong reaction despite the lack of any facial expression in the pictures. The effects suggest that humans react instinctively to a position of fear in other people and that this 7)development in our behaviour has helped humans to survive in dangerous situations throughout our evolution.
Unit 1.3
ΠΠ΅ΡΠ΅Π²ΠΎΠ΄:
Π£Π½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΡΠΉ ΡΠ·ΡΠΊ ΠΌΡΠ·ΡΠΊΠΈ.
ΠΡΠΊΡΡΡΡΠ΅ Π½Π΅Π±Π΅ΡΠ° ΠΈ Π΄ΠΎΠΆΠ΄Ρ Π»ΡΡΡΡΡ Π²Π½ΠΈΠ·, Π²Π΅ΡΠ½ΡΠΉ ΠΏΡΠΈΠ·Π½Π°ΠΊ, ΡΡΠΎ ΠΌΡ Π½Π°ΡΠ»Π°ΠΆΠ΄Π°Π΅ΠΌΡΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΌ Π»Π΅ΡΠΎΠΌ. ΠΠ΅ΠΌΠ»Ρ Π½ΠΈΠΆΠ΅ Π½Π°ΡΠΈΡ Π½ΠΎΠ³ Π±ΡΡΡΡΠΎ ΠΏΡΠ΅Π²ΡΠ°ΡΠ°Π΅ΡΡΡ Π² ΠΎΠ±Π»Π°ΡΡΡ Π³ΡΡΠ·ΠΈ, Π½ΠΎ ΡΡΠΎ Π½Π΅ ΠΈΠΌΠ΅Π΅Ρ Π·Π½Π°ΡΠ΅Π½ΠΈΡ. Π― ΠΎΡΠ»ΠΈΡΠ½ΠΎ ΠΏΡΠΎΠ²ΠΎΠΆΡ Π²ΡΠ΅ΠΌΡ, ΡΠ°Π½ΡΡΡ ΠΈ ΠΏΠΎΠ΄ΠΏΠ΅Π²Π°Ρ ΠΊ ΠΌΡΠ·ΡΠΊΠ΅ Π½Π° ΠΌΠ΅ΡΡΠ½ΠΎΠΌ ΡΠ΅ΡΡΠΈΠ²Π°Π»Π΅ WOMAD Ρ ΡΡΡΡΡΠ°ΠΌΠΈ Π΄ΡΡΠ³ΠΈΡ ΠΏΠΎΠΊΠ»ΠΎΠ½Π½ΠΈΠΊΠΎΠ² ΠΎΡ ΠΏΠΎ Π²ΡΠ΅ΠΉ ΡΡΡΠ°Π½Π΅.
ΠΠΈΡ ΠΡΠ·ΡΠΊΠΈ, ΠΡΠΊΡΡΡΡΠ² ΠΈ Π’Π°Π½ΡΠ°, ΠΈΠ»ΠΈ WOMAD, ΠΏΡΡΠ°Π΅ΡΡΡ Π΄Π°ΡΡ Π½Π°ΠΌ Π²ΠΊΡΡ ΠΌΡΠ·ΡΠΊΠ°Π»ΡΠ½ΡΡ ΡΡΠΈΠ»Π΅ΠΉ, ΠΊΠΎΡΠΎΡΡΠΌΠΈ ΠΎΠ±Π»Π°Π΄Π°ΡΡ Π²ΠΎ Π²ΡΠ΅ΠΌ ΠΌΠΈΡΠ΅, ΠΈ ΡΡΠΎ ΡΡΠ°Π»ΠΎ ΡΡΠΎΠ»Ρ ΡΡΠΏΠ΅ΡΠ½ΡΠΌ, ΡΡΠΎ ΡΠ΅ΡΡΠΈΠ²Π°Π»ΠΈ WOMAD ΡΠ΅ΠΏΠ΅ΡΡ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½Ρ Π² Π½Π΅ΡΠΊΠΎΠ»ΡΠΊΠΈΡ ΡΡΡΠ°Π½Π°Ρ . ΠΠ΄Π΅Ρ Π΄Π»Ρ ΡΠ΅ΡΡΠΈΠ²Π°Π»Ρ Π±ΡΠ»Π° Π΄Π΅ΡΠΈΡΠ΅ΠΌ ΠΠΈΡΠ΅ΡΠ° ΠΠ°Π±ΡΠΈΡΠ»Ρ, 1-A. ΠΠ³ΠΎ ΠΌΠ΅ΡΡΠ° Π΄ΠΎΠ»ΠΆΠ½Π° ΡΠ°ΡΡΠΈΡΠΈΡΡ Π½Π°ΡΠΈ Π³ΠΎΡΠΈΠ·ΠΎΠ½ΡΡ, ΠΏΠΎΠ»ΡΡΠ°Ρ Π½Π°Ρ Π΄Π°Π»Π΅ΠΊΠΎ ΠΎΡ ΠΌΡΠ·ΡΠΊΠΈ, ΠΊΠΎΡΠΎΡΡΡ ΠΌΡ ΡΠ»ΡΡΠΈΠΌ ΠΏΠΎ ΡΠ°Π΄ΠΈΠΎ ΠΈΠ»ΠΈ ΠΏΠΎΠ²ΡΠ΅Π΄Π½Π΅Π²Π½ΠΎΠΌΡ Π’Π.
ΠΠ°Π±ΡΠΈΡΠ»Ρ Π³ΠΎΠ²ΠΎΡΠΈΡ, "Π€Π΅ΡΡΠΈΠ²Π°Π»ΠΈ Π²ΡΠ΅Π³Π΄Π° Π±ΡΠ»ΠΈ Π·Π°ΠΌΠ΅ΡΠ°ΡΠ΅Π»ΡΠ½ΡΠΌΠΈ ΠΈ ΡΠ½ΠΈΠΊΠ°Π»ΡΠ½ΡΠΌΠΈ ΡΠ»ΡΡΠ°ΡΠΌΠΈ 2-E. ΠΠ΄ΠΈΠ½Π°ΠΊΠΎΠ²ΠΎ Π²Π°ΠΆΠ½ΡΠΉ, ΠΎΠ½ΠΈ ΡΠ°ΠΊΠΆΠ΅ ΠΏΠΎΠΌΠΎΠ³Π»ΠΈ Π·ΡΠΈΡΠ΅Π»ΡΠΌ ΠΏΠΎΠ½ΡΡΡ ΠΊΡΠ»ΡΡΡΡΡ ΠΊΡΠΎΠΌΠ΅ ΡΠ²ΠΎΠ΅Π³ΠΎ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠ΅ΡΠ΅Π· ΡΠ΄ΠΎΠ²ΠΎΠ»ΡΡΡΠ²ΠΈΠ΅ ΠΌΡΠ·ΡΠΊΠΈ. ΠΡΠ·ΡΠΊΠ° - ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΠΉ ΡΠ·ΡΠΊ, ΠΊΠΎΡΠΎΡΡΠΉ ΠΏΡΠΈΠΌΠΈΡΡΠ΅Ρ Π»ΡΠ΄Π΅ΠΉ.
ΠΡΠ½ΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΌΡΠ·ΡΠΊΠ° Π±ΡΠ»Π° ΠΏΠΎΠ±ΡΠΆΠ΄Π΅Π½ΠΈΠ΅ΠΌ Π΄Π»Ρ ΡΡΠΈΡ ΡΡΠ΅Π·Π²ΡΡΠ°ΠΉΠ½ΠΎ Π²Π°ΠΆΠ½ΡΡ ΡΡΠ΅Ρ Π΄Π½Π΅Π²Π½ΡΡ ΠΊΠ°ΡΠ½Π°Π²Π°Π»ΠΎΠ² ΠΈ ΠΏΠΎ ΡΠ΅ΠΉ Π΄Π΅Π½Ρ ΠΎΡΡΠ°Π΅ΡΡΡ Π³Π»Π°Π²Π½ΠΎΠΉ ΠΏΡΠΈΠ²Π»Π΅ΠΊΠ°ΡΠ΅Π»ΡΠ½ΠΎΡΡΡΡ, Π½ΠΎ Π΅ΡΡΡ ΡΠ΅ΠΏΠ΅ΡΡ Π΄ΡΡΠ³ΠΈΠ΅ Π²ΠΎΡΡ ΠΈΡΠ΅Π½ΠΈΡ ΠΈΡΠΏΡΡΠ°ΡΡ. ΠΠ° ΡΡΠΈ Π³ΠΎΠ΄Ρ ΡΠ΅ΡΡΠΈΠ²Π°Π»Ρ ΠΏΡΠ΅Π²ΡΠ°ΡΠΈΠ»ΡΡ Π² ΡΠ»ΡΡΠ°ΠΉ Π΄Π»Ρ Π²ΡΠ΅ΠΉ ΡΠ΅ΠΌΡΠΈ. ΠΠ° ΡΡΠΎΠΌ ΠΎΡΠΎΠ±ΠΎΠΌ ΡΠ΅ΡΡΠΈΠ²Π°Π»Π΅ Ρ ΡΡΠΈΡΠ°Ρ Π΄Π΅ΠΉΡΡΠ²ΠΈΡ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½ΡΠΌΠΈ Π΄Π»Ρ Π΄Π΅ΡΠ΅ΠΉ ΡΠ°ΠΊ ΠΆΠ΅ ΠΊΠ°ΠΊ ΠΌΠ°ΡΡΠ΅ΡΡΠΊΠΈΡ , ΠΌΡΠ»ΡΡΠΈΠΌΠ΅Π΄ΠΈΠΉΠ½ΡΡ Π²ΡΡΡΠ°Π²ΠΎΠΊ ΠΈ ΠΊΠΈΠΎΡΠΊΠΎΠ², ΠΏΡΠΎΠ΄Π°ΡΡΠΈΡ Π²ΡΠ΅ Π²ΠΈΠ΄Ρ ΡΠΎΠ²Π°ΡΠΎΠ² ΡΡΡΠ½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ. ΠΠ°Π±Π°Π²Π° Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΈΡΠΏΡΡΠ°Π½Π° ΡΠ΅ΠΌΠΈ Π² Π°Π²Π°Π½ΡΡΠ΅Π½Π΅, 3-F. Π― Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎ ΡΠ΄Π°ΡΠ»ΠΈΠ² Π±ΡΡΡ ΠΏΡΠΈΠ³Π»Π°ΡΠ΅Π½Π½ΡΠΌ Π·Π° ΠΊΡΠ»ΠΈΡΠ°ΠΌΠΈ, Π³Π΄Π΅ Π΅ΡΡΡ ΡΡΠ²ΡΡΠ²ΠΎ Π±ΡΠ°ΡΡΡΠ²Π° ΠΈ Π΄ΡΡΠΆΠ΅ΡΠΊΠΈΡ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ ΡΡΠ΅Π΄ΠΈ ΠΌΠ½ΠΎΠ³ΠΈΡ Ρ ΡΠ΄ΠΎΠΆΠ½ΠΈΠΊΠΎΠ², ΡΠ°ΠΊ ΠΆΠ΅ ΠΊΠ°ΠΊ ΡΡΠ²ΡΡΠ²ΠΎ, ΡΡΠΎ ΠΎΠ½ΠΈ Π΄Π΅Π»Π°ΡΡ ΡΡΠΎ-ΡΠΎ, ΡΡΠΎΠ±Ρ ΡΠ»ΡΡΡΠΈΡΡ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠ΅ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅. ΠΡΠ·ΡΠΊΠ°Π½ΡΡ ΠΏΡΠΈΠ΅Ρ Π°Π»ΠΈ ΡΡΠ΄Π° ΡΠΎ Π²ΡΠ΅Ρ ΠΊΠΎΠ½ΡΠΈΠ½Π΅Π½ΡΠΎΠ² ΠΎΡ ΠΠ»ΡΡΠΊΠΈ Π΄ΠΎ ΠΠ°Π½Π·ΠΈΠ±Π°ΡΠ°, ΡΠ°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ, Π½Π΅ ΡΠ΄ΠΈΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎ, ΡΡΠΎ ΡΠ΅ΡΡΠΈΠ²Π°Π»ΠΈ ΡΡΠ°Π»ΠΈ ΠΈΠ·Π²Π΅ΡΡΠ½ΡΠΌΠΈ ΠΊΠ°ΠΊ "ΠΠ»ΠΎΠ±Π°Π»ΡΠ½Π°Ρ ΠΠ΅ΡΠ΅Π²Π½Ρ". ΠΠΈΠΊΡΠΎ Π½Π΅ Π½Π°Ρ ΠΎΠ΄ΠΈΡΡΡ Π½Π° ΡΠΎΡΠ΅Π²Π½ΠΎΠ²Π°Π½ΠΈΠΈ, ΡΡΠΎΠ±Ρ Π±ΡΡΡ ΡΠ°ΠΌΡΠΌ Π±ΠΎΠ»ΡΡΠΈΠΌ ΠΈΠ»ΠΈ Π»ΡΡΡΠΈΠΉ 4-B. Π₯ΡΠ΄ΠΎΠΆΠ½ΠΈΠΊΠΈ ΡΠ°Π·Π΄Π΅Π»ΡΡΡ ΠΏΡΠΈΠΌΠ΅ΡΠΎΡΠ½ΡΠ΅ ΠΈ Π΅Π΄Ρ, ΡΠΌΠ΅Ρ , ΡΡΡΠΊΡ ΠΈ ΠΈΡΡΠΎΡΠΈΠΈ ΠΎΠ±ΠΌΠ΅Π½Π° ΠΎ ΠΆΠΈΠ·Π½ΠΈ Π½Π° Π΄ΠΎΡΠΎΠ³Π΅. Π₯ΠΎΡΡ Π»ΡΠ΄ΠΈ Π½Π°Ρ ΠΎΠ΄ΡΡΡΡ Π² ΠΏΡΠΈΠΏΠΎΠ΄Π½ΡΡΠΎΠΌ Π½Π°ΡΡΡΠΎΠ΅Π½ΠΈΠΈ, ΠΏΠΎΠ³ΠΎΠ΄Π° - Π±ΠΎΠ»ΡΡΠ°Ρ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° Π΄Π»Ρ ΡΡΠΎΠ³ΠΎ Π±ΡΠΈΡΠ°Π½ΡΠΊΠΎΠ³ΠΎ ΡΠ΅ΡΡΠΈΠ²Π°Π»Ρ. ΠΡΠΈΠ²ΡΡΠ½ΠΎΠ΅ Π·ΡΠ΅Π»ΠΈΡΠ΅ - Π»ΡΠ΄ΠΈ, Π½ΠΎΡΡΡΠΈΠ΅ ΠΏΠΎΠ»ΠΈΡΡΠΈΠ»Π΅Π½ΠΎΠ²ΡΠΉ ΠΏΠ°ΠΊΠ΅Ρ Π½Π° ΠΊΠ°ΠΆΠ΄ΠΎΠΉ Π½ΠΎΠ³Π΅. ΠΡΠΈ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΡΠ΅ Π±ΠΎΡΠΈΠ½ΠΊΠΈ Π·Π°ΡΠΈΡΠ°ΡΡ Π²Π»Π°Π΄Π΅Π»ΡΡΠ° ΠΎΡ ΠΊΠΎΡΠΈΡΠ½Π΅Π²ΠΎΠ³ΠΎ ΡΡΠΏΠ°, ΠΊΠΎΡΠΎΡΡΠΌ ΡΡΠ°Π»Π° ΠΎΠ±Π»Π°ΡΡΡ. Π‘ΠΎΠ±ΡΡΠΈΡ ΠΊΠ°ΠΊ ΡΡΠΎ ΠΎΠ±ΡΡΡΠ½ΡΡΡ, ΠΏΠΎΡΠ΅ΠΌΡ WOMAD ΠΈΠ½ΠΎΠ³Π΄Π° ΠΏΠ΅ΡΠ΅ΠΈΠΌΠ΅Π½ΠΎΠ²ΡΠ²Π°Π»ΡΡ Π² WOMUD.
ΠΠΈΡΡΠΎ, ΠΎΠ΄Π½Π°ΠΊΠΎ, Π½Π΅ ΠΌΠΎΠΆΠ΅Ρ ΡΠ°ΡΡ ΠΎΠ»ΠΎΠ΄ΠΈΡΡ ΡΠ½ΡΡΠ·ΠΈΠ°Π·ΠΌ Π°ΡΠ΄ΠΈΡΠΎΡΠΈΠΈ. Π‘ΠΌΠΎΡΡΡ Π½Π° ΠΏΠΎΠΊΠ»ΠΎΠ½Π½ΠΈΠΊΠΎΠ² ΠΎΡ ΡΡΠ°Π΄ΠΈΠΈ, Ρ Π²ΠΈΠΆΡ ΡΠΎΠ»ΠΏΡ, ΠΊΠΎΡΠΎΡΠ°Ρ ΠΎΠ±ΡΠ΅Π΄ΠΈΠ½Π΅Π½Π° Π½Π΅ΡΠΌΠΎΡΡΡ Π½Π° ΠΈΡ ΡΠ°Π·Π»ΠΈΡΠΈΡ. ΠΡΠ° Π±Π»ΠΈΠ·ΠΎΡΡΡ ΠΎΡΡΠ°ΠΆΠ΅Π½Π° Π² Π·Π°ΠΊΠ»ΡΡΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΠ°Π±ΠΎΡΠ΅ Π²ΡΡ ΠΎΠ΄Π½ΡΡ , ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½ΡΡ ΠΊΠ°ΠΊ ΠΏΡΠ°Π·Π΄Π½ΠΎΠ²Π°Π½ΠΈΠ΅ Π³Π»Π°Π²Π½ΠΎΠΉ ΠΈΠ΄Π΅ΠΈ ΠΏΠΎΠ·Π°Π΄ΠΈ ΡΠ΅ΡΡΠΈΠ²Π°Π»Ρ. Π₯ΡΠ΄ΠΎΠΆΠ½ΠΈΠΊΠΈ ΡΠΎΠ±ΠΈΡΠ°ΡΡΡΡ Π½Π° ΡΡΠ°Π΄ΠΈΠΈ, ΡΡΠΎΠ±Ρ Π΄Π°ΡΡ ΡΠ°Π±ΠΎΡΡ Π²ΠΎ ΠΌΠ½ΠΎΠΆΠ΅ΡΡΠ²Π΅ ΡΠ·ΡΠΊΠΎΠ². ΠΡ Π½Π΅ ΠΌΠΎΠ³Π»ΠΈ Π±Ρ ΠΏΠΎΠ½ΡΡΡ ΠΊΠ°ΠΆΠ΄ΠΎΠ΅ ΡΠ»ΠΎΠ²ΠΎ, Π½ΠΎ ΡΡΠ²ΡΡΠ²Π° ΡΠ²Π½ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½Ρ. ΠΡΠΎ ΠΏΡΠΎΡΡΠΎ ΠΈΠ΄Π΅Ρ, ΡΡΠΎΠ±Ρ Π΄ΠΎΠΊΠ°Π·Π°ΡΡ, ΡΡΠΎ Ρ ΠΌΡΠ·ΡΠΊΠΈ Π΄Π΅ΠΉΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎ Π΅ΡΡΡ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡ ΡΠ»ΠΎΠΌΠ°ΡΡ ΡΠ·ΡΠΊΠΎΠ²ΡΠ΅ Π±Π°ΡΡΠ΅ΡΡ, 5-G.
ΠΠΎΠ½ΡΠ΅ΡΡ Π·Π°ΠΊΠ°Π½ΡΠΈΠ²Π°Π΅ΡΡΡ, ΠΈ Ρ ΠΏΡΠΈΡΠΎΠ΅Π΄ΠΈΠ½ΡΡΡΡ ΠΊ ΡΠΎΠ»ΠΏΠ΅, ΠΏΠΎΡΠΊΠΎΠ»ΡΠΊΡ ΡΡΠΎ Π΄ΡΠ΅ΠΉΡΡΠ΅Ρ Π΄Π°Π»Π΅ΠΊΠΎ, ΠΎΡΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ ΠΏΠΎΠ·Π°Π΄ΠΈ ΡΡ Π° ΠΏΠΎΡΠ»Π΅Π΄Π½Π΅Π³ΠΎ ΠΏΡΠΈΠΌΠ΅ΡΠ°Π½ΠΈΡ ΠΈΠ³ΡΠ°Π»ΠΎ 6-C. Π‘ΡΠ°Π΄ΠΈΡ ΡΠ½ΠΈΠΆΠ°Π΅ΡΡΡ ΠΈ ΠΏΠ°Π»Π°ΡΠΊΠΈ, ΠΊΠΈΠΎΡΠΊΠΈ ΠΈ ΡΡΠΎΠ»ΠΎΠ²ΡΠ΅ Π΄Π΅ΠΌΠΎΠ½ΡΠΈΡΠΎΠ²Π°Π½Ρ. ΠΠ²ΡΠΎΡΡΠΎΡΠ½ΠΊΠ° ΠΌΠ΅Π΄Π»Π΅Π½Π½ΠΎ ΠΏΠΎΡΠΎΠΆΠ½ΡΡ ΡΠ°ΡΠ° ΠΊΠ°ΠΊ Π±ΠΎΠ»Π΅Π΅ ΡΠΈΡ ΠΈΠΉ Π΄Π΅Π½Ρ ΡΠ°ΡΡΠ²Π΅ΡΡ ΠΏΠΎ ΡΠ΅Π»ΡΡΠΊΠΎΠΉ ΠΌΠ΅ΡΡΠ½ΠΎΡΡΠΈ. ΠΡΡΠ³ΠΎΠΉ ΡΠ΅ΡΡΠΈΠ²Π°Π»Ρ Π·Π°ΠΊΠΎΠ½ΡΠ΅Π½ ΠΈ Π²ΡΠ΅, ΡΡΠΎ ΠΎΡΡΠ°Π΅ΡΡΡ, Π»ΡΠ±ΡΡΠΈΠ΅ Π²ΠΎΡΠΏΠΎΠΌΠΈΠ½Π°Π½ΠΈΡ. ΠΠΎ Π½Π΅ΡΠ³ΠΈΠ±Π°Π΅ΠΌΡΠ΅ ΠΏΠΎΠΊΠ»ΠΎΠ½Π½ΠΈΠΊΠΈ WOMAD ΡΠΆΠ΅ Ρ Π½Π΅ΡΠ΅ΡΠΏΠ΅Π½ΠΈΠ΅ΠΌ ΠΆΠ΄ΡΡ ΡΠΎΠ±ΡΡΠΈΡ ΡΠ»Π΅Π΄ΡΡΡΠ΅Π³ΠΎ Π³ΠΎΠ΄Π°. Π Π΅Π°Π»ΡΠ½Π°Ρ ΡΠ°Π΄ΠΎΡΡΡ Π½Π°Π»ΠΈΡΠΈΡ ΡΡΠ°ΡΡΠ»ΠΈΠ²ΡΡ Π²ΠΎΡΠΏΠΎΠΌΠΈΠ½Π°Π½ΠΈΠΉ ΡΠ²Π»ΡΠ΅ΡΡΡ Π²Π΅ΡΠΎΠΉ, ΡΡΠΎ, ΠΊΠΎΠ³Π΄Π°-ΡΠΎ, Π³Π΄Π΅-Π½ΠΈΠ±ΡΠ΄Ρ, ΠΡ ΠΏΠΎΠ»ΡΡΠΈΡΠ΅ ΡΠ°Π½Ρ ΡΠΎΠ·Π΄Π°ΡΡ Π΅ΡΠ΅ Π±ΠΎΠ»Π΅Π΅ ΡΡΠ°ΡΡΠ»ΠΈΠ²ΡΠ΅.
ΠΡΠΈΠ³ΠΈΠ½Π°Π»:
The Universal Language of Music.
The skies open and the rain pours down, a sure sign that we are enjoying an English summer. The ground beneath our feet is rapidly turning into a field of mud, but it doesn"t matter. I am having the time of my life, dancing and singing along to the music at the local WOMAD festival with thousands of other fans from all over the country.
The World of Music, Arts and Dance, or WOMAD, tries to give us a taste of the musical styles that are enjoyed all over the world, and it has become so successful that WOMAD festivals are now held in several countries. The idea for the festival was the brainchild of Peter Gabriel, 1-A . His dream is to broaden our horizons, getting us away from the music we hear on the radio or TV everyday.
Gabriel says, "The festivals have always been wonderful and unique occasions 2-E. Equally important, they have also helped audiences to understand cultures other than their own through the enjoyment of music. Music is an international language that brings people together.
World music was the motivation for these hugely important three-day carnivals and to this day remains the main attraction but there are now other delights to experience. Over the years, the festival has turned into an event for the whole family. At this particular festival, I find activities designed for children as well as workshops, multi-media exhibits and stalls selling all kinds of hand-crafted goods. The fun is not only experienced by those in front of the stage, 3-F. I am lucky enough to be invited backstage, where there is a feeling of brotherhood and sisterhood among many of the artists, as well as a feeling that they are doing something to improve international understanding. The musicians have come here from all over the world, from Alaska to Zanzibar, so it is not surprising that the festivals have become known as the "Global Village". Nobody is in competition to be the biggest or the best 4-B. Artists share changing rooms and food, laugh, joke and swap stories about life on the road. Although people are in high spirits, the weather is a major problem for this British festival. A common sight is people wearing a plastic bag on each foot. These do-it-yourself boots protect the wearer from the brown soup the field has become. Experiences like this explain why WOMAD has occasionally been renamed WOMUD.
Nothing, however, can dampen the enthusiasm of the audience. Taking a look at the fans from the stage, I see a crowd that is unified despite their differences. This togetherness is reflected in the final performance of the weekend, designed as a celebration of the main idea behind the festival. The artists gather on stage to give a performance in a multitude of languages. We might not understand every word, but the feelings are unmistakably universal. It just goes to prove that music truly has the ability to break down the language barriers, 5-G.
The concert ends and I join the crowd as it drifts away, leaving behind the echo of the last note played 6-C. The stage comes down and the tents, stalls and canteens are taken apart. The car park slowly empties as a quieter day dawns over the countryside. Another festival is over and all that remains are the fond memories. But the die-hard WOMAD fans are already looking forward to next year"s event. The real joy of having happy memories is the belief that, sometime, somewhere, you"ll get the chance to create even happier ones.
Unit 1.4
ΠΠ΅ΡΠ΅Π²ΠΎΠ΄:
ΠΠ»ΠΎΠ±Π°Π»ΡΠ½ΡΠΉ ΡΠ·ΡΠΊ.
ΠΠ° ΠΌΠ½ΠΎΠ³ΠΈΡ ΡΠ·ΡΠΊΠ°Ρ Π³ΠΎΠ²ΠΎΡΡΡ Π²ΠΎ Π²ΡΠ΅ΠΌ ΠΌΠΈΡΠ΅, Π²ΡΠ΅ ΠΆΠ΅ ΡΠΎΠ³Π»Π°ΡΠ½ΠΎ ΠΌΠΈΡΡ ΠΠ°ΡΠ½ΠΈ Π‘ΡΠΎΠ»ΠΏΠΎΡΠ²ΠΎΡΠ΅Π½ΠΈΡ Π±ΡΠ»ΠΎ Π²ΡΠ΅ΠΌΡ Π² ΠΏΡΠΎΡΠ»ΠΎΠΌ, ΠΊΠΎΠ³Π΄Π° Π²ΡΠ΅ Π»ΡΠ΄ΠΈ Π³ΠΎΠ²ΠΎΡΠΈΠ»ΠΈ Π½Π° 1) ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΠΎΠΌ ΡΠ·ΡΠΊΠ΅. Π₯ΠΎΡΡ ΡΡΠΎ Π½Π΅ ΠΊΠ°ΠΆΠ΅ΡΡΡ ΠΎΡΠ΅Π½Ρ 2) ΠΏΡΠ°Π²Π΄ΠΎΠΏΠΎΠ΄ΠΎΠ±Π½ΠΎΠΉ ΠΈΡΡΠΎΡΠΈΠ΅ΠΉ, Π΅ΡΠ»ΠΈ ΠΡ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΠ΅, Π½Π° ΡΠΊΠΎΠ»ΡΠΊΠΎ ΡΠ·ΡΠΊΠΎΠ² Π³ΠΎΠ²ΠΎΡΡΡ Π² ΠΌΠΈΡΠ΅ ΡΠ΅Π³ΠΎΠ΄Π½Ρ, ΡΡΠΎ Π²Π΅ΡΠ½ΠΎ, ΡΠΎ, ΠΊΠΎΡΠΎΡΡΠ΅ Π½Π° Π²ΡΠ΅ΠΌ ΠΏΡΠΎΡΡΠΆΠ΅Π½ΠΈΠΈ Π»ΡΠ΄Π΅ΠΉ ΠΈΡΡΠΎΡΠΈΠΈ Π²ΡΠ΅Π³Π΄Π° ΠΈΡΠΊΠ°Π»ΠΈ ΠΈΠ΄Π΅Π°Π»ΡΠ½ΡΠΉ ΡΠ·ΡΠΊ 3) ΡΠ²ΡΠ·ΠΈ ΠΌΠ΅ΠΆΠ΄Ρ ΡΠ°Π·Π»ΠΈΡΠ½ΡΠΌ 4) Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΡΡΠΈ. ΠΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈ, ΡΠ·ΡΠΊΠΈ ΠΏΠΎΠ²ΡΡΠΈΠ»ΠΈΡΡ ΠΈ ΡΠΏΠ°Π»ΠΈ Π² ΠΏΠΎΠΏΡΠ»ΡΡΠ½ΠΎΡΡΠΈ. Π Π»Π°ΡΠΈΠ½ΡΠΊΠΈΠΉ ΠΈ Π³ΡΠ΅ΡΠ΅ΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ Π±ΡΠ»ΠΈ ΠΎΠ΄Π½Π°ΠΆΠ΄Ρ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ 5) Π²Π»ΠΈΡΡΠ΅Π»ΡΠ½ΡΠ΅ ΡΠ·ΡΠΊΠΈ Π² ΠΌΠΈΡΠ΅. Π Π½Π°ΡΡΠΎΡΡΠ΅Π΅ Π²ΡΠ΅ΠΌΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠ°ΠΌΡΠΌ Π±Π»ΠΈΠ·ΠΊΠΈΠΌ, ΠΌΡ ΠΈΠΌΠ΅Π΅ΠΌ Π½Π° ΠΎΠ±ΡΠΈΠΉ ΡΠ·ΡΠΊ, Π½ΠΎ 6) Π²Π΅ΡΠΎΡΡΠ½ΠΎΡΡΡ - ΡΠΎ, ΡΡΠΎ ΡΡΠΎ ΠΈΠ·ΠΌΠ΅Π½ΠΈΡΡΡ Π² Π±ΡΠ΄ΡΡΠ΅ΠΌ. ΠΡΡΡ Π½Π΅ΠΌΠ½ΠΎΠ³ΠΎ, ΠΊΠΎΡΠΎΡΡΠ΅ ΡΡΠ²Π΅ΡΠΆΠ΄Π°ΡΡ, ΡΡΠΎ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ ΡΡΠ°Π½Π΅Ρ Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΡΠΌ ΡΠ·ΡΠΊΠΎΠΌ ΠΎΠ΄Π½Π°ΠΆΠ΄Ρ.
ΠΡΠΈΠ³ΠΈΠ½Π°Π»:
A Global Language.
Many languages are spoken throughout the world, yet according to the myth of the Tower of Babel there was a time in the past when all people spoke a 1) universal language. Although this doesn"t seem a very 2) believable story if you consider how many languages are spoken in the world today, what is true is that all through history people have always searched for the ideal language of 3) communication between different 4) nationalities. Historically, languages have risen and fallen in popularity. Both Latin and Greek were once the world"s most 5) influential languages. At the moment, English is the nearest we have to a common language but the 6) likelihood is that this will change in the future. There are some that claim that Chinese will become a global language one day.
Unit 1.5
ΠΠ΅ΡΠ΅Π²ΠΎΠ΄:
ΠΠΎΠ»ΡΡΠ΅, ΡΠ΅ΠΌ ΡΠ»ΠΎΠ²Π°: ΠΏΠ°Π½ΡΠΎΠΌΠΈΠΌΠ°, ΠΌΡΠ·ΡΠΊΠ° ΠΈ ΡΠ°Π½Π΅Ρ.
1-E) Π ΠΌΠΈΡΠ΅ ΠΏΠ°Π½ΡΠΎΠΌΠΈΠΌΡ, Π‘Π»Π°Π²Π° ΠΠΎΠ»ΡΠ½ΠΈΠ½ - ΠΆΠΈΠ²ΡΡΠ°Ρ Π»Π΅Π³Π΅Π½Π΄Π°. ΠΠ½ - ΠΎΠ΄ΠΈΠ½ ΠΈΠ· ΡΠ°ΠΌΡΡ ΠΈΠ·Π²Π΅ΡΡΠ½ΡΡ Ρ ΡΠ΄ΠΎΠΆΠ½ΠΈΠΊΠΎΠ² ΠΏΠ°Π½ΡΠΎΠΌΠΈΠΌΡ Π½Π° ΠΌΠΈΡΠΎΠ²ΠΎΠΉ Π°ΡΠ΅Π½Π΅ ΠΈ Π΅Π³ΠΎ ΡΡΠ΅Π½ΠΈΡΠ΅ΡΠΊΠΎΠΌ ΠΎΠ±ΡΠ°Π·Π΅, Asisyai, Ρ Π΅Π³ΠΎ ΠΆΠ΅Π»ΡΡΠΌ ΠΊΠΎΡΡΡΠΌΠΎΠΌ ΠΊΠΎΡΠ»Π° ΠΈ ΠΏΡΡΠΈΡΡΡΠΌΠΈ ΠΊΡΠ°ΡΠ½ΡΠΌΠΈ ΡΠ»Π΅ΠΏΠ°Π½ΡΠ°ΠΌΠΈ, Π½Π΅ΠΌΠ΅Π΄Π»Π΅Π½Π½ΠΎ ΠΎΠΏΠΎΠ·Π½Π°Π²Π°Π΅ΠΌ. Snowshow Π‘Π»Π°Π²Ρ, ΠΊΠΎΡΠΎΡΡΠΉ Π²ΡΠ΅ Π΅ΡΠ΅ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ Π²ΠΎ Π²ΡΠ΅ΠΌ ΠΌΠΈΡΠ΅, ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠΌ ΡΠ΅Π΄Π΅Π²ΡΠΎΠΌ, ΠΎΡΠ°ΡΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΌΠΈ Π·ΡΠΈΡΠ΅Π»ΡΠΌΠΈ Ρ Π΅Π³ΠΎ ΡΠΌΠ΅ΡΡΡ Π²Π΅ΡΠ΅Π»ΠΎΠΉ ΠΊΠΎΠΌΠ΅Π΄ΠΈΠΈ ΠΈ ΡΠΈΠ»ΡΠ½ΠΎΠΉ ΡΠΌΠΎΡΠΈΠΈ. ΠΡΠ° ΡΡΠ΅Π·Π²ΡΡΠ°ΠΉΠ½ΠΎ ΠΎΠ±ΡΠ°Π·Π½Π°Ρ ΡΠ°Π±ΠΎΡΠ° ΠΊΠΎΠ½ΡΡ ΠΊΠ°ΠΊ Π²Π½ΡΡΡΠ΅Π½Π½ΡΡ ΡΠ½Π΅ΠΆΠ½Π°Ρ Π±ΡΡΡ Π½Π΅ΡΠ΅ΡΡΡ ΡΠ΅ΡΠ΅Π· Π°ΡΠ΄ΠΈΡΠΎΡΠΈΡ, ΠΎΠΏΡΡΡΠΊΠΈΠ²Π°ΡΡΡΡ ΠΏΠΎΡΠ°ΠΆΠ΅Π½Π½ΡΡ Π°ΡΠ΄ΠΈΡΠΎΡΠΈΡ ΡΠ½Π΅ΠΆΠΈΠ½ΠΊΠ°ΠΌΠΈ.
2-C) Π±Π°Π»Π΅Ρ ΠΠ±ΡΡΠ΄ ΠΠ΅ΡΠ½Ρ ΠΊΠΎΠΌΠΏΠΎΠ·ΠΈΡΠΎΡΠΎΠΌ ΠΠ³ΠΎΡΠ΅ΠΌ Π‘ΡΡΠ°Π²ΠΈΠ½ΡΠΊΠΈΠΌ ΠΈ Π±Π°Π»Π΅ΡΠΌΠ΅ΠΉΡΡΠ΅ΡΠΎΠΌ ΠΠ°ΡΠ»Π°Π²ΠΎΠΌ ΠΠΈΠΉΠΈΠ½ΡΠΊΠΈΠΌ, ΠΊΠΎΡΠΎΡΡΠΉ Π±ΡΠ» ΡΠ½Π°ΡΠ°Π»Π° Π²ΡΠΏΠΎΠ»Π½Π΅Π½ Π² 1913, ΡΠ΅ΠΊΠΎΠ½ΡΡΡΡΠΈΡΠΎΠ²Π°Π» ΠΈ Π±Π°Π»Π΅Ρ ΠΈ ΠΎΡΠΊΠ΅ΡΡΡΠΎΠ²ΡΡ ΠΌΡΠ·ΡΠΊΡ. ΠΡΠΎΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠΉ ΠΏΠΎΠ΄Ρ ΠΎΠ΄ ΠΊ Π±Π°Π»Π΅ΡΡ ΠΏΠΎΡΠ²Π°Π» Ρ Π°ΡΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΡΠ°Π΄ΠΈΡΠΈΠ΅ΠΉ ΠΈ ΠΏΠΎΡΡΠΈ ΡΠ°Π·ΡΡΡΠΈΠ» Π΄ΠΎΠΌ ΠΏΡΠ΅ΠΌΡΠ΅ΡΠΎΠΉ - Π±ΡΠΊΠ²Π°Π»ΡΠ½ΠΎ. Π¨ΠΈΠΊΠ°Π½ΡΠ΅ Π°ΡΠ΄ΠΈΡΠΎΡΠΈΠΈ ΡΠΊΠΎΡΠΎ ΡΠ°Π·Π²ΠΈΠ»ΠΎΡΡ Π² Π±ΡΠ½Ρ, ΠΊΠΎΡΠΎΡΡΠΉ ΡΠΎΠ»ΡΠΊΠΎ ΡΡΠΏΠΎΠΊΠ°ΠΈΠ²Π°Π»ΡΡ ΠΏΠΎΡΠ»Π΅ ΡΠΎΠ³ΠΎ, ΠΊΠ°ΠΊ ΠΏΠΎΠ»ΠΈΡΠΈΡ ΠΏΡΠΈΠ±ΡΠ»Π° Π²ΠΎ Π²ΡΠ΅ΠΌΡ ΠΏΠ΅ΡΠ΅ΡΡΠ²Π°. ΠΠ»Π°ΡΡΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΌΡΠ·ΡΠΊΠ° Π½Π΅ ΡΠ°ΡΡΠΎ Π²ΡΠ·ΡΠ²Π°Π΅Ρ ΡΠ°ΠΊΠΎΠ΅ ΠΏΡΠΎΡΠΈΠ²ΠΎΡΠ΅ΡΠΈΠ΅, Π½ΠΎ ΠΠ±ΡΡΠ΄ ΠΠ΅ΡΠ½Ρ ΡΠ΅ΠΏΠ΅ΡΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΠΎ ΠΏΡΠΈΠ·Π½Π°Π½ ΠΊΠ°ΠΊ ΠΈΡΡΠΈΠ½Π½ΠΎΠ΅ ΠΏΡΠΎΠΈΠ·Π²Π΅Π΄Π΅Π½ΠΈΠ΅ ΠΈΡΠΊΡΡΡΡΠ²Π°.
3-G) ΠΠΎΡΠ»Π΅ ΡΠΎΠ³ΠΎ, ΡΡΠΎΠ±Ρ ΠΏΡΠΈΡ ΠΎΠ΄ΠΈΡΡ Π²ΡΠΎΡΠΎΠ³ΠΎ Π² Π‘ΠΎΡΠ΅Π²Π½ΠΎΠ²Π°Π½ΠΈΠΈ ΠΠ΅ΡΠ½ΠΈ ΠΠ²ΡΠΎΠ²ΠΈΠ΄Π΅Π½ΠΈΡ 2006 Π³ΠΎΠ΄Π° Ρ Π΅Π³ΠΎ ΠΏΠ΅ΡΠ½Π΅ΠΉ ΠΠΈΠΊΠΎΠ³Π΄Π° ΠΠ΅ ΠΠΎΠ·Π²ΠΎΠ»ΡΡΡ ΠΠ°ΠΌ ΠΠ΄ΡΠΈ, ΠΠΈΠΌΠ΅ ΠΠΈΠ»Π°Π½Ρ Π³Π°ΡΠ°Π½ΡΠΈΡΠΎΠ²Π°Π»ΠΈ ΡΡΠΏΠ΅ΡΠ½ΡΡ ΠΊΠ°ΡΡΠ΅ΡΡ. Π§ΡΠΎ Π½Π΅ΠΌΠ½ΠΎΠ³ΠΎ Π»ΡΠ΄Π΅ΠΉ, ΠΎΠΆΠΈΠ΄Π°Π΅ΠΌΡΡ , Ρ ΠΎΡΡ, Π±ΡΠ»ΠΎ ΡΠΎ, ΡΡΠΎ ΠΎΠ½ ΠΏΠΎΠΏΡΠΎΠ±ΡΠ΅Ρ Π΅ΡΠ΅ ΡΠ°Π· Π² 2008 ΠΈ, Π½Π° ΡΠ΅ΠΉ ΡΠ°Π·, Π²ΠΎΠ·ΡΠΌΠ΅Ρ ΠΏΠ΅ΡΠ²ΠΎΠ΅ ΠΌΠ΅ΡΡΠΎ Ρ, ΠΠ΅ΡΡΡ. Π’Π΅ΠΏΠ΅ΡΡ Ρ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠΉ ΠΊΠ°ΡΡΠ΅ΡΠΎΠΉ, Ρ ΠΊΠΎΡΠΎΡΠΎΠΉ Π΅ΡΡΡ ΠΎΠ½ ΡΠΎΠ²Π΅ΡΡΠ°ΡΡΠΈΠΉ ΠΏΠΎΠ΅Π·Π΄ΠΊΡ Π²ΠΎ Π²ΡΠ΅ΠΌ ΠΌΠΈΡΠ΅ ΠΈ Π΄Π΅Π»Π°ΡΡΠΈΠΉ Π·Π°ΠΏΠΈΡΡ Ρ Π½Π΅ΠΊΠΎΡΠΎΡΡΠΌΠΈ ΡΠ°ΠΌΡΠΌΠΈ ΠΈΠ·Π²Π΅ΡΡΠ½ΡΠΌΠΈ ΠΈΠΌΠ΅Π½Π°ΠΌΠΈ ΠΏΠΎΠΏ-ΠΌΡΠ·ΡΠΊΠΈ, ΠΠΈΠΌΠ° - Π»ΠΈΡΠΎ ΡΡΡΡΠΊΠΎΠΉ ΠΏΠΎΠΏΡΠ»ΡΡΠ½ΠΎΡΡΠΈ, ΠΊΠΎΡΠΎΡΠ°Ρ ΠΏΡΠΈΠ½Π΅ΡΠ»Π° Π‘ΠΎΡΠ΅Π²Π½ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΠ΅ΡΠ½ΠΈ ΠΠ²ΡΠΎΠ²ΠΈΠ΄Π΅Π½ΠΈΡ Π² ΠΠΎΡΠΊΠ²Ρ Π² 2009.
4-A), ΠΠ°ΠΉΡ ΠΠ»ΠΈΠ·Π΅ΡΡΠΊΠ°Ρ ΠΏΡΠΈΠ²Π΅ΡΡΡΠ²ΠΎΠ²Π°Π»Π°ΡΡ ΠΊΠ°ΠΊ ΠΎΠ΄Π½Π° ΠΈΠ· ΡΡΠΏΠ΅ΡΠ·Π²Π΅Π·Π΄ Π±Π°Π»Π΅ΡΠ° Π΄Π²Π°Π΄ΡΠ°ΡΠΎΠ³ΠΎ Π²Π΅ΠΊΠ°. ΠΠ±ΡΡΠ°Ρ Ρ ΡΠ°Π½Π½Π΅Π³ΠΎ Π²ΠΎΠ·ΡΠ°ΡΡΠ°, ΠΎΠ½Π° ΡΠ½Π°ΡΠ°Π»Π° Π²ΡΡΡΡΠΏΠΈΠ»Π° Ρ ΠΠ°Π»Π΅ΡΠΎΠΌ Bolshoi Π² Π²ΠΎΠ·ΡΠ°ΡΡΠ΅ 11 Π»Π΅Ρ ΠΈ ΠΎΡΡΠ°Π»Π°ΡΡ Ρ Π½ΠΈΠΌΠΈ Π΄ΠΎ 1990. ΠΠ½Π°ΠΌΠ΅Π½ΠΈΡΡΠΉ Π·Π° Π΅Π΅ ΡΡΠΆΠΈΠ΅ Π²ΠΎΠ»ΠΎΡΡ, ΠΈΠ·ΡΡΠ½ΡΠ΅ Π΄Π²ΠΈΠΆΠ΅Π½ΠΈΡ ΠΈ ΡΠ»Π΅ΠΊΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π΄Π΅ΠΉΡΡΠ²ΠΈΡ, ΠΎΠ½Π° ΠΏΡΠΎΠΈΠ·Π²Π΅Π»Π° Π½Π° ΠΌΠΈΡ Π²ΠΏΠ΅ΡΠ°ΡΠ»Π΅Π½ΠΈΠ΅, ΠΊΠΎΠ³Π΄Π° ΠΎΠ½Π° Π²Π·ΡΠ»Π° ΠΊ ΡΡΠ°Π΄ΠΈΠΈ Π² ΡΠ°ΠΊΠΈΡ Π±Π°Π»Π΅ΡΠ°Ρ ΠΊΠ°ΠΊ Π‘Π²Π°Π½ ΠΡΠΊ ΠΈ Π‘ΠΏΡΡΠ°Ρ ΠΊΡΠ°ΡΠ°Π²ΠΈΡΠ°. ΠΠ½Π° ΠΏΠΎΠ»ΡΡΠΈΠ»Π° ΠΌΠ½ΠΎΠ³ΠΎ Π½Π°Π³ΡΠ°Π΄ ΠΈ Π΄ΠΎΠΌΠ° ΠΈ Π·Π° Π³ΡΠ°Π½ΠΈΡΠ΅ΠΉ. ΠΠ°ΠΉΡ ΠΠ»ΠΈΠ·Π΅ΡΡΠΊΠ°Ρ - ΠΎΠΊΠΎΠ½ΡΠ°ΡΠ΅Π»ΡΠ½ΡΠΉ ΠΎΠ±ΡΠ°Π·Π΅Ρ Π΄Π»Ρ ΠΏΠΎΠ΄ΡΠ°ΠΆΠ°Π½ΠΈΡ Π΄Π»Ρ Π²ΡΠ΅Ρ ΡΠ°Π½ΡΠΎΡΠΎΠ², ΠΊΠΎΡΠΎΡΡΠ΅ ΡΠ»Π΅Π΄ΠΎΠ²Π°Π»ΠΈ Π² Π΅Π΅ ΡΠ°Π³Π°Ρ .
5-B) ΠΠ»Π΅Π³ ΠΠΎΠΏΠΎΠ², ΠΠ»ΠΎΡΠ½ Π‘Π²Π΅ΡΠ°, ΠΎΠ±ΡΡΠ°Π»ΡΡ Π² ΡΠΊΠΎΠ»Π΅ ΡΠΈΡΠΊΠ° Π² ΠΠΎΡΠΊΠ²Π΅ ΠΈ ΡΠΊΠΎΡΠΎ ΡΡΠ°Π» ΠΎΠ΄Π½ΠΈΠΌ ΠΈΠ· ΡΠ°ΠΌΡΡ ΠΏΠΎΠΏΡΠ»ΡΡΠ½ΡΡ ΠΊΠ»ΠΎΡΠ½ΠΎΠ² Π² Π ΠΎΡΡΠΈΠΈ. Π ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ Π΅Π³ΠΎ ΠΊΠ°ΡΡΠ΅ΡΡ ΠΎΠ½ ΠΏΠΎΠ»ΡΡΠΈΠ» ΠΌΠ½ΠΎΠ³ΠΎ ΠΏΡΠ΅ΠΌΠΈΠΉ. Π 1969 Π΅Π³ΠΎ ΡΡΠΈΠ»ΠΈ ΠΊΠ°ΠΊ ΠΠ°ΡΠΎΠ΄Π½ΡΠΉ Π₯ΡΠ΄ΠΎΠΆΠ½ΠΈΠΊ, ΠΈ Π² 1981 ΠΎΠ½ ΠΏΡΠΈΠ½ΡΠ» ΠΏΡΠ΅ΡΡΠΈΠΆΠ½ΠΎΠ³ΠΎ ΠΠΎΠ»ΠΎΡΠΎΠ³ΠΎ ΠΠ»ΠΎΡΠ½Π° ΠΏΡΠ΅ΠΌΠΈΠΈ ΠΠΎΠ½ΡΠ΅-ΠΠ°ΡΠ»ΠΎ. ΠΠ΅ΡΠΌΠΎΡΡΡ Π½Π° ΡΠΎ, ΡΡΠΎΠ±Ρ Π±ΡΡΡ Π² Π΅Π³ΠΎ ΡΠ΅ΠΌΠΈΠ΄Π΅ΡΡΡΡΡ , ΠΠ»Π΅Π³ Π²ΡΠ΅ Π΅ΡΠ΅ Π²ΡΡΡΡΠΏΠ°Π΅Ρ ΠΈ Π΄ΠΎΠΌΠ° ΠΈ Π½Π° ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠΌ ΡΡΠΎΠ²Π½Π΅. ΠΠ½ Π³ΠΎΠ²ΠΎΡΠΈΡ, ΡΡΠΎ Π΅Π³ΠΎ ΡΠ΅Π»Ρ ΠΊ: "ΡΠΎΠ·Π΄Π°ΠΉΡΠ΅ ΡΠ°Π΄ΠΎΡΡΡ, Π½Π΅ ΡΠΌΠ΅Ρ ΡΠ°Π΄ΠΈ ΡΠ°ΠΌΠΎΠ³ΠΎ ΡΠ΅Π±Ρ".
6-ΠΎΠΉ) Π§Π΅Π»ΡΠ±ΠΈΠ½ΡΠΊΠΈΠΉ Π‘ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠΉ Π’Π°Π½ΡΠ΅Π²Π°Π»ΡΠ½ΡΠΉ ΡΠ΅Π°ΡΡ ΠΏΠΎΡΡΡΠΎΠΈΠ» ΡΠ΅ΠΏΡΡΠ°ΡΠΈΡ Π½Π° ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΡΡ Π΄Π΅ΠΉΡΡΠ²ΠΈΡΡ , ΠΊΠΎΡΠΎΡΡΠ΅ ΠΎΠ±ΡΠ΅Π΄ΠΈΠ½ΡΡΡ ΡΠ°Π½Π΅Ρ Ρ ΡΠ»Π΅ΠΌΠ΅Π½ΡΠ°ΠΌΠΈ ΡΠ΅Π°ΡΡΠ°. ΠΠ»ΡΠ³Π° ΠΠΎΠ½Π°, Π±Π°Π»Π΅ΡΠΌΠ΅ΠΉΡΡΠ΅Ρ Π³ΡΡΠΏΠΏΡ, ΡΠΎΠ»ΡΠΊΠΎ Π·Π°ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠΎΠ²Π°Π»Π°ΡΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠΌ ΡΠ°Π½ΡΠ΅ΠΌ, ΠΊΠΎΠ³Π΄Π° ΠΎΠ½Π° Π±ΡΠ»Π° Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅. ΠΠ΅ ΠΏΠΎΡΠ»Π΅Π΄Π½Π΅Π΅ Π½Π°ΡΠ°Π»ΠΎ Π½Π΅ ΠΌΠ΅ΡΠ°Π»ΠΎ Π΅ΠΉ ΡΡΠ°ΡΡ Π³Π»Π°Π²Π½ΡΠΌ ΠΈΠΌΠ΅Π½Π΅ΠΌ Π² ΡΡΠΎΠΌ ΠΆΠ°Π½ΡΠ΅ Π²ΡΠ΅ ΠΆΠ΅. ΠΠ½Π° ΠΏΠΎΠ»Π°Π³Π°Π΅Ρ, ΡΡΠΎ Π΅ΡΡΡ ΠΌΠ½ΠΎΠ³ΠΎ ΡΠΈΠΏΠΎΠ² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΠ°Π½ΡΠ°, ΠΈ ΡΡΠΎ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ Π΅ΠΉ Π΄Π΅Π»Π°ΡΡ ΡΠ²ΠΎΠΈ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΡΠ΅ ΠΏΡΠ°Π²ΠΈΠ»Π° Π΄Π»Ρ ΡΠ°Π±ΠΎΡΡ, ΠΊΠΎΡΠΎΡΡΡ ΠΎΠ½Π° Π²ΡΠΏΠΎΠ»Π½ΡΠ΅Ρ. ΠΠ½Π° ΠΎΠ±ΡΠ΅Π΄ΠΈΠ½ΡΠ΅Ρ Π½Π°ΡΠΎΠ΄Π½ΡΠΉ ΡΠ°Π½Π΅Ρ, ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ΅ Π΄Π²ΠΈΠΆΠ΅Π½ΠΈΠ΅, Π·Π²ΡΠΊ ΠΈ ΡΠΈΡΠΈΠ½Ρ, ΡΡΠΎΠ±Ρ ΠΏΠΎΠ΄Π΄Π΅Π»Π°ΡΡ Π½Π΅Π·Π°Π±ΡΠ²Π°Π΅ΠΌΡΠ΅ Π΄Π΅ΠΉΡΡΠ²ΠΈΡ.
7-F) ΠΡΡΠΈΡΠ»Π°Π² "Π‘Π»Π°Π²Π°" Π ΠΎΡΡΡΠΎΠΏΠΎΠ²ΠΈΡ Π±ΡΠ» Π²ΠΈΠΎΠ»ΠΎΠ½ΡΠ΅Π»ΠΈΡΡΠΎΠΌ ΠΈ ΠΊΠΎΠΌΠΏΠΎΠ·ΠΈΡΠΎΡΠΎΠΌ, ΠΊΠΎΡΠΎΡΡΠΉ Π²Π΄ΠΎΡ Π½ΠΎΠ²ΠΈΠ» Π²ΡΠ΅ ΠΏΠΎΠΊΠΎΠ»Π΅Π½ΠΈΡ ΠΌΡΠ·ΡΠΊΠ°Π½ΡΠΎΠ². ΠΡΠΎΠΈΡΡ ΠΎΠ΄Ρ ΠΈΠ· ΡΠ΅ΠΌΡΠΈ ΠΌΡΠ·ΡΠΊΠ°Π½ΡΠΎΠ², ΠΎΠ½ ΡΠΊΠΎΡΠΎ ΠΏΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π» ΡΠ²ΠΎΠΉ Π΅ΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠΉ ΡΠ°Π»Π°Π½Ρ Ρ Π²ΠΈΠΎΠ»ΠΎΠ½ΡΠ΅Π»ΡΡ. ΠΠ³ΠΎ Π·Π°ΠΌΠ΅ΡΠ°ΡΠ΅Π»ΡΠ½ΠΎΠ΅ ΡΠΌΠ΅Π½ΠΈΠ΅ Π±ΡΠ»ΠΎ ΡΠΎΠ»ΡΠΊΠΎ ΠΏΠΎΠ΄ΠΎΠ±ΡΠ°Π½ΠΎ Π΅Π³ΠΎ ΠΏΠΎΠ΄Π»ΠΈΠ½Π½ΡΠΌ ΡΠΎΡΡΡΠ°Π΄Π°Π½ΠΈΠ΅ΠΌ ΠΊ Π΄ΡΡΠ³ΠΈΠΌ. Π€ΠΎΠ½Π΄ Rostropovich-Vishnevskaya Π±ΡΠ» ΡΠΎΠ·Π΄Π°Π½, ΡΡΠΎΠ±Ρ ΡΠ»ΡΡΡΠΈΡΡ Π·Π΄ΠΎΡΠΎΠ²ΡΠ΅ Π΄Π΅ΡΠ΅ΠΉ, ΠΈ ΠΏΠΎ ΡΠ΅ΠΉ Π΄Π΅Π½Ρ ΡΡΠΎ ΠΏΠΎΠΌΠΎΠ³Π»ΠΎ Π±ΠΎΠ»Π΅Π΅ ΡΠ΅ΠΌ Π΄Π΅Π²ΡΡΠΈ ΠΌΠΈΠ»Π»ΠΈΠΎΠ½Π°ΠΌ ΡΠ΅ΡΠ΅Π· ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ ΠΈΠΌΠΌΡΠ½ΠΈΠ·Π°ΡΠΈΠΈ. Π ΠΎΡΡΡΠΎΠΏΠΎΠ²ΠΈΡ ΡΠΌΠ΅Ρ Π² 2007, Π½ΠΎ Π΅Π³ΠΎ ΠΆΠΈΠ·Π½ΠΈ Π½Π°ΡΠ»Π΅Π΄ΡΡΠ²Π° Π½Π°.
ΠΡΠΈΠ³ΠΈΠ½Π°Π»:
More than words: mime, music and dance.
1-E) In the world of mime, Slava Polunin is a living legend. He is one of the most famous mime artists on the world stage and his stage persona, Asisyai, with his yellow boiler suit and fluffy red slippers, is instantly recognisable. Slava"s Snowshow, which is still performed worldwide, is a modern masterpiece, captivating audiences with its mixture of hilarious comedy and powerful emotion. This hugely imaginative performance ends as an indoor blizzard sweeps across the auditorium sprinkling an amazed audience with snowflakes.
2-C) The ballet The Rite of Spring by composer Igor Stravinsky and choreographer Vaslav Nijinsky, which was first performed in 1913, revolutionised both ballet and orchestral music.This modern approach to ballet broke with artistic tradition and almost brought the house down on the first night - literally. The boos of the audience soon developed into a riot that only calmed down after the police arrived during the intermission. Classical music doesn"t often cause such controversy, but The Rite of Spring is now universally acknowledged as a true work of art.
3-G) After coming second in the 2006 Eurovision Song Contest with his song Never Let You Go, Dima Bilan was guaranteed a successful career. What few people expected though, was that he would try again in 2008 and, this time, take first place with Believe. Now with an international career that has him touring worldwide and recording with some of pop music"s most famous names, Dima is the face of Russian pop that brought the Eurovision Song Contest to Moscow in 2009.
4-A) Maya Plisetskaya has been acclaimed as one of the superstars of twentieth century ballet. Having trained from an early age, she first performed with the Bolshoi Ballet at the age of 11 and stayed with them until 1990. Famed for her red hair, graceful movements and electric performances, she impressed the world when she took to the stage in such ballets as Swan Luke and Sleeping Beauty. She has received many honours both at home and abroad. Maya Plisetskaya is the ultimate role-model for all the dancers who have followed in her footsteps.
5-B) Oleg Popov, the Sunshine Clown, trained at the circus school in Moscow and soon became one of the most popular clowns in Russia. Over the course of his career he has received many awards. In 1969, he was honoured as the People"s Artist and in 1981 he received the prestigious Golden Clown of Monte Carlo award. Despite being in his seventies, Oleg still performs both at home and internationally. He says that his goal is to: "create joy, not laughter for its own sake".
6-H) Chelyabinsk Contemporary Dance Theatre has built a reputation on innovative performances that combine dance with elements of theatre. Olga Pona, the group"s choreographer, only became interested in modern dance when she was at university. Her late start hasn"t stopped her from becoming a major name in this genre though. She believes that there are many types of contemporary dance and that allows her to make her own rules for the work she performs. She combines folkdance, modern movement, sound and silence to forge unforgettable performances.
7-F) Mstislav "Slava" Rostropovich was a cellist and composer who inspired entire generations of musicians. Coming from a family of musicians, he soon demonstrated his natural talent with the cello. His remarkable skill was only matched by his genuine compassion for others. The Rostropovich-Vishnevskaya Foundation was set up to improve the health of children and to this day it has helped over nine million through immunisation programmes. Rostropovich died in 2007, but his legacy lives on.
Unit 1.6
ΠΠ΅ΡΠ΅Π²ΠΎΠ΄:
Π Π°Π΄ Π·Π½Π°ΠΊΠΎΠΌΡΡΠ²Ρ.
ΠΡ ΡΡΠΈΡΠ°Π΅ΡΠ΅ ΡΡΡΠ΄Π½ΡΠΌ ΠΏΠΎΡΡΡΠΎΠΈΡΡ Π΄ΡΡΠΆΠ±Ρ? ΠΡ Π·Π°ΡΡΠ΅Π½ΡΠΈΠ²Ρ, ΠΊΠΎΠ³Π΄Π° ΠΡ Π²ΡΡΡΠ΅ΡΠ°Π΅ΡΠ΅ ΠΊΠΎΠ³ΠΎ-ΡΠΎ Π²ΠΏΠ΅ΡΠ²ΡΠ΅? ΠΡΠ»ΠΈ ΡΠ°ΠΊ, Π·Π°ΡΠ΅ΠΌ Π½Π΅ Π²ΠΎΠ»Π½ΡΠΉΡΠ΅ΡΡ. ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°ΡΡ, ΡΡΠΎ ΠΎΡΠ΅Π½Ρ Π½Π΅ΠΌΠ½ΠΎΠ³ΠΎ Π»ΡΠ΄Π΅ΠΉ Π΅ΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎ ΠΎΠ΄Π°ΡΠ΅Π½Π½ΡΠ΅ ΠΊΠΎΠ³Π΄Π° Π΄Π΅Π»ΠΎ Π΄ΠΎΡ
ΠΎΠ΄ΠΈΡ Π΄ΠΎ ΡΠΎΠ³ΠΎ, ΡΡΠΎΠ±Ρ ΠΏΠΎΠ΄ΡΡΠΆΠΈΡΡΡΡ. Π’Π°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ Π΄Π»Ρ ΡΠ΅Ρ
ΠΈΠ· Π½Π°Ρ, Ρ ΠΊΠΎΠ³ΠΎ Π΅ΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°, Π²ΠΎΡ ΡΠ²Π»ΡΠ΅ΡΡΡ Π±ΡΡΡΡΠΎΠ΅ ΠΈ ΠΏΡΠΎΡΡΠΎΠ΅ 1) ΡΠ΅Π·ΡΠΌΠ΅ ΡΠΎΠ³ΠΎ, ΡΡΠΎ Π΄ΠΎΠ»ΠΆΠ½Ρ ΡΠΊΠ°Π·Π°ΡΡ ΡΠΊΡΠΏΠ΅ΡΡΡ.
ΠΡΠ΅ΠΆΠ΄Π΅ Π²ΡΠ΅Π³ΠΎ, Π½Π΅ Π·Π°Π±ΡΠ²Π°ΠΉΡΠ΅ ΡΠ»ΡΠ±Π½ΡΡΡΡΡ. Π£Π»ΡΠ±ΠΊΠ° Π·Π°ΡΡΠ°Π²Π»ΡΠ΅Ρ Π²ΡΠ΅Ρ
ΠΊΠ°Π·Π°ΡΡΡΡ Π±ΠΎΠ»Π΅Π΅ 2) ΠΏΡΠΈΠ²Π»Π΅ΠΊΠ°ΡΠ΅Π»ΡΠ½ΡΠΌΠΈ. ΠΡΠΎ ΡΠ°ΠΊΠΆΠ΅ ΠΏΠΎΠΌΠΎΠ³Π°Π΅Ρ Π΄ΡΡΠ³ΠΎΠΌΡ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΡ ΡΠ°ΡΡΠ»Π°Π±ΠΈΡΡΡΡ. ΠΠ΅ΡΠ²ΡΠ΅ Π²ΠΏΠ΅ΡΠ°ΡΠ»Π΅Π½ΠΈΡ Π²Π°ΠΆΠ½Ρ, ΡΠ°ΠΊ ΠΏΠΎΠΏΡΡΠ°ΠΉΡΠ΅ΡΡ ΠΏΠΎΠΌΠ½ΠΈΡΡ ΠΈΠΌΡ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°, ΠΡ ΡΠΎΠ»ΡΠΊΠΎ ΡΡΠΎ Π²ΡΡΡΠ΅ΡΠΈΠ»ΠΈ ΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΠ΅ΡΠ΅ Π΅Π³ΠΎ Π² ΠΠ°ΡΠ΅ΠΌ 3) Π±Π΅ΡΠ΅Π΄Π°. ΠΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΠ΅ ΡΡΠΎΠ³ΠΎ ΠΏΠΎΡΡΠ»Π°Π΅Ρ ΡΠΈΠ³Π½Π°Π», ΡΡΠΎ ΠΡ Ρ
ΠΎΡΠΈΡΠ΅ ΡΠ·Π½Π°ΡΡ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°. ΠΡΠ΅ΠΆΠ΄Π΅ Π²ΡΠ΅Π³ΠΎ, ΡΠΊΡΠΏΠ΅ΡΡΡ ΠΏΠΎΠ΄ΡΠ΅ΡΠΊΠΈΠ²Π°ΡΡ 4) Π²Π°ΠΆΠ½ΠΎΡΡΡ ΠΏΠΎΠΊΠ°Π·Π° Π½Π΅ΠΏΠΎΠ΄Π΄Π΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠ° ΠΊ Π΄ΡΡΠ³ΠΎΠΌΡ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΡ. ΠΡΠ»ΠΈ ΠΡ Π·Π°Π΄Π°Π΄ΠΈΡΠ΅ Π²ΠΎΠΏΡΠΎΡΡ, ΡΡΠΎΠ±Ρ ΡΠ·Π½Π°ΡΡ ΡΠΎ, ΡΡΠΎ ΠΎΠ½ ΠΈΠ»ΠΈ ΠΎΠ½Π° Π»ΡΠ±ΠΈΡ, ΡΠΎ ΠΡ Π½Π°ΠΉΠ΄Π΅ΡΠ΅, ΡΡΠΎ ΠΠ°ΡΠ° ΠΏΠΎΠΏΡΠ»ΡΡΠ½ΠΎΡΡΡ ΡΠ²Π΅Π»ΠΈΡΠΈΡΡΡ. ΠΠ½ΠΎΠ³ΠΎ Π»ΡΠ΄Π΅ΠΉ ΠΈΡΠΏΡΡΡΠ²Π°Π΅Ρ 5) Π½Π΅Π½ΡΠΆΠ½ΠΎΠ΅ Π±Π΅ΡΠΏΠΎΠΊΠΎΠΉΡΡΠ²ΠΎ, Π²ΡΡΡΠ΅ΡΠ°Ρ Π½ΠΎΠ²ΡΡ
Π»ΡΠ΄Π΅ΠΉ. ΠΠΎΠΏΡΠΎΠ±ΡΠΉΡΠ΅ ΠΏΠΎΡΠ»Π΅ Π½ΠΈΡ
6) ΡΠ΅Π½Π½ΡΠ΅ ΠΏΠΎΠ΄ΡΠΊΠ°Π·ΠΊΠΈ ΠΈ Π½Π΅ Π·Π°Π±ΡΠ²Π°ΠΉΡΠ΅, ΡΡΠΎ Π΄ΡΡΠ³ΠΎΠΉ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊ, Π²Π΅ΡΠΎΡΡΠ½ΠΎ, Ρ
ΠΎΡΠ΅Ρ ΠΏΠΎΠ΄ΡΡΠΆΠΈΡΡΡΡ ΡΠ°ΠΊ ΠΆΠ΅, ΠΊΠ°ΠΊ ΠΡ Π΄Π΅Π»Π°Π΅ΡΠ΅!
ΠΡΠΈΠ³ΠΈΠ½Π°Π»:
Pleased to meet you.
Do you find it difficult to build friendships? Are you shy when you meet someone for the first time? If so, then don"t worry. Studies show that very few people are naturally gifted when it comes to making friends. So for those of us who have a problem, here is a quick and simple 1) summary of what the experts have to say.
First of all, don"t forget to smile. Smiling makes everyone appear more 2) attractive. It also helps the other person to relax. First impressions are important, so try to remember the name of the person you have just met and use it in your 3) conversation. Doing this sends a signal that you want to get to know the person. Above all, experts stress the 4) importance of showing a genuine interest in the other person. If you ask questions to find out what he or she likes, you will find that your popularity will increase. A lot of people experience 5) unnecessary anxiety when meeting new people. Try following these 6) valuable tips and don"t forget that the other person probably wants to make friends just as much as you do!
Unit 1.9
ΠΠ΅ΡΠ΅Π²ΠΎΠ΄:
1-D) ΡΠΉ ΠΠΆΠ΅Π½Π½ΠΈ,
ΠΡΠΎΡΡΠΎ ΡΡΠ΅Π±ΡΠ΅ΠΌΡΠΉ, ΡΡΠΎΠ±Ρ ΡΠΎΠΎΠ±ΡΠΈΡΡ, Π½Π°ΡΠΊΠΎΠ»ΡΠΊΠΎ ΠΆΠ°Π»Ρ Ρ - ΡΠΎ, ΡΡΠΎ Ρ Π½Π΅ ΠΌΠΎΠ³ ΠΏΡΠΈΠ΅Ρ
Π°ΡΡ Π² ΡΠ²Π°Π΄ΡΠ±Ρ ΠΠ°ΡΠ΅Π³ΠΎ Π±ΡΠ°ΡΠ°. ΠΡ Π·Π½Π°Π΅ΡΠ΅, ΡΡΠΎ Ρ Π΄Π΅ΠΉΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎ Ρ
ΠΎΡΠ΅Π» ΠΏΡΠΈΠ΅Ρ
Π°ΡΡ.
2-A) Π£Π²Π°ΠΆΠ°Π΅ΠΌΡΠΉ Π³ΠΎΡΠΏΠΎΠ΄ΠΈΠ½ / ΡΠ²Π°ΠΆΠ°Π΅ΠΌΠ°Ρ Π³ΠΎΡΠΏΠΎΠΆΠ°,
Π― ΠΏΠΈΡΡ Π² ΠΎΡΠ²Π΅Ρ Π½Π° ΠΠ°ΡΡ ΡΠ΅ΠΊΠ»Π°ΠΌΡ Π² Π³Π°Π·Π΅ΡΠ΅ ΡΡΠΎΠΉ Π½Π΅Π΄Π΅Π»ΠΈ Π΄Π»Ρ ΠΌΠ»Π°Π΄ΡΠ΅Π³ΠΎ ΡΠ΅ΠΊΡΠ΅ΡΠ°ΡΡ. Π― ΠΎΡΠ΅Π½Ρ ΠΈΠ½ΡΠ΅ΡΠ΅ΡΡΡΡΡ ΠΏΡΠΎΡΡΠ±ΠΎΠΉ ΡΡΠΎΠ³ΠΎ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΡ.
3-B) Π΄ΠΎΡΠΎΠ³Π°Ρ ΡΠ΅ΡΡ Π‘ΡΡ,
ΠΠ°Π΄Π΅ΠΉΡΠ΅ΡΡ, ΡΡΠΎ ΡΡΠΎ ΠΏΠΈΡΡΠΌΠΎ Π½Π°Ρ
ΠΎΠ΄ΠΈΡ ΠΠ°Ρ Ρ
ΠΎΡΠΎΡΠΎ. Π― ΠΏΠΈΡΡ ΠΠ°ΠΌ, ΠΏΠΎΡΠΎΠΌΡ ΡΡΠΎ Ρ Π½ΡΠΆΠ΄Π°ΡΡΡ Π² ΠΠ°ΡΠ΅ΠΌ ΡΠΎΠ²Π΅ΡΠ΅ ΠΎ ΡΠ΅ΠΌ-ΡΠΎ.
4-C) Π΄ΠΎΡΠΎΠ³ΠΎΠΉ Π³-Π½ ΠΡΠ°Π½Ρ,
Π― ΠΏΠΈΡΡ ΠΠ°ΠΌ, ΠΏΠΎΡΠΎΠΌΡ ΡΡΠΎ Ρ Π½ΠΈΡΠΊΠΎΠ»ΡΠΊΠΎ Π½Π΅ ΡΠ΄ΠΎΠ²Π»Π΅ΡΠ²ΠΎΡΠ΅Π½ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡΠΌΠΈ, ΠΊΠΎΡΠΎΡΡΠ΅ Π±ΡΠ»ΠΈ Π²Π½Π΅ΡΠ΅Π½Ρ Π² ΡΠΏΠΎΡΡΠ·Π°Π»Π΅. Π ΠΏΡΠΎΡΠ»ΠΎΠΌ Ρ Π΄Π΅ΠΉΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎ ΡΠ°Π½ΡΡΠ΅ Π½Π°Π΄Π΅ΡΠ»ΡΡ ΠΏΡΠΈΠ΅Ρ
Π°ΡΡ Π² ΡΠΏΠΎΡΡΠ·Π°Π» ΠΊΠ°ΠΆΠ΄ΡΠΉ Π΄Π΅Π½Ρ. Π ΡΠΎΠΆΠ°Π»Π΅Π½ΠΈΡ, ΡΡΠΎ Π±ΠΎΠ»ΡΡΠ΅ Π½Π΅ ΠΈΠΌΠ΅Π΅Ρ ΠΌΠ΅ΡΡΠΎ.
ΠΠΊΠΎΠ½ΡΠ°Π½ΠΈΡ
A) Π― Π½Π°Π΄Π΅ΡΡΡ, ΡΡΠΎ ΠΡ ΡΠ°ΡΡΠΌΠΎΡΡΠΈΡΠ΅ ΠΌΠ΅Π½Ρ Π΄Π»Ρ ΡΠ°Π±ΠΎΡΡ. Π― Π²ΠΊΠ»ΡΡΠ°Π» ΠΊΠΎΠΏΠΈΡ ΡΠ²ΠΎΠ΅Π³ΠΎ ΡΠ΅Π·ΡΠΌΠ΅ ΡΠ°ΠΊ ΠΆΠ΅ ΠΊΠ°ΠΊ Π½Π΅ΡΠΊΠΎΠ»ΡΠΊΠΎ ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄Π°ΡΠ΅Π»ΡΠ½ΡΡ ΠΏΠΈΡΠ΅ΠΌ. Π― Π½Π°Π΄Π΅ΡΡΡ ΠΏΠΎΠ»ΡΡΠΈΡΡ ΠΈΠ·Π²Π΅ΡΡΠΈΠ΅ ΠΎΡ ΠΠ°Ρ Π² Π±Π»ΠΈΠΆΠ°ΠΉΡΠ΅ΠΌ Π±ΡΠ΄ΡΡΠ΅ΠΌ. ΠΠΎΠ»ΡΡΠΎΠ΅ ΡΠΏΠ°ΡΠΈΠ±ΠΎ Π·Π°ΡΠ°Π½Π΅Π΅, ΠΡΠΊΡΠ΅Π½Π½Π΅ ΠΠ°Ρ, ΠΠ΅Π²ΠΈΠ½ ΠΠ΅ΡΠ΄ΠΎΠΊ
B) Π’Π°ΠΊ, Π’Π΅ΡΡΡΠΊΠ°, ΡΠ΅ΠΏΠ΅ΡΡ ΠΡ Π·Π½Π°Π΅ΡΠ΅ ΠΎ ΠΌΠΎΠ΅ΠΉ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅. Π― Π΄Π΅ΠΉΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎ Π½Π°Π΄Π΅ΡΡΡ, ΡΡΠΎ ΠΡ ΠΌΠΎΠΆΠ΅ΡΠ΅ Π²ΡΡΡΡΠΈΡΡ ΠΌΠ΅Π½Ρ. ΠΠ°Π΄Π΅ΠΆΠ΄Π° ΡΠΊΠΎΡΠΎ ΠΏΠΎΠ»ΡΡΠΈΡΡ ΠΈΠ·Π²Π΅ΡΡΠΈΠ΅ ΠΎΡ ΠΠ°Ρ.
Π‘ Π»ΡΠ±ΠΎΠ²ΡΡ, Joanie
C) Π― ΠΏΠΎΠ»Π°Π³Π°Ρ, ΡΡΠΎ ΠΡ ΠΎΡΠ½Π΅ΡΠ΅ΡΠ΅ΡΡ ΠΊ ΠΌΠΎΠΈΠΌ ΠΆΠ°Π»ΠΎΠ±Π°ΠΌ ΡΠ΅ΡΡΠ΅Π·Π½ΠΎ. Π― ΠΎΠΆΠΈΠ΄Π°Ρ, ΡΡΠΎ ΠΡ ΠΈΡΡΠ»Π΅Π΄ΡΠ΅ΡΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ, ΠΊΠΎΡΠΎΡΡΠ΅ Ρ ΠΎΠΏΠΈΡΠ°Π» ΠΈ ΠΏΡΠΈΠ½ΠΈΠΌΠ°Ρ ΠΌΠ΅ΡΡ, ΡΡΠΎΠ±Ρ ΡΠ»ΡΡΡΠΈΡΡ ΡΠΈΡΡΠ°ΡΠΈΡ. Π― Π½Π°Π΄Π΅ΡΡΡ ΠΏΠΎΠ»ΡΡΠΈΡΡ ΠΈΠ·Π²Π΅ΡΡΠΈΠ΅ ΠΎΡ ΠΠ°Ρ Π² Π±Π»ΠΈΠΆΠ°ΠΉΡΠ΅ΠΌ Π±ΡΠ΄ΡΡΠ΅ΠΌ.
ΠΡΠΊΡΠ΅Π½Π½Π΅ ΠΠ°Ρ, Π’ΡΠ΅Π½Ρ Π€Π΅Π»ΠΏΡ
D) Π’Π°ΠΊ, ΠΊΠ°ΠΊ Ρ ΡΠΊΠ°Π·Π°Π» ΠΏΡΠ΅ΠΆΠ΄Π΅, Ρ Π΄Π΅ΠΉΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎ ΡΠΎΠΆΠ°Π»Π΅Ρ, ΡΡΠΎ Π½Π΅ ΠΌΠΎΠ³ ΠΏΡΠΈΠ΅Ρ
Π°ΡΡ, Π½ΠΎ ΠΡ Π·Π½Π°Π΅ΡΠ΅, ΠΊΠ°ΠΊ ΡΡΠΎ-... ΠΈΠ½ΠΎΠ³Π΄Π° Π²Π΅ΡΠΈ, ΠΏΡΠΎΡΡΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΡΡ Π²Π½Π΅Π·Π°ΠΏΠ½ΠΎ. Π’Π°ΠΊ ΠΈΠ»ΠΈ ΠΈΠ½Π°ΡΠ΅ Π·Π°Π±ΠΎΡΡΡΠ΅ΡΡ ΠΈ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΈΡΠ΅ ΠΊΠΎΠ½ΡΠ°ΠΊΡ.
Π¦Π΅Π»ΡΡ, ΠΠ½Π½ΠΈ
ΠΡΠΈΠ³ΠΈΠ½Π°Π»:
1-D) Hey Jenny,
Just wanted to let you know how sorry I am that I couldn"t come to your brother"s wedding. You know that I really wanted to come.
2-A) Dear Sir/Madam,
I am writing in response to your advertisement in this week"s paper for a junior secretary. I am very interested in applying for this position.
3-B) Dear Aunt Sue,
Hope this letter finds you well. I"m writing to you because I need your advice about something.
4-C) Dear Mr Grant,
I am writing to you because I am not at all satisfied with the changes that have been made at the gym. In the past I really used to look forward to coming to the gym every afternoon. Unfortunately, this is no longer the case.
A) I hope that you will consider me for the job. I have included a copy of my CV as well as several letters of reference. I look forward to hearing from you in the near future. Thanking you in advance, Yours faithfully, Kevin Murdock
B) So, Auntie, now you know about my problem. I really hope you can help me out. Hope to hear from you soon.
Love, Joanie
C) I trust that you will take my complaints seriously. I expect that you will investigate the problems that I have described and take action to improve the situation. I look forward to hearing from you in the near future.
Yours sincerely, Trent Phelps
D) So, as I said before, I"m really sorry I couldn"t come but you know how it is ... sometimes things just come up out of the blue. Anyway, take care and keep in touch.
Kisses, Annie
Unit 1.10
ΠΠ΅ΡΠ΅Π²ΠΎΠ΄:
A) ΠΠΎΡΠΎΠ³Π°Ρ Π³-ΠΆΠ° Π‘ΠΌΠΈΡ,
ΠΡ ΠΏΠΈΡΠ΅ΠΌ, ΡΡΠΎΠ±Ρ ΡΠΎΠΎΠ±ΡΠΈΡΡ ΠΠ°ΠΌ, ΡΡΠΎ ΠΠ°Ρ Π²Ρ
ΠΎΠ΄ Π΄Π»Ρ Π½Π°ΡΠ΅Π³ΠΎ ΡΠΎΡΠ΅Π²Π½ΠΎΠ²Π°Π½ΠΈΡ ΡΠ°ΡΡΠΊΠ°Π·Π° Π±ΡΠ» Π²ΡΠ±ΡΠ°Π½ Π½Π°ΡΠΈΠΌΠΈ ΡΡΠ΄ΡΡΠΌΠΈ Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ Π»ΡΡΡΠ΅Π³ΠΎ. ΠΠΎΡΠΊΠΎΠ»ΡΠΊΡ ΠΡ Π·Π½Π°Π΅ΡΠ΅, Π±ΡΠ΄ΡΡΠΈ ΠΏΠΎΠ±Π΅Π΄ΠΈΡΠ΅Π»Π΅ΠΌ Π½Π°ΡΠ΅Π³ΠΎ ΡΠΎΡΠ΅Π²Π½ΠΎΠ²Π°Π½ΠΈΡ, ΠΠ°Ρ Π²Ρ
ΠΎΠ΄ ΠΏΠΎΡΠ²ΠΈΡΡΡ Π² ΡΠ»Π΅Π΄ΡΡΡΠ΅ΠΌ Π²ΡΠΏΡΡΠΊΠ΅, ΠΠ½ - ΠΠ°ΠΌΠ΅ΡΠ°ΡΠ΅Π»ΡΠ½Π°Ρ ΠΠΈΠ·Π½Ρ.
ΠΡΠΎΠΌΠ΅ ΡΠΎΠ³ΠΎ, ΠΡ ΡΠ°ΠΊΠΆΠ΅ Π²ΡΠΈΠ³ΡΡΠ²Π°Π΅ΡΠ΅ Π½Π°Π»ΠΈΡΠ½ΡΠΉ ΠΏΡΠΈΠ· Π·Π° 100β¬. ΠΡ Ρ
ΠΎΡΠ΅Π»ΠΈ Π±Ρ, ΡΡΠΎΠ±Ρ ΠΡ ΠΏΡΠΈΠ΅Ρ
Π°Π»ΠΈ Π² Π½Π°ΡΠΈ ΠΎΡΠΈΡΡ, ΡΡΠΎΠ±Ρ ΡΡΠ΅Π±ΠΎΠ²Π°ΡΡ ΠΠ°ΡΠ΅Π³ΠΎ ΠΏΡΠΈΠ·Π° ΠΈ Π²Π·ΡΡΡ ΠΠ°ΡΡ ΡΠΎΡΠΎΠ³ΡΠ°ΡΠΈΡ Π΄Π»Ρ ΠΌΠ΅ΡΡΠ½ΠΎΠΉ Π³Π°Π·Π΅ΡΡ. ΠΠΎΠΆΠ°Π»ΡΠΉΡΡΠ°, ΡΠ²ΡΠΆΠΈΡΠ΅ΡΡ Ρ Π½Π°ΡΠΈΠΌΠΈ ΠΎΡΠΈΡΠ°ΠΌΠΈ, ΡΡΠΎΠ±Ρ ΡΡΡΡΠΎΠΈΡΡ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΡΡΡΡ Π΄Π°ΡΡ ΠΈ Π²ΡΠ΅ΠΌΡ Π΄Π»Ρ ΡΠ΅ΡΡΠΈΠΈ ΡΠΎΡΠΎΠ³ΡΠ°ΡΠΈΠΈ. ΠΡ ΠΌΠΎΠΆΠ΅ΡΠ΅ ΡΠ²ΡΠ·Π°ΡΡΡΡ Ρ Π½Π°ΠΌΠΈ ΠΏΠΎ ΡΠ΅Π»Π΅ΡΠΎΠ½Ρ 210 87655544 ΠΎΡ 9 Π΄ΠΎ 5, Π² ΠΏΠΎΠ½Π΅Π΄Π΅Π»ΡΠ½ΠΈΠΊ ΠΊ ΠΏΡΡΠ½ΠΈΡΠ΅.
ΠΡ Π½Π°Π΄Π΅Π΅ΠΌΡΡ ΠΏΠΎΠ»ΡΡΠΈΡΡ ΠΈΠ·Π²Π΅ΡΡΠΈΠ΅ ΠΎΡ ΠΠ°Ρ ΡΠΊΠΎΡΠΎ. ΠΡΠ΅ ΡΠ°Π·, ΠΏΠΎΠ·Π΄ΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΠΎ ΡΠ»ΡΡΠ°Ρ ΠΠ°ΡΠ΅Π³ΠΎ Π²Ρ
ΠΎΠ΄Π° ΠΏΠΎΠ±Π΅Π΄Ρ.
B) ΠΠΆΠ΅Π½ΠΈ,
ΠΡ Π½Π΅ ΡΠΎΠ±ΠΈΡΠ°Π΅ΡΠ΅ΡΡ Π²Π΅ΡΠΈΡΡ ΡΡΠΎΠΌΡ! ΠΠΎΠΌΠ½ΠΈΡΠ΅, ΡΡΠΎ ΡΠΎΡΠ΅Π²Π½ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ°ΡΡΠΊΠ°Π·Π° Ρ Π²ΡΡΡΠΏΠΈΠ»? ΠΡ Π·Π½Π°Π΅ΡΠ΅ ΡΠΎΡ, ΠΏΠΎΡΠΊΠΎΠ»ΡΠΊΡ ΠΡΠΎ - ΠΆΡΡΠ½Π°Π» Wonderful Life? Π₯ΠΎΡΠΎΡΠΎ Ρ ΠΏΠΎΠ±Π΅Π΄ΠΈΠ»", Ρ ΡΠ°ΠΊ Π²Π·Π²ΠΎΠ»Π½ΠΎΠ²Π°Π½, Ρ Π½Π°Ρ
ΠΎΠΆΡΡΡ Π½Π° ΡΡΠ°ΡΡΡΠ΅! ΠΠ°Π»ΠΎ ΡΠΎΠ³ΠΎ, ΡΡΠΎ ΠΌΠΎΡ ΠΈΡΡΠΎΡΠΈΡ Π±ΡΠ΄Π΅Ρ Π²ΡΡ
ΠΎΠ΄ΠΈΡΡ Π² ΠΆΡΡΠ½Π°Π»Π΅ ΡΠ»Π΅Π΄ΡΡΡΠ΅Π³ΠΎ ΠΌΠ΅ΡΡΡΠ°, Π½ΠΎ Ρ ΡΠ°ΠΊΠΆΠ΅ ΠΏΠΎΠ»ΡΡΠ°Ρ 100 Π΅Π²ΡΠΎ! Π― Π΄Π°ΠΆΠ΅ ΠΏΠΎΠ»ΡΡΠ°Ρ ΡΠ²ΠΎΠΉ ΡΠΈΡΡΠ½ΠΎΠΊ Π² Π³Π°Π·Π΅ΡΠ΅. ΠΡΠΎ ΠΌΠΎΠ³Π»ΠΎ ΠΈΠ·ΠΌΠ΅Π½ΠΈΡΡ ΠΌΠΎΡ ΡΠ΅Π»ΡΡ ΠΆΠΈΠ·Π½Ρ. ΠΡ Π·Π½Π°Π΅ΡΠ΅, ΠΊΠ°ΠΊ ΡΠΆΠ°ΡΠ½ΠΎ Ρ Ρ
ΠΎΡΠ΅Π» ΡΡΠ°ΡΡ ΠΏΠΈΡΠ°ΡΠ΅Π»Π΅ΠΌ. Π― ΡΠ°ΠΊ ΡΡΠ°ΡΡΠ»ΠΈΠ²! ΠΠΎΠ²ΠΎΡΠΈΡΠ΅ Ρ ΠΠ°ΠΌΠΈ ΡΠΊΠΎΡΠΎ.
ΠΠ°Π±ΠΎΡΡΡΠ΅ΡΡ, ΠΡΠΌ
5) ΠΠΎΡΠΎΠ³ΠΎΠΉ ΠΠΈΡΠ΅Ρ,
ΠΡΠΈΠ²Π΅Ρ, ΠΊΠ°ΠΊ Π²Π΅ΡΠΈ Ρ ΠΠ°ΠΌΠΈ? ΠΠΎΠ»ΡΡΠΎΠ΅ ΡΠΏΠ°ΡΠΈΠ±ΠΎ Π·Π° ΠΏΡΠΈΠ³Π»Π°ΡΠ΅Π½ΠΈΠ΅ ΠΌΠ΅Π½Ρ Π² ΠΠ°Ρ Π΄ΠΎΠΌ. Π― ΡΠ°ΠΊ Π²Π·Π²ΠΎΠ»Π½ΠΎΠ²Π°Π½, ΡΡΠΎ Ρ Π½Π΅ ΠΌΠΎΠ³Ρ ΠΆΠ΄Π°ΡΡ! ΠΡΡΡ Π²ΡΠ΅Π³ΠΎ ΠΎΠ΄Π½Π° ΠΈΠ»ΠΈ Π΄Π²Π΅ Π²Π΅ΡΠΈ, Ρ Ρ
ΠΎΡΠ΅Π» Π±Ρ ΡΠΏΡΠΎΡΠΈΡΡ ΠΠ°Ρ ΠΏΡΠ΅ΠΆΠ΄Π΅, ΡΠ΅ΠΌ Ρ ΠΏΡΠΈΠ΅Π΄Ρ.
Π― Π·Π°Π΄Π°Π²Π°Π»ΡΡ Π²ΠΎΠΏΡΠΎΡΠΎΠΌ, ΠΊΠ°ΠΊΡΡ ΠΎΠ΄Π΅ΠΆΠ΄Ρ Ρ Π΄ΠΎΠ»ΠΆΠ΅Π½ ΠΏΡΠΈΠ½Π΅ΡΡΠΈ ΡΠΎ ΠΌΠ½ΠΎΠΉ Π² ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ Π½Π΅Π΄Π΅Π»ΠΈ, Ρ Π±ΡΠ΄Ρ ΠΎΡΡΠ°Π²Π°ΡΡΡΡ Ρ ΠΠ°ΠΌΠΈ. ΠΡ Π³ΠΎΠ²ΠΎΡΠΈΡΠ΅, ΡΡΠΎ ΠΏΠΎΠ³ΠΎΠ΄Π° ΠΎΠ±ΡΡΠ½ΠΎ Ρ
ΠΎΡΠΎΡΠ° Π² ΡΡΠΎ Π²ΡΠ΅ΠΌΡ Π³ΠΎΠ΄Π°, ΡΠ°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ, Ρ ΡΠΏΠ°ΠΊΠΎΠ²ΡΠ²Π°Ρ Π³Π»Π°Π²Π½ΡΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ Π»Π΅Π³ΠΊΡΡ ΠΎΠ΄Π΅ΠΆΠ΄Ρ. Π― Π΄ΠΎΠ»ΠΆΠ΅Π½ ΠΏΡΠΈΠ½Π΅ΡΡΠΈ ΠΏΡΠ»ΠΎΠ²Π΅Ρ ΠΈ ΠΆΠ°ΠΊΠ΅Ρ Π² ΡΠ»ΡΡΠ°Π΅, Π΅ΡΠ»ΠΈ Π²Π΅ΡΠ΅ΡΠ° Ρ
ΠΎΠ»ΠΎΠ΄Π½Ρ? Π§Π΅ΠΌΡ ΠΡ ΡΠΎΠ²Π΅ΡΡΠ΅ΡΠ΅?
ΠΠΎΠ³Π»ΠΈ ΠΡ ΡΠ°ΠΊΠΆΠ΅, ΠΏΠΎΠΆΠ°Π»ΡΠΉΡΡΠ°, Π΄Π°Π²Π°ΡΡ ΠΌΠ½Π΅ Π½Π΅ΠΊΠΎΡΠΎΡΠΎΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ ΠΎ ΡΠΎΠΌ, ΠΊΠ°ΠΊ Π΄ΠΎΠ±ΡΠ°ΡΡΡΡ Π΄ΠΎ ΠΠ°ΡΠ΅Π³ΠΎ Π΄ΠΎΠΌΠ°? Π― Π±ΡΠ΄Ρ, Π²Π΅ΡΠΎΡΡΠ½ΠΎ, ΠΏΡΠΈΠ΅Π·ΠΆΠ°ΡΡ ΠΏΠΎΠ΅Π·Π΄ΠΎΠΌ, ΠΊΠΎΠ³Π΄Π° ΠΡ ΠΌΠΎΠ³Π»ΠΈ ΠΏΠΎΡΠ»Π°ΡΡ ΠΌΠ½Π΅ Π½Π΅ΠΊΠΎΡΠΎΡΡΠ΅ ΡΠΊΠ°Π·Π°Π½ΠΈΡ Π½Π° ΡΠΎΠΌ, ΠΊΠ°ΠΊ Π΄ΠΎΡΡΠΈΠ³Π½ΡΡΡ ΠΠ°ΡΠ΅Π³ΠΎ Π΄ΠΎΠΌΠ° ΠΎΡ ΡΡΠ°Π½ΡΠΈΠΈ?
ΠΠ΅ΠΉΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎ ΠΎΡΠ²Π΅ΡΡΡΠ΅ Π½Π° ΠΏΠΈΡΡΠΌΠΎ ΡΠΊΠΎΡΠΎ ΠΈ, ΠΏΠΎΠΆΠ°Π»ΡΠΉΡΡΠ°, Π΄Π°ΠΉΡΠ΅ ΠΌΠΎΠΈ Π½Π°ΠΈΠ»ΡΡΡΠΈΠ΅ ΠΏΠΎΠΆΠ΅Π»Π°Π½ΠΈΡ ΡΠ²ΠΎΠΈΠΌ ΡΠΎΠ΄ΠΈΡΠ΅Π»ΡΠΌ. Π― Π΄Π΅ΠΉΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎ ΠΆΠ΄Ρ Π²ΡΡΡΠ΅ΡΠΈ Ρ ΠΠ°ΠΌΠΈ.
ΠΡΠ΅Π³ΠΎ Π½Π°ΠΈΠ»ΡΡΡΠ΅Π³ΠΎ,
Π ΠΎΠ±Π΅ΡΡ
ΠΡΠΈΠ³ΠΈΠ½Π°Π»:
A) Dear Ms Smith,
We are writing to inform you that your entry for our short story competition has been chosen by our judges as the best submitted. As you are aware, being the winner of our competition, your entry will appear in the next issue of It"s a Wonderful Life.
In addition, you also win a β¬100 cash prize. We would like you to come to our offices to claim your prize and have your photograph taken for the local newspaper. Please contact our offices to arrange for a suitable date and time for the photograph session. You can contact us on 210 87655544 from 9 to 5, Monday to Friday.
We look forward to hearing from you soon. Once again, congratulations on your winning entry.
B) Janie,
You"re not going to believe this! Remember that short story competition I entered? You know the one for It"s a Wonderful Life magazine? Well I won" I"m so excited, I"m on cloud nine! Not only will my story be coming out in next month"s magazine, but I also get 100 euros! I even get my picture in the paper. This could change my whole life. You know how badly I wanted to become a writer. I"m so happy! Talk to you soon.
Take care, Pam
Hi, how are things with you? Thanks so much for inviting me to your house. I"m so excited that I can"t wait! There are just one or two things I"d like to ask you before I come.
I was wondering what clothes I should bring with me for the week I"ll be staying with you. You say the weather is usually good at this time of year, so I"m packing mainly light clothes. Should I bring a pullover and a jacket in case the evenings are chilly? What do you advise?
Could you also please give me some idea of how to get to your house? I"ll probably be coming by train, in which case could you send me some directions on how to reach your house from the station?
Do write back soon and please give my best wishes to your parents. I"m really looking forward to seeing you.
Best wishes,
Robert
Unit 1.12
ΠΠ΅ΡΠ΅Π²ΠΎΠ΄:
A) Π Π°Π·Π»ΠΈΡΠ½ΡΠ΅ Π²Π΅ΡΡΠΈΠΈ.
ΠΠ°ΠΆΠ΅ ΠΏΡΠΈ ΡΠΎΠΌ, ΡΡΠΎ ΠΊΠΎΡΠ½ΠΈ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° Π΄ΡΠ΅Π²Π½ΠΈΠ΅, ΡΡΠΎ Π΄Π΅ΠΉΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎ Π½Π΅ ΡΡΠ°Π½ΠΎΠ²ΠΈΠ»ΠΎΡΡ ΡΡΠ°Π½Π΄Π°ΡΡΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΡΠΌ Π΄ΠΎ 19-ΠΎΠ³ΠΎ ΡΡΠΎΠ»Π΅ΡΠΈΡ. ΠΠ΄Π½ΠΈΠΌ ΠΈΠ· Π»ΡΠ΄Π΅ΠΉ, ΡΡΠΎΠ±Ρ ΠΈΠΌΠ΅ΡΡ ΡΠ°ΠΌΠΎΠ΅ Π±ΠΎΠ»ΡΡΠΎΠ΅ Π²Π»ΠΈΡΠ½ΠΈΠ΅ 1) Π½Π° ΡΡΡΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ Π±ΡΠ» ΠΠ»Π΅ΠΊΡΠ°Π½Π΄Ρ ΠΡΡΠΊΠΈΠ½, ΠΊΠΎΡΠΎΡΡΠΉ, ΠΊΠ°ΠΊ Π¨Π΅ΠΊΡΠΏΠΈΡ, ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΠ΄Π½ΠΈΠΌ ΠΈΠ· Π½Π΅ΡΠΊΠΎΠ»ΡΠΊΠΈΡ ΠΏΠΈΡΠ°ΡΠ΅Π»Π΅ΠΉ, ΠΊΠΎΡΠΎΡΡΠ΅ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΠ΅ΠΌΡΠΉ ΡΠ·ΡΠΊ, Π½ΠΎ ΠΈ ΡΠΎΠ·Π΄Π°Π» Π΅Π³ΠΎ ΠΈ ΠΏΠΎΠΌΠΎΠ³ 2) ΡΡΠΎΡΠΌΠΈΡΠΎΠ²Π°ΡΡ ΡΡΡΠ°Π½Ρ.
Π₯ΠΎΡΡ ΡΡΠ°Π½Π΄Π°ΡΡΠ½ΠΎΠΌΡ ΡΡΡΡΠΊΠΎΠΌΡ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°ΡΡ 3) ΡΠ΅ΡΠ΅Π· Π ΠΎΡΡΠΈΡ ΠΈ Π΄ΡΡΠ³ΠΈΠ΅ Π ΡΡΡΠΊΠΎΡΠ·ΡΡΠ½ΡΠ΅ ΡΡΡΠ°Π½Ρ, ΡΡΠΎ Π½Π΅ Π΅Π΄ΠΈΠ½ΡΡΠ²Π΅Π½Π½Π°Ρ ΡΠΎΡΠΌΠ° ΡΠ·ΡΠΊΠ° Π΅ΡΡΡ. ΠΠ°ΠΊ Π±ΠΎΠ»ΡΡΠΈΠ½ΡΡΠ²ΠΎ Π΄ΡΡΠ³ΠΈΡ ΡΠ·ΡΠΊΠΎΠ², Ρ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ°ΠΊΠΆΠ΅ Π΅ΡΡΡ ΠΌΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ Π΄ΠΈΠ°Π»Π΅ΠΊΡΠΎΠ². ΠΠ΄ΠΈΠ½ ΠΌΠ΅ΡΡΠ½ΡΠΉ Π΄ΠΈΠ°Π»Π΅ΠΊΡ, ΠΊΠΎΡΠΎΡΡΠΉ Π²ΡΠΆΠΈΠ» Π² Π ΠΎΡΡΠΈΠΈ, Π½Π°Π·ΡΠ²Π°ΡΡ Varguza. ΠΠΎΠ²ΠΎΡΡΡΠΈΠ΅ ΡΡΠΎΠ³ΠΎ Π΄ΠΈΠ°Π»Π΅ΠΊΡΠ° ΠΆΠΈΠ²ΡΡ Π² Π΄Π΅ΡΠ΅Π²Π½ΡΡ Π²ΠΏΠ΅ΡΠ΅Π΄ 4) ΠΏΠΎΠ±Π΅ΡΠ΅ΠΆΡΠ΅ ΠΠ΅Π»ΠΎΠ³ΠΎ ΠΌΠΎΡΡ Π½Π° Π‘Π΅Π²Π΅ΡΠΎ-Π·Π°ΠΏΠ°Π΄Π΅ Π ΠΎΡΡΠΈΠΈ. Π‘ΠΎΡ ΡΠ°Π½Π΅Π½ΠΈΠ΅ ΡΡΠΎΠ³ΠΎ Π΄ΠΈΠ°Π»Π΅ΠΊΡΠ° ΠΌΠΎΠΆΠ΅Ρ ΡΠΎΡΡΠΎΡΡΡ 5) Π² ΡΠΎΠΌ Π²ΡΠ»Π΅Π΄ΡΡΠ²ΠΈΠ΅ ΡΠΎΠ³ΠΎ, ΡΡΠΎ ΡΡΠΈ Π΄Π΅ΡΠ΅Π²Π½ΠΈ Π²ΠΏΠΎΠ»Π½Π΅ ΠΈΠ·ΠΎΠ»ΠΈΡΠΎΠ²Π°Π½Ρ ΠΎΡ ΡΠ΅Π½ΡΡΠ°Π»ΡΠ½ΡΡ , Π³ΠΎΡΠΎΠ΄ΡΠΊΠΈΡ ΡΠ΅ΡΡΠΈΡΠΎΡΠΈΠΉ Π ΠΎΡΡΠΈΠΈ ΠΈ ΠΈΠ·-Π·Π° Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ Π²Π»ΠΈΡΠ½ΠΈΠΉ ΠΎΡ Π΄ΡΡΠ³ΠΈΡ ΠΊΡΠ»ΡΡΡΡ, ΠΊΠΎΡΠΎΡΡΠ΅ ΡΠΎΡΠ³ΡΡΡ Π²Π΄ΠΎΠ»Ρ ΡΡΠΈΡ ΠΏΠΎΠ±Π΅ΡΠ΅ΠΆΠΈΠΉ.
ΠΡΡΠ³ΠΎΠΉ ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠ½ΡΠΉ Π΄ΠΈΠ°Π»Π΅ΠΊΡ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° - ΡΠΎΡ, ΠΊΠΎΡΠΎΡΡΠΉ ΡΠ°Π·Π²ΠΈΠ»ΡΡ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠ΅ Π²ΡΠ΅ΠΌΠ΅Π½Π° ΡΡΠ΅Π΄ΠΈ ΡΡΡΡΠΊΠΈΡ Π³ΠΎΠ²ΠΎΡΡΡΠΈΡ ΠΏΠΎ ΡΠΎΠΆΠ΄Π΅Π½ΠΈΡ, ΠΆΠΈΠ²ΡΡΠΈΡ Π·Π° Π³ΡΠ°Π½ΠΈΡΠ΅ΠΉ. ΠΡΠΎΡ Π΄ΠΈΠ°Π»Π΅ΠΊΡ 6) ΡΠΌΠ΅ΡΡ Π°Π½Π³Π»ΠΈΡΠ°Π½ ΠΈ ΡΡΡΡΠΊΠΎΠ³ΠΎ. ΠΡΠΎ Π½Π°ΡΠ°Π»ΠΎ ΠΆΠΈΠ·Π½Ρ ΠΊΠ°ΠΊ ΡΠΏΠΎΡΠΎΠ± ΡΠ΄Π΅Π»Π°ΡΡ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡ Π»Π΅Π³ΡΠ΅ ΠΌΠ΅ΠΆΠ΄Ρ Π°ΡΡΡΠΎΠ½Π°Π²ΡΠ°ΠΌΠΈ Π½Π° ΠΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠΉ ΠΊΠΎΡΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΡΠ°Π½ΡΠΈΠΈ, Π½ΠΎ ΡΡΠΎ Π²ΡΠ΅ Π±ΠΎΠ»Π΅Π΅ ΠΈ Π±ΠΎΠ»Π΅Π΅ ΠΏΡΠΈΠ½ΠΈΠΌΠ°Π΅ΡΡΡ 7) Π΄ΡΡΠ³ΠΈΠΌΠΈ ΡΡΡΡΠΊΠΈΠΌΠΈ Π³ΠΎΠ²ΠΎΡΡΡΠΈΠΌΠΈ ΠΏΠΎ ΡΠΎΠΆΠ΄Π΅Π½ΠΈΡ. Π ΠΡΡ-ΠΠΎΡΠΊΠ΅ ΠΡ ΠΌΠΎΠ³Π»ΠΈ Π±Ρ ΡΡΠ»ΡΡΠ°ΡΡ ΡΡΡΡΠΊΠΈΡ Π°ΠΌΠ΅ΡΠΈΠΊΠ°Π½ΡΠ΅Π², Π΄Π΅Π»Π°ΡΡΠΈΡ appointmyenti (Π½Π°Π·Π½Π°ΡΠ΅Π½ΠΈΡ) ΠΈΠ»ΠΈ ΠΎΡΠ½ΠΎΡΡΡΠΈΡ ΡΡ ΠΊ syim karti (ΡΠΈΠΌ-ΠΊΠ°ΡΡΡ) Π² ΠΈΡ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΡΡ ΡΠ΅Π»Π΅ΡΠΎΠ½Π°Ρ . ΠΡΠΎ - Ρ ΠΎΡΠΎΡΠΈΠΉ ΠΏΡΠΈΠΌΠ΅Ρ ΡΠΎΠ³ΠΎ, ΠΊΠ°ΠΊ Π»ΡΠ΄ΠΈ ΠΏΡΠΈΡΠΏΠΎΡΠ°Π±Π»ΠΈΠ²Π°ΡΡ ΡΠ·ΡΠΊ, ΡΡΠΎΠ±Ρ ΡΠ΄Π΅Π»Π°ΡΡ Π΅Π³ΠΎ Π±ΠΎΠ»Π΅Π΅ Π»Π΅Π³ΠΊΠΈΠΌ Π² ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠΈ.
B) ΠΠ½Π΅ Π²Π»ΠΈΡΠ½ΠΈΠΉ.
ΠΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ, ΠΎΠ΄Π½Π° ΠΈΠ· Π²Π΅ΡΠ΅ΠΉ, ΠΊΠΎΡΠΎΡΠ°Ρ ΡΠ΄Π΅Π»Π°Π»Π° Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ ΡΠ΅Π³ΠΎΠ΄Π½Ρ ΡΠ°ΠΌΡΠΌ Π±Π»ΠΈΠ·ΠΊΠΈΠΌ ΠΌΠΈΡ, ΠΈΠΌΠ΅Π΅Ρ ΠΊ Π»ΠΈΠ½Π³Π²Π΅ ΡΡΠ°Π½ΠΊΠ΅, 1) Π³ΠΈΠ±ΠΊΠΎΡΡΡ. ΠΡΡΠΎΡΠΈΡ ΠΠ΅Π»ΠΈΠΊΠΎΠ±ΡΠΈΡΠ°Π½ΠΈΠΈ - ΡΠ°ΡΡΠΊΠ°Π· ΠΎ ΠΌΠ½ΠΎΠ³ΠΈΡ 2) Π²ΡΠΎΡΠΆΠ΅Π½ΠΈΡ ΠΎΡ Π°Π½Π³Π»ΠΎΡΠ°ΠΊΡΠΎΠ² ΠΠΈΠΊΠΈΠ½Π³Π°ΠΌ ΠΈ Π½ΠΎΡΠΌΠ°Π½Π΄ΡΠ°ΠΌ, ΡΡΠΎΠ±Ρ Π½Π°Π·Π²Π°ΡΡ, Π½ΠΎ Π½Π΅ΠΊΠΎΡΠΎΡΡΠ΅, ΠΈ ΠΎΠ½ΠΈ Π²ΡΠ΅ ΠΎΡΡΠ°Π²ΠΈΠ»ΠΈ 3) Π΄Π»ΠΈΡΠ΅Π»ΡΠ½ΡΡ ΠΎΡΠ΅Π½ΠΊΡ Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΠΈ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°, ΠΏΠΎΡΠΊΠΎΠ»ΡΠΊΡ Π½Π° ΡΡΠΎΠΌ Π³ΠΎΠ²ΠΎΡΡΡ ΡΠ΅Π³ΠΎΠ΄Π½Ρ. ΠΠ΄ΠΈΠ½ ΠΈΠ· ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΡΡΠΎΠ³ΠΎ - ΡΠΎ, ΡΡΠΎ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ Π²ΡΠ΅Π³Π΄Π° 4) Ρ Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΡΡ ΠΏΠΎΠ³Π»ΠΎΡΠ°Π» ΡΠ»ΠΎΠ²Π° Ρ Π΄ΡΡΠ³ΠΈΡ ΡΠ·ΡΠΊΠΎΠ², ΠΈ ΡΡΠΎ - ΠΏΡΠΎΡΠ΅ΡΡ, ΠΊΠΎΡΠΎΡΡΠΉ ΠΏΡΠΎΠ΄ΠΎΠ»ΠΆΠ°Π΅ΡΡΡ ΠΏΠΎ ΡΠ΅ΠΉ Π΄Π΅Π½Ρ. ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Π·Π°ΠΈΠΌΡΡΠ²ΠΎΠ²Π°Π» ΠΎΡΠ΅Π½Ρ Π±ΠΎΠ»ΡΡΠΎΠ΅ ΡΠ°Π·Π½ΠΎΠΎΠ±ΡΠ°Π·ΠΈΠ΅ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΡ ΡΠ»ΠΎΠ² ΠΈ ΡΠ΄Π΅Π»Π°Π» ΠΈΡ Π΅Π³ΠΎ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΡΠΌ. Π‘Π»ΠΎΠ²Π° ΠΊΠ°ΠΊ ΡΠ»ΡΡΠ°ΠΉΠ½Π°Ρ ΡΠ°Π±ΠΎΡΠ° Ρ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°, hoi polloi ΠΎΡ Π³ΡΠ΅ΠΊΠ° ΠΈ Π°ΠΏΠΏΠ°ΡΠ°ΡΡΠΈΠΊΠ° ΠΎΡ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ²Π»ΡΡΡΡΡ Π²ΡΠ΅ΠΌΠΈ ΡΠ»ΠΎΠ²Π°ΠΌΠΈ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΎΠ±ΡΡΠ½ΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΡΡΡΡ Π½Π° Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ΅.
Π―Π·ΡΠΊ Π²ΡΡΠΎΡ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΏΠΎΡΠΎΠΌΡ, ΡΡΠΎ ΠΠ΅Π»ΠΈΠΊΠΎΠ±ΡΠΈΡΠ°Π½ΠΈΡ Π±ΡΠ»Π° Π·Π°Π²ΠΎΠ΅Π²Π°Π½Π° ΡΠ°ΠΊ ΠΌΠ½ΠΎΠ³ΠΎ ΡΠ°Π·, Π½ΠΎ ΡΡΠΎ ΡΠ°ΠΊΠΆΠ΅ ΠΈΠ·ΠΌΠ΅Π½ΠΈΠ»ΠΎΡΡ ΠΈΠ·-Π·Π° ΠΡΠΈΡΠ°Π½ΡΠΊΠΎΠΉ ΠΈΠΌΠΏΠ΅ΡΠΈΠΈ. ΠΠΎΡΠΊΠΎΠ»ΡΠΊΡ ΡΡΠ°ΡΠ°Ρ ΠΈΠΌΠΏΠ΅ΡΠΈΡ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½ΡΠ»Π° ΡΠ·ΡΠΊ Π²ΠΎ Π²ΡΠ΅ΠΌ ΠΌΠΈΡΠ΅, ΡΡΠΎ ΠΏΠΎΡΠ΅ΡΡΠ»ΠΎ ΠΊΠΎΠ½ΡΡΠΎΠ»Ρ Π½Π°Π΄ Π½ΠΈΠΌ ΡΠ°ΠΊΠΆΠ΅. ΠΠ΅Π·Π°Π²ΠΈΡΠΈΠΌΠΎ ΠΎΡ ΡΠΎΠ³ΠΎ, ΡΡΠΎ ΡΠ°ΡΡΡ ΠΌΠΈΡΠΎΠ²ΡΡ Π°Π½Π³Π»ΠΈΡΠ°Π½ ΠΏΡΡΡΠΈΠ»Π° ΠΊΠΎΡΠ½ΠΈ Π², ΠΈΠ»ΠΈ ΠΊΠ°ΠΊ ΡΠΎΠ΄Π½ΠΎΠΉ ΡΠ·ΡΠΊ Π² ΠΌΠ΅ΡΡΠ°Ρ ΠΊΠ°ΠΊ Π‘Π¨Π ΠΈ ΠΠ²ΡΡΡΠ°Π»ΠΈΡ, ΠΈΠ»ΠΈ ΠΊΠ°ΠΊ Π²ΡΠΎΡΠΎΠΉ ΡΠ·ΡΠΊ, 5), ΠΆΠΈΡΠ΅Π»ΠΈ ΠΈΠ·ΠΌΠ΅Π½ΠΈΠ»ΠΈ ΡΠΏΠΎΡΠΎΠ±, ΠΊΠΎΡΠΎΡΡΠΌ ΡΡΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΎΡΡ. Π£ ΠΊΠ°ΠΆΠ΄ΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ Π΅ΡΡΡ ΡΠ²ΠΎΠΉ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΡΠΉ Π΄ΠΈΠ°Π»Π΅ΠΊΡ ΡΠ·ΡΠΊΠ°, ΠΊΠΎΡΠΎΡΡΠΉ Π΄ΠΎΠ±Π°Π²ΠΈΠ» Π½ΠΎΠ²ΡΠΉ ΡΠ»ΠΎΠ²Π°ΡΡ ΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΠ΅Ρ Π΅Π΅ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎΠ΅ ΡΠ½ΠΈΠΊΠ°Π»ΡΠ½ΠΎΠ΅ 6) ΠΏΡΠΎΠΈΠ·Π½ΠΎΡΠ΅Π½ΠΈΠ΅ ΠΈΠ»ΠΈ Π°ΠΊΡΠ΅Π½Ρ. Π’ΠΎ, ΡΡΠΎ ΡΠ²Π»ΡΠ΅ΡΡΡ Π·Π°Ρ Π²Π°ΡΡΠ²Π°ΡΡΠΈΠΌ, - ΡΠΎ, ΡΡΠΎ ΡΡΠΈ Π½ΠΎΠ²ΡΠ΅ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ Π½Π° ΡΠ·ΡΠΊΠ΅ ΡΠ°ΠΊΠΆΠ΅ Π²Π»ΠΈΡΠ»ΠΈ, ΠΊΠ°ΠΊ Π½Π° Π½Π΅ΠΌ Π³ΠΎΠ²ΠΎΡΡΡ Π½Π° Π·Π΅ΠΌΠ»Π΅, Π² ΠΊΠΎΡΠΎΡΠΎΠΉ ΠΎΠ½ ΠΏΡΠΎΠΈΠ·ΠΎΡΠ΅Π». ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ - ΡΠ·ΡΠΊ, ΠΊΠΎΡΠΎΡΡΠΉ ΠΈΠ·ΠΌΠ΅Π½ΡΠ΅ΡΡΡ Π²ΡΠ΅ Π²ΡΠ΅ΠΌΡ ΠΈΠ·-Π·Π° ΠΎΠ±ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π½ΠΎΠΎΠ±ΡΠ°Π·ΠΈΡ Π½Π°ΡΠΎΠ΄ΠΎΠ² ΠΈ ΠΊΡΠ»ΡΡΡΡ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΡΡ Π΅Π³ΠΎ.
ΠΡΠΈΠ³ΠΈΠ½Π°Π»:
A) Various Versions.
Although standard Russian is taught 3)across Russia and other Russian-speaking countries, it is not the only form of the language there is. Like most other languages, Russian also has many different dialects. One local dialect that has survived in Russia is called Varguza. Speakers of this dialect live in villages along the 4)coast of the White Sea in the Northwest of Russia. The preservation of this dialect may be 5)due to the fact that these villages are quite isolated from the central, urban areas of Russia and because of the linguistic influences from other cultures that trade along these coasts.
Another interesting dialect of the Russian language is one that has evolved in modern times among native Russian speakers living abroad. This dialect is a 6)blend of English and Russian. It began life as a way of making communication easier between astronauts on the International Space Station but it is increasingly being adopted by 7)other native Russian speakers. In New York you might hear Russian-Americans making appointmyenti (appointments) or referring to the syim karti (sim cards) in their mobile phones. This is a good example of how people adapt language to make it more user-friendly.
B) Outside Influences.
Perhaps one of the things that has made the English language today the closest the world has to a lingua franca is its 1) flexibility. The history of Britain is a tale of many 2) invasions, from Anglo Saxons to Vikings and Normans, to name but a few, and they all left a 3) lasting mark on the development of English as it is spoken today. One of the results of this is that English has always 4) readily absorbed words from other languages and this is a process that continues to this day. English has borrowed a very wide variety of foreign words and made them its own. Words like char from Chinese, hoi polloi from Greek and apparatchik from Russian are all words that are commonly used in English.
The language grew not only because Britain was conquered so many times but it also changed because of the British Empire. As the old empire spread the language across the world, it lost control of it too. Whatever part of the world English took root in, as either a native language in places like the US and Australia, or as a second language, the 5) inhabitants changed the way it was used. Each region has its own dialect of the language, which has added new vocabulary and uses its own unique 6) pronunciation or accent. What is fascinating is that these new variations on the language have also influenced how it is spoken in the land it originated in. English is a language that changes continually because of the vast variety of peoples and cultures that use it.
Unit 1.13
ΠΠ΅ΡΠ΅Π²ΠΎΠ΄:
(1886-1947) ΡΠΎΠΆΠ΄Π°Π»ΡΡ Π² ΠΠ½Π³Π»ΠΈΠΈ, Π½ΠΎ ΠΆΠΈΠ» Π±ΠΎΠ»ΡΡΠ΅ΠΉ ΡΠ°ΡΡΡΡ Π΅Π³ΠΎ ΠΆΠΈΠ·Π½ΠΈ Π² ΠΠΌΠ΅ΡΠΈΠΊΠ΅. ΠΠ½ ΠΏΡΠΎΠ²Π΅Π» ΠΌΠ½ΠΎΠ³ΠΎ Π»Π΅Ρ, ΠΏΡΡΠ΅ΡΠ΅ΡΡΠ²ΡΡ ΠΏΠΎ ΠΌΠΈΡΡ ΠΊΠ°ΠΊ ΠΈΠ½ΠΆΠ΅Π½Π΅Ρ-ΡΡΡΠΎΠΈΡΠ΅Π»Ρ ΠΈ ΡΠΎΠ΅Π΄ΠΈΠ½ΠΈΠ» ΠΈΡΠ»Π°Π½Π΄ΡΠΊΠΈΡ
ΠΡ
ΡΠ°Π½Π½ΠΈΠΊΠΎΠ², ΡΡΠΎΠ±Ρ Π±ΠΎΡΠΎΡΡΡΡ Π²ΠΎ Π²ΡΠ΅ΠΌΡ ΠΠ΅ΡΠ²ΠΎΠΉ ΠΌΠΈΡΠΎΠ²ΠΎΠΉ Π²ΠΎΠΉΠ½Ρ.
Π ΡΠΎ Π²ΡΠ΅ΠΌΡ ΠΊΠ°ΠΊ ΠΎΠ½ Π±ΡΠ» Π² ΡΠΎΡΡΠΎΡΠ½ΠΈΠΈ Π²ΠΎΠΉΠ½Ρ, ΠΎΠ½ Π²ΠΈΠ΄Π΅Π» ΠΌΠ½ΠΎΠ³ΠΎ ΡΠΆΠ°ΡΠ½ΡΡ
ΠΈ ΠΎΡΠ²ΡΠ°ΡΠΈΡΠ΅Π»ΡΠ½ΡΡ
Π²Π΅ΡΠ΅ΠΉ. ΠΠΌΠ΅ΡΡΠΎ ΡΠΎΠ³ΠΎ, ΡΡΠΎΠ±Ρ ΠΏΠΈΡΠ°ΡΡ ΠΎ ΡΠΎΠΌ, ΡΡΠΎ ΠΎΠ½ Π²ΠΈΠ΄Π΅Π», ΠΎΠ½ Π½Π°ΠΏΠΈΡΠ°Π» ΠΎΠ±ΡΠ°Π·Π½ΡΠ΅ ΠΏΠΈΡΡΠΌΠ° ΠΈ ΠΈΡΡΠΎΡΠΈΠΈ Π΅Π³ΠΎ Π΄Π΅ΡΡΠΌ Π½Π°Π·Π°Π΄ Π΄ΠΎΠΌΠΎΠΉ.
ΠΡΠΈ ΠΈΡΡΠΎΡΠΈΠΈ ΠΎ ΠΆΠΈΠ²ΠΎΡΠ½ΡΡ
Π±ΡΠ»ΠΈ ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ Π΄Π»Ρ Π΅Π³ΠΎ ΡΠ°ΠΌΠΎΠ³ΠΎ ΠΈΠ·Π²Π΅ΡΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠΌΠ°Π½Π°. ΠΠΎΠΊΡΠΎΡ ΠΡΠ»ΠΈΡΡΠ» (1920).The ΠΈΡΡΠΎΡΠΈΡ ΠΎ Π΄Π΅ΡΠ΅Π²Π΅Π½ΡΠΊΠΎΠΌ Π΄ΠΎΠΊΡΠΎΡΠ΅, ΠΊΠΎΡΠΎΡΡΠΉ Π»ΡΠ±ΠΈΡ ΠΆΠΈΠ²ΠΎΡΠ½ΡΡ
. ΠΠ½ ΠΈΠΌΠ΅Π΅Ρ ΠΌΠ½ΠΎΠ³ΠΎ Π΄ΠΎΠΌΠ°ΡΠ½ΠΈΡ
ΠΆΠΈΠ²ΠΎΡΠ½ΡΡ
ΠΈ ΠΎΠ±Π½Π°ΡΡΠΆΠΈΠ²Π°Π΅Ρ ΡΠΏΠΎΡΠΎΠ± ΠΎΠ±ΡΠ°ΡΡΡΡ Ρ ΠΆΠΈΠ²ΠΎΡΠ½ΡΠΌΠΈ, ΠΊΠΎΡΠΎΡΡΠΉ ΠΈΠ·ΠΌΠ΅Π½ΡΠ΅Ρ Π΅Π³ΠΎ ΠΆΠΈΠ·Π½Ρ ΠΏΠΎΠ»Π½ΠΎΡΡΡΡ.
ΠΠΎΠΊΡΠΎΡ ΠΠΎΠ»ΠΈΡΡΠ».
"Π’Π΅ΠΏΠ΅ΡΡ ΠΏΠΎΡΠ»ΡΡΠ°ΠΉΡΠ΅, ΠΠΎΠΊΡΠΎΡ, ΠΈ Ρ ΡΠΊΠ°ΠΆΡ ΠΠ°ΠΌ ΡΡΠΎ-ΡΠΎ. ΠΠ½Π°Π΅ΡΠ΅ Π»ΠΈ Π²Ρ, ΡΡΠΎ ΠΆΠΈΠ²ΠΎΡΠ½ΡΠ΅ ΠΌΠΎΠ³ΡΡ Π³ΠΎΠ²ΠΎΡΠΈΡΡ? " ΡΠΏΡΠΎΡΠΈΠ» ΠΏΠΎΠΏΡΠ³Π°ΠΉ. "Π― Π·Π½Π°Π», ΡΡΠΎ ΠΏΠΎΠΏΡΠ³Π°ΠΈ ΠΌΠΎΠ³ΡΡ Π³ΠΎΠ²ΠΎΡΠΈΡΡ," ΡΠΊΠ°Π·Π°Π» ΠΠΎΠΊΡΠΎΡ. "Π, ΠΌΡ Π±ΠΎΠ»ΡΠ°Π΅ΠΌ ΠΊΠ°ΠΊ ΠΏΠΎΠΏΡΠ³Π°ΠΉ, ΠΌΠΎΠΆΠ΅Ρ Π³ΠΎΠ²ΠΎΡΠΈΡΡ Π½Π° Π΄Π²ΡΡ ΡΠ·ΡΠΊΠ°Ρ - ΡΠ·ΡΠΊ ΠΈ ΡΠ·ΡΠΊ ΠΏΡΠΈΡΡ Π»ΡΠ΄Π΅ΠΉ," ΡΠΊΠ°Π·Π°Π»Π° ΠΠΎΠ»ΠΈΠ½Π΅Π·ΠΈΡ Π³ΠΎΡΠ΄ΠΎ. "ΠΡΠ»ΠΈ Ρ Π³ΠΎΠ²ΠΎΡΡ, "ΠΠΎΠ»Π»ΠΈ Ρ ΠΎΡΠ΅Ρ ΠΊΡΠ΅ΠΊΠ΅Ρ," ΠΡ ΠΏΠΎΠ½ΠΈΠΌΠ°Π΅ΡΠ΅ ΠΌΠ΅Π½Ρ. ΠΠΎ ΡΡΠ»ΡΡΡΡΠ΅ ΡΡΠΎ: Oi ΠΈΡΠΊΠ»ΡΡΠ°Ρ ΠΎΡΠΈΠ±ΠΊΠΈ ΠΏΠΎΠΏΡΠ³Π°Ρ ΠΊΠ°ΠΊΠ°, ΡΠ±ΠΎΡ ΡΠ±ΠΎΡΠ°?"
"Π₯ΠΎΡΠΎΡΠΈΠΉ ΠΠΎΠ±ΡΡΠΉ! " ΠΊΡΠΈΡΠ°Π» ΠΠΎΠΊΡΠΎΡ. "Π§ΡΠΎ ΡΡΠΎ ΠΎΠ·Π½Π°ΡΠ°Π΅Ρ?"
"ΠΡΠΎ ΠΎΠ·Π½Π°ΡΠ°Π΅Ρ, "ΠΠ΅ΠΉΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎ Π»ΠΈ ΠΎΠ²ΡΡΠ½ΠΊΠ° Π³ΠΎΡΡΡΠ° ΡΠΆΠ΅? " - Π½Π° ΡΠ·ΡΠΊΠ΅ ΠΏΡΠΈΡΡ."
"ΠΠΎΠΉ! ΠΡ Π½Π΅ Π³ΠΎΠ²ΠΎΡΠΈΡΠ΅ ΡΠ°ΠΊ! " ΡΠΊΠ°Π·Π°Π» ΠΠΎΠΊΡΠΎΡ. "ΠΡ Π½ΠΈΠΊΠΎΠ³Π΄Π° Π½Π΅ Π³ΠΎΠ²ΠΎΡΠΈΠ»ΠΈ ΡΠΎΡ ΠΏΡΡΡ ΠΊΠΎ ΠΌΠ½Π΅ ΠΏΡΠ΅ΠΆΠ΄Π΅. " "ΠΠ°ΠΊΠΎΠ²ΠΎ Π±ΡΠ»ΠΎ Π±Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅? " ΡΠΊΠ°Π·Π°Π»Π° ΠΠΎΠ»ΠΈΠ½Π΅Π·ΠΈΡ. "ΠΡ Π½Π΅ ΠΏΠΎΠ½ΡΠ»ΠΈ Π±Ρ ΠΌΠ΅Π½Ρ, Π΅ΡΠ»ΠΈ Ρ ΠΈΠΌΠ΅Π». " "ΠΠΎΠ²ΠΎΡΡΡ ΠΌΠ½Π΅ Π΅ΡΠ΅ Π½Π΅ΠΌΠ½ΠΎΠ³ΠΎ," ΡΠΊΠ°Π·Π°Π» ΠΠΎΠΊΡΠΎΡ, Π²ΡΠ΅ Π²Π·Π²ΠΎΠ»Π½ΠΎΠ²Π°Π½Π½ΡΠ΅; ΠΈ ΠΎΠ½ ΠΏΠΎΠΌΡΠ°Π»ΡΡ ΠΊ ΡΡΠΈΠΊΡ ΠΊΠΎΡΡΡΠΌΠ΅ΡΠ° ΠΈ Π²ΠΎΠ·Π²ΡΠ°ΡΠΈΠ»ΡΡ Ρ ΠΊΠ½ΠΈΠ³ΠΎΠΉ ΠΈ ΠΊΠ°ΡΠ°Π½Π΄Π°ΡΠΎΠΌ. "Π’Π΅ΠΏΠ΅ΡΡ Π½Π΅ ΠΈΠ΄ΠΈΡΠ΅ ΡΠ»ΠΈΡΠΊΠΎΠΌ Π±ΡΡΡΡΠΎ - ΠΈ Ρ Π·Π°ΠΏΠΈΡΡ Π΅Π³ΠΎ. ΠΡΠΎ ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠ½ΠΎ - ΠΎΡΠ΅Π½Ρ ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠ½ΡΠΉ - ΡΡΠΎ-ΡΠΎ Π΄ΠΎΠ²ΠΎΠ»ΡΠ½ΠΎ Π½ΠΎΠ²ΠΎΠ΅. ΠΠ°ΠΉΡΠ΅ ΠΌΠ½Π΅ ABC ΠΡΠΈΡ ΡΠ½Π°ΡΠ°Π»Π° - ΠΌΠ΅Π΄Π»Π΅Π½Π½ΠΎ ΡΠ΅ΠΏΠ΅ΡΡ."
Π’Π°ΠΊ, ΡΡΠΎΠ±Ρ Π±ΡΠ» ΡΠΏΠΎΡΠΎΠ±, ΠΊΠΎΡΠΎΡΡΠΌ ΠΠΎΠΊΡΠΎΡ ΡΠ·Π½Π°Π» ΡΡΠΎ, ΠΆΠΈΠ²ΠΎΡΠ½ΡΠ΅ ΠΈΠΌΠ΅Π»ΠΈ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΡΠΉ ΡΠ·ΡΠΊ ΠΈ ΠΌΠΎΠ³Π»ΠΈ Π³ΠΎΠ²ΠΎΡΠΈΡΡ Ρ Π΄ΡΡΠ³ Π΄ΡΡΠ³ΠΎΠΌ. Π Π²Π΅ΡΡ ΡΠΎΡ Π΄Π΅Π½Ρ ΠΠΎΠ»ΠΈΠ½Π΅Π·ΠΈΡ Π΄Π°Π»Π° Π΅ΠΌΡ ΡΠ»ΠΎΠ²Π° ΠΏΡΠΈΡΡ, ΡΡΠΎΠ±Ρ ΠΏΠΎΠ΄Π°Π²ΠΈΡΡ Π² ΠΊΠ½ΠΈΠ³Π΅. Π§Π΅ΡΠ΅Π· Π½Π΅ΠΊΠΎΡΠΎΡΠΎΠ΅ Π²ΡΠ΅ΠΌΡ, Ρ ΠΏΠΎΠΌΠΎΡΡΡ ΠΏΠΎΠΏΡΠ³Π°Ρ, ΠΠΎΠΊΡΠΎΡ Π²ΡΡΡΠΈΠ» ΡΠ·ΡΠΊ ΠΆΠΈΠ²ΠΎΡΠ½ΡΡ ΡΠ°ΠΊ Ρ ΠΎΡΠΎΡΠΎ, ΡΡΠΎ ΠΎΠ½ ΠΌΠΎΠ³ Π³ΠΎΠ²ΠΎΡΠΈΡΡ Ρ Π½ΠΈΠΌΠΈ ΡΠ°ΠΌ ΠΈ ΠΏΠΎΠ½ΡΡΡ Π²ΡΠ΅, ΡΡΠΎ ΠΎΠ½ΠΈ ΡΠΊΠ°Π·Π°Π»ΠΈ. Π’ΠΎΠ³Π΄Π° ΠΎΠ½ Π±ΡΠΎΡΠΈΠ» Π±ΡΡΡ Π΄ΠΎΠΊΡΠΎΡΠΎΠΌ Π»ΡΠ΄Π΅ΠΉ Π² ΡΠ΅Π»ΠΎΠΌ. Π‘ΡΠ°ΡΡΠ΅ Π»Π΅Π΄ΠΈ Π½Π°ΡΠ°Π»ΠΈ ΠΏΡΠΈΠ½ΠΎΡΠΈΡΡ Π΅ΠΌΡ ΡΠ²ΠΎΠΈΡ ΡΠΎΠ±Π°ΠΊ, ΠΊΠΎΡΠΎΡΡΠ΅ ΡΡΠ΅Π»ΠΈ ΡΠ»ΠΈΡΠΊΠΎΠΌ ΠΌΠ½ΠΎΠ³ΠΎ ΠΏΠΈΡΠΎΠ³Π°; ΠΈ ΡΠ΅ΡΠΌΠ΅ΡΡ ΠΏΡΠΈΠ΅Ρ Π°Π»ΠΈ ΠΌΠ½ΠΎΠ³ΠΎ ΠΌΠΈΠ»Ρ, ΡΡΠΎΠ±Ρ ΠΏΠΎΠΊΠ°Π·Π°ΡΡ Π΅ΠΌΡ ΠΊΠΎΡΠΎΠ², Ρ ΠΊΠΎΡΠΎΡΡΡ Π±ΡΠ»ΠΈ Π³ΡΠΈΠΏΠΏ ΠΈ ΠΎΠ²ΡΡ ΡΠΎ ΡΠ»ΠΎΠΌΠ°Π½Π½ΡΠΌΠΈ ΠΊΠΎΡΡΡΠΌΠΈ.
ΠΠ΄Π½Π°ΠΆΠ΄Ρ Π»ΠΎΡΠ°Π΄Ρ ΠΏΠ»ΡΠ³Π° Π±ΡΠ»Π° ΠΏΡΠΈΠ½Π΅ΡΠ΅Π½Π° Π΅ΠΌΡ; ΠΈ Π±Π΅Π΄Π½ΡΠΆΠΊΠ° Π±ΡΠ»Π° ΡΠΆΠ°ΡΠ½ΠΎ ΡΠ°Π΄Π° Π½Π°ΠΉΡΠΈ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°, ΠΊΠΎΡΠΎΡΡΠΉ ΠΌΠΎΠ³ Π³ΠΎΠ²ΠΎΡΠΈΡΡ Π½Π° ΡΠ·ΡΠΊΠ΅ Π»ΠΎΡΠ°Π΄ΠΈ. "ΠΡ Π·Π½Π°Π΅ΡΠ΅, ΠΠΎΠΊΡΠΎΡ," ΡΠΊΠ°Π·Π°Π» Π»ΠΎΡΠ°Π΄Ρ, "ΡΠΎΡ Π²Π΅ΡΠ΅ΡΠΈΠ½Π°Ρ ΠΏΠΎ Ρ ΠΎΠ»ΠΌΡ Π½Π΅ Π·Π½Π°Π΅Ρ Π½ΠΈΡΠ΅Π³ΠΎ Π²ΠΎΠΎΠ±ΡΠ΅. Π― ΠΈΠ΄Ρ ΡΠ»Π΅ΠΏΠΎΠΉ Π½Π° ΠΎΠ΄ΠΈΠ½ Π³Π»Π°Π·. ΠΠΎ ΡΡΠΎ Π³Π»ΡΠΏΡΠΉ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊ ΠΏΠΎ Ρ ΠΎΠ»ΠΌΡ Π΄Π°ΠΆΠ΅ Π½Π΅ ΡΠΌΠΎΡΡΠ΅Π» Π½Π° ΠΌΠΎΠΈ Π³Π»Π°Π·Π°. ΠΠ½ ΠΏΡΠΎΠ΄ΠΎΠ»ΠΆΠ°Π» Π΄Π°Π²Π°ΡΡ ΠΌΠ½Π΅ Π±ΠΎΠ»ΡΡΠΈΠ΅ ΡΠ°Π±Π»Π΅ΡΠΊΠΈ. Π― ΠΏΠΎΠΏΡΡΠ°Π»ΡΡ ΡΠΊΠ°Π·Π°ΡΡ Π΅ΠΌΡ; Π½ΠΎ ΠΎΠ½ Π½Π΅ ΠΌΠΎΠ³ ΠΏΠΎΠ½ΡΡΡ ΡΠ»ΠΎΠ²ΠΎ ΡΠ·ΡΠΊΠ° Π»ΠΎΡΠ°Π΄ΠΈ. Π’ΠΎ, Π² ΡΠ΅ΠΌ Ρ Π½ΡΠΆΠ΄Π°ΡΡΡ, ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΡΠΊΠ°ΠΌΠΈ. Π― Ρ ΠΎΡΠ΅Π» Π±Ρ ΠΏΠ°ΡΡ ΠΊΠ°ΠΊ ΠΠ°ΡΠ° - ΡΠΎΠ»ΡΠΊΠΎ Π·Π΅Π»Π΅Π½ΡΠΉ. ΠΠ½ΠΈ Π½Π΅ Π΄ΠΎΠΏΡΡΡΡΡ ΡΠΎΠ»Π½ΡΠ΅ Π² ΠΌΠΎΠΈ Π³Π»Π°Π·Π°, Π² ΡΠΎ Π²ΡΠ΅ΠΌΡ ΠΊΠ°ΠΊ Ρ ΠΏΠ°ΡΡ ΠΡΡΠΈΠ΄Π΅ΡΡΡΠΈΠ°ΠΊΡΠΎΠ²ΡΡ ΠΠ±Π»Π°ΡΡΡ. " "ΠΠΎΠ½Π΅ΡΠ½ΠΎ," ΡΠΊΠ°Π·Π°Π» ΠΠΎΠΊΡΠΎΡ. "ΠΠ΅Π»Π΅Π½ΡΠ΅ ΠΡ Π΄ΠΎΠ»ΠΆΠ½Ρ ΠΈΠΌΠ΅ΡΡ. " Π ΡΠΊΠΎΡΠΎ ΡΡΠΎ ΡΡΠ°Π»ΠΎ ΠΏΡΠΈΠ²ΡΡΠ½ΡΠΌ Π·ΡΠ΅Π»ΠΈΡΠ΅ΠΌ, ΡΡΠΎΠ±Ρ Π²ΠΈΠ΄Π΅ΡΡ, ΡΡΠΎ ΡΠ΅Π»ΡΡΠΊΠΎΡ ΠΎΠ·ΡΠΉΡΡΠ²Π΅Π½Π½ΡΠ΅ ΠΆΠΈΠ²ΠΎΡΠ½ΡΠ΅ Π½ΠΎΡΡΡ ΠΎΡΠΊΠΈ Π² ΡΡΡΠ°Π½Π΅ Π²ΠΎΠΊΡΡΠ³ Puddleby; ΠΈ Ρ ΡΠ΅Ρ ΠΏΠΎΡ Π½ΠΈΠΊΠΎΠ³Π΄Π° Π½Π΅ Π±ΡΠ»ΠΎ ΡΠ»Π΅ΠΏΠΎΠΉ Π»ΠΎΡΠ°Π΄ΠΈ.
Π ΡΠ°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ, ΡΡΠΎ Π±ΡΠ»ΠΎ ΡΠΎ Π²ΡΠ΅ΠΌΠΈ Π΄ΡΡΠ³ΠΈΠΌΠΈ ΠΆΠΈΠ²ΠΎΡΠ½ΡΠΌΠΈ, ΠΊΠΎΡΠΎΡΡΠ΅ Π±ΡΠ»ΠΈ ΠΏΡΠΈΠ½Π΅ΡΠ΅Π½Ρ Π΅ΠΌΡ. ΠΠ°ΠΊ ΡΠΎΠ»ΡΠΊΠΎ ΠΎΠ½ΠΈ Π½Π°ΡΠ»ΠΈ, ΡΡΠΎ ΠΎΠ½ ΠΌΠΎΠ³ Π³ΠΎΠ²ΠΎΡΠΈΡΡ ΠΈΡ ΡΠ·ΡΠΊ, ΠΎΠ½ΠΈ ΡΠΊΠ°Π·Π°Π»ΠΈ hiiv, Π³Π΄Π΅ Π±ΠΎΠ»Ρ Π±ΡΠ»Π° ΠΈ ΠΊΠ°ΠΊ ΠΎΠ½ΠΈ ΡΡΠ²ΡΡΠ²ΠΎΠ²Π°Π»ΠΈ, ΠΈ ΠΊΠΎΠ½Π΅ΡΠ½ΠΎ Π΄Π»Ρ Π½Π΅Π³ΠΎ Π±ΡΠ»ΠΎ Π»Π΅Π³ΠΊΠΎ Π²ΡΠ»Π΅ΡΠΈΡΡ ΠΈΡ . ΠΡΡΠΊΠΈΠΉ ΡΠ°Π·, ΠΊΠΎΠ³Π΄Π° Π»ΡΠ±ΡΠ΅ ΡΡΡΠ΅ΡΡΠ²Π° Π·Π°Π±ΠΎΠ»Π΅Π»ΠΈ - Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ Π»ΠΎΡΠ°Π΄ΠΈ ΠΈ ΠΊΠΎΡΠΎΠ²Ρ ΠΈ ΡΠΎΠ±Π°ΠΊΠΈ, Π½ΠΎ ΠΈ Π²ΡΠ΅ Π½Π΅Π±ΠΎΠ»ΡΡΠΈΠ΅ Π²Π΅ΡΠΈ ΠΎΠ±Π»Π°ΡΡΠ΅ΠΉ, ΠΊΠ°ΠΊ ΠΏΠΎΠ»Π΅Π²ΡΠ΅ ΠΌΡΡΠΈ ΠΈ Π²ΠΎΠ΄ΡΠ½ΡΠ΅ ΠΊΡΡΡΡ, Π±Π°ΡΡΡΠΊΠΈ ΠΈ Π»Π΅ΡΡΡΠΈΠ΅ ΠΌΡΡΠΈ - ΠΎΠ½ΠΈ ΠΏΡΠΈΠ±ΡΠ»ΠΈ ΡΡΠ°Π·Ρ Π² Π΅Π³ΠΎ Π΄ΠΎΠΌ Π½Π° ΠΊΡΠ°Ρ Π³ΠΎΡΠΎΠ΄Π°, ΡΠ°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ, Π΅Π³ΠΎ Π±ΠΎΠ»ΡΡΠΎΠΉ ΡΠ°Π΄ ΠΏΠΎΡΡΠΈ Π²ΡΠ΅Π³Π΄Π° ΠΏΠ΅ΡΠ΅ΠΏΠΎΠ»Π½ΡΠ»ΡΡ ΠΆΠΈΠ²ΠΎΡΠ½ΡΠΌΠΈ, ΠΏΡΡΠ°ΡΡΠΈΠΌΠΈΡΡ Π²ΠΎΠΉΡΠΈ, ΡΡΠΎΠ±Ρ Π²ΠΈΠ΄Π΅ΡΡ Π΅Π³ΠΎ.
ΠΠ°ΠΊ ΡΠΎΠ»ΡΠΊΠΎ ΠΈΡΠ°Π»ΡΡΠ½ΡΠΊΠ°Ρ Π΄ΡΠΎΠ±ΠΈΠ»ΠΊΠ° ΠΎΡΠ³Π°Π½Π° ΠΏΡΠΈΡ ΠΎΠ΄ΠΈΠ»Π° Ρ ΠΎΠ±Π΅Π·ΡΡΠ½ΠΎΠΉ Π½Π° ΠΏΠΎΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ. ΠΠΎΠΊΡΠΎΡ Π²ΠΈΠ΄Π΅Π» ΡΡΠ°Π·Ρ, ΡΡΠΎ Π²ΠΎΡΠΎΡΠ½ΠΈΠΊ ΠΎΠ±Π΅Π·ΡΡΠ½Ρ Π±ΡΠ» ΡΠ»ΠΈΡΠΊΠΎΠΌ ΡΡΡΠ΄Π΅Π½ ΠΈ ΡΡΠΎ ΠΎΠ½ Π±ΡΠ» Π³ΡΡΠ·Π΅Π½ ΠΈ Π½Π΅Π΄ΠΎΠ²ΠΎΠ»Π΅Π½. Π’Π°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ, ΠΎΠ½ ΡΠ±ΡΠ°Π» ΠΎΠ±Π΅Π·ΡΡΠ½Ρ ΠΈΠ· ΠΈΡΠ°Π»ΡΡΠ½ΡΠ°, Π΄Π°Π» ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΡ ΡΠΈΠ»Π»ΠΈΠ½Π³ ΠΈ ΡΠΊΠ°Π·Π°Π» Π΅ΠΌΡ ΡΡ ΠΎΠ΄ΠΈΡΡ. ΠΡΠΎΠ±ΠΈΠ»ΠΊΠ° ΠΎΡΠ³Π°Π½Π° ΡΡΠ°Π»Π° ΠΎΡΠ΅Π½Ρ ΡΠ΅ΡΠ΄ΠΈΡΠΎΠΉ ΠΈ ΡΠΊΠ°Π·Π°Π»Π°, ΡΡΠΎ ΠΎΠ½ Ρ ΠΎΡΠ΅Π» Π΄Π΅ΡΠΆΠ°ΡΡ ΠΎΠ±Π΅Π·ΡΡΠ½Ρ. ΠΠΎ ΠΠΎΠΊΡΠΎΡ Π½Π΅ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ» Π±Ρ Π΅ΠΌΡ ΠΈ ΡΠΊΠ°Π·Π°Π», ΡΡΠΎ Π±ΡΠ΄Π΅Ρ Π·Π°Π±ΠΎΡΠΈΡΡΡΡ ΠΎΠ± ΠΎΠ±Π΅Π·ΡΡΠ½Π΅ Ρ ΡΠ΅Ρ ΠΏΠΎΡ. Π’Π°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ, ΠΈΡΠ°Π»ΡΡΠ½Π΅Ρ ΡΡΠ΅Π», Π³ΠΎΠ²ΠΎΡΡ, ΡΡΠΎ Π³ΡΡΠ±ΡΠ΅ Π²Π΅ΡΠΈ ΠΈ ΠΎΠ±Π΅Π·ΡΡΠ½Π° ΠΎΡΡΠ°Π»ΠΈΡΡ Ρ ΠΠΎΠΊΡΠΎΡΠΎΠΌ ΠΡΠ»ΠΈΡΡΠ»ΠΎΠΌ ΠΈ ΠΈΠΌΠ΅Π»ΠΈ Ρ ΠΎΡΠΎΡΠΈΠΉ Π΄ΠΎΠΌ. ΠΡΡΠ³ΠΈΠ΅ ΠΆΠΈΠ²ΠΎΡΠ½ΡΠ΅ Π² Π΄ΠΎΠΌΠ΅ Π½Π°Π·Π²Π°Π»ΠΈ Π΅Π³ΠΎ "ΠΠΎΠ»ΡΠΊΡΠΎΠ²ΠΊΠΎΠΉ" - ΠΊΠΎΡΠΎΡΡΠΉ, Π½Π° ΡΠ·ΡΠΊΠ΅ ΠΎΠ±Π΅Π·ΡΡΠ½Ρ, "ΠΈΠΌΠ±ΠΈΡΠ΅" ΡΡΠ΅Π΄ΡΡΠ².
ΠΡΠΈΠ³ΠΈΠ½Π°Π»:
(1886-1947) was born in England but lived most of his life in America. He spent many years travelling the world as a civil engineer and joined the Irish Guards to fight in World War I.
While he was at war he saw many horrible and shocking things. Instead of writing about what he saw, he wrote imaginative letters and stories to his children back home.
These stories about animals were the basis for his most famous novel. Doctor Dolittle (1920).The story is about a village doctor who loves animals. He has many pets and discovers a way to communicate with animals, which changes his life completely.
"Now listen, Doctor, and I"ll tell you something. Did you know that animals can talk?" asked the parrot. "I knew that parrots can talk," said the Doctor. "Oh, we parrots can talk in two languages -people"s language and bird-language," said Polynesia proudly. "If I say, "Polly wants a cracker," you understand me. But hear this: Ka-ka oi-ee, fee-fee?"
"Good Gracious!" cried the Doctor. "What does that mean?"
"That means, "Is the porridge hot yet?" - in bird-language."
"My! You don"t say so!" said the Doctor. "You never talked that way to me before." "What would have been the use?" said Polynesia. "You wouldn"t have understood me if I had." "Tell me some more," said the Doctor, all excited; and he rushed over to the dresser-drawer and came back with a book and a pencil. "Now don"t go too fast - and I"ll write it down. This is interesting - very interesting - something quite new. Give me the Birds" ABC first - slowly now."
So that was the way the Doctor came to know that animals had a language of their own and could talk to one another. And all that afternoon Polynesia gave him bird words to put down in the book. After a while, with the parrot"s help, the Doctor learnt the language of the animals so well that he could talk to them himself and understand everything they said. Then he gave up being a people"s doctor altogether. Old ladies began to bring him their pet dogs who had eaten too much cake; and farmers came many miles to show him cows which had the flu, and sheep with broken bones.
One day a plough-horse was brought to him; and the poor thing was terribly glad to find a man who could talk in horse-language. "You know, Doctor," said the horse, "that vet over the hill knows nothing at all. I am going blind in one eye. But that stupid man over the hill never even looked at my eyes. He kept on giving me big pills. I tried to tell him; but he couldn"t understand a word of horse-language. What I need is spectacles. I would like a pair like yours - only green. They"ll keep the sun out of my eyes while I"m ploughing the Fifty-Acre Field." "Certainly," said the Doctor. "Green ones you shall have." And soon it became a common sight to see farm-animals wearing glasses in the country round Puddleby; and from then on there was never a blind horse.
And so it was with all the other animals that were brought to him. As soon as they found that he could talk their language, they told hiiv where the pain was and how they felt, and of course it was easy for him to cure them. Whenever any creatures got sick - not only horses and cows and dogs, but all the little things of the fields, like harvest mice and water voles, badgers and bats - they came at once to his house on the edge of the town, so his big garden was nearly always crowded with animals trying to get in to see him.
Once an Italian organ grinder came round with a monkey on a string. The Doctor saw at once that the monkey"s collar was too tight and that he was dirty and unhappy. So he took away the monkey from the Italian, gave the man a shilling and told him to go away. The organ grinder got very angry and said that he wanted to keep the monkey. But the Doctor wouldn"t let him and said he would look after the monkey from then on. So the Italian went away saying rude things and the monkey stayed with Doctor Dolittle and had a good home. The other animals in the house called him "Chee-Chee" -which, in monkey-language, means "ginger".
Search results:
- Starlight 11 (ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ . 11 ΠΊΠ»Π°ΡΡ ). Teacher "s Book . alleng.org
- Starlight
11
(ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
. 11
ΠΊΠ»Π°ΡΡ
). Teacher
"s
Book
...
ΠΠ½ΠΈΠ³Π° Π΄Π»Ρ ΡΡΠΈΡΠ΅Π»Ρ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΎΡΡΠ°Π²Π½ΠΎΠΉ ΡΠ°ΡΡΡΡ Π£ΠΠ Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» (βStarlight β) Π΄Π»Ρ 11 ΠΊΠ»Π°ΡΡΠ° ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ ΠΈ ΡΠΊΠΎΠ» Ρ ΡΠ³Π»ΡΠ±Π»ΡΠ½Π½ΡΠΌ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ΠΌ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΠΈ...
11klasov.ru - Starlight
11
(ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
. 11
ΠΊΠ»Π°ΡΡ
).
11 ΠΊΠ»Π°ΡΡ ). Π£ΡΠ΅Π±Π½ΠΈΠΊ - ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π ., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π.Π. ΠΈ Π΄Ρ. cΠΊΠ°ΡΠ°ΡΡ Π² PDF.
Π£ΡΠ΅Π±Π½ΠΈΠΊ (Studentβs Book ) ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΎΠΌ Π£ΠΠ Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» ΠΈ ΠΏΡΠ΅Π΄Π½Π°Π·Π½Π°ΡΠ΅Π½ Π΄Π»Ρ ΡΡΠ°ΡΠΈΡ ΡΡ 11 ΠΊΠ»Π°ΡΡΠ° ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ ΠΈ ΡΠΊΠΎΠ» Ρ ΡΠ³Π»ΡΠ±Π»ΡΠ½Π½ΡΠΌ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ΠΌ...
11klasov.ru - Π‘ΡΠ΅Π½Π° | ΠΠΠΎΠ½ΡΠ°ΠΊΡΠ΅
Oid=-45671400&p=Starlight Starlight 11 ΠΠ²ΡΠΎΡΡ: ΠΠ°ΡΠ°Π½ΠΎΠ²Π° ΠΡΠ΅Π½ΠΈΡ, ΠΡΠ»ΠΈ ΠΠΆΠ΅Π½Π½ΠΈ, ΠΠΎΠΏΡΠ»ΠΎΠ²Π° ΠΠΈΠΊΡΠΎΡΠΈΡ, ΠΠΈΠ»ΡΡΡΠ΄ Π Π°Π΄ΠΈΡΠ»Π°Π², ΠΠ²Π°Π½Ρ ΠΠΈΡΠ΄ΠΆΠΈΠ½ΠΈΡ ΠΡΠ΄ΠΈΠΎΠ·Π°ΠΏΠΈΡΠΈ ΠΊ Student"s Book ΡΠ°Π·ΠΌΠ΅ΡΠ΅Π½Ρ ΠΏΠΎΠ΄ ΠΎΠ±Π»ΠΎΠΆΠΊΠΎΠΉ ΡΡΠ΅Π±Π½ΠΈΠΊΠ° Student"s Book (+Audio) Teacher "s Book Test Booklet Teacher "s Notes.
vk.com - Π‘ΠΊΠ°ΡΠ°ΡΡ
Π±Π΅ΡΠΏΠ»Π°ΡΠ½ΠΎ Starlight
11
(ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
. 11
ΠΊΠ»Π°ΡΡ
).
11 ΠΊΠ»Π°ΡΡ ).
ΠΠ½ΠΈΠ³Π° Π΄Π»Ρ ΡΡΠΈΡΠ΅Π»Ρ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΎΡΡΠ°Π²Π½ΠΎΠΉ ΡΠ°ΡΡΡΡ Π£ΠΠ Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» (βStarlight β) Π΄Π»Ρ 11 ΠΊΠ»Π°ΡΡΠ° ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ ΠΈ ΡΠΊΠΎΠ» Ρ ΡΠ³Π»ΡΠ±Π»ΡΠ½Π½ΡΠΌ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ΠΌ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΠΈ...
zubrila.net - ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
ΡΠ·ΡΠΊ
Starlight
11
ΠΊΠ»Π°ΡΡ
ΠΠ½ΠΈΠ³Π° Π΄Π»Ρ ΡΡΠΈΡΠ΅Π»Ρ...
ΠΠ½ΠΈΠ³Π° Π΄Π»Ρ ΡΡΠΈΡΠ΅Π»Ρ 11 ΠΊΠ»Π°ΡΡΠ° ΠΠ°ΡΠ°Π½ΠΎΠ²ΠΎΠΉ , ΠΡΠ»ΠΈ , ΠΠΎΠΏΡΠ»ΠΎΠ²ΠΎΠΉ ΠΈ Π΄Ρ. ΠΏΠΎ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΡΠ²Π»ΡΠ΅ΡΡΡ Π½Π΅ΠΎΡΡΠ΅ΠΌΠ»Π΅ΠΌΠΎΠΉ ΡΠ°ΡΡΡΡ Π£ΠΠ Β«Starlight 11 -ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» Π΄Π»Ρ ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ Ρ ΡΠ³Π»ΡΠ±Π»ΡΠ½Π½ΡΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅ΠΌ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ .
skachaj24.ru - ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
ΡΠ·ΡΠΊ
11
ΠΊΠ»Π°ΡΡ
Starlight
11
(ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
)...
Teacher βs Book . ΠΠ°ΡΠ°Π½ΠΎΠ²Π° , ΠΡΠ»ΠΈ , ΠΠΎΠΏΡΠ»ΠΎΠ²Π° .
ΠΡΠΊΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ ΠΠΆ. ΠΠΠ . ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ . 11 ΠΊΠ»Π°ΡΡ . 200 Π·Π°Π΄Π°Π½ΠΈΠΉ. ΠΠΎΠ»ΡΡΠΎΠΉ ΡΠ±ΠΎΡΠ½ΠΈΠΊ ΡΡΠ΅Π½ΠΈΡΠΎΠ²ΠΎΡΠ½ΡΡ Π²Π°ΡΠΈΠ°Π½ΡΠΎΠ², ΠΏΡΠΎΠ²Π΅ΡΠΎΡΠ½ΡΡ ΡΠ°Π±ΠΎΡ.
znayka.pro - Π Π΅ΡΠ΅Π±Π½ΠΈΠΊ ΠΠΠ Starlight
11
ΠΊΠ»Π°ΡΡ
ΠΡΠ»ΠΈ
ΠΠΎΠΏΡΠ»ΠΎΠ²Π°
"ΠΠ²Π΅Π·Π΄Π½ΡΠΉ..."
Π Π΅ΡΠ΅Π±Π½ΠΈΠΊ ΠΈ ΠΎΡΠ²Π΅ΡΡ ΠΏΠΎ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ 11 ΠΊΠ»Π°ΡΡ ΠΎΠ½Π»Π°ΠΉΠ½ Π±Π΅ΡΠΏΠ»Π°ΡΠ½ΠΎ, teacher book ΠΊ ΡΡΠ΅Π±Π½ΠΈΠΊΡ Starlight 11 ΠΊΠ»Π°ΡΡ ΠΡΠ»ΠΈ ΠΠΎΠΏΡΠ»ΠΎΠ²Π° , ΡΠ΅ΡΠ΅Π½ΠΈΡ Ρ Π³Π΄Π· ΠΊ ΡΡΠ΅Π±Π½ΠΈΠΊΡ Π·Π²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ .
Teacher "s Book . ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π ., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π.Π. ΠΈ Π΄Ρ.
5urokov.ru - Π‘ΠΊΠ°ΡΠ°ΡΡ
Π±Π΅ΡΠΏΠ»Π°ΡΠ½ΠΎ Starlight
11
(ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
. 11
ΠΊΠ»Π°ΡΡ
).
ZUBRILA.NET ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ Starlight Starlight 11 (ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ .
Π£ΡΠ΅Π±Π½ΠΈΠΊ (Studentβs Book ) ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΎΠΌ Π£ΠΠ Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» ΠΈ ΠΏΡΠ΅Π΄Π½Π°Π·Π½Π°ΡΠ΅Π½ Π΄Π»Ρ ΡΡΠ°ΡΠΈΡ ΡΡ 11 ΠΊΠ»Π°ΡΡΠ° ...
zubrila.net - Starlight
11
(ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
. 11
ΠΊΠ»Π°ΡΡ
). Π£ΡΠ΅Π±Π½ΠΈΠΊ. ΠΠ°ΡΠ°Π½ΠΎΠ²Π°
...
ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ . ΠΠ»Π°Π²Π½Π°Ρ ΡΡΡΠ°Π½ΠΈΡΠ° (Π‘ΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅).
11 ΠΊΠ»Π°ΡΡ ). Π£ΡΠ΅Π±Π½ΠΈΠΊ. ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π ., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π.Π. ΠΈ Π΄Ρ.
Π£ΡΠ΅Π±Π½ΠΈΠΊ (Studentβs Book ) ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΎΠΌ Π£ΠΠ Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» ΠΈ ΠΏΡΠ΅Π΄Π½Π°Π·Π½Π°ΡΠ΅Π½ Π΄Π»Ρ ΡΡΠ°ΡΠΈΡ ΡΡ 11 ΠΊΠ»Π°ΡΡΠ° ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ...
alleng.org - Starlight
11
. (ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
. 11
ΠΊΠ»Π°ΡΡ
) ΠΠΎΠ½ΡΡΠΎΠ»ΡΠ½ΡΠ΅...
11 ΠΊΠ»Π°ΡΡ ) ΠΠΎΠ½ΡΡΠΎΠ»ΡΠ½ΡΠ΅ Π·Π°Π΄Π°Π½ΠΈΡ. ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π . ΠΈ Π΄Ρ.
Π‘Π±ΠΎΡΠ½ΠΈΠΊ ΠΊΠΎΠ½ΡΡΠΎΠ»ΡΠ½ΡΡ Π·Π°Π΄Π°Π½ΠΈΠΉ ΠΏΡΠ΅Π΄Π½Π°Π·Π½Π°ΡΠ΅Π½ Π΄Π»Ρ ΡΡΠ°ΡΠΈΡ ΡΡ, Π·Π°Π½ΠΈΠΌΠ°ΡΡΠΈΡ ΡΡ ΠΏΠΎ Π£ΠΠ ΡΠ΅ΡΠΈΠΈ Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» Π΄Π»Ρ 11 ΠΊΠ»Π°ΡΡΠ° ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ ΠΈ ΡΠΊΠΎΠ» Ρ ΡΠ³Π»ΡΠ±Π»ΡΠ½Π½ΡΠΌ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ΠΌ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ...
alleng.org - ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
ΡΠ·ΡΠΊ
Starlight
11
ΠΊΠ»Π°ΡΡ
Π£ΡΠ΅Π±Π½ΠΈΠΊ - ΠΠ°ΡΠ°Π½ΠΎΠ²Π°
, ΠΡΠ»ΠΈ
...
Π£ΡΠ΅Π±Π½ΠΈΠΊ 11 ΠΊΠ»Π°ΡΡΠ° Starlight ΠΠ°ΡΠ°Π½ΠΎΠ²Π° , ΠΡΠ»ΠΈ ΠΈ Π΄Ρ. ΡΠ»ΡΠΆΠΈΡ ΡΠ΅Π½ΡΡΠ°Π»ΡΠ½ΡΠΌ
Π‘ΠΊΠ°ΡΠ°ΡΡ ΡΡΠ΅Π±Π½ΠΈΠΊΠΈ, ΡΡΠ΅Π±Π½ΡΠ΅ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΠΎΡΠΎΠ±ΠΈΡ Π² ΡΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΠΎΠΌ Π²ΠΈΠ΄Π΅ ΠΏΠΎ Π³ΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΡΠΌ
ΠΠΌΠ΅ΡΡΠ΅ Ρ Β«ΡΡΠ΅Π±Π½ΠΈΠΊΠΎΠΌ Starlight 11 ΠΊΠ»Π°ΡΡΠ° ΠΠ°ΡΠ°Π½ΠΎΠ²ΠΎΠΉ , ΠΡΠ»ΠΈ , ΠΠΎΠΏΡΠ»ΠΎΠ²ΠΎΠΉ ΠΈ Π΄Ρ. ΠΏΠΎ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ Β» ΡΠΊΠ°ΡΠΈΠ²Π°ΡΡ
skachaj24.ru - Starlight
11
(ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
. 11
ΠΊΠ»Π°ΡΡ
). Π Π°Π±ΠΎΡΠ°Ρ ΡΠ΅ΡΡΠ°Π΄Ρ.
11 ΠΊΠ»Π°ΡΡ ). Π Π°Π±ΠΎΡΠ°Ρ ΡΠ΅ΡΡΠ°Π΄Ρ. ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π . ΠΈ Π΄Ρ.
Π Π°Π±ΠΎΡΠ°Ρ ΡΠ΅ΡΡΠ°Π΄Ρ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΠ±ΡΠ·Π°ΡΠ΅Π»ΡΠ½ΡΠΌ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΎΠΌ Π£ΠΠ ΡΠ΅ΡΠΈΠΈ Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» Π΄Π»Ρ ΡΡΠ°ΡΠΈΡ ΡΡ 11 ΠΊΠ»Π°ΡΡΠ° ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΉ ΠΈ ΡΠΊΠΎΠ» Ρ ΡΠ³Π»ΡΠ±Π»ΡΠ½Π½ΡΠΌ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ΠΌ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΠΈ...
alleng.org - Starlight
Starter (ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
Π΄Π»Ρ Π½Π°ΡΠΈΠ½Π°ΡΡΠΈΡ
).
ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π ., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π.Π. ΠΈ Π΄Ρ. Π.: 2013, - 160 Ρ. Π£ΡΠ΅Π±Π½ΠΈΠΊ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌ ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠΌ ΡΡΠ΅Π±Π½ΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ° ΡΠ΅ΡΠΈΠΈ Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» Π΄Π»Ρ Π½Π°ΡΠΈΠ½Π°ΡΡΠΈΡ .
Π Π°Π·ΠΌΠ΅Ρ: 23,5 ΠΠ±. Π‘ΠΌΠΎΡΡΠ΅ΡΡ, ΡΠΊΠ°ΡΠ°ΡΡ : drive.google ; Rghost.
alleng.org - Π‘ΠΊΠ°ΡΠ°ΡΡ
Starlight
11
. ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
. 11
ΠΊΠ»Π°ΡΡ
.
11 ΠΊΠ»Π°ΡΡ . ΠΠ½ΠΈΠ³Π° Π΄Π»Ρ ΡΡΠΈΡΠ΅Π»Ρ (Teacher "s Book ) - ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π . - 2011Π³.
ΠΠ½ΠΈΠ³Π° Π΄Π»Ρ ΡΡΠΈΡΠ΅Π»Ρ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΎΡΡΠ°Π²Π½ΠΎΠΉ ΡΠ°ΡΡΡΡ Π£ΠΠ Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» (βStarlight β) Π΄Π»Ρ 11 ΠΊΠ»Π°ΡΡΠ° ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ ΠΈ ΡΠΊΠΎΠ» Ρ ΡΠ³Π»ΡΠ±Π»ΡΠ½Π½ΡΠΌ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ΠΌ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΠΈ...
www.mathsolution.ru - Starlight
11
(ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
. 11
ΠΊΠ»Π°ΡΡ
). Teacher
βs
Book
.
11 ΠΊΠ»Π°ΡΡ ). Teacher βs Book . ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π ., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π.Π. ΠΈ Π΄Ρ.
ΠΠ½ΠΈΠ³Π° Π΄Π»Ρ ΡΡΠΈΡΠ΅Π»Ρ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΎΡΡΠ°Π²Π½ΠΎΠΉ ΡΠ°ΡΡΡΡ Π£ΠΠ Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» (βStarlight β) Π΄Π»Ρ 11 ΠΊΠ»Π°ΡΡΠ° ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ ΠΈ ΡΠΊΠΎΠ» Ρ ΡΠ³Π»ΡΠ±Π»ΡΠ½Π½ΡΠΌ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ΠΌ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΠΈ...
gdzklass.com - Π£ΡΠ΅Π±Π½ΠΈΠΊ ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
ΡΠ·ΡΠΊ
11
ΠΊΠ»Π°ΡΡ
Π.Π. ΠΠ°ΡΠ°Π½ΠΎΠ²Π°
, ΠΠΆ. ΠΡΠ»ΠΈ
...
Π£ΡΠ΅Π±Π½ΠΈΠΊΠΈ Π·Π° 11 ΠΊΠ»Π°ΡΡ > ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ > Π.Π. ΠΠ°ΡΠ°Π½ΠΎΠ²Π° , ΠΠΆ. ΠΡΠ»ΠΈ , Π.Π. ΠΠΎΠΏΡΠ»ΠΎΠ²Π° .
ΠΠΎΡΠ»Π΅ ΡΠ΅Π³ΠΎ ΠΌΠΎΠΆΠ½ΠΎ Π½Π°ΠΆΠ°ΡΡ Π½Π° βΡΠΊΠ°ΡΠ°ΡΡ ΡΡΠ΅Π±Π½ΠΈΠΊβ ΠΈ ΡΠΎΡ ΡΠ°Π½ΠΈΡΡ ΠΏΠΎΡΠΎΠ±ΠΈΠ΅ Π½Π° ΡΠ²ΠΎΠΉ ΠΊΠΎΠΌΠΏΡΡΡΠ΅Ρ ΠΈΠ»ΠΈ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΠ΅ ΡΡΡΡΠΎΠΉΡΡΠ²ΠΎ.
ΠΡΠ»ΠΈ Π²Ρ ΡΠ»ΡΡΠ°ΠΉΠ½ΠΎ Π·Π°Π±ΡΠ»ΠΈ ΡΡΠ΅Π±Π½ΠΈΠΊ ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ 11 ΠΊΠ»Π°ΡΡ Π.Π. ΠΠ°ΡΠ°Π½ΠΎΠ²Π° , ΠΠΆ.
vklasse.online - Starlight
11
(ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
. 10 ΠΊΠ»Π°ΡΡ
). Teacher
"s
Book
.
Teacher "s Book . ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π ., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π.Π. ΠΈ Π΄Ρ.
ΠΠΈΠ½ΠΈΡ Π£ΠΠ Β«ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ (10-11 )Β» ΠΠ½ΠΈΠ³Π°
alleng.org - Starlight
10 (ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
. 10 ΠΊΠ»Π°ΡΡ
). Teacher
"s
Book
...
ΠΠΈΠ½ΠΈΡ Π£ΠΠ Β«ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ (10-11 )Β» ΠΠ½ΠΈΠ³Π° Π΄Π»Ρ ΡΡΠΈΡΠ΅Π»Ρ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΠ΅Ρ ΡΠΎΠ±ΠΎΠΉ ΡΡΠ΅Π±Π½ΠΈΠΊ Ρ Π²ΠΏΠΈΡΠ°Π½Π½ΡΠΌΠΈ Π² ΡΠΏΡΠ°ΠΆΠ½Π΅Π½ΠΈΡ ΠΊΠ»ΡΡΠ°ΠΌΠΈ ΠΈ
ΠΠ»Π°Π²Π½Π°Ρ Β» ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ Β» Starlight 10 (ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ .
Teacher "s Book - ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π ., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π.Π. ΠΈ Π΄Ρ. cΠΊΠ°ΡΠ°ΡΡ Π² PDF.
11klasov.ru - Starlight
11
. (ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
. 11
ΠΊΠ»Π°ΡΡ
) ΠΠΎΠ½ΡΡΠΎΠ»ΡΠ½ΡΠ΅...
11 ΠΊΠ»Π°ΡΡ ) ΠΠΎΠ½ΡΡΠΎΠ»ΡΠ½ΡΠ΅ Π·Π°Π΄Π°Π½ΠΈΡ - ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π . ΠΈ Π΄Ρ. cΠΊΠ°ΡΠ°ΡΡ Π² PDF. Π‘Π±ΠΎΡΠ½ΠΈΠΊ ΠΊΠΎΠ½ΡΡΠΎΠ»ΡΠ½ΡΡ Π·Π°Π΄Π°Π½ΠΈΠΉ ΠΏΡΠ΅Π΄Π½Π°Π·Π½Π°ΡΠ΅Π½ Π΄Π»Ρ ΡΡΠ°ΡΠΈΡ ΡΡ, Π·Π°Π½ΠΈΠΌΠ°ΡΡΠΈΡ ΡΡ ΠΏΠΎ Π£ΠΠ ΡΠ΅ΡΠΈΠΈ Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» Π΄Π»Ρ 11 ΠΊΠ»Π°ΡΡΠ° ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ ΠΈ ΡΠΊΠΎΠ» Ρ ΡΠ³Π»ΡΠ±Π»ΡΠ½Π½ΡΠΌ...
11klasov.ru - Starlight
Starter (ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
Π΄Π»Ρ Π½Π°ΡΠΈΠ½Π°ΡΡΠΈΡ
).
Teacher "s Book . ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π ., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π.Π. Π.: 2013, - 160 Ρ. ΠΠΎΡΡΠΎΡΠ½ΡΠ΅ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄Π°ΡΠΈΠΈ ΡΠ²Π»ΡΡΡΡΡ ΠΎΠ±ΡΠ·Π°ΡΠ΅Π»ΡΠ½ΡΠΌ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΎΠΌ Π£ΠΠ ΡΠ΅ΡΠΈΠΈ Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» Π΄Π»Ρ Π½Π°ΡΠΈΠ½Π°ΡΡΠΈΡ .
alleng.org - Starlight
11
. Teacher
"s
Book
(Π£ΠΠ ΠΠ²Π΅Π·Π΄Π½ΡΠΉ ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
11
ΠΊΠ»Π°ΡΡ
.)
ΠΠΈΠ±Π»ΠΈΠΎΡΠ΅ΠΊΠ° ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠ² Π΄Π»Ρ ΡΠΊΠ°ΡΠΈΠ²Π°Π½ΠΈΡ Π΄Π»Ρ ΠΈΠ·ΡΡΠ°ΡΡΠΈΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ : ΡΡΠ΅Π±Π½ΠΈΠΊΠΈ, Π°ΡΠ΄ΠΈΠΎ-ΡΠΎΠΏΡΠΎΠ²ΠΎΠΆΠ΄Π΅Π½ΠΈΠ΅, Π°ΡΠ΄ΠΈΠΎ-, Π²ΠΈΠ΄Π΅ΠΎ- ΠΈ ΠΌΡΠ»ΡΡΠΈΠΌΠ΅Π΄ΠΈΠΉΠ½ΡΠ΅ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΠΊΡΡΡΠΎΠ², Π³ΠΎΡΠΎΠ²ΡΠ΅
ΠΡΠ²Π΅ΡΡ ΠΈ ΠΊΠ»ΡΡΠΈ ΠΊ ΡΠ΅ΡΡΠ°ΠΌΠ£ΠΠ " Starlight 11 Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» Π΄Π»Ρ 11 ΠΊΠ»Π°ΡΡΠ° " ΠΌΠΎΠΆΠ½ΠΎ ΡΠΊΠ°ΡΠ°ΡΡ Π·Π΄Π΅ΡΡ...
dreamteam43.ru - ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
Starlight
- Π£ΠΠ ΠΏΠΎ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌΡ
ΡΠ·ΡΠΊΡ
Π£ΠΠ Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Β» ("Starlight ") ΠΏΡΠ΅Π΄Π½Π°Π·Π½Π°ΡΠ΅Π½ Π΄Π»Ρ ΡΡΠ°ΡΠΈΡ ΡΡ 2β11 ΠΊΠ»Π°ΡΡΠΎΠ² . ΠΠ²ΡΠΎΡΡ Π£ΠΠ: ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π. Π., ΠΡΠ»ΠΈ Π ., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π. Π., ΠΠΈΠ»ΡΡΡΠ΄ Π . Π., ΠΠ²Π°Π½Ρ Π. ΠΡΠ»ΠΈΡΠΈΡΠ΅Π»ΡΠ½ΡΠ΅ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ Π£ΠΠ: ΡΡΠΎ ΡΠΎΠ²ΠΌΠ΅ΡΡΠ½ΡΠΉ ΠΏΡΠΎΠ΅ΠΊΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΠΈΠ·Π΄Π°ΡΠ΅Π»ΡΡΡΠ²Π° Β«ΠΡΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΠ΅Β» ΠΈ...
www.school-russia.prosv.ru - Starlight
Starter (ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
Π΄Π»Ρ Π½Π°ΡΠΈΠ½Π°ΡΡΠΈΡ
)...
ΠΠ»Π°Π²Π½Π°Ρ Β» ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ Β» Starlight Starter (ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Π΄Π»Ρ Π½Π°ΡΠΈΠ½Π°ΡΡΠΈΡ ) - ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π ., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π.Π. ΠΈ Π΄Ρ.
11klasov.ru - ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
ΡΠ·ΡΠΊ
, Starlight
, 11
ΠΊΠ»Π°ΡΡ
, Teacher
s
Book
, ΠΠ°ΡΠ°Π½ΠΎΠ²Π°
...
ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ , ΠΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄Π°ΡΠΈΠΈ, Teacher β¦ ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ , 6 ΠΊΠ»Π°ΡΡ , ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ
dobrolit.club - ΠΠΠ - ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ 11 ΠΊΠ»Π°ΡΡ Starlight 11 Teacher "s Book .
Teacherβs Notes
Virginia Evans Jenny Dooley
Ksenia Baranova Victoria Kopylova
Radislav Millrood
Introduction ................................................................................................................................................................................... | ||
Answer Section ............................................................................................................................................................................. | ||
Interlocutor Cards ...................................................................................................................................................................... | ||
Tapescripts ...................................................................................................................................................................................... | ||
Workbook Key .............................................................................................................................................................................. | ||
Workbook Tapescripts .............................................................................................................................................................. |
Introduction to the Teacher
Starlight 11 is a modular secondary level course for learners studying English at B2 level.
It is ideally suited to students preparing for the Russian National Examination in English. It also aims to develop well-rounded language competence which fully meets the criteria of B2 level, and it provides an invaluable learning foundation for students preparing for any typical B2-oriented exam.
According to the European Framework of Reference, students at level B2 are able, among other things, to: understand the main ideas of complex text on both concrete and abstract topics; interact with a degree of fluency and spontaneity that makes interaction with native speakers quite possible; produce clear, detailed text on a wide range of subjects; and explain a viewpoint on a topical issue, giving the advantages and disadvantages of various options.
Starlight 11 aims at the balanced development of all four language skills, while allowing for a flexibility of approach which makes it suitable for all classes, including large or mixed-ability classes.
The course incorporates both a cross-cultural and cross-curricular approach, and its syllabus reflects the guidelines of the Council of Europe Framework.
The coursebook consists of five modules of 30-32 pages each, covering a wide variety of topics. The Workbook provides supplementary practice in the full range of relevant language skills.
Course Components
Studentβs Book
The Studentβs Book is the main component of the course. It consists of five modules of thirteen or fourteen units each. Each unit is based on a single theme and covers a wide variety of related topics. All units follow the same basic format (See Elements of the Coursebook) .
Teacherβs Book &Teacherβs Notes
The Teacherβs version of the coursebook reproduces the Studentβs version, overprinted with a Key to the exercises. Longer answers which cannot fit on the overprinted page are contained in the Answer Section of these Teacherβs Notes (pp. 19-71), together with the Interlocutor Cards for RNE Speaking tasks (pp. 72-77).
The Teacherβs Notes also contains a full Key to the exercises in the Workbook (pp. 106-128), as well as tapescripts of all listening material in the Studentβs book (pp. 78-105) and the Workbook (pp. 129-139).
The notes entitled Teaching Starlight 11 provide outlines of the format of each section in a module, plus detailed, step-by-step suggestions on how to teach each
exercise in Module 1. (Naturally, teachers may choose to omit, extend or adapt any of the material in the Studentβs Book at their discretion, to suit the particular needs of their class.)
In addition, there is a section entitled General Teaching Techniques which deals with issues such as how to present new vocabulary, correct studentsβ errors, and so on; there is also a section entitledTypes of Learning Styles , which describes the various learning aptitudes different students exhibit, and how these may be catered for.
The Workbook consists of five modules, which complement the themes and content of the corresponding modules in the Studentβs Book, and contain elements specifically designed to extend and consolidate learning through a wide variety of tasks. Each module contains seven two-page sections: three Reading & Vocabulary sections, Listening & Speaking, Use of English,Writing and Vocabulary & Grammar.
As mentioned above, the Key to all exercises in the Workbook are contained in this Teacherβs Book.
The Test Booklet contains 5 tests, each in two separate parts, A and B.
Part A of each test is Vocabulary & Grammar; this includes a range of exercises similar to those in the Progress Check sections as well as RNE type tasks, to revise and test elements of vocabulary and grammar covered in the relevant module of the coursebook.
Part B of each test is Reading and Writing; this includes an exam-style reading task based on a text of approximately 500 to 600 words, and an exam-style writing task.
The Test Booklet is available in electronic form and includes a full Key to all tests, as well as model answers for the Writing section.
Interactive WhiteBoard
The Starlight 11 Interactive WhiteBoard software utilises the highly successful IWB program architecture developed by Express Publishing.
The software enables the teacher to present the course material, page by page and/or exercise by exercise, with a variety of electronic tools which allow significantly enhanced student involvement in the learning process and a far greater degree of flexibility in using the course material in the classroom.
The software contains all course material, printed and recorded, contained in the Studentβs Book.
The Class Audio CDs contain all the recorded material which accompanies the course. This includes the recorded texts of all reading passages in the units and in the Across Cultures, Literature and Green Issues/ Curricular Cut sections, as well as the recorded material for all dialogues, in addition to the material used in the listening tasks.
Elements of the coursebook
Each module contains the elements described below. In addition, it is important to note certain incorporated features of the organisation of the course.
Holistic language learning
Each unit includes integrated practice of all four language skills (reading, writing, listening and speaking).
Heuristic skills
These are practised at various points in each module, where students are required to carry out research, mainly on the Internet, in order to complete structured projects.
Active learner input
This is encouraged by asking students to contribute their own knowledge, opinions and suggestions; in particular, tasks marked Think! require students to offer personal input in pairwork and class discussion.
The Modular page is found at the beginning of each module and aims at capturing studentsβ interest and motivating them to become involved in the units. Students are introduced to the main theme of the module and the topics of the units, and given the opportunity to familiarise themselves with their content.
Each module contains three units whose primary focus is Reading.
Each of these units features a different type of reading task reflecting one of those in the Russian National Exam, and is based on a text of approximately 500 to 600 words. These texts are drawn from a variety of appropriate authentic sources.
Each text is preceded by a Lead-in segment β that is, one or two warm-up exercises designed to prepare students for the reading by encouraging speculation, brainstorming the topic, activating passive vocabulary and so on, with the visual aid of engaging colour photographs or illustrations.
Each exam-oriented segment is followed by one or two tasks which develop specific reading skills such as skimming and scanning, while exploiting vocabulary presented in the text.
The unit concludes with more open-ended practice in the three other skills (Listening, Speaking and Writing) to ensure consolidation of learning and the wellrounded integration of language skills.
Vocabulary & Grammar
Each Reading unit is followed by a related unit whose primary focus is Vocabulary & Grammar.
The target language areas, first presented in a meaningful context in the preceding unit, are practised and extended through a variety of exercises.
By developing the studentsβ ability to use the vocabulary and grammar in an integrated range of skills, this systematically improves their performance in each part of the exam.
There is also a complete Grammar Reference section at the back of the Studentβs Book, which offers detailed presentation of all grammar items in each module of the coursebook (see Appendices to the Studentβs Book ).
Each module includes a double-page Listening unit.
Students develop their listening skills through a variety of tasks which reinforce their mastery of the language taught in the unit.
In preparation for exam-specific practice, students complete manageable tasks which activate passive vocabulary, invite them to think and talk about the topic, and systematically develop sub-skills such as listening for gist or specific information.
The listening tasks all replicate authentic spoken English and feature a range of genuine native-speaker accents.
Each module includes a double-page Speaking unit.
Students develop their speaking skills through a range of tasks which focus on specific functions, such as exchanging and justifying opinions and ideas, comparing and contrasting, agreeing and disagreeing, and so on.
In preparation for exam-specific practice, students complete manageable tasks which provide them with appropriate vocabulary and a range of suitable expressions; this process is reinforced with visual aids, and listening tasks which also serve as models of spoken performance for students to follow.
Each module includes two or three double-page Writing units.
The writing sections have been carefully designed to ensure that students develop their writing skills in a systematic manner.
The first Writing unit in each module begins with a presentation in overview form of the theory relevant to a particular type of writing.
The rubric for a particular writing task is accompanied by a model text, and both the rubric and text are thoroughly analysed. Students then practise the language and structural devices to be used. All activities lead the students to the final task, which follows a clear plan and is based on the model text provided.
All writing tasks are based on authentic types and styles of writing, including letters and emails (both formal and informal), as well as a variety of argumentative essays.
In addition, each unit contains a number of short writing tasks.
Everyday English
A number of Vocabulary & Grammar units include an exercise under the heading of Everyday English.
These exercises practise the relevant vocabulary by means of a speaking task which focuses on colloquial expressions related to a particular function, such as offers and refusals, recommendations and so on.
In addition to consolidating learning of the vocabulary involved, these tasks provide students with guided practice in communicative elements required at CEF Level B2.
A number of Study Skills tips are included in the course, each dealing with a particular skill or strategy, to help students become autonomous learners.
This portion of the module presents the students with a variety of authentic texts on cross-cultural and crosscurricular topics.
The Across Cultures sections give students information, thematically linked to the module, about an aspect of Russian culture compared to the same aspect in cultures from a range of English-speaking countries. The section contains related reading and vocabulary tasks, and a project which gives students the chance to process information they have learnt and to appreciate cultural diversity in the context of their own heritage.
The Literature sections each present a carefully adapted extract from an appropriate work of literature. In addition to an RNE-related reading task, the section contains a short biography of the author, vocabulary exercises, a creative spoken or written task to allow students to personalise the material, and more.
The Green Issues/Curricular Cut sections reflect the fact that the study of English extends beyond language learning as an end in itself. Language is used as a tool for
exploring ecological and interdisciplinary themes which are relevant to the studentsβ status as citizens of the planet and as successful learners of subjects other than English. Each section is based on an appropriate text, accompanied by a varied range of exercises which include Listening, Speaking and Writing skills.
Additional Material
Progress Check sections
These reinforce studentsβ understanding of the topics, vocabulary and structures which have been presented in the module.
They are found at the end of each module and help students monitor their own progress. The studentsβ achievements in meeting the objectives of the module are clearly stated at the end of each Progress Check section.
Focus on RNE sections
Each of these 3-page sections contains a selection of exam-specific tasks from all five parts of the RNE.
Appendices to the Studentβs Book
The Grammar Reference section contains detailed presentation of all the grammar items featured in each module of the coursebook.This resource can be used both in the classroom and at home as a guide.
The Further Writing Practicesection features fully-guided practice in various types of writing such as reports/proposals articles and reviews.
A comprehensive list of Phrasal Verbs contains over 300 entries with definitions and examples.Two further lists βVerbs/Adjectives/Nouns with Prepositions andPrepositional Phrases β provide an accessible learning resource to help students master this notoriously troublesome feature of English language learning.
A list of Irregular Verbs provides students with a quick reference resource for irregular verb forms they might be unsure of at times.
Teaching Starlight 11
The teaching notes below refer largely to Module 1, but the same organisation, procedures and techniques also apply to the other modules, which are based on the same pattern. Slight differences of approach or organisation in later modules will be pointed out in a special note.
Introducing the module
Ask students to turn to p. 5. Explain that each module of the coursebook begins with a single-page introduction and overview. The title of the module describes the general theme unifying the contents of the various units. Elicit or explain the meaning of the title, and ask students to suggest examples of methods of communication.
Ask students to look at photograph 1 and then find which unit it appears in (Unit 2, p. 8) . Ask two or three students around the class to describe the picture and identify what the unit appears to be about. Help them with vocabulary if necessary. Repeat this procedure for photographs 2-5, trying to ensure that as many students as possible are given the chance to contribute.
Ask students to look at the box with four bullet points; elicit or explain the meaning of any unfamiliar vocabulary (see General Teaching Techniques , below) . Ask students to work in pairs or small groups and find the page number(s) for each item. Point out that they do not have time to read in detail, but should usescanning
(glancing at each page to find a particular word in the headings and captions) and skimming (βreadingβ a text rapidly to get a general idea of what it is about, without thinking about the meaning of every word). Allow students about 5 minutes to complete the task, and then invite answers from pairs around the class.
Ask students to look at the next four headings which explain what they will do in this module. Finally, briefly explain what the three Further Reading sections involve
(see Elements of the coursebookfor the rationale behind these sections) .
Unit 1.1 (Reading)
Each Reading unit (Units 1, 3 and 5) follows this outline:
Lead-in
Students are asked to complete a number of prereading tasks which get them thinking and talking about the topic, activate passive vocabulary and exploit studentsβ existing knowledge.
These tasks may involve describing and discussing photographs, expressing a personal opinion, predicting the content of the reading passage, listening to the text to confirm predictions, and so on.
Main reading task
Students then complete a reading task reflecting one of the task types in the Russian National Exam. Each Reading unit in a module practises a different task type. Before students practise a task type for the first time, they are given a Study Skills tip which outlines reading skills, strategies and techniques appropriate to the task.
Exploiting the text
Students are asked to complete one or two tasks involving vocabulary items which have been presented in context in the passage. These tasks include explaining the meaning of certain words, matching words to their definitions and completing collocations.
Students then practise using the vocabulary items by making sentences with them.
Personalisation, extension & skills integration
To conclude the unit, students complete two or three open-ended tasks which provide practice in at least two of the three other skills (Listening, Speaking and Writing).
In addition to asking students to explain the main points of the text in their own words, these tasks move beyond the parameters of the reading passage itself, and involve students expressing a personal, imaginative response.
Ask students to turn to p. 6 and look at the pictures and the title of the text.
Ask students to make suggestions about who they think the man in the pictures is.Ask different students around the class to answer each of the questions.
Ask students to read the title of the text and answer the question. Elicit or explain the meaning of the title. Ask different students around the class how they think the character is related to the text. Then ask all students to read the text quickly to check if their guesses were correct.
Now that students have some idea of what the text is about, present the rubric and check that all students understand what the exam-oriented task requires. Ask students around the class to read the Study Skills tip aloud. Elicit or explain the meaning of the terms used. Ask students to read the statement stems and choices. (Since this is the first module, elicit or explain the meaning of any unfamiliar vocabulary these contain; in later modules this degree of help may be reduced.) You may also decide to complete the first item with the class as an example, or at least to give them close guidance.
Ask students to identify which part of the text contains the answer (paragraph 1), read it carefully and then check each choice. Elicit whether each choice is correct or incorrect, and why (A & D β my interest was sparked by a favourite professor ... He mentioned βPinocchio Syndromeβ to me; B β if you think someone is not being absolutely honest ... like my professor you should ... C β this little example on non verbal communication inspired me to become a body language expert ) . Ask students to complete the rest of the task, and remind them not to worry about the meaning of a word or phrase unless it is directly related to the answer. Check studentsβ answers, and discuss each of the answers in the way described above for the first item.
Ask students to match the words to their definitions; you may prefer them to do the exercise in pairs or small groups. Advise them to begin with the words and phrases they understand or feel confident of deducing from the context, and then to use a process of elimination to find the remaining answers. Check their answers. In their pairs or groups, students should then explain the underlined words/phrases from the text. This can be done from the context or by using an English to English dictionary
Ask students to complete the exercise by scanning the text to find the relevant words or phrases. Check their answers, and then elicit or explain the meaning of each phrase. Finally, ask students to make sentences using the phrases (you may decide to assign this as written homework to be handed in or checked at the start of the next lesson).
Read out the rubric and suggest that students mark the sections of the text that indicate how the writer feels about his job. Play the recording. Then ask students to discuss their answers in pairs or groups. Confirm the answers with the class.
Students then discuss in pairs why they would or would not choose to do this kind of job.Ask different students around the class to give their answers.
Exercise 7 Project
Present the task and elicit suggestions as to what gestures are used to express each emotion listed and any other emotions. Elicit suggestions of where information can be found (e.g. the internet).
When you feel sure that students can cope with the task, assign it as homework to be completed before a fixed deadline which you feel is reasonable (e.g. by the next lesson, in one week, etc).
Unit 1.2 (Vocabulary & Grammar)
Each Vocabulary & Grammar unit (Units 2, 4 and 6) follows this outline:
Students are asked to complete a number of vocabulary-related tasks which develop vocabulary sets related to a theme or themes introduced in the preceding unit.
Students complete tasks based on one or two grammar points, which are fully presented and explained in the Grammar Reference appendix (see Elements of the Coursebook ) .
Exam-based practice
The grammar and/or vocabulary exercises include one or more tasks of a type found in the RNE, or which practise a skill or sub-skill necessary to the successful completion of a particular RNE task type.
Extension & skills integration
Students practise the relevant vocabulary and grammar items in the context of at least one skills-related task (Listening, Speaking, Writing) and/or a segment entitled Everyday English, which focuses on colloquial expressions related to a particular function.
Ask students to turn to p. 8.Exercise 1
Read out the phrase βwrinkled foreheadβ and make the expression yourself to illustrate meaning. Elicit the difference between βred faceβ and βblushingβ (it depends on how the person is feeling). Ask different students to read out the phrases and to do or mime the action.
Ask students to discuss how each person is feeling in closed pairs. Check the answers with the class.
Elicit or explain the meaning of any unfamiliar words in the list. Ask students to complete the sentences, and then to check their answers in pairs. Confirm the correct answers with the class.
Ask students to complete as much of the task as they can, in pairs or small groups. Check studentsβ answers around the class, and then elicit or explain the meaning of any unfamiliar vocabulary. Ask students to use their dictionaries if necessary. Help students to explain how the incorrect words in each sentence may be used correctly, and to form correct sentences using these words. Finally, elicit how the sentences would be expressed in Russian.
Ask students to look up the words in their dictionaries, and then to close their dictionaries and demonstrate the meaning of each word to their partner in closed pairs. Check studentsβ answers.
Explain the exam-oriented task and point out that the four answer choices for each gap are often very similar in meaning, but that only one agrees with the grammar and/or meaning of the sentence. Ask students to read the text and complete the task, and then to check their answers in pairs. Check the answers with the class and then elicit or explain the meaning of any unfamiliar vocabulary.
Ask students to read the grammar presentation on p.161 and invite students to ask for clarification of anything they are unsure about.
Read the rubric for ex. 6 (p. 9) and ask students to complete the task. Check the answers with the class. You may like to extend the exercise by encouraging discussion about the ideas expressed in the sentences in pairs, groups or the whole class.
Ask students to complete the task individually. Move around the class helping with vocabulary as necessary. Finally, ask students to compare their sentences in closed pairs, correcting each otherβs sentences if necessary. Check students answers.
Present the task and emphasise that a) the word in bold may not be changed in any way, and b) students must not use more than five words in each gap. Complete the first item with the class, as an example. Ask students to complete the rest of the task, and then to check their answers in pairs. Check the answers with the class.
Unit 1.3 (Reading)
Ask students to turn to p. 10 and look at the pictures and the title of the text. Elicit or explain the meaning of any unfamiliar vocabulary in the title.
Ask students to look at the pictures again and think how they are related. Ask students to ask and answer the questions in closed pairs.
Ask the students to ask and answer the questions in closed pairs or groups. Play the recording for students to listen. Check the answers with the class.
Read out the quote.Ask students to discuss the meaning in closed pairs.Then put closed pairs into small groups to exchange their ideas. Move around the class monitoring the discussions and correcting or assisting students.
Present the rubric and check that all students understand what the exam-oriented task requires. Ask students around the class to read the Study Skills tip aloud. Elicit or explain the meaning of the terms used. Ask students to read the text through once forgist (the general meaning) . You may decide to complete the first item with the class as an example. Ask students to complete the rest of the task, and remind them not to worry about the meaning of a word or phrase unless it is directly related to the answer. When the students have finished the task, ask them to compare answers in pairs, giving reasons for their choices. Check that all students now have the correct answers, and that they understand the reason(s) why each is correct.
Elicit the meaning of the words in bold. Ask students to use the words in sentences of their own. (You may decide to assign this as written homework to be handed in or checked at the start of the next lesson.)
Ask students to complete the exercise by scanning the text to find the relevant words or phrases. Check their answers, and then elicit or explain the meaning of each phrase. Finally ask students to make sentences using the phrases. (You may decide to assign this as written homework to be handed in or checked at the start of the next lesson.)
Read out the rubric. Play the recording for students to listen to as they read the text again. Ask students to mark where, in the text, the writer gives reasons for the popularity of such events. Then ask students to discuss their answers in closed pairs. Finally ask students to present their findings to the class.
Read out the sentence and ask students to spend three minutes writing a few sentences on the topic. After three minutes ask the students to stop writing.Ask each student to read out their sentences to the class. Make notes of any errors and when the student has finished speaking these can be presented to the student for self correction. Ask the class to help with the corrections if necessary.
Finally ask the students to translate the first three paragraphs of the text into Russian. (You may decide to assign this as written homework to be handed in or checked at the start of the next lesson.)
Read out the rubric and invite suggestions from students around the class about how to begin and end an email and the types of sentences to include. When you feel sure that students can cope with the task, assign it as written homework to be handed in or checked at the start of the next lesson.
Unit 1.4 (Vocabulary & Grammar)
Ask students to turn to p. 12.Exercise 1
Ask students to choose the correct word to complete each sentence. Check the answers with the class, and then elicit or explain the meaning of any words which the students still donβt understand.
Ask students to complete the task. Remind them to consider if the verb is regular or irregular and use the correct form of the verb for the context i.e. to use the correct tense, the infinitive, a participle, etc.
Check the answers with the class.Exercise 3
Ask students to complete as much of the task as they can, in pairs or small groups. Check studentsβ answers around the class, and then elicit or explain the meaning of any unfamiliar vocabulary.
Optional extension: Ask students to explain how the incorrect words in each sentence may be used correctly, and to form correct sentences using these words. Students can use their dictionaries if necessary.
Finally ask the students to translate the sentences into Russian (this could be done as a homework task if you prefer).
Ask students to complete the sentences, and then to check their answers in pairs. Confirm the correct answers with the class. Then ask the students to make sentences using the incorrect words.
Ask the students to complete the sentences, and then to check their answers in pairs. Confirm the correct answers with the class.
Ask students to match the places of entertainment to the activities. Elicit the answer to number 1 as an example then ask the students to complete the rest. Check the answers with the class.
Then ask students to make sentences using their own ideas. Read out the example and then move around the class helping with any vocabulary and checking their answers.
Present the task and help open pairs of students to complete the first few exchanges.Ask students to repeat the whole task in closed pairs.
Ask an open pair to present the joke by reading the dialogue.Ask closed pairs to discuss why they think Sally cried. Check answers with the class.
Present the rubric and check that all students understand what the exam-oriented task requires. Ask students around the class to read the Study Skills tip aloud. Elicit or explain the meaning of the terms used.
Complete the first item with the class as an example. Ask students to complete the rest of the task. Check the answers with the class.
As an optional extension exercise, elicit word families based on the given word. e.g. universe (n), universal (adj), universally (adv)
Unit 1.5 (Reading)
Ask students to turn to p. 14 and look at the pictures. Elicit that they each show a different kind of entertainer.Exercise 1
Ask students to read the title on p. 14 and in groups to ask and answer the questions. Move around the class and monitor the activity.
Ask students to ask and answer the questions in closed pairs. Ask different students around the class for their ideas.
Read out the rubric and check that students understand the meaning of the words mime ,ballet andconcert .
Play the recording for students to listen and match the speakers to the performance. Check answers with the class.
Present the rubric and check that all students understand what the exam-oriented task requires. Read out the list of headings and elicit or explain the meaning of any unfamiliar vocabulary. Ask students to read the texts through once for gist.You may decide to complete the first item with the class as an example.Ask students to complete the rest of the task, and remind them not to worry about the meaning of a word or phrase unless it is directly related to the answer. When the students have finished the task, ask them to compare answers in pairs. Check that all students now have the correct answers, and that they understand the reason(s) why each is correct.
Ask students to complete the exercise by scanning the text to find the relevant words or phrases. Check their answers, and then elicit or explain the meaning of each phrase. Finally, ask students to make sentences using the phrases. (You may decide to assign this as written homework to be handed in or checked at the start of the next lesson.)
Ask students to read the definitions and then complete the exercise by scanning the text to find the relevant words or phrase.
As an optional extension to the exercise or as homework activity, ask students to write sentences of their own using the words.
Read out the rubric. Play the recording for students to listen to as they read the extracts again.Ask the class to do the task in closed pairs. Move around the class to monitor the pair-work activity, correcting and/or providing help with vocabulary where necessary.
Ask students to translate extracts 3 and 5 into Russian (you may decide to assign this as written homework to be checked at the beginning of the next lesson).
Read out the rubric and then give students three minutes to write. Then ask the students to read their piece of writing to their partner. Ask students to check their partnersβ writing to see if they can spot any mistakes. Check studentsβ answers.
Unit 1.6 (Vocabulary & Grammar)
Ask students to turn to p. 16.Exercise 1
Ask students to choose the correct word to complete each sentence, and then to check their answers by using their dictionaries. Check the answers with the class, and then elicit or explain the meaning of any words the students still donβt understand.
a) Present the task and elicit the answer to the first item as an example. Ask students to complete the task and remind them to add three more pairs to the list. Check answers with the class and ask students to read out their pairs of opposites.
b) Read out the rubric and ask students to complete
the task. Check answers with the class.Exercise 3
Read out the rubric and ask an open pair of students to provide an example.Ask students to continue the task in closed pairs. Move around the class to monitor the pairwork.
Ask students in closed pairs to complete the task. Move around the class and monitor the activity. Check answers with the class. Finally ask students to read the questions (1-3) and decide with their partner which idiom would be appropriate in each situation. Check answers with the class.
Ask students to complete the task and then to check their answers in Appendix ll. Check the answers with the class. Elicit corrected sentences from students who donβt agree with the sentences.
Ask students to complete the task and then to check their answers in Appendix l.
Check the answers with the class.Then ask students to make sentences using the other particle. Check studentsβ answers around the class.
Ask students to check the grammar presentation on pp. 162-163 about clauses of result, purpose and reason and invite students to ask for clarification of anything they are unsure about. Then ask students to complete exercise 7 (p.17).
a) Ask students to read the dialogue. Elicit how speaker B feels (e.g. disappointed, depressed, distressed).
b) Present the task and help open pairs of students to act out the first few exchanges. Ask students to complete all five exchanges in closed pairs. Go round the class monitoring the pair-work and helping with pronunciation or corrections.
Present the task and check that all students understand what the exam-oriented task requires. Students can look again at the Study Skills tip on p. 13 if necessary. Ask students to complete the task individually. Check the answers with the class.
As an optional extension exercise, elicit word families based on the given word e.g. attract (v), attractive (adj), attractively (adv), attraction (n), unattractive (adj).
Ask students to complete the task. Explain to students that this task requires their personal input and they should make sentences that are true for them.
Ask students, in closed pairs, to consider how the sentences in (b) differ from those in (a). Go around the class and check answers.
Unit 1.7 (Listening Skills)
The Listening Skills units in each module contain a βmock examβ of the RNE Listening paper, presenting the three tasks in order. Study skills tips are included, each of which outline various skills, strategies and techniques appropriate to one of the tasks.
After students have completed the task, their answers are checked and the task is analysed and discussed.
Ask students to turn to p. 18.Exercise 1
Ask students around the class to read aloud the Study Skills tip: Listening for the specific information.
Read the rubric and ask the students to read the statements and underline the key words. Play the recording for students to listen and choose their answers. Give students time to read through the options again and consider their answers. Play the recording again for students to listen to and confirm why the other options arenβt correct. Check answers around the class and help students to explain why each option is correct or incorrect.
Present the rubric and explain that each statement is a paraphrase of what the speaker says, so students should
ΠΠΎ ΠΊΠ½ΠΎΠΏΠΊΠ΅ Π²ΡΡΠ΅ Β«ΠΡΠΏΠΈΡΡ Π±ΡΠΌΠ°ΠΆΠ½ΡΡ ΠΊΠ½ΠΈΠ³ΡΒ» ΠΌΠΎΠΆΠ½ΠΎ ΠΊΡΠΏΠΈΡΡ ΡΡΡ ΠΊΠ½ΠΈΠ³Ρ Ρ Π΄ΠΎΡΡΠ°Π²ΠΊΠΎΠΉ ΠΏΠΎ Π²ΡΠ΅ΠΉ Π ΠΎΡΡΠΈΠΈ ΠΈ ΠΏΠΎΡ ΠΎΠΆΠΈΠ΅ ΠΊΠ½ΠΈΠ³ΠΈ ΠΏΠΎ ΡΠ°ΠΌΠΎΠΉ Π»ΡΡΡΠ΅ΠΉ ΡΠ΅Π½Π΅ Π² Π±ΡΠΌΠ°ΠΆΠ½ΠΎΠΌ Π²ΠΈΠ΄Π΅ Π½Π° ΡΠ°ΠΉΡΠ°Ρ ΠΎΡΠΈΡΠΈΠ°Π»ΡΠ½ΡΡ ΠΈΠ½ΡΠ΅ΡΠ½Π΅Ρ ΠΌΠ°Π³Π°Π·ΠΈΠ½ΠΎΠ² ΠΠ°Π±ΠΈΡΠΈΠ½Ρ, ΠΠ·ΠΎΠ½, ΠΡΠΊΠ²ΠΎΠ΅Π΄, Π§ΠΈΡΠ°ΠΉ-Π³ΠΎΡΠΎΠ΄, ΠΠΈΡΡΠ΅Ρ, My-shop, Book24, Books.ru.
ΠΠΎ ΠΊΠ½ΠΎΠΏΠΊΠ΅ Β«ΠΡΠΏΠΈΡΡ ΠΈ ΡΠΊΠ°ΡΠ°ΡΡ ΡΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΡΡ ΠΊΠ½ΠΈΠ³ΡΒ» ΠΌΠΎΠΆΠ½ΠΎ ΠΊΡΠΏΠΈΡΡ ΡΡΡ ΠΊΠ½ΠΈΠ³Ρ Π² ΡΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΠΎΠΌ Π²ΠΈΠ΄Π΅ Π² ΠΎΡΠΈΡΠΈΠ°Π»ΡΠ½ΠΎΠΌ ΠΈΠ½ΡΠ΅ΡΠ½Π΅Ρ ΠΌΠ°Π³Π°Π·ΠΈΠ½Π΅ Β«ΠΠΈΡΠ Π΅ΡΒ» , ΠΈ ΠΏΠΎΡΠΎΠΌ Π΅Π΅ ΡΠΊΠ°ΡΠ°ΡΡ Π½Π° ΡΠ°ΠΉΡΠ΅ ΠΠΈΡΡΠ΅ΡΠ°.
ΠΠΎ ΠΊΠ½ΠΎΠΏΠΊΠ΅ Β«ΠΠ°ΠΉΡΠΈ ΠΏΠΎΡ ΠΎΠΆΠΈΠ΅ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ Π½Π° Π΄ΡΡΠ³ΠΈΡ ΡΠ°ΠΉΡΠ°Ρ Β» ΠΌΠΎΠΆΠ½ΠΎ ΠΈΡΠΊΠ°ΡΡ ΠΏΠΎΡ ΠΎΠΆΠΈΠ΅ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ Π½Π° Π΄ΡΡΠ³ΠΈΡ ΡΠ°ΠΉΡΠ°Ρ .
On the buttons above you can buy the book in official online stores Labirint, Ozon and others. Also you can search related and similar materials on other sites.
ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ, Starlight, 11 ΠΊΠ»Π°ΡΡ, Teacher"s Book, ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π.Π., 2011.
ΠΠΈΠ½ΠΈΡ Π£ΠΠ Β«ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ (10-11 ΠΊΠ»Π°ΡΡΡ) (Π£Π³Π»ΡΠ±Π»Π΅Π½Π½ΡΠΉ)Β». ΠΠ½ΠΈΠ³Π° Π΄Π»Ρ ΡΡΠΈΡΠ΅Π»Ρ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΎΡΡΠ°Π²Π½ΠΎΠΉ ΡΠ°ΡΡΡΡ Π£ΠΠ Β«ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉΒ» (βStarlightβ) Π΄Π»Ρ 11 ΠΊΠ»Π°ΡΡΠ° ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ ΠΈ ΡΠΊΠΎΠ» Ρ ΡΠ³Π»ΡΠ±Π»ΡΠ½Π½ΡΠΌ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ΠΌ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΠ΅Ρ ΡΠΎΠ±ΠΎΠΉ ΡΡΠ΅Π±Π½ΠΈΠΊ Ρ Π²ΠΏΠΈΡΠ°Π½Π½ΡΠΌΠΈ Π² ΡΠΏΡΠ°ΠΆΠ½Π΅Π½ΠΈΡ ΠΊΠ»ΡΡΠ°ΠΌΠΈ ΠΈ ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°Π΅ΠΌΡΠΌΠΈ ΡΡΡΠ½ΡΠΌΠΈ ΠΎΡΠ²Π΅ΡΠ°ΠΌΠΈ ΡΡΠ°ΡΠΈΡ ΡΡ.
Outside Influences.
Perhaps one of the things that has made the English language today the closest the world has to a lingua franca is its 1) flexibility. The history of Britain is a tale of many 2) invasions, from Anglo Saxons to Vikings and Normans, to name but a few, and they all left a 3) lasting mark on the development of English as it is spoken today. One of the results of this is that English has always 4) readily absorbed words from other languages and this is a process that continues to this day. English has borrowed a very wide variety of foreign words and made them its own. Words like char from Chinese, hoi polloi from Greek and apparatchik from Russian are all words that are commonly used in English.
The language grew not only because Britain was conquered so many times but it also changed because of the British Empire. As the old empire spread the language across the world, it lost control of it too. Whatever part of the world English took root in, as either a native language in places like the US and Australia, or as a second language, the 5) inhabitants changed the way it was used. Each region has its own dialect of the language, which has added new vocabulary and uses its own unique 6) pronunciation or accent. What is fascinating is that these new variations on the language have also influenced how it is spoken in the land it originated in. English is a language that changes continually because of the vast variety of peoples and cultures that use it.
CONTENTS
1 Communication (pp. 5-36)
2 Challenges (pp. 37-68)
3 Rights (pp. 69-98)
4 Survival (pp. 99-130)
5 Spoilt for Choice (p-p. 131-160)
Grammar Reference (pp. 161-176)
Further Writing Practice (pp. 177-190)
Appendix I - Phrasal Verbs (pp.191-195)
Appendix II - Verbs, Adjectives, Nouns with Prepositions/Prepositional Phrases (pp. 196-200)
Appendix III - Spelling Rules (p. 200)
Appendix IV - Pronunciation (p. 200)
Irregular Verbs.
ΠΠ°ΡΠ° ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΈ: 28.04.2013 04:55 UTC
- Starlight, ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ, 2 ΠΊΠ»Π°ΡΡ, Π§Π°ΡΡΡ 1, ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ, ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π.Π., 2011 - ΠΡΠΎΡΠΈΡΠ°ΠΉ ΡΠ»ΠΎΠ²Π° Π²ΡΠ»ΡΡ ΡΠ²ΠΎΠΈΠΌ ΠΎΠ΄Π½ΠΎΠΊΠ»Π°ΡΡΠ½ΠΈΠΊΠ°ΠΌ. home, bone, rose, go, ghost, rope, nose, no, Tony frog, dog, stop, hot, got, on, β¦ ΠΠ½ΠΈΠ³ΠΈ ΠΏΠΎ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ
- ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ, Starlight Starter, ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ, ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π.Π., 2013 - Π£ΡΠ΅Π±Π½ΠΈΠΊ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌ ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠΌ ΡΡΠ΅Π±Π½ΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ° ΡΠ΅ΡΠΈΠΈ ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Π΄Π»Ρ Π½Π°ΡΠΈΠ½Π°ΡΡΠΈΡ . ΠΠ½ Π²ΠΊΠ»ΡΡΠ°Π΅Ρ Π² ΡΠ΅Π±Ρ Π·Π°Π΄Π°Π½ΠΈΡ ΠΈ ΡΠΏΡΠ°ΠΆΠ½Π΅Π½ΠΈΡ, ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π½ΡΠ΅ ΡΡΡΡΠΊΠΎΠΉ β¦ ΠΠ½ΠΈΠ³ΠΈ ΠΏΠΎ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ
- ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ, 6 ΠΊΠ»Π°ΡΡ, ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ, Starlight 6, ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π.Π., 2013 - Π£ΡΠ΅Π±Π½ΠΈΠΊ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠ΅Π½ΡΡΠ°Π»ΡΠ½ΡΠΌ ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠΌ ΡΡΠ΅Π±Π½ΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ° ΡΠ΅ΡΠΈΠΈ ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Π΄Π»Ρ ΡΡΠ°ΡΠΈΡ ΡΡ 6 ΠΊΠ»Π°ΡΡΠ° ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ ΠΈ ΡΠΊΠΎΠ» Ρ ΡΠ³Π»ΡΠ±Π»ΡΠ½Π½ΡΠΌ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ΠΌ β¦ ΠΠ½ΠΈΠ³ΠΈ ΠΏΠΎ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ
- ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ, 9 ΠΊΠ»Π°ΡΡ, ΠΠ²Π΅Π·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ, Starlight 9, ΠΠ°ΡΠ°Π½ΠΎΠ²Π° Π.Π., ΠΡΠ»ΠΈ Π., ΠΠΎΠΏΡΠ»ΠΎΠ²Π° Π.Π., 2013 - Π£ΡΠ΅Π±Π½ΠΈΠΊ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠ΅Π½ΡΡΠ°Π»ΡΠ½ΡΠΌ ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠΌ ΡΡΠ΅Π±Π½ΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ° ΡΠ΅ΡΠΈΠΈ ΠΠ²ΡΠ·Π΄Π½ΡΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ Π΄Π»Ρ ΡΡΠ°ΡΠΈΡ ΡΡ 9 ΠΊΠ»Π°ΡΡΠ° ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ ΠΈ ΡΠΊΠΎΠ» Ρ ΡΠ³Π»ΡΠ±Π»ΡΠ½Π½ΡΠΌ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ΠΌ β¦ ΠΠ½ΠΈΠ³ΠΈ ΠΏΠΎ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ