вторник, 22 декабря 2020 г.

Coronavirus: EU urges countries to lift UK travel bans

1. Read the article. 
2. Write out the new words. 
3. Comment on the headline of the article. 
4. Divide the article into logical parts and find key sentences. Give to each logical part a title.
4. Write out the key words of the article. 
5. Watch a short video " Mr Johnson said he understood the concerns of "our international friends"" and say how is the video related to the topic of the article. 
6. Think and say what is the subject matter of the article. 
7. State your opinion clearly on the problem raised by the author in the article. 
8. Be ready to give a rendering of the article. 
article 4

среда, 2 декабря 2020 г.

Article 3

 

Coronavirus: New Covid tier system comes into force in England

England has returned to a tiered system of coronavirus restrictions after its second national lockdown ended.

The government said the move would help "safeguard the gains made during the past month".

More than 55 million people are in the strictest two tiers and cannot mix indoors with those in other households.

As the tougher new system came into force, the UK became the first country in the world to approve the Pfizer/BioNTech Covid-19 vaccine.

The first 800,000 doses will be available in the UK from next week, Health Secretary Matt Hancock has said.

England's new three-tiered system was backed by MPs in a Commons vote just hours before it came into effect, despite 55 Tories voting against PM Boris Johnson's plan.

There were queues outside stores early on Wednesday, as non-essential shops and other businesses - including personal care services such as hairdressers and beauty salons - can now reopen for the first time in four weeks.

Some retailers are extending their trading hours to try to recoup the loss in sales over the lockdown.

It comes after a period which has seen the collapse of Topshop owner Arcadia group and the failure of department store chain Debenhams to secure a buyer - putting a total of 25,000 jobs at risk.

A stock clearance sale began at Debenhams at 07:00 GMT following the end of the lockdown.

British Retail Consortium chief executive Helen Dickinson said businesses were looking forward to welcoming back customers, with billions lost in sales during the lockdown, adding "every purchase we make is a retailer helped, a job protected and a local community supported".

Pubs and restaurants are now allowed to reopen in tier one and two areas, although in tier two alcohol can only be served with a "substantial meal".

The government has also announced that people living in care homes in England will be able to have visits from family and friends by Christmas, if the visitors test negative for coronavirus.

And later on Wednesday about 10,000 fans will be allowed into six games in the English Football League for the first time, other than a few pilot games, since March.

England's new coronavirus restrictions are tougher than the previous tier system that was in place before the lockdown was introduced on 5 November.

Under the system every area of the country is in one of three tiers - medium (one), high (two) and very high (three) - with the vast majority of the population in the higher two tiers.

In tier two, people are not allowed to mix with anyone outside their household or support bubble indoors, although they can socialise in groups of up to six outdoors.

And in tier three, people must also not mix with anyone outside their household or support bubble indoors, or at most outdoor venues.

Opening the debate in the Commons on Tuesday, Mr Johnson urged MPs to support his proposals - offering an additional £40m for some pubs in tiers two and three.

He said he appreciated the "feeling of injustice" in some areas and pledged to "look in granular detail" at the "human geography" of the virus when the tiers are reviewed.

Closing the debate for the government, an emotional Matt Hancock described how he had been personally affected by the virus, after his step-grandfather died from Covid-19.

"We can afford to let up a little, we just can't afford to let up a lot," he told MPs.

Conservative rebel Mark Harper, who chairs the lockdown-sceptic Covid Recovery Group of Tory MPs, said the government "must find a way to... end this devastating cycle of repeated restrictions, and start living in a sustainable way until an effective and safe vaccine is successfully rolled out across the population".

Task 1. Read the headline of the article. Comment on it.

Task 2. Read the article and be ready to give a translation of it. Pay attention to the sentences where some words and phrases are given in bold. Write out those words and phrases and transcribe them.

Task 3. Find the English equivalents of the following words and phrases. Make your own sentences using the new vocabulary.

1)  сохранить прибыль

2) многоуровневая система

3) быть доступным

4) Министр Здравоохранения

5) поддержали члены парламента

6) Тори проголосовали против

7) возместить убытки от продаж

8) розничные торговцы

9) полная распродажа

10)  Генеральный директор Британского консорциума по розничной торговле

11) сытная еда

12) дома престарелых

13) общаться с кем-либо

14) общаться в группах по

15) порочный круг

Task 4. Make up a dialogue/story using the new vocabulary.

Task 5.Devide the text of the article into logical parts. Give short titles to each logical part. Find a key sentence to each logical part. Paraphrase them.

Task 6. Make up all types of questions to discuss the article with your group mates.

 Task 7. Be ready to discuss in the classroom with your group mates:

-         what was the author’s intention to tell the general public about

-         what is the main idea/ problem raised.

Task 8. Watch the video “The health secretary tells MPs his step-grandfather died of Covid-19 in November”. Give a script of the video and say how is the video related to the information given in the article. Go through the link to watch the video https://www.bbc.com/news/uk-55153899.

Task 9. Write a rendering of the articleMind the rules of a rendering writing. (second lesson)

Task 10. Learn the new vocabulary from the article be ready to write the dictation-translation. (second lesson)

суббота, 14 ноября 2020 г.

Article 2

 

US election 2020: Biden takes Georgia to solidify victory

The BBC

US President-elect Joe Biden has won the state of Georgia, the BBC projects, the first Democratic candidate to do so since 1992.

The win solidifies Mr Biden's victory, giving him a total of 306 votes in the electoral college, the system the US uses to choose its president.

President Donald Trump is projected to win North Carolina, reaching 232 votes.

Mr Trump, who has not yet conceded, alluded for the first time to a possible new administration in January.

Looking subdued, the president stopped short of acknowledging his defeat during a briefing of his coronavirus task force at the White House. These were his first public comments on the election since his defeat was projected by US media.

As the country faces growing outbreaks of Covid-19, Mr Trump said he would not impose a lockdown to fight the virus, adding: "Whatever happens in the future, who knows which administration it will be. I guess time will tell."

The president, who did not mention Mr Biden by name, did not take questions from reporters. Pressure is growing on Mr Trump, a Republican, to acknowledge Mr Biden's victory and help prepare the transition from one administration to another.

The results in Georgia and North Carolina were the last to be projected in the race for the White House. Mr Biden's electoral votes equal the tally Mr Trump achieved in his victory over Hillary Clinton in 2016. At the time Mr Trump referred to it as "a landslide".

President Trump has launched a flurry of legal challenges in key states and levelled unsubstantiated allegations of widespread electoral fraud. But his efforts suffered three setbacks on Friday:

In Arizona, his team dropped a lawsuit seeking a review of ballots cast on Election Day after it became clear his rival's lead was unassailable. The challenge was based on a claim that some legal votes had been rejected.

In Michigan, a judge rejected a request by two Republican poll watchers - who had alleged fraud in Wayne County - to block the certification of election results in Detroit.

In Philadelphia, Pennsylvania, the Trump campaign's requests to invalidate several batches of mail-in ballots were rejected.

A manual recount is to be carried out in Georgia because of the narrow margin between the two candidates, but the Biden team said they did not expect it to change the results there.

Joe Biden did not have to win Georgia or Arizona to secure the White House. His recapturing of the "blue wall" northern industrial states of Wisconsin, Michigan and Pennsylvania by themselves assured his victory.

The former vice-president's success in these Sun Belt states - the first time a Democrat has won either in decades - suggests, however, that Democrats may be clearing a new path to presidential success in future elections.

It is not all good news for the Democrats, however. Donald Trump did win North Carolina - another southern swing state - even though it was carried by Barack Obama in 2008.

The electoral map is shifting, and the parties will have to adjust their strategies accordingly. In the meantime, Georgia - which has two January run-off elections that will decide control of the US Senate - will take centre stage in the months ahead. Joe Biden's narrow victory there all but assures it will be a hotly contested battle.

Task 1. Read the article. Comment on the title of the article.

Task 2. Translate the sentences where some words and phrases are given in bold. Write out those words paying attention to the pronunciation.

Task 3. Find the English equivalents of the following words and phrases.

1)  совещание

2) вспышка

3) тем временем

4) проведение пересчета голосов в ручную

5) ожесточенная битва

6) кандидат в президенты

7) укрепить чью-либо победу

8) коллегия выборщиков

9) избранный президент

10)  признавать

11) вводить локдаун

12) необоснованные обвинения

13) фальсификация результатов выборов/подтасовка

14) пересчет подданных бюллетеней

Task 4. Make up all types of questions to discuss the article with your group mates.

Task 5. Go through the link below to watch the video President Trump: "Who knows which administration it will be, I guess time will tell". Be ready to say how the video is related to the topic of the article. https://www.bbc.com/news/election-us-2020-54939212

Task 6. Read the article a second time and be ready to discuss in the classroom:

-         what was the author’s intention to tell the general public about

-         what is the main idea/ problem raised.

Task 7. Write a rendering of the article. Mind the rules of a rendering writing. (second lesson)

понедельник, 26 октября 2020 г.

Useful abbreviations in English

https://skillset.ru/abbreviaturyi-i-sokrashheniya-v-angliyskom-yazyike

For Press Lessons

 

US election 2020: What the US election will mean for the UK

By James Landale

Diplomatic correspondent

26.10.2020



 




If you want to see one of the great monuments to what is called "the special relationship" between Britain and the United States, take a stroll to Grosvenor Square, a leafy haven in the heart of London.

There you will find a grand statue of Franklin Delano Roosevelt, the great wartime American president, set high on a stone pedestal, dominating the square. Below it there is a surprise, an inscription revealing that the statue, unveiled in 1948, was paid for by "small sums from people in every walk of life throughout the UK".

Think of it: at a time of grim post-war austerity and food rationing, 160,000 Britons were so admiring of America they were willing to pay five shillings each - about 8 pounds in today's money - to erect a statue in memory of its former president.

This memorial marks perhaps the zenith of US-UK relations. It is doubtful today many Britons would fork out hard-earned cash to raise a likeness of Donald Trump.

A survey last month by the Pew Research Center found only 19% of Britons have confidence in Mr Trump to do the right thing in world affairs. Transatlantic relations over the past four years have been ragged.

President Trump publicly criticised Theresa May's Brexit negotiations; on Twitter he accused British intelligence of spying on him; down the phone he shouted at Boris Johnson about the UK's approach to the Chinese tech giant, Huawei.

There have been "ups and downs at a political level", the ever-diplomatic Lord Sedwill, Britain's recent national security adviser, told the BBC. "President Trump is a very unusual occupant of that office."

Of course, the official relationship between Britain and the US endures; the military, diplomatic and intelligence links that run deep into the fabric of both nations.

But the occupant of the White House shapes that relationship, and that is why the election on November 3 matters.

The big question about a second Trump term is whether he would double down, unconstrained by electoral concerns, or moderate his behaviour as he looked to his legacy.

Some reckon there might just be more of the same. For the UK, that would mean reasonably warm personal relations at the top between the president and a prime minister he once called "Britain Trump". There would be more positive noises about Brexit and a future trade deal. But there would likely also be more disputes over policy such as relations with China or Iran.

In terms of substance, the big unknown is whether Trump mark 2 would withdraw the US even further from the defence alliance Nato. In recent interviews, John Bolton, Trump's former National Security Adviser, has said there was real risk of this.

Others say it would be resisted by the US political establishment. But if the US did step back from Nato, Britain and the rest of Europe would have to spend more on their own defence and that could mean substantial tax rises.

On Iran, a second Trump administration would push harder for the collapse of the deal Tehran agreed to curb its nuclear ambitions. Britain would come under more pressure to split from European allies or risk tougher US sanctions that apply indirectly to British businesses and banks. The transatlantic divide on this and other issues would likely grow if Mr Trump gets four more years.

If Joe Biden were to win, the US would be less hostile towards the international organisations that Britain values so much, such as the United Nations. It would try to repair global partnerships. He's promising a "summit of the democracies". Transatlantic relations would be easier, less unpredictable, with fewer unexpected tweets.

Relations between the US and the UK over some policy issues would improve. Take climate change. Next year Britain is hosting a big UN summit - known as COP26 - where it is hoped the world will agree new carbon reduction targets. President Trump, who pulled the US out of the previous Paris climate accord, is unlikely to help get a deal, whereas Mr Biden has promised to re-join Paris and push for even more ambitious targets.

What the US election will mean for climate change

Both Mr Biden and Mr Johnson share a tough approach towards Russia. They are closer on China, agreeing on the need to challenge behaviour but also allow for engagement on global issues. Divisions over Iran may become less stark as Mr Biden has promised to re-engage with the nuclear deal.

That is not to say a Biden presidency would not pose difficulties for the UK.

He is not a natural fan of the prime minister, describing him last December as "a physical and emotional clone" of President Trump. He strongly opposed Brexit. And as someone with a strong sense of his Irish heritage, Mr Biden has expressed concern about the potential impact Britain's departure from the European Union could have on Ireland's economy and Northern Ireland's security.

Many analysts believe a Biden presidency would shift its focus towards Germany and France, seeing them and the EU as America's primary transatlantic partners.

Sir Peter Westmacott, former UK ambassador in Washington, said: "Biden will lean towards Paris and Berlin not because he has anything intrinsic against the UK, but because we will count for less in Washington because of Brexit. Our importance to the US has always been linked to the difference we can make to US interests in Europe, and vice versa."

Regardless of who wins on November 3, many observers believe some trends will continue: the gradual US retreat from global leadership and military intervention as the country rediscovers its isolationistic instincts. Mr Biden might be more internationalist in outlook than Mr Trump, but he too is promising to end US involvement in "forever wars", focus his foreign policy on improving the lives of America's middle classes, and protect US jobs from the tide of globalization.

According to Sophia Gaston, director of the British Foreign Policy Group, that means Britain will come under pressure to fill that vacuum and defend the multilateral organisations that have served the West so well.

"Even if Biden wins," she says, "Britain is going to have to take a bigger role in those international institutions and a bigger role in leadership on issues like climate change, democracy and human rights because the US president is going to be more concerned by a fractious domestic landscape."

Task 1. Read and translate the article.

Task 2. Write out the new words given in bold paying attention to the pronunciation.

Task 3. Find English equivalents of the following words and phrases.

1)  наследие

2) несмотря на

3) права человека

4) волна глобализации

5) военное вмешательство

6) разделять жесткий подход

7) санкции

8) быть менее враждебным по отношению к

9) переключить внимание на

10) становиться менее суровыми

Task 4. Match the synonyms.

1) walk of life            a) envoy

2)  security                b) integration

3) ambassador         c) safety

4) summit                 d) class

5) Globalization       e) meeting

Task 5. Make up 5 questions to discuss the article with your group mates.

Task 6. Read the article a second time and be ready to discuss in the classroom:

-          what was the author’s intention to tell the general public about

-          what is the main idea/ problem raised.

Task 7. Write a rendering of the article. (for the second lesson)

пятница, 29 мая 2020 г.

Examination Topics / Summer term


Revise the material of Units 4, 5, 6, 7 and write topics for the Summer Examination.


1.     Benefits of eco-tourism

2.     Famous eco-tourism projects

3.     British system of education

4.     Independent schools in GB

5.     Maintained schools in GB

6.     What an ideal teacher should be

7.     Earning money vs good education

8.     Global warming

9.     Environmental protection

10.   Different causes of environmental pollution

понедельник, 25 мая 2020 г.

Three Men in a Boat by Jerome K Jerome

1. Watch the video "Three man in a boat"



2. Read the passage from "Tree man in a boat" by Jerome K Jerome, write the stylistic analysis and send.

Jerome K. Jerome, in full Jerome Klapka Jerome, (born May 2, 1859, Walsall, Staffordshire, Eng.—died June 14, 1927, Northampton, Northamptonshire), English novelist and playwright whose humour—warm, unsatirical, and unintellectual—won him wide following.
Jerome left school at the age of 14, working first as a railway clerk, then as a schoolteacher, an actor, and a journalist. His first book, On the Stage—and Off, was published in 1885, but it was with the publication of his next books, The Idle Thoughts of an Idle Fellow (1886) and Three Men in a Boat (1889), that he achieved great success; both books were widely translated. From 1892 to 1897 he was a coeditor (with Robert Barr and George Brown Burgin) of The Idler, a monthly magazine that he had helped found, which featured contributions by writers such as Eden PhillpottsMark Twain, and Bret Harte.
Jerome’s many other works include Three Men on the Bummel (1900) and Paul Kelver (1902), an autobiographical novel. He also wrote a number of plays. A book of Jerome’s memoirs, My Life and Times, was published in 1926.


We got out at Sonning, and went for a walk round the village. It is the most fairy-like little nook on the whole river. It is more like a stage village than one built of bricks and mortar. Every house is smothered in roses, and now, in early June, they were bursting forth in clouds of dainty splendour. If you stop at Sonning, put up at the "Bull," behind the church. It is a veritable picture of an old country inn, with green, square courtyard in front, where, on seats beneath the trees, the old men group of an evening to drink their ale and gossip over village politics; with low, quaint rooms and latticed windows, and awkward stairs and winding passages.

We roamed about sweet Sonning for an hour or so, and then, it being too late to push on past Reading, we decided to go back to one of the Shiplake islands, and put up there for the night. It was still early when we got settled, and George said that, as we had plenty of time, it would be a splendid opportunity to try a good, slap-up supper. He said he would show us what could be done up the river in the way of cooking, and suggested that, with the vegetables and the remains of the cold beef and general odds and ends, we should make an Irish stew.

It seemed a fascinating idea. George gathered wood and made a fire, and Harris and I started to peel the potatoes. I should never have thought that peeling potatoes was such an undertaking. The job turned out to be the biggest thing of its kind that I had ever been in. We began cheerfully, one might almost say skittishly, but our light-heartedness was gone by the time the first potato was finished. The more we peeled, the more peel there seemed to be left on; by the time we had got all the peel off and all the eyes out, there was no potato left - at least none worth speaking of. George came and had a look at it - it was about the size of a pea-nut. 
He said:
"Oh, that won't do! You're wasting them. You must scrape them."
So we scraped them, and that was harder work than peeling. They are such an extraordinary shape, potatoes - all bumps and warts and hollows. We worked steadily for five-and-twenty minutes, and did four potatoes. Then we struck. We said we should require the rest of the evening for scraping ourselves.

I never saw such a thing as potato-scraping for making a fellow in a mess. It seemed difficult to believe that the potato-scrapings in which Harris and I stood, half smothered, could have come off four potatoes. It shows you what can be done with economy and care.

George said it was absurd to have only four potatoes in an Irish stew, so we washed half-a-dozen or so more, and put them in without peeling. We also put in a cabbage and about half a peck of peas. George stirred it all up, and then he said that there seemed to be a lot of room to spare, so we overhauled both the hampers, and picked out all the odds and ends and the remnants, and added them to the stew. There were half a pork pie and a bit of cold boiled bacon left, and we put them in. Then George found half a tin of potted salmon, and he emptied that into the pot.

He said that was the advantage of Irish stew: you got rid of such a lot of things. I fished out a couple of eggs that had got cracked, and put those in. George said they would thicken the gravy.

I forget the other ingredients, but I know nothing was wasted; and I remember that, towards the end, Montmorency, who had evinced great interest in the proceedings throughout, strolled away with an earnest and thoughtful air, reappearing, a few minutes afterwards, with a dead water- rat in his mouth, which he evidently wished to present as his contribution to the dinner; whether in a sarcastic spirit, or with a genuine desire to assist, I cannot say.

We had a discussion as to whether the rat should go in or not. Harris said that he thought it would be all right, mixed up with the other things, and that every little helped; but George stood up for precedent. He said he had never heard of water-rats in Irish stew, and he would rather be on the safe side, and not try experiments.

Harris said:
"If you never try a new thing, how can you tell what it's like? It's men such as you that hamper the world's progress. Think of the man who first tried German sausage!"
It was a great success, that Irish stew. I don't think I ever enjoyed a meal more. There was something so fresh and piquant about it. One's palate gets so tired of the old hackneyed things: here was a dish with a new flavour, with a taste like nothing else on earth.

And it was nourishing, too. As George said, there was good stuff in it. The peas and potatoes might have been a bit softer, but we all had good teeth, so that did not matter much: and as for the gravy, it was a poem - a little too rich, perhaps, for a weak stomach, but nutritious.

вторник, 19 мая 2020 г.

Coronavirus: Trump gives WHO ultimatum over Covid-19 handling


Task for Press 


1. Go through the link below to read the article
Coronavirus: Trump gives WHO ultimatum over Covid-19 handling. 












https://www.bbc.com/news/world-us-canada-52718309

2. Send the rendering of the article.


3. Watch the videoUS Health Secretary Alex Azar: WHO failure to obtain information 'cost many lives' .

4. Send the audio answer file saying how is it related to the topic of the article and whether you agree with the speaker or not.  

среда, 6 мая 2020 г.

FOR PRESS LESSONS


A youth debate recorded at Bath University on the topic "Does the best education occur outside the classroom?"












Go through the link to listen to the audio recording "Does the best education occur outside the classroom?"  https://www.bbc.co.uk/programmes/p033k7r4

четверг, 30 апреля 2020 г.

TO SIR, WITH LOVE

To Sir, with Love /video
TO SIR, WITH LOVE
By E.R.Braithwaite
The Guianan diplomatist Eustace Braithwaite was born in 1912 in British Gui­ana. He flew with the R.A.F. during the war years. After the war colour prejudice precluded him from obtaining the kind of job for which his scientific qualifications fitted him. From 1950 to 1957 he worked as a school-teacher. In the sixties he was a Permanent Representative of Guiana to the UN. In1959 Braithwaite won the Ainsfield Wolf Literary Award for To Sir, with Love, a book about his experiences as a teacher in a school in London's East End. The other books that came from his pen are A Kind of Homecoming (1961), Paid Servant (1962), A Choice of Straws (1965), Reluctant Neighbours (1972). 

 (Extract)
Each Friday morning the whole school spent the pre-recess pe­riod in writing their Weekly Review. This was one of the old Man's pet schemes: and one about which he would brook no interference. Each child would review the events of his school week in his own words, in his own way; he was free to comment, to criticise, to agree or disagree, with any person, subject or method, as long as it was in some way associated with the school. No one and nothing was sacred, from the Headmaster down, and the child, moreover, was safe from any form of reprisal.
"Look at it this way," Mr. Florian said. "It is of advantage to both pupils and teacher. If a child wants to write about something, which matters, to him, he will take some pains to set it down as carefully and with as much detail as possible; that must in some way improve his written English in terms of spelling, construction and style. Week by week we are able, through his review, to follow and observe his progress in such things. As for the teachers, we soon get a pretty good idea what the children think of us and whether or not we are getting close to them... You will discover that these children are reasonably fair, even when they comment on us. If we are careless about our clothing, manners or person they will soon notice it, and it would be pointless to be angry with them for pointing such things out. Finally, from the reviews, the sensible teacher will observe the trend of individual and collective interests and plan his work accordingly.’’
On the first Friday of my association with the class I was anxious to discover what sort of figure I cut in front of them, and what kind of comment they would make about me. I read through some of the reviews at lunch-time, and must admit to a mixture of relief and dis­appointment at discovering that, apart from mentioning that they had a new "blackie" teacher, very little attention was given to me...
It occurred to me that they probably imagined I would be as transient as my many predecessors, and therefore saw no point in wasting either time or effort in writing about me. But if I had made so little impression on them, it must be my own fault, I decided. It was up to me to find some way to get through to them.
Thereafter I tried very hard to be a successful teacher with my class, but somehow, as day followed day in painful procession, I realized that I was not making the grade. I bought and read books on the psychology of teaching in an effort to discover some way of providing the children with the sort of intellectual challenge to which they would respond, but the suggested methods somehow did not meet my particular need, and just did not work. It was as if I were trying to reach the children through a thick pane of glass, so remote and uninterested they seemed.
Looking back, I realize that in fact I passed through three phases in my relationship with them. The first was the silent treatment, and during that time, for my first few weeks, they would do any task I set them without question or protest, but equally without interest or enthusiasm; and if their interest was not required for the task in front of them would sit and stare at me with the same careful patient attention a birdwatcher devotes to the rare feathered visitor...
I took great pains with the planning of my lessons, using illus­trations from the familiar things of their own background... I creat­ed various problems within the domestic framework, and tried to encourage their participation, but it was as though there were a conspiracy of indifference, and my attempts at informality fell pitifully flat.
Gradually they moved on to the second and more annoying phase of their campaign, the "noisy" treatment. It is true to say that all of them did not actively join in this but those who did not were obviously in some sympathy with those who did. During a lesson, especially one in which it was necessary for me to read or speak to them, someone would lift the lid of a desk and then let it fall with a loud bang; the culprit would merely sit and look at me with wide innocent eyes as if it were an accident.
They knew as well as I did that there was nothing I could about it, and I bore it with as much show of aplomb as I could manage. One or two such interruptions during a lesson were usually enough to destroy its planned continuity... So I felt angry and frus­trated when they rudely interrupted that which was being done purely for their own benefit.
One morning I was reading to them some simple poetry. Just when I thought I had inveigled them into active interest one of the girls, Monica Page, let the top of the desk fall; the noise seemed to reverberate in every part of my being and I felt a sudden burning anger. I looked at her for some moments before daring to open my mouth; she returned my gaze, then casually remarked to the class at large: "The bleeding thing won't stay up." It was all rather de­liberate, the noisy interruption and the crude remark, and it heralded the third stage of their conduct. From then on the words "bloody" or "bleeding" were hardly ever absent from any remark they made to one another especially in the classroom. They would call out to each other on any silly pretext and refer to the "bleed­ing" this or that, and always in a voice loud enough for my ears. One day during an arithmetic period I played right into their hands. I was so overcome by anger and disgust that I completely lost my temper ... I went upstairs and sat in the library, the only place where I could be alone for a little while. I felt sick at heart, because it seemed that this latest act above all others, was intended to display their utter disrespect for me. They seemed to have no sense of decency, these children; everything they said or did was coloured by an ugly viciousness, as if their minds were forever rooting after filth. ‘Why, oh why,’ I asked myself, ‘did they behave like that? What was wrong with them?’ 
  

Task 1. Watch the video To Sir, with loveGo through the link below to watch it.
https://ok.ru/video/36291938975

Task 2. Write a review of the film To Sir, with love. Send the audio file in the Google Classroom.

Task 3. Read the text and write the full analysis. Make a list of new words.

вторник, 21 апреля 2020 г.

How You Can Survive Quicksand?

Can quicksand really suck you to your death?

Death-by-quicksand is a favourite of B-movie directors. But would a hapless cowboy or bandit really be sucked under? BBC Future pokes a tentative toe into the science…
We’ve all seen the films.  A man is caught in quicksand, begging onlookers for help, but the more he struggles, the further down into the sand he is sucked until eventually he disappears. All that’s left is sinister sand, and maybe his hat. There are so many films featuring death by quicksand that Slate journalist Daniel Engbar has even tracked the peak quicksand years in film. In the 1960s, one in 35 films featured quicksands. 



They were in everything from Lawrence of Arabia to The Monkees.

Yet the evidence that the more you struggle, the further you sink until you drown, is rather lacking. Quicksand usually consists of sand or clay and salt that’s become waterlogged, often in river deltas. The ground looks solid, but when you step on it the sand begins to liquefy. But then the water and sand separate, leaving a layer of densely packed wet sand which can trap it. The friction between the sand particles is much-reduced, meaning it can’t support your weight anymore and at first you do sink. It is true that struggling can make you sink in further, but would you actually sink far enough to drown?

Daniel Bonn from the University of Amsterdam was in Iran when he saw signs by a lake warning visitors of the dangers of quicksand. He took a small sample back to his lab, analysed the proportions of clay, salt water and sand, and then recreated quicksand for his experiment. Instead of people, he used aluminium beads which have the same density as a human. He put them on top of the sand and then, to simulate the flailing of a panicking human, he shook the whole model and waited to see what happened. Would the aluminium beads “drown”?

The answer was no. At first they sunk a little, but as the sand gradually began to mix with water again, the buoyancy of the mixture increases and they floated back up to the top. Bonn and his team tried placing all sorts of objects on his lab-made quicksand. If they were of density equivalent to a human they did sink, but never completely, only half way.   

Although quicksand doesn’t continue to pull you right under, if you can’t get free in time, a high tide can sweep across you
Why then, if physics predicts that you don’t endlessly sink further and further down, are there occasional tragic accidents where people do die, such as a mother of two who drowned in 2012 while on holiday in Antigua?

The reason is that although quicksand doesn’t continue to pull you right under, if you can’t get free in time, a high tide can sweep across you. This is really when quicksand can be dangerous.

So struggling alone won’t drown you, but we do still need to be wary. If you want to free yourself without waiting for rescue or for the sand to liquefy again, then Bonn’s research showed that just to release one foot, you would need to provide a force of 100,000 newtons – the equivalent of the strength to lift a medium-sized car.

In the lab Bonn’s team found that salt was an essential ingredient because it increased the instability of quicksand, leading to the formation of these dangerous areas of thick sediment. But then another team, this time from Switzerland and Brazil, discovered a kind of quicksand that doesn’t need salt. They tested samples from the shores of a lagoon in north eastern Brazil. They found that bacteria formed a crust on the top of the soil, giving the impression of a stable surface, but when stepped on the surface collapsed. But even then the good news is that basins formed from this kind of soil are very rarely deeper than the height of a human, so even if someone did slip into the quicksand they wouldn’t drown.  

Dry quicksand, however, is another matter entirely. The quicksand effect means that falling into a silo full of grain can often be fatal.

To survive a fall into dry quicksand, you need outside help as quickly as possible
In 2002 a case report was published telling the tale of a man who fell into a grain store late one evening on a farm in Germany. By the time the firefighters were able to establish which of eight tanks he was in, the grain was up to his armpits and acting according to the classic idea of quicksand, was dragging him down. Each time he exhaled, the volume of his chest reduced, causing grain to rush to fill the gap and making it progressively harder for him to breathe.

A doctor was lowered down on a rope to give him oxygen and a harness was placed around the man’s chest. But soon he was experiencing agonising chest pain and the doctor developed an asthma attack brought on by the dust. The firefighters did come up with a clever solution, though. They lowered a cylinder over the man’s body. Then as they sucked the grain out with an industrial vacuum, the grain couldn’t fall more tightly around him, and he survived.  


To survive a fall into dry quicksand, you need outside help as quickly as possible, but what if you find yourself in some wet quicksand, not drowning, but stuck? You need to wiggle your leg a little in order to introduce water to the sand around your feet to liquefy the sand again. The idea is to stay calm (which might be easier said than done), lean back and spread out to spread your weight more evenly and wait until you float back up to the surface. And don’t forget your hat.


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Task 1. Read the article. Make a list of new words with their definitions written out.
Task 2.Translate the passage from “Death-by-quicksand is a favourite...one in 35 films featured quicksands.” in a written form. 
Task 3. Make up and write 5 questions related to the logical parts to the article.
Task 4. Watch the video How You Can Survive Quicksend and say how is it related to the contence of the article.Justify your point of view. Send me back a recorded audio file with the answer.
Task 5. Write and send the rendering of the article Can quicksand really suck you to your death?