10th grade Advanced. Unit 5. Lesson 4. In all its glory

👉Communicative area: asking and answering questions about architectual monuments in Britain

👉Active vocabulary: glory, a dome, a tomb, a listed building, to dominate, majestic

Explore more at Wayground.

10th grade Advanced. Unit 5. Lesson 2. Stories behind works of art

👉Communicative area: listening about interesting facts about works of art

👉Active vocabulary: commission, iconic, recognisable, canvas, background

👉Receptive grammar: Past Perfect Continuous

Дизайн, автор: Veranika Bebekh 

10th grade Advanced. Unit 5. Lesson 1. What do you know about arts?

👉Communicative area: exploring the notion of art and its classification, naming different types of art and giving opinion about them

👉Active vocabulary: breathtaking, contemporary, decorative, stained glass, a still life, an artwork, compound nouns and adjectives

1. How was the word “art” commonly used before the 1700s?

2. What are some examples of activities that were considered art in the past?

3. How do we typically define art in contemporary society?

4. What are some responses people might have to a work of art?

5. How are individual arts usually grouped into categories?

6. Can you name the three categories of performing arts mentioned in the text?

7. What types of works are considered literary arts?

8. Which art forms are classified as visual arts?

9. How is the term “visual arts” used today?

10. In the European academic tradition, what is the main purpose of fine arts?

11. How do decorative arts differ from fine arts, and what do they have in common?

12. Can you list examples of applied arts mentioned in the text?

13. What are some examples of decorative arts provided in the text?

14. Why might it be easy to confuse decorative and applied arts?

15. How do functional arts serve a practical purpose alongside being attractive?

10th grade. Unit 3. Articles in Set Expressions (Part 3)

 

10th grade. Unit 3. Articles in Set Expressions (Part 2)

 

Quiz created by Veronika Bebekh with GoConqr

10th grade. Unit 3. Articles in Set Expressions (Part 1)

 

Quiz created by Veronika Bebekh with GoConqr

Topics for discussion: They say that mass-media has become faulty. Do you agree with this opinion?

Mass media plays a crucial role in modern society. It informs people, shapes opinions, and provides entertainment. However, many people argue that mass media has become faulty, meaning that it does not always serve these purposes effectively or truthfully. I agree with this opinion to a certain extent, and I will explain why.

One reason people believe mass media is faulty is the spread of misinformation. In recent years, social media platforms and online news sources have accelerated the sharing of news, but not all of this information is accurate. Sometimes, articles are based on rumours or incorrect data, and they can reach millions of people very quickly. For example, during elections or health crises, false information can create panic or influence decisions unfairly. Traditional media, such as television and newspapers, also sometimes report biased news depending on political or financial interests. This situation reduces people's trust in what they read or watch.

Another problem is the focus on entertainment rather than education or important news. Many television channels and online platforms prefer to show sensational stories or celebrity gossip because they attract more viewers. While these topics can be fun, they often overshadow serious issues, such as climate change, social injustice, or international conflicts. When the audience mainly receives entertainment-focused content, they can lose awareness of important matters happening in the world. This imbalance between entertainment and meaningful news makes mass media seem less reliable or responsible.

However, it is not entirely correct to say that mass media always fails. In many cases, professional journalists and researchers work hard to provide accurate and useful information. Investigative journalism has exposed corruption, human rights violations, and environmental problems, helping society become more informed and demanding change. Moreover, new technologies allow people to access a wide range of media sources from different countries and perspectives. This variety can help readers and viewers cross-check information and make better judgments.

In addition, mass media is only partly responsible for its problems. Audience behavior also plays a role. Some people prefer stories that confirm their opinions rather than challenge them, creating a demand for biased or sensational news. In this sense, media organizations may respond to public preferences to maintain viewership, which partly explains the faults in mass media.

In conclusion, I agree that mass media has become faulty in some ways, especially because of misinformation, biased reporting, and the prioritization of entertainment over important news. Nevertheless, media still has the potential to educate, inform, and inspire change, especially when people seek reliable sources and critically evaluate the information they receive. Society should encourage responsible journalism and teach individuals how to think critically about the news. By doing this, mass media can regain its role as a trustworthy source of information and a tool for positive influence.

1. What forms of mass-media do you know?

Mass media are the main ways people get information and entertainment. The most traditional forms are newspapers and magazines, which provide detailed articles and analysis. Television combines sound and images, making it a powerful tool for news and culture. Radio is still popular for music, talk shows, and quick updates. In recent years, the internet has become the fastest-growing form, offering social media, online news, and streaming services. Each type has its advantages: print is reliable, TV is visual, radio is portable, and the internet is interactive. Together, they shape how we see and understand the world.

2. What sources of information do you find reliable?

In today’s world, we are surrounded by information, but not all of it is trustworthy. Personally, I find reliable sources to be those that are well-researched, transparent, and unbiased. For example, reputable news websites, academic journals, and official government reports usually provide verified facts. I also trust books written by experts in their fields, as they often include references and evidence. On the other hand, I am careful with social media, because it can spread rumors quickly. In my opinion, checking several sources before believing something is essential. After all, critical thinking is the best tool for finding the truth.

3. What is the role of mass-media in the upbringing of young generation?

Mass media plays a significant role in shaping the values and behavior of the younger generation. Through television, social networks, and online platforms, young people receive information about culture, current events, and social norms. Media can educate by providing knowledge about important issues, encouraging creativity, and promoting critical thinking. However, it can also influence negatively, spreading unrealistic ideals or harmful content. Therefore, guidance from parents and educators is essential to help children interpret media messages wisely. Overall, responsible media consumption can support personal growth, social awareness, and moral development, making it a powerful factor in upbringing.

10th grade Advanced. Unit 3. Lesson 5. Learn to be tolerant

 

What is an amount of money you need to buy your favorite item?

Can you describe a boundary you have in your life or in your country?

Why is it important to set limits for children or teenagers?

Have you ever indulged in eating something you really wanted? What was it?

What are some protective measures you take to stay safe?

Do you think being over-protective is good or bad? Why?

What rules do you find strict at school or at home?

Do your parents approve of your hobbies or interests?

Have you ever had to forgive someone for something they did? What was it?

Why do people warn others against dangerous activities?

Have you ever decided against doing something because you thought it was better not to? What was it?

Can you point at something important in your city or neighborhood?

Have you ever denied doing something you were accused of? What happened?

10th grade Advanced. Unit 3. Lesson 3. Learn from experts

👉 Communicative area: listening for gist and for detail

👉Active vocabulary: to tackle, to encourage, to develop, to improve, to dedicate, passion, compassionate, flexible

 

1. How can you effectively tackle challenges you face while self-educating?

2. What strategies can be used to encourage yourself to stay motivated during independent learning?

3. In what ways do you develop new skills or knowledge outside of formal education?

4. How do you improve your learning methods to become more efficient?

5. How much time are you willing to dedicate to self-education each week?

6. What are some topics or areas you have a deep passion for, and how do you pursue this passion through self-learning?

7. Why is it important to be compassionate to yourself when facing setbacks in your learning journey?

8. How does being flexible help you adapt your self-education strategies when things don’t go as planned?

Quiz created by Veronika Bebekh with GoConqr

10th grade Advanced. Unit 3. Lesson 2. Learn by writing

👉Communicative area: writing a letter with current news
👉Active vocabulary: to enclose, to thank (for), to object (to), to prevent (from), to feel like, to suggest, to keep on, to give up, to think of; to be used to; to congratulate (on), to apologise (for), to look forward to

👉Active grammar: use of gerund

Read the proverbs and explain their meaning.

By doing nothing we learn to do ill. 

In doing we learn.

Текст вопроса

Learn to swim by swimming.

 

 

10th grade. Unit 2. Lesson 9. A pass to a successful career.

 👉Communicative area: making a short summary: making a survey/interviewing people, writing a report on the basis of one's findings

10th grade Advanced. Unit 2. Lesson 8. A pass to a successful career

👉Communicative area: discussing higher education and its role

Read the statements and explain their meaning. 

If you have a degree, you have a job. 

Degrees aren’t worth anything. 

1. Is further education the same as higher education? 

2. Where can you get each kind of education?

3. Is higher education a pass to a successful career? Why / Why not? 

4. Would you like to continue your education after finishing school? 

5. Are you planning to enter university, vocational school or just start working? 

6. What academic degrees do Belarusian universities offer?

10th grade Advanced. Unit 2. Lesson 4. Exams - to sit and pass with flying colours

👉Communicative area: describing and comparing exams; talking about unreal past

👉Active vocabulary: optional, a certificate, with flying colours, to resit exams

👉Active grammar: Conditional III

  Types of Conditionals                 

👍 Conditional III (Unreal Past) — третий тип. Подходит для маловероятных или нереальных событий в прошлом;  

  If Past Perfect, would have Ved/V3. - If I had had time, I would have finished reading the novel.

            if-clause           main clause

Quiz created by Veronika Bebekh with GoConqr

10th grade. Unit 2. Lesson 2. What will happen if ...

👉Communicative area: differentiating between real and unreal situations; talking about unreal present

👉Grammar revision: Conditional 0 and I

👉Receptive grammar:Conditional II

 Conditionals

Условные предложения в английском языке (Conditionals in English) состоят из двух частей: 

Главное предложение ( main clause или result clause ); 

Придаточное условия ( conditional clause или if clause ). 

Придаточное предложение ( if clause ) содержит условие: 

If you study hard… (Если будешь хорошо учиться…); 

If I won a million pounds… (Если бы я выиграл миллион фунтов...); 

If she weren’t so shy… (Если бы она не была такой застенчивой…). 

А в главном предложении ( main clause ) содержится следствие — что произойдет (или произошло бы), если условие будет выполнено: 

...you might get into college (...сможешь поступить в колледж);

...I would donate to charity (...я бы пожертвовал деньги на благотворительность); 

...she would ask him out (...она пригласила бы его на свидание).  

Придаточное условие в английском языке обычно начинается с союза if , однако его могут заменять и другие близкие по смыслу союзы. 

Порядок частей внутри условного предложения в английском языке может быть любым. 

Если на первом месте стоит if clause , то оно отделяется от main clause запятой:   

If you lie to me, I won’t forgive you. — Если ты соврешь мне, я тебя не прощу.  

Если на первом месте стоит main clause, то запятая не нужна:

I won’t forgive you if you lie to me. — Я тебя не прощу, если ты соврешь мне.  

                             Types of Conditionals                 

👍 Zero Conditional (General truth or laws of nature) — нулевой тип. Используется для констатации общеизвестных истин, научных фактов, правил, законов; 

  If Present Simple, Present Simple. - If the sun shines, the snow melts. 

            if-clause           main clause

👍First Conditional (Real Present) — первый тип. Употребляется для описания вероятных событий в будущем; 

If Present Simple, Future Simple. - If I pass exams well, I will enter the university.

       if-clause              main clause

👍 Second Conditional (Unreal Present) — второй тип. Подходит для маловероятных или нереальных событий в настоящем и будущем;  

If Past Simple, would V1. - If I were you, I would discuss it with my parents.

    if-clause        main clause

 

10th grade Advanced. Unit 2. Lesson 2. What if ...

👉Communicative area: describing and comparing education systems; talking about unreal present

👉Active grammar: Conditional 0 and I (revision), Conditional II

 Conditionals

Условные предложения в английском языке (Conditionals in English) состоят из двух частей: 

Главное предложение ( main clause или result clause ); 

Придаточное условия ( conditional clause или if clause ). 

Придаточное предложение ( if clause ) содержит условие: 

If you study hard… (Если будешь хорошо учиться…); 

If I won a million pounds… (Если бы я выиграл миллион фунтов...); 

If she weren’t so shy… (Если бы она не была такой застенчивой…). 

А в главном предложении ( main clause ) содержится следствие — что произойдет (или произошло бы), если условие будет выполнено: 

...you might get into college (...сможешь поступить в колледж);

...I would donate to charity (...я бы пожертвовал деньги на благотворительность); 

...she would ask him out (...она пригласила бы его на свидание).  

Придаточное условие в английском языке обычно начинается с союза if , однако его могут заменять и другие близкие по смыслу союзы. 

Порядок частей внутри условного предложения в английском языке может быть любым. 

Если на первом месте стоит if clause , то оно отделяется от main clause запятой:   

If you lie to me, I won’t forgive you. — Если ты соврешь мне, я тебя не прощу.  

Если на первом месте стоит main clause, то запятая не нужна:

I won’t forgive you if you lie to me. — Я тебя не прощу, если ты соврешь мне.  

                             Types of Conditionals                 

👍 Zero Conditional (General truth or laws of nature) — нулевой тип. Используется для констатации общеизвестных истин, научных фактов, правил, законов; 

  If Present Simple, Present Simple. - If the sun shines, the snow melts. 

            if-clause           main clause

👍First Conditional (Real Present) — первый тип. Употребляется для описания вероятных событий в будущем; 

If Present Simple, Future Simple. - If I pass exams well, I will enter the university.

       if-clause              main clause

👍 Second Conditional (Unreal Present) — второй тип. Подходит для маловероятных или нереальных событий в настоящем и будущем;  

If Past Simple, would V1. - If I were you, I would discuss it with my parents.

    if-clause        main clause

 

10th grade Advanced. Unit 2. Lesson 3. Primary, secondary

👉Communicative area: discussing primary and secondary education in Britain and Belarus

👉Active vocabulary: free of charge, co-educational, fee-paying, comprehensive, to charge fees, to home educate, to select, selective, non-selective, single-sex schools, to admit, entrance exams

👉Active grammar: structures with I wish

Read the following explanations. Which of them are true? 

1. public school = state school

2. public school = private school

3. school = primary + secondary + higher education

4. school = primary + secondary education

5. college = university

6. college ≠ university

 

Quiz created by Veronika Bebekh with GoConqr

1. Are there any courses or extracurricular activities in the UK that are offered free of charge?
2. Is co-educational learning common in Belarus, or are single-sex schools more popular?
3. What advantages do fee-paying schools claim to offer in Belarus?
4. How do Belarusian comprehensive schools differ from those in Britain?
5. Who is responsible for deciding how much to charge fees in Belarusian schools?
6. Is it legally possible to home educate children in Belarus?
7. Do schools in Belarus have the right to select applicants based on academic achievement?
8. Are there any selective schools in Belarus, or is the system mostly non-selective?
9. What are the main benefits of non-selective education in Belarus?
10. Are single-sex schools still prevalent in Belarusian education?
11. What criteria do Belarusian schools use to admit new pupils?

12. Are entrance exams used in Belarus to determine entry into certain schools or programs?

10th grade Advanced. Unit 2. Lesson 1. School year around the world

👉Communicative area: describing and comparing the academic year in different countries

👉Active vocabulary: primary, secondary, compulsory, academic, vacation, a grade, graduate

👉Active grammar: structures with I wish

Look, listen and compare what you see and what you hear. 

What grade are Belarusian children in at that age? 

1. At age 6; 2. at age 15; 3. at age 17.