Category: English 12

1.   in  September
2.      at   12 o’clock
3.       in winter
4.     on  Easter Monday
5.   on 4th July, 1776
6.      at Christmas
7.      on Tuesday
8.      at the weekend
9.      on   my birthday
10.      at the end of the week

To begin with, we need to understand what a healthy lifestyle is․ When thinking about a healthy lifestyle, we first think about healthy eating․Too often we eat without looking at the clock because we need to have a special time to eat․ But a healthy lifestyle is exercise, և the right agenda. We must be able to spend time on a healthy lifestyle if we think that because of this or that problem we can not eat healthy we can maintain our athletic physique և also try to eat healthy․ սo try to eat healthy․

Classwork

Change the verb into the correct form. Present simple or present continuous.

1. I usually go to school.
2. They visit us often.
3. You play basketball once a week.
4. Tom  works every day.
5. He always tells us funny stories.
6. She never helps me with that!
7. Martha and Kevin swim twice a week.
8. In this club people usually dance a lot.
9. Linda takes care of her sister.
10. John rarely  leaves the country.
11. We  live in the city most of the year.
12. Lorie  travels to Paris every Sunday.
13. I  bake cookies twice a month.
14. You always  teach me new things.
15. She  helps the kids of the neighborhood.

Some people think that enjoying the present is more important than planning for the future for both countries and individuals. To what extent do you agree or disagree?

Many people live in the present without thinking about the future. Of course, living in the present and not thinking about the future is a lot of fun, but we have to think about the future, because it is very important for all of us․ We need to think about what profession we will have in the future or plan for tomorrow so that it will be useful․ We should always think about what we want in our lives because life is too short to achieve everything. Of course, there are times in life when you should not think about the future, you should enjoy the present, because that moment may not ever happen again. Live now thinking about the future.

Chain Reaction
by Louise Cooper
Everyone was enjoying the cruise. The weather was warm and sunny, the sea was calm, and the passengers hadn’t complained about anything, which was unusual. Even the chief engineer wasn’t bad-tempered, which was very unusual. Until, one morning, the ship suddenly stopped.
‘What’s going on?’ roared the captain from the bridge. The jolt had spilled his morning coffee all over his uniform.
‘Don’t know, sir!’ the third mate shouted back.
‘But I think we’ve snagged our propeller on something!’
The chief engineer hastily shut down the engines (which did make him bad-tempered), and the trouble was investigated. The propeller was snagged, all right. An enormous chain was wrapped around it, and if the engineer had not acted so quickly the blades would have been mashed beyond repair.
‘What idiot left a thundering great chain drifting around in the sea?’ the captain growled.
‘Don’t know, sir,’ the third mate said again, gloomily. ‘But it’s going to take some clearing.’ The captain sighed and looked around. It could have been worse, he supposed. The sea was dotted with small islands fringed by white beaches on which waves broke gently. The sun shone from a cloudless sky. If the purser organised a few deck games, then with any luck the crew could free the propeller before the passengers started grumbling. They set to work, and by lunchtime they had untangled the propeller. But the captain was curious. The freed chain disappeared down into the sea, with no end in sight. Who on earth had put it there, and why? He wanted to find out, and another hour wouldn’t hurt.
‘Haul it in,’ he ordered the second mate (the third mate was off duty by now). ‘Let’s find out if it’s attached to anything. If it isn’t, I’ll complain to the local coastguards—it’s a hazard to shipping!’ The crew started to heave the chain aboard. It came easily enough, but there was a lot of it. Half an hour passed, and they were still hauling. Then suddenly the chain became harder to winch in.
‘I think we’re nearly there, sir!’ the second mate panted. The captain did not reply. He was staring at the nearest island. Strange… the beach looked much bigger than before. And the low cliffs weren’t low any more, but seemed to have grown. ‘Sir!’ bawled the second mate. ‘Come and look at this!’ The captain hurried to the winch. The crew had
reached the end of the chain. Attached to it, bumping and clanging against the ship’s side as it was heaved up, was a circular object about five metrs across. The captain frowned. It reminded him of something. In fact he had a thing just like
it, though much, much smaller, in the bath in his private cabin. It was…
A plug?
He looked at the islands again. The beaches were getting bigger. The cliffs were getting
higher. As if the sea level was dropping…
‘Oops…’ said the captain……

Vocabulary

• Jolt – ցնցում
• Spill – թափել
• snag/v/ – խճճվել
• propeller – պտուտակ
• hastly – հապճեպ
• blade – սայր
• mash – փափուկ զանգված
• thundering – խլացնող
• drift around – պտտվել ինչ-որ բանի շուրջ
• growl – գոռալ, մռնչալ
• sigh – հոգոց հանել
• dot – կետեր
• fringe – ծայր
• deck – տախտակամած
• purser –
• grumble – տրտնջալ
• untangle – արձակել
• haul – քաշել, ձգել
• hazard – վտանգ
• aboard – նավի վրա
• winch – ճախարակի միջոցով բարձրացնել
• pant /v/ – փնչացնել
• bawl – բղավել
• bump – հարվածել
• clang – զրնգալ
• heave – բարձրացնել
• frown – խոժոռվել
• plug – վարդակ

Assignment

• Translate the text
• End up the story by your own

Are you good with money? Read the text to find out about British teenagers and their cash! What do you do with money? Do you spend it or save it? Do you keep money in a piggy bank or do you have a bank account? Do you get pocket money from your parents or do you work to earn money?
Pocket money
Most teenagers in Britain receive pocket money from their parents. A report by the Bank of Scotland interviewed over 1,000 young people in Britain and found that 77 per cent get pocket money. They might have to do chores to get their pocket money, helping at home with tasks like cleaning, cooking, washing up, taking out the rubbish and ironing.
Different families give different amounts and the average for eight- to fifteen-year-olds in the UK is about £6 a week. Children in Scotland receive more than the national average and Londoners get the most.
Teenagers, logically, get more money than younger children. Some fifteen- to nineteen-year-olds receive more than £100 a month. The report found that many children save at least a quarter of their weekly pocket money and that more boys than girls save their money.
‘I get £80 a month. I have to buy my own clothes with that too.’
Chris, 17, from London
‘I get £5 a week. I get it on Saturday after I clean my bedroom.’
Charlie, 13, from Edinburgh
Part-time work
A part-time job is an option for teenagers who don’t have pocket money or who want to earn extra money. About 15 per cent of teenagers have a job. Only children over 13 can work but there are some exceptions, for example, for actors. Popular part-time jobs for teens include babysitting, delivering newspapers to houses, shop work and restaurant or café work. There are strict government laws about children working. They can work a maximum of two hours a day on a school day but not during school hours. At weekends and during school holidays, they can work longer
hours. As for wages, the national minimum wage for under-18s is around £4 per hour and it increases every year. The minimum wage is higher if you are older.
‘I babysit for my neighbours. Looking after young children in their home when their parents have gone out for the evening is a popular job for teenagers. You get paid for watching children and television all at the same time!’
Sam, 16, from Chesterfield
‘I work in a greengrocer’s shop on Saturday mornings. I get £5 an hour. Not much but it means I can
buy new clothes or whatever I want.’
Amber 15, from Aberdeen
Read UK: Money – text
Banks
In Britain, some children and teenagers have a bank account. There is no legal age limit at which you can open a bank account but a bank manager can decide whether to allow a child or young person to open an account. Parents can put pocket money directly into their child’s bank account. Some banks have a prepaid bank card designed for young people. Parents can add pocket money to the card then children can use it to pay for things, without carrying money.
‘It’s good for kids to have a bank account so that they can learn about how to save money and how to be responsible for their own money. I’ve had a bank account for ages.’
Jana, 16, from Canterbury
‘I don’t need a bank account – I keep my money in my piggy bank at home. I’m saving up for some new football boots. My dad says that it’s not the safest place to keep money but at least the bank isn’t making a profit from my money!’
Ruth, 13, from Warwick
So, many teenagers are getting experience of working part-time, dealing with banks and deciding whether to save or spend their money. These are all steps towards becoming a financially independent adult and earning and looking after your own money.

• Frustration – հիասթափություն
• collaborate – համագործակցել
• vague – անմիտ, անորոշ
• satisfactory – բավարար, գոհացուցիչ
• clash – բախում
• perceive – ընբռնել, հասկանալ
• proposal – առաջարկություն
• subordinate – ենթակա /աշխատակից/
• hierarchy – հիերարխիա, ստորակարգություն

Cultural expectations and leadership
Gabriela worked for a multinational company as a successful project manager in Brazil and was transferred to manage a team in Sweden. She was excited about her new role but soon realised that managing her new team would be a challenge.
Despite their friendliness, Gabriela didn’t feel respected as a leader. Her new staff would
question her proposals openly in meetings, and when she gave them instructions on how to carry out a task, they would often go about it in their own way without checking with her. When she announced her decisions on the project, they would continue giving their opinions as if it was still up for discussion. After weeks of frustration, Gabriela emailed her Swedish manager about the issues she was facing with her team. Her manager simply asked her if she felt her team was still performing, and what she thought would help her better collaborate with her team members. Gabriela
found her manager vague and didn’t feel as if he was managing the situation satisfactorily. What Gabriela was experiencing was a cultural clash in expectations. She was used to a more hierarchical framework where the team leader and manager took control and gave specific instructions on how things were to be done. This more directive management style worked well for her and her team in Brazil but did not transfer well to her new team in Sweden, who were more used to a flatter hierarchy where decision making was more democratic. When Gabriela took the issue to her Swedish manager, rather than stepping in with directions about what to do, her manager took on the role of coach and focused on getting her to come up with her own solutions instead. Dutch social psychologist Geert Hofstede uses the concept of ‘power distance’ to describe how power is distributed and how hierarchy is perceived in different cultures. In her previous work environment, Gabriela was used to a high power distance culture where power and authority are respected and everyone has their rightful place. In such a culture, leaders make the big decisions and are not often challenged. Her Swedish team, however, were used to working in a low power distance culture where subordinates often work together with their bosses to find solutions and make decisions. Here, leaders act as coaches or mentors who encourage independent thought and expect to be challenged. When Gabriela became aware of the cultural differences between her and her team, she took the initiative to have an open conversation with them about their feelings about her leadership. Pleased to be asked for their thoughts, Gabriela’s team openly expressed that they were not used to being told what to do. They enjoyed having more room for initiative and creative freedom. When she told her team exactly what she needed them to do, they felt that she didn’t trust them to do their job well. They realised that Gabriela was taking it personally when they tried to challenge or make changes to her decisions, and were able to explain that it was how they’d always worked.
With a better understanding of the underlying reasons behind each other’s behaviour,
Gabriela and her team were able to adapt their way of working. Gabriela was then able to make adjustments to her management style so as to better fit the expectations of her team and more effectively motivate her team to achieve their goals.

My older brother can ride a motorbike, but I can’t.

He’ll have his dinner early today because he’s going out.

Can you come to my party?

You should see a doctor about your foot.

I couldn’t buy any bread because the baker’s was closed.

You don’t need to do the washing-up, I’ve already done it.

The school ought to listen to pupil’s opinions.

People shouldn’t drop their rubbish in the street.

B.

Amy really loves playing chess and she can play very well.

When she was a baby she couldn’t play chess.

She thinks that when she’s older, she’ll be able to win the national championships!

Amy has been able to ride a bicycle since she was three.

She wants to learn to drive when she grows up, though. When she’s eighteen, she hopes she’ll be able to do her driving test.

She can’t drive a car now though. It’s against the law!

C.

Can I use your dictionary.

May I leave the classroom.

Can I wear your new trainers.

Could I take the day off work.

Can I use your car this weekend.

May we get five extra minutes to finish the test.

D. Brenda should say sorry to you/Brenda ought to say sorry to you

Tom should ask his teacher about it/ Tom ought to ask his teacher about it

You should start having lessons/ You ought to start having lessons.

Tina shouldn’t watch TV late at night/ Tina ought not to watch TV late at night.

A

1 I asked Mr Simons, my science teacher, what glass was and she said that she is a liquid?

2 Hi Diana Are you still coming shopping with us tomorrow?

3 My mum studied history at university they says I was a really interesting course.

4 Scientist are working hard to find cures for lost of lots of diseases, but I haven’t faund a cure for the common cold yet.

5 Adam, do you think he should all bring some food with us to your party?

Dad do you know if your sell computer games in the market?