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B2

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 Contents
Reading 1 G Grammar 1 V Vocabulary Listening Speaking
topic vocabulary; predicting comparing
text awareness the future
Unit 1

Making word formation;

contact / speculating topic phrasal
verbs;
collocations
Page 8
Investigation and predicting the passive topic vocabulary; listening for gist / expressing
report on animal
Unit 2

topic phrasal predicting opinion /

world: bats, eagles, verbs; word concept
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bees and dolphins formation; word

development
patterns
Page 26
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Interviews and topic vocabulary; lexical awareness making

text awareness / modals:
topic phrasal / text awareness
Unit 3

instructions reading for gist degrees of suggestions

verbs; word
certainty formation;
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Page 44 confusable words;

word patterns
Investigation and present continuous, topic vocabulary;
reading for lexical awareness discourse
report on past continuous,
Unit 4

topic phrasal verbs; / text awareness management

timekeeping devices specific present perfect
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information continuous, past

word formation; lexical awareness
/Science video collocations
perfect continuous / text awareness
Page 62
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Work and scanning / relative clauses topic vocabulary; predicting/ comparing

topic phrasal
Unit 5

inventions lexical and lexical awareness

grammatical verbs; word
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referencing formation; have /

Page 78 take / make / do

Social change predicting / conditionals (1): topic vocabulary; text awareness / concept
speculating
Unit 6

and further scanning zero, first, topic phrasal development /

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study second; unless, verbs; word giving examples

in case, as long formation;
Page 94 as, provided that confusable words

Reading for scanning unreal past, past topic vocabulary; focusing on key discourse
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wishes topic phrasal words/ text

Unit 7

pleasure management /
verbs; word awareness comparing
formation;
Page 110 collocations
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Making text awareness / reported speech; topic vocabulary; text awareness / agreeing and
statements reported questions topic phrasal
Unit 8

scanning listening for gist disagreeing

and providing verbs; word
information formation;
synonyms for get
Page 126

Travel to the reading for gist / conditionals (2): topic vocabulary; listening for gist lexical awareness
Unit 9

world of clothes scanning third, mixed, topic phrasal / expressing

inverted verbs; word opinion
formation; word
Page 142 patterns

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 Reading 2 G Grammar 2 Use of English Writing
informal
Culture spot
Kazakh yurt - a CLIL:
CLIL
scanning / reading so, such, too, open close;
for specific enough; used to, transformations letter/email masterpiece of Architecture
information would, be/get Nomads
used to

predicting / -ing form or word formation; article The nature of CLIL :Biology:
reading for infinitive transformations Kazakhstan The theory of
specific evolution
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information
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scanning articles; time word formation; article Inventions in CLIL: Technology:

Kazakhstan Online courses:
clauses transformations
combining
education and
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technology for a
better life!

speculating prepositions of open close; word formal email Clock history CLIL ICT:
time and place formation Providing the
information
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through the
PowerPoint
presentation
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reading for the causative multiple-choice review Oral Kazakh CLIL

specific close; national Psychology:
information transformations creativity Career coaching
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scanning / reading the causative multiple-choice essay Coming of age CLIL Economics:
for specific close; Social
entrepreneurship:
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information transformations bringing about

social change
through business

text awareness participles multiple-choice informal Ybyrai Altynsarin CLIL Literature:

close; word letter/email Book clubs
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formation
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predicting / reporting verbs; open close; word report Science and CLIL ICT:
speculating although, even formation technology Producing
though, in spite newsletters
of, despite,
however

text awareness / comparatives open close; word essay Kazakhstan

reading for gist and superlatives; formation designers
questions

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Introduction: Welcome to Laser B2
Laser B2 for Kazakhstan is designed to make learning as easy and stress-free as possible. To this end, it's worth spending a few minutes reading this
introduction to see how the course is structured and what it provides you with in terms of materials.
We hope this Student's Book will be a useful tool for you throughout the academic year. The more familiar you are with the various features that are
included in the book, the more useful we think you will find it.
Components
A number of different components make up the Laser B2 for Kazakhstan course:
· Laser B2 for Kazakhstan Student's Book with Student's CD-ROM
· Laser B2 for Kazakhstan Workbook with Audio CD
Let's look at each of them in turn.
Laser B2 for Kazakhstan Student's Book
There are 9 topic-based modules, plus two revision units, which come at the end of the course. Each main module contains the following sections:
· Reading 1, developing key reading skills through the presentation of an attractively illustrated text, incorporating:
- Wordpower!, pre-teaching important vocabulary
- Starting point, a short warm-up and lead-in to the topic
- Work it out?, giving students the opportunity to practise deducing the meaning of vocabulary from context
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- Think critically, Have your say!: an opportunity for students to give their own opinions
· Grammar 1, focusing on one key grammar point, this section presents the grammar point and is followed by exercises for consolidation.
· Vocabulary, focusing on topic-based phrasal verbs, word formation, patterns and collocations, aimed at building up students' lexical
repertoire
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· Listening, developing key listening skills through a variety of exercise types, with pre-listening Starting point and post-listening Think
critically, Have your say! sections
· Speaking, developing key speaking skills base: on a variety of scenarios that are relevant to both the students' lives and the requirements of
exams
· Reading 2, a second reading section that further develops students' reading skills and knowledge of the world
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· Grammar 2, further developing students' grammar skills and knowledge

· Use of English, revising, consolidating and building on language from the module within exam-style contexts
· Writing, developing key writing skills through if study of model writing tasks and related exercise and working towards the production of
a piece of writing
· Culture spot, developing intercultural awareness and allowing students to learn about different cultures and make connections with their
own culture.
· CLIL, developing the integration of language and content learning and facilitating cross-curricular connections.
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At the back of the book, there is:

· a Grammar database, containing additional information for each grammar point covered in the Student's Book
· a Speaking database, providing examples of key language required for common functions
· a Writing database, with key information about each writing type students are expected to produce in Laser B2 for Kazakhstan
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· a Key word database, providing important derivatives of common words

· an alphabetical Phrasal verb database, with definitions of phrasal verbs appearing in the course
· a set of six Writing Planners
· a Webquests section, for students to complete
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Laser B2 for Kazakhstan Student's CD-ROM

Every Student's Book includes a CD-ROM which gives students the opportunity to practise and develop their language learning in a motivating and
enjoyable. It contains nine additional revision and consolidation tasks for each module.
· three of these tasks focus on vocabulary; three of these tasks focus on grammar;
· three of these tasks focus on grammar and/or vocabulary within an exam-style task.
One or two of the above tasks in each unit require the students to carry out some form of listening activity.
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The Student's CD-ROM provides the opportunity for extra practice and consolidation of the structures and lexical items learned in the Student's
Book modules. It is a flexible component in that it can be used in class as an integrated part of the lesson or can be used by students independently
outside the classroom, either as a homework task or as an extra option to support their learning.
Laser B2 for Kazakhstan Student's Book Class Audio CDs
This contains all the recorded material for the speaking and Listening sections of the Student's Book and includes an audio version of the reading
texts.
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Laser B2 for Kazakhstan Workbook

The Workbook revises and consolidates the work done in the Student's Book, and at times extends it further too.
All Workbook exercises are designed so that they can be assigned for homework.
Each module of the Workbook contains the following Sections:
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· Reading 1: vocabulary, practising the vocabulary students have encountered in the Student's Book Reading section
· Grammar 1, revising and consolidating the work done in the Student's Book Grammar section
· Reading, consolidating and extending the work done in the Student's Book Reading section, using a variety of text types and exercises
· Vocabulary, revising and consolidating the work done in the Student's Book Vocabulary section
· Reading 2: vocabulary, practising the vocabulary students have encountered in the Student's Book Reading section
· Grammar 2, revising and consolidating the work done in the Student's Book Grammar section
· Use of English, further practising the vocabulary and grammar work done throughout the module in exam-style contexts
· Listening, consolidating and extending the work done in the Student's Book Listening section, using a variety of listening situations and a
range of speakers
· Speaking, consolidating and extending the work done in the Student's Book Speaking section (at the back of the Workbook).
The Workbook Audio CD contains all the recorded material for the Listening sections.
We very much hope you enjoy using Laser B2 for Kazakhstan as much we have enjoyed writing it. If you have any questions about the course, please
contact us through the publisher. We would love to hear from you.
Have a great school year!
Malcolm Mann & Steve Taylore-Knowles
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172-173
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DEALING WITH CULTURE SHOCK

Culture shock is the concept that refers to an experience an individual may have after moving to a
different cultural environment. Culture shock may also include feelings of alienation, disorientation, and
anxiety that appear in a new environment. The following strategies can be useful for dealing with
culture shock:

● Remember that culture shock is temporary and shall pass with time.
● Try to be open-minded and embrace different cultures.
● Have a positive attitude towards new experiences.
● Do not compare and use your own culture as the blueprint.
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● Reflect on what you have learned from other cultures.

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PROJECT
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1. In pairs, please interview each other and answer the following questions:
· How do you understand the concept of culture shock?
· Have you ever experienced culture shock?
· How have you dealt with culture shock?
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· Write down your answers.

2. If no, try to interview any foreigner in Kazakhstan. Ask the following questions:
· Has he or she experienced culture shock in Kazakhstan?
· What was strikingly different between their home cultures and cultures in
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Kazakhstan?
· How has she or he dealt with culture shock?
· What have they learned while living in a culturally diverse country like
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Kazakhstan?
3. Compare your experiences with the experience of a foreigner in Kazakhstan that you
have interviewed. Please make the Venn diagram to present similarities and differences
regarding your experiences.
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1. When and where have yurts originated?

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2. What reflects the level of cultural development of Turkic peoples?

3. What are the main parts of shanyrak?
4. What are the advantages of the traditional yurt?
5. Why are the Kazakh yurts attracting interest from people of the world?
6. What experiences are offered to guests who live in the yurt?
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dwelling /ˈdwɛlɪŋ/ (n) a house, flat, or other shelter, in which someone lives
sacred /ˈseɪkrɪd/ (adj) saint, holy
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sophistication /səˌfɪstɪˈkeɪʃn/ (n) the quality of being experienced, the process of

becoming knowledgeable
rim /rɪm/ (n) circular edge of something
to assemble /əˈsɛmb(ə)l/ (v) to gather
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felt /felt/ (n) material as a wool

insulation /ɪnsjʊˈleɪʃ(ə)n/ (n) solar radiation that has been received
sipping /ˈsɪpɪŋ/ (v) drink (something) by taking small mouthfuls,
drink slowly

Go online and try to find more information about the origin of yurts,
yurt designs, modern yurts, types, and advantages of Kazakh yurt.
Exchange the information in your group.

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 CLIL: Architecture

1. What influence do you think a particular lifestyle of a community can have

on the architecture and housing in that area?

2. Look at the photographs below.

They show how different communities adapt their housing to their lifestyles
and local context.
Read the text quickly and label the images.

There are numerous architectural styles based on various environmental, cultural, and historical
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factors and local contexts that evolve. The influence of local needs and knowledge on the architecture is
often considered a distinctive architectural style. Local or vernacular buildings (also referred to as
traditional) are constructed using locally available resources and traditions that accumulated over time.
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In this vein, people's dwelling reflects local realities: their design embodies their needs. For instance,
climate determines the style of the house along. Therefore, dwellings in a Mediterranean climate region
will differ from buildings in the cold tundra. Overall, buildings will differ in terms of:
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How do different communities around the world design their

dwellings based on their local needs?
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А _______________________________
The Kazakh yurt is a round-shaped portable dwelling
that consists of three main wooden parts. These three
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main parts include shanyrak - top of the yurt, kerege –

walls carcass, and uwyk – a carcass part from kerege
to the Shanyrak. The carcass is usually covered with
pieces of felt from outside and decorated with carpets
from inside. A traditional yurt is covered with skins or
sheep's wool felt for insulation and weatherproofing. It
retains heat well and protects from the wind, as well
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as from the excessive heat in the summer. When the

temperature changes, people make modifications by
removing or adding felt flooring and covers.
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Located on the Scandinavian peninsula, traditional В ________________________________

Danish houses are entirely roofed over and sheltered,
similar to houses in the northern regions of the world. The
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structure includes a timber frame with brick infill and a

thatched roof. Historically, buildings in Denmark have
been painted to protect from damage caused by the
weather, which follows a marine west coast climate. The
most traditional colours include ochre yellow and deep
red. Pigments used for colouring were derived from
minerals available in the Nordic region and mixed with
other substances.

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 CLIL: Architecture

Located on the border of Peru and Bolivia, lake Titicaca is the С __________________________
highest navigable lake in the world and serves a home for the
Uro tribe, the indigenous people. They left the dry land and
created life on the water on floating islands woven of Totora,
the plant growing in the lake. The construction of floating
islands includes layering of dried Totora reeds and weaving
them together to enable islands to float. Provided proper
maintenance, a floating island can last up to thirty years and
requires adding new layers of reeds once the bottom layers rot
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from the water. The Uro tribe construct their houses following
the same island-building approach. Daily maintenance and
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constant upgrade of the Totora layers are critical for

sustaining life on floating islands.
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GLOSSARY
brick /brɪk/ (n) a block used for building walls and other structures
float /fləʊt/(v) to rest or move slowly on the surface of a liquid and not sink
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indigenous /ɪnˈdɪdʒənəs/ (adj) indigenous people lived in a place for a very long time before other people
came to live there
infill /ˈɪnfɪl/ (n) a substance used to fill a space
insulation /ˌɪnsjʊˈleɪʃ(ə)n/(n) material used for preventing heat, cold, noise, or electricity from passing through
something
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maintenance /ˈmeɪntənəns/ (n) work that is done to keep something such as a building, machine, or piece of
equipment repaired and in good condition
reed /riːd/(n) a tall thin plant that grows near water. Its stems can be used to make things.
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retain /rɪˈteɪn/ (v) to keep someone or something

sustain /səˈsteɪn/ (v) to provide the conditions in which something can happen or exist
thatch /θætʃ/ (v) to cover a roof of a building with dried plants such as straw or reeds
timber /ˈtɪmbə(r)/ (n) wood that is used as a construction material in building houses and making furniture
weave /wiːv/ (v) to make cloth by crossing long threads over and under each other on a machine called a loom
(Adapted from Macmillan Dictionary Online. Retrieved October 23, 2019, from:
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macmillandictionary.com/dictionary)

3. Read the text and complete the diagram below with words or phrases
from the text.
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*I need more practice

I CAN… **I sometimes find this difficult
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***No problem

* ** ***
I can understand the main points
in texts and find relevant facts
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I can use a variety of strategies to

achieve comprehension, including
listening for main points and
checking understanding
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I can give clear descriptions on a

wide range of subjects related to
my field of interest
I can write personal letters to
acquaintances asking for or
giving them news or
narrating events

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embracing the traditional view of arranging animal kingdom in a single linear series from the simplest to more
complex (humans), Cuvier designed his own classification. The French zoologist classified animals into four large
groups (vertebrates, mollusks, articulates, and radiates) based on body plan.
Mid-XIX century - two British scientists, Sir Richard Owen and Charles Darwin advanced the field of comparative
anatomy. The former challenged Charles Darwin's theory of evolution based on his extensive knowledge of
vertebrate structure. The latter developed his own theory of evolutionary descent by natural selection: so-called
“survival of the fittest”. In his work “On the Origin of Species,'' Darwin argued that evolution by natural selection
from a common ancestry explained the structural differences between different species.
Key tenets of comparative anatomy include the study of homologous and analogous structures:
Homologous body structures: a common ancestor's traits (body structures) that are found in different species
regardless of their current function. To illustrate, although forelimbs of humans, birds, crocodiles, bats, dolphins,
and rodents have different functions today due to evolution, their forelimbs come from the same ancestor: fins of
crossopterygian fishes.
Analogous structures: species' body structures might look similar and have the same function, but different
evolutionary origins and structures. As a vivid example, while, the wings of insects and birds perform the same
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function, they have an analogous trait. In other words, these two groups of organisms developed a trait on their own
from unrelated ancestral traits.
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(Adapted from Comparative anatomy, Encyclopedia Britannica, accessed October 14, 2019, from:
https://www.britannica.com/science/comparative-anatomy)
(Further suggested reading:
https://www.britannica.com/science/evolution-scientific-theory/The-fossil-record#ref49847)
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4 PROJECT
1. In groups, compare different animals and make a cladogram (a diagram) used to visualize hypothetical
relations between different animal species and show how they are related and their common ancestors.
2. Please consult with your biology textbooks and reference materials. Additionally, search online how to
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make a basic cladogram. For instance, different educational websites provide video explanations on
how to make a cladogram.
3. Make a Venn diagram to show similarities.
4. Make a reference list to refer to the sources used.
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5. Present the animal's specific features through a cladogram and the Venn diagram at the Speaking class.
You may want to use PPT.
6. Reflect on what you have learned and what you can do differently next time.
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7. Reflect on cross-curricular links and how this task helps you to connect English and biology.

GLOSSARY
analogous /əˈnæləɡəs/ (adj) similar to another situation, process, etc.
ancestor /ˈænsestə(r)/ (n) refers to someone who is related to you and used to live a long time ago
crossopterygian /ˌkrɒsɒptəˈrɪdʒɪən/ (n) an almost extinct type of fish with pairs of fins on either side of its body
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evolution /ˌiːvəˈluːʃ(ə)n/ (n) the scientific theory also known as Darwinism. As formulated by Darwin, animals
and plants modify their structures over time to survive and adapt to their
environment through natural selection
fin /fɪn/ (n) 'a thin flat part of a fish's body that sticks out
forelimb /ˈfɔːlɪm/ (n) 'an arm, or a limb that is located in the front of the body of an animal'
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homologous /hɒˈmɒləɡəs/ (adj) having the same relation, structure, etc.

mollusc /ˈmɒləsk/ (n) 'an animal that has a soft body with no bones and is usually covered by a hard shell, for
example a snail or an octopus'
rodent /ˈrəʊd(ə)nt/ (n) a type of small species of animals with long sharp front teeth (e.g., a mouse)
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vertebrate /ˈvɜː(r)tɪbrət/ (n) an animal with a backbone (e.g., mammals, birds, and fish)

(Adapted from General animal types, Macmillan Dictionary, accessed October 14, 2019, from:
https://www.macmillandictionary.com/thesaurus-category/british/general-animal-types)

WORK IT OUT! Think critically, Have your say!

Find these words and phrases in the text and
underline them. Can you work out what they · How do you understand evolution? Compare
mean from the context? and contrast knowledge gained from this article
about evolution with knowledge gained from
*tenets *arrangement *juxtapose *embrace other spheres of life (technology, culture, etc.)
*descent *trait *origin

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CLIL: Biology

Charles Darwin is considered one of the most influential scientists of all the time. However, his theory of
biological evolution (Darwinism) has caused much controversy, especially based on religion. Some
religious groups objected his theory in favour of the belief that all living creatures and the universe were
created by God. In the scientific community, Darwin's contribution brought a more scientific basis for the
study of comparative anatomy and shed light on the evolution of living creatures, despite the initial
criticism.
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3. Read the text carefully, then complete the missing information

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in the diagram.
Key tenets of Explanation Examples
Darwin's theory
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1 Variation .......................... ..........................

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2 ........................ .......................... ..........................

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3 Variation .......................... ..........................

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4 ........................ .......................... ..........................

4. Are the sentences (T) true or (F) false?

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1. Less offspring will survive compared to the number of offspring born.

2. Charles Darwin expanded the studies on possible causes of variation in living
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organisms.
3. Members of species will be identical.
4. Competition for limited resources does not affect the traits that parents will pass to the
offspring.
5. Only individual species who survived will breed and reproduce.

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 CLIL: Biology

+EXTRA ACTIVITY
In groups, discuss the following questions:
1. What is the importance of the theory of evolution?
2. What do you think biology would be like without the theory of evolution?
3. Why was this theory considered controversial?
5. PROJECT.
1. In pairs, choose one of the outstanding scientists in evolutionary biology.
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2. Find out more about the scholar you have chosen and what was their contribution. Think
about the historical, economic, and political context they lived and worked. Select
information that is insightful and try to collect multimedia files if possible. Consult with
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your biology textbooks and seek advice from your biology teacher, if need be.
3. Make a poster about the discovery of your chosen scientist. Describe the steps of completing
this project, indicate the sources of information, and photographs if possible. Try to highlight
the public's reaction to the works of your chosen scientist and critically analyse whether the
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discovery was controversial and why. Present your poster to the class, be open to feedback,
and reflect on what you have learned and what would you do differently next time.

GLOSSARY
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assumption /əˈsʌmpʃ(ə)n/ (n) something that you consider likely to be true even though no one has
told you directly or even though you have no proof
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controversy /kənˈtrɒvə(r)si/ (n) a disagreement, especially about a public policy or a moral issue that a
lot of people have strong feelings about
descend from /dɪˈsend/ (v) to develop from something that happened or existed earlier
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inheritance /ɪnˈherɪt(ə)ns/ (n) something that you receive from your parents or from people who lived
before you
misapprehend /ˌmɪsaprɪˈhɛnd/ (v) misinterpret
naturalist /ˈnætʃ(ə)rəlɪst/ (n) someone who studies living things and their environment
offspring /ˈɒfˌsprɪŋ/ (n) someone's child or children; the baby or babies of an animal
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scarcity /ˈskeə(r)səti/ (n) a situation in which the supply of something is not enough for the people
who want it or need it
variation /ˌveərɪˈeɪʃ(ə)n/ (n) the existence of differences in amount, number, level, form, etc.
(Adapted from Macmillan Online Dictionary, Retrieved October 29, 2019, from:
https://www.macmillandictionary.com/)
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I CAN… *I need more practice **I sometimes find this difficult ***No problem
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* ** ***
I can understand specialised articles on unfamiliar topics if I occasionally
check with a dictionary
I can understand the main points of recorded material and checking
understanding
I can give personal views and opinions in an informal discussion with friends
I can write texts within my field of interest and express personal views and opinions

42
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43
Я
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Е
Notes
Н
 И
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П
Я
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Е
Н

to
 И
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45
Я
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Е
Н
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Я
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47
Я
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Е
Н
Н
Е
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180
РО

44-45. Underline the sentence.

ДА
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И

48
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49
Я
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Е
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50
Я
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189
РО
П

51
Я
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52
Я
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53
Я
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Н
Е
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174
РО

173-174

52-53
ДА
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54
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55
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56
Я
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 И
Ж

203.
ДА
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57
Я
ДЛ

190
Е
Н
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Я
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59
Я
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60
Я
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Н
4. Read the text again. For questions below, choose the answer which you think fits
best according to the text.
1 Asynchronous mode of online courses means that … B different learning platforms and content creators
A learners study at their own pace and time C universities only
B a community of learners should sync their schedules 4 A project plan and course structure should be defined …
with each other A in the pre-production phase
C learners and a tutor must be present at the same time B in the production phase
2 To study a course online, you need C in the post-production phase
A hard copies of learning materials 5 The filming production phase results in
B a physical presence of a tutor A video and audio materials for editing
C fast broadband speed B lecture scripts
3 Online courses are created and produced by … C a landing page
A a single learning platform that has a monopoly
Н

+
Е
ДЛ

1 Work in a group. You are going to make a presentation about an online course.
Research learning platforms (Edgravity, Coursera, edX, etc) and choose a course that you would like to enrol in and complete.
Preview the course and read more about the components of the course:
- Overview (What will you learn?)
Я

- Course description
- Prerequisites/Requirements (What you should know before starting this course?)
- Curriculum (course content)
- Instructor(s)
2 Imagine that you are designing your own online course. Decide what course you will develop, brainstorm the content,
П

structure, teaching methods, and key learning outcomes. Look at the course that you have researched in Step 1 and use it as an
example to present your course.
3 In your group, prepare a presentation to launch your online course to the rest of your class.
РО

asynchronous /eɪˈsɪŋkrənəs/ (adj) not taking place at the same time and speed
CEO /ˌsiː iː ˈəʊ/ (n) Chief Executive Officer: the most senior manager in a company
disruptive /dɪsˈrʌptɪv/ (adj) original and innovative in a way that causes changes
enrol /ɪnˈrəʊl/ (v) register as a student for a course
graphics /ˈɡræfɪks/ (n) pictures produced by computers
ДА

landing page /ˈlæn.dɪŋ ˌpeɪdʒ/ (n) a webpage that opens when customers click on a link or online advertisement
prerequisite /priːˈrekwəzɪt/ (n) a course that people must complete before starting another course. Also, something that must take
place before something else is possible
script /skrɪpt/ (n) the written words of a video file, play, speech, etc.
SEO-optimisation /ˌsɜːtʃ en.dʒɪn ɒp.tɪ.maɪˈzeɪ.ʃən/ (n) search engine optimisation: marketing tools used to ensure that the address of
a website is in the top of the lists of an internet search
shooting /ˈʃuːtɪŋ/ (n) the process of filming or photographing a scene, film, etc.
Ж

synchronous /ˈsɪŋkrənəs/ (adj) taking place at the same time and pace
tutorial /tjuːˈtɔːriəl/ (n) instructions on how to do something given by a tutor, book, or a computer programme, etc.
И

I CAN… *I need more practice **I sometimes I sometimes find this difficult ***No problem

* ** ***
I can understand articles on current problems in the writers express the specific
attitudes and points of view
I can follow the main points of the discussion around me, identify speakers'
mood and tone
I can account for and sustain my opinions in a discussion by giving explanations.
I can write texts within my field of interest and express personal views and opinions

61
 И
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П
Я
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Н
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П
Я
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Е
Н
 И
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64
Я
ДЛ

171
Е
Н

63
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П
Я
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Е
Н
 И
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П
Я
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Е
Н
 И
Ж
ДА
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П
Я
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Е
Н
 И
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П
Я
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Е
Н
Н
Е
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П
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И

Think critically, Have your say!

● What are the consequences of counterfeit or pirated
watches, fakes, and forgeries? What is a possible
solution to tackling the problem of fake and replica
watches?
● Do you agree with the statement that replica or fake
watches are actually substituting for the original
timekeeping device? Do people in your country buy
replica watches? Do you think it is a good or bad
thing? Explain your viewpoint.

69
Н
Е
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Я
П
РО
ДА

180
181
Ж

68-69.
И

70
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71
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Е
Н
 И
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72
Я
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Н
 И
Ж
192-193 ДА
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П

73
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Я
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Н
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75
Я
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Н
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76
Я
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Е
Н
 +
Н
Е
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Я
П
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ДА
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И

I CAN… *I need more practice **I sometimes find this difficult ***No problem

* ** ***
I can understand the plot of the story, recognizing important events and
understanding their significance
I can understand what is said to me in spoken language
I can talk and write about brain technology
I can write articles about modern technology, in a detailed and easily readable way

77
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Я
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79
Я
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80
Я
ДЛ

184
Е

78-79
Н
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81
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82
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83
Я
ДЛ

189.
Е
Н
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84
Я
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Е
Н
 И
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85
Я
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Е
Н
Н
Е

184-185
ДЛ
Я
П

84-85
РО
ДА
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И

86
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87
Я
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Н
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88
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89
Я
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194
Е
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Н
 held since 2004. In 2017, 40 participants made it to the final round. The organizers were
Ministry of Justice of the Republic of Kazakhstan and “National institute of intellectual property”
RSE (NIIP) together with Cranfield University in the UK. Forty finalists visited Cranfield University
for a one-week educational trip.
In 2017, the EXPO exhibition inspired scientists and inventors. They promoted their
alternative energy developments. One of such inventors is the student of Nazarbayev University,
Radkhan Sarmuratov. The graduate of the School of Engineering developed a unique programme on
the rational use of energy resources. Special sensor installations were used for this purpose.
Another inventor Marat Issekeyev created a prototype of a multilevel and multirow wind farm.
Н

The Inventor's know-how is made from materials manufactured in Kazakhstan. The invention works
based on air steam. The given installation is 3-4-5 times cheaper.
A young creator Nazifa Baktybaeva has invented a complex research model to study Venus.
Е

She has made calculations about the weight of the construction and found the proper materials to
protect the research complex in the atmosphere of Venus. This invention is of the great scientific
importance to the space industry. The young scientist has been invited to visit NASA and granted a
scholarship to study in the USA.
ДЛ

We have many inventors who keep receiving such awards and it shows that Kazakhstan has
great inventing potential. Hopefully, their number will keep growing.

3. Read the text again and find the words that match these definitions.
Я

a. to increase in size, number, or importance - ____________________

П

b. to restore someone's health - ________________

c. the action of installing something - _____________________
РО

d. to rise in, to duble - _____________________

e. A hard outer structure that provides both structure and protection to creatures -
_________________________________________
ДА

4. Work in groups to discuss the questions.

1. Is Kazakhstan one of the most inventive countries in the world? Why?

2. What is a unique platform of the ReLive company and it's system?
Ж

3. What is the aim of the “Shapagat” National Invention Contest?

4. What did the young creators Nazifa Baktybaeva, Radkhan Sarmuratov and Marat Issekeyev
И

promote and invent ?

Now You
Go online and find some more
information about other creators and
their inventions in Kazakhstan.

91
 И
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П

92
Я
ДЛ
Е
Н
Н
Е
ДЛ
Я
П
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ДА
Ж
И

I CAN… *I need more practice **I sometimes find this difficult ***No problem

* ** ***
I can understand the overall meaning of the text about a current topic or event
I can understand what is said about advantages and disadvantages of working from home
I can carry out an interview, confirming information, following up on interesting replies
I can write a detailed review of a book or TV programme
93
 Social change
and further study
KEY LEARNING OUTCOMES
Students will be able to:
● talk about possible and imaginary situations and
their consequences using zero, first, and second
conditional structures (11.6.17)
● understand written texts on topics related to social
change and money (11.4.6)
● talk about entrepreneurship and social issues (1.3.1)
● use direct and indirect objects and infinitives of
purpose (11.6.5)
● give examples (11.3.4)
write an essay using a variety of tenses, structures,
and linkers (11.5.6)
Н
Е
ДЛ
Я
П
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ДА
Ж

95.
И

94
 И
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95
Я
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Е
Н
Н
Е
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Я
П

174-175
РО

95
175
ДА
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И

96
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97
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98
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99
Я
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189
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100
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101
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102
Я
ДЛ

185

186
Е
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103
Я
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104
Я
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 И
203

Ж
ДА
191 РО
П

105
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106
Я
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Н
Н
Е

Kazakhstan
ДЛ
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П
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Kazakhstan and
your classmates.
И

107
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108
Я
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Е
Н
 +
Н
Е
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Я
П
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ДА
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И

I CAN… *I need more practice **I sometimes find this difficult ***No problem

* ** ***
I can understand the most important information about a current topic
(social change) in short
I can understand a talk about economic conditions and part-time jobs for teenagers
I can carry out an interview about shopping on the Internet, can agree and disagree politely
I can write an essay giving my opinion about ways of earning money by teenagers

109
 Reading for
pleasure
KEY LEARNING OUTCOMES
Students will be able to:
● talk about wishes for the past
(11.6.17)
● talk about studying and revision
(11.1.10)
● use present, past, and perfect
participles (11.6.14)
● understand written texts about
studying and exams (11.4.4)
Н

● direct spoken conversations in a specific direction (11.3.6)

● reply to informal emails and include relevant information
(11.5.8)
Е
ДЛ
Я
П
РО
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И

110
 И
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П

111
Я
ДЛ
Е
Н
 110-111.
Н
Е
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Я
П
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И

186

112
 И
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П

113
Я
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Е
Н
 И
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П

114
Я
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Е
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 И
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115
Я

189.
ДЛ
Е
Н

A
 И
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П

116
Я
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Е
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 И
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117
Я
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Н
 116-117.
Н
Е
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Я
П
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ДА
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И

186-187

118
 И
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П

119
Я
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Е
Н
 И
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120
Я
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Е
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 И
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121
Я
ДЛ

195
Е
Н
 CULTURE SPOT: Ybyrai Altynsarin

1. Look through the text and make a mind map with your partner.

Life

Education Graduation

Purpose
Ybyrai
Altynsarin Teacher
Н

Enlightening Writings
ideas
Е

Named in
honour
ДЛ

YBYRAI ALTYNSARIN
Ybyrai (Ybrahim) Altynsarin (1841-1889 ) is a great poet-
enlighter teacher-innovator, a Kazakh educator, prose writer and
Я

public figure. He was one of the founders of Kazakh written

literature and literary language. Ybyrai Altynsarin was born in
Araqaraghai volost, Nicolaevsk district, Torghai region. He was
grown up by his grandfather Balkhozha bi. His grandfather was
П

one of the largest steppe feudal lords, an intelligent and cautious

man, and respected by the authorities. Balkhozha bi wanted his
РО

grandson to study in Russia. In that time Tsar's government's aim

to prepare Kazakh missionaries among local people to the
administrative organs through such schools. But Altynsarin was
not satisfied with that kind of educational system. He learned
himself works of worldwide classics – Shakespeare, Byron,
Pushkin, Gogol, Lermontov, Firdausi, Nizams and etc.
ДА

Ybyrai Altynsarin was taught by well-known eastern explorer

V.Grigoriev. After graduating the school excellent in 1857-59,
Altynsarin was a secretary of his grandfather Balkhozha bi. In a short time he was moved to the
management of Orynbor region as a translator. The talented young man considered the goal of his life not
Ж

to pursue a career and ranks, but the enlightenments of his native people. In 1860 the regional government
commissioned Ybyrai Altynsarin to opened an elementary school for Kazakh children in the Orenburg
fortress (Torghai) and in which he was appointed a teacher of Russian language. He liked children and
И

wrote poems for them. In such way his pedagogical enlighten work began. It was not easy to open a school
in a remote town: there was no money, no school promises and no teaching aids. To this important matter,
the regional government and local authorities were coldly treated. Difficulties, however, didn't stop
Altynsarin.
Encouraged by enlightening ideas, he traveled around the aul, explaining the importance of education,
gathering funds from the local population, he built a school building and wrote out the first Kazakh
Grammar book and textbooks. In 1864 the grand opening of the school took place.
Ybyrai Altynsarin had been working on new Kazakh alphabet for three years. He is the best known for
introducing a Cyrillic alphabet for the Kazakh language, and was a proponent of teaching in the Western

122
style. Altynsarin is also credited with authoring the first Kazakh-Russian newspaper, and with
translation of a large number of textbooks and reference works. Kazakhstan's scientific – pedagogical
and cultural figures call him 'Teachers' teacher'. His well-known books 'Kazakh's reader' and
'Elementary direction to teach Kyrgys people in Russia' were published in 1879.
In Kostanay Ybyrai Altynsarin Museum was established in 1991, to mark the 150th anniversary of
his birth. A number of Kazakh institutions, including the Kazakh Academy of Education, Arkalyk
State Pedagogical Institute and some streets and academic awards are named after Altynsarin.

2.
Н

A. Ask Why - questions to the following sentences.

1. Ybyrai Altynsarin was grown – up by his grandfather Balkhozha bi.

Е

2. Altynsarin was not satisfied with the educational system of Tsar's government.
3. The talented young man considered the goal of his life not to pursue a career and
ranks.
ДЛ

4. It was not easy to open a school in a remote town.

5. Encouraged by enlightening ideas, he traveled around the aul.
6. Kazakhstan's scientific – pedagogical and cultural figures call him 'Teachers'
teacher'.
7. A number of Kazakh institutions are named after Altynsarin.
Я

B. Ask your questions to your partner. Work in pairs.

П

Glossary
РО

cautious /ˈkɔːʃəs/ (adj) careful to avoid danger

enlightenment /ɪnˈlʌɪt(ə)nm(ə)nt/ (n) when you understand something clearly
promise /ˈprɒmɪs/ (n) a statement that you will definitely do or
provide something
proponent /prəˈpəʊnənt/ (n) someone who persuades people to do something
credit somebody with /ˈkrɛdɪt/ (v) to believe or admit that someone has done
ДА

something good
authoring /ˈɔːθərɪŋ/ (n) the activity of writing
Ж

Now you
И

Go online and try to find information about contemporary

Kazakh writers and about their works. Exchange your
information with you classmates.

123
 И
Ж
ДА
РО
П

124
Я
ДЛ
Е
Н
 +
Н
Е
ДЛ
Я
П
РО
ДА
Ж
И

I CAN… *I need more practice **I sometimes find this difficult ***No problem

* ** ***
I can understand articles and reports on current problems about education (academic
subjects, schools, universities)
I can understand a talk about 'best learning experiences' connected with learning
I can explain, describe photographs, answer the questions, compare the situations which
make learning easier
I can write personal letters to acquaintances asking for or giving them news or
narrating events
125
 Making statements and
8 providing information
KEY LEARNING OUTCOMES
Students will be able to:
● report what other people have said or asked using different reporting
verbs and structures (11.6. 10)
● understand written texts about communication and providing
information (11.4.4)
● talk about career opportunities in media (11.1.10)
● develop the discussion and express an opinion using different
expressions to agree and disagree (11.3.3.)
● write reports using report words and phrases (11.5.7)
Н
Е
ДЛ
Я
П
РО
ДА
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И

126
 И
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ДА
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П

127
Я
ДЛ
Е
Н
Н
Е

182
ДЛ
Я
П
РО

181-182
ДА

126
Ж
И

128
 И
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ДА
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П

129
Я
ДЛ
Е
Н
 И
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ДА
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П

130
Я
ДЛ
Е
Н
 И
Ж
ДА

189.
РО
П

131
Я
ДЛ
Е
Н
 И
Ж
ДА
РО
П

132
Я
ДЛ
Е
Н
 И
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ДА
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П

133
Я
ДЛ
Е
Н
Н
Е
ДЛ
Я
П
РО

183
183
ДА

132.
Ж
И

134
 И
Ж
ДА
РО
П

135
Я
ДЛ
Е
Н
 И
Ж
ДА
РО
П

136
Я
ДЛ
Е
Н
 И
Ж
ДА
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П

137
Я
ДЛ

197
Е
Н
 CULTURE SPOT: Oral Kazakh national creativity

1. Discuss the following questions with your classmates.

What is aitys?
Whom do you know among aitys singers?
What types of aitys do you know?
2. Read the text about Kazakh aitys.
ORAL KAZAKH
NATIONAL CREATIVITY
Н

‘Aitys’ is the embodiment of Kazakh

national self – consciousness and a form of
oral Kazakh national creativity. It is a contest
Е

between two people on poetry improvisation,

spoken or sung to the music of traditional
instrument like the dombra. The audience
chooses the topics and the contestant
ДЛ

demonstrates the best musical skills, rhythm,

and originality. The wittiest participant wins.
Aitys singers must have an ability to answer
poetically, to reject the verbal pressure of the
opponent, find his or her weaknesses, and be
Я

good at the witty exploitation of the meanings

and ambiguities of words, especially in puns.
Therefore, aitys is a remarkable art. All these characteristics can be found only in the big talents that
possessed solid experience and skills in improvisation. Well-aimed expressions, resourcefulness, poetic
П

talents of aitys singers impress the audience.

The most gifted, skilful aitys singers like Orynbay, Shozhe, Suyunbai, Birzhan, Zhambyl, and others
РО

have obtained national recognition. Kazakh women also were successful aitys singers. The names of
Sara, Aksulu, Ryszhan, Aikumis, and others are well-known. Topics of these improvisation competitions
were various. They often discussed different problems in Kazakh society. In their aitys, singers revealed
a life, work and personal freedom of the Kazakh people. Aitys competitions of Zhambyl with Sarybas
were about Kazakh heroes. Aitys of Birzhan and Sara was famous for their different high poetic skills
along with richness and figurativeness of language. Both of the singers glorified Kazakh women's rights,
ДА

poetic talent, justice, and humanity.

Art of aitys is one of the fundamental traditions of Kazakh ethnos. Kazakh aitys reflects Kazakh personality
and also plays an important role in transferring national values and saving a national character. Today the
problems of saving the Kazakh folklore, Kazakh language, and Kazakh ethnocultural traditions remain
acute.
Ж

There are two types of aitys: cultural and poet. Cultural aitys may include a wedding aitys, youth aitys,
riddles aitys, and religious aitys. Poet aitys is characterized as aitys between two well-known improvisators-
musicians, which have intellectual potentials and actor's abilities.
Aitys can also differ based on the experience and age of participants, for instance, Kaiym aitys and
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Sure aitys. Kaiym aitys was a singing improvisational competition between young novice akyns. It was
communication that took place at friendly gatherings and evening tables. Such aitys were also held
between groups of young men and women as a form of conversation, in which the young people could
respectfully express their sympathies and affection. Sure-aitys was a serious competition featuring a
more dramatic delivery, complex content, and more extended structure. Only experienced masters of
improvisation and with knowledge of history, culture, politics, intertribal relations, and everyday life
were allowed to enter these competitions.
Aitys is a unique Kazakh musical genre passed from generation to generation. Aitys has been revived in the
country since 1991 when Kazakhstan independence gained independence. As a result, cultural heritage has

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been keeping up with the times. Every year republican grand aitys contest “Altyn Dombyra” is held
among aitys singers. Akyns sing about the development of Kazakhstan in the international arena,
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discuss the social issues within the society and they also joke, sing, and express their civil position.
Aitys is a creative competition in practical thinking of two partners having the form of dialogue that
consists of some transactions, question-answer, an interactive type. Aitys is a technique, training, and
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practice of creative thinking development. Aitys is still popular in our days because it is a unique kind of
folklore that allows expressing the opinions of Kazakh people about the positive and negative sides of
social life in a socially comprehensible form.

GLOSSARY
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embodiment /ɪmˈbɒdimənt/ (n) someone or something is very typical of an idea or quality

ambiguity /ambɪˈɡjuːɪti/ (n) the state of being unclear or not certain
acute /əˈkjuːt/ (adj) pointed, shortage
novice /ˈnɒvɪs/ (adj) someone who has no experience in a skill, beginner
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featuring /ˈfiːtʃərɪŋ/ (adj) being included as an important part

3. Discuss the following questions in pairs. Now You

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a. What ability must have aitys singers?

b. What problems do the aitys singers discuss? Go online and try to find
c. How many types of aitys are there? information about
f. When has aitys been revived in the country ? contemporary Kazakh aitys
j. Why aitys is still popular in our days? and aitys singers. Exchange
your information with your
classmates.

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I CAN… *I need more practice **I sometimes find this difficult ***No problem

* ** ***
I can understand reports on current problems about media matters, their effect on our lives
I can understand a talk about connection to the media, radio, and TV programmes
I can explain, describe photographs, compare the situations, talk about the advantages and
disadvantages of media
I can write a report about school newspaper, magazine or website, and articles

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programmed as a set of computer instructions) defines how ironed, and goes through the process of adding: (a)
the fabric should be cut into pieces (cutting) to be joined for decorative elements (embroidery, beading); (b)
garment production. 2_____ fasteners (buttons and buttonholes, hooks and eyes,
Assembly of the garment is the next stage of production that snaps, zippers, etc.); (c) hems and cuffs; (d) labels
includes different processes of sewing/stitching, thread (brand-name labels and other often mandatory labels
trimming, and others. Due to the development of computer- that specify fibre content, laundry instructions, and
guided machinery, some stages of garment assembly are country of manufacture. Finished items are pressed,
automated. However, the overall process of sewing is packed, and folded to be ready for dispatch.
extremely labour-intensive causing clothing manufacturers Although retailing is not part of garment production,
to look for low-wage environments where they can locate it is vital. 4 _____
their factories. 3______ (Adapted from Fashion Industry, Encyclopaedia
The final stage entails different processes collectively known Britannica, retrieved October 10, 2019, from
as finishing. After sewing, a garment is washed, steam- https://www.britannica.com/art/fashion-industry).
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EXAM EXPERT WORK IT OUT!

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How should you do the exam practice task? Find these words in the article and the missing
a If a sentence ending fits, grammatically, it must be sentence endings and underline them. Can you
work out what they mean from the content?
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the correct answer.

b A sentence ending must fit grammatically and must *garment *enable *purchase *pattern
make logical sense for it to be the correct answer. *assembly * low-wage environment
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3. exam practice 4. Write a word or a phrase from the article in each

gap to complete the sentences
You are going to read the article about
the processes of manufacturing 1. The first stage of garment production starts with doing ____________
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clothes. Choose from sentence (paragraph 1)

endings A-F the one which fits each 2. At the second stage of garment production, ________ should be
presented to retail buyers (paragraph 1)
gap (1-4). There is one extra ending 3. The third stage includes the translation of a clothing design into a_____
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which you do not need to use. (paragraph 2)

A this cutting can be performed by 3. Embroidery and beading are _________ elements rather than
computerised high-intensity lasers or by functional ones (paragraph 4)
manually operated and computer-guided 4 . As sewing is _________________, many manufacturers look for
knives (blade cutting machines). cheap labour (paragraph 3)
B retail (the process of purchasing 5. _____ such as buttons and buttonholes, hooks and eyes, and zippers are
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clothes from manufacturers) happens used to hold together and connect two or more pieces of material
when retailers make initial purchases for (paragraph 4)
resale three to six months in advance 6. Fibre content, laundry instructions, and country of manufacture are
before customers can buy clothes in specified on _________(paragraph 4)
stores. 7. To __________ means to ship finished garments to manufacturers and
C customers have different preferences brands (paragraph 4)
8. People who buy finished garments from manufacturers and sell them to
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about brands and fabric.

customers are _______ (paragraph 4)
D this results in the issues of cheap
labour, exploitation of workers, and ? Think critically, have your say!
industrial safety that appear in some
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factories in China and Southeast Asia. ● What are your thoughts about manufacturers who seek cheap
E the materials required for garment labour to do labour-intensive sewing and who avoid providing
production (for instance, fabric, linings, decent working conditions?
buttons, and others) should be sourced ● What is the impact of technology on fashion design and
and ordered and samples should be made manufacturing?
to present them to retail buyers. ● How fair is to exploit workers to save on labour-intensive sewing
and paying wages?
PROJECT
1. In pairs, make a sketch of your garment (clothing item) using paper or a computer.
2. Design a PowerPoint Presentation where you present your design and explain the
process of designing garments.
3. Deliver your presentation to the class, be open to feedback, and reflect on what you have
learned and what would you do differently next time.

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Key word database excite (v)/ɪkˈsaɪt/ толғандыру волновать, пробуждать
expensive (adj)/ɪkˈspensɪv/ қымбат дорогой
fact (n)/fækt/ факт факт
able (adj) /ˈeɪb(ə)l/ жасай алу, қолынан келу fail (v)/feɪl/ құлау, сəтсіздікке ұшырау
умеющий, способный
academy (n) /əˈkædəmi/ академия академия проваливать, терпеть поражение
accept (v) /əkˈsept/ қабылдау принимать fame (n)/feɪm/ танымалдылық известность
accuse (v) /əˈkjuːz/ айыптау обвинять fashion (n)/ˈfæʃ(ə)n/ сəн мода
achieve (v) /əˈtʃiːv/ жету, қол жеткізу достигать, добиваться finance (n)/ˈfaɪnæns/ қаржы финансы
act (n) /ækt/ орындау, іс-əрекет выступление, действие fit (v)/fɪt/ бейімдеу, сəйкестендіру подгонять
addict (n) /ˈædɪkt/ əуесқойлық forge (v)/fɔː(r)dʒ/ үйлесу, жарау быть в пору, подходить
заядлый любитель, приверженец fortune (n)/ˈfɔː(r)tʃən/ сəттілік удача
advertise (v) /ˈædvə(r)taɪz/ жарнамалау рекламировать freeze (v)/friːz/ тоңу, үсу замерзать
allergy (n) /ˈælə(r)dʒi/ аллергия аллергия friend (n)/frend/ дос, жолдас, құрбы
allow (v) /əˈlaʊ/ рұқсат ету позволить друг, подруга, товарищ
amuse (v) /əˈmjuːz/ көңіл көтеру веселить, развлечь globe (n)/ɡləʊb/ жер шары земной шар
announce (v)/əˈnaʊns/ жариялау заявлять grow (v)/ɡrəʊ/ өсу, көтерілу расти, развиваться
harm (n)/hɑː(r)m/ залал ущерб, вред
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appear (v) /əˈpɪə(r)/ пайда болу возникать

apply (v)/əˈplaɪ/ тапсыру подать honest (adj)/ˈɒnɪst/ адал, шын честный
appreciate (v)/əˈpriːʃiˌeɪt/ бағалау ценить humour (n)/ˈhjuːmə(r)/ əзіл-сықақ юмор
argue (v)/ˈɑː(r)ɡju/ дəйектеу, дауласу improve (v)/ɪmˈpruːv/ жақсарту улучшать, поправлять
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поспорить, аргументировать industry (n)/ˈɪndəstri/ өнеркəсіп, индустрия

arrange (v)/əˈreɪndʒ/ жайластыру, орнату, ұйымдастыру промышленность, индустрия
устраивать, устанавливать infect (v)/ɪnˈfekt/ жұқтыру заражать
arrive (v)/əˈraɪv/ келу, оралу приходить, прилетать inhabit (v)/ɪnˈhæbɪt/ мекендеу обитать, населять
assist (v)/əˈsɪst/ көмектесу, қол ұшын беру inject (v)/ɪnˈdʒekt/ енгізу вводить
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помогать, оказывать помощь injure (v) /ˈɪndʒə(r)/ жарақаттау повреждать, вредить

attend (v)/əˈtend/ қатысу, болу посещать, присутствовать intense (adj)/ɪnˈtens/ қарқынды, интенсивті
attract (v)/əˈtrækt/ еліктіру, қызықтыру усиленный, интенсивный
притягивать, привлекать introduce (v)/ˌɪntrəˈdjuːs/ таныстыру
benefit (n)/ˈbenɪfɪt/ пайда польза, прибыль представлять, знакомить
bore (v)/bɔː(r)/ ерігу, зерігу скука invent (v)/ɪnˈvent/ ойлап шығару создавать, изобретать
broad (adj) /brɔːd/ кең широкий
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invest (v)/ɪnˈvest/ салу, инвестициялау

care (n)/keə(r)/ назар, күтім внимание, уход
инвестировать, вкладывать
certify (v)/ˈsɜː(r)tɪfaɪ/ сертификаттау сертифицировать jealous (adj)/ˈdʒeləs/ қызғаншақ ревнивый
choose (v)/tʃuːz/ таңдау выбирать journal (n)/ˈdʒɜː(r)n(ə)l/ журнал журнал
comfort (n)/ˈkʌmfə(r)t/ жайлылық, комфорт kind (adj)/kaɪnd/ мейірімді добрый
комфорт, удобство
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know (v)/nəʊ/ білу знать

commerce (n)/ˈkɒmɜː(r)s/ сауда торговля law (n)/lɔː/ заң закон
communicate (v)/kəˈmjuːnɪkeɪt/ байланыс орнату literate (adj)/ˈlɪt(ə)rət/ сауатты, білімді
общаться, поддерживать связь
образованный, грамотный
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compete (v)/kəmˈpiːt/ жарысу, бақталасу соперничать

converse (v)/kənˈvɜː(r)s/ əңгімелесу, сөйлесу lose (v)/luːz/ жеңілу, жоғалту потерять, проиграть
беседовать, общаться maintain (v)/meɪnˈteɪn/ сақтау, бағу содержать, сохранять
convict (v)/kənˈvɪkt/ əшкерелеу, кінəраттау manage (v)/ˈmænɪdʒ/ шамасы келу, басқару
осуждать, обличать справляться, управлять
correspond (v) /ˌkɒrɪˈspɒnd/ хат алмасу переписываться mix (v)/mɪks/ араластыру смешивать, соединять
create (v)/kriˈeɪt/ жасау, шығару создавать murder (n)/ˈmɜː(r)də(r)/ өлтіру убийство
crime (n)/kraɪm/ қылмыс преступление nature (n)/ˈneɪtʃə(r)/ табиғат природа
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culture (n)/ˈkʌltʃə(r)/ мəдениет культура nervous (adj)/ˈnɜː(r)vəs/ абыржыған, жүйкесі тозған

danger (n)/ˈdeɪndʒə(r)/ қауіп опасность взволнованный, нервный
decide (v)/dɪˈsaɪd/ шешу решать obey (v)/əˈbeɪ/ бағыну, тыңдау подчиняться, слушаться
dedicate (v)/ˈdedɪkeɪt/ арнау посвящать offence (n)/əˈfens/ құқық бұзушылық правонарушение
develop (v)/dɪˈveləp/ дамыту развивать operate (v)/ˈɒpəreɪt/ əрекет ету действовать
differ (v)/ˈdɪfə(r)/ ерекшелену отличаться oppose (v)/əˈpəʊz/ төтеп беру, қарама-қайшы келу
direct (adj)/dɪˈrekt/ тура, тіке прямой противостоять
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discover (v)/dɪˈskʌvə(r)/ ашу, табу открыть pay (v)/peɪ/ төлеу платить

discuss (v)/dɪˈskʌs/ талқылау обсуждать perform (v)/pə(r)ˈfɔː(r)m/ орындау исполнять, выполнять
distant (adj)/ˈdɪstənt/ алыс далекий person (n)/ˈpɜː(r)s(ə)n/ адам, тұлға человек, личность
edit (v)/ˈedɪt/ редакциялау, өңдеу редактировать poison (n)/ˈpɔɪz(ə)n/ у яд, отрава
educate (v)/ˈedjʊkeɪt/ оқыту, білім беру pollute (v)/pəˈluːt/ ластау загрязнять
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обучать, давать образование poor (adj) /pɔː(r)//pʊə(r)/ кедей бедный

emphasis (n)/ˈemfəsɪs/ айқындау подчеркивание popular (adj)/ˈpɒpjʊlə(r)/ танымал известный
employ (v)/ɪmˈplɔɪ/қызметке/ жұмысқа алу practice (n)/ˈpræktɪs/ жаттығу занятие, практика
нанимать, предоставлять работу prepare (v)/prɪˈpeə(r)/ дайындау подготавливать, готовить
enjoy (v)/ɪnˈdʒɔɪ/ рахаттану наслаждаться produce (v)/prəˈdjuːs/ өндіру, шығару производить
enter (v)/ˈentə(r)/ кіру, ену входить quality (n)/ˈkwɒləti/ сапа качество
entertain (v)/ˌentə(r)ˈteɪn/ көңіл көтеру развлекать real (adj)/rɪəl/ шынайы настоящий, реальный
enthuse (v)/ɪnˈθjuːz/ ынталандыру, құлшындыру recover (v)/rɪˈkʌvə(r)/ жазылу, қалпына келу выздороветь,
вызвать энтузиазм восстанавливать
environment (n)/ɪnˈvaɪrənmənt/ қоршаған орта relate (v)/rɪˈleɪt/ қатысты болу относиться, касаться
окружающая среда
equip (v)/ɪˈkwɪp/ жабдықтау снаряжать, снабжать
Europe (n)/ˈjʊərəp/ Еуропа Европа
evident (adj)/ˈevɪd(ə)nt/ анық, айқын очевидный, явный

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report (n)/rɪˈpɔː(r)t/ есеп, баяндама, репортаж success (n)/səkˈses/ жетістік успех

Phrasal verb database

отчет, доклад, репортаж supervise (v)/ˈsuːpə(r)vaɪz/ бақылау, басқару
respond (v)/rɪˈspɒnd/ жауап беру отвечать наблюдать, руководить
responsible (adj)/rɪˈspɒnsəb(ə)l/ жауапты ответственный surgery (n)/ˈsɜː(r)dʒəri/ ота операция
revise (v)/rɪˈvaɪz/ тексеру проверять take (v)/teɪk/ алу, қабылдау брать, принимать
revolution (n)/ˌrevəˈluːʃ(ə)n/ революция революция teach (v)/tiːtʃ/ оқыту, үйрету учить
ridicule (v)/ˈrɪdɪˌkjuːl/ мазақтау, күлкі қылу theft (n)/θeft/ ұрлық воровство
осмеивать, высмеивать think (v)/θɪŋk/ ойлау, пайымдау думать, предполагать
rob (v)/rɒb/ тонау, ұрлау грабить tour (n)/tʊə(r)/ тур, саяхат путешествие, тур
rude (adj)/ruːd/ дөрекі грубый train (v)/treɪn/ жаттықтыру, ұйрету, дайындау
say (v)/seɪ/ айту, сөйлеу говорить учить, готовить
scholar (n)/ˈskɒlə(r)/ стипендиат, ғалым treat (v)/triːt/ емдеу, қарау, ұстау
стипендиат, ученый лечить, обращаться, обходиться
science (n)/ˈsaɪəns/ ғылым наука true (adj)/truː/ дұрыс верный, правильный
solve (v)/sɒlv/ шешу, шешімін табу решать value (n)/ˈvæljuː/ құндылық ценность
spectate (v)/spekˈteɪt/ көрермен болу быть зрителем work (v)/wɜː(r)k/ жұмыс істеу работать
strong (adj)/strɒŋ/ қуатты, күшті сильный world (n)/wɜː(r)ld/ əлем мир
Н

style (n)/staɪl/ стиль, əдет стиль, манера

Phrasal verb database

Е

beat up /biːt//ʌp/ ұру, соғу избивать cut down /kʌt//daʊn/ кесіп тастау, шауып тастау срубить
break down /breɪk/ /daʊn/ істен шығу, бұзылып қалу cut down on /kʌt//daʊn//ɒn/ азайту, төмендету
сломаться, выходить из строя уменьшать, сокращать
ДЛ

break in /breɪk/ /ɪn/ баса-көктеп кіру, бұзып кіру cut off /kʌt//ɒf/ өшіру выключать
вломиться, ворваться die out/daɪ//aʊt/ біртіндеп жойылу постепенно исчезнуть
break out /breɪk/ /aʊt/ тұтану, тез пайда болу вспыхивать dig up /dɪɡ//ʌp/ қазып алу раскопать, откапывать
bring out /brɪŋ//aʊt/ шығару, жариялау do without /duː/ /wɪðˈaʊt/ белгілі бір зат немесе адамның
опубликовать, выпускать көмегінсіз-ақ іс-əрекетті жасау, орындау
bring up /brɪŋ//ʌp/ тəрбиелеп өсіру, жетілдіру вырастить воздерживаться, обходиться без
bump into /bʌmp/ /ˈɪntuː/, /ˈɪntə/ кездесіп қалу, тап болу drop out /drɒp//aʊt/ қатыспау, тастау, жіберіп алу
Я

наткнуться на, сталкиваться пропускать, оставлять

call off /kɔːl/ /ɒf/ кейінге қалдыру, болдырмау eat up /iːt//ʌp/ жою, құрту, қырып-жою
отменять, откладывать истребить, подчистить
calm down /kɑːm//daʊn/ тыныштандыру, жайландыру end up /end//ʌp/ аяқтау, бітіру закончить, завершить
успокоить fill in /fɪl/ /ɪn/ толтыру заполнять
П

carry out /ˈkæri//aʊt/ өткізу, орындау выполнять, проводить find out /faɪnd//aʊt/ білу, ашу раскрывать, узнать
catch on /kætʃ/ /ɒn/ оңтайлы сəтін табу, fit in /fɪt//ɪn/ бейімделу, топқа қосылу
танымалдылыққа ие болу вписаться в (группу), адаптироваться
завоевать популярность, улавливать flick through /flɪk/ /θruː/ қарап шығу бегло просмотреть
РО

catch up/kætʃ//ʌp/қағып алу быстро схватить,подхватить get away /ɡet//əˈweɪ/ босап шығу, демалысқа кетіп қалу
catch up with /kætʃ//ʌp/ /wɪθ/ жетіп алу, қуып жету вырваться, быть в отпуске
настичь, догонять get back (to someone) /ɡet/ /bæk/ жауап беру, қайту,
check in /tʃek/ /ɪn/ тіркелу зарегистрироваться ответить, вернуться
cheer up /tʃɪə(r)/ /ʌp/ көңіл күй көтеру поднять настроение get back /ɡet/ /bæk/ қайта айналып келу, оралу
clear up /klɪə(r)/ /ʌp/ ашылу, күн шығу возвращаться
проясняться (о погоде) get back together /ɡet/ /bæk/ /təˈɡeðə(r)/қарым-қатынасты
close down /kləʊz//daʊn/ мекемені жабу, жою қайта орнату
ДА

закрывать, ликвидировать предприятие возобновить отношения после разрыва

come about/kʌm/ /əˈbaʊt/ болу, болып шығу происходить get by /ɡet/ /baɪ/ ақшаны əрең жеткізіп өмір сүру
come across /kʌm/ /əˈkrɒs/ кездейсоқ кезігіп қалу кое-как сводить концы с концами
случайно наткнуться get down /ɡet//daʊn/ кірісу, бастау
come between /kʌm/ /bɪˈtwiːn/ ортасында тұру приступать, приниматься
встать между (кем-л.) get in /ɡet//ɪn/ кіру, отыру (пойызға, автобусқа)
come down /kʌm//daʊn/ түсу, құлау, төмендеу заходить, садиться (на поезд, автобус)
Ж

падать, снижаться get off /ɡet//ɒf/ шығу (трамвайдан, пойыздан)

come down with /kʌm//daʊn//wɪθ/ ауырып қалу, шалдығу высадиться (из трамвая, поезда)
заболеть get on (well, badly, etc) (with)/ɡet//ɒn/
come into /kʌm/ /ˈɪntuː/, /ˈɪntə/ мұрагер болу жақсы тіл табысу (келісе алмау)
И

вступать в наследство ладить (не ладить с кем-л.)

come off /kʌm//ɒf/ шығу, кету (алаңнан, сахнадан) get on (with) /ɡet//ɒn/ (/wɪð/) жалғастыру
уйти (с поля, со сцены) продолжать (делать что-л.)
come on /kʌm//ɒn/ даму, жетілу продвигаться get out of /ɡet//aʊt/ /əv/ арылу, құтылу
come out (on top)/kʌm//aʊt/ жеңімпаз болу, жеңу избавляться (от чего-л., от какого-л. дела)
оказываться/оказаться победителем get over /ɡet/ /ˈəʊvə(r)/ түзелу, оңалу, айығу, жеңу
come out /kʌm//aʊt/ шығару, жариялау справляться, преодолевать
выпускать, публиковать get round /ɡet/ /raʊnd/ айналып өту обходить
come over /kʌm/ /ˈəʊvə(r)/ келу приехать get through /ɡet/ /θruː/
come to /kʌm/ /tə, tʊ/ есін жинау, өз-өзіне келу приходить в байланыс орнату (радио, телефон арқылы)
сознание устанавливать связь (по радио, телефону)
come up /kʌm//ʌp/ пайда болу, көріну, болу give back /ɡɪv/ /bæk/ қайтару отдать назад, возвращать
появляться, случаться give off /ɡɪv/ /ɒf/ шығару
come up with /kʌm//ʌp/ /wɪθ/ ойлап табу производить, испускать (запах, газ)
представлять, придумывать give up /ɡɪv//ʌp/ бас тарту, берілу отступаться, сдаваться
cross off /krɒs//ɒf/ өшіріп тастау, сызу вычёркивать go for /ɡəʊ/ /fə(r)/ таңдау выбирать
cross out /krɒs//aʊt/ сызып тастау перечёркивать go off/ ɡəʊ/ /ɒf/ бұзылу, иістену протухнуть

200
Phrasal verb database go off /ɡəʊ/ /ɒf/ жарылу взрываться, выстрелить see off /siː/ /ɒf/ шығарып салу провожать (уезжающего)
go on /ɡəʊ//ɒn/ жалғасу, болу продолжаться, случаться send out /send//aʊt/ жіберу (хат, хабарлама)
go out (with friends, etc) /ɡəʊ//aʊt/ достармен қыдыру отправлять (письмо, сообщение)
проводить время вне дома (с друзьями и тд.) set about (doing) /set/ /əˈbaʊt/ кірісу, бастау
go out (with someone) /ɡəʊ//aʊt/ кездесіп жүру встречаться приниматься за (что-л.)
go over /ɡəʊ/ /ˈəʊvə(r)/ түсіндіру объяснять set off /set//ɒf/ жолға шығу отправляться в путь
go through /ɡəʊ/ /θruː/ басынан өткізу, шалдығу, set out /set//aʊt/ алыс жолға аттану, сапарға шығу
душар болу отправляться (в далекий и трудный путь)
подвергаться, перенести set up /set/ /ʌp/ іс бастау, орнату
grow up /ɡrəʊ//ʌp/ өсу, ұлғаю взрослеть, расти начинать (дело), устанавливать
hand in /hænd/ /ɪn/ тарату, тапсыру сдать, вручать show off/ʃəʊ/ /ɒf/ мақтану выставить напоказ, хвастаться
hang around /hæŋ/ /əˈraʊnd/ айналсоқтау, бұлталақтау slow down /sləʊ/ /daʊn/
околачиваться, вертеться около жылдамдықты бəсеңдету, азайту, төмендету
hang up /hæŋ//ʌp/ тұтқаны қою, тастай салу снизить скорость
повесить трубку sort out /sɔː(r)t/ /aʊt/ шешу, реттеу разрешить, улаживать
help out /help//aʊt/ қиын жағдайда қол ұшын беру помочь speed up /spiːd/ /ʌp/ үдеу, жылдамдықты жоғарлату
в затруднении разгоняться, ускорять
hold (someone) up/həʊld//ʌp/ бөгеу задерживать (кого-л.) splash out /splæʃ//aʊt/ ақшаны ысырап ету, көп жарату
Н

hurry up /ˈhʌri/ /ʌp/ асығу спешить тратить деньги направо-налево, транжирить

join in /dʒɔɪn//ɪn/ қосылу, қатысу split up /splɪt/ /ʌp/ айырылысу расстаться
включаться, приобщиться stand for /stænd/ /fɔː(r)/ мағына беру, білдіру, көрсету
keep up with /kiːp//ʌp//wɪð/ бірдей деңгейде болу означать, обозначать
Е

не отставать, быть на одном уровне stand in for /stænd/ /ɪn/ /fɔː(r)/ ауыстыру, орнын баса тұру
lead to /liːd/ /tuː/ апарып соғу, себепкер болу подменять кого-л., замещать
приводить к (чему-л.), повлечь за собой stand up /stænd//ʌp/ орнынан тұру привстать
let down /let/ /daʊn/ көңілін қалдыру разочаровывать stay on /steɪ/ /ɒn/ қала тұру, кідіру
let off /let//ɒf/ жазасыз босатып жіберу оставаться, задерживаться
ДЛ

отпустить без наказания stay out /steɪ//aʊt/ тыс қалу, үйге қайтпау
live up to /lɪv/ /ʌp/ /tuː/ ақтау, дəлелдеу оправдать не возвращаться домой
lock out /lɒk/ /aʊt/ есікті кілттеп қойып жібермеу/кіргізбеу stay up /steɪ//ʌp/ ұйықтамау не ложиться спать
запереть дверь и не впускать stick up (for) /stɪk//ʌp/ (/fɔː(r)/) қорғау, болысу
log on /lɒɡ/ /ɒn/ жүйеге кіру войти в систему отстаивать, заступаться
look after /lʊk/ /ˈɑːftə(r)/ storm off /stɔː(r)m//ɒf/ долданып кетіп қалу
қарау, көз салу, қамқорлық таныту умчаться в бешенстве
Я

присматривать за (кем-л., чем-л.) take (time) off /teɪk/(/taɪm/)/ɒf/ үзіліс жасау

look back on /lʊk//bæk//ɒn/ еске алу, есіне түсіру брать выходные дни, делать перерыв в работе
вспоминать, припоминать take after /teɪk/ /ˈɑːftə(r)/ ұқсас болу, тарту
look down on /lʊk//daʊn//ɒn/ менсінбей қарау быть похожим, походить (на кого-л.)
смотреть свысока take away /teɪk/ /əˈweɪ/ алып тастау убрать, удалять
П

look into /lʊk/ /ˈɪntuː/ зерттеу исследовать take back /teɪk/ /bæk/ қайтарып алу
look round /lʊk/ /əˈraʊnd/ қарап шығу осматривать брать назад, возвратить
look up /lʊk/ /ʌp/ іздеу, қарау (анқытамадан) take down /teɪk/ /daʊn/ жазу записывать (под диктовку)
искать (что-л. в справочнике) take off /teɪk//ɒf/ көтерілу (жерден), алу, шешу
РО

look up to /lʊk/ /ʌp/ /tuː/ құрметтеу, ізет таныту относиться отрываться (от земли, воды), убирать (снимать)
с почтением, уважать (кого-л.) take on /teɪk//ɒn/ қабылдау, өзіне алу
make off /meɪk//ɒf/ қашу, жасырыну бежать, скрыться принимать (на работу), брать на себя
make up /meɪk//ʌp/ құру, жинау составлять, собирать take out /teɪk//aʊt/ алу (мекемеден құжат алу)
meet up /miːt/ /ʌp/ кездесу встретиться получать (документ из учреждения)
pass out /pɑːs/ /aʊt/ есінен тану падать в обморок take over /teɪk/ /ˈəʊvə(r)/ өз бақылауына алу
pay back /peɪ/ /bæk/ төлеу, қайтару (ақша, қаражат) взять под свой контроль
ДА

отплатить, возвращать (деньги) take to /teɪk/ /tuː/əдетке/ ережеге айналдыру

pay off /peɪ//ɒf/ есесі қайту, орны толу, сəтті аяқталу взять за правило
окупиться, увенчаться успехом take up /teɪk//ʌp/ толтыру, қажет ету (орын, уақыт)
pick up /pɪk/ /ʌp/ теру, жинау собирать заполнять, нуждаться (место, время)
pop up /pɒp//ʌp/ кенеттен пайда болу, шыға келу внезапно take up /teɪk//ʌp/ айналысу, кірісу (спорт, хобби)
появляться заняться чем-л., браться за (спорт, хобби)
pull out /pʊl/ /aʊt/ теру , жою удалять, вырывать throw away /θrəʊ//əˈweɪ/ лақтыру, тастау, шығарып тастау
Ж

put in (for)/pʊt/ /ɪn/ (/fɔː(r)/) арыз/өтініш жазу бросать, выбрасывать

подать заявление tidy up /ˈtaɪdi//ʌp/ тазалау, жинастыру
put in /pʊt//ɪn/ енгізу, іске қосу вводить (в действие) наводить чистоту, убраться
put off /pʊt//ɒf/ кейінге қалдыру turn down /tɜː(r)n//daʊn/ бас тарту, қою
откладывать (дело, занятие) отказаться, отвергать
И

put on /pʊt/ /ɒn/ кию надевать turn into /tɜː(r)n//ˈɪntuː/ айналдыру, ауыстыру
put through /pʊt/ /θruː/ байланыстыру (телефон арқылы) превращать (ся, во что-л.)
соединять (по телефону) turn off /tɜː(r)n//ɒf/ өшіру, сөндіру
put up /pʊt//ʌp/ іліп қою вывесить выключить, отключить
put up with /pʊt//ʌp/ /wɪð/ шыдау, көну turn on /tɜː(r)n//ɒn/ қосу включать, открывать
мириться с (чем-либо); вытерпеть turn out /tɜː(r)n//aʊt/ болып шығу, табылу
rip off /rɪp//ɒf/ алаяқтық, айлакерлік мошенничество выяснять, оказываться
roll up /rəʊl//ʌp/ орау крутить, накатывать turn over /tɜː(r)n//ˈəʊvə(r)/ аудару, ауыстыру
run away /rʌn/ /əˈweɪ/ қашып кету убежать, сбежать переключать (телевизор)
run into /rʌn/ /ˈɪntuː/ соқтығып қалу, кездесіп қалу turn up /tɜː(r)n//ʌp/ əп-сəтте, күтпеген жерден шыға
наткнуться, сталкиваться келу, пайда болу, көтеру
сrun out /rʌn/ /aʊt/ жұмсалу, бітіп қалу появляться внезапно, являться, поднимать вверх
расходоваться, заканчиваться wash up /wɒʃ//ʌp/ ыдыс жуу мыть посуду
sail through /seɪl/ /θruː/ еш кедергісіз өтіп кету work out /wɜː(r)k//aʊt/
беспрепятственно пройти шешу, орындау (тапсырма), шұғылдану
save up /seɪv/ /ʌp/ жинау (ақша, қаражат) копить (деньги) решать (задачу), заниматься в зале

201
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