This document is the cover and introduction pages of an English language textbook for 6th grade students in Ukraine. It provides information about the textbook, including that it was created according to the new 2012 foreign language program and is recommended for students learning English in 6th grade. The introduction welcomes the students and provides an overview of the topics that will be covered in each chapter of the textbook, including describing family members, shops and shopping, food and cooking, sports, travel, London as the capital of the UK, Kiev as the capital of Ukraine, and favorite school subjects. It encourages the students to learn English while having fun.
This document discusses Mongolia's healthcare system and recommendations for improvement. It notes that Mongolians spend on average 5 hours to see a doctor due to overcrowding at hospitals. It recommends increasing funding for healthcare, improving facilities and equipment, and training more medical professionals to international standards. The document advocates for integrating traditional Mongolian medicine with modern practices. It calls for reforms to make healthcare more accessible nationwide and to improve quality of care.
This document contains information about an examination for level-2 students in Bangladesh, including:
1. Details of the preliminary test subjects which are Bangla, English, mathematics, and general knowledge.
2. Details of the written examination subjects which include language, religion, agriculture, aquaculture, poultry, horticulture, food processing, electrical works, electronics, automotive, machinery, refrigeration, construction, IT, mechanics, welding, dressmaking, drafting, livestock, patient care, plumbing.
3. Syllabus outlines for some of the written examination subjects like language, religion, agriculture, aquaculture.
This document provides a preface to the Statistical Yearbook of Mongolia. It discusses how the National Statistical Office has been producing the yearbook since 1960 to show social and economic indicators and their time series for Mongolia. It notes that the framework of indicators has expanded with Mongolia's socio-economic development. It also mentions steps being taken to harmonize statistical indicators and methodologies with international standards. The preface explains that the yearbook includes explanations of methodologies and technical terms to make it accessible to users. It lists some additional indicators and surveys that are included in the 2007 yearbook. It encourages users to access other statistical publications and the website for more information. In closing, it welcomes any comments or requests for more
Статистикийн эмхтгэл-2007 он ТА ТАТАЖ АВАХ БОЛОМЖТОЙ... get file www.GELEGJA...Adilbishiin Gelegjamts
This document provides a preface to the Statistical Yearbook of Mongolia. It discusses how the National Statistical Office has been producing the yearbook since 1960 to show social and economic indicators and their time series for Mongolia. It notes that the framework of indicators has expanded due to development in Mongolia. It also mentions steps being taken to harmonize statistical indicators and methodologies with international standards. The preface explains that the yearbook includes explanations of methodologies and technical terms to make it accessible to users. It lists some additional indicators included in the 2007 yearbook. It also lists some other statistical publications produced in addition to the yearbook. It welcomes any comments or requests for more detailed information on statistical surveys and data.
Монгол улсын статистикийн эмхтгэл-2006, татаж авах боломжтой... www.gelegjamt...Adilbishiin Gelegjamts
This document provides a preface and summary of the Mongolian Statistical Yearbook.
The National Statistical Office has been producing the Statistical Yearbook of Mongolia since 1960 to show social and economic indicators of the country. Over time, the scope and indicators included in the yearbook have expanded to correspond with Mongolia's developing socio-economic situation. Statistical indicators have also been regularly updated and innovated to conform with international standards.
The 2006 yearbook includes new indicators such as those measuring Mongolia's progress toward the Millennium Development Goals, as well as poverty levels, regional data, livestock yields, and tourism statistics. In addition to the 2006 publication, several other statistical reports have been released to make data
МУ-ын статистикийн эмхтгэл-2008 ТА ТАТАЖ АВАХ БОЛОМЖТОЙ... get file www.GELEG...Adilbishiin Gelegjamts
This document provides statistical data on various economic indicators in Mongolia such as GDP, sector contributions, trade, agriculture and more. It includes 23 sections with data presented in tables containing values for indicators like production, exports, imports and growth rates for years like 2008. The document covers topics such as GDP, industry, agriculture, livestock, trade and inflation.
Монгол улсын статистикийн эмхтгэл-2005, татаж авах боломжтой... www.gelegjamt...Adilbishiin Gelegjamts
This document is the preface to Mongolia's 2005 Statistical Yearbook. It provides an overview of the National Statistical Office and its role in producing Mongolia's annual Statistical Yearbook since 1960. It notes that the Yearbook has expanded over time to include more socio-economic indicators that reflect Mongolia's development. The preface highlights some of the new indicators and supplementary publications included in the 2005 edition, such as data on elections, civil servants, health statistics, and livestock. It encourages users to provide feedback on how the Statistical Office can improve its bulletins and reporting of statistical data.
- The document appears to be a table containing monthly financial data in Mongolian tugrik for various categories from January to December 2014.
- It includes data on total revenue, domestic revenue, revenue from state organizations, revenue from local governments, revenue from sales of goods and services, grants received, and more.
- The categories are broken down monthly and totals for each category for the full year are also provided at the bottom.
This document discusses Mongolia's healthcare system and recommendations for improvement. It notes that Mongolians spend on average 5 hours to see a doctor due to overcrowding at hospitals. It recommends increasing funding for healthcare, improving facilities and equipment, and training more medical professionals to international standards. The document advocates for integrating traditional Mongolian medicine with modern practices. It calls for reforms to make healthcare more accessible nationwide and to improve quality of care.
This document contains information about an examination for level-2 students in Bangladesh, including:
1. Details of the preliminary test subjects which are Bangla, English, mathematics, and general knowledge.
2. Details of the written examination subjects which include language, religion, agriculture, aquaculture, poultry, horticulture, food processing, electrical works, electronics, automotive, machinery, refrigeration, construction, IT, mechanics, welding, dressmaking, drafting, livestock, patient care, plumbing.
3. Syllabus outlines for some of the written examination subjects like language, religion, agriculture, aquaculture.
This document provides a preface to the Statistical Yearbook of Mongolia. It discusses how the National Statistical Office has been producing the yearbook since 1960 to show social and economic indicators and their time series for Mongolia. It notes that the framework of indicators has expanded with Mongolia's socio-economic development. It also mentions steps being taken to harmonize statistical indicators and methodologies with international standards. The preface explains that the yearbook includes explanations of methodologies and technical terms to make it accessible to users. It lists some additional indicators and surveys that are included in the 2007 yearbook. It encourages users to access other statistical publications and the website for more information. In closing, it welcomes any comments or requests for more
Статистикийн эмхтгэл-2007 он ТА ТАТАЖ АВАХ БОЛОМЖТОЙ... get file www.GELEGJA...Adilbishiin Gelegjamts
This document provides a preface to the Statistical Yearbook of Mongolia. It discusses how the National Statistical Office has been producing the yearbook since 1960 to show social and economic indicators and their time series for Mongolia. It notes that the framework of indicators has expanded due to development in Mongolia. It also mentions steps being taken to harmonize statistical indicators and methodologies with international standards. The preface explains that the yearbook includes explanations of methodologies and technical terms to make it accessible to users. It lists some additional indicators included in the 2007 yearbook. It also lists some other statistical publications produced in addition to the yearbook. It welcomes any comments or requests for more detailed information on statistical surveys and data.
Монгол улсын статистикийн эмхтгэл-2006, татаж авах боломжтой... www.gelegjamt...Adilbishiin Gelegjamts
This document provides a preface and summary of the Mongolian Statistical Yearbook.
The National Statistical Office has been producing the Statistical Yearbook of Mongolia since 1960 to show social and economic indicators of the country. Over time, the scope and indicators included in the yearbook have expanded to correspond with Mongolia's developing socio-economic situation. Statistical indicators have also been regularly updated and innovated to conform with international standards.
The 2006 yearbook includes new indicators such as those measuring Mongolia's progress toward the Millennium Development Goals, as well as poverty levels, regional data, livestock yields, and tourism statistics. In addition to the 2006 publication, several other statistical reports have been released to make data
МУ-ын статистикийн эмхтгэл-2008 ТА ТАТАЖ АВАХ БОЛОМЖТОЙ... get file www.GELEG...Adilbishiin Gelegjamts
This document provides statistical data on various economic indicators in Mongolia such as GDP, sector contributions, trade, agriculture and more. It includes 23 sections with data presented in tables containing values for indicators like production, exports, imports and growth rates for years like 2008. The document covers topics such as GDP, industry, agriculture, livestock, trade and inflation.
Монгол улсын статистикийн эмхтгэл-2005, татаж авах боломжтой... www.gelegjamt...Adilbishiin Gelegjamts
This document is the preface to Mongolia's 2005 Statistical Yearbook. It provides an overview of the National Statistical Office and its role in producing Mongolia's annual Statistical Yearbook since 1960. It notes that the Yearbook has expanded over time to include more socio-economic indicators that reflect Mongolia's development. The preface highlights some of the new indicators and supplementary publications included in the 2005 edition, such as data on elections, civil servants, health statistics, and livestock. It encourages users to provide feedback on how the Statistical Office can improve its bulletins and reporting of statistical data.
- The document appears to be a table containing monthly financial data in Mongolian tugrik for various categories from January to December 2014.
- It includes data on total revenue, domestic revenue, revenue from state organizations, revenue from local governments, revenue from sales of goods and services, grants received, and more.
- The categories are broken down monthly and totals for each category for the full year are also provided at the bottom.
The document provides a summary of 41 questions from the 41st BCS preliminary exam covering subjects like banking, education, civil service and science. It states that the summary will help users prepare for exams and they can provide feedback or suggestions. It also provides contact information for any additional questions.
The document provides a brief history and overview of the city of Mykolaiv, Ukraine. It discusses that the city was founded in 1789 by Prince G.A. Potemkin near where the Ingul and Southern Bug Rivers meet. The city was intended to be a maritime trade capital but instead became renowned for shipbuilding. Over two centuries, shipyards in Mykolaiv have constructed sailing ships, submarines, cruisers and other vessels. Along with shipbuilding, the city itself developed with wide streets and planned quarters, becoming an important economic center by the early 20th century.
МУ-ын статистикийн эмхтгэл-2011 ТА ТАТАЖ АВАХ БОЛОМЖТОЙ... get file WWW.GELE...Adilbishiin Gelegjamts
This document is the monthly bulletin of statistics from Mongolia's National Statistical Office. It provides statistical data on various socioeconomic indicators in Mongolia such as population, labor, education, health, price levels, agriculture, and trade. The bulletin includes general notes on methodology, terminology, and data collection. It presents the latest monthly data on Mongolia's socioeconomic situation.
Profitable investment proposal from time consultinghasan
1. Processing 1000 kg of rice husk can generate approximately BDT 18,250 in profit. It would take around 1 year to recover the initial investment of BDT 45 lakh from a rice husk processing project with daily production capacity of 80 tonnes.
2. The estimated daily operating costs for processing 50, 100 and 200 tonnes of rice husk are approximately BDT 25,000-28,000, BDT 40,000-44,000 and BDT 50,000-55,000 respectively. Major costs include machinery, labor and transportation.
3. Rice husk processing is a very profitable business in Bangladesh given the local availability of raw materials throughout the year and huge domestic and
The document provides definitions and guidelines for Qurbani (sacrifice) and Aqeeqah (shaving of a baby's head) according to Islamic teachings. It discusses the meaning and purpose of Qurbani, the method of performing it, and timing. It emphasizes that the aim of Qurbani is to remember and obey Allah. The document also discusses the meaning and method of performing Aqeeqah, guidelines for naming a baby, and other related rituals. It stresses the importance of following the Prophet's teachings on these matters.
The document is the monthly bulletin of statistics from Mongolia's National Statistical Office. It provides statistical data on various socioeconomic indicators in Mongolia such as population, labor, education, health, price levels and gross domestic product. The bulletin includes general notes on methodology and definitions of key terms used in compiling and presenting the statistical data.
সীরাতুল হাবীব – আবু আহমাদ সাইফুদ্দিন বেলালrasikulindia
This document provides a summary of the life and teachings of the Prophet Muhammad (peace be upon him) in Arabic. It is divided into multiple sections covering his birth and early life, marriage, the beginning of Islamic teachings in Mecca, the hijra (migration) to Medina, battles and treaties during this period, establishments of an Islamic society and state in Medina, and teachings regarding religious, social, economic and political matters. It also discusses the Prophet's dealings and relationships with various individuals and groups.
The document is the monthly bulletin of statistics from Mongolia's National Statistical Office. It provides statistical data on various socioeconomic indicators in Mongolia such as population, labor, education, health, price levels and gross domestic product. The bulletin includes general notes on methodology and definitions of key terms used in compiling and presenting the statistical data.
The new Ukrainian law about precautions as for COVID-19 (17March2020)Andriy Chepelyak
The document amends Ukrainian legislation to address the COVID-19 pandemic. It makes the following changes:
1. Amends the Labor Code to exclude quarantine periods from annual paid leave limits.
2. Amends the Administrative Offenses Code to establish fines for violating quarantine or sanitary rules, and expands authorities of local governments.
3. Amends the Criminal Code to establish criminal penalties for violating sanitary rules that cause disease spread or deaths.
4. Amends the Tax Code regarding pandemic response measures.
The document provides the schedule for the 2018 Higher Secondary Certificate (HSC) and Dhaka Board Intermediate level (DIBS) examinations conducted by various education boards in Bangladesh. It lists the exam subjects, dates and timings from April 2 to May 4, 2018. The boards may change the schedule if needed. Exams will be held from 10 am to 1 pm and 2 pm to 5 pm on the dates specified for each subject.
The Government of Karnataka has notified a recruitment notification for the posts of Assistant Professors in Government First Grade Colleges in Karnataka. The Karnataka Examinations Authority will conduct a competitive examination for eligible candidates as per the Karnataka Education Department Services (Collegiate Education Department) (Recruitment) (Special) Rules, 2014. Vacancies exist for various subjects including Kannada, English, Hindi, History, Economics, Commerce, Physics, Chemistry and others. The pay scale is 15600-39100 with an Academic Grade Pay of 6000. The total number of vacancies is 1298 across general and backlog categories. Candidates must apply and appear for the competitive examination to be considered for these positions.
04. lcm (math tutor by kabial noor [www.onlinebcs.com]Itmona
This document discusses the concept of the least common multiple (LCM) of numbers. It provides several examples of calculating the LCM of sets of numbers using different methods:
1) Listing all the multiples of each number and finding the smallest number that is a multiple of both.
2) Finding the prime factorizations of each number and taking the product of all prime factors with the highest exponents.
3) A step-by-step method involving dividing the largest number by each smaller number to find a number that is divisible by all. The document explains that this last method is the most efficient for calculating the LCM of multiple numbers.
গুনাহর অপকারীতা – মোস্তাফিজুর রহমান ইবন আব্দুল আযীযrasikulindia
- The document discusses harmful effects of addiction and provides guidance on avoiding addiction.
- It notes that addiction can negatively impact individuals and society in many ways, such as through family issues, health problems, and legal troubles.
- The author advocates raising awareness of the dangers of addiction so that people can protect themselves and their communities from harm. Readers are encouraged to carefully consider the advice provided.
The document contains descriptions of various Tamil months (both solar and lunar) listed in two sections. Each month has two entries providing details about the corresponding solar and lunar dates. A total of 48 months are described over the two sections in the document.
1) The document outlines security arrangements being made in various areas of Dhaka city during a VIP visit. Over 300 police outposts will be set up across the city.
2) Makeshift camps are being established near Dhaka to house visitors from other districts so they do not crowd the city.
3) Security will be tightened through increased patrols and deployment of bomb disposal units and anti-terrorism teams in sensitive areas.
The document is a story in Telugu about a woman named Kama Sastry. [1] It describes her physical appearance and background. [2] The story then follows her interactions with several men, including intimate encounters. [3] It provides details about her relationships and personal experiences over the course of the narrative.
1. The document discusses various Telugu erotic stories and ways to improve prostate health.
2. It recommends regular ejaculation through masturbation or sex as beneficial for the prostate. Specific foods and exercises are also suggested.
3. Various euphemisms for sexual acts and organs are used throughout the document in discussing these matters.
This document provides an overview of English verb tenses, including the infinitive, past simple, and past participle forms of example verbs, along with their Ukrainian translations. Some of the verbs listed include: be, beat, become, begin, blow, break, bring, build, buy, catch, choose, come, cost, cut, do, draw, drink, drive, eat, fall, feed, feel, go, grow, have, hear, hide, hit, hold, hurt, keep, know, lay, lead, learn, find, fly, forget, forgive, get, give, leave, let, lie, lose, make, meet, put, read, ride, ring, run, say
This document provides information about English grammar related to the accusative with the infinitive, adverbs, degrees of comparison of adverbs, and auxiliary verbs. It discusses:
- When to use the infinitive without "to" and with "to"
- Types of adverbs and how to form adverbs from adjectives
- Degrees of comparison for adverbs
- Using adverbs to modify verbs
- The auxiliary verb "to have" and its uses.
The document summarizes the topics that will be covered at the InWEnt – AoM Workshop from September 6-9, 2004 on business administration, organization, and human resource management. Over the course of 7 charts, it outlines strategies for business development, including marketing strategies, management of human resources, and performance evaluation. Key areas that will be discussed are selecting criteria for job performance, predictors of job selection, and models for employee development and training.
Plastic waste is a major problem for Hawaii's marine life and beaches. An estimated 8 million tons of plastic enter the world's oceans each year, and over 100 million marine animals die annually from ingesting or entanglement in plastic debris. Solutions proposed in the document include preventing plastic from entering oceans through education efforts, recycling and reuse programs, and paying homeless individuals to collect trash from beaches. The goal is to reduce plastic pollution and its harmful impacts on Hawaii's environment and marine life.
The document provides a summary of 41 questions from the 41st BCS preliminary exam covering subjects like banking, education, civil service and science. It states that the summary will help users prepare for exams and they can provide feedback or suggestions. It also provides contact information for any additional questions.
The document provides a brief history and overview of the city of Mykolaiv, Ukraine. It discusses that the city was founded in 1789 by Prince G.A. Potemkin near where the Ingul and Southern Bug Rivers meet. The city was intended to be a maritime trade capital but instead became renowned for shipbuilding. Over two centuries, shipyards in Mykolaiv have constructed sailing ships, submarines, cruisers and other vessels. Along with shipbuilding, the city itself developed with wide streets and planned quarters, becoming an important economic center by the early 20th century.
МУ-ын статистикийн эмхтгэл-2011 ТА ТАТАЖ АВАХ БОЛОМЖТОЙ... get file WWW.GELE...Adilbishiin Gelegjamts
This document is the monthly bulletin of statistics from Mongolia's National Statistical Office. It provides statistical data on various socioeconomic indicators in Mongolia such as population, labor, education, health, price levels, agriculture, and trade. The bulletin includes general notes on methodology, terminology, and data collection. It presents the latest monthly data on Mongolia's socioeconomic situation.
Profitable investment proposal from time consultinghasan
1. Processing 1000 kg of rice husk can generate approximately BDT 18,250 in profit. It would take around 1 year to recover the initial investment of BDT 45 lakh from a rice husk processing project with daily production capacity of 80 tonnes.
2. The estimated daily operating costs for processing 50, 100 and 200 tonnes of rice husk are approximately BDT 25,000-28,000, BDT 40,000-44,000 and BDT 50,000-55,000 respectively. Major costs include machinery, labor and transportation.
3. Rice husk processing is a very profitable business in Bangladesh given the local availability of raw materials throughout the year and huge domestic and
The document provides definitions and guidelines for Qurbani (sacrifice) and Aqeeqah (shaving of a baby's head) according to Islamic teachings. It discusses the meaning and purpose of Qurbani, the method of performing it, and timing. It emphasizes that the aim of Qurbani is to remember and obey Allah. The document also discusses the meaning and method of performing Aqeeqah, guidelines for naming a baby, and other related rituals. It stresses the importance of following the Prophet's teachings on these matters.
The document is the monthly bulletin of statistics from Mongolia's National Statistical Office. It provides statistical data on various socioeconomic indicators in Mongolia such as population, labor, education, health, price levels and gross domestic product. The bulletin includes general notes on methodology and definitions of key terms used in compiling and presenting the statistical data.
সীরাতুল হাবীব – আবু আহমাদ সাইফুদ্দিন বেলালrasikulindia
This document provides a summary of the life and teachings of the Prophet Muhammad (peace be upon him) in Arabic. It is divided into multiple sections covering his birth and early life, marriage, the beginning of Islamic teachings in Mecca, the hijra (migration) to Medina, battles and treaties during this period, establishments of an Islamic society and state in Medina, and teachings regarding religious, social, economic and political matters. It also discusses the Prophet's dealings and relationships with various individuals and groups.
The document is the monthly bulletin of statistics from Mongolia's National Statistical Office. It provides statistical data on various socioeconomic indicators in Mongolia such as population, labor, education, health, price levels and gross domestic product. The bulletin includes general notes on methodology and definitions of key terms used in compiling and presenting the statistical data.
The new Ukrainian law about precautions as for COVID-19 (17March2020)Andriy Chepelyak
The document amends Ukrainian legislation to address the COVID-19 pandemic. It makes the following changes:
1. Amends the Labor Code to exclude quarantine periods from annual paid leave limits.
2. Amends the Administrative Offenses Code to establish fines for violating quarantine or sanitary rules, and expands authorities of local governments.
3. Amends the Criminal Code to establish criminal penalties for violating sanitary rules that cause disease spread or deaths.
4. Amends the Tax Code regarding pandemic response measures.
The document provides the schedule for the 2018 Higher Secondary Certificate (HSC) and Dhaka Board Intermediate level (DIBS) examinations conducted by various education boards in Bangladesh. It lists the exam subjects, dates and timings from April 2 to May 4, 2018. The boards may change the schedule if needed. Exams will be held from 10 am to 1 pm and 2 pm to 5 pm on the dates specified for each subject.
The Government of Karnataka has notified a recruitment notification for the posts of Assistant Professors in Government First Grade Colleges in Karnataka. The Karnataka Examinations Authority will conduct a competitive examination for eligible candidates as per the Karnataka Education Department Services (Collegiate Education Department) (Recruitment) (Special) Rules, 2014. Vacancies exist for various subjects including Kannada, English, Hindi, History, Economics, Commerce, Physics, Chemistry and others. The pay scale is 15600-39100 with an Academic Grade Pay of 6000. The total number of vacancies is 1298 across general and backlog categories. Candidates must apply and appear for the competitive examination to be considered for these positions.
04. lcm (math tutor by kabial noor [www.onlinebcs.com]Itmona
This document discusses the concept of the least common multiple (LCM) of numbers. It provides several examples of calculating the LCM of sets of numbers using different methods:
1) Listing all the multiples of each number and finding the smallest number that is a multiple of both.
2) Finding the prime factorizations of each number and taking the product of all prime factors with the highest exponents.
3) A step-by-step method involving dividing the largest number by each smaller number to find a number that is divisible by all. The document explains that this last method is the most efficient for calculating the LCM of multiple numbers.
গুনাহর অপকারীতা – মোস্তাফিজুর রহমান ইবন আব্দুল আযীযrasikulindia
- The document discusses harmful effects of addiction and provides guidance on avoiding addiction.
- It notes that addiction can negatively impact individuals and society in many ways, such as through family issues, health problems, and legal troubles.
- The author advocates raising awareness of the dangers of addiction so that people can protect themselves and their communities from harm. Readers are encouraged to carefully consider the advice provided.
The document contains descriptions of various Tamil months (both solar and lunar) listed in two sections. Each month has two entries providing details about the corresponding solar and lunar dates. A total of 48 months are described over the two sections in the document.
1) The document outlines security arrangements being made in various areas of Dhaka city during a VIP visit. Over 300 police outposts will be set up across the city.
2) Makeshift camps are being established near Dhaka to house visitors from other districts so they do not crowd the city.
3) Security will be tightened through increased patrols and deployment of bomb disposal units and anti-terrorism teams in sensitive areas.
The document is a story in Telugu about a woman named Kama Sastry. [1] It describes her physical appearance and background. [2] The story then follows her interactions with several men, including intimate encounters. [3] It provides details about her relationships and personal experiences over the course of the narrative.
1. The document discusses various Telugu erotic stories and ways to improve prostate health.
2. It recommends regular ejaculation through masturbation or sex as beneficial for the prostate. Specific foods and exercises are also suggested.
3. Various euphemisms for sexual acts and organs are used throughout the document in discussing these matters.
This document provides an overview of English verb tenses, including the infinitive, past simple, and past participle forms of example verbs, along with their Ukrainian translations. Some of the verbs listed include: be, beat, become, begin, blow, break, bring, build, buy, catch, choose, come, cost, cut, do, draw, drink, drive, eat, fall, feed, feel, go, grow, have, hear, hide, hit, hold, hurt, keep, know, lay, lead, learn, find, fly, forget, forgive, get, give, leave, let, lie, lose, make, meet, put, read, ride, ring, run, say
This document provides information about English grammar related to the accusative with the infinitive, adverbs, degrees of comparison of adverbs, and auxiliary verbs. It discusses:
- When to use the infinitive without "to" and with "to"
- Types of adverbs and how to form adverbs from adjectives
- Degrees of comparison for adverbs
- Using adverbs to modify verbs
- The auxiliary verb "to have" and its uses.
The document summarizes the topics that will be covered at the InWEnt – AoM Workshop from September 6-9, 2004 on business administration, organization, and human resource management. Over the course of 7 charts, it outlines strategies for business development, including marketing strategies, management of human resources, and performance evaluation. Key areas that will be discussed are selecting criteria for job performance, predictors of job selection, and models for employee development and training.
Plastic waste is a major problem for Hawaii's marine life and beaches. An estimated 8 million tons of plastic enter the world's oceans each year, and over 100 million marine animals die annually from ingesting or entanglement in plastic debris. Solutions proposed in the document include preventing plastic from entering oceans through education efforts, recycling and reuse programs, and paying homeless individuals to collect trash from beaches. The goal is to reduce plastic pollution and its harmful impacts on Hawaii's environment and marine life.
This document summarizes three medications used to treat hyperaldosteronism: Canrenone, Spironolactone, and Eplerenone.
Canrenone and Spironolactone are aldosterone antagonists with diuretic effects that act to counteract aldosterone and promote excretion of sodium. Eplerenone selectively blocks aldosterone receptors in the kidneys and cardiovascular system.
The document provides information on indications, contraindications, side effects and dosing for each medication. It also notes that periodic monitoring of potassium levels is needed when using these aldosterone antagonists due to the risk of hyperkalemia.
Tavriyske Amalgamated Community Investment Overviewzodauzez zodauzez
The investment overview summarizes key information about the Tavriyske Amalgamated Community in Zaporizhzhya region of Ukraine. It begins with an address from the head of the community, Mykola Svirydenko, welcoming investors and outlining the community's attractive investment opportunities in agriculture, industry, and infrastructure development. The overview then provides details on the community's geography, economy, budget, priority investment sectors including agriculture and industry, and available land plots. Contact information is provided in the final section.
Аналитический отчёт LiveInternet.Ru для сайта http://www.opengaz.ru/ август...Opennewspaper
The document is an analytical report from LiveInternet for the website opengaz.ru for August 2014. It provides key monthly metrics on website traffic such as page views, unique visitors, demographics of visitors by age and gender, top countries and regions of visitors, and indices comparing the website's audience to Internet, Russian population, and news/media site categories. Traffic was down 6% in page views and 5% in unique visitors compared to the previous month. The majority of visitors were from Russia (93%) and the Stavropol region (56.7%).
Аналитический отчёт LiveInternet.Ru для сайта http://www.opengaz.ru/ октябрь...Opennewspaper
The document is an analytical report from LiveInternet for the website opengaz.ru for October 2014. It provides key monthly metrics on website traffic such as an increase in page views and unique visitors compared to the previous month. It also gives demographic breakdowns of the website's monthly audience by gender, age group, country, and region. The majority of visitors were from Russia and the Stavropol region.
This study evaluated the validity and reliability of three self-report instruments (SIM, PACE+, IPAQ-SF) for assessing physical activity among Irish university students compared to accelerometer data. Correlations between the self-report measures and accelerometer data were poor to moderate. The IPAQ-SF showed the strongest association. Test-retest reliability was moderate to strong, with the PACE+ showing the best reliability. The study recommends the IPAQ-SF for assessing physical activity guidelines compliance in this population.
This document provides information about English grammar, specifically auxiliary verbs and adverbs. It discusses the auxiliary verb "to have" and its uses to indicate possession, completed actions, and causation. It also covers the formation and comparison of adverbs from adjectives using suffixes like "-ly". Adverbs can modify verbs, adjectives, and other adverbs. The document contrasts adjectives and adverbs, and provides examples of how adverbs modify verbs to indicate manner.
This document discusses Islamic teachings regarding dress, manners, and adornment. It provides guidance on appropriate dress based on verses from the Quran. The key points are:
1) Clothing serves to cover private areas, protect health, and beautify according to Islam. Men's awrah is from navel to knees, and for women it is the entire body except face and hands.
2) Verses from the Quran instruct believers to dress modestly and for women to cover themselves with a jilbab.
3) Islamic dress code aims to distinguish Muslims and protect them from harm or undue attention while expressing humility before God.
case study on C O Kindergarten and Nursery, Japan and Little Millenium, Sonipat, Haryana
a case study on an international playschool and another in the Haryana, India.
giving the information on: introduction to the topic that is the playschool, user profile, location of the chosen site, how to reach the site, landmarks, division of spaces, site description, concept of the design, interiors, climatic conditions, inference to the case studies, and sources of the information.
A report by Ajay J Gursale & Sanjay S Bhor Global Foundation Report 2014-2015.Ajay Gursale
1. The document describes a health education program titled "Healthy Living through Education" that was conducted from November 14, 2014 to December 25, 2014 in the beautiful village of Svargadham.
2. The program was organized by the Panchayat Samiti Education Center of Karad Taluka, Satara district. Various health related topics like personal hygiene, sanitation, water borne diseases, nutrition, and importance of health checkups were covered through student volunteers and teachers.
3. The importance of personal and community health was emphasized. Activities like health checkups of villagers and school children were conducted to raise awareness about health and hygiene.
Those distorted letters you refer to are called CAPTCHAs (Completely Automated Public Turing test to tell Computers and Humans Apart). CAPTCHAs are used by websites to verify that a user is human and not a computer program ("bot"). The distorted and random letters are difficult for computers to read but easy for humans. This helps prevent bots from automatically submitting forms, adding comments, or registering accounts. The letters have no meaning - they are randomly generated so bots cannot simply guess common words. CAPTCHAs help ensure only humans are interacting with websites and online forms.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
15. 14
Mrs and Mr Johnson
Mary Sue
Alice Tom
John
Mrs and Mr Tyler Mr and Mrs Johnson
Mrs and Mr Marks
Mr and Mrs Gilbert
Mrs and Mr Gilbert
Grammar Lab
Read and compare.
Old – older (ñòàðøèé çà âіêîì) – the oldest (íàéñòàðøèé çà âіêîì)
Old – elder (ñòàðøèé çà íàðîäæåííÿì ó ðîäèíі) – the eldest (íàé-
ñòàðøèé ó ðîäèíі)
1. Mary is two years older than
Jim. / Mary is older than
Jim by two years.
2. My granddad is the oldest
member of the family.
1. There are three children in
our family. My elder brother
is Tom. My elder sister is
Kate. Steve is the eldest
child.
My elder sister is three years older than me. Maria is the eldest
daughter. (Âîíà ðàíіøå âñіõ íàðîäèëàñÿ.) Helen is the oldest child.
(Їé íàéáіëüøå ðîêіâ.)
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28. 27
Self-assessment
Think of your records. Decide how well you know it:
4 = very well, 3 = OK, 2 = a little, 1 = needs to improve
Skills Now I can... 4 3 2 1
• give a simple description or presentation
of people
• describe people’s appearance and charac-
ter
• talk about people’s likes and dislikes
• ask for / present information about my
friend’s family
• catch the main point in clear simple mes-
sages
• understand and extract the essential
information from short, recorded pas-
sages dealing with personal information
• identify specific information in short sto-
ries about family and friends
• write a short story about my relatives
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68. 67
A Day with Grandpa
By Mildred Pitts Walter
A At noon Justin and his grandpa came up to a small shed1.
B “We’ll have our lunch here,” Grandpa said. He took black iron
pots2, some plates, knives, spoons and a table from the shed.
They were going to cook outside.
C First, they collected wood, sticks and dry grass. Soon they had
a hot fire. Grandpa carefully washed his hands. After that he
began to cook their lunch.
D Justin watched how his Grandpa cooked. First he put raisins3
into a pot with a little water and placed them over the fire.
Then he put flour in a pan. After that he made a hole right in
the middle of the flour. In that hole Grandpa put some
shortening4. Then he added water. He mixed the flour, water
and shortening.
E Soon Grandpa started to cook the biscuits. In a few minutes the
smell was so delicious that Justin could hardly wait.
________________________
1 A shed – óêðèòòÿ.
2 An iron pot – ìåòàëåâèé ãîðùèê.
3 Raisins – ðîäçèíêè.
4 Shortening – ñóìіø äëÿ âèïі÷êè.
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76. 75
Self-assessment
Think of your records. Decide how well you know it:
4 = very well, 3 = OK, 2 = a little, 1 = needs to improve
Skills Now I can... 4 3 2 1
• explain what food and drinks I like/dis-
like
• describe my everyday eating habits
• get simple information about meals and
favourite dishes
• interact in structured situations
• understand simple routine exchanges in
predictable everyday situations
• understand simple instructions related to
food and meals
• understand short, simple texts related to
the topic
• identify specific information in simple
written material such as letters
• write a letter to a friend about my typical
meals during the day
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118. 117
places we would like to visit.
I’m sure we’ll have a wonderful time together.
Self-assessment
Think of your records. Decide how well you know it:
4 = very well, 3 = OK, 2 = a little, 1 = needs to improve
Skills Now I can... 4 3 2 1
• describe my travelling experience
• get simple information about travel, use
of public transport, travel documents
• ask for and give some pieces of advice
• buy tickets and prepare for a trip
• catch the main point in short, clear,
simple messages
• understand enough to keep conversation
going
• understand phrases and expressions rela-
ted to travelling and transport
• identify specific information found on
the Internet
• write a short story for a school maga-
zine
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127. 126
E x ample:
On Monday he is going to take pictures in Trafalgar Square.
MONDAY TUESDAY WEDNESDAY
Trafalgar Square The Houses of
Parliament
Westminster Abbey
THURSDAY FRIDAY SATURDAY
The Globe Theatre St. Paul’s Cathedral The Tower of London
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165. 164
2. Work in pairs. Look at the pictures. Ask and answer the questions about
the pupils’ favourite school subjects.
E x ample.
1. (Carol)
A: What subjects does Carol like?
B: She likes English. She really likes P.E.
A: Does she like Maths?
B: No, she doesn’t. She is not good at doing the sums.
2. (Peter)
A: What .....?
B: He ..... Geography, but he ..... Spanish.
A: Does .....?
B: Yes, ..... ..... . He ..... Science, too.
3. (Mandy)
A: What .....?
B: She ..... Drama and she ..... Music.
A: Does .....?
B: ..... , she ..... . History is ..... .
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182. 181
GRAMMAR REFERENCE
ÃÐÀÌÀÒÈ×ÍÈÉ ÄÎÂІÄÍÈÊ
THE ARTICLE
Àðòèêëü
Àðòèêëü – öå ñëóæáîâà ÷àñòèíà ìîâè, ÿêà âæèâàєòüñÿ ïåðåä іìåí-
íèêîì.  àíãëіéñüêіé ìîâі є äâà àðòèêëі – íåîçíà÷åíèé (a/an) òà îçíà-
÷åíèé (the).
Íåîçíà÷åíèé àðòèêëü (a/an) ïîõîäèòü âіä ÷èñëіâíèêà one і òîìó
âæèâàєòüñÿ òіëüêè â îäíèíі çі çëі÷óâàíèìè іìåííèêàìè (countable
nouns).
Çëі÷óâàíі іìåííèêè – öå іìåííèêè, ÿêі ìàþòü ôîðìó îäíèíè òà
ìíîæèíè, òîáòî їõ ìîæíà ïîðàõóâàòè.
Íàïðèêëàä: a book, a pen, an egg, an orange.
Ç íåçëі÷óâàíèìè іìåííèêàìè (uncountable nouns) íåîçíà÷åíèé
àðòèêëü íå âæèâàєòüñÿ. Íåçëі÷óâàíі іìåííèêè òðåáà çàïàì’ÿòàòè:
sugar, milk, water, advice, information, luggage, traffic, work, music,
rain, weather, spaghetti, news, etc.
Ç íåçëі÷óâàíèìè іìåííèêàìè âèêîðèñòîâóþòüñÿ äієñëîâà â îäíèíі;
îçíà÷åíèé àðòèêëü the òà ñëîâà some, any, much, no.
Íàïðèêëàä:
Look! Here’s the luggage.
I’d like some milk.
Is there any juice?
Ó ìíîæèíі íåîçíà÷åíèé àðòèêëü òàêîæ âіäñóòíіé (íóëüîâèé
àðòèêëü):
There is a book on the desk. There are books on the desk.
Àðòèêëü a âæèâàєòüñÿ ïåðåä іìåííèêàìè, ÿêі ïî÷èíàþòüñÿ ç ãîëîñ-
íèõ çâóêіâ (vowels): a, e, i, o, u.
Àðòèêëü an âæèâàєòüñÿ ïåðåä іìåííèêàìè, ÿêі ïî÷èíàþòüñÿ ç ïðè-
ãîëîñíèõ çâóêіâ (consonants): b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v,
w, x, y, z.
Íàïðèêëàä: a cat, a desk, an apple, an umbrella.
Âèíÿòêè:
a uniform
a useful book
an hour
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183. 182
Çàçâè÷àé àðòèêëü ñòàâèòüñÿ ïåðåä іìåííèêàìè, àëå ÿêùî іìåííèê
ìàє îäíå àáî êіëüêà îçíà÷åíü, òî àðòèêëü ñòàâèòüñÿ ïåðåä íèìè:
a day, a windy day, a very windy day.
Íåîçíà÷åíèé àðòèêëü ïîêàçóє, ùî ïåâíèé ïðåäìåò íàëåæèòü äî
ãðóïè îäíîðіäíèõ ïðåäìåòіâ, àëå íå âèäіëÿє éîãî:
Give me a pen, please. – Äàé ìåíі ðó÷êó, áóäü ëàñêa.
(Ó öüîìó ðå÷åííі àðòèêëü îçíà÷àє, ùî òîãî, õòî ïðîñèòü, âëàøòîâóє
áóäü-ÿêèé îëіâåöü, à íå ÿêèéñü êîíêðåòíî).
Îçíà÷åíèé àðòèêëü the ïîõîäèòü âіä âêàçіâíîãî çàéìåííèêà this
(that). Âіí ïîêàçóє, ùî ïåâíèé ïðåäìåò ÿêèìîñü ÷èíîì âèäіëÿєòüñÿ ç
ãðóïè îäíîðіäíèõ:
Give me the pen, please. – Äàé ìåíі, áóäü ëàñêà, ðó÷êó.
(Ó öüîìó ðå÷åííі ïðîñÿòü ÿêóñü ïåâíó ðó÷êó: òó, ùî â ðóêàõ ó
ñïіâðîçìîâíèêà; òó, ùî çíàõîäèòüñÿ íà ñòîëі òîùî).
Ó òàêîìó âèïàäêó àðòèêëü ìîæíà çàìіíèòè âêàçіâíèì çàéìåííèêîì
this àáî that.
Öå çàãàëüíîïðèéíÿòі ïðàâèëà âæèâàííÿ àðòèêëÿ, àëå іñíóє ùå
áàãàòî ñïåöіàëüíèõ ïðàâèë, ç ÿêèìè âè îçíàéîìèòåñÿ íèæ÷å.
1. Íåîçíà÷åíèé àðòèêëü a/an âæèâàєòüñÿ, êîëè âïåðøå çãàäóєòüñÿ
ïðî ÿêèéñü ïðåäìåò. ßêùî æ ïîâіäîìëÿєòüñÿ ïðî öåé ïðåäìåò çíîâó,
òî âæèâàєìî îçíà÷åíèé àðòèêëü the. Íàïðèêëàä:
Look! There is a cat in my room. The cat is brown and white.
2. Îçíà÷eíèé àðòèêëü âæèâàєòüñÿ ç íàçâàìè ìóçè÷íèõ іíñòðóìåíòіâ:
I play the piano. She plays the guitar.
3. ßêùî ïîâіäîìëÿєòüñÿ ïðî çàíÿòòÿ ñïîðòîì, âæèâàííÿ їæі, íàçâè
êðàїí ÷è ïðåäìåòè, ÿêі âèâ÷àєìî â øêîëі, òî àðòèêëі íå âæèâàþòüñÿ.
Íàïðèêëàä:
I play tennis.
I listen to the news at breakfast.
I have never been to Italy.
I like English.
4. Àðòèêëü òàêîæ íå âæèâà òüñÿ:
à) ïåðåä ïðіçâèùàìè, іìåíàìè ëþäåé, êëè÷êàìè òâàðèí і ïòàõіâ:
Stepanenko, Ivan, Nina, Druzhok, Murka.
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184. 183
Ï ð è ì і ò ê à. ßêùî ïåðåä ïðіçâèùåì ó ìíîæèíі âæèâàєòüñÿ
îçíà÷åíèé àðòèêëü, öå îçíà÷àє, ùî éäåòüñÿ ïðî âñіõ ÷ëåíіâ ñіì’ї:
the Kovalenkos – Êîâàëåíêè;
á) ïåðåä íàçâàìè êîíòèíåíòіâ, êðàїí, ìіñò, ñіë: Europe, Ukraine,
Poland, Kyiv, Vesele.
Âèíÿòêè:
the Crimea, the Netherlands, the Philippines, the Ñaucasus.
â) ÿêùî ïåðåä іìåííèêîì ñòîїòü ïðèñâіéíèé, âêàçіâíèé, ïèòàëüíèé
çàéìåííèê àáî íåîçíà÷åíèé çàéìåííèê some, any, no, each, every: my
sister, this book, that street, some students, no pens, each pupil, every day.
5. Ç îçíà÷åíèì àðòèêëåì the âæèâàþòüñÿ:
à) íàçâè êðàїí, ùî ñêëàäàþòüñÿ іç çàãàëüíîãî іìåííèêà ç îäíèì àáî
êіëüêîìà îçíà÷åííÿìè ïåðåä íèì;
the United States of America, the United Kingdom of Great Britain
and Northern Ireland;
á) íàçâè ìîðіâ, îêåàíіâ, ðі÷îê, çàòîê, ïðîòîê, êàíàëіâ і ãіðñüêèõ
õðåáòіâ: the Atlantic Ocean, the Black Sea, the Dnipro River, the Desna
River, the Alps.
Îçíà÷åíèé àðòèêëü the âæèâàєòüñÿ ç іìåííèêàìè ÿê â îäíèíі, òàê
і â ìíîæèíі.
THE NOUN
Іìåííèê
Іìåííèêè â àíãëіéñüêіé ìîâі, ÿê і â óêðàїíñüêіé, âæèâàþòüñÿ â
îäíèíі і ìíîæèíі.  óêðàїíñüêіé ìîâі іìåííèê – çìіííà ÷àñòèíà ìîâè,
íàòîìіñòü â àíãëіéñüêіé ìîâі іìåííèêè íå çìіíþþòüñÿ (íå ìàþòü
âіäìіíêîâèõ çàêіí÷åíü).
Іìåííèêè â àíãëіéñüêіé ìîâі ïîäіëÿþòüñÿ íà çëі÷óâàíі (òі, ÿêі
ìîæíà ïîðàõóâàòè) òà íåçëі÷óâàíі (òі, ÿêі íå ìîæíà ïîðàõóâàòè).
Çëі÷óâàíі іìåííèêè ìàþòü ôîðìè îäíèíè òà ìíîæèíè, à íåçëі÷óâàíі
ëèøå ôîðìó îäíèíè.
Íàïðèêëàä:
– çëі÷óâàíі: a book – books, a paper – papers;
– íåçëі÷óâàíі: water, advice, juice, etc.
Äî ãðóïè íåçëі÷óâàíèõ іìåííèêіâ íàëåæàòü іìåííèêè, ùî
ïîçíà÷àþòü:
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185. 184
– ðіäèíè, òâåðäі ðå÷îâèíè, ãàçè òîùî: bread, butter, air, corn, flour,
etc;
– øêіëüíі ïðåäìåòè, íàóêè: Literature, Maths, History, etc;
– ìîâè: English, French, Spanish, Ukrainian, etc;
– íàçâè âèäіâ ñïîðòó: baseball, golf, football, cycling, billiards, etc;
– íàçâè ïðèðîäíèõ ÿâèù: fog, snow, sunlight, shade, etc;
– çáіðíі іìåííèêè: luggage, jewellery, money, rubbish, furniture, sta-
tionery, etc.
Ïðèìіòêà: à) Ñëîâà, ùî ïîçíà÷àþòü íàçâè íàïîїâ, ìîæóòü âæèâà-
òèñÿ і ó çíà÷åííі çëі÷óâàíèõ іìåííèêіâ. Ïîðіâíÿéòå:
Would you like a coffee? (= a cup of coffee)
Two sodas, please. (= two cups of soda)
Çíà÷íà êіëüêіñòü íåçëі÷óâàíèõ іìåííèêіâ, ìîæå ñòàòè çëі÷óâàíèìè
â ñëîâîñïîëó÷åííÿõ çі ñëîâàìè a piece of, a box of, a cup of, a bag of,
a game of òà іí.
Íàïðèêëàä: a piece of advice, a loaf of bread, a glass of milk, a bottle
of water, a kilo of meat, a bar of chocolate, a bag of flour, a pair of
trousers, etc.
Ôîðìà ìíîæèíè іìåííèêіâ óòâîðþєòüñÿ äîäàâàííÿì äî ôîðìè
îäíèíè çàêіí÷åííÿ -s, ÿêå ïіñëÿ äçâіíêèõ ïðèãîëîñíèõ і ãîëîñíèõ
âèìîâëÿєòüñÿ ÿê çâóê /z/, à ïіñëÿ ãëóõèõ ïðèãîëîñíèõ – ÿê /s/.
Íàïðèêëàä:
a pen – five pens /z/
a book – two books /s/
Іìåííèêè, ùî çàêіí÷óþòüñÿ íà -s, -ss, -x, -sh, -ch, ó ìíîæèíі ìàþòü
çàêіí÷åííÿ -es, ÿêå âèìîâëÿєòüñÿ ÿê /iz/:
a watch – seven watches /iz/
ßêùî іìåííèê â îäíèíі çàêіí÷óєòüñÿ íà -ó ç ïîïåðåäíüîþ
ïðèãîëîñíîþ, ó ìíîæèíі äîäàєòüñÿ çàêіí÷åííÿ -es; ïðè öüîìó ó
çìіíþєòüñÿ íà i:
a story – three stories
Ó äåÿêèõ іìåííèêіâ, ùî â îäíèíі çàêіí÷óþòüñÿ íà -f àáî -fe, ó
ìíîæèíі f çìіíþєòüñÿ íà v і äîäàєòüñÿ çàêіí÷åííÿ -(e)s.
a leaf – many leaves
a knife – seven knives
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Âèíÿòêè: a roof – roofs, a belief – beliefs.
Ôîðìà ìíîæèíè äåÿêèõ іìåííèêіâ óòâîðþєòüñÿ íå çà ïðàâèëàìè.
Öі іìåííèêè íåîáõіäíî çàïàì’ÿòàòè:
a man – men
a woman – women
a person – people
a child – children
a foot – feet
a tooth – teeth
a mouse – mice
 àíãëіéñüêіé ìîâі іìåííèê ìàє äâà âіäìіíêè: ç à ã à ë ü í è é (the
Common Case) і ï ð è ñ â і é í è é (the Possessive Case).
(Note: We don’t use these terms when teaching English in English.)
Çàãàëüíèé âіäìіíîê íå ìàє ñïåöіàëüíèõ âіäìіíêîâèõ çàêіí÷åíü.
Çâ’ÿçîê іìåííèêà ó çàãàëüíîìó âіäìіíêó ç іíøèìè ñëîâàìè â ðå÷åííі
âèðàæàєòüñÿ ïðèéìåííèêàìè і ìіñöåì ó ðå÷åííі. Òàê, іìåííèê, ùî
ñòîїòü ïåðåä ïðèñóäêîì, є ïіäìåòîì, à ïіñëÿ ïðèñóäêà — ïðÿìèì
äîäàòêîì:
The teacher asks the student. – Ó÷èòåëü çàïèòóє ó÷íÿ.
The student asks the teacher. – Ó÷åíü çàïèòóє â÷èòåëÿ.
Ðіçíі çâ’ÿçêè іìåííèêà, ùî âіäïîâіäàþòü íåïðÿìèì âіäìіíêàì â
óêðàїíñüêіé ìîâі, âèðàæàþòüñÿ çà äîïîìîãîþ ïðèéìåííèêіâ:
The boy gave the book to his sister. – Õëîïåöü äàâ êíèæêó ñâîїé
ñåñòðі.
The streets of the city were narrow. – Âóëèöі ìіñòà áóëè âóçüêі.
Íå wrote with a pen. – Âіí ïèñàâ ðó÷êîþ.
Ïðèñâіéíèé âіäìіíîê âêàçóє íà íàëåæíіñòü ïðåäìåòà ÿêіéñü îñîáі.
 îäíèíі âіí óòâîðþєòüñÿ äîäàâàííÿì äî іìåííèêà àïîñòðîôà і çàêіí-
÷åííÿ -s, ÿêå âèìîâëÿєòüñÿ çà òèìè ñàìèìè ïðàâèëàìè, ùî é çàêіí÷åí-
íÿ ìíîæèíè іìåííèêіâ.
the girl’s book – êíèæêà äіâ÷èíêè
the cat’s tail – õâіñò êîòà
Ïðèñâіéíèé âіäìіíîê іìåííèêіâ ó ì í î æ è í і óòâîðþєòüñÿ
äîäàâàííÿì äî íèõ àïîñòðîôà ïіñëÿ çàêіí÷åííÿ -s:
students’ books – êíèæêè ñòóäåíòіâ
ßêùî іìåííèê ó ìíîæèíі íå çàêіí÷óєòüñÿ íà -s, òî ïðèñâіéíèé
âіäìіíîê óòâîðþєòüñÿ äîäàâàííÿì -’s:
the children’s toys – äèòÿ÷і іãðàøêè
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Çàìіñòü ïðèñâіéíîãî âіäìіíêà ìîæå âæèâàòèñÿ іìåííèê іç
ïðèéìåííèêîì of:
my friend’s brother – the brother of my friend (áðàò ìîãî äðóãà)
THE ADJECTIVE
Ïðèêìåòíèê
Ñòóïåíі ïîðіâíÿííÿ ïðèêìåòíèêіâ
(Comparatives and Superlatives)
 àíãëіéñüêіé ìîâі ïðèêìåòíèêè íå çìіíþþòüñÿ íі çà ðîäàìè, íі çà
÷èñëàìè, íі çà âіäìіíêàìè. Âîíè çìіíþþòüñÿ ëèøå çà ñòóïåíÿìè
ïîðіâíÿííÿ.
ßêіñíі ïðèêìåòíèêè ìàþòü î ñ í î â í ó ô î ð ì ó (the positive
degree), â è ù è é (the comparative degree or comparatives) і í à é -
â è ù è é (the superlative degree or superlatives) ñ ò ó ï å í і ïîðіâíÿííÿ.
Ôîðìè âèùîãî і íàéâèùîãî ñòóïåíіâ ïîðіâíÿííÿ ïðèêìåòíèêіâ
ìîæóòü áóòè, ÿê і â óêðàїíñüêіé ìîâі, ï ð î ñ ò è ì è і ñ ê ë à ä å í è ì è.
Ïðîñòі ôîðìè ñòóïåíіâ ïîðіâíÿííÿ ïðèêìåòíèêіâ óòâîðþþòüñÿ
äîäàâàííÿì äî îñíîâíîї ôîðìè çàêіí÷åííÿ -år ó âèùîìó òà -est – ó
íàéâèùîìó ñòóïåíі:
old – older – the oldest.
Ñêëàäåíі ôîðìè ñòóïåíіâ ïîðіâíÿííÿ óòâîðþþòüñÿ çà äîïîìîãîþ
ñëіâ more (áіëüø) ó âèùîìó ñòóïåíі òà most (íàéáіëüø) – ó
íàéâèùîìó. Îñíîâíà ôîðìà ïðèêìåòíèêà çàëèøàєòüñÿ áåç çìіí:
beautiful – more beautiful – the most beautiful.
 àíãëіéñüêіé ìîâі ïðîñòі ôîðìè ñòóïåíіâ ïîðіâíÿííÿ ìàþòü:
à) óñі îäíîñêëàäîâі ïðèêìåòíèêè:
short – shorter – shortest
á) äâîñêëàäîâі ïðèêìåòíèêè, ùî çàêіí÷óþòüñÿ íà -ó, -er, -lå, -ow:
easy – easier – easiest
clever – cleverer – cleverest
simple – simpler – simplest
narrow – narrower – narrowest
â) äâîñêëàäîâі ïðèêìåòíèêè ç íàãîëîñîì íà äðóãîìó ñêëàäі:
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polite – politer – politest
Ñêëàäåíі ôîðìè ñòóïåíіâ ïîðіâíÿííÿ ìàþòü óñі áàãàòîñêëàäîâі
ïðèêìåòíèêè і äâîñêëàäîâі ç íàãîëîñîì íà ïåðøîìó ñêëàäі, êðіì òèõ,
ùî çàêіí÷óþòüñÿ íà -ó, -er, -le, -ow:
interesting – more interesting – the most interesting
famous – more famous – the most famous
Âèíÿòêè:
Ñòóïåíі ïîðіâíÿííÿ äåÿêèõ ïðèêìåòíèêіâ â àíãëіéñüêіé ìîâі, ÿê і
â óêðàїíñüêіé, óòâîðèëèñÿ âіä іíøèõ êîðåíіâ. Їõ ïîòðіáíî çàïàì’ÿòàòè.
good – better – the best ãàðíèé – êðàùèé – íàéêðàùèé
bad – worse – the worst ïîãàíèé – ãіðøèé – íàéãіðøèé
little – less – the least ìàëèé – ìåíøèé – íàéìåíøèé
much (many) – more – the most áàãàòî – áіëüøå – íàéáіëüøå
Ïðè óòâîðåííі ïðîñòèõ ôîðì ñòóïåíіâ ïîðіâíÿííÿ ïðèêìåòíèêіâ
äîòðèìóþòüñÿ òàêèõ ïðàâèë îðôîãðàôі :
à) ÿêùî ïðèêìåòíèê çàêіí÷óєòüñÿ íà -å, òî ïåðåä çàêіí÷åííÿìè -år
òà -est âîíî âèïàäàє:
nice – nicer – the nicest
á) â îäíîñêëàäîâèõ ïðèêìåòíèêàõ ïåðåä çàêіí÷åííÿìè -åã òà -est
ïîäâîþєòüñÿ êіíöåâà ïðèãîëîñíà, ÿêùî ïåðåä íåþ ñòîїòü êîðîòêèé
ãîëîñíèé çâóê:
big – bigger – the biggest
â) ÿêùî ïðèêìåòíèê çàêіí÷óєòüñÿ áóêâîþ -ó ç ïîïåðåäíüîþ
ïðèãîëîñíîþ, òî ïåðåä -er, -est ëіòåðà ó çìіíþєòüñÿ íà і:
funny – funnier – the funniest
Âèùèé ñòóïіíü ïîðіâíÿííÿ ïðèêìåòíèêіâ (comparatives) âæèâàєòüñÿ
äëÿ ïîðіâíÿííÿ äâîõ ëþäåé, òâàðèí, ïðåäìåòіâ àáî ÿâèù.
She is taller than you.
Íàéâèùèé ñòóïіíü ïîðіâíÿííÿ ïðèêìåòíèêіâ (superlatives)
âæèâàєòüñÿ äëÿ ïîðіâíÿííÿ òðüîõ і áіëüøå ëþäåé, òâàðèí, ïðåäìåòіâ
àáî ÿâèù.
It is the shortest story in the book.
This is the most dangerous fish in the sea.
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80th – eightieth
90th – ninetieth
100th – one hundredth
Çàçâè÷àé ïîðÿäêîâі ÷èñëіâíèêè âæèâàþòüñÿ ç îçíà÷åíèì àðòèêëåì.
THE PRONOUN
Çàéìåííèê
Çàéìåííèê – ÷àñòèíà ìîâè, ùî ëèøå âêàçóє íà ïðåäìåò, îçíàêó òà
êіëüêіñòü, àëå íå íàçèâàє éîãî.
 àíãëіéñüêіé ìîâі çàéìåííèêè ïîäіëÿþòüñÿ íà: îñîáîâі, ïðèñâіéíі,
çâîðîòíі, âêàçіâíі, íåîçíà÷åíі, ïèòàëüíі.
Îñîáîâі çàéìåííèêè (Personal Prounouns)
Îñîáîâі çàéìåííèêè â àíãëіéñüêіé ìîâі ìàþòü äâà âіäìіíêè:
í à ç è â í è é і î á ’ є ê ò í è é.
Íàçèâíèé âіäìіíîê:
I – ÿ
you – òè
he – âіí
she – âîíà
it – âîíî (âіí, âîíà – äëÿ íåæèâèõ ïðåäìåòіâ і òâàðèí)
we – ìè
you – âè
they – âîíè
Îñîáîâі çàéìåííèêè â íàçèâíîìó âіäìіíêó âèêîíóþòü ôóíêöіþ
ïіäìåòà (subject pronouns):
The girl is reading. – She is reading.
Mark likes ice cream very much. – He likes ice cream very much.
Îá’ êòíèé âіäìіíîê:
me – ìåíå, ìåíі
you – òåáå, òîáі
him – éîãî, éîìó
her – її, їé
it – éîãî, éîìó, її, їé
us – íàñ, íàì
you – âàñ, âàì
them – їõ, їì
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Îñîáîâі çàéìåííèêè â îá’єêòíîìó âіäìіíêó âèêîíóþòü ôóíêöіþ
äîäàòêà (object pronouns).
I like him.
Ïіñëÿ ïðèéìåííèêіâ îñîáîâі çàéìåííèêè âæèâàþòüñÿ ëèøå ó ôîðìі
îá’єêòíîãî âіäìіíêà.
Dan talks to her.
The Possessive Pronouns
Ïðèñâіéíі çàéìåííèêè
Ïðèñâіéíі çàéìåííèêè ìàþòü äâі ôîðìè: âіäíîñíó, ÿêà âæèâàєòüñÿ
ëèøå ÿê îçíà÷åííÿ äî іìåííèêà (possessive adjectives), òà àáñîëþòíó,
ÿêà âæèâàєòüñÿ ñàìîñòіéíî, òîáòî áåç іìåííèêà (possessive pronouns).
Âіäíîñíà ôîðìà Àáñîëþòíà ôîðìà
my mine
your yours
his his
her hers
its its
our ours
their theirs
This is your book. Give me mine. – Öå òâîÿ êíèæêà. Äàé ìåíі ìîþ.
 àíãëіéñüêіé ìîâі íåìàє òàêîãî ïðèñâіéíîãî çàéìåííèêà, ùî
âіäïîâіäàâ áè óêðàїíñüêîìó çàéìåííèêó ñâіé. Îñòàííіé ïåðåêëàäàєòüñÿ
íà àíãëіéñüêó ìîâó ðіçíèìè ïðèñâіéíèìè çàéìåííèêàìè çàëåæíî âіä
îñîáè, ÿêîї âіí ñòîñóєòüñÿ:
I read my book yesterday. – ß ÷èòàâ ñâîþ êíèæêó â÷îðà.
She read her book yesterday. – Âîíà ÷èòàëà ñâîþ êíèæêó â÷îðà.
The Reflexive Pronouns
Çâîðîòíі çàéìåííèêè
Âіä ïðèñâіéíèõ çàéìåííèêіâ my, our, your і ò. ä. øëÿõîì äîäàâàííÿ
çàêіí÷åíü -self (â îäíèíі) òà -selves (ó ìíîæèíі) óòâîðþþòüñÿ çâîðîòíі
çàéìåííèêè myself, ourselves, yourselves і ò. ä., ÿêі ÷àñòî âіäïîâіäàþòü
óêðàїíñüêèì ñåáå â ðіçíèõ âіäìіíêàõ òà ñàì.
I have done it myself. – ß çðîáèâ öå ñàì.
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THE ADVERB
Ïðèñëіâíèê
Ïðèñëіâíèê â àíãëіéñüêіé ìîâі, ÿê і â óêðàїíñüêіé, – öå ÷àñòèíà
ìîâè, ùî âêàçóє íà îçíàêó äії (ñòàíó) àáî ÿêîñòі.
Nina studies very well.
He speaks loudly.
Ïðèñëіâíèêè ïîäіëÿþòüñÿ íà ïðîñòі é ïîõіäíі. Äî ïîõіäíèõ ïðè-
ñëіâíèêіâ íàëåæàòü òàêі, ÿêі óòâîðþþòüñÿ äîäàâàííÿì ñóôіêñіâ äî
ïðèêìåòíèêіâ òà іìåííèêіâ.
Áіëüøіñòü ïðèñëіâíèêіâ óòâîðþþòüñÿ âіä ïðèêìåòíèêіâ çà äîïîìî-
ãîþ ñóôіêñà -ly:
usual – usually
Âèíÿòêè:
good – well
fast – fast
hard – hard
Äåÿêі ïðàâèëà ïðàâîïèñó.
ßêùî ïðèêìåòíèê çàêіí÷óєòüñÿ íà -y, çìіíіòü éîãî òà äîäàéòå
ñóôіêñ -ly:
noisy – noisily
Çàêіí÷åííÿ -e çàëèøàєòüñÿ ïåðåä ñóôіêñîì -ly:
nice – nicely
Âèíÿòîê:
true – truly
Çàêіí÷åííÿ -le çìіíþєòüñÿ íà -ly:
possible – possibly
Çà ñâîїì çíà÷åííÿì ïðèñëіâíèêè â àíãëіéñüêіé ìîâі ïîäіëÿþòüñÿ íà
îêðåìі ãðóïè. Ðîçãëÿíåìî äåÿêі çíèõ.
Adverbs of manner (ïðèñëіâíèêè ñïîñîáó äі ): badly, well, slowly,
quickly òà іí. ïîêàçóþòü, ÿê âіäáóâàєòüñÿ äіÿ. ßê ïðàâèëî, òàêі ïðè-
ñëіâíèêè ñòîÿòü ó êіíöі ðå÷åííÿ, àëå òі, ÿêі çàêіí÷óþòüñÿ íà -ly, іíêî-
ëè ìîæóòü çíàõîäèòèñÿ і âñåðåäèíі ðå÷åííÿ.
We ran to the river quickly.
We quickly ran to the river.
Adverbs of time (ïðèñëіâíèêè ÷àñó): today, yesterday, soon, now,
late, then, when, since, before òà adverbs of place (ïðèñëіâíèêè ìіñöÿ):
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here, there, above, downstairs, outside, where – çàçâè÷àé âæèâàþòüñÿ
íà ïî÷àòêó àáî â êіíöі ðå÷åííÿ.
He was not at school yesterday. – Éîãî íå áóëî ó øêîëі â÷îðà.
Tomorrow we have six lessons. – Çàâòðà ìè ìàєìî øіñòü óðîêіâ.
Adverbs of Frequency (ïðèñëіâíèêè ÷àñòîòíîñòі): often, never, ever,
always, sometimes, seldom òà іí., ÿê ïðàâèëî, âæèâàþòüñÿ âñåðåäèíі
ðå÷åííÿ, ìіæ ïіäìåòîì òà ïðèñóäêîì, àáî ïіñëÿ ôîðì äîïîìіæíîãî
äієñëîâà to be.
I sometimes visit my friends.
Do you usually go to the library on Saturday?
I am occasionally good at writing test.
Ïðèñëіâíèêè normally, usually, often, sometimes òà occasionally
ìîæóòü òàêîæ âæèâàòèñÿ íà ïî÷àòêó ðå÷åííÿ.
Normally we have five lessons on Thursday. – Çàçâè÷àé ìè ìàєìî
ï’ÿòü óðîêіâ ó ÷åòâåð.
THE VERB
Äі ñëîâî
Äі ñëîâî – öå ÷àñòèíà ìîâè, ÿêà îçíà÷àє äіþ ïðåäìåòà. Îñîáëèâіñòþ
àíãëіéñüêîї ìîâè є òå, ùî â íіé äóæå ëåãêî ìîæíà óòâîðèòè äієñëîâà
ïðàêòè÷íî âіä áóäü-ÿêîãî іìåííèêà, íàçâè ïðåäìåòà ÷è ÿâèùà. Äëÿ
öüîãî ÷àñòî äîñòàòíüî äîäàòè ïåðåä ñëîâîì ñëóæáîâó ÷àñòèíó ìîâè –
÷àñòêó to.
Íàïðèêëàä:
work – ðîáîòà
to work – ïðàöþâàòè
Äієñëîâî â àíãëіéñüêіé ìîâі ìàє îñîáîâі é íåîñîáîâі ôîðìè. Îñîáîâі
ôîðìè äієñëîâà âêàçóþòü íà îñîáó, ÷èñëî, ñïîñіá, ÷àñ äії і ñòàí. Äî
îñîáîâèõ íàëåæàòü ôîðìè äієñëîâà â òðüîõ îñîáàõ îäíèíè і ìíîæèíè,
â óñіõ ÷àñàõ àêòèâíîãî і ïàñèâíîãî ñòàíó, â äіéñíîìó і íàêàçîâîìó
ñïîñîáàõ. Öі ôîðìè äієñëіâ âæèâàþòüñÿ â ðå÷åííі â ðîëі ïðèñóäêà.
I study English at school. – ß âèâ÷àþ àíãëіéñüêó ìîâó ó øêîëі.
We study English at school. – Ìè âèâ÷àєìî àíãëіéñüêó ìîâó ó øêîëі.
Study English at school! – Âèâ÷àéòå àíãëіéñüêó ìîâó ó øêîëі.
 àíãëіéñüêіé ìîâі ðîçðіçíÿþòü ÷îòèðè ãðóïè ÷àñîâèõ ôîðì
äієñëîâà:
Simple Tenses – íåîçíà÷åíі ÷àñè
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Continuous Tenses – òðèâàëі ÷àñè
Perfect Tenses – ïåðôåêòíі / äîêîíàíі ÷àñè
Perfect Continuous Tenses – ïåðôåêòíî-òðèâàëі ÷àñè
Ó êîæíіé ãðóïі, êðіì òåïåðіøíüîãî (Present), ìèíóëîãî (Past) òà
ìàéáóòíüîãî ÷àñó (Future), є ùå ôîðìà Future-in-the-Past, ùî âèðàæàє
ìàéáóòíþ äіþ âіäíîñíî ìèíóëîãî ÷àñó.
Çà ñïîñîáîì óòâîðåííÿ Past Simple òà Past Participle äієñëîâà â
àíãëіéñüêіé ìîâі ïîäіëÿþòü íà ïðàâèëüíі é íåïðàâèëüíі. Ïðàâèëüíі
äієñëîâà óòâîðþþòü äðóãó òà òðåòþ ôîðìè äîäàâàííÿì çàêіí÷åííÿ -ed
äî áàçîâîї ôîðìè.
work – worked – worked
play – played – played
try – tried – tried
Íåïðàâèëüíі äієñëîâà óòâîðþþòü öі ôîðìè ïî-ðіçíîìó, òîìó їõ
òðåáà çàïàì’ÿòàòè, ñêîðèñòàâøèñü òàáëèöåþ íåïðàâèëüíèõ äієñëіâ
(äèâ. ôîðçàöè).
write – wrote – written
 àíãëіéñüêіé ìîâі є ùå é òàê çâàíі äîïîìіæíі äі ñëîâà. Âîíè
ñëóãóþòü äëÿ ïîáóäîâè ñòâåðäæóâàëüíîї, çàïåðå÷íîї òà ïèòàëüíîї
ôîðì äієñëîâà ó ðіçíèõ ãðóïàõ ÷àñіâ.
Ó øîñòîìó êëàñі âèâ÷àþòüñÿ äåÿêі ÷àñè ãðóï Simple, Continuous òà
Perfect.
PRESENT SIMPLE TENSE
Òåïåðіøíіé ïðîñòèé (íåîçíà÷åíèé) ÷àñ
Òåïåðіøíіé ïðîñòèé (íåîçíà÷åíèé) ÷àñ âæèâà òüñÿ:
• äëÿ âèðàæåííÿ ïîñòіéíîї àáî ïîâòîðþâàíîї äії ÷è çâè÷êè, ÿêà
õàðàêòåðèçóє ïіäìåò òà âіäáóâàєòüñÿ âçàãàëі, à íå â ìîìåíò ìîâëåííÿ:
I go to school on foot.
I get up at seven o’clock.
• ç äієñëîâàìè to see, to know, to hear, to feel, to want, to hate, to
love, to understand òà äåÿêèìè іíøèìè äëÿ âèðàæåííÿ äії, ùî
âіäáóâàєòüñÿ â ìîìåíò ìîâëåííÿ:
I see Ann near my house.
• äëÿ âèðàæåííÿ äóìîê, ïî÷óòòіâ ÷è íàäàííÿ ïîñòіéíîї õàðàê-
òåðèñòèêè:
She plays the piano.
• äëÿ âèðàæåííÿ íåçìіííîї іñòèíè, çàãàëüíîâіäîìîãî ôàêòó,
íåîáìåæåíîãî ÷àñîâèìè ðàìêàìè:
Spring comes after winter.
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Ñòâåðäæóâàëüíà ôîðìà äієñëîâà â òåïåðіøíüîìó ïðîñòîìó
(íåîçíà÷åíîìó) ÷àñі â óñіõ îñîáàõ îäíèíè òà ìíîæèíè ñïіâïàäàє ç
áàçîâîþ ôîðìîþ äієñëîâà áåç ÷àñòêè to. Єäèíèé âèíÿòîê – òðåòÿ îñîáà
îäíèíè, äå äîäàєòüñÿ çàêіí÷åííÿ -s àáî -es.
I play.
You play.
He (She, It) plays.
We (They) play.
Çàêіí÷åííÿ -s ïіñëÿ ãëóõèõ ïðèãîëîñíèõ âèìîâëÿєòüñÿ ÿê çâóê /s/,
à ïіñëÿ äçâіíêèõ ïðèãîëîñíèõ і ãîëîñíèõ – ÿê /z/.
She speaks. /s/ He reads. /z/
ßêùî îñíîâà äієñëîâà çàêіí÷óєòüñÿ íà -s, -sh, -ss, -ch, -tch, -x, òî â
òðåòіé îñîáі îäíèíè äî äієñëîâà äîäàєòüñÿ çàêіí÷åííÿ -es, ÿêå
âèìîâëÿєòüñÿ ÿê /iz/:
She watches TV every day. – Âîíà äèâèòüñÿ òåëåâіçîð ùîäíÿ.
ßêùî äієñëîâî çàêіí÷óєòüñÿ íà -y ç ïîïåðåäíüîþ ïðèãîëîñíîþ, òî
ïåðåä -es áóêâà -y çìіíþєòüñÿ íà -i:
He tries.
ßêùî ïåðåä -y ñòîїòü ãîëîñíà, òî äî äієñëîâà äîäàєòüñÿ ëèøå
çàêіí÷åííÿ -s:
He plays football on Sundays. – Âіí ãðàє ó ôóòáîë ùîíåäіëі.
Çàïåðå÷íà ôîðìà â Present Simple Tense óòâîðþєòüñÿ çà äîïîìîãîþ
äîïîìіæíîãî äієñëîâà do (does), çàïåðå÷íîї ÷àñòêè not òà áàçîâîї
ôîðìè îñíîâíîãî äієñëîâà áåç ÷àñòêè to.
I don’t work. / He doesn’t work. / You don’t work.
Ïèòàëüíà ôîðìà Present Simple Tense óòâîðþєòüñÿ ç äîïîìіæíîãî
äієñëîâà do (does) òà áàçîâîї ôîðìè îñíîâíîãî äієñëîâà áåç ÷àñòêè to.
Äîïîìіæíå äієñëîâî ñòàâèòüñÿ ïåðåä ïіäìåòîì.
Do I work? Do we work?
Do you work? Do you work?
Does he (she) work? Do they work?
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Êîðîòêі âіäïîâіäі:
– Yes, I do. / No, I don’t.
– Yes, she does. / No, she doesn’t.
Âіäìіíþâàííÿ äі ñëîâà to be:
Affirmative
(Ñòâåðäæóâàëüíà ôîðìà)
Negative
(Çàïåðå÷íà ôîðìà)
Interrogative
(Ïèòàëüíà ôîðìà)
I am. I am not. Am I?
You are. You are not. Are you?
He (she, it) is. He (She, It) is not. Is he (she, it) is?
We are. We are not. Are we?
You are. You are not. Are you?
They are. They are not. Are they?
Short answers (Êîðîòêі âіäïîâіäі)
Yes, I am.
Yes, you are.
Yes, he (she, it) is.
Yes, we are.
Yes, you are.
Yes, they are.
No, I am not. / No, I’m not.
No, you are not. / No, you aren’t.
No, he (she, it) is not (isn’t.)
No, we are not. / No, we aren’t.
No, you are not. / No, you aren’t.
No, they are not. / No, they aren’t.
Âіäìіíþâàííÿ äі ñëîâà to have:
Affirmative
(Ñòâåðäæóâàëüíà ôîðìà)
Negative
(Çàïåðå÷íà ôîðìà)
Interrogative
(Ïèòàëüíà ôîðìà)
I have. I do not have. Do I have?
You have. You do not have. Do you have?
He (she, it) has. He (She, It) does not have. Does he (she, it) have?
We have. We do not have. Do we have?
You have. You do not have. Do you have?
They have. They do not have. Do they have?
Short answers (Êîðîòêі âіäïîâіäі)
Yes, I have.
Yes, you have.
Yes, he (she, it) has.
Yes, we have.
Yes, you have.
Yes, they have.
No, I do not (don’t) have.
No, you do not (don’t) have.
No, he (she, it) does not (doesn’t) have.
No, we do not (don’t) have.
No, you do not (don’t) have.
No, they do not (don’t) have.
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PAST SIMPLE TENSE
Ìèíóëèé ïðîñòèé (íåîçíà÷åíèé) ÷àñ
Past Simple Tense âæèâàєòüñÿ äëÿ âèðàæåííÿ îäíîðàçîâîї àáî
ïîñòіéíîї äії â ìèíóëîìó, ÿêà íå ïîâ’ÿçàíà ç òåïåðіøíіì ìîìåíòîì
ìîâëåííÿ. Çàçíà÷åíèé ÷àñ oïèñóє ìèíóëі ïîäії. Íà óêðàїíñüêó ìîâó
âіí ïåðåêëàäàєòüñÿ ìèíóëèì ÷àñîì äîêîíàíîãî àáî íåäîêîíàíîãî âèäó
çàëåæíî âіä çìіñòó ðå÷åííÿ.
Past Simple Tense ÷àñòî âæèâàєòüñÿ ç îáñòàâèííèìè ñëîâàìè yes-
terday ó÷îðà, last week ìèíóëîãî òèæíÿ, last year òîðіê, last summer
ìèíóëîãî ëіòà, the other day íåäàâíî, öèìè äíÿìè òîùî.
I went to the library on Saturday. – ß õîäèâ äî áіáëіîòåêè ó ñóáîòó.
Äëÿ òîãî ùîá óòâîðèòè ñòâåðäæóâàëüíó ôîðìó Past Simple Tense,
òðåáà äî áàçîâîї ôîðìè ïðàâèëüíîãî äієñëîâà äîäàòè çàêіí÷åííÿ -ed.
І worked.
You worked.
Íå (She) worked.
We worked.
They worked.
Çàêіí÷åííÿ -ed âèìîâëÿєòüñÿ òàê:
/t/ – ïіñëÿ ãëóõèõ ïðèãîëîñíèõ, êðіì t:
to help – helped /t/;
/d/ – ïіñëÿ äçâіíêèõ ïðèãîëîñíèõ, êðіì d, і ïіñëÿ ãîëîñíèõ:
to open – opened /d/;
/id/ – ïіñëÿ ïðèãîëîñíèõ t, d:
to want – wanted /id/.
Äієñëîâà, ùî çàêіí÷óþòüñÿ â іíôіíіòèâі áóêâîþ -ó, ÿêіé ïåðåäóє
ïðèãîëîñíà, çìіíþþòü -ó íà -і ïåðåä çàêіí÷åííÿì -ed:
to study – studied:
Äієñëîâà, ùî çàêіí÷óþòüñÿ áóêâîþ -e, âòðà÷àþòü її ïåðåä çàêіí÷åííÿì
-ed:
to live – lived.
Past Simple Tense íåïðàâèëüíèõ äієñëіâ òðåáà çàïàì’ÿòàòè (äèâ.
ñïèñîê íåïðàâèëüíèõ äієñëіâ).
ßê ïðàâèëüíі, òàê і íåïðàâèëüíі äієñëîâà â Past Simple Tense ìàþòü
îäíàêîâó ôîðìó äëÿ âñіõ îñіá îäíèíè і ìíîæèíè.
І read a book yesterday.
You read a book yesterday.
He (She) read a book yesterday.
We read a book yesterday.
They read a book yesterday.
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Âèíÿòîê ñòàíîâèòü äієñëîâî to be:
I was
He (She, It) was
We were
You were
They were
Ïèòàëüíà і çàïåðå÷íà ôîðìè Past Simple Tense óòâîðþþòüñÿ çà
òèìè ñàìèìè ïðàâèëàìè, ùî é Present Simple Tense, àëå äîïîìіæíå
äієñëîâî to do âæèâàєòüñÿ â Past Simple (did) â óñіõ îñîáàõ.
I did not play.
You did not play.
He (She, It) did not play.
Affirmative
(Ñòâåðäæóâàëüíà ôîðìà)
Negative
(Çàïåðå÷íà ôîðìà)
Interrogative
(Ïèòàëüíà ôîðìà)
I played. I did not play. Did I play?
You played. You did not play. Did you play?
He (She, It) played. He (She, It) did not play. Did he (she, it) play?
We played. We did not play. Did we play?
You played. You did not play. Did you play?
They played. They did not play. Did they play?
Short answers (Êîðîòêі âіäïîâіäі)
Yes, I did.
Yes, you did.
Yes, he (she, it) did.
Yes, we did.
Yes, you did.
Yes, they did.
No, I did not. / No, I didn’t.
No, you did not. / No, you didn’t.
No, he (she, it) did not (didn’t.)
No, we did not. / No, we didn’t.
No, you did not. / No, you didn’t.
No, they did not. / No, they didn’t.
FUTURE SIMPLE TENSE
Ìàéáóòíіé ïðîñòèé (íåîçíà÷åíèé) ÷àñ
Future Simple Tense âæèâàєòüñÿ äëÿ âèðàæåííÿ îäíîðàçîâîї,
ïîñòіéíîї àáî ïîâòîðþâàíîї äії, ùî âіäáóäåòüñÿ â ìàéáóòíüîìó. Ïðè
öüîìó ÷àñòî âæèâàþòüñÿ òàêі ñëîâà: tomorrow – çàâòðà, next week –
íàñòóïíîãî òèæíÿ, next month – íàñòóïíîãî ìіñÿöÿ, next year –
íàñòóïíîãî ðîêó òîùî.
I will go to the library tomorrow. – ß ïіäó äî áіáëіîòåêè çàâòðà.
 ñó÷àñíіé àíãëіéñüêіé ìîâі ñòâåðäæóâàëüíà, ïèòàëüíà òà çàïåðå÷íà
ôîðìè Future Simple Tense óòâîðþþòüñÿ çà äîïîìîãîþ äîïîìіæíîãî
äієñëîâà will òà áàçîâîї ôîðìè îñíîâíîãî äієñëîâà áåç ÷àñòêè to.
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Ó çàãàëüíîìó çàïèòàííі äîïîìіæíå äієñëîâî will ñòàâèòüñÿ ïåðåä
ïіäìåòîì.
Affirmative
(Ñòâåðäæóâàëüíà ôîðìà)
Negative
(Çàïåðå÷íà ôîðìà)
Interrogative
(Ïèòàëüíà ôîðìà)
I will (I’ll) read. I will not (won’t) read. Will I read?
You will (you’ll) read. You will not (won’t) read. Will you read?
He will (he’ll) read. He will not (won’t) read. Will he read?
She will (she’ll) read. She will not (won’t) read. Will she read?
It will (it’ll) read. It will (won’t) read.
We will (we’ll) read. We will not (won’t) read. Will we read?
CONTINUOUS TENSES
Òðèâàëі ÷àñè
×àñè ãðóïè Continuous âæèâàþòüñÿ äëÿ âèðàæåííÿ äії ÿê ïðîöåñó,
òîáòî äії, ùî òðèâàє â ìîìåíò ìîâëåííÿ ÷è â òåïåðіøíіé ïåðіîä ÷àñó
(Present Continuous Tense), òðèâàëà â ÿêèéñü ìîìåíò ÷è ïåðіîä ÷àñó â
ìèíóëîìó (Past Continuous Tense), òðèâàòèìå â ïåâíèé ìîìåíò ÷è
ïåðіîä ÷àñó â ìàéáóòíüîìó (Future Continuous Tense).
×àñè ãðóïè Continuous óòâîðþþòüñÿ ç äîïîìіæíîãî äієñëîâà to be
ó âіäïîâіäíіé ÷àñîâіé ôîðìі òà äієïðèêìåòíèêà òåïåðіøíüîãî ÷àñó
(Present Participle) îñíîâíîãî äієñëîâà.
Present Participle óòâîðþєòüñÿ äîäàâàííÿì çàêіí÷åííÿ -ing äî
іíôіíіòèâà îñíîâíîãî äієñëîâà áåç ÷àñòêè to:
read – reading
Äієñëîâà, ùî çàêіí÷óþòüñÿ â іíôіíіòèâі íà -å, âòðà÷àþòü éîãî ïåðåä
çàêіí÷åííÿì -ing: give – giving.
Ó äієñëîâàõ, ùî çàêіí÷óþòüñÿ íà ïðèãîëîñíó ç ïîïåðåäíüîþ
êîðîòêîþ íàãîëîøåíîþ ãîëîñíîþ, ïåðåä çàêіí÷åííÿì -ing êіíöåâà
ïðèãîëîñíà ïîäâîþєòüñÿ: to run – running, to sit – sitting.
ßêùî äієñëîâî çàêіí÷óєòüñÿ áóêâîñïîëó÷åííÿì -іå, òî ïåðåä
çàêіí÷åííÿì -ing, -іå çìіíþєòüñÿ íà -ó: lie – lying.
PRESENT CONTINUOUS TENSE
Òåïåðіøíіé òðèâàëèé ÷àñ
Òåïåðіøíіé òðèâàëèé ÷àñ âæèâàєòüñÿ äëÿ âèðàæåííÿ äії, ÿêà
âіäáóâàєòüñÿ â ìîìåíò ìîâëåííÿ. Present Continuous Tense ìîæå
âæèâàòèñÿ ç òàêèìè ñëîâàìè, ùî ïîçíà÷àþòü ÷àñ âèêîíàííÿ äії: now,
at the moment, at present.
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Ç òàêèìè ñëîâàìè, ÿê: to believe, to feel, to hear, to know, to like,
to see, to smell, to sound, to taste, to think, to understand, to want –
òåïåðіøíіé òðèâàëèé ÷àñ íå âæèâàєòüñÿ, çàìіñòü íüîãî âæèâàєìî
Present Simple Tense.
Affirmative
(Ñòâåðäæóâàëüíà ôîðìà)
Negative
(Çàïåðå÷íà ôîðìà)
Interrogative
(Ïèòàëüíà ôîðìà)
I am working. I am not working. Am I working?
You are working. You are not working. Are you working?
He (she, it) is working. He (she, it) is not working. Is he (she, it) working?
We are working. We are not working. Are we working?
You are working. You are not working. Are you working?
They are working. They are not working. Are they working?
Short answers (Êîðîòêі âіäïîâіäі)
Yes, I am.
Yes, you are.
Yes, he (she, it) is.
Yes, we are.
Yes, you are.
Yes, they are.
No, I am not. / (I’m not.)
No, you are not. / No, you aren’t.
No, he (she, it) is not (isn’t.)
No, we are not. / No, we aren’t.
No, you are not. / No, you aren’t.
No, they are not. / No, they aren’t.
Present Continuous Tense òàêîæ âæèâàєòüñÿ äëÿ âèðàæåííÿ
çàïëàíîâàíîї äії â íàéáëèæ÷îìó ìàéáóòíüîìó, ÿêà íàé÷àñòіøå
âèðàæàєòüñÿ ñëîâàìè, ùî îçíà÷àþòü ðóõ.
I am going to Kyiv tomorrow. – Çàâòðà ÿ їäó äî Êèєâà.
PRESENT PERFECT TENSE
Òåïåðіøíіé äîêîíàíèé (çàâåðøåíèé) ÷àñ
Present Perfect Tense âæèâàєòüñÿ:
• äëÿ ïîçíà÷åííÿ ÷àñó, ÿêèé ïî÷àâñÿ â ìèíóëîìó òà ïðîäîâæóєòü-
ñÿ ïіä ÷àñ ìîâëåííÿ:
I have lived here all my life. – ß ìåøêàþ òóò óñå ñâîє æèòòÿ;
• êîëè є ðåçóëüòàò äії. Ó öüîìó âèïàäêó ìè íå âêàçóєìî ÷àñ.
Ïðèñóäîê ïåðåêëàäàєòüñÿ äієñëîâîì äîêîíàíîãî âèäó:
I have already written a letter. – ß âæå íàïèñàâ ëèñòà.
Present Perfect Tense âæèâàєòüñÿ ç ïðèñëіâíèêàìè just – ùîéíî,
already – âæå, yet – ùå òà ïðèéìåííèêàìè for – ïðîòÿãîì, since – ç.
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201. 200
Yet (ùå) âæèâàєòüñÿ íàïðèêіíöі ïèòàëüíîãî òà çàïåðå÷íîãî ðå÷åíü:
I have not read the book yet. – ß ùå íå ïðî÷èòàâ êíèæêó.
For (ïðîòÿãîì) ïîçíà÷àє ïåðіîä òðèâàëîñòі äії:
I have known him for five years. – ß çíàþ éîãî ï’ÿòü ðîêіâ.
Since (ç) âêàçóє íà ïî÷àòîê äії:
We have lived in Lviv since 1998. – Ìè æèâåìî ó Ëüâîâі ç 1998 ðîêó.
Present Perfect Tense yòâîðþєòüñÿ çà äîïîìîãîþ äієñëîâà to have y
Present Simple Tense òà äієïðèêìåòíèêà ìèíóëîãî ÷àñó. Äëÿ òîãî ùîá
óòâîðèòè äієïðèêìåòíèê ìèíóëîãî ÷àñó âіä ïðàâèëüíèõ äієñëіâ, òðåáà
äîäàòè çàêіí÷åííÿ -ed äî áàçîâîї ôîðìè äієñëîâà; äëÿ íåïðàâèëüíèõ
äієñëіâ – öå ôîðìè, ÿêі çíàõîäÿòüñÿ â òðåòіé êîëîíöі ñïèñêó
íåïðàâèëüíèõ äієñëіâ.
Affirmative
(Ñòâåðäæóâàëüíà ôîðìà)
Negative
(Çàïåðå÷íà ôîðìà)
Interrogative
(Ïèòàëüíà ôîðìà)
I have done. I have not done. Have I done?
You have done. You have not done. Have you done?
He (she, it) has done. He (she, it) has not done. Has he (she, it) done?
We have done. Wet have not done. Have we done?
You have done. You have not done. Have you done?
They have done. They have not done. Have they done?
Short answers (Êîðîòêі âіäïîâіäі)
Yes, I have.
Yes, you have.
Yes, he (she, it) has.
Yes, we have.
Yes, you have.
Yes, they have.
No, I have not (haven’t).
No, you have not (haven’t).
No, he (she, it) has not (hasn’t).
No, we have not (haven’t).
No, you have not (haven’t).
No, they have not (haven’t).
MODAL VERBS
Ìîäàëüíі äі ñëîâà
Äієñëîâà can (could), may (might), must (had to), should (ought
to) òà äåÿêі іíøі âіäíîñÿòüñÿ äî ãðóïè ìîäàëüíèõ äієñëіâ (Modal
Verbs). Ìîäàëüíі äієñëîâà íå âæèâàþòüñÿ ñàìîñòіéíî, à òіëüêè ó ñïî-
ëó÷åííі ç іíôіíіòèâîì îñíîâíîãî (çìіñòîâîãî) äієñëîâà. Âîíè ïîçíà÷à-
þòü ìîæëèâіñòü, çäàòíіñòü, іìîâіðíіñòü, íåîáõіäíіñòü âèêîíàííÿ äії,
ÿêà çàçíà÷àєòüñÿ îñíîâíèì äієñëîâîì.
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202. 201
He can do it himself. – Âіí ìîæå çðîáèòè öå ñàìîñòіéíî.
They may come tonight. – Ìîæëèâî, âîíè ïðèéäóòü ñüîãîäíі ââå÷å-
ðі.
I must speak to him. – ß ïîâèíåí ïîãîâîðèòè ç íèì.
I might do the shopping on Saturday. – Ìîæëèâî, ÿ ïіäó çà ïîêóï-
êàìè ó ñóáîòó.
Ìîäàëüíі äієñëîâà íå ìàþòü óñіõ ÷àñîâèõ ôîðì, ÿê іíøі äієñëîâà.
Âîíè òàêîæ íå ìàþòü íåîñîáîâèõ ôîðì äієñëîâà – іíôіíіòèâó, äієïðèê-
ìåòíèêіâ І òà ІІ òà ãåðóíäіþ.
Ìîäàëüíі äієñëîâà can òà may ìàþòü ôîðìè òåïåðіøíüîãî òà ìèíó-
ëîãî ÷àñіâ: can – could, may – might.
Ìîäàëüíå äієñëîâî must ìàє ëèøó ôîðìó òåïåðіøíüîãî ÷àñó, à â
іíøèõ ÷àñîâèõ ôîðìàõ íåîáõіäíî âèêîðèñòîâóâàòè éîãî åêâіâàëåíò –
have to.
Íåîáõіäíî ïàì’ÿòàòè, ùî:
– іíôіíіòèâ, ÿêèé ñòîїòü ïіñëÿ ìîäàëüíèõ äієñëіâ, âæèâàєòüñÿ áåç
÷àñòêè to. (Âèíÿòîê: ìîäàëüíå äієñëîâî ought to.)
Íàïðèêëàä:
I can do it. – Òè ìîæåø öå çðîáèòè.
You may take it. – Òè ìîæåø öå âçÿòè.
You should help him. – Òîáі âàðòî éîìó äîïîìîãòè.
But: You ought to help him. – Òîáі âàðòî éîìó äîïîìîãòè.
– Ó òðåòіé îñîáі îäíèíè òåïåðіøíüîãî ÷àñó ìîäàëüíі äієñëîâà íå
ìàþòü çàêіí÷åííÿ -s: He can do it. He may take it.
– Ïèòàëüíà ôîðìà óòâîðþєòüñÿ áåç âèêîðèñòàííÿ äîïîìіæíîãî
äієñëîâà to do, ïðè÷îìó ìîäàëüíå äієñëîâî ñòàâèòüñÿ ïåðåä ïіäìåòîì.
Íàïðèêëàä:
Can you do it? – ×è òè ìîæåø öå çðîáèòè?
May I take it? – ×è ìîæíà ìåíі öå âçÿòè?
Should I buy that? – ×è âàðòî ìåíі öå êóïóâàòè?
– Çàïåðå÷íà ôîðìà óòâîðþєòüñÿ çà äîïîìîãîþ çàïåðå÷íîї ÷àñòêè
not, ÿêà ïðèєäíóєòüñÿ äî ìîäàëüíîãî äієñëîâà:
He cannot (can’t) do it. He may not (mayn’t) take it.
Ó ðîçìîâíîìó ñòèëі â çàïåðå÷íіé ôîðìі çàçâè÷àé âèêîðèñòîâóþòü-
ñÿ òàêі ñêîðî÷åííÿ:
cannot = can’t
could not = couldn’t
may not = mayn’t
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203. 202
might not = mightn’t
must not = mustn’t
should not = shouldn’t
Çíà÷åííÿ äåÿêèõ ìîäàëüíèõ äі ñëіâ
CAN
Ìîäàëüíå äієñëîâî can (could) âèêîðèñòîâóєòüñÿ äëÿ ïîçíà÷åííÿ
ôіçè÷íîї ÷è ðîçóìîâîї çäàòíîñòі âèêîíàòè òó ÷è іíøó äіþ. Ïîðÿä іç
çàçíà÷åíèì ìîäàëüíèì äієñëîâîì ó ðіçíèõ ÷àñîâèõ ôîðìàõ âèêîðèñòî-
âóєòüñÿ éîãî åêâіâàëåíò – ñòðóêòóðà to be able to do something.
He can read very well. – Âіí óìіє ÷èòàòè äóæå äîáðå.
He could swim very well when he was young. – Âіí óìіâ äîáðå ïëàâà-
òè, êîëè áóâ ìîëîäèì.
MAY / MIGHT
Ìîäàëüíå äієñëîâî may / might âèêîðèñòîâóєòüñÿ äëÿ ïîçíà÷åííÿ
äîçâîëó âèêîíàòè òó ÷è іíøó äіþ, à òàêîæ äëÿ âèñëîâëåííÿ éìîâіðíîñ-
òі âèêîíàííÿ òієї ÷è іíøîї äії:
You may take my dictionary. – Òè ìîæåø ñêîðèñòàòèñÿ ìîїì ñëîâ-
íèêîì.
He may / might know her address. – Ìîæëèâî, âіí çíàє її àäðåñó.
MUST
Ìîäàëüíå äієñëîâî must âèêîðèñòîâóєòüñÿ äëÿ âèñëîâëåííÿ íåîá-
õіäíîñòі âèêîíàííÿ òієї ÷è іíøîї äії (çãіäíî іñíóþ÷èõ ïðàâèë):
You must go there tomorrow. – Òè ïîâèíåí ñõîäèòè òóäè çàâòðà.
SHOULD
Ìîäàëüíå äієñëîâî should âèêîðèñòîâóєòüñÿ äëÿ âèñëîâëåííÿ ïîðà-
äè, ðåêîìåíäàöії ùîäî âèêîíàííÿ òієї ÷è іíøîї äії:
You should ask her for advice. – Òîáі âàðòî çâåðíóòèñÿ äî íåї çà
ïîðàäîþ.
You should consult a doctor. – Òîáі âàðòî ïîðàäèòèñÿ іç ëіêàðåì.
Іíøі çíà÷åííÿ ìîäàëüíèõ äієñëіâ âèâ÷àþòüñÿ íà íàñòóïíèõ åòàïàõ
íàâ÷àííÿ.
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204. 203
ENGLISH-UKRAINIAN VOCABULARY
ÀÍÃËÎ-ÓÊÐÀ ÍÑÜÊÈÉ ÑËÎÂÍÈÊ
A, a
ability, n /ə'bilI
əti/ çäіáíіñòü; çäàò-
íіñòü
about, prep /ə'baUt/ ïðî
abroad, adv /ə'brÁ:d/ çà êîðäîíîì
accessory, n /ək'sesəri/ àêñåñóàð
accident, n /'{ksI
ədənt/ àâàðіÿ,
êàòàñòðîôà
across, prep /ə'krÁs/ /'ə'krÁ:s/ ÷åðåç
active, adj /'{ktIv/ àêòèâíèé, æâàâèé
activity, n /{k'tIvI
əti/ äіÿëüíіñòü
add, v /{d/ äîäàâàòè
addition, n /ə'dISən/ äîäàòîê
admiral, n /'{dmərəl/ àäìіðàë
admire, v /əd'maIə/ ìèëóâàòèñÿ
adventure, n /əd'ventSə/ ïðèãîäà
advertisement, n /ad'v :tI
əsmənt/
îãîëîøåííÿ
advice, n /əd'vaIs/ ïîðàäà
aeroplane, n /'eərəpleIn/ ëіòàê
afterwards, adv /'¸ftəwədz/ îïіñëÿ
again, adv /ə'gen/ çíîâó
agree with smb, phr /ə'gr / ïîãî-
äæóâàòèñÿ ç êèìîñü
agree, v /ə'gr / ïîãîäæóâàòèñÿ
air, n /eə/ ïîâіòðÿ
airport, n /'eəpþt/ àåðîïîðò
almost, adv /'þlməUst/ ìàéæå
along, prep /ə'lÁÎ/ âçäîâæ
although, conj /þl'DəU/ õî÷à
always, adv /'þlwI
əz/ çàâæäè
amusing, adj /ə'mjüzIÎ/ çàõîïëþþ÷èé
ancient, adj /'eInSənt/ ñòàðîäàâíіé
answer, n /'¸nsə/ âіäïîâіäü
answer, v /'¸nsə/ âіäïîâіäàòè
anyway, adv /'eniweI/ ó áóäü-ÿêîìó
âèïàäêó
appear, v /ə'pIə/ ç’ÿâëÿòèñÿ
appearance, n /ə'pIərəns/ çîâíіø-
íіñòü
aqualung, n /'{kwəlöÎ/ àêâàëàíã
architect, n /'¸kI
ət ekt/ àðõіòåêòîð
architecture, n /'¸kI
ət ekt Sə/ àðõіòåê-
òóðà
area, n /'eəriə/ òåðèòîðіÿ
armoured, adj /'¸məd/ îçáðîєíèé
around, prep /ə'raUnd/ íàâêîëî
arrive, v /ə'raIv/ ïðèáóâàòè
art gallery, phr /¸t/ /'g{ləri/ õó-
äîæíÿ ãàëåðåÿ
Art, n /¸t/ óðîê ìàëþâàííÿ
artistic, adj /¸'tIstIk/ õóäîæíіé
at weekends, phr /ət'w kəndz/ íà âè-
õіäíèõ
athlete, n /'{Tl t/ àòëåò
athletics, n /{T'letIks/ àòëåòèêà
attached, adj /ə't{tSt/ ïðèêðіïëåíà
іíôîðìàöіÿ
attend, v /ə'tend/ âіäâіäóâàòè
attendant, n /ə'tendənt/ îñîáà, ùî
ñóïðîâîäèòü; ñóïðîâіäíèê
attract, v /ə'tr{kt/ ïðèâàáëþâàòè
attraction, n /ə'tr{kSən/ àòðàêöіîí,
ìіñöå äëÿ ðîçâàã
aunt, n /¸nt/ òіòêà
awful, adj /'þfəl/ æàõëèâèé
B, b
bacon, n /'beIkən/ áåêîí
baked potato, phr /beIkt pə'teItəU/
ïå÷åíà êàðòîïëÿ
baker’s, n /'beIkəz/ õëіáíèé ìàãàçèí
bakery, n /'beIkəri/ õëіáíèé ìàãà-
çèí
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205. 204
baking soda, phr /'beIkIÎ 'səUdə/
ñîäà äëÿ âèïі÷êè
bank, n /b{Îk/ áåðåã
banknote, n /'b{ÎknəUt/ êðåäèò-
íèé áіëåò, áàíêíîò
bark, v /b¸k/ ãàâêàòè
basketball, n /'b¸skI
ət bþl/ áàñêåòáîë
be afraid of smth, phr /bi ə'freId əv/
áîÿòèñÿ ÷îãîñü
be bored, phr /bi'bþd/ íóäüãóâàòè
be born, phr /bi'bþn/ íàðîäèòèñÿ
be fond of, phr /bi 'fÁnd əv/ ëþáèòè
be full of, phr /bi 'fUl əv/ áóòè íàïîâ-
íåíèì
be good at, phr /bi 'gUd ət/ âìіòè
äîáðå ðîáèòè ùîñü
be interested in, phr /bi 'IntrI
əst I
əd In/
öіêàâèòèñü
be late for, phr /bi 'leIt fə/ çàïіçíþ-
âàòèñÿ íà
be lined with, phr /bi 'laInd wID/
áóòè îáñàäæåíèì
be located, phr /bi lə'keItId/ ðîçòà-
øîâóâàòèñü
be proud of, phr /bi 'praUd əv/
ïèøàòèñÿ
be situated, phr /bi 'sItjueItId/ ðîç-
òàøîâóâàòèñü
beach, n /b tS/ óçáåðåææÿ
bean, n /b n/ áiá
beautifully, adv /'bjütI
əfəli/ êðàñèâî
beauty, n /'bjüti/ êðàñà
behind, prep /bI'haInd/ ïîçàäó
bench, n /bentS/ ëàâèöÿ
besides, adv /bI'saIdz/ îêðіì
billion, n /'bIljən/ ìіëüÿðä
Biology, n /baI'ÁlədZi/ óðîê áіîëîãії
birthplace, n /'b :TpleIs/ ìіñöå íàðî-
äæåííÿ
bitter, adj /'bItə/ ãіðêèé
blouse, n /blaUz/ áëóçà
board game, phr /'bþd "geIm/ íà-
ñòîëüíà ãðà
boating, n /'bəUtIÎ/ êàòàòèñÿ (ïëà-
âàòè) íà ÷îâíі
boiled meat, phr /'bOIld "m t/ âàðåíå
ì’ÿñî
boldprint, n /'bəUld "prInt/ íàäðóêî-
âàíe æèðíèì øðèôòîì
bone, n /bəUn/ êіñòêà
book in advance, phr /bUk/ /əd'v¸ns/
çàìîâëÿòè çàçäàëåãіäü
boots, n /büt/ ÷îáiò
bottle, n /'bÁtl/ ïëÿøêà
bowl, n /bəυl/ ïîëóìèñîê
boxing, n /'bÁksIÎ/ áîêñ
bread roll, n /'bred"rÁl/ áóëî÷êa
bread, n /bred/ õëіá
breakfast, n /'brekfəst/ ñíіäàíîê
breathe in, phr /br D In/ äèõàòè
bridge, n /brIdZ/ ìіñò
brief, adj /br f/ êîðîòêèé
brilliant, adj /'brIljənt/ ÷óäîâèé
brochure, n /'brəUSə/ áðîøóðà
broth, n /brÁT/ áóëüîí
brother, n /'bröDə/ áðàò
building, n /'bIldIÎ/ áóäіâëÿ
bunch, n /böntS/ áóêåò
burger, n /'b :gə/ áóðãåð
bus driver, phr /bös'draIvə/ âîäіé
àâòîáóñà
bus pass, phr /'bös"p¸s/ ïðîїçíèé
êâèòîê íà àâòîáóñ
bus stop, phr /'bös"stÁp/ çóïèíêà
àâòîáóñà
bus, n /bös/ àâòîáóñ
businessman, n /'bIznI
əsmən/ áіçíåñìåí
busy, adj /'bIzi/ çàéíÿòèé; æâàâèé
butcher’s, n /'bUtSəz/ ìÿñíèé ìàãàçèí
butter, n /'bötə/ ìàñëî
button, n /'bötn/ ´óäçèê
by heart, adv /'baI "h¸t/ íàïàì’ÿòü
C, c
calculation, n /"k{lkjI
əIleISən/ ðîçðà-
õóíoê
call, v /kþl/ äçâîíèòè
camp, n /k{mp/ òàáіð
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206. 205
can of Coke, n /kən əv 'kəUk/ áàíî÷-
êà êîêà-êîëè
canteen, n /k{n't n/ їäàëüíÿ
capital, n /'k{pI
ət l/ ñòîëèöÿ
captain, n /'k{ptI
ən/ êàïіòàí
car, n /k¸/ àâòîìîáіëü
card, n /k¸d/ êàðòêà
carefully, adv /'keəSəli/ óâàæíî;
îáåðåæíî
caring, adj /'keərIÎ/ òóðáîòëèâèé
carpet, n /'k¸pI
ət/ êèëèì
carry, v /'k{ri/ âîçèòè; ïåðåâîçè-
òè; íîñèòè
catacomb, n /'k{təküm/ êàòàêîìáà
category, n /'k{tI
əgəri/ êàòåãîðіÿ
cathedral, n /kə'T drəl/ ñîáîð
cave, n /keIv/ ïå÷åðà
celebration, n /"selI
ə 'breISən/ ñâÿòêó-
âàííÿ
cent, n /sent/ öåíò (0,01 äîëàðà);
ñòî, ñîòíÿ
centre, n /'sentə/ öåíòð
century, n /'sentSəri/ ñòîëіòòÿ
cereal, n /'sIəriəl/ 1) õëіáíèé çëàê;
2) çåðíîâі; 3) âіâñÿíêà, âіâñÿíà
êàøà; 2. adj õëіáíèé, çåðíîâèé
certainly, adv /'s :tnli/ çâè÷àéíî
chalk, n /tSþk/ êðåéäà
champion, n /'tS{mpiən/ ÷åìïіîí
change, n /tSeIndZ/ çäà÷à
change, v /tSeIndZ/ ðîçìіíþâàòè,
ìіíÿòè
charming, adj /'tS¸mIÎ/ ìèëîâèäíèé
chart, n /tS¸t/ ñõåìà, òàáëèöÿ
cheap, adj /tS p/ äåøåâèé
cheerful, adj /'tSIəfəl/ âåñåëèé
chemist’s, n /'kemI
əst s/ àïòåêà
chestnut tree, n /'tSesnöt/ êàøòàí
chicken, n, adj /'tSIkI
ən/ êóðêà;
êóðÿ÷èé
chocolate, n /'tSÁklI
ət/ øîêîëàä
choice, n /tSOIs/ âèáіð
choose food item, phr /tSüz/ âèáè-
ðàòè їæó (íàïð. ç ìåíþ)
choose, v /tSüz/ âèáèðàòè
chop, v /tSÁp/ íàðіçóâàòè; êðèøè-
òè; øàòêóâàòè
church, n /tS :tS/ öåðêâà
cinema, n /'sInI
əmə/ êіíîòåàòð
citizen, n /'sItI
əzən/ ãðîìàäÿíèí
city, n /'sIti/ ìіñòî
classmate, n /'kl¸smeIt/ îäíîêëàñ-
íèê
clearly, adv /'klIəli/ ÷іòêî; ÿñíî
climate, n /'klaImI
ət/ êëіìàò
climb, v /klaIm/ ëàçèòè
clothes, n /kləUDz/ îäÿã
clothing, n /'kləUDIÎ/ îäÿã
coach, n /kəUtS/ òðåíåð
coast, n /kəUst/ óçáåðåææÿ
cocoa powder, phr /'kəUkəU 'paUdə/
êàêàî ïîðîøîê
cocoa, n /'kaUkəU/ êàêàî
coffee, n /'kÁfi/ êàâà
coin, n /kOIn/ ìîíåòà
cold cuts, n /kəUld köts/ íàðіçêà
collect, v /kə'lekt/ çáèðàòè
collection, n /kə'lekSən/ êîëåêöіÿ
colourful, adj /'köləfəl/ êîëüîðîâèé
come up, phr /köm öp/ ïіäõîäèòè
comfort, n /'kömfət/ êîìôîðò,
çðó÷íіñòü
comfortable, adj /'kömftəbəl/ çðó÷-
íèé
comfortably, adv /'kömftəbli/ çðó÷íî
communicate with smb, phr /kə'm-
jünI
əkeIt/ ñïіëêóâàòèñÿ ç êè-
ìîñü
community, n /kə'mjünI
ət i/ ñïіëüíî-
òà; îáùèíà
company, n /'kömpəni/ êîìïàíіÿ
compare, v /kəm'peə/ ïîðіâíþâàòè
compartment, n /kəm'p¸tmənt/
êóïå
competition, n /"kÁmpI
ə't ISən/ çìà-
ãàííÿ
complete, v, adj /kəm'pl t/ äîïî-
âíþâàòè; äîïîâíåíèé
compote, n /'kÁmpÁt/ êîìïîò
Computer Studies, n /kəm'pjütə
'stödIz/ óðîê іíôîðìàòèêè
concert hall, n /'kÁnsət "hþl/ êîí-
öåðòíà çàëà
condition, n /kən'dISən/ óìîâà
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207. 206
conductor, n /kən'döktə/ êîíäóê-
òîð; êîíòðîëåð
confectionery, n /kən'fekSnəri/ êîí-
äèòåðñüêèé (ìàãàçèí, âіääіë)
confident, adj /'kÁnfI
ədənt/ âïåâíå-
íèé
connect, v /kə'nekt/ ç’єäíóâàòè
connecting line, phr /kə'nektIÎ "laIn/
ç’єäíóâàëüíà ëіíіÿ
constantly, adv /'kÁnstəntli/ ïîñòіé-
íî
construction, n /kən'strökSən/ áóäіâ-
íèöòâî
contain, v /kən'teIn/ ìіñòèòè
contest, n /'kÁntest/ çìàãàííÿ
continent, n /'kÁntI
ənənt/ êîíòèíåíò
convenient, adj /kən'v niənt/ çðó÷-
íèé
conversation, n /"kÁnvə'seISən/ ðîç-
ìîâà
convince, v /kən'vIns/ çàïåâíÿòè
cookie, n /'kUki/ ïå÷èâî
cooking, n /'kUkIÎ/ ïðèãîòóâàííÿ
їæі
cornflakes, n, pl /'kþnfleIks/ êóêó-
ðóäçÿíі ïëàñòіâöі
correct, adj /kə'rekt/ ïðàâèëüíèé
cost, v /kÁst/ êîøòóâàòè
costume, n /'kÁstjUm/ êîñòþì
cottage cheese, phr /'kÁtIdZ "tS z/
äîìàøíіé ñèð
country, n /'köntri/ êðàїíà
couple, n /'köpəl/ ïàðà
cover, v /'kövə/ ïîêðèâàòè
craft, n /kr¸ft/ 1) ðåìåñëî; 2) óìі-
ëіñòü, âïðàâíіñòü, ìàéñòåð-
íіñòü; ñïðèòíіñòü
creamy soup, phr /'kr mi "süp/ ñóï-
ïþðå
creamy, adj /'kr mi/ ïþðå
creature, n /'kr tSə/ ñòâîðіííÿ
cricket, n /'krIkI
ət / êðіêåò (âèä
ñïîðòó)
crossing, n /′krÁsIÎ/ ïåðåõіä
crowded, adj /′kraUdI
əd/ çàïîâíå-
íèé ëþäüìè
cultural difference, phr /'költSərəl
'dIfərəns/ êóëüòóðíà âіäìіííіñòü
culture, n /'költSə/ êóëüòóðà
curious, adj /'kjUəriəs/ äîïèòëèâèé
currency, n /'körənsi/ âàëþòà
customer, n /'köstəmə/ ïîêóïåöü
cutlet, n /'kötlI
ət/ êîòëåòà
cycling, n /'saIklIÎ/ âåëîñèïåäíèé
ñïîðò
D, d
daffodil, n /′d{fədIl/ íàðöèñ
dairy, n /'deəri/ ìîëî÷íèé ìàãàçèí
dancing, n /'d¸nsI / òàíöі
dark, adj /d¸k/ òåìíèé
date back, phr /'deIt "b{k/ äàòóâà-
òèñÿ
date of birth, phr /'deIt əv "b :T/ äàòà
íàðîäæåííÿ
daughter, n /'dþtə/ äîíüêà
dear, adj /dIə/ äîðîãèé
decide, v /dI'saId/ âèðіøóâàòè
decorated, adj /'dekəreItId/ ïðèêðà-
øåíèé
decorate, v /'dekəreIt/ ïðèêðàøàòè
definition, n /"defI
ənISən/ âèçíà÷åííÿ
deli (department), n /'deli/ âіääіë
íàðіçêè
delicious, adj /dI'lISəs/ ñìà÷íèé
deliver, v /dI'lIvə/ äîñòàâëÿòè
department store, phr /dI'p¸tmənt
stþ/ óíіâåðìàã
department, n /dI′p¸tmənt/ âіääіë
(ó ìàãàçèíі)
depend on, v /dI'pend/ çàëåæàòè
âіä
describe, v /dI'skraIb/ îïèñóâàòè
desert, n /'dezət/ ïóñòåëÿ
design, n /dI'zaIn/ äèçàéí
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208. 207
designer, n /dI'zaInə/ äèçàéíåð
dessert, n /dI'z :t/ äåñåðò
detail, n /'d teIl/ äåòàëü
develop, v /dI'veləp/ ðîçâèâàòè
dialogue, n /'daIəlÁg/ äіàëîã
dictation, n /dIk'teISən/ äèêòàíò
different, adj /'dIfərənt/ ðіçíèé
difficult, adj /'dIfIkəlt/ âàæêèé
dig, v /dIg/ êîïàòè
dining-car, n /'daInIÎ k¸/ âàãîí-
ðåñòîðàí
dinner, n /'dInə/ îáіä, âå÷åðÿ
dinosaur, n /'daInəsþ/ äèíîçàâð
disagree, v /"dIsə'gr / íå ïîãîäæó-
âàòèñÿ
discover, v /dis'kövə/ âіäêðèâàòè
discuss, v /dI'skös/ îáãîâîðþâàòè;
äèñêóòóâàòè
dish, n /dIS/ ñòðàâà, áëþäî
display, v /dIs'pleI/ âèñòàâëÿòè
distance, n /'dIstəns/ âіäñòàíü
dive, v /daIv/ ïіðíàòè
divide, v /dI
ə'vaId/ äіëèòè; ðîçëіäÿòè
do a pull-up, phr /pUl/ ïåðåòÿãóâà-
òè
do karate, phr /kə'r¸ti/ çàéìàòèñÿ
êàðàòå
do the shopping, phr /'SÁpIÎ/ ðîáè-
òè ïîêóïêè
dollar, n /'dÁlə/ äîëàð
double-decker, n /"döbəl'dekə/ äàáë-
äåêåð (äâîïîâåðõîâèé àâòîáóñ
ó Âåëèêіé Áðèòàíії)
dough, n /dəU/ 1) òіñòî; 2) ïàñòà,
ãóñòà ìàñà
Drama, n /'dr¸mə/ óðîê àêòîð-
ñüêîї ìàéñòåðíîñòі
dream, v /dr m/ ìðіÿòè
dream, n /dr m/ ìðіÿ
during, prep /'djUərIÎ/ ïіä ÷àñ
E, e
Earth, n / :T/ Çåìëÿ (ïëàíåòà)
earthquake, n /' :TkweIk/ çåìëå-
òðóñ
easy, adj /' zi/ ëåãêèé, ëåãêî
eat smth for … (breakfast, etc) / t/
їñòè ùîñü íà … (ñíіäàíîê, і ò. ä.)
either … or, phr /'aIDə/ ÷è … ÷è
elderly, adv /'eldəli/ ïîõèëîãî âіêó
else, adv /els/ ùå
email, n /' meIl/ åëåêòðîííèé ëèñò
emotion, n /I'məUSənəl/ åìîöіÿ
encourage, v /in'körIdZ/ çàîõî÷óâà-
òè
encyclopaedia, n /in"saIklə'p dIə/
åíöèêëîïåäіÿ
energetic, adj /"enə'dZetik/ åíåðãіé-
íèé
energy, n /"enədZi/ åíåðãіÿ
engineer, n /"endZI
ənIə/ іíæåíåð
English, n /'IÎglIS/ óðîê àíãëіé-
ñüêîї ìîâè
enjoy doing smth, phr /In'dZOI/
íàñîëîäæóâàòèñü ÷èìîñü
entertain, v /"entə'teIn/ ðîçâàæàòè
entertainment, n /"entə'teInmənt/
ðîçâàãà
entrance, n /'entr¸ns/ âõіä
everyone, pron /'evriwön/ êîæíèé
everything, pron /'evriTIÎ/ âñå
exact, adj /Ig'z{kt/ òî÷íèé
example, n /Ig'z¸mpəl/ ïðèêëàä
excellent, adj /'eksələnt/ ÷óäîâèé
excitedly, adv /Ik'saItI
əd/ çáóäæåíî
exciting, adj /Ik'saItIÎ/ 1) çáóäæóþ-
÷èé; õâèëþþ÷èé; 2) çàõîïëþþ-
÷èé; çâîðóøëèâèé
excursion, n /Ik'skÆ:Sən/ åêñêóðñіÿ
excuse, v /Ik'skjüz/ âèáà÷àòèñü
exhibit, v /Ig'zIbI
ət/ âèñòàâëÿòè íà
ïîêàç
exist, v /Ig'zist/ іñíóâàòè
exotic, adj /Ig'zÁtik/ åêçîòè÷íèé
expensive, adj /Ik'sp{nsIv/ äîðî-
ãèé; êîøòîâíèé
experience, n /Ik'spIəriəns/ äîñâіä
explain, v /Ik'spleIn/ ïîÿñíþâàòè
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209. 208
explore, v /Ik'splþ/ äîñëіäæóâàòè
explorer, n /Ik'splþrə/ äîñëіäíèê
express smb’s opinion, phr /Ik'spres/
âèñëîâëþâàòè ÷èþñü äóìêó
express, v /Ik'spres/ âèðàæàòè
exterior, n /Ik'stIəriə/ åêñòåð’єð,
çîâíіøíіé âèãëÿä
extremely, adv /Ik'str mli/ íàäçâè-
÷àéíî
F, f
fair, adj /feə/ ñâіòëèé (ïðî âîëîñ-
ñÿ)
fairy, n /'feəri/ ôåÿ
false, adj /fþls/ íåïðàâèëüíèé
family, n /'f{məli/ ñіì’ÿ, ðîäèíà
famous, adj /'feiməs/ âіäîìèé
fantastic, adj /f{n't{stIk/ ôàíòàñ-
òè÷íèé; äèâîâèæíèé
fare, n /feə/ ïëàòà çà ïðîїçä
fascinating, adj /'f{sI
əneIt IÎ/ ÷àðіâ-
íèé, ÷àðіâëèâèé; ÷àðіâíè÷èé;
ïðèíàäíèé
fast food, phr /f¸st/ /füd/ їæà
øâèäêîãî ïðèãîòóâàííÿ
fast, adj /f¸st/ øâèäêèé
favourite, adj /'feIvərI
ət/ óëþáëåíèé
feature, n /'f tSə/ ðèñà
feel, v /f l/ âіä÷óâàòè; ïî÷óâàòèñÿ
feet, n /f t/ ñòóïíі
festival, n /'festI
əvəl/ ôåñòèâàëü;
ñâÿòêóâàííÿ
field, n /f ld/ ïîëå
figure skating, n /'figə 'skeItIÎ/
ôіãóðíå êàòàííÿ
find, v (found, found) /faInd/ çíà-
õîäèòè
fire, n /faIə/ âîãîíü
fish fillet, phr /fIS/ /'fIlI
ət/ ôіëå ðèáè
fishmonger’s, n /'fISmöÎgəz/ ðèá-
íèé ìàãàçèí
flag, n /fl{g/ ïðàïîð
flavour, n /'fleIvə/ íàïîâíþâà÷
floor, n /flþ/ ïîâåðõ
flour, n /flaυə/ ìóêà
flow, v /fləU/ òåêòè
flower, n /'flaUə/ êâіòêà
fly away, v /'flaI ə'wei/ âіäëіòàòè
flying saucer, n /'flaI-IÎ/ /'sþsə/ ëі-
òàþ÷à òàðіëêà
foot, n /fUt/ ñòóïíÿ
forest, n /'fÁrI
əst / ëіñ
form, n /fþm/ ôîðìà
fortification, n /"fþtI
əfI
ə'keISən/ ôîð-
òèôіêàöіéíå óêðіïëåííÿ
fortress, n /'fþtrI
əs/ ôîðòåöÿ
free time, phr /fr / âіëüíèé ÷àñ
French, n /frentS/ óðîê ôðàíöóçü-
êîї ìîâè
fresco, n /'freskəU/ ôðåñêà
fresh, adj /freS/ ñâіæèé
fried, adj /fraId/ ñìàæåíèé
friend, n /frend/ òîâàðèø, äðóã
frosty, adj /'frÁsti/ ìîðîçíèé
fruit, n /früt/ ôðóêò, -è
fun, n /fön/ ðîçâàãà
G, g
garden, n /'g¸dn/ ñàä
gardening, n /'g¸dnIÎ/ ñàäіâíèöòâî
garlic, n /'g¸lIk/ ÷àñíèê
general, n /"dZenərəl/ ãåíåðàë
Geography, n /dZi'Ágrəfi/ óðîê ãåî-
ãðàôії
get on well with smb, phr /get/ äîáðå
ëàäèòè ç êèìîñü
give smb a break, phr /gIv/ íàäàòè
êîìóñü âіäïî÷èíîê (ïåðåðâó)
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