номер 1, страница 63 - гдз по английскому языку 8 класс (starlight) рабочая тетрадь Баранова, Дули

Reading

1 Read the article. For questions 1-6, choose the correct answer A, B, C or D.

A ticket to a better life

As I departed from my hotel in central Mumbai, the glowing sun lit up the beautiful architecture of India’s richest city. I marvelled at the majestic Gateway of India and world-renowned Taj Mahal Palace Hotel. Here and there, people bustled around, ready to start their day. But my time in Mumbai would not be spent in this vibrant and affluent city. Instead, I was headed for one of the largest slums on Earth. Entering the slum was like stepping into a war zone. Endless rows of crumbling shacks were crammed together amidst piles of rubbish and debris. Here, the sweltering sun only served to intensify the stench of raw sewage and to add hardship to already difficult lives. I sighed in dismay as I watched children working on the streets. But fortunately, there was a ray of hope. A bright yellow school bus rumbled through the busy streets and parked itself beside a row of grubby, splintered shelters. Immediately, a group of barefoot children rushed and pushed aboard, chatting excitedly. However, the children on this bus were not going anywhere. While other buses were busy transporting people, this one took its passengers on a different kind of journey. It brought education to disadvantaged children. So this is where I come in. I’d signed up for a programme called School on Wheels, which aims to improve literacy in impoverished areas. Although I had volunteered in many disadvantaged schools around India, teaching on a bus was a first for me! My new classroom was no larger than a hallway, but adequately equipped with a blackboard and educational materials. I warmly greeted my new students who had perched themselves on wooden benches on either side of the bus.

“My name is Mina Kapoor,” I informed the wide-eyed faces before me, “I’m going to teach you how to read and write.” I referred to an alphabet poster which another volunteer had tacked to the wall and slowly began to introduce the symbols to the children. As I did so, they each attempted to copy down the letters onto slates on their laps. However, as the lesson progressed, they became increasingly distracted. Without any previous schooling, these children simply didn’t know how to sit still. But rather than enforcing discipline, I just took a deep breath and began to sing. The first time I did this, the children listened and watched in awe. But by the end of my six-month stint, the class would join in! To my pride, they had also learnt the basics of Hindu and English, and were now ready to enter a public school. On my last day, I felt incredibly emotional. Although our time together was limited, I felt I had truly got to know my students, and sincerely hoped that I had made a difference in their lives. Would they go on to enrol in school? And more importantly, would they stay there and graduate? A quarter of the children who participate in the School on Wheels programme progress into the public school system. I looked at my class. Of my 24 students, I realised that only eight might receive a life-changing education. I knew I should have been glad, but I couldn’t help but feel that I could do so much more. As I pondered this, one of my students approached me with a shiny black pebble. She placed it in my hands with a warm smile. “Thank you teacher,” she whispered.

1 What was the writer’s first impression of Mumbai?

A An evidently wealthy area.

B A place with stunning architecture.

C An overwhelmingly crowded city.

D A poor and dirty slum.

2 What is the cause of the writer’s distress as she enters the slum?

A The poor housing conditions.

B The blazing heat of the sun.

C The smell of waste.

D The children watching her.

3 How does the writer describe the attitude of the children?

A enthusiastic

B apprehensive

C impulsive

D impatient

4 The writer uses the phrase “this is where I come in” (line 20) to describe

A the moment she entered the bus.

B the location at which she embarked.

C her purpose for being in the slum.

D her relationship with the children.

5 What did the writer find unusual about her new teaching environment?

A It was an unconventional classroom.

B It lacked space for the students.

C It had substandard teaching equipment.

D It offered no seating for the children.

6 How does the writer reflect upon her experience?

A She was filled with sadness.

B She thought it was a life-changing experience.

C She wished that she could achieve more.

D She didn’t feel appreciated.

Reading

1 RNE Read the text and mark the statements as T (true), F (false) or NS (not stated).

A ticket to a

BETTER LIFE

As I departed from my hotel in central Mumbai, the glowing sun lit up the stunning architecture of India’s richest city. I marvelled at the majestic Gateway of India and world-renowned Taj Mahal Palace Hotel. Here and there, people bustled around, ready to start their day. But my time in Mumbai would not be spent in this vibrant and affluent city. Instead, I was headed for one of the largest slums on Earth. Entering the slum was like stepping into a war zone. Endless rows of crumbling shacks were crammed together amidst piles of rubbish and debris. Here, the sweltering sun only served to intensify the stench of raw sewage and to add hardship to already difficult lives. I sighed in dismay as I watched children working on the streets. But fortunately, there was a ray of hope.

A bright yellow school bus rumbled through the busy streets and parked itself beside a row of grubby, splintered shelters. Immediately, a group of barefoot children rushed and pushed aboard, chatting excitedly. However, the children on this bus were not going anywhere. While other buses were busy transporting people, this one took its passengers on a different kind of journey. It brought education to disadvantaged children.

So this is where I come in. I’d signed up for a programme called School on Wheels, which aims to improve literacy in impoverished areas. Although I had volunteered in many disadvantaged schools around India, teaching on a bus was a first for me! My new classroom was no larger than a hallway, but adequately equipped with a blackboard and educational materials. I warmly greeted my new students who had perched themselves on wooden benches on either side of the bus.

“My name is Mina Kapoor,” I informed the wide-eyed faces before me, “I’m going to teach you how to read and write.” I referred to an alphabet poster which another volunteer had tacked to the wall and slowly began to introduce the symbols to the children. As I did so, they each attempted to copy down the letters onto slates on their laps. However, as the lesson progressed, they became increasingly distracted. Without any previous schooling, these children simply didn’t know how to sit still. But rather than enforcing discipline, I just took a deep breath and began to sing.

The first time I did this, the children listened and watched in awe. But by the end of my six-month stint, the class would join in! To my pride, they had also learnt the basics of Hindu and English, and were now ready to enter a public school.

On my last day, I felt incredibly emotional. Although our time together was limited, I felt I had truly got to know my students, and sincerely hoped that I had made a difference in their lives. Would they go on to enrol in school? And more importantly, would they stay there and graduate? A quarter of the children who participate in the School on Wheels programme progress into the public school system. I looked at my class. Of my 24 students, I realised that only eight might receive a life-changing education. I knew I should have been glad, but I couldn’t help but feel that I could do so much more. As I pondered this, one of my students approached me with a shiny black pebble. She placed it in my hands with a warm smile. “Thank you, teacher,” she whispered.

1 The writer describes Mumbai as a beautiful but poor city. .........

2 The intense heat made conditions in the slum even more difficult. .........

3 The children didn't welcome the sight of the visiting school bus. .........

4 Schools on Wheels is an international initiative to help disadvantaged children. .........

5 The writer had taught in Indian schools before. .........

6 The children the writer taught had had a very basic education. .........

7 At first, the children were surprised to hear their teacher sing. .........

8 The writer hopes that Schools on Wheels will reach more slums in India. .........

№ 1 (стр. 63, lesson 5e)

Read the text and mark the statements as T (true), F (false) or NS (not stated).

Прочитайте текст и отметьте утверждения буквами Т (верно), F
(неверно) или NS (не указано).

Перевод текста:

Билет в лучшую жизнь.

Когда я выходила из отеля в центре Мумбаи, яркое солнце освещало потрясающую архитектуру самого богатого города Индии. Я восхищалась величественными Воротами Индии и всемирно известным отелем Тадж-Махал Палас. Тут и там суетились люди, готовые начать свой день. Но я бы не провела время в Мумбаи в этом оживлённом и богатом городе. Вместо этого я направлялась в одну из крупнейших трущоб на Земле. Попасть в трущобы было всё равно, что попасть в зону военных действий. Бесконечные ряды полуразрушенных лачуг теснились среди груд мусора и обломков. Здесь палящее солнце только усиливало зловоние нечистот и добавляло трудностей в и без того непростую жизнь. Я вздыхала в смятении, наблюдая за детьми, работающими на улице. Но, к счастью, появился луч надежды.

Ярко-жёлтый школьный автобус проехал по оживлённым улицам и припарковался рядом с грязными, обшарпанными навесами. Сразу же на борт ринулась группа босоногих детей, возбуждённо болтающих. Однако дети в этом автобусе никуда не поехали. В то время как другие автобусы были заняты перевозкой людей, этот отправил пассажиров в другое путешествие. Он дал образование обездоленным детям.

Вот тут-то я и появилась. Я подписалась на программу под названием «Школа на колёсах», целью которой является повышение грамотности в бедных районах. Хотя я работала волонтёром во многих неблагополучных школах по всей Индии, преподавание в автобусе было для меня впервые! Мой новый класс был не больше коридора, но был достаточно оборудован доской и учебными материалами. Я тепло приветствовала своих новых учеников, которые расположились на деревянных скамьях по обе стороны автобуса.

«Меня зовут Мина Капур, — сообщила я стоящим передо мной с широко открытыми глазами лицам, — я собираюсь научить вас читать и писать». Я обратилась к плакату с алфавитом, который другой волонтёр прикрепил к стене, и начала медленно знакомить детей с символами. Пока я это делала, каждый из них пытался переписать буквы на планшеты, лежащие у них на коленях. Однако по ходу урока они всё больше отвлекались. Без какого-либо предварительного школьного образования эти дети просто не умели сидеть на месте. Но вместо того, чтобы обеспечивать дисциплину, я просто глубоко вздохнула и начала петь.

Когда я это сделала впервые, дети слушали и смотрели с трепетом. Но к концу моего шестимесячного пребывания класс присоединился! К моей гордости, они также выучили основы индуистского и английского языков и теперь были готовы поступить в государственную школу. В свой последний день я чувствовала себя невероятно эмоционально. Хотя наше время, проведённое вместе, было ограничено, я чувствовала, что по-настоящему узнала своих учеников, и искренне надеялась, что изменила их жизнь. Пойдут ли они дальше в школу? И что ещё более важно, останутся ли они там и закончат учёбу? Четверть детей, участвующих в программе «Школа на колёсах», переходят в систему государственных школ. Я посмотрела на свой класс. Я поняла, что из 24 моих учеников только восемь смогут получить образование, которое изменит их жизнь. Я знала, что должна была быть рада, но не могла не чувствовать, что могу сделать гораздо больше. Пока я размышляла над этим, одна из моих учениц подошла ко мне с блестящим чёрным камешком. Она с тёплой улыбкой вручила его мне в руки. «Спасибо, учительница», — прошептала она.

Ответ:

1F 2T 3F 4NS 5T 6F 7T 8NS

Перевод:

1. Писательница описывает Мумбаи как красивый, но бедный город.

2. Сильная жара ещё больше усложнила условия в трущобах.

3. Детям не понравился вид школьного автобуса.

4. «Школы на колёсах» — международная инициатива помощи детям из неблагополучных семей.

5. Писательница раньше преподавала в индийских школах.

6. Дети, которых обучала писательница, имели очень элементарное образование.

7. Сначала дети были удивлены, услышав, как поёт их учительница.

8. Автор надеется, что «Школы на колёсах» охватят больше трущоб Индии.

Прочитайте текст и отметьте утверждения как T (правда), F (ложь) или NS (не указано).

Ответ:

1 The writer describes Mumbai as a beautiful but poor city. (T) – Автор описывает Мумбаи как красивый, но бедный город.

2 The intense heat made conditions in the slum even more difficult. (T) – Сильная жара еще больше усложняла условия в трущобах.

3 The children didn’t welcome the sight of the visiting school bus. (F) – Дети не приветствовали появление школьного автобуса.

4 Schools on Wheels is an international initiative to help disadvantaged children. (NS) – «Школы на колесах» – это международная инициатива по помощи детям из неблагополучных семей.

5 The writer had taught in Indian schools before. (T) – Автор ранее преподавал в индийских школах.

6 The children the writer taught had had a very basic education. (F) – Дети, которых обучал автор, имели очень базовое образование.

7 At first, the children were surprised to hear their teacher sing. (T) – Сначала дети были удивлены, услышав, как их учительница поет.

8 The writer hopes that Schools on Wheels will reach more slums in India. (NS) – Автор надеется, что «Школы на колесах» охватят больше трущоб в Индии.