Extras

Дополнительные материалы к теме «Семья»

(11 класс)

Коммуникативная задача:

·       Сравнить институт семьи в Республике Беларусь и в стране изучаемого языка.

Материалы подготовлены учителем английского языка квалификационной категории «учитель-методист» государственного учреждения образования «Средняя школа №6 г. Жодино» Коледа С.М.

FAMILY INSTITUTE IN BELARUS AND GREAT BRITAIN

1.    Work in pairs to identify what family is for you.

2.    Do you know any quotations/ proverbs about family?

3.    How do you understand the following quotations?

§  «Family is the most important thing in the world». (Princess Diana)

§  «At the end of the day, a loving family should find everything forgivable». (Mark V. Olsen)

§  «Call it a clan, call it a network, call it a tribe and call it a family: whatever you call it, whoever you are, you need one». (Jane Howard)

§  «The only rock I know that stays steady, the only institution I know that works, is the family». (Lee Iacocca)

§  «You are born into your family and your family is born into you. No returns. No exchanges». (Elizabeth Berg)

4.    What is family institute based on? Read the text and find differences and similarities in Belarusian and British family institutes.

A human life begins in the family; here it is formed as a citizen. The family is a source of love, respect, solidarity and affection because it is based on what any civilized society can’t exist. The family is considered to be the measure of development and stability of the country. The family, as an institute of socialization, is the keeper of human values and culture of generations. Thanks to the family the state gets stronger and develops, the prosperity of the people is growing. The main options of family are:

· preservation and transfer from the generation to generation the values and traditions

· the birth and upbringing of children

· creating conditions for the development of all family members

· division of labor and mutual support

The institution of family has three important functions:

· To provide for the rearing of children

· To provide a sense of identity or belonging among its members

· To transmit culture between generations

However globalization bears new threats to a family institute. The forms of the family relations, wrong from the point of view of traditional morals, which have ripened in the foreign cultural environment, get also into the Belarusian society. In 2011 «The national program of demographic safety of the Republic of Belarus for 2011-2015» was adopted. One of the main objectives of the National program is strengthening the spiritual and moral bases of a family, revival and promotion of family values and traditions. The program demonstrates concern of the state in a condition of the family relations in the country. Supervising the social sphere it is necessary to take all necessary measures to stop depopulation of the nation.

As we see it today, the marriage in Belarus is the same as in England. Primarily it’s love, equality in relationships, compliance with the rules and arrangements, mutual respect and understanding. Family is a mobile social institute. Modern Belarusian families are characterized by the increasing age of marriage, delaying childbirth (the average age of women who are ready to give birth is about 28). Last year about 118 thousand children were born and it is the biggest number over the past 20 years. About 50% of children are born to be the second and subsequent. A number of orphans are decreasing. The critics suppose that happiness of the family depends on the members of the family. If father was brought up strictly he will bring up his child in such a way.

In Great Britain nowadays for creating family it’s necessary to observe four criteria: voluntary nature, 16 years old, people who marry shouldn’t be linked by other marriage and not be close relatives. It is forbidden to enter into marriage not only with people related by blood, but also with people who marriage is impossible with because of the moral foundations of the family itself. For example, a widower can’t marry his daughter in law or step-daughter. For British families marriage involves partnership, equal rules and duties. It was usual that marriages were just political deals. Parents could choose a partner for their child. Sometimes parents could find a partner when their child was at the age of 3. But in 2015 the law was taken and since then everybody should find his or her partner without parents. Walking along the streets in Britain it is practically impossible to see children with young mothers, only with middle aged women or men. It is because women give the birth to their first child very late. At first the British care about becoming financially independent and just after it about creating a family. Despite the late marriage it is usual to have up to 3 children. It is an interesting fact that grannies and grandfathers never help young families in children’s upbringing. Of course they love their grandsons or granddaughters and can take them at weekends but not more. There are a large number of various circles, sections, playgrounds for children in the UK. It is very convenient for mothers who spend all day at work and can't spend much time with children. The British have a patient character which helps to educate children. For example, mother can very long suffer the antics of her children and all his whims will be met only with a kind smile. From a very early age the children are taught to society and life that surrounds them. Parents often take their children with them to stores, bars or cafes. In every public place there are rooms for children where you can leave the child under supervision, change clothes or feed him. The UK is one of the safest countries with the least accidents occur with children. The relationship of husband and wife to each other in the UK can probably be called the ideal of family life.

5.    Using a critical thinking approach express your attitude to the following information taken from Belarus featured in US Today. What information do you agree/ disagree with? Why? Why not?

6.    Why in your opinion one of the most important objectives of the National program in Belarus is to strengthen the spiritual and moral bases of a family? Can you use this picture to answer the question? Why? Why not?

Дополнительные материалы к теме «Образование»

Коммуникативная задача:

·       Преимущества и недостатки индивидуального обучения

HOMESCHOOLING VS. DISTANCE EDUCATION

1 a) Discuss Mark Twain’s quote “I've never let my school interfere with my education.” How do you understand it? Is it necessary to go to school to get educated nowadays?

b) Why do some parents decide on giving home education to their children? Read the article and check your ideas.

Many parents choose to teach their children at home, instead of enrolling them and making them study within the formal settings of public or private schools.  Parents choose to homeschool their children for many different reasons. Sometimes a kid is sick and can't go to regular school. Homeschooling prevents children who are hyperactive or not behaving according to the norm, but otherwise have good intellect, from being unfairly labeled as needing special education. But more often, kids are homeschooled because their parents feel they can give their child a better education than the local school can. You have two homeschooling options. There are a lot of factors to consider and it all depends on your personal circumstances and preferences. There is no right or wrong way.

What is homeschooling?

Homeschooling is when the responsibility for learning is placed upon the parents. You learn reading, math, and other stuff taught in school from your parents or tutors who come to your house. A kid may be the only one, or he or she may be taught with brothers, sisters, or kids from the neighborhood.

What is distance education?

For distance education, you enroll in a school and they send you lessons on a regular basis, with all required resources. Everything is linked to the traditional schooling curriculum and students are assigned a teacher. They correspond with the teacher via Skype, phone or email.

The belief home school and distance education children are weird, unsocialised and not able to go to university is an old-school way of thinking and some parents are eager to argue.

Kunam Mani preferred distance education over home schooling for her son Nimai as the curriculum was set by the Brisbane School of Distance Education and marked by a distance education teacher. "I’m not a great supporter of the education system, but I do believe in a certain structure to learning. The curriculum in the essential areas like reading and maths, sometimes science, is pretty on-point.  We certainly won’t be homeschooling forever and I don’t want Nimai to fall behind,” she said. “The one-on-one attention has been really marvellous and I know him well in terms of how his mind works. It's been really enjoyable watching him grow and it really surprised me at times with what he knows."

On the other hand, Merryn Cosgrove of Eudlo found home schooling to be more suitable for her 10-year-old son and six-year-old daughter. "My son was already a fluent reader at four years old. He taught himself to read," she said. Mrs Cosgrove enrolled her son in school for six months, but found it wasn't working. "He wasn't stimulated enough and we felt we could do as good a job and we were catering to his own needs," she said. "Same with our daughter, the more we started into home schooling, the more we realised it was a fantastic option." Not only could Mrs Cosgrove choose the curriculum, she had the luxury of tailoring it to her children's needs and ability to move through the program at their own pace.

Ms Mani's son also went to a local school, but found he would be a bit lost in a classroom and not be attentive enough in a group situation. She feared he would fly under the radar and not meet his full potential. "Because of his nature I know he would have been somebody with difficulty in a normal classroom," she said. "I didn't want that to happen, if he wasn't reaching his full potential, that's the worst feeling as a parent. Ms Mani said she found distance education to be more suitable as Nimai would absorb knowledge while he was fully alert.

"The other advantage is I get to spend a lot of time with him, which is really important," she said.

Mrs Cosgrove agreed, saying there were more benefits to home schooling than just the education. "It's the lifestyle, it's all about family unity, the children feel safe and cared for and that's going to help them grow up to be confident adults," she said.

"One of the big myths about home schooling is, 'what about university?' But they can get into university, there are different options." Another misconception was the socialisation of home schooled and distance education children. But Ms Mani said Nimai wasn't missing out on anything and interacted with kids on a weekly basis at music, gym and swim lessons and informal play dates with friends. He also meets up with other distance education students through the Brisbane School of Distance Education's regular enrichment days and sports days. Mrs Cosgrove said there were an increasing number of home schooling families on the Coast who met on a weekly basis to ensure the children had regular social interaction, they also organised frequent excursions.

c) What advantages of homeschooling and distance education do Mrs Cosgrove and Ms Mani mention in the article?

d) What two problems might homeschooled children face and how do Mrs Cosgrove and Ms Mani solve them?

e) There are some more advantages and disadvantages of homeschooling. Sort them out into two groups.

A.     Homeschooling is one-on-one tutoring. Some studies have shown that in schools, the smaller the students-teacher ratio, the better the students learn.  Among other benefits, the students are helped individually, and teachers ensure that all students master a basic skill or concept before going to a more advanced one. 

B.     Parents who are not qualified to teach could limit the scope of a child’s knowledge. If a parent is well educated, he or she may understand some subjects really well but others not as well. For instance, a kid's mom may be great at chemistry but not as good at English.

C.     Homeschooling tailors learning to specific children’s educational needs. Parents are able to assess their kids’ strength, weaknesses, leaning styles and interests.   Homeschooling allows parents to customize their children's education to maximize learning, strengthen weaknesses and allow focus on special areas of interest or giftedness.  This makes kids highly motivated to learn, and thus results in kids developing a love for learning.

D.     Homeschooled kids tend to think more independently. They are also unlikely to follow the ideas of a group without first making up their own minds. College students who were homeschooled express that they feel more mature than their dorm mates, because they know how to think for themselves and aren’t influenced as readily by peer pressure.

E.      A kid who's homeschooled doesn't have the convenience of school facilities, such as a gymnasium, science lab, or art studio. The child may be taught at the kitchen table or at a "school" area in the home. He or she might do science experiments in the kitchen or go outside to work on an art project.

F.      Homeschooling eradicates boredom. Since learning is specifically tailored to individuals, it make them put consistent effort into learning.  Also, kids do not have to waste time on what they already mastered while other kids are catching up.

G.     Homeschooling makes kids work for the knowledge, instead of grades.

H.     Homeschooling provides a safe learning environment. Children who are homeschooled are not exposed to teasing, bullying, negative peer pressure, bad influences, and in some cases, bad or even misbehaving teachers.

I.        Kids may not get education that is well-rounded, and the knowledge learned may be confined to the biases of the parents.  Kids may not able to explore other beliefs and points of view.  This can develop close-mindedness in children.

J.       Homeschoolers may miss the inspiration provided by the occasional great teacher.  How many great men were influenced by mentors other than their parents?

2. Have a class discussion. Would you like to get home education? Why / Why not?

DISTANCE LEARNING

1. Discuss in pairs or small groups.

·       Do you think that computers will replace a real classroom with a teacher in the future?

·       Does face-to-face communication with a teacher important for a learner?  

·       Have you ever taken an on-line course? If yes, did you find it effective?

·       Would you like to take an on-line course in the future? Why / Why not?

2 a) Sort out the advantages and disadvantages of distance learning.

A.Less Interruption of Daily Life                 B.Lack of the ‘College Spirit’  

C.Isolation            D. Flexibility                   E.Affordability               F. Convenience

G. Indirect Contact with Professors              H.Limited Course Options

b) Read the article about distance learning from the Internet magazine and match the headlines with the paragraphs.

Home » Student Tips » Distance Learning Pros and Cons

STUDENT TIPS

TUESDAY, APRIL 15TH, 2014

Distance Learning Pros and Cons

There’s nothing quite like the comforts of home, even when it comes to getting an education. The age of the internet has transformed the way we do a lot of things, includingthe way we learn. It’s now possible to get a diploma or earn a degree without leaving the house, and in spite of job or family commitments.While this scenario sounds great, it’s always advantageous to look at both sides of the coin before choosing the right path for you.

Advantages of Distance Learning

 

1._______

The time and energy saved through distance education can be astronomical. Avoiding a hectic commute and the trouble of trying to make it to class on time can help keep your mind free of stress and anxiety. When the weather turns bad, forget about fighting the elements, just turn on the coffee pot. If you live in a remote area, choosing distance education can mean living in your own home in comfortable surroundings instead of packing up and moving to an unfamiliar place.

 

2._______

With distance education, you’ll be able to study at your own pace and do course work at a time that fits with your busy life. You are the master of your own schedule and can choose to stay up late if you’re a nighthawk, or hit the books early if you’re a morning person.

3._______

Distance education allows you to continue your full or part-time work schedule or even look after a family or other commitments while you earn a degree, diploma or certificate. You’ll have the best of both worlds, without too much of an interruption to your daily routine.

 

4.________

Tuition for on-campus courses is usually more expensive than for distance learning courses. This is understandable since a physical location must be maintained and faculty must be paid. With distance education, you’ll also save money on commuting or paying for a residence within the vicinity of the school. If you want an education but have to live within a budget, this option could be financially feasible for you.

 

Disadvantages of Distance Learning

5.________

The classroom setting creates an atmosphere that is conducive to learning. As is the case with some who work from home, students who are isolated may find it difficult to be self-disciplined enough to complete the course requirements. Face to face interaction with other students creates a learning environment with social interaction and a network of support.

 

6. _______

Often, a teacher is a lot more than someone who just dispenses facts and figures. Many students benefit greatly from direct contact with a professional instructor who adds personal experience, valuable guidance and, last but not least, motivation and encouragement to succeed in their studies.

 

7. _______

Many feel that post-secondary education should be an ‘experience’ which includes more than just classroom learning. Distance education lacks the on-campus atmosphere and ‘college experience’ that for some is one of the main reasons for attending. In fact, in some views there is still a stigma attached to distance education.

 

8. _______

There is an increasing variety of courses available through distance education, however, there are some programs that still require in-class work such as hands-on practical applications and experimentation, etc.If you’re a highly driven, self-disciplined person with a busy personal schedule who likes to work on your own, distance education could be for you. However, if you’re a social person who thrives in the structured environment of a classroom with face-to-face interaction, you might decide that regular learning is a better fit for you. Either way, you can pursue higher education and reach your goals.

c) Read the article again and say who distance learning is suitable for.

d) Is distance learning suitable for you? Why do you think so?

3 a) Read the forum entries. The participants discuss the question: “Will computers replace teachers in the future?” Which of them answer positively?

wisteraln I believe whole-heartedly that teachers should be replaced by computers. This is from experience. By watching online videos, I have gained so much insight in math, it's become fun learning it again. I believe that there should be mentors there in classrooms in case a student needs physical help but the main source of learning should be from a video source of a really good teacher/explainer of the subject. That way, the system can be unified and there won't be unfair teachers/problems/standard problems/etc. :)

zakk I personally have received a lot of free classes at free-ed.com, including classes that I have yet to take. I am a Sophomore in high school, taking enriched geometry, but I already have a thorough understanding of the basic in trigonometry. I also take classes that I am currently in, and I have found that in every class, I learn as much, if not more, that what my teachers teach.

Hidell  Many aspects of our educational system are outmoded. For example, the practice of giving lectures at university is really a relic of the Middle Ages when the technology of printing had not yet been invented. There is rarely any real need for lectures nowadays except when the lecturer is presenting material so distinctive that it does not exist anywhere in book form. For 95% of lectures given in the higher education system today, written material, accessed either in printed form or online, would be preferable. It would be better if students were responsible for their own education through personal study in online texts. There should be a teacher available to offer advice if needed but the fact that all education is given in a collective classroom context simply holds back the more able students and brings them down to the level of the lowest common denominator.

Mrmoppy1  No way! Teachers are a vital part of our economy. If we were to replace teachers with computers, millions of jobs would be lost and the recession would deepen even more. Children's grades would also fall dramatically, as they could easily cheat and get away with it. Students need teachers as they can tailor lessons to specific classes needs and give feedback on work. Computers cannot have compassion, interest or any other emotion to a student.

luigi123  Computers have all the information. Whenever you are sick, you can still learn, by using the computer at home. In addition, computers can remember things and teachers could forget stuff. Also, teachers often get stressed from teaching naughty kids.

computerz  If students were to learn from computers, they would just cheat and do something else because the computer can do nothing about it. Also, students would go on game websites or go on inappropriate websites.

K9 When computers are capable of giving feedback on errors, of inspirational and improvisational thought, and of disciplining students to keep them focused on the task, then they will replace teachers.

Professor  Although technology is a wonderful teaching tool, I do not believe that a computer could ever replace a teacher. I believe that teachers should be better trained to use the technology in the classroom. Computers do not have that human element that students need to learn. Computers do not care about the student's personal problems or learning disabilities. Teachers are needed to help and guide students. They nurture the student and offer praise. Therefore, I do believe that technology is a great tool in the classroom; it will never replace a real teacher. Teachers and technology together are the best way to teach today's students.

b) Find the arguments you agree with and read them aloud.

c) Have a class debate “Will computers replace teachers in the future?” Use the linking words and phrases below.

Starting out

In my opinion …

In my view …

I believe …

I suppose …

As far as I’m concerned …

Personally speaking, …

As I see it …

Giving details

An example of this …

One reason for this is …

This may sound rather confusing. Let me explain.

I feel I should point out that …

You might be interested to know that …

I must stress that …

I feel strongly that …

Accepting sb’s idea

I find it a very convincing argument.

I’d like to support …’s point of view about …

I agree whole-heartedly with what … said.

That’s just what I think.

I go along with that point of view.

In addition to this, …

Accepting sb’s idea but not convinced

These are all important points, however / on the other hand …

Many people say … However …

It is true that … Nevertheless, …

I don’t find it a very convincing argument.

That is a good point but …

Expressing disagreement

I’m afraid I can’t agree with / that …

I can hardly imagine that …

I cannot believe that …

We are led to believe that … However, in reality …

I would seriously doubt whether …

4. Take part in the forum discussion “Will computers replace teachers in the future?” and write your own opinion.

5 a) Read the article about Virtual High School. What skills can students practice there?

Expand Your World

Liz Pape, President & CEO*

Imagine classrooms without walls, where students are working in online classes with students from other states and countries, learning exciting curriculum, fully engaged in their learning, and learning at a pace that meets their educational needs. Imagine students working together, on team projects and group activities, learning online collaboration skills, learning information literacy skills, multimedia presentation skills – in short, the skills needed by knowledge and collaboration workers of the 21st century. Imagine students communicating with one another, transcending the barriers of time and place, gaining global citizenry skills, and becoming part of a community of learners who not only are gaining new curriculum knowledge, but are also gaining knowledge of cultures and citizens outside of their face-to-face classroom community.What you are imagining is the reality of the Virtual High School Global Consortium.

The VHS vision for online education is based upon providing students with online classroom experiences that not only teach course content, but also develop students’ information literacy and global citizenry skills. Over the years, we have developed online course and teaching standards to achieve our goal of a high quality online education program that expands schools’ offerings to students.

          Effective online courses are engaging, build student confidence in their learning, and lead to student achievement.

The world is your classroom with VHS. We unite teachers and students from a variety of social, economic, and geographic backgrounds to study and collaborate with one another in a virtual learning environment. For example, a student in North America partners with a classmate in Asia to complete a project, and logs on to look over the assignment that their teacher in another time zone posted earlier in the day.

While the differences in locations are clear, these individuals are joined by a mutual desire to know more about a specific subject, to meet international peers and to work in tandem online to learn about the material, and about one another. 

Students and teachers in a global class may come from wealthy suburban communities, remote rural areas, and inner city schools. They can be in different regions of the world and speak several languages, or they may be in neighboring communities, districts or states yet still provide the varied discussions that come from a wide-range of ideologies and viewpoints.

What makes a successful global learning environment?

To be truly successful in a global classroom, students must actively participate in collaborative projects and have: 

·    Respect for different ideas, cultures and opinions

·    A desire to learn from others around the world

·    An open-mind accepting of critique

·    Critical thinking and analytical skills

Why is it so important?

A global classroom can easily be a microcosm of a world that students will know beyond high school. It can provide diverse interpretations, worldly perceptions, fervent debate, enthusiastic ideas and international points of view.

This type of teamwork leads to more than just a grasp of the content. The unique perspectives, characterized by assorted locale and societies, are seldom found in a traditional classroom. Global learning can offer regional, political and cultural insights that provide the basis for thought provoking discussions and an education that reaches far beyond a student’s hometown. It better prepares students to communicate effectively and productively in an international economy.

*CEO (Chief Executive Officer) – главный исполнительный директор

b) Discuss in small groups. What advantages does VHS have over a face-to-face classroom?

c) Watch the video, in which Gary L. shares his experience in being one of VHS students. What advantages of studying with VHS does he mention?

         http://thevhscollaborative.org/?selected=1011#video

d) Would you like to be a student of a school like VHS? Why / Why not? Give a short speech.

Материалы подготовлены Севрюковой Т.Ю., автором учебных пособий «Английский язык» для учреждений общего среднего образования.

Тема «Искусство»

Коммуникативная задача:

Рассказать об известных памятниках архитектуры Республики Беларусь.

Материалы подготовлены автором учебных пособий «Английский язык» для учреждений общего среднего образования, Севрюковой Т.Ю., учителем английского языка квалификационной категории «учитель-методист» государственного учреждения образования «Средняя школа №6 г. Жодино» Коледа С.М.

 

THE ARCHITECTURE OF CASTLES AND PALACES IN BELARUS

1a. What castles and palaces in Belarus do you know?

1b. Read the article about the architecture of Belarusian castles and palaces. Fill in the missing parts.

The castle (fortress) architecture of Belarus has undergone a complex development. In Belarus the word castle had several meanings. It was often used to describe a fortified place, which in early times served to protect the town against enemies. (1) 

The fortified architecture of Belarus is divided into stone and wooden architecture, according to the type of materials used in their construction. (2)

The castles are divided into two groups, depending on their location. The first group includes those built on hills. These are older fortifications, which had appeared before the 15th century. The strength and impregnability of this type of castle was achieved both by its construction and as a result of the height & steepness of the hill on which it was built. (3) Many castles of the 14th, 15th & 16th centuries have Gothic features in their architecture.

The combination of a strong fortification system (earth ramparts with bastions [ˈb?stiənz], deep moats, fortress walls and towers) with an inner palace became typical of the castle architecture of Belarus of the 16th & 17th centuries. (4)

By the 18th & the first half of the 19th centuries, Belarusian architecture had reached a high standard. (5)

A.   Stone and wood often supplemented each other within one structure. The wooden fortifications have not survived.

B.   The palaces and manors of that time & a great number built in the second half of the 19th century, exemplify some of the most interesting pages in the architectural heritage of Belarus.

C.   The second group includes the castles of a later period dating back from the 16th century. They were the feudal castles located on low-lying land and surrounded by fortified walls topped with towers.

D.   When we talk about the fortified architecture of Belarus, the term castle refers mainly to the fortified residences of the feudal [ˈfjuːdəl] lords of the 16th & 17th centuries, which often were both palace & castle complexes.

E.   The palace-&-castle complexes of the 16th & 17th centuries demonstrate a great variety of architectural compositions.

1c. Match the words in bold with their translations. Then, make up true sentences with them.

1.    undergo 2.    fortified [ˈfɔːtɪfaɪd] 3.    impregnability [ɪmˌpreɡnəˈbɪlətɪ] 4.    steepness 5.    rampart [ˈr?mˌpɑːt] 6.    moat [məʊt] 7.    manor [ˈm?nə]

A.   крепостной вал B.   феодальное поместье C.   неприступность D.   переносить, подвергаться E.   ров с водой F.   крутизна, обрывистость G.  укрепленный

1c. What castles in Belarus and other countries have you visited? What impressed you most of all?

2a. Read about some castles and palaces of Belarus. Which of the castles and palaces …

1)    … was (were) besieged by the Crusaders?

2)    … used to have wooden constructions?

3)    … belonged to the Grand Duchy of Lithuania?

4)    … was (were) destroyed by fire?

5)    … is (are) home to a museum now?

The oldest stone castles in Belarus are to be found at Lida, Krevo, Novogrudok, and Grodno. The Castle at Lida, Grodno Region was founded in 1323 by the Grand Duke Gedimin of Lithuania in order to defend his lands from the Crusaders [kruːˈseɪdəz]. During numerous sieges and assaults the inner wooden structure of the castle was completely destroyed & the walls were severely damaged. The two towers at the diagonal corners of the castle were completely destroyed.

The Castle at Novogrudok, Grodno Region is the one of the oldest in Belarus. As early as the 11th to the mid-13th centuries, the wooden walls of the castle were repeatedly stormed by enemy troops and were frequently restored. The later stone walls of the polygonal form had several towers. In the 16th century, the castle had seven towers and was one of the strongest of its time. The castle was badly damaged during the war of Russia with Rzeczpospolita (Polish-Lithuanian Commonwealth) in 1654-1667. At the time of the Northern war in 1706, it was burned down by the Swedes. 

The Old Castle at Grodno was erected on the site of an 11th century settlement, on the high, steep bank of the Neman River, at the confluence with the Gorodnichanka River. From the late 13th century, for the next one hundred years, the wooden castle was besieged many times by the Crusaders. In 1398 the castle was destroyed by fire. A new stone castle appeared in its place. In the '80s of the 16th century under the Polish King and Grand Duke of Lithuania Stefan Batoria, the Old Castle was extensively rebuilt. It was redesigned as a palace-&-castle complex. The core of the complex was formed by a new royal palace designed in Renaissance style by the Italian architect Scotto. Later, the Old Castle underwent numerous alterations.

The outstanding work of Belarusian architecture is the Castle at Mir, Grodno Region. The castle is situated in open ground and in a low-lying area. It was surrounded by moats and earth walls, with bastions on three sides; on the forth (Southern) side it was covered by an artificial lake. The construction was carried out in several stages. The fortress walls and the towers were built first. Later, in the early 17th century, a three-storeyed palace built by Grand Duke Nickolai Radziwill Sirotka was added. The castle walls originally were 13 m high and 3 m thick in their foundation. Of especial interest are the castle towers. They have a rich diverse decor in the form of niches [niːʃɪz] and ornamental tile belts. Only the entrance and SW towers have kept the original Gothic elements. The other towers and the palace itself assumed their present form and decor in Renaissance [rɪˈneɪsəns] style. In the 17th & 18th centuries, Mir Castle was an imposing palace-and-castle complex, which successfully combined the elements of a military fortification with the splendour and luxury of a palace. Despite numerous disasters (the worst being the war of 1812) Mir Castle has survived until the present, and is now being successfully restored.

The masterpiece of Belarusian architecture is the Palace-and-Castle Complex at Nesvizh, Minsk Region. The castle demonstrates a mixture of various styles & displays the distinctive features and achievements of the architectural and artistic trends of various historical epochs [ˈiːpɒks]. The stone castle was erected on the site of a wooden one in 1583 at the orders of Grand Duke Nickolai Radziwill Sirotka. The construction was initially carried out under the supervision of the Italian architect Giovanni Maria Bernardoni. The castle was situated on a hill some distance from the town. It was only possible to enter it by a wooden drawbridge. The rampart 20 m high, moats and other fortifications made the castle an impregnable fortress. In 1706, the castle was blown up by the Swedes. After 1726, the damaged castle was restored and rebuilt in Baroque style by the architect Kazimir Zhdanovich. Throughout the 18th century the castle was frequently rebuilt and extended. The Nesvizh Castle, the residence of the Radziwill family, was an important centre of medieval art, culture and literature. It housed a valuable library of 20, 000 volumes, including rare manuscripts, first & early editions, a portrait and picture gallery totalling over a thousand works, a rich collection of ancient European, Arab, Japanese and Chinese weapons, as well as the famous Slutsk belts, Korelichi & Nesvizh wallpaper, a big collection of coins & medals, a collection of furniture, etc. From 1945, the castle was used as a sanatorium. Attempts are now underway to restore it to its former splendour.

The massive palace complex at Ruzhany, Brest Region is of great interest. Its construction took many years. Begun in the heyday of the Baroque, the palace was considerably altered during the Classical period. This alteration took place in 1788 and is connected with the name of Jan Becker, the court architect for the wealthy magnate [ˈm?ɡneɪt], Sapiega. The palace was located on a hill above the town. It had a main building, two auxiliary buildings, an impressive arcade and monumental entrance gates used to represent a triumphal arch [traɪˈʌmfəl ˈɑːtʃ].

A notable phenomenon in Belarusian castle architecture is the Palace at Grodno, built in Classical style. The castle was built for the famous Russian commander P. Rumiantsev. The construction was carried out in several stages. In 1785-1793, the main building was erected. In 1794-1805, two wings and a colonnade [ˌkɒləˈneɪd] were added. In 1837-1851, the palace was reconstructed and extended following its sale to Field Marshal-General I. Paskevich. The riverside park is impressive. The castle was severely damaged during the Second World War & only the walls survived. Now it has been completely restored and houses a regional museum.

The Palace at Snov, Minsk Region was erected in 1827 by the architect B. Tychetski. The palace is very impressive in its size and originally had one hundred rooms and halls. Later, the inner design was considerably altered. Picturesquely situated over the small twisting river Snovka, the palace-manor is about 140m long. The main entrance has a fine portico supported on four Ionic columns. The palace-manor is remarkable for its special composition, clear and distinctive design, severe architectural forms and simple construction. Classical elements are clearly vivid here.

 2b. Read again and name architectural styles which are (were) present in Belarusian castles and palaces. Give examples.

2c. Choose the correct translation of the words in bold.

sieges [siːdʒɪz] and assaults [əˈsɔːlts] a)    осады и нападения b)    ограды и памятники alterations [ˌɔːltəˈreɪʃənz] a)    изменения b)    разрушения distinctive a)    далекий b)    характерный extend a)    увлажнять b)    расширять

medieval [ˌmediˈiːvəl] a)    промежуточный b)    средневековый heyday [ˈheɪdeɪ] a)    расцвет b)    закат drawbridge a)    разводной мост b)    чертежная доска vivid [ˈvɪvɪd] a)    шумный b)    отчетливый

2d. Choose one of the castles and speak about it. Follow the plan.

·       Location

·       Date

·       Owners/Architects

·       Architectural peculiarities

·       Historical facts

NEVER FORGOTTEN

1. What Great Patriotic memorials and monuments in Belarus do you know? Which of them have you visited?

2. Read about one of the war memorials and be ready to speak about it as a guide. Give a short summary.

KHATYN MEMORIAL

Khatyn memorial, in the Minsk region of Belarus, remains one of the most haunting memorials of World War 2 in all Europe

History of Khatyn

Khatyn memorial is a tribute to almost three million Belarusians who died during the Great Patriotic War (World War 2). It stands 54km north-east of Minsk in the Minsk region of Belarus.

Until 1943, Khatyn was a usual Belarusian village to the north east of Minsk. But on March 22, 1943, after a skirmish nearby in which a German officer was killed, the occupying German forces encircled the village.

All the inhabitants were rounded up and taken to a barn, which was then set on fire. Some 149 people, including 75 children, died. Only one adult, 56-year-old Joseph Kaminsky, survived the attack. He found his injured son but was unable to save him.

 Khatyn’s story is not unique. In the Great Patriotic War (World War 2) the inhabitants of 628 Belarus villages were burned alive by the Nazis. 186 of these villages have never rebuilt.

After the war, a memorial to all those who died across Belarus was built on the site of the former village. A handful of soil from each of the 185 burned and never rebuilt was brought to Khatyn to create a symbolic graveyard. Khatyn became the 186^th village, the site of this symbolic graveyard.

As a haunting reminder of the horrors of war, it has become one of the most important places in Belarus.

Khatyn today

At the centre of the complex stands an astonishing 6m bronze statue called “The Unconquered Man” – a tribute to Joseph Kaminsky and his son.

On the place of the barn where Khatyn people were burned there is a black plate resembling the roof. Nearby is a common grave with a symbolic wreath of memory with the words from the dead to the living.

The memorial has 26 chimneys with bells – one for each of the houses in the village – which ring out every hour. Each chimney has a plaque remembering the family members who died.

Two vast granite slabs mark the place where the barn was raised to the ground. Further into the memorial is a cemetery for the villagers, and another burial ground for all the other lost Belarus villages.

The symbolic cemetery of villages behind the houses-monuments has the soil brought from 185 burnt villages that never revived after the war.

The Wall of Sorrow near the cemetery represents the memorial slabs with the names of 66 largest death camps and places of massive loss of life.

The Square of Memory features three birch trees symbolizing life and Eternal Flameinstead of a fourth tree commemorating the Belarusians killed during the war. Nearby is theTree of Life with the list of 433 villages that were burned by the Nazis and were restored after the war.

In recent years a small museum and photo display have been added to the memorial.

BREST FORTRESS

Brest Fortress, one of the most important places in Belarus, dates back to the 19th century and became a key symbol of Soviet resistance in World War 2.

HISTORY OF BREST FORTRESS

Brest Fortress was built in the 1830s-early 1840s at the meeting-point of the rivers Bug and Mukhavyets.

During construction, the entire town was relocated to a new position 2km away.

St Nicolas Church was built in 1851-1876. Much of it was severely damaged during World War 2.

The site occupies more than four square km, although many of the outer defences were damaged or destroyed during the wars of the 20th century.

There is a citadel at the centre of the fortress, linked to three artificial island fortifications by bridgeheads:

• Kobrin fortification (north-eastern side)
• Terespol fortification (western island)
• Volyn fortification (south-eastern island)

The fortress was captured by the German army in 1915 and after World War 1remained within Polish territory. In 1930 it became infamous as a prison in Poland in the aftermath of the Brest Elections.

In 1939 Brest Fortress was assigned to the Soviet Union. It earned the title of Hero Fortress for the courage demonstrated by Soviet soldiers when they fought against the German army in 1941. Whilst the Nazis took the town of Brest – 90% of which was destroyed in the fighting – the two regiments garrisoned inside the fortress held out.

For the people of Belarus, Brest Fortress remains a famous symbol of the Soviet resistance during World war 2.

Brest Fortress today

Brest Fortress is one of the most important places to see in Belarus and by far the largest tourist attraction in Brest.

The fortress was not rebuilt at the end of the war, but instead became a shrine to the terrible and heroic events that took place there.

 The entry of the fortress represents a huge star cut into a concrete block. The radio announcer informs about the invasion of the German army.

As you walk up to the centre of the fortress you see "Thirst", a large monument depicting an injured soldier trying to get some water from the river. The monument reflects the bravery of the last remaining soldiers who defended the Fortress for many days without food or water.

The main part of the memorial is the Square of Ceremonies, leading to the Museum of the Defence of Brest fortress and the ruins of theWhite Palace.

The Bayonet Obelisk, 100m high, can be seen from any part of the fortress, and is linked to the main Courage monument by 3 rows of tombstones. Only 216 of the 850 defenders who died here are known.

The Courage monument stands 33.5m high and tells the story of the heroic defence of the fortress through a series of carvings. There is an eternal flame which is guarded by 4 teenagers from the Pioneers Corps.

There is an Eternal Fire in front of the remnants of the former engineering department. Further in to the Fortress you will find the iconic Kholmsky Gate, with its bullet-riddled walls.

MEMORIALS AT FORMER DEATH CAMPS AND GHETTOS

TROSTENETS MEMORIAL

Trostenets was the largest Nazi extermination camp on the territory of the Soviet Union and the fourth largest in Europe following the infamous Auschwitz, Majdanek, and Treblinka. According to the official data, around 206,500 people were killed in the"death factory" in the neighborhood of Minsk. There is also evidence that the actual number of victims is much higher. Trostenets comprised several places of mass killings: the labor camp near the village of Maly Trostenets, Blagovshchina urochishche where mass executions were carried out, and Shashkovka urochishche where bodies were burnt in a huge pit oven… The foundation of a large memorial complex, the symbol of the memory of the victims of the Nazi atrocities was laid on the site of the former concentration camp in anticipation of the 70th anniversary of the Great Victory.

The Nazi death camp was used for killing civilians and prisoners of war, prisoners of theMinsk ghetto, members of the underground and partisan movements, and Jews brought from Poland, Austria, Germany, Czechoslovakia, and other European countries…

PIT MEMORIAL TO HOLOCAUST VICTIMS

The Pit, a memorial located in Minsk, is a painful reminder of the Nazi inhumanity and a symbol of the eternal sorrow for the genocide victims. One of the largest European ghettos for the Jews was established in the occupied Belarusian capital during theGreat Patriotic War. Over 100,000 people were murdered there by late October 1943. The atrocity of 2 March 1942 when the Nazi executed more than 5,000 Jews including 200 orphans from a boarding school together with their teachers and medical staff was one of the multitude of atrocities that took place there. Thousands of corpses of those who were killed in the Minsk ghetto were dumped into the pit that today is marked with an impressive memorial. In the center of the memorial there is a black marble obeliskerected in 1947. The stairs lead to the deep pit form the Last Journey sculpture that features 27 bronze figures moving down the stairs like faceless ghosts…

The Alley of the Righteous Among Nations near the Pit commemorates the Belarusian people who saved Jews while jeopardizing their own lives. All in all, on the territory of Belarus there were over 100 ghettos for the Jews from Germany, Poland, Austria, and other countries…

GREAT PATRIOTIC WAR MUSEUM IN MINSK

The Belarusian State Museum of the History of the Great Patriotic War was the world’s first museum to tell the story of the bloodiest war of the 20th century, and the only one in Belarus created during the years of Nazi occupation.

Today it is one of the most important and biggest war museums in the world, along with the well-stocked museums in Moscow, Kiev, and New Orleans.

…In those terrible years Belarus lost every third resident. More than 3 million people died, including about 50,000 partisans and underground fighters. Throughout the country there were 250 death camps, including the infamous Trostenets, one of the largest after Auschwitz, Majdanek and Treblinka...

History of the Museum

The collection of the world's first museum of the Great Patriotic War was founded inJune 1942 when no one could predict how long the war would last... The museum, the guardian of the memory about the courage and tragedy of the Belarusian people, was pened to the public on 22 October 1944.

The first expositions about the weapons of the partisans and military print media grew bigger with new rarities. Already in 1944 the museum workers explored the place of theTrostenets death camp. In 1949, they participated in the first excavations in the heroic Brest Fortress...

In 1966, the museum moved to a building specially built for it in the central square of Minsk (now Oktyabrskaya Square). A unique open-air exposition of military equipment and weapons was opened in 1977 next to the museum.

New Museum Building

Over decades of research into the Great Patriotic War the museum’s collection has grown many times: even now it gains 700—800 priceless rarities every year.

The renewed museum was solemnly opened on 2 July 2014 on the eve ofIndependence Day and was kind of a tribute to the 70th anniversary of Belarus’ liberation from the Nazi invaders.

The magnificent building with the total area of 15,600m2 was erected in a significant place of the Belarusian capital – in the Heroes Square next to the stela Minsk - Hero City and the museum and park complex Pobeda. Military parades and festive marches took place nearby – along the Pobeditelei Avenue.

The current premises of the museum are impressive not only due to their scale but also symbolism that reflects major milestones of the history of 1941-1945. The composition represents four main blocks to match the number of years of the war and the army fronts that took part in Belarus’ liberation.

The front facade looks like a festive salute: 11 sparkling rays made of stainless steel to symbolize the Great Victory and at the same time 1,100 tragic days and nights of Minsk’s occupation.

The serious sheen of the metal used for the decoration "speaks" of the war while the golden sparkle of the glass signifies the victory and the greatest treasure that is peace.

The design of the new museum premises gently combines stupendous features and modern technologies. Glass niches are complemented with wide plasma screens. Thanks to laser lights “the rays of the salute” seem to penetrate the night sky underscoring the overall outline of the entire museum premises.

Directly above is a 45-meter stela Minsk – Hero City. It was opened in 1985 for the 40th anniversary of the Great Victory. The sculpture Mother Motherland is located nearby.

The Heroes Square is embellished by a fountain of 170 jets to match the number of Belarusian populated localities that were liberated by the Soviet army during the war.

Exposition

The museum has dedicated over 3,000m2 to over 8,000 exhibits that tell the story of the Great Patriotic War. There are about 145,000 rarities in the museum’s storage. They were collected during military operations in Eastern Europe and Germany and were presented by embassies of various countries in time of peace.

The exhibits are divided into 28 collections and showcased in ten themed halls:

• World and the war;
• World before and in the first years of World War II;
• Road of the war;
• Beginning of the Great Patriotic War. Defense in Belarus in summer 1941. The battle of Smolensk. The battle of Moscow of 1941-1942;
• Turning point of the war. The Soviet home front;
• Nazi occupation regime on the territory of Belarus in 1941-1944;
• Partisan movement and anti-fascist underground resistance in Belarus. Participation of Soviet people in European resistance movements of 1941-1945;
• Liberation of Belarus. The defeat of the Nazi Germany, its allies, and the militarist Japan;
• Belarus after the liberation. The years 1944-1950. Memory of the war;
• Heirs of the Great Victory.

The most interesting exhibits include:

• Collection of 27,000 documents (combat reports, orders, diaries, journals of military operations, soldiers’ performance evaluation reports, and others);
• Collection of drawings (over 3,000 sketches, cartoons, and mini posters) and paintings (around 500 watercolor and pastel paintings);
• Flags of military units and partisan detachments;
• Military uniforms and civilian clothing of the USSR, Germany, Italy, the USA, Czechoslovakia, and France;
• Personal belongings of famous people born in Belarus (Marshals of the Soviet Union Ivan Yakubovsky, Vasily Sokolovsky, Stepan Krasovsky…);
• Exposition of military vehicles and weapons. 

The museum showcases personal items of special-service agent Yelena Mazanik who participated in the operation of Minsk partisans and underground resistance units to kill Commissioner General of the occupied Belarus Wilhelm Kube. Several years after the operation, the story was screened as one of the most famous Soviet movies “The Clock Stopped at Midnight”…

The multimedia technologies used in the design of expositions include a spherical screen, holographic 3D installations, and a fog screen imitating flame.

Nowadays the museum is crowned by the Belarusian National Flag; inside the transparent dome is decorated with a stained-glass panel depicting a stork which is a symbol of Belarus. It offers a breathtaking view of the city, the Svisloch River and the Victory Park.

3. Discuss in small groups. Why are war memorials important?

  Тема «Наука и техника»

Коммуникативная задача:

Обсудить возможности сотрудничества Республики Беларусь со странами изучаемого языка / мира в сфере науки и техники.

Материалы подготовлены Севрюковой Т.Ю.,

автором учебных пособий «Английский язык» для учреждений общего среднего образования

INTERNATIONAL COOPERATION OF THE REPUBLIC OF BELARUS.

SCIENCE AND TECHNOLOGIES.

COOPERATION BETWEEN THE REPUBLIC OF BELARUS AND UNESCO IN THE FIELD OF SCIENCE

1. Discuss in small groups.

·       What do you know about UNESCO - The United Nations Educational, Scientific and Cultural Organization?

·       What do you know about cooperation between the Republic of Belarus and UNESCO?

2. Read the article. What fields of science does Belarus cooperate with UNESCO?

UNESCO contributes to promotion of knowledge, builds collaborative networks of scientists, conducts researches in the field of social, human and natural sciences, develops the standards for intellectual cooperation, ensures the implementation of the international conventions.

Participation of Belarusian scientists in UNESCO programmes and activities provides the possibility to obtain expert assistance in the implementation of research projects. It is a means of increasing participation in the international scientific cooperation and the exchange of scientific information, of bringing intellectual and material and technical capacity of other countries, of gaining access to the results and methods of the up-to-date scientific research.

In the field of natural science Belarus is an active participant of the UNESCO programme "Man and Biosphere" (MAB) (http://www.unesco.org/new/en/natural-sciences/environment/ ecological-sciences/man-and-biosphere-programme/) since its creation in 1971. In 1983 the first International Congress on Biosphere Reserves was held in Minsk. Under the programme a network of biosphere reserves was created throughout the world, which covers all the world's major ecosystems. Each of the reserves consists of at least one of the protected areas and the adjacent buffer zone and the zone of cooperation. In general, the World Network includes 610 biosphere reserves in 117 countries.

Biosphere reserves are the areas of terrestrial and coastal ecosystems, which have received international recognition under the UNESCO Programme "Man and Biosphere" (MAB). They are to promote and to serve as an example of optimal relationship between man and nature.

Belarus has currently been elected for the period 2011-2015 into the International Coordinating Council of the Man and Biosphere (MAB) Programme. The task of this council is to assess the activities of biosphere reserves and to decide on their inclusion into the World Network.

MAB National Committee has been established and successfully operates in Belarus. It coordinates the activity of the three Belarusian Biosphere Reserves, which have been introduced in the World Network of Biosphere Reserves:

·       Berezinsky Biosphere Reserve (http://berezinsky.by/content/ru/index.html);

·       Belavezhskaya Pushcha  (http://www.npbp.brest.by/);

·       West Polesie Transboundary Biosphere Reserve (http://brpp.by/other/west-polesie.html).

There are other institutions that implement their activity under UNESCO: the International Geoscience Programme (IGCP), the Intergovernmental Oceanographic Commission (IOC), the International Hydrological Programme (IHP).

In the field of human and social sciences the Republic of Belarus takes an active part in UNESCO Bioethics Programme, created in 1993. Under the Program international conferences and seminars are organized and international legal instruments in the field of bioethics are elaborated. In 2006 the National Bioethics Committee was established in Belarus at the Ministry of Health.

Not only biology and medicine should comply with ethical principles. All the science in general shouldn’t contradict moral standards. In 1998 on the UNESCO initiative the World Commission on the Ethics of Scientific Knowledge and Technology (COMEST) was established. COMEST advises the Director-General of UNESCO on topical ethical issues in various sectors of scientific and technological activities (environmental ethics, climate change ethics, the ethics of nanotechnology, etc.). Special emphasis is being placed on the need for proper teaching of ethics disciplines.

Philosophy has a special place among the social sciences and humanities. This approach of UNESCO, caused by the unquestioned authority of philosophy in shaping critical thinking and pluralism, is shared in Belarus. In our country annual international philosophical conference are held in honor of World Philosophy Day, which is celebrated on November 15.

Under the programme "Management of Social Transformations" (MOST) UNESCO has created the database and network to monitor processes undergoing in the countries, where deep social transformations are taking place.

UNESCO is involved in international efforts to combat doping in sport, mainly through the implementation of the International Convention against Doping in Sport. UNESCO has elaborated the Convention to let all the governments work together and use the force of international law in countering doping. Since its entering into force 173 states joined the UNESCO Convention against Doping in Sport (February 1, 2007). Belarus has been a party to the Convention since February, 2009.

3. What programmes do Belarusian scientists take part? What are the aims and activities of these programmes?

4. Make up a plan of the article and deliver a short speech on cooperation between the Republic of Belarus and UNESCO in the field of science.

INTERNATIONAL COOPERATION OF THE REPUBLIC OF BELARUS.

SCIENCE AND TECHNOLOGIES.

BELARUS HI-TECH PARK

1. Discuss in small groups. Which questions can you answer?

·       Have you ever heard of Belarus Hi-Tech Park?

·       What industries does it support?

·       When was it founded?

·       Where is it located?

·       What resident-companies do you know?

·       What countries does HTP cooperate with?

2. Read the information from the official site of HTP and check your answers.

What is HTP?

During the last years the ICT sector in Belarus receives strong governmental support and is one of the top-priority economic sectors to develop. Thus, by the special Law, issued in 2005 Belarus Hi-Tech Park was established with the main goal to support software industry. HTP Belarus provides special business environment for IT business with incentives (средства поощрения, стимулы) unprecedented for European countries. 

Since 2015, Hi-Tech Park resident-companies are allowed to get involved in new science-intensive activities. Now, any company engaged in IT and related industries (micro-, opto- and nanoelectronics, mechatronics, telecommunications, radar ranging, radio navigation and wireless communication), information protection and establishment of data processing centers can apply for residency within the HTP.

First residents were registered in 2006. Currently 144 companies are registered as the Parks residents. Among them are European and world leaders: EPAM Systems, the World of Tanks developer Game Stream (Wargaming development center), IBA IT Park, Itransition, Viber Media.  Half of Belarus HTP resident-companies are foreign companies and joint ventures (совместные предприятия). By the origin of investments attracted to the sphere of new and high technologies:

45% HTP residents were set up by Belarusian investors,

55% HTP resident was set up by foreign investors participation:

24% – joint ventures

31% – enterprises with 100% foreign investments.

The export share in the total production volume is more than 80 per cent. The resident companies are successful on North American and European hi-tech markets. Today they have customers in more than 55 countries around the globe. Today world leading corporations, such as Peugeot, Mitsubishi, British Petroleum, Gazprom, Reuters, British Telecom, London Stock Exchange, World Bank, Coca-Cola, etc. are among major consumers of Belarusian software developed in Belarus Hi-Tech Park.

Where is HTP?

HTP territory is located close to the main transportation network of the city: the central Minsk avenue, Minsk ring road, main road to the National Airport of Belarus (distance to the airport is 40 km), railway route Berlin-Minsk-Moscow. The territory is perfectly accessible by public transport.

According to the master plan the future physical Hi-Tech Park will embody the idea of a hi-tech city where people would comfortably work, live and rest – it will have the science and production area, the residential area, the business & education as well as the public & sport areas.

The Science and Production area includes a complex of scientific and production premises for IT companies, their production facilities.

The Residential area includes residential housing, with high density multiple dwellings for IT companies’ specialists, a kindergarten and a school.

The Business & Education area includes a public and business center, which will host IT companies, a hostel for IT Academy students and a hotel.

The Public & Sport Area consists of a public and sporting center, which includes multifunctional sport gyms, a swimming-pool, sauna, fitness center, "health path", restaurant and a healthcare center.

Quick Facts about HTP

·        First 4 resident-companies were registered on June 6, 2006:

o   EPAM Systems

o   Sakrament IT

o   System technologies

o   ScienceSoft

·        More than 30 % of the Park’s employees are women.

·        More than 70 % of the Park’s employees are young people under 28 years old.

·        88 % of the software produced in the Park account for exports. 39 % account for the USA and Canada, 48 % account for the European countries, 12% - for Russia and CIS countries.

·        The Park’s resident EPAM Systems is the #1 software engineering outsourcing services provider in Central and Eastern Europe.

For future employees of HTP

Traditionally, the main providers of employees for the HTP are the four faculties: Faculty of Computer Systems and Networks (Belarusian State University of Informatics and Radioelectronics, BSUIR), Faculty of Applied Mathematics and Computer Science (Belarusian State University, BSU), Faculty of Information Technologies and Control (BSUIR), and Faculty of Information Technologies and Robotics (Belarusian National Technical University, BNTU). Graduates of these faculties account for 50% of all young specialists employed by HTP companies annually.

The leading regional universities are Francisk Skorina Gomel State University, Yanka Kupala State University of Grodno, Brest State Technical University and Polotsk State University.

3. Read the information again and say what the numbers below stand for.

2006    144      80        30        70        55        50        39        48        4          24

4. Work in pairs. Make up an interview with the Director of Belarus HTP and act it out in front of the class.

5. Would you like to work in Belarus HTP? Why / Why not?