Английский язык: учебник для 10 класса общеобразовательных организаций. Углублённый уровень

ФГОС
ИННОВАЦИОННАЯ ШКОЛА

Ю.А. Комарова
И.В. Ларионова

АНГЛИЙСКИЙ ЯЗЫК

Учебник для 10 класса
общеобразовательных организаций

Углублённый уровень

Рекомендовано Министерством просвещения
Российской Федерации

Экспертное заключение № 004511 от 19.12.2016 г. (научная экспертиза)
Экспертное заключение № 004523 от 19.12.2016 г. (педагогическая экспертиза)
Экспертное заключение № ОЭ/16-0199 от 26.12.2016 г. (общественная экспертиза)

Соответствует
Федеральному государственному
образовательному стандарту

Москва
«Русское слово»
2019

УДК 373.167.1:811.111*10(075.3)
ББК 81.2Англ-10
          К63

 
 
              © Ю.А. Комарова, 2019
 
 
              © И.В. Ларионова, 2019
 
 
              © П. Рейлли, 2019
 
 
              © Р. Норрис, 2019
ISBN 978-5-533-00931-7 
 
              © ООО «Русское слово — учебник», 2019

Комарова Ю.А.
К63 
Английский язык: учебник для 10 класса общеобразовательных организаций. Углублённый уровень / 
Ю.А. Комарова, И.В. Ларионова. — М.: ООО «Русское слово — учебник», 2019. — 192 с.: ил. — 
(ФГОС. Инновационная школа).
 
 
ISBN 978-5-533-00931-7
Учебник «Английский язык» углублённого уровня для учащихся 10 класса общеобразовательных организаций 
соответствует Федеральному государственному образовательному стандарту среднего общего 
образования, Примерной основной образовательной программе среднего общего образования, 
входит в систему учебников «Инновационная школа».
Аудиоприложение к учебнику размещено на сайте издательства «Русское слово» русское-
слово.рф.
УДК 373.167.1:811.111*06(075.3)
ББК 81.2Англ-10

Авторы: 
Юлия Александровна Комарова, доктор педагогических наук, профессор, член-корреспондент РАО, 
проректор по международному сотрудничеству Российского государственного педагогического университета 
им. А.И. Герцена;
Ирина Владимировна Ларионова, заведующая кабинетом иностранных языков Санкт-Петербургской 
академии постдипломного образования;
Патриша Рейлли, преподаватель английского языка как иностранного, специалист в области повышения 
квалификации преподавателей английского языка, автор учебных пособий по английскому языку;
Рой Норрис, преподаватель английского языка как иностранного, автор учебных пособий по английскому 
языку и подготовке к международным экзаменам по английскому языку

Student’s Book contents

1  FREE TIME 
 
 
  
 
 
 
 
         page 6

2  STORIES 
 
 
 
 
 
 
 
        page 18

3  SPORT FOR ALL 
 
 
 
 
 
 
        page 30

4  MUSIC  
 
 
 
 
 
 
 
        page 42

5  THE ENVIRONMENT 
 
 
 
 
 
 
        page 54

6  SCIENCE FICTION? 
 
 
 
 
 
 
        page 66

7  ART 
 
 
 
 
 
 
 
 
        page 78

8  RELATIONSHIPS 
 
 
 
 
 
 
        page 90

9  GENDER 
 
 
 
 
 
 
 
        page 102

 
 
Progress check 
 
 
 
 
 
 
        page 112

 
 
Grammar reference  
 
 
 
 
 
        page 121

 
 
Writing reference 
 
 
 
 
 
 
        page 133

 
 
Pronunciation  
 
 
 
 
 
 
        page 142

 
 
Essential tips for the Unifi ed State Exam in English  
 
        page 143

 
 
Unifi ed State Exam in English: Practice Tests 
 
 
        page 148

 
 
Irregular verbs 
 
 
 
 
 
 
        page 172

 
 
Dictionary 
 
 
 
 
 
 
 
        page 174

P

G

W

P

E

U

I

D

Unit
Grammar
Vocabulary
Reading

FREE TIME

page 6

  Present simple and present 
continuous
 State verbs
  Present perfect simple (for, 
since, just, already, yet)
  Now say it – exchanging 
information

  Free time
  Adjectives of emotion
  Common collocations
  Comparatives and 
superlatives
  Adverbs of frequency

  Happiness isn’t just 
about money ...
  Strategy – 
predicting

STORIES

page 18

  Past simple, past continuous and 
past perfect simple
  Past simple and present perfect 
simple (contrast)
  used to / would
  Now say it – talking about books

 Adjectives
  Phrasal verbs
  Adverbs of manner

  The never-ending 
story ...
  Strategy – 
skimming

SPORT FOR ALL

page 30

  Present continuous, be going to 
and will
  Time clauses
  Future continuous and future 
perfect
  Now say it – arranging to meet

 Sport
  Common collocations
  Negative adjective prefixes
  Gerunds

  Disabled or super-
abled?
  Strategy – topic 
sentences

MUSIC

page 42

  Modal verbs: obligation, advice, 
prohibition, possibility and 
certainty
  can / be able to
  Modal perfects
  Now say it – giving advice

  Music
  Adjectives to describe 
music
  -ed and -ing adjectives
  Compound adjectives

  The rhythm of 
peace
  Strategy – 
guessing the 
meaning of 
unknown words

THE 
ENVIRONMENT

page 54

  Defining and non-defining relative 
clauses
  Omission of relative pronouns
  Now say it – giving directions

  Environment
  Adjective suffixes
  Phrasal verbs
  Gerunds and infinitives
  be used to / get used to

  The concrete 
jungle
  Strategy – difficult 
words

SCIENCE 
FICTION?

page 66

  First, second and third 
conditionals
  Now say it – talking about 
relationships

 Science
  Phrasal verbs
  Compound nouns

  Talking about the 
future 
  as soon as, when, 
until, before

ART

page 78

  The passive
  Transforming sentences from 
active to passive
  have / get something done
  Now say it – talking about 
appearance

  Art
  do and make
  Collocations
  The causative with make

  Art on the streets
  Strategy – 
scanning for 
specific information

RELATIONSHIPS

page 90

  Reported speech: statements, 
questions, commands, requests 
and suggestions
  Now say it – passing on
a message

 Relationships
  Reporting verbs

  Have you heard ...?
  Strategy – 
understanding 
reference

GENDER

page 102

  Grammar review
  Now say it – complaining

  Abstract nouns
  Compound nouns and 
adjectives review
  Gerunds and infinitives 
review

  Gender balance
  Strategy – review

F

p

1

S

p

2

S

p

3

M

p

4

T
E
5

S
F
6

A

p

7

R

p

8

G

p

9

Contents

Listening
Speaking
Writing

  Solidarity 
programmes
  Strategy – 
recognising key 
words

  Expressing preferences
  Strategy – justifying your 
preferences

  An informal email
  Punctuation
  Connectors – and, 
but, so, because

 
Maths

and

 

S

o

c

i

e

t

y

 

&

 

C

u

l

t

u

r

e

  Youth of today

  Graphic novels
  Strategy – using 
questions to predict 
content

  Talking about past 
experiences
  Strategy – making sure 
you have something to 
say

  Retelling a narrative
  Participle clauses
  Connectors – time 
expressions

 
Literature

and

 

S

o

c

i

e

t

y

 

&

 

C

u

l

t

u

r

e

  Nobel Prize 
winners

 The X Games
  Strategy – using 
available information 
to predict content

 Giving an opinion
  Strategy – giving reasons 
to support your opinion

  An opinion essay

  Connectors – cause 
and effect

 
PE

and

 

S

o

c

i

e

t

y

 

&

 

C

u

l

t

u

r

e

  Virtual fitness

  Music as a form of 
torture
  Strategy – listening 
for specific 
information

 Describing people
  Strategy – using 
modifiers to sound polite

  A description of
a person
  Connectors – addition 
and contrast (1)

 
Biology

and

 

S

o

c

i

e

t

y

 

&

 

C

u

l

t

u

r

e

  The orchestra of 
peace

  Green architecture
  Strategy – listening 
for the main idea 

 Describing a place
  Strategy – adding
a personal evaluation

  A description of
a place
  Definite, indefinite and 
no article

 
Ecology

and

 

S

o

c

i

e

t

y

 

&

 

C

u

l

t

u

r

e

  Eco-campaigns

  Ahead of their time
  Strategy – activating 
prior knowledge of a 
subject

  Agreeing and disagreeing
  Strategy – checking your 
understanding of another 
person’s point of view

  A for and against
essay (1)
  Connectors – addition 
and contrast (2)

 
Physics

and

 

S

o

c

i

e

t

y

 

&

 

C

u

l

t

u

r

e

  Authors who 
predict inventions

  3-D pavement art
  Strategy – 
answering multiple 
choice questions 

  Describing a photograph
  Strategy – expressing 
similarities and differences

  A biography
  Time expressions and 
sequencing words and 
phrases

 
Art

and

 

S

o

c

i

e

t

y

 

&

 

C

u

l

t

u

r

e

  Tourist art

  Cyber bullying
  Strategy – activating 
passive vocabulary

  Giving and receiving news
  Strategy – expressing 
surprise or disbelief

  A family story
  Inversion
  Using specific 
language to describe 
people and events

 
Psychology

and

 

S

o

c

i

e

t

y

 

&

 

C

u

l

t

u

r

e

  Social networking 
sites

  Gender in business 
culture
  Strategy – review

 Review
  Strategy – avoiding 
repetition

  A for and against
essay (2)
  Common errors

 
Linguistics

and

 

S

o

c

i

e

t

y

 

&

 

C

u

l

t

u

r

e

  Gender in 
schools in Britain

 

FREE TIME

6

1

TOPIC WORDS

1 Read the words. Which hobbies and free 
time activities do you do?

 
read a book   surf the Net   hang out
go shopping   listen to music   
play computer games   watch sport on TV

2 How many hours per week do you 
spend doing each free time activity? 
Compare your answers with a partner.
 
a – 0;  b – less than 2;  c – between 3 to 5;
d – more than 5 

DID YOU KNOW?

The origin of the word hobby comes
from …
a a medieval toy horse.
b another word for occupation.

Reading

1 These key words appear in the text. 
Read them and translate.
Use a dictionary to check the meaning 
and pronunciation. 
 
 • happiness   • experts   • health care   
• citizens   • enjoyment   • psychologists

READING STRATEGY

PREDICTING

Use the title, pictures and key words to try and 
get a general idea of what the text is about. 
This means that when you read, you read to 
check your guesses.
2a  Look at the title, pictures, and key words 
in 1. Which ideas do you think the text 
will discuss?
1 The things people do in their free time.
2 The things that make people happy.
3 The happiness of people in poor countries.
4  The happiness of people who win the 
lottery.

 b  Read the text quickly and check your 
guesses.

3 Choose the best answer according to the 
text.
1 What does the text say about Denmark?
 a It is a surprising country.
 b It is a good place to go to learn things.
 c Positive Psychologists like it.
 d Its population lives very well.
2  What does the text say about money and 
happiness?
 a People are happier when they are poor.
 b  Countries like Japan are happy because 
they are rich.
 c  Governments give money to make people 
happier.
 d  It is not clear whether money influences 
happiness.
3 What does the text say about hobbies?
 a You need money to do them.
 b They are better than late night parties.
 c They can contribute to happiness.
 d  The Danish do them because the 
government gives them money.

4 Answer the questions in your own words.
1  According to the survey, why is Denmark
a happy country?
2  According to the experts, what makes people 
happy? 
3  Why is ‘being busy’ not enough to be happy? 

5 Find words in the text that mean …
1 infrequently. (paragraph A )
2 free time. (paragraph B)
3 a work of detailed study. (paragraph D)
4  helps someone to remember. (paragraph E)

isn’t just about 
money …

C  
The fi rst thing is that, although the least happy 
countries in the world tend to be poor, money 
isn’t everything. In fact, Japan, one of the world’s 
richest countries, is number 90 on the list! This 
is frustrating news for governments because 
getting richer doesn’t mean we feel happier. In 
Britain, for example, levels of happiness have 
fallen over the last fi fty years even though it is 
three times richer now than in the 1950s. 

D  
The second thing is that we feel happier when 
we’ve got things to do; the Danish government 
gives money to groups of citizens to take part in 
hobbies. However, being busy is like spending 
money, it doesn’t add up to happiness on its own. 
This is because real happiness does not come 
from moments of enjoyment, but from generally 
feeling good with the other people in our lives. 
Positive Psychologists think this explains some 
of the surprising results from the recent research. 
For example, teenagers in the USA prefer good 
relationships with their friends and parents to the 
buzz of late-night parties. 

E  
So, what does all this mean for the rest of us? 
How happy are places like Britain? Positive 
psychology reminds us that ‘enjoying the 
moment’ is not as important as ‘being happy’. 
So, go on, have a guess: who do you think are 
generally happier, the British or ... ? 

READ ALOUD

03  Find these words in the text. How do you pronounce them?
(1) [ˈreəli]  (2) [ˈɔːd(ə)n(ə)ri]  (3) [ˈhelθ ˌkeə]  (4) [njuːz]
(5) [bʌz]  (6) [ˈdʒen(ə)rəli]

25

30

35

40

45

50

A  
What is happiness? It’s a question that we 
often ask, but can rarely answer. We usually 
think money makes us happy. We often think 
about friends and family too. We sometimes 
consider the way we spend our free time. But, 
what about nationality? A British expert has 
recently produced a map of the world showing 
which countries know how to have a good 
time … and which don’t. 

B  
According to this world map of happiness, 
Denmark is the happiest place on the planet. 
While many ordinary Danes were surprised by 
this news, experts – including a group called 
Positive Psychologists – weren’t. The things 
that make Denmark a relaxing place to live, 
they say, are a good balance between work 
and free time, regular social contact, quality 
health care, and interesting things for people 
to do in their time off . No one is suggesting 
that we all move to Denmark, but Positive 
Psychologists think we can learn a thing or two 
about how to have fun from the Danish. 

5

10

15

20

DISCUSSION POINT

Buzz
(informal) a strong feeling of pleasure or excitement 
Write three things that give you a buzz. Do they contribute to 
your happiness?

02

1

Grammar

5  I’m learning my lines for the school play at 
the moment.
6  My friends and I are rarely buying CDs. We 
are usually downloading music from the 
Internet.

4a Read the verbs in the box. Which ones are 
state verbs?

  practise   go   see   spend   belong   know   
need   learn   think   work

STATE VERBS
!

Some verbs are used to describe states 
(rather than activities). These include 
sentiments (eg, love), opinions/beliefs 
(think), possession (have) and senses (smell).

 b Complete the text with the correct form of 
the verbs in brackets. 
 
My friend Tony is a talented musician and 
he (1) … (spend) a lot of his free time at the 
music school, where he (2) … (go) to class 
three evenings a week. He (3) … (learn) the 
trumpet now but he already (4) … (know) 
how to play the piano very well and I (5) … 
(think) he can play the flute too. The trumpet 
isn’t his – it (6) … (belong) to his sister, who 
is also a musician, but she (7) … (work) as an 
au pair in France this summer so she  (8) … 
(not need) it at the moment. Currently, Tony  
(9) … (practise) for a concert, so his other 
friend, Andy, and I (10) … (not see) him very 
often.

Present simple and present continuous

1 Match the sentences in the Grammar box 
to the uses below.
 
a actions happening at the time of speaking  
 
b routines
 
c facts and general truths 
 
d temporary situations
 
e timetables 
 
f  repeated actions that are annoying or 
unexpected 

2 Complete the sentences using the correct 
form of the verb in brackets.
1  Paul’s upstairs in his bedroom. I think he … 
(play) video games.
2  Every year we … (go) to France for our 
holiday.
3  My sister … (always use) my clothes 
without my permission.
4  I … (not do) any sport at the moment. I … 
(have) a rest for a couple of months.
5  Children in Britain often … (spend) over 
three hours a day watching TV.
6  The bus … (leave) at ten past every hour 
except at weekends.

3 Correct any errors in the sentences. Use 
the time expressions in bold to help you.
1  I’m really fed up – you’re always copying 
my homework.
2  I usually go to basketball practice on 
Wednesdays but this week I go on Tuesday.
3  I can’t talk now – I play on my new 
computer console.
4 We’re going to be late! The film starts at 9.30.

1   Where’s Ben? 
The film starts 
at 9.

5  We’ve missed the film now – let’s 
go on Thursday – new films come 
out every Thursday. 

2  He’s always 
arriving late. 
I’m so fed up!

3  Where are you? We’re 
waiting for you.

8  No problem – you’ll be fine. You 
always get ‘A’s’ in your exams.

4  I’m doing my 
homework. 

see page 16

I can’t! I know we 
usually 6  go out 
on Thursdays but 
this month 7  I’m 
studying for my 
English exam every 
Thursday.

NOW SAY IT

EXCHANGING INFORMATION

Present perfect simple

1 Someone has broken a window.
2 A: How long have you been on this course?
 B: I’ve been here for six months.
3 Andy has passed his exams.
4  We haven’t had a regular teacher since last 
Christmas.
5 I’ve been to Sakhalin twice.
We use for to talk about a period of time.
We use since to talk about a point in time.

5 Match the sentences in the Grammar box 
to the uses below.
 
a  a situation that started in the past and has 
relevance in the present
 
b news of recent events 
 
c  a past action that is relevant at the time of  
speaking (or that has a result in the present)
 
d to talk about life experiences

6 Complete the sentences using the correct 
form of the verb in brackets. Use the 
present simple or the present perfect 
simple.
1 We … (live) in this house since I was three.
2 David … (know) how to skate, but I don’t.
3 I … (not hear) this song for a long time.
4  How long … (you have) that dress for? 
I … (never see) it before.
5 How often … (you, go) to the gym? 
6 … (you, go) to Chicago?

JUST, ALREADY AND YET
!

They’ve just left.
She’s already seen the film. 
I haven’t finished the book yet.

7 Read the text and complete it with the 
correct form of the verb in brackets. Use 
the other words to help you.

Researchers (1) … (just / carry out) a study 
to discover what makes us happy. ‘We (2) … 
(speak) to a wide range of people last week,’ 
said a research spokesperson. ‘Even though 
we (3) … (yet / not collate) all the results, 
we (4) … (already / make) some important 
findings.’ Perhaps researchers (5) … (find) 
the key to happiness after all.

8 Write sentences using the present perfect 
simple.
1 James / not / do / his homework / yet.
2 How long / you / know / your best friend / for?
3 Lara / just / sell / her stamp collection.
4 We / not / speak / to Elisa / since / February.
5 I / already / hear / that joke.
6 Why / you / not / clean / your room / yet?

Mike  How (1) … (you, get on) in your new job at 
the department store, Claire?
Claire  Not so bad, thanks. I quite (2) … (like) it. 
I (3) … (work) in a different department 
every week, so I (4) … (not have) two 
weeks the same since I started. 
Mike  That (5) … (sound) quite good. 
Claire  Yes, it’s alright. Anyway, how about you? You 
(6) … (study) for your A levels, aren’t you?
Mike  That’s right. It’s OK, but we (7) … (get) 
loads of homework every day. My history 
teacher (8) … (ask) us to write two essays 
tonight. 
Claire  Poor you! (9) … (you think) it was a bad 
idea to stay on at school, then?
Mike  No, I don’t.  I (10) … (not earn) any money 
at the moment, but …

a  Complete the dialogue using the 
correct form of the verb in brackets.

b 
04   Listen and check your answers.

c  Use the useful language to create your 
own dialogue.

1

USEFUL LANGUAGE
!

How are you getting on …?
Not so bad / It’s alright / Really well / Don’t 
ask!
It sounds quite good / great / terrible.
How about you? You’re … , aren’t you?
That’s right.
Poor/Lucky you!

Vocabulary

3 Copy the table and complete it with the 
phrases below to make collocations.
p

have
take
spend 
waste
a bad time
a break

• a bad time • a break • an hour’s rest • a laugh
•  an opportunity • your (free) time • a great time
• your pocket money • your morning • a rest
• fun • energy

see page 17

4 Write sentences about you using the 
collocations in 3 and the hobbies and free 
time activities on page 6.
I sometimes waste time watching sport on TV.

  b Complete the sentences about the bar chart 
using words from 5. 
1  According to the findings of a recent … , it’s 
people, not activities, which make American 
adolescents happy. 
2   The … of adolescents say that spending time 
with their boyfriend or girlfriend is what makes 
them happiest.
3  The … of adolescents who spend time with 
friends and parents is very high too.
4 … said celebrities made them happy. 
5  The … number of hours that adolescents 
spend online is 11.5. 
6  There isn’t a significant … between surfing the 
net and happiness. 
7  Other factors that affect a … of adolescents 
are reading magazines and watching TV.

Vocabulary in context > Maths

5 Read the words and phrases in the box. 
How do you say them in your language? 

 
majority   minority   correlation   average   
less than half   survey   percentage

6a Look at the bar chart about American 
adolescents. What makes them happiest? 
And least happy? 

spend time with their 
girlfriend/boyfriend

spend time with 
friends

spend time with 
parents

talking to
teachers

learning about 
celebrities

reading
magazines

watching TV

100

ACTIVITY

PERCENTAGE

Happy in the USA?

80

60

40

20

Interesting facts
•  Young people in the USA 
spend approximately 11.5 
hours per week online.
•  There is no statistical 
relationship between 
surfing the Net and 
happiness.

84%
79%
74%
72%

49%

38%
33%

1 Complete the definitions below with 
a word from the box.

 
enjoyable   relaxing   dull   exciting   
interesting   frustrating

1  Something that makes you feel 
annoyed and impatient is … . 
2  Something that makes you feel less 
tense is … . 
3  Something pleasurable and fun, like 
chatting to friends is … .
4  When something is … , it makes you 
want to know more about it.
5 The opposite of 4 is … . 
6  Going on a roller coaster or 
something that gives you a sudden, 
positive feeling is … . 

2 Think of a hobby or free time 
activity for each of the adjectives
in 1 then write sentences. 
I find reading magazines very enjoyable.

READ ALOUD

a Find these words on the page. Where do you 
think the stress falls?
  (1) [ɪndʒɔɪəb(ə)l]   (2) [ɪksaɪtɪŋ]   (3) [frʌstreɪtɪŋ]   
(4) [ɪntrəstɪŋ]   (5) [rɪlæksɪŋ]   

b 
05   Listen, check and repeat.

A

H

10

1

1 
06  Read these words and listen to them. Make 
sure you know what they mean.
• set up   • a helping hand   • earthquake
• sponsor   • waves

2a Read the summary of a radio programme. Which 
of the following descriptions of the programme 
do you think is correct?
a The radio programme is about sporting holidays in 
South America.
b The programme is about a charitable project in 
South America.

 b Which of the words in 1 and in the summary 
helped you guess the right answer?

3 
07   Listen to the programme and decide 
if the statements are true or false. Give 
reasons to support your answers. 

1  Rafa set up Hands & Surf with three other 
friends.
2  They set up Hands & Surf to teach poor 
children in Irún and other places to surf.
3  Hands & Surf is an English translation of the 
group’s name.
4  Rafa is busy but he has time for other free 
time hobbies like reading and photography.

4 
07   Listen to the programme again and 
choose the best answer.
1  Rafa and his friends realised there was
a need for Hands & Surf after visiting …
 a the site of an earthquake in Peru.
 b a beach in Peru.
 c many beaches around the world.
 d 60 families in Peru.
2 Hands & Surf teaches children to surf …
 a because surfing is educational.
 b to help them rebuild their houses.
 c to distract them from their problems.
 d  because it makes Rafa and his friends 
feel happier.
3 Surfing is an expensive hobby but …
 a surfboards are cheap in Peru.
 b Hands & Surf paid for the surfboards.
 c a sponsor gave the people surfboards.
 d  the government of Peru gave the people 
surfboards.

Programme summary: 

In today’s A Window on the World Sue 
McIntyre talks to Rafa Martínez about 
how he and his friends gave surfi ng
a social conscience. It’s not what you 
might expect, as we hear about how 
a group of beach boys from 
northern Spain put smiles back 
on the faces of poor kids in 
Peru.

Listening

LISTENING STRATEGY

RECOGNISING KEY WORDS

The words in 1 are key words. Check their 
meaning, as they will help you predict 
what the listening will be about, then read 
the summary of the radio programme. 
Write any other key words from the 
summary.