Английский язык. 11 класс. (Базовый уровень)

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УДК 373.167.1:811.111+811.111(075.3)
ББК 81.432.1я721
 
A64

Авторы:
В.  П.  Кузовлев, Н.  М.  Лапа, Э.  Ш.  Перегудова, И.  П.  Костина, Е.  В.  Кузнецова,  
О.  В.  Дуванова, Ю.  Н.  Кобец, О.  В.  Стрельникова, С.  А.  Пастухова

Научный консультант авторского коллектива акад. РАО,  
д-р психол. наук И.  А.  Зимняя
Научный руководитель авторского коллектива проф. Е.  И.  Пассов
Консультант М.  Дандридж (Великобритания)
Консультант по языковому тестированию канд. пед. наук В.  Н.  Симкин

ISBN 978-5-09-110464-6 
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© Художественное оформление.
 
 
АО «Издательство «Просвещение», 2021
 
 
Все права защищены

Английский язык : 11-й класс : базовый уровень : учебник / 

В.  П.  Кузовлев, Н.  М.  Лапа, Э.  Ш.  Перегудова [и др.]. — 4-е изд., 
стер. — Москва : Просвещение, 2023. — 268, [4] с. : ил.
ISBN 978-5-09-110464-6.
Учебник является основным компонентом учебно-методического комплекта 

«Английский язык» и предназначен для учащихся 11 класса общеобразовательных 
организаций.
Задания и упражнения учебника направлены на тренировку учащихся во всех 

видах речевой деятельности (аудировании, говорении, чтении и письме), обеспечивают 
достижение личностных, метапредметных и предметных результатов и готовят 
выпускников к сдаче ЕГЭ. 

Учебник также предусматривает участие школьников в проектной деятельности 

и в учебно-исследовательской работе с использованием мультимедийных ресурсов 
и компьютерных технологий.
Аудиоприложение: https://prosv.ru/audio-kuzovlev11-1/

 
УДК 373.167.1:811.111+811.111(075.3)

 
ББК 81.432.1я721

A64

Условные обозначения и сокращения

 
 — говорение
 
 — слушание
 
 — чтение
 
 — письменное задание
 
 — домашнее задание
 
 — дополнительное задание
 
 — задание повышенной сложности
 
 — подготовка к Единому государственному экзамену
 
 — поиск информации в Интернете
 
Raphael* — см. лингвострановедческий справочник (LCG)
 
LCG — Linguistic and cultural guide
 
AB — Activity book

Учебник допущен к использованию при реализации имеющих государственную аккредитацию 
образовательных программ начального общего, основного общего, среднего общего образования 
организациями, осуществляющими образовательную деятельность, в соответствии с Приказом 
Министерства просвещения Российской Федерации № 766 от 23.12.2020 г.
Эксперты, осуществлявшие экспертизу учебника: Бакумова Е. В., Буланкина Н. Е., Лапшова 
Н. К., Федунова Е. А. 

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 Look through the Unit and say:
- what the Unit might be about;
- what you will learn in the Unit;
- what rubrics each lesson includes;
- what topics/problems the Unit is based on;
- what other topics related to the content of the 
    Unit you would like to discuss.

 Choose any picture from the Unit and decide how it is 
related to the content of the Unit.

 Look through the Unit and think of a project you would 
like to do.

 Find useful sites on the Internet with interesting infor-
mation on the topic.

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Unit 1
Lesson 1

1
  More than seven billion people live in a great variety of environ-
ments from big and small cities to tiny villages.

 
 1) Read the texts (A–E) and match them with the titles (1–6). 
There is one extra title that you don’t need to use.
1.  Help to be closer to nature 
4.  City growth consequences
2.  Increase in city dwellers 
5.  Help to limit spreading out
3.  Decrease in city population  
6.  World observance

   
 2) Vocabulary. Listen and read the texts. Prove the choice 
of the titles. Find out the meaning of the highlighted words on 
p. 208.

Lesson1

Where do people live?

A For more than a century, people have been mov-
ing by millions to larger urban areas from smaller ur-
ban and rural areas in order to find jobs, opportuni-
ties to improve their lives and create a better future 
for their children. The twentieth century saw the rap-
id urbanisation of the world’s population. At the pres-
ent time half of the world’s population lives in cities. 
60 per cent of the global population is expected to live in 
urban environments by 2030 which will lead to higher ur-
ban density of the population.

B The population of cities around the world is growing by 
180,000 people a day. Many consider this massive move from 
rural to urban areas as a threat with disastrous consequences 
for developing countries. By 2030 there would be two billion 
new city dwellers. Many of them will end up living in terrible 
conditions — slums. About 900 million people are currently liv-
ing in slums. However, others describe global urbanisation on 
the whole beneficial as people move to cities in the hope for a 
better life, and they normally get it.

C UN-HABITAT is the United Nations* (UN) agency for human 
settlements. It was established in 1978 with the aim of provid-
ing proper shelter for all. Various activities are organised to ex-
amine the problems of rapid urbanisation and its impact on the 
environment and human living conditions. The United Nations’ 
World Habitat Day has been annually celebrated since 1986 
in 
many 
countries 
around 
the 
world. 
The 
annual 
event 
is held with a new theme each year, like “Shelter for the 
Homeless”, “Cities Without Slums”, “Better City, Better Life” 
and others.

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Lesson 1

 3) Answer the questions. Use the information in the texts.

# Why is urban population density expected to increase by 2030?
# What are the negative consequences of the population growth 
in the developing countries?
# What is urban sprawl? What helps to limit it?
# Why is the number of shrinking cities increasing?
# What are general trends relating to urban and rural popula-
tion?
# What is the aim of UN-HABITAT?
# What urbanisation problems does UN-HABITAT research?

4) Grammar.

 a) In text E, fi nd participle I and participle II used as adjectives. 
Translate them and explain the usage. Use GS, pp. 226—227.

 b) Which texts are the following statements related to? Complete 
the sentences with the correct form of the participle adjectives.

# (1) ... (shrink) cities is a problem in some parts of the (2) ... 
(industrialise) world.
# People in (3) ... (sprawl) regions drive more than those living 
in compact neighbourhoods. Consequently, (4) ... (increase) traf-
fic leads to (5) ... (increase) air pollution.
# Slums 
and 
starvation 
are 
the 
main 
problems 
in 
the 
(6) ... (develop) world.
# 2.3 million people migrate to (7) ... (develop) countries each 
year.

Unit 1
Lesson 1

D “Green belts” are zones of any undeveloped natural land 
around urban areas where all housing and other develop-
ment is forbidden or restricted. Green belts have been set 
up to prevent urban sprawl, which is the tendency for cities 
to spread out and impact on rural lands and wildlife habi-
tat. They also offer recreational opportunities and help ur-
ban dwellers to feel more connected to nature. Urban green 
belts can be found in and around large cities in the USA, 
Canada, Australia, New Zealand, Sweden and the UK.

E The populations of more than 40 countries, including Ger-
many, Italy, Japan, most of the former Soviet Republics* and 
several small island states are expected to be smaller in 2050 
than they are now. These demographic trends are reflected at 
the city level as well. In the last 30 years, more cities in the 
developed world shrank than grew. Negative growth trends are 
largely associated with cities in North America and Europe, 
where the number of shrinking cities has increased faster in the 
last 50 years than the number of expanding cities. 

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Unit 1
Lesson 1

2
  
 During the 19th century, Britain became the world’s fi rst modern 
urbanised country.

What changes have taken place in Britain since that time? Choose 
the word in brackets that suits the context.

1) Within 150 years the UK was transformed from a nation of 
(urban/rural) farmers to a nation of (urban/rural) factory workers.
2) Due to (rapid/disastrous) population growth at the time of the 
Industrial Revolution,* previously small towns such as 
Glasgow, Newcastle and Manchester became large cities.
3) The Green Belt, first introduced around London in 
1938, aimed to prevent cities from (spreading/shrinking) 
out and to protect the countryside from developments.
4) Since the end of the twentieth century more than 50 
cities have (sprawled/shrunk) in population.
5) The UK population is growing faster than previ-
ously forecast. According to a new study of population 
(trends/spread), the population will increase to 75 mil-
lion by 2051.
6) The UK’s overall population (growth/density) is one 
of the highest in the world with 255 people per km2. 
England has become the sixth most densely populated 
major nation.
7) Under government plans, some three million new 
homes will be built across England by 2020 to provide 
proper (settlement/shelter) for its dwellers.
8) Even though the remaining (slums/settlements) were 
replaced by more modern accommodation after the Sec-
ond World War, housing conditions in Britain are con-
sidered among the worst in Western Europe.
9) The results of urban (spread/sprawl) are complicat-
ed and widespread, affecting people’s lives and having 
a disastrous (impact/trend) on wildlife. For example, 
in some areas building development threatens valuable 
wild (habitats/settlements).

3
  
 
 
 Which facts from ex. 1, 2 can be applied to Russia? 
Make necessary changes.

4
  
 British people are talking about living in green belt areas.

What are their opinions? Complete their opinions with the words from 
the box in the correct form. Two words are extra.

We live in a peaceful area which is surrounded by a green 
belt. Now we are very much worried about plans of building 
another 800 houses in our area, which will be a threat to the 
green belt. They will have a huge (1) ... on the everyday lives 
of the people living near the site. Besides, a lot of animals that 
the land is home to could lose their (2) ... .  (Kate)

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Unit 1
Lesson 1

5
  In your culture. Here are some facts of the population of 
Russia in 2002–2010.

 
 1) What were the main population trends?

 
2002 
2010
Population 
145,166,700  
142,905,200
Urban population 
73.3% 
73.7%
Rural population 
26.7% 
26.3%

Number of cities 
1,098 
1,100
 
(+  1,100 urban 
(+  1,286 urban
 
settlements) 
settlements)
Number of villages 
155,300 
153,100

 2) What information do the results of Russia’s 2010 Census give? 
(AB, ex. 1)

6
  
 Activity book, ex. 2. Reader, ex. 1.

Choose a project (Lesson 7) or come up with the idea of your own 
project.

We are believed to live in a built-up and overcrowded island. 
The 
reason 
is 
that 
England 
has 
a 
very 
high 
population 
(3) ... , with 90 per cent of us living on just 9 per cent 
of the land area. So, why not use this undeveloped (4) ... 
land instead of the overcrowded land of cities? That’s why we 
should abolish the Green Belt.  (Mike)

Many people have heard about the (5) ... experienced by Los 
Angeles in the last century. If London had grown at the same 
pace and without the control of the Green Belt since 1955, it 
(6) ... and swallowed up smaller (7) ... like Hertford and Guild-
ford. (Bill)

density       
       habitat       
       impact       
       rural
settlement       
       shelter       
       slum
spread out       
       trend       
       urban       
       urban sprawl

Thanks to green belts, most UK towns and cities have kept 
their unique historic character. Besides, they help (8) ... dwellers 
to feel more connected to nature. That’s why there should be a 
(9) ... towards strengthening our green belts.  (Susan)

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Unit 1
Lesson 2

1
  All over the world, populations are moving towards big cities and 
urban centres where they can have practically unlimited opportuni-
ties for work and recreation.

 
 1) Vocabulary. What do people think about living in Lon-
don, one of the biggest cities in the world? Find out the meaning of 
the highlighted words on p. 208.

Lesson2

What makes a city 
a great place to live?

London is truly a great place to live. The rea-
son why this is so is that there are many diffe-
rent Londons. And your London will change with 
you. When you are young, there is the joy of 
the hustle and bustle, change around every cor-
ner. For the young person, London offers every-
thing from the malls to the arts exhibitions. As 
you grow, London seems to expand with you. You 
look away from the centre of the city for new 
things to do and find them. Each London suburb 
has its own beating heart, its own special atmo-
sphere, places and people to meet. There is the 
London that most visitors see and there is the 
London that its residents see: rich history, beau-
tiful architecture, charming parks, amazing mu-
seums and other things the city abounds in and 
is famous for. The Thames is really the life and 
soul of the city and whenever you feel the need 
of space, you only have to look at it. London is 
a busy, growing and changing city and you can 
grow and change along with it and can’t help but 
love it.  (Bill)

Overall London is a great city to visit but 
it’s not the nicest place to live and work every 
day. You only have to look at some of the tired 
faces commuting to and from work to see the 
stress that some people feel. And coming home 
to a small apartment and getting noise from traf-
fic and your neighbours would make things much 
more annoying, impacting on your health, your 
relationships and your career. All in all, living 
in London is a risk. Some people will love it, and 
some will not survive.  (Sarah)

St Paul’s Cathedral, 
London

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Unit 1
Lesson 1
Lesson 2

 2) According to people’s opinions, what are the best and worst 
things about living in London?

2
  In online forums, people write about advantages and disadvantages 
of city life.

 1) Are there more pros or cons according to the following opin-
ions? Choose the word in brackets that suits the context.

It’s a pity that a great capital city is a tough city to live 
in. I wish London weren’t so expensive and overcrowded. I al-
ways get angry on the tube when someone steps on my toe. 
I get frustrated when I run out of cash four days after pay day. 
It is not always easy to afford everything one may need. Even 
considering the great amenities London offers and easy access 
to them, it may not be for everyone. (George)

Unfortunately, I can’t adapt well to city life. Living in a big 
city is not easy! There are so many things to worry about. The 
sound of city traffic at night, the queues and crowds, dirty air —
all these things (1) (annoy/impact) me. (Helen)

Don’t just look at the cons, but try to look at the opportunity
and the chances. Cities offer rich social opportunities. City 
(2) (residents/habitats) can choose their friends from a large 
number of people with similar interests. (Mark) 

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Unit 1
Lesson 2

2) 
 What do the people like or dislike about the places they live in?
Use the words given in capitals to form new words that fit the same 
numbered space in the text. You can use the Word building box for 
help.

Even though its living conditions are among the best 
in 
the 
world, 
Montreal 
is 
still 
an 
(1) 
... 
and 
pollut-
ed city. The sound of cars driving in the city is (2) ... . 
(Laura)

(1) CROWD
(2) ANNOY

I have always lived in the (5) (suburbs/slums) and (6) (com-
muted/attached) to major cities because housing was more afford-
able there. But I always wanted more (7) (space/shelter) and was 
looking forward to a busy and exciting living in a city. (Anne) 

But don’t forget that city life (9) (abounds/annoys) in lots 
of downsides. Crime is high in most cities. Opportunities to re-
lax are few. Housing and food are expensive. Such things give 
me a headache and (10) (frustrate/impact) me. (Tom) 

I’d hate to live in the country, or even a small town. I love 
(8) (the hustle and bustle/peace) of a big city and its amenities 
and attractions. (Ruth) 

annoy v 
reside v 
suburb n 
access n
annoyance n 
resident n 
suburban a 
(in)accessibility n
annoying a 
residence n 
 
(in)accessible a
annoyed a 
residential a 
 
access v
 
 
 
(in)accessibly adv
space n 
commute v  
frustrate v 
spacious a 
commuter n 
frustrating a 
spaciously adv 
commute n  
frustrated a
 
 
frustration n

Urban dwellers have more (3) (access/amenities) to various 
(4) (amenities/conveniences) and services, as well as quite un-
limited opportunities for career and personal development, en-
tertainment and recreation activities. (Robert) 

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