In modern society, the YOUNG GENERATION OF Russia HAS A greatly increased interest in STUDYING abroad. Because of the adoption of the Russian Federation Bologna education system, young people want to get experience in Europe. Foreign experience of informal education services is very diverse. It includes the best examples of humanistic and democratic tendencies in the development of informal education. Informal education abroad is a general term for education outside of a standard school setting. It can refer to various forms of alternative education, such as: unschooling or homeschooling, self-teaching, Youth work. Informal educators work in many different kinds of settings with individuals and groups who choose to engage with them. The mass media (including television, video games, magazines, etc.), museums, libraries, zoos, after-school groups and other community-based organizations and cultural institutions offer MANY KINDS OF forms of informal education. Young women and men have got the creativity, the potential and the capacity to make change happen – for themselves, for their societies, and for the rest of the world. Work with and for THE YOUNG GENERATION is committed to empowering young women and men and helping them to work together to drive social innovation and change, participate fully in the development of their societies, eradicate poverty and inequality, and foster a culture of peace. YOUNG PEOPLE are not just beneficiaries of this work – they are essential FOR (OR ... "they play an essential role in") finding solutions to the issues faced by young people in the world today. Their energy and leadership has been demonstrated across the world, and they must be fully engaged in social development themselves and supported in this work by their societies. I want to briefly explore the essential characteristics of youth work – and the extent to which practitioners and policymakers have lost sight of, and faith in, them. If we look at what is happening in Britain in TERMS OF of youth work, THEN we can find a large amount of uninspiring and, frankly, misguided practice. There has been a continuing lack of attention to what lies at the core of the work – and an associated inability to articulate its processes and possibilities.
1. May I come in? - Yes, come in, please. What can I do for you? 2. The only thing you must do is feed children on time. 3. You should be very careful. 4. I'm very busy, I have to leave you. 5. Our teacher can speak French and German. 6. We have to read the text slowly. It is very difficult. 7. Can/may I take your book for a while? 8. You should be firm about it. If anything goes wrong, you must/may phone us. 9. You can call me, Mr. Smith. 10. Hi, you must be Ann, and this must be the little Mike.
