1.We are cooking right now.

2.Are you studing at the moment?

3.It is not raining right now.

4.We are having coffee.

5.He is waiting for the bus on the corner.

6.I am waiting  for a phone call.

7.I am so tired. I am going to bed.

8.Slow down. You are driving so fast.

9.  I am taking classes online.

10. They are triing to improve their English for this semester.

Colour Psychology

Red is the color of willpower, activism and aggression, as well as independence, mobility. It fills life with passion and desire. If your lifestyle is depressing or your job is poor, use that color. If you are nervous, red will aggravate your condition.

The orange is the color of optimism, of heartbreak, impulsivity and persistence. Those who prefer this color are good friends, always ready to help.

Pink. Such people are romantic and soar in the clouds. The girl in «In Full Pink» doesn’t need facts and figures, just fascinating stories.

Yellow is the color of sunlight, joy and hope. Cheerful, focused, active and expansive people prefer this color. The yellow-headed man is friendly, self-confident, able to make money. This color helps preserve the structure.

Green indicates the ability to think, to judge, to understand the situation. It symbolizes financial prosperity and prosperity. Bright green rejuvenates. An intolerance to green gives a person dissatisfaction with the emotional state.

The blue is the color of peace and truth. Those who prefer this color can say the truth quite softly and are always understood correctly. Love for the blue speaks to high intelligence. The color of this color is restraint and slight coldness. And if you are fat, avoid this color.

Blue is the color of passive and emotional people who love order and purity. Relaxation is above all for them.

Purple is the color of ascension and mystery. Those who prefer this color are creative, striving to please everyone. And if they fail, they become capricious and outspoken.

Brown is a symbol of conservatism, which symbolizes stability, moderation and modesty in everything. Those who prefer this color are excellent workers and partners who can always be trusted.

White is the color of purity, reasonableness, and mental balance, but it is not worth it as it can drive closure and abstraction.

Gray is a practical color. The bearer is strong, patient and steadfast. Prefers to control emotions, strives for stability.

Black is the color of «fateful woman», self-centeredness and ruthlessness. But in the fashion world it is widely believed that black is a sign of elegance and good taste.


I think about what I have  written. Now I will talk about my hobby. I love to paint, sing and even dance in my free time. I love painting more. I love Van Gogh from famous artists. Most of his paintings I like Starry Night. 

“Mkhitar Sebastatsi” Educational Complex

“Yerevan Mkhitar Sebastatsi’’ Educomplex is a state experimental non-profit public educational institution realizing public education with alternative author educational programs at 5 pre-schools, 5 primary schools, a middle and a high school.

The Educomplex has had significant progress in organizing care and development of children at our pre-schools and primary schools. The author educational program, being carried out at our primary schools, is called “Fun of Discovering Knowledge”.

The transparent educational environment adjusted and appropriate to children’s age groups, swimming pools, bike tracks, playgrounds and group rooms, the use of interactive boards and other digital means, the use of games, student centered and skill based approach increases the learners’ intrinsic motivation so much that they come to school to study and live a happy childhood. Our experience in this field of activities has become rich enough to share with the schools and teacher training educational institutions not only inside Armenia but also throughout the world.

The key objective of organizing education is to reveal and develop the inner capabilities of each learner. The organization of education based on the individual curriculums of our high school learners, youth clubs of learners’ preferences, rich media library, science laboratories, fine art studios, Musical Center and workshops of different trades of vocational education serve to achieve the main aim of public education.

Yerevan “Mkhitar Sebastatsi” Educomplex organizes teacher training courses for the teachers of pre-schools and primary schools or the students of teacher training educational institutions to our primary schools to have an educational practice according to the established educational exchange program.

Every year teachers and learners from different regions of Armenia come to our Educomplex, and we share with them our experience in carrying out alternative author educational programmes.

The Educomplex has established public educational bridges with several schools in Artsakh (Nagorno Karabakh) and Georgia.

Three of our primary schools have their own guest homes and can host teachers from outside Yerevan during the days of teacher training courses and international educational exchange projects.

It is already two years that the implementation of the project “Educational Garden” has begun. As a result of this project all the school buildings of the Educomplex are now surrounded with greensward. Taking care of these greensward territories is considered to be educational work for our learners.

The life of Mkhitar Sebastatsi


Mkhitar Sebastatsi was an Armenian Catholic monk, as well as prominent scholar and theologian who founded the Mekhitarist  Congregation, which has been based on San Lazzaro island near Venice since 1717. The Armenian historian Stepanos Nazarian has described him as the “second Mesrop Mashtots“.

He was born Manugh in Sebaste (now Sivas)  on 17 February 1676, the son of a prosperous merchant Peter and his wife Shahristan. His parents gave him a good education to prepare him to assume the family business. Instead, from an early age, he wanted to become a monk. Refused permission for this, he found a young companion to flee to the mountains where they might live as hermits. Quickly found by his parents he was returned home. As a result of this, the bishop who the abbot of the nearby

Monastery of Surp Nshan (Holy Cross) conferred minor orders on the boy so that he might assist at the liturgical services of the monastery. Still refused permission to enter the monastery by his parents, he began to frequent a neighboring family which consisted of a mother and her two daughters who lived a monastic form of life in their home, which they shared with an elderly priest, who then taught him about the Divine Office.[2]

At the age of fifteen, Manugh finally received the permission he had long sought from his family and he entered the nearby monastery, where he was quickly ordained a deacon. It was at this point that he changed his name to the one he is now known by, Mekhitar (The Consoler).[2]

After his admittance to monastic life, Mekhitar began to see that the state of monastic life was extremely low after the devastating destruction of the Armenian monasteries in previous centuries. He began to seek out a source of true learning of the spiritual life, being taken to various monasteries by several traveling religious scholars who promised to teach him what he sought if he would serve them. During this period, he came into contact with members of the Roman Catholic religious orders who were active in Armenia. Learning about Catholicism, he came to feel that Rome would be the best place to do the theological studies he had long sought. Finally, upon reaching Aleppo, he placed himself under the spiritual direction of a Jesuit priest, who gave him a letter of introduction to the Congregation of the Propaganda. He determined to set out for there, but received many setbacks of both health and the rejection of those Armenian monks and bishops along the way who rejected Western doctrines. Finally he was forced to return to his home town, walking barefoot, though he was suffering from jaundice. Slowly regaining his health there, in 1696 he was ordained a priest by the Abbot of Holy Cross Monastery.

Inspired by the idea of creating a religious  congegation of preachers dedicated to raising the educational and spiritual level of the Armenian people, based on the models of the Western Church, Mekhitar founded in 1701 in Constantinople what would become known after his death as the Mekhitarist Congregation.

Two years later, escaping persecution by the Ottoman authorities, the order moved to Modon in the Peloponnese, then known as the Morea, which was a Venetian possession. In 1715, the order moved to the Island of San Lazzaro degli Armeni at the invitation of the Venetian Republic. On September 8, 1717 Mechitar of Sebaste and his 16 pupils entered that leper colony;which due to his efforts became a monastery. Here Mechitar of Sebaste started explanatory, theological, linguistic, as well as administrative, educational, publishing, economic, monastic activities.

Due to the efforts of Mechitar of Sebaste the Congregation  became scientific cultural center.  He built a church in the island of St. Lazarus, opened a school, which he called “university”. The educational program were based on theology, anyhow, the students received interdisciplinary education. The foreigners were refused to study here, in this way Mechitar of Sebaste tried to increase the number of Armenian educated monks, who would spread enlightment among common Armenian people.  He founded a library, began to collect and study Armenian ancient manuscripts, compiled text-books. Mechitar of Sebatse published near 50 books (14 of them were written by him). Most of these books  were to preach Christian doctrine.

Mekhitar died at the monastery on 27 April 1749 and is buried in the monastery church.

Նախադասությունները գրել ներկա անորոշ ժամանակով։

1.She plays tennis every week?

2.They go to the cinema every Wednesday.

3.Is she a singer?

4.Are they on the bus?

5.Lucy rides her bicycle to work.

6.I don’t play the piano very often.

7.Where Harry studies?

8.Is it foggies today?

9.He don’t an accountant. 

10. I always eat vegetables. carrots are my favourite.

11.After Jane eats dinner, she usually goes to sleep.

12.The simple present tense is easy!

13.My family want to visit the pyramids in Egypt.

14. You need to exercise in order to stay healthy.

15.Yoko wins the science contest every year. She is so smart!

The Present Indefinite tense- Ներկա անորոշ ժամանակ

Այս ժամանակը ցույց է տալիս՝

1․ անընդհատ կատարվող , կրկնվող գործողություն(ամեն օր, ամեն շաբաթ, ամեն տարի, միշտ, հաճախ և այլն)

2․ որևէ վիճակ

3․ որևէ ճշմարտություն, վերաբերմունք

Ստորոգյալը  կազմվում է բայի 1-ին հիմքով՝ առանց to մասնիկի։ Այն բոլոր դեմքերի համար նունն է , բացի he/she/it- ից, որի ժամանակ բային ավելացնում ենք s կամ es մասնիկը։


I go to school every day.

You go to school every day

He goes to school avery day.

We go to school every day.

You go to school every day.

They go to school every day.

Հարցական ձևը կազմվում է ենթակայից առաջ դնելով Do կամ Does․

Do I go to school every day?

Do you go to school every day?

Does he go to school every day?

Do we go to school every day?

Do you go to school every day?

Do they go to school every day?

Ժխտական ձևը կազմում են՝ ենթակայից հետո դնելով don’t կամ doesn’t :

I don’t go to school every day.

You don’t go to school every day.

He  doesn’t go to school every day.

We  don’t go to school every day.

You don’t go to school every day.

They don’t go to school every day.

կարդացվում է s խուլ բաղաձայններից հետո

work- works

want- wants

jump- jumps

Ձայնավորներից և ձայնեղ բաղաձայններից հետո կարդացվում է z

read- reads

live – lives

love- loves

see- sees

Ձայնեղ բաղաձայններից և տառակապակցություններից հետո es-ը կարդացվում է iz

pass- passes


wash- washes

Եթե բառը վերջանում է  բաղաձայն + y-ով, ապա՝

study- studies

try- tries

Եթե բայը վերջանում է ձայնավոր +y -ով, ապա՝


play – plays

Նախադասությունները դարձնել հարցական և ժխտական

1․My mother makes breakfast every morning.

Does my mother makes breakfast every morning?

My mother doesn’t make breakfast every morning.

2.Monkeys eat bananas.

Do monkeys eat bananas?

Monkeys don’t eat bananas.

3.You speak Italian very well.

Do you speak italian very well?

You don’t speak Italian very well.

4. I always drink much tea.

Do I always drink much tea?

I don’t always drink much tea.

5.Mary dances very often.

Does Mary dance very often?

Mary doesn’t dances very often.

6.They write e-mails every day.

Do they writey much.

9. My father and his friends usually play golf on Saturdays.

Do my father and his friends usually play golf on Saturdays?

10. Janet always wears jeans.

Does Janet always wears jeans?

Janet doesn’t always wears jeans.

11.Mr. smith teaches French.

Does Mr.Smith teaches French?

Mr.Smith doesn’t teaches French.

12. We always do our homework after school.

Do we always do our homework after school?

We always do don’t our homework after school.



A: Do you go to college?
B: Yes, I do.
A: What college do you go to?
B: I go to Pasadena City College.
A: Do you like it?
B: Oh, yes, I really like it.
A: Why do you like it?
B: Because it has great teachers.
A: What else?
B: I like all my classmates, too.
A: Anything else?
B: Yes. It’s not expensive!


The legend of the first wine.”Myths and Legends


“Myths and Legends”

When the Ark finally rested on Mt Ararat, and Noah could feel again the earth underfoot; he knelt down and revealed a small sprout that one of his family members had brought with them on the Ark. The sprout was from a vine.

Noah planted the sprout in Ararat valley, at the foot of majestic Mt Ararat. For this reason Armenia is considered the birthplace of grapes – they are unlike any you will taste anywhere in the world.

When the first vine gave fruit, the residents tasted the grapes and were amazed by the taste. They ate and ate every day from sun up until sundown, and still they couldn’t get enough of these wonderful grapes. The harvest was so plentiful that all the bowls in everyone’s homes could not contain all the fruit. So, they decided to place the leftover grapes into barrels and then lowered them into the cellar.

Throughout summer and into autumn they ate the grapes, until there were none left.

Then, one day in the freezing of winter they remembered the grapes they had stored in the cellar. They descended into the cellar and to their disappointment found the grapes to be shriveled up and squashed. Saddened by their loss, they found it hard to bring themselves to pour out the squashed decaying mess—it was their last memory of summer. One of the people took a sip from one of the barrels and gasped. He smacked his lips from the surprising discovery of enjoyable grape juice and poured himself more.

Others came to the cellar too and soon they all began to drink the delicious sweet juice. Everyone felt so joyful it was as if summer had returned.
And that is how the birth of wine came about in the land of Armenia.

Առաջին գինու լեգենդը: Առասպելներ և լեգենդներ
Տեղադրվել է 11.09.2019 թ
խաղողի այգիներ-արառատ

«Առասպելներ և լեգենդներ»

Երբ տապանը վերջապես հենվեց Արարատ լեռան վրա, և Նոյը կրկին կարող էր զգալ ներքևի երկիրը: նա ծնկի եկավ և մի փոքրիկ ծիլ բացահայտեց, որը իր ընտանիքի անդամներից մեկը տապանով բերեց իրենց հետ, տապանը այգուց էր:

Նոյը ծիլը տնկեց Արարատյան դաշտավայրում ՝ հոյակապ Արարատ լեռան ստորոտին: Այդ իսկ պատճառով Հայաստանը համարվում է խաղողի ծննդավայր. Դրանք ի տարբերություն աշխարհի ցանկացած վայրի, որը դուք համտեսեք:

Երբ առաջին խաղողը պտուղ տվեց, բնակիչները համտեսեցին խաղողը և զարմացան համով: Նրանք ամեն օր ուտում և ուտում էին արևի տակից մինչև արևամուտը, և դեռ չէին կարողացել ստանալ այդ հիանալի խաղողներից: Բերքն այնքան առատ էր, որ բոլոր տների բոլոր ամանները չէին կարող պարունակել բոլոր պտուղները: Այսպիսով, նրանք որոշեցին մնացած խաղողը դնել տակառների մեջ, այնուհետև դրանք իջեցնել նկուղ:

Ամառվա ընթացքում և աշնանը նրանք ուտում էին խաղողը, քանի դեռ ոչ ոք չէր մնացել:

Այնուհետև, մի օր ձմռան սառեցման ընթացքում նրանք հիշեցին այն մթերքի մեջ պահած խաղողը: Նրանք իջան նկուղ և իրենց հիասթափության մեջ գտան, որ խաղողը պետք է մանրացնել և մանրացնել: Անոնց կորստից տխրելով ՝ նրանք դժուար էին բերել իրենց թափւած քերիչ խառնաշփոթը թափելու համար. Ամռան վերջին նրանց յիշողութիւնն էր: Մարդկանցից մեկը տակառից մեկի պարկը վերցրեց և բենզալացվեց: Նա շրթունքները ջարդեց խաղողի հաճելի հյութի զարմանալի հայտնագործությունից և ավելի շատ թափեց:

Մյուսները նույնպես եկան նկուղ, և շուտով նրանք բոլորը սկսեցին խմել համեղ քաղցր հյութը: Բոլորն այնքան ուրախ էին զգում, կարծես ամառն էր վերադառնում:
Եվ ահա գինու ծնունդն այսպես եղավ Հայաստանի երկրում:

Ex. Նախադասությունների մեջ տեղադրել a/an/the/—.

1. Carol’s father works as an engineer.
2.The tomatos are 99 pence a kilo.
3.Ben has a terrible headache.
4.Let’s sing a song.
5.Amily needs new desk in her room.
6.Peter has an aunt in Berlin.
7.My mother is learning to play the piano.
8.Do you know where I put a   newspaper?
9.It is better to tell the truth.
10.That was horrible mistake.
11.She is reading an English book.
12.Did you get the flowers that I sent you?
13.Which bike do you like? –  the red one.
14.The house on the corner has beautiful flowers.
15.Monday is always a hard day. 16.Shall we meet at the same place tomorrow?
17.This is an only car I could buy.
18.The children ate an orange and two  apples.
19.The Moon goes round the Earth.
20.What is the highest mountain in the world.
21.Look at an apples on that tree. They are very big.
22.The women are  often better teachers than a men.
23.In Britain the coffee is more expensive than a tea.
24.A life would be very  difficult without the electricity.
25.I know someone who wrote a book about the life of Gandhi


The modal verb Could.

Could-ը Can-ի անցյալ ձևն է 

Հաստատական                                  հարցական                       ժխտական

I could–  Ես կարող էի                          Could I?                             I couldn’t

You could – դու կարող էիր                  Could you  ?                      You Couldn’t

He/she/it could -նա կարող էր            Could he/she/it?               He/she/it couldn’t

We could– մենք կարող էինք               Could we?                         We couldn’t

You could– դուք կարող էիք                 Could you?                      You couldn’t

They could-նրանք կարող էին             Could they                    They couldn’t

Նախադասությունների մեջ տեղադրել Can, Can’t, Could, Couldn’t

1.I could run fast , when I was a child.

2.Yesterday John couldn’t do that exercise alone, so he called me for help.

3. Lucy has passed his driving test.Now he can drive a car.

4.I can’t sleep last night. It was so hot.

5.We are having dinner party today. You can come.

6.I couldn’t finish my lunch today, I wasn’t hungry at all.

7. Can you meet me at 5 o’clock?

8. Could you hear the fireworks from your house last night?

9. Do you think you  can write that report?

10. I can touch my toes .See!

11. Can you play any instrument?

12.My brother can cook very well. He is a  chef in a French restaurant.

13.This telephone is terrible. I can’t hear you well.

The legend of Hayk


“Myths and legends”

In Movses Khorenatsi’s account, Hayk son of Torgom had a child named Armanak while he was living in Babylon. After the arrogant Titanid Bel (Ba’al) made himself king over all, Hayk emigrated to the region near Mount Ararat with an extended household of at least 300 and settled there, founding a village he named Haykashen.

On the way he had left a detachment in another settlement with his grandson Kadmos. Bel (Baal) sent one of his sons to entreat him to return, but was refused. Bel decided to march against him with a massive force, but Hayk was warned ahead of time by Kadmos of his pending approach. He assembled his own army along the shore of Lake Van and

told them that they must defeat and kill Bel, or die trying to do so, rather than become his slaves.

In his writings Movses states that:

“Hayk was a handsome, friendly man, with curly hair, sparkling eyes, and strong arms. He was a man of giant stature, a mighty archer and fearless warrior. Hayk and his people, from the time of their forefathers Noah and Japheth, had migrated south toward the warmer lands near Babylon. In that land there ruled a wicked giant, Bel. Bel tried to impose his tyranny upon Hayk’s people. But proud Hayk refused to submit to Bel. As soon as his son Aramaneak was born, Hayk rose up, and led his people back to the land of his forefathers, the land of Ararat. At the foot of the mountains, he built his home, Haykashen.”

The Battle of Giants and Defeat of Bel
Hayk defeats Bel with an arrow:

At Dyutsaznamart “Battle of Giants”), near Julamerk southeast of Lake Van, on August 11, 2492 BC (according to the Armenian traditional chronology) , Hayk slew Bel with a nearly impossible shot using a long bow, sending the king’s forces into disarray.

The hill where Bel with his warriors fell, Hayk named Gerezmank meaning “tombs”. He embalmed the corpse of Bel and ordered it to be taken to Hark where it was to be buried in a high place in the view of the wives and sons of the king.

Soon after, Hayk established the fortress of Haykaberd at the battle site and the town of Haykashen in the Armenian province of Taron. He named the region of the battle Hayk, and the site of the battle Hayots Dzor.

In comparative mythology, Hayk is likened to the constellation Orion.

Մովսես Խորենացու պատմության մեջ, Թորգոմի Հայկի որդին ՝ Բաբելոնում, ունեցել է Արմանակ անունով մի երեխա: Այն բանից հետո, երբ ամբարտավան Տիտանիդ Բելը (Բահալը) իր բոլորից թագավոր դարձավ, Հայկը գոնե 300 հոգանոց ընտանիքով արտագաղթեց Արարատ լեռան մոտ գտնվող շրջանը և բնակություն հաստատեց այնտեղ ՝ հիմնելով գյուղ, որը կոչվում է Հայկաշեն:

Theանապարհին նա ջոկատ էր մեկնել մեկ այլ բնակավայր ՝ թոռնիկ Կադմոսի հետ: Բելը (Բաալ) ուղարկեց իր որդիներից մեկին, որպեսզի խնդրեն իրեն վերադառնալ, բայց մերժվեց: Բելը որոշեց երթալ ընդդեմ նրա դեմ զանգվածային ուժի, բայց Հայկը ժամանակին զգուշացրեց Կադմոսին ՝ իրեն սպասող մոտեցման մասին: Նա հավաքեց իր բանակը Վանա լճի ափին և

ասաց նրանց, որ նրանք պետք է հաղթեն և սպանեն Բելին, կամ մահանան `փորձելով դա անել, այլ ոչ թե դառնալ նրա ստրուկները:

Իր գրություններում Մովսեսը ասում է.

«Հայկը գեղեցիկ, ընկերասեր մարդ էր, գանգուր մազերով, շողշողացող աչքերով և ուժեղ ձեռքերով: Նա հսկա հասակի մարդ էր, հզոր նետաձիգ և անվախ մարտիկ: Հայկն ու նրա ժողովուրդը, իրենց նախնիների Նոյի և Japաֆէթի ժամանակներից ի վեր, գաղթել էին դեպի հարավ դեպի Բաբելոնի մերձակայքում գտնվող ավելի տաք հողերը: Այդ երկրում այնտեղ կառավարվեց մի չար հսկա ՝ Բել. Բելը փորձեց իր բռնակալությունը պարտադրել Հայկի ժողովրդին: Բայց հպարտ Հայկը հրաժարվեց ներկայացնել Բելին: Հենց նրա որդի Արամանեակը ծնվելուն պես Հայկը վեր կացավ և իր ժողովրդին առաջնորդեց դեպի իր հայրերի երկիրը ՝ Արարատի երկիրը: Լեռների ստորոտում նա կառուցեց իր տունը ՝ Հայկաշեն »:

Հսկաների ճակատամարտը և Բելի պարտությունը
Հայկը նետով նետում է Բելին.

Վան լճի հարավ-արևելքում գտնվող utsուլամերքի հարավ-արևելքում գտնվող Դյուցազնամարտի «Հեթանոսների ճակատամարտում», մ.թ.ա. օգոստոսի 11-ին, մ.թ.ա. 2492-ին (ըստ հայկական ավանդական ժամանակագրության), Հայկը սպանեց Բելին գրեթե անհնար գնդակով ՝ օգտագործելով երկար աղեղ ՝ օգտագործելով թագավորի ուժերը: .

Բլուրը, որտեղ ընկավ Բելը իր մարտիկների հետ, Հայկը Գերեզմանք անվանեց «դամբարաններ»: Նա հարստացրեց Բելի դիակը և հրամայեց, որ այն տեղափոխվի Հարկ, որտեղ պետք է թաղվի բարձր վայրում ՝ թագավորի կանանց և որդիների տեսանկյունից:

Շատ չանցած ՝ Հայկը մարտական ​​վայրում և Հայաստանի Տարոն գավառի Հայկաշեն քաղաքում ստեղծեց Հայկաբերդ ամրոցը: Նա անվանեց ճակատամարտի շրջանը Հայկ, իսկ ճակատամարտի վայր `Հայոց Ձոր:

Համեմատական ​​դիցաբանության մեջ Հայկը նմանվում է Օրիոնի համաստեղությանը:


1․Arrogant – ամբարտավան

2․Household – տնային տնտեսություն

3․To settle-բնակեցնել


5․To found- հիմնել


7․To refuse – մերժել

8․To decide- որոշել

9․To march against sb.-  ինչ-որ մեկի դեմ գնալ, արշավել ինչ-որ մեկի դեմ

10․To warn-զգուշացնել

11․Aheat of time – ժամանակից շուտ, առաջ

12․To approach – մոտենալ

13․To assemble- հավաքել

14․To defeat- պարտության մատնել

15․Slave – ստրուկ

16․Handsome – գեղեցիկ, վայելչակազմ

17․Curly – գանգուր

18․Archer- նետաձիգ

19․Warrior – զինվոր,ռազմիկ

20․Forefather – նախահայր

21․To impose – պարտադրել

22․Tyranny – բռնակալություն

23․Disarray – խառնաշփոթ

24․Tomb- գերեզման

25․To embalm – զմռսել

26․Corpse – դիակ

27․To bury – թաղել

28․To establish – հիմնել

29․Fortress – բերդ

30․Province – նահանգ

31․Region – մարզ

32․Site- տեղ

33․Comparative- համեմատական

34․Constellation – համաստեղություն

35․To liken – նմանեցնել


Ապառնի ժամանակ

Հաստատական                                հարցական                   ժխտական

I shall be –   ես կլինեմ                     Shall I be ?                    I shall not be

You will be – դու կլինես                 Will you be?                 You will not be

He/she/it will be – նա կլինի          Will he/she/it be?         He/she/it will not be

We shall be – մենք կլինենք           Shall we be?                 We shall not be

You will be – դուք կլինեք                Will you be?                   You will not be

They will be– նրանք կլինեն           Will they be?                   They will not be

Shall + not = Shan’t

Will + not = Won’t

Թարգմանել նախադասությունները

  1. Ես հուսով եմ, նրանք պատրաստ կլինեն ժամը 8-ին:I hope they will be ready by 8pm.
  2. Ես համոզված եմ, որ դա հեշտ կլինի:I am sure it will be easy.
  3. Նրանք կլինեն Երևանում վաղը ժամը 4-ին:They will be in Yerevan tomorrow at 4 pm.
  4. Մենք շատ ուրախ կլինենք կրկին ձեզ հանդիպելու:We will be very happy to meet you again
  5. Ես կլինեմ տանը երեկոյան ժամը 9-ին:I will be home at 9pm

Our college

The College of Yerevan “Mkhitar Sebastatsi” Educational Complex

Students get vocational and career college education at our College.

We have the following departments of career college education here:

  • Pre-school education
  • Office work with specialized teaching of foreign languages
  • Organization of tourism services with specialized teaching of foreign languages
  • Librarianship
  • Decorative and applied arts and crafts
  • Computer network maintenance
  • Photograghy
  • Fashion modeling and clothing design

Two new departments will be open in September 2019

  • Fermentation technology and winemaking
  • Computer arts design

We have the following departments of vocational education:

  • Gardening
  • Sewing technology
  • Horticulture
  • Culinary

Two new departments will be open in September 2019

  • Winemaking and production of juices
  • Pottery

At our college, we are trying to create a proper environment for vocational education: modern studio-workshop-laboratories.

We are realizing production based teaching. We are sure that the best teaching is through teaching with real work. Our educational programs are organized through the educational calendar of the Educomplex, with personal digital means and educational projects.

The education here is also considered individual as we have the opportunity to choose courses of supplementary education. Open clubs of preference development function here. We organize open creative gatherings, reviews, exhibitions, presentations and concerts.

The College students can also participate in the expositional, military-sports camps organized for the schools of the Educomplex.

Sewing workshop

The College students of the departments “Sewing technology” and “Fashion modeling and clothing design” have their trainings in one  workshop. We have already said that our education is production based. During the specialization the training is carried out by projects. The students acquire professional skills while working. They are manufacturing a make-to-order process for other branch educational institutions of the Educomplex.

For example, the students sew pillows, blankets, sheets, holiday ritual clothes and other items for the kindergartens of the Educomplex.

Laboratory of technology and decorative applied arts and crafts

There  is a  main workshop of the profession “Decorative applied arts and crafts”. But the students, having chosen the supplementary courses of handicrafts and crafts, also have their trainings here. Here the students are engaged in pottery, sculpture, drawing, as well as decorations, plates, glasses and other applied art samples.

The workshop cooperates with the Grapes and Wine School. In the result of the project work, there have been designed wine bottles, labels. Both the college students and the pre-school children take part in these projects. During the ritual projects, the students decorate the College, creating the typical environment for each ritual.

Greenhouse laboratory

There is  greenhouse laboratory  in our college. Thanks to project based teaching we can effectively combine theoretical knowledge with practical training in the greenhouse laboratory.

The greenhouse laboratory serves the students of different age groups: from pre-school children up to school children and teachers.

The middle school learners carry out their biological projects in the greenhouse. The College students of ″Horticulture″ department work here.

Grapes and Wine School

In 2018 Grapes and Wine School established the  following  departments: ″Fermentation Technology and Winemaking″, ″Winemaking and Production of juices″ and ″Cultivation of Grapes and Horticulture″.


We have already planted grape vines on the College hill and on the Educational Farm. The Educomplex has appealed to the Government of the RA to provide us with a plot in the uncultivated area near the Educational Farm. Here we will have a large grape vineyard, for which we have already purchased nursery vines and rooted them all year round.