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Second Edition

Unlock your academic potential with this six-level, academic-light English course created to build the skills and language students need for their studies (CEFR Pre-A1 to C1). It develops students' ability to think critically in an academic context right from the start of their language learning. Every level has 100% new inspiring video on a range of academic topics.

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Authors: Kate Adams, Lida Baker, Robyn Brinks Lockwood, Stephanie Dimond-Bayir, Nancy Jordan, Alan S Kennedy, Lewis Lansford, Michele Lewis, Richard O’Neill, Sabina Ostrowska, Emma Pathare, Gary Pathare, Susan Peterson, Kimberley Russell, Carolyn Westbrook, N.M. White, Jessica Williams

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Unlock Level 4 Reading, Writing, & Critical Thinking Student’s Book, Mob App and Online Workbook w/ Downloadable Video 2nd Edition

Chris Sowton, Alan S. Kennedy, Kimberly Russell-Online Workbook + App

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Get your students thinking critically. A six-level skills-based English course.

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Unlock 1-5 Teacher's Manual

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Chris Sowton with Peter Lucantoni, Jessica Williams, Kate Adams, Michele Lewis and Sabina Ostrowska Listening, Speaking & Critical Thinking Reading, Writing & Critical Thinking TEACHER’S MANUAL AND DEVELOPMENT PACK Second Edition 1–5

University Printing House, Cambridge cb2 8bs, United Kingdom One Liberty Plaza, 20th Floor, New York, ny 10006, USA 477 Williamstown Road, Port Melbourne, vic 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, 06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781108678728 © Cambridge University Press 2019 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2019 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in XXXX by XXXX A catalogue record for this publication is available from the British Library ISBN 978-1-108-67872-8 Teacher’s Manual and Development Pack Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

CONTENTS Teacher’s Manual and Development Pack 4 Using the Classroom App 8 Unlock teacher development: Introduction to critical thinking 10 Introduction to mixed-ability teaching 12 Peer collaboration ideas 14 Lesson observation template 15 Flexible lesson plans: Listening, Speaking & Critical Thinking 16 Reading, Writing & Critical Thinking 24 Teacher’s Manuals: Listening, Speaking & Critical Thinking 1 32 Listening, Speaking & Critical Thinking 2 73 Listening, Speaking & Critical Thinking 3 115 Listening, Speaking & Critical Thinking 4 163 Listening, Speaking & Critical Thinking 5 211 Reading, Writing & Critical Thinking 1 268 Reading, Writing & Critical Thinking 2 314 Reading, Writing & Critical Thinking 3 362 Reading, Writing & Critical Thinking 4 410 Reading, Writing & Critical Thinking 5 455 Acknowledgements 512

4 UNLOCK TEACHER’S MANUAL AND DEVELOPMENT PACK We’ve carried out research with teachers across the world to understand their needs and how we can better meet them with Unlock Second Edition. The result is an all-new Teacher’s Manual and Development Pack. A single manual for levels 1–5, so that every answer key and additional activity are conveniently in one book. Better Teaching WITH SECOND EDITION Unlock your teaching potential Be confident Support your teaching with the flexible lesson plans with timings for every unit. Be flexible Decide when to use the optional activities to extend your students’ learning and provide differentiation to meet individual students’ needs. Be flexible Ask students to take roles from the script and read it aloud together, using correct sentence stress. Before they do this, allow lower-level students to listen again and mark the script for stress. READING 2 60 min Reading 2 is another reading text on the unit topic, often in a different format to Reading 1. It serves as a model for the Writing task (in terms of style, structure and format, but not length) and gives students additional exposure to, and practice with, language and reading skills, while helping them generate and refine ideas for their Writing Task. 1 PREPARING TO READ PURPOSE • To prepare students to understand the content of the text • To help students anticipate content, using visuals and prior knowledge • To introduce and build key academic and topical vocabulary for the Reading and for the Writing Task Encourage students to complete the pre-reading activities in this section in pairs or small groups, to provide support and peer encouragement. Circulate among the students, taking notes of common strengths and areas of difficulty. Once students have completed the activities, check for understanding and offer clarification, paying particular attention to any problem areas you noted. If you wish to extend the vocabulary activity in this section, elicit other word forms of the key vocabulary.

UNLOCK 5 Be focUSed Understand the learning objectives for every lesson, so you and your students can be clear on what you’re achieving. Be infoRMed Refer to Common student errors boxes highlighting the challenges your students might meet with the target language, informed by our exclusive Corpus research. This information is downloadable from e-Source for each Student’s Book. Be BetteR Access the broad range of Unlock-specific teacher development material whenever it suits you. ReSUltS teachers are more confident and better equipped in supporting students as they develop their critical thinking skills. Students are better prepared for their academic studies. Learning objectives • Evaluate the eff ectiveness of interview questions against a set of criteria • Create a list of questions for a research interview • Evaluate and refi ne your questions for a research interview Common student errors Japanese, Chinese and Spanish L1 students tend to confuse the order of adjectives and nouns. This is because the adjective comes after the noun in their L1. • I went to the bank to discuss my plan business. • You need to have a partner business you can trust. TEACHER DEVELOPMENT BE INFORMED Choosing relevant information is an important skill for students because: (1) It is the next logical stage of the research and writing process (after categorizing information); (2) They might think that all research information has the same value and importance, which is clearly not true; (3) A problem area when writing essays is including irrelevant information which does not answer the question. BE CONFIDENT Develop this skill for yourself by doing the following activity: Look at the website for your educational institution. Think about whether there is any information which is not relevant. Why is it not relevant? inSigHt our research tells us that 93% of teachers believe their students want to develop their critical thinking skills, yet only 18% of teachers have had specific training on how to support their students with this. content teacher development material, on developing critical thinking skills in your students, available in every unit.

UNLOCK SECOND EDITION TEACHER DEVELOPMENT We have reviewed research and reports on teacher development around the world to identify features of teacher development that have been critical for success. There are seven principles which derive from the research, and we’ve kept these at the heart of Unlock Second Edition teacher development. So that teacher development can be successful, it needs to be: Impactful, so that you can see the difference in your teaching and the difference in your students’ learning. There is a teacher development objective for every unit of Unlock Second Edition, with the opportunity to review it. There are also peer lesson observation templates, so that you can see the impact in your classroom. Impactful Needs-based, so that it is useful and relevant to you and your students’ teaching and learning context. One of the elements of teacher development material in Unlock Second Edition is focused on developing critical thinking skills in your students, because we know there is a strong link between critical thinking and academic success. Needs-based Sustained, so that you can build on your teaching skills in the same way your students build on their language skills. There is teacher development material in every unit of the Teacher’s Manual and Development Pack. Sustained Peer-collaborative, so that you can share your development with other teachers. There are a range of ideas on how you can achieve this in Unlock, including peer-to-peer teacher training material. Peer- collaborative In-practice, so that you can apply your learning immediately in the classroom and foster a deeper understanding of what works for your students. Unlock Second Edition teacher development material is directly linked to students’ course material. In-practice Reflective, so that you can develop an awareness of your teaching and then make changes. There are self-reflection questions throughout the manual. Reflective Evaluated, so that change and progress can be tracked and measured. There is Impact Study material to help you consider how your development has impacted on your students’ overall learning. There are also mobile quizzes for the peer-to-peer teacher development workshops. Evaluated INSPIRE 6 UNLOCK

UNLOCK 7 Self-development material • Teacher development material in every unit of the Teacher’s Manual and Development Pack, focused on developing critical thinking skills in your students, including teacher development objectives, in-practice activities and opportunities for review and self-evaluation. • Online teacher training course, Teaching with Unlock Second Edition, in the Cambridge Learning Management System (CLMS). This online training will help you to become more familiar with the content, methodology and components of Unlock, so you feel confident working with the books and the digital and online resources. Peer-collaborative material • Peer-to-peer teacher training materials, downloadable from e-Source via the code inside the front cover of the manual, so that you and your colleagues can develop together and share ideas. • Further ideas to peer-collaborate. • Lesson observation template, so you can get feedback from your colleagues. • Articles for teachers on a range of topics specifically selected to extend your knowledge, downloadable from e-Source via the code inside the front cover of the manual.

8 USING THE CLASSROOM APP As part of our extensive market research, one of the common things we hear from teachers is the need for more practice activities for classroom use. We also hear again and again how much students enjoy using their mobile phones for learning purposes in the classroom. With the new Unlock Classroom App, students are motivated by having relevant extension material on their phones to maximize language learning. Teachers can be reassured that the Classroom App adds real-language value to lessons. • Content is fully integrated into every unit with Unlock-specific content to extend the lesson. • Offers extra motivating practice in speaking (engaging discussion activities), critical thinking and language to develop what’s been learnt in the classroom. • Provides a convenient bank of language and skills reference material, informed by our exclusive Corpus research. • Easily accessible and navigable from students’ phones. • Students can stream the Class Video. • Students can review their answers to interactive activities. • Scores feed into the CLMS gradebook. • Extends students’ vocabulary by providing quick access to Cambridge Dictionaries Online. All Unlock content is integrated with the Cambridge Learning Management System (CLMS), so students only need to be enrolled once to access the Online Workbook, Classroom App and Student Resources. What makes the Unlock Classroom App special? How to access the Classroom App 1 Download the Cambridge Pocket App from the Apple App Store or Google Play. 2 Students need to register on the Cambridge Learning Management System (CLMS) before they can log in to the app. (See full instructions on the inside front cover of their Student’s Books on how to get their CLMS access code.) Once registered on the CLMS, they can log in to the app using the same user name and password. Students only need to log in to the app once and they are logged-in for one year. 10:01 LTE Cambridge Pocket Forgot your password? Create an account Need Help? Username Password Log in Sign in as Guest USING THE CLASSROOM APP

Unit 2: Festivals and celebrations Online Content My Downloads 10:25 LTE access) Classroom App Video – Unit 1: Places • Exercise 1: Unlock your knowledge • Exercise 2: Critical thinking plus • Exercise 3: Understanding key vocabulary • Exercise 4: Nouns and adjectives • Exercise 5: Countable and uncountable... • Exercise 6: Capital letters and punctuation Class Online Content My Downloads 3 Access the content in three easy steps:

10 INTRODUCTION TO CRITICAL THINKING TEACHER DEVELOPMENT: INTRODUCTION TO CRITICAL THINKING We know from a wide range of research that critical thinking is becoming increasingly important in English Language Teaching, especially on Academic English courses and as part of 21st Century Skills. We also understand from speaking with teachers that very few have had specific training on how to teach critical thinking, or perhaps even overt teaching of critical thinking skills in their own educational backgrounds. The critical thinking in Unlock Second Edition is informed by Bloom’s Taxonomy. Taking some time to inform yourself about the thinking skills within it, and what they mean in your teaching practice, will boost your confidence and prepare you to support your students’ critical thinking development. BE INFORMED Benjamin Bloom was an educational psychologist who, in 1956, published a taxonomy allowing us to classify specific critical thinking skills and therefore better understand them. This work has often been described by the educational community as one of the most influential of the 20th Century, and it now finds a place in 21st Century Skills, following revisions by Lorin Anderson and David Krathwohl in 2001. The six discrete skills Bloom identified are divided into Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) as below, with the higher-order skills being more cognitively challenging and therefore more difficult to develop. Study the detail of information to find out more. ANALYZE UNDERSTAND EVALUATE APPLY REMEMBER CREATE explain, contrast, examine, identify, investigate, categorize Judge information and come to a conclusion, or make a recommendation. HIGHER ORDER THINKING SKILLS LOWER ORDER THINKING SKILLS decide, rank, rate, choose, recommend, justify, assess, prioritize Make something new. create, invent, plan, compose, construct, design, imagine Recall information. name, describe, relate, find, list, write, tell Know what information means. compare, discuss, restate, predict, translate, outline Use information in another way. show, complete, use, classify, illustrate, solve BE FOCUSED Learn about the six critical thinking skills and what they mean in the classroom. Unlock your teaching potential

INTRODUCTION TO CRITICAL THINKING 11 BE CONFIDENT Match the example activities (1–6) to the critical thinking skills (a–f). Check your answers on page 512. 1 Categorize the features of the two cities. a Remember 2 Complete the table with the information. b Understand 3 List the problems the speaker mentioned. c Apply 4 Rank these items in order of importance. d Analyze 5 Restate it in your own words. e Evaluate 6 Compose a survey to find out more. f Create BE READY Insights into classroom practice reveal that most questions teachers ask their students during a lesson require students to use their lower-order critical thinking skills. Write the questions in the box in the correct column in the table below. What facts can you find? Who? Do you know …? Where? Can you identify…? Name ... List … How many? When? Why? Why might …? How would you …? What alternative …? What? Why do you think …? What criteria …? lower-order thinking skills higher-order thinking skills Increase opportunities to develop your students’ higher-order critical thinking skills by thinking about which questions you might ask them, ahead of each lesson. BE REFLECTIVE Ahead of a lesson, write down three higher-order thinking skills questions you will ask your students. After the lesson, reflect on how your students responded to these, what impact they had on the lesson and what you might do differently in the next lesson. BE COLLABORATIVE Ask a colleague to observe one of your lessons and write down the questions you ask your class. After the lesson, classify these questions into lower- and higher-order thinking skills, and consider whether you need to spend more time on the higher-order ones. BE BETTER For extra guidance on teaching critical thinking, why not try the peer-to-peer teacher training workshop, A practical approach to critical thinking with your colleagues? Use the e-Source code inside the front cover of this manual for access.

12 INTRODUCTION TO MIXED-ABILITY TEACHING In an ideal world, every language class would always be filled with students who all operate at a similar level of proficiency, and where ‘pre-intermediate means pre-intermediate’. In the real world, teaching groups of mixed-ability students is becoming increasingly common. Effective mixed-ability learning relies heavily on the teacher and on their ability to adapt both their teaching and their use of materials accordingly. You should aim to tailor these demands to – and address the individual needs of – each learner, in each class. The support provided in Unlock Second Edition is informed both by current research into the practical considerations of mixed-ability learning environments, and by experienced mixed-ability teachers. By ensuring that you read and reflect on this, you will be able to enter the mixed-ability classroom with a greater awareness of how differentiation can be delivered. BE INFORMED A mixed-ability teaching context is not merely restricted to, for example, an A2 learner being placed in a B2 class. Some key differentiating factors in language learning are: • Proficiency: This is the overarching theme that underpins all other factors. Differences in proficiency can be easily spotted by the alert language teacher, who will be acutely aware that learners will struggle to cope with input for which they have not yet acquired the language awareness. • Age: Different types of activities are better suited to different ages. While it seems obvious that neither an adult group nor an EAP group are the best environments for frequent and regular language play, singing or games, the mixed-ability teacher should be aware of other, less obvious, differences that arise from the age of their class. For example, research has shown that adolescent learners respond better to a teacher providing clear rules and explanations, while adult learners benefit more from being shown multiple examples of the target language and deducing meaning and form, without explicit teacher intervention. • Motivation: This is not simply and always a case of, ‘I don’t want to be in the class, but somebody or something is forcing me to come’. For example, in a language course, everyone has differing end-goals for what they want to achieve and improve upon. If a new learner joins a group with the explicit aim of improving one particular skill, only to find that the rest of the class is intent on improving other skills (and the teacher focuses more on developing these), motivation levels in that learner will drop. • Aptitude: This can sometimes be mistaken for proficiency, whereas in fact the two factors are entirely different. In learners’ aptitudes, there are considerable differences in how efficiently and quickly individuals can process language; this could be related to variations in short-term memory, or in the ability to identify and interpret patterns and sounds (e.g. of grammar or pronunciation). In short, some people simply make quicker and more trouble-free progress than others. • Cultural background: Differences in educational experience can lead to varied expectations of what should happen in the classroom, and you should use this awareness to ask questions of yourself, and adapt to these answers. How much homework are they expecting to be given? Is the learner familiar with a collaborative learning environment? Do they believe pair or group work can actually be beneficial in any way? BE FOCUSED Consider the key differentiating factors in language learning and how they impact on your teaching. INTRODUCTION TO MIXED-ABILITY TEACHING

INTRODUCTION TO MIXED-ABILITY TEACHING 13 BE CONFIDENT For each statement, choose which of the two differentiating factors seems likely to have produced these common learner concerns. Check your answers on page 512. 1 I want my teacher to explain it, not just show me. Age / Cultural background 2 I need more time than my classmates to do the exercises in my coursebook. Aptitude / Proficiency 3 My teacher doesn’t give me enough work to do outside of class. Cultural background / Motivation 4 I want to be in a class where everyone is better at English than I am. Motivation / Aptitude 5 I get confused when the teacher starts talking about verbs and nouns and things like that. Age / Aptitude 6 I don’t like the teaching style, so I don’t feel I am making progress. Proficiency / Cultural background BE READY What could you do to address each of the common learner concerns in BE CONFIDENT? Make short notes. BE REFLECTIVE Consider each student you teach. Write down a short description of how you see them in terms of each of the key factors described above. Then ask them how they see themselves, in a short needs analysis questionnaire (e.g. How does your AGE affect your progress? What MOTIVATES you to improve your language skills?). Use this information to challenge your own preconceptions and then to adapt your lesson planning accordingly. BE COLLABORATIVE One of the most time-consuming parts of mixed-ability teaching is actually producing differentiated material and adapting the coursebook to the needs of your learners. Consider forming a ‘teaching pool’ with your colleagues, where you can share materials and approaches for, and reflections on, lessons you have delivered. BE BETTER For extra guidance on adapting materials for mixed-ability students, why not try the peer-to-peer teacher training workshop, Unlocking mixed-ability teaching with your colleagues? Use the e-Source code inside the front cover of this manual for access.

14 Peer collaboration Ideas The process of teacher learning and development is continuous. Whether you are a seasoned teacher or new to classroom instruction, it is crucial to have regular support and feedback from your colleagues in order to continue growing as a professional. As reflected in the INSPIRE approach to teacher development (see page 6), it is important that any teacher development programme be peer-collaborative, so that you can share your development with other teachers. There are a number of ways you can achieve this, including: • peer coaching • joint planning in pairs or small groups of teachers who teach the same level or course • team-teaching, followed by joint evaluation of the planning, teaching and learning achieved • focused peer observation, leading to discussion of specific issues or key aspects of implementation Consider holding peer observation sessions as you work through the key skills in the teacher development course in this Teacher’s Manual, focused on developing critical thinking skills in your students. Through peer observation, teachers can develop a more reflective approach to their teaching and identify development goals together. The teacher being observed should identify a specific focus for observation. The teacher and the observer should have a pre-observation discussion about the focus and the lesson. During the lesson, the observer should take notes using the Lesson Observation Template on the page opposite, focusing on behaviour and actions that occur in the lesson related to the observation focus. We also recommend holding a post-observation discussion, reflecting on the focus, the lesson, learning points and a possible action plan. You can also use the e-Source code in this book to access our peer-to-peer workshops on topics including unlocking critical thinking skills, unlocking academic writing, giving feedback on academic speaking, unlocking mixed-ability teaching and using the Unlock classroom app. These workshops are designed to be easily accessible and conducted by teachers with their peers. Peer groups will also have access to pre- and post-workshop quizzes through the Cambridge Pocket App to measure progress. Contact your local sales representative for access to the Unlock peer-to-peer workshop quizzes. For extra guidance on peer-collaborative professional development, see Effective professional development: Principles and best practice: Part of the Cambridge Papers in ELT series by Silvana Richardson and Gabriel Díaz Maggioli, April 2018, Cambridge University Press. PEER COLLABORATION IDEAS

Teacher: Observer: Class: Class size: Date: Observation focus point(s): Observation notes: What went well? What could be improved? Suggestions for further improvement: Other comments: Unlock Teacher’s Manual and Development Pack © Cambridge University Press 2019 Photocopiable LESSON OBSERVATION TEMPLATE

16 LISTENING, SPEAKING & CRITICAL THINKING FLEXIBLE LESSON PLAN This flexible lesson plan can be used with every unit in Unlock Second Edition Listening, Speaking & Critical Thinking Levels 1–5. Note on timing: we recommend a maximum of eight hours per unit. Note that timings are given for guidance only and will depend very much on your own particular context; you should adjust timings accordingly. Note also that the sections in different units and levels do not always require the same amount of time to complete. For general support on classroom management, see Classroom Management Techniques by Jim Scrivener, Cambridge University Press, 2012. For teachers who deal with large classes, see Teaching Large Multilevel Classes by Natalie Hess, Cambridge University Press, 2001. UNLOCK YOUR KNOWLEDGE 15 min Each unit opens with a striking two-page photo related to the topic, a Learning Objectives box and an Unlock Your Knowledge activity. PURPOSE • To set the learning objectives for the unit • To introduce and generate interest in the unit topic • To make connections between students’ background knowledge and the unit topic 1 LEARNING OBJECTIVES Draw students’ attention to the Learning Objectives (LOs) box on the first page of each unit. Point out that there are six LOs in every unit and that the final one is always the productive task that the students will complete. The other five focus on Watch and listen, Listening skills, Critical thinking, Grammar and Speaking skills. Check comprehension of the six LOs, using the students’ first language (L1) with lower levels if appropriate, and encourage students to ask questions about the content of the objectives. Show students that at the end of each unit there is an Objectives Review section where they will evaluate their performance. 2 PHOTO Lead an open-class discussion on the connection between the unit opener photo and topic. Depending on the level of the class, start off with questions like: lower levels higher levels What is the first thing you notice in the photo? Where do you think the photo was taken? Why? What do you think of when you look at the photo? If there is somebody in the photo, what do you think they are saying/thinking? How is the photo connected to the unit title? What do you like/dislike about the photo? Why? Imagine you are messaging a friend. How would you describe the photo? What do you think happened before/after the photo was taken? Why do you think the photographer took this photo? Have you ever seen something like this before? Where might you expect to see this photo? (e.g. a news website, a travel magazine, social media, a personal album, etc.) Note that not all these questions will work in every unit. After the open-class discussion (which will be led by you), move on to the Unlock Your Knowledge questions, which should be used in a very student-centred way. For more about using visuals in the language classroom, see Visual literacy in English language teaching: Part of the Cambridge Papers in ELT series by Ben Goldstein, August 2016, Cambridge University Press. LISTENING, SPEAKING & CRITICAL THINKING

FLEXIBLE LESSON PLAN 17 3 UNLOCK YOUR KNOWLEDGE These questions are designed to unlock students’ knowledge. Working in pairs or small groups, students discuss the questions. Then ask each pair/group to share the answer with the class that they think is the most interesting. You can also use the activity to practise fluency. Instruct students to answer the questions as quickly as possible without worrying about creating grammatically correct sentences. Keep time and do not allow students more than 15–60 seconds per answer, depending on the level and complexity of the question. If there are any major language inaccuracies you can then address these, but remember that the focus here should be to engage and to encourage students. CLASSROOM APP The Unlock Classroom App provides teachers and students with additional practice activities for specific parts of the Student’s Book. The app activities are a combination of open discussion activities and closed practice tasks to boost student engagement and build on important language and skills practice. The Unlock Your Knowledge activity in the app is an open-ended discussion task that is organized into multiple screens, to allow for multiple discussion options or A/B student debate options. This activity may also include images as discussion prompts, similar to the image in the unit opener. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app, students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes to get into an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. For more about using mobile devices in the classroom, see Using mobile devices in the language classroom: Part of the Cambridge Papers in ELT series by Robert Godwin-Jones, January 2018, Cambridge University Press. WATCH AND LISTEN 60 min Each unit includes a short authentic video that is related to the unit topic, from a range of sources, along with activities for students to do before, during and after watching. The video can be played in the classroom using Presentation Plus or watched outside of class by students by downloading it from e-Source, using the codes inside their books. Note: A glossary defines the most important above-level or specialized words that appear in the video and that are essential for students to understand it, so that teachers do not have to spend time pre-teaching or explaining this vocabulary while viewing. Students are not required to produce these words in any of the unit activities, nor in the final productive task. PURPOSE • To generate further interest in and discussion of the unit topic • To build background knowledge and ideas on the topic • To develop and practise key skills in prediction, comprehension and discussion • To personalize and give opinions on a topic 1 VIDEO STILLS At the start of each Watch and Listen section there are four stills from the video. Focus on these and ask students to make predictions about the content of the video, and to ask questions if they have any. There may be more focused questions in the Predicting Content Using Visuals activity. 2 PREPARING TO WATCH Ask students to work in pairs, and then small groups, to answer the Activating Your Knowledge questions. Moving from pairs to groups can help students who are reluctant to speak to build up their confidence and be better prepared for plenary discussions. Then ask volunteers to share their answers with the class. For a livelier class discussion, answer the questions together as a class. Students can complete the Predicting Content Using Visuals activity on their own, to build their confidence, and then compare answers with a partner. Refer students to the glossary for help with above-level or specialized vocabulary. 3 WHILE WATCHING Play the video twice, once while students listen for main ideas and once while they listen for key details. After each viewing, facilitate a discussion of students’ answers and clarify any confusion. If some students still have trouble with comprehension, suggest that they watch the video again outside of class or during a computer lab session.

18 LISTENING, SPEAKING & CRITICAL THINKING If you want to spend more time exploiting the video content, or for some variety in the way you use the video in the classroom, here are some suggestions. All of these can help promote language fluency and increase learner confidence: • Pause the video at certain points and ask students to predict what they think happens next. • Play parts of the video without any sound. Students produce their own voiceover. • Play the sound without the video. Students imagine what is happening in the video. • Select 6–8 key images from the video and put them into a slide presentation (or print and display) in random order. Then play the sound only while students put the images into the correct order. Students can then reproduce the voiceover. • Select scenes from the video and encourage students to take written notes as they watch. These could be guided by using prompts supplied by you or be completely free choice. For more ideas on using video in the classroom, see Language Learning with Digital Video by Ben Goldstein and Paul Driver, Cambridge University Press, 2014. 4 DISCUSSION Have students work in pairs or small groups to answer the discussion questions, and then compare their answers with another pair or group. Volunteers can then share their answers with the class. If possible, expand on students’ answers by making connections between their answers and the video content, or simply comment to provide positive feedback. For example: lower levels higher levels That’s interesting. Did the speaker in the video say the same thing? Or something different? Can you remember what the speaker(s) said? Give some examples. Does anybody agree with you? Ask and find out how many people agree or disagree with you. That’s an interesting perspective. How is it similar to what the speaker in the video mentioned? How is it different? Why do you think that? Give reasons. Think of two different ways to make the same point. Why did you include/exclude X in your answer? Note that not all of these questions will work in every unit. LISTENING The first half of each unit focuses on the receptive skill of listening. Each unit includes two listening texts that provide different angles, viewpoints and/or genres related to the unit topic. Listening 2 provides a model for the productive Speaking Task. All audio files are available for students to download from e-Source. Audioscripts are provided in the back of the Student’s Book, as well as under the Resources tab on the Cambridge Learning Management System (CLMS). LISTENING 1 60 min Listening 1 includes a listening text on an academically related topic. It provides information on the unit topic and gives students exposure to, and practice with, language and listening skills, while helping them begin to generate ideas for their Speaking Task. 1 PREPARING TO LISTEN PURPOSE • To prepare students to understand the content of the listening • To introduce, review and/or practise key pre-listening skills • To introduce and build key academically related and topical vocabulary for the Listening and for the Speaking Task Encourage students to complete the pre-listening activities in this section in pairs or small groups; this will promote a high level of engagement. Once students have completed the activities, check for understanding and offer any clarification. Encourage your students to keep a vocabulary notebook for new words. This should include new key vocabulary words, parts of speech, definitions (in the students’ own words) and contextual sentences. To extend the vocabulary activity in this section, ask students to find synonyms, antonyms or related terms for the vocabulary items they just practised. These can then be added to their vocabulary notebooks. If appropriate, students could translate key words into their own first language (L1) and check in pairs or groups for consistency. For further support on the use of translation and L1 in the classroom, see Translation and Own-language Activities by Philip Kerr, Cambridge University Press, 2014. Key vocabulary exercises can also be assigned ahead of the lesson, so that you can focus on the listening content and skills in class.

FLEXIBLE LESSON PLAN 19 2 WHILE LISTENING PURPOSE • To introduce, review, and/or practise key academic listening skills • To practise listening comprehension and note-taking skills • To hear key vocabulary in a natural, academically related context • To provide information and stimulate ideas on an academically related topic Depending on class level, you can break up the audio into more manageable parts as students complete the exercises. For students who need extra support, allow them to read some or all of the audioscript before or after (but not while) they listen. Reading before listening can help learners to get a general understanding, whereas reading after listening can help learners to check their understanding. Because students can access the audio files at any time online, consider asking them to listen to the text before the lesson so that they are familiar with the content. Then, during class, you have a chance to check with your students about the level of difficulty of the text. You can do this by asking if they found any vocabulary particularly challenging and suggest how they can find the meaning of words, e.g. using an online dictionary (such as the Cambridge Dictionary at https://dictionary.cambridge.org). You could also ask a few general listening comprehension questions to check understanding. Students who still struggle with comprehension can listen again for homework. For more open-ended note-taking practice, have students listen and take notes with books closed. During the first listening, instruct them to take notes on main ideas and general points. Then, with your guidance, have them listen again to take notes on specific details. They can then use their notes to complete the exercises in the section. 3 PRONUNCIATION FOR LISTENING This section appears in each unit but changes location, based on where it most logically belongs. PURPOSE • To help students understand pronunciation in authentic, academically related discourse Review the Pronunciation for Listening skills box as a class, to ensure that students understand the explanation and examples before doing the exercises. If possible, assign a podcast, video, Online Workbook listening or other source for students to listen to, and locate instances of the Pronunciation for Listening skill. 4 POST-LISTENING Note: This section does not appear in level 1. PURPOSE • To analyze, expand on and/or practise key pronunciation or listening skills from the previous section • To introduce, review and/or practise key critical thinking skills applied to content from the listening text Ask students to complete the activities in pairs or small groups; do not play the audio again at this point. After checking answers, survey students on what they found most challenging in the section. Then have students listen to the audio again for homework and take additional notes on the challenging skills and content, to be shared at the beginning of the next lesson or in an online forum. 5 DISCUSSION PURPOSE • To give students the opportunity to discuss what they heard and offer opinions • To think critically about what they have just heard • To further personalize the topic and issues in Listening 1 Give students three to five minutes to prepare, discuss and jot down notes for their answers. Then go through the discussion points and have groups volunteer to share their answers. If possible, expand on their answers by making connections between their answers and the listening content, or simply comment to provide positive feedback. For example, you can use similar questions to those listed in the Watch and Listen Discussion section on page 18 in this Flexible Lesson Plan. You can provide oral or written feedback on common strengths in fluency and language use, as well as on mistakes, at the end of the section. This does not need to be individual feedback but more general, so that no individual student feels singled out. You could start by saying ‘I noticed the following very good examples of language …’ or ‘I heard many of you speaking clearly and confidently, saying things like …’. Some examples could be put on the board for students to note

20 LISTENING, SPEAKING & CRITICAL THINKING down. If you noticed any areas for improvement, these can also be highlighted in a similar manner: ‘While I was listening, I heard a few of you say …. Who can suggest a better way of saying this?’ or ‘Can anybody tell me what’s wrong with …? How could we say it more clearly?’. CLASSROOM APP In either Listening 1 or Listening 2 there is a Critical Thinking Plus activity for the discussion questions. This is an extension to the discussion activities; it extends the questions that are in the Student’s Book and promotes the use of higher-order thinking skills. As with Unlock Your Knowledge, this is an open-ended discussion task that is organized into multiple screens to allow for multiple discussion options or A/B student debate options. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app, students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes for an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. LANGUAGE DEVELOPMENT 45 min Each unit includes the introduction and practice of academic language which is relevant to the unit topic and listenings and useful for the unit Speaking Task. The focus of this section is on vocabulary and/or grammar. PURPOSE • To focus and expand on grammar that may appear in Listening 1 and Listening 2 • To recycle and expand on vocabulary that may appear in Listening 1 and Listening 2 • To expose students to corpus-informed, research-based language for the unit topic and level • To practise language and structures that will improve student accuracy and fluency in the Speaking Task For grammar points, review the Grammar box as a class and check students’ understanding. Alternatively, have students review it in pairs and allow time for questions. Then have students work in pairs to complete the accompanying activities. Review students’ answers and allow time for any clarification. For vocabulary points, review the Vocabulary box, if there is one, and then have students complete the activities in pairs. Then review answers and allow time for any clarification. To extend this activity, have students create sentences using each term and/or make a list of synonyms, antonyms or related words and phrases for each term. Students should also add relevant language to their vocabulary notebooks. For homework, have students annotate the audioscripts in the back of the book, underlining or highlighting any language covered in this section. If appropriate, students could translate key words into their L1 and check in their pairs or groups for consistency. Depending on the time available and the level of your students, you can pick and choose the most relevant and useful activities. Stronger students could also assist less able students, taking on the role of ‘teachers’ and thus reinforcing their own knowledge while teaching their peers. CLASSROOM APP The Language Development activities (one or two exercises per unit) in the app are closed activities of five to eight items that practise the grammar/vocabulary from the Language Development section. These activities either build on the Student’s Book exercises or bridge between closed and open practice in the book. If the app icon appears at the start of an activity, the app activity should be done before the Student’s Book activity. If the app icon appears at the end of an activity, the app activity should be done after the Student’s Book activity. Students should complete the app activities on their own, or for homework. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the language point(s) covered in the app activity, ask students to complete the activity in the fastest time possible. LISTENING 2 60 min Listening 2 is another listening text on the unit topic, often in a different format to Listening 1. It serves as a model for the Speaking Task and gives students additional exposure to, and practice with, language and listening skills, while helping them generate and refine ideas for their Speaking Task.

FLEXIBLE LESSON PLAN 21 1 PREPARING TO LISTEN PURPOSE • To prepare students to understand the content of the listening • To help students anticipate content, using visuals and prior knowledge • To introduce and build key academic and topical vocabulary for the Listening and for the Speaking Task Encourage students to complete the pre-listening activities in this section in pairs or small groups, to promote a high level of engagement. Circulate among the students, taking notes of common areas of difficulty. Once students have completed the activities, check for understanding and offer clarification, paying particular attention to any problem areas you noted. If you wish to extend the vocabulary activity in this section, elicit other word forms of the key vocabulary. Model pronunciation of these word forms, so that students are able to recognize them in context. CLASSROOM APP The Understanding Key Vocabulary activity in the app provides an additional practice activity that presents the key vocabulary in new contexts. It is scorable and typically a gap-fill exercise. These activities typically include eight items of vocabulary from both listenings, but the vocabulary is contextualized differently to its contextualization in the Student’s Book. Students should complete this activity on their own. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the vocabulary covered in the app activity, ask students to complete the activity in the fastest time possible. The Understanding Key Vocabulary exercise can also be assigned ahead of time, or after class, so that you can focus on the reading content and skills in class. 2 WHILE LISTENING PURPOSE • To introduce, review and/or practise key academic listening skills • To practise listening comprehension and note-taking skills • To hear Key vocabulary and Language development elements in a natural, academic context • To provide information and stimulate ideas on an academic topic • To serve as a model for the Speaking Task As with Listening 1, you can break up the audio into more manageable parts as students complete the exercises. Depending on time and proficiency level, have students listen to the text for homework before class, so that they are familiar with the content. Discuss with them the difficulty level of the text in comparison with Listening 1. Ask students who still struggle with comprehension to listen again for homework, and set specific questions for them to answer or areas for them to take notes on. Again, as with Listening 1, for students who need extra support, allow them to read some or all of the audioscript before or after (but not while) they listen. Reading before listening can help learners to get a general understanding, whereas reading after listening can help learners to check their understanding. 3 POST-LISTENING PURPOSE • To analyze, expand on and/or practise key pronunciation or listening skills from the previous section • To introduce, review and/or practise key critical thinking skills applied to content from the listening text Note: Post-listening sections do not appear in Level 1, and they are not in every unit in Level 2. In Levels 3–5, they appear in every Listening section. Ask students to complete the activities in pairs or small groups; do not play the audio again at this point. After checking answers, survey students on what they found most challenging in the section. Then have students listen to the audio again for homework and take additional notes on the challenging skills and content, to be shared at the beginning of the next class or in an online forum. 4 DISCUSSION PURPOSE • To personalize and expand on the ideas and content of Listening 2 • To practise synthesizing the content of the unit listening texts • To transition students from the receptive to the productive half of the unit Before students discuss the questions in this section for the first time, introduce the key skill of synthesis, i.e. combining and analyzing ideas from multiple sources. Stress its importance in higher education: at university, students will be asked to synthesize ideas from a wide range of sources, to think critically about them, to make connections between them and to add their own ideas. Note that you may need to review this information periodically with your class. The discussion questions will require students to use ideas from both Listening 1 and Listening 2 in order to supply the answers; this is good practice for the key skill of synthesis.

22 LISTENING, SPEAKING & CRITICAL THINKING Ask students to answer the questions in pairs or small groups, and then ask for volunteers to share their answers with the class. Facilitate the discussion, encouraging students to make connections between Listening 1 and Listening 2. If applicable, ask students to relate the content of the unit video to this section, or even to previous units. This is also a good context in which to introduce the Speaking Task at the beginning of the next section and for students to consider how the content of the listening texts relates to the task prompt. SPEAKING The second half of each unit focuses on the productive skill of speaking. It begins with the prompt for the Speaking Task and systematically equips students with the skills and language to plan for, prepare and execute the task successfully. CRITICAL THINKING 60 min PURPOSE • To introduce the Speaking Task • To help generate, develop and organize ideas for the Speaking Task • To teach and practise the lower-order critical thinking skills of remembering, understanding and applying knowledge, through practical brainstorming and organizational activities • To teach and practise the higher-order critical thinking skills of analyzing, evaluating and creating, in order to prepare students for success in the Speaking Task and, more generally, in the university classroom Encourage students to work through this section collaboratively in pairs or small groups, to support and encourage each other. Facilitate their learning and progress by circulating and checking with students as they work through this section. If time permits, have groups exchange and evaluate one another’s work. PREPARATION FOR SPEAKING 45 min PURPOSE • To introduce and practise academic speaking skills that can be used in the Speaking Task • To introduce or recycle language that supports these key skills and the Speaking Task • To help students ensure correct pronunciation. Note that most units include a Pronunciation for Speaking skills box and practice in this section Review any skills boxes in this section as a class and clarify points of confusion. Then have students work on the activities in pairs or small groups. After they complete any speaking activities, have some students share their answers with the class. Since the section focuses on form and function, it is important to offer corrective feedback to your students. You can then focus on fluency in the next section. Here are examples of ways to provide interactive corrective feedback, depending on the level of your class: A student says, ‘It possible to use that technology today.’ 1) The teacher writes the incorrect form on the board and asks the student to come to the board and correct the statement. 2) The teacher repeats the incorrect form with rising intonation: ‘It possible …?’, to see if the student can self-correct. If not, then the teacher prompts the student, for example, ‘Are you missing a subject/verb/preposition?’ 3) The teacher supplies the correct form and asks the student to repeat. In all cases, the correct form should be modelled for the student and for the rest of the class. For more about giving corrective feedback, see Giving feedback on speaking: Part of the Cambridge Papers in ELT series by Philip Kerr, December 2017, Cambridge University Press. CLASSROOM APP The Preparation for Speaking activity in the app is an activity with A and B parts. The first exercise or A part is closed, scorable practice, and the second exercise or B part may be more creative, open, static text practice (and therefore not scorable). In some units there may only be a closed activity. Students should complete the closed activity on their own. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the language point(s) covered in the app activity, ask students to complete the activity in the fastest time possible.

FLEXIBLE LESSON PLAN 23 The open-ended discussion task is organized into multiple screens to allow for multiple discussion options or A/B student debate options. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app, students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes to get into an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. If the app icon appears at the start of an activity, the app activity should be done before the Student’s Book activity. If the app icon appears at the end of an activity, the app activity should be done after the Student’s Book activity. SPEAKING TASK 60 min PURPOSE • To work collaboratively in preparation for the Speaking Task • To revisit, revise and expand on work done in the Critical Thinking section • To provide an opportunity for students to synthesize the language, skills and ideas presented and generated in the unit • To improve oral fluency Depending on time and class level, students can complete the preparation activities for homework or in class. If conducted in class, work should be done collaboratively. It can be helpful to pair a quieter student with a more outgoing student. It is also important to circulate among students, asking and answering questions as needed. If students agree, record their Speaking tasks on a phone or video camera. At the same time, take notes on key areas, such as grammar, pronunciation, key word stress, eye contact and pacing. Students can view their performances and receive your oral and written feedback at the same time. If any students lack confidence to present on their own, allow them to present with a partner, turn-taking throughout the presentation. OBJECTIVES REVIEW 15 min Use the Objectives Review section to help students reflect on what they have done during the unit. Point out that the ‘I can …’ objectives link back to the Learning Objectives on the opening page of the unit. Students should read the ‘I can …’ objectives and self-assess how well they can do each one, referring back to completed work and lessons in the unit if necessary. Ask students to provide evidence for their scores, so that the exercise does not become mechanical, and give feedback to students on this: ‘Really? You’ve given yourself 1? I think you did very well and you deserve to give yourself a 2’. If any students need more practice with any of the unit’s Learning Objectives, they can go to the Unlock Online Workbook. WORDLIST The Wordlist contains the key words from the unit, which students should be encouraged to use in the final Speaking Task. As a challenge for students, you might suggest that they try to use five or eight words, or whatever you think is a reasonable number; stronger students could be encouraged to use more while less able students could be given a lower target. Note that high-frequency words in the Cambridge Academic Corpus are highlighted in the Wordlist.

24 READING, WRITING & CRITICAL THINKING FLEXIBLE LESSON PLAN This flexible lesson plan can be used with every unit in Unlock Second Edition Reading, Writing & Critical Thinking Levels 1–5. Note on timing: we recommend a maximum of eight hours per unit. Note that timings are given for guidance only and will depend very much on your own particular context; you should adjust timings accordingly. Note also that the sections in different units and levels do not always require the same amount of time to complete. For general support on classroom management, see Classroom Management Techniques by Jim Scrivener, Cambridge University Press, 2012. For teachers who deal with large classes, see Teaching Large Multilevel Classes by Natalie Hess, Cambridge University Press, 2001. UNLOCK YOUR KNOWLEDGE 15 min Each unit opens with a striking two-page photo related to the topic, a Learning Objectives box and an Unlock Your Knowledge activity. PURPOSE • To set the learning objectives for the unit • To introduce and generate interest in the unit topic • To make connections between students’ background knowledge and the unit topic 1 LEARNING OBJECTIVES Draw students’ attention to the Learning Objectives (LOs) box on the first page of each unit. Point out that there are six LOs in every unit and that the final one is always the productive task that the students will complete. The other five focus on Watch and listen, Reading skills, Critical thinking, Grammar and Academic Writing skills. Check comprehension of the six LOs, using the students’ first language (L1) with lower levels if appropriate, and encourage students to ask questions about the content of the objectives. Show students that at the end of each unit there is an Objectives Review section where they will evaluate their performance. 2 PHOTO Lead an open-class discussion on the connection between the unit opener photo and topic. Depending on the level of the class, start off with questions like: lower levels higher levels What is the first thing you notice in the photo? Where do you think the photo was taken? Why? What do you think of when you look at the photo? If there is somebody in the photo, what do you think they are saying/thinking? How is the photo connected to the unit title? What do you like/dislike about the photo? Why? Imagine you are messaging a friend. How would you describe the photo? What do you think happened before/after the photo was taken? Why do you think the photographer took this photo? Have you ever seen something like this before? Where might you expect to see this photo? (e.g. a news website, a travel magazine, social media, a personal album, etc.) Note that not all these questions will work in every unit. After the open-class discussion (which will be led by you), move on to the Unlock Your Knowledge questions, which should be used in a very student-centred way. For more about using visuals in the language classroom, see Visual literacy in English language teaching: Part of the Cambridge Papers in ELT series by Ben Goldstein, August 2016, Cambridge University Press. READING, WRITING & CRITICAL THINKING

FLEXIBLE LESSON PLAN 25 3 UNLOCK YOUR KNOWLEDGE These questions are designed to unlock students’ knowledge. Working in pairs or small groups, students discuss the questions. Then ask each pair/group to share the answer with the class that they think is the most interesting. You can also use the activity to practise fluency. Instruct students to answer the questions as quickly as possible without worrying about creating grammatically correct sentences. Keep time and do not allow students more than 15–60 seconds per answer, depending on the level and complexity of the question. If there are any major language inaccuracies you can then address these, but remember that the focus here should be to engage and to encourage students. CLASSROOM APP The Unlock Classroom App provides teachers and students with additional practice activities for specific parts of the Student’s Book. The app activities are a combination of open discussion activities and closed practice tasks to boost student engagement and build on important language and skills practice. The Unlock Your Knowledge activity in the app is an open-ended discussion task that is organized into multiple screens, to allow for multiple discussion options or A/B student debate options. This activity may also include images as discussion prompts, similar to the image in the unit opener. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app, students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes to get into an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. For more about using mobile devices in the classroom, see Using mobile devices in the language classroom: Part of the Cambridge Papers in ELT series by Robert Godwin-Jones, January 2018, Cambridge University Press. WATCH AND LISTEN 60 min Each unit includes a short authentic video that is related to the unit topic, from a range of sources, along with activities for students to do before, during and after watching. The video can be played in the classroom using Presentation Plus or watched outside of class by students by downloading it from e-Source, using the codes inside their books. Note: A glossary defines the most important above-level or specialized words that appear in the video and that are essential for students to understand it, so that teachers do not have to spend time pre-teaching or explaining this vocabulary while viewing. Students are not required to produce these words in any of the unit activities, nor in the final productive task. PURPOSE • To generate further interest in and discussion of the unit topic • To build background knowledge and ideas on the topic • To develop and practise key skills in prediction, comprehension and discussion • To personalize and give opinions on a topic 1 VIDEO STILLS At the start of each Watch and Listen section there are four stills from the video. Focus on these and ask students to make predictions about the content of the video, and to ask questions if they have any. There may be more focused questions in the Predicting Content Using Visuals activity. 2 PREPARING TO WATCH Ask students to work in pairs, and then small groups, to answer the Activating Your Knowledge questions. Moving from pairs to groups can help students who are reluctant to speak to build up their confidence and be better prepared for plenary discussions. Then have volunteers share their answers with the class. For a livelier class discussion, answer the questions together as a class. Students can complete the Predicting Content Using Visuals activity on their own, to build their confidence, and then compare answers with a partner. Refer students to the glossary for help with above-level or specialized vocabulary. 3 WHILE WATCHING Play the video twice, once while students listen for main ideas and once while they listen for key details. After each viewing, facilitate a discussion of students’ answers and clarify any confusion. If some students still have trouble with comprehension, suggest that they watch the video again outside of class or during a computer lab session.

26 READING, WRITING & CRITICAL THINKING If you want to spend more time exploiting the video content, or for some variety in the way you use the video in the classroom, here are some suggestions. All of these can help promote language fluency and increase learner confidence: • Pause the video at certain points and ask students to predict what they think happens next. • Play parts of the video without any sound. Students produce their own voiceover. • Play the sound without the video. Students imagine what is happening in the video. • Select 6–8 key images from the video and put them into a slide presentation (or print and display) in random order. Then play the sound only while students put the images into the correct order. Students can then reproduce the voiceover. • Select scenes from the video and encourage students to take written notes as they watch. These could be guided by using prompts supplied by you or be completely free choice. For more ideas on using video in the classroom, see Language Learning with Digital Video by Ben Goldstein and Paul Driver, Cambridge University Press, 2014. 4 DISCUSSION Ask students to work in pairs or small groups to answer the discussion questions, and then compare their answers with another pair or group. Volunteers can then share their answers with the class. If possible, expand on students’ answers by making connections between their answers and the video content, or simply comment to provide positive feedback. For example: lower levels higher levels That’s interesting. Did the speaker in the video say the same thing? Or something different? Can you remember what the speaker(s) said? Give some examples. Does anybody agree with you? Ask and find out how many people agree or disagree with you. That’s an interesting perspective. How is it similar to what the speaker in the video mentioned? How is it different? Why do you think that? Give reasons. Think of two different ways to make the same point. Why did you include/exclude X in your answer? Note that not all of these questions will work in every unit. READING The first half of each unit focuses on the receptive skill of reading. Each unit includes two reading texts that provide different angles, viewpoints and/or genres related to the unit topic. Reading 2 provides a model for the productive Writing Task. READING 1 45 min Reading 1 includes a reading text on an academically related topic. It provides information on the unit topic and gives students exposure to, and practice with, language and reading skills, while helping them begin to generate ideas for their Writing Task. 1 PREPARING TO READ PURPOSE • To prepare students to understand the content of the reading • To introduce, review and/or practise key pre-reading skills • To introduce and build key academically related and topical vocabulary for the reading and for the Writing Task Encourage students to complete the pre-reading activities in this section in pairs or small groups; this will promote a high level of engagement. Once students have completed the activities, check for understanding and offer any clarification. Key vocabulary exercises can also be assigned ahead of time so that you can focus on the reading content and skills in class. Encourage your students to keep a vocabulary notebook for new words. This should include new key vocabulary words, parts of speech, definitions (in the students’ own words) and contextual sentences. To extend the vocabulary activity in this section, ask students to find synonyms, antonyms or related terms for the vocabulary items they just practised. These can then be added to their vocabulary notebooks. If appropriate, students could translate key words into their own first language (L1) and check in their pairs or groups for consistency. 2 WHILE READING PURPOSE • To introduce, review and/or practise key academic reading skills • To practise reading comprehension skills

FLEXIBLE LESSON PLAN 27 • To see key vocabulary in a natural, academically related context • To provide information and stimulate ideas on an academically related topic Depending on class level, you can break up the text into more manageable parts as students complete the exercises. For example, students in pairs or small groups could read only one paragraph and then share their findings with other pairs and groups, consolidating the main ideas and details in the text. Students who still struggle with comprehension can read the text again for homework. Make sure students keep any written answers short and to the point, focusing on the key pieces of information that answer the questions. Working in pairs and groups offers students an opportunity to revise their answers and to produce the best ones they can with their partner or partners. 3 READING BETWEEN THE LINES PURPOSE • To help students achieve a deeper understanding of the text using a variety of methods, including: working out meanings from context; distinguishing fact from opinion; making inferences; and identifying purpose and audience Reading between the lines can be challenging, so make sure students have sufficient time to do the exercises. Students should work alone at first, and then work with a partner or partners to share and discuss their answers. 4 DISCUSSION PURPOSE • To give students the opportunity to discuss what they read and offer opinions • To think critically about what they have just read • To further personalize the topic and issues in Reading 1 Give students three to five minutes to discuss and make notes for their answers. Monitor student groups, taking notes on common strengths and mistakes. Then, have groups volunteer to share their answers. If possible, expand on their answers by making connections between their answers and the text content, or simply comment to provide positive feedback. For example, you can use similar questions to those listed in the Watch and listen Discussion section on page 26. You can provide oral or written feedback on common strengths in fluency and language use, as well as on mistakes, at the end of the section. This does not need to be individual feedback but more general, so that no individual student feels singled out. You could start by saying ‘I noticed the following very good examples of language …’ or ‘I heard many of you speaking clearly and confidently, saying things like …’. Some examples could be put on the board for students to note down. If you noticed any areas for improvement, these can also be highlighted in a similar manner: ‘While I was listening, I heard a few of you say …. Who can suggest a better way of saying this?’ or ‘Can anybody tell me what’s wrong with …? How could we say it more clearly?’. CLASSROOM APP In either Reading 1 or Reading 2 there is a Critical Thinking Plus activity for the discussion questions. This is an extension to the discussion activities; it extends the questions that are in the Student’s Book and promotes the use of higher-order thinking skills. As with Unlock Your Knowledge, this is an open-ended discussion task that is organized into multiple screens to allow for multiple discussion options or A/B student debate options. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes for an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. READING 2 60 min Reading 2 is another reading text on the unit topic, often in a different format to Reading 1. It serves as a model for the Writing Task (in terms of style, structure and format, but not length) and gives students additional exposure to, and practice with, language and reading skills, while helping them generate and refine ideas for their Writing Task. 1 PREPARING TO READ PURPOSE • To prepare students to understand the content of the text • To help students anticipate content, using visuals and prior knowledge • To introduce and build key academic and topical vocabulary for the Reading and for the Writing Task

28 READING, WRITING & CRITICAL THINKING Encourage students to complete the pre-reading activities in this section in pairs or small groups, to provide support and peer encouragement. Circulate among the students, taking notes of common strengths and areas of difficulty. Once students have completed the activities, check for understanding and offer clarification, paying particular attention to any problem areas you noted. If you wish to extend the vocabulary activity in this section, elicit other word forms of the key vocabulary. CLASSROOM APP The Understanding Key Vocabulary activity in the app provides an additional practice activity that presents the key vocabulary in new contexts. It is scorable and typically a gap-fill exercise. These activities typically include eight items of vocabulary from both readings. The vocabulary is contextualized differently to its contextualization in the Student’s Book. Students should complete this activity on their own. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the vocabulary covered in the app activity, ask students to complete the activity in the fastest time possible. The Understanding Key Vocabulary exercise can also be assigned ahead of time, or after class, so that you can focus on the reading content and skills in class. 2 WHILE READING PURPOSE • To introduce, review and/or practise key academic reading skills • To practise reading comprehension skills • To see key vocabulary in a natural academic context • To provide information and stimulate ideas on an academic topic • To serve as a model for the Writing Task As with Reading 1, you can break up the texts into more manageable parts as students complete the exercises. Depending on time and proficiency level, have students read the text for homework before class, so that they are familiar with the content. Discuss with them the difficulty level of the text in comparison with Reading 1. Ask students who still struggle with comprehension to read the text again for homework and set specific questions for them to answer. 3 READING BETWEEN THE LINES PURPOSE • To help students achieve a deeper understanding of the text, using a variety of methods, including: working out meaning from context; distinguishing fact from opinion; making inferences; and identifying purpose and audience. Reading between the lines can be challenging, so make sure students have sufficient time to do the exercises. Students should work alone at first, and then join with a partner or partners to share and discuss their answers. 4 DISCUSSION PURPOSE • To personalize and expand on the ideas and content of Reading 2 • To practise synthesizing the content of the unit reading texts • To transition students from the receptive to the productive half of the unit Before students discuss the questions in this section for the first time, introduce the key skill of synthesis, i.e. combining and analyzing ideas from multiple sources. Stress its importance in higher education: at university, students will be asked to synthesize ideas from a wide range of sources, to think critically about them, to make connections among them and to add their own ideas. Note that you may need to review this information periodically with your class. The discussion questions will require students to use ideas from both Reading 1 and Reading 2 in order to supply the answers. This is good practice for the key skill of synthesis. Ask students to answer the questions in pairs or small groups, and then ask for volunteers to share their answers with the class. Facilitate the discussion, encouraging students to make connections between Reading 1 and Reading 2. If applicable, ask students to relate the content of the unit video, or even previous units, to this section. This is also a good context in which to introduce the Writing Task at the beginning of the Critical Thinking section and for students to consider how the content of the reading texts relates to the prompt. LANGUAGE DEVELOPMENT 45 min Each unit includes the introduction and practice of academic language relevant to the unit topic and readings, and useful for the unit Writing Task. The focus of this section is on vocabulary and/or grammar.

FLEXIBLE LESSON PLAN 29 PURPOSE • To focus and expand on grammar that may appear in Reading 1 and Reading 2 • To recycle and expand on vocabulary that may appear in Reading 1 and Reading 2 • To expose students to corpus-informed, research-based language for the unit topic and level • To practise language and structures that will improve student accuracy and fluency in the Writing Task For grammar points, review the Grammar box as a class and check students’ understanding. Alternatively, have students review it in pairs and allow time for questions. Then have students work in pairs to complete the accompanying activities. Review students’ answers and allow time for any clarification. For vocabulary points, review the Vocabulary box, if there is one, and then have students complete the activities in pairs. Then review answers and allow time for any clarification. To extend this activity, have students create sentences using each term and/or make a list of synonyms, antonyms or related words and phrases for each term. Students should also add relevant language to their vocabulary notebooks. For homework, have students annotate the readings in the unit, underlining or highlighting any language covered in this section. If appropriate, students could translate key words into their L1 and check in their pairs or groups for consistency. Depending on the time available and the level of your students, you could pick and choose the most relevant and useful activities. Stronger students could also assist less able students, taking on the role of ‘teachers’ and thus reinforcing their own knowledge while teaching their peers. CLASSROOM APP The Language Development activities (one or two exercises per unit) in the app are closed activities of five to eight items that practise the grammar/vocabulary from the Language Development section. These activities either build on the Student’s Book exercise or bridge between closed and open practice in the book. If the app icon appears at the start of an activity, the app activity should be done before the Student’s Book activity. If the app icon appears at the end of an activity, the app activity should be done after the Student’s Book activity. Students should complete the app activities on their own or for homework. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the language point(s) covered in the app activity, ask students to complete the activity in the fastest time possible. WRITING The second half of each unit focuses on the productive skill of writing. It begins with the prompt for the unit Writing Task and systematically equips students with the skills and language to plan for, prepare and execute the task successfully. CRITICAL THINKING 60 min PURPOSE • To introduce the Writing Task • To help generate, develop and organize ideas for the Writing Task • To teach and practise the lower-order critical thinking skills of remembering, understanding and applying knowledge, through practical brainstorming and organizational activities • To teach and practise the higher-order critical thinking skills of analyzing, evaluating and creating, in order to prepare students for success in the Writing Task and, more generally, in the university classroom Encourage students to work through this section collaboratively in pairs or small groups, to support and encourage each other. Facilitate their learning and progress by circulating and checking with students as they work through this section. If time permits, have groups exchange and evaluate one another’s work. GRAMMAR FOR WRITING 30 min Each unit includes the practice of academic grammatical structures and features relevant to the unit topic and readings, and useful for the unit Writing task. The focus of this section is only on grammar and is designed to help learners become good writers of English. There is a strong focus on sentence structure, word agreement and referencing, which are important for coherent and organized writing.

30 READING, WRITING & CRITICAL THINKING PURPOSE • To focus on grammar for the Writing Task • To practise language and structures that will improve student accuracy and fluency in the Writing Task Review the grammar boxes as a class and facilitate answers to any unclear sections. Alternatively, have students review the grammar boxes in pairs and allow time for questions. Then have students work in pairs or small groups to complete the accompanying activities. Review students’ answers and allow time for any clarification. Depending on time and the level of the class, you could allocate different activities to different students, and then allow time for sharing answers. ACADEMIC WRITING SKILLS 30 min Each unit includes a section on Academic writing skills, which practises all of the writing skills needed for the Writing Task. PURPOSE • To focus on and practise academic writing skills required for the Writing Task Review the skills boxes as a class and facilitate answers to any unclear sections. Alternatively, have students review the skills boxes in pairs and allow time for questions. Then have students work in pairs or small groups to complete the accompanying activities. Review students’ answers and allow time for any clarification. Depending on time and the level of the class, you could allocate different activities to different students, and then allow time for sharing answers. CLASSROOM APP The Academic Writing Skills activity in the app is a closed activity of five to eight items that practise the skills from this section. For some skills there many only be one or two items, if this is more appropriate. If the app icon appears at the start of an activity, the app activity should be done before the Student’s Book activity. If the app icon appears at the end of an activity, the app activity should be done after the Student’s Book activity. Students should complete this app activity on their own or for homework. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the language point(s) covered in the app activity, ask them to complete the activity in the fastest time possible. Note: In Levels 3–5, some units may have a Grammar For Writing activity instead of an Academic Writing Skills activity. WRITING TASK 45 min PURPOSE • To prepare for the Writing task • To revisit, revise and expand on work done in the Critical Thinking section • To provide an opportunity for students to synthesize the language, skills and ideas presented and generated in the unit • To develop students’ skills in reviewing and rewriting their written work Students should refer back to the activities they completed in the Critical Thinking section earlier in the unit, as these will support them in completing the Writing Task. Students should work alone, but should be encouraged to share their thoughts and writing with each other, and then to revise and edit their work, using the Revise and Edit checklists towards the end of the unit. REVISE AND EDIT 30 min There are two checklists after the Writing Task: one for the task and one for the language. These can be used by students to review their written work, and then to make any changes necessary. It is important that the checklists are not omitted, because they act as a reminder to students that written work should always be checked before giving it to the teacher for feedback. For variety, you could ask students to exchange their work with a partner’s and review it; alternatively students could work in small groups, reviewing each other’s work and giving each other feedback (while referring to the two checklists). OBJECTIVES REVIEW 15 min Use the Objectives Review section to help students reflect on what they have done during the unit. Point out that the ‘I can …’ objectives link back to the Learning Objectives on the opening page of the unit. Students should read the ‘I can …’ objectives

FLEXIBLE LESSON PLAN 31 and self-assess how well they can do each one, referring back to completed work and lessons in the unit if necessary. Ask students to provide evidence for their scores, so that the exercise does not become mechanical, and give feedback to students on this: ‘Really? You’ve given yourself 1? I think you did very well and you deserve to give yourself a 2’. If any students need more practice with any of the unit’s Learning Objectives, they can go to the Unlock Online Workbook. WORDLIST The Wordlist contains the key words from the unit which students should be encouraged to use in the final Writing Task. As a challenge for students you might suggest that they try to use five or eight words, or whatever you think is a reasonable number; stronger students could be encouraged to use more, while less able students could be given a lower target. Note that high-frequency words in the Cambridge Academic Corpus are highlighted in the Wordlist.

Mitra Mesgar

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Yekaterinburg



and the from


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Coordinates: 60°36′46″E / 56.83556°N 60.61278°E / 56.83556; 60.61278
Country

Founded	18 November 1723
City status since	1781
Government
• Body
• Head	Alexey Orlov
Area
• Total	1,111 km (429 sq mi)
Elevation	237 m (778 ft)
Population ( Census)
• Total	1,349,772
• Estimate	1,536,183
• Rank	in 2010
• Density	1,200/km (3,100/sq mi)

• Subordinated to	of Yekaterinburg
• of	, City of Yekaterinburg

• Urban okrug	Yekaterinburg Urban Okrug
• of	Yekaterinburg Urban Okrug
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Yekaterinburg [lower-alpha 1] is a city and the administrative centre of Sverdlovsk Oblast and the Ural Federal District , Russia. The city is located on the Iset River between the Volga-Ural region and Siberia , with a population of roughly 1.5 million residents, [14] up to 2.2 million residents in the urban agglomeration. Yekaterinburg is the fourth-largest city in Russia, the largest city in the Ural Federal District, and one of Russia's main cultural and industrial centres. Yekaterinburg has been dubbed the "Third capital of Russia", as it is ranked third by the size of its economy, culture, transportation and tourism. [15] [16] [17] [18]

Imperial era

Contemporary era, demographics, administrative districts, administration, living costs and the labor market, finance and business, retail and services, transportation, public transit, media and telecommunications, life and culture, architecture, international relations, bric summit, twin towns – sister cities, notable people, bibliography, external links.

Yekaterinburg was founded on 18 November 1723 and named after the Orthodox name of Catherine I (born Marta Helena Skowrońska), the wife of Russian Emperor Peter the Great . The city served as the mining capital of the Russian Empire as well as a strategic connection between Europe and Asia. In 1781, Catherine the Great gave Yekaterinburg the status of a district town of Perm Province , and built the historical Siberian Route through the city. [3] Yekaterinburg became a key city to Siberia, which had rich resources. In the late 19th century, Yekaterinburg became one of the centres of revolutionary movements in the Urals. In 1924, after the Russian SFSR founded the Soviet Union , the city was renamed Sverdlovsk after the Bolshevik leader Yakov Sverdlov . During the Soviet era, Sverdlovsk was turned into an industrial and administrative powerhouse. On 23 September 1991 the city returned to its historical name.

Yekaterinburg is one of Russia's most important economic centres and was one of the host cities of the 2018 FIFA World Cup . The city is currently experiencing an economic and population boom, which resulted in some of the tallest skyscrapers of Russia being located in the city. Yekaterinburg is home to the headquarters of the Central Military District of the Russian Armed Forces , as well as the presidium of the Ural Branch of the Russian Academy of Sciences .

Yekaterinburg is famous for its constructivist architecture [19] [20] [21] and is also considered the "Russian capital of street art ". [22] [23] [24]

The area was settled in prehistory. The earliest settlements date to 8000–7000 BC, in the Mesolithic period . The Isetskoe Pravoberezhnoye I archaeological site contains a Neolithic settlement dated to 6000–5000 BC. It includes stone processing workshops with artefacts such as grinding plates, anvils, clumps of rock, tools, and finished products. Over 50 different types of rock and minerals were used in tool making, indicating extensive knowledge of the region's natural resources. The Gamayun peninsula (left bank of the Verkh-Isetsky Pond) has archaeological findings from the Chalcolithic Period : workshops for producing stone tools (upper area) and two dwellings of the Ayat culture (lower area). There are also traces of the Koptyak culture from 2000 BC: dishes decorated with bird images and evidence of metallurgical production. The Tent I site contains the only Koptyak culture burials discovered in the Ural Mountains . In the Bronze Age , the people of Gamayun culture lived in the area. They left fragments of ceramics, weapons, and ornaments. [25] [26] [27]

Archaeological artifacts in the vicinity of Yekaterinburg were first discovered during railway construction, at the end of the 19th century. Excavation and research began in the 20th century. Artifacts are held at the Sverdlovsk Regional Museum of Local Lore , at the Hermitage , at the Museum of Anthropology and Ethnography of the Academy of Sciences, and at other museums. [26]

The first Russian settlements within the boundaries of modern Yekaterinburg appeared in the second half of the 17th century — in 1672, an Old Believers village arose in the area of Shartash lake [28] (this fact is disputed by historians, since no evidence of the founding of the village at that time was found in the sources), [29] and in 1680 – 1682, the villages of Nizhny and Verkhny Uktus appeared on the banks of Uktus River (now the territory of the Chkalovsky district of the city). [30] In 1702, by the initiative of the head of Sibirskiy prikaz Andrew Vinius , the Uktus state ironwork plant was founded near Nizhny Uktus — the first ironworks within the boundaries of modern Yekaterinburg. [31] In 1704, the Shuvakish ironworks was built (now the territory of the Zheleznodorozhny district of the city). [28] With the beginning of active construction of factories in the Urals in the 18th century, relations with their southern neighbors, the Bashkirs , became strained. As a result of the Bashkir raid in 1709, the village of Verkhny Uktus was devastated, all buildings, including the wooden church and chapel, were burned, the residents fled to the protection of the Uktus plant fortifications. [30] On the night of 5 April 1718, a fire destroyed all the factory buildings of the Uktus plant, except for the dam, and the plant was restored only by 1720 under the supervision of Timofey Burtsev. [32] However, the plant did not receive further development due to the lack of water in Uktus river.

In 1720, by decree of Peter I , a delegation led by mining specialist Johann Blüher and statesman Vasily Tatishchev was sent to the Urals . [33] They were entrusted with managing the mining industry, identifying the causes of the collapse and reduction of production at state-owned factories. [33] On 29 December 1720, [33] Tatishchev and Blüher arrive at the Uktus plant, which became their main residence in the Urals. As a result of familiarizing himself with the state of nearby state-owned factories, Tatishchev came to the conclusion that on the basis of these factories, even if they were reconstructed and expanded, it would not be possible to quickly increase the production of iron, and it would be more profitable to build a new large plant. After inspecting the immediate area, together with the commissary of the Uktus plant, Timofey Burtsev, a place rich in ore and forest was chosen on the banks of the more full-flowing Iset River , 7 versts from Uktus. [33] On 6 February 1721, Tatishchev sent a message to the Collegium of Mining , in which he asked permission to begin construction of the plant, with detailed explanations and justification for this project. [33] On 1 March 1721, without waiting for a response from the Collegium, Tatishchev began construction of the new plant, [28] but he failed to convince Collegium, and by the Collegium decree of 10 December 1721, he was removed from the leadership of mining affairs in the Urals. [28] In 1722, by decree of Peter the Great, a mining engineer, Major General Georg Wilhelm de Gennin , was sent to the Urals in place of Tatishchev. Having studied all the circumstances, de Gennin fully supported Tatishchev’s project, and on 12 March 1723, construction of the plant on Iset resumed. [28]

Russian historian Vasily Tatishchev and Russian engineer Georg Wilhelm de Gennin founded Yekaterinburg with the construction of a massive iron-making plant under the decree of Russian emperor Peter the Great in 1723. [34] They named the city after the emperor's wife, Yekaterina, who later became empress regnant Catherine I . [2] Officially, the city's founding date is 18 November 1723, when the shops carried out a test run of the bloomery for trip hammers. [2] The plant was commissioned 6 days later, on 24 November. [35] 1723 also saw the establishment of Yekaterinburg fortress , which would encompass many of the settlement's earliest buildings. Dmitry Mamin-Sibiryak very vividly described the beginning of the construction of a mining plant and a fortress: "Imagine completely deserted banks of the Iset river, covered with forest. In the spring of 1723, soldiers from Tobolsk, peasants of the assigned settlements, hired craftsmen appeared, and everything around came to life, as if by the dictates of a fairy tale. They dropped the forest, prepared a place for the dam, laid blast furnaces, raised the rampart, set up barracks and houses for the authorities... ". [36]

In 1722–1726 the Verkhne-Uktussky mining plant was built, [37] which was officially called the plant of the princess Elizabeth (the future village of Elizabeth, or Elizavetinskoe) and became a part of modern Yekaterinburg in 1934. [38] In 1726, Wilhelm de Gennin founded an auxiliary Verkh-Isetsky plant with a working settlement 2 versts from Yekaterinburg upstream ('verkh' in Russian) the Iset River. [39] The plant's dam formed the Verkh-Isetsky pond. Colloquially called by the Russian acronym VIZ, it was a satellite town until in 1926, with a population of over 20,000 people by this time, it was incorporated into Yekaterinburg as the core of the Verkh-Isetsky district. [39]

Plan of Yekaterinburg, 1743 PlanYekaterinburg1743.JPG

Yekaterinburg was one of the industrial cities of Russia prompted at the beginning of the 18th century by decrees of Tsar Peter the Great which demanded the development of the metalworking industry. With extensive use of iron, the city was built to a regular square plan with ironworks and residential buildings at the centre. These were surrounded by fortified walls so that Yekaterinburg was at the same time both a manufacturing centre and a fortress at the frontier between Europe and Asia. It, therefore, found itself at the heart of Russia's strategy for further development of the entire Ural region. The so-called Siberian Route became operational in 1763 and placed the city on an increasingly important transit route, which led to its development as a focus of trade and commerce between east and west, and gave rise to the description of the city as the "window to Asia". With the growth in trade and the city's administrative importance, the ironworks became less critical, and the more important buildings were increasingly built using expensive stone. Small manufacturing and trading businesses proliferated. In 1781 Russia's empress, Catherine the Great, granted Yekaterinburg town status and nominated it as the administrative centre for the wider region within Perm Governorate . [3] In 1807, the role of the capital of the mining and smelting region was confirmed by assigning it the status of the only "mountain city" in Russia. Until 1863, Yekaterinburg remained subordinate to the head of the mining plants of the Ural ridge , the minister of finance and personally to the emperor, and enjoyed considerable freedom from the governor's power. Since the 1830s, mountainous Yekaterinburg has become the center of mechanical engineering. [36]

In 1820–1845, 45% of the world's gold was mined in Yekaterinburg. This is the first ever "Gold Rush". [40] Until 1876, 80% of the coins in circulation in the Russian Empire were produced at the Yekaterinburg mint. [41]

Following the October Revolution , the family of deposed Tsar Nicholas II was sent to internal exile in Yekaterinburg where they were imprisoned in the Ipatiev House in the city. In July 1918, the Czechoslovak Legions were closing on Yekaterinburg. In the early hours of the morning of 17 July, the deposed Tsar, his wife Alexandra , and their children Grand Duchesses Olga , Tatiana , Maria , Anastasia , and Tsarevich Alexei were murdered by the Bolsheviks at the Ipatiev House. Other members of the Romanov family were killed at Alapayevsk later the same day. The Legions arrived less than a week later and captured the city. [42] [43] The city remained under the control of the White movement in which a provisional government was established. The Red Army took back the city and restored Soviet authority on 14 July 1919. [44] [45]

Snow-covered statue of Yakov Sverdlov Ekaterinbourg.jpeg

In the years following the Russian Revolution and the Russian Civil War , political authority of the Urals was transferred from Perm to Yekaterinburg. On 19 October 1920, Yekaterinburg established its first university, the Ural State University , as well as polytechnic, pedagogical, and medical institutions under the decree of Soviet leader Vladimir Lenin . Enterprises in the city ravaged by the war were nationalised, including: the Metalist (formerly Yates) Plant, the Verkh-Isetsky (formerly Yakovleva) Plant, and the Lenin flax-spinning factory (formerly Makarov). In 1924, the city of Yekaterinburg was renamed Sverdlovsk after the Bolshevik leader Yakov Sverdlov . [46] [28] [44]

By the 1934, following a series of administrative reforms carried by the early Soviet government, the earliest Russian settlements which predated Yekaterinburg and laid the basis of its founding, were incorporated into the city proper. [38] [47]

During the reign of Stalin, Sverdlovsk was one of several places developed by the Soviet government as a centre of heavy industry. Old factories were reconstructed and new large factories were built, especially those specialised in machine-building and metalworking. These plants included Magnitogorsk and the Chelyabinsk Tractor Plant in Chelyabinsk oblast , and Uralmash in Sverdlovsk. During this time, the population of Sverdlovsk tripled in size, and it became one of the fastest-growing cities of the Soviet Union. At that time, very large powers were given to the regional authorities. By the end of the 1930s, there were 140 industrial enterprises, 25 research institutes, and 12 higher education institutions in Sverdlovsk. [48] [49]

During World War II, the city became the headquarters of the Ural Military District on the basis of which more than 500 different military units and formations were formed, including the 22nd Army and the Ural Volunteer Tank Corps. Uralmash became the main production site for armoured vehicles. Many state technical institutions and whole factories were relocated to Sverdlovsk away from cities affected by war (mostly Moscow), with many of them staying in Sverdlovsk after the victory. The Hermitage Museum collections were also partly evacuated from Leningrad to Sverdlovsk in July 1941 and remained there until October 1945. [50] In the postwar years, new industrial and agricultural enterprises were put into operation and massive housing construction began. [51] [44] The lookalike five-story apartment blocks that remain today in Kirovsky, Chkalovsky, and other residential areas of Sverdlovsk sprang up in the 1960s, under the direction of Nikita Khrushchev 's government. [52] In 1977, Ipatiev House was demolished by order of Boris Yeltsin in accordance to a resolution from the Politburo in order to prevent it from being used as a rallying location for monarchists . Yeltsin later became the first President of Russia and represented the people at the funeral of the former Tsar in 1998. [53] There was an anthrax outbreak in Sverdlovsk in April and May 1979, which was attributed to a release from the Sverdlovsk-19 military facility . [54]

During the 1991 coup d'état attempt , Sverdlovsk, the home city of President Boris Yeltsin, was selected by him as a temporary reserve capital for the Russian Federation, in case Moscow became too dangerous for the Russian government. A reserve cabinet headed by Oleg Lobov was sent to the city, where Yeltsin enjoyed strong popular support at that time. [55] Shortly after the failure of the coup and subsequent dissolution of the Soviet Union, the city regained its historical name of Yekaterinburg on 23 September 1991. However, Sverdlovsk Oblast, of which Yekaterinburg is the administrative centre, kept its name. [56] [57]

In the 2000s, an intensive growth of trade, business, and tourism began in Yekaterinburg. In 2003, Russian President Vladimir Putin and German Chancellor Gerhard Schröder negotiated in Yekaterinburg. On 15–17 June 2009, the SCO and BRIC summits were held in Yekaterinburg, which greatly improved the economic, cultural, and tourist situation in the city. On 13–16 July 2010, a meeting between Russian President Dmitry Medvedev and German Chancellor Angela Merkel took place in the city. [58]

In 2018, Yekaterinburg hosted four matches of the 2018 FIFA World Cup and hosted the inaugural University International Sports Festival in 2023. [59]

Geographically, Yekaterinburg is in North Asia, close to the Ural Mountains (which divide Europe from Asia), 1,667 km (1,036 mi) east of the nation's capital Moscow.

The city has a total area of 1,111 km 2 (429 sq mi) .

Yekaterinburg is on the eastern side of the Urals. The city is surrounded by wooded hills, partially cultivated for agricultural purposes. Yekaterinburg is located on a natural watershed, so there would be many bodies of water close and in the city. The city is bisected by the Iset River , which flows from the Urals into the Tobol River . There are two lakes in the city, Lake Shuvakish and Lake Shartash. The city borders Verkh-Isetskiy Pond, through which the Iset River flows. Lake Isetskoye and Lake Baltym are both near the city, with Lake Isetskoye located near Sredneuralsk , and Lake Baltym located near the towns of Sanatornyy and Baltym.

Yekaterinburg uses the Yekaterinburg Time, which is five hours ahead of UTC (UTC+5), and two hours ahead of Moscow Time . [60]

The city possesses a humid continental climate ( Dfb ) under the Köppen climate classification . [61] It is characterised by sharp variability in weather conditions, with well-marked seasons. The Ural Mountains, despite their insignificant height, block air from the west, from the European part of Russia. As a result, the Central Urals are open to the invasion of cold arctic air and continental air from the West Siberian Plain. Equally, warm air masses from the Caspian Sea and the deserts of Central Asia can freely penetrate from the south. Therefore, the weather in Yekaterinburg is characterised by sharp temperature fluctuations and weather anomalies: in winter, from frost at −40 °C to thaw and rain; in summer, from frosts to temperatures above 35 °C (95 °F) . [61]

The distribution of precipitation is determined by the circulation of air masses, relief, and air temperatures. The main part of the precipitation is brought by cyclones with a western air mass transfer, that is, from the European part of Russia, while their average annual amount is 601 mm. The maximum falls on a warm season, during which about 60–70% of the annual amount falls. For the winter period is characterized by snow cover with an average capacity of 40–50 cm. The coefficient of moistening(the ratio of yearly precipitation and potential evaporation ) – 1. [61]

The average temperature in January is −12.6 °C (9.3 °F) . The record minimum temperature is −44.6 °C (−48.3 °F) (6 January 1915);
The average July temperature is 18.9 °C (66.0 °F) . The record maximum temperature is 40.0 °C (104.0 °F) (11 July 2023);
The average annual temperature is 2.1 °C (35.8 °F) ;
The average annual wind speed is 2.9 m/s (10 km/h; 6.5 mph) ;
The average annual humidity is 75%;
The average annual precipitation is 534 mm (21.0 in) ;

Climate data for Yekaterinburg (1991–2020, extremes 1831–present)
Month	Jan	Feb	Mar	Apr	May	Jun	Jul	Aug	Sep	Oct	Nov	Dec	Year
Record high °C (°F)	5.6 (42.1)	9.4 (48.9)	18.1 (64.6)	28.8 (83.8)	34.7 (94.5)	36.4 (97.5)	40.0 (104.0)	37.2 (99.0)	31.9 (89.4)	24.7 (76.5)	13.5 (56.3)	5.9 (42.6)	40.0 (104.0)
Mean daily maximum °C (°F)	−9.3 (15.3)	−6.6 (20.1)	0.9 (33.6)	10.1 (50.2)	18.3 (64.9)	22.6 (72.7)	24.3 (75.7)	21.4 (70.5)	15.0 (59.0)	6.9 (44.4)	−2.6 (27.3)	−7.8 (18.0)	7.8 (46.0)
Daily mean °C (°F)	−12.6 (9.3)	−10.8 (12.6)	−3.6 (25.5)	4.7 (40.5)	12.2 (54.0)	16.9 (62.4)	18.9 (66.0)	16.2 (61.2)	10.4 (50.7)	3.6 (38.5)	−5.4 (22.3)	−10.7 (12.7)	3.3 (37.9)
Mean daily minimum °C (°F)	−15.5 (4.1)	−14.1 (6.6)	−7.3 (18.9)	0.3 (32.5)	6.9 (44.4)	12.0 (53.6)	14.4 (57.9)	12.2 (54.0)	6.8 (44.2)	1.0 (33.8)	−7.8 (18.0)	−13.3 (8.1)	−0.4 (31.3)
Record low °C (°F)	−44.6 (−48.3)	−42.4 (−44.3)	−39.2 (−38.6)	−21.8 (−7.2)	−13.5 (7.7)	−5.3 (22.5)	1.5 (34.7)	−2.2 (28.0)	−9.0 (15.8)	−22.0 (−7.6)	−39.2 (−38.6)	−44.0 (−47.2)	−44.6 (−48.3)
Average mm (inches)	25 (1.0)	19 (0.7)	25 (1.0)	31 (1.2)	47 (1.9)	73 (2.9)	93 (3.7)	75 (3.0)	45 (1.8)	41 (1.6)	33 (1.3)	28 (1.1)	534 (21.0)
Average extreme snow depth cm (inches)	33 (13)	42 (17)	38 (15)	5 (2.0)	0 (0)	0 (0)	0 (0)	0 (0)	0 (0)	1 (0.4)	8 (3.1)	21 (8.3)	42 (17)
Average rainy days	1	1	5	13	20	20	19	22	22	17	6	1	147
Average snowy days	26	23	18	10	4	0.4	0	0	2	13	23	25	144
Average (%)	79	75	68	60	58	63	68	73	75	75	78	79	71
Mean monthly	47	94	164	206	256	272	269	217	143	78	51	37	1,834
Source 1: Pogoda.ru
Source 2: NOAA (sun 1961–1990)

Historical population
Year
1897	37,399	—
1926	134,831	+260.5%
1939	425,533	+215.6%
1959	778,602	+83.0%
1970	1,025,045	+31.7%
1979	1,211,172	+18.2%
1989	1,364,621	+12.7%
2002	1,293,537	−5.2%
2010	1,349,772	+4.3%
2021	1,544,376	+14.4%

According to the results of the 2021 Census , the population of Yekaterinburg was 1,544,376 ; [64] up from 1,349,772 recorded in the 2010 Census . [7]

As of 2021, the ethnic composition of Yekaterinburg was: [65]

Ethnicity	Population	Percentage
	1,172,704	91.0%
	27,431	2.1%
	13,102	1.0%
	8,769	0.7%
	6,121	0.5%
	4,987	0.4%
	4,755	0.4%
	4,307	0.3%
	4,014	0.3%
Others	42,033	3.3%

Religion in Yekaterinburg (2024)

Christianity is the predominant religion in the city, of which most are adherents to the Russian Orthodox Church. The Yekaterinburg and Verkhotursky diocese is located in the Holy Trinity Cathedral in the city. Other religions practised in Yekaterinburg include Islam , Old Believers , Catholicism , Protestantism , and Judaism .

Yekaterinburg has a significant Muslim community, but it suffers from a lack of worship space: there are only two small mosques . Another mosque was built in the nearby city of Verkhnyaya Pyshma . On 24 November 2007, the first stone was laid in the construction of a large Cathedral Mosque with four minarets , and space for 2,500 parishioners in the immediate vicinity of the cathedral and a synagogue , thus forming the "area of the three religions". [66] The mosque was planned to be built for the SCO summit, but due to funding problems, construction did not move from zero and is now frozen.

Construction of a Methodist church started in 1992, and with the help of American donations, finished in 2001. [67] A synagogue was opened in 2005, on the same place a 19th-century synagogue was demolished in 1962.

Most of the city's religious buildings were destroyed during the Soviet era, in addition to the synagogue, the three largest Orthodox churches in Yekaterinburg were demolished – the Epiphany Cathedral, the Ekaterininsky Cathedral, and the Great Zlatoust Church . Other Christian churches such as the Lutheran Church of Yekaterinburg and the Roman Catholic Church of St. Anne (a new Catholic St. Anne's Church was built in 2000) were demolished as well. Other churches were used as warehouses and industrial sites. The only religious building in Yekaterinburg in the Soviet era was the Cathedral of St. John the Baptist. Recently, some churches are being rebuilt. Since 2006, according to the surviving drawings, the Great Zlatoust Church was restored in 2012. On 17 April 2010, the city was visited by Patriarch Kirill . [68]

Yekaterinburg is the administrative centre of Sverdlovsk Oblast . [1] Within the framework of the administrative divisions , it is, together with twenty-nine rural localities , incorporated as the City of Yekaterinburg, [9] an administrative unit with the status equal to that of the districts . [1] As a municipal division, the City of Yekaterinburg is incorporated as Yekaterinburg Urban Okrug. [10]

Administrative districts of Yekaterinburg

Label	Name	Area (2019)	Population (2019)	Founded	Head	Website	Dialing code(s)	Subdivisions
1	Akademicheskiy		81,000	2020	Smirnyagin Nikolai Sergeevich		+7 3432, +7 3433	3
2	Verkh-Isetsky	240 square kilometres (93 sq mi)	221,207	1919	Morozov Andrey Mikhailovich	1 December 2021 at the	+7 3432, +7 3433	5
3	Zheleznodorozhnyy	126.3 square kilometres (48.8 sq mi)	221,207	1938	Pershin Vitaly Pavlovich	1 March 2022 at the	+7 343	8
4	Kirovsky	72 square kilometres (28 sq mi)	228,864	1943	Bolikov Vladimir Yurievich	15 March 2022 at the	+7 343	7
5	Leninsky	25 square kilometres (9.7 sq mi)	156,723	1934	Beruashvili Elena Zauryevna	15 March 2022 at the	+7 343	3
6	Oktyabrsky	157 square kilometres (61 sq mi)	148,981	1934	Kostenko Igor Vitalievich	10 November 2021 at the	+7 3432	11
7	Ordzhonikidzevsky	102 square kilometres (39 sq mi)	286,482	1934	Kravchenko Roman Gennadievich	16 March 2022 at the	+7 3433	6
8	Chkalovsky	402 square kilometres (155 sq mi)	275,571	1943	Shipitsyn Evgeny Viktorovich	9 May 2019 at the	+7 3432	10

Each district is not a municipal formation, and the historical centre of the city is divided into five inner-city districts (except Chkalovsky and Ordzhonikidzevsky).

A district named Akademicheskiy was formed from the parts of Leninsky and Verkh-Isetsky districts on 3 January 2020. [70] On 1 October 2021, more settlements were transferred from Verkh-Isetsky to Akademicheskiy district. [71]

The Charter of Yekaterinburg establishes a four-link system for the organisation of local authorities, which includes: the Head of Yekaterinburg, who serves as the chairman of the Yekaterinburg City Duma, the Yekaterinburg City Duma, the Administration of the City of Yekaterinburg, and the Chamber of Accounts. [74]

According to the charter of Yekaterinburg, the highest official of the municipal formation is the mayor of Yekaterinburg. The mayor is elected by universal suffrage, but since 3 April 2018, the procedure for direct elections of the mayor of the City of Yekaterinburg was abolished. The mayor of the city is endowed with representative powers and powers to organize activities and guide the activities of the City Duma. In addition, the mayor of the city exercises other powers such as concluding a contract with the head of the city administration and ensuring compliance with the Russian Constitution, Russian legislation, the city charter, and other normative acts. [75] [76]

In the event of a temporary absence of the mayor of Yekaterinburg, his authority under his written order is exercised by the deputy mayor of Yekaterinburg. [77]

The representative body of the municipal formation is the Yekaterinburg City Duma, which represents the city's entire population. The membership of the Duma is 36 deputies (18 deputies were elected in single-mandate constituencies and 18 in a single electoral district). Residents of the city elect deputies on the basis of universal suffrage for a period of 5 years. [74]

The executive and administrative body of the municipal formation is the Administration of the City of Yekaterinburg, led by the head of the Administration, currently held by Aleksandr Yacob. The administration is endowed with its own powers to resolve issues of local importance, but it is under the control and accountable to the Yekaterinburg City Duma. The building of the Administration of Yekaterinburg is located on 1905 Square . [76]

The Chamber of Accounts is a permanently operating body of external municipal financial control. The Chamber is formed by the apparatus of the City Duma and is accountable to it. The Chamber consists of the chairman, deputy chairman, auditors and staff. The structure and number of staff of the chamber, including the number of auditors, is determined by the decision of the City Duma. The term of office of the Chamber staff is 5 years. The Chamber of Accounts is a legal entity. [77]

In accordance with the regional charter, Yekaterinburg is the administrative centre of the Sverdlovsk Oblast. [1] The executive power is exercised by the governor of Sverdlovsk Oblast, the legislative power by the legislative assembly of Sverdlovsk Oblast, and the judicial power by the Sverdlovsk Regional Court, located in the building of the Palace of Justice. [78] The building serving the regional government is the White House and the building serving the legislative assembly is located next to it on October Square. The ministries of the Sverdlovsk Region are located in the building of the regional government, as well as in other separate buildings of the city. [79]

Yekaterinburg serves as the centre of the Ural Federal District. As a result, it serves as the residence of the presidential envoy , the highest official of the district and part of the administration of the President of Russia. The residence is located the building of the regional government on October Square near the Iset River embankment.

In addition, Yekaterinburg serves as the centre of the Central Military District and more than 30 territorial branches of the federal executive bodies, whose jurisdiction extends not only to Sverdlovsk Oblast, but also to other regions in the Ural Mountains, Siberia, and the Volga Region.

According to the results of the September 2013 elections, the mayor of the city was Yevgeny Roizman , nominated by the Civil Platform party. Out of the 36 seats in the City Duma, 21 belong to United Russia , 7 to A Just Russia , 3 to the Civil Platform, 2 to the Communist Party and 1 seat to the LDPR . The turnout in the mayoral elections was 33.57%. [80]

Russian federal legislative election, 2016
Party		Candidate	Votes	%	±%
			78,289	38.4%
			31,288	15.4%
			25,869	12.7%
			22,293	10.9%
			11,340	5.6%

It was the last popular vote in Yekaterinburg. Since 2018, there have been no elections, but a vote in the Municipal Duma. On 25 September 2018 the majority of the representatives in the Duma voted in favour of the Vice-Governor of Sverdlovsk oblast, Alexander Vysokinskiy.

Yekaterinburg is one of the largest economic centres in Russia. It is included in the City-600 list (it unites the 600 largest cities in the world that produce 60% of global GDP), compiled by the McKinsey Global Institute, a research organisation. In 2010, the consulting company estimated the gross product of Yekaterinburg to be about $19 billion (according to the calculations of the company, it should grow to $40 billion by 2025). [82] [83]

By volume of the economy, Yekaterinburg ranks third in the country, after Moscow and St. Petersburg. According to a research of the Institute for Urban Economics, in the ranking of the largest cities and regional capital cities according to economic standards for 2015, Yekaterinburg ranked third. The city's gross urban product (GVP) was 898 billion rubles. Per capita GDP was 621.0 thousand rubles (18th place). [84] In 2015, the gross urban product of the Yekaterinburg metropolitan area amounted to 50.7 billion international dollars (the fourth place in the country) or 25.4 thousand international dollars in terms of per inhabitant of the metropolitan area. [85]

In the Soviet era, Yekaterinburg (as Sverdlovsk) was a purely industrial city, with a share of industry in the economy of 90% (of which 90% were in defense production). With Chelyabinsk and Perm, the three cities formed what to be the Urals industrial hub. [86]

The former head of Yekaterinburg, Arkady Chernetsky, has set the goal of diversifying the city's economy, which has resulted in the development of sectors such as warehousing, transportation, logistics, telecommunications, financial sector, wholesale and retail trade, etc. in Yekaterinburg. [86] Economist-geographer Natalia Zubarevich points out that at the present stage, Yekaterinburg has practically lost its industrial specialisation. [87]

The standard of living in Yekaterinburg exceeds the average standard across Russia. According to the Department of Sociology of the Financial University under the Government of the Russian Federation, it is among the top ten cities with the highest standard of living. Compared to other Russian cities with a population of around or over one million, in 2015, Yekaterinburg held a leading position in terms of average monthly wages and retail turnover, in terms of the total volume of investments in fourth place of fixed assets, and second place in housing placement. [88] [89]

The average monthly wage in Yekaterinburg following the results of 2019 was 54,976 rubles. This is the first place among the millionth municipalities of the Russian Federation. [90] There are on average 440,300 people employed by large and middle-sized organisations and companies. The unemployment rate at the end of 2015 was 0.83% of the total economically active population. Locals labelled the main problems of the city such the current state of the healthcare system, housing system, and transportation system. [89] [91]

The budget of Yekaterinburg in 2015 was executed on income in the amount of 32,063.6 million rubles, for expenses in the amount of 32,745.8 million rubles. Among the budget expenditures: 17 billion rubles were spent on education, over 1 billion rubles on culture, and about 900 million rubles on health. The main part of the revenue of the city treasury was its own tax and non-tax revenues (more than 18 billion rubles). The revenues from the regional and federal budgets were at the lowest level in 10 years. Specialists noted a decrease in tax revenues and an increase in tax debt (exceeded 2 billion rubles). [89] [92]

The main budget expenditures are the development of the economy (which accounts for 19% of expenditures) and the social security of the townspeople (11% of expenditures go). Cities such as Perm, Kazan and Ufa, spend for these purposes in a smaller percentage of costs (from 2 to 6%). Also, a fairly strict budgetary discipline is noted—the budget deficit is kept at the level of 2% of its volume. [93]

Yekaterinburg is one of the largest financial and business centres in Russia, with offices of multinational corporations, representative offices of foreign companies, and a large number of federal and regional financial and credit organisations. The financial market of Yekaterinburg is characterised by stability and independence, based both on the broad presence of large foreign and Moscow credit organisations and on the availability of large and stable local financial holdings. [94]

The financial sector of Yekaterinburg has more than 100 banks, including 11 foreign banks. The list of the largest Russian banks for assets for 2016 included 10 banks registered in Yekaterinburg, including but not all: Ural Bank for Reconstruction and Development, SKB-Bank, Uraltransbank, and UM Bank. [95] [96]

IT "SKB Kontur" from Yekaterinburg – the largest software manufacturer in Russia – first place according to the RAEX rating [97]

Also in Yekaterinburg is the Ural headquarters of the Central Bank of Russia. Since 7 August 2017, by order of the Bank of Russia, the branches of the Siberian, Far Eastern and part of the Prevolzhsky Federal Districts have been transferred to the control of the Ural Megaregal Directorate. Thus, this is one of the three main departments of the Mega-regulator in the territory of Russia. [98]

A major role in the formation of Yekaterinburg as a business centre has its infrastructural potential, which is growing at a high rate: transport accessibility for Russian and foreign economic entities, the availability of hotels, advanced communication services, business related services (consulting, exhibition activities, etc.). [94] Yekaterinburg has its own central business district, Yekaterinburg City. [99]

1st Pyatiletka Square, where Uralmash is headquartered MainBildingUralmash.jpg

Yekaterinburg has been a major industrial centre since its foundation. In the 18th century, the main branches were smelting and processing of metal. Since the beginning of the 19th century, machine building appeared, and in the second half of the 19th century, light and food (especially milling) industry was widely spread. A new stage in the development of production occurred during the period of industrialisation – at this time in the city, factories were built, which determined the industry specialisation of heavy engineering. During World War II, Yekaterinburg (as Sverdlovsk) hosted about sixty enterprises evacuated from Central Russia and Ukraine. As a result, there was a sharp increase in the production capacity of existing plants and the emergence of new branches of the Urals industry.

At present, more than 220 large and medium-sized enterprises are registered in Yekaterinburg, 197 of them in manufacturing industries. [94] In 2015, they shipped 323,288 million rubles worth of own-produced goods. Production by industry was divided accordingly: metallurgical production and metalworking 20.9%, food production 13.3%, production of electrical equipment, electronic and optical equipment 9.2%, production of vehicles 8.4%, production of machinery and equipment 6.4%, chemical production 5.5%, production of other nonmetallic mineral products 3.7%, production of rubber and plastic products 2.8%, pulp and paper production, publishing and printing 0.5%, and other 29.3%. [100]

Several headquarters of large Russian industrial companies are located in the city: IDGC of Urals, Enel Russia, Steel-Industrial Company, Russian Copper Company, Kalina, NLMK-Sort, VIZ-Stal, Sinara Group, Uralelectrotyazhmash, Automation Association named after academician NA Semikhatov, Ural Heavy Machinery Plant (Uralmash), Fat Plant, Fores, confectionery association Sladko, Machine Building Plant named after M.I. Kalinin, Ural Turbine Plant, Uralkhimmash and others. [101]

Yekaterinburg ranks first in retail trade of the Russian Federation per capita, ahead of Moscow. [102] The consumer market contributes significantly to Yekaterinburg's economy. Revenue of retail stores in 2015 amounted to 725.9 billion rubles, and the number of retailers totaled 4,290. [103] As of 1 January 2016, 36 shopping centers operate in the city, taking up a total area of which was 1,502,700 m 2 (16,175,000 sq ft) . The availability of shopping centres per 1,000 inhabitants increased to 597.2 m 2 (6,428 sq ft) . [104]

Retail areas amounted to 2,019,000 m 2 (21,730,000 sq ft) , with the availability of retail space reached 1,366.3 m 2 (14,707 sq ft) per 1,000 inhabitants. According to these statistics, Yekaterinburg holds leading positions among other major cities of Russia. In the consumer market of Yekaterinburg, 1041 network operators are represented. The number of wholesale enterprises totalled 1,435. Among the Federal construction stores represented in the city, you can select: Leroy Merlin, [105] Castorama, [106] Domostroy, [107] Maxidom, [108] OBI, [109] Sdvor. [110] Yekaterinburg has an agricultural market named Shartashsky. [104] [111]

The revenue of catering in 2015 totalled 38.6 billion rubles. The network of catering enterprises in Yekaterinburg is presented as follows: 153 restaurants, 210 bars, 445 cafes, 100 coffee houses, 582 dining rooms, 189 eateries, 173 fast-food establishments, 10 tea shops, 319 other types of institutions (buffets, cafeterias, catering companies). 82.6% of catering enterprises provide additional services to consumers. [112]

The revenue of the services industry in 2015 totalled 74.9 billion rubles. The fastest pace in the city is developing hairdressing services, sewing and knitting atelier services, pawnshop services, fitness centre services. The network of public service enterprises in Yekaterinburg includes 5,185 facilities. In 2015, the provision of service areas for service enterprises totaled 382.1 m 2 (4,113 sq ft) per 1,000 citizens. The highest concentration of household services is observed in the Verkh-Isetsky, Oktyabrsky and Leninsky districts. [113]

Greenwich Shopping Center, as of 2021, is the largest shopping center in Europe. [114]

The largest store in the world by area is Sima-Land. [115]

Yekaterinburg is a major centre for the Russian tourist industry. In 2015, the city was one of the top five most visited Russian cities (others being Moscow, St. Petersburg, Novosibirsk , and Vladivostok ) according to the Global Destinations Cities Index, which represents the payment system Mastercard . [116] In recent years, a lot of work has been done to create a positive image of Yekaterinburg as a centre for international tourism, including holding of summits for the Shanghai Cooperation Organisation (SCO) in 2008 and 2009 and the international exhibition Innoprom in 2009 and 2010. [117] In 2014, Yekaterinburg ranked third among Russian cities in popularity among foreign tourists after Moscow and St. Petersburg. [118]

In 2015, the total flow of inbound tourism grew by 10% compared to the previous year and amounted to 2.1 million people. [119] In recent years, there has been a tendency to reduce the role of business tourism in the overall flow: if in 2013 about 80% of trips were business, in 2015 their number was already 67%. Most tourists go to "bow to the memory of the last [czar] and his family." In addition, new tourist ideas are developing such as the Bazhov theme, the geological and mineralogical theme, industrial tourism, and the event calendar. [120]

Yekaterinburg is the third largest transport hub of Russia, behind Moscow and St. Petersburg. The city has 6 federal highways, 7 main railway lines, and an international airport. The location of Yekaterinburg in the central part of the region allows for 7 to 10 hours to get from it to any large city of the Urals. [121] The formation of Yekaterinburg as an important transportation hub is largely due to the city's favourable geographical location on a low stretch of the Ural Mountains, through which it was convenient to lay the main roads connecting the European and Eastern parts of Russia. [122]

E22 bypass in the Chkalovsky District Ob'ezdnaia.jpg

Yekaterinburg is one of the ten Russian megacities with the largest car fleet (0.437 megacars were registered in the city in 2014), which has been intensively increasing in recent years (by 6–14% annually). [123] [124] The level of car ownership in 2015 has reached 410 cars per 1,000 people. [125] Its pace in the past few years has seriously exceeded the pace of development and the capacity of the road infrastructure. For the first time, transport problems started to appear in Yekaterinburg in the 1980s and though it did not seem threatening at first, the situation gets worse every year. Studies have shown that as early as 2005, the capacity limit for the road network was reached, which has now led to permanent congestion. [126] To increase the capacity of the street-road network, stage-by-stage reconstruction of streets is being carried out, as well as multi-level interchanges being built. In order to reduce the transit traffic, the Sverdlovsk Oblast administration announced two road projects in 2014: the Yekaterinburg Ring Road (EKAD) and an overpass road on Sovetskaya Street. The Yekaterinburg Ring Road would surround the largest municipalities of Yekaterinburg. Its purpose would be to help the city's economy and reduce traffic on the Middle Ring Road of the city, making it easier for civilians to commute around the city than going through the city's traffic congestion. Eventually, the Ring Road would connect to other federal roads in order for easier access between other Russian cities. Construction of the road started in the same year. The projects were assigned to the Ministry of Transport and Communications since the projects were crucial to the city's economy. Officials hope the road projects will build environments more conducive to improving local quality of life and outside investments. Completing these major inter-regional roads will increase productive traffic by 50% to 100%, improving the local economy with its ease of access to industries. [127]

Since 2014, the project for the introduction of paid parking in the central part of Yekaterinburg is being implemented. The project is implemented in parallel with the increase in the number of intercepting parking lots and the construction of parking lots. At the end of 2015, in the central part of the city there were 2,307 paid parking places. [125]

The total length of the road network in Yekaterinburg is 1,311.5 km (814.9 mi) , of which 929.8 km (577.8 mi) is cobbled carriageways, 880 km (550 mi) is with upgraded coverage, 632 km (393 mi) is backbone networks, of which 155 km (96 mi) are on the citywide backbone network movement. 20 interchanges have been constructed at different levels within the city limits, including 11 on the EKAD and 9 on the middle ring. 74 transport facilities (27 bridges across the Iset River, Patrushikha, Mostovka, Istok Rivers, 13 dams on the Iset, Patrushikha, Istok, Olkhovka, Warm, Shilovka Rivers, 23 road overpasses , and 18 out-of-the-way pedestrian crossings) were built as well. [128]

Yekaterinburg is served by the following highways: [129]

Yekaterinburg uses almost all types of public transport. The largest transportation services—the Municipal Association of Bus Enterprises, the Tram-Trolleybus Office, and the Yekaterinburg Metro —transported 207.4 million people in 2015. [130] The total volume of passenger transportation by all land transport modes decreases annually. If the annual passenger traffic of municipal transport was 647.1 million people in 2002, and according to this index the city occupied the third place in the country with a wide margin, then in 2008 this figure would be 412 million people (the fourth place in Russia). [131] [132]

Since 1991, the city operates the sixth metro in Russia and the thirteenth in the CIS . At the moment there is one line with 9 stations. In 2015 49.9 million passengers were transported; according to this metric the Yekaterinburg Metro is the fourth in Russia, behind the Moscow Metro, Saint Petersburg Metro, and Novosibirsk Metro . [133] Although the metro is the second most popular type of public transport, in recent years significant problems have appeared in its work: loss-making, obsolete rolling stock, and a shortage of funds for modernisation. [134] The tram network was established in 1929 and currently [ when? ] plays a leading role in the urban transport system. The volume of passengers carried for 2013 is 127.8 million, [135] but this declines every year (245 million people in 2013 [136] ). In 2016 there were 30 routes operating 459 cars. The total length of the tracks is 185.5 km. As of 2016 [ update ] , the construction of a tram line "Ekaterinburg-Verkhnyaya Pyshma" was planned. [137]

There are 93 bus routes operating in Yekaterinburg, including 30 municipal ones (EMUP "MOAP"). [138] In 2007, 114.5 million passengers were transported by municipal intercity buses (124.6 million in 2006). [139] The decrease in volume is due to the increasing role of the fixed-route taxis in the urban transport system of Yekaterinburg, as well as the high cost of travel. However, the city bus transport network provides significant employment for the people of Ekaterinburg, including the formidable babushkas who collect passenger fares. In the park of EMPU, there are 537 buses. [140] In 2013, there are 19 routes, which employ 250 trolleybuses. The total length of trolleybus lines is 168.4 km. The number of passengers transported by trolleybus in 2007 amounted to 78.4 million (84.3 million in 2006). [139]

In addition, the city operates an electric train route linking the north-western and the southern parts of Yekaterinburg, from Sem' Klyuchey to Elizavet.

Yekaterinburg is a major railway junction. In the Yekaterinburg node, 7 main lines converge (to Perm , Tyumen , Kazan , Nizhny Tagil , Chelyabinsk , Kurgan , and Tavda ). The Sverdlovsk Railway Administration is located in the city, which serves trains on the territory of the Sverdlovsk and Tyumen Regions, the Perm Territory, the Khanty-Mansiysk and Yamalo-Nenets Autonomous Districts, as well as parts of the Omsk Region, and there is a single road traffic control centre. The Perm–Yekaterinburg–Tyumen section is now part of the main route of the Trans-Siberian Railway .

Yekaterinburg is served by two primary airports: Koltsovo International Airport (SVX) and the smaller Yekaterinburg Aramil Airport . Koltsovo Airport is one of the largest airports in the country, serving 5.404 million passengers (including 3.485 million serviced by domestic airlines, 1.919 million at international flights) in 2017, making it the sixth busiest airport in Russia . [141]

Yekaterinburg has an extensive network of municipal, regional and federal health facilities. There are 54 hospitals, designed at a capacity of 18,200 beds, [142] 272 ambulatory polyclinics, and 156 dental clinics and offices. [143] Some health facilities are based on medical research institutes such as the Research Institute of Phthisiopulmonology, [144] the Research Institute of Dermatology and Immunopathology, [145] and the Ural State Medical University, as well as others.

In clean areas of the city, there is the Yekaterinburg Medical Centre, which includes the Sverdlovsk Regional Clinical Hospital No. 1 (also includes a polyclinic and a boarding house), Central City Hospital No. 40 (polyclinic, therapeutic building, surgical building, infectious body, neuro-surgical building, maternity hospital), Regional Cardiology Centre, Centre for Prevention and Control of AIDS, and MNTK Eye Microsurgery. [146]

Other large medical centres are the Uralmash Health Centre (Hospital No. 14), the Hospital of veterans of the Great Patriotic War, the district hospital of the Ministry of Internal Affairs, the district military hospital, the Oncology Centre, the Sverdlovsk Oblast Psychiatric Hospital, the Disaster Medicine Centre, the Sanguis Blood Transfusion Centre, children's versatile hospital No. 9, and the regional rehabilitation centre on Chusovsky lake. There are about 300 pharmacies in the city. [143] The number of doctors in public medical institutions is 11,339 people (83.9 per 10,000 people) and the number of nurses is 16,795 (124 per 10,000 people).

Private medical institutions also operate in the city. [147]

Yekaterinburg's education system includes institutions of all grades and conditions: preschool, general, special (correctional), and vocational (secondary and higher education), as well as others. Today, the city is one of the largest educational centres of Russia, with Yekaterinburg considered to be the leading educational and scientific centre of the Urals . [148]

There are 164 educational institutions in Yekaterinburg: 160 of them operate in the morning and the other 4 in the evening. In 2015, 133,800 people were enrolled in general education institutions, which holds a capacity of 173,161 people. [149] Yekaterinburg's education system also includes state pre-school educational institutions, non-state pre-school institutions, out-of-town health camps, and municipal city health facilities with a one-day stay. [150] Five educational institutions of the city: SUNC UrFU, Gymnasium No. 2, Gymnasium No. 9, Gymnasium No. 35, and Lyceum No. 135, were included in the rating of the five hundred best schools in the country by the Moscow Center for Continuous Mathematical Education and the Ministry of Education and Science of the Russian Federation . [151]

On 16 July 1914, the Ural Mining Institute of Emperor Nicholas II (now the Ural State Mining University ) was established as Yekaterinburg's first educational institution. [152] In 1930, the Sverdlovsk Power Engineering College (now the Ural Technical Institute of Communications and Informatics) was opened to train specialists in the field of communications. The Alexei Maximovich Gorky Ural State University (now the Ural Federal University ) became the first university in Yekaterinburg by decree of the Council of People's Commissars of the RSFSR , signed by Vladimir Lenin on 19 October 1920. The Sverdlovsk Engineering and Pedagogical Institute (today the Russian State Vocational and Pedagogical University) became the first university of the USSR for the training of engineering and pedagogical personnel when it was opened in 1979.

In terms of the level of qualification of the graduates, Yekaterinburg's universities are among the leading in Russia, in particular in terms of the number of graduates representing the current managing elite of the country, Yekaterinburg universities are second only to the educational institutions of Moscow and Saint Petersburg. [153] [154] Currently, there are 20 state universities in the city, which currently holds a total of 140,000 students. [155] In addition, there are 14 non-state institutions of higher education in the city, such as the Yekaterinburg Academy of Contemporary Art and the Yekaterinburg Theological Seminary. The prestigious architecture school, the Ural State Academy of Architecture and Arts , is also located within the city limits. Other institutions of higher education Ural State Pedagogical University, Ural State University of Forestry, Ural State University of Railway Transport, Ural State University of Economics, Military Institute of Artillery, Ural State Conservatory , Ural State Agricultural Academy, Ural State Law Academy , Ural State Medical University, Ural State Academy of Performing Arts, Ural Academy of Public Service, and Institute of International Relations .

In May 2011, the Ural State University and Ural State Technical University merged to form the Boris N. Yeltsin Ural Federal University , making it the largest university in the Urals and the largest university in Russia. As of 1 January 2016, the university had 35,300 students and 2,950 teachers. The university's budget in 2015 totalled 9,1 billion rubles and the volume of research and development work totalled 1,6 billion rubles. [156] As of 2021, UrFU is the largest university in Russia in terms of the number of students, being on the 351st place in the QS World University Rankings. [157] [158] The number of publications of the university in the Web of Science database is about a thousand per year. [159]

There are many branches of non-resident universities in the city, including the Ural branch of the Siberian State University of Telecommunications and Informatics, the Ural branch of the Russian Academy of Private Law, the Yekaterinburg branch of the Plekhanov Russian Economic Academy, the Yekaterinburg branch of the University of the Russian Academy of Education, the Yekaterinburg branch of the Moscow State University, and Sholokhov Humanitarian University, as well as others.

In Yekaterinburg, a large number of print publications are published: about 200 newspapers, the most read being the Ural Worker , Vecherny Yekaterinburg , Oblastnaya Gazeta , and For Change! , and 70 magazines, with most read being Red Burda and I'm Buying . [160] [161]

A television studio was built in Yekaterinburg (as Sverdlovsk) in 1955 and on 6 November of the same year, the first telecast appeared. Coloured television later appeared in 1976. [162] Now the television is broadcast by 19 companies, including but not all: STRC Ural, Channel Four, 41 Home, Channel 10, OTV, Union (Orthodox), and UFO 24. Broadcasting is carried out from the TV tower on Lunacharsky street (television studio GTRK Ural), the TV tower on the Moskovskiy Hill, and from the TV tower (radio relay tower) on Blyukher Street. In 1981, construction of a new television tower was started, which was to become the second tallest in Russia after the Ostankino Tower and cover the territory of most of the Sverdlovsk region, but economic difficulties postponed construction. As a result, the television tower was the tallest uncompleted structure in the world. On 24 March 2018, the television tower was demolished by detonation for the city's beautification in preparation of the 2018 FIFA World Cup . [163] The Shartash radio mast, which broadcasts, is the tallest structure in the city, with a height of 263 meters. [164] In addition, several dozens of national and local news agencies are broadcast in Yekaterinburg, with the most watched being ITAR-TASS Ural, RUIA-Ural, and Interfax-Ural.

At the moment [ when? ] , there are 26 internet providers and 6 cellular operators in the city. [165] According to Yekaterinburg News , the city has signed a cooperative agreement with the Russian mobile operator Vimpelcom , working under the Beeline brand. The partnership will involve cooperation on investment projects and social programmes focused on increasing access to mobile services in the city. Beeline has launched an initiative to provide Wi-Fi services in 500 public trams and trolley buses in Yekaterinburg. [166]

Operators of mobile communication in Yekaterinburg
Generation	Mobile communication standard	Operators
		, , , , Motive
		MTS, MegaFon, Beeline, Tele2 Russia, Motive
		MTS, MegaFon, Beeline, Tele2 Russia, Motive
	,	MTS, MegaFon, Beeline, Tele2 Russia
		MTS, MegaFon, Beeline, Tele2 Russia
		MTS, MegaFon, Beeline, Tele2 Russia
		MTS, MegaFon, Beeline, Tele2 Russia, Motive,
		MTS, MegaFon, Beeline,

Yekaterinburg is a multipurpose cultural centre of the Urals Federal District. [148] There are about fifty libraries in the city. The largest library organisations are the Sverdlovsk Oblast Universal Scientific Library, the V.G. Belinsky Scientific Library, which is the largest public library in Sverdlovsk Oblast, and the Municipal Library Association, which is composed of 41 libraries throughout the city, including the AI Herzen Central City Library. [167]

There are about 50 different museums in the city. [168] Yekaterinburg has unique museum collections, such as the collections of Russian paintings in the Yekaterinburg Museum of Fine Arts and the Nevyansk icons in the Nevyansk Icon Museum , with more than 300 icons representing the eighteenth through the twentieth centuries on display. There is also a unique exhibit, the Kaslinsky cast iron pavilion, which received main awards at the 1900 World Exhibition in Paris. The Kasli Pavilion was registered by UNESCO as the only cast-iron architectural structure in the world, which is in the museum collection. [169] Museums of the city also have collections of jewellery and stone ornaments. The United Museum of Writers of the Urals presents exhibitions in memory of writers such as Dmitry Mamin-Sibiryak and Pavel Bazhov . It also is the home of the Shigirskaya Kladovaya ( Шигирская кладовая ), or Shigir Collection, which includes the oldest known wooden sculpture in the world. The sculpture was found near Nevyansk and originally estimated to have been made approximately 9,500 years ago, but now is estimated to have been made 11,500 years ago. [170] Yekaterinburg museums annually participate in the international event Long Night of Museums .

Yekaterinburg has the third most theatres in Russia. [171] The influence of theatrical life of the city was made by the Moscow Art Academic Theater and the Central Theater of the Soviet Army when they evacuated to Yekaterinburg (as Sverdlovsk) during World War II, and they had their own theater in the city. [172] Notable theatres that operate in the city are Academic Theater of Musical Comedy, Drama Theater, Kolyada-Theater , the youth theatre, and the puppet theatre, as well as others. The Yekaterinburg Opera and Ballet Theater received four awards at the Golden Mask 2020 Festival in Moscow, including the main Golden Mask for the Best Opera Performance [173]

In 2014, the city showcased its education, literary, art, and theatre culture through the Russian Year of Culture Programme. [174]

The city has a well-developed film industry. Opened back in 1909, Laurage was the first cinema in Yekaterinburg. In 1943, the Sverdlovsk Film Studio was opened and produced its first feature film Silva a year later. After the Second World War, the studio produced up to ten feature films a year. There are more than 20 cinemas in Yekaterinburg, the oldest of which is the Salyut, while the most capacious is the Cosmos spacecraft. [175] [176] There are also chains of movie theatres such as Premier-Zal, Kinomaks, and Kinoplex, which usually open in shopping and entertainment centres.

A number of popular Russian rock bands, such as Urfin Dzhyus, Chaif , Chicherina , Nautilus Pompilius , Nastya, Trek, Agata Kristi , Slaughter to Prevail and Smyslovye Gallyutsinatsii , were originally formed in Yekaterinburg ( Ural Rock is often considered as a particular variety of rock music. Yekaterinburg and St. Petersburg are actually considered to be the main centres of the genre in Russia). Also, opera singers like Boris Shtokolov , Yuri Gulyayev , Vera Bayeva graduated from the Urals State Conservatory. The Ural Philharmonic Orchestra (currently conducted by Dmitry Liss ), founded by Mark Paverman and located in Yekaterinburg, is also very popular in Russia and in Europe, as well as the Ural Academic Popular Chorus, a folk-singing and dance ensemble. [ citation needed ]

Yekaterinburg V. I. Filatov State Circus is located in the centre of the city, on the western bank of the Iset River. In 2012, the Yekaterinburg Circus was nominated "Best Circus of the Year" for the circus show Sharivari by the Rosgoscirk and the Ministry of Culture . [177]

The Presidential Center named after Boris Yeltsin was built in Yekaterinburg in 2015. It is considered to be a public, cultural and educational center. Center has its art gallery, library, museum equipped with the newest multimedia technologies that help to present the documents, video materials and archive photos. In 2017, the Yeltsin Center was recognized as the best museum in Europe by the Council of Europe, the first of the museums in Russia. [178]

The Urals Society of Natural Science Lovers pushed Yekaterinburg to have a zoo. Currently, the zoo has more than 1,000 animals that belong to more than 350 species. The zoo covers an area of 2.7 hectares.

On 18 June 2011, Yekaterinburg launched Red Line as a pedestrian tourist route for self-guided tours by residents and visitors to go to 34 landmarks in the historical section of the city. [179]

Many buildings of Yekaterinburg are ranged from a different number of architectural styles. The city had a regular layout, based on the fortresses of the Renaissance and by the principles of French town planning during the 17th century. By the 18th century, the Baroque movement was not that influential in Yekaterinburg, with the style being seen in churches which later declined [180]

In the first half of the 19th century, neoclassicism grew influential in the Yekaterinburg's architecture. The estates were built in the neoclassic style, including the main house, wings, services, and often an English-style park. This style's influence in Yekaterinburg is mostly due to the contributions of architect Michael Malakhov, who worked in the city from 1815 to 1842. He designed the assemblies of the Verkhne-Isetsky factory as well as the Novo-Tikhvinsky Monastery. [180]

At the beginning of the 20th century, eclecticism became a dominant influence in Yekaterinburg's architecture. Buildings such as the Opera House and Yekaterinburg railway station were built in this style. During the 1920s and the 1930s, constructivism took effect, influencing residential complexes, industrial buildings, stadiums, etc. Architects Moses Ginzburg, Jacob Kornfeld, the Vesnina brothers, Daniel Friedman, and Sigismund Dombrovsky contributed greatly to the constructivism in the city. More than 140 structures in Yekaterinburg are designed through the constructivist style. [181]

During the 1930s to 1950s, there was a turn back to neoclassicism, with much attention paid to public buildings and monuments. Notable examples include the buildings of the Ural Industrial Institute on Lenin Avenue, the City Party Committee and the City Council Executive Committee building (now the City Administrative building), the District Officers' House, and the House of Defense complex. Cultural buildings are built in the squares in orderly composition. In these years, architects Golubev, K. T. Babykin, Valenkov worked fruitfully in Yekaterinburg with this style. In the 1960s, changes in the approach to construction led to widespread distribution of apartment blocks common in the Khrushchev era . Buildings built by individuals were rare, among them being: KKT "Kosmos", the Palace of Youth, and DK UZTM. [182]

From the 1960s to the 1980s, as industrial development grew in Yekaterinburg, so did rationalism . The situation changed in the 1990s when Russia transferred into a market economy. At that time, older buildings were restored, giving the urban area a new environment such as: the Cosmos Concert Hall, the Puppet Theater, the children's ballet theatre The Nutcracker, the Palace of Justice, the Cathedral of the Blood, and the Church of the Transfiguration . At the same time, the construction of new buildings was accompanied by the demolition of historical buildings, leading to the development of the "facade" phenomenon, where the facades of historic buildings are preserved while adjacent modern buildings are built. [183]

The centre of Yekaterinburg became the centre of new construction, where banks, business centres, hotels, luxury residential complexes, and sports and shopping centres were built. High-tech architecture grew influential, with buildings such as the Center for Railway Transportation Management, the Summit business centre, the Aquamarine residential complex, and the retail strip at Vaynera Street being notable examples. Along with this, postmodernism revived interest in the older architectural styles of Yekaterinburg, growing more emphasis on historicalism and contextualism. In the late 1990s, architects grew interested in regionalism . [183]

At the beginning of the 21st century, Yekaterinburg architects turned back to the Soviet-based avant-garde, and influence future city buildings with the neoconstructivist style. The practice of attracting large foreign investors to projects has become popular. In 2007, the construction of the Central business district started, being headed by the French architect Jean Pistre. [183] In 2010, Yekaterinburg became one of the largest centers for the construction of High-rise buildings. In the city, 1,189 high-rise buildings were built, including 20 skyscrapers, the tallest of which is the Iset Tower , with a height of 209 meters. [184]

Yekaterinburg is also a leading sports centre in Russia. A large number of well-known athletes, both world and Olympics champions, are associated with the city. Since 1952, Yekaterinburg athletes have won 137 medals at the Olympic Games (46 gold, 60 silver and 31 bronze). In the 2008 Summer Olympics , 8 residents of Yekaterinburg returned with medals (1 gold, 3 silver and 4 bronze). [185]

In 1965, Yekaterinburg (as Sverdlovsk), along with a number of Russian cities, hosted the Bandy World Championship . In 2018, Yekaterinburg was one of the 11 Russian cities that hosted the 2018 FIFA World Cup. The matches were played on the upgraded Yekaterinburg Arena (called Central Stadium before the World Cup). [186]

Yekaterinburg has a total of 1728 sports facilities, including 16 stadiums with stands, 440 indoor gyms and 45 swimming pools. There are 38 sports children's and youth schools for reserves for the Olympic Games, in which more than 30,000 people are participating. [187]

Sport clubs

Yekaterinburg has many professional sports clubs in sports such as volleyball, basketball, futsal , bandy , and ice hockey for both women and men. Bandy club SKA-Sverdlovsk , women's volleyball club VC Uralochka-NTMK , women's basketball club UMMC Yekaterinburg , and futsal club MFK Sinara Yekaterinburg were among the best teams in Russia and Europe.

Club	Founded	Current League	League Tier	Stadium
	1930		1st
	2006		1st
Avto Yekaterinburg	2009		Jr. 1st
Spartak-Merkury	1992	Women's Hockey Championship	1st	Sports Palace Snezhinka
	1937		1st
	1935		2nd
	2006		2nd
	1938		1st
Lokomotiv-Izumrud Yekaterinburg	1945		2nd
	1966	Women's Volleyball Superleague	1st	Metallurg-Forum
	1992		1st

2018 FIFA World Cup

Yekaterinburg hosted four matches of the 2018 FIFA World Cup [59] Yekaterinburg is one of the 11 Russian cities that hosted the 2018 FIFA World Cup. The matches were played on the upgraded Yekaterinburg Arena . [186]

For the World Cup 2018, from 7 October 2015 to 29 December 2017, the Central Stadium was upgraded to bring it into compliance with FIFA requirements for the World Cup and was renamed Yekaterinburg Arena. The architectural concept of the new stadium is built on a combination of historical walls and the built-in core of the modern arena. During the reconstruction of the sports facility, which is a monument of history and culture, the facades are carefully preserved, and the arena itself is equipped with the latest technical achievements of the sports industry. Temporary stands extending outside the stadium's original perimeter were erected to comply with the FIFA requirement of seating for 35,000 spectators. They can hold a total of 12,000 spectators, but the seating will be removed after the World Cup, decreasing the seating capacity back to 23,000. [188] [189]

The FIFA Fan Fest in Yekaterinburg is located in the Mayakovsky Central Park of Entertainment and Culture. Located just outside the city centre in a popular and well-known amusement park, it will have a capacity to hold 17,000 people. [190]

Koltsovo Airport was also reconstructed and had a second runway built. In addition, work was done to prepare another passenger terminal, modernize the technical infrastructure, and launch the business aviation hangar. The airport's capacity in preparation for the World Cup has increased to two thousand people per hour. The street and road network was also upgraded. [191]

The United States, [192] United Kingdom, [193] Germany, [194] France, [195] China [196] and several other countries have consulates in Yekaterinburg.

The BRIC countries met for their first official summit on 16 June 2009, in Yekaterinburg, [197] with Luiz Inácio Lula da Silva , Dmitry Medvedev , Manmohan Singh , and Hu Jintao , the respective leaders of Brazil, Russia, India and China, all attending.

The foreign ministers of the BRIC countries had also met in Yekaterinburg previously on 16 May 2008.

In June 2013, at the 153rd General Assembly of the Bureau of International Expositions held in Paris, representatives from Yekaterinburg presented the city's bid to host the 2020 World Expo . Yekaterinburg's concept for the upcoming exhibition relates to the impact of globalisation on the modern world.

Russian President Vladimir Putin confirmed during a televised statement in English to earmark the required funds to build an exhibition complex large enough to receive the estimated 30 million visitors from more than 150 countries. [198]

Yekaterinburg later bid for the Expo 2025 . Yekaterinburg's concept for the bid exhibition relates to the technologies to make people happy by changing the world with innovation and quality of life. The host was announced on 23 November 2018 and Yekaterinburg lost out to Osaka, Japan.

Yekaterinburg hosted the Global Summit on Manufacturing and Industrialization (GMIS — 2019) GMIS under the auspices of the United Nations. [199] The annual INNOPROM exhibition is among the five largest industrial exhibitions in the world. [200]

Yekaterinburg is twinned with: [201]

Anton Bakov , Leader of the Monarchist Party
Irina Antonenko , Miss Russia 2010
Aleksei Balabanov , film director, screenwriter, producer
Vera Bazarova , pairs figure skater
Pavel Bazhov , folklorist and children's author
Old Man Bukashkin , artist and poet
Pavel Datsyuk , ice hockey player
Nikolay Durakov , bandy legend
Chiang Fang-liang , former first lady of Taiwan
Aleksey Fedorchenko , film director, producer
Denis Galimzyanov , sprinter cyclist
Anna Gavrilenko , Group rhythmic gymnast Olympic Gold medalist
Nikolay Karpol , national women volleyball team coach
Nikolai Khabibulin , ice hockey player
Alexei Yashin , ice hockey player
Alexei Khvostenko , avant-garde poet, singer-songwriter, artist, and sculptor
Nikolay Kolyada , actor, director, writer, playwright, and playwriting teacher
Ilya Kormiltsev , poet, translator, publisher
Olga Kotlyarova , Olympic runner
Maxim Kovtun , figure skater
Vladislav Krapivin , children's author
Valeria Savinykh , WTA Professional player
Nikolay Krasovsky , mathematician
Yulia Lipnitskaya , figure skater
Iskander Makhmudov , businessman
Vladimir Malakhov , ice hockey player
Gennady Mesyats , vice-president of the Russian Academy of Sciences
Maxim Miroshkin , pairs figure skater
Vladimir Mulyavin (1941 – 2003), Belarusian musician and the founder of the folk-rock band Pesniary [202]
Alfia Nazmutdinova , rhythmic gymnast
Ernst Neizvestny , sculptor
Oleg Platonov , writer, historian, and economist
Daria Pridannikova , rhythmic gymnast
Eduard Rossel , ex-governor of Sverdlovsk Oblast
Boris Ryzhy , poet
Mikhail Shchennikov , race walker
Vera Sessina , rhythmic gymnast
Georgy Shishkin , painter
Vassily Sigarev , playwright, screenwriter, film director
Anastasiia Tatareva , Group rhythmic gymnast Olympic Gold medalist
Sergei Tchepikov , Olympic biathlon competitor
Vladimir Tretyakov , ex-rector of the Ural State University
Lev Vainshtein , Olympic shooter
Sergei Vonsovsky , physicist
Alexander Dudoladov , writer
Alexander Malinin , singer
Petr Yan , Former UFC Bantamweight Champion
A ballistic missile submarine of the Project 667BDRM Delfin class ( NATO reporting name: Delta IV ) is named Ekaterinburg (K-84/"807") in honour of the city.
The asteroid 27736 Ekaterinburg was named in the city's honour on 1 June 2007.

Yekaterinburg, where Europe and Asia come together

Last Updated on January 6, 2024 by Irena Domingo

Yekaterinburg is the capital of the Urals and an obligatory stop of the Trans-Siberian Railway. It is the fourth city in the country and the place where Europe and Asia meet. It is historically known to be the place where in 1918 the Bolsheviks murdered Tsar Nicholas II and his entire family. In this post I’ll tell you what you can see in this beautiful city and its surroundings.

I'm going to talk about ...

The fourth Russian capital

Mineral and geological wealth, vital transport hub, some trivia, 2. practical information to organize the visit, 3.1. church on blood in honor of all the saints, formerly ipatiev house, 3.2. dam on the iset river and the sevastyanov house, 3.3. state academic opera and ballet theater, 3.4. yekaterinburg war memorial, 3.5. visotsky business center and observation platform, 3.6. vaynera street, 3.7. geological museum of the urals, 3.8. qwerty monument, 3.9. boris yeltsin presidential center, 4.1. europe-asia monument, 4.2. ganina yama monastery, 4.3. olenii ruchii national park, 4.4. chertovo gorodishche rocks, 1. yekaterinburg: capital of the urals and a trans-siberian railway stop.

Yekaterinburg is located in the western center of Russia, already within Asia, though by very little. It is the fourth city in the country by its number of inhabitants , behind Moscow (at a distance of 1,667 km), Saint Petersburg and Novosibirsk (the latter already in Siberia), and it is located in the territory of the long and low mountain range of the Ural Mountains, a natural border between Europe and Asia.

It is the capital of the oblast (or region) of Sverdlovsk and the federal district of the Ural. It has approximately 1,500,000 inhabitants , and it is located 237 meters above sea level, bathed by Iset River.

Its current prosperity comes from industry and metallurgy, as well as the mineral and geological wealth of its environment, currently combined with other scientific and educational developments.

As a curiosity, the Eiffel Tower in Paris was built with steel from the Urals for its construction and the Statue of Liberty in New York used copper from the same site.

It should be noted that Yekaterinburg today is an important transport and communications hub , from European Russia to Siberia, especially through the railway lines, consisting of seven lines, and it is a mandatory stop of the Trans-Siberian, Trans-Mongolian and Trans-Manchurian routes . At the same time, Yekaterinburg and its role of being the Eurasian connection bring us closer to knowing another reality of this fascinating and immense country called Russia.

It is a city with very cold winters and temperatures in the negative for about seven months, subjected to the arctic air that comes down from the north of Siberia, which however we can visit in summer with a joyous average temperature of about 14º C, as days in this season are over 20 degrees. July could be an ideal month.

From a historical perspective, Yekaterinburg is known mainly for its most important and shocking event: it was the place where in 1918 the Bolsheviks murdered Tsar Nicholas II and his entire family.

The name Yekaterinburg comes from Catherine I of Russia, though from 1924 to 1991 it was called Sverdlovsk by the Soviet politician Yakov Sverdlov.

In 1963, Fidel Castro visited the city, and that same year there were 11 babies with the name of Fidel, in homage to the Cuban leader.
Another historic episode, much more recent, took place on February 15, 2013, when a large meteorite crossed the city and fell on Lake Chebarkul, in Chelyabinsk, about 210 km south, but the shock wave was felt by the residents.
The UMMC Yekaterinburg women’s basketball team is one of the best in Europe and has won several Euroleague or European Championships, the last in 2018.
Many Olympic medalists of different disciplines have come from this city. Also, cross-country skiing is very practical.

To move around the city, you should consider some useful information, as well as having good links for transport and communications. So, you need to know that:

The time zone is UTC + 6 (two hours ahead of Moscow and six hours ahead of Greenwich). It takes two hours to go from Moscow to Yekaterinburg by plane. By train, the journey can take at least 25 hours. There are very varied overnight offers on the Trans-Siberian trains.
The main railway station is currently officially called Yekaterinburg- Passazhyrski , formerly Sverdlovsk, a name that is still used.
Yekaterinburg Metro . From 06 to 00 hours. It was opened in 1991. Nine stations and one line. Very economical and well decorated, with stones from the Urals, granite and marble.
Koltsovo Airport (SVX). One of the 5 Russian airports with international transit area of the country. The Koltsovo Express train goes to the airport twice a day.
Ural Airlines . Company that has its base in Yekaterinburg. From there you can fly to many parts of Europe and Asia, especially a good number of Russian cities, former Soviet republics or even Beijing.
Official municipal website of tourist information . Includes attractions, accommodations, catering and events.
Yekaterinburg City Pass card . It costs from 500 and up to 1,600 rubles, for one or two days, including discounts, guided tours and free visits to more than 30 historical, military, artistic or other museums that you can visit according to your tastes and interests. The City Pass of Yekaterinburg is a very good option.
Official tourism portal of the Urals and the region (in English, French, German, Russian and Chinese).

3. What to see in Yekaterinburg

Being a very important railway point and junction of the Trans-Siberian Route, you can stop in Yekaterinburg to visit the city one or two days, as well as its surroundings.

Like any big city, the possibilities are great, but I will focus on what I personally consider most essential.

Thus, it is important to know that there is a tourist circular route following a red line through the center of the city , which will allow you to observe the main buildings and attractions.

The line goes on the asphalt and runs through 5.5 km and 35 points of interest in a project that was carried out by volunteers. The departure starts at 1905 Square, probably the most important in the city, but I will start with the Church on the Blood (number 14 on the map below), the nearest stop to the railway station of Yekaterinburg.

Website : http://www.ekbredline.ru/

From these 35 points of interest, which are many, I will show you below those that are the most relevant for me.

The Church on Blood is located around a 20 minutes’ walk from the main railway station, which is currently called and officially Yekaterinburg- Passazhyrski, formerly Sverdlovsk, a name that is still used.

It was built between 2000 and 2003, over the former Ipatiev House (demolished in 1977), where Tsar Nicholas II, Tsarina Alexandra, her five children and four workers were killed on July 17, 1918.

This Russian Orthodox church, of neo-Byzantine architecture, serves as a pilgrimage site to honor the memory of the executed Romanovs. It occupies 2,760 m2 and has a museum dedicated to the Russian imperial family.

On July 17th, 2018, around 100,000 people gathered in Yekaterinburg to commemorate the 100th anniversary of the execution of Tsar Nicholas II and his family at the hands of the Bolsheviks. The faithful departed on foot at 2:00 am to the place where the execution took place, in the center of Yekaterinburg, where the Ipatiev house was.

The remains of Nicholas II, his wife and his three children were found in 1979, and buried in the Peter and Paul Fortress of St. Petersburg in 1998.

At a 10-minute walk from the Church on the Blood, you have one of the key centers of the city, which is located in the dike or reservoir on the Iset River, in which you can enjoy the sights, and walk around on your own. It is a very centric backwater site.

Next to the dike is the Sevastyanov House, built in the first half of the 19th century on the banks of the Iset River, a national architectural heritage. It has eclectic style and very colorful. Located on Lenin Avenue, the main artery of the city.

Since it is part of a complex of official buildings, you can’t visit it in principle.

Very close to the dike, there is the State Academic Theater of Opera and Ballet , a public theater, baroque style, with very nice interior decoration. With varied and high-level programming. It is a very good opportunity to enjoy quality productions at very competitive prices.

You can buy tickets online. A good place to end the day. The performances normally take place in the afternoon, between 6:00 p.m. and 7:00 p.m.

Near the theater, in the Soviet Army Plaza, at the intersection of Mamina-Sibiryaka and Pervomayskaya streets, you can find the Yekaterinburg War Memorial , a memorial against wars, in memory of fallen Russian soldiers in Afghanistan and Chechnya. It has an impressive sculpture, inaugurated in 1996.

If you like heights, then just behind the State Academic Opera and Ballet Theater you will see the Visotsky business center , which is located in what appears to be the tallest northern skyscraper in the world, a business tower-building of 188.3 m high, which also has a hotel, spa and restaurants.

On the 52nd floor, it has an open and secure observation deck at 186 meters high, with fabulous views up to 25 kilometers away. You can use audio guides.

Hours: Monday to Friday from 12m to 10:00 p.m.; Saturdays and Sundays from 10 a.m. to 10 p.m. Regular entry fee: 350 rubles and discounts for children under 12 and others. It is free for children under 5 years old. The payment is only in cash at the moment.

The name is due to Vladimir Visotsky, a popular poet, actor and musician, who has his own museum in the skyscraper. Web: http://visotsky-e.ru/en/

The Vaynera Street, known as the Arbat Street (in Moscow) of the Urals, can be reached in about 15 minutes on foot from Visotsky Business Center. It is perfect for shopping. A pedestrian walkway, and with sculptures in its route. You can look for high quality leather bags and wallets in the area.

Vaynera Street begins near 1905 Goda Square, the most important in the city, where the city hall of Yekaterinburg is located, and where you will also find a large statue of Lenin.

At the end of Vaynera Street, at number 39 Kuybysheva Street, you will find the Geological Museum of the Urals , where you can find numerous minerals from the Ural Mountains, worthy of being contemplated. It is a small but very well managed site. You can see various meteorites, including lunar and Martian rocks, as well as the Ural gems used in the Kremlin stars.

In your store you can find precious stones to give as gifts. Entry for 200 rubles.

Accessible by public transport and very close to the Geologicheskaya metro station.

It is a very intriguing and curious visit on the bank of the Iset River. It is the famous computer keyboard with large stones for each key, with a total of 86.

This largest keyboard in the world is located near Ploshchad 1905 Goda metro station.

Finally, though outside the tourist red line, you can find the Boris Yeltsin Presidential Center . With a modern and dazzling exterior architecture, and inaugurated in 2015, it is a civic space and museum dedicated to the first president of the Russian Federation (1991-1999), Boris Yeltsin, born in the region, in the small locality of Bukta.

In the museum we can see Yeltsin’s life and get to know more on the formation of the Russian Federation, the previous perestroika or the Soviet era. With latest technologies and with authentic documents, it is a very interesting site.

It is open from Tuesdays to Sundays, from 10 a.m. to 9 p.m. You can buy the tickets online. Basic price: 200 rubles. Discounts for families. Optional guided tours in Russian or English (Tuesdays without surcharge on ticket price).

It is worth noting the beautiful views of the river and that it has a restaurant.

4. What to see around Yekaterinburg

The Europe-Asia Monument is located about 40 kilometers west of Yekaterinburg, about 5 kilometers from the city of Pervouralsk. It is located in the middle of the forest area of the Verkh-Isetsky district.

It is a visit where you can take a photo on the border or continental divide between Europe and Asia . The monument is a column or obelisk that measures 30 meters high, on top of a podium, and is made of red marble. It is accessed through a stone staircase, divided into two wings: on one side we will be in Europe and the other in Asia. A double-headed Russian bronze eagle crowns the column.

There are bus departures and excursions from various points, such as those that leave from the side of the main railway station.

And you need to pay attention, because there are a few monuments, landmarks, sculptures, signs or points of reference that mark the limit between Europe and Asia in the Ural Mountains. These are undoubtedly the most relevant.

It is a complex of wooden monastic buildings with different temples dedicated to the Romanov family, who were moved there after their death, which gives it a certain mysterious air. It can be reached on the bus that leaves from the main train station, around 15 kilometers to the north. Website: http://ganinayama.ru/

Around 150 km west of the city. You can get there by bus or train, but more directly by car, in perhaps less than two hours. It is beautiful path of forests and the Serga River. You will find caves, rocks and very marked karstic formations, authentic paleozoological monuments, such as the Druzhba cave (which mean Friendship).

A true outdoor natural history museum with multiple educational and environmental activities for all ages. Web: http://www.olen.ur.ru/

It is a natural geomorphological monument of granite, of volcanic origin of 20 meters high, formed 300 million years ago. It stands out for its strange shapes. It is about 40 km and 1 hour and 30 minutes from Yekaterinburg.

And here we finish this visit to Yekaterinburg and its surroundings. As you can see, it is very worthwhile. If you found this guide useful, you can help me by sharing it on your social networks. You can also leave your comments or thoughts below.

About Irena Domingo

Hello, my name is Irena. I was born in Russia in 1974 during the Soviet era. I worked as a Russian teacher and as a translator and interpreter for the past 30 years. One of my main hobbies is traveling. I started this blog with one aim: to create the most comprehensive guide ever written for traveling to Russia and beyond. Author of the Russia Guidebook 2024 (PDF)

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Located east of the Ural Mountains, Yekaterinburg is the fourth largest city in Russia and is famous for the golden-domed Church on the Blood in Honour of All Saints Resplendent in the Russian Land. Vysotsky, the business center, offers so much to those who are new to the city and if you are looking to get the perfect view of the city and at the same time learn about the city’s history then Plotinka is the place to be. The keyboard monument is also another spot for a tranquil walk as you get to explore the city. Take a look at this list of the top recommended things to do while in Yekaterinburg, Russia.

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1. Visit the commemoration site of Romanov sainthood
2. Celebrate technology at Keyboard Monument
3. Enjoy the masterpieces at Ekaterinburg Museum of Fine Arts
4. Explore the grand Rastorguyev-Kharitonov Palace
5. Catch a show at Ekaterinburg State Academic Opera and Ballet Theatre
6. Go back in time at Black Tulip War Memorial
7. Check out exquisite pieces at Museum of Hardstone Carving and Jewelry History
8. Offer a prayer at Church of Ascension
9. Enjoy the tranquility of Victory Park
10. Tour the Ganina Yama Monastery
11. Take a stroll along the Iset River Dam
12. Create memories at the Beatles Monument
13. Check out the exhibits at Ural Geological Museum
14. Visit the Old Water Tower
15. Order classic Russian dishes at Restaurant Podkova
16. Stop by the Monument to the Founders of Yekaterinburg
17. Visit the 19th-century mansion showcasing historical photography
18. Swing by the Museum of Sverdlovsk Railway
19. Take a relaxing stroll through Literary Quarter
20. Visit the Chapel of the Revered Martyr Grand Princess Yelizaveta Fyodorovna
21. Shop at Grinvich
22. Enjoy summer days at the lively Istorichesky Skver
23. Head to Memorial House - Museum Reshetnikov for fascinating exhibits
24. Tour the Ural Vision Gallery
25. Visit the monument of Alexander Stepanovich Popov
26. Check out Yekaterinburg's unique subway system
27. Enjoy the views from Vysotsky Viewing Platform
28. Explore the Nevyansk Icon Museum
29. Book a historical military tour of Yekaterinburg
30. Visit sites of the city related to Russia's first president, Boris Yeltsin

The perfect to-do list for Yekaterinburg

things to do in yekaterinburg | visit the commemoration site of romanov sainthood

Come and visit the site of the commemoration of the Romanov sainthood – the Church on Blood in Honour of All Saints Resplendent in the Russian Land. This is where Russia’s last emperor, his family, and house staff were executed during the Russia Civil War. A memorial chapel is the only symbol left of the horrific tragedy that once occurred here. This beautiful complex now houses a belfry, a museum, two churches, and a patriarchal annex.

Church on Blood in Honour of All Saints Resplendent in the Russian Land Address : ul. Tolmacheva, 34, Yekaterinburg, Sverdlovskaya oblast’, Russia, 620075 Website : Church on Blood in Honour of All Saints Resplendent in the Russian Land

View this post on Instagram A post shared by Luiz Pryzant (@pryzant)

Featuring a QWERTY/JCUKEN keyboard, the Keyboard Monument is an outdoor sculpture created by Anatoly Vyatkin. This unique monument is considered one of the top spots that attract visitors, both local and foreign, to the city. On the last Friday of July, on Sysadmin Day, tourists flock to this spot to celebrate science and computers at this spectacular monument. It is the perfect spot for tech lovers!

Keyboard Monument Address : Ulitsa Gor'kogo, Yekaterinburg, Sverdlovskaya oblast’, Russia, 620075 Opening hours : 24 hours (daily)

View this post on Instagram A post shared by Pálinkás Balázs (@balazs.palinkas)

Considered to be the largest fine arts museum in the Urals, the Ekaterinburg Museum showcases exhibits some as old as the 14th century. Marvel at exquisite masterpieces from Western Europe, applied modern art and Russian exhibits. This amazing museum brings together a robust collection of culture, art, and history under one roof.

Ekaterinburg Museum of Fine Arts Address : Ulitsa Voyevodina, 5, Yekaterinburg, Sverdlovskaya oblast’, Russia, 620014 Website : Ekaterinburg Museum of Fine Arts Opening hours : Tue - Thu: 11am - 8pm; Fri - Sun: 11am - 7pm (closed on Mon)

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29. Book a historical military tour of Yekaterinburg (from USD 200.3)

Book an informative historical military tour and get to learn about the military history of Yekaterinburg. You will be taken around interesting military sites in the city and will also be accompanied by a knowledgable tour guide. This tour generally lasts three hours as you get to see the Soviet Army Square and the Black Tulip Memorial where the brave soldiers who died in the Afghanistan war are commemorated. Wind up your tour by visiting the Museum of Arms of UMMC to see an array of grand arms exhibition.

Military History Tour of Yekaterinburg Duration: 3.5 hour from USD 200.3 Book Now

30. Visit sites of the city related to Russia's first president, Boris Yeltsin (from USD 178.05)

In this three-hour, half-walking, half-driving tour, you get to enjoy an exhilarating adventure while visiting the best city sites that Boris Yeltsin, the first president of Russia used to frequent. As you head to the Yeltsin Center, which is home to an art gallery, café and a museum among many more, pick up some souvenirs to take home with you. Finish off your tour by visiting the Boris Yeltsin Museum and marvel at its nine halls exploring the nuances of Russian history.

The First Russian President Tour in Yekaterinburg Duration: 3 hour from USD 178.05 Book Now

If you are new to Yekaterinburg, it is easy for you to assume that the city holds many treasures for you to explore. Avail this list of amazing things to do in this beautiful city. With it in hand, you will surely enjoy your visit to Yekaterinburg.

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Yekaterinburg
Yekaterinburg [lower-alpha 1] is a city and the administrative centre of Sverdlovsk Oblast and the Ural Federal District, Russia.The city is located on the Iset River between the Volga-Ural region and Siberia, with a population of roughly 1.5 million residents, [14] up to 2.2 million residents in the urban agglomeration. Yekaterinburg is the fourth-largest city in Russia, the largest city in ...
Yekaterinburg, where Europe and Asia come together
Last Updated on January 6, 2024 by Irena Domingo. Yekaterinburg is the capital of the Urals and an obligatory stop of the Trans-Siberian Railway. It is the fourth city in the country and the place where Europe and Asia meet. It is historically known to be the place where in 1918 the Bolsheviks murdered Tsar Nicholas II and his entire family.
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The region covers 194,800 square kilometers (75,200 square miles), is home to about 4.3 million people and has a population density of 22 people per square kilometer. About 83 percent of the population live in urban areas. Yekaterinburg is the capital and largest city, with 1.5 million people. ... The second burial site — where most of the ...
30 Best Things To Do In Yekaterinburg, Russia
14. Visit the Old Water Tower. Source: Photo by Wikimedia Commons user Dom kobb used under CC BY-SA 3.0. The old water tower is one of Yekaterinburg's oldest structures dating back to the 1800s and stands as a monument of industrial architecture. It is one of the city's endearing symbols.

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