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Английский язык онлайн для начинающих: чтение по-английски для начинающих, скачать MP3 онлайн
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Английский язык онлайн для начинающих: чтение по-английски для начинающих, скачать MP3 онлайн

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UNIT 7 THE BABY EXCHANGE

Selma Scarausi looked at her baby daughter and smiled. The baby smiled back. Selma began to cry. “I love my baby very much,” Selma thought. “But is she really my baby?”

Selma’s baby was born at a hospital in Sao Paulo, Brazil. A few days later Selma and the baby came home from the hospital. Friends and relatives were surprised when they saw the baby. The baby didn’t look like her parents. The baby had dark skin and curly hair, but Selma and her husband had light skin and straight hair. “Babies change,” everyone thought. “She will look like her parents when she is older“.

But the baby didn’t change. When she was nine months old, she still looked very different from her parents. Selma and her husband, Paulo, took the baby back to the hospital. “Are you sure this is our baby?” they asked the hospital director. “Of course she is your baby,” the director said. “Immediately after the babies are born, we give them bracelets with numbers. Your baby was number 51. You left the hospital with baby 51. A mistake is impossible.” “A mistake is possible,” Selma and Paulo thought. “We have another family’s baby. And somewhere another family has our baby. But Sao Paulo is a city of seven million people. How can we find our baby?”

Selma and Paulo went to the hospital again. A nurse at the hospital told Paulo, “I remember another couple. Their baby didn’t look like them. The parents had dark skin, but the baby had light skin. The father had very curly hair, but the baby had straight hair.” The nurse gave Paulo the couple’s address.

The next day Selma took her baby to the couple’s house. She knocked, and a woman opened the door. The woman took one look at Selma’s baby and fainted. Selma helped her into the house. There, in the living room, was a nine-month-old baby. Selma knew that the baby was hers. Selma and Paulo’s baby was living with Maria and Luiz Souza. The Souzas also had wondered about their baby because she looked so different from them. When Maria Souza saw the baby in Selma’s arms, she, too, knew the baby was hers.

The hospital made a mistake. Both babies were born at the hospital on the same day. The hospital gave both babies the number 51. During the next weeks the two families prepared to exchange babies. First they exchanged information about the babies’ habits. Then they exchanged toys and clothes. Finally, with smiles and tears, they exchanged babies.

Задание No 1 – Vocabulary

Прочитайте следующие предложения и догадайтесь о смысле подчеркнутых слов.

1. Immediately after the babies are born, we give them a. bracelet is worn on a wrist
 bracelets with numbers. b.
bracelet is worn on a finger

2. Maria Souza took one look at Selma’s baby and fainted. a. left the house with the baby
 b. fell to the floor and didn’t move

3. The two families exchanged information about the a. things people do every day
 babies’ habits. b. places people like to go

4. Finally, with smiles and tears, they exchanged babies. a. water that comes from people’s eyes when they cry
 b. gifts that people give to babies

Задание No 2 – Understanding the Main Idea

Обведите кружком наиболее правильный ответ.

1. The story is about a. the city of Sao Paolo, Brazil.
 b.
two couples who got the wrong babies.
 c.
babies’ habits, toys and clothes.

2. Selma and Paolo thought, “We have the wrong boys”, because a. hospitals sometimes make mistakes.
 b. they wanted a son, not a daughter.
 c. their baby didn’t look like them.

Задание No 3 – Understanding Cause and Effect

К каждому предложению в левой колонке подберите наиболее подходящее окончание в правой.

1. Friends and relatives were surprised because a. Sao Paolo is a big city.

2. Selma and Paolo went back to the hospital because b. she knew that the baby in Selma’s arms was her baby.

3. The director said that a mistake was impossible because c. they thought they had the wrong baby.

4. It was difficult for Selma and Paulo to find the baby because d. the hospital gave each baby a number.

5. Maria Souza fainted because e. the baby didn’t look like her parents.

Задание No 4 – Understanding a Summary

Прослушайте рассказ еще раз и представьте себе, что вы хотите пересказать его своему другу в четырех предложениях. Какой из следующих кратких пересказов в большей мере передает содержание рассказа.

1. There was a mistake at a hospital in Brazil. Two babies were born on the same day and went home with the wrong parents. The parents wondered about their babies because the babies didn’t look like them. Nine months later, one of the families found the other family, and the two families exchanged babies.

2. A Brazilian woman had a baby at a hospital in Sao Paulo. She wondered about her baby because the baby didn’t look like her or her husband. When the baby was nine months old, the woman and her husband took their baby to the hospital. They asked the hospital director, “Are you sure this is our baby?”

Задание No 5 – Discussion

Подготовьтесь к обсуждению по следующей теме.

Before the families exchanged babies, they exchanged information about the babies’ habits. What habits do the people in your class have? Find out. First, count off (1, 2, 3, 4, ...) until everyone in the class has a number. Write your number on a piece of paper and tape it to your shirt. Now look for your number in the list below. Look at the question next to your number. That is your question.

1. Do you sleep in the afternoon? 2. Do you exercise? 3. Do you pick up coins you find on the street? 4. Do you wear a ring? 5. Do you bite your nails? 6. Do you come to class late? 7. Do you walk fast? 8. Do you wear a watch? 9. Do you sleep with two pillows? 10. Do you go to bed after midnight? 11. Do you have a comb in your pocket or purse? 12. Do you fall asleep when you watch TV? 13. Do you read before you go to sleep? 14. Do you drink coffee in the morning? 15. Do you spend a lot of money on phone calls? 16. Do you make your bed yourself every day? 17. Do you bring a notebook to English class? 18. Do you sing when you drive a car?

Write your question at the top of a piece of paper. Write numbers under the question, as many numbers as there are people in your class. Ask people your question. Write each person’s answer next to his or her number. After you ask everyone your question and write their answers, report back to the class. Tell the class what you learned. For example: “Only four people always sleep in the afternoon. Two people sometimes sleep in the afternoon. The rest of the class never sleeps in the afternoon.”

Задание No 6 – Writing

Подготовьтесь к выполнению следующего письменного задания.

Think about your family and friends. Do they have any habits that you don’t like – habits that make you a little angry? Write about them. For example: When we go somewhere, my mother always loses something. My friend eats a banana like a monkey. Now write your sentences on your own paper.

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Подготовка к международному экзамену IELTS Academic Module - Reading Section. Учимся отвечать на вопросы по чтению при сдаче экзамена IELTS +RANDOM
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Подготовка к международному экзамену IELTS Academic Module - Reading Section. Учимся отвечать на вопросы по чтению при сдаче экзамена IELTS +RANDOM

К данном уроку не существует аудиозаписи, все объяснения Учитель дает прямо на онлайн уроке!

Все занятия в рамках подготовительного курса к сдаче международного экзамена по английскому языку IELTS проводятся по реальным экзаменационным билетам, которые ранее уже использовались при сдаче экзаменов.

Regional Student Survey

A survey recently commissioned by the English Language Intensive Courses for Overseas Students (ELICOS) Association has produced valuable data as to why overseas students choose to study inAustralia. Students were asked a range of questions to determine why they had chosen Australia, how they were going to use the English they had learnt, how they had spent their holidays, and what were their future plans. There were also asked to compare Australia with other countries where they could study English.

Of the 2200 questionnaires handed out, 1684 valid returns were used, representing approximately 11% of the estimated number of students studying at ELICOS colleges. The regional breakdown of the student sample was as follows: Asia 73.4%, Europe 10.2%, Pacific 0.5%, other 7.0%.

Japanese students formed the largest nationality group, representing 34% of the returns. Other nationality groups represented in the survey, in descending order, were Taiwan, Korea, Indonesia, Switzerland, Hong Kong, Thailand, other European countries, China, and Iran.

The top 11 reasons for choosing Australia as a place to study English were, in order of ranking, as follows: 1. safety; 2. friends and relations in Australia; 3. climate and friendliness of Australians; 4. combine study with travel; 5. low cost of living; 6. friend's recommendation; 7. close to home country; 8. high quality of courses; 9. work while studying; 10. hope to migrate; 11. low tuition fees.

Differences emerge when the responses of different nationality groups are analysed, yet there is some degree of uniformity across regional areas. Students from most Asian countries, for instance, cited safety, climate, low cost of living, and friendliness of people as reasons for choosing Australia as a place to learn English. To Indonesian students, however, proximity to home country and quality of courses were the attractive factors. The overall profile of responses from Japanese students was in line with those of students from other Asian countries, although the opportunity to combine work and travel, study and travel, and high standard of courses were the major attractions. Students and tourists from Switzerland and other European countries were clearly attracted by Australia as a tourist destination. Their reasons for coming to Australia were quite distinct from those of Asian respondents, but bore some resemblance to Japanese respondents.

When asked how they planned to use the English they were learning, 41% answered that they would use their English for further study in Australia, 37% stated their English was to help obtain employment or to advance their existing career, 9% planned to use it in their travels, 6% for further study in their home country, 5% for further study in a third country, and 2% specified "other".

A significantly high proportion of students of all nationalities was interested in English providing a springboard for further study in Australia. No Swiss student indicated an interest in studying English as a means of facilitating communication when travelling. Female respondents from Hong Kong, Korea, Taiwan, and Thailand were more concerned than their male counterparts with English as a means to improve employment or career prospects. Female respondents from Japan and Taiwan were more interested than their male counterparts in studying English to facilitate travel and to meet people.

With regard to immediate post-ELICOS study plans, 41% stated that they would progress to further studies, close to a third stated they would return to their home country or move to a third country, 21% stated they would travel, and 8% stated they planned to work temporarily in Australia.

When considering public English language examinations, 65% of respondents indicated they would sit for an English test post-study. More than half indicated their intention to take IELTS, just over a third named TOEFL, 15% named the Cambridge First Certificate, and 9% stated "other". There were marked differences in response between students from different countries and across gender.\

Asked whether they had had visits from overseas friends or family during their course, 27% of students responded affirmatively. Students in Queensland were more likely than average to have had visits, whereas respondents from Western Australia were less likely than the average to have had visits.

The most popular break activity was travelling in Australia - 90% - followed by travelling to home country - 19% - and, finally, working full or part-time - 9%. While the principal areas of employment remained in restaurants, cleaning, and factories, there was a steep increase in the number of students working as shop assistants and tour guides, neither of which were previously significant employment areas.

Respondents were also asked to rank the three top supplier countries in terms of cost, quality, and visa ease. In terms of "cost", Britain was regarded as the most expensive, the U S. second, Canada third, and Australia fourth. In terms of "quality", first preferences only, 61% of respondents regarded the U.K. as having the best quality tuition. Opinion on the supplier of the second best level of tuition was more evenly divided, with 34% naming the U.S., and 29% naming Australia. Australia was considered the third best supplier, with a 35% response, and 25% naming Canada.

More students believed visas were easier to get for Australia than for any of the other English language provider countries. Opinion was divided, however, and the view was not held by a clear majority - 35% of respondents placed Australia first, while 32% placed the U.S. first.

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