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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

Английское аудио для начинающих, скачать бесплатно без регистрации MP3(Для прослушивания MP3 объекта вам необходим Flash плейер)

UNIT 4 THE GIFT

Donna Ashlock, a 14-year-old girl from California, was very sick. She had a bad heart. “Donna needs a new heart,” her doctors said. “She must have a new heart, or she will die soon.” Felipe Garza, 15, was worried about Donna. Felipe was Donna’s friend. He liked Donna very much. He liked her freckles, and he liked her smile. Felipe didn’t want Donna to die.

Felipe talked to his mother about Donna. “I’m going to die,” Felipe told his mother, “and I’m going to give my heart to Donna.” Felipe’s mother didn’t pay much attention to Felipe. “Felipe is just kidding,” she thought. “Felipe is not going to die. He’s strong and healthy.”

But Felipe was not healthy. He had terrible headaches sometimes. “My head really hurts,” he often told his friends. Felipe never told his parents about his headaches. One morning Felipe woke up with a sharp pain in his head. He was dizzy, and he couldn’t breathe. The Garzas rushed Felipe to the hospital. Doctors at the hospital had terrible news for the Garzas. “Felipe’s brain is dead,” the doctors said. “We can’t save him.”

The Garzas were very sad. But they remembered Felipe’s words. “Felipe wanted to give his heart to Donna,” they told the doctors. The doctors did several tests. Then they told the Garzas, “We can give Felipe’s heart to Donna.”

The doctors took out Felipe’s heart and rushed the heart to Donna. Other doctors took out Donna’s heart and put Felipe’s heart in her chest. In a short time the heart began to beat.

The operation was a success. Felipe’s heart was beating in Donna’s chest, but Donna didn’t know it. Her parents and doctors didn’t tell her. They waited until she was stronger; then they told her about Felipe. “I feel very sad,” Donna said, “but I’m thankful to Felipe.”

Three months after the operation Donna Ashlock went back to school. She has to have regular check-ups, and she has to take medicines every day. But she is living a normal life. Felipe’s brother John says, “Every time we see Donna, we think of Felipe. She has Felipe’s heart in her. That gives us great peace.”

Задание No 1 – Vocabulary

Заполните пропуски в предложениях следующими словами: check-up, sharp, rushed, kidding, dizzy.

1. When Felipe told his mother, “I’m going to die” she thought, “Felipe is not serious. He’s only joking.” She thought Felipe was just …. 2. Felipe had a sudden, terrible pain in his head. It was a … pain. 3. Felipe thought, “The room is going around and around.” He felt …. 4. When Felipe’s parents took him to the hospital, they drove fast. They … him to the hospital. 5. Donna goes to the doctor sometimes. The doctor listens to her heart and makes sure it is working well. Donna goes to the doctor for a ….

Задание No 2 – Understanding the Main Idea

Обведите кружком наиболее правильный ответ.

1. The title of the story is “The Gift”. What was the gift? a. two toys and the balloons.
 b.
Felipe’s heart.
 c.
the operation.

2. Why did Donna feel sad and thankful? a. She had an operation, but she went to school three months later.
 b. She has to take medicine every day, but she is living a normal life.
 c. Her friend Felipe died, but he gave Donna his heart.

Задание No 3 – Understanding Pronouns

Посмотрите на подчеркнутые местоимения в левой колонке. Что они значат? Подберите ответ в правой колонке.

1. They said Donna needed a new heart. a. Felipe Garza

2. He was Donna’s friend. b. Felipe’s friends

3. Felipe told them his head hurt. c. medicine

4. They told the doctors: “Felipe wanted to give his heart to Donna.” d. the Garzas

5. It was a success. e. doctors

6. Donna has to take it every day. f. Donna’s operation.

Задание No 4 – Finding More Information

Посмотрите на предложения слева. Какое предложение справа дает вам дополнительную информацию.

1. Donna Ashlock was very sick. a. He had terrible headaches sometimes.

2. Felipe was not healthy. b. “I’m going to give my heart to Donna.”

3. Doctors at the hospital had terrible news for the Garzas. c. “We cannot save Felipe”, they said.

4. The Garzas remembered Felipe’s words. d. She had a bad heart.

Задание No 5 – Discussion

Подготовьтесь к обсуждению по предложенной теме.

Many people carry donor cards in their wallets. A donor card says, “If I die in an accident, take my heart and other important organs. Give them to sick people.” Do you want a donor card?

Задание No 6 – Writing

Прочитайте и переведите рассказ. Напишите рассказ о подарке, о котором мечтаете.

The title of the story is “The Gift.” Would you like a gift? Imagine this: One day you come home from English class and walk into the kitchen. A big box is on the kitchen table. The box has your name on it. It’s a gift for you! You open the box and look at your gift. It is something you have wanted for a long, long time. What is your gift? Write about it. Here is an example.

When I walked into the kitchen, I smelled something delicious. It smelled like food from my country. “That is impossible!” I thought. Then I saw the box and opened it. Inside the box was a dinner with my favourite foods. My mother sent the dinner from Panama! The dinner was rice, beans and ceviche. (Ceviche is a seafood with lemon, garlic and onions; is was very spicy). I ate the dinner. It was delicious. Thank you, Mum.

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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.

Destinations for International English Students

Paragraph I

At any given time, more than a million international students around the world are engaged in the study of the English language in a predominantly English-speaking country. The five most popular destinations, in order of popularity, are the U. S., Britain, Australia, New Zealand, and Canada. The reasons for choosing to study English abroad differ with each individual, as do the reasons for the choice of destination.

Paragraph II

Numerous studies conducted in Britain and the United States show that the country of choice depends to a large extent on economic factors. While this should not provoke much surprise, careful analysis of the data suggests that students and their parents are most influenced by the preconceptions they have of the countries considered for study abroad, which, in turn, influence the amount they or their parents are prepared to outlay for the experience. The strength of international business connections between countries also gives a good indication of where students will seek tuition. In the main, students tend to follow the traditional pattern of study for their national group.

Paragraph III

The United States attracts the most diverse array of nationalities to its English language classrooms - this heterogeneity being largely due to its immense pulling power as the world's foremost economy and the resulting extensive focus on U.S. culture. Furthermore, throughout the non-European world, in Asia and North and South America specially, the course books used to teach English in most elementary and high schools introduce students to American English and the American accent from a very early age. Canada also benefits from worldwide North American exposure, but has the most homogenous group of students - most with French as their first language. Before furthering their English skills, students in Europe study from predominantly British English material; most Europeans, naturally, opt for neighbouring Britain, but many Asian, Middle-Eastern, and African students decide upon the same route too.

Paragraph IV

Australia and New Zealand are often overlooked, but hundreds of thousands of international students have discovered the delights of studying in the Southern Hemisphere. The majority are Asian for reasons that are not difficult to comprehend: the proximity of the two countries to Asia, (Jakarta, the capital of Australia's closest Asian neighbour, Indonesia, is only 5506 kilometres from Sydney), the comparatively inexpensive cost of living and tuition, and, perhaps of most importance to many Asian students whose English study is a prelude to tertiary study, the growing awareness that courses at antipodean universities and colleges are of an exceptionally high standard. In addition, revised entry procedures for overseas students have made it possible for an increasing number to attend classes to improve their English for alternative reasons.

Paragraph V

Australia and New Zealand have roughly the same mix of students in their language classrooms, but not all students of English who choose these countries are from Asia. The emerging global consciousness of the late twentieth century has meant that students from as far as Sweden and Brazil are choosing to combine a taste for exotic travel with the study of English 'down under' and in 'the land of the long white cloud'. But even the Asian economic downturn in the 1990s has not significantly altered the demographic composition of the majority of English language classrooms within the region.

Paragraph VI

Nor have the economic problems in Asia caused appreciable drops in full-time college and university attendances by Asian students in these two countries. This is partly because there has always been a greater demand for enrolment at Australian and New Zealand tertiary institutions than places available to overseas students. In addition, the economic squeeze seems to have had a compensatory effect. It has clearly caused a reduction in the number of students from affected countries who are financially able to study overseas. However, there has been a slight but noticeable shift towards Australia and New Zealand by less wealthy Asian students who might otherwise have chosen the United States for English study.

Paragraph VII

The U.S. and Britain will always be the first choice of most students wishing to study the English language abroad, and it is too early to tell whether this trend will continue. However, economic considerations undoubtedly wield great influence upon Asian and non-Asian students alike. If student expectations can be met in less traditional study destinations, and as the world continues to shrink, future international students of English will be advantaged because the choice of viable study destinations will be wider.

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