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| Пятница 5 Октябрь 2012 |
Общее событие
Английский язык онлайн для начинающих: чтение по-английски для начинающих, скачать MP3 онлайн
17:00 » 20:00

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)


Robert Vogel is a police officer in Rye, New York. One morning Officer Vogel was drinking coffee in a restaurant. He was on his coffee break. Suddenly the doors of the restaurant opened, and a man ran in. “Officer!” the man yelled. “A car is going down the street – and a little kid is driving it!”

Officer Vogel ran out of the restaurant. He saw a station wagon. It was going slowly – about 25 miles an hour – but it wasn’t going very straight. He jumped into his police car and followed the station wagon. When he was behind it, he turned on his red light and siren. The station wagon moved to the side of the road and stopped.

Officer Vogel got out of his police car, hurried to the station wagon, and looked inside. The driver was a little boy. His name was Rocco Morabito, and he was five years old. In the backseat was Rocco’s little sister. She was only two years old. Both children were crying.

“I want my Mommy!” Rocco cried. “But she can’t get here. I have this car.” Then Rocco had an idea. “Just a minute,” he told Officer Vogel. “I can drive. I’ll go get her.” “No!” Officer Vogel said. “You stay with me!” Officer Vogel drove Rocco and his sister to the police station. Then he called their mother. Officer Vogel and Rocco’s mother had a lot of questions for Rocco. Their first question was: “Where did you get the car keys?” Rocco said, “From the top of the refrigerator.” At seven o’clock that morning Rocco’s father was at work and his mother was sleeping. Rocco saw the car keys on top of the refrigerator. He pulled a chair over to the refrigerator, climbed up on the chair, and took the keys.

Rocco went to the garage and got into the car. Then he started the engine. When Rocco’s sister heard the engine, she ran to the car and began to cry. She wanted to go with him, so Rocco opened the back door and let her in the car.

Rocco backed the car out of the garage and drove away. It was 7 a.m. – rush hour – so there was a lot of traffic. Rocco drove one mile in heavy traffic. Then Officer Vogel stopped him.

Newspapers and TV stations heard about Rocco, and a lot of reporters went to his house. One reporter asked Rocco, “What do you want to be when you grow up?” Rocco smiled. “I want to be a truck driver,” he said.

Задание No 1 – Vocabulary

Заполните пропуски в предложениях следующими словами: heavy, coffee break, siren, rush hour, station wagon.

1. Officer Vogel stopped working for 15 minutes. He went to a restaurant to drink a cup of coffee. He was on his …. 2. Rocco drove a big car with seats for nine people. It was a …. 3. Rocco drove the car at 7 A.M. Many people were driving to work. It was …. 4. There were a lot of cars on the road. Traffic was …. 5. Rocco stopped the car because he heard the … of the police car.

Задание No 2 – Understanding the Main Idea

Обведите кружком наиболее правильный ответ.

1. The story is about a. a police officer.
a little boy who drove a car.
safe driving in New York.

2. The story has a happy ending because a. Rocco was a very good driver.
b. Rocco didn’t have an accident.
c. Rocco wants to be a truck driver.

Задание No 3 – Understanding Reasons

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

1. Officer Vogel went to a restaurant a. to get the car keys.

2. Rocco climbed up on a chair b. to ask him questions.

3. Rocco opened the back door c. to let his sister in the car.

4. Office Vogel called Rocco’s mother d. to drink a cup of coffee.

5. Reporters went to Rocco’s house e. to tell her, “Your son is at the police station”.

Задание No 4 – Remembering Details

Одно слово в каждом из предложений неверно. Найдите неправильное слово и зачеркните его. Составьте предложение с правильным словом.

1. Robert Vogel is a salesman in Rye, New York. 2. One evening he was drinking coffee in a restaurant. 3. Suddenly the doors of the restaurant opened, and a woman ran in. 4. The man yelled, “A car is going down the street – and a little kid is fixing it!” 5. Officer Vogel jumped into his police car and hit the station wagon. 6. The driver’s name was Rocco Morabito, and he was 50 years old. 7. Rocco took the car keys from the top of the television. 8. Rocco opened the back seat and let his sister in the car. 9. Rocco drove one mile in light traffic. 10. A lot of mechanics went to Rocco’s house.

Задание No 5 – Discussion

Подготовьтесь к обсуждению по предложенной теме.

The reporters asked Rocco, “What do you want to be when you grow up?” He answered, “I want to be a truck driver.” When you were a child, what did you want to be when you grew up? (For example: a doctor, a soccer player, a homemaker) What do you want to be now? (or What are you now?) First, answer the questions yourself. Then ask your classmates the questions. What did you learn about your classmates? Tell the class.

Задание No 6 – Writing

Напишите отчет полицейского по возвращении на полицейский участок.

When Officer Vogel went back to the police station, he had to write a report. This is how he began his report: At 7 A.M. I was drinking coffee at the Coffee Cup restaurant… Finish Officer Vogel’s report on your own paper.

Общее событие
Подготовка к международному экзамену IELTS Academic Module - Reading Section. Учимся отвечать на вопросы по чтению при сдаче экзамена IELTS +RANDOM
20:00 » 23:55

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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