How would you feel if you to spend hours in a wheelchair

Помогите пожалуйста решить тест по английскому языку

1.‘Why were you so tired yesterday?’ ‘Because I. all morning.’

Выберите один ответ:
a. was jogged
b. jog
c. had been jogged
d. had been jogging
2.His illness got worse and worse. In the end he ____ go into hospital for an operation.

Выберите один ответ:
a. must
b. will have to
c. had to
d. ought to have
3.When the old lady returns to her flat she … at once that someone has broken in during her absence.

Выберите один ответ:
a. sees
b. saw
c. has seen
d. will see

Выберите один ответ:
a. looks
b. is looking
c. has been looking
d. has looked
5.Many new houses ___________ by next year.

Выберите один ответ:
a. Will be built
b. Will built
c. Will have been built
d. Will build
6.No announcement about the test results ___________ so far.

Выберите один ответ:
a. have been made
b. were made
c. has been made
d. was made

7.Our tent __________ in the night by the wind.

Выберите один ответ:
a. was ever seeing
b. was ever seen
c. had ever seen
d. had ever been seeing
9.Unfortunately, the flight _______________.

Выберите один ответ:
a. was reading
b. had been read
c. had been reading
d. had read
11._____ you help me with my homework?

Выберите один ответ:
a. May
b. Need
c. Can
d. Are
12.At present Jillian _____________ for heart problem.

Выберите один ответ:
a. calling
b. calls
c. called
d. used to called
14.When I was a child, I _____ a flashlight to bed with me so that I _____ read comic books without my parents’ knowing them.

Выберите один ответ:
a. used to take / could
b. was used to taking / could
c. would have taken / was able to
d. would take / can
15.How would you feel if you __________ to spend hours in a wheel chair?

Выберите один ответ:
a. have been forced
b. are forced
c. were forced
d. will be forced

16
.A: I wonder who took my alarm clock.

B: It _____ Julia. She _____ supposed to get up early.

Выберите один ответ:
a. might be / is
b. had to be / was
c. could be / is
d. must have been / was
17.A: She can’t sing.

Выберите один ответ:
a. finish
b. am finishing
c. finished
d. have finished

19.The hotel bill _______________ by my wife early in the morning.

Выберите один ответ:
a. was payed
b. will payed
c. will paid
d. was paid
20.You _____ get the 8.45 train. It doesn’t stop at Yorkshire.

Выберите один ответ:
a. had better
b. should
c. mustn’t
d. don’t have to

Passive Voice Test Online. Тест на пассивный залог

Предлагаю Вам пройти онлайн тест на пассивный залог. Данный Passive Voice Test хотя и состоит всего из 20 вопросов, но достаточно сложен и хорош для определения того, насколько Вы разбираетесь в страдательном залоге.

Если вы ответили менее чем на 15 вопросов теста на пассивный залог правильно – рекомендую обратится с следующим статьям и упражнениям:

Ну а теперь перейдем к выполнению теста на страдательный залог.

Passive Voise тест онлайн

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Рубрики

The causes of the financial crisis ____________ in many articles.

The decline in quality of services __________ by the experts.

The words ___________ on the sand _______ a stick.

No announcement about the test results ___________ so far.

At present Jillian _____________ for heart problem.

How would you feel if you __________ to spend hours in a wheel chair?

A lot of money ___________ from the bank on Monday.

Your order is guaranteed ___________ within 3 days.

When did you discover that the child ____________?

The famous actor ___________ for the magazine.

I don’t know when the goods I’ve ordered _______________ to my place.

The hotel bill _______________ by my wife early in the morning.

Many new houses ___________ by next year.

Some antique vases ___________ in the old mansion.

Unfortunately, the flight _______________.

Our tent __________ in the night by the wind.

I __________ by the Doctor and _________ a prescription.

Two soldiers ____________ when the Dean came in.

Mike said he _____________ at the next lesson.

После прохождения теста, нажимаете кнопку ЗАВЕРШИТЬ ТЕСТ. После этого вы узнаете свой результат и увидите еще 2 кнопки НАЧАТЬ ТЕСТ ЗАНОВО и ПОКАЗАТЬ ВОПРОСЫ. При нажатии на кнопку показать вопросы, вы увидите вопросы с вашими вариантами ответа и правильными вариантами. Таким образом вы сможете увидеть и проанализировать все ошибки.

Надеюсь, вам удалось справиться с онлайн тестом на Passive Voice.

Понравилось? Сохраните на будущее и поделитесь с друзьями!

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Classroom Notetaking

How would you feel if you were forced to spend hours and hours sitting in a hard-backed chair, eyes wide open, listening to the sound of someone else’s voice? You wouldn’t be allowed to sleep, eat, or smoke. You couldn’t leave the room. To make matters worse, you’d be expected to remember every point the speaker made, and you’d be punished for foigetting. And, to top it off, you’d have to pay thousands of dollars for the experience.

Sounds like the torture scene from the latest spy thriller? Actu­ally, it’s nothing of the kind. It’s what all college students do who take a full load of courses.

Unfortunately, many students do regard these hours as tor­ture, and they do all sorts of things to deaden the pain. Some of them sit through class with glared eyes, minds wandering some­where. Others hide in the back of the room, sneaking glances at the newspaper or the book. Still others reduce the pain to zero: they simply don’t come to class. These students do not realize that they are missing out on one of the most important aspects of their edu­cation.

One reason you should take lecture notes is that lectures add to what you read in textbooks. Lecturers combine the material and ap­proaches of many texts, saving you the trouble of researching an en­tire field. They keep up to date with their subjects and can include the latest studies or discoveries in their presentations. The best lec­turers combine knowledge with expert showmanship. Both infor­mative and entertaining speakers, they can make any subject leap wildly to life.

But isn’t it good enough just to listen to these wonderful people without writing down what they say? Studies have shown that after two weeks you’ll forget 80% of it. And you didn’t come to the lec­ture room just to be entertained. You came to learn. The only way to keep the material in your head is to get it down in permanent form — in the form of lecture notes.

There are three steps to mastering the art of taking good lecture notes: the preparation, the note-taking process itself, and the post-lecture review.

First, mentally prepare yourself to take good notes. Examine your attitude. Remember, you’re not going to the lecture room to be bored, tortured, or entertained; you’re going there to learn. Also, examine the material the lecture will cover. Read the textbook chapter in advance.

Second, prepare yourself physically. Get a good night’s sleep, and get to class — on time. Even better, get to class early, so you can get a good seat near the front of the room. You’ll hear better there and be less tempted to let your mind wander. You’ll also have time to open your notebook to a new page, find your pen, and write the date and topic of the lecture at the top. This way, you won’t still be groping under your chair or flipping through pages when the lec­turer begins to speak.

Be prepared to do a good deal of writing in class. A good role of thumb for taking notes is, «when in doubt, write it down». After class, you will have time to go over your notes and make decisions about what is important enough to study and what is not. But in the midst of a lecture, you don’t always have time to decide what is really important and what is quite secondary. You don’t want to miss getting down a valuable idea.

Be sure to always write down what the lecturer puts on the board. If he or she takes the time to write something on the board, it is generally safe to assume that such material is important. And don’t fall into the trap that some students make. They write down what is on the board but nothing more. They just sit and listen while the instructor explains all the connections between those words that have been chalked on the board. Everything may be perfectly clear to a student then, but several days later, chances are that all the connecting materials will be forgotten. If you write down the expla­nations in class, it will be much easier for you to make sense of the material and to study it later.

Here are some other hints for taking good classroom notes:

If you miss something, don’t panic. Leave space for it in your notes and keep going. Later, get the missing information from a classmate or your textbook

Don’t ignore the very beginning and end of class, often lecturers devote the first five minutes of their lectures to a review of material already covered or a preview of the next day’s lecture. The last five minutes of a lecture can contain a clear summary of the class. Don’t spend the first five minutes of class getting your materials out and the last five minutes putting them away. If you do, you’ll probably miss something important.

The real learning takes place after class. As soon as you have time, sit down and reread your notes. Fill in anything unclear or missing while it’s still fresh in your mind. Then write a few key words and phrases that summarise the points of the lecture.

Cover your notes, and, using only these key words, try to recon­struct as much of the lecture as you can. This review will cement the major points in your memory and will save significant time when you study for the exam.

To sum all this up, be prepared to go into class and be not just an active listener but an active notetaker as well. Being in class and taking good notes while you are there are the most valuable steps you can take to succeed in college.

Answer the questions.

1. What do you do during a classroom lecture?

2. Do you sit and stare at the lecturer, wondering if he or she will ever stop?

3. Do you try to write everything which is said, but can’t keep up?

4. Why take lecture notes? Isn’t it good enough just to listen to the lecturer without writing down what he or she says?

5. What are the three steps to mastering the art of taking good lecture notes? Discuss in class each step.

6. Could you think of some more hints for taking good class­room notes?

7. Have you got your own tips on how to make the best use of class time?

Text 2

Examination

Then, for months, there was nothing in life save work: a careful planning out of day and night in order that sleeping and eating and exercise might encroach as little as possible on the working hours.

From early morning till late at night the desperate meek untidy heads of girls were bowed over tables in the library, their faces when they lifted them were feverish and blurred with work.

Pages rustled; pencils whispered; squeaking shoes tiptoed in and out. Somebody tapped out a dreary tune on her teeth; somebody had a running cold; somebody giggled beneath her breath; some­body sighed and sighed.

This week there was nothing in your mind save the machine which obeyed you smoothly, turning but dates and biographies, contrasting, discussing, theorizing.

Judith walked in a dream among the pale examination faces that flowed to their doom. Already at nine o’clock the heat struck up from the streets, rolled downwards from the roofs. By midday it would by extremely unpleasant in Cambridge.

This was the great examination hall. Girls were filing in, each carrying a glass of water, and searching in a sort of panic for her place. Here was a white ticket labelled Earle, J. So Judith Earte really was expected, an integral part of this grotesque organized un­reality. No hope now.

The bench was hard.

All over the room girls’ heads turned, nodding and winking at friends, whispering, giggling and grimacing with desperate bravery. One simulated suicide by leaning her bosom on her fountain pen.

Then panic descended suddenly upon Judith. Her head was like a floating bubble; there was nothing in it at all. She caught at threads of knowledge and they broke, withered and dissolved like cobwebs in the hand. She struggled to throw off a crowding confu­sion of half remembered words.

A headful of useless scraps rattling about in emptiness — The clock struck nine.

‘You can begin now’, said a thin voice from the dais.

There was an enormous sigh, a rustling of paper, then silence.

The questions had, nearly all, at first glance a familiar reassuring look. It was all right. Panic vanished, the mind assembled its ener­gies coolly, precisely, the pen flew.

After an hour the first pause to cool her forehead with a stick of frozen Eau de Cologne and to sip some water.

Girls were wriggling and biting their pens. Somewhere the toothtapper was playing her dreary tune.

Another hour fled. The trouble was having too much to say, rather than too little. The room was rigid, dark with concentration now.

Three hours. It was over. You could not remember what you had written; but you had never felt more firm and sure of mind. Three hours nearer to life.

A troop of undergraduates passed on the way from their exami­nation room. They looked amused and exhilarated. They stuffed their papers into their pockets, lit pipes, straightened their shoulders and went cheerfully to lunch.

The girls crept out in twos and threes, earnestly talking, com­paring the white slips they carried.

‘Did you do this one?’

‘What did you put for that?’

‘Oh, I say! Will they take off marks do you think?’

‘Oh, it might have been worse.’

Girls really should be trained to be less obviously female stu­dents. It only needed a little discipline.

‘Of course I see now I shan’t pass — It seems a pity, after all that work — My memory is practically gone —’

Back to the vault now for another three hours.

That day passed smoothly; and the next.

Suddenly there were no answers to be written from nine till twelve, from two till five — no lectures, no coachings, no notes, no fixed working hours. Instead, a great idleness under whose burden you felt lost and oppressed. The academic years were gone for ever.

(Extract from «Dusty Answer» by R. Lehman)

Все типы условных предложений. Употребите правильную форму глагола

1. If I (not borrow) the money, I wouldn’t have been able to buy the bike.

2. If he (not catch) the bus, he would have been late for work.

3. If she had known you needed the eggs for the cake, she (not use) them all.

4. She (win) the match if she hadn’t hurt her ankle.

5. If you (not put up) this shelf, you won’t have anywhere to put your books.

6. If she (change) her job, she would be a lot happier.

7. If I were you, I (tell) her how you feel.

8. If you continue to shout so loudly, you (wake up) the baby.

9. Even if she (ask) him, he wouldn’t have agreed to come.

10. Unless you (feel) any better, you can take the rest of the day off.

11. If they (not threaten) her, she wouldn’t have left.

12. I (not trust) her if I were you.

13. If you’re patient for a few minutes, I (be able) to finish this.

14. If he goes on making so much noise, I (punish) him.

15. If we (intend) to spend the day in Paris, we would have bought a day pass.

16. Keep your voice down in case she (overhear) us.

17. If he (be) more experienced, he would be more likely to get the job.

18. If the food (not be) so bad, they wouldn’t have complained.

19. Sales will increase provided that the advertising campaign (be) successful.

20. If she (spend) less on clothes, you would be able to save some money.

1. If I hadn’t borrowed the money, I wouldn’t have been able to buy the bike.

2. If he hadn’t caught the bus, he would have been late for work.

3. If she had known you needed the eggs for the cake, she wouldn’t have used them all.

4. She would have won the match if she hadn’t hurt her ankle.

5. If you don’t put up this shelf, you won’t have anywhere to put your books.

6. If she changed her job, she would be a lot happier.

7. If I were you, I would tell her how you feel.

8. If you continue to shout so loudly, you will wake up the baby.

9. Even if she had asked him, he wouldn’t have agreed to come.

10. Unless you feel any better, you can take the rest of the day off.

11. If they hadn’t threatened her, she wouldn’t have left.

12. I wouldn’t her if I were you.

13. If you’re patient for a few minutes, I will be to finish this.

14. If he goes on making so much noise, I will punish him.

15. If we had intended to spend the day in Paris, we would have bought a day pass.

16. Keep your voice down in case she overhears us.

17. If he was more experienced, he would be more likely to get the job.

18. If the food hadn’t been so bad, they wouldn’t have complained.

19. Sales will increase provided that the advertising campaign is successful.

20. If she spent less on clothes, you would be able to save some money.

Аудирование в формате ЕГЭ – Вариант 3

Предлагаем попробовать свои силы и выполнить полное аудирование в формате ЕГЭ. Ответы и полные тексты к аудио даны в спойлерах. Здесь представлен вариант 3.

Задание 1

Вы услышите 6 высказываний. Установите соответствие между высказываниями каждого говорящего А-F и утверждениями, данными в списке 1-7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды.

1. The best cafes are those located near busy pedestrian streets.
2. A cafe should be quiet if it wants to attract readers.
3. Playing board games with friends is a great cafe pastime.
4. The decor of a cafe can make or break its business.
5. A cafe can make a business meeting more casual and less dull.
6. You can even watch news programmes in cafes these days.
7. A town should have a variety of cafes for every taste.

A – 3
B – 5
C – 6
D – 2
E – 1
F – 4

Speaker A: Sitting around drinking coffee has never been one of my favourite things to do, but I do love playing games, and so do some of my mates. So were decided to meet at weekends and do that in a cafe. The place we go to has got a lot of fun things to choose from, and sometimes we bring our own. It’s a nice quiet and relaxed place, and never too busy, so we like it.

Speaker B: I work in an advertising agency and creativity is a focus. I meet with clients in our offices quite often, but more and more I’ve started asking them to meet me at a cafe down the street from our building. The atmosphere and decor are really arty, and the clients tend to feel a bit more relaxed when we meet there. I think both myself and my clients can come up with more interesting ideas for campaigns while were there.

Speaker С: Cafés have almost become like living rooms. It reminds me of that TV series Friends, where they drink coffee on a big sofa as if they’re at home. In fact, a lot of cafes have put televisions up on the wall. It’s usually just in the background, so it doesn’t steal your attention. It’s not to everyone’s taste, but I think it’s nice to look up occasionally and see a bit of current affairs or a sporting event.

Speaker D: For those of us who like to spend hours with a good book, a cafe is an excellent place to do it. That is, of course, if it’s not one with loud music, big-screen TVs and loads of noisy people. There are quite of few of those in my area, and they’re obviously not interested in keeping my business. That’s OK; I’ve got at least two or three to choose from that cater to bookworms like myself.

Speaker E: I think there are more cafes in my town than people! That’s what life is like in the Mediterranean. The weathers nice most of the year, and it’s great to sit outside, catch up on everyone’s news and, of course, do people-watching. The best places to do that are in sightseeing areas, with lots of people walking up and down the pavement, looking at the sights and enjoying the day. You see all walks of life in these places.

Speaker F: There are lots of different cafés in my town. A surprising number, in fact. To be honest, I don’t know how they all stay in business. A few of them have really bad interiors – bright fluorescent lighting, tacky furniture, even cracked plates. I hardly ever see anyone in them either. In my opinion, the look and feel of a café is the most important thing. Otherwise, it’s not going to be successful.

Задание 2

Вы услышите диалог. Определите, какие из приведённых утверждений A-G соответствуют содержанию текста (1 – True), какие не соответствуют (2 – False) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated).

A) Ryan doesn’t do some of the things mentioned in the recycling lesson.
B) Until today, Macy has used the bin in her bedroom for recycling only.
C) Ryan’s dad has got a very large recycling bin in his office.
D) Macy never eats food in her bedroom.
E) Ryan has visited a recycling plant in the past.
F) Macy makes a complaint about rinsing containers.
G) Ryan’s family empty their recycling bin less frequently than their rubbish bin.

A – 1
B – 2
C – 3
D – 2
E – 3
F – 1
G – 1

Macy: Hey Ryan, what did you think of our class lesson about recycling?

Ryan: It was very informative. We do recycling at home, but we don’t do all the things Mr Singh mentioned, such as rinsing bottles and containers out before you put them in the recycling, or keeping bins far recycling in other parts of the house. Do you, Macy?

Macy: We only have one recycling bin in the house, in the kitchen. We’ve got small rubbish bins in other rooms, such as the living room and our bedrooms. I put lots of things in the rubbish bin in my bedroom that could be recycled though.

Ryan: Our house is similar. We’ve got one recycling bin in the kitchen that we mainly use, although my dad’s got a bin in his office that he puts his papers into. Funny though, he rarely empties it!

Macy: The rubbish bin in my bedroom is full of mostly recyclable things, so I felt a bit bad about that. I took all of it to the kitchen straight away.

Ryan: That’s good of you.

Ryan: We’re not allowed to eat in our bedrooms. Mum hates the mess we leave.

Macy: I guess I’ve just been too lazy to take things into the kitchen. That’s going to change now!

Ryan: I didn’t realise how rinsing things helped. I didn’t know they have to rinse things out at the recycling plant before they can recycle it. We’ll save them time if we do it, which makes their job easier.

Macy: Yes, that’s a good idea. The only problem is we have to use our water to do it. Some things take a lot of rinsing. But really, it does make the recycling bin cleaner.

Ryan: I know what you mean. We empty ours when it gets full, but sometimes it takes a while for that to happen. It’s large, and we don’t empty it as often as the rubbish bin. So it’s better hygiene if those jars and plastic containers are well rinsed.

Macy: Exactly. Well, these are good changes to make round the house.

Ryan: I agree. They’re useful and easy to do, too! See you later, Macy!

Задание 3

Вы услышите интервью. В заданиях выберите правильный вариант ответа. Вы услышите запись дважды.

1) What is true about Martin’s appointments with students?
1) He sees about a dozen students every day.
2) Students pay a small fee for the service.
3) He usually meets with a student for an hour.

2) The questionnaire asks students about…
1) previous work experience.
2) what careers they’re interested in.
3) the kind of situations they like.

3) What kind of answers do students give in regard to their interests?
1) They sometimes put down several completely different interests.
2) They give a clear indication of their interests.
3) They often don’t put anything down.

4) Students return to see Martin …
1) because they’ve changed their minds about their interests.
2) to fill out their questionnaire forms.
3) to complain about the advice they’ve been given.

5) What does Martin do with the students’ СVs?
1) He doesn’t handle any aspect of that.
2) He reviews them and then gives them to his assistant.
3) He gets his assistant to make initial comments.

6) Martin doesn’t do practice interviews because …
1) he can’t fit them into his daily work schedule.
2) he doesn’t think they’re useful.
3) students don’t like doing them.

7) What advice does Martin give about talking about weaknesses?
1) Try to describe them so they sound more positive.
2) Avoid being honest about them.
3) Spend as little time on them as possible.

1 – 1
2 – 3
3 – 1
4 – 1
5 – 3
6 – 1
7 – 1

Presenter: Hi everyone and welcome to our programme, Youth Talk. Today our guest is careers advisor Martin Shaw, who’s going to discuss how he helps students find a career and a job. Thanks for joining us, Mr Shaw.

Speaker: I’m glad to be here. Please, call me Martin.

Presenter: Tell us what you do in your job, Martin.

Speaker: Well, I work for a university in their careers advice office. I meet with university students on a daily basis. Students make an appointment with me, which is free of charge and included in their student services package. I see about ten to twelve students a day, and we meet for around twenty minutes to half an hour.

Presenter: How do you help them find a career?

Speaker: For starters, I administer a questionnaire which determines their aptitudes. It asks them what skills they think they have, and it also asks them about their likes and dislikes, how well they get on with others, whether they like to work independently, and whether they’re self-motivated, highly organised, or very creative. They answer the questionnaire and I assess it at a later date.

Presenter: How do you assess the information they present to you?

Speaker: First I look at what subjects they’ve put down that seem to interest them the most. Keep in mind that sometimes they don’t know exactly what those are, so they might put down a wide range. Then, I take a look at their skills. If, for example, they’re interested in the arts, are highly creative and communicative, and like working with people, I might suggest a career in advertising.

Presenter: So you meet with students more than once, yes?

Speaker: Oh definitely. Firstly, I have to give them the results of their questionnaire, but really, I meet with them as often as they like. The goal is to get them on the right track. Sometimes a student comes back to me because they have second thoughts about their preferences, meaning they’ve realised they’d rather work alone than with other people, for example. That will obviously affect the advice I give them.

Presenter: I see. What other types of assistance do you give students?

Speaker: I help them with their CVs, to make sure they’re well-written and informative. I get them to bring a CV in at our first meeting, and I usually ask my assistant to look it over and make comments, which I review, Then I meet with the student again, usually when I give them their questionnaire results, and I give them some tips on how to improve their CV.

Presenter: Do you discuss interview techniques?

Speaker: I usually give them some information about the dos and don’ts of interviewing, and we discuss any questions they have. I’d like to do practice interviewing, but we simply don’t have the time or resources for that, which is a shame because students would find it very useful. I give them advice on how to answer tougher interview questions though, such as when an interviewer asks you what your weaknesses are.

Presenter: And what do you say to that?

Speaker: Well, obviously in an interview you should be truthful, but you would never want to say, “I hate getting up in the morning.” While that may be a true weakness, you can just imagine how that would go down in an interview! I urge students to think of a weakness that can actually be a strength. You could say that you tend to spend too much time on organising, so you have to stop for a moment and prioritise duties. This sounds impressive in an interview.