Представьте себя. что вы уже взрослый для того ,чтобы водить автомобиль и иметь достаточно денег на него. какую марку машины вы бы выбрали? опишите машину своей мечты. если сможете с переводом на . яз))
Добрый день, ученик! Давайте решим эти задачи пошагово:
1. В этом предложении у нас есть две части: "I took the book back to the library" и "I read it". Чтобы объединить их в одно предложение, мы можем использовать союз "when" и форму Past Perfect для описания действия, которое произошло раньше. В данном случае, это "had read". Поэтому, ответ будет: "I took the book back to the library when I had read it."
2. В данном предложении у нас также две части: "The students did the experiment" и "They wrote a report on it". Чтобы объединить их в одно предложение, используем тот же шаблон: союз "when" и форму Past Perfect для описания действия, которое произошло ранее. Ответ будет: "The students wrote a report on the experiment when they had done it."
3. В этом предложении у нас две части: "Nick saved enough money" и "He bought a motorbike". Чтобы объединить их, союз "when" подходит для указания момента, когда произошло второе действие. В данном случае, это "bought a motorbike". Поэтому, ответ будет: "Nick bought a motorbike when he had saved enough money."
4. В этом предложении у нас две части: "Mark put all the books away" и "He look them through". Однако, нам необходимо учесть, что вторая часть содержит ошибку. Вместо "look" необходимо использовать форму прошедшего времени "looked". Поэтому, можно записать: "Mark put all the books away after he had looked through them."
5. В этом предложении у нас также две части: "Tom applied for another job" и "He left his previous job". Используем союз "when" и форму Past Perfect для описания момента, когда произошло первое действие. Ответ будет: "Tom left his previous job when he had applied for another job."
Надеюсь, это помогло разобраться! Если у тебя есть еще вопросы, обязательно спрашивай!
Student A: Your friend looks awful. Ask what the problem is, then 6.3.6.1 as a model. Act out a similar dialogue. Use the tell him/her what to do.
Student B: You have a headache. Tell your partner. Agree to do what he/she advises you to do.
Teacher: (Approaching Student B) Hello, it seems like you have a headache. Is everything okay?
Student B: (Nods) Yeah, I have a terrible headache. It's been bothering me all day.
Teacher: I'm sorry to hear that. Have you tried anything to relieve the pain?
Student B: No, not yet. Do you have any suggestions of what I can do?
Teacher: Sure, there are a few things you can try. First, you can take a break from any bright lights or loud noises. Find a quiet place to rest for a few minutes.
Student B: That sounds doable. What else can I do?
Teacher: You can also try massaging your temples gently with your fingertips. Sometimes that helps relieve the tension.
Student B: Okay, I'll give that a try. Any other advice?
Teacher: Drinking plenty of water can also help. Dehydration can sometimes cause headaches. It's important to stay hydrated throughout the day.
Student B: Yeah, I'll definitely drink more water. Thanks for the suggestions!
Teacher: You're welcome! Just remember, if the headache persists or gets worse, it's important to let a grown-up know so they can help you further.
Student B: I will. Thank you for your help!
Teacher: No problem. Take care and I hope you feel better soon!
In this dialogue, the teacher starts by noticing that Student B has a headache and shows concern by asking if everything is okay. The teacher then offers a few suggestions to help alleviate the headache, such as taking a break from bright lights and loud noises, massaging the temples gently, and drinking water. The teacher emphasizes the importance of seeking further help if the headache persists or worsens. The conversation ends with the teacher expressing well wishes for Student B's recovery.
