Алгебра
Английский
Биология
География
Геометрия
История
Русский
Обществознание
Физика
Химия
Информатика
Литература
МатематикаВопрос:
A. What kind of student was the hero of the text? 1. a good student 2. an average student 3. a very good student 4. a bad student
Ответ:
Задание А. Какой студент был героем текста?
В тексте герой описывает себя как человека, у которого были проблемы с футболом: «Impossible to control the ball properly; my passes systematically ended up with the opponent, not to mention my dribbling attempts since I got so mixed up that I ended up on the ground...» Это говорит о том, что он не очень хорошо справлялся с игрой. Однако, он много читал о футболе, чтобы улучшить свои знания. Хотя он не был лучшим игроком, он был усердным в обучении.
Ответ: 2. an average student
Похожие
- B. What were the main character's classmates like? 1. the classmates were nice 2. the classmates were kind 3. the classmates were mean 4. the classmates were good
- C. I was a good student; the only thing I lacked was knowledge in the area of ... to fit into the class. 1. mathematics 2. football 3. volleyball 4. reading
- D. I perfected my education by reading all the... about football. 1. magazines 2. books 3. texts 4. article texts
- E. Where was the newsagent? 1. near the house 2. in the neighboring street 3. on the corner of the street 4. at the end of the street
- A. In his childhood Yves loved to... 1. Go shopping with his mom. 2. Reading a lot. 3. Playing with his dog. 4. Riding a bicycle.
- B. Yves' mother hesitated because.. 1. She didn't like this book. 2. His family wasn't rich. 3. They were poor and couldn't afford a book. 4. Yves had bad marks at school.
- C. his book was about... 1. Adventures. 2. Scary stories. 3. Fantastic. 4. Maths.
- D. Yves mother sent him to sleep because.. 1. He was ill. 2. He went to kindergarten. 3. it was too late.. 4. He need to go to school on the next day.
- E. When Yves went to sleep his book was... 1. Under the bed. 2. On the bookshelf. 3. At the kitchen. 4. Next to his pillow.
