to look out of the window
1 look out of the window
2 look out of the window
3 to look out of the window
4 look out of
He looked out of the window.
5 look out the window
6 window
to close / shut a window — закрывать окно
to clean / wash a window — мыть окно
He stood at the window, moodily staring out. — Он стоял у окна, уныло глядя наружу.
That’s the second time I’ve had my car window smashed in the last two weeks. — За последние две недели мне уже во второй раз вдребезги разбивают стекло в машине.
window bills — «оконные плакаты» (с фотографиями кандидатов на выборах; обычно выставляются в окнах домов сторонников партии, кот. представляет данный кандидат)
window tax — ист.; брит. оконный налог (на каждое окно в доме, начиная с шестого, действовал в Великобритании с 1696 по 1851 гг.)
I stood for a few moments in front of the nearest shop window. — Я на минутку остановился перед витриной ближайшего магазина.
The windows of heaven opened. поэт. — Разверзлись хляби небесные.
There will be tomorrow only a 10-minute window — the period in which the rocket must be launched to reach the appropriate orbit. — Завтра будет только десять минут на то, чтобы запустить ракету и вывести её на нужную орбиту.
7 window
8 window
См. также в других словарях:
Out of the Past (Moonlight) — Out Of The Past Moonlight episode Mick St. John (Alex O Loughlin) and Beth Turner (Sophia Myles) … Wikipedia
look out — phr verb Look out is used with these nouns as the object: ↑window … Collocations dictionary
look out of — phr verb Look out of is used with these nouns as the object: ↑window … Collocations dictionary
look out on — phr verb Look out on is used with these nouns as the subject: ↑window … Collocations dictionary
To look out — Look Look (l[oo^]k), v. i. [imp. & p. p.
peep out of a window — look through a window, take a quick glance out of the window … English contemporary dictionary
Look — (l[oo^]k), v. i. [imp. & p. p.
look — <
The Royle Family — infobox television show name = The Royle Family caption = The Royle family: (clockwise from top left) Antony, Barbara, Dave, Denise, Jim, Norma. genre = Sitcom picture format = PAL (576i) audio format = Stereo runtime = 28 min. (18 episodes) 45… … Wikipedia
look — /look/, v.i. 1. to turn one s eyes toward something or in some direction in order to see: He looked toward the western horizon and saw the returning planes. 2. to glance or gaze in a manner specified: to look questioningly at a person. 3. to use… … Universalium
The Falcon’s Malteser — is one of the Diamond Brothers series of books by Anthony Horowitz. Set in London, the book tells the story of Nick Simple (who uses Diamond as his last name), teenage brother of hopeless detective Herbert Tim Diamond Simple, who is hired by a… … Wikipedia
to look out of the window
1 look out of the window
2 look out of the window
3 to look out of the window
4 look out of
He looked out of the window.
5 look out the window
6 window
to close / shut a window — закрывать окно
to clean / wash a window — мыть окно
He stood at the window, moodily staring out. — Он стоял у окна, уныло глядя наружу.
That’s the second time I’ve had my car window smashed in the last two weeks. — За последние две недели мне уже во второй раз вдребезги разбивают стекло в машине.
window bills — «оконные плакаты» (с фотографиями кандидатов на выборах; обычно выставляются в окнах домов сторонников партии, кот. представляет данный кандидат)
window tax — ист.; брит. оконный налог (на каждое окно в доме, начиная с шестого, действовал в Великобритании с 1696 по 1851 гг.)
I stood for a few moments in front of the nearest shop window. — Я на минутку остановился перед витриной ближайшего магазина.
The windows of heaven opened. поэт. — Разверзлись хляби небесные.
There will be tomorrow only a 10-minute window — the period in which the rocket must be launched to reach the appropriate orbit. — Завтра будет только десять минут на то, чтобы запустить ракету и вывести её на нужную орбиту.
7 window
8 window
См. также в других словарях:
Out of the Past (Moonlight) — Out Of The Past Moonlight episode Mick St. John (Alex O Loughlin) and Beth Turner (Sophia Myles) … Wikipedia
look out — phr verb Look out is used with these nouns as the object: ↑window … Collocations dictionary
look out of — phr verb Look out of is used with these nouns as the object: ↑window … Collocations dictionary
look out on — phr verb Look out on is used with these nouns as the subject: ↑window … Collocations dictionary
To look out — Look Look (l[oo^]k), v. i. [imp. & p. p.
peep out of a window — look through a window, take a quick glance out of the window … English contemporary dictionary
Look — (l[oo^]k), v. i. [imp. & p. p.
look — <
The Royle Family — infobox television show name = The Royle Family caption = The Royle family: (clockwise from top left) Antony, Barbara, Dave, Denise, Jim, Norma. genre = Sitcom picture format = PAL (576i) audio format = Stereo runtime = 28 min. (18 episodes) 45… … Wikipedia
look — /look/, v.i. 1. to turn one s eyes toward something or in some direction in order to see: He looked toward the western horizon and saw the returning planes. 2. to glance or gaze in a manner specified: to look questioningly at a person. 3. to use… … Universalium
The Falcon’s Malteser — is one of the Diamond Brothers series of books by Anthony Horowitz. Set in London, the book tells the story of Nick Simple (who uses Diamond as his last name), teenage brother of hopeless detective Herbert Tim Diamond Simple, who is hired by a… … Wikipedia
10 цитат на Английском. Развиваем эрудицию
Всем нам иногда сложно оставаться позитивными, ведь жизнь — сложная штука. Эти 10 цитат на английском помогут вам увидеть жизнь с лучшей стороны, открыть потрясающие возможности и улучшить своё настроение!
1. «Success is the child of audacity». (Benjamin Disraeli)
«Успех — дитя смелости». (Бенджамин Дизраэли)
2. «We can easily forgive a child who is afraid of the dark; the real tragedy of life is when men are afraid of the light». (Plato)
«Можно с лёгкостью простить ребёнка, который боится темноты. Настоящая трагедия жизни — когда взрослые люди боятся света». (Платон)
3. «It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change». (Charles Darwin)
«Выживает не самый сильный и не самый умный, а тот, кто лучше всех приспосабливается к изменениям». (Чарльз Дарвин)
4. «I am not a product of my circumstances. I am a product of my decisions». (Stephen Covey)
Я не продукт моих обстоятельств. Я продукт моих решений. (Стивен Кови)
5. «You only live once, but if you do it right, once is enough». (Mae West)
«Мы живём один раз, но если правильно распорядиться жизнью, то и одного раза достаточно». (Мэй Уэст)
6. «The two most important days in your life are the day you are born and the day you find out why». (Mark Twain)
Два самых важных дня в вашей жизни: день, когда вы родились, и день когда поняли зачем. (Марк Твен)
7. «Don’t cry because it’s over, smile because it happened». (Dr. Seuss)
«Не плачь, потому что это закончилось, улыбнись, потому что это было». (Доктор Сьюз)
8. «There are no shortcuts to any place worth going». (Helen Keller)
«К достойной цели нет коротких путей». (Хелен Келлер)
9. «Success consists of going from failure to failure without loss of enthusiasm». (Winston Churchill)
«Успех — это умение двигаться от неудачи к неудаче, не теряя энтузиазма». (Уинстон Черчилль)
10. «Never make fun of someone who speaks broken English. It means they know another language». (H. Jackson Brown, Jr.)
«Никогда не смейтесь над человеком, который говорит на ломаном английском. Это значит, что он знает и другой язык». (Х. Джексон Браун — младший)
Следите за новостями, подписывайтесь на канал и изучайте английский язык с удовольствием!
The windows through which they look
Установите соответствие между заголовками 1–8 и текстами A–G. Запишите свои ответы в таблицу. Используйте каждую цифру только один раз. В задании есть один лишний заголовок.
1. Reason for extension
2. Presents begin to enrich the collection
3. New collections for the new building
4. New field for the old museum
5. Shift towards history
6. First famous exhibits
7. One on the basis of two
8. Location of the museum
A. The present Ashmolean Museum was created in 1908 by combining two ancient Oxford institutions: the University Art Collection and the original Ashmolean Museum. The older partner in this merger, the University Art Collection, was based for many years in what is now the Upper Reading Room in the Bodleian Library.
B. The collection began modestly in the 1620s with a handful of portraits and curiosities displayed in a small room on the upper floor. In the 17th century there were added notable collections of coins and medals later incorporated into the Ashmolean coin collection. The objects of curiosity included Guy Fawkes’ lantern and a sword given by the Pope to Henry VIII, and a number of more exotic items.
C. In the 1660s and 70s, the collection grew rapidly and, in 1683, the Bodleian Gallery was left to develop as a museum of art. At first, it was a gallery of portraits of distinguished contemporaries, but from the mid 1660s, it began to acquire a more historical perspective with the addition of images of people from the past: college founders, scientists, soldiers, monarchs, writers and artists.
D. In the eighteenth century, several painters donated self-portraits. They also added a number of landscapes, historical paintings and scenes from contemporary life. Other donors, former members of the University, added collections of Old Masters so that by the early nineteenth century, it had become an art gallery of general interest and an essential point of call on the tourist map. The public was admitted on payment of a small charge. Catalogues were available at the entrance and the paintings were well displayed in a large gallery.
E. It was only with the gift of a collection of ancient Greek and Roman statuary from the Countess of Pomfret in 1755 that the need for a new art gallery became urgent. The marble figures were too heavy to be placed in an upstairs gallery and were installed in a dark ground-floor room in the library pending the creation of a new museum.
F. Before the new museum was finished, a major group of drawings by Raphael and Michelangelo was purchased by public subscription for the new galleries, establishing the importance of the Oxford museum as a centre for the study of Old Master drawings. The new museum also attracted gifts of paintings. In 1851, a collection of early Italian paintings, which included Uccello’s «Hunt in the Forestone of the museum’s major works of art was presented.
G. In the 1850s, the University established a new Natural History Museum, which is now known as the Oxford University Museum of Natural History. And all the natural history specimens from the Ashmolean were transferred to the new institution. Having lost what had become the most important element in its collection, the Ashmolean was to find a major new role in the emerging field of archaeology.
| Текст | A | B | C | D | E | F | G |
| Заголовок |
Прочитайте текст и заполните пропуски A–F частями предложений, обозначенными цифрами 1–7. Одна из частей в списке 1–7 — лишняя. Занесите цифры, обозначающие соответствующие части предложений, в таблицу.
Fire Crews Hunt Escaped Hamster
Eight firefighters have been called in to help find an escaped hamster. Two crews used a chocolate-covered camera and a vacuum cleaner A ____ , called Fudgie, at the home of a six-year-old girl in Dunbar, Scotland.
The girl’s mother said: ‘We came down for breakfast and discovered Fudgie had opened the top lid of her cage and had made her way into the kitchen and we think she has gone В ____ .’
The fire crews spent five hours trying to recover the pet after it ran down a hole in the kitchen floor. But, the hamster still refused С ____ .
In the search for Fudgie, the firefighters took the family cooker and gas pipes apart. They also dropped a mini-camera coated with chocolate under the floorboards. They then hoped to take out the hamster using a vacuum cleaner. Despite all their efforts, they failed to find Fudgie.
In the end, the firefighters put another camera down the hole D ____ , connected to the screen of the family home computer, to see if Fudgie appeared. Besides, the girl and her parents regularly dropped food E ____ .
At last, after eight days the hamster returned to her cage safe and sound. She crawled from the hole in the kitchen floor early in the morning. It was the girl’s father who first found Fudgie F ____ .
The girl said that day it was like Christmas morning for her. Her parents added that they too felt extremely happy when Fudgie had finally returned.
1. through a small hole in the floor
2. through the hole for the hamster
3. and locked the runaway hamster
4. to come out of the hole
5. to look after the pet
6. to try and locate the missing hamster
7. and left it under the floorboards
| Пропуск | A | B | C | D | E | F |
| Часть предложения |
Why did schoolchildren like the new teacher, Mr. Sampson?
1) They liked his appearance.
2) He often went for a walk with them.
3) He organized competitions for them.
4) They enjoyed listening to his stories.
It happened at my private school thirty odd years ago, and I still can’t explain it. I came to that school in September and among the boys who arrived on the same day was one whom I took to. I will call him McLeod. The school was a large one: there must have been from 120 to 130 boys there as a rule, and so a considerable staff of masters was required. One term a new master made his appearance. His name was Sampson. He was a tall, well-built, pale, black-bearded man. I think we liked him. He had travelled a good deal, and had stories which amused us on our school walks, so that there was some competition among us to get a chance to listen to him.
Well, the first odd thing that happened was this. Sampson was doing Latin grammar with us. One of his favourite methods was to make us construct sentences out of our own heads to illustrate the rules he was trying to teach us. Now, on this occasion he ordered us each to make a sentence bringing in the verb memlnij ‘I remember.’ Well, most of us made up some ordinary sentence such as ‘I remember my father, ’ but the boy I mentioned — McLeod — was evidently thinking of something more interesting than that. Finally, very quickly he wrote a couple of lines on his paper, and showed it up with the rest. The phrase was “Remember the lake among the four oaks.” Later McLeod told me that it had just come into his head. When Sampson read it he got up and went to the man- tel-piece and stopped quite a long time without saying anything looking really embarrassed. Then he wanted to know why McLeod had put it down, and where his family lived, and if there was such a lake there, and things like that.
There was one other incident of the same kind. We were told to make a conditional sentence, expressing a future consequence. We did it and showed up our bits of paper, and Sampson began looking through them. All at once he got up, made some odd sort of noise in his throat, and rushed out. I noticed that he hadn’t taken any of the papers with him, so we went to look at them on his desk. The top paper on the desk was written in red ink — which no one used — and it wasn’t in anyone’s handwriting who was in the class. I questioned everyone myself! Then I thought of counting the bits of paper: there were seventeen of them on the desk, and sixteen boys in the form. I put the extra paper in my bag and kept it. The phrase on it was simple and harmless enough: ‘If you don’t come to me, I’ll come to you.’ That same afternoon I took it out of my bag — I know for certain it was the same bit of paper, for I made a fingermark on it — and there was no single piece of writing on it!
The next day Sampson was in school again, much as usual. That night the third and last incident in my story happened. We — McLeod and I — slept in a bedroom the windows of which looked out at the main building of the school. Sampson slept in the main building on the first floor. At an hour which I can’t remember exactly, but some time between one and two, I was woken up by somebody shaking me. I saw McLeod in the light of the moon which was looking right into our windows. ‘Come,’ he said, — ‘come, there’s someone getting in through Sampson’s window. About five minutes before I woke you, I found myself looking out of this window here, and there was a man sitting on Sampson’s window-sill, and looking in.’ ‘What sort of man? Is anyone from the senior class going to play a trick on him? Or was it a burglar?!’ McLeod seemed unwilling to answer. ‘I don’t know,’ he said, ‘but I can tell you one thing — he was as thin as a rail, and water was running down his hair and clothing and/ he said, looking round and whispering as if he hardly liked to hear himself, ‘I’m not at all sure that he was alive.’ Naturally I came and looked, and naturally there was no one there.
And next day Mr. Sampson was gone: not to be found, and I believe no trace of him has ever come to light since. Neither McLeod nor I ever mentioned what we had seen to anyone. We seemed unable to speak about it. We both felt strange horror which neither could explain.
How did Mr. Sampson teach Latin grammar?
1) He told the pupils to learn the rules by heart.
2) He asked the pupils to make up example sentences.
3) He illustrated the rules with pictures.
4) He made up interesting sentences to illustrate the rules.
It happened at my private school thirty odd years ago, and I still can’t explain it. I came to that school in September and among the boys who arrived on the same day was one whom I took to. I will call him McLeod. The school was a large one: there must have been from 120 to 130 boys there as a rule, and so a considerable staff of masters was required. One term a new master made his appearance. His name was Sampson. He was a tall, well-built, pale, black-bearded man. I think we liked him. He had travelled a good deal, and had stories which amused us on our school walks, so that there was some competition among us to get a chance to listen to him.
Well, the first odd thing that happened was this. Sampson was doing Latin grammar with us. One of his favourite methods was to make us construct sentences out of our own heads to illustrate the rules he was trying to teach us. Now, on this occasion he ordered us each to make a sentence bringing in the verb memlnij ‘I remember.’ Well, most of us made up some ordinary sentence such as ‘I remember my father, ’ but the boy I mentioned — McLeod — was evidently thinking of something more interesting than that. Finally, very quickly he wrote a couple of lines on his paper, and showed it up with the rest. The phrase was “Remember the lake among the four oaks.” Later McLeod told me that it had just come into his head. When Sampson read it he got up and went to the man- tel-piece and stopped quite a long time without saying anything looking really embarrassed. Then he wanted to know why McLeod had put it down, and where his family lived, and if there was such a lake there, and things like that.
There was one other incident of the same kind. We were told to make a conditional sentence, expressing a future consequence. We did it and showed up our bits of paper, and Sampson began looking through them. All at once he got up, made some odd sort of noise in his throat, and rushed out. I noticed that he hadn’t taken any of the papers with him, so we went to look at them on his desk. The top paper on the desk was written in red ink — which no one used — and it wasn’t in anyone’s handwriting who was in the class. I questioned everyone myself! Then I thought of counting the bits of paper: there were seventeen of them on the desk, and sixteen boys in the form. I put the extra paper in my bag and kept it. The phrase on it was simple and harmless enough: ‘If you don’t come to me, I’ll come to you.’ That same afternoon I took it out of my bag — I know for certain it was the same bit of paper, for I made a fingermark on it — and there was no single piece of writing on it!
The next day Sampson was in school again, much as usual. That night the third and last incident in my story happened. We — McLeod and I — slept in a bedroom the windows of which looked out at the main building of the school. Sampson slept in the main building on the first floor. At an hour which I can’t remember exactly, but some time between one and two, I was woken up by somebody shaking me. I saw McLeod in the light of the moon which was looking right into our windows. ‘Come,’ he said, — ‘come, there’s someone getting in through Sampson’s window. About five minutes before I woke you, I found myself looking out of this window here, and there was a man sitting on Sampson’s window-sill, and looking in.’ ‘What sort of man? Is anyone from the senior class going to play a trick on him? Or was it a burglar?!’ McLeod seemed unwilling to answer. ‘I don’t know,’ he said, ‘but I can tell you one thing — he was as thin as a rail, and water was running down his hair and clothing and/ he said, looking round and whispering as if he hardly liked to hear himself, ‘I’m not at all sure that he was alive.’ Naturally I came and looked, and naturally there was no one there.
And next day Mr. Sampson was gone: not to be found, and I believe no trace of him has ever come to light since. Neither McLeod nor I ever mentioned what we had seen to anyone. We seemed unable to speak about it. We both felt strange horror which neither could explain.
