To learn to drive, you can practice your driver knowledge with a demonstration test on the Roads and Maritime Services website before sitting the actual test. The website allows you to take a sample driver knowledge test to help prepare for the real exam. Practicing the demonstration test will help you learn the road rules and gain familiarity with the test format and types of questions before taking the official knowledge test required to obtain a driver's license.
The Australian education system is managed at the state level, with both public and private schools existing in each state. It consists of primary school, high school, TAFE which provides vocational education, and university for adult education. It also has programs for teaching English to adult migrants.
Becoming and being an australian citizenworkventures
Australian citizenship allows one to participate fully in Australian society through voting, obtaining a passport, and gaining other rights and responsibilities. To become a citizen one must meet certain eligibility criteria such as residing in Australia for a period of time and passing a citizenship test. Once granted citizenship, individuals can vote in Australian elections, stand for political office, and obtain an Australian passport.
Medicare provides public health care including seeing doctors and specialists, getting medical tests like x-rays, paying for medicines prescribed by doctors, and covering costs of hospital stays.
To find a place to live in Australia, you can contact real estate agents who can help you find houses to buy or rent. Real estate agents list available properties and can show you options that meet your needs and budget. They will handle negotiations and paperwork when you find a suitable home.
To learn to drive, you can practice your driver knowledge with a demonstration test on the Roads and Maritime Services website before sitting the actual test. The website allows you to take a sample driver knowledge test to help prepare for the real exam. Practicing the demonstration test will help you learn the road rules and gain familiarity with the test format and types of questions before taking the official knowledge test required to obtain a driver's license.
The Australian education system is managed at the state level, with both public and private schools existing in each state. It consists of primary school, high school, TAFE which provides vocational education, and university for adult education. It also has programs for teaching English to adult migrants.
Becoming and being an australian citizenworkventures
Australian citizenship allows one to participate fully in Australian society through voting, obtaining a passport, and gaining other rights and responsibilities. To become a citizen one must meet certain eligibility criteria such as residing in Australia for a period of time and passing a citizenship test. Once granted citizenship, individuals can vote in Australian elections, stand for political office, and obtain an Australian passport.
Medicare provides public health care including seeing doctors and specialists, getting medical tests like x-rays, paying for medicines prescribed by doctors, and covering costs of hospital stays.
To find a place to live in Australia, you can contact real estate agents who can help you find houses to buy or rent. Real estate agents list available properties and can show you options that meet your needs and budget. They will handle negotiations and paperwork when you find a suitable home.
grammer - english - english grammer - safwat reda shoaib - انجليزي ...ali omar
grammer - english - english grammer - safwat reda shoaib - انجليزي - قواعد اللغة الانجليزية - اللغة الانجليزية - beginnقواعد اللغة الانجليزية-انجليزي-قواعد-صفوت محمد رضا شعيب-english grammer-grammerers. - english language
The document provides guidance for conducting an interview as part of a newspaper program focused on refugee migration to Australia. The interviewer's task is to interview people from refugee backgrounds to learn more about their experiences. The interview process involves welcoming the interviewee, explaining the purpose of the interview, asking a series of questions about their journey and adjustment to Australia, asking if they have anything else to add, and wrapping up the interview.
This document outlines the goals and structure of the Social Inclusion Pathways for Refugee Youth (SIPRY) course. The instructor, Ethra Shakarchi, introduces herself and the course director. The objectives of the course are to provide counseling support through STARTTS and information about TAFE courses and career options in IT through UTS. Students will gain skills in interviews, administration, IT fundamentals, technical support, web design, and teamwork. In the first class, the instructor discusses setting expectations and rules for the course and explores what having a job means through a group discussion.
Mandeans are an ethnic group native to areas between southern Iraqi cities like Basra, Nasiriyah, Amarah, Diwaniyah, Baghdad, and Mosul. They have their own language called Mandean.
To learn to drive, you can practice your driver knowledge with a demonstration test on the Roads and Maritime Services website before sitting the actual test. The website allows you to take a sample driver knowledge test to help prepare for the real exam. Practicing the demonstration test will help you learn the road rules and gain familiarity with the test format and types of questions before your assessment.
The document outlines tasks for different teams to develop a website called the Social Inclusion Pathways for Young Refugees (SIPRY) Web Project. The content team needs leads for topics and to write content in English and Arabic. The video team needs to work with content and find or create videos on topics with subtitles. The developer team needs to set up the WordPress structure and blog posts on topics and pages like registration, contact, and profiles.
This document lists various websites under different categories such as websites that can be linked to or used, places to seek help, games to play, and people like us stories. It also includes content from websites on topics like a new life, refugee council of Australia, adult migrant English services, Iranian UK community, and the Australian Department of Immigration and Citizenship.
The document summarizes the responses from 23 migrants and refugees who were surveyed about their experiences immigrating to Australia. Key findings include: respondents had lived in Australia for periods ranging from 1 to 30 years; 15 came as refugees while 8 did not; origins included Afghanistan, Bosnia, Iraq; most traveled by plane but 2 by boat; initial feelings included excitement but also difficulties with language, employment, housing and loneliness.
The document summarizes responses from an individual who immigrated to Australia 7 years ago from another country. They indicated that they and their family did not come as refugees, but rather flew to Australia. When they first arrived, they felt scared but happy, and struggled due to not knowing English. They received information about government and education upon arrival but found services difficult to find. The advice they would give others is to focus on education to settle well.
The document summarizes responses from an individual who migrated to Australia 5 years ago from another country by airplane. Upon arriving, they felt worried about experiencing a new life. While information about education was provided, other questions remained unanswered. With support from the government and by asking more questions, the experience of settling could be improved for new migrants and refugees.
The person has been in Australia for 5 years, arriving as a refugee by airplane. They found the language difficult when they first arrived but were given information by the government and family. They needed service help and found answers to questions by accessing information from the government. The experience could have been better if they learned about the country more slowly and their advice is to learn skills and language which will help new migrants and refugees settle with help from the community and by gaining more skills.
The document summarizes an interview with a refugee from Syria who has been in Australia for 1 year and a half. He felt both happy and sad when he first arrived as he missed his friends and country. He found learning the language most difficult initially. When he arrived he was given information about registering for school and services but had to find out other information like details about universities on his own. He advises other new migrants and refugees to learn English as it is important to achieving their goals, and says communities can help them settle by assisting with language challenges.
The document summarizes responses from someone who came to Australia as a refugee from another country 2 years ago. They came by airplane and felt happy but found it difficult due to a lack of English skills, education, and understanding of services. They found information from the government but note the experience could have been better and advise other migrants to work independently and get involved in the community to settle better.
The responses summarized that the individual had been in Australia for 3 years, came as a refugee from their home country by airplane, and initially found the language difficult and lacked friends. They received information from the government and about education upon arrival but found services, help and accommodation hard to find. They sought answers from the government and advise working independently and getting involved in the community and skills for new migrants and refugees settling.
The person has been in Australia for about 2 years. They came by airplane and were not a refugee. When they first arrived, they felt happy about the new places but also sad missing family and friends. They found the English language difficult since they knew nothing about speaking or writing it. Finding housing, language, and communication were hard. Information was provided about healthcare, social services, and local places. The biggest challenge was the language barrier which made everything difficult. They wanted more information about education and the government. They found answers by learning more about the country they now live in. Extra help upon arrival could have made the experience better. Their advice is to continue learning English through daily practice to help new migrants and refugees settle in faster
The person has been in Australia for 2 years, arriving by airplane from their home country rather than as a refugee. When they first arrived, they felt happy about the new opportunities but also sad and confused about leaving family behind and not knowing much about the country or language. They found the language, different culture, making friends, and learning about services like Medicare and schools to be difficult. Additional support around language learning, employment, government systems and learning more about Australia would have helped their experience and settlement. They advise providing new migrants and refugees with local area orientation, language education, and teaching them how to engage in the community.
The person has been in Australia for 24 years, arriving as a young child on an airplane from their home country. They were scared when they first arrived because they could not speak English and were separated from extended family. Starting kindergarten was difficult. Information provided on arrival was about school, uniforms, and books. It was hard to find good jobs. As a young child, they did not need or want to know much. Their parents helped answer questions. The best advice for new migrants and refugees is to learn as much as possible, use interpreters, know your rights, and build a supportive network. We can help them settle by providing services, assistance, and community groups in local areas.
The document describes the experience of an immigrant arriving in Australia from another country 4 years ago. Some of the challenges they faced included not knowing anyone, not speaking the language, and not knowing what to do or where to go on their first day. Over time, they learned English and made friends to better integrate into their new home.
The person has been in Australia for 9 years after arriving as a refugee by boat from their home country. They were happy to arrive in Australia where girls could go to school, unlike in their home country where there was fighting. They found studying English and making friends difficult at first. They received information about education when they arrived but needed to learn about Australian history from family and friends. They would advise other new migrants and refugees to study hard to succeed in the future, and say migrants can be helped to settle by assisting with schoolwork.
1. GRAMMAR قواعد اللغــــــــــة الإنجليزية Prepared by: Mulla (2002) May 2002 (version 0) Reference: “Grammar For All Levels” By Adnan Naim
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4. Parts of Speech أقسام الكلام عودة إلى القائمة الرئيسية عودة إلى القائمة الرئيسية التالي السابق Ahmed writes quickly. أحمد يكتب بسرعة . هو عبارة عن كلمة تصف الفعل أو تزيد الصفة وضوحاً Adverb حال Play, played, will play هو ما يدل على حدوث شيء في وقت ما Verb فعل rich man رجل غني لاحظ أن الصفة هنا سبقت الاسم الموصوف بعكس اللغة العربية التي تكون فيها الصفة بعد الاسم الموصوف هو عبارة عن كلمة تصف الاسم وتكون قبله Adjective صفة مثال تعريف I, he, she, it, etc. …….. هو ما يدل على اسم أو يحل محله Pronoun ضمير Ahmed, book Noun اسم
5. Parts of Speech أقسام الكلام عودة إلى القائمة الرئيسية عودة إلى القائمة الرئيسية التالي السابق Alas ! She died. يا للأسف ! لقد ماتت . هو عبارة عن أصوات أو صيحات تعبر عن التعجب Interjection حرف تعجب Ali and Ahmad visited us yesterday. علي و أحمد زارونا أمس هو كلمة تصل ما بين كلمة و كلمة أو جملة وجملة . Conjunction حرف العطف مثال تعريف Ahmed goes to school أحمد يذهب إلى المدرسة They traveled by plane هم سافروا ب الطائرة هو كلمة تأتي مع الاسم أو الضمير لتبين علاقته بكلمة أخرى Preposition حرف الجر
6. Parts of Speech أقسام الكلام a an the عودة إلى القائمة الرئيسية عودة إلى القائمة الرئيسية التالي السابق This is an apple. هذه تفاحة . تستخدم قبل الاسم النكرة الذي يبدأ بحرف متحرك . This is the book I bought yesterday. هذا هو الكتاب الذي اشتريته أمس . تستخدم للتعريف . مثال تعريف This is a book. هذا كتاب . تستخدم قبل الاسم النكرة الذي يبدأ بحرف ساكن . هناك ثلاث أدوات في اللغة الإنجليزية : a, an, the Article أداة
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20. Negative Sentences with verb to HAVE as a main verb الجمل المنفية مع فعل ”يملك“ كفعل رئيسي عودة إلى القائمة الرئيسية breakfast this morning. have not did They A new watch. have not does He a car. have not do I + Complement تكملة + have + not + do/does/did Subject فاعل عودة إلى القائمة الرئيسية التالي السابق
21. Making Questions with the verb to HAVE as a main verb تكوين السؤال مع فعل ”يملك“ كفعل رئيسي عودة إلى القائمة الرئيسية No, he does not Yes, he does. a new watch? have he Does Breakfast this morning? a car? + Complement تكملة No, they did not. Yes, they did. have they Did No, I do not. Yes, I do. have you Do No + Subject + do/does/did +not Yes + Subject + do/does/did +have +Subject فاعل Do/Does/Did Negative نفي Affirmative إثبات Short Answers إجابات مختصرة “ Yes” or “No” questions أسئلة إجابتها بـ نعم و لا عودة إلى القائمة الرئيسية التالي السابق
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36. Uncountable Nouns الأسماء الغير المعدودة مزيداً من الأسماء الغير المعدودة عودة إلى القائمة الرئيسية رخام marble موسيقى music قماش cloth عشب grass حديد steel مطر rain مفروشات furniture خشب wood رز rice خبز bread ورق paper حليب milk جبن cheese زجاج glass أخبار news دم blood ذهب gold سكر sugar شاي tea طعام food زبد butter معرفة knowledge قهوة coffee معلومات information لحم meat ملح salt دقيق flour عودة إلى القائمة الرئيسية التالي السابق
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44. The Definite Article “The” أدوات التعريف ”أل“ عودة إلى القائمة الرئيسية السابق عودة إلى القائمة الرئيسية on Monday, in June in summer (sometimes in the summer). before breakfast. لا تستخدم أي أداة مع أسماء معينة مثل الأيام و الشهور . No article is used before such words such as day and month names. I am going to school. I always go to bed early. لا تستخدم أي أداة قبل أسماء معينة مثل مدرسة، منزل، سرير، عمل .... No article is used before such words as school, home, bed, work, etc. I do not like science. My favorite subject is mathematics. لا تستخدم أي أداة مع أسماء المواد الدراسية . No article is used with the names of studies of subjects. I saw a man. The man was young. نستخدم أداة التعريف أل مع الاسم الذي ذكر للمرة الثانية . Use article with the name that is repeated.
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58. Making Questions تكوين الأسئلة إذا كان الهدف من السؤال إعطاء معلومة معينة فيجب أن يبدأ بإحدى أدوات السؤال التالية و التي تسمى : Wh Questions عودة إلى القائمة الرئيسية للسؤال عن مفعول به عاقل من Whom? للسؤال عن فاعل عاقل من Who? للاختيار بين شيئين أي Which? للسؤال عن شيء ما / ماذا What? للسؤال عن السبب لماذا Why? للسؤال عن الزمان متى When? للسؤال عن المكان أين Where? عودة إلى القائمة الرئيسية التالي السابق
59. Making Questions تكوين الأسئلة Wh Questions (Cont.) عودة إلى القائمة الرئيسية للسؤال عن المسافة كم بعد How far? للسؤال عن العمر كم عمر How old? للسؤال عن الطول كم طول How long? للسؤال عن الكمية كم كمية How much? للسؤال عن العدد كم عدد How many? للسؤال عن الحالة كيف How? للسؤال عن الملكية لمن Whose? عودة إلى القائمة الرئيسية التالي السابق
60. Steps for Making a Question خطوات تكوين السؤال 1) اختر أداة السؤال المناسبة للجزء المراد السؤال عنه، مثل : When, Where, Why………..etc 2) ضع الفعل المساعد ( إن وجد ) قبل الفاعل أي بعد أداة السؤال مباشرة . 3) إذا لم يكن بالجملة فعل مساعد استخدم : * مع الفعل المضارع بدون نستخدم * مع الفعل المضارع الذي به نستخدم * مع الفعل الماضي نستخدم 4) ضع الفاعل بعد الفعل المساعد سواء الموجود بالجملة أصلاً أو التي استخدمناها من عندنا مع ملاحظة إعادة الفعل إلى أصله أي تصريفه الأول . 5) احذف الجزء المراد السؤال عنه لأنه جواب السؤال . helping verb s do s does did عودة إلى القائمة الرئيسية عودة إلى القائمة الرئيسية التالي السابق
61. Steps for Making a Question خطوات تكوين السؤال أمثلــــــــــــــــــــــة : They are going to eat meat. What are they going to eat? * لاحظ أننا قدمنا على لأنها هي الفعل المساعد ثم حذفنا كلمة لأنها الجواب على السؤال . They played tennis at school. Where did they play tennis? * لاحظ أننا استخدمنا لعدم وجود فعل مساعد و لأن الفعل في الماضي . و لاحظ أيضاً حذف من الفعل لإعادته ألى أصله . و لاحظ أننا حذفنا لأنها الجواب على السؤال . they are meat did ed at school عودة إلى القائمة الرئيسية عودة إلى القائمة الرئيسية التالي السابق
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63. استعمالات How عودة إلى القائمة الرئيسية التالي عودة إلى القائمة الرئيسية How much للسؤال عن الكمية You paid five pounds for this coat. How much did you pay for this coat? How old للسؤال عن العمر I am twenty years old. How old are you? How many للسؤال عن العدد Thirty boys are in this class. How many boys are in this class? How للسؤال عن الحالة أو الكيفية He was very pleased to meet his friend. How was he to meet his friend?
64. استعمالات How عودة إلى القائمة الرئيسية السابق عودة إلى القائمة الرئيسية How tall للسؤال عن أطوال الأشخاص Sami is meter and a half tall. How tall is Sami? How high للسؤال عن الإرتفاعات This fence is four meters high. How high is this fence? How long للسؤال عن الأطوال This rope is two meters long. How long is this rope? How far للسؤال عن المسافات It is 450 KM from Dammam to Riyadh. How far is it from Dammam to Riyadh?
65. some/ بعض any/ أي تستخدم و أخواتها في الجمل الخبرية و ليست المنفية أو السؤال . وتستخدم و أخواتها مع السؤال و النفي . مع السؤال : مع النفي : some عودة إلى القائمة الرئيسية 1) We had some books. 2) Somebody was there. 3) He is somewhere . any 1) Do you have any books? 2) Is anybody at home? 3) Is he anywhere ? 1) We do not have any books. 2) I did not see anybody . 3) He is not anywhere . عودة إلى القائمة الرئيسية
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77. TENSES الأزمنة بعض الأفعال لا يمكن أن تقع في الاستمرار سواء المضارع المستمر أو الماضي المستمر وهذه الأفعال تعبر عن الشعور والأذى والإحساس ومن هذه الأفعال : 4. Present Continuous Tense المضارع المستمر عودة إلى القائمة الرئيسية understand يفهم trust يثق believe يصدق fit يناسب consider يعتبر fear يخشى appear يظهر seem يبدو think يعتقد hear يسمع hope يأمل feel يشعر dislike يكره hate يكره wish يتمنى prefer يفضل want يريد love يحب like يحب عودة إلى القائمة الرئيسية التالي السابق
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98. Modals الأفعال الناقصة عودة إلى القائمة الرئيسية عودة إلى القائمة الرئيسية التالي السابق You should stop smoking. Advice or opinion النصيحة أو الرأي He will visit us tomorrow. The simple future tense. صيغة المستقبل البسيط will I will travel when I like. We will do as you wish. Determination or promise التصميم أو الوعد You should obey your teachers. Duty الواجب should You shall be punished if you come late. Threat تهديد He does not want to obey me: but he shall . Determination تصميم You shall take a reward. Promise وعد shall Example مثال Expresses: تعبر عن : Modals الأفعال الناقصة
99. Modals الأفعال الناقصة عودة إلى القائمة الرئيسية عودة إلى القائمة الرئيسية التالي السابق You must listen to your teachers. Necessity الضرورة must Faisal could not come to our dinner party. He had to stay home to study. The past form of must :past necessity الضرورة في الماضي had to Fahad could drive his car a year ago. Ali is not in class today. He could be sick. Do not leave now. It could rain now. Past, present or future possibility الإمكانية في الماضي / المضارع / المستقبل could I shall be able to help you. Ability in the future المقدرة على المستقبل shall be able, will be able He can do it carefully. He is able to solve the problem. Ability المقدرة can, am/is/are able to I hoped that I might succeed. I thought that the weather migh t change Possibility الإمكانية might Example مثال Expresses: تعبر عن : Modals الأفعال الناقصة
100. Modals الأفعال الناقصة عودة إلى القائمة الرئيسية عودة إلى القائمة الرئيسية التالي السابق You ought to have studied. (You did not. That was a mistake) Actions that were advisable in the past أحداث كان من المستحسن عملها في الماضي ought to have You ought to help the poor. Advice النصيحة ought to Example مثال Expresses: تعبر عن : Modals الأفعال الناقصة
101. Modals الأفعال الناقصة عودة إلى القائمة الرئيسية عودة إلى القائمة الرئيسية التالي السابق Might I succeed? I might not succeed. I might succeed. May I sleep? I may not sleep. I may sleep. No, he will not . Yes, he will . Will he leave? He will not leave. He will leave. No, they should not . Yes, they should . Should they eat now? They should not eat now. They should eat now. No, he would not . Yes, he would . Would he leave? He would not succeed. He would succeed. Question إثبات Affirmative Short Answers إجابات مختصرة Negative نفي Negative Affirmative إثبات
102. Modals الأفعال الناقصة عودة إلى القائمة الرئيسية السابق عودة إلى القائمة الرئيسية No, I must not . Yes, I must . Must you go now? You must not go now. You must go now. No, I ought not . Yes, I ought to . Ought you to help them? You ought not to help them. You ought to help them. No, he could not . Yes, he could . Could he talk? He could not talk. He could talk. No, you can not . Yes, you can . Can I do it? I can not do it. I can do it. No, he could not . Yes, you could . Could we have a test tomorrow? We could not have a test tomorrow. We could have a test tomorrow. Question إثبات Affirmative Short Answers إجابات مختصرة Negative نفي Negative Affirmative إثبات
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135. Use of Prepositions استخدام حروف الجر عودة إلى القائمة الرئيسية عودة إلى القائمة الرئيسية التالي السابق The tea is on the table. To mean above بمعنى فوق I will travel on National Day. Special days أيام خاصة My birthday is on June 10. Afternoon, evening, date التاريخ On Friday morning Day + morning, night الأيام + الفترة On Monday Day الأيام on Example مثال Use الاستخدام Prepositions حروف الجر
136. Use of Prepositions استخدام حروف الجر عودة إلى القائمة الرئيسية عودة إلى القائمة الرئيسية التالي السابق I go home in the evening The evening السماء He is in the mosque. To mean above في الداخل I go to work in the morning. The morning الصباح The test is in May. Month شهر I was born in 1968. Year سنة The trees grow in spring. Season فصل in Example مثال Use الاستخدام Prepositions حروف الجر