- •Arts and culture
- •Vocabulary 1 arts
- •1. Study the information in the box and do the following exercise.
- •2. Each one of these sentences contains a mistake of usage of words connected with the arts. Find the mistake and correct it. You may need a dictionary.
- •3. Complete the chart by adding words from the list given below it. Some may go in more. There is an additional column for you in case you have another group of words.
- •4. Put the words in the list below in the best place on the brain map. Some words may be in more than one place! Then add some of your own words.
- •5. Now complete the following sentences with appropriate vocabulary from the brain map.
- •Vocabulary 2 Music, art and literature
- •2. What do you call the people who play the following instruments?
- •3. What types of painting are these?
- •4. Fill in the gaps with the correct word.
- •5. Use the context and your own knowledge to fill the gaps in these sentences and dialogues.
- •6. Complete this story of Craig David’s early years.
- •7. Answer these questions. If possible, ask someone else the same questions.
- •8. Underline the most suitable word or phrase.
- •9. Complete each sentence with a word from the box. Use each word once only.
- •10. Complete each sentence by putting in, on, at or out of in each space.
- •11. Complete each sentence with a word from the box. Use each word once only.
- •12. Choose the most suitable word or phrase to complete each sentence.
- •13. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line. The school play
- •14. Complete the compound word in each sentence with a word from the box. Use each word once only.
- •15. Adjectives and phrases to describe music
- •16. Idioms
- •Vocabulary 3 Adjectives ending in –ed and -ing
- •1. A Choose the correct word.
- •2. Complete the sentences using one of the words in the box.
- •3. Complete the adjectives in column a with –ed or –ing. Then complete the sentences with a phrase from column b.
- •Interested in...:
- •2. Put in the correct preposition.
- •Vocabulary 5 books
- •1. Put each of the following words in its correct place in the passage below.
- •2. Decide which answer (a, b, c or d) best fits each space. Why read books?
- •3. Fill in the gaps in the model answer below. Use one word in each gap.
- •5. Choosing the right form
- •Need. Absence of Necessity.
- •7. Choose the alternative that best suits the context.
- •8. Fill in: must or have to.
- •9. Complete the following sentences with must not or doesn't / don't have to.
- •10. Underline the correct words. Sometimes both options are possible.
- •13. Permission and prohibition
- •14. Obligation and permission
- •The 1901 Teaching Contract for Female Teachers
- •15. Obligation, prohibition, permission (past)
- •1. Give advice to the people in the following situations. Use should or ought to.
- •2. For each of these situations, give two suggestions with could. Then give definite advice with should.
- •3. Put in should, shouldn't, must or mustn't.
- •5. Look at the pictures. Beside each one, write something you would say to the person, and something about the person. Use either should/shouldn’t or ought/ought not to.
- •6. Think of three things that people say to you, criticizing you.
- •7. Now you can criticize somebody you know!
- •8. Learning from learners
- •9. Fill in the gaps with the correct form of (not) have to, ought to or must(n't) and the verbs in brackets.
- •10. Completing conversations
- •Vocabulary 1 going out
- •1. Put the sentences of this dialogue in the right order.
- •2. Try to fill in the blanks with suitable words.
- •3. Complete the sentences with the right form of the following words. Sometimes there is more than one possible answer.
- •Vocabulary 2 Other/Another
- •1. Fill in the blanks with the appropriate form of other.
- •2. Fill in the gaps using another, (the) other, (the) others.
- •Vocabulary 3 Likes and Dislikes
- •2. Write sentences about yourself. Say whether you like or don’t like these activities. Choose one of these verbs for each sentence:
- •3. Put in a suitable verb in the correct form, - ing or to ... Sometimes either form is possible.
- •4. Adverb and adjective collocations.
- •Vocabulary Writing a review
- •1. Complete the sentences with a preposition.
- •2. Think of a film or tv programme that you liked. Replace the words in italics with information about that film or programme.
- •3. Which tense is used in reviews to give details of the plot?
- •3. Change the sentences into polite requests using the words in parentheses.
- •4. First, complete the items in this activity with appropriate modal auxiliaries. After each, indicate whether your sentence is formal or informal.
- •5. Read the situation and write questions beginning Do you think…
- •6. What would you say in these situations?
- •7. Write what you would say in the following situations.
- •8. Responses
- •Vocabulary Cinema and theatre
- •1. Look at the picture of your visit to the theatre and answer these questions.
- •2. What word or phrase is being defined?
- •Vocabulary do and make
- •1. Use either do or make to fill in the blanks.
- •2. Finish each of the following sentences in such a way it means exactly the same as the sentence printed before it.
- •3. Fill in the gaps using make or do.
- •1. Complete the sentences with can, can't, could, or couldn't.
- •2. Complete these sentences about the Wilson’s plans with can/can’t and ‘ll be able/won’t be able to.
- •5. Fill in: was/were able to, could(n't), had been able to, will be able to or can.
- •6. Underline the most suitable words. Sometimes both options are possible.
- •Grammar Revision
- •1. Which of the words in the box will fit the sentences? Often there is more than one possibility.
- •2. Underline the correct answer.
- •3. Fill in the gaps below with the correct form of (not) have to, must, (not) need or should.
- •4. Read the extract. Decide if the underlined phrases are correct or not. Tick (V) them if they are right and correct them if they are wrong.
- •5. Necessary or not necessary?
- •7. Paraphrase the following sentences, using modal verbs so that they are as similar in meaning as possible to the first ones.
- •8. Write what each person would say in each situation using modals. Sometimes more than one answer is possible.
Vocabulary Writing a review
1. Complete the sentences with a preposition.
1. Tom Hanks is perfect in the role ________ the professor.
2. Audrey Tautou is extremely convincing ________ a code-breaker.
3. She gives a performance that is worthy ________ an Oscar.
4. The film is set ________ Paris.
5. The film tells the story ________ an attempt to solve a mysterious murder.
6. It's an adaptation ________ a book by Dan Brown.
2. Think of a film or tv programme that you liked. Replace the words in italics with information about that film or programme.
1. Lost in Translation was directed by Sofia Coppola. It was made in 2003.
2. The film stars Scarlett Johansson and Bill Murray.
3. It is set in Tokyo and tells the story of an aging film star and a young woman who find themselves together.
4. Scarlett Johansson is excellent in the role of the young wife who is looking for her role in life.
5. Most of the action takes place in the hotel bar.
6. What is most memorable about Lost in Translation is the performance of Bill Murray.
7. The film appeals to people who want more than Hollywood entertainment.
3. Which tense is used in reviews to give details of the plot?
Griet gets to know the artist while sitting for the picture.
Vermeer's patron, Van Ruijven wants to buy Griet.
4. Expand the notes. Use present simple and any other words that you need.
Lost in Translation: plot summary
Charlotte / meet / Bob / Tokyo hotel. They / both bored. They / spend / few days together / he / talk / about / his wife / children. She / talk / her husband / photographer. They / become / good friends / important experience / their lives.
/From Straightforward, Upper-Intermediate, Student’s Book, Jim Scrivener, Celia Bingham/
Grammar Language of politeness
Can and Could – permission and requests
1. Study these examples – they are all polite and tentative.
Could I possibly interrupt you?
Do you think I could speak to you for a few minutes?
I was wondering if I could ask you for a favour.
I couldn’t possibly have another day to finish that work, couldn’t I?
Could you possibly do me a favour?
Do you think you could help me with a problem I’ve got?
I was wondering if you could lend me some money for a few days.
You couldn’t possibly lend me $20, could you?
2. Use each form once in the following situations. Use a more direct form in two of them.
1. Mr Wilson asks his boss if he can leave the office an hour earlier than usual.
Could I possibly leave the office an hour earlier than usual?
2. Stephen asks his guitar teacher to lend him his guitar for the evening.
______________________________________________________
3. Mr Wilson wants his neighbour to help him carry a cupboard upstairs.
______________________________________________________
4. You ask someone to move his car, as it’s blocking the entrance to your garage.
______________________________________________________
5. Julie and two of her friends ask their typing teacher for permission to leave early.
______________________________________________________
6. Mrs Wilson would like Julie to do some shopping for her, if she has time.
______________________________________________________
7. You ask a stranger next to you in a train if you can look at his newspaper.
______________________________________________________
8. You ask your host for permission to use his phone.
______________________________________________________
9. You ask someone you hardly know for a lift into town.
______________________________________________________
10. You are checking out of a hotel, and want to pay your bill.
______________________________________________________
Modals of social interaction | |||
Uses |
Explanations |
Examples |
Meaning |
Making Requests
|
Would is a softer request than will, and could is softer than can. In general, formality is shown by using would and could rather than can and will. |
Would you mind helping me? Would you help me? Could you help me? Can you help me? Will you help me?
|
more formal
less formal |
Asking for Permission
|
May and might are more formal than can and could. |
Might I speak with Bruce? May I speak with Bruce? Could I speak with Bruce? Can I speak with Bruce? |
more formal
less formal |
Giving Advice and Making Suggestions
|
While must has the feeling of a requirement or very strong advice, might and could make the advice seem more like a suggestion than a required action. |
You must arrive on time. You should arrive on time. You ought to arrive on time. You might arrive on time. You could arrive on time. |
stronger
weaker |
/From Mosaic 2 Grammar, Patricia K. Werner, John P. Nelson/