- •6. Why are these utterances wrong?
- •7. Classify these words into nouns, pronouns, adjectives, adverbs, conjunctions or prepositions.
- •8. Why do these nonsense sentences sound acceptable? How can you transform them?
- •9. What do the utterances in each of these groups have in common? What distinguishes the sentences within each group from each other?
- •1. Complete the text. Give your own examples to illustrate how you understood it:
- •2. What part of speech will complete each blank in the following sentences? Complete each sentence with meaningful words.
- •3. Tell the part of speech of each italicized word in the following sentences and explain what the word does in the sentence.
- •4. What are the possible functions of the words in italics?
- •5. What is the function of the expressions in italics?
- •6. What do the following utterances have in common?
- •7. Complete the text filling in the gaps. Compare your ideas with those of your partner :
- •8. Complete the following text filling in the gaps:
- •9. Find and circle the correct sentence. Explain your choices.
- •Unit 2: nouns
- •Test Your Grammar
- •1. Choose the correct word.
- •2. Choose the most suitable word underlined.
- •3. Fill in each space in the following sentences with an appropriate noun.
- •4. Match the words from two columns to form compound nouns
- •5. Translate the words in brackets
- •6. Work out the rules how to build the plural of irregular nouns which retain their original Greek or Latin forms by analyzing examples:
- •Golden Rules
- •1. Here are seven groups of nouns. Look in the box and find two more nouns to add to each group.
- •2. Underline the correct word:
- •3. Would you normally expect to find the following things in most people's houses/flats or garages/gardens? Where in those places would you expect to find them? Discuss in pairs.
- •4. Answer these remarks using the word in brackets, as in the example. Use a(n) if the meaning is countable.
- •5. What is the difference between (a) and (b) in each pair?
- •10. Correct the mistakes in these sentences.
- •11. Give the plural forms of the following irregular nouns of Latin and Greek origin:
- •12. Give the singular of the following words:
- •13. Choose the best combination for each blank.
- •14. Choose the right verb.
- •17. Match the expressions on the left with their meanings on the right.
- •18. What do you call these?
- •19. Choose the correct noun group.
- •20. Add suffixes to form nouns:
- •22. Decide whether the following compound nouns are countable or uncountable.
- •23. Complete the sentences below with one of the following compound nouns.
- •24. Right or wrong? Find correct sentences; rewrite incorrect ones.
- •Achievement Test
- •1. Complete the sentences with is, are, has or have.
- •2. Complete each sentence with a/an , some or by leaving the space blank.
- •3. Choose the most suitable word underlined.
- •4. Put one suitable word in each space.
- •5. Complete each sentence with the most suitable word or phrase.
- •6. Choose the most appropriate meaning for each sentence.
- •7. Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words.
- •8. Complete each sentence with one suitable word from the list. Use each word once only.
- •9. Complete each sentence with one suitable word from the list. Use each word once only.
- •10. Correct the errors:
- • Common uncountable nouns
- • Common pieces and amounts
- •Unit 3: articles
- •Insert the appropriate articles in the following sentences. Part a
- •Part c
- •2. Insert the appropriate articles in the following sentences. What type of nouns have you dealt with in every section?
- •3. Translate the phrases in brackets from Russian into English:
- •4. Select any two paragraphs from an English newspaper or magazine (also available in the Internet). Find the articles and classify their uses.
- •3. Translate the following extracts into English paying attention to articles.
- •Insert the appropriate articles in the following sentences.
- •Unit 4: pronouns Test Your Grammar
- •30 Points
- •1. Study the chart below carefully. Can you give examples of all groups of the pronouns mentioned?
- •2. Some of the above-mentioned groups can be further subdivided. Which ones?
- •3. Do all the pronouns have the categories of number, case and gender? The table below can help you answer this question.
- •1. Fill in the gaps with the appropriate pronouns:
- •I. There is/ it is:
- •2. Translate the phrases in brackets from Russian into English:
- •3. Explain what each pronoun in bold refers to in the following sentences. Part a
- •Part b
- •Communication Practice
- •1. Circle the demonstratives in job vacancy announcements and discuss in pairs to what phrases they refer to.
- •3. Complete the telephone following dialogue by adding some, any, or a related word or phrase. Then make a similar dialogue calling different departments.
- •1. Rewrite the following dialogue using the appropriate pronouns to replace the underlined words.
- •3. Read the following personal diary entries and suggest corrections. Then write an entry of your own.
- •1. Read the following sentences carefully and choose the correct word
- •2. Translate the words in brackets into English.
- •3. Correct a mistake.
- •60 Points unit 5: adjectives, adverbs, numerals
- •1. Choose the right word.
- •2. Choose the most appropriate alternative (a, b, c or d) to complete the sentence.
- •3. Correct the mistakes.
- •Points to Think of
- •1.1. Compare the following pairs of sentences and indicate whether the highlighted word is an adverb or an adjective:
- •1.2. Complete the rule and find suitable examples from 1.1.
- •2.1. Complete the missing information in the charts using the examples:
- •2.2. Other ways of making comparisons are:
- •2.3. Fill in the chart and find suitable examples using the following adverbs:
- •4. Pick out the numerals from the following sentences and sort them out into two groups.
- •Golden Rules
- •1. Spelling Notes:
- •2. Meaning and Usage:
- •1. Complete the sentences with the words below. More than one answer may be correct
- •2. Paraphrase the sentences beginning with the given words.
- •3. Complete the sentences with the words in brackets in the appropriate degree of comparison. Use than where necessary.
- •4. Fill in the gaps with any suitable word
- •5. Put the adverbs in the right place
- •6. Which is the correct order?
- •7. Put in dozen(s) (of), hundred(s) (of), thousand(s) (of) or million(s) (of).
- •8. Translate the words in brackets into English:
- •Communication Practice
- •1. Work in pairs. Choose any of the topics below and compare the two notions. Make sure you give at least three similarities and differences.
- •2. Ask you partner the quiz question, then count the Yes answers and summarize your partner’s image. How Ambitious Are You?
- •If you have…
- •Writing Practice
- •I. This is a tape script of a radio programme about London. Unfortunately, the transmission was bad. Restore the script using the words from the box.
- •II. Write about the town that you come from or any other place you know well using the sentences in part a as a model.
- •III. Write these figures in words.
- •Achievement Test
- •I. Find the mistakes and correct them. If there are no mistakes, put a .
- •II. Choose the right adverb in each sentence.
- •III. Complete the conversation. Put in good, well (x2), bad, badly and ill.
- •IV. Choose the correct form of the words given in brackets.
- •V. Translate the adverbs in brackets into English.
- •VI. Translate into English.
- •Unit 6 The Verb: Tenses Active voice
- •1. Chose the correct tense form:
- •2. Fill in the gaps using necessary forms of the verbs in brackets Drama in the air at 2,000 ft
- •1. Correct all possible mistakes:
- •Present and past Tenses
- •Golden Rules
- •2 Match the questions and answers.
- •3 Put in the correct tense.
- •4. Complete the sentences with suitable verbs from the box. Use the past simple or past continuous.
- •5 Choose the right tenses (present perfect, past or past perfect; simple or progressive).
- •6. Choose the best tense.
- •7. Open the brackets using necessary forms of the verbs:
- •8. Complete the text with the appropriate form of the verbs in brackets.
- •9. Read the article and decide which word or phrase below best fits each space. Circle the letter of the option you choose.
- •10. Complete the texts with the appropriate form of the verbs in brackets.
- •Communication Practice
- •2. Choose the correct alternative(s):
- •Unit 7 : The Verb: Tenses. Passive voice
- •Test Your Grammar
- •1. Paraphrase each of the following sentences in such a way that it is similar to the sentence before it.
- •2. Use the correct tenses and passive forms of the verbs in brackets. Fishy Tales
- •20 Points Points to think of
- •Golden Rules
- •2. Make sentences passive where possible:
- •4. In each sentence there is one mistake. Find and correct it.
- •5. Supply active and passive forms in these sentences using the verbs in brackets. Some variations in tense may be possible.
- •6. Rewrite these sentences using passive forms:
- •Communication Practice
- •1. Making Plans
- •2. Beauty Talk
- •3 Rewrite each sentence so that it contains the word in capitals.
- •Unit 8. Reported speech Test Your Grammar
- •Dorect and indirect (reported) speech
- •Indirect statements
- •Indirect questions
- •Indirect orders and requests.
- •Offers, suggestions and advice
- •Indirect exclamations.
- •2. Change the sentences into reported speech. Chose the most appropriate verb from the list, using each verb only once, and choose an appropriate tense form for the verb in that-clause.
- •3. Complete these sentences with either said or told.
- •4. Using told, report each sentence in one of two different ways, depending on whether it is information or instruction.
- •5. You have to report these suggestions, using the verb suggest and making any other appropriate changes in the sentences.
- •6. Report these dialogues:
- •9. Put in the correct forms and tenses of the numbered verb
- •10. Report these telephone messages. Make sure that you change tenses, pronouns and adverbs as necessary.
- •11. Report these sentences. Decide whether to change the tenses and adverbs of time and place.
- •12. Translate the following sentences.
- •1. Report the following:
- •2. This text would be improved if at least seven of the verbs were passive. Underline the phrases that should go into passive and rewrite them below.
- •3. Fill in the gaps using necessary forms of the verbs in brackets.
- •4. Find which sentences are wrong and correct them.
- •5. Report what these people said using the suitable reporting verbs in the past tense.
- •6. Translate the following sentences as indirect questions, using the polite formula.
- •Unit 9: conjunctions Test Your Grammar
- •20 Points
- •1 Say whether the linking word used in each of the following sentences is a subordinating conjunction or a coordinating conjunction.
- •2 What kind of relationship do the conjunctions express in the following sentences?
- •I Complete the following sentences with the appropriate conjunctions from the box.
- •2 Combine the following sentences to show the relationships between the ideas. Make the necessary changes.
- •You are gossiping about your colleagues Richard and Jane who have been dating for several years and are thinking of getting married. Make use of the clues provided.
- •20 Points unit 10: prepositions
- •50 Points
- •1 Read through the table and add the missing prepositions.
- •2 Match the prepositional combinations on the left with the appropriate explanations on the right.
- •I Fill in the gaps with the appropriate prepositions. Part a
- •Part b
- •2 Paraphrase the following sentences using the verbs in brackets
- •3 Translate the phrases in brackets from Russian into English.
- •4 Translate into English.
- •Discuss the following ideas with your partner. Part a
- •Part b
- •Part c
- •1 Choose the correct word in brackets.
- •2 Fill in the gaps with appropriate prepositions. Part b
- •50 Points
- •Verbs with prepositions
- •Nouns with prepositions
- •Further Practice Section: Tests Bank Test 1
- •Test 2
- •Test 3
- •Test 4
- •Test 5
- •Test 6
- •Test 7
- •Test 8
- •Sources of Reference
1. Report the following:
Tom: I’ll pay.
Ann: Oh no, you mustn’t!
Tom: I insist on paying!
“Hurrah! I’ve passed the first exam!” he exclaimed.
“Congratulations!” I said, “and good luck with the second.”
“You’ve been leaking information to the Press!” said his colleagues.
“No, I haven’t,” he said.
“Liar!” said Tom.
“Have you gone completely mad?” I asked. “Do you want to blow us all up?”
“They should put traffic lights here, otherwise there will be more accidents,” she said.
“We walked 50 miles last night to see the Minister and protest about our rents being raised. He was very polite and promised to do what he could for us,” said one of the tenants.
2. This text would be improved if at least seven of the verbs were passive. Underline the phrases that should go into passive and rewrite them below.
For almost two thousand years the symbols and inscriptions which people had carved onto the great monuments of ancient Egypt were a complete mystery. They were obviously a kind of writing, but nobody knew what they meant.
Then, in 1799, a French officer discovered a strange stone in the small Egyptian town of Rosetta. It had three types of writing carved into its surface. One of the languages was Greek but the other two were unknown. A year later the British captured the stone and the British moved it to the British Museum in London.
For twenty years, the stone lay gathering dust in the museum. Then in 1822 somebody asked a French scientist named Jean Francois Champollion to look at the stone. He immediately recognized that some of the symbols matched those he had seen on monuments in Egypt. By comparing Greek words with the Egyptian symbols ha was able to work out their meaning. The Egyptian symbols were hieroglyphs, a type of writing in pictures represent sounds and meanings.
Once somebody had solved the puzzle of their written language it became possible for scholars to decipher the inscriptions on all the great monuments. Thus people finally unlocked the mysteries of Egypt’s fabulous history and culture.
3. Fill in the gaps using necessary forms of the verbs in brackets.
Mum (1) ................................ (watch) some stupid film after dinner, so she made me (2) ................................ (take) Dad's tea into his study. It was about nine o'clock. He was in a really mean mood. He shouted at me because I (3) ................................ (spill) a few drops of tea on his desk while I (4) ................................ (pour) it. I (5) ................................ (not/want) to watch the film so I (6) ................................ (creep) out by the back door. I (7) ................................ (decide) to go down to the village and use the public phone to call Alan. He's my boyfriend. I (8) ................................ (never/like) Mum or Dad to be around when I (9) ................................ (talk) to him. Especially yesterday, because Dad and I (10) ................................ (have) a stupid argument about Alan the day before. It (11) ................................ (normally/take) quarter of an hour to walk to the village. Perhaps it (12) ................................ (take) less time last night. I can't prove I (13) ................................ (go) to the village. No one (14) ................................ (see) me when I (15) ................................ (walk) into the village. I (16) ................................ (see) Gerald, that's Dad's business partner. He (17) ................................ stand) near the window in his sitting-room. He (18) ................................ not/see) me, though, because it was dark outside. He (19) ....................................................... ................................ (talk) on the phone, I think. Alan (20) ................................ (not/answer) the phone. Then I (21) ................................ (remember) he (22) ................................ (tell) me he (23) ................................ (play) in a concert that evening. So I (24) ................................ (walk) home again. I (25) ................................ (meet) Gerald just before I (26) ................................ (reach) our house. He (27) ................................ (look) for his dog. That was about twenty to ten. I came in by the back door as quietly as possible and…