- •Міністерство освіти і науки україни
- •Contents
- •2. Use one of the words or word combinations from the box in an appropriate form to fill each gap.
- •3. Match the missed affixes with negative meaning. Consult the dictionary or the text.
- •Grammar Tasks
- •1. Decide why the italicized nouns are used with a, the, ø.
- •2. Identify if the words in bold are forms of the Participle or the Gerund.
- •Reading Comprehension and Discussion Tasks
- •1. Answer the questions:
- •2. Discuss the following:
- •2. Use one of the words or word combinations from the box in an appropriate form to fill each gap.
- •3. Match the words with the definitions.
- •4. Choose the right word:
- •Grammar Tasks
- •1. Put the verbs in brackets into the correct form.
- •Reading Comprehension and Discussion Tasks
- •1. Answer the questions:
- •2. Discuss the following:
- •2. Use one of the words or word combinations from the box in an appropriate form to fill each gap.
- •3. Translate the underlined words and explain the meaning of prefixes and suffixes in them.
- •4. Translate the word-combinations with complex words:
- •Grammar Tasks
- •1. Determine if the words in bold are forms of the Participle or the Gerund.
- •2. Fill in the gaps with appropriate reflexive pronouns.
- •Reading Comprehension and Discussion Tasks
- •1. Answer the questions:
- •2. Discuss the following:
- •2. Use one of the words or word combinations from the box in an appropriate form to fill each gap.
- •3. Match the words with the definitions.
- •4. Sort out the personality qualities and features of appearance from the text into corresponding column according to your opinion.
- •Grammar Tasks
- •1. Fill in the blanks with the correct forms of degrees of comparison of adjectives and adverbs.
- •2. Complete these sentences with prepositions and particles.
- •Reading Comprehension and Discussion Tasks
- •1. Answer the questions:
- •2. Discuss the following:
- •2. Use one of the words or word combinations from the box in an appropriate form to fill each gap.
- •3. Fill in the correct word derived from the words in bold.
- •Grammar Tasks
- •1. Use the verbs in brackets in an appropriate tense and voice.
- •2. Complete the sentences with the appropriate modal verb.
- •Reading Comprehension and Discussion Tasks
- •2. Use one of the words or word combinations from the box in an appropriate form to fill each gap.
- •3. Match up the synonyms. Consult the dictionary.
- •4. Match up the antonyms. Consult the dictionary.
- •Grammar Tasks
- •1. Put the verbs in brackets into the correct form.
- •2. Choose the correct word.
- •Reading Comprehension and Discussion Tasks
- •2. Use one of the words or word combinations from the box in an appropriate form to fill each gap.
- •3. Use the words given in brackets to form words that fit in the spaces.
- •Grammar Tasks
- •1. Complete the sentences with the appropriate modal verb.
- •2. Complete these sentences with prepositions.
- •3. Use the verbs in brackets in an appropriate tense and voice forms.
- •Reading Comprehension and Discussion Tasks
- •1. Answer the questions:
- •2. Discuss the following:
- •2. Use one of the words or word combinations from the box in an appropriate form to fill each gap.
- •3. Translate the underlined words and explain the meaning of prefixes and suffixes in them.
- •Grammar Tasks
- •1. Change the following sentences from the story:
- •2. Choose the right word.
- •Reading Comprehension and Discussion Tasks
- •1. Answer the questions:
- •2. Discuss the following:
- •2. Use one of the words or word combinations from the box in an appropriate form to fill each gap.
- •Grammar Tasks
- •1. Complete the sentences with correct prepositions or particles.
- •2. Decide why the italicized nouns are used with a, the, ø.
- •Reading Comprehension and Discussion Tasks
- •2. Use one of the words or word combinations from the box in an appropriate form to fill each gap.
- •3. Translate the underlined words and explain the meaning of prefixes and suffixes in them.
- •Grammar Tasks
- •1. Complete the sentences with the appropriate word.
- •2. Find mistakes in the sentences below.
- •3. Fill in the blanks with the appropriate forms of adjectives and adverbs.
- •Reading Comprehension and Discussion Tasks
- •1. Answer the questions:
- •2. Discuss the following:
- •2. Use one of the words or word combinations from the box in an appropriate form to fill each gap.
- •3. Match the words with the definitions.
- •Grammar Tasks
- •1. Use the verbs in brackets in the correct form.
- •2. Choose the correct word.
- •3. Complete the sentences with correct prepositions or particles.
- •Reading Comprehension and Discussion Tasks
- •1. Answer the questions:
- •2. Discuss the following:
2. Use one of the words or word combinations from the box in an appropriate form to fill each gap.
|
avoid arduous callous persuade obliged inkling lick neatly insolent ignorant |
His [Mr. Warburton’s] greatest pleasure in life had been destroyed by those …, brutal hands.
He folded up the papers as … as he could, placed a wrapper round each and numbered it.
Cooper was an … fool, but he had an official position and must be suitably provided with servants.
“I should be … if you wouldn’t interfere with my private concerns.”
“I should like to teach you manners, but it would be an … task, and I have not the time to waste.”
Mr. Warburton had an … that Cooper disliked him as much as he disliked Cooper.
Cooper’s clerk was unable to … Malay, Dyak or Chinese to enter the house of such a master.
The fact that they could not … catching sight of one another got on their nerves.
“Are you so … that you do not know that that is not the way to speak to your official superior?”
“You’ve done everything you could to make the place impossible for me because I wouldn’t … your boots for you.”
3. Fill in the correct word derived from the words in bold.
“I say, it’s … (child) to make a scene about a little thing like that.”
Mr. Warburton expected that his subordinate would take the first opportunity to apologize for his … (rude), but Cooper had the ill-bred man’s inability to express regret.
None knew better than Mr. Warburton how irritable the incessant heat could make a man and how difficult it was to keep one’s self-control after a … (sleep) night.
Most people living in out-of-the way places when the mail comes tear open … (patient) their papers and taking the last ones first glance at the latest news from home.
It had been the severest trial to which he had ever exposed himself, but he … (victory) surmounted it.
Since Mr. Warburton had been away for three weeks it was necessary for them to have a somewhat … (long) interview.
Mr. Warburton watched the … (develop) of the situation with acrid humour.
Abas, the boy who remained … (faith) to him, knew how to cook only native food, and Cooper, a coarse … (feed), found his gorge rise against the … (last) rice.
He [Cooper] cursed Abas, but Abas opposed him with sullen … (resist) and would not do more than he chose.
And the … (dread) thing was that in all … (probable) they would remain thus, facing each other in deadly … (enemy), till Mr. Warburton went on leave.
Grammar Tasks
1. Use the verbs in brackets in an appropriate tense and voice.
Mr. Warburton … (to turn) to one of the servants who … (to leave) behind and sternly … (to ask) him what … (to be) the meaning of those open papers.
And it … (to be) his pride that no matter how exciting the news … (to be) he … never … (to yield) to the temptation of opening a paper before its allotted time.
It … (to be) the severest trial to which he … ever … (to expose) himself, but he victoriously … (to surmount) it.
Abas … (to desire) to go to, but his uncle … (to place) him there on the instructions of the Resident, and he … (to be) afraid … (to leave) without his uncle’s permission.
The boy … (to be) with Mr. Warburton for fifteen years, and he … (to know) every intonation of his master’s voice.
This … (to go) on for a fortnight and then, one morning, he … (to find) in his house the very servants whom he … previously … (to dismiss).
He [Cooper] … (to take) pleasure in devising tasks for the prisoners; and seeing quickly enough that they … (to make) … (to do) useless things they … (to work) badly.
Cooper, going out for his walk, … (to be) astounded … (to see) the prisoners strolling back to the jail; he … (to give) instructions that they were not … (to knock off) till dusk.
When he [Cooper] … (to ask) the warder in charge why they … (to leave) off work he … (to tell) that it … (to be) the Resident’s bidding.
For one horrible moment he … (to think) he … (to be going to cry).