- •Практикум по грамматике английского языка для подготовки к итоговой аттестации
- •Е. Ю. Воякина, н. А. Гунина, л. Ю. Королева Практикум по грамматике английского языка для подготовки к итоговой аттестации
- •How to use Present Simple and Present Continuous
- •1 Read the paragraph and answer the questions:
- •2 Some people complain about complexities of normal life. They think that their life isn’t exciting enough. Talk about your daily routine. Do you live an action-packed life?
- •3 Complete the sentences with the present simple or present continuous form of the verbs in brackets.
- •4 Make questions to the answers about alan.
- •6. Put the verb in brackets in the correct form (present simple or present continuous).
- •7. Fill in the gaps with the correct form of the verb (present simple or present continuous).
- •8 Complete the dialogue:
- •9 Role-play the conversation in 7.
- •10 Talk to as many people in the class to find a person who shares similar interests with you.
- •1. Present Continuous
- •2. Present Simple
- •I apologise I insist I promise I recommend I suggest
- •3. Mixed Present Simple and Present Continuous
- •Unit 2. Present Perfect vs. Present Perfect Continuous
- •Have been to / have been in / have gone to
- •1 Write positive sentences in present perfect simple
- •2 Write negative sentences in present perfect simple.
- •4 Read the text about Loch Ness and complete the sentences.
- •6 Which form is correct: Present Perfect Simple or Present Perfect Continuous?
- •7 Put the verbs into the correct tense: Present Perfect Simple or Present Perfect Continuous
- •8 Complete the conversation with the appropriate tenses: Present Perfect Simple or Present Perfect Continuous
- •9 Act out a similar conversation.
- •10 Complete the conversation with the appropriate tenses: Present Perfect Simple or Present Perfect Continuous
- •11 Role play. Job interview. Work in groups of 4.
- •1 You are writing a letter to a friend. In the letter you give news about yourself and other people. Use the words given to make sentences. Use the present perfect.
- •2 Read the situations and write sentences. Choose one of the following:
- •4 Read the situations and write sentences with just, already or yet.
- •5 Put in been or gone.
- •6 You are asking somebody questions about things he or she has done. Make questions from the words in brackets.
- •7 Complete b’s answers. Some sentences are positive and some negative. Use a verb from this list:
- •8 Complete these sentences using today/this year/this term etc.
- •9 Read the situations and write sentences as shown in the examples.
- •1 Write a question for each situation.
- •2 Read the situations and complete the sentences.
- •3 Mixed Present Perfect Continuous Present Perfect Simple
- •4 For each situation, ask a question using the words in brackets.
- •5 Put the verb into the more suitable form, present perfect simple (I have done etc.) or continuous (I have been doing etc.).
- •6 Are the underlined verbs right or wrong? Correct them if they are wrong.
- •7 Read the situations and write questions from the words in brackets.
- •8 Complete b’s answers to a's questions.
- •Habit in the Past
- •Past Facts and Generalizations
- •Present Perfect vs. Past Simple
- •1. Make past simple ‘wh’ questions:
- •2. Put the verbs into the correct form (simple past or present perfect).
- •3. Write the verbs in the correct tense (Simple Past or Present Perfect).
- •4 Choose the past simple or the present perfect:
- •5 Work in pairs. In turns talk about the suggested topic for about 1 minute. Use Present Perfect and Past Simple.
- •6 Match the beginning of the sentence to its ending.
- •7 Fill in the blanks with used to or a form of be used to.
- •1 Read what Sharon says about a typical working day.
- •2 Put one of these verbs in each sentence.
- •3 A friend has just come back from holiday. You ask him about it. Write your questions.
- •4 Complete the sentences, Put the verb into the correct form, positive or negative.
- •2 Brian changed his lifestyle. He stopped doing some things and started doing other things.
- •3 Compare what Carol said five years ago and what she says today.
- •1 Put the verbs in brackets in the correct form, present perfect or past simple.
- •2 Are the underlined parts of these sentences right or wrong? Correct the ones that are wrong.
- •3 Are the underlined parts of these sentences right or wrong? Correct the ones that are wrong.
- •4 Make sentences from the words in brackets. Use the present perfect or past simple.
- •5 Put the verb into the correct form, present perfect or past simple.
- •6 Write sentences about yourself using the ideas in brackets.
- •7 Put the verb into the most suitable form, present perfect or past simple.
- •Past Continuous
- •Past Continuous vs. Past Perfect Continuous
- •1 Use Past Continuous to describe actions happening at a specific time in the past.
- •2 Choose the correct time expression used with the past continuous tense.
- •3 My memorable event. The sentences are mixed. Put them in the correct order to make a story
- •4 Describe your memorable event. Use Past Simple and Past Continuous.
- •6 Choose the past perfect, or the past simple:
- •7 Choose the past perfect, or the past perfect continuous
- •1 What were you doing at the following times? Write one sentence as in the examples. The past continuous is not always necessary (see the second example).
- •1 Read the situations and write sentences from the words in brackets.
- •2 Read the situations and write sentences ending with before. Use the verb given in brackets.
- •4 Put the verb into the correct form, past perfect (I had done etc.) or past simple (I did etc.).
- •1 Read the situations and make sentences from the words in brackets.
- •2 Read the situations and complete the sentences.
- •3 Put the verb into the most suitable form, past continuous (I was doing), past perfect (I had done) or past perfect continuous (I had been doing).
- •Unit 5 Future forms
- •1 Present Simple vs Present Continuous
- •2 Going to vs. Future Simple
- •3 Future Continuous / Future Perfect / Future Perfect Continuous
- •4 No Future in Time Clauses
- •1 Complete the sentences using will ('ll) or going to.
- •2 Read the situations and complete the sentences using will ('ll) or going to.
- •3 Holiday Plans. Ask and answer questions about travel plans
- •5 Future Perfect or Future Perfect Continuous
- •6 Future Simple or Present Simple
- •1 A friend of yours is planning to go on holiday soon. You ask her about her plans. Use the words in brackets to make your questions.
- •2 Tom wants you to visit him but you are very busy. Look at your diary for the next few days and explain to him why you can't come.
- •3 Have you arranged to do anything at these times? Write (true) sentences about yourself.
- •4 Put the verb into the more suitable form, present continuous or present simple.
- •1 Answer the questions. You are going to do all these things but you haven't done them yet. Use going to and the word(s) in brackets.
- •2 Write a question with going to for each situation.
- •3 Read the situations and complete the dialogues. Use going to.
- •4 What is going to happen in these situations? Use the words in brackets.
- •2 Read the situations and write sentences with I think I'll ... Or I don't think I'll ...
- •3 Which is correct?
- •4 What do you say in these situations? Write sentences with shall I ...? or shall we ...?
- •1 Read about Colin. Then you have to tick (V) the sentences which are true. In each group of sentences at least one is true.
- •2 Put the verb into the correct form, will be (doing) or will have (done).
- •1 Complete these sentences using the verbs in brackets. All the sentences are about the future. Use will/won't or the present simple (I see/he plays/it is etc.).
- •2 Make one sentence from two.
- •3 Read the situations and complete the sentences.
- •1 Read the text and put the verbs in brackets into present simple passive.
- •2 Put the verbs in brackets into past simple passive.
- •3 Choose the best option.
- •4 Using the passive, ask questions to which the bold type words are answers.
- •5 Fill in the passive in the appropriate tense.
- •6 Complete the text with the correct form of the verbs in brackets. Use Active or Passive voice.
- •7 Change the sentences from Active to Passive and vice versa.
- •8 Put the verb in bracket in the correct Active/Passive voice and tense.
- •9 Say if the sentences are Right or Wrong. Correct the mistakes.
- •10 Look at the Hotel Information table and write sentences as in the example.
- •11 Role-play the conversation in 10. Student a – a hotel guest, Student b – a receptionist.
- •12 Passive Pair work Activity. Read the situation below and make a role-play. Use Present Perfect, Past Simple, Future Passive.
- •1 Complete the sentences using one of these verbs in the correct form.
- •2 Write questions using the passive. Some are present and some are past.
- •3 Put the verb into the correct form, Present simple or Past simple, Active or Passive.
- •4 Rewrite these sentences. Instead of using 'somebody/they/people' etc. Write a Passive sentence.
- •5 Write sentences in the passive. Use these phrases.
- •6 Rewrite these sentences. Instead of using 'somebody' or 'they', write a Passive sentence using the correct tense.
- •7 Make sentences from the words in brackets. Sometimes the verb is Active, sometimes Passive. Mind the tenses.
- •8 Put the verbs in brackets together with the adverbs into the Active or Passive in the correct tense.
- •9 Turn from active into passive.
- •10 Rewrite the following passages in the passive.
- •It is said that... He is said to... (be) supposed to...:
- •1 Rephrase the sentences using Passive voice in two ways. Omit unimportant agents.
- •2 Write these sentences in another way, beginning in the way shown.
- •3 Paraphrase the sentences using Passive voice. Pay attention to prepositions.
- •4 Read each sentence. Then make two new sentences in the passive.
- •5 Read each sentence. Then make two new sentences in the passive.
- •6 Report these rumors.
- •10 Tick (V) the correct sentence, (a) or (b), for each picture.
- •11 Why did you do these things? Answer using 'have something done'. Use one of these verbs:
- •12 Now you have to use 'have something done' with its second meaning.
- •13 Discuss the questions with your partner.
- •1 Rewrite the sentences in the Passive. Do it in two ways when possible.
- •2 Put the following sentences into the passive voice. Sometimes several variants of Passive are possible.
- •1 Fill in the blanks with can or can’t.
- •3 Complete the answers to the questions with was/were able to.
- •4 Answer the questions with a suggestion. Use could.
- •5 Write these sentences in a different way using may or might.
- •6 Write sentences with may or might.
- •7 Complete the sentences with can / can't /could / couldn't and one of these verbs. (ability)
- •8 Look at the following phrases and write in which write you think it is. Then use one of the modal verbs in brackets to fill the gaps.
- •9 Imagine it is the year 3012. Describe how things are then.
- •1 Complete the sentences using can or (be) able to. Use can if possible; otherwise use (be) able to.
- •2 Complete the sentences using could, couldn't or was/were able to.
- •3 Put in can or could. Sometimes either word is possible.
- •4 Fill in the gaps with the correct form of can.
- •5 Complete the sentences with a verb in the correct form.
- •6 Read the situations and make sentences from the words in brackets. Use may or might.
- •7 Complete the sentences using might not or couldn't.
- •9 May or Might: choose the correct answer.
- •10 Write a second sentence so that it has a similar meaning to the first. Use the words in brackets.
- •1 Fill in must or mustn’t.
- •2 Fill in the blanks with can / can’t or must / mustn’t.
- •3 Fill in the blanks using proper Have To structure and match the examples with the pictures.
- •4 Use must / mustn’t / have to or (not) have to.
- •5 Fill in the blanks using (not) have to / must (not) / can / could:
- •1 Put in must or can't.
- •2 Complete the sentences with a verb in the correct form.
- •3 Complete these sentences with must or have to (in the correct form). Sometimes it is possible to use either; sometimes only have to is possible.
- •4 Make questions with have to.
- •6 Complete these sentences with mustn't or don't/doesn't have to.
- •8 Complete the sentences with must, mustn't or needn't.
- •9 Complete the sentences with must / mustn’t or needn’t:
- •11 Write a sentence (beginning in the way shown) that means the same as the first sentence.
- •12 Complete the sentences using modals listed below. Use capital letters when necessary and you may have to change “have” to “had.” Some gaps may have more than one correct answer.
- •13 Use a suitable present or past modal verb.
- •14 A mysterious letter has arrived for Tom by special delivery. He is nervous about opening it. Add suitable modal verbs to complete the dialogue. He is with Jill, his wife.
- •Unit 10. Conditionals
- •Real condition
- •How to form Zero Conditionals
- •How to form First Conditionals
- •Unreal condition (present and future situation)
- •How to form Second Conditionals
- •Unreal condition (past situation)
- •How to form Third Conditionals
- •1. Choose the correct form of the verb:
- •2. Match the two halves of the sentences:
- •4. Complete the sentences with these phrases:
- •5. Complete the sentences. Use the correct form of the verbs in brackets:
- •6. What would you do in each situation? These are unreal present situations:
- •9. Write sentences with “ wish…”:
- •10. You don’t like your new house. Write what you wish:
- •11. Using the bold type in the sentences, write wishes as in the example:
- •1. Put the verbs into the correct form.
- •2. You ask a friend questions. Use What would you do if ...?
- •3. Answer the questions in the way shown.
- •4. Use your own ideas to complete these sentences.
- •5. Put the verb into the correct form.
- •6. Write a sentence with If ... For each situation.
- •7. Write sentences beginning I wish ...
- •8. Write your own sentences beginning I wish ...
- •9. Put the verb into the correct form.
- •10. Write a sentence with if for each situation.
- •11. Imagine that you are in these situations. For each situation, write a sentence with I wish ...
- •12. What do you say in these situations? Write sentences with I wish ... Would ...
- •13. Are these sentences right or wrong? Correct the ones that are wrong.
- •2. Report the following. Begin each sentence with ‘She said...’:
- •1. Yesterday you met a friend of yours, Charlie. Here are some of the things Charlie said to you:
- •2. Somebody says something to you which is the opposite of what they said before. Write a suitable answer beginning I thought you said ....
- •3. Here are some things that Ann said to you:
- •4. The following sentences are direct speech:
- •5. Change into reported speech:
- •6. Change into reported speech:
- •11. Some of the blank spaces below need articles, others do not. Fill in the articles where needed:
- •1. Some of these sentences need a/an. Correct the sentences which are wrong. If the sentence is already correct, put 'right':
- •2. Complete the sentences using one of the following words. Use a/an where necessary:
- •3. Complete the sentences using one of the following words. Sometimes the word needs to be plural (-s):
- •4. Which of the underlined parts of these sentences is correct?
- •5. Complete the sentences using these words. Sometimes you need the plural (-s):
- •6. What do you say in these situations? Complete the sentences using one of the words from exercise 5:
- •9. Put in a/an or the in these sentences where necessary:
- •10. Put in the or a/an where necessary. If no word is necessary, leave the space empty(-):
- •11. Put in the or a/an where necessary. If the sentence is already correct, put 'right':
- •12. Complete the sentences using one of the following. Use the where necessary:
- •13. Put in the where necessary. Leave a space (-) if the sentence is already complete:
- •14. Some of these sentences are correct, but some need the (perhaps more than once). Correct the sentences where necessary. Put 'right' if the sentence is already correct:
- •Adjectives
- •Degrees of comparison of adjectives
- •Adverb or adjective
- •1. Write what the underlined word is: adjective or adverb:
- •2. Use one of the words from the box to complete each sentence below:
- •3. Underline the correct item:
- •3 Complete the sentences using one of the following words:
- •5. Put in the right word:
- •6. Complete each sentence using a word from the list. Sometimes you need the adjective (careful etc.) and sometimes the adverb (carefully etc.):
- •7. Choose two words (one from each box) to complete each sentence:
- •10. Complete the sentences. Each time use the comparative form of one of the words in the list. Use than where necessary:
- •13. Complete the sentences using as ... As:
- •Conclusion
- •References
2. Report the following. Begin each sentence with ‘She said...’:
‘I will see you at the meeting’. - She said she would see me at the meeting.
1. ‘My grandmother can walk to school without worrying about traffic’.
2. ‘You must come to tea sometime!’
3. ‘You are not supposed to talk in here’.
4. ‘You must remember to recycle the rubbish’.
5. ‘You mustn’t smoke in the restaurant’.
6. ‘If I were mayor, I’d make public transport free’.
7. ‘If the children picked up the rubbish regularly, I’d pay them’.
3. Use other verbs where possible to convey the meaning of the sentences below:
1. ‘What about going to Crete this year for our holiday?’ Tina said.
2. ‘I will always love you, Daphne!’ Fred said.
3. ‘I’ve made up my mind – I am going to take the job, but I am not keen!’ Colin said.
4. ‘It can’t be helped. I know you didn’t mean to drop it,’ my mother said.
5. ‘Leave that window shut. We don’t want to catch a cold,’ the old man said.
6. ‘That’s my book you’ve got in your school bag!’ Rose said.
7. ‘I’ll go out if I want to!’ my brother said.
8. ‘I’ve got no intention of going by train, thank you very much,’ Lucy said.
4. Write sentences about Jane’s trip to Paris:
We’re taking the nine o’clock plane. - Jane told me they were taking the nine o’clock plane.
‘I’ll have to get up early’. - She said …………………
‘I don’t really like traveling by air’. - She told me …………
‘But it’s the easiest way to travel’. - But she decided ……………………………………………………
‘We’re going to spend a week in Paris’. - She told me …………………………………………………..
‘I want to go up the Eiffel Tower’. - She said……………
‘We’ve been to Paris before’. - She told me ……………
‘But we didn’t see everything’. - But she said …………….
‘I’ll send you a postcard’. - She said …………
‘But I won’t write you a letter’. - But she told me …………………………………………………………
‘I’m very excited!’ - She said………………………
‘We’ll be in Paris tomorrow!’ - The last thing she said was that ……………………………………………………
5. Work in pairs. Tell your partner about the most memorable trip in your life. Then report your partner’s words to other groupmates.
6. Here are some ‘strange’ media quotes. Report them making all necessary changes:
1. ‘We are unable to report the weather this evening, because we depend on weather reports from the airport, which is closed due to the bad weather. We don’t know whether we will be able to give you a weather report tomorrow, it depends on the weather”.
TV weather forecaster
2. ‘Traffic is very heavy at the moment, so if you are thinking of leaving now, you should set off a few minutes earlier’.
UK radio traffic report
3. ‘Smoking kills – if you are killed you’ve lost a very important part of your life’.
Anti-smoking campaigner
4. ‘For every fatal shooting, there are roughly three non-fatal attacks. Folks, this is unacceptable in America - we are going to do something about it’.
US President speaking about gun crime
5. ‘Most cars on our roads who have only one occupant who is usually the driver’.
BBC news reporter
6. ‘The streets of Philadelphia are safe, it’s only the people that make them unsafe’.
Police Chief of Philadelphia
7. Do you remember any funny or strange quotes of famous people? Can you report them?
8. Report the following general questions:
Examples: * “Are you busy?” he asked me.
He asked me IF I was busy.
* “Do you like banana?” he asked his friends.
He asked his friends IF they liked banana.
Do the same:
She asked, “Do you live with your family, Helen?”
He asked, “Can I borrow your pen, Linda?”
He asked me, “Does your uncle live in England?”
Mary asked Lucy, “Will you come to my party tomorrow?”
Mark asked, “Did you phone me last night, John?”
He asked, “Is this yours or mine, David?”
She always asked me, “Must you always ask me what I’m doing?”
The teacher asked, “Are you listening to me?”
Mary asked, “Do you want me to help you, Larry?”
The officer asked, “Are you a foreigner? Can you spell your name?”
9. Report the following special questions:
Examples: * “What is the time?” he asked.
He asked me what the time was.
* “Where do you live?” he asked Mary.
He wanted to know where Mary lived.
Do the same:
He asked, “How long does it take you to have lunch?”
He asked me, “What are you doing at the weekend?”
She asked, “Why are you late, Tom?”
My mother asked me, “Where is your umbrella?”
The secretary asked the man, “Who do you want to see, sir?”
The students asked, “What time does the bell ring?”
He asked Tom, “What kind of films do you like watching?”
The teacher asked the girl, “When do you have to be home?”
They always asked, “Why don’t you let my cat in?”
The passengers asked, “When did the last train leave?”
He asked, “What will you do tomorrow, Jane?”
10. Report the following imperative sentences:
Examples: * The teacher always says to us, “Study very hard.”
The teacher always tells us TO study hard.
* The teacher says, “Don’t talk in the class.”
The teacher tells us NOT TO talk in the class.
Do the same:
Woman to the porter: “Carry my suitcases.”
Policeman to a man: “Describe your car.”
Mother to the boy: “Don’t hurt yourself.”
The robber to the man: “Give me your money.”
Teacher to the student: “Give me your book.”
The man to us: “Don’t park here.”
Woman to her husband: “Don’t forget to take your key.”
Mr. Smith to her son: “Don’t put your books on this desk.”
Young man to the young woman: “Give me one of your photographs.”
The man to his son: “Hurry up! Don’t miss the bus!”
The woman to her daughter: “Tidy your room, don’t waste your time.”
11. Work in pairs. Ask each other to do something. Then tell other groupmates what you’ve been asked to do.
Example: ‘Give me your laptop, please’. - He asked me to give him my laptop.
12. Read the following extract from A. Christie’s novel “Sparkling cyanide”. Now close your books and try to tell your groupmates what you have read using reported speech and paying attention to the most important facts. If something is missed, they can help you:
‘Well, that’s excellent from our point of view, Miss Shannon,’ said the chief inspector. ‘And I can only hope that you will have seen something that may help us solve our problem.’
Christine shook her blonde head.
‘I’ve no idea who bumped the old boy off – no idea at all. He just took a drink of champagne, went purle in the face and sort of collapsed.’
‘Do you remember when he had last drunk from his glass before that?’
The girl reflected.
‘Why – yes – it was just after the cabaret. The lights went up and he picked up his glass and said something and the others did it too. Seemed to me it was a toast of some kind.’
The chief inspector nodded.
‘And then?’
‘Then the music began and they all got up and went off to dance, pushing their chairs back and laughing. Seemed to get warmed up for the first time.’
‘They all went together – leaving the table empty?’
‘Yes’
‘And no one touched Mr Barton’s glass.’
‘No one at all.’ Her reply came promptly. ‘I’m perfectly certain of that.’
‘And no one – no one at all came near the table while they were away.’
‘No one - except the waiter, of course.’
‘A waiter? Which waiter?’
‘One of the half-fledged ones with an apron, round about sixteen. Not the real waiter. He was an obliging litle fellow rather like a monkey – Italian I guess he was.’
‘And what did he do, this young waiter? He filled up the glasses?’
Christine shook her head.
Extra practice: