- •The abc of modern english grammar: a key to successful communication
- •Part 1. The system of present tenses Unit 1. The present simple
- •1.1. In the sentences below, decide if the verb underlined refers to the present (p), the future (f), or to something habitual (h).
- •1.2. Complete these sentences using the correct form of the verb in brackets.
- •1.3. Suggest some other expressions for this line.
- •1.4. In pairs, ask and answer questions, using this table to help.
- •1.5. In pairs, match a verb from the first column with a word from the second to make a phrase.
- •1.6. Regular events
- •In pairs, ask and answer questions about the activities suggested in Table 2, using the frequency expressions given in Table 1. Start your questions with How often do you …?
- •1.7. Discuss these topics.
- •2.1. Here are the beginnings of some sentences. Think of suitable endings using the present continuous.
- •2.4. Imagine you find your diary from a few years ago. As you leaf through it, you find different entries beginning with the following sentences. Continue each entry, e.G.
- •2.5. Speak out on what is happening in your life these days outside the classroom. Include information about the following.
- •2.6. In two groups, discuss what’s happening in the world these days. Include information about the following.
- •2.7. Future arrangements
- •2.8. Annoying habits
- •2.10. Project
- •Unit 3. The present simple vs. The present continuous
- •3.1. Choose the correct phrase in each sentence.
- •3.2. Rewrite each sentence so that the verb in italics is a negative contraction.
- •3.3. Decide whether the verb form in italics refers to the present or the future.
- •3.4. Choose the correct sentence for each situation.
- •3.5. Choose the most suitable verb form in each sentence.
- •3.6. Put each verb in brackets into either the present simple or the present continuous.
- •3.8. Put each verb in brackets into either the present simple or the present continuous.
- •3.9. Read the answers and then complete the questions.
- •3.12. Rewrite each sentence. Use a verb from the box to replace the words in italics.
- •3.13. Render the following sentences into English.
- •Unit 4. The present perfect and the present perfect continuous. Their contrast to the past simple
- •4.1. Put each verb into the present perfect.
- •4.2. Complete each sentence with a time expression from the box.
- •4.3. For each question, complete the second sentence so that it means the same as the first, using no more than three words.
- •4.4. Complete the following sentences using the present perfect continuous of the verbs below.
- •4.5. Put each verb in brackets into either the present perfect or the present perfect continuous.
- •4.6. Complete each mini-dialogue by putting the verbs given in brackets into either the present perfect or present perfect continuous.
- •4.7. For each question, complete the second sentence so that it means the same as the first, using no more than three words.
- •4.8. Complete the following sentences, putting one verb in the present perfect and one in the past simple.
- •4.9. Choose the most suitable verb form in each sentence.
- •4.10. Put each verb in brackets into a suitable verb form.
- •4.11. Put each verb in brackets into either the past simple, the present perfect, or the present perfect continuous.
- •4.12. Find the errors in these sentences and correct them.
- •4.13. Choose the most suitable time expression.
- •4.14. Complete each sentence with one suitable word.
- •4.17. Past participles
- •4.18. Life experience
- •In pairs, ask and answer Have you ever …? questions about these subjects.
- •4.19. In pairs, ask and answer questions about whether you have ever done these things. If the answer is yes, find out some more information, e.G.
- •4.20. Preparations
- •In pairs, imagine you are making preparations for …
- •4.21. Changes
- •4.22. Come up with an explanation to answer each of the following questions, using the present perfect.
- •4.23. Time game
- •4.24. Make the sentences complete.
- •4.25. In pairs, suggest four endings for these sentences, using still, yet, already and (only) just, e.G.
- •4.27. Suggest the English for the sentences.
- •Unit 5. Review of the present tenses
- •5.1. Here are some very common question forms in English. First complete the questions by adding ‘do’, ‘does’, ‘has’, or ‘have’, then match the questions and answers.
- •5.2. Look carefully at the verbs in bold. Decide which of them refer to the future.
- •5.3. Render the following sentences into English.
- •Part 2. The system of past tenses Unit 6. The past simple. Used to do / would do
- •6.1. Find the past simple form of the following verbs:
- •6.2. Rewrite the sentences according to the instructions given.
- •6.3. Make past simple questions and answers using the words given.
- •6.4. Complete each sentence, using would or used to and the verb in brackets. More than one answer may be suitable.
- •6.5. Alphabet game
- •6.6. Work in pairs. Take turns to ask each other some questions about what each of you did using these time expressions:
- •6.7. Story chain.
- •6.8. The first time
- •6.9. The last time
- •6.10. First and last times
- •6.11. Matthew’s day
- •6.12. Join each pair of sentences to make one sentence in the past simple, beginning with when.
- •6.13. Changes
- •In four groups, list the ways life used to be different, e.G. 1,000 years ago most people used to go everywhere on foot.
- •6.14. Life-changing events
- •6.16. Here is some surprising news about people you haven’t seen for a long time. Take turns to say why you’re surprised, e.G. A: Christine has taken up acting. – b: Really? She used to be so shy.
- •6.18. Supply the English equivalents for the underlying sentences.
- •Unit 7. The past continuous
- •7.1. In pairs, ask each other what you were doing yesterday at these times. In your answers, tell two lies and see if your partner can identify which answers are lies.
- •7.2. In pairs, discuss what was happening when …
- •7.3. Role-play: alibis
- •Unit 8. The past simple vs. The past continuous
- •8.1. Choose the correct word or phrase in each sentence.
- •8.2. Complete these sentences, putting the verbs in the past simple or the past continuous.
- •8.3. Complete each sentence with a suitable time expression from the box. You can use an expression more than once.
- •8.4. Match each sentence (a-h) with a suitable response (1-8).
- •8.5. Newspaper headlines
- •8.6. What next?
- •8.7. Lifelines
- •8.8. Accident report
- •8.9. Suggest the English for the sentences.
- •Unit 9. The past perfect
- •9.1. Combine the two sentences to make one sentence. Use when and the past perfect.
- •9.2. Complete these sentences with one verb in the past simple and the other in the past perfect.
- •9.3. Look at these sentences and match questions and answers.
- •9.4. Use the information from the sentences above to complete these sentences.
- •9.5. Look at this narrative of a day at school.
- •9.6. Work in pairs. Join a sentence from the first column with one from the second to make longer sentences, using when, e.G. The guests left. We tidied up. – When the guests had left, we tidied up.
- •Unit 10. Review of the past tenses and the related constructions
- •10.1. Use these verbs and verb groups to complete the narrative below.
- •10.2. Find the errors in these sentences and correct them.
- •10.3. Decide whether the verb form in italics is suitable or unsuitable.
- •10.4. Choose the most suitable verb form in each sentence.
- •10.5. Put each verb in brackets into a suitable verb form.
- •10.6. Put each verb given into the past simple, past continuous or past perfect. More than one answer may be suitable.
- •10.7. Put each verb in brackets into a suitable verb form.
- •10.8. Rewrite the sentences below using ‘be going to’.
- •10.9. Rewrite each sentence beginning as shown. Use a participle clause.
- •10.10. For each question, complete the second sentence so that it means the same as the first, using no more than three words.
- •10.11. Supply the English equivalents for the following sentences.
- •Unit 11. Review of the present and the past tenses
- •11.1. Use these auxiliaries to complete the sentences that follow. In some cases, more than one answer may be possible.
- •11.2. Use one of the following verbs in the present continuous or the past continuous to complete each of the sentences below. You may use each verb more than once.
- •11.3. Put each verb in brackets into either the present perfect, past simple or present simple.
- •11.4. Render the following sentences into English.
- •Most typical state verbs
- •List of most frequent irregular verbs
- •Abbreviations and reference characters
- •Recommended learning resources Reference and grammar books
- •Dictionaries
- •Internet resources
9.6. Work in pairs. Join a sentence from the first column with one from the second to make longer sentences, using when, e.G. The guests left. We tidied up. – When the guests had left, we tidied up.
We unpacked our bags. |
She asked for some coffee. |
I read the book. |
He felt better. |
They signed the contract. |
I lent it to Tom. |
The baby fell asleep. |
He was free to go. |
Oliver had a shower. |
They went out. |
Rachael finished her pizza. |
They had a drink. |
They tidied everything up. |
She explained the problem. |
They inspected his passport. |
We continued our journey. |
It stopped snowing. |
We went out. |
She calmed down. |
They went downstairs. |
9.7. Here are the beginnings of some sentences. Suggest the endings, using the past perfect.
1. When we got to the theatre …
2. When he got to the meeting …
3. When I phoned for the job …
4. By the time we arrived …
5. When I switched on the TV…
6. By the time she finally woke up …
7. By 10.15 a.m. …
8. When I met her at a restaurant …
9. When I arrived to the airport …
10. By the time the boarding was announced …
9.8. Make up answers to the questions, using the past perfect.
1. Why did Rachel feel sick?
2. Why was Jackie so miserable?
3. What did Tom find out when he phoned?
4. How was he different next time you saw him?
5. Where was his sandwich?
6. What did you realise when you got home?
7. Why was Ken so ecstatic?
8. Why was the office empty?
9. How did she get rich?
10. Why did he feel so guilty?
9.9. On your own, think back to a time when you went somewhere new and had a lot of new experiences. Make some notes, e.g. Greece – moussaka. Share your experiences, e.g. I had never eaten moussaka before I went to Greece. Try and recollect as many examples as you can.
9.10. On your own, write a few sentences about a place or person you visited after a long time. Describe what changes had happened, e.g. When I visited my old school they had built a new language laboratory. The English teacher had taken over as headmaster.
9.11. Render the following into English.
1. К 23:15 мы закончили все дела и разошлись по домам.
2. Когда я прибыл на место происшествия, пожар закончился.
3. Мы прибыли в аэропорт с опозданием. Регистрация закончилась.
4. К тому времени, когда мы приехали на стадион, матч начался.
5. Я пришел домой без пятнадцати минут девять, но Моника уже ушла.
6. Мне казалось, я где-то видел этого человека раньше.
7. Она чувствовала себя плохо, так как на ужин съела слишком много.
8. Полиция опросила всех, кто видел аварию.
9. Чарльз выяснил, кто взял папку со служебными документами.
10. Мы спросили у них, кто звонил в наше отсутствие. Звонили двое – менеджер по продажам и юрист.
11. К началу года наша компания выпустила 5 новых программ.
12. Я никогда не разговаривал с ним до того, как мы случайно встретились в VIP-зале аэропорта.
13. К началу 2009 года строительство этого небоскрёба завершилось.
14. Она поняла, что сделала большую ошибку.
15. Когда мы встретились вновь, она изменилась до неузнаваемости.
16. Брат Терезы сказал, что она сменила работу.
17. После посещения их презентации мы обсудили будущий контракт.
18. Мы пришли слишком рано. Магазин ещё не открылся.
19. Я так хорошо знаю этот город потому, что был в нём шесть раз.
20. К тому моменту как ты позвонил, мы успели оформить все документы.