- •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
10.5. Put each verb in brackets into a suitable verb form.
1. While I (try) to get my car started, a passing car (stop) and the driver (offer) to help me.
2. The police (pay) no attention to Clare’s complaint because she (phone) them so many times before.
3. Mary (not wear) her glasses at the time, so she (not notice) what kind of car the man (drive).
4. Nick (lie) down on the grass for a while, next to some tourists who (feed) the ducks.
5. Tom (admit) that he (hit) the other car, but said that he (not damage) it.
6. Sorry, I (not listen) to you. I (think) about something else.
7. Helen (feel) very tired, and when she (finish) her work, she (fall) asleep.
8. The police (get) to Clare’s house as fast as they could, but the burglars (disappear).
9. I (phone) you last night but you (not answer). What (you do)?
10. We (not go) out yesterday because it (rain).
10.6. Put each verb given into the past simple, past continuous or past perfect. More than one answer may be suitable.
The police suspected that Brian (a)………………(break) the window at his house because he (b)………………(want) to make them think that a burglar (c)………………(steal) his valuable stamp collection. They (d)………………(think) that Brian (e)………………(do) this because he (f)………………(need) the money. However, they (g)………………(not know) that Brian (h)………………(fly) to Brazil the week before, and (i)………………(be) abroad when the burglary (j)………………(take place).
10.7. Put each verb in brackets into a suitable verb form.
When Professor Mallory, the famous archaeologist, -1- (invite) me to take part in his expedition to find the Lost City of the Himalayas, I -2- (not hesitate) to accept his invitation. Mallory -3- (discover) an ancient map showing the position of the city, although no European -4- (ever go) to the area before. In fact, most of Mallory’s colleagues either -5- (believe) that the city -6- (never exist) or -7- (feel) that it -8- (vanish) long ago and -9- (become) simply a legend. According to the Professor, the builders of the city -10- (hide) it among the mountains in order to protect its immense riches. He -11- (believe) that the descendants of these ancient people -12- (still keep) themselves apart from the rest of mankind for the very same reasons. So when we -13- (set off) on a cool May morning towards the distant mountains, each of us -14- (look forward) to exciting discoveries. For a week or more we -15- (climb) higher and higher, following the map, which Mallory -16- (study) from time to time. Then one afternoon, while we -17- (rest) at the top of a valley, we -18- (notice) that a rider on a horse -19- (wave) at us from the other side of the valley. A rider whose clothes -20- (shine) like gold!
10.8. Rewrite the sentences below using ‘be going to’.
Model: She didn’t take part in the contest. She fell ill. → She was going to take part in the contest, but she fell ill.
1. He didn’t play football. He forgot his boots.
2. They didn’t visit Oxford. They didn’t have time.
3. He didn’t see the play. There were no seats left.
4. I couldn’t do my home assignment. I had forgotten my books.
5. We didn’t watch TV. There was nothing interesting on.