
- •Present Simple vs. Present Progressive
- •III form spelling rules
- •IV form spelling rules:
- •4. Performative verbs.
- •Practice Present Simple vs. Present Progressive
- •1. Underline the correct word or phrase in each sentence.
- •2. Underline the correct word or phrase in each sentence.
- •3. Put each verb in brackets into the present simple or present progressive.
- •4. Complete the second sentence so that it has a similar meaning to the first sentence, using one of the words in bold. Do not change the word in bold.
- •5. Complete the texts with the present simple or present progressive form of the verb in brackets.
- •Present Perfect vs. Present Perfect Progressive vs. Past Simple
- •Practice Present Perfect vs Present Perfect Progressive vs Past Simple
- •2. Match the expressions (a-j) with the explanations of when they might be said (1-10).
- •3. Underline the correct word or phrase in each sentence.
- •4. Underline the correct word or phrase in each sentence.
- •5. Underline the correct phrase in each sentence.
- •6. Put each verb in brackets into the most appropriate perfect or past verb form.
- •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.
- •8. Put each verb in brackets into either the past simple, present perfect simple or present perfect continuous.
- •Past Tenses
- •Practice Past Tenses
- •1. Underline the correct word or phrase in each sentence.
- •2. Underline the correct word or phrase in each sentence.
- •3. Decide if the verb form underlined is correct or not. If it is correct, write a tick. If not, correct it.
- •4. In each sentence decide whether one, or both, of the alternative verb forms given are appropriate. Write o for one or b for both.
- •5. 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.
- •6. Complete the text by writing one word in each space.
- •7. Put each verb in brackets into a suitable verb form.
- •Future Tenses
- •Practice Future Tenses
- •1. Underline the correct word or phrase in each sentence.
- •2. Complete the common expressions using the words from the box.
- •3. Choose the most appropriate continuation for each sentence.
- •4. Look at the three options a, b and c for each question. Decide which two are correct.
- •5. Put each verb in brackets into a suitable verb form.
- •6. 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.
- •7. Write a new sentence with the same meaning containing the word in capitals.
- •The Passive Voice Theory
- •The Passive Voice Practice
- •1. Correct any verb forms which are impossible or inappropriate.
- •2. Underline any uses of the agent which are unnecessary.
- •3. Decide whether the sentences in each pair have the same meaning.
- •4. Underline the correct word in each sentence.
- •5. Complete each sentence with a suitable preposition.
- •6. Complete the text using the phrases from the box.
- •7. Put each verb in brackets into an appropriate passive verb form.
- •8. Rewrite each sentence in the passive, omitting the words underlined.
- •9. Rewrite each sentence so that it ends with the word underlined.
- •10. Rewrite each sentence in a more formal style so that it contains a passive form of the word given in capitals.
- •11. Both sentences in each pair have the same meaning. Complete the second sentence.
- •12. 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.
- •13. Insert one word.
- •Revision
- •1. Open the brackets using a suitable form.
- •2. Translate into English.
- •3. First look in your dictionary to find out whether these verbs are transitive or intransitive. Then complete these sentences with appropriate passive (if possible) or active forms of the verbs).
- •4. Open the brackets using the correct forms of the Active/Passive Voice.
- •5. Finish each of the following sentences in such a way that it is as similar as possible to the sentence before it.
- •7. Fill each of the numbered blanks in the following passages with one suitable word.
- •8. Rearrange the words to make coherent sentences inside the first and last words given.
- •9. Translate into English.
- •Indicative Mood. Subjunctive Mood. Conditionals
- •Practice
- •1. Correct the error(s) in the following sentences if necessary.
- •2. Finish the sentences by ticking the correct option (a-c).
- •3. Underline either hope or wish in each sentence.
- •4. Put each verb in brackets into an appropriate verb form.
- •5. A Rewrite each sentence three times so that it contains the word in capitals.
- •6. A Complete the text by writing one word in each space. A contraction counts as one word.
6. Complete the text by writing one word in each space.
When I was a young man I spent a year in France, studying French at the University of Grenoble. Every Friday I (1) … eat at the Alps cafe. I didn't (2) … to spend much money, as I (3) … not afford it, but it was a little tradition of mine to eat there. Anyway, I'm going to tell you a true story which happened on one occasion when I (4) … eating there. I remember I was having a pasta dish at (5) … time. A beautiful girl came up to me and said, 'I was (6) … if you wanted to walk with me in the park?' I had never seen her (7) …, so I was rather taken aback. I was (8) … to go with her when I noticed a tough-looking man was watching our every movement. (9) … my discomfort, the girl whispered to me, in English, 'Park - five minutes!', and then disappeared. Well, my bill (10) … ages to arrive, and by the time I (11) … to the park, there was no sign of the girl. I asked an old lady (12) … was sitting there if she (13) … seen a young girl waiting around. I described the girl to her. The old lady said that the girl (14) … had to rush to the railway station, and that I (15) … to follow her there urgently. She had also left me a note. It said, 'I will explain everything. Meet me on platform 6.' |
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7. Put each verb in brackets into a suitable verb form.
This time last year I (1) (cycle) in the rain along a country road in France with a friend of mine. We (2) (decide) to go on a cycling holiday in Normandy. Neither of us (3) (be) to France before, but we (4) (know) some French from our time at school and we (5) (manage) to brush up on the basics. Now we (6) (wonder) if we (7) (make) the right decision. We (8) (plan) our route carefully in advance, but we (9) (forget) one important thing, the weather. It (10) (rain) solidly since our arrival and that night we (11) (end up) sleeping in the waiting room at a railway station. Then the next morning as we (12) (ride) down a steep hill my bike (13) (skid) on the wet road and I (14) (fall off). I (15) (realise) immediately that I (16) (break) my arm, and after a visit to the local hospital I (17) (catch) the next train to Calais for the ferry home. Unfortunately my parents (18) (not/expect) me home for a fortnight, and (19) (go) away on holiday. So I (20) (spend) a miserable couple of weeks alone, reading 'Teach Yourself French'.
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The condition of Britain in 1917
The government also 21 (need) to ensure that Britain was fed. Under the Defence of the Realm Act it was able to take over land and turn it over to food production. In February 1917 it 22 (set up) the Women's Land Army to recruit women as farm workers. By then, however, the food supply in Britain 23 (became) desperate. German U-boats 24 (sink) one in every four British merchant ships and Britain had only six weeks' supply of wheat left. As food supplies 25 (run) short, so prices 26 (rise). Wages 27 (hardly rise) during the war because people were mostly prepared to sacrifice better pay to support the war effort, but prices were now almost double what they 28 (be) in 1914. Poorer people could not even afford basic supplies such as bread. Shops 29 (close) early each afternoon as they 30 (run our) of goods to sell.
German reactions to the Treaty of Versailles 1919
The overall reaction of Germans was horror and outrage. They certainly 31 (not believe) they 32 (start) the war. They 33 (not even think) they 34 (lose) the war. In 1919 many Germans 35 (not really understand) how bad Germany's military situation 36 (be) at the end of the war in 1918. They believed that the German government 37 (simply agree) to a ceasefire, and that therefore Germany should have been at the Paris Peace Conference to negotiate peace. They were angry that their government was not represented at the talks and that the Allies 38 (force) them to accept a harsh treaty without any choice or even a comment. At first, the new government 39 (refuse) to sign the treaty and at one point it 40 (look) as though war might break out again. However, Ebert, the new German leader, was in an impossible position. Reluctantly, he agreed to accept the terms of the treaty and it was signed on 28 June 1919. |
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