
- •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.
4. Put each verb in brackets into an appropriate verb form.
A
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B
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C
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D
'As long as you (1 be) sure it (2 be) perfectly convenient, 1 (3 call) round tomorrow to see Miss Pearl as you (4 just [suggest).' 'I (5 not |suggest) it unless it (6 be) convenient. If you (7 want) to come on Friday it (8 be) a different matter; Brenda (9 be) too busy to see you.'
If it (10 not |be) for Napoleon Bonaparte, who (11 make) his cavalry ride on the right side of the road, the whole world (12 now |drive) on the left, as they (13 ___) in Japan, India, Australia and Britain. The left, after all, (14 be) the right side to drive for right-handed people. The entire history of the world, says French writer Pascal, (15 be) different if Queen Cleopatra of Egypt (16 have) a shorter nose. Presumably he means that Julius Caesar and Mark Antony (17 not | fall) in love with her, and so (18 spend) their energies on different conquests.
'Unless you (19 leave) by the time I (20 count) ten, 'he shouted, 'I (21 call) the police!' 'I (22 have) no intention of leaving, whatever you (23 count) and whoever you (24 call),' I replied. 'If you (25 know) anything about the law, which you clearly don't, you (26 realise) I have as much right here as you have. Why (27 not |mind |you) your own business? If you (28 ___), the world (29 be) a better place.'
'Don't you wish your late aunt (30 leave) you some money when she died?' 'Not really. If she (31 ___) I expect I (32 give) it away. I (33 ___) rather any money of mine (34 be) earned than inherited.'
'It's high time someone (35 tell) Denis how objectionable he is.' 'I wish you (36 not/criticise) Denis behind his back all the time. He's not so bad. I'd rather he (37 become) my son-in-law than Ken, for example.' 'What's wrong with Ken? If you (38 know) him as well as I do, you (39 realise) he's worth ten Denises.' 'Oh, I wish you (40 stop) weighing people up like lumps of meat!' |
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