- •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.
8. Put each verb in brackets into either the past simple, present perfect simple or present perfect continuous.
I (1) (move) to London three weeks ago to take up a new post at my company's London office. Ever since then, I (2) (wonder) if I (3) (make) the right decision. I (4) (see) a lot of negative things about living in the capital, and I can't say London (5) (make) a very favourable impression on me. It's so polluted and expensive, and the people are so distant. You see, I (6) (grow up) in a fairly small town called Devizes and I (7) (spend) all of my life there. I (8) (always/want) to live in a big city and so when my company (9) (offer) me a job in London, I (10) (jump) at the chance. I think I'm not alone in my aversion to the big city. According to a programme I (11) (just/hear) on the radio, more and more people (12) (stop) working in London recently, and a lot of large companies (13) (choose) to move away from the centre. Oh well, it's too late to change my mind now, because the job is up and running, and I (14) (already/sell) my house in Devizes. But I must admit, over the past few days, I (15) (secretly/hope) that the company would relocate me back to my old town.
The nature of intelligence
For many years scientists (16) try to define the nature of human intelligence. However, they (17) (be) unable to agree on whether there is one kind of intelligence, or several kinds. In the early 20th century, psychologist Charles Spearman (18) (come up) with the concept of 'g' or 'general intelligence'. He (19) (give) subjects a variety of different tests and (20) (find) that the people who (21) (perform) well in the tests (22) (use) one part of the brain, which he (23) (call) 'g', for all the tests. More recently, research (24) (find) that this idea may well be true, as one part of the brain (the lateral prefrontal cortex) shows increased blood flow during testing. However, some scientists believe that intelligence is a matter of how much people (25) (learn) rather than some ability they are born with. They believe that environment also matters.
The ageing population
The number of men and women in the US aged 60 or over still in work (26) (rise) for more than a decade. Economists (27) (give) a number of reasons for this trend. First, since 1985 the US economy (28) (expand) so there (29) (be) an increased demand for labour. At the same time, the cost of some services, such as health care, (30) (increase) so workers need to earn more money in later life. In addition, changes in social security benefits and rules (31) (have) a considerable effect on labour patterns. First, in 1977 and 1983 changes to the Social Security Act (32) (raise) the full-benefit age from 65 to 67 and (33) (introduce) other changes that make delaying retirement more attractive. Then, in 1986 the Age Discrimination Act (34) (end) compulsory retirement for all workers, allowing them to work later in life. Changes to pension laws (35) (also encourage) workers to stay in employment longer, as this gives them more chance of a larger pension when they retire. |
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