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Learner Development Series

Grammar Bridge

to First Certificate English

(revision course)

Radislav MILLROOD and Inna MAKSIMOVA

Tambov 2004

University of Tambov Press

Contents

Foreword ………………………………………………….

0. Grammar Check-In …………………………………….

1. Verb Tenses

   1. Present Simple Tense ……………………………….

   2. Present progressive Tense ………………………….

   3. Present Perfect Tense ……………….………………

   4. Present Perfect Progressive Tense ………………….

   5. Past Simple Tense …………………………………..

   6. Past Progressive Tense ……………………………..

   7. Past Perfect Tense ………………………………….

   8. Past Perfect Progressive Tense …………………….

   9. Future Simple Tense and Futurity …………………

   10. Future Progressive Tense …………………………..

   11. Future Perfect Tense ……………………………….

2. Passive Voice.

2.1. All tenses in the Passive Voice ……………………….

3. Modal Verbs

1. Can and Be able to …………………………………

2. Must, Have to, Should, Ought to, Need to, Be to ….

3. May, Might, Will, Would, Shall ……………………

4. Phrasal modals ……………………………………..

5. Contrastive use of modal verbs …………………….

3. Conditionals

   1. Zero conditional, First conditional, Second

conditional, Third conditional, Mixed conditional,

Phrase conditional ………………………………….

3. Gerund and Infinitive.

5.1. Gerund and Infinitive use …………………………..

3. Noun

   1. Singular and Plural with Quantifiers …………….

   2. Articles ……………………………………………..

4. Prepositions.

7.1. Prepositions with nouns, adjectives and verbs ……..

3. Phrasal Verbs.

   1. Phrasal verbs with idiomatic meaning ………………

9. Adjectives and Adverbs

9.1. Adjectives and adverbs, word order, degrees

and similes ……………………………………………

10. The Sentence

    1. Reported speech, questions, sentence links, conjunctions, relative clauses ………………………………………

11. Grammar Check-out

    1. Verb Tenses …………………………………………

    2. Passive Voice ………………………………………..

    3. Modal Verbs …………………………………………

    4. Conditionals …………………………………………

    5. Gerund and Infinitive ……………………………….

    6. Noun …………………………………………………

    7. Prepositions ………………………………………….

    8. Phrasal Verbs ………………………………………..

    9. Adjectives and Adverbs ………………………………

    10. The Sentence ……………………………………

Foreword

This book "Grammar Bridge to First Certificate English" has been designed as a revision course for school leavers and University students who want to revise English grammar, upgrade their knowledge and receive a quality training towards language testing at the internationally recognised First Certificate Level. The level of difficulty in this book corresponds to B2 in the Common European Framework (CEF).

The book being a revision course can be most effectively used after the students have taken a regular course of English grammar as part of their curriculum and feel the need to revise their grammar knowledge as well as to develop test-taking skills.

The book aims at training students in English grammar and preparing them towards taking high stake exams, including not only normative grammar areas, but also cases of conversational language use, knowledge of collocations and phraseology, phrasal verbs and idiomatic language, lexical awareness and grammar in context.

The book is organised in units, each given to a particular grammar area, such as "verb tenses", "passive voice", "modal verbs", "conditionals", "gerund and infinitive", "noun", "preposition", "phrasal verbs", "adjectives and adverbs", "the sentence".

The initial and final units with testing tasks are a referred to as "grammar check-in" and "grammar check-out". These units will help learners to measure the "value" that they will have been able to gain taking this course.

Working on this book the students will analyse language samples, work with illustrative cases of grammar use, engage in formal, functional and meaningful drill, perform structure and discourse-based tasks, check their grammar competence in a variety of testing formats.

Testing tasks in this book will ask learners for more than they will be able to give by limiting themselves to "Grammar Bridge to First Certificate English" alone. It will be important to broaden one's mind combining this book with other resources at the First Certificate English level.

"Grammar Bridge to First Certificate English" is the book for those who have learned English and are willing to continue to do the language towards successful high stake exams.

0. Grammar Check-in

   1. Choose the correct form by crossing out the wrong element.

1. The lesson started in/on time as usual

2. My brother is sleeping/sleeps in the kitchen while the guests are here.

3. Never in his life Dennis has/has Dennis visited Siberia.

4. Tom, you are/are being very rude to me.

5. My grandfather got used to walking/walk 5 miles a day.

6. The situation became/was becoming increasingly confusing.

7. No sooner had the alarm gone off when/than the police arrived.

8. They were/had been cooking and the smell of food was still in the air.

9. Are we going/shall we go together? - Yes, let's.

10. Ted is going/about to win this championship training so hard.

11. The tourists will come/be coming in groups and keep you busy the whole day.

12. Jessie will do/have done the editing by the end of the day.

0.2. Re-write the sentences by using the given words and leaving the meaning intact. E.g. Unfortunately, they did not fulfil the task to the end. (left) - Unfortunately, the task was left unfinished.

Drink driving is the reason of many accidents on the road. (caused) Many people believe that chicken flue is extremely dangerous for humans. (believed) You can't take pictures during the performance. (prohibited) This old house is still in a very good condition. (kept) Students and faculty speak much about this new book. (spoken) At last I have taken my car back from repairs. (fixed) Thanks, the waitress has already taken my order. (served) The children stayed at home because of the weather. (made) Maria wants to find somebody to sit with her baby at weekends. (get/have) After a week of consultations the embassy denied Omar his visa to enter the country. (was)

0.3. Read the text and tick off correct lines with  Write in the space provided the extra (incorrectly used) elements. The beginning has been done for you.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Touching behaviour can be interesting for the studies in the cultural anthropology. Mothers will touch children of both sexes and of all ages more than do fathers. In much many instances fathers may not to go further than taking their children by the hands. Women must touch each other more than men can do. Female babies are to be touched more than a male babies. Females express a greater strong desire to be held than to hold. Men, on the contrary, would even rather hold women than to be held. This does fit well with the cultural stereotype of handsome men being protectors and the women being protected. A great deal of touching is not observed among opposite-sex many friends than among same-sex friends. American students are even touched twice as much as can students from Japan. In Japan, there is a strong taboo against strangers touching and the Japanese must maintain sufficient long distance during a conversation. In contrast to Japan, Middle East culture makes same-sex touching is extremely common. Men will kiss each other when meeting in the street, walk hand in hand and should frequently put their arms on the each other's shoulders. Many the Europeans ought to see it as inappropriately intimate behaviour often among men.

 the

0.4. Fill-in the gaps in the text by making correct choices.

In the past the first alcoholic drink was (…1…) by many as an important rite of becoming an adult (…2…) after eighteen. Now the first sips of alcohol are (…3…) likely to be taken by drinkers who are no older than eleven. Statistics (…4…) it that in the UK a thirteen year old Briton is more likely to be a regular drinker of alcohol (…5…) not. Unfortunately, many adults put (…6…) with it. They'd rather prefer not to notice than (…7…) and some teachers even take school children to a pub (…8…). This becomes even more common (…9…). The drinkers are getting younger and alcohol (…10…) develops sooner. Psychologists say that drinking is consistent with culture where alcohol is regarded as (…11…) to relax, to become self-assertive and to find solutions to their problems. What makes the matters (…12…) is that mass media often encourages young people to drink more by advertising new beverages. (…13…) drinking is becoming a national problem in many countries. With heavy drinking many cities and towns turn into much less (…14…) places and nobody knows what the drunk kids are (…15…) to. A new popular type of drinks (…16…) fruit based fizzy drinks with alcohol that tastes sweet but still causes intoxication. The drinkers do not notice that the sweet liquid is turning them (…17…). In permissive culture there is no shame to get so drunk that you cannot stand up (…18…) the end of the evening. This gives (…19…) to a very serious concern. Not only one's body but also brain and the whole of reproductive system (…20…) be damaged by binge drinking. It is important that parents and schools keep teenagers (…21…) from tasting alcohol early before it is too late.

1. A/ viewed B/ looked C/ stared D/ seemed

2. A/ sometimes B/ sometime C/ at time D/ in time

3. A/ less B/ not C/ even D/ more

4. A/ has B/ have C/ say D/ tells

5. A/ or B/ if C/ than D/ then

6. A/ off B/ up C/ down D/ away

7. A/ to intervene B/ intervening C/ intercede D/ interceding

8. A/ for beer B/ to beer C/ to a beer D/ for a beer

9. A/ at a college B/ in a college C/ at college D/ in college

10. A/ addiction B/ abduction C/ production D/ addition

11. A/ means B/ method C/ a way D/ a road

12. A/ worth B/ worthy C/ verse D/ worse

13. A/ Bingo B/ Binge C/ Banjo D/ Bungee

14. A/ safe B/ safer C/ dangerous D/ risky

15. A/ up B/ off C/ on D/ in

16. A/ is combined B/ combines C/ combining D/ combine

17. A/ drinking B/ drank C/ drink D/ drunk

18. A/ in B/ for C/ on D/ at

19. A/ raise B/ raze C/ rise D/ rising

20. A/ can B/ could C/ must D/ should

21. A/ off B/ out of C/ away D/ over

0.5. Complete the text by closing gaps with only one word or word form in each case.

There are many reports of pupils (…1…) sent home from school. The reason is not their misconduct or poor (…2…). It often has something to do with what they wear (…3…) school. Punk hair style, noses pierced with rings, heels that can be dangerous (…4…) concern of school administration. Among other "milder crimes" is putting on school uniform, which is (…5…) short. Pupils can’t resist the temptation to make their uniform (…6…) unique, to change the style of their trousers, to write something personal on their ties or to adapt their jackets to suit the (…7…) trends in fashion. Many girls admit that they hate wearing school skirts. Many protest (…8…) wearing skirts as a (…9…). They look at wearing them as at something totally sexist, marking a (…10…) between boys and girls. Besides, some girls are (…11…) wearing skirts in winter while the boys feel nice and warm. Some girls (…12…) they could wear trousers to school in winter. General attitude towards school uniform is (…13…) overwhelming nor unanimous. Many girls and their parents vote for the uniform. It saves loads of money (…14…) clothing. Everybody (…15…) smart in their school sweatshirt and thinks it’s cool. Kids from poorer families feel (…16…) deprived because there is no competition about wearing the latest fashion clothes for school. Still many teenagers think it is ridiculous to send a girl home from school because her skirt is too short. Many (…17…) like to wear long shorts when it is hot and put on trousers if it gets cold. Any formal rule such as "the skirts have to be knee length" is taken as infringement (…18…) their rights. Some teenagers (…19…) this to being in prison. All school students agree that uniform or (…20…) uniform does not make any difference to their school work or exam results.