- •Future forms
- •I. Prediction.
- •II. Decisions, intentions and arrangements.
- •III. Other uses of will and shall.
- •IV. Future Perfect (Continuous).
- •1. Complete the text using the verbs given. Choose will or going to with each verb, depending on which is more appropriate.
- •2. Put the verbs in brackets into one of the above forms (will or going to).
- •3. Put the verbs in brackets into the correct tense (the present continuous and the future simple).
- •4. Put the verbs in brackets into the present continuous or going to
- •5. Cross out any answers that are wrong or very unlikely. If two answers are possible, consider the difference in meaning, if any, between them.
- •7. Complete the sentence with the present simple or a future form of the verb in brackets.
- •8. Complete these texts with either present simple for the future or present continuous for the future with the verbs given. If neither of these is correct, use will or going to.
- •9. Put the verbs in brackets in the correct future form.
- •Supply the correct form of the verbs
- •1. Underline the best verb form.
- •2. Choose all possible forms. A, b or c, to complete the sentence.
- •3. Supply the correct form of the verbs given in brackets.
- •4. Supply the correct form of the verbs given in brackets. Use only Future or Present tenses.
- •5. Complete the dialogue with verbs from the box. Use suitable forms with future meaning.
- •6. Correct the mistakes in these sentences.
- •7. Over to you.
- •Vocabulary &speaking.
- •1. Idioms. Here you are looking at idioms which are linked to the topic of Nature and natural phenomena. Study them and illustrate their use with your own examples.
- •2. In the end or at the end?(e.G. “However, in the end I decided to stick with my goldfish”, sb p. 39).
- •3. Number or amount? (e.G. “…the amount of rubbish we throw away…”, sb p.44 ).
- •4. Ways of comparison.
- •5. Fill the gaps in the sentences with prepositions.
- •6. Render the following text into English using the active tenses and at least 15 active vocabulary units (including the idioms).
- •1. Fill the gaps in the sentences using these key words from the text. Tundra permafrost swamp wilderness landslide catastrophic indigenous itinerant unmistakable impenetrable
- •2. Decide whether these statements are true (t) or false (f). Then check your answers in the text.
- •20 October, 2009
- •3. Choose the best answer according to the text.
- •4. Find the following words and phrases in the text.
- •Match the phrasal verbs from the text with their meanings.
- •6. Complete the sentences using the correct form of the word in brackets at the end of each sentence.
- •7. Discussion
- •8. Comment on the following quotes about nature. Use the active vocabulary:
- •1. Grammar. Choose the correct answer.
- •2. Vocabulary. Suggest active vocabulary units corresponding to the following definitions:
3. Number or amount? (e.G. “…the amount of rubbish we throw away…”, sb p.44 ).
NB! Use the word amount with quantities that cannot be counted and number with quantities that could be counted one-by-one.
1. That assignment took an enormous (amount / number) of time to complete.
2. That assignment took an enormous (amount / number) of hours to complete.
3. A small (amount / number) of people gathered on the sidewalk.
4. We have a large (amount / number) of work to complete.
5. The (amount / number) of rainfall this year has been pitiful.
6. We expect a huge (amount / number) of friends to attend the party in Joe's honor.
7. The bait attracted only a small (amount / number) of crabs.
8. We are trying to bring in a generous (amount / number) of money for the charity.
9. Jones always donates a large (amount / number) of dollars to the fund.
10. The records show that Smith's firm handles a healthy (amount / number) of clients each month.
11. The (amount/ number) of food wasted in the United States each day is appalling.
12. The (amount/ number) of pounds of food wasted in the United States each day is appalling.
13 Expect a certain (amount/ number) of madness when you marry someone with pets. 14. A great (amount/ number) of pets can drive you mad.
4. Ways of comparison.
a) Underline the best word.
I wasn’t so much surprised as/ than shocked by the result.
This was probably/ not nearly the best football match I’ve ever seen.
Politics is too / so important an activity to be left to politicians.
It was as/ too good an opportunity to miss, so I accepted the job.
It’s quicker to travel by bus than/ like by car in the city center.
You are every bit/ miles as responsible for what happened as I am.
Cats are not nearly/ a lot harder to understand than dogs.
This looks like/ as the place. It fits the description, anyway.
I think the Harry Potter films are about as/ a lot more interesting than the books.
This is definitely the best/ the better beach we’ve been to so far.
As the medicine took effect, Tina became far and away/ more and more sleepy.
b) Complete the sentence with one word in each gap.
You haven’t really worked hard ________ to get a higher mark.
The more exercise you take, the ________ you will feel.
Quite honestly, I don’t think this is as hard an examination ______ it used to be.
This is ___________ the most beautiful beach in the Mediterranean. Don’t you think so?
I’ve done just ________ as much shopping as anyone can do in one day!
The film was every _______ as entertaining as I expected it to be.
Most of Winterson’s books are good, but I think this one is the best of _____ all.
The hotel was a ______ more expensive than I expected, so I looked for a cheaper one.
This crossword puzzle isn’t quite as easy _____ I thought it was.
This is not _______ as complicated as it sounds.
c) Choose the best option A, B or C to complete the sentence.
It’s quite common to hear someone complain that their memory is (1) as it used to be, or that the more things they try to remember, (2) quickly they seem to forget. However, memory is (3) complicated than we usually think. For example, remembering facts is not at all (4) remembering how to perform an action, and it seems that we don’t “forget” how to ride a bicycle or drive a car. For some people it may be (5) to remember what they have just read (6) recall where they left their car keys. Of course, (7) interesting a topic is, the more we remember about it, and we are almost certainly (8) to recall something we have read or seen recently, because it remains active in our memory. Where studying is concerned, there are certainly ways of making the memory (9). It’s (10) to remember disorganized information, so note-making and summarizing are important, and the learner, not the teacher, has to do this. Regular reviewing of what has been learned is (11) ways of strengthening memory. Some learners have (12) visual than a verbal memory, and may remember more by associating ideas with visual images. There’re plenty of books on the market which illustrate these techniques, always assuming that you can remember to buy one!
1. A less good |
B worse |
C not as good |
2. A not nearly as |
B the more |
C it’s just as |
3. A by far |
B easily |
C a lot more |
4. A the same as |
B like |
C as if |
5. A probably |
B much easier |
C nowhere near as |
6. A as |
B than to |
C the more |
7. A just about as much |
B more and more |
C the more |
8. A faster and faster |
B Far and away |
C more likely |
9. A more efficient |
B as good as |
C every bit as |
10 A just as easy |
B not so easy |
C easier and easier |
11. A as important |
B more and more important |
C one of the best |
12. A just as good |
B easily the best |
C a better |
d) Make statements about these topics using as many different ways of comparing as possible.
a film, book etc
something you dislike
a sport
an activity