- •Методична записка
- •(І) the english tenses
- •1. Put the following verbs in the 3rd person singular.
- •3. Expand the following into sentences in order to make true statements with doesn't or don't where necessary.
- •Water boils at 1oo°c
- •4. Read the following extracts and put the verbs in brackets into the present simple or the present continuous. Then, say what use of these tenses each extract shows.
- •Adverbs of Frequency
- •5. In pairs, ask and answer questions using the prompts below, as in the example.
- •6. Michael McIntosh is a politician. Read the text and put the verbs in brackets into the present simple or the present continuous.
- •State verbs
- •Verbs which express likes and dislikes: like, love, hate, dislike, enjoy, prefer; etc.
- •Verbs of perception: believe, know, notice, remember, forget, recognise, understand, realise, seem, think, etc.
- •Verbs of the senses: see, hear, feel, taste, look, smell, sound. We often use can or could with these verbs when we refer to what we see, hear, etc. At the moment of speaking.
- •7. Put the verbs in brackets into the present simple or the present continuous.
- •8. Translate into English.
- •Present Perfect Personality Quiz
- •10. Fill in the gaps with recently, how long, yet, for, always, ever, already, since, so far or just. Sometimes more than one answer is possible.
- •11. Put the verbs in brackets into the present perfect or continuous, using short forms where appropriate.
- •12. Put the verbs in brackets into the present perfect or the present perfect continuous.
- •Have gone (to) / Have been (to)
- •13. Fill in the gaps with have/has been (to) or have/has gone (to).
- •14. Translate into English.
- •15. Choose the correct answer.
- •16. Underline the correct tense.
- •17. Put the verbs in brackets into the correct tense.
- •18. Put the verbs in brackets into the correct tense.
- •19. Put the verbs in brackets into the correct tense.
- •20. Choose the correct answer.
- •21.Correct the mistakes.
- •22. Fill in the blanks with proper prepositions and postpositions. Find in the text all phrasal verbs and learn their meaning.
- •1. Write the past simple of the verbs in the list in the correct box.
- •2. Write the past simple of the verbs in the box, then read them out.
- •3. Write the simple past tense form of the verb. Then find that word in the puzzle below.
- •4. Put the verbs in brackets into the past simple or the past continuous.
- •5. Put the verbs in brackets into the past simple or the past continuous. Then, say which uses of these tenses are shown in each extract.
- •6. Join the sentences using as, when and while, as in the examples.
- •7. Put the verbs in brackets into the past simple or the past continuous. Which was the longer action in each sentence?
- •8. A policeman is asking Mrs Hutchinson about a car accident she happened to see yesterday. Put the verbs in brackets into the past simple or the past continuous.
- •9. Put the verbs in brackets into the past simple or the past continuous.
- •10. Imagine that you were present when these things happened, then, in pairs, ask and answer questions, as in the example.
- •Used to / Be used to / Get used to
- •11. Rewrite each person's comment using used to or didn't use to.
- •12. Choose the correct answer.
- •13. Translate into English.
- •14. Put the verbs in brackets into the past simple or the present perfect.
- •15. Fill in the gaps with one of the verbs from the list in the past perfect continuous.
- •16. Put the verbs in brackets into the correct past tense.
- •17. First, say which action happened first, then join the sentences using the words in brackets, as in the example.
- •18. Put the verbs in brackets into the past perfect or the past perfect continuous.
- •19. Put the verbs in brackets into the correct tense.
- •20. Translate into English.
- •21. Put the verbs in brackets into the correct tense.
- •22. Underline the correct tense.
- •23. Put the verbs in brackets into the correct past tense.
- •24. Underline the correct preposition.
- •25. Put the verbs in brackets into the correct tense.
- •27. Correct the mistakes.
- •28. Insert the article where it is necessary.
- •Future forms
- •The Future Simple
- •Be Going To
- •Present Continuous
- •Will / Shall
- •1. In pairs, ask and answer questions using the prompts below, as in the example.
- •2. Put the verbs in brackets into the present simple or the future simple.
- •3. Put the verbs in brackets into the future simple, the present simple or the present continuous.
- •Future Continuous
- •4. You want to ask your friend to do something for you. Use the prompts below to make questions, as in the example.
- •5. Put the verbs in brackets into the future simple or the future continuous.
- •6. Put the verbs in brackets into the correct future tense.
- •Future Perfect
- •Future Perfect Continuous
- •7. Put the verbs in brackets into the future perfect or the future perfect continuous.
- •8. Choose the correct answer.
- •B will have seen
- •C will be seeing
- •9. Put the verbs in brackets into the future continuous or the future perfect.
- •10. Put the verbs in brackets into the correct tense.
- •11. Underline the correct tense.
- •12. Study the following situations, then make sentences using the correct future tense.
- •13. Put the verbs in brackets into the correct future tense.
- •14. Underline the correct tense.
- •15. Put the verbs into the correct future tense.
- •16. Correct the mistakes.
- •17. Translate into English.
- •18. Fill in the correct preposition.
- •19. Choose the correct answer.
- •20. Make questions and complete the short answers, as in the example.
- •21. Put the verbs in brackets into the past simple, the present simple, the present continuous or the present perfect.
- •22. Underline the correct word(s).
- •23. Put the verbs in brackets into the correct tense.
- •24. Fill in the blanks with the articles "a /an", "the" or "—".
- •25. Use the correct form of the verbs given in brackets.
- •26. Translate into English.
- •(Іі) the passive voice
- •Uses of the passive
- •They are building a new public library
- •A) When he arrived home a detective arrested him
- •1. Use either active or passive, in any appropriate tense, for the verbs in parentheses.
- •2. Use active or passive, in any appropriate tense, for the verbs in parentheses.
- •3. Translate into English.
- •4. Put the following into the passive voice. The agent should not be mentioned except in numbers 11 and 28.
- •2. Previous climbers had cut steps in the ice.
- •9. They are pulling down the old theatre.
- •5. Translate into English.
- •6. Put the following into the passive, mentioning the agent where necessary.
- •7. Put the verbs in brackets into the correct passive or active form.
- •8. Turn the following sentences into the active voice. Where no agent is mentioned one must be supplied.
- •Reported speech
- •1. Fill in the gaps with say or tell in the correct tense.
- •2. Fill in the gaps with the correct pronoun or possessive adjective.
- •3. Turn the following sentences into reported speech.
- •4. Turn the following sentences into reported speech.
- •5. Turn the sentences into reported speech. In which of the following sentences do the tenses not change? In which do they not have to be changed? Why?
- •6. Turn the following sentences into reported speech.
- •7. Turn the following into reported questions.
- •8. Yesterday, Marion met a couple who were on holiday in London. They were looking at a map. She asked them some questions. Turn them into reported questions.
- •9. Fill in the gaps with the introductory verbs in the list in the correct form.
- •10. Turn the following sentences into reported speech.
- •11. Turn the following dialogue into reported speech.
- •12. Translate into English.
- •13. Put the verbs in brackets into the correct form. Turn the text into reported speech using appropriate introductory verbs.
- •(Iіі) modal verbs
- •1. Analyse the form 'could' in the following sentences. State whether it denotes the past or the unreality of the action. Translate the combinations of 'could' with the infinitive.
- •2. In the following sentences 'could' denotes unreality. Refer the situation to the past by changing the form of the infinitive.
- •3. Translate into English. Pay attention to whether 'could' denotes the past or the unreality of the action.
- •II. The imperative meaning:
- •5. Translate into English. Use Patterns 2, 3, 4, 5:
- •Strong Doubt
- •6. Translate into Ukrainian:
- •8. Translate into English. Use Pattern 6 (a and b):
- •Very Strong Doubt
- •9. Refer the statement to the past by changing the form of the infinitive.
- •10. Translate into English. Use Pattern 7 (a and b):
- •11. Express strong and very strong doubt about the statements made in the following sentences.
- •12. Translate into English:
- •13. Make the following sentences more emotional by transforming them according to Pattern 8:
- •14. Translate the following sentences. State in what meaning the modal verb 'can' is used. Name the pattern and give the Ukrainian equivalent.
- •15. Translate into English:
- •16. Translate into English:
- •Prohibition
- •Request (mostly ironic) or Suggestion
- •Reproach
- •17. Ask for permission to do smth; give permission to do smth.; prohibit an action; express a request, a reproach using the following word combinations:
- •18. Translate into English. Give two variants where possible:
- •19. Transform the following sentences into ironic requests or suggestions according to Pattern 13. Change them into expressions of reproach according to Pattern 14.
- •21. Translate into English:
- •22. Translate into English. Use the Continuous infinitive to express doubt about an action in the present, the Indefinite infinitive to express doubt about a future action:
- •23. Translate the following sentences. State in what meaning the modal verb 'may' is used. Name the pattern and give the Ukrainian equivalent.
- •24. Express doubt about the statements made in the following sentences. Make the doubt stronger by using more and more emphatic expressions:
- •25. Fill in the blanks with 'may', 'might', 'can', 'could'. Give two variants where possible:
- •26. Translate into English. Use sentence patterns with 'can' and 'may'. Give variants where possible:
- •27. Fill in the blanks with 'must' or 'have':
- •29. Fill in the blanks with 'must', 'to have', 'to be'. Pay attention to whether the action is only necessary or necessary and expected:
- •30. Translate into English:
- •Prohibition
- •31. Make the following orders and prohibitions stricter by using 'to be’ instead of 'must'.
- •32. Translate into English. Give two variants in each case:
- •Near Certainty
- •33. Translate into Ukrainian:
- •39. Use the following word combinations to compose imperative sentences of, varying degrees of strictness. Give milder forms first.
- •40. A. Translate into Ukrainian:
- •41. A. Fill in the blanks with 'must', 'have', 'be'. Give variants where it can be done without changing the meaning. Introduce the particle 'to' where necessary:
- •42. Change the meaning of the following sentences. Use the verbs 'need' and 'have' to show that the actions are n о t necessary. Give two variants in each case.
- •Absence of Necessity for a Performed Action
- •Absence of Necessity in the Past
- •44. Translate into English:
- •45. Translate into English:
- •Permission Not to Do
- •46. Compose sentences giving permission not to do the actions mentioned in the following interrogative sentences.
- •47. Translate the following sentences. State in what meaning the modal verb 'need' is used. Name the pattern and give the Russian equivalent:
- •Certainty
- •49. Ask for instructions concerning the actions named below.
- •50. Translate into English. Use Pattern 26:
- •51. Advise smb to do or not to do the actions named below.
- •52. Give advice in answer to the following statements. Use the word combinations in brackets.
- •Criticism of a Past Action
- •53. Criticize the actions named in the sentences below.
- •54. Change the following expressions of advice into criticism of a past action by changing the form of the infinitive.
- •57. Translate into English. Use the indefinite infinitive speaking about the present or future, the perfect infinitive speaking about the past. Consult Pattern 30.
- •58. Translate the following sentences. State in what meaning the modal verb 'shall' is used. Name the pattern and give the Ukrainian equivalent:
- •62. Give advice to do or not to do something using the following word combinations.
- •Criticism of a Past Action
- •63. Criticize the actions mentioned in the following sentences.
- •Near Certainty
- •65. Translate the following sentences. Stale whether the verb 'ought' is used to denote advice, criticism of a past action or near certainty:
- •Volition
- •66. Make a statement about somebody refusing to act the way lie should or is expected to. Refer the situation to the past by changing the form of the modal verb": Use the groups of words given below.
- •67. Make a statement about something not functioning the way it should or is expected to. Refer the situation to the past by changing the form of the modal verb. Use the groups of words given below.
- •68. Make a statement about somebody insisting on acting in the wrong way. Refer Иге situation to the past by changing the form of the modal verb. Use the groups of words given below.
- •69. Make a statement about a thing functioning contrary to your expectations and wishes. Refer the situation to the past by changing the form of the modal verb. Use the groups of words given below.
- •70. Translate into English. Give two variants where possible:
- •Request
- •71. Compose orders using the following word-combinations. Turn them into requests. Make the requests more pressing, insistent.
- •Near Certainty
- •73. Translate the following sentences. State whether the modal verb 'will’ is used to denote volition, a repeated action in the past, order, request or near certainty:
- •74. Translate into English:
- •Articles
- •Mr. Green bought a used car.
- •Is there an eraser in your desk?
- •Irregular Verbs
- •Bibliography
Irregular Verbs
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abide arise awake be bear beat become befall beget begin begird behold bend bereave beseech beset bespit bestride betake bid bind bite bleed blow break breed bring build burn burst buy can cast catch chide choose cleave cleave cling come cost creep crow cut dare deal dig do draw dream drink drive dwell eat fall feed feel fight find flee fling fly forbear forbid forget forgive forsake freeze get gild gird give go grave grind grow hang have hear heave hide hit hold hurt interweave keep kneel knit know lade lay lead lean leap learn leave lend let lie light lose make may mean meet misgive mishear mislay mislead misspell mistake mow must ought overcome partake pay put read rebuild rend rid ride ring rise rive run saw say see seek sell send set sew shake shall shear shed shine shoe shoot show shrink shrive shut sing sink sit slay sleep slide sling slink slit smell smite sow speak speed spell spend spill spin spit split spoil spread spring stand steal stick sting stink strew stride strike string strive swear sweep swell swim swing take teach tear tell think thrive throw thrust tread unbend understand undertake upset wake wear weave weep will win wind withdraw withhold withstand work wring write |
abode arose awoke was, were bore beat became befell begot began begirt beheld bent bereft besought beset bespat bestrode betook bad(e)/bid bound bit bled blew broke bred brought built burnt burst bought could cast caught chid chose clove/cleft clave clung came cost crept crew cut durst/dared dealt dug did drew dreamt drank drove dwelt ate fell fed felt fought found fled flung flew forbore forbad(e) forgot forgave forsook froze got gilt girt gave went graved ground grew hung had heard hove hid hit held hurt interwove kept knelt knit(ted) knew laded laid led leant leapt learnt left lent let lay lit lost made may meant met misgave misheard mislaid misled misspelt mistook mowed must/had to ought overcame partook paid put read rebuilt rent rid(ded) rode rang rose rived ran sawed said saw sought sold sent set sewed shook should sheared shed shone shod shot showed shrank shrove shut sang sank sat slew slept slid slung slunk slit smelt smote sowed spoke sped spelt spent spilt spun spat split spoilt spread sprang stood stole stuck stung stank/stunk strewed strode struck strung strove swore swept swelled swam swung took taught tore told thought throve threw thrust trod unbent understood undertook upset woke wore wove wept would won wound withdrew withheld withstood wrought wrung wrote |
abode arisen awaked been born beaten become befallen begotten begun begirt beheld bent bereft besought beset bespat bestridden betaken bid(den) bound bit(ten) bled blown broken bred brought built burnt burst bought been able to cast caught chid(den) chosen cloven/cleft cleaved clung come cost crept crowed cut dared dealt dug done drawn dreamt drunk driven dwelt eaten fallen fed felt fought found fled flung flown forborne forbidden forgotten forgiven forsaken frozen got gilt girt given gone graven ground grown hung had heard hove hid(den) hit held hurt interwoven kept knelt knit(ted) known laded/laden laid led leant leapt learnt left lent let lain lit lost made might meant met misgiven misheard mislaid misled misspelt mistaken mown had to ought overcome partaken paid put read rebuilt rent rid(ded) ridden rung risen riven run sawn/ sawed said seen sought sold sent set sewn/ sewed shaken should shorn shed shone shod shot shown shrunk shriven shut sung sunk sat slain slept slid slung slunk slit smelt smitten sowed/ sown spoken sped spelt spent spilt spun spat split spoilt spread sprung stood stolen stuck stung stunk strewn strid(den) struck strung striven sworn swept swollen swum swung taken taught torn told thought thriven thrown thrust trodden unbent understood undertaken upset woken worn woven wept would won wound withdrawn withheld withstood wrought wrung written |
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