- •I. Word order: adverbs with the verb.
- •1. These sentences are all taken from real recorded conversations.
- •Say how often you do some of the following things.
- •3. Rewrite each underlined sentence using the adverb in brackets.
- •Rewrite these sentences putting the words and phrases in brackets in the best order. Note that none of these sentences are emphatic:
- •II. Present and past habits. Repeated actions and states.
- •6. Use one of the sets of notes below to complete each dialogue. Expand the dialogues using your own ideas, act them out in class.
- •7. Here are some laws of nature. Join the beginnings and the ends. Think of other occurrences of Murphy’s Law.
- •9. Transform the statements below into negative sentences and questions making other necessary changes.
- •10. Complete the text with words from the box, using used to ...
- •11. Make sentences with used to and didn't use to about how people lived hundreds of years ago. Use your own ideas.
- •12. Write some sentences about things that you used to or didn't use to do/think/ believe when you were younger. Work with other students, find out what they used to do/think/ believe.
- •13. Rewrite these sentences, using be/ get used to (doing) smth:
- •15. In the following text, delete any examples of would that are not acceptable:
- •1. Try to memorize the following set expressions about habits:
- •2. Render the following text into English using the active grammar constructions and (for extra points) the active vocabulary (you are welcome to add your own comments!): Привычки великих.
- •3. Insert the correct prepositions into the following sentences (you can find a more comprehensive list of dependent preposition patterns at the end of this book):
- •In pairs ask and answer questions about each other’s likes and dislikes using the active expressions with dependent prepositions.
- •2. Comment on the following quotes about habits. Use the active vocabulary:
- •Nothing so needs reforming as other people's habits. Mark Twain
- •1. Grammar. Choose the correct answer.
- •2. Vocab. Suggest active vocabulary units corresponding to the following definitions:
- •1. Join the beginnings and ends, putting in if.
- •2. Choose the correct tenses (present or will...).
- •3. Complete these sentences any way you like.
- •II. Second Conditional sentences.
- •4. Transform the sentences into the second conditional making them hypothetical, and translate them into Russian.
- •5. Put in the correct verb forms.
- •6. Complete the sentence with a suitable form of the verb in brackets.
- •11. Choose the most sensible verb form and complete the sentences.
- •IV. Third Conditional sentences.
- •12. Transform the sentences into the third conditional.
- •13. Put in the correct verb forms.
- •15. Match the beginning of each sentence with the most suitable ending.
- •14. Complete the conversations:
- •In the dock: Chariot
- •In the dock: One man (and his dog)
- •In the dock: The Internet service provider
- •In the dock: The jilted lover
- •In the dock: The government
- •In the dock: The superhacker
- •VI. Mixed Conditional sentences.
- •17. Put the words in brackets into the correct tenses.
- •Vocab & speaking
- •1. Arrange the following expressions in the appropriate gaps in the exercise below. Change the form of the expression according to the context.
- •2. Render the following text into English. Use at least 15 active vocabulary units.
- •3. The verb get is used in a variety of expressions. There are a lot of them in this Unit. For more practice do the following exercise.
- •4. Complete the following sentences with the correct prepositions.
- •1. Fill the gaps in the sentences using these key words from the text.
- •2. Read the article.
- •27 July, 2010
- •3. Retell the text using the active grammar patterns and at least 15 active vocabulary units.
- •4. Choose the best answer according to the text.
- •5. Find the following words and phrases in the text.
- •6. Discussion.
- •7. Comment on the following quotes about crime and punishment. Use the active vocabulary:
- •1. Grammar. Choose the correct answer.
- •2. Vocab. Suggest active vocabulary units corresponding to the following definitions:
- •I. Past Simple vs. Past Continuous.
- •1. Complete the text with the verbs in the box (there is one verb too many). You will need five past progressives and three simple pasts.
- •2. Complete each paragraph with one set of verbs, using the past simple or past continuous.
- •3. Complete the sentences using these pairs of verbs. Use the past simple in one space and the past continuous in the other.
- •4. Complete this text with either the past simple or the past continuous form of the verbs in brackets. Where alternatives are possible, think about any difference in meaning.
- •II Past Simple vs. Past Perfect.
- •5. Use the Past Simple or the Past Perfect to complete the sentences:
- •6. Underline the correct answers. In some cases only one is correct, and in others both are correct.
- •7. Complete this text with these verbs.
- •III Past Perfect vs. Past Perfect Continuous.
- •8. Complete the sentences with one of these verbs, using the same verb for each sentence in the pair. Use the past perfect continuous if possible; if not, use the past perfect.
- •9. Choose the past perfect continuous form of the verb if appropriate; if not, use the past perfect.
- •10. Study this conversation extract. If the underlined verbs are correct, write “V”. If they are wrong, correct them using either the past perfect (active or passive) or past perfect continuous.
- •11. Complete this text with these verbs in the past perfect or past perfect continuous.
- •IV Tense Revision.
- •12. Choose the right tenses:
- •13. Complete the two texts about World War I with the correct form of the verb in brackets.
- •14. Underline the correct form.
- •15. Choose a novel or story, and select one or two pages. Make a list of the past tenses used on these pages. Are these the only tenses possible, or are others also acceptable?
- •16. Read the synopsis of a famous short story. Render the story into English. Последний лист
- •1. Idioms
- •2. Life without phrasal verbs
- •3. Complete the sentences with the corresponding prepositions.
- •4. Nationality adjectives.
- •3. Now read the text and see if you were right. Celebrity scandal and Anne Frank: the reading diary of British teenagers
- •4. Find words in the text that mean the following. The paragraph numbers are given to help you.
- •5. Are the following statements True (t) or False (f)? If they are false, say why.
- •6. Retell the article. Use at least 15 active vocabulary units.
- •7. Some words are often found together. Match the words on the left with their collocations on the right.
- •8. Now match nine of the collocations with their meaning.
- •9. Discussion
- •10. Comment on the following quotes on books and reading. Use the active vocabulary:
- •1. Grammar. Choose the correct answer.
- •2. Vocab. Translate parts of the following sentences using the active vocabulary.
11. Choose the most sensible verb form and complete the sentences.
-
If I (live/lived) to be 70...
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If I (live/lived) to be 150...
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If I (am/were) better looking...
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If I (wake/woke) up early tomorrow ...
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If Scotland (declares/declared) war on Switzerland ...
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If we (have/had) the same government in five years' time ...
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If everybody (gives/gave) ten per cent of their income to charity...
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If everybody (thinks/thought) like me...
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If there (is/was) nothing good on TV tonight...
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If my English (is/was) better next year ...
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If the government (bans/banned) cars from city centres next year...
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If I (have/had) bad dreams tonight...
IV. Third Conditional sentences.
The third conditional is also known as the past or impossible conditional. We use the past perfect in the if-clause and would/wouldn’t have + past participle in the main clause. The third conditional describes a hypothetical situation or event in the past. The past situation or event is contrary to known facts, i.e. it is an unreal or impossible situation:
e.g. If we had paid our cleaner more, she wouldn’t have left us. (but we didn’t pay her more, so she left).
We can use continuous forms in either or both clauses of this conditional:
e.g. If someone had been teasing your child so nastily, you would have behaved in the same way.
We can use a modal in the main clause, usually might or could:
e.g. It might have been easier to break the news if I had known her a bit better.
We can use the third conditional to express criticism:
e.g. If you’d been driving more slowly, you could have stopped in time.
12. Transform the sentences into the third conditional.
E.g. It I saw him, I would tell him everything. (Hypothetical, present or future)
If I had seen him, I would have told him everything. (Unreal, past)
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If the spy intercepted the message, he would avert the crisis.
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If the printer broke down within the first year, we would repair it at our expense.
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If you listened more carefully, you would understand a little more.
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If you accepted our offer, we could avoid the costs of a court case.
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If the builders finished the work to schedule, they would receive a bonus.
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The blockades wouldn’t happen if the police were firmer with the strikers.
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If you asked him nicely, he would agree.
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I wouldn’t accept if you asked me to marry you.
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If you fell, I wouldn’t be able to catch you.
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If he got this job, he would be able to buy his own flat.
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Emily would call me if she changed her mind.
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If I met Brad Pitt, I would ask for his autograph.
13. Put in the correct verb forms.
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If I (know) you were coming, I (invite): some friends in.
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He (go) to university if his father (not be) ill.
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If you (say) you weren't hungry, I (not cook) such a big meal
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The team (win) if Jones (play) better.
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If they (not cut) off the electricity, I (finish) my work.
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If Bell (not invent) the telephone, somebody else (do) it.
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If you (not spend) so much time making up, we (not be) late.
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The burglars (not get) in it you (remember) to lock the door.
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If he (not be) a film star, he (not become) President.
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If she (have) more sense, she (sell) her car years ago.
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If he (not spend) so much on his holiday, he (have) enough to pay for the house repairs.
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You (not catch) cold if you (take) your coat.
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You (win) if you (run) a bit faster.
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We (get) better tickets if we (book) earlier.
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It (be) better if you (ask) me for help.
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‘If Cleopatra's nose (be) shorter, the whole history of the world (be) different." (Pascal)
14. NB Instead of would have… we can use could have... (= 'would have been able to') and might have …( = ‘would perhaps have…’).
If he'd run a bit faster, he could have won.
If I hadn't been so tired, I might have realised what was happening.
Write sentence chains with If to show how things could have been different. Use could and might if possible.
Example:
I If he hadn't worked so hard, he wouldn't have passed his exams. If he hadn’t passed his exams, he wouldn’t have gone to university. If he hadn’t gone to university...
-
He worked hard → passed exams → went to university → studied languages → learnt Chinese → went to China → went climbing in Tibet →tried to climb Everest →disappeared in a snowstorm
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He bought a bicycle → went for a ride in country → fell off → woke up in hospital → met a beautiful nurse → wrote a bestselling novel about her → got rich → married the beautiful nurse and had three charming children → lived happily ever after If he hadn't bought a bicycle....
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Mary's mother went out that evening → Mary cooked for herself → got interested in cooking → opened a very successful restaurant → had Prime Minister as a customer → the PM ordered mussels → the mussels poisoned PM → the PM died → Mary went to prison for life
Work with other students. Make a sentence chain for them.
V. Second & Third conditional compared