- •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.
-
In the dock: The superhacker
A man dubbed '"the worst hacker of all time" has been granted bail. Gary McKinnon, 39, is facing possible extradition to the United States following claims that he gained illegal access to numerous US military and NASA computers, and deleted crucial information. It is alleged that McKinnon's actions led to certain state computers being disabled on occasion and resulted in a tracing operation that cost over $1 million. McKinnon plans to contest the charges and believes they are the result of post-9/11 paranoia. He portrays himself more as a curious voyeur than a threat to national security and says he was stunned at how easy the systems were to break into.
VI. Mixed Conditional sentences.
NB Mixed conditionals include the verb forms from two different conditional patterns. These are the two most common mixed patterns.
a) main clause – third conditional if-clause – second conditional
This conditional describes a hypothetical situation or event in the present, which is contrary to known facts. The result in the main clause refers to the past:
e.g. If the island were still a tourist attraction, last week’s earthquake would have caused far more deaths. (= The island is no longer a tourist attraction so the earthquake didn’t cause a huge number of deaths).
b) main clause – second conditional if-clause – third conditional
This conditional describes a hypothetical situation or event in the past, which is contrary to known facts. The result in the main clause refers to the present:
e.g. If Fleming hadn’t discovered penicillin, there would be far more fatalities every year than there actually are. (= Fleming did discover penicillin so there are fewer fatalities now.)
17. Put the words in brackets into the correct tenses.
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If he (not take) his gloves off, his hands (be) cold now.
-
She was sent to prison only because she refused to pay the fine. If she (pay) the fine, she (be) in prison.
-
If he (be) so proud, he (turn) to his father for help long ago.
-
It was the drug, not the disease, that killed him. He still (be) alive today if he (not take) that drug.
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This room is freezing because the fire has only just been lit. if it (light) this morning, the room (be) warm enough to sit in now.
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If my phone (not ring) at nine o’clock, I still (be) in bed.
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When the weather got bad the climbing party turned back, all except Tom and his brothers. If only they (turn) back with the others they (be) alive today.
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Why are you in such a bad temper? - I’ve been waiting for 40 minutes in an icy wind. If you (wait) 40 minutes in an icy wind, you (be) bad-tempered too.
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If I (know) your number, I (ring) you yesterday.
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If she (not be) so shy, she (speak) to him at the party.
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I (like) country life if I (bring up) in the country.
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If they (not use) closed-circuit television, they (not spot) the shoplifter.
-
If the streets here (be) clearly marked, it (not take) us such a long time to find his house.
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If he (go) into the greengrocery business when he left school, he (be) comfortably well off now instead of being poor.
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The headmaster decided that Peter was the culprit and expelled him from the school. If the headmaster (be) more intelligent, he (realize) that Peter couldn’t have been guilty.
Rewrite the following as mixed conditional
-
She didn't study hard. She won't pass the exams. ...If she had studied hard, she would pass the exams....
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You didn't wake me up. Now I'm late for my appointment.
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She isn't well-qualified. She didn't get the job.
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We didn't go to the restaurant. We don't like fast food.
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She didn't bring her umbrella. Now, she's getting wet.
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I don't know them very well, so I didn't go to the party,
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He isn't at the lecture because he wasn't told about it.
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They didn't take a map with them. They're lost now.
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The driver isn't careful. He crashed his car into a wall.
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I didn't buy tickets. We can't go to the theatre tonight.
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He didn't reserve a table. He has to wait for an hour.
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Sue forgot to go to the bank. Now she can't go shopping.
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They missed their flight. They won't arrive until tomorrow