- •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.
13. Complete the two texts about World War I with the correct form of the verb in brackets.
The condition of Britain in 1917
The government also (1) (need) to ensure that Britain was fed. Under the Defence of the Realm Act it was able to take over land and turn it over to food production. In February 1917 it (2) (set up) the Women's Land Army to recruit women as farm workers. By then, however, the food supply in Britain (3) (became) desperate. German U-boats (4) (sink) one in every four British merchant ships and Britain had only six weeks' supply of wheat left. As food supplies (5) (run) short, so prices (6) (rise).Wages (7) (hardly rise) during the war because people were mostly prepared to sacrifice better pay to support the war effort, but prices were now almost double what they (8) (be) in 1914. Poorer people could not even afford basic supplies such as bread. Shops (9) (close) early each afternoon as they (10) (run out) of goods to sell.
German reactions to the Treaty of Versailles 1919
The overall reaction of Germans was horror and outrage. They certainly (11) (not believe) they (12) (start) the war. They (13) (not even think) they (14) (lose) the war. In 1919 many Germans (15) (not really understand) how bad Germany's military situation (16) (be) at the end of the war in 1918. They believed that the German government (17) (simply agree) to a ceasefire, and that therefore Germany should have been at the Paris Peace Conference to negotiate peace. They were angry that their government was not represented at the talks and that the Allies (18) (force) them to accept a harsh treaty without any choice or even a comment. At first, the new government (19) (refuse) to sign the treaty and at one point it (20) (look) as though war might break out again. However, Ebert, the new German leader, was in an impossible position. Reluctantly, he (21) (agree) to accept the terms of the treaty and it (22) (sign) on 28 June 1919.
14. Underline the correct form.
1 When Dora went / had gone to pay for the petrol she was putting / had put in her car, she realized / was realizing that she lost/had lost her credit card.
2 While I was waiting / had waited for my meal to arrive, I saw /was seeing that the two men who had followed me into the restaurant were staring/ had been staring at me from a nearby table.
3 When I heard / was hearing the noise at the window, I knew / had known that someone tried / was trying to break into the house.
4 Maria didn't remember / wasn't remembering anything about the accident, except that she didn't drive / had not been driving too fast and in fact had almost stopped / was almost stopping before she reached the crossroads.
5 By the time the fire engines arrived / was arriving at the cottage, Tom and his neighbours already put out / had already put out the fire and were carrying / had been carrying furniture out of the blackened building.
6 'What did you do / were you doing in the High Street at that time of night, and why did you run away / had you run away when the officer told / was telling you to stop?' asked the lawyer.
7 While Sally painted / was painting the ceiling, she fell off / was falling off the ladder but luckily she didn't break / wasn't breaking any bones.
8 Our taxi to the airport didn't turn up / wasn't turning up on time, and so by the time we got / were getting to the check-in desk, the flight already closed / had already closed.
9 Marlowe walked slowly into the room. He didn't forget / hadn't forgotten his last visit to the house, when Miss LaPorte had fired / was firing two shots at him, so he had taken / was taking no chances this time.
10 Alice could see that the tall boy had / was having difficulty making himself understood, but she decided / was deciding not to help him. After all, nobody had helped /was helping her during her first days in this country!