- •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.
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?
15. Put the verbs in brackets in the correct tense. Read through the whole text before you begin as you may need to use passive forms and used to/ would in your answers.
THE TRUE STORY OF TREASURE ISLAND
Treasure Island is one of the best known and most loved children's adventure stories. It (1) (be) first published in 1883 but remains popular to this day. People (2) (think) that the story was solely the work of Stevenson's imagination, but recent research has uncovered the true origin of this thrilling tale of hidden treasure and bloodthirsty pirates.
Treasure Island's author, Robert Louis Stevenson, (3) (be) a Scotsman born in Edinburgh in 1850. Although he (4) (live) abroad for many years, in 1881 he returned to the land of his birth for a holiday. With him (5) (be) his American wife Fanny, whom he (6) (meet) five years earlier in France, and his stepchildren from Fanny's first marriage. The location of their holiday was Braemar in the rugged Scottish Highlands.
The family soon settled into a relaxing routine. Each morning Stevenson (7) (get up) early and take them out for long walks over the hills. They (8) (enjoy) this for several days when the weather suddenly took a turn for the worse. Trapped indoors by the heavy rain, Robert's twelve-year-old stepson, Lloyd, (9) (become) increasingly bored and restless. Desperate to keep the boy amused, Robert (10) (get out) some drawing paper and asked the boy to do some painting.
After he (11) (paint) for several hours the boy (12) (return) to his stepfather with a beautiful coloured map of a tropical island. Robert noticed that his stepson (13) (draw) a large cross in the middle of the island. 'What's that?' he asked. 'That's the buried treasure,' said the boy. The thirty-one-year-old author suddenly had a flash of inspiration. He (14) (recently ask) to contribute stories to a children's magazine published by his friend W E Henley and he (15) (begin) to see the germ of an adventure story in the boy's picture. "While the rain (16) (beat down) on the roof of his rented holiday cottage the author (17) (sit down) by the fire to write a story. He would make the hero a twelve-year-old boy, just like his own stepson. But who would be the villain of the piece?
For the last four years Henley (18) (publish) Robert's stories in his magazine, and the two had become good friends. But there was something unusual about Henley; as a young man one of his legs (19) (amputate) and he walked around with the aid of an artificial wooden leg Robert (20) (always want) to include such character in a story and thus Long John Silver, the pirate with a wooden leg, was born.
So, thanks to a rainy September in Scotland, a publisher with a wooden leg, and the inventiveness of a twelve-year-old American boy, we have one of the greatest adventure stories in the English language.
17. In the following text there are 11 mistakes in the use of past forms, used to or would. Find the mistakes and correct them. The first mistake is found for you.
Anne Frank
Anne Frank was a Jewish girl who was living with her family in Amsterdam when the Germans were invading Holland in 1940. The German authorities introduced harsh anti-Jewish laws and started to deport Jews to concentration camps in Eastern Europe. In July 1942 Anne's father did hear a rumour that he was going to be arrested by the police and the family resolved to find a hiding place. They moved into an attic above Mr Frank's office and build a bookcase to disguise the entrance to the secret apartment. Friends would bring food to the family each morning, and they use to keep up to date with the news by listening to the BBC on a small radio. Anne would have no friends her own age, so she confided her feelings to a diary. In August another Jewish family joined the Franks with their sixteen-year-old son Peter. Peter was telling Anne that the Germans had been sending Jews to concentration camps and killing them. Anne and Peter were becoming very fond of each other in the cramped conditions of the secret apartment and had helped each other with their lessons. But somebody had given away the family's secret. The German police had been watched the hiding place for several days and on August 14th 1944 they burst in and arrested all the occupants. The Germans were sending Anne to the Belsen concentration camp and she was killed in February or March 1945, only a month or six weeks before the British army arrived. Anne's father was taken to Auschwitz and survived the war. He found Anne's diary and had published it in 1947.