- •The abc of modern english grammar: a key to successful communication
- •Unit 1. The verb to be
- •1.1. Complete the sentences using a suitable form of the verb to be. Give all possible answers.
- •1.2. Render the sentences into English.
- •2.1. Rewrite the sentences, using there is or there are.
- •2.2. Rewrite the sentences, using there was or there were.
- •2.3. Make these sentences into questions. Begin each question with the words given.
- •2.4. Fill in the gaps with it or there.
- •2.5. Complete the sentences using there is or it is. Use inversion where necessary.
- •2.6. Rewrite these sentences to begin with “there” as an impersonal subject.
- •2.7. Make ten sentences from this table.
- •2.8. Rewrite each sentence, ending as shown, so that it has a similar meaning to the first sentence, and so that it contains it or there.
- •2.9. The word “it” has been left out of these sentences. The number in brackets tells you how many times it should occur. Show where it should be.
- •2.10. Rewrite these sentences with “it” and a “to”-infinitive clause.
- •Unit 3. Questions
- •3.1. Expand the “What about…?” phrases to make “yes/no”-questions.
- •3.2. Complete the “yes/no”-questions using the endings given.
- •3.3. Use the “wh”-words below to complete the questions which follow.
- •3.4. Rearrange the parts of the sentences to make questions with “wh”-words as subject.
- •3.5. Expand the “What about…?” phrases to make questions with “wh”-words as object.
- •3.6. Do these questions starting and finishing with the words given.
- •3.7. Write questions to which the words in bold are the answers.
- •3.8. Write a who or what question for each answer.
- •3.9. Write a question to each answer.
- •3.10. Match the questions and answers.
- •3.11. Complete the table by writing questions and answers.
- •3.12. Here are some of the things people say at parties. Match the statements with the question tags.
- •3.13. Add the question tags.
- •3.14. Mark and Jenny went into the travel agent’s to book a holiday. These are some of the questions that were asked. Add the question tags.
- •3.15. Mark and Jenny were showing some family photographs to a friend. Here are some of the questions that were asked. Complete the questions by adding the question tags.
- •3.16. Complete these questions with the appropriate question tags.
- •3.17. Use question tags to complete these sentences.
- •3.18. Add question tags to these statements to make them into questions asking someone to confirm what you are saying, or to agree with you.
- •3.19. Add suitable question tags.
- •3.20. Add a question tag to each sentence.
- •3.21. Write a short answer for each question, beginning as shown.
- •3.22. Rewrite these requests using question tags.
- •3.23. In pairs, look at this conversation. Where do you think the conversation is happening? Read it out between you, adding a question tag in each gap.
- •3.24. Read out these sentences, adding a question tag. Decide whether you want it to be: 1) a real question, with a rising intonation, or 2) a request for confirmation, with a falling intonation.
- •In pairs, choose some of the questions and write short dialogues, e.G.
- •3.25. Make a new sentence with a tag question which has the same meaning as the first sentence, beginning as shown. Make any necessary changes.
- •In groups of three, take it in turns to say a statement to the student on your left to reply to with a short question. Do not use the statements given above.
- •3.31. Questionnaires
- •3.32. Yes/no game
- •3.33. Questions for answers
- •3.34. Questions for questions
- •3.35. In pairs, write short conversations (5 – 6 remarks for each student) for one of the following situations.
- •3.36. Render the following into English.
- •Unit 4. Possession
- •4.1. Choose the correct word or phrase in each sentence.
- •4.2. Complete these sentences by adding a possessive.
- •4.3. Complete these sentences by adding a possessive with “own”.
- •4.4. Complete the sentences by adding an apostrophe or an apostrophe s (’s) to the word or word combination in brackets.
- •4.5. Find the errors in these sentences. Rewrite each sentence.
- •4.6. Put an apostrophe where necessary.
- •4.7. Put apostrophes where necessary. There should be twenty. Decide whether each ’s is a) an abbreviation of is, b) an abbreviation of has, c) an abbreviation of us, or d) a possessive ’s.
- •4.8. Look at these sentences and transform them, using a possessive pronoun instead of the possessive adjective, e.G. It’s my book. – The book is mine.
- •4.9. Rewrite these sentences using “a … of” instead of “one of”.
- •4.10. Rewrite the replies to these questions.
- •4.11. For each question, complete the second sentence so that it means the same as the first, using no more than three words.
- •4.12. In pairs, discuss what you know about each other, e.G. Carmen’s hair is curly. Donald’s job is very rewarding.
- •4.14. Give the English for the following sentences.
- •Unit 5. Pronouns
- •5.1. Choose the correct word in each sentence.
- •5.2. Complete the following sentences with “they”, “them” or “their”.
- •5.3. In small groups, take turns to say as many sentences as you can using these words, as quickly as possible, e.G. He wants us to listen.
- •5.4. Add personal pronouns to complete the story.
- •5.5. Use the correct reflexive pronouns to complete the following sentences.
- •5.6. Complete each sentence so that it includes a suitable form of one of the verbs from the box, and a reflexive pronoun.
- •5.7. Choose a personal pronoun or a reflexive pronoun to complete these sentences correctly.
- •5.8. Use these pairs of words and a reflexive pronoun in sentences, e.G. Matches/burn – He burnt himself while he was playing with matches.
- •5.9. Change the phrases “on one’s own” to “by oneself”.
- •5.10. Come up with answers to the following questions.
- •5.11. Supply the English for the underlying sentences.
- •Unit 6. Making comparisons
- •6.1. Write down the comparative and superlative forms of the adjectives below.
- •6.2. Correct the spelling of these words where necessary.
- •6.3. Complete these sentences using the comparative of the adjectives in brackets and “than”.
- •6.4. Form the comparative of the adjectives in these phrases and use the phrases in the sentences below.
- •6.5. Make sentences with a comparative form and “than”, using the words given.
- •6.6. Complete these sentences using the comparative and the superlative of the adjectives given.
- •6.7. Complete the following sentences using superlative adjectives in front of the nouns.
- •6.8. Put one suitable word in each space, beginning with the letter given. The number of letters in the word is suggested.
- •6.9. Choose the correct word or phrase in each sentence.
- •6.10. Complete each sentence with a comparative or superlative form of the word in bold. Include any other necessary words.
- •6.11. Choose the correct answer.
- •6.12. Change not as … as into less … than.
- •6.13. Supply as … as, not as … as, less. More than one answer may be possible.
- •6.14. Choose the correct answer.
- •6.15. Rewrite the sentences using the words in bold.
- •6.16. Put one suitable word in each space.
- •6.17. Put one suitable word in each space.
- •6.18. Complete the second sentence so that it has a similar meaning to the first sentence.
- •6.19. For each question, complete the second sentence so that it means the same as the first, using no more than three words.
- •6.26. The sooner the better
- •In pairs, write two more beginnings and pass them on to another pair to complete.
- •6.27. The same of different?
- •6.29. Opinions
- •In pairs, think of five questions with superlatives about a country you know well. Give the questions to another pair to answer.
- •6.32. Give an English equivalent for the sentences.
- •Recommended learning resources Reference and grammar books
- •Dictionaries
- •Internet resources
4.9. Rewrite these sentences using “a … of” instead of “one of”.
Model: Paul is one of my friends. → Paul is a friend of mine.
1. That book is one of Mary’s favourites. → …………………………………….
2. Mr White is one of my father’s colleagues. → ………………………………..
3. Angela is one of her classmates. → ……………………………………………
4. I’m one of their employees. → ………………………………………………...
5. Jack is one of your neighbours. → …………………………………………….
4.10. Rewrite the replies to these questions.
Model: A: Is this Becky’s coat? – B: No, it belongs to Jenny. → No, it’s Jenny’s.
1. A: Whose keys are these? – B: They belong to me. → ………………………..
2. A: Is this your money? – B: No, I think it belong to you. → ………………….
3. A: Is this John’s pen? – B: Yes, I think it belongs to him. → …………………
4. A: Is this Jane’s book? – B: Yes, I’m sure it belongs to her. → ………………
5. A: Is that Neil and David’s car? – B: Yes, it belongs to them. → …………….
4.11. For each question, complete the second sentence so that it means the same as the first, using no more than three words.
1. Naomi is a friend of my sister’s.
Naomi is .......................................................................................................friend.
2. These shoes belong to Sam.
These .............................................................................................................shoes.
3. I met one of my friends outside the school.
I met a .......................................................................................outside the school.
4. This is my favourite programme on television.
This is ..................................................................................................programme.
5. What are your teachers called?
What ...........................................................................................................names?
6. Those bikes belong to our neighbours.
Those .............................................................................................................bikes.
4.12. In pairs, discuss what you know about each other, e.G. Carmen’s hair is curly. Donald’s job is very rewarding.
Write a list of five guesses about the other students in the class, e.g. Carmen’s favourite activity is cycling. Read out your guesses and see if they are true.
4.13. In the box below you will see some ideas for describing people. In small groups, write pairs of sentences about famous people using the possessive ’s and contractions of be/have, e.g. Leonardo di Caprio’s eyes are blue – Leonardo di Caprio’s got blue eyes.
blue eyes, red hair, big teeth, long legs, curly hair, turned-up nose, big muscles, nice voice, bushy eyebrows, hollow cheeks, thick eyelashes, charming smile, big ears, thin lips, slim figure
4.14. Give the English for the following sentences.
1. Это мотоцикл моего брата.
2. Это твой ноутбук? – Нет, Кэтрин.
3. Картина Дженни – лучшая на выставке.
4. Мы не знаем, чья это собака. – Это собака нашего соседа.
5. Презентация Майкла и Джереми была крайне запутанной.
6. В прошлом году он основал свой собственный бизнес.
7. Это Ваша машина? – Да, моя. А что? – Она очень похожа на нашу.
8. Компьютер моего брата очень современный. А Ваш? – Мой компьютер – самой последней модели.
9. Рисунки детей очень забавные.
10. Чей этот дом? – Дэвида и Дженни.
11. Ваша квартира очень уютная и красивая. Вы сами её ремонтировали?
12. Это платье – одно из её самых любимых.
13. Ваша очередь говорить, не моя.
14. Это очередная сумасшедшая идея моего дяди.
15. Чьи это часы? – Мои. – Очень красивые и стильные.
16. Это Ваши вещи? – Да, мои.
17. Тони их друг? – Не то что бы друг, скорее знакомый.
18. Сестра Джейн просто красавица. В отличие от самой Джейн.
19. С кем ты провел выходные? – Не лезь не в своё дело.
20. Она моя давняя подруга.
21. Чей это автомобиль перед центральным входом? – Это новый автомобиль Патрика и Марии.
22. Идеи Джереми и Марианны достаточно оригинальны, но никто из них не предлагает нужного нам решения.