- •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
6.19. For each question, complete the second sentence so that it means the same as the first, using no more than three words.
1. Could you not talk so fast, please?
Could you………………………………………………………………..., please?
2. The last film we saw was more frightening than this one.
This film is………………………………………………………...as the last one.
3. Nobody in the class cooks better than Sam.
Sam is…………………………………………………………………in the class.
4. You ran a lot faster than I did.
I didn’t run……………………………………………………………………you.
5. Small cars are more economical than large cars.
Large cars are………………………………………………………….small cars.
6. Skating isn’t as exciting as skiing.
Skiing is…………………………………………………………………..skating.
7. Richard doesn’t work harder than Alan.
Alan works just…………………………………………………………..Richard.
8. Jack isn’t as interested in football as his brother is.
Jack’s brother……………………………………………….in football than he is.
9. Bill is the youngest in the family.
Everyone else in the family…………………………………………………..Bill.
10. I haven’t eaten as much as you.
You’ve eaten………………………………………………………………………
6.20. PREFERENCES
In pairs, discuss these questions.
- Which do you prefer, tea or coffee?
- Who do you think is more handsome/beautiful? (Choose two celebrities)
- Which do you prefer, spring or autumn? Why?
- Do you prefer to express yourself by speaking or by writing?
- Do you prefer cats or dogs? Why?
- Do you prefer sunrise or sunset? Why?
- Would you rather be rich and ugly, or poor and good-looking? Why?
In pairs, write two questions about preferences. Choose one each, and survey the rest of the class.
6.21. COUNTRIES
In groups of three or four, discuss these questions about the UK/USA.
- Is the UK/USA hotter or colder than your country? How much?
- Is it wetter/greyer, etc?
- Is it cheaper/more expensive?
- What are the differences between your country and the UK/USA?
- Which things are better in your country than in the UK/USA?
In pairs, compare two countries you know well using these ideas.
big, small, developed, mixed, green, corrupt, cold, hot, mountainous, expensive, tolerant, football crazy, safe, rich
6.22. YES, BUT…
In two teams, write ten short sentences containing an adjective, e.g. Liverpool is a good football team. Take turns to read out one of your sentences. Someone in the other team has to respond immediately with a comparative, beginning ‘Yes, but…’, e.g. Yes, but Barcelona is better.
6.23. CIRCLE COMPARATIVES
Choose one of the following categories and write down words to go in each of them.
animals, countries, sports, methods of transport, food, clothing, travelling, studies, leisure activities
In small groups, you have five minutes to write as many comparisons as you can, e.g. Dogs are more intelligent than cats.
Read out your sentences. Each group gets a point for every grammatically correct comparison that no other group has written. Every comparison has to be both grammatically and factually correct.
6.24. APPEARANCES
In pairs, compare your appearances and your possessions, e.g. I’ve got smaller hands. You’ve got more organized notes. Here are some ideas.
longer nails, more pockets, a more interesting job, a heavier bag, neater writing, bigger eyes, smaller nose, shorter hair, darker eyes, bushier eyebrows, more colourful clothes, newer shoes
6.25. ADVERTISING AGENCY
Think of things which are often advertised on TV. Write them down. In small groups, choose one of these things and think of a new brand. Write a radio advert explaining why it’s better than its competitors, e.g. For the whitest teeth buy Afterglo. It whitens your teeth and leaves your breath fresher than mountain air. It’s more effective than all its leading competitors. Choose Afterglo, for the brightest, most confident smile.
Read out your advert to the class. Each small group has to listen carefully to the others’ adverts and make some notes for a complaint to the Advertising Standards Agency, e.g. The advert says it’s more effective than other toothpastes, but it contains much more sugar than other brands to make it taste better.