- •Arts and culture
- •Vocabulary 1 arts
- •1. Study the information in the box and do the following exercise.
- •2. Each one of these sentences contains a mistake of usage of words connected with the arts. Find the mistake and correct it. You may need a dictionary.
- •3. Complete the chart by adding words from the list given below it. Some may go in more. There is an additional column for you in case you have another group of words.
- •4. Put the words in the list below in the best place on the brain map. Some words may be in more than one place! Then add some of your own words.
- •5. Now complete the following sentences with appropriate vocabulary from the brain map.
- •Vocabulary 2 Music, art and literature
- •2. What do you call the people who play the following instruments?
- •3. What types of painting are these?
- •4. Fill in the gaps with the correct word.
- •5. Use the context and your own knowledge to fill the gaps in these sentences and dialogues.
- •6. Complete this story of Craig David’s early years.
- •7. Answer these questions. If possible, ask someone else the same questions.
- •8. Underline the most suitable word or phrase.
- •9. Complete each sentence with a word from the box. Use each word once only.
- •10. Complete each sentence by putting in, on, at or out of in each space.
- •11. Complete each sentence with a word from the box. Use each word once only.
- •12. Choose the most suitable word or phrase to complete each sentence.
- •13. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line. The school play
- •14. Complete the compound word in each sentence with a word from the box. Use each word once only.
- •15. Adjectives and phrases to describe music
- •16. Idioms
- •Vocabulary 3 Adjectives ending in –ed and -ing
- •1. A Choose the correct word.
- •2. Complete the sentences using one of the words in the box.
- •3. Complete the adjectives in column a with –ed or –ing. Then complete the sentences with a phrase from column b.
- •Interested in...:
- •2. Put in the correct preposition.
- •Vocabulary 5 books
- •1. Put each of the following words in its correct place in the passage below.
- •2. Decide which answer (a, b, c or d) best fits each space. Why read books?
- •3. Fill in the gaps in the model answer below. Use one word in each gap.
- •5. Choosing the right form
- •Need. Absence of Necessity.
- •7. Choose the alternative that best suits the context.
- •8. Fill in: must or have to.
- •9. Complete the following sentences with must not or doesn't / don't have to.
- •10. Underline the correct words. Sometimes both options are possible.
- •13. Permission and prohibition
- •14. Obligation and permission
- •The 1901 Teaching Contract for Female Teachers
- •15. Obligation, prohibition, permission (past)
- •1. Give advice to the people in the following situations. Use should or ought to.
- •2. For each of these situations, give two suggestions with could. Then give definite advice with should.
- •3. Put in should, shouldn't, must or mustn't.
- •5. Look at the pictures. Beside each one, write something you would say to the person, and something about the person. Use either should/shouldn’t or ought/ought not to.
- •6. Think of three things that people say to you, criticizing you.
- •7. Now you can criticize somebody you know!
- •8. Learning from learners
- •9. Fill in the gaps with the correct form of (not) have to, ought to or must(n't) and the verbs in brackets.
- •10. Completing conversations
- •Vocabulary 1 going out
- •1. Put the sentences of this dialogue in the right order.
- •2. Try to fill in the blanks with suitable words.
- •3. Complete the sentences with the right form of the following words. Sometimes there is more than one possible answer.
- •Vocabulary 2 Other/Another
- •1. Fill in the blanks with the appropriate form of other.
- •2. Fill in the gaps using another, (the) other, (the) others.
- •Vocabulary 3 Likes and Dislikes
- •2. Write sentences about yourself. Say whether you like or don’t like these activities. Choose one of these verbs for each sentence:
- •3. Put in a suitable verb in the correct form, - ing or to ... Sometimes either form is possible.
- •4. Adverb and adjective collocations.
- •Vocabulary Writing a review
- •1. Complete the sentences with a preposition.
- •2. Think of a film or tv programme that you liked. Replace the words in italics with information about that film or programme.
- •3. Which tense is used in reviews to give details of the plot?
- •3. Change the sentences into polite requests using the words in parentheses.
- •4. First, complete the items in this activity with appropriate modal auxiliaries. After each, indicate whether your sentence is formal or informal.
- •5. Read the situation and write questions beginning Do you think…
- •6. What would you say in these situations?
- •7. Write what you would say in the following situations.
- •8. Responses
- •Vocabulary Cinema and theatre
- •1. Look at the picture of your visit to the theatre and answer these questions.
- •2. What word or phrase is being defined?
- •Vocabulary do and make
- •1. Use either do or make to fill in the blanks.
- •2. Finish each of the following sentences in such a way it means exactly the same as the sentence printed before it.
- •3. Fill in the gaps using make or do.
- •1. Complete the sentences with can, can't, could, or couldn't.
- •2. Complete these sentences about the Wilson’s plans with can/can’t and ‘ll be able/won’t be able to.
- •5. Fill in: was/were able to, could(n't), had been able to, will be able to or can.
- •6. Underline the most suitable words. Sometimes both options are possible.
- •Grammar Revision
- •1. Which of the words in the box will fit the sentences? Often there is more than one possibility.
- •2. Underline the correct answer.
- •3. Fill in the gaps below with the correct form of (not) have to, must, (not) need or should.
- •4. Read the extract. Decide if the underlined phrases are correct or not. Tick (V) them if they are right and correct them if they are wrong.
- •5. Necessary or not necessary?
- •7. Paraphrase the following sentences, using modal verbs so that they are as similar in meaning as possible to the first ones.
- •8. Write what each person would say in each situation using modals. Sometimes more than one answer is possible.
2. What word or phrase is being defined?
1 A play or film in which part of the story is sung to music.
2 The total number of actors in a play or film.
3 The people who watch a play at the theatre.
4 What these people do with their hands at the end of a play.
5 The person who makes a film.
6 Journalists who write articles about films and plays.
7 The name of the articles they write.
8 The translation of the story of a film across the bottom of the screen.
9 To reserve tickets before the performance.
10 The most important actors or actresses in a film.
3. Have you seen these famous films made in English over the last twenty years? If so, try to complete the rest of the table using words from above. Then write in the titles of three more films you have seen and complete the rest of the table for it.
|
Film
1. Dirty Harry with Clint Eastwood 2. Blade Runner with Harrison Ford 3. Four Weddings and a Funeral with Hugh Grant 4. Schindler's List with Liam Neeson
5. Dances with Wolves with Kevin Costner 6. 7. 8. |
Type of film |
Subtitles or dubbed? |
Description of film (adjectives) |
/English Vocabulary in Use. Pre-intermediate & Intermediate. Stuart Redman/
Vocabulary do and make
The words DO and MAKE are very similar. It is often difficult to choose between them. However, there are some differences.
1. We use DO when we talk about an activity without saying exactly what that activity is – for example, with something, nothing, anything, everything, what, e.g.:
Do something!
He likes doing nothing.
What shall we do?
I don’t know what to do. Then he did a very strange thing.
What are you doing?
I’m doing a puzzle.
2. So now you see that DO can mean to perform an activity or action in general, it can also mean to solve or to put together.
3. We use DO when we talk about work and in the structure DO-ing, e.g.:
I’m not doing any work today.
I’m going to do some reading.
I dislike doing housework.
I hate doing the cooking, washing up, shopping – let’s get a maid to do these jobs.
Would you like to do my job?
I’ve got to do my homework.
4. We often use MAKE when we talk about constructing, building, creating, causing or forcing something to happen.
I enjoy making model aircraft.
I’ve just made a cake.
Let’s make a plan.
My father and I once made a boat.
That company makes television sets.
Can you make bread?
The car journey made him sick.
They made him work hard.
5. In other cases, there are no clear rules. If you are not sure which word is correct, look it up in a dictionary.
1. Use either do or make to fill in the blanks.
In most countries, young men have to _________ military service. Some do not enjoy it but they know they must __________ their duty. These people usually try to __________ the best of it. Others discover that they are cut out for the military life: they __________ the most of it.
Everyone learns that it ____________ no good to ___________ a fuss or to ___________ a nuisance of oneself.
If you are late, it _________ no good to __________ excuses.
If you don't like running, walking or climbing or getting up at 6 A.M., you must learn to like it: the army ___________ no exceptions. Do not try to ___________ sense of military regulations: their purpose is to confuse you. And every time you __________ a mistake, the sergeant-major will say you are trying to __________ a fool of him.