- •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. Finish each of the following sentences in such a way it means exactly the same as the sentence printed before it.
1. This is not your concern.
This has got _________________________________
2. He regularly went for a walk early in the morning.
He made a ________________ of going for a walk.
3. Be quiet!
Stop _____________________ noise!
4. The two companies have been trading together for many years.
The two companies have been ____________________.
5. I need to speak to someone on the telephone.
I have to ____________________________ .
6. He could have passed the exam but he just didn't try.
He _________________________________________.
7. We traveled the long distance from Italy by car.
We made _________________________________.
3. Fill in the gaps using make or do.
Albert was a criminal, although no one would have believed it on meeting him. He was a kind-hearted man, always ready to __________ someone a favour. He had the habit of __________ suggestions with his hands as he spoke and was always __________ people laugh. During his twenty-year career, he had __________ a large fortune from crime. He loved money
and had decided years ago that it was much easier to __________ money through stealing than through having to __________ a lot of hard work.
He lived in a large house and had a housekeeper who __________ the cooking. He also had two maids who __________ the cleaning and washing up and __________ the beds and a man who came twice a week to ___________ the gardening. Albert started life as a businessman but had not __________ a great impression on his boss. In fact he had __________ so many stupid things that everyone in the office had begun to __________ fun of him behind his back. Albert __________ up his mind. He would __________ one last effort to __________ a success of business and if he __________ another mistake he would leave the business world. He decided his firm could __________ some more business abroad. He __________ several important contacts and __________ all the arrangements for a meeting between his company and one in France. At the meeting, however, he __________ such a terrible speech that the business deal fell through and Albert found himself unemployed. He had __________ his best but had failed. He turned to crime, and soon __________ good progress in his new career; at last he had __________ a success of his life. he found he need “work” during summer, while in winter he __________ a habit of going abroad to find the sun. This __________ him the world of good and on returning home he was ready to __________ everything he could
Unit 4
Grammar Can and Be Able to expressing ability
1. Complete the sentences with can, can't, could, or couldn't.
1. Fish ___________ talk.
2. I used to be a good swimmer. I ___________ swim long distances when I was a
teenager.
3. Why ___________ all the nations of the world just get along in peace? Why are there
always wars somewhere on the earth?
4. When I was younger, I ___________ stay up past midnight and get up at dawn feeling
refreshed and ready to go. I ___________ do that any longer now that I'm middle-aged.
5. I ___________ get to sleep last night because it was too hot in my room.
6. An illiterate person is someone who ___________ neither read nor write.
7. My uncle was a wonderful craftsman. He made beautiful things out of wood. But he ___________ read or write because he never went to school.
8. I had to put together my daughter's tricycle. It came from the factory unassembled. At first I ___________ figure out what to do, but finally, after hours of work, I managed to get it assembled.
/Understanding and Using English Grammar, Workbook, Betty Schrampfer Azar/