Завдання для самостійної роботи

Міністерство освіти і науки України

Львівський національний університет імені Івана Франка

Педагогічний коледж

Циклова комісія викладачів

іноземних мов

Олена Гуляйгородська

Завдання для самостійної роботи

 

 

Львів – 2015

Міністерство освіти і науки України

Львівський національний університет імені Івана Франка

Педагогічний коледж

Циклова комісія викладачів іноземних мов

Олена Гуляйгородська

Завдання для самостійної роботи

 (збірник)

                                                                           

Львів

«Малий видавничий центр»

2015

Завдання для самостійної роботи [збірник] [Олена Гуляйгородська] / – Львів: Малий видавничий центр, 2015. – 52с.

Збірник завдань для самостійної роботи призначений для  студентів 4-го курсу спеціальності 6.010102 «Початкова освіта». Розроблені завдання сприяють формуванню усної та  писемної мовленнєвої компетенції студентів. У збірнику подано завдання для самостійної роботи студентів з усіх видів мовленнєвої діяльності: читання, аудіювання, письма та усного мовлення.

Розглянуто на засіданні циклової комісії викладачів іноземних мов

Протокол  № ____    від   ______________ 2015р.

Схвалено на засіданні методичної ради Педагогічного коледжу Львівського національного університету імені Івана Франка

Протокол  № ____  від   _____________  2015р.

Contents

Пояснювальна записка_____________________________________2

Individual work 1 __________________________________________3

Individual work 2 __________________________________________7

Individual work 3 __________________________________________7 

Individual work 4 __________________________________________9

Individual work 5 _________________________________________ 17

Individual work 6 _________________________________________ 21

Individual work 7 _________________________________________ 25

Individual work 8 _________________________________________ 28

Individual work 9 _________________________________________ 29

Individual work 10 ________________________________________ 29

Individual work 11_________________________________________ 30

Individual work 12 _________________________________________30

Individual work 13 _________________________________________31

Individual work 14 _________________________________________34

Individual work 15 _________________________________________39

Individual work 16 _________________________________________41

Individual work 17 _________________________________________45

Individual work 18 _________________________________________50

Reference List _____________________________________________ 51

 

 

Пояснювальна записка

Самостійна робота студентів з дисципліни «Практичний курс англійської  мови» є складовою навчального процесу, важливим чинником, який формує вміння навчатися,сприяє активізації засвоєння студентом знань. Самостійна робота студентів є основним засобом опанування навчального матеріалу у позааудиторний час.

       Мета самостійної роботи студентів — сприяти засвоєнню в повному обсязі навчальної програми та формуванню самостійності як важливої професійної якості, сутність якої полягає в умінні систематизувати,планувати та контролювати власну діяльність.

              Розроблені завдання сприяють формуванню усної та  писемної мовленнєвої компетенції студентів. У збірнику подано завдання для самостійної роботи студентів з усіх видів мовленнєвої діяльності: читання, аудіювання, письма та усного мовлення. 

 

Individual work 1

English Tenses Revision

Objective: to revise all English Tenses learned during the course.

Task: do four exercises based on English tenses revision.

Recommendations:

  1. Revise Past Simple vs. Continuous, Past Perfect Simple vs. Continuous; Present Perfect, Present Continuous vs. Future Simple; Present Simple.
  2. Revise active and passive forms of the verb.
  3. Read all the tasks carefully before doing the exercises.
  4. Consult a dictionary if you find any unknown words.
  5. Check your answers with the keys.
  6. The paper is passed if you have done 60% of tasks correctly.

Time limit – 3 hours.

Exercise 1.

This is a letter from Joanna, who is staying with a family in New York, to her parents in England. Put the verb in brackets in the correct tense.

New York

Sunday 22nd

Dear Mum and Dad

I can’t believe I (1) … (be) in New York for three months now. Time (2) … (pass) far too quickly. So much has happened since I last (3) … (write) to you that I (4) … (not know) where to begin.

I (5) … (start) by telling you of my little adventure. Last Saturday I (6) … (go) shopping in the local shopping mall. I (7) … (look) for some new jeans for the party I was going to that evening when suddenly I (8) … (realize) that my purse (9) … (steal). The police (10) … (call) immediately, but I couldn’t answer their questions because I (11) … (cry) so much. I (12) … (look) in my bag for a tissue when – guess what? – I (13) … (find) my purse! It (14) … (get) hidden underneath all the other stuff. I (15) … (feel) such a fool!

Anyway, the party that evening wasn’t much good, which was a shame as I (16) … (look) forward to it all week. When I (17) … (arrive), all the food (18) … (eat). The friends I hoped to meet (19) … (go) home already. After half an hour we (20) … (tell) we were making too much noise, so we (21) … (have to) turn off the music. I decided to leave at about 11.00. I (22) … (give) a lift home by a guy called Peter, who you’d really like. When I got home, I (23) … (starve)!

Mrs. Goldstein (24) … (say) for weeks that she wants to take me to the Statue of Liberty, so tomorrow we (25) … (see) it. They’re a very kind family and I (26 … (feel) at home here. They (27) … (teach) me to speak with an American accent, so when I speak to you on the phone you (28) … (recognize) me!

The course I (29) … (do) in psychology is interesting. The college (30) … (situate) on the edge of Central Park, so I often (31) … (have) my lunch there as the canteen in the college (32) … (decorate) at the moment. My teachers are great. One of them (33) … (write) a book which (34) … (translate) into five languages! I (35) … (not read) it yet, but it’s on my list, she (36) … (study) how children learn their first language for years and years, and I (37) … (think) she’s quite well-known.

Dad, please could you send me some money? I only (38) … (have) $10 to last me till I (39) … I (pay) next week. I (40) … (save) up for my return fare home, so you can’t be cross with me!

Please write soon with all the news from England, Give my love to the dog.

Lots of love

Joanna                                                                               (40)

Exercise 2.

Look at the letter from Joanna’s parents to her. Underline the correct version.

Sunday 12

Dear Joanna.

(1) Me love getting/ We’d love to get your letters. They’re always full of so much (2) exciting/ excited news. We believe the story about your lost purse. We (3) totally/ distinctly remember the same thing happening to your car keys a few months before you left. You (4) can’t have/ might have looked very carefully in your bag before (5) to phone/ phoning the police. Did you really need (6) buying/ to buy a new pair of jeans? You (7) must/ should be spending all your money on clothes. You’ll he (8) absolutely/ very hard up if you (9) won’t be/ aren’t careful. We can’t afford (10) keeping/ to keep sending you money all the time. Anyway I’ll stop (11) moaning/ to moan now, or you (12) won’t be writing/ won’t write to us again!

(13) You are/ You’ll he pleased to hear that Sally passed all her exams, (14) that/ which means she’ll be leaving next month (15) for to start/ to start her course at Oxford. She finished (16) to work/ working at the local bookshop last week, but (17) she’ll he working/ she works there again during the Christmas holidays. (18) She must have saved/ She’s had to save as much as possible to take to college with her. We just don’t know if she has enough money. We’ll have to (19) give and take/ wait and see.

The house (20) is going to feel/ will be feeling very empty with you and Sally away. I expect your father and I (21) will just get used to/ will have just got used to the (22) peace and quiet/ quiet and peace when you two are back!

It’s Grandma and Grandpa’s wedding anniversary into weeks. (23) They’ll have been married/ They’re going to be married for 50 years. (24) There’s going to be/ There will be a big party at the village hall, and all the family have been invited. Please remember (25) to send/ sending a card. They’ll be so pleased (26) to hear/ hearing from you. Grandma has been very busy (27) making/ to make all the arrangements. She’ll be (28) very/ absolutely exhausted when (29) it’s/ it’ll be all over. She’s 74 and (30) sooner or later/ more or less she’ll realize that she can’t go running around like someone half her age.

Do you remember (31) to meet/meeting Sheila and Bob, (32) that/ who we got to know on holiday last year? Well, (33) they’re coming/ they come to visit us next weekend. Dad painted the spare room especially, but he (34) didn’t need to bother/ needn’t have bothered, as they’ve decided to stay at a hotel (35) that/ what is just down the road. We haven’t decided where (36) to take/ we took them yet. We (37) shall/ might go for a drive in the country.

I (38) must/ have to say goodbye now. Dad went to London today, but he (39) must/ should be back any minute now. We can’t wait (40) seeing/ to see you again.

Lots of love and kisses.

Mum and Dad.                                                                   (40)

Exercise 3.          Present Perfect

Underline the correct verb form.

  1. `Where’s Pete?’ `He’s gone/ been to Peru.’
  2. Sorry to keep you. Have you waited/ Have you been waiting long`?
  3. ‘How have you cut/ did you cut yourself?’ ‘It was an accident.’
  4. I’ve never seen/ I’ve never been seeing a funnier film. You must see it.
  5. I’ve had/I’ve been having driving lessons for ten months.
  6. I haven’t passed/ haven’t been passed my test yet.
  7. How long have you had /have you been having your car?
  8. Has the car serviced /Has the car been serviced regularly?
  9. My father worked/has worked in the same job until the day he retired.
  10. `Why are you so muddy?’ ‘I’ve worked/ I’ve been working in the garden.’ (10)

Exercise 4.          Narrative tenses

Put the verb in bold in the correct tense, Past Simple or Continuous, or Past Perfect Simple or Continuous. There are both active and passive tenses.

do

  1. What … you … with my hairbrush when you’d finished with it?
  2. There was a lot of noise in your room last night. What … you …?
  3. Sally’s garden was a mess. She … nothing in it for years, and it was like a jungle.
  4. ‘My office has been redecorated!’ ‘Yes. It … while you were away.’

make

  1. I took my car to the garage yesterday because it … some funny noises.
  2. Tim was depressed. He … redundant three months before, and he couldn’t pay his bills.
  3. My grandfather … all his money from selling second-hand cars.

rain

  1. The roads were dangerous because it ….
  2. ‘Did you have a good holiday?’ ‘No. It … every day.’
  3. We couldn’t play tennis because it …. (10)

                                                                                  Total: 100

 

Individual work 2

Individual Home reading

Objective: to improve students’ reading comprehension skills, to enrich their vocabulary and to develop speaking while presenting a book to the group mates.

Task: read 40 pages of the book and make a presentation on it.

Recommendations:

  1. Choose a book (Intermediate or Upper Intermediate level).
  2. Make a glossary of unknown words and study it.
  3. Prepare a presentation on the book including the information about the author, his/ her style.
  4. Speak about your favourite character and episode from the book; plot.
  5. Present your glossary. Time limit – 4 hours

 

Individual work 3

Listening Comprehension

Objective: to improve students’ listening comprehension skills.

Task: listen to the task and do all the exercises.

Recommendations:

  1. Listen to the text twice. (New Headway Upper-intermediate, T 3.2, T 3.3, T 3.4)
  2. Do the exercises.
  3. Revise Passive Voice to fulfill the task of exercise three.
  4. Check your answers with the key.
  5. The work is passed if you have done 60% of tasks correctly.

Time limit – 2 hours.

Exercise 1.

You will hear the radio news. Listen to the first story. Tick (√) the phrases you hear. Put a cross (x) next to the phrases you don’t hear. Correct them.

  1. have been found
  2. who were all from Glasgow
  3. have been climbing
  4. they are forced
  5. They were found
  6. They were recovering in hospital
  7. they said
  8. have warned walkers

Exercise2.

 Listen to the second news item. Here are the answers to some questions. Write the questions.

  1. The novelist. Saskia Lane.
  2. Last Sunday evening.
  3. Her ex-husband.
  4. In the bedroom of her apartment.
  5. She probably committed suicide.
  6. Since the break-up of her last marriage.
  7. Two years ago. It’s called Ex-wives of Manhattan.
  8. She’s been married five times.
  9. Two. The daughter and son from a previous marriage.

Exercise3.

Listen to the third news story. You will hear it first at normal speed, then at dictation speed. Write it down. Underline all the examples of the passive.

 

Individual work 4

Reading Comprehension

Objective: to improve students’ reading comprehension skills, enrich their vocabulary.

Task: work with the texts in order to do comprehension exercises. 

Recommendations:

  1. Read the texts and do the following exercises.
  2. Revise the professions.
  3. Make a glossary of unknown words and study it.
  4. Check your answers with the key.
  5. The work is passed if you have done 60% of tasks correctly.

Time limit – 5 hours.

Exercise 1.

Read the following magazine article about mobile phones and answer the questions below.

Menace or Convenience: the lure of the mobile phone

A friend of mine was a penniless student at university in 1985 when she started to go out with a man who lived in an oil-rich eastern state. To all her friends he seemed like the possessor of boundless riches, not least because he gave her a mobile telephone so that he could contact her at any point of her day directly from his home country. Although virtually none of us had ever seen a mobile telephone before, the overriding reaction was, ‘What a waste of money ringing all that way’ as opposed to, ‘Wow, that’s brilliant’. From their earliest incarnations, these telephones have never had the capacity to thrill us in the way that other new bits of technology can. Sighs of contempt, rather than envy, would be breathed in all the first-class train carriages where mobiles started ringing in the late 1980s.

By the mid 1990s, the mobile was no longer the preserve of image-conscious businessmen. Suddenly, it seemed, every petty criminal could be seen organizing their dodgy deals as they shouted into stolen ones in the street. It was at this point that I bought a mobile. I had been sneering for years, but I reasoned that as everyone now had one, surely no-one would be offended or irritated by mine, as long as I used it exclusively in the back of taxis or other places where I could avoid intruding on people’s mental privacy.

But I immediately grew to depend on it and constantly checked that I had it, in the way that habitual smokers are said to keep checking for their cigarettes. And it affected my behaviour. Without the means of ringing ahead to say I was going to be late, for example, would I have set off for my business appointment with so little time to spare? I began to understand how those inexperienced walkers come to call out the Mountain Rescue Team from the top of some perilous peak. Without the false sense of security the phone in their pocket provided, they wouldn’t have gone up there in the first place.

What’s more, after a while, I realized that once it has got a hold on you, all telephone calls are urgent in exact proportion to the availability of a mobile to announce them. Because our modern lives have so much capacity for urgency, the mobile is turning into an enemy rather than a helpmate. It is enabling us to dash from one activity to another in the mistaken belief that we can still be in touch – with work, with other family members. Yet, although we are constantly on standby, we are not in a position to be fully engaged with anything else. No mental commitment to the task in hand is possible when the mobile can ring at any moment with another demand for our attention, no matter how legitimate. In this way, I began to feel persecuted rather than liberated.

And mobiles may be even more sinister than any of us could have dreamt. When activated, it seems, they serve as miniature tracking devices which, unknown to their owners, reveal their whereabouts at any given time, even if no calls are made or received. In a recent murder trial, the police showed that the suspect traveled to and from the murder scene, despite his having denied this, through using the computer records of his mobile’s whereabouts.

But what has really put me off my phone is a conversation I had with a terrifyingly important man – one of the most conspicuously successful in Britain. He had been to dinner the night before with two other such figures. ‘Do you know,’ he said, ‘they sat there taking calls all through dinner.’ What a let down. In my book, importance is denoted not by a ringing mobile, but rather by the ability to build up the kind of efficient and trustworthy support team that ensures you never need to take an urgent call in public. One suspects, moreover, that it is the very existence of the mobile phone that prevents effective delegation in such situations, that it represents a menace rather than a convenience.

Decide which answer to each question best fits with the passage.

 

  1. According to the writer, how did people react when the first mobile phones were introduced in the 1980s?

  A They were rather suspicious of them.

  B They saw how useful they might be.

  C They realized how popular they would be.

  D They were generally unimpressed by them.

  1. Why did the writer eventually decide to buy a mobile phone?

  A She accepted that one was needed for her work.

  B She realized they had become widely accepted.

  C She had seen how to use one effectively.

  D She had got used to the idea of them.

  1. What immediate change did the mobile phone make to her life?

       A It tended to make her less reliable.

       B It caused her to do irrational things.

       C It led her into dangerous situations.

       D It forced her to make better use of her time.

  1. Why did she eventually come to resent her mobile phone?

       A It allowed her employers to monitor her movements.

B It prevented her from concentrating on what she was doing.

       C It allowed people to make unreasonable demands on her.

       D It meant that her work was invading her free time.

  1. The writer tells us the anecdote about the important man to show that mobile phones:

       A are essential in modern business.

       B are a nuisance in social situations.

       C may lead to less efficient management.

       D may lead to a loss of business confidentiality.

Exercise2.

Answer questions 1-15 by referring to the magazine article about careers below.

People at Work

  1. Name: Adrian Bohane. Occupation: Sales director of a company selling satellite imagery.

I usually work in the mornings and afternoons but because the company headquarters are based in Canada, I often have to turn on my personal computer as soon as I get home from the office to check for e-mails. This means about three hours more work after I should have finished for the day. My main job is to look after thirty distributors in my area so I spend much of my day making contact with them. I often attend conferences on satellite data and also do presentations to explain to clients about the industry. Most clients come from an academic background as satellite data is often used for scientific reasons.

The high point of the job has to be the excellent opportunity I have to travel and it is great to mix with people from so many nationalities. Conversely, traveling can sometimes be a low as I am never at home and it involves working on my own a great deal of the time.

Sometimes it is difficult to remain connected and know exactly what is going on at head office. However, at the end of the day I am my own boss – which is nice – so I only really have to worry about me.

In my free time I like to travel and go diving, but as I am so busy with work there is very little time for any of this. What little time I do have off is spent relaxing with friends, eating out or working in the garden.

  1. Name: Victoria Williamson. Occupation: PA to an all-girl pop band.

I was actually part of the girls’ management team for two months, before they asked me to be their PA. If we’re in America, I get up at 6 a.m. to stay in touch with London – getting up so early can be really difficult! – but in Europe, I get up around 9.30 a.m. I go to the hotel gym, make sure everyone’s up, check in with security and confirm the day’s appointments and interviews. I’m the link between the girls and the record company, stylists, accountants and print media. Now that they manage themselves, there’s also a lot of legal paperwork to be signed and returned quickly.

I’m working all the time that I’m awake. I don’t have breaks as such, and I’m often up until 2 a.m. But because the girls have such a great sense of humour and fun, it’s always a real laugh. And at times we can get really emotional together. Working for women is fantastic because they’re much more on my wavelength than any of the male bosses I’ve had.

  1. Name: Dr Heather Hall. Occupation: Assistant curator at a major zoo.

I arrive at the zoo at about 7.45 a.m. and catch up on what’s happening in the aquarium and reptile house. If I have time before my department meetings, I walk round each section and talk to the keepers about any problems that may have come up.

I oversee about 2,000 animals, and we are constantly reviewing which animals we want to keep. If we’re left with just one individual animal from a particular species, we try to send it to join a breeding programme at another zoo. After lunch – usually something to eat at my desk – I open my post, which includes letters and questionnaires from students and other zoos, which I respond to. My afternoon work is likely to be more diverse. I work closely with a group of scientists at the Institute of Zoology, working on population and species management. I show visitors from other zoos and institutes around, talking them through the set-up. I also give lectures to students, anglers, fish hobbyists and members of the public. I finish work at 6 p.m., when somebody else takes over, and if I sometimes spend evenings at home, catching up with reading or research, that’s really for my own interest.

  1. Name: Hannah Latham. Occupation: Motorcycle courier.

I do about fifteen to twenty-five pick-ups a day. I mainly pick up and deliver small packets – that’s all fairly standard, but sometimes I take passports to embassies, wait for visas to be issued, or pay cheques into banks. Some of the requests can be quite strange: I once had to deliver 20 cream cheese bagels to a café! A lot of my work is in inner London, so I have to be really careful, especially in wet weather. The job takes a lot of concentration, and I occasionally get angry with drivers, but I have to control my road rage as it impairs my riding. I used to get lost quite a bit at first, but it didn’t take long to develop my map-reading skills.

I do feel really satisfied when I’ve had a good day, and I don’t seem to have any problems switching off in the evening. I used to work Saturdays, too, but now my weekends are completely taken up with motorcycle racing, which is my new passion.

Which person:

liaises with his/her staff in person?                                            1 

feels great empathy with his/her employers?                              2 

encountered difficulties with the job initially?                       3 

occasionally feels the need for more contact with people?           4 

liaises with an academic body?                                                   5 

enjoys working independently?                                                   6 

routinely works beyond the stipulated hours?                      7 

liaises between his/her clients and other professionals?              8 

can no longer offer complete flexibility of working hours?           9 

informs people how his/her organisation works?                      10 

sometimes loses track of what is happening elsewhere in his/her organisation?                                                                           11 

gives lectures to groups of business clients?                             12 

has to hold his/her emotions in check?                                    13 

is co-operative with organisations similar to his/her own?         14 

regards the main part of his/her job as routine?                        15 

 

Individual work 5

Vocabulary Test

Objective: to check students’ vocabulary on the topic ‘Health’.

Task: test yourself on the topic ‘Health’. 

Recommendations:

  1. Revise the vocabulary.
  2. Fulfill the tasks.
  3. Check your answers with the key.
  4. The work is passed if you have done 60% of tasks correctly.

Time limit – 3 hours.

Exercise 1.

Match the sentence halves, using each half once only.

  1. If someone feels sick a they may have a cold.
  2. If someone’s got flu b they want to go to the toilet.
  3. If someone has a heart attack c they find it hard to breathe.
  4. If someone’s got diarrhea d they want to vomit.
  5. If someone’s got asthma e they feel very hot.
  6. If someone’s got a hangover f they have a high temperature.
  7. If someone is blowing their nose a lot g they need a doctor immediately.
  8. If someone’s got a temperature h they drank too much beer last night. (8)

 

 

Exercise 2.

Complete the dialogues with a word from the box in the correct form. Use each word once only.

 

hurt             suffer       sneeze              prescription           ache         filling        injection         painful        temperature          

 

A: My little boy isn’t very well. He keeps (1) ….

B: Oh, dear. Does he (2) … from hay fever?

A: No, I don’t think so.

P: Has he got a (3) …?

A: Yes, it’s quite high. Maybe I should take him to the doctor’s.

B: I would. Then he can give you a (4) … for the chemist’s.

C: I fell over and hit my knee.

D: Did it (5) … very much?

C: Yes, it was terrible. And this morning when I got up, it was still (6) ….

E: Have you been to the dentist’s yet?

F: Yes, I went yesterday. I had to have two (7) … in my back teeth.

E: Did he give you an (8) …?

F: Yes, I don’t like needles very much, but at least it wasn’t too (9) …, so I was very relieved.                    ………               (9)

Exercise 3.

Correct the mistakes. There is one in each sentence.

  1. She’s in bed because she’s got flu and she feels sick.
  2. It’s horrible when you have a cold and keep blowing the nose.
  3. My back is very pain because I was carrying a heavy suitcase yesterday.
  4. Many children suffer for asthma these days.
  5. He’s got a sore cough and a throat.
  6. I don’t feel myself well. (6)                                                      

Exercise 4.

Find the best ending on the right for the sentence beginning on the left.

  1. He got into a) his arm in two places.
  2. He had to b) an ambulance.
  3. He broke c) a fight.
  4. He hit d) of a window.
  5. He called e) a plaster on his finger.
  6. He fell out f) his head.
  7. He put g) go to hospital. (7)

Exercise 5.

Match a person in A with suitable lines from B and C. Make at least one sentence about each person.

  1. g. The nurse took the patient’s temperature.

A                                              B                                     C

The nurse                    performed            his knee.

The surgeon                suffered               her wrist.

The accident victim      had               in the smoky atmosphere.

The toddler                 took                     during the crossing.

The teenager               fell over and grazed the patient’s temperature.

The pregnant woman   felt faint               a difficult operation.

The old man                felt sea-sick         in the attack.

The tennis player         sprained               on a stretcher.

The racing driver         was wounded        a heart attack.

The soldier                  was carried           from sunburn.

The gardener               was stung             the crash.

The ferry passengers   was lucky to survive     by a wasp.

The holidaymaker                                   spots on her face.    (12)

Exercise 6.

Choose the word or phrase which best completes the sentences.

  1. Footballer Jimmy White was … in the second half on the match in a tackle with the goalkeeper.

  wounded            injured          damaged

  1. He’ll be out of the game for several weeks with a … shoulder.

  sprained             sore       dislocated

  1. My daughter fell off her bike and she had to have … in her leg.

  a bandage          stitches         a sling

  1. Suddenly Tom felt a sharp … in his stomach.

  pain                   ache       indigestion

  1. Whenever I eat shellfish I get … all over my body.

  bruises        a rash           warts            

  1. Lots of people are … shellfish.

  allergic to    allergic with   allergic from

  1. Ouch! I’ve got … on my heel from these new shoes.

  a blister a blemish      a boil

  1. My husband hates heights. When he looks down he feels ….

  drowsy        tipsy              dizzy                                        (8)

                                                                                  Total: 52

Individual work 6

English Tenses Revision

Objective: to revise all English Tenses learned during the course.

Task: do the exercises based on English tenses revision.

Recommendations:

  1. Revise Past Simple vs. Continuous, Past Perfect Simple vs. Continuous; Present Perfect,

  Present Continuous vs. Future Simple; Present Simple; phrases with verbs do, make, take.

  1. Revise active and passive forms of the verb.
  2. Read all the tasks carefully before doing the exercises.
  3. Consult a dictionary if you find any unknown words.
  4. Check your answers with the keys.
  5. The paper is passed if you have done 60% of tasks correctly.

Time limit – 3 hours.

Exercise 1.

Correct the mistakes in word order in the sentences.

  1. In the middle of winter I was born in 1981.
  2. A new car she bought with the money in his will her father had left her.
  3. With a limp he walked, because playing football his leg he had hurt.
  4. Usually at Tesco’s I go shopping because are lower the prices.
  5. Early I go shopping on Saturday morning, before arrives everyone else.
  6. I’m going today to London to buy for Jack a new coat.
  7. Immediately in the bank you should put your money.
  8. To France we went on holiday last year unfortunately but was awful weather.
  9. Quickly she tidied up her flat, because were coming to stay her parents.
  10. Never I’ll understand why so passionately she loves him. (10)

Exercise 2.

Put in a relative pronoun (what, who, which, where, or that). If the pronoun is optional, write nothing.

  1. The hotel … we’re staying in is miles away from the beach.
  2. I’m working for a company … main branch is in Manchester.
  3. That factory, … employs 500 people, makes computers.
  4. That’s the woman … didn’t turn up at her own wedding!
  5. That new computer is just … we need in this office.
  6. Is that the button … you pressed?
  7. My wife, … work takes her away from home a lot, has decided she needs an assistant.
  8. My car’s at the garage, … means we’ll have to walk.
  9. The team … wins will get £1,000.
  10. The town … I was born has completely changed. (10)

Exercise 3.

Choose the word or phrase which best completes each sentence.

1 We were told to put it where it was usually ____________.

a belonged         b fit           c had            d stored

2 It wasn’t the first time they had been     how it worked.

a taught  b reported        c explained      d described

3 DNA tests___________ accepted in court cases.

a are known   b were used    c have been     d will have

4 Something _______________happened or they would be here by now.

a must         b must be        c must have       d must have been

5 There _______________to be serious flaws in the design.

a claimed      b reported       c were said       d were told (5)

Exercise 4.

Identify the one underlined expression (A, B, C or D) that must be changed in order to correct these sentences.

  1. When he said they weren’t going to yet engaged because they were getting married right away,                                                                                                A                                                  B

I assumed he wasn’t already got married, but I didn’t know he had just got divorced that day.                                                                                               C                                                          D

  1. No one died, but four people were injured and had to be taken

                  A                                     B                                 C

to hospital after a small plane was crashed near Dublin last night.

                                                                D

  1. The main door couldn’t be opened. It had been locked by a

                                           A                           B    

special key that the caretaker didn’t have.

                                                                C

He had been given a large set of keys, but none of them fitted the main door.

                  D

  1. The sign said parking was prohibited, but my car wasn’t left

                                       A                                      B

there more than five minutes while I ran to pick up the shoes were repaired at Menders, but I was given a parking ticket anyway.                                                                                   C                                                      D

  1. A new company has taken over the office which located next

                                            A                                          B

to yours and it’s going to be redecorated after it’s been cleaned up a bit.                            

                                                C                                  D

                                                                                         (5)

Exercise 5.

Look at each sentence below and decide whether ‘do’, ‘make’ or ‘take’ is the correct word to complete the sentence.

  1. We have to … arrangements to meet at 5 o’clock tomorrow afternoon.
  2. … your time, there is no rush. We still have an hour until the train leaves.
  3. … sure you take a map with you when you go to Scotland. It is easy to get lost.
  4. Be careful! If you pick the animal up like that you could really … it some harm.
  5. The company hopes to … a profit this year.
  6. I feel sorry for that girl, the way everyone in the class tries to … fun of her.
  7. You should … the doctor’s advice and stop smoking immediately.
  8. Could you … me a favour, and pass me that ashtray, please?
  9. If you want to pass that exam, you are going to have to … an effort.
  10. Please … care when you go out at night in this city; it can be very dangerous. (10)

                                                                                  Total: 40

 

Individual work 7

Vocabulary Test

Objective: to check students’ vocabulary on the topic ‘Environment’.

Task: test yourself on the topic ‘Environment’.

Recommendations:

  1. Revise the vocabulary.
  2. Fulfill the tasks.
  3. Check your answers with the key.
  4. The work is passed if you have done 60% of tasks correctly.

Time limit – 3 hours.

Exercise 1.

Use the clues below to help you fill in the missing letters.

  1. _ c_ _ rain which contains large amounts of harmful chemicals caused by the burning of coal and oil.
  2. _ _ l _ _ t _ make air, water, earth dirty and harmful to people, animals and plants.
  3. cl _ _ _ _ _ general weather conditions of a particular place.
  4. r _ _ _ f _ _ _ _ _ is a large area of trees in a tropical zone, such as the Amazon.
  5. _ z _ _ _ is a layer of air high above the Earth which protects harmful ultraviolet light from the sun             from reaching the Earth.
  6. _ _ ss _ _ oil and coal are … fuels.
  7. ae _ _ _ _ _ is a metal container in which liquids are kept under pressure and released in a spray.
  8. _ _ _ y_ _ e to put used objects or materials through a special process so that they can be used again. (8)

 

Exercise 2.

Fill in the correct word from the list below:

habitat       threatening      established     prevent      cautiously      create    extinct              captured        forested        conservation

  1. Wild animals should be approached … as they may be dangerous. (with care)
  2. When the last animal of a certain species dies, that species becomes … (no longer in existence)
  3. Many animals find it more and more difficult to survive as their natural … is destroyed. (home)
  4. A new group has been … to protect rare European birds. (set up)
  5. … groups try to protect animals and the places where they live. (environmental protection)
  6. Animals for zoos have to be … by experts as they must not be injured in any way. (caught)
  7. Pollution is … the lives of many animals. (endangering)
  8. It is hoped that educational programmes will … an understanding of the earth’s environmental

    problems. (produce)

  1. Several environmental groups are working to … the world’s rain forests from being destroyed. (stop)
  2. The earth’s … areas are in danger of disappearing completely. (tree covered)……….. (10)

Exercise 3.

Read the following text and fill in the correct word derived from the words in bold. Then, underline the ways rhinos are being protected.

One of the world’s endangered species, the rhino-ceros, is still being hunted for its horn. The World Wildlife Federation supports (1) … (organize) which try to stop the (2) … (hunt) by providing vehicles and (3) … (equip) for several national parks in Africa. Protected areas have a high fence around them, so rhinos can roam in (4) … (safe). The WWF also helps in the (5) … (transport) of rhinos from (6) … (danger) areas into the protected ones. It is very important to lessen the demand for rhino horns. Raising (7) … (aware) of the problem is one way to help the situation. Rhino (8) … (conserve) is one of the WWF’s main tasks. (9) … (hope) the WWF will be able to put a stop to the (10) … (acceptable) act of rhino hunting.                                                                        (10)

Exercise 4.

Match the words in the list with the nouns. Use each word only once. Which of the collocations are used to describe threats to the environment? Which describe ways to solve environmental problems?

acid        greenhouse   factory   nuclear   oil   breeding     thick conservation  environmental     forest     endangered       national

 

  1. … species 7. …programmes
  2. …rain 8. … areas
  3. …emissions 9. … smog
  4. … awareness 10. … spills
  5. …parks 11. … fires
  6. … waste 12. … gases

                                                                                         (12)

 

 

Exercise 5.

Fill in each gap with only one word.

Gases pollute the atmosphere because they are produced 1) … quickly to be cleared away naturally 2) … rain, winds or plant life. These poisonous gases 3) … from several sources such as oil producers, industries which burn fuel, and motor vehicles. When the gases are released, they have two harmful effects. 4) … some of the gases are caught by rain clouds and fall as acid rain, 5) … damages the environment. Secondly, increasing amounts of carbon dioxide forms a cover over the earth, keeping the heat of the sun close 6) … the earth’s surface just 7) … a greenhouse keeps heat in. The increase in carbon dioxide is 8) … worse by the cutting down 9) … forests. Trees use carbon dioxide, and the fewer trees 10)… are, the more of this gas remains 11) … the air. The USA is now leading an international effort to limit deforestation. In 1996, Washington set goals for industry, and several international agreementsl2) … already been effective in reducing the production 13) … harmful gases. Only international cooperation can 14) … this problem which, if 15) … controlled, may threaten all life on earth.                                     (15)

                                                                                  Total: 55

Individual work 8

Essay

Objective: to develop students’ writing skills on the topic ‘Environment’.

Task: write an assay ‘We Can Make our World Better Together’ connected with the environment problems.   

Recommendations:

  1. Make an outline of the essay.
  2. Write the draft on the essay within 450 – 500 words.
  3. Do the proofreading.
  4. Write the final version.
  5. Present it in the classroom.

Time limit – 3 hours.

 

Individual work 9

Report

Objective: to develop students’ research skills, to improve their presentation skills.

Task: prepare a report on the topic ‘Economical Development of L’viv Region’ 

Recommendations:

  1. Make an outline of the report.
  2. Read local newspapers.
  3. Surf the Internet on the topic.
  4. Compile a report.
  5. Present it in the classroom.

Time limit – 3 hours.

 

Individual work 10

News Report

Objective: to develop students’ research skills, to improve their presentation skills.

Task: prepare news report on the topic ‘Current events in Ukraine.’ 

Recommendations:

  1. Read local and national newspapers.
  2. Watch TV news.
  3. Surf the Internet on the topic.
  4. Compile a report.
  5. Present it in the classroom.

Time limit – 2 hours.

 

Individual work 11

Individual Home reading

Objective: to improve students’ reading comprehension skills, to enrich their vocabulary and to                 develop speaking while presenting a book to the group mates.

Task: read 40 pages of the book and make a presentation on it.

Recommendations:

  1. Choose a book (Intermediate or Upper Intermediate level).
  2. Make a glossary of unknown words and study it.
  3. Prepare a presentation on the book including the information about the author, his/ her style.
  4. Speak about your favourite character and episode from the book; plot.
  5. Present your glossary.

Time limit – 4 hours.

Individual work 12

Composition

Objective: to develop students’ writing skills.

Task: write a composition ‘Teaching is Art’.  

Recommendations:

  1. Make an outline of the composition.
  2. Write the draft on the composition within 250 – 300 words.
  3. Do the proofreading.
  4. Write the final version.
  5. Present it in the classroom.

Time limit – 2 hours.

 

Individual work 13

Writing Letters

Objective: to develop students’ writing skills.

Task: write a formal and informal letters.

Recommendations:

  1. Do the exercises connected with formal and informal writing (1-4).
  2. Use the model texts to help you. Add your own ideas.
  3. Write out a rough draft for each piece of writing. Use appropriate formal and informal language.
  4. Read through the first version, correcting any mistakes.
  5. Write out your final version.

Time limit – 2 hours.

Exercise 1.

Read the three texts which are all connected with a job interview. Decide who they have been written to and from, and whether each text is written in formal or informal language.

  1. A) Ms Mayall is a well-qualified candidate with a degree in French and Spanish from Birmingham University. She also has a diploma in secretarial studies and good word-processing skills. Ms Mayall is presently working as a personal assistant to the managing director of Lambert Electronics, where she has worked for the last five years. Ms Mayall said that she enjoyed working at Lambert but that she would like the opportunity to use her languages. Her present employers have provided her with excellent references. At the interview she was confident and well-spoken. I would recommend that this candidate be short-listed for the above post.
  2. B) … so busy with interviews all week. I thought we’d never find the right person, to take over June Marshall’s job (you remember June, don’t you?) but we interviewed someone today that I’m scare would be perfect. She’s got the right background and although she’s been working for a much smaller company, I’m sure she…
  3. C) The interview went quite well I think. But you never really know, do you? There were two other applicants – both a bit older than me. Neither of them had Spanish though. I’d really like the job `cos they’re expanding into Europe so I’d get a chance to use my languages. Better late than never!!! Anyway, fingers crossed. See you soon.

Exercise 2.

Check your answers. Then find four examples of features of informal language and three of formal language.

Informal language

  1. Short sentences. E. g. The interview went quite well I think.
  2. __________________________________
  3. __________________________________
  4. __________________________________

Formal language

  1. __________________________________
  2. __________________________________
  3. __________________________________

 

 

Exercise 3.

Read the formal letter asking someone to attend a job interview. Choose the appropriate formal alternative.

(1) Thank you/Thanks for your letter of application for the (2) job/post of assistant to the managing director. We (3) want/ would like you to (4) attend/ come for an interview on Friday 19th October at 11 a.m. Please make (5) sure/ensure that we (6) get/receive a reference from your present (7) employer/boss and one other reference before (8) you come/ that date. Please (9) advise us/let us know if the time and date are not convenient. (10) See you on the 19th. / We look forward to seeing you on the 19th.

Exercise 4.

Read the informal written request for a reference. Choose the most appropriate phrase from a–e below for each gap.

 

Dear Sarah, (1)… I hate having to ask you but (2) … another reference? (3) … next Friday and (4) … before then.

(5) … Angie

 

  1. a) I am sorry that I have not written for such a long time. / It’s been ages since I’ve written, I Sorry!
  2. b) do you think you could write me / would it be at all possible for you to write me
  3. c) I’ve got an interview / I’ve been called for an interview
  4. d) it’s essential that they receive my references / they want my references in
  5. e) I’m very grateful. / Thanks a million

Exercise 5.

You are going to do two short pieces of writing.

  • A formal report on Angela Mitchell by a person who interviewed her, who was not very impressed.
  • A letter from Angela to a friend telling them what went wrong at the interview, and why she thinks she won’t get the job.

Post: Assistant to Managing Director

Name: Angela Mitchell

Qualifications: Diploma in secretarial studies and word-processing.

Experience: Office typist since left school 10 years ago. Has worked for five different companies.

References: Good (reliable and hard-working).

Comments: Smart appearance; didn’t ask many questions; some French; doesn’t seem very ambitious. Not enough experience for this position.

 

Individual work 14

Grammar Revision

Objective: to revise grammar learned during the course.

Task: do the exercises based on grammar revision.

Recommendations:

  1. Revise modal verbs, conditionals, prepositions.
  2. Read all the tasks carefully before doing the exercises.
  3. Consult a dictionary if you find any unknown words.
  4. Check your answers with the keys.
  5. The paper is passed if you have done 60% of tasks correctly.

Time limit – 2 hours.

Exercise 1.

Look at the modal verbs in the list below and decide which modal verb completes each sentence.

The same verb may be used in more than one sentence.

could             may        must             ought            should    would

  1. I really … to go on a diet. I’ve put on so much weight since I gave up jogging.
  2. I … never speak to someone like that, even if they said something nasty to me.
  3. The doctor says you … stay at home and rest as much as possible.
  4. It … have been Tom that parked the car like that, as he’s the only one who can drive.
  5. Please … I leave the table now? I’ve finished eating.
  6. You really … to see a dentist about that tooth of yours.
  7. … you do that? It is really annoying!
  8. He asked if we … swim and invited us to use his swimming pool.
  9. You … reply to an official invitation by post rather than just phoning.
  10. If I had known, I … have taken you to the train station myself

                                                                                         (10)

Exercise2.

Look at each sentence below. Decide whether an article is needed to complete the sentence. Circle the article that completes the sentence correctly. If no article is needed, write ‘no article’.

  1. The wife of the President of the USA is known as … First Lady.
  2. a) a b) the            c) no article  
  3. I have never had … job working in a bar.
  4. a) a b) the            c) no article  
  5. … largest ocean in the world is the Pacific Ocean.
  6. a) a b) the            c) no article
  7. … Hong Kong used to be part of the British Empire.
  8. a) a b) the            c) no article  
  9. Slovakia is part of … European Community.
  10. a) a b) the            c) no article  
  11. … Amazon rain forest covers several countries in South America.
  12. a) a b) the            c) no article  
  13. … friend of mine, who lives in Crete, has never left the island.
  14. a) a b) the            c) no article  
  15. A recent report predicted that all … sea water will be polluted by 2040.
  16. a) a b) the            c) no article  
  17. On … news today, there were reports of two plane crashes.
  18. a) a b) the            c) no article  
  19. The weather tomorrow will be … same as today.
  20. a) a b) the            c) no article                                     (10)

Exercise 3.    Conditionals review

Read what the people have to say about the following topics. Put the verb in brackets into an appropriate conditional form.

The lottery

  1. I hardly ever buy a lottery ticket. I don’t know what I … (do) if I … (win).
  2. I’ve got one for tonight’s lottery. If I … (win) this time, it (solve) all my problems.
  3. I changed my lottery numbers last week. If I … (keep) the original numbers, I … (win) half a million pounds!
  4. I don’t buy a lottery ticket regularly but if I … (remember), I usually … (buy) one.

Holidays

  1. I usually stay at home but if I … (go away), I generally … (go) to my sister’s for a few days.
  2. I’d love to go to Florida. If I (have) enough money, I … (spend) a month there.
  3. I was going to go to Australia but I broke my leg so I couldn’t go. If I … (not break) my leg, I

    … (go) to see my sister in Sydney.

  1. I’m not absolutely sure yet but I … probably … (go) skiing if there … (be) enough snow.

Relationships

  1. If I … (not go) to the dance, I … (not meet) my wife!
  2. If you … (meet) someone you get on with, it … (be) the most wonderful thing in the world.
  3. I can’t imagine myself getting married at all to be honest. But certainly, I … never … (get

    married) in a church.

  1. If you … (not go out), you … (not meet) anyone, will you?

Work

  1. It’s a bit too late to do anything about it now. If I … (have) the money when I was younger, I

    … (set up) my own business.

  1. You … (get) a lot of satisfaction if you … (work) in a job that you enjoy.
  2. I only applied because my mum said I should. If she … (not insist), I … (not apply).
  3. I’m going for an interview tomorrow. If I … (get) the job, I … (be) really pleased. (16)

Exercise 4.

Look at the sentences below and decide which preposition is needed to complete each sentence. Fill in the preposition into the gap in the sentence.

  1. If you have any problems, you should refer … the instructions.
  2. When I started learning Spanish, I concentrated … learning lots of vocabulary.
  3. The highlight … his career was winning a World Cup medal as part of the Brazilian team.
  4. It’s difficult to say how much it will cost to get … the hotel.
  5. He was very concerned … the outcome of the meeting.
  6. She couldn’t afford to live … London any longer, so she moved out.
  7. Students are normally given a certificate … completion of the course.
  8. I can’t make it this afternoon. I have an appointment … the dentist’s.
  9. His attitude … his family changed as he grew older.
  10. Nowadays, teachers are expected to have a university degree … the subject they teach. (10)

Exercise 5.

Each sentence below includes a phrasal verb with “take”. Decide what word is needed to complete the phrasal verb in each sentence, and write the word into the gap.

  1. To take someone as your guest to a restaurant, cinema, club etc = to take …
  2. To make a piece of clothing fit you by making it narrower = to take …
  3. To separate something into all its different pieces = to take …
  4. To look or behave like an older relative = to take …
  5. To admit that you were wrong to say something = to take …
  6. To start to employ someone = to take …
  7. To take control of something = to take …
  8. To start to like someone or something = to take …
  9. To copy the way someone speaks or behaves, in order to entertain people = to take …
  10. To suddenly start being successful = to take … (10)

                                                                                  Total: 56

Individual work 15

Listening Comprehension

Objective: to improve students’ listening comprehension skills.

Task: listen to the task and do all the exercises.

Recommendations:

  1. Listen to the text ‘World Traveler and Lavender Farmer’ twice.(New Headway Upper-intermediate, T 2.3)
  2. Do the exercises.
  3. Check your answers with the key.
  4. The work is passed if you have done 60% of tasks correctly.

Time limit – 2 hours.

Exercise 1.          Part One

Choose the correct answer or answers.

  1. Natalie was born …
  2. a) just after the First World War
  3. b) just before the First World War
  4. c) just before the Second World War
  5. Her earliest memory is …
  6. a) her first birthday party b) her third birthday party
  7. c) cake with no candles on it
  1. When she was a child, she wanted to…
  2. a) become a glider pilot b) fly the Atlantic
  3. c) become a farmer d) become a Member of Parliament
  1. In her life, she has been…
  2. a) a politician b) librarian
  3. c) a gilder pilot            d) lavender farmer
  4. e) an opera singer
  1. During her life she has lived in …
  2. a) Paris b) Berlin
  3. c) Dresden d) Lisbon
  4. e) Wolverhampton f) Westminster
  5. g) Shropshire
  1. She went abroad to…
  2. a) train to be an opera singer b) learn foreign languages
  3. c) study Wagner’s operas

Exercise 2.                      Part Two

Read the questions. Listen to the second part and answer the questions.

  1. Where was Natalie immediately before the war?

    What memories does she have of that time?

  1. What work did she do during and after the war?

    What was difficult about her job?

Exercise 3.

Here is a summary of Natalie’s life. Put one world only into each gap.

NATALIE HODGSON

World traveler and lavender farmer

Natalie Hodgson is now in her (a) …. She was born in Coventry (b) … before the First World War. In 1934, when she was (c) … quite young, she went to live in Paris and Dresden, (d) … she was supposed to (e) … studying French and German, but she (f) … most of the time going to operas. She (g) … married immediately before the Second World War, and she (h) … a son, (i) … didn’t see his father (j) … he was four years old. (k)… the war, she had a job broadcasting misinformation to the enemy, and after that she worked in naval intelligence and so she (1) … to take an oath of secrecy.

In 1953, she and her family (m) to a large house in Shropshire, where she brought (n) … her three children. She (o) … start her lavender farm until after her husband died in 1989. She’s now (p) … farming lavender for about ten years, and has created a highly (q) … business. She also (r) … bees.

Natalie has traveled a great (s) … in the course of her life. She still (t) … gliding and waterskiing, but probably the most remarkable thing about this lady is her belief that `the best is yet to come’.

Individual work 16

Vocabulary Test

Objective: to check students’ topical vocabulary of the course.

Task: test yourself on the topical vocabulary of the course; revise synonyms, idioms.     

Recommendations:

  1. Revise the vocabulary.
  2. Fulfill the tasks.
  3. Check your answers with the key.
  4. The work is passed if you have done 60% of tasks correctly.

Time limit – 2 hours.

Exercise 1.          Odd one out

  1. Decide which of these words does NOT refer to a person and cross it out:

  competitor          entrant          installation           winner

  1. Decide which of these words is NOT a negative quality and cross it out:

  attribute      defect           fault       flaw

  1. Decide which of these words is a good character trait and cross it out:

  arrogant      attentive deceitful sloppy

  1. Decide which of these words does NOT mean ‘small’ and cross it out:

  confined      cramped derelict   minuscule

  1. Decide which of these words does NOT refer to a type of crime and cross it out:

  arson           fraud             mugging        verdict

  1. Decide which of these words does NOT refer to films and cross it out:

  camera cast        pitcher          plot

  1. Decide which of these words refers to a person you would not find in a law court and cross it out:

  coach          judge            lawyer           witness

  1. Decide which of these words does NOT refer to a sports venue and cross it out:

  course         court             pitch             stage

  1. Decide which of these words does NOT refer to the weather and cross it out:

  changeable         chilly             damp            spicy

  1. Decide which of these words does NOT refer to computers and cross it out:

  download     modem   rehearsal virus                           (10)

Exercise 2.

Look at each word and decide which of the three possible answers below it means the same. Choose the answer with the same meaning.

  1. Evident – natural obvious         true
  2. Reimburse – deposit guarantee             refund
  3. Defect – doubt fault              loss
  4. Solution – confined neglected             remedy
  5. Pompous – boastful obsessed              self-important
  6. Opponent – genius partner                 rival
  7. Litter – immigrant waste                   witness
  8. Lodgings – accommodation    bills                   building
  9. Furious – angry             eager                   polite
  10. Well-mannered – bold generous              polite

                                                                              (10)

Exercise 3.

Look at each definition and the three idioms below it. Decide which idiom relates to the definition and choose it.

  1. To become angry when someone is deliberately trying to make you angry

   rise and shine           rise to the bait             rise to the occasion

  1. To continue to feel annoyed about something that somebody did a long time ago

  bear a grudge            grin and bear it     it doesn’t bear thinking about

  1. To give someone a strong warning that they must stop causing trouble

       read the riot act    have a riot            run riot

  1. The most important parts or facts of something without any detail

       a bag of bones            the bare bones            close to the bone

  1. News that is sudden or unexpected

       a bolt from the blue     the nuts and bolts of something to make a bolt for it

  1. A stage in a process or activity when it becomes impossible to stop it or do something different

       at gun point         miss the point             the point of no return

  1. Tell people exactly what you think, even if it offends them

       speak highly of     speak your mind   speak volumes

  1. To accept criticism or punishment for something you have done

       to face the music  to have egg on your face    to put a brave face on

  1. To imagine that something you want to do is more exciting or attractive than it really is

       to be written in the stars     to have stars in your eyes   to thank your lucky stars

  1. Used when something, especially money, was easily obtained and is quickly used or spent

       easy come, easy go             easy on the eye     easy prey

                                                                                         (10)

                                                                                  Total 30

                                   Individual work 17

Complex Test

Objective: to check students’ reading comprehension, grammar and language in use skills.

Task: test yourself on reading comprehension, grammar and language in use.  

Recommendations:

  1. Revise vocabulary and grammar material of the course.
  2. Fulfill the tasks.
  3. Check your answers with the key.
  4. The work is passed if you have done 60% of tasks correctly.

Time limit – 2 hours.                                                         

Reading

Fill in the gaps with a proper word from the list.

  1. a) quantities f) at least
  2. b) made up g) did
  3. c) surprised h) huge
  4. d) heavier i) had
  5. e) dressed j) napkin
  1. I … quickly and hurried down to the dining room.
  2. I took out a pencil and wrote on the table … .
  3. I have never seen such … – face in my life.
  4. I am sure I drank … two pints of tea.
  5. I also ate almost a loaf of toasted bread and large … of butter and marmalade with it.
  6. He brought another tray with a … portion of bacon and eggs.
  7. I … brought my grammar book with me in case of need.
  8. But at last I had … two sentences in my mind.
  9. I have never seen anyone clear away the empty plates as fast as he ….
  10. I got up and made my way to my room at least five pounds …. (10)                                                                                              Grammar

Choose the correct answer.

  1. Don’t phone Jim from 5 to 6-he … (have) English.
  2. a) will have b) will be having c) will have had.
  1. … you (have lunch) with me Friday.
  2. a) will you have b) will you be having lunch c) do you have lunch
  1. Mrs. Clay (go) shopping today if she (finish) he work earlier than usual.
  2. a) goes, will finish b) will go, will finish c) will go, finishes.
  1. If our team (work) hard, we (not/lose) the next game.
  2. a) will work, won’t lose b) works, won’t lose c) work, won’t lose.
  1. “Why hasn’t he locked the car door?” the policeman said.
  2. a) The policeman asked why he hadn’t locked the car door.
  3. b) The policeman asked hadn’t he locked the car door.
  4. c) The policeman asked why he didn’t lock the car door.
  1. The student said, “We wish our exams were over”.
  2. a) The student said they wished their exams had been over.
  3. b) The students said that they wish their exams were over.
  4. c) The students said that they wished their exams were over.
  1. When I arrived home my father wasn’t there. He … out.
  2. a) wont b) had gone  c) has gone.
  1. I arrived at the bus station at 10 o’clock last night. My bus … at 10.15
  2. a) left b) had left   c) has left.
  1. Dora is playing the piano. She (play) the piano since I came.
  2. a) has played b) has been playing c) was playing
  1. Hurry up. John. I am waiting for you. You (have a bath) for an hour.
  2. a) have a bath b) have been having c) are having
  1. There wasn’t much traffic in the street. I saw a little girl (cross) the road.
  2. a) crossed b) to cross    c) cross
  1. The child was made (take) the pills.
  2. a) to take b) take   c) taking
  1. The doctor said that Tommy’s leg (X-rayed) the following day.
  2. a) will be X-rayed b) would be X-rayed c) will have been X-rayed
  1. A police car came when the injured man (carry off) the road.
  2. a) was being carried off b) was been carrying off  c) has been carried off
  1. Although I was in a hurry, I stopped … to him.
  2. a) to talk b) talking (15)

Language in Use.

Exercise 1.

Find the mistakes. Write the number of the sentence and the letter of the mistake.

  1. Find the mistakes. Write the number of the sentence and the letter of the mistake.
  2. I want to receive an information on this problem

      a          b               c                 d

  1. The actress was a successful last night.

      a           b               c                d

  1. Stuart stopped to write his letter because he had to leave for the college.

      a           b            c                   d

  1. Neither my brother nor his schoolmates is good in playing chess.

       a           b            c                  d

  1. The scene was such touching that Jean could hard hide her tears.

       a           b            c                  d     

Exercise 2.

Make the list of other words that sound like these.

Two

Right

Wait

Were

Exercise 3.

Match a verb from list A with an appropriate noun from list B.

A         answer     do    lock     make      play        suffer (from)  take     tell      watch

B        the door         the housework      an illness             a lie     a loss     medicine      the piano       the telephone     television   (12)

Exercise 4.

Which ten of these nouns collocate with do and which ten collocate with make?

aerobics       your best   a complaint   the cooking a noise

a crossword     a decision       an effort    an excuse      a job

an exercise     someone a favour         friends         your homework  money      a living                 a mistake                 money  research        the shopping                                                (10)

Exercise 5.

Complete the sentences with one of the verbs in an appropriate form.

gossip          sipped    munched  gobbled up/down       swallow

chew          nibbling   discuss    knocked back chatted

  1. If you don’t … your food properly, you can get indigestion.
  2. I put on weight because I was constantly….
  3. Paul … his beer and asked for another.
  4. Sharon … the coffee. It tasted very strong and she really didn’t like it.
  5. During the meal we … about what we had been doing since we last met.
  6. Nothing is a secret. People … about you as soon as your back is turned.
  7. He … his way through four bags of crisps and a packet of biscuits.
  8. We should … this before we reach a decision.
  9. Denise … her sandwich in less than a minute.
  10. He took the pills with a glass of water to help him … them.

                                                                                  (10)                                                                                    Total 52

Individual work 18

Essay

Objective: to develop students’ writing skills.

Task: write an assay ‘Life of Ukrainian Youth’.

Recommendations:

  1. Make an outline of the essay.
  2. Write the draft on the essay within 250 – 300 words.
  3. Do the proofreading.
  4. Write the final version.
  5. Present it in the classroom.

Time limit – 2 hours.

Reference List

Exam Excellence. (2010) Preparation for Secondary School Exams. Oxford University Press, 200p.

Liz and John Soars (2012). New Headway Intermediate. 4th edition. Oxford University Press, 159p.

Mann M., Taylore-Knowles S. (2008). Destination B1: Grammar and Vocabulary with Answer key. Macmillan Publishers Limited, 256 р.

Mann M., Taylore-Knowles S. (2008). Destination B2: Grammar and Vocabulary with Answer key. Macmillan Publishers Limited, 254 р.

Mayor M. (2009). Dictionary of Contemporary English. 5th  edition. Longman, 2112 p.

McCarthy, M., O’Deil, F. (2010). Academic Vocabulary in Use. Cambridge: CUP, 176 p.

Redman, Stuart. (2003). English vocabulary in use Pre-intermediate and Intermediate / S. Redman.  Cambridge, 269 р.

Swan M. (2005).Practical English Usage.  Oxford University Press, 688 р.

Vince M. (2009). First Certificate language practice: English Grammar and Vocabulary (with key) (4th ed.) Oxford: Macmillan education, 344 р.

Vince M., Sunderland P. (2003). Advanced Language Practice (with key). English Grammar and Vocabulary. Macmillan Publishers Ltd., 336p.

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