This document outlines the contents and structure of an English language learning book. It contains 22 units that cover various English grammar topics like tenses, articles, modal verbs, conditionals, passive voice, relative clauses, and more. Each unit provides explanations of key grammar points, examples, exercises for practice, and additional reading comprehension passages and exercises. The document also includes several practice tests, examples of transformations, prepositional phrases, verbs with prepositions, derivatives, and a glossary. It is designed to systematically develop a learner's understanding and use of English grammar through structured lessons and practice.
This document provides instruction on using simple present tense and frequency adverbs to describe daily routines. It covers the structure and conjugation of simple present verbs, examples of daily activities, and prepositions of time. It then defines adverbs of frequency and provides examples of their use. The remainder of the document consists of exercises to practice using these grammar points to describe routines.
This document provides instruction on using present simple tense and frequency adverbs to describe daily routines. It includes examples of daily activities and their structure using subjects, verbs, and complements. It also covers third person conjugations and prepositions of time. A series of exercises has learners practice using these grammar points to talk about routines.
This document provides information about phrasal verbs in English. It begins by explaining that phrasal verbs, which combine verbs with particles like prepositions, are difficult for language learners. It then defines phrasal verbs and discusses how they can be divided based on meaning and whether the particle is separable. The document also notes that phrasal verbs have more formal Latin-rooted equivalents. It proceeds to analyze the meanings conveyed by common prepositions used in phrasal verbs like down, up, through, on, off, away, back, in/into, and out. Examples of phrasal verbs are provided to illustrate each preposition.
This document provides instruction on discussing daily routines in Spanish using the present simple tense and frequency adverbs. It includes examples of common daily activities and their structure in sentences. Conjugation rules for third person verbs are explained, along with prepositions of time. Exercises are provided to practice using routines, negatives, adverbs, and writing compositions describing routines.
The document discusses the present continuous tense in three paragraphs. [1] It explains that the present continuous tense is used to talk about actions happening now or around now. Examples are given. [2] It lists common adverbs of time used with the present continuous tense like "now" and "tomorrow." [3] It outlines the patterns of the present continuous tense, including positive, negative, interrogative, and question word patterns and provides examples of each.
ENG101- English Comprehension- Lecture 43Bilal Ahmed
This document provides a lesson on word order in English sentences. It discusses the typical placement of verbs and objects, adverbs, words like "still" and "yet", conjunctions like "although" and "even though", and the use of words like "even", "as", and "like". Examples are given to illustrate correct and incorrect word orders. Multiple practice exercises are included for learners to identify correct and incorrect usages. The document aims to help learners understand and properly apply word order rules in English sentences.
This document provides an overview of grammar concepts across 22 chapters. It begins with basic concepts like parts of speech, nouns, pronouns, adjectives, verbs and their tenses. It then covers additional topics such as degrees of comparison, articles, prepositions, conjunctions, interjections, punctuation and sentence structure. For each topic, there are explanations of key terms and concepts along with examples. Page numbers are provided for reference in AP state syllabus textbooks. The document is intended to help non-English medium students and teachers learn English grammar.
This document provides instruction on using simple present tense and frequency adverbs to describe daily routines. It covers the structure and conjugation of simple present verbs, examples of daily activities, and prepositions of time. It then defines adverbs of frequency and provides examples of their use. The remainder of the document consists of exercises to practice using these grammar points to describe routines.
This document provides instruction on using present simple tense and frequency adverbs to describe daily routines. It includes examples of daily activities and their structure using subjects, verbs, and complements. It also covers third person conjugations and prepositions of time. A series of exercises has learners practice using these grammar points to talk about routines.
This document provides information about phrasal verbs in English. It begins by explaining that phrasal verbs, which combine verbs with particles like prepositions, are difficult for language learners. It then defines phrasal verbs and discusses how they can be divided based on meaning and whether the particle is separable. The document also notes that phrasal verbs have more formal Latin-rooted equivalents. It proceeds to analyze the meanings conveyed by common prepositions used in phrasal verbs like down, up, through, on, off, away, back, in/into, and out. Examples of phrasal verbs are provided to illustrate each preposition.
This document provides instruction on discussing daily routines in Spanish using the present simple tense and frequency adverbs. It includes examples of common daily activities and their structure in sentences. Conjugation rules for third person verbs are explained, along with prepositions of time. Exercises are provided to practice using routines, negatives, adverbs, and writing compositions describing routines.
The document discusses the present continuous tense in three paragraphs. [1] It explains that the present continuous tense is used to talk about actions happening now or around now. Examples are given. [2] It lists common adverbs of time used with the present continuous tense like "now" and "tomorrow." [3] It outlines the patterns of the present continuous tense, including positive, negative, interrogative, and question word patterns and provides examples of each.
ENG101- English Comprehension- Lecture 43Bilal Ahmed
This document provides a lesson on word order in English sentences. It discusses the typical placement of verbs and objects, adverbs, words like "still" and "yet", conjunctions like "although" and "even though", and the use of words like "even", "as", and "like". Examples are given to illustrate correct and incorrect word orders. Multiple practice exercises are included for learners to identify correct and incorrect usages. The document aims to help learners understand and properly apply word order rules in English sentences.
This document provides an overview of grammar concepts across 22 chapters. It begins with basic concepts like parts of speech, nouns, pronouns, adjectives, verbs and their tenses. It then covers additional topics such as degrees of comparison, articles, prepositions, conjunctions, interjections, punctuation and sentence structure. For each topic, there are explanations of key terms and concepts along with examples. Page numbers are provided for reference in AP state syllabus textbooks. The document is intended to help non-English medium students and teachers learn English grammar.
This document provides information about the Secondary School Readiness Programme (SSRP) being implemented in government schools of five districts of Uttar Pradesh in collaboration with the Uttar Pradesh Madhyamik Shiksha Abhiyan and Dakshay Foundation. The programme aims to assess the current learning levels of students entering Class 9 and provide remedial support to help them adjust to secondary education. It involves teacher training and development of subject-based learning resources. The workbook contains exercises for students to practice language skills, expand their knowledge and build confidence after the Foundation Camp component of the programme.
This document provides an introduction to basic Korean greetings and conversations. It includes the Korean alphabet with vowels and consonants, numbers, and introductory vocabulary. Sample dialogues demonstrate common greetings when meeting someone, asking their name, and introducing two people. The document directs the reader to additional online resources for free audio lessons, printable charts, and video instruction on pronouncing the Korean alphabet and having simple conversations.
The document provides a schedule and activities for a Secondary School Readiness Programme Foundation Camp (FC) aimed at strengthening foundational English language skills of students entering Class 9. The 18-day FC focuses on developing listening, speaking, reading and writing skills through various games, exercises and comprehension activities. Key goals are using English for understanding others and expressing oneself. Activities target different skills each day and increase in difficulty, starting with basic phonics, sight words and sentences and progressing to description, comprehension and plural forms.
Cung cấp giáo viên nước ngoài - 12 tenses in English - Part 1Selena Nguyen
Hơn 50 đối tác cùng 1200 giờ dạy mỗi tháng công ty Hawaii Education tự hào là nơi chuyên cung cấp giáo viên nước ngoài đạt chuẩn quốc tế cho các Trung tâm Tiếng Anh trên toàn miền Nam. Với nguồn giáo viên nước ngoài ổn định, hầu hết đến từ các quốc gia sử dụng Tiếng Anh là ngôn ngữ chính (official language) như: Anh, Úc, Mỹ, Cananda. Giáo viên chính thức phải có bằng chuyên môn đạt chuẩn quốc tế (TEFL/ TESOL/ CELTA..v..v..), thông qua quá trình tuyển dụng, kiểm tra trình độ và, đồng thời có kinh nghiệm sư phạm lâu năm, dễ dàng nắm bắt những khó khăn của học viên trong quá trình học (phát âm chưa đúng giọng chuẩn, ngữ pháp còn yếu, các tình huống giao tiếp chưa được mở rộng).
ENG101- English Comprehension- Lecture 42Bilal Ahmed
This document discusses verb tenses and passive sentences in English. It begins by explaining that verbs are the most important part of a sentence as they indicate the action and tense. There are six main tenses in English - present, past, future, present perfect, past perfect, and future perfect. The document then explains the four main parts of regular verbs and provides examples of how they are used to form different tenses. It examines each of the six main tenses in more detail and provides examples. It also discusses the progressive and perfect tenses. Finally, it includes some practice exercises for identifying incorrect or inconsistent verb tense usage.
This document provides an introduction to the Turkish language textbook "Turkish in Three Months". It summarizes the textbook's key features:
- It teaches the essentials of Turkish grammar and practical vocabulary that would be useful for holiday or business needs in just three months.
- Each lesson builds on the previous one with clear explanations of grammar rules and exercises to practice understanding. Vocabulary covers everyday topics like shopping, sightseeing, and booking a hotel.
- Using the book along with accompanying audio recordings provides an ideal way to learn pronunciation. It recommends spending an hour a day on the material to have a very good understanding of Turkish upon completion.
This document contains a Chinese language lesson worksheet with multiple sections. It includes vocabulary practice with English and Chinese translations. There are also exercises on using conjunctions, filling in blanks, and completing sentences with particles. Listening exercises involve writing characters and pinyin for questions and passages. The assignment is to write a short paragraph in Chinese characters describing plans for summer vacation.
Nick has always struggled with oversleeping and being late. No matter how early his parents would wake him up, he would sleep through alarms and continue sleeping. One day, Nick's mom found advice online about potential health issues that could be causing Nick's oversleeping. She decided to find a sleep specialist to help solve Nick's problem. Now the family is hoping the specialist can help Nick with his chronic lateness issues.
The document is an English course textbook that contains:
1. Acknowledgments thanking sources that contributed to the textbook.
2. A table of contents outlining 10 lessons on English grammar topics.
3. Lesson content for Lesson 1 covering verb tenses, pronouns, articles, days, expressions and exercises.
4. The document provides instruction and drills on basic English grammar for ESL learners.
The document contains various English expressions related to daily activities, hobbies, helping guests, questions, reported speech, gerunds, comparatives, telephone communication, short texts, pronouns, adjective clauses and more. It provides examples of expressions and explanations of grammar points to improve English communication skills.
This document provides information and instructions for an English learning workshop. It includes exercises to practice the present simple and present continuous tenses through activities like filling in blanks, choosing the correct tense, and completing sentences and stories. Students are asked to identify grammar elements in sentences and apply different tenses like present, past and modal "can" in various contexts to improve their understanding of written English texts.
The document discusses modal verbs, which are a small group of verbs that are used differently than normal verbs. It lists common modal verbs such as can, may, should, must, and would. It explains how modal verbs are used, including how they do not take "s" in the third person or use "to" after them. It provides examples of how each modal verb is used to indicate capacity, permission, advice, obligation, prediction, and more. It also discusses how to use modal verbs in the past and future tenses.
1. The document provides a lesson on indefinite pronouns for English learners. It defines indefinite pronouns as pronouns that do not refer to specific persons, places, or things.
2. Examples of indefinite pronouns are provided such as everybody, nobody, both. The lesson explains that singular indefinite pronouns take singular verbs while plural indefinite pronouns take plural verbs.
3. Activities are included for students to practice identifying indefinite pronouns in sentences and selecting the correct verb form to agree with the indefinite pronoun. A test at the end allows students to check their understanding of indefinite pronouns.
2nd qtr 13 using two word verb in sentencesShirley Sison
This document discusses two-word verbs in English. It provides examples of common two-word verbs like "put on", "pull out", "pick out", and "look up". It explains that some verbs need to be combined with other words to fully express their meaning. Exercises are included to identify two-word verbs in sentences and paragraphs and determine their meanings. Students are asked to use example two-word verbs in their own original sentences.
This document provides an overview of basic grammar rules regarding nouns, verbs, pronouns, adjectives and their usage. It explains the rules for singular and plural nouns, count and non-count nouns, possessive nouns, personal pronouns, verbs including "be" verbs and action verbs. It also discusses how to form the opposite of adjectives using prefixes and the typical order of adjectives in a phrase. Quizzes with answers are included to test comprehension.
This document provides an English grammar lesson on the present continuous tense. It discusses how to form the present participle by adding "-ing" to verb bases and lists some spelling rules. Examples are given of affirmative and negative statements using the present continuous (e.g., "I'm studying English" and "I'm not studying English"). The lesson concludes with exercises asking students to change affirmative statements to negative statements using contractions.
The role of fibroblast in ectopic calcificationGiulia Annovi
This study investigated the role of dermal fibroblasts in ectopic calcification using a cell culture model. The results show that calcification occurs slowly over time in cultured fibroblasts. Genetic studies implicate inorganic pyrophosphate (PPi) metabolism in calcification, and the results support that the process involves alterations in local PPi levels. Normal fibroblasts express proteins involved in PPi production and resorption, like NPP1 and TNAP. However, in a calcifying environment TNAP is highly upregulated, abolishing the inhibitory effects of PPi. This suggests TNAP plays a critical role by increasing inorganic phosphate levels needed for mineral deposition. Restoring extracellular PPi pools through TNAP inhibition can counteract mineral formation
La libra esterlina se depreció un 14% frente al euro entre julio de 2015 y julio de 2016. Esto significó que el coste en libras del fichaje de Pogba por 110 millones de euros para un equipo inglés aumentó un 17%, de £77,9 millones en julio de 2015 a £91,1 millones en julio de 2016 debido a la depreciación de la libra.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily design slideshows.
The document shows the average TV income per team and season in LaLiga, excluding Real Madrid and Barcelona, from 2014-15 to 2016-17. The average TV income was €28.1 million in 2014-15, €38.2 million in 2015-16, and is estimated to be €54.9 million in 2016-17.
This document provides information about the Secondary School Readiness Programme (SSRP) being implemented in government schools of five districts of Uttar Pradesh in collaboration with the Uttar Pradesh Madhyamik Shiksha Abhiyan and Dakshay Foundation. The programme aims to assess the current learning levels of students entering Class 9 and provide remedial support to help them adjust to secondary education. It involves teacher training and development of subject-based learning resources. The workbook contains exercises for students to practice language skills, expand their knowledge and build confidence after the Foundation Camp component of the programme.
This document provides an introduction to basic Korean greetings and conversations. It includes the Korean alphabet with vowels and consonants, numbers, and introductory vocabulary. Sample dialogues demonstrate common greetings when meeting someone, asking their name, and introducing two people. The document directs the reader to additional online resources for free audio lessons, printable charts, and video instruction on pronouncing the Korean alphabet and having simple conversations.
The document provides a schedule and activities for a Secondary School Readiness Programme Foundation Camp (FC) aimed at strengthening foundational English language skills of students entering Class 9. The 18-day FC focuses on developing listening, speaking, reading and writing skills through various games, exercises and comprehension activities. Key goals are using English for understanding others and expressing oneself. Activities target different skills each day and increase in difficulty, starting with basic phonics, sight words and sentences and progressing to description, comprehension and plural forms.
Cung cấp giáo viên nước ngoài - 12 tenses in English - Part 1Selena Nguyen
Hơn 50 đối tác cùng 1200 giờ dạy mỗi tháng công ty Hawaii Education tự hào là nơi chuyên cung cấp giáo viên nước ngoài đạt chuẩn quốc tế cho các Trung tâm Tiếng Anh trên toàn miền Nam. Với nguồn giáo viên nước ngoài ổn định, hầu hết đến từ các quốc gia sử dụng Tiếng Anh là ngôn ngữ chính (official language) như: Anh, Úc, Mỹ, Cananda. Giáo viên chính thức phải có bằng chuyên môn đạt chuẩn quốc tế (TEFL/ TESOL/ CELTA..v..v..), thông qua quá trình tuyển dụng, kiểm tra trình độ và, đồng thời có kinh nghiệm sư phạm lâu năm, dễ dàng nắm bắt những khó khăn của học viên trong quá trình học (phát âm chưa đúng giọng chuẩn, ngữ pháp còn yếu, các tình huống giao tiếp chưa được mở rộng).
ENG101- English Comprehension- Lecture 42Bilal Ahmed
This document discusses verb tenses and passive sentences in English. It begins by explaining that verbs are the most important part of a sentence as they indicate the action and tense. There are six main tenses in English - present, past, future, present perfect, past perfect, and future perfect. The document then explains the four main parts of regular verbs and provides examples of how they are used to form different tenses. It examines each of the six main tenses in more detail and provides examples. It also discusses the progressive and perfect tenses. Finally, it includes some practice exercises for identifying incorrect or inconsistent verb tense usage.
This document provides an introduction to the Turkish language textbook "Turkish in Three Months". It summarizes the textbook's key features:
- It teaches the essentials of Turkish grammar and practical vocabulary that would be useful for holiday or business needs in just three months.
- Each lesson builds on the previous one with clear explanations of grammar rules and exercises to practice understanding. Vocabulary covers everyday topics like shopping, sightseeing, and booking a hotel.
- Using the book along with accompanying audio recordings provides an ideal way to learn pronunciation. It recommends spending an hour a day on the material to have a very good understanding of Turkish upon completion.
This document contains a Chinese language lesson worksheet with multiple sections. It includes vocabulary practice with English and Chinese translations. There are also exercises on using conjunctions, filling in blanks, and completing sentences with particles. Listening exercises involve writing characters and pinyin for questions and passages. The assignment is to write a short paragraph in Chinese characters describing plans for summer vacation.
Nick has always struggled with oversleeping and being late. No matter how early his parents would wake him up, he would sleep through alarms and continue sleeping. One day, Nick's mom found advice online about potential health issues that could be causing Nick's oversleeping. She decided to find a sleep specialist to help solve Nick's problem. Now the family is hoping the specialist can help Nick with his chronic lateness issues.
The document is an English course textbook that contains:
1. Acknowledgments thanking sources that contributed to the textbook.
2. A table of contents outlining 10 lessons on English grammar topics.
3. Lesson content for Lesson 1 covering verb tenses, pronouns, articles, days, expressions and exercises.
4. The document provides instruction and drills on basic English grammar for ESL learners.
The document contains various English expressions related to daily activities, hobbies, helping guests, questions, reported speech, gerunds, comparatives, telephone communication, short texts, pronouns, adjective clauses and more. It provides examples of expressions and explanations of grammar points to improve English communication skills.
This document provides information and instructions for an English learning workshop. It includes exercises to practice the present simple and present continuous tenses through activities like filling in blanks, choosing the correct tense, and completing sentences and stories. Students are asked to identify grammar elements in sentences and apply different tenses like present, past and modal "can" in various contexts to improve their understanding of written English texts.
The document discusses modal verbs, which are a small group of verbs that are used differently than normal verbs. It lists common modal verbs such as can, may, should, must, and would. It explains how modal verbs are used, including how they do not take "s" in the third person or use "to" after them. It provides examples of how each modal verb is used to indicate capacity, permission, advice, obligation, prediction, and more. It also discusses how to use modal verbs in the past and future tenses.
1. The document provides a lesson on indefinite pronouns for English learners. It defines indefinite pronouns as pronouns that do not refer to specific persons, places, or things.
2. Examples of indefinite pronouns are provided such as everybody, nobody, both. The lesson explains that singular indefinite pronouns take singular verbs while plural indefinite pronouns take plural verbs.
3. Activities are included for students to practice identifying indefinite pronouns in sentences and selecting the correct verb form to agree with the indefinite pronoun. A test at the end allows students to check their understanding of indefinite pronouns.
2nd qtr 13 using two word verb in sentencesShirley Sison
This document discusses two-word verbs in English. It provides examples of common two-word verbs like "put on", "pull out", "pick out", and "look up". It explains that some verbs need to be combined with other words to fully express their meaning. Exercises are included to identify two-word verbs in sentences and paragraphs and determine their meanings. Students are asked to use example two-word verbs in their own original sentences.
This document provides an overview of basic grammar rules regarding nouns, verbs, pronouns, adjectives and their usage. It explains the rules for singular and plural nouns, count and non-count nouns, possessive nouns, personal pronouns, verbs including "be" verbs and action verbs. It also discusses how to form the opposite of adjectives using prefixes and the typical order of adjectives in a phrase. Quizzes with answers are included to test comprehension.
This document provides an English grammar lesson on the present continuous tense. It discusses how to form the present participle by adding "-ing" to verb bases and lists some spelling rules. Examples are given of affirmative and negative statements using the present continuous (e.g., "I'm studying English" and "I'm not studying English"). The lesson concludes with exercises asking students to change affirmative statements to negative statements using contractions.
The role of fibroblast in ectopic calcificationGiulia Annovi
This study investigated the role of dermal fibroblasts in ectopic calcification using a cell culture model. The results show that calcification occurs slowly over time in cultured fibroblasts. Genetic studies implicate inorganic pyrophosphate (PPi) metabolism in calcification, and the results support that the process involves alterations in local PPi levels. Normal fibroblasts express proteins involved in PPi production and resorption, like NPP1 and TNAP. However, in a calcifying environment TNAP is highly upregulated, abolishing the inhibitory effects of PPi. This suggests TNAP plays a critical role by increasing inorganic phosphate levels needed for mineral deposition. Restoring extracellular PPi pools through TNAP inhibition can counteract mineral formation
La libra esterlina se depreció un 14% frente al euro entre julio de 2015 y julio de 2016. Esto significó que el coste en libras del fichaje de Pogba por 110 millones de euros para un equipo inglés aumentó un 17%, de £77,9 millones en julio de 2015 a £91,1 millones en julio de 2016 debido a la depreciación de la libra.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily design slideshows.
The document shows the average TV income per team and season in LaLiga, excluding Real Madrid and Barcelona, from 2014-15 to 2016-17. The average TV income was €28.1 million in 2014-15, €38.2 million in 2015-16, and is estimated to be €54.9 million in 2016-17.
Este documento describe dos prácticas de laboratorio realizadas por estudiantes para observar la acción de enzimas sobre sustratos. En la primera práctica, observaron cómo la amilasa en la saliva descompone el almidón, mientras que la papaína en el ablandador de carne y enzimas en el hígado actúan sobre la gelatina. En la segunda práctica, notaron que las enzimas solo actúan sobre su sustrato específico. Los estudiantes concluyeron que las enzimas son cataliz
This document provides instruction on using present simple tense and frequency adverbs to describe daily routines. It includes examples of daily activities and their structure using subjects, verbs, and complements. Prepositions of time and third person verb conjugations are also explained. Several exercises are provided for learners to practice using these grammar points to talk about routines.
This document provides information about the past simple and past continuous tenses in English. It discusses seven group members working on the topic. It defines tense and explains how verb tenses are categorized based on time frame (present, past, future) and aspect (simple, continuous, perfect, perfect continuous). It then focuses on the past tense and defines the past simple and past continuous tenses. It provides examples of their structures in affirmative, negative, and interrogative sentences. It also discusses their uses for completed actions, habits, durations, and interrupted actions. Finally, it highlights the differences between the simple past and past continuous tenses.
This document provides information about daily routines and the present simple tense. It begins with an introduction and then presents Angy's daily routine as an example. Next, it defines relevant vocabulary like daily activities, time expressions, and adverbs of frequency. The document proceeds to explain the grammar structures of affirmative, negative, and interrogative sentences in the present simple tense. It includes exercises for the reader to practice these concepts, and concludes with additional online resources and references.
The document provides information about 4 writing activities:
1. Activity 1 has students make sentences using present simple tense and provided vocabulary.
2. Activity 2 involves students writing descriptions to accompany pictures.
3. Activity 3 is a game where students write clues about types of cake for their teammates to guess.
4. Activity 4 tasks students with writing postcards providing information about international foods.
The document provides information about 4 writing activities:
1. Activity 1 has students make sentences using present simple tense and provided vocabulary.
2. Activity 2 involves students writing descriptions to accompany pictures.
3. Activity 3 is a game where students write clues about types of cake for their teammates to guess.
4. Activity 4 tasks students with writing postcards providing information about international foods.
Verb Tenses English clearly explained. These tenses are the most frequently used in the English language. Master your verbs and tenses and you will master the English language!
The document discusses strategies for teaching English to young learners in the classroom. It recommends using simple language and focusing on everyday instructions when first teaching English. Activities like Total Physical Response exercises are suggested, where students listen and do actions based on instructions. Developing social skills is also emphasized through lessons on topics like feelings, behavior, and hygiene. The document provides examples of classroom language to use for greetings, organizing students, and ending lessons.
This document provides an overview of strategies for developing classroom language skills in young English language learners. It discusses the importance of using English consistently in the classroom from greetings to instructions. Specific language is suggested for greetings, taking attendance, starting and ending lessons, and giving everyday instructions. Developing social skills like behavior, feelings, hygiene and sharing are also addressed. The document emphasizes using gestures, visuals and the students' first language for support. Listening and movement activities are recommended to actively involve students and promote language acquisition in a fun, engaging way.
The document is an English course textbook that contains:
1) An acknowledgements section thanking sources that contributed to the book.
2) A table of contents outlining 10 lessons on English grammar topics.
3) Lesson content covering verb tenses, pronouns, articles, prepositions, and other grammar points.
4) Exercises for students to practice each lesson.
This document provides an overview of a Business English course for Strategic Human Resource Management. It includes an outline of topics that will be covered, such as tenses, modal auxiliaries, conditional sentences, and relative pronouns. A refresher course is also outlined that will review grammar structures like the present, past, and future tenses. The document defines what business English is and why it is important to study. It aims to help students improve their reading, writing, speaking and vocabulary skills for use in business contexts.
This document provides information on English verb tenses, including the simple present, present continuous, present perfect, and present perfect continuous tenses. It discusses the formation, function, and examples of use for each tense. Key points covered include how the third person singular takes an -s ending in the simple present, expressing habits and repeated actions with the simple present, and when each tense is used to describe ongoing, unfinished, or recent actions linking the past to the present.
The document discusses English verb tenses including present, past, and future tenses. It provides examples and explanations of how to use 12 different verb tenses: present simple, present continuous, present perfect, present perfect continuous, past simple, past continuous, past perfect, past perfect continuous, future simple, future continuous, future perfect, and future perfect continuous. For each tense, it outlines the forms, provides examples, and explains when to use each tense.
The document discusses the present perfect tense, including its use to describe actions that began in the past and continue in the present. It provides examples of sentences using the present perfect tense and discusses the use of time words like "for" and "since" with the present perfect. Exercises are included for students to practice forming sentences in the present perfect tense.
The document discusses the present perfect tense, including its use to describe actions that began in the past and continue in the present. It provides examples of sentences using the present perfect tense and discusses the use of time words like "for" and "since" with the present perfect. Exercises are included for students to practice forming sentences in the present perfect tense.
This document contains a grammar guide and exercises about using the simple past tense in English. It begins with notes explaining how to form the simple past of regular and irregular verbs. It also covers the past forms of the verb "to be". The rest of the document consists of 16 exercises practicing simple past verbs. The exercises include filling in blanks, choosing correct verbs, writing questions and answers, and other activities to help learners practice using simple past verbs.
This document contains a 16-page grammar worksheet on the simple past tense for ESL students. It includes explanations of how to form the simple past of regular and irregular verbs, examples, and 15 exercises to practice using the simple past correctly in sentences. The exercises cover using the past form of "be", choosing the correct past verb, answering questions in the past tense, filling in verb charts, and more.
The document discusses the present continuous tense in English. It describes five main uses of the present continuous: 1) to describe actions happening now, 2) to provide context about current situations, 3) to express certainty about future events, 4) to describe momentary actions or facts, and 5) to indicate frequent actions. It then provides examples of each use. It also explains the formation of the present continuous in its affirmative, negative, and interrogative forms. Finally, it gives rules for forming the -ing gerund form of verbs and includes exercises for learners to practice using the present continuous tense.
This document provides a grammar reference and practice exercises for tenses and other grammar topics. It begins with an overview of the tenses covered in Unit 1, including the Present Simple, Present Continuous, Past Simple, and future forms. The document then continues with detailed explanations and examples of these tenses, auxiliary verbs, questions, and other grammar concepts. It provides exercises for students to practice forming sentences and questions in the correct tenses. The overall summary is that this is a grammar guide and workbook for an English language textbook, covering key tenses and structures through examples and interactive practice questions.
The document is a detailed lesson plan for a grammar lesson on active and passive voice. The objectives are for students to determine if sentences are active or passive voice, recognize patterns in each, and rewrite sentences from one voice to the other. Examples of active and passive sentences are analyzed. Students then practice identifying the voice of sentences and rewriting them in the opposite voice.
The document discusses the present simple tense in English. It explains that the present simple is used to talk about habitual or repeated actions, general truths, and things happening now. It provides examples of using the present simple in the affirmative, interrogative, and negative forms. It also discusses using adverbs of frequency like always, usually, and never with the present simple. Key points covered include conjugating verbs in the third person singular with -s, using do/does for questions and negatives, and common uses and patterns of the present simple tense.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
2. 2
UNIT 1
1 Simple Present 2 Present Continuous 3 Simple Past 4 Past Continuous
Language Development Additional Practice READING & USE OF ENGLISH PARTS 1 & 2
6
UNIT 2
1 Simple Present Perfect 2 Present Perfect Continuous 3 Simple Past Perfect 4 Past Perfect Continuous
Language Development Additional Practice READING & USE OF ENGLISH PARTS 3 & 4
12
UNIT 3
1 Simple Future 2 Future Continuous 3 Simple Future Perfect 4 Future Perfect Continuous
Language Development Additional Practice READING & USE OF ENGLISH PART 5
18
UNIT 4
1 The Indefinite Article: A / An 2 The Definite Article: The
Language Development Additional Practice READING & USE OF ENGLISH PARTS 6 & 7
25
UNIT 5
Modal / Auxiliary Verbs [I] 1 Be 2 Can / Could / Be able to 3 Must / Have to 4 Will / Would
Language Development Additional Practice READING & USE OF ENGLISH PARTS 1 & 2
34
UNIT 6
Modal / Auxiliary Verbs [II] 1 May / Might 2 Shall 3 Should / Ought to 4 Need 5 Dare
Language Development Additional Practice READING & USE OF ENGLISH PARTS 3 & 4
40
REVISION 1 46
UNIT 7
1 Countable Nouns 2 Plural Nouns 3 Uncountable Nouns
4 Nouns followed by a Singular or Plural Verb 5 Collective Nouns
Language Development Additional Practice READING & USE OF ENGLISH PART 5
48
UNIT 8
1 Comparison 2 Participles as Adjectives 3 Adverbs 4 Very - Too - Enough
Language Development Additional Practice READING & USE OF ENGLISH PARTS 6 & 7
55
UNIT 9
1 Question Words 2 Question Tags
Language Development Additional Practice READING & USE OF ENGLISH PARTS 1 & 2
64
UNIT 10
1 Infinitive with to 2 Infinitive without to 3 Infinitive Forms
Language Development Additional Practice READING & USE OF ENGLISH PARTS 3 & 4
70
UNIT 11
1 Gerund 2 Gerund or Infinitive?
Language Development Additional Practice READING & USE OF ENGLISH PART 5
76
REVISION 2 82
UNIT 12
Conditionals
Language Development Additional Practice READING & USE OF ENGLISH PARTS 6 & 7
84
UNIT 13
1 Unreal Past 2 Would Rather - Had Better
Language Development Additional Practice READING & USE OF ENGLISH PARTS 1 & 2
93
UNIT 14
The Passive
Language Development Additional Practice READING & USE OF ENGLISH PARTS 3 & 4
98
Introduction to Paper 1 5
CONTENTS
ELE
3 Unc
Plural Verb 5
Practice
M
PLE
ciples as Adjective
ment Additional
AM
P
Words 2 Questio
Development
SSAM
nitive with to 2
Language Develo
SSA
1 Gerund
Langua
SSAM
PLE
ES
Contin
PART 5
G
ES
GLISH PARTS
AG
E
Must / Have to
& USE OF ENGLIS
PAG
3 Should / Ought
READING & US
PPAG
ES
3. 3
UNIT 15
1 The ‘Causative’ use of have 2 Emphatic Structures
Language Development Additional Practice READING & USE OF ENGLISH PART 5
104
UNIT 16
Direct and Reported Speech
Language Development Additional Practice READING & USE OF ENGLISH PARTS 6 & 7
110
UNIT 17
1 Inversion 2 So do I / I do too - Neither / Nor do I / I don’t either 3 Conjunctions
Language Development Additional Practice READING & USE OF ENGLISH PARTS 1 & 2
118
REVISION 3 124
UNIT 18
Relative Clauses
Language Development Additional Practice READING & USE OF ENGLISH PARTS 3 & 4
126
UNIT 19
Clauses of: Time - Reason - Purpose - Result
Language Development Additional Practice READING & USE OF ENGLISH PART 5
132
UNIT 20
1 Clauses of: Concession / Contrast - Manner 2 Linking Words / Phrases
Language Development Additional Practice READING & USE OF ENGLISH PARTS 6 & 7
138
UNIT 21
Participles
Language Development Additional Practice READING & USE OF ENGLISH PARTS 1, 2, 3 & 4
147
UNIT 22
1 Exclamatory Structures 2 Subject + Singular / Plural Verb 3 The Possessive
Language Development Additional Practice READING & USE OF ENGLISH PARTS 5, 6 & 7
154
REVISION 4 164
PRACTICE
TEST
READING & USE OF ENGLISH PRACTICE TEST 1 167
PRACTICE
TEST
READING & USE OF ENGLISH PRACTICE TEST 2 175
Appendix 1 Example Transformations [for help and guidance] 206
Appendix 2 Prepositional Phrases 215
Appendix 3 Verbs, Adjectives, Nouns with Prepositions 217
Appendix 4 Derivatives 221
Glossary 234
FURTHER PRACTICE
1 Key Word Transformation (covering grammar / structure, vocabulary and collocation
or idiomatic expression) 2 Phrasal Verbs 3 Word Confusion
182
SA
ELE
ect + Sing
al Practice
PLE
VISI
M
PL
SE OF ENGL
AM
P
& USE OF
AM
PLE
SS
G
ES
NGLISH PARTS 3 &
AG
E
E OF ENGLIS
PAG
Words / Phra
EADING & USPADING
PAG
ES
4. ■ I think Joanne is really pretty.
I am thinking about going to Australia this year.
(= considering)
■ Pete sees very little without his glasses.
I’m seeing my boyfriend tomorrow. (= meeting)
■ This pizza smells / tastes good.
(= has a particular smell / flavour)
Helen is smelling / tasting the food to see if it’s okay.
(= checking the smell / flavour of)
NOTE 3: With the verbs hurt, ache and feel we can use
either a simple or a continuous tense.
I feel / am feeling better today.
The simple present is used:
1 for habitual actions, permanent states.
Dave walks to school every day.
The Smiths live in York.
2 in timetables, programmes with a future meaning (often
with verbs of motion).
The coach arrives at 9.30 tomorrow evening.
3 in exclamatory sentences beginning with ‘Here ...’ and
‘There ...’ with the verbs ‘come’ and ‘go’.
Hurry up, David. Here comes our bus!
4 in sports commentaries.
Ronaldo passes the ball to Rooney – Rooney scores!
What a goal!
5 in narratives or when summarising the plot of a book or
film.
She gets out of the car, runs into the house and locks
the door behind her.
6 in newspaper headlines.
PLANE CRASHES IN MEXICO.
The simple past is used for:
1 an action done by someone no longer alive.
Shakespeare wrote a lot of plays.
[NOT: … has written …]
2 completed past actions with the time mentioned or
implied.
Stephanie passed her driving test last week.
3 past habits or repeated actions.
We went cycling every day when we were on holiday.
(= We were in the habit of going cycling ...)
OR: We used to go / would go cycling ...
NOTE 1: Only used to (not would) is used for permanent past
states.
My dad used to work at Barclays.
[NOT: … would work …]
NOTE 2: I used to cycle to school.
BUT: I am used to cycling to school.
(= I am accustomed to cycling ...)
NOTE 3: It is / has been many weeks since I heard / have
heard from Lucy.
The past continuous is used:
1 for actions in progress at a certain time in the past.
At 7.30 this morning, I was waiting for the bus.
When I was washing the dishes, I broke a glass.
While my husband was reading a book, the children and
I were watching TV.
2 for temporary past actions or states.
I was working in a bar near the beach that summer.
3 with always, continually, constantly or forever to
emphasise the idea of too often or very often in the
past (usually to express annoyance).
She was always arguing with her parents.
She was always helping the poor.
1 SIMPLE PRESENT
2 PRESENT CONTINUOUS
1 SIMPLE PRESENT 2 PRESENT CONTINUOUS 3 SIMPLE PAST 4 PAST CONTINUOUS
3 SIMPLE PAST
4 PAST CONTINUOUS
The present continuous is used:
1 for actions happening at or around the time of speaking.
Don’t disturb him now, he’s watching the game.
I’m studying Spanish this year.
2 for arranged or planned actions for the (near) future
(often with verbs of motion).
Paul is arriving on Saturday morning.
3 for temporary repeated actions or states.
I’m working in my uncle’s shop every day this week.
4 with always, constantly, continually or forever to stress
that the action happens too often or very often (usually
to express annoyance).
She is always arguing with her parents.
She is always helping the poor.
5 to show progressive change or development.
His pronunciation is getting better all the time.
NOTE 1: The continuous form of be can be used with certain
adjectives like silly, lazy, noisy, etc. to describe
people’s behaviour at a particular moment / in a
particular situation.
He’s being silly! (= at this moment)
BUT: He’s silly. (= that’s his nature)
NOTE 2: With verbs which describe a state rather than an
action (e.g. know, think, understand, love, see, hear,
smell, taste, believe, agree, remember, belong,
want, weigh) we do not use continuous tenses.
Some of these verbs can be used with continuous
tenses, but there is a difference in meaning.
UNIT 1
4
E
speaking.
he (near) future
morning.
s or states.
e’s shop every day t
continually fo
pens o often or
nce).
ways arguing with he
always helping t
rogressive cha
iation is
E
g the foo
/ flavour of)
ach d we
r a continuous tens
eeling better today
e pas used for:
n done by so
Shakespeare wrote
[NO …
2 completed pas
mplie
teph
AG
E
5. 2 Use the correct form of the word in colour to complete
the sentences.
1 I don’t understand / am not understanding what
you are saying to me.
2 I used to / would be a great runner when I was a
boy.
3 We eat / are eating out tonight, so you don’t have
to cook.
4 There goes / is going Bob with his new wife.
5 I taste / am tasting the soup to see if it needs more
salt.
6 At nine o’clock last night, I sat / was sitting on the
couch with a huge bowl of ice cream on my lap.
7 I used to / am used to eating much earlier – that’s why
I’m so hungry.
8 I take / am taking all Martin’s calls while he’s away this
week.
9 When was the last time that dog had a bath? It smells /
is smelling awful.
10 This Saturday, I run / am running a marathon.
11 Every August, I was working / worked on a farm, but I
hated it.
12 His condition is improving / improves as days go by.
1 Choose the correct answer.
1 Fill in the correct form of the word in capitals to complete
the sentence.
2 Complete each sentence with two to five words, including the word given.
1 What an ............................. child! He’s
always smiling. ADORE
2 Your handwriting is ............................. , Peter.
Take this essay back and rewrite it. ACCEPT
3 Tanya suggested going to the beach and Pete
nodded his head in ............................. . AGREE
4 Some preparation is .............................
before you go on such a long trip. ADVICE
5 I have great ............................. for your
courage. ADMIRE
1 alarm
ñ There has been an ............................. increase in
crime.
ñ Prices have risen ............................. .
2 amaze
ñ We stood ............................. as Rupert dived off
the bridge into the icy water.
ñ He looked at her in ............................. .
3 amuse
ñ Gloria couldn’t hide her ............................. .
ñ I know Jimmy can be annoying, but I find him
quite ............................. at times.
1 As a child, I got ill very often.
USED As a child, I ..................................................
ill very often.
2 I’m sick of you laughing at my ideas all the time.
FOREVER Why ..............................................................
at my ideas?
3 She seldom travels by plane.
TRAVEL She ...............................................................
by plane very often.
4 The last time I went to Switzerland was ten years ago.
LAST It’s been ten years .......................................
................. to Switzerland.
5 I haven’t had an answer to my question yet.
STILL I am ..............................................................
an answer to my question.
6 There’s the bus at last.
COMES Here .................................................................
at last!
7 I injured my ankle during the football match.
I While .............................................................. ,
I injured my ankle.
8 I don’t usually walk long distances, so I get tired easily.
USED I am .................................................................
long distances, so I get tired easily.
9 When did you meet the Browns?
AGO How .................................................................
the Browns?
10 I haven’t seen Adam since he moved house.
LAST The ..................................................................
Adam was before he moved house.
GRAMMAR PRACTICE
LANGUAGE DEVELOPMENT
A WORD FORMATION
5
correct form of
nce.
......
...
ears ago
.........................
y question yet.
.................
question.
PME
N
mproves as
us l st.
e .................
st!
ed my ankle
I Wh
in
I do
ED
6. I (1) .................................. the position of department manager for years, so when it became
available, I thought I could rely on Douglas, my good friend, to (2) ........................ me ............ .
However, when I had to stay at home because I (3) .................................. flu, he told the boss I
(4) .................................. my work. It was obvious what he (5) .................................. – he wanted
the job for himself. He tried to make me look bad by (6) .................................. a minor problem
into something important. I told him exactly what I thought of him and we haven’t spoken since.
1 .............. the service at the hotel ...........................
standard?
2 This photo is so nice, I think I’ll have it
.............................. .
3 Some members tried to .............................. and
form their own union.
4 If you .............................. of the deal now, I will never
forgive you.
5 Someone .............................. the Prime Minister’s car
last night.
6 This milk .............................. . You should throw it out.
back out: withdraw from an agreement
back up: support
be after: try to get / obtain sth
be behind with: be late or delayed
be down with: have / catch an illness
be off: not be fit to eat / drink because
it has gone bad
be up to: 1 be as good as expected
2 be doing sth (usually sth one shouldn’t)
blow up: 1 explode
2 enlarge
3 exaggerate
break away: separate (from)
.......... the morning
.......... Christmas
.......... 9 o’clock
.......... 2005
.......... 23rd June
.......... May
.......... the weekend
.......... Sunday
.......... the fifth century BC
.......... midday
.......... Sunday morning
.......... the 1960s
1 As long as the terms are acceptable to / from you,
we can go ahead with the deal.
2 According to / with witnesses, the bank robber
looked a lot like Keanu Reeves.
3 The police accused him for / of stealing the woman’s
purse.
4 After ten years in Canada, I have become
accustomed with / to its bitterly cold winters.
5 This deal gives us a great advantage to / over our
main competitors.
6 I have the deepest admiration for / about that doctor.
7 Dave asked his uncle for some advice on / to which
car to buy.
8 Many small children are afraid from / of the dark.
9 Some people are allergic of / to everyday things –
like peanuts, for example.
10 I was so angry with / about John that I refused to
speak to him.
1 Fill in the correct form of the appropriate phrasal verb.
2 Fill in the correct form of the appropriate phrasal verb.
1 Choose the correct preposition. 2 Fill in at, on or in.
B PHRASAL VERBS
C PREPOSITIONS
6
and 6
s are acceptable
ead with the deal
wit witnesse
a lot like Kean
olice accused h
years
n.
en it becam
...... me ............
lu, he told the boss
.............. – he
.................. a mino
and we haven’t
4 If you ............
orgiv
eo
7. 1 It’s raining in London.
It’s always raining in London.
It rains a lot in London.
2 She always answers the phone for him.
She’s always answering the phone for him.
3 I travelled abroad a lot.
I was travelling a lot last summer.
4 You are rude.
You are being rude.
5 He used to play outdoors.
He was used to playing outdoors.
6 Did you see Susan yesterday?
Didn’t you see Susan yesterday?
Fill in the correct word.
1 wage, salary
1 Will your weekly ........................ increase now that
you’ve been promoted, Dad?
2 My older brother always runs out of money before he
receives his ........................ at the end of the month.
2 childish, childlike
1 Despite her age, she still had a ........................
innocence.
2 Stop being so ........................ and give the doll
back to your little sister!
4 portion, helping
1 I liked the pie so much that I asked Mum for a
second ........................ .
2 Ten pounds for a ........................ of fish and chips is
ridiculous!
3 sensible, sensitive
1 Our babysitter would never leave a child alone; she
is a very ........................ person.
2 You have to be careful what you say to Jenny –
she’s very ........................ and gets upset easily.
The world was (1) ................ war and everything was (2) .............. control. I was
asked to find out (3) .............. certain if a high-ranking officer was giving away
secrets to the enemy (4) ............... exchange for money. I followed him while he
was (5) ................ duty. He got (6) ............... a bus where I caught him handing
over some documents to an enemy spy. I placed them both (7) ............... arrest
and the officer agreed to tell us everything, (8) ............... condition that his family
were protected.
at, for, in, off, on, out of, under
3 Fill in the correct preposition.
D WHAT’S THE DIFFERENCE?
E WORD CONFUSION
7
ay?
rrect wo .
SA
ONFUS
8. 1 How long has he been here?
GET When ................................................................................................................................................... here?
2 Look! Your teacher is leaving.
GOES Look! ....................................................................................................................................... your teacher.
3 When I lived in Newcastle I cycled to work every day.
WOULD When I lived in Newcastle ............................................................................................... to work every day.
4 We plan to go and live in East Africa for a couple of years.
THINKING We .............................................................................................. to live in East Africa for a couple of years.
5 I haven’t been to a concert for years.
SINCE It’s ............................................................................................................................................ to a concert.
6 My sister doesn’t want to get a job right now.
LOOKING My sister ...................................................................................................................... a job at the moment.
7 Tina relaxed once her son came home.
UNTIL Tina ............................................................................................................................ her son came home.
8 I didn’t go out until I had finished writing the letter.
SOON I .................................................................................................................. I had finished writing the letter.
9 When was the first time you met Charles?
MEET When ................................................................................................................... Charles for the first time?
10 When did you last speak to your mother?
SINCE How long is ........................................................................................................................ to your mother?
11 They would constantly fight when they were young.
FIGHTING They ....................................................................................................................... when they were young.
12 He didn’t usually eat late at night.
HABIT He wasn’t ................................................................................................................................. late at night.
13 You are behaving very stupidly about this.
BEING You .............................................................................................................................................. about this.
14 When was the last time you ate Chinese food?
DID When .................................................................................................................................... Chinese food?
15 She didn’t begin talking until all the students had sat down.
BEFORE She waited until all the students had sat down .............................................................................. talking.
2 Fill in the correct form of the word in capitals to complete the sentence.
1 Is there anywhere in this house I can work ............................... ? DISTURB
2 After his father’s death, the ............................... of the company became his responsibility. MANAGE
3 The doctor has assured me that the treatment is quite ............................... . PAIN
4 Do you know the name of the ............................... of the film? DIRECT
5 In a moment of ............................... he asked her to marry him. MAD
6 Andrew wouldn’t tell me where he had been, which made me very ............................... . SUSPECT
7 Phil’s ............................... is really awful; sometimes he can’t even read it himself. WRITE
8 It is commonly known that junk food is of little ............................... value. NUTRIENT
9 Going back into the burning house to rescue the dog was very ............................... of you. HERO
10 The ............................... into the robbery has not been completed. INVESTIGATE
1 Complete each sentence with two to five words, including the word given.
ADDITIONAL PRACTICE
8
....
................
ut th
............................
ate Chinese food?
................
king until all the st
ited until all the s
correct form o
re anywher
PAG
ES
....
.............. a job at
............................ h
..... I ha
...................
.......
9. TO ALL CANDIDATES
Always read the text first. Having
a general impression about
what it is about will help you
make the right choice of words.
TO ALL CANDIDATES
Phrasal verbs are often tested
in Part 1, as in Q2 here.
For questions 1-8, read the text below and think of the word which best fits each gap. Use only one word in each gap.
1 A image B illustration C picture D shape
2 A down B up C out D away
3 A coast B edge C shore D end
4 A individually B independently C separately D alone
5 A series B areas C ranges D groups
6 A hitting B smashing C crashing D colliding
7 A directions B paths C ways D routes
8 A way B kind C form D type
Though the ground we stand on seems to be firm, it is actually in constant motion, and has been since it formed
about four billion years ago. The first land was one huge mass which began to separate about 200 million years ago
to form the continents we have today. This process has not stopped, and in another 150 million years a very different
(1) ....... will emerge. Scientists believe that Africa will break in two, the larger upper area becoming part of Europe,
the rest breaking (2) ....... to become a huge island off the (3) ....... of India. Australia and the Antarctic will join
together.
The earth is divided into huge plates which move (4) ....... of one another. It is their movement that created great
mountain (5) ....... like the Himalayas, which were the result of the Indian and Eurasian plates (6) ....... . They are also
responsible for earthquakes and volcanic activity. Where two plates move in opposite (7) ....... , you will often have
volcanoes and wide deep valleys. When two plates slide sideways past one another, they sometimes get stuck. When
they jerk apart, we can feel their power in the (8) ....... of earthquakes.
For questions 1-8, read the text below and decide which answer (A, B, C or D) best fits each gap.
When told by richer industrial nations about the importance (1) .....................
protecting the planet, many developing countries replied: ‘You are (2) .....................
being fair. You used up your natural resources and polluted your environment. The
forests you had were almost completely cut (3) ..................... to make the ships which
sailed the earth’s oceans to conquer us. The water in many of your lakes and rivers
(4) ..................... become polluted; the air is (5) ..................... of smog and chemicals.
You did all this to become the rich nations you are today. Now you say we must
protect our land. But how can we (6) ..................... so when our people are still very
poor? Don’t we have a duty to them as well as to the planet?’
Proposals to reduce the amount of pollutants produced globally were unacceptable
(7) ..................... developing nations. They say the developed nations must give them
money (8) ..................... order to do so. Who can blame them for this, when the biggest
polluter of all, America itself, has refused to reduce its own pollutants?
READING & USE OF ENGLISH EXAM TASK (PART 1)
READING & USE OF ENGLISH EXAM TASK (PART 2)
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10. Reading & Use of English for the Cambridge English First (FCE) for
Schools examination has been designed to thoroughly prepare students for
Paper 1 of the examination.
Reading & Use of English includes:
ñ comprehensive coverage of all the grammatical phenomena
encountered at this level.
ñ ample practice in the grammar presented in each unit.
ñ extensive practice in key word transformation, focusing on grammar /
structure, vocabulary and collocation or idiomatic expression.
ñ systematic practice in word formation.
ñ multiple-choice and open cloze texts.
ñ a variety of reading texts, including newspaper and magazine articles,
novel extracts, advertisements and informational material such as guides
and brochures.
ñ skills exercises which will aid students in the reading sections of the
examination.
ñ alphabetical presentation of phrasal verbs, prepositional phrases,
verbs / adjectives / nouns with prepositions.
ñ derivative tables at the back of the book, featuring a comprehensive
list of words and their derivatives in alphabetical order.
ñ example transformations at the back of the book, providing students
with a valuable resource that will enable them to cope with the
demands of this task.
ñ additional practice in phrasal verbs and word confusion.
Reading & Use of English for the Cambridge English First (FCE) for
Schools will provide students with extensive practice, developing their
grammatical and lexical skills to the level required for success in the
Cambridge English First (FCE) for Schools examination.
Components: Student’s Book ñ Teacher’s Book
ISBN 13: 978-960-409-824-8
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tables t the ba
words and their d
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with a valuable
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