This document contains an English language lesson for intermediate level students. It includes exercises to practice verb tenses like the present simple, present continuous, and past simple. Students must complete sentences and conversations by selecting the correct verb form. The passages cover topics like daily routines, past experiences, and changes to the traditional lifestyle of the Inuit people in North America.
1. The document provides exercises on using the present progressive tense in English, including filling in verbs with "-ing" and completing sentences and questions in the present progressive.
2. It asks to add "-ing" to various verbs, fill in sentences with verbs in the present progressive form, make wh-questions based on statements involving the present progressive, and have a conversation using the present progressive.
3. The purpose is to practice forming and using the present progressive tense in English.
I wake up at 6:30 AM after sleeping from 9 PM to 6:30 AM. I get ready and have tea and buns for breakfast before sadly going to school where I don't understand the lessons. I'm relieved to return home where I have a boring dinner, do homework, and play video games before going to sleep tired.
The document contains exercises on using tenses in Vietnamese, including:
1) Completing sentences in the simple past tense.
2) Rewriting sentences in the simple past tense using time phrases provided.
3) Completing sentences with verbs given in the past tense form.
4) Converting sentences to the interrogative form.
5) Conjugating verbs in the simple past tense in question and answer form.
Teavhing Recount Text Junior High School 8th gradenur imamah
Last week Jason went to a big party at his friend's house. The party finished at 1 am and he got home at 1:30 am, after which he fell asleep on the sofa. He woke up at 9 in the morning and realized it was Sunday, not the day he thought it was. He had gone to school empty-handed, wondering why no one else was there.
The document provides examples and exercises on recognizing and using active and passive voice in English sentences. It covers changing sentences between active and passive voice, using different verb tenses like present, past, future and perfect tenses. There are also examples using modal verbs and questions. The exercises are meant to help readers identify and properly use active and passive voice.
This document provides examples of adjectives that end in -ed and -ing and discusses when each is used. It notes that -ed adjectives like "bored" and "excited" describe how people feel, while -ing adjectives like "boring" and "exciting" describe situations, people, or things. It then has exercises filling in blanks with the correct forms and identifying which form is appropriate in given sentences.
This document contains an evaluation from the Instituto Santa Rita del Pantano de Vargas. It provides examples of matching words to form sentences, filling in blanks with verbs like "are", and completing sentences using words like "washing", "cooking", and "playing". The evaluation tests basic language skills like verb conjugation, sentence structure, and matching related words.
The document discusses adjectives ending in "-ed" and "-ing" and provides examples of their use. It asks the reader to identify who or what certain adjectives describe in sample sentences. It also asks the reader to complete a table matching verb forms with their "-ed" and "-ing" adjective forms and meanings.
1. The document provides exercises on using the present progressive tense in English, including filling in verbs with "-ing" and completing sentences and questions in the present progressive.
2. It asks to add "-ing" to various verbs, fill in sentences with verbs in the present progressive form, make wh-questions based on statements involving the present progressive, and have a conversation using the present progressive.
3. The purpose is to practice forming and using the present progressive tense in English.
I wake up at 6:30 AM after sleeping from 9 PM to 6:30 AM. I get ready and have tea and buns for breakfast before sadly going to school where I don't understand the lessons. I'm relieved to return home where I have a boring dinner, do homework, and play video games before going to sleep tired.
The document contains exercises on using tenses in Vietnamese, including:
1) Completing sentences in the simple past tense.
2) Rewriting sentences in the simple past tense using time phrases provided.
3) Completing sentences with verbs given in the past tense form.
4) Converting sentences to the interrogative form.
5) Conjugating verbs in the simple past tense in question and answer form.
Teavhing Recount Text Junior High School 8th gradenur imamah
Last week Jason went to a big party at his friend's house. The party finished at 1 am and he got home at 1:30 am, after which he fell asleep on the sofa. He woke up at 9 in the morning and realized it was Sunday, not the day he thought it was. He had gone to school empty-handed, wondering why no one else was there.
The document provides examples and exercises on recognizing and using active and passive voice in English sentences. It covers changing sentences between active and passive voice, using different verb tenses like present, past, future and perfect tenses. There are also examples using modal verbs and questions. The exercises are meant to help readers identify and properly use active and passive voice.
This document provides examples of adjectives that end in -ed and -ing and discusses when each is used. It notes that -ed adjectives like "bored" and "excited" describe how people feel, while -ing adjectives like "boring" and "exciting" describe situations, people, or things. It then has exercises filling in blanks with the correct forms and identifying which form is appropriate in given sentences.
This document contains an evaluation from the Instituto Santa Rita del Pantano de Vargas. It provides examples of matching words to form sentences, filling in blanks with verbs like "are", and completing sentences using words like "washing", "cooking", and "playing". The evaluation tests basic language skills like verb conjugation, sentence structure, and matching related words.
The document discusses adjectives ending in "-ed" and "-ing" and provides examples of their use. It asks the reader to identify who or what certain adjectives describe in sample sentences. It also asks the reader to complete a table matching verb forms with their "-ed" and "-ing" adjective forms and meanings.
The document discusses adjectives that end in -ed and -ing. It provides examples of how -ed adjectives describe how people feel (e.g. bored, excited) while -ing adjectives describe situations, people or things (e.g. boring, exciting). It then has students practice identifying the correct adjective form in sentences and questions.
1) Every Sunday, the children play together. Today, Anita is playing with them and is riding a bike.
2) Tim is wearing funny glasses while his brother Sam is going to school and leaves home at 7:30 every morning.
3) At the moment, Sandra and Paul aren't working. They are resting.
4) James is talking on the phone and always spends a long time on the phone.
The document provides exercises for students to practice using simple past tense verbs. It includes directions to change present tense sentences to past tense, fill in blanks with correct past tense verbs, and change affirmative past tense sentences to negative. The exercises cover a variety of common past tense verbs and scenarios like school, work, hobbies, travel, and daily activities.
This document contains an English school worksheet with various grammar and vocabulary exercises, including:
- Lists of verbs to conjugate into past tense forms
- A short story about the activities of the Bell family last week
- Identifying famous historical figures from brief biographies
- Correcting false statements about the figures
- Finding and unscrambling words in word searches and conversations
- Completing sentences using verbs in past tense forms
- Writing questions to match given answers
- Stating what people in a chart did or didn't do yesterday based on checks
- Describing activities people in pictures did or didn't do yesterday
This document contains a reading comprehension test with multiple choice and written response questions. It tests students on topics like spelling, grammar, vocabulary, reading comprehension, and writing sentences. The test has 5 sections (A-E) with different question types. Section A has multiple choice questions on spelling and grammar. Section B tests number writing. Section C contains possessive pronouns. Section D describes pictures and items for students to answer questions about. Section E involves constructing sentences about making salted fish from given words. The test aims to evaluate students' English language and comprehension abilities.
The document is a quiz containing 10 multiple choice questions about using articles (a, an, the) correctly in sentences. It tests whether to use a, an, the, or no article with different nouns in various contexts. The correct answers are provided at the end for self-checking.
The document is a photo album by Anabel containing an English grammar exercise. It consists of two parts: 1) a chart to complete with words in different verb forms, and 2) sentences to complete using the correct words from the chart. The chart contains words like "amaze", "bore", "excite", and their "-ed" and "-ing" forms. The sentences practice using these words like "excited", "boring", and "worrying" in context.
This document contains a reading passage and exercises about festivals. It discusses the Buddhist festival of Vesak, which celebrates Buddha's life and marks the Buddhist new year in April/May. The passage notes that Vesak involves decorating with flowers/lanterns, giving gifts to monks/poor people, and sometimes setting free caged birds. The exercises that follow test understanding of the passage and grammar through tasks like fill-in-the-blank, rewriting sentences, and changing speech from direct to reported.
This document is a quiz on verb tenses, specifically the present perfect and past perfect. It contains 10 multiple choice questions testing the use of "has", "have", and "had" in different sentence contexts. The correct answers are provided at the end for self-checking.
The past continuous tense is used to describe an action that was in progress at a specific time in the past. It is formed using was/were plus the present participle (verb ending in -ing). Some examples of using the past continuous tense are provided to describe actions that were occurring when other past events happened.
Present Perfect Simple - Present Perfect ContinuousKopitiam English
Mandy has been studying in Australia since March and has decided to find a part-time job over her semester break after finishing her exams. Ahmad, Kamal and Din have finished packing for their holiday in Langkawi where their uncle has a seafood restaurant and crocodile farm that has been attracting many tourists. Fadilah has been chosen to represent her school in the half marathon and has been training every day under her coach's guidance while being encouraged by her family and friends as she aims to win the race.
The document provides examples of sentences in simple past tense and irregular past tense verbs. It includes exercises asking the reader to complete sentences and questions using the appropriate past tense forms of verbs. Vocabulary and grammar points covered include common irregular verbs like "see", "come", "write", and regular verbs formed by adding "-ed".
The document provides examples of sentences using the present perfect and past simple tenses in English. It shows situations where the present perfect (e.g. "has packed") and past simple ("went") would be used. There are questions and statements covering a variety of scenarios involving actions that have recently occurred or been completed as well as those that happened at a specific time in the past.
This document contains an exercise to practice using the verb "to be" in present tense. It provides 21 sentences with blanks to be filled in with the correct form of "to be". The sentences cover using "to be" with pronouns like I, you, he, she, it, we, they as well as nouns. The goal is to practice conjugating "to be" in the present tense.
The document discusses various people and their locations or activities on different days of the week in the past or present. It mentions that "I" was here last Monday, neighbors were on holiday last week, Dominic was in London for two weeks, the Maths teacher was here last week, "we" traveled by train, played tennis every afternoon, and visited museums. Dad wanted to go to the beach every day.
The document provides examples of words ending in "-ed" and "-ing" and discusses when to use each. Some key points covered:
- Words ending in "-ing" are used to describe a situation, person, or thing (e.g. "an interesting teacher").
- Words ending in "-ed" are used to describe how a person feels (e.g. "I'm very interested").
- In Spanish, "-ing" words translate to forms with "es/son" and "-ed" words translate to forms with "está/están".
The document concludes by recommending exercise websites to practice these rules.
This document contains a year 4 English exam paper with multiple sections:
1. Section A tests simple present tense and wh-questions with fill-in-the-blank and multiple choice questions.
2. Section B involves rearranging words to form sentences and making sentences with given words.
3. Section C replaces underlined words with pronouns and tests punctuation and spelling.
The exam paper evaluates students' English language skills in various grammatical areas through different question formats for year 4 level.
This document contains 11 grammar exercises focusing on verb tenses and forms including:
1. Simple present, past, and future tenses with examples of filling in verbs.
2. Using will and be going to to express future intentions.
3. Present, past, and future progressive tenses with examples of filling in verbs.
4. The present perfect tense with examples of forming sentences in different situations.
The exercises provide context and instructions for learners to practice and demonstrate their understanding of English verb tenses and forms.
The document discusses various adjectives in their -ed and -ing forms and how they are used to describe different emotions and experiences. It provides examples of filling in blanks with adjectives like "interested", "excited", "confused" to describe having an interesting day or being embarrassed. It also discusses completing sentences using comparative adjectives like "more tiring" or "less frightening" to compare experiences.
The document discusses adjectives that end in -ed and -ing. It provides examples of how -ed adjectives describe how people feel (e.g. bored, excited) while -ing adjectives describe situations, people or things (e.g. boring, exciting). It then has students practice identifying the correct adjective form in sentences and questions.
1) Every Sunday, the children play together. Today, Anita is playing with them and is riding a bike.
2) Tim is wearing funny glasses while his brother Sam is going to school and leaves home at 7:30 every morning.
3) At the moment, Sandra and Paul aren't working. They are resting.
4) James is talking on the phone and always spends a long time on the phone.
The document provides exercises for students to practice using simple past tense verbs. It includes directions to change present tense sentences to past tense, fill in blanks with correct past tense verbs, and change affirmative past tense sentences to negative. The exercises cover a variety of common past tense verbs and scenarios like school, work, hobbies, travel, and daily activities.
This document contains an English school worksheet with various grammar and vocabulary exercises, including:
- Lists of verbs to conjugate into past tense forms
- A short story about the activities of the Bell family last week
- Identifying famous historical figures from brief biographies
- Correcting false statements about the figures
- Finding and unscrambling words in word searches and conversations
- Completing sentences using verbs in past tense forms
- Writing questions to match given answers
- Stating what people in a chart did or didn't do yesterday based on checks
- Describing activities people in pictures did or didn't do yesterday
This document contains a reading comprehension test with multiple choice and written response questions. It tests students on topics like spelling, grammar, vocabulary, reading comprehension, and writing sentences. The test has 5 sections (A-E) with different question types. Section A has multiple choice questions on spelling and grammar. Section B tests number writing. Section C contains possessive pronouns. Section D describes pictures and items for students to answer questions about. Section E involves constructing sentences about making salted fish from given words. The test aims to evaluate students' English language and comprehension abilities.
The document is a quiz containing 10 multiple choice questions about using articles (a, an, the) correctly in sentences. It tests whether to use a, an, the, or no article with different nouns in various contexts. The correct answers are provided at the end for self-checking.
The document is a photo album by Anabel containing an English grammar exercise. It consists of two parts: 1) a chart to complete with words in different verb forms, and 2) sentences to complete using the correct words from the chart. The chart contains words like "amaze", "bore", "excite", and their "-ed" and "-ing" forms. The sentences practice using these words like "excited", "boring", and "worrying" in context.
This document contains a reading passage and exercises about festivals. It discusses the Buddhist festival of Vesak, which celebrates Buddha's life and marks the Buddhist new year in April/May. The passage notes that Vesak involves decorating with flowers/lanterns, giving gifts to monks/poor people, and sometimes setting free caged birds. The exercises that follow test understanding of the passage and grammar through tasks like fill-in-the-blank, rewriting sentences, and changing speech from direct to reported.
This document is a quiz on verb tenses, specifically the present perfect and past perfect. It contains 10 multiple choice questions testing the use of "has", "have", and "had" in different sentence contexts. The correct answers are provided at the end for self-checking.
The past continuous tense is used to describe an action that was in progress at a specific time in the past. It is formed using was/were plus the present participle (verb ending in -ing). Some examples of using the past continuous tense are provided to describe actions that were occurring when other past events happened.
Present Perfect Simple - Present Perfect ContinuousKopitiam English
Mandy has been studying in Australia since March and has decided to find a part-time job over her semester break after finishing her exams. Ahmad, Kamal and Din have finished packing for their holiday in Langkawi where their uncle has a seafood restaurant and crocodile farm that has been attracting many tourists. Fadilah has been chosen to represent her school in the half marathon and has been training every day under her coach's guidance while being encouraged by her family and friends as she aims to win the race.
The document provides examples of sentences in simple past tense and irregular past tense verbs. It includes exercises asking the reader to complete sentences and questions using the appropriate past tense forms of verbs. Vocabulary and grammar points covered include common irregular verbs like "see", "come", "write", and regular verbs formed by adding "-ed".
The document provides examples of sentences using the present perfect and past simple tenses in English. It shows situations where the present perfect (e.g. "has packed") and past simple ("went") would be used. There are questions and statements covering a variety of scenarios involving actions that have recently occurred or been completed as well as those that happened at a specific time in the past.
This document contains an exercise to practice using the verb "to be" in present tense. It provides 21 sentences with blanks to be filled in with the correct form of "to be". The sentences cover using "to be" with pronouns like I, you, he, she, it, we, they as well as nouns. The goal is to practice conjugating "to be" in the present tense.
The document discusses various people and their locations or activities on different days of the week in the past or present. It mentions that "I" was here last Monday, neighbors were on holiday last week, Dominic was in London for two weeks, the Maths teacher was here last week, "we" traveled by train, played tennis every afternoon, and visited museums. Dad wanted to go to the beach every day.
The document provides examples of words ending in "-ed" and "-ing" and discusses when to use each. Some key points covered:
- Words ending in "-ing" are used to describe a situation, person, or thing (e.g. "an interesting teacher").
- Words ending in "-ed" are used to describe how a person feels (e.g. "I'm very interested").
- In Spanish, "-ing" words translate to forms with "es/son" and "-ed" words translate to forms with "está/están".
The document concludes by recommending exercise websites to practice these rules.
This document contains a year 4 English exam paper with multiple sections:
1. Section A tests simple present tense and wh-questions with fill-in-the-blank and multiple choice questions.
2. Section B involves rearranging words to form sentences and making sentences with given words.
3. Section C replaces underlined words with pronouns and tests punctuation and spelling.
The exam paper evaluates students' English language skills in various grammatical areas through different question formats for year 4 level.
This document contains 11 grammar exercises focusing on verb tenses and forms including:
1. Simple present, past, and future tenses with examples of filling in verbs.
2. Using will and be going to to express future intentions.
3. Present, past, and future progressive tenses with examples of filling in verbs.
4. The present perfect tense with examples of forming sentences in different situations.
The exercises provide context and instructions for learners to practice and demonstrate their understanding of English verb tenses and forms.
The document discusses various adjectives in their -ed and -ing forms and how they are used to describe different emotions and experiences. It provides examples of filling in blanks with adjectives like "interested", "excited", "confused" to describe having an interesting day or being embarrassed. It also discusses completing sentences using comparative adjectives like "more tiring" or "less frightening" to compare experiences.
The document provides examples of sentences with verbs that need to be changed to either the simple past or past progressive tense. It also provides examples of sentences with verbs that need to be changed to either the present perfect simple or present progressive tense. The goal is to practice using these verb tenses correctly in sentences.
The document provides examples to practice using the present perfect simple tense in English. It contains exercises where students are asked to complete sentences by filling in the blanks with the present perfect form of verbs provided in brackets. It also contains exercises for students to rewrite sentences in the past simple or present perfect tense. The document focuses on providing practice with tense usage in English grammar.
The document is a grammar exercise that provides sentences in various tenses (past simple, present continuous) for the learner to complete. It covers topics like daily routines, past events, and question formation in the past tense. The document contains multiple parts that include: 1) completing sentences with past simple verbs, 2) completing short paragraphs with past simple verbs, 3) correcting sentences, 4) completing sentences with irregular past verbs, 5) completing sentences with various verb tenses, and 6) writing questions for given answers in the past simple tense. The goal is to practice using different verb forms, especially the past simple tense, in context.
The document provides grammar exercises on using simple past tense and past continuous (progressive) tense. It includes examples of rewriting sentences in simple past and past continuous tense forms, choosing between "was" and "were", and writing original sentences in both tenses. The exercises are meant to practice conjugating verbs into the simple past and past continuous forms.
This document provides exercises to practice using the present simple tense in English for affirmative, negative, and question forms. It includes over 50 sentences for the learner to fill in verbs in the simple present tense and answer short-form questions to assess their understanding of using verbs correctly in the present tense in English.
This document contains an English grammar review workbook for a second year high school student. It includes exercises on topics such as the present continuous tense, adverbs of frequency, comparisons, the past tense, future arrangements, and conditionals. The student is asked to complete sentences, write questions, and correct errors related to these grammatical structures.
This document provides a review of verb tenses including exercises to practice the present simple, going to future, past simple, past continuous, and past passive tenses. The exercises consist of filling in blanks with the correct verb form or writing questions to match answers. The review covers forming questions, making affirmative and negative statements, and using the various tenses in short paragraphs to demonstrate their usage.
The document provides examples and exercises for using the future simple tense in English. It includes filling in sentences with will/won't, forming questions, putting verbs in the future tense form, answering questions in the future tense, and changing sentences from the present to future tense. There are multiple choice, fill-in-the-blank, and short answer questions testing one's understanding of English future tense grammar.
I apologise, but I do not have enough context to generate a multi-sentence summary. My abilities are limited to summarizing single documents in 3 sentences or less. Please provide a full document for me to summarize.
I was chatting to my friend on the phone.
Past continuous
2 Complete the sentences with was or were and the
verbs in brackets.
5 Complete the sentences with the past continuous
form of the verbs.
1. Yesterday at 5pm I (watch) television.
1. They were playing (play) football when it started
to rain.
2. While I (cook) dinner, the children (play) in the
garden.
2. I wasn't listening (listen) to music because I
___________ (do) my homework.
3. At 8 o'clock we (have) dinner.
3. What _________ you ______
The document provides information and exercises about using the past simple and past continuous tenses in English. It begins with definitions and examples of when to use each tense, such as using the past simple for completed actions and the past continuous for ongoing actions happening at the same time. It then provides a series of exercises for learners to practice forming and using the past simple and past continuous correctly in different contexts like short stories, conversations and sentence completion activities. The goal is to help improve the learner's knowledge and mastery of these important English grammar points.
The document provides information and exercises about using the past simple and past continuous tenses in English. It begins with definitions and examples of when to use each tense, such as using the past simple for completed actions and the past continuous for ongoing actions happening at the same time. It then presents a series of exercises for learners to practice forming and using the past simple and past continuous correctly in different contexts like short stories, conversations and sentence completion activities. The goal is to help improve the learner's knowledge and mastery of these important English grammar points.
The document provides information and exercises about using the past simple and past continuous tenses in English. It begins with definitions and examples of when to use each tense, such as using the past simple for completed actions and the past continuous for ongoing actions happening at the same time. It then presents a series of exercises for learners to practice forming and using the past simple and past continuous correctly in different contexts like short stories, conversations and sentence completion activities. The goal is to help improve the learner's knowledge and mastery of these important English grammar points.
past simple-past-continous-exercises (1)Mabel Serran
The document provides descriptions and exercises to practice using the past simple and past continuous tenses in English. It begins with definitions and examples of when to use each tense, such as using the past simple for completed actions and the past continuous for ongoing actions happening at the same time. It then presents a series of exercises for learners to choose the correct tense or fill in verbs in their proper past tense form based on short sentence prompts and stories. The goal is to help improve the learner's knowledge and use of these English grammar points.
The document provides exercises to practice using the past simple and past continuous tenses in English. It begins with descriptions of when to use each tense - the past simple for completed actions and the past continuous for ongoing actions. It then presents a series of activities with gaps to fill in using the correct form of verbs in past tenses. The exercises include choosing the appropriate tense, answering comprehension questions about a story, completing sentences, conjugating verbs, and writing sentences using a mix of past tenses.
Present simple vs present continuous exercisesMonicargtz
The document provides examples of verbs used in the present simple and present continuous tenses. It includes a list of 20 sentences with verbs that need to be identified as either present simple or present continuous. It also provides a list of 10 verbs to be used in example sentences demonstrating the two tenses. Overall, the document offers instruction and exercises on distinguishing and using the present simple and present continuous verb tenses in English.
This document provides exercises to practice using regular and irregular verbs in the past simple tense. It includes filling in blanks with the past simple form of verbs, answering questions in the past simple, identifying regular and irregular verbs, and completing sentences using a variety of regular and irregular past simple verbs. The document focuses on common examples to illustrate how to conjugate English verbs into the simple past tense form.
This document contains a worksheet from Tong Mei Road Government Primary School with multiple grammar exercises using different verb tenses. The worksheet includes exercises on simple present, present continuous, present perfect, simple past, and questions for students to fill in the correct verb tense. It provides practice for students on when to use different verb tenses in the English language.
Similar to A classes revision material for midterm 2 key (20)
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HR search is critical to a company's success because it ensures the correct people are in place. HR search integrates workforce capabilities with company goals by painstakingly identifying, screening, and employing qualified candidates, supporting innovation, productivity, and growth. Efficient talent acquisition improves teamwork while encouraging collaboration. Also, it reduces turnover, saves money, and ensures consistency. Furthermore, HR search discovers and develops leadership potential, resulting in a strong pipeline of future leaders. Finally, this strategic approach to recruitment enables businesses to respond to market changes, beat competitors, and achieve long-term success.
Starting a business is like embarking on an unpredictable adventure. It’s a journey filled with highs and lows, victories and defeats. But what if I told you that those setbacks and failures could be the very stepping stones that lead you to fortune? Let’s explore how resilience, adaptability, and strategic thinking can transform adversity into opportunity.
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This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
Each framework is presented with visually engaging diagrams and templates, ensuring the content is both informative and appealing. While this compilation is thorough, please note that the slides are intended as supplementary resources and may not be sufficient for standalone instructional purposes.
This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
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A select set of project management best practices to keep your project on-track, on-cost and aligned to scope. Many firms have don't have the necessary skills, diligence, methods and oversight of their projects; this leads to slippage, higher costs and longer timeframes. Often firms have a history of projects that simply failed to move the needle. These best practices will help your firm avoid these pitfalls but they require fortitude to apply.
The Steadfast and Reliable Bull: Taurus Zodiac Signmy Pandit
Explore the steadfast and reliable nature of the Taurus Zodiac Sign. Discover the personality traits, key dates, and horoscope insights that define the determined and practical Taurus, and learn how their grounded nature makes them the anchor of the zodiac.
1. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
Page 1 / 15
A) Complete the dialogues with the Present Simple, the Present Continuous or the Past Simple of the
words in brackets.
1) Andy: Hey Dave, what ___happened_____________ (happen) to you yesterday?
Dave: What __do you mean__________ (you / mean)?
Andy: I ___called__________(call) you three times?
Dave: Oh, right. Well, on Monday afternoons I __am not______________ (not be) at home. I
usually __play_____________ (play) tennis with my cousin, or I ____hang out__________ (hang
out) with friends.
Andy: OK. So, what ___are you doing_____________ (you / do) right now?
Dave: I ___am playing________ (play) computer games. How about you? __Are you
surfing__(you / surf) the Net?
Andy: No, I __have___________ (have) nothing to do. __Do you want_______ (you / want) to
come over? Ben _is coming ________ (come) over, too. He’s on his way now.
Dave: Sure.
2) Kathy: Where’s Beth? _Do you know___________ (you / know)?
Tony: She ___doesn’t live___________ (not live) here any more. She __moved__________ (move)
to London with her husband last month. They ___are staying_____________ (stay) with a friend
until they find a house to buy.
Kathy: Really? She _didn’t tell____________ (not tell) me anything.
Tony: Well, she __sent___________ (send) me an e-mail last week. They ___decided_________
(decide) to move because her husband ___found___________ (find) a job there.
Kathy: I see. Well, I __hope_________ (hope) we see each other again.
B) Complete the conversations. Put the verb in the correct form in the present or past.
1) Jim: __Were_______ you __going_______ (go) shopping when I saw you yesterday morning?
Kate: No, I __was_____ (be) my way to the bank.
Jim: I __go________ (go) to the bank every Friday, before the weekend.
Kate: Me too usually. But this week I _didn’t have________ (not / have) time, so I
____went_________ (go) yesterday.
2) Jan: ____Did______ you ___see______ (see) that science programme on TV last night?
Sam: No, I __never watch_____________ (never / watch) TV.
Jan: It __was_________ (be) wonderful. It ___showed___ (show) a new way of repairing a heart.
Sam: Oh.
3) Jill: Why_are__________ (you) _looking_____________ (look) at me?
Tony: Because you __are wearing__________ (wear) a new dress and you look very good in it.
Jill: Thank you. I ___bought___________ (buy) it yesterday.
2. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
Page 2 / 15
4) Val: What ____is__________ Jim ___doing_________ (do) this morning?
Ian: He’s at the doctor’s at the moment.
Val: Oh dear. What ___happened__________ (happen)?
Ian: He ___fell_______ (fall) and ____hurt_____ (hurt) his leg yesterday when he __was
running_______ (run) for a bus.
5) Vic: __Was_______ Sally __working________ (work) at half past seven last night?
Pam: No, she ____was helping_________ (help) me with the dinner. She often _helps________
(help) in the kitchen.
Vic: When __did_____ she ___go_____ (go) out?
Pam : She didn’t. She ___stayed_________ (stay) at home all evening.
C) Complete this conversation with a famous film actor. Put the verb into the correct form of the past
or present.
Interviewer: When ___did__________ (you / start) acting?
Actor: When I __was_________ (be) 12. I __went_________ (go) to a drama school, and one day I
___was sitting_________ (sit) in the classroom and Nigel Stewart, the famous film director,
___visited_______ (visit) the school. He __saw______ (see) me, and that __was_________ (be) the
beginning.
Interviewer: What ___was__________ (be) your first film?
Actor: ‘Holiday Home’ with Terry Veale, who __is________ (be) now my husband! We
__made______ (make) the film in Italy. He __was_______ (be) 17 and I ___was________ 8be) 13!
Interviewer: I know that Terry Veale _had_________ (have) an accident in that film. How ____did it
happen_____ (it / happen)?
Actor: Well, one day near the end of the filming we _were both riding_________ (both / ride) horses
and Terry’s horse suddenly __stopped___________ (stop) and he __fell___________ (fall) off. He
____broke________ (break) his arm. Today, Terry and I often _____talk_______ (talk) about our first
meeting.
Interviewer: __Are you riding____________ (you / ride) nowadays?
Actor: No, I ___stopped___________ (stop) when I ___moved__________ (move) to Los Angeles.
Interviewer: I know you are very busy but what __do you do__________ (you / do) in your free time?
Actor: Terry and I ____like___________ (like) swimming. We ___swim_________ (swim) every day.
And of course, I ____love____________ (love) coking. The dish I ___made___________ (make) for
lunch today is a new idea of mine.
Interviewer: Can I ask you some more questions? And can I also talk to Terry?
Actor: Yes, of course. He __is swimming________ (swim) in our pool at the moment. We can go
outside and enjoy the sun. Come on.
3. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
Page 3 / 15
D) Put the verb in the present perfect or past simple.
Here is the six o’clock news from ITC, on Monday the 25th
April. Our reporter in Nepal
__telephoned______ (telephone) us ten minutes ago and __said______ (say) that Jane Tomkins and her
partner, Ann Beckett, are on top of the world today. They _reached_________ (reach) the top of Mount
Everest half hour ago. Our reporter spoke to another climber on the expedition.
Reporter: Are Jane and Ann still on the top of Mount Everest?
Climber: No, they __have started_________ (start) their return journey.
Reporter: How long ____did_______ they ____spend_____________ (spend) up there?
Climber: About 10 minutes. They _took_____________ (take) some photographs of each other.
Reporter: Are they in good health?
Climber: Well, they’re both tired but they’re fine. But there is one problem: the weather __has
changed__________(change). There is more cloud and the wind is quite strong.
E) Read the letter from Chris to her friend, Jo. Chris is from San Francisco and has just had a
holiday with Jo in London. Complete the sentences. Put the verb in brackets in the correct form.
Dear Jo
Well, I __arrived_______ (arrive) back safely two weeks ago. The flight ___was________ (be) fine,
but a bit long. I ___watched_________(watch) two films and __ate__________ (eat) two breakfasts!
Thank you for everything. I ____had_________ (have) a really good time with you in London. I
hope you __enjoyed__________ (enjoy) it too.
Everything here is very different from London. I ____am writing__________ (write) this letter
outside in the garden. I __am sitting_____________ (sit) under a big umbrella because the sun is very hot
today. I know we ___had________ (have) some sunny days in London but I remember there
__was___________ (be) also some rain!
It was difficult for me to start work after my wonderful holiday, but it’s OK now. I __have
been__(be) in a new department since I __came______________ (come) home and it’s interesting. I
___have___________ (have) a new manager now, and that’s good because the old one _was___________
(be) horrible.
___Do you like___________ (you/like) rock music? My brother __is__________ (be) a drummer in
a new group. He ____is practising________ (practice) in his bedroom at the moment and it’s quite loud! I
__have just sent______ (just/send) you some of his CDs. I hope you like them.
By the way, __did you find________________ (you/find) a black leather photo album? I think I
__left__________ (leave) it in the bedroom. Could you send it to me sometime? No hurry.
Jill ___is sitting___________ (sit) in the garden with me and she send her love to you. Please write
soon, and thank you again for a wonderful time.
Love Chris
4. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
Page 4 / 15
F) Read the text about the Inuit people of North America and complete it with the verbs below. Use
used to or the Present Simple.
have / drive / wear (x2) / live / take off / be / cook / call / hunt / go / take / hate / spend
The lives of the Inuit people of North America have changed a lot in 30 years.
First, their name: people __used to call_____ (call) them Eskimos, but now they are called Inuits, which
means ‘the people’.
They __used to live____________ in igloos in the houses in small towns. They __used to hunt__________
seals – they ate the meat and made clothes from the fur. Many of the people still _wear___________ seal-
skin clothes today because they are very warm. Remember, the weather is extremely cold for many months
of the year. 85-year-old Inuit, Mariano Tagalik, told us a little about her early life.
‘Our winter igloos were very warm. We ___used to cook________ inside so sometimes it got too hot. When
I was a child I _used to take off___________ most of my clothes when I was in our igloo. In the short
summers we lived in seal-skin tents, but I __used to spend________ as much time as possible playing
outside. ‘
To move over the snow, they __used to wear__________ special snowshoes on their feet, but today many
Inuits __drive___________ snowmobiles. These machines can travel long distances in a short time. In the
past it__ used to take ______________ them days or weeks to travel the same distance. Inuit children never
_used to go__________ to school – they learnt everything from their parents but now, like all North
Americans, they __have___________ about 10 years of school education.
Life is not as hard as it ___used to be_________, but many of the older Inuits _hate____________ town life
and want to go back to the old days.
G) Complete the conversation. Use the present continuous or the present simple.
Josie Turner is the export manager of a large international company. Harry Brentwood is a customer from
Canada. They are trying to arrange an appointment for next week.
Josie: Hello, Josie Turner speaking.
Harry: Oh Josie, this is Harry Brentwood. How are you? I __am coming_________ (come) to London on
Sunday and I’d like to meet you next week. Can we arrange a time?
Josie: I’d love to. When are you free?
Harry: Well how about lunch on Monday?
Josie: I can’t, I’m afraid. I __am having__________ (have) lunch with our new Chairman. Tuesday at
10.30?
5. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
Page 5 / 15
Harry: No, no good. Dennis, my London agent, __is coming_________ (come) to the office. Wednesday
afternoon is a possibility.
Josie: Not for me. My secretary, Jenny, __is getting___________ (get married) and all of us ____are
going______ (go) to the wedding. And on Thursday morning I __am driving_________ (drive) up to
Manchester for a meeting with Bill Syms.
Harry: What time ___does it start__________ (start)?
Josie: 11.30 a.m. I’ve got an idea! Why don’t you come with me? We can talk on the way.
Harry: That sounds good. Oh but wait a minute, I can’t. I _am talking_____________ (talk) to a group of
business people about Canadian business opportunities at lunch time.
Josie: So Friday then.
Harry: Yes. That’s the only possibility because my return flight to Montreal _leaves___________ (leave) at
9.00 on Saturday. So, 11.30 a.m. on Friday morning at your office?
Josie: Yes, that’s perfect. I’m really looking forward to seeing you then.
H) Join the sentences with who, which, that or where.
1) I’ve met a girl. She knows a lot about computers.
_I’ve met a girl who (that) knows a lot about computers.___________________________________
2) Can you see the cat? It is lying on the roof.
__Can you see the cat which (that) is lying on the roof?______________________________________
3) We are going to marry in the restaurant. We met there.
_We are going to marry in the restaurant where we met.______________________________________
4) I bought a gift. It is very expensive.
_I bought a gift which (that) is very expensive._____________________________________________
5) Luis is waiting for our guests. They are from different Asian countries.
_Luis is waiting for our guests who (that) are from different Asian countries.____________________
I) Complete the dialogues using the comparative form of the adjective in brackets + than, or the
superlative form of the adjective in brackets.
1) A: Why did you choose that hotel? It’s a long way from the city centre of town.
B: I chose it because it was __the cheapest___________ (cheap) the hotel in the centre.
2) A: Did you enjoy being a student?
B: Yes, it was ___the happiest_________ (happy) period of my life.
3) A: Is he famous in this country?
B: Yes, he’s __more famous than_________ (famous) any other singer.
4) A: I’m not a very good cook.
B: I’m sure I’m __worse than__________ (bad) you. I can’t cook anything well.
5) A: What did you have for dinner?
B: I chose ___the most expensive_________ (expensive) dish on the menu.
6. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
Page 6 / 15
6) A: How is your new course going?
B: It’s __more difficult than_____________ (difficult) the last one I took.
7) A: What’s the weather going to be like today?
B: They say that today is going to be __wetter than__________ (wet) yesterday.
8) A: Do you like this programme?
B: Yes, I think it’s _the best____________ (good) programme on TV.
J) A class of students is studying environmental issues with their teacher Look at the diagram and
complete their conversation.
Teacher: Who recycled ___the highest_ percentage of glass in
1992?
Flora: The Dutch did.
Teacher: And who recycled _the lowest______ percentage?
Wayne: The Greeks.
Teacher: Right. What about the Spanish? Ho well did they do?
Bill: They did __better than___ the Greeks, but __worse than_
The Portuguese.
Teacher: Did the French recycle a __higher___ percentage of
glass ___than_________ the Danes?
Kevin: No, not quite. About five per cent __lower______________.
Teacher: What about the Italians?
Bronwen: They recycled about __as high________percentage _____as_______ the Belgians.
Teacher: Yes. That’s about five per cent __higher than________ the Danes.
Alex: But it’s about ten per cent ___lower than__________ the Germans.
Teacher: True. Now let’s go on to talk about what we’re going to do next.
K) Write a new sentence with the same meaning.
1) Richard is younger than he looks. Richard isn’t __as old as he looks.________________________
2) I didn’t spend as much money as you. You __spent less than me.___________________________
3) The station was nearer than I thought. The station wasn’t __as far as I thought._______________
4) The meal didn’t cost as much as I expected. The meal cost __less than I expected._____________
5) I go out less than I used to. I don’t ___go out as much as I used to._________________________
6) Karen’s hair isn’t as long as it used to be. Karen used to __have longer hair._________________
7) I know them better than you do. You don’t __know as much as I do._______________________
8) There are fewer people at this meeting than at the last one.
There aren’t__as many people at this meeting as at the last one.__________________________
7. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
Page 7 / 15
L) Some of these sentences are not correctly written. Cross out the words that are not correct, then
write the words that should replace them.
1) Much of the students completed their assignments early. (Most)
2) There aren’t much things you can do with this old computer. (are few)
3) There are many ways to earn some money this summer.
4) Daniel failed the class because he missed too many quizzes.
5) It’s amazing that so much people can fit in this elevator. (many)
6) I don’t speak much Japanese.
7) If you make too much mistakes, you will not pass the test. (many)
8) How much people are there in your school? (many)
9) I have never seen so many water in my life. (much)
10) Did Evan have many luck getting his car fixed? (much)
M) Choose between a little, a lot of, a few, few, fewer, many and much.
DON’T CALL US, WE’LL CALL YOU!
Two years ago I moved to a new neighborhood. There seem to be very __few_________ people in this
area who are without telephones, so I expected to get a new phone quickly. I applied for one as soon as I
moved into my new house. “We aren’t supplying ___many/a lot of___________ new phones in your
area” and engineer told me. “Only _few_____ people want new phones at the moment and the company
is employing ___fewer____________ engineers to save money. A new phone won’t cost you
___much_______ money, but it will take __a lot of__________ time. We can’t do anything before
December. “You need __a little_________ patience if you’re waiting for a new phone and you need
___a few_______ friends whose phones you can use as well. Fortunately, I had both. December came
and went, but there was no sign of a phone I went to the company’s local office to protest. “They told
me, I’d have a phone by December”, I protested. “Which year?” the assistant asked.
N) Correct the mistakes and write the sentences again.
1) I think that our teacher will give us a test next week.
__ I think that our teacher may give us a test next week _____________________________
2) I may be go to America soon.
___I may go to America soon.__________________________________________________
3) I won’t to become rich or famous.
___I won’t become rich or famous.______________________________________________
4) We may probably go on holiday in August.
___We will probably go on holiday in August._____________________________________
5) I think that it will rains tomorrow.
__I think that it might rain tomorrow.______________________________________________
6) I’ll always remembering the people in class.
__I’ll always remember the people in class.________________________________________
7) I may not to get married.
__I may not get married.______________________________________________________
8. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
Page 8 / 15
8) Definitely I will go to bed early tonight.
__I will definitely go to bed early tonight.________________________________________
9) I’ll never living in another country.
__I’ll never live in another country._____________________________________________
10) I think my country might wins the next World Cup.
__I think my country might win the next World Cup._______________________________
O) Choose the correct option.
SURPRISE PARTY
Yesterday it was Sharon’s birthday, but she had no special plans, so she decided to go home after work.
She left the office and (1) ______________ she was walking down the street, she was thinking about her
friends. They (2) ___________ her birthday so far but they forgot it for the first time this year. ‘I think
all of them are really busy at work and they (3) ___________ call me tomorrow as it is Saturday,’ she
said to herself. Then, she realized that she was hungry, so she bought a bottle of wine and some food (4)
________ she came out of the market, she saw an old man selling flowers and bought a bouquet of red
roses.
After she had a shower, she put herself some wine and lied down on the sofa. ‘Now I feel (5)
___________’ she said to herself. ‘If nobody (6) ___________ my birthday, I _____________ it by
myself.’ Suddenly the doorbell rang. It was 11 p.m. She was surprised because her husband was on a
business trip. ‘It can’t be Richard, he (7) __________ be here today as he has a very important meeting
with his French customers,’ she thought and went down the stairs to open the doos.
‘Happy birthday to you!’A group of her friends and her husband (8) _____________ there! Also their
hands were full of colourful packages. She couldn’t believe her eyesç She had everybody around her and
(9) ____________ nice presents, as well. It was (10) ____________ moment of her life. They had an
enjoyable party altogether. I think such days (11) ___________ unforgettable if you ________ so
thoughtful friends, I thank you all!’ she said and hugged them.
1. a) before b) until c) while d) as soon as
2. a) remembered b) remembers c) will remember d) have remembered
3. a) probably will b) probably won’t c) won’t probably d) will probably
4. a) when b) while c) as d) until
5. a) more happier b) happily c) much happier d) less happier
6. a) remembers/celebrate b) remembers/
will celebrate
c) remembered/
will celebrate
d) remember
will celebrate
7. a) will definitely b) won’t definitely c) definitely won’t d) definitely will
8. a) is b) were c) was d) be
9. a) much b) few c) a lot of d) little
10. a) the least surprising b) less surprising c) more surprising d)the most surprising
11. a) are/will have b) will be/have c) were/have d) will be/will have
P) Comment on the situations. Use if+ the present tense + will/can.
1) It might rain. If it does, everyone can eat inside.
____If it rains, everyone can eat inside._________________________________________________
2) The children mustn't go near Nick's dog. It'll bite them.
____If the children go near Nick’s dog, it’ll bite them.______________________________________
3) Rachel might fail her driving test. But she can take it again.
____If Rachel fails her driving test, she can take it again.___________________________________
9. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
Page 9 / 15
4) United might lose. If they do, Tom will be upset.
___If United loses, Tom will be upset.____________________________________________________
5) Nick may arrive a bit early. If he does, he can help Tom to get things ready.
__If Nick arrives a bit early, he can help Tom to get things ready. _____________________________
6) The party might go on all night. If it does, no one will want to do any work tomorrow.
__If the party goes on all night, no one will want to do any work tomorrow._____________________
7) Emma may miss the train. But she can get the next one.
___If Emma misses the train, she can get the next one._____-________________________________
8) Is Matthew going to enter the race? He'll probably win it.
___If Matthew enters the race, he’ll probably win it.________________________________________
Q) Rewrite with the correct form of have to, must, had to, could.
1) Tommy, don’t say that word again! It’s not nice.
_Tommy mustn’t say that word again.________________________________________________
2) Jim doesn’t need to go to school for a few days.
_Jim doesn’t have to go to school for a few days._______________________________________
3) It was necessary for me to take noted during the lesson.
_I had to take notes during the lesson.________________________________________________
4) I was able to play the piano when I was only 6.
__I could play the piano when I was only 6.____________________________________________
5) Was it necessary for you to say that?
__Did you have to say that?________________________________________________________
6) It’s a rule for drivers and pedestrians to stop at red light.
__Drivers and pedestrians must stop at red light._______________________________________
R) Choose the correct option.
A NEW LANGUAGE
This week we ask students and teacher from all over the world for their ideas about the best way to learn
a new language.
Peter, student, Hungary
‘Reading really helps you learn new vocabulary and grammar, so you (1) _________ (find) something
interesting to read in the language you’re studying. I’m studying French, and I try to read a little French
every day. You (2) _____________ spend a long time doing it, maybe just five minutes.’
Elke, language teacher, Sweden
‘You (3) _____________ listen to the language as much as you can. In Sweden a lot of people speak
very good English, so you hear the language a lot. Also there are a lot of kinds of TV programs in
English. In other words, you (4)___________ visit any other countries to practice’.
Ana, student, Spain
‘ I think pronunciation is very important. At the beginning you may not pronounce words perfectly, but
you (5) __________ pronounce them in a way that people won’t understand.
Sompong, IT consultant, Thailand
‘I don’t have a lot of time for studying, but I think that the Internet is an incredible resource for learners
of English around the world. In the 1980s we (6) _____________ buy a lot of dictionaries and books to
10. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
Page 10 / 15
learn more but nowadays nobody (7) ______________ look for and documents; in a few seconds you
can find something interesting to read. It’s really easy and enjoyable.
1. a) mustn’t b) shouldn’t c) has to d) should
2. a) must b) don’t have to c) have to d) mustn’t
3. a) have to b) mustn’t c) don’t have to d) had to
4. a) don’t have to b) mustn’t c) didn’t have to d) must
5. a) has to b) mustn’t c) didn’t have to d) must
6. a) have to b) had to c) mustn’t d) didn’t have to
7. a) have to b) don’t have to c) has to d) doesn’t have to
S) Choose the correct answer.
People seem (1) _________ in different ways. Some people need (2) _______ mistakes in their studies
and are capable of (3) ___________ from their mistakes.
Others, however, dislike (4) ____________ mistakes. They try to avoid making anything which they
might do badly. They would rather (5) _____________ something in small steps. They tend (6)
______________ a task based on a subject they don’t feel they have managed (7) ______________ yet.
Both ways of learning seem (8) _________equally valid, but a combination of the two ways is the best
solution. In order to learn effectively, students need (9) __________ risks sometimes. But they also have
to feel comfortable and secure with what they’re doing so as not to become demotivated. All students
should at least think about (10) __________ the way that they are approach learning.
1. a) learning b) to learn c) learn d) having learnt
2. a) making b) to make c) make d) having made
3. a) benefiting b) to benefit c) benefit d) to have benefited
4. a) making b) to make c) to be making d) make
5. a) doing b) to do c) having done d) to have done
6. a) avoid b) to avoid c) avoiding d) to avoiding
7. a) explore b) to explore c) exploring d) being explored
8. a) that b) to be c) as d) being
9. a) to take b) taking c) to have taken d) having taken
10. a) to question b) questioning c) question d) to be questioned
T) Write the following words in the right order to form sentences with to be going to in affirmative,
negative or question:
Example: is / to / a / Fred / doctor / going / be.
Fred is going to be a doctor.
a) to / am / dentist / the / I / this / going / visit / afternoon.
__I am going to visit the dentist this afternoon.____________________________________________
b) swim / aren’t / They / to / going / tomorrow.
__They aren’t going to swim tomorrow.__________________________________________________
c) her / paint / isn’t / to / room / going / She.
__She isn’t going to paint her room._____________________________________________________
d) do / his / Philip / going / homework / is / to?
__Is Philip going to do his homework?____________________________________________________
11. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
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e) am / not / I / to / France / going / travel / to.
__I am not going to travel to France._____________________________________________________
U) Match the sentences
1) She’s a doctor. She wants (c) a) to working on a new project in Latin
America.
2) He’s five years old. He hopes (f) b) to work for an environmental organization.
3) I’m a teacher. I’m looking forward (d) c) to fight disease in developing countries.
4) I’m a student. I’m planning (e) d) to starting the new school year.
5) They worry about pollution. They’d like (b) e) to get a good job when I leave college.
6) We’re aid workers. We’re looking forward (a) f) to get a bike for his birthday.
V) Look at the hotel information table and write passive sentences according to the question words.
HOTEL INFORMATION
Breakfast
In Pierrot’s Restaurant 7:00-9:30 am
Rooms
Maid Service daily
Dinner
In Main Restaurant 08:00-10:00 pm
Hot Water
24 hours a day
Newspapers – Telephone calls
At the Reception Desk
Hotel Cinema
Film every night at 10 pm
e.g. Breakfast / serve – where and when? Breakfast is served in Pierrot’s Restaurant between 7 and 9:30
am.
1) Dinner / serve – where and when? _ Dinner is served in Pierrot’s Restaurant between 7 and 9:30
am.
2) Newspapers / sell – where? _Newspapers are sold at the Reception Desk.____________________
3) Telephone calls / make – where? _Telephone calls are made at the Reception Desk._____________
4) Rooms / clean – who by and how often? _Rooms are cleaned daily by Maid Service ____________
5) Hot water / supply – when? __Hot water is supplied 24 hours a day._________________________
6) Films / show – where and when? __Films are shown at Hotel Cinema every night at 10 p.m. _____
W) Choose the correct option to complete the text.
JANIE’S NEW SCHOOL
Janie started to school but she hated it. In the mornings she (1) ___________ her mother not to send her
to school because she (3) __________ by the other kids in her class. Everybody (3) ____________ fun
of her every day and she (4) __________ by this. Also the teacher often told her off. Janie’s parents were
worried about her, so they moved and she (5) ___________ a new school. On her first day at the new
school she (6) __________ by the entire class. A nice girl named Samantha (7) _____________ her to
the school. She was even given a desk in the front row. In art class, she (8) __________ by the teacher
on her beautiful drawing. In the break she (9) ____________ by a group of kids to play baseball.
Fortunately Janie (10) _____________ at her new school and this made her really happy.
12. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
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1) a) begged b) was begged c) beg d) has begged
2) a) bullies b) was bullying c) bullied d) was bullied
3) a) made b) was made c) makes d) make
4) a) depressed b) was depressed c) depress d) is depressed
5) a) was started b) is started c) start d) started
6) a) was welcomed b) is welcome c) is welcomed d) welcomed
7) a) is showed b) is showing c) showed d) was shown
8) a) is complimented b) complimented c) compliment d) was complimented
9) a) was inviting b) was invited c) invited d) is invited
10) a) is respected b) respects c) was respected d) respected
X) Rewrite the following sentences. Change the tenses without changing the original meaning.
1) Mrs. Brown, the English teacher in my school, started working here in 1975.
__Mrs. Brown has worked as an English teacher in my school_______________since 1975.
2) He joined the army in 1990. He is still a soldier. (since)
__He has been a soldier since 1990._________________________________________________
3) The last time I played the guitar was six years ago. (for)
____I haven’t played the guitar for six years.____________________________________________
4) Jorge and Carmen are married. They got married in 1980.
__Jorge and Carmen have been married since 1980._____________________________________
5) Maria was excited about space exploration when she was young. She is still excited about it.
__Maria has been excited about space exploration since she was young.______________________
Y) Complete the advertisement with too or enough.
Do you find that the clothes in the stores are always (1) __too_________ small for you? Perhaps the
waist is (2) __too_________ tight or the legs aren’t long (3) ____enough_______. Of course, there are
shops that sell larger sizes, but people often find their designs aren’t fashionable (4)
__enough___________. They don’t change their designs often (5) __enough_____________ so there
isn’t (6) ___enough_________ choice. And for many people their clothes are much (7)
__too____________ expensive. Well, now your problems are over!
At Supersizestores.com we offer a range of fashionable clothes in extra-large and extra tall sizes. Our
range is wide (8) ___enough_________ to satisfy even the most fashionable customer!
Z) Complete the sentences using enough + the following words:
big / chairs / cups / fit / milk / money / qualifications / room / time / warm / well
1) I can’t run very far. I’m not _fit enough__________________.
2) Some of us had to sit on the floor because there weren’t _enough chairs__________________.
3) I’d like to buy a car, but I haven’t got __enough money__________ at the moment.
4) Have you got ___enough milk___________ in your coffee or would you like some more?
5) Are you __warm enough___________? Or shall I switch on the heating?
6) It’s only a small car. There isn’t __enough room________ for all of us.
7) Steve didn’t feel __well enough____________________ to go to work this morning.
13. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
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8) I enjoyed my trip to Paris, but there wasn’t ____enough time______ to do everything I wanted.
9) Do you think I’ve got __enough qualifications_____________ to apply for the job?
10) Try this jacket on and see if it’s __big enough_______________ for you.
11) There weren’t _enough cups_____ for everybody to have coffee at the same time.
AA) Complete the second sentence so it means the same as first. Use too or enough and the words in
brackets ( ). Use short forms.
Example: I don’t want to go in the garden because it’s cold. (cold)
It’s too cold to go in the garden.
1) We can’t go into the theatre because the play has already started. (late)
It__is too late to go into the theatre._________________________________________________
2) The baby can’t eat adult food because she is very young. (young)
She__is too young to eat adult food._________________________________________________
3) He can’t rent a car because he is only seventeen. (old)
He__isn’t old enough to rent a car.__________________________________________________
4) I can’t carry this bag because it’s extremely heavy. (heavy)
This bag_____is too heavy for me to carry.___________________________________________
5) I can’t use this bed because it’s uncomfortable. (comfortable)
This bed__isn’t comfortable enough for me to use._____________________________________
BB) Match the following.
1. If I saw you, _e__ a. I would prepare a sandwich.
2. If I didn’t live in a hot country, _c__ b. I would go out with him.
3. If he were attractive, _b__ c. I wouldn’t go swimming.
4. If I were so hungry, _a__ d. she would think twice.
5. If you were a millionaire, _f__ e. I would say “Hello”.
6. If Louise were in your position, _d__ f. where would you live?
7. If I won a prize, _h__ g. he would fly like a bird.
8. If David had wings, _g__ h. I would be delighted.
CC) Complete the conversation with the correct forms of the verbs in brackets ( ).
Mandy: It would be nicer if this hotel room ___had________(have) a view of the sea.
David: I know, but those rooms cost extra. So what are our plans for the next few days?
Mandy: What about the diving course? It’s rather expensive, but …
David: Mmm. If we (1) _did___________ (do) that, we wouldn’t have any more money! What about the
two-day trip to Granada?
Mandy: We’ve already paid for all our meals here. If we went on the two-day trip, we
(2) __would miss_________ (miss) dinner here. What else can we do?
14. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
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David: I’m not sure. I (3) _would look_____ (look) in the guidebook if I (4) ___had______________
(have) it here; but I left it at home. We can ask at reception …
Mandy: OK, I’ll do that. Now what shall I wear for dinner? My new jacket?
David: I (5) ___wouldn’t wear______(not wear) that if I were you. It’s very warm tonight.
DD) For each situation, write a full sentence beginning with if. Use short forms where you can ('d,
wouldn't, weren't, didn't etc).
Example:
I am not the best one, so I will not win anything.
If I was (were) the best one, I would win something.
1) We are market leaders in France, so we don't have to fight for our position. __If we weren’t market
leaders, we would fight for our position._____________________________________________
2) They never give us any discount, so we won't return to them again.
__If they gave us some discount, we would return to them again.___________________________
3) They always infringe the financial regulations, that's why they are fined every year.
__If they didn’t always infringe the financial regulations, they wouldn’t be fined every year._______
4) They don't improve their services, so we'll have to look for another supplier.
__If they improved their services, we wouldn’t have to look for another supplier._________________
5) Your order is not big enough, that's why you don't get free delivery.
__If your order was big enough, you would get free delivery.________________________________
EE) Complete the second sentence so that it has a similar meaning to the first sentence, using the
word given. Do not change the word given. You must use between two and five words, including
the word given.
1) I may not get a pay rise. Then, I won’t buy a new suit. (if)
I will only ___ buy a new suit, if ___________________________I get a pay rise.
2) A change of job would do you good. (were)
If I ___ were you, I would _______________________________ change jobs.
3) All you have to do to switch the light on is press this button. (come)
If you press __ this button , the light comes ___________________________________ on.
4) I don’t have a car. I can’t give you a lift. (could)
If I __had a car, I could_____________ give you a lift.
FF) Complete the sentences with the correct options.
1) A lot of teenagers want to get more exercise, despite/so/but the government should invest more in sports
facilities.
2) The fans weren’t disappointed despite/however/although their team’s poor performance.
3) We’d love to go skiing this winter, despite/but/so I’m afraid we can’t afford to.
4) Jimmy would like to learn horse riding. Although/However/But, it is a rather expensive sport.
5) Although/Despite/So the very windy weather, they decided to go sailing.
6) In my area, interest in sport is growing, but/so/despite the local authorities won’t build new facilities.
7) But/Although/Despite they were very fit, they weren’t able to finish the race.
8) I’d like to learn a new sport despite/but/so I don’t know which one.
15. YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES WEEK 15 (December 22 – December 26)
2014-2015 REVISION FOR MIDTERM 2 (New Language Leader Pre-Intermediate Units 1 - 12)
A LEVEL TEACHERS’ COPY
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GG) Study the examples below. Then make one sentence from two, using the linking word in
brackets.
It was raining heavily. They went hiking.
It was raining heavily, but they went hiking.
Although it was raining heavily, they went hiking.
They went hiking despite the heavy rain. or Despite the heavy rain, they went hiking.
It was raining heavily, so they didn’t go hiking.
1) Her favourite team were playing. She didn’t watch the match. (but)
__Her favourite team were playing, but she didn’t watch the match._______________________
2) He had a pain in his knee. He entered the race. (although)
__Although he had pain in his knee, he entered the race.________________________________
3) She had a headache. She played tennis all afternoon. (despite)
__Despite her headache, she played tennis all afternoon.___________________________
4) There was nothing on TV. They went for a walk instead. (so)
__There was nothing on TV, so they went for a walk instead.______________________
5) Our city has excellent sports facilities. Participation in sport is low. (although)
_Although our city has excellent sports facilities, participation in sport is low._____________