This document provides examples of using phrases and clauses of purpose, reason, concession, and opposition in rewritten sentences. It includes exercises rewriting sentences using these different types of phrases and clauses, as well as choosing the best answer with the correct usage. The goal is to practice transforming sentences by replacing words and phrases with equivalent purpose, reason, concession, or opposition structures.
The document is a reading comprehension test about a vacation abroad. It contains questions about various passages describing trips to New Zealand, Yorkshire, and Quito, Ecuador. The questions test comprehension of details like locations visited, weather conditions, activities, and transportation. The test also contains multiple choice questions testing grammar knowledge, such as verb tenses and prepositions.
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.
1. The document appears to be an exam for a high school in Đô Lương 1, Vietnam from the 2011-2012 school year. It covers sections on phonetics, vocabulary, grammar, reading comprehension, and writing.
2. The exam contains multiple choice questions, fill-in-the-blank questions, error identification questions, and short writing prompts. Questions test knowledge of topics like pronunciation, vocabulary, grammar, reading comprehension skills and the ability to complete sentence transformations and short responses.
3. The exam follows a typical test format for subjects like English with different sections moving from basic skills to more advanced comprehension and writing. It evaluates students on a range of language and literacy abilities
1. The document appears to be an exam for 10th grade students covering various topics related to English language including phonetics, vocabulary, grammar, reading comprehension, and writing.
2. The phonetics section tests students on pronouncing different words. The vocabulary and grammar section includes multiple choice and fill-in-the-blank questions about parts of speech, tenses, and more.
3. The reading comprehension section contains a passage about animals with blanks to fill in and a passage about natural resources with a similar format.
4. The writing section asks students to complete sentences with similar meaning, construct sentences from phrases, and write a short letter inviting a friend abroad to visit their hometown.
E9 bai tap theo unit -unit 10 life on other planetsngokienduc
This document appears to be a test for a Grade 9 unit on life on other planets. It contains 50 multiple choice and completion questions testing knowledge of concepts like UFOs, space travel, and hypothetical situations. The questions cover topics such as the definition of UFOs, what might be seen in the sky, the effects of living in space, and how situations might be different under various hypothetical conditions.
1. The document is a test for a 9th grade English exam in Vietnam from 2008-2009. It contains questions in listening comprehension, pronunciation, grammar, vocabulary, reading comprehension, and writing.
2. The listening comprehension section asks test takers to indicate things Ryan has and hasn't done based on an audio passage. The pronunciation section identifies words with different vowel sounds.
3. The grammar section contains multiple choice questions about parts of speech, tenses, and phrases. The vocabulary section tests word meaning in context. The reading comprehension contains questions about details and main ideas in a passage about Neil Armstrong.
4. The writing section asks test takers to write sentences using suggested words and give a 120
E9 bai tap theo unitunit 7 saving energyngokienduc
This document discusses ways to save energy and reduce consumption. It provides examples of simple choices individuals can make to be more efficient, such as using energy-saving light bulbs, taking shorter showers, and turning off lights and devices when not in use. Replacing older appliances with more efficient models and properly maintaining items like faucets can also lower utility bills and benefit the environment long-term. With small changes in daily habits and new technologies, significant amounts of energy and money can be conserved over time.
1. de + đa thi hsg tinh hà tĩnh lop 10 mon tieng anh nam hoc 2010-2011Hườngg Thu
The document is an exam for 10th grade English students in Vietnam. It consists of 9 sections testing different English skills. Section I has 10 multiple choice questions testing pronunciation of underlined words. Section II has 10 multiple choice questions to complete sentences. Section III contains a passage with 10 errors to find and correct. The remaining sections continue testing vocabulary, grammar, reading comprehension and writing through multiple choice, fill-in-the-blank, matching and essay questions. The document provides the answers and scoring breakdown, with the exam worth a total of 20 points.
The document is a reading comprehension test about a vacation abroad. It contains questions about various passages describing trips to New Zealand, Yorkshire, and Quito, Ecuador. The questions test comprehension of details like locations visited, weather conditions, activities, and transportation. The test also contains multiple choice questions testing grammar knowledge, such as verb tenses and prepositions.
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.
1. The document appears to be an exam for a high school in Đô Lương 1, Vietnam from the 2011-2012 school year. It covers sections on phonetics, vocabulary, grammar, reading comprehension, and writing.
2. The exam contains multiple choice questions, fill-in-the-blank questions, error identification questions, and short writing prompts. Questions test knowledge of topics like pronunciation, vocabulary, grammar, reading comprehension skills and the ability to complete sentence transformations and short responses.
3. The exam follows a typical test format for subjects like English with different sections moving from basic skills to more advanced comprehension and writing. It evaluates students on a range of language and literacy abilities
1. The document appears to be an exam for 10th grade students covering various topics related to English language including phonetics, vocabulary, grammar, reading comprehension, and writing.
2. The phonetics section tests students on pronouncing different words. The vocabulary and grammar section includes multiple choice and fill-in-the-blank questions about parts of speech, tenses, and more.
3. The reading comprehension section contains a passage about animals with blanks to fill in and a passage about natural resources with a similar format.
4. The writing section asks students to complete sentences with similar meaning, construct sentences from phrases, and write a short letter inviting a friend abroad to visit their hometown.
E9 bai tap theo unit -unit 10 life on other planetsngokienduc
This document appears to be a test for a Grade 9 unit on life on other planets. It contains 50 multiple choice and completion questions testing knowledge of concepts like UFOs, space travel, and hypothetical situations. The questions cover topics such as the definition of UFOs, what might be seen in the sky, the effects of living in space, and how situations might be different under various hypothetical conditions.
1. The document is a test for a 9th grade English exam in Vietnam from 2008-2009. It contains questions in listening comprehension, pronunciation, grammar, vocabulary, reading comprehension, and writing.
2. The listening comprehension section asks test takers to indicate things Ryan has and hasn't done based on an audio passage. The pronunciation section identifies words with different vowel sounds.
3. The grammar section contains multiple choice questions about parts of speech, tenses, and phrases. The vocabulary section tests word meaning in context. The reading comprehension contains questions about details and main ideas in a passage about Neil Armstrong.
4. The writing section asks test takers to write sentences using suggested words and give a 120
E9 bai tap theo unitunit 7 saving energyngokienduc
This document discusses ways to save energy and reduce consumption. It provides examples of simple choices individuals can make to be more efficient, such as using energy-saving light bulbs, taking shorter showers, and turning off lights and devices when not in use. Replacing older appliances with more efficient models and properly maintaining items like faucets can also lower utility bills and benefit the environment long-term. With small changes in daily habits and new technologies, significant amounts of energy and money can be conserved over time.
1. de + đa thi hsg tinh hà tĩnh lop 10 mon tieng anh nam hoc 2010-2011Hườngg Thu
The document is an exam for 10th grade English students in Vietnam. It consists of 9 sections testing different English skills. Section I has 10 multiple choice questions testing pronunciation of underlined words. Section II has 10 multiple choice questions to complete sentences. Section III contains a passage with 10 errors to find and correct. The remaining sections continue testing vocabulary, grammar, reading comprehension and writing through multiple choice, fill-in-the-blank, matching and essay questions. The document provides the answers and scoring breakdown, with the exam worth a total of 20 points.
This document is an English grammar practice test on modals from Mr. Luke Gabriel's blog. It contains 50 multiple choice questions testing the use of various modals like can, may, must, should, etc. The questions cover common modal uses such as ability, permission, possibility, necessity, prohibition, speculation, etc. The answers to the questions are provided at the end. The practice test aims to help learners understand and properly use different modals in sentences.
Tuyen tap de_thi_chon_hsg_lop_10_mon_tieng_anh_7461TmHong42
This document contains an English exam for Vietnamese high school students. It is divided into multiple choice, fill-in-the-blank, and essay questions that test students' knowledge of phonics, vocabulary, grammar, reading comprehension and writing. The exam covers topics such as pronouncing word parts, identifying stressed syllables, choosing the correct grammar, correcting errors, summarizing passages, and writing short responses.
1) The passage discusses how ice ages have dramatically affected life on Earth and influenced climate changes over millions of years. The last ice age ended in a rapid climate change that enabled human civilization to develop agriculture and animal husbandry.
2) It explains how the balance of carbon dioxide in the atmosphere impacts global temperatures and the formation or melting of glacial ice sheets. Human activities like burning fossil fuels and deforestation are currently disrupting this balance and causing the Earth to warm.
3) If warming trends continue, it could lead to significant melting of polar ice caps and rising sea levels by the next century, threatening coastal cities and ecosystems while increasing severe storms. The melting ice may also initiate a cycle causing global
This document contains an English grammar practice test with 50 questions on the usage of "both", "neither", and "either". The questions cover a variety of sentence structures and contexts to test understanding of these terms. The answers are provided at the end for users to check their work. The purpose is to help learners practice and improve their knowledge of these commonly used terms.
This document contains an English idioms practice test with 50 questions. Each question provides 3 answer choices and asks the student to circle the best answer. The answers are provided at the end. The practice test covers a variety of common English idioms and their meanings to help students improve their idiom vocabulary and usage.
E9 bai tap theo unit-unit 6 the environmentngokienduc
This document contains a unit test on environmental topics for a Grade 9 class. It includes 50 multiple choice questions testing understanding of vocabulary related to the environment, such as pollution, conservation, and sustainability. It also includes fill-in-the-blank, sentence rewriting, and verb conjugation exercises on similar topics. The test aims to evaluate students' knowledge of the key concepts and language covered in the unit on the environment for the second term.
The document contains a grammar exercise with 77 sentences where students are asked to fill in the blanks with the suitable verb form. The sentences test the use of various verb tenses including present simple, present continuous, past simple, past continuous, present perfect, past perfect, future simple and future continuous tenses. The answers to the exercise are not provided.
This document provides a grammar exercise on the continuous tenses (present, past, future) in English. It contains 50 questions testing the use of continuous tenses in different contexts like actions that are happening now, were happening in the past, or will be happening in the future. The answers to each question are provided at the end for students to check their work. This exercise is intended to help students practice forming and using continuous tenses properly in sentences.
This document contains a grammar practice test on prepositions. It consists of 50 multiple choice questions testing understanding of different English prepositions and their usage in various contexts such as location, time, and motion. The questions are followed by the answers. The purpose is to help learners practice and improve their knowledge of prepositions.
This document provides a grammar practice test on pronouns. It contains 50 questions that require selecting the correct pronoun to fill in the blanks in various sentences. The answers are provided at the end. The purpose of the practice test is to help students improve their understanding and usage of pronouns in the English language.
This document contains an English grammar practice test with 50 questions on the topics of present perfect, present perfect continuous, and past perfect tenses. The questions test understanding of these tenses through multiple choice questions about various situations involving actions that have occurred or been ongoing at different points in time. The answers to all 50 questions are provided at the end.
This document contains an English grammar exercise about conjunctions. It provides 50 multiple choice questions testing the use of conjunctions like "and", "but", "or", "yet", "so" etc. in different contexts. The questions are at various difficulty levels. Answers to the 50 questions are provided at the end. The purpose of the exercise is to help learners practice and improve their understanding of conjunctions.
This document contains a practice test for an English preparation course. It includes sections on pronunciation, vocabulary, grammar and reading comprehension. The pronunciation section contains 10 multiple choice questions to identify words with different stress patterns. The vocabulary section has 30 multiple choice questions to complete sentences using target words. The grammar section contains 25 multiple choice questions testing grammar points. The reading comprehension section consists of a passage and 10 multiple choice questions about the details and main ideas in the passage.
Anhvan co uyen trung tam luyen thi dai hoc qsc-45 - adverbial clausesTrungtâmluyệnthi Qsc
This document provides examples of using phrases and clauses of purpose, reason, concession, and opposition in rewritten sentences. It includes exercises rewriting sentences using these different types of phrases and clauses, as well as choosing the best answer with the correct usage. The goal is to practice transforming sentences by replacing words and phrases with equivalent purpose, reason, concession, or opposition structures.
Due to globalization and development of technologies, production of electronic and electrical equipment (computers, mobile phones, printers, DVD players, TVs, etc.) has skyrocketed. After a certain period of time, these equipment becomes obsolete or gets broken and hence discarded. Thus, leads to accumulation of e-waste - the fastest growing waste in the world. E-wastes are known to be hazardous because of the presence of many hazardous materials such as arsenic, antimony, cadmium, mercury, BFR’s, lead, etc.
The challenge is to develop innovative and cost-effective solutions to decontaminate polluted environments, to make them safe for human habitation and consumption, and to protect the functioning of the ecosystems which support life. Bioremediation approach is currently applied to remove contaminants from soil, groundwater, surface water, and sediments including air.
The second Sanitation and Water for All (SWA) Partnership Meeting took place in Geneva, Switzerland from 11-13 November 2013, hosted by SWA partner the Swiss Agency for Development Cooperation.
This report gives insights into the dialogue and discussion that took place and is mainly intended for those who are already engaging in SWA at various levels, including those who attended the Geneva meeting.
Este documento proporciona instrucciones para un trabajo individual con la herramienta Quandary. El objetivo es explorar sus funciones básicas y elaborar un sencillo laberinto digital sobre un tema libre, incluyendo la selección de opciones y enlaces entre puntos de decisión para crear una estructura global con un resumen al final.
This short document promotes donating to United Way by suggesting that making a difference in someone's life through helping others will result in having a lasting positive impact on them. It directs readers to the United Way website for more information on how to get involved and help their community.
Este documento descreve um trabalho prático sobre a programação de um sistema de vendas automáticas de bebidas usando o microcontrolador AT89S51. O objetivo principal foi compreender como implementar tal sistema, desde a conceção do algoritmo até a programação do microcontrolador e teste na máquina real. O aluno desenvolveu códigos em linguagem C e Assembly, simulando e testando a implementação no simulador μVision.
This document discusses a research project on the lack of motivation in adult students learning AutoCAD software. The researcher aims to identify reasons for the lack of motivation and potential solutions. A literature review found that motivation issues typically arise when instructional materials or the instructor's engagement are lacking. Students' prior general education and technology literacy can also impact motivation. The instructor plays a key role in understanding different learning styles and adapting instruction. Cooperative learning and additional resources like online tutorials and tutors are suggested to improve motivation for students with sensory learning styles. The researcher will analyze data collected from student interviews to develop recommendations for motivating AutoCAD learners.
This document is an English grammar practice test on modals from Mr. Luke Gabriel's blog. It contains 50 multiple choice questions testing the use of various modals like can, may, must, should, etc. The questions cover common modal uses such as ability, permission, possibility, necessity, prohibition, speculation, etc. The answers to the questions are provided at the end. The practice test aims to help learners understand and properly use different modals in sentences.
Tuyen tap de_thi_chon_hsg_lop_10_mon_tieng_anh_7461TmHong42
This document contains an English exam for Vietnamese high school students. It is divided into multiple choice, fill-in-the-blank, and essay questions that test students' knowledge of phonics, vocabulary, grammar, reading comprehension and writing. The exam covers topics such as pronouncing word parts, identifying stressed syllables, choosing the correct grammar, correcting errors, summarizing passages, and writing short responses.
1) The passage discusses how ice ages have dramatically affected life on Earth and influenced climate changes over millions of years. The last ice age ended in a rapid climate change that enabled human civilization to develop agriculture and animal husbandry.
2) It explains how the balance of carbon dioxide in the atmosphere impacts global temperatures and the formation or melting of glacial ice sheets. Human activities like burning fossil fuels and deforestation are currently disrupting this balance and causing the Earth to warm.
3) If warming trends continue, it could lead to significant melting of polar ice caps and rising sea levels by the next century, threatening coastal cities and ecosystems while increasing severe storms. The melting ice may also initiate a cycle causing global
This document contains an English grammar practice test with 50 questions on the usage of "both", "neither", and "either". The questions cover a variety of sentence structures and contexts to test understanding of these terms. The answers are provided at the end for users to check their work. The purpose is to help learners practice and improve their knowledge of these commonly used terms.
This document contains an English idioms practice test with 50 questions. Each question provides 3 answer choices and asks the student to circle the best answer. The answers are provided at the end. The practice test covers a variety of common English idioms and their meanings to help students improve their idiom vocabulary and usage.
E9 bai tap theo unit-unit 6 the environmentngokienduc
This document contains a unit test on environmental topics for a Grade 9 class. It includes 50 multiple choice questions testing understanding of vocabulary related to the environment, such as pollution, conservation, and sustainability. It also includes fill-in-the-blank, sentence rewriting, and verb conjugation exercises on similar topics. The test aims to evaluate students' knowledge of the key concepts and language covered in the unit on the environment for the second term.
The document contains a grammar exercise with 77 sentences where students are asked to fill in the blanks with the suitable verb form. The sentences test the use of various verb tenses including present simple, present continuous, past simple, past continuous, present perfect, past perfect, future simple and future continuous tenses. The answers to the exercise are not provided.
This document provides a grammar exercise on the continuous tenses (present, past, future) in English. It contains 50 questions testing the use of continuous tenses in different contexts like actions that are happening now, were happening in the past, or will be happening in the future. The answers to each question are provided at the end for students to check their work. This exercise is intended to help students practice forming and using continuous tenses properly in sentences.
This document contains a grammar practice test on prepositions. It consists of 50 multiple choice questions testing understanding of different English prepositions and their usage in various contexts such as location, time, and motion. The questions are followed by the answers. The purpose is to help learners practice and improve their knowledge of prepositions.
This document provides a grammar practice test on pronouns. It contains 50 questions that require selecting the correct pronoun to fill in the blanks in various sentences. The answers are provided at the end. The purpose of the practice test is to help students improve their understanding and usage of pronouns in the English language.
This document contains an English grammar practice test with 50 questions on the topics of present perfect, present perfect continuous, and past perfect tenses. The questions test understanding of these tenses through multiple choice questions about various situations involving actions that have occurred or been ongoing at different points in time. The answers to all 50 questions are provided at the end.
This document contains an English grammar exercise about conjunctions. It provides 50 multiple choice questions testing the use of conjunctions like "and", "but", "or", "yet", "so" etc. in different contexts. The questions are at various difficulty levels. Answers to the 50 questions are provided at the end. The purpose of the exercise is to help learners practice and improve their understanding of conjunctions.
This document contains a practice test for an English preparation course. It includes sections on pronunciation, vocabulary, grammar and reading comprehension. The pronunciation section contains 10 multiple choice questions to identify words with different stress patterns. The vocabulary section has 30 multiple choice questions to complete sentences using target words. The grammar section contains 25 multiple choice questions testing grammar points. The reading comprehension section consists of a passage and 10 multiple choice questions about the details and main ideas in the passage.
Anhvan co uyen trung tam luyen thi dai hoc qsc-45 - adverbial clausesTrungtâmluyệnthi Qsc
This document provides examples of using phrases and clauses of purpose, reason, concession, and opposition in rewritten sentences. It includes exercises rewriting sentences using these different types of phrases and clauses, as well as choosing the best answer with the correct usage. The goal is to practice transforming sentences by replacing words and phrases with equivalent purpose, reason, concession, or opposition structures.
Due to globalization and development of technologies, production of electronic and electrical equipment (computers, mobile phones, printers, DVD players, TVs, etc.) has skyrocketed. After a certain period of time, these equipment becomes obsolete or gets broken and hence discarded. Thus, leads to accumulation of e-waste - the fastest growing waste in the world. E-wastes are known to be hazardous because of the presence of many hazardous materials such as arsenic, antimony, cadmium, mercury, BFR’s, lead, etc.
The challenge is to develop innovative and cost-effective solutions to decontaminate polluted environments, to make them safe for human habitation and consumption, and to protect the functioning of the ecosystems which support life. Bioremediation approach is currently applied to remove contaminants from soil, groundwater, surface water, and sediments including air.
The second Sanitation and Water for All (SWA) Partnership Meeting took place in Geneva, Switzerland from 11-13 November 2013, hosted by SWA partner the Swiss Agency for Development Cooperation.
This report gives insights into the dialogue and discussion that took place and is mainly intended for those who are already engaging in SWA at various levels, including those who attended the Geneva meeting.
Este documento proporciona instrucciones para un trabajo individual con la herramienta Quandary. El objetivo es explorar sus funciones básicas y elaborar un sencillo laberinto digital sobre un tema libre, incluyendo la selección de opciones y enlaces entre puntos de decisión para crear una estructura global con un resumen al final.
This short document promotes donating to United Way by suggesting that making a difference in someone's life through helping others will result in having a lasting positive impact on them. It directs readers to the United Way website for more information on how to get involved and help their community.
Este documento descreve um trabalho prático sobre a programação de um sistema de vendas automáticas de bebidas usando o microcontrolador AT89S51. O objetivo principal foi compreender como implementar tal sistema, desde a conceção do algoritmo até a programação do microcontrolador e teste na máquina real. O aluno desenvolveu códigos em linguagem C e Assembly, simulando e testando a implementação no simulador μVision.
This document discusses a research project on the lack of motivation in adult students learning AutoCAD software. The researcher aims to identify reasons for the lack of motivation and potential solutions. A literature review found that motivation issues typically arise when instructional materials or the instructor's engagement are lacking. Students' prior general education and technology literacy can also impact motivation. The instructor plays a key role in understanding different learning styles and adapting instruction. Cooperative learning and additional resources like online tutorials and tutors are suggested to improve motivation for students with sensory learning styles. The researcher will analyze data collected from student interviews to develop recommendations for motivating AutoCAD learners.
El documento es una carta dirigida a la señora Linda Falla. En la carta se le informa que su solicitud de préstamo ha sido aprobada por un monto de $5,000 a una tasa de interés del 5% anual y que deberá firmar los documentos de préstamo en la sucursal más cercana dentro de los próximos 7 días para completar el proceso.
El documento describe los componentes básicos de hardware necesarios para la multimedia, incluyendo sonido, gráficos y video. Explica que los Macintosh fueron los primeros en incorporar capacidades multimedia de forma nativa a través de tecnologías como QuickTime. Aunque los PC tuvieron una adopción más lenta de la multimedia al principio, han logrado igualar e incluso superar a los Macintosh en velocidad de reproducción multimedia recientemente. También describe varios dispositivos de entrada comunes como teclados, ratones, escáneres y cámaras digitales.
Este documento describe los diferentes tipos de archivos y carpetas, incluyendo sus propósitos y características. Explica que los archivos contienen información como texto, imágenes o música, mientras que las carpetas sirven para organizar archivos. Luego detalla varios formatos comunes de imágenes como JPEG, GIF, BMP, TIFF y PNG, describiendo sus capacidades de color, compresión y otros atributos. Finalmente, enumera diversos formatos de audio comúnmente usados.
The document is a scanned receipt from a grocery store purchase on January 15th, 2023 for $58.46. It lists the items bought which include milk, eggs, bread, bananas, and ground beef. The payment was made with a credit card ending in 4321.
The document discusses common housing complaints that tenants experience such as noise, odors, and damages. It provides tips for tenants, such as contacting the landlord immediately about any issues. Tenants are also liable for damages if problems are not reported. The document also includes vocabulary related to housing complaints, such as "tenant", "blaring", "odor", and "zone".
The document describes a music piece created using the Tapeotronic VSTI virtual instrument to produce an electronic guitar effect for a fast-paced, tension-building section like a fight scene. The fast pace, strong electric guitar tones, and close-together notes were intended to quickly build tension and convey aggression and urgency. The creator adjusted the Tapeotronic VSTI to make the tone lower pitched and louder.
This document provides information about a free ESL e-book titled "Print & Go ESL Reading Worksheets, Book 2". The e-book contains reproducible worksheets for beginning-level adult ESL students on topics like gardening, food, health, and feelings. The worksheets feature short stories followed by exercises to practice reading, writing opinions, and other language skills. The document also provides teaching tips for using the worksheets in the classroom and notes that the copyright holder has granted permission to download and share the e-book.
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 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 provides examples of how to use the conjunctions "although", "in spite of", "despite", and "though" to join two clauses. It includes examples sentences where the conjunctions are used to complete sentences as well as examples combining two sentences into one using the conjunctions. The document focuses on demonstrating the proper grammatical use of these conjunctions.
The document provides examples of conditional sentences using the second conditional to discuss hypothetical or unlikely situations. It includes exercises for learners to practice forming second conditional sentences by filling in the correct verb tenses. Some exercises involve completing sentences, matching sentence halves, answering questions about sample sentences, and giving advice using the second conditional form. The document compares uses of hope and wish with first and second conditionals and provides more practice with forming full sentences responding to hypothetical scenarios using the second conditional.
The document provides examples of conditional sentences using the second conditional to discuss hypothetical or unlikely situations. It includes exercises for learners to practice forming second conditional sentences by filling in the correct verb tenses. Some exercises involve completing sentences, matching sentence halves, answering questions about sample sentences, and giving advice using the second conditional form. The document compares uses of hope and wish with first and second conditionals and provides more practice with forming full sentences responding to hypothetical scenarios using the second conditional.
ESL worksheets Book 2 - Short Stories for Adult StudentsEngLearningBox
The document is an introduction to Print & Go ESL Reading Worksheets, Book 2. It contains 10 short stories for beginning-level adult English language learners. Each story is one or two paragraphs, uses simple grammar and vocabulary, and has comprehension questions. The worksheets can be used in class or assigned as homework to supplement distance learning. Teachers are given tips for using the stories, such as previewing vocabulary and having students discuss the questions.
This document provides exercises on using "Although", "Inspite of", and "Despite" in Vietnamese. It includes rewriting sentences to replace conjunctions with these words while maintaining the same meaning, choosing the correct conjunction to complete sentences, completing sentences with the conjunctions, and other practice exercises. The answers to the exercises are also provided.
This document provides examples and exercises to practice using the past simple and past continuous tenses in English. It includes:
1) Sentences to complete using irregular verbs in the past simple, such as "wrote", "sat", "came", "had", "ate", "drank", "got up".
2) More sentences to complete using other past tense verbs like "taught", "fell", "sold", "cost", "caught", "bought".
3) Sentences using common verbs like "watched", "cleaned", "smoked", "finished", "happened", "lived", "opened", "played", "rained", "stayed", "wanted".
This document provides definitions and examples of collocations in English grammar. It defines collocation as words that frequently appear together, like "white coffee", and explains that collocation helps make English speech more fluent. The document then gives examples of different types of collocations involving adverbs, adjectives, nouns, verbs and prepositions. It includes several exercises for learners to practice identifying and using collocations correctly.
This document provides examples and exercises to practice using the past simple and past continuous tenses in English. It includes:
1) Examples of irregular verbs in the past simple and sentences to practice this tense.
2) More sentences using common verbs like "teach", "fall", "catch" in the past simple.
3) Sentences to complete using common verbs like "clean", "watch", "smoke" in the past simple and past continuous tenses.
4) Questions to ask about a friend's past holiday using the past simple tense.
5) Sentences rewriting phrases with verbs in the past simple.
6) Identifying the correct tense - past simple
This document contains an English exam with multiple choice questions and exercises on grammar, vocabulary, and language skills. It tests understanding of topics such as opposites, word order, prepositions, verb tenses and forms, synonyms, and making sentences with transition words. The exam is divided into different sections with various points assigned for each part.
This document contains practice exercises for completing sentences with jobs, verbs, negatives, questions, and personal questions. It provides fill-in-the-blank sentences with blanks for jobs like nurse, waiter, tour guide. It also has sentences to complete with verbs and questions to make negative, questions, and short answers. Finally, it ends with personal questions to answer about oneself.
The document provides examples of conditional sentences using the second conditional to discuss hypothetical or unlikely situations. It includes exercises for learners to practice forming sentences in the second conditional by filling in verbs in the past perfect tense. Some examples require specifying whether given conditions are true or identifying the implications of sentences. The document also discusses using conditionals to express hopes, wishes and advice.
This document appears to be an English exam assessing grammar, vocabulary, pronunciation, reading, writing, listening and speaking skills. The exam covers a range of topics testing these language areas, including completing sentences with correct grammar, matching pronunciation, reading comprehension questions and a writing prompt. The exam is assessing proficiency in several core areas of the English language.
This document provides examples and exercises about using the past continuous tense in English. It includes examples of filling in missing verbs in diary entries, writing sentences combining two simultaneous actions using "while", forming sentences in the past continuous, answering questions in the past continuous, and more. The purpose is to practice using the past continuous tense to describe ongoing or simultaneous actions that were happening at different times in the past.
The document provides exercises on passive voice, causative constructions, and tenses. It contains multiple choice questions and fill-in-the-blank exercises to practice transforming sentences between active and passive voice and using causative verbs like "have" and "get". The exercises cover a range of tenses and grammatical structures including present, past, and future tenses as well as passive and causative forms.
The document provides exercises on passive voice, causative constructions, and tenses. It contains multiple choice questions and fill-in-the-blank exercises to practice transforming sentences between active and passive voice and using causative verbs like "have" and "get". The exercises cover a range of tenses and grammatical structures including present, past, and future tenses as well as passive and causative forms.
Similar to Adverbial clauses - Trung tâm Luyện thi Đại học QSC-45 (20)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Adverbial clauses - Trung tâm Luyện thi Đại học QSC-45
1. PHRASES & CLAUSES OF PURPOSE
I/. Rewrite the sentences, using phrases of PURPOSE:
1.
Alice prepares her lessons carefully. She wants to get high marks.
______________________________________________________
2.
Mary went to the library. She wanted to borrow some books.
______________________________________________________
3.
My father drove carefully. He didn’t want to cause accidents.
______________________________________________________
4.
This man changed his address constantly. He didn’t want to be arrested.
______________________________________________________
5.
I always take my watch off before a football match. I don’t want to break it.
_______________________________________________________________
II/. Rewrite, using clauses of PURPOSE:
1.
I gave her my telephone number. I wanted her to phone me.
__________________________________
2.
The robbers wore masks. They wanted nobody to recognize them.
__________________________________
3.
She put on warm clothes so as not to catch cold.
__________________________________
4.
My parents sent me to the U. S. A. They wanted me to study computer there.
____________________________________________________
5.
The farmer built a high wall around his garden. He didn’t want his fruit to be stolen.
_______________________________________________
III/. Choose the best answer:
1.
Ann put the electric fire on ________ warm.
A. for getting
B. in order get
C. so she gets
D. to get
2.
Joan worked in vineyard last summer ______ money for school expenses.
A. because to earn
B. so she earns
C. for she earned
D. so that she could earn
3.
You should learn how to change a tyre on your car ______ you can handle an emergency situation if necessary.
A. so that
B. when
C. for that
D. therefore
4.
Go to bed early so that you can’t get up late. – Go to bed early so as ______
A. to not getting up late B. to not get up late
C. not to get up late
D. to get up late
5.
She tried to work hard ____________ she could pass the exam.
A. because
B. so that
C. in order to
D. so as to
6.
The schoolboys are in a hurry _______ they will not be late for school.
A. so as to
B. to
C. in order that
D. in order to
7.
Children don’t have to cross busy streets ___________ go to school.
A. so as
B. so that
C. in order that
D. in order to
8.
She closed all the windows _______ the rain could not come in.
A. because
B. so
C. since
D. so that
9.
Peter disconnected the phone ……….
A. to disturb
B. to be disturbed
C. in order to disturb
D. so as not to be disturbed
10.
I whispered because I didn’t want anyone to hear our conversation.
A. I whispered so that I wouldn’t want anyone to hear our conversation
B. I whispered so that no one would hear our conversation
C. I whispered so that no one wouldn’t hear our conversation.
D. I whispered so that I wanted no one wouldn’t hear our conversation.
11.
(DH 2008)The doctor decided to give her a thorough examination___ he could identify the causes of her illness.
A. unless
B. after
C. so that
D. so as
12.
(DH 2010) In order no money would be wasted, we had to account for every penny we spent.
A
B
C
D
13.
(DH 2012 – D) You should look up the meaning of new words in the dictionary______ misuse them.
A. so that not to
B. so not to
C. so as not to
D. so that not
14.
(DH 2012 – D) The man wore gloves in order not to leave any fingerprints.
A. His fingerprints would not be left unless the man wore gloves.
B. The man wore gloves so that he would not leave any fingerprints.
C. The man wore gloves in order that his fingerprints would be taken.
D. In order to leave some fingerprints the man took off his gloves.
2. PHRASES & CLAUSES OF REASON
I/. Complete the sentences with: “because of”, “because” or “therefore”. Make changes if necessary
1.
____________________ it rained we stayed at home.
2.
It rained ______________________ we stayed at home.
3.
We stayed at home ______________________ the rain.
4.
The residents moved inland __________________________ the hurricane.
5.
________________ the hurricane was moving directly toward the town all residents were advised to move inland.
II/. Complete the sentences with: “due to”, “since” or “consequently”. Make changes if necessary
1.
_______________ his poor eyesight John has to sit in the front row in class.
2.
__________________ John has poor eyesight he has to sit in the front row.
3.
John has poor eyesight __________________ he has to sit in the front row.
4.
Sarah is afraid of heights _____________ she will not walk across a bridge.
5.
Sarah will not walk across a bridge _______________ her fear of heights.
I/ Rewrite the sentences, using phrases of reason:
1. Mary didn’t go to school because she was sick. -> Because of _________________________________________
2. She went to bed early because she felt tired. -> Because of ____________________________________________
3. Ann couldn’t study because the room was very noisy. -> Because of ____________________________________
4. I couldn’t read the letter because it was dark. -> Because of ____________________________________________
5. I am wearing heavy gloves because it is cold. -> Because of ___________________________________________
II/ Rewrite the sentences, using clause of reason:
1. We were late because of the heavy traffic. -> Because
___________________________________________
2. Bill has to do all of the cooking because of his wife’s illness. -> Because _________________________________
3. I couldn’t get to sleep because of the noise in the next apartment. -> Because _____________________________
4. John got the accident because of driving carelessly. -> Because _______________________________________
5. I didn’t eat anything because of not being hungry. -> Because_______________________________________
III/. Choose the correct answer: (cause and effect)
1. ________ the post office was closed, I couldn’t mail my packages.
A. Therefore
B. Because of
C. Since
D. For
2. I couldn’t repair my bicycle _________ I didn’t have the right tools.
A. so
B. because of
C. therefore
D. because
3. Two of the factories in our town have closed. ________, unemployment is high.
A. Consequently B. Because
C. So that
D. Because of
4. Mr. Watson retired from his job early _________ his ill health.
A. because
B. due to
C. for
D. consequently
5. She bought the book _____ she had heard it was good.
A. because of
B. due to the fact that C. so
D. due to
6. The workers have gone on strike. ___________, all production has ceased.
A. Because
B. So
C. Consequently
D. For
7. (DH 2010) Because they erected a barn, the cattle couldn’t get out into the wheat field.
A. They erected a barn in case the cattle couldn’t get out into the wheat field.
B. In order not to keep the cattle away from the wheat field, they erected a barn.
C. They erected a barn so that the cattle would get into the wheat field.
D. They erected a barn, and as a result, the cattle couldn’t get out into the wheat field.
8. (DH 2011) Smoking is an extremely harmful habit. You should give it up immediately.
A. When you give up smoking immediately, you will affect your health with this harmful habit.
B. You should give up smoking immediately and you will fall into an extremely harmful habit.
C. Stop your smoking immediately so it will become one of your extremely harmful habits.
D. As smoking is an extremely harmful habit, you should give it up immediately.
9. (DH 2011) His academic record at high school was poor. He failed to apply to that prestigious institution.
A. His academic record at high school was poor because he didn’t apply to that prestigious institution.
B. His academic record at high school was poor as a result of his failure to apply to that prestigious institution.
C. Failing to apply to that prestigious institution, his academic record at high school was poor.
D. His academic record at high school was poor; as a result, he failed to apply to that prestigious institution
10. (DH 2012- D) Ann always keeps up with the latest fashions. She works for a famous fashion house.
A. Despite working for a famous fashion house, Ann hardly keeps up with the latest fashions.
B. Ann always keeps up with the latest fashions so as not to work for a famous fashion house.
C. Not working for a famous fashion house, Ann always keeps up with the latest fashions.
D. Ann works for a famous fashion house, so she always keeps up with the latest fashions.
3. CLAUSES & PHRASES OF CONCESSION
I/. Fill in the blank with: “Although” or “In spite of”
1.
I put on my sunglasses ______________ it was a dark and cloudy day.
2.
__________she has a job, she doesn’t make enough money to support her four children
3.
________________ having a lot of homework to do, I went to a movie.
4.
Two climbers continued their trek up the mountain ____________an approaching storm.
5.
______________ the fact that Ann’s father gave her some good advice, she did not follow it.
II/. Complete the sentences with “but”, “even though”, “nevertheless”:
1.
Bob ate a large dinner. ______________________, he is still hungry.
2.
Bob ate a large dinner, _____________________ he is still hungry.
3.
Bob is still hungry_____________________ he ate a large dinner.
4.
I had a lot of studying to do. ______________________ , I went to a movie.
5.
______________________ I had a lot of studying to do, I went to a movie.
III/. Complete the sentences with: yet, although, however
1.
I wash my hands. ___________________, they still looked dirty.
2.
I wash my hands, ___________________ they still looked dirty.
3.
_______________________ I washed my hands, the still looked dirty.
4.
I wouldn’t trust Alan with my money _______________ he seems to be trustworthy.
5.
Alan seems to be trustworthy. _____________ , I wouldn’t trust him with my money
IV/. Choose the ending which is logical and grammatically correct
1.
We stayed in that hotel despite ………
A. the good food
B. it was expensive
C. the noise
2.
Most of us thought it was great whereas Peter …………
A. loved it
B. hated it
C. agreed
3.
With this ticket you can go when you want. What’s more, ………
A. it’s very expensive B. it’s very cheap
C. other tickets are better value
4.
He went to the meeting in spite of …………
A. feeling ill
B. feel ill
C. to feel ill.
5.
He bought that watch although ……………
A. he wanted it
B. having one already
C. it was expensive.
6.
The first test was extremely hard, whereas ………
A. the second was easy B. I passed
C. the second was more difficult
7.
My new house is very big and very light. In addition, ……………
A. it’s a bit expensive B. it’s near a lovely park
C. there isn’t much space
8.
I forgot to send them a map. However, ………
A. they still got here
B. they got lost
C. I forgot to phone them
V/. Choose the best completion: (Direct opposition)
1.
Some people are tall, whereas others are ……………
A. intelligent
B. thin
C. short
D. large
2.
A box is square, whereas …………
A. a rectangle has four sides
B. my village has a town square in the center
C. we use envelopes for letters
D. a circle is round
3.
While some parts of the world get an abundance of rain, others ………
A. are warm and humid B. are cold and wet
C. get little or none
D. get a lot
4.
In some nations coffee is the favorite beverage, while ………….
A. I like tea
B. it has caffeine
C. in others it is tea
D. tea has caffeine too
5.
Some people like cream and sugar in their coffee, while …….
A. others drink hot coffee B. others like it black C. milk is good in coffee, too D. sugar can cause cavities
6.
Jack is an interesting storyteller and conversationalist. His brother, on the other hand, ……
A. is a newspaper reporter
B. bores other people by talking about himself
C. has four children
D. knows a lot of stories, too
VI/. Rewrite the following sentences, using clauses of concession:
1.
I’m not tired in spite of working hard all day.-> Although _______________________________________
2.
She decided to accept the job despite the low salary. -> Though _____________________________________
3.
In spite of not having eaten for 24 hours, I didn’t feel hungry. -> Though _____________________________
4.
She managed to walk to the village despite her injured foot. -> Although _____________________________
5.
Faraday managed to finish high school in spite of his poverty. -> Although ___________________________
VII/. Rewrite the following sentences, using phrases of concession:
1.
Although it rained heavily, we enjoyed our holiday. -> Despite __________________________________
4. 2.
Although he has got an English name, he is in fact German. -> In spite of ___________________________
3.
Although the joke was funny, no one laughed. -> Despite ________________________________________
4.
I didn’t get the job though I had all the necessary qualifications. -> Despite__________________________
5.
Peter wasn’t chosen though his English was good. -> Despite ____________________________________
IV/. Transformation:
1.
Although he was strong, he couldn’t lift it. -> Strong ________________________________________
2.
Although it was cold, they went swimming. -> Cold _________________________________________
3.
Although Jane was tired, she did all her homework carefully. -> Despite __________________________
4.
They wanted to climb the mountain though it was dangerous. -> However _________________________
5.
They got to the airport on time in spite of the bad weather. -> Although __________________________
6.
In spite of being written many years ago, the book is still relevant today. -> Although _______________
III/. Choose the best answer:
7.
It was cold and wet. _______ , Bob put on his swimming suit and went to the beach.
A. However
B. Despite
C. Although
D. Whereas
8.
I got to class on time _______ I had missed the bus.
A. even though
B. but
C. nevertheless
D. despite
9.
Phillipa is really thin _______eating like a horse!
A. however
B. in spite of
C. although
D. in addition to
10.
Whenever they go on holiday, John likes to drive, _______ Susan prefers to fly – she says it’s quicker.
A. although
B. in spite of
C. despite
D. whereas
11.
Cars are fast and convenient. _______ , they cause traffic problems in cities.
A. But
B. Whereas
C. although
D. On the other hand
12. (CĐ 2010) He managed to keep his job ______ the manager had threatened to sack him.
A. although
B. despite
C. unless
D. therefore
13. (ĐH 2008) The price of fruit has increased recently, _______ the price of vegetables has gone down.
A. otherwise
B. when
C. whether
D. whereas
14. (ĐH 2008) _______, he was determined to continue to climb up the mountain.
A. Tired as it was
B. He felt very tired though C. Tired as he might feel
D. As he might feel tired
15. (ĐH 2009) Even though the extremely bad weather in the mountains, the climbers decided not to cancel their climb.
A
B
C
D
16. (ĐH 2010) Wealthy as they were, they were far from happy.
A. They were not happy as they were wealthy.
B. Although they were wealthy, they were not happy.
C. Even if they were wealthy, they were not unhappy. D. They were as wealthy as they were happy.
17. (ĐH 2010) ______I might, I couldn’t open the door.
A. However hard
B. No matter
C. Try as
D. As try
18.
(DH 2011) Crazianna is a big country. Unfortunately, it has never received respect from its neighbours.
A. Crazianna has never received respect from its neighbours because it is a big country.
B. Crazianna is such a big country that it has never received respect from its neighbours.
C. It is Crazianna, a big country, that has never received respect from its neighbours.
D. Though Crazianna is a big country, it has never received respect from its neighbours
19.
(DH 2011) “______ you treat him, he’ll help you. He’s so tolerant.”
A. No matter how
B. In addition to
C. Even though
D. As if
20.
(DH 2011) The sky was cloudy and foggy. We went to the beach, ____.
A. however
B. even though
C. so
D. yet
21.
(DH 2012 – A1) He is a very intelligent boy; ______ , he sometimes gets bad marks.
A. otherwise
B. thus
C. so
D. however
22.
(DH 2012 – A1) No matter how hard Fred tried to lose weight, he did not succeed.
A. However hard Fred tried, he could not lose weight.
B. Fred tried very hard to lose weight and succeeded.
C. It was hard for Fred to lose weight because he never succeeded.
D. It did not matter whether Fred could lose weight.
23.
(DH 2012 – D) ____ smoking is a causative factor of many diseases, there is not ban on tobacco advertising.
A. However
B. Although
C. In spite of
D. Therefore
24.
(DH 2012 – D) Mike graduated with a good degree. However, he joined the ranks of the unemployed.
A. Although Mike graduated with a good degree, he joined the ranks of the unemployed.
B. If Mike graduated with a good degree, he would join the ranks of the unemployed.
C. Mike joined the ranks of the unemployed because he graduated with a good degree.
D. That Mike graduated with a good degree helped him join the ranks of the unemployed.
5. CLAUSES OF RESULT
I / Use SO or SUCH
1.
The sun shone __________ brightly that Maria had to put on her sunglasses.
2.
Dean was ____________ a powerful swimmer that he always won the race.
3.
We had ___________ wonderful memories of that place that we decided to return.
4.
The benefit was ________ great a success that the promoters decided to repeat it
5.
It was ________________ a nice day that we decided to go to the beach
6.
Jane looked ________________ sick that the nurse told her to go home.
7.
The children had ____________ much fun at the carnival that they begged to go again
8.
Alison did ____________ a poor job that she was fired.
II/. Fill in the blank with “SO MUCH” or “ SO MANY”
1.
We have……………….problems that we cannot go to bed early
2.
Why have you got ……………….furniture?
3.
There was……………….food that every one ate too much
4.
There were……………….guests that there was not enough food
5.
Why did you buy……………….beer?
6.
I ate……………….sandwiches that I felt ill
7.
My father has……………….work to do that he cannot come back home tonight.
8.
There are ………………. planets in the universe that we cannot count them
III/. Complete these sentences using “enough” with one of the following words:
big
warm
well
cups
money
qualifications
room
time
old
1
She can’t get married yet. She’s not old enough.
2
Tom would like to buy a car but he hasn’t got _____________
3
I couldn’t make coffee for everybody. There weren’t
_____________
4
Are you _____________ ? Or shall I switch on the heating?
5
It’s only a small car. There isn’t _____________ for all of you.
6
George didn’t feel _____________
to go work this morning.
7
I didn’t finish the examination. I didn’t have
_____________
8
Do you think I’ve got _____________ to apply for the job?
9
Try this jacket on and see if it’s _____________ for you.
IV/. Combine the sentences as directed
1.
The car is very expensive. We couldn’t afford to buy it.
-> The car is so .....................................................................
-> It is such .....................................................................
2.
I can’t hear you. The room is very noisy.
-> It is .....................................................................
-> The room is too .....................................................................
3.
He is very intelligent. He can answer all the teacher’s questions.
-> He is so.....................................................................
-> He is such .....................................................................
4.
The news was so bad that we all burst into tears.
-> It was ...............................................
5.
Some students were so lazy that they failed their exams.
-> They were such ………………………………………..
III/. Choose the best answer:
1.
The gate was so rusty that I could not open it.
A. The gate was too rusty for me to be opened
B. The gate was too rusty for me to open it
C. The gate was too rusty for me to open
D. The gate was too rusty for it to be opened
2.
We couldn’t answer those two difficult questions.
A. Those two questions were difficult enough for us not to answer them
B. Those two questions were too difficult for us to answer them
C. Those two questions were difficult so that we couldn’t answer them
D. Those two questions were too difficult to answer.
3.
It’s ………………home from here.
A. too far walking
B. too far for walking C. far to walk, too
D. too far to walk
4.
My mouth is burning! This is ……spicy food that I don’t think I can finish it.
A. such
B. so
C. very
D. too
6. Our village had ……money available for education that the schools had to close.
A. so little
B. such little
C. so much
D. such much
6.
The prices of houses are as high that most people cannot afford to buy them.
7.
Today is such beautiful day that I can't bring myself to complete all my homework.
8.
The ceiling is …………
A. too high for me to reach B. too high for me to reach it C. so high for me reaching D. enough high for me to reach
9.
He ……….I was scared.
A. drove too fast that B. drove so fastly that
C. drove so fast that
D. drove such fast that
10.
The cat was ……to wait for the mouse to come out of its hole
A. patient enough
B. so patient
C. enough patient
D. too patient
IV/. Inversion with SO / SUCH
1.
The room was so tiny that you could not get a bed into it.
-> So ………………………………………………
2.
The famine was so serious that the United Nations sent food and water supplies to the area.
-> So ………………………………………………
3.
She was very angry, so she broke all the dishes in the cupboard.
-> Such ………………………………………………………
4.
She looked so ridiculous that everybody burst out laughing.
-> So ………………………………………………………..
5.
She was so attractive that every boy in the school ran after her.
-> Such ………………………………………………………………
6.
The wind was so strong that half of the trees in the area were blown down.
-> Such ……………………………………………
7.
Her grief was so great that she almost fainted.
-> So .................................................................................
8.
He was so poor that he couldn’t send his son to school.
-> Such ……………………………………………………
9.
____________that the minister had to resign.
A. So was the case scandalous
B. So scandalous the case was
C. So was scandalous the case
D. So scandalous was the case
10.
So difficult ………. that few students could answer them.
A. were the questions B. the questions were C. the questions are
D. that the questions were
11.
………….. things did she buy that she couldn't bring all of them home.
A. Such many things B. So a lot of things
C. So many things
D. Such a lot things
12.
…….that Marie was able to retire at the age of 50.
A. So successful her business was
B. So successful was her business
C. Her business so was successful
D. So was her successful business
13.
………… the strength of the earthquake that few buildings were left standing in the town.
A. Such was
B. So was
C. It was such
D. It was so much
14.
The question was too difficult for him to answer.
A. The question was so difficult that he couldn’t answer. B. The answer to the question was clear to him.
C. So difficult was the question that he couldn't answer it D. It was such difficult question that I couldn't answer it.
15.
Sue is too slow to understand what you might say.
A. Sue is not enough quick to understand what you might say. B What you might say, Sue can understand slowly.
C. Sue is so slow to understand what you might say. D. So slow is Sue that she can't understand what you might say.
16.
(DH 2007) He was ……………speaker!
A. so good a
B. what a good
C. so a good
D. how good a
17.
(DH 2007) ________ that she burst into tears.
A. Her anger was such B. So angry she was
C. She was so anger
D. Such her anger was
18.
(DH 2010) The woman was too weak to lift the suitcase.
A. The woman shouldn't have lifted the suitcase as she was weak.
B. The woman, though weak, could lift the suitcase.
C. So weak was the woman that she couldn't lift the suitcase.
D. The woman wasn’t able to lift the suitcase, so she was very weak.
19.
(DH 2012- A1) The situation was so embarrassing that she did not know what to do.
A. It was such an embarrassing situation; however, she did not know what to do.
B. So embarrassing the situation was that she did not know what to do.
C. She did not know what to do, though it was not an embarrassing situation.
D. So embarrassing was the situation that she did not know what to do.
5.