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- •Isbn 978-601-263-225-5
- •Предисловие
- •Introduction
- •Module 1 Self-Assessment(Units 1-3)……………………………………….…...42
- •Module 2 Self-Assessment(Units 4-6)……………………………………...….…72
- •Module 3 Self-Assessment(Units 7-9)………………………………….….........106
- •1. Listen to the subject pronouns song and learn it. Use of English Subject pronouns
- •Write he, she, it or they.
- •2. Fill in the correct subject pronoun. E.G.: My name is Alice. I am eleven years old.
- •3. Fill in the gaps with the correct subject pronouns.
- •4. Rewrite the sentences using subject pronouns (I, you, he, she, it, they, and we) as in the example.
- •Use of English Present Simple “to be”
- •1. Listen to “I Am, You Are, He/She Is” Song - Present Simple “To be”and learn it.
- •Unit 1. About myself
- •Vocabulary
- •Learn subject pronouns.
- •2.Complete the table with “to be”.
- •3. Choose the correct form of “to be” (am, are or is).
- •4. Choose the correct answer (negative or affirmative form of “to be”).
- •5. Fill in the correct form of “to be”. E.G.: She ____ a student. She is a student.
- •6. Write down the missing sentences.
- •Arrange the words to make sentences.
- •Indefinite/definite article
- •Write a or an.
- •2. Which article a or an can be put before the following words or phrases? Write the words into the correct column. E.G.: 1) an eye, 2) a book
- •3. Write a or an into the gaps.
- •4. Complete the following sentences with a, an or the.
- •Use it, they to make sentences.
- •Use of English
- •Study the tables and then complete the rules.
- •Use of English
- •Use of English
- •Use there is/there are to say that sth exists (or doesn’t exist).
- •This is Alise’s living room. Ask and answer questions using prompts below.
- •Use of English
- •1. Fill in some or any.
- •Use of English
- •1. Fill in how much or how many.
- •Use of English
- •1. Fill in a few or a little.
- •2. Fill in: how much, how many, a few, a little, much, some or any. Some words and phrases may be used more than once.
- •Use of English
- •Write sentences, as in the example.
- •Vocabulary
- •Learn new words.
- •Tell something about your friend.
- •First read the following text, translate the words and phrases in bold into your native language and then answer the questions.
- •2. Read the sentences, then tick the correct word(s) in bold.
- •3. Tell about yourself to your classmates. Practice “Introducing yourself before Giving a Speech, at a Professional Event” etc.
- •Use of English Punctuation marks
- •Decide whether the following statements are true (correct) or false (not correct).
- •Rita needs help putting the correct punctuation mark at the end of each sentence. Help her complete each sentence by adding a period (.), exclamation point (!), or question mark (?).
- •Punctuate a simple text about Heidi.
- •Choose the word in the text that needs a capital letter.
- •Fill in the question words what, where, why, when, how, who, how far, how long, how old, how many, whose to form the questions. Some question words may be used more than once.
- •Speaking
- •Read the dialogue and complete the gaps. In pairs, read out the dialogue. Talk about Lesie’s hobbies.
- •Unit 2. Hobbies and interests Use of English
- •Choose the correct object pronoun.
- •1. Fill in the correct possessive adjective.
- •1. Fill in the correct possessive pronoun.
- •1. Fill in the correct reflexive pronoun.
- •Choose the right variant in bold.
- •Choose the right variant who’s or whose.
- •Reading
- •Read the text, translate the words and phrases in bold into your native language and then answer the questions. Fiona's Hobbies and Interests
- •7. Match the words and pictures.
- •8. What part(s) of the body do we use to…
- •9. What is the opposite of a word?
- •Put the verbs in brackets into the Present Simple.
- •4. Write the following cardinal numerals with letters and make the corresponding ordinal numerals.
- •5. Write it in English.
- •Unusual hobbies
- •Sentence word order
- •The scheme of the simple sentence structure
- •Identify all parts of sentences.
- •2. Put the parts of the sentence in the correct order.
- •2. Put in have or has into the gaps.
- •3. Put in do or does into the gaps.
- •4. Put in do or does into the gaps.
- •Use of English The Present Simple (have got, has got)
- •Form of 'have got'
- •Put in have got or has got into the gaps.
- •3. Put in have not / haven’t or has not / hasn’t into the gaps.
- •4. Put in have got or has got into the gaps.
- •Forms of the verbs of motion in the Present Simple.
- •Write down the missing sentences.
- •1. Arrange the words to make sentences in the Present Simple.
- •1. Make negative sentences.
- •Questions
- •1. Arrange the words below to make questions.
- •Interrogatives with wh questions
- •1. Ask for the information in the bold part of the sentence.
- •1. Listenthe song and complete the missing words. The Kelly Family - Every Baby
- •Vocabulary
- •Learn new words.
- •3. Look through the text, then read the sentences and write t (for true) or f (for false).
- •Read the dialogue filling in the missing words. In pairs, use your names to act out similar dialogues.
- •Before reading answer the following questions:
- •2. Read the text, translate the words and phrases in bold into your native language and then do exercises. My Family
- •4. Look through the text again and make notes under the following heading: “My family’s favourite activities”, then use the heading to talk about your family.
- •Fill in the correct word from the list below.
- •Match the animals and pictures. Which are reptiles / mammals / insects / birds?
- •Look at the table and learn parts of animal’s body.
- •Put the verbs in brackets into the Present Simple. Lupita's Day
- •Frank's Busy Day
- •Speaking
- •Look at the family tree and write ten sentences about your family.
- •Module 1. Self-Assessment (Units 1-3)
- •Vocabulary & Grammar
- •Choose the correct item.
- •Fill in the correct word from the list.
- •Fill in the correct article a, an or the.
- •Complete the dialogue.
- •Read the text and do the exercises below.
- •2. Look through the text and find the word which means:
- •3. Answer the questions.
- •Listen and complete.
- •Hi, I’m David Harper.
- •I’m Melanie Cooper. Nice to meet 1) ____!
- •Describe a member of your family. Talk about his/her physical appearance and character. Write 80-100 words.
- •Use of English The Past Simple Form of the verb ‘be’ in the Past Simple
- •Write down the missing sentences.
- •Complete the sentences with was or were.
- •Form of the verbs of motion in the Past Simple.
- •Write down the missing sentences.
- •Affirmative Sentences
- •Look at James's last week's diary and answer the questions in complete sentences. Put the time expression at the end of the sentence.
- •Look at James’s last week diary and talk about James.
- •Negative Sentences
- •1. Rewrite the sentences in the negative.
- •Questions
- •1. Write questions in the Past Simple.
- •Interrogatives with wh questions
- •1. Ask for the information in the bold part of the sentence.
- •2. Put the verbs into the correct form (the Past Simple).
- •1. Watch the cartoon “Parts of the house” and learn new vocabulary.
- •2. Watch the cartoon “This is my house” and talk about your house.
- •3. Listen to the song “House song” and asked your partner about his/her house.
- •4. Listen to the song “The rooms in the House song” and fill in the gaps.
- •Vocabulary
- •Learn new words.
- •Read the dialogue filling in the missing words. In pairs, use your names to act out similar dialogues.
- •Before reading use the pictures and tell about your ideal house.
- •2. Read the text and tick the correct word in the given sentences.
- •My House
- •3. Find words in the text which mean the opposite of:
- •Use of English
- •Use of English
- •Write two simple sentences with one subject and one verb.
- •Write two simple sentences with one subject and two verbs.
- •Write two simple sentences with two subjects and two verbs.
- •4. Put the words in the correct order.The capital word is the first word of the sentence.
- •Use of English
- •1. Combine the following simple sentences to create a compound sentence.
- •2. Put the words in the correct order.
- •Use of English
- •1. Put in the necessary punctuation.
- •2. Put the words in the correct order.
- •Use of English
- •1. Identify the independent and dependent clauses in the following sentences and determine whether they are complex, compound or compound-complex.
- •Fill in the gaps with who, whose, which, as in the example.
- •Fill in the gaps with where, when, why, as in the example.
- •Fill in the gaps with so, such or such a as in the example.
- •1. Study the prepositions.
- •2. Look at the picture and fill in the missing blanks with the correct prepositions.
- •Use of English
- •Study the rules, and then fill in, on, and at.
- •2. Fill in the missing prepositions from the list below:
- •Use of English
- •Fill the gap using the correct preposition.
- •Read the text and choose the correct preposition.
- •Match the words and pictures.
- •Fill in the correct word(s) from the list below.
- •Vocabulary game
- •Choose the words from the list to make sentences. Each correct sentence gets one point. The student with the most points is the winner.
- •Use the sentences to talk about future houses. Speaking
- •Choose the correct word to complete the text. The first letter of the word is given.
- •2. Put the words in the correct order to make sentences. The capital word is the first word of the sentence.
- •House of My Dream
- •Use of English The Future Simple
- •Affirmative Sentences
- •1. Write affirmative sentences in the Future Simple.
- •Negative Sentence
- •1. Write negative sentences in the Future Simple.
- •Questions
- •1. Write questions in the Future Simple.
- •Listen to the song “Season Song” and circle the correct word.
- •3. Watch the cartoon Winnie Pooh and complete the sentences.
- •Vocabulary
- •Learn new words.
- •Read the dialogue filling the missing words. In pairs, use your names to act out similar dialogues.
- •1. Before reading answer the following questions:
- •2. Read the sentences, and tick the correct word.
- •3. Read the text and translate the words and phrases into your native language. 'Seasons and weather'
- •Use of English
- •Presteigne
- •Vocabulary game
- •Work in pairs. Choose the words from the list to make sentences. The person with the most points is the winner.
- •2. Use the sentences to describe the weather at the moment. Speaking
- •Describe the weather and climate conditions in the country of your destination, and how it makes you feel. Writing
- •1. Write a short paragraph about different seasons in your country. Write which is your favorite season and what activities do you like doing during this season.
- •Facts about the seasons
- •Use of English
- •1. Fill in the where necessary.
- •2. Underline the correct word(s).
- •3. Fill in a / an / the where necessary.
- •4. Fill in a / an / the where necessary. The hungry mouse
- •1. Listen to the song filling in the missing words. Never stop Learning
- •2. Watch the video “School-Life-Through-Music” and tell your partner about your educational life.
- •Vocabulary
- •Learn new words.
- •2. Read the dialogue filling the missing words. In pairs, use your names to act out similar dialogues.
- •Read the text and then write t (for true) or f (for false) for the following statements.
- •2. Read the text again, make notes under the following headings: 1) atu position, 2) Certificates of atu, 3) Research work 4) Mission of atu, 5) International prize, and talk about atu.
- •3. Fill in the correct word(s) from the list below.
- •Use of English Used to/Be used to/Get used to
- •Fill in used to or correct form of be used to.
- •Fill in the gaps with the correct form of one of the verbs from the list below.
- •Vocabulary game
- •Choose the words from the list to make sentences. Each correct sentence gets one point. The student with the most points is the winner.
- •Use the sentences to talk about “Universities of Kazakhstan”. Speaking
- •1. Work in pairs. Look at the picture. What do you think the people in the picture might be studying? Do you prefer to study alone or with other people? Why?
- •Writing
- •Module 2. Self-Assessment (Units 4-6)
- •Vocabulary & Grammar
- •1. Choose the correct item.
- •Complete the dialogue.
- •Read the text and do exercises below.
- •Importance of Travelling in Education.
- •2. Answer the questions.
- •1. What does travelling mean?
- •2. Why travelling was very difficult and risky in ancient times?
- •3. How is travelling regarded now?
- •3. Fill the gaps with the suitable words and phrases from the text.
- •Listen and complete.
- •Write a short text about your memorable day at school or university. Write 80-100 words.
- •Use of English The Present Continuous.
- •Form of the Present Continuous.
- •Write down the missing sentences.
- •1. Arrange the words to make sentences in the present continuous.
- •Transform the sentences below into negative sentences.
- •Конецформы
- •Questions
- •1. Write questions with the words below.
- •Interrogatives with wh questions
- •Ask for the information in the bold part of the sentence.
- •Use of English The Past Continuous Form of the verb in the Past Continuous
- •Write down the missing sentences.
- •Spelling exercises
- •1. Write down the -ing form of the following words. Mind the exceptions in spelling. (Annex 2)
- •2. Complete the sentences with was or were.
- •Affirmative Sentences
- •1. Write affirmative sentences in the past continuous.
- •Negative Sentences 1. Write negative sentences in the past continuous.
- •Началоформы
- •2. Put the verbs into the correct form (the past continuous).
- •Interrogatives with wh questions
- •1. Ask for the information in the bold part of the sentence.
- •Use of English The Future Continuous.
- •1. Put the verbs into the correct form of the future continuous.
- •To be going to.
- •Affirmative Sentences
- •1. Write positive sentences in to be going to.
- •Negative Sentences
- •Write negative sentences in to be going to.
- •Questions
- •1. Write questions in to be going to.
- •2. Put the verbs into the correct form. Use to be going to.
- •1. Listen to the song “You’ll Never Walk Alone” filling in the missing words.
- •2. Watch the video about sumo in Japan filling in the missing words.
- •Vocabulary
- •Learn new words.
- •1) Read the text and write t (for true) or f (for false) for the following statements.
- •Sports in Great Britain
- •Read the text and write t (for true) or f (for false) for the following statements.
- •Sport in Kazakhstan
- •2. Use the sentences to talk about a famous sportsman in your country. Speaking
- •Which sport would you like to do and why? Decide what sport would be best/worst for each person, give reasons. Writing
- •Siwt. 1. Read the text Leisure time and talk about your leisure time.
- •Use of English The Present Perfect
- •Form of the Present Perfect
- •Write down the missing sentences.
- •Write the participle form (3rd form) of the regular verbs. Note the exceptions in spelling when adding ‘ed’. (Annex 1)
- •1. Transform the sentences below into negative sentences in the present perfect.
- •2. Put the verbs into the correct form of the present perfect.
- •Началоформы
- •Началоформы
- •Interrogatives with wh questions
- •1. Ask for the information in the bold part of the sentence.
- •Use of English The Past Perfect.
- •1. Write down the missing sentences.
- •Spelling exercises
- •1. Write the participle form (3rd form) of the regular verbs. Note the exceptions in spelling when adding ed.
- •Affirmative Sentences
- •1. Write the verbs in the Past Perfect.
- •1. Write the verbs in the Past Perfect. Use the negative form.
- •Questions
- •1. Complete the questions in the Past Perfect.
- •2. Put the verbs into the correct form (the past perfect).
- •1. Put the verbs into the correct form of The Future Perfect.
- •1. Fill in the gaps with have / has gone or have / has been.
- •2. Bring the sentences in the correct order to make dialogues.
- •3. Fill in the missing words in the gaps.Then in pairs, use your names to act out similar dialogues.
- •Vocabulary
- •1. Learn new words.
- •Match the words and pictures.
- •3. Read the dialogue filling the missing words. In pairs, use your names to act out similar dialogues.
- •Shopping in England
- •2. Decide whether these sentences are true or false.
- •3. Find in the first two paragraphs of the text words that mean the opposite of:
- •4. Answer the questions.
- •Use of English
- •1. Read the dialogues and fill in the missing modal verbs.
- •2. Rewrite the sentence.
- •3. Rewrite the sentences correctly.
- •4. Choose the right modal according to the context.
- •5. Read the sentences 1-5; match them to the sentences a-e according to the meaning. Which sentences refer to the past / present / future?
- •6. Make deductions using modals.
- •Vocabulary game
- •Work in pairs. Choose the words from the list to make sentences. The person with the most points is the winner.
- •2. Use the sentences to talk about future shopping centers.
- •Use of English The Present Perfect Continuous.
- •Form of the Present Perfect Continuous.
- •Write down the missing sentences.
- •Spelling exercises.
- •Use of English
- •1. Put since or for in the following sentences.
- •Affirmative Sentences
- •Negative Sentences
- •Questions
- •Use of English The Past Perfect Continuous.
- •Put the verbs into the correct form (the Past Perfect Continuous).
- •Use of English The Future Perfect Continuous.
- •Exercise on Future Perfect Continuous
- •1. Put the verbs into the correct form (future perfect continuous).
- •1. Watch the cartoon about Hungry Caterpillar filling in the missing words in the gaps:
- •Vocabulary
- •Learn new words.
- •Match the words and pictures.
- •Read the dialogue filling the missing words. In pairs, use your names to act out similar dialogues.
- •1. Answer the following questions:
- •Read the sentences, then match the number to the letters.
- •3. Read the text, explain the words and phrases in bold as in the example.
- •Meals in Britain
- •Read the sentences, then write t (for true) or f (for false).
- •Look through the text; make some necessary notes to talk about traditional British food. Kazakhstan food and national meals
- •Read the text; explain the words and phrases in bold as in the example.
- •Read the text; make some necessary notes to talk about traditional Kazakh food.
- •1. Put the verb in the correct form.
- •Vocabulary game
- •Work in pairs. Choose the words from the list to make sentences. The person with the most points is the winner.
- •Use the sentences to talk about your favorite food.
- •Module 3. Self-Assessment (Units 7-9)
- •Vocabulary & Grammar
- •Choose the correct item.
- •Complete the dialogue.
- •1. Read the text Healthy Food and answer the questions.
- •Listen and decide whether the statements t (true) or f (false).
- •Listen and write the correct word to fill the gaps.
- •1. Write about the following topic: Nowadays food has become easier to prepare. Has this change improved the way people live? Give reasons for your answer using your own ideas and experience.
- •Unit 10. Map of the world.
- •1. Decide whether the following sentences are written in active or passive voice.
- •2. Turn the verbs in the following sentences into the passive.
- •3. Rephrase the sentences in two ways, as in the example.
- •4. Change the following sentences into the passive where possible, as in the example.
- •5. Change the following sentences into the passive.
- •6. Fill in the gaps with by or with.
- •Listen and complete the phrases.
- •2. Put the words in the correct order to make sentences.
- •Vocabulary
- •1. Learn new words.
- •Read the texts and answer the questions.
- •English-speaking countries
- •Republic of Kazakhstan
- •Economy of Kazakhstan
- •Political system
- •What is the capital of Kazakhstan?
- •2. Rewrite the following sentences in the passive using personal and impersonal constructions, as an example.
- •1. Put the verbs in brackets into the correct tense.
- •1. Rewrite the sentences in the reported speech, as in the example.
- •2. Report the following:
- •3. Turn the following sentences from reported into direct speech, as in the example. E.G. She told me that she had a headache.“I have a headache,” she said to me.
- •John said that he would give me a pen.
- •4. Turn the following sentences from direct into reported speech, as in the example.
- •Vocabulary
- •Learn new words.
- •Read the text about means of transport and do exercises.
- •Types of Transport:1) Run by Motor, 2) Run but living beings.
- •Look through the text and find the word which means:
- •Read the text about means of transport and talk about types of transport.
- •4. Read the dialogue about “Tour of London” and mark the following sentences as true (t) or false (f) then talk about sightseeings of Almaty.
- •Use of English
- •Say whether the words / expressions below are followed by the a) infinitive, b) infinitive without to, c) –ing form, as in the example.
- •Fill in the gaps with the verbs in brackets in the correct form of the infinitive or –ing form, as in the example.
- •3. Fill in the correct form of the verbs in brackets (to infinitive or –ing form), as in the example.
- •2. Fill in the correct form of infinitive, as in the example.
- •Listening
- •Watch the video “Be a traveler” completing the collocations.
- •2. Watch the video “Be a traveler” again and answer the question. Why does the author want you to be a traveler?
- •3. Listen and circle the correct item.
- •Vocabulary
- •Learn new words.
- •1. Read the dialogue filling the missing words. In pairs, use your names to act out similar dialogues.
- •2. Read the text and do exercises. Travelling
- •3. Read the sentences and decide if they t (true) or f (false).
- •5. Read the text again, make some necessary notes to talk about travelling in your country.
- •1. Fill in the correct form of the verbs in brackets, as in the example.
- •2. Fill in the gaps with prefer, would prefer or would rather, as in the example.
- •Vocabulary game
- •Work in pairs. Choose the words from the list to make sentences. The person with the most points is the winner.
- •Module 4. Self-Assessment (Units 10-12)
- •Fill in the correct word from the list.
- •Is, to celebrate, is, became, wrote, have celebrated, made, have, celebrate, play
- •Independence Day
- •Complete the dialogue.
- •1. Read the text and answer the questions below.
- •15 Interesting facts about the English language
- •Listen and fill in the gaps.
- •Unit 13. Traditions and customs. Use of English Participle
- •1. Fill in the Present, Perfect and Past Participle, as in the example. E.G.: work–working, having worked, being worked, having been worked, worked
- •2. Distribute the following sentences according to the group Present Participle, Perfect Participle or Past Participle.
- •3. Which form is correct? (Present Participle or Past Participle)
- •Listening
- •1. Watch the video Kazakh traditions and talk about Kazakh traditions and customs.
- •2. Do this exercise while you listen? Decide whether these sentences true or false?
- •3. Do this exercise while you listen. Complete these sentences.
- •Vocabulary
- •1. Learn new words.
- •Read the text and then talk about Kazakh national traditions.
- •Use of English
- •1. Fill in the correct form of the word in bold, as in the example.
- •Fill in the gaps with as or like, as in the example.
- •Fill in the gaps with all / both / neither / either or none as in the example.
- •Vocabulary game
- •Work in pairs. Choose the words from the list to make sentences. The person with the most points is the winner.
- •Unit 14. Celebrating holidays Use of English Causative form
- •Chose the correct answer.
- •Each of the following people had something unpleasant happen to them last week. Make sentences using the causative form, as in the example.
- •Rewrite the following sentences in the causative form, as in the example.
- •Listening
- •Listen to the song “Happy New Year” filling in the gaps.
- •Listen and decide whether the following statements are true or false
- •Vocabulary
- •Learn new words.
- •Victory Day in Kazakhstan
- •Fill in the correct particle
- •You should look ____ new words in a good English-English dictionary.
- •Vocabulary game
- •Work in pairs. Choose the words from the list to make sentences. The person with the most points is the winner.
- •Use the sentences to talk about unforgettable events in your family.
- •1. Use prompts and write on an invitation to a birthday party.
- •Unit 15. My future profession
- •Verbs. Adjectives. Nouns with prepositions
- •1. Use the prepositions in the list below to complete the sentences.
- •2. Underline the correct word.
- •Listening
- •Who works on Saturdays and in the school holidays?
- •Vocabulary
- •Read the text and talk about your future profession. My future profession
- •1. Learn vocabulary of people and occupation and practice describing your future jobs in your own words. People and occupation
- •Module 5. Self-Assessment (Units 13-15)
- •Vocabulary & Grammar
- •Put the verb in the brackets into correct form.
- •Underline the correct preposition.
- •Complete the dialogue with the following words.
- •Read the text and do the exercise below.
- •Put these sentences in order.
- •Listen and complete.
- •What would you do if you knew a friend was cheating in an exam? Would you tell a teacher?
- •Irregular verbs
- •Annex 2
Unit 15. My future profession
Use of English
Verbs. Adjectives. Nouns with prepositions
A |
absent from (adj) according to (prep) accuse sb of (v) accustomed to (adj) advantage of (n) (but: there is an advantage in) advice on (n) afraid of (adj) agree to/on sth (v) agree with sb (v) |
aim at (v) amazed at/by (adj) angry about sth (adj) angry with sb for doing sth (adj) annoyed about sth (adj) annoyed with sb for doing sth (adj) answer to (n) apologise to sb for sth (v)
|
apply for sth (v) arrest sb for sth (v) arrive at (a small place) (v) arrive in (a town) (v) ashamed of (adj) ak for (v) (but: ask sb a question) astonished at/by (adj) attitude to/towards (n) aware of (adj)
|
B |
bad at (adj) begin with (v) believe in (v) belong to (v) |
blame sb for sth (v) blame sth on sb (v) (someone is) to blame for sth (v) bored with (adj) |
borrow sth from sb (v) brilliant at (adj) bump into (v) |
C |
capable of (adj) care about (v) care for sb/sth (v) (take) care of (n) cause of (n) charge sb with (v) cheque for (n) clever of you to (adj) close to (adj) |
collide with (v) communicate with (v) complain to sb about sth/sb (v) concentrate on (v) concerned about sth (adj) congratulate sb on sth (v) connection between (n) (but: in connection with) conscious of (adj) |
consist of (v) contact between (n) (but: in contact with) cope with (v) crash into (v) crowded with (adj) cruel to (adj) cure for (n) cut into small pieces (v) |
D |
damage to (n) decide on (v) decrease in (n) delighted with (adj) demand for (n) depend on (v) |
die of (v) die in an accident (v) difference between (n) different from/to (adj) disadvantage of (n) disappointed with (adj) |
divide into (v) do sth about (v) dream about (v) dream of (v) (=imagine) drive into (v) due to (phrasal prep) |
E |
engaged to sb (adj) envious of (adj) |
excellent at (adj) excited about (adj) |
explain sth to sb (v) |
F |
fall in (n) famous for (adj) fed up with (adj) fight for (v) fond of (adj) |
forget about (v) forgive sb for (v) (un)friendly to (adj) frightened of (adj) full of (adj) |
furious about sth (adj) furious with sb for doing sth (adj) |
G |
generous of sb (to do sth) (adj) generous to sb (adj) |
glance at (v) good at (adj) |
(be) good to sb (adj) good of sb (to do sth) (adj) |
H |
happen to (v) hear about (v) (=be told) |
hear from (=receive a letter) hear of (v) (=learn that sth or sb exists) |
hopeless at (adj) |
I |
impressed by/with (adj) incapable of (adj) increase in (n) |
insist on (v) intelligent of sb (to do sth) (adj) interested in (adj) |
invitation to (n) invite sb to (v) |
J |
jealous of (adj) |
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K |
keen on sth (adj) kind of sb (to do sth) (adj) |
kind to (adj) |
key to (n) |
L |
laugh at (v) leave for (v) listen to (v) |
live on (v) look after (phr v) (=take care of) look at/have a look at (v) |
look for (phr v) (=search for) |
M |
married to (adj) |
mean of sb (to do sth) (adj) |
mean to (adj) |
N |
need for (n) |
nice of sb (to do sth) (adj) |
nice to (adj) |
O |
optimistic about (adj) |
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P |
pay for (v) photograpg of (n) picture of (n) (un)pleasant to (adj) pleased with (adj) |
point at (v) (im)polite of sb (to do sth) (adj) (im)polite to (adj) popular with (adj) prefer sth to sth else (v) |
prevent sb from (v) protect against/from (v) proud of (adj) provide sb with (v) put pressure on sb (exp) |
R |
reaction to (n) reason for (n) receive from (v) regard as (v) relationship between (n) (but: a good relationship with sb) |
rely on (v) remind sb of /abou t (v) remind sb to do sth (v) reply to (n/v) responsible for (adj) rise in (n) |
rude of sb (to do sth) (adj) rude to (adj) run into (v) |
S |
satisfied with (adj) save sb from (v) scared of (adj) search for (v/n) sensible of sb (to do sth) (adj) sentence sb to (v) shocked at/by (adj) short of (adj) shout at (v) |
shout to sb (v) silly of sb to do sth (adj) similar to (adj) smile at (v) solution to (v) sorry about (adj) (=sorry for sb) sorry for doing sth (adj) speak to (v) spend money on sth (v) |
spend time doing sth (v) split into (v) stare at (v) stupid of sb (to do sth) (adj) succeed in (v) suffer from (v) surprised at/by (adj) surrounded by (adj) suspicious of (adj) |
T |
talk to (v) terrified of (adj) think about/of (v) |
throw at (v) throw to (v) tired of (adj) |
top of sth (n) translate from…into (v) turn sth into sth (phr v) |
U |
unreasonable of sb (to do sth) (adj) |
upset abou t (adj) |
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W |
wait for (v) warn sb against/about/of (v) |
warn sb not to do sth (v) worried about (adj) |
write to sb(v) |
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