- •Lesson 1
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Complete the sentences according to the text:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Complete the sentences according to the text:
- •4. Find the details in the text.
- •Lesson 2
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words:
- •4. Answer the question to the text:
- •Lesson 3
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Complete the sentences according to the text:
- •4. Answer the question to the text:
- •Lesson 4
- •Vocabulary and comprehension check
- •Instrument of touch
- •Lesson 5
- •Parts of the Brain
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Match the parts of the brain with their definitions:
- •4. In reading 5 “We are exposed to very little music or art” probably means:
- •5. Answer the questions to the text:
- •Lesson 6
- •The teen brain
- •Differences in male and female brains
- •Vocabulary and comprehension check
- •Reading 7
- •Wired for music?
- •The mystery of the mind-body relationship
- •Vocabulary and comprehension check
- •5. Expressions with “brain”.
- •6. Answer the questions to the text:
- •Lesson 8
- •Vocabulary and comprehension check
- •1. Give the English equivalents of the following words and expressions:
- •2. Give the Russian/ Ukrainian equivalents of the following words:
- •3. Complete each sentence with a word from the list given in ex.2:
- •4. Answer the following questions by writing the number of the paragraph on the lines provided.
- •5. Read the following statements. Are they true or false?
- •Test yourself
- •Lesson 9
- •Vocabulary and comprehension check
- •Talking points
- •Lesson 10
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words and expressions:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •Answer the following questions
- •4. Read about iq testing and be ready to summarize the main ideas of the text.
- •Iq testing
- •Talking points
- •Test yourself
- •Lesson 11
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words and expressions:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Which intelligences do you think are necessary foe each of these jobs?
- •4. Answer the following questions
- •5. Read the text and be ready to summarize its main ideas. Answer the questions given below the text. Learning styles
- •Test your comprehension
- •Test yourself
- •Passive Constructions – Prepositions of Place/Movement/Time
- •1. A) Put the verbs in brackets into the Present Simple Passive or Present Continuous Passive Forms.
- •2. Write passive sentences.
- •3. Choose the best way of continuing after each sentence (Active or Passive).
- •5. Rewrite these sentences beginning with the words given.
- •6. Rewrite the following in the passive. Do not mention the active subjects. Pay attention to the use of prepositions.
- •7. Rewrite the sentences in the active, beginning with the words given.
- •8. Complete the sentences by putting the prepositions in brackets in the correct places.
- •9. Correct the mistakes. Mind the use of prepositions of time
- •Can/Could/Be Able to/Be Allowed to – May/Might – Must/Have to/Be to – Should/Ought to – Need – Will - Would – Shall
- •3. Permission: can, could, may, might, be allowed to. There are mistakes in some of these sentences. Find the mistakes and correct them.
- •7. Needn't have and didn't need to. There are mistakes in some of these sentences. Find the mistakes and correct them.
- •10. Write three questions asking for advice for yourself. Ask other students for advice.
- •11. Read the poem, find the Modals in it, explain them. Be ready to recite the poem.
- •5. What advice might you give to a friend who:
- •6. Put the expressions together to make conversations.
- •Rewrite the second sentence in each conversation, starting with I’d rather we/you/etc.
- •9. Revision of the Modal Verbs. Choose the best form. Sometimes both may be possible.
- •10. Fill in the correct question tags and short answers.
- •Conditionals: Types 1, 2, 3
- •1. Put the verbs in brackets into the correct tense (present tense or will).
- •3. Penny is thinking about her future. Look at the prompts and expand them to write Type 1 conditional sentences.
- •4. Match the items in column a with those in column b to make sentences, as in the example.
- •4. Put in the correct verb forms (would or past simple).
- •6. Choose the correct verb form (Type 1 or 2 Conditionals).
- •7. Choose the most sensible verb form.
- •8. Put in the correct verb forms, make Type 3 conditional sentences.
- •9. Write sentence chains with if to show how things could have been different.
- •10. Put the verbs in brackets into the correct tense. Revision of the Conditionals.
- •Making a Wish (wish/if only) – Linking words – Adjectives/Adverbs
- •3. Rewrite the following sentences to express either an unreal situation in the present or a regret about a past event.
- •5. Make sentences, as in the example.
- •6. Revision of conditionals and wishes. Put the verbs in brackets into the correct tense.
- •7. Choose the correct linking words/phrases in bold to join the sentences below.
- •10. Complete the sentences with words from the box. More than one answer may be correct.
- •12. Match each base adjective with a strong one. Sometimes more than one variant is possible.
- •13. Underline the correct adjective.
- •Reported Speech
- •Rewrite the sentences in reported speech.
- •Turn the following questions from direct into reported speech.
- •Turn the questions from direct speech into reported speech. (At the shop)
- •Complete each sentence with two to five words, including the word in bold.
- •Complete the following indirect questions.
- •Fill in the gaps with introductory verbs in the list in the correct form. Order invite admit threaten deny beg offer command complain
- •8. Turn the following sentences into reported speech.
12. Match each base adjective with a strong one. Sometimes more than one variant is possible.
Base adjectives: excited (scared, frightened), good, big, clean, hot, crowded, angry, tired, good, happy, tasty, surprising, dirty, old, pretty, fat.
Strong adjectives: spotless, enormous, small, fantastic, huge, delicious, terrified, obese, gorgeous, tiny, brilliant, exhausted, mammoth, ancient, furious, boiling, thrilled, superb, astounding, great, awful, packed, filthy, wonderful.
13. Underline the correct adjective.
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Their profits last year were extremely large/enormous.
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The sales figures last month were very bad/terrible.
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Warsaw is absolutely cold/freezing at this time of year.
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She was very tired/exhausted after the busy day and absolutely hungry/starving.
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For some reason, she finds his jokes very funny/hilarious.
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The wave which came from the sea was not just very big/ gigantic, but it was really big/ gigantic.
14
Reported Speech
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Fill in the gaps with say or tell in the correct form.
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Kathy ………. her friends the truth about what had happened that day.
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“I’ll call you later,” he ……….. to her.
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Ken ………… us that he was having a barbecue at the weekend.
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“Please turn the volume down,” Cindy …………. .
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“Open your books at page 29,” …………… the teacher to her students.
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“Could you ………… me the time, please?” he asked me.
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Jane ran down the stairs, …………. good morning and left for work.
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My grandmother used to ………….. us exciting stories by the fire every night.
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“Why did you ………….. everybody my secret?” he asked?
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“I’m sorry. I can’t …………. you the way to the station because I’m lost too,” he said.
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Rewrite the sentences in reported speech.
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“There is no one at home”, he said.
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“Mr and Mrs Wilson have gone on holiday,” Mr Bradley said.
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“Jamie has never seen a dolphin before,” John said.
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“I’ll order a pizza,” he said.
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“The sun rises in the east”, the teacher said.
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“I’m going to the dentist now,” said Lynn.
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“There was a good documentary on TV Yesterday,” Gregory said.
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“It’s always hot at this time of the year,” she said.
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Turn the following questions from direct into reported speech.
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“Who broke the window?” the teacher asked the students.
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“Where are you going on holiday this year?” Josh asked me.
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“What time is the wedding?” Helen asked.
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“Did John do to the party last night?” Jill asked.
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“Why are you laughing?” Philip asked.
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“How long does it take you to walk home from here?” Peter asked/
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“Will you lend me some money?” Lesley asked Sara.
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“Who is this man?” the old lady asked her husband.
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Turn the questions from direct speech into reported speech. (At the shop)
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Do you have this in a smaller size?
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Does it come in blue?
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Can you order one for me?
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Is it expensive?
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Can I try it on?
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Are there any shoes to match?
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Can I pay by credit card?
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Will your new stock come in soon?
