TEST YOUR

ENGLISH
PART-2

FOREWORD
TEST YOUR ENGLISH is a practical course in two parts, designed for pupils who have
received prior knowledge of English as a foreign language in schools where it is taught as a
key subject. It is intended for classroom or individual use by nonnative speakers of English
who are on intermediate or advanced level in their studies of the language. The chapters of
both parts cover the vast majority of language problems that arise in the learning of the
material. The difficulty of the material in these books varies. They represent a collection of
teaching aids to be used while teaching English. Although the number of these exercises is
merely a drop in an endless ocean, they may be taken as an illustrative sample each of us may
start from. We, in our turn, recognized the need to offer all pupils the same chance by
ensuring them access to more ways of testing.
TEST YOUR ENGLISH course, undoubtedly, addresses the needs of all pupils who are
interested in acquiring top performance and competence, especially when it comes to final
and entrance exams.
The second book is structured in 4 chapters, each meant to test the capacity of high school
students to discern between right and wrong in a wide range of sections of English: grammar,
vocabulary, spelling and pronunciation, their feeling of the language when it comes to the
logic of a text, or the building up of a composition. The chapters, the order of which reflect a
certain gradation in difficulty, focus each in turn on a selected type of exercise as follows:
I.

II.

III.
IV.

Tests for 10th to 12th forms

at the level of grammar, vocabulary, and creativity;
Debate lessons
a quite careful selection of interesting and actual topics offer the chance to express
different opinions, argue and convince;
Role-playing
handling the art of conversation;

Supplementary tests for advanced level students

checking the understanding of the logic of a text by answering questions,

expressing personal opinion and making the summary of the text; checking all parts of
speech, knowledge of civilization and the ability to develop a proposed topic of
creativity.

There are many ways in which this course can be used:

o in class with the teacher. Pupils might accomplish the tasks both orally and
in written, working either in groups, pairs or individually.
o after class. The write-in activities represent an ideal opportunity to
practice consolidation of the studied material at home.
A great teacher once said, Any method in the hands of a good teacher is a good
method. Good teachers like their pupils, like what they are teaching, and believe their
pupils can learn. Teachers with such qualities will, we hope, find that this book helps their
pupils learn, no matter what course books or methodology they follow.
We hope the book will be helpful for both teachers and pupils as well as for all those who
need to refresh their English language skills.

Chapter 1. Tests for the 10th to 12th forms.

Tests for the 10th forms.
TEST 1

(Unit 1) A

10-th form

1. Explain in one word:

a) to buy somethingb) to tell a secretc) to support somebodyd) to act in a dishonest waye) to fall heavily2. Give synonyms to the following words:
a) skill
b) to purchase
c) to estimate
d) to avoid
e) to be obsessed
3. Use the verbs in proper tense and voice:
a) Oxford (to be) _______________ beautiful! I (to work)_____________________ for a
translating company at the moment.
b) The windows (to clean) _________________ before mother (to come)_______________
home yesterday.
c) I (to be) ____________ the happiest boy yesterday: I (to give) ______________ a
present, I (to get) ______________ a nice puppet.
d) How often _____ you (to water) ______________ these plants? They (to water)
_____________________ twice a week.
e) This report (to write) _________________________ this week by Tom.
f) Last Sunday we (to have) __________________ a party. When I (to arrive) ________________
there , everyone (to dance) ________________________.
g) Your homework should (to do) _______________________ every day.
h) Lorry (to be going to) _______________________ send a letter to Kate.
4. Name qualities of the ideal teacher. Prove your choice.

5. List requirements you want to be accepted by your lyceum. Give arguments.

6. Comment on one of the sayings:

a) The brighter you are, the more you have to learn.
b) The doors of wisdom are never shut.
c) Wise men learn by others harm, fools scarcely by their own.

TEST 2
(Unit 1) B

10-th form

1. Explain in one word:

a) to leave schoolb) to tear or cut somethingc) to take as trued) to make up an excusee) to reduce to poverty2. Give synonyms to the following words:
a) faculty
b) to gain
c) to conclude
d) to attempt
e) to annoy
3. Use the verbs in proper tense and voice:
a) What (to build) _____________________ here? A modern supermarket.
b) Your children (not to be) __________________ healthy if you (not to give) _______________
them many fruits.
c) Mother (to be) _________ in the kitchen now. What ________ she (to do) _____________
there? She (to cook) _______________________ dinner.
d) As soon as I (to return) ____________________ from school, I (to phone) _________________
you.
e) Maria (never to be ) _________________________ to France.
f) I am afraid I (not to finish) ________________________ my work yet.
g) What __________ you (to do) _________________ at 9 oclock yesterday?
h) We (to have) ______________________ dinner at a restaurant, at the moment.
4. Name qualities of the ideal teacher. Prove your choice.

5. List requirements you want to be accepted by your lyceum. Give arguments.

6. Comment on one of the sayings:

a) The brighter you are, the more you have to learn.
b) The doors of wisdom are never shut.
c) Wise men learn by others harm, fools scarcely by their own.

TEST 3
(Unit 1)

10-th form

I. Form nouns from the following words:

active
to appreciate
to cooperate
to achieve

to develop
to explain
to know

to learn
to bring up
to ignore

II. Define the following words:

kindergarten
test
library
sophomore
to regard
pupil
to flop
diploma
headmaster
to purchase

III. Give synonyms to the following words:

*study (n)
*to get (education)
*grade
*auditorium
*manual

*to finish (school)

*award
*to acquire (knowledge)
*tutor
*time-table

IV. Fill in prepositions or articles where necessary.

1. brighter you are, more you have to learn. 2. After I graduated State University,
my younger brother decided to enter it and get same qualification. 3. Nick doesnt go
any kind of sports, as he is very busy at school. If you dont know meaning of this
word, look it the dictionary.
V. Open the brackets or choose the correct variant.
1. Learning depends (of, on, upon) motivation. 2. Wise men learn (on, by, - ) others harm,
fools scarcely (on, by, - ) their own. 3. ( - , the, an) Chinese care much for spices. 4. You can
hardly find a person who likes to be lied (of, to, for). 5. He thinks I must apologize (of, for, to)
having failed the experiment. 6. Alex wishes he (not/to be turned off) by the manager last
week. 7. If his parents (not/ to be excessively preoccupied) with their work, he (to grow up) a
more caring and loving child. 8. Bryan, I wonder what your wife (to tell) about this.

TEST 4
(Unit 2) A

10-th form

1. Explain in one word:

a) an original modelb) ones husband or wifec) the condition of being maled) to acknowledgef) a statement expressing regret2. Give synonyms to the following words:
a) chore
b) wages
c) to provide
d) to abuse
e) to range
3. Write the opposite gender of the nouns:
a) emperor
b) mare
c) master
d) grandson
e) bear
4. Make up a true-to-life situation using the following words and phrases:
a) orphan b) guardian

c) to offer support d) will

e) heir

5. Open the brackets:

a)When he (to enter) ____________ they (to discuss) ______________ the trip.
b) If you (to follow) _________________ my advice, you would have succeeded.
c) I wish I (not to paint) ________________________ the door, it looks awful.
d) After he (to listen) ____________________ to the news, he went to bed.
e) She wished she (to go) ____________________ to the theatre with us.
f) The flowers (not to water) ____________________________ for the whole week.
g) Where would you study, if you (to pass) __________________ the exams successfully?
h) If he had known your number, he (to telephone) _______________________ us.
i) We (not to know) _________________ what they (to do) ________________ now.
j) I (to try) ____________________ to get her on the phone for 20 minutes.
6. Comment on the quotation: The family is one of natures masterpieces.
(Santyana)
___________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________.
6

TEST 5
(Unit 2) B

10-th form

1. Explain in one word:

a) a daily or routine taskb) lower edge of a skirt, dressc) a person hired for a jobd) very smalle) a large complex with stores2. Give synonyms to the following words:
a) harsh
b) convenience
c) to face
d) to deny
e) to purchase
3. Write the opposite gender of the nouns:
a) tailor
b) tiger
c) nephew
d) widow
e) bride
4. Make up a true to life situation using the following words and phrases:
a) bachelor

b) wedding cake

c) newly wed

d) healthy relationship

e) first born

5. Open the brackets:

a) Her eyes were red. It was clear she (to cry) _____________________________.
b) I would never have troubled him if I (to know) ______________ he was so busy.
c) He is said (to put away) ________________________ a small fortune.
d) Such long bridges seldom (to build) _________________________ in this area.
e) She promised she ( to see ) ________________________ me off the other day.
f) The child would eat if he (to be) __________________ hungry.
g) It is not easy (to imagine) ______________________ a child (to sit) silent.
h) _________ the problem (to discuss) __________________________ by 6 oclock?
i) Meat (to eat) ______________________ with a knife.
j) We wish we (can) _______________________ change something in the world.
6. Comment on the quotation: The family is one of natures masterpieces.
(Santyana)
___________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________.

TEST 6
(Unit 2)

10-th form

I. Define the following words:

*chore
*wage
*reluctant
*nosegay
*nephew
II. Write the plural of the following nouns:
A body
a radio
a trout
a ray
an analysis

an eyelash
a leaf
a scarf
a dwarf
phenomenon

a wife
a photo
a hero
a myth
a mouse

a woman
a foot
a deer
a child
a match

III. Choose the correct variant.

1. The news Ive come with today (is/are) sad. 2. Ethics (is/are) to be studied in schools. 3.
Riches (is/are) meant to be used. 4. My belongings (is/are) being checked by the customs
officer now. 5. The committee (is/are) still debating on the matter. 6. Brussels (is/are) the very
city she was talking about. 7. The police (is/are) investigating the case now. 8. Statistics
(show, shows) that out of 100 accidents, 80 happen because of intoxicated drivers. 9. Statistics
(is/are) taught at this faculty. 10. There (is/are) no means of finding out the truth.
IV. Write the opposite gender of the following nouns:
*wife

*bride

*tiger

*widow

*poet

V. Form new words, using all possible ways of word formation.

- to engage

- name

- to depend

VI. Comment on:

Tell me who your best friend is and I will tell you who you are.

TEST 7
(Unit 3) A

10-th form

I. Answer the question and correct the false statement. Complete the sentences.
1. How can TV influence peoples lives?
2. Regular physical activity.
3. Exercise is necessary for fitness between the age of 10 and 14, but it is especially
important for old people.
4. Adolescence prepares you for..
II. Match the words with their definitions.
1. sedentary
2. the aging process
3. enhance
4. physical fitness
5. strength

- to increase in strength or amount.

-the state of a body that can work at its best; the ability to perform
daily tasks vigorously and alertly.
- activities done while sitting down, and not giving one the
chance to move about much.
- the basic muscular force needed for movement.
- becoming older and usually less useful, healthy.

III. Use possessive nouns in the following sentences.

1. (Mary/ daughter).is ten months old.
2. (Mike and Alice)..and .parents work at a wellknown factory.
3. Mothers dont sometimes approve of their (children)..decision.
4. (Rob and Sam)and.bags have been found in the hall.
IV. Rewrite these sentences using s or just () where possible.
1.This umbrella belongs to James.
2.This is a club for women.
3. Its the fault of no one.
4. Where is the key of the car?
5. We learnt many interesting things about the surface of the earth.
6. This is a copy of the poetry of Keats.
V. Rewrite the following, arranging the words in parenthesis in the proper order
1. He was wearing (a, brown, short, worn-out, woolen, overcoat.)
2. Eliza is looking for a (polished, beautiful, antique, English, dining-table.)
3. Father bought a (Taiwanese, cheap, white, clock radio, for my bedside table.)
VI. Form compound adjectives. Make up your own sentences.
1. My friend shows much love and sympathy for other people. He is kind and friendly. He
is.
2. Unfortunately, your argument is showing only one point of view.
Its..
3. Her trip lasted three months. It was
4. Look the man is physically attractive. He is.
5. Theyve built a nice house with six rooms in it in the countryside.
Its

TEST 8
10-th form
(Unit 3) B
I. Complete the sentences or correct the false ones.
1. Pete believes that people should watch as much TV as they like. In his opinion..
2. People who dont exercise..
3. As people get older they gain more flexibility.
4. Adolescence is the time.
II. Match the words with their definitions.
1. detrimental
- the state of being healthy
2. endurance
- to increase the value, reputation, strength of smth. (body)
3. wellness
- the ability of our body to work for a long time without tiring
4. boost
- lack of strength, power or determination
5. weakness
- harmful
III. Use possessive nouns in the following sentences.
1. This is Ronald. He is our (friends).nephew.
2. I have to go to the (chemist)today. I need some
medicines.
3. I really cant tell you my (parents) address. They left only
two days ago.
4. The (baby). cries drive me crazy.
IV. Rewrite these sentences using s or just () where possible.
1. These two bicycles are for John and Charles.
2. Thats the voice of the man.
3. I cant see the bottom of the box.
4. Your mum has gone to the shop owned by the hairdresser.
5. Our cousin went on a business trip of two weeks.
6. Thats the decision of the committee.
V. Rewrite the following, arranging the words in parenthesis in the proper order.
1. Im looking for a (cotton, summer, dress, pink and white ,for my holiday.)
2. Our aunt lives in a (cottage, stone-built, small, old, country.)
3. Robert is a (well-schooled, large, very merry, wise, and, young, man.)
VI. Form compound adjectives. Make up your own sentences.
1. The woman is seventy years old. She is
2. The conference lasts two days. Its..
3. This table is lit by a candle. Its
4. The girl is very successful in her career. She is.......
..
5. Your friend doesnt show any love or sympathy for other people. He is..
.

TEST 9
(Unit 3)

10-th form

I. Explain the following in your own words:

- curable disease
- thermometer
- insomnia
- catching disease
- ambulance

- case history
- to dress a wound
- pneumonia
- to be X-rayed
- long/short sighted

II. Fill in prepositions where necessary:

1. Why are you short breath? Have you been running? 2. Doctor, I have pain the chest
and I cant stand it anymore. 3. You should stay bed for a week,- said the doctor. 4. The
nurse treated me this awful disease. 5. When I caught a cold, they put me sick-list. 6.
Dont stand it, take some pills your headache. 7. You are wasting your time trying to
persuade me to eat one more piece of cake. I stick a diet. 8. The patient was successfully
operated appendicitis. 9. Go the chemists and buy the drops prescribed. 10. The
doctor made the prescription and asked me to purchase the medicine immediately.
III. Write the plural of the following nouns:
* an ox

*a passer-by

*a potato

*a baby

*a Frenchman

* a sheep

*a forget-me-not

*a shelf

*a piano

*a German

IV. Use possessive nouns in the following sentences:

1. Jim scratched car (of Charles). 2. We were shown the room (of children). 3. They
were invited to house (of Robert and Sue). 4. I like style (of Dickens). 5. He has to
return the toys (of boys). 6. Nobody knows the names (of men). 7. Jane dislikes
garden (of the Smiths). 8. Did you read newspapers (yesterday)? 9. Ann decided to buy
computer (of John). 10. The bus driver found the books (of pupils) in the rack.
V. Choose the correct variant:
1. (did, have, had) you seen Hanna this week? 2. She will come (in, at, on) Monday. 3. (a,
the, - ) milk in the fridge is not fresh. 4. There was (somebody, nobody, everybody) to help
me, so I decided to leave. 5. She doesnt have (strength, power, force) to walk upstairs. 6. Joe
said he (will, should, would) call me a bit later. 7. I wonder how he missed this stone on the
road. He must be as blind as (a mole, a bat, a new-born kitten). 8. Dont take it close (in, into,
to) your heart. He really meant well. 9. Scarlet fever is an infectious (ailment, malady,
disease). 10. AIDS can be slowed, but not completely (treated, cured, healed).

TEST 10
(Unit 4)

10-th form

I. Form adjectives from the given words.

*child
*sun

*history
*use

*to act
*beauty

*talent
*skill

*trust
*to convince

II. Supply the correct participial adjective.

1. Dont forget that she is a (marry). woman and a (care)
.mother. 2. The wolf showed Little Red Riding Hood the longest path (lead)
to her granny. 3. Youd better not approach that house (surround)
. by the birch trees. A (curse) .witch is told to be living
there. 4. Whose idea was it to buy that (forsake).. house? 5. Please, pick up the
paper (lie) on the floor. To my mind its the recipe (give)
by Aunt Mary. 6. Everything one can admire in our woods nowadays is
(cut) ..down trees and (forget) .rubbish.
III. Explain the difference between:
journey
voyage
trip
tour
excursion
IV. Use the proper form of the word in parentheses.
1. When you eat, you should chew your food (slow)... 2. John works (hard)
.. in order to get the scholarship. 3. Before taking in the medicine, read
(attentive). the instruction. 4. They say that summer may come
(late) .this year. 5. Sarah bought us (near) all we asked
her to.
V. Fill in the blanks with: (a) little, (a) few, one(s), every, each where necessary.
1. I like neither this pair of blue jeans, nor that . 2. Could you give more
attention to reading? Unfortunately, I have very time for it. 3. Hundreds of new
songs are recorded week but . of them get into the charts. 4. The newspapers are
20 p. . . 5. Almost . child in the school passed this test. But only pupils
obtained excellent results. 6. As statistics show, very people live to be 100. 7. Your
article is a good . . 8. If she doesnt like this dress, maybe that .. will be to her
taste.

TEST 11

10-th form

(Unit 4) A
I.

Express your opinion.

Traveling changes peoples life and even their characters

II.
Grammar.
Fill in the gaps with one(s); (a) little; (a) few; much; many; a lot; each; every or
underline the correct variant. Place the words in the most usual position to make up
sentences.
1. She was wearing her new dress, the blue______________.
2. morning/ always/ in/ I/ coffee/ home/ the/ drink/ at;
____________________________________________________________.
3. The students who are most successful are usually the _____________who come to all
the classes
4. You look (serious/ seriously). What are you thinking about?
5. They left (direct/ directly) after the show.
6. _____________person in turn went to see the doctor.
7. That meat smells (good/ well), doesnt it?
8. There were many books on the shelf. Which ______________did you choose?
9. Unfortunately, there was ________________time for consultation.
10. We thought long and (hard/ hardly) before deciding to move into the new house.
11. Tourists come here but _______________stay overnight.
12. The business makes less money ______________year.
13. (Hard/ hardly) a day goes by without my thinking of her.
14. He appears (angry/ angrily) today.
15. Its unlucky to light three cigarettes with ________________match.
16. _________________ is known about the side effects of this drug.
17. He gave _______________ patient the same medicine.
18. - Would you like to go for a walk?
- That sounds (great/ greatly)!
19. Only _________________of our students have computers.
20. I think I will buy a new skirt.
- Will you buy a long or a short ________?
21. _________________man knows the rules of this game.
22. I cant get my hands (warm/ warmly).
23. The sun was (low/ lowly) in the sky.
24. Their car seems to be as ______________.
25. My brother never stays (angry/ angrily) for long.
26. ________________of the teams has its own ball to practice with.
27. Why is my name spelt (wrong/ wrongly)?
28. She is going to come (pretty/ prettily) soon.
29. closed/ and/ morning/ Shelly/ that/ by/ silently/ to/ went/ car/ work/ door/ the;
____________________________________________________________________.
30. often/ on/ goes/ early/ Fridays/ she/ home;
___________________________________________________________________.
31. usually/ in/ foot/ goes/ my/ on/ work/ mother/ to/ spring;
___________________________________________________________________.
32. It rained _________________ during the night.
33. My sister has ________________free time but I havent _________________.
34. _________________will depend on what the minister says.
TEST 12

10-th form

(Unit 4) B
I.

Express your opinion.

Reading must be one of the hobbies of a teenager.

II.
Grammar.
Fill in the gaps with one(s); (a) little; (a) few; much; many; a lot; each; every or
underline the correct variant. Place the words in the most usual position to make up
sentences.
1. - There are so _______________streets in your town. Which street do you live in?
- I live in a very noisy ______________.
2. Only ________________trees were damaged by the hurricane.
3. queue/ the/ hour/ patiently/ he/ for/ waited/ an/ in/ yesterday;
__________________________________________________________________.
4. This dress suits her (perfect/perfectly).
5. Ive got three kittens and _________________is quite different from the others.
6. Mums cooking dinner downstairs. It smells (fantastic/ fantastically).
7. Could you lend me a dictionary, please?
- Im afraid Ive got only _________.
8. The sun was shining (direct/ directly) overhead.
9. Helen sounds (unhappily/ unhappy) today. Whats the matter?
10. I see her ______________few days.
11. week/ he/ last/ went/ by/ school/ bicycle/ to;
12. He is the ___________I can trust.
13. The candles were burning (low/ lowly).
14. She had a child holding on to _______________hand.
15. You seem (happily/ happy). Would you like to tell me anything?
16. I could (hard/ hardly) believe it when I read the letter.
17. Its a present for ____________of my friends.
18. ________________person made his own travel arrangements.
19. absolutely/ was/ to/ it/ necessary/ him/ interrupt/ now;
________________________________________________________________.
20. Youve got school tomorrow. I dont want you staying up (lately/ late).
21. _______________of her friends brought her a birthday present.
22. Ive only read _________________of the book so far.
23. Our sports club seems to be as ________________.
24. His second suggestion was ________________better.
25. George can jump really (highly/ high).
26. ago/ at/ quietly/ someone/ three/ midnight/ knocked/ days/ at/ the/ door.
___________________________________________________________________.
27. Alice screamed as (loudly/loud) as she could.
28. _____________people in our group are friendly.
29. I think we should stop now because it is getting (dark/ darkly).
30. Ive never been a great _____________for fish and chips.
31. He appeared (lately/ late) in the evening.
32. The paper should be _________________thicker.
33. Steve gets _______________letters but Rose doesnt get _____________.
34. - How_________________ time did you spend in the mountains?
- Not so _______________days but _____________day was full of pleasant moments.

TEST 13
(Unit 5) A

10-th form

1. Explain the meaning of the words:

a) helping
b) undergone
c) beverage
d) revenge
e) passenger
2. Give synonyms:
a) to refund
b) fare
c) to determine
d) to dissatisfy
e) meal
3. Write an advertisement for a shop at your choice: drug store, fishmongers, butchers
households, bookshop, bakers.
4. Fill in the articles where necessary:
a) _______Australia is _______interesting country. Some of ______strangest animals in
________ world live there. _________ Sydney is ______ most famous city in Australia.
b) Is _______ Indian Ocean bigger than ________ Arctic Ocean?
c) What part of _________USA does he come from?
d) He lives in __________ Colorado.
e) What is __________ capital of France?
f) I usually walk to ________ school, but my father always goes to ______ work by car.
g) My granny often goes for __________ walk in _________ evening.
h) We went to _________ circus yesterday and we had ___________ good time there.
5. Put the verbs into the appropriate tense:
It (to be) ____________ 8 oclock in the morning and time for me to go to work. I (to look)
___________ out of the window and I (to see) ________ that it (to rain) ______hard.
You (to get) ____________ wet through, if you (to go) ____________ outside now, (to
say) ________ mother. No, I (to answer) __________. I (to take) _______ an umbrella.
We (to have) _____________ 5 umbrellas in the house, but when I (to want) _________to
take one, I (to find) ___________ that there (to be) _________ no one I (can) _________ use:
we (to break) ______________ all of them. I never (to be) ______________ to an umbrella
maker. But there (to be) __________ choice, I (to take) _________ them and (to carry)
___________ to the umbrella maker. Very soon I (to enter) ______________ the makers
room. I (to see) ________ one of my friends there. He (to read) ___________ a newspaper.
Oh, what you (to do) here, Nick? I (to ask) ________________ him.
It so (to happen) ___________ that my little son (to break) ________my umbrella just
before I (to go) ________ out of the room. And what about you? he (to ask)_________me.
But I (to have) _______________ 5 umbrellas and no one (to work) ______________ .
I (to take) ______________ my umbrellas in the afternoon. The rain (already to stop)
___________________ and the sun (to shine) ____________________ in the sky. The weather
(to be) ___________ wonderful. I (not to have to) _______________ to use any umbrella.

TEST 14

10-th form

(Unit 5) B
1. Explain the meaning of the words:
a) dessert
b) overlooked
c) facility
d) luncheon
e) receipt
2. Give synonyms:
a) to retain
b) cab
c) to purchase
d) to emphasize
e) to delight
3. Write an advertisement for a shop at your choice: drug store, fishmongers, butchers
households, bookshop, bakers
4. Fill in the articles where necessary:
a) It was _____ hot summer day. ____ sun was shining brightly in ______sky. Children were
playing _________ tennis in ________ garden.
b) What _________ excited children!
c) What _________ beautiful rainbow!
d) What _________ misty weather!
e) Last year _________ Smiths went on holiday to ____________ London.
f) What _________ good time!
g) What _________ nice day!
h) My friend bought __________ pretty lovely dress yesterday.
5. Put the verbs into the appropriate tense:
One summer morning Meeks (to come) _____________ from the West to New York to find
his sister. She (to be) __________ Mrs. Mary Snyder, a widow, aged 52, who (to live)
______________ for a year in a tenement house in a crowded district.
At her address somebody (to tell) ________ him that Mary (to move) ___________ away
longer than a month before. No one (can) __________ tell him her new address.
On coming out of he house Mr. Meeks (to address) ___________ to a policeman who (to
stand) ____________ on the corner, and (to explain) __________ his difficulty to him.
I recently (to make) ________a lot of money and I d like to help Mary as soon as
possible, he added.
The policeman (to pull) _____ his moustache and (to tell) _____ Meeks about Juggins. He
(to say) ______ that Juggins (to be) ________ the leader of a new school of detectives.
Juggins (to solve) ___________________ some difficult cases. I (to take)
________________ you to him. The policeman (to say).
If I (to find) ____________ your sister, you (to pay) ________________ me 200$.The
disappearance of people in the city is the most interesting problem I (ever/ to
work)_____________at.
In 15 minutes Juggins (to return) _____________ with Marys new address. After Meeks
(to pay) ___________his bill, he (to ask ) ____________ the detective what he (to
do)_________________.
TEST 15

10-th form

(Unit 6)
I. Define the following words:
*manuscript
*extract
*scholar
*currency
*heir
II. Change the following sentences into the Passive Voice.
1. They will build a new hotel instead of the old one. 2. Everyone knows these people well. 3.
If a bee stings her, she will swell. She is an allergic. 4. She read the book and gave it back to
the library. 5. Jack said he would introduce me to Helen. 6. Ann is washing dishes at the
moment. 7. They have been installing the new equipment since morning, so far they have
installed only a half of it. 8. Who teaches you English? 9. A dog has just bitten him. Call the
emergency.
III. Report the following sentences:
1. I cant ask Jane to help me. She is writing her annual report now. She said
. .
2.When will they sign the contract? My boss asked me ..
.
3.Helen saw me 10 years ago, I have changed a lot; she may not recognize me when she
meets me. Mike said ..

4.Monica, we are leaving. Keep the door closed. Do not go out and do your homework.
Father told

5.Im sure, our money has been taken by one of us. By one whom we trusted. David said
.
.
.
IV. Rearrange the order of the words . Use inversion where possible.
1. my, ends, tremendous, Here, success.
2. a, out, of, Not, sound, her, mouth, came. ..
3. son, were, an, he, obedient, would, he, followed, have, advice, my.

4. the, in, sky, moon, the, was, and, bright, clear.

5. him, help, to, agreed, have, wouldnt, I, known, I, Had, truth, the.

V. Write an essay on the topic:

A world language. Is it a utopia?

..
FINAL TEST (16)

V-I

10-th form

I. (10 p.) a) Read the text attentively and be ready to do the post reading activity:
What his life was worth
Robert Burns, the great Scottish poet, loved common people and wrote for them. Though
he had little formal education, he was well-read and talented. He began to be recognized as a
poet when his first poems were published in 1786. He was known as a very witty man.
One day when Burns was walking near the docks, he heard a cry for help. He ran towards
the man who was calling for help. Though it was not easy, the sailor saved the man.
The man who was saved from drowning was a very rich merchant. He thanked the brave
sailor and gave him a shilling. The sailor was embarrassed.
A large crowd of people gathered round them. All the people considered the sailor to be a
hero. They were displeased when the rich man gave the brave sailor only a shilling.
Many of the people shouted loudly and protested against it. But the rich merchant did not
pay any attention to them.
At the moment Robert Burns approached the crowd and wondered what the matter was. He
was told the whole story.
He was not surprised at the behavior of the rich merchant and said: Let him alone. The
gentleman is the best judge of what his life is worth.
b) Make up 5 questions according to the text.

II. Open the brackets using the verbs in the required tense and voice:
1. Last Friday I (invite) by the Meyer family to join them for dinner. I (sit) beside Mr. Jack
Meyer, a large man, who (dress) in the traditional manner.
2. I cant listen to him any more. He (talk) for an hour and a half.
3.Christmas (be) the main public holiday in Britain and the USA. Young children (tell) that
Santa Claus (bring) them presents if they are good.
4. Alice and her sister (sit) on the grass. Her sister (read) a book. Just then a white rabbit ran
by very near to her.
5. Can I borrow your pen or you (use) it at the moment?
6. I (write) already the letter but I cant find a stamp.
7. New employees always (welcome) by our manager.
8.Look at your shoes! They must (repair).
III. Fill in the gaps where necessary or open the brackets:
1. more you own, more there is to go wrong.
2. Whats happened my report?
3. We have been in this district 1980.
4. I couldnt get to work my illness.
5. My husband always finishes work early Fridays.
6. Ill see you ten days time.
7. In Asia elephants are used for carrying goods.
8. Are you afraid rats?
9. To north of Edinburgh and Glasgow are Highlands of Scotland : mountains with few
trees, wild plants and many sheep.
10. Im not angry you. Im angry ( I ).
11. The life in the country is ( quiet) than it is in the city.

12. It is such attractive idea.

13. toast today is so tasty.
14. Why did you give the idea of learning French .
15. I prepared for dinner something you liked very much.
16. I have never met who is as sincere as you are.
17. This room needs (a few/ a little) pictures to brighten it up
18. This time he behaved (nice/ nicely)
19. If I (not can finish) the job this weekend, I (try) to get it done during the week.
20. Try to finish the work next week.
IV. Write either the feminine or the masculine of the nouns below:
Fiance; king; wizard; cock; cow; prince; master; policeman; mare; spinster; bear
V. Write the plural of the following nouns :
Fox
Mouse
Roof
Postman
Forget-me-not
Factory
Day
Studio

ox
thief
hero
prize
foot
kiss
donkey
loaf

stimulus
curriculum
brush
wife
guest
tomato
wreath
employee

VI. Open the brackets. Choose the right form of the verb:
1. The poultry (is/are) in the yard.
2. Can I borrow your scissors? Mine (arent/isnt) sharp enough.
3. Three thousand lei (are/is) the only thing we need now.
4. Her clothes (is/are) always in the latest style.
5. His information (is/are) not correct.
VII. Essay writing:
Adolescence is the best period of our life.

FINAL TEST (17) V-2

10-th form
I. (10 p.) a) Read the text attentively and be ready to do the post reading activity:
Clever Boys
Many years ago a London theatre was preparing for the first night. The producer wanted the
play to be a success.
There was a storm at sea in it. But in those days there was no stage machinery in a theatre,
so several boys were taken to make the waves on the sea. The sea was just a piece of
green cloth, and the boys had to jump up and down under it.
In the evening, when the curtain and the storm broke out, the audience greeted it with
applause. The boys managed their work well, the scene always made an impression on the
audience and each of the boys was paid a shilling a night. But when the performance had had
few weeks run, the owner thought that it was too much and that sixpence a night would be
quite enough. Then the boys decided to play a trick on him, so when the time came for the
storm, the wind began blowing, but the sea was calm as ever, there were no waves on it. The
owner was very angry and shouted from behind the curtains, Make waves, boys, make
waves. But the boys wouldnt jump. Then at last one of them asked, do you want waves for
a shilling a night or sixpence a night?
All right, for a shilling, said the owner of the theatre. Then the boys smiled at each other
and began jumping so gaily and so high that the play was again a great success.
b) Make up 5 questions according to the text.

II. Open the brackets using the verbs in the required tense and voice:
1. Last year we (visit) my cousin who (live) in Los Angeles.
2. The system (sell) to us by a computer specialist.
3. We (learn) English for 6 years. John has learnt more than 200 words this month.
5. When I came in they (sit) round the fire. Mrs. Pitt (knit), the others (read). Mrs. (smile) at
me. I (invite) to sit down.
6. Tom is coming tonight. I (be) sure that I (recognize) him.
7. They say these paintings (exhibit) till the end of the month.
8. It is a lovely day. The sun ( shine) and the birds (sing).
III. Fill in the gaps where necessary or open the brackets:
1. Why do you always let your children do whatever they like?
2. There is in the clothes basket.
3. (Few/ A few) days ago I tried to buy birthday cards for three-year-old children.
4. I understood who had taken my shoe. I cant say he behaved (well/ good).
5. What time will you arrive? I know. It depends the traffic.
6. Ben lives a village. He usually comes to visit us Sundays.
7. Its difficult to get . There is a fence the garden.
8. Switch it on pressing this button.
9. Sam always plays a joke his desk mate.
10. Im busy at the moment. Come ten minutes time, please.
11. We started off midnight and reached place of destination twelve hours at noon.
12. Ive been learning English I was little boy.
13. Who will make come on time?
14. Dont let me interrupt you. Please go

15. If it (rain) at weekend, we (not able to) plant the vegetables.

16.We have imported (less/fewer) videos this year than last year.
17. shop assistants are good inventing excuses.
18. Please dont give the idea of joining our basketball team. You are one of (good)
players Ive ever met.
19. There is in the room. Turn off light.
20. old couldnt help young.
IV. Write either the feminine or the masculine of the nouns below:
Waitress; monk; goose; lion; post woman; he-wolf; sir; niece; actor; bachelor.
V. Write the plural of the following nouns :
Teacher
Man
Tooth
Louse
Life
Potato
City
Analysis

mosquito
deer
sister-in-law
myth
keys
glass
bush
tariff

story
watch
zoo
echo
grown-up
scarf
box
knife

VI. Open the brackets. Choose the right form of the verb:
1. There (is/are) no milk left in the fridge.
2. The police (know/knows) about the stolen money.
3. Fortunately news (arent/isnt) as bad as we had expected.
4. Athletics (is/are) my favorite sport.
5. The government (have/has) not been appointed yet.
VII. Essay writing:
The only way to have a friend is to be one.

FINAL TEST (18)

10-th form

I. (10 p.) a) Read the text attentively and be ready to do the post text activity:
A Broken Vase
A young man who lived in London was in love with a beautiful girl. Soon she became his
fiance. The man was very poor but the girl was rich. The young man wanted to make her a
present on her birthday. He wanted to buy something beautiful for her, but he had no idea how
to do it, as he had very little money. The next morning he went to a shop. There were many
fine things there: rings, gold watches, diamonds- but all these things were too expensive.
There was one thing he could not take his eyes off. It was a beautiful vase. That was a suitable
present for his fiance. He had been looking at the vase for half an hour when the manager of
the shop noticed him. The young man looked so pale. Sad and unhappy that the manager
asked what had happened to him.
The young man told him everything. The manager felt sorry for him and decided to help
him. A brilliant idea struck him. The manager pointed to the corner of the shop. To his great
surprise the young man saw a vase broken in many pieces. The manager said : I can help
you. I shall order my servant to pack it and take to your fiance. When he enters the room, he
will drop it.
On the birthday of his fiance the young man was very excited. Everything happened as
had been planed. The servant brought in the vase, and as he entered the room, he dropped it.
There was horror on everybodys face. When the vase was unpacked the guests saw that each
piece of it was packed separately.
b) Make up 5 questions according to the text.

II. Open the brackets using the verbs into the required tense and voice:
1. The computer is (cover) . with a plastic wrapper.
2. Last week a woman (go) .. into town to do some shopping. A man
(stand) .. outside the supermarket handing out small cups of a new soft
drink. He said: Itll be the best thing youve ever tasted. She (try) .. it. It (taste)
. horrible she said.
3. Sorry about the mess: I (paint) . the house since lunch time.
4. What you (do) . when you grow up?
5. Mother (rest) .. now. She always (rest) .. after
lunch.
6. When I arrived at the station Mary was waiting for me. Her luggage (carry) already
in . She (wear) .. a blue dress and (look) ..
very pretty.
7. My desk (move) by Simon.
8. Can I have this letter (photocopy) .. , please?

Tests for the 11th forms

11th form

Test 1 (Unit I)
A

1.
a.
b.
c.
d.
e.

Define the following words:

workaholic
shortcoming
dock
warehouse
buddy

a.
b.
c.
d.
e.

treadmill
wholesaler
grin (n)
machete
deadline

2.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.

Give synonyms to the following words:

aid
notion
challenge
schedule
sobering
to delay
to emerge
to divert
to reward
plot

a.
b.
c.
d.
e.
f.
g.
h.
i.
j.

clue
rating
achievement
barrier
candid
to rate
to disregard
to spill
to roll in
relevant

3.
a.
b.
c.
d.
e.

Find antonyms to the following words:

to blush
messy
to neglect
relevant
to decease

a.
b.
c.
d.
e.

to withhold
to appear
affable
asinine
fallacy

4. Comment on the proverb:

Lost time is never found again.

Success makes a fool seem wise.

5. Agree or disagree. Give reasons. (for both variants)

If one has good knowledge and works hard he will always be successful
6. Express yourself. (for both variants)
Which of the Seven Vital Areas you consider to be the most important in your life? Prove
your answer.
Health, Family, Financial, Intellectual, Social, Professional, Spiritual
7. Underline the correct part of the sentence. Pay attention to the right modal verb:
1. You might / ought / must see that new film. It's fantastic!
2. I'm sorry I'm late. I should have gone/must have gone/had to go to the doctor's.
3. Pam was very upset when you told her she was fat. You mustn't / wouldn't /shouldn't have
said that.

4. Where's Pippin? She shall/can/might be in the kitchen.

5. How did you manage to / could you save $1,000 so quickly?
6. Peter was mugged yesterday. He should have been / must have been/had to be terrified!
7. Laura's worked very hard for her exams. She must / would / should do well.
8. I got 100% in my test! Did you? It shouldn't/ can't/ might not have been very difficult.
9. These pills will make you feel sleepy, so you don't have to / needn't /mustn't drive.
10. Must/ May / Will I ask you a question? How old are you?
Underline the correct answer.
1. I'm sorry I'm late, I had to go/should have gone to the post office.
2. You mustn't/don't have to go to France to learn French, but it helps.
3. You mustn't/don't have to drive if you've been drinking.
4. I'm sorry. I may not/cannot be able to come to your party on Saturday.
5. You are a lucky thing! How could you/were you able to get Madonna's autograph?
6. I was waiting outside the stage door and asked her if I could/was able to have it.
7. The car wouldn't/couldn't start this morning, so I was late for work.
8. I wouldn't/couldn't start the car this morning, so I was late for work.
9. Do this exercise for homework. You shouldn't/mustn't have any problems with it.
10. We needn't have paid/didn't need to pay to get into the museum. It was free.

Test 2 (Unit

11th form

II)

1.
a.
b.
c.
d.
e.

A
Give definitions to the following words:
to enable
a.
extinct
b.
bouquet
c.
to ease
d.
insight
e.

B
to detect
blueprint
youngster
to carve
highway

2.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.

Write synonyms to the following words:

fake
a.
bush
b.
myopia
c.
pattern
d.
essential
e.
to assist
f.
to haul
g.
to focus
h.
benefit
i.
admonition
j.

brute
haste
infant
diligent
prodigy
to occur
to thrive
to impair
scholar
content

3. Complete the sentences with adverbial clauses of manner, comparison, cause, purpose,
result, condition, concession, time and place:
1. I think that wearing a uniform at school every day would make things a lot easier for
everyone...
2. There are many advantages of being a family's firstborn child...
3. The total mass of living things on Earth is estimated to be about seventeen billion 4. My
tons...
uncle

admitted that being a father can be difficult...

5. The doctor wrote a prescription for Amy...
6. It's hard to believe that Aunt Maria and my mother are twins...
7. The Smiths moved from the East Coast to the Southwest...
8. Drive south on Pine Street to the first stoplight...
9. I spent my vacation at the seaside...
10. In addition to Earth, Mercury, Venus, Mars, and Pluto are known as the terrestrial
planets...
4. Write an essay on one of the given topics:
a. Admiring nature.
b. Advanced technologies.
5. Answer, give reasons why: (for both variants)
Would you like to have a friend for love, cash or future benefit?

11th

Test 3 (Unit III)

A
B
1. Give definitions to the following words:
a.action of admitting new members
e.not friendly
b.
to have enough
a. advantage
money to pay
b. to make worse
c.to move quickly to one side
c. to ruin or hurry away
d.
to push suddenly or
d. obsolete
violently
e. confusion
2. Write synonyms to the following words:
a. to deter
b. bane
c. to cease
d. to rip
e. to relate

a.
b.
c.
d.
e.

to withstand
dorm
to tackle
to impair
to stoop

3. Write the opposite of:

a. politely
b. to hide
c. to be humiliated
d. rage
e. failure

a.
b.
c.
d.
e.

guilty
to seek
to be sick
anxiety
fear

4. Make a short commentary on the statement:

Conflicts are a natural, inevitable part of everyones social life.
Daniel Shapiro
5. Write an essay on the topic:
Its a Challenging World
6. Complete the sentences with adverbial clauses of manner, comparison, cause,
purpose, result, condition, concession, time and place.
1. In ancient times, according to Greek and Roman writers, there were Seven
Wonders of the World...
2. Every autumn the Freshman Class holds a carnival...
3. "It's true," said Henry, "that appearances can be deceiving." . . .
4. Groups of children played behind the house, on the porch, and in the yard...
5. When the concert ended, the audience applauded wildly...
6. Obviously, the birthday card is going to be late. . .
7. If necessary, an ostrich can move very fast on land...
8. The most popular night of the week for watching television is Sunday. . . .
9. All the lights in the city are out...
10. He doesnt read his letters in front of her .
Test 4 (Unit IV)
A
1. Give synonyms to the following words:
a. for instance
c. to increase
b. to encounter
d. concern

11th form
B

e. to value
a. outline
b. to modify

c. to react
d. trait
e. to shift

2. Explain in one word:

a. to search blindly
b. the right to use the property
c. the process of delivering
information
d. sense of perceiving sounds
e.knowledge of the result of
any behaviour
3.
a.
b.
c.
d.
e.

a.
b.
c.
d.
e.

to associate, to mix with

possessed at birth
manner of speaking
an effort made to hear something
things helpful for delivering a
presentation

Use the following phrases in your own sentences:

to come for a chat
a. to refrain from doing something
to get on ones nerves
b. to perform ones duty
to voice ideas
c. to deal with anger
to read smbs mind
d. to win an argument
to get rid of smth.
e. to serve a purpose

4. Complete the following sentences using gerund:

a. Suddenly she
a. Im afraid of
proposed
b. They cant help
b. They started
c. He gave up
c. He hates
d. He suggested
d. She postponed
e. Nobody likes
e. We enjoy
5.

Comment on the proverb (for both variants):

Better an open enemy than a false friend.

6*. Decide on the type of questions:

1. What are you doing?
2. Is Kevin in the garden?
3. Where did they find it?
4. Is Tom coming on Wednesday or Thursday?
5. How can I get to Chi Chester?
6. Does your father often come here?
7. Your parents will come tomorrow, wont they?
8. -John has done his homework.
-Has he?
9. Who ever managed to convince you?
10. Who should tell him?
11th form

Test 5 (Unit V)
A
1. Give synonyms to the following words:
a. survey
b. to ban
c. attorney
d. assiduous
e. to seize

B
a. consumer
b. to intrude
c. to stain
d. to boast
e. bulk

2. Put the following sentences in the correct tense, making necessary changes:
1. They (play) when I (see) them.
2. You ever (meet) a famous actor?
3. They (sell) their old car two years ago.
4. Tom's sister (go) to school on Sundays?
5. They not (have to) work a lot last year.
6. He (have) some problems for years.
7. I (meet) her before she (become) Miss Universe.
8. Yesterday I (watch) TV for hours.
9. You said you (help) a lot of people in the war.
10. I (not come) to work if I (have) a cold yesterday.
11. I thought it (will) be funny.
12. Tom said he (live) in England since 1975.
13. He said he (visit) Mary the following day.
14. If I had a lot of money, I not (have to) work.
15. We were very tired, because we (play) tennis all morning.
3. Finish the sentences:
1. If you don't understand..........................
2. You wouldn't be so tired if.....................
3. If they were here....................................
4. What would you do if...........................?
5. She would not have arrived so late........
6. What will you do if..............................?
7. I won't go, unless...................................
8. If you had telephoned earlier, ................
9. What would you have done if...............?
10. She wouldn't go on trip unless................
4. Define the following words:
a. journalist
b. photographer
c. newspaper owner
d. article

a. local paper
b. television
c. advertisement
d. product

5. Write an essay on the topic: Actions speak louder than words

7. Use the right types of conditionals for the verbs in parentheses:
1. It (be) better if you had waited.
2. If I (be) you, I would go home immediately.
3. I (answer) your question if I can.
4. He (tell) you if you had asked him.
5. If yon (drive) more carefully, you wouldn't have an accident.
6. If the child is good, he (get) a bar of chocolate.
7. We will be at the airport in time if he (leave) now.
8. If I (see) him, I would speak to him.
9. If he had written a letter to me, I (answer) it.
10. You (be) sick if you eat so much.
8. Underline the correct alternative in the following sentences. Sometimes two are
possible.
a. I really wish I can / could / was able to speak another language.

b. I wish it wasn't / wouldn't be / isn't so cold. I hate winter.

c. Dont you wish that you don't /doesn't / didn't have to go to work tomorrow?
d. Our weekend away was a complete disaster. I wish we didn't go / hadn't gone /
weren't going.
e. The party was really boring after you left. We all wish you would stay / had
stayed / stayed longer.
f. I wish you weren't speaking / didn't speak / wouldn't speak so quickly. I can't
understand a word you're saying.

g. I wish I didn't spend / wouldn't spend / hadn't spent all my money. Now I can't afford
anything to eat and I'm starving!
h. Mrs. Palmer wishes her grandchildren live / lived / had lived nearer. Then she could visit
them more often.

11th form

Test 6 (Unit IV)

A
1.
a.
b.
c.
d.
e.

Define the following words:

exhibition
seascape
aisle
tragic end
hostess

2. Give synonyms to the following words:

a. engraving
b. damp (adj.)
c. to hush
d. to mend
e. bit part

B
f.
g.
h.
i.
j.

band
landscape
orchestra pit
ironical play
screech

a. script
b. first night
c. to manage
d. to feed
e. performance

3. Write an advertisement for a movie or a theatrical performance.

4. Write a characterization of one of the heroes from The Moon and Sixpence.
Mr. Strickland
Mrs. Strickland
5. Comment on one of the proverbs:
a. Art has no enemy but ignorance.
b. Poverty is the mother of all arts.
c. Art improves nature.
d. Art is long life is short.
7. Translate the following sentences into English:
1. Dac n-ai fi nchis fereastra, mi-ar fi fost frig.
2. Mamaia ar fi un loc ideal pentru o vacan dac n-ar fi att de muli oameni acolo.
3. Ce s-ar fi mtmplat dac ai fi condus cu vitez mare?
4. A mai croeta un pulover dac a mai avea ln.
5. Voi fi dezamgit dac nu voi afla adevrul.
6. Dac cina nu va fi gata la timp, voi mnca la un restaurant.
c. I
7. Il vei vedea dac vei atepta.
know an
8. Nu vom merge la plimbare dac nu va sta ploaia.
9. Dac un ceretor i-ar cere bani, i-ai da?
10. Mi-ar plcea mai mult piesa dac ar fi mai scurt.
8. Fill the gaps with a relative pronoun. If the pronoun can be omitted, add nothing.
a. The lady _______is sitting in the wheelchair is my grandmother.
b. I know an Italian restaurant _______serves excellent home-made pasta.

Italian restaurant _______you can always get a table.

d. Uncle Tom earns a fortune, _______is why I've asked him to lend me $1,000.
e. Sean is a child _______people immediately like.
f. My daughter, _______ambition is to emigrate to Australia, has finally got her visa.
g. I gave him a drink of water, _______ he drank thirstily.
h. The flight _______we wanted to get was fully booked.
i. My Auntie's house is the place _______I feel most at home.
j. This is the smallest car _______has ever been made.
k. That's the man _______wife left him because he kept his pet snake in their
bedroom.
l. I love the things _______you say to me.
m. I do the shopping at the new shopping centre, ________there's always free
parking.
n. She told me she'd been married before, _______I didn't realize.
o. _______you do, don't touch that button. The machine will explode.

Tests for the 12th forms

Test 1

( Unit 1) A

12-th form

I. Define the following words:

*globalization

*integration

*evaluation

*status

*snob

II. Give antonyms of the following words:

*advantage
*instant
*harmful
*tickled
*slack
III. Give synonyms of the following words:
*to alter
*ban
*tempting
*to survey
*to set up
IV. Underline the correct preposition:
1. Used carelessly fire can destroy lives and forests (for, in, on) an instant. 2. The story tells
(of, about, on) John Sting, a very successful journalist. 3. Every time they want to increase
the budget, they introduce new bans (for, on, in) smoking. 4. Youd better not ask me to put
(down, on, up) any airs (with, within, for) one (in, of) the Whites, they are my distant
relatives. 5. It was a real breakthrough (in, for) Danny when he started speaking (during,
after, before) the treatment. 6. Helen soon got accustomed (on, to, for) his strange manners.
6. (at, in, on) the first period, (for, from) 2004 (up, to) 2006 our organization grew
gradually (from, for, up to) 20 (to, up to) 40 member countries. 7. Enough, I go (to, - , at)
home, and nothing will stop me (against, from, - ) telling (to, - ) her the news. 8. He gazed
(on, at, - ) her as if fascinated either (for, by, - ) cap or freckles. 9. I do not object (-,
against, to) her coming.
V. Use the verbs in brackets in the appropriate form.
1. The Smiths (to be) in China for 3 times. Last time when they (to go) there it (to rain) so
hard that they couldnt leave their hotel for several days.2. How many exams you (to pass)
this year? 3. Nataly (to type) something when I came in. 4. I hope I (to enter) the
University next year. 5. We (to learn) the new before he decided to tell us about it. 6. Alex
(to study) French since last year, but he cant (to speak) fluently yet. 7. There (to be) a hair
in my plate.
VI. Comment on:
Globalization can leave you behind faster and faster.

32

Test 2 (Unit 1) B

12-th form

I. Define the following words:

*cuisine
*geography
*rivalry
*panorama
*cattle
II. Give synonyms of the following words:
*alteration
*to vanish
*to lord
*drawback
*to erupt
III. Fill in the blanks with appropriate prepositions where necessary:
1. Thomas played the guitar two years. He has played 2005. 2. My mother doesnt
approve my smoking. 3. I wonder who is responsible this mess. 4. She looks forward
meeting Richard again. 5. Gail seems to be disappointed. Youd better cheer her . 6.
The sick man was brought the room. 7. I am fed his behaviour. 8. As you make
your bed, so you must lie it. 9. Theres no smoke fire. 10. According the forecast
the weather will remain unsettled the end the week. 11. The headmaster wants to
know the reason your absence. 12. Alice is the only person I can rely . 13.
Christmas we often get presents our relatives. 14. Can I speak Sam, please? 15. That
was love first sight.
IV. Open the brackets and use the correct verb form:
1. When Carol (to call) last night, I (to watch) my favourite soap opera. 2. I (to work) for
this company for more than 30 years and I intend to stay here until I (to retire). 3. Sharon
loves to travel. She (to go) abroad almost every summer. Next year, she (to plan) to go to
Peru. 4. Chris is an author. He (to write) mystery novels and travel memoirs. He (to write)
since he was 25. Altogether he (to write) 7 novels, 3 collections of short stories and a book
of poetry. 5. We were late because we (to have) some car problems. By the time we (to get)
to the train station, Oliver (to wait) for us for more than two hours. 6. Mason (to try) to
change the light bulb when he (to slip) and (to fall). 7. Right now, Jack (to read) his
morning newspaper and Lydia (to cook) breakfast. Last night they (to do) the same thing.
Tomorrow at this time they (to do) also the same thing. She (to prepare) breakfast and he
(to read). They are very predictable people.
V. Comment on:
What a man can be is born with him, what he becomes is a result of his environment.

33

Test 3 (Unit 2) A

12-th form

I. Define the following words:

*culture
*tolerance
*metaphor
*artifact
*taboo
II. Give synonyms of the following words:
*to rate

*pattern

*to perceive

*treason

*authentic

III. Give antonyms of the following words:

*to cherish

*dialogue

*stubborn

*to diminish

*hostility

IV. Insert particle TO before the infinitive where necessary:

1. You ought have helped her when she was broke. 2. Our neighbours are hard deal
with. 3. put it mildly, you have puzzled me. 4. Robert was made sign the documents.
5. Nothing will make me marry that man, no matter how rich he is. 6. Children were
watching the train move slowly. 7. I heard Alex open the door and come in. 8.
They werent clever enough guess my hints. 9. Henry was disappointed not be
invited to the party.
V. Replace the following sentences by complex ones with the infinitive construction.
1. It seems to us that he has been waiting for the doctor for two hours already. 2. Is your son
sleeping already? - No, I think he is only pretending to. 3. The woman put her hand in the
pocket and took out her purse. I saw it. 4. The baby told his first word. I heard it. 5. Victor is
very sorry. He didnt keep his promise. 6. Here is the towel which you can dry your hands
on. 7. Granny has very little thread: it wont make a jersey. 8. The child is delighted. He was
taken to the zoo. 9. Im sorry. I interrupt you for the third time. 10. They were too busy.
They didnt finish the assignment on time.
VI. Choose the correct item:
1. He (will come, comes, is coming) (on, at, in) Tuesday by 17:30 train. 2. Dan left (the, a,
- ) Red Sea coast (already, yet, last week). 3. We didnt meet (anybody, somebody, nobody)
(on, at, along) the way (at, to, - ) home. 4. Lisa told she (would join, will join, joined) us a
bit later. 5. The secretary (postponed, would have postponed, would postpone) the meeting,
if you had told her to do that. 6. Who (is looking, look, looks) (for, at, after) your baby
when you are at work? 7. Your hair needs cutting, (needs it not? didnt it? doesnt it?) 8. As
soon as you (will finish, finish, would finish) the task, youll get (farther, further, farer)
information. 9. You (may, must, should) not speak while eating. 10. Your book is (real/ly)
interesting. It is a (real/ly) masterpiece. 11. Her house is lovely. It is a pity I cant tell the
same about (my, mine, myself). 12. Sam cant find his money. Havent you seen (them, it)?
13. Ill be grateful if you fix (the tables leg, a tables leg, the leg of the table).
VII. Comment on:
Culture is the collective programming of the mind.

34

Test 4

(Unit 2) B

12-th form

I. Define the following words:

*community
*value
*custom
*diversity
*independence
II. Give synonyms of the following words:
*estate
*to oppose
*to intrude
*feast
*assumption
III. Insert particle TO before the infinitive where necessary.
1. This wonderful lullaby makes me remember my mother. 2. Melanie cant be still
staying at her office. Its too late. 3. I am sure something serious made her come late. 4.
How lucky you were have seen this film. 5. Greg came late at night, he may still be
sleeping. 6. It ought have been done long ago. 7. Let Helen and her sister explain where
they have been all this time. 8. Donald was seen drive his Ferrari at great speed. 9. The
Shoats arent rich enough buy such a luxury house. 10. I still remember the time when I was
made believe that Santa Claus really exists.
VI. Replace the following sentences by complex ones with the infinitive construction:
1. It seems to us that he has been playing the same tune for two hours already. 2. The burglar
broke the glass, opened the window and got into the house. I saw it. 3. We were sorry. We
heard Tom say that sad news. 4. The box is too heavy. Bob cant lift it. 5. She has reminded me
that I have to finish the work in time. 6. The porter carried my luggage for 5 $. I got him to. 7. I
cant live in town. I find it impossible. 8. Helen is not telling us the truth. I feel it. 9. He is glad.
He saw her off to the station. 10. The baby was frantically crying. I heard it.
V. Choose the correct item:
1. We have never heard such a tuneful voice (than, as, rather than) hers. 2. Can he really be
(so, such) absent-minded as (to forget, to forgetting, forget) his address? 3. Jim noticed your Spot
(to chase, chasing, to have chased) the cat. 4. Dear guests, help yourselves (with, -, to) some
more pie. 5. I am going to my parents (at, in, on) Easter. 6. Is there (little, any, none) milk left in
the fridge? 7. May I suggest you (to try, trying, try) these shoes on, sir? 8. Has Tamara phoned
yet? She should (phoned, have phoned, have been phoning) an hour ago. 9. There is very (a little,
few, little) sugar left. 10. (-, the, a) rich people in our country pay a lot of income tax. 11. What
(a, -, the) sound advice your father gave you! 12. Despite of her (persistant/ ly) denials, the
rumour of her divorce continued (to spread, spread, spreading). 13. (the, -, a) flour is sold by (a,
the,-) kilo. 14. If it (didnt rain, hadnt rain, hadnt been raining) so (hard/ly) yesterday, our flight
(wouldnt be delayed, would have delayed, wouldnt have been delayed). 15. His mother (forbids
him from staying, forbids him to stay, forbids him to be staying) out late on school nights.
VI. Comment on:
The nation that destroys its soil destroys itself. (F. D. Roosevelt)
VII. Answer the question bringing supporting arguments:
Do you believe in the existence of ideal families? What is your idea of an ideal family?
35

Test 5 (Unit 3) A

12-th form

I. Fill in prepositions where necessary:

1. It was Mike who was charge the finds. 2. I wouldnt say that the relations the
members the group are friendly. 3. Phil turned to be quite a jolly lad. Looking him
one may have a feeling that he is an alien. 4. Children 20 are not allowed to consume
spirits in our country. You are to take it granted. 5. She made no bones telling her
husband she wanted a divorce. 6. I wouldnt like you to mingle those strangers.
II. Insert the appropriate form of Participle I or Participle II:
1. (enter) the room, she greeted everybody. 2. (hear) the (cry) baby, Ann rushed upstairs. 3.
(translate) into 5 languages, the books of Diana Santana were in great demand. 4. The boys
were watching the (land) plane. 5. (send) to the wrong address, the parcel didnt reach him. 6.
(Ask) by the interviewer when he intended to start (work), he understood he was engaged. 7.
The thief denied (steal) the handbag.
III. Open the brackets supplying correct verb forms and filling in the gaps with the
appropriate articles where necessary:
1. team of archeologists (to dig) the sand in this area since morning, but to their great
disappointment all tombs (to be) robbed long before their arrival. 2. I wish David (not/ to
bother) me when I am with my patients. 3. Pharaohs thought when they (to die) they (to
be) in knowledge that their bodies (to preserve) forever. 4. Charles Dickens (to enjoy) a
wider popularity than any of previous author (to do) during his lifetime. His origins (to be)
middle class. In 1824 Charles (to withdraw) from school and (to set) manual work in
factory.
IV. Define the following words:
*to mingle
*to inherit
*canoe
*pyramid
*nuisance
V. Give synonyms of the following words:
*tool
*alien
*fortitude
*appearance
*precise
VI. Comment on:
Study the past if you want to divine the future.
VII. If you could travel in the Past, the creation of what World Wonder would you like to
see? Why?

36

Test 6 (Unit 3) B

12-th form

I. Fill in prepositions where necessary.

1. Today weve decided to abstain voting. 2. Why dont you take these books? They are
free charge. 3. The book Im working now, deals scientific research, conducted a
group of scholars. 4. Most the party were old friends the Franklins, who took Deborah
granted as a local phenomenon, but them was a newcomer- a young man a beard
named Andrew Smith.
II. Insert the appropriate form of Participle I or Participle II.
1. When (read) this newspaper, I cant help (laugh). 2. (write) the essay, she began to prepare
another task. 3. (explain) everything in details, he quietly took his place. 4. The fence
(surround) the garden has been painted today. 5. (reach) the classroom she became the object
of many questions. 6. (write) long ago, the papyrus was illegible. 7. Her spirit, though
(crush), was not (break). 8. I saw my dog (run) down the street.
III.
Open the brackets supplying correct verb forms and filling in the gaps with the
appropriate articles where necessary.
1. During time when Jesus (to live) in Judea, about three-quarter of million Maya
(to live) in what (to be) now Belize. They (to live) and (to love), (to fight) and (to die),
thinking there (to be) no end. By time the Spanish (to capture) Mexico, most of Maya
(to leave) Belize. 2. After that Dr. Daily (to realize) that he shouldnt (to tell) Mr. White about
his plans. 3. An hour and half later, Mr. Lee (to step) off train at Pennsylvania station
and (to walk) quickly to exit. He (to wear) his old grey coat and (to carry) suit-case in
his left hand. 4. For years he (to rule) his country and (to respect) by his people. But there (to
come) day when his dominion over his territory (to lose) its bygone power.
IV. Define the following words:
*contribution
*museum
*celebrity
*ancestor
*skill
V. Give synonyms to the following words:
*fortitude

*to stare

*to dwell

*odd

*prominent

VI. Answer the question bringing supporting arguments:

What is the main purpose of a museum?
VII. Comment on:
Experience is the name everyone gives to his mistakes. (Oscar Wilde)

37

Test 7 (Unit 4) A

12-th form

I. Define the following words:

*eloquent
*dissolute
*dwelling
*to cheer
*to mumble
II. Give synonyms to the words below:
*reward

*mean (adj.)

*inwardly

*tender

*bonnie (adj.)

III. Correct mistakes in the following sentences:

1. I wish he kept his word. I wonder why he didnt.
2. He must has been studying French for many years. He speaks like a Frenchman.
3. If I were you, I wouldnt insist on punishing the child yesterday.
4. Father suggests to have an outing this weekend. I consider this idea to be a nice one.
5. Only there you can find answers on your questions.
6. When I close my eyes, I enter in an unusual world of fairy-tales.
7. This pink coat is worth being bought.
8. Mike was sure that nothing will make me change my opinion.
9. This will help them to understand better the structure of the text.
10. Dont panic, Ann, the police is coming already.
IV. Complete the sentences with the correct form: either gerund or infinitive:
1. When we came across him, we stopped (talk) to him. 2. I dont feel like (go) there, thus I
hope there will be something worth (see). 3. I regret (announce) you that weve lost your
parcel in an accident. 4. Jane prefers (read) books to (watch) their screen versions. 5. He was
about (start) his work when you interrupted him. 6. (win) the award was everything for us. 7.
The carpet needs (clean). 8. The child insisted on (take) to the football match. 9. Denis is
proud of (give) the floor at yesterdays conference. 10. The manuscript is believed (write) in
the 15th century.
V. Fill in the blanks with appropriate prepositions where necessary:
1. She is so disorganized that sometimes she cant find her bill the papers that are piled
the desk. Once the bill fell the desk and her bed. She wondered why the electricity was
turned . 2. The poor girl burst tears. 3. I get very annoyed people who dont queue
at bus stops. 3. He was London business. 4. Remember, you are charge this
group of foreigners. 5. Help! The house is fire! 6. Are you familiar the work I do? 7.
Add some milk and sugar your tea. 8. The slot machine is order. 9. He did it
deliberately, purpose. 10. Kevin was arrested and charged murder. 11. I havent seen
Yvonne 1999. 12. He got promoted the 4th July 9 a.m.
VI. Comment on:
The way to have a friend is to be one.
38

Test 8 (Unit 4) B

12-th form

I. Define the following words:

*relation
*respect
*nature
*masterpiece
*to triumph
II. Give synonyms to the following words:
*compassion

*to pass

*to cheer

*to spring

*content

III. Correct mistakes in the following sentences:

1. Dont panic, Ann, the police is coming already.
2. She only suggested to take these pills; you know she is not a doctor.
3. Heaving heard her steps, he rose and went out.
4. I remember my putting money in the bag.
5. She disliked him being so stubborn and never listening to her ideas.
6. Nobody objects Peters living with us.
7. Well never forget our last stay in Hague. It was fantastic!
8. Your Jeans want being washed.
9. How I wish I were there with you, I said with regret.
10. If you had come between 2 or 3 yesterday, you would had found him in.
IV. Complete the sentences with the correct form: either gerund or infinitive.
1. There is no mistake in his (be) a genius. 2. His plan was (drive) to London during the
night. 3. For about 10 days we seemed (live) on nothing but bread and butter. 4. The
manuscript is believed (write) in the 15th century. 5. They say (smoke) leads to meditation. 6.
No one could pass in or out without (see). 7. This is an excellent play. It is worth (see). 8.
Mrs. Gregg insisted on (tell) the whole truth. 9. I remember (see) this picture in the Art
Museum. 10. The child was not afraid of (remain) alone on such a dreadful night.
V. Fill in the blanks with prepositions where necessary:
1. People come your life a reason, a season, or a lifetime. When you figure which it
is, you know exactly what to do. 2. I never lent him fifty pounds feeling that I was his
debt. 3. Elvis Presley was born Vernon and Gladys Presley Tupelo, Mississippi
January 8, 1935. 4. The roots the Beatles date back Liverpool, England the late 50s. 5. He looked as though the burden the whole world sat his shoulders. I felt pity
him. 6. You could not approve him, but you could not help liking him.
VI. Comment on:
The most important days of our lives are those in which we learn something new about
ourselves. (Jesse Pharios)

Test 9 (unit 5)

12-th form
39

I. Define the following words:

*interview
*exam
*pedant
*job
*volunteer
II. Give synonyms to the following words:
*opportunity

*aid

*referee

*to honour

*to ease

III. Report the following sentences:

1. Lay the table on the terrace, Maggie.(Mother asked) 2. If you do not return the
money in time, Jack, you will be prosecuted.(The lawyer said ) 3. Will you spend your
holiday abroad this year? (I asked) 4. By the time we come back, she will have finished
typing her report. (Lily declared ) 5. I have been studying this phenomenon for 20 years
already. But theres still a great number of unanswered questions and unsolved riddles. (The
professor reported ) 6. The gravity of the Earth attracts the Moon. (Our teacher of
Astronomy told us ) 7. Who is responsible for keeping the place in order? (I wondered
) 8. Herbert, I do not like the idea of breaking the law again. Just remember what
happened a week ago when you decided to sell our goods at a higher price. (Jane was
indignant with )
9. -Where are you, Robert? I have been trying to get in touch with you the whole afternoon.
At last you have picked up the receiver!
- Im very sorry, mom. My telephone was out of order, but its O.K. now. I have already
passed through the customs and Im within 15 minutes drive from you.
IV. Open the brackets supplying the appropriate form of the verbs.
1. Courage (to be) like a disobedient dog, once it (to start) running away it (to fly) all the
faster for your attempts (to recall) it. 2. When we (to reach) the place of the crime, the burglar
already (to flee). 3. I wonder for how long you (to practice) playing the guitar? 4. I (to
doubt) that by the time we reach the local pub they still (to serve) dinner. 5. Rose (to hope)
that by tomorrow the workers (to load) the truck with the newly arrived goods. 6. When Peter
(to get) home, the holiday meal still (to cook) and his mother (to ask) him to give her a hand.
7. If you (not to promise) to get the Moon from the sky for her, she (not to insist) on your (to
purchase) that expensive villa. 8. Kelly wished she (to read) the contract before signing it. 9.
He never (to tell) me he (to die).
V. Answer the question bringing supporting arguments:
If you were a teacher, what would you change in organizing exams and why?
VI. Comment on:
Man can climb to the highest summits, but he cant live there long.
(G. B. Show)

40

Test 10 (Unit5)

12-th form

1. Match the following words with their definition:

1. undertake, v.
a. system of philosophy taught in Middle Ages
2. tackle, v.
b. of or like a pedant
3. enable, v.
c. calmly
4. pedant, n.
d. to make or become white or colourless
5. lark, n.
e. characterized by excellence, eminent
6. placidly, adv.
f. to provide with the means, knowledge, or opportunity
7. bleach, v.
g. to take upon oneself, as a task, to commit oneself to
8. distinguished, adj.
h. to take on
9. scholasticism, n.
i. one who stresses trivial details of learning
10. pedantic, adj.
j. bit of adventurous fun, a carefree adventure
2. Give synonyms to the following words:
a. conventional
b. swing
c. concede
d. impartial
e. claim
3. Report the following sentences:
1. Who is responsible for keeping the place in order? (I wondered)
2. Herbert, I do not like the idea of breaking the law again. Just remember what
happened a week ago when you decided to sell our goods at a higher price.
(Jane was indignant with)
3. Where are you, Robert? I have been trying to get in touch with you the whole
afternoon. At last you have picked up the receiver! (Mother wondered)
4. I am very sorry, mom. My telephone was out of order, but its o.k. now. I have
already passed through the customs and Im within 15 minutes drive from
you.(Victor explained)
5. The gravity of the Earth attracts the Moon. (Our teacher of Astronomy told us)
4. Open the brackets supplying the appropriate form of the verbs:
a. They wished she (not, to select) ___________________ to represent the country at the
contest.
b. What would she have done if she (to be foretold) _________________ what would
happen in her absence?
c. The walls (not paint) _______________________ for ten years.
d. The children (give) ________________________ a bath when the water supply was
suddenly cut off.
e. I think she deserves (have) _________________ another chance.
f. The film was so boring that they could hardly bear ______________ (watch) it.
g. When I (to meet) ___________ him again, he (to work) __________________ on the
same novel that he (to start) __________________ as a student.
h. I (to buy) ____________ a new house last year, but I (not sell) ____________my old
house yet, so at the moment I have two houses.
i. Michael (to collect) ________________ matchboxes ever since he left school. Now he
(to collect) __________so many that he doesnt know where to put them.
j. It (to rain) _________________ when you get there.
5. Comment on: Hope is a good breakfast but a bad supper

Chapter II. Supplementary Tests for advanced Level Students

41

Date ________________

Name of the student _____________________

TEST PAPER 1
for the___________form

I. Read the text attentively and be ready to do the post text activities.
15 points
DAVID COPPERFIELD RUNS AWAY
(Adapted from: David Copperfield by Ch. Dickens)
(David lived with his mother and stepfather, Mr. Murdstone. When he was nine years old his
mother died, leaving David with his stepfather, who was very unkind to him. Mr. Murdstone
sent David to London to work. The work was very hard. David had to wash dirty bottles from
morning till night, and earned very little for his work. Nobody taught him anything, nobody
took care of him. He began to think about running away.)
I decided to run away to my aunt, Miss Betsy. I had never seen her but I had heard of
her from my mother. She had often spoken about Miss Betsy, calling her a strange but kind
woman. I had thought of it again and again since the night when this idea first came to me. I
did not even know where Miss Betsy lived. I only remembered that it was somewhere near
the town of Dover. But where else could I go?
So, one evening after work I went to my room to take my box. I had prepared all my
things the day before. On my way home I looked for somebody to help me to carry the box to
the coach office, for I had saved enough money to go to Dover by coach. There was a longlegged young man with a little donkey-cart waiting at the corner of the street.
"Do you want a job?" I asked him.
"What job?" said the long-legged young man.
"To move a box," I answered.
"What box?" said the long-legged young man.
I told him it was mine, and asked him to carry it to the Dover coach-office for
sixpence. The young man agreed and shouted, "Done for sixpence!"
I took him upstairs to my room and we brought the box down, and put it on his cart.
I was afraid to lose my money, so I put it into my mouth. Suddenly the long-legged
young man hit me under the chin and my money flew out of my mouth into his hand.
"You, give me my money back, if you please," I said, very much frightened.
But the young man jumped into the cart, sat on my box and drove away. I burst into
tears and ran after him as fast as I could. Now I lost him, now I saw him, now I lost him
again. I fell down, got up again and ran on.
At last, tired and frightened, I left the young man with my box and money and,
crying, started out for Dover on foot.
A. Questions:
1. What did David have to do in London? What idea came to him?
2. What kind of woman was Miss Betsy?
3. Who did David ask to carry his box to the coach-office?
4. Why did David put his money into his mouth?
5. What did he do in the end?
B. Make up a short summary of the text.
15 points
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
42

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1. When morning came, the storm already (to stop), but the snow still (to fall).
2. When I (to come) to his house, they (to tell) me that he (to leave) an hour before.
3. Let's have dinner up here. If we (to go) down to the restaurant we (to be interrupted),
and the music (to be) so loud there. We (not to be) able to hear each other speak.
4. Before my friends returned to Moldova they (to see) a lot of films and plays in
London.
5. If you (to ring) me up, I shall tell you a secret.
6. When you (to see) him last?
7. So you begin working tomorrow! And who (to take) care of your children when you
(to go) to work?
8. I always (to come) to school at a quarter to nine.
9. You really never (to be) to a ball before, Leila?
10. If you (to be) a poet, you would write beautiful poetry.
11. The first person whom Andrew (to see) as he (to enter) was his old nurse. She (to sit)
on the sofa. During the last five years she greatly (to change) and now (to look) a
very old woman.
12. The sportsmen (to train) since early morning; now they (to go) over the high jump, as
they (not to be) satisfied with their results.
13. John Gray (to visit) Russia in 1989 and (not to be) here since that time.
14. My wife (to be) in Europe for the last ten months. On a visit to our eldest girl, who (to
be married) last year.
15. In a week's time, we (to take) our exam.
16. He (to be) here five minutes ago, but you (to be) out. He (to ask) me to tell you that
he (to come) again tonight.
17. He (to wait) for fifteen minutes when at last he (to see) her at the end of the platform.
18. We (to learn) to swim by the end of this summer.
19. We (to walk) in silence. He already (to tell) me all that (to be) interesting about
himself, and I (to have) nothing to tell him.
20. Tomorrow Nick (not to go) to the cinema because he (to go) to the cinema yesterday.
He already (to be) to the cinema this week.
Change the sentences from Active into Passive Voice and vice versa.
1. He stole a lot of money from the shop.
2. The door has been left open.
3. We asked him about his holidays.
4. Who discovered the circulation of blood?
5. The room was cleaned and aired.
Change the following sentences from Direct into Indirect Speech and vice versa.
1. I asked my aunt if she was going to her home town for the holidays.
2. "Do you like my pies, Ann?" asked her grandmother.
3. He told me that he hadn't been able to ring me up in time.
4. Mother said to me: "Who has brought this parcel?"
5. I said to Mike: "Have you packed your suitcase?"
Fill in "a", "an" or "the" where necessary.
43

1.__English have a reputation for being animal lovers.

2. __Lake Huron and __Lake Erie are two of __Great Lakes.
3.__tree is growing outside the house.
4. They wanted to hear __end of the story.
5. She will buy __paper to find out what movies are being shown.
Fill in the blanks with the missing prepositions.
1. I usually finish work early ... Friday. I don't work ... the weekend.
2. Students usually have their exams ... the end of each term.
3. I've known her ... last October.
4. There are too many people (on/in/by) the bus. I want to go (on/ in/by) a taxi.
5. He took the wallet ... of his pocket, opened it and put the cheque ... it.
III. Essay writing:
30 points
Music is the universal language of mankind
The way of marking:
10 100-95
9 94-85
8 84-70
7 69-60
6 59-50
5 49-35
4 34-20
Date ________________

Name of the student _____________________

TEST PAPER 2
for the___________form

I. Read the text attentively and be ready to do the post text activities.
15 points
DAVID COPPERFIELD FINDS HIS AUNT
(Adapted from: David Copperfield by Ch. Dickens)
(For a whole week David walked to the town of Dover. He had no money, so he sold his coat
to buy bread. At night he slept in the fields. On the seventh day he reached Dover, tired and
weak with hunger. His clothes were torn and dirty. All day long he walked about Dover. He
asked everybody if they knew Miss Betsy Trotwood.)
At last, after I had walked for a whole day, I saw some houses in front of me. I went
into a little shop and asked if they knew where Miss Trotwood lived. A young woman, who
was buying something at that moment, turned round quickly.
"My mistress?" she said. She asked me what I wanted from her mistress.
I answered that I wanted to speak to Miss Trotwood. Taking her little basket, the
young woman walked out of the shop and told me to follow her. She said she would show me
where Miss Trotwood lived.
I followed the young woman. I was so tired and hungry that my legs shook under me.
Soon we came to a pretty little cottage with a small garden full of flowers in front of it.
The young woman said that it was Miss Trotwood's house. She hurried into the cottage
and left me standing at the garden gate.
By this time my shoes, my shirt and trousers and my hat were torn and terribly dirty.
My face, neck and hands were dark brown. I was covered with dust from head to foot.
44

I stood still for some time, when a lady came out of the house.
I knew at once that the lady was Miss Betsy, because she looked exactly as my mother
had described her.
Go away, said Miss Betsy, shaking her head, go away, no boys here!
Shaking from head to foot I watched her. She went to a corner of her garden and
started to dig up a flower. I went in quietly and stood behind her.
"If you please, Aunt," I began.
"Eh," cried Miss Betsy in great surprise.
"If you please, Aunt, I am your nephew."
"Oh, Lord!" said my aunt. And she sat right down in the garden path.
I began to tell her that I was David Copperfield, that I had been very unhappy since
my mother died, that nobody had taught me anything all this time, that my stepfather had been
very unkind to me and had sent me to work. I said that all this had made me run away to her
because I hope she would protect me. Here I burst into tears.
While I was talking, my aunt sat on the ground, looking at me in great surprise till I
began to cry. Then she got up in a great hurry and took me into her house, repeating "Oh,
Lord!" every moment.
A. Questions:
1. How long did it take David to reach Dover?
2. Why did he sell his coat?
3. Did the young woman from the shop want to help David? What did she do?
4. What did his aunt say and do when she saw him?
5. What did David tell her?
B. Make up a short summary of the text.
15 points
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1.
2.
3.
4.
5.
6.
7.
8.
9.

Hello, John! You (to wait) long?

At this time tomorrow we (to discuss) your report.
He just (to approach) the door, when she (to enter).
When Mrs. Smith (to come) home yesterday, she (to see) that her daughter (to cook)
supper and (to wait) for her with the table laid.
Yesterday by eight o'clock he (to finish) all his homework, and when I (to come) to his
place at nine, he (to read).
What your brother (to do) now?
She (to tell) him that she (to ring) him, but she (not to do) so.
I (finish) reading the newspaper by lunch time.
If he did not read so much, he (not to know) English literature so well.
45

10. I did not notice that my watch (to stop), and when I (to arrive) at the station, my train
(to leave) and I (to have) to ask when the next train (to come).
11. I (not to see) you for a while! You (to be) busy at work? I (to have) an awful week,
you (to know).
12. He (to look) up with surprise, "India? You (to go) to India?"
13. If we continue waiting at the airport for our friends to arrive from abroad we (to wait)
for them for eight hours by seven o'clock this evening.
14. Our train starts late in the evening, so if you (to come) at seven o'clock, we still (to
pack) our luggage.
15. My father (to work) in an office. It (to be) Sunday now. He (not to work), he (to read)
at home.
16. Next year they (be married) for 25 years.
17. If he (to come) to our house yesterday, he would have met his friend.
18. I (to walk) about an hour when I (to see) a little house not far from the river.
19. At last the reply from my grandmother (to come), and my mother (to tell) me that she
(to come) soon.
20. Yesterday my friends (to come) to see me, and I (to go) to bed at one in the morning.
Change the sentences from Active into Passive Voice and vice versa.
1. By six o'clock they had finished the work.
2. Betty was met at the station.
3. Has the secretary typed the letters? No, she is typing them now.
4. He has been told everything, so he knows what to do now.
5. We received this letter after his departure.
Change the following sentences from Direct into Indirect Speech and vice versa.
1. Sit down at the table and do your homework, said Tom's mother to him.
2. He asked his classmates to wait for him.
3. What did you do at school yesterday, John? said his father.
4. He said to her: Where do you usually spend your summer holidays?
5. I said to Kate: Did anybody meet you at the station?
Fill in "a", "an" or "the" where necessary.
1. There is __bed near the window.
2.__air is made up of elements such as __oxygen and __nitrogen.
3. Would you like to have __ rest after dinner? - Just for half__ hour.
4. He is __ honest man, I will give him __ day's work.
5. Just have__ look at that funny boy over there.
Fill in the blanks with the prepositions.
1. Let's meet... five ... Sunday, July 14.
2. The book was rather simple. I read it... a day.
3. I have been learning English ... five years.
4. Did you go there (on/in/by) foot or (on/in/by) car? -I went (on/ in/by) Peter's bicycle.
5. He took his suitcase ... the rack and got ... the train.
III. Essay writing:
30 points
Health is the first and the greatest of all blessings Lord Chesterfield
The way of marking:
10 100-95
9 94-85
8 84-70
7 69-60
6 59-50
5 49-35
4 34-20
46

Date ________________

Name of the student _____________________

TEST PAPER 3
for the___________form

I. Read the text attentively and be ready to do the post text activities.
15 points
ON THE WAY TO THE EMERALD CITY
(Adapted from: Frank Baum - The Wizard of Oz)
Dorothy and Toto followed the Yellow Brick Road for many miles. After a while they
stopped beside a large maize field and sat down to rest. It was a bright sunny day and a light
wind was blowing.
Not too far away, high on a pole, Dorothy could see a Scarecrow. The Scarecrows
head was a small sack stuffed with straw. On its face someone had painted two eyes, a nose
and a mouth. The Scarecrow was dressed in a blue suit and wore black shoes and an old straw
hat.
While Dorothy was looking at the Scarecrow, she suddenly saw its eyes open and
look at her. All this seemed very strange to her and she walked up to the scarecrow.
"Good afternoon," said the Scarecrow.
"Did you speak?" asked Dorothy.
"Certainly," answered the Scarecrow. "How are you?"
"I'm very well, thank you," replied Dorothy, "How are you?"
"I'm not feeling very well high on this pole," said the Scarecrow. "I can't get down."
Dorothy felt sorry for the Scarecrow and helped it down.
"Thank you very much," said the Scarecrow. "I feel like a new man now."
All this seemed very strange to Dorothy. She had never seen a stuffed man who could
walk and talk.
"Who are you and where are you going?" asked the Scarecrow.
"My name is Dorothy and I am going to the Emerald City to ask the Great Oz to send
me back to Kansas."
But the Scarecrow had never heard of the Great Oz or the Emerald City. He explained
to Dorothy that because his head was stuffed with straw he had no brains.
Dorothy felt very sorry for the unhappy Scarecrow.
Then the Scarecrow wanted to know if he could join Dorothy on her journey to the
Emerald City. He wondered if the Great Oz would give him some brains. He said to Dorothy,
"Do you think that if I go to the Emerald City with you, the Great Oz will give me some
brains?"
"I cannot tell," she answered, "but you may come with me if you like. If Oz does not
give you any brains, you will be no worse off than you are now."
And so the Scarecrow joined Dorothy and her dog Toto on their journey to the
Emerald City.
A. Questions:
1. Why did Dorothy and Toto stop beside the road?
2. What could Dorothy see high on a pole?
3. What happened while Dorothy was looking at the scarecrow?
4. What had Dorothy never seen before?
5. Where was Dorothy going? Why?
B. Make up a short summary of the text.
15 points
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1. The sight of the school building brought back the old days to us. Here we (to spend)
many years together. We (to learn) to read and write; here we (to experience) our first
joys and sorrows. We recollected our first day at school, how we (to come) to our first
lesson looking alarmed and excited.
2. What he (to do)? He (not to do) anything really. He just (to look) trough some
magazines.
3. When we arrive home at midnight the children (to go) to bed and (to sleep) for a
couple of hours.
4. If he (not to pass) his examination, he will not get a scholarship.
5. You (to read) "The Murder of Roger Ackroyd" by Agatha Christie? No, I (not yet to
read) it. But I (to hear) that it (to be) a very interesting book. I (to read) it as soon as I
(to get) it.
6. He (to begin) to write his composition at three o'clock. It is already eleven, and he still
(to write) it. He says he (to finish) it by twelve.
7. What your friend (to do) now? She (to have) dinner. She usually (to have) dinner at
this time.
8. We (to have) a rather difficult time at the moment. I (to be) sorry to hear that.
9. It was now over a year. He (not to hear) from her since she (to leave), except for a
postcard.
10. They (to finish) all their work by next Tuesday.
11. The message (to arrive) five minutes after he (to leave) the house.
12. I'll join you when I (to drink) my tea.
13. My father would have more free time if he (not to read) so many newspapers.
14. Victor asked me to explain the new rule to him, as he (to miss) the previous lesson.
15. I (to wait) for permission to go abroad for already three weeks, but I (not to receive)
the visa yet.
16. When I (to leave) home, the snow already (to stop), but a strong wind (to blow).
17. Something awful (to happen). Her little daughter (to swallow) a coin.
18. By the time you (to return) from Soroka I (to write) the article.
19. When I (to leave) home, it (to rain).
20. You ever (to be) to London? Yes, I (to be) there last summer.
Change the sentences from Active into Passive Voice and vice versa.
1. At twelve o'clock the workers were loading the trucks.
2. Have all these books been read?
3. They are building a bridge over the river.
4. I shall not be allowed to go there.
5. We shall insist on strict discipline.

Change the following sentences from Direct into Indirect Speech and vice versa.
1. He asked her if anyone else knew about his arrival.
2. "Will you play the piano today, Helen?" asked her aunt.
3. I asked him when he would take his last examination.
4. Ann said to Mike: "When did you leave London?"
5. I asked Tom: "Have you had breakfast?"
Fill in "a", "an" or "the" where necessary.
1. There is ____ egg in the fridge.
2. His aunt is __teacher.
3. __Suez Canal connects __Mediterranean Sea with ____ Red Sea.
4.__wounded were treated immediately.
5.__architect is trained in design, drafting, and economics.
Fill in the blanks with the prepositions.
1.
2.
3.
4.

I am busy ... the moment. Come ... ten minutes' time, please.
He switched on the radio and TV ... the same time.
The film was boring and he went to sleep ... the film.
It is too hot (on/in/by) the sun at noon. We have been sitting (on/in/by) the beach for
three hours. Let's sit (on/in/by) the shade.
5. She got ... the car and went ... the club.
III. Essay writing:
30 points
The newspapers are the ruling power Henry Thoreau
The way of marking:
10 100-95
9 94-85
8 84-70
7 69-60
6 59-50
5 49-35
4 34-20
Date ________________

Name of the student __________________

TEST PAPER 4
for the___________form

I. Read the text attentively and be ready to do the post text activities.
15 points
THE UNSTAMPED ENVELOPE
After Colin Howard
"Hello, I am pleased to see you!" exclaimed the little man standing by the letter-box.
"Oh, hello!" I said, stopping.
"Simpson, isn't it?"
The Simpsons were our new neighbours and my wife and I had only met them once.
"Yes, that's right. I say, do you mind lending me twenty pence? You see, my wife gave
me a letter to post, and I've just noticed she forgot to stick the stamp on it."

I took twenty pence and gave them to him.

Oh, thank you very much, he exclaimed, Its awfully kind of you. Err, I'm sorry to
trouble you again, but we have just moved to this town and I'm rather lost, to tell you the
truth. Perhaps you could show me the way to the post-office?"
I took him to the post-office. It was closed. Simpson looked at me unhappily, "Well,
what shall I do now? This letter must go tonight it really must!"
"You'll have to post it unstamped, that's all," I said.
"Oh, could I do that?" he asked happily.
"What else can you do? The other person will have to pay twice for it in the morning,
but that can't be helped."
He dropped the letter into the letter-box and then I saw him back home.
"I'm most awfully grateful to you, really," he said to me when he got back home. "That
letter it's only an invitation to dinner, to oh, goodness!
"Why, what's the matter?"
"Nothing. Just something Ive remembered."
"What?"
But he didn't tell me. All the way home I was wondering what it was he had
remembered.
But I stopped wondering the next morning when I had to pay the postman forty pence
for a blue unstamped envelope, which contained an invitation to dinner at the Simpsons.
A. Answer the questions:
1. What did Mr. Jones lend Mr. Simpson? Why?
2. Where did Mr. Simpson want to go?
3. What did Mr. Simpson have to do with the letter?
4. What was the letter about?
5. What did Mr. Simpson suddenly remember?
B. Make up a short summary of the text.
15 points
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1. We (to bring) a lot of berries from the wood. Now we shall make jam.
2. She (to be) disappointed if you (not to come). Randall (to hesitate). "No," he (to say).
"I (not to come) in. You can go alone."
3. If we don't hurry the sun (rise) before we reach the beach.
4. She is going to read the letter she just (to receive).
5. If she (not to help) me, I should have been in a very difficult situation.
6. By the fifteenth of January the students (to pass) all the examinations.

7. I was anxious to see the place where I (to spend) my childhood.

8. Look! Jane (to swim) across the river.
9. Good heavens, my old doll! You (to find) it in Ann's room? I (to forget) all about it by
now.
10. If we drive faster, we (to reach) Bucharest before it gets dark.
11. After we (to walk) about two hours, we arrived at a picturesque glade covered with
fresh grass.
12. Where is your luggage? I (to leave) it at the station. I (to take) it tomorrow when
Nick (to come) to help me.
13. If I were a famous singer, I (to get) a lot of flowers every day.
14. She (to study) English since last year.
15. He (to smoke) three cigarettes and (to look) through all the books on the shelf, when at
last he (to hear) his friend's steps approaching the door.
16. My mother (to come) to stay with us next weekend.
17. We (to live) in this town for ten years before we move to Chisinau next autumn.
18. Jane usually works in the library. She (to work) there now. She already (to gather) the
necessary material and now she (to write) her report.
19. Everybody (to be) at the door of the museum, but my friend (not yet to come).
20. You ever (to see) the Pyramids?
Change the sentences from Active into Passive Voice and vice versa.
1. By three o'clock the workers had loaded the trucks.
2. Whom were these letters written by?
3. He did not give me his address.
4. She showed me the picture which had been painted by her husband.
5. Have dogs ever attacked you?
Change the following sentences from Direct into Indirect Speech and vice versa.
1. My uncle said: "We shall visit you next week."
2. He asked me if I had taken part in the football match.
3. "Don't cross the street under the red light," said the man to Nick.
4. She said to Boris: "When will you be back home?"
5. I asked my sister: "Will you stay at home or go for a walk after dinner?"
Fill in "a", "an" or "the" where necessary.
1. That is ... usual way of working.
2. Where is ... post office?
3. What about having ... snack?
4. It's ... lie again, isn't it? You always tell me ... lies.
5. His friends are scientists.
Fill in the blanks with the prepositions.
1. There was a boat race in Southampton ... Easter Day. A lot of people usually come
there ... Easter to see the race.
2. It was difficult to persuade her but... the end she agreed to our proposal.
3. He got acquainted with a very beautiful girl... holidays.
4. We travelled (on/in/by) 9.45 plane. There was a good lunch (on/in/by) the plane.
5. The president arrived ... the airport ... ten minutes' time before the flight. He quickly
got... the plane and some minutes later the plane took ... .
III. Essay writing:
30 points
Promise, large promise, is the soul of an advertisement
The way of marking:
10 100-95
9 94-85
8 84-70

7
6
5
4

69-60
59-50
49-35
34-20

Samuel Johnson

Date ________________

Name of the student _____________________

TEST PAPER 5
for the___________form

I. Read the text attentively and be ready to do the post text activities.
15 points
THE ENGLISH LANGUAGE
English belongs to the same family of languages, called Germanic, as German, Dutch,
Danish, Norwegian and Swedish.
On the other hand Germanic is a member of the larger family of Indo-European
languages to which belong also Latin, Greek, Celtic, the Slavic languages, Albanian,
Armenian and a few other languages.
That means that English and Romanian are related as both of them are of IndoEuropean origin.
English appeared as a distinct language only after the Anglo-Saxon Germanic tribes
(Angles and Saxons) conquered England and settled in it, in the 5 th and 6th centuries A.D. At
that time it was known as Britannia (Britain) and it had been a Roman province for more than
350 years. It was inhabited by a Celtic people called Britanni (Britons), who were exterminated or who withdrew to small western parts of Britain.
In the late 8th century the Vikings, who spoke Danish, came from Denmark, and soon
conquered a part of eastern and northern England leaving permanent marks on English. That
is why many of the most common words were borrowed from the old Danish language of the
Vikings.
In the year 1066, the Normans, - a Danish people that had settled first in France, in
Normandy, where they had adopted the French language - conquered England, and after that
the English borrowed from them a large number of French words which we easily recognize
in contemporary English.
On the other hand as Latin was the language of learning in western Europe, during the
Middle Ages; and the Renaissance, and a good part of English literature was written in
French, between 1200 and 1500, English borrowed, little by little, a great number of Latin
words, too.
The result was that the present-day vocabulary of the English people is almost half
Germanic and half French and Latin.
But the words that form the essential and most commonly used vocabulary of English,
as well as its grammar are, by far, Germanic, which obviously shows that English is a
Germanic language.
A. Answer the questions:
1. What is the origin of English and what are the Germanic languages in Europe?
2. What happened to Britain in the 5th and 6th centuries A.D.?
3. What happened to England in the late 8th century?
4. When did the Normans conquer England and what effects had that on the English
language ?
5. What proves that English is a Germanic language?
B. Make up a short summary of the text.
15 points
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1. The garden (to look) quite different now when the leaves (to fall).
2. By the end of the season one hundred thousand people (spend) their holidays at the
seaside.
3. On checking up his answers he (to find) out that he (to make) several mistakes.
4. Don't enter the bedroom! The child (to sleep) there, and he always (to wake) up when
somebody (to open) the door.
5. If only you had let me know, I (to go) there immediately.
6. What you (to do) here? I (to prepare) for my report. How long you (to prepare)
for it? Oh, I (to work) since morning.
7. I (to be) sure you (to finish) your work by six o'clock.
8. It's raining now but I hope it (to stop) by tomorrow.
9. He (to write) the composition for three hours and he (to say) he soon (to finish) it as he
(to think) over the conclusion now.
10. If you (not to buy) coffee, we shall drink tea.
11. I could not hear a sound: they (to stop) talking.
12. When we (to come) to the station, our train already (to leave), and we (to have) to wait
for two hours before another one (to come).
13. We (to go) to school every day.
14. She (to say) she (to do) the washing tomorrow.
15. By the time you come home, I (cook) for two hours.
16. The concert (to be) a greater success than we (to expect). We were very glad.
17. What you (to do) when I (to come) in?
18. You ever (to act) on the stage? Why, yes, that's what I (to do) for the last six years.
19. He (to leave) for Rome in 1990 and since then he (to live) there.
20. Nick (to do) his homework by seven o'clock yesterday.
Change the sentences from Active into Passive Voice and vice versa.
1. We send our daughter to rest in the south every year.
2. The letter has just been typed.
3. The headmistress sent for the pupil's parents.
4. All the questions must be answered.
5. We have been looking for you the whole morning.
Change the following sentences from Direct into Indirect Speech and vice versa.
1. She asked me where I lived.
2. "I took a very good book from our library yesterday," said Mike to his father.
3. He said that he had joined a sports society.
4. Boris said to them: "How can I get to the railway station?"
5. I said to my mother: "Did anybody come to see me?"
Fill in "a", "an" or "the" where necessary.
1.__crows are black.

2.__ostrich is the world's largest bird.

3.__paper can be made from __wood or __cloth.
4. Buses pass this point two or three times __hour.
5. Arthur lived __ interesting life.
Fill in the blanks with the prepositions.
1. Can you imagine what the world will be ... the year 2100?
2. He is very punctual, his lectures always begin ... time.
3. He got acquainted with a very beautiful girl ... he was on holidays.
4. She didn't want to go (on/in/by) underground, so they came (on/in/by) a taxi.
5. Get... the bus. It will take you ... the Green Park.
III. Essay writing:
30 points
Leisure is time for doing something useful Benjamin Franklin
The way of marking:
10 100-95
9 94-85
8 84-70
7 69-60
6 59-50
5 49-35
4 34-20

Date ________________

Name of the student _____________________

TEST PAPER 6
for the___________form

I. Read the text attentively and be ready to do the post text activities.
15 points
HOW OUR CALENDAR CAME INTO BEING
Have you ever wondered why the calendar is made up in the way it is?
People have been trying to find some way of dividing up the year since very ancient
times. But it proved to be quite difficult although at first sight everything seems to be very
simple.
We all know that a day is the time it takes the earth to spin once right round on its own
axis; and a year is the time it takes the spinning earth to work right round the sun. But the
trouble begins because the year cannot be divided into an exact number of days as it actually
takes 365 1/4 days to make the full circuit.
All the ancient peoples, the Egyptians, the Persians and the Greeks, had their own
different calendars. However, our present-day calendar is based on one devised by a great
astronomer Sosigenes who lived in Rome in the time of Julius Caesar, and who had been
asked by the latter to make an exact calendar.
Before that time the Romans had first a ten-month calendar with 304 days; then
another of 355 days, divided into 12 months. This explains why in the year 46 before our era,
when Caesar became ruler of Rome, this calendar was nearly three months out.

So, at Sosigenes' suggestions, Caesar decided to have one long year to catch up with
the 80 days which Sosigenes had calculated that the year was wrong. That long year went on
for 445 days and was called "The Year of Confusion".
The following year had 365 days and Sosigenes introduced a leap year to put the
calendar right again, every four years. The twelve months were alternately 30 and 31 days
long, except February which had only 29 days; it had 30 days in leap year.
When Augustus became ruler of Rome, he renamed two of the months after Caesar
and himself: July and August. But, as he didn't like Julius Caesar's month to be a day longer
than his, he ordered an extra day to be added to August, to make it 31 days long too. The extra
day was taken off-February, which was shortened to 28 days because the change had created
seven 31-day months in the calendar instead of the initial six. That is why February has 29
days in leap years now.
A. Answer the questions:
1. What did the Romans call "The Year of Confusion"?
2. How did Sosigenes divide the year?
3. What did Augustus do with two of the months of the calendar?
4. Why are July and August 31 days long?
5. Why has February 28 or 29 days now?
B. Make up a short summary of the text.
15 points
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1. Hardly I (to go) out when I (to remember) that I (to forget) to take my umbrella.
2. By the evening he (to translate) ten pages.
3. When the teacher told the boy to recite the poem, the boy (to burst) into tears: he (not
to remember) anything, though he (to try) to learn his lesson so hard.
4. I only want to ask when the decision (to take); we'd like to know the date, that's all.
5. Now it is three o'clock in the afternoon and baby is sleeping. He (to sleep) for more
than two hours by half past five this evening.
6. If he is free tomorrow, he certainly (to come) to our party.
7. We (to drink) tea when the telephone (to ring).
8. Where you (to put) my dictionary? I cannot find it anywhere.
9. "Hallo, you two," he (to cry) gaily. "Where you (to hide)?
10. When I take the exam, I (read) all the books on the bibliography list.
11. You always (to spend) summer at the seaside? Yes, as a rule. Last summer I (to go)
to the mountains, but I (not to find) the rest there as pleasant as near the sea.
12. When I (to go) to school yesterday, I suddenly (to remember) that I (to forget) to take
my English exercise book.

13. I'm afraid I must be off now. My parents (to come) to see me unexpectedly. Thank
you, Mrs. Welch. I (to enjoy) myself very much. Good-bye.
14. They (to speak) when I (to look) at them.
15. If these shoes were not too big for me, I (to buy) them.
16. The rain (to stop) by the time we (to reach) home.
17. Yesterday grandfather (to tell) us how he (to work) at the factory during the war.
18. Margaret Peel (to tell) me that Bertrand (to come) back at the weekend.
19. I (not to finish) reading this play by tomorrow evening.
20. On entering the drawing room he (to find) that his two friends (to get) up and (to wait)
for him.
Change the sentences from Active into Passive Voice and vice versa.
1. They will show this film on TV.
2. Spartan children were taught by their parents to endure all hardships.
3. They have already discussed the novel.
4. What museums were visited last year?
5. Bees gather honey from flowers.
Change the following sentences from Direct into Indirect Speech and vice versa.
1. "Come to my house tomorrow, Jane," said Helen.
2. He told me that he had seen my brother the day before.
3. "Where are your books, Betsy?" said her mother.
4. Mary asked Tom: "What time will you come here tomorrow?"
5. I asked my sister: "Will Nick call for you on the way to school?"
Fill in "a", "an" or "the" where necessary.
1. He has ... uncle who is ... teacher at... university.
2. We all had... jolly good laugh.
3. The secretary would like to make... appointment for Thursday.
4. Plants gain energy from the light of sun.
5. bicycle is parked in front of the store.
Fill in the blanks with the prepositions.
1. When will you have your holiday, ... winter or ... summer? Ill have it late ... August.
2. She nearly forgot about their meeting, but fortunately she remembered it ... time.
3. She worked in a cafe ... her holidays. She worked there ... two months.
4. Have you ever ridden (on/in/by) the elephant?
5. I haven't heard ... him for ages. He went ... Canada two years ago, but I don't know if
he is ... Canada now or somewhere else.
III. Essay writing:
30 points
Sweet is the fruit of labour John Clarke
The way of marking:
10 100-95
9 94-85
8 84-70
7 69-60
6 59-50
5 49-35
4 34-20

Date ________________

Name of the student _____________________

TEST PAPER 7
for the___________form

I. Read the text attentively and be ready to do the post text activities.
15 points
ROMEO AND JULIET
The Capulets and the Montagues lived in Verona. The two families hated each other.
One day the Capulets had a dance. Romeo, a young Montague, went to the dance wearing a
mask, but he was recognized. It was there that he first saw Juliet, Capulet's daughter. It was
love at first sight.
After the party, Romeo went to hide in the bushes under Juliet's window. Juliet came
out onto her balcony. She, like Romeo, had fallen in love with her father's greatest enemy.
Romeo heard her talking to herself about her love for him, and he came out of the
bushes. He stood under the balcony and asked her to marry him. Juliet was afraid and begged
him to leave, but first she agreed to marry Romeo the next day.
Romeo and Juliet were married secretly by a priest called Friar Laurence. Juliet's
cousin Tybalt wanted to fight Romeo. Romeo refused because he had just married Juliet.
Later, however, Tybalt killed Romeo's best friend so Romeo fought and killed Tybalt.
Romeo had to leave Verona because he had killed Tybalt. While he was away, Juliet's
father decided she had to marry another man in three days' time. Juliet did not know what to
do. She went to see Friar Laurence and together they made a plan. Juliet would pretend to kill
herself. Friar Laurence would then take her 'body' to a safe place and Romeo would join her.
Romeo did not know about the plan and he was so upset when he received the news
that Juliet was dead that he bought some poison and rushed to Juliet's tomb. There he drank
the poison. When Juliet woke up, Romeo was already dead. Juliet took Romeo's knife and
pressed it into her heart.
When they realized what had happened the fathers were very sad and ashamed. As a
result of the tragedy the two families became friends forever.
A. Answer the questions:
1. Why did Romeo hide under Juliet's window after the party?
2. Why did Juliet agree to marry Romeo?
3. Why did Romeo fight Tybalt?
4. Why did Romeo and Juliet kill themselves?
5. Why did the Capulets and Montagues become friends?
B. Make up a short summary of the text.
15 points
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1. He was alarmed by the thought that he (to have) to talk to the girl all the way back.

2. By the beginning of next week, I (work) on this paper for a month.

3. The young people entered the theatre. The performance already (to begin), and they
(to have) to wait till the first act (to be) over. Nina never (to be) here before and she (to
like) the theatre very much.
4. My brother would not have missed so many lessons if he (not to hurt) his leg.
5. He (to tell) me that if no one (to come) to meet me at the station, I (can) leave the
suitcases in the cloakroom and go to the hotel where he (to reserve) a room for me.
6. What you (to do) at six o'clock yesterday?
7. At last the librarian (to give) me the book which I (to wait) for during two months. I
was very glad. I (to go) home and (to begin) reading it at once.
8. What you (to read)? I (to read) a magazine. How long you (to read) it? I (to
read) it for half an hour.
9. I don't see what you (to drive) at.
10. By 5 o'clock, you (see) all the exhibits in the museum.
11. If you spoke English every day, you (to improve) your language skills.
12. Our teacher (to come). Now he (to speak) with our monitor.
13. When I (to come) home yesterday, my sister already (to return) and (to sit) at the
fireplace looking through some old photographs.
14. The lesson (not yet to begin), and the children (to talk) loudly in the corridor.
15. I decided not to put on my raincoat as it (to stop) raining already and the sun (to shine)
brightly.
16. Johnny noticed that everybody (to look) at him, and he (to feel) shy.
17. Will you (to write) your summary by this evening?
18. We (to help) our librarian to put the books in the right order for already three days, but
we (to arrange) only half.
19. In the dining-saloon he (to notice) that the dark man who (to sit) alone (to be) now at a
table with Mrs. Cockson and Mrs. Benson.
20. When we (to come) to the station, the train already (to arrive). The passengers (to
hurry) to occupy their seats in the carriages.
Change the sentences from Active into Passive Voice and vice versa.
1. They are building a new concert hall in our street.
2. I am often told about it.
3. You will speak about the film at the lesson.
4. Which article was translated by your brother?
5. The storm drove the ship against a rock.
Change the following sentences from Direct into Indirect Speech and vice versa.
1. She asked me to hurry up as there was little time left before the beginning of the meeting.
2. He said: "Who is this man? I don't know him."
3. She asked her friend if the rain had stopped.
4. She asked me: "Why didn't you come here yesterday?"
5. She said to the young man: "Can you call a taxi for me?"
Fill in "a", "an" or "the" where necessary.
1. __ rain is expected this evening.
2. __French make excellent pastries.
3. __seal is an excellent swimmer.
4. A piano is not ___ furniture.
5. What is it? - It is __ tomato soup. - Oh no, I hate it!
Fill in the blanks with the prepositions.
1. We started off ... midnight and reached the place of destination ... twelve hours ...
noon.
2. They will be working ... 7 o'clock today.
3. He has been playing the violin ... eight years.
4. Don't stay (on/in/by) the rain! Come in!
5. When he came ... home, he took ... his coat, hung it ... the hook and sat ... the armchair.

III. Essay writing:

30 points
Words are, of course, the most powerful drugs used by mankind
The way of marking:
10 100-95
9 94-85
8 84-70

Date ________________

7
6
5
4

Rudyard Kipling

69-60
59-50
49-35
34-20

Name of the student _____________________

TEST PAPER 8
for the___________form

I. Read the text attentively and be ready to do the post text activities.
15 points
THE LAKE DISTRICT
THE LAND OF THE LAKE POETS
Nature has settled on a small area of only 750 square miles the entire wealth of
England's alpine riches, and between these peaks, a series of sixteen sparkling lakes which
reflect the images of the stern mountains together with the soft hues of the lake-side scenery.
The face of the Lake District changes with the seasons.
In spring the dales are carpeted with daffodils and the woods are full of bluebells; in
summer thousands of visitors enjoy the lanes and the mountains in all their glory; autumn sees
the trees resplendent in their shades of russet and gold; and in winter when snow is on the
mountain-tops, the scene is unforgettable.
In his guide to the lakes the famous "lake poet" Wordsworth writes of Windermere, the
largest of the English lakes: "None of the other lakes unfold so many fresh beauties to him
who sails upon them." This is owing to its greater size, to the islands, and to its having two
vales at the head, with their accompanying mountains of nearly equal dignity.
But above all, certainly Ullswater was William Wordsworth's favourite lake "being
perhaps upon the whole, the happiest combination of beauty and grandeur, which any of the
Lakes afford."
A. Answer the questions:
1. What is the keynote of the Lakeland landscape?
2. Why can this region please visitors with different interests?
3. How does the face of the Lake District appear in spring, summer, autumn and winter?
4. Which of the lake poet wrote about Windermere, the largest of the English lakes?
5. Which of the lakes was Wordsworth's favourite and served to him as a source of inspiration
for his Ode to the Daffodils?
B. Make up a short summary of the text.
15 points
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1. She (to live) in Moscow for ten years when her sister (to come) to live with her.
2. Yesterday I (to meet) a friend of mine whom I (not to see) for a long time.
3. I (to do) my homework tomorrow.
4. Where is the baby? The nurse (to put) it to bed.
5. When Nick (to come) home yesterday, his mother (to return) and (to cook) dinner in
the kitchen.
6. I know very little of him, though we (to live) so near all these years.
7. What you (to do) yesterday?
8. If my friend (to work) in my office, we should meet every day.
9. Shut the door. The room (to be) full of smells which (to come) from the kitchen.
Mother (not to like) kitchen smells in the room.
10. Mr. Pinfold (not to sleep) for very long. He (to awake) as usual very early.
11. By the end of the month, I (pay off) all my debts.
12. Lanny (to return) home after seven years of absence. During these seven years he (to
study) in Cape Town where his people (to send) him. Lanny was glad at the thought
that he (to do) what they (to hope) he (to do) and that soon he (to be) among his
people again.
13. If you get a "five", your mother (to be) unhappy.
14. I (not yet to fall) asleep when the telephone (to ring).
15. Yesterday I (to buy) a new pair of gloves, as I (to lose) the old ones.
16. You (to help) your father tomorrow?
17. I (to do) my homework at six o'clock tomorrow.
18. You (to be) late for the concert if you (not to take) a taxi.
19. They (to sail) down the river for many hours before they (to come) to the village.
20. I (to want) us to have a little talk for quite some time, old boy.
Change the sentences from Active into Passive Voice and vice versa.
1. I bought potatoes yesterday.
2. They were being taught drawing at that lesson.
3. She showed him the way to the metro station.
4. Have your compositions been handed in?
5. They are selling delicious fruit ice cream there now.
Change the following sentences from Direct into Indirect Speech and vice versa.
1. I thought: "He is a very clever man, he can help me."
2. He answered that it was still raining.
3. My brother said: "In two hours I shall have finished my work and then I shall go to the
cinema." Then he said to me: "Let's go together." "All right," I said.
4. She asked me: "What will you do tomorrow if you are not busy at your office?"
5. Mary said to Peter: "Have you shown your photo to Dick?"
Fill in "a", "an" or "the" where necessary.
1. Did you have ... good time at the graduation party?
2. ... Lucy's uncle is ... teacher.
3. I woke up in middle of the night.
4. The farmers wished for peace and prosperity.
5. She is doctor.
Fill in the blanks with the prepositions.
1. I was in France in 1997. ... that time I was working as a waiter in a small cafe.
2. Hurry up! I'm afraid, ... the time we get to the station, the train will have already left.
3. I often read newspapers ... a meal.

4. The children were afraid to sit (on/in/by) the dark. They came into the dining - room
and sat (on/in/by) their mother.
5. A lot of tourists ... different countries arrive ... Moscow every year.
III. Essay writing:
30 points
Experience is the name everyone gives to his mistakes Oscar Wilde
The way of marking:
10 100-95
9 94-85
8 84-70

Date ________________

7
6
5
4

69-60
59-50
49-35
34-20

Name of the student _____________________

TEST PAPER 9
for the___________form
I. Read the text attentively and be ready to do the post text activities.
15 points
THE LEGEND OF KING ARTHUR
(Adapted from Sir Thomas
King Arthur and his Knights Round Table.)
King Arthur is a legendary King of Britain who is said to have lived in the fifth
century. His knights are known as the Knights of the Round Table because they sat at a round
table together with their King as they were all his equals.
Arthur had been brought up and was greatly helped by the wizard Merlin, and in the
following fragment Merlin takes Arthur to a place where he was to find a magic sword which
would always help him win in battle.
So King Arthur and the wizard Merlin rode on in silence, until at last they came to a
large and beautiful lake, whose transparent waters glittered in the bright sunshine.
As Arthur looked across it, he saw in the midst of the lake an arm appearing out of
water and holding high up a beautiful sword.
"See," said Merlin, "That is the sword that I spoke of". Then, they saw a fair lady
rowing across the lake towards them. "What lady is that?" inquired Arthur.
"That is Vivian, the Lady of the Lake.", answered Merlin. "These in the midst of the
lake, is a rock, and within is a fair place in which she dwells. See that you speak fair to the
lady; she is ready to help you, and what she asks you".
Presently the lady landed, and approached Arthur.
"Lady," said Arthur, what sword is that which that arm holds high up above the water?
I wish it were mine, for I have no sword".
Sir Arthur, King," answered the lady, "that sword is mine, but if you promise to give
me a gift when I shall ask it of you, you will have it".
"By my faith," said Arthur, "I will give you whatever gift you will ask".
"Well," said the lady, "get into that boat, row yourself to the sword, take it, along with
the scabbard, and return, and I shall ask my gift when I see my time".
Then Arthur and Merlin did as the lady directed, and as Arthur took the sword, the arm
and the hand disappeared beneath the water again. The King and the magician than rowed
back to land and rode away.
As they rode along Arthur examined the sword. Its name was 'Excalibur', that is to say
'cut-steel', and he liked it exceedingly, for the handle was all set with precious stones.
"Which do you like the better," asked Merlin, "the sword or the scabbard?
I like the sword the better", replied Arthur.

"You are unwise", answered Merlin, "for the scabbard is worth ten swords. While you
have the scabbard, upon you, you will never lose blood, however surely you may be
wounded; therefore, guard well the scabbard, keep it always with you".
Thus Arthur got his sword Excalibur. With this magic sword in his hand, all went well
in the fight and with the scabbard by his side a mysterious and wonderful power, which none
could withstand, protected him, and made his enemy powerless. But the time came, long years
after, for Arthur to give back the sword and its magic scabbard to the Lady of the Lake, and to
die from wound's inflicted by a traitor.
A. Answer the questions:
1. Where did Arthur and the wizard Merlin ride to one day and what did Arthur see in the
midst of the lake?
2. Who was Vivian and where did she dwell?
3. What did King Arthur tell the Lady of the Lake and what did Vivian tell him?
4. Why was the scabbard worth ten swords?
5. What was the end of Arthur?
B. Make up a short summary of the text.
15 points
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________
II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1. You ever (to be) to the new stadium? Yes, I (to be) there last Saturday.
2. I (to hear) this song several times already, but I cannot remember the words. I (to
write) them down as soon as I (to hear) this song again.
3. If she (to return) earlier, she would have been able to see him before he left.
4. I (to do) my homework by six o'clock tomorrow.
5. Light (to travel) more quickly than sound.
6. As they (to stroll) up College Road, Beesley began talking about the examination
results in his Department.
7. Don't speak to him: he (to be) very busy, he (to do) some very urgent work.
8. The children (to play) here at eleven o'clock, but now they (to go) home.
9. When I come home tomorrow, my family (to have) supper.
10. He (to teach) at school for five years when the war (to break) out.
11. I (to go) to the Caucasus two years ago.
12. He said he (to work) for a long time without achieving good results.
13. I (to live) in St. Petersburg since 1991.
14. We (to come) for you when we (to need) you. Better unlock the door.
15. If you (be) at home now, we wouldn't have to worry about anything.
16. The day (to be) cold and it (to rain). When I (to reach) home, my raincoat (to be) all
wet. I (to take) it off, (to shake) the water off it, (to hang) it up and (to go) into the liv ing room. My children (to play) on the carpet. When they (to see) me, they (to jump)
up and (to run) up to me.
17. Mike always (to do) his homework in the evening, but today he (to begin) doing it as
soon as he comes from school, because his father (to promise) to take him to the
theatre.

18. Tomorrow I (to begin) doing my homework as soon as I come from school. I (to do)
my .Homework from three till six. My father (to come) home at seven o'clock tomorrow. I (to do) all my homework by the time he comes, and we (to go) for a walk
together.
19. We could not go out because it (to rain) hard since early morning.
20. You (to read) this book? Yes, I (to read) it. I (to think) it (to be) very interesting.
Change the sentences from Active into Passive Voice and vice versa.
1. They are repairing the clock now.
2. This man has been much spoken of.
3. We were looking at the man with great surprise.
4. When was it done?
5. They teach three foreign languages at this school.
Change the following sentences from Direct into Indirect Speech and vice versa.
1. My sister told me that she had found the book I was looking for.
2. The teacher said: "Open your books and begin reading the new text."
3. He said that he didn't like the main character of the book but he could not explain why.
4. I said to Nick: "Where are you going?"
5. Oleg said to me: "Will you come here tomorrow?"
Fill in "a", "an" or "the" where necessary.
1. Two of the women are __reporters.
2. They want to buy __ camera.
3. Our eyes usually blink several times __minute.
4.__turtles are reptiles.
5. It's __ long way to __office.
Fill in the blanks with the prepositions.
1. ... the age of sixteen he left his parents' house.
2. Have you finished translating the book? - Not yet, I hope to finish it... the end of the
month.
3. It happened ... night.
4. The rule is written (on/in/by) page twelve.
5. He's never been ... any foreign country.
6.
III. Essay writing:
30 points
To strive, to seek, to find, and not to give up Alfred Tennyson
The way of marking:
10 100-95
9 94-85
8 84-70
7 69-60
6 59-50
5 49-35
4 34-20

Date ________________

Name of the student _____________________

TEST PAPER 10
for the___________form

I. Read the text attentively and be ready to do the post text activities.
15 points
THE STORY OF HAMLET
Hamlet (written in 1601) is Shakespeare's greatest tragedy and one of the greatest in
world literature.
It is based on a medieval story of a Danish prince called Hamlet whose father, the king
of Denmark, had been killed by his own brother who then took his crown.
In Shakespeare's play, Hamlet, who was a student at Wittenberg University
(Germany), was informed there that his father had died suddenly. At the same time his uncle
Claudius, his father's brother had taken the crown, after which he had immediately married
the widow Queen Gertrude, Hamlet's mother, in order to consolidate his position as a king.
Hamlet returned home, to the Castle of Ellsinore, where the grief for having lost his
father his revolt against his mother's hasty marriage made him fall into a state of deep
despondency, as he also suspected that his father had been killed by Claudius.
One night, on the battlements of the castle, he saw his father's ghost, who told him
that, indeed, Claudius had killed him while he was sleeping.
Hamlet swore to avenge his father and while he was trying to find a way how to prove
to everybody that his uncle had murdered his father, he decided to pretend to be mad so that
Claudius should think him inoffensive.
One day he asked a group of actors to perform in the presence of the court a play in
which a king was murdered, while he was sleeping, by his brother who poured poison into his
ear.
Claudius became very angry and stopped the play. Thus Hamlet got the proof he
needed.
Now, King Claudius had a devoted Lord Chamberlain, Polonius, who had a daughter
Ophelia and a son Laertes.
Hamlet loved Ophelia and she loved him too, but he decided to appear insane also in
the eyes of Ophelia so that Claudius should think that the prince was mad, indeed.
After the play Hamlet was called by his mother to be scolded for asking the players
perform a play which was an open offence against the king, as it accused him, indirectly of
the most horrible murder.
A violent scene followed between the Queen and Hamlet; Polonius, who had hidden
behind a curtain in order to listen to their conversation, began to shout for help when Hamlet
became very violent. Then Hamlet pierced the curtain with his dagger, thinking that he was
killing Claudius.
Hearing that her father had been killed by the man whom she loved, Ophelia became
mad and by accident or purposely she drowned in a small river.
Claudius then, urged Laertes to avenge his father and sister on Hamlet.
To this purpose the King arranged a friendly fencing match with buttoned foils
between Laertes and Hamlet in the presence of the court. But Laertes' foil was poisoned and
unbuttoned. So, it was easy for him to slightly wound Hamlet. But, as at that moment both
foils fell to the ground, Hamlet suspecting something, picked up Laertes' foil and they
continued the match. Hamlet, very angry now, also wounded Laertes.
During the match the King dropped a poisoned pearl into a cup of wine intended for
Hamlet.
But the Queen drank that glass of wine herself, by mistake (or purposely?)
As she fell dead, Laertes, who was also dying, divulged Claudius's plan to kill Hamlet
who then rushed at Claudius and killed him. After that the prince died, too.
The spectators were sure that Claudius had killed Hamlet's father because in a
monologue, in scene 3 act III, Claudius confessed that he had killed his brother.
A. Answer the questions:
1. What did Hamlet pretend to be and why?
2. What did the actors perform in the presence of the court?

3. What did Claudius confessed in a monologue in one of the scenes in act III?
4. What did Hamlet do after he was slightly wounded by Laertes?
5. What did Laertes do when he saw the Queen dead and felt that he was also dying?
B. Make up a short summary of the text.
15 points
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1. I want to send a telegram. I (not to feel) very well. I (to wonder) if you (can) write it
for me?
2. I (to meet) him when he (to walk) across the park.
3. When he (to read) the newspaper, he (to give) it to his brother.
4. When you come to my place tomorrow, I (to read) your book. I (to do) my homework
by the time you come.
5. Autumn (to come). It (to be) November now. It (to get) colder, the days (to get)
shorter. It often (to rain). Soon it (to be) very cold.
6. When I (to do) my homework yesterday, I quickly (to run) to the yard, because my
friends (to wait) for me there.
7. When the mother (to satisfy) herself that the children (to sleep) peacefully in their
beds, she (to take) out the Christmas presents and carefully (to put) them into the
stockings which (to hang) at the beds.
8. The computer gets overheated if it (use) for more than 48 hours.
9. Five minutes (not to pass) when the train for which we (to wait) (to appear) in the
distance.
10. I (to wait) for permission to go abroad for already three weeks, but I (not to receive)
the visa yet.
11. I (not to go) to the cinema tomorrow. I (to watch) TV the whole evening.
12. Dixon was a bit disappointed, he (to feel) none of the pleasurable excitement he (to
expect).
13. I never (to know) anyone I (to like) as much as I (to like) you, I never (to feel) so
happy with anyone. But I (to be) sure it (not to be) what people and what books (to
mean) when they (to talk) about love.
14. When I (to come) to Pete's house last Sunday, he (to read) a new book. He (to say) he
(to give) it to me soon. Today I (to take) it from him. Now I (to read) it. I (to finish) it
by Friday. If you like, I (to give) it to you on Saturday when you (to come) to see me.
15. If it isn't cold, we (organize) an excursion.
16. I did not want him to go there. I (to be) afraid that something (to happen).
17. Don't come to my place tomorrow. I (to write) a composition the whole evening.
18. Go to see your old grandfather as soon as you (to arrive) in Moscow.
19. Now she (to read) the book which I (to give) her yesterday.
20. Here you (to be) at last! I (to wait) for you for twenty minutes. You (not to be)
ashamed?

Change the sentences from Active into Passive Voice and vice versa.
1. They sell milk in this shop.
2. What has been said is true.
3. He will introduce me to his friends.
4. The chicken was eaten with appetite.
5. The old man showed us the way out of the wood.
Change the following sentences and questions from Direct into Indirect Speech and vice
versa where necessary.
1. The girl asked: "What is the price of this dress?"
2. He asked his brother what he would do if he did not find the book he needed.
3. "Please help me with this problem, I cannot solve it," I said to my father. "All right," said
my father, "let's try to solve it together."
4. I said to him: "How long are you going to stay there?"
5. He said to us: "Did you go to the museum this morning?"
Fill in "a", "an" or "the" where necessary.
1. There are a lot of flowers in ... garden.
2. ... Italians like ... spaghetti.
3. ... white hat is Mother's.
4. ... Peter and ... Ben are brothers.
5. ...wealthy generally have good knowledge of finance.
Fill in the blanks with the prepositions.
1. ... her wedding day she got up ... dawn.
2. ... what time did he come? - He came late ... the evening, ... midnight, if I am not
mistaken.
3. You'll have to be quiet... the performance.
4. Where shall we hang the picture? - (On/In/By) the wall.
5. Go ... the mirror and have a look ... yourself.
III. Essay writing:
30 points
What a man can be is born with him, what he becomes is a result of his environment.
The way of marking:
10 100-95
9 94-85
8 84-70
7 69-60
6 59-50
5 49-35
4 34-20

Date ________________

Name of the student _____________________

TEST PAPER 11
for the___________form

I. Read the text attentively and be ready to do the post text activities.
15 points
AN EXPEDITION TO THE SOUTH POLE
On 1 November 1911 Captain Scott and his men set out from their base for the South
Pole. They were unlucky from the very beginning. The weather was much colder and the
winds stronger than they usually were at that time of the year.
At last they reached the place from which Scott had decided to send most of his men
back; and he went on southwards with four companions, Dr. Wilson, Captain Gales, Edgar
Evans and Lieutenant Bowers. They still had a hundred and fifty miles between them and the
Pole, and the five men walked on, day after day through the snow.
When they were a few miles from the Pole, they saw something small and black in the
distance, which showed up clearly in the whiteness of the snow. When they got nearer, they
realized that it was a small tent with the Norwegian flag flying from it.
The Norwegians with Amundsen had got there first.
Scott and his companions reached the Pole on 18th January 1912, but Amundsen had
beaten them by thirty-three days.
The return journey is a wonderful example of unselfishness and great bravery in
almost unbearable suffering. Evans became ill and grew weaker every day and he soon died.
The other four hurried on as fast as they could. But their food was almost finished, and
they were all growing weaker. Oates's feet were badly frost-bitten and he could hardly walk.
He moved so slowly that they could only ravel a few miles every day. One day he did a very
brave thing. He said to the others: "I am just going outside, and I may be away some time.
And he went out of the tent into a terrible snow-storm, and they never saw him again.
Scott and his two remaining companions struggled on against fearful weather for a few
more days. But soon they could go no further. They still had food for two more days, and the
next food store was only eleven miles away, but the weather was so bad, that they could not
even leave their tents. They died in that cruel snow-covered country, from cold, hunger and
weakness.
Their sacrifice shows us that great achievements have often required great sacrifices
but brave men have never hesitated to make them and prove man's power of endurance in the
struggle with the hardships of nature.
st

A. Answer the questions:

1. When did Captain Scott and his men set out for the South Pole and what were the weather
conditions like?
2. What other expedition had set out for the Pole and what did it do?
3. Why did that journey turn into a tragedy?
4. What conclusions can we draw from Scotts expedition to the South Pole?
5. Would you have the courage to start your own expedition to somewhere? If yes, where to
and why?
B. Make up a short summary of the text.
15 points
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1. He said he (to listen) to the same stories for a long time.
2. Hardly he (to open) the suitcase, when he (to find) the tie which he (to think) he (to
lose) long before.
3. She (to teach) at our school for twenty years now.
4. I (to have) my eye on him ever since we (to start). You (to notice) anything odd about
him?
5. What you (to do) tomorrow?
6. What the children (to do) now? Oh, they (to play) the new board game which I (to
buy) for them the day before yesterday.
7. Will you call me if I (forget) to call you?
8. The play (not yet to begin) and the people (to talk) in the hall.
9. How long you (to wait) for me? I am really very sorry.
10. We (to have) a good time last summer.
11. What you (to learn) for today? I (to be) sorry, I (not to prepare) my lesson. I (to be)
ill yesterday and (not to know) what to do. I (to prepare) my lesson tomorrow. If
you (not to prepare) your lesson tomorrow, you (to get) a bad mark.
12. It (to be) nearly eleven o'clock when we (to begin) doing this work.
13. You (to play) volleyball tomorrow?
14. When I (to come), he (to live) in the same old house where I first (to meet) him. He (to
tell) me he (to wait) for me for already some time.
15. He was not a cruel man by nature, and (to be) secretly a little ashamed of the part he
(to play) during the last month.
16. When the train (to stop), I (to look) out of the window but (not to see) any of my
friends there. I (to send) them a telegram and hoped that they (to meet) me. As I (to
discover) later, they (to receive) it ten minutes before the train arrived and could not
meet me.
17. What you (to do) at eight o'clock tomorrow?
18. Please don't wake up father if they (be) late.
19. When will he come? We (to wait) for him for already half an hour.
20. By the end of the year he (to read) about two hundred pages.
Change the sentences from Active into Passive Voice and vice versa.
1. I have translated the whole text.
2. It was so dark, that the houses could not be seen.
3. The girl has put all the books into the bookcase.
4. The dictation was written without mistakes.
5 They were selling new children's books in that shop when I entered it yesterday.
Change the following sentences and questions from Direct into Indirect Speech and vice
versa.
1. The man told us to have our passports ready.
2. He said: "We have forgotten to take the ball!"
3. He told us to pass up the gangway.
4. I said to him: "How long will it take you to get there?"
5. I said to Boris: "Does your friend live in London?"
Fill in "a", "an" or "the" where necessary.
1. At __equator, sunrise occurs at the same time each day.
2.___Americans like to watch television.
3. They are __businessmen.
4. She has a keen sense of __honour.
5. __Hawaiian Islands are in the middle of __Pacific Ocean.
Fill in the blanks with the preposition where necessary s.

1. You must come and have tea with us ... next Thursday. Are you free ... Thursday?
2. Boogie-woogie became popular in the United States ... 1950's.
3. Since the restaurant is usually crowded, it is advisable to make reservations
advance.
4. ... every day he got up early ... the morning and went to bed late ... night.
5. She knows hundreds of poems heart.
III. Essay writing:
30 points
The greatest grieves are those we cause ourselves Sophocles
The way of marking:
10 100-95
9 94-85
8 84-70
7 69-60
6 59-50
5 49-35
4 34-20

Date ________________

Name of the student _____________________

TEST PAPER 12
for the___________form

I. Read the text attentively and be ready to do the post text activities.
15 points
THE NORMAN CONQUEST
At the beginning of the 11th century, England was under the rule of Danish kings, but
after the death of the great Danish king Canute, the English became independent again.
However, their independence did not last long. When the English king, Edward, died in 1066,
he was succeeded by his brother-in-law Harold, but William, the powerful duke of Normandy,
also claimed the English crown. He pretended that Edward had promised him the crown of
England and he accused Harold of perjury. Two years before while Harold was sailing along
the southern coast of England a storm broke out and blew his ship to the shore of Normandy.
As Harold was in William's power he had to swear on an altar containing the bones of a saint
that he would help William to become king of England.
However when Edward died, Harold crowned himself King. Hearing this, William
became very angry and started preparations for the invasion of England, but the strong winds
in the Channel prevented William from crossing it the whole summer. This made Harold think
that the Normans would not come any longer that year so that he let many of his soldiers go
home and harvest their corps. On the other hand, the King of Norway landed in the north with
a great army to conquer England. Harold hurried to the north and defeated the Norwegians but
in the meantime William landed in England.
With a weakened and tired army Harold hurried to the south to meet William, who
was plundering the country. The battle took place at Hastings and though the forces of the two
sides were fairly equal in numbers, the Normans were greatly superior in quality. Harold's
army consisted mainly of untrained peasants whereas William's Normans were well-trained
archers and mounted knights.
The fight lasted the whole day, but the English could not be beaten. Towards evening,
William thought of a trick. The Normans pretended to run away. The English thought they had
won the battle and dashed after them but the Norman cavalry beat them easily back and the

Norman archers poured their arrows on them. An arrow struck Harold in the eye, and soon
after that he died. Dismayed by this, the English fled from the battlefield and soon after that
William entered London and became King of England.
For two centuries after the Norman Conquest, England was ruled by foreign kings and
French became the language of the upper classes. As French was used in Parliament, in the
law courts and in all official writing as well as in literary works, many Englishmen were
compelled to learn to speak it. However, the serfs and the yeomen continued to speak their
native tongue.
Only in the fourteenth century, nearly three hundred years after the Norman Conquest,
English became the official language of the country again, and towards the end of the century
it became the language of literature as well.
A. Answer the questions:
1. What were the historical events in England before 1066?
2. Why did William of Normandy claim the crown of England?
3. What happened before the battle of Hastings?
4. What were the consequences of the Norman Conquest?
5. When and how did the English language regain natural status in England?
B. Make up a short summary of the text.
15 points
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1. What you (to do) these three months?
2. Hello, Peter! Where you (to go)? I (to go) to the library.
3. Peter (to read) by the fireplace when the door (to open) and the maid (to enter). The
cook (to follow) her.
4. You (to do) this work by next Sunday?
5. If they (stay) at a hotel, they'd have to pay a lot of money.
6. The green door (to open) and (to shut) again. He (to wait) a minute or two. What they
(to say) to each other now?
7. The old lady was happy: she (not to see) her son for three years.
8. We were greatly surprised not to find Ann at home. It turned out that her sister (to forget) to give her our message, and Ann (to leave) the house fifteen minutes before we
(to come).
9. Ring me up as soon as you (to come) home.
10. When you (to go) to see your friend next time?
11. We were happy when the sun (to rise), for the night (to be) very cold.
12. I (to read) about an hour when he (to come).
13. If people drove more carefully here, we (have) fewer accidents.
14. I (to buy) a new dress. I (to show) it to you tomorrow when you (to come) to my
place.
15. The students (to write) the paper by dinnertime.

16. How many pages you (to read) by five o'clock tomorrow?
17. It was very late. I (to go) to bed and (to fall) asleep when my father (to return) home.
18. I did not recognize Helen as I (not to see) her for a very long time and she greatly (to
change).
19. My friend (to like) pies. He (to eat) pies every day. When I (to meet) him in the street
yesterday, he (to eat) a pie. He (to tell) me that he (to buy) that pie at the corner of the
street. Look at my friend now! He (to eat) a pie again.
20. On leaving the hall the students (to thank) the professor who (to deliver) the lecture.
Change the sentences from Active into Passive Voice and vice versa.
1. They broke the window last week.
2. The light has not yet been turned off.
3. They did not invite her to the party.
4. By three o'clock everything had been prepared.
5. Betty often took her younger brother for a walk.
Change the following sentences and questions from Direct into Indirect Speech and vice
versa.
1. She said: "I shall be very glad to see you."
2. He said we would find our luggage on deck.
3. "Let's go to the Philharmonic. There is a good concert there tonight," said Walter. "Oh, very
good," said Robert. "I haven't been to the Philharmonic for a long time."
4. Pete said to his friends: "When are you leaving St. Petersburg?"
5. I said to the man: "Are you living in a hotel?"
Fill in "a", "an" or "the" where necessary.
1. __Salt Lake City is the capital of Utah.
2. He is __ author.
3. My cousin is__ modem dress-designer.
4. Any woman would make __ fuss in such a situation.
5. This is __ way to school.
Fill in the blanks with the prepositions.
1. I received a lot of presents __ my birthday.
2. Because we have no car, we go everywhere ___foot.
3. Because of its importance, we studied the report ___detail.
4. All clothes sold in that store were made __hand.
5. They came back __ sunset, tired and hungry.
III. Essay writing:
30 points
Knowledge advances by steps and not by leaps.
The way of marking:
10 100-95
9 94-85
8 84-70
7 69-60
6 59-50
5 49-35
4 34-20

Date ________________

Name of the student _____________________

TEST PAPER 13
for the _____________ form

I. Read the text attentively and be ready to do the post text activities.
15 points
Money
Money is used for buying or selling goods, for measuring value and for storing wealth.
Almost every society now has a money economy based on coins and paper notes of one kind or
another. However this has not always been true. In primitive societies a system of barter was
used. Barter was a system of direct exchange of goods. Somebody could exchange a sheep,
for example, for anything in the market place that they considered to be of equal value.
Barter, however, was a very unsatisfactory system because people's precise needs seldom
coincided. People needed a more practical system of exchange, and various money systems
developed based on goods, which the members of a society recognized as having value. Cattle,
grain, teeth, shells, feathers, skulls, salt, elephant tasks and tobacco have all been used.
Precious metals gradually took over, because when made into coins, they were portable,
durable, recognizable and divisible into larger or smaller units of value.
A coin is a piece of metal, usually disk shaped, which bears lettering, designs or numbers
showing its value. Until the eighteenth century coins were given monetary worth based on the
exact amount of metal contained in them, but most modern coins are based on face value, the
value that governments choose to give them, irrespective of the actual metal content. Coins
have been made of gold, silver, copper, aluminium, nickel, lead, zinc, plastic, and in China
even from pressed tealeaves. Most governments now issue paper money in the form of notes,
which are really promises to pay. Paper money is obviously easier to handle and much more
convenient in the modern world. Cheques, bankers' cards, and credit cards are being used
increasingly and it is possible to imagine a world where money in the form of coins and paper
currency will no longer be used. Even today, in the United States, many places - especially
filling stations - will not accept cash at night for security reasons.
A. Underline the correct variant.
1. Primitive societies had A) paper money; B) electronic money; C) barter system; D)
metal money.
2. All the countries have A) barter system; B) money based on paper and coins; C)
credit cards; D) cheques.
3. The system of barter means A) all the things are equal; B) all the people are
satisfied; C) one thing is exchanged for another of the same value; D) free exchange
on the market.
4. The barter system was not very good because A) people's precise needs seldom
coincided; B) tastes differ; C) people quarrelled; D) people were not friends.
5. Precious metals took over because they were A) precious; B) easy to find; C)
portable, recognizable, divisible and durable; D) of certain colour.
B. Make up a short summary of the text.
15 points
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1.
2.
3.
4.
5.
6.
7.

To him she would always be........ loveliest woman in........ world.

Sonicity is........ science which appeared in ........ 18-th century.
A piano is not........ furniture.
Are you........ optimist or........ pessimist?
We had ........ very good weather........ when we were on holidays.
........ British Museum is one of........ biggest in ........world.
My son is........ professional football player. He started to play ... football when he was
at ... school.
8. I told (they) ______ (he) _____ should visit the doctor.
9. The chimney is old. ........ needs to be repaired.
10. This dish is very popular with (I) ____ friends in Italy.
11. By taking part........ the progressive youth movement you promote ........ peace and
friendship........ peoples.
12. He took the wallet........ of his pocket, opened it and put the cheque ........ it.
13. This train travels from London ........Paris.
14. We were satisfied........ the arrangements.
15. We hadn't arranged to meet. We met ... chance.
16. The report will be ready in a few minutes. I believe the last figures (to look up) now.
17. Where you (to be) when the train arrived?
18. If she (not love) him she (not wait) so long.
19. Listen, they (to play) my favorite concert.
20. My parents (to own) this house since last year.
21. The students (to take) a test in class right now.
22. He wishes he (not have) to get up early.
23. "Who's that fellow?" said Lord Saxended.
24. They will send him to prison if they (to catch) him.
25. "I have to write two compositions today." Benjamin said.
26. If he had found me at home we (to exchange) opinions.
27. "I'm going to move to Ohio" said Bruce.
28. I wish you (to be) interested in your lessons.
29. If we had invested in that company we (to make) a lot of money.
30. The car is worth more than you paid for ... .
31. I was pleased ............ the result.
32. What time will you arrive? I don't know. It depends........ the traffic.
33. I saw Jim in the park. He (to sit) on the grass and (to read) a book.
34. I (to try) to send you a copy of this book as soon as I (to find) it in the book shop.
35. Ken (to smoke) for 30 years when he finally gave it up.
36. What you (to do) when I rang you yesterday?
37. Jill used to write to me quite often but I haven't heard........ her for a long time.
38. I am not going out yet. I am waiting ........the rain to stop.
39. Three days long enough for a good holiday.
40. He will be late for the train if he ( not start) at once.
III. Essay writing:
30 points
Some people choose friends who are different from themselves. Others choose friends who
are similar to themselves. Compare the advantages of having friends who are different from
you with the advantages of having friends who are similar to you. What kind of friends do you
prefer for yourself? Why?
The way of marking:

10 100-95
9 94-85
8 84-70
7 69-60
6 59-50
5 49-35
4 34-20

Date ________________

Name of the student _____________________

TEST PAPER 14
for the ____________ form

I. Read the text attentively and be ready to do the post reading activities.
15 points
The Name
"GEORGE ELEPHANT!" called the clerk in Court Number One; and a small man with glasses
was brought. "Are you George Elephant?" asked the Clerk. "I am". "You are charged with murder;
you at Golders Green on the 19th day of January 1948 murdered Jane Elephant. Now say you,
George Elephant, are you guilty or not guilty?" "Not guilty!" "Very well", said the Judge. "You
may sit down". Except for a few remarks on the curious name of the prisoner, few people were
interested in the case. The facts as stated were very simple. On the 20th January the prisoner had
walked into a police station. "I have cut my wife's throat", he said. "She is quite dead". It seemed
true enough. Her throat seemed to be cut with a razor which was near her body. No defense was
put forward at the police court. It seemed a clear case. The prisoner was, however, later defended
by Sir Gordon Macintosh, who seldom accepted facts as they seemed. He never accepted more
than one case at a time and he went into that case very thoroughly indeed. These are the facts that he
discovered about George Elephant. George was born of an ordinary middle -class parents at the
end of the nineteenth century. There was no sign of madness in the family. On leaving school
George had gone into his father's business, and after that he had married and settled down to an
ordinary life. Jane was not a particularly attractive wife. Although she was pretty, she grew fat as
she grew older. She took a good deal of pleasure in laughing at George, and one of the
subjects of which she never seemed to get tired was his last name. George was a little
ashamed of his name, but he had never the courage to change it. I have known a man called
Sidebottom who very reasonably changed his name Edgedale when he had grown impatient
of the telephone call of jokers. Usually, however, the owners of unfortunate names just bear
them. George had certainly suffered a great deal. When he first went to school and was asked
his name in front of other boys, he replied, "George Elephant". "Olliphant?" said the master.
"No sir, Elephant". "What Elephant? Like the animals?". "Yes, sir, like the animals". After that
at school he was called by the names of all known, and some unknown, animals. George was
modest, and boys at school are merciless. He was not happy there and was thankful when he
left. But his troubles did not end when he left school. Like Mr. Sidebottom, he received many
calls from people who have nothing better to do than to use the telephone as a means of
annoyance. You Smith and Robinson, who have never suffered in this way, may smile. These
unwelcome attentions from impolite strangers may seem to you unimportant. But change your
name to a foolish one - even for two weeks - and see what happens to you. Some of the
Elephant family did, in fact, change their name to Olliphant; but George's father said that what
was good enough for his father was also good enough for him. He kept the name Elephant.
A. Underline the correct variant.
1. George Elephant pleaded A) not guilty; B) he said he didn't kill his wife; C) guilty; D)
he said his wife aggressed him.

2. George was A) very much ashamed of his name; B) a little ashamed of his name; C) he
was not at all ashamed of his name; D) proud of his name.
3. At school George A) was very much humiliated because of his name; B) proud of his
name; C) impressed by his name; D) changed his name.
4. George didn't change his name because A) he considered it a shame to change; B) he
didn't consider it a bad name; C) George's father said that it was good for him; D) he was
not allowed to change it.
5. What would you do if you had a strange name?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
B. Make up a short summary of the text
15 points
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1. Have you got ... friends?
2. They have known her ............ she was a child.
3. If we (to be) late, we might get into trouble.
4. If she had a baby she (to be) much happier.
5. I (to try) to send you a copy to this book as soon as I (to find) it in the bookshop.
6. Helen (not to find) a new flat yet.
7. If he had not had an accident, we (to arrive) earlier.
8. She wishes she (to speak) English as well as you do.
9. If we had invested in the company we (to make) a lot of money.
10. When I (to arrive) at the party Tom already (to go) home.
11. I wasn't hungry. I just _______________ (to have) lunch.
12. In 1834 the Houses of Parliament with the exception of Westminster Hall (to destroy) by
fire.
13. Yesterday a purse-snatcher (to catch) by a dog.
14. Sniffer dogs (to use) by police to detect drugs and explosives.
15. You (not to allow) to buy cigarettes if you are under sixteen.
16. A new supermarket (to build) here now.
17. He found that all his money (to steal).
18. He wishes he (not have) to get up early.
19. She looked at him as if she (to see) a ghost.
20. What you (to think) about when I entered?
21. We were waiting for (we) friends to come.
22. I found ... who the man really was.
23. The text (to translate) by the pupils at the moment.
24. "I have been invited to a wedding party." My friend said

25. "Did anyone invite Ann to the party?" I asked

26. The shop (to open) for business on Monday by them.
27. I usually (not carry) my passport with me.
28. What time did he arrive . school?
29. How long you (to wait) when the bus finally came?
30. She will call us .... half an hour.
31. I have known them . three years.
32. My parents decided that we (to celebrate) my birthday on Sunday.
33. We wished he (to come) so late yesterday.
34. I really wish I (be informed) that John was in London.
35. "Have you got a dollar?" He asked
36. She gave me some good (advice/advices).
37. I have both respect .... admiration for them.
38. Children must not play . the street.
39. I was tired when I (to arrive) home. I (to work) hard all day.
40. What you (to do) this evening?
III. Essay writing:
30 points
Some people think that young people are mostly influenced by family. Other people think that
friends play the most important role in young peoples life. What is your point of view?
The way of marking:
10 100-95
9 94-85
8 84-70

Date ________________

7
6
5
4

69-60
59-50
49-35
34-20

Name of the student _____________________

TEST PAPER 15
for the ____________ form

I. Read the text attentively and be ready to do the post text activities.
15 points
The English Character
Most people in Britain work five days a week, from Monday to Friday, schools are
also closed on Saturdays. How do the English spend the week-ends?
Those who live in cities and towns like to go away for the weekend. They may go to
stay in the country or at the sea. Every Englishman is fond of the countryside. His idea of the
countryside is a nice thatched cottage with roses round the porch and in the garden, the fresh
air and bright sun, no wind or rain. No crowds of people, silence and leisure. And he goes
away to the countryside, though it is often not like he expects it to be.
Those who stay at home at the week-end, try to do all the jobs they were too busy to
do during the week. Some go shopping on Saturday morning (the shops in the center of big
cities usually close at one o'clock in the afternoon on Saturdays and shops are closed all day
on Sundays), some do the house-washing, cleaning, gardening. Some men go and watch the
most important sporting events (football, rugby, horse-racing and others) that take place only
on Saturdays afternoon, others sit and watch the sport programs on television.
Saturday evening is the best time for parties, going to the cinema or theatre.

For many English families Sunday begins with getting up an hour or so later than
during the rest of the week.
After breakfast they may go to work in the garden or wash the car, or take the dog for
a walk, or pay a visit to a 'pub'.
Sunday is a day for inviting friends and relatives to the afternoon tea.
Englishmen do not go to museums or art galleries on Sunday like many people in our
country do, because museums and galleries are closed on Sunday. It is only in recent times
that such places as the National Portrait Gallery and the Tate Museum are opened on such
days.
It is surprising for us to know that no big sporting event takes place on Sunday.
On Monday morning, when people come back to work they ask each other, What did
you do during the week-end?, Did you have a nice week-end?
A. Answer the questions:
1. Why are the Englishmen fond of the countryside?
2. What do the people who stay at home at week-end do?
3. Why don't they go shopping on Sunday?
4. What is surprising for us to know about Englishmen?
5. What do you do at the week-end? Write it in 7 - 10 lines.
B. Make up a short summary of the text.
15 points
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________
II. Fill in the gaps, underline the correct variant or open the brackets, using the right form
of the verbs in brackets.
40 points
1. I wouldnt have failed the exam, if I (to work) hard enough.
2. They wont go to her birthday unless she (to invite) them.
3. We wish he (to become) a doctor instead of a lawyer.
4. They wished she (not to select) to represent the country at the contest.
5. Can you come to my party? asked David.
6. Maurice said, Ive just telephoned the doctor.
7. The curator said, Bring your compositions.
8. He has _____ uncle who is _____ teacher.
9. _____ Orkney Islands are in ______ north of Scotland.
10. This is _____ good tea. Is it English?
11. _____ beauty is not a heritage.
12. I take my dog ____ every evening.
13. He looked _____ his watch. _____ half an hour the doctor would be back.
14. Turn ____ the radio, if you are not listening.
15. We are going ______ St. Petersburg______ a week.
16. Go back _______ the hotel and wait there _____ I call _____ you.

17. Billiards (is /are) my favourite game.

18. I was sure the police (was /were) doing their best.
19. Plenty of cheese (is/are) imported from France.
20. Her knowledge of Maths (was/were) higher than that of other students.
21. He unpacked his clothes and put (it /them) on the upper shelf.
22. (Vertebra/ vertebrae) is a small hollow bone down the center of the back.
23. (Alga/ algae) are very simple, usually very small plants.
24. My apple tree was full of (fungus/ fungi).
25. He teaches pupils many useful things. Many useful things.
26. I must tell Mary about our change in plans. Mary.
27. They built this house two years ago. This house
28. Bad weather has put off our trip. Our trip
29. - Can you explain the rule? I (don't understand/ am not understanding) it at all.
30. On Sundays they (to have) dinner at a restaurant.
31. Some pupils are outside. They (to try) to get in.
32. Last year I (to spend) my holidays at the seaside.
33. Helen (not to find) a new flat yet.
34. By next Sunday I (to finish) writing my article.
35. He (to practice) his profession for many years. Then he decided to become a
politician.
36. People here (to grow) tobacco for more than 20 years.
37. How long he (to wear) this shirt?
38. The students (to take) a test in class right now.
39. I hope they (to repair) this road by the time we come back next summer.
40. Our friends asked us why the train (has not arrived; had not arrived) yet.
III. Essay writing:
30 points
Culture is the collective programming of the mind which distinguishes the members of one
group from another. Geert Hofstede
The way of marking:
10 100-95
9 94-85
8 84-70
7 69-60
6 59-50
5 49-35
4 34-20

TEST PAPER 16
for the _____________ form
I. Read the text attentively and be ready to do the post text activities.
15 points
A Wedding Ceremony
Many couples prefer a religious wedding, even when they are not regular
churchgoers, because they want a "white wedding"', a ceremony in church, with
the bride dressed in white, often with a veil and carrying flowers. The bride is
normally taken to church by her father, who "gives her away", while the
bridegroom is accompanied by a "best man". The bride often has attendants,
called bridesmaids, and sometimes small boys act as pages. After the marriage
service, to which family and friends have been invited, there is a reception,
called a wedding breakfast, traditionally the bride's parents are the hosts. It may
be held at the bride's home or a hotel. There will be drinks, a meal, and in due
course speeches by the bride's father, the best man and the bridegroom. There is
also a wedding cake, a fruit cake with white icing often made in two or three
levels. The bride is usually photographed cutting the cake. Photographs or
videos of all stages of the ceremony are taken, including several in front of the
church after the ceremony. After the reception, the couple usually leaves for a
short holiday, called the "honeymoon". The car in which, they drive away often
has old tin cans or old boots or shoes tied to it and trailing behind it. (This is a
sign that they are newly married and is regarded as a good luck symbol.)
A brief report of the wedding may appear in the local newspaper. A
typical report might read: ''The ceremony at the Rex Hugh Baker. The bride was
given away by her father and wore a dress of ivory silk and lace with a trail and
a short veil. She carried a bouquet of cream rose-buds and orchids. Attending
the bride were Miss Clare Thomson, Miss Sally Parsons and Miss Emma
Parsons. Best man was Mr. David Gibbs. A reception was held at the Crow
Hotel Bornhom. The couple will make their home in Cambridge."
Many couples celebrate the anniversary of their wedding day each year
and parties are often held to celebrate a silver wedding, after 25 years and a
golden wedding after 50 years.
A. Answer the questions:
1. What do many couples want?
2. Who is the bride and bridegroom accompanied by?
3. Where may the reception be held and who is the host?
4. Where do they use to be photographed?
5. What would you wish you had at your own wedding? Develop the idea in 7-10 lines
B. Make up a short summary of the text.
15 points
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

II. Fill in the gaps, underline the correct variant, report the sentences or open the brackets,
using the right form of the verbs in brackets.
40 points
1. He would go fishing if he (to have) spare time.
2. I will switch the TV off as soon as you (to start) working.
3. He wishes he (not to have) to get up early.
4. He wished our neighbours (not to have) to sell their houses.
5. Mary asked, Did you enjoy your voyage?
_______________________________________________
6. Joe said, Ill go to the library to study.
_________________________________________________
7. The teacher said, Dont be late to school.
_______________________________________________
8. By means of _____ river Aire ____ Leeds communicates with _____ North Sea.
9. My son went to _____ Ukraine to visit his granny.
10. Open _____ door, please!
11. Would you like to have ______ dinner with me?
12. _____ juice is the only drink he has between meals.
13. _____ milk he bought yesterday became sour.
14. We were satisfied ______ arrangements.
15. By taking part ______ the youth movement you promote friendship _________
people.
16. He took the wallet _______ of his pocket, opened it and put the change ______ it.
17. The train travels from London _____ Paris.
18. He reached the house _____ midnight.
19. Money (is / are) the fruit of all evil.
20. I seldom ask other peoples advice and never take (it/them)
21. The news (was/were) not the best.
22. People (was/were) allowed to take their suitcases with them.
23. Optics (is/are) a science.
24. What was the doctors (diagnosis/ diagnoses)?
25. There are special (formula/ formulae) for calculating the speed of light.
26. This country has undergone acute economic (crisis/crises).
27. We received his letter after his departure. His letter .
28. The man is selling chocolates in the store. Chocolates
29. Bees gather honey from the flowers. Honey.
30. They have told Steve about this fact. Steve.
31. Do you know that water (boils/is boiling) at 100 degrees Centigrade?
32. What beautiful swans! Look! One of them (swims/ is swimming) towards us.
33. What (do you look/are you looking at?) - The girl. She has never been here before.
34. He (to watch) TV every evening.
35. My parents (to own) this house since 1979.
36. What you (to do) when I (to call) you?
37. He had already visited this country twice and this year he (to visit) Spain.
38. I am not hungry. I just (to have) lunch.
39. Look! Somebody (to climb) up that tree over there.
40. By last Saturday he (to get) his report ready.
III. Essay writing:
Globalization can leave you behind faster and faster Friedman
The way of marking:
10 100-95 / 9 94-85 / 8
4 34-20

84-70 / 7

69-60

/ 6

30 points

59-50 / 5

49-35

Chapter III. Debate Lessons

1
ANIMAL EXPERIMENTATION
Context
For many centuries people have experimented on animals. There are two main reasons for
doing this: first, to find out more about the animals themselves, and, secondly, to test
substances and procedures to see if they are harmful (with a view to deciding whether or not
they can be used on human beings). In the second category fall cosmetic products as well as
medicines and surgical techniques. There is a growing consensus that it is not acceptable to
test cosmetic products on animals. This debate is about whether we should experiment on
animals for scientific and medical purposes. The debate about the pros and cons of animal
experimentation (or 'vivisection') is one that elicits very strong emotions: animal rights
activists have resorted to trespass, violence, death threats, and hunger strikes in their singleminded (and sometimes illegal) mission to end this practice.
PROS

CONS

Experiments on animals should be

considered on a case-by-case basis. The
proper principle to apply, however, is that the
reduction of human suffering is our first
priority and the prevention of animal
suffering or death is secondary to that
(although still important). So that if there is a
decent chance that an experiment will result
in an important medical breakthrough that
will reduce human suffering and death then it
is justifiable to allow animal suffering.
Animal experimentation is the (sometimes
distasteful) means to much greater ends.

Animals have the right to be treated as beings

of value in themselves, not as the means to
human ends; this principle must be applies in
order to guarantee the end of cruelty to
animals. The application of this principle
means that animals should never be
experimented upon whatever the potential
gain for humanity. To infect monkeys with
the AIDS virus or to expose rodents to toxic
chemicals and radiation is simply not
acceptable, whatever the supposed benefits.

Although in principle it is more important to

reduce human suffering that to prevent
animal suffering, in practice it is possible
(and absolutely right) to keep animal
suffering to an absolute minimum. Animal
experimenters should aspire to the highest
levels of animal welfare in their laboratories,
using anaesthetics wherever possible and
keeping animals in clean, comfortable, and
healthy conditions. In short, it is possible to
experiment on animals without being cruel to
animals.

In practice, as everyone knows, animals are

not routinely treated well by animal
experimenters. Apart from the fact that
millions of animals die each year in
experiments, others are often not adequately
anaesthetised and are abused by handlers and
experimenters. It is idealistic to suppose that
this will ever stop as long as society endorses
vivisection.

Past experience has shown what invaluable

advances can be made in medicine by
experimenting on animals, and that live
animals are the most reliable subjects for
testing medicines and other products for
toxicity. In many countries (e.g. the US and

In fact few breakthroughs have been made as

a result of animal experimentation - its
advocates have overstated its achievements.
There has been a catalogue of errors and
failures in animal testing, which its advocates
gloss over; as many as half the drugs that

the UK) all prescription drugs must be tested

on animals before they are allowed onto the
market. To ban animal experiments would be
to paralyze modern medicine, to perpetuate
human suffering, and to endanger human
health by allowing products such as
insecticides onto the market before testing
them for toxicity.

have been approved in the US and the UK

after animal testing have subsequently had to
be withdrawn because of harmful side-effects.
Furthermore, there are alternatives to many
tests that are currently done on animals - e.g.
growing tissue or cell cultures from human
cells in the laboratory.

Human beings share about 99% of their

genes with chimpanzees and only slightly
fewer with other monkeys. As a result, the
reactions of these creatures are a very good
guide to possible reactions of human patients.
Even lower down the scale, other animals
share the same basic physiology with
humans. Furthermore, it would be immoral to
risk the life of a human being when a
medicine or procedure could instead be tested
on a non-human animal.

In fact, most animal experiments are done on

animals that are nothing like human beings rats and mice - which undermines the
argument that these experiments are a reliable
guide to human reactions. Scientifically, as
well as morally, most animal experimentation
is to be rejected - the reaction of a mouse to a
substance is no guide to human reactions.
Each species has its own unique physiology.
And the more similar an animal is to a human
being - e.g. a chimpanzee - the more
intelligent and sentient it is, and so the more
immoral it is to treat is as a disposable and
worthless biological object.

There are indeed new issues raised by the

advent of genetic engineering and 'transgenic'
animals; these, like all animal experiments
should be closely monitored so as to
minimize animal suffering. The fact that there
are new issues here does not mean that there
should never be any experiments on animals.

The advent of genetic technologies has made

possible all sorts of new and horrific acts of
animal exploitation, from cloning sheep to
creating mutant and hybrid creatures with no
dignity or quality of life at all. We should end
animal experimentation before things get
even worse.

What is often overlooked in this debate is the

subject of veterinary medicine. It is in the
interests of animals themselves that
experiments be done on animals to test
medicines and surgical procedures for using
on animals themselves, not just on humans.
Animal experimentation can be in the
interests of animals as well as of humans.

It is only acceptable to test human medicines

on human beings if they give their consent.
Non-human animals are never able to give
such consent. It is therefore never acceptable
to test medicines on perfectly healthy
animals, even if the treatments are for use on
other animals.

 2 CULTURAL TREASURES
Context
This debate is most often put in terms of the Elgin, or Parthenon marbles, masterpieces of
classical Greek sculpture removed from the Parthenon in Athens in 1801 by Lord Elgin, and
sold to the British Museum in London in 1816. Greece has consistently demanded the return
of these national treasures since independence in 1830, which Britain has consistently refused,
while generally attempting to pretend the problem does not exist. Nonetheless, the marbles are
part of a wider debate about the ownership and display of cultural treasures, often acquired
from the (then) developing world by imperial powers in the 18th and 19th centuries, and
displayed in western museums. A separate but related argument concerns the return of art
treasures seized by the victorious allies (principally the USSR) from the defeated Axis powers
in 1945.
PROS

CONS

Cultural treasures should be displayed in the

context in which they originated; only then
can they be truly understood. In the case of
the Elgin marbles this is an architectural
context which only proximity to the
Parthenon itself can provide.

Art treasures should be accessible to the

greatest number of people and to scholars,
and in practice this means retaining them in
the great museums of the world. Returning
treasures to their original context is
impossible, too much has changed physically
and culturally over the centuries for them to
speak more clearly in their country of origin
than they do in museums, where they can be
compared to large assemblies of objects from
a wide variety of cultures. In any case, perfect
laser-cut copies could be placed on the
Parthenon and in other original locations, if it
were so desired.

Display of cultural treasures in western

museums is a last hangover from the imperial
belief that civilized states such as Britain
were the true successors to Greece and Rome,
and that the modern inhabitants of those
ancient regions were unable to appreciate or
look after their great artistic heritage.
Whether that was true in the 19th century is
open to doubt it certainly is not valid today
and the display of imperial trophies in
institutions such as the British Museum or the
Louvre has become offensive.

For whatever reason the treasures were first

collected, we should not rewrite history;
sending artifacts such as the Elgin marbles
back to their country of origin would set a
bad precedent that could denude museums
around the world of their collections. Placing
great artifacts in a geographical and cultural
ghetto, whereby Greek sculptures could only
be viewed in Greece, or Egyptian mummies
in Egypt, would leave the world much poorer
and reduce popular understanding of the
achievements of such civilizations.

Artifacts such as the Parthenon marbles were

often acquired illegally, for example through
looting in war (the Benin bronzes), under the
duress of imperial force (many Chinese
artifacts), or by bribing officials to ignore the
carrying away of sculptures from monuments
they were meant to be guarding (the Elgin
marbles).

Although some art treasures may have been

acquired illegally, the evidence for this is
often ambiguous. Lord Elgins bribes were
the common way of facilitating any business
in the Ottoman Empire, and do not undermine
Britains solid legal claim to the Parthenon
marbles, based upon a written contract made
by the international-recognized authorities in
Athens at the time. And while some Benin
bronzes were undoubtedly looted, other

colonial trophies were freely sold to the

imperial powers, indeed some were made
specifically for the European market.
Some cultural treasures, e.g. Native American
artifacts, have religious and cultural
associations for the area from which they
were taken, but none for those who view
them in sterile glass cases. To the descendants
of their creators it is offensive to see aspects
of
their
spirituality
displayed
for
entertainment.

This may be true, but religious artifacts may

have been originally purchased or given in
good faith, perhaps with the intention of
educating a wider public about the beliefs of
their creators. Later descendants should not
be allowed to second-guess their ancestors
intentions. On the other hand, a great many
cultural treasures relate to religions and
cultures which no longer survive and there
can be no such claim for their return.

It may have been true that countries such as

Greece were not capable of looking after their
heritage in the past, but that has now
changed. A state-of-the-art museum is
planned in Athens to house the surviving
marbles, while pollution control measures
have reduced sulphur-dioxide levels in the
city to a fifth of their previous levels. At the
same time the curatorship of institutions such
as the British Museum is being called into
question, as it becomes apparent that
controversial cleaning and restoration
practices may have harmed the sculptures
they claim to protect.

In the case of the Parthenon marbles, Lord

Elgins action in removing them was an act of
rescue as the Ottoman authorities were
pillaging them for building stone, caring
nothing for the classical Greek heritage.
Furthermore, if they had been returned upon
Greek independence in 1830, the heavily
polluted air of Athens would by now have
destroyed them. Similar problems face the
return of artifacts to African museums;
wooden figures would decay in the humid
atmosphere, while corruption has meant that
50 pieces disappeared from Nigerias premier
museum in 1998.

 3 Topic: Beauty Contests

Summary: Are beauty contests harmful?
Author: Tom Hamilton (England)
Context
Beauty contests are popular in many parts of the world. The biggest, the Miss World
competition, has been running annually since 1951, and although it is less popular in the UK
now than it was in 1968, when it attracted 27.5 million TV viewers, it attracts an enormous
worldwide audience - around 3 billion viewers in 115 countries. There are beauty contests for
various categories of age, sex and sexuality; this topic focuses on adult womens beauty
contests as overwhelmingly the most popular and high-profile version. Note that there are
difficult technical issues about running this debate: it probably works best as a values debate
on whether beauty contests are a good thing or not, but this kind of comparison motion is
frowned upon in some policy-based debating circles. Proposing a ban on beauty contests
might be met with various entirely valid opposition lines on enforceability and warped
priorities, which would tend to undermine the point of the debate.
pros

cons

Beauty contests promote an ideal of female

beauty to which only a minority of women can
realistically aspire, but which adds to the
pressure on all women to conform to it. This
can be harmful to women by encouraging
dieting, eating disorders and cosmetic surgery,
or simply by making them feel inadequate and
ugly.

People enjoy beauty contests. Many women

enjoy entering them. Many people enjoy
watching them. Nobody is forced to do either.
The beauty of a fit, healthy, well-proportioned
human form is something from which we can
all take pleasure, and beauty contests, along
with other forms of art, are vehicles which
enable us to do so.

Women in beauty contests are judged on their

physical appearance rather than on any other
qualities they may possess (the existence of a
talent element in many such contests is all
very well, but ugly women simply arent going
to win). Judging women, but not men, primarily
on their looks contributes to the subjugation of
women because other qualities, such as
intelligence, are not seen as part of ideal
femininity and therefore not as things to which
women should aspire. Ideal masculinity, while
in itself potentially damaging to men, tends to
be construed in much wider and less restrictive
terms - it is notable that male beauty contests,
judging men on their physical appearance, are
much less popular than female ones.

There is nothing wrong with judging people

primarily on their physical prowess - we do this
all the time in competitive sport, where fitness
and strength are major determinants of success.
Every competition, of every kind, values certain
qualities over others - we recognize that being
able to lift heavy weights isnt the prime
definition of human worth, but we can still give
prizes for weightlifting; similarly, we can give a
prize to a beautiful woman for her beauty
without implying that beauty is all that matters
about anyone.

The image of female beauty promoted by

beauty contests is culturally specific and
western - it doesnt matter how many Asian
women win Miss World, they can still only do
so if they take part in the swimsuit competition,

Beauty contests, like sport, can be an

important focus of national or regional pride.
Despite the declining popularity of
competitions such as Miss World in the UK,
they hold an important cultural place in many

which may well not be considered appropriate

dress in their culture. There were
demonstrations against Miss World by feminists
and Hindu nationalists when it was held in
Bangalore in 1996. Riots in Kaduna in northern
Nigeria over Miss World 2002 left more than
200 dead and led to the contest being moved to
London.

parts of the world. The victories in recent years

of Miss India, Miss Turkey and Miss Nigeria in
Miss World competitions made many Indians,
Turks and Nigerians proud, and were seen as
symbolic of those countries progress in
competing with more powerful countries on
their own terms.

Beauty contests fail to challenge harmful

political attitudes to women. Despite paying
lip-service to feminist keywords such as
empowerment and self-confidence, they do
nothing concrete to aid the liberation of
women; indeed, by reinforcing looks as the
most important feminine quality, they harm
womens liberation in general. The fact that the
organizers of Miss World 2002 had no problem
with holding the contest in Nigeria at the same
time as a high-profile case in which a woman
was due to be stoned for adultery exposes the
competitions hypocrisy; it was only relocated
after rioting made it unsafe to hold it in Nigeria.

In a society in which women really are valued

on the basis of their looks, and in which there
really are fewer opportunities for women than
for men, beauty contests give women a chance
to get noticed and to improve their situations.
Winning a beauty contest can be a route to
success. Many Hollywood actresses, such as
Halle Berry, Michelle Pfeiffer and Sharon
Stone, are former beauty queens who simply
would not have had the opportunities they have
had without the beauty contests they won. In
addition, the winners of high-profile beauty
contests are able to publicize charities and
causes they feel strongly about - they have a
public platform they could not otherwise have
gained.

motions
This House would ban beauty contests
This House believes that beauty contests are degrading for women
This House believes that fat is a feminist issue
useful sites
>>> Miss World (http://www.missworld.org/)
>>> Pageant News Bureau (http://www.pageant.net/)
>>> Critical article from Indian Express
(http://www.indianexpress.com/ie/daily/20001206/cover.htm)

 4 Political Nightmares - Discussion and Debate Lesson

for Advanced Level Classes
This lesson is for advanced level classes and puts students into the position of having to
defend poorly phrased statements made by various politicians. Students take either the role of
a politician defending what he has said or a journalist trying to catch the politician out.
Aim: Discussion, expressing opinions, agreeing and disagreeing
Activity: Political Nightmares - Interviewing and discussion
Level: Advanced
Outline:

1.
2.
3.
4.
5.
1.
2.
3.
4.
5.

Split students into two groups - a group of journalists and a group of politicians.
Give each student a copy of one of the interview notes. Each students should be
assigned one role as either a Journalist or a Politician (i.e., Environment Minister,
Foreign Minister, etc.)
Ask students if they have any questions on the explanatory notes.
Give students ten minutes to prepare for the interview.
Have students break up into pairs and conduct the interview.
Circulate around the classroom helping students and taking notes on common
language problems.
Begin the activity follow-up by going over some of the more common mistakes made
by students.
Finish the activity as a class by asking each pair to argue one of the points in front of
the rest of the class. Ask other students to comment on the arguments presented.
Political Nightmares
Environment Minister
You own three cars, one of which is a Ferrari.
You were seen dropping lifter in a park.
When asked what you thought about 'Green Peace' you were quoted as saying, 'I
believe that plants have as much right as humans to receive absolution.'
You own shares in 'McDonalds' who are responsible for cutting down large sections of
the rain forest.
Earlier in your career you served in the Navy, where you took part in nuclear testing.
Foreign Minister
On a visit to Latin America you were quoted as saying, 'I wish I had studied Latin at
school then I might be able to understand you guys.'
You thought East Timor was in Scotland.
On a visit to America you thought that the Vice President was a waiter and asked him
to get you a cup of tea.
When asked your opinion on China you were quoted as saying, 'I don't know much
about the country but the people make great servants. Very hard-working.
In a recent interview with the French Foreign Minister you offended him and he called
you 'xenophobic' to which you replied, 'Sorry, I don't speak French.'

Home Secretary
1. One day after you gave a speech on the importance of parents to teach their children
morals your son was convicted for selling drugs.

2. When you were younger you were a supporter of capital punishment.

3. When asked Your opinion on the wrongful imprisonment of the Birmingham Six you
said, 'Yes, that was a shame but we can't get it right all the time.
4. On a recent visit to Wales you were quoted as saying 'Wales is a beautiful country it's a
pity about the people.'
5. In a debate on equal rights you said, 'Women don't have the strength to survive prison
life.'
Education Minister
1. You talk about the importance and good standard of state schools but both your
children attend private schools.
2. On a visit to a school in Hackney (a depressed area) you were quoted as saying 'I've
never met so many ill-mannered children, they should be placed in a borstall.'
3. When asked about increasing class sizes in schools you replied '25, 35 - what's the
difference?'
4. You were quoted as saying, 'Mixed Schools are a bad idea because the girls distract the
boys.'
5. When a Cambridge professor allowed his students to use American spelling you said,
'This man should be sacked for a lack of patriotism, he obviously has no love of
language.'
Health Minister
1. You talk about the need for people to stop smoking due to the cost for the NHS but
smoke yourself.
2. When asked about the ever increasing waiting list for patients you were quoted as
saying, 'Well, it's not my fault that people keep getting sick!'
3. In a debate on care for the disabled you said, 'The thing with disabled people is that
they can't do the same things as you or I.'
4. When asked what the government planned to do to reduce the amount of hours worked
by nurses and doctors you were quoted as saying, 'They should be grateful that they've
got a job.'
5. You believe that there should be a move towards more private health care with a
reduction in the public sector.
Director of EPA
1. You own three cars, one of which is a Ferrari.
2. You were seen dropping litter in a park.
3. When asked what you thought about 'Green Peace' you were quoted as saying 'I
believe that plants have as much right as humans to receive absolution.'
4. You own shares in 'McDonalds' who are responsible for cutting down large sections of
the rain forest.
5. Earlier in your career you worked for a large oil company and helped cover-up an oil
spill in Alaska.
Secretary of State
1. On a visit to Latin America you were quoted as saying, 'I wish I had studied Latin at
school then I might be able to understand you guys.'
2. You thought East Timor was in Scotland.
3. On a visit to Germany you thought that the German Foreign Minister was a waiter and
asked him to get you a cup of coffee.
4. When asked your opinion on China you were Quoted as saying, 'I think it will provide
a fantastic market for future US economic growth'.
5. In a recent interview with the French Foreign Minister you offended him and he called
you 'xenophobic' to which you replied, 'Sorry, I don't speak French.'

Vice President
1. One day after you gave a speech on the importance of parents to teach their children
morals your son was convicted for selling drugs.
2. When you were younger you were a supporter of pro-choice.
3. When asked Your opinion on the wrongful execution of an inmate in Texas you said,
'Yes, that was a shame but we can't get it right all the time'.
4. On a recent visit to California you were quoted as saying 'California is a beautiful
state. It's a pity about the people.'
5. In a debate on the future of race relations in the US you said, 'We need to forget about
the past and move forward.'
Secretary of Education
1. You talk about the importance and good standard of state schools but both your
children attend private schools.
2. On a visit to a school in a depressed area in Alabama you were quoted as saying 'I've
never met so many ill-mannered children, they should be placed in a juvenile
detention center.'
3. When asked about increasing class sizes in schools you replied '25, 35 - what's the
difference?'
4. You were quoted as saying 'Mixed Schools are a bad idea because the girls distract the
boys.'
5. When a Stanford professor allowed his students to use British spelling you said, 'This
man should be sacked for a lack of patriotism, he obviously has no love of language.'
Secretary of Health & Human Services
1. You talk about the need for people to stop smoking due to healthcare costs but smoke
yourself.
2. When asked about the ever increasing waiting list for Medicare patients needing
operations, you were quoted as saying, 'Well, it's not my fault that people keep getting
sick!'
3. In a debate on care for the disabled you said, 'The thing with disabled people is that
they can't do the same things as you or I.'
4. When asked what the government planned to do to reduce the amount of hours worked
by nurses and doctors in the public health sector you were quoted as saying, 'They
should be grateful that they've got a job.'
5. You believe that there should be a move towards even more private health care with a
reduction in the public sector - including Medicare.
Politicians
You are about to be interviewed by a journalist who has a reputation for embarrassing
politicians and exposing their faults. If this interview goes badly you could be in danger of
losing your job. Luckily someone who works for you managed to steal a copy of the
journalists notes. You have ten minutes to think about the questions that the journalist is likely
to ask you and to think of suitable answers that will hopefully save your job.
Journalists
You are about to interview a top politician and are keen to expose he/she as being inadequate
for the job they do. The government has been under increasing pressure recently and cannot
afford any more mistakes. You have worked very hard gathering information that these
politicians would like to forget. This is a big chance to enhance your reputation and further
your career.

5
Let's Do Tourism
Part 1
Discussion and Debate Lesson for Advanced Level Classes
Tourism is becoming more and more important - especially for those learning English. Here is
a two part lesson which focuses on the question of developing tourism as an industry in your
local town. Students need to develop concepts, discuss local economic problems and solutions
to those problems, think about possible negative impacts and finally make a presentation.
These two lessons provide a great long term project for upper level students, while offering an
opportunity to use English in a number of "authentic" settings.
Let's Do Tourism - Part 1
Aim: Discussion, explaining, reasoning, agreeing and disagreeing
Activity: Tourism - Do we need it? Discussion of pros and cons of developing local tourism
Level: Upper intermediate to advanced
Outline:
Split students into two groups - one group representatives of 'Let's Do Tourism', a
tourism development company. The other group representatives of the residents of
your city and are in opposition to the plans of 'Let's Do tourism'.
Give each student a copy of one of the discussion notes.
Ask students if they have any questions on the explanatory notes.
Give students fifteen minutes to prepare for the discussion in their groups. Students
should discuss the points mentioned and any other points they may come up with in
their groups.
Circulate around the classroom helping students and taking notes on common
language problems.
Have students get back together and try to convince you (or another chosen group of
students) of their reasoning.
Begin the activity follow-up by going over some of the more common mistakes made
by students.
Finish the activity as a class by asking each student to choose one reason either for or
against the project. Each student should then discuss one of the points in front of the
class. Ask other students to comment on the arguments presented.

Your Town, The Next Tourist Paradise?

A company called 'Let's Do Tourism' is panning to invest a large amount of money to turn
your town into a major center for tourists. They have made plans to manufacture a number of
hotels and other tourist infrastructure in your town. As well as the hotels, they have also made
plans to radically improve the night life in your town by opening a string of clubs and bars.
They hope that by the year 2004 your town will be a major competitor within the tourist
industry in your country.
Group 1 is told:
You are representatives of 'Let's Do Tourism' your aim is to promote the plans of your
company and to convince everyone that tourism is the best solutions for your city.
Points to concentrate on:
The increase in jobs that will come with the increase in investment.
The money that the tourists will bring into the local economy
The progress and development of your city which will result in its becoming more
important with not only your region, but also your country as well.
Better for the young people of your city as there will be much more investment in
leisure industries.
Group 2 is told:
You are the representatives of the residents of your city and are in opposition to the plans of
'Let's Do Tourism'. Your aim is to convince us that this is a bad idea for your town.
Points to consider:
Environmental issues - tourists - pollution
Troublemakers - many tourists have no respect for the places they visit and are only
interested in getting drunk and causing trouble.
The rise in tourism will bring about radical changes and will result in the traditional
way of life in your town being lost. Perhaps forever.
Rather than promoting the position of your city in your country, this move will make
your city the laughing stock of your country.

Let's Do Tourism Part 2

Discussion and Debate Lesson for Advanced Level Classes
Tourism is becoming more and more important - especially for those learning English. Here is
a two part lesson which focuses on the question of developing tourism as an industry in your
local town. Students need to develop concepts, discuss local economic problems and solutions
to those problems, think about possible negative impacts and finally make a presentation.
These two lessons provide a great long term project for upper level students, while offering an
opportunity to use English in a number of "authentic" settings.
Aim: Discussion, use of present perfect, present perfect continuous, second conditional,
presentation skills
Activity: Tourism - Let's Do Tourism - presentation of tourism scheme developed by student
groups
Level: Upper intermediate to advanced
Outline:
Split students into two or more groups - each group is going to compete for a contract
to develop a new tourism center in your town.
Give each student a copy of one of the discussion notes.
Ask students if they have any questions on the explanatory notes.
Give students fifteen minutes to prepare for the discussion in their groups. Students
should discuss the points mentioned and any other points they may come up with in
their groups.
Circulate around the classroom helping students and taking notes on common
language problems as they work through the project.
Once each group has completed their presentation, have each group deliver its
presentation doing its best to convince you of their strategy.
Take notes and try to ask as many probing questions as possible forcing students to
think in English.
Once students have made their presentations make a decision. We would highly
recommend you make your decision based on English in the presentations. This will
enable you to make excuses when students disagree with your decision!

Your Town, The Next Tourist Paradise?

Tourism Hits Your Town
The town council has decided that the city is in desperate need of an economic boost. They
believe that by making the city more attractive to tourists they will be able to achieve their
aims.
You are representatives of rival companies who are looking to gain the contract for this redevelopment from the council. I want you to give a detailed presentation explaining why your
company is the best one for the job. Your aim is to convince the representative of the council
that your company offers the best solution.
Points to consider
Think of a name for your company.
What has your company done so far i.e. raised money, support (present perfect).
Plans that are in progress. Who you have been talking to, what you have been trying to
do, what you have been building, etc. (present perfect continuous)
Explain the problems that have existed within your town up to this point in time. i.e.
life in your town has been boring for too may years and needs a change, or that too
many people are unemployed and need to find work. (second conditional)
Finally, conclude your presentation with a short account that sells your company to the
council.

 6 SPEAKING AND LISTENING LESSON

BASED ON ORDERING FOOD IN A RESTAURANT
Ordering food in a restaurant is one of the most basic - and daunting to some beginners - task
that beginners need to learn. This lesson uses some of the beginners materials you can find at
esl.about.com including some basic dialogues and a challenging listening comprehension.
Aim: Ordering food in a restaurant using basic vocabulary
Activity: Simple dialogues and more a more challenging listening comprehension for passive
understanding skills
Level: Beginner
Outline:
Ask students to name different types of food they can find in a restaurant. Write the
vocabulary on the board and make sure students also take note.
Give students the dialogue and menu, and ask them to read through it carefully. Point
out the use of "would like" for asking for and making request. You may also want to
make sure they notice the use of "here you are" instead of "please" when handing
someone something (a rather common mistake beginners make).
Pair students up and ask them to use the menu (or a more interesting menu you may
have lying around) to role play through ordering a meal. Both students should switch
roles a number of times.
If you have access to a computer in the classroom improve passive understanding by
doing the listening comprehension which can be found at esl.about.com.
Ask students which other types of formulas were used in the listening comprehension.

Ordering Food in a Restaurant

Read this dialogue:
Waiter:
Hello, Can I help you?
Kim:
Yes, I'd like to have some lunch.
Waiter:
Would you like a starter?
Kim:
Yes, I'd like a bowl of chicken soup, please.
Waiter: And what would you like for a main course?
Kim:
I'd like a grilled cheese sandwich.
Waiter:
Would you like anything to drink?
Kim:
Yes, I'd like a glass of Coke, please.
Waiter... (After Kim has her lunch.): Can I bring you anything else?
Kim:
No, thank you. Just the bill.

Waiter:
Kim:
Waiter:
Kim:
Waiter:
Kim:

Certainly.
I don't have my glasses. How much is the lunch?
That's $6.75.
Here you are. Thank you very much.
You're welcome. Have a good day.
Thank you, the same to you.
Use this menu to practice ordering food in a restaurant.

Starters
Chicken Soup
Salad

$2.50
$3.25

Sandwiches - Main Course

Ham and cheese
Tuna
Vegetarian
Grilled Cheese
Piece of Pizza
Cheeseburger
Hamburger deluxe
Spaghetti

$3.50
$3.00
$4.00
$2.50
$2.50
$4.50
$5.00
$5.50

Drinks
Coffee
Tea

$1.25
$1.25

Soft Drinks
Coke, Sprite, Root Beer, etc. $1.75

 7. Teenage Problems - Giving Advice

Aim: Building reading comprehension and advice giving skills / focus on modal verb 'should'
and modal verbs of deduction
Activity: Reading about teenage problems followed by group work
Level: Intermediate - Upper Intermediate
Outline:
Start off the lesson by asking students to suggest what type of problems teenagers
typically may have.
Ask students for advice on what the person should do (reviewing the modal verb
'should').
Have students get into small groups (four or five students).
Distribute the handout with the various teen problems taken from real life. Assign one
(or two) situations to each group.
Have the students answer the questions as a group. Ask students to use the same forms
as given in the questions (i.e. "What might he have thought? - ANSWER: He might
have thought it was too difficult.")
Students should then use the sheet to report back to the class actively using the modal
verb 'should' to give advice.

Ask students to write about a problem they have had.

Students should not write their names on their short problem description
Distribute the problems to other students
Have students answer the questions about the situation described by on of their
classmates
Ask students to give recommendations verbally
Teenage Problems - Giving Advice

Questionnaire: Read your situation and then answer the following questions:
What might the relationship be between the person and his / her parents?
How must he / she feel?
What can't have happened?
Where might he / she live?
Why might he / she have this problem?
What should he / she do? (Give at least 5 suggestions)
Teenage Problems: Texts

Should I Marry Him?

I have been with my Fianc for almost four years. We are going to get married next year but
there are a couple of concerns I have: one is the fact that he never talks about his feelings, he
keeps everything inside. He sometimes has trouble with expressing his excitement about

things also. He never buys me flowers or takes me out to dinner. He says that he doesn't know
why, but he never thinks of things like that.
I don't know if this is a side affect of depression or, maybe, he is sick of me. He says that he
loves me and that he wants to marry me. If this is true, what is his problem?
Female, 19
For Friendship or Love?
I'm one of those guys who have "the quite normal" problem: I'm in love with a girl, but I don't
know what to do. I have already had a crush on some girls, never with any success, but this is
something different. My problem is actually that I'm too coward to tell her anything. I know
that she likes me and we're very, very good friends. We've known each other for about three
years, and our friendship has constantly become better. We often get into quarrels, but we
always make up. Another problem is that we often talk about problems with each other, and so
I know she is having problems with her boyfriend (who I think is not good for her). We meet
almost every day. We always have very much fun together, but is it really so difficult to love
someone who has been a good chum to you until now?
Male, 15
Please Help me and My Family
My family don't get along. It's like we all hate each other. It's my mom, me, my two brothers
and a sister. I am the oldest. We all have certain problems: my mom wants to quit smoking so
she is really stressed out. I am really selfish (I just can't help it). One of my brothers is too
bossy. He thinks he is better than the rest of us and that he is the only one who helps my mom.
My other brother is kind of abusive and depressed. He always starts fights and he's really
spoiled (my mom doesn't yell at him for doing things wrong and when she does, he laughs at
her); My sister (who's 7) makes messes and doesn't clean them up. I really want to help
because I don't like being upset all of the time and having everyone hate everyone else. Even
when we start to get along, someone will say something to upset someone else. Please help
me and my family.
Female, 15
Hates School
I hate school. I cannot stand my school so I skip it almost every day. Luckily, I am a smart
person and I'm in all of the advanced classes and don't have reputation as a rebel. Only the
people who really know me know about my strange feelings. My parents don't care - they
don't even mention it if I don't go to school. What I end up doing is sleeping all day and then
staying up all night talking to my girlfriend. I get behind in my work and when I try to go
back to school I get a bunch of crap from my teachers and friends. I just get so depressed
when I think about it. I have given up on trying to go back and now consider dropping out
altogether, but I really don't want to do that because I realize it would ruin my life. I don't
want to go back at all but I also don't want it to ruin my life. I am so confused and I have
really tried to go back and just can't take it. What should I do? Please help.
Male, 16

WHY DO PEOPLE DO WHAT THEY DO?

Sometimes it seems that understanding other people's actions is an almost impossible task.
This lesson employs a student survey to focus on various motivations and explanations for
different types of behavior. This conversation lesson is especially adapted to upper levels and
open ended discussions. However, a certain amount of structure is important when discussing
such complex subjects. This structure helps students who are less comfortable with expressing
opinions to take an active role in the lesson.
Aim: Discussion of motivations for various types of human behavior - Encouraging reasoning
in English
Activity: Vocabulary activation followed by student survey and discussion
Level: Advanced
Outline:
Activate vocabulary by having students mention various important world events that
have happened in the past 10 - 15 years.
Activate structure (sentence clauses) by taking the students' suggestions and writing
statements on the board which they should then finish. For example: The Berlin Wall
was torn down quickly, ...
Distribute the worksheet and have students get into groups of three or four. Each
group should develop at least five questions on two of the subjects listed.
Alternatively, groups can develop questions on one of the topics and develop a survey
on a topic of their own choice.
Once the surveys have been developed, put students into pairs with a member from
another group. Each pair should then discuss the questions on the survey and take
notes on the responses.
Once the surveys have been taken, have students re-group and compare the results.
Follow-up with a class discussion of some of the most interesting and controversial
points brought up.
Why Do People Do What They Do?
Choose two of the topics below and write five survey questions based on the chosen topic.
For Example: Why do you think the Berlin Wall was torn down? A) Economic necessity B)
The desire of Germans to be united C) A political attempt by the East German Government to
remain in power

The Importance of the Global Village.

Why People Love to Use Cell Phones?
Pupils Rights and Responsibilities.
European Monetary Union.
Equality of Men and Women in the Workplace.
The Importance of Internet
The Rise of Immigration from Developing Nations to Industrialized Nations.

 9 PERSUADING(conversational expressions)
Some means that can be useful is persuading others:
1. Citing facts to support your view, naming their source if the facts are likely to be doubted.
2. Relating relevant incidents or experiences in which you or others have been involved. A
vividly told experience is memorable and convincing.
3. Citing authorities who support your view. Brief direct quotations from the authority are
impressive.
4. Using humour and funny stories to hold the interest of your readers or listeners. (Be sure,
however, that you dont drag in a joke simply to get a laugh. The funny story can illustrate
your arguments in a memorable way.)
5. Using associations to establish a link between things everyone likes (nice people, good
feelings, etc.) and the point of view for which you are arguing, or vice versa.
6. Making a direct appeal, once you have established your case, by expressing your
conviction with sincerity or feeling.
7. Appealing to emotions, if the subject is one you feel deeply about. Don't, however, let the
emotion drown the thinking.
Resisting persuasion
I don't know
Ok (with using information)
We'll see
I know, but
I don't see how
That's a good idea but
That's true, but

No way
Absolutely not
I don't care
That's all out of the question
That might be OK, but
I see what you mean, but
ATTACK AND RESPONSE

Attack
Wouldnt you agree
Wouldnt you say that
Isnt it (also) true (to say), to believe, to assume
Isnt it just possible
Might it not (also) be true
tentative
Surely youd admit
Dont you think
direct
tag questions:

X is ..., isn't it?

X doesn't ..:, does it? )

that + s

direct

If you ask me; As you see it; I'd like to point out that; The point is
Response
I see (take) your point
Possibly (maybe so)
I'd agree with you to a certain extent (tentative)
That may well be (direct)
Fair enough
That's quite true...
informal
Perhaps, but don't you think that
I'm not sure I quite agree
I see what you mean, but
Come off it! You can't be serious.

but + attack

AGREEING & DISAGREEING.

Agreeing
Neutral:
Yes, I agree...
True enough
That's right
I can't help thinking the same.

How true.
I couldn't agree more.
How right that is.
Oh, definitely.

Informal:
Well, that's the thing.
Well, this is it (isn't it)?
Yes, right.
Dead right.

Too true.
I'd go along with you there.
I'm with you there.

Formal:
Oh, I agree entirely.
I agree absolutely with...
My own view/ opinion exactly.

I'm of exactly the same opinion.

I don't think anyone could/would disagree with...
Disagreeing

Neutral:
(Oh,) I don't agree...
I'm not (at all) sure, actually/in fact.
Not really.
Oh, I don't know.
No, I don't think...
I disagree (Im afraid).

Thats not right, surely.

That's not the way I see it I can't agree with...
I cant help thinking...
But isn't it more a matter/question of...?
Do you really think...?

Informal:
(Oh) surely not I don't see why.
I can't go along with...
(Oh,) come off it.
Nonsense!

Rubbish!
No way!
You must be joking.
You can't mean that!

Formal:
I really must take issue with you
(there).
(I'm afraid) I can't accept.

I can't say that I share that/your view.

I'm not at all convinced...
I see things rather differently myself.

Saying you partly agree

Neutral:
I don't entirely agree with
I see your point, but
I see what you mean but...
To a certain extent, yes, but
There's a lot in what you say but
Yes, maybe/perhaps, but

I couldn't agree more, but

That's one way of looking at it, but
Yes but on the other hand, ...
Yes, but we shouldn't forget
Yes, but don't you think...
That's all very well, but

Informal:
Could be, but
OK, but
Yes, but

Mm, but
I'd go along with most of that, but...

Formal:
Well, while I agree with you on the
whole, ...
There's some/a lot of truth in what
you say.

Still/however, I agree in principle, but...

That may to so, but
Granted! But
Personally, I wouldn't go so far as (to say) that

EXPRESSIONS SHOWING CRITICISM AND VIRTUES

I know I am not good at
As for when I look at myself (in a mirror), ... well ... then I see someone a bit different.
That's probably my main fault
I should say I'm not exactly - how should I say?
I suppose I'm not coherent in my behaviour.
You'd have to see it to believe it!
You shouldn't be asking what I think of myself. ...but what I think of...
It's law and order what we need.
I say get rid of...
I'm the sort of ordinary decent person who wants to bring law and order back (to this country).
Well, Im an easy going bloke unless of course...
You wind me up. Then I'm a bit vicious...
I think I've kept myself respectable- that's the word.
I've tried to help ... I've done my best
Perhaps you might consider me a bit of a fanatic.
About But basically I'm a good chap.
Not too polemic ... fond of... That's me.
When I was young I was very shy.
I didnt make (close friends) till in till quite late in life.
I became quite good at being by myself.
I had no one to rely on ... and no one to ask for advice. That made me independent
REACTING TO OPINION
Positive response:
True ... exactly...
I am all out for it.
I am in favour of it.
You have my whole/full support...
I am giving it my backing.
Negatives:
I can't approve of it
No, it bears no relation to...
Neutral:
My personal opinion is...
I'm inclined to think that
It goes further than that

I can see no reason to oppose.

I urge you,..
Please, do consider my words very carefully.
My reaction is extremely favourable.

I would find it difficult to (accept it)...

I'm not sure you are right about it

That's one way of looking at it, but

You would be well advised.

INTERVIEWING PEOPLE
Asking for opinions

What's your opinion of...

What do you think of...
How do you feel about
I was wondering what your opinion of (tentative)
What about (informal)
Expressing personal opinions
In my opinion
From my point of view
Personally, I think that
It would seem to me that (tentative)
As far as I'm able to judge (tentative)
As I see it (direct)
Frankly, I think (direct)
I reckon (informal)
Asking for clarification
I'm sorry, I dont quite understand what you mean by...
I'm sorry, could you explain what you mean by...
I'm afraid, I'm not really very clear about what you mean by... (tentative)
I'm sorry, but could you possibly explain what you mean by... (tentative)
Did you mean that
Do you really think that...
Did you say...
But you said earlier that...
I don't understand what you mean by...
What (exactly) do you mean by... (all rather direct)
Giving clarification
what I'm trying to say is (that)...
Well,
the point I'm trying to make is (that)...
Well, I

think
suppose

what I mean is (that)... (tentative)

What I mean is (that)...

(both direct)
What I'm saying is (that)...
All I'm trying to say is (that)... (informal)
Well,

to be frank...
frankly...

(strong, blunt)

CORRECTING PEOPLE
Let's get this straight from the start...
There appears to have been a slight misunderstanding here.
I'm afraid you've got it all wrong
Actually...
Haven't I already mentioned...
I think I should point out, however...
If I may say so, I believe you've confused...

Am I mistaken in thinking that...

GIVING ADVICE AND ACCEPTING ADVICE OR REJECTING IT
Giving advice
I would advise you to DO...
Personally,
I think your best course would be to DO...
(slightly formal)
It might be a good idea of you DID... (tentative)
Your best bet would be to DO...
I suggest you DO...
Why don't/cant you DO... (direct)
I think you should DO...
(If I were you) I'd DO... (direct; informal)
Accenting advice
sounds
That
(certainly)
seems

a good idea.
like

Thank you.
a good advice.

That's certainly a possibility, (slightly tentative)

Right.

do
I'll

Yes.

that. Thanks. (direct; informal)

try

Rejecting advice
can
Im not sure I

do that. You see + EXCUSE

'd be able to

Isn't there anything else I can/could DO?

103

 10. Creating a New Society

This classic conversation lesson is based on the idea of creating a new society. Students must
decide which laws will be followed and how many freedoms will be allowed. This lesson works
well for students of most levels - except beginners - as the subject brings out many opinions.
Aim: Building conversation skills, expressing opinions
Activity: Group activity deciding on the laws for a new society
Level: pre-intermediate to advanced
Outline:

Help activate vocabulary by asking students which laws they admire most and least in
their own country - and why.
Divide students into groups of 4 - 6. Try to include as many different personalities as
possible in each group (to provide a more stimulating discussion!)
Explain the following situation to the class:
A large area of your country has been set aside by the current government for the
development of a new nation. This area will include an invited international community
of 20,000 men and women. Imagine that your group has to decide the laws of this new
country.

Distribute the worksheet and ask students to discuss the questions.

Answer the worksheet as a class - ask the opinions of each group and leave ample time
for discussion of differing opinions.
As a follow-up activity, the class could discuss which laws and customs they would like
to change in their own country.
Populate Ideal Land

A large area of your country has been set aside by the current government for the development of
a new nation. This area will include an invited international community of 20,000 men and
women. Imagine that your group has to decide the laws of this new country.
Discuss the following questions. Which political system will the country have?
1.
2.
3.
4.
5.
6.
7.
8.

What will the official language(s) be?

Will there be censorship?
What industries will your country try to develop?
Will citizens be allowed to carry a gun?
Will there be the death penalty?
Will there be a state religion?
What kind of immigration policy will there be?
What will the educational system be like? Will there be compulsory education to a certain
age?
9. Who will be allowed to marry?
104

 11. Conversation Lesson: Internet Craze

This lesson plan is based on the idea of having students support opinions that are not necessarily
their own during debates can help improve students fluency. In this manner, students
pragmatically focus on correct production skills in conversation rather than striving to "win" the
argument.
Of course, once students have become confident in their production skills, they can obviously
argue the point they truly believe in.
Aim: Improve conversational skills when supporting a point of view
Activity: Debate concerning the current and future impact of the Internet on daily life
Level: Upper-intermediate to advanced
Outline:

Review language used when expressing opinions, disagreeing, making comments on

other person's point of view, etc. (See work sheet)

Ask students to consider the following statement:

The Internet has forever changed the way we live. Its importance will continue to grow.
By the year 2010 most of the world will be conducting its business, receiving its media
(TV, films, music), and staying in touch solely via the Internet.

Based on students' responses, divide the students into two groups. Its important to make
sure that students are put into the group with the opposite opinion of what they seemed to
believe in the warm-up conversation.

Give students worksheets including ideas pro and con. Have students develop arguments
using the ideas on the worksheet as a springboard for further ideas and discussion.

Once students have prepared their opening arguments, begin with the debate. Each team
has 5 minutes to present their principal ideas.

Have students prepare notes and make rebuttal to the expressed opinions.

While the debate is in progress, take notes on common errors made by the students.

At the end of debate, take time for a short focus on common mistakes. This is important,
as students should not be too involved emotionally and therefore will be quite capable of
recognizing language problems - as opposed to problems in beliefs!

105

 12. INTERNET CRAZE

What do you think about the following statement?
The Internet has forever changed the way we live. Its importance will continue to grow. By the
year 2010 most of the world will be conducting its business, receiving its media (TV, films,
music), and staying in touch solely via the Internet.
Use the clues and ideas below to help you create an argument for your appointed point of view
with your team members. Below you will find phrases and language helpful in expressing
opinions, offering explanations and disagreeing.
Opinions, Preferences:
I think..., In my opinion..., I'd like to..., I'd rather..., I'd prefer..., The way I see it..., As far as I'm
concerned..., If it were up to me..., I suppose..., I suspect that..., I'm pretty sure that..., It is fairly
certain that..., I'm convinced that..., I honestly feel that, I strongly believe that..., Without a
doubt,...,
Disagreeing:
I don't think that..., Don't you think it would be better..., I don't agree, I'd prefer..., Shouldn't we
consider..., But what about..., I'm afraid I don't agree..., Frankly, I doubt if..., Let's face it, The
truth of the matter is..., The problem with your point of view is that...
Giving Reasons and offering explanations: To start with, The reason why..., That's why..., For
this reason..., That's the reason why..., Many people think...., Considering..., Allowing for the fact
that..., When you consider that...
The Internet Will Change Our Lives in Every Aspect

The use of the Internet around the world is doubling every few months.
The Internet has already changed the way we communicate.
Business has invested billions in the Internet.
The Internet is becoming faster all the time; you can already watch video or listen to
Mp3s via the Internet.
Many people now live at home and work via the Internet.
The Internet has created unlimited new business opportunities
Most people use email instead of writing letters to keep in touch with their friends.
The Internet is still very young.

The Internet Is Just a New Form of Communication, But It Will Not Change Everything in Our
Lives
The Internet, while interesting, is just a fad.
People want to go out and meet other people when they do their shopping.
It is too difficult to use the Internet and computers, most people do not have the patience.
Reading on a computer screen is uncomfortable and people will never stop reading,
listening to music and being entertained in traditional ways.
The Internet creates cultural homogenization - some would say Americanization, and
eventually people will get tired of this.
The only real interaction between people must take place face to face but not 'virtually'.

106

 The Internet is mainly used by teenagers and other people who have lots of time to waste.

107

 13 CONVERSATION LESSON:
MEN AND WOMEN - EQUAL AT LAST?
This debate can easily be carried out between young men and women in the class, or those who
believe the statement is true and those who do not. Another variation is based on the idea that
having students support opinions that are not necessarily of their own during debates can help
improve students fluency. In this manner, students pragmatically focus on correct production
skills in conversation rather than striving to "win" the argument. For more information on this
approach please see the following feature: Teaching Conversational Skills: Tips and Strategies
Aim: Improve conversational skills when supporting a point of view
Activity: Debate about the question of whether men and women are truly equal
Level: Upper-intermediate to advanced
Outline:
Review language used when expressing opinions, disagreeing, making comments on
other person's point of view, etc. (See work sheet)
Write a few ideas on the board to encourage discussion of the equality between men and
women: workplace, home, government, etc.
Ask students if they feel that women are truly equal to men in these various roles and
places.
Based on students' responses, divide groups up into two groups. One group arguing that
equality has been achieved for women and one that feels that women have not yet
attained true equality to men. Idea: Put students into the group with the opposite opinion
of what they seemed to believe in the warm-up conversation.
Give students worksheets including ideas pro and con. Have students develop arguments
using the ideas on the worksheet as a springboard for further ideas and discussion.
Once students have prepared their opening arguments, begin with the debate. Each team
has 5 minutes to present their principal ideas.
Have students prepare notes and make rebuttal to the expressed opinions.
While the debate is in progress, take notes on common errors made by the students.
At the end of debate, take time for a short focus on common mistakes. This is important,
as students should not be too involved emotionally and therefore will be quite capable of
recognizing language problems - as opposed to problems in beliefs!

108

Men and Women - Equal at Last?

You are going to debate whether women are finally truly equal to men. Use the clues and ideas
below to help you create an argument for your appointed point of view with your team members.
Below you will find phrases and language helpful in expressing opinions, offering explanations
and disagreeing.
Opinions, Preferences:
I think..., In my opinion..., I'd like to..., I'd rather..., I'd prefer..., The way I see it..., As far as I'm
concerned..., If it were up to me..., I suppose..., I suspect that..., I'm pretty sure that..., It is fairly
certain that..., I'm convinced that..., I honestly feel that, I strongly believe that..., Without a
doubt,...,
Disagreeing:
I don't think that..., Don't you think it would be better..., I don't agree, I'd prefer..., Shouldn't we
consider..., But what about..., I'm afraid I don't agree..., Frankly, I doubt if..., Let's face it, The
truth of the matter is..., The problem with your point of view is that...
Giving Reasons and offering explanations:
To start with, The reason why..., That's why..., For this reason..., That's the reason why..., Many
people think...., Considering..., Allowing for the fact that..., When you consider that...
Yes, Women Are Now Equal To Men.
Many governments have both male and female representatives.
Many companies are now owned or managed by women.
A lot of progress has been made since the 1960s.
Television series now portray women as successful career makers.
Men now share in the raising of children and household responsibilities.
Many important laws have been passed to ensure equality in the workplace.
In many places, a married couple can choose whether the man or the women takes leave
from work to look after the newly born baby.
People aren't discussing equality anymore. It has become a reality.
Have you ever heard of Margaret Thatcher?

Excuse Me? Women Still Have A Long Way to Go Before They Are Equal To Men.
Women still earn less than men in many work situations.
Women are still portrayed in a superficial manner in many television shows.
Look at international sporting. How many professional female leagues are as successful
as their male counterparts?
Most governments still are made up in their majority of men.
We are having this debate because women are not equal. Otherwise, there would be no
need to discuss the matter.
Women are often not given enough responsibility based on the possibility that they might
become pregnant.
The amount of sexual harassment suits have increased over the past 10 years.
109

 14 TOURISM
Context
Tourism accounts for a significant, and growing, proportion of gross global product: an estimated
10.6% in 1996. In that year, 595 million trips were made abroad (an increase of 5.5% on 1995
and 77% on 1986). By 2010, an estimated 937 million trips will be made. Total (direct and
indirect) spending totalled $3.6 trillion, supporting at least 10% of global employment. However,
fears about the costs of tourism increasingly focus on the environmental damage done to
especially popular honey pot sites as well as the economic fragility of dependence on tourist
income. Since the Brundtland Report and the Rio Summit, the concept of sustainable tourism
(that which does not cause long term environmental damage) has been focused upon, along with
fashionable, but environmentally ambiguous ecotourism. Key organizations such as the World
Tourism Organization and the World Travel and Tourism Council try to develop contacts
between different members of the tourism market, to reconcile their competing interests.
PROS

CONS

Tourism vastly increases income to a particular

area or country, not only via direct spending
but also through taxation and the purchase of
luxury goods which creates a larger market
than would be possible with purely local
spending. In many less developed countries
tourism acts as an alternative to cash crops,
improving terms of trade and creating a more
diversified economic base

International tourism in particular may increase

short-term returns, but at the cost of a
dependence on the vagaries of fashions. A
single climatic disaster, such as a hurricane, or
a crime wave (as in South Africa), or terrorist
attack (such as that at Luxor in 1997, where 58
tourists were attacked) will mean the market
quickly collapses. Even without this, changing
trends will mean tourist tastes shift every few
years.

Revenue received from tourists can be

reinvested in improving otherwise poorly
funded infrastructure, both in areas visited and
in the rest of the country too.

Often large sums of money are needed to

attract tourists, so significant capital investment
may be wasted (as in Jeju in South Korea,
which is spending $3.6b over ten years). The
spending is concentrated in resorts rather than
spread across the country, or being put into
providing for basic needs.

The multiplier effect of spending works

through the economy to sustain levels of
employment and increase labour market
flexibility. If local people are employed in the
industry then they are more likely to accept the
demands tourists make.

Many hotels are part of large international

chains, choosing to exploit local labour purely
because it is cheap. It is hard to get banks to
lend money to set up smaller hotels as the
investments are seen as too risky, and so
artificially high interest rates deter investment
or competition.

The recent trend of ecotourism can provide

benefits to serious research, such as in Belize
where tourist divers collect information for
scientists (with a similar project regarding
Australian whale sharks). Governments not
otherwise inclined to protect such species will

So-called ecotourism is as unsustainable as

other forms, given the lack (apart from in
Australia) of an accepted system of
accreditation. Ecotourism can entail anything
from a sincere attempt to maintain the
ecosystem to a packaged imitation of real
110

have a financial incentive as well as a moral wildlife/culture. Ironically, the attractions of

imperative to do so if tourists encourage it.
unspoilt countryside are ruined by ever more
visitors: tourism is a good example of classic
market failure, where the social costs are paid
by those receiving few, if any, of the benefits.
Carried out in the right way, tourism may not
conflict with conservation. In York,
maintaining geographical separation between
old and new buildings and refusing planning
permission for certain heights of offices
prevents architectural vandalism. Similar care
has been taken on parts of the Sinai coast. In
fact, artificial imitations in Las Vegas or
Disneyworld serve to ease the pressure on
original areas.

It is not purely ecosystems which are

damaged by the pressure of consumption (e.g.
by sewage output or pressure on water
resources), but also ancient monuments or
heritage sites. Millions of feet have eroded
paths in the Peak District and the Great Wall of
China. Cheaply constructed concrete hotels are
unsympathetic to the architectural vernacular.
Furthermore, noise pollution derives from
clubs and bars provided for tourists.

There is a longstanding didactic tradition

within tourism, which widens cultural
knowledge and understanding across areas. It
is possible to re-brand an area, such as Las
Vegas, away from a negative image of
gambling to a positive family orientated
marketing strategy.

Tourism demands that an area conform to a

certain stereotyped image, often preventing
modernization or development, or requiring the
local inhabitants to make a caricature of their
own culture. Local hostility is already turning
to litigation over the issues of access to private
beaches, diving areas, water and grazing land.

The numbers of tourists will continue to rise

due to cheaper travel and greater access to
previously closed countries anyway so it is
better to try to provide facilities for them than
to allow unlimited access.

The increased size of the industry is currently

unsustainable. Infrastructure, and in particular
airspace, is already unable to cope with the
amount of journeys demanded so ways must
be found by which to reduce tourists
artificially.

111

Chapter IV. Role playing games

I. COLLEGE LIFE / IT'S YOUR CHOICE
Situation
A group of students earned some money during their summer holidays. At a special
meeting they discuss the best way to spend the money.
There are the proposals to be discussed:
1. a trip to London
2. purchase of some equipment to launch a disco club
3. distribution of the money among the students
Cast list
Gail/Oliver
Carol/David
Lisa/Greg
Alice/Phil

students, members of the summer team

Lecturer C., a young lecturer, the students' tutor

Stephanie/Charles, a member of the student committee
Deborah/Jim, representing a student newspaper
Maya/Kevin, a British student on an exchange visit to Chiinu
What you must decide
Which two of the proposals would most benefit everybody concerned and the English
department? A vote must be taken.
Role cards
Gail/Oliver
Aged 19
You were one of the team. You are a great traveller. You are happy as in summer you
worked in a new place and now you look forward to a trip to London. If all the group doesn't
want to go to London you'd like to have your share of the money and go there alone (though it is
less preferable as you usually get lost in new places and don't make friends easily).
Carol/David
Aged 22
You were one of the team. You worked last summer to earn some money to get married
but it's a secret yet. So you prefer to have your share of the money. If somebody is really very
keen on dancing there are a lot of disco clubs in the city. The most you agree with is a trip to
Leningrad as you were there as a child many years ago.
Lisa/Greg
Aged 21
You were one of the team. You enjoyed your summer work very much. You think that a
disco club is just the thing for you as you believe that dancing is the best way to relax and to
enjoy yourself. Your second choice is the distribution of the money among the students. No trip
to London for you as you've been there more than once.
Alice/Phil
Aged 21
You were one of the team. You are sure all the money ought to be spent on the equipment
for a disco club. All the students will benefit by it. You also know that Carol/David is saving
money for the wedding trip but you must keep it secret. Being a devoted friend you speak in
favour of the distribution of the money among the students.
Lecturer C.

Aged 28
112

You are a young lecturer, the students' tutor. As a comparatively young person you share
their enthusiasm about a disco club. But you think that being a tutor you should argue for a trip
to London. You feel that you are expected to help with the arrangements. (You would like to go
to London as well.)
Stephanie/Charles
Aged 23
You are a member of the student committee. You did not work with the group this
summer as you were ill and you envy them. You try to learn more about their work. You support
a purchase of some equipment for a disco club. You believe that a trip to London is not a bad
idea but needs a lot of organization. You conduct the discussion and the vote at the end of it.
Deborah/Jim
Aged 22
You write for the student newspaper. You have been asked to cover the meeting. In the
course of it you try to find out more about the students' summer work (place, the kind of job,
environment, etc.). You think that next summer you would go with the group too. Involve the
British student in the discussion.
Maya/Kevin
Aged 21
You are one of the British group on an exchange visit. Students in Great Britain don't get
any grant during their vacations. You do work every summer but it's your own business. You
have to look for a job and you are happy to take up anything that will turn up. You tell the
students about it when asked.
Possible follow-ups:
1. Do you think the students' summer work should be related to their future profession?
Whatever your answer, give your reasons.
2. Write up this role-play as a newspaper article.
3. Prepare a talk by a visiting student from Great Britain on students' life (unions, clubs, and
societies).
II. EXAMS OR CONTINUOUS ASSESSMENT?
Situation
A special meeting of the staff of the English Department will be held to discuss a possible
shift from exams to continuous assessment, i.e. a student's final mark is an average of the marks
for all the work he/she has done during the course/term.
Cast list
Prof. D., Head of the English Department
Lecturer N.
Lecturer G.

senior lecturers

Lecturer V.
Lecturer C.

junior lecturers

Diana/Tom
Melanie/David

final-year students

Postgraduate P.
Yvonne /Samuel Jones, a visiting English lecturer

113

What you must decide

What form of assessment is more efficient and reliable: exams or continuous assessment?
A vote must be taken.
Role cards
Prof. D.
Aged 51
You are Head of the English Department and conduct a special meeting to discuss what
form of assessment is more efficient and reliable: exams or continuous assessment. You are of
the opinion that exams are a well-tried system, but you do not object to abolishing exams in one
of the years, possibly in the first year, and introducing continuous assessment as an experiment.
At the end of the discussion you sum up the arguments presented and hold a vote.
NB: The results of the vote will be taken to the Academic secretary of the university.
Lecturer N.
Aged 49
You are a senior, lecturer in the English Department. You are convinced that exams are
the best quick way of assessing a student. Their reliability has been proved again, and again. The
exam system may not be perfect, but it's the best we have; it may be painful, but so are many
things in life.
Lecturer G.
Aged 54
You are a senior lecturer in the English Department. You agree that the most successful
students are not always the best educated, they are the best trained in the technique or working
under pressure. Possible faults of the exams are not the faults of the system itself but of the
teacher that is your conviction. However there are advantages in continuous assessment, as it
is probably more objective, but it needs to be proved/ tested. So you suggest an experiment
(exams abolished, continuous assessment introduced) with a group of students.
Lecturer V.
Aged 32
You are a junior lecturer in the English Department.
You think that exams as a form of assessment must be abolished altogether. Your arguments are
as follows: firstly, exams are a test of memory not ability. They encourage memorizing, restrict
reading and induce cramming and secondly, as anxiety-makers exams-are second to none,
because so much depends on them.
Lecturer C.
Aged 29
You are a junior lecturer in the English Department. You speak in favour of continuous
assessment as it is more objective and a student has to work continuously but not rapidly under
the extreme pressure of exams. It motivates a student to read widely and to seek more and more
knowledge, eliminating cramming. Besides it's a pity that teachers themselves are often judged
by examination results and instead of teaching their subjects they are reduced to training their
students in exam techniques which they despise.
Diana/Tom
Aged 22
You are a final-year student in the English Department. You are clever and a bit lazy. You
have a knack of concentration under pressure and are always successful at exams. You are
against continuous assessment because it is sure to reveal the gaps in your knowledge. While
stating your arguments you address Lecturer G., a senior lecturer, because he/she will be your
examiner this term.
Melanie/David
Aged 23
You are a final-year student in the English Department. You think exams should be
abolished. Your arguments are, firstly, no one can show his knowledge to advantage after a
114

sleepless flight or when he/she is in mortal terror (some recollections of your personal
experience would serve as good proof), secondly, examiners may be subjective at times.
NB: You are an industrious student, you work hard during the term but unlike Diana/Tom
you don't have a knack of working rapidly under the extreme pressure of exams.
Postgraduates.
Aged 27
You are a postgraduate in the English Department. You are doing research on the new
methods of assessment. You disagree that the methods of testing a person's knowledge and
ability remain as primitive as in the past. You argue that extensive research into objective testing
techniques has been carried out. There are already complex checking systems, among them
computers, used by examiners to specially devised tests. In addition exams may be supplemented
by the teachers' monthly assessment.
Yvonne /Samuel Jones
Aged 35
You are a visiting English teacher. That day you are present at a meeting of the staff of
the English Department where a possible shift from exams to continuous assessment is being
discussed. You are a true supporter of exams as you think it is an old and widely-spread system
of assessing students' knowledge. In your country practically all exams are written (oral exams
are a rare exception for modern languages). You know that in some universities they've
introduced continuous assessment but you personally are rather skeptical about it.
Possible follow-ups:
1. Speak on the following topic: "Exams or Continuous Assessment".
a) a student's view;
b) a teacher's view.
2. Prepare a talk on the comparative study of the British and the Moldovan marking systems.
3. Write a composition on the following topics:
a) The most adequate (revealing) tasks for teaching the students' skills in the senior stage.
b) My first exam.
III. DISCUSSING A TEXTBOOK
Situation
A school textbook is to be re-edited. At a special meeting possible changes to be
introduced are discussed. The teacher must decide which textbook the group is going to discuss
in the role-play. The students are given cards in advance so that they will study the chosen
textbook and find out the items for criticism and approval.
Cast list
The author
A representative of the publishers
Teacher A.
Teacher M.
Mary/Daniel
Christine/Chris
Hillary/Bill

final-year students

Nona/Richard Smith, a visiting English teacher

What you must decide
What possible changes should be introduced into the second edition of the textbook?

115

Role cards:
The author
Aged 55
You are the author of the textbook. It is highly valued by the school teachers and so the
publishing house is planning the second edition of it. As you have not been teaching at school
yourself for the last ten years you have had no feed-back from the learners (only practicing
teachers have). You appreciate the criticism and suggestions offered by the participants of the
discussion. But you are a bit hurt by the students' impertinent remarks on your textbook and you
let it show.
Publisher
Aged 45
You are representing the publishing house specializing in textbooks. You conduct the
discussion but your contribution to it is rather limited as you are more concerned with technical
matters, therefore you object to colour illustrations urging to observe space limit. At the end of
the discussion you thank the participants, promising to inform the editorial board of their
suggestions/proposals.
Teacher A.
Aged 54
You are an experienced English teacher, favouring the existing textbook, its layout and
the exercises provided. As some people doubt the necessity of using the students mother
tongue and especially a number of exercises on translation you strongly object to this view and
argue in favour of translation as an objective method of foreign language teaching.
NB: After being at college together with the author of the textbook, you worked at the
same school for some time.
Teacher M.
Aged 25
You are a young teacher with an urge to make innovations. You've been using the
textbook for two years but you can't say you are happy about it. Your firm conviction is language
and culture are not separable and should be taught together. But the textbook is not informative
enough. So you insist that more information about the country should be provided and should be
definitely supplemented by colour illustrations.
Mary/Daniel
Aged 22
You are a final-year student who has already had two teaching practices in school. You
are flattered by the invitation to participate in the discussion. You were asked to look through the
exercises and drill material on the vocabulary and evaluate them. Say whether you consider the
essential language items are really the most commonly used words about the topic.
Christine/Chris
Aged 22
You are a final-year student. You were reluctant to participate in the discussion as you
think that the grammar exercises you were asked to look through are subjected to lot of criticism.
They should be more contextualised. Exercises on translation and filling in the blanks should be
eliminated. You sound too categorical and uncompromising but you are not aware of it.
Hillary/Bill
Aged 30
You are a final-year student of an evening class. For the last two years you were allowed
to work at school as a teacher. Therefore you know the textbook well. You think no textbook can
be perfectly designed and there is no limit to perfection. Concerning possible changes some texts
pertaining to real-life teaching situations should be added to the course as well as additional
visual aids (maps, diagrams, cartoons, slides, etc.).
Nona/Richard Smith

Aged 35
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You are a visiting English teacher with the English department. Today you are
present at a special meeting where a school textbook planned to be re-edited is discussed You
are surprised to hear of a complex set of teaching material (try to find out what the set consists
of). In Great Britain it's, up to the subject teachers to choose any textbook for their forms. So you
think that approach is a bit biased as it may reflect teachers preferences and it makes it difficult
for a child to change schools.
Possible follow-ups:
1. How should the exercises on translation be dealt with:
a) gone over by the teacher in class;
b) corrected by the teacher out of class;
c) corrected by the students themselves by the given keys. Give your reasons.
IV. TELEVISION
Situation
At a students' debating club a discussion is held on the role of television in society. Some
students of the British group who are on an exchange visit to Chiinu are participating in it. The
discussion is conducted by a well-known journalist. The students are asked to give some serious
thought to the following problems:
1. Television and children. (Whole generations are growing up addicted to television.)
2. Books versus screen versions. (Active pursuits such as reading give way to passive screenwatching.)
3. The pros and cons of video cassette TV.
Cast list:
A journalist
A psychologist
A postgraduate
Julie
Sharon
students of the English Department
Rebeca
Mike/ Carol
British students
Brian/Donna
What you must decide
Whose arguments sounded more convincing?
Role cards:
Journalist
Aged 54
You are a well-known journalist. You were asked to lead the discussion. In setting the
problems for discussion you are deliberately provocative and extreme. Don't forget that you
started your career as a producer of feature films and thus you argue in favour of
cinematography. At the end of the discussion you mention your intention to write an article on
youth and television and you thank the participants for their valuable contribution.
Psychologist
Aged 40
You are a psychologist specializing in children's psychology. You are concerned with the
impact of television on children. You state that those addicted to television have poorly
developed speech habits, they become lazy, they read little, do not communicate with each other
and their parents, in short, they become passive observers. You believe it's the parents' duty to
regulate children's viewing time and choose suitable programmes.

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Postgraduate
Aged 30
You are a postgraduate in audio-visual techniques in teaching. You specialize in
educational television. You are of the opinion that it creates enormous possibilities for education.
Close-circuit TV, language teaching, specialized subjects may serve as good examples. You can't
argue that television displaces reading. But you do not object to a good screen version of a
classic as a supplement to the original.
Julie

Aged 21
You are a fourth-year student participating in a TV language teaching programme, so you
are a real devotee of television. You speak of the growing popularity of television and think
that it will definitely destroy the film industry since it brings entertainment and even
education right into your home.
Sharon

Aged 22
You are a final-year student. You praise television as the shortest and easiest way to gain
knowledge. Screen versions of classics have helped you more than once before literature
examinations. Video cassette TV is becoming a popular way of viewing and you think that the
future is with it.
Rebeca

Aged 23
You are a final-year student, recently married. Both your husband and you believe that
television prevents everybody from going out into the world itself. No second-hand experience
for you, only real books, theatres and films. You are convinced that television deprives you of the
enjoyment of entertaining and that it is no substitute for civilized pleasures or for active hobbies
and sports.
Mike/ Carol
Aged 21
You are one of the British groups on an exchange visit to Chisinau. During your stay you
are to do a project on the educational value of television. You say a few words about the Open
University as a form of adult education on television. There are a number of problems under
discussion. What particularly concerns you is that people, children especially, are reading far
less. They now prefer screenplays and TV serials to books.
Brian/Donna
Aged 23
You are one of the British groups on an exchange visit to Chisinau. During your stay in
the country you are to do a project on television in Moldova. You are present at a discussion on
the role of television in society. Your special interest is the impact of television on children as
you are afraid that very often children grow up addicted to the telly and are exposed to rubbishy
commercials, violence, etc. You'd like to know the content of TV programmes.
Possible follow-ups:
1. Choose an evening's viewing for:
a) a foreign visitor whose Moldavian is good and who is very interested in learning more
about Moldova and our way of life.
b) a foreign visitor whose Moldavian is not very good.
2. Write a composition on one of the following topics:
a) The year 2020. What changes in television would you expect to have taken place?
b) The pros and cons of TV educational programmes.
c) The challenges of TV for teenage viewers.

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Bibliography
1. At the crossroads: Students Book 12/ Galina Chira, M. Duciac, M. Gsca.-Chiinu:
ARC, 2004.
2. English for Life. Pupils Book. Burdeniuc G., Onofreiciuc E., Rotaru S., Fabian E.,
Codeacov L., Carau T., LabliucL.- Teora, Prut International, ARC, 2000.
3. English for You. Pupils Book. Ignatiuc I., Aladin L., Foca L., Puiu D.- Teora, Prut
International, ARC, 2000.
4. English for You and Me. Pupils Book. Mustea T., Manic A., Glavan L.- Teora, Prut
International, ARC, 2000.
5. English for Success. Pupils Book. Duciac M., Gsca M. - Teora, Prut International,
ARC, 2000.
6. English Teachers Book. Vereshciagina J. N., Afanasyeva O. V.- Prosveshenie, Moscow.1999.
7. Gradinari, G., Velea N. Make Your Grammar Active.- UPS I. Creanga, 2003.
8. Ghid Practic de Gramatica Engleza. Fgurel L., Secrier V., - Lyceum, 2005.
9. Murphy R. Essential Grammar in Use, - Cambridge University Press, 1994.
10. This is Our World/ Students Book 11/ Galina Chira, M. Duciac, M. Gsca.-Chiinu:
ARC, 2003.
11. Thomson A.J., Martinet A.V. A Practical English Grammar. Oxford University Press,
1999.
12. Working Together: Students Book 10/ Galina Chira, M. Duciac, M. Gsca.-Chiinu:
ARC, 2002.
13. . . . .- .:
KAPO, 2002.
14. 2- . . . . .: , 1987.
15. 4- . . . . .: , 1991.
Dictionaries:
16. Oxford Advanced Learners Dictionary of Current English. A.S. Hornby, Oxford
University Press, 1999.
17. Webster Pocket Dictionary and Thesaurus of the English language. V. Nichols, USA,
1999.

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Contents:
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Chapter I. Tests for 10-12th forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Tests for 10th forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Tests for 11th forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Tests for 12th forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Chapter II. Supplementary Tests for Advanced Level Students . . . . . .40
Chapter III. Debate Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Chapter IV. Role-playing Games . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .116

120