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Grammar Test: Correct Answer Selection

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0% found this document useful (0 votes)
14 views7 pages

Grammar Test: Correct Answer Selection

Uploaded by

linhphamk978
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as ODT, PDF, TXT or read online on Scribd

Test 2

GRAMMAR:
Look at these examples. The correct answers are underlined.
a) In warm climates people like/likes / are liking sitting outside in the
sun.
b) If it is very hot, they sit at/in /under the shade.
Now the test will begin. Underline the correct answer. (For each
correct answer 1 point)
1. Water be freezing / is freezing /treezes at a temperature of 0°C.
2. In some countries there is / is/ it is very dark all the time in
winter.
3. In cold countries people wear light clothes for keeping to keep/
for to keep cool.
4. In Madeira they have the good/ good/ a good weather almost
all year.
5. Most Mediterranean countries are more warm / the more
warm/ wamer in October than in April.
6. Parts of Australia don't have the/ some/ any rain for long
periods.
7. In the Arctic and Antarctic it is / there i/ it has a lot of snow.
8. Climate is very important in most of / most / the most people's
lives.
9. Even now there is little/ few / less we can do to control the
weather.
10. In the future we'll need/ we are needing / we can need to
get a lot of power from the sun and the wind.
11. Pele is still pertaps most/ the most/ the more famous
footballer in the word.
12. He had been / is / was born in 1940.
13. His mother not want / wasnt wanting / didnt want him to
be a footballer.
14. But he used/ ought / has used to watch his father play.
15. His father made him to /Made him/ would make him to
practise every day.
16. He learmed to use or his left foot or / and his left foot
and/ both his left foot and his right.
17. He got the name Pele when he had only ten years /was
only ten / was only ten years.
18. By 1956 he has joined / joined / had joined Santos and
had scored in his first game.
19. In 1957 he has been picked/ was picked/ was picking for
the Brazilian national team.
20. The World Cup Finals were in 1958 and Pele was looking
forward to play / to playing / to be playing .
21. But he hurt this / the / his knee in a game in Brazil.
22. He thought he isnt golng to / couldnt/ wasnt going to be
able to play in the finals in Sweden.
23. If he hadnt been/ werent / wouldnt be so important to
the team, he would have been left behind.
24. But he was a such /such a/ a şo brilliant player, they took
him anyway.
25. And even though / even so / in spite of he was injured he
helped Brazil to win the final.
26. The history of the World Cup is quite a/ a quite / quite
short one.
27. Footbal has been / is being / was played for
28. Above / over / more that a hundred years, but the first
World Cup.
29. Competition did not be /was not/ was not being held
until.
30. 1990. Uruguay could win / were winning / had won final
the Olympic football.
31. Final in 1924 and 1928 and wanted be/ being / to be
World Champions for the third time.
32. Four teams entered from Europe, but with a little / few /
little with success.
33. It was the first time which/ that / when professional
teams.
34. are playing / would play /had played for a world title.
35. It wasnt until four years later / more /further that a
36. European team succeeded to win/ in Winning/ at
winning
37. For the/ a/ its first time. The 1934 World again was
38. again won by a/ the/ one home team,
39. what / this /whiçh has been the case several times since
40. then. The 1934 final was among/ between/ against two
41. European teams, Czechoslovakia and Italy. Italy, which /
that who won,
42. went on to win / winning / to have won the 1938 final.
Winning
43. successive finals is something that is not / was no/ has not
been achievea
44. again until Brazil did these / them/ it 1958 and 1962. If
Brazil
45. would have won/ would win/ had won in 1966 then the
46. authorities would have needed to have/ let / make the
original World Cup replaced.
47. But England stopped the Brazilians to get / geting / get a
third successive win. An England player,
48. Geoff Hurst, scored three goals in the final and won it
almost by his own / on himself / by himseft
49. 1966 proved being /as being/to be the last year that
England
50. would /will /did even quality for the finals till 1982,
though they got in as winners in 1970.
Part 2:
51. Many persons /people/peoples nowadays believe that
everyone should learn to use computers.
52. The majority of children in the UK have/ has /are having
access to a micro-computer.
53. There are more computers per head in England than
anywhere else / somewhere else / anywhere other in the
world.
54. Learning a computer language is not the same as/like/than
learning a real language.
55. Most people start off with “Basic”, who/ what/which is
the easiest to learn.
56. Children seem to find computers easy, but many adults
aren't used to work /the work/ working with microtechnology.
57. There aren't no/ any/ some easy ways of leaming to
program a computer
58. The only way to become really proficient is to practise a
lot on your own/ by your own /on your self
59. You can pick up the basics quite quickly if you want to
/would/ are willing to make an effort.
60. Most adults feel it would be easier if only they would
have started / would start / had started computer studues
earlier.
61. Some people would just rather/ prefer/ better not have
anything to do with computers at all.
62. A lot have resigned themselves to pevereven know/
known/ knowing how a computer works.
63. Microtechnology is moving so fast that hardy anybody /
nobody/ no one can keep up with it an.
64. It's no use in trying /to try / trying to learn about
computers just by reading books.
65. Live / Life / Living with a foreign family can be a good
way to learn a language.
Below is a letter written to the 'advice' column of a daily
newspaper. Tick the correct answers. Dear Marge.
66. I am writing / will write / shoud write to you because
67. am not knowing /dont know / know not what to do. Im
twenty-six and a teacher at
68. a primary school in Norwich where I'm working/Ive
working/ I work for the last five years.
69. Wheh I was/ have been/ had been there for a couple of
years, one of the older members of staff
70. would leave/left / had been leaving, and a new teacher
71. would be /became /was appointed to work in the same
department as me.
72. We worked / have worked/ should work together with
the same classes during her first year
73. and had the opportunity for building/ possibilities to
build/ chance to build up a good professional
74. relationship. Then, about eighteen months after she has
arived / to have artived / ariving
75. in Norwich, she decided to buy her own/ herseft/ her a
house.
76. She was tired of to live /live/ Living in rented
accommodation and wanted a place.
77. by her own/ of her own/ of herself. At about the sanme
time, I
78. Was given/ have been given/ gave notice by the landlord
of the flat
79. What I was living/ that I had lived/ I was living in
80. and she asked me if I liked/ had liked/ would like to live
81. with her. She said/ told/ explained me that by the time
she
82. would pay /would have paid / had paid he mortgage
83. and the bills it/ there/ they wouldn't be
84. a lot/ many/ few left to live on. She suggested
85. us to/ we should/ we may share the house and share the
costs.
86. It seemed like a good idea, so after we'd agree/ we could
agree/ we agreed with all the details
87. What/ that / who needed to be sorted out, we moved into
the new house together.
88. At the end of thls monto we have lived /we have been
Iiving /we'll have been living
89. together for a year and a half. It's the first time I live/ I'm
living / I've lived with anybody before, but
90. I should guess/ I might have guessed/ I'd have guessed
what woułd happen. I've fallen in love with her and now she's
been offered another job 200 miles away and is going to move. I
don't know what to do. Please give me some advice.
Yours in shy desperation,
Steve

Look at the following examples of question tags in English.


The correct fom of the tag is underilined.
a) He's getting the 9.15 train, Isnt he / hasn't he / wasnt he ?
c) Tom didn't tell you, hasn't he / didnt he / did he ?
b) She works in a library, isnʻt she / doesn't she / doesnt he ?
d) Someoneʻs forgotten to switch off the gas, didn't one/ didnt
they / havent they_?
Now underline the correct question tags in the following 10
items. (For each correct answer 1 point)
91. Steve's off to China, has he/ hasn't he/ isn't he ?
92. It'll be a year before we see him again, won't it/ won't we/
shan't it?
93. I believe he's given up smoking, isn't he /don't I/hasn't
he?
94. I'm next on the list to go out there, am not I /are I/aren't
I?
95. No doubt you'd rather he didnt stay abroad too long,
shouldn't you /wouldn't you /hadn't you?
96. He'saTelbeenaway for this long before, is he/hasn't he /
has he?
97. So you think he'll be back before November, shall he/ will
he / do you?
98. Nobody's disagreed with the latest proposals, did he /has
he /have they ?
99. We'd better not delay reading this any longer, should
we /did we /had we?
100. Now's hardly the time to tell me you didn't need a test at
all, did you/ is it/ isn't I?

Common questions

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The document offers grammatical insights into action sequences in sports through its use of past and past perfect tenses, clarifying the order and impact of events. For example, using past perfect like 'had joined' distinguishes actions completed before other past actions, aiding in understanding timelines and developments within sports narratives . This sequence organization highlights the chronology and enables detailed recounting of significant milestones, such as career developments and competition results . Understanding these sequences is crucial for analyzing historical sports events and conveying their progression accurately.

The document illustrates the cultural importance of computer literacy through the widespread belief that everyone should learn to use computers, reflecting its necessity in modern society . It highlights how most children in the UK have access to a micro-computer, signifying the shift towards integrating technology into daily life and education . The abundance of computers in England compared to other countries suggests a cultural prioritization of technological proficiency . The document also suggests pragmatic challenges for adults not accustomed to these technologies, reinforcing the importance of widespread literacy . This emphasizes computer literacy as a vital cultural and practical skill.

The document advocates for proper English grammar usage in understanding global historical events like the World Cup by illustrating the importance of tense usage and sentence structure for clarity and coherence. It emphasizes correct verb tense forms to delineate the chronological order of events (e.g., 'had joined,' 'was picked') which is essential for recounting World Cup history . The document also uses conditional sentences to discuss potential outcomes and their historical impact . This focus on grammar underscores how it facilitates precise communication of complex historical narratives and enhances reader comprehension of global events.

Grammar instruction enhances understanding of historical sports achievements by teaching students how to accurately describe sequences and outcomes. For example, correct tense usage clarifies timelines of events, such as Pele's career milestones, and helps readers understand the progression and significance of those events . Comparative and superlative forms, like 'the most famous,' offer evaluative insights into an athlete's status and achievements . Additionally, conditional constructs explain potential alternate historical outcomes, enhancing comprehension of their impact . Thus, grammar instruction is integral to conveying and appreciating the depth of historical sports narratives.

To correctly interpret past historical sports events, understanding verb tenses, particularly past perfect and simple past, is crucial. Past perfect, such as 'had joined', indicates actions completed before another past event, offering clarity on sequences . Additionally, correct use of conditionals helps in discussing alternate historical outcomes, e.g., 'if he hadn't been so important, he would have been left behind' . The choice of comparative adjectives, like 'most famous', aids in contextualizing the significance of individuals in sports history . Mastering these grammatical aspects is essential for accurate historical narrative construction and analysis.

The document underscores the significance of learning computer programming early in life by highlighting the ease with which children adapt to computers compared to adults. It points out that starting early with programming leads to greater proficiency . Adults often regret not beginning earlier, as they find it challenging to get used to microtechnology . Additionally, learning programming requires consistent practice, suggesting that an early start gives a head start on developing these skills . This demonstrates the benefits of early exposure to technology, offering a foundation for advanced technological fluency.

Grammar aids readers in following the sequence of events and understanding the achievements and developments in sports narratives. For instance, discussing past events like Pele's achievements or the history of the World Cup requires accurate use of tenses to signal the order and timing of events . Furthermore, understanding comparative structures when discussing team performances (e.g., 'more warm', 'good weather') helps in evaluating historical sports contexts like climate impacts on games . These nuances enable readers to appreciate the historical significance and cultural context of sporting events.

The document presents logical reasoning about sports team performance related to climate by discussing how different climates require varied strategies for comfort and performance. For example, it notes how 'In cold countries, people wear light clothes for keeping cool' implying adaptations for specific climate-related challenges . Furthermore, it mentions 'Mediterranean countries are more warm in October than in April,' suggesting that the climate could impact training and conditioning periods . This reasoning underscores the implicit need for strategies that accommodate environmental conditions, which in turn can influence team performance and preparedness.

Many adults face difficulty in adapting to microtechnology due to a lack of familiarity and comfort with the technological advancements of computers. The document suggests that adults are 'not used to working with microtechnology' and often feel that they should have started learning about it earlier . Additionally, there are no easy ways to learn programming, and proficiency requires significant practice . The rapid pace of technological change makes it challenging to keep up, as indicated by the phrase ‘hardy anybody… can keep up with it’ . Therefore, adapting to microtechnology involves overcoming both psychological resistance and a steep learning curve.

The document suggests a direct relationship between climate and human activities, emphasizing how climate influences clothing choices and leisure activities. In warm climates, people prefer 'sitting outside in the sun,' whereas in cold climates, they wear light clothes to keep cool . The grammar exercises highlight these impacts by requiring correct preposition and tense usage to describe environmental conditions affecting people's lifestyles. Furthermore, phrases such as 'climate is very important in most people's lives' underscore the pervasive influence of climate on daily routines and preferences . This relationship illustrates how grammar serves to communicate the nuanced effects of environmental conditions on human behavior.

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