Municipal budgetary educational institution gymnasium of Urai, Tyumen region

Training and communication exercises when learning to speak in English

Prepared by English teacher Irina Anatolyevna Malyueva

b We're really tired. 2 She won’t stop taking my things.

c Put away these books, please. 3 Yes, there's the bell. I'll see you tomorrow.

d I can't write on this blackboard. 4 No, you’ll hurt yourself. I'll do it.

e Why is Maria annoying you? 5 I’ll hand it in on Monday, I promise.

f I don’t understand this problem. 6 It's dangerous. You'll burn yourself.

g Please stop throwing things, George. 7 Ok, I’ll explain how to do it.

h Shall I move this desk? 8 We’ll have a short break in a few minutes.

i still haven’t got your project! 9 Shall I put them in the cupboard?

j Is that the end of the lesson? 10 I'll clean it for you.

2) Complete the sentences to make a summary statement with some and others.

Mountain ranges vary in age. The Alps are only 15 million years old, but the Urals and the Appalachians are over 250 million, and the Highlands of Scotland are 400 million years old.

Summary: Some mountain ranges are only 15 million years old, while others are 400 million years old.

Pine trees depend on birds to spread their seeds. The Monterey and pond pine, however, depend on forest fires, which release the seeds from the cone .

Summary:……………………… to spread their seeds, while …………………….. to release the seeds from the cone.

Frogs jump from place to place using their powerful back legs. Asian gliding tree frogs ( Rhacophorus reinwardtii), however, ‘fly’ from tree to tree for as much as 12 meters using their webbed feet as parachutes.

Summary:……………….. using webbed feet as parachutes , while……………..

Rivers generally flow into a larger river or a lake, or flow to the sea, but in some desert regions, they simply evaporate in the desert and disappear.

……………………………….. evaporate in the desert and disappear, while ………………… into rivers, lakes or into the sea.

The difference in sea level between high tide and low tide varies from the place to place. It can be almost nothing, while in Alaska and eastern Canada the difference can be as great as 10 to 15 meters.

Summary:…………………….. the difference in sea level…………….. as great as 10 to 15 meters.

2. Situational, including educational and speech problem situations, the main unit of training is a fragmentary utterance, the essence of the operation is in the reaction of students to a description of the situation containing a stimulus for speech:

a He came from a rich family.

Q Did he come from a rich family…………………………………..?

A No, not really. His father was a glove maker.

b He grew up in London.

Q………………………………………………………………………?

ANo, in Stratford upon Avon, a small town about 160 km from London.

c He went to school.

Q………………………………………………………………………?

A Yes, we think so.

d He knew Latin.

Q………………………………………………………………………?

A Yes, he learned Latin at school, and some Greek as well.

e He got married.

Q………………………………………………………………………?

A Yes, he was only 18 when he married Anne Hathaway, aged 26.

f They had children.

Q………………………………………………………………………?

A Yes, a daughter Susanna, and twins, a boy Hamnet and a girl Judith.

g He began writing plays in Statford.

Q………………………………………………………………………?

A We don't really know. We only know that after 1592 he was an actor and writer in London.

h He wrote 37 plays all by himself.

Q………………………………………………………………………?

AWell, we know he wrote two plays together with John Fletcher. Some people think that all his plays were really written by somebody else.

i He made up all the characters and plots of his plays.

Q………………………………………………………………………?

A Actually no. He borrowed lots of ideas from other writers. This was quite usual in his time.

j He became rich and famous.

Q………………………………………………………………………?

A He certainly became quite rich, and his plays were popular. But he only became really famous in the 18 th century and later

2) Read the statement from a news conference held at an archaeological site. Then answer the questions.

‘Good morning everyone, my name is Julia Richmond, and I’m the director of this dig. Thank you for coming to this news conference. First I want to explain how we found this site, and what we’ve been doing here. I’m sure you have read the publicity handout, so you know something about this. It's important to give you the latest information. Then I’m going to give a description of some of the interesting discoveries we have made here. I’ll give you a general account of the project, and I’ll show some slides of the site. Then there will be a chance for all of you to look at some fascinating objects. We've brought some of the more spectacular finds. They are waiting for you in the room next door, and you will be able to take photographs. You've been very patient. So now let’s begin….’

What did the archaeologist say about …

She told the journalists …(that) she was the director of the dig.

b...finding the site?

c...the publicity handout?

d...the latest information?

She said………………………………………………………

e...interesting discoveries?

She told………………………………………………………………

f … a general account of the project?

She said………………………………………………………

She told………………………………………………………………

h...fascinating objects?

She said ………………………………………………………..

i...spectacular finds?

She told………………………………………………………………

j...the room next door?

k... photographs?

She told………………………………………………………………

l...being patient?

She said……………………………………………………..

3) Rewrite the sentence as a complaint, using wish with would or wouldn't.

Use contractions.

a You never hand your work in on time! I wish you’d hand your work in on time……!

b You always make so many mistakes! I…………………………………………..!

c You always drop litter on the floor! I…………………………………………..!

d You never pay attention! I…………………………………………..!

e You always talk during the test! I…………………………………………..!

f You never listen to what I’m saying! I…………………………………………..!

g You always interrupt people! I…………………………………………..!

h You always throw things across the room! I…………………………………………..!

i You never behave! I…………………………………………..!

j You always make so much noise! I…………………………………………..!

3. Reproductive, including retelling, message, information; the unit of teaching is monologue unity, the essence of the operation is the presentation of some speech material by students, prompted by the stimulus or instruction contained in it:

1) Complete the sentence using a verb from the list in present perfect simple form.

collect install organize paint plant

Put up recycle replace send show

What we have done to make our school a greener place

a We……….. have sent……………information leaflets to all parents.b We…………………………….information posters in every classroom.c We…………………………….over five tons of litter for recycling.d We…………………………….fifteen trees in front of the school.e We…………………………….....50 light bulbs with energy-saving bulbsf We…………………………….25 ink cartridges from computer printers.g We…………………………………….three films about how to save energy.h We ……………………………….signs on all the doors reminding people to turn off the lights.i We…………………………….five new energy-saving heaters.

j We…………………………….teams of students to turn off unused lights.

2) Complete each sentence so that it means the same as the first sentence, using either make or let in a suitable form.
a) In ancient Sparta, girls had to practice running, wrestling and throwing javelins.The ancient Spartans made girls practice running, wrestling and throwing javelins.
b) A baby was not allowed to live if it did not fit a strong.The ancient Spartans did not…………………………………………………….c) They encouraged young children to fight each other to make them tough.The ancient Spartans……………………………………………………………..D) People were not allowed to take a lot of baths.The ancient Spartans didn't……………………………………………………..e) The children had to sleep on rushes, a kind of glass.The ancient Spartans………… …………………………………………………….f) Eating a lot of food was not allowed.The ancient Spartans……………………………………………………… ……………………….g) All the boys had to join the army.The ancient Spartans…………………………………………………………….h ) Boys were not allowed to cry when they fought.The ancient Spartans……………………………………………………………………………….
4. Descriptive, including a description of visual materials (pictures, videos and films), the main unit of training is monologue unity, the essence of the operation is the translation into sound of a visual sequence that has the content:
Say what you think will happen in each picture. Use a verb from the list.
Blow down hit flood disappear snow erupt
a) b) c)


d) e) f)

a) The volcano is going to erupt. d___________________b)___________________________ e__________________c)____________________ f____________________

5. Discussive, including educational discussion and commenting, the unit of training is a coherent statement of varying length, the essence of the operation is a reaction to some exposure, stimulating students to express their attitude towards it:
Complete each sentence using will have(done) or won't have(done)+the verb in brackets, according to your opinion
a) People (start) will have started living on other planets. b) Scientists (invent) _______________ artificial food.c) We (find) _________________ a solution to the problem of poverty.d) Doctors (discovered) _____________ a cure for cancer.f) We (use) ________________ all the fossil fuel on Earth .g) The world (become) _______________ a peaceful place.h) People (make) ________________ the environment cleaner.
6. Compositional, including oral compositions of students based on the material given to them (topic, proverb), free story; unit of training – extended monologue:
Read the text. Then write eight sentences explaining what people think might have happened to the Mayas.
Nobody is quite sure what exactly happened to the Mayan civilization. We know that in 900 AD their cities were still prosperous, but a hundred years later they had been abandoned. A number of theories have been put forward to explain this. One theory is that the Mayan ruling class died out because the rulers did not work and so became unhealthy, and there was nobody to tell the farmers what to do. Another idea is what farmers were unable to grow enough food to support large populations in cities. Other people believe that a natural disaster, such as an earthquake, occurred, the cities were destroyed, and the people never moved back. Or perhaps another Mexican people conquered the Mayas, and destroyed their cities. Another theory is that there was a resolution, in which the farmers killed their rulers. Some experts believe that an epidemic of some kind caused the disappearance of the Mayas. Other think that the Mayas cities suffered from an environmental disaster, caused by drought or overproduction. Finally, some people believe that the people abandoned their cities because their priests told them to do it.
a) The Mayan ruling class might have died out because rulers did not work b) ___________________________________________________________c) ___________________________________________________________d) ___________________________________________________________e) ___________________________________________________________f) ___________________________________________________________g) ___________________________________________________________h) ___________________________________________________________

7. Initiative, including role-playing games, “interviews”, “press conferences”, various types of improvisations; unit of learning - a sentence, a fragmentary statement; The essence of the operation is the verbalization of the internal stimulus for organizing communication:
Use the words to complete an if-sentences about solutions to environmental problems.
Solution A – recycle paper, metal and glass a) everyone/recycle paper/companies/not cut down so many trees If everyone recycles paper, companies won’t cut down so many trees.
b) everyone/recycle metal and glass/we do not waste valuable resources_______________________________________________________c) everyone/recycle metal and glass/we do not produce so much rubbish______________________________________________________________
Solution B – turn off lights, don't drive so much, insulate your house d) everyone/turn off unwanted lights/save a lot of electricity_________________________________________________________e) everyone/walk or cycle/not waste so much oil and petrol______________________________________________________________f) everyone/insulate their houses/not waste so much energy for heating______________________________________________________________
Solution C – use renewable energy g) countries use more wind and water power, not depend so much on power stations_________________________________________________________________________
h) countries use power stations less, cause less air pollution

8. Gaming, including various kinds of riddles, charades, games.
Complete the sentence with both...and or neither...nor. Check the factual answers.
a) Both Alexander and Napoleon were leaders who conquered a number of other countries.b) …… Alexander … Napoleon died in his country.c) …….Alexander … Napoleon successfully handed on power to a son.d) …… Alexander … Napoleon managed to completely defeat all their enemies.e) …….Alexander … Napoleon successfully invaded Egypt.f) …… Alexander … Napoleon were excellent generals who won a large number of battles.g) ……Alexander … Napoleon led their armies to far distant countries.h ) ……Alexander … Napoleon married more than once, and had a number of children.i) …….Alexander … Napoleon lived to an old age.j) …… Alexander … Napoleon were poisoned, according to some historians.

Answer Key
1. Responsive

1) a6 b8 c9 d10 e2 f7 g1 h4 i5 j3

2) a) Some mountain ranges are only 15 million years old, while others are 400 million years old. b) Some pine trees depend on birds to spread their seeds while others depend on forest fires to release the seeds from the cone. c) Some frogs ‘fiy’ from tree to tree using webbed feet as parachutes, while others jump using their powerful back legs. d) Some rivers in desert areas evaporate in the desert and disappear, while others flow into rivers, lakes or into the sea. e) In some places the difference in sea level between high tide and low tide can be almost nothing, while in others it can be as great as 10 to 15 meters.
2. Situational
1)a) Did he come from a rich family? B) Did he grow up in London? C) Did he go to school? D) Did he know Latin? E) Did he get married? f) Did they have children? g) Did he begin writing plays in Stratford? h) Did he write 37 plays all by himself? i) Did he make up all the characters and plots of his plays? j) Did he become rich and famous?
2) a) She told the journalists (that) she was the director of the dig. b) She said (that) she wanted to explain how they had found the site, and what they had been doing there. c) She told them (that) she was sure (that) they had read the publicity handout, and (that) they knew something about it. d) She said (that) it was important to give them the latest information. e) She told them (that) she was going to give a description of some of the interesting discoveries they had made there. f) She said (that) she would give them a general account of the project. g) She told them (that) she would show some slides of the site. h) She said (that) there would be a chance for all of them to look at some fascinating objects. i) She told them (that) they had brought some of the more spectacular finds. j) She said (that) they were waiting for them in the room next door. k) She told them (that) they would be able to take photographs. l) She said (that) they had been very patient.
3) a) I wish you’d hand your work in on time! b) I wish you wouldn’t make so many mistakes! c) I wish you wouldn’t drop litter on the floor. d) I wish you would pay attention! e) I wish you wouldn’t talk during the test! f) I wish you would listen to what I’m saying! g) I wish you wouldn’t interrupt people! h) I wish you wouldn’t throw things across the room! i) I wish you would behave! j) I wish you would make less noise/ wouldn’t make so make so much noise!

3. Reproductive

1. a) have sent b) have a put up c) have collected d) have planted e) have replaced f) have recycled g) have shown h) have painted i) have installed j) have organized

a) The ancient Spartans made girls practice running, wrestling and throwing javelins. b) The ancient Spartans did not let a baby live if it was not fit and strong. c) The ancient Spartans made young children fight each other to make them tough. d) The ancient Spartans didn’t let people take a lot of baths. e) The ancient Spartans made the children sleep on rushes, a kind of glass. f) The ancient Spartans didn’t let people eat a lot of food. g) The ancient Spartans made all the boys join the army. h) The ancient Spartans didn’t let boys cry when they fought.

4. Descriptive

1. The volcano is going to erupt. The water is going to disappear. The river is going to flood the houses. The ship is going to hit the iceberg. It’s going to snow (again). The trees are going to blow down./ The wind is going to blow down the trees.

5. Discussive

1. Will have started b) will/ won't have invented c) will/ won't have found d) will/ won't have discovered e) will/ won't have moved f) will/ won't have used g) will/ won't have become h) will/ won't have made

6. Compositional

1. The Mayan ruling class might have died out because rulers did not work. Farmers might have been unable to grow enough food to support large populations in cities. A natural disaster, such as an earthquake, might have occurred. Another Mexican people might have conquered the Mayas. There might have been a revolution. An epidemic of some kind might have caused the disappearance of the Mayas. The Mayan cities might have suffered from an environmental disaster. The people might have abandoned their cities because their priests told them to do it.

7. Initiative

1. If everyone recycles paper, companies won’t cut down so many trees. If everyone recycles metal and glass, we won’t waste valuable resources. If everyone recycles paper, metal and glass, we won’t produce so much rubbish. If everyone turns off unwanted lights, we will save a lot of electricity. If everyone walks or cycles, we won’t waste so much oil and petrol. If everyone insulates their houses, we won’t waste so much energy for heating. If countries use more wind and water power, they won’t depend so much on power stations. If countries use power stations less, they will cause less air pollution.

8. Gaming

1. Both Alexander and Napoleon Neither A nor N Neither A nor N Neither A nor N Both A and N Both A and N Both A and N Both A and N Neither A nor N Both A and N

Bibliography
1.Skalkin V.L. “Systematics and typology of exercises for teaching speaking”, “Foreign languages ​​at school”, 1979, No. 2.2. Gez N.I. “The system of exercises and the sequence of development of speech skills”, “Foreign languages ​​at school”, 1969, No. 6.3. Passov E.I. “System of exercises for teaching speaking”, “Foreign languages ​​at school”, 1977, No. 6.4. Lapidus B.A. “Intensification of the process of teaching foreign language oral speech (ways and techniques)”, M., 1970.5. Lapidus B.A. “Combined exercises in teaching oral speech”, “Foreign languages ​​at school”, 1961, No. 2.6. Passov E.I. “Communicative exercises”, M., 1967. 7. Skalkin V.L. “Educational conversation as a means of developing unprepared speech”, “Foreign languages ​​at school”, 1978, No. 2.8. Skalkin V.L. “Exercises for the development of oral communicative speech”, Kyiv, 1978.9. Gez N.I. “Problem situations in teaching oral speech”, M., 1977.10. Simon Clarke Macmillan English Grammar In Context Essential11. Simon Clarke Macmillan English Grammar In Context Intermediate12. Michael Vince Intermediate English Practice13. Malcolm Mann Laser B1 Intermediate14. Steve Taylore-Knowles B1+ Intermediate and FCE15. pictures on http://yandex.ru/yandsearch?text

The textbook “Workshop on the Stylistics of the English Language” is intended for third- and fourth-year students of higher educational institutions studying in the specialty “Foreign Language”. The textbook meets the requirements of the work program for the subject, drawn up in accordance with the State educational standard of higher professional education in specialty 033200 “Foreign language with an additional specialty”, taking into account the recommendations given in the section “English language stylistics” of the program of subject training disciplines in specialty 021700 “Philology” "edited by V.A. Lukov.

Analyze the following cases of personification.
1. On this dawn of October, 1885, she stood by her kitchen window. . . watching another dark and rainy day emerge from the womb of the expiring night. And such an ugly, sickly-looking baby she thought it was that, so far as she was concerned, it could go straight back where it came from. (P.M.)

2. He was fainting from sea-sickness, and a roll of the ship tilled him over the rail on to the smooth lip of the deck. Then a low, gray mother-wave swung out of the fog, tucked Harvey under one arm, so to speak, and pulled him off and away to lee-ward; the great green closed over him, and he went quietly to sleep. (R.K.)

3. A dead leaf fell in Soapy's lap. That was Jack Frost's card. Jack is kind to the regular denizens of Madison Square, and gives fair warning of his annual call. At the comers of four streets he hands his pasteboard to the North Wind, footman of the mansion of All Outdoors, so that the inhabitants thereof may make ready. (O.H.)

TABLE OF CONTENTS
FROM THE AUTHORS
CHAPTER I Stylistic devices and expressive means of language
Lexical stylistic devices
Exercises
Syntactic stylistic devices
Exercises
Lexico-syntactic stylistic devices
Exercises
Graphic and phonetic means of expression
Exercises
CHAPTER II Stylistic analysis of poetic and prose works
I. W. Shakespeare “Sonnets” (XXVII, LXV)
II. E.A. According to "Bells"
III. W. de la Mare “Silver”
IV. G. Melville "Moby Dick" (Chapter 19)
V. O. Wilde “The Picture of Dorian Gray” (excerpt from the novel)
CHAPTER III Register
CHAPTER IV I.V. Arnold
Interpretation of a literary text (excerpts from a lecture).

Download the e-book for free in a convenient format, watch and read:
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“I want to speak English as well and beautifully as my favorite Hollywood actor, I want to speak as confidently as the BBC announcer, I want to speak better than my teacher...”

It turns out that this is possible. Moreover, it is possible at any stage of language learning. At the beginning of the last century, special articulation exercises were developed in theater institutes, allowing future actors to very quickly develop high-quality, beautiful and confident speech. In this article I want to tell you what these exercises are and how they can and should be used to develop correct speaking in English.

Many people are perplexed - how could this happen, I studied English for so long, mastered almost all English grammar, I read without a dictionary, I understand English speech quite well, but in a conversation I have difficulty choosing words, I speak indistinctly, they hardly understand me. What's the matter? Here I am sitting alone, preparing for a conversation, I know what I will say, I know what and how I will answer. But in a real dialogue, the right words don’t come to mind, and when they finally come, my entire speech apparatus just doesn’t want to pronounce them so that the interlocutor understands me.

Something was missing in my foreign language learning. My teachers did not give me something very important. Oh yes - practice. But where can I get it, if everyone around me speaks my native Russian language. It’s not enough to know, you also need to be able to. We all know ten times more than we can. And since the process of speaking both in our native and foreign languages ​​is a physical process, it means that if we want to speak beautifully and confidently, we need to physically train our speech apparatus, our speech muscles. Is it possible? After all, I’m just learning English, I don’t know much, I think before I say something...

Now let's ask ourselves a question - who can speak most beautifully and most confidently? Of course, these are artists and announcers. Artists and announcers are specially taught this. These exercises were developed at the beginning of the last century, but they are still successfully used in all theater institutes to develop beautiful and clear speech in future artists.

Unfortunately, most foreign language teachers ignore these simple but very effective exercises. And many don’t even know about them.

You have a unique opportunity to get acquainted with these exercises, try them on yourself and apply them in your foreign language classes.

It should be noted that in the absence of a communicative environment, speaking a foreign language without articulation exercises is very difficult.

Let's see what these exercises are:

1. Speed ​​reading
   Take any already studied exercise or text in English, and each phrase is read four times in a row - first very slowly, then faster and faster, but not faster than it is possible to read without errors. This develops reading fluency.
2. Speaking at a comfortable speed
   This is done like this: an exercise that has already been studied is taken, but in Russian, and each phrase is read in English slowly, very slowly, the main task is to construct the phrase grammatically correctly and avoid mistakes. It is read slowly three or four times, then a little faster five times, then this phrase is repeated five more times, but without looking at the text. You should not strive to speak as quickly as possible; the speaking speed itself will become optimal and comfortable. Then you should try to come up with similar sentences yourself and pronounce them in exactly the same way, but from memory. This achieves fluency in spontaneous speaking.
3. Exercises with a pencil
   You've probably seen in movies how pirates climb rope ladders aboard a boarded ship, holding daggers in their teeth. This is exactly the way you should hold a pencil (or an old plastic pen) in your teeth and read out loud any text (even Russian) for at least 10-15 minutes. Moreover, despite the interference, you must try to read in such a way as to pronounce all the sounds and words as correctly as possible. This exercise should be performed every day. What does this give? Using a pencil, you complicate the “life” of your speech organs (mainly your tongue and lips), making them more flexible and obedient. (Here we can use an analogy with dumbbells, which help develop strength and tone the muscles of the body). The effect of this exercise is noticeable after the first lesson. Try to hold out with a pencil in your teeth for 20 minutes, reading any text out loud, and then read the same text again without a pencil. You will immediately notice how much better your tongue and lips will obey you, and how much clearer your pronunciation will become, even with Russian text! And after a week of such classes, all your relatives and friends will notice an improvement in your diction. By the way, the beneficial effect on diction of such a temporary obstacle can be confirmed from their own experience by those who, as children, wore special plates or brackets in their mouths so that their teeth grew even and beautiful. Such devices make it very difficult to speak, but as soon as you take them out, for example, before answering a lesson at the blackboard, the pronunciation becomes almost announcer-like!
4. Reading Russian texts with an English accent
   Everything is simple here. Take any Russian text and read it as if your native language was English.
5. Reading with increasing volume
   Each phrase of the text is read first quietly, a second time at normal volume, then loudly, and the last time while shouting.
6. Reading in high and low tone
   Each phrase of the text is read twice - the first time in a high voice, the second time in a low voice. This technique requires fairly long phrases of 10 words or more.

These are some fairly simple exercises. True, they must be performed daily and not for three minutes a day, but at least thirty. My fifth-graders, after three months of daily practice with such exercises during the summer holidays, came to school and spoke better than their teachers.

So you have every chance to significantly improve your pronunciation by performing these very simple exercises. It should be noted that it is better to work using this method not with ordinary texts from a book, but with educational texts from textbooks. This is how grammatical structures are practiced at the same time.

I offer you a selection of multi-level exercises to practice the topic “Verb Tenses” in English. The level of exercises varies from Pre-Intermediate to Upper – Intermediate. The exercises only test the active voice. All exercises are provided with answers. English Tenses Exercises are here!

Exercises on English verb tenses. Pre-Intermediate level.

Exercise 1. Join the two parts of sentences.

1. Fred tennis plays... 2. Fred is playing tennis... 3. Fred has played tennis... 4. Fred tennis played... 5. Fred was playing tennis... 6. Fred will play tennis...

a) every Monday. b) for several times. c) at the moment. d) at that time. f) when he was 15.

Exercise 2. Copy the sentences and note if they refer to the present, past or future. Write the tense against each sentence.

Example: He cut his finger with a knife. (Simple Past)

1. He often cuts himself.
2. What time did John arrive?
3. I never forget anything.
4. Are you sitting comfortably?
5. We drank a lot of Coke at the party.
6. It was raining all night.
7. The train will leave in a few minutes.
8. I put on a clean shirt yesterday.

Exercise 3. Put the following sentences into the correct tense: , or , Present Perfect.

1. I ________ (listen) to the radio while Mary __________ (cook) dinner.
2. You __________ (buy) this book yesterday?
3. Last Friday Jill __________ (go) home early because she __________ (want) to see a film.
4. When your brother usually __________ (get) home in the evening?
5. Jane always __________ (bring) us a nice present.
6. What those people __________ (do) in the middle of the road?
7. You __________ (read) this book?
8. While Fred __________ (sleep), Judy __________ (watch) TV.
9. When I __________ (be) young, I __________ (think) Mary __________ (be) nice - but now I __________ (think) she’s fantastic.
10. Jill __________ (walk) home when she __________ (see) her husband’s car outside the cinema
11. Look there! Sue and Tim __________ (run) to school.
12. Jack’s father __________ (not work) in London - he __________ (not speak) English.
13. Joe __________ (buy) a car yesterday.
14. Their father often __________ (go) to rock concerts.
15. While you __________ (sleep), mother __________ (arrive).

Exercise 4. Correct the mistakes.

1. When she was younger, she has played tennis every day.
2. It’s already 10:00, but Jane hasn’t finished her homework already.
3. Joe crashed his car three times since Christmas.
4. Did you do your homework, or have you been watching TV?
5. Karl has been driving since five years.
6. This hotel has already been in business for twenty years.

Exercises on English verb tenses. Intermediate level.

Exercise 5. Put the verbs in brackets in the correct tense form (Present Simple, Present Perfect, Present Continuous, Past Simple, Past Continuous).

1. Alice... (not to take) the bus to school every day. She usually... (to walk) to school...
2. (to take) ... you the bus to get to school or ... (to walk) you?
3. Who is this man? I ... (to think) that I ... (to know) him, but I ... (to forget) his name.
4. The children... (to have) a good time in the park yesterday. They... (to give) small pieces of bread to the ducks. Then they... (to take) pictures of themselves.
5. Where are the children? They... (to watch) TV in the room now. Some minutes ago they... (to play) a game.
6. Now I am in my class. I... (to sit) at my desk. I always... (to sit) at the same desk.

Exercise 6. Open the brackets using verbs in Present Simple, Future Simple, Present Continuous or add the construction.

1. When you_____ (know) your examination results?
2. Kathy_____ (travel) to Caracas next month to attend a conference.
3. Do you have any plans for lunch today? — I _____ (meet) Shannon at the Sham Cafe in an hour. Do you want to join us?
4. I ____ (buy) a bicycle for my son for his birthday next month. Do you know anything about bikes for kids? - Sure. What do you want to know?
5. How do you like your new job? - I don’t start it until tomorrow. I_____ (give) you an answer next week.
6. I suppose he_____ (talk) about his new invention.
7. Why are you packing your suitcase? — I_____ (leave) for Los Angeles in a couple of hours.
8. My regular doctor, Dr. Jordan, _____ (attend) a conference in Las Vegas next week, so I hope I _____ (meet) her partner, Dr. Peterson, when I _____ (go) for my appointment next Friday.
9. What time class _____ (begin) tomorrow morning? — It_____ (begin) at eight o’clock sharp.
10. The coffee shop _____ (open) at seven o’clock tomorrow morning. I'll meet you there at 7:15. - Okay. I'll be there.

Exercise 7. Open the brackets using verbs in Future Continuous, Present Continuous, Future Simple or put the construction to be going + to inf.

1. At 5 o’clock tomorrow he _______ (work).
2. He can’t come at noon tomorrow because he _______ (give) a lesson at that time.
3. She_______ (read) an interesting book the whole evening tomorrow.
4. At 10 o’clock tomorrow morning he_______ (talk) to his friend.
5. You will recognize her when you see her. She_______ (wear) a yellow hat.
6. He_______ (have a party) on Saturday 4th December in London at 10 pm.
7. In the next days you _______ (visit) famous sights.
8. Jeanne and Paul_______ (move) to London next month.
9. Leave the washing up. -I _______ (do) it later.
10. This time tomorrow I _______ (lie) on the beach.
11. Look out! You _______ (spill) your tea!

Exercise 8. Exercise open the brackets using verbs in Present Continuous, Present Perfect, Present Perfect Continuous, Past Simple.

1. Aren’t you about to finish with the dishes? You _______ (wash) the dishes for thirty minutes or more. How long can it take you to wash the dishes?
2. We _______ (go) to the Steak House restaurant many times. The food is excellent.
3. A: What is that sound? B: A car alarm _______ (ring) somewhere down the street. It _______ (drive) me crazy -I wish it would stop! It _______ (ring) for more than twenty minutes.

1. Can you translate this note from Stockholm? I understood Swedish when I _______ (be) a child, but I _______ (forget) it all.
2. What’s that dent in the side of the car? You _______ (have) an accident?
3. I’m sorry, John’s not here; he _______ (go) to the dentist. He _______ (have) trouble with a tooth for some time.
4. This cassette recorder is broken. You _______ (play) about with it?
5. Your Italian is very good. You _______ (study) it long?
6. Do you mind if I clear the table? Do you _______ (have) enough to eat?
7. Ann never _______ (go) camping. She _______ (not sleep) in a tent.
8. Frank, where have you been? We _______ (wait) for you since 1 p.m.
9. I’m not surprised he _______ (fail) that exam. He _______ (not / work) hard recently.

Exercise 9. Open the brackets using verbs in the Present Perfect, Past Simple or Present Perfect Continuous.

1. Oh no! The children _______ (cook). Look at the state of this kitchen!
2. How many times Wendy _______ (be) late for work this week?
3. I'm going to give that cat some food. It _______ (sit) on the doorstep for hours. I'm sure it's starving.
4. I _______ (do) grammar exercises all morning. I deserve a treat for lunch.
5. You _______ (not / buy) your mother a present? That's really mean of you.
6. She _______ (work) in Australia for 2 years. Then she moved.
7. Now where are my keys? This is the third time I _______ (lose) them today
8. Do you _______ (ever/play) chess? You should try it. I’m sure it’s the sort that you’d like.
9. Oh do be quiet. You _______ (grumble) all day!
10. Your tennis _______ (really / improve)! You _______ (practice) in secret?

Exercises on English verb tenses. Upper-Intermediate level.

Exercise 10. Emphasize the correct timing.

1. I am writing in connection with the advertisement which appeared / has appeared on 12 April.
2. I originally studied/ have studied chemistry at university. I graduated / have been progressing with a first-class degree.
3. I now completed / have now completed a postgraduate degree in administration.
4. I’ve been trying / I’ve tried to find a permanent job for a considerable time.
5. Indeed, I have already worked /I have already been working for several companies on a temporary basis.
6. In my first job, I was / have been responsible for marketing,
7. I’ve been applying / have applied for several posts this year but I did not manage / have not managed to find what I’m looking for.
8. The last job I applied / have applied for required applicants to speak some Japanese,
9. I started learning / have been learning Spanish a few months ago I did not obtain / have not obtained a qualification in it yet.
10. I did not apply / have not applied for a job with your company before.
11. I hoped / have hoped that you would consider my application favorably.
12. However, I have been waiting/ have waited for a reply for weeks and I still have not received/ did not receive any answer.

Exercise 11. Open the brackets using verbs in the Present Perfect, Past Simple or Present Perfect Continuous.

1. Today is Thursday, and John ________ (be) late twice this week; he________ (be) late yesterday and on Monday.
2. I first________ (meet) George a month ago, and I ________ (meet) him several times since then.
3. It is October now, and we ________ (do) a lot of work this year; we ________ (do) a lot last year too.
4. She ________ (buy) a coat last winter, but she________ (not / buy) a new dress since 2008.
5. It’s only the middle of the month, and he________ (spend) (already) most of his salary; he ________ (spend) $60 yesterday,
6. I ________ (break) my leg in 1991, but I ________ (break) (never) my arm.
7. He’s over sixty, and he’s still working. He ________ (work) hard all his life. When he ________ (be) a young man, he sometimes ________ (work) all night.
8. The postman ________ (come) at eight yesterday, but it’s now half past eight and he ________ (not / come) yet.
9. Today is May 25th. Ted ________ (not / be) absent this month.
10. He ________ (feel) extremely ill when he went to hospital, but he ________ (feel) much better since he came out of hospital a month ago.

Answers:

Exercise 1.

1 – a, 2 – c, 3 – b, 4 – f, 5 – d, 6 – e.

Exercise 2.

1 Present Simple/indefinite, 2 Past Simple/Indefinite, 3 Present Simple/indefinite, 4 Present Continuous/Progressive, 5 Past Simple/Indefinite, 6 Past Continuous/Progressive, 7 Future Simple/Indefinite, 8 Past Simple/Indefinite

Exercise 3.

1 was listening / was cooking, 2 did you buy, 3 went / wanted, 4 does your brother usually get, 5 brings, 6 are people doing, 7 have you read, 8 was sleeping / was watching, 9 was /thought /was / think, 10 was walking / saw, 11 are running, 12 doesn't work / doesn't speak, 13 bought, 14 goes, 15 were sleeping / arrived.

Exercise 4.

1 has played ->played, 2 already -> yet, 3 crashed -> has crashed, 4 Did ->have, 5 since -> for, 6 has been already -> has already been

Exercise 5.

1 doesn’t take /walks, 2 Do you take / Do you walk, 3 think / know /have forgotten, 4 had / gave /took, 5 are watching / were playing, 6 am sitting / sit

Exercise 6.

1 will you know, 2 is traveling, 3 am meeting, 4 am going to buy, 5 will give, 6 is going to talk, 7 am leaving, 8 is attending / will meet /go, 9 does class begin / begins, 10 opens.

Exercise 7.

1 will be working, 2 will be giving, 3 will be reading, 4 will be talking, 5 will be wearing, 6 will be having / is having, 7 will visit, 8 are moving, 9 will do, 10 will be lying, 11 will spill

Exercise 8.

1 have been washing, 2 have gone, 3 is ringing/ is driving / has been ringing, 4 was / have forgotten, 5 have you had, 6 has gone / has had, 7 have you played, 8 have you been studying, 9 have you had, 10 has never gone / has never slept, 11 have been waiting, 12 has failed, hasn't been working

Exercise 9.

1 have been cooking, 2 has Wendy been, 3 has been sitting, 4 have been doing, 5 haven't you bought, 6 worked, 7 have lost, 8 have you ever played, 9 have been grumbling, 10 has really improved, have you practiced

Exercise 10

1 appeared, 2 studied / graduated, 3 have now completed, 4 I've been trying, 5 have already worked, 6 was, 7 have applied / have not managed, 8 applied, 9 started learning/ have not obtained, 10 have not applied, 11 have hoped, 12 have been waiting/ have not received

Exercise 11.

1 has been / was, 2 met / have met, 3 have done / did, 4 bought / hasn't bought, 5 has already spent / spent, 6 broke / have never broken, 7 has been working hard / was / worked, 8 came / hasn't come, 9 hasn't been, 10 felt / has felt

The site has exercises for all tenses of the English verb, as well as example sentences in different tenses. You can find all this in the section.

Materials from the textbook Borisova E., Kulinich M., Perova R.

The note is dedicated to m: repetition, parallel constructions in a sentence, chiasmus.

Stylistic repetition (lexical repetition) – repetition of words and syntactic structures in a sentence or text is used in literature to give the desired expression. There are well-known types of lexical repetition: anadiplosis, anaphora, epiphora.

Parallel constructions in a sentence (parallelism)- the same construction of sentences in a text or segment of speech, used in literature for rhetorical reinforcement, often in poems.

Chiasmus– comparison of two logically opposite concepts, construction of the subsequent sentence in the reverse order compared to the previous one.

Examples of stylistic devices

as well as them in Russian, will help to better understand this topic.

Exercise II. In the sentences below, find great examples of repetition, parallel constructions, and chiasmus.

Exercise II. From the following examples you will get a better idea of ​​the functions of various types of repetition – I (repetition), and also of parallelism – II (parallel constructions) and chiasmus – III (chiasmus):

1. I wake up and I’m alone and I walk round Warley and I’m alone; and I talk with people and I’m alone and I look at his face when I’m home and it’s dead. I wake up and feel how lonely I am, I walk around the town of Volya and think how lonely I am; I communicate with people and….., I look at myself in the mirror, when I’m at home, I understand that this is the end. –

2. Babbitt was virtual. He advocated, though he did not practice, the prohibition of alcohol; he praised, -though he didn’t obey, the laws against motor-speeding. Babbitt was a chaste man. He defended the law banning the sale of alcohol, but did not keep himself “in a black body”; he praised the law against speeding on roads, but did not comply with it himself. (Sinclair Lewis) – Parallel constructions, chiasmus.

3. “To think better of it,” returned the gallant Blandois, “would be to slight a lady, to slight a lady would be to be deficient in chivalry towards the sex, and chivalry towards the sex is a part of my character.” ” “Think better,” the noble Blandoys turned around, could any lady agree, could any lady agree to lose something (rights) in relation to the sexes, to lose something (rights) in relation to the difference between the sexes, that is an integral part of my nature (reputation).” (Little Dorrit) – Stylistic repetition.

4. Halfway along the right hand side of the dark brown hall was a dark brown door with a dark brown settee beside it. After I had put my hat, my gloves, my muffler and my coat on the settee we three went through the dark brown door into a darkness without any brown in it. In the middle, on the right side of the dark, brown hall there was some kind of dark brown door and some kind of dark brown sofa next to the door. After I put on my hat, gloves, muffler and coat that was lying on the sofa, the three of us went out through this dark brown door somewhere into the darkness, where there were no more brown tones. – Stylistic repetition.

5. I might as well face facts; “Good-bye Susan, good-bye a big car, good-bye a big house, good-bye power, good-bye the silly handsome dreams.” (J.Br.) Perhaps, by the way, I will be faced with a situation: “Goodbye Susan, goodbye big car, goodbye big house, power, goodbye stupid, beautiful dreams.” – Stylistic repetition.

6. I really don’t see anything romantic in proposing. It is very romantic to be in love. But there is nothing romantic about a definite proposal. I really don't find anything romantic about a marriage proposal. It's very romantic to be in love. But there is nothing romantic about any decision to propose. (Oscar Wilde). – Stylistic repetition, parallel designs.

7. I wanted to knock over the table and hit him until my arm had no more strength in it, then give him the boot, give him the boot, give him the boot -1 drew a deep breath. I wanted to throw him straight from the table and beat him until my arms were tired from exhaustion, then kick him, kick him, kick him - I imagined this picture, breathing heavily. – Stylistic repetition.

8. Of her father’s being groundlessly suspected, she felt sure. Sure. Sure. She was confident, being unreasonably suspected by her father. We know the matter, clearly. (Charles Dickens) – Stylistic repetition.

9. Now he understood. He understood many things. One can be a person first. A man first and then a black man or a white man. Now everything was clear to him. Much is clear. Anyone could be the first. Any black or white guy that comes along, anyone. – Stylistic repetition, parallel designs.

Translations of stylistic devices – lexical repetition, parallelism, chiasmus

• She stopped, and seemed to catch the distant sound of knocking. Abandoning the traveler, she hurried towards the parlour; in the passage she assuredly did hear knocking, angry and impatient knocking, the knocking of someone who thinks he has knocked too long. She stopped, it seemed that the sonic boom distance had been reached. Passing her fellow passenger, she hurried into the small living room, in the passage she undoubtedly did not hear the knocking, the angry and impatient knocking, the knocking of someone who seemed to have been knocking for so long. – Stylistic repetition, parallel designs.
• Obviously – this is a streptococcal infection. Obviously. Most likely it is some kind of streptococcus. Most likely. – Stylistic repetition.
• And a great desire for peace, peace of no matter what kind, swept through her. And some kind of desire for peace, peace, no matter what category, overwhelmed her. –
• When he blinks, a parrot-like look appears, the look of some heavily blinking tropical bird. When he blinks (squints) like a parrot, his image is like that of a huge, blinking, tropical bird. – Stylistic repetition, chiasmus.
• And everywhere there were people. People going into gates and coming out of gates. People staggering and falling. People fighting and cursing. There were people everywhere. People entered and exited the exit(s). People wandered and staggered. They fought and swore. – Stylistic repetition, parallel designs.
• Then there was something between them. There was. There was. And yet, there was something between them. It definitely was. – Stylistic repetition.
• He ran away from the battle. He was an ordinary human being that didn’t want to kill or be killed. So he ran away from the battle. He avoided the fight. He was an ordinary person who did not want to kill or be killed. So, he avoided the fight. – Stylistic repetition.
• Failure meant poverty, poverty, mean squalor, squalor led, in the final stages, to the smells and stagnation of B. Inn Alley. Failure meant poverty, poverty meant squalor, and squalor ultimately entailed the smell and decay of B. Inn Alley. – Stylistic repetition, chiasmus.
• “Secret Love”, “Autumn Leaves”, and something whose title he missed. Supper music. Music to cook by. "Secret Love", "Autumn Leaves", some other title he missed. Music for the evening meal. Music that's good to cook with. – Stylistic repetition.
• Living is the art of loving.
• Loving is the art of caring.
• Caring is the art of sharing.
• Sharing is the art of living. (W.H.D.)
• Life is the art of love.
• Love is the art of attention.
• Attention is the ability to share everything.
• The ability to share everything is life. – Stylistic repetition, parallel constructions, chiasmus.

Other stylistic devices (