CONDITIONAL TYPE 1 EXERCISE
PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE.
( Conditional Type 1 )
ANSWERS
1- wants
2- aren't watered / will die ( the verb in the “if” is in
the passive ,so the auxiliary “be” is introduced and the
main verb “water” is turned into a past participle)
3- will join / finds
4- drinks / will feel
5- doesn't feel / will have to take
6- doesn't tell / will never trust
7- sets / won't oversleep
8- takes / won't be
9- passes / will go
10- won’t accept / doesn’t support
11- will let / is
12- fit / will buy
13- will buy
14- catch / will arrive
15- don't practise / will never become
Monday, 13 July 2009
CONDITIONAL TYPE 1 EXERCISE
CONDITIONAL TYPE 1 EXERCISE
PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE.
( Conditional Type 1 )
1- If he (want) to visit a foreign country, he must have
a valid visa and a passport.
2- If these flowers (not water), they (die).
3- Jabir (join) us later if he (find) time.
4- If she (drink) this medicine, she (feel) better.
5- If she (not feel) well, she (have to take) a day-off.
6- If he (not tell) me the truth at once, I (never trust)
him again.
7- If she (set) the alarm clock, she (not oversleep).
8- If she (take) this pill, she (not be) seasick.
9- If he (pass) his exam, he (go) on university.
10- I (not accept) his explanation only if he (not support)
it with evidence.
11- We haven't got a key but she (let) us in if she (be) at home.
12- If those shoes in the window shop (fit) me, I (buy) them.
13- If I get a rise in my salary next year, I (buy) a new car.
14- If we (catch) the bus, we (arrive) at ten o'clock.
15- If you (not practise) speaking English, you (never become)
really fluent.
PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE.
( Conditional Type 1 )
1- If he (want) to visit a foreign country, he must have
a valid visa and a passport.
2- If these flowers (not water), they (die).
3- Jabir (join) us later if he (find) time.
4- If she (drink) this medicine, she (feel) better.
5- If she (not feel) well, she (have to take) a day-off.
6- If he (not tell) me the truth at once, I (never trust)
him again.
7- If she (set) the alarm clock, she (not oversleep).
8- If she (take) this pill, she (not be) seasick.
9- If he (pass) his exam, he (go) on university.
10- I (not accept) his explanation only if he (not support)
it with evidence.
11- We haven't got a key but she (let) us in if she (be) at home.
12- If those shoes in the window shop (fit) me, I (buy) them.
13- If I get a rise in my salary next year, I (buy) a new car.
14- If we (catch) the bus, we (arrive) at ten o'clock.
15- If you (not practise) speaking English, you (never become)
really fluent.
Monday, 6 July 2009
REPORTED SPEECH : ORDERS AND COMMANDS
REPORTED SPEECH : ORDERS AND COMMANDS
1. Orders and commands are normally reported by “tell /
order / ask + object pronoun + infinitive”:
“Go to bed immediately!” The father said.
The father told / ordered the child to go to bed immediately.
“Switch that mobile phone off!” The teacher said.
The teacher told / ordered the student to switch the mobile
phone off.
“Be on time for the meeting!” The boss said.
The boss told / ordered me to be on time for the meeting.
“Sit down!” The secretary said.
She told / ordered me to sit down.
She said, “Go away.”
She told / ordered me ( him / her / us / them ) to go away.
"Stay in bed if you want to recover quickly,” my mother said
to me.
My mother told /ordered / commanded me to stay in bed if I
wanted to recover quickly .
“Study regularly if you want to pass the exam,” the teacher said.
The teacher told / urged us to study if we wanted to pass the
exam.
2. When the commands / orders are negative, “not” is introduced
before “to” of the infinitive:
“Don’t worry! Be happy!” He said.
He told / ordered her not to worry but to be happy.
“Don’t smoke here!” The nurse said.
He told / ordered us not to smoke there.
“Don’t read it,” She said.
She told /ordered me not to read it.
“Don’t touch me, “She said.
She told /asked / ordered me not to touch her.
“Don't talk to your neighbour,” the teacher said.
3. Military orders and commands are reported in most cases by:
a. “command + object + infinitive”
b. “command + that + subject + should + verb + …”
c. “command + that + subject + verb (subjunctive) + …”
“Fire,” shouted the officer.
The officer commanded his men to fire.
The officer commanded that his men should fire.
The officer commanded that his men fire.
He commanded his troops to attack.
“Stop the car,” said the police.
The police commanded the driver to stop the car.
The police commanded that the driver should stop the car.
The police commanded that the driver stop the car.
1. Orders and commands are normally reported by “tell /
order / ask + object pronoun + infinitive”:
“Go to bed immediately!” The father said.
The father told / ordered the child to go to bed immediately.
“Switch that mobile phone off!” The teacher said.
The teacher told / ordered the student to switch the mobile
phone off.
“Be on time for the meeting!” The boss said.
The boss told / ordered me to be on time for the meeting.
“Sit down!” The secretary said.
She told / ordered me to sit down.
She said, “Go away.”
She told / ordered me ( him / her / us / them ) to go away.
"Stay in bed if you want to recover quickly,” my mother said
to me.
My mother told /ordered / commanded me to stay in bed if I
wanted to recover quickly .
“Study regularly if you want to pass the exam,” the teacher said.
The teacher told / urged us to study if we wanted to pass the
exam.
2. When the commands / orders are negative, “not” is introduced
before “to” of the infinitive:
“Don’t worry! Be happy!” He said.
He told / ordered her not to worry but to be happy.
“Don’t smoke here!” The nurse said.
He told / ordered us not to smoke there.
“Don’t read it,” She said.
She told /ordered me not to read it.
“Don’t touch me, “She said.
She told /asked / ordered me not to touch her.
“Don't talk to your neighbour,” the teacher said.
3. Military orders and commands are reported in most cases by:
a. “command + object + infinitive”
b. “command + that + subject + should + verb + …”
c. “command + that + subject + verb (subjunctive) + …”
“Fire,” shouted the officer.
The officer commanded his men to fire.
The officer commanded that his men should fire.
The officer commanded that his men fire.
He commanded his troops to attack.
“Stop the car,” said the police.
The police commanded the driver to stop the car.
The police commanded that the driver should stop the car.
The police commanded that the driver stop the car.
REPORTED SPEECH : REPORTING SUGGESTIONS
REPORTED SPEECH : REPORTING SUGGESTIONS
Suggestions can be reported as follows:
A. Suggest + should = to suggest that someone should do something
B. Suggest + Gerund = to suggest doing something
C. Suggest + possessive adjective + gerund = to suggest
(my / your / his / her…) doing something
D. Suggest + Simple Past = to suggest that someone did something
1. "Why don't you go home?"
He suggested that I should go home.
He suggested that I went home.
He suggested going home.
He suggested my going home
2. "Why don't we go to Paris for our holidays?"
I suggested going to Paris for our holidays.
I suggested our going to Paris for our holidays.
I suggested that we should go to Paris for our holidays.
I suggested that we went to Paris for our holidays.
3. He said, “Let’s go to the cinema.”
He suggested going to the cinema.
He suggested we went to cinema.
He suggested we should go to the cinema.
He suggested our going to the cinema.
4. When “let’s” is used in the negative, in most cases it is
reported as follows:
“Let’s not say anything about it,” he said.
He suggested not saying anything about it.
OR
He suggested saying nothing about it.
5. “Shall we meet at the theatre?”
He suggested we should meet at the theatre.
He suggested meeting at the theatre.
He suggested our meeting at the theatre.
He suggested we met at the theatre.
6. “How about” and “what about” introduce a suggestion and are
then reported by “suggest + gerund”.
“How about flying to Dakar?” she said.
She suggested flying to Dakar.
“What about having a drink?” I said.
I suggested having a drink.
7. “Why not” can be reported by “suggest + gerund”.
“Why not go to the beach?” he said
He suggested going to the beach.
Suggestions can be reported as follows:
A. Suggest + should = to suggest that someone should do something
B. Suggest + Gerund = to suggest doing something
C. Suggest + possessive adjective + gerund = to suggest
(my / your / his / her…) doing something
D. Suggest + Simple Past = to suggest that someone did something
1. "Why don't you go home?"
He suggested that I should go home.
He suggested that I went home.
He suggested going home.
He suggested my going home
2. "Why don't we go to Paris for our holidays?"
I suggested going to Paris for our holidays.
I suggested our going to Paris for our holidays.
I suggested that we should go to Paris for our holidays.
I suggested that we went to Paris for our holidays.
3. He said, “Let’s go to the cinema.”
He suggested going to the cinema.
He suggested we went to cinema.
He suggested we should go to the cinema.
He suggested our going to the cinema.
4. When “let’s” is used in the negative, in most cases it is
reported as follows:
“Let’s not say anything about it,” he said.
He suggested not saying anything about it.
OR
He suggested saying nothing about it.
5. “Shall we meet at the theatre?”
He suggested we should meet at the theatre.
He suggested meeting at the theatre.
He suggested our meeting at the theatre.
He suggested we met at the theatre.
6. “How about” and “what about” introduce a suggestion and are
then reported by “suggest + gerund”.
“How about flying to Dakar?” she said.
She suggested flying to Dakar.
“What about having a drink?” I said.
I suggested having a drink.
7. “Why not” can be reported by “suggest + gerund”.
“Why not go to the beach?” he said
He suggested going to the beach.
REPORTED SPEECH : REPORTING REQUESTS AND OFFERS
REPORTED SPEECH : REPORTING REQUESTS AND OFFERS
1. Requests can be reported in various ways.
a. “Could I have” is normally reported by “ask for”:
“Could I have a cup of coffee?” she said.
She asked (me) for a cup of coffee.
b. “Could you” used for requests is reported by “ask + object
+ infinitive”:
“Could you shut that door, please?” he said.
She asked me to shut the door.
“Could you open the window please?”
Merriam asked me to open the window.
c. But when “Could you” introduces an ordinary question it is
reported as a “yes / no” question::
“Could you live entirely on you own?” he said.
He wanted to know / he wondered / he asked if I could live
entirely on my own.
d. “Would you”, “would you mind” and “will you” can be reported
either by “ask + object +infinitive”
or simply as ordinary questions:
“Would you mind waiting for me?”
He asked me to wait for him.”
OR
He asked if I would mind waiting for him.
“Would you mind turning the music down?”
We asked our neighbours to turn the music down.
OR
We asked our neighbours if they would mind turning the music down.
e. Requests introduced by an “infinitive” are reported by “ask
+ object + infinitive” or by “request + object +
infinitive” depending on the degree of the formality of the situation:
“Close the door, please,” he said
He asked me to close the door.
“Please, pass me the saltshaker,”
He asked me to pass the salt shaker.
“Please, be punctual at all my lectures,” the professor said
to his students.
The professor requested his students to be punctual at all his
lectures.
2. Offers can be reported in three main ways:
a. “offer + object (I O) + object (D O)”
“Would you like a drink?”
He offered me a drink,
b. “offer + infinitive + for + noun / pronoun”
“Shall I wait for you?”
He offered to wait for me.
c. “offer + infinitive + object + for + noun / pronoun”
“Can I carry the suitcases for you?” he said.
He offered to carry the suitcases for me.
1. Requests can be reported in various ways.
a. “Could I have” is normally reported by “ask for”:
“Could I have a cup of coffee?” she said.
She asked (me) for a cup of coffee.
b. “Could you” used for requests is reported by “ask + object
+ infinitive”:
“Could you shut that door, please?” he said.
She asked me to shut the door.
“Could you open the window please?”
Merriam asked me to open the window.
c. But when “Could you” introduces an ordinary question it is
reported as a “yes / no” question::
“Could you live entirely on you own?” he said.
He wanted to know / he wondered / he asked if I could live
entirely on my own.
d. “Would you”, “would you mind” and “will you” can be reported
either by “ask + object +infinitive”
or simply as ordinary questions:
“Would you mind waiting for me?”
He asked me to wait for him.”
OR
He asked if I would mind waiting for him.
“Would you mind turning the music down?”
We asked our neighbours to turn the music down.
OR
We asked our neighbours if they would mind turning the music down.
e. Requests introduced by an “infinitive” are reported by “ask
+ object + infinitive” or by “request + object +
infinitive” depending on the degree of the formality of the situation:
“Close the door, please,” he said
He asked me to close the door.
“Please, pass me the saltshaker,”
He asked me to pass the salt shaker.
“Please, be punctual at all my lectures,” the professor said
to his students.
The professor requested his students to be punctual at all his
lectures.
2. Offers can be reported in three main ways:
a. “offer + object (I O) + object (D O)”
“Would you like a drink?”
He offered me a drink,
b. “offer + infinitive + for + noun / pronoun”
“Shall I wait for you?”
He offered to wait for me.
c. “offer + infinitive + object + for + noun / pronoun”
“Can I carry the suitcases for you?” he said.
He offered to carry the suitcases for me.
REPORTED SPEECH : REPORTING ADVICE
REPORTED SPEECH : REPORTING ADVICE
1. Most of the sentences expressing advice should be reported by
the verb “advise”.
Advise
To advise someone to do something
"If I were you, I would see a physician very soon."
He advised me to see a physician very soon.
"You should have some rest."
I advised him / her to have some rest.
“I should phone her if I were you,” said Pedro.
Pedro advised me to phone her.
2. Advice expressed by “You had better” can be reported unchanged
but can also be reported by advise:
He said, 'You'd better tell your Dad.'
He said I'd better tell Dad.
OR
He advised me to tell Dad.
3. “I / we had better” will normally be reported unchanged:
He said, “I'd better wait.”
He said he had better wait.
4. “Why don't you” often introduces suggestions or advice and is
then reported by suggest or advise:
“Why don't you ask them?” I said.
I advised him / her to ask them.
5. Advice expressed by “ought to” is normally reported unchanged:
“The government ought to build more schools and hospitals in the
area,” said the deputy.
The deputy said that the government ought to build more schools
and hospitals in the area.
1. Most of the sentences expressing advice should be reported by
the verb “advise”.
Advise
To advise someone to do something
"If I were you, I would see a physician very soon."
He advised me to see a physician very soon.
"You should have some rest."
I advised him / her to have some rest.
“I should phone her if I were you,” said Pedro.
Pedro advised me to phone her.
2. Advice expressed by “You had better” can be reported unchanged
but can also be reported by advise:
He said, 'You'd better tell your Dad.'
He said I'd better tell Dad.
OR
He advised me to tell Dad.
3. “I / we had better” will normally be reported unchanged:
He said, “I'd better wait.”
He said he had better wait.
4. “Why don't you” often introduces suggestions or advice and is
then reported by suggest or advise:
“Why don't you ask them?” I said.
I advised him / her to ask them.
5. Advice expressed by “ought to” is normally reported unchanged:
“The government ought to build more schools and hospitals in the
area,” said the deputy.
The deputy said that the government ought to build more schools
and hospitals in the area.
Sunday, 5 July 2009
CONDITIONALS 3 : TYPE 1 , TYPE 2 AND TYPE 3
CONDITIONALS 3 : TYPE 1 , TYPE 2 AND TYPE 3
Students sometimes have difficulty with conditional sentences, either
because they cannot find the appropriate type
of condition to suit the situation, or because they make mistakes with
the sequence of tenses. Here, I’ll only be
dealing with the three basic types of condition, commonly referred to
as Type 1, Type 2 and Type 3.
CONDITIONAL TYPE 3
TYPE 3
PAST CONDITIONAL
UNREAL PAST
TYPE 3
We can use conditional type 3 / past conditional / the third Conditional
to talk about 'impossible' conditions,
impossible because they are in the past and we cannot change what has
happened
This sometimes means that conditional sentences are about situations
in the past that did not occur and are
imaginary.
We use it to:
1. criticize people,
2. point out their mistakes or
3. express regret about the past.
Sometimes we do things which we regret afterwards. Let us take
the example of the little boy who was knocked
down and killed by a car last week when he ran into the road to get
his ball.
The little boy ran into the road.
The car knocked him down.
The little boy was killed.
If the little boy hadn’t run into the road, the car wouldn’t have knocked
him down.
He would have lost his ball but not his life.
Here we are looking at a past event and are just imagining what would
or might have happened if circumstances had been different.
Summary:
When is conditional type 3 used?
We use conditional type 3 / past conditional / the third conditional
when we imagine the possible consequences of
past actions and situations which did not in fact happen.
Which tenses do we need?
If + past perfect + I would have done
I would have done + if + past perfect
If we had beaten Manchester, we would have been champion.
If + past perfect tense + I could have / might have done
I could have / might have done + If + past perfect tense
If he had struggled, he could have reached his aim. (ability)
If they had informed me, I might have helped them, (probability /
possibility)
I was tired so I went to bed early.
===If I hadn't been tired, I wouldn't have gone to bed early.
I wouldn't have gone to bed early If I hadn't been tired.
They didn’t study and consequently they didn’t pass the exam.
They failed.
===>If they had studied, they would have passed the exam. They
wouldn’t have failed.
They wouldn’t have failed. They would have passed the exam If they
had studied.
I didn’t meet you at the station because I didn’t know you were coming.
===>If I had known you were coming, I would have met you at the station.
I would have met you at the station if I had known you were coming.
If she had come to school yesterday, she would have done the test.
She would have done the test if she had come to school yesterday.
But she didn’t come to school yesterday, so she didn’t do the test.
If she hadn’t worked hard, she wouldn’t have passed her exam.
She wouldn’t have passed her exam if she hadn’t worked hard.
But she worked hard, so she passed her exam.
If I had studied harder I would have got a better job.
Students sometimes have difficulty with conditional sentences, either
because they cannot find the appropriate type
of condition to suit the situation, or because they make mistakes with
the sequence of tenses. Here, I’ll only be
dealing with the three basic types of condition, commonly referred to
as Type 1, Type 2 and Type 3.
CONDITIONAL TYPE 3
TYPE 3
PAST CONDITIONAL
UNREAL PAST
TYPE 3
We can use conditional type 3 / past conditional / the third Conditional
to talk about 'impossible' conditions,
impossible because they are in the past and we cannot change what has
happened
This sometimes means that conditional sentences are about situations
in the past that did not occur and are
imaginary.
We use it to:
1. criticize people,
2. point out their mistakes or
3. express regret about the past.
Sometimes we do things which we regret afterwards. Let us take
the example of the little boy who was knocked
down and killed by a car last week when he ran into the road to get
his ball.
The little boy ran into the road.
The car knocked him down.
The little boy was killed.
If the little boy hadn’t run into the road, the car wouldn’t have knocked
him down.
He would have lost his ball but not his life.
Here we are looking at a past event and are just imagining what would
or might have happened if circumstances had been different.
Summary:
When is conditional type 3 used?
We use conditional type 3 / past conditional / the third conditional
when we imagine the possible consequences of
past actions and situations which did not in fact happen.
Which tenses do we need?
If + past perfect + I would have done
I would have done + if + past perfect
If we had beaten Manchester, we would have been champion.
If + past perfect tense + I could have / might have done
I could have / might have done + If + past perfect tense
If he had struggled, he could have reached his aim. (ability)
If they had informed me, I might have helped them, (probability /
possibility)
I was tired so I went to bed early.
===If I hadn't been tired, I wouldn't have gone to bed early.
I wouldn't have gone to bed early If I hadn't been tired.
They didn’t study and consequently they didn’t pass the exam.
They failed.
===>If they had studied, they would have passed the exam. They
wouldn’t have failed.
They wouldn’t have failed. They would have passed the exam If they
had studied.
I didn’t meet you at the station because I didn’t know you were coming.
===>If I had known you were coming, I would have met you at the station.
I would have met you at the station if I had known you were coming.
If she had come to school yesterday, she would have done the test.
She would have done the test if she had come to school yesterday.
But she didn’t come to school yesterday, so she didn’t do the test.
If she hadn’t worked hard, she wouldn’t have passed her exam.
She wouldn’t have passed her exam if she hadn’t worked hard.
But she worked hard, so she passed her exam.
If I had studied harder I would have got a better job.
CONDITIONALS 2 : TYPE 1 , TYPE 2 AND TYPE 3
CONDITIONALS 2 : TYPE 1 , TYPE 2 AND TYPE 3
Students sometimes have difficulty with conditional sentences, either
because they cannot find the appropriate type of condition to suit
the situation, or because they make mistakes with the sequence of
tenses. Here, I’ll only be dealing with the three basic types of
condition, commonly referred to as Type 1, Type 2 and Type 3.
CONDITIONAL TYPE 2
TYPE 2
PRESENT CONDITIONAL
UNREAL PRESENT
Unfortunately, we cannot always do the things we would like to do,
but this does not stop us from imagining or dreaming about what
we would do if circumstances permitted. Let us look at Sam’s case.
He is a student, with very little free time, who often day-dreams:
I’d (would) go out with my friends. But the reality is that
I don’t go out with my friends because I have very little free time.
I’d (would) read a lot of books. But I don’t read a lot of books
because of the very little time I have.
I’d (watch) watch more films. But in fact I watch fewer films.
If I had more free time, I’d (would) read a lot of books.
I’d (would) go out with my friends If I had more free time.
These activities are not possible at the moment because Sam
doesn’t have enough free time. He is just imagining the things
he would do if circumstances were different.
Summary:
When is conditional type 2 used?
When we imagine the consequences of present or future activities
and situations which are not very probable or which do not even exist.
1.To talk about the present when the event in the if-clause is not
true because of the circumstances(impossible present situations):
I could go on a world tour if I was / were rich. ( Now / in fact /
in reality I'm not rich.)
Going on a world tour is merely a dream.
2. To talk about the future when the event in the if-clause is
unlikely to happen due to circumstances (imagined events in the
future, which are impossible, unreal or unlikely):
I’d buy a limousine if I got that job. (I don't think / it’s unlikely
that I will get the job.)
Buying a limousine will be impossible because I won’t get that job.
If I went by train now, I would get there earlier. (present)
If they flew tomorrow, they would be able to see the festival. (future)
If I had more money, I would lend you some. (present)
To conclude, the second conditional / present conditional describes
imaginary or unlikely situations.
Which tenses do we need?
1. If + simple past + I would (do)
I would (do) + if + simple past
If he were rich he would buy a big house.
He would buy a big house if he were rich. (But he isn’t rich, so
he can’t buy a big house.)
If she were a doctor, she would help sick people.
She would help sick people if she were a doctor.
If they lived in the city, they would go to the cinema more often
If we went to live in England, we’d (would) learn English very quickly.
If I were you, I would go to bed earlier.
2. If + simple past + I could / might (do)
I could / might (do) + if + simple past
If you tried again, you would succeed.
If you tried again, you might succeed.
You might succeed if you tried again.
If you tried again, you could succeed.
You could succeed if you tried again.
If he applied for the post, he would get it.
If she studied a bit harder, she could succeed.
If you asked him, he might help you.
Students sometimes have difficulty with conditional sentences, either
because they cannot find the appropriate type of condition to suit
the situation, or because they make mistakes with the sequence of
tenses. Here, I’ll only be dealing with the three basic types of
condition, commonly referred to as Type 1, Type 2 and Type 3.
CONDITIONAL TYPE 2
TYPE 2
PRESENT CONDITIONAL
UNREAL PRESENT
Unfortunately, we cannot always do the things we would like to do,
but this does not stop us from imagining or dreaming about what
we would do if circumstances permitted. Let us look at Sam’s case.
He is a student, with very little free time, who often day-dreams:
I’d (would) go out with my friends. But the reality is that
I don’t go out with my friends because I have very little free time.
I’d (would) read a lot of books. But I don’t read a lot of books
because of the very little time I have.
I’d (watch) watch more films. But in fact I watch fewer films.
If I had more free time, I’d (would) read a lot of books.
I’d (would) go out with my friends If I had more free time.
These activities are not possible at the moment because Sam
doesn’t have enough free time. He is just imagining the things
he would do if circumstances were different.
Summary:
When is conditional type 2 used?
When we imagine the consequences of present or future activities
and situations which are not very probable or which do not even exist.
1.To talk about the present when the event in the if-clause is not
true because of the circumstances(impossible present situations):
I could go on a world tour if I was / were rich. ( Now / in fact /
in reality I'm not rich.)
Going on a world tour is merely a dream.
2. To talk about the future when the event in the if-clause is
unlikely to happen due to circumstances (imagined events in the
future, which are impossible, unreal or unlikely):
I’d buy a limousine if I got that job. (I don't think / it’s unlikely
that I will get the job.)
Buying a limousine will be impossible because I won’t get that job.
If I went by train now, I would get there earlier. (present)
If they flew tomorrow, they would be able to see the festival. (future)
If I had more money, I would lend you some. (present)
To conclude, the second conditional / present conditional describes
imaginary or unlikely situations.
Which tenses do we need?
1. If + simple past + I would (do)
I would (do) + if + simple past
If he were rich he would buy a big house.
He would buy a big house if he were rich. (But he isn’t rich, so
he can’t buy a big house.)
If she were a doctor, she would help sick people.
She would help sick people if she were a doctor.
If they lived in the city, they would go to the cinema more often
If we went to live in England, we’d (would) learn English very quickly.
If I were you, I would go to bed earlier.
2. If + simple past + I could / might (do)
I could / might (do) + if + simple past
If you tried again, you would succeed.
If you tried again, you might succeed.
You might succeed if you tried again.
If you tried again, you could succeed.
You could succeed if you tried again.
If he applied for the post, he would get it.
If she studied a bit harder, she could succeed.
If you asked him, he might help you.
Friday, 3 July 2009
CONDITIONALS : TYPE 1 , TYPE 2 AND TYPE 3
CONDITIONALS : TYPE 1 , TYPE 2 AND TYPE 3
Students sometimes have difficulty with conditional sentences, either because they cannot find the appropriate type of condition to suit the situation, or because they make mistakes with the sequence of tenses. Here, I’ll only be dealing with the three basic types of condition, commonly referred to as Type 1, Type 2 and Type 3.
CONDITIONAL TYPE 1
Often, when we are making plans for the future, we have to consider various circumstances before we can make a definite decision. For example, we would like to go for a picnic next Sunday but, as it is only March, we cannot be sure of the weather. It is possible that it will be too cold or will rain, so when we talk about our plans we usually say:
If the weather is fine,
If it is warm enough,
=====>I (shall/will) go for a picnic next Sunday, if it doesn’t rain. / …..unless it rains.
My programme for next Sunday will depend on the weather, but a picnic is possible.
Summary:
When is conditional type 1 used?
Conditional type 1 is used when we speak about present and future activities and situations which are really possible.
Which tenses do we need?
If + simple present + simple future
Simple future + if + simple present
Simple future = (shall / shan’t – will / won’t + bare infinitive)
Simple present = (do / (don’t + bare infinitive) does / (doesn’t + bare infinitive))
Examples:
If he is better, he will come to school tomorrow.
He’ll come to school tomorrow if he’s better.
===>His coming to school tomorrow is very possible but it all depends on his health condition.
If it rains, we shan’t / won't (shall not / will not) be able to go swimming.
We shan’t / won’t be able to go swimming if it rains.
If you don't come early, he will go alone.
If she refuses him, he will commit suicide.
If I pass my driving test next week, I shall / will buy a little car.
Sometimes there may be variations in the tenses of both the “if clause” and the “main clause”.
1. If + simple present + will be doing/will have done/will have been doing
Examples:
If they promote me, I will be working as a manager next week.
If you don't hurry up, the plane will have left.
If he stays till June, he will have been playing for this team for eight months.
2. If + simple present + may / might for possibility
Examples:
If it snows until the next day, the road may / might be blocked.
If the council doesn't take any action now, there may / might be a great unrest.
3. If + simple present + may / can for permission
Examples:
If you finish your homework within an hour, you may / can watch television.
If it stops raining, you may / can go out to play with Freddie.
4. If + simple present + must / should for advice (or light obligation)
If he wants to lose weight, he should / must eat less bread.
If you get wet, you should / must change your clothes immediately.
5. If + present continuous + simple future / had better
Examples:
If he is standing in the rain, he will catch cold.
If you are studying, I had better go to the other room.
Students sometimes have difficulty with conditional sentences, either because they cannot find the appropriate type of condition to suit the situation, or because they make mistakes with the sequence of tenses. Here, I’ll only be dealing with the three basic types of condition, commonly referred to as Type 1, Type 2 and Type 3.
CONDITIONAL TYPE 1
Often, when we are making plans for the future, we have to consider various circumstances before we can make a definite decision. For example, we would like to go for a picnic next Sunday but, as it is only March, we cannot be sure of the weather. It is possible that it will be too cold or will rain, so when we talk about our plans we usually say:
If the weather is fine,
If it is warm enough,
=====>I (shall/will) go for a picnic next Sunday, if it doesn’t rain. / …..unless it rains.
My programme for next Sunday will depend on the weather, but a picnic is possible.
Summary:
When is conditional type 1 used?
Conditional type 1 is used when we speak about present and future activities and situations which are really possible.
Which tenses do we need?
If + simple present + simple future
Simple future + if + simple present
Simple future = (shall / shan’t – will / won’t + bare infinitive)
Simple present = (do / (don’t + bare infinitive) does / (doesn’t + bare infinitive))
Examples:
If he is better, he will come to school tomorrow.
He’ll come to school tomorrow if he’s better.
===>His coming to school tomorrow is very possible but it all depends on his health condition.
If it rains, we shan’t / won't (shall not / will not) be able to go swimming.
We shan’t / won’t be able to go swimming if it rains.
If you don't come early, he will go alone.
If she refuses him, he will commit suicide.
If I pass my driving test next week, I shall / will buy a little car.
Sometimes there may be variations in the tenses of both the “if clause” and the “main clause”.
1. If + simple present + will be doing/will have done/will have been doing
Examples:
If they promote me, I will be working as a manager next week.
If you don't hurry up, the plane will have left.
If he stays till June, he will have been playing for this team for eight months.
2. If + simple present + may / might for possibility
Examples:
If it snows until the next day, the road may / might be blocked.
If the council doesn't take any action now, there may / might be a great unrest.
3. If + simple present + may / can for permission
Examples:
If you finish your homework within an hour, you may / can watch television.
If it stops raining, you may / can go out to play with Freddie.
4. If + simple present + must / should for advice (or light obligation)
If he wants to lose weight, he should / must eat less bread.
If you get wet, you should / must change your clothes immediately.
5. If + present continuous + simple future / had better
Examples:
If he is standing in the rain, he will catch cold.
If you are studying, I had better go to the other room.
CONDITIONAL : ZERO CONDITIONAL
CONDITIONAL
I- ZERO CONDITIONAL
If + simple present + simple Present:
The zero conditional is used when describing situations which have automatic or
habitual results : (scientific facts general or personal truths. The probability of
the result is 100%.)
EXAMPLES:
If the weather isn't good, I don't like to go out.
If the weather isn’t nice, we usually stay indoors.
If he gets thirsty, he satisfies his thirst drinking cola.
If you heat ice, it melts.
If you heat ice, it turns into water.
If there is a shortage of any product, its prices go up.
If she drinks black coffee in the evening, she loses sleep.
If she drinks black coffee in the evening, she can’t sleep at night.
My parents get angry if I come home late.
As you can see, both the “main clause” and the “if clause” are in the Simple
Present.
The zero conditional is sometimes used to give instructions:
Press the button if you want a receipt.
If you want to leave a message, speak after the tone
If = when:
If / when you boil water, it turns into steam.
If / when you heat ice, it turns into water.
I- ZERO CONDITIONAL
If + simple present + simple Present:
The zero conditional is used when describing situations which have automatic or
habitual results : (scientific facts general or personal truths. The probability of
the result is 100%.)
EXAMPLES:
If the weather isn't good, I don't like to go out.
If the weather isn’t nice, we usually stay indoors.
If he gets thirsty, he satisfies his thirst drinking cola.
If you heat ice, it melts.
If you heat ice, it turns into water.
If there is a shortage of any product, its prices go up.
If she drinks black coffee in the evening, she loses sleep.
If she drinks black coffee in the evening, she can’t sleep at night.
My parents get angry if I come home late.
As you can see, both the “main clause” and the “if clause” are in the Simple
Present.
The zero conditional is sometimes used to give instructions:
Press the button if you want a receipt.
If you want to leave a message, speak after the tone
If = when:
If / when you boil water, it turns into steam.
If / when you heat ice, it turns into water.
BACCALAUREATE ENGLISH EXAM LM HSC JULY 2009 WITH CORRECTION
BACCALAUREATE ENGLISH EXAM LM HSC JULY 2009 WITH CORRECTION
Nadia was born in France and now lives in Douar Inchaden, her family's home village, in a valley in the Atlas Mountains. After studying Business Administration in Nantes (north-east of France), Nadia spent six years working in the sales department of a semiconductor factory and for an Internet provider in France.
In 2006, she returned to Morocco to set up her own business in Inchaden, 40 km south of Agadir. Today, she buys prickly pears from a dozen farmers' families in the area. After collecting these pears, ten female workers gather the flowers and manually extract oil from the seeds. While previously only the fruit was sold on local markets, today Nadia also successfully exports the flowers and the oil of the prickly pears to Europe. Since last year, the company has become financially independent. Its annual profit is increasing constantly. This year, Nadia already hopes to offer permanent employment to her workers.
Some of the women in her village have managed to gain a seat on the village council, previously a purely male domain. Several of the village women are divorced; others, even though they are married, have to support their whole family. They work 13 hours a day in the fields, with only one day off every fortnight. In the village council, they enforced school lessons for children from the age of six and a regular waste collection service.
Nadia is also a member of the village council and she advises a small cooperative of women who produce goats' cheese. She helps them advertise and sell their products. She also advises them on production hygiene in cooperation with professors from the university in Agadir. As a lecturer at the Faculty of Agriculture, she intends to popularise a the large-scale production of Argan oil.
The cultivation and processing of prickly pears is traditionally a women's domain. This native plant has adapted to the natural water shortage in the region. The oil and extracts of the prickly pears and the Argan trees are sold to European and international companies. The extracts are used in the cosmetic and pharmaceutical industry and exported abroad. This helps women enter new sales markets and earn more money.
*Prickly pears:الهندية / كرموس النصارى / صبير / تين شوكي
I. COMPREHENSION (15 POINTS)
A. WHICH OF THE FOLLOWING WOULD BE THE BEST TITLE FOR THE PASSAGE? (1 pt)
CIRCLE THE APPROPRIATE NUMBER
1. A successful university student.
2. A successful businesswoman.
3. A successful parliament member.
B. ARE THESE SENTENCES TRUE OR FALSE? JUSTIFY ( 3 pts)
1. Nadia studied business in Morocco.
2. Nadia's business depends on financial help from the government now.
3. In Inchaden, some women are members of the village council.
C. ANSWER THE FOLLOWING QUESTIONS. ( 3 pts )
1. Where did Nadia work before she returned to Morocco?
2. How far is Inchaden from Agadir?
3. What does Nadia export to Europe?
D. COMPLETE THE FOLLOWING SENTENCES ( 3 pts )
1. Nadia helps women in the cooperative to……
2. The village council provides lessons …….
3. European and international companies use the extracts of the prickly pears in……
E. FIND IN THE TEXT WORDS OR EXPRESSIONS THAT MEAN THE SAME AS: (2 pts)
1. Start ( parag. 2)
2. Free day ( parag. 3 )
3. Very big ( parag. 4)
4. Gain ( parag. 5 )
F. WHAT DO THE UNDERLINED WORDS OR EXPRESSIONS IN THE TEXT REFER TO ?(3 pts)
(THE WORDS IN ITALICS)
1. Its:
2. Them:
3. This native plant:
II. LANGUAGE (15 POINTS)
A.GIVE THE CORRECT FORM OF THE WORDS BETWEEN BRACKETS. (3 pts)
The United Nations is an international (organise)…….. which aims at the (establish)…… of a (peace)…….. world.
B. FILL IN THE GAP WITH THE CORRECT PHRASAL VERB. (3 pts)
( fill in - look after - break down - take up - get on - look up )
1. Saida and her eldest sister often……. their small brother when their mother is out.
2. The student didn't……. his application form correctly. So, it was rejected.
3. This car is too old. It's likely to…… at any time.
C. REWRITE THESE SENTENCES AS INDICATED. (3 pts)
1. The local authorities build a new school every five years.
A new school………
2. "Why don't we go out for a walk?" my friend asked.
My friend suggested……
3. It's a pity Ibrahim does not revise his lessons regularly.
The teacher wishes ……
D.PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE. (3 pts)
1. While I (watch)…… a film the other day, I (hear)…….. my neighbour quarrelling with a stranger.
2. By the year 2020, the government (solve)……. the problem of unemployment.
E. JOIN THE FOLLOWING SENTENCES WITH THE WORDS GIVEN. (3 pts)
1. The government has launched a project. The government wants to reduce illiteracy rates. (in order to)
1……..
2. Aziza did a nice project. The teacher rewarded her. (because)
2………
3. Many African countries have natural resources. They still suffer from poverty, (however)
3…………
III. WRITING (10 POINTS)
Civic associations play an important role in society. Write a short article to your school magazine about the role of these associations and the benefits young people can get from participating in their activities.
(approximately 250 words)
The following suggestions may help you:
Role of associations
* give /offer literacy classes
* help the poor/ the handicapped, etc.
* protect the environment
* defend human rights.
Benefits for young people
* be good citizens
* develop personality (self-confidence - autonomy)
* gain values and new experience
* serve the community.
KEY / CORRECTING SCALE
I. COMPREHENSION (15 POINTS)
(While scoring comprehension, testees should not be penalized for any spelling or grammatical mistakes.)
A. Multiple Choice : (1 pt):
2.A successful business woman
B. True or false with justification (3 pts: lpt for each correct and justified answer)
1. False (In Nantes / in north-east of France /in France)
2. False (the company has become financially independent)
3. True (some of the women have managed to gain a seat on the village council)
C. WH questions (3pts; 1 pt for each appropriate answer)
1. In France/ in the sales department of a semiconductor factory and for an Internet provider.
2. forty/40 km (away from south of Agadir/ from Agadir)
3. fruit, flowers and oil of prickly pears.
D. Sentence completion (3pts: 1 pt for each appropriate completion)
1 advertise and sell their products/She also advises them on ....
2 for children (from the age of six.)
3 the cosmetic and pharmaceutical industry.
E. Word meaning (2 pts: 0.5 pt for each correct answer)
1: set up
2: day off
3: large-scale
4. earn
F. Pronoun reference (3 pts: 1 pt for each correct answer)
1. Its: the company
2. Them: women/cooperative of women
3. Prickly pears
II. LANGUAGE (15 POINTS)
A. Word Form : (3pts: 1 pt each correct answer)
organisation/ organization - establishment - peaceful
B. Gap Filling : (3 pts : 1 pt for each correct answer)
1. look after
2. fill in
3. break down
C. Sentence Rewriting : (3 pts : 1 pt for each correct answer)
1. A new school is built every five years (by the local authorities).
2. My friend suggested going out/ that we should go out for a walk/that we go out...
3. The teacher wishes Ibrahim revised his lessons regularly.
D. Verb Tense (3 points, 1 pt each)
1. was watching - heard
2. will have solved
E. Sentence Joining (3pts: 1 pt each correct answer)
1. The government has launched a project in order to reduce illiteracy rates.
OR
In order to reduce illiteracy rates, the government has launched a project...
2. The teacher rewarded Aziza because she did a nice project.
OR
The teacher rewarded Aziza because of her nice project.
3. Many African countries have natural resources; however, they still suffer from poverty, (only 0.5 pt if not appropriately punctuated)
Nadia was born in France and now lives in Douar Inchaden, her family's home village, in a valley in the Atlas Mountains. After studying Business Administration in Nantes (north-east of France), Nadia spent six years working in the sales department of a semiconductor factory and for an Internet provider in France.
In 2006, she returned to Morocco to set up her own business in Inchaden, 40 km south of Agadir. Today, she buys prickly pears from a dozen farmers' families in the area. After collecting these pears, ten female workers gather the flowers and manually extract oil from the seeds. While previously only the fruit was sold on local markets, today Nadia also successfully exports the flowers and the oil of the prickly pears to Europe. Since last year, the company has become financially independent. Its annual profit is increasing constantly. This year, Nadia already hopes to offer permanent employment to her workers.
Some of the women in her village have managed to gain a seat on the village council, previously a purely male domain. Several of the village women are divorced; others, even though they are married, have to support their whole family. They work 13 hours a day in the fields, with only one day off every fortnight. In the village council, they enforced school lessons for children from the age of six and a regular waste collection service.
Nadia is also a member of the village council and she advises a small cooperative of women who produce goats' cheese. She helps them advertise and sell their products. She also advises them on production hygiene in cooperation with professors from the university in Agadir. As a lecturer at the Faculty of Agriculture, she intends to popularise a the large-scale production of Argan oil.
The cultivation and processing of prickly pears is traditionally a women's domain. This native plant has adapted to the natural water shortage in the region. The oil and extracts of the prickly pears and the Argan trees are sold to European and international companies. The extracts are used in the cosmetic and pharmaceutical industry and exported abroad. This helps women enter new sales markets and earn more money.
*Prickly pears:الهندية / كرموس النصارى / صبير / تين شوكي
I. COMPREHENSION (15 POINTS)
A. WHICH OF THE FOLLOWING WOULD BE THE BEST TITLE FOR THE PASSAGE? (1 pt)
CIRCLE THE APPROPRIATE NUMBER
1. A successful university student.
2. A successful businesswoman.
3. A successful parliament member.
B. ARE THESE SENTENCES TRUE OR FALSE? JUSTIFY ( 3 pts)
1. Nadia studied business in Morocco.
2. Nadia's business depends on financial help from the government now.
3. In Inchaden, some women are members of the village council.
C. ANSWER THE FOLLOWING QUESTIONS. ( 3 pts )
1. Where did Nadia work before she returned to Morocco?
2. How far is Inchaden from Agadir?
3. What does Nadia export to Europe?
D. COMPLETE THE FOLLOWING SENTENCES ( 3 pts )
1. Nadia helps women in the cooperative to……
2. The village council provides lessons …….
3. European and international companies use the extracts of the prickly pears in……
E. FIND IN THE TEXT WORDS OR EXPRESSIONS THAT MEAN THE SAME AS: (2 pts)
1. Start ( parag. 2)
2. Free day ( parag. 3 )
3. Very big ( parag. 4)
4. Gain ( parag. 5 )
F. WHAT DO THE UNDERLINED WORDS OR EXPRESSIONS IN THE TEXT REFER TO ?(3 pts)
(THE WORDS IN ITALICS)
1. Its:
2. Them:
3. This native plant:
II. LANGUAGE (15 POINTS)
A.GIVE THE CORRECT FORM OF THE WORDS BETWEEN BRACKETS. (3 pts)
The United Nations is an international (organise)…….. which aims at the (establish)…… of a (peace)…….. world.
B. FILL IN THE GAP WITH THE CORRECT PHRASAL VERB. (3 pts)
( fill in - look after - break down - take up - get on - look up )
1. Saida and her eldest sister often……. their small brother when their mother is out.
2. The student didn't……. his application form correctly. So, it was rejected.
3. This car is too old. It's likely to…… at any time.
C. REWRITE THESE SENTENCES AS INDICATED. (3 pts)
1. The local authorities build a new school every five years.
A new school………
2. "Why don't we go out for a walk?" my friend asked.
My friend suggested……
3. It's a pity Ibrahim does not revise his lessons regularly.
The teacher wishes ……
D.PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE. (3 pts)
1. While I (watch)…… a film the other day, I (hear)…….. my neighbour quarrelling with a stranger.
2. By the year 2020, the government (solve)……. the problem of unemployment.
E. JOIN THE FOLLOWING SENTENCES WITH THE WORDS GIVEN. (3 pts)
1. The government has launched a project. The government wants to reduce illiteracy rates. (in order to)
1……..
2. Aziza did a nice project. The teacher rewarded her. (because)
2………
3. Many African countries have natural resources. They still suffer from poverty, (however)
3…………
III. WRITING (10 POINTS)
Civic associations play an important role in society. Write a short article to your school magazine about the role of these associations and the benefits young people can get from participating in their activities.
(approximately 250 words)
The following suggestions may help you:
Role of associations
* give /offer literacy classes
* help the poor/ the handicapped, etc.
* protect the environment
* defend human rights.
Benefits for young people
* be good citizens
* develop personality (self-confidence - autonomy)
* gain values and new experience
* serve the community.
KEY / CORRECTING SCALE
I. COMPREHENSION (15 POINTS)
(While scoring comprehension, testees should not be penalized for any spelling or grammatical mistakes.)
A. Multiple Choice : (1 pt):
2.A successful business woman
B. True or false with justification (3 pts: lpt for each correct and justified answer)
1. False (In Nantes / in north-east of France /in France)
2. False (the company has become financially independent)
3. True (some of the women have managed to gain a seat on the village council)
C. WH questions (3pts; 1 pt for each appropriate answer)
1. In France/ in the sales department of a semiconductor factory and for an Internet provider.
2. forty/40 km (away from south of Agadir/ from Agadir)
3. fruit, flowers and oil of prickly pears.
D. Sentence completion (3pts: 1 pt for each appropriate completion)
1 advertise and sell their products/She also advises them on ....
2 for children (from the age of six.)
3 the cosmetic and pharmaceutical industry.
E. Word meaning (2 pts: 0.5 pt for each correct answer)
1: set up
2: day off
3: large-scale
4. earn
F. Pronoun reference (3 pts: 1 pt for each correct answer)
1. Its: the company
2. Them: women/cooperative of women
3. Prickly pears
II. LANGUAGE (15 POINTS)
A. Word Form : (3pts: 1 pt each correct answer)
organisation/ organization - establishment - peaceful
B. Gap Filling : (3 pts : 1 pt for each correct answer)
1. look after
2. fill in
3. break down
C. Sentence Rewriting : (3 pts : 1 pt for each correct answer)
1. A new school is built every five years (by the local authorities).
2. My friend suggested going out/ that we should go out for a walk/that we go out...
3. The teacher wishes Ibrahim revised his lessons regularly.
D. Verb Tense (3 points, 1 pt each)
1. was watching - heard
2. will have solved
E. Sentence Joining (3pts: 1 pt each correct answer)
1. The government has launched a project in order to reduce illiteracy rates.
OR
In order to reduce illiteracy rates, the government has launched a project...
2. The teacher rewarded Aziza because she did a nice project.
OR
The teacher rewarded Aziza because of her nice project.
3. Many African countries have natural resources; however, they still suffer from poverty, (only 0.5 pt if not appropriately punctuated)
Thursday, 2 July 2009
BACCALAUREATE EXAM EXERCISES : CONNECTORS LINKING WORDS CORRECTION
BACCALAUREATE EXAM EXERCISES : CONNECTORS LINKING WORDS
CORRECTION
CHOOSE THE CORRECT ANSWER
ANSWERS:
1- D 2- C 3- E 4- C 5- A 6- B 7- E 8- B 9- C 10-C 11-E 12-C 13-E 14-E 15-E
16-C 17-D 18-C 19-C 20-D 21-C 22-A 23-A 24-D 25-E 26-B 27-B 28-C 29-E 30-A
CORRECTION
CHOOSE THE CORRECT ANSWER
ANSWERS:
1- D 2- C 3- E 4- C 5- A 6- B 7- E 8- B 9- C 10-C 11-E 12-C 13-E 14-E 15-E
16-C 17-D 18-C 19-C 20-D 21-C 22-A 23-A 24-D 25-E 26-B 27-B 28-C 29-E 30-A
BACCALAUREATE ENGLISH EXAM SC JULY 2009 WITH CORRECTION
BACCALAUREATE ENGLISH EXAM SC JULY 2009 WITH CORRECTION
Educating girls offers many benefits to current and future generations. Yet, in many developing countries, girls' illiteracy still remains a serious issue because it is often considered an obstacle to social and economic development. Over 120 million children of primary school age are not at school. The majority are girls, and Geetha is one of them.
Geetha can barely read and write. The pretty eleven-year-old girl is the youngest child in a poor family living in rural India. She was pulled out of school two years ago. Her father thought her time would be better spent looking after the family's goats and doing the housework.
Geetha's former teacher tried to convince Geetha's father and the village elders to send girls like Geetha back to school, but in vain. "This is the way it has always been, and it will not change," her father argued. "I didn't study myself. We are simple people." Government incentives in the form of books, scholarships, uniforms and even meals made no difference. A lifelong struggle to survive marked by poverty and ignorance has solidified their views.
The boys in the village attend school every day. They pass by Geetha who walks the narrow country road alongside her goats. "The boys tease me," she says, her big eyes full of sadness. She wished she could go with them. "When I was younger, I thought I'd study well and get a job. I really wanted to be a teacher. Now I just follow the goats."
Geetha has little hope for her own future. Like her mother and her grandmother, she will spend her life working in the fields and around the house. She has seen the value of education, and has a different dream for her own children. "I will let my children study," she vows. Perhaps it is also not too late even for her. Many girls in India start school at a later age. With support from programmes organised by the Indian government and international institutions, she may yet one day join the boys on their daily walk to school.
I. COMPREHENSION (15 POINTS)
BASE ALL YOUR ANSWERS ON THE TEXT.
A. WHICH OF THE FOLLOWING WOULD BE THE BEST TITLE FOR THE PASSAGE? (2 pts).
TICK (V) THE APPROPRIATE BOX.
1. Poverty in Geetha's village
2. The story of Geetha's father
3. The problem of Geetha's education
The best title for the passage : ( 3. The problem of Geetha’s education.)
B. ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY. ( 3 pts)
1.Geetha has never attended school.
It’s false.
Justification: “Geetha was pulled out of school two years ago.”
OR “ Geetha’s former teacher….”
2. Geetha's father thinks that sending her to school is not beneficial to the family.
It’s true.
Justification: “Her father thought her time would be better spent looking after the family’s goats and doing the the housework.”
3. Geetha's father was illiterate.
It’s true.
Justification: “I didn’t study myself.”
C. ANSWER THE FOLLOWING QUESTIONS. (3 pts)
1. Why is girls' illiteracy still a problem in developing countries?
Girls’ illiteracy is still a problem in developing countries because it is an obstacle to social and economic development.
2. What does the government offer to encourage girls to attend school?
So as to encourage girls to attend school, the Indian government offers books, scholarships, uniforms and even meals to poor families.
3. How does Geetha feel when boys walk past her on their way to school?
When boys on their way to school walk past Geetha, she feels very sad.
D. COMPLETE THE FOLLOWING SENTENCES. ( 2 pts)
1. Geetha's previous teacher didn't succeed in ……
"…convincing Geetha’s father and the village elders to send girls to school."
2. Geetha's dream is…..
"…...to let her children study. / to educateher children."
E. FIND IN THE TEXT WORDS THAT MEAN ALMOST THE SAME AS: (3 pts )
1. Beautiful (parag2) :
“Pretty."
2. Make run of (parag4):
“Tease.”
3. Help (parag5):
“Support.”
F. WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO?
( words in italics in the text)(2 pts)
1. It :
“Girls’ illiteracy.”
2. Them :
"The boys in the village."
II. LANGUAGE (15 POINTS)
A. GIVE THE CORRECT FORM OF THE WORDS BETWEEN BRACKETS. ( 3 pts)
Some NGOs make a lot of efforts to (improvement)…….. women's position in society. They provide some of them with (finance)…… assistance and help others to attend (literate)…….. classes.
Improvement : “improve.”
Finance: “financial.”
Literate : “literacy.”
B. REWRITE THE FOLLOWING SENTENCES AS SUGGESTED. (3 pts)
1. Visitors should not use cameras in the national museum.
Cameras……………….
“Cameras should not be used by visitors in the national museum.”
2. " I will join the university in September," Soumia said.
Soumia told her friend…………
“Soumia told her friend (that) she would join the university in September.”
3. Brahim didn't attend last year's free computer classes.
He wishes……………
“He wishes he had attended the previous year’s free computer classes.”
C. FILL IN THE GAPS WITH THE APPROPRIATE PHRASAL VERBS. ( 3 pts)
give up - find out - get up - let down - break down - go through
1. "You shouldn't…….. your old friends," he told me.
“Let down.”
2. John has decided to……. football at the end of the season.
“Give up.”
3. "I've never imagined to…….. such a difficult time," Mary said.
“Go through.”
D. FILL IN THE BLANKS WITH THE APPROPRIATE WORDS FROM THE LIST. (3 pts)
so as to - despite - although - therefore - thanks to - because
1. ………………. his parents' care and encouragement, Soufien has received a good education.
“Thanks to.”
2. Sue worked hard …………….get a good mark in the final exam.
“So as to.”
3. …………..the geography test was easy, many students didn’t get a good mark.
“Although.”
E. PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE. (3 pts)
When he (finish)……… his studies in Europe, Kamal returned to Morocco. Now, he (work)……… as a teacher at a university. He (just/publish)……….. a book on study skills.
“Had finished./ finished.”
“Is working./ works.”
“Has just published.”
III. WRITING (10 POINTS)
Non-governmental organisations (NGOs) play an important role in the development of local communities. Write a short article to your school magazine about a project that has been realised by a local NGO in your village/town/city. (Approximately 150 words) These questions and cues may help you:
- What kind of project is it? (environmental / social / educational...)
- What has the project achieved? (provide free classes/ create professional centres for youths or for the handicapped /keep your area clean/plant trees/build a school, hospital,...)
- Who contributed to the realisation of this project? (local people/students/women/others ...)
Educating girls offers many benefits to current and future generations. Yet, in many developing countries, girls' illiteracy still remains a serious issue because it is often considered an obstacle to social and economic development. Over 120 million children of primary school age are not at school. The majority are girls, and Geetha is one of them.
Geetha can barely read and write. The pretty eleven-year-old girl is the youngest child in a poor family living in rural India. She was pulled out of school two years ago. Her father thought her time would be better spent looking after the family's goats and doing the housework.
Geetha's former teacher tried to convince Geetha's father and the village elders to send girls like Geetha back to school, but in vain. "This is the way it has always been, and it will not change," her father argued. "I didn't study myself. We are simple people." Government incentives in the form of books, scholarships, uniforms and even meals made no difference. A lifelong struggle to survive marked by poverty and ignorance has solidified their views.
The boys in the village attend school every day. They pass by Geetha who walks the narrow country road alongside her goats. "The boys tease me," she says, her big eyes full of sadness. She wished she could go with them. "When I was younger, I thought I'd study well and get a job. I really wanted to be a teacher. Now I just follow the goats."
Geetha has little hope for her own future. Like her mother and her grandmother, she will spend her life working in the fields and around the house. She has seen the value of education, and has a different dream for her own children. "I will let my children study," she vows. Perhaps it is also not too late even for her. Many girls in India start school at a later age. With support from programmes organised by the Indian government and international institutions, she may yet one day join the boys on their daily walk to school.
I. COMPREHENSION (15 POINTS)
BASE ALL YOUR ANSWERS ON THE TEXT.
A. WHICH OF THE FOLLOWING WOULD BE THE BEST TITLE FOR THE PASSAGE? (2 pts).
TICK (V) THE APPROPRIATE BOX.
1. Poverty in Geetha's village
2. The story of Geetha's father
3. The problem of Geetha's education
The best title for the passage : ( 3. The problem of Geetha’s education.)
B. ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY. ( 3 pts)
1.Geetha has never attended school.
It’s false.
Justification: “Geetha was pulled out of school two years ago.”
OR “ Geetha’s former teacher….”
2. Geetha's father thinks that sending her to school is not beneficial to the family.
It’s true.
Justification: “Her father thought her time would be better spent looking after the family’s goats and doing the the housework.”
3. Geetha's father was illiterate.
It’s true.
Justification: “I didn’t study myself.”
C. ANSWER THE FOLLOWING QUESTIONS. (3 pts)
1. Why is girls' illiteracy still a problem in developing countries?
Girls’ illiteracy is still a problem in developing countries because it is an obstacle to social and economic development.
2. What does the government offer to encourage girls to attend school?
So as to encourage girls to attend school, the Indian government offers books, scholarships, uniforms and even meals to poor families.
3. How does Geetha feel when boys walk past her on their way to school?
When boys on their way to school walk past Geetha, she feels very sad.
D. COMPLETE THE FOLLOWING SENTENCES. ( 2 pts)
1. Geetha's previous teacher didn't succeed in ……
"…convincing Geetha’s father and the village elders to send girls to school."
2. Geetha's dream is…..
"…...to let her children study. / to educateher children."
E. FIND IN THE TEXT WORDS THAT MEAN ALMOST THE SAME AS: (3 pts )
1. Beautiful (parag2) :
“Pretty."
2. Make run of (parag4):
“Tease.”
3. Help (parag5):
“Support.”
F. WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO?
( words in italics in the text)(2 pts)
1. It :
“Girls’ illiteracy.”
2. Them :
"The boys in the village."
II. LANGUAGE (15 POINTS)
A. GIVE THE CORRECT FORM OF THE WORDS BETWEEN BRACKETS. ( 3 pts)
Some NGOs make a lot of efforts to (improvement)…….. women's position in society. They provide some of them with (finance)…… assistance and help others to attend (literate)…….. classes.
Improvement : “improve.”
Finance: “financial.”
Literate : “literacy.”
B. REWRITE THE FOLLOWING SENTENCES AS SUGGESTED. (3 pts)
1. Visitors should not use cameras in the national museum.
Cameras……………….
“Cameras should not be used by visitors in the national museum.”
2. " I will join the university in September," Soumia said.
Soumia told her friend…………
“Soumia told her friend (that) she would join the university in September.”
3. Brahim didn't attend last year's free computer classes.
He wishes……………
“He wishes he had attended the previous year’s free computer classes.”
C. FILL IN THE GAPS WITH THE APPROPRIATE PHRASAL VERBS. ( 3 pts)
give up - find out - get up - let down - break down - go through
1. "You shouldn't…….. your old friends," he told me.
“Let down.”
2. John has decided to……. football at the end of the season.
“Give up.”
3. "I've never imagined to…….. such a difficult time," Mary said.
“Go through.”
D. FILL IN THE BLANKS WITH THE APPROPRIATE WORDS FROM THE LIST. (3 pts)
so as to - despite - although - therefore - thanks to - because
1. ………………. his parents' care and encouragement, Soufien has received a good education.
“Thanks to.”
2. Sue worked hard …………….get a good mark in the final exam.
“So as to.”
3. …………..the geography test was easy, many students didn’t get a good mark.
“Although.”
E. PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE. (3 pts)
When he (finish)……… his studies in Europe, Kamal returned to Morocco. Now, he (work)……… as a teacher at a university. He (just/publish)……….. a book on study skills.
“Had finished./ finished.”
“Is working./ works.”
“Has just published.”
III. WRITING (10 POINTS)
Non-governmental organisations (NGOs) play an important role in the development of local communities. Write a short article to your school magazine about a project that has been realised by a local NGO in your village/town/city. (Approximately 150 words) These questions and cues may help you:
- What kind of project is it? (environmental / social / educational...)
- What has the project achieved? (provide free classes/ create professional centres for youths or for the handicapped /keep your area clean/plant trees/build a school, hospital,...)
- Who contributed to the realisation of this project? (local people/students/women/others ...)
Subscribe to:
Posts (Atom)