We are preparing for the Unified State Exam in English. Vocabulary and grammar

Unified State Exam. English language. Grammar and vocabulary. Romanova L.I.

M.: 20 10. - 224 s.

This manual contains practice test tasks to prepare for the third section of the Unified State Exam in English “Grammar and Vocabulary”. The purpose of the examination test in this section is to test the skills of using grammatical and lexical material in texts with a communicative orientation. The tests are designed in accordance with the specifications developed by the Federal Institute for Pedagogical Measurements and include three types of tasks: a basic level task testing grammatical skills, a higher level, which tests word-formation skills, and a high-level task, which tests lexical skills.

The book is addressed to teachers who can use both individual tasks from tests and entire tests in class, so that students get an idea of ​​the form of the Unified State Exam and the necessary work experience to successfully pass it. Students can use this guide whether they are in their senior year or want to start preparing for the exam earlier.

A clear structure and simple design will allow both the student and the teacher to use the manual in accordance with their individual needs. Having keys will be convenient for students to work independently.

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CONTENT
Preface 3
Part one. Demo version of the Unified State Exam in English 9
Section 1. Listening 9
Section 2. Reading 13
Section 3. Grammar and vocabulary 19
Section 4. Letter 22
Appendix 1. Texts for listening 24
Appendix 2. Answers 30
Part two. Grammar and vocabulary (Tasks B4-B10). 32
Part three. Grammar and vocabulary (Tasks B11-B16) 69
Part four. Grammar and vocabulary (Tasks A22-A28) 108
Appendix 1. Word formation. Prefixes 151
Appendix 2. Word formation. Spelling 154
Appendix 3. Word formation. Suffixes 159
Noun suffixes 159
Adjective suffixes 173
Adverb suffix 184
Verb suffixes 188
Appendix 4. Phrasal verbs 191
Part five. Keys 206

In this article we will talk to you about the “Vocabulary and Grammar” section in the Unified State Exam in English. When completing tasks in this section, the level of language competence of students is checked - knowledge of the rules of English grammar, the ability to apply them in practice, knowledge of English vocabulary, knowledge of the compatibility of words and their stylistic markings.

Time to complete the task is 40 minutes.
The maximum score is 20 points.

Contents of the “Vocabulary and Grammar” section of the Unified State Examination in English

This section includes three tasks:
1. Tasks 19-25 (maximum score – 7 points).
2. Tasks 26-31 (maximum score - 6 points).
3. Tasks 32-38 (advanced level).

Tasks from 19 to 25

An example of tasks 19-25 on the Unified State Exam in English is as follows:

This task tests the skills of forming grammatical forms, that is, it is necessary to change the form of a word and fit it into a sentence. Part of the speech remains unchanged. For example, if a verb is written, then the verb remains; if it is a noun, the noun remains, etc.

Noun
The case may change from nominative to indirect (world-world’s, friends-friends’) and the number from singular to plural. And, of course, an exception word to the rules for forming the plural will probably be proposed, as well as words that have special spellings (wife-wives, wolf-wolves, etc.).

  • in English
  • / Possessive case

Adjective and adverb
Determine the degree of comparison of an adjective or adverb. For example, if after the omission there is the word “than” (than), we form a comparative degree. If the gap is preceded by the definite article “the” or a phrase like “one of the”, we form a superlative degree.

  • / adjective
  • in English
  • / Adverb

Verb
The voice may change from active to passive, as well as the tense. It is imperative to pay attention to the person to whom the verb refers; the form of auxiliary verbs depends on this. And don’t forget about irregular verbs that are learned by heart!

Note: More information about verbs and tenses of the English language can be found in the ““ section.

Numeral
The rank may change (the cardinal number changes to an ordinal number).

Pronoun (pronoun)

  • / Possessive pronouns
  • / Personal pronouns
  • / Demonstrative pronouns
  • / Indefinite pronouns (some, any)
  • / Reflexive and intensifying pronouns

Tasks 26 to 31

An example of tasks 26-31 on the Unified State Exam in English is as follows:


Tasks 32-38

Knowledge of English vocabulary and its compatibility depending on the communicative situation are tested:

  • knowledge of phrasal verbs;
  • knowledge of the difference in the use of words that are similar in meaning, i.e. synonyms;
  • knowledge of the difference in the use of words that are similar in sound and/or spelling;
  • knowledge of verb control using the formula “verb + preposition”.

Note: Examples of words that are similar in sound and/or spelling can be found in the ““ section.

An example of tasks 32-38 on the Unified State Exam in English is as follows:


Recommendations for successful completion of the “Vocabulary and Grammar” section

To successfully pass the English exam in the “Vocabulary and Grammar” section, you need to learn grammatical rules and be sure to consolidate them in practice.

To reinforce grammatical topics, you can choose special grammar textbooks, which contain a lot of exercises. For example,

  • Round-Up (series where all tasks are in English and theory too)
  • Grammarway
  • New Grammar Time
  • Muzlanova E. S., Fomenko E. A. English language. Full Express Tutor
  • Milrud R.P. English language. Unified State Exam. Vocabulary and grammar
  • etc.

Section “Vocabulary and Grammar” in the Unified State Examination in English


Let's consider the next section of the Unified State Exam - Grammar and Vocabulary, which is the most voluminous in terms of material covered and labor-intensive to prepare. Today we’ll start with the first part – tasks 19 – 25, testing your knowledge of grammar.

General information

The “Grammar and Vocabulary” section of the Unified State Exam differs from a similar section only in the presence of a third task on knowledge of lexical units and combinability. The first is for grammar, the second is for word formation and the third is for general knowledge of the lexical part of the language being studied.

The “Grammar” part, if done correctly, will give you 7 points.

After a certain workout, the entire section will require not the prescribed 30 minutes, but 20 minutes, which can save time for the rest of the exam. And for the “Grammar” part – about 7 minutes.

Tasks 19 – 25

The first tasks in this section test all grammatical knowledge acquired or not acquired over 11 years of schooling. No life hack will help here if the student is stupid and lazy and knows little about this very grammar. Why, even if he knows, but forgot under the influence of stress/sleepless night/parting with the love of his life, the possibility of guessing the correct option is practically zero, because these very options are not here, you need to enter them yourself. And even if you were lucky and guessed the correct grammatical form, but wrote it incorrectly, you still won’t see the coveted point.

To make this overwhelming task easier, at the training stage I propose the following scheme (also in the form of a table below):

  • If in front of us noun:
    1) The most likely thing is to form a plural form from it (learn all the exceptions, such as foot - feet, and if the plural is formed by general rule, then be careful to see if the final y is changed to i, if f is changed to v, if -es is added instead of the usual - s).
    Example: Machu Picchu, often called “The Lost City of the Incas”, is probably the most famous symbol of the Incan Empire. Machu Picchu is located 7,875 _______ FOOT ________ above sea level in Peru. (correct answer is FEET)
    2) Less likely is the possessive form of a noun (like world - world’s). This case is easy to recognize - after the omission there will be another noun.
    Example: This was my ____FRIEND_____ worst habit. (correct answer – FRIEND”S)
  • If you see pronoun(for example, I), put it in the objective case (me) or possessive (my or mine). A reflexive form is also possible – myself. In the sentence below, there is a noun after the gap (hereinafter the example pictures are from the demo version of the 2016 exam), so the only option here is the possessive case, which is placed before the noun.

    The demonstrative pronoun (this, that) must be placed in the plural. h. (these, those respectively). Indefinite pronouns (some, any, no, every and their derivatives) are less common in tests, but the codifier warns that they may come across.

  • WITH numerals everything is magically simple - we transform quantitative into ordinal, remembering all the subtleties of correct spelling (for example, one – first).
    Example: My ___TWO_____ thought was that I had mistaken the number of the house. (The correct answer is SECOND)
  • Adjective or adverb put it in some degree of comparison. A small life hack - if the gap is preceded by than or the construction the... the... (for example, the better you prepare, the better mark you have), it is comparative, and if the, then it is superlative. Here you need to remember that there is no need to write the the second time, only the excellent shape.
    Example: The ______ BAD _________ moment was when I remembered that I had recently asked staff members to give me their home numbers. (The correct answer is WORST)
    Attention! In this task, students continually strive to turn an adjective into an adverb or add a negative prefix to the front. Please note that this can only be done in the next task.
  • But with verbs you'll have to work hard (that's why the table below is so confusing). And first, understand whether we have a personal form (one that changes over time) or an impersonal one (active or passive participle, infinitive or gerund).
    1) Find out impersonal form easy - the sentence already has a predicate, expressed in the personal form of the verb, that is, our gap is not in the place of the predicate, but in another place in the sentence, ideally if there is a comma in front of it, which clearly hints at something different from the predicate.
    Let's look at an example from the 2017 demo, the first two tasks. There is a comma before the gap in task 19, clearly hinting at a phrase that complements the main sentence “The name Alaska comes from the Aleut word alaxsxaq.” All that remains is to understand whether the clarifying phrase has an active or passive meaning. Since the word itself means something, we draw a conclusion about the active meaning of the participle and write meaning.
    In task 20, the clarifying phrase is also separated by a comma. When translated, its passive meaning becomes clear, the word did not form itself, it was formed, so we add the passive ending -ed to the verb form.

    The same grammatical phenomenon occurs in task 22. But here everything is made easier by the semantics of the word locate. After working through the nth number of examples, it becomes obvious that when you see the word locate you need to wait for a passive meaning - either this is a personal passive form of the verb, or a participle with a passive meaning located:

    2) If in a sentence the gap comes after the subject, and the predicate is missing, we definitely have personal form.
    As with the participle, we decide whether it is an active voice or a passive voice (by translating the sentence) and then think about what time to put it. The same sentence (or previous ones) may contain clue words. If they are not there, we look at the proposal itself and what surrounds it.
    Let's look again at the 2017 demo. We can understand that we see the personal form of the verb in tasks 21 and 23 by finding the subject - it stands right before the gap, which in task 21 and structure in task 22. In the first case, to understand the passive nature of the verb, we will need a translation, in the second case - The preposition by is used, in most cases indicating the passive.

    Having avoided all the pitfalls, you should not make mistakes in spelling by learning the rules of spelling and irregular verbs. In task 24, for example, we see the personal form of the verb (in place of the predicate), we understand that it is in the active voice (the participants themselves win the competition), we determine the tense - the past, because all the sentences surrounding it are in the past tense, and according to According to the rule of tense coordination, we know that next to Past, as a rule, there is Past or Future-in-the-Past. Since this sentence does not have specific indicators of time, and it simply denotes an event in the past, we choose Past Simple.

    You also need to be able to recognize sentences conditions(and constructions with I wish) or coordination of times in indirect speech, which can also be found here.
    Example: One day I decided to ask him why he always chose this type while driving. “Well, sister,” he reluctantly replied, “to be frank, it’s mainly so you can’t sing along.” He added that he _______LISTEN___________ to anything else if only I promised not to sing along. (The correct answer is WOULD LISTEN, agreement of tenses in indirect speech)

I understand that the entire scheme for completing the task seems confusing and raises doubts, but after about two months of working on it, the student remembers everything and begins to reason independently.

Please note how to fill out the form for this assignment - all in capital letters and without spaces. If the answer contains apostrophe, for example – didn’t like, then he recorded in a separate cell. In general, Ms. Verbitskaya advises avoiding apostrophes in favor of the full form - did not like, because “the computer may not count them.”

There will be no life hacks here, because if you don’t prepare for this part of the exam, it will be impossible to guess and logically calculate something. It is better to start preparing for tasks 19 – 25 a year before the exam, distributing all the topics and repeating them a month or two before the exam. I follow this scheme in mine.

Several general advice on implementation:

  1. Read the WHOLE text, because the clue about the grammatical form may not be in this particular sentence, but in the previous one. Or the next one.
  2. If you have correctly identified the form, take care to write it correctly. If the spelling is clumsy, it will not be taken into account.
  3. Check again.
  4. If you don’t understand, write at least something, you never know.

Tutorials

I cannot make you happy and tell you - here are 2-3 books, everything you need to prepare is in them.

To prepare for tasks 19-25, you will have to study the codifier yourself and choose suitable grammatical topics to study. I use the following tools in preparation:

Section of the site “English language. Preparation for the Unified State Exam and the Unified State Exam" is dedicated to preparation for English language exams, in particular to the Unified State Examination and the Unified State Examination. Using our materials you can prepare for the exam yourself. Good luck!

As you know, exams in the OGE and Unified State Exam format test 4 types of speech activity in high school students:

  1. Reading
  2. Listening
  3. Letter
  4. Speaking

The tasks of each type of activity are divided into levels of difficulty, which are identified accordingly:

  1. active and passive vocabulary student
  2. knowledge of grammatical categories and their use in practice.

English exam in 9th grade ( OGE) corresponds to the level B1 (Intermediate), English language exam in 11th grade ( Unified State Examination)- level B2 (Upper-Intermediate), although sometimes there are tasks from higher levels.

Below you will find materials for preparing for the Unified State Exam and the Unified State Exam in English in the following sections:

Materials for preparing for the Unified State Exam and the Unified State Exam in English

I. Section “Word Formation”

The “Word Formation” section is one of the most important elements of any language and for good reason. Understanding how suffixes and prefixes “work”, you can expand your vocabulary at least 4 times. In this section you will find a large number of exercises for practicing suffixes and prefixes of different parts of speech.

II. Section "English words by topic"

In this section you will find list of expressions in English for examsm topics, which will help you make a mini-message and answer questions. These expressions are also good for essays or personal writing, as they already contain advanced vocabulary and grammatical structures that give extra points on the exam.

III. Section “Unified State Exam. Oral part."

Section below for t eh, who wants to work oral exam format in English, namely, learn to describe and compare pictures. In the attached presentation you will find the tasks for the oral part and the criteria for assessing your answer.

IV. Section “Unified State Exam. Oral part."

In this section you will learn what changes occurred in the format of the English language exam in grade 9 in 2016. The oral part has definitely become easier and you can prepare for it by following the recommendations below.

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Syllabus

Newspaper no.

Educational material

Lecture 1. Format and structure of the Unified State Exam in English.

Lecture 2. General strategies for preparing for the Unified State Exam.

Lecture 3. Section of the Unified State Examination “Listening”.

Lecture 4. Section of the Unified State Examination “Reading”.
Test No. 1(due date - November 25, 2007

Lecture 5. Section of the Unified State Examination “Vocabulary and Grammar.”

Lecture 6. Section of the Unified State Exam “Writing”.
Test No. 2(due date - December 25, 2007)

Lecture 7. Oral part of the Unified State Exam in English. Monologue speech.

Lecture 8. Oral part of the Unified State Exam in English. Dialogical statement.

Final work

Lecture 5
Section of the Unified State Exam “Vocabulary and Grammar”

System of tested knowledge, skills and abilities. Types of test tasks in the Unified State Examination. A system of exercises for the development of lexical and grammatical skills.

The third section of the written part of the Unified State Exam in English, “Vocabulary and Grammar,” assesses the development of a fairly wide range of lexical and grammatical skills based on the use of lexical and grammatical units in communicative-oriented contexts. The section consists of three tasks, the objects of control and the features of the technology for performing which we will have to understand in this lecture. First of all, let us pay attention to the fact that all three tasks are based on coherent texts, from reading which (after carefully studying the instructions) work on each of the subtests should begin. Unlike the tasks in the previous section of the Unified State Exam, reading here is not a goal, but a means of verification and is necessary for preliminary orientation in the text before further work over his tongue side.

Task No. 1 section
“Grammar and Vocabulary” Unified State Examination

Tests the ability to use grammatical forms of nouns, verbs, adjectives, adverbs, pronouns, and numerals in accordance with the context. The type of task is a short answer, for which you need to fill in the gaps in the text with forms of words presented in the margins to the right of the text that are grammatically consistent with the context.
Let's give an example from the demo version of the Unified State Exam 2007.

Albert Schweitzer,
a Nobel Peace Prize Winner

Albert Schweitzer is known throughout the world for his missionary work in Africa. He was born on January 14, 1875 in Alsace, which was part of Germany and __________Part of France after World War I.

He was a talented person. By the age of thirty, he __________________ as an author, a lecturer, and a musician.

It was at this time that he learned of the great need of medical doctors in Africa. He decided to become a doctor of medicine. In 1913, Doctor Schweitzer and his wife __________for Africa.

The morning after the Schweitzers arrived, they started to treat their patients in an old farmhouse. However, a new hospital building __________________ with the help and the trust of the African people.

Their work was interrupted by World War I. Only in 1924, Dr. Schweitzer was finally able to return to Lambarene to rebuild
the hospital. WhenMrs. Schweitzer came back to Africa in 1929, the hospital was much _________________.

In 1953 Dr. Schweitzer _________________ the Nobel Peace Prize.

He was grateful, but said, “No man has the right to pretend that he __________ enough
for the cause of peace or declare himself satisfied.”

WORK

From the above example it is clear that in this task students must demonstrate skills in education and use comparative degree adjectives, passive form of the verb in Past Indefinite, active verb in Past Indefinite and Present Perfect. However, in different versions of the exam, the range of control objects can be much wider. The Unified State Exam specification in a foreign language specifies the following content elements as control objects in this task: 5.2.1., 5.2.2., 5.2.3., 5.2.4., 5.2.6. (see Codifier of Unified State Examination content elements in English, lecture No. 1).
This type of test task dictates the following algorithm for its implementation: after an introductory reading of the entire text to understand its theme and the logic of the development of the narrative, students begin to carefully read each sentence in sequence and determine the grammatical meaning of the missing word required by the context. Next, you need to form a word form that conveys this meaning and enter it into the text. To check the completed task, after filling in the gaps, you should read the entire text again to make sure that the meaning of all sentences is restored correctly and the logic of the text is not violated.
Before directly performing the test task, it will be useful for students to do a number of preparatory exercises to master in practice the algorithm for its implementation. Here are examples of such exercises from the “Collection of tests for preparing for the Unified State Exam” (Oxford: Macmillan Education).

TEST 1
Test task:
Section 3. Grammar and vocabulary

Task 1
Read the text. Fill in the blanks in the sentences with numbers B4 - B11 the appropriate forms of words printed in capital letters to the right of each sentence.

The Platypus

In the rivers of south-eastern Australia, you can find an animal called a ‘platypus’. The platypus is one of the __________ animals in the world.

It __________ only in Australia and belongs to a group of animals called ‘monotremes’.

When Europeans first saw an example of the animal in the 1700s, they __________ it was a joke.

They __________ anything like it before and they refused to believe that it was a real animal.

NEVER SEE

A __________ example arrived from Australia, and then more, and the scientists realized that this unusual creature was real.

Today, the platypus __________ in the waters around south-east Australia.

It is not very rare, but some people worry that water pollution could be a problem as the water around Sydney gets __________.

We still __________ much about this mysterious animal and we have a lot to learn.

[Key: B4. strangest, B5. exists, B6. thought, B7. had never seen, B8. second, B9. lives, B10. dirtier, B11. do not know / don’t know]

Preparatory exercises:
1. Quickly read the text and answer the questions.
As noted above, test tasks No. 1 in the section of the Unified State Exam under consideration assess the ability to use grammatical forms in a whole coherent text, without understanding the content of which it is impossible to determine the meaning of its individual parts. This exercise sets students up to read a whole text before working on individual sentences.
1. In which country can you find the platypus?
________________
2. Does the platypus live in other countries?
________________
3. When did Europeans first see the platypus?
________________
4. Is the platypus a rare animal?
________________
5. Do we know a lot about the platypus?
________________

2. Complete the table.
It may seem that this exercise will not cause difficulties even for the weakest high school students. Without a doubt, everyone knows the ordinal numbers within the first ten. However, let us note that the exercise encourages students to pay attention to the spelling of the word. In the “Grammar and Vocabulary” section, incorrect spelling of a word (for example, forth instead of fourth or nineth instead of ninth) will result in the loss of points for the test question.

TEST 5
Test task:

Task 1
Read the text. Fill in the gaps in sentences numbered B4 - B11 with the appropriate forms of the words printed in capital letters to the right of each sentence.

The Automobile

Cars are a common sight on roads today, but that wasn’t always true. Back in the days before the car ___________________, the only personal means of transport were the horse and the bicycle.

The first cars ____ their power from steam and gas, and had a maximum speed of around nine miles an hour.

In Britain, there was a law ________cars from going over 2 miles an hour in towns.

At the end of the nineteenth century, cars started to use petrol and became much ________________ than they had been.

Very few people at that time said that cars ______________ the world in the future.

That is exactly what has happened, though, and since then we ________close to 18 million miles of roads on the Earth.

Perhaps the _________________ sign of the success of the car is the fact that there are over 800 million of them in the world.

However, having more cars on the road ________________ more pollution, and that’s a major worry for many people.

[Key: B4. was invented, B5. got, B6. stopping, B7. faster, B8. would change, B9. have built, B10. biggest, B11. means]

Preparatory exercises:
1. Read the text. For each gap in the text B4 - B11, decide whether the following statements are true or false.
The exercise helps ensure that in this type of task, before filling in the gaps in the text, students get used to carefully reading the sentence with the gap, understanding its meaning and determining what grammatical meaning should be conveyed by the missing unit of context.

1 (B4) We need the passive voice.

2 (B5) We need the past progressive to express a fact about the past.

3 (B6) We need the simple past because this is an action in the past.

4 (B7)

5 (B8) This is the future in the past, so we need to use would.

6 (B9) We need the past simple to go with since.

7 (B10) We need a comparative form using -er.

8 (B11) We need a verb in the plural
because cars are plural.

[Key: 1.T; 2.F; 3. F; 4.T; 5.T; 6.F; 7.F; 8.F]

2. Choose the correct word or phrase to complete each sentence. Use the words in bold to help you.
This exercise draws students' attention to grammatical forms and lexical units of the context, which serve as signals that help restore the meaning of the sentence and correctly determine the grammatical meaning of the missing word.

1. Since the start of the 20th century, cars ______very popular.
A. became; B. have become; C.were becoming

2. Cars now are much ________________ than they used to be.
A. quick; B. quicker; C. quickest

3. In 1900, Mr. Daimler said that in the future everyone __________________a car.
A. drove; B. will drive; C. would drive

4.Driving fast near schools ______________more chance of an accident.
A. mean; B. means; C. is meaning

[Key: 1.B; 2.B; 3. C; 4.B]

Task No. 2 section
“Grammar and Vocabulary” Unified State Examination

In terms of design, the first and second tasks in this section of the exam are identical. However, in task No. 2, the object of control is the ability to use not form-building, but word-forming affixes of the English language (see content element 5.3.1 of the codifier). The type of task is a short answer, to obtain which it is necessary to fill in the gaps in the text with words that are lexically and grammatically consistent with the context, transforming the words presented in the margins to the right of the gaps using word-forming elements. After completing this task, you must enter the words written in the gaps in the text into the answer forms strictly under the corresponding numbers (the same must be done after completing the first task).

Tourism in Britain

Every year more than eleven million tourists visit Britain. In fact, tourism is an __________________ industry, employing thousands of people.

IMPORTANCE

Most ________________ come in the summer months when they can expect good weather.

Tourists __________________ spend a few days in London, then go on to other well-known cities.

Perhaps the least visited places in England are old ______________________ towns.

INDUSTRY

But many people think that nineteenth-century cities show the _________________of Britain.

The example given (demonstration version 2007) shows that in this task students must form a word, and not a form of a word (as required in the first part of the “Grammar and Vocabulary” section): importance - important, usual - usually, industry - industrial etc. As a rule, here students operate only with word-forming affixes, however, attention should be paid to the fact that in some (rare) cases the context may require the use of corresponding formative affixes: visit - visitors.
This type of test task corresponds to the following algorithm for its execution:
1. Introductory reading of the whole text to understand its main content (as in the first task, reading acts here as a means for further recovery of missed units).
2. Carefully reading each sentence, restoring the meaning of the missing unit according to its meaning, determining the grammatical category to which it belongs (which part of speech is missing?).
3. Use of the appropriate affix (or affixes) to form the desired lexical unit.
4. Reading the text after filling in all the gaps to check the correctness of its restoration.

Knowledge of word-forming affixes in the English language and the skill of using them are necessary in both receptive and productive types of speech activity. The development of this part of the linguistic component of students’ communicative competence should be given due attention at the senior stage of secondary school.
“Collection of tests for preparing for the Unified State Exam” (Oxford: Macmillan Education) in each of the 20 tests included in it contains tasks similar to the example we gave from the demo version of the Unified State Exam 2007. These tasks (as well as the accompanying preparatory exercises) help students remember a wide range of word-forming affixes, practice their use in communicative-oriented contexts, and also practically master the algorithm for completing tasks in the Unified State Exam format.
Let us give an example of one of these tasks and preparatory exercises from the mentioned collection.

TEST 2
Test task:
Section 3. Grammar and vocabulary

Task 2
Read the text below. Convert words printed in capital letters after numbers B12 - B18 so that they grammatically and lexically correspond to the content of the text. Fill in the blanks with the given words. Each pass corresponds to a separate task from the group B12 - B18.

Before the ____________ of the hot air balloon, no human had ever successfully flown above the ground.

Two ____________ brothers, Josef and Etienne Montgolfier, were responsible for designing the world’s first hot air balloon.

The first successful ____________ was in 1783, and the Montgolfier brothers immediately

became ______________ throughout the world.

The design of hot air balloons is based on the _____________ law that hot air rises. A burner at the bottom of the balloon provides the

As the air inside the balloon gets hotter, the balloon takes off. Its height above the ground is determined by how

hot the air inside is and its
______________ of travel depends on the wind.

Preparatory exercises:
Read the text with questions B12 - B18in Section 3. Grammar and vocabulary. For each gap, decide what kind of word (noun, adjective, etc.) fills each gap.

B12 _____________
B13 _____________
B14 _____________
B15 _____________
B16 _____________
B17 _____________
B18 _____________

[Key: B12. noun; B13. adjective B14. noun; B15. adjective B16. adjective B17. noun; B18. noun]

Complete the table:

inventor
invention

fly
flight
flyer

director
direction

Task No. 3 of the section
“Grammar and Vocabulary” Unified State Examination

The object of control in this task is lexical and grammatical skills. Type of task - choice of answer from four proposed. The task requires you to fill in the gaps in the text with lexical units that correspond to the context. After completing the task, you must mark the selected option in Part A of the answer form (top of the form) under the corresponding number.

"It's Only Me"

After her husband had gone to work, Mrs. Richards sent her children to school and went upstairs to her bedroom. She was too excited to do any housework A22 ____________ that morning, because in the evening she would be going to a fancy dress party with her husband. She intended to dress up as a ghost and she had made her costume the night before.
Now she was A23 ______________ to try it on. Though the costume consisted only of a sheet, it was very effective. Mrs. Richards put it A24 _________, looked in the mirror, smiled and went downstairs. She wanted to find out whether it would be
A25 ___________ to wear.
Just like Mrs. Richards was entering the dining-room, there was a A26 ____________________ on the front door. She knew that it must be the baker. She had told him to come straight in if ever she failed to open the door and to leave the bread on the kitchen table. Not wanting to A27 ______________________ the poor man,
Mrs. Richards quickly hid in the small store-room under the stairs. She heard the front door open and heavy footsteps in the hall. Suddenly the door of the store-room was opened and a man entered. Mrs. Richards realized that it must be the man from the Electricity Board who had come to read the meter. She tried to A28 _________________________ the situation, saying “It’s only me,” but it was too late. The man let out a cry and jumped back several paces. WhenMrs. Richards walked towards him, he ran away, slamming the door behind him.
A22
1) show; 2) performance; 3) party; 4) program

A23
1) nervous; 2) restless; 3) ill at ease; 4) impatient

A24
1) up; 2) on; 3) over; 4)down

A25
1) attractive; 2) exciting; 3) comfortable; 4) cozy

A26
1) knock; 2) kick; 3) hit; 4) crash

A27
1) fear; 2) worry; 3) disturb; 4) frighten

A28
1) describe; 2) explain; 3) interpret; 4) clear

From the example given (demo version of the Unified State Exam 2007) it is clear that this task assesses knowledge and ability to use lexical-grammatical compatibility of lexical units in context. To successfully complete the task, it is necessary to distinguish the nuances of lexical units that are close in meaning and understand which of these meanings is required by the context. In addition, it is important to take into account what structural linguistic units a word can be combined with in context (prepositions, infinitives, gerunds, etc.)
A system of test tasks and preparatory exercises for improving the mentioned lexical and grammatical skills and abilities, as well as for getting acquainted with the algorithm for completing a test task, is presented in the collection of tests we mentioned for preparing for the Unified State Exam.
Let's give an example of one of the tasks and exercises for it.

TEST 4
Test task:
Section 3. Grammar and vocabulary

Task 3
Read the text with gaps indicated by numbers A21 - A28. These numbers correspond to tasks A21 - A28, which presents possible answers. Circle the number of the answer option you selected.

How was Jackson going to A21 ______________ rid of Simon? That was the question that had kept him awake for the previous three nights, and which he pondered as he now walked home from work. It had all started so innocently, as a favor to a friend.
‘Could you put me A22 _______________, Jackson?’ Simon had asked. ‘Just for a couple of nights.’ Jackson of course had said yes, thinking that it would be just for two nights. How wrong he had been.
Now, more than four months on, Simon was still in the flat and there seemed little evidence to suggest he was A23 ______________ to leave. The evidence, in fact, pointed to quite the opposite conclusion. Simon seemed to have A24 ________________ in so comfortably, Jackson wondered sometimes if it was actually Simon’s flat, and he, Jackson, was the one staying there as the guest.
Jackson knew he should A25_ _____________ his feelings clear to Simon - that he valued his own privacy, that he didn’t want to live with someone else on a permanent basis, that he felt Simon was abusing his hospitality - but the truth was he was scared. Not scared of how Simon would react physically, but scared that Simon would take offence, and would A26 ___________________ him of being selfish and not caring about a friend who was in trouble. And Simon was in trouble. With no job, no money and nowhere else to stay, where would Simon go if Jackson A27 ________________ him out? ‘Maybe I am being selfish,’ Jackson thought, ‘but the situation just can’t go on like this.’
He made the decision to bring the subject up sometime that evening. ‘I won’t ask him to leave immediately,’ he reasoned. ‘That would be unfair, and would put him in a difficult A28 ___________.
But I'll explain that the whole the arrangement was meant to be temporary, has gone on for a very
long time now, and that, while it’s been nice having Simon as a flatmate it just can’t go on indefinitely.’
For the rest of the walk home, he rehearsed exactly what he was going to say.

A21
1) have; 2) get; 3) take; 4)set

A22
1) in; 2) out; 3) over; 4)up

A23
1) intending; 2) assuming; 3) devising; 4) conceiving

A24
1) settled; 2) established; 3) launched; 4) relaxed

A25
1) convey; 2) express; 3) make; 4) tell

A26
1) charge; 2) condemn; 3) blame; 4) accuse

A27
1)let; 2) sent; 3) threw; 4) did

A28
1) location; 2) position; 3) point; 4) site

[Key: A21. 2; A22. 4; A23.1; A24. 1; A25. 3; A26.4; A27. 3; A28.2]

Preparatory exercises:
1. Read the text with gaps A21 - A28 in Section 3. Grammar and vocabulary and answer the questions.
In the test task under consideration, it is especially important to carefully read the text and understand the meaning of the context in order to accurately determine the meaning of the missing words. This exercise develops the ability to predict the content of the missing part based on the surrounding context, which is necessary for completing the task.

1. How was Jackson going to A21 ____________ rid of Simon?
Jackson wants Simon to:
a. leave.
b. stay.

2. ‘Could you put me A22 _______________, Jackson?’
Simon is asking Jackson for:
a. financial help.
b. somewhere to stay.

3 …there seemed little evidence to suggest he was A23 _______________ to leave.
The word that fits in the gap probably means:
a. creating.
b. planning.

4 Simon seemed to have A24 ________________in so comfortably…
This suggests that Simon was treating the flat as if:
a. it was his home.
b. he was a temporary guest.

5 Jackson knew he should A25 _______________his feelings clear to Simon…
Jackson knew he should:
a. tell Simon exactly how he felt.
b. change how he felt about Simon.

[Key: 1.a; 2.b; 3.b; 4. a; 5.a]

2. Circle the correct word to complete the patterns.
Knowledge and skill in using phrasal verbs is one of the objects of control in test task No. 3 of the “Grammar and Vocabulary” section of the Unified State Exam. It is this skill that is necessary for the right choice answer to test question A26 of the test task given by us from the collection of tests. In the preparatory exercise, students' attention is drawn to the fact that the choice of answer depends on the postposition contained in the context.

1. charge someone with/for(doing) something
2. condemn someone with/for(doing) something
3.blame someone with/for(doing) something
4. accuse someone for/of(doing) something

[Key: 1.with; 2.for; 3.for; 4.of]

Security questions:
1. What tasks does the Unified State Examination section “Grammar and Vocabulary” consist of?
2. What skills and abilities are the objects of control in these tasks?
3. What is the algorithm for completing tasks in the section?
4. Why is it important to begin each of the tasks by reading the text presented in the task?
5. What do you need to know and be able to do to fill in the gaps in the texts in the first task, in the second task, in the third task?



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