Task Answer

Amy was clothes shopping. She was trying on new outfits when her mobile phone suddenly __ RING __. It was her friend Adam. He wanted to know if she needed any help __ STUDY __ for their history test.
‘Yes, please!’ said Amy. ‘I __ DO __ badly in the last test, so I really want to impress Mrs Sanders this time.’
They are arranged to meet at Adams house at seven o'clock. ‘I can’t find my history notes, so remember to bring __ YOU __’ said Adam.
At eight o'clock, Amy still __ NOT ARRIVE __. Adam was not happy.
'I can't wait any __ LONG __,’ he thought to himself.

He was just about to call his friend Tom when he heard a couple of __ WOMAN __ voices outside. It was Amy and an older woman. Adam opened the door. ‘Hi Adam,’ said Amy. ‘Sorry I’m a few minutes late. The bad news is that I __ LOSE __my history notes too.’
Amy smiled. ‘But don’t worry because this is a good friend of __ M.E. __ and she’s a history teacher!’

Amy was clothes shopping. She was trying on new outfits when her mobile phone suddenly RANG. It was her friend Adam. He wanted to know if she needed any help STUDYING for their history test.
‘Yes, please!’ said Amy. ‘I DID badly in the last test, so I really want to impress Mrs Sanders this time.’
They are arranged to meet at Adams house at seven o'clock. ‘I can’t find my history notes, so remember to bring YOURS' said Adam.
At eight o'clock, Amy still HAD NOT ARRIED. Adam was not happy.
'I can't wait any LONGER,’he thought to himself.
‘I’ll have to get the notes from someone else.’
He was just about to call his friend Tom when he heard a couple of WOMEN'S voices outside. It was Amy and an older woman. Adam opened the door. ‘Hi Adam,’ said Amy. ‘Sorry I’m a few minutes late. The bad news is that I HAVE LOST(you can LOST) my history notes too.’
Amy smiled. ‘But don’t worry because this is a good friend of MINE and she’s a history teacher!’

Task 2 on lexical-grammatical transformation

Read the text below. Transform words in capital letters so that they are grammatically and lexically appropriate to the context.

Task Answer

The Cyrillic alphabet is the alphabet used in Russian text. It is one of the most __ WIDE __ used alphabets in the world.

The alphabet is used in __ VARY __ languages, including Russian, Bulgarian, Serbian and Ukrainian.

It began in the __ TEN __ century in the Bulgarian Empire. It was created by two Greek brothers, Cyril and Methodius.

It was formed from the Greek alphabet, although there are many __ DIFFER __ between the two.

Some people would like the alphabet to be called the Russian alphabet, to refer to Russia, just as the Greek alphabet refers to Greece. They __ AGREE __ with the name Cyrillic.

The alphabet recently became the EU's third __ OFFICE __ script, after Latin and Greek, when Bulgaria joined the EU.

The Cyrillic alphabet is the alphabet used in Russian text. It is one of the most WIDELY used alphabets in the world.

The alphabet is used in VARIOUS languages, including Russian, Bulgarian, Serbian and Ukrainian.

It began in the TENTH century in the Bulgarian Empire. It was created by two Greek brothers, Cyril and Methodius.

It was formed from the Greek alphabet, although there are many DIFFERENCES between the two.

Some people would like the alphabet to be called the Russian alphabet, to refer to Russia, just as the Greek alphabet refers to Greece. They DISAGREE with the name Cyrillic.

The alphabet recently became the EU's third OFFICIAL script, after Latin and Greek, when Bulgaria joined the EU.

Task 3 on lexical-grammatical transformation

Read the text below. Transform words in capital letters so that they are grammatically and lexically appropriate to the context.

Task Answer

The ruble is the currency of Russia. It__ BE __ in use for around five centuries.

Sometimes, the ruble used in Russia __ KNOW __ as the Russian ruble. This is because some other countries also call their currencies rubles.

In the 1700s, Russian rubles __ MAKE __ with precious metals such as silver, gold and platinum.

The Russian government__ BEGIN __ printing paper monev until towards the end of the 1700s.

Russian rouble banknotes today have images of well-known places in Russia, as well as famous __ MAN __ in Russian history.

The banknotes have modern features that stop __ THEY __ from being copied illegally.

The __ HIGH __ amount that appears on a banknote is 5,000 Russian rubles. After that, there are banknotes worth 1,000, 100, 50, 10 and 5 rubles.

However, there are also 5- and 10-rouble coins, and these are used __ COMMONLY __ than the 5- and 10-rouble banknotes.

Because 5-rouble coins are used so often, the government decided to stop __ PRINT __ the 5-rouble banknotes any more.

The ruble is the currency of Russia. It HAS BEEN in use for around five centuries.

Sometimes, the ruble used in Russia IS KNOWN as the Russian ruble. This is because some other countries also call their currencies rubles.

In the 1700s, Russian roubles WERE MADE with precious metals such as silver, gold and platinum.

The Russian government DID NOT BEGIN printing paper money until towards the end of the 1700s.

Russian rouble banknotes today have images of well-known places in Russia, as well as famous MEN in Russian history.

The banknotes have modern features that stop THEM from being copied illegally.

The HIGHEST amount that appears on a banknote is 5,000 Russian rubles. After that, there are banknotes worth 1,000, 100, 50, 10 and 5 rubles.

However, there are also 5- and 10-rouble coins, and these are used MORE COMMONLY than the 5- and 10-rouble banknotes.

Because 5-rouble coins are used so often, the government decided to stop PRINTING the 5-rouble banknotes any more.

Task 4 on lexical-grammatical transformation

Read the text below. Transform words in capital letters so that they are grammatically and lexically appropriate to the context.

Task Answer

Gina was going to play the part of a very old woman in the school play. She was looking forward to the first __ PERFORM __ of the show.

A few minutes before going on stage, she had an accident. She didn’t notice a box on the floor, fell over it, and hurt her knee very __ BAD __ .

She could barely walk and she didn’t know what to do. She felt __ USE __ .

Then she remembered the expression “the show must go on”. Although Gina's pain was __ TERROR __ , she decided to carry on with the play.

Every second on stage was really __ PAIN __ , but somehow she managed it.

Everyone thought her acting was very __ IMPRESS __ and that she really looked like an old lady!

Gina was going to play the part of a very old woman in the school play. She was looking forward to the first PERFORMANCE of the show.

A few minutes before going on stage, she had an accident. She didn’t notice a box on the floor, fell over it, and hurt her knee very BADLY.

She could barely walk and she didn’t know what to do. She felt USELESS.

Then she remembered the expression “the show must go on”. Although Gina's pain was TERRIBLE, she decided to carry on with the play.

Every second on stage was really PAINFUL, but somehow she managed it.

Everyone thought her acting was very IMPRESSIVE and that she really looked like an old lady!

Task 5 on lexical-grammatical transformation

Read the text below. Transform words in capital letters so that they are grammatically and lexically appropriate to the context.

Task Answer

Frank’s birthday is on 6th July. Last year, he decided to have a big party for all his friends as it __ BE __ his sixteenth birthday.

In previous years, his parents had refused to let him have a party, so he __ FEEL __ very excited when they said yes this time.

‘This is going to be the __ GOOD __ party ever!’ he told his friend, Charlie. ‘Will you help me?’

'Sure' __ REPLY __ Charlie, because he liked the idea. So they started planning the party together.

Charlie and Frank had to lots of __ PARTY __ so they knew what to do.

‘What we need is some good music,’ said Frank. ‘We’ve got lots of MP3s, but it would be great if we __ HAVE __ a sound system to play them really loudly.’

‘That’s a good idea,’ Charlie agreed. ‘My cousin is a DJ, so I’ll ask him if we can borrow __ HE __equipment.’

‘I __ THINK __ your cousin was a policeman ’ Frank said, confused. Charlie told him that he had nineteen cousins.

‘Oh, yes, your family is much bigger than __ I __ ’ said Frank. ‘Just don’t invite them all to the party!’

Franks birthday is on 6th July. Last year, he decided to have a big party for all his friends as it W.A.S. his sixteenth birthday.

In previous years, his parents had refused to let him have a party, so he FELT very excited when they said yes this time.

‘This is going to be the BEST party ever!’ he told his friend, Charlie. ‘Will you help me?’

'Sure' REPLIED Charlie, because he liked the idea. So they started planning the party together.

Charlie and Frank had to lots of PARTIES so they knew what to do.

‘What we need is some good music,’ said Frank. ‘We’ve got lots of MP3s, but it would be great if we HAD a sound system to play them really loudly.’

‘That’s a good idea,’ Charlie agreed. ‘My cousin is a DJ, so I’ll ask him if we can borrow HIS equipment.’

‘I THOUGHT your cousin was a policeman ’ Frank said, confused. Charlie told him that he had nineteen cousins.

‘Oh, yes, your family is much bigger than MINE’ said Frank. ‘Just don’t invite them all to the party!’

Task 6 on lexical-grammatical transformation

Read the text below. Transform words in capital letters so that they are grammatically and lexically appropriate to the context.

Task Answer

Have you heard of the English city of York? It's one of the most __ FAME __ cities in the UK.

The Romans started the city in 71 AD. It quickly grew to become __ CENTER __ to the Roman Empire as a military base.

In 211, Constantine I was crowned Emperor in York. This was__ REAL __ unusual and special, as Emperors were almost always crowned in Rome.

The historical__ IMPORTANT __ of York is also symbolized by the Minster, one of the largest churches in the world.

The city burns down in a __ DISASTER __ fire in 1137, but managed to recover to become a center of trade and commerce by the 1500s.

Fire struck again in 1984 and the Minster was badly damaged, but __ FORTUNE __ , like the city itself, the Minster recovered its former glory to stand tall once again.

Have you heard of the English city of York? It's one of the most FAMOUS cities in the UK.

The Romans started the city in 71 AD. It quickly grew to become CENTRAL to the Roman Empire as a military base.

In 211, Constantine I was crowned Emperor in York. This was REALLY unusual and special, as Emperors were almost always crowned in Rome.

The historical IMPORTANCE of York is also symbolized by the Minster, one of the largest churches in the world.

The city burns down in a DISASTROUS fire in 1137, but managed to recover to become a center of trade and commerce by the 1500s.

Fire struck again in 1984 and the Minster was badly damaged, but FORTUNATELY, like the city itself, the Minster recovered its former glory to stand tall once again.

Task 7 on lexical-grammatical transformation

Read the text below. Transform words in capital letters so that they are grammatically and lexically appropriate to the context.

Task Answer

Do you remember the 2012 Olympics? The opening ceremony __ DIRECT __ by award-winning film-maker Danny Boyle.

Not many people expected the ceremony to be very good, despite __ HE __ excellent reputation as a director.

But, in the end, it was very successful. Almost everyone who__ SEE __ it said it was fantastic.

The show __ WATCH __ by more than 900 million people and lasted for four hours.

Many of the various sections of the show contained lots of __ CHILD __ and young people.

The aim of the ceremony was to give the world a taste of the __ GOOD __ of British culture.

The sections featured everything from the Industrial Revolution to Britain’s literary heritage. These showed what the nation had achieved so far in __ IT __history.

One part of the ceremony appeared to show the Queen parachuting into the stadium. This has helped make her __ POPULAR __ than ever.

Of course, she didn’t really jump from a helicopter. Everyone __ KNOW __ it was a joke.

Do you remember the 2012 Olympics? The opening ceremony WAS DIRECT by award-winning film-maker Danny Boyle.

Not many people expected the ceremony to be very good, despite HIS excellent reputation as a director.

But, in the end, it was very successful. Almost everyone who SAW it said it was fantastic.

The show WAS WATCHED by more than 900 million people and lasted for four hours.

Many of the various sections of the show contained lots of CHILDREN and young people.

The aim of the ceremony was to give the world a taste of the BEST of British culture.

The sections featured everything from the Industrial Revolution to Britain’s literary heritage. These showed what the nation had achieved so far in ITS history.

One part of the ceremony appeared to show the Queen parachuting into the stadium. This has helped make her MORE POPULAR than ever.

Of course, she didn’t really jump from a helicopter. Everyone KNEW it was a joke.

Task 8 on lexical-grammatical transformation

Read the text below. Transform words in capital letters so that they are grammatically and lexically appropriate to the context.

Task Answer

I grew up in the UK in the 1980s. During my__ CHILD __ there wasn’t always a lot to do in the summer holidays.

On the rare occasions when it was a warm __ SUN __ day, we’d go for a picnic on Blackpool beach.

As far as my family were concerned, there was nothing more __ ENJOY __ than eating sandwiches on the beach.

We hardly ever went swimming, though, as the water was often __ EXTREME __cold. So we would just play on the wet sand.

But even if we were __ LUCKY __ with the weather and it started raining, we could always go for some fish and chips.

Nothing gave us more pleasure after a __ TIRE __ day at the seaside.

I grew up in the UK in the 1980s. During my CHILDHOOD there wasn’t always a lot to do in the summer holidays.

On the rare occasions when it was a warm SUNNY day, we’d go for a picnic on Blackpool beach.

As far as my family were concerned, there was nothing more ENJOYABLE than eating sandwiches on the beach.

We hardly ever went swimming, though, as the water was often EXTREMELY cold. So we would just play on the wet sand.

But even if we were UNLUCKY with the weather and it started raining, we could always go for some fish and chips.

Nothing gave us more pleasure after a TIRING day at the seaside.

Task 9 on lexical-grammatical transformation

Read the text below. Transform words in capital letters so that they are grammatically and lexically appropriate to the context.

Task Answer

Lisa was getting ready for bed. She'd just brushed her __ TOOTH __ and was deciding which book to read in bed.

As usual, she was thinking about a million other things at the same time. 'Daddy's got the __ INTERESTING __job in the whole world,’ she thought.

I wonder if I’ll be a teacher like Daddy when I’m __ OLD __ ,’she then thought. ‘Maybe I’ll be an astronaut.’

She smiled to __ SHE __ at the idea of ​​speeding through space in a spaceship.

Then she stopped __ SMILE __. ‘But if I’m an astronaut. I’ll be away from my family, friends and cat.’

She __ KNOW __ it was impossible to be an astronaut and see her family all the time.

She __ MAKE __ a decision. ‘I won’t do that job, then. I want to see my cat every evening.’

At that moment, her cat Timothy __ COME __ into the room. Timothy looked at her, as if to say: ‘I want to see you every day, too.’

I

Lisa was getting ready for bed. She'd just brushed her TEETH and was deciding which book to read in bed.

As usual, she was thinking about a million other things at the same time. 'Daddy's got the MOST INTERESTING job in the whole world,’ she thought.

I wonder if I’ll be a teacher like Daddy when I’m OLDER,’ she then thought. ‘Maybe I’ll be an astronaut.’

She smiled to HERSELF at the idea of ​​speeding through space in a spaceship.

Then she stopped SMILING. ‘But if I’m an astronaut. I’ll be away from my family, friends and cat.’

She KNEW it was impossible to be an astronaut and see her family all the time.

She MADE a decision. ‘I won’t do that job, then. I want to see my cat every evening.’

At that moment, her cat Timothy CAME into the room. Timothy looked at her, as if to say: ‘I want to see you every day, too.’

‘Now,’ said Lisa. ‘What book do you want __ M.E. __ to read to you before bed tonight, Timothy?’

Task 10 on lexical-grammatical transformation

Read the text below. Transform words in capital letters so that they are grammatically and lexically appropriate to the context.

Task Answer

Pablo Picasso was born in 1881 and died in 1973. He’s an extremely well-known __ PAINT __.

Although he was born in Spain, he spent most of his __ AMAZE __ life in Paris.

Most of Picassos pictures are quite __ USUAL __ to look at, as they contain strange shapes and very weird faces.

His pictures are very bright. __ VIEW __ often say they are dramatic works of art.

Picasso had close __ FRIEND __ with several other famous people from that time, including Henri Matisse and Gertrude Stein.

His talent was widely recognized during his lifetime, and when people think of the greatest artists of all time, they __ GENERAL __ think of him.

Pablo Picasso was born in 1881 and died in 1973. He’s an extremely well-known PAINTER.

Although he was born in Spain, he spent most of his AMAZING life in Paris.

Most of Picassos pictures are quite UNUSUAL to look at, as they contain strange shapes and very weird faces.

His pictures are very bright. VIEWERS often say they are dramatic works of art.

Picasso had close FRIENDSHIPS with several other famous people from that time, including Henri Matisse and Gertrude Stein.

His talent was widely recognized during his lifetime, and when people think of the greatest artists of all time, they GENERALLY think of him.

Task 11 on lexical-grammatical transformation

Read the text below. Transform words in capital letters so that they are grammatically and lexically appropriate to the context.

Task Answer

Red Square is a city square in the center of Moscow. It__ CONSIDER __ by some people to be the center of all of Russia.

Its name __ NOT COME __ from the red bricks that make up the square, nor from any connection to a type of government.

Rather, the word ‘red’ in Russian can also mean ‘beautiful’. As the square has grand and beautiful buildings, __ IT __ appearance is indeed lovely.

Originally, the square __ DESIGN __ to be a market-place, but it has also been used for other purposes.

Official ceremonies __ TAKE __ place there over the years, such as the crowning of tsars in past centuries.

Around the square, there __ BE __ several important buildings, such as the Kremlin and St Basils Cathedral.

In 1990. Red Square__ BECOME __ a UNESCO World Heritage Site, along with the Kremlin.

Red Square is also used for rock concerts __ THIS __ days. Performers such as Paul McCartney, Shakira and the Red Hot Chili Peppers have played there.

McCartneys band, The Beatles, was not allowed to play in Russia. McCartnev, however, was the __ TWO __ Beatle to perform in Russia, after Ringo Starr played there in 1998.

Red Square is a city square in the center of Moscow. It IS CONSIDER by some people to be the center of all of Russia.

Its name DOES NOT COME from the red bricks that make up the square, nor from any connection to a type of government.

Rather, the word ‘red’ in Russian can also mean ‘beautiful’. As the square has grand and beautiful buildings, ITS appearance is indeed lovely.

Originally, the square WAS DESIGNED to be a market-place, but it has also been used for other purposes.

Official ceremonies HAVE TAKEN place there over the years, such as the crowning of tsars in past centuries.

Around the square, there ARE several important buildings, such as the Kremlin and St Basils Cathedral.

In 1990. Red Square BECAME a UNESCO World Heritage Site, along with the Kremlin.

Red Square is also used for rock concerts THESE days. Performers such as Paul McCartney, Shakira and the Red Hot Chili Peppers have played there.

McCartneys band, The Beatles, was not allowed to play in Russia. McCartnev, however, was the SECOND Beatle to perform in Russia, after Ringo Starr played there in 1998.

Task 12 on lexical-grammatical transformation

Read the text below. Transform words in capital letters so that they are grammatically and lexically appropriate to the context.

Task Answer

When Nick returned from his holiday, he met his friend Jill for a drink. She asked him if he had had a __ RELAX __ time.

Nick said he’d really enjoyed swimming and visiting all the __ ATTRACT __ but that it hadn’t all been perfect.

Because of this, Jill asked him what had made him __ HAPPY __ during the trip.

'You can't __ EASY __ enjoy vourself when you’re sweating all the time,’ he said.

Jill reminded him that now he was back in London, where it was gray and __ CLOUD __.

‘I know’ said Nick, ‘but __ LUCKY __I still have some sunburn from Thailand to keep me warm!’

When Nick returned from his holiday, he met his friend Jill for a drink. She asked him if he had had a RELAXING time.

Nick said he’d really enjoyed swimming and visiting all the ATTRACTIONS but that it hadn’t all been perfect.

Because of this, Jill asked him what had made him UNHAPPY during the trip.

Nick replied that he hadn’t really liked the hot weather.
'You can't EASILY enjoy vourself when you’re sweating all the time,’ he said.

Jill reminded him that now he was back in London, where it was gray and CLOUDY.

‘I know’ said Nick, ‘but LUCKILY I still have some sunburn from Thailand to keep me warm!’

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 of Educational Measurements and include three types of items: a basic level item testing grammatical skills, an advanced level item testing word formation skills, and a high level item testing vocabulary 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.

The 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.

Format: pdf

Size: 6.5 MB

Download: drive.google

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

The article was published with the support of the KIWI-ZONE Company. The KIWI-ZONE company provides support and mediation to Russian citizens in matters related to business, purchasing real estate and tourism in New Zealand. And language schools in New Zealand are perfect for people who want to quickly master the English language. Visit the official website of the Company www.new-zeland.org and learn more about the services it provides.

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 on its linguistic 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 the skills of forming and using the comparative degree of adjectives, the passive form of the verb in the Past Indefinite, the verb in the active voice in the Past Indefinite and the 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 communication-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 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 correctly choosing the answer to test question A26 of the test task we have given 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?

The Unified State Examination examines:

• basic level grammatical skills;
• word formation skills;
• vocabulary.

How to prepare for the lexical and grammatical part of the Unified State Exam?

• solve as many as possible grammar exercises;
• recall or master a skill word formation;
• pass test versions of the Unified State Exam and understand exactly where errors occur that need to be worked on.

Read the texts below. Transform words, if necessary, so that they grammatically match the content of the texts. Fill in the blanks with the given words.

In order to understand in what form it is necessary to use the verb be, you need to look at the offer with a pass. So, this sentence is written in the past tense ( phoned). Accordingly, we need to put the verb be in PastSimple in denial. For pronoun she this form is wasn’tt.

Verb build (« build") is incorrect. Its second and third forms are built, built. In this sentence, it is important to understand whether the wall built someone or was built. It is logical that they built a wall. This means that here it is necessary to use passive voice in time PastSimple. So the correct answer would be wasbuilt, since the passive voice ( PassiveVoice) is a verb be in the required form (depending on time) and the third form of the semantic verb ( ParticipleII/V 3).

Verb become (« become") is incorrect. Its second and third forms are became, become. In order to understand what form of this verb should be used in a given sentence, you need to find out whether there are “signal” words in the sentence. There is such a word - since, and it points to PresentPerfect. The correct answer is the form has become.

Word nature (« nature") is noun. After the gap there is also a noun - beauty (« beauty"), that is, there should be some definition at the place of the gap. The role of a definition in a sentence is usually played by an adjective, and from the word nature adjective will natural.

Most of the land in National Parks is privately owned, but administered by an independent National Park Authority which works to balance the expectations of __________ with the need to conserve these open spaces for future generations.

visit

Word visit (« visit") - This verb. Looking at the words before the gap - theexpectationsof (« waiting for someone/something") - we can understand that we need a noun - "expectations visitors » ( visitors). That noun should stand in plural , indicates the absence of an indefinite article before the omission.

In this sentence the subject is missing, that is, from the noun science (« science") it is necessary to form another noun capable of fulfilling the role of this subject. Moreover, the new noun must be plural, since the predicate includes the verb be in the plural form - are. New noun there will be a word scientists - « scientists».

• strictly follow the instructions And read the assignment carefully;
• Before filling in the blank, read the sentence carefully and find the “signal” words, which will tell you at what tense the verb needs to be placed or what part of speech is required;
• do not leave blanks unfilled, even if you don't know the correct answer;
• write clearly And carefully.

References

1. Afanasyeva O.V., Dooley D., Mikheeva I.V. English language (basic level). - Enlightenment, 2012.
2. Biboletova M.Z., Babushis E.E., Snezhko N.D. English language (basic level). - Title, 2009.
3. Kaufman K.I., Kaufman M.Yu. English language (basic level). - Title, 2010.
4. Muzlanova E.S. 120 educational and training tasks to prepare for the Unified State Exam. - AST, 2010.

1. Correctenglish.ru ().
2. Interactive-english.ru ().
3. Begin-english.ru ().

Homemadeexercise

1. Test 1 Elena Muzlanova, Elena Kisunko English: Express tutor for preparing for the Unified State Exam: “Grammar and Vocabulary.” - Astrel, 2010. - P. 6.
2. Test 6 Elena Muzlanova, Elena Kisunko English: Express tutor for preparing for the Unified State Exam: “Grammar and Vocabulary.” - Astrel, 2010. - P. 9.
3. Test 3 Elena Muzlanova, Elena Kisunko English: Express tutor for preparing for the Unified State Exam: “Grammar and Vocabulary.” - Astrel, 2010. - P. 28.

Preparation for the OGE and the Unified State Exam

Secondary general education

English language

We analyze the Unified State Examination in English: section “Grammar”

We analyze the tasks of the “Grammar” part together with English teachers, build reasoning and analyze the answers.

Jalolova Svetlana Anatolyevna, English teacher of the highest qualification category. Winner of the competitive selection for the Moscow Grant in the field of education in 2010. Senior expert of the State Examination Agency Unified State Exam in English. Winner of the All-Russian Olympiad of English Language Teachers “Profi-Kray” 2015. Certificate of honor from the Ministry of Education of the Russian Federation 2014, Certificate of winner of the competition for the best teachers of the Russian Federation 2007, Diploma of the winner of the competition for the Moscow Grant 2010. Work experience - 23 years.

Nedashkovskaya Natalya Mikhailovna, English teacher of the highest qualification category. Winner of PNPO 2007. Winner of the competitive selection for the Moscow Grant in the field of education 2010. GIA OGE expert in English. Conducted a pedagogical examination of educational publications at the Russian Academy of Education 2015-2016. Certificate of Honor from the Ministry of Education of the Russian Federation 2013, Certificate of the winner of the competition for the best teachers of the Russian Federation 2007, Diploma of the winner of the competition for the Moscow Grant 2010. Work experience - 35 years.
Podvigina Marina Mikhailovna, English teacher of the highest qualification category. Winner of PNPO 2008. Winner of the competitive selection for the Moscow Grant in the field of education 2010. Senior expert of the State Examination Agency Unified State Exam in English. Conducted a pedagogical examination of educational publications at the Russian Academy of Education 2015-2016. Certificate of honor from the Ministry of Education of the Russian Federation 2015, Certificate of winner of the competition for the best teachers of the Russian Federation 2008, Diploma of the winner of the competition for the Moscow Grant 2010. Work experience - 23 years.

Trofimova Elena Anatolyevna, English teacher of the highest qualification category. Senior expert of the State Examination Agency Unified State Exam in English. Certificate of honor from the Ministry of Education of the Russian Federation in 2013. Work experience - 15 years.

Task 1

Methodical hint

This task tests your knowledge of English grammar. Let's pay attention to those parts of speech that need to be transformed. It is important that when changing the form of a word, the part of speech does not change! To the right of the text any of the six parts of speech can be given. These are a noun, an adverb, a cardinal number, a personal pronoun and a verb. When completing this task, it is necessary to take into account what grammatical forms these parts of speech have. A singular noun takes a plural form (here it is necessary, in addition to the general rule for forming the plural of nouns, to remember all the exceptions and spelling features of the plural forms of nouns). A cardinal number becomes an ordinal number (note the complex formation and spelling of some numerals). Adjectives and adverbs have comparative or superlative degrees (there are also some cases to remember here). A personal pronoun can become possessive (short or long form), objective or reflexive. As for the verb, remember that it can be in finite or impersonal forms (for example, Present Participle or Past Participle). If the verb must be used in the personal form, then it is necessary to determine in what voice the verb should be (active or passive) and in what grammatical tense. To correctly determine grammatical tense, it is necessary, firstly, to determine in what existential (life) tense the sentence or situation is presented. To do this, we look at the verbs around the gap and other tense indicators to determine whether the story refers to the present, past or future. Having determined the time, we must determine the temporal form. To do this, we look for clue words or indicators of grammatical tenses in the sentence (for example, every day, usually - indicators of the Present Simple, since, for, yet - indicators of the Present Perfect. Also, a time line often helps, which clearly shows what sequence exists between actions and events.

In addition, the verb can be part of a conditional sentence (there are four, starting with zero, types of conditional sentences, each of which has verbs in certain forms) or a sentence beginning with I wish or If only.

Do not forget to also pay attention to those words that come immediately before the gap - do not forget that there are a number of verbs, adjectives, phrases and constructions after which it is necessary to use an infinitive with or without a particle to or a gerund (for example, fancy going, want to go, make symbol do smith, There"s" no point in doing smith...).

Let's get started with the test task.

19. Around 1350, art, learning, and science started to flourish in some parts of Europe. To many people, this was the beginning of a new golden age. This period was not the _________ golden age in Europe.
20. Greece ________ one 1,900 years before. About 500 years later, Roman civilization had been at its height.
21. Because this new golden age was something like _________ Greek and Roman periods, it is called the Renaissance. The word "renaissance" means "rebirth." Many Greek and Roman values ​​were reborn in the Renaissance.
22. Windsor is a small town not far from London which is about a thousand years old. It became the setting for The Merry ___________ of Windsor,
24. What the town is famous for today is Windsor Castle, the Royal residence. From a plane Windsor Castle with its big round tower looks like a child's dream of a sand castle. Sadly, in 1992 fire ___________ a large part of the castle buildings.
25. Since then the Castle ________________. It required a lot of money. To pay for it, it was decided to open Buckingham Palace to the public at selected times of the year and to charge visitors a fee.

Reasoning

We read the presented texts (this can be one text) in order to have a general idea of ​​what we are talking about. Next we fill in the blanks.

Number 19. The cardinal number is written as one, therefore the only possible form is the ordinal number first. Number 20. The verb is presented. We conduct a blitz analysis: liability or asset? - asset. This is a personal form, since the subject Greece does not have a predicate, which means it is needed full form verb. This is not a conditional sentence, since there are no corresponding words if, unless, etc. We define the existential time - past (Past), since there are words 1900 years before, had been. Now we determine the grammatical time (tense) - look at the time in the previous sentence - was not, in the sentence with a gap there is the phrase 1900 years before - draw a time line, set the point was not in the past, determine where - on the left or right the point 1900 will be located years before. It's on the right. Actions go one after another in the past, which means the verb will be in the Past Perfect tense, showing that the action has already happened and ended before the verb was not. The next sentence confirms the correctness of our choice - had been at its height also before the verb was not. Hence, verb have put in shape (Past Perfect - had had).
Number 21. The adjective early is used here (this is precisely an adjective, since it is a definition for the words Greek and Roman periods), and this adjective must be put in the comparative degree, since the period is compared only with the Greek and Roman periods, and not with all periods of history.
Number 22. The noun wife is written in the singular. The only possible transformation is the plural form wives(a noun ending in -f, -fe in the plural changes f to ves).
Number 23. The personal pronoun he is given. This pronoun is not a subject in the text, but is an object; accordingly, it is necessary to use an object pronoun him.
Number 24. Given verb. We use a familiar algorithm for completing the task: asset or liability? - An asset, because the subject fire can destroy the building. This is not a conditional. The subject does not have a predicate, which means it is a verb in its personal form. The existential time is past, the year is indicated here - 1992. And this year also indicates that this Past Simple(an action performed at a certain point in time in the past). Correct form destroyed.
Number 25. The verb repair is given. Active or passive? - Passive, the castle cannot be repaired by anyone, but it can be repaired. Not a conditional mood, a personal form, because it is a predicate. In the previous and subsequent sentences, the verbs are in the past tense, but in the gap sentence itself there is since then, which is an indicator of perfect tenses. To decide whether to use Present Perfect or Past Perfect, we draw a time line. We put an end to the past destroyed. Would the correct form of the verb repair appear to the right or left of the verb destroyed? - On the right. So we put the verb in the Present Perfect - has been repaired.

Thus, the answers to tasks 19 to 25 look like this: 19 - first, 20 - had had, 21 - earlier, 22 - wives, 23 - him, 24 - destroyed, 25 - has been repaired.

Task 2. Read the text below. Form words with the same root from the words printed in capital letters at the end of the lines marked with numbers 26–31, so that they grammatically and lexically correspond to the content of the text. Fill in the blanks with the given words. Each gap corresponds to a separate task from group 26–31.

Methodical hint

This part tests word formation skills. The task in the specification is formulated as “tasks for filling in gaps in a connected text by forming a related word from the proposed reference word” using suffixes and prefixes. The key to success in completing this task is two factors - the correct identification of the part of speech that needs to be inserted instead of the gap, and knowledge of word-forming suffixes and prefixes. We read the text, paying attention to the words before the gaps and following it. We determine the missing part of speech, as well as whether the missing word has a negative or affirmative connotation.

Australia

26. In 1770, James Cook landed on the east coast of Australia and claimed the land for Great Britain. For many years after that, only a few people came to Australia___________. It was too far from Europe to attract many outsiders.
27. The first settlers were ______________. They were not asked if they wanted to come.
28. Moving to Australia was part of their ___________________. In time they were joined by more willing settlers who wanted to find adventure and a better life.
29. Like the settlement of the United States, much of Australia’s history deals with the push west. There was, however, one big In their drive westward, the Australians found no rich river valleys or fertile plains. Instead, they found only dry empty land they called the outback.
30. The outback was _________________ any place the earlyrs settled had ever seen. For months there would be no rain at all. Then suddenly the skies would open up. Within hours, rivers overflowed their banks. Yet only a few days later the land would be as dry as ever.
31. Few settlers were willing to risk their life in such a harsh land. Then gold was ___________ there in 1852. Thousands flocked to the outback of Australia to make their fortunes.

Reasoning

Number 26. Only a few people came to Australia how? - an adverb that modifies the verb came. The following sentence contains an explanation of why this happened this way.
Number 27. The first settlers were .......... In this situation, for the verb were there can be either an adjective specifying what they were like, or a noun telling who these settlers were (if this choice is correct, then the noun will be plural based on the word settlers in the plural and the word were. The following sentence does not exclude either of these options, so we leave both of these options for now.
Number 28. Moving to Australia was part of their....... We see the missing part of the phrase with the preposition of, in which there must be nouns before and after the preposition, and the gap is preceded by the short possessive pronoun their, which modifies the noun. Therefore, the missing part of speech is a noun.
Number 29. There was, however, one big...... After the construction There was there must be a noun, which is confirmed by the presence before the omission of a numeral and an adjective, defining the same part of speech. Therefore, the missing word is a singular noun (the number indicator is the word one).
Number 30. The outback was ...............any place the early settlers had ever seen. After was there can be either a participle or an adjective or a noun. Since the noun is already there (place), therefore, the missing part of speech is the adjective.
Number 31. Then gold was.........there in 1852. The situation is similar to number 30. Based on the meaning of the entire sentence, we assume that most likely this will be a past participle, determining what happened to gold in 1852.

Having noted in the margins of the KIM, next to each gap the parts of speech we have identified, we open the words themselves on the right.

Number 26- adverb, which means you need to substitute the suffix -ly, we get the word willingly. We re-read the paragraph with the inserted word - the meaning is preserved.
Number 27- the word prison suggests that we need a noun that specifies who the first settlers were. The next sentence confirms this. Forming a noun prisoners in the plural.
Number 28- we form a collective noun from the word punish punishment, which completes the sentence, making it a logical extension of the idea expressed in the previous two sentences.
Number 29- we form the noun difference from the word differ. We re-read the paragraph, the formed noun fits perfectly into it, since the paragraph talks about the difference in the development of the West in the United States and Australia.
Number 30- we are asked to replace the word like, which in itself is already an adjective. Consequently, the part of speech is already defined by itself; we must only, preserving this part of speech, add a negative prefix in order to form a new word suitable in meaning - unlike.
Number 31- we are given the word covered, which is already a participle. Therefore, as in the previous case, we need a negative prefix. In the case of covered there can be two of them: dis- and un- . Uncovered - slightly opened, removed the cover.... Discovered - discovered, discovered something new. In this context, the second meaning is appropriate. Therefore, the correct word is discovered.

Answers: 26 - willingly, 27 - prisoners, 28 - punishment, 29 - difference, 30 - unlike, 31 - discovered.

3. Task numbers 32-38, for which the maximum number of points is given -7 (1 point for each correct answer), formulated as follows:

Methodical hint

The third task (32-38) of the section offers a connected text with gaps and 4 options for filling them in (1-4), of which only one is correct. This task tests the ability to use vocabulary in a communicative context, taking into account the specifics:

• forms of one word and words that are similar in spelling and sound;
• meanings of one word and its synonyms, antonyms, homonyms;
• norms of lexical compatibility adopted in the English language, etc.

To effectively complete this task you should:
1. Look through the entire text with gaps, try to understand its content
2. Read the entire passage carefully, but pay special attention to the sentence with the missing word
3. Try to predict the missing word based on the context surrounding the missing word.
4. Study all the proposed answer options, choose the most appropriate one, taking into account the meaning and norms of lexical compatibility of the missing word. Particular attention should be paid to synonyms (they may have different shades of meaning, they may have differences in control and compatibility with other words), as well as with consonant words or words with similar spelling (they may have different meanings).
5. Read the sentence with the gap again, make sure that the chosen word is the most correct one to fill in the gap. Determine why the other words are not appropriate.
6. If you cannot consciously choose any of the proposed options, choose the answer intuitively, and do not leave the task unanswered.

For example, given text with gaps:

Growing up with Joey

I enjoy thinking of my childhood. But when I think of my home town where I grew up, all that I 32 __________ to remember is dust. I remember the brown, crumbly dust of late summer that gets into the eyes and makes them water. It is the kind of dust that gets into the throat and between the 33 _________ of bare brown feet. I don"t know why I should remember only the dust. There must have been green laws and paved streets under leafy shady trees somewhere in town. One day returns to me clearly for some reason. I was resting under the great oak tree in the yard. I was deep in thought which I have now forgotten except that it involved some secret. Joey and a bunch of kids were bored now with the old tire hanging from an oak limb. 34 _______ them busy for a while. “Hey, Lizabeth,” Joey yelled. He never talked when he could yell. “He, Lizabeth, let’s go somewhere.” I came back from the thoughts of my private world. “Where at, Joey?” The truth was that we were becoming tired 35 ____ the empty summer days. “Let's go over to Miss Lottie's,” said Joey. The idea caught on at once. Annoying Miss Lottie was always fun. I was still child 3 6 ___________ to run along with the group. We went over old fences and through bushes that tore our 3 7 ________ ripped clothes, back to where Miss Lottie lived. I think now that we must have looked partly funny and partly sad. There were six of us, all different ages, dressed in only one thing 38 ________. The girls wore faded dresses that were too long or too short. The boys wore patched pants. A little cloud of dust followed our thin legs and bare feet as we tramped over the dusty ground.

32. 1) seem, 2) think, 3) look, 4) believe

Answer: 1, since the other options do not make sense.

33. 1) fingers, 2) thumbs, 3) toys, 4) pinkies

Answer: 3 , since we are talking about a foot, toes - toes.

34. 1) got, 2) preserved, 3) held, 4) kept

Answer:4 , word compatibility - keep busy.

35. 1) from, 2) for, 3) of, 4) by

Answer:3 , the verb to be tired is used in pairs with the preposition of

36. 1) yet, 2) enough, 3) so far, 4) after all

Answer:2 , option 1 is used in questions or negative sentences, option 4 usually takes place at the end of a sentence, option 3 is combined with perfect tenses.

37. 1) before, 2) already, 3) earlier, 4) sooner

Answer:2 , since already is used with something that happened earlier and has meaning at the time of speech.

38. 1) everyone, 2) anyone, 3) all, 4) each

Answer: 4, according to the meaning of the sentence, the meaning “each” is suitable - each.