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Review Unit1

This document provides a review of modal verbs and spelling corrections. It contains 10 sentences with gaps to be filled in with modal verbs and 10 words containing spelling mistakes to be corrected. It also includes two other exercises on word formation and word combinations.

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LêKa
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92 views

Review Unit1

This document provides a review of modal verbs and spelling corrections. It contains 10 sentences with gaps to be filled in with modal verbs and 10 words containing spelling mistakes to be corrected. It also includes two other exercises on word formation and word combinations.

Uploaded by

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

Modal verbs
Complete each gap with one word.
1 Sometimes you be so uncaring - I do think you might come to see
me in hospital after I'd had my operation!
2 She be just a six-month-old baby, but she's already showing signs of being
intelligent.
3 The next bus isn't likely come for an hour or so, so we may as walk.
4 It seems highly that it will rain today, but we well have a few showers
tomorrow.
5 You could least have made the effort to do some revision. Now you have
absolutely chance of passing the exam.
6 The ruling party succeeded being re-elected, but didn't manage
retain their overall majority in parliament.

Spelling
Each numbered line in the following text contains a spelling mistake. Find the mistakes and
correct them.
1 Clearly, student motivation is an importent influence on learning. It is also believed,
2 though, that students' perceptions of their learning experiences generaly influence
3 their motivation more than the actual, objetive reality of those experiences. The
4 Attribution Theory of motivation identifys two types of student. The first type credit
5 their success to their own ability and effort. If they are successful] in an exam, they
6 attribute their achievement to themselfs, feel proud and are keen to take on further
7 tasks off this nature. They work hard because they see a clear relationship between
8 the effort made and the results obtained. If they fail, they put this failure down too
9 their own lack of effort and are confidant that if they try harder in the future, they
10 will have more success. The second type attribute success to external facters. If they
11 perform well in an exam, they consider that it was easy and they where lucky. They
12 feel little pride in their achievements and show little intrest in taking on further
13 tasks. If they fail, they attribute there poor performance to their own lack of ability
14 and are unlikely to see any reason to hope for an improvment in the future. They do
15 not percieve the link between effort and results, and lack the motivation to keep
trying.

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Aiming high a

Use of English: Word formation


For questions 1-10, use the word given in capitals at the end of some of the lines
to form a word that fits in the gap in the same line. There is an example at the
beginning (0).

You may need to write the negative or plural form of a word.

REWARDING CHILDREN
Cash rewards are a common form of (0) motivation used by parents MOTIVATE
with high (1) to encourage their children to work hard at exam EXPECT
time. Some youngsters receive (2) of as much as £ 100 for each PAY
A grade they obtain at GCSE. But should such `bribes' be based on
exam (3) or should they, as many parents and teachers feel, PERFORM
be offered in (4) of a child's effort, regardless of results? The RECOGNIZE
latter approach would solve the problem of how parents reward children
with different levels of (5) ; imagine, for example, a family with ABLE
one child who is (6) gifted and another who has learning ACADEMIC
(7) . The dangers of result-related incentives for the second child DIFFICULT
are clear; with little hope of obtaining the higher grades, the withholding
of promised (8) rewards would only compound the child's feeling FINANCE
of (9) . However, some leading educational psychologists believe FAIL
that parents should rely on their own (10) in such matters. They JUDGE
maintain that if parents know that money will motivate their child, then
they should not be condemned for operating a system of cash payouts. N�1

Word combinations
For sentences 1-10 underline the correct alternative.
1 There's a heavy/hard/strong/tough possibility I'll get a pay rise in January.
2 He hasn't got the fairest/slighztest/longest/thinnest chance of winning the election.
He's far too unpopular.
3 There is every/each/all/very likelihood that the government will introduce the
measures this year.
4 There were far more of them than us. We didn't stand/face/hold/keep a chance
against them.
5 She was clearly rather worried and seemed close to edge/nerves/tension/tears.
6 I'm elated/delighted/pleasant/anxious to meet you at last, Mr Wood. Let me take your
bag.
overnight success last year when her
7 The young singer fulfilled/enjoyed/was/became
debut single `Burning Ambition' reached number 1.
8 He had never acted before, but he
rose/arose/aroused/raised to the challenge and
gave a very convincing performance.
9 At 85 she says she's unlikely to realize her resounding/longing/lifelong/overall
ambition of learning to fly.
10 Snacks and easy/loose/light/full refreshments are available in the lounge area.

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