Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
A/AN/AND
A is used before words starting with a consonant sound (even if the first letter is a vowel).
A constitution, a soldier, a magazine
An is used before words starting with a vowel sound (even if the first letter is a silent h)
An overseer, an immigrant, an honest politician
And is a conjunction used to connect words, clauses, and phrases.
Pasture and cattle; fame and fortune, of the people, by the people, and for the people
ACCEPT/EXCEPT/EXPECT
Accept is a verb meaning to receive or to take gladly.
Except is usually a preposition meaning not including or other than
All the people slept except the young hunter.
Expect is verb meaning to hope, to wait, to wish for.
He expected adventure on his train trip.
AFFECT/EFFECT
Affect is usually a verb meaning to influence or to produce a change in.
e.g. The companys losses will affect Mongolian economic future.
Effect is usually a noun meaning a result or an impression.
The mining activities had a little effect on the environment.
BEEN/BEING
Been is the past participle of to be and must follow all forms of to have.
The atomic age has been a fact of life for sixty-eight years.
Being is the past participle of to be, or it is a noun meaning something that has life or
existence.
Being free herself, she wanted freedom for all enslaved human beings.
CANVAS/CANVASS
Canvas is a noun that refers to a heavy, closely woven cloth of hemp, flax or cotton that is
used for tents, sails or paintings. Canvas is similar to the denim material used to make
jeans.
My book bag, which was made of canvas, is so durable that it has lasted the wear-andtear of three years of school.
Canvass is a verb, which means to solicit votes, opinions, or sales from a group of
people. As a noun, canvass refers to the act of collecting votes or opinions; it is the close
inspection of something.
After the election, the political science class was assigned to canvass the campus to find
out students opinions about the key issues.
CAPITAL/CAPITOL
Capital is a noun meaning a city that is the center of government or an adjective
meaning involving the death penalty.
Moscow is the capital of Russian Federation.
Capitol is a noun meaning the building in which the legislature meets.
The Capitol in Washington, D.C., has a dome.
COMPLEMENT/COMPLIMENT
Complement is a noun meaning make something else perfect or a verb meaning the
action of doing or an adjective means well-contrasted.
A glass of white wine is the ideal complement to a seafood meal.
Compliment is a noun meaning a favorable remark or a verb meaning to remark
favorably.
I had hoped that you would accept my compliment in the spirit of kindness that I gave it.
CONSUL/COUNCIL/COUNSEL
Consul is a noun meaning "an official appointed by a foreign government to reside in a
foreign country to represent the commercial interests of citizens of the appointed
country."
To date, no one has claimed responsibility for the bombing of the American consul's
official residence.
Council is a legislative body.
Among the items on the agenda at next week's council meeting will be earthquake
preparedness.
Counsel is a legal adviser or a supervisor at a summer camp.
Anyone suspected of committing a crime may request that counsel be present during an
interrogation.
1.
DECENT/DESCENT/DISSENT
Decent is an adjective that means fitting, appropriate or in good taste. To pronounce the
word, stress the first syllable to make a strong (long) e sound.
My father made a decent attempt to talk his children into going to the zoo on the rainy
day.
Descent is a noun that means a decline or the act of moving downward. The verb is
descend. To pronounce, relax the first syllable and stress the second.
When the evidence revealed the actual events of the case, the defendant, a public servant
who once earned great respect from his constituents, experienced a fast descent into
painful notoriety.
Dissent is a verb means to disagree or to differ in opinion. To pronounce this verb, stress
the first syllable and relax the second.
Now it is time to offer dissent to the argument that chocolate ice cream is better than
vanilla.
EMIGRATE, EMIGRANT/IMMIGRATE, IMMIGRANT
Emigrate is a verb meaning to leave a country; emigrant is a noun meaning, or an
adjective referring or, a person who leaves a country. Emigrate and emigrant are used
when the emphasis is on the country left behind.
In recent years many Mongolians have emigrated to developed countries.
Immigrate is a verb meaning to inter a country; immigrant is a noun meaning, or an
adjective referring to, a person who enters a country. Immigrant and immigrate are
used when the emphasis is on the new country.
FORMALLY/ FORMERLY
Formally is an adverb meaning according to established customs or rules.
Ochirbat. P was formally elected as the first president of Mongolia.
Formerly is an adverb meaning in the past.
The member of parliament Bat-Erdene Badmaanyambuu was formerly a wrestler.
FORTH/FOURTH
Forth is out into notice or view or forward.
If you do not want every effort that you put forth to accomplish a goal to be in vain, plan
a course of action.
Fourth is one more than third in order.
In the Olympic Games, there are no medals for athletes who finish in fourth place.
HOLE/WHOLE
Hole is a noun, which means a gap or opening. Hole can be used as a verb to climb into
an opening.
The new bakery on the corner is having a sale on doughnut hole: ten for a dollar.
Whole is a noun, which means the entire thing or is an adjective which means full or
entire.
The novel, on the whole, kept my attention although a few parts were indeed boring.
ITS / ITS
Its is the contraction of it is and it has.
Its been more than 90 years since Peoples Revolution.
Its is a possessive meaning belonging to it.
New constitution has not lost its significance in 2 decades.
KNOW/NO/NOW
Know is a verb meaning to recognize or to understand.
Every citizen should know the effects of pesticides on the environment.
No is a negative answer or an adjective meaning not any.
No, I see no signs of life here on the moon Neil Armstrong said.
Now is an adverb meaning at this time or immediately.
Mongolian voters now do not rely on the automat machines for the election.
PASSED/ PAST
Passed is the past tense of the verb to pass.
As the months passed, it became evident that Russian people were doing a construction
job in Erdenet city.
Past is an adjective or a noun meaning time gone by, or a preposition meaning
beyond.
From past experience, we have written this book for the learners of English language.
PERSONAL/PERSONNEL
In IELTS speaking, test taker introduces himself or herself in just two minutes.
WEATHER/WHETHER
Weather is a noun or adjective meaning or referring to atmospheric conditions.
Their expedition faced extremes of weather.
Whether is a conjunction introducing an alternative choice.
Whether it is sunny or rainy, football game will take place today.
WERE/WERE/WHERE
Were is a past tense form of the verb to be.
The Mongolians were really proud of the Olympic gold medalists in 2008.
Were is the contraction of we are.
Were here to help the children, said the WHO doctors.
Where means at, in or to what place.
People in the forest did not know where to go.
WORSE/WORST
Worse is an adjective or adverb meaning more difficult, bad, unpleasant, and is used in
comparisons of two people or things.
The election of the year was worse than anyone had predicted.
Worst is an adjective or adverb meaning most difficult, bad and unpleasant, and is used
in comparisons of three or more persons or things.
YOU/YOURE
Your is the possessive of you.
Where is your new umbrella?
Youre is the contraction of you are.
Youre a student of Mongolian State University of Education, arent you?
WHOS/WHOSE
Whos is the contraction of who is and who has.
Whos speaking on the phone?
Whose is the possessive of the word who.
Whose names are on the list?
Meaning
Example
invite on a date
ask around
add up to something
equal
back something up
reverse
back someone up
support
blow up
explode
blow something up
add air
break down
stop functioning
machine)
(vehicle,
break down
get upset
break in
enter forcibly
break something in
break in
interrupt
break up
end a relationship
break up
break out
escape
make unhappy
bring someone up
raise a child
My grandparents brought me
up after my parents died.
bring something up
vomit
call around
phone
many
places/people
cancel
bring something up
different
call on someone
call on someone
visit someone
call someone up
phone
calm down
not
care
for
not like (formal)
someone/something
catch up
check in
check out
leave a hotel
check
someone/something out
check
out
look at (informal)
someone/something
cheer up
become happier
cheer someone up
make happier
chip in
help
clean something up
tidy, clean
find unexpectedly
with
separate
become sick
come forward
originate in
count
someone/something
rely on
consume less
cut in
interrupt
cut in
cut in
stop providing
on
ransack
(Br.E.,
do again (N.Amer.)
My teacher wants me to do
my essay over because she
doesn't like my topic.
discard
do something up
fasten, close
dress up
drop back
move
back
position/group
drop in/by/over
drop
someone/something off
take
someone/something
I have to drop my sister off at
somewhere and leave them/it
work before I come over.
there
drop out
eat out
eat at a restaurant
end up
eventually reach/do/decide
fall apart
do something over
do
away
something
with
in
washing machine.
fall down
fall out
fall out
(of hair, teeth) become loose His hair started to fall out
and unattached
when he was only 35.
I need to figure out how to fit
the piano and the bookshelf in
this room.
fill something in
fill something up
find out
discover
discover
get
across/over
something communicate,
understandable
make
get along/on
get around
have mobility
get away
go on a vacation
week.
get
away
something
our
get back
return
become
interested
something again
get on something
recover from an illness, loss, I just got over the flu and now
difficulty
my sister has it.
overcome a problem
get together
meet (usually
reasons)
get up
get up
stand
reveal hidden
about someone
for
my wedding.
My little sister gave the
surprise party away by
accident.
ruin a secret
give in
give something up
quit a habit
I am giving up smoking as of
January 1st.
give up
stop trying
go after someone
follow someone
go after something
go against someone
compete, oppose
go ahead
start, proceed
go back
return to a place
go out
date
review
go over
go without something
grow apart
grow back
regrow
grow up
become an adult
give something
someone else
hand something in
submit
used
hang in
stay
positive
informal)
the
hang on
hang out
spend
time
(informal)
hang up
hold
someone/something
back
hide an emotion
hold on
relaxing
hold
onto hold firmly using your hands Hold onto your hat because
someone/something
or arms
it's very windy outside.
hold
someone/somethingup
rob
keep
on
something
continue doing
doing
keep
someone/something out
keep something up
fail to support
disappoint
let someone in
allow to enter
or
look
after
take care of
someone/something
look down on someone
look
for
try to find
someone/something
look
forward
something
investigate
look out
to
look
out
for
be especially vigilant for
someone/something
check, examine
look something up
look up to someone
make something up
make up
make someone up
apply cosmetics to
mix something up
pass away
die
pass out
faint
pass something up
be punished
something bad
choose
point
someone/something out
put what you are holding on a You can put the groceries
surface or floor
down on the kitchen counter.
The
students
put
the
insult, make someone feel substitute
teacher
down
stupid
because his pants were too
short.
for
postpone
extinguish
assemble
put
up
with
tolerate
someone/something
put something on
run
into
meet unexpectedly
someone/something
run
over drive a vehicle over a person I accidentally ran over your
someone/something
or thing
bicycle in the driveway.
run
over/through
rehearse, review
something
run away
set something up
arrange, organize
set someone up
trick, trap
shop around
compare prices
show off
sleep over
stick to something
run out
return an item
take off
start to fly
tear something up
think back
remember (often
sometimes + on)
consider
dispose of
refuse
to,
turn something on
turn something up
turn up
appear suddenly
try something on
sample clothing
test
use something up
wake up
stop sleeping
warm
someone/something up
warm up
wear off
fade away
work out
exercise
work out
be successful
make a calculation
English
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a white lie
white noise
white as a sheet
white as a ghost
white-collar
a white flag
to whitewash something
.
.
white wine
a white Christmas
.
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.
a white wedding
a white person
white-hot
a white paper
a white elephant
.
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.
Meaning
a harmless lie/ a lie to spare
someone's feelings
static noise
scared, sick, surprised
scared
related to "desk jobs"
surrender
to mask the negative parts
wine from green or yellow
grapes
snow on Christmas day
a traditional western-style
wedding where the bride
wears a white gown
a person of Caucasian race
extremely hot OR popular
an authoritative report on a
issue
a useless knick-knack OR an
expensive, useless thing
innocent
(often
used
sarcastically about corruption)
extremely enraged
to take everything someone
has, esp. money
acting cowardly
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a dangerous, nerve-wracking,
scary ride
a white-knuckle ride
that's mighty white of you (oldfashioned)
that's good of you
unmistakably Caucasian OR
lily-white
blameless, goodly
patches of white foam made
white horses (surfing)
by breaking waves
(offensive) uneducated, socioeconomically disadvantaged
white trash (American)
Caucasian people
whiter than white (British)
righteous, innocent
a white pointer (Australian)
a topless female sunbather
to threaten to reveal secrets
to blackmail someone
unless payment is made
to black out
to lose consciousness
a blackout
a loss of electricity in an area
during wartime, extinguishing
the blackout
or covering lights
magic used for malevolent
black magic / the black arts
purposes
someone criticizing someone
else for a quality they
the pot calling the kettle black
themselves possess
illegal/underground sales and
the black market
purchases
book of contacts, esp. past or
little black book
potential dates
the outcast or disgrace in a
a black sheep
group
black gold
oil / petrolium
black tie
formal clothing e.g. a tuxedo
black humor
jokes about death or illness
a day when something bad
a black day
happens
to be in black and white
to be written down officially
to be black and white (a situation) to be clear
in the black
profitable
a black mood
a bad, grumpy mood
a black eye
a bruised eye
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scarlet fever
red-hot
red card
red alert
a red-blooded male
like a red rag/flag to a bull
red (adjective)
bleed red ink (British)
redshirting (U.S.)
.
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a redneck (U.S.)
a red-bone (U.S.)
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bureaucracy
no money at all
a special day
a sinful woman
an infection with group A
streptococcus bacteria.
very hot OR very popular
a sanction for a soccer player
a serious warning of danger
a virile, manly male person
provoking/aggravating anger
communist
debt
the wild, violent aspect of the
natural world
delaying
an
athlete's
participation in sports order to
lengthen his/her period of
eligibility
a state whose residents are
politically more Republican
an uneducated, rural white
American
a light-skinned black woman
(historical) the worry that
society would be infiltrated by
communists and communism
the overnight flight between
west and east coast
very envious
jealousy
to give approval to proceed
to be inexperienced, a rookie
to be environmentally aware
room in a theater or studio
where guests/performers wait
to go on
to be nauseous
sick-looking
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a greenbelt
greens
a green
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the blues
once in a blue moon
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blue-collar
a blue blood
to talk a blue streak
to turn blue
blue with cold
until you're blue in the face
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working blue
a blue movie
a blueprint (for something)
true blue
blue on blue
into the wide/wild blue yonder
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having a fight
make a mistake
a sycophant
being
contemplative;
in a brown study
daydreaming
browned off (British)
annoyed
purple prose
flowery, romantic writing
born
into
a
high
born in the purple
ranking/aristocratic family
the Purple Heart (U.S.)
a U.S. military honor badge
a period of exceptionally high
a purple patch (British)
achievement
a defoliant used in herbicidal
agent orange
warfare
Orange army
Soccer players of Netherlands
Protestant
fraternal
Orangemen (Irish)
organization
in the pink of health
very healthy
tickled pink
very pleased
a pinko
a communist
to see the world through rose- to see the world through an
colored glasses
optimistic filter
rosy
positive, optimistic,
to get a pink slip
to be fired
consumer spending by gay
the pink pound (British)
people
grey area
unclear
grey matter
the brain
to give someone grey hairs
to try someone's patience
sale
of
products
via
nonstandard
distribution
channels or at an unofficial
gray market
price
retirees who travel around the
grey nomads (Australian)
country
the silver screen
the movies
a well-regarded, successful
a golden boy
man
monetary incentive to join a
a golden handshake
company
a golden parachute
.
.
golden ears
a golden shower (lewd)
.
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a golden mean
off-color
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colorful language
to pass with flying colors
local color
color commentary
.
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to stop, quash, put an end to as in the sentence The police put down the riots
with unnecessary brutality.
8. There are difficulties with the grammar of phrasal verbs, particularly with the position
of the particles. Look at the following examples:
9. She put down the baby.
11. The teacher put the student down.
13. The student put her bad grade down to tiredness.
The importance of phrasal verbs
Phrasal verbs are very important for learners because they are so prevalent in everyday
spoken and informal written language.
The fact that many phrasal verbs have more than one meaning, cf. take off in the previous
paragraph, makes life more complicated for the learner of English. Consider as a further
example the phrasal verb with the components put and down. Each of the following uses
has a different sense:
15. He finished the book and put it down on the table.
16. Youre always putting me down. (criticise / humiliate)
17. The police quickly put down the riots. (stop / crush)
18. I had to have my dog put down. (kill)
Not only this, very many phrasal verbs have not just two but three components. Such
verbs are often particularly difficult to understand because the learner hears a string of
words, each of which she knows very well, but which in combination do not make any
sense. Here are some common 3 part verbs with their meaning and an example:
get up to (do) - What have you been getting up to lately?
put up with (tolerate) - I cant put up with his rudeness any more
go in for (like) - I dont go in for team sports
come out with (say) - Shes always coming out with the most outrageous remarks
go/come down with (to fall sick) - Sorry, I wont be at work today. I think Ive come
down with the flu.
P.S. Many students of English as a foreign language panic when they hear the term
"phrasal verbs", but in fact phrasal verbs are just vocabulary to memorize, and not some
strange, secret grammatical formula. In fact many native speakers of English do not know
the term "phrasal verb" at all, even though they probably use them very often!
For more studies, see the examples in appendix.
UNIT 47: PUNCTUATION
Sentence breaks, comma, semicolon, colon. Dash and parentheses, apostrophe, hyphen,
quotation mark
Punctuation is the use of standard marks to separate text into sentences, clauses, and
phrases in order to clarify meaning. The correctly punctuated sentence is:
As Earths gravity grew more powerful, it pulled in orbiting space rocks, which crashed
into the planets surface, created huge craters, and released massive amounts of heat.
SENTENCE BREAKS (.
!)
A sentence is the basic grammatical unit because it expresses a complete thought. The
end of a sentence must have a punctuation mark to indicate a break between that sentence
and the next one.
A period indicates a full stop at the end of a declarative sentence, a
request.
In lists of three or more items, a comma is places after every item except the last one.
e.g. Red, blue, and yellow are the primary colours.
Calcium occurs in milk, curd, dried curd, yogurt, and cheese.
A comma separates an adverb clause from a main clause when the adverb clause
comes first.
Because people got in line at dawn, they were able to get cheaper products of Black
Friday.
If she won the election, she could be one of the leaders.
independent clauses.
e.g. Inflation is hard on workers; moreover, it threatens a nations economic health.
Birds dont have sweat glands. However, they can keep cool by panting.
A comma or commas separate structures that interrupt the flow of thought, such as
e.g. Recently American scientist disproved some ideas, such as why men can not give a
birth.
e.g. A cell organized small organic molecules into polymers, such as proteins and DNA.
My friend, a football fan, owns over 50 team mascots.
e.g. Do not need to escape, just need to create, was introduced by Mongolian Peoples
Party, whereas Lets live like a human being, and develop like a country was unveiled
by Democrats.
A conjunctive adverb may follow the semicolon and act as a transition to the
scond clause.
e.g. There is not much moisture in the air; as a result, drought is expected to become
A scientific advance came in 1913 with theory of atomic structure; meanwhile, there were
developments in the structure of literature and music.
writers choice. The decision depends on how closely the writer wants to link the two
ideas. Both of the following sentences are correct.
e.g. Many professional men are concerned with their appearance; they have their hair
styles and use cosmetics.
Many professional men are concerned with their appearance. They have their hair-styles
and use cosmetics.
e.g. School of Foreign languages of MSUE has the following majors: Teacher and
translator of Chinese, English, Korean, Japanese, Russian and German and Teacher and
translator of Russian-Mongolian and Russian English.
A colon is used to introduce a long quotation.
e.g. The prime minister said: We will fight. We will not give up. We will win the next
election.
DASH AND PARENTHESES ()
A dash signals a pause longer than that of a comma, but shorter than that of a
period.
e.g. Cold, snowy, and cloudy - these are the characteristics of weather in winter in
Mongolia.
We use a dash before and after a phrase or list that adds extra information in the
middle of a sentence.
e.g. The children - Purevee, Saikhnaa, and Ariunaa - went to the Urgoo cinema.
Most Mongolians - but not all - voted in the last election.
We also use a dash to show that someone has been interrupted when speaking.
The woman said, "I want to ask - " when the earthquake began to shake the room.
Parentheses, like dashes, separate information from the rest of a sentence. The
information inside the parentheses defines, describes, or illustrates whatever came before
the parentheses.
e.g. We need to prepare answer key of the exercises in the appendices (pages 300-305).
APOSTROPHE ()
We use an apostrophe to show letters that have been left out of a word.
e.g. I don't know how to fix it. (I do not know how to fix it)
An apostrophe is used to form the possessive of a plural noun that does not end in s, add
an apostrophe and s (s).
e.g. mens jobs, childrens books, Enkhbayars speech
An apostrophe is used to form the possessive of a plural noun that ends in s, add
A hyphen joins two or more words that act as a single unit in describing a noun.
We use a hyphen to join two words that form one idea together.
Quotation mark enclose direct quotations, text quoted from spoken or written
sources.
e.g. According to the law, Everyone must pay taxes.
The punctuation mark at the end of a sentence comes inside the quotation mark.
e.g. She was named as Iron lady rather than a prime minister.
VIRGULE (/)
The virgule, often called the "slant bar" by computer users, has four specific uses in
punctuation.
A virgule stands for the word or in the expression and/or. (Though not considered
standard, it sometimes stands for the word or in other expressions also.)
A virgule separates lines of poetry that are quoted in run-on fashion in the text. (For
readability, avoid this with more than four lines.)
Example: Ann continued, "And up and down the people go, /Gazing where the lilies
blow/ Round an island there below,/ The island of Samoa."
ELLIPSIS ()
The ellipsis is three periods in a row. It signifies that words or figures are missing.
Most frequently an ellipsis is used with quotations. It may come at the middle or end of a
quotation. It may be used at the beginning of a quotation if the quotation begins midsentence and there is an appropriate lead-in.
In mathematics an ellipsis shows that numbers have been left out. This is usually used in
decimals, series, and matrices.
Quotation: "Sometimes I'm ancient. I'm afraid of children my own age. They kill each
other. Did it always use to be that way? My uncle says no. Six of my friends have been
shot in the last year alone. Ten of them died in car wrecks. I'm afraid of them and they
don't like me because I'm afraid. My uncle says his grandfather remembered when
children didn't kill each other. But that was a long time ago when they had things
different. They believed in responsibility, my uncle says."
Ellipsis in middle: "I'm afraid of children my own age. They kill each other. Did it always
use to be that way? My uncle says no ... My uncle says his grandfather remembered when
children didn't kill each other. But that was a long time ago when they had things
different. They believed in responsibility, my uncle says."
Ellipsis at end: "My uncle says his grandfather remembered when children didn't kill each
other. But that was a long time ago..." (Some authorities use four periods instead of three
when the ellipsis is at the end or if more than a paragraph has been left out.)
Ellipsis at beginning: Clarisse said her uncle's grandfather "...remembered when children
did not kill each other."
Mathematical: 3.14159...
UNDERLINING OR ITALICIZING
Underlining or Italicizing Titles
Longer written works include books, full-length plays, films, longer musical
compositions, and periodicals.
Incorrect (speaking of the musical): I like Oklahoma.
(The state?)
Incorrect: I like "Oklahoma." (The song?)
Correct: I like Oklahoma. OR I like Oklahoma. (The title of a longer work is italicized or
underlined.)
Correct: I liked Macbeth, but not Macbeth. (I liked the play Macbeth, but not the
character of that name.)
Titles of radio and television series as well as works of art are underlined or
italicized.
Correct: Rodin's The Thinker
Correct: We used to watch reruns of Gilligan's Island.
Correct: My favorite Star Trek episode is "The Trouble with Tribbles." (Note the last
We do not underline, italicize, or place in quotation marks the name of the Bible,
its books, divisions, or version, or other religious Scriptures and their divisions or
versions.
Example: In I Corinthians the Bible says that the greatest eternal value is love.
(The Bible and its book take no special punctuation.)
We underline the specific name of individual air, sea, space, and land craft.
Example:
Luna 3 (space)
Captain Edward John Smith commanded the Titanic (sea)
Example: Mutiny on the Bounty by Nordhoff and Hall
(Book title contains name of ship)
used in English.
Clearly words like champagne or chimpanzee or an abbreviation like etc. are not native
English words, but they are widely used so underlining words like them is not necessary.
Incorrect: That was a pro bono legal brief.
Correct: That was a pro bono legal brief. (Legal term from Latin, used by lawyers but
and dandy, what means that everything is going well. In other cases, the literal meaning
does not make sense at all. For example, to go for an early bath means to lose a job or a
position because things have gone wrong.
Idioms are not the same thing as slang. Idioms are made of normal words that have a
special meaning known by almost everyone. Slang is usually special words that are
known only by a particular group.
TYPES OF IDIOMS
Whole clause or sentence: To sort out the men from the boys (a difficult or challenging
situation tests people and shows who is strong and capable and who is not); A millstone
around your neck (a very unpleasant problem or responsibility that you cannot escape
from); To give someone a piece of your mind (someone has annoyed or upset you and
you angrily tell them what do you think of them).
Prepositional phrase: In your minds eye (to have a clear picture of something in your
imagination or memory); On the nail (to pay for something immediately and in cash); On
the nod (something is accepted without being questioned or argued).
Verb + object/complement (and/or adverbial): To keep your nose clean (to behave well
and avoid trouble); To go nuclear (to get extremely angry and start behaving in a forceful
or irrational way as a result); To turn the page (to make a fresh start after a period of
difficulties and troubles). Compound: Growing pains (temporary difficulties and
problems as it develops and grows stronger); A paper tiger (a person, country, or
organization that seems to be powerful and actually does not have any power); A close
shave (someone was very nearly to have a disaster or an accident, or very nearly suffered
a defeat).
Simile (as + adjective + as/like + noun): Nice as pie (a very kind, friendly, charming
person); Nutty as a fruitcake (a strange, foolish or crazy person); Old as the hills
(something very old, and perhaps old-fashioned or very traditional). Binomial (word +
and + word): A nod and a wink (someone communicates indirectly or by giving some
kind of signal); Neck and neck (two competitors are exactly level with each other, so that
it is impossible to say who will win); Oil and water (two people or things are very
different and they cannot work together or exist together successfully). Trinomial (word
+ word + and + word): Signed, sealed and delivered (an agreement is official and cannot
be changed); Every Tom, Dick and Harry (ordinary people who do not have any special
skills or qualities); Cool, calm and collected (relaxed, in control, not nervous).
Exclamation or saying: Act your age! (Something that you say to someone who is being
silly to tell them to behave in a more serious way); Over my dead body! (Someone is
going to do everything to prevent something); Bully for you! (Something that you say
when you do not think what someone has done deserves praise or admiration, although
they think it does).
COLLOCATIONS
A collocation is a group of two or more words that generally go together. These groups
sound natural to native speakers of English, whereas other combinations just
sound unnatural. E.g.
I am catching the fast train (Not quick train)
Shall we have some fast food? (Not quick food)
I am going to have a quick shower. (Not fast shower)
Lets have a quick meal before we go to the theatre. (Not fast meal)
TYPES OF COLLOCATIONS
There are several different types of collocation made from combinations of verb, noun,
adjective etc. Some of the most common types are:
Verb + Expression With Preposition: burst into tears (NOT blow up in tears)
1. Adverb + adjective
Invading (to enter forcefully as an enemy) that country was an utterly stupid thing to do.
We entered a richly decorated room.
2. Adjective + noun
The doctor ordered him to take regular exercise.
The Titanic sank on its maiden voyage.
3. Noun + noun
Let's give Mr Bat-Erdene a round of applause.
The ceasefire agreement came into effect at 11am.
4. Noun + verb
The lion started to roar when it heard the dog barking.
Snow was falling as our plane took off.
5. verb + noun
The prisoner was hanged for committing murder.
I always try to do my homework in the morning, after making my bed.
6. verb + expression with preposition
do
do business
have a drink
do nothing
do someone a favour
have a haircut
do the cooking
have a holiday
do the housework
have a problem
do the shopping
have a relationship
do the washing up
have a rest
do your best
have lunch
do your hair
have sympathy
do your homework
take
take a break
break
break a habit
take a chance
break a leg
take a look
break a promise
take a rest
break a record
take a seat
break a window
take a taxi
take an exam
take notes
pay
pay a fine
save
save electricity
pay attention
save energy
save money
pay cash
pay interest
save space
save time
come
come close
go
go abroad
go astray
come direct
go bad
come early
go bald
come first
go bankrupt
go blind
come last
go crazy
come late
go dark
come on time
go deaf
come prepared
go fishing
go mad
come second
go missing
come to a compromise
go on foot
come to a decision
go online
come to an agreement
go out of business
come to an end
go overseas
come to a standstill
go quiet
go sailing
come to a total of
go to war
go yellow
main clause
everybody will be happy.
When the if-clause comes before the main clause, they are separated with a comma.
When the mani clause comes before the if-clause, then they are not separated with a
comma.
e.g. If she wins in the Olympic Game, Mongolian people will be proud of her.
Mongolian people will be proud of her if she wins in the Olympic Game.
TYPE I
Main clause
If + present simple
future simple
Present simple
Imperative
Can/must/may. Etc. + bare infinitive
We are talking about the future. We are thinking about a particular condition or situation
in the future, and the result of this condition. There is a real possibility that this condition
will happen. For example, it is morning. You are at home. You plan to play tennis this
afternoon. But there are some clouds in the sky. Imagine that it rains. What will you do?
CONDITION
RESULT
Present simple
it rains
If
Notice that we are thinking about a future condition. It is not raining yet. But the sky is
cloudy and you think that it could rain. We use the present simple tense to talk about the
possible future condition. We use WILL + base verb to talk about the possible future
result. The important thing about the first conditional is that there is a real possibility
that the condition will happen. Here are some more examples.
CONDITION
RESULT
Present simple
I see Mary
I
f
it rains tomorrow
it rains tomorrow
f
I
f
I
f
I
f
RESULT
IF
CONDITION
Present simple
if
I see her.
if
if
if
it rains tomorrow?
if
it rains tomorrow?
We can use unless instead of if not in the if clause. The verb is always in the
affirmative after unless.
e.g. If you win the election, your voters will be happy.
Unless you win the election, your voters will be happy. (NOT: Unless you do not win)
Type II Second Conditional: unreal possibility or dream
The second conditional is like the first conditional. We are still thinking about the future.
We are thinking about a particular condition in the future, and the result of this condition.
But there is not a real possibility that this condition will happen. For example, you do not
have a lottery ticket. Is it possible to win? No! No lottery ticket, no win! But maybe you
will buy a lottery ticket in the future. So you can think about winning in the future, like a
dream. It's not very real, but it's still possible.
CONDITION
RESULT
Past simple
Notice that we are thinking about a future condition. We use the past simple tense to talk
about the future condition. We use WOULD + base verb to talk about the future result.
The important thing about the second conditional is that there is an unreal possibility
that the condition will happen.
Here are some more examples:
CONDITION
RESULT
Past simple
If
I married Maralaa
I would be happy.
If
If
If
RESULT
IF
CONDITION
Past simple
I would be happy
if
I married Mary.
if
he became rich.
if
if
CONDITION
RESULT
Past Perfect
Notice that we are thinking about an impossible past condition. You did not win the
lottery. So the condition was not true, and that particular condition can never be true
because it is finished. We use the past perfect tense to talk about the impossible past
condition. We use WOULD HAVE + past participle to talk about the impossible past
result. The important thing about the third conditional is that both the condition and result
are impossible now.
Sometimes, we use should have, could have, might have instead of would have, for
example: If you had bought a lottery ticket, you might have won.
Look at some more examples in the tables below:
CONDITION
RESULT
Past perfect
I
f
I
f
I
f
I
f
RESULT
IF
CONDITION
past perfect
if
if
if
if
if
IF
CONDITION
RESULT
Present simple
Present simple
If
it melts.
Notice that we are thinking about a result that is always true for this condition. The result
of the condition is an absolute certainty. We are not thinking about the future or the past,
or even the present. We are thinking about a simple fact. We use the present simple tense
to talk about the condition. We also use the present simple tense to talk about the result.
The important thing about the zero conditional is that the condition always has the same
result.
We can also use when instead of if, for example: When I get up late I miss my bus.
Look at some more examples in the tables below:
CONDITION
RESULT
Present simple
Present simple
does it melt?
I
f
I
f
I
f
I
f
RESULT
IF
Present simple
CONDITION
Present simple
if
if
if
if
SUMMARY
Probability
Conditional
100%
__________ Zero conditional
Example
Time
If it is too much cloudy, it Any
50 %
rains.
time
If he wins the election of Future
_____
First conditional
Citizens
Representative
Second
conditional
Third conditional
would
have
been
UNIT 42
PASSIVE VOICE
MEANING: - ,
The passive voice is less usual than the active voice. The active voice is the "normal"
voice. But sometimes we need the passive voice.
FORM
The form of the passive voice is very simple:
Subject + auxiliary verb (be) + main verb (past participle)
The main verb is always in its past participle form.
Look at these examples:
Subject
Main
verb
(past
participle)
Mares
is
fermented
by the woman.
are
chosen
by people.
am
paid
in euro.
milk
48
candidates
I
We
are
Are
they
not
paid
in dollars.
paid
in peso?
With verbs which take place two objects, such as save, strike, send, show, ask,
envy, bring, tell, teach, promise, offer, give, pay, lend, etc., we can form the passive in two
ways.
e.g. Active: Singer Sarantuya gave me her new CD.
Passive: a) I was given new CD.
Passive: b) New CD was given to me (by Sarantuya).
USE
We use the passive when:
We want to show that the action of the verb is more important than the
e.g. The exhibition was first opened by American Embassy in Ulaanbaatar in 2003.
But look at this sentence:
Zorig.S was killed with a knife.
Normally we use by to introduce the passive object. But the knife is not the active
subject. The knife did not kill him. He was killed by somebody with a knife. In the active
voice, it would be: Somebody killed him with a knife. The knife is the instrument.
Somebody is the "agent" or "doer".
Conjugation for the Passive Voice
We can form the passive in any tense except present, past and future perfect continuous.
In fact, conjugation of verbs in the passive tense is rather easy, as the main verb is always
in past participle form and the auxiliary verb is always be. To form the required tense, we
conjugate the auxiliary verb. So, for example:
Present simple: It is stolen.
Present continuous: It is being recorded.
Present perfect: It has been built.
Here are some examples with most of the possible tenses:
Infinitive
Simple
Continuous
to be cleaned.
present
It is sent.
past
It was translated.
future
It will be performed.
conditional
It would be washed.
present
It is being dug.
Perfect simple
past
future
conditional
present
past
future
conditional
Note: Present, past and future perfect continuous tenses dont turn into the passive.
Only the verbs that take an object can be turned into the passives.
e.g. Puujee and Davka teach English. English is taught by Puujee and Davka.
When the subject of the active sentence is one of the following words: people,
one, someone, somebody, they, he., etc the doer is often omitted in the passive sentence.
Object pronouns (her, you, him etc.) become subject pronouns (she, you, he, etc.)
in the passive.
e.g. She transferred the money to him. He was transferred the money.
When the verb of the active sentence is followed by a preposition, the preposition
See make, hear, are followed by an infinitive without to in the active, but by the
UNIT: 43
REPORTED SPEECH
Direct Speech is the exact words someone said. We use quotation marks () in direct
speech.
Reported Speech is the exact meaning of what someone said, but not the exact words. We
do not use quotation marks in reported speech. We can either use the word that after the
introductory verb or we can omit it.
e.g. Altankhuyag.Ts said (that) they had become majority in parliament.
When we report statements, we use the verbs say or tell to introduce the statement.
SAY TELL
We use the verb SAY:
Both in direct and reported speech without the preposition to when it is not
Both in direct and reported speech with the preposition to when it is not followed
In expressions such as: say something, say good evening, say goodbye, etc.
Both in direct and reported speech when it is followed by the person we are
talking to.
e.g. Solongo told me, I will win.
In expressions such as: tell a secret, tell a lie, tell the truth, tell the time, tell one
FORM
In reported speech we always go back one tense.
Present continuous:
We
REPORTED SPEECH
a. She said that she
live
in cooked pizza.
Ulaanbaatar.
a. I am buying units.
in Ulaanbaatar.
a. She said that she was
b.
The
children
milking cows.
b.
She
said
children
cows.
a. My grandparents lived a. She
Past simple:
in
western
part
We
said
milking
that
her
yesterday.
Past continuous:
were
the
Mongolia.
b.
that
Present
simple:
She
said
that
Present
finished
her
term
paper.
perfect a. I have been teaching a. She said that she had
continuous
Future simple:
day.
a. I will study at Montreal a. She said that she would
State University.
Iguazu Falls.
Continuous a. I will be teaching at a. She said that she would
tense:
President
will
be
of next day.
would be signing on a
tense;
Vancouver by 2016.
b.
They
will
by 2016.
continuous tense:
dictionary in 2012.
Modal verbs:
a. I can drive.
2012.
a. He said that he could
drive.
b. She said that she could
a. I may be late.
help us.
a. She said she might be
b.
He
said
that
she
The past perfect simple and past perfect continuous do not change in reported
speech.
could, could have, might, might have, needn't, needn't have, ought to, ought
When the introductory verb is in the present, future, or present perfect simple or
when sentence expresses something, which is always true (general truth), there are no
changes in the verb tenses in reported speech.
e.g. Direct speech: He says, I love her very much.
Reported speech: He says that he loves her very much.
She says, Water boils at 100 Celsius.
She says that water boils at 100 Celsius.
Now
At the moment
Today
this morning
this afternoon
this evening
this week
this month
this year
tonight
last week
ago
here
tomorrow
tomorrow morning
tomorrow afternoon
tomorrow evening
next week
next month
next year
Then
At that moment
that day
that morning
that afternoon
that evening
that week
that month
that year
that night
the week before
before
there
the next day/ the following day
the next morning/ the following
morning
the
next
afternoon/
the
following afternoon
the next evening/ the following
evening
the next week/ the following
week
the next month/ the following
month
the next year/ the following year
the day before/ the previous day
yesterday
yesterday morning
yesterday afternoon
yesterday evening
come
REPORTING STATEMENTS
To report what someone said, we use reporting verb followed by a that clause. In
REPORTING QUESTIONS
Reported questions use normal word order and do not have question marks.
whether clause. Yes/no questions with or are usually reported with whether clauses.
e.g. He asked if she was married?
VERBS FOLLOWED BY THAT CLAUSES
Add
Decide
Mention
State
Admit
Deny
Observe
Suggest
Agree
Doubt
Persuade
Suppose
Announce
Estimate
Promise
Swear
Answer
Expect
Propose
Tell
Argue
Explain
Remark
Think
Boast
Fear
Remember
Threaten
Claim
Feel
Repeat
Understand
Comment
Find
Reply
Warn
Complain
Guarantee
Report
Confirm
Hope
Reveal
Consider
Insist
Say
When the direct question begins with a question word (who, where, why, what,
when, etc.), then the reported question begins with the same question word.
e.g. Direct question: When did you graduate from your university? My old friend asked
me.
Reported question: My old friend asked me when I had graduated from my university?
Remember
Describe
Reveal
Discover
Say
Discuss
See
Explain
Suggest
Forget
Teach
Guess
Tell
Imagine
Think
Know
Understand
Learn
Wonder
Realize
When the direct question begins with an auxiliary (is , do, have, etc.) or a modal
verb (may, can, should, etc.) then the reported question begins with if or whether.
e.g. Direct question: Can you play basketball like Michael Jordan? She asked me.
She asked me if/whether I could play basketball like Michael Jordan?
VERBS FOLLOWED BY IF AND WHETHER CLAUSES
Ask
Know
Remember
Say
See
REPORTING
COMMANDS,
ADVICE,
ORDERS,
REQUESTS,
SUGGESTIONS, ETC
infinitive.
e.g. Direct : Put your hand behind your head. He said to him.
Reported: He ordered me to put my hands behind my head.
To report requests, we use the verbs ask or beg + sb+ (not) to infinitive. The
To report a suggestion, we can use a that clause. This clause often contains the
Propose
Beg
Recommend
Demand
Request
Insist
Suggest
Prefer
Report
Advise
Propose
Recommend
Suggest
Deny
Regret
Mention
After verbs such as: want, agree, ask, help, hope, tell, decide, manage, offer,
After some verbs such as: know decide, learn, remember, want, afford, pretend,
etc
To express purpose
After adjectives such as: nice, sorry, glad, happy, willing. afraid, ashamed, etc
After verbs such as: let, make, see, hear and feel.
TOO/ENOUGH
Too comes before adjectives and adverbs. It shows that something is more than
Enough comes after adjectives and adverbs, but before nouns. It shows that there
The ing form is used when the word is the subject of a sentence or clause.
The ing form is used after certain verbs such as: avoid, dislike, enjoy, give up,
practise, etc
After prepositions
After the phrases: It is no good, be busy, there is no point, get used to, have
Dislike
Offer
Aim
Expect
Ought
Appear
Fail
Plan
Arrange
Forget
Prefer
Ask
Get
Prepare
Attempt
Happen
Proceed
Be able
Have
Promise
Beg
Hesitate
Propose
Begin
Hope
Refuse
Care
Hurry
Remember
Choose
Intend
Say
Condescend
Leap
Shoot
Consent
Leave
Start
Continue
Like
Stop
Dare
Long
Strive
Deserve
Mean
Swear
Detest
Neglect
Threaten
Try
Wait
Use
Want
Wish
Forbid
Pay
Allow
Force
Permit
Ask
Have
Persuade
Beg
Hire
Prepare
Bring
Instruct
Promise
Build
Invite
Remind
Buy
Lead
Require
Challenge
Leave
Send
Choose
Let
Teach
Command
Like
Tell
Dare
Love
Urge
Direct
Motivate
Want
Encourage
Order
Warn
Dislike
Miss
Advise
Enjoy
Permit
Appreciate
Escape
Postpone
Avoid
Excuse
Practice
Cant help
Finish
Quit
Complete
Forbid
Recall
Consider
Get through
Report
Delay
Have
Resent
Deny
Imagine
Resist
Detest
Mind
Resume
Risk
Suggest
Spend (time)
Tolerate
Waste (time)
Depend on
Plan on
Approve of
Disapprove of
Argue about
Discourage from
Refrain from
Believe in
Dream about
Succeed in
Care about
Feel like
Talk about
Complain about
Forget about
Think about
Concentrate on
Insist on
Worry about
Confess to
Object to
The TOEFL PBT test is a paper-based test that measures your ability to use and
Example I
Geysers have often been compared to volcanoes _______ they both emit hot liquids from
below the Earth's surface.
20. due to
21. because
22. in spite of
23. regardless of
The sentence should read, "Geysers have often been compared to volcanoes because they
both emit hot liquids from below the Earth's surface." Therefore, you should choose
answer B.
Example II
During the early period of ocean navigation, ________ any need for sophisticated
instruments and techniques.
so that hardly
where there hardly was
hardly was
there was hardly
The sentence should read, "During the early period of ocean navigation, there was hardly
any need for sophisticated instruments and techniques." Therefore, you should choose
answer D.
Written expression
Directions: The four underlined parts of the sentence are marked A, B, C and D. Identify
the one underlined word or phrase that must be changed in order for the sentence to be
correct.
QuickTime and a
decompressor
are needed to see this picture.
QuickTime and a
decompressor
are needed to see this picture.
The TOEFL iBT, administered via the Internet, is an important part to study in
English-speaking countries.
The TOEFL iBT test measures your ability to use and understand English at the
university level. And it evaluates how well you combine your listening, reading, speaking
and writing skills to perform academic tasks.
More than 27 million people from all over the world have taken the TOEFL test to
demonstrate their English-language proficiency. The average English skill level ranges
between Intermediate and Advanced.
More than 8,500 colleges, agencies and other institutions in over 130 countries accept
TOEFL scores.
The cost of the test can range from US$160 to US$250 and varies between countries. In
Mongolia the cost of the test is between US$ 160-180 depending on the test centers
service fee and registration fee.
In the TOEFL iBT you will not do any grammar exercises as we did before but you need
to perform tasks that combine all four skills: Listening, Reading, Speaking and Writing
such as:
24. Read, listen and then speak in response to a question
25. Listen and then speak in response to a question
26. Read, listen and then write in response to a question
Time
Questions
Tasks
6080
3656
minutes
questions
6090
3451
minutes
questions
Break
10 minutes
Speaking
20 minutes
6 tasks
Limit
Reading*
Listening
50 minutes 2 tasks
WRITING TASK
The writing section contains two tasks. Task 1 is an integrated skills task-you read and
listen first, then you write essay based on what you have read and heard. You may take
notes while you read and listen, and use your notes to help prepare your essay.
Following is an overview of the two tasks in the Writing section of the TOEFL.
Time
3 minutes to read
1.
Task
Read an academic passage (of 250 to 300
words)
2 minutes to listen
20 minutes to write
2.
30 minutes to write
Descriptive essays
Definition essays
Persuasive essays
On task I, you must read a passage, listen to a lecture, then write an essay about what you
have read and listened to.
As you read passage and listen to lectures on the TOEFL writing section, you should take
notes, trying to:
Write down key words, names, numbers, dates, or anything else you think is
important
Listen for strong general statements by the speaker, because they may be topic
Example: You may see this kind of instruction on the screen of a computer.
Now you will read a passage listen to part of a lecture, and write an essay.
You will have three minutes to read the following passage. You may take notes. After
reading the passage, you will hear a short lecture on a related topic. Again, you may
take notes while you listen.
Russian Autocracy
Huge, insular, and conservative, Russia was not easy to govern centrally. Regardless, a
history of Russian monarchy is a history of autocratic government. Regarded by their
peasant population as representatives of Gods will on Earth, few tsars were willing to
tolerate any bounds on their power, and they went great lengths to eliminate rivals and
expand the divine right they enjoyed. Two tsars in particular are examples of the
exercise and expansion of imperial power: Ivan IV, the Terrible (15533-1584), and
Peter II, the Great (1682-1725).
Though Ivan IV held the reverence of his people, the people also lived in perpetual fear
of their paranoid and unpredictable tsar. Having come to the throne as young boy, Ivan
distrusted the aristocracy because of the feuding and murderous intrigue he witnessed
during his youth. He created a political police force six thousand strong that patrolled the
country, terrorized and assassinated nobles that Ivan particularly suspected, and
confiscated their property. In this way, Ivan virtually eliminated the Russian nobility as a
challenge to imperial power.
Though less cruel and suspicious than Ivan, Peter II was no less influential over Russian
society and civic life. An enormously energetic and visionary man, Peter introduced a
new merit-based system of administration responsible only to himself, marginalizing the
aristocrats previously controlling this aspect of government. In a successful effort to
modernize his country, Peter thoroughly revolutionized and Europeanized conservative
Russian society. Finally, to eliminate a last barrier to his plan for Russias future, Peter
rendered the previously autonomous Russian Church subordinate to imperial society.
Narrator: Now listen to part of a lecture on the topic you have just read.
Professor: Though it is certainly true that imperial Russia was an autocratic society and,
uh, that both Ivan the Terrible and Terrible and Peter the Great contributed to the power
of the autocracy, it should also be remembered that even in Russia there were institutions
that were in some ways democratic and that the tsars recognized the need for deliberative
bodies to advise them.
Ivan himself introduced the zemsky sobor, a council of advisors drawn from all classes
of society except the, uh, peasantry. While at first this body had little influence, in later
years it would often be called to consider questions of imperial succession treaties, and
other foreign and domestic matters.
Two more representative bodies were introduced in1859. The zemstvo, or rural council,
was elected by, uh, male members of all classes in the area, and was empowered to make
decisions concerning regional commerce, education, and infrastructure. Its urban
counterpart was the duma, with similar administrative authority. Both systems were
instrumental in bringing a measure of literacy and modernization to the medieval Russian
countryside. However, neither body could in any way be considered a challenge to the
central power of the tsar.
You have 20 minutes to plan and write your response. Your response will be judged on
the basis of the quality of your writing and on how well youre your response presents the
points in the lecture and their relationship to the reading passage. Typically, and effective
response will be 150-225 words.
Summarizing the information provided in the passage and the lecture, describe the
important features of the Russian imperial government.
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Sample answer
Essays will vary, but compare your essay to this sample essay.
Despite the long history of supposedly autocratic regimes, the history of Russia also
includes tradition of democratic participation in government. Surprisingly, it was two of
the strongest, most famous tsars who contributed directly to this tradition.
Ivan IV was a very powerful ruler, and the Russian people lived in fear of his huge
political police force, which he used to remove threats to his authority. Not every part of
his government was dictatorial. Ivan also created the zemsky sobor, which was group
of men who were not from the peasant class. He used the group as advisors when making
decisions about foreign and domestic affairs.
Peter the Great also contributed to Russian democracy when he took control of the
Russia administrative system away from nobility and made it entirely merit-based. He
was not nearly the despot that Ivan was, but during his reign he did force Russian society
to Europeanize and brought the Russian church under his direct control.
Later, in 1859, two more elected bodies were created. One was a rural council, and the
other was urban. Both groups were responsible for making decisions about commence,
education, and infrastructure. Theses councils still worked under the leadership of the
tsars, but they were key factors in the modernization of the Russian countryside.
Although the balance of power in medieval Russia always leaned toward the tsars and
their administrations, the people were not entirely unrepresented in the government.
On task 2, you must write an essay based only on a short prompt that ask you describe or
explain something or express and support your opinion on an issue. Example:
Topic: In some countries, people are no longer allowed to smoke in many public places
and office buildings. Do you think this is a good rule or a bad rule? Use specific
reasons and details to support your position.
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Sample answer
Essays will vary, but compare your essay to this sample essay.
Gone are the days when smoking was considered fashionable and a measure of
sophistication. These days, the dangers of smoking and second hand smoke are
commonplace in the news and health related information. While smokers maintain that it
is their personal choice and right to smoke, others state they need to look at the bigger
picture. In my opinion, smoking should be banned in public places and office buildings
because of the dangers of second-hand smoke and the overall cleanliness of office
buildings.
First, second-hand smoke is dangerous to both smokers and non-smokers. Scientific
research has shown that smoking increases the risk of cancer and other associated
diseases. However, second-hand smoke is in fact even more dangerous than smoking.
When considering the rights of others, this is an issue that can no longer be considered a
matter of personal choice. If second-hand smoke is endangering the lives of people such
as pregnant women and children, non-smokers should be protected from unnecessary
health risks. Since smokers have access to private places, places that will not endanger
the welfare of others, banning smoking in public places is a good idea.
Next, cigarette smoke, ashes and cigarette butts can ruin the visual appeal of a building.
Smoking areas have several common aspects, walls that are stained yellow and cigarette
butts littering the ground. Besides the mess, there is also an awful stench that sticks to
everything, including people. For a non-smoker this is something that can turn an
excellent job in a dreaded one. Employees interviewed commonly state that the smell and
mess of smoking areas make their workplace an unpleasant and awkward place. This
awkwardness translates into lost productivity and increased inefficiency. Businesses and
managers should banning smoking in office buildings to ensure optimal employee
performance.
In conclusion, while smokers have the right to smoke, they do not have the right to
endanger others. Smoking in public areas and office buildings should be banned because
of the dangers of second-hand smoke and the mess associated with smoking areas.
Society has to consider the rights of not only smokers, but non-smokers as well.
EXERCISE: 1
UNIT: 40
CONJUNCTION
A conjunction is a word, which merely joins together sentences and sometimes words.
USE OF CONJUNCTION
Conjunctions join together sentences and often make them more compact
e.g. Tsagaanbaatar and Myaragchaa are good wrestlers. is a short way of saying
Tsagaanbaatar is a good wrestler and Myaragchaa is a good wrestler.
The student is poor, but hardworking. is a contracted way of saying The student is
poor, but he is hardworking.
e.g. Jagaa and Urnaa came to the Red carpet ceremony together.
Four and four make eight.
Some conjunctions are used in pairs and they are called Correlative conjunctions
such as:
both- and
either-or
neither-nor
though-yet
not only- but also
whether- or
When conjunctions are used as Correlatives, each of the correlated words should
condition that, even if, so that, provided that, as though, as well as, as soon as, as if, etc
These are called Compound adjectives.
e.g. Some candidates did not agree with the result of the election, 2012 provided that
machines for counting votes were not safe.
CLASSES OF CONJUNCTION
CONJUNCTIONS
CO-ORDINATING
SUBORDINATING
horses.
She is rich but does not protect nature.
A subordinating conjunction joins a clause to another on which it depends for its full
meaning.
The chief Subordinating conjunctions are:
After, because, if, that, though, although, till, before, unless, as, when, where, while
Subordinating Conjunctions are classified according to their meaning as follows.
Time
SUBORDINATING CONJUNCTIONS
I usually listen to music before I fight.
They returned to the hotel after they visited
the museum.
The teenage girl can not sleep since she has
Cause or Reason
Purpose
Result or Consequence
Condition
stand.
Unless you have a photographic memory,
repetition is vital.
If you cheat yourself, you will loose
Concession
yourself.
Ganaa does not want to go the party,
although it seems interesting.
I was hunting for work though the jobs
were scarce.
Comparison
UNIT: 52
MORE ABOUT NOUN CLAUSES
A Noun Clause is a group of words, which contains a Subject and a predicate of its own,
and does the work of a Noun.
Noun Clause does the work of a Noun in a complex sentence, it can be:
1. The Subject of a verb
e.g. How he did is secret.
Why he helped is mystery.
2. The object of a transitive verb.
e.g. Tell me why did you cut the trees.
We do not know what they want.
3. The Object of a preposition.
e.g. There is no meaning in what you read.
There were no complaints except that service is so slow.
4. In Apposition to a Noun or Pronoun.
e.g. You must never forget this, that loyalty is a best policy.
It was unfortunate that you could not see the final play of Euro 2012.
5. The Complement of a verb of incomplete prediction.
e.g. His wish is that he may choose the profession.
My belief is that tsunami will not happen in 2012 in Japan.
UNIT: 49
IELTS
About IELTS
IELTS or International English Language Testing System, is an international
standardised test of English language proficiency. It is jointly managed by University of
Cambridge ESOL Examinations, the British Council and IDP Education Pty Ltd, and was
established in 1989.
There are two versions of the IELTS: the Academic Version and the General Training
Version:
27. The Academic Version is intended for those who want to enroll in universities and
other institutions of higher education and for professionals such as medical
doctors and nurses who want to study or practise in an English-speaking country.
28. The General Training Version is intended for those planning to undertake nonacademic training or to gain work experience, or for immigration purposes.
IELTS Test Sections /Academic and General/
Section
Time
Questions
Tasks
Limit
Reading
60 minutes
Listening
30 minutes
including
monologues
and
Extra
time 10 minutes
for listening
answer sheet.
No Break
Speaking
11-14
3 tasks
minutes
Writing
60 minutes 2 tasks
29.
IELTS is accepted by most Australian, British, Canadian, Irish, New Zealand and South
African academic institutions, over 3,000 academic institutions in the United States, and
various professional organizations.
No minimum score is required to pass the test. An IELTS result or Test Report Form is
issued to all candidates with a score from 1 (no knowledge) to 9 (expert user) and each
institution sets a different threshold. Institutions are advised not to consider valid a report
older than two years, unless the user proves that he has worked to maintain his level.
Every year more than a million candidates took the IELTS test in over 130 countries.
In Mongolia ESP School of English is an authorized IELTS test center and takes 12 tests
a year.
The IELTS fee is 160 $ in Mongolia.
WRITING SECTION
Writing section of Academic IELTS has 2 tasks. You write 2 essays in 60 minutes: spend
20 minutes on Task 1 and 40 minutes on task 2. Task 2 is worth more scores.
Writing task 1
You should spend about 20 minutes on this task.
The graph below gives information about the preferred leisure activities of Australian
children.Write a report for a university lecturer describing the information shown.
QuickTime and a
decompressor
are needed to see this picture.
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Sample answer:
The graph shows the preferred leisure activities of Australian children aged 5-14. As
might be expected, it is clear from the data that sedentary pursuits are far more popular
nowadays than active ones.Of the 10,000 children that were interviewed, all the boys and
girls stated that they enjoyed watching TV or videos in their spare time. In addition, the
second most popular activity, attracting 80% of boys and 60% of girls, was playing
electronic or computer games. While girls rated activities such as art and craft highly
just under 60% stated that they enjoyed these in their spare time only 35% of boys
opted for creative pastimes. Bike riding, on the other hand, was almost as popular as
electronic games amongst boys and, perhaps surprisingly, almost 60% of girls said that
they enjoyed this too. Skateboarding was relatively less popular amongst both boys and
girls, although it still attracted 35% of boys and 25% of girls. (157 words)
Writing task 2
You should spend about 40 minutes on this task.
Write about the following topic:
Some people prefer to spend their lives doing the same things and avoiding change.
Others, however, think that change is always a good thing. Discuss both these views
and give your own opinion.
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
You should write at least 250 words.
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Sample answer
Essays will vary, but compare your essay to this sample essay.
Over the last half century the pace of change in the life of human beings has increased
beyond our wildest expectations. This has been driven by technological and scientific
breakthroughs that are changing the whole way we view the world on an almost daily
basis. This means that change is not always a personal option, but an inescapable fact of
life, and we need to constantly adapt to keep pace with it.
Those people who believe they have achieved some security by doing the same, familiar
things are living in denial. Even when people believe they are resisting change
themselves, they cannot stop the world around them from changing. Sooner or later they
will find that the familiar jobs no longer exist, or that the safe patterns of behaviour are
no longer appropriate.
However, reaching the conclusion that change is inevitable is not the same as assuming
that change is always for the better. Unfortunately, it is not always the case that new
things are promoted because they have good impacts for the majority of people. A lot of
innovations are made with the aim of making money for a few. This is because it is the
rich and powerful people in our society who are able to impose changes (such as in
working conditions or property developments) that are in their own interests.
In conclusion, I would say that change can be stimulating and energising for individuals
when they pursue it themselves, but that all change, including that which is imposed on
people, does not necessarily have good outcomes.