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Which part of the text does each statement refer to?

#1. People did not learn to write until 5000 years ago. (…)
#2. Some people say the first words were imitations of animal sounds. (…)
#3. Language allows people to talk to each other and to write their thoughts and ideas. (…)
#4. Neanderthal man appeared around 70,000 years ago. (…)
#5. Australopithecus did not have a throat able to make the sounds of speech. (…)

1. Some people say the first words were grunts of love between people. Some say they were imitations of animal sounds. But there is no real way of knowing. Nor is there
any way of telling when people first began to speak.
2. However, Neanderthal man, who appeared around 70,000 years ago, could probably make a few recognizable sounds.
3. Scientists generally agree that people first learned to speak 50-30,000 years ago. But it may be that people could communicate by signs and in other ways a long time
before this. They did not learn to write until 5000 years ago.
4. A close study of the skulls of early hominids suggests that Australopithecus, who appeared around 4 million years ago, could not speak. Like apes, this hominid did not
have a throat able to make the sounds of speech.
5. Wherever there is human society, there is language. Most forms of human activity depend on the cooperation of two or more persons.
6. A common language enables humans to work together in an infinite variety of ways. Language has made possible the development of advanced, technological
civilization.
7. Without language for communication, there would be little or no science, religion, commerce, government, art, literature, and philosophy.
8. Language is a human speech, either spoken or written. Language is the most common system of communication. It allows people to talk to each other and to write their
thoughts and ideas.
9. Scholars determined that there are about 3,000 languages spoken in the world today. This number does not include dialects (local forms of a language).
10. Many languages are spoken only by small groups of a few hundred or a few thousand persons. There are more than a hundred languages with a million or more
speakers.

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Which part of the text does each statement refer to?

#1. Children learn to connect individual words with objects, ideas, and actions. (…)
#2. Youngsters learn to arrange words in certain ways. (…)
#3. Young children begin listening to older persons and imitating them. (…)
#4. Children can learn to speak or write precisely about more complex matters. (…)
#5. Most children can communicate well enough for most of their own practical purposes. (…)

1. Most people learn their own language without fully realizing what is taking place. Young children feel a need to communicate their particular needs and they begin
listening to older persons and imitating them. They gradually learn to select and to make the sounds used in the language spoken around them.
2. They also learn to disregard other possible sounds that their voices could make. At the same time, children learn to connect individual words with objects, ideas, and
actions. Their responses become automatic.
3. Tape recorders permit students to listen, repeat, erase their own repetition, then try again.
4. For example, upon seeing a dog, an English-speaking child automatically calls it “a dog”. Youngsters also learn, largely by imitation, to arrange words in certain ways.
5. By the age of 5 or 6, most children have learned the patterns of their language fairly well. They can then communicate well enough for most of their own practical
purposes. In school, the language-learning process becomes conscious and deliberate.
6. Children become aware of how the sounds and words of their language are arranged in systems. They can then learn to speak or write precisely about more complex
matters.
7. Computers correct student translations of words and phrases on a video display screen.
8. For hundreds of years, language students have used grammar books, exercise books, and dictionaries.
9. Modern study aids – especially for spoken language – include voice recordings with accompanying booklets, tape recorders, videotapes and closed-circuit TV’s and
computers.
10. Videotapes and closed-circuit TV’s let students watch their mouth movements and compare then with those of a speaker.

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Which part of the text does each statement refer to?

#1. You may need to change a word because it may be wrong for the context in which you have placed it. (…)
#2. A knowledge of how to write well is a skill that students have to work to develop. (…)
#3. Planning an outline for your essay reduces the risk of leaving out some really important fact or argument. (…)
#4. Choosing the right word often depends on knowing how to detect the wrong word. (…)
#5. Introduction should state the essay’s main idea. (…)

1. A knowledge of how to write well is not something that comes naturally. It is a skill that students have to work to develop.
2. It seems logical that before you try to put a jigsaw puzzle together you should have a good idea what the shape of the finished product will be. This is also true when it
comes to writing an essay.
3. Before you spend time writing a revising, you should decide what it is you are trying to create. Planning an outline for your essay gives you a basic structure from which
to work.
4. Planning an outline for your essay helps you sort out the main ideas and the important details you will need to explain or illustrate or develop these ideas. It also reduces
the risk of leaving out some really important fact or argument.
5. Introduction makes the first impression of your writing. It should state the essay’s main idea or theses statement which is called the controlling idea.
6. The controlling idea is what tells your readers what the essay they are reading will be about. The introduction should present general facts or ideas that will orient your
readers to your essay’s subject.
7. Choosing the right words in your sentences will help you to communicate your ideas to your readers accurately and effectively.
8. Often, however, choosing the right word while writing your essay depends on knowing how to detect the wrong word.
9. You may need to change a word because you have already overused it in your essay, or because it turns out not to mean exactly what you thought it meant.
10. You may have to change a word because it may be wrong for the context in which you have placed it, perhaps too formal or informal for that context. A good sense of
how to use words is a skill that every writer should develop.
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Which part of the text does each statement refer to?

#1. The speaker, or the poet, is often the main character of a poem. (…)
#2. Literary characters do not exist alone in space. (…)
#3. A plot is built around a series of events that take place within a definite period of time. (…)
#4. A good writer tries to balance the elements of literary work in order to create a unified work of art. (…)
#5. Writers describe actions or ideas and also the characters. (…)

1. Almost every literary work includes four elements: characters, plot, theme or statement and style. A good writer tries to balance these elements in order to create a
unified work of art.
2. Characters. Writers may want to describe actions or ideas. But they must also describe the characters – the persons or objects – affected by these actions or ideas. The
characters make up the central interest of many dramas and novels, as well as biographies and autobiographies.
3. Even a poem is concerned with characters. The speaker, or the poet, is often the main character of a poem. Writers must know their characters thoroughly and have a
clear picture of each one’s looks, speech, and thoughts.
4. Setting is the place in which a character’s story occurs. Literary characters, like the persons who read about them, do not exist alone in space. They act and react with
one another.
5. Characters also respond to the world in which they live. Setting is another way of showing people. If Tom lived in England and David in Missouri, they would become
different people as they responded to and acted within their surroundings.
6. Plot tells what happens to the characters in a story. A plot is built around a series of events that take place within a definite period of time. No rules exist for the order in
which the events are presented.
7. A unified plot has a beginning, a middle, and an end. That is, an author leads us from somewhere (a character with a problem), through somewhere (the character
overcoming or being overcome by the problem).
8. In literary terms, we speak of a story having an exposition, a rising action, a climax, and a denouement, or outcome.
9. The exposition gives the background and situation of the story. The rising action builds upon the given material. It creates suspense, or reader’s desire to find out what
happens next.
10. The climax is the highest point of interest. The denouement ends the story.

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Which part of the text does each statement refer to?

#1. Expressive criticism examines the artist’s background and conscious or unconscious motives. (…)
#2. Formal criticism may compare a work with others of its genre (kind). (…)
#3. Criticism tries to examine the principles by which literary works may be understood. (…)
#4. Criticism also helps society remain aware of the value of both past and present works of art. (…)
#5. Rhetorical criticism focuses on style and on general principles of psychology. (…)

1. Criticism is the analysis and judgment of works of art, the establishment of principles governing literary composition, and the assessment of literary works.
2. Criticism tries to interpret and to evaluate such works and to examine the principles by which they may be understood.
3. Criticism attempts to promote high standards among artists and to encourage the appreciation of art. It also helps society remain aware of the value of both past and
present works of art.
4. Criticism can be divided into four basic types. They differ according to which aspect of art the critic chooses to emphasize.
5. Formal criticism examines the forms or structures of works of art. It may also compare a work with others of its genre (kind), such as other tragic plays or other sonnets.
6. Formal criticism is sometimes intrinsic - that is, it may seek to treat each work of art as complete in itself.
7. Expressive criticism regards works as expressing the ideas or feelings of the artist. It examines the artist’s background and conscious or unconscious motives.
8. Mimetic criticism views art as an imitation of the world. It analyses the ways that artists show reality, and their thoughts about it.
9. The four ways of criticism can also be combined. For example, a critic who looks at the form of a work, might also study the way this form affects an audience.
10. Rhetorical criticism analyses the means by which a work of art affects an audience. It focuses on style and on general principles of psychology.

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Which part of the text does each statement refer to?

#1. In some novels the events may be described from the viewpoint of a person #outside of the story. (…)
#2. The novel tells about events in the lives of real or imaginary people. (…)
#3. Writers of realistic novels try to represent life as it is. (…)
#4. Many novels encourage the reader to think about moral, social, or philosophical problems. (…)
#5. Some novels challenge the reader to seek social or political reforms. (…)

1. The novel is an extended, long fictional prose narrative that tells about events
in the lives of real or imaginary people, often including some sense of the psychological development of the central characters and of their relationship with a broader
world.
2. It is one of the most popular forms of literature. Most novels reflect the author’s outlook on life.
3. Novels can provide exciting stories and an escape from everyday life. However, they also appeal to people for many other reasons. Many novels encourage the reader to
think about moral, social, or philosophical problems.
4. Some novels point out injustices or evils that exist in society and challenge the reader to seek social or political reforms. Novels also may provide knowledge about
unfamiliar subjects or give new insight into familiar ones.
5. The subject matter of novels covers the whole range of human experience and imagination. Some novels portray true-to-life characters and events. Writers of such
realistic novels try to represent life as it is.
6. One kind of realistic novel, the psychological novel, focuses on the thoughts and feelings of one or more characters in a story. In contrast to realistic novels, romantic
novels portray idealized versions of life.
7. Some novels explore purely imaginary worlds. For example, science fiction novels may describe events that take place in the future or on other planets.
8. Other popular kinds of novels include detective novels and mysteries. The plots of such novels, which are full of suspense, fascinate countless readers.
9. The basic features of the novel make it a uniquely flexible form of literature. Novelists can arrange incidents, describe places, and represent characters in an almost
limitless variety of ways.
10. They also may narrate their stories from different points of view. In some novels, for example, one of the characters tells the story. In others, the events may be
described from the viewpoint of a person outside of the story.
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Which part of the text does each statement refer to?

#1. The characters and situations of the short story are fewer and less complicated than those of a novel. (…)
#2. In the 20th century the short story is also often used for science fiction. (…)
#3. The short story usually centers around a single incident. (…)
#4. Poetry is often divided into lyric and narrative. (…)
#5. Poetry has traditionally been distinguished from prose. (…)

1. The short story is a short work of prose fiction, which in general either sets up and resolves a single narrative point or sets up and leaves hanging a mood or an
atmosphere. It usually centers around a single incident.
2. Because of its shorter length, the characters and situations are fewer and less complicated than those of a novel.
3. Various lengths of short narrative fiction were used before, and as alternatives to, the novel, and many writers of the 19th century wrote occasional short stories, but the
form achieved real significance in the hands of Chekhov, Kipling, de Maupassant and Katherine Mansfield, and Hemingway.
4. In the 20th century the short story is also often used for genre pieces such as detective fiction and science fiction.
5. Poetry is the imaginative expression of emotion or thought, often in metrical form, and often in figurative language. Poetry has traditionally been distinguished from
prose (ordinary written language), especially with the term verse or rhythmical arrangement of words, although the distinction is not always clear cut.
6. Poetry is often divided into lyric, or song-like poetry (sonnet, ode, elegy, pastoral), and narrative, or story-telling poetry (ballad, lay, epic). Poetic form has also been
used as a vehicle for satire, parody, and expositions of philosophical, religious, and practical subjects.
7. Free verse is poetry without metrical form.
8. At the beginning of the 20th century, under the very different influences of Whitman and Mallarmè, many poets became convinced that the 19th century had done most
of what could be done with regular metrical forms.
9. Many poets rejected regular metre in much the same spirit as Milton had rhyme, preferring irregular metres which made it possible to express thought clearly and
without distortion.
10. This was true of T.S.Eliot and the Imagists; it was also true of poets who, like the Russians Yessenin and Mayakovsky, placed emphasis on public performance. The
freeness of free verse is largely relative.

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Which part of the text does each statement refer to?

#1. Coleridge defined prose as “words in their best order”. (…)

#2. Nonfiction is factual writing about real-life situations. (…)
#3. Literature is one of the fine arts. (…)
#4. We often speak of the literature of a period or refer to the literature of a subject. (…)
#5. Fiction is writing that an author creates from the imagination. (…)

1. Literature, in its broadest sense, is everything that has ever been written. In a narrower sense, there are various kinds of “literatures”. For example, we may read
literature written in a certain language, such as French literature.
2. We also study writings about a people – the literature of the American Indian. We often speak of the literature of a period, such as literature of the 1800’s. We also refer
to the literature of a subject, as in the literature of gardening.
3. But the word literature, in its strictest sense, means more than printed words. Literature is one of the fine arts. It refers to belles-lettres, a French phrase that means
beautiful writing.
4. Literature has two main divisions: fiction and nonfiction. Fiction is writing that an author creates from the imagination. Authors may include facts about real persons or
events, but they combine these facts with imaginary situations.
5. Most fiction is narrative writing, such as novels and short stories. Fiction also includes drama and poetry.
6. Nonfiction is factual writing about real-life situations. The chief forms of nonfiction include the essay, history, biography, autobiography, and diary.
7. The great body of world literature consists of words set apart in some way from ordinary everyday communication. In the ancient oral traditions, before stories and
poems were written down, literature had a mainly public function – mythic and religious.
8. As literary works came to be preserved in writing, and then, eventually, printed, their role tended to become more private, as a vehicle for the exploration and expression
of emotion and of the human situation.
9. Aesthetic criteria came increasingly to the fore; the English poet and critic Coleridge defined prose as “words in their best order”, and poetry as the “best words in the
best order”.
10. The distinction between verse and prose is not always clear cut, but in practice poetry tends to be metrically formal (making it easier to memorize), whereas prose
corresponds more closely to the patterns of ordinary speech.

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Which part of the text does each statement refer to?

#1. There are two chief fields of linguistics. (…)

#2. Linguists try to answer questions about language. (…)
#3. Linguists analyze the speech of one or more native speakers of that language. (…)
#4. The number of sentences in a language is infinite. (…)
#5. Linguists gather data then establish facts about language. (…)

1. Linguistics is the scientific study of language. Linguists try to answer questions about language, such as how languages change and why words mean what they mean.
Linguists study both their own languages and languages they do not speak.
2. When linguists study a modern language, they analyze the speech of one or more native speakers of that language. They call such a person an informant. Many
languages have no written form.
3. Therefore, linguists must often use a set of symbols called a phonetic alphabet to write down the speech sounds of an informant. Linguists also study dead languages to
trace the development of modern ones.
4. Linguists gather data, form theories and test them, and then establish facts about language. These experts believe they know extremely little about even the most familiar
languages.
5. They hope to record and study unfamiliar tongues before such languages become extinct. There are two chief fields of linguistics, descriptive linguistics and
comparative linguistics.
6. All languages have a creative aspect. It consists of the ability of native speakers to produce and understand sentences that they have never encountered before. The
number of sentences in a language is infinite, and so no language could be described by listing these sentences. Instead, the linguist devises a grammar that explains, step
by step, how to construct any form of sentence in the language.
7. Many linguists study aspects of language that involve other fields. For example, anthropological linguists study the influences that language and other elements of
culture exert on one another.
8. Sociolinguists try to find out how language varies with differences in age, sex, and economic and social status.
9. Psycholinguists seek regularities in the ways people acquire and use language. They also study diseases and injuries that affect the ability to use language.
10. Mathematical linguists are interested in the relation between human languages and artificial languages used in computer programming.

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Which part of the text does each statement refer to?

#1. “Make out “can mean ‘perceive’ or ‘imply’. (…)

#2. Single-word synonyms are often much more formal in style than phrasal verbs. (…)
#3. Phrasal verbs are two or more words including a verb and an adverb or preposition. (…)
#4. The meaning of a phrasal verb can differ greatly from the meanings of the two words used independently. (…)
#5. It is even suggested that single-word equivalents or synonyms should be used instead of phrasal verbs. (…)

1. According to the definitions presented in many dictionaries of phrasal verbs, they are two or more words including a verb and an adverb or preposition, which are used
together as a verb and have a different meaning from the verb alone. They are extremely common in English.
2. They are often a particular problem for learners of English. There are several reasons for this. One reason is that in many cases, even though students may be familiar
with both the verb in the phrasal verb and with the particle, they may not understand the meaning of the combination, since it can differ greatly from the meanings of the
two words used independently.
3. For example, make, put, out and off are all very common words which students will encounter in their first weeks of learning English.
4. Yet, the combinations “make out” and “put off” are not transparent. “Make out” can mean ‘perceive’ or ‘imply’, and “put off” can mean ‘postpone’ or ‘deter’, amongst
other meanings: these meanings are unrelated to the meanings of the individual words in the combinations.
5. The fact that phrasal verbs often have a number of different meanings adds to their complexity.
6. It is often said that phrasal verbs tend to be rather ‘colloquial’ or ‘informal’ and more appropriate to spoken English than written. It is even suggested that single-word
equivalents or synonyms should be used instead of phrasal verbs.
7. But in many cases phrasal verbs and their synonyms have different range of use, meaning, or collocation. Single-word synonyms are often much more formal in style
than phrasal verbs.
8. The set of English phrasal verbs is constantly growing and changing. They form patterns which can to some extent be anticipated.
9. Particles often have particular meanings of their own which may be used in a variety of combinations. For example, there is relationship in meaning between the
following phrasal verbs: “cool off”, “ease off”, “wear off”.
10. The dictionaries of phrasal verbs present the most problematic verbs for students of English. They are considered to be problematic as they occur in a large number of
combinations with different particles.

$VA00011,1,1,1,0,1
Which part of the text does each statement refer to?

#1. Offa's daughter was married to the king of one of the southern kingdoms (…)
#2. The gold coins were aimed to be used when selling goods to other countries. (…)
#3. Offa's coinage was of higher quality than some other rulers produced. (…)
#4. King Offa wrote letters to a powerful king of another country. (…)
#5. King Offa made use of what previous kings had achieved (…)

1. King Offa (r. 757–796) of Mercia became one of the most powerful of Anglo-Saxon kings, referred to in later records by the title Rex Anglorum, or king of the English.
2. He built on the achievements of previous Mercian kings, who had established control of London and the strategic center of England.
3. Like many rulers in those dangerous times, Offa came to power after a civil war.
4. After a series of wars he established a loose overlordship over Wessex after marrying one of his daughters to its king.
5. Although he was never able to dominate Northumbria as he did the southern kingdoms, Offa also established a marriage between another daughter and a king of
Northumbria.
6. Offa corresponded with the great Frankish king Charlemagne (742–814; r. 768–814), although their relationship was often tense.
7. The coins he minted reached a height in terms of artistic quality for Anglo- Saxon currency and exceeded the quality of contemporary Frankish rulers.
8. They are remarkable for several reasons, for example, Offa’s coins are the only Anglo-Saxon coinage to depict a queen, his consort Cynethryth.
9. King Offa is also one of the few Anglo-Saxon rulers to mint surviving gold coins.
10. The dominant currency of Anglo-Saxon England was the silver penny known as the sceatta, and Offa’s gold coins were probably minted for foreign trade or tribute
rather than circulation.

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Which part of the text does each statement refer to?

#1. Scottish kings didn't have full power over the country.(…)
#2. Many different peoples lived at the territory of Scotland.(…)
#3. Power in Scotland was not centralized and some chiefs called themselves kings.(…)
#4. The first king of Scotland ruled in the ninth century. (…)
#5. In the 11th the Scottish king came to power with the English support. (…)

1. Scotland was home to many peoples, including the Picts of the northeast, the Irish Scots in the west, the Britons in the southwest, the Anglo-Saxons of north
Northumbria, and some Scandinavians in the far north and on the islands.
2. Geography made ethnic fragmentation inevitable as hill masses separated the main lowland areas and islands composed much of Scotland’s land surface.
3. Islands and coastal areas that survived by fishing looked outward to the sea rather than inward to the rest of Scotland.
4. It took some time for the Scots to form a united state and identity. The key moment was the formation of the united Scottish-Pictish kingdom of Alba under
Scandinavian pressure.
5. The traditional date for the founding of the kingdom is 843, and the traditional founder is Kenneth MacAlpin (r. ca. 843–858), a Scottish king, although contemporary
Irish records refer to him as “King of the Picts.”
6. However, the Scottish monarchy had few central institutions, and the king wielded little power in many areas.
7. Power was exercised in the periphery largely independent of the monarchy, and some regional leaders actually referred to themselves as kings.
8. The Scottish monarchy sought to preserve its independence from its neighbors to the south.
9. The English were often trying to interfere into the affairs of their northern neighbour.
10. For example. Malcolm Canmore became the king of Scotland in 1031 with English support.

#AM00013,1,1,1,0,1
Which part of the text does each statement refer to?

#1. Benito Mussolini ruled Italy (…)

#2. The Nazis were against any people whose skin colour or religious beliefs they did not like (…)
#3. Adolph Hitler founded the Nazi party in Germany (…)
#4. Germany belonged to one of two alliances (…)
#5. Hitler claimed that the German people were superior to other races. (…)

1. There was bad news from Europe and Asia in the late 1930’s. The governments of Germany, Italy and Japan were trying to get control of other lands.
2. After World War I Adolph Hitler founded the Nazi party in Germany. Together with his followers he began to spread his beliefs.
3. Hitler called the German people a superior race, which must rule the world.
4. Soon Hitler made himself dictator of Germany and began preparing for war. The Nazis oppressed anyone whose race, religion or politics they did not like.
5. They built huge concentration camps. Jews, Catholics, Poles and others whom Hitler considered enemies were sent to these camps.
6. In the concentration camps people who were strong enough were forced to work as slaves.
7. Germany was not the only country in Europe ruled by a dictator. Benito Mussolini, who had come to power in Italy, was making plans to revive the glory of the Roman
Empire.
8. In Asia a military group came to power in Japan. They also believed in the “glory” of ruling over the other nations.
9.In the 1930’s Germany, Italy and Japan formed an alliance called the Axis.
10. Great Britain and France led the alliance called the Allies.

#AM00014,1,1,1,0,1
Which part of the text does each statement refer to?

#1. Lincoln was badly shot in the theatre. (…)

#2. Linkoln believed that relationships between the north and the south should be restored. (…)
#3. For some people the Civil War was not different from a war for independence (…)
#4. The Southern Army was commanded by a person from Virginia. (…)
#5. Lee was against slavery. (…)

1. President Lincoln had planned for a period of reconstructions after the war. He had thought it was necessary to choose new leaders for the South and to restore good
relations between the north and the south.
2. Lincoln hoped that reconstructions would go quickly.
3. After Lincoln’s death Americans quarreled over how to carry out the reconstruction.
4. On the evening of April 14, 1865, President Lincoln and his wife went to see a play at Ford’s Theatre in Washington, D.C.
5. During the play, John Wilkes Booth, an actor and a southerner, shot the president. Lincoln died the next morning.
6. Robert E. Lee, probably the greatest soldier of the civil war, commanded the southern armies. Lee was from Virginia. He had spent most of his life in the army.
7. At the beginning of the Civil War President Lincoln asked Lee to command the Union troops. Lee loved the United States and he did not believe in slavery.
8. Lee felt that he could not fight against his neighbours from Virginia. So he resigned from the United States Army and led to the Confederate troops.
9. White southerners were fighting to preserve their way of life. For them the Civil War was the second war for independence.
10. Another advantage, at least at the beginning, was that the war was fought in the South.

$VA00015,1,1,1,0,1
Which part of the text does each statement refer to?

#1. The Spanish did not admit that they had had relation to the blowing up of the American ship. (…)
#2. Americans were welcomed by the authorities of Cuba when their ship approached Cuba. (…)
#3. Cuba was fighting for its independence from Spain. (…)
#4. American newspapers claimed that the Spanish were responsible for the blowing up of the American ship. (…)
#5. President William McKinly did not want a war with Spain. (…)

1. Cuba was a Spanish colony that was fighting for its independence.
2. Many Americans sympathized with the Cuban patriots. Besides, some Americans had invested 100 million dollars in the Cuban sugar industry.
3. President William McKinly wanted to avoid war. He send the battleship Maine to the Cuban capital Havana to protect Americans and their property.
4. The Spanish rulers of Cuba welcomed the Americans. But on the night of February 15, 1898, the Maine suddenly exploded. Some 260 Americans sailors were killed.
5. Americans were furious. Spanish denied that they were responsible for the blowing up of the Maine. Even today no one knows what caused the explosion.
6. But the newspapers of the United States blamed the Spanish.
7. In April 1898 Spain and the United States went to war. The Spanish-American war was fought in other Spanish colonies.
8. In the Philippine Islands Spanish Commidore George Dewey of the United States won a great naval victory at Manila Bay.
9. American soldiers also defeated the Spanish on the Caribbean island of Puerto Rico.
10. In ten weeks the war was over.

$VA00016,1,1,1,0,1
Which part of the text does each statement refer to?

#1. Useless ( for some period) try. ( … )

#2. Some types of place names. ( … )
#3. The reason of non-joining the League. ( … )
#4. The result of political forcing. ( … )
#5. The great drawback of a government. ( … )

1. European place names appeared in America beginning with the 16th century, when Europeans came to inhabit the New World.
2. Some of the names that appeared on the map at that time were those of English and French kings and queens.
3. The organization was called the League of Nations.
4. The Congress refused to let the United States join the League as it supported the idea to stay out and not get involved in new European quarrels.
5. Without the support of the United States hopes for the League began to fade.
6. The new nation had problems that needed to be handled by a strong government.
7. After the Revolution George Washington was troubled by the weakness of the new government.
8. Alexander Hamilton and James Madison also felt something had to be done to find a way to make a stronger national government.
9. In March 1972 years of political violence accompanied by increased acts of terrorism led the British Parliament to suspend Northern Ireland’s Parliament and place
the country under direct rule from London.
10. From 1972 a series of attempts were made to introduce either a power-sharing executive or a new assembly, but until 1999 they were not successful.

$VA00017,1,1,1,0,1
Which part of the text does each statement refer to?

#1. The capacity of people speaking Welsh. ( … )

#2. Celtic tribes’ titles. ( … )
#3. Literary name of Scotland. ( … )
# 4. The most ancient Welsh written example. ( … )
# 5. British well-known universities. ( … )

1. Since the Roman invasion of Britain the history of this region has been characterized by its resistance to foreign domination.
2. The name “Calidonia” is often used in literature to mean Scotland.
3. The name was given by Romans to the northern part of island of Britain.
4. When the Scots arrived from Ireland in the 6th century, the Celtic community included Picts, Brits and Scots.
5. The borders of the Scottish Kingdom were extended to its present boundary in 1018 and a long era of conflict began with England.
6. Welsh belongs to the Celtic languages. One of the oldest works written in Welsh are the “Four Ancient Books of Wales” ( 6 th- 14th centuries).
7. The Welsh have managed to maintain their ancient language.
8. Welsh is an expansive musical language, spoken by only one- fifth of the inhabitants.
9. Oxford has long been a strategic point on the western routes into London.
10. Oxford and Cambridge are among the oldest and most famous universities in the world.

$VA00018,1,1,1,0,1
Which part of the text does each statement refer to?

#1. Branch of economy as a spring of job places. ( … )

#2. The consequences of the process of urbanization. ( … )
#3. The Anglo-Saxons’ manner of writing. ( … )
#4. The environment in which the arms program was initiated. ( … )
#5. The most profitable services in the United Kingdom. ( … )

1. The Anglo-Saxons had a sound /kh/ which they spelled /h/. Wherever you see a gh in modern English you know that it was spelled /h/ by the Anglo-
Saxons.
2. The Normans did not have the Old English h - sound in the language and had no spelling for it.
3. The thing is that Anglo-Saxons did not have a very good alphabet, although they wrote a little with Germanic letters called runes.
4. An increase in population and urban growth during the 20th century caused a significant drop in the acreage of farms in England.
5. The British weapon project started informally, as in the United States, among university physicists.
6. The valuable knowledge and experience they acquired sped the development of the British bomb after 1945.
7. The major technological innovations of the late 19th and early 20th centuries improved the competitive potential of the newer industrial nations.
8. The tourism industry has clearly overtaken manufacturing as a source of employment for Londoners.
9. The most remarkable phenomenon characterizing the economy of the United Kingdom has been the growth of service industries.
10. The providers of personal , financial and leisure services have been the beneficiaries

$VA00019,1,1,1,0,1
Which part of the text does each statement refer to?

#1. William used the Viking-style ships when he sailed to England.

#2. Harold was proclaimed king by the advisor because the English king had left no direct heir when he died.
#3. William claimed that Harold had named him as his successor.
#4. In the autumn of 1066 the Battle of Hastings that decided the future of England took place.
#5. The Battle of Hastings was a victory of a newer military technology.

1. The most famous date in English history is 1066, the year Duke William of Normandy (1027–87) conquered the Anglo-Saxon kingdom of England.
2. The duchy of Normandy, in northern France, was originally ceded to a Scandinavian Viking ruler in the early 10th century by the king of France to protect against other
raiders.
3. The ships that brought William over to England, as depicted in the famous Bayeux Tapestry,were Viking longships in design.
4. However, by the late 11th century theNormans were entirely French in identity.
William’s victory was precipitated by the death of Edward the Confessor in early January 1066.
5. Edward had left no children, and the witan proclaimed Harold II Godwinson, from the powerful Anglo-Saxon family of Godwin, to be king.
6. William, however, claimed that Edward had recognized him as the successor and that Harold had accepted this claim.
7. The decisive battle between the English and the Normans took place on October 14, 1066, at Hastings in Sussex.
8. Harold, along with most of the fighting aristocracy of Anglo-Saxon England, was killed in battle,and William was crowned king.
9. The Battle of Hastings was a victory of Continental military technology, particularly the mounted warrior, against the old-fashioned, infantry-dominated army of the
Anglo-Saxon kingdom.
10. William presented himself both as the legitimate heir of Edward the Confessor and as the conqueror of England.

$VA 00020,1,1,1,0,1
Which part of the text does each statement refer to?

#1. There was more land to work on than there were people to work the land.
#2. More people were getting married after the plague.
#3. The disease came back again and again.
#4. The plague was more severe in urban areas.
#5.The first occurences of plague were in the south of England.

1. British society was fundamentally changed by the Black Death, a plague that first hit England in 1348, a year after its arrival in Europe, and spread rapidly throughout
the British archipelago.
2. The disease was named after the black pustules it raised on the bodies of its victims.
3. It first struck through the southern ports in direct contact with the Continent.
4. By 1349 the plague covered the entire British Isles, the northern isles of Scotland, and the western part of Ireland.
5. It killed about 35–45 percent of the English population in its first assault and was particularly devastating in cities due to overcrowding and poor sanitation.
6. The plague was not a one time occurrence but recurred with diminishing intensity into the 17th century. These recurrences made it difficult for the population to
recover.
7. Depopulation brought economic benefits to those who survived, however. One striking testimony to the large population of England relative to its resources at the time
is that most vacancies on the land caused by the plague’s first wave filled immediately.
8. Tenants were also in a favorable position to bargain on rents, as there was more land available than people to work it.
9. Marriage rates rose after the plague since more people took spouses as part of the process of establishing themselves on the land.
10. Yet subsequent plagues created vacancies that could not be filled.

$VA00021,1,1,1,0,1
Which part of the text does each statement refer to?

#1. The newspaperman has to be aware of the social changes. (…)

#2. The press still has a function. (…)
#3. Ways the press differs from other media. (…)
#4. The word derives from “journal”. (…)
#5. Journalism is information. (…)

1. Journalism is information.
2. Journalism can communicate with as few people as a classroom news-sheet or a local magazine, or with as many people as there are in the world.
3. The word derives from “journal” and its best contents are “every day”.
4. It was some hours before important people in London heard the news.
5. This was a profound change in the pattern of human communication.
6. Still, the newspaperman has to be aware of the social changes in the lives of his readers. It is not enough for him to print the “hard news” of the evening.
7. Its readers who look at the paper over breakfast will have heard most of that and seen many of the public figures and significant events on television the night before. Or they will
hear the early morning radio news items which have become news three hours later than the latest possible edition of the morning paper
8. But the press still has a function: the television or radio news bulletin contains only a few of the main facts in a highly abbreviated form, and newspapers are archives.
9. They (newspapers) can be referred to, checked back on, in a way that the television or radio news cannot.
10. But the old concept of a newspaper “scoop”, the presentation of a startling hard news story a day before its rivals, is virtually dead-killed by radio and television

$VA00022,1,1,1,0,1
Which part of the text does each statement refer to?

#1. It (the creed) embodies the highest personal ideals. (...)

#2. Advertising should serve the best interests of readers. (...)
#3. Suppression of the news is indefensible. (...)
#4. Standard of helpful truth should prevail for all. (...)
#5. It is the most famous creed for journalists. (...)

1. You will be interested to compare the principles of Ukrainian journalists with a rather formal American code of ethics. It is the most famous creed for journalists.
2. This creed was written by Walter Williams, founder of the school of journalism at the University of Missouri, the oldest journalism school in the world.
3. It (the creed) embodies the highest personal ideals of the journalism profession and has been translated into thirty-three languages.
4. I believe in the profession of journalism. I believe that the public journal is a public trust, that acceptance of a lesser service is betrayal of this trust.
5. I believe that clear thinking and clear statement, accuracy and fairness, are fundamental to good journalism.
6. I believe that a journalist should write only what he holds in his heart to be true.
7. I believe that suppression of the news for any consideration other than the welfare of society is indefensible.
8. I believe that no one should write as a journalist what he would not say as a gentleman.
9. I believe that advertising, news and editorial columns should serve the best interests of readers.
10. I believe that a single standard of helpful truth and cleanness should prevail for all.

$VA00023,1,1,1,0,1
Which part of the text does each statement refer to?

#1. The journalism is independent. (...)

#2. It is possible that a journalist’s article can hurt the people. (...)
#3. Newspapers should label stories as truth. (...)
#4. Some of the goals are too difficult to reach. (...)
#5. It is a journalism of humanity. (...)

1. I believe that the journalism which succeeds best and best deserves success – fears God and honours man. The journalism is independent, unmoved by pride of opinion
or greed of power, tolerant but never careless.
2. The journalism is self-controlled, patient, and always respectful of its readers; is quick, indignant at injustice, seeks to give every man a chance.
3. The journalism promotes international good will and cements world comradeship. It is a journalism of humanity, of and for today’s world.
4. Some journalists think that Walter William’s creed is too idealistic and some of the goals are too difficult to reach.
5. Thomas Jefferson once said that newspapers should label stories as a) truth, b) probabilities, c) possibilities, and d) lies.
6. Some officials state that newspapermen “stick their noses” into affairs that are none of their business.
7. You must know that it is possible that a journalist’s article can hurt the people about whom it presents information.
8. In 1965 a New York Times reporter discovered that a prominent member of the american Nazi Party had Jewish ancestry.
9. He told the reporter that revealing that fact would finish his “career”.
10. Nevertheless, the Times published the story, and the Nazi committed suicide.

$VA00024,1,1,1,0,1
Which part of the text does each statement refer to?

#1. A journalist is the “one whose business is to write for a public journal”. (...)
#2. Journalism is no place for the shy person. (...)
#3. A journalist must be able to write. (...)
#4. Most sub-editors lead a hard life. (...)
#5. Journalism can be exciting. (...)

1. What sort of people are journalists? What qualities and qualifications do they possess?
2. The Concise Oxford Dictionary describes a journalist as the “one whose business is to edit or write for a public journal”. That’s all.
3. Journalism is a hard life. It (journalism) can be exciting, but it can be sometimes boring.
4. It (journalism) can be frustrating, too. It (journalism) can be demanding and so makes it difficult or impossible for you to do a lot of things that other people do in their
spare time.
5. It (journalism) can separate you from your family for a great amount of your time; some journalists see their school-going children only at weekends. It can cut you off
from a good deal of social life with your friends, and it can make it almost impossible for you to know when you will be free and what time you will call your own.
6. Despite this, those who are journalists can imagine a few ways of life that are more rewarding, despite the drawbacks and frustrations of their profession.
7. Most sub-editors, particularly night sub-editors, lead a hard life, shut off from personal contact with the outside world; but many of them have been reporters and have
known the thrill of meeting important people and of writing a good story - the excitement of being a journalist.
8. To be a good journalist you must have a great deal of curiosity. You must like people and be interested in what they do; you must be able to get on easy and friendly
terms with men and women of all sorts, no matter how much they may differ from each other or from you.
9. Journalism is no place for the shy person who finds it difficult to talk to strangers.
10. He must be able to write, not necessarily at the standard of great writers, but in a simple and lucid fashion and, above all, quickly and in short sentences which convey
concisely what is meant.

$VA00025,1,1,1,0,1
Which part of the text does each statement refer to?

#1. The advantages and disadvantages of other professions. (...)

#2. Many editorial conferences will be held. (...)
#3. Reporters will cover assignments big and small within the next 24 hours. (...)
#4. Journalism is an exciting field. (...)
#5. The reporter must have a good deal of self-reliance. (...)

1. A reporter is responsible to his chief of staff. He is told to refer matters which involve decisions to the chief of staff.
2. But his chief of staff is not with him (a reporter) when he is reporting the proceedings of Parliament or some meeting, riots with him when he is interviewing an
important person, not with him when he is reporting an event involving loss of life, a bushfire or a flood.
3. There the reporter is on his own, with nobody to turn to for advice. There he has to make his own decisions and shoulder responsibility. He must have a good deal of
self-reliance and push and energy and initiative.
4. When young men and women enter journalism they enter an exciting field. Other professions and jobs have their excitement, their fascination, their frustrations. I
cannot imagine any more rewarding way of life than journalism.
5. I must admit I am in no position to speak of the advantages and disadvantages of other professions, since I have never worked outside journalism. After 34 years in
journalism I am still fascinated by the birth of the daily newspaper. Every day is a new day. Yesterday’s news is history.
6. Reporters, sub-editors, copy-boys, even editors, again begin the complex process of producing a newspaper. Reporters will cover assignments big and small within the
next 24 hours. News from all over the world will come into the office in a never-ending stream through teletype machines.
7. Sub-editors will assess the value of stories and send a copy to the composing room.
8. Many editorial conferences will be held.
9. To an outsider it is confusion but page-proofs begin to appear.
10. Soon the presses are rolling, and another paper is on the streets. Soon reporters, sub-editors, copy-boys and editors start work again, and yet another edition of a
newspaper is being produced.

$VA00026,1,1,1,0,1
Which part of the text does each statement refer to?

#1. The requirements for the general assignment reporter. (...)

#2. He must have a nose for the news. (...)
#3. The photographer must have his camera. (...)
#4. The main function of the Reviewer. (...)
#5. The News Photographer has one of the most difficult jobs in journalism. (...)

1. The general assignment reporter is the backbone of any newspaper’s staff.

2. The requirements for the general assignment reporter are higher today than ever before.
3. He must have a wide knowledge of world affairs and a nose for the news.
4. The leg man, the guy who races to the scene of the crime and phones in notes to a rewrite man is disappearing now. These days most papers insist on reporters who can
write their own stories, even if a rewrite man has to fix them up later.
5. The News Photographer has one of the most difficult jobs in journalism.
6. The reporter may observe an incident or a situation over a period of time. Even if it is only seconds: he then thinks over what he has seen, and writes his report.
7. The photographer must anticipate the key moment.
8. The photographer must have his camera poised to catch it. You cannot turn back time to recapture a missed moment.
9. The review of books, works of art, music, sport or politics for the press, and for the news media of the radio and television, has a number of functions to perform. The
relative importance of these functions will always remain a matter of debate. There can perhaps be no final judgement on it.
10. We suggest that the main function of the Reviewer is to keep the reading public informed about views, opinions, achievements and novelties in different spheres of
life. He provides, in other words, an information service.

$VA00027,1,1,1,0,1
Which part of the text does each statement refer to?

#1. He (The police reporter) is the first to turn in tips about accidents. (...)
#2. The Police Reporter is indispensable. (...)
#3. He is the first to learn about checks that have been forged. (...)
#4. The police reporter is the first to learn about missing persons. (...)
#5. Crime news is considered so overpoweringly important. (...)

1. The Police Reporter is indispensable.

2. If for the financial reason a newspaper were compelled to fire all of its reporters but one it would be the man at the police headquarters who would remain at his post.
3. This is so not because crime news is considered so overpoweringly important.
4. The police reporter usually is the first to turn in tips about accidents in addition to learning about homes that have been broken down.
5. The police reporter usually is the first to turn in tips about accidents in addition to learning about checks that have been forged and murders that have been committed.
6. The police reporter usually is the first to turn in tips about accidents in addition to learning about attempted suicides, missing persons, rabid dogs, strikes and many
other events about which newspapers carry stories.
7. Look professional. That usually means a jacket and a tie for men, a dress or suit for women. Wear solid colors; avoid stripes. If bright colors make your skin shine, add
makeup. And don’t forget your hairspray.
8. If you have got bad hair, an ugly tie or a huge pimple on your nose, viewers will latch onto it and become distracted. That’s why you should try to eliminate all
distracting flaws.
9. It’s the newscast producer’s job to decide how much air time each story deserves – and what format it should use.
10. For short, simple stories, an anchor simply reads the script; for longer, more complex topics, a reporter works with a producer, editor and photographer to produce a
package.

$VA00028,1,1,1,0,1
Which part of the text does each statement refer to?

#1. The journalist must be a first-rate general reporter. (...)

#2. The beginner must begin by tackling the problem of languages. (...)
#3. Knowledge of many foreign languages. (...)
#4. To know a language means to be able to do different things. (...)
#5. To cover the world’s news. (...)

1. The life and work of the Foreign Correspondent have a strong appeal for most young men and women in journalism.
2. To cover the world’s news from China to Peru, from Kyiv to Cape Town, to send back dispatches under date-lines from “far-away places with strange-sounding names”
is the secret dream of many cub-reporters.
3. The work of the foreign correspondent is something much wider than the mere reporting of events.
4. He must give his readers at home a complete background service explaining and interpreting the news, providing eye-witness descriptions of scenes and happenings,
conjuring up the atmosphere in which events are taking place, mailing informative articles periodically which will make newspaper readers familiar with the background
of affairs.
5. The journalist who wishes to make a success as an “ambassador of the Press” must be a first-rate general reporter.
6. He must have a nose for the news and a keenly developed sense of news values.
7. He must be a good listener and a good mixer.
8. The beginner to journalism who is determined to make a Foreign Correspondent his aim, must begin by tackling the problem of languages.
9. He should know at least two, apart from his own.
10. It must be remembered that to know a language means to be able to write the language fluently, take down speeches in shorthand, follow conversations through the
distorting medium of the telephone, and the like.

$VA00029,1,1,1,0,1
Which part of the text does each statement refer to?

#1. “News is the unusual”. (...)

#2. The editor is interested in the one that burnt. (...)
#3. Human interest reports that fall into the good news category. (...)
#4. To put something good on the news. (...)
#5. Good news failed in the ratings. (...)

1. News is something out-of-the-ordinary that will happen, that is happening, or that did happen just a minute ago and will interest people beyond those immediately
involved.
2. As the editor of a West Coast daily said: “News is the unusual”.
3. Too often, perhaps, news is crime, sensationalism, the exposure of corruption.
4. The editor is not interested in the 50 houses in the neighbourhood that didn’t burn down yesterday.
5. He (the editor) is interested in the one that did (burnt).
6. The editor is interested in the one that burnt because you - the reader, listener, and viewer - are interested.
7. All of us have probably said, at one time or another, “Why don’t they ever put anything good on the news?”
8. Of course, there are feature stories and human interest reports that fall into the good news category.
9. But ask yourself, “Would I watch the ten o’clock news if that was all they reported?”
10. Ask Ted Turner how interested people really are in good news. His cable superstition, TBS, offered a “Good News” program every evening in 1983. It failed in the
ratings.

$VA00030,1,1,1,0,1
Which part of the text does each statement refer to?

#1. The producer decides what to do. (...)

#2. Look may distract TV viewers. (...)
#3. Ways TV reporting differs from other media. (...)
#4. Many skills are required from TV reporter. (...)
#5. Local reporters often do live stand-ups. (...)

1. A successful television reporter needs to move swiftly from story to story, becoming an instant expert who’ll condense a confusing jumble of facts into 60 seconds of
journalistic clarity. But that’s not all. In two critical ways, TV
2. Reporting differs from all other’s news media.
3. You’ll talk into camera live without notes. Yes, anchors read from the script as they deliver news from the studio but the trend in local TV is for reporters to do live
stand-ups from the news scenes as often a possible.
4. That requires grace under pressure, a rock-solid memory and fluid improvisational skills. Think it’s easy getting pounded by a hurricane as you describe the city’s
evacuation plan.
5. Words are crucial, but images rule. TV viewers want to view TV. They want color, action, drama – not talking heads reciting lifeless facts. TV news isn’t just a
newspaper with bonus video. To produce a successful newscast you need an entirely different mind-set, from news judgment to a storytelling techniques.
6. Print and radio reporters go solo to news events, but TV news relies on teamwork between you and your photographer. The stronger your visuals the better play your
story will get.
7. Look professional. That usually means a jacket and a tie for men, a dress or suit for women. Wear solid colors; avoid stripes. If bright colors make your skin shine, add
makeup. And don’t forget your hairspray.
8. If you have got bad hair, an ugly tie or a huge pimple on your nose, viewers will latch onto it and become distracted. That’s why you should try to eliminate all
distracting flaws.
9. It’s the newscast producer’s job to decide how much air time each story deserves – and what format it should use.
10. For short, simple stories, an anchor simply reads the script; for longer, more complex topics, a reporter works with a producer, editor and photographer to produce a
package.

$VA00031,1,1,1,0,1
Which part of the text does each statement refer to:

#1. The Theatre Royal in Drury Lane is the ancient one (…)
#2. King Charles II was the first king who visited The Theatre Royal in Drury Lane (…)
#3. The Baddeley Cake is given to all Company members on each Twelfth Night (…)
#4. R.Baddeley became one of the members of King’s Company (…)
#5. According to Baddeley’s testament treat is given to the Company every Twelfth Night (…)

1. The Theatre Royal in Drury Lane is one of the oldest London theatres.
2. It was open on May 7, 1663.
3. King Charles II was present at the performance and he was the first British king who attended a public theatre.
4. Since that time the theatre is called Royal and the actors - the King's Company.
5. Drury Lane, as it is called sometimes, is a theatre of traditions.
6. One of them - dating back to 1795 - is kept each Twelfth Night, January 6th.
7. On this day the Baddeley cake is offered to every member of the Company with a glass of wine.
8. Robert Baddeley was a pastry cook who became an actor and joined the King's Company at the Theatre Royal.
9. After a successful stage career he left money in his will to give cake and wine for the Company every Twelfth Night.
10. After the evening performance the actresses and actors come off the stage in their costumes and make-up and go to the hall to eat the Baddeley cake.

$VA00032,1,1,1,0,1
Which part of the text does each statement refer to:

#1. One of the inhabitants of Stratford planned building a theatre for the town on the site he gifted. (…)
#2. Shakespeare festivals have been held since the opening of the theatre. (…)
#3. Building of the new theatre started soon in three years after the fire. (…)
#4. The modern theatre has different architecture from its predecessor. (…)
#5. The theatre owns a lot of equipment and facilities. (…)

1. The season of Shakespeare's play, which is held annually at the Shakespeare Memorial Theatre, has become so established that it now carries the reputation of an
English tradition.
2. In 1874, Charles Flower, a prominent resident of Stratford, began a scheme for building a theatre for the town, and he presented a two-acre site on the banks of the river
for this purpose.
3. On April 23, Shakespeare's birthday, in 1879, the First Memorial Theatre was opened with a Shakespeare Festival.
4. Since that time, Festivals have been held for a few weeks every year.
5. In 1926, like two other famous theatres - Drury Lane and Covent Garden - Stratford's Theatre was burned to the ground.
6. But the fire did not stop the Shakespeare season.
7. For the next six years it was held at the local cinema, while the Chairman of the Board of Governors, then Sir Archibald Flower, began a world-wide campaign for funds
to rebuild it.
8. In 1929, three years after the fire, the foundation stone of the new theatre was laid.
9. The present Shakespeare Memorial Theatre, which was opened in 1932 and was designed by Elizabeth Scott, does not attempt to imitate its Gothic predecessor.
10. The Theatre is now one of the most comfortable and best equipped in the world, completely self-contained, with its own wardrobes and workshops, library, picture
gallery and restaurant.

$VA00033,1,1,1,0,1
Which part of the text does each statement refer to:

#1. Royal Academy of Arts is popular with the visitors. (…)

#2. Professional artists were invited to work in the Academy. (…)
#3. Academy admits one hundred students. (…)
#4. Students have the possibility to exhibit their works to leading teachers and art critics. (…)
#5. Works exhibited in the Academy are mostly sold. (…)
1. Since 1869 Burlington House has been the home of the Royal Academy of Arts, whose exhibitions attract thousands of visitors every year.
2. The Royal Academy's services to the arts began over 200 years ago.
3. Its first President, Sir Joshua Reynolds, succeeded in creating in the Academy a body of highly skilled professional artists to foster the arts.
4. The Academy's purpose is the teaching of art to Britain's most talented students.
5. About one hundred attend the Academy.
6. Some 6500 artists and architects have been trained, free of charge, in the Schools of Painting and Drawing, Sculpture and Architecture.
7. The exhibitions of the student's work in June and November attract leading teachers and art critics.
8. The Summer Exhibition has been held since 1769.
9. It is the largest annual open art show in the world and the selection is made by 15 leading Royal Academicians who judge some 10 000 works.
10. The exhibition remains open for three and a half months and the majority of the works are for sale.

$VA00034,1,1,1,0,1
Which part of the text does each statement refer to:

#1. West End hosts most of the theatrical activity in London. (…)
#2. Theaters in London do not differ significantly from others. (…)
#3. London suggests a variety of ways to spend the evening. (…)
#4. Buying tickets for the performance is not cheap. (…)
#5. Theatres and music halls plaсе great importance on good quality of music. (…)

1. The center of theatrical activity is London, where it is concentrated mainly in London's West End.
2. Theatres are very much the same in London as anywhere else.
3. If you are staying in London for a few days, you will have no difficulty in finding where to spend the evening.
4. You will find opera, comedy, drama, musical comedy, variety.
5. The performances start at about eight and finish at about eleven.
6. Seats are expensive and a night out at the theatre is quite a luxury for average Londoners.
7. Most theatres and musical halls have good orchestras, with popular conductors.
8. Theatre organization in England differs greatly from that in our country. Only a few theatres have their own permanent companies.
9. Troupes are formed for a season, sometimes even for a single play.
10. Some of the best known theatres in England are: the Royal Opera House, the Royal Shakespeare Theatre, the Old Vic and others.

$VA00035,1,1,1,0,1
Which part of the text does each statement refer to:

#1. People of all ages like pantomime. (…)

#2. The history of pantomime starts more than four centuries ago. (…)
#3. There is a stable number of personages in all pantomimes. (…)
#4. Every pantomime finishes with a wedding. (…)
#5. Some changes are added to pantomimes even now. (…)

1. A pantomime is a traditional English entertainment at Christmas.

2. It is meant for children, but adults enjoy it just as much.
3. It is a very old form of entertainment, and can be traced back to the 16th century Italian comedy.
4. There have been a lot of changes over the years. Singing and dancing and kind of jokes have been added.
5. The stories which are told are still fairy tales, with a hero, a heroine and a villain.
6. In every pantomime there are always three main characters.
7. These are the "principal boy", the "principal girl" and the "dame".
8. The principal boy is the hero and is always played by a girl.
9. The principal girl is the heroine, who always marries the principal boy in the end. The dame is a comic figure, usually the mother of the principal boy or girl, and is
always played by a man.
10. Every year, someone has a new idea to make them more exciting or more up-to-date.
$VA00036,1,2,1,0,1
Complete the sentences:

#1. It looked like it could have been a wedding invitation (……..)

1. or a formal speech.
2. or an engagement announcement.
3. or an essay.
#2. Growing up, he enjoyed sports such as baseball, tennis, and horse racing, (……)
1. nevertheless didn't have much interest in literature.
2. in spite didn't have much interest in literature.
3. but didn't have much interest in literature.
#3. It was definitely not the type of card (…….)
1. them to buy in a package of twenty at Woolworth's.
2. buying in a package of twenty at Woolworth's.
3. one would buy in a package of twenty at Woolworth's.
#4. Jason Starr has written (……)
1. from numerous crime fiction novels and thrillers.
2. numerous crime fiction novels and thrillers.
3. on numerous crime fiction novels and thrillers.
#5. There's probably another Doug Holt in Manhattan and Jennifer and Paul (……...)
1. can have gotten your name out of the phone book and confused you with this other guy.
2. must have gotten your name out of the phone book and confused you with this other guy.
3. need have gotten your name out of the phone book and confused you with this other guy.

$VA00037,1,2, 1,0,1
Complete the sentences:

#1. But I have never, in my entire life, (……….)

1. knew anyone named Jennifer or anyone named Paul.
2. been known anyone named Jennifer or anyone named Paul.
3. known anyone named Jennifer or anyone named Paul.
#2. I have a second cousin Paul who (……)
1. lives in San Francisco, but he's married to a woman named Simone.
2. lived in San Francisco, but he's married to a woman named Simone.
3. had lived in San Francisco, but he's married to a woman named Simone.
#3. This card was sent from Manhattan, a Third Avenue address. "You mean there (……)
1. was a return address on the card?" Larry said.
2. had been a return address on the card?" Larry said.
3. have been a return address on the card?" Larry said.
#4. "Then what's the big deal? Why don't you (……)
1. just went there?"
2. just go there?"
3. just will go there?"
#5. I mean I was on the East Side anyway the other day (……)
1. so I have passed by a doorman building.
2. so I passed by a doorman building.
3. so I had passed trough a doorman building.

$VA00038,1,2,1,0,1
Complete the sentences:

#1. I was going to ask the guy to ring them,

1. but I am too embarrassed.
2. but I was too embarrassed.
3. but I would be too embarrassed.
#2. "Look, I'm sure (……)
1. there's any logical explanation," Larry said.
2. there's some logical explanation," Larry said.
3. there's someone logical explanation," Larry said.
#3. If I were you, I'd just (……)
1. forgot about it.
2. forgetting about it.
3. forget about it.
#4. The next week, (……)
1. I will discuss the card with almost everyone at work.
2. I am discussing the card with almost everyone at work.
3. I have discussed the card with almost everyone at work.
#5. It was an interesting (……)
1. discussing in the men's room or at the water cooler.
2. talking in the men's room or at the water cooler.
3. conversation in the men's room or at the water cooler.

$VA00039,1,2,1,0,1
Complete the sentences:

#1. Usually, when people asked me how things were going I'd say "okay", but at that time (……)
1. I had the story of the mysterious Christmas card to tell.
 2. I have the story of the mysterious Christmas card to tell.
3. I will have the story of the mysterious Christmas card to tell.
#2. Finally, I had told everyone I knew the story and even to myself it (……)
1. will not seem interesting anymore.
2. has not seem interesting anymore.
3. didn't seem interesting anymore.
#3. It was less than a week before Christmas and things at the office (……)
1. were getting crazy.
2. have been getting crazy.
3. would be getting crazy.
#4. That entire week, I didn't get out of work until eight o'clock, and (……)
1. by the time I got back to my studio apartment, I will not have the strength to do anything except stretch out on the couch, watch movies and eat Chinese food.
2. by the time I got back to my studio apartment, I didn't have the strength to do anything except stretch out on the couch, watch movies and eat Chinese food.
3. by the time I get back to my studio apartment, I didn't have the strength to do anything except stretch out on the couch, watch movies and eat Chinese food.
#5. Then, one night when there was nothing interesting on TV, (……)
1. I started staring at the Christmas card, which I will displayed on my kitchen table.
2. I started staring at the Christmas card, which I had displayed on my kitchen table.
3. I started staring at the Christmas card, which I had been displayed on my kitchen table.

$VA00040,1,2,1,0,1
Complete the sentences:

#1. Then I started thinking about last Christmas,

1. when things has been so different.
2. when things was so different.
3. when things had been so different.
#2. It was the only card (……)
1. I had gotten.
2. I have gotten.
3. I had been gotten.
#3. My mother died four years ago and my father (……)
1. had a stroke a year ago last Easter.
2. had a break a year ago last Easter.
3. had a struck a year ago last Easter.
#4. Now he was living in a nursing home where he (……)
1. was forced move twice a day to avoid bed sores.
2. was forced to move twice a day to avoid bed sores.
3. was made move twice a day to avoid bed sores.
#5. Barbara, my girlfriend of five years, broke up with me last summer and I (……)
1. hadn't dated anyone since.
2. haven’t dated anyone since.
3. didn’t dated anyone since.

$VA00041,1,2,1,0,1
Complete the sentences:

#1. Although I still had a few friends from high school and college, (……)
1. I rarely saw them no more.
2. I rarely saw them some more.
3. I rarely saw them anymore.
#2. That night, it was Friday, (……)
1. I had trouble falling asleep.
2. I had trouble fallen asleep.
3. I had trouble being fallen asleep.
#3. I lay in bed, replaying each year of my life, trying to figure out (……)
1. how I know "Jennifer" or "Paul."
2. how I have known "Jennifer" or "Paul."
3. how I knew "Jennifer" or "Paul."
#4. I tried to remember every kid in Wayne, New Jersey, (……)
1. from high school through kindergarten.
2. from high school over kindergarten.
3. from high school below kindergarten.
#5. I even thought (……)
1. about all my extra-curricular activities, boy scouts, little league, day camp.
2. about all my inter-curricular activities, boy scouts, little league, day camp.
3. about all my intra-curricular activities, boy scouts, little league, day camp.

$VA00042,1,2,1,0,1
Complete the sentences:

#1. Then I thought about college, the people in my dorm, the classes I (……)
1. had taken, but Jennifer and Paul fit in somewhere.
2. had taken, but Jennifer and Paul fit in nowhere.
3. had taken, but Jennifer and Paul fit in anywhere.
#2. On Sunday, I (……)
1. went to visit my father at the nursing home.
 2. have gone to visit my father at the nursing home.
3. had gone to visit my father at the nursing home.
#3. I took a New Jersey Transit train (……)
1. to get from Penn Station to New Brunswick.
2. to reach from Penn Station to New Brunswick.
3. to achieve from Penn Station to New Brunswick.
#4. From there, it (……)
1. was a five minute cab ride to All Homes Nursing Care.
2. was a five minute cab lift to All Homes Nursing Care.
3. was a five minute cab road to All Homes Nursing Care.
#5. After the stroke, (……)
1. I visited my father at the hospital practically every day.
2. I have visited my father at the hospital practically every day.
3. I will have visited my father at the hospital practically every day.

$VA00043,1,2,1,0,1
Complete the sentences:

#1. But after he was transferred to the nursing home (……)

1. my visits become more infrequent. Lately, I'd been going once a month or every other month.
2. my visits became more infrequent. Lately, I'd been going once a month or every other month.
3. my visits have become more infrequent. Lately, I'd been going once a month or every other month.
#2. It wasn't that I didn't enjoy seeing him; I just didn't think the visits (……)
1. were being accomplished anything.
2. were accomplished anything.
3. were accomplishing anything.
#3. He had become (……)
1. more and more despondent.
2. the and more despondent.
3. the most and more despondent.
#4. The doctors thought he had suffered a series of "minor strokes", as if a stroke (……)
1. could have be minor, and sometimes I wondered whether he even recognized me.
2. can be minor, and sometimes I wondered whether he even recognized me.
3. could be minor, and sometimes I wondered whether he even recognized me.
#5. He couldn't, or wouldn't, speak, so I usually would sit by his bed for a half-hour or so and talk about the weather or things (……)
1. that were going on at the office, and then I'd have gone home.
2. that were going on at the office, and then I'd gone home.
3. that were going on at the office, and then I'd go home.

$VA00044,1,2,1,0,1
Complete the sentences:
#1. He never seemed to mind (……)
1. when I have left.
2. when I left.
3. when I will leave.
#2. When I arrived in his room that day, (……)
1. the nurse was busy to change his bed pan.
2. the nurse was busy changing his bed pan.
3. the nurse was busy by changing his bed pan.
#3. It still jolted me to see my father, the man (……)
1. who had always seem indestructible to me, in such a weak, vulnerable condition.
2. who would always seemed indestructible to me, in such a weak, vulnerable condition.
3. who had always seemed indestructible to me, in such a weak, vulnerable condition.
#4. I wondered which dad I would remember after he was dead, (……)
1. when the bed pan was also a memory.
2. when the bed pan will be also a memory.
3. when the bed pan would have been also a memory.
#5. I sat down (……)
1. next to him.
2. besides him.
3. at him.

$VA00045,1,2,1,0,1
Complete the sentences:
#1. As usual, he stared at me vacantly for a few seconds, (……)
1. as if his mind had trying to unravel some complicated problem.
2. as if his mind would be trying to unravel some complicated problem.
3. as if his mind were trying to unravel some complicated problem.
#2. Then he looked away at the television set, (……)
1. which wasn't even on.
2. which wasn't even out.
3. which wasn't even at.
#3. I started (……)
1. telling him about the Christmas card.
2. talking him about the Christmas card.
3. saying him about the Christmas card.
#4. I told him how the card had arrived in my mailbox and (……)
1. how I have no idea who Jennifer and Paul were.
2. how I had no idea who Jennifer and Paul were.
3. how I would not have no idea who Jennifer and Paul were.
#5. At one point, he turned toward me, opening his sagging mouth, (……)
1. as if he were about to offer some suggestion.
2. as if he had been about to offer some suggestion.
3. as if he would have been about to offer some suggestion.

$VA00046,1,2,1,0,1
Complete the sentences:

#1. I did not want them to think (…)

1. I was interested in this question to be settled at once.
2. I was interesting in the settling of this question at once.
3. I have been interested in the settling this question at once.
#2. I wish you (…)
1 had objected to this program to have alter.
2 objected to this program altering.
3 objected to this program to have altered.
#3. You will not get any radio reception while (…)
1 you will be driving through the tunnel.
2 you are driving through the tunnel.
3 you drive through the tunnel.
#4. We were very angry (…)
1. at nobody having informed about his participation in the concert.
2. at the fact that nobody had been informed about his/her participation in the concert
3. at the fact that nobody has been informed about his participation in the concert.
#5. It is a pity the teacher did not insist on (…)
1. this exercise being done.
2. this exercise having done.
3. this exercise doing.

$VA00047,1,2,1,0,1
Complete the sentences:

#1. I wish the teacher had insisted on (…)

1. this rule to learn.
2. this rule learning.
3. this rule being learned.
#2. The bus to the science museum (…)
1. leave at 8 pm tomorrow morning.
2. leaves at 8 pm tomorrow morning.
3. will be leave at 8 pm tomorrow morning.
#3. The rocket will not be launched until they (…)
1. have done a final check.
2. has done a final check.
3. having been done a final check
#4. Our teacher made the whole class (…)
1. staying after the lesson because we had been so noisy.
2. stay after the lesson because we had been so noisy.
3. for staying after the lesson because we had been so noisy.
#5. I know how to pronounce a ‘controversy’, but what (…)
1. does it mean?
2. it means?
3. is it mean?

$VA00048,1,2,1,0,1
Complete the sentences:

#1. I know Jane’s pretty, but (…)

1. you have never seen noone spend so much time in front of the mirror.
2. have you ever seen someone spend so much time in front of the mirror?
3. ever have you seen someone spend so much time in the mirror.
#2. Do you know what CFC (…)
1. sets in?
2. stands for?
3. gets down?
#3. We could not find a hotel room so we (…)
1. had to sleep in the car. It was awful!
2. must to sleep in the car. It was awful!
3. should to sleep in the car. It was awful!
#4. When your boss arrived, (…)
1. had you finished the report?
2. did you have finish the report?
3. had you finish the report?
#5. With a little hard work, I am sure (…)
 1. you can to achieve a lot this year.
2. you will achieve a lot this year.
3. you achieve a lot this year.

$VA00049,1,2,1,0,1
Complete the sentences:

#1. She says that she has not (…)

1. lived lonlinessly in times previous.
2. never before lived sole.
3. ever lived alone before.
#2. The professor said that (…)
1. the students can turn over their reports on the Monday.
2. the students could hand in their reports on Moday.
3. the students will on Monday the reoprts turn in.
#3. The coach to Coventry (…)
1. leave at 6 am tomorrow morning.
2. leaves at 6 am tomorrow morning.
3. will leaving at 6 pm tomorrow morning.
#4. Please do not forget (…)
1. handing in your essay during Friday’s lesson.
2. to hand in your essay during Friday’s lesson.
3. to handing in your essay during Friday’s lesson.
#5.I started doing my homework when I got home from school but I stopped (…)
1. to watch my favorite show.
2. watching my favorite show.
3. from watching my favorite show.

$VA00050,1,2,1,0,1
Complete the sentences:

#1. If he graduated this year ( … )

1. he would get a job.
2. he would have gotten a job.
3. he will get a job.
#2. In a primitive society the tribe provides all the education, ( … )
1. that the young receive.
2. that receive the young.
3. that receive the youth.
#3. Her eyes are red ( … )
1. as she has been crying.
2. as she is crying.
3. as she was crying.
#4. He put on a warm coat ( … )
1. lest he should catch cold.
2. lest he will catch cold.
3. lest he may catch cold.
#5. I turned round and ( … )
1. who should I see but my old friend !
2. who I saw but my old friend !
3. who I’ve seen but my old friend !

$VA00051,1,2,1,0,1
Complete the sentences:

#1. If he had known about it, ( … )

1. he would visited her.
2. he did not visit her.
3. he would have visited her.
#2. George knew how he could improve his test scores ( … )
1. but he didn't had enough time to study.
2. but he didn't have enough time to study.
3. but he doesn't had enough time to study.
#3. I am tired as ( … )
1. I had walked very fast.
2. I was walking very fast.
3. I have been walking very fast.
#4. Spell your name ( … )
1. lest I make a mistake.
2. lest I should make a mistake.
3. lest I will make a mistake.
#5. The door opened and ( … )
1. who should come in but Tom !
2. who came in but Tom !
3. who has come in but Tom !

$VA00052,1,2,1,0,1
Complete the sentences:
#1. You will play better if ( … )
1. you practice today.
2. you have practiced.
3. you should practice today.
#2. It may sound strange but ( … )
1. I believe his story.
2. I am believing his story.
3. I have believed his story.
#3. He felt very tired ( … )
1. as he was playing football for 2 hours.
2. as he had been playing football for 2 hours.
3. as he played football for 2 hours.
#4. He hid the letter ( … )
1. lest his father should read it.
2. lest his father reads it.
3. lest his father will read it.
#5. I opened the door and ( … )
1. who was standing there but Ann !
2. who should stand there but Ann !
3. who stood there but Ann!

$VA00053,1,2,1,0,1
Complete the sentences:

#1. The official Christian church calendar is a table containing ( … )

1. the holy days, saints' days, and festivals of the church.
2. the holy days, saint days, and festivals of the church.
3. the holy days, saint's days, and festivals of the church.
#2. Colonies were either used as sources of raw materials ( … )
1. and as markets for products of the home country.
2. or as markets for products of the home country.
3. nor as markets for products of the home country.
#3. She learnt both classics and philosophy, ( … )
1. but knows neither of them well.
2. but knows either of them well.
3. but knows none of them well.
#4. The task of drafting the declaration fell to Jefferson, ( … )
1. who was known for his powerfully written style.
2. who was known for his powerful writing style.
3. who was known for his powerfully writing style.
#5. Dad was angry because when he came home (…)
1.dinner was still being cooked.
2. dinner had still been cooked.
3. dinner was still being cooking.

$VA00054,1,2,1,0,1
Complete the sentences:

#1. The train was one hour late even though (…)
1. it is supposed to arrive at 11:30.
2. it was supposed to arrive at 11:30.
3. it supposed to arrive at 11:30.
#2. There is someone walking behind us. I think (…)
1. we are following.
2. we are being followed.
3. we are being following.
#3. Florida has not yet ratified the Equal Rights amendment, and ( … )
1. several other states hasn't either.
2. neither have several other states.
3. some of the states also have not either.
#4. The teachers had some problems deciding ( … )
1. when to the students they shall return the final papers.
2. when they should return the final papers to the students.
3. when are they going to return to the students the final papers.
#5. She wanted to serve some coffee to the guests; however, ( … )
1. she hadn't many sugar.
2. she did not have much sugar.
3. she was lacking in amount of the sugar.

$VA00055,1,2,1,0,1
Complete the sentences:
#1. Having finished lunch, ( … )
1. they began to discuss the case.
2. the case was discussed again by them.
3. they had been discussing the case.
#2. Henry will not be able to attend the meeting tonight because ( … )
1. he must to teach a class
 2. he had teach a class
3. he will be teaching a class.
#3. John said that no other car could go ( … )
1. so fast like his car.
2. as fast like his car.
3. as fast as his car.
#4. While attempting to reach his home before the storm, ( … )
1. the bicycle of John broke down.
2. the storm caught John.
3. John had an accident on his bicycle.
#5. The students liked that professor's course because ( … )
1. there was few if any homework.
2. there was little or no homework.
3. not a lot homework.

$VA00056,1,2,1,0,1
Complete the sentences:

#1. Our producer is said (...)

1. know several foreign languages.
2. to know several foreign languages.
3. knowing several foreign languages.
#2. Would you rather (...)
1. to put it off for a few days.
2. putting it off for a few days.
3. put it off for a few days.
#3. I wonder if he (...)
1. has read the review of his book.
2. had read the review of his book.
3. ... would read the review of his book.
#4. I saw him (...)
1. to interview the President.
2. interview the President.
3. interviewing the President.
#5. I can't help (...)
1. worrying about Chernobyl.
2. to worry about Chernobyl.
3. worry about Chernobyl.

$VA00057,1,2,1,0,1
Complete the sentences:

#1. He was expected (...)

1. working Sunday afternoons and evenings.
2. work Sunday afternoons and evenings.
3. to work Sunday afternoons and evenings.
#2. Let them (...)
1. watch this newsreel.
2. to watch this newsreel.
3. watching this newsreel.
#3. She asked where the advertising department (...)
1. is situated.
2. has been situated.
3. was situated.
#4. Everybody considers Paxman (...)
1. be tough journalist.
2. to be a tough journalist.
3. being a tough journalist.
#5. The interviewee avoided (...)
1. to answer the questions of the interviewer.
2. answering the questions of the interviewer.
3. answer the questions of the interviewer.

$VA00058,1,2,1,0,1
Complete the sentences:

#1. Our boss is certain (...)

1. to arrange TV bridge between these two competitive firms.
2. arrange TV bridge between these two competitive firms.
3. arranging TV bridge between these two competitive firms.
#2. I'd rather (...)
1. not to have anything if you don't mind.
2. not have anything if you don't mind.
3. not having anything if you don't mind.
#3. Dana asked (...)
1. when she can rent a satellite car.
2. when she could rent a satellite car.
 3. will be able to rent a satellite car.
#4. We suppose them (...)
1. completing this gigantic project next year.
2. complete this gigantic project next year.
3. to complete this gigantic project next year.
#5. They discussed (...)
1. opening a new department in their office.
2. to open a new department in their office.
3. open a new department in their office.

$VA00059,1,2,1,0,1
Complete the sentences:

#1. The design of he new stadium appears (...)

1. to be approved already at the session .
2. to have been already approved at the session.
3. be already approved at the session.
#2. Can you help me (...)
1. fill in this application form.
2. to fill in this application form.
3. filling in this application form.
#3. The editor asked if (...)
1. we finish our program the next day.
2. we will finish our program the next day.
3. we would finish our program the next day.
#4. The boss expected him (...)
1. to return in a fortnight.
2. return in a fortnight.
3. to be returned in a fortnight.
#5. Would you mind (...)
1. to help us with our new project.
2. helping us with our new project.
3. to have helped us with our new project.

$VA00060,1,2,1,0,1
Complete the sentences:

#1. He is unlikely (...)

1. to arrive to the conference tomorrow.
2. arrive to the conference tomorrow.
3. arriving to the conference tomorrow.
#2. It's late. I think we’d better (...)
1. to go home.
2. going home.
3. go home.
#3. The producer asked if (...)
1. we are ready for the shooting.
2. we were ready for the shooting.
3. we will be ready for the shooting.
#4. He made me (...)
1. move my car from the road to the curve.
2. to move my car from the road to the curve.
3. moving my car from the road to the curve.
#5. Let’s postpone (...)
1. leaving for L’viv until tomorrow.
2. to leave for L’viv until tomorrow.
3. leave for L’viv until tomorrow.

$VA00061,1,2,1,0,1
Complete the sentences:

#1. He is unlikely (...)

1. arrive tomorrow morning.
2. to arrive tomorrow morning.
3. arriving tomorrow morning.
#2. You'd better (...)
1. not to say what you think.
2. not say what you think.
3. not saying what you think.
#3. Everybody was interested in who (...)
1. will be appointed the Prime Minister.
2. is appointed the Prime Minister.
3. would be appointed the Prime Minister.
#4. The audience made the singer (...)
1. sing again and again.
2. to sing again and again.
3. to be singing again and again.
#5. Dan Brown's books are worth (...)
1. reading, they are very informative.
2. to read, they are very informative.
3. read, they are very informative.

$VA00062,1,2,1,0,1
Complete the sentences:

#1. There is reported (...)

1. to be a plenty of oil on the shore.
2. was a plenty of oil on the shore.
3. are a lot of oil on the shore.
#2. The editor made me (...)
1. to clear up all the mess from my table.
2. clear up all the mess from my table.
3. cleaning up all the mess from the table.
#3. The reporter asked if I (...)
1. will not forget to keep e-mail coming in.
2. do not forget to keep e-mail coming in.
3. did not forget to keep e-mails coming in.
#4. Children at the film set were made (...)
1. to be seen, not heard.
2. be seen, not heard.
3. to be seeing, not heard.
#5. The best time to plan a complex package is before you (...)
1. start writing.
2. start to write.
3. start write.

$VA00063,1,2,1,0,1
Complete the sentences:

#1. He is supposed (...)

1. to be an expert in financial matters.
2. be an expert in financial matters.
3. being an expert in financial matters.
#2. I'd rather (...)
1. not have anything if you don't mind.
2. will not have anything if you don't mind.
3. would not have anything if you don't mind.
#3. I was interested when (...)
1. the deadline for the article will be.
2. the deadline for the article was.
3. the deadline for the article is.
#4. Horror films made his children (...)
1. laugh loudly in their room.
2. to laugh loudly in their room.
3. laughing loudly in their room.
#5. Having looked through the article the copy editor (...)
1. couldn't help being satisfied.
2. couldn't help be satisfied.
3. couldn't help to satisfy.

$VA00064,1,2,1,0,1
Complete the sentences:

#1. It is said (...)

1. thousand of new jobs will be created in the computer industry.
2. thousand of new jobs to be created in the computer industry.
3. thousand of new jobs would be created in the computer industry.
#2. The authority didn't let us (...)
1. wear jeans at the party.
2. to wear jeans at the party.
3. wearing jeans at the party.
#3. I doubted (...)
1. he will steal the idea for advertising project.
2. he stole the idea for advertising project.
3. he had stolen the idea for the advertising project.
#4. Don't let your children (...)
1. watch violent films in the evening.
2. to watch violent films in the evening.
3. watching violent films in the evening.
#5. You might spend years (...)
1. writing only fashion stories.
2. to write only fashion stories.
3. write only fashion stories.
$VA00065,1,2,1,0,1
Complete the sentences:

#1. The new employee is supposed (...)

1. be an expert in Public Relation.
2. being an expert in Public Relation.
3. to be an expert in Public Relation.
#2. He was made (...)
1. rewrite some parts of the article.
2. to rewrite some parts of the article.
3. rewriting some parts of the article.
#3. She asked their new foreign correspondent (...)
1. how long he had been to London.
2. how long he was to London.
3. how long he will be to London.
#4. We heard him (...)
1. to interview the President of the USA.
2. interview the President of the USA.
3. interviewed the President of the USA.
#5. She strongly recommended (...)
1. seeing the documentary film about Marko Polo.
2. see the documentary film about Marko Polo.
3. will see the documentary film about Marko Polo.

$VA00066,1,2,1,0,1
Complete the sentences:

#1. The teacher made me (...)

1. to take the books from the library;
2. taking the books from the library;
3. take the books from the library.

#2. If I needed some more books on English literature (...)

1. I shall go to the library;
2. I should go to the library;
3. I should have gone to the library.

#3. If he had taken all the necessary books from the library (...)
1. he would have prepared for the exam;
2. he would prepare for the exam;
3. he will have prepared for the exam.

#4. I wonder (...)

1. who would take the books from the library;
2. who will take the books from the library;
3. whose will take the books from the library.

#5. I wish he (...)

1. had prepared for his exam already;
2. prepared for his exam already;
3. will prepare for his exam already.

$VA00067,1,2,1,0,1
Complete the sentences:

#1. He left the room (...)

1. not saying no word;
2. without saying a word;
3. not to say a word.

#2. The children start talking (...)

1. after the teacher leaves the classroom;
2. after the teacher will leave the classroom;
3. after the teacher would leave the classroom.

#3. As soon as the exams are over (...)

1. the students will leave to their homes;
2. the students will leave for their homes;
3. the students will leave from their homes.

#4. I didn't expect her (...)

1. to leave the party so quickly;
2. left the party so quickly;
3. having left the party so quickly.

#5. I am afraid that we shall miss the last train (...)

1. if we will take a taxi;
2. if we didn't take a taxi;
 3. if we don't take a taxi.

$VA00068,1,2,1,0,1
Complete the sentences:

#1. Dan is known (...)

1. being a good chess-player;
2. to be a good chess-player;
3. be a good chess-player.

#2. If he had known the truth (...)

1. he would inform us beforehand;
2. he will have informed us beforehand;
3. he would have informed us beforehand.
#3. If he comes to know it (...)
1. he would be with us by all means;
2. he will be with us by all means;
3. he is with us by all means.

#4. He has known Dick (...)

1. since his childhood;
2. for his childhood;
3. science his childhood.

#5. I can't stand his (...)

1. playing the violin from morning till night;
2. to play the violin from morning till night;
3. play the violin from morning till night.

$VA00069,1,2,1,0,1
Complete the sentences:

#1. We didn't expect them (...)

1. to be invited us to dinner;
2. to have invited us to dinner;
3. to invite us to dinner.

#2. We should have gone to the cafe together (...)

1. if she had come in time;
2. if she comes in time;
3. if she will come in time.

#3. I don't mind (...)

1. she coming a bit later;
2. her come a bit later;
3. her coming a bit later.

#4. We shall have dinner (...)

1. as soon as he comes;
2. as soon as he will come;
3. as soon as he come.

#5. Before I came home (...)

1. mother had prepared dinner;
2. mother prepared dinner;
3. mother was preparing dinner.

$VA00070,1,2,1,0,1
Complete the sentences:

#1. If you had made another attempt (...)

1. you would take part in the competition;
2. you would have taken part in the competition;
3. you will take part in the competition.

#2. Peter took part in the last competition, (...)

1. didn't he ?
2. did he ?
3. wasn't he ?

#3. He is said (...)

1. to take part in the competitions every year, isn't he ?
2. take part in the competitions every year, isn't he ?
3. taking part in the competitions every year, isn't he ?

#4. I invited him (...)

1. after he took part in the competition;
 2. after he would take part in the competition;
3. after he had taken part in the competition.

#5. If I were you (...)

1. I shall take part in the competition;
2. I should take part in the competition;
3. I shall have taken part in the competition.
$VA00071,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. Philology faculty (…) specialists for various fields of linguistics.

1) trains; 2) is training; 3) is trained.
#2. The books (…) on the shelf have been borrowed from the library.
1) lie; 2) lying; 3) lay.
#3. As a result of an earthquake, the house there (…) and her parents, and brothers, and sisters all lost their lives.
1) is burned out; 2) had been burned down; 3) was burned off.
#4. It is necessary for him (…) hard at his English pronunciation.
1) works; 2) to work; 3) having worked.
#5. (…) to look at all pictures in the gallery. Otherwise when you get home you will not remember any of them.
1) try; 2) not try; 3) do not try.

$VA00072,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:
#1. He (…) lift this weight.
1) may; 2) can; 3) need.
#2. You (…) find him between eleven and twelve.
1) might; 2) can; 3) may.
#3. You (…) more attentive.
1) can be; 2) could be; 3) might be.
#4. He told that he (…) consult a doctor.
1) must; 2) can; 3) have to.
#5. She (…) French for three years.
1) learns; 2) has learned; 3) has been learning.

$VA00073,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:
#1. We (…) any letters from her lately.
1) don’t receive; 2) haven’t received; 3) doesn’t receive.
#2. The children (…) by ten o’clock.
1) had fallen asleep; 2) fallen asleep; 3) fell asleep.
#3. I’m sorry I (…) the vase, I was looking for the pen.
1) break; 2) had broken; 3) have broken.
#4. She (…) widow for many years and she’s very well-to-do.
1) is, 2) has been, 3) was.
#5. Miss Grier asked her several times what (…).
1) happens; 2) happened; 3) had happened.

$VA00074,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:
#1. Mother (…) a delicious chocolate cake before the guests arrived.
1) had made; 2) was making; 3) to make.
#2. Everybody believes that the committee (…) their decision by the end of next week.
1) makes; 2) will have made; 3) would make.
#3. They had done their lessons before they (…) for a work.
1) had gone; 2) went; 3) have gone.
#4. I want you (…) this game.
1) wins; 2) to win; 3) winning.
#5. Tom likes (…) detective stories.
1) reads; 2) read; 3) reading.

$VA00075,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:
#1. I don’t fancy (…) out this evening.
1) going; 2) go; 3) to go.
#2. They agreed (…) me some money when I told them the position I was in.
1) lending; 2) to lend; 3) to borrow.
#3. Julia and Ben often (…) the mountains.
1) climb; 2) climbs; 3) are climbing.
#4. They (…) each other since they were 10 years old.
1) has known; 2) know; 3) have known.
#5.On Saturday morning Simon decided that he (…) some gardening.
1) would do; 2) did; 3) will do.

$VA00076,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:
#1. While I sat there a note (…) me from the house.
1) is brought; 2) was brought; 3) has brought.
#2. Andrew approached the Dumay’s house. The door of the house (…) as usual.
1) had been unlocked; 2) was unlocked; 3) has been unlocked.
#3. I don’t want to stop here, I (…) .
1) will be recognized; 2) recognize; 3) will recognize.
#4. Do you mind (…) to the supermarket?
1) go; 2) going; 3) to go.
#5. The football match (…) due to bad weather.
1) was cancelled; 2) were cancelled; 3) cancelled.

$VA00077,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:
#1. I (…) in Dublin for six months.
1) has lived; 2) have been living; 3) live.
#2. (…) your invitation to the wedding yet?
1) didn’t you get; 2) don’t you get; 3) haven’t you got.
#3. Tom suggested (...) to the cinema.
1) going; 2) to go; 3) goes
#4. Steve’s video (…) down, so he can’t watch the new film.
1) has broken; 2) breaks; 3) broke.
#5. Nancy and Mark (…) Madrid on honeymoon, I saw them yesterday.
1) went; 2) have been to; 3) have been in.

$VA00078,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:
#1. At ten o’clock yesterday morning the local bank (…).
1) was robbed; 2) is robbed; 3) was being robbed.
#2. The language laboratories of the Philology faculty (…) speech practice.
1) are promoted; 2) promote; 3) have been promoted.
#3. The University authorities (…) the possibility for the applicants to try their knowledge by taking exAMs at two or three faculties.
1) give; 2) gave; 3) have given.
#4. The results of testing (…) the same day the examination took place last year.
1) will be informed; 2) are informed; 3) were informed.
#5. Secondary education (…) in more than one kind of schools.
1) will be providing; 2) is provided; 3) has provided.

$VA00079,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:
#1. Informal education means that people (…) while they go about their daily lives.
1) are learning; 2) will be learning; 3) have learned.
#2. Spanish (…) the second most common language in the USA.
1) will be; 2) was; 3) is.
#3. Jill has decided not (…) a car.
1) buy; 2) to buy; 3) buying.
#4. Tom suggested (…) this museum.
1) visit; 2) visiting; 3) to visit.
#5. I can’t imagine George (…) a motor-bike.
1) riding; 2) rides; 3) to ride

$VA00080,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:
#1. I don’t mind (…) what to do.
1) was told; 2) be told; 3) being told.
#2. I considered (…) the job but in the end I decided against it.
1) to take; 2) taking; 3) took.
#3. Why do you keep on (…) at me like that ?
1) looking; 2) looks; 3) to look.
#4. Our neighbor threatened (…) the police if we didn’t stop the noise.
1) calling; 2) to call; 3) call.
#5. Many students (…) on the payment basis.
1) are enrolled; 2) have enrolled; 3) were enrolled.

$VA00081,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. When we got to the airport, I realized I ( … ) my passport at home!

1) was left; 2) had left; 3) left.
#2. Make sure you ( … ) a hotel before you come to our island, especially in the summer.
1) book; 2) have booked; 3) booked.
#3. When the robbery happened, the security guard ( … )
1) slept; 2) was sleeping; 3) had slept.
#4. It was the first time I ( … ) a live match.
1) had ever seen; 2) was ever seeing; 3) ever seen.
#5. My brother and I ( … ) swimming almost every day last summer.
1) went; 2) were going; 3) had been going.

$VA00082,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1 I was not sure how Belinda would react because I ( … ) her long.
1) didn’t know; 2) hadn’t been knowing; 3) hadn’t known.
#2 Hello, I did not expect to see you today. Sonia said you ( … ) ill.
 1) are; 2) were; 3) should be.
#3 The students ( … ) in the library for three hours.
1) have worked; 2) worked; 3) have been working.
#4 While the security guard was sleeping the museum ( … )
1) had been robbing; 2) was being robbed; 3) had robbed.
#5 I wanted to say goodbye to Jerry, but he ( … )
1) already left; 2) had already left; 3) was already left.

$VA00083,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1 Kelly wanted a live band ( … ) at her wedding.

1) to be played; 2) play; 3) been playing.
#2 I bought her some medicine in case she ( … ) any.
1) did not have; 2) does not have; 3) wouldn’t have.
#3 You need a passport ( … ) the border.
1) to have crossed; 2) to cross; 3) cross.
#4 I’m going to ask for directions because I think we ( … ) the train.
1) miss; 2) having missed; 3) shall miss
#5 The students ( … ) English poorly last year.
1) speak; 2) spoke; 3) had spoken.

$VA00084,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. My brother and I ( … ) swimming almost every day last summer.

1) went; 2) were going; 3) had been going.
#2. I bought her some medicine in case she ( … ) any.
1) did not have; 2) does not have; 3) wouldn’t have.
#3. You need a passport ( … ) the border.
1) to have crossed; 2) to cross; 3) cross.
#4. I’m going to ask for directions because I think we ( … ) the train.
1) miss; 2) having missed; 3) shall miss.
#5. It was the first time I ( … ) a live match
1) had ever seen; 2) was ever seeing; 3) ever seen.

$VA00085,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. Theatre history can ( ... ) to Egyptian religious ritualistic drama as long as 3200 B.C.
1) trace; 2) be traced; 3) being tracing.
#2. They ( ... ) married for seven years when their first son was born
1) had been; 2) were; 3) have been.
#3. It's hard to imagine ( ... ) on the salaries that are paid in this country.
1) living; 2) to live; 3) live.
#4. Before she retired my grandma ( … ) go for a run every morning before work.
1) got used to; 2) would; 3) was used to.
#5. It is natural that the general's car ( ... ).
1) should be polished; 2) have been polished; 3) would be polished.

$VA00086,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. Because they are relatively durable and portable, books ( ... ) for centuries to preserve and distribute information.
1) are used; 2) are being used; 3) have been used.
#2. It is important that he ( … ) the entire truth however unpleasant it might be.
1) should know; 2) would know; 3) known.
#3. Napoleon Bonaparte’s spirit though ( … ) was not broken.
1) crushed; 2) crushing; 3) being crushed.
#4. I enjoy making practical jokes about people, but I hate ( … ) fun of.
1) being made; 2) to make; 3) making.
#5. At one time Stonehenge ( … ) to be a Druid temple.
1) was think; 2) is thought; 3) was thought.

$VA00087,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. We expect the Irish delegation ( … ) by tomorrow.

1) to leave; 2) to be leaving; 3) to have left.
#2. This historian doesn’t explain things well. His explanations are ( … ).
1) confused; 2) confusing; 3) being confused.
#3. He looked at his watch and decided that it was time ( … ) another phone call.
1) he made; 2) he will make; 3) he would make.
#4. I do not like ( … ) to - and this is exactly what you are trying to do.
1) to be lied; 2) be lied; 3) being lied.
#5. Windsor Castle ( … ) to be a comfortable country place of the Royal family.
1) being known; 2) is known; 3) known.

$VA00088,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. The Queen was furious. Nobody ( … ) here a minute longer.

1) will have her to stay; 2) will have she stay; 3) will make her stay.
#2. But for his laziness Timothy ( … ) quite successful in sciences.
1) will be; 2) would be; 3) should be.
#3. ( … ) the film at least a dozen times, he knew it almost by heart.
1) having seen; 2) having being seen; 3) seeing.
#4. I would like ( … ) you and some other students to our observatory some time.
1) invite; 2) to invite; 3) inviting.
#5. The Lake District ( … ) to be the central area in the north-west of England.
1) is known; 2) knew; 3) known.

$VA00089,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. At the airport they reported the flight ( … )

1) to delay; 2) to be delaying; 3) to have been delayed.
#2. I suggest (...) a taxi if we don't want to miss the train.
1) taking; 2) to take; 3) take.
#3. Dictionary-making, since computers (....) the routine out of it, has become fun.
1) have taken; 2) had taken; 3) took.
#4. Your face seems familiar to me. We (...) somewhere.
1) should have met; 2) must meet; 3) must have met.
#5. The first English colony in North America (...) by the Pilgrims, who sailed from the English city of Plymouth in the Mayflower in 1620.
1) was founded; 2) was found; 3) founded.

$VA00090,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. We've delayed ( ... ) the date of the wedding to please everybody.
1) fixing; 2) fix; 3) to fix.
#2. Look at him! He ( ... ) the same clothes for years.
1) wears; 2) has been wearing; 3) had been wearing
#3. When I came up to the post office, it was closed. I ( ... ) a bit earlier.
1) can't have come; 2) must have come; 3) ought to have come
#4. A Scottish sailor, Alexander Selkirk, was marooned on one of the islands between 1704 and 1709, and his experiences are supposed ( ... ) the novel Robinson Crusoe,
by Daniel Defoe.
1) to inspire; 2) to be inspired; 3) to have inspired.
#5. They were afraid of ( ... ), so they were considering where to hidethe money.
1) be robbed; 2) being robbed; 3) robbing.

$VA00091,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. If you accepted my proposal we (...) the contract immediately.

1) signed; 2) would sign; 3) will sign.
#2. She grew (...) with his constant excuses.
1) impatient; 2) impatiently; 3) satisfied.
#3. In the evening while I was reading newspapers she (...) TV.
1) had watched; 2) has watched; 3) was watching.
#4. Can I have this letter (...), please.
1) photocopied; 2) photocopying: 3) photocopy.
#5. Under no circumstances you (...) the safe unlocked.
1) must you leave; 2) you must leave; 3) must not leave.

$VA00092,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. He would never have made such a stupid mistake if he (...) so tired.
1) would have been; 2) had been; 3) has been.
#2. The copy editor looked (...) when I saw her in the morning.
1) sadly; 2) sad; 3) nervously.
#3. She wanted to know if the LOST SYMBOL by Dan Brown
1) will be translated; 2) is translated; 3) was translated.
#4. It isn't clear how far the ozone layer (...) by aerosol sprayers.
1) has been damaged; 2) had been damaged; 3) would be damaged.
#5. Rarely (...) so much responsibility before.
1) I had had; 2) had I had; 3) I had.

$VA00093,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:
#1. I could have been a great star, if the circumstances (...)
1) were better; 2) would be better; 3) had been better.
#2. Two coffees, please and make it (...)
1) quickly; 2) quick; 3) slowly.
#3. I looked through your thesis and thought your supervisor (...) satisfied with your work.
1) would be; 2) were; 3) had been.
#4. These days even the most remote places on earth (...) by tourists.
1) is visited; 2) were visited; 3) are visited.
#5. Never (...) a weaker excuse.
1) I have heard; 2) have I heard; 3) I heard.

$VA00094,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. I wish I (...) more articles in the future.

1) will write; 2) would write; 3) wrote.
#2. There is no friend so (...) as a good book.
1) faithfully 2) faithful; 3) truthfully.
#3. I heard that Ann (...) a position in the TIMES.
1) will accept; 2) accepting; 3) had accepted.
#4. Can I have this letter (...), please.
1) to photocopy; 2) photocopied; 3) photocopying.
#5. Never (...) a weaker excuse.
1) I have heard; 2) have I heard; 3) I heard.

$VA00095,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. If you won a million, what (...)

1) will you buy; 2) would you buy; 3) bought.
#2. The anchor looked (...)
1) beautifully; 2) awfully; 3) beautiful.
#3. He said it was a stupid idea and it (... ).
1) wouldn't work; 2) won't work; 3) does not.
#4. Have you had your eyes (...) recently?
1) test; 2) tested; 3) testing.
#5. Had the government acted, the crisis might (...)
1) be avoided; 2) avoid; 3) have been avoided.

$VA00096,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. She only wished they (...) before.

1) meet; 2) would meet; 3) had met.
#2. The situation seemed not very (...)
1) well; 2) good; 3) optimistically.
#3. The weather forecast said (...) in the afternoon.
1) will rain; 2) rains; 3) would rain.
#4. All the documents (...) before I arrived.
1) had been signed; 2) has been signed; 3) were signed.
#5. Little (...) how quickly he could act.
1) they realized; 2) did they realize; 3) they realize.

$VA00097,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. If I (...) to your advice then, I wouldn't be in such position now.

1) listened; 2) had listened; 3) would listen.
#2. The situation seemed not very good, you sound (...)
1) horrible) 2) horribly; 3) awfully.
#3. He gave all his money to me because he (...) me.
1) trust; 2) will trust; 3) trusted.
#4. I want to have my camera (...) as soon as possible.
1) to repair; 2) repaired; 3) repairing.
#5. Little (...) how serious the situation was.
1) did we realize; 2) we realized; 3) do we realize.

$VA00098,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. When you are typing the words (...) on the screen almost reflexively.
1) fly; 2) will fly; 3) would fly.
#2. It became quite (...) that she needed vocation because of overtime work.
 1) obvious; 2) obviously; 3) certainly.
#3. He will go to Spain if he (...) time and money.
1) had; 2) has; 3) will have.
#4. I would like to have our camera (...) as soon as possible.
1) repaired; 2) repairing; 3) to repair.
#5. Hardly (...) when there was another knock on the door.
1) I had sat down; 2) had I sat down; 3) I sat down.

$VA00099,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. If you had asked politely I (...) you yesterday.

1) will help; 2) would have helped; 3) helped.
#2. We gradually noticed changes in Diana's personality; she became (...) and withdrawn from her friends and family.
1) quiet; 2) quietly; 3) calmly.
#3. Emerson said that truth (...) the property of no individual but was the treasure of all men.
1) be; 2) was; 3) been.
#4. Videos like these can (...) anywhere.
1) buy; 2) bought; 3) be bought.
#5. Not until I had been working with the company for a month (...) me.
1) did they pay; 2) they paid; 3) they will pay.

$VA00100,2,1,2,0,1
Fill in the gaps with the appropriate grammar form:

#1. I wouldn't try luck if I (...) you.

1) had been; 2) am; 3) were.
#2. History teaches us that men and nature behave (...) once they have exhausted all other alternatives.
1) wise; 2) wisely; 3) good.
#3. She wanted to know who (...) the Lost Symbol into Ukrainian.
1) had translated; 2) will translate; 3) would translate.
#4. Can I have these documents (...), please.
1) photocopied; 2) photocopy; 3) photocopying.
#5. Should you need me, (...) in my office all day.
1) I would be; 2) I will be; 3) were.