Model: What are you eating? (you / eat) – A cheese sandwich.

1. Where __________ dinner today? (you / have) – At home. My mum is making pizza.

2. What ____________? (he / do) – He’s an economist.

3. ______________ this weekend? (you / go away) – No, we are staying here.

4. What ______________? (she / cook) – I don’t know, but it smells good.

5. ______________ to eat out tonight? (you / want) – Yes, that would be nice. Where shall we go?

6. Where ______ (she/ study)?

7. Have _______ (you/ write) an answer to your friend?

8. Has ______ (she/pass) her exams?

C. Translate the sentences from the text into Russian paying attention to the grammar tenses:

1. Britons are surprisingly alert to class. 2. And they still think class is sticky. 3. About 48% of people aged 30 or over say they expect to end up better off than their parents. 4. But only 28% expect to end up in a different class. 5. The most useful identifying markers are occupation, address, accent and income, in that order. 6. The fact that income comes fourth is revealing: class still indicates something less blunt than mere wealth. 7. Being the sort of person who “buys his own furniture” is still worthy of note in circles where most inherit it. 8. Manual workers have shrunk along with farming and heavy industry as a proportion of the workforce, while the number of people in white-collar jobs has surged. 9. And jobs, which were once a fairly reliable guide to class, have become misleading. 10. If class no longer describes a clear social, economic or even political status, is it worth paying any attention to? 11. It is still in most cases closely correlated with educational attainment and career expectations. 12. In Britain the perception that class is fairly fixed becomes more damaging since income inequality continues to rise and social mobility to slow.

Grammar Expansion: Functional usage of the tenses revised in communication.

D. Complete the text with the correct form of the verbs in brackets (Present Simple or Present Continuous)

Lisa’s working day starts (start) at 8.30am but she _____ (get up) at 7.00am. First, she _____ (have ) a shower while her mum ____ (cook) breakfast. Lisa ____ (get dressed) and then she ____ (have) a bowl of cereal, toast and a cup of coffee for breakfast. Every day she ____ (catch) a bus to university, it _____ (leave) at 8.00am.

Now Lisa is a first year student and she ____ (study) a lot of subjects. It ____ (be) really interesting. Her classes ____ (finish) at 2.30pm and she always ____ (have) lunch with her friends. After classes she usually ____ (go) to the library for about an hour and after that she ____ (walk) home.

Lisa ____ (get) home at about 5.00pm and ____ (prepare) meal for her mum and herself. After dinner she usually ____ ( do) her assignments while her mum _____ (do) the washing up. Then she ____ (text) her friends or ____ (call) them on her mobile for a chat. Finally, Lisa ____ (go) to bed between 11.30 and 11.45 every night but sometimes she still ______ (text) at midnight.

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<== попередня сторінка	\|	наступна сторінка ==>
III. Vocabulary: Making Adjectives and Adverbs	\|	How is your day different to Lisa’s? Using sequencers (after that, finally, first, then, next) in the correct order report to the group about your daily routine.

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