english to go worksheets diff levels

A Famous Place
english-to-go.com
Pre-Intermediate Instant Lesson™

Pre-Reading Activities
A: Discussion
Work with a group of three or four to answer the questions.
Discuss the names below. Where is each one found? Why is each one famous?
• The White House
• The Coliseum
• The Great Wall
• Mt Everest
• Red Square
• The Taj Mahal

• Mecca

B: Ranking
Work in a group of four. Imagine that you are a family group and you have won a week's holiday for your group. You
can go to any one of the places below. You will be given a role. Do not show your role to the others in your group.
Instead you must read or describe what is written on your card. Work together and decide where you will go. Everyone
in the group must be happy with the decision.
• a safari trip through Africa
•
a beach in the Greek Islands
• New York
•
a country farm in New Zealand or Australia
• Hong Kong
•
a mountain trek in the Himilayas

• Venice
Be ready to present your decision to the class and give reasons for your choice.

C: What Do You Know?
Today's article is about a famous building, the Leaning Tower of Pisa. Work with a group and
write down all you know about this famous place. (If you have never heard of it, you could
use the Internet to find some information.)

Reading Activities
A: Finding the Main Idea
Read the article quickly (do not read every word) and decide which of these headlines summarizes the
main idea of the article.
Leaning Tower Now Straight
Leaning Tower of Pisa Leaning Less, to Reopen
Eleven Years of Work to Fix Leaning Tower
Leaning Tower, Famous Italian Building
ROME Friday April 6 (Reuters) - After 11 years of work to haul it

closer to the vertical, the Leaning Tower of Pisa will reopen
to visitors in November, Italy’s Public Works Minister Nerio
Nesi said Friday.
The 12th-century tower, one of Italy’s most famous images, was closed in 1990 because it was deemed to be leaning
too far for tourists to climb safely.
Michele Jamiolkowski, head of the team straightening the
tower -- but not by too much -- said the lean had been reduced
by 39.6 centimeters (15.59 inches) so far and the eight-story
Glossary: vertical - standing straight up, completely upright

edifice should be nudged back another four millimeters (0.1575
inch) over the next few days.

“Eleven years of work are not that much when you
consider it took 200 to build the monument in the first
place,” Nesi said.
The lean team pulled the tower back using huge lead counterweights and said the work should keep the building, which
stands apart from the main body of Pisa’s cathedral, safe for
the next 300 years.
ARTICLE © 2001 REUTERS LIMITED. LESSON © 2002 WWW.ENGLISH-TO-GO.COM

to nudge - to push very gently

ARTICLE © 2001 REUTERS LIMITED. LESSON © 2002 WWW.ENGLISH-TO-GO.COM

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B: Comprehension
Work with a partner to answer the questions. Find the answers in the article. Do not use a dictionary.
1. How long have the repairs taken?
2. When will the tower be reopened?
3. When was the tower built?
4. When was it closed?
5. Why was it closed?
6. How tall is the tower?
7. "Eleven years of work are not that much..." Why is eleven years not too long to do repairs?
8. What was the job of the 'lean team'?

C: Guessing From Context
Part 1: Work with a partner to guess the meaning of the words below from today's article. Be ready to share your
guesses with the class.
Think about:

• the part of speech of the unknown word;
• the words in front of and after the unknown word in the sentence;
• the meaning of the whole sentence.

"After 11 years of work to haul it closer to the vertical, the Leaning Tower of Pisa will reopen to visitors in
November, Italy's Public Works Minister Nerio Nesi said Friday."
haul - ____________
"The 12th-century tower, one of Italy's most famous images, was closed in 1990 because it was deemed to be
leaning too far for tourists to climb safely."
deemed - ____________
"Michele Jamiolkowski, head of the team straightening the tower -- but not by too much -- said the lean had been
reduced by 39.6 centimeters (15.59 inches) so far and the eight-story edifice should be nudged back another
four millimeters (0.1575 inch) over the next few days."
edifice - ____________
Part 2: Your teacher will now give you a list of 9 meanings. 3 of them are the meanings of the words in Part 1.

D: Language - the Passive
1.

Look at these sentences from today's article.
The tower was closed in 1990.
The lean had been reduced by 39.6 centimeters.
Rewrite the sentences in the active using the sentence beginnings below:
a. The government...
b. Michele Jamiolkowski, head of the lean team, said the team...

2.

Now rewrite these sentences in the active.
a. The tower was visited by thousands of tourists every year before its closure in 1990.

b. The tower is considered by experts to be one of Italy's most famous images.
c. The tower was constructed by builders in the 12th century.
d. The tower was pulled back by the lean team using huge lead counterweights.

.

ARTICLE © 2001 REUTERS LIMITED. LESSON © 2002 WWW.ENGLISH-TO-GO.COM

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3.

These sentences about another famous building, the Coliseum, are in the active. However, it would be better if
they were in the passive, because who built the Coliseum is unimportant. It is the Coliseum that is important.
Active: Builders constructed the Coliseum during the reign of the Emperor Vespasian.
Passive: The Coliseum was constructed during the reign of the Emperor Vespasian.
Rewrite these sentences using the passive.
a. Builders constructed the Coliseum during the reign of the Emperor Vespasian.
b. They built the Coliseum of brick and concrete.
c. They covered the exterior of the building with stone.
d. They decorated the first three stories with arches.
e. Builders added a fourth story later.
f.
During the Middle Ages people used stones from the Coliseum to build new buildings

Post-Reading Activities
You may do one or more of these.

A: Places of Interest

Plan a talk of around 5 minutes about a famous place in your city/country, or a place that you have visited/would like to
visit. Use maps and pictures if you can and make your talk as interesting as possible. Try to include: a bit of the history of
the place you are talking about, what people can do there, where it is, why it is interesting to you. You may like to use
the Internet to find your information.

B: Vocabulary
Choose three words from today's article that you do not know. Then complete the following:
1. Copy the sentence from today's article (with the unknown word).
2. Underline the words which go together with the new word.
3. Look in the dictionary and find as much information as you can. Do all of the following:
check the part of speech;
read the example sentence if there is one;
notice other words (that you already know) with the same or opposite meaning;
write a simple definition of the word in English and in your own language;
write your own sentence using the new word.

C: Writing a poem
1.

Read the short poem below.
My son was bitten by a dog
My computer was attacked by a virus
My phone was disconnected because I hadn't paid the bill
and I was visited by my mother-in-law.
What a terrible day!

2.

Write your own poem based on a bad day you have had (or an imaginary one). Be ready to share your poem
with the class.

ARTICLE © 2001 REUTERS LIMITED. LESSON © 2002 WWW.ENGLISH-TO-GO.COM

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TEACHERS' NOTES AND ANSWER KEY
Pre-Reading Activities
A: Discussion - Notes
If your students do not have much knowledge of the world you may want to
encourage them to find out about just one of the places below by using the Internet
or you could provide some stimulus material. Then students could present their
findings on their particular place to the class.
The White House - the building in Washington DC (USA) where the US President
lives. Also the offices of the US Government. Work began on the building in 1792.
The Coliseum - a famous building in Rome, Italy, built by the Roman emperors
Vespasian and Titus for contests and games. The building was completed by A.D.
80. Parts of it are still standing.
The Great Wall - the longest structure ever built (about 4,000 miles or 6,400
kilometers). The wall crosses northern China between the east coast and northcentral China and was built to keep out invaders. It was constructed by hand. It can
be seen from the moon.
Mecca - the holiest city for Islam, the religion of the Muslims. It lies in western
Saudi Arabia. The city is the birthplace of Muhammad, the prophet of Islam.
Muslims face Mecca when they pray. Only Muslims may enter the city.
Mt Everest - the tallest mountain in the world, part of the Himilayas, in Nepal.
Red Square - a square in Moscow, Russia, about 1/4 mile (0.4 kilometer) long, lies
just outside the walls of the Kremlin. The tomb of Lenin was placed in Red Square.
The Taj Mahal - a marble building built by the Emperor Shah Jahan in memory of
his favorite wife in the 17th century. North of New Delhi, India.
B: Ranking - Notes

Students are role playing members of a family group. This family is an extended
family of a grandmother, her two sons, and the daughter of one of the sons.
If you wish, you could add more background by explaining that the daughter-in-law
(i.e. the wife of one of the two sons and mother of the girl) died some years ago,
and since that time, the uncle has lived with the family to help them with the family
business.) (You could continue the story by adding that the grandmother entered a
competition and the family have won first prize; a trip for four people to one of the
places listed.
There is no correct answer here. Students have a good opportunity to give opinions
and discuss issues. Choose one speaker from each group to present their final
decision and give reasons.
If you are not able to have groups of four, remove one of the roles to make groups
of three or create another family member to make groups of five.
B: Ranking - Text to be given to students

Student A: the grandmother You are an elderly woman.
You want to relax somewhere nice and quiet because you are
not as confident as you once were, and you have some health
problems.
You are the mother of Students A and B, and the grandmother of
Student D.
Student B: the son You are in your fifties. You have never
been overseas. You would love to see the world but you are
worried about leaving your town and do not like taking risks.
You are the son of Student A, the father of Student D and the
brother of Student C.
Student C: the uncle You are in your fifties. You are an
experienced traveler who likes lots of action and adventure. You
want to have an exciting holiday. You are the son of Student A,
the uncle of Student D and the brother of Student B.

Student D: the granddaughter You are in your twenties.
You are studying for your doctorate in geology. You don't want
to be a 'tourist'. You don't like looking at museums and old
churches. You want to be outside, looking at the land and getting
some information for your study. You are the granddaughter of
Student A, the daughter of Student B and the niece of Student C.

Reading Activities
A: Finding the Main Idea - Answer
Headline 2 was the original headline. (Headline 1 is incorrect. Headline 3 is correct
but has only half of the main idea (because it doesn't mention that it is going to be
reopened to the public and Headline 4 is correct but is just a general statement
about the tower.)
B: Comprehension - Answers
1. Eleven years.
2. November, 2001.
3. In the 12th century (i.e. between 1100 and 1200 AD).
4. In 1990.
5. It was decided that it wasn't safe (because it was leaning too much).
6. Eight stories (levels) high.
7. It took 200 years to build it, so 11 years is not very long.
8. They had to pull the tower back to make it safe again.
C: Guessing From Context - Notes
Part 1 You may wish to do the first word together as a class to model the process
and then have students work on the other two themselves.
Part 2 Give students the text below for Part 2 (or write the list of meanings on the
board.) Students now match the words with their meanings. (Their work from Part 1
will help them do this.)
C: Guessing from Context - Text to be given to Students
Part 2 Here are 9 meanings. Match the 3 words from Part A with their meanings.

(Remember that only three of the meanings are correct!)
a statue, happened, to pull something very heavy, to build something
to make something smaller, thought; considered, a large and
impressive building, guessed, a small building like a house
D: Language - the Passive - Notes
You may wish to explain the rules formally, though the example sentences provide
raw materials for the students to form their own rules.
For Number 3, Sentences b, c and d could also be written using the simple present
passive as they describe the building as it is now. This removes the focus from the
action of building entirely. Sentences a, e and f must be written in the simple past
tense as they describe completed actions in the past. (You may decide not to look at
this unless your students are fairly confident about tenses and also the idea of the
passive.) Students will enjoy Post-Reading Activity C which gives them more practice
with the passive voice.
D: Language - the Passive - Suggested Answers
1. a. The government closed the tower in 1990.
b. Michele Jamiolkowski, head of the lean team, said the team had reduced
the lean by 39.6 centimeters.
2. a. Thousands of tourists visited the tower every year before its closure in 1990.
b. Experts consider the tower to be one of Italy's most famous images.
c. Builders constructed the tower in the 12th century.
d. The lean team pulled the tower back using huge lead counterweights.
3. a. The Coliseum was constructed during the reign of the Emperor Vespasian.
b. The Coliseum was built of brick and concrete. (or The Coliseum is built of
brick and concrete.)
c. The exterior of the building was covered with stone.
d. The first three stories were decorated with arches.
e. A fourth story was added later.
f. During the Middle Ages stones from the Coliseum were used to build new
buildings.

Post-Reading Activities
A: Places of Interest - Notes
This activity is a good opportunity to collect data on your students' speaking ability.
You may wish to give each student written feedback on what they need to work on
to improve their speaking.
B: Vocabulary - Notes
Students may need the process of finding out about a word modeled to them using
both the text and a dictionary.

C: What Do You Know? - Notes
You may wish to do this task as a class so there is a better pool of knowledge.
Otherwise you could have some information on Pisa already prepared to give out if
you think the students will need it.

© 2002 English To Go Ltd. All rights reserved. News article © 2001 Reuters, used with permission. Not to be reproduced or stored in any way without the permission of English To Go
Ltd. English To Go and Instant Lessons are the registered trade marks of English To Go Ltd. email:
0104cula

ARTICLE © 2001 REUTERS LIMITED. LESSON © 2002 WWW.ENGLISH-TO-GO.COM

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Past Simple and Continuous
An Intermediate Grammar Worksheet from Anna Grammar™
The past simple is used:
for an action that started and ended in the past.
I saw a ghost last Friday.
Our cat climbed a tree five minutes ago.
In June 2005 I visited Rome and Florence.

2. for a repeated action in the past.
When I was young, I watched lots of television every day after school.*
I always gave my mother flowers on her birthday.
*(We could also say, I used to watch lots of television.)

3. for stative verbs, which are verbs that do not express an action, but a state of mind or being, e.g. have (own), be,
think (believe), know, dislike, need, owe, understand, wish.
He had a small cottage in the woods.
He wasn't afraid of ghosts.
I knew all the other children at my school when I was a child.
Regular past simple tense verbs end in -ed.
I talked to my uncle yesterday.
I phoned my girlfriend this morning.
Irregular past simple tense verbs do not end in -ed.
You need to learn irregular past tense verbs.
I felt sick yesterday morning so I went to the doctor.

The past continuous tense is used:
1. when talking about TWO actions in the past; one continues for a period, and the other starts and ends (past simple).
While I was talking on the phone, someone stole my car.
I was making breakfast when the cat knocked over the milk carton, so I burnt the toast.
These sentences usually use while or when.

2. to talk about TWO actions in the past, both happening over a period.
I was working on my computer and my children were watching television.
3. to talk about a TEMPORARY activity taking place over a limited time.
I was living in Indooroopilly when it happened.
I was staying at my friend's house while my parents were touring Italy.
The past continuous tense is was / were + the present participle.
(The present participle is the base of a verb + ing i.e. walk

walking).

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Exercise 1- A DISASTROUS DINNER
Read the story. Mark the past tenses in two colors - one for past simple and one for past continuous.

Last Friday, Mrs. Anderson planned to have a delicious dinner. She bought a T-bone steak and some cream and apples for an
apple pie. When she came home from the shops she put her shopping on the table.
While she was setting the table, her two pets sat underneath it and watched her. Then she went to the kitchen to make the
pastry for the pie. She was a little forgetful so she didn't realize he steak, cream and apples were still on the table.
While she was making the pastry, the dog jumped on a chair and looked longingly at the steak. At last it took the steak in its
mouth and jumped off the chair, just as Mrs. Anderson was coming back into the dining room.
Mrs. Anderson screamed, but the dog ran into the garden. She ran after the dog.
While she was chasing the dog, the cat jumped on the table and started drinking the cream.
Mrs. Anderson didn't manage to catch the dog, and she came back into the dining room. When she saw the cat, she
shrieked, and the cat got such a fright that it jumped a meter into the air, and leapt out the window. Mrs. Anderson threw her
broom at the cat, but she missed, and broke the window. At the same time she overbalanced and put her hand in the cream,
spilling it all over the tablecloth.
Poor Mrs. Anderson - she had no dinner, only a dirty tablecloth and a broken window.

Glossary: set the table - put knives and forks, plates, salt etc. on the table., underneath - under it., longingly - e.g. the dog wanted it but knew it
couldn't have it., shriek - louder than scream., get a fright - suddenly (not the same as be frightened)., overbalance - to lose your balance and fall.

Exercise 2

Answer these questions about the story. Answer in complete sentences.
1. What did Mrs. Anderson plan?

8. Where did the dog go?
2. Why did she buy cream and apples?
9. What was she doing when the cat jumped on the table?
3. When did her pets watch her?
10. What did Mrs. Anderson do when she saw the cat?
4. Where did she leave the steak?
11. How much of a fright did the cat get?
5. When did the dog jump on the chair?
12. Where did the cat go?
6. How did the dog look at the steak?
13. What did Mrs. Anderson throw?
7. When did the dog jump off the chair?
14. How did she spill the cream?

Exercise 3

Make questions and answers from the word prompts below.
Use when + the past simple in the question. Use while, I + the past continuous tense in the answers.
Example: break your leg / skiing
Answer: When did you break your leg? I broke it while I was skiing.
1. get your clothes dirty / picking strawberries
2. sprain your ankle / running for the bus
3. cut your foot / walking on the beach
4. crash your car / driving to work
5. hurt your back / making the bed
Answer Key:
Exercise 2 Sample Answers
1. She planned to have a delicious dinner. 2. She bought them for an apple pie. 3. Her pets watched her while she was setting the table. 4. She left the steak on the table.
5. It jumped on the chair while she was making the pastry. 6. The dog looked at it longingly. 7. The dog jumped off the chair as she was coming into the dining room.
8. It ran into the garden. 9. She was chasing the dog. 10. She shrieked when she saw the cat. 11. It got such a fright that it jumped a meter into the air.

12. The cat went out the window. 13. She threw her broom at the cat. 14. She overbalanced and put her hand in the cream.
Exercise 3
1. When did you get your clothes dirty? - I got my clothes dirty while I was picking strawberries., 2. When did you sprain your ankle?- I sprained my ankle while I was running
for the bus., 3. When did you cut your foot? -I cut my foot while I was walking on the beach., 4. When did you crash your car? - I crashed my car while I was driving to work.
5. When did you hurt your back? - I hurt my back while I was making the bed.
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Anna Grammar Worksheet - Am / Is / Are - Elementary
An Elementary Grammar Worksheet from Anna Grammar™
english-to-go.com

Am / Is / Are
Am / is / are are present simple verb forms of be.
Here are some examples:
I am Sun Tae-Gil.
I am from Pusan.
He is 25 years old.
His parents are architects.
Present Simple - Positive / Short Form
I am Australian. I'm Australian.
We are Australian. We're Australian.
You are Australian. You're Australian.
Present Simple - Negative / Short Form
They are Australian. They're Australian.
I am not Australian. I'm not Australian.
He/she/it is Australian. He's / she's / it's Australian.
We are not Australian. We're not Australian.
You are not Australian. You're not Australian.

Present Simple - Question
They are not Australian. They're not Australian.
Am I Australian?
He/she/it is not Australian. He isn't / she isn't / it isn't Australian.
Are we Australian?
Are you Australian?
Are they Australian?
Is he / she / it Australian?
Exercise 1: Fill each gap with am, is or are.
a. I _____ Francesca.
b. I _____ 23 years old.
c. I _____ Italian.
d. This _____ Marco.
e. _____ it expensive?
f. His parents _____ in Australia.
g. Here _____ Helga.
h. _____ she from Germany?
i._____ you a student?
j. We _____ tourists.
k. You _____ late!
l. We _____ pleased to meet you.

Exercise 2: Fill each gap with the correct short form of am, is or are.
a. I_____ a student.
b. I_____ happy to meet you.
c. Sorry, we_____ late. We got lost.
d. Shh! She_____ asleep!
e. They_____ my parents.
f. You_____ very clever.
g. We_____ ready.

h. He_____ a businessman.
i. We_____ from Japan.
j. It_____ in my bedroom.
k. You_____ a photographer.
l. They_____ not happy.

Answer Key: Exercise 1: a. am, b. am, c. am, d. is, e. is, f. are, g. is, h. is, i. are, j. are, k. are, l. are.
Exercise 2: a. 'm, b. 'm, c. 're, d.'s, e. 're, f. 're, g. 're, h. 's, i. 're, j.'s, k. 're, l.'re
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Articles
An Upper-Intermediate Grammar Worksheet from Anna Grammar™

Definite and Indefinite Articles and the Zero Article.
‘the' is called the definite article.
'a' and 'an' are called indefinite articles.
When no article (a/an/the) is used, this is called the 'zero article'.
• Common rules:
'the' can be used before any singular or plural noun. It is used:
...when we are thinking of one particular thing.
The airport runway is nearly finished.
...when it is clear in a situation which thing or things we are talking about.
What's wrong? The engine won't start. (You know and I know I am referring to the engine of the car we are in.)
...when there is only one of something.
The sun is a giant star.
'a' is used before a consonant sound.
a bus

'an' is used before a vowel sound.
an airplane
'a' or 'an' are used before a singular countable noun which isn't clearly defined. (It is unclear which noun we are
talking about or it doesn't matter.)
I would like to buy a car.
No article (zero article) is used before plural and uncountable nouns when talking about things in general.
Cars may become less popular in the future as gas prices increase.

• Other Rules for Articles
There are a lot of rules for articles.
As you continue to study English, you will increase your knowledge of them.
Here are some other rules:

Definite Articles.
• with country names that have Republic, States in them etc: the Republic of Ireland,
• when the name includes "of" or "Kingdom": the University of Canberra
• with rivers, oceans, lakes and seas: the Murray River, the Tasman Sea,
• with movies, theater: I love going to the movies.
• with the word, radio: Listening to the radio is something I do every day.
• with restaurants, hotels, cafes, theaters, art galleries, museums:
the Savoy, the National Gallery, the Berkeley Cinema, the Blue Bar,
but: some places are named after their founders, ending in 's or -s. and do not take 'the':
I'm going to Joe's Diner for lunch. I'll see you at McDonald’s.

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Indefinite Articles.
• suggests the idea of one: a million, a thousand, a hundred dollars

• with measurements: a pound of butter, a kilogram of meat
• expressing rates, speeds, salaries and prices: one per cent a month, seven hours a day, fifty dollars an hour,
fifty thousand dollars a year, one hundred and twenty miles an hour
• with some words beginning with a silent ‘h’: an hour, an hotel (old-fashioned English)
• with some ailments: a cold, a backache, a sore throat, a headache
• with abstract uncountable nouns preceded by an adjective: a violent hatred, a sudden love.

Zero Articles.
• with the word, television: I watch television every morning.
but: The TV is broken. / I am going to buy a television. (This means the television set.)
• with meals: I had toast for breakfast. Would you like to have lunch?
but: if we describe the meal by putting an adjective in front of it, we use a: a delicious dinner
• with some forms of transport: by bike, by car, by train, on foot
• with church, prison hospital, university, school:
Sorry, you can't talk to Annie. She's at school. (She is a student.)
Her mother is in hospital. (i.e. she is a patient)
He will be in prison for five years. (We are thinking of prisons in general, not identifying one particular prison.)
Rose is a student and she loves school.
but: Today her mother has gone to the school to meet the principal. (Her mother has gone to the school = we are
talking about a specific school, Rose's school.)
• work, home, bed: I don't like going to work. I go to bed at 9pm.
but: I have a very comfortable bed. (This means bed as a piece of furniture.)
• with continents and countries: Australia, South Africa, India
• with states, cities and towns: Ohio, New York, Dublin, Shanghai, Rochester
• with islands: Malta, Jamaica,
• with mountains: Mt. Fuji, Everest, Kilimanjaro
• with names: Uncle Michael, Mr Darcy, President Bush, Ms. Winter, Dr. Smith
but: The doctor phoned. (This means 'the doctor that I normally go to', so it is a particular person.)
The Prime Minister shook my hand.
• with roads, streets, squares and parks: Market Road, Oxford Street, Cornwall Park, Hyde Park, Trafalgar Square,

• with some illnesses: pneumonia, lung cancer
• with companies: Hyundai, Apple, IBM

Exercise 1
Fill the gaps in the sentences below with a, an, the or nothing (leave blank).
I went on a cruise visiting a.
Fiji, b.
Kingdom of Tonga, c.
New Zealand and d.
Australia.
Last year I visited e.
New York and went up f.
Statue of Liberty. I also walked along g.
Fifth Avenue, looking at all h.
shops.
I also went to i.
Brisbane, in j.
state of Queensland k.
last year. I went to l.
Queensland Art Gallery, had m.
swim at n.
artificial beach at South Bank, attended o.
concert in p.
Botanical Gardens and did some shopping in q.
Queen Street. I had r.
lot of fun!
In s.
city where I live, t.
mayor is trying to encourage commuters to use u.
subway and

bus system by giving them v.
discounted tickets. I think w.
free public transport would be
x.
even better idea because y.
people would then leave their cars at z.
home.

Answer Key:
Exercise 1
a. nothing, b. the, c. nothing, d. nothing, e. nothing, f. the, g. nothing, h. the, i. nothing, j. the, k. nothing, l. the, m. a, n. the (There's only one.), o. a, p. the, q. nothing, r. a
s. the, t. the, u. the, v. nothing, w. nothing, x. an, y. nothing, z. nothing.

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Comparative and Superlative Adjectives
An Intermediate Grammar Worksheet from Anna Grammar™
She is shorter than her mother
She is the shortest person in her family.
Shorter and shortest are the comparative and superlative forms of the
adjective 'short'.
We use comparative structures to say that something is more _____
than something else and superlatives to say that something is the
most ______ in the group that we are comparing (i.e. more _____ than
anything else in the group.)
Here are some rules for comparative and superlative adjectives:
One-syllable words take -er than and the -est: fast; faster than; the fastest
Don't forget these spelling rules!

1. after short vowels we double the last letter: - thin; thinner than; the thinnest
2. adjectives that end in -e take only -r and -st: - fine; finer than; the finest

With three-syllable words, and longer, we do not add -er and -est, but we use more than and the most:
difficult; more difficult than; the most difficult
objectionable; more objectionable than; the most objectionable
Two-syllable adjectives are difficult, because the rules are not rigid. (Or maybe that makes them easy!)
Sometimes -er and -est endings are used, and sometimes more and the most. A few rules apply:
i. Most adjectives ending -y are two-syllable words, and take -er and -est. The "y" changes to "i":
easy easier than the easiest: lazy lazier than the laziest
Adjectives ending -ly can be used either way: "They look alike, but A is friendlier/ more friendly than B."
In some cases, both forms are commonly used, e.g. simple, common, stupid, handsome, clever, polite.
"Who is the handsomest / most handsome man in the world?"
ii. In some cases stress is the thing that shows us what form it takes:
words with the stress on the second syllable take more and the most: e.g. upset, exact.
Words with the stress on the first syllable take -er and the -est: e.g. narrow, shallow, clever.
But this is not always the case: e.g. crowded, boring, tragic, honest.
Don't worry too much about two-syllable adjectives - even English speakers use them wrongly!
However, you should not use more and the most plus -er and -est.
It is incorrect to say the following: He's more stupider than his brother
He's the most politest person I've ever met.

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Exercise 1:
Complete the sentences with the correct comparative or superlative form of the adjectives in brackets.
1. She is very happy now she is older. She is
2. Yes, I agree. I would even say she is

(happy) than she ever was before.
(happy) person that I know.

3. This is
(easy) exercise I have ever done! It is
exercise in the course!

(easy) than any other

4. I'm sorry to say this, but this is also
(boring) exercise I have done in this course.
5. Do you think so? I can think of other exercises that were
(boring) than this one!
6. I'm happy that you are being honest about this exercise. I think you are being
(honest) than you were yesterday.

Exercise 2:
Write your own sentences using the comparative and superlative forms of the adjectives below.
lovely
deceitful
moody
emotional
sad
friendly

Answer Key:
Exercise 1:
1. happier, 2.the happiest, 3. the easiest, easier, 4. the most boring, 5. more boring, 6. more honest.

agw061005
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Comparative and Superlative Adjectives
An Elementary Grammar Worksheet from Anna Grammar™
Comparative Adjectives
We often want to look at people or things together so that we can see how they are different.
When we do this, we are comparing things. To compare two things, we use a comparative adjective e.g. colder.
This is a photo of my two collie dogs.
This is Lassie on the left and Lady, the taller one, is on the right.
Lassie is 4 years old and Lady is older than Lady.
She's 11.

Exercise 1:
i. Answer these questions:
1. Who is taller, Lassie or Lady?
2. Who is older, Lassie or Lady?
Short adjectives (e.g. fat, tall) take -er. tall
taller.
Here is a list of some short adjectives (adjectives that have one syllable) that take -er.
tall
big*
cold
cheap
old
large**
* Some consonants are doubled. big
rare

rich
poor
young
fat*
** e is not doubled. larger

Exercise 2:
Make these adjectives into comparative adjectives:
rich
rare
large
poor

bigger, fat

fatter

larger.

old
wet

Longer adjectives (adjectives that have three or more syllables) (e.g. expensive, comfortable) take more.
Here is a list of some longer adjectives (adjectives that have three or more syllables) that take more.
expensive
comfortable
dangerous
frightening
beautiful
powerful

fashionable
Most adjectives with two syllables take more e.g more careful, more hopeful but some two-syllable adjectives do not.
Here are some two-syllable adjectives that take more.
upset
modern
boring
Here are two-syllable adjectives that take -er.
narrow
simple* e is not doubled. simple
simpler
Most adjectives ending in y have two syllables and end in -ier
e.g. happy
happier, funny
funnier
Adjectives ending in ly take -ier e.g. lovely
lovelier.
We use a comparative adjective + than to say that something is more X.
We use not + as and an adjective to say something isn't as X as something.
Look at this example.
Burj Dubai* will have a height of 808 meters.
*This building won't be finished until 2009.

It will be taller than the Taipei 101 in Taipei and the CN Tower in Toronto.
The CN Tower Toronto is taller than the Sears Tower and the Taipei 101.
The Sears Tower is not as tall as the CN Tower Toronto.
The Sears Tower isn't as new as the Taipei 101.

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A few adjectives are irregular (they do not follow the same rules as other adjectives for comparative or superlative forms.)
good
better, bad
worse
Exercise 3:
Make these adjectives into a comparative adjective. (They are short adjectives or two-syllable adjectives that take -er.)
Hint: be very careful with 6.!
1. An apple is
(cheap) than a hamburger.
2. An apple is
(healthy) than a burger.
3. An apple is
(heavy) than a burger.
4. Many people think a burger is
(tasty) than an apple.
5. Parents are
(happy) when their children eat apples.
6. Apples are
(good) for you than hamburgers.

Exercise 4:
Make
each adjective in the brackets into a comparative adjective using more. These are all long adjectives.
.
1. A cobra is
(dangerous) than a mouse.
2. A cobra is
(difficult) to keep than a mouse.
3. A hippo is

4. A hippo is
5. A hippo is

(powerful) than a cobra.
(frightening) than a mouse.
(expensive) than a cobra.

Superlative Adjectives
Sometimes we want to say that something is the most. When we do this, we use a superlative adjective e.g. the coldest.
Look at this example:
This is a photo of my grandchildren.
William is the oldest. He's 10.
Emily is 6 and Zoe is my youngest grandchild - she's 2.
I think Emily is the smartest - she loves telling stories and singing songs.
Zoe is the naughtiest - she is the youngest and everyone is very kind to her.
William is the funniest - he always makes me laugh.
I love them very much and I think they are the most wonderful children in
the world!

Exercise 5:
Answer these questions:
1. Who is the oldest grandchild?
3. Who is the smartest grandchild?
5. Who is the funniest grandchild?

2. Who is the youngest grandchild?
4. Who is the naughtiest grandchild?
6. Who are the most wonderful children in the world?

Short adjectives (e.g. fat, tall) take the -est. tall

the tallest.
Here is a list of short adjectives (adjectives that have one syllable) that take the -est.
tall
big*
cold
old
large**
rare
rich
poor
young
fat* wet
* Some consonants are doubled. big

the biggest, fat

the fattest. ** e is not doubled. larger

the largest.

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Exercise 6:
Make these adjectives into superlative adjectives:
rare
, rich
large

, poor

, old
, wet

,

Long adjectives (adjectives that have three or more syllables) (e.g. expensive, comfortable) take the most.
expensive
the most expensive.
Here is a list of longer adjectives (adjectives that have three or more syllables) that take the most.
expensive
comfortable
dangerous
frightening
beautiful
powerful
fashionable
Most adjectives with two syllables take the most e.g careful, hopeful but some take -est.
Here are some two-syllable adjectives that take the most.
upset
modern
boring
Here are some two-syllable adjectives that take the -est.
narrow
naughty
simple*
*e is not doubled. simple
simplest
Most adjectives ending in y have two syllables, and they end in the -iest e.g. happy

Adjectives ending -ly take the -iest. e.g. lovely
the loveliest.

the happiest, funny

the funniest.

Superlative forms of irregular adjectives
good
best bad
worst

Exercise 7:
Make each adjective in the brackets into a superlative
adjective.
This is a photo of some of my shoes.
I love shoes.
I love the pink ones with the bows - they are the
shoes (cheap) I have but they are very comfortable - maybe
the
(comfortable) shoes I have.
The blue shoes are
(fashionable) shoes I have.
I always feel I am the
(beautiful) woman in the
room when I wear them!
I wear the black shoes at work when I want people to think
that I have the
(good) ideas.

Answer Key:
Exercise 1:
1. Lady, 2. Lady
Exercise 2:
i rarer, richer, older, larger, poorer, wetter.
Exercise 3:
1. cheaper, 2. healthier, 3. heavier, 4. tastier, 5. happier, 6. better.
Exercise 4:
1. more dangerous, 2. more difficult, 3. more powerful, 4. more frightening, 5. more expensive.
Exercise 5:
1. William, 2. Zoe, 3. Emily, 4. Zoe, 5. William, 6. her grandchildren (Emily, Zoe and William).
Exercise 6:
rarest, richest, oldest, largest, poorest, wettest.
Exercise 7:
cheapest, most comfortable, most fashionable, most beautiful, best.
AGW070704F


Countable and Uncountable Nouns
An Elementary Grammar Worksheet from Anna Grammar™
Look at the following sentences:
There is a lot of rain.
There are two snakes in my garden.
Snakes can be counted. (One snake, two snakes, three snakes, four snakes etc.)
A snake is an example of a countable noun.
Rain can't be counted. (One rain, two rain Incorrect)
Rain is an example of an uncountable noun.
Countable nouns can be singular (a snake, one snake) or plural (two, three, four etc... snakes).
We can put a (or an) in front of countable nouns (a snake).
We can add an s to the end of a countable noun to make it plural (snake

snakes).
We can't put a or an in front of uncountable nouns. (a rain Incorrect). (four rain Incorrect)
We can't add an s to the end of an uncountable noun. There is no plural form. (rain
rains, There is a lot of rains. Incorrect.)
Exercise 1:
A dictionary tells you if a noun does not have a plural form. Look at the dictionary entry for the word 'ice'.
ice noun (no plural) water that is very hard because it is very, very cold
Is 'ice' countable or uncountable?
Exercise 2:
Look at the dictionary entry for the word 'cat'.
cat noun an animal that people keep as a pet
Is 'cat' countable or uncountable?
Exercise 3:
What about these words? Are they countable or uncountable? Write C or U next to each word.
traffic
, leaf
, music
, flower
, money
, car
, banana
, toothpaste
, dirt
We can use a few, fewer and many in front of countable nouns.
There are a few snakes in the forest.
Are there many spiders where you live?
Fewer snakes live in this part of Australia nowadays.?
We use any + a plural noun in negatives and questions.
There aren't any brown snakes in this part of Australia.
Are there any snakes in the swimming pool?

We use some + a plural noun in a positive sentence.
There are some venomous snakes in this part of Australia.
We use any with an uncountable noun in questions and negatives.
Do you have any snakes in your garden?
Was there any rain yesterday?.
We use some with an uncountable noun in a positive sentence.
We had some wet weather last week.
A lot of and lots of can be used with both uncountable and countable nouns in positive sentences.
There are lots of people here who don't like snakes.
There was a lot of ice on the roads last week.
Some nouns are sometimes countable and sometimes uncountable with different meanings. You need to learn their
different meanings and know when they are countable or uncountable.
e.g. Look at the dictionary entry for the word 'paper'.
paper noun a. (no plural) thin material that you write or draw on b. (plural papers) a newspaper.
For meaning a. paper is uncountable. For meaning b. paper is countable.

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Exercise 4:
When are the words below countable and when are they uncountable? Write examples beside each word.
Use your dictionary to find out.
chicken
hair
glass
business

,
,

,

Exercise 5:
Write the words some or any in the gaps below.
a.
b.
c.
d.
e.

Person 1: Are there
brown snakes where you live? Person 2: Yes, there are
.
Person 1: I've got some wine. Are there
glasses? Person 2: Yes, there are
in the kitchen.
We're going to have
chicken for dinner tonight.
There are
hairs on the back of your coat. I'll get a brush.
Person 1: I'd love to see
poisonous snakes and spiders while I'm in Australia. Person 2: Well, I
don't think there are
in our garden or I will go and live someplace else!

Answer Key:
Exercise 1:
1. uncountable,
Exercise 2:
countable,

Exercise 3:
traffic - uncountable, leaf - countable, music - uncountable, flower - countable, money - uncountable, car - countable, banana - countable, toothpaste - uncountable, dirt uncountable.
Exercise 4:
chicken - countable a bird that is kept for eggs and meat; uncountable meat from a chicken
hair - countable one of the long thin things that grow on someone's head; uncountable all the hairs on someone's head
glass - countable a thing that you drink from made of glass; uncountable a clear hard material that you can see through
business - countable a place where you sell and buy things; uncountable selling and buying things.
Exercise 5:
a. any, some, b.any, some, c. some, d. some, e. some, any.
AGW070323F

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Countable and Uncountable Nouns
A Pre-Intermediate Grammar Worksheet from Anna Grammar™
Look at the following sentences:
I bought two bananas and three oranges.
I also bought rice and flour.
Bananas and oranges are foods that can be counted. (One banana, two bananas, three bananas, four bananas etc.)
Bananas and oranges are examples of countable nouns.
Rice and flour can't be counted. (One rice, two rice - Incorrect)
Rice and flour are examples of uncountable nouns.
Countable nouns can be singular (a banana) or plural (many bananas).
We can put a (or an) in front of countable nouns. We can add an s to the end of a countable noun to make it plural.
We can use a few, fewer and many in front of countable nouns.
I eat a few bananas each day.
Do you eat many oranges?
We use any + a plural noun in negatives and questions.

Do you have any oranges?
I'm sorry. I don't have any oranges today.
We use some + a plural noun in a positive sentence.
There are some oranges on the tree in our garden.
Uncountable nouns can only be singular. Some kinds of food and drink are uncountable. They are things that we
cannot divide: things we can't count. You need to learn which foods and drinks in English are uncountable.
Examples of uncountable nouns that are related to food and drink:
* water, wine, beer, tea, coffee, milk, corn, beef, bread, butter, cheese, chicken, pasta, sugar, salt
Lamb, chicken and other meats are usually uncountable when we are talking about lamb meat, chicken meat etc.
When we are talking about an animal, the animal is countable.
Chicken is my favourite meat. (Uncountable)
Have you got many chickens on your farm? (Countable)
(Sometimes, we may want to say we bought a whole (dead) chicken. It is countable because we think of the bird as one thing
that we can count.)
I bought a whole chicken for dinner tonight. I'm going to roast it.
When we buy fish meat, it is uncountable. If we are talking about the fish as an animal, it is countable.
We do not put a or an in front of uncountable nouns. We do not add an s to the end of the word.
I bought a bread and a butter. Incorrect
We can use much, a little and less with uncountable nouns.
Is there much cheese left? Yes, there is a little cheese.
We use any with an uncountable noun in questions and negatives.
Do you have any butter? I'm sorry. We don't have any.
We use some with an uncountable noun in a positive sentence.
I have got some bread and some cheese.
I like to have some milk with my tea.
Some is also used in requests.
Can I please have some more bread?
A lot of and lots of can be used with both uncountable and countable nouns in positive sentences.
You can have lots of rice or a lot of noodles. If you don’t want those there are lots of potatoes!
Note: Tea, coffee etc are uncountable but sometimes we say this in cafes:

Can I have a coffee please? (This means a cup of coffee. We can use a in front of coffee in this.)
Two beers please. (This means two glasses of beer.)
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Exercise 1
Correct the mistakes in these sentences.
a. There is a few rice in the pot.
b. I will cook any more rice.
c. I will have any potatoes, please.
d. You should eat less hamburgers and more vegetables.
e. I eat fewer bread now and more spaghetti.
f. Please have some more pastas. There is plenty!
g. Would you like a milk with your coffee?
h. No thanks, I don't want some milk.

Exercise 2
Write the words some or any in the gaps below.
a. Could I have
chocolate. I'm sorry, there isn't
b. I'd like
chicken and
rice, please.
c. I am going to buy
beef for lunch.
d. There isn't
more cheese. I'll buy
more.
e. I'd love

oranges and
apples. There aren't
our trees at the moment.

.

oranges or apples on

Answer Key:
Exercise 1
a. There is a little rice in the pot.
b. I will cook some more rice.
c. I will have some potatoes, please.
d. You should eat fewer hamburgers and more vegetables.
e. I eat less bread now and more spaghetti.
f. Please have some more pasta. There is plenty!
g. Would you like (some) milk with your coffee?
h. No thanks, I don't want any milk.
Exercise 2:
a. some, any
b. some, some
c. some
d. any, some
e. some, some, any.

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- ed or - ing

An Upper-Intermediate Grammar Worksheet from Anna Grammar™

-ed or -ing Adjectives
Present participle -ing forms are often used as adjectives
a crying child,
but there are words which can take -ing or -ed, making adjectives:
interested, interesting
Usually, -ed is for people, and -ing is for things.
People have feelings as a result of an experience. Things cause people's reactions.
I was interested. The documentary was interesting.
However, people can also cause reactions.
The teacher was boring; The novelist is a fascinating writer

Exercise 1

Complete the gaps below with the correct alternative. It is a conversation between two friends, Sarah and Jane
about a book they have both read.
Sarah: Have you read this new crime novel? It's very a.__________ (excited/exciting).
Jane: Yes, and I was so b.__________ (excited/exciting) when I got to the part where Jake waits in the empty
room for the murderer.
Sarah: Yes, that part was really c.__________ (frightened/frightening)!
Jane: How did you feel when you found out that the murderer was that blond woman, Eva?
Sarah: I was really d.__________ (surprised/surprising)! I was a bit e. __________ (confused/confusing) too
because I thought Eva was in love with Jake.
Jane: I thought Eva was the most f. __________ (interested/interesting) character in the whole book. I spent a lot
of time thinking about her.
Sarah: Yes, usually I'm g. __________ (bored/boring) by romance in novels, but I was very h. __________
(interested/interesting) in Eva too.
Jane: Oh well. I hope his next novel will be just as i. __________ (excited/exciting).
Sarah: I was j. __________ (interested/interesting) to read that he has set it in Brazil in the rainforest. I

don't know how his hero will get on there.

Exercise 2
Below are some -ed and -ing adjective participles. Choose five of the pairs and write sentences that clearly show
the meanings of the adjective participles. Try to make your sentences imaginative!
• alarmed/alarming
• confused/confusing
• frightened/frightening
• satisfied/satisfying

• amused/amusing
• depressed/depressing
• horrified/horrifying
• shocked/shocking

• amazed/amazing
• disgusted/disgusting
• irritated/irritating
• surprised/surprising

• astonished/astonishing
• bewildered/bewildering
• embarrassed/embarrassing • exhausted/exhausting
• moved/moving
• relaxed/relaxing
• worried/worrying

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
Answer Key:
Exercise 1
a. exciting, b. excited, c. frightening, d. surprised, e. confused, f. interesting, g. bored, h. interested, i. exciting, j. interested.
Exercise 2
Answers will vary.
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Extreme Adjectives
english-to-go.com

An Intermediate Vocabulary Worksheet

1. Definitions

Read the following sentences.
That dress is unique. There is no other dress like it.
That dress is more unique than any others I have seen.
There are some adjectives like unique which can’t be used with more or the most.
These adjectives are complete in themselves. They are called “absolutes”.
Think about the word ‘perfect’. This song is perfect! I love it!
If a song is perfect, it is perfect. This song can’t be more perfect than another song, because if the
other song is also perfect, then they are equal.
We could describe the other song as ‘nearly perfect’, but something cannot be more or less or the
most perfect.
This song will be perfect for my finale. The other song is almost perfect but there is something
missing. I’m not quite sure what it is.

2. Look at the following sentences from an article about a movie.
The word ‘fantastic’ is a strong or limit adjective.
Another adjective with a similar but less strong meaning
is ‘excellent’.
excellent
excellent’.
We cannot put ‘very’ in front of a strong adjective.
Instead we have to use adverbs like ‘absolutely’ or
‘completely’ or not use an adverb at all.
Look at the following examples:
surprising news (correct); very surprising news (correct); astonishing news (correct); very astonishing news (incorrect).

2. Complete The Table
Look at the table below. Fill in the cells with one or more adjectives. The first one is done for you as an example.
Adjectives

Strong Adjectives

Adjectives Strong Adjectives

good

great, excellent, fantastic

hot

spotless

terrible
cold

Strong Adjectives
elated, overjoyed

filthy

big
tasty

Adjectives

gorgeous, beautiful
angry
tiny, microscopic

3. Fill In The Gaps
Complete each sentence with an adjective from the table.
a. “That dinner was absolutely _______________. Thank you very much.”
b. Kids, your room is _______________! Don’t come out until you’ve cleaned it.”
c. Where I live, it is very _______________ in the summertime.
d. “That was a very _______________ film. I want to see it again.”
e. “That’s a very _______________ cut. I think you need to see a doctor.”
f. Most bacteria are ______________. You need a microscope to see them.
g. I was _______________ to see my brother. It was fantastic as I hadn’t seen him in 10 years.
h. My new dress is absolutely _______________. I bought it for the prom and I can’t wait to wear it!
i. “Kids, your room has to be completely ______________ before you can go anywhere today.”
j. The Titanic was a _______________ liner in its day. Now, however, there are many bigger ships.
ARTICLE © 2009 REUTERS LIMITED. LESSON © 2009 WWW.ENGLISH-TO-GO.COM

1

TEACHERS' NOTES AND ANSWER KEY
To read more about these adjectives, you might like to read the Anna Grammar, Absolute Adjectives.
2: Complete The Table- Suggested Answers

Adjectives

Strong Adjectives

Adjectives

Strong Adjectives

Adjectives

Strong Adjectives

good

great, excellent, fantastic

hot

boiling

happy

elated, overjoyed

clean

spotless

dirty

filthy

pretty

gorgeous, beautiful

big

enormous, gigantic, vast, huge

bad

terrible

angry

furious

tasty

scrumptious, delicious

cold

freezing

small

tiny, microscopic

3: Fill In The Gaps
a. scrumptious / delicious; b. filthy; c. hot; d. good; e. bad, f. microscopic, g. elated
/ overjoyed; h. gorgeous; i. spotless, j. gigantic / enormous;

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max090724absolutef

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2


Anna Grammar Worksheet - Frequency Adverbs - Upper-Intermediate
english-to-go.com

An Upper-Intermediate Grammar Worksheet from Anna Grammar™

Frequency Adverbs
Words like always, usually, often, sometimes, hardly ever and never are frequency adverbs. They describe how often you do an
activity. They are often used in descriptions of someone's habits or routines. The position of the adverb will depend on the verb /
verbs in the sentence.
Here are some rules for where they are placed in a sentence when they are used with the simple present tense to describe what
someone habitually does.

a. If the verb is one word, the frequency adverb goes in front of the verb. (I always study before an exam.)*
b. The frequency adverb goes after am, is, are. (I am never later for exams.)
c. If the verb is two or more words, the adverb will go after the first verb e.g. In my country exams are often done online.
*Usually and sometimes can also be placed at the beginning or end of a sentence.

Exercise: Read the sentences about exams below and answer the question after each sentence in pairs. Try to use a frequency
adverb in your answer. You can use any frequency adverb you like.
1. When I take an exam I always have something satisfying to eat beforehand.
Question: What do you eat before an exam?
2. I usually relax the night before a big test and try not to do any last-minute study.
Question: What do you do on the night before an exam?
3. I seldom feel nervous on the morning of an exam.
Question: How do you feel on the morning of an exam?
4. I sometimes tape information I want to remember for a test.
Question: How do you remember information for a test?
5. I hardly ever use flash cards to remember information.
Question: Do you ever use flash cards when you study for an exam?
6. I normally try to read all the questions first before I start answering them.
Question: What do you normally do first in an exam?
7. I frequently forget to write my name on every page and have to remember to do it at the end of the test!
Question: Is there anything you sometimes forget to do in exams?
8. I have always studied for exams in my bedroom.
Question: Where do you study for exams?
9. I have never missed an exam.
Question: Have you ever missed an exam?
10. I am usually excited after the exam finishes.
Question: Are you usually excited or depressed after an exam?

Wolfie says, “In an exam, never chase cats.”
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Infinitives to express purpose
A Grammar Worksheet from Anna Grammar™
When we want to say why we
did something, we can use an infinitive (to + base form of a verb).
Here are examples:
Why are you taking that apple to school?
I am going to give it to the teacher?

Why are you going to the shopping mall?
We're going to buy some groceries.

These statements using an infinitive of purpose answer the question, "Why?"
Often when we are speaking and someone asks us why we are doing something, we shorten our answer and
start the sentence with the infinitive.
Why are you going to the supermarket?
To buy some milk and some bread.
(We could also say "I am going to the supermarket to buy some milk and some bread."
But we say "To buy some milk and some bread." because it is shorter.
English does NOT use for in these statements. e.g.
I went to the airport to catch my flight to London.
NOT I went to the airport for catch my flight to London.
I turned on the radio to listen to the news.
NOT I turned on the radio for to listen to the news.
I go the gym every day to do an aerobics class.
NOT I go to the gym every day for do an aerobics class.

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Exercise 1:
Look at the photos. Put the words in the correct order to answer a question about each photo.
a. Why are they going to the mall?
some / new / To / buy / clothes /

b. Why is the little boy lifting his hand in the air?
To / answer / question / a

c. Why is she wearing gloves?
To / the / basin / clean

d. Why is she looking at a map?
find / To / her way home /

Exercise 2:
Answer these questions using the words below. Add an infinitive to each word prompt.
(One is done for you as an example.)
to buy some stamps, to visit my grandmother, to learn English, to catch a bus
a. Why are you going to evening classes?
I am going to classes... Answer: I am going to classes to learn English.
b. Why are you going to Brisbane next week? Answer: I am going to Brisbane...
c. Why are you going to the post office? Answer: I am going to the post office...
d. Why are you waiting here? Answer: I am waiting here...

Use the words in brackets to answer these questions. One is done for you as an example.
a. Why are you going to the city? (Have lunch with a friend.)

Answer: I am going to the city to have lunch with a friend.
b. Why are you going to the museum? (See the dinosaurs.)
Answer: I am going
c. Why are you going to the library? (Look for some books about space.)
Answer: I am going
d. Why are you waiting? (Get a taxi to the airport.)
Answer: I am
Answer Key:
Exercise 1: Answers
a. To buy some new clothes., b. To answer a question., c. To clean the basin., d. To find her way home.
Exercise 2: Answers
b. I am going to Brisbane to visit my grandmother., c. I am going to post office to buy some stamps., d. I am waiting here to catch a bus.
Exercise 3: Answers
b. I am going to the museum to see the dinosaurs., c. I am going to the library to look for some books about space., d. I am waiting to get a taxi to the airport.
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Anna Grammar Worksheet - May, Might and Could - Intermediate
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An Intermediate Grammar Worksheet from Anna Grammar™

May, Might and Could
May or might are modal auxiliary verbs. May or might can be used to say that something is possible or probable now or in the
future (may / might + base form of verb).We are not certain that something will happen, but it is a possibility.
I may go to college next year, but I'm still not sure. (Perhaps I will go to college.)
I might send you a postcard while I'm away... if I remember!
The negative of may or might is may not or might not.
I may not go to college next year. I might look for a job instead. (Perhaps I will not go to college.)

I might not send you a postcard. I may forget.
The continuous form is may / might + be + verb-ing.
You can try calling me tonight but I might not be home. I might be going out with my parents.
Bother, the phone line is still engaged. Joe may be having a long phonechat with his girlfriend.
The past form is may have + past participle and might have + past participle.
I can't see Angie anywhere. She may have gone home.
- I wonder why Ros didn't phone me last night.
- She might have forgotten.
- Where's Drew? He was meant to drop me at work!
- I think he's already left. He may not have remembered.

Exercises
Here are some questions and answers. The words in the answers
are not in the correct order. Put the words in each answer in the
correct order.
1. What are you going to do after you graduate?
- I'm not sure. do / some travelling / might / I / take / a year
off / and
2. Who are you going to the prom with?
- I haven't decided yet. may go / I / with Tom, but / cute, /
Hiro is / I might so / him with / go
3. What are you going to have for lunch?
- I don't know. good / so might I / that have / The pizza /
looks
4. Do you know where Satomi is?
- I think she's studying for her exam. may / She / be / in / the /
library

Complete these sentences. You are not sure if you will do
something.

5. Where will you go on holiday next year?
- Answer: I may __________________________________
6. What are you going to do this weekend?
- Answer: I might __________________________________
7. What are you going to have for dinner tomorrow night?
- Answer: I may __________________________________
8. What do you think you will do when you retire?
- Answer: I might __________________________________

Answers: 1. I might take a year off and do some travelling. 2. I may go with Tom, but Hiro is cute, so I might go with him. 3. The pizza looks good so I might have
that. 4. She may be in the library. 5. - 8. Answers will vary.
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