Looking for a way to improve your English reading skills and deepen your understanding of texts? Our Advanced Gap-Filling Test is just the tool you need. These exercises not only develop logical thinking but also expand your vocabulary and improve your grammar. This is especially important for those preparing for international exams like IELTS, TOEFL, or Cambridge English.

What Does the Gap-Filling Test Include?

This test consists of 15 exercises in English designed to help you master complex text structures. Each paragraph has a missing sentence, which you’ll need to select from several options to complete the idea. These tasks will help you better understand context, structure your thoughts correctly, and use words accurately in English.

Who Is This Test For?

These exercises are perfect for advanced learners with a high level of English and for those preparing for C1 or C2 exams. They will help you improve reading skills, develop analytical thinking, and achieve greater fluency in English.

Benefits of Gap-Filling Exercises

Gap-filling exercises are not only a great reading practice but also an essential step for anyone looking to enhance their comprehension of English texts. Each task develops critical thinking, deepens grammar knowledge, and provides an opportunity to put your English skills into practice. Start the test now and take a significant step towards confident language mastery!

Gap-Filling Tasks

Now, let’s move on to the exercises. Choose the correct answers and test your knowledge:

For those aiming to achieve fluency in English, mastering grammar is essential. Among the key areas of focus are the gerund, infinitive, participle, and causative constructions. These grammatical forms are crucial for expressing actions, intentions, results, or states in both written and spoken English.

In this article, we’ll explore the key rules for using each of these forms, highlight common mistakes, and provide a practical quiz to reinforce your understanding. By the end, you’ll gain confidence in choosing the correct form and improve your overall command of English grammar.

Gerund: Rules and Examples

A gerund is a verb form that ends in -ing and functions as a noun. Gerunds are often used after verbs that express likes, dislikes, and preferences, such as “like,” “enjoy,” and “avoid.” For example:

• I enjoy swimming.

Understanding how and when to use gerunds is vital, as they are frequently used in everyday English and can greatly expand your sentence structure.

Infinitive: Usage Guidelines

The infinitive form consists of the verb with “to” and is often used to indicate intention, purpose, or future actions. Infinitives commonly follow verbs such as “decide,” “want,” and “plan,” and can also be used after adjectives to clarify an action:

• She decided to learn English.

Knowing when to use the infinitive will help you avoid common mistakes and enhance your English proficiency.

Participle Forms in English

Participles can be either active or passive. The present participle (ending in -ing) indicates ongoing actions, while the past participle (often ending in -ed, but sometimes irregular) is used to describe completed actions or passive voice. For example:

• The crying baby (an active, ongoing state)
• The broken vase (a completed action or passive description)

Causative Constructions: How to Use Them

Causative constructions enable you to express that someone else is performing an action on your behalf. Common verbs used in causative forms include “have” and “get,” often followed by an infinitive without “to” or a past participle. Examples include:

• I had my car washed.
• She got her hair done.

These constructions are especially helpful for making polite requests or commands in a professional context.

Choosing the Right Form: Key Tips

In grammar exercises, you may need to select the most appropriate grammatical form based on the sentence context and the type of verb or construction that accompanies it.

For example:

• After sensory verbs like feel, hear, and see, it’s common to use the bare infinitive or present participle:
  • I felt someone tap me on the shoulder.
• For actions occurring at the moment of speaking, the present participle is often used:
  • Look at that old man trying to cross the road.

Grammar Practice: Gerund, Infinitive, Participle, and Causative Constructions

Now it’s your turn! After reading this article, take the test to check your understanding. The quiz includes a variety of grammatical constructions to help you better understand each form in context. Remember, our site has many more resources to support your English learning journey, including articles, exercises, and tips for improving your language skills.

In business English, it’s not enough to simply know technical terms. Idioms and phrases are an integral part of everyday communication in professional environments. Mastering these idioms will help you sound more natural and professional, as well as better understand colleagues and partners from English-speaking countries.

What Are Business Idioms?

Idioms are phrases that cannot be understood literally. They carry meanings that do not always correspond to the individual words in the phrase. In business English, idioms are widely used to describe situations, strategies, financial operations, and other aspects of business.

How to Use Idioms in Business?

Idioms should be used carefully, as they might be unclear to those unfamiliar with English-speaking cultures. It’s essential to remember that business English requires precision and clarity in expressing ideas. While idioms can add a natural flow to your speech, make sure they are understood correctly by your audience.

To practice, try the test on business idioms and expressions below. It will help you assess how well you understand and can apply these phrases in business scenarios.

To start, simply click “start.” It’s free and doesn’t require registration. Use these idioms in your business communication and observe how they enhance your professionalism and effectiveness in business settings.

Modal verbs play a crucial role in mastering English as they help express ability, necessity, obligation, probability, and advice. In this article, we’ll explore the main modal verbs, their meanings, and their correct usage in sentences. This topic is essential for students looking to improve their English grammar skills and prepare for international exams like IELTS or TOEFL.

Test Your Knowledge of Modal Verbs

Before diving into the theory, we suggest starting with a quick exercise to solidify your understanding of modal verbs. Testing yourself first helps you gauge your knowledge and boosts confidence in using modal verbs in everyday speech. Take our free quiz to check and improve your skills.

What Are Modal Verbs?

Modal verbs are special auxiliary verbs that do not change form according to the subject or tense and are used to express various modalities such as ability, obligation, or permission.

Here is a list of the main modal verbs:

• Can – expresses ability or permission.
• Could – expresses past ability or a polite request.
• May – used to express probability or permission.
• Might – indicates lower probability.
• Must – expresses obligation or strong certainty.
• Should – gives advice or recommendations.
• Shall – used for proposals or future actions.
• Will – expresses certainty or promises.
• Would – used in conditional sentences and for polite requests.

The Importance of Modal Verbs in Communication

Knowing modal verbs helps you:

• Express assumptions or probability: He must be tired after such a long flight.
• Give advice: You should see a doctor.
• Make polite requests: Could you help me, please?
• Express permission or prohibition: You may leave the room.

How to Use Modal Verbs in Sentences

1. Can

“Can” is used to express ability, possibility, or permission.

• Ability: It indicates someone’s capacity to do something.
• Permission: It shows that someone is allowed to do something.

Examples:

• I can swim very well.
• You can leave early today if you finish your work.

2. Could

“Could” is the past tense of “can” and is used to express past ability or polite requests.

• Past ability: Indicates something was possible in the past.
• Polite request: Used for making polite inquiries.

Examples:

• He could run faster when he was younger.
• Could you please open the window?

3. May

“May” is used to express permission or possibility.

• Permission: When granting or asking for permission.
• Possibility: Indicates something might happen in the future.

Examples:

• You may go now.
• It may rain later today.

4. Might

“Might” is a less certain form of “may” and is used to express a weaker possibility.

• Low probability: Indicates that something could happen, but it’s not very likely.

Example:

• She might come to the party, but she’s not sure yet.

5. Must

“Must” is used to express strong obligation or high certainty.

• Obligation: Indicates something necessary.
• Certainty: Used when you are sure something is true.

Examples:

• You must wear a seatbelt while driving.
• She must be at home; the lights are on.

6. Should

“Should” is used to express advice or recommendation.

• Advice: Helps suggest something beneficial or correct.

Examples:

• You should eat more vegetables.
• He should see a doctor about his cough.

7. Shall

“Shall” is used for making proposals or talking about future actions, primarily in formal situations or questions.

• Proposal: Used to suggest or ask if something should be done.
• Future actions: Denotes future actions in a more formal tone.

Examples:

• Shall we go for a walk?
• I shall contact you tomorrow.

8. Will

“Will” is used to express intentions or promises. It also denotes future actions in everyday speech.

• Intentions and promises: Used to indicate someone’s willingness or commitment to do something.
• Future actions: The most common way to talk about future actions.

Examples:

• I will help you with your homework.
• They will travel to Spain next summer.

9. Would

“Would” is used in conditional sentences and for polite requests or offers.

• Conditional sentences: Used when one event depends on another.
• Polite requests: Often employed to make polite inquiries or offers.

Examples:

• If I were you, I would take that job.
• Would you like some tea?

Modal verbs are an integral part of English that allow you to express meaning clearly, share opinions, and give advice. It’s essential to understand how to use them properly to make your speech more flexible and precise. After reading this article, you’ll be confident in using modal verbs both in everyday communication and in written English.

When learning English, it’s crucial to understand the structure and function of certain types of subordinate clauses, especially noun clauses. Noun clauses are clauses that function as nouns within a sentence. They can act as the subject, object, or complement of a sentence.

It’s also essential to grasp the use of auxiliary verbs, which help form negations, questions, and complex tense structures. In this article, we’ll explore how to correctly use noun clauses and auxiliary verbs in English.

What Are Noun Clauses?

A noun clause is a type of subordinate (dependent) clause that acts as a noun in a sentence. This means that a noun clause can function as the subject, object, or complement within the main clause. Noun clauses are typically introduced by words such as:

• that
• if
• whether
• what
• who
• whom
• whose
• which
• when
• where
• why
• how

Examples:

• What she said was surprising.
• He didn’t know whether they would come.
• I wonder if she is at home.

Noun clauses can serve different grammatical functions within the main sentence. For instance:

• What she said was surprising.
• He didn’t know whether they would come.
• I wonder if she is at home.

Using Auxiliary Verbs

Auxiliary verbs are verbs that do not carry the main meaning in a sentence but instead help to form questions, negations, and complex tenses. The most common auxiliary verbs in English are:

• be
• do
• have

Modal auxiliary verbs include:

• can
• may
• must
• will

Auxiliary verbs are used to form various grammatical constructions:

• Questions:
  Is she coming to the party?
• Negations:
  They haven’t finished their homework yet.
• Expressing necessity:
  You must be quiet in the library.

How to Form Sentences with Noun Clauses and Auxiliaries

When a noun clause functions as the subject or object, it requires the appropriate auxiliary verb in the main sentence. This helps form the correct tense or type of sentence. For example:

• I don’t know how much it will cost.
• Whether she accepts the offer will depend on the terms.
• They were unsure which route to take.

In these examples, noun clauses act as objects, and auxiliary verbs help to form the correct tense or express doubt. Understanding the rules for using noun clauses and auxiliary verbs is a critical step in improving your English skills. These structures are often found in complex sentences and help convey intricate thoughts and ideas.

Exercise – Noun Clauses and Auxiliaries Advanced Level Test – Quiz

Now that you’re familiar with the basic principles of using noun clauses and auxiliary verbs, we invite you to complete the following exercise to reinforce your understanding. The task consists of 20 sentences with gaps.

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Practice. Noun Clauses and Auxiliaries (quiz, test)

We want to put out a tender and see _____ we can get back from the market to meet the needs.

how much

whom

that

how

the fact that

_____ the burden will be shared is still subject to argument, as plans are to set renewable energy targets.

Which

How much

What

How

If

It doesn't matter _____ his job history is, or _____ he may have been fired by every other campaign in the county's history, you can't let him go.

what / that

how / where

that / why

whether / how

what / whose

The debate is no longer about _____ the current military-led regime will make its final exit but _____ and how it will do so.

that / who

where / that

whether / when

if / whom

why / the fact that

_____ began as a routine training exercise almost ended in an embarrassing diplomatic incident after a company of soldiers got lost.

Which

Whether

What

That

Who

Over the years, John Fiz has developed an eye for finding ____ might have gone wrong in delivery.

who

what

whom

which

where

_____ and ______ a pandemic starts, everyone around the world is at risk.

However / wherever

Wherever / whenever

Whenever / whoever

Whenever / whatever

Whom / whenever

We are proud of ____ we have accomplished and eagerly look forward to building on this legacy of excellence as we move through the twenty-first century.

what

where

that

when

whom

_____ problems she may have had there, it was clear to everyone that Tores’s situation was high-risk from the start.

Wherever

Whomever

Whatever

Whenever

Whoever

Many vegetarians believe_____ factory farming is a cruel and unnecessary practice and _____ our diets would be healthier if we ate less meat.

which / what

that / which

what/ thaf

whether/ what

that / that

Since man first touched the moon and brought pieces of it back to Earth, scientists_____ that the lunar surface _____ bone dry.

are thinking / has been

had thought / was

thought / was

had thought / had been

have thought / was

I can now understand perfectly____ people say you need to have unlimited patience when you become a parent.

what

why

how many

whether

when

Anorexia _____ to be most common among people involved in activities whose thinness _____ especially looked upon.

thought / has been

has thought / was

is thought / is

had been thought / was

have been thought / has been

The idea _____ those people in the exhibition were not interested in art was contradicted as they had already been there several times.

where

that

why

when

which

The manual says ____ you can change it by yourself _____ you want.

that / whenever

where / whether

what / if

that fact that / what

that / whatever

Historians often ask _____ the point of no return came for Franklin, when he decided that independence, separation from England, was both inevitable and desirable.

the fact that

when

which

what

why

The thing that amazes me was______ the trivials were seen as the most important aspects of the conference.

whom

when

if

what

how

New observations from three different spacecraft _____ the notion to rest with what _____ "unambiguous evidence" of water across the surface of the moon.

are putting / had been called

have been put / are called

put / was called

have put / has called

have put / has been called

_____ hospital a citizen has cause to visit in these countries, they can be assured that doctors will be able to access a single patient record.

Whatever

Whyever

However

Whoever

Whomever

In the US, workaholism remains _____ it's always been: the so-called “respectable addiction” _____ is dangerous as any other.

what / that

whether / or

what / who

which / what

that / that

Your score is

0%

Restart quiz

Learning English involves mastering various components, among which prepositions after verbs hold a special place. These combinations, often referred to as phrasal verbs, are one of the most challenging topics for many learners because they often lack direct translations and can change the meaning of the verb significantly. They are used in all aspects of the language: spoken English, writing, and even academic texts. Mastering them makes your language more natural and richer.

What Are Prepositions After Verbs?

Prepositions after verbs are combinations where a verb is used together with a preposition. For example, in the sentence “I rely on you,” “rely” is the verb, and “on” is the preposition that follows it. Prepositions after verbs create phrasal verbs, which have their specific meanings. For instance, the verb “to look” can have entirely different meanings when a preposition is added: “to look after” (to take care of), “to look for” (to search for), “to look forward to” (to anticipate eagerly).

Why Is It Important to Know Prepositions After Verbs?

1. Improves Understanding and Communication: Correct use of prepositions after verbs helps you express your thoughts more clearly and understand native speakers better.
2. Expands Vocabulary: Learning prepositions after verbs enriches your vocabulary and introduces you to new ways of expression.
3. Helps in Exam Preparation: Many international English exams include tasks on phrasal verbs and prepositions after verbs, making this knowledge essential.

To help you consolidate your knowledge, we have prepared a practical exercise consisting of 20 questions. This exercise will help you test how well you have learned the rules for using prepositions after verbs. Perform the task carefully and check your answers to ensure you understand the material correctly.

Common Prepositions After Verbs

• Quarrel with / over – to argue or have a conflict with someone about something.
  • Example: She quarreled with her brother over the TV remote.
• Disagree with – to have a different opinion or to not agree with someone or something.
  • Example: I disagree with your opinion.
• Disapprove of – to have a negative opinion about something.
  • Example: He disapproves of smoking.
• Prefer something to something – to like one thing more than another.
  • Example: I prefer coffee to tea.
• Prevent someone from doing something – to stop someone from doing something.
  • Example: The rain prevented us from going out.
• Succeed in – to achieve something desired or intended.
  • Example: She succeeded in passing the exam.
• Suspect someone of something – to think that someone is guilty of something.
  • Example: The police suspected him of theft.
• Boast about – to talk with excessive pride about one’s achievements or possessions.
  • Example: He boasted about his achievements.
• Insist on – to demand something forcefully, not accepting refusal.
  • Example: She insisted on paying for the meal.
• Rely on – to depend on someone or something.
  • Example: You can rely on me.
• Worry about – to feel anxious or troubled about someone or something.
  • Example: He worries about his health.
• Object to – to express or feel disapproval or opposition.
  • Example: They objected to the new policy.
• Approve of – to agree with or support something or someone.
  • Example: His parents approve of his choice.
• Forgive someone for – to stop feeling angry or resentful towards someone for an offense, flaw, or mistake.
  • Example: She forgave him for being late.
• Laugh at – to find something funny or ridiculous and show this through laughter.
  • Example: They laughed at his joke.
• Argue with / about – to exchange or express diverging or opposite views, typically in a heated or angry way.
  • Example: He argued with her about the decision.
• Depend on – to be controlled or determined by something.
  • Example: Success depends on hard work.
• Remind someone of – to cause someone to remember someone or something.
  • Example: This song reminds me of summer.
• Translate from / into – to express the sense of words or text in another language.
  • Example: She translated the book from French into English.
• Object to – to express opposition or disapproval.
  • Example: They objected to his proposal.

Practical Exercise: Prepositions After Verbs in English (20 Questions)

Now that you are familiar with the main rules for using prepositions after verbs, it is time to test your knowledge in practice. Below are several questions that will help you consolidate the material and ensure you correctly understand the use of prepositions. Complete the exercise and check your answers to confirm your understanding of the material.

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Practice. prepositions after verbs (quiz, test)

Mary reminded her boss _____ his appointment the next day.

of

at

on

with

My father doesn’t approve _____ studying late at night.

on

about

with

of

He disapproves _____ mothers going out to work.

with

by

on

of

I don’t know why you insist _____ blaming me _____ all my troubles.

at / on

on / for

over / for

in / for

Did you finally succeed _____ convincing them they were wrong?

at

in

on

for

I don’t want to argue _____ you _____ that matter at this time.

on / about

with / at

at / over

with / about

The teacher suspected the student _____ cheating on the test.

on

about

in

of

Mr. Green always worries _____ losing his position.

on

in

at

about

I am translating this book _____ English _____ Turkish.

from / over

from / into

to / into

on / over

You shouldn’t rely _____ getting assistance from Frank.

about

in

on

at

Forgive me _____ using these pompous words.

with

of

on

for

I definitely prefer traveling by air _____ traveling by train.

to

by

in

at

Terry always depends _____ his brother for assistance.

of

in

at

on

Why are you laughing _____ me?

to

at

of

over

I disagree _____ you.

at

with

to

from

All of the members objected _____ the chairman’s suggestion.

for

in

to

about

You really shouldn’t boast _____ your success _____ other people.

of / to

about / at

over / to

with / to

Why did you quarrel _____ your friends _____ such a small matter?

with / on

with / over

against/over

at / about

There is no way we can prevent people _____ talking _____ this matter.

from / with

without / on

by / over

from / about

Our boss objects _____ using any different method.

with

to

of

over

Your score is

0%

Restart quiz

Understanding how to summarize a text is a crucial skill for mastering the English language and improving writing skills. Summarizing helps to highlight the main points of a text, making it easier to remember and convey information. This skill is particularly useful for students, professionals, and anyone looking to enhance their language proficiency. In this article, we will explore strategies for summarizing and provide exercises to practice this skill.

What is Summarizing?

A summary is a brief account of the main points of a text, paragraph, or article. It conveys the essence of the original content without unnecessary details. The goal of summarizing is to clearly and concisely present the main ideas.

Steps to Summarizing a Paragraph

1. Read the Passage Carefully: Start by carefully reading the paragraph to understand its main idea and supporting details.
2. Identify Key Points: Determine the most important points that the author is trying to convey. Look for topic sentences and concluding statements that contain the main idea.
3. Eliminate Unnecessary Details: Focus on the essential information and ignore examples, illustrations, and non-essential details.
4. Write the Summary: Using your own words, write a brief summary that reflects the main points of the paragraph. Ensure your summary is shorter than the original text.
5. Review and Revise: Check your summary for accuracy and clarity. Make sure it conveys the original content without distorting the author’s message.

Example Exercises with Explanations

To help you practice summarizing paragraphs, we have prepared a series of exercises. These exercises are designed to test your ability to identify the main idea and effectively summarize it. Below are a few examples of paragraphs along with explanations and the correct summary.

Example 1: The Role of Advertisements in Newspapers

Passage: “However much we may complain about the number of advertisements there are in a newspaper, the fact remains that without advertisements there would be no newspapers. It’s the advertisements that finance the newspapers and make it possible for us to buy them cheaply.”

Explanation: The paragraph discusses the important role of advertisements in financing newspapers, despite common complaints about their abundance.

Correct Summary: “Advertisements are essential to newspapers; without them, they could not be produced economically.”

Example 2: First Impressions of Brothers

Passage: “Brian and Gordon are brothers. People meeting them for the first time usually think Gordon is much the nicest. He’s good looking, he’s friendly and talks well. Later, they begin to notice he is rather spoilt. Then, they realize what a good person Brian is.”

Explanation: The paragraph explains how first impressions of the two brothers change over time, revealing that Brian is the better person.

Correct Summary: “Gordon makes a good first impression, but his brother Brian is a much better person.”

Example 3: Children’s Curiosity

Passage: “The average child is exceedingly curious. He investigates everything within reach; from electric plugs to piles of earth. His favorite word is ‘why’. The adult finds this period exhausting but he should not try to check the activities, unless they are dangerous, as the child is establishing the habit of learning.”

Explanation: The paragraph emphasizes the importance of encouraging children’s curiosity as it helps them develop a habit of learning.

Correct Summary: “Curiosity in children should be encouraged as it creates a learning habit.”

Example 4: Janet’s Impression of the Concert

Passage: “Janet was very enthusiastic about the concert. She praised the pianist, the singer, and the choice of program; but it was the violin concerto that she praised most of all.”

Explanation: The paragraph highlights Janet’s enthusiasm for the concert, especially her high praise for the violin concerto.

Correct Summary: “Jane thought the concert was wonderful, especially the violin concerto.”

Practice Exercise on Summarizing Information in English

Now that you’ve gone through the examples and explanations, it’s time to practice summarizations on your own. Try to choose the sentence that best summarizes the given paragraph.

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Paragraph summarizing (quiz, test)

Patrick didn't even ask his father if he could go to Barcelona for the weekend with Erick. He knew it would cost too much. But he didn't want to mention it to Erick. So, next day, he said simply "Father won't let me."

Patrick went to Barcelona for the weekend without asking his father if he could.

Patrick didn't want Erick to know that he couldn't afford to go to Barcelona for the weekend.

Erick asked his father if he could take Patrick to Barcelona for the weekend.

Patrick didn't want Erick to know that he was going to spend the weekend in Barcelona.

Patrick's father didn't want Patrick to go to Barcelona with Erick.

Susan arrived at the library a few minutes before 12 o'clock. Jane had her coat on and was, waiting for her friend on the steps of the library. So they left together, crossed the street and went to their favorite restaurant.

Susan and Jane met at the library as arranged and then had lunch together.

Jane was surprised to see Susan at the library and invited her to lunch.

Jane and Susan have lunch together once a week.

Susan and Jane both work in the same library and always have lunch together.

Jane put on her coat while she was waiting for her friend.

John is only 16 years old. Everyone else on the team is either 17 or 18. Even so, he's a much valued member of the team. In fact, some people think he's the best player the team has. 

John joined the team when he was 16 but most people are at least 17 years old.

When John is 17 or 1 8 he will probably be the best player on the team.

John is the youngest member of the team and also one of the best players.

John is one of the best players the team has had for 17 or 18 years.

The 17 and 18 year olds on the team are not valued enough.

Whenever I need something, the first place I go to is Dawson's store. There they sell just about everything. You can buy clothes there, things for the house and for the garden, and also sports equipment; They stock a wide variety of goods. Everything is a good quality, and prices are reasonable.

Most people can't afford to go to Dawson's.

The rich and the famous all shop at Dawson's.

Dawson's is famous for its goods but prices are high.

You can't find everything you need in Dawson's.

In my opinion, Dawson's is an excellent store and not too expensive.

I don't know any French myself, and so I don't know whether Jane's French is good or not. But I do know that she has spent the last two years in France. She was in Paris for 18 months and the remaining 6 months she spent at various places along the south coast. So she should know French well.

Jane thoroughly enjoyed the two years she spent in France, but I don't think her French is better than mine.

If I had spent two years in France like Jane, I would have learned French well.

Jane's French ought to be good as she has recently spent two years in France.

Jane has spent two whole years in France, partly in Paris, partly on the south coast.

Jane's French is now very good indeed.

Janet was very enthusiastic about the concert. She praised the pianist, the singer and the choice of program; but it was the violin concerto that she praised most of all.

The piano is Jane's favorite instrument, although she is fond of violin concertos.

Janet went to the concert because she wanted to hear the violin concerto.

Jane thought the concert was wonderful and especially the violin concerto.

Not much of Jane's favorite music was included in the program.

Except for the violin concerto, Jane didn't really enjoy the concert.

Leroy walked slowly round the exhibition, looking at the pictures. None of them seemed very interesting. He felt very disappointed. Then suddenly he saw the portrait of an old man. He stopped in front of it, and looked at it for a long time. It was a wonderful portrait.

While looking at the pictures at the exhibition, Leroy met an interesting old man.

Except for one portrait, Leroy thought the exhibition was very poor.

At the exhibition Leroy was disappointed to find that almost all the portraits were of old people.

Leroy is very interested in paintings, especially in portraits of old people.

Leroy was delighted with the exhibition, especially with some of the portraits.

Brian and Gordon are brothers. People meeting them for the first time usually think Gordon is much the nicest. He's good looking, he's friendly and talks well. Later, they begin to notice he is rather spoilt. Then, they realize what a good person Brian is.

Gordon and his brother are both very attractive people.

Brian has clearly spoiled his brother Gordon.

Brian and Gordon are very different from each other; it is hard to believe they are brothers.

Gordon makes a good first impression but his brother is a much better person.

I have always preferred Brian to his brother Gordon.

Most people don't realize that Paul and Mark are brothers. Paul is tall and fair, and interested in all types of sport. Mark, who is short and dark haired, is studying Math at the university. Math is his only hobby too.

Paul wishes his brother were a better sportsman.

Though brothers, Paul and Mark are very different in appearance and in interests.

Paul and Mark are brothers but they disagree on various matters.

Brothers don't often have much in common.

Paul isn't nearly as clever as his brother Mark.

During recent years, there has been a great increase in population. As a result of this, many countries are facing serious difficulties. These include food shortages, housing problems, unemployment, pollution and similar social and economic difficulties. 

The rapid growth in population has caused very many problems.

The increase in population has been to the benefit of some countries.

Economic problems are not related to the increase in population.

Rich countries should help poor countries.

Some countries have more social and economic problems than others.

People who have never been in an aero plane usually think that flying must be fun. Perhaps it is, the first time you fly. But few people who have flown a lot really enjoy flying. Most of the time you are in the air, there is nothing to see but clouds, and waiting around in an airport is the most boring experience.

A lot of people won't fly because they think it is dangerous.

Everybody likes flying, and shopping at airports is great fun.

Flying is not as interesting as people who haven't flown think.

Traveling by air is one of the least popular ways of traveling.

Airports are very boring places.

The average child is exceedingly curious. He investigates everything within reach; from electric plugs to piles of earth. His favorite word is "why". The adult finds this period exhausting but he should not try to check the activities, unless they are dangerous, as the child is establishing the habit of learning.

Curiosity in children should not be encouraged as it is responsible for very many accidents.

Children are often extremely curious but this is an unimportant stage and ends soon.

His curiosity leads a child to investigate a lot of unimportant things.

Children who lack curiosity will not grow up any different from those who are extremely curious.

Curiosity in children should be encouraged as it creates a learning habit.

Everyone I've talked to recently admits that Mr. Burton was not a very good manager. Now that Mr. Carr is in charge of the company, most people are expecting things to improve; he really is a natural leader, and liked and respected by everyone.

Mr. Carr may be a good manager but nobody wanted Mr. Burton to leave.

Mr. Burton was not popular, but under his management everything ran smoothly.

It is generally agreed that Mr. Carr will manage the company much better than Mr. Burton did.

Most people think Mr. Carr will introduce few changes.

Mr. Carr didn't like the way Mr. Burton managed the company.

Paul is pleased that his company is sending him to the new factory near Houston. The pay will be better and the work more interesting. Also, several of his friends live there and he likes the climate.

Paul's company has many reasons for opening a new factory in Houston.

Paul is happy to be going to Houston for various reasons.

Paul is looking forward to making new friends in Houston.

Paul has never had such a good job as his present one in Houston.

It is not easy to find interesting, well-paid work in Houston.

However much we may complain about the number of advertisements there are in a newspaper, the fact remains that without advertisements there would be no newspapers. It's the advertisements that finance the newspapers and make it possible for us to buy them cheaply.

It is generally agreed that it is profitable for large companies to advertise regularly in the newspapers.

Advertisements are essential to newspapers, without them they could not be produced economically.

The larger the circulation of a newspaper is, the greater is its need for good advertisements.

Newspapers print so many advertisements that there is not much space left for the real news.

Nowadays all newspapers spend a great deal of money on advertising.

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Mixed tenses in English are a crucial aspect of correctly expressing sequences of events and relationships between actions occurring at different times. This grammatical concept allows for precise communication of temporal relations in language, creating a clear picture of when and how various actions take place.

Key Points

1. Understanding Tense Forms: English has 12 main tense forms, divided into four groups: Simple, Continuous, Perfect, and Perfect Continuous. Each of these forms is used to indicate the time of an action — past, present, or future — as well as to express various aspects of the action.
2. Mixed Tenses: Mixed tenses are used to show:
   • Sequences of actions
   • Duration of events
   • Simultaneous events
   • Actions that began in the past and continue into the present
   • Future actions relative to a past moment
3. Importance of Context: When using mixed tenses, it’s crucial to consider the context of the entire statement. Often, the choice of tense depends not only on the specific action but also on its relationship with other actions in the sentence or text.

To quickly review the basic rules for each tense, check out our article: “Table of English Tenses”

Examples and Explanations

Let’s look at examples for a better understanding of mixed tenses:

1. Ann ___ that she ___ the visitor before.
   • A) thought / saw
   • B) thinks / sees
   • C) is thinking / sees
   • D) thought / had seen
   • E) have thought / had seen

Correct answer: D) thought / had seen.

Explanation: This sentence uses a combination of Past Simple (thought) and Past Perfect (had seen). Past Simple (thought) indicates a completed action in the past when Ann thought about something. Past Perfect (had seen) is used to express an action that occurred before another action in the past. In other words, Ann had seen the visitor before the moment she thought about it.

2. As it ___ dark we ___ to go home.
   • A) gets / decided
   • B) would get / shall decide
   • C) had got / have decided
   • D) was getting / decided
   • E) will be getting / had decided

Correct answer: D) was getting / decided.

Explanation: This uses Past Continuous (was getting) and Past Simple (decided). Past Continuous describes a process or action that was ongoing at a specific moment in the past – “it was getting dark”. Past Simple (decided) indicates a specific, completed action in the past – making a decision. This combination of tenses shows that the decision to go home was made against the backdrop of it getting dark.

Additional examples:

• By the time I arrive, they ___ (finish) the meeting. Correct answer: will have finished
  • Explanation: This is an example of Future Perfect. This tense form indicates an action that will be completed before a certain point in the future. In this case, the meeting will end before “I” arrive.
• She ___ (study) English for five years before she ___ (move) to London. Correct answer: had been studying / moved
  • Explanation: This uses a combination of Past Perfect Continuous and Past Simple. Past Perfect Continuous (had been studying) indicates a continuous action that began and continued up to a certain point in the past. Past Simple (moved) denotes a specific action in the past that occurred after the period of studying English.
• While I ___ (walk) in the park, I ___ (see) an old friend. Correct answer: was walking / saw
  • Explanation: This construction uses Past Continuous (was walking) to describe an ongoing action in the past, during which another action, expressed using Past Simple (saw), occurred.

Practical Tips:

• Determine the time context: Before choosing a tense form, identify the overall time context of the situation.
• Pay attention to time markers: Words and phrases like “before”, “after”, “by the time”, “while” often indicate the need to use mixed tenses.
• Consider the sequence of events: Determine which action occurred first, which is ongoing, and which is the result of previous actions.
• Practice regularly: Use a variety of exercises and tests to reinforce your skills in using mixed tenses.

Mastering mixed tenses in English requires understanding the context of each action and choosing the appropriate tense form to accurately convey sequences of events in language. Regular practice with various exercises helps to solidify this knowledge and significantly improve your English language proficiency.

Practice: Mixed Tenses – Let’s practice various English tenses

Let’s move on to practice. Don’t be afraid to make mistakes, as they are an integral part of learning.

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Mixed tenses exercises (quiz, test)

On our way home we ___ the problem if we could ___ the fine celebration of our mother’s birthday.

discuss / organizes

had discussed / organize

have discussed / were organizing

discussed / organized

were discussing / organize

Mark Twain ___ that they ___ about him.

will understand / spoke

understand / speaks

understood / were speaking

understands / speaks

understood / are speaking

The greater part of London ___ of wood, but after the great fire wider streets and brick houses ___ .

was / were built

has been / is built

had been / were built

are / are built

is / have been built

Tom looked at his hands. He ___ that those hands ___ young and strong before.

knew / was

knew / be

knew / had been

know / are

had known / were

After my parents ___ home my life ___ better.

will return / become

return / have become

return / would become

had returned / became

return / have become

No sooner he ___ than he ___ ill.

had arrived / falls

arrives / has fallen

arrived / will fall

had arrived / fell

is arriving / is falling

When he ___ to the station the train already ___ .

had come / left

comes / left

came / had left

came / leaves

has come / leaves

The company ___ some new equipments before the strike ___ .

had ordered / began

have ordered / begin

is ordering / began

will order / had begun

ordered / begins

He ___ at the blackboard and ___ that the English teacher ___ the word “apple” there.

has looked / has seen / is writing

is looking / saw / writes

looks / sees / had written

looked / saw / was writing

was looking / sees/wrote

He ___ us the firm ___ wool since 1935.

tells / would export

will be told / exports

told / had been exporting

said / is exporting

told / has been exporting

Yesterday at this time when his hat ___ he ___ across the bridge.

has blown off / is walking

blows off / is walking

blew off / had walked

had blown off / walks

blew off / was walking

___ the weather good when you ___ tennis?

is / will be playing

will be / played

has been / will play

is / played

was / were playing

I ___ the call because I ___ a shower.

am answering / am taking

don’t answer / take

will not answer / take

doesn’t answer / am taking

didn’t answer / was taking

Henry ___ Puerto Rico before he ___ to St. Thomas.

would visit / goes

had visited / went

was visiting / went

visited / went

visited / had gone

After Mary ___ the room, she ___ the floor.

had tidied up / washed

has tidied up / washed

is tidying up / washes

tidies up / has washed

tidied up / washes

He didn’t ___ well though he ___ a hard day before.

slept / had spent

slept / spent

sleep / spend

sleep / had spent

sleeping / had spent

He ___ looking at her, wondering where he ___ her

keeps / saw

kept / had seen

had kept / had seen

keep / see

being kept / would see

I ___ my homework by 6 o’clock yesterday and when my mother came home I ___ supper.

have done / had

do / have

had done / was having

was doing / had

did / have

He wanted me to go to the skating-rink together.

As he ___ I ___ my skates he ___ me his brother’s.

knew / had broken / offered

knew / broke / offers

knew / has broken / offered

know / had broken / will offer

knows / broke / offer

It ___ dark and it ___ .

is / are raining

were / was

are / was

was / was raining

were / were

Last Monday when I ___ the house it ___ heavily.

was leaving / rained

leave / rains

leave / rain

left / had rained

left / was raining

The pupils ___ the sentences yet, the teacher ___ the blackboard.

are not writing / clean

did not write / cleans

had not written / had cleaned

has not written / will clean

had not written / cleaned

As it ___ dark we ___ to go home.

was getting / decided

had got / have decided

would get / shall decide

gets / decided

will be getting / had decided

Why ___ you come yesterday? We ___ a good time.

don’t / can have

didn’t / could have had

did not / shall have

doesn’t / will have

will / might have

Yesterday when Tom ___ the lesson___ .

came / already began

will come / already begins

comes / already begins

came / already begins

came / had already begun

Ann ___ that she ___ the visitor before.

thought / had seen

have thought / had seen

thought / saw

is thinking / sees

thinks / sees

He said that he ___ school and he ___ to enter the academy.

had finished / was going

finish / was going

finished / was going

has finished / is going

finishes / are going

I ___ he ___ it interesting.

hoped / finds

hoped / would find

will find / find

hoped / find

hopes / would find

Mr. Brown ___ to me 2 hours ago to return the book which he ___ .

will come / borrowed

comes / borrows

came / had borrowed

came / borrowed

was coming / borrowed

They ___ to get married last month although they ___ each other for only six weeks.

decide / know

decided / knew

decided / has known

decided / had known

decided / know

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Learning English involves mastering many grammatical constructions, among which prepositions following adjectives hold a special place. In this article, we will explore the main rules for using prepositions after adjectives, provide examples, and explain how to correctly choose the right preposition in different situations.

What Are Prepositions?

Prepositions are words that show the relationship between other words in a sentence. For example, prepositions can indicate direction (to), location (at), time (before), and more. They are essential for conveying meaning and context in sentences.

Prepositions After Adjectives

Adjectives often require specific prepositions to convey accurate meaning. Choosing the wrong preposition can alter or even distort the meaning of the sentence. Below are some of the most common adjectives paired with their corresponding prepositions.

Adjectives with the Preposition “About”

• Anxious about: concerned or worried about something
  Example: She is anxious about her exams.
  (She is worried about her exams.)
• Excited about: very enthusiastic or eager about something
  Example: I’m excited about the new project.
  (I am looking forward to the new project.)
• Worried about: feeling concerned or anxious about something
  Example: They are worried about the future.
  (They are concerned about what will happen in the future.)

Adjectives with the Preposition “For”

• Famous for: well-known for a particular reason
  Example: The city is famous for its beautiful architecture.
  (The city is known for its stunning buildings.)
• Responsible for: accountable or in charge of something
  Example: He is responsible for the team’s success.
  (He is accountable for the achievements of the team.)
• Suitable for: appropriate or fitting for a particular purpose
  Example: This book is suitable for children.
  (This book is appropriate for kids.)

Adjectives with the Preposition “Of”

• Afraid of: scared or fearful of something
  Example: She is afraid of spiders.
  (She has a fear of spiders.)
• Proud of: feeling pleased or satisfied about something or someone
  Example: He is proud of his achievements.
  (He takes pride in his accomplishments.)
• Capable of: having the ability or capacity to do something
  Example: She is capable of solving complex problems.
  (She has the ability to resolve difficult issues.)

Adjectives with the Preposition “To”

• Accustomed to: familiar with something through repeated experience
  Example: I am accustomed to waking up early.
  (I am used to getting up early.)
• Similar to: resembling or having common traits with something
  Example: This painting is similar to that one.
  (This artwork resembles the other one.)
• Addicted to: having a strong dependence on something
  Example: He is addicted to video games.
  (He has a strong habit of playing video games.)

Adjectives with the Preposition “At”

• Good at: skilled or proficient in something
  Example: She is good at mathematics.
  (She is proficient in math.)
• Bad at: lacking skill or proficiency in something
  Example: He is bad at cooking.
  (He lacks skill in cooking.)
• Surprised at: feeling astonished or taken aback by something
  Example: I was surprised at the news.
  (I was astonished by the information.)

Adjectives with the Preposition “With”

• Angry with: feeling upset or annoyed with someone
  Example: She is angry with her brother.
  (She is upset with her brother.)
• Satisfied with: feeling content or pleased with something
  Example: They are satisfied with the results.
  (They are pleased with the outcomes.)
• Familiar with: having knowledge or experience of something
  Example: He is familiar with this topic.
  (He knows about this subject.)

Adjectives with the Preposition “In”

• Interested in: showing curiosity or concern about something
  Example: I am interested in learning new languages.
  (I have a curiosity about acquiring new languages.)
• Involved in: taking part in something or being engaged in an activity
  Example: She is involved in community service.
  (She participates in volunteer work.)
• Rich in: containing a large amount of something valuable
  Example: This region is rich in natural resources.
  (This area has abundant natural resources.)

Tips for Learning Prepositions After Adjectives

1. Memorize Combinations: The best way to remember prepositions after adjectives is to learn them as phrases. For example, “afraid of” rather than “afraid” alone.
2. Practice Usage: Use the learned examples in your own sentences. This will help solidify the knowledge and understand the context.
3. Read More in English: Reading books, articles, and news in English helps you see how these constructions are used in real life.
4. Use Dictionaries: Dictionaries often provide examples of adjectives with their corresponding prepositions.
5. Practice with Native Speakers: Communicating with native speakers can improve your understanding of the correct use of prepositions.

Prepositions after adjectives are an important aspect of English grammar that requires attention and practice. Learning these constructions will help you express your thoughts more accurately and correctly in English. Remember to memorize, practice, and improve your knowledge to confidently use these constructions in both speaking and writing.

Table of the Top 50 most common adjectives and prepositions used after them in English, with examples and explanations

Here is a comprehensive table of 50 common adjectives and the prepositions that typically follow them, along with examples and explanations: