GRAMMAR PRACTICE

1. Once upon a time there (live / lived / lives) _____________ a lion in a forest. (In / At / On / --) _________
One day (before / as soon as / after / during) _____________ a heavy meal the lion decided to sleep (up /
under / above / along) _____________ a tree. After a while, there (comes / come / came) ____________ a
mouse and it started to play on the lion. (Despite / Suddenly / While) __________________ the lion (was
got / got / gets) __________ up in anger and looked (at / for / on / through) _________ those who disturbed
(it’s / its) _______ nice sleep. (Than / Then) ___________ it (see / sees / saw) __________ a small mouse
trembling in fear. The lion jumped on it and (nearly / near / nearer) _____________ killed it. The mouse
(asks / ask / asked) __________________ the lion to forgive it. The lion (felt / feeled / feels)
_____________ pity and (leaved / left / leaves) _______________ the mouse. The next day, the lion (catch /
caught / was caught) ____________________ in a net by (the / a / an / --) _______ hunter. The mouse came
there and (cutted / cut / was cut) ___________ the net. (Moreover / Although / Thus) _______________ it
escaped. Thereafter, the mouse and the lion became friends. They lived (happy / happily / happier)
________________ in the forest afterwards. 
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2. No one knows when we (start / starts / started) _________________ using color, but we think that ancient
cultures (should / may / would / can) ___________ have used colors to symbolize specific things. For
instance, the Cherokee Indians used blue to symbolize sadness – something that we (can / might / should /
must) _____________ recognize today from the expression ‘feeling blue’. Research (show / shows / was
shown) _____________ us that each culture had a different system for color use. (By / At / In / Of) _______
other words, people chose (who / when / what / why) _________ colors represented. Colors also affect us
(by / at / on / in) __________ a deeper level. Experiments have shown that colors can have a physical impact
on (ours / we / us / ourselves) _________. For example, red (say / is said / says) _____________ to make
(ours / we / us / ourselves / our) _____________ breathing and heartbeat (fastly / fast / faster)
_________________, and yellow makes our metabolism quicker. (By / From / At / On) __________ the
other hand, blue can make our bodies release chemicals that can calm us (up / down / above / below)
____________ and green can have a similar relaxing effect. 
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3. Three hundred years ago there lived (the / a / an / --) _______ painter somewhere (by / at / in / on)
___________ Spain. (He / Himself / Him / His) ____________ name was Murillo and he was a great
painter. He painted beautiful pictures and had (few / many / little / much) ___________ pupils. (On / In / At /
--) _______ every morning Murillo (goes / go / went) _____________ to his studio to paint and (learn /
teach) ___________ pupils. Once Murillo came to his studio and ____________ (finds / was found / found)
a very beautiful picture. (He / It / She / It’s) _________ was a picture (by / from / of / at) _______ a
(womans’ / woman’s / women’s) __________________ portrait. “(Whose / Who / Whom) ___________
painted (these / this / those) ___________ picture?” he asked his pupils. (Somebody / Anybody / Nobody)
________________ answered.
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4. I ____________ (know / knew / knows) him from my early youth, because he made my (fathers’ / father’s
/ fathers) ______________ boots. He and his (older / old / elder) ___________ brother lived and worked
(in / by / at) ______ a small town. It was (such / so / as) _________ pleasant and interesting to go (their /
there) __________. (Where / What / When / Why) ____________ I wanted a new pair of shoes I (goes / go /
went) ___________ to him. Without (the / a / an / --) _______ word he (will make / would
make / made) _________________ a new pair of wonderful shoes.