
- •Методична записка
- •(І) the english tenses
- •1. Put the following verbs in the 3rd person singular.
- •3. Expand the following into sentences in order to make true statements with doesn't or don't where necessary.
- •Water boils at 1oo°c
- •4. Read the following extracts and put the verbs in brackets into the present simple or the present continuous. Then, say what use of these tenses each extract shows.
- •Adverbs of Frequency
- •5. In pairs, ask and answer questions using the prompts below, as in the example.
- •6. Michael McIntosh is a politician. Read the text and put the verbs in brackets into the present simple or the present continuous.
- •State verbs
- •Verbs which express likes and dislikes: like, love, hate, dislike, enjoy, prefer; etc.
- •Verbs of perception: believe, know, notice, remember, forget, recognise, understand, realise, seem, think, etc.
- •Verbs of the senses: see, hear, feel, taste, look, smell, sound. We often use can or could with these verbs when we refer to what we see, hear, etc. At the moment of speaking.
- •7. Put the verbs in brackets into the present simple or the present continuous.
- •8. Translate into English.
- •Present Perfect Personality Quiz
- •10. Fill in the gaps with recently, how long, yet, for, always, ever, already, since, so far or just. Sometimes more than one answer is possible.
- •11. Put the verbs in brackets into the present perfect or continuous, using short forms where appropriate.
- •12. Put the verbs in brackets into the present perfect or the present perfect continuous.
- •Have gone (to) / Have been (to)
- •13. Fill in the gaps with have/has been (to) or have/has gone (to).
- •14. Translate into English.
- •15. Choose the correct answer.
- •16. Underline the correct tense.
- •17. Put the verbs in brackets into the correct tense.
- •18. Put the verbs in brackets into the correct tense.
- •19. Put the verbs in brackets into the correct tense.
- •20. Choose the correct answer.
- •21.Correct the mistakes.
- •22. Fill in the blanks with proper prepositions and postpositions. Find in the text all phrasal verbs and learn their meaning.
- •1. Write the past simple of the verbs in the list in the correct box.
- •2. Write the past simple of the verbs in the box, then read them out.
- •3. Write the simple past tense form of the verb. Then find that word in the puzzle below.
- •4. Put the verbs in brackets into the past simple or the past continuous.
- •5. Put the verbs in brackets into the past simple or the past continuous. Then, say which uses of these tenses are shown in each extract.
- •6. Join the sentences using as, when and while, as in the examples.
- •7. Put the verbs in brackets into the past simple or the past continuous. Which was the longer action in each sentence?
- •8. A policeman is asking Mrs Hutchinson about a car accident she happened to see yesterday. Put the verbs in brackets into the past simple or the past continuous.
- •9. Put the verbs in brackets into the past simple or the past continuous.
- •10. Imagine that you were present when these things happened, then, in pairs, ask and answer questions, as in the example.
- •Used to / Be used to / Get used to
- •11. Rewrite each person's comment using used to or didn't use to.
- •12. Choose the correct answer.
- •13. Translate into English.
- •14. Put the verbs in brackets into the past simple or the present perfect.
- •15. Fill in the gaps with one of the verbs from the list in the past perfect continuous.
- •16. Put the verbs in brackets into the correct past tense.
- •17. First, say which action happened first, then join the sentences using the words in brackets, as in the example.
- •18. Put the verbs in brackets into the past perfect or the past perfect continuous.
- •19. Put the verbs in brackets into the correct tense.
- •20. Translate into English.
- •21. Put the verbs in brackets into the correct tense.
- •22. Underline the correct tense.
- •23. Put the verbs in brackets into the correct past tense.
- •24. Underline the correct preposition.
- •25. Put the verbs in brackets into the correct tense.
- •27. Correct the mistakes.
- •28. Insert the article where it is necessary.
- •Future forms
- •The Future Simple
- •Be Going To
- •Present Continuous
- •Will / Shall
- •1. In pairs, ask and answer questions using the prompts below, as in the example.
- •2. Put the verbs in brackets into the present simple or the future simple.
- •3. Put the verbs in brackets into the future simple, the present simple or the present continuous.
- •Future Continuous
- •4. You want to ask your friend to do something for you. Use the prompts below to make questions, as in the example.
- •5. Put the verbs in brackets into the future simple or the future continuous.
- •6. Put the verbs in brackets into the correct future tense.
- •Future Perfect
- •Future Perfect Continuous
- •7. Put the verbs in brackets into the future perfect or the future perfect continuous.
- •8. Choose the correct answer.
- •B will have seen
- •C will be seeing
- •9. Put the verbs in brackets into the future continuous or the future perfect.
- •10. Put the verbs in brackets into the correct tense.
- •11. Underline the correct tense.
- •12. Study the following situations, then make sentences using the correct future tense.
- •13. Put the verbs in brackets into the correct future tense.
- •14. Underline the correct tense.
- •15. Put the verbs into the correct future tense.
- •16. Correct the mistakes.
- •17. Translate into English.
- •18. Fill in the correct preposition.
- •19. Choose the correct answer.
- •20. Make questions and complete the short answers, as in the example.
- •21. Put the verbs in brackets into the past simple, the present simple, the present continuous or the present perfect.
- •22. Underline the correct word(s).
- •23. Put the verbs in brackets into the correct tense.
- •24. Fill in the blanks with the articles "a /an", "the" or "—".
- •25. Use the correct form of the verbs given in brackets.
- •26. Translate into English.
- •(Іі) the passive voice
- •Uses of the passive
- •They are building a new public library
- •A) When he arrived home a detective arrested him
- •1. Use either active or passive, in any appropriate tense, for the verbs in parentheses.
- •2. Use active or passive, in any appropriate tense, for the verbs in parentheses.
- •3. Translate into English.
- •4. Put the following into the passive voice. The agent should not be mentioned except in numbers 11 and 28.
- •2. Previous climbers had cut steps in the ice.
- •9. They are pulling down the old theatre.
- •5. Translate into English.
- •6. Put the following into the passive, mentioning the agent where necessary.
- •7. Put the verbs in brackets into the correct passive or active form.
- •8. Turn the following sentences into the active voice. Where no agent is mentioned one must be supplied.
- •Reported speech
- •1. Fill in the gaps with say or tell in the correct tense.
- •2. Fill in the gaps with the correct pronoun or possessive adjective.
- •3. Turn the following sentences into reported speech.
- •4. Turn the following sentences into reported speech.
- •5. Turn the sentences into reported speech. In which of the following sentences do the tenses not change? In which do they not have to be changed? Why?
- •6. Turn the following sentences into reported speech.
- •7. Turn the following into reported questions.
- •8. Yesterday, Marion met a couple who were on holiday in London. They were looking at a map. She asked them some questions. Turn them into reported questions.
- •9. Fill in the gaps with the introductory verbs in the list in the correct form.
- •10. Turn the following sentences into reported speech.
- •11. Turn the following dialogue into reported speech.
- •12. Translate into English.
- •13. Put the verbs in brackets into the correct form. Turn the text into reported speech using appropriate introductory verbs.
- •(Iіі) modal verbs
- •1. Analyse the form 'could' in the following sentences. State whether it denotes the past or the unreality of the action. Translate the combinations of 'could' with the infinitive.
- •2. In the following sentences 'could' denotes unreality. Refer the situation to the past by changing the form of the infinitive.
- •3. Translate into English. Pay attention to whether 'could' denotes the past or the unreality of the action.
- •II. The imperative meaning:
- •5. Translate into English. Use Patterns 2, 3, 4, 5:
- •Strong Doubt
- •6. Translate into Ukrainian:
- •8. Translate into English. Use Pattern 6 (a and b):
- •Very Strong Doubt
- •9. Refer the statement to the past by changing the form of the infinitive.
- •10. Translate into English. Use Pattern 7 (a and b):
- •11. Express strong and very strong doubt about the statements made in the following sentences.
- •12. Translate into English:
- •13. Make the following sentences more emotional by transforming them according to Pattern 8:
- •14. Translate the following sentences. State in what meaning the modal verb 'can' is used. Name the pattern and give the Ukrainian equivalent.
- •15. Translate into English:
- •16. Translate into English:
- •Prohibition
- •Request (mostly ironic) or Suggestion
- •Reproach
- •17. Ask for permission to do smth; give permission to do smth.; prohibit an action; express a request, a reproach using the following word combinations:
- •18. Translate into English. Give two variants where possible:
- •19. Transform the following sentences into ironic requests or suggestions according to Pattern 13. Change them into expressions of reproach according to Pattern 14.
- •21. Translate into English:
- •22. Translate into English. Use the Continuous infinitive to express doubt about an action in the present, the Indefinite infinitive to express doubt about a future action:
- •23. Translate the following sentences. State in what meaning the modal verb 'may' is used. Name the pattern and give the Ukrainian equivalent.
- •24. Express doubt about the statements made in the following sentences. Make the doubt stronger by using more and more emphatic expressions:
- •25. Fill in the blanks with 'may', 'might', 'can', 'could'. Give two variants where possible:
- •26. Translate into English. Use sentence patterns with 'can' and 'may'. Give variants where possible:
- •27. Fill in the blanks with 'must' or 'have':
- •29. Fill in the blanks with 'must', 'to have', 'to be'. Pay attention to whether the action is only necessary or necessary and expected:
- •30. Translate into English:
- •Prohibition
- •31. Make the following orders and prohibitions stricter by using 'to be’ instead of 'must'.
- •32. Translate into English. Give two variants in each case:
- •Near Certainty
- •33. Translate into Ukrainian:
- •39. Use the following word combinations to compose imperative sentences of, varying degrees of strictness. Give milder forms first.
- •40. A. Translate into Ukrainian:
- •41. A. Fill in the blanks with 'must', 'have', 'be'. Give variants where it can be done without changing the meaning. Introduce the particle 'to' where necessary:
- •42. Change the meaning of the following sentences. Use the verbs 'need' and 'have' to show that the actions are n о t necessary. Give two variants in each case.
- •Absence of Necessity for a Performed Action
- •Absence of Necessity in the Past
- •44. Translate into English:
- •45. Translate into English:
- •Permission Not to Do
- •46. Compose sentences giving permission not to do the actions mentioned in the following interrogative sentences.
- •47. Translate the following sentences. State in what meaning the modal verb 'need' is used. Name the pattern and give the Russian equivalent:
- •Certainty
- •49. Ask for instructions concerning the actions named below.
- •50. Translate into English. Use Pattern 26:
- •51. Advise smb to do or not to do the actions named below.
- •52. Give advice in answer to the following statements. Use the word combinations in brackets.
- •Criticism of a Past Action
- •53. Criticize the actions named in the sentences below.
- •54. Change the following expressions of advice into criticism of a past action by changing the form of the infinitive.
- •57. Translate into English. Use the indefinite infinitive speaking about the present or future, the perfect infinitive speaking about the past. Consult Pattern 30.
- •58. Translate the following sentences. State in what meaning the modal verb 'shall' is used. Name the pattern and give the Ukrainian equivalent:
- •62. Give advice to do or not to do something using the following word combinations.
- •Criticism of a Past Action
- •63. Criticize the actions mentioned in the following sentences.
- •Near Certainty
- •65. Translate the following sentences. Stale whether the verb 'ought' is used to denote advice, criticism of a past action or near certainty:
- •Volition
- •66. Make a statement about somebody refusing to act the way lie should or is expected to. Refer the situation to the past by changing the form of the modal verb": Use the groups of words given below.
- •67. Make a statement about something not functioning the way it should or is expected to. Refer the situation to the past by changing the form of the modal verb. Use the groups of words given below.
- •68. Make a statement about somebody insisting on acting in the wrong way. Refer Иге situation to the past by changing the form of the modal verb. Use the groups of words given below.
- •69. Make a statement about a thing functioning contrary to your expectations and wishes. Refer the situation to the past by changing the form of the modal verb. Use the groups of words given below.
- •70. Translate into English. Give two variants where possible:
- •Request
- •71. Compose orders using the following word-combinations. Turn them into requests. Make the requests more pressing, insistent.
- •Near Certainty
- •73. Translate the following sentences. State whether the modal verb 'will’ is used to denote volition, a repeated action in the past, order, request or near certainty:
- •74. Translate into English:
- •Articles
- •Mr. Green bought a used car.
- •Is there an eraser in your desk?
- •Irregular Verbs
- •Bibliography
Reported speech
♦ We can report people's words by using direct speech or reported speech.
♦ Direct speech is the exact words someone used. We use quotation marks (“”) in direct speech. e.g. “It's nice to be home,” Tom said.
♦ Reported speech is the exact meaning of what someone said, but not the exact words. We do not use quotation marks in reported speech. We can either use the word that after the introductory verb (say, tell, etc.), or we can omit it. e.g. Tom said (that) it was nice to be home.
We can use the verbs say and tell both in direct and reported speech.
♦ Tell is always followed by a personal object (told me).
♦ Say is used with or without a personal object. When used with a personal object it is always followed by the preposition to (said to me).
Study the following examples:
He said, “I’m Ted.” He said (that) he was Ted.
He said to me, “I’m Ted.” He said to me (that) he was Ted.
He told me, “I'm Ted.” He told me (that) he was Ted.
Say and tell are also used with the following expressions:
say |
good morning/afternoon, etc., something/nothing, etc., one's prayers, so, a few words |
tell |
the truth, a lie, a secret, a story, the time, the difference, sb one's name, sb the way, one from another, one's fortune |
1. Fill in the gaps with say or tell in the correct tense.
A Katie (1) ...... Dave that she had met a set of twins at a party. “They looked exactly the same,” she (2)........'I couldn't (3).......the difference between them.' 'I've got a twin brother,' too,' (4)........... Dave. 'Are you (5)........... me the truth?' asked Katie. '(6).......... me his name.' 'His name is Stephen,' Dave (7)....... her. 'I'll take you to meet him tomorrow.'
B 'You never listen to me,' Tara (1).......... Jim. "I t2) ........... good morning to you three times today and you didn't answer,' she (3).......... 'To (4)............ you the truth, it makes me really angry. Why don't you listen to me?' 'Oh, hello Tara,' said Jim. 'Did you just (5)............. something?”
C 'Claire (1).........me that she and John are getting married,' (2).........Sue. 'She (3) ........... that they're going to have a big wedding with lots of guests.' That will be expensive,' (4)...........Tom. 'I thought John (5)........ that they couldn't afford a big wedding.' 'Well that's what Claire (6)............me,' (7)........... Sue. 'I don't think she would (8)...........a lie.'
♦ In the reported speech personal pronouns, possessive adjectives/possessive pronouns change according to the meaning of the sentence.
e.g. Sam said, 'I'm leaving for Germany with my family tomorrow.'
Sam said (that) he was leaving for Germany with his family the following day.
We can report someone's words either a long time after they were said (out-of-date-reporting) or a short time after they were said (up-to-date-reporting).
Out-of-date reporting
We usually report someone's words a long time after they were said. In this case the introductory verb is in the past simple and the tenses change as follows:
present simple “I want to go to bed early,” he said. present continuous 'She's feeding the baby,' he said. present perfect 'I've bought a new dress,' she said. present perfect continuous 'I’ve been reading it for two days,' she said. past simple 'I finished work early,' Alex said. past continuous 'I was planning to call you later,' she said. future (will) 'I’ll talk to you tomorrow,' she said. |
past simple He said (that) he wanted to go to bed early. past continuous He said (that) she was feeding the baby.
past perfect She said (that) she had bought a new dress. past perfect continuous She said (that) she had been reading it for two days. past perfect Alex said (that) he had finished work early. past continuous/past perfect continuous She said (that) she was planning/had been planning to call me later. conditional (would) She said (that) she would talk to me the next day. |
♦ The past perfect and past perfect continuous remain the same.
direct speech: 'The film had finished by the time I got home,' he said.
reported speech: He said (that) the film had finished by the time he got home.
♦ Certain words and time expressions change according to the meaning of the sentence as follows:
-
now
today, tonight
yesterday
tomorrow
this week
last week
next week
two days ago
here
in two minutes
then, at that time, immediately
that day, that night
the day before, the previous day
the next day, the following day
that week
the week before, the previous week
the week after, the following week
two days before
there
two minutes later
♦ When this/these are used in time expressions, they change to that/those. e.g. this week — that week, these days — those days
♦ When this/that/these/those are not used in time expressions, they change as follows:
a) as adjectives, that is, when they are followed by a noun, they change to the. e.g. This cake is delicious,' Pam told me. — Pam told me (that) the cake was delicious.
b) as pronouns, that is, when they are not followed by a noun, they change to it or they/them. e.g. 1) 'This is a brilliant idea,' Debbie said. — Debbie said (that) it was a brilliant idea. 2) He said, 'Those are the men who helped me.' — He said (that) they were the men who (had) helped him.
Up-to-date reporting
When we report someone's words a short time after they were said, the tenses can either change or remain the same in reported speech.
direct speech: 'I'm seeing the manager tomorrow,' Jack said to us.
reported speech: Jack told us (that) he is seeing/was seeing the manager tomorrow.
♦ Certain modal verbs change in reported speech as follows:
will/shall — would
can — could/would be able to (future reference)
may — might
must — must/had to (obligation)
shall — should (asking for advice)
♦ Would, could, might, should, ought, had better and mustn't do not change in reported speech. Must does not change in reported speech when it expresses a logical assumption.
He said, 'I'll have some tea.' He said, 'She can type fast.' He said, 'I can talk to you tomorrow.'
He said, 'They may come home.' He said, 'What shall I tell her?' He said, 'You must stay in.' He said, 'She must be exhausted.' |
He said (that) he would have some tea. He said (that) she could type fast. He said (that) he could/would be able to talk to me the next day. (it refers to the future) He said (that) they might come home.
He asked what he should tell her.
He said (that) I must/had to stay in. He said (that) she must be exhausted.
|
♦ In Type 1 conditionals tenses change in reported speech as follows: the present simple becomes past simple in the if-clause and will becomes would in the main clause.
direct speech: 'If I have the time, I'll come round,' Lisa said.
reported speech: Lisa said (that) if she had the time, she would come round.
♦ Type 2 and Type 3 conditionals do not change in reported speech.
direct speech: 'If she knew, she would help us,' Tony said.
reported speech: Tony said (that) if she knew, she would help us.
♦ The verb tenses and time expressions change in reported speech:
a) when reporting someone's words a long time after they were said (out-of-date reporting).
b) when we consider what the speaker says to be untrue.
direct speech: 'I like Shakespeare's plays a lot,' he said to us.
reported speech: He told us (that) he liked Shakespeare's plays a lot, but he didn't know the name of any.
♦ The verb tenses can either change or remain the same in reported speech:
a) when reporting someone's words a short time after they were said (up-to-date reporting).
b) when reporting a general truth or law of nature.
direct speech: 'The sun sets in the west,' the teacher said.
reported speech: The teacher said (that) the sun sets/set in the west.
♦ The verb tenses remain the same in reported speech when the introductory verb is in the present, future or present perfect.
direct speech: The singer says, 'I enjoy cycling.'
reported speech: The singer says (that) she enjoys cycling.