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Файл:Практическая грамматика английского языка неличные формы глагола = Practical English Grammar Non-Finite Verbs. Учебное пособие
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CHAPTER IV. REVISION OF VERBALS AND COMPLEXES
31. He is very busy (write) his report, so you’d better just (go) away.
32. What about (buy) double quantities of everything today? That will
save (shop) again later in the week.
33. The inspector asked (see) my ticket and when I wasn’t able (fi nd)
it he made me (buy) another. – He probably suspected you of (try)
(travel) without one.
34. Would you like me (turn) down the telly a bit? – No, it’s all right. I’m
used to (work) with the telly on.
35. I want the boy (grow) up hating violence but his father keeps (buy)
him guns and swords. – It’s almost impossible (prevent) boys (play)
soldiers.
36. Would you children mind (keep) quiet for a moment? I’m trying
(fi ll) in a form. – It’s no use (ask) children (keep) quiet. They can’t
help (make) a noise.
37. I’m thinking of (go) to my country house tomorrow on my bike.
Would you like (come)? – No, thanks. I want (go), but I’d rather (go)
by train. I hate (travel) by road.
38. Let’s (go) (fi sh) today. There’s a nice wind. What about (come) with
us, Ann? – No, thanks. I’m very willing (cut) sandwiches for you but
I’ve no intention of (waste) the afternoon (sit) in a boat (watch) you
(fi sh).
39. He resented (be) asked (wait). He expected the director (see) him
at once.
40. All day long we saw the trees (toss) in the wind and heard the waves
(crash) against the rocks.
41. I didn’t mean (eat) anything but the cakes looked so good that I
couldn’t resist (try) one.
42. Do you feel like (walk) there or shall we (take) a bus? – I’d rather
(go) by bus. Besides, it’ll take ages (get) there on foot.
43. All right. When would you like (start)? In a few minutes? – Oh, let’s
wait till it stops (rain); otherwise we’ll get soaked (walk) to the bus
station.
44. The old miser spent all his time (count) his money and (think)
up new hiding-places. He kept (move) it about because he was
terrifi ed of (be robbed). He used (get) up at night sometimes
(make) sure it was still there.
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ПРАКТИЧЕСКАЯ ГРАММАТИКА АНГЛИЙСКОГО ЯЗЫКА: НЕЛИЧНЫЕ ФОРМЫ ГЛАГОЛА
PRACTICAL ENGLISH GRAMMAR: NON-FINITE VERBS
45. The child used (lean) on the gate (watch) the people (go) to work
in the mornings and (come) home in the evenings. And he used
to hear them (shout) greetings to each other and (talk) loudly.
46. He soon got (know) most of them and even managed (learn)
the greetings. Then they began (greet) him too on their way to work
and sometimes would stop (talk) to him on their way home.
47. Did you have any trouble (find) the house? – No, but I had a lot
of difficulty (get) in. Nobody seemed (know) where the key was.
48. Bill couldn’t bear (see) anyone (sit) round idly. Whenever he
found me (relax) or (read) he would (produce) a job which, he
said, had (be) done at once. I wasted a morning (perform) his
ridiculous tasks and spent the rest of the weekend (keep) out
of his way.
49. After (spend) a week in the cottage, he decided that he didn’t really
enjoy (live) in the country and began (think) of an excuse for (sell)
the cottage and (return) to London.
50. It’s no use (argue) with him. You might as well (argue) with a stone
wall. He is incapable of (see) anyone else’s point of view.
EXERCISE 2. Read about the courses offered by Oxford University. Name
the verbal commenting on its form and function in the sentence. Write about
a course invented by yourself and offer it to your classmates.
MSc in Applied Linguistics for Language Teaching
About the course
The MSc ALLT is a degree aimed at professionals of TESOL
(Teaching English to Speakers of Other Languages) or modern foreign
languages, which is taught primarily via distance/online learning.This
innovative two-year part-time course offers a cutting-edge introduction to the linguistic and pedagogic knowledge and skills needed for
teaching language in higher education.
While the concepts covered in the course can be applied
to all languages in most contexts, there is a strong opportunity for
students to specialize in the teaching of English language in university settings.
A low-residency course, it is characterised by intense online interaction and feedback, using a range of communication media. Its
92
CHAPTER IV. REVISION OF VERBALS AND COMPLEXES
small-group teaching format pursues the Oxford tradition of de-
manding much of students and giving them much in return.
The course is taught over two academic years, preceded by a week’s
residential module in Oxford. Numbers on the course are kept low,
to ensure quality of teaching and learning.
There are three distance-taught modules per year, spread over
two eight-week terms from October to April. The assessment for each
module comprises a take-home examination. In the third term of each
year (May to July), students work on a dissertation project.
Students are admitted in the fi rst instance as students
on the Postgraduate Diploma (PGDip) in Applied Linguistics for
Language Teaching. After successful completion of the fi rst year,
students progress to the MSc in Michaelmas term of their second
year and complete a dissertation, under the supervision of a member
of the applied linguistics group.
https://www.ox.ac.uk
MSc in Learning and Teaching
About the course
This is a professional development course for qualifi ed teachers
who are currently working in schools or similar educational settings.It
focuses on developing your pedagogical practice in schools and classrooms, through engagement with and in research.
The course is part-time, intended for teachers, in both primary
and secondary schools, and including school leaders, who are inter-
ested in developing a research-informed approach to their existing
practice. It focuses on the processes of learning and teaching,
and is rooted in your own practice in school (ora similar educational setting); it is not possible to enroll if you are not currently
working in a school (orsimilar setting). The course involves attend-
ing teaching weekends (held on Friday afternoons and Saturdays),
and carrying out investigations in school, which are supported by
set readings.
There are three Parts overall. In Part 1 and 2, attendance is required
at fi ve intensive two-day residential courses in Oxford; supervision
will mainly be offered within small subject-specifi c support groups,
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ПРАКТИЧЕСКАЯ ГРАММАТИКА АНГЛИЙСКОГО ЯЗЫКА: НЕЛИЧНЫЕ ФОРМЫ ГЛАГОЛА
PRACTICAL ENGLISH GRAMMAR: NON-FINITE VERBS
and from a University supervisor with expertise in a particular subject.
In Part 3, you will largely work with a specialist supervisor on your own
project. Applicants who already have a master’s-level PGCE qualifi ca-
tion can omit Part 1.Those with M level accreditation (worth at least
60 credits) start in Part 2 and complete one taught year before car-
rying out a Part3 research and development project. Those with no
previous M level accreditation are introduced to master’s-level work
in Part 1, then joining those starting Part 2, before going on to com-
plete the fi nal project.
Throughout the course there is a strong emphasis on collaboration within your school and across the course. The University’s Virtual
Learning Environment (Weblearn) is used to support the school-
based tasks and sustain critical discussion with peers. In addition
to attendance at the seminars, all students are expected to engage
in online activities, reporting and refl ecting on their reading and
school-based investigations.
Assessment is through formally submitted assignments
at the end of each year. In Part 1 and Part 2 of the course, you will draw
on the content of the units studied, while in the fi nal year (Part 3)
you will be required to complete a research and development project,
which involves implementing a new strategy and reviewing its progress, while working with colleagues.
https://www.ox.ac.uk
EXERCISE 3.Read about graduate scholarships and a wide range of ac-
commodation available in Oxford for graduate students, provided both by
the University and its colleges and by the private sector. Name the verbal
commenting on its form and function in the sentence. Using verbals, write
about accommodation available at Russian Universities.
College accommodation
Many colleges are able to offer accommodation to their graduate
students for all or part of their course – but the amount available varies
between colleges. If you are looking for somewhere to live, your college
should be your fi rst port of call. They can give you more information
on what is available and how it is allocated.
94
CHAPTER IV. REVISION OF VERBALS AND COMPLEXES
Some colleges also provide specifi c accommodation for couples,
families or adapted accommodation for students with disabilities.
Please see ourcollege accommodationpage for more details.
Part-time students
Neither the University nor its colleges accommodate part-time
students. If you are a part-time student and need to stay in Oxford,
some colleges (such as Kellogg College) offer their part-time college
members the opportunity to book short-term accommodation. Please
speak to your college directly to see if they are able to help you.
Residence requirements
The University requires its full-time students to live within twenty-
fi ve miles from Carfax Tower in Oxford’s City Centre, to be able to enter
for their examination(s) and qualify for their degree. The Examination
Regulations for your course set out the minimum number of terms you
must live in Oxford.
If you are a full-time graduate student and are not living in college-owned accommodation, you must live within the residence limits,
unless you are given special permission to work away from Oxford, or
it is a formal requirement of your course.
If you are studying for a part-time course you are exempt from
these residence requirements.
In exceptional circumstances, you can apply to live beyond the residence limits. You are strongly advised to obtain permission to do so
before agreeing to rent or buy accommodation – please contact your
college for more information.
If you live outside the residence limits without permission, you will
not fulfi l the requirements for your degree and may not be allowed
to enter for your examination(s).
Graduate scholarships
For over two thirds of Oxford scholarships, nothing more than
the standard course application is usually required. If you fulfi l the eli-
gibility criteria, you will be automatically considered.
To fi nd out more about the scholarships available at Oxford, and
how to apply for scholarships which require applications, please use
theFees, funding and scholarships search.
You can also read about external scholarships provided by bodies
outside of the University.
https://www.ox.ac.uk
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ПРАКТИЧЕСКАЯ ГРАММАТИКА АНГЛИЙСКОГО ЯЗЫКА: НЕЛИЧНЫЕ ФОРМЫ ГЛАГОЛА
PRACTICAL ENGLISH GRAMMAR: NON-FINITE VERBS
EXERCISE 4. Read the sentences taken from the news articles of car
websites.Name the verbal commenting on its form and function in the sen-
tence.
1. The Advanced Connectivity offer is the world’s fi rst super-fast,
reliable and secure in-car WiFi system which means customers can
now benefi t from uninterrupted mobile network coverage while
travelling; delivering a ground-breaking system – with near-
5G speeds – providing a fully functioning and fully connected
executive offi ce on the move.
2. The annual international research – undertaken by the Top
Employers Institute – recognizes leading employers around
the world which provide excellent working conditions, make
every effort to continuously enhance recruitment processes and
nurture and develop talent throughout all levels of the business.
3. As Bentley commemorates 100 extraordinary years, brand
enthusiasts will be able to join the celebrations at a number
of events hosted around the world – showcasing the best of Bentley
past and present.
4. Eight standard body colours include two satin fi nishes –
contrasting with a Santorini Black roof, wheel arches and front
grille – fi nished with machined aluminium door handles, fuel
fi ller cap and Defender bonnet lettering.
5. The V8 powertrain will be fi tted to 150 specially-selected and
re-engineered Defenders for the 70th Edition, complemented
by an eight-speed ZF automatic transmission with sport mode,
uprated brakes and handling kit (springs, dampers and anti-roll
bars), plus exclusive 18-inch diamond-turned Sawtooth alloy
wheels and 265/65 R18 all-terrain tyres.
6. Ford – the top seller of plug-in hybrid vehicles and second largest
electrifi ed vehicle seller in the U.S. – continues investing
in electrifi
ed vehicle technology, research and development
teams.
7. With Ford, I’ve had the opportunity to work around
the globe – in Germany, India, China, South America and my home
in the U.K. – and this new role with Ford Team Edison has allowed
me to fully leverage my global experience.
96
CHAPTER IV. REVISION OF VERBALS AND COMPLEXES
8. Designed, engineered and handcrafted in Great Britain,
the Bentayga Speed is the most powerful and performance-
oriented Bentayga to date.
9. Commenting on the recruitment drive, Dr. Astrid Fontaine,
Member of the Board for People, Digitalisation and IT at Bentley
Motors, said:
“The apprenticeship programme is existential to secure and
develop the future talent at Bentley. In the rapidly changing
world of automotive, mobility and services, we are proud
to deepen the existing digital experiences that already exist as
part of the programme, by launching pure digital apprenticeship
positions.”
10. “Looking into the future, our goal is to plan and enable the skills
and work environment we will need to support the next generation
of Bentley experts as they lead the way in the delivery of sustainable
luxury mobility.”
11. Being the exclusive Bentley retailer in Hungary, Bentley Budapest
offers customers the full model range, consisting of Flying Spur,
Mulsanne, Bentayga and the all-new Continental GT.
12. The new showroom refl ects Bentley’s global corporate identity,
taking inspiration from the company’s rich history and combining
it with modern-day luxury retailing.
EXERCISE 5. Read and translate the article “The world’s toughest place
to study?” by Sean Coughlan, BBC News Global education editor, UK. Use
the proper verbal in brackets to fi ll in the gaps. Render the article.
In the rubble of Syria’s long war, there are all kinds of images of destruction and despair. But despite all the odds, in the depths of the siege
of Eastern Ghouta, there are young people still (to try) (to study) and
(to plan) for a future. Such students rely on universities (to offer) online
degrees – and as well as the challenges of (to stay) alive, they have (to
fi nd) access to electricity and internet connections.
Mahmoud, a 20-year-old in Eastern Ghouta, has been studying computer science with the US-based University of the People, (to
offer) degrees to people out of reach of conventional higher education.
He took classes at secondary school in Eastern Ghouta through years
97
ПРАКТИЧЕСКАЯ ГРАММАТИКА АНГЛИЙСКОГО ЯЗЫКА: НЕЛИЧНЫЕ ФОРМЫ ГЛАГОЛА
PRACTICAL ENGLISH GRAMMAR: NON-FINITE VERBS
of civil war and the siege – but then had nowhere (to continue) his
studies into university.
“When I finished high school, I couldn’t find a university (to
provide) computer science degrees. (To study) and (to get) a degree
are important as a way of (to look) forward, a symbol of something
better in the future. I think I’ve put my first step on the road,” he
tells the BBC.
The University of the People is (to bill) as the alternative university
for people with no other alternative. It was used by Syrian students
during the battle for Aleppo when the city’s own university was hit by
rockets. It allows students (to study) for an accredited degree entirely
online, with support from the likes of Google and the Gates Foundation,
and (to staff) by volunteer academics and (to retire) university lecturers. In Eastern Ghouta, (to describe) by the UN secretary general as
“hell on earth”, the university has about 10 students still (to follow)
courses. But how can anyone focus on (to study) during such attacks?
“Of course there are a lot of psychological effects because of what
is happening around us. When the bombardment, the shelling, gets
very heavy, the only thing we think about is our survival. And then
when the bombardment gets better, even for a short amount of time,
we go back to (to think) about our jobs, our studies, what are we going
(to do) in the future. I think personally that this dilemma is a psychological problem in itself. Because our minds wander between two
separate lives – the life of a young person (to try) (to complete) his
studies and achieve his goals – and the life of a 20-year-old just (to try)
(to get through) the day and (to survive) again (to see) another day.
But (to have) the opportunity to study, in a place (to cut off) and (to
encircle), is a rare source of optimism. I want (to graduate) (to have)
a degree. For us under siege that’s a very big opportunity. It gives students hope,” he says.
It’s a remarkable type of determination.
“I’m motivated (to learn) and want to keep (to learn). If I have
the chance, I want to be part of the process of (to rebuild) the country
again,” says Mahmoud.
But it’s far from easy. Until last month, it was “diffi cult but man-
ageable” (to keep up) his studies, relying for power on local generators.
98
CHAPTER IV. REVISION OF VERBALS AND COMPLEXES
“Things like electricity, internet connection, everything I need for
my virtual study was hard (to get) because of the siege and sometimes
not available at all.”
But the situation has worsened. All the families in his (to build)
have had (to move down) (to take) shelter together in the basement,
Another computer studies student, Majed, has had his home
(to demolish) by an air raid. He has been struggling with unreliable internet connection and problems (to charge) his phone.
While many students around the world are preparing for exams, he
sent a message last week (to say): “We’ve had a bloody day today.
Dozens of air strikes.” On Tuesday, Majed said a ceasefire for negotiations seemed (to hold). But food and power remained scarce and
very expensive and people had moved (to make) shift bomb shelters to escape the shelling. He fears for Syria’s next generation, (to
miss) out on education and with the risk of “ignorance and child
labour”.
While other students’ (to count) down the days to fi nal exams, he
has been counting the numbers of victims.
But Majed says he still has “faith” and is looking to the future. He
wants (to get) a PhD.
“Our lives should continue, the war should not prevent us. In the end
we’re the ones (to rebuild) the country and (to repair) the damage.
I believe education will help us (to build) our future.”
https://www.bbc.com/news/business
EXERCISE 6. a) Read the following extracts and pay attention
to the use of verbals in fiction prose. Define their syntactic functions
and say how they help the authors make a vivid picture of events
presented in the texts;
b) Choose the extract of the genre you like most and try to create a piece
of fi ction prose yourself.
Adventure Story
‘The two of them loved paddling in storm. With the spray deck
sealing the canoe they felt safe as long as they did not broach
sideways, and they struck out away from the shadows and sounds
of shore. The compass heading was redundant as long as they kept
99
ПРАКТИЧЕСКАЯ ГРАММАТИКА АНГЛИЙСКОГО ЯЗЫКА: НЕЛИЧНЫЕ ФОРМЫ ГЛАГОЛА
PRACTICAL ENGLISH GRAMMAR: NON-FINITE VERBS
the breaking waves on the port quarter. They could take heavy
water but a capsize away from land would kill them, so they were
very careful to power through the whitecaps at an angle. They both
paddled on their knees to keep the center of gravity low. It was exhausting. Then the wind died all at once as if throttled and in less
than half an hour the lake glassed off and they felt suspended in fog.
They moved within a moving nimbus in which only a few yards
of black water were visible in any direction, and the pale fog drifted
in tatters like stubborn smoke. The water whispered along the hull
and it had a silver sheen that reminded Wynn of rayon. All of it was
dreamlike; he thought of a Poe novel he had read in which the castaways are pulled toward the South Pole and the current they are
riding gets warmer and calmer as they go.
Wynn stopped paddling. As the bowman today he set the pace and
so Jack quit paddling too and they glided. The boat was sleek Kevlar,
nineteen feet, and with aV’d hull in bow and stern it glided straight.
There was something satisfying in a cessation of paddling on smooth
water. It was like watching a fl ock of ducks all stop beating at once and
sail over a bank of trees on extended wings’.
The River by Peter Heller
Love Story
‘Victor’s arms were looped around the chains of the swing. Hunched
over and with a cigarette hanging out of his mouth, he listened impassively, never interrupting as Jace rambled on about his unhappy
relationship with Adrien.
Jace, twisting back and forth on his own swing, had never intended to talk to Victor about any of this. He preferred to focus
on the moment. Or the distant past. An hour ago, they had walked
to a nearby park. While not as nostalgic as sitting in the woods together, this more natural environment caused a stirring in Jace’s
chest, a longing for a different time. So when Victor asked how he
and Adrien were doing, Jace starting talking, mostly to keep himself
in check’.
Something Like Autumn by Jay Bell
100
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