- •Contents
- •Передмова
- •Financial system
- •Finance and financial system
- •II. Vocabulary exercises
- •Revenue sources and revenue-sharing arrangements in Ukraine:
- •A. Dialogue
- •1. Read and translate the dialogue in pairs:
- •Vocabulary list:
- •2. Read the dialogue, translate the Ukrainian remarks into English and act it out:
- •Communicative situations
- •A) Supply the prepositions where necessary.
- •Budgetary policy
- •2. Read the text and name the facts from the text which are new to you: Treasury
- •3.Read the text and say what you know about the budget process in Ukraine:
- •III. Match what statements are true and what are false. Results write to the table:
- •Fiscal management
- •Financial policy. Fiscal sphere
- •A. Dialogue
- •Vocabulary list:
- •2. Read the dialogue, translate the Ukrainian remarks into English and act it out:
- •Communicative situations
- •2.Express your attitude to the following:
- •3.Prepare a short talk on the following:
- •A) Supply the articles where necessary.
- •Financial Policy
- •A) Supply the articles where necessary.
- •Fiscal Policy in the uk
- •A) Fill each gap with a suitable word from the box.
- •A) Read and discuss the texts.
- •Write down five questions about each text.
- •A) Read and discuss the texts.
- •Say what you know about the use of multiyear budgeting and budget classification in Ukraine. Types of Budget Classification
- •A) Read the article quickly and underline the parts about the challenge the transition economies face and the constraints affecting the ability of the governments to meet the challenge.
- •I. Fill in each space with the appropriate words from a, b or c:
- •Taxation
- •What are taxes?
- •Column a
- •Tax system in Ukraine
- •A. Dialogue
- •1. Read and translate the dialogue in pairs: Taxation in Ukraine
- •Vocabulary:
- •2. Read the dialogue, translate the Ukrainian remarks into English and act it out:
- •B. Communicative situations
- •4. Make a short essay on the following:
- •A) Supply the articles where necessary.
- •A) Supply prepositions where necessary.
- •What Is an Excise Duty?
- •Open the brackets putting the verbs in the correct form: Tax Reform in Developing Countries
- •Read the text below carefully and underline the parts of it giving basic ideas about the desired features of a tax system. Tax System Design
- •I. Mark the correct answers on the following questions:
- •II.Fill the tables:
- •III. Match what statements are true and what are false. Results write to the table:
- •Central banking system
- •A. Dialogue
- •1. Read and translate the dialogue in pairs: Banking system in Ukraine
- •Vocabulary:
- •2. Read the dialogue, translate the Ukrainian remarks into English and act it out:
- •1. A) Supply the articles where necessary.
- •Credit Policy
- •A) Supply the prepositions where necessary.
- •3.A) Open the brackets, putting the verbs in the correct form.
- •The Bank of England
- •Fill each gap with a suitable word from the box. Sum up the text in 5-7 sentences. Present your summary in class.
- •Us Activities of Foreign Banking Organizations
- •A) Read and discuss the text.
- •Is Monetary Policy Needed?
- •A) Read and discuss the text.
- •Payment Systems
- •I. For each word or sentence choose the correct definition:
- •II.Match what statements are true and what are false. Results write to the table:
- •Banking system
- •Commercial banks
- •6To transact stock and share business – укладати угоди із цінними паперами
- •Column b
- •A. Dialogue
- •Vocabulary:
- •2. Read the dialogue, translate the Ukrainian remarks into English and act it out:
- •3.Make up a dialogue on the following:
- •B. Communicative situations
- •Make a short essay on the following:
- •1. A) Supply the articles where necessary.
- •2. A) Supply the articles where necessary.
- •Bank Accounts
- •3.A) Supply the prepositions where necessary.
- •The Nature of Banking
- •4. A) Open the brackets putting the verbs in the correct form.
- •5.Look through the text and name the facts which are new to you.
- •Choose the word which best completes each sentence:
- •II.Match what statements are true and what are false. Results write to the table:
- •International monetary system
- •International monetary institutions
- •A. Dialogue
- •Imf’s support for ukrainian reforms
- •1. Read and translate the dialogue in pairs:
- •Vocabulary:
- •2. Read the dialogue, translate the Ukrainian remarks into English and act it out:
- •3. Make up a dialogue on the following:
- •B. Communicative situations
- •A) Supply the articles where necessary.
- •International Monetary Fund
- •2.A) Supply the prepositions where necessary.
- •Your Partner ebrd
- •3. A) Fill each gap with a suitable word from the box.
- •Imbalances pur World Bank – International Bank for Reconstruction and Development (ibrd)
- •Match what statements are true and what are false. Results write to the table:
- •II. Fill the tables:
- •Foreign exchange market. Global financial markets
- •Trading in the foreign exchange market
- •A. Dialogue
- •1. Read and translate the dialogue in pairs: cornerstone of the global financial market
- •Vocabulary
- •2.Read the dialogue, translate the Ukrainian remarks into English and act it out:
- •Communicative situations
- •Global Financial Markets
- •2. A) Fill each gap with a suitable word from the box.
- •The Eurocurrency Market
- •3.Read the text quickly to find the types of most widely used swaps: Foreign Exchange Swaps
- •4. Read the text quickly to find answers to the following questions:
- •Foreign Exchange Options
- •Choose the correct answer:
- •Match what statements are true and what are false. Results write to the table:
- •Financial markets. The stock market
- •Stock markets
- •A. Dialogue
- •The corporate securities market in ukraine
- •Vocabulary
- •2. Read the dialogue, translate the Ukrainian remarks into English and act it out.
- •B. Communicative situations
- •2.A) Supply the prepositions where necessary.
- •Equity Market
- •3.A) Open the brackets putting the verbs in the correct form.
- •4. A) Fill each gap with a suitable word from the box below.
- •The New York Stock Exchange
- •5. A) Read the text below quickly and name organizations involved in the issues.
- •The New Issue Market
- •I. Choose the correct answer:
- •II.Match what statements are true and what are false. Results write to the table:
- •III.Fill the tables:
- •Financial markets. The bond market
- •Trading in the bond market
- •A. Dialogue
- •Vocabulary
- •2. Read the dialogue, translate the Ukrainian remarks into English and act it out:
- •3.Make up a dialogue on the following:
- •B. Communicative situations
- •You have an exam. The question is: “What is the difference between debt and equity market?”
- •Prepare a short talk on the following:
- •1. A) Supply the articles where necessary.
- •The Eurobond Market
- •2. A) Supply the prepositions where necessary.
- •3. A) Read the text.
- •4. A) Look through the text below to say what types of securities are described in it.
- •Us Government Securities
- •I.Choose the correct answer:
- •II. Match what statements are true and what are false. Results write to the table:
- •III. Fill the tables:
- •Financial management
- •Financial function
- •Financial ratios
- •A. Dialogue
- •Ratio analysis
- •Vocabulary list:
- •Read the dialogue, translate the Ukrainian remarks into English and act it out:
- •1. A) Supply the articles where necessary.
- •A) Read the text.
- •Corporate Governance
- •3. Read the text and say how investment risks can be reduced:
- •Investment Management
- •4. A) Supply the prepositions where necessary.
- •Financial Capital
- •5. A) Fill each gap with a suitable word from the box.
- •I. For each word or sentence choose the correct definition:
- •II. Match what statements are true and what are false. Results write to the table:
- •Accounting
- •Accounting principles and concepts
- •Book-keeping:
- •The double-entry bookkeeping:
- •A. Dialogue
- •1. Read and translate the dialogue in pairs: accountancy in a free-market economy
- •Vocabulary list:
- •2. Read the dialogue, translate the Ukrainian remarks into English and act it out:
- •3. Speak about the work of public accountants, private accountants, and accountants who work for units of the government and non-for-profit firms. B. Communicative situations
- •1. A) Supply the prepositions where necessary.
- •2. A) Read the text and single out the main facts and present them in a short review.
- •Read the text that follows to find the answers to the following questions:
- •Financial Statements And Their Elements
- •Balance sheet
- •Liabilities
- •Revenues
- •Expenses
- •Gains and losses
- •Choose the correct answer:
- •II. Match what statements are true and what are false. Results write to the table:
- •Auditing
- •Performing an audit
- •Audit strategy:
- •Audit risk:
- •A. Dialogue
- •1. Read and translate the dialogue in pairs: auditing in ukraine
- •Vocabulary:
- •2. Read the dialogue, translate the Ukrainian remarks into English and act it out:
- •3.Make up dialogues on the following:
- •B. Communicative situations
- •Discuss with your friends:
- •1. A) Read the texts and do the tasks that follow.
- •2.A) Supply the prepositions where necessary.
- •Auditors’ Report
- •3.A) Open the brackets putting the verbs in the correct form.
- •Misuse of Public Funds
- •4.A) Supply the articles where necessary.
- •Fill in each space with the appropriate words from a, b or c:
- •II. Which is correct:
- •III. Match what statements are true and what are false. Results write to the table:
- •IV. Fill the tables:
- •Glossary
- •Phraseology of reports and speeches coherent and generalization phrases
- •Phrases that are used in admission expressions
- •Nouns: common and possessive case
- •Count and noncount nouns
- •Some common noncount nouns
- •Using nouns as modifiers
- •The indefenite aricle
- •The definite article
- •No article
- •Personal pronouns
- •Possessive pronouns
- •Reflexive pronouns
- •Indefinite pronouns
- •Quantitive pronouns
- •Demonstrative pronouns
- •Degrees of comparison of adectives and adverbs
- •Numerals
- •The functions of the verb «to be»
- •The functions of the verb «to have»
- •The functions of the verb «to do»
- •General questions
- •Tag questions
- •Question words when
- •More questions with how
- •Modal verbs can; could to be able to
- •May; might
- •Must; be to; have to; have got to
- •Should; ought to
- •Will; would
- •Indefinite pronoun «one»
- •The pronouns «both, either and neither»
- •Senquence of tenses
- •The infinitive
- •The prepositional infinitive complex
- •The objective infinitivecomplex
- •The subjective infinitive complex
- •The participle
- •Complexes with the participle the objective participle complex
- •The subjective participle complex
- •The gerund. Forms and functions
- •The gerundal complex
- •Conditional sentenses
- •Irregular verbs
- •Reference list
Demonstrative pronouns
Singular |
Plural
|
||
this – цей, ця, це |
that – той, та, те |
these – ці |
those – ті |
Degrees of comparison of adectives and adverbs
Adjectives and Adverbs |
Positive |
Comparative |
Superlative |
Formation |
One-syllable adjectives and adverbs |
old wise hot easy fast early |
older, elder wiser hotter easier faster earlier |
oldest, eldest wisest hottest easiest fastest earliest |
For most one-syllable adjectives and adverbs, -er and –est are added. |
Two-syllable adjectives and adverbs |
famous slowly |
more famous more slowly |
most famous most slowly |
For most two-syllable adj. and adv., more and most are used. |
busy pretty |
busier prettier |
busiest prettiest |
-Er/-est are used with two-syllable adjectives that end in –y. the –y is changed to –i. |
|
clever
gentle
friendly |
clever more clever gentler more gentle friendlier more friendly |
cleverest most clever gentlest most gentle friendliest most friendly |
Some two-syllable adjectives use –er/-est or more/most: able, pleasant, angry, handsome, simple, common, quiet, narrow, sour, polite, cruel. |
|
Adjectives and adverbs with three or more syllables |
important
productive
carefully |
more important
more productive
more carefully |
most important
most productive
most carefully |
More and most are used with long adjectives and adverbs. |
Irregular Adjectives and Adverbs |
||||
good/well bad/badly far much/many little |
better worse farther/further more less |
best worst farthest/furthest most least |
||
Numerals
Cardinal Numerals (how many?) |
Ordinal Numerals (which?) |
|
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 40 50 60 70 80 90 100 1,000 1,000,000 |
one two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty twenty-one twenty-two twenty-three twenty-four twenty-five twenty-six twenty-seven twenty-eight twenty-nine thirty forty fifty sixty seventy eighty ninety a hundred a thousand a million |
first second third fourth fifth sixth seventh eighth ninth tenth eleventh twelfth thirteenth fourteenth fifteenth sixteenth seventeenth eighteenth nineteenth twentieth twenty-first twenty-second twenty-third twenty-fourth twenty-fifth twenty-sixth twenty-seventh twenty-eighth twenty-ninth thirtieth fortieth fiftieth sixtieth seventieth eightieth ninetieth hundredth thousandth millionth |
140 400 1,006 5,000 260,127 |
a/one hundred and forty four hundred a/one thousand and six five thousand two hundred and sixty thousand, one hundred and twenty-seven
|
|
dates
|
March 10, 1998 – the tenth of March nineteen ninety-eight or March the tenth nineteen ninety-eight |
|
Fractional Numerals
|
Common Fractions: 1/2 – a half; 1/4 – a quarter; 1/5 – a/one fifth; 3/5 – three fifth; 1 ½ – one and a half; 3 4/5 – three and four fifths; Decimal Fractions: 0.1 – nought point one; 10.92 – ten point nine two; 8.04 – eight point nought four; |
|
Дійсний спосіб The Indicative Mood |
|||||||||||||||
Активний стан Active Voice to write |
|||||||||||||||
|
Present |
Past |
Future |
Future-in-the-Past |
|||||||||||
Indefinite |
He writes letters every day |
He wrote a letter yesterday |
He will write a letter tomorrow |
(He said that) he would write a letter the next day |
|||||||||||
Continuous |
He is writing a letter now |
He was writing a letter at 5 o’clock yesterday |
He will be writing a letter at 5 o’clock tomorrow |
(He said that) he would be writing a letter at 5 o’clock the next day |
|||||||||||
Perfect |
He has already written a letter |
He had written a letter by 5 o’clock yesterday |
He will have written a letter by 5 o’clock tomorrow |
(He said that) he would have written a letter by 5 o’clock the next day
|
|||||||||||
Perfect Continuous |
He has been writing a letter since morning |
He had been writing a letter for two hours when I came |
He will have been writing a letter for two hours when I come |
(He said that) he would have been writing a letter for two hours when I came |
|||||||||||
Present Indefinite |
|||||||||||||||
to work |
|||||||||||||||
Affirmative |
Negative |
Interrogative |
|
||||||||||||
I work He works She works It works We work You work They work |
I do not work He does not work She does not work It does not work We do not work You do not work They do not work |
Do I work? Does he work? Does she work? Does it work? Do we work? Do you work? Do they work |
Yes, I do Yes, he does Yes, she does Yes, it does Yes, we do Yes, you do Yes, they do |
No, I don’t No, he doesn’t No, she isn’t No, it isn’t No, we don’t No, you don’t No, they don’t |
|||||||||||
Past Indefinite |
|||||||||||||||
to work; to write |
|||||||||||||||
Affirmative |
Negative |
Interrogative |
|
||||||||||||
I worked (wrote) He worked (wrote) She worked (wrote) It worked (wrote) We worked (wrote) You worked (wrote) They worked (wrote) |
I did not work (write) He did not work (write) She did not work (write) It did not work (write) We did not work (write) You did not work (write) They did not work (write)
|
Did I work (write)? Did he work (write)? Did she work (write)? Did it work (write)? Did we work (write)? Did you work (write)? Did they work (write)?
|
Yes, I did Yes, he did Yes, she did Yes, it did Yes, we did Yes, you did Yes, they did |
No, I didn’t No, he didn’t No, she didn’t No, it didn’t No, we didn’t No, you didn’t No, they didn’t |
|||||||||||
Future Indefinite |
|||||||||||||||
to work |
|||||||||||||||
Affirmative |
Negative |
Interrogative |
|
||||||||||||
I shall work He will work She will work It will work We shall work You will work They will work |
I shall not work He will not work She will not work It will not work We shall not work You will not work They will not work |
Shall I work? Will he work? Will she work? Will it work? Shall we work? Will you work? Will they work? |
Yes, I shall Yes, he will Yes, she will Yes, it will Yes, we shall Yes, you will Yes, they will |
No, I shan’t No, he won’t No, she won’t No, it won’t No, we shan’t No, you won’t No, they won’t |
|||||||||||
Future-in-the-Past Indefinite Tense |
|||||||||||||||
to write |
|||||||||||||||
(He knew that) |
(He thought that) |
||||||||||||||
I should write He would write She would write It would write We should write You would write They would write |
I should not write He would not write She would not write It would not write We should not write You would not write They would not write |
||||||||||||||
Present Continuous Tense |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
to work |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Affirmative |
Negative |
Interrogative |
|
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I am working He is working She is working It is working We are working You are working They are working |
I am not working He is not working She is not working It is not working We are not working You are not working They are not working |
Am I working? Is he working? Is she working? Is it working? Are we working? Are you working? Are they working? |
Yes, I am Yes, he is Yes, she is Yes, it is Yes, we are Yes, you are Yes, they are |
No, I am not No, he isn’t No, she isn’t No, it isn’t No, we aren’t No, you aren’t No, they aren’t |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Past Continuous Tense |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
to work |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Affirmative |
Negative |
Interrogative |
|
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I was working He was working She was working It was working We were working You were working They were working |
I was not working He was not working She was not working It was not working We were not working You were not working They were not working |
Was I working? Was he working? Was she working? Was it working? Were we working? Were you working? Were they working? |
Yes, I was Yes, he was Yes, she was Yes, it was Yes, we are Yes, you are Yes, they are |
No, I wasn’t No, he wasn’t No, she wasn’t No, it wasn’t No, we weren’t No, you weren’t No, they, weren’t |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Future Continuous Tense |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
to work |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Affirmative |
Negative |
Interrogative |
|
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I shall be writing He will be writing She will be writing It will be writing I We shall be writing You will be writing They will be writing |
I shall not be writing He will not be writing She will not be writing It will not be writing We shall not be writing You will not be writing They will not be writing |
Shall I be writing? Will he be writing? Will she be writing? Will it be writing? Shall we be writing? Will you be writing? Will they be writing?
|
Yes, I shall Yes, he will Yes, she will Yes, it will Yes, we shall Yes, you will Yes, they will |
No, I shan’t No, he won’t No, she won’t No, it won’t No, we shan’t No, you won’t No, they won’t |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Future-in-the-Past Continuous Tense |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
to write |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
(He said that) |
(He supposed that) |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I should be writing He would be writing She would be writing It would be writing We should be writing You would be writing They would be writing |
I should not be writing He would not be writing She would not be writing It would not be writing We should not be writing You would not be writing They would not be writing |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Present Perfect Tense |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
to write |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Affirmative |
Negative |
Interrogative |
|
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I have written He has written She has written It has written We have written You have written They have witten |
I have not written He has not written She has not written It has not written We have not written You have not written They have not written |
Have I written? Has he written? Has she written? Has it written? Have we written? Have you written? Have they written? |
Yes, I have Yes, he has Ye, she has Yes, it has Yes, we have Yes, you have Yes, they have |
No, I haven’t No, he hasn’t No, she hasn’t No, it hasn’t No, we haven’t No, you haven’t No, they haven’t |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Past Indefinite |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
to write – |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Affirmative |
Negative |
Interrogative |
|
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I had written He had written She had written It had written We had written You had written They had written |
I had not written He had not written She had not written It had not written We had not written You had not written They had not written
|
Had I written? Had he written? Had she written? Had it written? Had we written? Had you written? Had they written?
|
Yes, I had Yes, he had Yes, she had Yes, it had Yes, we had Yes, you had Yes, they had |
No, I hadn’t No, he hadn’t No, she hadn’t No, it hadn’t No, we hadn’t No, you hadn’t No, they hadn’t |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Future Perfect |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
to write |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Affirmative |
Negative |
Interrogative |
|
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I shall have written He will have written She will have written It will have written We shall have written You will have written They will have written |
I shall not have written He will not have written She will not have written It will not have written We shall not have written You will not have written They will not have written |
Shall I have written? Will he have written? Will she have written? Will it have written? Shall we have written? Will you have written? Will they have written? |
Yes, I shall Yes, he will Yes, she will Yes, it will Yes, we shall Yes, you will Yes, they will |
No, I shan’t No, he won’t No, she won’t No, it won’t No, we shan’t No, you won’t No, they won’t |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Future-in-the-Past Perfect Tense |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
to write |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
(He was shure that) |
(He guessed that) |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I should have written He would have written She would have written It would have written We should have written You would have written They would have written |
I should not have written He would not have written She would not have written It would not have written We should not have written You would not have written They would not have written |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||