- •1. Read the following sentences and do the tasks that follow.
- •1.1 Say whether the sentences express real or unreal actions.
- •1.2 Find the parts of the sentences that express condition and the parts that express consequence (result).
- •2. Read the text and find out the verb forms employed for expressing unreal actions.
- •1. Match the parts of the sentences, and then identify the type of conditionals.
- •2. Complete the following sentences with an appropriate conditional clause.
- •3. Translate the sentences into Russian. Comment on the way how the subordinate clauses are introduced.
- •4. Express the same idea omitting if.
- •5. Rephrase the following using unless.
- •6. Put the verbs in brackets in the correct form in 1-4 type conditional sentences.
- •7. Underline the correct form.
- •8. Choose the correct answer.
- •9. Give the actual state of things.
- •10. Translate into English.
- •1. Explain how you understand the following proverbs and quotations using 1st type conditional sentences.
- •2. Some workers are demonstrating outside their factory. Use their demands to decide what they actually say to the managers and make Type I conditional sentences.
- •2.1 The managers of the same factory are considering the workers’ demands. Complete the following sentences by choosing a suitable conditional linking word from the box below.
- •3. Work in pairs. Interview each other on the following issues.
- •4. Read the text and do the tasks that follow.
- •4.1 Make sentences in 3d Conditional about everything that went wrong in Emma’s day.
- •4.2 In your groups talk about a bad day that you’ve had in the past, think about what went wrong and why, what you could have done to prevent it. Use 3d Conditional.
- •5. Read the following quotations. What’s wrong with them? Find the mistakes and comment on the idea.
- •1. Read the following text and do the tasks that follow.
- •Intuition
- •1. Paraphrase the following sentences so as to make the present situations different.
- •2. Express your regret or disappointment about the events described in the following situations using the words given in brackets.
- •4. Fill in the gaps with an appropriate auxiliary verb.
- •5. Complete the sentences with words in brackets in the correct form.
- •6. Match the sentences on the left with those on the right.
- •7. Express regrets about the following (starting with if only or wish).
- •8. Add up an appropriate ending and comment on the wish-clauses.
- •9. Translate into English.
- •1. Read what Irene says, then say what she wishes as in the example.
- •2. Give your reaction to the following situations. Invent at least two statements per one situation using conditionals and wishes as in the example.
- •3. Rewrite the letter using wishes or if-clauses as in the example.
- •4. Read the information about Scott and Tracy and do the tasks that follow.
- •Highlight how the tree wishes are worded in the text and say what verb forms are used.
- •Match the statements and their implied meanings.
- •2. Imagine you found a magic wand. You’ve got a chance in your lifetime to make three wishes. Tell your partner what you would have done differently?
- •1) It’s time phrase
- •3) Had better-phrase
- •4) As if/as though in subordinate clauses
- •5) Even if/ even though in subordinate clauses
- •1. Read and translate the following sentences. Comment on the use of Subjunctive II forms in subject clauses.
- •2. Agree with what is said.
- •3. Read and translate the following sentences. Comment on the use of Subjunctive II forms.
- •4. Say what you would rather do and what would you rather your best friend did.
- •5. Read the following sentences and comment on the form of Subjunctive II in clauses of comparison. Translate them into your native language.
- •6. Paraphrase so as to use clauses introduced by conjunctions as if/as though, even if/even though.
- •7. Use the appropriate form of Subjunctive II instead of the infinitive in brackets.
- •8. Complete the following sentences.
- •9. Translate into English.
- •Complete the following dialogue using a proper pronoun, it’s time, ’d rather or d’better phrases and the correct form of the verb. Dramatize it.
- •2. Continue the idea doing the following sentence jumble. Attention: in some of the jumbled sentences there is one missing word, and in others there is an extra word you do not need.
- •3. Complete the following ideas in your own words. Make sure they are
- •5. Respond to these statements using Subjunctive II in clauses of comparison.
- •6. The following sentiments were expressed by Helen Keller, an American writer who was both blind and deaf. Complete the passage and discuss its idea in groups.
- •1. Read the following dialogue and do the tasks that follow.
- •1.2 Reproduce the dialogue.
- •2. Respond to this stimulus using it’s time, had better, would rather/sooner, as if/as though, even if/even though to express the indicated meaning.
- •1. Read the text and answer the questions.
- •2. Read the following sentences, paying attention to the form and the use of the Infinitive. Translate the sentences into Russian.
- •1. Tick the time to which the action expressed by the Infinitive refers.
- •2. Write the appropriate form of the Infinitive. The first one has been done for you.
- •3. Fill in the correct form of the Infinitive. Comment on the use of the form of the Infinitive.
- •4. Complete the following text with the infinitives.
- •5. Use the Infinitive with the particle to before where necessary.
- •6. Provide the right response to the following questions or statements, using one of the phrases in the second column.
- •1. Read and translate the following sentences. Define the function of the Infinitive.
- •2. Paraphrase these proverbs and sayings by using the infinitive in the position of a grammatical subject.
- •3. Match columns a and b to make sentences:
- •4. Identify exactly who the speaker is talking about using the phrase for (someone). Add for (someone) to the following sentences and any other words to give a more specific meaning.
- •5. Fill in “too” or “enough” with the adjectives from the list. Add an object where necessary.
- •6. Rewrite each sentence according to the model. Use the suggested verbs in the right forms.
- •7. Complete each sentence using a verb from the list.
- •8. Complete the following sentences. Define the function of the Infinitive.
- •9. Paraphrase the following so as to use the infinitive. Sometimes you will need the for-to-infinitive construction.
- •10. Translate into English
- •2. Where did you go yesterday, and why did you go to each place?
- •3. You’ve got a health problem. What do you think you’ll have to do? To find the answer you must match the words from two columns using the phrase to have something done.
- •4. What would you expect? For each item complete the question with a passive infinitive.
- •5. For each situation write a sentence with too or enough and an infinitive.
- •6. Develop the following sentences into situations. Read the suggested sentences containing the Infinitive. Then construct at least one sentence
- •7. Make up short situations using the expressions given below.
- •8. Work in small groups. Put each saying in your own words.
- •1. Read the following dialogue and do the tasks that follow.
- •2. Read the following sentences paying attention to the forms and the use of Participle I. Translate the sentences into Russian.
- •1. State the functions of Participle I. Translate these sentences into your own language.
- •2. Replace the clauses by the appropriate form of Participle I when possible.
- •3. Complete the following notices and announcements by choosing suitable participles from the box below.
- •4. Use the participles given below as parts of complex object.
- •5. Complete these sentences using Participle I as a part of a complex object.
- •6. Join the pairs of sentences, using Participle I as an adverbial modifier of time.
- •7. Complete the following.
- •8. Join the sentences using Participle I as an adverbial modifier of cause (reason).
- •9. Use the participles given below as adverbial modifiers of attendant circumstances (manner).
- •10. Read the following extract from a story. Then choose a suitable verb and make it Participle I to complete the passage.
- •11. Paraphrase the following sentences so as to use Participle I. Mind the use of Participle I Perfect. Use when or while where necessary.
- •12. Correct the mistakes where necessary.
- •13. Translate into English.
- •1. Describe a person or an object given in these situations using Participle I.
- •2. Answer these questions beginning in the way shown.
- •4. Develop the following sentences into situations. Read the suggested sentences containing the participle. Then make up at least one sentence to specify, prove or refute the given one.
- •5. Make up short situations using the expressions given below.
- •6. Read the sentences. Is the second sentence a correct rewriting of the first?
- •7. Answer these questions using Participle I.
- •1. Read the text and do the tasks that follow.
- •1.1 Answer the questions using Participle I.
- •1.2 Complete the sentences with participles I without looking into the text. Define the function of the Participle.
- •2. Have you ever had to cancel an important arrangement because of your illness? How did you manage it? Tell your partner about it using Participle I in the following functions:
- •1. Read the text. What do the words in italics have in common? What do they have different?
- •2. Read the following proverbs paying attention to the form and the use of Participle II. Give the Russian equivalents or translate them.
- •1. State the functions of Participle II. Translate these sentences into your own language.
- •2. Replace the attributive clauses by phrases with Participle II.
- •3. Complete these sentences by choosing an appropriate Participle II from the box below.
- •4. Complete these sentences with Participle II used attributively.
- •5. Use the participles given below as parts of complex objects with the suggested verbs.
- •6. Paraphrase the following sentences using a suggested word.
- •7. Change the sentences using Participle II in the subordinate adverbial clauses.
- •8. Translate into English.
- •9. Complete the following story by choosing the right participle.
- •10. Revision: choose the appropriate verbal between the Infinitive, Participle I or Participle II.
- •1. Work in pairs. Answer these questions using Participle II.
- •2. Advise your friend to do it.
- •3. Match the following idioms with the definitions given at the end. Outline the situations where these idioms may serve as comments.
- •4. Develop the following sentences into situations. Read the suggested sentences containing Participle II. Then construct at least one sentence to specify, prove or refute the given one.
- •5. Make up short situations using the expressions given below.
- •1. Read the text and do the tasks that follow.
- •1.1 Answer the questions.
- •1.2 Tick off the sentences where the Infinitive and Participle I are used. Comment on the function they are used in the text. Explain the absence of particle to before some infinitives.
- •1.3 Paraphrase the following sentences so as to use a participle or a participial clause instead of underlined parts. Make changes if it is necessary.
- •1.4 Find Participles II in the text that convey the same idea or serve as a synonym to the following words and expressions.
- •2. Have you ever been in a vulnerable situation because of ignorance of real disease symptoms? Tell your partner about it using infinitives and participles in different functions.
- •1. Read and translate the following sentences. What is the difference in use of ing-forms in them?
- •2. Read the following sentences paying attention to the forms and the use of the Gerund. Translate the sentences into Russian.
- •1. Rewrite each sentence using appreciate, deny, enjoy, like or remember, need, deserve and the word in brackets as in the model.
- •2. Use the Gerund of the verb in brackets in any appropriate form.
- •3. Read and translate the following sentences. State the function of the Gerund.
- •4. Make sentences with the same meaning by using a Gerund phrase as a subject.
- •5. Join the two sentences to make one sentence with a gerund as a subject as in the model.
- •6. Insert the appropriate form of the Gerund used as a part of a compound verbal predicate. Mind the form of the Gerund.
- •7. Supply the necessary preposition for the Gerund used in the sentence.
- •8. Complete the following sentences using gerunds. State the function of the Gerund.
- •9. Translate into English.
- •10. Revision: choose the appropriate verbal between the Infinitive, and the Gerund.
- •11. Revision: choose the appropriate verbal between the Infinitive, Participle I and the Gerund.
- •1. Transform the following sentences so as to use the Gerund.
- •2. Develop the following sentences into situations. Read the suggested sentences containing the Gerund. Then construct at least one sentence to specify, prove or refute the given one.
- •3. Make up short situations with the expressions given below.
- •4. Act out the following dialogue inserting the right forms of the Gerund instead of the Infinitive in brackets.
- •1. Read the article about types of friends. Use the right form of the Gerund. Insert the prepositions by, in, without, of before the Gerund where necessary.
- •1.1 Look at the pairs of sentences. According to the first sentence in each pair, is the second sentence true or false?
- •1.2 Give extensive answers to the questions using a gerund.
- •2. Look again at the categories of friendship in the opening article. Choose one of the categories and write three or four paragraphs about a friend of yours who fits into it.
УО «БЕЛОРУССКИЙ ГОСУДАРСТВЕННЫЙ ЭКОНОМИЧЕСКИЙ УНИВЕРСИТЕТ»
Л.С. Шуплякова
GRAMMAR IN COMMUNICATION
Учебное пособие по дисциплине «Коммуникативная грамматика»
Учебное пособие для студентов II курса
факультета Высшая школа туризма
Минск: БГЭУ, 2011
Рецензент: Новик Н.А., заведующий кафедрой профессионально ориентированной английской речи Учреждения образования «Белорусский государственный экономический университет», доцент.
Рекомендовано кафедрой профессионально ориентированной английской речи УО «Белорусский государственный экономический университет»
Л.С. Шуплякова
GRAMMAR IN COMMUNICATION = Учебное пособие по дисциплине «Коммуникативная грамматика»/ Л.С. Шуплякова. - БГЭУ, 2011. – 136c.
Настоящее учебное пособие предназначено для студентов 2 курса ФВШТ по дисциплине «Коммуникативная грамматика». Может быть использовано в курсе грамматики на факультетах МБК и МЭО. Пособие состоит из 2-х разделов и посвящено изучению сослагательного наклонения и неличных форм глагола. Учебный материал отобран с учетом программных требований, профессиональных интересов и потребностей студентов-экономистов, что стимулирует познавательную деятельность обучаемых.
При его подготовке издания были использованы оригинальные источники информации.
CONTENTS
1. Part I. Conditional and Unreal Actions…………………………………………..3
Unit 1. Conditional Sentences………………………………………………..3
Unit 2. Unreal Past. Subjunctive II in Object Clauses with Wish...................22
Unit 3. Unreal Past. Subjunctive II after the Phrases It’s time, would rather/sooner, had better and in Clauses of Comparison and Concession….40
2. Part II. Verbals…………………………………………………………………..58
Unit 1. The Use of the Infinitive in English. Its Forms and Functions……...58
Unit 2. The Use of Participle I in English. Its Forms and Functions………..81
Unit 3. The Use of Participle II in English. Its Forms and Functions………101
Unit 4. The Use of the Gerund in English. Its Forms and Functions……….117
3. Reference Literature…………………………………………………………….136
PART I. CONDITIONAL AND UNREAL ACTIONS
Unit 1. Conditional Sentences
Grammar Introduction
1. Read the following sentences and do the tasks that follow.
1. If you eat all the ice-cream, you’ll be sick.
2. If you have finished washing the floor, I’ll help you clean the kitchen.
3. If we all worked together, we could solve the problem faster.
4. If she were better-qualified, she would have got the job.
5. If it rains this afternoon, we’re going to stay in and watch some DVDs.
6. She won’t open the door, unless she knows who it is.
7. If the cleaner had been paid more, she wouldn’t have left us.
8. If she were more responsible, they wouldn’t have fired her.
9. Even if he had helped them, they wouldn’t have finished the work in time.
10. If I were you, I would go there at once.
11. If you don’t work harder at school, you’ll never get a good job.
12. If I got a promotion, I would be the happiest man in the world.
1.1 Say whether the sentences express real or unreal actions.
1.2 Find the parts of the sentences that express condition and the parts that express consequence (result).
2. Read the text and find out the verb forms employed for expressing unreal actions.
“If you don’t work harder at school, you’ll never get a good job.” I remember my parents saying these words to me when I was at school. If I had listened to them then, I wouldn’t have become what I am now. I would have been so much more, if I had tried harder. I haven’t always been a tramp actually; when I left school I had a job as a milkman and if the hours had been easier, I would have done it for much longer, but I hated getting up so early in the morning. When I lost my job, I couldn’t pay the rent, so my landlord said if I didn’t get another job, I would be on the streets; and before I knew it, I was. I could have got another job if I had wanted to, but at first I quite enjoyed the freedom of the outdoor life. If you sleep out in summer, it is not too bad, but in winter it’s awful. If I could change anything about my life now, I would get in touch with my family again, even though I know they would only say, “If you’d worked harder at school, you wouldn’t have got yourself in this situation.”
Grammar Explanations
There are many different ways to express conditional meanings. It is important to understand the difference between sentences that denote real possibilities, and those that denote unreal or hypothetical situations.
Real possibilities If you finish work early, we’ll go for a walk. (If +Present Simple + will)
If you have finished your coffee, we can pay the bill. (If + present Perfect+ modal verb)
If you are feeling ill, see a doctor. (If +Present Continuous + Imperative) |
Unreal/hypothetical situations You are still working and your mum suggests: “If you finished work early, we would go for a walk.” (If + Present Conditional + Present Subjunctive II) If you had finished your coffee earlier, we would have paid the bill a long time ago. (If + Past subjunctive II + Past Conditional) If I were you, I would see a doctor. (If + Present Subjunctive II + Present Conditional) If I hadn’t left so early, I would be on the plane. (If + Past Subjunctive II + Present Conditional) |
Note: comma is used when the if-clause comes first.
1. First Conditional sentences show the result of the future of the real situation, e.g.
If I find a jumper that suits me, I will buy it.
We also use the First conditional to express different communicative functions associated with a possible condition and a probable result, e.g.:
If you do that again, I’ll punish you! (=a threat)
Careful! If you touch that, you’ll burn yourself! (=a warning)
I’ll post the letter if you like. (=an offer)
If you lend me $100, I’ll pay the debt next Monday. (=a promise)
There are First Conditional sentences where will is used in if- clause.
I’ll talk to your teacher, if that will stop you worrying so much. (=the possible result of an offer)
If you will wear such thin clothes, of course you’ll feel cold. (=insist)
If you’ll just wait here, I’ll tell Mr. Brown that you have arrived. (=polite request)
2. Second Conditional sentences show the results which would follow from an imaginary situation with impossible or unlikely results.
If I lived near my office I would be in time for work. (But I don’t live near my office.)
If I had enough money, I would buy this vase. (But I don’t have enough money.)
We also use Second Conditional sentences to give advice, e.g.:
If I were you, I’d apologize to her.
3. Third Conditional sentences are used for the results which would follow from an imaginary past situation. As we cannot change the past, this is an impossible condition.
If the ship had had more lifeboats, more passengers would have been saved. (The ship didn’t have more lifeboats, so not all passengers were saved.)
If the ship hadn’t hit an ice-berg, it wouldn’t have sunk. (But the ship hit an ice-berg and sank.)
4. Mixed Type Conditional sentences are used when one part of the sentence refers to the present, future and the other part refers to the past, e.g.:
If you hadn’t given me a lift, I’d probably still be at the station. (The condition refers to the past and the consequence refers to the present: You gave me a lift that’s why I’m not at the station now.)
If you weren’t so lazy, you’d have finished your work by now. (The condition refers to present and the consequence refers to the past: You are very lazy that’s why you haven’t finished your work by now.)
Note:
If is not the only conjunction we use to introduce condition. We can also use unless, otherwise, provided (that), providing (that), on condition (that), in case, if you should, if you happen to, if it were (had been) not for, but for, supposing, suppose, imagine, e.g.:
I won’t be able to lift this unless you help me. «Я не смогу поднять это, если ты мне не поможешь»
Help me with this, otherwise I won’t be able to lift it. «Помоги мне с этим, иначе я не смогу это поднять»
Provided (that) they launch new products, they will keep head above water. «При условии, что они буду выпускать новую продукцию, они не обанкротятся»
I’ll lend you my dictionary on condition that you bring it back tomorrow. «Я одолжу тебе словарь при условии, что ты вернёшь его завтра»
I’ll give you my phone number in case you need my help. «Я дам тебе свой номер телефона на тот случай, если тебе понадобится моя помощь»
If you should (happen to, should happen to) see him tomorrow, could you give him my message? «Случись/ Вдруг вы увидите его завтра, вы не могли бы передать ему мою записку?»
If it were not for Helen, our team would be the worst in the area! «Если бы не Елен, наша команда была бы худшей в районе»
But for (If it hadn’t been for) your assistance, we would not have succeeded. «Если бы не твоя помощь, мы бы не справились»
Supposing you had $5 million. What would you spend it on? «Предположим, у тебя было бы 5 миллионов долларов. На что бы ты их потратил?
Adverb clauses of condition may be introduced by no conjunction at all: Should they back out of the project, then we shall have to work twice as much. = If they should back out, then we shall have to work twice as much. «Случись/Вдруг они выйдут из проекта, нам придётся работать в два раза больше»
Were I to survive such a catastrophe, I should be utterly helpless. =Случись мне уцелеть/если бы я вдруг уцелел/ Уцелей я в подобной катастрофе, я был бы абсолютно беспомощным».
Grammar Practice