
- •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.
3. Rewrite the letter using wishes or if-clauses as in the example.
Dear Mandy,
I’m writing to you feeling completely frustrated. As you know, I have to give a reception every year to entertain my husband’s business associates so I have to go to a lot of trouble. Well, disaster struck again! In my attempt to appear an original hostess, I ordered some Chinese and Thai food to be served with chopsticks. Needless to say, my guests disapproved. I also booked a Latin band to come and play live, but our middle-aged guests found it hard to dance so energetically. My husband has no sympathy for me and is mad at my choice of entertainment. I must confess I want to get out of organizing such social gatherings. It’s a pity you weren’t here; you missed out on a unique opportunity to see my husband dancing the salsa!
Model: I wish I didn’t feel so frustrated. If I didn’t have to give… |
4. Read the information about Scott and Tracy and do the tasks that follow.
Scott has been with his girlfriend, Tracy, for 3 years. They met when Scott was having a relationship with Sharon, Tracy’s best friend. It was love at first sight, so he decided to finish his relationship with Sharon and start one with Tracy.
In the beginning, they spent most of their time together and got along perfectly.
About a year ago, however, Tracy got promoted at work and since then she has been spending more time at the office and less time with him. It has resulted in a lot of problems and arguments. Even though Scott finished with Sharon to be with Tracy they decided to keep in touch as friends and have been in regular contact over the last few years.
About a month ago Scott spent the evening with Sharon, while Tracy was working overtime, and ended up telling her about the difficulties he and Tracy were experiencing.
Sharon confessed that she wasn’t upset to hear that their relationship wasn’t as perfect as she’d imagined and admitted that she was still in love with Scott.
Scott spent the night with Sharon, but the next day woke up and instantly regretted it. He realised that Tracy is definitely the one he wants to be with, despite their problems.
For the last month Scott has been worrying himself sick about his actions, so much so that it’s been affecting his job and his boss has warned him that if his work doesn’t improve soon he will be fired.
So what is about Tracy?
Tracy has been with her boyfriend, Scott, for 3 years. Scott was having a relationship with her best friend, Sharon, when they met. She’s sorry that she caused the split of their relationship, and has felt too guilty to keep being friends with Sharon, but felt instantly attracted to Scott.
Tracy and Scott couldn’t see enough of each other at the start of their relationship but recently they’ve been spending less and less time together and have been having more and more arguments.
She got promoted to office manager at work about a year ago and since then has had to spend a lot more time at the office. She loves her new position and the
challenges it brings and doesn’t understand why Scott isn’t more supportive of her.
Tracy has noticed that within the last month Scott has become more distant and irritable. If she asks him any questions about where he was or what he was doing he loses his temper and accuses her of not trusting him.
She doesn’t know why but her intuition tells her that it has something to do with Sharon. She hopes that she is wrong.
4.1 Answer the following questions.
1. How long have Scott and Tracy been going out?
2. How did they meet?
3. Why do you think Tracy’s promotion caused problems between them?
4. How does Scott feel now about his cheating?
5. Why does Tracy suspect that Sharon may be involved?
4.2 Complete the speech bubbles below with Scot’s possible wishes and regrets.
4.3 Imagine a conversation between Scott and Tracy where they finally decide to sit down and talk honestly to each other about their feelings, their wishes and their regrets.
Tracy: Scott, can you sit down? I think it’s about time we discussed a few things, don’t you?
Scott: Well, I suppose you’re right. There’s something that I think I really need to get off my chest.
Tracy:
Scott:
Tracy:
Scott:
Tracy:
Scott:
Tracy:
Scott:
Tracy:
Scott:
Tracy: So, now what shall we do?
Grammar in Context
1. Read the story and do the tasks that follow.
The Three Wishes
Once upon a time a woodcutter lived happily with his wife in a pretty little log cabin in the middle of a thick forest. Each morning he set off singing to work, and when he came home in the evening, a plate of hot steaming soup was always waiting for him.
One day, however, he had a strange surprise. He came upon a big fir tree with strange open holes on the trunk. It looked somehow different from the other trees, and as he was about to chop it down, the alarmed face of an elf popped out of a hole.
'What's all this banging?' asked the elf. 'You're not thinking of cutting down the tree, are you? It's my home. I live here!'
The woodcutter dropped his axe in astonishment. 'Well, I...' he stammered.
'With all the other trees there are in this forest, you have to pick this one. Lucky I was in or I would have found myself homeless.'
Taken aback at these words, the woodcutter quickly recovered, for after all the elf was quite tiny, while he himself was a big hefty chap, and he boldly replied, 'I'll cut down any tree I like, so ...
'All right! All right!' broke in the elf. 'Shall we put it in this way: if you don't cut down this tree, I grant you three wishes. Agreed?'
The woodcutter scratched his head. 'Three wishes, you say? Yes, I agree.' And he began to hack at another tree. As he worked and sweated at his task, the woodcutter kept thinking about the magic wishes.
'I'll see what my wife thinks...'
The woodcutter's wife was busily cleaning a pot outside the house when her husband arrived. Grabbing her round the waist, he twirled her in delight.
'Hooray! Hooray! Our luck is in!'
The woman could not understand why her husband was so pleased with himself and she shrugged herself free. Later, however, over a glass of fine wine at the table, the woodcutter told his wife of his meeting, with the elf, and she too began to picture the wonderful things that the elf's three wishes might give them. The woodcutter's wife took a first sip of wine from her husband's glass.
'Nice', she said, smacking her lips. 'I wish I had a string of sausages to go with it, though...'
Instantly she bit her tongue, but too late. Out of the air appeared the sausages, while the woodcutter stuttered with rage.
'... what have you done! Sausages... What a stupid waste of a wish! You foolish woman. I wish they would stick up your nose!' No sooner said than done. For the sausages leapt up and stuck fast to the end of the woman's nose. This time, the woodcutter's wife flew into a rage.
'You idiot, what have you done? With all the things we could have wished for ...' The mortified woodcutter, who had just repeated his wife's own mistake, exclaimed:
'I'd chop...' Luckily he stopped himself in time, realising with horror that he'd been on the point of having his tongue chopped off. As his wife complained and blamed him, the poor man burst out laughing,
'If only you knew how funny you look with those sausages on the end of your nose!' Now that really upset the woodcutter's wife. She hadn't thought of her looks.
She tried to tug away the sausages but they would not budge. She pulled again and again, but in vain. The sausages were firmly attached to her nose.
Terrified, she exclaimed, 'They'll be there for the rest of my life!'
Feeling sorry for his wife and wondering how he could ever put up with a woman with such an awkward nose, the woodcutter said, 'I'll try.'
Grasping the string of sausages, he tugged with all his might. But he simply pulled his wife over on top of him. The pair sat on the floor, gazing sadly at each other.
'What shall we do now?' they said, each thinking the same thought.
'There's only one thing we can do ...' ventured the woodcutter's wife timidly.
'Yes, I'm afraid so...' her husband sighed, remembering their dreams of riches, and he bravely wished the third and last wish, 'I wish the sausages would leave my wife's nose.'
And they did. Instantly, husband and wife hugged each other tearfully, saying, 'Maybe we'll be poor, but we'll be happy again!'
That evening, the only reminder of the woodcutter's meeting with the elf was the string of sausages. So the couple fried them, gloomily thinking of what that meal had cost them.