- •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.
7. Answer these questions using Participle I.
1. Does it sound tempting for you to miss a class of higher mathematics? English?
2. Sharon Stone is very charming, isn’t she?
3. You want to climb Everest. Don’t you know that climbing this mountain is so exhausting?
4. Will it be amazing for you to get a job of an advertising manager right after graduating from university?
5. You don’t like to see animals being treated cruelly, do you?
6. Do you find going to the doctor’s tiring?
7. How do you usually spend your working days?
8. When feeling under the weather what do you usually do?
9. Are you surprised when your friend passes by ignoring you?
10. When you are frightened, can you feel your heart beating with fear?
11. Do you avert your eyes when you find yourselves being stared at?
12. Did you spend your last holiday enjoying its every day?
13. Do you like to watch the sun rising in summer? in winter?
14. Do you regard your way of learning a foreign language as bringing good results?
15. The weather becomes depressing when it’s been raining all day long, isn’t it?
16. Life seems extremely boring when there’s nothing interesting to do. Do you share this opinion?
17. It’s rather confusing when somebody calls you by name, and you don’t remember who he or she is, isn’t it?
Grammar in Context
1. Read the text and do the tasks that follow.
When it Becomes a Chore
(by an American Teacher)
On Friday I awoke with a kind of cough I’d once heard a doctor describe, rather euphemistically, as “productive”. It’s a pleasant word, productive, calling to mind industrious little ants. I decided to skip my weekly Czech lesson, hoping that an extra hour of sleep would effect some kind of medical miracle, but it was no use.
I left my only class, a 2.30 – 4.00 preparation course, with a stream of nasty collocations running through my head: ragged breathing, high fever, no insurance. I suppose illness was inevitable. The Prague weather’s been harsh lately, and personal and professional stress have been chipping away lately at my immune system since Christmas.
At 8 p.m. I had all the classic flu symptoms: harsh cough, running nose, sore throat, sore lungs, hypersensivity, muscle ache, chills and a fever of 102.5 on my American thermometer. I spent most of the weekend sleeping and watching some kind of Britney Spears marathon with my roommates.
Feeling optimistic on Saturday I wrote out lesson plans for the coming week, but on Sunday morning, with my temperature still above 100 degrees, I decided to cancel my morning lessons.
Having called six friends, five of whom had morning classes, one was sicker than I was, I left a text message with my school’s substitution coordinator. When she hadn’t replied within a few hours, I tried to call her, but her phone wouldn’t pick up. By the time I realized, she might have left the country for the weekend, it was too late to find a substitute, and I resigned myself to a 7 o’clock wake-up call.
The pre-intermediate post-graduate has got what is politely referred as “reputation”. I’ve taught them once before, without incident, but they are a challenging group. They are notorious for tardiness, poor attendance and non-responsiveness. At 8.35 there was one student in the class, at 8.40 they were four. Five four trickled during the first activity, forcing me to repeat the directions several times.
The activity was a chain story: every student started to write a story, then switched papers with another student after a set amount of time. With only the last sentence visible, the new student would continue the story, then switch with yet another student, and so on. I’d done the activity last week with my own class, and they’d loved it. And these students seemed to enjoy the writing section.
Towards the end of the class I had them practice present perfect, using “for” and “since” phrases. I asked them to write five sentences, four true and one false. One of the girls was reading aloud from her list. “I have been looking forward to going home since the beginning of the class”. “No!” her partner said and she nodded. I felt momentarily comforted until I remembered that “no” in Czech for “yes”, meaning she really was looking forward to getting out of here. Which made two of us.
Substitute teaching is never easy. It’s almost impossible to plan a class when you don’t know who you are teaching, or what and how they want to learn. To carry it off you need patience, energy and a sense of humor – and I had all three in short supply today.
I received a text message from a sub coordinator at 10.15, apologizing for missing my messages. She had been, as I suspected, out of the country. Around noon I received a call from one of the administrators, asking if I could substitute a class that evening. I declined.