- •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.
1.1 Answer the questions.
1. What were the symptoms of the boy’s illness?
2. Why did it seem to the father that the doctor knew all about influenza?
3. What worried the boy? Since when?
4. Why did the boy prefer to stay awake?
5. What were the symptoms of the boy’s nervous strain that the father took for the symptoms of his illness?
6. Wouldn’t it have been more natural if the boy had told his father about his fears? Why?
7. Do you like the boy’s behaviour? How does it characterize him?
8. Do you find the situation described in the story true to life?
9. What do you consider to be the point of the story?
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. He came into the room to shut the windows while we were still in bed and I saw he looked ill.
2. He was shivering and walked slowly as though it ached to move.
3. I’ll see you when I’m dressed.
4. When I put my hand on his forehead I knew he had a fever.
5. He lay still in the bed and seemed very detached from what was going on.
6. I read aloud from Howard Pyle’s Book of Pirates, but I could see he was not following what I was reading.
7. I sat at the foot of the bed and read for myself while I waited for it to be time to give another capsule.
1.4 Find Participles II in the text that convey the same idea or serve as a synonym to the following words and expressions.
Dizzy, pale, tinted, distracted, written out by a doctor, laid over, blushed.
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.
Unit 4. The Use of the Gerund in English. Its Forms and Functions
Grammar Introduction
1. Read and translate the following sentences. What is the difference in use of ing-forms in them?
1. These are the friends we make by engaging in some specific activity.
2. He belongs to a kayaking club.
3. We enjoy just catching up on each other's activities.
4. Cross-generational friendships are worth pursuing.
5. He was my teacher in a writing class.
6. They have become good friends on their own through their common interest in collecting rare books.
7. I would have a hard time being single again.
8. I've been making friends at work.
9. Walking on the beach, I wondered why she was angry at me.
2. Read the following sentences paying attention to the forms and the use of the Gerund. Translate the sentences into Russian.
1. Has he tried checking the oil?
2. The secretary asked if I would mind waiting for a few minutes.
3. I appreciated being invited to your home.
4. Passing a law about equal rights doesn’t necessarily mean that women get them.
5. It is better to die as the result of being worn out with activity than as the result of doing nothing.
6. Furious with his employees for turning up late each morning, the manager decided to have a serious talk with them.
7. I can’t bear being humiliated.
8. He must apologize for having interrupted a conference.
9. These happy events occurred without any recommendation having been made by Rainborough, and indeed without his having been officially informed.
10. He scolded me for not having let him know.
Grammar Explanations
1. There are the following forms of the Gerund:
|
Active |
Passive |
Indefinite |
I like reading. |
Nobody likes being thought a fool. |
Perfect |
He admitted having made the same mistake. |
He denied having been criticized by his colleagues. |
Notes:
1.1 After the verbs want, need, deserve, require and the adjective worth the Gerund is used in its active form though it is passive in the meaning:
The equipment needs repairing.
The film is worth seeing.
The boy deserves praising.
1.2 After the verbs excuse, forgive, remember, thank and after the prepositions on (upon) after, without the Gerund Indefinite may be used to denote a prior action:
Excuse me my interrupting.
On seeing us he stopped and took off his hat.
After doing his homework he went for a walk.
2. The Gerund has got the following functions:
Functions |
Indicators |
Patterns |
||
Subject |
|
Riding a bicycle is my favourite pastime. |
||
Part of a compound nominal predicate |
|
All he wanted was getting out of here. |
||
Part of a compound verbal predicate |
modal |
After the verbs and verbal phrases which denote modality: want, expect, like, intend, can’t help, can’t stand etc. |
I can’t help smiling. I like reading at meal times. |
|
aspect |
After the verbs denoting the beginning, duration or end of an action: begin, finish, cease, go on, commence, give up, continue, stop, keep on, proceed etc. |
The baby started crying. He kept on asking till she agreed.
|
||
Object |
|
Would you mind my opening the window? She didn’t apologize for being late.
|
||
Attribute |
Always preceded by a preposition |
He had no desire of seeing her again. |
||
Adverbial modifier of |
manner |
With the prepositions by, in |
David interrupted the boy by taking him by the elbow.
|
|
time |
With the prepositions after, before, in, at, on (upon) |
On hearing the bell, she went to open the door. |
||
Attendant circumstances |
With the preposition without |
She could talk about impersonal things without turning the conversation into a lecture. |
||
Notes:
1. There are certain verbs followed by the Gerund:
acknowledge admit advise allow anticipate appreciate avoid be worth can't help celebrate confess consider defend
|
delay deny detest discuss dislike dispute dread enjoy escape evade explain fancy fear
|
feel like finish forgive get accustomed to give up (= stop) imagine keep (= continue) keep on look forward to mention mind (= object to) miss postpone practice prevent
|
put off recall recollect recommend report resent resist resume risk suggest support tolerate understand |
2. There are certain verbs which are used with the Infinitive or with the Gerund with a change in meaning:
forget
I've almost forgotten meeting him. (= At present, I can hardly remember.)
I almost forgot to meet him. (= I almost didn't remember to meet him.)
mean
He means to move to Newcastle. (=He intends to move to Newcastle.)
Working harder means getting more money. (=Working harder involves getting more money.)
go on
Jack went on writing novels. (= Jack continued to write novels.)
Carrie went on to write novels. (= Carrie ended some other activity and began to write novels.)
quit
Ella quit working at Sloan's.= (She isn't working there anymore.)
Frank quit to work at Sloan's. (= He quit another job in order to work at Sloan's.)
regret
I regret telling you I'd take the job. (= I'm sorry that I said I would take it.)
I regret to tell you that I can't take the job. (= I'm telling you now that I can't take the job, and I'm sorry I can't take it.)
remember
Velma remembered writing to Bill. (= Velma remembered the previous activity of writing to Bill.)
Melissa remembered to write to Bill. (= Melissa didn't forget to write to Bill. She wrote him.)
stop
Hank stopped eating. (= He stopped the activity of eating.)
Bruce stopped to eat. (= He stopped doing something else in order to eat.)
try
Martin tried skiing. (= Martin sampled the activity of skiing.)
Helen tried to ski. (= Helen attempted to ski but didn't succeed.)
Grammar Practice