- •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. Make up short situations with the expressions given below.
1. reading is; can’t help smiling; dislike being made fun of; on hearing that; feel proud of being; etc.
2. looking at her is; the impression of being; be on the point of bursting into tears; will stop quarrelling; etc.
3. talking to him was; began pacing up and down; went on arguing; surprised
at his being; without saying a word; etc.
4. couldn't bear thinking; objected to going; tired of worrying; without moving; for fear of being reprimanded; etc.
5. didn't remember seeing; kept him waiting; after pausing a few minutes; in spite of his wearing spectacles; stopped reading; etc.
6. mind sitting here; insisted on doing; before answering; for fear of losing; without warning; etc.
4. Act out the following dialogue inserting the right forms of the Gerund instead of the Infinitive in brackets.
Brian Hansen is constantly tired and dissatisfied. He has gone to a doctor to see if there is anything physically wrong with him.
Doctor: Well, Brian, what seems to be the problem?
Brian: I’m tired all the time. Some nights when I come home I’m so exhausted that I don’t feel like (to do) anything but (to collapse) on the sofa and ( to vegetate) in front of the TV. Is there anything physically wrong with me?
Doctor: No, I’ve looked at the tests results, and you are healthy. How long have you been feeling like this?
Brian: Oh, two or three months, I guess. Long enough. So that I’ve begun (to worry) about (to have) any energy.
Doctor: How much are you working?
Brian: Well, I’m putting a lot of overtime – all in all, at least 60 hours a week, I’d say.
Doctor: Why are you doing this? Are you trying to kill yourself?
Brian: Well, at this point, (to work) overtime is out of the question. I’ve got a lot of bills to pay off. The other thing is that I only recently moved here, and I know hardly anyone, so my focus is on (to make) money for a while. I like (socialize) and I really miss (to have) any close friends, but I don’t know quite how to go about (to meet) new people.
Doctor: You are not married, then?
Brian: No, not yet.
Doctor: Well, I think you need to stop (to work) so much and start (to play) a little – to put things in balance. I’d say you need a hobby and some friends.
Brian: A hobby? You mean some boring thing like stamp (to collect)?
Doctor: No, that’s an OK hobby if you like it but there are more interesting ones.
Brian: Like what?
Doctor: Oh, may be like karaoke. Do you like (to sing)?
Brian: I love music but I don’t have much of a voice.
Doctor: Well, have you ever gone (to orient)?
Brian: What that?
Doctor: People use a map and a compass and try to be the first person to find locations of hidden clues.
Brian: Sounds great. Where can I find more about it?
Doctor: I’ve got a friend who belongs to an orienteering club. I’ll give you her number.
Brian: Super. Thanks.
Grammar in Context
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.
I was having difficulty … (find) a subject for this month's column until I remembered that this is National Friendship Week. I also remembered … (learn), as a child, a rhyme that went like this: "True friends are diamonds, precious and rare; false friends are oak leaves that fall anywhere." Are friendships really that black and white? This was my childhood concept, but I now see that my (perceive) friendship in this way was pretty simplistic. I've long since stopped …(think) of friendship in these terms. It's clear that some friends are true and others are false, but there are many different types of "true" friends. In fact, I can recognize at least six types:
Type 1: Convenience friends
These are the friends we make when our schedules and activities coincide. For example, years ago I played on a soccer team. I didn't have a way … (get) to the practices and tried … (take) the bus, but it always got me there late. Then I learned that Andres, a team member, lived three streets away from me. He had a car and agreed to pick me up because it was convenient for him. We became friends … (ride) with each other and developed a good relationship. We didn't see each other outside of the soccer context, though.
Type 2: Special-interest friends
My brother's passion is kayaking, and he belongs to a kayaking club. He's been going to meetings for years and tells me he's made several good friends on river trips. They have great times, and (live) through dangerous experiences has made them close. Once the trips are over, though, they don't socialize with each other. Their special interest, kayaking, is the only thing that holds them together.
Type 3: Long-time friends
I have several of these, but my best longtime friend is a guy named Al. We've known each other since we were 12 years old, and our friendship links our past to our present. We can go months or years … (contact) each other, but whenever we do make contact it seems like we were just together yesterday. We enjoy just … (catch up on) each other's activities. We would like to spend more time together, but it doesn't seem to matter if we don't.
Type 4: Cross-generational friends
When we seek friends, we often look for people in our own age group, but cross-generational friendships are worth … (pursue). My friend Bill is an example. He's about 25 years older than I am, and I suppose he's a kind of father figure. He's more than that, however. Actually, Bill was my teacher in a writing class when I was at the university. I was having trouble … (figure) out my career, but Bill supported my (become) a writer, and that's what I did. After the class was
over, we became friends.
Type 5: Part-of-a-couple friends
My wife Amanda and Bill's wife Gretta are good examples of this very common type of friendship. When our partner has a friend in another couple, we have to go through the process … (get) to know the "other person" in that couple. Sometimes this is difficult; people may feel they have little or nothing in common with their counterpart and may even resent … (force) to socialize with a "friend" they didn't choose. Fortunately, Amanda and Gretta have become good friends on their own through their common interest … (collect) rare books.
Type 6: "Best" friends
What is a "best" friend? In my view it's a person we can share just about everything with - someone with whom we don't have a problem … (be) honest or vulnerable. It's someone who doesn't spare your feelings or avoid … (tell) you what you need to hear when you need to hear it. I have two best friends. One is my friend Ken, whom I met when I was in the military. Our (go) through difficult experiences has bonded us for life. The other is my wife, Amanda. I love …
(talk) with both Amanda and Ken and (have) long conversations that can go everywhere and nowhere. Sometimes we talk for hours. Other times we just like …(be) together … (say) much of anything. I would have a hard time … (live) without my two "best" friends, but it's awfully important to have the others, too.