- •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. Read the following text and do the tasks that follow.
Intuition
It was a sweltering day. Donna and Thain were driving down Maple Street, looking for a yard sale, when they spotted the old man. Waving at them with a halfhearted gesture, he looked as though he hadn't eaten for days.
"Nine-thirty in the morning, and it's already beastly hot. Open your window, will you, Thain?"
"Wow! look at that old man, Donna. Boy, I'd sure get out of this heat if I were
him ... Pull over, will you? Let's give him a ride. He's going to faint if he doesn't get out ofthe sun."
"Thain, he's probably an ax murderer. I bet he'll kill us and steal the car if we pick him up."
"I don't think so. He looks harmless to me-just a poor old guy. He's acting as if he's sick."
"But, Sweetie, we've got to get to that yard sale. There won't be anything worth buying if we don't get there soon."
"My male intuition is telling me we'd better stop."
"If I had a nickel for all the times we've done things because of your male intuition, I'd be a rich woman. Aren't females supposed to have the intuition, anyway? OK, but I just hope we don't end up in the newspaper headlines. I can see it all now: YOUNG MARRIED COUPLE MUTILATED BY SERIAL KILLER."
They pulled up to the curb in front of the old man.
"Need some help, sir?" Thain asked.
The old man smiled. "Yes, thank you. Could you take me to a pharmacy? I'm diabetic, and I've run out of medicine. I'm on a trip around the country, but I keep forgetting to buy enough insulin. If I don't take my medicine regularly, I go into shock. If only I weren't so forgetful ..."
They found a pharmacy and got the insulin.
Back in the car, the old man said, "Now, if you can just take me to the bus station, I'll be on my way."
Donna frowned, but Thain said, "Sure. We can do that."
At the bus station, they helped the old man out of the car. "Can you tell me your names and your address? When I get back home, I'll send you a token of my appreciation."
They gave him their names and address, said good-bye, and proceeded to the yard sale.
As Donna had predicted, all of the good merchandise had been sold. "We'd
probably have that chest of drawers if we'd gotten here earlier," she said, "but
I'm glad we stopped for the old guy. I'll be surprised if we ever hear from him,
though. You don't really believe all that about his taking a trip around the country,
do you, Thain? "
In a few days they had forgotten about the incident. Three months later they
returned from a short vacation, and Donna was going through the pile of mail
that had accumulated in their absence. She opened a long envelope with no
return address.
"What in the world? Thain, come here and look at this!" There was a letter, neatly typed, which said, "Dear Thain and Donna, I finished my trip around the country and had a marvelous time. I'm now back at home and won't be traveling anymore, I don't think. I met some wonderful people in my travels, the two of you among them. Thank you for your kindness to a forgetful old man. If you hadn't come along when you did and taken me to the pharmacy, I might have died. At the very least, I would have become quite ill if you hadn't been there to help. I wish there had been more time for us to get to know one another. If I had been fortunate enough to have any children of my own, I couldn't have had any nicer ones than you two. At any rate, I am enclosing a token of my gratitude.
My warmest regards,
Quentin Wilkerson"
Something fluttered out of a second sheet of folded paper. It was a check for
$50,000.
1.1 Answer the questions.
1. Where were Thain and Donna going?
2. Whom did they spot on the road?
3. Why wasn’t Donner much enthusiastic about giving a ride to the man?
4. What problem did the man have?
5. What letter did the young couple get afterwards?
1.2 Tick off the conditional sentences in the text and comment on the type of them.
2. Write about a time when you ignored your intuition and inner voice and instead made a seemingly logical decision that turned out badly. Describe your original intuitive feelings, explain why you ignored them, and speculate on what would or might have happened if you had acted intuitively. Use conditional sentences where appropriate.
Unit 2. Unreal Past. Subjunctive II in Object Clauses with Wish
Grammar Introduction
1. Read the following letter and say which of the sentences express (1) desires about the present or the future, (2) regrets referring to the past, and (3) dissatisfaction or irritation because somebody keeps on doing something that you don’t like or an unpleasant situation persists.
Dear Beth, I’m so desperate. I wish I hadn’t moved to this place. It’s not a bad place, but it’s so quiet. If only there were more people here my age, then I wouldn’t feel so lonely. Even better, I wish my friends moved here from town. I thought I would enjoy the quiet life of the village but now I wish there were some roads nearby so I could here the traffic. I wish I could afford to move back to town but I don’t have the money. Maybe it’s the weather. I wish it would stop raining so at least I could go for long walks in the fields. Sometimes, when I’m really sad, I wish the village would disappear or my house would collapse so that I’d have to move. Maybe it will get better. If only I were more patient. I wish I had written a more cheerful letter. It’s made me even sadder. I look forward to hearing from you with some suggestions. Best wishes, Steve |
Grammar Explanations
1. He wishes he had a dog is an example of a complex sentence with the verb to wish in the main clause followed by a subordinate object clause with a Present Subjunctive II form to talk about things we want to be true at the moment of speech but that are not true (He doesn’t have a dog but he wants one).
He wished he had a dog. (He didn’t have a dog at the moment but he wanted one).
In these sentences time reference in the subordinate clause is determined by the tense form of the verb wish in the main clause. In other words, actions expressed by the Present Subjunctive II form correlate with the action in the main clause and are simultaneous. We comment on such sentences in the following way:
He wishes he had a dog. «Ему хотелось бы иметь собаку». It’s a complex sentence with a subordinate object clause after wish used to express a desire. We use the Present Subjunctive II form of the verb have to express an action simultaneous with the action expressed by wish. |
2. An objective subordinate clause with a Past Subjunctive II form is used after wish to express regrets about events that happened before the moment of speaking, e.g.: They wish they had worked out a better plan. (They didn’t work out a good plan and now they think that it was a mistake not to prepare it properly.)
In such sentences the action expressed by the Past Subjunctive II form is prior to the action expressed by the verb wish. We comment on such sentences in the following way:
They wish they had worked out a better plan. «Им хотелось бы, чтобы они разработали план лучше». It’s a complex sentence with a subordinate object clause after wish used to express regret. We use the Past Subjunctive II form of the verb work to express an action prior to the action expressed by wish. |
3. Would (the Present Subjunctive II form of the modal verb will) is used in the objective subordinate clause after wish to express a desire for someone to act in a different way. It may communicate a complaint, regret, disappointment or desire, e.g.:
I wish you would stop interrupting me. I wish you wouldn’t do that. I wish it wouldn’t rain so much.
In such sentences the action expressed by the Present Subjunctive II form is posterior to the action expressed by the verb wish.
We comment on such sentences in the following way:
I wish you would stop interrupting me. «Хотелось бы, чтобы ты не перебивал меня». It’s a complex sentence with a subordinate object clause after wish used to express a complaint. We use the Present subjunctive II form of the modal verb will to express an action posterior to the action expressed by wish. |
4. We use wish followed by an objective subordinate clause with could (the present Subjunctive II form of the modal verb can) to express ability. We use could with the Indefinite Infinitive to speak about simultaneous actions and we use could with the Perfect Infinitive to speak about prior situations, e.g.:
He wishes he could earn more.
He wished he could have found a better job when he was younger.
We comment on such sentences in the following way:
He wishes he could earn more. «Ему хотелось бы зарабатывать больше». It’s a complex sentence with a subordinate object clause after wish. We use the Present Subjunctive II form of the modal verb can to express ability. The Indefinite Infinitive expresses an action which is simultaneous with the action expressed by wish. |
He wished he could have found a better job when he was younger. «Жаль, что он не смог найти работу получше, когда он был моложе». It’s a complex sentence with a subordinate object clause after wish we use the Present Subjunctive II form of the modal verb can to express ability. The Perfect Infinitive expresses an action which is prior to the action expressed by wish. |
5. Instead of wish we can also use the phrase if only followed by a Present/Past Subjunctive II form. This phrase is often used to express longing or regret, e.g.:
If only I knew the answer to your question. If only I could have helped you. If only you wouldn’t be so noisy.
We comment on such sentences in the following way:
If only I knew the answer to your question. «Если бы я только знал ответ на твой вопрос». It’s a simple sentence with if only phrase. We use the Present Subjunctive II form of the verb know to express longing, desire. |
6. We use hope, not wish to express that we want something to happen in the future.
I hope you enjoy your trip. (future)
I hope I can get a better job. (future)
7. We can also express regret using regret and a gerund.
I regret being an ordinary clerk.
Grammar Practice