Практична граматика англійської мови. Книга 1, 2-ге вид. / Сітко А. В. та ін.

A. Sitko, A. Golovnia, T. Semyhinivska, O. Tishchenko

МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ

А. В. Сітко, А. В. Головня, Т. Г. Семигінівська, О. В. Тіщенко

Практична граматика англійської мови для студентів спеціальності “Переклад”

Книга І

За загальною редакцією доктора філологічних наук, професора А. Г. Гудманяна Навчальний посібник 85-річчю Національного авіаційного університету присвячується

Друге видання

Вінниця Нова Книга 2018

УДК 811.111’36 69

Рекомендовано Міністерством освіти і науки, молоді та спорту України як навчальний посібник для студентів вищих навчальних закладів (лист № 1/11-4332 від 26.02.2013 р.)

Рецензенти: О. Ю. Карпенко – д-р філол. наук, проф., зав. каф. граматики англійської мови (Одеський національний університет ім. І. І. Мечникова) В. В. Демецька – д-р філол. наук, проф., зав. каф. теорії і практики перекладу з англійської мови (Херсонський національний університет) С. П. Денисова – д-р філол. наук, проф., зав. каф. зіставного мовознавства і теорії та практики перекладу (Київський національний лінгвістичний університет)

За загальною редакцією доктора філологічних наук, професора Гудманяна А. Г.

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Сітко А. В. Практична граматика англійської мови для студентів спеціальності “Переклад”. Кн. 1 : навч. посібник / А. В. Сітко, А. В. Головня, Т. Г. Семигінівська, О. В. Тіщенко ; за заг. ред. д-ра філол. наук, проф. А. Г. Гудманяна. – 2-ге вид. – Вінниця : Нова Книга, 2018. – 528 с.

ISBN 978-966-382-716-2

Посібник містить основні теоретичні відомості з морфології англійської мови, систему вправ на закріплення вивчених граматичних структур та тести для навчання практичної граматики студентів І–IV курсів, напряму підготовки 6.020303. “Філологія”, спеціальності “Переклад” вищих навчальних закладів. Особливу увагу приділено нестандартним випадкам вживання окремих частин мови та часових форм дієслова. Посібник розрахований на філологів, перекладачів, учителів та учнів спеціалізованих мовних шкіл, ліцеїв, гімназій і на слухачів інтенсивних курсів вивчення іноземних мов. УДК 811.111’36

ISBN 978-966-382-716-2

© Сітко А. В., Головня А. В., Семигінівська Т.Г., Тіщенко О. В., 2018 © Гудманян А. Г., заг. ред., 2018 © Нова Книга, 2018

Contents

Передмова до посібника.........................................5 Morphology..................................................................8 Unit 1. The Noun......................................................8 § 1. General information.............................................8 § 2. The category of number.......................................9 Exercises ...............................................................11 § 3. Countable and uncountable nouns...................16 § 4. The category of case............................................18 § 5. The category of gender.......................................20 Exercises................................................................21 Progress test...........................................................34 Final test................................................................35 Unit 2. The Article..................................................37 § 1. General information...........................................37 § 2. The indefinite article...........................................37 § 3. Uses of indefinite article.....................................38 § 4. Omission of the indefinite article......................39 Exercises................................................................39 Progress Test..........................................................40 § 5. Uses of the definite article..................................41 § 6. Omission of the definite article.........................43 Exercises................................................................45 Progress test...........................................................53 Final test................................................................54 Unit 3. The Pronoun..............................................56 § 1. General information...........................................56 § 2. Personal pronouns..............................................56 § 3. Possessive pronouns............................................57 § 4. Reflexive pronouns..............................................58 Exercises................................................................59 Progress Test..........................................................69 § 5. Demonstrative pronouns...................................71 § 6. Interrogative pronouns.......................................71 § 7. Relative pronouns................................................73 § 8. Reciprocal pronouns...........................................74 § 9. Definite pronouns...............................................75 Exercises................................................................78 Progress Test .........................................................85 § 10. Indefinite pronouns..........................................87 § 11. Negative pronouns ...........................................88 § 12. Quantitative pronouns ....................................89 § 13. Subject-verb agreement....................................91

Exercises..............................................................93 Progress test.......................................................102 Final test............................................................104 Unit 4. The Numeral............................................106 § 1. General information.........................................106 § 2. Cardinal numerals.............................................106 § 3. Ordinal numerals..............................................108 § 4. Ordinal and Cardinal numerals......................108 § 5. Fractional numerals..........................................109 § 6. Dates...................................................................110 § 7. The year..............................................................110 § 8. Percentages.........................................................111 § 9. Telephone numbers...........................................111 § 10. Weights, length and liquid measure.............112 § 11. Uses of and, a, one and comma......................113 Exercises..............................................................114 Progress test.........................................................123 Final test..............................................................124 Unit 5. The Adjective...........................................126 § 1. General information.........................................126 § 2. Form of adjectives.............................................126 § 3. Order of adjectives............................................127 § 4. The degrees of comparison of adjectives........127 Exercises..............................................................129 Progress test.........................................................137 Final test..............................................................138 Unit 6. The Adverb...............................................140 § 1. General information.........................................140 § 2. Form of the adverbs..........................................140 § 3. Word order of adverbs......................................141 § 4. Degrees of comparison of adverbs..................142 Exercises..............................................................143 Progress test.........................................................150 Final test..............................................................151 Unit 7. The Preposition.......................................153 § 1. General information.........................................153 § 2. Prepositions of place and movement..............153 § 3. Prepositions of time..........................................154 § 4. Prepositions for, during, while........................155 § 5. On time / in time at the end / in the end.......156 § 6. By and until by the time...................................156 Exercises..............................................................157

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§ 7. Phrasal verbs......................................................167 Exercises..............................................................169 Progress test.........................................................194 Final test..............................................................196 Unit 8. The Verb....................................................201 § 1. General information.........................................201 § 2. Types of verbs....................................................201 § 3. The function of verbs........................................202 § 4. Regular and irregular verbs.............................202 § 5. Main forms of notional verbs..........................203 § 6. Mood of verbs....................................................204 Exercises..............................................................206 § 7. Voice of verbs.....................................................212 § 8. Transitive and intransitive verbs.....................212 Exercises..............................................................213 § 9. The verb to be....................................................218 Exercises..............................................................219 § 10. The verb to have..............................................224 Exercises..............................................................225 Progress test.........................................................230 Active voice......................................................232 § 11. The Present Simple Tense...............................232 Exercises..............................................................234 Progress test.........................................................250 § 12. The Present Progressive Tense.......................252 Exercises..............................................................257 Progress test.........................................................269 § 13. The Present Perfect Tense..............................272 Exercises..............................................................275 Progress test.........................................................284 § 14. The Present Perfect Progressive Tense.........286 Exercises..............................................................288 Progress test.........................................................298 Revision...............................................................300 Final Test.............................................................303 § 15. The Past Simple Tense....................................305 Exercises..............................................................308 Progress test.........................................................323 § 16. The Past Progressive Tense.............................324 Exercises..............................................................327 Progress test.........................................................346

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§ 17. The Past Perfect Tense....................................347 Exercises..............................................................350 Progress test.........................................................364 § 18. The Past Perfect Progressive Tense...............365 Exercises..............................................................367 Progress test.........................................................375 Revision...............................................................376 Final Test.............................................................379 § 19. The Future Simple Tense................................381 § 20. Other ways of expressing the future.............384 Exercises..............................................................384 Progress test.........................................................397 § 21. The Future Progressive Tense........................399 Exercises............................................................ 401 Progress test.........................................................408 § 22. The Future Perfect Tense................................411 Exercises..............................................................412 Progress test.........................................................419 § 23. The Future Perfect Progressive Tense...........420 Exercises..............................................................421 Progress test.........................................................424 Revision...............................................................425 Final Test.............................................................430 Passive Voice.....................................................433 § 24. General information.......................................433 § 25. Translation of passive constructions from English into Ukrainian.........................436 Exercises..............................................................437 Progress test.........................................................469 Final Test.............................................................471 Unit 9. Sequence of Tenses......................474 Exercises..............................................................476 Progress test.........................................................493 Final Test.............................................................496 Appendices.........................................................497 References.........................................................521 Sources.................................................................524

Передмова

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нутрішній голос справжнього філолога, який викладає англійську мову, часто промовляє: “Для пояснення, закріплення, вироблення вмінь і навичок одного підручника буде недостатньо; треба використати вправи з іншого посібника та скористатися новітніми методичними розробками колег”. Досвідчений викладач – немовби сам живий, інтерактивний підручник, який завжди пам’ятає безліч інформації про те, в якому підручнику краще пояснено граматичний матеріал, в якому довіднику перераховані винятки та з якого методичного посібника найдоцільніше використати вправи для закріплення нового граматичного матеріалу. Кожен з викладачів, ми в цьому впевнені, мріє про ідеальний підручник з граматики англійської мови, що враховує всі аспекти, необхідні для побудови ефективного, результативного та цікавого навчального процесу. Ви тримаєте в руках не просто черговий навчальний посібник з граматики. Це – зухвала спроба створити ідеальний посібник для студентів-філологів мовних ВНЗ і водночас результат кропіткої методичної роботи зі студентами, теоретичного аналізу граматичних явищ англійської мови, аналізування сучасних лінгвістичних моделей, а також великої кількості нових довідників і посібників із практичної граматики. Під час роботи над створенням посібника було використано багатий досвід викладачів-практиків, враховано недоліки російсько- та україномовних підручників з граматики, які дуже часто затеоретизовані та є складними для розуміння, хоча трактування деяких мовних явищ, запропоновані у посібнику, не виключають іншого підходу до них. Авторами було зроблено все для того, щоб полегшити роботу як викладача, так і студента. Посібник містить основні теоретичні відомості, систему вправ і тести для навчання практичної граматики студентів І–IV курсів спеціаль-

ності “Переклад” вищих навчальних закладів. Граматичний матеріал дібрано згідно з навчальним планом спеціальності “Переклад”, напряму підготовки 6.020303 “Філологія” і відповідно до вимог “Програми з англійської мови для університетів/інститутів” (Проект/колектив авт.: Ніколаєва С. Ю., Соловей М. І. (кер.), Головач Ю. В. та ін.; Київський держ. лінгв. ун-т, 2001) Чим відрізняється цей посібник від інших? Насамперед – структурою. Посібник складається з двох книг. Перша книга посібника присвячена морфології, у другій книзі розглядаються синтаксична будова англійської мови, модальні дієслова, неособові форми дієслова, розділові знаки. Для зручності користування матеріал розділів поділено на параграфи, в кожному з яких матеріал подається за однаковою схемою: • пояснення теоретичного матеріалу; • складні випадки вживання; • перелік винятків; • система вправ; • тести. Пояснення граматичного матеріалу – англійською мовою. Для полегшення сприйняття теоретичної інформації деякі положення термінології подано у вигляді таблиць (див. Додатки) Без термінології неможливе вивчення граматики будь-якої мови взагалі, адже саме від успішного її засвоєння залежить, як студенти сприйматимуть граматику та інші теоретичні предмети – з розумінням та цікавістю чи ні. Крім того, недостатнє засвоєння термінології може стати причиною зниження позитивної мотивації. Для полегшення розуміння та засвоєння матеріалу використано прийом кольорування; навчання, наприклад: утворення часових форм подано в кольорі за схемами згідно з типом речення (стверджувальне, питальне, заперечне) Адже відомо, що реципієнт, який асоціює інформацію певного змісту з одним кольором (наприклад,

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основне дієслово завжди червоного кольору, допоміжне – завжди зеленого) набагато легше сприймає й засвоює нову інформацію, що доводять дослідження М. Люшера, Є. Ф. Бажина, А. М. Еткінда, Ч. Осгуда та ін. у галузі психології сприйняття. Так, результати експериментальних праць школи С. В. Кравкова показали, що вплив кольору призводить до певних змін тонусу вегетативної нервової системи, а це, в свою чергу, впливає на сприйняття кольору. Характер взаємозв’язків кольорового сприйняття з діяльністю вегетативної нервової системи дає змогу зробити висновок про об’єктивну потребу останньої в кольорових подразниках для своєї саморегуляції. Посібник містить багато комунікативних вправ та тестів, ефективність яких апробовано під час викладання курсу з практичної граматики англійської мови в Національному авіаційному університеті. У посібнику запропоновано вправи з різноманітними типами завдань: множинний вибір; заповнення пропусків; перефразування речень; добір, переклад речень та мікротекстів, вправи на розвиток навичок аудіювання та усного мовлення, ігрові вправи, а також такі, в яких для закріплення теоретичних положень використовується пісенний матеріал. Подано вправи підвищеної складності на переклад з української мови англійською, що містять речення, взяті з творів українських письменників та з англійської мови українською, які містять речення, взяті з газетних статей та оригінальних творів англійських письменників. Уся система вправ побудована за принципом поступового наростання мовних труднощів. Вона включає не лише тренувальні, а й багато комунікативних вправ. Рівномірна послідовність різних видів вправ, що відповідають етапам навчання мови, забезпечує ефективнішу роботу студентів. Велику кількість вправ рекомендується виконувати усно. Викладач має мож-

ливість визначати, які вправи слід виконувати в аудиторії, а які – вдома, враховуючи при цьому різний рівень мовної підготовки студентів. З упевненістю стверджуємо, що цей посібник за умови його використання може стати ефективною ланкою у процесі формування майбутнього філолога-професіонала. Навчальний посібник відповідає вимогам Міністерства освіти та науки, молоді та спорту України до посібників для вищої школи, але переконані, що наш доробок стане в пригоді викладачам та учням спеціалізованих мовних шкіл, ліцеїв, гімназій; прихильникам інтенсивних курсів вивчення іноземних мов і просто всім, хто прагне оволодіти ґрунтовними знаннями з практичної граматики англійської мови, що є фундаментом знання іноземної мови. Вправи укладені на основі сучасних оригінальних джерел. Список літератури вміщує лише ті книги, які були використані під час написання цього посібника. Наголошуємо, що весь матеріал, представлений у навчальному посібнику, призначений для використання лише з освітньою метою. Висловлюємо щиру вдячність за кропітку роботу та цінні поради рецензентам навчального посібника – докторам філологічних наук, професорам Демецькій В. В., Денисовій С. П. та Карпенко О. Ю. Автори висловлюють щиру подяку співробітникам кафедри англійської філології і перекладу Національного авіаційного університету, а саме: Гастинщиковій Л. О. та Носко І. М . за допомогу в апробації посібника, а також Кондратенко Ю. В. за технічну підтримку при укладанні посібника. Уклінно дякуємо чудовим друзям зі Сполучених Штатів Америки Маршалу Крістенсену, Борису Чіпорусі а також Світлані Шурмі за плідну співпрацю під час озвучування текстів. Просимо повідомляти про зауваження, побажання та ваші враження з приводу матеріалу цього посібника з метою його удосконалення. Автори

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Умовні позначення

вправи на розвиток навичок аудіювання

вправи, які рекомендовано виконувати усно

вправи підвищеної складності

вправи на розвиток навичок усного мовлення

вправи, в яких використовується пісенний матеріал

ігрові вправи

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UNIT 2. The Article § 1. General Information The article is a structural part of speech used with nouns. There are two articles in Modern English: the indefinite article and the definite article. The indefinite article has two forms: a and an. The form a is used before words beginning with a consonant sound. The form an is used before words beginning with a vowel sound. The article is pronounced [ә], [ә n]; when stressed it is pronounced [ei], [æn]. The definite article has one graphic form the, which is pronounced in two ways: [ði] before a vowel sound (the apple [ði’æpl]) and [ðә ] before a consonant sound (the pen [ðә ’pen]) The indefinite article originated from the Old English numeral an (one) As a result of its origin it is used only with countable nouns in the singular. The indefinite article a/an is the same for all genders: E.g.: a man a woman an actor an actress The definite article has developed from the Old English demonstrative pronoun that. The definite article the is the same for singular and plural and for all genders: E.g.: the boy the girl the day the boys the girls the days The indefinite article is used before a noun when we name an object referring it to a class of objects having this name. The definite article is used before a noun when a particular object is meant which we single out from all the other objects of the same class.

§ 2. The Indefinite Article a/an The indefinite article has two forms: a and an. They can be used in a general statement or to introduce a subject which has not been previously mentioned.

E.g.: A baseball is round.

(It means all baseballs)

I saw a boy in the street.

(We don’t know which boy.)

She bought a car.

(We don’t know what kind of car.)

I was looking for an apartment. (any apartment) The form a is used before words beginning with a consonant.

E.g.: a book a hat a European

a man a university a one-way street The form an is used before words beginning with a vowel E.g.: an apple an island an uncle an egg an onion or individual letters spoken with a vowel sound: E.g.: an L-plate an MP an SOS an ‘x’ Some words can be confusing because the spelling does not indicate the pronunciation.

E.g.: a house (begins with a consonant sound)

an hour (begins with a vowel sound)

a university (begins with a consonant sound)

an umbrella (begins with a vowel sound) The following words begin with a consonant sound and must always be preceded by a.

E.g.: house heavy half uniform university universal union The following words begin with a vowel sound and must always be preceded by an.

E.g.: uncle hour umbrella heir

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§ 3. Use of the Indefinite Article a/an The indefinite article a/an is used before a singular noun which is countable (i.e. of which there is more than one) when it is mentioned for the first time and represents no particular person or thing: E.g.: I need a visa.

They live in a flat.

He bought an ice-cream.

Before a singular countable noun which is used as an example of a class of things: E.g.: A car must be insured. (All cars / Any car must be insured.)

A child needs love.

(All children need / Any child needs love.)

With a noun complement. This includes names of professions: E.g.: It was an earthquake.

She’ll be a dancer.

He is an actor.

In certain expressions of quantity: E.g.: a lot of a couple a great many a dozen a great deal of With certain numbers: E.g.: a hundred a thousand Before half when half follows a whole number: E.g.: 1 ½ kilos = one and a half kilos or a kilo and a half But ½ kg = half a kilo (no a before half), though a + half + noun is sometimes possible: E.g.: a half-holiday a half-portion a half-share With 1/3, 1/4, 1/5, etc. a is usual: E.g.: a third a quarter a fifth In expressions of price, speed, etc. (Here a/an = per.): E.g.: 5 p a kilo $1 a metre 10 p a dozen sixty kilometers an hour 4 times a day In exclamations before singular, countable nouns: E.g.: Such a long queue!

What a pretty girl!

Quite a difficult day! Quite a difficult task!

But Such long queues!

What pretty girls!

(Plural nouns, so no article.) a can be placed before Mr. / Mrs. / Miss + surname: E.g.: a Mr. Smith a Miss Smith a Mrs. Smith a Mr. Smith means “a man called Smith” and implies that he is a stranger to the speaker. Mr. Smith, without a, implies that the speaker knows Mr. Smith or knows of his existence.

The indefinite article is used in a number of set expressions.

Translate these expressions into Ukrainian.

E.g.: all of a sudden

as a result of

as a matter of fact

at a time

at a speed of

for a short time

in a loud voice

on a large scale

it is a pity

to be in a hurry

to be in a position

to be at a loss

to have a good time

to have a cold

to go for a walk

to take a seat

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§ 4. Omission of the indefinite article a/an The indefinite article a/an is omitted before plural nouns (a/an has no plural form) So the plural of a dog is dogs, and of an egg is eggs. The indefinite article a/an is also omitted before uncountable nouns.

E.g.: bread cream advice experience

jewelry mail furniture information Before names of meals, except when these are preceded by an adjective.

E.g.: We have breakfast at eight.

But He gave us a good breakfast.

The article is also used when it is a special meal given to celebrate something or in someone’s honor: E.g.: I was invited to dinner. (at their house, in the ordinary way) But I was invited to a dinner given to welcome the new ambassador.

Exercises Exercise 1. Write a or an in the blanks. Translate into Ukrainian.

1. box 7. uniform 13. interesting dream 2. hill 8. hour or two 14. hole in the ground 3. dream 9. untrue story 15. universal problem 4. union 10. honest man 16. handsome man 5. honor 11. empty box 17. urgent message 6. mistake 12. abbreviation 18. unhappy child Exercise 2. Define the given words in complete sentences. Begin each sentence with a or an. Refer to a dictionary if necessary. Translate into Ukrainian.

Model: indecisive person

An indecisive person is a person who can’t make up his mind.

1. horn

6. astronaut

11. hourly wage 2. onion

7. umbrella

12. honeymoon trip 3. enemy

8. unicorn

13. unlit hallway 4. ferry

9. utensil

14. microscope 5. orchard

10. camel

15. absent-minded person Exercise 3. Insert a or an if necessary.

1. My neighbor is ___ photographer; let’s ask him for ___ advice about color films.

2. We had ___ fish and ___ chips for ___ lunch. – That doesn’t sound ___ very interesting lunch.

3. I had ___ very bad night; I didn’t sleep ___ wink.

4. He is ___ vegetarian; you won’t get ___ meat at his house. He’ll give you ___ nut cutlet. – Last time I had ___ nut cutlet I had ___ indigestion.

5. ___ travel agent would give you ___ information about ___ hotels.

6. We’d better go by ___ taxi – if we can get ___ taxi at such ___ hour as 2 a.m.

7. ___ person who suffers from ___ claustrophobia has ___ dread of being confined in ___ small space, and would always prefer ___ stairs to ___ lift.

8. Do you take __ sugar in ___ coffee? – I used to, but now I’m on ___ diet. I’m trying to lose __ weight.

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9. ___ man suffering from ___ shock should not be given anything to drink.

10. You’ll get___ shock if you touch ___ live wire with that screwdriver. Why don’t you get ___ screwdriver with ___ insulated handle?

11. It costs fifty-five and ___ half pence and I’ve only got ___ fifty pence piece. – You can pay by ___ cheque here. – But can I write ___ cheque for ___ fifty-five and ___ half pence?

12. ___ Mr. Smith is ___ old customer and ___ honest man. – Why do you say that? Has he been accused of ___ dishonesty?

13. I’m not ___ wage-earner; I’m ___ self-employed man. I have ___ business of my own. Then you’re not ___ worker; you’re ___ capitalist!

14. When he was charged with ___ murder he said he had ___ alibi.

15. ___ friend of mine is expecting ___ baby. If it’s ___ girl she’s going to be called Etheldreda. – What ___ name to give ___ girl!

Exercise 4. Translate into Ukrainian. Explain the use of the articles.

A letter from England Hello! My name’s Rob Fellows. I come from Dundee, a town on the east coast of Scotland, but I’m a student at Durham University, in the North of England. I’m studying French and German, and I can speak the languages quite well. I also know a little Spanish, so I can speak four languages. I’m enjoying the course a lot, but it’s very hard work!

I live in Durham Castle, because the Castle is a part of the University, with about thirty other students.

The course started two years ago, and I’m in my third year. After the course I’m going to work in France, but I don’t know where yet.

Progress Test 1. Write a or an in the blanks. Translate into Ukrainian.

1. actor 6.

L-plate 2. SOS 7.

quarter 3. hour 8. baseball 4. VIP 9.

umbrella 5. onion 10.

European

11.

12.

13.

14.

15.

half-portion island university employee exhibition 5

2. Define the given words. Begin each sentence with a or an.

Model: A vegetarian is a person who doesn’t eat meat.

1.

2.

3.

4.

5.

house cousin heir actress student

6. uncle 7. oven 8. queen 9. niece 10. friend

11. neighbor 12. university 13. one-way street 14. vegetarian 15. group-mate 15

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3. Insert a or an if necessary.

1. ___ car must be ensured. 2. It was ___ earthquake. 3. I need apples, ___ kilo and ___ half. And some oranges, ___ half ___ kilo. 4. Such ___ long queue! I cannot wait. 5. You have to take this medicine three times ___ day. 6. What pretty ___ girls! 7. Some lady was looking for you. ___ Miss Johns was her name, but I am not sure about the name; I have never seen her before. 8. As ___ matter of ___ fact we don’t have any money left. 9. They were talking in ___ loud voice, I could hear every word. 10. Let’s stay here for ___ short time. 11.

We are at ___ loss, we don’t know what to do. 12. They have ___ dinner at 7 o’clock. 13. I need ___ information, I cannot do anything without it. 14. ___ experience is ___ great thing. 15. You’ll have ___ cold if you go for a walk in ___ such weather.

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4. Translate from English into Ukrainian.

My daughter Jackie is living in London now. We are very worried about her, really. London is such a dangerous place for a young girl. She is only eighteen, and London’s so far away. Her mother went down to see her there, but I don’t like London. I don’t know why she went there. I think she has some friends there.

She says she wants to be a dancer, and she’s doing a sort of course, a ballet course or something, but dancing isn’t a real job, and you don’t earn much money being a dancer. She’s living in a flat in north London – with her boyfriend, I think, and we don’t like that at all. We’ve never met her boyfriend – Tony, his name is. He doesn’t have a job. I think she’s earning some extra money working as a dancer in a theatre or club in the center of London, but I’m not sure. I hope it’s a nice place. I do worry about her. London is such a big place.

I’m sure she wants to come home, really. She phones home sometimes, but not very often, and when we phone her she’s always out. We are her parents, and I know we are important to her, but it still makes me sad.

15

Total

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§ 5. The Use of the Definite Article the The definite article is used with a noun if it is clear from the context or situation what particular object is meant. The definite article is used when the object or group of objects is unique or considered to be unique.

E.g.: the earth the sea the sky the stars the sun the moon Before a noun which has become definite as a result of being mentioned a second time.

E.g.: His car struck a tree, you can still see the mark on the tree.

Before a noun made definite by the addition of a phrase or clause.

E.g.: the girl in blue the man with the banner the boy that I met

the place where I met him Before a noun which by reason of locality can represent only one particular thing.

E.g.: Ann is in the garden. (the garden of this house)

Please pass the wine. (the wine on the table) Before superlatives and first, second, etc. used as adjectives or pronouns, and before the word only.

E.g.: the first (week) the best day the only way The definite article the + singular noun can represent a class of animals or things.

E.g.: The whale is in danger of becoming extinct.

The deep-freeze has made life easier for housewives.

But the word man, used to represent the human race, has no article.

E.g.: If oil supplies run out, man may have to fall back on the horse.

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The definite article the can be used before a member of a certain group of people.

E.g.: The small shopkeeper is finding life increasingly difficult.

The definite article the + singular noun is used above takes a singular verb. The pronoun is he, she or it: E.g.: The first-class traveler pays more so he expects more comfort.

The definite article the + adjective represents a class of persons.

E.g.: the old = old people in general

The Definite Article and Geographical Names The definite article the is used before certain proper names of seas, rivers, groups of islands, chains of mountains, plural names of countries, deserts, regions. Translate into Ukrainian: E.g.: the Atlantic________________________ the Netherlands________________________

the Thames________________________ the Sahara_____________________________

the Alps___________________________ the Crimea____________________________ The definite article the is also used before names consisting of noun + of + noun.

E.g.: the Cape of Good Hope ______________ the Gulf of Mexico_______________________

the Bay of Biscay____________________ The United States of America______________ The definite article the is used before adjectives east / west, etc. + noun in certain names: E.g.: the East / West End the East / West Indies the North / South Pole ________________ __________________ __________________ but is normally omitted: E.g.: South Africa________________________ North America_________________________ The definite article the, however, is used before east / west, etc. when these are nouns: E.g.: the north of Spain___________________ the West (geographical)__________________

the Middle East_____________________ the West (political)______________________

The Definite Article with Proper Names The definite article the is used before other proper names consisting of adjective + noun or noun + of + noun E.g.: the National Gallery the Tower of London It is also used before names of choirs, orchestras, pop groups, etc.: E.g.: the Bach Choir the Philadelphia Orchestra the Beatles Before names of newspapers: E.g.: The Times Before names of ships: E.g.: the Great Britain With names of people the has a very limited use. The + plural surname can be used to mean ‘the …family’: E.g.: the Smiths = Mr and Mrs Smith (and children) The definite article the is used before titles containing of: E.g.: the Duke of York but it is not used before other titles or ranks: E.g.: Lord Olivier Captain Cook The definite article is used in a number of set expressions. Translate them into Ukrainian: E.g.: in the morning in the evening

in the afternoon in the night

in the country on the right (left)

on the one (other) hand on the whole

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the day before yesterday the other day to play the piano to tell the truth to run the risk

the day after tomorrow to go to the theatre to tell the time to pass the time What is the time?

§ 6. Omission of the Definite Article the The definite article is not used before names of places or before names of people. Before abstract nouns except when they are used in particular sense.

E.g.: Men fear death.

But: The death of the Prime Minister left his party without a leader.

After a noun in the Possessive Case, or a possessive pronoun.

E.g.: the boy’s uncle = the uncle of the boy

It is my (blue) book. = The (blue) book is mine.

Before names of meals: E.g.: The Scots have porridge for breakfast.

But: The wedding breakfast was held in the father’s house.

Before names of games: E.g.: He plays golf.

Before parts of the body and articles of closing, as these normally prefer a possessive pronoun: E.g.: Raise your right hand.

He took off his coat.

But notice the sentences of the type: E.g.: She seized the child’s collar.

I pattered his shoulder.

The brick hit John’s face. could be expressed: E.g.: She seized the child by the collar.

I pattered him on the shoulder.

The brick hit John in the face.

Similarly in the passive: E.g.: He was hit on the head.

He was cut in the hand.

It is interesting to know Omission of the before home, church, hospital, prison, school, etc. and before work, sea and town.

A. home When home is used alone, i.e. is not preceded or followed by a descriptive word or phrase, the is omitted: E.g.: He is at home.

Home used alone can be replaced directly after a verb of motion or verb of motion + object, i.e. it can be treated as an adverb: E.g.: He went home.

I arrived home after dark.

I sent him home.

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But when home is preceded or followed by a descriptive word or phrase, it is treated like any other noun: E.g.: They went to their new home.

We arrived at the bride’s home.

For some years this was the home of your queen.

A mud hut was the only home he had ever known. bed, church, court, hospital, prison, school / college / university The definite article the is not used before nouns listed above when these places are visited or used for their primary purpose. We go:

to bed to sleep to hospital as patients to court as litigants

to church to pray to prison as prisoners to school / college / university to study Similarly we can be:

in bed, sleeping or resting in hospital as patients in court as witnesses, etc.

at church as worshipers at school, etc. as students We can be / get back (be / get home) from school / college / university.

We can leave school, leave hospital, be released from prison.

When these places are visited or used for other reasons the is necessary.

E.g.: I went to the church to see the stained glass.

He goes to the prison sometimes to give lectures.

B. sea We go to sea as sailors. To be at sea = to be on a voyage (as passengers or crew) But to go to or be at the sea = to go to or be at the seaside. We can also live by / near the sea. work and office work (= place of work) is used without the.

E.g.: He’s on his way to work.

He is at work.

He isn’t back from work yet.

Note that at work also means ‘working’; hard at work = working hard: office (= place of work) needs the: E.g.: He is at / in the office.

To be in office (without the) means to hold an official (usually political) position.

To be out of office = to be no longer in power. town The definite article the can be omitted when speaking of the subject’s or speaker’s own town: E.g.: We go to town sometimes to buy clothes.

We were in town last Monday.

C. The article is not used in a number of set expressions. Translate them into Ukrainian: at dinner at home at school at work at sunset at night by tram

by bus by air by water by sea by land by heart by name by chance by mistake in time in sight in debt in fact

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on board on demand from day to day

on deck day and night from time to time

Exercises Exercise 1. Translate into Ukrainian. Explain the use of the articles.

How others see the British There now more than two dozen Japanese companies in Tyne and Wear in the northeast of England. Many Japanese families now live there. Kimiko Kinoshita Wood came to Britain as a bride six years ago. ‘There is much more freedom for women here’, she says. ‘It is sometimes difficult for Japanese women to adjust.’ For Kimiko, the change was easy because she is a translator and speaks English fluently. Also, she has an English husband. ‘Attitudes to women are very different,’ she says. ‘Japanese wives come to Britain and after a while they discover they can have a life of their own outside the home. They don’t have that kind of freedom in Japan.’ In Japan it is unusual to see men shopping with their wives, helping in the house, or babysitting. But Kimiko’s husband, John, a shipping engineer, happily lends a hand with the children. John says that Japanese husbands soon adapt in Britain, and seem to relax more with their families. Education is one thing that worries Kimiko. In Japan, children go to school six days a week and work much harder than English children.

Another complaint is that shops don’t have many clothes for small women.

Exercise 2. Here are some conversations (Track 1). Try to decide whether the speakers would probably use the or a/an. Are the speakers thinking about the same objects or persons?

1. A: Did you have a good time at ___ party last night?

B: Yes. A: So did I. I’m glad that you decided to go with me.

2. A: What did you do last night?

B: I went to ___ party.

A: Oh? Where was it?

3. A: Do you have ___ car?

B: No. But I have ___ bicycle.

4. A: Do you need ___ car today, honey?

B: Yes. I have a lot of errands to do. Why don’t I drive you to work today?

A: Okay. But be sure to fill ___ car up with gas sometime today.

5. A: I bought ___ table yesterday.

B: Oh, I didn’t know you went shopping for furniture.

6. A: Have you seen my keys?

B: Yes. They’re on ___ table next to ___ front door.

7. A: Is Mr. Jones ___ graduate student?

B: No, He’s ___ professor.

8. A: Where’s ___ professor?

B: She’s absent today.

9. A: Would you like to go to ___ zoo this afternoon?

B: Sure. Why not?

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10. A: Does San Diego have ___ zoo?

B: Yes. It’s ___ world famous.

11. A: Let’s listen to ___ radio.

B: Okay. I’ll turn it on.

12. A: Does your car have ___ radio?

B: Yes, and ___ CD player.

Exercise 3. Insert the if necessary.

1. ___ youngest boy has just started going to ___ school; ___ eldest boy is at ___ college.

2. She lives on ___ top floor of an old house. When ___ wind blows, all ___ windows rattle.

3. ___ darkness doesn’t worry ___ cats; ___ cats can see in ___ dark.

4. My little boys say that they want to be ___ spacemen, but most of them will probably end up in ___ less dramatic jobs.

5. Do you know __ time? – Yes, __ clock in __ hall has just struck nine. – Then it isn’t __ time to go yet.

6. He was sent to ___ prison for ___ six months for ___ shop-lifting. When ___ six months are over he’ll be released; ___ difficulty then will be to find ___ work. – Do you go to ___ prison to visit him?

7. I went to ___ school to talk to ___ headmistress. I persuaded her to let Ann give up ___ gymnastics and take ___ ballet lessons instead.

8. ___ ballet isn’t much use for ___ girls; it is much better to be able to play ___ piano.

9. I am on ___ night duty. When you go to ___ bed, I go to ___ work.

10. Peter’s at __ office but you could get him on __ phone. There’s a telephone box just round __ corner.

11. He got ___ bronchitis and was taken to ___ hospital. I expect they’ll send him home at ___ end of ___ week. – Have you rung ___ hospital to ask how he is?

12. Ann’s habit of riding a motorcycle up and down ___ road early in ___ morning annoyed ___ neighbors and in ___ end they took her to ___ court.

13. He first went to ___ sea in a Swedish ship, so as well as learning ___ navigation he had to learn ___ Swedish.

14. ___ family hotels are ___ hotels which welcome ___ parents and ___ children.

Exercise 4. Insert a/an, the if necessary.

1. Are John and Mary ___ cousins? – No, they aren’t ___ cousins; they are ___ brother and ___ sister.

2. ___ fog was so thick that we couldn’t see ___ side of ___ road. We followed ___ car in front of us and hoped that we were going ___ right way.

3. I can’t remember __ exact date of ___ storm, but I know it was __ Sunday because everybody was at ___ church. On __ Monday ___ post didn’t come because ___ roads were blocked by ___ fallen trees.

4. Peter thinks that this is quite ___ cheap restaurant.

5. There’s been ___ murder here. – Where’s ___ body? – There isn’t ___ body. – Then how do you know there’s been ___ murder?

6. ___ apples are sold by ___ pound. These are forty pence ___ pound.

7. It was ___ windy morning but they hired ___ boat and. went for ___ sail along ___ coast. In ___ afternoon ___ wind increased and they soon found themselves in ___ difficulties.

8. Number ___ hundred and two, ___ house next door to us, is for sale. It’s quite ___ nice house with ___ big rooms. ___ back windows look out on ___ park.

9. I don’t know what ___ price ___ owners are asking. But Dry and Rot are ___ agents. You could give them ___ ring and make them ___ offer.

10. ___ postman’s little boy says that he’d rather be ___ dentist than ___ doctor, because ___ dentists don’t get called out at ___ night.

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11. Just as ___ air hostess (there was only one on the plane) was handing me ___ cup of ___ coffee ___ plane gave ___ lurch and ___ coffee went all over ___ person on ___ other side of ___ gangway.

12. There was ___ collision between ___ car and ___ cyclist at ___ crossroads near ___ my house early in ___ morning. ___ cyclist was taken to ___ hospital with ___ concussion. ___ driver of ___ car was treated for ___ shock. ___ witnesses say that ___ car was going at ___ seventy miles ___ hour.

13. Professor Jones, ___ man who discovered ___ new drug that everyone is talking about, refused to give ___ press conference.

14. Peter Piper, ___ student in ___ professor’s college, asked him why he refused to talk to ___ press.

15. We’re going to ___ tea with ___ Smiths today, aren’t we? Shall we take ___ car? – We can go by ___ car if you wash ___ car first. We can’t go to ___ Mrs. Smith’s in ___ car all covered with ___ mud.

16. He got ___ job in ___ south and spent ___ next two years doing ___ work he really enjoyed.

17. It is ___ pleasure to do ___ business with such ___ efficient organization.

18. ___ day after ___ day passed without ___ news, and we began to lose ___ hope.

19. Would you like to hear ___ story about ___ Englishman, ___ Irishman and ___ Scotsman? – No. I’ve heard ___ stories about ___ Englishmen, ___ Irishmen and ___ Scotsmen before and they are all ___ same.

20. But mine is not ___ typical story. In my story ___ Scotsman is generous, ___ Irishman is logical and ___ Englishman is romantic. – Oh, if it’s ___ fantastic story I’ll listen with ___ pleasure.

21. My aunt lived on ___ ground floor of ___ old house on ___ River Thames. She was very much afraid of ___ burglars and always locked up ___ house very carefully before she went to ___ bed. She also took ___ precaution of looking under ___ bed to see if ___ burglar was hiding there.

22. ‘___ modern burglars don’t hide under ___ beds,’ said her daughter. ‘I’ll go on looking just ___ same,’ said my aunt.

23. One morning she rang her daughter in ___ triumph. ‘I found ___ burglar under ___ bed ___ last night,’ she said, ‘and he was quite ___ young man.’

Exercise 5. Translate into Ukrainian. Explain the usage of the articles.

How others see the British When Xavier Dupont came to Britain, his friends in Paris said he’d hate it. However, Xavier, a twenty-sixyear old chef, says they were wrong. ‘French people imagine that Britain is a cold miserable country where everyone dresses badly, you can’t see anything for fog, and the food is the worst on the planet. I don’t agree.’

Xavier insists that the British look good because they don’t follow fashion so seriously. He enjoys shopping in Britain because there are so many fresh things in the supermarkets. He particularly likes the street markets. However he has some complaints. He thinks that British men don’t show enough consideration or appreciation of the women. Also, he doesn’t like British bathrooms where you stand or sit on the bath to have a shower! Last of all, he feels that shops and restaurants close far too often and far too early.

Exercise 6. In the following sentences supply the articles a/an, the if they are necessary. If no article is necessary, leave the space blank.

1. Jason’s father bought him ___ bicycle that he had wanted for his birthday.

2. ___ Statue of Liberty was a gift of friendship from ___ France to ___ United States.

3. Rita is studying ___ English and ___ math this semester.

4. ___ judge asked ___ witness to tell ___ truth.

5. Please, give me ___ cup of ___ – coffee with ___ cream and ___ sugar.

6. ___ big books on ___ table are for my history class.

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7. No one in ___ Spanish class knew ___ correct answer to ___ Mrs. Perez’s question.

8. My ___ car is four years old and it still runs well.

9. When you go to ___ store, please buy ___ bottle of ___ chocolate milk and ___ dozen oranges.

10. There are only ___ few seats left for ___ tonight’s musical at ___ university.

11. John and Marcy went to ___ school yesterday and then studied in ___ library before returning home.

12. ___ Lake Erie is one of ___ five Great Lakes in ___ North America.

13. On our trip to ___ Spain, we crossed ___ Atlantic Ocean.

14. ___ Mount Rushmore is the site of ___ magnificent tribute to ___ four great American presidents.

15. What did you eat for ___ breakfast this morning?

16. John played ___ basketball and ___ baseball at ___ Boy’s Club this year.

17. Rita plays ___ violin and her sister plays ___ guitar.

18. While we were in ___ Alaska, we saw ___ Eskimo village.

19. Phil can’t go to ___ movies tonight because he has to write ___ essay.

20. David attended ___ Princeton University.

21. Harry has been admitted to ___ School of Medicine at Midwestern University.

22. Mel’s grandmother is in ___ hospital, so we went to visit her ___ last night.

23. ___ political science class was taking ___ trip to ___ Soviet Union in ___ spring.

24. ___ Queen Elizabeth II is ___ monarch of ___ Great Britain.

25. ___ Declaration of Independence was drawn up in 1776.

26. Scientists hoped to send ___ expedition to ___ Mars during ___ 1980s.

27. Last night there was ___ bird singing outside my house.

28. ___ chair that you are sitting in is broken.

29. ___ Civil War was fought in ___ United States between 1861 and 1865.

30. ___ Florida State University is smaller than ___ University of Florida.

Exercise 7. Complete the sentences with a/an, the where necessary.

1. ___ lightning is ___ flash of light. It is usually followed by ___ thunder.

2. Last night we had ___ terrible storm. Our children were frightened by ___ thunder.

3. ___ circles are ___ round geometric figures.

4. ___ milk I put on my cereal this morning was sour because someone forgot to put it in ___ refrigerator after dinner last night.

5. ___ milk is an important source ___ of protein and ___ calcium.

6. ___ wisdom comes more from ___ understanding than from___ knowledge.

7. I always appreciate ___ wisdom of my mother’s advice.

8. In class yesterday, I sat next to two women. ___ woman on my right had ___ right answer to ___ teacher’s question about verb forms.

9. Maria is ___ independent young woman who knows her own mind.

10. Have you met Mr. and Mrs. Smith? Mrs. Smith used to be ___ teacher, but now she is ___ computer programmer. Mr. Smith is ___ architect. The Smiths used to live in ___ apartment, but recently they have built ___ house.

11. Frank Lloyd Wright is ___ name of ___ famous architect. He is ___ architect who designed the Guggenheim Museum in New York. He also designed ___ hotel in Tokyo. ___ hotel was designed to withstand ___ earthquakes.

12. According to today’s paper, the mayor has appointed ___ committee to study what improvements need to be made in the city. ___ committee, which plans to continue its study through the rest of this year, will discuss ___ following proposals: (1) to build ___ new sewage disposal

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plant and (2) to create ___ new park. In ___ present proposal, ___ new park would have ___ swimming pool.

13. The large oak tree growing at ___ southeast corner of Vine Avenue and Pine Street has been ___ landmark since pioneer days. Unfortunately, it was shattered by ___ bolt of lightning during the thunderstorm last night.

14. My uncle’s hobby is restoring ___ old cars. Right now he’s working on ___ 1922 automobile. It’s ___ antique car and has great value.

15. My aunt’s new car has ___ power windows, ___ cassette player, and ___ multi-adjustable driver’s seat.

16. Patty is my ten-year old daughter. She likes to play ___ jokes on people. Yesterday she put ___ frog into ___ lunchbox she saw sitting on ___ table in ___ school lunchroom.

17. Long-term exposure to ___ sun between 10 a.m. and 3 p.m. can be harmful. ___ person’s skin will eventually become wrinkled and more susceptible to ___ cancer.

18. Yesterday I locked my keys in my car. Using ___ coat hanger, I tried to reach ___ lock inside ___ window next to ___ driver’s seat, but I couldn’t get ___ door to unlock. I thought about calling ___ police, but finally decided to call my wife. I suggested she take ___ taxi and bring her keys to open ___ car for me.

19. We flew to Dallas and then rented ___ car. On ___ second day we had ___ car, it wouldn’t start, so the rental agency provided us with another one.

20. Mary is wearing ___ beautiful ring today. It is made of ___ gold and ___ rubies. ___ gold in her ring was mined in Canada. ___ rubies came from Burma.

21. One of the first things you need to do when you move to ___ new city is to find ___ place to live.

Most ___ newspapers carry ___ advertisements (called “want ads”) for ___ apartments that are for rent. If you find ___ ad for ___ furnished apartment, ___ apartment will probably contain ___ stove and ___ refrigerator. It will also probably have ___ furniture such as ___ beds, ___ tables, chairs, and maybe ___ sofa.

22. This sentence is ___ last sentence in this exercise. This is ___ end of the exercise.

Exercise 8. Translate into Ukrainian. Explain the use of the articles.

How others see the British In Britain, Margaretha Simons can be a full time house-wife, at home with her four children. This, she says, is unusual in her native Norway because almost all Norwegian women go out to work, partly because there are more crèches. It is also unusual in Norway to have more than two children. Margaretha, who is 43, met her British husband, Noel, a university professor, while she was learning English in Cambridge. ‘I find British people friendly,’ she says. ‘New neighbors invite you for coffee, introduce their children, and take you to the shops. The men are more courteous and romantic than Norwegian men.’ However she doesn’t like everything. She thinks British houses are not built well – even modern houses have a lot of draughts. Also, there is too much litter on the streets and by the side of the motorways. She likes fresh British food, but at first she didn’t like the tea because it looked cloudy and grey. Now she is addicted to it, and has cups of tea all the time!

Exercise 9. Write a/an, –, or the in the blanks.

1. I have ___ window in my bedroom. I keep it open at night because I like ___ fresh air. ___ window is above my bed.

2. Kathy bought ___ radio. She likes to listen to ___ music when she studies.

3. A: Would you please turn ___ radio down? ___ music is too loud.

B: No problem.

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4. ___ good book is ___ friend for ___ life.

5. Last week I read ___ book about ___ life of Gandhi.

6. A: Let’s go swimming in ___ lake today.

B: That sounds like ___ good idea.

7. ___ lake is a body of ___ water that is smaller than ___ sea but larger than ___ pond. ___ ocean is larger than ___ sea.

8. During our vacation in Brazil, we walked along ___ beach in front of our hotel and looked at ___ ocean.

9. ___ water is essential to human life, but don’t drink ___ water in the Flat River. It’ll kill you! ___ pollution in that river is terrible.

10. People can drink ___ fresh water. They can’t drink ___ seawater because it contains ___ salt.

11. Ted, pass ___ salt, please. And ___ pepper. Thanks.

12. ___ different countries have ___ different geography. Italy is located on ___ peninsula. Japan is ___ island nation.

A: How did you get here? Did you walk?

B: No, I took ___ taxi.

13. There are some ___ wonderful small markets in my ___ neighborhood. You can always get . . .fresh fish at Mr. Rico’s fish market.

14. ___ good food keeps us healthy and adds ___ pleasure to our lives.

A: Well, are you ready to leave?

B: Anytime you are.

A: Let me take just one last sip of coffee. I’ve really enjoyed this meal.

B: I agree. ___ food was excellent especially ___ fish. And ___ service was exceptionally good. Let’s leave ___ waitress ___ good tip.

A: Yes, let’s do that. I usually tip around fifteen percent, sometimes eighteen percent.

Exercise 10. Complete the sentences with the if necessary.

1. Although Ingrid has been to Orly Airport several times, she has never visited ___ Paris.

2. ___ Atlantic Ocean is smaller than ___ Pacific.

3. ___ Dr. James was the youngest person at her university to get a Ph.D. 4. ___ Mt. Rainier in Washington State is in ___ Cascade Mountain Range.

5. ___ Nile is the longest river in ___Africa.

6. Is ___ Toronto or ___ Montreal the largest city in Canada?

7. During her tour of Africa, Helen climbed ___ Mt. Kilimanjaro and visited several national parks in ___ Kenya.

8. ___ New Zealand is made up of two islands: North Island and South Island.

9. ___ Himalayas extend through several countries: ___ Pakistan, ___ India, ___ Tibet, and ___ Nepal.

10. ___ President Davis was surprised to be elected to a fourth term.

11. ___ Ho Chi Minh City in ___ Vietnam was formerly called ___ Saigon.

12. ___ Andes Mountains in South America extend for 5,000 miles.

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Exercise 11. Fill in the gaps with suitable articles. Then listen to the song and check your answers.

Explain the use of articles in each sentence.

“Hooray! Hooray! It’s a Holi-Holiday” is a 1979 single by disco band Boney M. as an adaption of nursery rhyme Polly Wolly Doodle. Despite breaking their row of 7 consecutive German #1 singles, peaking at #4, the single was a big hit all over Europe, peaking at #3 in the UK. The song and its B-side “Ribbons of Blue” were taken from the movie Disco Fever. Even though the single cover announced the arrival of the next Boney M. album Oceans of Fantasy, it would still be another six months before the album was released, and of the two songs, only “Ribbons of Blue” (penned by the group’s drummer Keith Forsey) was included and just in a one or two minute edit, depending on the various pressings.

Hooray! Hooray! It's A Holi-Holiday Digge ding ding ding digge digge ding ding, hey – di – hey – di – hoh, digge ding ding ding digge digge ding ding, hey – di – hey – di – hoh, Digge ding ding ding digge digge ding ding, hey – di – hey – di – hoh, digge ding ding ding digge digge ding ding, hey – di – hey – di – hoh.

There’s ... place I know where we should go – hey – di – hey – di – hoh, won’ t you take me there your ... lady fair – hey – di – hey – di – hoh, there’s ... brook near-by ... grass grows high – hey – di – hey – di – hoh, where we both can hide ... side by side – hey – di – hey – di – hoh.

Hooray! Hooray! It’s a Holi-Holiday, what ... world of fun for ... everyone, holi-holiday.

Hooray! Hooray! It’s a Holi-Holiday, sing ... summer song, skip along, holi-holiday, it’s a holi-holiday.

There’s ... country fair not far from there – hey – di – hey – di – hoh, on ... carousel ... dingdong bell – hey – di – hey – di – hoh, on ... loop di loop we swing and swoop – hey – di – hey – di – hoh, and what else we’ll do is up to you – hey – di – hey – di – hoh.

Hooray! Hooray! It’s A Holi-Holiday, what ... world of fun for ... everyone, holi-holiday.

Hooray! Hooray! It’s A Holi-Holiday, sing ... summer song, skip along, holi-holiday, it’s ... holi-holiday.

Well, I’m ... game fun is ... thing I’m after now let’s a’live it up today get set for ... love and laughter.

Well, let’s go time isn’t here for ... wasting, life is so full of ... sweet sweet things.

I’d like to do some tasting.

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UNIT 4. The numeral § 1. General Information The Numeral is a part of speech which indicates number or the order of persons and things in a series. Numerals are divided into cardinal numerals and ordinal numerals.

§ 2. Cardinal Numerals Cardinal numerals indicate exact number, they are used in counting. As to their structure, the cardinal numerals are divided into: 1. Simple numerals are the numerals from 1 to 12 as well as 100, 1,000 and 1,000,000.

2. Derivative numerals are the numerals from 13 to 19 and those indicating tens. The numerals from 13 to 19 are formed by adding the suffix -teen to the correspondingI number of units. They have two stresses: on the first syllable and on the suffix.

E.g.: thirteen [ˌθɜ:ˈti:n] fourteen [ˌfͻ:ˈti:n] fifteen [ˌfIfˈti:n] sixteen [ˌsIksˈti:n] seventeen [ˌsevnˈti:n] eighteen [ˌeIˈti:n] nineteen [ˌnaInˈti:n] When followed by a noun with the stress on the first syllable they lose the stress on the suffix.

E.g.: fifteen [ˈfIfti:n] pages

nineteen [ˈnaInti:n] pens When preceded by a one-syllable noun or a stressed syllable, they lose the stress on the root.

E.g.: report nineteen [naInˈti:n]

part fifteen [fIfˈti:n] The cardinal numerals indicating tens are formed by adding the suffix -ty to the corresponding number of units. They have the stress on the first syllable.

3. Сomposite numerals are the numerals consisting of tens and units as well as those containing hundreds, thousands and millions. The numerals consisting of tens and units are spelt with a hyphen: E.g.: twenty-one, thirty-one, etc.

1. one 2. two 3. three 4. four 5. five 6. six 7. seven 8. eight 9. nine 10. ten

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11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

twenty-one twenty-two twenty-three twenty-four twenty-five twenty-six twenty-seven twenty-eight twenty-nine thirty

40 forty 50 fifty 60 sixty 70 seventy 80 eighty 90 ninety 100 a hundred 1,000 a thousand 1,000,000 a million

When writing in words, or reading, a number, composed of three or more figures we place and before the word denoting tens: E.g.: 245 two hundred and forty-five

713 seven hundred and thirteen

5,008 five thousand and eight

5,102 five thousand, one hundred and two But 6,100 six thousand, one hundred (no tens and no units) and is used similarly with hundreds of thousands: E.g.: 320,410 three hundred and twenty thousand, four hundred and ten

648,457 six hundred and forty-eight thousand, four hundred and fifty-seven

250,000 two hundred and fifty thousand

500,000 five hundred thousand (half a million)

1,430,000 one million, four hundred and thirty thousand And hundreds of millions: E.g.: 303,000,000 three hundred and three million

500,000,000 five hundred million (half a billion)

1,380,000,000 one billion, three hundred and eighty million a is more usual than one before hundred, thousand, million when these numbers stand alone: E.g.: 100 a hundred 1000 a thousand

100,000 a hundred thousand The words hundred, thousand, million and dozen, when used of a definite number, are never made plural: E.g.: six hundred men

ten thousand pounds

two dozen eggs If however, these words are used merely to convey the idea of a large number, they must be made plural. In this case the preposition of is placed after hundreds, thousands, etc.

E.g.: hundreds of people thousands of birds dozens of times But of is not used with definite numbers except before the, them, these, those or possessives: E.g.: six of the blue ones

ten of these apples

four of Tom’s brothers Cardinal numbers are used in the function of subject, predicative, object, adverbial modifier and attribute: E.g.: One student was reading a book.

– the attribute

The other two were writing letters.

– the subject

She was only eight when she was sent to boarding school.

– t he predicative

Then we saw them again, but not five, more likely six or even seven. – the object

At nine I had to go to work.

– the adverbial modifier Cardinal numbers are sometimes used to denote the place of an object in a series. Cardinals are used in reading indications. Article is never used before the noun which is followed by a cardinal numeral.

E.g.: line 25 (twenty-five), page 210 (two hundred and ten), Chapter XI, No. 50, etc.

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§ 3. Ordinal Numerals Ordinal numerals show the order of persons or things in a series. With the exception of first three first, second and third the ordinal numerals are formed from cardinal numerals by means of the suffix -th. first second third fourth fifth sixth seventh eighth ninth tenth eleventh twelfth

thirteenth fourteenth fifteenth sixteenth seventeenth eighteenth nineteenth twentieth thirtieth fortieth fiftieth sixtieth, etc.

twenty-first thirty-second forty-third fifty-fourth sixty-fifth seventy-sixth eighty-seventh ninety-eighth hundredth thousandth millionth billionth

Notice the irregular spelling of fifth, eighth, ninth and twelfth.

Ordinal numerals are generally used with the definite article: E.g.:. the first the tenth the twentieth As a rule ordinal numerals are used as attributes: E.g.:. This is my first day at the university.

That is your second chance.

I don’t think you will have any more.

But they may also be used as subject, predicative and object: E.g.: We had many visitors in the morning.

The first came at 6 am.

– the subject

I was the first.

– the predicative

She noticed the first man, than the second and the third. – the object

§ 4. Ordinal and Cardinal Numerals The conventional abbreviations for ordinal numerals are as follows. The suffix may be written as superscript (1 ) or as normal script (1st) Both cardinal numerals and ordinal numerals are common with titles of books and films and for referring to chapters and parts of documents. After the noun, a cardinal numeral is used.

Both cardinal and ordinal numerals are normally acceptable, though the cardinal numeral is more informal.

E.g.: I think the reference is in Book 7. (or the seventh book)

The play didn’t get started until the third act. (or Act 3)

I will return to these questions in the ninth chapter. (or Chapter 9) The definite article is not used when cardinal numerals occur after the noun: E.g.: I will return to these questions in chapter 9.

Ordinal numerals are used with the names of kings and queens and aristocrats: E.g.: He is the fourth Earl of Gloucester.

King Henry VII – King Henry the Seventh You can use only cardinal numerals in these cases: E.g.: room five flat twenty Obolonska street four

bus ten tram three trolley bus seven

carriage six. st

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But in modern English you can also say: E.g.: number three tram number six bus car number four We can use ordinal numerals also with the words paragraph, chapter, page, part, lesson, sentence: E.g.: the tenth lesson the second page the fifth part

the first floor the sixth chapter the ninth paragraph

§ 5. Fractional numerals Fractional numerals are divided into common fractions and decimal fractions. common fractions

decimal fractions

1/2 a (one) half 1/3 a (one) third 1/4 a (one) fourth, a (one) quarter 1/5 a (one) fifth 2/3 two thirds 3/5 three fifths

0.1 (nought) point one 0.01 (nought) point nought one 2.35 two point three five 34.405 three four (thirty-four) point four nought five

1 ½ one and a half 2 ¼ two and a quarter 3 ⅓ three and a (one) third

When writing in words or reading common fractions other than ½ (a half) and ¼ (a quarter), we use a combination of cardinal and ordinal numbers: E.g.:. 1/10 a (one) tenth

7/10 seven tenths A whole number + a fraction can be followed directly by a plural noun: E.g.:. 2 ¼ miles two and a quarter miles ½ (half) can be followed directly by a noun but other fractions require of before a noun: E.g.: half a second But a quarter of a second Half + of can also be used, but the of is optional: E.g.: Half (of) my earnings go in tax.

More complex fractions can be expressed by using the word over: E.g.: 423/500 four hundred and twenty three over five hundred Decimal fractions are indicated by ‘.’, which is read ‘point’: E.g.: 10.92 ten point nine two A zero after a decimal point is usually read ‘nought’: E.g.: 8.04 eight point nought four Decimal fractions can be followed by singular and plural nouns. A whole number (any number except zero “0”) + a fraction are followed by a plural noun: E.g.: 1.25 tons one point two five tons

23.76 tons two three point seven six tons or twenty-three point seven six tons But 0.25 ton nought point two five of a ton With fractions and decimals below 1, of a + singular noun is commonly used: E.g.: 2/5 k two fifths of a kilogram

0.8 cm (nought) point eight of a centimeter

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When the decimals are below 1, they can also be followed by a plural noun: E.g.: 0.255 cm nought point two five five centimeters Fractions and decimals over 1 are normally followed directly by a plural noun: E.g.: Two and a quarter hours.

I’ll have four and a half bags, please.

2.7 millimetres Note that after fractions and amounts, singular verbs are normally used: E.g.: 8 kilometres is about 5 miles.

Note also the structure a … and a half: E.g.: We’ve have been waiting for delivery now for about a month and a half.

§ 6. Dates The days of the week

The months of the year

Sunday (Sun.) Monday (Mon.) Tuesday (Tues.)

Wednesday (Wed.) Thursday (Thurs.)

Friday (Fri.) Saturday (Sat.)

January (Jan.) August (Aug.) February (Feb.) September (Sept.)

March (Mar.) October (Oct.) April (Apr.) November (Nov.) December (Dec.) May – June – July –

Days and months are always written with capital letters. Dates are expressed by ordinal numbers, so when speaking we say: E.g.: March the tenth, July the fourteenth, etc.

Or the tenth of March, the fourteenth of July They can, however, be written in a variety of ways: E.g.: March 10 10 March

§ 7. The year When reading or speaking we use the term hundred but not thousand. The year 1987 would be read as nineteen hundred and eighty-seven or nineteen eighty-seven.

Years before the Christian era are followed by the letters BC (= before Christ) and years dating from the Christian era are occasionally preceded by the letters AD (= Anno Domini [ˌænә uˈdɒmInaI]) E.g.: 1500 BC = one thousand five hundred BC or fifteen hundred BC The form with hundred is especially preferred in American English. It is most common with round numbers between 1,100 and 1, 900: E.g.: They only paid eleven hundred pounds for the whole holiday.

It all cost twenty eight hundred dollars. (preferred American form) This form is used in historical dates. Hundred is omitted in informal contexts: E.g.: Shakespeare was born in fifteen sixty four. (1564) It was built in seventeen (hundred and) twenty-nine. (1729) (more formal)

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When speaking, it is normal for the numbers to be pronounced in full. In writing, numerical figures are normally preferred to written numbers. Decades are commonly written as follows (usually without an apostrophe, but may also occur with an apostrophe): E.g.: The 1980s were years when money became a key word.

§ 8. Percentages Percentages are written with a special symbol % and are spoken as per cent: E.g.: Sales tax is added to all items. The current rate is 17.75 %.

(seventeen point seven five per cent) Interest rates reached an all-time low last month when banks and building societies reduced

mortgage rates by one half per cent to 4.75%.

(four point seven five per cent) Note: that in the previous sentence it is also possible to say half a per cent or (a) half of one per cent.

§ 9. Telephone Numbers Each figure in a telephone number is commonly indicated separately. Speakers tend to pause after groups of three or four figures. When the same figure comes twice, either it can be said twice or the word ‘double’ can be used: E.g.: 9807 6933

nine eight oh seven, six nine double three or nine eight oh seven, six nine three three

It is interesting to know A. There are some differences between British and American English in saying large numbers. For example, 912,757,200 = 912 BE nine hundred and twelve million AE nine hundred twelve million

757 seven hundred and fifty-seven seven hundred fifty-seven

200 two hundred two hundred

0 = nought / oh BE 0 = zero AE Decimals E.g.:. 1.25 = one point two five BE/AE

0.754 = nought point seven five four BE

zero point seven five four AE

point seven five four BE/AE B. Note that decimal signs in English and in Ukrainian are different. In English we use ‘.’ for decimals: 7.45.

In Ukrainian we use ‘,’ for decimals: 7,45.

In English the sign ‘,’ is used between thousands and hundreds: English Cardinals 1,306 = one thousand three hundred and six Decimals 1.25 = one point two five

Ukrainian 1306 = тисяча триста шість 1,25 = одна ціла двадцять п’ять сотих

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C. When ordinal numbers are expressed in figures the last two letters of the written word must be added (except in dates): first second third fourth

= = = =

1st 2nd 3rd 4th

twenty-first forty-second sixty-third eightieth

= = = =

21st 42nd 63rd 80th

In compound ordinal numbers the rule about and is the same as for compound cardinal numerals: = the hundred and first E.g.:. 101st Titles of kings, etc. are written in Roman figures: E.g.:. Charles V James III Elizabeth II But in spoken English we use the ordinal numbers preceded by the: E.g.:. Charles the Fifth James the Third Elizabeth the Second

§ 10. Weights, Length and Liquid Measure 10.1. Weights The English weights table is as follows: 16 ounces (oz.)

14 pounds 8 stone 10 hundredweight 1 pound 2.2 pounds 2,204.6 lbs

= 1 pound (lb.) = 1 stone (st.) = 1 hundredweight (cwt.) = 1 ton = 0.454 kilogram (kg) = 1 kilogram = 1 metric tonne

Plurals ounce, pound and ton can take -s in the plural when they are used as nouns, stone and hundredweight do not take -s.

E.g.: six pound of sugar or six pounds of sugar But ten hundredweight of coal (has no alternative) When used in compound adjectives these terms never take -s.

E.g.: a ten-ton lorry kilo or kilogram usually take -s in the plural when used as nouns.

E.g.: two kilos of apples or two kilograms of apples

10.2. Length The English table of length is as follows: 12 inches (in.)

3 feet 1,760 yards 1 inch 1 yard 1 mile

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= 1 foot (ft.) = 1 yard (yd.) = 1 mile (m.) = 2.54 centimetres (cm) = 0.914 metre (m) = 1.609 kilometres (km)

Plurals When there is more than one inch / mile / centimeter we normally use the plural form of these words.

E.g.: one inch – ten inches

one centimetre – five centimetres

one mile – four miles When there is more than one foot we can use either foot or feet. But feet is more usual measuring heights.

E.g.:. six foot tall or six feet tall

two foot long or two feet long When used in compound adjectives the above forms never take the plural form.

E.g.: a two-mile walk

A six-inch ruler

10.3. Liquid measure 2 pints (pt.)

4 quarts 1 pint 1 gallon

= 1 quart (qt.) = 1 gallon (gal.) = 0.568 litre (l) = 4.55 litres

Traditionally British measurements have been made in ounces, inches, pints, etc. but there is now a gradual move towards the metric system.

§ 11. Uses of and, a, one and Commas And is commonly used before the tens in a number: E.g.: 310 three hundred and ten (or three ten)

5,642 five thousand, six hundred and forty-two However, and can be omitted in measurements that contain two different units. And can be used before the smaller unit, but it is usually omitted: E.g.: two hours (and) ten minutes two meters (and) thirty centimetres It is possible to say a hundred or one hundred, a thousand or one thousand, a million or one million.

(When one is used, it is more formal): E.g.: I want to live for a hundred years.

The membership fee for the Club is one thousand pounds a year. (on a formal notice) A can only be used at the beginning of a number: E.g.: a/one hundred

three thousand one hundred A thousand can be used alone, and may be followed by and, but a is not normally used before a number of hundreds: E.g.: a/one thousand

a/one thousand and forty-nine

one thousand, six hundred and two (more natural than a thousand, six hundred and two) A or one are used with measurement words: E.g.: a/one kilometer but one kilometer six hundred metres

an/one hour and thirteen minutes but one hour thirteen minutes

a/one pound but one pound twenty-five

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In writing commas are normally used to divide large numbers into groups of three figures, usually in order to indicate the thousands and the millions. Full stops are not used in this way: E.g.: 5,139 8,577,184 Commas may be omitted from four-figure numbers. They are not used in dates: E.g.: 7,934 (or 7934) The year 1738.

Exercises Exercise 1. Write these numbers in words.

1. a) 47 b) 362 c) 1,841 d) 15,000 e) 36,503 f) 684,321 g) 4,537,295 ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 2. a) 3.5 b) 2.89 c) 9.875 ______________________________________________________________________________________ ______________________________________________________________________________________ 3. a) 3/4 b) 1/8 c) 6/7 d) ½ e) 2/3 ______________________________________________________________________________________ ______________________________________________________________________________________ 4. a) 15% b) 50% c) 97% d) 100% ______________________________________________________________________________________ ______________________________________________________________________________________ 5. a) 80 kg b) $5,800 c) 150,000 lb d) 20,000 km ______________________________________________________________________________________ ______________________________________________________________________________________ Exercise 2. Try and answer these questions.

1. What is the population of your 2. How many people study at your institution?

What is the average salary in your country?

3. What is the inflation rate?

4. Roughly how many people are unemployed?

5. What is the interest rate for savings?

a) country?____________ b) city?____________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

Exercise 3. Write the following numbers in words.

41 60 796 617 12,019 5,648,892 ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 62 17 752 1820 13,300 3,600,467 ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 89 70 356 25,149 151,587 13,534,785 ______________________________________________________________________________________

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______________________________________________________________________________________ ______________________________________________________________________________________ 97 13 213 49,256 192,341 17,142,845 ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 16 125 450 117,151 816,749 19,427,842 ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Exercise 4. Write in words.

Model: 13 + 45 = 58 thirteen plus forty-five is fifty

50 – 31 = 19 fifty minus thirty-one is nineteen 15 · 2 = 30 fifteen multiplied by two is thirty

30 : 2 = 15 thirty divided by two is fifteen 46 + 18 = 64_____________________________________________________________________________ 4 + 40 = 44______________________________________________________________________________ 30 : 5 = 6_______________________________________________________________________________ 10 : 5 = 2_______________________________________________________________________________ 15 – 8 = 7_______________________________________________________________________________ 10 + 8 = 18______________________________________________________________________________ 5 · 5 = 25_______________________________________________________________________________ 6 · 8 = 48_______________________________________________________________________________ 80 – 30 = 50_____________________________________________________________________________ 79 – 50 = 29_____________________________________________________________________________ 9 · 9 = 81_______________________________________________________________________________ 6 · 6 = 36_______________________________________________________________________________ 9 + 11 = 20______________________________________________________________________________ 99 + 1 = 100_____________________________________________________________________________ 10 : 2 = 5_______________________________________________________________________________ 27 : 3 = 9_______________________________________________________________________________ Exercise 5. Answer the question How much is …? Write in words.

25 + 10 = ___________________________ 200 + 14 = ______________________________ 41 + 2 = ___________________________ 28 + 12 = _______________________________ 36 – 8 = ____________________________ 150 + 50 = ______________________________ 78 – 9 = ____________________________ 300 – 20 = ______________________________ 344 + 12 = __________________________ 111 – 15 = __________________________ 250 – 5 = _______________________________________ 480 + 5 = ___________________________ 15 – 7 = ________________________________________ 140 + 20 = __________________________ 5,000 – 1,000 = __________________________________ ______________________________________________________________________________________ Exercise 6. Write in words the following cardinal numerals.

38_________________________ 12______________________ 15__________________________ 19_________________________ 33______________________ 42_________________________

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11_________________________ 44______________________ 60_________________________ 100________________________ 58______________________ 14_________________________ 40_________________________ 18______________________ 80_________________________ 79_________________________ 20______________________ 30_________________________ 90_________________________ 50______________________ 25_________________________ Exercise 7. Summarize the answers to the following questions.

1.

2.

3.

4.

5.

6.

How many minutes are there in an hour? ______________________________________________ How many seconds are there in a minute? ______________________________________________ How many days are there in a week? ______________________________________________ How many days are there in a month? ______________________________________________ How many months are there in a year? ______________________________________________ How many days are there in a year? ______________________________________________

Exercise 8. Write in words the following ordinal numerals.

1st_____________, 3rd_____________, 5th______________, 9th____________, 8th_________, 12th________, 90th_________, 2nd_______________, 4th______________, 6th_______________, 21st__________________ 33rd______________________, 57th___________________________, 78th___________________________ Exercise 9. Write down the following numerals in words.

134 198 355 948 3,526 ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 9,011 193 561 7,506,017 35,616,234 ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 8,234 10,645 12,748 81,146 172,864 ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Exercise 10. Read the following numerals and telephone numbers quickly and then write them.

104 151 175 189 1,012 1,017 1,038 2,568 4,083 5,993 6,410 10,784 257,629 841,403 2,184,001 134–86–78 253–64–92 289–47–30 245–77–01 408–46–92 ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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