Практична граматика англійської мови. Книга 2, 2-ге вид. / Сітко А. В. by Nova Knyha

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 ІІ 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 П69

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

Сітко А. В. Практична граматика англійської мови для студентів П69 спеціальності “Переклад”. Кн. 2 : 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. Вид. 2-ге, доповнене та виправлене. – 2-ге вид. – Вінниця : Нова Книга, 2018. – 376 с. ISBN 978-966-382-717-9

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 978-966-382-717-9

Contents

Передмова до посібника.........................................5 Part I. MORPHOLOGY UNIT 1. The Modal verbs..........................................8 § 1. General Information.............................................8 § 2. Modal verb can......................................................9 Exercises.............................................................. 11 § 3. Modal verb may...................................................15 Exercises.............................................................. 16 § 4. Modal verb must.................................................19 Exercises.............................................................. 21 § 5. Modal verb should..............................................28 Exercises.............................................................. 29 § 6. Modal verb shall..................................................31 Exercises.............................................................. 32 § 7. Modal verb will....................................................33 Exercises.............................................................. 34 Revision............................................................... 34 Progress test...........................................................38 Final test................................................................39 UNIT 2. Non-finite forms of the verbs..................41 § 1. General information. Verbals............................41 § 2. Infinitive...............................................................41 § 3. The grammatical categories of the infinitive....................................................42 § 4. Syntactic functions of the infinitive..................43 Exercises................................................................45 § 5. Infinitive constructions......................................52 Exercises................................................................54 § 6. Gerund..................................................................59 Exercises................................................................62 § 7. Gerund versus Infinitive....................................66 Exercises................................................................68 Revision.................................................................81 § 8. Participle I............................................................83 Exercises................................................................85 § 9. Predicative constructions with Participle I.....89 § 10. Participle I versus Gerund...............................90 Exercises................................................................90 § 11. Participle II........................................................93 Exercises................................................................96

Supplementary exercises......................................98 Progress test.........................................................106 Final test..............................................................107 UNIT 3. The Oblique moods................................110 § 1. General Information. The Category of Mood......................................110 § 2. Subjunctive II simple sentences......................111 Exercises............................................................ 112 § 3. Subjunctive II complex sentences...................113 Exercises............................................................ 118 § 4. The Suppositional Mood (Subjunctive I).......125 Exercises............................................................ 128 Progress test.........................................................135 Final test..............................................................136 Part IІ. Syntax Unit 1. The sentence ............................................138 § 1. General information.........................................138 § 2. One-member sentences....................................139 § 3. Parts of the sentence.........................................139 Exercises..............................................................141 Progress test.........................................................145 § 4. Impersonal sentences.......................................146 § 5. Structure there is (are)......................................148 Exercises..............................................................150 Progress test.........................................................155 § 6. Word order........................................................156 Exercises..............................................................157 § 7. Inversion............................................................161 Exercises..............................................................163 § 8. The communicative types of the sentences.................................................168 8.1. The history of the problem............................168 8.2. The Classification of Sentences.....................169 8.2.1. Declarative sentences or statements.......169 8.2.2. Imperative sentences.................................170 8.2.3. Exclamatory Sentences.............................170 Exercises..............................................................172 § 9. Levels of syntactical analysis............................177 Exercises..............................................................180 Progress test.........................................................185

Unit 2. Interrogative sentences..........................187 § 1. General information.........................................187 § 2. General questions..............................................187 § 3. Tag questions.....................................................188 § 4. Alternative questions........................................190 § 5. Declarative questions........................................191 § 6. Special questions...............................................192 § 7. Questions to the Subject...................................194 § 8. Rhetorical questions.........................................195 § 9. Echo questions...................................................195 § 10. Short questions................................................196 § 11. Negative questions..........................................197 § 12. Indirect questions...........................................198 § 13. Responses to vocative sentences...................198 Exercises..............................................................199 Progress test.........................................................218 Final test..............................................................219 Unit 3. Direct and reported (indirect) speech........................................................223 § 1. General information.........................................223 § 2. Say. Tell. Ask......................................................223 § 3. Changing from direct into reported speech (Statements)..........................................223 § 4. Reported Questions..........................................225 § 5. Reported Commands.......................................226 § 6. Reporting a Dialogue........................................226 Exercises..............................................................228 Progress Test.......................................................269 Final Test............................................................272 Unit 4. Conditionals............................................275 § 1. General information.........................................275 § 2. Zero Conditional...............................................275 § 3. Type I: Real Conditional..................................275 § 4. Type II: Hypothetical conditional..................276

§ 5. Type III: Impossible Сonditional....................277 § 6. Inversion in conditional sentences.................277 § 7. Mixed conditionals...........................................278 § 8. Had better (would rather)................................279 Exercises..............................................................279 Progress test.........................................................301 Final test..............................................................302 Part IІІ. PUNCTUATION § 1. General information.........................................304 § 2. End punctuation...............................................304 2.1. The Full Stop / Period.....................................304 2.2. Question / Interrogative Mark .....................307 2.3. Exlamation Point / Mark...............................308 2.4. Ellipses Mark / Dots.......................................309 2.5. Brackets............................................................310 2.6. Parantheses......................................................311 § 3. Comma...............................................................311 § 4. Other punctuation marks ...............................314 4.1. Semicolon........................................................314 4.2. Colon................................................................315 4.3. Dash..................................................................316 4.4. Slash..................................................................316 4.5. Quotation Marks / Inverted Commas.........317 4.6. Hyphen.............................................................317 Exercises..............................................................320 Part IV. WORD FORMATION § 1. General information.........................................330 § 2. Derivation / Affixation.....................................331 Exercises..............................................................331 Appendices.........................................................342 References.........................................................367 Sources.................................................................369

Передмова

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 спеціальності “Переклад” вищих навчальних закладів.

Граматичний матеріал дібрано згідно з навчальним планом спеціальності “Переклад”, напряму підготовки 6.020303 “Філологія” 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; нав чання, 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, 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 можливість визначати, які вправи слід виконувати в аудито-

рії, 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. В. 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 та 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

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

In the widest sense grammar is а complex set of relations. Grammar is a device that specifies the infinite set of well-formed sentences and assigns to each of them one or more structural descriptions. Grammar may be practical and theoretical. The aim of practical grammar is the descriptiption of grammar rules that are necessary to understand and formulate sentences. Theoretical grammar ideals with the language as a complex functional system. The grammatical structure of language comprises two major parts – morphology and syntax. The two areas are obviously independent and together they constitute the study of grammar. Morphology deals with pragmatic and syntagmatic properties of morphological units – morphemes and words. It is concerned with the interstructure of words and their relationship to other words and word Part I. Morphology nal forms within the paradigm. Morphology studies the morphological categories and their realization.

UNIT 1. The MODAL VERB § 1. General Information Modal verbs are verbs that cannot be used on their own. They need to be accompanied by another (main/ notional) verb. Sometimes modal verbs are called modal auxiliaries. All modal verbs are characterized by the following peculiarities: 1. They do not express any action or state. We use modal verbs to show if we believe something is certain, probable or possible (or not). We also use modals to do things like talking about ability, asking permission making requests and offers, etc. in past-time contexts they may be found in reported speech or thought. The exceptions are the past tense forms “could”, “would”, “had to”, “was to” and “might” which may be used not only in conversation but also in narration. May I leave class early today? I’ve got a job interview. E.g.: I must post the letter straightaway. 2. Modal verbs are always followed by the infinitive of the notional verb. It can be only dropped when the meaning is clear from the context: E.g.: – Can we come into the test room now? – Yes, you can. – Mum, may I have some sweets? – Yes, you may.

3. Modal verbs are followed by the infinitive without the particle ‘to’ (with the exception of “ought’, ‘have’ and ‘be’). 4. Modal verbs have no form of the infinitive, participle or gerund; some of them exist only in one form (‘must’, ‘ought’).

5. They are used without the suffix –s/es in the 3rd person singular in the Present Simple Tense. 6. Interrogative and negative sentences are formed without auxiliary verbs (except substitutes). 7. In the affirmative form they are usually unstressed and reduced unless logically stressed. E.g.: I can help you with the task. But:

I say I can do it on my own.

There are the following modal verbs and their substitutes in modern English: Modal verbs: can, may, must, should/ought to, shall/will/need Substitutes: be able to, be allowed to, have to, be to

§ 2. Modal verb can Can is a modal auxiliary verb. I. We use can to: 1) talk about possibility and ability; 2) make requests; 3) ask for or give permission. II. Structure of can The basic structure for can is: +

Vcan

–

Vcan

not

The main/notional verb is always the bare infinitive (infinitive without to). subject

modal verb can

main/notional verb

can

play

tennis.

–

cannot

play

tennis.

play

tennis?

can’t ?

Can

you

Note that: • Can is invariable. There is only one form: can • The main verb is always the bare infinitive. III. Use of can 1. Can for possibility and ability. We use can to talk about what is possible, what we are able or free to do: E.g.: She can drive a car. John can speak Spanish. I cannot hear you. (I can’t hear you.) Can you hear me? • Normally, we use can for the present. But it is possible to use can when we make present decisions about future ability. E.g.: Can you help me with my homework? (present) Sorry. I’m busy today. But I can help you tomorrow. (future) 2. Can for requests and orders. We often use can in a question to ask somebody to do something. This is not a real question – we do not really want to know if the person is able to do something, we want them to do it! The use of can in this way is informal (mainly between friends and family): E.g.: Can you make a cup of coffee, please. Can you put the TV on.

Can you come here a minute. Can you be quiet! • Can for permission. We sometimes use can to ask or give permission for something: E.g.: Can I smoke in this room? You can’t smoke here, but you can smoke in the garden. Note that we also use could, may, might for permission. The use of can for permission is informal. IV. Could is a modal auxiliary verb. We use could to: 1) talk about past possibility or ability; 2) make requests V. Structure of could + ? –

Vcould S

Vcould

not

+ +

Vcould

V1 V1

The main/notional verb is always the bare infinitive (infinitive without to).

subject

modalv erb could

Main/notional verb

My grandmother

could

swim.

–

She

Could

could not

walk.

couldn’t your grandmother

swim?

Note that: • Could is invariable. There is only one form: could • The main verb is always the bare infinitive. VI. Use of could 1) for past possibility or ability; We use could to talk about what was possible in the past, what we were able or free to do: E.g.: I could swim when I was 5 years old. My grandmother could speak seven languages. When we arrived home, we could not open the door. (...couldn’t open the door.) Could you understand what he was saying? We use could (positive) and couldn’t (negative) for general ability in the past. But when we talk about one special occasion in the past, we use be able to (positive) and couldn’t (negative). Look at these examples: past general

specific occasion

My grandmother could speak Spanish.

A man fell into the river yesterday. The police were able to save him.

–

My grandmother couldn’t speak Spanish.

A man fell into the river yesterday. The police couldn’t save him.

2) could for requests; We often use could in a question to ask somebody to do something. The use of could in this way is fairly polite (formal): E.g.: Could you tell me where the bank is, please? Could you send me a catalogue, please? 3) Can and could are used to express improbability, uncertainty, doubt. In this meaning they are generally found in interrogative and negative sentences. Depending on the time reference ‘can’ in this meaning is used in combination with different forms of the infinitive. If reference is made to the present the non-perfect or continuous infinitive is used: E.g.: John can’t be really ill. Can Robert be making investigation all alone? 4) Can/could in combination with the Perfect Infinitive or the Perfect Continuous Infinitive refers the action to the past. E.g.: Jane can’t have told a lie. She’s a very truthful person. Can she have been waiting for us so long? 5) ‘Could’ is used instead of ‘can’ to imply greater uncertainty. E.g.: Could it be so late? She couldn’t have been at home at this time. 6) To express doubt about the action not taking place, we use the verb ‘to fail’ or the antonym of the notional verb. E.g.: Could he have failed to inform you about the changes in his plans? Martin couldn’t have misunderstood you. VII. Be able to is a substitute of the modal verb can. It is found in cases when we use another modal verb or non-finite form of the verb. It is also used in cases of tense forms that the modal verb can has not. E.g.: I have been able to swim since I was five. (present perfect) You will be able to speak perfect English very soon. (future simple) I would like to be able to fly an airplane. (infinitive) Tim might not be able to come tomorrow. (another modal verb) Note that the modal verb ‘can’ is used in the following set phrases. a) Can’t help doing something means ‘can’t avoid, refrain, prevent doing something’. E.g.: I can’t help thinking he’s still alive. The joke was so funny that we couldn’t help laughing. b) ‘Can’t but do something’ means ‘must’. It is used in formal speech. E.g.: One cannot but admire her even if one may not like her. c) ‘Can’t (couldn’t) possibly do something’ means ‘it’s impossible’. E.g.: You can’t possibly walk 20 miles an hour. He was so insistent. I couldn’t possibly refuse him.

Exercises Exercise 1. Fill the following spaces, using can for present, could for past and will be able for future. There is no need to use other able form in this section. Put to where necessary before the infinitives.

Part I: Can, used to express ability with could, will be able. 1. ___________ you stand on your head? ~ I ________ when I was at school but I ________ now. (2nd verb negative) 2. When I’ve passed my driving test I ________ hire a car from our local garage. 3. At the end of the month the Post Office will send him an enormous telephone bill which he ________ pay. (negative) 4. I ________ remember the address, (negative) ~ ________ you even remember the street? (negative) 5. When the fog lifts we ________ see where we are. 6. You’ve put too much in your rucksack; you never ________ carry all that. 7. When I was a child I ________ understand adults, and now that I am an adult I ________ understand children. (negative, negative) 8. When you have taken your degree you ________ put letters after your name? 9. Don’t try to look at all the pictures in the gallery. Otherwise when you get home you ________ remember any of them. (negative) 10. When I first went to Spain I ________ read Spanish but I ________ speak it. (2nd verb negative) 11. ______ you type? ~ Yes, I ________ type but I ________ do shorthand. (2nd verb negative) 12. I’m locked in. I ________ get out! (negative) ~ ________ you squeeze between the bars? (negative) ~ No! I ________ ; I’m too fat. (negative) Part II: In some of the following sentences either could or was able could be used. In others only was/were able is possible. Fill the spaces and put to where necessary before the infinitives. 13. He was very strong; he ________ ski all day and dance all night. 14. The car plunged into the river. The driver ________ get out but the passengers were drowned. 15. I was a long way from the stage. I ________ see all right but I ________ hear very well. 16. We ________ borrow umbrellas; so we didn’t get wet. 17. ________ you walk or did they have to carry you? 18. I had no key so I ________ lock the door. (negative) 19. I knew the town so I ________ advise him where to go. 20. When the garage had repaired our car we ________ continue our journey. 21. At five years old he ________ read quite well. 22. When I arrived everyone was asleep. Fortunately I ________ wake my sister and she let me in. 23. The swimmer was very tired but he ________ reach the shore before he collapsed. 24. The police were suspicious at first but I ________ convince them that we were innocent. Part III: This section includes examples of could used for polite requests and as a conditional. 25. _______ I speak to Mr. Pitt, please? ~ I’m afraid he’s out at the moment ______ you ring back later? 26. If you stood on my shoulders ________ you reach the top of the wall? ~ No, I’m afraid I . . . . . . . (negative) 27. If I sang ________ you accompany me on the piano? ~ No, ________ , I ________ play the piano! (negative, negative) 28. If a letter comes for me ________ you please forward it to this address? 29. She made the wall very high so that boys ________ climb over it. (negative) 30. They took his passport so that he ________ leave the country, (negative) 31. ________ you tell me the time, please? ~ I’m afraid I ________ I haven’t got a watch. (negative) 32. If you had to, ________ you go without food for a week? ~ I suppose I ________ if I had plenty of water.

33. ________ you lend me Ј5? ~ No, I ________ (negative) 34. They used to chain valuable books to library desks so that people ________ take them away. (negative) 35. He says that he saw Clementine drowning but ________ help her as he ________ swim. (negative, negative) 36. If you had had the right tools ________ you have repaired the engine? Exercise 2. Express doubt, uncertainty or improbability in the following sentences. Follow the example: Model: Yesterday someone finished the wine/broke a wineglass/borrowed Mary’s radio etc. Mary thinks it was Tom who did these things, but you know that Tom was out all day. A: I wonder who broke the glass. I expect it was Tom. B: Tom couldn’t have broken it. He wasn’t here yesterday. 1. spoke to her ______________________________________________________________________ 2. paid the milkman __________________________________________________________________ 3. brought the flowers ________________________________________________________________ 4. fixed the television set ______________________________________________________________ 5. tuned my guitar ___________________________________________________________________ 6. made all this mess _________________________________________________________________ 7. moved the piano __________________________________________________________________ 8. spilt the wine _____________________________________________________________________ 9. opened the letters __________________________________________________________________ 10. borrowed my umbrella _____________________________________________________________ 11. answered the phone ________________________________________________________________ 12. finished the bottle of gin ____________________________________________________________ 13. drank all the beer __________________________________________________________________ 14. ate the cold meat __________________________________________________________________ 15. fused the lights ____________________________________________________________________ 16. left the gas on _____________________________________________________________________ 17. let the cats out ____________________________________________________________________ 18. overheard us _____________________________________________________________________ 19. planted the rose bushes _____________________________________________________________ 20. went off with the telephone directory __________________________________________________ Exercise 3. Express doubt, uncertainty or improbability in the following sentences. Follow the example: Model: A: He says he saw Mary at the dance. (But B knows that Mary wasn’t there.) B: He couldn’t have seen her. She wasn’t there. 1. had an argument with Tom at the party. (Tom wasn’t there.)________________________________ __________________________________________________________________________________ 2. bolted the door. (It has no bolt.)_______________________________________________________ __________________________________________________________________________________ 3. used the Emergency Exit. (There isn’t one.)______________________________________________ __________________________________________________________________________________ 4. came up by the lift. (The lift wasn’t working.)____________________________________________ __________________________________________________________________________________ 5. slept in room 13. (There is no room 13.)________________________________________________ __________________________________________________________________________________

6. bought it in Harrods on Sunday. (Harrods doesn’t open on Sunday.)__________________________ __________________________________________________________________________________ 7. hired a sailing boat in St. James Park. (There are no boats for hire in St. James’s Park.)____________ __________________________________________________________________________________ 8. drove across Hungerford Bridge. (It is for trains and pedestrians only.)________________________ __________________________________________________________________________________ 9. took the Piccadilly Line to High Street Kensington. (The Piccadilly Line doesn’t pass through High Street Kensington.)_________________________________________________________________ __________________________________________________________________________________ 10. carried it himself. (It weighs a ton.)____________________________________________________ 11. dined in a restaurant on top of Nelson’s Column. (There is no restaurant there.)_________________ __________________________________________________________________________________ 12. waded across the Thames at Westminster Bridge. (It is too deep.)____________________________ __________________________________________________________________________________ 13. watched Westminster Bridge lifting up to let a ship through. (This bridge doesn’t lift up.)_________ __________________________________________________________________________________ 14. saw the Queen standing in a queue. (The Queen doesn’t stand in queues.)______________________ __________________________________________________________________________________ 15. was attacked by wolves when crossing Hampstead Heath. (There are no wolves there.)____________ __________________________________________________________________________________ 16. walked from Chelsea to Kew in half an hour. (It is too far.)__________________________________ __________________________________________________________________________________ 17. got sunburnt in Hyde Park in November. (The sun isn’t strong enough.)_______________________ __________________________________________________________________________________ 18. swam across the Irish Sea. (It is too wide.)_______________________________________________ __________________________________________________________________________________ 19. heard your clock strike. (My clock doesn’t strike.)_________________________________________ __________________________________________________________________________________ 20. went there by train. (The railway line is closed.)__________________________________________ __________________________________________________________________________________ Exercise 4. Complete the text about Jane using ‘could’ or ‘be able to’: Jane ______ swim when she was a baby. Her parents lived next door to a swimming pool so they ______ take her swimming every day. By the time she was five, she ______ swim twenty lengths of the pool. When she started school, it was no longer possible to go to the pool each day but she went as often as she ______. Soon she started entering competitions and she ______ them all without any difficulty. She wanted to have a swimming coach but her parents ______ (not) afford to pay for one. However, she won the National Junior Championship when she was only thirteen. Her teachers think that next year she ______ win the Senior Championship, too, if she has a good coach. Exercise 5. Complete the following sentences using suitable verb forms expressing ability. 1. My engine stalled, but with the help of a passer-by, I ______ push the car to the side of the road. 2. I’m sorry I am late. I ______ find a parking space. 3. If you’re sitting at the back of the theatre, ______ hear clearly? 4. She was such a clever child that she ______ read by the time she was four. 5. These days I’ve got so much energy that I ______ run for miles and miles. 6. He used to ______ run a marathon but he’s got less stamina now. 7. Sorry I’m late. I ______ get there any earlier, the traffic was just too heavy. 8. He was so good at science at school, he ______ a doctor, but he went into politics instead.

Exercise 6. Translate the following into English: 1. Не може бути, щоб вона забула про твій день народження. 2. З вікна можна було бачити річку і гори. 3. Невже він не замовив кімнату в готелі? 4. Не може бути, щоб вона підслуховувала біля дверей, коли вони розмовляли. 5. Він міг би зробити це минулого тижня. Він не був занадто зайнятий. 6. Будь ласка, поясни мені це правило ще раз. 7. Хто міг бути в будинку о пів на сьому ранку? Якщо це була не Нора, то хто там міг бути? 8. Він не міг показати нам розрахунки. Вони не були готові. 9. Шлях пішки назад до готелю був дуже тяжкий. Він не міг би пройти його без карти. 10. Ну як цуценята? Можна мені на них подивитися? Exercise 7. Read and explain the following proverbs. Find Ukrainian equivalents. Contextualize each in 4-5 sentences: 1. Love and cough cannot be hidden._____________________________________________________ 2. You can’t teach an old dog new tricks.__________________________________________________ 3. A leopard can’t change his spots.______________________________________________________ 4. If anything can go wrong, it will.______________________________________________________ 5. You cannot have you cake and eat it.___________________________________________________ 6. If looks could kill.__________________________________________________________________

§ 3. Modal verb may May and Might are modal verbs. They can normally be interchanged without a significant difference in meaning however Might often implies a smaller chance of something happening (when expressing possibility). I. May and Might 1. To express (future) possibility There is a chance that something is true or that there is a possibility of something happening. Note: Might is used more frequently than May in spoken English. E.g.: It might rain later (= it is possible that it will rain) I might go to the movies tonight. (Though I’m not sure) I wouldn’t talk to Tim right now. He may still be angry after his team lost. He’s very good, in fact, I think he may win the competition. She might be late because of the public transport strike. 2. To give permission E.g.: You may leave the table once you have finished your meal. You may take only one brochure. If you have finished the exam, you may leave the room. 3. May not can be used to NOT give permission or to prohibit someone from doing something. E.g.: You may not park your car in front of the gate. You may not take more than one brochure. 4. To ask for permission Note: Can is used more frequently than May in spoken English though May sounds more polite. E.g.: May I sit next to you? May I borrow your pen? May I use your bathroom please? Note: Might could also be used to request permission but it sounds very old and is not common.

5. May: to talk about typical occurrences. May is used in academic (or scientific) language to refer to things that typically happen in certain situations. E.g.: Drivers may feel tired if they do not take a break every 2 hours. Adults may find it difficult to sleep if they use technology before going to bed. These tablets may produce serious side effects if not taken in the correct dosage. 6. Speculate about past actions (May + have + past participle) E.g.: She is late. I think she may have missed her plane. It may have already been broken before you bought it. What was that noise? It may have been a dog outside our window. 7. To express wishes E.g.: May you both live a long and happy life together. May the New Year bring you love and happiness. May all your wishes come true. May the odds be ever in your favor. May the Force be with you! 8. To express disapproval, reproach. Here we find only the form ‘might’ used in the affirmative sentences and followed by the non-perfect or perfect infinitive. E.g.: You might be more polite to her. You might have let me know about it beforehand. II. May as well – Might as well These expressions can be used to suggest that you will do something because there is nothing better or more interesting to do. E.g.: There is nothing on TV. I might as well go to bed. (At the stadium) Our team is losing by 50 points. We may as well go home because they’re not going to win.

Exercises Exercise 1. Insert the correct form of may/might except in 10 and 36, where a be allowed form is necessary. 1. It . . . . . rain, you’d better take a coat. 2. He said that it . . . . . rain. 3. We . . . . . as well stay here till the weather improves. 4. . . . I borrow your umbrella? 5. You . . . . . . . .tell me! (I think I have a right to know.) 6. Candidates . . . . . .not bring textbooks into the examination room. 7. People convicted of an offence . . . . . .(have a right to) appeal. 8. If he knew our address he . . . . . come and see us. 9. . . . I come in? ~ Please do. 10. When he was a child he . . . (they let him) do exactly as he liked. 11. I think I left my glasses in your office. You . . . ask your secretary to look for them for me. (request) 12. He . . . . . be my brother (I admit that he is) but I don’t trust him. 13. I . . . . .never see you again. 14. He . . . be on the next train. We . . . as well wait. 15. If we got there early we . . . get a good seat. 16. The police . . . . .(have a right to) ask a driver to take a breath test. 17. You ought to buy now; prices . . . go up. 18. I’ll wait a week so that he . . . have time to think it over. 19. He isn’t going to eat it; I . . . as well give it to the dog. 20. You . . . at least read the letter. (I think you should.) 21. You . . . have written, (I am annoyed/disappointed that you didn’t.) 22. We›d better be early; there . . . . . be a crowd. 23. Nobody knows how people first came to these islands. They . . . . . have sailed from South America on rafts. 24. You . . . . . (have permission to) use my office. 25. He said that we . . . . . use his office whenever we liked. 26.

боту? 11. Перше, що я повинен зробити, – з’ясувати, коли прибуває пароплав. 12. Ця маленька дивна людина, здавалося, читала мої думки. 13. Ця пропозиція, напевно, не буде прийнята з ентузіазмом. 14. Відомо, що він приїзджав до нас на завод кілька разів у цьому році. 15. Я відчув, як він поклав руку на моє плече. 16. Ви можете розраховувати на те, що він надасть точні дані. 17. Я чула, що ваш син щойно розлучився. 18. Мені б дуже не сподобалося (hate), якби колеги розмовляли зі мною у такому тоні. 19. Я бачу, що ви не вірите у кохання з першого погляду. 20. Наталі почула, як Майкл грюкнув (slam) дверима та зачинився у себе в кабінеті. 21. Ймовірно, його ставлення до спорту зміниться після нещасного випадку. 22. Кажуть, що він був шпіоном під час війни. 23. Ходили чутки, що голова правління хворий на тропічну лихоманку. 24. Не було нічого незвичайного у тому, що святковий обід закінчився таким чином. 25. Головний бухгалтер зачинив двері, щоб секретар не чув того, що він збирався мені сказати. Exercise 8. C hoose one of the topics suggested below and write a story using parenthetical phrases and infinitive constructions. Then tell it to your group-mates. 1. Life is not all cakes and ale. 2. Every mother thinks her own gosling a swan. 3. Friendship works wonders. 4. Some people live to work, others work to live. (use one of these statements to sum up your story) Exercise 9. Listen to the song. Complete the following comment using the song lyrics:

"Have You Ever Really Loved a Woman?" is a 1995 song written by Bryan Adams, Michael Kamen and Robert John "Mutt" Lange for the film of the same year Don Juan DeMarco. The melody is used as a musical motif throughout the film, and the song is featured three times in the movie, twice performed by other artists in Spanish, and finally performed by Adams himself during the closing credits. The Adams version of the song, which features flamenco guitarist Paco de Lucia, is featured on the soundtrack album and also on the album 18 Til I Die. It was at number one for five weeks on the Billboard Hot 100 in the United States, making it the third number one song for the songwriting team, and went on to earn them their second Oscar nomination.

Have You Ever Really Loved a Woman To love a woman you should… To really love a woman, To understand her, You’ve got to know her deep inside Hear every thought,

See every dream, And give her wings when she wants to fly Then when you find yourself lying helpless in her arms, You know you really love a woman

Chorus: When you love a woman, You tell her that she’s really wanted When you love a woman, You tell her that she’s the one She needs somebody, to tell her that it’s gonna last forever {2nd}(She needs somebody, to tell her that you’ll always be together) So tell me have you ever really...really, really ever loved a woman To really love a woman, Let her hold you, Till you know how she needs to be touched You’ve got to breathe her, really taste her Till you can feel her in your blood And when you see your unborn children in her eyes You know you really love a woman Chorus: You’ve got to give her some faith, Hold her tight, a little tenderness You’ve got to treat her right She will be there for you taking good care of you You really gotta love your woman And when you find yourself lying helpless in her arms, You know you really love a woman Chorus Chorus

§ 6. Gerund The gerund is formed by adding the suffix -ing to the stem of the verb. This non-finite possesses verbal and nominal features and its grammatical meaning is that of a process. Morphologically the verbal character of the gerund is manifested in the categories of voice and perfect and syntactically in its combinability (it combines with a noun / pronoun as object, adjective / noun as predicative and with an infinitive; it can be modified by adverbs and prepositional phrases). The nominal character of the gerund reveals itself syntactically, mainly in its syntactical functions (as subject, object, predicative, see Syntactic functions of the gerund below), partly in its combinability (like a noun, it may be preceded by a preposition and it combines with a possessive pronoun, a noun in the genitive case and the negative pronoun no in the idiomatic constructions of the type: There is no mistaking what he’s aiming at – Неможна не зрозуміти...). Study the tables below: The grammatical categories of the gerund Perfect

Active

Passive

Non-perfect

taking

being taken

Perfect

having taken

having been taken

E.g.: They carried on discussing the project enthusiastically. He remembered being offended by the spokesman. I’m sorry for having raised these groundless objections. Laura recalled having been taken to Disneyland when she was a child. Note: The non-perfect gerund is commonly used to denote a prior action thanks to the lexical meaning of the verb or the preposition suggesting priority (after verbs of recollection, gratitude, blame, reproach, punishment and reward and preposition on, that suggests immediate priority, and after): E.g.: He admitted spreading the confidential information. After choosing a gift and paying for his two items he left the store. Note: There are some verbs (need, want, require, deserve) and the adjective worth which are followed by an active gerund with passive meaning: E.g.: The parquet needs polishing (to be polished – also possible). The gunman deserves to be locked up = The gunman deserves locking up. Syntactic functions of the gerund • the gerund as subject: E.g.: Denying everything won’t give any results. Taking risks is an integral part of our job. Working full-time was extremely difficult. It’s no use / good arguing. There’s no point in revising the matter twice. It’s worth (while) trying. There’s no getting out of it (there’s no telling / knowing / escaping / mistaking, etc.). • the gerund as part of the predicate: 1. as predicative: Helen’s passion is buying accessories for all her dresses; 2. as part of the compound verbal predicate with phasal verbs like begin, burst out, continue, finish, give up, keep on, quit, stop, etc.: E.g.: On hearing the joke everybody burst out laughing. • the gerund as object: Gerund as direct object after: admit anticipate appreciate avoid delay deny detest discuss can’t stand can’t help consider

enjoy escape excuse fancy feel like forgive involve mention mind miss

postpone practice put off recall recollect resent resist risk suggest understand ! also after the adjectives busy and worth

Gerund as prepositional object aim at accuse of apologize for assist in blame for complain about / of congratulate on consist in count on depend on (dis)approve of discourage from

dream about / of hear of help in insist on forgive for have no difficulty in learn of look forward to object to persist in

praise for prevent from punish for put up with rely on result in sentence for stop from succeed in suspect of threaten with worry about

Gerund as prepositional object after adjectives, statives and past participles: be afraid be aware be (in)capable be conscious be fond of be ignorant be proud be sure be absorbed in be / get accustomed to be amused at be angry at

be annoyed at be anxious about / for / over be astonished at / by be certain about / of be charged with be content with be delighted at be devoted to be (dis)pleased with / at / about be engrossed in be excited about be fed up with

be furious about / over be grateful for be keen on be opposed to be preoccupied with be responsible for be right in / *about be selfish (in) be sorry about be surprised at be tired of be / get used to

E.g.: You were right in applying for a pass (Ти мав рацію, коли замовив паспорта). You were right about his applying for a pass (Ти мав рацію – він замовив паспорт). He suggested discussing my chances of promotion. Are you accusing me of spreading the rumours? Mark was suspected of being a spy. • the gerund as attribute: 1. after nouns, mainly abstract nouns, followed by a preposition: apology (for) art (of) astonishment (at) chance (of) custom (of) disappointment (at) excuse (for) experience (in / of) fear (of)

habit (of) harm (in) hope (of) idea (of) importance (of) intention (of) interest (in) means (of) method (of)

necessity (of) objection (to) opportunity (of) plan (for) pleasure (of) possibility (of) precaution (of) preparation (for) problem (of)

process (of) prospect (of) reason (for) risk (of) right (of) skill (in) surprise (at) thought (of) way (of)

E.g.: It was my first experience of sharing with total strangers. We had no objections to ordering such machines. This is an airplane for transporting goods. The barometer is an instrument for measuring the pressure of the air (after concrete nouns it expresses the purpose or the destination of the object mentioned). 2. gerund may be used as a premodifying attribute: a dancing hall, a dining table, a spending habit, writing paper, etc. • the gerund as adverbial modifier of several types: E.g.: Only on / after hearing the request he decided to make a donation (of time). In refusing to work abroad she missed an excellent job opportunity (of time or reason). But for meeting Alex, I might have chosen another way in life. The order will be accepted subject to receiving your confirmation within 10 days (of condition). I didn’t object in spite of their moving in the wrong direction (of concession). Gerundial complex The gerund can have its own subject different from the subject of the sentence and form a gerundial complex. This complex consists of a noun or a pronoun and a gerund attached to it. Formal English: possessive form + gerund E.g.: I have no objection to his helping you with the project. We are concerned about the company’s trading in oil.

Informal English: object form + gerund E.g.: They approved of him reorganizing the working day. We are worried about Jane working so hard. Note: 1) If the noun or pronoun refers to things or animals, we never use a possessive form: E.g.: I remembered the horse winning the race (not: *the horse’s winning…). I insisted on the parcel being delivered promptly (not: *the parcel’s being delivered…). 2) If the gerundial complex is the subject of the sentence, only the possessive form is used with reference to people: E.g.: Jim’s failing Physics was not unexpected.

Exercises Exercise 1. Open the brackets using the gerund either in the active or passive voice form. 1. The decorator insists on ____________ (pay) for his work done. 2. Henry is looking forward to ____________ (give) the leading part in the play. 3. Joan is very secretive. She avoids ____________ (ask) any personal questions or ____________ (ask) any even by her closest friends. 4. Why do celebrities avoid ____________ (meet) journalists? 5. The nurse showed no sign of ____________ (hurt). 6. The matter is not worth ____________ (speak of). 7. The tutor was annoyed at ____________ (interrupt) every other moment. 8. She can’t stand ____________ (remind) people of their duties and ____________ (remind) of hers. 9. Paul had never thought of security because he had no idea of ____________ (kidnap). 10. The food mixer needs ____________ (repair). 11. After ____________ (examine) by the doctor I was given a sick leave. 12. We did not want to speak to the correspondent and tried to avoid ____________ (interview) by him. 13. The evidence seemed overwhelming, but Mason denied ____________ (commit) the murder. 14. Persuasion is the art of ____________ (get) other people to do something or to believe something without ____________ (compel) to do so. 15. Specialists organized their considerable resources in an effort to prevent data from ____________ (take) from International Financial Statistics. Exercise 2. Complete the sentences using the gerund as subject. 1. ____________ has been a rewarding experience. 2. ____________ makes my neighbour upstairs unbearable. 3. ____________ is one of my greatest satisfactions. 4. There _____________ that this has been a difficult year for the company. 5. Personally, I think _____________ is the most popular form of recreation nowadays. 6. ____________ keeps you up to date with current events. 7. ____________ only complicated my life. 8. _____________ can’t be a weighty argument. 9. ____________ will only make things worse. Exercise 3. Study the pattern there’s no + gerund. Translate the sentences into Ukrainian. Write sentences about your city and university with the patterns given below. Model: There’s no telling / knowing = it’s impossible to tell / to know there’s no denying / escaping / mistaking = it’s certain (that) 1. There is no knowing what the eventual cast will be. 2. There is no escaping the fact that our department won’t be able to complete these orders without extra staff. 3. There is no telling what future will hold for her. 4. There is no denying that this will be a serious blow to the shareholders. 5. Julia is very unpredictable so there’s no knowing how she’ll react to the news. 6. There’s no mistaking whose children these triplets are. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

Exercise 4. C omment on the following situations using the phrases: It’s no good (use) … , There’s no / I can’t see any point in … , What’s the good (use) of …? What’s the point in (of) …? Model: I know you are overworked and underpaid. – I know you are overworked and underpaid. But I can’t see any point in magnifying your difficulties. 1. The government has decided to ban tobacco advertising. 2. The editor is unlikely to respond to public pressure. 3. He should have replied to the threats by going to the police. 4. These days she can barely earn enough to support herself. 5. Babies grow out of their clothes so quickly. 6. The company has reputation for a low pay and bad conditions. 7. In criticizing the boss she risked losing the position. 8. These old frames are of little value. 9. People wear flamboyant clothes when they want to be noticed. Exercise 5. a) Combine the sentences using the gerund. 1. Send your application today. Don’t delay! __________________________________________________________________________________ 2. I have to pay an enormous income tax. I resent this. __________________________________________________________________________________ 3. His assistant always buys a thing or two in a duty-free shop. She can’t resist this. __________________________________________________________________________________ 4. Jerome had given us the false information. He admitted his fault. __________________________________________________________________________________ 5. Liz doesn’t eat convenience foods. She avoids this. __________________________________________________________________________________ 6. My son is always going on a spending spree on his payday. I resent this. __________________________________________________________________________________ 7. You shouldn’t take advantage of people’s weakness. It’s no good. __________________________________________________________________________________ 8. I posted your letters. I clearly remember that. __________________________________________________________________________________ 9. Both companies had discharged a lot of toxic waste. They denied that. __________________________________________________________________________________ 10. I have to get Mark’s permission for everything I do. I can’t stand this. __________________________________________________________________________________ b) Combine the sentences. Use gerunds preceded by prepositions. Model: Jim was denied admittance. – He was angry at being denied admittance. 1. Bob asked Monica to pay all the expenses. He should be ashamed … __________________________________________________________________________________ 2. Charles was elected president of the association. He was content … __________________________________________________________________________________ 3. Rita was not treated with much respect. She was not used … __________________________________________________________________________________

4. Nick was refused the visa. He was very much annoyed… __________________________________________________________________________________ 5. Andrew betrayed their friendship. She cannot forgive … __________________________________________________________________________________ 6. You graduated from the State University! Let us congratulate you … __________________________________________________________________________________ 7. As you’re trying to keep fit, don’t consume much sugar. You should refrain… __________________________________________________________________________________ 8. Don’t disturb him: he’s busy brushing up for his exam. He’s preoccupied… __________________________________________________________________________________ 9. The police stopped the motorist after he exceeded the speed limit. The police charged the motorist… __________________________________________________________________________________ 10. As the child was sleeping we were speaking in a whisper. We were speaking in a whisper for fear… __________________________________________________________________________________ Exercise 6. Specify what kind of adverbial modifier the gerund is and think of similar sentences. 1. In writing the essay about Spanish culture, I understood the country better. 2. On returning home from the bank I spotted a small statuette on the mantelpiece. 3. I bumped into a man. Without looking up I apologized and proceeded on my way. 4. That morning my father said to me: “In sending you to this college, Henry, I’m making a sacrifice.” 5. The band disappointed thousands of fans by cancelling the concert. 6. We lost ourselves through not knowing the way. 7. After studying the case attentively the solicitor changed his mind. 8. You are making a mistake in dissuading him from sending the reply. 9. They took the suspect to the station for questioning. 10. Without seeing the pictures, I can’t judge how good they are. 11. I have had a lot of depressing thoughts since leaving the office. 12. In standing on the table, John banged his head on the ceiling. Exercise 7. Fill in the gaps with necessary prepositions. 1. The media can be blamed _____ imposing lots of negative views on gullible young people. 2. She often complains ____ not feeling appreciated at work. 3. If you persist _____ causing the trouble, the company may be forced to dismiss you. 4. Ted is accustomed _____ catching a 6 o’clock suburban train. 5. Who will help me _____ hanging the blinds? 6. The girl showed her skill _____ designing clothes for pets. 7. He was absorbed _____ studying the manuscript. 8. The principal got tired _____ making reprimands. 9. We have difficulty _____ installing the new equipment. 10. The loader agreed to assist us _____ shifting the furniture. 11. Don’t be sorry _____ missing the first scene. 12. He is suspected _____ having a love affair with a married woman. 13. Mason’s disability prevented him _____ walking. 14. Her failure in the first interview may discourage her _____ applying to other universities. 15. The workers threatened the boss _____ going on strike. 16. _____ choosing her coronation stamp Queen Elizabeth examined sixty-three designs. 17. There’s no point _____ contradicting women, is there? 18. Jake seems to feel the need _____ pouring out his heart. 19. You should have seen her face _____ being caught red-handed. Exercise 8. Complete the sentences. Add the necessary preposition. 1. Anyone travelling without a passport runs the risk… __________________________________________________________________________________ 2. I have been out of work for eight months. I’m anxious… __________________________________________________________________________________ 3. They put out the fire… __________________________________________________________________________________

4. The people tend to criticize the government … __________________________________________________________________________________ 5. Bill can no longer afford to go to Cyprus for holiday. He misses… __________________________________________________________________________________ 6. Allen had an active lifestyle. He was in the habit… __________________________________________________________________________________ 7. Large companies generally welcome the idea… __________________________________________________________________________________ 8. His overprotective wife took the precaution… __________________________________________________________________________________ 9. The children were allowed to stay up late. She didn’t see any harm… __________________________________________________________________________________ 10. You are a Jack-of-all-trades. Why not try your hand… ? __________________________________________________________________________________ 11. I’m just stating facts, I’m far… __________________________________________________________________________________ 12. You would like to learn the nitty-gritty of running a small business? So don’t be frightened… __________________________________________________________________________________ 13. Helen is mad about cooking oriental dishes. Just imagine the amount of time she loses… __________________________________________________________________________________ Exercise 9. Make up sentences about yourself and your family using gerunds preceded by prepositions. I think I’m hopeless … My mother says she’ll never get accustomed… My younger brother / sister is excited… I can’t recall… I really can’t blame people… Luckily I had no difficulty… My parents are looking forward… Mum has never tried to stop me… I want to succeed… I’m (in) capable… My father is pleased… I tried to discourage my friend… My relatives tend to complain… It was my first experience… I’ll never put up… Just imagine my surprise… It’s difficult for me to resist… Exercise 10. I. Open the brackets using the gerundial complex. Write both the possessive and object form where possible. 1. (He, demand) ____________ our withdrawal proved the impossibility of reaching a compromise. 2. The shareholders agreed to ____________ (we, close down) the factory. 3. The new proposals involve ____________ (I, work) longer hours. 4. Diana resented ____________ (this photograph, publish) without her approval. 5. I can’t imagine _____________ (my husband, grumble about) clothes – he doesn’t care what he wears. 6. ____________ (The boy, tell a lie) upset everyone. 7. The proprietor was not aware of ____________ (new guests, arrive). 8. They had no objection to ____________ (we, share) the duties. 9. I can think of no reason for ____________ (she, say) that. 10. Do you mind (I, leave) the light on? 11. I was told of ____________ (she, not / be) well. 12. ____________ (He, sell) the apartment with antiques and family library was a shock to everyone. 13. The board objected to ____________ (Mr. Marlin, resign). 14. ____________ (More money, go) to the underdeveloped nations will definitely make things worse. 15. There’s a lot of evidence of ____________ (new models, test or compare). 16. I don’t mind ____________ (you, pay) the total sum in five monthly instalments. 17. We know of ____________ (wood, use) as structural material in prehistoric times.

II. Complete the sentences using the gerundial complex. Add the preposition where necessary. 1. John’s children are not likely to pass the entrance exams with flying colours. The father cannot count… __________________________________________________________________________________ 2. Why do you pretend to be eating? I’m not going to put up… __________________________________________________________________________________ 3. Personal matters are often discussed in public. I strongly object… __________________________________________________________________________________ 4. I prefer my children to take independent decisions. I hate… __________________________________________________________________________________ 5. The guards were watching every step of yours! How did you manage to get out… ? __________________________________________________________________________________ 6. She can hold her tongue. There’s no danger… __________________________________________________________________________________ 7. Bob appeared here all of a sudden! Just fancy… __________________________________________________________________________________ 8. The twins should be vaccinated this year but their parents are against … __________________________________________________________________________________ 9. I have nothing to do with him as he has broken our engagement. After… __________________________________________________________________________________ 10. Why are you always pushing me into doing things? I can’t stand… __________________________________________________________________________________ Exercise 11. Translate into English. 1. Олена сиділа у вітальні, не кажучи ні слова і не звертаючи увагу на базікання своєї сестри. 2. Декан не погодився, щоб ми перенесли збори абітурієнтів. 3. Він пишався тим, що його вибрали головою профспілки. 4. Марк наполегливо продовжував вкладати гроші у цю безнадійну справу. 5. Розуміючи наші складнощі, вони запропонували свою допомогу. 6. У статті журналіст звинуватив керівництво компанії у тому, що воно вводило в оману громадськість. 7. Бібліотекар намагався знайти привід, щоб піти раніше. 8. Який сенс у відкладанні на чорний день, якщо гроші можуть девальвуватися (to be devalued)? 9. Я не схвалюю те, що ти пропускаєш лекції. 10. Ти пам’ятаєш те, як ми виганяли його з дому? 11. Я пишаюся тим, що зміг зробити тобі послугу. 12. Підлогу слід натерти, килими пропилососити, а вікна помити. 13. Тепер я шкодую, що ми жили на широку ногу та смітили грошима. 14. Мені дуже не сподобалося, що ви втручаєтесь у мої справи. 15. Я дозволив йому не бути присутнім на зборах (excused).

§ 7. Gerund versus Infinitive The basic difference in their meaning is that the gerund is more general, whereas the infinitive is more specific and more bound to some particular occasion: E.g.: Kate began singing when a child. – Kate went over to the grand piano and began to sing. I like diving but I don’t like to dive today. I hate doing my expenses, but I like to get them in on time (like to usually refers to habitual preferences). The action of the infinitive often refers to the subject of the sentence, whereas the action of the gerund may refer to some other doer: E.g.: Mary doesn’t like to trifle with serious things. – Mary doesn’t like trifling with serious things.

• Some verbs take to-infinitive or gerund without a change in meaning: 1. begin, start, continue, intend, bother, can’t bear: E.g.: She began to rub / rubbing at the spot with all her might. However we don’t normally have two -ing forms together: E.g.: The days are beginning to get shorter. (but not: *The days are beginning getting shorter) Note: In spoken English, a gerund is more frequent after bother, can’t stand, like, love, hate, start, and toinfinitive is more frequent after begin, can’t bear, continue, intend, prefer; 2. the verbs advise, allow, encourage, permit, recommend, require when followed by an object or in passive forms take a to-infinitive. They take a gerund when there is no object following them: E.g.: He is not permitted to leave the ward. The receptionist allows smoking in the waiting room. The gerund is not used: 1) with the verbs to understand and to see (in the meaning ‘to understand’): E.g.: She began to understand how they had dumped him. 2) when the subject denotes a lifeless object: E.g.: The click began to strike. • Verbs (or verbs + adjectives) taking to-infinitive or gerund with a change in meaning: + to-infinitive

+ gerund

be afraid + infini- not to have courage / desire to do something: to be afraid that what is described by the gertive / of + I’m afraid to drive over that old bridge. und may happen: The baby is afraid of staying gerund in the dark alone. be ashamed + infin- to feel ashamed because one will have to do to feel ashamed because of something one has itive / of + gerund something: I’m ashamed to borrow money. already done: I’m ashamed of making so many mistakes. forget

something slips your memory and the action the action is forgotten after it takes place: She doesn’t take place: I totally forgot to turn off the forgot sending the message and sent it again. cooker.

go on

something is done after something else is fin- to continue doing the same thing: Although ished: After the interval, Pavarotti went on to she asked him to stop, he went on tapping his sing an aria from Tosca. pen on the table.

hate

to hate what one is about to do: I hate to bother be displeased / feel sorry for what someone is you, but the matter is urgent. doing: I hate making people feel uneasy.

imagine

to have a false or wrong idea about something to form a picture or idea in your mind: I can’t (imagine smb/smth to be smth): I was surprised imagine Sarah running her own business. to see the farm. I had imagined it to be much bigger.

mean

to say that we intend(ed) to do something: He to say that something involves doing somemeans to phone you next week. thing else: If we want to get there by 12.00, that means getting up early.(is used with an impersonal subject only!)

regret

to feel sorry about having to say something to feel sorry about something that has already negative: I regret to inform you that your ap- happened: It’s too late now, but I’ll always replication has been unsuccessful. gret giving him advice.

remember

to mean that remembering comes before the to recall a past event: I remember going to the action described: Remember to buy a TV guide bank, but nothing after that (I remember that on your way home. (first remember, and then I went there). buy it).

+ to-infinitive

+ gerund

be sorry

regret: I’m sorry to hear he has been expelled.

apologize: I’m sorry for lending him the instrument without your permission.

stop

pause temporarily for some purpose: He finish, cease doing some action: She stopped stopped to eat a couple of sweets (made a pause buying glossy magazines (she doesn’t buy and ate sweets). them any longer).

try

make an attempt, make an effort: Let’s try to do something and see the results, do someboost sales this year. thing as an experiment: Try restarting the computer.

Exercises Exercise 1. I. Put the following verbs into the correct columns. apologize, arrange, approve, avoid, consider, decline, delay, demand, discourage, dream, enjoy, expect, finish, help, hope, imagine, end up, enquire, insist, intend, invite, learn, would like, look forward, manage, mind, miss, object, plan, pretend, prevent, refuse, remind, seem, succeed, suggest A. Verb + (person) + infinitive ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

B. Verb + preposition+ gerund ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

C. Verb + gerund ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

II. Open the brackets using either the gerund or the infinitive. 1. The BBC suggested ____________ (televise) the coronation, but the Prime Minister said no. 2. If you delay ____________ (pay) your rent any longer, you’ll be evicted. 3. Phil still hopes ____________ (include) in the university basketball team. 4. My tutor has always encouraged me ____________ (have) confidence in myself. 5. The nicest thing about Rick is that he doesn’t mind ____________(criticize). 6. In Edwardian England, women used ____________ (carry) fans made of ostrich plumes. 7. He claims _____________ (see) the accident. 8. She demanded _____________ (speak) to the manager who refused _____________ (give) her a six percent pay rise. 9. The teachers of this primary school encourage ____________ (develop) individual interests. 10. Would you ever consider ____________ (get) married to someone twice your age? 11. So far, the police have failed ____________ (catch) this criminal, and they would be very happy ____________ (receive) any information that could lead to his arrest. 12. ____________ (Be) honest, there is little chance of the scheme ____________ (approve). 13. I don’t see why we should postpone ____________ (talk) it out. 14. He expects ____________ (call) on the Browns at 5 o’clock. 15. It’s not easy to learn ____________ (play) the trumpet. 16. Don’t hesitate ____________ (call) us if you need help or a good piece of advice. 17. There has been a gas leak in central London. The police advise everybody _____________ (stay) clear

"Don't Turn Around" is a popular song written by Diane Warren and Albert Hammond. It was originally recorded by Tina Turner as the B-side to the single "Typical Male" in 1986. Warren is said to have been disappointed that Turner's record company treated the song as a B-side and never included it on one of her albums. However it has since been included on the rarities disc of the 1994 compilation The Collected Recordings – Sixties to Nineties.

Don’t turn around If you wanna leave I won’t beg you to stay And if you gotta go darling maybe it’s better that way I’m gonna be strong, I’m gonna do fine Don’t worry about this heart of mine Just walk out that door, see if I care Go on and go now but. Don’t turn around Cause you’re gonna see my heart breaking Don’t turn around I don’t want you seeing me cry Just walk away It’s tearing me apart that you’re leaving I’m letting you go But I won’t let you know

And I’ll even learn to live without you But don’t turn around Cause you’re gonna see my heart breaking Don’t turn around I don’t want you seeing me cry Just walk away It’s tearing me apart that you’re leaving I’m letting you go

I wish I could scream out loud that I love you I wish I could say to you don’t go, don’t go, don’t go, but Don’t turn around Cause you’re gonna see my heart breaking Don’t turn around I won’t miss your arms around me holding me tight I don’t want you seeing me cry If you ever think about me just know that I’ll be alright Just walk away I’m gonna be strong, I’m gonna do fine It’s tearing me apart that you’re leaving Don’t worry about this heart of mine I’m letting you go, I know I’ll survive, sure I’ll make it through But I won’t let you know (3 times).

§ 11. Participle II Participle II is a non-finite form of the verb which possesses verbal and adjectival features and denotes a state or a result of some action or an action itself. It stands apart from the other non-finites in that it does not have their morphological categories. Nevertheless, being a verb form, it possesses the potential verbal

meanings of voice, aspect and perfect. These meanings depend upon the meaning of the verb Participle II is formed from and are realized in the context. The verbal character of Participle II is manifested in its combinability. Thus Participle II of transitive verbs combines with a by-object denoting the doer of the action: E.g.: Antonia was walking along the aisle accompanied by her admirer. Participles II of phrasal verbs retain their composite structure: an orphan brought up in a clergyman’s family. Participle II may be accompanied by an adverbial modifier expressed by adverbs or phrases combining with verbs: the road repaired two years before, the squirrel hidden in the bush, a scandal long forgotten. One of the main verbal features of Participle II is revealed in its functioning as part of the compound verb forms of the passive voice and the perfect. The adjectival nature of Participle II manifests itself in its function in the sentence, which is usually that of either attribute or predicative. Instead of the negation not, Participle II is often negated with the prefix un-: untouched, unfinished. The adjectival nature of Participle II is traced in adjectivized participles with a form different from the verbal Participle II. These forms occur as attributes in such phrases as on bended knees, a drunken man, a lighted candle, torch, match), molten lava (lead, steel), roast meat, a rotten apple, a shaven head, a wellshaven man, sodden clothes, sunken eyes; to be panic-stricken, poverty-stricken (but thunder-struck, theatrestruck). Note: the sentences in which Participle II has the passive meaning: E.g.: Portuguese is one of the languages taught at our college (denoting an action). The date is fixed (denoting a state, which is the result of an action); She felt relaxed (denoting a pure state). Syntactic functions of Participle II • Participle II as attribute (may function either as premodifier or postmodifier): E.g.: Celina kicked aside the clothes scattered on the floor, making one big pile, and took the washtub with the rinsed linen. Things seen are mightier than things heard. He entered the abandoned house. When Participle II or a participle phrase is detached, its position in the sentence is not fixed. Detached attributes are separated from the noun by a coma in writing and by a pause in speech: E.g.: Impressed by the news, I went out to make a call. The new Scottish Parliament, designed by the Catalan architect, looks like a series of upturned boats. And people hurried by, hidden under their dreadful umbrellas. • Participle II as predicative: E.g.: The customer looked perplexed and troubled. The investigator was puzzled by the clues (in this function Participle II denotes a state). Occasionally we come across Participle II with an active meaning: E.g.: Everybody is gone. • Participle II as adverbial modifier (used in place of clauses with a passive meaning if the main and subordinate clauses have the same subject): E.g.: Halted at a police road block, we could hear two feuding gangs firing shots ahead of us (of time). Weakened by his long stay in space the space tourist will have difficulty walking (of reason). He watched her movements as if hypnotized (of manner). Jill will speak for hours, unless interrupted. If picked green peaches won’t ripen (of condition).

Predicative constructions with Participle II The Objective Participial Construction This construction consists of a noun in the common case or a personal pronoun in the objective case and Participle II forming a syntactical complex – Complex Object. The objective participial construction is used with verbs of causative meaning, with verbs of physical perception, with verbs of wish: E.g.: You must get your tickets registered. I won’t have my name dragged through the dirt by the press. Have you ever heard their dean’s name mentioned before? I want the invitation sent at once. I’d like my car serviced, please. The construction have / get something done is generally used when we want to say that somebody arranges for something to be done (he/she employs, pays, asks, persuades another person to do something): E.g.: I’m going to have my hair dyed. Laura got her watch mended. However, there are some more usages to be considered: We use have … 1. when we are concerned with the process of something happening: E.g.: I love having my shoulders massaged. 2. if we want to focus on the result of the action: E.g.: The patient has his arm broken. or to emphasize that the task was not easy to fulfill: E.g.: I have this program implemented. 3. if it is clear that the person referred to in the subject of the sentence is not responsible for or has no control over what happens (about accidents and misfortunes): E.g.: She has just had her tonsils removed. The old lady had her purse stolen. The Smiths had their car broken into again (however, in informal speech it’s normal to use get in sentences like this). 4. if we want to employ the perfect form: E.g.: Oh, you have had your hair dyed. We use get … 1. when we are more concerned with the preparatory arrangements: E.g.: I got the car serviced this morning (there is an assumption here that I took the car to the garage) 2. when we say that the person referred to in the subject of the sentence causes what happens accidentally or is to blame for it: E.g.: Sue got her fingers trapped in the bicycle chain. The Nominative Absolute Participial Construction with Participle II This construction consists of a noun in the common case or a pronoun in the nominative case and Participle II which form a syntactical complex, the nominal element and Participle II being in subject-predicate relation: E.g.: The preparation completed, we started off. We began to talk, but my attention distracted by the surroundings, I took small notice of him. Prepositional Absolute Construction with Participle II It is introduced by the preposition with and its nominal element is hardly ever presented by a pronoun; it is more closely related to the predicate verb and is seldom set off by a comma: E.g.: It is unhealthy to sleep with the windows shut (adverbial modifier of attendant circumstances). He can’t walk with his leg broken (adverbial modifier of reason).

Exercises Exercise 1. I. Paraphrase the following sentences according to the model. Model: The new job, which has been offered to me lately, seems to be very demanding. The new job offered to me lately seems to be very demanding. 1. The coat, which we bought last year, is too small for me now. __________________________________________________________________________________ 2. These are only a few of the attempts which were made to improve the situation. __________________________________________________________________________________ 3. The things that are left behind by passengers are usually taken to the Lost Property Office. __________________________________________________________________________________ 4. Here is the memo I received yesterday. __________________________________________________________________________________ 5. It was not easy to find the file which I had deleted. __________________________________________________________________________________ 6. The castle, which was built many years ago, still looks magnificent. __________________________________________________________________________________ 7. Name some places abroad you have visited so far. __________________________________________________________________________________ 8. The answer, which had been so long expected, came at last. __________________________________________________________________________________ II. In place of clauses of time, manner and condition use Participle II preceded by conjunction. 1. Bobby shook his head as though he was dazzled by his own vision. __________________________________________________________________________________ 2. Silver tarnishes and turns black if it is not polished regularly. __________________________________________________________________________________ 3. If they were implemented the new reforms could cost the taxpayer and the economy bills. __________________________________________________________________________________ 4. When it was first brought to Europe, the tomato was thought to be poisonous. __________________________________________________________________________________ 5. A stylish event is more likely to attract global coverage if it is held in London than anywhere else. __________________________________________________________________________________ 6. Many rules, although they are introduced with the best of intentions, frequently have the opposite effect. __________________________________________________________________________________ 7. If the bird is disturbed, it may abandon the nest, leaving the chicks to die. __________________________________________________________________________________ Exercise 2. Complete the sentences with Participle II + conjunction. 1. Wounds heal more quickly __________________________________________________________ 2. Milk quickly turns sour _____________________________________________________________ 3. The CEO was strikingly tongue-tied (when) _____________________________________________ 4. ____________________________________________________________ Max used to feel left out. 5. His childhood, _________________________________________________, had been a happy one. 6. â&#x20AC;&#x153;How can you possibly say so?â&#x20AC;? exclaimed Melanie, ______________________________________.

7. _______________________________________________ , the house was not comfortable to live in. 8. (When) ___________________________________ , the new employee cleared his throat nervously. Exercise 3. I. Read about each situation and write sentences with have something done. Model: Melanie is paying the man who has repaired her bicycle. → Melanie has had her bicycle repaired. 1. David went to the hospital. A nurse bandaged his arm. __________________________________________________________________________________ 2. Daniel is going to the dentist. He’s going to fill his tooth. __________________________________________________________________________________ 3. Laura is walking around town while her photos are being developed. __________________________________________________________________________________ II. The jobs are all done now. Complete the questions using get. Model: Mike: Where did you get your bicycle repaired, Melanie? 1. Harriet: Why ____________________________________________________________________? 2. Emma: Where ___________________________________________________________________? 3. Sarah: Where ____________________________________________________________________? Exercise 4. Change the phrases or sentences in italics using have or get + object + Participle II. Model: There’s a photographer over there. Why don’t we ask her to take our picture? → Why don’t we have / get our picture taken? 1. I’ve finally decided to arrange for someone to pierce my nose __________________. 2. There’s a leak in the roof. We should arrange for someone to repair it __________________. 3. What time is it? I’m afraid they haven’t repaired my watch yet _______________________. 4. Someone is going to redecorate the kitchen for us next month ________________________. 5. If I were you, I’d ask someone to fell that tree ______________________________. It shuts out all the light. 6. Simon’s face was badly burnt in the explosion _______________________ and he had to undergo plastic surgery. 7. The dentist hasn’t checked my teeth this year _________________________________. 8. The baby was crying because someone was washing her hair _______________________________. 9. He looks much younger. I think someone’s dyed his hair ______________________________. 10. I don’t know if I’ve passed the course because the tutors haven’t marked all my work yet ______________________________________. 11. That wasps’ nest is dangerous. You must ask someone to remove it __________________________________________. 12. Jake’s car was badly damaged in the crash ____________________________________________. 13. Sarah’s kidney was removed after the accident ______________________________________________. Exercise 5. A ct out the following dialogue. Write first the appropriate forms to show that either the action has been done by the doer himself, or the doer has caused it to be done by someone else, or he has undergone or suffered something in an accident. Luke: John __________ (have / break / his left arm) when his car hit another one yesterday. Mary: ____________ (he / have / bandage / it) yet? Luke: Yes, the doctor ____________ (have / see / he) and ____________ (have/ set/ the arm) himself. Mary: Good. And ____________ (John / have / X-ray / it) yet? Luke: No, but the doctor ____________ (have / make / an appointment) with the X-ray Department at the hospital for him. John ____________ (be going to have / do / it) this afternoon.

Mary: Luke: Mary: Luke: Mary: Luke:

____________ (he / have / hurt / himself) anywhere else? No, he was lucky. The man in the other car ____________ (have / break / both legs) by the crash. Oh, dear. That’s bad. How did the accident happen? The brakes of the other car weren’t good, but the driver ____________ (not have / repair / they). ____________ (you / have / see / John) today? Yes, I ____________ (have / see / he) twice.

Exercise 6. J ane and Naomi are models. Jane does everything herself but Naomi is lazy and has everything done for her. Write down their conversation (the possible beginning is given). Jane: Do you know how I usually relax? I enjoy doing my own make-up, polishing my nails and sometimes dyeing my hair, don’t you? Naomi: Oh, no. I have my hair and my make-up done at the beauty salon. Last week I had my hair dyed by a very good hairdresser. … __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Exercise 7. Translate into English. 1. Я збираюся сходити на манікюр завтра. 2. Я ще не переглянув всі журнали, надіслані нам з Оксфорда. 3. Він повинен кожні півроку ходити в поліклініку перевіряти зір. 4. Після того нещасного випадку їм довелося ремонтувати машину. Машина знаходилася в автосервісі цілий місяць. 5. Він був сповнений рішучості змусити поважати себе. 6. Я знав, що можу йому допомогти, тільки якщо буду тримати язик за зубами. 7. Пожильцям принесли фрукти і шампанське в номер. 8. Товари, оглянуті на митниці, були відвезені на склад. 9. Всі ці роки я зберігав їхні листи під замком. 10. Я не фотогенічний і тому не люблю фотографуватися. 11. До проходження техогляду потрібно змінити покришки, зарядити акумулятор, залити бак. 12. Я знаю, що коли у мене поганий настрій, мені необхідно купити нову річ або зробити зачіску. 13. Нам доведеться почистити доріжки в саду: їх так занесло снігом, що не можна пройти до будинку.

Supplementary exercises (all verbals) Exercise 1. Open the brackets using the correct non-finite. The best way __________ (explore) China is by land. __________ (Travel) round China involves __________ (cover) great distances as the country is enormous. As a result, some tourists would rather __________ (fly), as it is quicker and they consider __________ (sit) on a bus or train a waste of time. For those who don’t mind __________ (take) a bit longer, there is so much __________ (see) which is not visible from a plane. From a bus you can __________ (see) people __________ (work) in the rice fields. You can even spend some time __________ (learn) a few Chinese phrases. Few can resist __________ (taste) a local delicacy – bird’s nest soup, though you may have difficulty __________ (acquire) a taste for one-hundred-year-old eggs! Exercise 2. Complete this conversation between two colleagues about a competitor. Use the correct form of the verbs in brackets. Alan: Any news of Mounts? Are they managing __________ (take) much business from us?

Tim: I’d say around here we’re still doing OK. Customers tend __________ (come) to us first. But we’ve ended up __________ (lose) customers in Scotland because that’s always been their area. Alan: So, should we spend a lot of time __________ (try) to win back that business? Tim: I’d say not, no. We decided __________ (focus) on other areas for now so that we can concentrate on _________ (build) our business round here. We can’t afford ________ (ignore) the local area. Alan: I guess Mounts have considered __________ (move) into our area here, though. Are they still relying on __________ (be) the cheapest? Tim: Yeah. If they do target this area, I expect __________ (get) a lot of calls from customers about prices. It’s a worry – I don’t mind __________ (tell) you. Alan: Well, we’ll just have to keep __________ (offer) a better service. Exercise 3. Complete the comments some people made about their careers using the correct form of the verbs in italics. Sometimes more than one answer is possible. 1. I try be focused on my career, but I’m so busy. Like on an average day, I never have time to stop think, ‘What am I learning? Where am I going?’ 2. The bet career advice I ever read was to stop be a job seeker and start think of yourself as an investment. I did and it’s beginning work. 3. I remember meet my boss for the first time. I said, ‘How can I get your job?’ But I respect her and I like think that she respects me, too. 4. I really don’t bother try to impress my assistant any more. I tried buy him lunch and stuff when I got here, but I think he’s jealous of me. 5. I like my job and I like go into work every day. I’m probably a bit of a workaholic. Sometimes I forget have lunch. I have to remember make time for myself. 6. I intend change jobs every two or three years till I have lots of contacts. My aim is to start run my own business. I can’t stand work for a boss. Exercise 4. 1) Find and correct 7 mistakes in each of these e-mails. Dear Mr Williams, I heard you to speak at the IAD event last July. I don’t know if you remember to meet me at the IAD event. I enjoyed meeting you and to hear you talk on internet marketing. (I hope you didn’t notice me to leave early. I had to catch a plane.) I would like to invite you to speak at our company conference next month (6th–8th). We can arrange scheduling your talk at a time that is convenient for you. We can also offer to pay your expenses and a fee of $ 600. If you agree to attend, would you mind to send me a title by next Friday? I look forward to hear from you and hope to see you soon. Yours sincerely, Katie de Lang Dear Kate, Good to hear from you. Of course I remember – in fact I keep meaning to get in touch. And I didn’t mind you leaving early – I saw you to look at your watch all the time in the last 15 minutes! Thank for invite me to speak at your conference. I would love coming – any day is fine. I can easily spend a day or two to look around the city. I feel like taking a few days off actually, as I’ve just finished to write my book on relationship marketing. Just let me to know where I’m staying and I’ll see you next month. John P.S. Don’t forget sending your phone number.

Навчальне видання Сітко Алла Василівна Головня Алла Василівна Семигінівська Тетяна Григорівна Тіщенко Олена Володимирівна

Практична граматика англійської мови Книга 2 Навчальний посібник За загальною редакцією доктора філологічних наук, професора Гудманяна артура Грантовича Редактор Мазур С. І. Технічний редактор Швець Ж. С. Комп’ютерна верстка: Парфенюк О. С. Підписано до друку 22.08.18. Формат 84×108/16. Папір офсетний. Гарнітура Minion Pro. Друк офсетний. Ум. друк. арк. 38,64. Зам. № 999. ПП “Нова Книга” 21029, м. Вінниця, вул. М. Ващука, 20 Свідоцтво про внесення суб’єкта видавничої справи до Державного реєстру видавців, виготівників і розповсюджувачів видавничої продукції ДК № 2646 від 11.10.2006 р. Тел. (0432) 56-01-87. Факс 56-01-88 E-mail: info@novaknyha.com.ua www.novaknyha.com.ua