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Natanson 1973
Natanson 1973
^ , I • • 1I I
Practi cal
English Grammar
by
Correspondence
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E. A. NAT ANSON
Допущено
Министерством высшего и среднего специального
образования СССР в качестве учебного пособия
для студентов заочного обучения институтов
и факультетов иностранных языков
0714—095
Н ----------------■ 170—73
001(01)—73
There are four groups of tense forms in the English language: Indef
inite, Continuous, Perfect and Perfect Continuous. Each group compri
ses four tenses: the Present, the Past, the Future and the Future in the
Past.
Part I
»
T~
Indefinite Forms Continuous Forms
*
do smth am
does smth are doing smth
is
shall shall
will do smth will be doing smth
should should
would do smth would be doing smth
.1
4
*
Indefinite Forms
The Indefinite forms show that the action takes place in the present,
past, future or what was considered a future moment at some moment
in the past.
The Present Indefinite
/
when
before
till
do smth until
shith } wiU <"0,) as soon as ■ smb does smth
while
if
unless /
5
Note 1. In object clauses introduced by if, w hen , whether the Future
Indefinite is used when speaking about a future action.
*
knows
wonders
asks
tells smb
is (not) sure
{ when
if > smb will do smth
whether
1. She wonders when somebody will come and tell her what to do.
2. I am not at all sure when she will return. 3. Do you know if the dean
will return from the conference? 4. I wonder when you will be ready and
if we shall be in time.
and
1. Я уеду, как только сдам экзамен. 2. Не уходите, пока я с ней не
поговорю. 3. Я не знаю, когда она вернется. 4. Сказал он вам, когда
начнется лекция? 5. Вы ничего не поймете, если не прочтете книгу са
ми. 6. Как только суп закипит, потуши газ. 7. Я пойду спрошу, пойдет
ли она в кино, пока ты будешь кормить детей обедом. 8. Почитай газету,
пока я улржу вещи. 9. Ничего не будет сделано, пока отец не вернется.
10. Я вам все объясню, когда мы увидимся в институте. И. Хотела бы
я знать, придет ли он сегодня. 12. Лаборантка не говорит, будем ли
мы писать контрольную работу сегодня.
1. a permanent action
2. a one-time action
3. a repeated action
4. a relatively future action:
in adverbial clauses of time and condition in indirect
if planned beforehand speech
E.g. 1. They lived on a farm. She certainly knew her job.
2. They drank coffee in the morning and tea with their lunch.
Two or three times a year she went to stay with her married
daughter. She left the room without a word and did not bang
the door.
3. I knew that the earth was round. He used to say that the night
was darkest before the morning.
6
t
►
>4
4. а) I meant to tell her the truth when she returned. And I should
never, never make fun of her again if only she got well, b) The
lecture began at six so it was time to start. I only knew that her
plane arrived in less than twenty minutes.
r
i
( !е^ ) I unless ^
c . J „HaZ*^ ■, that smb would I when i smb did
|
a
1 ™ S [ (n o t) do smth before sm th
re a lize d t ill
Exercise 4. hTranslate
op ed into/ Russian: ( as so o n as J
1. She knew that she would catch a bad cold unless she went and
changed her wet shoes at once. 2. Strange to say they did not realize that no
changes would ever take place until they themselves did something about
в- Гfe lt 'j [ J f n ]e ss 1 i
it. 3. She hoped that when the children knew her better they would grow
fond of Jher.
k n 4.
ew I only knew
I that
I wif he objectedsmIb should
h en d id give
sm b wupo uthe plan.
ld (n o t)
5. She \ u n d ersto
sm b knew that osomebody 5e forephone гher sm
d > th a t {would asthsoonf as doanything
sm th was
known. r e a liz e d
h op ed J | as S0Qn as J J
Not e 2. In object clauses introduced by if, when and w hether the
Future in the Past is used to denote a relatively future
action.
f k n ew
I w on d ered w h en
a sk ed if smb would do smth
to ld sm b w h eth er
w a s (n o t) sure
№.
7
Exercise 5. Translate into Russian:
1. She wondered when it would be time to go and have tea. 2. No
body asked me if I should come back. 3. Did she tell you when the car
would come for us? 4. Nobody knew when the rain would stop. 5. The
clerk was not sure if the case would be heard before the recess for lunch.
Exercise 6. Translate into English. Use Patterns 3 and 4:
1. Я спросил его, когда он вернется. 2. Я понимал, что если я опо
здаю на поезд, весь мой день будет испорчен. 3. Я сказал, что верну ей
книгу, как только прочитаю. 4. Он пообещал, что поговорит с ним до
моего отъезда. 5. Я не знал, когда буду сдавать экзамен и какую от
метку получу, но понимал, что, если поработаю над темой еще два
три дня, все будет хорошо. 6. Она спросила, буду ли я выступать на
конференции. 7. Я понимал, что, если не прочту статьи, то обсуждение
ее будет для меня бесполезным. 8. Я знал, что она ничего не расскажет,
пока я ей не позволю. 9. Она думала, что они узнают ее, когда увидят.
10. Никто не знал, когда придет автобус. 11. Он знал, что не ответит
хорошо на семинаре, если не подготовится как следует. 12. Меня инте
ресовало, понравится ли детям картина.
Note 3. The Past Indefinite may be used to denote an action in the
present or future characterizing it as an unreal one.
E.g. 1. If only I knew where to turn for advice. 2. It’s not as if he
did not know. >
(The use of the Past Indefinite in such cases is treated in the Assign
ment on Moods.)
The Future Indefinite
The Future Indefinite may denote:
1. a permanent action
2. a repeated action
3. a one-time action
E.g. 1. After graduation you will be a teacher of English. 2. I shall
take the children to a really good dentist when we get back to Mos
cow. 3. She will come at eight if she is not detained.
The use of the Future Indefinite is at present mostly restricted to
link-verbs (to be, to become, to look, to sound, etc.), verbs seldom used in
Continuous forms (to know, to u n derstan d, to like, to love, etc.) and found
in the principle clauses of complex sentences with adverbial clauses
of time or condition (see examples above). For other ways to denote a
future action see the Present Continuous, the Future Continuous, the
Modal phrases sh all -f- infinitive, w ill + infinitive.
*
I, we should do smth
you, he, she, they would do smth
E.g. 1. I knew he would not object. 2. She told me you would live in
the house on the hill. 3. She promised that I should be taken back
at once. 4. We knew that nothing would happen before sunset.
Continuous Forms
The Continuous forms denote temporary actions taking place at the
moment of speech or at a given moment in the past or future.
E.g. 1. I live in Moscow, (a permanent action) lam living at my sister’s
now while her husband is away, (a temporary action taking place
at the moment of speech)
2. Every day he took a shower first thing in the morning, (a repeat
ed action in the past) He was taking a shower and did not hear
the bell, (a temporary action in the past taking place at a mo
ment in the past)
3. She’ll go home and have her dinner, (a one time action in the •
future) She will be having her dinner when you come, (a tempo
rary action in the future taking place at a moment in the future)
Some verbs such as: to love, to h a te, to know, to u n d ersta n d , to rea lize,
to see, to hear, to hope are seldom used in Continuous forms.
Exercise 7. Open the brackets. Use Indefinite forms if the action is a permanent or a
repeated one, also if the verb is one of those which are seldom used in Continuous forms.
Use Continuous forms if the action is a temporary one taking place at the moment of speech.
State the character of the action.
( staying
taking smb, smth
giving smth
seeing smb
lunching
I having for dinner
E.g. 1. We are leaving in a few days now. I hope the weather will hold.
2. Where are you lunching today? 3. Are you doing anything
special to-night?
Exercise 8. Open the brackets. Use the Present Continuous to denote a future action.
Use the Future Indefinite in case of link-verbs and verbs which are seldom used in Continuous
forms:
\
1. What we (to have) for dinner, Mum? 2. You (to look) ever so
much nicer with your hair up. 3. You (to know) her at once. She's the
image of Anne. 4. I must run now, darling. I (to lunch) at Mother’s
and she hates it so when I’m late. 5. You (to like) her all right when you
know her better. 6. Rose and Peter (to come) to dinner on Sunday. Come
and meet them if you not (to do) anything special. 7. Gran, what you
(to give) me for my birthday this time? 8. When they (to go)? 9. What
you (to wear) to the party? 10. Tell him you are busy or something.
He (to understand). 11. Don’t tell her about camping in the open. It (to
sound) too dangerous. 12. They (to publish) it this autumn.
At this time j
When smb did smth } smb was doing smth
Smb did smth )
11
E.g. 1. At a quarter to five I was going to the Institute, 2. When I met
him I was going to the Institute. 3. I came across him in Gorki
street. I was going to the Institute and had little time.
The moment in the past may be indicated in the principal clause and
the temporary action, taking place at that moment, named in the adver
bial clause of time.
smb did smth when smb was doing smth
E.g. 1. She came when I was washing my hair. 2. She stopped me on
the stairs when I was running down to check my coat out before a
queue formed. .
Exercise 9. Open the brackets. Use the Past Indefinite in case of permanent, repeated
or one-time actions. Use the Past Continuous if the action is a temporary one taking place
at a given moment in the past. State how the moment in the past is indicated.
M o d e l : 1) He (to turn) the car and (to start) back .towards Delphi.
He turned the car and started back towards Delphi.
One-time action. *
“Гш fine, thanks.” He (to sit) on the edge of the bed, a cup of coffee in
one hand and a roll in the other, completely at ease. 12. The only person
to see it happen (to be) a middle-aged American tourist. She (to have)
tea at the window table of the cafe opposite. But, as she (to calculate)
at the time how much she ought to give the waiter, the incident not (to
register) in her mind.
Exercise 10. Make up sentences using the suggested word-combinations. Use Pattern 7.
M o d e l : to wear one's hair long.
When I saw her last she was wearing her hair long.
At that time she was wearing her hair long.
I saw her last when she was wearing her hair long.
I took this photo when she was wearing her hair long.
to help smb with his lesson; to wash one's hair;
to try on a new dress; to give the baby his dinner.
Exercise 11. Complete the following sentences. Indicate the given moment in the past
in different ways.
Mo d e l : . . . (when) she was waiting for someone.
1. I realized at once . . . 2. When I looked in . . . 3. I noticed
her for the first time... 4. The girl was still there... 5. I was
taking my second cup of coffee... 6. I was getting ready to
get off the bus... 7. We were approaching the post-office...
8. He was writing the last lines of the composition... 9. The
guide was taking a small group of tourists round the place...
Exercise 12. Translate into English:
1. В кухне хорошо пахло. Бабка пекла пирог с вишнями. 2. Нео
жиданно раздался звонок. Я распахнул дверь. На площадке стоял
Мишка. Он держал подушку и серое одеяло. 3. Мы въезжали в деревню,
когда увидели мальчика. 4. Он стоял посередине дороги и сигналил
нам, чтобы мы остановились. 5. Я проснулся очень рано. Во дворе
что-то происходило. Наш пес отчаянно лаял. Незнакомый женский
голос что-то сердито и громко говорил. 6. Я выглянул в окно. Небо
было серое. Дул холодный восточный ветер. 7. Зимой она носила тол
стые свитеры и лыжные брюки. 8. Я не узнал ее сначала. На ней были
очки, она в них казалась старше. 9. Она держала газету так, что я не
мог видеть ее лица. 10. Она всегда держала книгу близко к глазам,
хотя и не была близорукой. 11. Капитан вышел из кустов, когда они
считали деньги. Высокий парень уронил деньги и оглянулся. Вокруг
машин стояли милиционеры. 12. Мальчишки повели капитана в лес.
Вот здесь у него мотоцикл стоял, но мы его в кустах спрятали.
13. Прохожие оглядывались на ребят, идущих с высоким милиционером.
Кто знает, что они думали. 14. Домой вернулись к обеду. У калитки
стояла новая машина. Синий лак блестел на солнце. В машине кто-то
сидел. 15. Мальчики сидели в ванной, а в комнате Катина мама разго
варивала с Валеркиными родителями. Мальчикам было не слышно,
что она говорила, только когда она уходила, они отчетливо слышали ее
последние слова: Вы еще пожалеете.
13
The Past Continuous is not used as a rule if the duration of the ac
tion is mentioned.
We waited for a long tim e. She spoke for over an hour.
She just sat there hour a fte r hour.
Note 5. If the action is a temporary one but there is no mention of a
moment in the past at which it is supposed to take place the
Past Indefinite is used.
Compare: 1. She just sat there hour after hour.
and
2. She was sitting there doing nothing when the
bell rang.
1. For the next five minutes we climbed in silence.
and
2. I first heard the strange metallic sound when
we were climbing the narrow path between
the crumbling seats of the amphitheatre.
Exercise 13. A. Open the brackets. Use the Past Continuous only if the action is a tem
porary one taking place at a given moment in the past:
1. I (to run) after him till the crowd (to hide) him from my sight.
2. I (to look) at him thoughtfully for a moment. 3. I (to light) another
cigarette and (to.sit) over my cooling cup of coffee with one eye on the
door and the other on the shabby black car. 4. I (to get) into the car
when it (to occur) to me to leave my name and address at the bar. 5. Well,
it not (to be) me. At that time I still (to wait) at the cafe for Simon's
girl. 6. And then I (to see) the car. It (to stand) at the edge of the road
in the shadow of some pines. 7. For a time she (to knit) busily and (to
keep) her eyes strictly on her knitting. 8. We (to go out) on a sunny
terrace. The old lady (to knit) something pink and fleecy, listening to
a portable radio. 9. I (to wait) an hour, then (to pay) for my drink and
(to leave). 10. I (to overtake) the bus halfway between Athens andChrissa.
It (to go) at about fifty miles an hour in a cloud of dust in the middle of
the road. 11. We (to approach) the outskirts of the town when I (to
realize) that of course a service bus had to stop for passengers there. 12.
I caught a glimpse of a girl, driving. She (to sit) back in her seat, hand
ling the jeep like an expert. 13. And then somewhere in the crowd behind
me I distinctly (to hear) my name said again. I (to look) round. The two
old ladies (to be) there. They (to hold) plates heaped with Russian salad.
They (to talk) in low voices and I could not make out what they (to
say). 14. I was just about to call to him when something in the way he
(to act) (to attract) my attention. He not (to look) at the view. Suddenly
I (to know) that he (to listen) to something.
B. Translate into English:
1. Мы постояли несколько минут, потом я пошел к институту
У входа я обернулся. Они все еще стояли на том же месте. 2. Вчера мь
четыре часа писали контрольную работу. 3. Почему я тебя не видел.
в коридоре в большой перерыв? — Мы контрольную работу
14
4. Я заглянул в буфет. Они пили чай и разговаривали. 5. В этот день
не было лекции. Мы просидели это время в буфете. Пили чай и разго
варивали. 6. Я десять минут вчера ждала этого автобуса. 7. Я ждала
автобуса и вдруг увидела Таню. Она шла из института. 8. Я видела
тебя утром в метро. Ты читал газету. Я долго смотрела на тебя, но ты
не обернулся. 9. Это такая грустная книга. Я над ней целый вечер
проплакала. 10. Вчера после школы мы играли в футбол, пока не стем
нело. 11. Мы играли в футбол. Он пришел и говорит: — Я буду врата
рем. 12. Мы часами спорили об этом.
lunching
(
doing smth
going somewhere
coming
I staying
smb was
t ) having smth for dinner
wearing
taking smb, smth
I seeing smb
( giving smth (as a present)
Exercise 14. Open the brackets. Use the Present Continuous to denote a future action
and the Past Continuous to denote a relatively future action:
1. She asked me what I (to wear) to the party. 2. I said that I (to
see) Ann later in the day and could give her the message. 3.— you (to
stay) to the end? The game is as good as lost already. 4. We (to have)
fried chicken and apple-pie that night so I asked her to stay to dinner.
5. We (to stay) in town till August this year. 6. What you (to do) on
Sunday? 7. Her people (to give) a party for her. A birthday party. All
her friends (to come). 8. I (to lunch) at Mother’s today. I (to tell her
what we have decided about the house. 9. It’s good-bye, Ann. I not (to
see) you again. 10. What we (to have) for dinner, mother? Two people (to
come) to dinner. — There (to be) enough to go round? 11. I (to give)
her these shoes for her birthday. I (to post) them first thing tomorrow
morning. 12. Definitely I not (to go) to Torquay in August. 13. I knew
that he (to leave) the next day. 14. She told me she not (to stay) to the
end. She did not want to see them lose. 15. She said they (to give) a
party next week and asked me to come too. 16. She said she not (to do)
anything that night and would love to come.
1
15
Note 6. The Past Continuous may be used to denote a present or
future action, characterizing it as an unreal one.
E.g. I wish they were not coming.
The use of the Past Continuous will be treated in the Assignment
on moods.
P a tte r n 9
at this time )
when smb does smth } smb will be doing smth
smb will do smth J
Exercise 15. Open the brackets. Use the Future Indefinite if the action is permanent,
repeated or a one-time action. Use the Future Continuous to show that the action is a
temporary onet taking place at a given moment in the future:
1. You (to know) her. She (to stand) at the news stand. She (to wear)
a scarlet rain coat. 2. I (to tell) her everything and I (to show) her the
papers. I promise you she not (to smile) this time. 3. There not (to be)
anyone in when we (to come). The secretary (to have) lunch. 4. It (to
rain) when we (to get) there. 5. Go straight up the street. The car (to
wait) for you at the entrance to the department store. 6. We are much
too early. There (to be) no one there. Why, Flora (to dress) still. 7. Of
course, I (to be) still here when you (to return). I (to mark) the papers.
8. No, don’t phone me at eleven. I ( to take) Mary to the dentist. 9. Come
and speak to me about it in your lunch hour. I (to type) your stuff. 10. Go
and look at the view. You (to find) me at the “Tourists’ Rest.” I (to try)
to find who ordered that car in my name. 11. I don’t think she (to be)
there at that time. She (to sketch) somewhere along the coast. 12. Phone
me the minute you learn something new. I (to wait) for your call. 13. No
one (to see) us come. They (to have) tea on the terrace. 14. At this time
she (to do) her shopping. 15. When you (to come) to Athens I (to cross)
the border.
There is a definite tendency at present to use the Future Continuous
instead of the Future Indefinite to denote a future action.
16
E.g. 1. Г 11 be going abroad soon so it is no use writing. 2. We’ll only
be working a couple of hours in the morning.
Exercise 16. Open the brackets. Use the Future Continuous to denote a future action.
Use the Future Indefinite if the sentence has a clause of time or condition or in case of the
verb ‘to be'.
✓
►
Mo d e l : Я пойду с вами, если вы меня подождете.
I’ll come with you if you wait for me.
2) Ко мне сегодня придут друзья.
Some friends are coming over to-night.
Some friends are going to come to-night.
3) Они будут играть с «Рапидом» теперь.
They will be playing with “Rapid” next.
They are going to play with “Rapid” next.
1. Я пойду с вами, если кончу проверять тетради вовремя. 2. Ее
приняли году, она будет стараться хорошо
ующи й 3. Я ничего не пойму. Он говорит
центом. 4. Когда вы это сами увидите, вы поймете, какая это интерес п>
KEYS TO EXERCISES
►
be raining, get 5. will be waiting 6. will be, will be dressing 7. shall be,
return, shall be marking 8. shall be taking 9. shall be typing 10. will
find, shall be trying 11. will be, will be sketching 12. shall be waiting
13. will see, will be having tea 14. will be doing 15. come, shall be
crossing
Exercise 16. 1. will be arriving 2. will you be visiting 3. will be seeing
4. will be coming 5. will be going 6. will be pretty 7. shall do it 8. will
you be wanting 9. will be going 10. will notice 11. shall be hearing 12. will
be 13. will you be returning 14. will you be giving 15. will you do 16.
will be going
Exercise 18. 1. are coming late 2. are quarrelling 3. are dropping
4. are grumbling and complaining 5. was giving 6. was looking 7. was
losing 8. was barking 9. are buying 10. are giving
Exercise 19. 1. don’t know, are talking 2. was clear, was not coming
3. are doing, are meeting, is coming 4. am coming, shall let, are staying
5. was moving, was looking 6. are finding 7. are looking, look 8. will be
leaving, is packing 9. are not doing 10. read, made, looked, was watching
11. are wearing 12. are running
Exercise 20. 1. are wearing 2. wears 3. are you going, will you be
going, will be speaking 4. are looking 5. are coming back, will be coming
back 6. are taking, will be taking 7. is waiting 8. are reading 9. work
ed 10. will be working 11. was finishing 12. are taking, will you be
taking 13. will be writing 14. will be discussing 15. do you do 16. are do
ing, will be doing 17. was living 18. lived 19. are arguing 20. are going
Exercise 21. 1. I ’ll come 2. will be trying 3. I’ll understand nothing
4. you’ll understand 5. shall be looking after 6. I’ll become 7. are you
doing 8. will you be taking 9. will you be writing 10. shall be seeing 11.
shall be phoning 12. will be hearing from her
In sentences 2, 5, 7, 8, 9, 10, 11, 12 the expression am , is, are g o in g
to do sm th can also be used.
\
h
\
s,
T est
(to be sent to the Institute)
Assignment I. Answer the following questions. Give examples to prove your point:
1. How do we show that the action takes place in the future? 2. What
kind of action do continuous forms denote? 3. How is the moment in the
past or future at which a temporary action is supposed to take place in
dicated? 4. When do we not use the continuous forms even if the action
is a temporary one? 5. When do we use the continuous forms of the verbs
to see and to h ear ? 6. How do we recognize the emotiOTal use of the con
tinuous forms?
Assignment II. Open the brackets. Use the necessary tense forms:
1. I wondered why he (to laugh). I could see nothing funny inwhat
(to go on). 2. What — you two (to talk) about? — You (to discuss)
his plan? 3. — you (to leave) town early this summer? 4. When — you (to
speak) to her about her lessons? 5. She (to wear) dark spectacles. They’re
not just sun glasses. She not (to see) well. 6. Why — you wear sun glass
es on a gray day like this? 7. She’s left him. She (to live) with her par
ents now. I think she (to look) for a job. 8. I could" not see his face, he
(to sit) so that his face was in shadow. 9. When I (to see) her last she (to
try) on hats at Angela’s. 10. For some fifteen minutes he (to write) in si
lence without once raising his eyes from what he (to write). 11. We (to
walk) for some time. The road (to get) worse, just a narrow goat trail.
12. Why — you always (to find fault) with people? With people who
are kind to you? Who (to try) to help? 13. You (to leave) us soon now.
It (to get) colder with every day. 14. We were friendly at school. I still
(to see) him from time to time. 15. You (to hear) from me one of these
days. 16. Phone as late as you must. I (to be) up. I (to watch) the foot
ball game on TV. It’s the semi-finals to-night. 17. We (to wait) for that
bus twenty minutes and when it came it was chock-full. People (to block)
the entrance so we could not get in. 18. The rain started when I (to wait)
for my bus. 19. Why did you speak to him so? He only (to try) to help.
20. I hate the place in autumn. It always (to rain) there. It (to rain)
when we came and it (to rain) when we left.
22
►
Assignment HI. Translate into English:
1. Вы сегодня пойдете на лекцию по истории языка? 2. Нина пишет
нибу 3. Вы его ждали вчера? 4. Вы почему в свитере
У вас сегодня урок ходьбы на лыжах? 5. Обычно он жде'
[а в метро и мы едем домой вместе. 6. Вечно ты возражаешь
Не могу, завтра приезжает мама. 8. Ты что целую библиотеку
пь в портфеле? Он очень тяжелый. 9. У нее обычно пять или ш<
книг в сумке, поэтому она такая тяжелая. 10. День был о
На мне был свитер и лыжная куртка, и мне все же было
И. Ты увидишь в институте? Звонок когда
я кончала сочинение. Он
тор. 14. Кто-нибудь читает эту газету? Я хочу ее взять. 15. Г,
работает? 16. Приходи буду ждать
Assignment IV. Write a page-long description of any picture you like. Use the Present
Indefinite and the'Present Continuous in the description. Use the Present Indefinite speak
ing of permanent actions, the Present Continuous when speaking about temporary actions.
t
V
\
J.
Par t II *
я
The Future Perfect The Future Perfect Continuous
Ш
. 1
1
will f have done smth l have been doing smth
24
Tenses in Modern English can be divided into two sets:
♦
A В
The tenses of direct speech: The tenses of the narrative:
1) The Present Indefinite 1) The Past Indefinite
The Present Continuous The Past Continuous
2) The Future Indefinite 2) The Future in the Past
The Future Continuous The Future Continuous in the Past
3) The Future Perfect 3) The Future Perfect in the Past *
The Future Perfect Continuous * The Future Perfect Continuous in
the Past *
4
P a tte rn 1
*
’i
just
j today
already
smb has never done smth < this week
often this term
*
E.g. 1. I have spoken to her about you, I have a lrea d y made up my mind.
We have often written dictations this term. 2. Mother has been
looking for you since ten o'clock. She has been taking lessons for
about two m onths. She has been teaching English since she g ra d u a ted .
The Present Perfect Continuous is not used in Pattern В: 1. with the
verbs: to know, to understand, to love, to hate, to like, to dislike. 2. with
one-time actions.
E.g. 1. I have known him all my life. 2. He has written only once since
he le ft. . ■
**ma**mmut"'1111111 " V
25
The Present Perfect Continuous is used in Pattern A if a process of
some duration is meant or in emphatic speech.
E.g. 1. We have just been speaking about you. He’s been drinking again,
I’m afraid. 2. Oh, Jim! I’ve been waiting and hoping so!
Exercise 1. A. Open the brackets. Use the Present Perfect or the Present Perfect Con
tinuous where necessary. Use Pattern 1 A, B:
1. I never (to see) this face. 2. I often (to see) his name in the papers
this year, 3. I (to try) to get her on the phone for about twenty minutes.
4. She (to study) English for a year and (to learn) many words and ex
pressions. 5. I (to know) it since yesterday. 6. I (to look) for him since
I (to leave) the hotel but I not (to find) him. I (to be) to the other three
hotels but there is no visitor of that name anywhere. 7. I’m sorry,— you
(to wait) long? — No, I just (to come) down. 8. He is a Dutch painter
who (to make) his way through the mountains with a donkey for a couple
of weeks and (to sleep) out of door all this time. 9. I like his work. He (to
work) in oils of late and he (to do) one or two rather striking things this
week. 10. I (to be) up here since about six. I (to sketch) for hours. 11.
I just (to remember). That man over there — he (to sit) here since the
last bus (to leave). 12. I (to come) to you to ask for some information.
13. I expect these young men (to tell) you who I am? 14. I really don’t
know what you (to do) there all this time. 15. Ever since it happened
I (to pretend) to myself that it was an accident. 16. And this is what she
(to do) ever since.
B. Translate into English. Use Pattern 1 A, B:
1. Я это тебе всегда говорил. 2. Я всегда знал, что здесь что-то не
так. 3. Я еще никогда не видела ее такой сердитой. 4. Что ты так долго
делала в кухне? 5. Я учу английский около года. 6. Давно вы учите ан
глийский язык? 7. Я пойду с вами, если вы не передумали. 8. Я работаю
над этой проблемой с прошлого года и получила интересные результа
ты. 9. Она мне уже показала эту статью. 10. Последнее время она пока
зывала мне свои статьи. Довольно интересно. 11. Я вас больше месяца
не видел. Что вы делали все это время? Вы уезжали куда-нибудь?
12. С тех пор как вы уехали, там произошло много интересного.
3. The Present Perfect Continuous and the Present Perfect may be
used side by side retaining their own meanings.
P a tte r n 2
E.g. 1. We have been living here for a month and it has rained only once.
2. They have been experimenting with it since last year, but have
got nothing definite as yet.
26
*
Exercise 2. Open the brackets. Use the Present Perfect Continuous and the Present
Perfect according to Pattern 2:
1. I (to translate) this article for about an hour and (to translate)
the first part. 2. “I know what you (to work) on these last days,” said
Hardcastle. “— you (to discover) any new facts?” 3. They (to discuss)
the case for hours but (to be) unable to come to any decision. 4. You (to
read) too many mystery stories of late. They (to give) you ideas. 5. You
(to listen) to gossip. The things you (to hear) are quite impossible. 6. She
(to try) all kinds of patent medicine for years but nothing (to be) of any
use. 7. I (to tell) you so for years but you never (to pay) any attention.
8. They (to take) her from one specialist to another since she was two
and it not (to be) of the slightest use. 9. She (to take) lessons of elocution
and I (to notice) a certain improvement of late. 10. They (to advertise)
for information since May but they (to receive) nothing of any value.
Just the usual letters.
Exercise 3. Translate into English:
1. Я жду здесь с десяти часов. Сюда никто не заходил. 2. Мы читаем
эту книгу с сентября и прочли уже больше половины. 3. Она себя не
важно чувствует последнее время и пропустила несколько занятий.
4. Я сегодня делала покупки и наконец нашла тебе перчатки. 5. Послед
нее время он брал уроки плавания в бассейне и научился довольно
хорошо плавать. 6. Он тренирует эту команду всего полгода, но они
сделали большие успехи.
N 1. Don’t confuse the Present Continuous and the Present Per
feet Continuous. Both forms correspond to the Russian pres
ent tense.
E.g I am looking for the secretary.
Я ищу секретаря.
b u t: I have been looking for her for ten minutes.
Я ищу ее уже десять минут.
Tve been waiting for you since ten o’clock.
Я жду вас с десяти часов.
The Present Perfect Continuous is used if the duration of the action
is mentioned.
Compare these two patterns of direct speech:
■
r.
1. Smb is doing smth—(at the mo 2. Smb has been doing smth... (for some
ment of speech) time, since a certain moment, since
smb did smth, of late)
E.g. 1. She’s trying to catch your eye. What are you looking for? Are
you waiting for me?
2. I’ve been trying to find you since ten o’clock. Have you been
waiting long? What have you been doing since I saw you last?
Exercise 4. A. Open the brackets. Use the Present Continuous to show that the action
takes place at the moment of speech, or the Present Perfect Continuous, to show that the
action began before the moment of speech and went on up to it:
» * <
1. Why are you so red? — you (to run)? 2,— You (to try) to tell
me something? 3. What — you (to do) to that child? 4. What — you
►
27
/
(to do) to your hair? It looks wonderful. 5. He (to do) his lessons since
after lunch. 6. Come right in but look where you (to go). We (to paint)
the^ living room. 7. The bathroom is a mess. The children (to wash)
their dog. 8. Why are your eyes so red? — you (to cry)? 9. Why — you
(to cry)? 10.— You (to get) ready to go out? И. I (to try) to make up my
mind for days. 12. She (to sleep) badly of late. 13. They (to quarrel)
and (to make) it up again all morning. 14.— you (to quarrel) again,
children? 15. I can see her face in the mirror. She (to smile). 16. She (to
type) with small intervals ever since she came back from that walk. 17.
I (to try) to make up my mind since you spoke to me at the party. In
fact I (to try) to make it up right now.
B. Translate into English:
1. Вы это делаете не так. Вы уже пять минут пытаетесь открыть
дверь не тем ключом. 2. Ты куда так торопишься? — Мама ждет меня
у метро уже пять минут. 3. Вы читаете эту газету? 4. Я ношу это паль
то уже два года. Оно совсем, как новое. 5. Нет, мне не холодно. На мне
толстый свитер. 6. Кого вы ждете? 7. Давно вы его ждете? 8. Почему
вы здесь стоите? 9. Давно вы здесь стоите? 10. Она преподает англий
ский с прошлого года. И. Она учит меня английскому языку. 12. По
следнее время она пропускает уроки. 13. Я стараюсь найти эту книгу
с тех пор, как вы мне о ней рассказали. 14. Я стараюсь найти одну кни
гу. 15. У тебя усталый вид. Ты рпять плохо спала. 16. Ты почему улы
баешься? 17. Сейчас я готовлюсь к экзаменам.
4. The verb in the adverbial clause of time introduced by since is
mostly in the Past Indefinite (e. g. I have been looking after the children
since their mother died). The Present Perfect is used in this clause if
we mean за тот период времени, что.
P a tte rn 3
E.g. 1. No one has come in here since I have been here. 2. She has been
a different girl since she has known it. 3. You’ve been to see her
only twice since she has been ill.
The Present Perfect is also used in the adverbial clause of time intro
duced by since in the following pattern:
P a t tern 4 *I
E.g. 1. It’s a long time since I have been here. 2. It’s a long time since
I have drunk really good coffee.
28
►
Exercise 5. Open the brackets. Use the Past Indefinite or the Present Perfect in the
*since1 clause according to Patterns 3 and 4:
1. It’s a long time since I (to see) him. 2. Nobody (to leaye) this
room since we (to be) here. 3. Nobody ( to enter) this house since we (to
be posted) here. 4. They (to win) game after game since he (to begin)
coaching them. 5. It is a long time since I (to smoke) my last cigarette.
6. It is the first time she (to say) a tactless thing since I (to know) her.
7. She (to cry) ever since you (to tell) her. 8. They (to play) this game
since you (to show) them how. 9. It’s a long time since we (to speak)
of this. 10. It is only ten days since Uncle (to come).
Exercise 6. Complete the following sentences.
Mo d e l : It’s a long time (you to come to see us).
It’s a long time since you have come to see us.
No one has made this kind of mistake (the rule to explain).
No one has made this kind of mistake since the rule was
explained to us.— с тех пор, как
I haven’t read much (I to be ill).
I haven’t read much since I have been ill.— за тот период,
что...
1. You’ve been putting on weight steadily (you — to come back
from your vacation). 2. She’s been complaining about noise (to buy a
TV set). 3. They’ve been avoiding each other (they — to quarrel). 4. It’s
only five days (we — to return). 5. We have spent only one or two eve
nings at home (mother — to be here). 6. It is a long time (we — to
leave school). 7. Has anyone called (he — to be out)? 8. She has not
phoned once (you — to hurt her feelings). 9. You would not know the flat
now. We’ve been doing things to it (you — to be there last). 10. She’s
been feeling better (she— to see a specialist).
*
i^'
1. in “when” questions;
2. if the time of the action is definitely stated;
3. if we mean “at that time”.
•g. 1. When did he tell you so? 2. He left some fifte e n m in u tes ago.
It happened when 1 w as ou t. 3. I have spoken to her about you.
She did not object to your leaving (when I spoke to her). I have
read the poem. It rather impressed me (when I read if).
Exercise 7. Open the brackets. Use the Past Indefinite only:
0 in *when’ questions, 2) if the action is definitely stated ort 3) if a moment in the past
Cat that time') is meant:
t
*
29
/
1. When you (to hear) it? 2. I (to hear) nothing of the sort. 3. I just 4
(to think) of something. 4. They (to show) it to me already. 5. What you
(to do) there all this time? 6.— you (to wait) long? 7. I (to speak) to
him at the conference. 8.— you (to show) them my plan? What they
(to say)? 9. It’s what I always (to say). 10. How many times I (to tell)
you not to bang the door. 11.— anyone (ask) for me when I (to be) out?
12. What — he (to say)?
/
Exercise 8. A. Open the brackets. Use the Past Indefinite in the narrative and the
Present Perfect or Present Perfect Continuous in direct speech (except in ‘when’ questions,
if the time of the action is definitely stated or if a definite moment in the past is meant):
1. Alec (to work) in a bank. He (to be) twenty-five. He (to share)
a small flat with another boy. He (to have) an ancient mouse coloured
car and a dog. 2. I (to come) to you to ask for information. 3. What —
you, children, (to do) with my pen? — you (to play) with it again?
4. When — the lecture (to begin)? 5. I (to speak) to her about it many
times. 6. Why you not (to speak) at the conference? 7. What — she (to
wear)? 8.— anybody (to see) him today? — I (to see) him about half
an hour ago. He (to get) ready to leave. 9. The young man (to tear)
the envelope open and (to take) a small sheet of paper out. His hands
(to shake) a little. 10. Look! He (to open) the bag. He (to take) something
out.
B. Translate into English:
1. Я помогаю ему с начала учебного года, и он уже многому научил
ся. 2. Кто взял мой словарь? Я его вчера здесь на полке оставила.
3. Он посмотрел на меня и ничего не сказал. Он ждал кого-то. 4. Она
говорит уже десять минут и сделала всего пять или шесть ошибок,
б. Почему ты с ней так разговаривала? 6. Вы давно его знаете? 7. Дав
но вы меня ждете? 8. Когда вы начали учить английский язык? 9. У те
бя красные глаза. Ты плакала? 10. Он уехал на прошлой неделе.
11. Он подошел к окну. Открыл его и помахал кому-то рукой. 12. Мы
ждем здесь с двух часов и никто не сказал нам, что делать. 13. Я бо
юсь, что она передумала. Она мне ничего не сказала, когда я видела
ее в последний раз. 14. Когда он приехал? — Неделю назад и еще ни
кому не звонил. /
I If you had no mistakes in Exercises A and В go over to the next
point directly. If you had mistakes do Exercises C and D first.
C. Open the brackets. Use the Past Indefinite, the Past Continuous, the Present Perfect
or the Present Perfect Continuous:
1. I’m so glad you (to come). We (to wait) for hours. 2. Margaret,
you (to read) my letters. Don’t deny it. 3. I don’t know how you (to
discover) that I (to be) there that night. 4. I shall do exactly as I (to
say). 5. Show me the map.— you (to find) where we are? 6. When you (to
discuss) it? I never (to hear) the subject mentioned. 7. No, you can’t
have another ice-cream. You (to have) two already. 8. Why, you not (to
change) at all. I (to recognize) you the moment I (to see) you. 9.—Mother
(to go) to bed already? 10. When — you (to go) to bed? 11. I До hear,)
30
that some flowers grow better in shady places. 12. I (to mention) the
subject once or twice. He not (to be) interested. 13. Oh, he (to explain)
everything. He (to be out) when you (to phone). It (to be) his father
who (to answer) the phone. 14. My dear girl, you (to overeat) for years.
You (to lose) your looks, you (to lose) your figure. You can’t get back
to normal overnight. Remember what doctor Blair (to tell) you on Mon
day. 15. Look! She (to write) something on the fly-leaf of the book. 16.
\Ye town-bred people (to lose) something. I (to see) it when I (to spend)
that summer in the mountains. 17. He not (to say) a single word to me
yet and he (to get) that letter on Sunday. 18. The children (to talk) of
nothing else for weeks. 19. And we (to work) together ever since that
time. 20. I wonder what (to happen) there since we (to leave)?
D. Translate into English:
1. Я его только что видела. Он с кем-то разговаривал в коридоре.
2. Ты в жизни своей никогда по-настоящему не работал. 3. Когда он
приходил? 4. Машинистка еще не вернулась. 5. Что вы там так долго
обсуждали? 6. Последнее время вы меньше работаете. 7. Вы получили
тройку за последнюю контрольную. 8. Спасибо, мы только что пообе
дали. 9. Она мне все рассказала. 10. Вчера, когда мы ехали домой, она
мне все рассказала. 11. Товарищи, еще ничего не было сказано о нашей
программе. 12. Они играют у себя в комнате с самого обеда. 13. Я ра
ботаю над этими вопросами с прошлого года. 14. Я о вас так много слы
шала. 15. Я это, кажется, читала. 16. Когда он в последний раз напи
сал вам? 17. Где я видела это лицо? 18. Она все объяснила. Она была
тогда больна и не могла позвонить. 19. Ты ей написал, наконец?
20. Что вы сказали?
6. The Present Perfect is used in clauses of time to denote a future
action if we want to emphasize the priority of the action.
Compare:*l
r when \
as soon as
smb will do smth < after l smb does smth
before I
l till J
( when \
as soon as
smb will do smth after smb has done smth
before
i till
E.g. I’ll give you my opinion of the book when I finish reading it, or
when I have finished reading it. I shall not promise anything be
fore I speak about it to my wife, or before I have spoken about
it to my wife.
t
Exercise 9. A. Make the sentences more emphatic by using the Present Perfect in clauses
of time:
Nothing will be done till he arrives. 2. I shall not make any plans
before I speak to my doctor. 3. The parents agree it till
they see her the stage He will phone his mother after he passes
the examination. 5. I shall tell you the story when she returns.
B. Translate into English. Give both variants, with the Present Indefinite and Present
Perfect, in each case:
1. Я дам тебе конфету, когда ты выпьешь молоко. 2. Я пойду за
покупками, когда прочитаю газету. 3. Я не уеду из города, пока мама
не выздоровеет. 4. Соревнование начнется, как только этот вопрос будет
решен. 5. Он не заснет, пока я не расскажу ему сказку.
N o t e 3. The Pattern smb has got smth may be used in two ways:
to denote an action completed before the moment of speech
I’ve just got a most interesting letter; Who has already
got the text-books?); 2) as an equivalent of to possess smth
. I’ve got a dog and a kitten.— У меня есть...)
Exercise 10. Translate into English:
1. Ты не пойдешь гулять, пока не выучишь уроки. Твой учитель
математики опять на тебя жаловался. 2. Они дадут вам ответ только
после того, как обсудят ваше предложение. Они обещали сделать это
сегодня. 3. Я начну писать статью, только когда дети уйдут в школу.
Я стараюсь закончить ее уже несколько дней. 4. Я перевожу это упраж
нение уже минут двадцать и перевела только четыре предложения.
Это самое трудное упражнение из всех, что мы делали в этом году.
Я стараюсь не делать ошибок. 5. Когда вы начали учить английский?
Я начал учить английский язык, когда был в командировке в Англии.
Я уже научился довольно бегло говорить, но все еще делаю ошибки
во временах.
Exercise 11. Translate the verbs in bold type into English. Retell the stories in
English:
A . Несчастный случай
►
Ее муж 1бработал в котельной.
Я 16была ему плохой женой,— подумала она.— Только вчера
я 17выбранила его за то, что он 18не вытер ноги, когда 19вошел в кухню.
А теперь я его никогда не увижу.
20Хлопнула дверь, кто-то 21вошел в комнату.
— Не плачь, Мэри! — 22услышала она голос мужа, Ничего
особенного 23не случилось. Никто 24не ранен.
Миссис Браун подняла голову.
О, Стивен! — 25сказала она.— Сколько раз я тебе26говорила:
вытирай ноги, когда 27входишь в дом.
В. П окупая кни га
В прошлом году я Поссорился с женой. Она Говорила, что я слиш
ком много денег Зтрачу на книги. Я 4понял, что она Права и Пообе
щал, нто больше этого делать не буду.
Однако, когда я 7шел на работу, я 8увидел очень интересную книгу
в киоске.
На этой неделе я еще ничего Не покупал,— подумал я. Если
ю
я напишу на этой книге: «за участие в любительском спектакле»,
жена ничего ине скажет.
Так ты ^участвовал в спектакле? — удивилась жена, Почему
я тебя 13не видела?
Я Одержал на плечах балкон для Ромео и Джульетты,— 16отве-
тил я.
На следующей книге я 16написал: «С любовью и наилучшими поже
ланиями, твой любящий дядя Бела».
Что это за дядя? 1?спросила жена. Почему я с ним 18не
знакома?
— Бедный, милый дядя,— ответил я.— Он одарит мне книги,
19
A. by thi time |
by the time smth happens I smb will have (already, just)
smth will happen J donesmth
when smth happens )
E.g. 1. By this time next week they will have left town. 2. By the time
we get there it will have stopped raining. 3. I shall see her on Mon
day. She will have already typed your article. 4. When.you see
her next, she will have taken the last exam.
2. The Future Perfect Continuous is used to denote an action or
series of actions begun before a certain moment in the future and going
on at that moment or just over.
«
B . by th is tim e 'j
b y th e tim e sm th h a p p e n s 1[ sm b w ill h a v e b een d o in g sm th
w h e n sm th h a p p en s if for so m e tim e
!
sm th w ill h a p p en J
*
E.g- 1. By the time she graduates I shall have been teaching English for
two years. 2. When my daughter goes to school we shall have been
living here for over five years. 3. We shall get there at 8.30 at the
earliest. They will have been waiting for over an hour. Mother will
be very cross.
к
Exercise 12. A. Open the brackets. Use the Future Perfect, the Future Indefinite, the
Present Indefinite:
1. By the time you (to get) this letter everything (to be decided).
2. When you (to return) the Swedes either (to lose) or (to win) the game
already. 3. By.the end of next month we (to learn) English for nearly six
months. 4. By the time you (to come) out here we (to tramp) over Crete
for two weeks. 5. The Conference (to be over) on Monday and the last
delegates (to leave) the place. 6. They expect us at seven. I (to type)
the last letter bv then.
B. Translate into English:
1. К этому времени она тебя совсем забудет. 2. Поторапливайся.
Дети уже придут из школы, пока мы вернемся. 3. Какие-нибудь меры
будут приняты еще до его приезда. 4. Мы будем рекламировать эти
товары несколько месяцев к тому времени, как они появятся на рынке.
5. К этому времени они и сами все поймут. 6. Мы придем к часу. Секре
тарь уже уйдет обедать.
3. The moment in the future may be indicated by an adverbial ex
pression (by this time, by the end of the week, by Monday), by an ad
verbial clause of time (by the time we come; when we come), by an in-
34
dependent sentence (We shall get there at eight. They will have finished
working).
The adverbial clause of time introduced by when may be used to in
dicate a moment at which a temporary action will be going on and a mo
ment before which an action will be completed. Compare the two patterns:
A. by that time
by the time smb did smth I already
smb had | just done smth
when smb did smth
smb did smth
*
1 never
E.g. 1. By that time he had already changed his mind. 2. By the time
we got there the last copy of the book had been sold. 3. When we
got there the typist had typed all the letters. 4. I finished typing
at seven. The post had already gone. 4
В. by that time
by the time smb did smth I smb had been doing smth for
when smb did smth [ some time
smb did smth I
E.g. By that time, of course, I had known him for years and had no illu
sions left.
The Past Perfect Continuous is used in Pattern A if a process of some
duration is meant.
E.g. 1. Her eyes were red. She had been crying again. 2. She saw at first
glance that someone had been rummaging among her things.
The moment in the past may be indicated by an adverbial expression
(by th a t tim e, by the end of the y e a r , by five o'clock), an adverbial clause
of time (when we cam e ; by the tim e we came), by an independent sentence
(e.g. The train was twenty minutes late. There had been an unexplained
stop at a level crossing.)
*■
Exercise 14. A. Open the brackets. Use the Past Indefinite, the Past Continuous, the
Past Perfect, the Past Perfect Continuous:
1. By the time they (to cross) the street they (to lose sight) of the
little man. He (to disappear), probably (to enter) one of the shops. 2. The
first thing I (to see) was a footprint. Somebody (to stand) there for quite
some time judging by the cigarette butts on the grass. 3. I (to give)
Frances the flowers I (to pick), and (to sit) down. 4. By the time we (to
reach) the narrow entrance to the little bay the sun (to go) down and the
breeze (to drop). We (to walk) for hours and I could hardly drag my
feet. 5. And then we (to see) him. He (to stand) well forward looking
into the water. He not (to hear) us corn?. 6. When I (to meet) him at
that party he (to come) just to New York. 7. By the time she (to sell)
the last bunch of flowers the last bus (to go).
B. Translate into English:
1. Они только что кончили школу, когда мы познакомились. 2. Им
было жарко и они устали. Они играли все утро на пляже. 3. К тому вре
мени секретарь уже вернулся. 4. Мы были очень удивлены, никто не
знал, что она пишет стихи. 5. Он сказал мне, что давно наблюдает за
этой командой и что она ему всегда нравилась. 6. К тому времени как
мы вернулись, они уже пришли к соглашению. 7. К этому времени мы
уже достигли соглашения.*
*
*
ч
E.g. 1. When he came home from school the younger children had already
gone to the river bank. 2. When the storm finally broke out we
had been tramping over the sodden windswept moor for hours.
Exercise 15. A. Open the brackets. Use the necessary tense forms:
37
1. When I (to bend) over him he (to sleep) peacefully. He (to leave)
the lights on. 2. When he (to speak) again he (to forget) his plan already
and {to try) to describe the situation over there. 3. When I (to give)
a last look behind me the two little figures (to turn) back and (to walk)
rapidly through the trees. 4. When she (to say) that and (to smile)
I (to make up one’s mind) already to refuse. 5. When the train started
I (to sit) with my face to the window. 6. When it (to start) raining I still
(to try) to start the engine. 7. When we finally (to get) there the children
(to wait) for hours. 8. When I (to find) the place everybody (to go) down
to the beach. The only living being left, a yellow cat (to look) at me with
out interest. *
B. Translate into English:
1. Когда я пришел, машинистка уже давно печатала мою статью.
2. Когда он позвонил, дети уже давно вернулись из школы и что-то
обсуждали. 3. Когда мы вышли из дома, дождь перестал и солнце
начинало проглядывать сквозь облака. 4. Когда она пришла, мы уже
решили в театр не идти и смотрели телепередачу. 5. Когда раздался
звонок, она как раз кончала доклад, основное она уже сказала.
6. Когда мы увидели в окнах свет, он уже давно вернулся из театра и
ложился спать.
Exercise 16. A. Open the brackets. Use the Past Perfect if a usual or one-time action is
meant. Use the Past Perfect Continuous in case of a temporary action, or a series of actions.
M o d e l : 1) She did not want to stay here a minute longer. She (to try)
and (to fail).— had tried and failed.
2) Her eyes were red, her expression sullen. She (to cry).—
had been crying.
1. Their faces were smeared with purple juice. They (to eat) black
berries. 2. His hair was damp. He (to swim) again. 3. They ran to meet
me shouting and laughing. The long expected telegram (to come). 4. The
answer was brief. Jack (to leave) the hotel. 5. One look at Mother’s
face was enough. She (to discover) our hiding place. 6. She looked pale
and listless. She (to overwork) and needed a rest. 7. One look at his face
was enough — he (to get) the job. 8. I wondered if Mary was the girl
who night after night (to steal) out of the Abbey to meet someone in the
Park. 9. I could not wear my raincoat. The children (to use) it as a tent,
playing explorer games all winter and it looked it. 10. She danced better
now. Her brother (to teach) her probably.
%•
when
as soon as
smb did smth after smb did smth
before
till
P a tte rn 8
r
when
as soon as
smb did smth after Ism b had done smth
before
l till
E.g. 1. He made up his mind to become a writer when his first story
was accepted. He made up his mind to become a writer only
when his first story had been accepted.
2. They did not take any measures before the papers began to write
about it. They did not take any measures before the papers had
begun to write about it.
Exercise 17. A. Make the sentences more emphatic by using the Past Perfect in clauses
of time:
1. After we changed our blouses and washed our hands we went down
stairs. 2. I began to understand what he meant when I read the third
chapter. 3. Nothing whatever was done about the crossing till people
started complaining about it. 4. They told her all about it as
soon as they got the telegram.
B. Translate into English. Give both variants (with the Past Indefinite and Past Per-
feet):
Когда я это сам увидел, я понял, что это интересно. 2. Я
об этом не знал, пока не прочел вашу статью. 3. Мы не были уверены
в победе, пока не была сыграна последняя игра. 4. Она перестала вол
новаться, как только мы показали ей это письмо.
The Future Perfect In the Past and the Future Perfect Continuous in
the Past
These forms are used only in the narrative.
1. The Future Perfect in the Past is used to denote an action completed
before what was considered in the past a future moment (a relatively
future moment).
39
Pattern 9
E.g. 1. We knew that by the end of the week we should have left the
camp. 2. He knew that by the time Joe returned with a doctor he
would have bled to death. 3. The lawyer supposed that many
more documents pertinent to the case would have been discov
ered before the end of the search. 4. He asserted that he would
have been granted his diploma before the end of the month.
2. The Future Perfect Continuous in the Past is used to denote an
action begun before what was considered in the past a future moment
(a relatively future moment) or an action either going on at that
moment or just over.
B. ' said
( by that time smb would have
J knew when smb didsmth been doing
smb,| felt that
by the time smb smth' for some
{ understood*
123 did smth time
E.g. 1. He said that he would have been working at this model for two
years by that time. 2. She understood that by the end of the year
she would have been living entirely on borrowed money for a couple
of months. 3. I knew that by the time they came back we should
have been working for hours.
Строится дом
A Cuckoo Clock
I *(to like) that clock at once. I t 2(to be) of an attractive shape and
just the right size, so I 3(to tell) the man I 4(to want) it and how much
it 6(to be). He 6(to say) I 1 (can not) have it because it 8(to be) a cuckoo
clock and the cuckoo 9(to break off) and 10(to lose). I 11 (to say) it 12 (not
to matter) in the least and that I 13 (to take) it as it 14(to be). With the
children I 15 (to have) it 16 (to lose) the cuckoo anyway by the end of the
first week.
He 11 (to say) it 18 (not to be) a private enterprise and he 19 (can not)
sell me a cuckoo clock without a cuckoo.
Now I happened to have in my bag a cuckoo I 20(to take) out of a
broken clock. “You buy this cuckoo,” I suggested. “Put it into your clock
and sell the clock to me. 1 21 (to give) you back your money after you22 (to
sell) me the clock.”
But he would not do it. He 23(to say) that the cuckoo was private
property and the clock state property and that he 24(to be punished) if
it 25(to become known) that he 26(to sell) a state-owned clock with a pri
vate cuckoo.
I 27 (to notice) another cuckoo clock on the wall and the man 28 (to
say) that it 29 (to be) a private clock. Someone 30 (to bring) it in to have
a new cuckoo put in. They usually 31 (to have) spare cuckoos for sale
but 32(to sell) the last one to that client.
“That’s right,” said I. “Here I 33 (to take) his state owned cuckoo out
of that private clock and put my private cuckoo in. Is that all right?”
42
Не 34(to say) doubtfully that h e36(to think) it 36 (to be). “Then 1 87(to
put) the state-owned cuckoo into the state-owned clock. And now will
you please sell me this cuckoo clock?” — “Yes,” said the man who 88 (to
become) rather wild-eyed. “It is two thousand and three hundred zlotis.
Shall I pack it up for you?” — “Do, please,” I 39 (to say). “But first take
the cuckoo out. I 40(to hate) cuckoo clocks.”
(After Yanush Osenka)
KEYS TO EXERCISES
Exercise 12. A. 1. get, will have been decided 2. return, will have either
won or lost 3. shall have been learning 4. come, shall have been tramping
5. will be over, will have left 6. shall have typed
В. 1. will have forgotten 2. will have returned, come 3. will have
been taken, comes 4. shall have been advertising, put on the market 5.
will have understood 6. shall come, will have left
Exercise 13. 1. arrives, will have left, shall be getting ready 2. goes,
will have handed in, will be looking, will be writing 3. get, will be stand
ing, will have gone in 4. are through, shall have booked, will be waiting
Exercise 14. A. 1. crossed, had lost sight, had disappeared, had entered
2. saw, had been standing 3. gave, had picked, sat down 4. reached,
had gone, had dropped, had been walking 5. saw, was standing, had
not heard 6. met, had come 7. sold, had gone
B. 1. had graduated, met 2. were hot and tired, had been playing
3. had returned 4. were surprised, had known, wrote 5. said, had been
watching, had liked 6. returned, had come to an agreement 7. had come to
an agreement
C. l. had been watching, had noticed 2. wrote, had been trying 3. won
dered, had changed, saw 4. saw, was standing, had looked 5. had known,
was, had been managing, came 6. was, had disappeared, had taken 7. was
watching, decided, had been mistaken, was, had thought, was, had been,
looked 8. said, were, had left 9. was, had seen 10. asked, knew, was work
ing, knew, had helped, had been helping 11. reached, had made up 12.
was, has been called away 13. had lost, started 14. had come in, was in
troduced 15. learned, had been done, had left 16. had been walking/
had walked, was
Exercise 15. A. 1. bent, was sleeping, had left 2. spoke, had forgot
ten, was trying 3. gave, had turned, were walking 4. said, smiled, had
made up my mind 5. was sitting 6. started, was trying 7. got, had been
waiting 8. found, had gone, was looking
В. 1. came, had been typing 2. phoned, had returned, were discuss
ing 3. left home, had stopped, was beginning to look through 4. came,
had decided, were watching 5. rang, was finishing, had said 6. saw, had
returned, was going to bed
A
I. Sequence of Tenses
II. Direct and Indirect Speech
III. Passive Voice
I. Sequence of Tenses
In English the tenses of the verb in a subordinate clause (subject,
object or predicative clauses mainly) show whether the action in the
clause takes place at the same time with the action in the principal clause,
precedes it or follows it. The tenses in this case are dependent on the
tense of the verb in the principal clause and express simultaneousness,
priority of relative future.
Simultaneousness — the actions take place at the same time.
1. I see that you know the subject well.
I saw that he knew the subject well.
You will see that she knows the subject well.
2. I see that you are trying to find an answer.
I saw that she was trying to find an answer.
You’ll see that she is trying to find an answer.
Priority — the action in the subordinate clause precedes that in the
principal clause.
1. She knows that she has made a mistake.
She knew that she had made a mistake.
She will know that she has made a mistake.
2. I see that you have been taking lessons.
I saw that she had been taking lessons.
You’ll see that she has been taking lessons.
Relative future — the action in the subordinate clause follows the
action in the principal clause.
1. I hope you will get there in time.
I hoped she would get there in time.
2. I know you are leaving soon.
I knew they were leaving soon.
3. I know that the lecture begins at seven.
I knew that the lecture began at seven.
49
P a tte r n 1
1)
sim ultaneousness
you know the subject well
you are trying to help me
.
p r io r ity
I understand that
you have made a mistake
v
P a tte r n 2
if
sim ultaneousness
you knew the subject well
you were trying to help me
«a
p r io r ity
you had made a mistake
vou had been taking lessons
60
*
p a tte r n 3
sim u l taneousness
I shall understand
that you know the subject well
you are trying to help me
p r io r ity
you have made a mistake
♦
KEYS ТО EXERCISES
53
Exercise 3. 1. was looking 2. was not coming back 3. had acted right
4. did not know 5. is trying 6. has missed 7. has found, has left 8. don’t
speak 9. have spoken 10. will have stopped raining 11. had been working
12. had been hurt 13. was not coming 14. was doing 15. are waiting 16. are
wasting your time 17. had gone wrong 18. are hiding 19. were having for
dinner 20. had switched off 21. have done 22. had promised 23. have been
trying 24. are trying 25. had seen 26. would be done
Note 6. The verb to speak takes a direct object in the following case:
to speak a foreign lan g u a g e ; to speak French.
Exercise 5. Fill in the blanks with 'say', 'tell', 'speak', 'talk':
1. I did not — at all. I did not — a word. 2. Now I’ve — it I’m not
*
going to — on the subject again. Not ever. 3. What are you two — about?
4. I don’t believe you. You’re — it just to upset me. I don’t want to — to
you. 5. Nobody — to him. Nobody so much as — “hallo”. 6. Why —
such things when you are not sure of your facts? 7. She — to me very
kindly and — me not to worry. 8. She — a little French. Just enough
to — the driver where we wanted to go. 9. To — the truth I’m not sure
I want to — to her. 10. I can’t — on the subject without — you how I got
the facts. 11. I did not — this. I only — I could — you what happened
that night. 12. I have — to her about you. She — it was all right. 13. She
wouldn’t — to other children. 14. Don’t — anyone about it. 15. I’ll —
you what he — . 16. I have been — so all along. He — too much. 17. Did
he — English? 18. What did you — ? 19. Why — about it? 20. He was
the first to — .2 1 . He was the first to — so.
Exercise 6. Translate into English:
A. 1. Кто это сказал? 2. Почему он это сказал? 3. Он этого не гово
рил. 4. Он об этом не говорил. 5. Он на эту тему не говорил. 6. Они
не разговаривали. 7. Он говорит по-английски. 8. Он мне этого не го
ворил. 9. Он со мной об этом не говорил. 10. Он ей этого не говорил.
11. Он об этом ничего не говорил. 12. Где он это говорил? 13. Кому он
это говорил? 14. Кому он об этом говорил? 15. Я вам ничего не говорил.
16. Он говорил хорошо. 17. Кто с ним об этом говорил? 18. Кто ему это
сказал? 19. Кто ничего не сказал? 20. Кто говорил на эту тему? 21. Он
сказал, что придет. 22. Он мне сказал, что придёт. 23. Он не говорил,
что придет. 24. Он мне не говорил, что придет. 25. Никому об этом не
рассказывай.
If you had no mistakes in Part A you need not do Part B. Otherwise
do Part B.
В. 1. Что вы ей говорили? 2. Когда вы ей это говорили? 3. Почему
вы ей сказали, что это неважно? 4. Кому вы. это сказали? 5. Где вы ей
сказали, что это важно? 6. Почему вы этого вовремя не сказали? 7. Как
55
он это говорил? 8. О чем он говорил? 9. Кому он это говорил? 10. С кем
он говорил? 11. С кем он об этом говорил? 12. Когда он об этом говорил?
13. Он об этом ни с кем не говорил. 14. Он этого никому не говорил.
15. Рассказывал ли он вам это? 16. Что он сказал? 17. Где он это сказал?
18. Почему он вам это сказал? 19. Почему он ничего не сказал? 20. По
чему он мне ничего не сказал? 21. Он об этом не говорил. 22. Он мне
ничего не говорил. 23. Он ничего такого не сказал. 24. Он еще ни с кем
не говорил. 25. Он говорил не очень хорошо. 26. Он говорил, что не
пойдет. 27. Она об этом никогда не говорит. 28. Кто вам это сказал?
29. Когда они об этом говорили? 30. Кому они об этом говорили? 31. Я
ему ни слова не сказал, я только сказал, что ... 32, Он на эту тему не
говорил. 33. Что вы можете сказать по этому вопросу? 34. Он мне ни
чего не говорил по этому вопросу. 35. Он отказался говорить по этому
вопросу. 36. С кем вы говорили по этому вопросу? 37. Он сказал не
сколько слов по этому вопросу. 38. Почему вы ничего не сказали по
этому вопросу? 39. На каком языке он говорил? 40. Почему ты мне об
этом не рассказала?
When reporting what somebody has said we use indirect speech. h
fsays \
tells smb
smb <| states l that
asserts
, claims ;
.
Direct Speech Indirect Speech
— I have never seen the man before. The defendant claims that he has never
seen the man before.
— It is getting late. Father says that it is getting late.
asks ч
56
►
C. Reported Special Questions
{ asks
tells
orders smb (not) to do smth
allows
advises
smb do smth
Exercise 7. Report the following sayings. Use the reporting verb in the Present tense.
Follow patterns A, B> C, D. Make the necessary changes irt pronouns.
M o d e l : 1) — She’ll have forgotten it long before this. Don’t worry.
Mother says that she’ll have forgotten it long before this
and tells me not to worry.
2) — How can you work in that noise? One simply can’t hear
oneself speak.
She wonders how he can work in this noise and adds that one
simply can’t hear oneself speak.
1. Are you waiting for me? 2. Have you been taking dancing lessons?
You are dancing much better today. 3. Why are you saying this? 4. At
this time they’ll be watching television. They always do. 5. What will
he say to this? 6. Have you spoken to her about me? 7. What did she say
on the subject? 8. Can I wait here? 9. What can I do for you? 10. Come and
see me when you are in town. 11. Don’t hold the book so close to your
eyes. 12. Drink up. your milk this minute. 13. Hold the line, please.
14. Sorry, Mary is out. Will you phone again or will you leave a message?
15. What have you done to your hair? It'looks ever so nice now. 16. Who
can possibly know where he lives? 17. I lost him in the crowd when the
lights went out. J8. Come and speak to.me about it when you have read
the book. 19. He wrote the play in 1950. 20. There was no one in when
I came. 21. Some boys were playing football in the yard.
Exercise 8. Translate into English:
t
{ smb
smb
smb
was doing smth
had done smth
had been doing smth
I smb would do smth
I smb would have done smth
Exercise 9. Report the following sayings. Use the reporting verb in the Past tense. Pay
attention to notes 6 and 7 when doing so.
M o d e l : 1) — Nothing whatever has been done.
She said that nothing whatever had been done.
2) — Yesterday he came home at a quarter to six.
She said that he had come home at a quarter to six the day
before.
3) — They left London in 1962.
She said that they left London in 1962. (Note 6).
4) — They were away when the fire broke put.
He said that they were away when the fire broke out.
(Notes 6 and 7).
5) — I have known her since she came to live here.
She said she had known her since she came to live there.
(Note 7).
1. “But, father!” Ellie exclaimed, “I’ve been driving this car since
you gave it me for my birthday. And there has been no complaints.”
2. “Tim took your speed-boat out, Mark. He has done so before,” Clement
said, smiling. 3. “He left a message for you,” the woman said. 4. “I hurt
my knee when I fell downstairs,” said Tim. “It looks awful.” 5. “Ijiave
nothing against you, Jim,” said Kane. “You’re the best in the family.
I have always said so.” 6. “We know only what is in the papers. We have
been waiting for a call or a telegram since we heard of the accident,”
said Vic. 7. “The old car broke down when we were crossing the bridge,”
said Norma. 8. “I can’t go in the water,” she said. “I haven’t brought
my swim-suit.” 9. “I did not meari to be rude,” said Moira. 10. “Did you
work in the airplane factory too?” Ginnie asked.
If the reporting verb is in the Past tense certain changes may have
to be made in pronouns and adverbs used in direct speech.
Table of Changes
60
»
Note 9. The adverbs y e ste rd a y and to-m orrow remain unchanged
if somebody’s words are reported on the same day they were
said. There is no shifting of tenses in this case.
%
E.g. I saw her this morning. She told me that mother phoned yesterday
and promised to come over to-morrow.
Exercise 10. R e p o rt the follo w in g sa yin g s. Use the re p o rtin g verb in the P a s t tense:
1. “The boy won’t bother me,” said Emily, “I like young people about
the place.” 2. “My son wants to talk to you about this car,” she announced.
3. “When are you moving out of Red Lodge?” inquired Miss Allison. 4.
“I believe the people who have bought the house want to make some
changes. I don’t really know what. We don’t discuss it,” said Rosie. 5. “It’s
all right,” Mother said. “You can go now if you like. Lock the garden gate
as you go out.” 6. “Are you coming down?” she asked. 7. “There was no
body in the back seat of the car when I saw it,” the boy insisted. 8. “Miss
Kate, do you know what I am thinking of?” the strange child inquired.
9. “You spoil this child, Rose,” the old woman said. “You’ve been spoil
ing her for years.” 10. “Your shoes are wet through,” she said indignantlv.
“Did you walk all the way down from the station in this rain?” 11. “She
did not say much,” replied Pat. “I’ve heard it all before, anyway.”
12. “Don’t start crying,” he shouted. “What is the matter with you? Why
are you behaving like the heroine in a Victorian novel?” 13. “He is up
stairs,” said Doris. “He is waiting on the landing.” 14. “Is anybody I know
coming to the party?” asked Win. 15. “Oh, Pete!” said Aunt Molly. “Have
you brought this horrible dog again? Go and lock it in the garage at once.”
16. “Nothing has been heard of the boys since the two were seen at the
Victoria Station,” said the sergeant. 17. “It was too dark to see the house
properly when we finally came there”, said the girl. 18. “Do you know
French?” Esrne asked. 19. “Is that Ramona? Oh, I’m dying to see her.
Do you realize I haven’t seen her since you brought her over that time,”
the girl exclaimed. 20. “Close the front door after you, please,” Eloise
called.
Exercise 11. T ra n sla te into E n g lish :
1. Она попросила меня не опаздывать. 2. Он спросил меня, что он
может для меня сделать. 3. Она спросила, где я научился так играть
на рояле. 4. Она сказала, что мое произношение стало гораздо лучше
и спросила, не работал ли я с пластинками. 5. Мама спросила, почему
мы ссоримся. 6. Я спросил его, как он это сделал. 7. Она отвечала, что
не была в институте с тех пор, как заболела. 8. Она объяснила, что
читала эту Книгу, когда была в 10-м классе. 9. Ее родители не поняли,
почему она плачет и мать спросила ее, не ушиблась ли она. 10. Он спро
сил, когда я буду дома и можно ли ему прийти поговорить со мной. 11.
Они не понимали, почему я отказался ехать с ними. 12. Он утверждал,
было дома, когда начался пожар. 13. Она спросила
нибудь. 14. Ей хотелось знать, были теперь
и умают о
Exercise 12. Report the following sayings. Use the reporting verb in the Past tense:
i
1. “It is very strange,” Miss Neville said. “You must tell Mother
about it, Edna.” 2. “How many letters must you type on a busy morning,
Miss?” the sergeant asked. 3. “I’m afraid I must go now,” she said, look
ing at her watch. 4. “It’s going to rain later in the day,” she said. “You
must take your umbrella.” 5. “She’s a little pale. You must give her plenty
of fresh milk, Mrs Devon,” the old lady said. 6. “And now I must go over
to Kate and tell her about the concert,” Grandma said. 7. “I can’t gc
just now. I must do my lessons,” the girl answered. 8. “You mustn’t cry,
darling. The doctor won’t hurt you a bit,” the young woman said. 9. “Yoi
must speak very slowly if you want them to understand you,” the ok
teacher said. 10. “Must you leave already?” she asked.
KEYS TO EXERCISES
/
III. Passive Voice
Most verbs which can take direct objects can form passive construe
tions(e. g. I wrote that letter yesterday.— The letter was written yester
day). 4s
64
7
writes is written
is writing is being written
wrote was written
was writing was being written
will write will be written
has written \ has been written
has been writing /
had written \ I had been written
had been writing /
will have written I will 'have been written
will have been writing
would write \ would be written
would be writing /
would have written would have been written
There are two kinds of passive constructions: two-member passive
constructions and three-member passive constructions.
E.g. 1. The papers have not yet been signed.
2. The papers have not yet been signed by all members of the com
mission.
We mostly use the two-member passive constructions. We use active
constructions when we are interested in the doer of the action and two-
member passive constructions when we are interested in the action itself
and when the doer is either unknown or of no interest to the speaker.
Compare: 1. I had made the salad myself.
The salad had been already made.
2. He will meet you at the station.
You will be met at the station.
3. He is reading his new play in the other room.
His new play is being read in the other room.
The three-member passive is used in emphatic speech to stress the
doer of the action.
E.g. 1. By that time the point of the story had been long forgotten even
by the sto ry -te lle r h im se lf . 2. Your story is being typed b y ou r best
ty p is t .
The three-member passive is used comparatively seldom.
Exercise 1, Qive the corresponding passive co n stru ctio n s. Use two-m em ber passive
constructions o n ly . In ste a d o f the m issin g C o n tin u o u s fo rm s give the corresponding Itid efi-
nite or P erfect fo r m s .
time you come. 6. She said she would type the letter first thing in the
morning. 7. We knew that she would have forgotten her promise long
before then. 8. People invent new ways of cooking vegetables every day.
9. They published one of his books last year. 10. Whom are they discuss
ing now?
If the predicate of the active construction consists of a modal yerb-f
an infinitive a passive infinitive must be used in the corresponding pas
sive construction.
E.g. 1) He can easilv translate this article. The article can be easily
translated. 2) He could write a good composition on this subject.
A good composition could be written on this subject. 3) You must
explain it to him. It must be explained to him. 4) Could one do
it without outside help? Could it be done without outside help?
Exercise 2. Give the corresponding passive constructions:
1. You should wear this dress with a belt. 2. You can’t do such things
here. 3. You must do it very slowly. 4. You should eat this cheese with
brown bread. 5. They may change the day of the meeting. 6. Somebody
ought to tell him about it. 7. Can one do it without special training?
8. Where can one find these books? 9. Must one boil the mushrooms before
.4
frying them? 10. Should I learn the rules by heart? 11. What should I do
about it? 12. Can we write the paper in pencil?
Ni
Some verbs can form two passive constructions.
y A. Verbs which can take two direct objects (to ask, to envy, to fo r
g ive, to excuse):
P a tte r n 1
E.g. a) You will be asked nothing difficult. She was not envied. He is
usually forgiven in a day or two.
b) A very unusual question was asked at the conference. Her unex
pected success was much envied.
Exercise 3* Translate into English. Use Pattern 1:
9 м
►
В. Verbs which take a direct and an indirect object can form two pas
sive constructions:
P a tte rn 2
told
gi ven
offered
promised
shown
\ told
( is given
smth < was be l offered
( will promised
j shown
---------------------------------------------------------------------------- i
E.g. 1. A long sto ry was told (to) him. 2. H er ph oto was shown (to) him.
Note 9. Most verbs taking a direct and an indirect object form only
one passive construction with the direct object in the centre.
E.g. Mother bought me a new coat. A new co a t was bought for me.
Exercise 4. Translate into English. Use Pattern 2:
1.. Мне показали, как это делается. 2. Ей пообещали хорошую ра
боту. 3. Мне ничего не дали в библиотеке. 4. В буфете вам дадут чашку
кофе и бутерброд. 5. Вам покажут эту статью. 6. Никаких объяснений
мне не дали. 7. Эту работу кому-то другому. 8. Картину на фе
стивале не показали. 9. Нам картину не показали. 10. Мне даже ничего
не обещали. 11. Когда вам рассказали эту историю? 12. Показали вам,
как пройти на станцию? 13. Вам предложили что-нибудь поесть?
14. Почему мне предложили эту работу? 15. Почему нам этого не ска
зали? 16. Что вам там показали? 17. Почему мне не дали словаря в би
блиотеке? 18. Каждому студенту дадут программу.
Some verbs can also form passive constructions with the first ele
ment of a complex object in the centre:
I told (him to do) it.
He was told to do it.
67
P a tte r n 8
to smb
ca m. ■ «од
\ explained \
described
repeated (to smb) that
pointed out
4
announced
т » и
68
E.g. 1. It was pointed out to her that the process was a long one. 2. It
is announced to us that the game will take place in September.
3. Was it explained to them that the experiment is dangerous?
4. When was it announced that the lecture will not take place?
C. ^ is j explained j ( where
it < was } described > (to smb) < how todosm th
( will be J announced ) ( when
E.g. 1. It was explained to me how to switch the current off and on. 2. It
was announced to us when to expect him.
f
E.g. 1. The poem was much spoken about last year. 2. The children were
well cared for.
Exercise 7. T ra n sla te in to E n g lish . Use P a tte r n 5:
1. За врачом послали. 2. Почему над ним всегда смеются? 3. О ней
всегда много говорят. 4. За детьми там будет прекрасный уход. 5. Об
этом будут много говорить. 6. Его никогда не слушали.
Exercise 8. Give the corresponding passive co n stru ctio n s, Give varian ts
possible. Use P a tte rn s 1 , 2, 3 , 4, 5:
69
about it for some time and then forget it. 9. She told him not to smoke
in the hall. 10. Have they brought the books? 11. The papers announced
that the visit would not take place. 12, They have built the house in
record time. 13. Nobody had noticed the girl. 14. Have you given the
children their milk? 15. They never speak about it in her presence. 16.
What have you done about it? 17. They were taking more effective meas
ures at the time. 18. They are building a new road here. 19. To whom
will they give the job? 20. She asked him another question. 21. What
measures will they take? 22. What can they do about it? 23. They can
say nothing at present.
Exercise 9. Translate into English. Use Patterns 1, 2, 3t 4, 5:
1. Его несколько раз просили не обращать на это внимания. 2. Ей
объявили, что поезд уже ушел. 3. Его попросили не вмешиваться. 4. Ей
задали несколько вопросов и велели подождать. 5. Его сейчас экзаме
нуют. 6. Его не станут слушать. 7. Ей указали на то, что она часто
опаздывает на работу. 8. Ей продиктовали несколько писем. 9. Кому
дадут эту работу? 10. Какие меры будут приняты? 11. Тогда как раз
строилась эта школа. 12. Ну, что-нибудь уже решено? 13. Там за ним
будет хороший уход. 14. Что говорили на эту тему? 15. Их учат анг
лийскому языку около года. 16. Когда это надо сделать? 17. Почему
это нельзя сделать сегодня? 18. Когда вам объяснили, что поезд уже
ушел? 19. Почему ничего еще не сделано? 20, Почему мне этого сразу
не сказали?
Training Exercises
Exercise 10. Open the brackets. Use the necessary tenses in the Passive voice:
1. Look! There's nothing here. Everything (to take) away. 2. We (to
tell) to wait because the man (to question) just. 3. If anyone comes in
you (to find) looking through his papers. 4. We can’t get there in time.
By the time we get there the papers (to destroy). 5. Why nothing (to do)
about it at the time? 6. You can’t go in. She (to interview) for the T V .
7. She promised that nothing (to do) till he came back. 8. I had a
most unpleasant feeling that I (to watch). 9. She looked a different girl.
Her face (to wash), her hair (to comb). All traces of tears (to remove).
10. We could still see the tracks where the car (to drag) off the road.
Exercise 11. Put questions to the italicised words:
* ^
M o d e l : 1) Surely som ething can be done about it. What can be done
about it?
2) A new movie theatre is being built in this squ are. Where
is a new movie theatre being built?
3) The story was typed by our best t y p i s t . By whom was
the story typed?
4) The article w as tra n sla te d yesterday. Was the article trans
lated yesterday?
1. The telegram will be delivered som etim e in the aftern oon . 2. Som e
stu d en ts are being examined over there. 3. The parcel has been sent there
70
>
by m ista k e . 4. The process was described in d e ta il. 5. It was explained to
them where to cross the r iv e r . 6. You w ill be g iven enough time to prepare
your answer. 7. This fish should be eaten co ld . 8. All these books must
be taken u p s ta ir s . 9. These experiments were made b y a yo u n g scien tist.
10. N o th in g was said on the subject.
Exercise 12. T ra n sla te the verbs in bold type in to E n g lis h . R e te ll the stories in E n g lish .
A.
Молодой писатель хходил взад и вперед по комнате. Он 2пытался
найти тему для рассказа. Рассказ был давно 3обещан редактору. Срок
Подходил, а ничего еще не было 5сделано. Молодой писатель Посмотрел
на книжные полки. «Столько уже Написано»,— 8подумал он.— «Все
хорошие темы уже много раз были Использованы. Вот хотя бы эти
рассказы. Они были 10написаны до моего рождения. И это хорошие рас
сказы. Без сомнения их в свое время пчитали, они 12нравились, о них
гзговорили. Но сейчас они совершенно 14забыты. А что если...»
К концу дня один из забытых рассказов был 15перепечатан и ^отос
лан в редакцию. На следующий день пришло письмо из редакции
журнала.
«Это писал редактор.— «Такие поступки нельзя
17
ни простить, ни понять. Ведь этот рассказ был 18опубликован в нашем
журнале только месяц тому назад.»
KEYS TO EXERCISES
Exercise 4. Л. Open the brackets. Put the verbs into the necessary forms.
B. Give the contents of the letter in indirect speech:
“In this letter the boy asked his parents..,”
►
My dear parents!
First of all (not to worry). I (to find) what I want to be. I want to
be a lonely wanderer. As to my lessons, I (to decide) to give them up.
I (to take) everything I (to want). Adventure (to be) my life in future.
It (to be) not dangerous. I (to take) two aspirins in case I (to be) ill.
(Not to lose) courage. I not (to be) quite alone. Somebody, whom you not
(to know), (to bring) me bread and (to stay) with me when it (to rain).
(Not to look) for me, I can’t (to find). Look after Mother. When you (to
come) here again I (to change) so much that you not (to recognize) me
until I (to say): *‘It (to be) me.” Your son Marcel, the Lonely Wanderer
of the Hills.
(After M. Pagnol)
Exercise 5, Translate the verbs and word-combinations'in bold type:
Гонзе 1было уже двадцать лет, и он был самым ленивым парнем
в королевстве. Однажды он очень долго 2пролежал на правом боку
и Значал дум ать, не повернуться ли ему на левый, когда дверь О ткры
лась и в дом вбежала старушка.
Это ббыла местная ведьма. Она бприш ла, чтобы предсказать ему его
судьбу. Она ’собиралась сделать это двадцать лет тому назад, но
в с т р е т и л а знакомую у входа в деревню и О ни все эт о время прогово
рили. Так что все ее предсказания опоздали. Вот например, когда
сын старосты также еще 10лежал в колыбели, она п соби р ал ась ск азать ,
что он 12утон ет в ш естилетнем возрасте. А теперь этот верзила уже
13ж ениться собирался, а вода в речке 14была ему до пояса.
Ведьма 1бсказала Гонзе, что он 16будет здоровы м и счастливы м, что
17на двадцать первом году ж изни он 18убьет дракона, 18освободи т прин
цессу и 18ж енится на ней. Ведьма быстренько попрощалась, 1: велела
ему слуш аться маму и ‘"кушать каш у и исчезла.
Гонза 21был очень расстроен. Он 22не знал, где ^прож ивал дракон
23
Exercise 1. 1. She told Ernie that she had never gone to doctors and
did not mean to. That it was a waste of time and money. 2. Showing
her some glossy photos he asked if the man she had seen had looked like
any of those. 3. She asked Jack not to see her off and told him to get her
a taxi. 4. Mary said that it had been quite a party and asked why I had
not come. 5. Father asked angrily who would be responsible for that and
said it was the only thing he wanted to know. 6. Mother asked us not to
go into the sitting room because Jeannie was being fitted for a new dress.
7. She confided to me that nothing whatever had been said on the sub
ject as yet but that there was something .in the air, she felt it. 8. Jeannie
advised me not to brood over it and said that things were sure to get right
if you did not bother about them. 9. Chris asked Mother to call him at
half past six the next day because he had to catch the early train to Lon
don. 10. The girl repeated stubbornly that the purse was empty when she
found it. 11. He asked me what I had been doing since he saw me last and
75
said that I had done something to my hair that made me look quite grown
up. 12. The secretary said that he had not been to his office that day and
that they had been trying to reach him since they got the letter. 13. Then
she told me that she had seen the doctor the day before and that she was
quite all right again. 14. He asked what we had done with the paper and
said that he did not see it anywhere.
Exercise 2.1. It was explained to me why nothing had been done. 2. He
said that a specialist had to be sent for. 3. I understood that while the
student was being examined I couldn’t enter the room. 4. She did not
remember where she had left the books. 5. It was announced to them that
the goal-keeper had fallen ill and would not play. 6. He said that he had
been offered a good job. 7. He claimed that the window was broken when
he was out of the classroom. 8. We understood that much had been done
since we were last at the village. But we had not expected such changes.
9. She wondered if anv measures would be taken. 10. Nobodv knows what
was said at this meeting but she has not spoken to him since.
Exercise 3. 1. came 2. were watching 3. was going on 4. come to see
5. dogs are being taught 6. did not pay 7*. found 8. had to teach 9. had
been watching 10. had brought 11. was holding 12. had thought 13. one
had to have a dog 14. was sorry 15. had to tell them 16. were taught 17. one
had to pay 18. did not leave 19. went 20. listened 21. tried 22. were doing
23. taught 24. had to be worked out 25. the dogs were told 26. took 27.
lay 28. stood 29. nobody else took 30. had not been worked out 31. be
an explaining to 32. that it was necessary 32. noticed 34. were not listen
ing 35. were looking 36. looked round 37. were standing 38. were sitting
39, were hoi din > -
>
Te s t
»
Assignment II. Report the following sayings in indirect speech. Use the reporting verb
in the Past tense:1
The infinitive, the gerund and the participle are the non-finite forms
of the verb (the verbals).
Like the finite forms of the verb the verbals have tense, voice and aspect
forms, can be modified by adverbs and can take direct objects. But they
can not express person, number or mood and their syntactical functions
are different from those of the finite forms.
The Russian non-finite forms причастие, деепричастие, инфинитив
do not quite correspond to what we find in the English language.
Part I
The Infinitive
iin i n 11 i
!
to have written to have been written to have been writing
>
Verbs which are not used in the passive voice have only four forms of
the infinitive:
79
✓
Indefinite Continuous
■4
to stand to be standing
E.g. 1. She likes to play with the child. She seemed to know the way.
You will be glad to speak English again. 2. I don’t mean to go there
soon. She wanted to be told the truth. She will want to explain it
to you.
The Perfect forms: to have written, to have been written, to have been
writing show that the action precedes that of the predicate.
i
E.g. 1. I was glad to have spoken to him. 2. You seem to havl for
gotten your promise.
The Active and Passive forms of the infinitive show whether the sub
ject of the infinitive acts or is acted upon.
E.g. 1. I want you to take him to a good doctor.
Я хочу, чтобы вы повели его к врачу.
2. You are lucky to be taken to the circus.
Тебе повезло, что тебя берут в цирк.
3. She wanted to be taken seriously.
Она хотела, чтобы ее принимали всерьез.
The Continuous forms of the Infinitive: to be writing, to have been
writing show that the action is a temporary and not a usual one.*
80
*
»
Compare: 1. She seems to lose her temper easily.
Она, кажется, легко выходит из себя
2. She seems to be losing.her temper.
Она, кажется, из себя (сейчас)
The infinitive can take a direct object
to read a book write a letter
The infinitive can be modified by an adverb
walk fast; speak
Like the finite forms of the verb the infinitive has tense, voice and
aspect forms, can take a direct object and be modified by an adverb.
These are the verbal features of the infinitive.
The finite forms of the verb have onlv one syntactical function that
the predicate or part of the predicate. The syntactical functions of the
quite different. They are close to those of the noun and may
be considered to be the noun features of the infiniti\
The sentence patterns below show the use of the infinitiv differ
ent functions.
P a tte rn 1
The S u b ject
mm m m m
E.g. To tell her the truth under the circumstances is not at all necessary
(would be a mistake, means to spoil her chances of recovery).
Exercise 3. Translate into English. Use Pattern 1 (Л):
1. Знать язык — значит свободно говорить и писать на нем. 2. Ду
мать так было бы неверно. 3. Сказать «да» было невозможно, сказать
«нет» было бы невежливо. 4. Объяснить ему, что это такое, было делом
_____ v +
в \
important to do smth
W interestin
1S
easy to be done
it { was difficult
I will be strange
simple to be doing smth
/ nice
* r‘ «И Ч Х И К М
И т м п а м м
81
i
P a tte r n 2
is
to do smth
was >
will be to be done
xtM
E.g. 1. What I want is to be left alone. 2. The main thing was to get
a permit. 3. Your job will be to look after the children.
E.g. 1. You needn’t wait. 2. Could you tell me the time? 3. Г т begin
ning to think so.
82
t
P a tte r n 3
The O bject
E.g. 1. She was obviously pleased to see me. 2. He was glad to be talk
ing to me. 3. They were astonished to have found me there. 4. The
girl was delighted to have been dancing the whole evening. 5. He
was afraid to be seen with me.
Exercise 8. Complete the following sentences by adding an objective infinitive to each.
Give several variants-where possible:
4
1. Why were you so angry —? 2. Were you glad —? 3. She must have
been pleased —. 4. They were simply delighted —. 5. She was not really
angry —.
Exercise 9. A. Open the brackets. Use Pattern 3 (A, B):
1. She was probably angry (to reprimand) in front of me. 2. She sat
there trying to pretend she did not want (to dance) and was quite
pleased (to sit) there and (to watch) the fun. 3. She was sorry (to be) out
when I called and promised (to wait) for me downstairs after the office
hours. 4. She said she would love to come and was simply delighted (to
ask) for a date. 5. I offered (to carry) her case but she was afraid (to
let) it out of her hand. 6. Let’s go and see the place. You will be sorry
later (to miss) it.
4
83
В. Translate into English:
1. Мы были рады, что пригласили его пообедать с нами. 2. Она дела
ла вид, что читает. 3. Не забудь отправить письма. 4. Почему ты так
удивлена, что получила двойку? 5. Она всегда очень довольна, когда
ее принимают за молодую девушку. 6. Девочка боялась, что ее поведут
к зубному врачу. 7. Он удивился, что его узнали. 8. Он был очень рад,
что его еще помнят. 9. Мы были очень рады, что поговорили с ним.
10. Вы очень огорчены, что упустили эту возможность?
P a tte rn 4
The A ttr ib u te
и м м * м т > и « м ||м м м а а ш м 1 м м ш м ш м 1 1 1 в м 1 1 1 1 в « 1 « М 1 1 М * ш м м м м и м 1 1 И И 1 р ш м 1 И М Р ш т
the first |
last } to do smth
second J
E.g. 1. Who was the last to speak to him? 2. She was the first to see
the danger. 3. He was the second to cross the finish line.
E.g. 1. I have nothing to give you. 2. Have you anything else to say?
3. There was nobodv there to show him how to do it.
Exercise 10. Replace the attributive clause bu an attributive infinitive. Follow Pattern 4
(А. В. C):
1. He is the only man w h o can do it better than I. 2. She was not a
girl w h o w ou ld m iss an op p ortu n ity lik e th at. 3. It was one of those incred
ible opportunities where you cou ld get so m eth in g for n o th in g or n ea rly
n o th in g . 4. He was always speaking about a book he was going to write in
the near fu tu re. 5. She will always find something she can co m p la in
ab ou t. If it is not one thing it’s another. 6. There’s simply nothing a n y o n e
can do a b o u t it. 7. Her mother was the first w ho k isse d her and w ish ed
her luck. 8. There seemed to be no one there w ho co u ld be a s k e l for
d irectio n s. 9. I have a few more notebooks w h ich m u st be co rrected .
10. Is there anything else th a t co u ld be sa id in his defence? 11. There was
a long argument over the trees w h ich w ere g o in g to be p la n ted in the
sch o o l-y a rd . 12. There still remained things w h ich had to be said and
she was the girl w ho w o u ld sa y them .
Exercise 11. Complete the following sentences by adding attributive infinitives to them.
Give several variants where possible:
Exercise 12. Translate into English. Use attributive infinitives. Follow Pattern 4
(А, В, C):1
1. He такой это был человек, чтобы передумать. 2. Ему больше не
чего было сказать. 3. Думать было некогда. 4. Кто последний входил
в эту комнату? 5. Я теперь не помню, кто первый это сказал, 6. Вот
план кинотеатра, который будет построен на этой площади. 7. Дайте
мне время подумать. 8. Это свитер, который молено носить с брюками
или широкой юбкой. 9. У меня нет времени играть с тобой. 10. У ре
бенка нет никого, кто мог бы о нем позаботиться. 11. Вы третий чело
век, который мне это сегодня говорит. 12. У меня нет никакого жела
ния вмешиваться. 13. У вас есть, что добавить? 14. Есть еще одно дело,
которое надо сделать.
85
P a tte rn 5
to get smth
to do smth to be given smth
in order 1 to get smth
so as / to be given smth
ка
P a tte r n 6
The A d verb ia l M o d ifie r of R e su lt
( young \ / to do smth
‘to hive°done
P a tte r n 7
The Secondary P red ica tive
чт
Training Exercises
■»
adding
syntactical functions of the infinitives:
1. This hair-do is much too fussy 2. My only wish 3. Th
coat is much too heavy pleasant 5. I have nothing
—. 6. The end of the sto 7. I have bought this magazine
8. You are just the woman 9. The children . 10. I was
a little astonished You are old enough 12 would break her
heart. 13. You should — your hair like this lice—? 15. Who
was the last
KEYS TO EXERCISES
88
Exercise 13. 1. to be treated 2. to catch 3. to show 4. to be noticed
5. not to be reprimanded 6. to be taken along 7. to understand 8. to be
understood 9. not to be punished 10. to light a cigarette
Exercise 15. 1. well enough to ask 2. well enough not to need 3. too
young to read 4. too far to hear 5. well enough to be taken 6. too young
to be taken seriously 7. original enough to arouse 8. too complicated to
be answered 9. too lazy to have read 10. careless enough to have promised
11. too complicated to have been solved 12. too old to play
Exercise 16. 1. hard to reason with 2. nice to deal with 3. hard to
believe 4. hard to catch 5. impossible to talk to 6. hard to get 7. dangerous
to quarrel with 8. impossible to foretell 9. easy to believe 10. difficult
to comfort 11. nice to look at 12. hard to give up
Exercise 17. 1. result 2. subject 3. predicative 4. attribute 5. attri
bute 6. subject 7. attribute 8. attribute, result 9. secondary predicative
10. object 11. result 12. secondary predicative 13. purpose 14. attribute
15. subject
>* 4
A. to see \
to hear у smb do smth
to feel J
B. to let j
to make }■ smb do smth
to have J
#
c.
to 1 smb to do smth
to firbid J smth t0 be
D. to like 1
to prefer
to want i smb to do smth
:
to know 1 i
to expect у
KEYS TO EXERCISES »
P a tte r n 9
E.g. 1. Не had been heard to say that he was ready to sell the shop.
2. She was told to wait in the outer office. 3. She was expected to
be back any minute.
E.g. 1. Не is known to have been one of the most popular writers of his
time. 2. She is supposed to have been taken to hospital. 3. As long
as I might be thought to be pursuing him, the criminal would be
on his guard.
93
m t m m i m чмиш т»
to do smth
sure to be dping smth
certain to be done
smb ( was
1 3
E.g. 1. The old man was not likely to have made a mistake. 2. Don’t
worry. Things are sure to get better. 3. The book is bound to be
remembered.
am
Exercise 28. Open the brackets. Use the appropriate form of the infinitive:
1. She smiled broadly and waved her hand. She seemed (to recognize)
me. 2. Even if he is out you needn’t worry. He is sure (to leave) the key
under the door-mat. 3. At that time I happened (to work) at my first
novel. 4. You won’t be likely (to miss) the train if you start right away.
5. Don’t cry! Everything is bound (to get) right between you. 6. She
lost her head and seemed (to forget) the little English she knew. 7. A young
woman is supposed (to write) this book. 8. You needn’t mention it again.
He is not likely (to forget) it. 9. He is believed (to teach) by his father.
10. You needn’t tell me this. I happen (to give) all the details by Mother.
11. She is expected (to operate) on today. 12. Just look at his hands. He
is sure (to work) in the garage.
Exercise 29. Ask questions about the following statements.
M o d e l : 1) She seems to know all about it. (yes/no, who, what)
Does she seem to know all about it?
Who seems to know all about it?
к
1. Miss Marple was allowed to drive into the yard, (yes/no, who, where).
2. Only the more important clients were permitted to wait there, (who,
where). 3. This conversation was bound to end in an argument, (yes/no,
how). 4. Something that he said seemed to me to be wrong, (yes/no,
what). 5. She proved to know the subject, (yes/no, who, what).-
«•
KEYS ТО EXERCISES
Exercise she was seen to write 2. she was asked to write 3. she
s believed to write 4. she was expected to write 5. she was supposed
have written 6. she is sure to be writing 7. she is sure to have written
8. she is not likely to write 9. she is not likely to have written 10. the
poem is sure to have been written 11. she is sure to have written 12. she
seems to write 13. she seemed to be writing 14. she proved to have writ
ten 15. she happened to write
96
+
*
Sentence P a tte r n s w ith the F or-phrase
P a tte rn 10
The S u bject
1. He won’t catch the six fifteen. It’s impossible. 2. She is very late.
It’s rather unusual. 3. Don’t make mistakes. It’s important. 4. She
explained everything. It was not difficult. 5. You really ought to see a
doctor about that tooth. It will be best. 6. We ought to take a vacation
now. It won’t be difficult. 7. She managed to do it in time. But it
was quite an effort. 8. We’ll spend a couple of weeks in Leningrad
next June. It will be rather pleasant. 9. You’ll speak English with
her. I t’ll do you good. 10. Her mother made the decision. It’s the
usual thing in this family.
Exercise 33. Complete the following sentences by adding ‘for*-phrases to them.
M o d el: It would be better (you; to wear a coat).
It would be better for you to wear a coat.
1. It’s very important (children; to eat plenty of vegetables). 2. It’ll
be best (she; to see a doctor). 3. It might be just possible (you; to make
him sign the paper today). 4. It would be hypocritical (I; to pretend
that I’m sorry). 5. It’s very bad (growing boys; to smoke). 6, It’s
not (you; to explain such things to him)
4 № М3 97
Exercise 34. Translate into English:
1. Она не может напечатать это все до перерыва на обед. 2. На нее
не похоже опаздывать. 3. Вам полезно быть на воздухе. 4. Мне легче
сделать это сегодня. 5. Им будет проще поехать туда на метро. 6. Ей
было бы трудно найти эту книгу в библиотеке. 7. Нам было странно
и приятно снова видеть нашу школу. 8. Им будет полезно поработать.
9. Вам вредно столько курить. 10. Ей было трудно возражать. 11. Не
мне ее критиковать. 12. Не им обсуждать этот вопрос.
E x cep tio n :
*
Pattern 11
The O bject
т
to long » Л / 1
to wait
to arrange > for smb to do smth
to mean
to be anxious J
<0*
difficult N
В. to make easy
to think it necessary > for smb to do smth
to believe important
/*I
E.g. 1. Your attitude made it difficult for him to tell you the truth.
Ему было трудно сказать тебе правду из-за твоего отношения.
2. Не thinks it best for you to stay here.
По его мнению, тебе лучше оставаться здесь.
Exercise 36. Complete the following sentences by adding objective ‘for’-phrases to thenM
1. He stood there with a box of chocolate creams and a bunch of
flowers w aiting... 2. After endless argument and long telephone conver
sation with Mother we arranged . . . 3. Father was very cross and said
that when he sent me to an expensive school he did not mean . . . 4. Un
der the circumstances I really think it best . . . 5. All right, I’ll go. Why
are you so anxious . . . 6. She is out playing. The doctor does not think
it necessary . . .
I ,
P a tte r n 12
The A ttrib u te
A. somebody }
nothing !• for smb to do smth
anyone I
I»
difficult
(too) young (enough) for smb to do smth
old
m mm iM M H
100
t
E.g. 1. The rain can last long enough for us to miss the train.
Дождь может идти так долго, что мы опоздаем на поезд.
2. The day was much too cold and rainy for anyone to have a good
time.
День был слишком холодный и дождливый, чтобы кто-нибудь
мог хорошо провести время.
Exercise 41. Replace the fo llo w in g p a irs of sentences by sentences w ith adverbial *for
phrases o f r e s u lt .
Training Exercise
101
л
В. 1. Ты действительно считаешь, что мне нужно заняться спор
том? 2. Он сделал так, что мне было трудно отказаться. 3. Почему ей
так хочется, чтобы вы выступили на конференции? 4. Вам будет ин
тересно прочесть эту книгу. 5. Я не рассчитывал, что доклад будете
делать вы. 6. Ему там не с кем играть в шахматы. 7. Главное — это,
чтобы ты все понял. 8. Я договорился, что ты будешь отвечать первым.
9. Она говорила слишком быстро, чтобы мы могли ее понимать. 10.
Игра была настолько интересной, что дети забыли об уроках. 11. Вы
сделали слишком много ошибок, чтобы я могла поставить вам хорошую
отметку. 12. Вы считатете важным, чтобы они делали упражнения
в письменной форме? 13. С ее стороны было глупо спорить. 14. Не тебе
его критиковать. 15. На нее не похоже делать такие ошибки.
A. how \
when |> to do smth
why j
where j
V
B. what \
who/m > to take (choose)
which j
*
C. whether l to do smth
if
E.g. 1. How to get across was the problem. 2. She wondered whom to
ask to the party. 3. She did not know w hether to go or stay. 4. The
difficulty was how to explain her absence. 5. She gave me a long
explanation of (about) how to do it. 6. It was clear which to choose.
As you can see from the examples above the infinitive phrase is used
in the sentence as the subject (1,6), the predicative (4), the object (2,3)
or an attribute (5). &
KEYS ТО EXERCISES
\
Exercise 32. 1. for him to catch 2. for her to be so late 3. for you not
to make mistakes 4. for her to explain 5. for you to see 6. for us to take
7. for her to do it in time 8. for us to spend 9. for you to speak English
10. for her mother to make decisions.
Exercise 34. 1. it’s impossible . . . 2. it’s unusual 3. it is good 4. it
is easier 5. it will be simpler (easier) 6. it would be hard 7. it was strange
and pleasant 8. it will be useful (good) 9. it is bad 10. it was difficult
11. it is not 12. it is not.
Exercise 35. 1. it was nice (kind) of him 2. it will be sensible of you
3. it was stupid of him 4. it’s kind of you 5. it will be silly of him 6. it
will be kind (nice) of you.
Exercise 37. 1. find it necessary for you 2. made it only more diffi
3. Are you waiting for me 4. have arranged for him 5
• »
Exercise 48. Translate the passages in brackets into English using infinitives and
complexes with the infinitive:
1. I’ll tell you a story *(чтобы показать, как легко можно испортить
хорошую собаку). Some friends of mine bought a boxer pup of good
pedigree. Of course they meant 2(что будут ее учить), but they were too
busy 3(чтобы делать это регулярно) and too fond of the pup 4(чтобы быть
с ней строгими). They did not mean 5(чтобы она выросла игрушкой),
but that is what actually happened.
Once the Grandma went out shopping. The boxer was left behind.
в(Предполагалось, что она сторожит квартиру). Once out the old lady
realized she had left the keys behind. There was a group of road workers
in the street doing something to the pavement. She asked 7(одного из
них помочь ей). The boy was a cheerful fellow of about seventeen, his
face and hands black with the stuff he was working with. 8(Ему было не
трудно подняться на балкон, залезть в квартиру через окно и открыть
дверь изнутри). The Grandma watched 9(как он это делал) from the
street. She saw 10(как он влез на балкон, проскользнул до половины
в окно и вдруг застыл неподвижно). Only then did she remember the dog.
“Never mind the dog”, she shouted. “She won’t bite”. And she saw и (как
мальчик проскользнул в комнату). Oh, no, she did not bite. Far
from it. She was lying on the sopha probably greatly bored when she
noticed 12(что кто-то лезет в окно). She knew vaguely that 13(ей полагает
ся пресекать подобные действия) on the part of unknown people. But
she was so fond of guests. She ran to the window 14(чтобы приветствовать
мальчика).
105
When he opened the door to the old lady with his hands a little shaky
his face was quite clean. The boxer had washed it out with her tongue.
(Из устных рассказов Л. И. Острецовой)
*
4
T est
«
Assignment /. Answer the following questions. Give examples to prove your point:
i
Assignment III. Open the brackets. Use the suitable tense, voice or aspect forms of
the infinitive:
107
1. If you go out like that you’re bound (to recognize) sooner or later.
2. Well, I am not sorry (to miss) that train. I should not have met you
otherwise. 3. Did you actually expect all this (to do) in one afternoon?
4. She’s much too young (to consult) about money matters. 5. It is cer
tainly not the kind of book (to read) on vacation. 6. They were discuss
ing the flowers (to plant) on both sides of the entrance gate. 7. She is
known (to refuse) better offers than that. 8. It is ever so kind of you (to
send) all those lovely flowers when I was ill. 9. He was not alone. The
shelf is too high for him (to reach) it and (to take) all those jars down
without dropping one. 10. She had never really tried to avoid the admir
ing crowd. It was pleasant (to recognize) and (to point out) wherever
she went.
Assignment IV. Translate into English:
1. Он все время смешил нас. 2. Считали, что наконец проблема ре
шена. 3. Его поведение в данной ситуации трудно объяснить. 4. Мост,
который будет здесь построен, будет самым длинным в мире. 5. Дома,
которые следует строить в этой местности, не должны быть слишком
высокими. 6. По-моему, ей лучше изучать языки. 7. Он не был виноват.
Он слишком хороший водитель, чтобы сделать ошибку. 8. Я говорю
это не для того, чтобы вас обидеть. 9. Кажется, ничего еще не сделано.
10. Не нравится мне, когда он так поздно приходит. И. Для нее сол
гать было невозможно. 12. Наконец-то стало достаточно тепло, чтобы
снять тяжелые зимние шубы.
Assignment V. Write a two page long reproduction of any passage from your individual
reading book of the term. Use at least two complexes with the infinitive in the reproduction
and the infinitive (in any form) in at least five different sentence patterns. Underline the
infinitives and the complexes and write over them in what syntactical function they are
supposed to be.
w
P a r t II
%
The Gerund
The gerund developed from the verbal noun.
Objective verbs have four forms of the gerund:
Indefinite Passive
Perfect ■
Perfect Passive
P a tte r n 1
The S ub iec t
В. is
There was no doing smth
110
E.g. 1. Crying will do you no good.
Слезы вам не помогут.
2. Reading love stories made her cry.
Чтение романов доводило ее до слез
P a tte rn 2
The P re d ic a tiv e
IMNMIM
c. to mind Л
like !• doing smth
love )
4
раШгn 4
The P re p o sitio n a l O bject
to think
to suspect smb
to accuse of
to be afraid
to object
to be used to
to succeed
to be engaged in doing smth
being done
to insist having done smth
to depend on
having been done
to apologize
to be grateful
to be responsible for
to thank smb
to blame smb
to be clever at
to prevent smb from
1. After all I’m personally responsible — bringing you back safe and
sound. 2. They positively insisted — visiting all the rooms. 3. At last
I succeeded — backing the car into the parking place. 4. What are your
reasons to accuse her — taking the papers? 5. Everything depends —
being on the spot. 6 . 1 thanked him again — lending me the car. 7. The
author vigorously objected — being misquoted, as he put it. 8. They are
particularly clever — finding the faintest traces of finger prints. 9. Are
you thinking — leaving already? 10. Nothing could prevent her — buying
it on the spot.
113
Exercise 7. Translate into English:
1. Я привыкла рано вставать. 2. Наконец удалось найти
дорогу. 3. Он настаивал на том, чтобы показать мне, как это дела
4. Мы извинились за опоздание. 5. Я собираюсь поехать на север
летом. 6. Он был благодарен уже за то, что вы его слушали. 7. Она
занята приготовлением обеда. 8. Она настаивала, чтобы ей пою
все. 9. Вы подозреваете, что я вам лгу? 10. Его обвинила в краже
мобиля.
P a tte r n 5
The A ttr ib u te
intention
plan
idea
point
sense
purpose
habit > of doing smth
good
harm
mistake
difficulty
way
opportunity
sense ♦
P attern 6
on
after
|
before
by > doing smth
through (because of)
without
in spite of j t
**1
to begin '
start
keep0 [ doiHg smth
cont inue
stop ,
Training Exercises
Exercise 12, Fill in the blanks with prepositions where necessary:
1. Much depends — getting him to listen to us. 2. She was engaged —
sorting out stockings. 3. She only succeded — entirely blocking the
way. 4. She showed no intention — leaving. 5. There seemed to be no
point — staying. 6. He saw no harm — having a drink or two from time
to time. 7. You can only do harm — interfering. 8. No measures can be
taken — first making a full investigation. 9. He did not in the least ob
ject — being examined and our doctor went all over him — finding any
trace of recent injuries. 10. We suspected her — not telling all she knew
117
t
but we could not very well accuse her — hiding facts — knowing our
selves what those facts were. 11.1 was not used — driving a big car through
crowded streets. 12. She was surprisingly clever — finding out things.
13. How can I prevent her — going there — actually locking her up?
14. I was thinking at the time — selling the place. 15. She got the in
vitation— meeting Jill at some party and — talking about dogs with
sympathy and understanding. 16. I can find that out — asking.
m
Exercise 14. Replace the italicised parts of the sentence or clauses by gerundial phrases:
1. He said all this and he d id n o t even sm ile. 2. We suspected that the
boy w as lyin g . 3. N obody could tell when they were going to return. 4. She
did not w a n t to make an effort. 5. I t is necessary to brush the coat. 6. I t
w as im possible to reason w ith her when she felt like this. 7. She was very
clever, she could turn an old dress into a new one. 8. He wouldn’t sav
7 ^
whether he meant to buy the car before he took it for a trial run. 9. Let’s
go out for dinner I d id n o t feel w ell enough to cook a n y th in g . 10. I don’t
like the idea th at 1 should do i t a ll.
Exercise 15. Analyse the syntactical functions of the gerund:
1. This habit of discussing other people’s affairs may damage reputa
tions and ruin friendships. 2. Well, don’t go if you don’t feel like going
but for God’s sake stop talking about it. 3. Can’t you see how perfectly
useless it is trying to save the shop now? It is simple throwing good money
after bad. 4. I see no harm in letting them enjoy themselves in vacation
time. 5. So you like the part and want to play.it. But is it worth going
to such lengths to get it? 6. He was only thanking me for taking his part
at lunch. 7. Once he gets elected there will be no holding him. 8. You
can’t learn to skate without falling. 9. It’s no use trying to make you see
my point, 10. It’s different for you. You’re used to walking. 11. As to
me I simply love cooking. 12. My job is not teaching you manners. 13
She can’t stand being contradicted. 14. She washed her face and combed
out the tangles in her hair before going downstairs again. 15. Of course
Г11 go. I’d go any place if there’s the slightest chance of getting this job.
Exercise 16. Translate into English:
1. Мне не хочется спорить. 2. Он продолжал курить, не говоря ни
слова. 3. Я не видела смысла в том, чтобы продолжать этот разговор.
4. Бесполезно обсуждать этот вопрос. 5. Я вас ни в чем не обвиняю.
6. Станьте, пожалуйста, в сторону. 7. Я была против поездки туда
с самого начала. 8. План нуждается в доработке. 9. У нее не было на-
118
дежды когда-нибудь поехать в Самарканд. 10. Одними разговорами
результатов не получишь. 11. Теперь назад уже не повернуть. 12. Мы
были благодарны ему за то, что он пришел нас встретить. 13. Она не
пропускает ни одной возможности поговорить по-английски. 14. На
учиться творить на языке можно только, если много говорить. Только
читать недостаточно. 15. Кто за то, чтобы пригласить ее?
*
KEYS TO EXERCISES
boy’s
boy doing smth
my being done
me
120
g g, It is useless your going there now.
Вам теперь бесполезно туда идти.
P a ttern 9
The P re d ic a tiv e
P a ttern 10
A. ( avoid
afford
(can) <| stand smb’s doing smth
I help
V prevent
to mind 'l
like 1 smb’s doing smth
love |
hate j
Pattern 11
P a tte r n 12
The A ttr ib u te
plan
idea
point
sense
pu r pose
good > of smb’s doing smth
harm
mistake
difficulty
opportunity )
М
i
r harm
There is good
sense in smb’s doing smth
Smb sees
point
m iic> mш
Exercise 18. Replace the italicised clauses by gerundial complexes. Use prepositions
where necessary:
'1. She did not go to the party after all because the baby cau gh t the
measles. 2. He said there was no danger whatever th a t anybody should
see us there. 3. For some time we discussed the idea th a t seven yea r olds
should be tau gh t algebra an d geom etry. 4. She gave me the letter when I
came home in the evening. 5. Don’t come here again before he sends in a
report on yo u r st uff. 6. The fire started because somebody d ropped a ligh ted
cigarette in to a w a ste p a p e r basket.
Exercise 19. Replace the gerund by ft gerundial complex by adding a subject to it. The
subject of the gerundial complex must be different from the subject of the sentence.
Mo d e l : 1) Everything depends on getting there in time.
Everything depends on your getting there in time.
2) I’m against writing this review.
I’m against Jack’s writing this review.
1. I fail to see the point of raising the question now. 2. She simply
can’t help laughing at you. 3. We did not mind waiting a little. 4. I’ll
take the opportunity of being here to ask you some questions. 5. He suc
ceeded only through making the right contacts from the very beginning.
6. He began to grow fast only after coming to live with us. 7. You can’t
go through college without planning and saving. 8. It’s no good trying
123
%
to make her change her mind. 9. I’m used to coming home very late
10. She likes being praised and made much of.
Exercise 20. Translate into English. Use the complex only if the gerund has a subject
different from that of the sentence.
Mode l :
Он требовал, чтоб они ему немедленно заплатили.
Не insisted on their paying him at once.
But:
Она требовала, чтобы ей немедленно заплатили.
She insisted on being paid at once.
1.Я сделаю все до того, как он вернется. 2. Ты не боишься, чт
тебя увидят? 3. Я не вижу большой беды, если он пропустит одну лек
цшо. 4. Она извинилась за то, что дети так шумели. 5. Я отвечаю за тс » ч
чтобы все было в порядке. 6. Кто за то, чтобы сделать все в воскре
сенье? 7. Кто за то, чтобы я сделал все в воскресенье? 8. Терпеть н
могу возражать и спорить. 9. Терпеть не могу, когда ты возражает ,
и споришь. 10. Закройте, пожалуйста, дверь. И. Ничего, если я з;
крою дверь? 12. Он привык оставаться с бабушкой. 13. Он привык,
что Джек остается с ним. 14. Она была так благодарна за то, что ее
взяли тоже. 15. Она была так благодарна за то, что мы взяли ее с собой.
16. Он ушел не попрощавшись. 17. Он ушел так, что мы этого не за
метили. 18. Я не могла не видеть его. 19. Я не могла помешать ему ви
деть вас. 20. Мне нравится, когда ты так говоришь.
KEYS ТО EXERCISES
t
standing
having stood
written
E.g. 1. The dolphin came a little closer, the dark ringed eye watching
me ste a d ily with what I could have sworn was a friendly and inter
ested light. 2. D e e p ly hurt, Mrs Stabbins cleared the table without
any further suggestions.
Exercise 1. Give all possible forms of the participle of the following verbs:
to explain, to break, to cook, to stand, to walk, to wear.
Different forms of the participle have different syntactical functions.
a) Participle I Indefinite active and passive can be an attribute and
an adverbial modifier.
E.g. I looked at the smiling child. Smiling she showed me the letter.
2. The cinema theatre being built here will be one of the largest
in Moscow. Being asked for her opinion she blushed.
b) The Perfect and Perfect passive participles can be only adverbial
modifiers.
1. Having voiced his objection he sat down. 2. Having been told
to wait, she waited.
c) Participle II can be' an attribute and a predicative.
1. She was wearing a knitted cap pulled low over her eyes. 2. She
was always well dressed.
d) Participle II can be an adverbial modifier when it is used with the
conjunctions when, w hile, as if, as though, though, unless, if.
128 \
E.g- 1* A good child was not supposed to speak unless spoken to. (con
dition) 2. When told to go in he seemed to change his mind and still
clutching the briefcase left the room, (time) 3. She continued star
ing at the screen as if fascinated by her first sight of television,
(comparison) 4. The dress was not hopelessly damaged though badly
stained in one or two places, (concession)
Russian Equivalents of Participles Used as Attributes
A. 1) читающий reading
который читает /
2) читавший
(тогда) reading
который читал
У
прочитавший
О
В. применяющиеся
применяемые (обычно) used
которые применяются J
применявшиеся
которые применялись (раньше) used
примененные
которые были применены (тогда) used
4) применяемые
которые применяются (в момент речи) being used
Exercise 4. Paraphrase the following sentences. Use the appropriate forms of the
participle instead of the italicised attributive clauses where possible. (Place the attributive
participle before the modified noun if it is preceded by dependent words and after the modi-
fied noun if it is followed by dependent words.)
Mo d e 1: ...
The q u ie tly p la y in g children
Tfte children playing in the yard # » •
читая
когда читаю ) (when, while) reading
когда читал j а
прочитав
когда прочитал having read
потому что прочитал1
E.g. 1. Having read this book 1 can tell you my opinion of it. 2. Having
read the book I wrote an outline of the plot.
Exercise 7. Replace the italicised adverbial clauses of time and cause by the appropriate
form of the participle:
1. When l had fin a lly made up m y m in d 1 told my parents about my
new plans. 2. When 1 spoke to her I always tried to . make my meaning
clear. 3. When he had passed the la s t exa m in a tio n he began to look round
for a job. 4. A s I had never seen a n y th in g like th a t before 1 was eager to
5* 131
see the performance. 5. When we were p la y in g chess th a t evening we kept
watching each other. 6. A s she had not had any lunch she wanted
her tea badly. 7 A s she had been w a lk in g m o st of the n ig h t she
felt tired and sleepy. 8. When she had taken the children to school she could
go and do her weekly shopping. 9. Whenever she spoke on the su bject she
was liable to get all hot and bothered. 10. When I take a child to the circus
I always know I’m going to enjoy myself. 11. When he had dru n k his
second cup of coffee he folded the newspaper and rose. 12. A s she had
sp en t m o st of her housekeeping m oney she reluctantly decided to go home.; i
увидев
когда увидел
Exercise 9. Translate into English; Use the Indefinite participle instead of the
italicised verb:
132
1. Мы оставили ему записку и отправились на прогулку в парк
2. Он открыл книгу и показал мне подчеркнутое 3. Она улы б
нулась и вышла из комнаты. 4. Она тяжело вздохнула и налила себе
вторую чашку кофе. 5. Она от крыла зонтик и храбро пошла под
дождь. 6. Мы камере хранения и отправились
на поиски комнаты в гостинице. 7. Он еще раз посмотрел на карту
и сказал, что мы свернули не там. 8. Мы не заст али его дома и остави
ли ему записку. 9. Я не был уверен, что она права, и ничего не сказал.
10. Она медленно печатала что-то на машинке и по временам сп раш и
вала меня, как пишется то или другое слово.
Note 4. You can distinguish between the gerund and the ing- forms
of the participle in the following way: if the in g -io rm is
the subject, object or predicative it is not a participle.
The in g- form in the attributive or adverbial function is a gerund if
it has a preposition and a participle if it has no preposition (the parti
ciple may follow “when” and “while”). The in g - form after such verbs as
to keep , to b eg in , to s t a r t , to con tin u e , to go on is always a gerund.
E.g. 1. Speaking fast does not always mean speaking fluently.— gerunds
2. She is used to speaking fast.— gerund
3. On seeing me she smiled and waved her hand.— gerund
Seeing me she blushed.— participle
4. I like your way of doing it.— gerund
We watched the playing children.— participle
Exercise 10. Analyse the ‘ing'-forms. St ate which of them are gerunds and which parti
ciples:
1. There is no telling what she may do. 2. They were engaged inpack-
ing. 3. She went back to the terrace trying not to step on the grass.
4. Laughing and talking at the top of their voices the little girls filled
the hall. 5. She poured the boiling water over the tomatoes. 6. You spoke
without thinking. 7. The book is not worth reprinting. 8. Is there any
chance of seeing him here again? 9. Having once made up her mind she
was not likely to change it. 10. Finally we managed to lock the still bark
ing dog in the bathroom.
Exercise 11. Translate into English:
1. Мы вес) день бродили по городу и уехали поздно вечером. 2.
Сделав уроки он включил телевизор. 3. Читая книги, выписывайте
новые слова. 4. Он показал мне ручку, купленную в Ленинграде.
5. Спортсмены, занявшие первые десять мест, будут выступать во вто
рой половине состязания. 6. Лающие собаки не кусаются. 7. Он боялся
лаявшей собаки. 8. Когда он рассказал все, ему стало легче. 9. Методы,
применявшиеся в этой операции, были сначала испробованы на жи-
133
вотных. 10. Он говорил о методах, применяющихся в советской хирур
гии. 11. Врачи, пользующиеся этим методом, достигают хороших
результатов. 12. Врач, пользовавшийся этим методом, сделал интерес
ный доклад. 13. Это был дом, построенный в прошлом веке. 14. Пытаясь
привлечь мое внимание, он постучал по столу. 15. Когда мы обратили
внимание на этот вопрос, мы поняли, как это важно. 16. Он подписал
письмо и отдал его секретарю. 17. Она не знала, что сказать, и не го
ворила ничего. 18. Говоря на эту тему, он всегда волнуется. 19. Когда
он перечитывал письмо, он нашел его довольно убедительным. 20.
Перечитывая письмо, он нашел в нем ошибку.
KEYS TO EXERCISES
Exercise 2. 1. crying child 2. who has lost 3. which had lost 4. the
losing team 5. who has written 6. singing girl 7. who has told 8. the boil
ing water 9. the girl standing 10. the girl standing 11. who had been
standing 12. the children playing 13. who had been playing
Exercise 3. 1. discussed 2. discussed 3. delivered 4. being discussed
5. won 6. said 7. written 8. written 9. built, built 10. being built 11. writ
ten 12. written 13. written, written 14. being worn 15. shown 16. which
will be shown.
Exercise 4. 1. afternoon spent 2. im possible 3. children playing 4. belt
worn 5. of the lost game 6. her lips curving 7. Denis hurrying 8. im p o ssi
b l e 9. painted boat 10. building painted 11. coming 12. car bought... paid.
N o t e 6. to order ^
allow
expect sm th to be done
know
enable
Exercise 13. T ra n sla te in to E n g lish . Use the accusative w ith P a rtic ip le I I or the accu
sative w ith the passive in fin itiv e depending on w hat verb precedes the com plex .
136
I
E.g. 1. I couldn’t make myself heard. 2. How did she get herself in
vited?
Exercise 15. T ra n sla te into E n g lish . Use P a tte r n C:
1. Она добилась всеобщего уважения. 2. С некоторым удивлением
она услышала, что о ней говорят. 3. Вы увидите, что вас забыли.
4. Я сделаю так, что меня'будут помнить. 5. Он хотел, чтобы его за
были. 6. Он услышал, как о нем упомянули. 7. Она хотела, чтобы
о ней помнили. 8. Вы только добьетесь того, что вас будут бояться.
9. Если вы хотите, чтобы вас уважали, не выходите из себя из-за
пустяков. 10. Ей не хотелось, чтобы ее повели к зубному врачу.
D. to see
hear \ smth being done
feel
1. He did not wish himself (to criticize). 2. She’s been like that ever
since she had her youngest (to kill) in Africa. 3. Do you want your things
137
(to move) to room 305? 4. Nobody expected any measures (to take),
5. How can I make myself (to hear) in this uproar? 6. And I want every,
thing (to deliver) at my hotel. 7. Nobody heard the door (to open),
8. When do you want the letters (to type)? 9. I had the dress (to copy)
and sent the original back. 10. How could you leave that child (to cry)
in the darkness? 11. There were so many people there and nobody saw
it (to do). 12. They found him (to wander) in the park. 13. They found
the lock (to break) and the man (to go). 14. He ordered the garage door
(to lock and to seal). 15. How he got himself (to elect) is a mystery.
r
4
KEYS TO EXERCISES
Exercise 12. 1. left her sleeping 2. imagine her waiting 3. have her
doing 4. have never seen them quarrelling 5. have never seen them quar
rel 6. found them watching 7. imagine her refusing 8. see him taking
9. see him take 10. heard him say 11. heard him saying
Exercise 13. 1. saw the picture taken 2. found the glass broken 3. had,
got dinner brought 4. ordered the case to be investigated 5. did not want,
his words recorded 6. want the question (problem) discussed 7. found
everything done 8. leave the door unlocked 9. want it typed 10. knew him
self to be easily persuaded 11. allowed dinner to be brought
Exercise 14. 1. must have your coat pressed and cleaned 2. must have
my photo taken 3. can I have a raincoat cleaned 4. you won’t have the
tap fixed (repaired) 5. Where do you have your things made? 6. Where
did you have that dress made? 7. had his papers stolen 8. had her kitchen
painted 9. had a new coat made 10. must have my hair done
Exercise 15. 1. got herself respected 2. heard herself discussed 3. find
yourself forgotten 4. get myself remembered 5. wanted himself forgotten
6. heard himself mentioned 7. herself remembered 8. get yourself feared
9. want yourself respected 10. want herself taken
138
Exercise 16. 1. criticized 2. killed 3. moved 4. to be taken 5. heard
6. delivered 7. open 8. typed 9. copied 10. crying 11. done 12. wandering
13. broken; gone 14. to be locked and sealed 15. elected
Exercise 17. 1. make himself heard 2. heard his name mentioned
3. had it made 4. have/get everything settled 5. should like the song
recorded 6. have never seen it done 7. found them playing 8. did not like
her to smoke 9. did not expect anything to be done 10. don't want my
affairs discussed 11. want the letter written 12. can you imagine her
wearing 13. can I have a suit made 14. found him greatly changed 15. heard
the signal repeated 16. felt myself pushed/being pushed 17. allow him
to be questioned 18. know him to be right 19. saw it happen 20. had him
behaving
* t
seen . \
heard 4
smb 1 was
( 1 S
В. . found
I left
> considered
I believed
seen
considered
called
elected clever
chosen > a beauty
over *
named
made
KEYS ТО EXERCISES
Exercise 18. 1. she was left sleeping 2. they were found talking 3. I was
kept guessing 4. the kettle was left boiling 5. she was last seen trying on
6. he was found indoors hunting 7. you will be kept waiting 8. the win
dow frames were heard rattling 9. she could be heard singing 10. she
could be seen taking
Exercise 19. 1. the safe was found locked 2. she could be considered
cured 3. the village was found burnt 4. the child had been seen carried
5. the car was found abandoned 6. The plan was cpnsidered lost. 7. The
141
art of glass blowing can be believed forgotten. 8. she was left highly upset
9. She was found dressed for the party. 10. the letter will be found signed
and ready
Exercise 20. 1. it mav be called luck 2. he will be elected chairman
" ^ _
3. she was considered responsible 4. The house can’t be made more attract
ive. 5. The child was named after her mother. 6. She is considered a
beauty. 7. She is called clever. 8. he was elected president. 9. he was made
head 10. You can’t be considered responsible.
Exercise 21. 1. inf. 2. inf. 3. inf. 4. inf./part. 5. part. 6. noun 7. inf. 8.
part./inf. 9. noun 10. adj. 11. inf. 12. part. 13. part. 14. part./adj. 15. noun
Exercise 22. 1. may be called pretty 2. was found locked 3. was seen
standing 4. were found torn 5. were left playing 6. was named Mary 7. can’t
be considered responsible 8. was found broken 9. were heard laughing
10. was kept waiting
Exercise 23. 1. proved to know 2. was considered clever 3. is not likely
to be found 4. was considered stolen/to have been stolen 5. may be consid
ered good 6. seems to know 7. were found typed and signed 8. was last
seen working 9. proved to know 10. was heard to say/saying 11. was ap
pointed secretary 12. was heard to bark/barking 13. was found tied 14.
was considered sold out/to have been sold out 15. was not kept waiting
///. The Nominative Absolute
The nominative absolute construction consists of a noun in the com-
mon case or a pronoun in the nominative case and any of the five forms
of the participle.
P a tte r n 3
doing smth
' \
smb being done
ih < having done smth > smb did smth
m having been done
v done >
E.g. 1. The room being practically dark I could not at first see where
the speaker was.
Так как в комнате было почти совсем темно # •
143
т
E.g. 1. She looked even prettier with most of the make up gone from
her young face.
Она казалась еще милее без косметики на молодом лиде.
2. Denis rose to his feet his arms folded in his favourite Napoleon
ic pose.
Денис встал, руки его были сложены в его любимой позе На
полеона.
Exercise 26. Replace the italicised sentences by a nominative absolute construction of
the 3 В Pattern:
1. Angie was coming easily down the steep slope. B uck w as close be
hind h er . 2. She rolled over on her front and lay motionless. H er face was
hidden in the curve of her arm . 3. She was a charming healthy child of
eight. H er long a rm s an d legs were a lrea d y tanned to a lovely golden brown.
4. A few more steps and she disappeared behind some dusty shrubs. She
w as s till h oldin g the little dog in her arm s. 5. H er face w as p a le , her sm ile
listless. She looked a different girl. 6. Madame came out of her office,
smiling and bowing. H er black silk dress w as b u tto n ed up over corsets three
sizes too sm a ll for com fort. 7. Even Mr. Bolham went out at the sound
of her voice. The unread new spaper w as s t il l in h is hand. 8. Mary sat lean
ing forward watching the fire-works. M a r k 's a rm w as round her shoul
ders. 9. How can you expect me to do any work when the children are m a k
in g so much noise. 10. He spent the rest of the journey in a screwed-up
and uncomfortable position. The m assive knees of M rs. Gush were p ressin g
in to him a t every jo lt.
KEYS TO EXERCISES /
Exercise 24. 1. it being very hot 2. her grey hair smartly waved and
shingled 3. Chrissie having been unable to come 4. sixteen being a diffi
cult age 5. the sea being perfectly calm 6. everything packed 7. the last
morsel of the iced pudding eaten 8. The delicate point of her salary
having been settled 9. The weather being still cold and windy 10. The
last letter having been signed
Exercise 25. 1. her shopping done 2. the dress being much too long
3. the ship sinking fast 4. the children having gone to school 5. the day
being really sunny and warm 6. the doors and windows being locked
7. the telephone having been disconnected 8. the children being tired
and excited 9. the decision made/taken 10. the night being dark and foggy
*
Exercise 26. 1. (with) Buck close behind her 2. (with) her face (hid
den) in the curve of her arm 3. (with) her long arms and legs already
tanned to a lovely golden brown 4. (with) the little dog still (held) in her
arms 5. (with) her face pale, her smile listless 6. (with) her black silk
dress buttoned up 7. (with) the unread newspaper still in his hand 8.
(with) Mark’s arms round her shoulders 9. (with) the children making
so much noise 10. (with) the massive knees of Mrs. Gush pressing into
him
ч
144
General Training Exercises
Exercise 27. Translate the passages in bold, type by non-finite forms or constructions
with non-finite forms:
Ленивый Гонза
Гонза 16
П усть приведут сю да
дракона, 17чтобы я мог стукнуть его по башке!
Видя, что Х9Гонза слишком упрям и ленив, чтобы его мож но было
>рить, и что настаивать не имеет смысла, король приказал, чтобы
20 привели деревню
о
На следующее утро деревенские жители увидели 21
трое
22
ут дракона беж ит сзади с короной
Все село помогало 23королю и полицейским засун уть голову дракона
в окно, а Гонза 24все просил пододвинуть дракона поближе. Наконец
25дракон, которого Г онза ударил по голове, испустил дух. Все были
рады 26Гонзу попросили выйти на балкон и обратиться с речью
народу, но во всей деревне не было балкона и он 27продолжал лежать
на кровати.
В королевском дворце придет за прин
28
цессой. Кор 29
распоря чтобы полы мыли каждый день.
30
Повару было приказано печь пироги, а Гонза
Но Гонзы. 31 ещ е мирно распахнулись
Двери, вошла принцесса и крикнула громко, как в лесу.
— Вон с печки! Я тебе покажу, 33как себя вести.
И Гонза тут же соскочил на пол и надел башмаки.
Так принцесса сумела заставить 33Гонзу действовать.
Exercise 28. Analyse the 4ng'-forms in the following sentences. State whether they are
gerundSy participles or verbal nouns:
l/T m not really used to teaching yet,”she sa id blu sh in g a little. 2. She
stood there tall and slim with her hand pressed to her side, tr y in g to still
145
the b ea tin g of her heart. 3. I’ve little chance of succeeding, you say. But
there’s no harm in tryin g . 4. When slicin g onions remember d ip p in g
your knife in cold water from time to time and your eyes won’t smart.
5. H a vin g beaten up two egg whites she folded them carefully into the
w a itin g dough. 6. K eep in g your skin soft and p re v e n tin g it from dehydra
tion may become quite a problem in hot weather. 7. Their com ings and
g o in g s attracted the attention of the neighbours who began w atch in g
the house. 8. The long expected breakin g of the weather came at last
b rin g in g warmth and sunlight. 9. It was a h eartbreakin g picture. The
puppy, his four legs stiff and u n yield in g , protested with all his might
against bein g d ragged away. 10. The dress was ruined. The red trim m in g
had run. 11. Before s lip p in g the letter into the envelope she played with
the idea of sig n in g it with her first name but gave it up with a sigh. 12.
L ooking back on what happened that summer I can’t help th in kin g that
it Vas all to the best.
Exercise 29. Transform the following sentences or groups of sentences by using gerunds,
participles or complexes with gerunds or participles instead of the italicised passages. In
two sentences such transformation is impossible. Explain why.
M o d e 1: 1) She put the letter back and nobody noticed i t . . . . without
anybody noticing.
2) Som ebody had sw itched o ff the lig h ts . The passage was in
complete darkness.
Somebody having switched off the lights, the passage
was . . .
1. She pushed the ro a st in to the oven and felt that her day’s work was
done. 2. It is generally considered that people have fo rg o tten the secret
of m a n u fa c tu rin g ruby g la ss. 3. The baby giraffe, w h o w a sb o rn this A u g u st
is the seventh offspring of the happy giraffe family which is much adm ired
by the children of Leningrad. 4. The woman leant out of the window and
called something to the children who were p la y in g in the yard. 5. In
stricken silence we watched our team which had lo st both the gam e and
the la st chance of s ta y in g in the u pper league leave the field. 6. Sometimes
when she was in this mood she dreamed of a country cottage; roses clim bed
over the porch and a p p le trees grew in the back y a rd . 7. Mother strongly
suspected th at / w as w a stin g m y tim e a t school. 8. He counted his m oney
and realized that it would last him for a week or so. 9. When he had count'
ed his m oney he saw that there was not enough to buy both books. 10. The
idea th a t she could come to P a r is had never once occurred to him. 11. The
rain w as over and we could leave our shelter. 12..He gave his seat to a girl
who had en tered the b u s , her arms full of packages. 13. From time to time
he looked over the top of the paper at a girl who w as s ittin g at the corner
table. 14. She expected th a t everyth in g w ould be done quietly.
Exercise 30. State the syntactical function of the participles.
M o d e l : 1) Part of the way we rode in a car driven by a little old lady.
(driven —attribute)
2) When asked to explain his presence he could say nothing,
(when asked — adv. mod. of time)
146
3) I found them arranging the details of the birthday party,
(arranging — part of an accusative with the participle
complex object)
1. She was delighted to see us. 2. The children were already gone.
3‘. She left the document in question typed and signed and ready to be
posted. 4. She pursed her painted little mouth as if trying to express dis
approval and sympathy at the same time. 5. She ran like a boy of twelve,
slim, poised and swift, her long dark hair streaming in the breeze behind
her. 6. She was not at all surprised to see us. 7. Of course a clever lawyer
would have her contradicting herself in close to no time. 8. It was with
a shock of surprise that I read the chapter containing a description of
these customs. 9. She raised her eyebrows a little as if astonished to see
me there. 10. You, my dear lady, having led a rather sheltered life, have
probably never seen anything of the kind. 11. My mother, horrified by a
particularly lurid cover of one of my books, told me to tear it up. 12. The
room was nearly empty now, most of the audience having already left.
13. This problem once solved, there will be nothing to stop us. 14. They
were found playing in the garden. 15. I noticed you looking at this pic
ture yesterday. 16. I don’t want this problem discussed in my presence.
17. He earns a living playing the violin in the streets. 18. Agrowing boy
should get plenty of vitamins.
KEYS TO GENERAL TRAINING EXERCISES
s
«
Exercise 27. 1. on growing up 2. This was hard to believe (It was hard
to believe this) 3. Gonza was known to be the laziest boy 4. Gonza did
not feel like fighting 5. His mother being a very kind old woman 6. doing
nothing without doing anything 7. the sleeping Gonza 8. living 9. de
manded to be served (given) on his birthday 10. could not be found 11.
Gonza was told to go 12. The weather being rainy 13. the door-keeper
sent by the king 14. to bring/to take Gonza 15. persuading the old lady
to drink 16. Let the dragon be brought/have the dragon brought 17. for
me to bang him 18. seeing that 19. Gonza was too stubborn and lazy to
be persuaded 20. the dragon to be brought 21. three policemen leading
(lead) the dragon 22. the king running behind them (with) his crown
on the back of his head 23. the king and the policemen to push the drag
on’s head 24. kept asking for the dragon to be moved closer to him 25. the
dragon hit by Gonza over the head 26. Gonza was asked to come out and
speak 27. went on lying 28. for Gonza to come 29. had the floors washed
30, The cook was ordered to bake 31. still sleeping peacefully 32. how to
behave 33. Gonza to act.
Exercise 28. 1. gerund; participle 2. participle; verbal noun 3. ger
unds 4. participle; gerund 5. participles 6. gerunds 7. verbal nouns;
gerund 8. verbal noun; participle 9. adjective; participle; gerund 10.
verbal noun 11. gerunds 12. participle; gerund
Exercise 29. 1. Having pushed . . . she felt that 2. The secret of manu
facturing ruby glass is generally considered forgotten. 3. The baby giraffe
born . . . family much admired 4. children playing 5. N o tra n sfo rm a tio n
Г 147
is p o ssib le . The p rese n t p a r tic ip le can n o t render the m ean in g of p r io r ity ,
6. cottage with roses climbing . . . and apple trees growing 7. suspected
me of wasting my time 8. Counting his money 9. Having counted his
money 10. The idea of her coming 11. The rain being over 12. N o tra n sfo r
m a tio n is possible. 13. a girl sitting 14. She expected everything to be done
Exercise 30. 1. delighted — predicative 2. gone — predicative 3.
typed, signed — part of the acc. + part., object 4. painted — attribute;
trying— adv. mod. of comp. 5. poised — attribute; streaming — part
of the nom. abs., adv. mod. of attending circ. 6. surprised — predicative
7. contradicting— part of the acc. -f part., object 8. containing — attri
bute 9. astonished — adv. mod. of comp. 10. having led — adv. mod.
of cause; sheltered — attribute 11. horrified — attribute 12. having
left — part of the nom. abs., adv. mod. of cause 13. solved part oi
the nom. abs., adv. mod. of time 14. playing — part of the nom. + part.,
subject 15. looking — part of the acc. + part., object 16. discussed —
part of the acc. + part., object 17. playing — adv. mod. of manner
18. growing — attribute
Tes t
{to be sen t to the I n s titu te )
Assignment I. Answer the following questions. Give examples to prove your point:
1) What are the verbal features of the infinitive, gerund and parti
ciple?
2) In what do the syntactical functions of the gerund differ from those
of the infinitive?
3) What are the syntactical functions of the participle?
4) When do we translate the Russian past participle active (стояв
ший, читавший) by the English participle and when by an attributive
clause?
5) When do we use the accusative with participle II and when the
accusative with the passive infinitive (smth done — smth to be done)?
Assignment II. Analyse the 4ng'-forms in the following sentences. State whether they
are gerunds, participles or verbal nouns and in what syntactical functions they are used.
M o d e l : 1) The cinema theatre being b u ilt in N. Square shows just
such a mixture of styles, (participle, attribute)
2) I have always insisted on your being told, (gerund, part
of a gerundial complex, prep, object)
3) The b in d in g of the book was of faded red leather, (verbal
noun, subject)
1. The paper was yellow, the w r itin g faded and hardly legible. 2. On
hearing the bell ring we all turned to look at Liz. She went on e a tin g
without ra isin g her eyes. 3. And all the time while p re te n d in g to be at
ease, she could not help th in k in g of her laddered stocking, her s lip p in g
hat and w onderin g if the safety pin h oldin g her belt in place was showing.
4. Of course all this w in n in g of friends and in flu en cin g of other people is
greatly overdone but much can be achieved by stu d y in g the other person’s
point of view. 5. She suspected them of correspon din g in secret and spent
her days schem ing and sp yin g . 6. After much c o n su ltin g , w h isp erin g and
some subdued g ig g lin g she said that they would come. 7. Aunt Edna
showing some signs of re le n tin g , tea was a more cheerful meal. 8. She
sailed forth in all her Sunday finery, her lipstick a little crooked,, her
wispy hair already s lip p in g from under her picture hat. 9. Strange to
say, nobody noticed her com ing in or leaving the building. 10. The threat
149
of father being told was still hanging over my luckless head. 11. I did not
mind his m en tio n in g the subject in the least. 12. The fa d in g light of the
s e ttin g sun, the w h isp erin g of the wind in the tree tops made me listen
with less criticizm than usual to his poetic ram blin gs.
Assignment ill. Translate into English. Use gerunds, participles or complexes with
gerunds or participles instead of the words and clauses in bold type:
1. Я не виню вас за то, что вы опоздали. Вы не привыкли вставать
так рано. 2. Костюм выглядит совсем иначе, если его носить с тонким
свитером. 3. У меня еще есть банка вишневого варенья, сваренного
прошлым летом. 4. Он не видел большой беды в том, что ребенок съест
порцию мороженого перед обедом. 5. У него хватило ума послать
за доктором. 6. Вы пришли к этому выводу только после того, как
я показал вам карту. 7. Все зависит от того, будет ли найдена машина.
8. Мне больше всего нравится его первая книга, написанная когда
ему было всего 23 года. 9. Я не вижу смысла поднимать теперь этот
вопрос. 10. Детей нашли, играющими в саду. 11. Я привыкла, что он
приходит домой очень поздно. 12. Машина перевернулась, но никто
из пассажиров не был ранен. 13. Он распорядился, чтобы обои пере
менили, прежде чем он переехал в новую квартиру. 14. Вы не могли
бы не хлопать дверью, когда приходите поздно? 15. Я хочу, чтобы все
было сделано сегодня.
Assignment IV. Compose sentences using the directions given in brackets:
1. (gerundial complex) will do me no good. 2. (nominative absolute
construction) she could not read the name on the door. 3. I see little
sense (preposition, gerund) the problem now. 4. This bridge (partici
ple) by the flood was a danger to the community. 5. The stone (parti
ciple) to build these houses is cut in the local quarry. 6. They were en
gaged (prep, gerund) ideas on how to cook vegetables. 7. I’m old enough
to face my own problems (preposition, gerundial complex) 8. She did
not want (accusative with the participle) 9. (nominative) was found
(with the participle) 10. Whom do they suspect (preposition, gerund)?
11. The children watched (accusative with the participle) with unflag
ging attention. 12. You need not come unless you feel (preposition, ger
und) 13. I wondered how he could work in this noise. One could hardly
make (accusative with the participle) with (nominative absolute). 14.
(nominative) was seen by some early passers by (with the participle)
15. You must have (accusative with the participle) today. 16. Why do
you thank me (preposition gerund)? 17. It is useless (gerundial complex)
on the subject. She has made up her mind. 18. She cried and cried. There
was no (gerund) her. 19. Sometimes a word (participle) by chance is
treasured by someone long after (gerundial complex). 20. (participle)
the receiver, she seemed to hesitate for a moment and then, evidently
(participle) her mind, dialled a number.
Assignment V. Write a two page long reproduction of any passage from your individual
reading book of the term. Use gerunds and participles in different syntactical functions.
Use at least six different sentence patterns with participial and gerundial complexes. Urn
derline the gerunds, participles and complexes in the text and write over them in what syn
tactical functions they are supposed to be.
150
к
Assignment No. 6
General Description
In Russian when we want to show that the action is not real we use
the subjunctive mood (the form of the past tense plus the particle бы —
сказал бы, пошел бы, ответил бы).
In English the unreality of the action maybe expressed in a number
of ways.
Very little has remained in Modern English of the subjunctive mood
which existed in the language in older periods of its history.
We can use the term “subjunctive mood” only when speaking of two
cases:
1) the use of the plain stem of the verb to denote an unreal action.
E.g. 1. He insisted that the hearing be adjourned. 2. Far be it from me
to cast any doubt on the proceedings.
This form of the subjunctive mood is found mainly in American Eng-
lish, some set expressions and certain specific styles.
2) the use of the form were for all persons.
E.g. .1.1 wish he were here! 2. Oh, if it were time to go!
This form is used alongside with the form of the past tense of the in
dicative mood.
E.g. I wish he was not so set in his ways.
Instead of the old subjunctive mood we use a number of other ways in
Modern English to show that the action is unreal:
1) the conditional mood (should, would plus the infinitive)
%
2) the forms of the Past Indefinite and of the Past Perfect of the in
dicative mood.
E.g. 1. It’s time he knew about it. 2. It looks as if he had changed his
mind. «
E.g. 1. Stand straight so I can see how the coat fits. 2. It’s just possible
that they may come by the six twenty. 3. I wish he would not come.
C. were plus the infinitive
E.g. And what if I were to call your bluff?
All forms denoting unreality may be classified into two groups:
1) forms characterising the action as contradicting reality (unreal
in general);
2) forms characterising the action as problematic (unreal at present
only, sometimes unlikely to take place).
The conditional mood, the Past Indefinite, the Past Perfect are forms
characterising the action as contradicting reality in the present, future
or past.
E.g. 1. She would have suited the part much better. 2. If only it did
not rain all the time! 3. I wish he had been there to see it.
The subjunctive mood (the plain stem of the verb) and the modal
phrases characterise the action as problematic.
E.g. 1. It’s advisable that all further supply of gas be discontinued in
such cases. 2. She suggested that someone stay behind to oversee
the packing. 3. She. held her face averted so that I might not see
her reddened lids. 4. If he were to^sk me I would probably agree.
The choice of the form denoting unreality may be determined either
by the structure of the sentence or by the meaning the speaker wants to
express. In the first case we speak of the o b i i g a t o r y use of the
form.
E.g. 1. I wish you did it yourself. 2. Do you suggest that she should be
allowed to go on?
After the expression 1 wish. . . the use of the Past Indefinite or of the
Past Perfect is obligatory. The verb to suggest demands the use of
should+infinitive.
When the choice of the form depends on the meaning the speaker
wants to express we speak of the f r e e use of the form. The use of moods
in clauses of condition is an example of the free use of forms denoting
unrealitv.
E.g. 1. If she hears from him she’ll phone or send a message.— The
condition is real.
152
2. If she should hear from him she’ll phone or send a message.— The
condition is problematic.
3. If she had heard from him she would have phoned or sent a mes
sage.— The condition is unreal.
I, we should do smth
•
E.g. 1. I did not know you wanted this book. 1 should have bought a
copy for you too.
Я бы тебе тоже купила экземпляр', (тогда)
153
2. He would have certainly objected.
Он бы обязательно возражал, (тогда)
Note 1. There is a tendency to use “would” for all persons
Л
‘ 1
P a tte rn 1
ницей.
2. But for your help and understanding this book would have never
been written.
Если бы не ваша помощь и сочувствие, эта книга никогда не
была бы написана.
Exercise 5. Complete the following sentences. Use the present tense of the conditional
mood to refer the sentence to the present or future. Use the past tense to refer it to the past.
155
M o d e l : But for her nose, which is a little long—
1. she would be rather pretty (now).
2. she would have been rather pretty (then).
1. But for one difficult place the translation— . 2. But for her slightly
trembling hands the girl— . 3. But for her accent she— . 4. But for the
wind the day— . 5. But for his words we— . 6. But for the kitchen which
is really too small, the flat— . 7. But for the spelling mistakes the compo
sition— . 8. But for one or two mistakes she made at the very beginning
her report— . 9. But for me you— . 10. But for my headache I— . »
Exercise 6. Translate into English. Pay attention to whether the situation refers to
the present or the past:
1. Он показал мне, как это делается. Если бы не его помощь, я бь
ничего не сделала. 2. В начале диктанта было одно трудное место
Если бы не это, он был бы совсем легкий. 3. Я всегда теряюсь на экза
менах. Если бы не мое волнение, я бы отвечала лучше. 4. Она немного
ленива. Если бы не это, она была бы прекрасной студенткой. 5. Там
часто шли дожди. Если б не погода., мы бы прекрасно отдохнули.6. Мы
сбились с дороги. Если бы не это, мы не пришли бы так поздно. 7. Она
показала нам дорогу. Если б не она, мы бы заблудились. 8. Она
объяснила мне это правило. Если бы не ее объяснение, я бы и
сейчас делал эти ошибки. 9. Если бы не болезнь их вратаря, они бы
вчера выиграли. 10. Если бы не туфли, которые были мне малы, мне
было бы очень весело.
P a tte r n 2
8. would not be 9. would not have offered 10. should not recommend .
t
F
II
The Forms of the Past Indefinite and the Past Perfect
Used to Denote Unreality
In present day English the forms of the Past Indefinite and the Past
Perfect may be used to denote unreality as well as temporal relations.
The Past Indefinite denotes unreality in the present and future. The
Past Perfect denotes unreality in the past.
The Past Indefinite may either refer the action to the past or charac
terise a present or future action as unreal.
1. She told me why she was crying.
Она сказала мне, почему она плачет.
In Sentence 1 the Past Indefinite shows that the action took place
before the moment of speech (in the past) and was a fact.
2. If only she told us why she is crying.
Если бы она сказала нам, почему она плачет.
In Sentence 2 the Past Indefinite shows that the action takes place
at the moment of speech (in the present) and is unreal, contradicts re-
ality.
The Past Perfect tense may either show that the action was completed
before some moment in the past and was a fact or that it was an unreal
action in the past.
157
3. I was sorry I had promised to come.
Я жалел, что пообещал прийти.
In Sentence 3 the Past Perfect is used to show that the action was
completed before some moment in the past and was a fact. i
Sentence Patterns with the Past Indefinite and the Past Perfect Used- f
to Denote Unreality
/. Adverbial Clauses of Unreal Condition
In adverbial clauses of condition we use the Past Indefinite and the-
Past Perfect to show that the condition is unreal.
Speaking of the present we use the Past Indefinite in the adverbial
clause and usually have the present tense of the conditional mood in
the principal clause.
P a tte rn 3
B.if J smb had done smth smb would have done smth
even if \ --------------------------- ----------------------------------- —
even though) I, we had done smth I, we should have done smth
,
w
* In case of the verb “to the form were may be used instead of was.
158
E.g. И you had given me this example I should have understood the
rule at once.
Если бы вы дали мне (в прошлом) этот пример, я бы сразу поняла
правило.
ъ
i*
ной работы. 8. Было бы сейчас потеплее, мы бы пошли на озеро купать-;
ся. 9. Он не знал, как серьезно он болен. Но даже если бы и знал, он?
не прекратил бы эксперименты. 10. Он был так рад вас видеть. Он
был бы рад, даже если бы вы не привезли ему игрушки.
Exercise 10. Complete the following sentences. Use the Past Indefinite or the present
tense of the conditional mood when speaking of the present or future, the Past Perfect and
the past tense of the conditional mood, when speaking of the past.
M o d e l : 1. If you had seen his face —
— you would have believed him.
2. If you were not so angry —
— you would not speak so.
3. I shall have told you —
— if I had noticed anything.
4. They would be angry with you —
— if they knew about it.
1. If she had not fallen ill — 2. We should be so glad— . 3. They would
have been astonished— .4. If I had this book here-— . 5. If I did not have
this cold— . 6. He would have been delighted— . 7. If you had not over
slept— . 8. If he were here— . 9. We should have known what to do— .
10. Even if I had not been a little unwell—
i
P a t tern 4
E.g. 1. If it were not for him I should not know where to turn for help.
2. If it were not for the wind the weather would be perfect.
Exercise 11. P araphrase the fo llo w in g sentences. Use P a tte r n 4 in stea d of P a tte r n 1 .
M o d e l : But for you I should not know what to do. If it were not for
vou I should not know what to do.
160
1. But for that carroty hair she would be quite a pretty girl. 2. But
for what you said that evening I should have taken him seriously. 3. But
for his smile I should not have known him. 4. But for a slight irritation
in the throat I should feel quite fit again. 5. But for her temper she would
make quite a good teacher. 6. But for a couple of tourists yawning over
their morning coffee the place would have been a desert. 7. But for a cer
tain diffidence I should have taken her for one of the younger teachers.
8. But for an unexpected spell of cold weather in March the winter would
have been an exceptionally mild one. 9. But for her unexpected inter
ference things would have taken a bad turn. 10. But for the children I
should simply love to go.
Exercise 12. Complete the following sentences using the words in brackets:
1. If it had not been for what he said (nobody — to believe). 2. If
it had not been for your help and understanding (I — to achieve nothing).
3. If it were not for the children (we — to take a more interesting route).
4. If it were not for my bad foot (I — to go to the beach with them).
5. If it had not been for the rain (the forest fire — not to go out). 6. If
it were not for you (she — to agree with our idea). 7. If it were not for
a slight stammer (she — to have a good pronunciation). 8. If it had not
been for this fall (he — to come first).
The parts of a conditional sentence do not necessarily refer to the
same period of time. The condition may refer to the past while the result
may refer to the present or future.
P a tte r n 51
E.g. If you had not eaten so much ice-cream you would not feel sick
now. '
Если бы ты не съел столько мороженого (раньше), тебя бы не
тошнило (сейчас).
Exercise 13. Open the brackets. Refer the condition to the past, the results to the present.
M o d e l : If you (to follow) the directions on the box the jelly not (to
be) such a mess.
If you had followed the directions on the box the jelly would
not be such a mess.
1. If you (to take) her advice you (to know) what to do. 2. If she (to
be told) to come she (to be) here now. 3. She (to be) well now if she
(to stay) in bed a few days longer. 4. I (to show) you this place if 1 not
(to leave) the book at home. 5. I (to stay) to the end if I not (to promise)
Mother to be back by ten. 6. You (to feel) much better if you not (to
spend) a sleepless night. 7. You (to like) the picture better if you hot
(to read) the book. 8. I (to stay and help) if I not (to promise) Jane to
i
6 № 813 161
fetch the children from school. 9. I (to go over) at once if she (not to
specially ask) me not to interfere. 10. She (to be) here if she (not to
miss) the night bus from Duluth. 11. You (to know) what to do if you (to
think) the matter over. 12. If it (not to rain) heavily all through the night
we (to try) to cross the river here.
The form were of the verb to be in its modal meaning can also be used
in the clause of condition to denote unreality in the future. The present
tense of the conditional mood is used in the principal clause.
P a tte r n 6
I I, we should do smth
if smb were to do smth \ ----------------------------
\ smb would do smth
E.g. 1. If I were to see him again he would not even try to explain his
action. 2. If he were to offer the job to me I should not hesitate to
take it.
| I, we should do smth
if smb would do smth <! ----------------------------
l smb would do smth
E.g. We should take Anne too if Mother would only let her.
Мы бы взяли и Энн, если бы мама захотела ее отпустить.
Exercise 16. Make the sentences more emphatic by using the modal verb ‘would’ in the
clauses of condition.
M o d e l : The throat symptoms would trouble you less if only you
did not smoke so much.
. . . if only you would not smoke so much.
1. The children would not annoy you if you did not pay attention
; to them. 2. I’d fix you a meal of sorts if only somebody went and bought
me some cigarettes. 3. No one would mind in the least if only you did
not make such a noise. 4. Father would let you take the car if you left
it clean. 5. I should be much better if you stopped asking me how I feel.
6. They would be all right if people let them alone. 7. I should work much
better if you did not interrupt me all the time. 8. You would not make so
many mistakes in your typing if you attended to what you are doing.
9. Your health would be better if you stopped experimenting with one
patent medicine after another. 10. Mother would not feel so bad about
it if only you remembered her birthday and wrote from time to time.
The form should of the modal verb shall is used in the clause of con
dition to denote a problematic future action. As the action is not unreal
the conditional mood is very seldom found in the principal clause.
Mostly we find there the future tense of the indicative mood or the im
perative mood.
Pattern 8 ■Ф
I, we shall do smth
do smth 1
E. g. If he should object show him this letter.
The problematic character of the action is rendered in Russian by
such words and expressions as случайно, если окажется, все же, когда-
нибудь, если вам случится.
Exercise 17. Translate into English. Use Pattern 7:
1. Если вам случится быть в Таллине, пойдите на выставку .цветов.
2. Если ему все же удастся это сделать, я первый его поздравлю. 3. Если
эта команда случайно выиграет, даже тренер будет удивлен. 4. Если
6* 163
вы все же будете себя плохо чувствовать, не выходите. 5. Если вы все
же передумаете, позвоните мне. 6. Если окажется, что он ничего об
этом не знает, дайте ему это письмо. 7. Если вам случится с ней разго
варивать, не напоминайте ей об этом. 8. Если вода окажется холодной,
мы купаться не будем. 9. Если их случайно не будет дома, вы подож
дете их. 10. Если окажется, что он хороший преподаватель, мы будем
очень рады.
Exercise 18. Change the type of condition in the following sentences by making it prob
lematic, unreal in the present and future, unreal in the past.
Mo d e l : R ea l condition
If nobody objects we shall begin at once.
P roblem atic condition
If nobody should object (should nobody object...) we shall
begin at once.
U n real condition in the p resen t-fu tu re
If nobody objected we should begin at once.
If nobody were to object we should begin at once. .
U n real con dition in the p a s t
If nobody had objected we should have begun at once.
1. If the weather is fine (to-morrow) the outing will be a success.
2. If we take the children they will be in everybody’s way. 3. If you add
a little sugar and cinnamon it’ll taste just right. 4. If he is here by five
o’clock it will be all right with me. 5. If we have traffic lights here the
number of road accidents will decrease. 6. If you speak to her about it
she will just shrug it off.
I. R e a 1 C o n d i t i o n
a) re fe rrin g to the fu tu re
The Present Indefinite The Future Indefinite
If they like the idea they will finance the expedition.
The Imperative Mood
give them all the particulars.
b) referrin g to the present
The Present Indefinite The Present Indefinite
If we feel like going out we go to the pictures.
c) re fe rrin g to the p a st
The Past Indefinite The Past Indefinite
If the weather was fine we had tea on the terrace.
II. U n r e a l C o n d i t i o n
0) re fe rrin g o n ly to the fu tu re
Modal verb w e r e 4- infinitive
The Present Tense of the Condi
tional Mood
If he were to give me the job I should take it.
If the weather were to change they would stay at some hotel.
Modal verb w infinitive The Present Tense of the Condi-
o u l d - ] -
tional Mood
If he would stop smoking his cough would get better at
once.
If you would remember about
switching off the lights I should be most grateful.
P) referrin g to the p resen t fu-
ture
The Past Indefinite The Present Tense of the Condi
tional Mood
If he knew about it he would come.
If he were here I should ask him.
If it were not for you I should not know what to do.
c) re fe rrin g to the p a st
The Past Perfect The Past Tense of the Condition
al Mood
If he had seen it in the papers he would have written.
If he had insisted I should have given in.
If it had not been for you nothing would have happened.
III. P r o b l e m a t i c
Condition
referrin g to the fu tu re
Modal verb s h o u l d + infinitive The Future Indefinite
If he should be out I shall wait for him.
Should he be out I shall wait for him.
The Imperative mood
If he should object show him this letter.
Exercise 19. Open the brackets. Use the necessary forms denoting unreality:
1
d*
1. It was a wet day. If I not (to wear) my raincoat I (to be) wet to
the skin. 2. Kate is such a comfort to me. If it not (to be) for her I (to
feel) lost. 3. You certainly came in time. If it not (to be) for you I (to
Jose) my temper. 4. I have not seen her since she was a child. If I (to see)
her now I not (to know) her. 5. No one is likely to come now. But if
ariyone (to come) ask them to wait. 6. She looks awfully young for her
165
years. If it not (to be) for her gray\hair she (to look) about thirty. 7. The
passage was not lighted. If the mo^n not (to shine) so brightly through
the cob-webby windows we (to be) in total darkness. 8. All her things
are here. If she (to go away) for good she (to take) them. She intended
to come back. 9. “You.see,” the lady said* “if you not (to stuff) yourself
with meat you (to be able) to eat a peach now.” 10. She was the moving
spirit of the whole thing. Nothing (to be done) if it not (to be) for her.
11. Everything depended now on whether she had spoken the truth. If
she (to lie) we (to be) lost. 12. Probably the man had not recognized
me. If he (to recognize) me he (to speak) tome. 13. We should have left
a message. If we (to tell) them where we were going they (to look) for
us now. 14. There's enough money to last you for ten days. If you (to
want) more Anne will lend you some. 15. I can't tell you how grateful
I am for what you did. If it not (to be) for you Dicky (to be crippled)
for life. 16. It's not your heart, May, and you know it. If you not (to eat)
so much lobster salad at lunch you (to feel) fine. 17. I haven’t danced
for years, baby. If I (to start) dancing again people (to wonder).
18. Of course it's important. If it not (to be) so important I not (to
insist) on it. 19. It was raining. If the road not (to be wet) the car not
(to skid). 20. She knew what the matter with her was. If she not (to
know) she not (to consent) to the operation.
P a tte r n 10
P a tte r n 11
Exercise 8. A. 1. was 2. had not been 3. knew 4. had not wasted 5. hap,
pened 6. had not recognized 7. had not been going 8. had not been looking
9. knew 10. were
В. 1. would have understood 2. would not have been 3. would have
made 4. should go 5. would not dare 6. would see 7. would not have heard
8. should show 9. would have noticed 10. would try
Exercise 9. 1. would not have bitten — had not been teasing 2. were
not so cold — should not go 3. had listened — would not have made
4. had not interfered — would have made it up 5. would be fewer acci
dents — were taught 6. would know better — read 7. had had — should
not have used 8. were — should go 9. had known — would not have
stopped 10. would have been — had brought
Exercise 12. 1. would have believed 2. would have achieved 3. should
take 4. should go 5. would not have gone out 6. would agree 7. would
have 8. would have come
Exercise 14. 1. were to tell — would answer 2. were to meet — should
recognize 3. were to come — would miss 4. were to grow cold — should
make 5. were to grow — would be in danger 6. were to ask — would you
agree 7. were to rain — would spoil 8. were to come — should bake 9.
were to get down — should never go 10. were to hear — would agree
Exercise 17. 1. should be 2. should manage 3. should win 4. should
feel sick 5. should change your mind 6. he should prove to know nothing
7. should speak 8. should prove cold 9. should not be at home 10. should
prove to be
Exercise 19. 1. had not been wearing — should have been 2. were —
should feel 3. had not been — should have lost 4. were to see (saw) —
should not know 5. should come 6. were — would look 7. had not been
shining — should have been 8. had gone — would have taken 9. had not
stuffed — would be able 10. would have been done — had not been
11. had been lying — should be lost 12. had recognized — would have
spoken 13. had told — would be looking 14. should want 15. had not
been — would have been crippled 16. had not eaten — would feel fine
17. started (were to start)— would wonder 18. were — should not insist
19. had not been wet — would not have skidded 20. had not known
would not have consented
Exercise 22. 1. If only I had not told 2. If only I knew 3. If only he
had come 4. If only she were not so nervous 5. If only she had not lost
6. If only they had not missed
Exercise 24. 1. I’d rather wait here 2. would have rather not gone
3. would rather have dinner later 4. would rather be the first 5. would
rather not stay 6. would you rather do 7. would have rather gone 8. would
rather do
170
м
Г
Training Exercises
Exercise 28. Make the sentences hypothetical by changing the form of the verbs in italics
*
M o d e l : 1. She did not recognize you or she would have spoken to you.
If she had recognized you she would have spoken to you.
2. I was tired and did not go to the skating-rink.
If I had not been so tired I should have gone. . .
1. You forgot to ask me to the party so I did not come. 2. She is angry
with you because you were downright rude to her. 3. She does not confide
in her parents because she does not trust them. 4. You are feeling cold
and unhappy because you did not eat a good breakfast in the morning.
5. She could not answer that question so she said nothing. 6. He did not
like the idea and he did not support me. 7. The text was easy and we did
not use the dictionaries. 8. I have not brought the book. I cannot show
you this example. 9. Ask her to explain: she will gladly do so. 10. Gn
there in autumn and you will see what I mean. 11. She lost her temper
and said things she did not mean. 12. The child was feverish and I coulu
not leave her alone.
i
it II was
lsoe )1 time smb did smth
#
173
1. Пора тебе серьезно начать тренироваться. 2. Я начал волновать
ся. Ему давно пора было прийти. 3. Тебе давно пора перестать делать
такие ошибки. 4. Пора бы вам знать, как это делается. 5. Мама сказала,
что мне давно пора идти спать. 6. Пора бы ему объяснить нам, что это
значит. 7. Пора бы ей самой принимать решения. 8. Тебе не кажется,
что нам пора начинать?
Both the Past Indefinite and the Past Perfect are used in the follow
ing patterns.
Pattern 13
Both the Past Indefinite and the Past Continuous may be used in
the subordinate clause to show that the unreal action in the subordinate
clause takes place at the same time with the action in the principal clau
se (to denote the simultaneousness of actions).
E.g. 1. She behaved as if she knew nothing of what had happened.
Она держала себя так, словно ничего не знала о том, что про
изошло.
2. Why do you behave as if you did not know me?
Почему ты себя ведешь так, словно ты меня не знаешь?
3. She will treat you as if she did not know you.
Она будет держаться с вами так, словно она вас не знает.
4. She rummaged in her bag as if she was trying to find some change.
Она порылась в сумке, словно пытаясь найти мелочь.
Both the Past Perfect and the Past Perfect Continuous may be used
in the subordinate clause to show that the unreal action preceded that
in the principal clause (to denote the priority of the action in the subor
dinate clause).
E.g. 1. She smiled and reached out her hand as if she had only just
noticed me.
Она улыбнулась и протянула мне руку, словно только что
заметила меня.
2. Look, her eyes are red as if she had been crying.
Смотри, у нее красные глаза, словно она плакала.
3. In a couple of weeks he will be running and jumping as if he
had never been hurt.
174
Через несколько недель он будет бегать и прыгать, словно
и не был ранен.
Exercise 2. A. Open the brackets. Use the Past Indefinite or the Past Continuous to
show that the actions in the principal clause and in the subordinate clause take place at the
same time:
1. Why are you crying as if your heart (to break)? 2. The children
are taking it so quietly as if it (not to matter) or (not to concern) them.
3. They will joke and laugh as if they (to be) the best of friends. 4. She
gravely examined the palm of my hand as if she (to see) something of
interest there. 5. She wore her shabby clothes as if she (to be proud)
of them. 6. She kept looking at me from time to time with a puzzled ex
pression as if she (to try) to remember where she had seen me before.
7. Opposite our house she stopped as if she (not to be) sure if it was the
place she wanted. 8. She smiled at me in a friendly way as if she (to be)
really glad to see me.
B. Open the brackets. Use the Past Perfect or the Past Perfect Continuous to show that
the action in the subordinate clause preceded that in the principal clause:
1. There was an unmistakable smell of Virginian tobacco in the room
as if someone (to smoke) there. 2. She gave us a pale watery smile as
if she (not to understand) who Jane was. 3. The boys ran about yelling
with joy as if they (to go wild). 4. He looked from one of us to the other
in indecision as if he (to forget) what he was here for. 5. She will sail
past you without a look as if she (never to see) you. 6. Clothes were strewn
all over the room as if someone (to dress) in a hurry. 7. You behave as
if you (never to see) a baby in your life. 8. My people are treating me as
if I (to contract) some mortal disease.
C. Open the brackets. Use the Past Indefinite or Past Continuous to denote simulta
neousness; the Past Perfect or Past Perfect Continuous to denote priority:
1. He kept smiling and cracking jokes as if he (to have) not a care
in the world. 2. There was a thin line across one side of the cup as if it
(to be broken) and carefully mended. 3. The grass here is trodden down
and crushed as if someone (to stand) here for quite some-time. 4. She’ll
treat you as if nothing whatever (to happen). 5. Will you please stop
discussing me as if 14(not to be) present? 6. He drank his coffee and ate
his omelet as if he (not to feel) the taste. 7. They'll receive you as if you
(to be) their long lost child. 8. Why do you go on as if you (not to mind)?
Have you no pride, child? 9. At breakfast you hide behind your paper
as if it (to make) you sick to look at me. 10. She always gave us presents
as if she (to be) a relation. 11. You are so pale and shaky as if you (to
see) a ghost. 12. She discussed the book quite intelligently as if she (to
read) it.
If we have the past tense of a modal verb in such patterns we use
the indefinite infinitive to denote simultaneousness and the perfect in
finitive to denote priority.
175
*
C. f does smth \
smb < did smth \
as if smb could do smth
{ will do smth I
as though smb could have done smth
( wishes
wished smb did smth
smb had done smth
will wish
p
•§♦1. I wish he were here.
Жаль, что его нет.
2. I wish it stopped raining.
Хорошо бы дождь перестал.
3. I wish he had told me what to do in such cases.
Жаль, что он мне не сказал, что делать в таких случаях.
4. How we wished it were summer.
Как мы жалели, что было не лето.
17 ?
5. You’ll wish you had not promised.
Вы пожалеете, что пообещали.
Exercise 6. Open the brackets. Use the Past Indefinite to denote simultaneousness or a
relatively future action; use the Past Perfect to denote priority:
1. For a moment I wished I (to refuse) to come. 2. You’ll wish you
(to stay) back home. 3. I sometimes wish I (to be) like other girls, not a
child prodigy with a life of problematic achievement in front of me.
4. Don’t you wish you (to be invited)? 5. I wish I (to know) what to
tell you. 6. Mother wished I (not to look) so much like a “cover girl”
as she put it, she meant I looked fast. 7. Sometimes Mother wished we (to
stay) in the North. 8. Do you never wish now you (to take) her advice?
9. I wish you (not to let) her wear those ridiculous clothes. 10. Oh, what
a pretty dress! I wish I (to have) one like that.
B. j' w is h e s ) sm b co u ld do sm th
sm b \ w is h e d > sm b m ig h t do sm th
[ w ill w ish J sm b c o u ld h a v e d on e sm th
E.g. 1. It was so funny. I wish you, people, could have seen her.
...жаль, что вы не могли ее видеть.
2. I wish someone could show me how to work it.
Хорошо бы кто-нибудь мог показать мне, как этим пользо
ваться.
The following variant of the pattern is used to make the wish more
emphatic. It can be used only if the subjects in both clauses are diffe
rent.
»
1. You know I don’t like you to take my car. 2. My wife wants us to*
stay here a few days longer. 3. She is not pleased we came. 4. I am sorry
you took all that trouble. 5. Mother does not want her to have a key of
her own. 6. Do you want me to go with you? 7. They don’t like the chil
dren to play in their garden. 8. She is sorry you did not go with them.
9. I don’t want you to touch things in my room. 10. She does not like me
to borrow her things.
ordered
requested
necessary that smb should do smth
important (smb do smth)
t
advisable
arranged
urgent
jrequests (requested) t
I insists (insisted) |
, ] suggests (suggested) ! that smb should do smth
srat) ‘ demands (demanded) j (smb do smth)
orders (ordered) I
4 arranges (arranged) j
\ \
the order
the demand
the suggestion that smb should do smth
the arrangement (smb do smth)
the request
the rule
the wish /
E.g. 1. Her suggestion is that the conference should take place right
here (that the conference take place).
2. His only request was that he should take no part in the proceed
ings (that he take);
181
N
t
Pattern 21
j
the order
the demand i
E.g. 1. Her demand that she should be paid for the extra work in
volved seemed reasonable enough (that she be paid).
2. The arrangement that we should take turns in taking the chil
dren to school worked quite well for some time (that we take
turns).
3. I don’t like your suggestion that someone should be held respon
sible for what is after all your own concern (someone be held
responsible).
P a t tern 22
did smth
{ j , , (sm^ should do smth
smb does smth
{ > s ,h , < (smb do smth)
(will do smth J s a (smb should not do smth
E.g. 1. I drew a plan of the place for him lest he should lose his way
(lest he lose his way).
... чтобы он не заблудился
2. She keeps him away from other children lest he should notice
that he is different from them (lest he notice).
... чтобы он не заметил
3. ГП write at once so that they should not think I have forgotten
my promise (lest they think).
... чтобы они не подумали
In Patterns 18, 19, 20, 21,22 we must use either should + the indef
inite infinitive or the subjunctive mood.
The subjunctive mood is used in American English, mostly. In British
English the use of the subjunctive mood is limited to certain specific
styles. It is practically never used in everyday speech.
i
Exercise 11. Complete the following sentences using the words in brackets:
1. Do you actually suggest that (he — to take in somebody’s confi
dence)? 2. My only wish is that (I — to let alone). 3. Is it quite so neces
sary that (they — to punish)? 4. Why do you insist that (you — to be
the first to answer)? 5. She won’t take any sleeping pills lest (she — to
grow used to them). 6. She proposed the arrangement that (we — to
182
take turns in helping smb with smth). 7. I suppose it is rather important
that (everybody — to understand the necessity of these measures). 8. I as
sure you her suggestion will be that (you — to leave it all to her). 9. No
one objected to her demand that (he — to inform of our decision). 10. We
asked her too lest (she — to be hurt). 11. Do you think it advisable that
(he — to coach the younger boys)? 12. The general rule is that (children
over twelve — to admit). 13. She kept repeating the directions again and
again lest (I — to confuse smth). 14. We did not quite like the arrange
ment that (she — to supervise our work). 15. The only condition was
that (she — to keep the children).
E xercise 12. T r a n s la te in to E n g lish :
smb
feels (felt)
considers (ed)
believes (ed)
{ necessary
advisable
important that smb should do smth
finds (found) desirable
better
E.g. 1. I find it highly desirable that she should live in a milder climate.
Я нахожу весьма желательным, чтобы она жила в более мяг
ком климате.
2. Do you think it necessary that I should stay here any longer?
По-твоему мне необходимо здесь еще оставаться?
Exercise 15. Paraphrase the following sentences.
M o d e l : I believe it important for you to read aloud every day.
I believe it important that you should read aloud every day*
184
1. She feels it necessary for the children to get plenty of exercise
in the open air. 2. Do you consider it important for me to write short
outlines of the stories I read? 3. Some people believe it important for
people studying a foreign language to learn passages by heart. 4. Mother
believed it better for me not to interfere in their quarrels. 5. She thinks
it important for them to learn to be independent at an early age. 6. I did
not think it advisable for you to spend so much time indoors.
Exercise 16. Complete the following sentences. Use Pattern 23.
M o d e l : 1. I have never considered it important —
— that you should play the piano.
2. We found it advisable that —
— you should listen to records.
1. Why do you believe it important that —? 2. He did not feel it
necessary that— . 3. Do you find it advisable that—? 4. At that time
it was considered desirable that —. 5. No one thinks it important now
Ihat — . 6. Mother finds it better that — . 7. Does anyone feel it impor
tant that —? 8. I don’t find it desirable that — .
Exercis 17. Translate into English:
1. По-моему важно, чтобы все дети умели плавать. 2. Никто теперь
не считает необходимым, чтобы студенты, изучающие иностранный
язык, заучивали большие отрывки наизусть. 3. Мама считала нужным,
чтобы мы пили молоко. 4. Стоит ли нам, по вашему мнению, читать
только современных авторов? 5. Почему вы считаете нужным, чтобы
мы занимались в лингафонном кабинете? 6. Я не нахожу нужным, что
бы ты вмешивался в это дело. 7. Мы считаем совершенно необходимым,
чтобы у всех студентов были эти книги. 8. Он нашел нужным, чтобы
я не выходила из дому еще несколько дней.
P a tte rn 24
E.g. 1. It’s impossible that he should have meant what he told you.
He может быть, чтобы он действительно так ; умал
(before the expression of incredulity)
2. t was impossible that they should still know nothing.
Казалось невероятным, что они все еще ничего не знают,
at the same time with the expression of incredulity)
In this pattern the indefinite infinitive denotes simultaneousness
or relative future; the perfect infinitive denotes priority.
Exercise 18. Complete the following sentences using the words in brackets. Use the inde
finite infinitive to denote simultaneousness or relative future, the perfect infinitive to de
note priority. Give two variants where logically possible.
Mo d e l : 1. It is impossible— (you — to forget)
— that you should have forgotten your promise.
185
2. It is impossible — (he — to be ill)
— that he should be ill.
— that he should have been ill.
3. It was impossible — (a child — to do smth)
— that a child should have done it.
— that a child should do it.
P a tte rn 25
E.g. 1. It’s natural that she does not like it ( o r . . . should not like it).
2. It was not strange that she refused to go (o r . . . should refuse
to go).
3. It is curious that she did not go there (or . . . should not have
gone there).
186
pattern 26
( does smth
strange will do smth
feels (felt) nice did smth
believes (ed) J natural , ,, , , had done smth
srnb considers (ed) it curious that smb \ B u t also; '
finds (found) doubtful should do smth
understandable /
\ should have
done smth
E.g. 1. I was astonished that she did not want to go (or—should not
want to go)..
2. I’m sorry you did not like the play (or — should not have liked
the play). 4
Exercise 20. Make the following sentences more emotional by using 'should1-{-infinitive
according to Patterns 25, 26, 21.
\
Mo d e l : Her mother thinks it curious that she did not make any friends
at the camp.
$ *
— that she should not have made any friends at the camp.
1. Don’t you think it strange that he keeps promising to come and
never does. 2. We found it doubtful that the book would sell well. 3. I’m
so pleased they managed to do it. 4. It is curious that you are the only per
son to object. 5. It is understandable that he does not want to give up
his job. 6. I’m sorry you were ill. 7. It’s odd you noticed nothing out of
the way. 8. We were astonished that the children spoke quite good English.
9. She finds it strange that you did not warn her about your coming.
10. It was strange that nobody had phoned.
Exercise 21. Translate into English. Give two variants (with the indicative mood and
'should*+ infinitive):
187
1. Странно, что он вам это сказал. 2. Понятно, что он этого не зна
ет. 3. Я нахожу вполне естественным, что они делают эти ошибки.
4. Мы были так рады, что вы пришли. 5. Мы нашли естественным, что
она пришла к нам со своими сомнениями. 6. Странно, что она ничего
не написала о своей болезни. 7. Тебе не кажется странным, что он с тех
пор больше ничего не написал? 8. Дети были рады, что у них не будет
уроков в такой хороший день. 9. Естественно, что она хочет быть учи
тельницей, как ее мать. 10. Вполне понятно, что они хотят увидеть эту
игру. 11. Странно, что вы все еще делаете такие ошибки. 12. По-ваше
му естественно, чтобы дети все время ссорились?
In some complex sentences we find the obligatory use of may/might-f-
infinitive and can/could+infinitive
P a tte rn 28
*
E.g. 1. I’m giving you my address so that you may (can) write to mei
if anything goes wrong.
2. I gave her my address so that she might (could) write to me if
anything went wrong.
Exercise 22. Translate into English:
Стой чтобы тебе все было видно. 2. Я принесу тебе эту
книжку, чтобы ты сама посмотрела. 3. Он нарисовал мне план, чтобы
я нашла дорогу к озеру. 4. Мама сделала нам несколько бутербродов,
чтобы мы поели в поезде. 5. Он подчеркнул все неличные формы крас
ным карандашом, чтобы я их сразу увидела. 6. Я куплю коробку кон
фет, чтобы ты их ей подарила. 7. Не забудь купить яйца, чтобы я могла
пирог. 8. Я оставила записку у нее на подушке, чтобы
ее, бу спать. 9. Объясни ей это еще раз
правильно. 10. Пожалуй чтобы
О
E.g. 1. It’s quite possible that he may know nothing about it. 2. It’s
possible that he may have forgotten about it. 3. It was just possible
that we might catch the eight fifteen.
May + infinitive can, be found after “it is possible” as well as
should + infinitive. We mostly use should-)- infinitive in interrogative
sentences and may + infinitive in declarative sentences.
E.g. 1. Is it possible that he should think so? 2. It is possible that he
may think so.
KEYS TO EXERCISES
Exercise 14. В. 1. lest you should waste time, so that you should not
waste time 2. lest he should feel lonely, so that he should not feel lonely
3. lest mother should worry, so that mother should not worry 4. lest I
should walk, so that I should not walk 5. lest he should see, so that he
should not see 6. lest they should misunderstand, so that they should
not misunderstand
Exercise 15. 1. that the children should get 2. that I should write
3. that people... should learn 4. that I should not interfere 5. that they
should learn 6. that you should spend
Exercise 17. 1. I think it important 2. No one thinks it necessary now
3. Mother found it necessary 4. Do you think it advisable 5. Why do you
find it important 6. I don’t feel it necessary 7. We consider it absolutely
necessary 8. He found it necessary
4
Exercise 19. 1. should have taken the upper road 2. should not know
3. should have played 4. should have seen 5. could have found 6. should
have crossed
V
Table of the Obligatory Use of Forms Expressing Unreality in Different Types of Subordinate Clauses
со
to
Type of clause Principal clause Conjunction Subordinate clause Examples
1 3 A О
natural
( 1. It’s only natural that she
1 strange should feel offended.
smb should do smth 2. It’s curious that she should
odd that smb should have done
it {I was
ls curious have been there.
smth
doubtful
| impossible
smb may do smth 1. It is possible that she may
smb may have done know it.
it \\ was
ls possible that smth 2. It is possible that she may
smb might do smth save heard it.
3. It was possible that she m ig h t
retu rn .
t
V
/
\
\
S c *
time 1. I t time
O
C . t / is у about time smb did smth 9 Ti time
O
C | was high time
cc
Cl?
I
CD
Type of clause Principal clause Conjunction Subordinate clause Examples
1 2 3 4 5
fears (ed) that smb does/will do/did/ 1. I fear that she will miss the
smb < worries (ed) had done smth tra i n (or... th at she may/can
is/was afraid smb may/can do smth miss...).
smb might/could do 2. We were afraid that she was
smth out (or... that she might/could
be out).
does smth lest smb should do smth 1. Here’s my address lest you
smb -I will do smth so that smb do smth should forget it (or... lest
did smth smb should not do you forget it).
smth 2. Here’s my address so that you
should not forget it.
Adverbial clause does smth so that smb may/can do smth 1. I’ll show you the letter so
of purpose smb 1 will do smth smb might/could do that you may/can see for
did smth smth yourself.
2. I left a note so that they
might/could know where we
were.
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I
Exercise 23. 1. the children may/can be kept busy 2. that she may/
can bake 3. that she may/can speak to me 4. I might/could know 5. that
they might/could understand 6. that he might/could take the medicine
7. that they might/could see (understand) 8. that she might/could see
T ra in in g E xercises
E xercise 26. C o m p le te the fo llo w in g sen ten ces u s in g the P a s t I n d e f in ite , the P a s t P e r
fect , ‘sh o u ld '+ in f in itiv e ( o r the s u b ju n c tiv e m o o d ) ,* m a y Jean' - { - in f in itiv e w h ere n ecessa ry.
Use the w o rd c o m b in a tio n ‘to w a r n sm b a g a in s t s m t t i .
Model: 1.
It is tim e — you w arned her a g a in st th is m an .
2. It is im p o rta n t— th a t you sh o u ld w arn h im in tim e.
1. It is high time — .2. It is advisable — . 3. Do you think it rig h t—?
4. It is not as if — . (priority) 5. I went there only so that — . 6. It’s quite
possible that — . 7 . 1 wish somebody — . (priority) 8. I’m afraid that— .
9. It looks as if — . (priority) 10. She spoke to me as if —.(priority) 11.
It’s strange that —.(priority) 12. She finds it natural that she— .(rel
ative future) 13. I would rather somebody — . (relative future) 14. She
actually suggested that — . 15. Her suggestion was that — . 16. We did
not like her request that — . 17. It is possible that someone — . (prio
rity) *k
Exercise 27. P a r a p h r a s e the fo llo w in g sen ten ce s , u s in g c la u ses in s te a d o f the ita lic is e d
com plexes.
1. I’m afraid that it (to take) me spme time to find his address.
2 .1 don4 see why you should be so cross with me. I t’s not as if I (to prom
ise) anything definite. 3. I’d much rather you (to stay) here, Eddie.
It’s not as if you (can) be of any use to me over there. 4. It is all right now.
It’s been arranged that you (to be given) a free passage. 5. He was the
only one to insist that the matter (to be investigated). 6. Mother made
quite a fuss over her so that she (not to feel) out of things. 7. I’ve brbught
197
the letter in question so that you (to judge) for yourself. 8. You keep
treating me as if I (to be) a child of twelve and not overbright at that.
9. It looks as if something (to be) very much the matter with him. 10.
Well, it’s about time somebody (to tell) me what it is all about. 11. She
keeps worrying that someone (to object) to her having the dog in her
room. 12. They found it natural that she (to be) rather cold and reserved
at first. 13. She felt as if her life (to reach) a new stage. 14. It’s impossible
that in a house full of people no one (to hear) the shot. 15. I sometimes
wish now I (not to be) so choosy at the time. 16. I wish you (not to speak)
as if I (to be) an outsider to be kept in the dark as to family troubles.
17. They won’t say a word of it if you would rather they (not to do).
18. Before you’re through you’ll wish you never (to hear) of me. 19. I feel
as if I (not to have) a worry in the world. 20. It looks as if someone (to
be) here already.
Exercise 29. Translate into English:
1. Жаль, что вы не сохранили письмо. 2. Он считает естественным,
что молоденькую девушку интересуют наряды. 3. Я не требую, чтобы
вы дали мне ответ сейчас же. 4. Боюсь, что мы прождем здесь доволь
но долго. 5. Вам не кажется странным, что она это вам сразу не сказа
ла? 6. Мне казалось, что я его уже давно знаю. 7. Похоже, что все уже
ушли. 8. Не может быть, чтобы он ничего не знал об этом (сейчас).
9. Почему ты считаешь нужным, чтобы мы пили столько молока?
Ведь мы же не маленькие дети. 10. Почему у тебя такой вид, словно
ты мне не веришь? 11. Он требовал, чтобы я объяснил ему, как это де
лается. 12. Хорошо бы кто-нибудь объяснил ей, что это не так. 13.
Я запер собаку в кухне, чтобы она не укусила почтальона. Собаки
всегда реагируют на почтальонов, словно это их злейшие враги. 14.
Он замолчал, словно позабыв, что он хотел сказать. 15. Она накрыла
бутерброды влажным полотенцем, чтобы они не зачерствели. 16. Ты
пожалеешь, что не пошел со мной. 17. Возможно, что дети, игравшие
на школьном дворе, видели его, когда он выходил. 18. Она умылась
холодной водой, чтобы никто не заметил, что она плакала. 19. Не делай
вид, что ты этого не знаешь. 20. Вам давно пора принять меры.
KEYS ТО TRAINING EXERCISES
t
200
X
7. Do you find it quite natural that she (to treat) you like a servant?
8. I’m afraid the dog (to bite) you. 9. But for his blue eyes I (can take)
•him for a native. 10. Гш sorry I did not buy that coat, it (to be) very
useful later when the real cold began. 11. Nothing I (can say) (to stop)
him. He had made up his mind. 12. Why do you want me to go? I t’s
not as if (to speak) their language. 13. The children feel as if it (to be)
holidays already. 14. It looks as if it (to be) going to rain.
Assignment IV. Translate into English:
1. Боюсь, мы можем опоздать. 2. Я говорю это, чтобы ты на меня
не сердилась. 3. Ее не было дома, а то я попросил бы ее перевести мне
эту заметку. 4. Если бы не ее последние слова, я бы не стал спорить.
5. Я считаю важным, чтобы дети учились плавать. 6. В случае, если
он этого не знает, он скажет вам, куда обратиться за информацией.
7. Ах, если бы она объяснила мне заранее, как это трудно! Я бы не
поехала в альпинистский лагерь. 8. Очень важно, чтобы все знали о
собрании. 9. Как мне жаль, что я не послушалась вашего совета!
10. Ведь я же не знала, как это интересно! 11. Лучше не возражай.
12. Я бы предпочла, чтобы ты не вмешивался. 13. Наш план состоял
в том, чтобы переночевать в лесу и рано утром двинуться дальше.
14. Если бы я не знала его так хорошо, я бы ему просто не поверила.
15. Если бы ты пропустил первую лекцию, ты бы сейчас ничего не по
нимал. 16. Мне казалось, что случилось что-то очень важное. 17. Вы
еще пожалеете, что не пригласили ее приехать. 18. Пора бы им быть
здесь. 19. Я положу книги в твою сумку, чтобы ты не оставил их дома.
20. Они смеялись, словно я сказала что-то в самом деле смешное.
I
Assignment No. 7
Modal Verbs
General Description
Modal verbs (can, m a y, m u st, need, sh all, w ill, ou gh t ) have certain
features in common.
I. They have no verbals, consequently they have no analytical forms
(perfect, continuous, passive, etc.) and need no auxiliaries to form ques
tions and negations:
E.g. Can you do it? — No, I can’t.
II. The verbs can, m ay, sh all, w ill have two tense forms of the indic
ative mood — the present and the past.
E.g. 1. I can just reach the shelf.from 1. I could just reach the shelf from
where I’m sitting. where I was sitting.
2. Stop telling me what I may, 2. He kept telling me what I might
or may not do. or might not do.
3. You’ll (will) be sorry for what 3. He said I’d (should) be sorry for
you said. what I had said.
4. The door won’t (will not) open. 4. The door would not open.
III. The forms could, m ig h t , should and w ould instead of denotin
a past action may denote an unreal action.
E.g. 1 could do it now if I wanted to.
бы мог сделать это сейчас...
When the forms co u ld , m ig h t, should and w ould denote unreality they
have no meaning of a past action. They have no temporal meaning at all.
202
ftiey are used with the indefinite infinitive when we speak of the present
0x the future, and with the perfect infinitive when we speak about the ■m
past.
g. g. 1. He could help you (now) if he 1. He could have helped you (then) if
wanted to. he had wanted to.
2. You might remember your 2. You might have remembered your
child’s birthday, (in general) child’s birthday (yesterday).
3. You should see a dentist about 3. You should have seen a dentist
this tooth before it gets about that tooth before it got
really bad. really bad.
4. I would not stay now if you 4. I would not have stayed there if
asked me. they had asked me.
IV. The verbs m u st and need have only one form of the indicative
mood. They are used with the indefinite infinitive when we speak of the
present or the future, and with the perfect infinitive when we speak about
the past.
E.g- 1. She must be about thirty now. 1. She must have been about thirty
at. the time.
2. You need not wait for me 2. You needn’t have waited, (then)
to-day.
V. The modal verb ou gh t has only one form. The form of the infini
tive after the verb ou gh t shows whether we are speaking of the present-
future or of the past. 4
E.g. 1. You ought to take a taxi. 1. You ought to have taken a taxi.
(now) (then)
t
VI. Most modal verbs have three sets of meanings: the primary; the
imperative; the suppositional.
VII. Modal verbs are always used in combination with the infinitive.
Can
The modal verb can has two tense forms of the indicative mood: the
present tense can and the past tense cou ld .
The verb can has the following meanings:
I, The primary meaning: mental, physical or circumstancial ability
to do something.
E. g. 1. She can do sums in her head. 2. He can easily carry the child.
3. We can see Yalta from here in clear weather.
P a ttern 1
203
E.g. 1. Baby can walk now. 2. Baby could walk when she was ten
months old. 3. Baby could walk perfectly well. She’s just lazy. 4. Baby
could have walked across the room but she was afraid to.
Note 1. In the primary meaning the verb can is used in affirmative,
negative and interrogative sentences.
E.g. 1. I can speak English. 2. I can’t speak English. 3. Can you speak
English?
Exercise 1. Analyse the form ‘could’ In the following sentences. State whether it denotes
the past or the unreality of the action.Translate the combinations of ‘could' with the infin
itive. Pay attention to whether it means «мог», «мог бы сейчас» или «мог бы тогда»:
1. Не could reel off line after line of poetry when he was a child.
2. He told us that the place could be reached by car. 3. I could see through
the window that the room was empty. 4. I could tell you many things if
you would only care to listen. 5. She’s as tall as you are. She could wear
your things. 6. You simply did not care. Why, you could have lent him
the money. 7. The game was as good as lost. Nothing could have saved
“the Ramblers”. 8. By the evening I had gone through the pile of papers.
It was no use. I could not find any mention of the case. 9. Don’t try to
find excuses for her. She could at least offer to help you put the house
to rights after the party. But she won’t, not she. 10. The last copy was
sold. I could have cried. 11. We had to tell him everything. We could
not have managed without his help. 12. So you walked the whole way,
carrying that heavy suitcase. Why couldn’t you ask somebody for a lift?
7
Exercise 2. In the following sentences *could’ denotes unreality. Refer the situation to
the past by changing the form of the infinitive.
M o d e l : Could you do anything for her? (now)
Could you have done anything for her? (then)
1. Only an immediate operation could save her now. 2. I could get
there in less than two hours in my car. 3. I could not make a cake without
eggs anyway. 4. Could you translate this without a dictionary? 5. How
could you get in touch with her? You don’t know where she is. 6. I could
refuse her nothing. 7. Don’t do that. A better way out could be found.'
8. Of course I could ask Father to post it for me. 9. Jackie could stay with
Edna. She would love to have him. 10. You could take it to the cleaner’s
on the way to town and I’d get it back in time for the party.
Exercise 3. Translate into English. Pay attention to whether ‘could’ denotes the past
or the unreality of the action.1
Permission
mem
E.g. 1. You can go now , Marv. 2. You can stay, if you want to.
P a tte rn 3
Request
can
could you do smth? — вы не могли бы
can’t
couldn’t
%
ттгет
E.g. 1. Can you tell me the time? 2. Could you give me a lift? 3. Couldn’t
you just give me a hint?
Pa ttern 4
Asking for Permission
Щ > 19 *
can ^
could I I (smb) do smth—можно мне (кому-либо) ...?
can’t I
couldn’t /
__________________ ___________________________ _______________________________________________________________ ■ __________ _____________________________________________ _
E.g. 1. Can I have another egg, Mother? 2. Could Eddie come too?
3. Couldn’t I wait in the car?
#
P attern 5
Prohibition
S.,g. 1. You can’t cross the street here. 2. No, children, you can’t take
■he dog indoors.
205
Note 2. The modal verb can has an imperative meaning in these pat
terns only. If you change the pattern the meaning will also
change.
Compare:
Can Леspell? (Умеет ли он грамотно.писать?)— no imperat
meaning.
Can you spell your name for me? (Продиктуйте вашу фами
буквам request
Can / spell this word for you? (Можно я вам это слово по б\
вам продиктую?) — asking for permission.
Exercise 4. Form requests, ask for permission to do something, give permission to do
something, express prohibition using the following word-combinations:
t
Strong Doubt
Hn w j H i i j *
A. can
could smb be; know; be doing smth?
4
[ Г*i
E.g. 1. Can (could) it be so late? 2. Can (could) she really mean it?
3. Can (could) they be waiting for us?
Mo t e 4. To distinguish between a question about somebody’s ability
to do something (умеет ли, может ли кто-то сделать что-то)
and the expression of strong doubt (неужели кто-то что-то
делает) we use the Indefinite infinitive in the first case and
the Continuous infinitive in the second (with the exception
of the verbs to be , to know, to love , to liv e , to h a te , and some
others).
E.g. 1. Can he write poetry?
Умеет ли он писать стихи?
2. Can he be writing poetry?
Неужели он пишет стихи?
Exercise 6. Translate into Russian:
1. Can he carry this heavy box? 2. Can he be carrying a monkey?
3. Can he teach the children to swim? 4. Can he be teaching the children
to swim? 5. Can he know all this? 6. Can they be meeting in secret? 7. Can
it be true? 8. Can you translate this article without a dictionary? 9. Can
she be so old? 10. Can one see your house from here?
The Perfect infinitive in Pattern 6 refers the situation to the past.
E.g. 1. Can (could) it have been so cold? 2. Can (could) he have known
about it? 3. Can (could) they have been waiting for us?
i
Exercise 7. Refer the situation to the past by changing the form of the infinitive.
4
t
207
Exercise 8. Translate into English. Use Pattern 6 (A and B):
1. Неужели я потеряла карту? 2. Неужели я так потолстела?
3. Неужели уже темнеет? 4. Неужели ей все рассказали? б. Неужели
я трачу время зря? 6. Неужели он переплыл реку в темноте? 7. Неужели
молоко опять убежало? 8. Неужели они еще играют во дворе? 9. Не
ужели это так трудно? 10. Неужели было так холодно?
N o t e 5. There is practically no difference in meaning between can
and could in Pattern 6. C ould makes the sentence a little
more emphatic.
P a tte r n 7
в* (
л было двадцать пять лет. 8. Чай не может быть все еще горячим.
д Не может быть, чтобы вы знали это лучше нее. 10. Не мог он принять
Бас за другого.
Exercise 11. Express strong and very strong doubt about the statements made in the
following senfences. \
%
Pattern 8
mm
A. when 'i v
E.g. 1. Oh, Jack, how can you! — Don’t mind him darling. He is only
teasing. 2. Where can I have left my spectacles! 3. When can it
have happened! *
B . w hat |
who >
ca n d o /h a v e d o n e sm th
w h ic h J
i
E.g. 1. What can it mean! 2. Who can it have been! 3. Which of the two
can have taken it!
Exercise 13. Make the following sentences more emotional by transforming them accor*
ding to Pattern 8:
1. I wonder where he is now. 2. I wonder why he said so. 3. I have no
idea who wrote that letter.,4. The room was locked. How did he get in?
5. What astonishes me is why he left that note. 6. I wonder why she i&
taking so much trouble. 7. The entrance was watched all the time. Whert
did he get out, I’m asking you?8. I wonder how it was possible for him
to find us in that crowd. 9. It astonishes me that you find pleasure in read
ing such stuff. 10. I wonder which of the children is writing these things
on the blackboard.
Training Exercises
v 4
Exercise 14. Translate the following sentences, State in what meaning the modal verb
'can' is used. Name the pattern and give the Russian equivalent.
KEYS ТО EXERCISES
May
/
The modal verb m ay has two tense forms of the indicative mood:
the present tense m a y and the past tense m ig h t.
The verb m a y has the following meanings:
/
E.g. 1. We may (can) expect them any minute now. 2. Mother said that
one might (could) set one’s watch by him.
Exercise 16. Translate into English:
1. В этой модели предложения можно употреблять и инфинитив
и герундий. 2. На острове можно найти семь видов грибов. 3. В ясную
погоду отсюда можно видеть университет. 4. Это можно объяснить
влиянием родного языка. 5. В это время его всегда можно видеть в
читальном зале. 6. Студенты могут сдавать экзамены досрочно. 7.
Многого можно достигнуть тренировкой. 8. Хорошего произношения
можно добиться только упорной работой. 9. Эту книгу можно взять
в любой библиотеке. 10. В этой модели инфинитив можно употреблять
с частицей to и без нее.
II. The imperative meaning: 1) asking for permission, 2) permis
sion, 3) prohibition, 4) request, 5) re
proach.
Note 8. In patterns 10, 11, 12 can may be used as well as m ay. V
P a tte rn 10
\
1
E.g. 1. May (can) I answer you now? 2. May (can) he come in? 3. May
(can) we begin?
P a tte rn 11
Permission
mm
4
do smth можете
213
E.g. 1. You may (can) do it in oral form if you want. 2. He may (can)
stay after the lessons and copy the text. 3. You may (can) be the
first to answer if you are in a hurry.
P a tte r n 12
Prohibition
E.g. 1. No, Jack, you may (can) not sit down to dinner without chang
ing. 2. Mother says I may (can) not go to the pictures. 3. We
may (can) not go out to play. We’ve got colds.
P a tte r n 13
Request (mostly ironic) or Suggestion
сделал бы это
E.g 1. You might tune that wireless a little lower, children. 2. You
might bring me the paper, Mary. There’s a good girl.
P a tte r n 14
Reproach
Щ .
E.g. 1. You might have brought her a few flowers. It was her birthday.
2. You might have phoned. Mother was so worried when you did
not come.
4
Exercise 17. Ask for permission to do smth; give permission to do smth; prohibit an
action; express a request, a reproach using the following word combinations:
1. to show smb how to do smth 2. to explain to smb how smth hap-'
pened3. to help smb do smth 4. to look after the children for smb 5. to do,
the shopping 6. to take the dog for his run 7. to exchange the books atf
the library 8. to bring home a carton of ice-cream
Mo d e l : to sandwiches for Tiny’s lunch
1. May (can sandwiches for Tiny’s lunch?
2. You may sandwiches for Tiny’s lunch
3. You may (can) not cut sandwiches for Tiny’s lunch
4. You might cut a few sandwiches for Tiny’s lunch
5. You might have a sandwiches Tiny
214
$
Exercise 18. Translate into English. Give two variants where possible:
1. Можно, я вас подожду? 2. Ему нельзя идти с нами кататься на
коньках. 3. Ты мог бы подумать, прежде чем отвечать. 4. Ты бы сдела
ла мне яичницу, Нэн. 5. А теперь, дети, можете идти играть в сад.
6. Можно мне взять вашу газету на минутку? 7. К сожалению, здесь
ждать нельзя. 8. Ты бы, по крайней мере, позвонила, что не приедешь.
9. В диктанте много ошибок. Вы могли бы быть повнимательней.
10. Можно мне выйти?
Exercise 19. Transform the following sentences into ironic requests or suggestions ac
cording to Pattern 13. Change them into expressions of reproach according to Pattern 14.
M o d e l : You never listen when I speak to you.
1. request or suggestion: You might listen when I speak to you.
2. reproach: You might have listened when I spoke to you.
1. You do not wear your new suit to the office. 2. You always forget
to sew the buttons on, Alice. 3. You don’t pay enough attention to the
child. 4. Do come and help me choose a present for her. 5. You do not
try enough. 6. Get up a little earlier and help me to clean up after the
party. 7. You never let me know when you are coming. 8. Give me a
detailed account of what happened. 9. You never tell me your plans. 10.
You always leave your room in disorder.
✓
Doubt*
*
mav
smb may not
* /
E.g. 1. Let’s leave the key under the mat. She may come when we’re
out. 2. Someone may have seen her leaving the building. 3. Let’s
wait just a little longer. She might come after all.
Exercise 20. Use ‘may''plus the infinitive instead of thy parenthetical expressions in the
following sentences. Use the Indefinite infinitive when the sentence refers to the present or
future, the Perfect infinitive, if it refers to the past.
E.g. 1. She may be wearing her hair long now. 2. They may be living
in the country. /
Training Exercises
Exercise 23. Translate the following sentences. State in what meaning the modal verb
*may’ is used. Name the pattern and give the Russian equivalent.
M o d e l : 1. You might look where you are going.
(imperative, могли бы, Pattern 13)
. 2. She may not know about this.
(suppositional, возможно (может), Pattern 15)
1. Children may borrow books from the camp library. 2. No one may
drive a car when under the influence of spirits. 3. It may stop raining
in the afternoon. 4. The infinitive may also be found in this pattern. 5.
May I show you what I have written on the subject? 6. You might go and
wash your hands. 7. Oh, Mother, may we stay a little later! 8. I may
have spoiled my own life but I will not let you spoil yours. 9. I may be a
little slow but I’ll get there in the end. 10. A definite improvement may
be achieved by rational dieting and plenty of exercise. 11. Oh, Ernest,
we may never be married! 12. And then it suddenly occurred to her that
she might be the person they were looking for. 13. You might have asked
me if I had any objections. 14. It might have been worse. 15. He may
have written this letter but he never told me about it. 16. You might
remember that it is very late. 17. May I help you do it? 18. Children under
twelve may not leave the grounds without permission. 19. She may be
waiting for us at the other entrance. 20. Sorry, people, no one may leave
the place.
Exercise 24. Express doubt about the statements made in the following sentences. Make
the doubt stronger by using more and more emphatic expressions:
KEYS ТО EXERCISES
Must
*
The modal verb m u st has only one form. The verb has the following
neanings: ' ■
I. The primary meaning: necessity
In this meaning m u s t has an equivalent — to have.
t
P attern 16
Necessity
E.g. 1. I’m afraid I must (have to) go now. 2. There was no one to leave
him with so I had to take him along. 3. He is out. You will have to
come later.
Expected Action
220
и масла по дороге домой. 6. Он должен был купить молоко утром. Се
годня была его очередь. 7. Кто сегодня должен делать доклад по до
машнему чтению? 8. Вопрос о том, где щенку спать, долго обсуждался.
9. В этом году я должен был кончить школу. 10. Кто-то должен был
сказать ей, задачу мы не поняли.
No t e 11. to beplus the infinitive may correspond to the Russian
«суждено стать, сделать...».
E.g. 1. It was the girl who was to become my mother. 2. The man
who was to prove it was then a schoolboy of fifteen.
II. The imperative meaning: 1) order, 2) prohibition
In this meaning m u st has an equivalent to be which is used to make
orders and prohibitions stricter.
p a tte r n 18
Order
y0U
you { аТ
a TЛtoо } d0 smth
E. g. 1. You must stay here till Father comes back. 2. You are to
tell me everything, Mary.
P a tte rn 19
Prohibition
E.g. 1. And remember you must not ask for things. 2. You are not to
say a word to anyone.
✓
Exercise 31. Make the following orders and prohibitions stricter by using •to be'
instead of ‘must\
Mo d e l : 1. You mustn’t fight, children.
2. You are not to fight, children.
< ,
1. You must tell me all about it one of these days. 2. And mind you,
you must wear it not just keep it in moth-balls the year round. 3. You
Hustn’t interrupt Father, Dicky. 4. No, you can’t. You must first eat
221
4
your porridge. 5. You must not start spending like mad the moment you
get to New York. 6. You must remember your promise to me. 7. And,
of course, you must stop smoking. 8. You must not wear your best dress
to school. 9. You must not talk with your mouth full. 10. You must stay
here and wait.
Exercise 32. Translate into English. Give two variants in each case:
1. Он сказал, что я должен ждать его здесь. 2. Не смейте ничего
•V
4
Near Certainty
Training Exercises
V
Exercise 37. Translate the following sentences. State in what meaning the modal verb
'must' and its equivalents are used. Name the pattern and give the Russian equivalent:
223
i* .
.1. She must be younger than you thought. 2. You must pay more at
tention to details. 3. You’re not to speak to her again, not ever. 4. She
must have done something to her hair, it looks ever so much nicer. 5. And
you are not to breathe a word to anybody about this. 6. It must have ta
ken some time to cut a passage through these bushes. 7. They were to
come and stay with us. 8. It’s Miss Arnold’s birthday and I’m to make a
speech. 9. This problem must be solved before we can do anything. 10.
Whatever he says you must not stop writing. 11. I ’ll have to speak to
them about that dog. It’s getting dangerous. 12. The day we were to
start it rained worse than ever. 13. You’ll have to go home now, Georgie.
Go straight home. And remember you’re not to come here any more.
14. Just think how she must be suffering. 15. There comes a day when one
has to decide. 16. A good coach must be patient. 17. I had to take a long
chance. 18. And what am I to do if they come when you’re out? 19. You
must do what you are told. 20. You must go out and post it at once.
Exercise 38. Paraphrase the following sentences so as to express very strong doubt,
strong doubt or doubt about the action taking place. Paraphrase the sentences so as to show
that you are practically certain of the action taking place. Pay attention to whether the
action refers to the present or the past and use the Indefinite or Perfect infinitive correspond
ingly.
224
1. to wear sun glasses, 2. to drink lots of milk between meals, 3. to
help the children with their lessons, 4. to take smb to the pictures, 5. to
write an outline first, 6. to tell mother all about it, 7. to go and look for
smb, 8. to ask smb to dinner.
Exercise 40. A. Translate into Russian:
1. She must have noticed it. 2. I simply had to take him along. 3.
They must be trying to attract our attention. 4. You must try to catch
her eye. 5. She must be a cousin. 6. I had to explain the rule twice to
make it perfectly clear. 7. You must have explained it badly. They seem
not to have understood. 8. A good teacher must be fond of children.
B. Translate into English:
1. Мне надо сделать покупки заранее. 2. Должно быть, она об этом
знает. 3. Мне пришлось с ней об этом поговорить. 4. Должно быть,
они об этом говорили, когда вошли. 5. Ей приходится проводить мно
го времени в лингафонном кабинете. 6. Должно быть, она проводит
там много времени.
Exercise 41. A. Fill in the blanks with 'must', ‘have', ‘be'. Give variants where it can
be done without changing the meaning. Introduce the particle ‘to' where necessary:
1. What — they do to improve their speech habits? 2. I’m afraid we —
stand most of the wav, the train is overcrowded. 3. He — wait at the
V 7
KEYS ТО EXERCISES
Exercise 27. 1. must / will have to 2. had to 3. must /-have to; must /
have to 4. must / have to 5. had to 6. shall have to 7. must / have to
8. shall have to 9. had to 10. will have to
Exercise 29. 1. was to 2. had to 3. will have to; must 4. had to 5. is
to 6. is to 7. was to 8. was to; was to; had to 9. must / have to 10. was to;
will have to
Exercise 30. 1. was to meet 2. were you to meet 3. had to call in 4. will
have to take 5.have to buy 6. was to buy 7. is to make 8. was to sleep 9. was
to graduate 10. had to tell
8 № 813 225
I
Need
The modal verb need has only one form.
Note 15. The modal verb need should not be confused with the no
tional verb to need. The latter being a notional verb has
non-finite forms, analytical forms of the verb, is used with
auxiliary verbs in interrogative and negative constructions
and takes direct objects.
»
E.g. 1. Do you need me today? 2. You will need a raincoat and rubber
boots.
The modal verb need is used only in the primary and imperative
meanings.
I. The primary meaning: absence of necessity.
In this.meaning need has an equivalent — to have.
P a tte r n 21
A bsence of N ecessity
Pattern 22
A bsence of N ecessity for a P erfo rm ed A ction
E.g. 1. I needn’t have gone there. They had done everything by the
time I came. 2. We needn’t have been in such a hurry. We have
nearly twenty minutes before our train leaves.
Did not have + infinitive simply shows that there was no necessity
for the action in the past without showing whether the action was per
formed or not.
/
P a tte rn 23 ir
A bsence of N ecessity in th e P a s t
8* 227
I
E.g. 1. I did not have to go to the office so I went for a long walk. 2. I did
not have to buy a dictionary, my brother gave me one.
Patterns 22 and 23 are not equivalents.
E xercise 43.Paraphrase the following sentences. Use ‘needn't+ Perfect Infinitive’ to
show that an unnecessary action was carried out. Use ‘did not have to’ to show that an action
was unnecessary in the past.
Time of Expected or
Necessity Absence of necessity planned action
the action
.J
Она у него была сдана досрочно. 6. Зря вы так далеко ходили. Эти
учебники продаются в нашем магазине. 7. Я успела все сделать вчера
только потому, что мне не надо было готовить обед. 8. Мамочка, зря
ты столько возилась, мы все привезли с собой. 9. Мне не пришлось егс
>. Он пришел сразу. 10. Мне не пришлось ему ничего объ
яснять. Он
E xercise 45. Translate into English:
>
E.g. 1. You needn’t wait for me. 2. You needn’t think her dull. She’s
simply timid.
E xercise 46.Compose sentences giving permission not to do the actions mentioned in the
following interrogative sentences.
M o d e l : — Must we copy the text too?
— No, you needn’t (copy it).
1. Must we go there today? 2. Must somebody ring her up? 3. Must
I write an outline first? 4. Must we stay after the lecture? 5. Must we
take the examination this week? 6. Must we learn the poem by heart?
7. Must we translate the text? 8. Must we compose the examples our
selves?
T ra in in g E x ercise
E xercise 47.Translate the following sentences. State in what meaning the modal verb
'need' is used. Name the pattern and give the Russian equivalent:
1. You needn’t come over if you’d rather not. 2. You need not try
quite so hard. Take it easy for a time. 3. We need not bother to refute
229
I
these views. 4. They need have no fear of that. 5. You needn’t have ta
ken so much trouble. 6. All this needn’t have taken place if only you had
paid attention to my warning. 7. He need not have spoken to her in that
tone. He was quite unnecessarily rude. 8. She doesn’t have to work on^
Mondays. 9. He did not have to go to the office. He could do something'
about those roses at last. 10. You needn’t do all this in written form, you
know. 11. We did not have to wait long. 12. You need not shout so.
I can hear you perfectly well.
KEYS TO EXERCISES
Exercise 43. 1. did not have to buy 2. did not have to explain 3. needn’t
have written 4. needn’t have bought 5. did not have to change 6. needn’t
have walked
'ц
Shall
The modal verb shall has two forms of the indicative mood: the pres
ent tense shall and the past tense should.
The modal verb shall has the following meanings:
I. The primary meaning: certainty
Pattern 25
C ertain ty
P a tte rn 26 •
Asking for Instructions
P a tte r n 21
Advice
E.g. 1. You should always wear your hair like that. You look ten years
younger. 2. You should not eat so many sweets, May. Bad for your
figure, you know. *
i
232
E.g. 1. You should have come straight to me. 2. You shouldn’t have
tried to do everything yourself.
Exercise 53. C riticise the actions nam ed in the sentences below.
M o d e l : 1. I took him to the pictures.
You shouldn’t have taken him to the pictures.
He надо было брать его в кино.
2. She clean forgot to tell me about the letter.
She should have told you about the letter.
Ей следовало сказать вам про письмо.
1. I’m not feeling well. It’s probably the fish I ate for lunch. 2. I nev
er thought to leave a message for her. 3. He did not explain to me
how to work the thing. 4. I can’t think now why I bought these red shoes.
5. We did not wait for them. It was beginning to rain. 6. I handed in
my paper without rereading what I had written. I was afraid to. 7. She
may not come. I forgot to remind her of her promise. 8. I was so busy at
the time. I did not see the film. 9. She was so cross, she was downright
rude to me. 10. We did not feel like going anywhere. We just stayed at
home.
Exercise 54. Change the follow ing expressions of advice in to criticism of a p a st action
by changing the fo rm of the in fin itiv e .
P a tte r n 30
Training Exercises
Exercise61.Translate the following sentences. Analyse the verb ‘should‘. State where it
is an auxiliary verb (forming the conditional mood), where it is a modal verb (name the
meaning of the modal verb) and where it is part of a modal phrase expressing unreality.
KEYS TO EXERCISES
Ought
The modal verb ought has only one form. It is used in the same pat
terns as should. /
The infinitive after ought is used with its particle to.
The modal verb ought has the following meanings:
I. There is no primary meaning.
II. The imperative meaning: 1) advice, 2) criticism of a past action.
P a tte rn 31
Advice
you (smb) ought (not) to do smth — (не) надо (бы), (не) следует,
(не) следовало (бы), вы бы (не)
E.g. 1. You ought to make an effort. 2. You ought not to say such things
if you don’t mean them. 3. You ought to write and tell her so.
4. Something ought to be done.
4
4
N o t e 19. There are two set patterns with ought expressing reproach:
you o u g h t to know this (полагается это знать) and you
o u g h t to know b e tte r (мог бы понимать такие вещи).
Exercise 62. Give advice to do or not to do something using the following word combina
tions.
M o d e l : to write in pencil
You ought to write in pencil.
You ought not to write in pencil.
1. to cross the street here, 2. to work it out for yourself, 3. to explain
the rule in Russian, 4. to give your own examples, 5. to play this game in
the yard, 6. to tell mother about it, 7. to underline the patterns in the
text, 8. to ask her to the party.
P a tte rn 32
E.g. 1. You ought to have warned me what to expect. 2. She ought not
to have tried.
Exercise 63. Criticize the actions mentioned in the following sentences.
M o d e l : 1. She did not write to thank them.
She ought to have written.
2. She was wearing her best hat and it was ruined.
She ought not to have worn it.
1. I took Mother’s favourite cup to measure the sugar and broke it.
2. I spoke too fast I’m afraid. The children did not quite follow what
I was saying. 3. I did not explain where I could be reached in case of emer
gency. 4. He did not even count the money. Just slipped it into the bag.
5. I’m afraid I forgot to type a letter. 6. She did not work enough. She’s
quite a bright child really. 7. We did not realise it was so grave. 8. The
children did not eat any lunch. They were so excited.
III. The suppositional meaning: near certainty about the present
or the future only.
P a tte rn 33
Near Certainty
mm
usi txe[cise 64. Change the following statements into expressions of near certainty by
nS ought'-]- inf ini tive.
239
M o d e l : She is a clever child.
Она умный ребенок.
She ought to be a clever child.
Должно быть, она умный ребенок.
1. The climate is rather mild here. 2. This is just her size. 3. She will
come by the eight fifteen. 4. The summer will be cold and rainy. 5. There
will be many mistakes in this test. 6. They will make a good couple.
7. This will be good for you. 8. She’s very fond of children.
Note 20. Do not use ought to express near certainty. Use must or
the modal word probably in negative sentences or sentences
referring to the future. It is more usual.
Revision Exercise
Exercise 65. Translate the following sentences. State whether the verb ‘ought' is used
to denote advice, criticism of a past action or near certainty:
1. I think you ought to apologize, Fred. 2. This is what he said and
he ought to know. 3. She ought not to have said that. She lost her tem
per. 4. Such things ought to be attended to at once. 5. You ought not to
have taken this attitude. It was most unwise. 6. She ought to be here long
before that time. 7. Nothing ought to have influenced you. Nothing at
all. 8. You ought not to say so even if you do think it. 9. There ought
to be someone to look after those children. 10. They ought to win easily,
but one never can tell with any degree of certainty about that team.
Will
The modal verb will has two forms of the indicative mood: the pres
ent tense will and the past tense would.
The modal verb will has the following meanings:
I. The primary meaning: volition.
It is used speaking about living beings and things alike.
P a tte rn 34
Volition
*
240
E.g. 1. She will not tell me what is wrong, just keeps crying. 2. I asked
her what the matter was but she would not answer. 3. I would not
marry you if you were the only man in the world. 4. This pen won’t
write. 5. The door would not open, though I pushed and pushed
hard. 6. Boys will be boys. 7. Children will say such things.
Exercise 66. Make a statement about somebody refusing to act the way he should or is
expected to. Refer the situation to the past by changing the form of the modal verb. Use
the groups of words given below. *
M o d e l : the dog — to stop barking
The dog won’t stop barking.
The dog would not stop barking.
1. Jackie — to take his cod-liver oil. 2. Mother — to stop worrying
about Dad’s health. 3. He — to see a doctor about that pain. 4. She —
to listen to reason. 5. The man — to take less than a pound. 6. She —
to hear of it. 7. She — to speak to him. 8. I — to forget it in a hurry.
9. The doctor — to allow him to play football. 10. The children — to go
to bed.
Exercise 67. Make a statement about something not functioning the way it should or is
expected to. Refer the situation to the past by changing the form of the modal verb. Use
the groups of words given below.
M o d e l : the kettle — to boil
The kettle won’t boil.
The kettle wouldn’t boil.
1. The seams of her stockings — to stay straight. 2. The dress — to
fit. 3. The words — to make sense. 4. The figures — to add. 5. The
jelly — to jell. 6. The stain — to go out. 7. Her hair — to stay in place.
8. The folding chair— to fold. 9.The milk — to boil. 10. The rain — to
stop.
Exercise 68. Make a statement about somebody insisting on acting in the wrong way.
Refer the situation to the past by changing the form of the modal verb. Use the groups of
words given below.
M o d e l : the children — to play in the street
The children will play in the street.
The children would play in the street.
1. She to wear her hair like that. 2. Mother to let the child eat
sweets between meals. 3. He — to stay late at the office. 4. She to
spend more money on clothes than she can (could) afford. 5. She to
interfere. 6. They — to wear such clothes. 7. What can you expect if
you — to smoke cigarette after cigarette and to drink lots of black cof
fee? 8. She — to spend her days lying on the sofa.
Exercise 69. Make a statement about a thing functioning contrary to your expectations
and wishes. Refer the situation to the past by changing the form of the modal verb. Use
the groups of words given below.
M o d e l : the window — to bang in the wind
The window will bang in the wind.
The window would bang in the wind.
9 241
№ 818
1. This door — to open. 2. That folding bed — to fold unexpectedly
under him. 3. The car — to break down in lonely places. 4. The fountain
pen — to start leaking in his pocket. 5. The milk — to boil over the mo
ment she turns (ed) her back on it. 6. Fuses — to blow without any prov
ocation.
Note 21. Would -f infinitive may denote a repeated action in the
past without any special meaning of volition.
E.g. He would always say hallo.
Он бывало (когда-то) всегда здоровался.
The synonymous expression used to refers to both states and actions,
whereas would refers only to actions.
Compare: He used to come here every year.
He used to live here,
but:
He would come here every year.
Exercise 70, T ra n sla te into E n g lish . Give two v a r ia n ts where possible:
A
E.g. You will tell your parents that I wish to speak to them.
Pattern 36
Request
will
won’t ( you do smth?
would пожалуйста, сделай(те)
wouldn’t
E.g. 1. Will you say it again, please? 2. Won’t you come and sit over
here? 3. Would you have a cup of tea? 4. Wouldn’t you take me
instea d?
242
The patterns differ in the insistence of the request, the top one being
the most neutral. Wouldn’t + infinitive is seldom used.
Exercise 71. Compose orders using the following word-combinations. Turn them into
requests. Make the requests more pressing, insistent.
*
M o d e l : to wait here *
E.g. 1. This will (would) be the place he meant. 2. That will (would)
have been the manager.
Exercise 72. Change the following statements of fact into expressions of near certainty
by using ‘will (would)'-{-infinitive. Use the indefinite infinitive when speaking about the
present, the perfect infinitive when speaking about the past.
M o d e l : 1. The tall building in the centre is the bank. -
The tall building in the centre will be the bank.
2. The blonde in black was the secretary.
The blonde in black will have been the secretary.
1. And this is the person in question. 2. This is your mother. 3. You
have noticed it already. 4. She left a message for us. 5. Something was
decided. 6. The man noticed you leaving the grounds. 7. It was someone
the dog knew. 8. That is the asylum.
Training Exercises
Exercise 73. Translate the following sentences. State whether the modal verb ‘wilt'
is used to denote volition, a repeated action in the past, order, request or mar certainty:
9* 243
1. Now and again a dog would bark. 2. She will stay like that evening
after evening, her eyes glued to the screen of theT.V. set. 3. You will
have passed your examinations already. 4. What’s that? The safe won’t
open. 5. No matter what time of day I went to the store I would find
him sitting there on the steps. 6. Will you state your business, sir?
7. Would you drop in at the delicatessen’s on your way home and get me a
box of their pimiento salad? 8. You will go and apologize at once. 9. Those
teenagers! They will wear those weird clothes. 10. You will do this in
written form. 11. Will you fill in this form, Miss? State your name and
address over here. 12. That will be our new gym-teacher. 13. She would
not say what she wanted with him. Just said it was a life and death mat
ter. 14. I would not be in her place for anything. 15. Watched pot won’t
boil.
4,
Exercise 75. Analyse 'would' in the following sentences. State where it is a modal verb
and where an auxiliary verb forming the Future in the Past or the conditional mood. In
case of the modal verb state the modal meaning.
►
t
f
Summary Tables on Modal Verbs
Table I
Sentence Patterns with Modal Verbs and Their Equivalents
may 1. [doubt
a sk in g for per m is-
absence of obstacles to ston may (not) do
the action
May smb do smth? Lmu smth; be
можно? mightJ doing smth
smb 1 may (not) do
smb \ might 2. perm ission может быть, возможно
you may do smth (сейчас)
может, мог; мог бы можете
have done
3. proh ibition smth
you may not do smb <may >have been
smth doing
нельзя smth
4. requ est
you might do smth может быть, возможно
мог бы... (тогда)
5. reproach
you might have
done smth
мог бы (тогда)
246
----------------------------------------------------------------1
1 2 3
must Ы- 1. o r d e r n e a r c e r t a i n t y
n e c e
2. s s
s t r i c t e r o r d e r <
должен, нужно
I
3. по-видимому p r o h i b i t i o n
is to do сделал
smb was
smth
должен, должен был
need p e r m i s s i o n n o t t o d o
have s m t h
ч
1. a b s e n c e
n e c e s -1 Уои needn’t do smth
s i t y f o r t h e a c t i o n
можете не
needn’t do
smb smth
does not have
to do smth
не нужно
2. a b s e n c e o f n e c e s s i t y
f o r a p e r f o r m e d
a c t i o n
i n t h e p a s t
i 2 3
248
Notes to Table I:
V
1 When modal verbs are used in their primary meanings the subject of the sentence
can be expressed by any personal pronoun or noun. The sentence can be affirmative,
negative or interrogative.
2 When modal verbs are used in their imperative meanings the subject of the sen
tence is mostly you. The structure of the sentence should be strictly that of the pattern:
negative if you want to express prohibition, interrogative, if you are asking for permis
sion, etc.
3 In case of the suppositional meaning the structure of the sentence should be strict
ly that of the pattern. If the pattern contains no negation then negation can not be
expressed by means of that modal verb. Avoid using patterns of should, ought, will/
would in the meaning of near certainty. Use the must pattern instead.
Table 11
Notions Which Can Be Expressed by Modal Verb Patterns
1. Request
can
could
can’t
[ you do smth
will
won’t
would J
You might do smth
2. Prohibition
can’t
you are not to
must not do smth
may not
3. Asking for Permission to Do smth
can
may I (smb) do smth?
could
might
4. Asking for Permission Not to Do smth
must I (smb) do smth?
need
5. Permission to Do smth
can
you (smb) | may do smth
Exercise 78. Make each of the following word combinations into: 1. an order 2. a
request 3. a piece of advice 4. a reproach 5. a criticism of a past action 6. permission to do
or not to do smth 7. prohibition 8 . statement of necessity in the present, past, future 9 .
strong doubt about the action's taking place in the past 10. doubt about the action's taking
place in the future 11* near certainty about the action's taking place at the moment of speech
12. characterize it as an expected action in the past.
A
T est
(to be sen t to the I n s titu te )
Assignment I. Answer the following questions. Give your own examples to prove your
point: m
1. When is the perfect infinitive used after a modal verb? (In what
three cases?)
2. Why is the continuous infinitive used after modal verbs in the sup
positional meaning?
3. How can one make a request more pressing?
4. Is there any relation between the meaning of the modal verb and
the structure of the sentence?
Assignment II. Translate into English:
1. Ты никогда об этом не пожалеешь. 2. Чего ради ей было вме
шиваться? 3. Ты мог бы научиться это делать самостоятельно. 4. Ты
сейчас же пойдешь к маме и извинишься. 5. Напрасно вы беспокоились.
Все в порядке. 6. Она теперь, должно быть, совсем взрослая. 7. Вы
не могли бы продиктовать мне это? 8. Надо было повернуть налево.
9. Нет, нельзя брать собаку домой. 10. Можете мне об этом не расска
зывать. И. Неужели я забыл ей об этом сказать? 12. Возможно, он
ждет нас у другого входа. 13. Может быть, он уже ушел. 14. Должно
быть, он много работает. 15. Ему надо много работать. 16. Мне не
пришлось долго ждать. 17. Не смей выходить из дома без плаща.
18. Покажите мне, пожалуйста, то, что вы написали. 19. Должно быть,
он звонил, когда меня не было дома. 20. Он, бывало, всегда возражал,
когда она что-нибудь предлагала. 21. Она не стала ничего есть за завт
раком. 22. Замок не открывался.
Assignment HI. A. Which of the following sentences contain a) reproach,
b) request, c) advice, d) criticism of a past action. Some sentences may contain none of
these meanings.
1. You might have warned me. 2. You might put a little whipped
cream on top of my helping. 3. I bought this to give my wife on her birth
day. She ought to like it. 4. You ought to read aloud. 5. You should nev
er shout at children. You only frighten them. 6. You ought to have bought
254
two pairs of stockings. 7. Could you give me an example of your own?
8. You say that the shelves were quite low. Could you see what was on
the top? 9. Will you sit here and wait till I call you? 10. The flat is small
but it should be very warm and snug in winter. 11. Why should I worry?
12. She might have taken more pains. 13. She should have been asked to
the party. 14. Somebody ought to have gone there. 15. You should drink
a glass of fruit juice first thing in the morning.
B. Which of the following sentences contain expressions of a) near certainty, b) doubt,
c) strong doubt:
1. He must live in the South because of his lungs. 2. He must be liv
ing somewhere here. I often meet him. 3. You may find this expression
in any American newspaper. 4. She may be looking for us in the entrance
hall. 5. Can he write poetry? 6. Can he be writing poetry? 6. Can you tell
me the time? 7. He can’t spell. 8. You must read more. 9. You must be
reading a lot. 10. He can’t be really trying to hurt me. 11. I may have
lost my pen. I may have dropped it when I was taking my handkerchief
out. 12. You might have told me the truth. 13. He must have taken a lot
of trouble. 14. If he left at seven he should be here in about ten minutes.
15. He should speak a little slower. 15. This will be the manager. 16. I can
do nothing about it. It will not lock properly.
Assignment IV. Write a two page long reproduction of any passage from your individ
ual reading. Use 15 modal phrases. Underline each modal phrase in the text and write
over it what modal meaning you suppose it to express (prohibition, advice, request, etc.).
i
\
Assignment No. 8
Exercise 2. Underline the elliptical sentences. State what part of the sentence is miss
ing.
Mo d e l : 1. Waiting for the bus?
(Subject; auxiliary verb.)
2. The Boss in?
(Predicate.)
3. — Are you angry with me?
— I’m not.
(Predicative.)
1. It’s a wonderful picture, Mr. Green. What a type! 2. “Can’t kick
my heels here for ever,” thought Soames. 3. “Can’t possibly,” said Ste
phen to the back of George’s head. 4. Have I got many to-day? — Thirty
one, sir. 5. I’m sure Dr. Sheppard’ll see me. He must. 6. “Any more new
patients?” called Nurse Lake. 7. Tell Nurse you’re a new patient.— But
I’m not. 8. Why didn’t you tell the Nurse? Can’t expect the girl to know
by instinct. 9. I got a right to go in next. Got a double-decker to take
over to Barnet. 10. He’s a London man, you know. Comes down here
specially once a week.
к
The subject and the predicate are the principal parts of a two-member
sentence.
257
\
The Subject
The subject may be expressed by
1) a noun or noun eq u iva len ts (personal, interrogative, demonstra
tive, negative, indefinite, defining or possessive pronouns).
E.g. 1. The place does not look the same to me now. 2. They’ve painted
the barn red. 3. Who wants to be a back number? 4. This is Ann,
Mike. 5. Nobody’ll mind, dear. 6. Both wanted the job and neither
agreed to a compromise. 7. Some like it here. 8. Mine is the better
plan.
2) su b sta n tiv ize d a d jectives or p a r tic ip le s .
E.g. The reds and the blues of the shawl gleamed unsubdued in the
dusk. 2. The unusual should never be confused with the impossible.
3) a n u m era l .
E.g. 1. Two are company and three are not. 2. The second will be yours.
4) a geru n d or an in f in itiv e .
E.g. 1. Crying won’t mend matter. 2. To tell her this now would be
useless cruelty.
5) a s y n ta c tic a lly in d ivisib le g ro u p of w ords.
E.g. 1. How to get there is another matter. 2. My lord and master has
been called away.
6) a n y p a r t of speech if i t is su b sta n tiv ize d .
E.g. 1. A has been is always full of anecdotes of her former successes.
7) a su bordin ate clause.
E.g. 1. What you decide is nothing to me. 2. It is strange that you
should have heard nothing.
i
P a tte r n 1
is known
I was supposed
\ will be sure to do smth
happens/ed
proved
g.g. She was sure to succeed.
p a tte rn 2
А. 4
E.g. For her to explain what she meant was always a task near to impos
sible.
*
P a tte rn 3
r
A. r
259
Pattern 4
A..
"I seen 'i
( heard (
found doing smth
left j
seen
is heard
smb 1 was
smth considered
( will found
left
considered
is
smb < was
f
named a noun
smth ( will elected + an adjective
found an adverb
left
A 1. easy
nice to do
* smth
necessary for smb to do smth
is ч important
was > 2. useless doing smth
I will be no use
smb’s doing smth
no good
3. necessary ) that smb should
important do smth
261
it
E.g. 1. It is here that the fire broke out. 2. If was late in the afternoon
that we reached the camp. 3. It was you who did it.
Exercise 5. Make the following sentences emphatic by using an anticipatory 4t* intro•
ducing a subject clause. Emphasize the words in bold type.
M o d e l : 1. He told me about it.
It was he who told me about it.
2. The storm began at eight o’clock.
It was at eight o’clock that the storm began.
3. They hid the guns somewhere here.
It was somewhere here that they hid the guns.
1. Mother told me this herself. 2. She told me this only yesterday.
3. We discussed all the details in the garden. 4. The worst part of the
storm began in the second half of the day. 5. The dog attacked him with
out any provocation. 6. They buried the papers under one of the elms.
7. I saw him for the first time only yesterday. 8. She likes you best. 9.
That boy started the fight. 10. We noticed this only in the morning.
The introductory particle there introduces subjects expressed by
nouns or indefinite pronouns. The subject may also be expressed by a ger
und but only in negative sentences. The predicate is mostly a simple
verbal one or a compound modal verbal one.
P a tte r n 6
There there
♦
E.g. 1. There is a book on the table. 2. There was nobody in the room.
3. There is no stopping her now. 4. There may be no one in now.
Exercise 6. Fill in the blanks with 4 f or *there' depending on how the subject is ex•
pressed.
M o d e l : 1. — will be amusing to watch it.
It will be amusing to watch it.
2. — is no one to help her.
There is no one to help her.
262
1. — is nothing more to do. 2. — is just one more thing to add. 3. —
is impossible to get lost in a town like that. 4. — is a name for such as
you. 5. — is no making her listen to reason. 6. — was decided to keep
our change of plans a secret. 7. — was no use whatever her appealing
to his sense of justice. If you ask me he did not have any. 8. — must have
been someone behind those bushes after all. 9. — is no denying the fact
that we’re behind in our payments. 10. — will be perfectly easy for you
to keep the carbon paper. 11. — won’t be necessary for anyone to stay
after the office hours. 12. — is no telling what may happen. 13. — is
someone downstairs, asking for you. 14. — is important that everybody
should be present. 15. — was you whom I saw talking to her at Ella’s
party. 16. — should be a law against it.
The pronoun it used as the subject of the sentence may represent a liv
ing being, a thing, a process, an idea. In this case it is used either in
stead of a noun or instead of a demonstrative pronoun and is a p e r
s o n a l subject.
E.g. 1. She put a tentative finger to her swollen lip. It (the lip) was
bleeding a little. 2. With a disappointment so sharp that it (the
disappointment) felt like a bereavement I saw him walk out. 3. The
water parted and I caught a glimpse of a bright dark eye and a dor
sal fin shaped like a crescent. It (this) was a dolphin.
The pronoun it used as the subject of the sentence may be a purely
formal subject if it does not represent any person or thing, process or
idea. In this case it is an i m p e r s o n a l subject.
P a tte r n 7
с. D. far to a
near cer
it late tain
^ drizzles/ed early place
two o’clock
E. morning
♦j. f is I Monday
1 } was j April
J summer
The Predicate
"• r
The compound predicate consists of two parts: a finite verb and either
a verbal (an infinitive, a gerund, a participle) or a nominal (a noun, a
pronoun, an adjective) part.
The compound predicate may be n o m i n a l or v e r b a l .
1. The compound nominal predicate consists of a finite verb and a
nominal part or predicative. The finite verb serves as a link between the
subject and the predicative which is the significant part of the predicate.
The link-verb besides joining the subject and the predicative expresses
the categories of the verb: person, number, tense, voice.
There are three groups of link-verbs:
Link-verbs of being: to be, to look, to seem, to a p p e a r, to sound, to sm ell,
to ta ste, to feel.
266
Link-verbs of becoming: t o b e c o m e , t o t u r n , t o g r o w , t o m a k e , t o g e t ,
t o etc. g o ,
Link-verbs of remaining: t o r e m a i n , t o c o n t i n u e , t o k e e p , t o s t a y .
All link-verbs belonging to the same group have the same meaning
of being, becoming or remaining but they also retain part of their con
crete meaning.
E.g. When you say: “The child Is quite healthy”, you state that the sub
ject possesses a certain quality. In the sentence: “The child looks
quite healthy” this statement is less definite — judging by its looks
it is quite healthy.
“She grew pale” — a long slow process is meant.
“She turned pale” — denotes a swift change.
E x ercise 10. A n a ly s e the f i n i t e fo r m s o f the verb a n d s t a t e w h e th e r th ey a re lin k -v e rb s
or s im p le p r e d ic a te s .
%
l e a v e , t o r e t u r n , t o l i v e , t o d i e , t o f a l l , t o m a r r y , t o c o m e , t o g o , t o b e b o r n ,
e t c .
267
E.g. There he lived forgotten by his contemporaries to a ripe old age.
(“lived” names an action but the point is that he was “forgotten”).
Exercise 12. Fill in the blanks with link-verbs retaining their lexical meaning : Ho set\
Ho stand', Ho lie', Ho leave', Ho return', Ho come back', Ho live', Ho die', Hobeborn'\
Ho fall', Ho get up', so that they should form a compound nominal predicate with the pre'-
dicatives in bold type.
M o d e l : He — a new man.
He returned (came back) a new man.
1. The child—blind. 2 . They — there for a long time respected by
everybody. 3. All through the night she—sleepless waiting for the tele
gram to come. 4. The huge beast—motionless, his amber eyes were slits.
5. He—the place determined never to go back. 6. The house still—there
grey and forbidding. 7. She—in the doorway listening ready to draw
back at the slightest noise. 8. The woman made two or three uncertain
steps, clutched at her throat and—dead, or so I thought at the moment.
9. The children—tired to exhaustion. 10. We just— there too, frightened
to move or call out. 11. The woman—a little alarmed. 12. He—a helpless
cripple.
The predicative or the significant part of the compound nominal
predicate may be expressed by:
1) an a d jective r
Exercise 13. Analyse the following predicates. State how the predicative is expressed:
*
1. That’s enough now. You were born a fool and a fool you will re
main. 2. Who is this? 3. She married young. She was only nineteen. 4. The
story sounds a little strange. 5. It is nothing to me whether she is a liar
or a wronged angel. 6. The town was astir with the news. 7. He seemed
out of breath with the effort. 8. I’ve always been against taking Nan in
our confidence. 9. She was deeply concerned about Father’s health. 10.
The main thing is to keep your head. Carson is the best man for heart
operations. 11. You’ve come back a different woman. You are years
younger and you look the picture of health. 12. She sounded rather out of
temper over the telephone so I told her you were still too weak to be
:alled. 13. And there she lived for a long time forgotten by her rich rela
tives. 14. That part of Aunt Celia’s address was finally over. I felt a little
dazed by the possibilities just opened to me. 15. The wind continued
rough but the sea was noticeably smoother. The long promised treat was
becoming more real and I was the first to mention it.
2. The compound verbal predicate consists of two verbs: a finite verb
and a non-finite verb. We divide the compound verbal predicates in two
groups according to the character of the finite verb.
The compound verbal m o d a l predicate consists of a modal verb
(can, m a y , m u s t, sh a ll, w ill, o u g h t, need, dare) or a verb used with a modal
meaning (to be, to have, to w an t) followed by an infinitive.
E.g. 1. You needn’t have waited. 2 . She must be thinking of a drastic
change. 3. Nothing is to be touched in the room. 4. I dare say it
is so. 5. You don’t want to fight walls. 6. We had to wait for some
time.
The compound verbal a s p e c t i v e predicate consists of such verbs
as: to begin, to s ta r t, to go on, to keep, to con tin u e, to sto p , to g iv e u p, to
cease followed by an infinitive or gerund. To be g o in g and used plus an
infinitive also belong to this group.
✓
*
f
9.
It must have been guess work, Mary would not have told them any
thing. 10. He should be fit enough by now to tell us exactly what took
place on the beach. 11. Darling, stop looking like that and stop worry
ing. 12. They may have begun to realise that his story did not sound right.
13. He lay unconscious in the shadow thrown by an overhanging cliff.
14. It may begin raining any minute now. 15. She wasn’t born blind like
the other children. 16. It must have seemed natural to use the caves in
the cliff for storing things at the time. 17. There is no light from here on.
We must begin to use the torch. Don’t look so scared. 18. Spiro looked
comfortable enough and not at the moment particularly ill. He half
sat half lay propped up on his pillows, drinking coffee. 19. Godfrey had
stayed in the cabin busy with his camera and equipment. 20. He took
a quick drag on the cigarette. His leg was beginning to hurt him. 21. He
had no recollection of being found. 22. Money would have been no use
to me. 23. She had a bath and emerged from the bathroom as pink and
white as if she had not stayed awake half the night. 24. The snow had
almost gone but further north the Albanian peaks still gleamed white.
25. Some time later I caught a glimpse of moving white in the harbour
below me.
The Secondary Parts of the Sentence.
The Object 3
E.g. 1. She is teaching the blind. 2. She knew the two quite well.
4) a n i n f i n i t i v e , a g e r u n d
E.g. 1. She was delighted to see us. 2. We did not know how to begin.
3. The play was not worth seeing. 4. Thank you for coming.
271
5) a com plex w ith a n o n -fin ite form o f the verb o r a p red ica tive element
E.g. 1. We did not see him leave. 2 . I did not insist on her staying. 3. 1
want it done like that. 4. We thought you very brave.
6) by a sy n ta c tic a lly in d ivisib le g ro u p o f words
E.g. He took a pinch of snuff.
7) a su bordin ate clause
E.g. I know what I have to do.
8) The pronoun it may be used as an object instead of a noun or of
the pronoun this.
E.g. He took a ten dollar bill out of his wallet and reached it out to me.
2. I understood it at once.
9) The pronoun it may also serve as an a n tic ip a to r y o b ject introducing
a real object expressed by an infinitive, a gerund, a complex, ora subor
dinate clause.
P a tte r n 7
1. necessary
l
important to do smth
f thinks > best for smb to do smth
believes impossible
smb \ considers , it J 2. useless I doing smth
feels no use \
smb’s doing smth
l finds J no good J
3. necessary that smb should do
( important smth
Г4
M o d e l : I bought a box of chocolate creams.
I bought my little daughter a box of chocolate creams.
*
I bought a box of chocolate creams for my little daughter.
1. She walked about the room handing cups of tea and slices of seed
cake with a pretty smile. 2. Promise to send a telegram the moment you
arrive. 3. She brought a couple of folding chairs. 4. Only once did she
tell the story of her life. 5. Intentionally or not you caused much anxiety.
6. She spent the morning baking a chocolate layer cake. 7. I know a short
cut to the valley and Г11 show it. 8. Can’t you offer anything more inter
esting than this? 9. I’ll buy a good box of water colours. 10. I have
made some coffee.
Some verbs can take only prepositional indirect objects.
P a tte r n 8
is 1 explained
something to smb
was l dictated
E.g. 1. It was pointed out to her that she had made a mistake. 2. It was
explained to us that we should not lie in the sun. 3. The letter was
dictated to the secretary.
Exercise 17. Translate into English. Analyse the objects.
Model: Я покажу вам его.
I’ll point him out to you.
(him — direct object; to you — prepositional indirect object)
274
*
J. Я объясню вам, как это делать. 2. Мне дважды повторили объяс
нение. 3. Она мне это не посоветовала. 4. Я познакомил его с моей се
строй. 5. Продиктуйте мне, пожалуйста, это стихотворение. 6. Она
объявила, что немедленно уезжает. 7. Все мои ошибки были мне ука
заны. 8. Мне повторили, что мне нужно отдохнуть. 9. Мне продикто
вали несколько писем. 10. Мне его представили на конференции. 11.
Нам это вчера объявили. 12. Нам предложили попробовать сделать это
самим.
The Prepositional Object
Some verbs and all predicative adjectives and words of the category
of state govern their objects by means of prepositions.
E.g. 1. She did not look at me. 2. The dog is so fond of the children.
3. She was strangely aware of his presence. 4. They were engaged
in sorting out the mail.
It is sometimes difficult to distinguish between a prepositional ob
ject and an adverbial modifier expressed by a prepositional phrase.
E.g. He opened the door with his own key.
You may consider with his key an object and an adverbial modifier
of manner depending on whether you ask w ith w h a t ? or how .
Ю* 275
6) a com plex w ith a p re d ic a tiv e elem ent
E.g. I think her sweet.
They appointed him secretary of the society.
Exercise 18. Analyse the complex objects in the following sentences.
%
Types of Objects
«
The Attribute
The attribute is a secondary part of the sentence which modifies
a noun or a pronoun.
An attribute may stand before or after the modified word. The attri
bute may be expressed by:
1) an adjective
277
E.g. 1. It’s a good idea. 2. I know a better way. 3. She was my best
friend at school.
2) a pronoun (p o ssessive, d em o n stra tive, in te rro g a tiv e , defin in g)
E.g. 1. It ’s was my idea. 2. Look at this girl. 3. Whose little boy are
you? 4. There’s some milk left.
*
3) a n u m eral
E.g. 1. The place was called “The Four Poplars”. 2. The second letter
came only two days later.
4) a noun in the possessive case
E.g. It was still called Mother’s room.
4) an a d je c tiv ize d noun *
E.g. It was a charming forest scene.
6) a p re p o sitio n a l ph rase
E.g. The young man with the scenic cravat glanced nervously at the
girl in the fringed dress.
7) n o n -fin ite form s
E.g. 1. He was the last to learn about it. 2. I have no intention of telling
you. 3. The still admiring Joe, while on a business trip, had seen
Herbie. 4. The tightly stored tears would squeeze from her eyes as
she teetered past on her aching feet.
8) a com plex w ith a n o n -fin ite form
E.g. 1. The idea of Debbie taking him seriously never once crossed his
mind. 2. There’s no place for them to sleep unless we let them have
our room.
9) an adverb
E.g. 1. The downstairs closet was their favourite hiding place. 2. We
could hear somebody move in the room above.
10) a s y n ta c tic a lly in d ivisib le g ro u p of w ords
E.g. The woman with faded blue eyes turned out to be Jan’s mother.
11) a clause
E.g. All I know is that he is gone.
Exercise 20. Analyse the attributes in the following sentences and say by what they are
expressed:
1. Have I done anything to annoy your mother? 2. And the silken sad
uncertain rustling of each purple curtain thrilled me — filled me with
* The point as to whether the attribute in such word-combinations as stone wall,
gold watch is a noun in the common case or an adjective (adjectivized noun) constitutes
an unsolved problem. There are arguments pro and against each theory. The problem
will be treated at length in your course of Lexicology.
278
fantastic terrors never felt before. 3. She lay down on the living-room
davenport, and pressed her thin hand against her dull brown hair. 4. It
was a lively little narrative with carefully chosen amusing phrases of
description. 5. It was an off night for news — a long speech of somebody’s,
a plan for a garbage dump, a four-day-old murder mystery. 6. Some men
cannot pass a book shop. 7. My friend here and myself merely happened
to wonder how much are those pearls in your window. 8. It is the second
time it happens this week. 9. The large white monkey with its brown
haunting eyes impressed her at once. 10. A brown knitted frock with
little clear yellow buttons — unsoiled, uncreased. How could anybody
spare a thing like that? 11. The people upstairs are moving. 12. Anette’s
handsome person, stiffened. 13. It is not a question of taking money from
him. 14. I had to take a three months’ leave and go to a nursing home.
15. The image of his first love did not often haunt him now. 16. The dan
ger of his meeting Mother or Dad at some party was not negligible. 1-7.
What’s the sense of waiting I’m asking you. 18. No, Miss, she’s not a girl
for you to play with. 19. Have you anything to add? 20. You were the
last to see him alive.
The Apposition
The apposition is a special kind of attribute which is expressed by
a noun or pronoun which can have attributes of its own. The apposition
denotes the same person or thing as the noun it modifies.
E.g. She spoke of her son, a boy of fourteen.
There are two kinds of appositions: loose appositions and close appo
sitions.
L o o s e a p p o s i t i o n s are separated by commas from the
word they modify.
♦
E.g. 1. Tommy Trott, a man of law, sold his bed and lay upon straw.
2. She was greatly concerned about Juliana, her youngest and
prettiest daughter.
C l o s e a p p o s i t i o n s are not separated by commas from the
word they modify. They usually name a person’s profession, rank, title.
E.g. I. Doctor Beddoes was called in. 2. A letter from uncle Samuel
cheered him no end.
Exercise 21. Find the appositions. Say which are loose and which are close appositions:
1. And now her mother, a woman of sense, is also getting bored?
2. The boy, a natural model, fitted into the back ground of rock and sea
as inevitably as the pillars of the temple. 3. Here was I, Lucy Waring,
being asked into the water for a play. 4. There was the dolphin Jack who
saw the ships through Cook Strait for twenty years. 5. Far below us
I could still catch a glimpse of the sea, a silvery ribbon, between over
hanging cliffs. 6. Old Mother Hubbard went to the cupboard, to get her
poor dog a bone. 7. Tell him to bring his note of Colonel Saxley’s instruc
tions. 8. The kitchen, a windowless little room, was very clean. 9. The
«
279
child, a pretty little thing of eight, was considered delicate. 10. Cousin
Sally was considered the beauty of the family. 11. She trusted no one
except Doctor Barlow. 12. Nurse Attwood, you will come to mv studv
after tea.
Exercise 22. Extend the following sentences by filling the blanks with loose appositions.
Use nouns with or without attributes:
1. We were ushered in by his secretary — . 2. She was very fond of
her cat — . 3. She brought her sister — . 4. We met in the city park — .
5. She showed us the way to the beach — . 6. The school house — stood
at the bottom of the hill. 7. He introduced us to his mother — . 8. There
he was — .
4
E.g. 1. He danced quite well. 2. We walked a mile.
7) The adverbial m o d ifier of cause .
E.g. I lost that job through falling ill.
8) The adverbial m o d ifier of resu lt.
E.g. She was bright enough to see through him.
#
280
E.g. Have you come to talk business?
The adverbial modifier can be expressed by:
1) an adverb .
E.g. He will sign it tomorrow.
2) a noun or a noun w ith depen den t w ords
E.g. To swim a mile and a half in this chopping sea for an indifferent
swimmer seemed practically impossible.
3) a p re p o sitio n a l ph rase
E.g. 1. Don’t speak without thinking. 2. The car still stood there in
front of the house.
4) a n ou n , p ro n o u n , p a r tic ip le or a d jective in trodu ced b y a subordi
n a tin g con ju n ction
E.g. 1. He kept his eyes obstinately down as if ashamed to look at me.
2. He learned to swim when holidaying in Brittany.
*
5) a p a r tic ip le
E.g. Having made up his mind he drew a plan of action.
t
E.g. 1. He stood aside to let us pass. 2. The hint was broad enough for
anybody to understand.
N o t e 1. The Nominative absolute construction without being actually
a part of the sentence conveys certain adverbial meanings.
E.g. 1. I sat with my hands jammed tightly between my knees. 2. The
dress being a little short I spent the afternoon letting it out. 3. The
first step thus taken we had to go on with it. 4. I saw Petros move
forward from the door, gun in hand.
Exercise 23. A n a lyse the adverbial m odifiers.
Exercise 24. Analyse the prepositional phrases in the following sentences and state in
what syntactical functions they are used:
1. The boat-house was a vast structure with a high roof lost in shadows.
2. There was a window in the back of the boat-house. 3. I know nothing
against his way of life, madam. 4. She rose, yawned, nodded to us and
went in to warn her family of our arrival. 5. The members of my house
hold, naturally, are above suspicion. 6. Gregory agreed to this after a
time. 7. He was strongly in favour of starting at once. 8. I did not feel
like going over all this again. 9. When you feel up to talking of this you’ll
tell me everything. 10. Max pushed the damp hair off his brow with
a gesture almost of desperation. 11. Frightened of the man’s presence or
hurt by our tugging and by the friction of sand and pebbles, the animal
began to struggle. 12. Mr. Glenmore put the tips of his fingers together
and peered through them at Anthony. For a moment he looked rather
like a monkey peering through the bars of a cage.
282
N o t e 3. Complexes with the non-finite forms and with predicative
elements can be found in the functions of subject, object,
attribute and adverbial modifier.
Exercise 25. Analyse the complexes with the non-finite forms and the complexes with
predicative elements in the following sentences.
M o d e l : 1. And am I supposed to be going down there to shoot it in
the middle of the night?
(Nominative with the infinitive, subject)
2 . Why don't you want me to go down there?
(Accusative with the infinitive, object)
3. A small motor-boat came nosing round the bay, her engine
spluttering and sneezing.
(Nominative absolute construction, adverbial modifier
of attendant circumstances)
4. They considered me rather bright at school.
(complex with predicative element, object).
1. I saw him stand up and deliberately rock the boat. 2. He was be
side me on the sand with a coil of rope over his arm. 3. The dolphin lay
like a log, his eye turning back to watch us. 4. I’d planned for you to
visit it one day but there is an objection. 5. It was perfectly possible for
a man to work on an abstruse problem one day and yell his head off at
a football game the next. 6. I was hardly back in my hiding place before
we heard him coming back, the lights of his car growing at a terrible
speed and blinding me. 7. It’ll be all right. No one is likely to find it
here before morning. 8. I can't stand seeing anything hurt. 9. It was
a mistake for her to come. She’s not supposed to go out or see people.
10. He shouldered his way purposefully to the car and reached out a hand
for me to surrender the keys. И. I had to drive slowly, the roads being
packed and the harbour boulevard teeming with people. 12. The wall
was just a little too high for me to see what was going on on the other
side. 13. He knew his way, no doubt of that. There was not the slightest
danger of his getting lost. 14. He even mentioned my not being used to
right side driving. 15. The secret was considered lost. 16. It’s no use,
no use whatever my going to bed. I won’t sleep a wink. I know it. 17. It
was quite sufficiently unpleasant as it is without you butting in. 18. It
was a frilly pink dress, something for a child of ten to wear to a birthday
party. 19. The dolphin — Spiro’s dolphin — was stranded on the beach
and Max told them to float it again. 20. I found the snapshot hidden
under a pile of handkerchiefs.
3) P a ren th e sis .
a) such modal words as: of course , c e r ta in ly , su re ly , p o ssib ly , obvious
ly , e v id e n tly , p erh a p s , p ro b a b ly , m aybe, fce/fer
E.g. 1. “Better don’t,” she advised. 2. Surely, I left it here on the hall
table.
b) such adverbs as: f i r s t l y , secondly , a n y w a y , besides, s t i l l , etc.
E.g. 1. Still, I don’t want her to be hurt. 2. Anyway, we are leaving
in two days.
c) such prepositional phrases as: m m y opin ion , in sh o rt, lea st, etc.
E.g. 1. At least, I have always thought so. 2. In short, I ought to be
grateful to you for all you’ve done.
d) such infinitive and participial phrases as: to tell the tr u th , to &e-
g in w ith , g e n e ra lly sp ea k in g , fra n k ly sp ea k in g , etc.
KEYS TO EXERCISES
Exercise 1. 1. What a child you are! 2. How narrow the path was!
3. How easily and well she sang! 4. What big brown eyes the baby had!
5. How angrily she spoke...! 6. How noiselessly they ran! 7. How kind
to me she was! 8. How yellow the leaves are turning! 9. What a very in
volved story he told us! 10. How angry she lookedl 11. What a tiring day
it was! 12. What a relief to everybody it was!
284 r
Exercise 2. 1. subject; link-verb 2. subject 3. subject; second element
of a compound verbal modal predicate 4. subject; predicate 5. second
element of a compound verbal modal predicate 6. introductory particle
4‘there,,; predicate 7. predicative 8. subject 9. subject; auxiliary verb
10. subject
Exercise 3. 1. your carrying, — ger. comp. 2. for me to pretend, for-
phrase 3. your saying, ger. comp. 4. the safe — to have been left, Nom.
with the inf. 5. she — penniless, Nom + adj. 6. for me to go and tell,
for-phrase, 7. it — to happen, Nom. with the inf. 8. they — discussing,
Nom. with the part. 9. the matter — closed, Nom. with the part. 10. moth
er’s taking, ger. comp. 11. for her to praise, for-phrase 12. the car —
damaged, Nom. with the part. 13. information — to leak out, Nom.
with the inf. 14. they — dancing, Nom. with the part. 15. she — secre
tary, Nom.+noun.
Exercise 4. 1. waiting — gerund 2. that every child should — clause
3. for them to cross — for-phrase 4. my trying — ger. comp. 5. for
me to write — for-phrase 6. to see — infinitive 7. going gerund
8. that somebody should... — clause 9. to tell — infinitive 10. for me
to explain — for-phrase
Exercise 5. 1. It was mother who— 2. It was only yesterday that
3. It was in the garden that — 4. It was in the second half of the day
that 5. It was the dog who — 6. It was under one of the elms that
7. It was only yesterday that — 8. It’s you (whom) — 9. It was that boy
who 10. It was onlv in the morning that
Exercise 6. 1. there 2. there 3. it 4. there 5. there 6. it 7. it 8. there
9. there 10. it 11. it 12. there 13. there 14. it 15. it 16. there
Exercise 7. 1. substitute 2. formal subject 3. anticipatory 4. antic
ipatory 5. formal subject 6. substitute 7. substitute 8. substitute; sub
stitute; anticipatory 9. substitute; substitute 10. formal subject 11. sub
stitute 12. substitute; anticipatory 13. formal subject 14. formal subject
15. substitute
Exercise 8. 1. there 2. it — substitute; it — anticipatory 3. there;
it — anticipatory 4. it — formal subject; there 5. it — substitute; it —
substitute 6. there; it — substitute 7. it — formal subject; there 8. it —
substitute; there 9. it — anticipatory 10. it — formal subject 11. there;
it — substitute 12. there; it — anticipatory 13. there; it — substitute
14. it, it — fqrmal subjects 15. it — formal subject; it — substitute
Exercise 9. 1. it— if I fall — clause 2. It — pronoun; there—
passage — noun 3. there— nothing — negative pr.; 4. there— animal —
noun 5. it — pronoun; everybody — defining pr.; they — personal
pr. 6. this — demonstrative pr.; there — a palace — noun; it — pronoun;
7. member of Parliament — group of words 8. it — pronoun;
the shouting — verbal noun 9. it — to be — infinitive 10. soldiers —
noun; these — demonstrative pr.; 11. girls and businessmen — taking
tea — Nom. with the part. 12. star — to be taking — Nom. with the
inf. 13. pink — adjective; nobody — negative pr. 14. two — numeral;
t
285
the ones — indefinite pr. subst. 15. it — for her to have — for-phrase
16. talking — gerund 17. the man’s staring — ger. complex 18. for a
g irl. . . to have — for-phrase 19. pictures — noun; the first — numeral
20. some — indefinite pr.; others — defining pr. 21. the worst — adjec
tive
Exercise 10. 1. link-verb 2. simple pr. 3. simple pr. 4. link-verb
5. link-verb 6. simple pr. 7. simple pr. 8. link-verb 9. link-verb 10. simple
pr. 11. simple pr. 12. link-verb 13. simple pr. 14. simple pr. 15. link-verb
Exercise 13. 1. enough — adverb of degree; a fool — noun; a fool —
noun 2. who — interrogative pronoun 3. young — adjective; nineteen —
numeral 4. strange — adjective 5. nothing — negative pronoun; liar,
angel — nouns 6. astir — category of state 7. out of breath — prepo
sitional phrase 8. against taking — gerund with preposition 9. concerned
— participle 10. to keep — infinitive; man — noun 11. woman —
noun; younger — adjective; picture of health — group of words 12. out
of temper — prepositional phrase; weak — adjective 13. forgotten —
participle 14. over — adverb; dazed — participle 15, rough — adjec
tive; smoother — adjective; real — adjective; the first — numeral
Exercise 14. 1. simple pr. cond. mood 2. comp. verb. mod. pr. 3. comp,
verb. mod. pr. 4. comp. verb. mod. predicates 5. comp. verb. mod. pr.
6. comp. verb. mod. pr._7. simple pr. 8. comp. verb. mod. pr. 9. simple
pr. cond. mood 10. comp. verb. mod. pr. 11. simple pr. 12. comp. verb,
mod. pr. 13. comp. verb. mod. pr. 14. comp. verb. mod. pr. 15. simple
pr. cond. mood 16. simple pr. 17. comp. verb. mod. pr. 18. comp. verb,
mod. pr. 19. comp. verb. mod. pr. 20. comp. verb. mod. pr.
Exercise 15. 1. simple pr.; comp. verb. asp. pr. 2. comp. verb. mod.
pr.; comp, nominal pr. 3. comp. verb. mod. pr. 4. comp, nominal pr.;
comp, nominal pr. 5. comp. verb. mod. predicates 6. simple pr. (phr.);
comp. verb. mod. pr. (phr.); comp, nominal pr. 7. comp, nominal pr.;
comp, nominal pr. 8. simple pr. 9. comp, nominal pr.; simple pr. 10. comp,
nominal modal pr.; simple pr. 11. comp, verbal asp. pr.; comp, verbal
aspective pr. 12. comp. verb. mod. asp. pr.; comp, nominal pr. 13. comp,
nominal pr. 14. comp. verb, modal asp. pr. 15. comp, nominal pn 16.
comp, nominal modal pr. 17. simple pr.; comp. verb, modal asp. pr.;
comp, nominal pr. 18. comp, nominal pr.; comp, nominal pr. 19. comp,
nominal pr. 20. simple pr.; comp. verb. asp. pr. 21. simple pr. 22. comp,
nominal pr. 23. simple pr.; comp, nominal pr.; comp, nominal pr. 24. sim
ple pr.; compound nominal pr. 25. simple pr.
Exercise 18. 1. them making — Acc -f part 2. flag flying — Acc +
part 3. them taking — Acc + part 4. the dolphin stir — Acc + inf;
muscles flex — Acc + inf; ripple run — Acc + inf 5. him see — Acc +
inf 6. sister called — Acc + part 7. Fleur honest — complex with
predicative element 8. for me to go — for-phrase 9. it said — Acc +
part 10. the mirror broken — Acc + part 11 on John taking — ger
und comp. 12. on his being — gerund comp. 13. for you to be taken —
for-phrase 14. her pretty — comp, with predicative element 15. their
taking — gerund comp. 16. her saying — gerund comp. 17. for us to
look — for-phrase 18. her . . . likely — comp, with predicative element
19. your saying— gerund comp.
♦
Assignment V. Write out all non-finite forms and complexes with the non-finite
forms from the following passage. Analyse them:
I swallowed more water, and in my panic began to struggle again.
I burst free of the water, my eyes wide and sore, my arms failing to keep
me above water. The roar of the waves came to me oddly muffled now.
I was being carried back down, down like a sackful of lead.
But the dolphin was here now. He was lifting me out of the nightmare
of choking blackness, into the air.
I could breathe. I was at the surface, thrown there by a strength
I hadn’t believed possible.
As I moved forward I felt his body turn beside me in a rolling dive
which half lifted, half threw me across the current.
4
Assignment VI. Write a two page long reproduction of some passage from your indi*
vidual reading. Show in the reproduction all possible ways of expressing the subject.
The Article
Articles are mostly used with nouns which have the forms of the sin
gular and of the plural.
1. There’s a banana in the ice-box. Don’t touch it. 2. I’ll put a cherry
on top of your porridge. 3. I saw a handkerchief in that drawer. 4. Have
you a pen or will you use a pencil? 5. I’ll give you a book to read in the
train. 6. We found a mushroom in the park. 7. There is a bird in that tree.
8. Is there a cat in the house? 9. He has a spelling mistake. 10. What
a strange mistake! 11. She is rather a pretty girl. 12. They have such
a noisy child. 13. I saw quite a large house there. 14. Have you a ribbon
of just this shade of blue?
Exercise 2. Change the forms of the nouns in bold type from the plural to the singular.
Make all the necessary changes in the sentences.
\
E.g 1. Give him an apple and send him out to play. 2. It’s a chocolate
cream. My favourite kind. With a cherry inside.
The Russian equivalents of the indefinite article in this case are:
один, какой-нибудь, какой-то, некий.
The indefinite article is often (but not always) found in the follow
ing word-combinations: what a such a rather a
• • quite • •
a • • like a •as a
* to be, become, seem a
I I I
1. Это не тот дом. 2. Мне кажется, что это тот ключ. 3. Он перехо
дил улицу не в том месте. 4. Он подходящий человек для этой работы.
5. Это как раз та книга, которую я искал. 6. Это случилось в тот самый
день, когда он приехал. 7. Я покажу тебе, как это правильно делать.
8. Это и есть правильное объяснение. 9. Это неправильный ответ. 10.
Вы взяли не тот портфель. 11. Вот это правильная дорога. 12. Вы вло
жили письмо не в тот конверт. 13. Вы неподходящий человек для этого.
14. Это не то же самое. 15. Это не то же самое письмо.
5) No article can be used after “no”.
E.g. 1. There is no (such) book on the table. 2. There are no (small)
children in the yard. 3. I have no (red) pen. 4. We have no (gram
mar) lessons today.
294
Exercise 9. Translate into English:
1. На полке нет английских книг. 2. В институте сегодня нет сту
второго курса. 3. Таких книг у меня нет. 4. У гр о
этому вопросу. 5. Никакого плана было Такой
было. 7. Перчаток на полу не было. 8. В буфете
было таких папирос. 9. У меня нет красного 10. В сумке
нет красного карандаша.
E.g. 1. The English books are not in the bag. 2 . This interesting book
is not on the shelf.
P a tte rn 2
иметь
A. r such \
в.
book(s)
E.g. 1. He has not got my book. 2. They have not got the map.
If we mean “not a single one” we follow the pattern below.
E.g. 1. Mummy, can I have an ice-cream? 2. Here you are, Miss. A salad
and a coffee.
Exercise 12. F ill in the b la n k s w ith a r tic le s w h ere n ecessa ry:
1. No, you can’t have — chocolate. You’ve had three already. 2. She
had a bar of — chocolate in her pocket. 3. I’m afraid — milk has turned,
Ann. 4. You must drink lots of — fresh milk. 5. I hate — wool next the
skin. 6. I couldn’t match — wool. They’ve nothing at all like this shade
of pink. 7. I don’t think much of that sweater. — wool is good but it is
sizes too large and then why pink? 8. Don’t take the top sandwich. —
cheese is quite dry. 9. — sand shone silvery white in the moonlight.
10. She slept or dreamed while the children played in — sand. fl. You
need — sand to produce — bricks. 12. And the whole thing is topped
with — whipped cream. 13. He hated the freaky chairs made of — steel.
b) We use no articles with abstract nouns which are used only in the
singular. *
Both articles may be used with the names of meals if a party is meant.
Exercise 16. Fill in the blanks with articles, where necessary:
E.g. 1. They met at a dinner given by the faculty for some visiting lec
t
turer. 2. The dinner was a success and she was proud of herself.
1. You’d think that just one night he might go and wash b e fo re -
dinner was on — table. 2. How about coming to — tea tomorrow, tiny
one? 3. Are they staying to — dinner? 4. Come and talk to me in my room
after — breakfast. 5. You’ve eaten too much for — dinner, that’s what’s
wrong with you. 6. And I think we might have — tea on the terrace.
7.— breakfast will be ready in about twenty minutes. 8. It was — excel
lent dinner, the best I’ve eaten in weeks. 9. Ask him to have — supper
with us. 10.— dinner was a gloomy affair and we left as soon as we de-
centlv could. 11. We had — lunch at a road-side restaurant.
g) We find a fixed use of articles in some word-combinations.
I. The In d e fin ite A r tic le
1) to be in a hurry, at a loss 2) to do smth in a hurry 3) to see, under
300
stand, realise smth at a glance 4) to say smth, to speak, talk in a loud
(low) voice 5) it is a pity (a shame, a pleasure) 6) to have a great deal of
smth 7) as a result of
W 4
KEYS ТО EXERCISES
ч
Exercise 4. 1. любой; какая-нибудь 2. какой-то 3. одну 4. одного
5. каждая 6. ни один 7. какой 8. одну 9. одно 10. одну (какую-то)
11. какой-то.
Exercise 5. 1. the letter; а . . . sheet 2. an 3. the door, the kitchen
4. a taxi, the driver 5. the glasses, the address, the case, a cable, the ...
plane 6. a . . . bedroom 7. the telephone 8. a telephone 9. the banana, an
apple 10. the (a) speed-boat, the attention, the pilot, the boat, a ...
hawk 11. the place, a look, the house, the war 12. the girl, the ground
floor, the terrace, the steps.
Exercise 6.1. the lift 2. the lift 3. a lift 4. the landing, a boy, a parcel
5. the boy 6. a dictionary 7. the dictionary 8. a dictionary. 9. a book
10. a story 11. a sandwich 12. the pie 13. a cup 14. the cup 15. a friend
16. a friend 17. the stairs 18. a shirt, the bed
Exercise 7. 1.—chapter, a description, the history 2. the books,—
page 3. the first volume,—chapter, the second 4.—volume, the shelf
5.—people 6. the two girls, the resemblance 7. the second floor, the kit
chen window, a, view of the yard 8. a third sandwich 9. the third door,
the corridor 10. the suitcase,—two clean shirts 11. the second attempt,
the key, the lock, the door 12. the second time, a second time
Exercise 8. 1. the wrong house 2. the right key 3. the wrong place
4. the right man 5. the very book 6. the very day 7. the right way 8. the
right explanation 9. the wrong answer 10. the wrong bag 11. the right
way 12. the wrong envelope 13. not the right man 14. not the same thing
15. not the same letter
Exercise 9. 1. there are no 2. there are no 3. no such books 4. no text
books 5. no plan 6. no idea 7. no gloves 8, they had no such cigarettes
9. no red pencil 10. no red pencil
Exercise 10. 1. have no (have not got a) book of my own 2. has no
(has not got an) idea of his own 3. the book is not 4. my pen is not 5. has
no (has not got a) plan of his own 6. had no (had not got an) opinion of
his own 7. the dictionary was no longer 8. has not got this book 9. have
not got these cigarettes 10. has not got these letters
Exercise И. 1. the world 2. the ground 3. the sky 4. the plural 5. the
earth, the sun 6. the planets, a moon 7. a kinder world, a warmer sun
8. the sea, the shadow, the cliff 9. an agonizing look, a sea'10. the pre
sent 11. the post 12. the press 13. the East 14. the East 15. the rain, a wet
ground 16. the frozen ground 17. the hot sun 18. the project, the press
Exercise 12. 1. a chocolate 2. chocolate 3. the milk 4. fresh milk
5. wool 6. the wool 7. the wool 8. the cheese 9. the sand 10. the sand 11.
sand, bricks 12. whipped cream 13. of steel 14. the wood 15. of wood
16. of grey stone
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Exercise 13. 1. an indifference 2. companionship, a new interest, in
life 3. with complete understanding 4. modern fashions 5. without con
viction 6. life, of humour 7. of regret and confusion 8. the impatience,
a matter of life or death, the young, things 9. the conversation, in sullen
silence, a word on the subject under discussion 10. the story, a strange
feeling of curiosity and sadness, a usual story 11. a woman with a good
deal of elegance and dignity, a figure, with the unaffected distinction
of a woman, from doubt or fear 12. on modern poetry 13. by Moscow time
14. sufficient time 15. ancient literature, an obscure college 16. the Eng
lish literature of the 19th century 17. capitalist economy, such problems
Exercise 14. 1. Mother, an . . . person 2. Sister 3. a kid sister 4. a gro
wing boy, a father 5. Father 6. the mother’s lap 7. a mother, . . . patience
8. young Mr. Cruger, Miss Wilmarth, the baby 9. a Miss Marshall, the
Devonshire Marshalls, a Carfax 10. Bertran de Borne, the man, the one,
the thirteenth century 11. of little Curtis 12. the Albert Matsons, the
Henry Matsons’ children
Exercise 15. 1. a bit, the money 2. advice, good advice 3. the spell
of cold weather 4. full information on the subject 5. a bit of fun 6. fun
7. for permission, the afternoon 8. permission 9. the job, the money, the
work 10. luck 11. news 12. the information 13. the weather 14. the wea
ther 15. weather 16. the money 17. money 18. progress
Exercise 16. 1. dinner, the table 2. to tea 3. to dinner 4. after break
fast 5. dinner 6. tea 7. breakfast 8. an excellent dinner 9. supper 10. the
dinner 11. a very good tea 12. lunch
Exercise 17. 1. a hurry 2. the cinema 3. at dinner 4. the other day 5. a
pleasure 6. the beach, the morning 7. at first sight 8. at a loss 9. play
cards, from morning till night 10. by land, by plane 11. by morning 12. the
piano 13. the beginning to the end 14. at a glance, a good deal 15. of
danger 16. for hours, play football 17, on business 18. the wrong door
by mistake 19. the trouble 20. by day, at night, the only thing
Exercise 18. 1. at table 2. at sunrise 3. at a glahce, at first sight 4. by
sea 5. on the one hand, by plane 6. play tennis 7. in the original 8. at a
loss 9. in a hurry 10. on business, on vacation 11. by mistake 12. in the
morning 13. at first sight 14. in despair, by plane 15. What a pity! 16. as
a result, in the night 17. by name 18. at breakfast 19. the other day 20. at
sunrise 21. out of the question 22. for hours, play chess 23. play the
piano 24. in a loud voice 25. to tell the truth, to take the trouble
T a b le of C o n te n ts
Т ех н и ч еск и й р е д а к т о р Т. Д. Гарина
К ор р ек тор В. А. Золотова