Documente Academic
Documente Profesional
Documente Cultură
GRAMMAR
- PART II-
Braov, 2011
Contents
Introduction.......................................................................................................................4
UNIT ONE........................................................................................................................6
I.1. Introduction .....................................................................................................6
I.2. Competences ...................................................................................................6
I.3.1. Personal Pronouns ........................................................................................6
I.3.2. Relative Pronouns ........................................................................................7
I.3.3. Interrogative Pronouns ................................................................................8
I.3.4. Possessive Pronouns ....................................................................................8
I.3.5. Reflexive Pronouns .....................................................................................9
I.3.6. Demonstrative Pronouns ...........................................................................10
I.4. Exercises .......................................................................................................10
I.5. End of unit test .............................................................................................12
UNIT TWO. ....................................................................................................................14
II.1. Introduction..................................................................................................14
II.2. Competences ................................................................................................14
II.3.1. The Cardinal Numeral ..............................................................................14
II.3.2. The Ordinal Numeral ................................................................................15
II.3.3. Other Types of Numerals .........................................................................16
II.4. Exercises ......................................................................................................17
II.5. End of unit test .............................................................................................18
UNIT THREE. ................................................................................................................20
III.1. Introduction ................................................................................................20
III.2. Competences...............................................................................................20
III.3.1. Definition ................................................................................................20
III.3.2. Classification of adverbs in point of meaning .........................................21
III.3.3. Classification of adverbs in point of form ...............................................21
III.3.4. Spelling ...................................................................................................21
III.3.5. Degrees of comparison ...........................................................................22
III.3.6. Position of adverbs .................................................................................23
III.4. Exercises ....................................................................................................25
III.5. End of unit test............................................................................................27
UNIT FOUR. ..............................................................................................................29
IV.1. Introduction ................................................................................................29
IV.2. Competences ..............................................................................................29
IV.3.1. Characteristics .........................................................................................29
IV.3.2. Specific usage of modal verbs ................................................................30
IV.4. Exercises ....................................................................................................32
IV.5. End of unit test ..........................................................................................34
UNIT FIVE. ....................................................................................................................37
V.1. Introduction..................................................................................................37
V.2. Competences................................................................................................37
V.3.1. Conditional Types.....................................................................................37
V.3.2. Conjunctions of Condition........................................................................38
V.3.3. Mixed Conditionals ..................................................................................38
V.4. Exercises .....................................................................................................39
V.5. End of unit test ............................................................................................42
UNIT SIX........................................................................................................................44
VI.1. Introduction ................................................................................................44
2
Introduction
The Practical Course in English Grammar Part II attempts at revising and
consolidating essential grammar at intermediate level, which have not been addressed
in the first part of the course. It also providing opportunities for students to practice
grammar structures and assess themselves. To this end, each unit includes a
theoretical part which synthesizes essential information from outstanding books in
English morphology, followed by a wide range of exercises. The exercises are
designed so as for students to be able to solve them both individually and in pairs,
during the tutorials. The course also comprises regular tests, at the end of each unit,
which give students the possibility to check their knowledge. The grammatical
information provided in the course can be used for reference when needed or worked
through systematically.
Course objectives
The aim of this course is to provide students with comprehensive grammar
structures linked to the following areas: the pronoun, the adverb, the
numeral, modal verbs, conditional clauses and passive voice. At the end of
this course, the distance-learning students will be able to:
Operate with a wide range of new grammar structures;
Use language accurately;
Identify the appropriate form of the parts of speech required;
Compare and contrast English and Romanian morphological systems.
Resources
Apart from the printed material, the course also requires the use of
monolingual and bilingual dictionaries. Areas from the course which might
be found problematic can be further studied using the bibliography provided
by the tutor.
Course structure
The course is structured in 6 units, each of them including objectives, a
theoretical part with examples, followed by exercise and an end of unit test.
Preliminary requirements
Being designed at intermediate level, the course requires students to have
knowledge of English at pre-intermediate level.
Assessment
At the end of the semester, each student will receive a grade which will
reflect the results of a written test meant to assess the students acquired
knowledge (70% of the final grade) and students activity during the tutorials
(30% of the final grade).
I.1. Introduction
This unit introduces essential elements regarding the category of
noun in English.
I.2. Competences
On completion of UNIT ONE, students will be able to specify the
noun classes in English and form the plural and possessive case of English
nouns correctly.
Singular
Plural
Use:
st
Person
Subject form
1
2nd
3rd
1st
2nd
3rd
I
you
he/ she/ it
we
you
they
Object form
me
you
him/ her/ it
us
you
them
EXAMPLE
I like coffee.
Do you like coffee?
He runs fast.
She is clever.
John helped me.
It doesn't work.
We are happy.
You are our friends.
They are students.
4. WHICH
5. THAT
Use
- replaces a subject noun for a person.
- indicates possession both for people and things, but of
which would be more common in the latter case.
- is the object form of who;
- replaces an object noun for a person, with or without
preposition
- replaces a subject/ object noun for things only.
- replaces a subject/ object noun for things a person
(informal);
- replaces a subject/ object noun for a person in everyday
speech.
EXAMPLE
The woman who called you is my friend.
The woman that called you is my friend. (informal)
The woman whom you called is my friend.
EXAMPLE
The book which you lent me is really good./ The book you lent me.
The person whom I talked to was Mary./ The person I talked to was Mary.
BUT
The book, which I havent read, was still on the shelf. (Non-defining relative clause,
so the relative pronoun cannot be omitted).
I.3.3. Interrogative Pronouns
Are pronouns used to ask questions.
Pronoun
1. WHO
2. WHOSE
3. WHOM
4. WHICH
5. WHAT
Use
always used to refer to people
always used to refer to possession
always used to refer to people; appears in object position
with or without preposition
can have both personal and non-personal reference, if
used as determiners (it implies a selection from a limited
group)
can have both personal and non-personal reference, if
used as determiners.
EXAMPLE
Who is the head of this department?
Whom should I speak to so as to solve the problem?
Whom did you phone?
Who/ which is your favourite writer?
What/ which music do you like?
What can I do for you?
What time is it?
Whose is this book?
Whose car did you drive here?
I.3.4. Possessive Pronouns and Adjectives
Possessive adjectives are usually used to describe a noun, being placed before it, like
other adjectives. Possessive pronouns show ownership, without being followed by
nouns;
8
Personal pronoun
I
You
He
She
It
We
You
They
Use:
Possessive adjective
My
Your
His
Her
Its
Our
Your
Their
Possessive Pronoun
mine
yours
his
hers
its
ours
yours
theirs
EXAMPLE
I finished all my homework in time.
The mistake was mine./ It was my mistake.
Julys car is big./ Her car is big./ Her cars are big.
She changed her mind.
I.3.5. Reflexive Pronouns
Indicate that the action of the verb is undergone by the doer (the object of a sentence
is the same as the subject);
I
You
He
She
It
We
You
They
Use:
myself
yourself
himself
herself
itself
ourselves
yourselves
themselves
with verbs such as: hurt, consider, ask, pride, care etc.
as the object of a preposition, when the subject and the object are the same;
to emphasize the subject.
sometimes are omitted.
EXAMPLE
He has just hurt himself.
I bought a present for myself.
He saw all this himself.
He washed (himself) and left.
I.3.6. Demonstrative Pronouns and Adjectives
Demonstrative pronouns replace nouns, nominal groups, sentences etc., the
substitution characterizing them in point of space or time.
Demonstrative adjectives are used to specify a particular instance or set of instances
of a noun.
Near
Far
Singular
THIS
THAT
Plural
THESE
THOSE
EXAMPLE
This wine tastes good.
Have you seen this movie?
These are bad times.
Do you like these pictures?
That is a beautiful scenery.
Look at that boy!
I.4. EXERCISES
10
11
12
4. What did you do with the money ..your mother gave to you?
5. .is Pamela Anderson? - Shes an American film-star.
6. ...is Tony Blairs address? - Its 10, Downing Street.
7. .way shall we go - to the right or to the left?
8. ...is Madame Tussauds like?
9. ...beach was quite empty last year.
10. ..exhibition will be open until the end of May.
11. ..people come from that hotel over there.
12. What does notice say?
13. ...exhibition closed a month ago.
14. He was dismissed on the 13th. ..night the factory went on fire.
15. Do you see birds at the top of the tree?
16. . are the old classrooms. Those are the new ones.
17. .is my cousin, Jessica.
18. Wasn't .a horrible thing to say?
19. .of the two girls is your desk mate?
20. The girl friends organize the party is Jane.
13
II.1. Introduction
This unit introduces essential elements regarding the numeral in English.
II.2. Competences
On completion of UNIT TWO, students will be able to differentiate
between cardinal and ordinal numerals and use them appropriately in given
contexts.
20 twenty
21 twenty-one
22 twenty-two
23 twenty-three
24 twenty-four
25 twenty-five
26 twenty-six
27 twenty-seven
28 twenty-eight
29 twenty-nine
30 thirty
40 forty
50 fifty
60 sixty
70 seventy
80 eighty
14
17 seventeen
18 eighteen
19 nineteen
90 ninety
100 one hundred
1,000 one thousand
1,000,000 one million
1,000,000,000 one billion
decimals are indicated by , which is read point. After the point, each number is read
separately; the zero after the decimal point is usually read nought(BrE), but o and
zero(AmE) are also possible.
EXAMPLE
30.234 thirty point two three four
123 789.765 one hundred and twenty three thousand seven hundred and eighty nine point
seven six five
20th twentieth
21st twenty-first
22nd twenty-second etc.
30th thirtieth
40th fortieth
50th fiftieth
60th sixtieth
70th seventieth
80th eightieth
90th ninetieth
100th hundredth
101st hundred and first
1000th thousandth
15
15th fifteenth
16th sixteenth
17th seventeenth
18th eighteenth
19th nineteenth
Ordinal numerals are formed with the suffix th, except for the first three;
The article the normally precedes the ordinal numerals: e.g. the second student;
The final y at the end of the tens turns into ie;
When written in figures the last two letters of the word must be added;
EXAMPLE
first= 1st
second= 2nd
twenty-fifth=25th
Titles of kings are written in Roman figures, but are read using ordinal numerals
preceded by the:
EXAMPLE
Charles V - Charles the Fifth
Elisabeth II - Elisabeth the Second
Dates are expressed by ordinal numerals and can be written in a variety of ways:
EXAMPLE
May 12/ May the 12th /May 12th / 12 May/ 12th of May
EXAMPLE
1/5 a/one fifth
4/5 four fifths
1/10 a /one tenth
8/10 eight tenths
II.3.3. OTHER TYPES OF NUMERALS
16
Lets remember...
when reading a number made of three or more figures we place and before
the word denoting tens or units: e.g. 634 (six hundred and thirty four);
the words hundred, thousand, million, billion, dozen do not make the
agreement with the plural if preceded by a quantity: e.g. two hundred people;
a couple million. But we say hundreds / thousands/ millions/ dozens of
people;
in telephone numbers, each figure is spoken separately, except for double or
treble figures: e.g. 0268 355 499 oh two six eight three double five four
double nine.
II.4. EXERCISES
II.4.1. Write the following numbers in words:
4, 87, 18, 36, 51, 3, 10, 21, 16, 93, 82, 76, 6, 13, 69, 99, 45, 51, 42, 73, 85
5.000; 700; 13.000; 100.000; 200.000; 600; 500; 3.000; 10.000
EXAMPLE
01.11.2000,
29.10.1999,
18
206
822
824
5,895 m
19,888,000
20th July 1969
19
III.1. Introduction
This unit introduces essential elements regarding the category of
adjective in English.
III.2. Competences
On completion of UNIT THREE, students will be able to make up
adverbs from given words, form the degrees of comparison both for regular
and irregular adverbs and make the difference between the different forms of
a given adverb.
III.3.1. DEFINITION
Adverbs are usually used with verbs to give more information about the action to
say how, where or when it is done, but they can also modify adjectives, other adverbs,
and, less frequently, prepositional phrases, pronouns, numerals, nouns or a whole
sentence.
EXAMPLE
He does not write legibly enough.
They always go to school on foot.
They wake up early in the morning.
She is an extremely intelligent woman.
He drives extremely carefully.
20
adverbs of time: e.g. after, afterwards, already, before, lately, early, ever,
first, immediately, late, meanwhile, never, rarely, presently, once, since, soon,
then, weekly, yet, when, yesterday, tomorrow, today, etc.
adverbs of manner: e.g. badly, certainly, easily, fast, kindly, slowly, so,
somehow, surely, thus, well, etc.
adverbs of place: e.g. above, away, before, behind, between, near, hence, near,
far, under, over, outside, upwards, downwards, wherever, anywhere, nowhere,
somewhere, everywhere, etc.
adverbs of cause, reason, or result: e.g. consequently, hence, for that, for that
reason/purpose, on purpose, so, so that, that is why, therefore, etc.
concession adverbs: e.g. however, still, yet, etc.
adverbs of frequency and repetition: e.g. once, twice, three times, firstly,
secondly, thirdly, lastly, again, etc.
interrogative adverbs: e.g. how, when, where, why, etc.
III.3.4. Spelling
Sometimes when we turn adjectives into adverbs, by adding the suffix -ly, there
may be spelling variations.
21
b. Comparative of Inferiority
one syllable adverbs as well as the adverb early form the comparative
with -er and the superlative with est:
EXAMPLE
near
nearer
late
later
early
earlier
nearest
latest
earliest
adverbs ending in -ly as well as the adverb seldom form the comparative
with more and the superlative with most:
EXAMPLE
cleverly
more cleverly
nicely
more nicely
seldom
more seldom
most cleverly
most nicely
most seldom
there are adverbs in English which form the comparative and the superlative
irregularly:
22
EXAMPLE
well
badly
ill
far (fore )
near
little
much
late
better
worse
best
worst
farther/further
nearer
less/lesser
more
later
farthest/furthest
nearest/next
least
most
latest/last
EXAMPLE
I feel cold more and more.
We like his attitude less and less.
The farther we walk, the later we will be back.
III.3.6. POSITION OF ADVERBS
Adverbs and adverbial phrases usually go at the end of the sentence, and
normally the order is MANNER, PLACE, TIME: They were talking quietly
in the garden last night.
We can sometimes move one of these adverbs to the beginning of the sentence
for emphasis or focus: Last night they were talking quietly in the garden. /
In the garden, they were all talking quietly.
Not all adverbs can be used in all three positions: initial, mid, end.
23
when a verb has several parts, the most common position is after the first
auxiliary verb.
I have always liked rock music.
in emphatic sentences, many adverbs are placed before the first auxiliary verb.
I certainly want to join you.
24
Lets remember...
there are adverbs whose form coincides with that of adjectives: first, low,
daily, weekly, friendly, deadly, likely, lively
certain adverbs have two forms, sometimes with different meanings: one
ending in -ly and one which looks like an adjective: right/ rightly, wrong/
wrongly, har/ hardly, easy/ easily, late/ lately, direct/ directly.
EXAMPLE
He had a friendly attitude.
They talked to us in a friendly way.
Try and do it right this time.
It is not easy at all, as you have rightly said.
You guessed wrong.
I wrongly believed that you wanted to help me.
Come close; I want to tell you something.
Please study this file closely; it is very important.
You dont need to get angry; take it easy.
I found my way back very easily.
He came too late.
I havent seen them lately.
We are flying direct.
I can explain you directly.
You should always aim high.
He is highly thought of.
It was raining hard.
It hardly matters anymore.
III.4. EXERCISES
III.4.1. Fill in the gaps either with an adjective or an adverb, starting from the
word given:
EXAMPLE
Peter works .(slow)./ Peter works slowly.
1.
2.
3.
4.
5.
6.
7.
III.4.4. Find the adjective in the first sentence and fill the gap with the adverb.
1. Joanne is happy. She smiles .
2. The boy is loud. He shouts ..
3. Her English is fluent. She speaks English ..
26
4.
5.
6.
7.
8.
III.5.1. Fill in the gaps either with an adjective or an adverb, starting from the
word given:
1. The bus driver was .injured. (serious)
2. Kevin is .clever. (extreme)
3. This hamburger tastes ..(awful)
4. Be ..with this glass of milk. It's hot. (careful)
5. Robin looks ..What's the matter with him? (sad)
6. Jack is upset about losing his keys. (terrible)
7. This steak smells.. ..(good)
8. Our basketball team played last Friday. (bad)
9. Don't speak so .I can't understand you. (fast)
10. Maria .opened her present. (slow)
11. Its ..cold today, considering its still summer. (usual)
12. Actually I found Tonys book was .interesting. (surprise)
13. ., my father used to go to school with your father. (interest)
14. The police managed .to find the missing children. (success)
15. Her compositions are always ..written. (nice)
16. I am .ashamed of your behaviour. (thorough)
17. Mike tried to phone Cathy several times. (success)
18. These instructions seem .complicated. (necessary)
19. Someone had ..left the front door open. (obvious)
20. This question is .difficult, isnt it? (awful)
III.5.2. Rewrite the complete sentence using the word in brackets:
1. Have you been to London? (ever)
2. Peter doesn't get up before seven. (usually)
3. Our friends must write tests. (often)
4. They go swimming in the lake. (sometimes)
5. The weather is bad in November. (always)
6. Peggy and Frank are late. (usually)
7. I have met him before. (never)
8. John watches TV. (seldom)
9. I was in contact with my sister. (often)
10. She will love him. (always)
27
28
IV.1. Introduction
This unit introduces essential elements regarding Present Tenses in
English.
IV.2. Competences
On completion of UNIT FOUR, students will be able to use modal verbs
appropriately, to making a clear difference between the type of action expressed by
each modal verb.
IV.3.1. CHARACTERISTICS
MODAL VERBS: CAN, COULD, MAY, MIGHT, SHALL, SHOULD, WILL,
WOULD, MUST
Characteristics
Examples
1. are not followed or preceded by to, She can dance very well.
except for ought, which is followed by
to;
2. have the same form for all persons and I should go./ She should go.
tenses;
3. the construction modal verb + perfect He must have arrived earlier.
infinitive describes an event, activity or
situation that may/may not have
happened in the past;
4. some modal verbs have another modal I can speak English. She said she could
verb counterpart for the past: can could, speak English.
29
2. SHALL
3. CAN
4. COULD
5. MAY
6. MIGHT
USAGE
- to construct the Future Tense
of regular and irregular verbs;
- to show that a decision has
been made;
- to construct the Future Tense
of regular and irregular verbs,
for the 1st person singular and
plural;
- to make a suggestion/offer in
the form of a question
- equivalent with to be able
to;
- to describe ability/willingness
to do something now;
- to ask for permission;
- to express perception with
certain verbs;
- CANT + HAVE is used to
make deductions about past
actions.
- to describe ability/willingness
to do something in the past;
- to express perception in the
past with certain verbs;
- COULD+ HAVE expresses
possibility or uncertainty about
past actions.
-equivalent with to be allowed
to/ to be permitted to;
- to express a possibility/make a
suggestion at the present time
or in the future;
- to give/ask for permission;
- MAY + HAVE expresses
possibility or uncertainty about
past actions.
- to express a possibility/make a
30
EXAMPLE
They will visit our country
next year.
I will repair the roof
immediately.
I shall take this into account
by all means.
7. MUST
8. WOULD
9. SHOULD
10. OUGHT TO
11. NEED TO
EXAMPLE
He can speak English. = He is able to speak English.
31
IV.4. EXERCISES
IV.4.1. Complete each sentence with one verb:
can
could
may
might
should
ought to
shall
will
EXAMPLE
1. could
1.
2.
3.
4.
5.
6.
7.
8.
16. Something bad . have happened to Joan, she has never been late
like this.
17. You .. have deleted the file, you need it later.
18. The secretary have already left, but I am not sure. Check her
office.
19. ..you be so kind as to help me?
20. We all visit our friends when in need.
EXAMPLE
1. d
1. Youtold them that! I asked you to keep quiet!
a. mustn't have; b. mightn't have; c. wouldn't have; d. shouldn't have.
2. He..it; he was with me all the time.
a. cant have done; b. mightnt have done; c. wont do; d. cant do.
3. It.have been a good idea to asked her before you just
jumped in.
a. should; b. could; c. may; d. might.
4. I can't imagine what you .to do something so stupid.
a. can have thought; b. couldnt have thought; c. could have thought; d. may
not have thinking.
5. you have left the keys in the car?
a. may; b. could; c. must; d. mustnt.
6. You ..have helped me a little more - you weren't doing
a. may; b. could; c. must; d. can.
7. I say this much for him: he's very generous.
a. might; b. will; c. may; d. could.
8. You .have posted my letters for me while you were in the
post office.
a. mustnt; b. might; c. can; d. wont
9. He.., though I warned him not to.
a. would go; b. must go; c. can have gone; d. would have gone.
10. Well, you ..have sold him the car if you didn't think he
would pay you.
a. cant; b. may not; c. mustnt; d. should not.
11. That house is too expensive for us. We ..it.
a. shouldnt buy; b. shouldnt have bought; c. dont have to buy; d. can buy.
12. The police officer says that the injured victims of the car crash..
be removed before the ambulance arrives.
a. neednt; b. havent to; c. couldnt; d. mustnt.
13. There was an explosion in the coal mine but all colliers ..escape.
a. could; b. can; c. couldnt; d. may not.
14. Jean looked really sad after Jimmy had turned her down. She .be
still in love with him.
a. can; b. mustnt; c. may not; d. should.
15. Yesterday Tony Blair defended an intervention in Iraq. He ..it.
33
a. must have done; b. mustnt have done; c. shouldnt have done; d. shouldnt
do.
16. My baby has a skin infection. The doctor says that .give him a
bath.
a. mustnt; b. couldnt; c. would; d. shall.
17. Even for a great champion like Roger de Vlaeminck winning Paris-Roubaix
four times wasn't a piece of cake but at last he do it.
a. was able to; b. must; c. may; d. was to.
18. Mrs. Wilson is suspected of having strangled her husband despite her age and
blindness. She him.
a. cant have killed; b. must have killed; c. should have killed; d. could kill.
19. Our teacher says that this novel has an incredible plot. Therefore we.read
it.
a. may not; b. cant; d. should; d. may.
IV.4.3. Put the following sentences in the past and future:
EXAMPLE
1. I had to begin./ I will have to begin.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I must begin.
You dont have to come.
You cant mean it.
You should help me.
The data must be wrong.
I cant speak German.
We may use calculators at the exam.
You may be right.
I can carry the bag for you.
You must listen to your parents.
34
could
have to
must
might
should
35
14. Ned:
..I
borrow
your
lighter
for
a
minute?
Stephen: Sure, no problem. Actually, you keep it if you want
to. I've given up smoking.
15. I ..believe she said that to Megan! She
insult her cooking in front of everyone at the party last
night. She have just said she was full or had some salad if
she didn't like the meal.
16. Do you ..chew with your mouth open like that? Geez,
it's making me sick watching you eat that piece of pizza.
17. Mrs. Scarlett's body was found in the lounge just moments ago, and it's still
warm! Nobody has left the mansion this evening, so the killer
be someone in this room. It ..be any one of us!
18. Ted: I don't know why Denise starting crying when I mentioned the wedding.
Pamela: It .have been what you said about her brother. Or,
perhaps she is just nervous. After all, the big day is tomorrow.
19. ..you always say the first thing that pops into your head?
..you think once in awhile before you speak?
20. I was reading the book last night before I went to bed. I never took it out of
this room. It be lying around here somewhere.
Where it be? be swallowed, causing serious
injury or even death.
36
V.1. Introduction
This unit introduces essential elements regarding THE Conditional
Clause in the English language.
V.2. Competences
On completion of UNIT FIVE, students will be able to differentiate
between the three patterns of conditional clauses and use them
appropriately in given contexts.
if
37
Subordinate clause
Present Simple
I have time.
you have a headache.
III.
Past Simple
I had time.
Past Perfect
I had had time.
EXAMPLE
Ill go out for a walk unless it rains.
Supposing you saw an alien, what would you do?
Provided you leave now, youll catch the train.
If I had known the truth, I would have told you.= Had I known the truth, I
would have told you.
If I were in your shoes, I would help everybody.= Were I in your shoes, I
would help everybody.
If you friends need help, give it to them.= Should you friends need help, give
it to them.
V.3.3. MIXED CONDITIONALS
Types II and III conditionals can sometimes be mixed. The most frequent
combination is that between Type III in the conditional clause and type I in the
main clause:
EXAMPLE
If I had taken an aspirin, I wouldn't have a headache now.
You wouldnt be crying now if you had listened to me.
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Lets remember...
we usually use were for all persons in the subordinate clause of Conditional II
for the verb to be:
e.g. I wouldnt go f I were you.
not all if sentences are conditional sentences. In this situation, it is possible to use
Future or Conditional after if:
e.g. I dont know if he will come or not.
it is also possible to use will/ would in conditional clauses in polite requests:
e.g. Id be very glad if you would/ will be so kind as to help me.
it is also possible to use should in conditional clauses to refer to something that
is possible, but still improbable:
e.g. Tell him the news if you should come across him.
V.4. EXERCISES
V.4.1. Provide the right form for the verb in brackets:
EXEMPLE
1. would
1. If you were rich, you (buy) a house.
2. If you had invited me to the event, I .(accept) with pleasure.
3. Your car will go faster, if you .(use) this type of oil.
4. If I were you, I (stop talking).
5. If you buy two pens, we ..(give) you one free.
6. If we had married, we (be) very happy.
7. If I had enough money, I .(go) to the seaside for my summer
holiday.
8. If you look carefully, you (see) all the animals in the park.
9. If you had lent me your car, I (be) delighted.
10. If they . (accept) my invitation, I would b really happy.
V.4.2. Fill in the gaps with the right form of the verb:
Once upon a time the cat bit the mouse's tail off. Give me back my tail, said
the mouse. And the cat said, Well, I (give) 1..you back your tail if you
fetched me some milk. But that's impossible to do for a little mouse like you. The
mouse, however, went to the cow. The cat (give / only) ..2.me
back my tail if I fetch her some milk. And the cow said, Well, I would give you
milk if you (get) .3me some hay. But that's
impossible to do for a little mouse like you. The mouse, however, went to the farmer.
The cat will only give me back my tail if the cow (give)
4me some milk. And the cow (only / give)
5me milk if I get her some hay. And the farmer said, Well,
I would give you hay if you (bring) .6.me some meat. But that's
impossible to do for a little mouse like you. The mouse, however, went to the
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butcher. The cat will only give me back my tail if the cow (give)
.7.me milk. And the cow will only give me milk if she (get)
8some
hay.
And
the
farmer
(only
/
give)
.9..me hay if I get him some meat. And the butcher said,
Well, I would give you meat if you (make) 10the baker
bake me a bread. But that's impossible to do for a little mouse like you. The mouse,
however, went to the baker. The cat (give / only) .11.me
back my tail if I fetch her some milk. And the cow (give / not)
..12me milk if I don't get her hay. And the farmer will only
give me hay if the butcher (have) ..13some meat for him. And
the butcher will not give me meat if you (bake / not) ..14.him a
bread. And the baker said, Well, I (give) .15.you bread
if you promise never to steal my corn or meal. The mouse promised not to steal, and
so the baker gave the mouse bread, the mouse gave the butcher bread. The butcher
gave the mouse meat, the mouse gave the farmer meat. The farmer gave the mouse
hay, the mouse gave the cow hay. The cow gave the mouse milk, the mouse gave the
cat milk. And the cat gave the mouse her tail back.
But imagine what would have happened otherwise. If the mouse (promised /
not) 16never to steal corn or meal, the baker (not/give)
17the mouse bread. If the baker (not / give)
..18.the mouse bread, the butcher (refuse) .19..to
give her meat for the farmer. If the butcher (refuse) 20..her any
meat, the farmer (not / be) ..21.willing to give the mouse hay. If
the farmer (not / be) .22willing to give the mouse hay, the
mouse (not / receive) ..23milk from the cow. If the
mouse (not / receive) .24..milk from the cow, she (not / get)
..25 back her tail.
V.4.3. Provide an appropriate verb for each of the following sentences:
EXEMPLE
1. would be
1. It ..silly if we tried to walk there.
2. I ..the film only if the reviews are good.
3. She'd have taken me to the station if her car .down.
4. If you ., he won't help you.
5. If it yesterday, we would have gone sailing.
6. ..after their dog again if they go on holiday this year?
7. Would you mind if I .your mobile?
8. I .the mail if it had contained a virus.
9. Even if I a wet-suit, I wouldn't go scuba-diving.
10. that strict if you'd known the truth?
11. If I had more time, I .to your party yesterday.
12. Give the book to Jane if you ..it.
13. If you hadn't lost our flight tickets, we .on our way to the
Caribbean now.
14. If you dinner right now, I'll come back later.
40
EXEMPLE
If Mary should ring, tell her to stay at home./ Should Mary ring, tell her to stay at
home.
1. If I were you I would make a little more effort to save some money.
Were.
2.If they had known the truth, they wouldnt have been so upset.
Had.
3. If you should happen to be in town, call on us.
Should...
4. If I were you, Id take up German lessons.
Were..
5. If the tourists need further information, they can ask the receptionist.
Should...
6. If the weather is fine, we shall go swimming.
Should...
7. If someone had phoned the police earlier, the thief would have been caught.
Had
8. If you had been more careful, you wouldnt have lost your credit card.
Had...
9. If you had told me about your debt, I could have helped you.
Had
10.If you change your mind, well go together to the party.
Should..
V.4.5. Rewrite the following sentences using unless:
1. If the students dont write their homework, they will get bad marks.
2. If we dont hurry, well miss the train.
41
43
VI.1. Introduction
This unit introduces essential elements regarding the use of the
passive voice in English.
VI.2. Competences
On completion of UNIT SIX, students will be able to make changes
from active into passive constructions and choose the correct voice in a
given context.
EXAMPLE
They have solved the situation./ The situation has been solved.
Someone stole my bike./ My bike was stolen.
to focus on the action when the agent is either not important, unknown or
obvious;
The criminal was sentenced to life imprisonment.
I was born in 1981.
Coffee will be made available before lunch.
My nephew has been arrested twice this year.
the object of the active sentence becomes the subject of the passive sentence
the finite form of the verb is changed (to be + past participle)
the subject of the active sentence becomes the object of the passive sentence
(or is dropped).
TENSE
Present simple Active
Passive
Active
Present
continuous
Passive
Active
Present
perfect simple Passive
Active
Past simple
Passive
Active
Past
continuous
Passive
Active
Past perfect
simple
Passive
Future simple Active
SUBJECT
Mary
A letter
Mary
A letter
Mary
A letter
Mary
A letter
Mary
A letter
Mary
A letter
Mary
45
VERB
Writes
is written
is writing
is being written
has written
has been written
Wrote
was written
was writing
was being written
had written
had been written
will write
OBJECT
a letter.
by Mary.
a letter.
by Mary.
a letter.
by Mary.
a letter.
by Mary.
a letter.
by Mary.
a letter.
by Mary.
a letter.
To be going to
Passive
Active
Passive
A letter
Mary
A letter
Modal verbs
Active
Passive
Mary
A letter
will be written
is going to write
is going to be
written
should write
should be written
by Mary.
a letter.
by Mary.
a letter.
by Mary.
EXAMPLE
The agent is only expressed when it is important to say who or what something is
done by. In most passive sentences there is no agent as we have no interest in who
or what performs the action.
EXAMPLE
A new mall has just been opened.
The car has been damaged again.
Im always being blamed for other peoples mistakes.
VI.3.4. THE OBJECT
There are verbs (give, tell, send, show, lend, get, bring, buy, hand, offer, pay, teach,
write) which can be followed by two objects, a Direct Object and an Indirect one.
These verbs can have two passive forms because either of the objects can become
subjects.
EXAMPLE
( IO)
( DO )
Active = He sent her
a letter.
Passive = A letter was sent to her.
Passive = She was sent a letter.
( DO)
( IO )
Active = They gave the award to a famous actor.
Passive = The award was given to a famous actor.
Passive = A famous actor was given the award.
VI.3.5. VERBS WITH LIMITED USE IN THE PASSIVE
46
we cannot use intransitive verbs in the passive because they dont have an
object that can be changed into the subject
Active = Dinosaurs disappeared many ages ago.
*Passive = Dinosaurs were disappeared many ages ago.
the verbs to suggest and to explain cannot change the indirect object to
subject:
Active = We explained him the procedure.
Passive = The procedure was explained to him.
* Passive = He was explained the procedure.
after some verbs, the Direct Object can be followed by a noun or adjective
which describes the object:
Active = They elected him President.
Passive = He was elected President.
Active = We considered him a genius.
Passive = He was considered a genius.
VI.3.6. IMPERSONAL PASSIVE CONSTRUCTIONS
After verbs referring to mental processes, such as think, say, believe, feel, presume,
understand, know or reporting verbs , such as claim, mention, request, point out,
rumour the passive can be formed in two ways:
a) It + passive verb + that Clause
b) Subject + passive verb + Present/Perfect Infinitive.
The latter construction is generally used in written English. It is often used in
newspaper reports to avoid mentioning the source of the information. Consider the
following examples:
EXAMPLE
It is believed that the elections have been forged.
The elections are believed to have been forged.
It is thought that they have left the country.
They are thought to have left the country.
It is considered that he is a very dangerous man.
He is considered to be a very dangerous man.
It is said that exercising improves physical health.
47
Lets remember...
VI.4. EXERCISES
48
Mickey made some purchases at Sears Roebuck and Company that the was to pick
up at the store loading deck. While1 the goods into his car, he 2 his briefcase
containing 589,71 dollars on the loading dock and 3 it. The briefcase 4 by a
Sears employee and 5 inside. The next day the briefcase 6 to Mickey, but the
money 7 Mickey contended that the defendant was liable because, as a bailee, the
briefcase 8. . In a safe place.
VI.4.4. Identify the errors and correct them.
A third trend indirectly affecting school order is the increasing sensitivity of public
schools to the rights of children. A generation ago it was possible for principals to
rules schools autocratically, to suspend or expel students without much regard for
procedural niceties. Injustices occurred; children are pushed out of schools because
they antagonized teachers and principals. But this arbitrariness enabled school
administrators to control the situation when serious misbehaviour was occurred.
Students assaults on teachers punished so swiftly that such assaults were almost
unthinkable. Even disrespectful language was unusual. Today, as a result of greater
concern for the rights of children, school officials required to observe due process in
handing student discipline.
VI.5. End of UNIT TEST
49
50
BIBLIOGRAPHY
1. Acklam, R., First Certificate Gold, Longman, 2003;
2. Aspinall, T., Advanced Masterclass CAE, OUP, 2001;
3. Chefneux,
G.,
Burada,
M.,
Elements
of
Morpho-Syntax,
Editura Paralela 45, Pitesti, 2001;
4. Radu, Lucian, Milotoiu, C., Sasu, L., Antonaru, C., Andrei, M., Farcas, A. Popa,
R. si Ion, M. Gramatica Practica a Limbii Engleze (Morfologie). Brasov: Editura
Universitatii Transilvania Brasov, 2005;
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