Н.К.РЯЗАНОВА, М.В.СМОЛИНА
ВРЕМЕНА
АНГЛИЙСКОГО
ГЛАГОЛА .
СБОРНИК УПРАЖНЕНИЙ
ДЛЯ УЧАЩИХСЯ
СТАРШИХ КЛАССОВ
СРЕДНЕЙ ШКОЛЫ
2-е ИЗДАНИЕ
МОСКВА «ПРОСВЕЩЕНИЕ» 1983
ББК 81.2Англ-9
Р99
Нина Константиновна Рязанова
Марианна Васильевна Смолина
ВРЕМЕНА АНГЛИЙСКОГО ГЛАГОЛА
Редактор Ф. И. Юрасова
Художники Б. Л. Николаев, И. С. Слуцкер
Художественный редактор Н. М. Ременникова
Технический редактор Н Н. Бажанова
Корректоры Р С. Збарская, А. А. Семина
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Рязанова Н. К., Смолина М. В.
Р99 Времена английского глагола: Сб. упражнений для
учащихся ст. классов сред, школы.— 2-е изд.— М.: Просве-
щение, 1983.— 128 с.
«Времена английского глагола» — сборник упражнений по' практической грамматике
английского языка, состоящий из 4-х разделов, предваряемых предисловием. В первых трех
разделах подробно разбираются все грамматические формы английского языка, соответствую-
щие русским настоящему, прошедшему и будущему временам; в четвертом, новом по сравне-
нию с 1-м изданием, разделе показано, какие формы глагола употребляются в страдатель-
ном залоге.
_ 4306021500- 324
Р " 103(03)—83	154“83
ББК 81. 2Англ-9
4И(Англ) (075)
© Издательство «Просвещение», 1970 г.; с изменениями, 1983 г.
CONTENTS
Предисловие . ,........................................   4
ОоШие положения и структура пособия...................... 8
Содержание пособия............6...................... 10
Система упражнений и некоторые методические рекоменда-
ции по работе с пособием	.	,	*................	.	.	17
Part One. Active Voice .	.	.	.	. . . . . . .	>	.	27
Present.................. ..........................  —
The Present Continuous Tense .......	28
The Present Continuous Tense (a Period Longer
Than the Moment of Speaking)............ .	39
The Present Indefinite Tense . ................. 40
The Present Indefinite and the Present Continuous
Contrasted................,..................... 53
Question Box.................. » . , .	.	56
The Present Perfect Tense ♦...............»	57
The Present Perfect Continuous Tense . . t ,	66
Question Box  .......................,	. -	71
Future ............................................  73
The Future Indefinite Tense (in Simple Sentences) —
The Present Indefinite Tense and the Future In-
definite Tense (in Complex Sentences) ....	75
The Present Continuous Tense (with a .Future Time
Adverbial Expression)	82
The Present Continuous and the Future Indefinite
Contrasted ..............	83
The Future Continuous Tense .......	85
Question Box ..............................	90
Past	   91
The Past Indefinite Tense	(in	Simple	Sentences)	—
The Past Indefinite and the Present Perfect Con-
trasted ........................................ 96
The Past Indefinite Tense (in	Complex	Sentences)	97
The Past Indefinite, the Present Continuous and the
Present Perfect Continuous Tenses Contrasted . .	98
The Past Indefinite and the Past Continuous Tenses 99
The Past Perfect Tense •	105
Question Box . . ... « .... , . „	109
Part Two. Passive Voice...............................  Ill
Question Box .............	125
Keys to Some Exercises............................  126
ПРЕДИСЛОВИЕ
Действия и события, о которых мы говорим, могут совер-
шаться в трех временных планах: в настоящем (то есть сейчас, се-
годня, на этой неделе, в этом году, в нашу эпоху, при на-
шей жизни и т. д.), в прошлом (то есть секунду тому назад, вче-
ра, сегодня утром, на прошлой неделе, в прошедшем году, до
Великой Октябрьской социалистической революции и т. д.) и в
будущем (то есть через некоторое время, завтра, через два
дня, в следующем году, когда ты будешь учиться в институте
и т. д.).
В русском языке для выражения действий и состояний су-
ществуют специальные грамматические средства: три видо-вре-
менные формы глагола — настоящее время, прошедшее время
и будущее время.
В английском языке видо-временных форм глагола значи-
тельно больше. Их можно представить в таблице 1 (с. 5).
У англичан, так же как и у русских (и у других народов),
действия и события, о которых они говорят, совершаются в трех
временных планах: настоящем, прошедшем и будущем, однако
грамматических средств для их выражения больше, чем в рус-
ском языке.
Сравним, что такое временной план и что такое видо-времен-
ная форма глагола.
У всех, народов существует определенное представление о су-
ществовании и движении материи, называемое в русском языке
словом «время», а в английском языке словом “time”. Это наше
представление о всех совершающихся при нашей жизни событиях
и состояниях, о всех событиях и состояниях, которые уже имели
место, то есть совершились, состоялись, и о тех событиях и со-
стояниях, которые еще произойдут через некоторый отрезок време-
ни. В соответствии с этим имеются три временных плана: насто-
ящее, прошедшее и будущее время в русском языке и the Present
Time, the Past Time, the Future Time у народа, говорящего на
английском языке.
Как в русском, так и в английском языке глаголы меняют
свою форму, чтобы соотнести действие (или состояние) с тем или
иным временным планом. Такая измененная форма глагола на-
зывается в русском языке «время и вид глагола», а в англий-
ском — tense form.
В соответствии с тремя реальными временными планами в
4
Table 1
		PRESENT	PAST	FUTURE .
Indefinite	Active	write writes	wrote	(shall) will write
	Passive	is written (typed)	was written (typed)	(shall) will be written (typed)
г' Continuous	Active	ani is > writing are J		(shall) will be writing
	Passive	‘ДА 1 being written (typed) al v z	s.	were} being written (typed)	
Perfect	Active	written has )	had written	(shall) will have written
	Passive	has6} keen written (typed)	had been written (typed)	(shall) will have been written (typed)
Perfect Continuous	Active	has6} been writing	had been writing	(shall) will have been writing
	Passive			
СП
первой части Active Voice даны три раздела: Present, Past,
Future.
В каждом разделе показано, какие видо-временные формы
глагола английского языка (tense) следует употреблять для
описания той или иной .ситуации, происходящей во времени (time).
Например, действие может относиться к настоящему времени,
но не обязательно происходить в момент речи: «Я каждый день
принимаю душ». А вот в этом примере: «Это мама играет на роя
ле»— действие протекает так, что мы можем его наблюдать или
слышать то, что происходит.
В русском языке, как вы видите, в обоих примерах употреблена
форма настоящего времени, а разница в характере протекания
действия передается не грамматически (то есть не формой гла-
гол а ),'а лексическими средствами, словами: каждый день, это.
В английском же языке эта разница должна быть отражена в
форме глагола: I take a shower every day .(действие обычное,
регулярно повторяемое в настоящем периоде времени) — The Pres-
ent Indefinite Tense; It is my mother. She is playing the piano (дей-
ствие, протекающее в момент речи, наблюдаемое) — The Present
Continuous Tense.
I.	Для передачи настоящих действий употребляются формы:
1.	The Present Continuous Tense —
Rita is talking on the phone with her friend. (Рита разгова-
ривает с подругой по телефону.)
2.	The Present Indefinite Tense —
Rita talks on the phone for hours on end.
говорив по телефону.)
3. The Present Perfect Tense —
We have been friends since childhood,
детства.)
4. The Present Perfect Continuous Tense —
Vve been living here for five years,
пять лет.) 1
(Рита часами
(Мы друзья с
(Я живу здесь
II.	Для передачи будущих действий можно употребить четыре ви-
до-временные формы английского глагола в зависимости от той си-
туации, которую мы хотим описать:
1.	The Future Indefinite Tense —
It will be Tuesday tomorrow. (Завтра вторник.)
2.	The Present Indefinite Tense —
When I come home, I shall have a short rest, then I shall
1 В английском языке к плану настоящего относится и такое действие, которое
только что совершилось, и его результат важен для настоящего: It has just
struck 11.— Только что пробило 11. В русском языке такое действие рас-
сматривается как прошедшее и передается глагольной формой прошедшего вре-
мени совершенного вида, а в английском языке — формой the Present
Perfect Tense.
6
write my home composition. (Когда *я приду домой, я от-
дохну, а потом буду писать сочинение.)
3.	The Future Continuous Tense —
When I come home, my family will be having supper. (Когда
я приду домой, все мои будут ужинать.)
4.	The Present Continuous Tense —
We are buying a colour TV set tomorrow. (Завтра мы поку-
паем цветной телевизор.)
III.	Для выражения действий, которые происходили в прошлом, в
зависимости от ситуации, могут быть употреблены формы:
1.	The Past Indefinite Tense —
I bought this new watch yesterday. (Я купил эти новые
часы вчера.)
2.	The Past Continuous Tense —
When I rang him up, he was sleeping. (Когда й ему по-
звонил, он еще спал.)
3.	The Past Perfect Tense —
When the telegram arrived, I had already spoken to him
on the phone. (Когда пришла телеграмма, я уже поговорил
с ним по телефону.)
Как в русском, так и в английском языке отношения между
производителем действия, самим действием и тем объектом, на ко-
торый направлено действие, могут быть выражены по-разному
Если мы хотим показать, что некто производит какое-то действие,
то мы называем это лицо в подлежащем предложения, а сказуемое
выражаем формой действительного залога глагола в каком-нибудь
времени:
Мэри пригласила меня на день рождения.
Если мы хотим показать, что какой-то предмет (или лицо)
претерпевает производимое над ним действие, то мы его называем
в подлежащем, а сказуемое предложения выражаем формой стра-
дательного залога глагола в соответствующем времени:
Я был приглашен на день рождения к Мэри.
В английском языке такие отношения выражаются формами
активного залога или пассивного залога (Active Voice and Passive
Voice):
Mary invited me to her birthday party.
/ was invited to Mary’s birthday party.
Во второй части книги Passive Voice показано, какие формы
глагола и какую структуру предложения следует употреблять,
когда мы больше интересуемся самим действием и тем предметом
или лицом, которые это действие претерпевают.
ОБЩИЕ ПОЛОЖЕНИЯ И СТРУКТУРА ПОСОБИЯ
Настоящее пособие представляет собой второе переработанное
и дополненное издание сборника упражнений, направленных на
тренировку употребления временных форм индикатива английско-
го глагола в активном и пассивном залогах и выработку навыка
их правильного использования в речи.
Предназначается пособие для занятий по английскому языку
в средней школе. Пособие может быть использовано в школе с
преподаванием ряда предметов на английском языке.
В основу изложения системы времен изъявительного наклоне-
ния английского глагола положен принцип от действия (action,
activity), происходящего во времени (time), к формам его вы-
ражения в языке (tense).
Наибольшую трудность при обучении системе времен англий-
ского глагола как детей, так и взрослых представляет соотнесе-
ние двух понятий time и tense: в языке, как известно, нет простого и
прямого соотношения между ними. На противопоставлении двух
понятий time и tense и построены упражнения пособия. Оно состо-
ит из двух частей. Первая часть Active Voice в свою очередь
подразделяется на три раздела, соответствующие нашему пред-
ставлению о реальном времени протекания событий и действий —
Present, Future, Past. Каждый раздел начинается с таблицы со-
ответствий time — tense. За таблицей следуют упражнения. В уп-
ражнениях тренируются основные значения временных форм ак-
тивного залога изъявительного наклонения. Когда это необхо-
димо, даются примеры употребления одной временной формы в
значении другой.
Для избежания ошибок и более правильного понимания уча-
щимися употребления временных форм (tense) английского гла-
гола совершенно необходимо объяснить им, что в языке сущест-
вуют различные способы передачи одних и тех же действий и
что такие понятия, как «время действия» (time) и «грамматиче-
ское время» (tense), не следует смешивать.
Вторая часть Passive Voice состоит из одного раздела,
показывающего способы образования и употребления пас-
сивного залога в английском языке и способы перевода пассив-
ных предложений на русский язык. Раздел также начинается
с таблицы соответствий time — tense. Поскольку соотношение
временных форм пассивного залога с временным планом реальной
действительности такое же, как и в активном залоге, в разделе
8
не проведено деление текстов и упражнений на три соответст-
вующих подраздела: Present, Past, Future.
В отличие от русского языка, в котором страдательный залог
присущ только переходным глаголам с прямым дополнением, в ан-
глийском языке не только прямое, но и косвенное и предложное
дополнения могут стать подлежащим предложения со сказуемым в
пассивном залоге, поэтому многим предложениям пассивного за-
лога английского языка в русском языке соответствуют предложе-
ния действительного залога. На это следует обратить внимание
учащихся при работе над переводом с английского языка на
русский и с русского на английский.
Включение в раздел Passive Voice большего количества пись-
менных упражнений объясняется спецйфикой данной граммати-
ческой категории: пассивный залог более употребителен в пись-
менной речи, чем в устной. Как в письменной, так и в устной
речи сфера его употребления ограничивается особым коммуни-
кативным заданием — выделением объекта воздействия (а не де-
ятеля). Поэтому для лучшего понимания и употребления времен-
ных форм пассивного залога следует сосредоточить внимание уча-
щихся на ситуациях, в которых он наиболее употребителен, и
строго ограничить выполнение широко распространенных в
учебниках упражнений на трансформацию предложений с глаго-
лом-сказуемым в активном залоге в предложения со сказуемым
в пассивном залоге.
В конце каждого раздела даны практические советы по
употреблению некоторых форм, озаглавленные Question Box.
Грамматический материал в них дан в сжатой форме (вопрос —
ответ), так как он не является основным.
Здесь учащиеся могут найти ответы на такие воросы, как:
можно ли сказать I have been living вместо I have lived;
можно ли употреблять форму Are you liking ...; можно
ли сказать It was raining for half an hour или надо говорить
It rained for half an hour и т. п.
Лексический материал пособия составляет школьная и быто-
вая лексика. В упражнения и тексты включено некоторое коли-
чество идиоматических словосочетаний типа when the bell goes,
when the school breaks up for holidays, take up a job, go down
to the country и др. Такие словосочетания сознательно повто-
ряются в целом ряде упражнений каждого раздела. Частое повто-
рение облегчит запоминание этих сочетаний, а их употребление
сделает речь учащихся более идиоматичной. Из раздела в раздел
повторяется не только лексика, но и некоторые ситуации. Это де-
лается с целью показать, как Одни и те же действия в зависи-
мости от времени и характера их протекания могут быть оформле-
ны грамматически.
СОДЕРЖАНИЕ ПОСОБИЯ
ACTIVE VOICE
Present
Среди настоящих действий различаются: действия настоящие
в буквальном смысле этого слова, то есть протекающие в момент
речи (I am waiting for my friend); настоящие, регулярно повто-
ряющиеся в какой-то небольшой (ограниченный) период времени
в настоящем (I am doing psychology this year), и настоящие,
регулярно повторяющиеся в неопределенный (неограниченный)
период времени (Не works at an office).
В русском языке эти три разновидности действий выражают-
ся одной и той же формой настоящего времени (Я жду своего
друга. В этом году я изучаю психологию. Он работает в учреж-
дении).
В английском языке, как видно из примеров, первые два
действия выражаются формой Present Continuous, а третье —
Present Indefinite.
В практических целях целесообразно провести противопостав-
ление основных значений форм Present Indefinite и Present
Continuous. Таким противопоставлением будут действия наблю-
даемые (Present Continuous), с одной стороны, и действия не-
наблюдаемые— с другой (Present Indefinite).
Е. g. I am waiting for my friend.
I wait for him every day after classes.
Такое сравнение особенно важно для русских учащихся,
поскольку противопоставления наблюдаемых и ненаблюдаемых
действий нет в системе времен русского языка.
В раздел Present, а соответственно и в таблицу, включены
способы выражения еще двух видов действий:
а)	Действия, начавшиеся в прошлом и продолжающиеся до
момента речи, выражаемые формами Present Perfect и Present
Perfect Continuous.
т . lived	.	f since 1979.
I have  -----——	in Moscow t fnr t
been living	I Ior rwo years.
We have ^etl------- our examinations in June so far.
been taking
It has rained------ every day since Sunday.
been raining
Для описания подобных ситуаций вместе с формами Present
Perfect и Present Perfect Continuous употребляются обстоятель-
ственные слова, указывающие на период времени, в течение
которого действие продолжалось с момента его начала до момента
ю
речи (since,.,, for,.,, never (ever), always, up to now, till now
и др.).
б)	Действия, завершенные к моменту речи, но связанные
своим результатом с настоящим, выражаемые формами Present
Perfect. (В русском языке такие действия выражаются формами
прошедшего времени.)
Е. g.A telegram has arrived for you. Here it is.
Тебе пришла телеграмма. Вот она.
Связь с настоящим моментом, т. е. моментом речи, обусловли-
вает широкое употребление Present Perfect в разговорной речи,
письмах, репортажах с места событий:
Е. g. I've lost my watch. Haven't you seen it?
Dear Mother, Гт sorry that I haven't written to you for such
a long time, but I've been very busy, working for the examination.
I've learnt all the irregular verbs since we last revised Grammar
and now I know them well.
Textile workers in Glasgow have voted unanimously to continue
a week-long strike over the cuts in their real pay.
Future
Среди будущих действий различаются простые будущие дей-
ствия (plain future actions) и запланированные будущие дей-
ствия (planned future actions). Первые выражаются формой
the* Future Indefinite Tense, вторые — the Present Continuous
и the Future Continuous Tense. При изучении формы the Future
Continuous Tense обычно уделяется внимание лишь тому слу-
чаю, когда эта форма обозначает действие, которое будет про-
исходить в определенный момент в будущем, например, «Завтра
в 10 часов мы будем писать сочинение» We7/ be writing a compo-
sition tomorrow at 10. Однако следует отметить, что ситуации,
подобные приведенной выше, в реальной действительности встре-
чаются чрезвычайно редко.
Гораздо чаще возникает необходимость сообщить о таких
запланированных (или предполагаемых) действиях, которые
ведут к какому-то следствию или совершаются как бы параллельно
с другим действием. Например, Peter will be carrying the tentK
so he cannot carry your rucksack. 17/ be seeing Alec tonight.
Is there anything you want me to tell him? Употребление формы
Future Continuous в таком значении характерно для устной
разговорной речи, и в системе упражнений пособия ей отведено
определенное место.
Есть некоторая разница в выборе форм the Present Continuous
Tense или the Future Continuous Tense, которая сводится к сле-
дующему: The Present Continuous Tense вместе с обстоятельствен-
ным словом (soon, next, tomorrow) указывает на ближайшее
запланированное действие. The Future Continuous обычно назы-
11
вает будущие действия, рассматриваемые как естественный ход
событий как в ближайшем, так и в более отдаленном будущем,
при этом указание на время совершения действия не обязательно.
Эта разница, однако, не столь существенна, важнее обратить
внимание учащихся на то, что формы Will you be taking part in
the swimming competition? Are you coming to see me tomorrow?
(в простом предложении) выражают простой запрос о будущих
действиях, в то время как формы Will you come and see me
tonight? Will you come to the blackboard? выражают просьбу или
приглашение.
Практика преподавания показывает, что сами формы, выража-
ющие будущие действия, довольно трудны для освоения. Вспом-
ните типичные ошибки учащихся, как, например, употребление
be: It will be rain вместо It will rain или It will be raining; или
опущение be там, где этот глагол необходим: I shall here tomorrow
или I shall seeing Alec tonight вместо 17/ be here tomorrow,
17/ be seeing Alec tonight.
В связи с этим данный раздел начинается с тренировочных
упражнений, направленных на автоматизацию навыка употребле-
ния самих форм будущего времени (Indefinite и Continuous).
Большую трудность для русских учащихся представляет и
использование форм Present Indefinite вместо Future Indefinite
и Present Perfect вместо Future Perfect в придаточных предло-
жениях времени и условия. В разделе имеется достаточное ко-
личество упражнений для тренировки этой структуры предложения.
В пособие включены предложения с конструкцией going to,
которая очень употребительна в разговорной речи и исполь-
зуется широко для выражения действий, имеющих окраску (1) на-
мерения или (2) большой вероятности того, что событие прои-
зойдет. Например:
1) — What аге you going to tell the teacher? — I am going
to tell her the truth.
— What are you going to do next? — I am going to ring him
up again.
The teacher is going to ask me again, Гт afraid.
2) It is going to rain. Look at the clouds.
I feel bad. I am going to have a bad cold, I am afraid.
I think my birthday party is going to be a very good one.
Past
Среди прошедших действий различаются простые прошедшие
действия, ничем не связанные с другими, действия, протекавшие
в определенный момент времени в прошлом, и так называемые
«предпрошедшие» действия, то есть действия и состояния, закон-
чившиеся к определенному моменту в прошлом. Все эти действия
выражаются соответственно следующими временными формами:
12
the Past Indefinite Tense, the Past Continuous Tense, the Past
Perfect Tense.
Форма Past Indefinite используется главным образом для
передачи ряда следующих друг за другом действий и поэтому
часто называется the tense of narration. Некоторые грамматисты
довольно удачно отмечают, что эта форма обозначает a-step-
in-the-story action, то есть действие, которое является еще рдним
шагом в повествование. Поэтому тренировка этой формы дается
не только в упражнениях-диалогах, но и в текстах повествова-
тельного характера.
Употребление формы Past Continuous в речи в простых пред-
ложениях ограничено однообразием ситуаций. Если абстраги-
роваться от конкретных значений слов, то все сводится к одной
ситуации:
В пять (шесть, I я (она, они...) совершал (-ла, -ли...)
десять...) часов |	какое-то действие.
Поскольку сама форма Continuous (Past или Present) указы-
вает на то, что действие совершается в какой-то определен-
ный момент — в этом ее специфика,— то обозначение этого момен-
та в предложении совершенно не обязательно, тем более в
устной речи: он подразумевается (или примысливается).
То же самое можно сказать и об употреблении Past
Continuous в сложных предложениях, поскольку ситуация по
существу остается та же, с той только разницей, что определен-
ный момент в прошлом выражен не указанием на конкретное
время, а другим действием. В практических целях можно про-
вести параллель между действием, выраженным Present
Continuous, которое выше мы называли наблюдаемым, и дей-
ствием, выраженным Past Continuous, которое также можно
назвать действием, которое наблюдалось в прошлом:
Когда я его встретил (увидел), он ждал кого-то. (When
I met (saw) him, he was waiting for somebody.)
Когда мы вошли (увидели их, услышали их), они что-то горячо
обсуждали. (When we entered the room (saw them, heard them),
they were discussing a problem.
Употребление временных форм несомненно определяется
стилем речи. Именно поэтому в разговорной диалогической речи,
где преобладают короткие простые предложения, форма Past
Perfect почти отсутствует. Употребление Past Perfect в простых
предложениях в речи чрезвычайно ограничено и по существу
сводится к одному случаю:
{by 5 o’clock.
by the end of the term.
by the end of the week.
13
Упражнения на тренировку такой модели носили бы слишком
искусственный характер Поэтому форма Past Perfect трени-
руется, в основном, в повествовательном контексте.
PASSIVE VOICE
В реальной действительности лицо или предмет могут либо са-
ми производить действие, являясь деятелем, либо подвергаться
действию со стороны другого лица или предмета, являясь объектом
действия. В языке отношения действия к его субъекту и объекту
могут быть выражены в глагольной форме, образуя глагольную
категорию залога. Категория залога связана с построением пред-
ложения в целом, выражая отношение личной формы глагола-
сказуемого к подлежащему и дополнению. Если подлежащее обоз-
начает лицо или предмет, совершающий действие, то глагол-
сказуемое употребляется в форме действительного залога (Active
Voice).
Если же подлежащее обозначает лицо или предмет, подверга-
ющийся действию со стороны другого лица или предмета, то гла-
гол-сказуемое стоит в форме страдательного залога (Passive
Voice).
Active Voice	Passive Voice
A spaceship moves at a The first manned spaceship was
speed of ....................... launched	in the USSR in 1961.
Космический корабль движется Первый космический корабль с
со скоростью...	человеком на борту был запу-
щен в Советском Союзе в
1961 году.
Между русским и английским языками имеются существенные
различия в охвате глаголов категорией залога. В русском языке
только переходные глаголы могут показывать различие в отноше-
ниях между производителем действия и объектом действия путем
изменения форм этих глаголов. В английском языке в форме стра-
дательного залога выступают не только глаголы, сочетающиеся с
прямым дополнением, но и глаголы, сочетающиеся с прямым и
косвенным дополнениями, а также глаголы, сочетающиеся с пред-
ложным дополнением.
1.	They formerly used the Tower
of London as a prison.
2.	They still deny women the
right to vote in some countries.
3.	We all must fight for peace.
The Tower of London was for-
merly used as a prison. .
In some countries women are
still denied the right to vote.
Peace must be fought for.
Страдательный залог употребляется в тех случаях, когда лицо
или предмет, совершающие действие, неизвестны или когда счи-
14
тают ненужным их упоминать. Именно поэтому в абсолютном
большинстве предложений с глаголом в пассивном залоге нет ука-
зания на лицо или предмет, совершающие действие.
Однако иногда возникает необходимость упомянуть производи-
теля действия, часто называемого агентом (agent).
The town was destroyed by an earthquake.
The planets are attracted by the sun.
Чаще всего такая необходимость появляется, когда мы говорим
о произведениях искусства, литературы, об изобретениях, откры-
тиях и т. п. Здесь исполнитель действия должен быть обязательно
назван для того, чтобы закончить высказывание.
Romeo and Juliet was written by Shakespeare.
The Mona Lisa was painted by da Vinci.
The Moonlight Sonata was composed by Beethoven.
Перевод английских предложений с пассивным залогом на
русский язык представляет трудности для учащихся. Это про-
исходит потому, что, во-первых, в английском языке имеется один
способ образования страдательного залога (глагол to be 4-
прич^стие прошедшего времени), а в русском — два: суффикс
-ся, присоединяемый к глаголам действительного залога, или гла-
гол «быть» в сочетании с формами кратких страдательных при-
частий.
I. В этом районе строится новый дом.
2. Первый спутник был построен в СССР в 1957 году.
. Кроме 'того-, в ряде случаев английские предложения с гла-
голом в пассивном’ залоге переводятся на русский язык неопре-
деленно-личными предложениями с глаголом в форме действитель-
ного залога.
Nowadays Russian is taught in many countries of the world
Сегодня русский язык преподают во многих странах мира
Поэтому иногда английские предложения с пассивным залогом
можно перевести на русский язык двумя или даже тремя спо-
собами. Так, в зависимости от соответствующего русского глагола
и контекста английское предложение This beautiful stadium was
built for the Moscow Olympic Games может быть переведено:
1	Этот прекрасный стадион был построен для Московской
Олимпиады.
2.	Этот прекрасный стадион строился для Олимпийских Игр
в Москве.
3.	Этот прекрасный стадион строили для Московских Олим-
пийских Игр.
Предложения типа John was given a new bicycle обычно пе-
реводятся на русский язык неопределенно-личными предложения-
ми со сказуемым в действительном залоге со следующим порядком
15
слов — косвенное дополнение, сказуемое, прямое дополнение:
«Джону подарили новый велосипед».
Однако возможен перевод и со сказуемым в страдательном
залоге, при этом косвенное дополнение сохраняет свою позицию
перед сказуемым: .«Джону был подарен новый велосипед».
Особую трудность для учащихся представляет употребление
в пассивном залоге тех переходных глаголов, которым в русском
языке соответствуют глаголы непереходные. К таким глаголам
относятся:
to affect	(somebody, something)	— влиять (на кого-л., что-л.)
to answer	(something)	— отвечать (на что-л.)
to attend	( something)	— присутствовать (на чем-л.)
to enjoy	(something)	— получать удовольст- вие (от чего-л.)
to follow	(somebody, something)	— следовать (за кем-л., чем-л.)
to join	(somebody, something)	— присоединяться (к кому-л., чему-л.)
to need	(somebody, something)	— нуждаться (в ком-л., чем-л.)
to watch	(somebody, something)	— следить (за кем-л.,
чем-л.)
Эти глаголы в пассивном залоге переводятся на русский
язык соответствующими русскими глаголами в действительном
залоге.
The lecture was followed by a seminar.
За лекцией последовал семинар.
The meeting was attended by a great number of people.
На собрании присутствовало большое количество народа
При отсутствии дополнения с предлогом by такие предложе-
ния переводятся на русский язык неопределенно-личными обо-
ротами:
Would you come here, Alice? Your help is needed.
Алиса, подойди сюда, пожалуйста. Нужна твоя помощь.
The figure-skating competition was watched with great interest.
За соревнованиями по фигурному катанию следили с огромным
интересом.
СИСТЕМА УПРАЖНЕНИЙ
И НЕКОТОРЫЕ МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ
ПО РАБОТЕ С ПОСОБИЕМ
Одним из основных навыков, обеспечивающих речевой про-
цесс, является навык восприятия речи на слух без опоры на зри-
тельное восприятие графического изображения речи. Развитию
этого навыка в пособии посвящены почти все упражнения. Этой
цели служат прежде всего тексты, которые открывают систему
упражнений каждого раздела. Весьма желательно, чтобы тексты
и другие упражнения пособия были начитаны на магнитофонную
ленту квалифицированным диктором. Если такой возможности не
имеется, текст читает учитель.
До знакомства с текстом проводится работа по усвоению но-
вых слов. Учитель несколько раз повторяет незнакомые уча-
щимся слова, объясняя их значение по-английски или по-русски
в зависимости от слова или демонстрируя предмет или его изо-
бражение на картинке.
Например, слова и выражения из первого текста можно ввести
следующим образом.
То look up a word in the dictionary. Учитель демонстрирует
действие и говорит: “I am looking up a word in the dictionary,
I am looking up the word hike”, etc.
The librarian. Учитель показывает библиотекаря на рисунке
в книге или, назвав имя школьного библиотекаря, говорит:
“М. N. is a librarian”.
A pad. Учитель показывает предмет.
Такая же работа проводится и до выполнения других упражне-
ний, если в них есть незнакомые учащимся слова.
Если к тексту .есть рисунок, учащиеся прослушивают текст,
рассматривая рисунок. Зрительный образ содержания снимает
ненужные усилия для запоминания текста и позволяет сосредо-
точить внимание на том, как говорить, то есть на запоминаний
моделей.
Готовые диалоги рекомендуется заучивать наизусть. Затем
проводится работа по обучению учащихся подстановкам в этих
диалогах (упражнение Learn these short dialogues by heart. Make
up your own dialogues using these as models).
Примеры таких подстановок даем на диалоге № 1 (с. 39):
а) — I think Nelly’s getting on quite well with her English,
isn’t she?
— Yes, she is. She is getting better marks in English now.
17
— She is working much harder.
b) — How is Mike getting on with his grammar?
— He is working very hard this year.
— Is he?
— Yes, he is getting good marks in grammar now.
Кроме того, в пособии имеются тексты, иллюстрирующие
употребление данных временных форм раздела, не сопровожден-
ные рисунками (с. 40 и др.). Эти тексты также предназначены
для восприятия на слух и последующего воспроизведения. Может
быть несколько видов воспроизведений:
полностью адекватное тексту,
от другого лица (от лица рассказчика или от одного из
действующих лиц),
в форме вопросов и ответов,
в форме диалога.
Например, прослушав текст About Hiking (с. 51), учащиеся
должны ла его основе построить диалог. Приводим примерный
вариант.
A.: What is the best time for hiking?
B.: Late spring and summer, I believe.
A.: What do you usually do before starting on a hike?
B,: We plan it carefully. We choose the place and the route
beforehand.
A.: Do you like to go on a hike?
B.: Yes, very. And what about you?
A.: I also like it. I like to go on long hikes. I like to sit at the fire
and sing songs with my friends.
B.: Do you take any sports things with you?
A.: Yes, we do. We usually take badminton, fishing rods.
B.: Do you take any warm clothes?
A.: Yes, we do, if we go on a long hike.
Такого рода диалогам предшествуют специальные трениро-
вочные упражнения: Make up short dialogues asking questions
suggested by the teacher или указанные выше: Learn these short
dialogues by heart. Make up your own dialogues using these as
models и другие упражнения.
При работе над текстами и диалогами необходимо обратить
внимание на следующее: количество прослушиваний текстов и
диалогов нужно постепенно ограничивать; приучать учащихся
вести беседу в естественном темпе и уметь давать краткие ответы
на вопросы (см. об этом ниже); учитывать причину молчания
учащегося и уметь вовремя помочь ему ответить.
Г. Пальмер в книге English Through Actions 1 в разделе «Техни-
ка тренировки речи» совершенно справедливо указывает, что, если
учитель знает причину молчания или затруднения учащегося, он
1 Palmer JL Е. English Through Actions. Longmans. London, 1959, p 9.
18
легко может устранить ее, подбодрить ученика и не прекра-
щать беседы с ним на иностранном языке. Такими причинами
обычно бывают следующие: ученик не расслышал обращения
к нему учителя или другого ученика из-за постороннего шума, пло-
хой дикции и т. д.; ученик не понял вопроса потому, что конструк-
ция не ясна для него, то есть не понял всего предложения; ученик
понял предложение только частично, например понял конструк-
цию, но не понял ключевое (или какое-нибудь другое) слово;
ученик все понял, но затрудняется ответить из-за того, что не
может вспомнить нужное слово (или конструкцию) для ответа.
Во всех этих ситуациях ученик должен что-то сказать учи-
телю, однако он не знает, как это сделать. Рекомендуется
дать учащимся специальные предложения типа:
Гт sorry I didn’t hear.
I didn’t hear your question.
Will you repeat your sentence please?
Etc.
Гт afraid I don’t understand your question.
Please, say it (your sentence) more slowly.
Etc.
I don’t understand the word ...
I understood all you said except the word...
Etc.
I understood your question, but I can’t answer it.
I can’t find the right word for the answer.
I’m afraid I can’t answer your question.
Etc.
Если эти предложения хорошо затренированы, они очень по-
могут в работе.
Затем, чтобы дать возможность ученику собраться с мыслями,
подумать или успокоиться, если он волнуется, рекомендуется
ввести следующие выражения:
Well, let me see ...
Let me think (now) ...
Yes, just a moment ...
I know the answer, let me think ...
Yes, I understand the question
Oh, yes ...
... I suppose.
... I think.
... if I am not mistaken.
... isn’t that so?
... isn’t it?
... aren’t they?
Etc.
Развитию навыка восприятия речи на слух без опоры на ее
зрительное восприятие служат не только тексты и диалоги по-
собия, но и многие другие упражнения. Выполнять их следует
с закрытыми книгами. Такие упражнения помечены в пособии звез-
19
дочкой. В слабых группах можно сначала выполнять “такие уп-
ражнения с открытыми книгами, а затем обязательно выполнить
вторично цри закрытой книге.
Восприятие и понимание речи естественно предполагает ре-
акцию на нее действием или речью. Поэтому большое место в посо-
бии занимают упражнения типа «стимул — реакция». К таким
упражнениям относятся, например, упражнения, тренирующие на-
вык постановки вопросов путем раскрытия значения местоимений,
упражнения на выполнение действий, упражнения на подхват, уп-
ражнения на исправление высказываний, не соответствующих
действительности, или составление диалогов по заданной ситуа-
ции. Ниже приводится описание некоторых из них.
1)	Упражнение Listen to a sentence describing a situation
and ask questions that will make the speaker give maximum infor-
mation (c. 36) является типичным из серии «стимул — реакция»,
хотя и представляет собой как бы вариант хорошо известно-
го упражнения: Поставьте вопросы к выделенным членам пред-
ложения. Дело в том, что вопросы, поставленные к выделенным
членам предложения, не стимулируют ответа на них, так как ответ уже
известен, например: Alice is doing French next year. Спрашивать
о том, кто, что, когда будет делать, зная, что Алиса будет изу-
чать французский язык в следующем году, неоправданно, по-
скольку у говорящего нет стимула выяснять для себя эти све-
дения. Таким образом, в упражнении: Поставьте вопросы к вы-
деленным членам предложения — ни вопросы, ни ответы не имеют
коммуникативной ценности.
Упражнения Listen to a sentence describing a situation
состоят из предложений, в которых такие сведения, как кто, где,
когда, что, почему, даны как бы в зашифрованном виде. Так, если
учащийся слышит предложение Therefore they are going to do it
there, у него возникает потребность выяснить, кто, что, где и
почему собирается сделать. Поскольку такое предложение мо-
жет быть сказано в какой-то ситуации, оно и называется Sentence
describing a situation. Такие предложения стимулируют речь.
Задающий вопросы стремится получить максимум информации.
Отвечающий на вопросы исходит из воображаемой ситуации.
Каждое исходное предложение дает возможность провести диалог,
состоящий из 8—12 предложений (вопросов и ответов). Например:
Therefore they are going to do it there.
A.: Who is going to do it there?
B.: Boris and Nick (are).
A.: What are they going to do there?
B.: Listen to the new tape.
A.: Where are they going to listen to it?
B.: In the lab.
A.: Why are they going to listen to the new tape?
B.: Because it is very interesting.
20
При желании и некоторой доле воображения можно про-
должить диалог:	4
A.: What kind of tape is it?
B.: It’s the poem we’ve listened to in class today.
A.: Who recorded it?
B.: The teacher (did). Etc.
2)	Упражнения Agree or disagree with the following state-
ments (c. 47) принадлежат, к этой же группе упражнений
(стимул — реакция). Выполняя их, ученик должен суметь сориен-
тироваться в ситуации, чтобы согласиться или не согласиться
с тем, что говорит учитель. Следует тренировать два вида согла-
сия и два вида несогласия:
а)	Согласие с утвердительным предложением, правильно
описывающим ситуацию:
Учитель: You have many friends here in class, haven’t you?
Ученик: Yes, I have. (Nearly everybody is my friend here.)
б)	Согласие с отрицательным заявлением, также правильно
описывающим ситуацию:
Учитель: We don’t go to the cinema every day, do we?
Ученик (соглашается): No, we don’t. (I personally go to the
cinema twice a month, and what about you?)
в)	Несогласие с утвердительным заявлением, неправильно
трактующим положение вещей:
Учитель: You go to the shops when you want to listen to
the text, don’t you?
Ученик: No, I don’t. (I go to the lab when I want to listen to
ihe text.)
г)	Несогласие с отрицательно построенным заявлением, также
неправильно трактующим ситуацию:
Учитель: You-never help your mother at home, do you?
Ученик: But yes, I do. (I do help my mother every, day, at
least I try to.)
Эти упражнения также выполняются с закрытыми книгами,
один из учеников или учитель читает предложения, остальные
отвечают в зависимости от реальной ситуации. Эти упражнения
являются подготовительными к следующему типу упражнений, ко-
торый описывается ниже.
3)	Упражнение Correct the following wrong statements.
Описание ситуации, не соответствующей действительности, вы-
зывает у слушающего желание исправить или уточнить выска-
зываемое, что ведет к естественной речевой реакции. При вы-
полнении этих упражнений не надо бояться, что учащимся трудно
запомнить несколько предложений. Дело в том, что ответная реак-
ция не требует запоминания исходных предложений, она естествен-
на и спонтанна. Учителю необходимо только следить за тем, чтобы
ситуации были жизненны и действительно не соответствовали на-
стоящему положению вещей. Например:
21
Учитель: This is the teachers’ room. There are a lot of teachers
here. They are having a rest after classes. I’m sitting in the arm-chair
and having a cup of coffee. Am I right?
Ученик: I’m afraid not. This is not the teachers’ room. This is
our classroom. There are a lot of pupils here. They are having an
English class.
Допустим, что ученик забыл упомянуть некоторые факты.
Тогда монологическая речь ученика может перейти в диалог меж-
ду учителем и учеником или двумя учениками.
Учитель (или один из учеников): Are there any teachers here?
Ученик: Yes, there is one.
Учитель: What is she doing? Is she having a cup of coffee?
Ученик: No, certainly not. She is talking to us.
4)	К серии «стимул — реакция» относятся и упражне-
ния Make up short dialogues asking questions suggested by the
teacher.
Они также направлены на выработку как навыка восприятия
речи на слух, так и навыка спонтанной диалогической речи. При
выполнении этих упражнений учителю следует следить за тем, что-
бы предложения, составляющие задание (ситуацию), были логи-
чески связаны, а тематика близка или знакома учащимся. На-
пример:
Учитель: Nina, ask Nick his address and if his flat is far from
our school. Ask him also when he leaves home to get to school, how he
gets here and how long it takes him.
Поскольку предложения задания связаны темой ситуации,
учащимся нетрудно запомнить, о чем вести беседу.
Известно, что, говоря на иностранном языке, учащийся встре-
чается с двумя трудностями: как говорить и о чем говорить. При
выполнении описанных выше упражнений такая большая труд-
ность, как о чем говорить, в значительной мере снимается со-
держанием предложений упражнения, а при работе с текстом эта
трудность облегчается с помощью картинок. Картинки можно
использовать и' при выполнении ряда упражнений. Здесь в ра-
боте может помочь умение учителя быстро нарисовать требуемую
ситуацию. Для этого часто можно пользоваться контурными ус-
ловными изображениями людей, животных и предметов. Техника
изображения таких ри-
сунков довольно прос-
та, и ею можно, легко
овладеть. Основной при-
ем при изображении че-
ловека — деление ри-
сунка на четыре пропор-
циональные части.
22
skipping
pulling
Выше приводится примерная схема рисунков, используемых
при работе над формой Present Continuous. Рисунки изображают
деятелей. Учащимся предлагается прокомментировать их дей-
ствия.
Упражнения, стимулирующие речь, составляют значительную
часть всех упражнений. Однако там, где это необходимо, таким
упражнениям предшествуют упражнения, тренирующие глаголь-
ные’ формы. Это бывает тогда, когда форма^ слова, его пози-
ция или сама структура предложения представляют определенную
трудность, например форма Present Perfect Continuous; позиция
наречий неопределенного времени (often, usually, seldom); транс-
формация по числу и лицу в Present Indefinite; формы Future
Indefinite и Future Continuous; некоторые формы страдательного
залога и т. п.
5)	Подготовительными к упражнениям типа «стимул — реак-
ция» являются также упражнения на замену слов Substitute the
words in the sentence... . Цель таких упражнений — развитие
23
навыка восприятия речи на слух. Упражнения выполняются устно.
Учитель читает предложение, в котором предполагается делать
различные замены. Например.-
Учитель (читает): John is always here. (Указывает на уче-
ника, который должен повторить фразу.)
Ученик: John is always here.
Учитель: Studies. (Произнося это слово, учитель дает понять
ученику, что ему нужно заменить одно из слов сказанного предло-
жения.)
Ученик: John always studies here.
Учитель: Helen.
Ученик: Helen always studies here.
Учитель (может указать на другого ученика или может про-
должать работу с первым): The pupils.
Ученик: The pupils always study here.
Это упражнение не является чисто механическим, как это
может показаться на первый взгляд. Прежде чем произвести за-
мену, ученик должен провести большую аналитическую работу:
уточнить позицию слова и предусмотреть все те изменения в пред-
ложении, к которым приведет замена его другим словом,— поря-
док слов, согласование, мелодический рисунок. Например, в приве-
денном примере из упражнения при замене слова is словом
studies ученик должен произвести некоторую перестановку компо-
нентов предложения, следуя правилу, данному в упражнении,
которое гласит, что с глаголами типа study, обстоятельства вре-
мени, выраженные словами типа always, занимают позицию между
подлежащим и глаголом: John always studies here.
6)	Кроме перечисленных выше, в пособии имеются еще такие
упражнения, как выполнение команд учителя йли одного из уче-
ников с одновременным или последующим комментированием (в
зависимости от тренируемой формы) производимых, произведен-
ных или будущих действий. Цель этих упражнений та же — раз-
витие навыка речи. Эти упражнения должны выполняться в ес-
тественной обстановке, с привлечением тех предметов, над ко-
торыми производятся действия, и в естественном темпе. Уча-
щиеся должны обращаться к классу и следить за реакцией слуша-
ющих.
7)	В пособии имеются упражнения, которые надо не только
прослушивать, но и читать. Такие упражнения находятся в III раз-
деле первой части (Past). Дело в том, что формы прошедших
времен глагола можно рассматривать как формы настоящего
времени, сдвинутые в план прошедшего (shifted to the past).
Понять и легко усвоить значения форм прошедших времен по-
могает работа над текстами, которые уже были прочно усвоены
ранее. Практика показывает, что прием этот является весьма эф-
24
фективным Ч Суть его сводится к тому, что учащимся предла-
гается читать тексты, изменяя фбрмы глаголов настоящего време-
ни на прошедшее время. Чтение текстов со сдвигом глагольных
форм в план прошедшего помогает наглядно проследить и со-
знательно усвоить соответствия основных значений форм настоя-
щего и форм прошедшего времени:
Present Indefinite -> Past Indefinite,
Present Continuous -> Past Continuous,
Present Perfect-> Past Perfect.
При чтении текстов из I раздела (Present) учителю следует
показать учащимся, как вносить в текст некоторые изменения,
например наречия прошедшего времени, для того чтобы текст,
представленный в плане прошлого, звучал естественно.
8)	Упражнения на соединение простых предложений в сложные
во II разделе (Future) и особенно в III разделе (Past) следует
сначала выполнять устно, а затем их обязательно нужно сделать
письменно для того, чтобы закрепление прошло не только на слух,
но и зрительно.
При составлении упражнений второй части пособия Passive
Voice учитывалось прежде всего то, что употребление этой формы
должно строго соответствовать ее значению. При выполнении
трансформационных упражнений на изменение активного залога в
пассивный следует обратить внимание учащихся на то, что ис-
ходные предложения звучат искусственно и их нужно изменить
именно для того, чтобы они звучали более естественно и более
соответствовали ситуации. Иными словами, предложения с глаго-
лом-сказуемым в форме пассивного залога не являются простыми
аналогами соответствующих предложений со сказуемым в актив-
ном залоге по своему коммуникативному заданию. Большинство
предложений, которые хорошо звучат в активном залоге, не могут
быть употреблены в пассивном:
Mother will buy me a new coat. We don’t take dictations every
day. I’ll do all my homework quickly.
Такие предложения нельзя изменять в пассивный залог даже
с целью учебной тренировки.
С другой стороны предложения пассивного залога: Both
cosmonauts were presented with top awards from each country.
Tomayo Mendez was awarded the title of the Hero of the Soviet
Union гораздо лучше звучат в таком виде, и их не следует из-
менять в активный залог в учебных целях.
Для трансформации следует составлять специальные предло-
жения с подлежащим, выраженным неопределенным или неопре-
деленно-личным местоимением или существительным широкого
1 См.: Иртеньева Н. Ф.» Рязанова Н. К, Смолина М. В. Essential
English .Structures. Л./Просвещение, 1967
25
значения (people, they, somebody, everyone и т. п.), и можно объ-
яснить учащимся, что это лишь учебные, исходные формы, при-
думанные для целей тренировки:
One uses milk for making butter and cheese.
Milk is used for making butter and cheese.
Выше говорилось о том, что в английском языке пассивный
залог используется шире, чем страдательный залог в русском язы-
ке, ввиду морфологических особенностей глаголов и существи-
тельных двух языков. Кроме того, для русского языка более
характерно использование неопределенно-личных предложений со
сказуемым в активном залоге в тех случаях, когда деятель неиз-
вестен или его не называют:
Меня пригласили на танцы.
О вашем ребенке позаботятся.
Стенд уже оформили.
Выставку открыли еще вчера.
В английском языке в таких ситуациях используется пассив-
ный залог. При работе над упражнениями на перевод следует
обратить внимание учащихся на эту особенность русского языка
и на порядок слов в русском предложении.
В остальном упражнения последнего раздела книги подчинены
основной цели пособия — созданию речевой интенции, т. е. такой
организации учебного материала, которая неизбежно должна под-
вести учащегося к необходимости правильно высказаться на за-
данную тему в заданной форме.
Упражнения составляют определенную систему и расположены
в каждом разделе и подразделе по степени нарастания труд-
ностей, тем не менее порядок выполнения упражнений может быть
изменен в зависимости от обстоятельств. Многие упражнения
можно выполнять как устно, так и письменно.
В конце книги даны ключи для проверки правильности выполне-
ния некоторых наиболее сложных упражнений.
Part one
ACTIVE VOICE
PRESENT
(The Two Tenses Indicating the Present Time and the Two
Tenses Indicating Connection with the Present Time)
Table 2
Present Time Activities	Examples	Tenses
1 An action going on at the moment of speaking; an action we can see, hear, watch	1)	It is raining heavily. Put up your umbrella. 2)	You are going a bit too fast. I can’t catch up with you. 3)	Isn’t he speaking a -bit too loud?	The Present Continuous Tense
2. A temporary action going on for a period longer than the moment of speaking	1) — Hallo, Alice. What are you doing here in Moscow? — I’m having a holiday. I’m staying with my friends. 2) My brother is doing chemistry at the Uni- versity. He is a third- year student.	The Present Continuous Tense
3. A recurring, habitual action	1)	The 7. 45. train never stops at this station. 2)	This periodical appears once a week. 3)	Why don’t you shut the door quietly when you come in? 4)	Every Friday we go down to the coutry for the week-end.	The Present Indefinite Tense
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Продолжение
Present Time Activities	Examples	Tenses
4. An action which began in the past and has been going on for a period of time till now	1) I have known the Tanners since childhood. We’ve always been good friends. 2) We haven’t heard from him since he left. 1) I’ve been meaning to write to him for quite some time. 2) I’ve been thinking it over since you told me about it.	The Present Perfect Tense Tlie Present Perfect Continuous Tense
5. A completed action with the result in the present	1)	So you’ve passed your exam. It wasn’t difficult after all. 2)	— Hand in your homework, please. — Sorry, I’ve left my exercise book behind. 3)	The Russians have launched another manned spaceship.	The Present Perfect Tense
The Present Continuous Tense
_	i
Exercise 1. *
Listen to this text several times giving special attention to
the use of the Present Continuous Tense.
In the Library
We have a very good library at our school. There is a big
reading-hall in the library. There are a lot of pupils in the
reading-hall. They are working. One pupil is looking up a word in
the big dictionary on the table near the door. A tall boy is
asking the librarian a question. Several pupils are reading.
A blond girl is copying some information from an encyclopedia
into her pad.
Exercise 2.
Speak about each of the people in the library (see the first picture
on p. 58) without looking in the text.
1 Упражнения, отмеченные звездочкой *, выполняются учащимися устно при
закрытых книгах.
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Exercise 3.
Study these pictures. These are Alice
and Cyril with their friends. Say what
the children are doing. Use the words
given to the pictures.
1) to stand on one’s hands, to dance;
Example:
Cyril is standing on his hands and
Alice is dancing.
2) to skip with the skipping-rope, to play leap-frog;
3) to sit on the grass, to walk;
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4)	to climb up a rope, to skip;
5)	to climb up a tree, to catch a ball;
6)	to lie on one’s back, to ride a bicycle;
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7)	to dive, to sunbathe;
8)	to play the piano, to play football;
9)	to play marbles, to play volley-ball;
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10) to seesaw, to kick the ball;
11)	to play badminton, to clean the blackboard;
12) to play hide-and-seek, to jump.
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Exercise 4.
Look at the pictures again and say what one of the children
is doing and the other is not.
Example: Cyril is climbing up a rope and Alice is not.
She is not climbing up a rope, she is skipping with a skipping-
rope.
Exercise 5.
Ask questions about the actions of the children in the pictures.
Exercise 6.
Correct the wrong statements. Begin your sentences with:
I don't think so, Гт afraid you are wrong, I don't think you're
right.
Note: Before starting on the exercise make sure that the state-
ments are really wrong.
Example:
Teacher: Look! Nina is standing at the blackboard. She is
talking to the pupils. The pupils are listening to her
Is that so? Am I right?
Pupil:	No, Гт afraid not. Nina is sitting in the front row.
You are standing at the blackboard. Nina is not
talking to the pupils. She is listening to you. You are
talking to the pupils.
Wrong statements.
1)	It is very cold in our classroom. Two pupils are wearing
their coats. They are wearing their caps and mittens.
2)	Victor is writing on the blackboard. He is writing with
a piece of chalk. His friends are not writing. They are
reading Lesson Ten.
3)	We’re having a geography lesson. There’s a map of Europe
on the wall. The teacher is showing mountains, rivers, and
plains on the map. The pupils are listening to him and look-
ing at the map.
4)	Those two girls are not listening to the teacher, they are
having their lunch. They are talking about the weather
5)	The weather is nasty. It is raining heavily. The wind is
blowing. It is awfully cold outside.
6)	Nick is standing at the blackboard, he is answering his
French lesson. Those two girls, are not listening to Nick.
They are looking at their books and reading something.
2 Заказ 360
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7)	Now we are in the library. We are reading books. Alec is
copying some information from an encyclopedia into his pad.
8)	We are at our maths lesson. We are doing sums and
proving theorems.
9)	Look at those two girls in the left row. They are having a
rest. One of them is sleeping. That is Alice. The other is
listening to the tape. That is Helen. Helen is listening to
music.
10)	This is the teachers’ room. There are a lot of teachers
here. They are having a rest after classes. Some of them are
chatting, others are smoking.
11)	The weather is very cold today. Look! It is snowing
heavily. People in the street are wearing winter coats.
Exercise 7. *
Listen to this text. Imagine that you are doing these
exercises and say what you are doing.
Morning Exercises
1) Cyril is doing his morning
exercises. In the first picture he is
lying on his back on the floor and
holding up his legs. While doing
this he is breathing out.
2) Now he is slowly sitting up with
hrs back straight. His heels are
touching the floor.
3) In the third picture he is stand-
ing with his feet apart, with his arms
apart level with the shoulders.
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4)	Now he is touching the floor
between his feet with finger-tips
of the left hand. He is holding his
right hand apart level with the
shoulders.
5)	In the fifth picture he is stand-
ing with his feet apart. He is bending
the upper, part of his body to the
right.
6)	Now he is doing the same
to the left.
Exercise 8.	V'
Say if the following state-	,	/ДI
ments are true to the pictures	*	I / \ I
above. If not, correct them.	/1 \\
1)	Cyril is doing his morning	&	&
exercises. In the first picture he
is slowly sitting up and holding
his legs on the floor.
2)	In the second picture he is lying on his back on the floor
3)	In the third picture he is standing with his feet apart
and with his arms up.
4)	In the fourth picture he is touching the floor between his
feet with both his hands.
5)	In the fifth picture Cyril is jumping. He is holding his
hands on his hips.
Exercise 9. *
Make up short dialogues asking questions suggested by the
teacher.
Note: No questions beginning with “when” are possible with the
Present Continuous Tense, expressing real present actions.
2*
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Example:
Teacher: Ask Helen who is sitting on her right and what he is
doing.
1st pupil: Helen, who is sitting on your right?
Helen: Nick is.
1st pupil: What is he doing?
Helen: He iS'Wnting something in his pad.
teacher:
1) Ask Nick who is sitting on his left and what he (she) is
doing. 2) Ask Alec who is sitting in the front row and where he
himself is sitting. 3) Ask Nelly where the teacher is standing
and what he (she) is doing. 4) Ask Nelly also where the
teacher is standing and who the teacher is talking to. 5) Ask He-
len what the teacher is talking about and why he (she) is
speaking English. 6) Ask Boris what language the pupils are
speaking now and why. 7) Ask Nelly what the pupils are
learning now and whether it is difficult to learn English tenses.
8) Ask Peter who is sitting opposite the blackboard and what
they are doing. 9) Ask Helen what she is writing in her pad and
what she is writing with. 10) Ask Dan what Boris and Nick are
doing. 11) I see Alice is very pale. Please-ask her how she is
feeling today and why she is so pale. 12) Ask Nick who is
sitting on his left and on his right. I wonder what they are doing.
13) Ask Helen who is sitting behind her and what they are doing.
14) Ask Boris who is standing in front of the class and what she is
doing, what language she is speaking and who she is speaking
to. 15) Ask Alec who is making noise in the corridor and what
they are doing. 16) Ask Nina if she is a pioneer and why
she isn’t wearing her pioneer tie today. 17) Ask Peter why he is
not wearing his raincoat now. 18) Ask Sasha why she is
wearing her cardigan now.
Exercise 10. *
Listen to a sentence describing a situation and ask questions
that will make the speaker give maximum information.
Examples:
1. Teacher: That’s why she is switching it off.
1st pupil: What is she switching off?
2nd pupil: The light.
3rd pupil: Who is switching it off?
2nd pupil: Peggy is.
4th pupil: Why is she switching off the light?
2nd pupil: Because it is quite light in here.
2. Teacher. She is reading a book there.
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1st pupil: Who is reading a book there?
2nd pupil: Helen is.
3rd pupil: Where is she reading a book?
2nd pupil: In the reading room.
4th pupil: What book is she reading?
2nd pupil: ^She is reading an English book.
5th pupil: What is the.name of the book?
2nd pupil: Uncle Tom's Cabin.
6th pupil: Who is the author?
2nd pupil: Beecher Stowe.
Sentences describing situations.
1) He is writing something with it. 2) They are making some-
thing there. 3) He is carrying something heavy. 4) They are
having their class there. 5) She is showing something to them.
6) They are speaking about it there. 7) That’s why she is prompting
to him. 8) That’s why he is putting it on. 9) That’s why she is
switching it on. 10) She is taking them out of it. 11) He is not
listening to the tape. 12) They are not listening to her. 13) He is
putting them into it. 14) That’s why they are talking about it
so much.. 15) He is spending his holiday here. 16) We are staying
with them. 17) They are making a lot of noise there. 18) Somebody
is knocking at the door. 19) They are listening to it there. 20) He
is pointing to it.
Exercise 11. *
Listen to the texts and study the pictures. Then make up
dialogues asking where-, what- and why-questions about each of
the people in the pictures.
Cyril and Alice are in the language laboratory. Alice is sitting
in one of the cabins. She is holding ear-phones in her hands.
She is not listening to the tape-recorder because she does not know
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how. Cyril is in another cabin. He is putting a reel on the tape-
recorder because he is going to listen to the text.
Nina is speaking before a microphone, she is making a record-
ing.
The lab-assistant is talking to Alice. He is explaining to her
how to handle the tape-recorder, because this is Alice’s first
class in the lab.
Self-service Canteen
Alice and Cyril are in the canteen now because they are hungry.
It is a self-service canteen. They are choosing their food. Cyril
is taking a plate-of soup. Alice is picking out a salad. Nina is sitting
by the window. She is eating an ice-cream.
Exercise 12.*
Listen to these dialogues and learn them by heart, then perform
them tn pairs.
1.	A Family
Nell: Mum, John isn’t eating.
Mother: What’s be doing then, is he washing his hands?
Nell: No, he’s drawing.
Mother: Drawing? Drawing what?
Nell: A bouse and a farm.
Mother: And Jane?
Nell: Jane’s not eating either. She is also drawing. She’s drawing
a cat.
Mother: What’s your father doing, then?
Nell: Dad is reading his newspaper and Grannie is knitting, she
is finishing the sock she says.
Mother: What a family!
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2.	Before Dinner
Father: Where’s Mother?
Son: At the butcher’s, she’s buying meat.
Father: And where’s Grannie?
Son: ЗЬё’з in the bathroom, she’s washing Jane’s face and hands
and Jane is crying as you can hear.
Father: Where’s Nell, then?
Son: At the baker’s buying bread for dinner. And I’m here talking
to you.
3,	Enjoying Themselves
Mother: What are John and Jane doing, Nell?
Nell (looking out of the window): They are having fun. Jane is
bouncing her ball and John is playing leap-frog with the boys.
Look, Mum, they are cutting trees already.
Mother: Yes, spring’s coming. Who is singing?
Nell: These are the neighbour children. They are having a party,
it’s Tanya’s birthday. Can you hear? They are singing
Happy birthday. They are enjoying themselves.
4.	A Ten Trolley-Bus
Cyril: We’re going the wrong way’ Alice. We’re going away from
the planetarium I’m afraid.
Alice: Let’s ask the conductor. Is this right for the planetarium?
Conductor: No, you’re going away from it. Get off the next stop.
Cross over and take a Tea or a Seven trolley-bus.
Cyril and Alice: Thanks.
The Present Continuous Tense
(A Period Longer Than
the Moment of Speaking)
Exercise 13.
Learn these short dialogues by heart. Make up your own dia-
logues using these as models.
Note: In these dialogues the Present Continuous Tense expresses
temporary actions which are going on longer than the moment
of speaking.
1.
— I think you’re getting on quite well with your grammar.
— Yes, I’m getting better marks this year.
— * You’re certainly working harder.
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2.
— We’re studying English at school. We’re reading a very
interesting book about cosmonauts.
— Are you reading your book quickly?
— No, I’m reading it very carefully. It takes time.
— Are you learning from your book?
— Yes, this is my first book about cosmonauts.
3.
— Why is George getting up at . six o’clock every day?
— He is getting up very early this week to prepare for his
examination. • -
4.
— What are you doing here? Are you still living in this town?
— Yes. I am doing German this year.
— So, you’re studying at the University, aren’t you?
— No, at the Teachers’ Training College.
— I see.
5.
— What are you doing here?
— I’m having a holiday, I’m staying with my grannie. And
what are you doing here, also having a holiday?
— Yes, the sea’s marvellous.
6.
— What’s your brother doing here?
— Spending his time and his money.
— Is he having a vacation?
— Yes, he’s having quite a time here.
The Present Indefinite Tense
Exercise 14*
Listen to the following text several times so as to memorize
it. Then relate it in the first person singular.
In the Language Laboratory
I am always in time for my lab class. I take the tape I need
and go to the listening cabin. Here I can talk loudly and make
a recording of what I say. I put the tape on, plug in the tape-
40
recorder, plug in the ear-phones and switch on the machine.
I listen to the tape. The text in the tape is recorded with intervals.
I repeat what I hear during these intervals.
Then I put on a clear tape. I read the text or relate it and the
tape-recorder records my voice. Then I play back the tape to
listen to the recording. When the work is finished I switch off
the tape-recorder and take the plug out of the socket.
Exercise 15.
Read aloud the following in the singular, making all the
necessary changes.
A.
1)	These pupils say that they often listen carefully, but do not
always understand their teachers because they speak too quickly
and choose very difficult words.
2)	These pupils very often come to the language laboratory.
They ask the lab-assistant for a tape, go to the cabins and listen
to the tape for half an hour or so.
3)	These girls come to the library every Wednesday and read
a book every week. They like English and want to know it very
well.
4)	These children walk to school every morning and wait for
their friends on the way. When they see them, they run to them
and laugh and play and enjoy themselves until they hear the
school bell.
5)	Housewives have to work very hard. They cook meals,
lay the table and wash up, clean the house and mend clothes.
They also do the washing and ironing and look after the children.
6)	At their maths lessons the pupils do sums, solve problems
and prove theorems.
7)	When they come to the canteen, they pay the cashier,
step to the counter and pick out their salads, cakes and drinks.
8)	If they go down to the country for the week-end, they
lie in the sun, go swimming in the river, walk in the forest.
B.
1)	They must learn these verses by heart as they have to
recite them in class.
2)	They know English well and can answer all my questions.
3)	Those boys play tennis well, but they cannot swim.
4)	Their children get up very early and must walk to school
every day.
5)	They think that their friends may come later.
41
6)	These girls cannot cook meals, but they usually lay the
table and wash up.
7)	Their daughters clean the house and do the washing, but
they cannot mend clothes.
8)	These teachers go to work by the metro. They cannot go
to work on foot because they live very far from school.
9)	They like to work in the lab, but they cannot handle the
tape-recorder properly.
10)	Those girls like to do sums, but they can’t solve problems.
Exercise 16.
Say what you usually do if you want:
a)	to listen to a tape,
b)	to make a recording.
Example:
Whenever I want to listen to a tape, I go to the laboratory.
I take the tape, etc.
Exercise 17.
Say what your friend does if he wants:
a)	to listen to a tape,
b)	to make a recording.
Exercise 18.
Tell the class how your mother makes a cake. Use the words
given below:
to sift the flour, to make dough, to put some salt, yeast, sugar,
eggs, fat, milk, to mix, to knead, kneading-stick, to allow to
rise, to shape the cake, to bake, hot oven.
Exercise 19.
Tell the class how you make a salad and if your family enjoys
it. Use the words given below:
to peel, vegetables, to slice, beetroot, potatoes, carrot, cucumber,
peas, beans, to sprinkle with salt, pepper, sugar, to dress with
oil, vinegar, mayonnaise, to serve.
Exercise 20.
d) Tell the class what you do in the morning but your younger
sister (or some other member of the family) does not, and why.
Follow the example below:
42
I get up at 7 o’clock, but my small sister does not get up at
7, she gets up at 8. I do my morning exercises and my sister
doesn’t. Then I make my bed, but my sister does not make her
bed because she is too small. After it I take a shower, but my
sister doesn’t because Mother does not allow her to do it.
b) Tell the class what you do at school, but your friend does
not and why. Use the words given below:
to come to school; to leave one’s coat in the cloak-room;
to go upstairs to the classroom; to have 5 lessons; to have a
break for lunch; to have lunch in the canteen; to go to the library
which is on the ground floor; to borrow books from the library;
to go home by bus (tram, trolley-bus, the metro); to come home at
three (five, six.).
Exercise 21.
Tell the class about two things that you usually do in succession.
Use the word then to begin the second sentence.
Example: I take a shower when I get up. Then I put on my
clothes.
These words will help you:
1)	to go shopping, to return from school, to help Mother
about the house;
2)	to lay the table, it is time to have dinner, to wash up;
3)	to make the beds, to help about the house, to do the rooms
with a vacuum-cleaner;
4)	to make a list of things, to go hiking, to do the packing
(to pack);
5)	to put on one’s skiing outfit, to take one’s skis, to go
skiing;
6)	to lie in the sun, to come to the river, to go swimming;
7)	to put the reel on the tape-recorder, to listen to the tape,
to switch on the tape-recorder;
8)	to switch on the tape-recorder, to make a recording, to
begin speaking before the microphone;
9)	to leave one’s coat and hat in the cloak-room, to arrive
at school, to go up to one’s classroom.
Exercise 22.
Study the following time expressions, which are put. at the
beginning or at the end of the sentence. Use them in sentences:
a)	every day (morning, week-end, month, Monday);
b)	once a day, twice a week, three times a month;
c)	eight hours a day (a week; a year).
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Examples:
1)	I go to the library every Monday.
2)	Four times a month I change books in the library.
3)	We have our English classes every Tuesday, Wednesday
and Saturday.
4)	We work forty-two hours a week.
Exercise 23.
Study the following adverbs and notice their position in the
sentence:
a)	with ordinary verbs and with have they are put before
the verb;
b)	with be, can, must they are put after the verb.
Then use them in sentences of your own, Write as many
sentences as you can.
Adverbs:
always, usually, generally, nearly, often, sometimes, occasion-
ally, seldom, hardly ever, never, rarely.
Examples:
1)	He hardly ever goes to the library.
2)	We sometimes have six classes a day.
3)	I am never late.
Exercise 24. *
Substitute the words in this sentence and make the necessary
changes.
Example:
Teacher: John is always here. Studies.
Pupil: John always' Studies here.
Teacher: Helen.
Pupil: Helen always studies here.
Teacher: The pupils.
Pupil: The pupils always study here.
Teacher: I.
Pupil: I always study here.
Teacher: Usually.
Pupil: I usually study here.
Teacher: The pupils.
Pupil: The pupils usually study here.
Teacher: Are.
Pupil: The pupils are usually here.
Teacher: Sometimes.
Pupil: The pupils are sometimes here.
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Continue the exercise.
Teacher: 1) John, 2) studies, 3) never, 4) Helen, 5) often, 6) I,
7) we,'8) are, 9) the pupils, 10) there, 11) study, 12) eat,
13) sometimes, 14) we, 15) always, 16) I, 17) usually.
Exercise 25.
Ask questions as Jim does.
Teacher: My little brother Jim asks questions all day. Mother
"‘tries to answer his questions because sire knows that
children learn by asking. Look at each of Mother’s answers
and guess the questions that my brother asked.'
Ел amp 1 e:
Jim: Where does milk come from?
Mother: Milk comes from cows.
1)	Jim: Where ... from?
Mother: Rain comes from clouds.
2)	Jim: Where ... ?
Mother: Birds sleep in trees.
3)	Jim: What ... ?
Mother: Hush means be quiet.
4)	Jim: Why ... glasses?
Mother: Daddy wears glasses because they help him to
see better.
5)	Jim: Why ... dark here at night?
• Mother: It’s dark here at night because the sun is shining
on the other side of the world.
6)	Jim: What ... ?
Mother: Cows eat grass.
7)	Jim: Why ... ?
Mother: We wear clothes to keep us warm.
8)	Jim: Why ... ?
Mother: We wear raincoats to keep us dry.
9)	Jim: Why ... ?
Mother: People shake hands to show that they are friendly,
or at meeting, or at parting.
10)' Jim: What ... ?
Mother: I don’t know what whales eat. Ask your father.
Exercise 26.
Change these sentences into questions as shown in the examples.
Note: For never and hardly ever use the affirmative forms , of
do and be.
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Example:
You hardly ever listen to the radio, do you?
He occasionally goes to the library, doesn’t he?
1) He often walks to work. 2) they seldom stay out late.
3) You generally don’t come here. 4) He occasionally sees Betty.
5) She nearly always gets bad marks. 6) He hardly ever drives
a car. 7) She is nearly always tired after work. 8) You must
always answer without mistakes. 9) He never works hard. 10) She
is generally at home in the evening. 11) They are not always at
work at 9 o’clock. 12) He usually doesn’t drink coffee. 13) They
generally clean the windows once a month. 14) He is usually
busy. 15) It occasionally rains here. 16) She is never at home at
the week-end.
Exercise 27. *
Agree with the following statements. Reply with more than one
sentence where possible.
Examples:
1. Teacher: You don’t go to the library every day, do you?
Pupil: No, I don’t. I go to the library once a week.
2. Teacher: You have many friends here, haven’t you?
Pupil: Yes, I have. Nearly everybody is my friend here.
1) You leave your coat in the cloak-room when you come
to school, don’t you? 2) Your father buys a newspaper every
morning at a bookstall, doesn’t he? 3) You help your mother
about the house, don’t you? 4) Nick often goes to the lab to work at
his English, doesn’t he? 5) In our school canteen we pick out
salads, cakes and drinks by ourselves, don’t we? 6) You don’t
go down to the country for the week-end, do you? 7) You live
very far from school, don’t you? 8) You never go to the teachers’
room, do you? 9) Nick doesn’t help his mother to do shopping,
does he? 10) This exercise is not’ difficult, is it?
Exercise 28. *
Disagree with the following statements. Reply with at least
two sentences.
Examples:
1. Teacher: You go to the library when you want to listen
to a tape, don’t you?
Pupil: No, I don’t. I go to the lab if I want to listen
to a tape.
2. Teacher: Your friend doesn’t help you with your English,
does he?
Pupil: But yes, he does. He helps me a lot with it.
46
1) It takes you three hours to get to school, doesn’t it? 2) Nick
never goes to the lab to work at his English, does he? 3) You never
go to a pioneer camp for your holiday, do you? 4) Dan never
wears a cap in winter, does he? 5) Helen always fails her exam in
Russian, doesn’t she? 6) People wear raincoats and put
up their umbrellas when it is snowing heavily, don’t they? 7) You
always have a cooked breakfast, don’t you? 8) Jane never goes to
the library, does she? 9) You don’t invite your friends to your
place, do you? 10) Nina never reads newspapers, does she?
Exercise 29. *
Agree or disagree with the following statements according
to the> real situation;
1)	Nina never reads newspapers, does she? 2) You wear
very warm clothes in summer, don’t you? 3) You enjoy reading
English books, don’t you? 4) You wear walking shoes when you do
your morning exercises, don’t you? 5) You always get excellent
marks at your examinations, don’t you? 6) You never help your
friends, do you? 7), You live far from school, don’t you? 8) Fred
likes to walk in the rain, doesn’t he? 9) You like to walk when
it is snowing, don’t you? 10) You never go to the teachers’ room,
do you? 11) Nick helps his mother to do shopping, doesn’t he?
12) Your father does the shopping in your family, doesn’t he?
13) We have a lot of snow here from December till March,
haven’t we? 14) It usually rains in Australia at this time of the
year, doesn’t it? 15) The political map of the world shows countries
and their capitals, doesn’t it? 16) You never do your exercises on
your own, do you?
Exercise 30. *
Correct the following, wrong statements.
Example:
Teacher: When we want to listen to a tape, we go to the library
and ask the librarian for a tape-recorder. Am I right?
Pupil: No, not at all. When we want to listen to a tape, we
don’t go to the library, we go to the lab. We ask the
lab-assistant to give us the tape and ear-phones.
1)	On Sunday Nina usually gets up at 6 o’clock and on week-
days she gets up at 9.
2)	. When we'come to school, we go straight up to the class-
room. We don’t leave our coats and caps in the cloak-room.
3)	When they come to school, they go to the cloak-room
and leave their bags there. Then they go down to the canteen
47
4)	At our English lessons we usually do sums, solve problems,
draw and take dictations.
5)	In the library we listen to the tapes, speak before a microphone
and do recordings.
6)	In the morning Alec reads newspapers, takes a shower
and then does his morning exercises.
7)	For breakfast Victor has a plate of soup, meat and vegetables,
doesn’t he?
8)	In the school canteen we can sit down at .the table and ask a
waitress to bring us what we want.
9)	When we take our examinations, we ask the teachers a lot
of questions and the teachers answer our questions and explain the
things we do not understand.
10)	When it is cold outside, people wear light summer clothes,
sandals and sun-glasses.
11)	When it is snowing heavily, people wear raincoats and put
up their umbrellas.
12)	If we want to find some information in the encyclopedia,
we go to the language laboratory and ask the lab-assistant for
a tape-recorder.
13)	When we are doing our morning exercises, we switch
off the radio, shut the window and put on heavy walking shoes.
14)	In a self-service canteen we ask the waiter to give us a
menu card, choose -our food and order it.
15)	In September the school year is over and we go to the
piorieer camp for a holiday.
Exercise 31.*
Answer the teacher's questtons, then listen to his comments
and correct them if they are wrong.
Examples:
1. Teacher: Ann, when do you usually get up on Sunday and
what do you do when you get up?
Ann: On Sunday I usually get up at 9 and do my morning
exercises.
2 Teacher: On Sunday Ann usually gets up at 7 and takes
a shower. Am I right?
Pupil: I’m afraid you are wrong. Ann gets up at 9, not
at 7. She doesn’t take a shower when she gets up.
She does her morning exercises.
Teacher:
1) When do you usually get up on weekdays and what do you
do when you get up? 2) What do you do after breakfast? 3) What
do you do in the morning? 4) How do you get to school? And
what do you do when you come to school? 5) What do you usually
48
do at your English lessons? 6) What do you leave in the cloak-
room when you come to school? 7) What do you usually do in the
lab? 8) What do we do in the library? 9) Where do we go if we
want to listen to a tape? 10) What do you do at your maths
lessons? 11) What do you do in the reading-hall? 12) What do you
usually have for breakfast? 13) What do people wear when
it is cold outside? 14) Where do you go if you want to .have
your lunch? 16) What do you do before you begin your morning
exercises?
Exercise 32. *
Listen to a sentence describing a situation and ask questions
that will make the speaker give maximum information.
Examples:
1.	Teacher (or one of the pupils): That’s why they buy it
every morning there.
1st pupil: Who buys it every morning there?
2nd pupil: Ned and Jim do.
1st pupil: What do they buy every morning?
2nd pupil: An English newspaper.
1st pupil: Where do they buy it?
2nd pupil: At a bookstall.
1st pupil: Why do they buy it every morning at a bookstall?
2nd pupil: Because they want to know the latest news.
2.	Teacher: He comes here very often.
1st pupil: Who comes here very often?
2nd pupil: Nickolaev does.
1st pupil: Where does Nickolaev come very often?
2nd pupil: To school.
1st pupil: Why does Nickolaev come to school?
2nd pupil: Because he is a teacher.
1st pupil: How often does he come to school?
2nd pupil: Five days a week.
1st pupil: What subject does he teach?
2nd pupil: Geography.
Sentences describing situations.
1) He does it at the University. 2) She does it in a curious
way. 3) It stands there. 4) They spend their holidays there. 5) She
likes it very much. 6) She doesn’t like to do it. 7) She likes him.
8) She is awfully angry with him. 9) They usually enjoy it very
much. 10) They always listen to him carefully. 11) He doesn’t
quite understand it. 12) They come there after classes and ask
him for it. 13) She wants to know it very well. 14) They
stay there after classes and help her with it. 15) That’s why she
does it very well. 16) That’s why they ask him to help them with it.
17) That’s why he always listens carefully to it. 18) Tfiat’s why
he buys it every morning at the bookstall. 19) That’s why she goes
there very early. 20) That’s why she doesn’t know anything about it.
49
Exercise 33. *
Make up short dialogues asking questions suggested by the
teacher.
Example:
Teacher: Ask Victor where he goes when he wants to listen
to a tape and whom he asks for the tape and ear-
phones.
Pupil: Victor, where do you go when you want to listen to a tape?
Victor: I go to the language laboratory.
Pupil: Who(m) do you ask for the tape and ear-phones?
Victor: The lab-assistant.
Teacher:
1)	Ask Boris where he goes if he wants to have his lunch,
and how long it takes him to have lunch. Ask him also if he likes to
have his meals at the school canteen, and what he does when he
come to the canteen for lunch.
2)	Ask Helen if they always speak English at their English
lessons, and whether the teacher sometimes speaks Russian. Ask
her also what the teacher generally.says when he comes to class,
and what the pupils ^зу in reply.
3)	Ask Helen where her father works,/ how many days off he
has a week, and when he usually comes, home from his work. Ask
her. also where she and her family gQ for a week-end, and if she
invites her friends to go with^them.
4)	Ask Nora if shedoes her- mornings exercises wilh the win-
dow open, and what clothes she wears, when she is doing her
exercises.
5)	Ask Igor if his friend lives far from school and how he gets to
school, if it takes him Jongrto get there.
6)	Ask Nina if she often goes skating, .and how long it takes
her to get to the skating-rink. Ask her- what: kind of sports she
prefers.
7)	Ask Lida if she ever goes to the Principal's room, and what
she speaks to the Principal about when < she goes to see hin|.
8)	Ask Masha if the pupils ever help in the canteen,. whom
they help, and what they usually do.
9)	j Ask Ann who helps her with her English, and if they ever
go to the lab after classes,, and what they do there.
10)	Ask Helen when their English lesson usually begins, and
what they usually do at their English lesson. Ask her also what
language they usually speak at the English lesson, and how long
the lesson, lasts.
11)	Ask Nick how many, times a week they have geography
lessons, and what they generally do at the lessons. Ask him also
who. teaches them geography, and what textbook they use.
12)	Ask Alice how many breaks they have, and how long the
breaks last. Ask her also what they usually do during the long
interval.
60;
13)	Ask Nick what his favourite subject is. Ask him also if he
is going to do the same subject at the Institute or at the University.
14)	Ask Nina if she takes part in out-of-class activities. Ask
her also how many times a week she comes to school for her
out-of-class activities, and how long she stays there.
15)	Ask Peter who teaches mathematics at their school,
and who of the pupils like maths very much.
16)	Ask Alice what people usually say in English when they
are introduced.
17)	Ask Nick what people usually say in English when they
congratulate somebody on his (her) birthday.
18)	Ask Boris what one usually says in English when one
is offered a cup of tea and wants to accept it. And what if he
doesn’t want any more tea.
19)	Ask Alice if she gets up at 7 o’clock, if not, then what
time she usually gets up.
20)	Ask Boris if he makes his bed himself, and if not, who
usually does it for him.
Exercise 34.
Read these texts and memorize them. Then make up dialogues
asking questions about the people in the texts.
Schoolchildren's Day
Peter and Nelly are secondary school seniors. Their day
is this.
Peter wakes up every morning at seven o’clock, but he does
not get up until 7.15. Almost every morning Peter takes a quick
shower, then he brushes his teeth and combs his hair. Peter
polishes (shines) his shoes beforehand on the previous evening.
It’s a habit with him just like eating his meals. After breakfast
Peter takes his books and his notebooks and goes to meet his
friend Nelly. They usually get to school at 8.15.
Nelly gets up a bit earlier than Peter does. She is too busy for
everyday bath, but she never skips the daily quick shower. She
washes her hair once a week. Between times she gives it vigorous
brushing so that it is always shining and soft.
Nelly has her clothes always clean. She has not many clothes.
She brushes her sweaters every day and she irons her blouses and
dresses as often as she can. She also keeps her skirts pressed.
She also takes her clothes to the dry-cleaner’s once a month.
About Hiking
Late spring is the best time for hiking. To hike means to take
long walks in the country. We plan our hikes very carefully. First
we choose the place and the route, then we discuss what to take
51
and who will carry what. Usually we take food, tents, fishing
rods, balls, rackets and shuttlecocks and play many games in the
forest. If we go on a two or a three day hike, we take warm clothes
with us. We like to sit around the fire and listen to stories or sing
songs.
'	Morning Exercises
I do exercises on getting up in the morning. In summer I do
them in the open air, in winter I do them in front of the open
window. Usually I wear as little clothing as possible. This allows a
complete freedom of movement. It also gives the body an air bath.
I always breathe in time with the exercises. I breathe in while doing
some movement which expands the chest and breathe out when the
chest is contracted. Here are three of my exercises:
First I lie on my back on the floor. I slowly raise both legs
until.they are at right angle to the floor. Then I lower them slowly to
the floor again. I do this ten times.
In the same position, with the back straight, I slowly sit up
without allowing the heels to leave the floor. This I repeat also ten
times.
Then I lie face downwards on the floor and do press-ups
with the hands. This I can do only three times, byt I hope to work
up ten times gradually.
About Cyril and Alice
Cyril is a good athlete. He can play basketball and can swim
and ski very well. In basketball the ball is thrown into baskets
which are the goals. Cyril can throw the ball very well. He also likes
to go to the cinema and see exciting films. He also likes to listen
to jazz music or jazz records. Cyril wants to learn to play the
guitar, but his parents say that his studies come first. Besides
he can play the piano. Cyril is not as good a pupil as he is an
athlete and a musician. But this year he is studying harder.
His marks become better this year.
Alice is not as good an athlete as Cyril is, but she studies
very well. She does not like jazz music as Cyril does. She likes
serious music.- She plays the piano and the violin. She plays
classical and folk music, she also can sing very well. Alice wants
to finish secondary school and to enter the conservatoire.
Going to the Zoo
Whenever I go to the Zoo, I tak^my little sister Marina wijh me.
Going to the Zoo is a great fun. We buy buns and nuts to feed
animals though the keepers who look after the animals do not
let visitors feed the animals.
First we go to the monkey house for Marina likes monkeys.
52
We look at monkeys for a long time because the monkeys are
very funny. Then we go “to see the zebras, camels, giraffes and
ostriches. We don’t go to see the lions, tigers, bears and other
carnivorous animals. Carnivorous animals are flesh-eating animals.
Marina is afraid of them. She is also afraid of snakes and crocodiles,
and we don’t visit them. I usually give my buns to the elephant,
and Marina feeds seals and water-birds with hers. We give our
nuts to birds and say good-bye to the animals and birds. We always
come from the Zoo tired and happy.
The Present Indefinite and the
Present Continuous Contrasted
Exercise 35.
Give commands to one of the pupils and ask questions as
shown in the example.
Example:
Pupil A.: Ann, listen to me. Stand up. Take cut your
handkerchief, and wave it above your head. What
are you doing?
Pupil В.: I am waving my handkerchief above my head.
A.: Do you do this every day?
B.: Of course mot. I do such things very seldom.
A.: Now raise your arms above your head and wave
your hands. What are you doing?
B.: Now I am waving my both hands above my head.
A.: Do you do this every day?
B.:~Yes, I do, I do this when I do my morning exercises.
A.: Now, touch your left ear with your right forefinger.
What are you doing?
В.: I am touching my ear with my forefinger.
A.: Do you do this very often? •
B.: No, I don’t. I never do such things. I don’t need to.
Words for commands:
to shake hands with .somebody, to knock at (on) the door, to look
out of the window, to wipe hands with the handkerchief, to speak
before the microphone, to write capital letters of the English
alphabet on the blackboard, to clap one’s hands, to draw a line, etc.
Exercise 36.*
Substitute the words in the correct positions and make the
necessary changes in form.
Example:
Teacher: We study every day, but we are not studying now
Practise Russian.
53
Pupil:	We practise Russian every day, but we are not practis-
' ing it now.
Teacher: 1) sing songs, 2) they, 3) teach children, 4) I, 5) listen
to the radio, 6) brush my teeth, 7) have a shower,
8) once a w^eek, 9) wash my hair, 10) cut my nails,
11) Cyril, 12) go shopping, 13) very often, 14) watch
TV, 15) quarrel with Alice, 16) go skiing.
Exercise 37.*
Listen to the sentences and ask questions contrasting the
Present Continuous and the Present Indefinite Tenses.
Examples:
1. Teacher: Nell is singing.
Pupil: Is Nell singing?
2. Teacher: She sings well.
Pupil: Does she sing well?
1) Stephen is reading a book. 2) They play tennis every week-end.
3) They go down to the country every week-end. 4) Mr. Brown
goes up to town by the 7.30 train. 5) He is listening to the music.
6) We are waiting for Lucy. 7) Dina is listening to the tape-recorder.
8) She worksJn the lab twice a week. 9) It always rains on washing
day! 10) We are talking about you. 11) She cleans the windows
once a month. 12) It is raining heavily. 13) They are holding' a
meeting in the big hall. 14) They get on vety well together. 15) She
is talking to the director now. 16) They are doing sums. 17) They
generally have coffee after dinner. 18) She is having lunch in the
canteen. 19) The soup smells good. 20) Stye is tasting the milk.
Exercise 38. *
Make up short dialogues asking questions suggested by the
teacher.
1)	Ask Fred what clothes рёор1е wear when it is cold outside,-
and if he always wears a warm coat in winter. Ask him also what
he rs wearing now and why.
2)	Ask Nick what they do at their English lessons, and how
often they take dictations. Ask him what they are writing now.
3)	Ask Igor if it ever snows in September here, and if it is
raining or snowing now.
4)	Ask Cyril what kind of clothes people wear here in winter.
Ask him also if it is cold or warm now, and what the people in the
street are wearing.
5)	Ask Dan if his friend enjoys reading English books, what
kind of books he likes best, and what he is reading now.
54
6)	Ask Boris how many chemistry lessons they have a week,
and who teaches chemistry at their school. Ask 'him also where
they have their chemistry classes, and what they generally do.
Ask him also what lesson we are having now.
Exercise 39.
Use the Present Indefinite Tense or the Present Continuous
Tense of the verbs in brackets.
A.
1) I rarely (wear) a tie in summer, but I (wear) one now. 2) We
(do) exercise 39. We (do) two exercises every lesson. 3) George
(smoke) a cigarette. He (smoke) ten cigarettes a day. 4) Come in, I
(have) a cup of tea. I usually (have) one about this time. 5) What
you (do) this evening? — I generally (knit) or (sew), but this time
I (watch) TV. 6) The postman (walk) up the path. He (come)
twice a day. 7) The telephone (ring). Someone (want) to talk to you.
8) What (be) this dreadful smell? — Something (burn) in the
kitchen. 9) How Peter (get) on at school? — Very well. He (seem)
to like his life. 10) Why Mum (look) so angry? — Father (smoke)
a cigarette and (drop) the ash on the floor.
B.
When I (read) a book in English, I always (keep) a dictionary
near me. When I (not know) the meaning of a word, I (open) the
dictionary and (look up) the word. The dictionary always (tell)
me the meaning of a new word, and then I (return) to my book
until I (find) another new word. Of course, I always (look) at the
first meaning of a word. I never (read) the other meanings of
a new word. I (want) to read my books quickly, and so I never
(read) the other meanings in the dictionary. I never (get) good
marks in my examinations. I (wonder) why. You (know) the reason?
C.
Alice (like) reading. Her friend Cyril often (give) her books for
her birthday. Alice (like) books about history, travel and adventure.
She also (like) books about famous men and women, soldiers,
sailors, airmen and explorers who have travelled in many parts
of the world. When she (grow up), she will travel too.
D.
—,What Cyril (say) to Alice on her birthday?
— He usually (say), “Many happy returns of the day, Alice!”
55
— Why Alice’s friends (give) her books for her birthday?
— Because she (like) reading. .
— What kind of books Alice (like) best?
— Books about history, travel and adventure.
— What book you (read) now?
— I (read) a detective story.
— You (like) it?
— Yes.
Question Box
1.	Question: Should we not use the verbs see, hear, love, be, etc.
in the Present Continuous Tense?
Answer: It is undoubtedly a good idea to advise beginners
not to use see, hear, love, be, etc. in the Present
Continuous Tense. But this does not mean that such-
verbs are never used in the Continuous Tense form.
Here are some examples to illustrate the point:
We are being late.
Are you being serious?
You are being too kind to me.
— How are you liking the
room?
— I am liking it.
— I’m loving this music.
Aren’t you?
— No. Frankly I am hating it.
Mary is seeing that young man
a little too often.
We are hearing a lot about
nuclear energy these days.
He is never listening to what
you say. He is always thinking
about something else.
She is always forgetting
people’s names.
1)	Actual Present Emphatic.
2)	The Continuous form suggests
that one’s feelings are in
process of development.
3)	A temporary series of
actions.
This is the list of verbs which are seldom used in the Continuous
form: to see	to understand	to please .	to	find
to forget	to agree	to prefer	to	matter
to wish	to imagine	to belong (to)	to	possess
to want	to notice	to consist (of)	to	resemble
to like	to love	to contain	to	result
to dislike	to hate	to depend	to	seem
to know	to hope	to equal		
56
2.	Question: Which is correct:
Do you like to walk when it rains?
or Do you like to walk when it is raining?
Answer: Neither is wrong, but the latter is preferable.
However, Do you like to .walk in the rain? would be
a more common way of expressing the same idea.
3.	Question: Which is correct:
Helen, why aren’t you writing your exercise?
or Helen, why don’t you write your exercise?
Answer: Neither is wrong. But in the situation like this the
speaker is supposed to be interested in the cause
and hot in the action itself. Thus a more usual
(common) form is:
Helen, why don't you write your exercise?
4.	Question: Why is the Present Indefinite Tense (not the Present
Continuous Tense) used in the following sentences
which undoubtedly denote actions taking place at the
moment of speaking?
Here comes the bus!
There goes the bell!
Here speaks the teacher!
There she goes!
Here he comes!
Answer:	These are exclamatory sentences beginning with
here and there. If they were not exclamatory, the
Present Continuous Tense would be used:
The bus is coming.
The bell is ringing.
The Present Perfect Tense
Exercise 40.
Listen to the following texts, then describe the pictures without
looking into the text.
1.
Look at the first picture on page 58. This is the reading-hall
again. There are a few pupils working at the tables.Qne pupil has
borrowed a copy of a big dictionary and is now looking up a word
in it. The blond girl has just opened a volume of the encyclopedia
and is copying some information from it into her pad.
Look at the boy at the door. What has he just done? He has
finished his work. He has put the books back on the shelves near
the door. What is he going to do1 next? He is going to leave the
reading-hall.
1 The going fo-form is used to express actions we are going to perform. It is
our intention to perform these actions in the future.
57
2.
Look at the picture under the text. This is the self-service
canteen at our school again.
Alice and Cyril are having their meal. What has Alice chosen?
She has taken a salad and an ice-cream. Is she eating her salad?
No, she isn’t, she has already eaten it up. Now she is eating her ice-
cream. What has Nick chosen? He has chosen a plate of soup,
but he is not eating it, he is talking to Alice, .instead. He has
told her a lot of things but he hasn’t eaten a single spoonful of his
soup. Is he going to eat it after all?
Exercise 41. *
Listen to this text so as to memorize it. Then relate it.
Our teacher of geography is a very old man. He has lived
a very interesting and exciting life. I like to listen to his stories.
I have never heard so many exciting tales from one old man.
58
He says he has been everywhere and has done everything. He
can speak English, French, Italian, German, Chinese and Japanese
because he has learnt to speak all these languages. I think he
has been to these countries several times. He has had some really
exciting experiences there.
He says he has ridden every kind of animal there is. He has
ridden camels, llamas, elephants, reindeer and horses.
In his travels about,the world he has eaten almost everything
there is to eat. He says he has eaten llama meat, frog meat, tortoise
eggs and many other things I can’t remember.
He has met a lot of interesting people.
Sometimes I don’t know whether to believe him or not. But
I like to listen to his stories. All my classmates do, too.
Exercise 42.
Read the following text giving special attention to the sentences
with the Present Perfect Tense.
Its Fun to Dream
For hundreds of years man has dreamt of travelling in space.
That dream has come true. Now man has been flying into space for
more than twenty years.
Can you imagine the experience a cosmonaut feels in outer
space? It is hard to imagine, yet you have already felt something
like it.
Have you ever, gone up in a lift that stopped too suddenly and
seemed to leave your stomach behind? Have you ever been pushed
back in the cushions of a car when it gains speed very fast? Have
you ever been up in a plane? The heavy feeling you have had
is an increase of weight. The increase of weight makes a cosmonaut
weigh almost ten times more.
Now, have you ever tried the high dive? If you have, you
know how it feels to fall weightlessly through space. Just like
the diver, the cosmonaut is floating inside the cabin as soon as
the spaceship has reached, its orbit.
Close your eyes. Think how it would feel to shoot up through
the Earth’s atmosphere: you are in orbit, going away from the
Earth at thousands kilometres per hour. It’s fun to dream, isn’t it?
Exercise 43. *
Give commands to one of the pupils and ask him what he has
just done. See the example.
59
Example:
Pupil A.: Boris, I want you to do several things. Come up to
the teacher’s table. What have you just done?
Pupil B.: I’ve come up to the teacher’s table.
A.: Now, take this box of crayons. What have you just
done?
B.: I’ve taken this box of crayons from the table.
A.: Open it.
B.: Yes, I’ve opened it.
A.: Now, take out a red one and shut the box. What
have you just done?
B.: I’ve taken out this crayon and shut the box.
A.: Draw a line with it.
B.: Look, I've drawn a line.
A.: Cross it. What have you just done?
B.: I’ve crossed the line.
A.: Open the box again and put the crayon in. What
have you just done?
B.: What you’ve told me to do.
A.: You may take your seat now.
Commands:
1)	Pick up this piece of chalk. Draw a line on the black-
board with it. Now, draw a circle. Now, draw a cross inside the
circle. Put down the chalk. Take the duster. Rub out what you
have drawn. Put down the duster. Go to your place.
2)	Come^ up to the tape-recorder. Put on the reel. Switch
on the tape-recorder. Make it sound louder. Turn down the sound.
Stop the machine.
3)	Come up to the telephone. Imagine you are dropping a coin
into the slot. Take up the receiver, dial the .number, ask Cyril
to come and see you. Say “good-bye, thank you”. Put the receiver
back. .
Exercise 44.
Answer the following questions. To indicate completed activi-
ties in the immediate past use the Present Perfect Tense with
the adverb just in your answers as shown in the examples:
Examples: Where is Dan? — He’s just gone out.
What’s the time? — It has just struck eleven.
1) Where are the buttons from your blouse? (to lose) 2) Where’s
your cap? (to take off) 3) What’s the time? (to strike) 4) Where is
your coat? (to take off) 5) Why doesn’t this pencil write? (to break)
6) Why do you look so excited? (to play volley-ball) 7) Why are the,
children so hot? (to play football) 8) Why is the floor wet?, (to
wash) 9) Where’s your propelling pencil? (to lose) 10) Why are
you writing with a pencil? (to lose)
60
Exercise 45.
Complete the following sentences with the given alternatives:
since — from a point in the past till now; for — length of time till
now.
1)	I haven’t seen you ... (Sunday, four days)
2)	We haven’t heard from her ... (the holidays, about a month
or so)
3)	We’ve been here ... (an hour and a half, two o'clock)
4)	She hasn’t spoken to me ... (more than a fortnight, last
week )
5)	They have lived in this street ... (1956, the last ten years)
6)	Nobody has written to me ... (some weeks, last summer)
7)	It hasn’t rained here ... (more than a month, May)
8)	We haven’t had a single rainy day ... (the beginning of
September, over two months)
9)	They haven’t: written a composition ... (a very long time,
the beginning of the term)
10)	I haven’t read anything more thrilling ... (childhood,
years)
11)	He hasn’t played football ... (years, childhood)
Exercise 46. *
Answer the following questions. Use since-phrase to indicate
the peripd of time that began in the past and extends to the present.
Example:
— Have you seen Mary lately?
— No, I haven’t seen her since May.
Questions:
1) Have you had rain here? 2) They haven’t had rain here,
have they? 3) Have you got any news from your brother? 4) You
haven’t met her very often, have you? 5) Have you often been here?
6) Have you been to the dentist? 7) Have, they repaired the road
ahead? 8) Have you watered the flowers? 9) Have you been to the
pictures this week? 10) Have you been to the theatre lately?
Exercise 47.
Do the previous exercise again, this time use for-phrase
in your answers.
Example:
— Have you seen Mary lately?
— No, I haven’t seen her for a whole month.
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Exercise 48.
Answer these questions. Use already or yet in your answers.
Example:
— Have you had your dinner yet?
. — Yes, I’ve already had my dinner. — No, I haven’t had my
dinner yet.
1) Have you had your breakfast yet? 2) Have you written
your exercise yet? 3) Have you seen this film yet? 4) Have you
done your work at home yet? 5) Have you run your errands yet?
6) Have you read the newspaper yet? 7) Have you yet taken
your medicine? 8) Has he yet heard that story? 9) Have you already
worn your new suit? 10) Has she already bought a new dictionary?
11) Has she told her mother about it yet? 12) Has your mother seen
your report book yet?
Exercise 49.
Supply the correct tense form of the verbs given in brackets.
1)	— I just (see) the film War and Peace. You (see) it?
— No, I ... . Is it like the book?
— I (not read) the book.
— ... you? I (read) it lately again.
2)	— How long you (know) your teacher of Russian?
— I (know) her for three years.
— Where she (live)?
— She (live) here. She (live) here since her childhood.
— How long she (teach) Russian? 1
— For ten years by now.
3)	— Where you (be)?
— I (be) out on a hike.
— You (enjoy) it? 1 2
— Yes, very much.
Exercise 50.
Use been or gone in these sentences according to the situation.
1)	Have you ever ... to the Crimea? — No, I haven’t. Has
your father ever ... there? — No, either, but he has ...
there now. And what about you? — I’ve there many
times.
2)	Where’s Mother? — She’s ... to the baker’s. We’ve run
out of bread. Where have you ...? — I’ve ... to the dry-
1 The Present Perfect Continuous Tense may also be used here.
2 The Past Indefinite Tense may also be used here.
62
cleaners’, and Mary has ... to the Institute, she’ll come
back after ten.
3)	A militiaman has ... here. He has now ... next door.
4)	This is the first time I’ve ... here.
It is my first visit to Moscow, but I’ve ... twice to Leningrad
already.
5)	Wh^re is Cyril? He has ... home.
He couldn’t wait for you any longer.
Exercise 51.*
Make sentences with the given verbs in the form of the Present
Perfect Tense and use ever (never) in them.
Ex a m p l e:
1st pupil.: Have you ever been down to a coal-mine?
2nd pupil: I’ve never been down to a coal-mine.
1) to see a sputnik-, 2) to be to the North Pole, 3) to be to the Antarc-
tics, 4) to eat mango fruit, 5) to ride an elephant, 6) to speak to an
Englishman, 7) to fly a plane, 8) to gather mushrooms,
9) to be to a dentist,. 10> to try to give up this habit of biting
your nails, 11) to hear his speech on the wireless, 12) to feed
animals in the Zoo, 13) to win on a lottery ticket, 14) to drive
a lorry, 15) to live in Siberia, 16) to darn your socks, 17) to cut
grass, 18) to pick up wild berries.
Exercise 52.
Ask the same kind of questions as in the exercise above.
Use adverbs already (yet) or some adverbs of frequency
(many times, often) in your answers as shown in the example.
Example:
1st pupil: Have you been down to a coal-mine yet?
2nd pupil: Yes, I’ve already been down to a coal-mine
twice.
No, Г haven’t been there yet.
Exercise 53.
Compose sentences of your own and use adverbs of Present
time (today, this week, this month, this year, so far, up to now,
up to the present} and the verb in the* Present Perfect Tense in
them.
Example:
I’ve seen him twice this week.
I’ve never met such people up to now.
63
Exercise 54.
Comment on the following statements to show that you are
interested in the completed activities themselves and not in the
definite point of time
Example:
She, speaks French fluently.
— No wonder, she’s spent many years abroad.
Statements:
1) This pencil doesn’t write. 2) I see spots of fresh paint
everywhere. 3) I can’t find my purse. 4) The telephone doesn’t
ring. What’s the matter with it? 5) The window looks clean and
bright. 6) What’s the matter with the floor? It’s quite wet. 7) There
aren’t any people in the streets. 8) I don’t recognize the spelling
of this word. 9) I’m afraid I won’t be able to ride a camel.
List of words: to sharpen, to paint, to leave behind, to break, to
clean, to wash, to go to the stadium, to make a mistake, to ride.
Exercise 55.
Translate the following sentences into English.
1	Мы до сих пор не встречали таких странных людей (never,
up till now).
2.	Врач мне вырвал зуб, и он больше не болит (pull out, hurt)
3.	Я потеряла часы, ты не видел?
4.	Тебе пришла телеграмма. Вот она (arrive)
5.	Только что прозвенел звонок.
6	Где Кирилл? — Он ушел >в театр.
7	Который час?—Только что пробило 11 часов.
8.	Вы уже завтракали? — Да.
9.	Он говорит, что видел этот фильм дважды.
10.	Мы знакомы с Кириллом с сентября (know).
11	Я не видела Алису две недели.
12.	Сколько лет ты в комсомоле (a member of the YCL)?
13.	Ей сын не пишет с тех пор, как уехал на Дальний Восток.
14.	Ты когда-нибудь бывал на Дальнем Востоке?
15.	Я еще не разу не был в зоопарке.
16.	Она всегда боялась собак (и теперь боится)
17.	Он никогда не видел гор. ,
18.	Где твоя ручка? — Потерял.
19.	Какую тему ты выбрал для сочинения?
20.	Я еще не выбрал тему для сочинения, а ты?
Exercise 56 *
Correct these wrong statements.
Teacher (or pupil):
1), The bell has just gone for a break. The pupils have gone
64
out into the corridor. They are having a break now They are
talking and laughing in the corridor
2)	The bell has not gone yet. The teacher has not yet come to
the classroom: The pupils are having a break. They are in the
corridor.
3)	Look! Helen has riot left her coat in the cloak-room today
She is wearing her coat now. She is also wearing her hat. Tell
her to take it off, will you?
4)	Look! Victor is not wearing his pioneer tie today. He has
left it behind. He is not wearing his uniform jacket either. He is
wearing a cowboy shirt. What’s the matter, I wonder?
5)	Nina is not writing her exercise. She has left her pen behind
In fact she has left all her exercise books behind today, hasn’t she?
6)	Boris and Nick haven’t come to class today. They are
absent. They'usually don’t come to class on Wednesdays.
7)	Mary hasn’t learnt her lesson today. The teacher has
just given her a bad mark in English.
Exercise 57.
Learn these dialogues by heart, then perform them in pairs
1.
A.: Have you got the tickets?
B.: Yes, here they are.
A.: Have you ordered the taxi?
B.: Yes, I have.
A.: Have you shut the windows?
B.: Yes, and I’ve locked the door. And have you told the neighbours
we are going away?
A.: Yes.
B.: Then off we go!
2.
A.: Have you read the-newspaper yet?
B.: No, I haven’t. Why?
A.. There’s an interesting notice in it. They’ve built a new skating
rink in the town.
B.: Have you been there?
A.: No, not yet. But I’m going to.
3.
— My vacation’s about over and I haven’t done anything
— Nothing at all?
3 Заказ 360
65
Well, let’s see. I’ve painted the fence. I’ve built a shed, I’ve
repaired my bike
- Js that all?
- No, I’ve worked in the garden. I’ve read a few books I’ve
translated two stories.
- That sounds like quite a lot to me. What do you mean, you
haven’t done anything?
I mean I haven’t done anything interesting. I haven’t been
to the forest. I haven’t gone fishing. I haven’t taken a trip
I haven’t done much at all.
The Present Perfect Continuous Tense
Exercise 58.
Read the following several times to practise the patterns
with the Present Perfect Continuous verb form. Translate into
Russian
1)	We have been learning about the use of Tenses. We have
learnt the use of the Present Indefinite and the Present Continuous
and the Present Perfect. What are we going to learn next?
2)	- How long have you been talking before the microphone
now?
We have been talking about two minutes now We are
going to talk some more time'perhaps.
3)	— Who is that talking over the telephone?
. — It’s Cyril. He has been talking for quite a long time now
4)	-r How long have you been studying English?
— I’ve been studying it for about five years now.
5)	The doorbell has been ringing for some time. Why don’t
you open the door?
6)	It has been raining for two days now. There’ll be a flood soon.
7)	The children have been looking forward to this holiday
for months.
8)	I have been asking you to repair the tape-recorder for six
weeks. When are you going to do it?
9)	Someone has been using my fountain-pen. The nib is all
bent.
10)	Has Alice been crying?
— No, she’s not been crying, she’s been peeling onions.
11)	Ever since he came to our class he has been trying to
make trouble
12)	A I hope you haven’t been waiting long?
В I’ve been waiting half an hour, but I came earlier
than you said.
A You have been working very hard lately, haven’t you?
В Yes, I have.
A And I expect you’ve been worrying, too.
66
В.: The work has been rather troublesome.
4	13) A.: I haven’t seen your brother lately. Has he gone away?
B.: Yes, he’s been sent to the Far East.
A.: Have you had any letters from him?
В.: I haven’t, but his wife has been hearing from him
regularly.
A.: Does she intend to go out and join him?
B.: They’ve been thinking about it but haven’t quite decided
yet.
Exercise 59.
Read the following, use the verbs in brackets in the Present
Perfect Continuous form.
1) I (look) at this photo for five minutes, but I can’t see you
in it.— I’m afraid you (look) at the wrong one. 2) She (prompt)
Vai since the beginning of the lesson. 3) These two girls in the
last row (chat away) for quite some time. 4) He (clean) the black-
board just a bit too long. 5) I know you (talk) about grammar
for the last half an hour, but I’m afraid I (not listen). 6) You
(wait) long for me? 7) I (mean) to see this play for quite some
time. 8) I (stand) here in the rain for half an hour or so. 9) He
(learn) English for three years, but he can’t even read a newspaper
yet. 10) Lunch is not quite ready yet, although I (cook) all the
morning. 11) It (rain) since yesterday. 12) I (wait) here for a
quarter of an hour. 13) Lately I (miss) him badly. 14) He (sleep)
since yesterday afternoon. Д5) It (snow) heavily for three days.
16) You (pick out) a salad just a bit too long. Hurry up. There are
a lot of people standing behind you. 17) She (speak) before a
microphone for half an hour or so. She must be tired. 18) I (mean)
to write to her for quite some time. 19) He (solve) this problem
too long. It must be very difficult. 20) She (clean) the flat since
morning and there is still very much to do.
Exercise 60.
Answer the following questions. Use the Present Perfect
Continuous Tense in your answers to show that the activity
(or state) began in the past, includes the present and may extend
into the future.
Example:
— Are you tired?
— Yes, I’ve been waiting for you since two o’clock.
Teacher:
1) Can you speak English a bit? 2) Does she continue to take
violin lessons? 3) Do they still live here? 4) Is he still talking over
3*
67
the phone? 5) Is she still waiting for me? 6) Who is that crying?
7) 'Who is that shouting? 8) Are you a Komsomol member?
How long have you been a Komsomol member? 9) Your jeans
look quite new. How long have you been wearing them? 10) You
are wearing a new skirt, aren’t you? How long have you been
wearing it? 11) You’re studying English, aren’t you? How long have
you been studying it now?
Exercise 61.
Think of sentences to use the following adverbial modifiers
of unspecified time.
1.	... since we last revised chemistry.
2.	... for six years by now.
3.	... so far.
4.	... up till now.
5.	... never.
6.	.. always.
7.	... for so many years.
8.	... for the last few days.
9.	... since the beginning of the school year.
10.	... since I saw you last.
11.	... since I’ve borrowed it from the library.
12.	... since when a little boy.
13.	... so far, but I haven’t finished it yet.
14.	... for such a long time.
15.	... until now.
Exercise 62.
Comment on these statements to show that the activity is
now ended, but the emphasis is on the continuity of it. That is why the
Present Perfect Continuous is used here. (You may use since-
and for-phrases in your comments.)
Example:
1st pupil: The boys are quite-excited.
2nd pupil: They’ve been playing football that’s why they’re
so excited.
Teacher:
1)	You look rather tired. 2) Please excuse our dirty shoes.
3) The room looks nice and fit again. 4) What a pleasant smell!
5) You’re quite wet through. 6) Please excuse our wet clothes.
7) There’s so much snow in the streets. 8) The telephone’s
ringing. 9) Who is that playing the piano? 10) Who is that
shouting in the yard? 11) Why are your hands so dirty? 12) Have
you been waiting long? 13) Is there any rubbish left in the house
now?
68
Exercise 63.*
Make up short dialogues asking questions suggested by the
teacher. (The first answer should be positive.)
Example:
Teacher: A., ask Nora if her brother is a student at the
University, what subject he is doing there and how
long he has been doing it.
A.: Nora, is your brother a student at the University?
Nora: Yes, he is.
A.: What subject is he doing there?
Nora: Linguistics.
A.: How long has he been doing it?
Nora: He has been doing it for three years. He is a
third-year student.
1)	Ask Victor if he is a Komsomol member, and how long he
has been a Komsomol member.
2)	Ask Nina where she is, and how long she has been here.
3)	Ask Nick where his friend lives, and how long he has
lived there.
4)	Ask Ned what he is writing, and how long he has been
writing it.
5)	Ask Zina if her father is a Party member, and how long
he has been a Party member.
6)	Ask Philip how long he has been doing chemistry, and if
he likes it.
7)	Ask Jim if he likes geography, and how long he has been
doing it.
8)	Ask the teacher how long she has been teaching English
and if she enjoys her job.
9)	Ask Dina if she can speak English fluently, and how long
she has been doing it.
10)	Ask your neighbour how long she has been living in this
town, and if she likes her town.
11)	Ask your neighbour if he is a Komsomol member, and how
long he has been a Komsomol member.
12)	Ask Sally how long she has been wearing her cardigan,
and if it wears well.
13)	Ask Jane how long she hasn’t written to her friend, and
if she likes to write letters.
14)	Ask Pete how long he hasn’t seen his friend, and if he has
written to him lately.
15)	Ask Helen if her brother is a student of the University,
and how long he has been a student.
16)	Ask Helen what subject her brother is doing at the
University, and how long he has been doing it.
69
17)	Ask Allen if his sister is a teacher, and how long she
has been working as a teacher.
18)	Ask Nora who her best friend is, and how long they have
been friends.
19)	Ask Cyril how long he has been reading that book, and
if he enjoys it.
20)	Ask Betty how long she has been reading that English
book, and how long it usually takes her to read such English
books.
21)	Ask Jack if he is having his English lesson now, and how
long he has been having his English lesson.
22)	Ask Clara how long it has been snowing, and if it usually
snows here at this time of the year.
23)	Ask Nina how long the weather has kept fine, and if
they usually have fine weather at this time of the year.
24)	Ask Vladimir what he is reading now, and how many
English books he has read since, the beginning of the term.
25)	Ask Lida if she is missing her friend, and how many
letters she has written to him lately.
26)	Ask Olga if she is busy with recording, and how long
she has been doing it.
Exercise 64*
Correct the following wrong statements.
Example:
Teacher: I’ve been trying to quiet you for the last half an
hour. I wish you’d go away or stop talking. You hardly have
heard anything.	t
1st pupil: I’m afraid this is not so. You have not been trying
to quiet us at all, and you don’t want us to go away. You’ve
been talking to us about a minute or so now and we’ve been
listening to you very attentively.
1)	Look at those two girls in the back row. They’ve been
chatting since the beginning of the lesson. They haven’t been
listening to the teacher. They are chatting now. Tell them to stop
it, please.
2)	The weather is nasty. It has been raining ever since morning.
It’s raining so heavily now. We are wearing our raincoats.
'	3) The sun has set. It is growing dark very fast. The first stars
have come out. They have been shining all evening.
4)	We are walking in the park. We have been walking for
two hours. We have walked ten miles, that’s why we’re so tired.
5)	You have been darning socks all the morning. You have
darned eleven pairs already. Now you’re going to darn them
again.
70
6)	That boy in the last row has been sleeping since the
beginning of the lesson. It’s time to wake him up.
7)	That boy has been riding his motor bike. That’s why he’s
wearing his leather suit.
8)	We have been training the use of Tenses all the morning
and the teacher isn’t satisfied with our knowledge yet.
9)	I have been teaching you for twenty years already, and
you have been my students for twenty years, haven’t you?
10)	We are in the school yard. .We are pumping up the tyres
of our bikes. We have been pumping them up half an hour already.
Would you like to go on with the work?
Exercise 65.
Write a letter to a friend of yours explaining to him why
you haven't written to him for such a long time and saying what
you have been doing, what you have and what you haven't done
during this time.
(read for the examination, revise the material, write composi-
tions, make drawings, see friends, go to the pictures, (not) know the
material well, (not) be afraid of, (not) be ready for, for such a
long period of time, since we last met, till now, yet)
Question Box
1.	Question: Is there any difference between the following sentences
I’ve lived in Moscow for ten years.
I’ve been living in Moscow for ten years.
Answer: No. Both the sentences mean exactly the same thing,
but with certain verbs there would be a difference in
meaning between the two forms.
Examples: I’ve been reading your book (but I haven’t finished
it yet).
I’ve read your book (I finished it last night).
I have been learning English since we last met
and have made some progress in it.
I’ve learnt all the irregular verbs since we last met
2.	Question: We use the Present Perfect Tense with this year
this month, this week, etc. What about this morning
and this afternoon?
Answer: With this morning or this afternoon we unconsciously
change the tense according to the time of the day when
we are speaking.
Examples:
(11 a. m.) We’ve done a lot of work this morning, haven’t we?
(1 p. m.) I saw the director this morning.
(7 p. m.) I did some shopping this afternoon.
71
3.	Question: Can we use the Present Perfect Tense with before?
Answer: When before is an adverb meaning “at an earlier (indef-
inite) time”, we must use the Present Perfect Tense
It would be wrong to use the Past Indefinite here
Examples:
1. — Have you ever been
there before?
— Yes, I have. I’ve
been there before.
2. — Meet my friend.
— Oh, we’ve met before.
3. I’ve never seen this before.
4.	Question: What is the difference between he has been there
and he has gone there?
Answer: He has been there means he was there, but now he is
not there, he is here or somewhere else.
He has gone there means that he is there now, or
on his way there.
Examples:
1)	Where is Cyril? — He has gone to Leningrad.
(That means he is in Leningrad or on his way there.)
2)	— Have you ever been to Leningrad?
— Yes, I have. I lived there before World War II, but since
that time I have been living here.
5.	Question: Is it possible to say Гт living here for six months
for the Russian Я живу здесь шесть месяцев instead
of / have been living here for six months?
Answer: No. Гт living here for six months means: I’m going
to live here for this period. (See Future.)
6.	Question: Why is Present Perfect not used for Теперь я по-
нял. Что Вы сказали? and we say Now I understand.
What did you say? instead?
Answer: It is a tradition to use Past or Present Indefinite instead
of Present Perfect in the situations like these. Here are
some more cases:
Я не слышал Вашего вопроса.
Я слышал, что...
Я забыл, где он живет.
Я забыл название книги.
I didn’t hear your question.
I hear that...
I forget where he lives.
I forget the title of the book.
FUTURE
(The Four Tenses Indicating the Future Time)
Table 3
Future Time Activities	Examples	Tenses
1 A plain future action	1)	It will snow heavily- in February 2)	We shall go down to the country when (if) it stops raining. 3)	If (when) I find your pen, I shall bring it to you.	The Future Indefinite Tense The Present Indefinite Tense
2 A planned future action	1) - What are you doing this afternoon, Dina? — We are going to the pictures. Would you care to join us? 2) We are moving to a new flat soon	The Present Continuous Tense
3. A planned future action that will be taking place at a definite moment in the future or parallel to another action	1) I don’t want to be dis- turbed at 7 We shall be watching a hockey match on TV 2) Alec will be carrying the tent, so you will carry the sleeping bags.	The Future Continuous . Tense
The Future Indefinite Tense
(in Simple Sentences)
Exercise 1. *
Listen to the following statements and change them to state-
ments about some future time.
A.	1) Jim gets up at 7 o’clock. 2) He takes a shower. 3) He
doesn’t have a bath. 4) He has a shave. 5) He dresses. 6) He eats
73
breakfast. 7) He puts on his jacket. 8) He doesn’t wear a hat
9) He rides his bicycle to school. 10) He attends his classes.
11) He has a cup of coffee at the cafe. 12) He meets his girl-
friend there. 13) They go to the library together. 14) They stay
there for an hour. Г5) They leave before afternoon.
В.	1) Alice goes to the language lab after classes. 2) She asks
the lab-assistant for a tape. 3) She goes to the cabin. 4) She puts
the tape on. 5) She puts on the ear-phones. 6) She turns the
handle and switches on the tape-recorder. 7) She listens to the tape.
8) She repeats the phrases in the intervals. 9) She imitates the
speaker. 10) She stays in the lab for an hour or so
Exercise 2. *
Do Exercise 1 again this time making two changes:
a) the Present Indefinite to the Future Indefinite,
b) the statement to the question.
Example:
Teacher (reading): Jim gets up at 7 o’clock.
1st pupil: Jim will get up a 7 o’clock.
2nd pupil: Will Jim get up at 7 o’clock?
Exercise 3. *
Do Exercises 1 and 2 again in the first person (singular and
plural)
Exercise 4.
Read the text, then ask and answer questions about the people
in it
Tomorrow
Tomorrow will be Monday again. Cyril will wake up at 7 o’clock
as usual. He will not get up until 7.15. At 7.15 Cyril will do his
usual morning exercises and take a quick shower, then he will
brush his teeth. After breakfast Cyril will take his books and
notebooks and go to meet his friend Alice.
They will have five classes as usual. At their English
lesion they will speak English, they will perform dialogues,
read and translate texts and write exercises. After classes they
will go to the school self-service canteen.
On the 30th of December the school will break up for holidays.
It will be the Eve of the New Year’s Day. It will snow heavily in
December and in January. Schoolchildren will go skiing and
skating. They will enjoy themselves.
74
Exercise 5.
Retell the text. Use the contracted forms of will.
Exercise 6.
Retell the text in the first person. Use the contracted form of
shall.
Exercise 7. *
Listen to a sentence describing a situation and ask questions
that will make the speaker give maximum information.
Example: He’ll help me with it.
— Who will help you with it?
— Jim will.
— What will he help you with?
— With my English.
Sentences describing situations.
1) That’s why he’ll come here. 2) That’s why she’ll go there.
3) She will leave it there for him. 4) Then they will speak about it.
5) They will speak about it there. 6) They will tell her about it.
7) That’s why they will tell her about it. 8) Then they will go down
to4the country. 9) Then he will give it back to her. 10) She-will
introduce him to me then. 11) That’s why he will read it quickly.
12) That’s why he will take it there. 13) That’s why they are meeting
next Friday. 14) That’s why we are having our dinner so early
The Present Indefinite Tense
and the Future Indefinite Tense
(In Complex Sentences)
Exercise 8.
Fill each blank with the Present Indefinite or the Present
Perfect Tense forms of the given verb.
Note: In sentences like this we use a present verb form in the
dependent clause, even though the time indicated is Future.
Example: None of us will be in this class when we are
thirty years old. (to be)
1)	We shall go down to the country on Saturday if the weather ...
good, (to be)
2)	Please be sure to telephone me the next time you ... to Moscow,
(to come)
3)	Your mother won’t be able to believe your good news when
she ... it. (to hear)
4)	You will surely be sorry if you ... such a disagreeable
letter, (to write)
75
5)	Don’t start to write until the teacher ... you. (to tell)
6)	You may continue to work on this text until the bell ... .
(to ring)
7)	Will the teacher tell us our marks before our holidays ...?
(to begin)
8)	I’ll give this note to Mr. Tanner as soon as I ... him. (to see)
9)	When we ... our exams, we’ll have a holiday, (to take)
10)	When I ... the book, I’ll lend it to you. (to finish)
11)	When we ... the church, we’ll go to the museum, (to see)
Exercise 9.
Read the text, then relate it in the third person singular. Use
the contracted forms of shall and will.
In the Library
If I have time after classes, I shall go to the reading-
hall in our school library. If there are many people there, I shall
go to the lending department and take books home. If there
are few people, I shall stay and read in the reading-hall. If
the librarian is in the hall, I shall ask her to explain to me how
to find words in the big library dictionary. "When Alice
comes, we shall do our written exercises together. Then we shall
go to Alice’s. 1 If the TV program is interesting we shall watch
TV. If there is nothing interesting on TV, we shall play pencil-
and-paper puzzles, such as tick-tack-toe, or hangman, or battleship.
When we play tick-tack-toe, we draw a diagram of nine spaces.
Then we alternately place Xs and Os in the spaces. The object is
to be first in getting three Xs or Os in a row. When a game is
won or ends in a draw, we shall start another.
<	7
Exercise 10.
Read this text, then relate it.
Playing Hangman
After classes Alice and I are going to play hangman. This time
I am going to start as a hangman. I shall secretely choose a long
word which has nine or eleven letters. I am going to choose the
word librarian, but you will not give me out, will you? Then
on a piece of paper I shall draw a line of nine dashes. Each dash
will represent a letter of the word librarian. Next to this line I am
going to draw a scaffold with a rope on it. Then Alice’s job
will be to guess the word before she is hanged. She will start by call-
ing out a letter. I am sure she is going to begin with vowels, she
always begins with the letter a. If the letter which she will call
1 Alice’s = Alice’s home
76
is in my word I shall put it on the line, or lines, where it appears
in the word. If the letter is not the part of the word, I shall draw
a head on the rope and the hanging will begin. Alice will continue to
guess letters. She will be allowed a total of* nine misses, and for
each of the other misses her neck, body, arms and legs will be added
to the figure on the scaffold. I shall win if I hang my partner before
the word is guessed.
Exercise 11.
Fill in the blanks using the appropriate forms of the indicated
verbs.
Mr. and Mrs. Clark are going to be away next week when
their friend Jim arrives. He will stay in their house while they are
away. They are writing a note to tell him where to find anything
that he might need.
to feel
to be
to have
to ring up,
to be
to come
to see
to deliver
to be
to be
to start
Dear Jim,
We’re sorry we can’t be here to welcome
you. Please make yourself comfortable, and use
whatever you need. You will find plenty of
food in the refrigerator whenever you ... hun-
gry. You will also find cold drinks there when-
ever you ... thirsty. You will find several kinds
of pills in the medicine cabinet in case you ...
a headache or a sore throat.
If anyone ... while we ... away, say that
we’ll be-back next Tuesday.
When the newspaper boy ... to collect money
tomorrow, please pay him 1.50. 1 We’ll return
the money to you when we ... you next Tuesday
evening.
We’ve asked the milkman to stop delivering
milk as there are already four bottles of milk
in the fridge; 1 2 but if he ... milk tomorrow
morning, please put it into the refrigerator.
Drink as much milk as you ... able to drink
while you ... here! We’ll telephone to you
just before we ... our trip home.
Exercise 12.
Combine these pairs of sentences by means of when, if, as soon as,
etc. as shown in the example below.
1 1.50 — one dollar and fifty cents
2 fridge = refrigerator
77
Example:
1st pupil: We’ll get back home. I’ll tell you more about my trip.
2nd pupil: When we get back home, I’ll tell you more about
my trip.
Pupil:
1) We’ll arrive at the camping site. I’ll write to you again
2) We’ll stop in that town. We’ll do a lot of sightseeing. 3) He’ll
go up to town. He’ll bring you a present. 4) Peter will wake up.
We’ll go sightseeing. 5) I’ll see him again. I’ll ask him about it.
6) We’ll pass through that field. We’ll see the place of the great
battle of Kursk. 7) Mary will come to the party. I’ll introduce her
to you. 8) I’ll be through with my work. We’ll go for a nice walk.
9) We’ll be tired. We’ll have a rest. 10) It will stop raining. We’ll
go down to the country. 11) I’ll find your ball-point pen. I’ll ring
you up at once. 12) You’ll read in poor light. You’ll spoil your eyes.
13) She’ll hear about it. She’ll be absolutely furious. 14) You’ll put on
the kettle. I’ll make tea. 15) You’ll tell me more lies. I’ll be very
angry indeed. 16) I’ll tell you a secret. Will you promise not to tell it
to anyone else? 17) I’ll come home from school. I’ll have dinner.
18) It’ll snow tomorrow. We’ll go skiing. 19) You will have
time. Will you come over and see us tonight? 20) The classes
will be over. We’ll go to the lab. 21) The weather will be nasty.
We’ll stay in. 22) You will finish this book. Will you give it to me
to read? 23) He’ll leave school. He’ll go up to the University.
24) She’ll pass her exams for the eight form. She’ll take up a
job. 25) You’ll see Alice tonight. Will you. tell Alice about your
plan for the week-end?
Exercise 13.*
Listen to the teacher and say what you will do.
Example:
Teacher: Now, B., in two minutes you will come up to my table
and do the following: spread this piece of paper on the table and
put this box on the paper. Then wrap the paper round the box and
fold the ends of the paper. Then take this piece of string and wind
it round the parcel, then you’ll tie two ends of the string together.
Do you understand?
Pupil: Yes, I do.
Teacher: Now, what will you do?
Pupil: In two minutes I’ll come up to the table. Then I’ll
spread that sheet of paper on the table and put the box on it. Then
I’ll wrap the paper round the box and fold the ends of the paper.
Then I’ll wind the string round the parcel and tie the ends of the
string together.
78
Teacher'
1)	Ann, you will come up to my table and undo this parcel
First you untie the string, then roll the string and put it aside
Then unwrap the paper and take the box out. Then you’ll fold the
paper and put it away. Do you understand? If you do, tell us what
you’ll do.
2)	Take this pen, dip it into this ink-pot and fill it with ink, then
take this piece of paper and write on the paper with the pen
3)	Take my book, open it at page thirteen. Then look at it and
read the third line from above aloud, then shut the book and out
it back.
4)	Pick up the chalk, write your name and your surname on
the blackboard. Then take the duster and rub out what you hav°
written.
5)	Take this piece of string and tie it to the door handle. Then
you’ll untie the string and put it on the table.
Exercise 14*
Answer the following questions as in the examples below
Examples:
1. If the weather is fine on Saturday, will you go down to tht
country?
— Yes, I’ll go down to the country if the weather is fine
on Saturday.
2. If it rains this afternoon, will you go up to town?
— No, I won’t (shan’t) go up to town if it rains this afternoon
1) As soon as you finish this book, will you read anothei
one? 2) Will you have dinner as soon as you come home from
school? 3) If it snows tomorrow, will you go skiing? 4) If you have
time, will you come over and see us tonight? 5) If it is pretty warm
tomorrow, will you wear your overcoat? 6) As soon as the classes
are over, will you go to the lab? 7) When the term is over in June,
will you go to a pionner camp? 8) When the term is over in June,
will you stay in town? 9) When classes are over today, will you go
to the pictures? 10) As soon as the bell goes, will you go to the
canteen? 11) When the bell goes, will you stay in the classroom?
12) If it rains heavily tomorrow, will you go for a walk? 13) If
the weather is nasty this afternoon, will you stay in? 14) As
soon as you finish this book, will you give it to me to read? 15) When
you are through with your assignment today, will you have a game
of chess with your friend? 16) When you leave school, will you go
up to the University? 17) Will you tell the teacher about it when
you talk to him today? 18) When you pass your exams for the eighth
form, will you go on with your school? 19) When you pass your
79
exams for the eighth form, will you take up a job? 20) Will you tell
Alice about it when you see her tonight?
Exercise 15. *
Listen to the following sentences and make them interrogative
Example.
— He’ll enjoy himself if he goes skiing this afternoon.
— Will he enjoy himself if he goes skiing this afternoon?
1) If Ned comes here before 6, he‘ll give us a ring. 2) If Jim
gets a letter from her, he’ll tell us about it. 3) I’ll ask Lucy about it
when I see her tonight 4) If the weather is fine on Saturday,
we’ll go down to the country. 5) If it snows this afternoon,
we’ll go skiing. 6) If it is not very cold tomorrow, we’ll go skating.
7) As soon as I have time, I’ll come and see you 8) As soon as the
classes are over, we’ll go to the lab. 9) He’lLgo to the pioneer camp
as soon as school breaks up for holidays in May. 10) As soon as the
bell goes, they’ll go to the canteen. 11) If the weather is nasty this
afternoon, we’ll stay in. 12) I’ll go on with my school if I pass my
exams for the eighth form
Exercise 16. *
Listen to the following sentences and make them negative
Example:
If she tries hard she’ll go up to the University.— If she doesn’t try
hard, she won’t go up to the University.
1) If they know the answer, they will tell us. 2) If he is bright
enough, he’ll answer the question. 3) If he has time, he’ll help me.
4) If he runs, he’ll be in time. 5) If you go to the lab, you’ll have a
good chance to practise the language. 6) If you get a new suit, you’ll
need some good walking shoes, too. 7) If you go out in all this
rain, you’ll get wet. 8) If you start at once, you’ll arrive by 6. 9) If
you ask him, he’ll come. 10) If I am through with the recording,
I’ll wait for you.
Exercise 17. *
Complete these sentences as shown in the examples. Give short
answers.
Examples:
1. He’ll go up to the University, won’t he?
— Yes, he will.
2. He won t go up to the University, will he?
— No, he won’t.
80
1) She’ll come, ...? 2) We’ll pass the test, ...? 3) We won’t be
in time, .. ? 4) You’ll hurry, ...? 5) The director will make a
speech, ...? 6) He won’t be hungry, ...? 7) You’ll see her, ...?
8) You’ll ring me up, ...? 9) He’ll take up a job when he finishes
school, ...? 10) School will break up for holidays in June, ..?
11) You won’t need new textbooks, ...? 12) You won’t have time, ...?
13) He won’t come her? again, ...? 14) The teacher won’t let you
out till you finish your exercise, ...? 15) Father won’t be angry,
when he sees it, ...? 16) .You won’t bolt all the doors, Mum, ...?
Exercise 18.
Tell the class about two things you will do in succession.
Use the word then, to begin- your second sentence with.
Examples:
1. When I come home from school, I’ll have my lunch, then I’ll
have a short rest.
2. When the English class is over, I’ll go to the canteen, then
I’ll play chess with my friend.
1)	When the school is over today, ... (to have a rest, to go to play
tennis)
2)	When I am through with my assignment, ... (to ring up Mary,
to go to the cinema)
3)	When the term is over in June, ... (to stay with my grannie,
to return home)
4)	When I come back from the pioneer camp in July, ... (to spend
a month at home, to go to school again)
5)	When I leave school, ... (to take a stenography course,
to work as a secretary)
6)	When I arrive at school tomorrow, ... (to talk to the director
to hand in my application)
7)	When our next class begins, ... .(to write a composition, to
hand it in)
8)	When I come home after school on Saturday, ... (to take
my fishing rod, to go to the lake)
9)	When L finish reading this book, ... (to give it to you, to
return to the library)
10)	When I come to the lab after classes, ... (to listen to the
tapes, to make a recording)
11)	When I talk to the director this afternoon, ... (to hand in my
application, to wait for the answer)
12)	When I am through with the .recording, ... (to listen to it,
to learn it by heart)
13)	When I pass my exams for the eighth form, ... (to leave
school, to work)
14)	When the bell goes, ... (to run to the canteen, to have a rest)
81
15)	When it is time to have dinner, ... (to stop playing, to wash
one’s hands)
16)	When I come back from skiing, ... (to have a bath, to have a
good supper)
17)	When I come to the river, ... (to fish for a while, to have
a swim)
Exercise 19.
Tell what will happen in the following situations.
Example:
Teacher: If you don’t study hard.
Pupil: If I don’t study hard, I won’t pass the exams.
I) If you spend all your money. 2) If you oversleep. 3) If you
cut your finger. 4) If you forget how to spell these words. 5) If you
put on a heavy coat. 6) If you leave your pen behind. 7) If you don’t
get up early. 8) If you leave your notebooks behind. 9) If you practise
English more. 10) If the door is locked. 11) When you pass your
examinations. 12) If I have written my composition. 13) When you
come to Leningrad. 14) If you press this button on the tape-recorder
15) If you leave your glasses on the chair. 16) If I sit down here.
17) When we are eighteen. 18) When everybody leaves the class-
room. 19) If you don’t listen to the teacher. 20) If we don’t eat
and drink.
The Present Continuous Tense
(with a Future Time Abverbial Expression)
Exercise 20. *
Listen to these sentences in which the Present Continuous
Tense and a special adverb of future time are used to express a
planned future action. Then give a short answer to each question.
1) Are they going to the cinema tonight? 2) Are you going home?
3) Is he taking Jane out tonight? 4) Is our teacher making that
speech on Friday? 5) Are you taking your small brother to the
ballet tomorrow? 6) Is anybody meeting you at the station
tomorrow? 7) Are we having dinner early tonight as we are going
to the theatre? 8) Are you giving a lecture tonight? 9) Is the
committee meeting next Wednesday? 10) Are your parents cele-
brating their golden wedding soon? 11) Are they organizing a drama
society at our school this term? 12) Are you moving to a new flat
very soon? 13) Are you doing anything tonight? 14) Is he starting
his new job on Tuesday? 15) Is he reading any of his own poems
next? 16) Are her parents giving a party on her birthday? 17) Are
you giving him a football for his. birthday?
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The Present Continuous
and the Future Indefinite Contrasted
Exercise 21. *
Agree with the following statements.
Example:
Teacher: We are having a snack in the canteen after class,
aren’t we?
Pupil: Yes, we are.
1) Your mother is flying to Kirov tomorrow, isn’t she? 2) You
are going to the Zoo on Sunday, aren’t you? 3) You
are spending your summer holidays with your parents, aren’t
you? 4) We afe going to the cinema after classes, aren’t we? 5) You are
not leaving tomorrow, are you? 6) You are doing French next
year, aren’t you? 7) You are not staying here all summer, are you?
8) You are not staying here after classes, are you?
Exercise 22.*
Disagree with the following statements.
Example:
Teacher: We aren’t having a snack after classes, are we?
Pupil: But yes, we are, you promised it.
1) Your mother isn’t flying anywhere tomorrow, is she? 2) Your
dad isn’t taking you to the Zoo on Sunday, is he? 3) You are not
spending your summer holidays with your parents, are you?
4) You’ll make a trip to the Crimea next year, won’t you? 5) You
are staying here all summer, aren’t you? 6) You are staying here
after classes to help Mary, aren’t you? 7) Tomorrow you are leaving
for Gorky, aren’t you? 8) You are going down to the country for the
week-end, aren’t you?
Exercise 23. *
Do Exercises 21 and 22 again as shown in the examples below.
Examples:
a)	Agreement
Teacher: We are having a snack in the canteen, aren’t we?
Pupil: Yes, we are, so is Danny.
b)	Disagreement.
Teacher: We are having a snack in the canteen, aren’t we?
Pupil: No, we are not, neither is Form 7 B.
83
Exercise 24. *
Listen to the sentences and ask general questions.
1) She is going abroad in a week. 2) They’ll understand
English soon. 3) I’m going to the library tomorrow morning.
4) She is visiting her aunt next Tuesday evening. 5) We41 make
this recording this afternoon. 6) I’m seeing Helen this evening.
7) We’re going home after classes. 8) I’ll help you with your
English. 9) Cyril is taking Alice to the party next Friday. 10) I’ll
remember to post your letter. 11) Jane and Kate will be there.
12) It will rain heavily in November here. 13) There will be a meeting
in the big hall 14) They will hold a meeting in the big hall.
15) This bag will hold all your books.
Exercise 25.
Put the verbs in brackets into Present Continuous or the
Future Indefinite.
1) I’m sure that I (recognize) him. 2) I (meet) her tomorrow.
3) He (play) in a football match on Friday. 4) She (come) back in
a minute. 5) We (know) about it after the lesson. 6) I (believe)
it when I see it. 7) Where you (meet) them? — I (meet) them at mid-
night in the middle of the wood. 8) The cat (scratch) you if you
pull its tail. 9) We (move) to a new school building soon. 10) I (play)
chess with Cyril tonight. 11) My uncle (have) an operation next
week. 12) My dad (speak) on TV tonight. 13. When you (have)
your next geography lesson? — I (have) it on Monday. 14) I
(compete) in the bicycle race tomorrow, if I feel well.
Exercise 26. *
♦
Agree or disagree with the following statements.
Example:
Teacher: You’ll ring me up as you promised, won’t you?
Pdpil: Yes, I shall. I’ll ring you up as soon as I get home.
Teacher:
1) You’ll write and tell me how you spent your holiday, won’t
you? 2) We shall work harder next term, shan’t we? 13) It will be
Sunday tomorrow, won’t it? 4) You will be seven next birthday,
won’t you? 5) School will soon break up for a holiday, won’t
it? 6) The shops won’t be closed by this time, will they? 7) You
will help me with the recording, won’t you? 8) The fog won’t
clear soon, will it? 9) The lesson will end in a minute, won’t it?
10) We shan’t spend all the time listening to the tapes, shall we?
11) If you have time, you’ll come.and see us this afternoon, won’t
you? 12) You won’t be ready as soon as I am, will you? 13) You’ll
84
behave better now, won’t you? 14) He will wash up before he
goes to bed, won’t he? 15) Mother will give us our dinner first, won’t
she? 16) Everyone will stand up when the teacher comes in, won’t
they? 17) You’li eat цр all your soup, won’t you?
The Future Continuous Tense
Exercise 27.
Read the following sentences several times to practise the
patterns with the Future Continuous verb form.
Note: In these sentences the Future Continuous is used to express
a planned action which will take place at a definite moment in
the future or will be parallel to another action.
1) I’ll be seeing Helen this evening. Is there anything you want
me to tell her? 2) I’ll be seeing Alec one of these days, I can tell
him everything about it. 3) We’ll be having supper in about twenty
minutes, so don’t go out, please. 4) Peter will be carrying the
tent, so he can’t carry these sleeping bags. 5) You’ll be wanting
this book on the train, I’ll not pack it away. 6) I’ll be giving a party
on Sunday, please don’t fail to come. 7) Mum will be wondering
where I am, so I must be off. 8) I’ll be seeing him next week, so I can
remind him of his promise. 9) Dan will be coming back right
away, stay and wait for him a bit, will you? 10) We’ll be wanting
these sandwiches on the train, so don’t pack them away, please.
11) We’d better go out tomorrow, because Mary will be practising
her English all day. 12) Don’t ring her up now, she will be putting the
children to bed. Ring her up later. 13) We are making a house-to-
house collection of waste paper. We’ll be coming to your house
next week. 14) That football team has lost some of its best players.
They will be looking out for new men. 15) You’d better go back now,
your mother will be wondering where you are. 16) What do you think
the children will be doing when we get home?— I expect they will be
doing their homework. 17) Stand there, they will be changing the
guard soon and you’ll get a good view. 18) I’d like to see your
new flat.— Well, come tomorrow, but it will not be looking
its best for the painter will be working on it. 19) You will be
doing trigonometry next term.
Exercise 28.
Substitute these words in the correct positions and make the
necessary changes. Do not change the subject of the main clause.
I believe he’ll be doing chemistry at the University.
1) think, 2) suppose, 3) physics, 4) Ned, 5) study Russian,
6) deliver a lecture, 7) Professor Brown, 8) my friend, 9) hope,
10) come to see us soon.
85
Exercise 29*
Agree or disagree with the following statements as shown in
the example below.
Example:
Teacher: Your sisters will be waiting for you, won’t they?
Pupil: Yes, they will, so will my brother.
Or: No, they won’t, neither will my brother.
Teacher:
1)	Your friends will be waiting at the airport to greet you,
won’t they? 2) Your mother will be wondering what has happened to
us, won’t she? 3) In a few days’ time you will be enjoying the
sunshine of the Crimea, won’t you? 4) Our boys will be doing their
military service next year, won’t they? 5) You will be working late
this evening, won’t you? 6) Your teacher will be listening to your
recording after classes, won’t she? 7) We shan’t be playing tennis
all afternoon, shall we? 8) You won’t be travelling all night, will
you? 9) Our boys will not be doing their military service next year,
will they? 10) You won’t be doing your homework when I come,
will you? 11) Mother hopes you won’t be writing the whole night
again, will you? 12) We shall be doing French next term, shan’t we?
Exercise 30.
Contradict the speaker.
1)	After our classes you’ll have your supper and then you’ll go
to bed, won’t you?
2)	When you come home from school this afternoon, you won’t
have your dinner, you won’t have a rest either, you will start
doing your lessons, won’t you?
3)	When the term is over in June, you will not go to the pioneer
camp, you’ll stay in town, won’t you?
4)	Next Sunday you will not go down to the country, you won’t
go skiing, will you?
5)	When the school is over today, you will go down to the
country, you will stay there till next Sunday, won’t you?
6)	When the bell rings, you’ll stay in the classroom, you will
listen to the tape-recorder here, won’t you?
7)	When you arrive at school tomorrow, you will not leave
your coat and hat in the cloak-room, you will go straight to the
classroom, will you not?
8)	If it rains heavily tomorrow, you will not go for a walk and
you will stay in all day, won’t you?
9)	If the weather is fine on Sunday, you will not go skiing,
you will stay in all day, won’t you?
10)	If the weather is nasty this afternoon, you will not stay
in, you will go out, won’t you?
86
11)	If your friend asks you to help her, you will tell her you are
busy and you will refuse to help her, won’t you?
12)	You will not go to the pictures this week, you’ll not go
skating either. Am I right?
13)	When the school is over today, you will not go home, you
will stay here, won’t you?
14)	If I give you this book to read, you will not give it back
to me, will you?
15)	If you get a bad mark now, you will be very glad and will
run to your father to tell him about it, won’t you?
Exercise 31.
Listen to the following dialogues several times so as to memorize
them. Then make up the same kind of dialogues in class.
1.
A When is your birthday?
В My birthday is in May. It’s on the 22nd of May.
A.	. How old will you be?
В . I shall be thirteen.
A.< And I shall be fourteen soon.
B.	When?
A . On June the third.
2.
Mother: Tomorrow will be Tuesday, won’t it?
Son: Yes, it will. It will be the 7th.
Mother: So the xlay after tomorrow will be the 8th, Wednesday
Son: Well? What then? •
Mother: We are going to the dentist. You’ll have your tooth
pulled out.
Son: I won’t! It doesn’t ache any longer.
3.
Mother: Get me a kilo of meat, we’ll have stew, Mary
Mary: Anything else?
Mother: I’ll need some vegetables, too.
Mary: I’ll buy that. I’ll get two cans of peas and some bananas, too.
Mother: Yes, Father’ll like it. You won’t remember all this, I’m
afraid. Write everything down.
4.
Alec. I hear, you know Betty Brown, don’t you?
Jim: Yes. She is my friend’s sister. Why?
87
Alec: Will you introduce me to her?
Jim: Sure. She is coming to the party later. She’ll be here in a
little while. I’ll introduce you when she arrives.
Alec: Thanks.
5.
— I’ll be seeing Nina this afternoon. Is there anything you’d like
me to tell her?
— Yes, please, tell her we are going down to the country for
the week-end. We’ll be very glad if she joins us.
6.
L.: I’m having a party at my house tomorrow evening. Can you
come? .
M.: Yes, thanks. I’ll be able to come. I am not doing anything
tomorrow evening. What are you going to do at your party?
L.: I’m going to borrow Alice’s record-player, and Nina is going
to bring some records. If it’s fine, we’ll sit outside and listen to
the records. If it’s wet, we’ll sit inside.
M.: If you like, I’ll bring some records too. Who else will be at
your party?
L.: Peter, Kim and Nelly. Oleg won’t be able to come. He is going
to the country tomorrow.
ЛЬ: Will Marina be there?
L.: I don’t know. I can’t ring her up. I don’t know her number
M.: Well, I’m seeing her tonight. I’ll be at the University tonight,
and she’ll be there too. I’ll ask her if you like, and I’ll phone
you tomorrow morning. I don’t know her phone number either,
but I’m sure I’ll see her tonight.
L.: Thanks very much, Mike.
M.. That’s all right, Leo. I can bring something for supper, if you
like.
L.: The girls are bringing something for supper. Mary may bring
something to eat.
M.: Well, I’ll phone you in the morning, and I’ll see you tomorrow
evening. Good-bye, Leo.
L.: Good-bye, Mike, and thank you very much.
7.
Мей: Hallo, Peter!
Peter: Hallo, Nick!
Nick: Have you passed your exam in the language yet?
Peter: No.
Nick: Will you be able to?
Peter: I’ll try. I’m not sure.
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Nick: You’d better.
Peter: Why?
Nick: The teacher and the group are depending on it.
Peter: Are they?
Nick: Yes.
Exercise 32.
Read the text, ask and answer questions about the people in it.
Tomorrow will be Saturday. We are going on a hike. If
we take something to eat, it will be a picnic. First we are moving
through the forest to the lake. We are having a short bathe in the
lake, then we are going to the forest again. Alice will be carrying
the topographical map and a compass and Cyril will consult the
map from time to time. He will be carrying the rucksack, so he
won’t be able to carry the tent. I am going to carry it. We are
planning to spend a whole day and the night in the forest, then in
the early morning on Sunday we shall be climbing up a mountain.
Exercise 33.
a)	Tell the pupils what Alice will, do if she wants to listen to
a tape.
b)	Tell the pupils what Alice will do if she wants to make a
recording.
Exercise 34.
Tell the class what the members of your family will be doing when
you come home and what one of the members of your family
will not be doing and why.
Exercise 35.
Read and translate this poem, then learn it by heart.
Song for Outer Space
Just suppose some day we’ll fly
in a spaceship through the sky.
We can choose our fav’rite stars,
~ you take Venus, I take Mars.
Just imagine you and me
playing games on Mercury.
We’ll find that outer space
is a fascinating place!
Just suppose that some noon
we will rocket to the Moon.
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All around are lights so gay
This must be the Milky Way.
Just imagine that we are
playing hopscotch on a star.
Don’t you think that outer space
is a fascinating place?
A nit Hovey
(From Child Life, August, 1961)
Question Box
/. Question* Grammar books say that a planned future action
can be expressed by either the Present Continuous
Tense or the Present Indefinite Tense. What is the
difference, if any?
Answer: We use the Present Continuous Tense mainly when
speaking about social arrangements.
Examples: I’m meeting my friend tomorrow.
We’re-having a meeting tonight.
We use the Present Indefinite with time-tables
for trains, planes, buses or ships and also when
planning a program for a journey.
Examples: The train leaves at 5 p. m.
I leave London on Monday, the 16th.
I arrive in Edinburgh on Tuesday, the 17th.
I catch the train for Leeds the next day.
I arrive in Leeds tomorrow afternoon.
2.	Question: Which is preferable shall or will with the 1st person
in the Future Indefinite Tense?
Answer: Shall appears to be slowly disappearing from modern
spoken English when referring to the future time. People
will always understand you if you use will with I and we.
Besides in the affirmative shall and will are usually
contracted to 7/ in fluent speech and informal writing.
Example: We’ll be taking our examination in May, won’t
(or shan’t) we?— No, we won’t.
You must remember that this reduced form 7/
cannot act as the first nor as the final syllable
of a clause.
Example: — Shall we be taking our examination this month?
— No, we won’t, but Cyril will.
3.	Question: Are Future Perfect and Future Perfect Continuous
used in modern spoken English to express futurity?
Answer: Of course they are, but the situations rather seldom
occur.
Examples: I haven’t learnt those words, but I’ll have learnt
them before the next lesson.
By the end of this week we’ll have been munching
this topic for a whole month.
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PAST
(The Three Tenses Indicating the Past Time)
Table 4
Past Time Activities	Examples	Tenses
1 An action which took place before the moment of speak ing; a step-in-the-story action	1) I took the reel, put it on the tape-record er and pressed the button.	The Past Indefinite Tense
2. A continuous action that was taking place at a definite moment in the past; an action parallel to another action; an action one could see, hear, watch	1) When you called me up, I was doing a cross.- word puzzle. 2) I left my coat in the cloak-room, ran up- stairs and quietly en- tered the room. Nina was reading her paper her friends were lis- tening attentively Some were making notes in their pads	The Past Continuous Tense
3. An action that took place before a- defi- nite moment in the past or another past action; a pre-past (or before-past) ac- tion	1) I had listened to the tape three times before I started writ- ing my reproduction.	The Past Perfect Tense
The Past Indefinite Tense
(in Simple Sentences)
Exercise 1.
Read this text shifting the tenses to the Past.
The Language Laboratory
a)	When Alice wants to listen to a new text, she goes to the
language laboratory. She comes to the lab-assistant’s office and
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asks the lab-assistant to give her the tape with the text. The
lab-assistant gives her the reel with the tape she wants to listen
to and an empty reel. Alice knows how to handle the tape-recorder.
She goes to the cabin, puts the reel with the tape on the left and the
empty reel on the right. Then she puts on the ear-phones and
presses the “forward” button.
b)	When Alice wants to make a recording, she asks the lab-
assistant to give her a reel with a clear tape (band). In the cabin
she puts on the reel, plugs in the microphone and presses the
“recording” and “forward” buttons. Then she speaks before the
microphone. If she wants to listen to her voice, she rewinds the
tape, and presses the “forward” button again.
(See the key on p. 127 )
The buttons on the tape-recorder
I	Rec. Recording	У	FWD Forward		STOP Stop		RWD Rewind	Fa	FF st Forwai	rd
Exercise 2.
Say the following dialogue in the Past (use last year).
About School
A.: How often do you go to school?
В.: I go to school six times a week.
A.: What do you do there?
B.: Why, I study there. I study Russian, literature, history,
geography, chemistry, physics and mathematics.
A.: Do you walk to school?
B.: Yes, I walk to school. Sometimes I go by tram from the school.
Exercise 3.
Study these verbs and expressions, then think of a situation
as a succession of activities in the past:
To wake, to get out of bed, to wash, to air the room, to make the
bed, to dress, to brush one’s hair, to have breakfast, to put on
one’s overcoat, to hurry to the metro station.
Exercise 4.
Note: One pupil comes up to the tape-recorder and shows and
says what he (she) does if he wants:
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a) to listen to a tape,
b) to make a recording.
Say what the pupil did a minute ago when he (she) wanted:
1)	to listen to a tape,
2)	to make a recording,
3)	to draw a face on the blackboard,
4)	to look up a word in the dictionary,
5)	to water the flowers in the classroom.
Exercise 5.
Describe in detail what you did
yesterday morning, after your classes, last night, on the
playground, at the previous lesson.
Exercise 6.
Say what you did and your younger sister (or some other
member of your family) did not do and why:
in the morning, after classes, last night, on the playground,
at the previous lesson.
Exercise 7.
Give the briefest answers you can to what the teacher says
to you. React as quickly as you can. See the example.
Example:
Teacher: This morning I walked to school. Did I come by bus?
Pupil:	No, you didn’t.
Teacher: Did I drive?
Pupil: • No, you didn’t.
Teacher: Are you sure?
Pupil:	Yes, I am.
Teacher: How did I get to school this morning?
Pupil: You walked.
Teacher:
1)	I had an egg and a cup of coffee for breakfast. Did I have
bacon and eggs for breakfast? Did I have an egg and a cup
of tea? Are you sure? What did I have for breakfast?
2)	Jim sewed up a black button on his white shirt. Did he
sew up a red button on his white shirt? Did he sew up a black
button on his black shirt? Are you sure? What did he do?
3)	I went to the Caucasus for a holiday last summer. Did
I go to the Crimea for a holiday last summer? Did I go on business
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to the Caucasus last summer? Are you sure? Where did I go for
a holiday last summer?
4)	He got an excellent mark in English at his entrance exami-
nations to the University. Did he fail his English exam? Did he get
a good mark? Are you sure? What mark did he get in English at
his entrance examinations?
5)	Nelly bought some bread at the baker’s. Did she buy meat
there? Did she buy fruit there? Are you sure? What did she buy?
6)	I went to the dry-cleaners’ yesterday to get my cardigan
cleaned. Did I buy tea there? Did I have my shoes cleaned there?
Did I have my hair cut there? Did I have my cardigan cleaned
there?
7)	Mary cleaned the blackboard two minutes ago. Did she use
a clean towel for it? Did she e soap? Are you sure? What did
she clean the blackboard with?
8)	Nick cut off a strip of paper with the scissors. Did he use a
knife? Did he use a fork?. With what did he cut a strip of paper?
9)	I went to the cinema yesterday and paid 30 kopecks for
the ticket. Did I pay a rouble? Did I pay two roubles? How much
did I pay?
10)	I went to the canteen an hour ago. Did I dance there?
Did I meet you there? Are you sure? What did I do there?
Exercise 8.
One of the pupils asks his neighbour a question suggested
by the teacher's words, beginning his questions with when. The
second pupil gives a brief answer.
Example:
Teacher: Get here.
1st pupil: When did you get here?
2nd pupil: Five minutes ago.
Teacher:
1) to leave home, 2) to see the doctor, 3) to talk to the lab-
assistant, 4) to buy your ball-point pen, 5) to have lunch, 6) to
have a hair cut, 7) to buy these shoes, 8) to start learning
English, 9) to listen to the news, 10) to clean the floor, 11) to
wash up, 12) to do the washing.
Exercise 9.
Answer the teacher's questions, then listen to his comments
and cojitradict them if they are wrong.
Example:
Teacher: Ann, when did you come to school yesterday and at
what time did your first lesson begin?
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Ann: I came to school at 8.10 as usual, our first lesson
began at 8.30, it was chemistry.
Teacher: So, Ann was late for school yesterday, as you’ve
heard. She came to school twenty minutes later and
was not present at the first lesson, which was
English, by the way. Am I right? Is that so, David?
David: No, you are wrong, I must say, Ann was not late for
school yesterday. She came right in time. She came at
8.10. This is her usual time. Our first class was
chemistry, not English, as you’ve said. Ann was present
at the lesson, I saw her myself.
Questions:
1) What did you do at your chemistry lesson? 2) Why were
you not present yesterday? 3) What did you do on the sports-
ground last week? 4) What did you have for breakfast this
morning? 5) What dress did you wear yesterday? 6) Why did you not
wear your uniform yesterday? 7) What play did your drama
society stage last term? 8) You went to the Zoo last Sunday
What did you do there? 9) What did you win on a lottery
ticket?
Exercise 10.
Ask questions suggested by the teacher (or one of the pupils)
See the example below.
Example:
Teacher: Ask me what I did last week-end.
Pupil: What did you do last week-end?
Teacher: I went down to the country. What did I do?
Pupil: You went down to the country.
Teacher: Ask me:
1)	what I did in the morning,
2)	where I went last week-end,
3)	who I went down to the country with,
4)	when my brother finished school,
5)	how often I went skiing in February,
6)	why I did not go to see my friend off,
7)	who came to meet me at the station,
8)	which of the three stories I liked best,
9)	what I talked with the director about,
10)	why I didn’t finish reading the book yesterday,
11)	why I didn’t phone my friend last night,
12)	how I got to school this morning,
13)	how long it took me to get to school this morning.
95
Exercise 11.
Listen to a sentence describing a situation and ask questions
that will make the speaker to give maximum information.
1)	She gave it back to them. 2) Therefore he didn’t do it in
the morning. 3) Therefore she did it after classes. 4) Therefore she
switched it off. 5) She didn’t want to listen to it then. 6) After
that he went there at once. 7) Then she decided to do it again.
8) After that they understood it very well. 9) Then she repeated it.
10) Therefore he switched it on. 11) After that he helped him
with it. 12) They did it at once. 13) She didn’t take it back there.
14) She didn’t give it back to him. 15) She lost it there. 16) Then he
fixed it and pressed the button.
"Exercise 12.
Listen to the dialogue, then perform it in pairs.
Cyril: You got up early this morning, didn’t you?
Alice: Yes, I did. I got up about 6 o’clock.
Cyril: Why did you get up so early?
Alice: I wanted to finish my homework.
Cyril: You studied last night, didn’t you?
Alice: Y^s, but I didn’t finish it.
Cyril: Didn’t you write a composition yesterday?
Alice: Yes, we did.
Cyril: You got a good mark, didn’t you?
Alice: I don’t know yet. I think I did. And what about you,
you didn’t fail your test, did you?
Cyril: I didn’t. (I didn’t fail the test.) I passed it. It was an
easy one.
The Past Indefinite
and the Present
Perfect Contrasted
Exercise 13.
Do this, exercise as shown in the example.
Example
Teacher: I want you to dp the following. Take a piece of
chalk and write your name on the blackboard. What
have you just done?
Pupil: I have taken a piece of chalk from the table and written
my name on the blackboard with it.
Teacher: There’s a piece of chalk on the table. What did
you do with it a minute ago?
96
Pupil: I took it and wrote my name on the blackboard with
it, then I put it on the table again.
Teacher: When did you do this?
Pupil: A minute ago.
Teacher:
1)	Let’s imagine that this is a telephone. Take the receiver
Dial number 3—17. Listen to the answer.
2)	The telephone is ringing. Answer the call. Say “speaking”
3)	Take this coin. Show it to the class. Put it back into my purse
4)	Go to the bottom of the class and sit down in the last row,
then stand up and come here again.
5)	Take this book to the boy in the front row and show him
the title, give him the book and thank him.
6)	Take that pair of scissors and the card. Cut off the four
angles of the card, then cut the card into two. Then put down
the scissors and the two halves of the card on the table.
The Past Indefinite Tense
(in Complex Sentences)
Exercise 14.
Complete these sentences. Tell the class about two things
you did in succession. Use the word then to begin your second
sentence with.
Examples:
1. When I came home from school I had my lunch. Then
I had a game of chess with my friend.
2. When the English class was over I went to the canteen
Then I had a game of chess with my friend.
The when-clauses for the exercise:
1)	When the school was over yesterday, ...
2)	When I was through with my assignment, ...
3)	When the term was over in June, ...
4)	When I came back from the pioneer camp in July, ...
5)	When I arrived at school yesterday, ...
6)	When our last class was over on Saturday, ...
7)	When I finished reading the book, ...
8)	When I came home after school on Saturday, ...
9)	When I came to the lab after classes yesterday, ...
10)	When I saw the director this afternoon, ...
11)	When I was through with the recording, ...
12^ When I passed my exams for the eighth form, ...
13)	When the bell went, ...
14)	When it was time to have dinner, ...
15)	When I went hiking on Sunday, ...
4 Заказ 360
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16)	When I went skiing on Sunday, ...
17)	When I came to the river, ...
Exercise 15.
Correct these wrong statements.
1)	After our classes you had supper and then went to bed,
didn’t you?
2)	When you came home from school yesterday afternoon,
you didn’t have your dinner, you didn’t have a rest either, you
started doing your lessons, didn’t you?
3)	When the term was over in June, you did not go to the
pioneer camp, you stayed in town, didn’t you?
4)	Last Sunday you did not go down to the country, you
did not go skiing, did you?
5)	When the school was over yesterday, you went down to
the country, you stayed there two days, didn’t you?
6)	During last break you stayed in the classroom, you
listened to the tape-recorder here, didn’t you?
7)	When you arrived at school yesterday, you did mot leave
your coat and hat in the cloak-room, you went straight to the
classroom, did you?
8)	You did not do your morning exercises today, you didn’t
take a shower either, did you?
9)	You went to the pictures yesterday and therefore you
did not do your lessons. Isn’t that so?
10)	I gave you my textbook yesterday and you lost it, didn’t
you?
11)	You borrowed some textbooks from the library last year
and you didn’t return them when the school broke up for holidays.
Isn’t that so?
The Past Indefinite,
the Present Continuous
and the Present Perfect
Continuous Tenses Contrasted
Exercise 16.
Do this exercise as shown in the example.
Example:
Teacher: We’ve been reading this story since last week?
Pupil A.: We’ve been reading this story since last week.
Pupil B.: When did you begin reading this story?
1 Учитель может давать исходное предложение на русском языке для перевода
на английский
98
A.: We began reading it last week.
B.: Are you reading it now?
A.: Yes, we are.
B.: How long have you been reading this story?
A.: We’ve been reading it since last week (for over
a week).
Teacher,
1)	They’ve been writing a test since 10 o'clock.
2)	Nick has been looking out of the window for a quarter
of an hour.
3)	Helen has been talking over the phone for half an hour or so-
4)	They’ve been discussing this article since lunch-time.
5)	I’ve been reading chapter V since Monday.
6)	They’ve been watching TV since 6 o’clock.
7)	The pupils have been writing a composition for twenty
minutes.
8)	He has been writing a new play since last year.
9)	They’ve been staging this play for over three months.
10)	They’ve been rehearsing since lunch-time.
The Past Indefinite
and the Past Continuous Tenses
Exercise 17.
Read the text In the Library p. 28 shifting the tenses to the
past where necessary. (See the key on p. 127).
Exercise 18.
Tell the class what you saw when:
a)	you entered the reading-hall yesterday;
b)	you came into the classroom this morning;
c)	you came to the canteen during the long break;
d)	you came to the language
Exercise 19.
Ask and answer questions
for questions:
1) What were you doing at
4 o’clock yesterday (at
about 6 o'clock, at 8
o'clock last night, at 7
sharp yesterday)?
2) What was your brother
laboratory after classes yesterday.
choosing one of the following:
for answers:
I was listening to the radio
(a broadcast, the news, a radio
program, some music, some
records, a concert).
I (he, she) was watching a
4*
99
doing at 4 o’clock yester-
day? (your sister, your
mother, your grannie, father,
your friend)
television program (a show
on television, my favourite
program, a colour TV program).
Exercise 20.
Ask and answer questions choosing one of the following:
for questions:
What were you doing when I
rang you up last night?
(phoned you, telephoned you,
called up)
for answers:
When you rang me up yester-
day I was having dinner
(doing my homework, just
getting jup, just leaving the
house, sleeping soundly)*.
Exercise 21.
Say what you or one of your friends were doing at the time
when another action occurred.
Example:
When I came home my family were having their tea.
Use this list of words:
to arrive home, to see you, to ask somebody to the phone, to
call on somebody, to get up, to telephone;
to play the violin, to knit a pullover, to play badminton, to do one’s
homework, to listen to the news broadcast, to have a rest.
Exercise 22.
Make up sentences on the following patterns:
1. While you were writing
letters, I was
'reading a book.
и talking on the phone,
watching television,
^watching a TV program.
2. While we were
'having breakfast,”
having lunch,
4 writing letters,
sleeping soundly,
^working,	<
John was talking
on the phone.
Continue the exercise using the following words:
to tell a story, to knit a cardigan, to sow seeds, to dig up
potatoes, to pick plums, to water flowers, to clean the windows, to
polish the floors, to iron the blouse, to take a shower, to listen to the
news broadcast, to wash the dishes, to enjoy oneself, to repair
one’s radio, to plan to go for a walk.
100
Exercise 23.
Say what you were doing while I was studying. Use the verbs
from the previous exercises.
Exercise 24.
t
Tell the class what happened while another activity was taking
place.
Example:
I fell and hurt my leg badly while I was skiing.
List of words:
to see somebody, to drop one’s watch, to lose one’s wallet,
to break the cup, to forget the word, to understand the sentence,
to spend all one’s money;
to cross the street, to wind one’s watch, to walk in the forest,
to pour (the) tea, to look up the word in the dictionary, to
translate the sentence, to go shopping.
Exercise 25.
Look at pictures on p. 29—32. Then say what Cyril and Alice were
doing when you saw them. (You may use the words given to the
pictures.)
Example:
When I saw Cyril, he was standing on his hands. When I came
into the sports-ground, Cyril was playing football with his
friends.
Exercise 26.
Do Exercise 25 again in the way of wrong statements as shown
in the example below.
Examples:
1. Boris: When I saw Cyril, he was playing marbles.
Pupil B.: When Boris saw Cyril, he was playing football with
his friends, wasn’t he?
Pupil С.: I am afraid you are wrong. When Boris saw Cyril,
he was not playing football, he was playing marbles.
2. Nick: When I came to the sports-ground, Cyril was stand-
ing on his hands and Alice was skipping.
Pupil B.: When Nick came to the sports-ground, Cyril and
Alice were playing Leap-frog, weren’t they?
Pupil С.: I don’t think so. When Nick came to the sports-
ground, Cyril was standing on his hands and Alice
was skipping.
10F
Exercise 27.
Read this text shifting the tenses to the Past.
Cyril’s Morning Exercises
Cyril does his morning exercises every day. When he does
his first exercise, he raises up his hands. While he does this, he is
breathing in. Then he lowers his hands. While he does this, he is
breathing out. He repeats this exercise five or eight times.
When he does his second exercise, he bends the upper part of
his body first to the left and then to the right. He repeats this
exercise ten times. Then he sits on the floor and touches his feet
with his both hands several times. After-that Cyril lies on his back
on the floor and holds his legs up,. While he does this, he is breathing
out. When he does his last exercise, he jumps with his hands on the
hips.
Exercise 28.
Shut the book and say in what succession Cyril did his morning
exercises yesterday morning.
Exercise 29.
Say what kind of, morning exercises you did yesterday morning.
Exercise 30.
Learn these short dialogues. Make up your own dialogues
using these three patterns.
Pattern 1
(Simple Sentences)	\
1)	— Where were you yesterday afternoon, Alice?
— I was at home all the afternoon.
2)	— Were you at home all day yesterday, Betty?
— I was at home all the morning. I went out in the afternoon.
3)	— What were you doing yesterday afternoon, Bill?
— I was writing a letter to a friend of mine.
4)	— What were you doing all yesterday afternoon?
— I was watching television.
5)	— What were you doing at about four yesterday?
— I was knitting a new pattern.
6)	— What were you doing at 7.30?
— The clock was still ringing and I was just getting out
of bed.
102
— And at 7.35?
— Why, dressing.
— Where were you at 7.50?
— At-breakfast. I was having my breakfast.
---At eight sharp?
— Why, I was going to school.
— Were yow? Why are you late, then?
— Am I?
Pattern 2
(Complex Sentences)
1)	— What were you doing when I rang up?
— When you rang, I was having dinner.
2)	— What were you doing when I rang you up, Ann?
— When you rang, I was listening to a new recording
3)	— What was Carol doing when you saw her?
— When I saw Carol, she was talking to Charles.
Pattern 3
(Complex Sentences. Parallel Actions)
1)	— What were you doing while I was typing letters?
— While you were typing letters, I was reading an article
2)	— What was your brother doing while you were talking on
the phone?
— While I was talking on the phone, my brother was
polishing my shoes.
3)	— What was your brother doing while you were washing up
after supper?
— While I was washing up after supper, my brother was
pressing my skirt.
Exercise 31.
Listen to the text several times so as to memorize it.
Yesterday Alice stayed home all day. When she got up in the
morning, she felt ill and decided not to go to school. But by 10 o’clock
in the morning she was beginning to feel better. By then it was too
late to go to school. It was thawing and she did not want to go
outdoors. Her friends were all at school. They were all having their
lessons. Alice had no one to talk to.
After school Cyril called on Alice to give her the homework and
find out how she was feeling. When Cyril came in, Alice was
looking into her pad and listening to the record-player.
“Are you enjoying yourself?” Cyril asked.
“No, I’m feeling terrible,” she told him. “That is, I”m not ill
now, but I’m very lonely. It’s no fun to spend all day by yourself.”
103
Cyril was not planning to stay very long, but she was lonely, so
Cyril spent the whole evening at Alice’s.
Exercise 32.
Relate the text as if you were Alice.
Exercise 33.
Relate the text as if you were Cyril.
Exercise 34.
Make up short dialogues asking questions suggested by the
teacher.
Example:
Teacher: Ask Helen how she got to school this morning, whether
she walked or took a bus, and how long it took her to
get here.
Pupil A:: How did you get to school this morning, Helen?
Pupil В.: I walked.
Pupil A.: Why didn’t you take a bus?
Pupil B.: Buses were overcrowded this morning.
Pupil A.: How long did it take you to get here?
Pupil B.: About 25 minutes or so.
Teacher:
1)	Tell Peter you rang him up at five yesterday, and ask him what
he was doing at that time.
2)	Tell Nina you saw her in Gorgy Street yesterday, and ask
her what she was doing there.
3)	Tell Nick you saw him standing near the post-office yesterday,
and ask him who he was waiting for, and why.
4)	Ask Boris when he came home yesterday night, and what
his brother was doing. Ask him also if his mother was sleeping,
and if not, ask him what she said when she saw him coming
home so late.
5)	Tell Sonya you saw her at the cinema yesterday, and ask
her who was sitting on her left. Ask her if she enjoyed the film.
6)	Tell Zina you saw her on the skating-rink last Saturday,
and ask her who she was skating with. Ask her also how long she
skated, and when she came home.
7)	Tell Lida you saw her in the lab yesterday, and ask her
if she was listening to the tape or making a recording, and why.
Ask her also how long she stayed in the lab yesterday.
8)	Ask Lena why she was queuing up at the dry-cleaners’
yesterday, and if she managed to do what she wanted. Ask her
also how long it took her
104
9)	Tell Denis you saw him at the box-office in the Bolshoy
Theatre yesterday, and ask him why he was standing there.
Ask him also if he managed to get the tickets, for what opera or
ballet, and how long it took him.
10)	Tell Ella you saw her near the booking-office at the
railway station on Sunday, and ask what she was doing there.
Ask her where she wanted to go, who with, and if they enjoyed
the trip.
Exercise 35.
Tell the class what you are wearing today and what you
wore yesterday What do you usually wear on such a day (skirt,
blouse, shirt trousers, shoes, socks)?
The Past Perfect Tense
Exercise 36.
Read the following text giving special attention to the Past
Perfect forms and the structure of the sentences in which they
are used.
The Wrong Number
When I answered the telephone this morning, I knew right
away that the woman had the wrong number. But it took her a long
time to find out. She wanted to know what film, was on, and when
the first show began. I told her she had got the wrong number,
but she continued asking her questions. Finally she heard what I was
saying. She wanted to know why I hadn’t told her right away that she
had the wrong number. I tried to explain that I had told her several
times, but she rang off.
that, why, how
Exercise 37.
Combine the following sentences using the conjunctions that,
why, how. x
Examples:
1. The woman got the wrong number.
I told her about it.
I told the woman that she had got the wrong number.
2. I got her telephone number.
She wanted to know how.
She wanted to know how I had got her telephone number.
105
1)	He made a lot of mistakes. The teacher wanted to know why.
2)	She left the party very early. I wanted to know why.
3)	He didn’t write to them for a long time. They wanted to know why.
4)	She didn’t bring me the book. I wanted to know why.
5)	He got the tickets for the best play. I wanted to know how.
6)	She didn’t attend the class. I wanted to know why.
7)	They left their football on the sports-ground. I told them about it.
8)	I left my exercise book behind. I told the teacher about it.
9)	I didn’t hand in my composition. The teacher wanted to know why
10)	I didn’t buy another copy of the dictionary for my friend. He
asked me why.
11)	I got the tickets for the best ballet. He wanted to know how
12)	I found their address. She wanted to know how.
Exercise 38*
Listen to the text (Exercise 36) again and retell it.
Exercise 39.
Read the following text giving special attention to the Past
Perfect forms and the structure of sentences in which they are used
They Wanted to Go to the Cinema
Alice and Cyril decided to go to the cinema. On their way to
the cinema they dropped in at the bookshop. On the counter
Cyril saw a book he had wanted to buy for a long time. He bought
it at once.
After they had paid for the book and left the shop Alice stopped
at the shop-window and saw a new English conversational book
which had come out of press a few days before. They went back
and bought the conversational book. Alice and Cyril had intended
to go to the cinema, but after they had paid for the books they
had only enough money for the bus fare home.
which	who (whom)
Exercise 40.
Combine the following sentences using the conjunctions which,
who (whom).
Example:
Cyril wanted to buy the book for a long time.
Then he bought it.
Cyril bought the book which he had wanted to buy for a long time
106
1)	She took some pictures in the Crimea. She showed us the
pictures.
2)	She wanted to buy the conversational book for a long time.
Then she bought it.
3)	They didn’t see their friends for a long time. At the theatre
they met their friends.
4)	She bought a new dictionary. She showed it to us.
5)	He borrowed a book from the library. When I came to see him,
he was reading the book.
6)	He left his ball-point pen behind. He couldn’t find it.
7)	Mother bought me a new coat. Mother shortened my new coat.
8)	He bought his propelling pencil in Leningrad. He lost his new
propelling pencil.
9)	Alice got many'presents on her birthday. Alice showed Cyril
her new presents.
10)	Nelly bought a denim skirt a few days ago. She put it on.
after
Exercise 41.
Combine the following sentences by the conjunction after.
Example:
1.	They paid for the book.
They left the shop.—
They left the shop after they had paid for the book.
2.	They paid for the books.
Then they had only enough money for the bus fare home.—
After they had paid for the books they had only enough
money for the bus fare home.
1)	The game began. Then they came to the sports-ground.
2)	I told her who I was. Then she opened the door.
3)	He spoke to the doctor. Then he felt much better.
4)	I told her she had the wrong number. Then she rang off.
5)	The sun set. Then they made camp on the bank of the river.
6)	He listened to the tape three times. Then he started writing
his reproduction.
7)	The train left. They arrived at the station.
8)	He had a good sleep. Then he felt much better.
9)	He took some medicine. Then he felt much better.
10)	He caught cold. Then he stayed in bed.
11)	He planted the bushes. Then he cleaned the gardening tools.
12)	I got the money. Then I counted it.
13)	I washed up. Then I put some lotion on my hands.
107
14)	He listened to the song. Then he remembered the name of
the composer.
15)	I passed the man. Then I remembered his name.
Exercise 42.
Retell the story (Exercise 39).
before
Exercise 43.
Combine the following sentences using the conjunction before.
Example: He left.
Then I came back.—
He had left before I came back.
1)	We made camp on the bank of the river. Then the sun set.
2)	The game began. Then we reached the sports-ground.
3)	He wrote three exercises. Then he realized he was doing the
wrong ones.
4)	He listened to the tape three times. Then he started writing
the reproduction.
5)	He revised some rules. Then he started doing his exercises.
6)	The doctor examined him. Then he told him to stay in bed.
7)	He put on his warm coat and gloves. Then he left the house.
8)	We came back home. Then it started raining heavily. ,
9)	She washed her hair carefu-lly. She had her hair set.
10)	He dug the ground carefully. He planted the tree.
Exercise 44.
Read this text giving special attention to the Past Perfect
forms and the structure of the sentences in which they are used.
A False Start
The other day our Russian teacher told us to write a composition.
I had borrowed some books from the school library before I went
home that day. After my lunch and a short rest I set to work on my
composition. I had looked through some books before I wrote a plan
for my composition. Then I decided to revise some grammar rules.
I had revised the punctuation and some spelling rules before I
started writing the composition. Some hours passed. I had nearly
finished writing the composition before I realized that something
was wrong. The. thing was I had mixed up the topics and was writing
a Russian composition on the topic the English teacher had given us.
108
Exercise 45.
Retell the story (Exercise 44).
Question Box
1.	Question: Which is correct: “She was talking over the phone
for a quarter of an hour” or “She talked over the
phone for a quarter of an hour”?
Answer: The latter. The following “unwritten rule” can prove
helpful: never use the Past Continuous form with for.
2.	Question: Which tense form (Continuous or Indefinite) would
be correct to use at the beginning of the following
paragraph:
Maggy sat (or: was fitting) in her small room.
It was rapidly growing dark ...
Answer: Both the forms are perfectly right. But the Continuous
form is very often used as a stylistic device of the so-
called topic sentences, i. e. sentences beginning a new
paragraph.
3.	Question: Which tense (Past Indefinite or Present Perfect)
is used in questions beginning with where?
Answer: Both.
Examples:
Where have you put the dictionary? I can’t find it. (The speaker
wants to know where the thing is now.)
Where did you buy this lovely bag? (The speaker wants to
know where the thing was before. The action of buying definitely
refers to the past.)
о
Part two
PASSIVE VOICE
Table 5
	Indefinite Tenses	Continuous Tenses	Perfect Tenses
Present Time Activities	Much attention is paid to the improvement of living standards in the USSR.	Meetings for peace and dis- armament are being held throughout the country.	A new swimming pool has been built not far from our block of flats.
Past Time Activities	The first manned space- ship was launched in the USSR in 1961	When we Entered the * classroom, the agenda of the next Komsomol meeting was being discussed.	A new shopping centre had been built here before we moved to our new apart- ment.
Future Time Activities	Peace will be' continuously fought for.		The production plan will have been fulfilled by the 31st of December.
Exercise 1.
Listen to the text several times giving special attention to the use
of the Passive Voice.
This is the medical inspection room. Once a year you are
examined by a doctor. This is called a check-up. First you are told
to go to the medical inspection room, then you are taken by the
school nurse to another room where you are measured and weighed.
Then the doctor sees you. Of course you are not hurt while you
are being examined, but you feel a little nervous. You are glad
when in the end of the check-ыр the doctor says that you are
healthy, but you are not glad when (if) you are told to go to the
policlinic for a more complete examination.
Exercise 2.
Speak about the people in the pictures without looking into
the texL Give greater prominence to what is happening to the
pupils and don't mention who caused it to happen.
Ш
Exercise 3.
Read the text of Exercise 1 in the first person (about yourself)
and then in the third person (about Cyril)
Exercise 4.
Read the text in the Past beginning with: Last year all the
students of our school were examined by a doctor. (First person
singular and plural.)
Exercise 5.
Read the text in the Future beginning with: Next year we
shall have a check-up again. (First person singular or plural and
third person singular or plural.)
Exercise 6.
Прочтите следующие предложения, определите отнощения
между действием субъекта и объектом. Обозначьте стрел-
ками направленность действия в выписанных словосочетаниях.
Например: дома строятся^
экономика развивается,
ему предложили работу.
1.	Ширится всенародное соревнование в честь 60-й годовщины
образовайия СССР.
2.	Все дети в нашей стране обучаются иностранным языкам
3.	Наша экономика развивается быстрыми темпами.
4-	В этом институте ведется интересная научно-исследователь-
ская работа.
5.	Сколько месяцев продолжается первая четверть?
6.	За последнее время качество товаров намного улучшилось.
7.	В этом кружке детей учат понимать серьезную музыку.
8.	Мой друг учится играть на пианино.
9-	Сколько времени продолжалась конференция?
10.	Сейчас обсуждается план работы нашего кружка.
11.	Вычислительные машины применяются во многих отраслях
промышленности.
12.	Вас просят вернуть книги в библиотеку.
13.	Ему предложили новую работу.
14.	Сейчас жилые дома строятся очень быстро.
15.	Деловые письма пишутся по специальной форме.
16.	Теплоход отправляется в 15 часов.
17.	Туристы отправились в путешествие вниз по реке.
18.	Этот многоэтажный дом построили за два месяца.
19.	Вчера газеты, принесли очень поздно.
2СК Ребята принесли букеты полевых цветов.
112
21. Туристам показали Выставку достижений народного хо-
зяйства СССР.
22. Вашу школу приглашают принять участие в конференции
23. Нашу школу приглашают принять участие в спортивных
соревнованиях.
24. Нашу школу пригласили принять участие в концерте.
Exercise 7.
Say which of the following verbs are transitive and use an
object after each transitive verb.
to come, to sit, to tell, to put, to find, to feel, to found, to choose,
to smoke, to die, to write, to pay, to interrupt, to teach, to excuse,
to apologize, to pardon, fo punish, to eat, to catch, to rise, to lie,
to ride, to discuss, to build, to mention, to raise, to Cough, to
give, to present, to translate, to do, to examine, to ask, to sleep,
to run, to show, to offer, to promise, to answer, to say, to stand.
Exercise 8.
Say which of the above-mentioned verbs can be used with two
objects (direct and indirect) and use two objects after each
transitive verb
Example: to tell somebody the news, to show somebody the
way, etc.
Exercise 9.
Turn the following sentences into the Passive Voice. No agents
with “by” are required here.
1) You must write a business letter on one side of the paper
only. 2) Everyone must leave, (their) hats and coats in the cloak-
room. 3) They require visitors not to feed the animals. 4) They
require visitors not to make much noise. 5) No one has opened
this gate for the last fifty years. 6) They fought a big battle at
the Kulikovo Pole six hundred years ago. 7) People will fo^t
this film in a few days. 8) No one has ever beaten Cyril at tennis.
9) They play basketball in every school. lOpThey play basketball
and volley-ball in every school. 11) They show Soviet films in many
parts of the world. 12) They will meet us at the station. 13) They
teach French and English at our school. 14) They told me to come
early. 15) They will do this work very quickly. 16) They invited
Helen and Ann to the party. 17) They asked Nina to come a
little later. 18) They punished me for something I didn’t do.
19) They make progress every day in the world of science
20) Somebody can easily mend this doorlock.
113
Exercise 10.
a) Mention the name of a world famous piece of literature
and say who(m) it was written by; b) mention the name of a
world famous musical composition and say who composed it;
c) mention a world famous painting and say who it was painted by;
d) mention a world famous discovery or invention and say by
whom it was discovered or invented.
E. g. Finlandia was composed by Sibelius.
a)	Arrowsmith, The Old Man
and the Sea, The Forsyte Saga,
Quiet Flows the Don, War and
Peace, For Whom the Bell Tolls,
Fathers and Sons, Jean Chris-
tophe, Man and Superman, Rob-
inson Crusoe, Vanity Fair, Gul-
liver's Travels, Moby Dick, The
Adventure of Dancing Men.
b)	Peer Gynt, Moonlight Sonata,
Sheherazade, Peter and Wolf,
Polonaise, Porgy and Bess,
Faust, Boris Godunoff, The Bar-
ber of Seville, Samson and Deli-
lah, Madame Butterfly, Carmen,
Rigoletto.
c)	Mona Lisa, Liberty Leading
the People, Nightwatch, The
Blue Boy, Ballet Rehearsal on
Stage, Dragon-Fly, Rye, (The)
Girl with Peaches, Ivan the
Terrible and His Son Ivan,
Sauvorov’s Army Crossing the
Alps in 1799, The Rooks Are
Back Again, Birch-Tree Grove,
Alyonushka.
d)	Dynamo, spaceship, baro-
meter, electric bulb, screw
propeller, air-balloons, electric
telegraph, railway.
John Galsworthy, Sinclair Lew-
is, George Bernard Shaw,
Ernest Hemingway, Romain
Rolland, M. Sholokhov; Turge-
nev> Leo Tolstoy, Herman Mel-
ville, Jonathan Swift, William
Makepeace Thackeray, Arthur
Conan Doyle, Daniel Defoe.
Beethoven, Prokofieff, Grieg,
Rimsky-Korsakov, Chopin, Gersh-
win, Saint-5аёпэ, Bizet, Pucci-
ni, Verdi, Rossini,, Moussorgsky,
Guno,
Delacroix, Savrasov, Repin,
Degas, Shishkin, Serov, Leonar-
do da Vinci, Rembrandt, Gainsbo-
rough, V. Surikov, V. Vasnetsov,
Kuinji.
The Montgolfiers, Samuel Morse,
George Stephenson, Francis
Pettit Smith, Michael Faraday,
Evangelista Torricelli, Tsiolkov-
sky, Popov.
Exercise 11.
Change the following sentences from active to passive. Make
the personal object the subject of the Passive Voice.
Example: They will show the visitors the new school
buildings. The visitors will be shown the new
school buildings.
114
1) They gave my little sister a ticket to the school concert.
2) Somebody recommended me another subject for my paper.
3) Somebody gave him a new English-Russian dictionary. 4) They
will show us English films every week. 5) They will ask us several
questions at the exam. 6) They gave him a very good job after
he had finished school. 7) They deny women the right to equal pay
in some countries. 8) They told Cyril the news when he came to
school. 9) Someone taught Ann French in her childhood. 10) Some-
one told the new pupil where to sit. 11) Someone told him how
to use the tape-recorder. 12) They will allow each child a second
helping of the cake.
Exercise 12.
Change the following sentences into the Passive Voice. Put the
adverbs of manner immediately in front of the past participle it
qualifies as shown in the example.
Example: I cooked the fish very well.
The fish was very well cooked.
1) I burnt my finger badly. 2) They feel the shortage of fresh
water in this country still very keenly. 3) You wrote your last
homework very badly. 4) Someone has cooked dinner excellently.
5) Nobody has answered my question properly. 6) They had exploit-
ed (the) natural resources of the country barbarously before it
became independent. 7) People admire Picasso’s pictures very
much. 8) They formerly used the Tower of London as a prison.
9) He has written the essay skilfully. 10) She dresses her children
lightly but warmly. 11) They praised the new TV show highly.
12) They will appreciate your reply highly. 13) They met our
request immediately. 14) They raised oil prices drastically.
15) They established friendly relations quickly. 16) They built
the house badly. 17) He wrote the poem beautifully.
Exercise 13.
Change the following sentences into the Passive Voice. Put the
adverbs of manner immediately in front of the past participle it
qualifies. Don't leave out the particle which will be put at the end
of the sentence.
Example: They have brought up the boy very badly.
The boy has been very badly brought up.
1) People speak well of you. 2) They are commenting on
the information widely. 3) They argued much about the matter.
4) They have insisted on the agreement very hard. 5) They often refer
to that story. 6) They will not object to the plan very strongly.
7) They will not object to the agenda very much. 8) They will
not laugh at your story very much. 9) They very strongly
115
objected to my proposition. 10) They listened to the lecture very
casually.
Exercise 14.
Put the following sentences into the Passive Voice. Prepositions
or adverb particles must not be left out.
Example: They will look after the child well.
The child will be well looked after/ .
1)	We must look into this matter.
2)	People speak well of my boy-friend Cyril.
3)	Someone reads to the old Jady every evening.
4)	We must fight for peace.
5)	You must let the dog out
6)	Nobody had lived in that cottage for years.
,7) She will look after the little girl well.
8)	A car has run over their dog.
9)	People will laugh at you if you wear these jeans.
10)	They carried the piano into the house.
11)	People ought not to speak about such things in public.
12)	Somebody left the light on all night.
13)	They will lock the cottage up for the summer.
14)	Somebody has spilt milk all over the tablecloth.
15)	Nobody has ever spoken to me like that before.
16)	People talked about this film all over the town.
17)	When we go camping we must not throw away empty bottles
and tins.
18)	We ate up all the biscuits yesterday.
19)	People were carrying the chairs out into the garden.
20)	This is a good idea, but one cannot carry it out in practice.
Exercise 15.
Make all the necessary changes in accordance with the time
signals (given in brackets). Do exercise in writing.
Example: A great amount of manufactured goods is
imported by this country (last year, before its own
'	light industry was developed, lately).
A great amount of manufactured goods was
imported by this country last year. A great
amount of manufactured goods had been
imported by this country before its own industry
was developed. A great amount of manufactured
goods has been imported by this country lately.
1)	The round-the-clock news was transmitted ten minutes ago
(every half hour, now, next, already, at the time I came in).
116
2)	Exhibitions of young artists’ paintings will have been opened
in three main halls by the time the festival begins (during the
XXII Olympiad, in a month, before the festival began). 3) An
exhibition of students’ diploma works is opened in our institute
(recently, last month, every day from ten till three, before the session
begins). 4) Was the agenda of the meeting discussed with the
pioneer group council chairman (yet, usually, tomorrow or the day
after tomorrow)? 5) A number of quite important agreements
were signed (recently, this year, during the visit, by the end of
this year). 6) A lot of consumer goods are produced every year
(during the period of the new five-year plan, this vear, last year).
7) The. patient has been examined by the doctor (at present,
when I came in, already, before he was taken to hospital, before
he is taken to hospital). 8) The terms of the agreement are worked
out (at present, before the meeting of the heads of the governments,
during his last visit to the country, by the end of the current
conference, already). 9) The elections to the local councils are held
every four years (for a whole month, this month, now, already,
during the coming month, by the end of the government committee
session). 10) Much effort is made by the government to improve
people’s * living conditions (all this time, since the Revolution,
after the Revolution, in future, at present, before the militarist coup).
Exercise 16.
Study the use of the passive infinitive after the modal verbs,
then translate the sentences into Russian.
1) The answer must be written on one side of the paper only.
2) These books must not be taken away. 3) Peace must be fought
for. 4) Imperialist aggression must be put an end to. 5) Poverty
and unemployment must be done away with. 6) Accidents must be
avoided. 7) This door can easily be mended. 8) This problem cannot
be solved at once. 9) This message cannot be printed in bold
type. 10) This book ought to be put onto the upper shelf. 11) The
work ought to be done by noon. 12) The work ought to have been
done by noon. 13) The students may have been disturbed by the
noise. 14) This translation cannot have been done by you. 15) The
parcel may have been brought by the postman. 16) This book couldn’t
have been printed in the 16th century. 17) This beautiful piece
must have been written by Ferenz List. 18) It may have been written
by Chopin as well. 19) The book ought to have been translated
two years before. 20) The things should have been put into their
proper places.
Exercise 17.
All the verbs in the following sentences are active. Which
would sound much better in the Passive Voice Change them
accordingly.
117
1) Mr. Lawson came to Moscow on business last week. 2) He
arrived at his hotel at 1,30 p. m. 3) A porter took his suitcases to his
room. 4) Someone gave him the key to his room’. 5) Mr. Lawson
asked what time the waitresses would serve dinner. 6) The clerk told
him that someone would open the bar and the dining room at 2 p.'m
7) Mr. Lawson bought a newspaper and went to his room. 8) The
furniture in his room was new. 9) Some manufacturers in Hungary
had made it. 10) The appearance of the room pleased Mr. Lawson.
11) Someone had designed it for comfort. 12) He sat down in an
armchair and started reading his newspaper.
Exercise 18.
Reply to the following statements as in these examples
Examples:
A.	Pupil 1.: They’ve asked Alice and Cyril to the party.
Pupil 2: Oh, so they have been asked then!
1) They’ve bought musical instruments for the school band.
2) They’ve told the Principal about the accident. 3) Someone
has found your umbrella. 4) No one has fed the dog today.
5) Somebody has given Nina a ticket to the concert, too. 6) Somebody
has shown the visitors around the school. 7) Someone has warned
Kate not to come too late. 8) They’ve told Allen the truth.
9) They’ve taken.my grannie to hospital, you know. 10) Somebody
has washed the floor in our classroom.
B.	Pupil 1: James didn’t come to the party.
Pupil 2: Oh, hadn’t he been invited then?
1) Helen was surprised when she heard the news (tell). 2) Cyril
didn’t attend the lecture, you know (tell). 3) Ann was late for the
rehearsal again (warn). 4) They didn’t join us when we went on
the excursion (tell, invite). 5) .The fire destroyed many valu-
able paintings (save). 6) Jane lost her collection of stamps
(find). 7) We couldn’t watch TV last night (repair).
C.	Pupil 1: They’ll take Rita to hospital tomorrow.
Pupil 2: Oh, she will be taken to hospital then.
1) They will translate this novel into Russian. 2) They will
invite Kate and James to the party. 3) They will buy new musical
instruments for the school band. 4) They will arrange everything
in time. 5) Somebody will meet the guests at the station. 6) They
will examine the two friends again. 7) They will prepare everything
for the party. 8) They will give us another test next week. 9) They
will give us a lot of homework for Sunday. 10) They will show us
another English film.
lie
Exercise 19.*
Answer the following questions by giving the noun with its
modifiers. Do not m&ke complete sentences.
Example:
Pupil 1: If the walls in a classroom have just been freshly
painted, how might they be described?
Pupil 2: Freshly painted walls.
1) If a car has been completely repaired, how might it be
described? 2) If dinner is excellently cooked, how would you
describe it? 3) If a child has been very badly brought up, how
might it be described? 4) What do we call a house that has been
newly built? 5) If a room is brightly lit up with many lamps,
how would you describe it? 6) If you have written your composition
very precisely, how might it be described? 7) If you do your work
properly, how might it be described? 8) He always likes things
done just so. How might such a thing be described? 9) What
do we call a scarf that has been made by hand? 10) What do we call
grapes that have been dried in the sun? 11) What do we call flowers
that are freshly cut? 12) What do we call a field which was recently
ploughed? 13) What do we call a road that was newly paved?
14) What do we call meat that was minced? 15) What do we call
coffee that was finely ground? 16) How would you describe a
face which is heavily made up? 17) If a person is highly respected,
how might he be described?
Exercise 20.
Translate the following sentences into Russian.
A.	1) Nina was told the news when she came to her class.
2) After he had finished school Alec was offered a very interesting
job.
3)	When Rita came back to school after a long absence, she was
promised immediate help.
4)	All schoolchildren in the USSR are taught foreign languages.
5)	When the business game started the participants were given
detailed instructions and were asked to stick to them.
6)	He was shown the way to the station.
7)	They are paid the salary twice a month.
8)	The lecturer was as ked a lot of questions.
9)	The other day I was told a very funny story.
10)	They were promised the newest information on this problem.
11) When I was a child, Mother used to read to me out of a book
of fairy-tales I had been given for my birthday.
В.	1) The letter was followed by a telegram.
2)	All the sports events were watched with great interest.
3)	All the lectures of Professor Markov are attended by a great
number of students.
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4)	The crop was badly affected by heavy rains.
5)	Financial assistance is badly needed to facilitate the develop-
ment of this area.
6)	Almost at the end of the route we were joined by another
group of tourists.
7)	His performance was greatly enjoyed by those present at the
concert.
8)	All the letters of TV viewers are usually answered within a
couple of weeks.
'9) The southern part of the country has been affected by frequent
earthquakes.
10)	Relief aid is badly needed by the people who suffered from
the flood.
C.	1) We hope that an agreement will be arrived at.
2)	These events are commented upon in today’s newspapers.
3) My friends can be depended On.
4)	The professor was listened to with great attention.
5)	The professor’s articles are often referred to.
6)	The new film is very much spoken about.
7)	The baby will be well looked after.
8)	You will simply be laughed at if you tell this story.
9)	My friend Mary is very badly brought up.
10)	He has never been taken for an Englishman.
11)	All this garbage had been disposed of before the construction
started.
12)	In the course of negotiations the terms were agreed upon.
13) The doctor will be sent for immediately.
14)	The figures which have just been referred to are published
in today’s newspapers.
15)	In the middle of the lecture she rushed out of the hall and
was looked at with surprise:
Exercise 21.
Say it in English.
А. Все старые дома в нашем районе уже Снесли (pull down),
улицы расширены (widen), построено много новых домов. Старые
заводы, которые были построены в центре.города еще до револю-
ции, вынесены за черту города (removed from the city), на их месте
будут разбиты парки (lay out), посажены деревья и цветы
(plant).— Что делается в настоящий момент? — Реконструируют-
ся многие предприятия, -восстанавливаются исторические памят-
ники (historical monuments, restore).— Что уже сделано? — О,
очень многое сделано, как я уже сказал, много построено и
восстановлено.— Что будет сделано к концу пятилетки (by the end
of the five-year plan)? — Очень многое: будет закончен новый
стадион, будет открыт новый театр, будет выстроена новая теле-
визионная башня (TV mast, erect).
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Б. 1. В этом районе обнаружен природный газ (discover).
2. Еще в этом районе найдена нефть (find). 3. Скоро там будет
построена электростанция (construct). 4. Сейчас уже произ-
водятся химические удобрения (chemicals, produce). 5. Разраба-
тываются полезные ископаемые (minerals, mine). 6. Проводятся
ирригационные работы (irrigation, carry out). 7. Развиваются
многие отрасли промышленности (develop). 8. Экономика этого
района будет базироваться на природном газе и нефти, которые
были здесь недавно обнаружены. 9. Многое делается (much
effort, make) по улучшению жизненных условий населения
(people’s living conditions). 10. Значительный прогресс достигнут
и в области культурной жизни (make) района: построены 2 театра,
концертный зал, стадион, реконструирован музей, открыта вы-
ставка картин местных художников.
Exercise 22.
Translate into Russian.
Do You Know
That the Morning Star is co-operatively owned by its readers
through the People’s Press Printing Society Ltd? That the P.P.P.S.
was formed in 1945 to provide the premises and presses to- ensure
the paper’s complete independence from the monopoly Press owners?
That the Society has thousands of members, including many
hundreds of Labour movement organizations?
That the business of the paper is discussed at yearly meetings
at which members of the Society also elect members to the Committee
of Management which looks after the paper’s affairs?
New Start into Space
Yuri Glazkov, Hero of the Soviet Union, and pilot-cosmonaut
of the USSR, who is now in the Space Mission Control Centre,
comments on the new space mission:
What is the task of the transport ship Soyuz-T3?
.The orbital research station Salyut-6 has been in a near-earth
orbit for more than three years and it has been manned for a year and
a half. ‘Four long-time and eight short-time expeditions were made
to it during this time. The station is used together with Soyuz
spaceships. They are constantly being improved. Today designers
have used the accumulated experience to build the much improved
Soyuz-T series. The ship has already been tested in unmanned
flight and with a crew of two. The cosmonauts flying the ship
will have to continue testing the new version of the ship.
Exercise 23.
Read the following text and translate it into Russian. Study
the sentences with the verbs in the Passive Voice.
121
A Constitution for Building Communism
On October 4 the Special Session of the Supreme Soviet of the
USSR was held to discuss and enact a new Soviet Constitution.
The Constitution was ratified three days later, after months of
discussion of the Draft Constitution by the Soviet people at over
one-and-a-half million meetings and after hundreds of thousands
of letters had been sifted and synthesized by the Constitution
Commission for reflection in the amended document.
The new Constitution is justly called the law of life of developed
socialist society. This is the society that has actually been built
in the Soviet Union. Such a developed mature socialist society is
also being built successfully in other countries of the socialist
community. And it is very important to have a clear idea of its
characteristic features and its place in the historical' process of
the establishment of the communist system.
It will be recalled that in the early Soviet years, Lenin, looking
into the future, spoke and wrote of “complete”, “full”, “developed”
socialism, as a prospect, a goal of socialist construction. Developed
socialism has been built in the USSR — a stage of maturity of the
new society, at which the restructuring of the entire system of
social relations on the collectivist principles intrinsic to socialism
is being completed. Hence, the organic integrity and dynamic force
of the social system, its political stability, its indestructible inner
unity.
Of course, only that socialist society can be described as
developed which is based on powerful, advanced industry, on
large-scale, highly mechanized agriculture, which in practice
permits an increasingly complete satisfaction of the varied
requirements of citizens to become the central and direct goal
of social development.
Millions upon millions of working people in town and country
have supported the new Constitution by word and by deed. They
checked every line in the Draft against their own practical work,
against the work of their working collectives. They made increased
socialist pledges, amended production plans, searched for new
reserves for enhancing production efficiency and improving work
performance, and welcomed their new Constitution with great
labour exploits. In short, our people have again shown themselves
to be complete masters of their socialist homeland. Honour and
glory to the heroic Soviet people, the builders of communism!
Exercise 24.
Say it in English as if you were showing your school to a
guest of honour.
А. Этот класс называется языковой лабораторией. Он исполь-
зуется для устной практики. Раныпе он использовался и для пока-
122
за фильмов, но теперь в нашей школе оборудуется новый кино-
класс. Эти столы сделаны из дерева и пластика, а в киноклассе
столы будут сделаны из алюминия. О, чернила, или что это
разлито по полу! Это чернила. К счастью, эти чернила легко
смываются.
Все оборудование нашей школьной языковой лаборатории
было изготовлено в Ленинграде. Его купили и привезли шефы
нашей школы. Над нашей школой шефствует известный научно-
исследовательский институт. О нас так заботятся! Недавно сле-
сарная мастерская была оборудована новыми инструментами,
заложен большой фруктовый сад. Для нас организуются экскур-
сии и поездки. Нас часто приглашают в институт на торжествен-
ные мероприятия.
Это доска объявлений. На ней написано: «Лаборатория откры-
та с 8.30 до 17.00. Соблюдайте в классе чистоту и порядок.
Пленки, книги, наушники нельзя выносить из класса». Все это
(я имею в виду пленки, книги) можно легко взять в библиотеке
Теперь вы, может быть, посмотрите наш читальный зал?
Б. Это наш читальный зал. Он не очень хорошо оборудован.
Скоро он будет заново отделан и прибавится много новых книг и
журналов. Учебники нам присылают специальные школьные
магазины. Большинство учебников издаются специальными изда-
тельствами в Москве и Ленинграде. Ежегодно школьная библиоте-
ка закупает много книг. Масса книг написана специально для
детей известными писателями. Все, кто любят читать, покупают,
как правило, эти книги, чтобы иметь их дома.
У нас в школе книги выдают на две недели, или на месяц,
или на год — это зависит от книги. В конце учебного года все
книги должны быть возвращены в библиотеку. Книги читального
зала нельзя выносить. По ним можно заниматься только здесь.
Exercise 25.
Listen to the following dialogues, learn them by heart, then
perform them in pairs.
1.
Alice: Where is this bicycle made?
Cyril: It’s made in Tallin.
Alice: Where is it sold?
Cyril: I think it’s sold by many shops selling sports goods.
Alice: I’m told your brother bought a new bike, too.
Cyril: Yes. But it isn’t like this one. It isn’t made in this country
It’s made in the GDR.
2.
Cyril: I’m confused by English names.
Alice: The first two correspond to our first name which is given
to the child by the parents.
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Cyril: You mean that a child is given two first names at his
birth, and they are chosen by the parents, don’t you?
Alice: Yes.
Cyril: And the last?
Alice: And the last name is the same as the father’s last name.
Cyril: Is the mother’s last name different?
Alice: No. A woman’s , last name is changed to her husband’s
name when she is married.
3.
Cyril: Whom do they call teen-agers?
Alice: Young people from the age of thirteen to nineteen are
often called teen-agers.
Cyril: After the “teen” numerals?
Alice: Yes. Besides young people are given a bit too great deal
of attention, you know.
Cyril: Oh, yes, we are supposed to have special problems and
characteristics of our own.
Alice: There are books and newspapers written for teen-agers.
Cyril: But not many things are produced to be sold mainly to this
age group.
Alice: You mean records and jeans?
4,
Alice: I want to buy a radio.
Cyril: Let’s go to the shop together. I’ll show you a make which
is battery operated.
Alice: Oh, it’s too sophisticated for me.
Cyril: Not at all. It is very easily operated. The price has been
decreased and it is sold at forty roubles.
Alice: Which is as much as I can afford. -
Exercise 26..
Study the following text and play this game.
Battleship
Two ocean charts of 100 squares are needed for this marine
game. The squares should be numbered one through ten across
the top and A through / along the side.
Your fleet must be secretely placed on the chart. Four squares
are occupied by a battleship, three squares should be occupied
by a cruiser and twice two squares are occupied by two destroyers
(of two squares each).
Each ship must be marked by letters А, В, C and D.
Ь24
1st player: Cyril, fire the first shot by calling out a particular
square.
2nd player: D—7. Alice, put a dot in this square.
1st player: It’s a hit.
2nd player: D—6, then.
1st player: A miss. It’s my turn now, Cyril. Two shots have
been fired at my fleet, one was a hit and the other
was a miss.
2nd player: But you didn’t tell me what kind of ship was hit.
1st player: A destroyer was hit, but it is not sunk yet. Now I hit,
Cyril, A—3.
2nd player: A hit. My cruiser was hit, a part of it. You have
located my cruiser , but you have not sunk it. It is
not sunk yet.
1st player: A—2.
2nd player: A hit again.
1st player: A—1.
2nd player: Sank. By the by, Alice, do you use your second chart?
Put an x where your shots were made without hitting
a target.
1st player: But my shots hit the target. F—8.
2nd player: It’s a miss.
1st player: A pity. Your. turn.
Question Box
/. Question: Is it possible to use get instead of be in the passive
construction?
Answer: We can use get in spoken English to form the Passive
to emphasize the result of an action that is done to
someone or something. Verbs that can be used with get
to form the Passive are: broken, burnt, caught, drowned,
engaged, found out, hurt, killed.
Here are some examples:
The dog got hit by the car.
Did the child get lost in the park?
Did the city get destroyed in the war?
How often does the house get cleaned?
How did my dish get broken?
My favourite football team got beaten
Did you get hurt?
KEYS TO SOME EXERCISES
Active Voice
Present
Exercise 26, p. 46.
1) doesn’t he; 2) don’t they; 3) do you; 4) doesn’t he; 5) doesn’t she;
6) does he; 7) isn’t she; 8) mustn’t you; 9) does he; 10) isn’t she; 11) are they;
12) does he; 13) don’t they; 14) isn’t he; 15) does’t it; 16) is she.
Exercise 39, p. 55.
A.	1) wear, am wearing; 2) are doing, do; 3) is smoking, smokes; 4) am
having, have; 5) are doing, knit, sew, am watching; 6) is walking, comes;
7) is ringing, wants; 8) is, is burning; 9) is getting, seems; 10) is looking,
is smoking, is dropping.
B.	read, keep; do not know, open, look up; tells, return, find; look;
read; want, get; wonder; do ... know.
C.	likes; gives; likes; likes; grows up.
D.	does ... say; says; do ... give; likes; does ... like; are ... reading;
am reading; do ... like.
Exercise 49, p. 62.
1)	have seen; have ... seen; haven’t; didn’t read; didn’t; have read.
2)	have ... known; have known; does ... live; lives; has lived (has
been living); has ... taught (has ... been teaching).
3)	have ... been; have been; did ... enjoy.
Exercise 50, p. 62.
1)	been;	been;	gone;	been.
2)	gone;	been;,	been;	gone.
3)	been;	gone.
4)	been;	been.
5)	gone.
Future
Exercise 8, p. 75—76.
1) is; 2) come; 3) hears; 4) write; 5) tells; 6) rings; 7) begin; 8) see;
9) have taken; 10) have finished; 11) see (have seen).
Exercise 11, p. 77.
feel; are; have; rings up; are; comes; see; delivers; are; are; start.
Exercise 25, p. 84.
1) shall recognize; 2) am meeting; 3) is playing; 4) will come (is
coming); 5) shall know; 6) shall believe; 7) are ... meeting; am meeting;
8) will scratch; 9) are moving; 10) am playing; 11) is having; 12) is
speaking; 13) are ... having (will ... have); shall have (am having); 14) shall
compete.
126
Past
Exercise 1, p. 91—92.
a)	When Alice wanted to listen to a new text, she went to the language
laboratory. She came to the lab-assistant’s office and asked the lab-assistant
to give her the tape with the text. The lab-assistant gave her the reel
with the tape she wanted to listen to and an empty reel. Alice knew how
to handle the tape-recorder She went to the cabin, put the reel with the
tape on the left and the empty reel on the right. Then she put on the
ear-phones and pressed the ‘‘forward” button.
b)	When Alice wanted to make a recording, she asked the lab-assistant
to give her a reel with a clear tape (band). In the cabin she put on the
reel, plugged in the microphone and pressed the “recording” and ‘ “forward”
buttons. Then she spoke before the microphone. When she wanted to listen
to her voice, she rewound the tape and pressed the “forward” button again
Exercise 4, p. 92—93.
a)	Pupil	1	(Boris) If I	want	to listen to a	tape,	I take two
reels. I put	the	reel with	the	tape	on the left-hand	side	of the tape-
recorder and	the	empty reel on	the	right-hand side. I take	the coloured
end of the tape*(band) and fix it on the empty reel. Then Ь plug in the
tape-recorder and press the “forward” button (the button marked FWD)
Pupil 2. Boris wanted to listen to a tape. He took two reels. He put
the reel with the tape on the left-hand side of the tape-recorder and the
empty reel on the right-hand side. He took the coloured end of the band
and fixed it on the empty reel. Then he plugged the tape-recorder in and
pressed the “forward” button.
b)	Pupil 1. (Helen) If I want to make a recording, I put on a clear
tape, plug in the microphone. Then I press the “recording” and “forward”
buttons and speak before the microphone. Then I press the “stop” button
If I want to listen to my voice I rewind the tape and press the “forward”
button again.
Pupil 2. Helen wanted to make a recording. She put on a clear tape
and plugged in the microphone. Then she pressed the “recording” and
“forward” buttons and spoke before the microphone. When the recording
was over, she pressed the “stop” buttoh. Helen wanted to listen to her
voice. She rewound the tape and pressed the “forward” button again.
Exercise 17, p. 99.
We have a very good library at our school. There is a big reading-hall
in the library. When I entered the reading-hall yesterday, there were a lot
of pupils at the tables. They were working. One pupil was looking up a word
in the big dictionary on the table near the door A tall boy was asking
the librarian a question. Several pupils were reading. A blond girl was
copying some information from an encyclopedia into her pad.
Exercise 27, p. 102.
Yesterday Cyril did his morning exercises at 7 When he did his first
exercise,	he raised up his hands. While he did	that, he	was	breathing	in
Then he	lowered	his hands.	While he did	that,	he was	breathing out.	He
repeated that exercise five or eight times.
When he did	his second	exercise, he bent the upper	part	of his body
first to	the left	and then	to the right. He	repeated	this	exercise	ten
times. Then he sat on the floor and touched his feet with his both hands
127
several times. After that Cyril lay on his back on the floor and held
his legs up While he did that he was breathing out. When, he did his last exercise,
he jumped with his hands on his hips.
Passive Voice
Exercise 24, p. 122—123
A. This classroom is called a language laboratory. It is used for
oral practice. It was formerly used for film showings, now a new film
class is being equipped in our school. These tables are made of wood and
plastic In the film class the tables will be made of aluminium Oh,
some ink or what it is has been spilt on the floor. It is ink. Luckily
this ink is easily washed away.
All equipment for school language laboratories is made in Leningrad
This equipment was bought and brought and installed by the patrons of our
school Our school is patronized by a well-known research institute. We are
taken great care of. The" metal workshop has recently been equipped with
new tools , a large fruit garden has been planted, excursions and tours are
organized/We are often invited to the institute ceremonial meetings.
This is a notice board It reads “The laboratory is open from 8.30 to
17.00 The room must be kept clean Order must be observed'. Tapes, books,
ear-phones must not be taken away ” All this can be easily obtained from
the library. And now perhaps you’ll like to have a look at our reading-hall?
В This is our reading-hall It is not very well equipped Soon it will
be fitted up anew and many more books and magazines will be added
Textbooks агеч distributed by special school stores Most of the textbooks
are published ' by the special publishing houses in Moscow and Leningrad.
But much more books are bought by the school library yearly Lots of
children’s books are	written by famous authors. Such books as	a	rule	are
read and owned by	almost everybody who likes to read	In our	school	the
books are' given to	pupils on two weeks, a month or a	year	it	depends
on a book. AJ1 the	books must be returned back to the	library	at	the	end
of the school year. The books from the reading-hall are forbidden to be
taken out. One can use them only here.