Use:
Present continuous tense means:
The action taking place at the moment
He is watching TV now.
Look! He is crossing the street.
She is listening to the radio at the moment.
Action as a continuous process
The Earth is rotating.
It is raining outside.
Future action, if planned
The plane is arriving at the airport at 7 pm.
They are leaving Moscow next week.
Some verbs are not used in Continuous. These are verbs denoting sensory perception (to hear, to see), mental activity ( to know, to understand, to remember), desires (to wish, to want), feelings (to love, to hate, to like).
Education:
Present continuous: am / is / are + Participle I (V + -ing)
Untitled document
Affirmative form |
negative form |
Interrogative form |
I am not sitting |
||
He is sitting |
He is not sitting |
Is he sitting? |
We are sitting |
We are not sitting |
Are we sitting? |
are not = aren "t
Exercise 1. Conjugate the following verbs in Present Continuous:
1. He is going to work at the moment.
2. Our editors are going proofread articles in this newspaper and correct the mistakes.
3. Helen is going to the library every fortnight.
4. Good parents are spending time with their children.
5. We are studing well and do all the exercises in English.
1. She (read) at the moment.
2. We (work) now.
3. He (dance) now.
4. Alex (write) essays for the local newspaper at the moment.
5. Linda (drive) her car.
1. We will go in Moscow.
3. She is buy presents.
4. They will write essays for the local newspaper.
5. He are driving his motorbike very well.
1. They read the newspaper.
2. I really want to go to Italy, so I am learning Italian.
3. I'm going to London.
4. Alexey plays football the best.
5. We are going on a picnic with the whole family.
Use:
Past Continuous means:
An action that took place at a certain moment in the past, which is indicated either by a circumstance of time, or by another action in the past. However, neither the beginning nor the end of the long-term action is known. The process of action and its duration are emphasized.
I was writing a letter at 5 o "clock.
I was writing a letter when my mother came.
I was writing a composition the whole day yesterday.
Education:
Past Continuous: was / were + Participle I (-ing)
Untitled document
Affirmative form |
negative form |
Interrogative form |
I was not sitting |
||
He was sitting |
He was not sitting |
Was he sitting? |
We were sitting |
We were not sitting |
Were we sitting? |
was not = wasn "t
were not = weren "t
Do the following exercises:
Exercise 1. Conjugate the following verbs in Past Continuous in writing:
say, find, buy, reply, work, walk, speak
Exercise 2. Rewrite sentences using negative and interrogative verbs:
1. He was working when I went to the work.
2. Tom burnt his hand when he was cooking the dinner.
3. I saw Helen when we were having dinner.
4. While I was working in the garden, I hurt my back.
5. My car broke down when I was driving to work.
Exercise 3. Open the brackets. Use the form of the verb you want.
1. He broke a tooth when he (eat) a sandwich.
2. I dropped my bag when I (run) for a bus.
3. Little Mary came in. She (eat) an ice-cream.
4. It (rain) when I went out into the street.
5. Sue (work) at ten o "clock yesterday morning.
Exercise 4. Is the sentence correct or incorrect?
1. We was going in Moscow.
2. Andrey go to the University.
3. She bought presents and I went to the library.
4. They wrote essays for the local newspaper when I was doing article.
5. He drove his motorbike when I saw him.
Exercise 5. Translate into from Russian into English.
1. When they were setting the table, I drank tea.
2. I went to the museum, and they were sitting in a cafe.
3. He drove the car for 2 hours.
4. When he came in, I was watching TV.
5. I did my homework at 5 o'clock yesterday.
Use:
Future continuous tense (Future Continuous) denotes future action in the process of its commission, which will end up to a certain point in the future. This tense is also used to express the intention to take an action in the future or confidence in its completion:
He will be writing a composition the whole day tomorrow.
At midnight she will be sleeping.
At 10 o "clock next Monday I shall be having an exam.
Education:
Untitled document
Affirmative form |
negative form |
Interrogative form |
I shall be playing |
||
He will be playing |
He will not be |
Will he be? |
We shall be playing |
We shall not be |
Shall we be? |
shall not = shan "t
will not = won "t
Do the following exercises:
Exercise 1. Conjugate the following verbs in Future Continuous:
say, find, buy, reply, work, walk, speak
Exercise 2. Rewrite sentences using negative and interrogative verbs:
1. I will be doing my homework at 5 o "clock tomorrow.
2. He will be watching football for 2 hours.
3. When I come, they will be playing.
4. I will be singing at 3 o "clock tomorrow.
5. He will be driving a car for 2 hours.
Exercise 3. Open the brackets. Use the form of the verb you want.
1. When she (came), they (learn) English.
2. I (read) at 6 o "clock.
3. I (work) all day tomorrow.
4. I (see) Tom tomorrow.
5. Don't (read) when his friend comes.
Exercise 4. Is the sentence correct or incorrect?
1. I be playing tennis at 10am tomorrow.
2. They won "t be watching TV at 9pm tonight.
3. What will you be do at 10pm tonight?
4. What you be doing when I arrive?
5. She will not be sleeping when you telephone her.
Exercise 5. Translate into from Russian into English.
1. Tomorrow at this time I will be preparing for the seminar.
2. We will be waiting for you at 5 o'clock.
3. Will they wait for us there?
4. I will listen to the radio news.
5. He will not garden.
Text 1. How to edit your articles as you write
1. Read the text.
How To Edit Your Articles As You Write
Increase your ezine subscribers by submitting articles once or twice a week to the opt-in ezines. Read by thousands, even hundreds of thousands, you get 10-25 new subscribers for each submission. Your articles also bring people to your Web site to buy your products. Use this checklist to edit your own work.
Knowing these benefits, you want to create and submit as many excellent articles as you can. At times, you have the articles complete, but don "t have anyone handy to edit them. While it" s best to get at least two other edits from business associates, you can edit your articles yourself with a little help.
Use this checklist to edit your own work:
1. Start your introduction with a question or startling fact. You must hook your readers with something that reaches their emotions.
2. Make your introduction only a few sentences. Your readers want to get to the heart of your article fast. They want easy-to-read quick tips. Long stories can bring a yawn to your reader.
3. At the end of your introduction, include your article "s thesis to stay on track and make your article clear and compelling. For instance," use this checklist to edit your own work ".
4. Make all of your sentences short. Since standard sentence length is 15-17 words, make most of your sentences under that number. Complex sentences and multiple phrases make the reading tougher. Make it easy for your readers to find the subject and verb of each sentence, so they get the point fast.
5. Avoid dull, slow sentences. To avoid passive construction, start them with a subject, and then follow with a verb. For instance, "The coach marketed her business and books through submitting articles online" is an active sentence. "The coach" s books were marketed online through submitting articles "is passive. Drop linking verbs such as" is "," was "," seemed ", or" had ". Replace them with power, active verbs. Instead of" She is beautiful ", you could say," Her beauty compels you to stare at her ".
6. Aim for compelling, clear copy. Write for the 8-10th grade reader. Don "t try to impress with pompous words such as" utilize ". Always think" What "s in it for them?"
7. Use specific nouns and names. General references don "t engage your readers" emotions. Let them see the size, color, and shape. Rather than say, "Write your book fast to make lifelong income", say "Write and finish your book fast so you can take that long vacation to a Caribbean island". Money alone doesn "t motivate, but what we can do with it does.
8. Let go of certain adverbs. Words like very, suddenly, and sparingly, tell instead of show. Use adverbs as often as you celebrate your birthday. Did I show, rather than tell? Your readers are hungry to experience feelings as well as picture themselves in your examples.
9. Let go of adjectives. Instead of saying, She is a super-intelligent person, you could say, "She" s a genius ".
10. Appeal to the senses of sight, sound, and emotions. Telling is not effective. Instead of "Buy this book today because it is so useful", say, "Would you like to double, even quadruple your Online income in three months?"
11. Cut redundancies. Too much repetition in your articles speaks boring or "talking down" to your readers. Be willing to part with some of your "precious" words. Your first edit should reduce your words at least by one-fourth.
12. Don "t use pompous words to try to impress your reader. Use the shortest, simplest, most well-know word. Check your word" s number of syllables. The more syllables, the more difficult.
13. Keep the subject and verb as close together as possible. Don "t make your reader work to get the meaning.
14. Use the present or past tense of the verb rather than the "-ing" form of the verb. Instead of "she is singing", say, "she sings or she sang".
15. Put your point at the end of a sentence, a paragraph, or chapter for emphasis. This position hooks the reader to pause and notice or hooks him to keep reading.
16. Cut cliches. Once, original metaphors, cliches age and become trite. Instead of "Birds of a Feather Flock Together", you could say, "Birds of a Feather Need to Fly Away".
Make your articles sculptured and painted like a fine work of art. Your word choices do make a difference-both in commercial acceptance as well as audience understanding.
Self-editing will help.
1.ezine - electronic journal
2.subscriber - subscriber
3.opt-in - subscription
4.submission - submission
5.handy - convenient, located next to
6.heart - essence
7.checklist - instructions, list
8.startling fact - startling fact
9.introduction - introductory part
10.submit - give a subtitle
11. tips - information
12.yawn - yawning
13. on track - according to plan
14. compelling - attracting attention
16.coach - instructor
17.tip - hint
18.to compel - to force, to compel
19.linking verbs - linking verbs
20.to talk down - to silence
21. to stare - look without stopping, intently
22.sparingly - carefully, economically
23. to quadruple - quadruple
24. redundance - overkill, duplication
25. to avoid - avoid
26. coach - instructor (tutor)
27. precious - precious
28 syllable - syllable
29. cliche - a stamp, a cliché
30. emphasis - underline, accent
31. pompous - pompous, loud
32.fine work of art - a work of fine art
1. Your articles also bring people to your Web site to buy your products. Use this checklist to edit your own work.
2. While it "s best to get at least two other edits from business associates, you can edit your articles yourself with a little help.
3. Your readers want to get to the heart of your article fast. They want easy-to-read quick tips. Long stories can bring a yawn to your reader.
4. Complex sentences and multiple phrases make the reading tougher. Make it easy for your readers to find the subject and verb of each sentence, so they get the point fast.
5. Cut redundancies. Too much repetition in your articles speaks boring or "talking down" to your readers
6. Don "t use pompous words to try to impress your reader. Use the shortest, simplest, most well-know word.
7. Make your articles sculptured and painted like a fine work of art. Your word choices do make a difference ndash; both in commercial acceptance as well as audience understanding.
4. Give the English equivalents from the article given above:
Articles will draw the reader to the website; business colleagues; sometimes; at hand to edit the article; with a little help; grasp the essence of the article; check the number of syllables; avoid using the passive voice; make you yawn; make it difficult to read (make it harder); easy-to-read hints; quickly understand the essence of the article; sight, hearing, feelings; money alone does not motivate; reduce repetitions; well-known words; impress the reader; use the shortest words commercially; a work of fine art; understanding the audience, editing oneself.
1. Want is the aim of the article?
2. What recommendations do you follow on your writing?
3. Why should we avoid complex words?
4. Why is it better to cut redundancies?
5. What is recommended about the introduction?
6. What kind of words is it better to use?
6. Translate into English:
1. Articles will attract readers to your site if you follow a series of tips.
2. Don't use complex sentences to avoid making your readers yawn.
3. Reduce repetitions that make articles difficult to read.
4. Ease the structure of the sentence so that the reader can quickly find the subject and predicate and immediately understand the main point.
5. It is possible to involve your colleagues in editing, but it is easier to edit yourself if you follow certain tips.
6. Use the shortest, simplest and most commonly known words.
7. The choice of words will contribute to the best understanding and commercial success of the articles.
Text 2. A literary editor
Copy editing (also copy-editing and copyediting) is the work that an editor does to improve the formatting, style, and accuracy of a manuscript. Copy (as a noun) refers to written or typewritten text for typesetting, printing, or publication.
In the United States and Canada, an editor who does this is a copy editor, and an organization "s highest-ranking copy editor, or the supervising editor of a group of copy editors, may be known as the copy chief. In book publishing in the United Kingdom and other parts of the world that follow UK nomenclature, the term copy editor is used, but in newspaper and magazine publishing, the term is sub-editor, commonly shortened to sub ("to sub" is the verb form) . The senior sub-editor on a title is referred to as the chief sub-editor.
There is no universal form for the job or job title; it is often written as one word (copyediting) or with a hyphen (copy-editing); the hyphenated form is especially common in Britain. Similarly, the term copy editor may be spelled either as one word, two words, or as a hyphenated compound term.
Copy editing is done prior to the work of proofreaders, who handle documents before final publication.
A literary editor is an editor in a newspaper or similar publication who deals with aspects concerning literature and books, especially reviews. A literary editor may also help with editing books themselves providing services such as proof reading, copy-editing, and literary criticism.
A consulting editor is a non-staff, non-salaried literary editor. It may be an independent, freelance editor, or a scholar providing expertise via consulting.
A state editor in a provincial or national government department is a salaried or honorary head of a government department. This post normally goes to members of the central services. The holder of such a post has the responsibility of editing and publishing gazetteer of more than one district of the province he / she is based in.
A contributing editor is a magazine job title that varies in responsibilities. Most often, a contributing editor is a freelancer who has proven ability and readership draw. The contributing editor regularly "contributes" articles to the publication, but does not actually edit articles, and the title is largely honorary. At smaller magazines the title may imply a staff member with regular writing responsibility and some editorial duties.
When a "contributing editor" is listed on the title page of a book, the term generally designates a person who has served as some kind of consultant in the book "s preparation but who is not responsible for the book" s final content. As with magazines, the title may be largely honorary.
A managing editor is a senior member of a publication "s management team. The title also applies to the evening televised newscasts on ABC, CNN, CBS, NBC and the FOX News Channel. The anchors of these newscasts also work as the managing editor of their newscasts.
In the United States, a managing editor oversees and coordinates the publication "s editorial activities. The position is generally the second highest in rank, after the editor-in-chief (also called the" executive editor ".)
In the United Kingdom a managing editor tends to manage budget and staffing issues at a publication, and may have equivalent ranking to a deputy editor in the organization "s structure.
Responsibilities vary from publication to publication.
A text editor is a type of program used for editing plain text files.
Text editors are often provided with operating systems or software development packages, and can be used to change configuration files and programming language source code.
Proofreading traditionally means reading a proof copy of a text in order to detect and correct any errors. Modern proofreading often requires reading copy at earlier stages as well.
Proofreading in printing and publishing
A proof copy is a version of a manuscript that has been typeset after copy-editing. Proof typescripts often contain typographical errors introduced by mistyping (hence the word typo to refer to misplaced, missing or incorrect characters). Traditionally, a proofreader checks the typeset copy and marks any errors using standard proof correction marks (such as those specified in style manuals, by house style, or, more broadly, by the international standard ISO 5776, or, for English, the British Standard BS-5261: 2). This process may be known as a line edit. The proof is then returned to the typesetter for correction, and in many cases the production of a second proof copy (often known as a revise). Proofreading is considered a specific skill that must be learned because it is in the nature of the mind to correct errors automatically. Someone not trained in proofreading may not see errors such as missing words or improper usage because their mind is showing them what it is trained to recognize as correct.
DP Proofreading Guidelines
The term proofreading is sometimes used incorrectly to refer to copy-editing. This is a separate activity, although there is some overlap between the two. Proofreading consists of reviewing any text, either hard copy on paper or electronic copy on a computer, and checking for typos and formatting errors. This may be done either against an original document or "blind" (without checking against any other source). Many modern proofreaders are also required to take on some light copy-editing duties, such as checking for grammar and consist.
Press Checks take place after the printing press is set up, but before the actual run is underway. While errors should have been corrected during the Color Proofing and Proofreading stages, the main purpose of a press check is to make sure that the color on press comes as close as possible to the color proof. Color proofs are valuable guides, but due to the inherent differences between different color proofing techniques and the printing process, proofs will match the printed sheet with varying degrees of exactness.
Areas that are commonly evaluated at a press check are:
Flesh tones or corporate logo match colors.
Overall color balance across the sheet.
Paper stock (checking for correct color, weight or texture).
Content (looking for missing elements and confirming copy changes).
Registration (checking sharpness, color overlapping, edges of images and screened type).
Physical defects (checking for broken type, odd scratches, hickeys, spots or ghosting).
2. Learn the Words and Word Combinations
1.copy - copy, version
2.copy editing - technical editing
3.typewritten - typewritten
4.typesetting - typographic set
5.formatting - formatting
6.handle - handle, consider
7.nomenclature - terminology, nomenclature
9.literary criticism - literary criticism, literary criticism
10.common - usually
11.hyphen - hyphen
12.review is a periodical
13.freelance - free
14.gazetteer - newsboy
15.contributing editor - contributing editor
16.anchor - radio presenter
17.readership - contingent of readers
18.draw - what is in demand
19.honorary - royalty-free
20.managing editor - editor-in-chief (managing editor)
21. Proofreading - proofreading
22.newscast - breaking news
23. mistyping - typo
24.misplaced - misplaced
25. character - letter, litera
26.line edit - line editing
27. revise - revision, second revision
28. color proof - color proof
29. overall - general
30. paper stock - paper pulp
32. registration - register, alignment
33.sharpness - contrast
34.overlapping - overlapping
35.screened - rasterized
36 inherited - accumulated, inherited
37. edges of images - edges of images
38.broken - interrupted
39. hickey
40.ghosting - the appearance of foreign stains
All subsequent tasks are performed in writing
3. Translate the sentences into Russian:
1. Copy editing (also copy-editing and copyediting) is the work that an editor does to improve the formatting, style, and accuracy of a manuscript.
2. In the United States and Canada, an editor who does this is a copy editor, and an organization "s highest-ranking copy editor, or the supervising editor of a group of copy editors, may be known as the copy chief.
3. There is no universal form for the job or job title; it is often written as one word (copyediting) or with a hyphen (copy-editing); the hyphenated form is especially common in Britain.
4. When a "contributing editor" is listed on the title page of a book, the term generally designates a person who has served as some kind of consultant in the book "s preparation but who is not responsible for the book" s final content ...
5. Proofreading consists of reviewing any text, either hard copy on paper or electronic copy on a computer, and checking for typos and formatting errors.
6. While errors should have been corrected during the Color Proofing and Proofreading stages, the main purpose of a press check is to make sure that the color on press comes as close as possible to the color proof.
7. Color proofs are valuable guides, but due to the inherent differences between different color proofing techniques and the printing process, proofs will match the printed sheet with varying degrees of exactness.
4. Give the English equivalents from the article given above:
Improve the format, style and accuracy of the manuscript, editor from the highest realms, no universal shape, a group of text editors, put on the list, especially common, review the text, the main task, as close as possible, misuse, copy in a thick cover, mechanical defects, look for leaked, electronic version, not be held accountable for final content, formatting errors, responsibilities vary from publication to publication, typographical errors, shedding light, with varying levels of accuracy due to (inherited) accumulated differences.
5. Answer the following questions:
1. Who is called in the USA and Canada a copy chief?
2. What type of editor is a contributing editor?
3. What other types of literary editors do you know?
4. What do we call proofreading?
5. What is the main purpose of proof check?
6. Why does a contributing writer not responsible for the content?
7. When does the Press Checks take place?
8. Which areas are evaluated in Press Checks?
9. What physical effects do you know?
6. Translate the following into English:
1. Copy (as a noun) refers to text written or typed, typeset, or publication.
2. There is no universal title for a job, they often write in one word - copyediting or hyphenated - copy-editing, especially in the UK.
3. In the same way, the term copy editor can be written in one, two words or hyphenated as a complex form.
4. Text editing is done before proofreading proofreaders who process the document before publication.
5. A literary editor is an editor in a newspaper or similar publication who deals with aspects of literature or books, especially reviews.
6. As a rule, the proofreader checks how the edition is printed and corrects standard errors with standard characters (these characters are given in textbooks or adopted as an internal style or, in a broad sense, given in the international standard ISO 5776, or according to British or English standard BS-5261: 2).
7. It is necessary to check the tones and colors, clarity, the absence of mechanical damage.
Exercise 1.
Open the brackets using Present Continuous verbs.
1. Timothy (to feed) his dog.
2. Mr. Jones (to clean) his yard.
3. Nancy (to paint) her kitchen.
4. Our neighbors (to wash) their car.
5. I (to wash) my hair.
6. Who (to fix) your sink?
7. What she (to do) now? - She (to dance).
8.I (to listen) to the radio.
9.She (not to type) her tests.
10.Why you (to shout)?
Exercise 2.
Expand the brackets using Present or Past Continuous verbs.
1. I (to write) an English exercise at this time yesterday.
2. My little sister (to sleep) at this time yesterday.
3. My friends (not to do) their homework at seven o’clock yesterday. They (to play) volleyball.
4. She (to read) the whole evening yesterday.
5. You (to drink) tea at this time yesterday? - No, I (not to drink) tea at this time yesterday.
6. My sister is fond of reading. She (to read) the whole evening yesterday, and now she (to read) again.
7. I (to sleep) when she came home
8. She (not to read) now.
9. When I went into the garden, the sun (to shine) and the birds (to sing) in the trees.
10. What your father (to do) from eight till nine yesterday?
Exercise 3.
1. I (to go) to the cinema at four o'clock yesterday.
2. I (to go) to the cinema when you met me.
3. I (to do) my homework the whole evening yesterday.
4. When the World War (break), John (live) in Holland.
5. I (to work) in the library from five till eight yesterday.
6.I (not to play) the piano at four o'clock yesterday. I (to read) a book.
7. When I (to draw) yesterday, I (to break) two pencils.
8. We (to listen) to an interesting lecture yesterday.
9. They (to get) ready to go out when it (to begin) raining.
10. What you (to do) yesterday? - I (to translate) a very long article.
Exercise 4.
Expand the brackets using Past Simple or Past Continuous verbs.
1. When I (to work) in the garden, my little sister (to sleep).
2. When Nick (to return) home, his brother (to play) with his toys.
3. When mother (to ring up) home, I (to do) my homework.
4. When father (to repair) the car, Pete (to watch) the process.
5. When mother (to come) home, the children (to play) on the carpet.
6. When I (to get) up, my mother and father (to drink) tea.
7. When I (to open) the door, the cat (to sit) on the table.
8. While I (to wash) the floor, I (to find) my gold earring.
9. He (to turn off) the electricity when I (to listen to) the radio.
10. She (to look) out of the window when I (to see) her.
Exercise 5.
Expand the brackets using Past Simple or Past Continuous verbs.
1. Father (to watch) TV at ten o'clock yesterday.
2. I (to go) to bed at nine o'clock yesterday.
3. I (to finish) my homework at nine o’clock yesterday.
4. I (to play) the piano at five o’clock yesterday.
5. He (to begin) to do his homework at four o'clock yesterday.
6. She (to wash) the floor at four o'clock yesterday.
7. He (to get) up at 7 yesterday.
8. She (to fall) asleep at 11 yesterday.
9. Mother (to drink) tea at 11 yesterday.
10. They (to meet) at the street 2 hours ago.
Exercise 6.
Expand the brackets using verbs in one of the future tenses: Future Simple, Future Continuous.
1. I (to do) my homework at six o'clock tomorrow.
2. When I get home tomorrow, my family (to have) supper.
3.When you come to my place tomorrow, I (to read) your book.
4. Don’t call on us tonight! We (to pack).
5. I (not to go) to the cinema tomorrow. I (to watch) TV the whole evening.
6. What you (to do) at eight tomorrow?
7. You (to play) volleyball tomorrow?
8. When we arrive in St.-Petersburg, it probably (to rain).
9. When you (to go) to see your friend next time?
10. I (to wait) for you when you (to come).
Exercise 7.
Translate the sentences into English.
1. Come today, I'll be waiting.
2. Where does he work now?
3. Does anyone read this newspaper? I want to take it.
4. He entered the room where the examiner was waiting for him.
5. Will you see her at the institute today?
6. The bell rang when I was finishing my essay.
7. Are you carrying a whole library in your portfolio? He is very heavy.
8. Why are you wearing a sweater and trousers?
9. I wonder what you are laughing at?
10. He lives with his parents now. I think he is looking for a job.
Exercise 1. Insert the verb to be in Present, Past or Future Simple.
1. The students ... in the Russian Museum. 2. Last month they ... in the Hermitage. There… an interesting exhibition there. 3. In two weeks they… in the Tretyakov Gallery. They ... lucky. 4. My father ... a teacher. 5. He… a pupil twenty years ago. 6. I ... a doctor when I grow up. 7. My sister… not at home tomorrow. 8. She… at school tomorrow. 9.… you… at home tomorrow? 10.… your father at work yesterday? 11. My sister ... ill last week. 12. She ... not ill now. 13. Yesterday we ... at the theater. 14. Where… your mother now? - She ... in the kitchen. 15. Where… you yesterday? - I ... at the cinema. 16. When I come home tomorrow, all my family… at home. 17. ... your little sister in bed now? - Yes, she .... 18. ... you ... at school tomorrow? - Yes, I…. 19. When my granny ... young, she ... an actress. 20. My friend… in Moscow now. 21. He… in St. Petersburg tomorrow. 22. Where… your books now? - They ... in my bag.
Exercise 2. Insert the verb to be in Present, Past or Future Simple.
Ronald Frank ... a managing director of the First Bank of Kingsville in Main Street. He ... always on a business trip. Yesterday he ... in Geneva. Tomorrow he ... in London. Last week he ... in Chicago. Next week he ... in New Orleans. At the moment he ... in Amsterdam. In two hours he ... in the Hague. Three days ago he ... in Paris. At the end of his trip he ... usually very tired but happy. He ... with his family now. His sons ... so much excited. They have got new toys from their father. Everybody in the family ... very glad to see him at home again.
Exercise 3. Expand the brackets using Present Simple verbs.
(USUALLY) 1. My working day (to begin) at seven o "clock. I (to get) up, (to switch) on the radio and (to do) my morning exercises. It (to take) me fifteen minutes. My sister (to get) up at eight o "clock. She (to be) a schoolgirl. She (to go) to school in the afternoon. Jane (to be) fond of sports. She (to do) her morning exercises every day. At half past seven we (to have) breakfast. My father and I (to leave) home at eight o "clock. He (to take) a bus to his factory. My mother (to be) a doctor, she (to leave) home at nine o" clock. In the evening we (to gather) in the living room. We (to watch) TV and (to talk).
Exercise 4. Expand the brackets using the verbs in Past Simple.
The legend of Lake Naroch.
Many years ago there __________ (live) a girl called Nara. She _____ (can) sing very well and play the psaltery. She _____ (love) a young man and ________ (want) to marry him. One day she was sitting near a large beautiful lake when a rich man ________ (see) her. He _______ (like) Nara so much that he_________ (want) to marry her. As Nara________ (have) a groom she________ (not want) _______ to marry the rich man. But the rich man_______ (be) very stubborn, and his servants ___________ (kill) Nara’s groom and __________ (take) Nara to the rich man’s palace. The girl ______ (be) so unhappy that when everybody was sleeping, she ________ (set) fire to the palace, and _______ (run) away. When the rich man________ (learn) about it, he _____ (send) his servants after Nara. As she ___________ (cannot) run away from them, Nara ___________ (dive) into the lake and____________ (die). From that time the lake was named Lake Naroch.
Exercise 5. Expand the brackets using verbs in Present, Past or Future Simple.
1. I (to go) to bed at ten o "clock every day.
2. I (to go) to bed at ten o "clock yesterday.
3. I (to go) to bed at ten o "clock tomorrow.
4. I (not to go) to the cinema every day.
5. I (not to go) to the cinema yesterday.
6.I (not to go) to the cinema tomorrow.
7. You (to watch) TV every day?
8. You (to watch) TV yesterday?
9. You (to watch) TV tomorrow?
10.When you (to leave) home for school every day?
11.When you (to leave) home for school yesterday?
12.When you (to leave) home for school tomorrow?
13.My brother (to go) to work every day. He (to leave) home at a quarter past eight. The office where he (to work) is near our house, he (to walk) there. He (not to take) a bus. Yesterday he (not to go) to work. Yesterday he (to get) up at nine o "clock.
14.You (to have) a PT lesson yesterday? - No, I ....
15. What you (to buy) at the shop yesterday? - I (to buy) a book.
16. Yesterday my father (not to read) newspapers because he (to be) very busy. He (to read) newspapers tomorrow.
Exercise 6. Expand the brackets using verbs in Present, Past or Future Simple.
1. Don't (to turn) on the television to watch cartoons every morning.
2. He (to turn) on the television to watch cartoons yesterday morning.
3. He (to turn) on the television to watch cartoons tomorrow morning.
4. I always (to go) to the village to visit my granny there.
5. I (to be) very busy last summer and I (not to go) there.
6.I (not to go) there next year.
7. Who (to take) care of the child in the future?
8. How often you (to go) to the dentist "s?
9. He even (not to know) how to use the washing machine.
10. Two years ago they (to be) rich and money (to be) never a problem.
11. You (to think) you (to be) happy in your new neighborhood?
12. When the cabbage soup (to be) ready?
13. When (to be) your birthday?
14. Who (to create) Mickey Mouse?
Exercise 7. Make up questions.
1. The children will ski in winter. (Who? When?)
2. The forest is green in spring. (What? When?)
3. Rabbits wear white fur in winter. (Who? When?)
5. I "ll fly to Britain next month. (Who? When? Where?)
6. Yesterday we went to the park. (Who? When? Where?)
7. My friends will go to school tomorrow. (When? Where?)
8. Last year autumn was cold. (What? When?)
9. He swam very well two hours ago. (Who? When?)
10. In the evening I read books. (What? When?)
Exercise 8. Open the brackets. Put the verb in Present Simple Passive.
a. English ____________________ (speak) in many countries.
b. The post ______________________ (deliver) at 7 o'clock every morning.
c. ______________________________ (the building / use) anymore?
d. How often ______________________________ (the Olympic Games (hold)?
e. How _______________________ (your name / spell)?
f. My salary _____________________ (pay) every month.
g. These cars _________________________ (not make) in Japan.
h. The name of the people who committed the crime _____________________ (not know).
Exercise 9. Open the brackets. Put a verb in Past Simple Passive.
a. My car ______________________ (repair) last week.
b. This song ________________________ (not write) by John Lennon.
c. ________________________________ (the phone / answer) by a young girl?
d. The film ________________________ (make) ten years ago.
e. When ______________________________ (tennis / invent)?
f. The car ________________________ (not damage) in the accident.
g. The original building _________________________ (pull) down in 1965.
h. Where ______________________________ (this pot / make)?
i. When _______________________________ (this bridge / build)?
Exercise 10. Rewrite the text with the highlighted verbs in the passive voice.
Fire almost completely destroyed the Royal Hotel last night. By the time someone called the Fire Brigade, the hotel was already blazing. Ambulance took fifteen people to hospital suffering from severe burns. They say that seven of them are in a serious condition. People think that a discarded cigarette started the fire.
(E.g .: The Royal Hotel was almost completely destroyed by fire last night By the time the Fire Brigade was called, ...)
Exercise 11. Expand the brackets.
1. My car (damage) last night.
2. This computer (make) in the USA.
3. The machine (make) in Scotland.
4. The President (kill) last night.
5. The money (change into dollars) at the bank.
6. The parcel (post) yesterday.
7. Cheese (make) from milk.
Exercise 12. Build passive sentences using words in brackets.
a. We sell tickets for all shows at the Box Office. (Tickets for all shows / sell / at the Box Office) _______________________________________________.
b. Thomas Edison invented the electric light bulb. (The electric light bulb / invent / by Thomas Edison) ________________________________________.
c. Someone painted the office last week. (The office / paint / last week) ___________________________________________________________.
d. Several people saw the accident. (The accident / see / by several people) _____________________________________________________________.
e. Where do they make these video recorders? (Where / these video recorders / make) _________________________________________.
Exercise 13. Build passive sentences.
1. They told me an interesting story yesterday.
2. They offered him a cup of tea.
3. They teach the children French and German.
4. They will show us some new magazines.
5. They gave him an invitation card to the party.
6. The teacher always answers the students' questions.
7. The team will celebrate their victory tomorrow.
8. I bought this book a week ago.
9. They produce cars in this factory.
10. The police will arrest the robbers.
CONTINUOUS GROUP TIMES.
The Continuous (Progressive) group is represented in English at times:
The Present Continuous (Progressive) Tense - present continuous tense,
The Past Continuous (Progressive) Tense - the past continuous tense,
The Future Continuous (Progressive) Tense - the future continued
The tenses of the Continuous group denote actions that are taking place, proceeding or will take place at a certain moment of the present, past or future tense. An additional characteristic is the process, i.e. incompleteness of the execution of this action at a certain point in time.
Any time of the Continuous group is formed according to the general scheme:
| to be + Participle I (Ving) |
V is a verb.
Present Continuous: I am listening to the radio. -I AM listening radio.
Past Continuous : When he came in I was listening to the radio. -When he has entered, I am listened radio.
Future Continuous: When you come I shall be listening to the radio. -When you you will come, I am I will listen radio.
The Present Continuous Tense.
Present ContinuousTense education.
1. The Present Continuous (Progressive) Tense formed with an auxiliary verbto bepresent and present participlesPresent Participle:
| am is Ving are |
Present Participle is formed from the infinitive without the particle to by adding the suffix –ing: to do - doing.
If the verb ends in "E", and there is a consonant in front of it, then "E" disappears: use-using, manage - managing. But: dye is dyeing.
Letter "L" doubles at the end of the word: travel - traveling.
· But "Y", despite the previous consonants or vowels, is preserved: stay - staying, study - studying.
The consonant doubles after a short stressed syllable: stop - stopping, sit - sitting.
· "Ie" changes to "Y»At the end of the verb: die - dying.
2. The negative form is formed by the particle not after the auxiliary verb: I am not working. He is not working. We are not working.
3. In the interrogative form, the auxiliary verb is placed before the subject: Am I working? Is he working? Are you working?
In spoken English, instead of full forms, abbreviations are usually used: is not - isn’t, are not -aren’t
Use of Present Continuous Tense.
1. To express a prolonged action taking place at the time of speech:
She is typing a letter. - She is typing a letter (now).
Present continuous tense verbs are often used with circumstances now- now, at the moment- at present. However, these words are often absent in the sentence, since they are always obvious from the very form of the verb.
2. To express a prolonged action taking place in the present time period, although not necessarily at the time of speech:
· Not is writing a new play. - He's writing a new play.
3. To designate actions that are a constant characteristic of a particular person. In this case, the speaker's speech acquires an emotional connotation (irritation, praise, condemnation, etc.). Such sentences, as a rule, contain the adverbs always, constantly:
Oh, I have no patience with you! Why are you always losing your keys? - Oh, my patience is running out! Why do you always lose your keys?
4. To indicate a planned action in the future, when an intention to take an action or confidence in its completion is expressed (often used with verbs of movement):
· The teacher is making a test on Monday. - The teacher will conduct a test on Monday.
5. State verbs in Continuous are not used, because they themselves designate the process. These verbs are used in Simple:
To love (to love);
To have (to have);
To look (to look);
- to think (to think);
- to want (want);
- to live (live);
- to be (everyday life, to be);
- to feel (feel);
- to see (to see);
- to know (to know);
- to remember (remember);
- to hear (to hear);
- to stay (to stay);
An exception is the case when they want to show that this state is temporary.
How are you feeling? - Great. - How do you feel? -Fabulous.
Some of the above verbs can be used in the continuous form, but their meaning changes:
| Verb | Simple | Continuous |
| To think | in the meaning of "have an opinion" What do you think of classical music?- What do you think about classical music? | meaning "to have something in your thoughts, to think", since it is a mental activity, not a state: You aren’t listening to me? What are you thinking about?- You do not hear me? What are you thinking about? |
| To have | in the meaning of "to have, to own" I have a big family... -I have a big family. | as part of phrases: have a shower have a bath have breakfast / lunch / dinner have a good time have a headache / toothache He is having his lunch.- He is having lunch. |
| To see | "understand, see " I see you. - I see you. I see what you mean. - I understand what you mean. | in the meaning of "to meet, to see someone" I am seeing my dentist tomorrow. - I'll see my dentist tomorrow. |
| To feel | in the meaning of "to be to the touch" Wool feels soft .- The coat is soft to the touch. | "touch, touch, touch, feel" The doctor is feeling my forehead.- The doctor touches my forehead. |
| To look | "to look, to look like" You look tired.- You look tired. | "look at anything" What are you looking at?- What are you looking at? |
Test
Variant 1
Task 1.
He is reading a newspaper now.
Is he reading a newspaper or a book now?
He is not reading, he is listening to the radio now.
Task 2 ... ... Use the Present Continuous Tense.
We have lectures every day. (now)
He watches TV in the evening. (at the moment)
Task 3 ... Use the Past Continuous Tense.
He worked hard, (when I came)
He delivered lectures (at 12 o'clock yesterday, day)
Task 4.
We have an English lesson today, (at 10 o’clock tomorrow)
He is preparing for his exams. (next month)
Task 5 ... Answer the questions
What were you doing at about 4 o’clock yesterday? (to repair my tape-recorder)
What was Ann doing at that moment? (to sleep)
What were you doing all afternoon yesterday?(to watch TV)
. Task 6
1. She is translating the article into Russian
2.His friends are still speaking over the telephone
3. We were looking for him the day before yesterday.
4. She was typing a letter at that moment.
Task 7
1. It is raining.
2. She is talking to her old friend.
3. It was snowing when I left home.
4. We were having dinner when you rang me up.
Task 8
1. Are you reading or writing now?
2. Are you making progress in your English?
3. Is your friend listening to you now?
4. Is it snowing now?
Task 9 . I Continuous Tense.
1. He (to take) a bath now.
2. I (not to laugh) at you.
3. He (to I come) here next week.
4. If I (to sleep) when he comes, please, I wake me up.
Task 10
1. The expedition is returning next week. (When)
2. We are doing grammar exercises now. (What)
3. The mother is teaching her little son to read. (Who)
Task 11 ... Translate into English.
What are you discussing? - We are discussing the plan of the future excursion.
2. Do you go to the cinema with us?
3. What are you thinking about now?
4. The bus was already leaving when I approached the bus stop.
Test
Variant 2
Task 1. Translate the sentences into Russian.
It was raining when I left the house.
I shall still be working at 6 o'clock.
Will they be writing their course papers in April?
Task 2 ... Use the Present Continuous Tense.
He sleeps in the daytime every day. (from 2 till 3)
She writes letters to her parents every week, (now)
Task 3. Use the Past Continuous Tense.
He left the house, (when the bell rang)
He crossed the street, (when I saw him)
Task 4. Use the Future Continuous Tense.
We are celebrating the 80th anniversary of our University. (next year)
He is leaving today, (at 7 o’clock tomorrow)
Task 5 ... Answer the questions
What will she be doing after supper? (to do her home exercises)
What will you be doing for two more years? (to study French)
What will you be discussing at the seminar?(my essay)
Task 6 ... Make the sentences interrogative.
1. .He is leaving by the 8 o'clock train
2. They are crossing the street?
3. He was watching TV when I came home.
4. They were crossing the street at 4 o'clock yesterday
Task 7 ... Make the sentences negative.
1. I am buying sweets here.
2. Boys are playing football.
3. John was not listening to the latest news at 7 o'clock in the evening.
4. She was not hurrying to the station at that moment
Task 8 ... Answer the following questions.
Was she wearing black at the party?
2. At what time were your j friends waiting for you at the station?
3. Where was he hurrying I at 8 o "clock in the morning?
4. What were the students translating when the teacher came?
Task 9 . Put the verb in brackets into the Present, Past or Future I Continuous Tense.
1. What journal you (to read) when I came to the library?
2. The whole family (to have) dinner when the telephone I rang.
3. Where he (to go) when the rain started?
4. She (to listen) to the radio at 5 o "clock tomorrow.
Task 10 ... Form questions with the question words given.
1. I am reading a book on modern art. (What)
2. They were still arguing when I entered the room. (Who)
3.He is coming tomorrow. (When)
Task 11 ... Translate into English.
What was he doing when you went to see him?
It is raining and we cannot go out of town.
Yesterday at 10 o'clock our group passed the exam in English
We will translate this text when you return.