Условные предложения. Conditional sentences

Сослагательное, изъявительное и повелительное наклонение. The Subjunctive, the Indicative and the Imperative Mood.

Наклонение – форма глагола, при помощи которой говорящий показывает отношение действия к реальности.

Это отношение может быть реальное, проблематичное, нереальное, а также в виде просьбы или приказания.

Действия представленные как реальные, выражаются в форме изъявительного наклонения (The Indicative Mood).

Просьбы и приказания выражаются в форме повелительного наклонения

(The Imperative Mood), глагол стоит на первом месте в форме инфинитива без to.

Отрицательная форма образуется при помощи вспомгательного глагола do и отрицательной частицы not.

Просьба и приказ к 3-му лицу употребляется глагол let (пусть), а к 1-му лицу let’s

Нереальные, предполагаемые и проблематичные действия выражаются формами сослагательного наклонения (The Subjunctive Mood).

На русский язык сослагательное наклонение всегда переводится прошедшим временем глагола с частицей “бы”.

Например: Если бы я закончил работу пораньше, я бы мог проводить вас

Основными союзами условных предложений являются if (если), unless (если...не), provided (при условии если).

В зависимости от характера условия условные предложения принято подразделять:

I тип Реальные условия, реальные факты, относящиеся к наст., прош. или буд. времени.	II тип Маловероятные или нереальные условия, относящиеся к наст., прош. или буд. времени.	III тип Нереальные или неосуществимые действия или условия, относящиеся к прошедшему времени.
Глагол главного и придаточного предложения стоит в форме изъявит.наклонения. If the weather is good, we went skiing. Если погода хорошая, мы хотим кататься на лыжах. If the weather was good, we go skiing. Если бы погода была хорошей, мы бы покатались на лыжах. If the weather is good, we shall go skiing. Если погода будет хорошей, мы пойдём кататься на лыжах. (придаточное переводится буд.временем)	Главное предл. выражено should/would/could + Indefinite Infinitive без частицы to Придаточное предл. выражено Past Indefinite (для глагола to be форма were,для всех лиц) If I knew his address, I could write a letter to him. Если бы я знала его адрес, я бы написала ему письмо. If I were you. I should know what to do. Если бы я была на твоём месте, я бы знала что делать.	Глав.предл. выражено should/would/could + Perfect Infinitive Придаточное предл. выражено Past Perfect If I hadn’t been ill, I could have gone yesterday. Если бы я не был болен, я мог бы уехать вчера.

Задание 1. Определите наклонение (изъявительное, повелительное или условное) в следующих предложениях.

1. He doesn’t like cats. 2. It’s cold. 3. Don’t cry! 4. He said, “Get out of my way!” 5. Let’s begin our discussion. 6. If I see him I shall tell him everything. 7. If I saw him I should tell him everything. 8. Don’t be so silly. 9. I am a student. 10. I wish you good luck. 11. I wish you were lucky. 12. He suggested that we should climb the mountain. 13. He suggested us to climb the mountain. 14. Please come here, Tom. 15. Will you come here again? 16. If you go to the country, don’t forget to take your dog with you. 17. If I had gone to the country, he would have taken his dog with him.

Задание 2. *Определите тип условного предложения и переведите предложения.

3. If you had come to the meeting yesterday, you would have met with a well-known English writer.

6. If the speed of the body were 16 km per second, it would leave the solar system.

8. If the air were composed (состоять) only of nitrogen (азот), burning would be impossible.

9. If you press the button (кнопка), the device (механизм) will start working.

10.The design would have been ready by the end of the year if they had supplied us with all the necessary equipment (оборудование).

12.We shall start out (начнём) at 7 o’clock, provided everybody comes in time.

1. Если бы вы знали лучше грамматику, вы бы не делали столько ошибок в ваших упражнениях. 2. Если бы он был в Москве сейчас, он, конечно, помог бы нам. 3. Я подожду его, если его не будет дома. 4. Если бы не было так поздно сейчас, я бы пошёл к нему. 5. Если бы я не был так занят вчера, я поехал бы на вокзал. 6. Я был бы вам очень благодарен, если бы вы смогли уделить мне несколько минут. 7. Мне потребовалось много времени, чтобы перевести эту статью. Если бы вы мне дали хороший словарь, я бы потратил меньше времени. 8. Я буду очень огорчён, если они не придут. 9. Этого бы не случилось, если бы вы были там. 10. Если бы вы пришли сюда вчера между двумя и тремя часами, вы бы застали его. 11. Мне очень нравятся эти часы. Если бы они были меньше, я бы купил их.

Задание №1. Прочитайте дилог и расскажите о его главных героях, опишите ситуацию, обращая внимание на слова ниже. Проанализируйте грамматические явления в подчёркнутых фразах и словосочетаниях.

PAUL: The roads are crowded and you should be careful. And besides I remember a day when I drove too fast.

PAUL: I was driving along the main road. All of a sudden a blue car shot out of the side road.

PAUL: It was completely unexpected. I braked as hard as I could. I stopped just in time. I was lucky there were no cars or trucks around me. Since that time I’ve never driven faster than 55-60 km\h in town.

race [reis] – гонка slow down [slou daun] – сбавить скорость

drive [draiv] – водить авто unexpected [′ niks′ pektid] – неожиданный

to be crowded [kraudid] – переполненный людьми truck [tr k] – грузовик

along [ə′ loŋ] – вдоль, прямо faster [f stə] – быстрее

the main road [roud] – главная дорога haste [heist] – поспешность

shoot out of [∫u:t aut] – пронестись, промчаться waste [weist] – потеря

Задание № 2. Отчитайте диалог по ролям и выучите его.

Задание № 3. *Составьте свои диалоги по той же ситуации (объём 6-7 реплик с каждой стороны)

Task 1. The first cars appeared on the road at the end of the 19^th century. Nowadays there are a lot of cars in the streets. In some towns it is very difficult to find parking. We can’t imagine life without a car. At the same time driving a car causes a lot of problems. So, is the car our friend or enemy?

appear [ə′ piə] – появляться opportunity [opə′ tju:niti] – возможность

road [roud] – дорога air pollution [εə pə′ lu:∫ən] – загрязнение воздуха

imagine [i′ mæd in] – воображать injure [′ind ə] – вредить

save [seiv] – хранить traffic jam [træfik d æm] – дорожные пробки

a) Read pros (for) and cons (against) given below. Think of some more which are important in your opinion.

The car is our friend	The car is our enemy
1. It saves our time. 2. It carries our luggage. 3. It gives us comfort while travelling. 4. It gives us the opportunity to travel and see the world around. 5. It brings help quickly (police, ambulance, fire engines).	1. It makes noise. 2. It causes air pollution. 3. Many people are killed or injured in car accidents. 4. It causes traffic jams. 5.You don’t walk enough and it does harm to your health.

b) *Discuss the problem in group of 3-5 students to order to make a decision (решение). You may use the following expressions:

Yes,I agree (with you) … да, я согласен … I think so too … я тоже так думаю …

That’s true … это верно … You are quite right … вы вполне правы …

On the other hand... с другой стороны … It’s not true... это не верно …

I don’t agree with you.... я не согласен … I don’t think so... я так не думаю …

Task 1. Read the text “Different kinds of transport”, translate it and answer the questions.

1. What was the reaction of the people after the invention of the steam engine?

In Washington the story is told of a director of the Patent Office who in the early thirties of the last century suggested that the Office be closed because “everything that could possibly be invented had been invented”. People experienced a similar feeling after the invention of the steam engine.

But there was a great need for a more efficient engine than the steam engine, for one without a huge boiler, an engine that could quickly be started and stopped. This problem was solved by the invention of the internal combustion engine.

The first practical internal combustion engine was introduced in the form of a gas engine by the German engineer N. Otto in 1876.

Since then motor transport began to spread in Europe very rapidly. But the person who was the first to make it really popular was Henry Ford, an American manufacturer who introduced the first cheap motor car, the famous Ford Model “T”.

The rapid development of the internal combustion engine led to its use in the farm tractors, thereby creating a revolution in agriculture. The use of motor vehicles for carrying heavy loads developed more slowly until the 1930s when diesel-engined lorries became general.

The motor cycle steadily increased in popularity as engines and tyres became more reliable and roads improved. Motor cycles were found well suited for competition races and sporting events and were also recognized as the cheapest form of fast transport.

Buses were started in Paris in 1820. In 1828 they were introduced in London by George Shillibeer, a coach builder who used the French name Omnibus which was obtained from the Latin word meaning “for all”. His omnibuses were driven by three horses and had seats for 22 passengers. Then in the 20^th century reliable petrol engines became available, and by 1912 the new motor buses were fast replacing horse-driven buses.

Trams were introduced in the middle of the 19^th century. The idea was that, as the rails were smoother than the roads, less efford was needed to pull a tram than a bus. The first trams were horse-drawn but the later trams were almost all driven by electricity. The electric motor driving the tram was usually with electric current from overhead wires. Such wires are also used by trolleybuses, which run on rubber tyres and do not need rails.

Another form of transport used in London, Paris, Berlin, Moscow, St. Petersburg, Kiev and some other crowded cities is the underground railway.

London’s first underground railway of the “tube” type was opened in 1863, the Moscow underground in 1935.

I	II	III	IV
Infinitive	Past Indefinite	Participle II	Participle I	Перевод
to abide to arise to awake to be to break to bear to beat to become to begin to befall to beget to bend to bite to bleed to blow to bring to build to burn to buy to catch to choose to come to cost to cut to deal to do to draw to drink to drive to eat to fall to feel to feed to fight to find to fly to forbid to forget to forgive to freeze to get to give to go to grow to hаng to have to hear to hide to hit to hold to hurt to keep to know to knit to lay to lead to learn to leave to let to lie to loose to make to mean to meet to pay to put to read to ride to ring to rise to run to say to see to sell to send to shake to shave to shine to show to shoot to shut to sing to sit to sleep to speak to speed to spend to stand to swim to take to teach to tell to think to throw to understand to wear to win to wind to write	abode/abided arose awoke/ awaked was,were broke bore beat became began befell begot bent bit bled blew brought built burnt bought caught choose came cost cut dealt did drew drank drove ate fell felt fed fought found flew forbade forgot forgave froze got gave went grew hung had heard hid hit held hurt kept knew knit laid led learnt left let lay lost made meant met paid put read rode rang rose ran said saw sold sent shook shave shone showed shot shut sang sat slept spoke speed spent stood swam took taught told thought threw understood wore won woun wrote	abode/abided arisen awoke/ awaked been broken born beaten become begun befallen begotten bent bitten bled blown brought built burnt bought caught chosen come cost cut dealt done drawn drunk driven eaten fallen felt fed fought found flown forbidden forgotten forgiven frozen got given gone grown hung had heard hidden hit held hurt kept known knit laid led learnt left let lain lost made meant met paid put read ridden rung risen run said seen sold sent shaken shave shone shown shot shut sung sat slept spoken sped spent stood swum taken taught told thought thrown understood worn won wound written	abiding arising awaking being breaking bearing beating becoming begining befalling begeting bending biting bleeding blowing bringing building burning buying catching choosing coming costing cutting dealing doing drawing drinking driving eating falling feeling feeding fighting finding flying forbiding forgeting forgiving freezing getting giving going growing hаnging having hearing hiding hitting holding hurting keeping knowing knitting laying leading learning leaving letting lieing loosing making meaning meeting paying putting reading riding ringing rising running saying seeing selling sending shaking shaving shining showing shooting shutting singing sitting sleeping speaking speeding spending standing swiming taking teaching telling thinking throwing understanding wearing winning winding writing	жить /держаться чего-л возникать, восставать (поэт.) будить, просыпаться быть ломать нести бить становиться, делаться начинать случаться пораждать приносить кусать кровоточить дуть, цвести приносить строить сжигать покупать поймать, ловить выбирать приходить стоить резать иметь дело делать рисовать пить ехать есть падать чувствовать кормить сражаться находить летать запрещать забывать прощать замерзать, замораживать получать, достигать давать идти расти висеть, вешать иметь слышать прятать ударять держать приносить ущерб, боль хранить знать вязать класть вести учить оставлять позволять лежать терять делать иметь в виду, знать встречать платить класть читать ехать звонить подниматься бежать сказать видеть продавать посылать трясти бриться светить, сиять показывать стрелять закрывать петь сидеть спать говорить ускорять тратить стоять плавать брать учить, преподавать говорить думать бросать понимать носить выигрывать заводить, крутить писать

If a student finishes secondary school he or she may get a better job. But if a student does well he or she can go to university. Most parents would like their children to stay at school, but about three quarters of all people leave school at fifteen or sixteen.

William Parker lives in Birmigham which is a large industrial city in Great Britain. When he was fifteen years old he left school. He did badly at school and thought he would be much happier working. He got a job with a large engineering firm. As he did not have any qualification he got little money though his work was difficult. After some time William decided to attend classes at a technical college. Once a week he trains to be a good electrician. The course of studies lasts five years. When William finishes it, he will have a good job.

Margaret Weber lives in London. She did not specially like school. When she was sixteen she took her school certificate exams, but she faild in almost every subject. She had learned to type at school, so she decided to leave school and get a job in an office. There are many factories, shops and businesses in London which need typist. Margaret got a job in a shop without difficulty. But she does not like her work; it is not interesting and pays little money. Now Margaret attends a special evening school where she is trained to be a good secretary. William’s and Margaret’s training is “vocation”, that is practical for a specific job.

The first schools in America started in the 1600s. The Puritans, that is people who left England because of their religious beliefs, wanted each person in New England to know the Bible. So they organized schools to teach religion and basic subjects. But by the 19^th century large numbers of children did not attend school. The problem of children’s education started a great debate in America. There were three groups of people who had different ideas.

One group said that young people should spend their time at home helping their families. As most Americans lived on farms there was always much agricultural work to be done.

The second group, mostly businessmen, believed that children should work at factories. America’s Industrial Revolution had begun, and this group knew that there would be many jobs in manufacturing. Some young people were already working at factories. They were children from 7 to 16 years old and their working day lasted up to 13 hours.

The third group said that to help create a better society, young people should know how to write and express their own ideas. Therefore each state should develop a system of public schools, called free schools, or common schools. This idea had been supported by Thomas Jefferson, the third president, and later by Abraham Lincoln who said that education was very important for people.

In 1839 Horace Mann, a Massachusetts-born educator, a lawyer by profession, opened the first common school in the United States. He devoted his life to this idea and soon a lot of common schools were opened throughout the state of Massachusetts. His example attracted national attention. Before long many states were doing what Massachusetts had done. The free schools supporters had won the debate.

Edison is known as one of the greatest inventors of his time. He invented so much that it is difficult to say which of his achievements is the greatest. He was an experimentor and a practical man more than a theoretician.

Edison did not have any education. He went to school for only three months. Then he left because the teacher considered him a dull boy. His mother became his teacher.The boy loved books and his mother said that he had a wonderful memory. When he first visited a public library and saw a lot of shelves with books he decided that he would read all of them and then he would know everything in the world. He measured the shelf and decided to read a foot of books every week.

It is said that he planned to ask three thousand dollars for his invention, though he secretly decide he would sell it for two thousand if necessary. He was invited to a meeting of businessmen who were interested in buying his invention, but when he was asked to name a price he was very nervous and quite unable to speak.

“It is no use asking us a big price,” said one of the businessmen, “we’ve already decided how much we will pay. Forty thousand dollars is our limit.”

With this money Edison established a workshop and began his career as a professional inventor at the age of twenty-two.

All his invention were the result of hard work. He sometimes conducted thousands of experiments. According to him, the idea that a genius works only by inspiration was absurd. “Genius is 2 per cent inspiration and 98 per cent perspiration,” he often said.

Aerial cable cars connect Manhattan Island with Roosevelt Island which is in the middle of the East River. It is a residential complex with its own schools, shops, banks, restaurants and recreation facilities. The people living in this “new town” on the island welcomed the opening of the tramway which is 945 meters long. Red and white cars take them from Roosevelt Island and three and a half minutes later the people (passengers) are in Manhattan where they can get to their jobs by bus or subway.

The cable car rises to its cruising height of 41 meters above the ground and travels at a speed of 26 kilometers an hour. It moves over New York skyscrapers, the United Nations building and the East River. Each car carries 125 passengers. The tramway operates from 6 a.m. daily. In the morning and evening rush hours cars run continuously. They run every fifteen minutes at other times.

Roosevelt Islanders now have the best of city living – a pleasant, well-planned community with beautiful views of Manhattan’s skyline, just minutes from the city’s busiest streets.

Mr. Shaw took the driving test for the first time in May. After the test the examiner said: “I’m sorry, Mr.Shaw, you faild the test. You didn’t drive well enough. You turned left on the corner of Wilson and King and the sign there says: “No left turn”. Then you drove 40 m.p.h. on King Street and the sign there says: ‘Speed limit 30 m.p.h.”. Then you went through two red lights. And you didn’t park well.”

“Can I take the test again?” asked Mr.Shaw. “Sure,” said the examiner, “but you’ll have to pay again.” “That’s all right,” said Mr.Shaw. ‘I’ll pass it next time. I’ll drive more slowly and more carefully.”

Mr.Shaw came back in June and took the test for the second time. He had the same examiner. After the test the examiner said: “I’m sorry, Mr.Shaw, you failed the test again. You drove too carelessly again. This time you turned right on the corner of Wilson and Elm and the sign there says: “No right turn”. You drove too quickly. You drove 35 m.p.h. on Princess Avenue and the speed limit there is 30 m.p.h. and then you parked at a “No parking” sign.”

“Sure,” said the examiner, “but you’ll have to pay for the test again.”

“That’s all right,” said Mr. Shaw. “I’ll pass it next time. I won’t drive so quickly and so carelessly.”

In July Mr.Shaw came back and took the driving test for the third time. This time the examiner said: “Congratulations. Mr. Shaw, you’ve passed the test! You drove very well this time. You didn’t go through any red lights. You didn’t drive too quickly. And you parked beautifully. What happened?”

Mr.Shaw smiled and said: “I went to a doctor. He told me to get a pair of glasses. Now I can read.”

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1. Модуль 1.”Education”. Аудирование “To leave school or not”____________3

2. Дискуссия “To learn or not to learn English” __________________________4

4. Времена группы Indefinite_________________________________________7

5. Времена группы Continuous_______________________________________11

6. Времена группы Perfect, Perfect Cont._______________________________13

7. Видовременные формы глагола в действительном залоге_______________17

8. Дискуссия “Free or fee education”___________________________________19

10. Практическая работа № 8 «Типы вопросов»_________________________20

11. Монолог “My technical school”_____________________________________24

12. Дискуссия “My plant and my futute profession”________________________25

13. Текст “Novosibirsk State Instrument-Making Plant”_____________________26

14. Тексты «Структура и описание станков»____________________________28

15. Практическая работа № 6 «Реферат статьи» _________________________36

16. Практическая работа № 2 «Деловая переписка» ______________________37

17. Аудирование “The story of American schools”________________________44

18. Текст “The history of education”____________________________________45

19. Практическая работа № 4 «Словообразование» ______________________47

20. Практическая работа № 7 «Функции слова one»______________________51

21. Модуль 2. “Inventors and their inventions”. Аудирование “Edison”_______52

22. Текст “Inventors and their inventions”. ______________________________53

23. Прямая и косвенная речь. Согласование времён._____________________55

24. Контрольная работа № 2._________________________________________59

25. Текст “Albert Enstein”____________________________________________60

26. Дискуссия “TV is doing more harm or good”__________________________61

27. Монолог “One of the greatest inventions of the mankind”________________62

28. Страдательный залог ____________________________________________63

29. Видовременные формы глагола в страдательном залоге_______________64

30. Модуль 3. “Modern cities.City traffic”. Аудирование “New York Tram”___67

31. Текст “Barbican Centre”__________________________________________68

32. Причастие I, II__________________________________________________69

32. Монолог “My native city Novosibirsk”______________________________72

33. Дискуссия “It is better to live in the city or in the country”_______________74

34. Модуль 4. “Travelling by car”. Аудирование “A driving test”.___________75

35. Сослагательное наклонение. Условные предложения.________________76

36. Диалог “Car racing”_____________________________________________79

37. Дискуссия “The car is our friend or enemy”__________________________80

38. Текст “Different kinds of transport”_________________________________81

42. Список литературы ______________________________________________89