UNIT 6 THE WAY PEOPLE AND GROUPS RELATE TO EACH OTHER
Discuss with your groupmates:
Is society total chaos or is it structurally organized?
Text 1
A. Social Organisation
Ex. 1. Match the English and Russian equivalents:
Clue, community, distinctive, level, micro-order, mode, social order, social organisation, to relate, relation, pattern, bond, to occur, structure, interaction, to determine, to exist, entire, significant.
Микроуровень; ключ; способ, образ; образец, модель; отчeтливый; весь, целый; организация общества; отношение; связь; сообщество, общность; структура; взаимодействие; относиться, связываться; существовать; социальный уровень, порядок; уровень; важный, значимый; иметь место; определять.
Ex. 2. Arrange the following words into pairs of synonyms:
| clue | important |
| pattern | communication |
| entire | to happen |
| significant | key |
to occur whole interaction model
Ex. 3. Read the text and say how society is organised:
The students of sociology pay much attention to discovering how persons and groups relate to each other.
Social organisation is the pattern of individual and group relations. There are three levels of social organisation. They are: interpersonal relations, that is the micro-order of the society, group relations, that is the medium order of the society, and macro relations or social order.
An interpersonal relation is the most elementary social bond, occurring when two persons stand in some relation to each other. These relations are the building blocks of social structure.
Organisation of people in a group is reflected through roles and modes of interaction. Knowledge of the group structure of a community or society gives clues to potential conflicts or solidarity, as well as to forces that may determine the future character of a society or a community.
A social order exists when an entire community or society for a significant period of history is characterized by distinctive and interwoven patterns of social organisation. A social order is a type of society.
It is evident that large complex and impersonal organizations are characteristic of our present social world. Most people are associated with them. Decisions of large organisations deeply affect our personal worlds and often quite negatively.
Ex. 4. Answer the questions:
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1. What is social organisation?
2. What levels of social organization are there?
3. What is the most elementary social bond?
4. What are the building blocks of social structure?
5. What is organisation of people in a group reflected through?
6. What gives clues to potential conflicts or solidarity?
7. What is a social order?
8. What are most people associated with?
9. Do decisions of large organisations deeply affect our personalworlds?
10. How do large organisations affect our personal worlds?
Ex. 5. Provide an adequate sociological analysis of the following:
1. What patterns of individual and group relations are there in a students’ group/travel agency/a company manufacturing computers?
2. What patterns of individual and group relations are there in a tribe/city/state?
Help Box:
Theoretically, … . Practically, … .
supervising professor; lecturer; dean of the faculty; head of department
etc.;
travel agent(s); tourists; director of the firm;
employees; manager; customers (clients); suppliers; manufacturers;
elders; clans (communities); the human herd;
government executive; the head (minister) of trade (education; health
care; etc.); president.
The following levels of social organisation exist in a …: ….
… stand in interpersonal / group relations to each other. There exists a social order in a … .
Ex. 6. Prove that our society is socially organized.
B. The Structure of Social Interaction
Ex. 1. Read the text and say how social interaction is structured and whether it threatens our individuality:
Because society is an organized system, it is not surprising that social interaction is patterned. Society is, after all, built on countless interactions among individual human beings, and human beings have the capacity to act with almost infinite variety. In the absence of social patterns, people would indeed find social life confusing. Culture provides guidelines for human behaviour in the form of values and norms.
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To illustrate, consider the familiar setting of an American college classroom. Entering the classroom, students could do almost anything – begin to sing or throw a football around the room – but, guided by the social norms that apply to that setting, they routinely take their seats, perhaps talking quietly among themselves, and await the arrival of the professor. Even though professors are defined as being in charge of the class, they too are bound by cultural norms, so they begin to teach from a position at the front of the room while facing the class.
Certainly, the behaviour of each student and teacher is partly unique; yet social behaviour in one American classroom is remarkably like that in any other. In spite of personal differences, individuals who enter the classroom behave like “professors” or “students”. This fact is clearly evident to people who return, after many years, to a school they once attended. The school is now filled with unfamiliar faces, but the social patterns remain much the same. In other words, even though different people come and go from this setting, the social structure of classroom behaviour persists over time. In the same way, although every family is composed of different individuals, the behaviour of “mothers”, “fathers”, “brothers”, and “sisters” is also largely patterned according to cultural norms.
Social Structure and Individuality. The assertion that human behaviour is socially patterned often provokes some initial resistance. Few human beings readily admit to being part of any kind of system, especially those who live in a culture that prizes individual autonomy. Americans, for instance, tend to emphasize individual responsibility for behaviour and highlight the unique elements of their personalities. Behaving in patterned ways, however, does not threaten our individuality. On the contrary, individuality is encouraged by social structure.
First, and more generally, our humanity involves much more than physical existence. The great potential of human beings develops only through interaction with others. Within social life, distinct personalities emerge as people blend their unique qualities with the values and norms of the large culture from freely expressing ourselves. The social world can be disorienting, even frightening, to people who do not know the behaviour guidelines. Without this knowledge, people feel too uncomfortable to express their unique personalities with confidence.
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To illustrate, you may recall going alone to a party given by people you did not know well. Entering such a setting – and not knowing quite what to expect – is likely to cause some anxiety. At such times you generally feel self-conscious, try to make a favorable impression, and look to others for clues about what sort of behaviour is expected of you. Once you understand the behavioral standards that apply to the setting, you are likely to feel comfortable enough to “act like yourself”.
Of course, social structure also places some constraints on human behaviour. By guiding behaviour within culturally approved bounds, established social patterns discourage behaviour that is culturally defined as unconventional. Traditional values and norms in the United
States and Canada, for example, still reflect the expectation that males will be “masculine” (physically strong, self-assertive, and rational) and the females will be “feminine” (physically weak, self-effacing, and emotional). The structure of society exerts pressure on individuals to fit into one or the other of these categories, ignoring the fact that most people have both “masculine” and “feminine” qualities. In this and many other ways, social structure can limit any individual's freedom to think and act in ways that may be personally preferred. In addition, the failure to conform to established social patterns may lead to being defined by others as deviant.
Ex. 2. Answer the following questions:
1. Why do we say that social interaction is patterned?
2. What does culture provide?
3. So, according to what is our behaviour patterned?
4. What may this assertion provoke?
5. Does behaving in patterned ways threaten our individuality in any way?
6. Through what does the potential of human beings develop?
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7. In what case do people feel uncomfortable?
8. What do you feel in an unfamiliar situation?
9. What does social structure place on human behaviour?
10. What is understood by unconventional behaviour?
11. What pressure does the structure of society exert on individuals?
12. What can social structure limit?
Ex. 3. Prove the following statements:
1. Social interaction is patterned.
2. Culture provides guidelines for human behaviour.
3. The human behaviour is patterned according to cultural norms.
4. Behaving in patterned ways does not threaten our individuality.
5. A great potential of human beings develops through interaction.Ex. 4. State the general idea of each paragraph of the text.
Ex. 5. Express your opinion of the text. Use the following words for the characteristic:
important – inconclusive essential – trivial well-presented – muddle interesting – dull valid – inaccurate, wrong (conclusions)
Ex. 6. Summarize the contents of the text in 10 sentences.
WORD STUDY
Ex. 1. Find in the text “The Structure of Social Interactions” English equivalents for:
В конце концов; социальные модели; нормы поведения; в обществе; во главе; конечно; отчасти; несмотря на; во многом такие же; другими словами; окружение (среда); с готовностью; например; напротив; ограничить свободу; кроме того.
Ex. 2. Arrange the following words into pairs of antonyms:
| Disorganized | Limited |
| Chaos | Familiar |
| Infinite | Quietly |
| In the presence | Difference |
| Lose | Emerge |
| Unfamiliar | Organized |
| Leave | In the absence |
| Finish | Enter |
| Noisily | Arrival |
| Departure | In other words |
| Ordinary | Uncomfortable |
| Similarity | System |
| In the same way | Find |
| Seldom | Begin |
| Disappear | Unique |
| Comfortable | Often |
| Strong | Weak |
Ex. 3. Make up sentences choosing an appropriate variant from 1) – 7):
1. The scientist was guided by...
2. The room was filled with...
3. His theory is built on...
4. Human behaviour is defined by...
5. Social interaction is patterned...
6. His activity is encouraged by...
7. He is in charge of...
1) Cultural values and norms.
2) The working team.
3) The latest scientific discoveries.
4) The Sociology Research Institute.
5) Unfamiliar faces.
6) Empirical investigation.
7) As society is an organized system.
Ex. 4. Make up dialogues according to the following situations:
1) An odd person comes to you. He says you were friends yearsago. You have never met him before and you suspect his motives.
2) Your friend is acting very strangely. You feel he has a secretworry. Find out what is wrong with him.
3) Ask your friend to prove that the quality of personality is not inborn. It is a social phenomenon. Ask him whether we can predict a man’s behaviour in a certain situation and what measurements of personality exist, what they are called.
4) You are an introvert by nature, you are unable to overcome uncertainty in taking decisions and often experience troubles in life. You are asked to organize a conference, but you are afraid to accept such an offer. Your friend tries to persuade you to agree.
Note: The following word-combinations may be helpful:
To be concerned with, to be interested in, to be guided by, to be encouraged by, to be in charge of, to be filled with, to be prone to, to make use of.
Text 2
A. Social Status
Ex. 1. Match the English and Russian equivalents:
Briefly, pattern, behaviour, to represent, dynamic, significance, to determine, identity, social identity, salient, to occupy, transitory, selfdetermined, temporary, impact, dominant, life cycle, relatively, voluntary, to ascribe, criterion (criteria), age, sex, inheritance.
Влияние; приписывать; независимый, действующий по своему усмотрению; определять; занимать; стиль жизни; критерий (-и); представлять; кратко; временный; возраст; выдающийся, основной; образец, модель; самостность; социальное лицо; пол; относительно; развивающийся, изменяющийся; поведение; важность, значимость; переходный; преобладающий; добровольный; наследственность.
Ex. 2. Read the text and say what types of social status there are:
Briefly, a social status is a position within a social system, a social role is the pattern of behaviour associated with that position. The role represents the dynamic aspect of status.
A major significance of status is that it can and does determine social identity. A status is salient and tends to fix the identity of the person who occupies it if a large part of the individual’s life is organised around it. Thus, for many people their profession is a salient status.
A transitory social position, for example a temporary job, has little impact upon social identity.
Traditional society depended for its stability on salient statuses.
Today salient status is not a dominant principle of social organisation. Life is fluid and people may occupy different statuses through the life cycle. But a status may still be relatively salient, at least for a certain period of life. Sometimes the salient status is voluntary or self-determined, but many salient statuses are not voluntary, or ascribed.
An ascribed status is one assigned to the individual by legal or other social criteria (age, sex, race, inheritance, etc.).
Ex. 3. Answer the following questions:
1. What is a social status?
2. How can you define a social role?
3. What is a salient status?
4. Does a transitory social position have much influence on yoursocial identity?
5. How is an ascribed status defined?
6. Which type of social status is dominant nowadays?
Ex. 4. Share with your groupmates what social statuses you possess, when you acquired them, what types of status they belong to and how they influence your social identity.
Ex. 5. Provide an adequate sociological analysis of the following people:
I. Georges Teste: a taxi driver (has got all the driving categories except one) (worked as a shop assistant for two years)
| From common-sense point of view, … is a(n) … …lives… …speaks… …works… …has… …is(n’t)… …likes…in his/her free time. From a sociological point of view, the salient/transitory/ascribed status of this person is … . |
Age: 27
Country: France Town: Paris
Place of work: in the centre of Paris Marital status: not married
Family: a dog
Free time: walking with his dog and playing football
II. Keiko Wilson: an interpreter (for 15 years) (worked as a
Russian teacher for some time)
Age: 43
Country: Japan
Town: New York
Place of work: at the United Nations
Family: married to an American, two sons
Languages: Japanese, English, and Russian
Free time: skiing
III. Mark King: a journalist for the BBC (worked as a newspaper editor for seven years) Age: 39
Country: England Town: Moscow
Place of work: in an office
Languages: English, Russian, and German
Family: married, three daughters
Free time: tennis
B. Social Role
Ex. 1. Match the English and Russian equivalents:
To prescribe, right, duty, social position, perceived role, performed role, pressure, opportunity, setting, role set, expectations, to acquire, to generate.
Давление, набор ролей, предписывать, приобретать, приобретeнная роль, долг, ожидания, право, порождать, обстановка, социальное положение, возможность, исполняемая роль.
Ex. 2. Read the text and say what a person must do when he enters a new social status:
The sociological role includes the following elements:
1) the socially prescribed or ideal role. The ideal role prescribesthe rights and duties belonging to a social position.
2) the perceived role. What the individual believes he should do ina particular position may not fully coincide with the conventional image or ideal.
3) the performed role.
Actual role behaviour is always subject to the pressures and opportunities of a special social setting at a specific time. It is also conditioned by the individual’s personality and past experience.
An adequate analysis of any social role must take account of all three elements: prescription, perception and performance.
A given social status generates more than one role. When someone enters a new status he/she usually acquires a role set because he/ she must meet the expectations of a number of different people.
Ex. 3. Answer the questions on the text:
1. What elements does a social role include?
2. Can you describe each type?
3. What is actual role behaviour influenced by?
4. What does a person acquire when entering a new status?
Ex. 4. Develop the following ideas:
1. Agree or disagree with the following:
a) One social status always produces one sociological role.
b) What the person thinks he must do in some position is the same
as what society believes he should do.
2. Say what roles you perform in society.
3. Speak about the roles that your friend performs in society.
Ex. 5. Provide an adequate sociological analysis of the following people:
| From common-sense point of view, … is a(n) … …lives… …speaks… …works… …has… …is(n’t)… …likes…in his/her free time. From a sociological point of view, he/she performs the following social roles: … . As for the socially prescribed role, … . As far as the perceived role is concerned, … . And analysing the performed role, we see that … . |
I. Sister Mary: a nun
Age: 28
Country: Ireland Town: Cork
Languages: French and Spanish Place of work: a teacher in a girls’ school
Family: no
Free time: walking
II. Hans Huser: a ski-instructor
(was a sportsman)
Age: 34
Country: Switzerland Town: Villars
Place of work: a village in the mountains
Languages: French, German,
Italian, and English
Family: married, two sons
Free time: playing football with his children
C. Role
Ex. 1. Look through the text and find the definitions of:
1) role; 3) role strain;
2) role set; 4) role conflict.
A major component of social interaction is role, which refers to patterns of behaviour corresponding to a particular status. Ralph Linton described a role as the dynamic expression of a status. A student has a role that involves patterned interaction with professors and other students, and responding to academic demands made by the college. As Linton explained, while individuals occupy a status, they perform a role. Cultural norms suggest how a person who holds a particular status ought to act, which is often called a role expectation. However, real culture only approximates ideal culture; therefore, actual role performance usually varies from role expectation.
Like status, a role is relational by directing social behaviour toward some other person. The role that corresponds to the status of parent, for example, is ideally defined in terms of responsibilities toward a child. Correspondingly, the role of son or daughter is ideally defined in terms of obligations toward a parent. There are countless other examples of roles paired in this way: the behaviour of wives and husbands is performed in relation to each other, as is the behaviour of physicians and patients, and of professors and students.
Because individuals occupy many statuses at one time – a status set – they perform multiple roles. Yet a person has even more roles than statuses because any one status involves performing several roles in relation to various other people. Robert Merton (1968) introduced the term role set to identify a number of roles attached to a single status.
Figure 1. Status Set and Role Set of a Woman.
| wife |
| mother |
| teacher |
| researcher |
conjugal role
domestic role
maternal role
civic role
teaching role
colleague role
laboratory role
author role
Figure 1 illustrates the status set and corresponding role sets of one individual. Four statuses are presented, each linked to a different role set. First, this woman occupies the status of “wife”. Corresponding to this status is a role set that includes her behaviour towards her husband (the “conjugal role”) and her responsibilities in maintaining the household (the “domestic role”). Second, she also holds the status of “mother”. Part of this role set is the care of children (the “maternal role”) and her activities in various organisations (the “civic role”). Third, as a teacher, she interacts with students (the “teaching role”) and other professors (the “colleague role”). Fourth, as a researcher, she gathers information (the “laboratory role”) that is the basis for her publications (the “author role”). Figure 1 is, of course, only a partial listing of this individual’s status set and role sets; a person generally occupies dozens of statuses at one time, each linked to a role set.
Strain Conflict. The several roles that are linked to any particular status are not always easily integrated, so an individual can feel pulled in several directions at once. Role strain is defined as incompatibility among the roles corresponding to a single status. When several roles linked to a single status make competing demands a person may not always be able to live up to social expectations. A parent, for example, may have difficulty with simultaneous responsibilities to discipline a child and to be the child’s trusted confidant.
In addition, roles attached to different statuses often demand incompatible patterns of behaviour. The concept of role conflict refers to incompatibility among the roles corresponding to two or more statuses. Single parents often experience role conflict in their attempt to be both parents and bread winners – each status demands considerable time and energy. Consequently, the individual may find that both roles cannot be fully performed simultaneously.
Ex. 1. Answer the following questions:
1. When do the individuals perform roles?
2. What is called a role expectation?
3. Are role performance and role expectation the same or differentnotions?
4. Does a person have more roles or statuses?
5. What is the difference between role strain and role conflict?
Ex. 2. Explain:
1) the difference between “role” and “status”; 2) the cause of “role strain”;
3) the reason for “role conflict”.
Ex. 3. Summarize the contents of the text in 10 sentences.
Ex. 4. Identify a number of roles played by:
1) your parents;
2) your close friend;
3) your neighbour;4) you personally.
D. Dramaturgical Analysis:
“The Presentation of Self”
Ex. 1. Read the text and give its general idea:
Dramaturgical analysis is the analysis of social interaction as if it were a theatrical performance. This approach to the study of social interaction is closely associated with the work of Erving Goffman (1922 – 1980). Goffman agreed that people socially construct reality, but emphasized that in doing so, they make use of various elements of social structure. Thus, like a director carefully scrutinizing actors on a stage, Goffman sought to identify social structures that are used over and over again.
Dramaturgical analysis provides a fresh look at two now familiar concepts. A status is very much like a part in a play, and a role can be compared to a script that supplies dialogue and action to each of the characters. Roles are performed in countless settings that are like a stage in a theatre, and are observed by various audiences. The heart of Goffman’s analysis is the process he called the presentation of self, which means the ways in which individuals, in various settings, attempt to create specific impressions in the minds of others. This process is also called impression management, and contains a number of common elements.
Ex. 2. Answer the questions:
1. What problem does the text deal with?
2. What kind of analysis is dramaturgical analysis?
3. What does “the presentation of self” mean?
4. What is the other name for it?
Ex. 3. Role-play these situations:
1. You are the young mother and leader of the Ecology Committee. You want your children to grow up in a clean, traffic-free environment. You are trying to explain your position to a social worker who has come for the permission of a new traffic route in your residential area.
2. You are a sociologist. You are interviewing a married couplethat decided to take a child from a foundling home. Find out about their background, and what they offer a child. Find out why they want to adopt him, and if they are aware of the problems that may arise. Remember, this is a difficult situation for all involved, so your questions should be less direct and more tactful than usual.
3. You are interviewing a newly-married couple. Try to find out tactfully about their likes and dislikes. Give them some advice if necessary.
WORD STUDY
Ex. 1. Find in the texts English equivalents for:
Соответствующий; приближаться; посредством; одновременно; ряд ролей; вести хозяйство; частичный перечень; несовместимость; следовательно; тесно связан; снова и снова; суть анализа.
Ex. 2. Read and translate the following words and their derivatives:
interact – interaction – interactant – interacting
correspond – correspondence – corresponding – correspondingly respond – response – respondent perform – performance expect – expectation – expectancy
relate – relation – relational – relative – relatively introduce – introduction – introductory incompatible – incompatibility analyze – analysis – analyst
Ex. 3. Read and translate the following sentences:
1. The problem must be explained in terms of dialectical materialism.
2. By means of this definition he managed to explicate the issue.
3. They pointed to the drawbacks of his theory by means of a newhypothesis.
4. In terms of his viewpoint the scholar solved this complicatedproblem.
5. He analyzed the phenomenon of creativity in terms of the newapproach.
6. By means of his analysis they made a correct conclusion.
7. In terms of his interpretation the issue was properly examined.
Ex. 4. Complete the following sentences:
1. Single parents experience role conflict in ....
2. I experienced hardships while ....
3. He experiences true feelings toward ....
4. Recent years experienced great transformations in ....
5. I experience joy when ....
6. They experience troubles in ....
Ex. 5. Answer:
1. What do you experience when you receive a letter from yourgirl- (boy-) friend?
2. What do you experience if you are telling a lie?
3. What do you experience when you cannot get tickets for a concert?
4. What do you experience when your friend deceives you?
5. What do you experience if you fail at an examination?
6. What do you experience when you meet your favourite actor(actress)?
Test Translation
1. Социологи уделяют немало внимания тому, чтобы выяснить,как люди и группы взаимодействуют между собой.
2. Межличностные отношения являются фундаментом структуры общества.
3. С социологической точки зрения, организация людей вгруппе отображена с помощью ролей и способов взаимодействия.
4. Социальный порядок существует тогда, когда всe обществов определeнный период истории характеризуется отчeтливыми и переплетающимися моделями социальной организации.
5. Очевидно, что решения больших сложных и неличностныхорганизаций, которые характеризуют наш современный мир, оказывают огромное влияние на наш внутренний (личностный) мир.
6. Социальный статус – это положение, занимаемое в системеобщества.
7. Социальная роль – это модель поведения, которая ассоциируется с данной позицией.
8. Предписываемый статус определяется другими социальными или юридическими критериями.
9. Данному социальному статусу соответствует много социальных ролей.
10. Реальное поведение человека в той или иной социальнойроли обуславливается личностью самого человека, его прошлым опытом, а также необходимостями и возможностями окружающей обстановки в определeнное время.
Here is the list of words you have learnt in unit 6:
| clue community distinctive level micro-order mode social order social organisation to relate relation pattern bond to occur structure interaction to determine to exist entire significant briefly pattern behaviour to represent dynamic significance to determine identity social identity | salient to occupy transitory self-determined temporary impact dominant life cycle relatively voluntary to ascribe criterion (criteria) age sex inheritance to prescribe right duty social position perceived role performed role pressure opportunity setting role set expectations to acquire to generate |
GRAMMAR EXERCISES
Conditionals A.
Ex. 1. Put the verbs in brackets into the correct tense. Add a comma where necessary.
1. If you...have... (have) toothache, go to the dentist.
2. If Peter (do) lots of exercise he’ll be fit and healthy.
3. Please call me if you (need) any help.
4. Sarah (be) angry if we don’t go to her party?
5. Cathy will be able to go on holiday if she (save) enough money.
6. Unless it (rain) we’ll go for a walk.
7. If you (work) hard you may be promoted.
8. You (give) me a call if you have time tomorrow?
9. If you don’t do your homework I (not/let) you watch TV.
10. Mary won’t go to Australia unless I (pay) for her tickets.
11. If he (arrive) on time we’ll have dinner before we go out.
Ex. 2. Put the verbs in brackets into the correct tense. Add a comma where necessary.
1. A. I’d like a cup of coffee.
B. Well, if you...hold... (hold) the baby for five minutes, I (make) it for you.
2. A. I must go to the bank.
B. If you (leave) now, you (get) there before it closes.
3. A. I can’t do everything myself!
B. Well, if you (wash) the dishes, I (cook) the meal.
4. A. Are you going on holiday this year?
B. Yes, I (go) to Spain for two weeks if I (have) some time off work.
5. A. I want to cook something special tonight.
B. Great, if I (finish) work early, I (give) you a hand.
6. A. Could I have a chocolate biscuit, please?
B. Yes, if you (look) in the cupboard, you (find) some cakes as well.
B.
Ex. 1. Put the verbs in brackets into the correct tense to make correct type 2 conditional sentences.
1. If I...were... (be) you, I...would study... (study) the exams.
2. If we (have) a car, we (go) for a drive in the country.
3. Kim (buy) some new clothes if she (have) enough money.
4. If cameras (not/cost) so much, we (buy) one.
5. John (lend) you some money if you (ask) him.
6. He (open) the door if he (have) the key.
7. We (paint) the house if we (have) the time.
8. If she (get) good grades, she (go) to university.
9. If I (be) rich, I (never/ work) again.
10. Helen (post) the letters if she (have) some stamps.
Ex. 2. Put the verbs in brackets into the correct tense to make correct type 3 conditional sentences.
1. If you...hadn’t been... (not/be) in a hurry, you...wouldn't/might not have forgotten... your keys.
2. If he (remember) earlier, he (send) her a birthday card.
3. If you (not/be) ill, you (go) to the party.
4. Jason (not/break) his arm if he (be) more careful.
5. Helen (get) wet if she (not/take) her umbrella.
6. If I (do) my homework, my teacher (not/shout) at me.
7. You (pass) the test if you (study) more.
8. If she (close) the gate, the rabbit (not/run away).
9. She (lose) her keys if I (not/pick) them up.
10. If he (save) some money, he (be able) to go on holiday.
Ex. 3. Put the verbs in brackets into the correct tense.
1. A: Mum, Dad shouted at me.
B: Well, if you...hadn’t been... (not/be) naughty, he...wouldn’t have shouted... (not/shout) at you.
2. A: I don’t know what to do about my problem.B: If I (be) you, I (talk) to my boss.
3. A: If I (win) lots of money, I (buy) a new house.
B: That’s a nice idea. I (buy) a new car.
4. A: I failed my exam today.
B: Well, if you (study) harder, you (not/fail).
5. A: I’ve got terrible toothache.
B: If I (be) you, I (go) to the dentist’s.
6. A: I’m sorry.
B: What for?
A: If I (not/leave) the door open, the puppy (not/escape).
7. A: Why are you upset?
B: Because it’s all my fault. If I (not/be) late, we (not/miss) the bus.
8. A: Where (you/go) if you (can) travel anywhere in the world?B: If I (can), I (go) to America.
9. A: I’ve lost my bag with my purse and my keys inside. B: Well, if I (be) you, I (report) it to the police.
10. A: Ouch! I dropped a glass and cut my finger.
B: Well, if you (be) careful, you (not/cut) yourself.
Ex. 4. Put the verbs in brackets into the correct tense.
1. If you...had looked... (look) both ways before crossing the street, you wouldn’t have been knocked down.
2. If I (be) you, I would phone my mother tonight.
3. If he hadn’t stopped the car, he (have) an accident.
4. I (give) some money to charity if I won a competition.
5. Unless we (leave) now, we’ll be late.
6. Your friend wouldn’t have phoned if you (not/meet) her in thestreet.
7. If I hadn’t woken up early, I (be) late for work.
8. If I (have) more time, I would tidy the garden.
9. If John (phone), can you take a message?
10. If I were you, I (get) someone to help me.C.
Ex. 1. Replace the infinitives in brackets by the right form of the verb.
Model: If I were you, I (to read) the book in the original.
If I were you, I would read the book in the original.
If I had known how dull the film was, I (not to go) to the cinema.
If I had known how dull the film was, I would not have gone to the cinema.
1. They (to go) to the beach if it were warmer. 2. If the poem were not so long, I (to learn) it by heart. 3. Even if it were not so late I don’t think I (to go) to the cinema. 4. Even though he knew how difficult the situation was, he (not to stop) the preparations. 5. Even if I had a dictionary, I don’t believe I (to be able) to write the test. 6. Even if you had given her your car, she (cannot arrive) in so short a time. 7. Even if I wanted to, I (can do) nothing now. 8. If you really wanted to buy the house, you (can do) it even now.
Ex. 2. Replace the infinitives in brackets by the right form of the verb.
Model: If I (to know) about it, I (to help) you.
If I had known about it, I would have helped you.
1. The place is very dull. Even if it (not to be raining) the whole week, we (not enjoy) our holiday. 2. If you (not to interfere), they (to forget) all about it in an hour. 3. If you (to trust) me, I (can lead) you safely through. 4. The dinner (not to be spoiled) if you (not to forget) the dish in the oven. 5. She (to know) how to behave if she (to be) a born lady. 6. He (not to take) this case even if he (to be asked). 7. The accident (not to happen) if you (to be) more attentive. 8. She (to go) there even though she (to have) to walk all the way. 9. None (to mind) if he (be dismissed). 10. Someone (may notice) if she (open) the letter.
Ex. 3. Compose conditional sentences on the basis of the following statements.
Model: It’s raining hard. We can’t go out. If it were not raining so hard, we could go out.
I have no dictionary. I shan’t finish the translation today. If I had a dictionary, I would finish the translation today.
The goal-keeper was hurt early in the game. The team lost. If the goal-keeper had not been hurt early in the game, the team would not have lost.
1. She thought of her future and refused to marry the young man.
2. He was deep in his thoughts and did not notice the “no parking” sign.
3. I have a lot of work to do, I can’t go to the pictures.
4. There is no one to sit with the baby, I have to stay at home.
5. The rain has stopped at last, and we began to enjoy ourselves.
6. She did not think of the consequences and agreed to forge.
7. There were so many people there that nobody noticed his absence.
8. We don’t like cheese. We don’t buy it.
9. He lost his temper and said things he did not really mean.10. I don’t know your cousin, I can’t meet her at the station.
Ex. 4. Put the verbs in brackets into the correct tenses. Don’t forget that there exist mixed types of conditional sentences.
1. I had a sandwich for lunch. If I (have) a proper lunch, I (not feel) hungry now. 2. He told his friend, “I’m not feeling very well. I (not be) here today if I (not promise)”. 3. I can hardly keep my eyes open. If I (go) to bed earlier last night, I (not be) so tired now. he looked at his watch while he was driving and thought, “If I (not sleep), to get petrol, I (be) home now” (use ‘might’). 4. If Jack (not hurt) his ankle yesterday, he (play) football this afternoon (use ‘соuld’). He wasn’t a very happy man, and he often said, “If I (follow) my advice, I (be) much happier now” (use ‘might’).
Ex. 5. Supply the necessary forms for the verbs given in brackets in the following sentences of unreal condition.
1. “Are you still thinking of going on that cruise?” “It (may, be) enjoyable” he said, “if one (to have) just the right person to go with”. 2. It (to be) fun if Roberta (to write) a book. 3. I never tried to understand my brother. If I (to try) I (may shop) him from going away. 4. If I (to be) you, Meg, I (not to let) myself believe this hateful gossip. 5. I (to hate) myself if I (to deceive) him. 6. He said he had no pain, and if it (not to be) for the doctor, he (to get up) arid (to go) home. 7. She (can go) to Cambridge if she (to want). She had been offered a scholarship.
8. You (to be) horrified if I (to tell) you want had to go through. 9. I’m glad I wasn’t at home. He (not to get) much help if he (to ask) me. 10. The house looked awful. If I (to bе) given to crying. 11. “No, I won’t tell you”, she said. “It (not to be) faiг to them if it just (to turn) out to be gossip”. 12. It (may, be) fatal if she (to learn) the trust.
Ex. 6. Translate the following conditional sentences:
1. The problem would be very simple if that solution were possible.
2. If we had analyzed the results of the experiment in time weshould have taken another course in our studies.
3. Provided we had at least two experimental groups we shouldstart the investigation at once.
4. If the subjects were given all the necessary instructions theywould respond in a right way.
5. If he had chosen a definite aim he would have succeeded inresearch.
6. Unless the poll were carried out on a national level the datawould not be true.
7. If he had been more careful he would have received more concrete results.
8. If I were you I should never accept his offer.
9. I could have agreed with you if you had been right.
10. But for the circumstances they would not have taken such adecision.
11. They would be only glad if you participated in the work at thisproject.
12. In case of his success he would be invited to take that office.
13. If he had more time at his disposal he would do this job withpleasure.
14. If the ecological problems had been solved in due time weshould not have spoken too much of the pollution.
15. If his story had been told about beforehand some urgent measures would have been taken.
16. If you came in time I should be much obliged to you.
Ex. 7. Translate the following conditional sentences:
1. If your ideas did not contradict the facts, the result would becorrect.
2. If these interests were protected the independence of every individual and every nation would be guaranteed.
3. If the inflation were on the same scale the economic situationwould be a bit stabilized.
4. If the workers won in their fight against employers, the strikemight be supported by other trade-unions.
5. If they succeeded in their joint venture affairs, they would overcome the crisis situation.
6. If he spoke in favour of market economy, they would get majority at the elections.
7. If his business were under progress, they would not becomedebtors.
8. Provided they received a necessary credit, their matters wouldbe regulated.
9. If this conference had been successful, the Prime Minister wouldhave pursued the other policy.
10. If they had applied modern technology in due time, their industry would have progressed.
11. If the circumstances had been different, the other forms of policy would have been developed.
12. They would have arrived at the knowledge of the idea, hadthey examined all the data about it.
13. Were their theory consistent, nobody would doubt its value.
14. Had the author concentrated upon a single aspect of his subject, his study would have been proved easier to read.
15. Were I you, I should never accept their proposal.
16. Had it been so urgent, they would have taken all the opportunities to react accordingly.
17. If he had been to the Stock Exchange on that particular day, hewould not have missed his chance to earn money.
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