https://www.docsity.com/ru/angliyskiy-ya zyk-test/2027065/
—————————————- ——————
The problem (to discuss) [discussed] at today’s conference, deals with economics.
(to operate) [Being operated] on, he couldn’t get up and walk.
[Telling] the truth, she asked him to keep it secret.
[Being asked] a question, he had difficulties in answering it.
Выберите правильный вариант ответа.
The … motor didn’t let the car move.
xbroken
breaking
being broken
Выберите правильный вариант ответа.
The news… on the radio is about politics.
having broadcast
broadcasting
xbroadcast
On (to enter) [entering] the room he switched on the light.
He knows of Ivanov’s (to appoint) [being appointed] director.
We have heard of this building [having been used] as a prison.
He insisted on his son’s [getting] higher education.
Выберите правильный вариант ответа.
… a Nobel Prize is a great honor for any scientist.
xGetting
Having been got
Having got
Выберите правильный вариант ответа.
On … the mistake we corrected it.
xnoticing
being noticed
having been noticed
The firm is reported (to carry on) [to be carrying on] negotiations for the purchase of sugar at the moment.
The delegation is said (to leave) [to be leaving] Moscow.
I want you (to see) [to see] the house where Pushkin was born.
Our manager decided [not to take] extra risks.
The letter may [have been sent] to the wrong address.
Michael can’t [refuse] to help her with her heavy bags.
Выберите правильный вариант ответа.
Has the secretary come yet? I want…
xto have my papers typed
type my papers
to type my papers
Выберите правильный вариант ответа.
There wasn’t much traffic in the street. Tom saw a little girl … the road.
xcross
crossed
to cross
Выберите правильный вариант ответа.
John, you seem … too fast. The speed is already 100 miles. I am afraid. I want you … the speed till 40 miles.
to be driving, to be slowing down
xto be driving, to slow down
to drive, to slow down
I cannot (to leave) [leave] without paying. It’s against my principles.
You cannot (to see) [have seen] Peter in the library yesterday.
1. The alarm will go off if there (to be) [is] a fire.
Выберите правильный вариант ответа.
You were not all that busy. You … us.
must help
can help
xmight have helped
Выберите правильный вариант ответа.
It’s getting dark. What time … it … now?
xcan…be
must…have been
should…be
Выберите правильный вариант ответа.
Ask him if we … round the laboratory.
may be looking
xmay look
may have looked
You can to do what you like. [You can do what you like.]
His coat is here. He must have be in his office now. [His coat is here. He must be in his office now.]
He is so late! What can have happen to him? [He is so late! What can have happened to him?]
Для английских слов подберите русские эквиваленты.
to destroy
to split
cross section
to give off
velocity
to elaborate
to explode
chain reaction
to release
to harness
Выберите подходящие формы глаголов в главном предложении и условном придаточном предложении, чтобы всё предложение выражало нереальное условие в настоящем или будущем.
If Mac users … this application their computer … with a Trojan.
download, will be infected
had downloaded, would have been infected
xdownloaded, would be infected
Whenever they may … to my office I will be glad to receive them.
xcome
to come
would come
came
If you [are looking] (to look) for a job at the moment and you are interested in a particular post,
you may [decide] (to decide) to apply for the job in our company.
It is desirable that these materials … this week.
should be modified
are modified
xbe modified
is modified
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Practice Test 12 |
ЧАСТЬ 1 – АУДИРОВАНИЕ |
3Вы услышите девушку, рассказывающую о своём путешествии в Южную Америку. В заданиях А8–А14 обведите цифру 1, 2 или 3, соответствующую номеру выбранного вами варианта ответа. Вы услышите запись дважды.
14A8 The narrator wanted to go to South America because 1 she had enjoyed working on a project about it.
2 she wanted to see the nature there. 3 her father had told her a lot about it.
15A9 The narrator’s parents were worried that she 1 would get homesick while she was away. 2 wouldn’t come back from South America. 3 wanted to travel by herself.
16A10 The narrator says that she was surprised by
1 how well she did in her exams.
2 how long her trip took to plan.
3 how relaxed her parents were about the trip.
17A11 The narrator decided to do volunteer work because 1 some friends recommended it to her.
2 she thought it would be the most enjoyable way to spend her time. 3 she thought it would impress future employers.
18A12 Regarding her time in the mountain village, the narrator suggests that 1 it passed very quickly.
2 she would have liked to stay longer.
3 it had made her want to become a teacher.
19A13 The narrator says that she is glad that, while on her trip, she 1 spent time getting to know the locals.
2 knew how to speak some Spanish.
3 visited every country in South America.
20A14 Now that she is back from her trip, the narrator 1 is keen to travel again.
2 is recovering from an illness she caught in South America. 3 is considering going to university in South America.
93
ЧАСТЬ 2 – ЧТЕНИЕ |
Practice Test 12 |
1Установите соответствие между заголовками A–Н и текстами 1–7. Занесите свои ответы в таблицу B2. Используйте каждую букву только один раз. В задании один заголовок лишний.
A A better method
B Responsible shopping
C Lucky winners
DHelp from nature
1 Two families – one from London, and one from Liverpool – have won last night’s national lottery. Speaking from outside their home in London’s East End, Mr and Mrs Miller said that they will ‘not let the money change their lives’ and that they will both be at work as usual on Monday morning. The Liverpool family, who do not wish to be named, plan to move abroad.
2 For many years now, Changi Airport in Singapore has been voted the world’s best airport by airline travellers. Changi Airport does not simply provide travellers with wonderful restaurants and shops in a calm and pleasant atmosphere. You can also swim in its rooftop swimming pool, have a massage in one of its spas, sit quietly in the ‘garden’ area of its main hall, or watch TV in comfortable chairs while waiting for your flight.
3Before the invention of the compass, sailors looked to the sun in the daytime and to the stars at night to help them find their way across the oceans. For example, by locating Polaris (or ‘the North Star’) in the night sky, sailors could identify the direction of North. This is because Polaris never moves from its position in the night sky directly above the North Pole.
4Long ago, zoos obtained their animals by going out into the wild and capturing them. Today, this happens very rarely. For one thing, it is extremely stressful for the animals involved and there is a high risk of injury.
E A great shopping experience
F Working to protect animals
G Everything you need
H Waiting in comfort
Also, wild animals often carry diseases that would harm the other animals in the zoo. Today, therefore, most zoos get their animals from the captive breeding programmes of other zoos.
5Gyms these days are full of all kinds of fancy exercise equipment; treadmills, rowing machines, exercise bikes, resistance machines and much more. But the biggest gyms also have swimming pools, steam rooms and cafeterias. They offer classes in yoga, dance, aerobics and many other forms of exercise. And they have expert trainers on hand to answer all your fitness questions.
6Here is one thing that we can all do to help species that are close to extinction. When travelling overseas, be very careful not to buy any souvenirs that have been made from species nearing extinction. This means avoiding purchasing items made from ivory, coral and fur and also ‘medicinal’ products as they often contain rhino, tiger and bear parts.
7Wildlife parks and zoos are very educational places but perhaps their greatest purpose is the conservation of endangered species. Animal centres all around the world work together in order to breed rare and endangered species. For example, today there are only a few hundred giant pandas left in the wild. If breeding programmes and conservation efforts are successful, future generations may still be able to see these beautiful animals in the flesh, not just in books.
1 |
2 |
3 |
4 |
5 |
6 |
7 |
B2 C |
H |
D |
A |
G |
B |
F |
94
Practice Test 12 |
ЧАСТЬ 2 – ЧТЕНИЕ |
2 Прочитайте текст и заполните пропуски 1–6 частями предложений, обозначенными буквами A–G. Одна из частей в списке А–G лишняя. Занесите букву, обозначающую соответствующую часть предложения, в таблицу B3.
In 2004, a grave containing the skeletons of a human and a cat, lying close together, was excavated in Cyprus.
The grave was around 9,500 years old, 1) …….. .
The ancient Egyptians kept cats as pets,
2) …….. .
People often placed statues of cats outside their homes, 3) …….. . When a cat died, their former owners and the other occupants of the house would go into deep mourning and would often even shave their eyebrows as a sign of grief.
Moreover, cats were frequently mummified and bowls of milk and dead rats and mice were placed in their tombs, 4) …….. .
Awhich seems very strange to modern cultures
Band showed that cats had been kept by humans for far longer than we had previously thought
Cso that they would have food for their journey into the afterlife
Das they kept rats and mice away from homes
Cats were so respected in ancient Egypt that they were even protected by law. People could be sentenced to death if they killed a cat, 5) …….. .
One record documents the execution of an unfortunate Roman soldier whose chariot had run over a cat.
There are many tomb scenes that show cats as part of everyday life in ancient Egypt. They often showed them wearing jewellery including earrings, necklaces and fancy collars. The Egyptians even took their cats on hunting expeditions, 6) …….. .
Today, it is estimated that there are over 600 million domestic cats around the world, which makes the cat the most popular of all pets. However, the cat no longer has any religious significance in any culture.
Eand they also worshipped the cat like one of their gods
Fbecause they believed that this would protect the inhabitants
G even by accident
1 |
2 |
3 |
4 |
5 |
6 |
B3 B |
E |
F |
C |
G |
A |
95
ЧАСТЬ 2 – ЧТЕНИЕ |
Practice Test 12 |
3Прочитайте рассказ и выполните задания А15–А21. В каждом задании обведите цифру 1, 2, 3 или 4, соответствующую выбранному вами варианту ответа.
A New Life
“Are you looking for a room?” the man had asked. We’d only just got off the bus. Ian was still pulling the bags out of the luggage
prices,” the man
A15
We’d been all around the country that summer, finding temporary work to pay for our travels. Ian had grown up in a village, so
A16
the local farmers had been happy to hire him to help them out for a week or two. I’m a city boy myself, but because I’m pretty well-built I didn’t have a problem either. Of course, that meant that I got all the heavy work!
Once we had collected our bags, we followed the man up a nearby side-street. He didn’t stop talking the whole way. After a few twists
That first night we strolled around the town to see what opportunities there might be for work. Our last job had given us enough to live off for a few weeks so we weren’t desperate,
A19
possible. Everyone we met was very friendly and we went back to our rooms feeling quite optimistic.
Within a couple of days, I had started work
at a fish restaurant in the town washing up the
A20
pots and dishes. Maybe it wasn’t the best job in the world, but after weeks of manual labour in the fields it was a welcome change. I could watch the chef preparing the food and sometimes, when the restaurant was particularly busy, I would help him. He knew
these rooms would be too expensive for us. The man must have read my thoughts. “Now, normally I’d be asking twice as much for these rooms,” he began, “but you’re in luck because the tourist season is practically over.”
The rooms were perfect. The décor was slightly shabby but, as if to make up for it, the balcony had a stunning view over the town. We decided to stay for a month initially, and depending on what happened, we would come to an arrangement after that. It was a relief to be settled somewhere, if only for a few weeks. I could now pack my suitcase in record time and we’d met so many people that I’d lost count. Sometimes when I was introduced to yet another stranger I would change my name, just to make it more interesting.
tasted amazing. I’d go home at night and write down the recipes and tips that I’d learnt.
Our first month in the town came to an end and we decided to stay for another three. Ian had found some painting and decorating work and I was quite happy. Those three months turned into six, and before I knew it I had been at the restaurant for a whole year. The chef asked me if I would like to become his assistant — he said I had a natural gift for cooking. So that’s how I ended up here, ten years later, as Head Chef at Alberto’s Fish
Restaurant. Ian is still here as well, running
A21
his own decorating business. One day I hope to achieve something similar for myself, too.
96
Practice Test 12 |
ЧАСТЬ 2 – ЧТЕНИЕ |
|||
The man waiting at the bus stop was very |
||||
14 |
||||
A15 |
1 |
|||
rude. |
||||
2 |
impatient. |
|||
3 |
unhelpful. |
|||
4 |
persistent. |
15A16 The farmers gave the narrator and his friend Ian work because
1 they thought they would be suitable for it.
2 they needed seasonal workers.
3 they had known Ian since he was young.
4 they found both boys cheerful and friendly.
16A17 The narrator thought the rooms could be too expensive after he realised 1 how popular they were.
2 what time of year it was.
3 how nice the exterior was.
4 where they were.
17A18 In paragraph four, the narrator suggests that he had become tired of 1 staying in hotels.
2 packing his suitcase.
3 moving from place to place.
4 meeting new people.
18A19 In paragraph five, the narrator uses the phrase ‘put out feelers’ to mean 1 meet as many people as possible.
2 speak to people to get information about work.
3 find a suitable job to earn some money.
4 get to know a new place.
19A20 The narrator enjoyed his new job because 1 all his food was cooked for him.
2 it was different from his previous jobs.
3 his boss took an interest in teaching him to cook. 4 the time passed quickly.
20A21 In the final paragraph, we learn that the narrator 1 would like to start a business with Ian.
2 regrets staying so long at Alberto’s restaurant.
3 hopes that his career as a chef will continue to advance. 4 wishes that he had achieved as much as Ian.
97
ЧАСТЬ 3 – ГРАММАТИКА И ЛЕКСИКА Practice Test 12
1Прочитайте приведённый ниже текст. Преобразуйте, если необходимо, сло* ва, напечатанные заглавными буквами в конце строк, обозначенных номера* ми B4–B10, так, чтобы они грамматически соответствовали содержанию текста. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы B4–B10.
B4 |
was |
B5 |
was trying |
B6 |
will find |
B7 |
had passed |
B8 |
have been given |
|
B9 |
had left |
|
B10 |
fixed |
2 Прочитайте приведённый ниже текст. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами В11–B16, так, чтобы они грамматически и лексически соответ* ствовали содержанию текста. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы В11–В16.
The Trans Siberian Railway
Travelling on the |
Trans Siberian |
Express is an |
extraordinary journey. It |
is the |
longest |
|||||
continuous |
||||||||||
B11 |
railway in the world — 10,000 kilometres long, or one third of the distance |
|||||||||
around |
the globe. |
Travellers on |
the Trans Siberian railway describe the |
journey |
as a(n) |
|||||
amazing |
||||||||||
B129) |
adventure; seven days or more of exotic travel from Moscow to Vladivostok. |
|||||||||
10)B13 |
conversation |
with other passengers that |
||||||||
However, many travellers say that it is the |
||||||||||
makes the journey special. You can spend many hours making new friends and discussing the
landscape of the Ural Mountains and Siberia. |
||||||||||
You can either stay on |
the |
train |
for the |
whole journey |
or, |
if |
you are |
feeling more |
||
1B14) |
adventurous |
, |
you |
can |
arrange |
stops along the |
way. |
A |
stopover |
at Irkutsk is |
recommended for a few days. Here you can explore the city and visit the |
12)B15 |
beautiful |
Lake Baikal; the deepest lake in the world. |
The journey ends on the east coast of Russia in Vladivostok, whose name means “Lord of the East”. However you decide to spend your time on the Trans Siberian Express, it will be an extremely
13)B16 |
memorable |
experience. |
CONTINUE
AMAZE CONVERSE
ADVENTURE BEAUTY
MEMORY
98
Practice Test 12 |
ЧАСТЬ 3 – ГРАММАТИКА И ЛЕКСИКА |
3Прочитайте текст с пропусками, обозначенными номерами А22–А28. Эти номера соответствуют заданиям A22–A28, в которых представлены возмож* ные варианты ответов. Обведите номер выбранного вами варианта ответа.
The Report Card
John had never been very good 14)A22…….. sports. He simply wasn’t an athletic kind of person. He knew it, his
friends knew it, and his gym teachers at school had known it, too. On his school report for the year 1992, his
Physical Education teacher had written: ‘John tries very |
……..15)A23 |
in class, but achieves below average results.’ |
|||
The teacher had obviously thought that it would be a good idea to mention John’s effort, but he only |
|||||
16)A24…….. |
|||||
in emphasising his failure. |
|||||
As an adult in his |
thirties, John did everything he could to avoid playing any sort of sport. Whenever |
||||
17)A25……… |
his friends were trying to organise a friendly game of football, or his boss needed to find a tennis partner, John
would always 18)A26…….. an excuse. Once, he even faked an injury so that he didn’t have to take 19)A27…….. in
a basketball game. But it was only when John had to explain to his new girlfriend why he couldn’t play squash with
her that he decided that his problem with sports had gone on for long enough. It was |
……..20)A28 |
to change. |
|||||||||
A22 |
1 |
for |
2 |
at |
3 |
to |
4 |
on |
|||
A23 |
1 |
strongly |
2 |
well |
3 |
heavily |
4 |
hard |
|||
A24 |
1 |
achieved |
2 |
succeeded |
3 |
managed |
4 |
ended |
|||
A25 |
1 |
beginning |
2 |
young |
3 |
early |
4 |
opening |
|||
A26 |
1 |
make up |
2 |
find out |
3 |
put up |
4 |
think over |
|||
A27 |
1 |
position |
2 |
role |
3 |
place |
4 |
part |
|||
A28 |
1 |
time |
2 |
moment |
3 |
season |
4 |
point |
ЧАСТЬ 4 – ПИСЬМО
C11 You have received a letter from your English speaking pen friend Jack who writes:
… Well, my exams start next week and I’m feeling a little stressed even though I’ve studied hard. How often do you have exams at your school? Do you like taking exams? How do you
cope with the pressure?
It’s my best friend John’s birthday this weekend …
Write a letter to Jack. In your letter ● answer his questions
● ask 3 questions about his best friend’s birthday Write 100 140 words. Remember the rules of letter writing.
C22 Comment on the following statement.
“Extreme sports have become more and more popular. However, some say that they are too risky.”
What is your opinion? Does the thrill of the sport outweigh the risk? Write 200 250 words.
Use the following plan:
●write an introduction (state the problem/topic)
●express your personal opinion and give reasons for it
●give arguments for the other point of view and explain why you don’t agree with it
●draw a conclusion
99
ЧАСТЬ 1 – АУДИРОВАНИЕ |
Practice Test 13 |
1 Вы услышите высказывания шести людей о путешествиях. Установите соответствие между высказываниями каждого говорящего 1–6 и утверждениями, данными в списке A–G. Используйте каждое утверждение, обозначенное буквой,
только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды. Занесите свои ответы в таблицу B1.
A I appreciate travelling for my job.
B I have found a way to travel quite cheaply.
C I don’t have to travel far to find what I want. D I prefer to travel by myself.
E Thinking about my holiday helps me to cope with my busy schedule. F I think people should think about the negative effects of travelling. G I want to travel more but I have a problem that stops me.
1 |
2 |
3 |
4 |
5 |
6 |
B1 C |
E |
F |
A |
G |
B |
2Вы услышите беседу двух друзей о мобильных телефонах и Интернете. Определите, какие из приведённых утверждений А1–А7 соответствуют содержанию текста (1– True), какие не соответствуют (2 – False) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положи’ тельного, ни отрицательного ответа (3 – Not stated). Вы услышите запись дважды. Обведите правильный ответ.
A17 Laura is looking at mobile phones in a shop window.
1 True |
2 False |
3 Not stated |
A28 Dave doesn’t own a mobile phone.
1 |
True |
2 |
False |
3 |
Not stated |
||
A39 |
Dave believes that using technology has made people more anti-social. |
||||||
1 |
True |
2 |
False |
3 |
Not stated |
||
Both Laura and Dave would like to use the Internet when they are not at home. |
|||||||
A410 |
|||||||
1 |
True |
2 |
False |
3 |
Not stated |
||
Dave is worried about the Internet having harmful effects on young people. |
|||||||
A511 |
|||||||
1 |
True |
2 |
False |
3 |
Not stated |
A612 Laura’s parents monitor her use of the Internet.
1 True |
2 False |
3 Not stated |
A713 In the end, Laura decides not to buy an Internet phone.
1 True |
2 False |
3 Not stated |
100
Practice Test 13 |
ЧАСТЬ 1 – АУДИРОВАНИЕ |
3Вы услышите рассказ молодого человека о вегетарианстве. В заданиях А8–А14 обведите цифру 1, 2 или 3, соответствующую номеру выбранного вами варианта ответа. Вы услышите запись дважды.
A814 While growing up, the narrator ate food that was 1 unhealthy.
2 badly cooked.
3 not very varied.
A915 The narrator says his university served food that was 1 liked only by the foreign students.
2 good value but not very healthy.
3 worse than what he was used to.
A1016 The narrator tried a vegetarian dish because
1 his vegetarian friends encouraged him to.
2 he thought the quality might be better.
3 the meat dishes had started to make him ill.
A1117 After he started eating vegetarian meals, the narrator
1 realised his attitude towards vegetarians had been wrong.
2 began to really dislike the smell of meat.
3 began to lose weight.
A1218 While deciding whether to become a vegetarian or not, the narrator
1 did some research into vegetarianism.
2 continued to eat some meat.
3 realised how healthy he felt.
A1319 The narrator finally made his decision based on
1 what he found out about the benefits of vegetarianism. 2 how much healthier he was feeling.
3 the opinions of others.
A1420 The narrator’s parents
1 are slowly accepting his decision to be a vegetarian. 2 are now thinking about becoming vegetarians too. 3 are unhappy that he is a vegetarian.
101
ЧАСТЬ 2 – ЧТЕНИЕ |
Practice Test 13 |
1Установите соответствие между заголовками A–Н и текстами 1–7. Занесите свои ответы в таблицу B2. Используйте каждую букву только один раз. В задании один заголовок лишний.
A Travel with a purpose
B Make a discovery
C Getting a good view
DA difficult task
1 For hundreds of years, people have been competing in bizarre ‘gurning’ contests around England. What is gurning? Well, it is simply the act of making the ugliest face possible. Some elderly people can make some spectacular gurns. If they have false teeth, they can take them out and bring their lower lip so far up that it can cover their nose! But even younger people can make amazing gurns – just look at celebrity Jim Carrey!
2Thousands of spectators line the route of the Tour de France bike race each year, trying to see over other people’s heads. Then when the competitors pass, they flash by so quickly that it is hard to get even a glimpse of them. Therefore, it’s worth buying a tour guide with route information so that you can plan well in advance the best place to stand to see your favourite cyclists speed by.
3The goal of responsible tourism is to help people in need as well as the holidaymakers themselves. Some tour operators, for example, organise charity bike rides. Visitors cycle around places of interest following a pre-arranged route. They enjoy a valuable new experience and at the same time part of the cost of the holiday is donated to local community projects.
4The Sibit-sibit Festival is held each year to give tourists a rich and colourful picture of the history of Olongapo in the Philippines. Sibit-sibits are ancient paddle boats that
E Greatest invention
F An unusual competition
G Keeping traditions alive
H Still popular today
were used by fishing villages. During past celebrations, fishermen held races and won with their great physical strength alone. Today, the traditional Sibit-sibit Festival is a lively and enchanting event that brings together Olongapo’s rich past, successful present and promising future.
5Bicycles were first introduced in the 19th century and there are now over one billion of them worldwide. Many people still prefer this eco-friendly mode of transport. Postmen, delivery personnel and even police officers can often be seen riding bicycles.
6The Archaeological Seminars Foundation offers visitors of all ages the opportunity to ‘Dig for a Day’. This programme allows the unskilled enthusiast to get their hands dirty while getting the chance to make a fabulous discovery. Activities include digging, pottery examination and touring the latest excavation site. Thousands of people have already participated in this memorable experience!
7What is the most important mechanical invention of all time? The wheel no doubt! The earliest known use of the wheel was probably the potter’s wheel in 3500 BC in Mesopotamia. Interestingly enough, the wheel was used for manufacturing before it was used for transporting. Today, nearly every machine includes the wheel; from the smallest of pocket watches to the largest of aeroplanes.
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20.06.20148.88 Mб89Примеры резюме на английском языке.pdf
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#1
Hi,
The original sentence is:
What do you think has happened to him?
You have to rewrite it using the word ‘can’ without changing the meaning.
What do you think can have happened to him?
I think the answer is wrong but I don’t know any other way to rewrite it.
Thank you.
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#2
Hello,
You’re on the right lines, but you don’t need the «do you think»: Just «What can have happened to him?» is sufficient.
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#3
Thank you a lot.
Well, I think you don’t use ‘can have + past participle’ for past deductions, do you?
What I have learned about deductions is like this:
1. Jim was with me. He can’t have been home on Monday.
2. Jim wasn’t with me. He can have been home then.
For 2 you must use ‘could/may/might’ so we have:
3. Jim wasn’t with me. He could have been home then.
Sound Shift, I am repeating this just to make sure that my knowledge of the grammar is correct.
And this is new to me:
4. ‘Can + subject + have + past participle’ is perfectly fine.
If this is so, are these two sentences almost the same?
5. He wasn’t home. Can he have been to London?
6. He wasn’t home. Could/might he have been to London?
Thank you a lot again.
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#4
You’ve changed the context somewhat, newname. At post 1, you’re talking about the situation that he is in
now
. At post 3, you’re talking about
past
situations.
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#5
Thank you.
Well. I think the present perfect is a past tense. Anyway, that doesn’t matter to me much. This sentence is part of an exercise after a lesson about ‘ how to make deductions about past events’
What do you think of number 5 above? Is it correct? And if so, does it mean more or less the same as 6?
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#6
Well. I think the present perfect is a past tense. Anyway, that doesn’t matter to me much
It’s not a past tense. That matters a lot. Anyway, I’m sure that you’re aware that there’s a «one question per thread» rule in this forum, so my comments are confined to what you wrote at post 1.
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#7
It’s not a past tense. That matters a lot. Anyway, I’m sure that you’re aware that there’s a «one question per thread» rule in this forum, so my comments are confined to what you wrote at post 1.
Thank you a lot for bearing with me. But what is confusing to me is that I have learned that you use ‘can/could + infinitive’ to make deduction about present events, like these:
1. He can be home now.
2. There can be snow on the mountains now.
And you use ‘
cannnot have
+ past participle’ for past events. And the structure ‘can have + past participle’ doesn’t exist for making deduction.
3. He cannot have been home that day. He was with me.
At least that’s what I was taught.
And now you say that the sentence ‘ what can have happned to him?’ is correct, then does it mean the same as ‘ What could/may/might have happened to him?’. And I think if it does, then could I conclude that we can use ‘can have + past participle’ in questions in place of could/might have + past participle.
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#8
In sentences of this kind, we use ‘can’ for questions and for negative or virtually negative statements; we use ‘could’ for positive statements.
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#9
In sentences of this kind, we use ‘can’ for questions and for negative or virtually negative statements; we use ‘could’ for positive statements.
Thank you a lot, wandle. I think I should give you more background on this question of mine.
First, the book teaches ‘must have + past participle’ for positive deduction ; ‘cannot have + past participle’ for negative deduction; ‘could/may/might have + past participle’ for speculation.
Then comes this question in which you are to rewrite it using the verb ‘ can’.
So from the grammar point of the unit, you can easily see that students are required to use the structures mentioned to make deduction or speculation about past events.
And now sound shift is telling me that ‘what has happened to him’ is in the present tense. Well, the present perfect is a past tense. That is what I was taught. And if it were a present tense, then my book’s authors must have been mad or insufficent in English because they didn’t know the present perfect is past tense and they wanted students to make deduction about a present event with ‘ can have + past participle’.
Let me go back to your explanation that we can use ‘can’ for questions. You seem to agree that in a situation like this:
A: Mr Rooney has disappeared. I haven’t seen him playing for Manchester United for months.
B: What can have happened to him? (This is correct according to you)
Now what if I ask:
Me: What could have happened to him?
Am I wrong to use ‘could have’ here? And if I should not be, what is the difference in meaning between my sentence and B’s?
I am sorry for being so wordy, but as I am learning English, I think it would benefit to ask questions when I am in doubt.
Regards,
P.S.
Just an afterthought. The book doesn’t teach the structure ‘ can have + past participle’ nor do I find any in all of my grammar books. Do you think it is possible that it is a mistake and that ‘can’ should be ‘could’?
Last edited: Feb 9, 2015
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#10
The original sentence is:
What do you think has happened to him?
You have to rewrite it using the word ‘can’ without changing the meaning.
As I understand it, the point of the exercise is to express the idea of deduction by using ‘can’.
The correct answer is:
‘What can have happened to him?’
The usage is independent of the past participle.
Consider:‘Where can he be?’
This is equivalent to: ‘Where do you think he is?’
Last edited: Feb 9, 2015
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#11
As I understand it, the point of the exercise is to express the idea of deduction by using ‘can’.
The correct answer is:
‘What can have happened to him?’The usage is independent of the past participle.
Consider:‘Where can he be?’
This is equivalent to: ‘Where do you think he is?’
Well, you may consider me to be bloody-minded, but I would like to ask again and I do hope you are willing to help me.
This is my analysis:
1. If we are certain or have good reason that something did happen, we use ‘must have’:
Me: I haven’t seen him play for months. Wayne must have been sacked.
2. If we are certain or have excellent reason that something didn’t happen, we use ‘can’t have’:
B: He was playing very well. They can’t have sacked him.
Then it is only logical (to me) to ask someone to tell me what happened to Wayne as follows (and I also want that person to give me answers with certainty.)
3. Me: What must have happened to him? or (a little weird to my ears) What can’t have happened to him?
If I do ask thus:
4. Me: What can have happened to him?
This use seems to me to overlap with ‘must have’ and this is what really has been confusing me.
I hope I haven’t annoyed you much.
Regards,
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#12
I am not at all annoyed, but a bit puzzled. The question in post 1 has been answered.
Then it is only logical (to me) to ask someone to tell me what happened to Wayne as follows (and I also want that person to give me answers with certainty.)
I am not clear why you want answers given with certainty.
The original sentence ‘What do you think has happened to him?’ is not asking for certainty at all: it is just asking for possible solutions to the question.
Any answer within reasonable probability would be valid.
Me: What must have happened to him? or (a little weird to my ears) What can’t have happened to him?
Both of these sentences are unusual and would only be natural in a specific context: what we might call a pre-defining context.
It someone says ‘I know what must have happened’, then it would be natural to reply ‘What must have happened?’
Note that the reply is in effect quoting the other person’s words back to him or her and that is what makes it work.
Apart from that kind of context we would not be likely to use such a sentence.
A similar point applies to ‘What can’t have happened to him?’
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#13
In sentences of this kind, we use ‘can’ for questions and for negative or virtually negative statements; we use ‘could’ for positive statements.
Thanks so much wandle. I read your last answer and then I scrolled up and saw this post again. So I think I had better ask you about this post.
Do you think I have marked the sentences correctly?
You wrote that
we use ‘can’ for questions
1. He has disappeared. What can have happened to him?
You wrote that
we use ‘could’ for positive statements
2. He has disappeared. What could have happned to him?
You wrote that
for negative or virtually negative statements
3. He has disappeared. But I don’t think he can have been abducted.
Regards,
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#14
All three examples are correct English.
However, example (2) is different in meaning from example (1).
Example (1) belongs in the kind of exercise mentioned earlier. It is about deduction.
‘What can have happened to him?’ is equivalent to ‘What do you think has happened to him?’
This is asking the other person to consider the real facts of the case and find a probable answer.
The implication is that between them, speaker and listener have enough information to reach a probable conclusion.
Example (2) is more remote in sense. It does not belong in the kind of exercise mentioned. It is about speculation.
‘What could have happened to him?’ is equivalent to ‘What may possibly have happened to him?’
The implication is that speaker and listener do not have enough information to reach a probable conclusion, and must therefore think about more remote possibilities, which normally would be too improbable to be worth considering.
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#15
There is really no way to rewrite «What do you think has happened to him?» using «can» without changing the meaning.
«Can» is about possibility, not about fact or belief.
Negation can be complicated. For example, «I don’t think he got lost» is often used to mean «I think he most likely did not get lost», which is not its literal meaning.
«We must go and find him» can be negated as «We must not go and find him», but the latter does more than merely contradict the former. A simple contradiction of the former would be something closer to «We do not have to go and find him.»
Similarly, «He must have gotten lost» can be negated as «He can’t have gotten lost», but that says a little more than «He must not have gotten lost» and a lot more than a direct contradiction, which would be something more like «He does not have to have gotten lost.»
Also, «must have» is usually not so much about deduction as about intuition.
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#16
There is really no way to rewrite «What do you think has happened to him?» using «can» without changing the meaning.
With respect, I submit the analysis in post 14 demonstrates a valid semantic equivalence for the purpose of the original exercise.
There is no doubt that if we ask someone ‘What can have happened?’ or any similar question, we are asking for that person’s opinion.
I would endorse both the validity and the purpose of such exercises.
The student’s task is twofold: (1) to show recognition that ‘What do you think has happened?’ is semantically equivalent to ‘What can have happened?’ and (2) to show the ability to convert the verb form correctly when making the substitution (i.e. change ‘has’ to ‘have’).
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#18
With respect, I submit the analysis in post 14 demonstrates a valid semantic equivalence for the purpose of the original exercise.
There is no doubt that if we ask someone ‘What can have happened?’ or any similar question, we are asking for that person’s opinion.
There may be a difference here between BrE usage and AmE usage. Where I live, «What can have happened?» is not about opinion but about possibility pure and simple.
On the other hand, any question at all may be taken as a request for opinion.
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#19
On the other hand, any question at all may be taken as a request for opinion.
Therefore it cannot be about possiblity pure and simple.
Of course, the word ‘can’ in this case refers, as far as it goes, to the issue of possibility.
What it cannot do is cancel the request for opinion involved in putting the question to another person.
The word ‘can’ does its own job: it does not limit the sense of the sentence as a whole.
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#20
All three examples are correct English.
However, example (2) is different in meaning from example (1).Example (1) belongs in the kind of exercise mentioned earlier. It is about deduction.
‘What can have happened to him?’ is equivalent to ‘What do you think has happened to him?’
This is asking the other person to consider the real facts of the case and find a probable answer.
The implication is that between them, speaker and listener have enough information to reach a probable conclusion.Example (2) is more remote in sense. It does not belong in the kind of exercise mentioned. It is about speculation.
‘What could have happened to him?’ is equivalent to ‘What may possibly have happened to him?’
The implication is that speaker and listener do not have enough information to reach a probable conclusion, and must therefore think about more remote possibilities, which normally would be too improbable to be worth considering.
I am sorry for the late reply. I did read this but I thought I’d better read it again and again so that this hard-to-grasp notion would finally sink in before I posted any message.
And now I think I have understood it. The way I learn English grammar has always been like this: If the grammar book says to use this and that structure, I know shouldn’t alter it. So when the book says to use ‘can’t have + past participle’ to make deduction about past events, I thought I must not change it in anyway. I must use it as is.
When the practice question asked me to apply the grammar but in a different form, i.e in a question, I was puzzled. So when sound shift said that ‘what can have happened to him?’ was correct, it even muddled the water more.
My logical mind had, before this, always told me that I made a deduction if I had some clues and I wouldn’t ask anyone to make a deduction for me. So any questions like ‘ Can he have done this? or What can have happened?’ didn’t make sense to me.
Thank you a lot for your examples and detailed explanations. It took me two days to really understand this.
PS
And my thanks to all other contributors, who have pointed out the differences between BE and AE.