- •Синтаксические особенности английского языка
- •Clauses relative clauses
- •Who, That, or Which?
- •Exercises
- •1. Join each pair of sentences together to make one sentence with a relative clause, using who or which:
- •2. Point out the relative clause and indicate whether it is a subject or object relative clause:
- •4. Express each pair of sentences as one with a contact clause. Think carefully about the word order:
- •5. Use who, that, which, or nothing to complete these sentences:
- •7. Make the second sentence into a descriptive clause and put it into the correct place:
- •8. Use the sentences in the box to make descriptive clauses. Insert an appropriate clause into each of the sentences:
- •6. Express these pairs of sentences as one, using which:
- •9. Use a relative pronoun in the following sentences. In which sentences is it possible to omit the relative pronoun?
- •10. Fill in the blanks with a relative pronoun. Put ø if you think no pronoun is necessary. Where can you use that?
- •11. Match each situation with one of the sentences that follow.
- •12. Complete the sentences using either descriptive or limiting relative clauses:
- •Revision
- •13. Complete the sentences. Choose the most suitable ending from the box and make it into a relative clause:
- •14. Write the information in brackets as a relative clause in an appropriate place in the sentence.
- •Relative clauses with prepositions
- •Exercises
- •1. Make up sentences using a relative clause with a preposition at the end.
- •2. Match the phrases and write the definitions.
- •Other relative claues
- •Exercises
- •2. Zedco Chief Executive Barry Douglas is telling a group of managers how to run a business successfully. He emphasises the underlined words with what.
- •3. Read the situations and complete the sentences using where.
- •Revision
- •4. Complete each sentence using who, whom, whose, why, when or where.
- •5. Fill in the blanks with who, which, whose or where.
- •6. Peter is going to the United States next year. Complete what he says about his visit using whose, who/whom, where and when.
- •7. Complete the sentences with the correct or most appropriate relative pronoun; use ø to indicate contact clause:
- •8. Study the table above and finish the following sentences without changing the meaning of the sentences printed before them.
- •9. Join each idea in a with the most suitable idea in b. Use which referring to the whole clause.
- •10. For each of the sentences below write a new sentence as similar as possible in meaning to the original sentence but using the word given. The word must not be altered in any way.
- •11. Translate the sentences into Russian.
- •Adverbial clauses time clauses
- •Exercises
- •1. Review the material about time clauses. Translate the time conjunctions and examples provided into Russian.
- •3. Choose the appropriate time phrase and put the verbs into the correct tense.
- •4. Fill in: by the time, until or by.
- •5. Complete each sentence with two to five words, including the word in bold.
- •6. Finish the following sentences in such a way that they mean exactly the same as the sentences printed before them.
- •7. Prepare 10 sentences for translation from Russian into English in which time clauses would be introduced by the following time conjunctions and expressions:
- •Conditional clauses
- •Exercises
- •1. Choose the correct conjunction:
- •2. Put the verb in brackets into the correct tense.
- •3. Complete the sentences:
- •Clauses of purpose
- •Exercises
- •1. Choose the correct word.
- •2. Look at the examples, then rewrite the sentences in as many ways as possible to express purpose.
- •3. Join the sentences using the purpose words given.
- •4. Join the following sentences using so that, in case, for fear, prevent or avoid.
- •5. Complete each sentence with two to five words, including the word in bold.
- •6. Study the table above and finish the following sentences without changing the meaning of the sentences printed before them.
- •Clauses of result
- •Exercises
- •1. Fill in so, such or such a/an.
- •2. Complete each sentence with two to five words, including the word in bold.
- •3. Study the table above and finish the following sentences without changing the meaning of the sentences printed before them.
- •Clauses of reason
- •Exercises
- •1. Rewrite the sentences using the words in brackets.
- •2. Complete each sentence with two to five words, including the word in bold.
- •3. Study the table above and finish the following sentences without changing the meaning of the sentences printed before them.
- •Clauses of concession
- •Exercises
- •1. Choose the correct item. Translate the sentences into Russian.
- •2. Look at the example, then rewrite the sentences in as many ways as possible.
- •3. Rephrase the sentences using the words in brackets, as in the example.
- •4. Complete the sentences.
- •5. Rephrase the sentences using the words in bold.
- •6. Study the table above and finish the following sentences without changing the meaning of the sentences printed before them.
- •Clauses of manner
- •Exercises
- •1. Put the verbs in brackets into the correct tense.
- •2. Rephrase the following sentences using the words in bold.
- •3. Revision. For each of the sentences below write a new sentence as similar as possible in meaning to the original sentences but using the word given. The word must not be altered in any way.
- •Linking words
- •Exercises
- •1. Read the sentences and choose the correct linking word / phrase. Translate the sentences into Russian.
- •2. Complete this letter to a local newspaper, choosing the correct linker.
- •3. Choose the correct word / phrase.
- •4. Choose the correct answer.
- •5. Join the sentences using the word(s) in brackets. Translate the resulting sentences into Russian.
- •6. Join the sentences using a suitable word or phrase from the list. Translate the resulting sentences into Russian.
- •7. Join the sentences using the correct word(s) in brackets. Translate the resulting sentences into Russian.
- •8. Fill in the correct word / phrase from the lists.
- •9. Replace the words in bold with appropriate synonyms from the list.
- •10. Insert the necessary linker and say what it means.
- •Structures emphasis
- •Cleft sentences
- •Other types of emphasis
- •Fronting
- •Exercises
- •2. Rewrite the sentences using emphatic constructions, starting with the words given.
- •5. For each of the sentences below, write a new sentence as similar as possible in meaning to the original sentence, but using the words in brackets.
- •3. Read the information in the box and complete the replies, using a cleft sentence.
- •4. Rewrite the sentences putting emphasis on the highlighted word. (Use wh- clefts where necessary)
- •6. Make these sentences more emphatic by ‘fronting’ part of them. Don’t use any additional words.
- •8. Translate using emphatic constructions.
- •Inversion
- •Exercises
- •1. Rewrite the sentences using the words/phrases given.
- •2. Fill in the blanks with a suitable word or phrase.
- •3. Fill in the gaps as in the example.
- •4. Rewrite the sentences, beginning with the words in bold.
- •5. Rewrite the sentences using inversion where possible.
- •6. Complete each sentence with 2-5 words, including the word in brackets.
- •7. Translate the following sentences into English.
- •Exercises
- •1. Complete these sentences with a verb in an appropriate form, using ‘it’ if necessary.
- •2. Alan had to go to hospital for an operation. What did the doctor say? Use the information in the two sentences and make a new sentence with the help of …it as… and the verb in brackets.
- •3. Use ‘it’ as an ‘empty’ object where necessary.
- •Contents
- •Literature
6. Make these sentences more emphatic by ‘fronting’ part of them. Don’t use any additional words.
e.g. I can’t stand hypocrisy. → Hypocrisy I can’t stand!
1. Though he was exhausted, he managed to reach the finishing line. 2. My life’s ambition is to make the pilgrimage to Mecca. 3. The ninth symphony is his sublime work. 4. I really can’t accept that proposal. 5. An enormous gold Buddha was placed on the altar. 6. The Cresta Run is much more challenging for the dedicated skier. 7. Several sharp criticisms of ministerial conduct were also included in the report. 8. An old man was lying in the shop doorway. 9. It proved impossible to get to the bottom of the mystery. 10. The pilot couldn’t regain control because the damage was so severe.
7. Rewrite the sentences using emphatic constructions with do/ does/ did + bare infinitive.
e.g. He promised not to do it again. → He did promise not to do it again.
1. Have some more cake! 2. Tell me the truth for once, please! 3. She knows my name, even if she says she doesn’t. 4. So you spoke to him after all. 5. They look miserable after the quarrel. 6. She left on Thursday afternoon, don’t worry. 7. He needs a change. 8. Don’t lend him the money, he found his wallet. 9. I understand you! 10. Grandma remembers the old days.
8. Translate using emphatic constructions.
1. Я живу здесь. – Я действительно живу здесь. 2. Кто тебе это сказал? – Да кто тебе это сказал? 3. Я хочу пить. – Что я хочу, так это пить. 4. Майк принес газеты. – Именно Майк принес газеты. 5. Они сказали это. – Они действительно сказали это. 6. Она позвонила мне. – Что она сделала, так это позвонила мне. 7. Что ты там увидел? – Да что же ты там увидел? 8. Где ты это слышал? – Да где же ты это слышал? 9. Она говорит на трех языках. – Она на самом деле говорит на трех языках. 10. Я люблю фрукты. – Что я люблю, так это фрукты. 11. Мартин прислал открытку в субботу. Martin sent a postcard on Saturday.
Именно Мартин прислал открытку в субботу.
В субботу Мартин прислал именно открытку.
Мартин прислал открытку именно в субботу.
Что Мартин сделал, так это прислал открытку в субботу.
Да кто же прислал открытку в субботу?
Что же Мартин прислал в субботу?
Когда это Мартин прислал открытку?
Inversion
The order of words in which the subject is placed after the predicate is called inverted order or inversion. There are two types of inversion – partial and complete.
In the case of partial inversion only part of the predicate – the auxiliary or modal verb – is placed before the subject. In the case of complete inversion the whole predicate is placed before the subject.
Partial inversion occurs:
I. In interrogative sentences (except for cases when the interrogative word is the subject of the sentence or an attribute to the subject).
e.g. Have you ever been there? / Cf: Who knows the way? Whose parents live here?
II. In declarative sentences
a) with negative adverbials at the beginning of the clause/sentence
after the time adverbials never (before), rarely, seldom; barely/hardly/scarcely…when; nowhere else;
e.g. Seldom did they come to see us.
after expressions with no and not: not (even) once, on no account, under/in no circumstances, in no way, not since, not only…but (also), at no time, no sooner…than, not until/till, not a single (day/word/person, etc.), on no occasion, neither, nor
e.g. Not since childhood have I been so happy!
e.g. On no account must you discuss it.
e.g. She wasn’t upset. Nor was she disappointed.
e.g. He couldn’t hear. Neither could he see.
after expressions with the word only: only by (doing sth), only in this way, only then/when/after/later/once/if; only by chance
e.g. Only by doing a lot of exercise did he manage to put off weight.
e.g. Only then did he realize that it was true.
NB Inversion occurs after a clause beginning with only after/by/if/when, not until/till.
e.g. Only after he graduated from med school did he realise that he hated to be a doctor.
e.g. Not until the train pulled into Victoria Station did he find that his wallet had gone.
b) beginning with little (in which case 'little' means 'nothing')
e.g. Little have I seen you lately.
c) beginning with well
e.g. Well did I know my cousin!
d) after “so + adjective…that”, “such + be…that”
e.g. The weather conditions became so dangerous that the mountain roads were closed. So dangerous did the weather conditions become that the mountain roads were closed.
e.g. The play is so popular that the theatre is likely to be full every night. Such is the popularity of the play that the theatre is likely to be full every night.
e) with the words so, neither, nor, as to express agreement
e.g. I love ice cream. – So do I. // e.g. I don’t like ice cream. – Neither/Nor does she.
e.g. She was a talented musician as was her sister. = She was a talented musician, and so was her sister.
f) with should, were, had when they open a conditional clause instead of if:
e.g. If she should turn up, tell her I’m out. Should she turn up, tell her I’m out.
e.g. If I were you, I’d stay. Were I you, I’d stay.
e.g. If I had known about it, I would have stayed. Had I known about it, I would have stayed.
Complete inversion occurs in the following cases:
1) after verbs of movement and adverbial expressions of place or direction when they come at the beginning of the sentence. (Verbs of movement: to be, to come, to go, to climb, to hang, to lie, to run, to sit, to stand). Inversion of this type doesn’t usually occur with other verbs and is most common after the adverbs here, there, back, down, in, off, up, round placed at the beginning of the sentence.
e.g. Outside the house was a sports car.
e.g. In an armchair sat his mother.
e.g. Here comes the bride.
If the subject is a pronoun, there is NO inversion.
e.g. Here she comes. Up we get. Off we go.
2) in direct speech, when the subject of the introductory verb is a noun
e.g. “Yes,” said Henry/Henry said.
e.g. “Yes,” said the man/the man said.
e.g. “Yes,” he said. (NOT “…said he”)
