- •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
2. Match the phrases and write the definitions.
* a kitchen 1. a hammer 2. your destination 3. a safe 4. your opponent 5. a sofa bed |
a cupboard the person a piece of furniture the place * a room a tool |
you hit nails with it you keep valuable things in it * you cook in it you can either sit or sleep on it you’re going to it you’re playing against them |
e.g. A kitchen is a room you cook in.
3. Write a relative clause in a more formal way using a preposition + whom/which.
e.g. Yesterday we visited the City Museum, which I’d never been to before. Yesterday we visited the City Museum, to which I’d never been before.
1. My brother showed us his new car, which he’s very proud of. 2. This is the photograph of our friends Chris and Sam, who we went on holiday with. 3. The wedding, which only members of the family were invited to, took place on Friday. 4. This is my sister from Berlin, who I told you about. 5. That’s the point, which we can never agree on. 6. The people who this report is addressed to will have to consider carefully the consequences а the proposed cuts. 7. Have you seen the little case which I keep my contact lenses in? 8. This is the ball (which/that) Dennis scored three goals with in the final. 9. He is now able to beat his father, who he learned how to play chess from. 10. The book is enjoyed by adults as well as children, who it was primarily written for. 11. There are many things in our solar system (which/that) we know nothing about. 12. It’s a piece of Jewellery across which I came in an antique shop. 13. Some of the criticisms which they had to put up with were very unfair. 14. The woman who he is engaged to comes from Poland.
4. Use the information in the first sentence to complete the second one. Use all of/ most of, etc. or the … of + whom/which.
e.g. All of Din’s sisters are married. Din has three sisters, all of whom are married.
1. Most of the information we were given was useless. We were given a lot of information ___. 2. Jane has received neither of the letters I sent her. I sent Jane two letters, ___. 3. None of the ten people who applied for the job was suitable. Ten people applied for the job, ___. 4. Kate hardly ever uses one of her computers. Kate has got two computers, ___. 5. Mike gave half of the £ 50,000 he won to his parents. Mike won £ 50,000, ___. 6. I went to a party – I knew only a few of the people there. There were a lot of people at the party, ___. 7. The sides of the road we drove along were lined with tress. We drove along the road, the ___. 8. The aim of the company’s new business plan is to save money. 9. Both of Julia’s sisters are teachers. Julia has two sisters, ___. 10. They rarely use two of their three cars. They’ve got three cars, ___.
5. Join each pair of sentences either without using who(m)/which (making a contact clause), or using a preposition + whom or which.
e.g. The restaurant was in West Street, we went to it. The restaurant we went to was in West Street.
e.g. Mr. Jones is a teacher at Annie’s school. I was talking to him a moment ago.
Mr. Jones, who I was talking to a moment ago, is a teacher at Annie’s school. or
Mr. Jones, who I was talking to a moment ago, is a teacher at Annie’s school.
The woman is a good friend of mine. I borrowed the money from her. ……
Peter’s party is next Saturday evening. We are all invited to it. …...
The hotel overlooked the sea. We stayed at it. ……
Mr Mason apologized for the mistake. We complained to him. ……
The shop is closed. I bought the shoes from it. ……
The film ‘Family Life’ is on next week. I’ve heard good reports about it. ……
The people like him very much. He works with them. ……
A number of my friends will be at the party. Some of them you met before. …...
Mr. and Mrs. Morris live in Bristol. We went on holiday with them. ……
She studies chemistry. I know very little about it. ……