- •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:
- •6. Express these pairs of sentences as one, using which:
- •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:
- •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.
- •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)
- •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.
- •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
5. Rewrite the sentences using inversion where possible.
1. The people dived for cover as the bullets flew over their heads. 2. That night, just as John had predicted, a heavy snowfall came down. 3. The two men were talking in front of the station. 4. A line of police officers was behind the protesters. 5. A small stream ran at the end of the street. There was an overgrown garden across the stream. 6. She could hear the sound of the tractor and suddenly it came round the corner. 7. A white pillar was in front of them and a small, marble statue stood on top of it. 8. The teacher blew a whistle and the children ran off.
6. Complete each sentence with 2-5 words, including the word in brackets.
1. You will get there on time if you leave now. (will) Only if you … get there on time.
2. As soon as I got into bed, I fell asleep. (sooner) No … into bed than I fell asleep.
3. We didn’t notice the time until it was too late. (did) Not until it was … the time. 4. It was only after I drank the milk that I realised it was sour. (did) Only after I had drunk the milk … it was sour.
5. If I were you, I would buy a computer. (you) Were … buy a computer.
6. I only noticed the scratch on my car when I looked closely. (notice) Only when I looked closely … the scratch on my car.
7. They had no idea it was the wrong train. (know) Little … it was the wrong train. 8. There’s no way I can meet him at the airport. (can) In no way … at the airport. 9. We could only get there on time by taking a short cut. (could) Only by taking a short cut … there on time.
10. She’s a brilliant actress and a talented writer as well. (only) Not … actress, but she’s also a talented writer.
11. Don’t open the door on any account while I’m out. (should) On no account … the door while I’m out.
12. If I had realised how late it was, I wouldn’t have stayed so long. (realised) Had … was, I wouldn’t have stayed so long.
13. I haven’t eaten such delicious food anywhere. (else) Nowhere … such delicious food.
14. You must not open the box under any circumstances. (no) Under … this box. 15. I had never seen such a fierce dog before. (before) Never … such a fierce dog. 16. I remembered my keys only after I had closed the door. (remember) Only after … my keys.
17. We rarely had sweets when we were young. (have) Hardly ever … we were young.
7. Translate the following sentences into English.
1. Только тогда я увидел, что мы заблудились (get lost). 2. Редко же вы приходите сюда. 3. Ни за что на свете (Not for the world) я туда больше не пойду. 4. Не успел он положить трубку (to hang up), как кто-то постучал. 5. Ни в коем случае не говорите об этом Бетти. 6. Никогда раньше я не встречал таких людей. 7. Только тогда мы поняли, что это было действительно важно. 8. Таковы были последствия (consequences) их легкомысленного поведения (carelessness). 9. Я никаким образом не могу связаться (get in touch with) с ним. 10. Они не только потеряли свои ключи, но и оставили сумку в автобусе.
IT
1. We can use a pattern with ‘…it…’ as an ‘empty’ object of a verb. It refers forward to a clause that comes after. It can sometimes be followed directly by a that-, what-, or if-clause, particularly after verbs to do with ‘(not) liking’ such as enjoy, hate, like, love, don’t mind, resent, appreciate:
e.g. I hate it that you can swim so well and I can’t (Not: I hate that you can swim…)
e.g. We always like it when you stay with us. (Not: We always like it when you…)
(!) But such verbs as accept, discover, notice, predict, regret, remember, which can be followed by a that-, what-, or if-clause, are NOT used with it:
e.g. On the train we discovered where she had put her ticket. (Not: … discovered it where…)
2. With other verbs (believe, consider, find (= discover smth from experience), feel, think) used to indicate how we see a particular even or situation, it is followed first by a noun or adjective and then a that-, what-, or if-clause, or to-infinitive clause:
e.g. Officials have said they believed it unlikely that any lasting damage to the environment has been done
e.g. I thought it a waste of money to throw away food.
3. When we use leave and owe with it… we can use to (somebody) + to-infinitive after it:
e.g. Don’t bother to arrange anything. Just leave it to me to sort out.
e.g. She owed it to her parents to do well at college. (= had a responsibility to them)
4. With the verbs accept, regard, see, take, or view, we use it + as + noun/adjective + clause:
e.g. We see it as an insult to have received no reply to our letter.
e.g. I thought it was a very ordinary butterfly, but Tom regarded it as extraordinary that we should have seen it.