- •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
Exercises
1. Complete these sentences with a verb in an appropriate form, using ‘it’ if necessary.
consider enjoy find leave love notice owe remember
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1. She ___ impossible to make a living from her painting. She just couldn’t earn enough money. 2. Have you ___ that Janet has got new glasses? 3. The film was very good. I ___ most when they were flying in the balloon across the Atlantic. 4. I don’t think we should ___ to the politicians to make the decision for us. 5. We ___ to the victims to find out who planted the bomb. 6. I ___ when she dances. She moves so gracefully. 7. When she got to work she ___ that she had left the cooker on at home. 8. We ___ essential to finish the building before winter. After that the freezing temperatures will prevent work continuing.
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.
e.g. We should perform the operation immediately. It is necessary. (see) → I see it as necessary that we should perform the operation immediately.
1. Alan is now able to get out of bed. It is a good sign. (take) 2. He can already walk again. It is an indication of the success of the treatment. (take) 3. He is still week. It is normal after such an operation. (regard) 4. He should return to work as soon as possible. It is important. (view) 5. He has made a complete recovery. It is remarkable. (regard) 6. He can be discharged from hospital now. It is possible. (accept) 7. He should be very careful and not overwork for the time being. It’s important. (see) 8. He should come for a consultation in a week. It is necessary. (view)
3. Use ‘it’ as an ‘empty’ object where necessary.
1. I hate ___ when people stare at me. 2. I would appreciate ___ if you could fax your response as a matter of urgency. 3. In this paper we will demonstrate ___ that DNA strands can be replicated. 4. We love ___ when the grandchildren come over. 5. The organizers didn’t anticipate ___ that there would be such an overwhelming demand for tickets. 6. He takes ___ as encouraging when students attend all his lectures. 7. I consider ___ in your best interest that you leave immediately. 8. He finally accepted ___ that he would never become a doctor. 9. We owe ___ to him to try and find the resolution. 10. I’d appreciate ___ if you could send me an up-to-date retail price list. 11. What’s incredible ___ is that there might have been many more fatalities. 12. I find ___ intolerable that we have no recourse in law. 13. Grandpa loves ___ when the children ask for his advice. 14. He regretted ___ that he had come to the party. 15. She considers ___ essential that we should all come to the meeting. 16. She found ___ strange that he’d never heard of such a famous historical character. 17. I noticed ___ immediately that she didn’t like the way they treated her. 18. The director leaves ___ to the viewers to decide ___ who is guilty and who is innocent. 19. She predicted ___ that they would eventually come round to our way of thinking. 20. I find ___ impossible to conceive that someone with his track record would be so careless. 21. They would appreciate ___ if you submitted your estimate to our head office. 22. I don’t mind ___ if you stay a little longer. 23. They don’t remember ___ when it all began to go wrong. 24. We leave ___ to you to suggest a suitable solution. 25. She thought ___ that he hadn’t joined the festivities.
Structural Conversion
It’s a pity that they hadn’t contributed to the fund.
It’s interesting that he joined the team.
They don’t mind you / your staying for dinner.
I hate people talking behind my back.
It’s not surprising that she left you. |
We let the reader appreciate what this will all mean.
It’s hard (for me) to believe that he behaved so appallingly. That he behaved so appallingly was hard to believe.
She thought it to be sad that he hadn’t met her at the station. She thought (that) it was sad that he hadn’t met her at the station.
I like her to wear red.
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