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Башкирский Государственный Аграрный Университет

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Изъявительное наклонение в английском языке. Учебно-методическое пособие в модульной технологии направление 44.03.05 (050100) «Педагогическое образова

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Example	Example	Example

Example	SUBORDINATING CONJUNCTIONS	Example

Example	Example	Example


Example	Example	Example

Example	CLAUSES	Example

Example	Example	Example

ACTIVITY 3. Fill in the missing words according to your notes.

Guidelines for work:

1.Study appendix 11. You can use your notes you have done before in activity 1.

2.Divide the suggested texts A and B into logical parts.

3.Try to define the key words that can help understand what word is missing. Mind that it can be a preposition, a noun, an adjective and even an adverb.

4.Translate the sentences if necessary.

5.Re-read the information in appendix 11 to check your ideas and clarify some details.

6.Fill in the missing words.

A. The formal signals may be … or connectives.

…are specialized formal devices (…) the only function of which is to link … and express the … between them. They usually stand at the … of a subordinate clause. The only exception to this rule is the … … with a concessive clause, where owing to partial … the … may come second, after the word which is the focus of … meaning.

…combine two functions – that of … clauses and that of a part in the … clause: He doesn‘t care what happens to us; This is where we live, etc.

B.… are subdivided into … words (… subordinating pronouns and adverbs), which are used to join

…clauses and … words (pronouns and adverbs), used to join … clauses. In the case of … words the choice depends on the antecedent: in the … clause. When … are joined by … they are said to be joined …. If no special linking element is used they are said to be joined …. In some cases … is employed as a signal to

indicate the … of one clause to another.

ACTIVITY 4. Answer the questions to sum up what you have studied in the appendix.

Guidelines for work:

1.Read the questions.

2.Make up a plan of your answer.

3.Read the questions below paying attention to the key words that can be helpful for your answer.

4.Recollect all the information you have worked with in this unit. Use the glossary, your notes or appendix if necessary.

5.Recollect the types of questions in English and their answers. Write notes if needed.

6.Using topical vocabulary of the unit answer the questions.

1.Has the complex sentence two dependent parts? Prove it.

2.There are four types of complex sentences, aren’t they? Prove it.

2.2.2 Задания для самоконтроля, направленные на усвоение материала урока У.Э. «Сложноподчиненные предложения».

ACTIVITY 5. Combine the following sentences with a subordinating conjunction.

Guidelines for work:

1.Read the line and define the topic of it.

2.Recollect all the information about complex sentences you have worked with in this unit. Use the glossary, your notes or appendix if necessary.

3.Analyze the specification of the complex sentences.

4.Mind that a complex sentence has two clauses, but a simple one has only one.

5.Mind that a complex sentence should have subordinating conjunctions. Enumerate them.

6.Combine the sentences with an appropriate subordinating conjunction.

1.They made plans to go. They ended up not being able to make it.

2.Some say that dogs are friendlier than cats. Cats can also be extremely loving.

3.What we’ve accomplished is a milestone. Let’s raise our glasses for a toast.

4.Dr. Johnson ate a big meal. He went to work afterward.

5.I simply cannot get out of bed. I am too tired.

6.Don’t give me a hard time. We’ve been close friends for so long.

7.We don’t believe the way you do. Our culture is very different from yours.

8.I can’t believe that you would do something so crazy. If I were you I might do the same.

9.The two weren’t always this close. When she died, they became closer.

10.I refused to talk about it. I was put in jail

ACTIVITY 6. Write a dependent clause that turns the simple sentence into a complex one. Translate the sentences.

Guidelines for work:

1.Read the line and define the topic of it. Translate the sentence.

2.Recollect all the information about complex sentences you have worked with in this unit. Use the glossary, your notes or appendices if necessary.

3.Analyze the specification of the complex sentences.

4.Mind that a complex sentence has two clauses, but a simple one has only one. Find the dependent clause.

5.Mind that a complex sentence can have subordinating conjunctions. Enumerate them. Choose an appropriate one.

6.Combine the sentences as in sentence 1.

1.______ While we sang at the concert ______, parents recorded the show with their video cameras.

2._________________________________________________________, we will be going to camp.

3._________________________________________________________, Dad changed the flat tire.

4.The police searched every house ___________________________________________________ .

5.I like to eat cotton candy _________________________________________________________ .

6._______________________________________________, you can go to the movies on Saturday.

7._____________________________________________, everyone stopped what they were doing.

8.We talked on the phone for hours __________________________________________________ .

9.We had a hard time finding our way home ___________________________________________ .

10._____________________________________________________, the girls did each others’ hair.

11._______________________________________________________, we’ll have to take two cars.

12.____________________________________________________, we sang camp songs for hours.

13.Dawn and I couldn’t stop giggling _________________________________________________ .

14.We stared into space with our mouths wide open _____________________________________ .

15.Timmy hopped from one foot to the other ___________________________________________ .

ACTIVITY 7. Identify the type of the Complex Sentence. Translate the sentences.

Guidelines for work:

1.Read the line and define the topic of it. Translate the sentence.

2.Recollect all the information about complex sentences you have worked with in this unit. Use the glossary, your notes or appendix if necessary.

3.Analyze the specification of the complex sentences.

4.A complex sentence has two clauses, but a simple one has only one.

5.A complex sentence should have subordinating conjunctions. Enumerate them. Choose an appropriate one.

6.Identify the type of the complex sentence. Subordinating conjunctions can help you.

1.She cooks the turkey exactly as my mother did.

2.Since there is no help, let us try and bear it as best we can.

3.Did you ask him because he was famous or for another reason?

4.He could do it as no one else could have done.

5.Our fear was lest we should miss him in the crowd.

6.That‘s what he wants you to think.

7.He spoke as timidly as if he were afraid of me.

8.She went to the theater early in order that she might get a seat.

9.They don‘t have long intervals like they do at other theatres.

10.He was as obstinate as were most of his relatives.

11.What I need is a piece of good advice

12.If anything troubles you, you‘d better tell me.

13.Wherever you live, you can keep a cat.

14.The weather was so warm that I did not wear a coat.

15.Whatever your problems are, they can‘t be worse than mine.

16.Whatever guests you invite, they are welcome.

17.I have written it very clearly so that they can read it very easily.

18.From where he stood he could see nothing.

19.She is such a shy person that she dislikes talking to strangers.

20.Because I ask too many questions does not mean I am curious.

ACTIVITY 8. Combine the following pairs of sentences by means of the subordinating conjunctions. Be sure to add the correct punctuation marks where necessary. Translate the sentences. Follow the directions below.

Guidelines for work:

1.Read the line and define the topic of it. Translate the sentence.

2.Recollect all the information about complex sentences you have worked with in this unit. Use the glossary, your notes or appendix if necessary.

3.Analyze the specification of the complex sentences.

4.Mind that a complex sentence has two clauses, but a simple one has only one. Find a dependent clause and an independent one.

5.Mind that a complex sentence can have subordinating conjunctions. Enumerate them. Choose an appropriate one.

6.Combine the sentences.

1.I will help the man. He deserves it.

2.Mary came up. We were talking about her.

3.I admire Mr. Brown. He is my enemy.

4.I came. You sent for me.

5.Evelyn will come to school. She is able.

6.He knows he is wrong. He will not admit it.

7.The man is rich. He is unhappy.

8.The Mexican War came on. Polk was President.

9.I shall come tomorrow. You send for me.

10.You wish to be believed. You must tell the truth.

11.The dog bites. He ought to be muzzled.

12.It would be foolish to set out. It is raining.

13.Call at my office. You happen to be in town.

14.The cat ran up a tree. She was chased by a dog.

15.The sun shines brightly. It is very cold.

ACTIVITY 9. Analyse the following sentences following the directions below. Translate them into Russian.

Guidelines for work:

1.Read the line and define the topic of it. Translate the sentence.

2.Recollect all the information about complex sentences you have worked with in this unit. Use the glossary, your notes or appendix if necessary.

3.Analyze the specification of the complex sentences.

4.Mind that a complex sentence has two clauses, but a simple one has only one. Find a dependent clause or find an independent one.

5.Mind that a complex sentence can have subordinating conjunctions. Enumerate them. Translate the sentence.

1.Already when, at the age of thirteen, fourteen and fifteen, he began looking in the papers, which, being too worldly, had never been admitted to his home, he found that mostly skilled help was wanted. (Dreiser) 2. He had a feeling in his heart that he was not as guilty as they all seemed to think. (Dreiser) 3. He thought at first that having seen him at the moment he had struck Roberta, they had now come to take him. (Dreiser) 4. Her voice sounded to her as if she had shouted, but the man to whom she

had been speaking, evidently not hearing a word she had said, continued staring thoughtfully into his beer. (Caldwelt) 5. He decided later that if she did not want him to know what she was doing, perhaps it was best that he should not. (Dreiser) 6. In view of this, Mrs. Griffiths, who was more practical than her husband at all times, and who was intensely interested in Clyde's economic welfare, as well as that of her other children, was actually wondering why Clyde should of a sudden become so enthusiastic about changing to this new situation, which, according to his own story, involved longer hours and not so very much more pay, if any. (Dreiser) 7. She had no idea how long she stood there in the gradually failing light, and the next thing she remembered doing was running to the telephone. (Caldwell) 8. However, as he began to see afterwards, time passed and he was left to work until, depressed by the routine and meager pay, he began to think of giving up this venture here and returning to Chicago or going to New York, where he was sure that he could connect himself with some hotel if need be. (Dreiser) 9. The table was in no way different from any other, and it was not more advantageously placed, but because the oldest residents sat there it was looked upon as the most desirable place to sit, and several elderly women were bitterly resentful because Miss Otkin, who went away for four or five months every summer, should be given a place there while they who spent the whole year in the sanatorium sat at other tables. (Maugham) 10. As soon as he finds a foe near, no matter what he is doing, a well-trained Cottontail keeps just as he is and stops all movement, for the creatures of the woods are of the same colour as the things in the woods and catch the eye only while moving. (Seton Thompson)

A Teacher

2.2.3 Итоговый контроль, направленный на проверку результатов У.Э. «Сложноподчиненные предложения».

ACTIVITY 10. Analyse the following sentences following the directions below. Translate them into Russian.

Guidelines for work:

1.Read the line and define the topic of it. Translate the sentence.

2.Recollect all the information about complex sentences you have worked with in this unit. Use the glossary, your notes or appendix if necessary.

3.Analyze the specification of the complex sentences.

4.Mind that a complex sentence has two clauses, but a simple one has only one. Find a dependent clause or find an independent one.

5.Mind that a complex sentence can have subordinating conjunctions. Enumerate them. Translate the sentence.

1. All f say is that only lies and evil come from letting people off. (Murdoch) 2. The only thing which could be said against Miss Casement's report was that, if carried into effect, it would damage a great many existing interests. (Murdoch) 3. Directly I began to cross the common 1 realized I had the wrong umbrella, for it sprang a leak and the rain ran down under my Macintosh collar, and then it was I saw Henry. (Greene) 4. Bigiardini, who had been allotted the window and door frames, summoned Michelangelo to his side, flicking his fingers for him to sprinkle some water, then stepped back in admiration from the tiny window he had just painted above Elisabeth's head. (Stone) 5. I had left them early, declining a pressing invitation to dinner, and then had stayed up half the night drinking whisky, and I still felt, as I prepared to leave the office, rather sick and giddy. (Murdoch) 6. All three incidents had resulted from the fact, of which he himself was well aware but which he was unable to overcome, that he was unstable and unreliable and a misfit in his profession. (Caldwell) 7. But July arriving and his plan still indefinite, the first thing that occurred to him was that they might go off to some inexpensive resort somewhere. (Dreiser) 8. When they met in the corridors and wards there had not been any semblance of the easy banter they had become accustomed to engaging in whenever they met. (Caldwell) 9. And now Mason regretted that he had not telephoned before leaving Bridgeburg, for he could see that the news of his daughter's death would shock such a man as this most terribly. (Dreiser) 10. She was in awe of Peter Saward, both because of those rather austere features of his character which inspired awe in most of the people who knew him and also for an extra reason of her own, because he was a sick man. (Murdoch)

РЕЗЮМЕ ПО У.Э. 2.2

B. Check yourself.

Use the link word chart to help recognize the structure of the selected passage and identify whether the sentence is simple, compound or complex. Tick the box of the correct answer. Refer to the Appendices when needed.

1.The passenger jet taxied to the arrival gate, where the people got off the plane. Simple Sentence (Contains one main clause only);