Present your results to the teacher for assessment.

Practice file #4

Do the following exercises:

1. Determine to which clause types the sentences below belong:

1. The headmaster put George into the second class. 2. His annoyance did not last. 3. He was really a lawyer. 4. He proved himself a great soldier. 5. I remember the reasonableness of my father’s argument. 6. We are in a bit of mess. 7. Could you call me a porter, please? 8. Finding peace and quiet has become very difficult. 9. You must keep calm. 10. Every increase in knowledge augments our capacity for evil. 11. Do you call yourself a porter? 12. After war, M. gave him back his saddle-bags.

2. Say whether the items underlined are grammatically obligatory or optional:

1. George’s father greeted us warmly. 2. He greeted the headmaster warmly. 3. It made me thoroughly annoyed. 4. Let me explain the difficulty. 5. A difficult problem arises in this sentence. 6. It gets dark early in winter. 7. I get impatient with stupid people.

3. Indicate of which clause types the following sentence are transformations:

1. We were each handed a leaflet. 2. People are killed on the roads every day. 3. The walls were painted bright pink. 4. He has often been looked at as slightly mad. 5. All my cards have been laid on the table. 6. Has all this food been paid for? 7. The prisoner was found guilty. 8. His children were found a suitable school. 9. This house has been lived in for two hundred years. 10. Surely I cannot be refused a proper hearing?

4. Apply any possible transformation to the following sentences:

1. Jane has made a fine tea. 2. Keep your hands off me. 3. They change all the programs.

Summing up theoretical options:

Compare different views on:

– basic sentence structure;

– the so-called one-member sentence (ellipsis);

– possible transformations of clauses;

– the effectiveness of IC-, T-, and Valence models.

Познавательные статьи:



Коммуникативные барьеры и пути их преодоления

Рынок недвижимости. Сущность недвижимости

Решение задач с использованием генеалогического метода

История происхождения и развития детской игры