Sentence Builder

Sentence Builder
Александра Егурнова

Учебное пособие содержит упражнения по синтаксису английского языка и состоит из семи разделов, каждый из которых включает в себя лексико-грамматические упражнения на тренировку рассматриваемого грамматического явления в различных ситуациях иноязычного общения. Материал для упражнений подобран из аутентичных книг.Способствует формированию учебных умений и навыков, большей самостоятельности студентов. Может быть использовано при самостоятельной работе.

Sentence Builder

Александра Егурнова

© Александра Егурнова, 2023

ISBN 978-5-0059-5293-6

Создано в интеллектуальной издательской системе Ridero

Preface

The suggested textbook is intended for the students with B2-C1 level of English.

The textbook contains exercises on the syntax of the English language and is divided into seven sections, which includelexico-grammatical exercises to practice the mentioned grammar phenomenon indifferent situations of foreign language communication. The material used in exercises is taken from the authentic books of VOA and BBC Programme Highlights or from the same sites.

Presented exercises cover a wide range of formats (correlation, filling gaps, error correction, multiple choice, word-formation, transformation, composing sentences, translation, creative exercises), which allows to consider them as a complex sufficient for different types of educational activity both in school and at home.

As there is a great variety of textbooks and curricula, it seemed reasonable not to link lexical and grammatical material to any topics or books on speech practice in particular. At the same time exercises in each section are presented in the order from simple to difficult, which gives the opportunity to choose those exercises that comply with students’ level. The transition from skills to abilities is ensured with the help of exercises where you are to use a certain grammar phenomenon according to speech circumstances without any lexical prompts.

The textbook assumes oral practice under the guidance of a teacher, who gives necessary explanations, and subsequent written work at home with the analysis of mistakes made. It can also be used for self-studying. Answer key gives students the opportunity to critically evaluate their knowledge and to outline the ways of elimination of gaps in it. Thus, the presented textbook helps to assure an uninterrupted educational process.

Compound Sentence

Theoretical Part

1. A compound sentence contains two or more independent clauses joined by a coordinator. The structure of a compound sentence sends certain messages to readers. First, it tells readers that the sentence contains two ideas, each one deserving its own independent clause. Second, it tells readers that these two ideas are approximately equal in importance, since they are balanced as a pair.

A number multiplied by zero is zero, and a number multiplied by one is the same number.

Число, умноженное на ноль, равняется нулю, а число, умноженное на единицу, равно самому себе.

2. Compound sentences can be formed in three ways:

a) by using coordinating conjunctions (and, but, for, nor, or, so, yet) or a or by a set of correlatives (either-or, neither-nor, not only-but also, both-and). Except for very short sentences, coordinators are always preceded by a comma.

They may take our lives, but they will never take our freedom.

Они могут убить нас, но не могут забрать нашу свободу.

Not only do our parents encourage us to work hard, but also they reward us when we succeed.

Наши родители не только побуждают нас работать усердно, но и поощряют нас, когда мы добиваемся успеха.

b) by using the semicolon, either with or without conjunctive adverbs (also, besides, hence, for example, however, meanwhile, then, so, finally, as a result, earlier, that is, in fact, however, thus).

The apples weren't selling very well; so he decided to have a sale.

Яблоки покупали плохо, поэтому он решил устроить их распродажу.

Note. When two independent clauses are joined by a long linker (consequently, therefore, henceforth, however, moreover, nevertheless, as a result) there is a semicolon in front of that linker and a comma behind it. When only a semicolon is used to link independent clauses, the clauses should be thoroughly parallel in structure and word choice.

I can recite lists of irregular verbs any time of the day or night; therefore, I am idolized by my students.

Я могу в любое время перечислить все неправильные глаголы, поэтому мои ученики боготворят меня.

October days are often beautiful; November days often aren’t.

Дни в октябре красивы часто, в ноябре – никогда.

c) by using the colon instead of a semicolon between two sentences when the second sentence explains or illustrates the first sentence and no coordinating conjunction is being used to connect the sentences.

Rabbits make good pets: they don’t make too much noise and they are clean.

Кролики – хорошие домашние животные: они чистоплотны и не сильно шумят.

3. The semantic relations between the clauses making up the compound sentence depend partly on the lexical meaning of the conjunction uniting them, and partly on the meanings of the words making up the clauses themselves:

a) copulative conjunctions (and, neither…nor) express the addition of the meanings:

You would hardly ever see a cat walking outside of the house with its master, nor would you see a teenager in public with his or her parents very often.

Вряд ли ты сможешь увидеть кота, гуляющего по улице со своим хозяином, ты также не часто можешь увидеть на людях подростка в сопровождении своих родителей.

b) disjunctive conjunctions (or, otherwise, either…or) form a connection of the clauses with distinct alternatives of their meanings.

You can make a big poster, or you can make a little clay statue.

Ты можешь сделать или большой плакат, или можешь сделать маленькую глиняную статую.

c) adversative conjunctions (but, yet, still, nevertheless, however) form a connection of the clauses with opposition or antithesis of their meanings.

The boy didn’t want to practice playing the violin, yet he was afraid to disobey his mother.

Мальчик не хотел играть на скрипке, и в то же время он боялся ослушаться мать.

Language Focus

Exercise 1.In the following sentences find compound sentences and explain how they are formed.

1. Tides constitute a change in the level of water in the oceans and are caused by the gravitational interaction between heavenly bodies. 2. The Great Depression serves as an example of dramatic fluctuations in the balanced wage rate. 3. Ulysses wants to play for UConn Huskies, but he has had trouble meeting the academic requirements. 4. My grandmother has stayed up late four nights in a row; as a result, she cannot seem to get well. 5. Harold wants the Boston Red Sox to win the World Series, yet his favorite team is the Baltimore Orioles. 6. The union leaders wanted to strike, for the union members were not being paid a living wage. 7. Your resume looks quite promising, so we are anxious to hire you. 8. The President’s recommendation called for a tax increase; very few senators will vote for it. 9. Rocky, my orange tomcat, loves having his head scratched but hates getting his claws trimmed. 10. Kyle refused to eat the salad served with the meal, nor would he touch any green vegetable put on his plate. 11. At a red light, Maria jumped out of Gino's car and slammed the door because she could not tolerate one more minute of the heavy metal music that Gino insisted on blasting from the stereo. 12. Toolmakers not only help to construct elaborate tools but also test them for reliability and utility. 13. Florida has not yet ratified the Equal Rights Amendment, and neither have several other states. 14. She wanted to serve some coffee to her guests; however she did not have much sugar.

Exercise 2.Match the parts of the given compound sentences and translate them.

Exercise 3. Divide the followingadverbial conjunctions into seven groups according to their meaning: 1.Addition; 2.Contrast; 3. Comparison; 4. Exemplification; 5. Intensification; 6. Result; 7. Time.