Министерство науки и высшего образования Российской Федерации Южно-Уральский государственный университет Кафедра иностранных языков Ш143.21-9 Е552 Р.З. Елсакова, Д.В. Кочкина ACADEMIC GRAMMAR FOR MASTERS Учебное пособие Под редакцией Н.Н. Кузьминой Челябинск Издательский центр ЮУрГУ 2020 ББК Ш143.21-9 Е552 Одобрено учебно-методической комиссией Института лингвистики и международных коммуникаций Рецензенты: к.филол.н. Н.Е. Кунина, к.филол.н. А.А. Селютин Елсакова, Р.З. Е552 Academic Grammar for Masters: учебное пособие / Р.З. Елсакова, Д.В. Кочкина, под ред. Н.Н. Кузьминой. – Челябинск: Издательский центр ЮУрГУ, 2020. – 57 с. Настоящее учебное пособие предназначено для студентов I курса магистратуры и имеет своей целью обучение грамматике на материале научной тематики на английском языке. Материал пособия разделен на теоретическую и практическую части. Теоретическая часть содержит графическое представление базовых грамматических конструкций, необходимых, как для письма, так и для устного общения в академическом контексте. Грамматические явления подкреплены большим количеством примеров употребления. В практической части представлены тренировочные упражнения различного типа на отработку соответствующих правил. Учебное пособие может быть использовано как для аудиторной работы под руководством преподавателя, так и для самостоятельной работы студентов. ББК Ш143.21-9 © Издательский центр ЮУрГУ, 2020 CONTENTS Unit 1. SENTENCE CONSTRUCTION ..................................................................................... 4 Lesson 1.1. Sentence: word order ................................................................................................ 5 Lesson 1.2. Sentence: length and clarity ...................................................................................... 7 Unit 2. NOUNS .......................................................................................................................... 10 Lesson 2.1. Articles .................................................................................................................... 11 Lesson 2.2. Quantifiers .............................................................................................................. 14 Unit 3. PRONOUNS AND RELATIVE CLAUSES ................................................................. 17 Lesson 3.1. Pronouns ................................................................................................................. 18 Lesson 3.2. Relative pronouns and clauses ................................................................................ 21 Unit 4. VERBS AND VERB PATTERNS ................................................................................ 24 Lesson 4.1. Present Simple and Present Continuous ................................................................. 25 Lesson 4.2. Past Simple and Past Continuous ........................................................................... 28 Lesson 4.3. Future Simple .......................................................................................................... 31 Lesson 4.4. Present Perfect ........................................................................................................ 34 Lesson 4.5. Passive Voice .......................................................................................................... 37 Lesson 4.6. Modal verbs ............................................................................................................ 40 Lesson 4.7. Verb patterns ........................................................................................................... 43 Lesson 4.8. Conditional forms ................................................................................................... 48 Unit 5. ADVERBS ..................................................................................................................... 51 Lesson 5.1. Adverbs: word order ............................................................................................... 52 Lesson 5.2. Hedging adverbs ..................................................................................................... 55 REFERENCES........................................................................................................................... 57 3 Unit 1. SENTENCE CONSTRUCTION UNIT CONTENTS This unit provides the following lessons: Lesson 1.1. Sentence: word order Lesson 1.2. Sentence: length and clarity KEY TERM A sentence is a group of words, usually containing a verb, that expresses a thought in the form of a statement, question, instruction, or exclamation and starts with a capital letter when written: Your conclusion is good, but the final sentence is too long and complicated. [Source: https://dictionary.cambridge.org/ru/словарь/английский/sentence] UNIT VOCABULARY Study the vocabulary you will come across in the lessons of this unit: 1. adjective прилагательное 2. adverb наречие 3. clarity ясность 4. colloquial phrasal verb разговорный фразовый глагол 5. comparative adjective прилагательное в сравнительной степени 6. complex sentence сложноподчиненное предложение 7. compound sentence сложносочиненное предложение 8. compound-complex sentence сложносочиненное предложение, имеющее в составе придаточную часть 9. contraction сокращение 10. dependent clause подчиненное/придаточное предложение 11. (subordinate clause) 12. in a chronological order в хронологическом порядке 13. independent clause главное предложение 14. informal word слово разговорного стиля 15. length длина 16. noun существительное 17. pattern конструкция 18. sentence structure структура предложения 19. simple sentence простое предложение 20. synonym синоним 21. verb глагол 4 5 EXERCISES I. Fill in the gaps with the correct options: сomplex, dependent clauses, a subject and a verb, two, independent, clause A simple sentence contains 1. ___________. It expresses a single complete thought that can stand on its own. A compound sentence has 2. __________ independent clauses. An independent clause is a part of a sentence that can stand alone because it contains a subject and a verb and expresses a complete thought. Basically, a compound contains two simple sentences. These independent clauses are joined by a conjunction (for, and, nor, but, or, yet, so). A 3. ___________ sentence is an independent clause joined by one or more 4. __________. A dependent clause either lacks a subject or a verb or has both a subject and a verb that does not express a complete thought. - A complex sentence always has a subordinator (as, because, since, after, although, when) or relative pronouns (who, that, which). A compound-complex sentence has two 5. ___________ clauses and at least one dependent 6. __________. II. Identify whether the sentences are simple, complex, compound or compound-complex: 1. She works in a language laboratory. 2. He wrote a letter to the manager, but the manager didn't answer. 3. I told him that I didn't know anything about their plans. 4. Professor Maple’s intelligent students completed and turned in their homework. 5. The man believed in the system, and he knew that justice would prevail after the murderer was sent to jail. 6. Opinionated women are given disadvantages in societies that privilege male accomplishments. 7. It is important to vote when the time comes, or you won't get a say in new laws. III. Put the words in the correct order to complete the sentences 1–7: 1 / The male / the main income earner / was / in the last century / 2 / are / extended families / Do you know / traditional in Japan? / whether / 3 / gives / benefits / poorer families / The government / 4. / always / don’t / get on well / Family members / 5 / b y men and women / Household tasks / often / shared / are / 6 / are / Single parent families / becoming / in Western society / increasingly / common / 7 / There / the family structure / is less important / urgently / on why / need to be studies / IV. Combine the sentences to make one compound-complex sentence: 1. Susan teaches the kids who live in the neighborhood. They meet in the evenings after she comes home from work. 2. The doctor wants to prescribe physical therapy, and he asked me to see a specialist. He recommended Dr. Smith. 3. Anthony told us about the assembly of the products. Unfortunately, he didn't tell us about where they were made. 4. We managed to finish the exercise on time and passed the exam. However, it was very difficult. 5. The man spoke little English. Mary understood him, but couldn't help. 6. The eagles attract many tourists. They live in the local mountain range. Unfortunately, the politicians still refuse to protect them. 7. The students who attended the university went on strike. They protested the tuition hikes. 6 7 EXERCISES I. Make all the necessary changes in the sentences given below. Comment on the violated rules of sentence length: 1. The sample size was pretty small. A tiny part of the samples were contaminated. 2. A comparison was made between the USA and the Russian Federation. 3. The operator of the PC does x followed by y. Finally, the user does z. 4. The Russian Federation showed a much better performance than the USA. 5. Although (as has been shown above) it would be incorrect to say that English was derived from Latin, or French, or Greek, of from anything else but the original language of the Teutonic branch of the Indo-European language, nevertheless Latin, French and Greek have not been without great and lasting influence on our vocabulary. 6. This method shows quite a good efficiency in the calculation process. 7. This allows the transfer of the money to be performed . 8. His behavior was strange. Actually, he rarely talked … 9. When defusing a bomb, cut the green wire after first having disrupted the circuit. 10. A few European countries, like Montenegro, Slovenia and Moldavia, have requested… II. Replace each underlined word or phrase with one of the more formal words given below: advisable unacceptable deteriorated administered occasions occupation accelerated negotiations catalogued 1. The opposition argued that the government's cuts to housing benefit were very bad. 2. Medical reports suggested that the trapped miners' physical condition got worse rapidly after the first week. 3. The inquiry panel listed the number of accidents that had occurred on that part of the motorway. 4. There were at least two times when secret talks were held between the British and Irish Governments. 5. The suspect refused to reveal his job to the police. 6. The construction company claimed it had informed the employees that wearing of goggles was a good idea. 7. The enquiry concluded that the drugs given to the patients by hospital staff were inappropriate. 8. The pace of change within the industry has speeded up over the past decade. III. Three students are discussing their group experiment. Read their conversation and then complete the formal results of their experiment using the words and expressions given below: A: OK, so we've got our research done. The experiment's finished and we know what happened. Well, mostly, we do. What are we going to write about it? 8 B: Let's start with the conclusion. What we found out. The results. C: Yeah. The whole point was looking for what made the bacteria reproduce more quickly. B: Quickly and successfully. And we found the right level of warmth, 35 degrees, which was what we set out to do. So we've got to say something like "the optimum temperature". A: Remember, it wasn't just the temperature. We had all those different coloured lights too. C: I know, and they didn't work out so well. So don't we say we looked at two variables, and one gave us clear results and the other didn't? B: But they were clear results - they were just negative ones. Nothing happened. C: You're right, but how can we word that in our report? set out namely optimum to examine with regard to were exposed to two separate variables a strong correlation the same growth no matter what in the range of showed less influence on growth rates growing conditions The experiment (1) ________ (2) _______ the (3) _________ (4) ________ of one particular strain of bacteria, (5) ________ (6) ________, (7) ________ the temperature and the colour of light that the samples (8) ________ . The team discovered that there was (9) _________ between high bacterial (10) ________ and a temperature (11) ________ 35 to 36 degrees. The samples kept a degree below this minimum or above this maximum produced about 20% less growth, and those held below 30 degrees produced no growth at all. Experimentation with a second variable (12) ________ the growth rates. (13) ________ the colour of light that the bacteria were exposed to, (14) _______ resulted. 9 Unit 2. NOUNS UNIT CONTENTS This unit provides the following lessons: Lesson 2.1. Articles Lesson 2.2. Quantifiers KEY TERM Nouns are one of the four major word classes, along with verbs, adjectives and adverbs. A noun is a word that refers to a person, place, thing, event, substance or quality: 'Doctor', 'coal', and 'beauty' are all nouns. [Source: https://dictionary.cambridge.org/ru/словарь/английский/noun] UNIT VOCABULARY Study the vocabulary you will come across in the lessons of this unit: 1. article артикль 2. countable исчисляемое 3. large quantity большое количество 4. neutral quantifier нейтральный квантификатор 5. noun существительное 6. quantifier квантификатор (слово для обозначения количественных отношений) 7. small quantity малое количество 8. superlative adjective прилагательное в превосходной степени 9. uncountable неисчисляемое 10