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VICE-REITORIA DE ENSINO DE GRADUAÇÃO E CORPO DISCENTE
COORDENAÇÃO DE EDUCAÇÃO A DISTÂNCIA
LÍNGUA INGLESA III
Rio de Janeiro / 2007
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UNIVERSIDADE CASTELO BRANCO
UNIVERSIDADE CASTELO BRANCO
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U n3p
Universidade Castelo Branco.
Língua Inglesa III. –
Rio de Janeiro: UCB, 2007.
32 p.
ISBN 978-85-86912-52-8
1. Ensino a Distância. I. Título.
CDD – 371.39
Universidade Castelo Branco - UCB
Avenida Santa Cruz, 1.631
Rio de Janeiro - RJ
21710-250
Tel. (21) 2406-7700 Fax (21) 2401-9696
www.castelobranco.br
Responsáveis Pela Produção do Material Instrucional
Coordenadora de Educação a Distância
Prof.ª Ziléa Baptista Nespoli
Coordenador do Curso de Graduação
Denilson P. Matos - Letras
Conteudista
Rosângela Ferreira Ramos
Supervisor do Centro Editorial – CEDI
Joselmo Botelho
LÍNGUA INGLESA II
Apresentação
Prezado(a) Aluno(a):
É com grande satisfação que o(a) recebemos como integrante do corpo discente de nossos cursos de graduação,
na certeza de estarmos contribuindo para sua formação acadêmica e, conseqüentemente, propiciando
oportunidade para melhoria de seu desempenho profissional. Nossos funcionários e nosso corpo docente
esperam retribuir a sua escolha, reafirmando o compromisso desta Instituição com a qualidade, por meio de uma
estrutura aberta e criativa, centrada nos princípios de melhoria contínua.
Esperamos que este instrucional seja-lhe de grande ajuda e contribua para ampliar o horizonte do seu
conhecimento teórico e para o aperfeiçoamento da sua prática pedagógica.
Seja bem-vindo(a)!
Paulo Alcantara Gomes
Reitor
Orientações para o Auto-Estudo
O presente instrucional está dividido em seis unidades programáticas, cada uma com objetivos definidos e
conteúdos selecionados criteriosamente pelos Professores Conteudistas para que os referidos objetivos sejam
atingidos com êxito.
Os conteúdos programáticos das unidades são apresentados sob a forma de leituras, tarefas e atividades
complementares.
As Unidades 1, 2 e 3 correspondem aos conteúdos que serão avaliados em A1.
Na A2 poderão ser objeto de avaliação os conteúdos das seis unidades.
Havendo a necessidade de uma avaliação extra (A3 ou A4), esta obrigatoriamente será composta por todos os
conteúdos das Unidades Programáticas.
A carga horária do material instrucional para o auto-estudo que você está recebendo agora, juntamente com os
horários destinados aos encontros com o Professor Orientador da disciplina, equivale a 60 horas-aula, que você
administrará de acordo com a sua disponibilidade, respeitando-se, naturalmente, as datas dos encontros
presenciais programados pelo Professor Orientador e as datas das avaliações do seu curso.
Bons Estudos!
Dicas para o Auto-Estudo
1 - Você terá total autonomia para escolher a melhor hora para estudar. Porém, seja
disciplinado. Procure reservar sempre os mesmos horários para o estudo.
2 - Organize seu ambiente de estudo. Reserve todo o material necessário. Evite
interrupções.
3 - Não deixe para estudar na última hora.
4 - Não acumule dúvidas. Anote-as e entre em contato com seu monitor.
5 - Não pule etapas.
6 - Faça todas as tarefas propostas.
7 - Não falte aos encontros presenciais. Eles são importantes para o melhor aproveitamento
da disciplina.
8 - Não relegue a um segundo plano as atividades complementares e a auto-avaliação.
9 - Não hesite em começar de novo.
SUMÁRIO
Quadro-síntese do conteúdo programático........................................................................................................
9
Contextualização da disciplina.............................................................................................................................. 10
UNIT I
THE PARTS OF SPEECH..................................................................................................................................................11
UNIT II
ADJECTIVE CLAUSE............................................................................................................................................. 12
UNIT III
SOME CATEGORIES OF VERBS.............................................................................................................................. 14
UNIT IV
ADVERBIAL CLAUSES.............................................................................................................................................. 15
UNIT V
NOUN CLAUSE........................................................................................................................................................ 17
UNIT VI
THE SIMPLE SENTENCE ....................................................................................................................................... 18
23
Gabarito ...................................................................................................................................................................... 24
Referências bibliográficas ....................................................................................................................................... 29
Glossário ...................................................................................................................................................................
Quadro-síntese do conteúdo
programático
UNIDADES DO PROGRAMA
OBJETIVOS
1- THE PARTS OF SPEECH
• Identificar as partes do discurso.
2 - ADJECTIVE CLAUSE
• Identificar a oração principal e a oração adjetiva.
3 - SOME CATEGORIES OF VERBS
• Reconhecer se um verbo é dinâmico, estático,
ditransitivo, intransitivo, ou transitivo.
4 - ADVERBIAL CLAUSES
• Identificar a oração principal e a oração adverbial.
5 - NOUN CLAUSE
• Identificar a oração principal e a oração nominal.
6 - THE SIMPLE SENTENCE
• Identificar os tipos de frases.
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Contextualização da Disciplina
Neste instrucional, você terá a oportunidade de conhecer a reestruturação frasal da língua inglesa.
Esse estudo auxiliará você a identificar partes do discurso, tais como, transformações estilísticas e
transitividade verbal.
UNIT I
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THE P
ARTS OF SPEECH
PARTS
1. Nouns – words that are the names of things, people
I - places.
The parts of speech:
or
1. Nouns – words that are the names of things,
2. Pronouns
– words that can be used instead of
people
or places.
nouns.
2. Pronouns – words that can be used instead
Adjectives – words that qualify a noun.
of3.nouns.
3.4.Adjectives
– words
that qualify
a noun.
Verbs – words
that express
the idea
of an action.
5. Adverbs – words that we can add to a verb to
make its meaning clearer.
4. Verbs – words that express the idea of an
action.
6. Preposition – words that are used with nouns and
pronouns.
5. Adverbs – words that we can add to a verb
to7.make
its meaning
clearer.
Conjunction
– words
that are used to join words,
phrases or sentences.
6.
Preposition – words that are used with nouns
and
pronouns. – words that express a sudden feeling
8. Interjection
or emotion.
7.
Conjunction – words that are used to join
words, phrases or sentences.
The Simple Sentence
8. Interjection – words that express a sudden
feeling or emotion.
It contains only one finite verb. It is composed of
the subject and predicate.
Subject – word denoting the person or thing about
which something is said.
Predicate – what is said about the subject.
Transitive verbs – express an action that passes over
from the subject to someone or something else. The
receiver of the action is called the object.
Enlargements
We may enlarge the verb, the subject or the object.
He worked slowly. (enlargement of verb)
Exercises:
1) Name the parts of speech underlined:
a) It’s a hard work, but I know you work hard.
b) The spring of my watch is broken.
c) The dog tried to spring over the gate.
d) I love spring flowers.
e) My father gave me a watch.
f) I’m going to watch a football match.
2) Divide the following sentences into subject, verb, object and their enlargements:
a) The bird built a nest.
b) The train has stopped.
c) Peter broke the window.
d) My little sister was crying in the garden.
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UNIT II
ADJECTIVE CLAUSE
“The man who stands here will address the meeting.”
“Who stands here” – being a group of words
containing a subject and a predicate, is called a clause,
and as it is used exactly as an adjective to qualify the
word “man” (subject of the main clause) it is called an
adjective clause.
main clause) it is called an adjective clause.
Exercises
1) Classify the main clause and the adjective clause:
Example: 1. [The boy [who is with him] is his son.]
Main clause: The boy is his son.
Adjective clause: who is with him.
2. The chairs which arrived are not the right ones.
3. The book which I read last night was interesting.
4. The girls who are in my class are good students.
5. It was George who telephoned you.
6. The movie which I saw last night was not good.
7. He is the salesman who sold me the book.
8. The magazine which is on the desk is an old one.
9. The car which John used belongs to Mary.
10. The man who called you is in the cafeteria.
Elements of Grammar
Subject and predicate
Subject
John
The girl
His brother
It
He
Predicate (what is said about the subject)
carefully searched the room.
is now a student at a large university.
grew happier gradually.
rained steadily all day.
had given the girl an apple.
Operator, auxiliary and predication
Sentence
Predicate
Subject
Auxiliary
as operator
He
had
Predication
given the girl an apple.
Classification of operators
The verb expression may have several auxiliaries;
eg.:
He should have been questioned by the police.
In such cases, it is the first auxiliary that acts as
operator.
Should he have been questioned by the police?
No, he shouldn’t have been questioned by the police.
Yes, he should.
Where the verb expression has no auxiliary in the
positive declarative sentence, do is introduced when
an operator is required.
It rained steadily all day.
Did it rain steadily all day.
No, it didn’t.
The verb be can act as operator whether it is an
auxiliary, as in:
John is searching the room.
Is John searching the room?
Or not, as in:
The girl is a student now. (main verb)
Is the girl a student now?
The same is true to some extend (especially in BrE)
for have:
He has a degree.
Has he a degree?
Exercises
1) Follow the model:
Computers are fairly commonplace today.
Subject: computers
Are computers fairly commonplace today?
Yes, they are.
No, they aren’t.
a) We have a computer here. (give two different transforms)
b) Full-scale computers use a large number of programs.
c) These programs have to be changed from time to time.
d) A special period will need to be set aside for this operation.
e) We must change all the programs tomorrow.
2) Indicate by (S), (V), ( C), (O) or (A) whether the parts underlined in the sentences below are the subject, the
verb, the complement, the object, or the adverb:
a) John carefully searched the room.
b) The girl is now a student at a large university.
c) His brother grew happier gradually.
d) It rained steadily all day.
e) He had given the girl an apple.
Objects and complements - Exercises
1) Indicate by Od, Oi, Cs or Co whether the parts underlined in the sentences below are the direct object (Od),
the indirect object (Oi), the subject complement (Cs) or the object complement (Co):
a) Will someone get a doctor, quickly?
b) George and Paul both became famous doctors.
c) It’s so cold. I can’t get warm.
d) He’s the chairman.
e) He had given the girl an apple.
f) The girl is now a student at a large university.
g) I didn’t tell anybody anything.
h) Show me your passport. Show me.
2) Classify the parts of the speeches:
a) John very carefully searched the room.
b) They make him the chairman every year.
c) He studied at a large university.
d) He grew happier when his friend arrived.
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UNIT III
SOME CA
TEGORIES OF VERBS
CATEGORIES
Dynamic verb – a verb such as ‘run’, ‘give’ or ‘slice’
which describes an action.
Stative verb – a verb which describes a state; e.g.:
be, live, know.
Ditransitive verb – a verb such as ‘give’, ‘take’, or
‘sell’ which can have both an indirect and a direct
object; e.g.: She gave me a kiss.
Intransitive verb – a verb which is used to talk about
an action or event that only involves the subject and
so does not have an object; e.g.: She arrived.
Transitive verb – a verb used to talk about an action
or event that involves more than one person or thing,
and so is followed by an object; e.g.: She’s wasting
her money.
Exercises
1) Indicate, by the letters a, b, c, etc., which of those terms could be applied to the verbs as they are used in the
sentences below. Note that more than one label could be used in every case:
(a) dynamic
(b) stative
(c) ditransitive
(d) intransitive
a) Do you understand the question?
b) English and German are separate languages.
c) He offered her his hand hesitantigly.
d) Her mother made her that dress well.
UNIT IV
15
ADVERBIAL CLAUSES
An adverb may qualify not only a verb, an adjective
or another verb, but also a whole sentence, in which
case, it is called a sentence adverb.
Conjunctions Used to Introduce Adverbial
Clauses
An adverbial clause is a group of words containing a
subject and a predicate of its own and doing the work
of an adverb: “He will leave when he can.” - when he
can, with the function of an adverb time, it is an adverb
clause.
Time: when, whenever, while, as, since, after, before,
until, as soon as, once, now (that),the moment (that)
Adverbial clauses of time are introduced by the
words: when, as, since, before,after, while.
Where: place – I can’t go where you’re going.
Because: cause – I will go because I like you.
If: condition – If you go, I will go.
Although: concession – I will stay here although
you may go.
As: comparison – Do as I do.
Manner: You must sing as you know.
Place: where, wherever
Manner: as, as if
Comparison: as, than, the + comparative
Reason or Cause: because, as, since
Purpose: so that, in order that, for fear that, lest, (in
order to, so as to: non-finite clauses)
Result: so that, so + adjective + that (result clauses
associated with degree), such...that
Condition: if, unless, whether, provided that,
supposing, on condition that, as (or so) long as
Concession: although, though, even though, even
if, while, whatever, wherever, whenever, no matter
Exercises
1) Divide the sentences and classify them:
a) When I arrived at school, the bell rang.
b) You will pass the examinations if you study hard.
c) We need a hammer because I am going to repair the bed.
d) They went swimming although the sea was rough.
e) You must write the letter as you know.
f) That was the house where we lived.
g) When the rain fell we had already reached home.
h) I haven’t seen him since he left school.
i) If I dropped this it would explode.
j) Although you don’t know him, you can still be quiet.
The Use of Infinitive Like Adverb
The infinitive, like the gerund, a verb-noun, a noun
formed from a verb. It may be used with to, to qualify
a verb, a noun or an adjective.
As an adverb with a verb, to express purpose.
He went out to look for a house.
As an adverb with an adjective.
They were not slow to see this.
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Exercises
1) Underline the use of infinitives as adverbs and classify the antecedent:
a) He went to London to learn English.
b) They came here to study.
c) She is coming tomorrow to speak with you.
d) They went there three times to buy a house.
e) She studied English well to get a new job.
f) They walk quickly to get the train.
g) He comes today to visit you.
UNIT V
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NOUN CLAUSE
A noun clause is one which does the work of a noun.
It can be:
1. The object of a verb
e.g.: George said / that he has pleased to help you.
Main clause Noun clause – the object of a verb
2. The subject of a verb
e.g.: What you are doing / seems very difficult.
Main clause
Noun clause – the subject
of a verb
4. The complement of a verb
e.g.: The fact is / that he doesn’t really try.
Main clause Noun clause – the complement of
a verb
5. The complement of an adjective
e.g.: I am certain / that I posted the letter.
Main clause Noun clause – the complement of
an adjective
3. The object of a preposition
e.g.: He insisted / on seeing you personally.
Main clause Noun clause – the object of a
preposition
Exercises
1) Pick up the noun clauses and describe the function of each:
a) It seems that he is not coming to the party.
b) He said that he didn’t like my attitude.
c) The trouble is that he doesn’t study.
d) What he wants I don’t know.
e) He always pay attention to what the teacher says.
f) I am sure that your brother is ill.
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UNIT VI
THE SIMPLE SENTENCE
This story contains examples of different clause
patterns.
An unlucky thief
A man walked into a hotel, saw a nice coat, put it
over his arm and walked out again. Then he tried to
hitch a lift out of town. While he was waiting, he put
the coat on. At last a coach stopped and gave him a
lift. It was carrying forty detectives on their way home
from a conference on crime. One of them had recently
become a detective inspector. He recognized the coat.
It was his. He had left it in the hotel, and it had gone
missing. The thief gave the inspector his coat.
The inspector arrested him. ‘It seemed a good idea at
the time,’the man said. He thought himself rather
unlucky.
There are five elements that can be part of a clause.
They are subject, verb, object, complement and
adverbial.
BASIC CLAUSE PATTERNS
All these seven clause patterns contain a subject
and verb in that order. The elements that come after
the verb depend on the type of verb: for example,
whether it is transitive or not.
Some verbs belong to more than one type. For example,
think can come in these three patterns.
Intransitive (without an object): I’m thinking.
Transitive (with an object): Yes, I thought the same.
With object and complement: People will think me
stupid.
A transitive verb takes an object.
The man stole a coat.
Everyone enjoyed the conference.
The driver saw the hitch-hiker at the side of the road.
The man had no money.
Transitive verbs can express not only actions (stole)
but also feelings (enjoyed, perception (saw) and
possession (had).
After some transitive verbs we can leave out the
object when it would add little or nothing to the
meaning.
Intransitive and Transitive Verbs
The man opposite was reading (a book).
We’re going to eat (a meal).
A woman was driving (the coach).
An intransitive verb cannot take an object, although
there can be a prepositional phrase after it.
We can also leave out the object after these verbs:
The man was waiting at the side of the road.
Something unfortunate happened.
The man runs along the beach every morning.
Intransitive verbs usually express actions (people
doing things) and events (things happening).
A verb can be intransitive in one meaning and
transitive in another. For example, run is transitive when
it means ‘manage’.
He runs his own business.
Ask / answer (a question), draw / paint (a picture),
enter / leave (a room / building), pass / fail (a test /
exam), play / win / lose (a game), practise (a skill) , sing
(a song), speak (a few words), study (a subject).
The following verbs can also be without an object if
the context is clear: begin, choose, decide, hear, help,
know, notice, see, start.
NOTE:
There must be an object after discuss and deny.
The committee discussed the problem.
He denied the accusation.
Many Verbs Can be either transitive or intransitive
Transitive
The driver stopped the coach.
He opened the door.
I broke a cup.
Someone rang the bell.
The two sentences can describe the same event. The
transitive sentence has as its subject the agent, the
person who made the event happen (the driver). The
intransitive sentence describes the event but does not
mention the agent.
Here are some common verbs that can be transitive
or intransitive:
alter – begin – bend – boil – break – burn – change –
close – cook – combine – continue – crash – develop
– divide – drive – dry – end – finish – fly – freeze –
hang – harden – hurt – improve – increase – join –
melt – mix – move – open – pour – ring –roll – sail –
separate – shake – shine – shut – slide – smash –
soften – sound – spread – stand – start – stop
strengthen – swing – tear – turn – weaken – unite
Transitive
The coach stopped.
The door opened.
The cup broke.
The bell rang.
NOTE:
Raise is transitive, and rise is intransitive.
The oil companies will raise their prices.
The price of oil will rise.
Linking Verbs
Linking verb + complement
A complement is an adjective phrase or a noun
phrase. A complement relates to the subject: it
describes the subject or identifies it (says who or what
it is). Between the subject and complement is a linking
verb, e.g.: be.
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The hotel was quiet. The thief seemed depressed.
The book has become a best-seller. It’s getting dark.
A week in the Lake District would make a nice break.
These are the most common verbs in this pattern.
+ adjective or noun phrase: appear, be, become, look,
prove, remain, seem, sound, stay
+ adjective: feel, get, go, grow, smell, taste, turn
+ noun phrase: make
There are also some idiomatic expressions which are
a linking verb + complement, e.g.: burn low, come good,
come true, fall asleep, fall ill, fall silent, ring true, run
dry, run wild, wear thin.
But we can leave out to be when the noun phrase
gives other kinds of information.
The woman seemed (to be) a real expert.
There is a special pattern where a complement
occurs with an action verb, not a linking verb.
We arrived exhausted.
He walked away a free man.
I came home really tired one evening.
We use this pattern in a very small number of
contexts. We can express the same meaning in two
clauses: We were exhausted when we arrived.
Linking Verb + Adverbial
We can use some linking verbs in other patterns.
Linking: Your garden looks nice.
Intransitive: We looked at the exhibition.
NOTE:
• After seem, appear, look and sound, we use to be
when the complement is a noun phrase identifying
the subject.
The woman seemed to be Lord Melbury’s
secretary.
An adverbial can be an adverb phrase, prepositional
phrase or noun phrase. An adverbial after a linking
verb relates to the subject. It often expresses place or
time, but it can have other meanings.
The coat was here.The conference is every year.
The drawings lay on the table. I’m on a diet.
Joan Collins lives in style. The parcel went by air.
Linking verbs with adverbials are be, go, lie, live, sit,
stand and stay.
Exercises
1) Divide each of the sentences below into its constituents parts, and label each part S, V, C, O or A:
a) Computers are fairly commonplace today.
b) Did you ever eat chicken?
c) Full scale computers have a large number of programs.
d) Tomorrow will be a holiday here.
e) These bookshelves are becoming every popular in Sweden.
f) We have recently added an extra unit to them.
g) Will you give it a try?
h) We all read too many books quickly.
Review Exercises
1) Indicate whether the underlined verb phrases are stative or dynamic in the context given:
a) This tank holds precisely 10 liters.
b) Hold the handle very firmly.
c) Answer the question more precisely.
d) He’s a fool. Don’t listen to him.
e) I was a fool. I was driving too fast.
f) We have only two tickets, I’m afraid.
2) Name the parts of the speech underlined:
a) He works fast.
b) He is a fast worker.
c) A late student came into the room.
d) I got up late this morning.
e) She stays at home.
f) The boys are waiting for you.
3) Classify the main clause and the adjective clause:
a) Clark Gable, who starred in Gone with the Wind, was a famous actor.
b) The boy who broke the window will have to pay for it.
Composition Work
1) Write one descriptive or explanatory paragraph (75 – 100 words) for each of the following, using each
sentence as the last sentence of your paragraph, and taking care to ensure that in each paragraph your use of
sentences is consistent.
1. Yesterday, I met an old man.
2. I had found life difficult during the first week of my stay in a foreign country.
3. What a lot of patience teachers must have!
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Se você:
1)
2)
3)
4)
concluiu o estudo deste guia;
participou dos encontros;
fez contato com seu tutor;
realizou as atividades previstas;
Então, você está preparado para as
avaliações.
Parabéns!
Glossário
Unidade I
nouns - nomes
adjectives - adjetivos
verbs - verbos
preposition - preposição
conjunction - conjunção
interjection - interjeição
subject - sujeito
predicate - predicado
enlargement - complemento
transitive verb - verbo transitivo
Unidade II
Adjective clause - oração adjetiva
Unidade III
dynamic verb - verbo dinâmico
stative verb - verbo estático
ditransitive verb - verbo ditransitivo
intransitive verb - verbo intransitivo
transitive verb - verbo transitivo
Unidade IV
adverbial clauses - orações adverbiais
time - tempo
place - lugar
manner - modo
comparison - comparação
cause - causa
purpose - propósito
result - resultado
condition - condição
concession - concessão
Unidade V
Noun clause - oração nominal
Unidade VI
patterns - padrões/ modelos
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Gabarito
Unit I
1) a) adjective / adverb
b) noun
c) verb
d) adjective
e) noun
f) verb
2)
a) subject: the bird
b) subject: the train
c) subject: Peter
d) enlargement of subject: my little sister
enlargement of
verb: built object: a nest
verb; has stopped
verb: broke object: the window
verb: was crying
verb: in the garden
Unit II
1)
2. Main clause: The chairs are not the right ones
Adjective clause: which arrived
3. Main clause: The book was interesting
Adjective clause: which I read last night
4. Main clause: The girls are good students
Adjective clause: who are in my class
5. Main clause: It was George
Adjective clause: who telephoned you
6. Main clause: The movie was not good
Adjective clause: which I saw last night
7. Main clause: He is the salesman
Adjective clause: who sold me the books
8. Main clause:The magazine is an old one.
Adjective clause: which is on the desk
9. Main clause: The car belongs to Mary.
Adjective clause: which John used
10. Main clause: The man is in the cafeteria
Adjective clause: who called you
Classification of Operators - Exercises
1)
a) Subject: We
Have we or (Do we have) a computer here?
Yes, we have or Yes, we do.
No, we haven’t (or we don’t)
b) Subject: Full-scale computers
Do full-scale computers use...?
Yes, they do.
No, they, don’t.
c) Subject: These programs
Have these programs to be changed from time to time?
Yes, they have.
No, they haven’t.
d) Subject: A special period
Will a special period need...?
Yes, it will.
No, it won’t.
e) Subject: We
Must we change all the programs tomorrow?
Yes, we must.
No, we mustn’t.
2)
a) John = S
carefully = A
searched = V
the room = O
b) The girl = S
is = V
now = A
a student = C
at a large university = A
c) His brother = S
grew = V
happier = C
gradually = A
d) It = S
rained = V
steadily = A
all day = A
e) He = S
had given = V
the girl = O
an apple = C
Objects and complements - Exercises
1)
a) a doctor = Od
b) famous doctors = Cs
c) so cold = Cs
warm = Cs
d) chairman = Cs
e) the girl = Oi
f) a student = Cs
g) anybody = Oi
anything = Od
h) me = Oi
your passport = Od
2)
a) noun = John
adverb = very, carefully
verb = search
article = the
me = Oi
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b) noun = chairman
pronoun = they, him
article = the
adverb = every year
verb = make
c) pronoun = he
verb = studied
preposition = at
article = a
adjective = large
noun = university
d) pronoun = he
verb = grow, arrive
adverb = happier
conjunction = when
pronoun = his
noun = friend
Unit III
1) a) stative
b) stative / intransitive
c) dynamic / ditransitive
d) dynamic / ditransitive
Unit IV
1) a) When I arrived at school = adverb clause of time
the bell rang = main clause
b) You will pass the examinations = main clause
if you study hard = adverb clause of condition
c) We need a hammer = main clause
because I am going to repair the bed = adverb clause of cause
d) They went swimming = main clause
although the sea was rough = adverb clause of concession
e) You must write the letter = main clause
as you know = adverb clause of manner
f) That was the house = main clause
where we lived = adverb clause of place
g) when the rain fell = adverb clause of time
we had already reached home = main clause
h) I haven’t seen him = main clause
since he left school = adverb clause of time
i) If I dropped this = adverb clause of condition
it would explode = main clause
j) Although you don’t know him = adverb clause of concession
you can still be quiet = main clause
The use of infinitive like adverb - Exercises
1)
a) place
b) place
c) time
d) time
e) manner
f) manner
g) time
Unit V
1)
a) Main clause = It seems
Noun clause - the object of a verb = that he is not coming to the party
b) Main clause = He said
Noun clause - the object of a verb = that he didn’t like my attitude
c) Main clause = The trouble is
Noun clause – the complement of a verb = that he doesn’t study
d) Main clause = what he wants
Noun clause - the subject of a verb = I don’t know
e) Main clause = He always pay attention
Noun clause – the object of a preposition = to what the teacher says
f) Main clause = I am sure
Noun clause – the complement of an adjective = that your brother is ill
Unit VI
1)
a) subject = computers
verb = are
complement = fairly commonplace
adverb = today
b) verb = did
subject = you
adverb = ever
verb = eat
object = chicken
c) subject = full scale computers
verb = have
object = a large number of programs
d) adverb = tomorrow
verb = will be
subject = a holiday
adverb = here
e) subject = these bookshelves
verb = are becoming
complement of subject = very popular
adverb = in Sweden
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f) subject = we
verb = have
adverb = recently
verb = added
direct object = an extra unit
indirect object = to them
g) verb = will
subject = you
verb = give
object = it
object = a try
h) subject = we all
verb = read
object = too many books
adverb = quickly
Review Exercises
1)
a) stative
b) dynamic
c) dynamic
d) stative / dynamic
e) stative / dynamic
f) stative / dynamic
2)
a) works = verb fast = adverb
b) fast = adjective worker = subject
c) late = adjective
d) late = adverb
e) she = pronoun / subject
f) the = article
3)
a) Main clause = Clark Gable was a famous actor
Adjective clause = who starred in Gone with the wind
b) Main clause = The boy will have to pay for it
Adjective clause = who broke the window
Referências Bibliográficas
ALEXANDER, L. G. Longman English Grammar Practice. 4 ed. USA: Longman, 1995.
BRIGGS, Sandra J. Grammar: Strategies and Practice. The United States: ScottForeman, 1994.
EASTWOOD, John. Oxford Guide to English Grammar. New York: Oxford, 1994.
GRAVER, B. D. Advanced English Practice. 3 ed. New York: Oxford, 1986.
LEECH, G. and SVARTVIK, J. A Communicative Grammar of English. 6 ed. London: Longman, 1998.
MURPHY, Raymond. Basic Grammar in use. The United States: Cambridge University Press, 1994.
SWAN, Michael & WALTER, Catherine. How English Works. A Grammar Practice Book. New York: Oxford, 2000.
__________. The Good Grammar Book. New York: Oxford, 2003.
VINCE, Michael. Essential Language Practice. Oxford: Macmillan Heinemann, 2000.
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LÍNGUA INGLESA II