The document provides exercises to practice using -ing clauses in English sentences. It begins with rewriting sentences using -ing clauses instead of subordinate clauses. The next exercises involve underlining -ing clauses in sentences and identifying their syntactic function. Further exercises involve writing the function of -ing clauses, rephrasing sentences using -ing clauses, and explaining differences in meaning between pairs of sentences differing in their use of -ing forms. The document aims to help students better understand and employ -ing clauses in their writing.
The document provides exercises to practice using -ing clauses in English sentences. It begins with rewriting sentences using -ing clauses instead of subordinate clauses. The next exercises involve underlining -ing clauses in sentences and identifying their syntactic function. Further exercises involve writing the function of -ing clauses, rephrasing sentences using -ing clauses, and explaining differences in meaning between pairs of sentences differing in their use of -ing forms. The document aims to help students better understand and employ -ing clauses in their writing.
The document provides exercises to practice using -ing clauses in English sentences. It begins with rewriting sentences using -ing clauses instead of subordinate clauses. The next exercises involve underlining -ing clauses in sentences and identifying their syntactic function. Further exercises involve writing the function of -ing clauses, rephrasing sentences using -ing clauses, and explaining differences in meaning between pairs of sentences differing in their use of -ing forms. The document aims to help students better understand and employ -ing clauses in their writing.
The document provides exercises to practice using -ing clauses in English sentences. It begins with rewriting sentences using -ing clauses instead of subordinate clauses. The next exercises involve underlining -ing clauses in sentences and identifying their syntactic function. Further exercises involve writing the function of -ing clauses, rephrasing sentences using -ing clauses, and explaining differences in meaning between pairs of sentences differing in their use of -ing forms. The document aims to help students better understand and employ -ing clauses in their writing.
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Seminar 4 –ing clauses
Exercise 1.
Each of the following sentences includes a subordinate finite clause written in bold. 1) Rewrite each sentence, replacing the subordinate clause with a corresponding –ing clause. 2) Identify its grammatical function.
e.g. Because she needed a new supply of medicine, she visited the doctor
Needing a new supply of medicine, she visited the doctor adverbial of reason
1. Passengers who are travelling to Roma should go to Passport and Customs controls now. 2. That she should marry Charles was not her idea. 3. If all is well, we’ll meet tomorrow. 4. When he saw the wound he felt faint. 5. Because he saw the wound, he felt faint. 6. Since I hate to be disobeyed, I gave no instructions. 7. John, who was puffing like a grampus, sat down. 8. John, because he was puffing like a grampus, sat down.
Exercise 2
In the following sentences, underline the non-finite –ing clauses and identify their syntactic functions. Their functions may be subject, direct object, subject complement, adjective complement, appositive, relative clause or adverbial
e.g. Ella, lingering behind the other ladies, suddenly kissed her. Lingering behind the other ladies, relative clause/ adverbial of reason
1. It was only on approaching closely that one saw a minute face.
2. Even as a child you were famous for saying one thing and doing another.
3. The bell, still ringing, urged everyone to hurry.
4. She whispered, as if barely expecting an answer.
5. Amanda was composing a letter to Harry explaining why she couldn’t marry him
6. She could easily escapee and return without exciting any special curiousity 7. Shaking still, she stood at his bedside.
8 . It’s no good doing anything doing anything.
Exercise 3
Write what function the-ing clause fulfills. Remember that only nominal functions (subject, direct object, subject complement, adjective complement, appositive) are illustrated in this exercise.
e.g. I hate talking to Tim. Direct object
1. I always enjoy listening to chamber music.
2. Listening to chamber music is my greatest pleasure .
3. His greatest pleasure, climbing mountains, had to be abandoned.
4. He was fond of climbing mountains.
5. Talking to her is always an interesting experience.
6. What he likes most is speaking to the press.
7. He minded George’s arriving late.
Exercise 4
Rephrase the sentences below, using an –ing clause preceded by a personal pronoun or noun in the genitive case. Identify the function of the –ing clause
e.g. We are all surprised that he made that mistake. We are all surprised at his making that mistake – adjective complement
1. He was an astronaut and that accounted for the size of the audience.
2. No one will object if you finish the lecture a little early.
3. Would you approve if I had this article copied?
4. We did not realize that Walker would cause so much trouble by speaking to the press.
5. The fact that he has spoken to the press about it has caused us a good deal of embarrassment.
6. Do you mind if I don’t come with you?
7. We had not been told of the meeting till yesterday and that meant we did not have sufficient time to prepare our case properly.
Exercise 5
Explain the differences in meaning between the following pars of sentences:
e.g. I can’t bear to watch this – a particular incident
I can’t bear watching television – a general activity
1 a.I dread to think what she’ll do next.
1.b. I dread getting up when I’m on holiday.
2.a Remember to write to them.
2.b. I remember writing to them.
3.a. I regret to tell you this.
3.b. I regret telling you this.
4.a. I went on reading the newspaper.
4.b. I rang my friends and went on to read the newspaper.
Sources
Broughton, G. 1990. Penguin English Grammar A-Z Exercises for Advanced Students. London: Penguin
Cloze, R.A. 1989. A University Grammar of English Workbook. Harlow: Longman
Side, R. and G. Wellman 2007. Grammar and Vocabulary for Cambridge Advanced and Proficiency. Harlow: Longman
