1 The sentence 1.4 The compound sentence 1.4A The form of a compound sentence [> LEG 1.17-20) Study: | 1 When we join two or more simple sentences [> 1.2A], we make a compound sentence: fra} Tom phoned. He left a message. Tom phoned and left a message. The name we give to ‘ining words’ is conjunctions. These are the conjunctions we use to make compound sentences: and, and then, but, for, nor, or, so, yet; either ... or; neither... nor...; not only ... but .. (also/as well/too).. We can use conjunctions to show, for example: ~ addition (and): He washed the car and polished it. continuation (and then): He washed the car and then polished it. = contrast (but, yet): She sold her house, but/yet (she) can't help regretting it. ~ choice (on): You can park your car on the drive or on the road. = result (so): He couldn't find his pen, 80 he wrote in pencil. ~ reason (or): We rarely stay in hotels, for we can’t afford it. We do not usually put a comma in front of and, but we often use one in front of other conjunctions: He washed the car and polished it. (no comma before and) Compar He washed the car, but didn't polish it. (comma befare but) We keep to the basic word order in a compound sentence [> 1.14, 1.26]: subject verb object conjunction subject verb complement Jimmy fell off his bike, but (he) was—_unhurt. When the subject is the same in all parts of the sentence, we do not usually repeat it: ‘same subject: Tom phoned. He left a message. Tom phoned and (he) left a message. different subjects: Tom phoned. Frank answered. + Tom phoned and Frank answered. We usually repeat the subject after so: He couldn't find his pen, so he wrote in pencil. We always have to repeat the subject after for. For is more usual in the written language and we cannot use it to begin a sentence [compare > 1.94]: We rarely stay at hotels, for we can't atford it. Write 1: Compound sentences with the same subject Join these simple sentences to make compound sentences. Use the words in brackets, 1 2 Your mother phoned this morning. She didn't leave a message. (but) 3 I can leave now. I can stay for another hour. (I can either ... or) 4 Jim built his own house. He designed it himself. (Jim not only ... but... 5 I don't know what happened to him. I don't care. (I neither ... nor) | took the shoes back to the shop. | complained about them. (and) as well) 6 My new assistant can type very well. He hasn't much experience with computers. (but)1.4 The compound sentence Write 2: 1.4B Write: ‘Compound sentences with different subjects and with ‘so/for Join these simple sentences to make compound sentences. Use the words in brackets. 1 The taxi stopped at the station. Two men got out of it. (and) 2 You can give me some advice. Your colleague can. (Either you ... or) 3 We got ready to get on the train. It didn't stop. (but) 4 No one was in when we called. We left a message. (so) 5 We didn't want to get home late after the film. We went straight back. (so) 6 The old lady was nervous. She wasn't used to strangers calling late at night. (for) 7 I've always wanted to live in the country. My parents prefer to live in town. (bul) 8 The letter has been lost. The postman has delivered it to the wrong address. (or) 9 For a moment the top of the mountain was visible. A cloud covered it. (and then) 10 Jane was a successful career woman. Her mother wanted her to be a housewife. (yet) Context Put a circle round the correct words in brackets. (NOT SO) MERRY-GO-ROUND! ‘The cistomers at'tie funfair Were leaving (YEng)but) the lights were going out. The last two people on odgem cars paid ?and/so) lett. The big wheel stopped (or/and) the merry-go-round stopped (‘as wellinot only), The stalls closed down (°so/and) the stall-owners went home. At 2 a.m. four nightwatchmen walked round the funtair, (°but/so) there was no one to be seen. ‘I'm fed up walking round,’ one of them said, (“yet/and) what can we do?’ ‘We can (Por/either) play cards (either/or) sit and talk.’ They were bored, ('°so/tor) there was nothing to do on this quiet warm night. ‘We can have a ride on the merry-go-round!’ one of them cried. ‘That'll be fun!’ Three of them jumped on merry-go- round horses ('"yet/and) the fourth started the motor. Then he jumped on too ("and/but) round they went. They were having the time of their lives, ("but/so) suddenly realized there was no one to stop the machine. They weren't rescued till morning ("*and/but) by then they felt very sick indeed! W ae) Zi ‘They fot vory sick indge!1 The sentence 1.5 The complex sentence: noun clauses 1.5A Introduction to complex sentences [> LEG 1.21] Study: | 1 We can join two or more simple sentences to make complex sentences: icc) The alarm was raised. The fire was discovered. The alarm was raised as soon as the fire was discovered. The alarm was raised when the fire was discovered. The alarm was raised after the fire was discovered. 2 We can use many different kinds of joining words’ (or conjunctions) to make complex sentences: after, as soon as, when, since, that, if, so that, whether, etc. [> 1.5-10] 3. Ina. complex sentence there is one ‘main’ idea and one or more ‘subordinate’ ideas. We can take the main idea (or clause) out of the sentence so that it stands on its own: The alarm was raised is a main clause: it can stand on its own. ... as soon as the fire was, discovered cannot stand on its own. It is Subordinate to the main clause. Write: Underline the main clauses in these sentences. 1. You can tell me all about the film after I've seen it myset 2 When you've finished cleaning the car, you can help me with the dishes. 3 You didn't tell me that you were going to invite somany-guests. 4 | walk to work every morning so that | can get some exercise. 5 Since no one answered my call, | left a message on the answer-phone. 1.5B Noun clauses derived from statements [> LEG 1.22-23, 15.10-16, Apps 45-46) Study: | 1 A noun clause does the work of a noun. It answers the questions Who? or What?- [a | He told me about his success. (told me about what?): his success is a ‘noun phrase’ He told me that he had succeeded. (... what?): that he had succeeded is a noun clause. We introduce noun clause statements with that after: — some adjectives: [t's obvious that he's going to be late. — some nouns: It's a pity that he’s going to be late. — some verbs: I know that he's going to be late. We often use noun clauses after ‘reporting verbs’ like say, tell (me), think, know (> 15.2-3]. We can often omit that. Instead of: / know that he’s going to be late, we can say: ! know he’s going to be late. Write: Complete these sentences with noun clauses. He feels angry. I's not surprising .¢ She has resigned from her job. I's a shame .... You don't trust me. It's ANNOYING .....e00 You are feeling better. 'm glad She's upset. I'm sory He didn't get the contract. He told me It's a fair price. He believes You're leaving, He has guessed . She's been a fool. She agrees. worvonren+ 101.5 The complex sentence: noun clauses 1.5C Noun clauses derived from questions [> LEG 1.24) Stud: Yes/No questions f=] | 1 Has he signed the contract? is a direct Yes/No question. > 13.1] 2 We can introduce a Yes/No question as a noun clause after ifor whether. We use ‘reporting verbs’ like ask, tell me, want to know [> 15.44]: Tell me if he has signed the contract. (Tell me what?): if he has signed the contract. Ask him whether he has signed it. (Ask him what): whether he has signed it. Question-word questions 1 When did you sign the contract? is a question-word question. {> 13.5-8] 2 We can introduce this as a noun clause after Tell me, ! want fo know, etc. The word order changes back to subject + verb and we don't use a question mark [> 15.48): Tell me when you signed the contract. (Not *Tell me when did you sign’) Complete these sentences with noun clauses. 1 Has he passed his exam? | want to know .. f/whether fee has Dadaed, ha exaan, 2 Can you type? You didn't say... 3 Will he arrive tomorrow? | wonder 4 Does he like ice-cream? Ask him 5 Was he at home yesterday? I'd like to know 8 Should | phone her? | wonder 7 Is she ready? Ask her 8 When did you meet her? | want to know... 9 How will you manage? Tell me... 10 Why has he lett? | wonder . 11. Where do you live? Tell me 12 Which one dose stie want? Ask her .. 13 Who's at the door? | wonder... 14 What does he want? Id ike to know ‘Write Context Underline nine noun clauses in this text, YOU DON'T KNOW YOUR OWN STRENGTH! | suppose you know you can tum into superwoman or superman in an emergency. Mrs Pam Weldon reported that her baby nearly slipped under the wheels of a car. Mrs Weldon weighs only 50 kilos, but she said she lifted the car to save her baby. Dr Murray Watson, a zoologist, wrote that he jumped nearly three metres into the air to grab the lowest branch of a tree when hyenas chased him in Kenya. Perhaps you wonder if you can perform such feats. The chances are that you can. Doctors say that we can tind great reserves of strength when we are afraid. It's well-known that adrenalin can turn us into superwomen or supermen! $She ited the car n1 The sentence 1.6 1.6A Study: Write: 1.6B ‘Study: 12 The complex sentence: relative pronouns and clauses Relative pronouns and clauses [> LEG 1.25-38) Introduction to relative clauses ‘Suppose you want to write a paragraph like this: The house we moved into is absolutely beautiful. The people who lived here before us took very great care of it. The garden, which is quite small, is lovely. 'm glad we moved. | don't think we'll ever regret the decision we made. Mt we want to speak or write like this, we have to master relative clauses. We introduce relative clauses with these relative pronouns: who, who(m), which, that and whose. ‘Who’, ‘which’ and ‘that’ as subjects of a relative clause [> LEG 1.27.31] 1. We use who or that to refer to people. We use them in place of noun subjects or pronoun subjects (I, you, he, etc.) and we cannot omit them. They do not change when they refer to masculine, feminine, singular or plural He is the man/She is the woman whovthat lives here. (Not “He is the man who he ..") They are the men/the women who/that live here. (Not *They are the men who they ..") 2 We use which or that (in place of noun subjects and if) to refer to animals and things: That's the cat which/that lives next door. Those are the eats which/that live next door. Here's a photo which/that shows my car. Here are some photos which/that show my car. Join these sentences using who or which. (All of them will also join with that.) + He's the accountant. He does my accounts. Hes. We. acxMuntane, i LOLA TY, LI, 2 She's the nurse. She looked after me. 3 They/te the postcards. They arrived yesterday. 4 They're the secretaries. They work in our office. 5 That's the magazine, It arrived this morning. .. 6 They're the workmen. They repaired our roof. ‘Who(m)’, ‘which’ and ‘that’ as objects of a relative clause [> LEG 1.33-34] 1 We use who(m) or that to refer to people. We use them in place of noun objects or object pronouns (me, you, him, etc.). We often say who instead of whom when we speak. They do not change when they refer to masculine, feminine, singular or plural: He's the man/She’s the woman who(myrthat I met. (Not “He's the man that | met him.%) They're the men/women who(my/that | met. (Not “They are the men that | met them. *) However, we usually omit who(m) and that. We say: He's the man/She's the woman | met. They're the men/They 're the women | met. We use which or that (in place of noun objects or if) to refer to animals and things: That's the cat which/that | photographed. Those are the cats whichithat | photographed. That's the photo whichthat | took. Those are the photos whichithat | took. However, we usually omit which and that. We say: That's the cat | photographed. Those are the cats | photographed. That's the photo I took. Those are the photos I took.1.6 The complex sentence: relative pronouns and clauses. Write: Join these sentences with who(m), which or nothing. (All of them will join with that) 1. He's the accountant. You recommended him to me. Hes tte, accountane, ia recommended... 2 She's the nurse. | saw her at the hospital. : it : 3 They're the postcards. | sent them from Spain. 4 They're the secretaries. Mr Pym employed them. 5 That's the magazine. | got it for you yesterday. 6 They're the workmen. | paid them for the job. 7 That's the dog! | saw it at the dog show last week. 8 They're the birds. | fed them this morning, 1.6C ‘Who(m)’, ‘which’ or ‘that’ as the objects of prepositions [> LEG 1.35-36} Study: | The position of prepositions in relative clauses is very important, We can say: 1 He is the person to whom | wrote. (Never “to who’) (very formal) This is the pan in which I boiled the milk. (very formal) | 2 He is the person who(m) | wrote to. This is the pan which | boiled the milk in. 3 However, we usually prefer to omit the relative and say: He is the person I wrote to. This is the pan I boiled the mitk in. Write: Join each pair of sentences in three different ways. 1 He's the man. | sent the money to him. 4 He's the boy. | bought this toy for him, a Hes tthe. mam..to.uchann | sents the mang. a . bHeathe.evan..utaler. manty ty 0 Hea tte. MAL. ALM: NERY Ls... sence 2 She's the nursb.-1 gave the flowers to her. 5 That's the building. | passed by it. 1.6D Context Write: Put in the right relative pronouns only where necessary. ACHANCE IN A MILLION: Cissie, the woman '.....V#A...... works in our office, wanted to phone Mr Robinson, but she dialled the wrong number. The number 2. ‘she dialled turned out to be the number of a public call box in the street. Aman, °... was passing at the time, heard the phone ringing and answered it. Is that Mr Robinson?’ Cissie asked. ‘Speaking,’ the man answered. ittumed out that the MAN #0. SME WAS speaking to was actually called Robinson and had just happened to be passing the call box when she rang! [ust happened to be passing 13