Unit xii emphatic constructions
“Emphasis” means making one part of a sentence more important than it would normally be. There are several different ways of showing emphasis in English.
1. In speech, the most important is by changes in pronunciation. Emphasized words are spoken with a higher intonation and a louder voice than normal, and the vowels may become longer. We may also pause before emphasized words. Some short common words (especially auxiliary verbs, conjunctions and prepositions, e.g. have, but, from ) change their pronunciation when they are emphasized.
In writing- particularly when we write down speech- this kind of emphasis can be shown by using capital letters, or by underlining (in handwriting and typing) , or by using italics or fat type (in printing).
Give it to Me! This is the last opportunity.
Nobody loves me! Come now.
Often changes in emphasis can give a completely different meaning to a sentence. Compare:
Jane phoned me yesterday. (= It was Jane who phoned, not somebody else).
Jane phoned me yesterday .(= She didn’t write or call, shephoned ).
Jane phonedmeyesterday. (= Me,not somebody else).
Jane phoned meyesterday. (=Yesterday,not today).
Special emphasis is often put on auxiliary verbs. This can give more emotional force to the whole sentence, or it can express some kind of contrast ( for example between true and false, or present and past).
It was a nice party!
Gosh, you have grown!
I am telling the truth – you must believe me!
I couldn’t swim last year, but I really can now.
When there is no auxiliary verb, “do” can be used in the affirmative to carry emphasis.
“Do” is used in the affirmative sentences for “emotive emphasis” to show that we feel strongly about what we are saying.
You do look nice today!
I do like you!
She does talk a lot, doesn’t she?
Do sit down.
Do shut up!
Do be quiet!
Do be careful!
When “do” is used with the imperatives (Do sit down) it often makes an invitation sound more polite, welcoming or friendly.
Docome in! Do have another potato!
When auxiliary verbs are stressed, the position of some adverbs is different from normal.
You have certainly grown.
You certainly havegrown (emphatic).
2. Emphasis can also be shown by using special words , such as “really, certainly, definitely. In spoken English “such” and “so” are very common as emphasizes.
Thank you so much. It was sucha lovely party. I really enjoyed it.
“Really” can go in several places in a sentence. The most common position is probably mid-position: before the verb, or after the first part of a verb with several parts.
I really like Pink Floyd.
She’s really been working hard, hasn’t she?
“Really” usually goes after forms of the verb “to be”.
It’sreallygreat here.
The sentence becomes more emphatic if “really” is put earlier: before the first part of the verb with several parts, or before the verb “to be”. In these cases the main sentence stress falls on the first verbal part, or on the verb “to be”.
I reallydo like Pink Floyd!
She reallyhas been working hard, hasn’t she?
It really is great here!
Swearwords can also be used for emphasis (but be careful how you use them).
a)exclamation of annoyance
Damn(it)! Hell! My God! Jesus Christ! Blast (it) (GB only)
God damn it! (especially US) God! Jesus! Christ!
b)exclamation of surprise
God! Christ! Goddamn(especially US) My God! Jesus Christ! Jesus!
Well, I’ll be damned! Damn me! (Mainly GB)
c)surprised question
What the hell....? Who/Where/How/Why/When the hell.....?
3. Different parts of a sentence can be given more importance by using special grammatical constructions.
a)Part of a sentence can be moved to the front (especially in informal speech).
That film – what did you think of it?
Asleep, then, were you?
There are some structures of this kind in which inverted word order is necessary.
Certain expressions with a negative or restricting meaning can be put at the beginning of a sentence for emphasis. When this happens inversion is used.
-Seldom, rarely, neverin comparison
This is a rather literary structure , not common in ordinary English.
Seldom had I seen such a remarkable creature.
Rarely could she have been faced with so difficult a choice.
Rarely had his father been so helpful.
Never have I felt better.
-Hardly, scarcely, no sooner
These expressions can be used to begin sentences in which we say that one thing happened immediately after another. Hardlyand scarcelyare followed by.... when; no sooner isfollowed by... than.
Hardly had I arrivedwhen I had a new problem to cope with.
Scarcely had we started lunch when the doorbell rang.
No sooner was she back at home than she realized her mistake.
-Only
Inversion is used when adverbial expressions which include the word “only” come at the beginning of a sentence. This ,too, is a rather literary structure.
Only after a year did I begin to see the results of my work.
Onlyin a few countriesdoes the whole of the population enjoy a reasonable standard of living.
Inversion is also used after not only (in “not only.... but also...”) sentences.
Not only did we lose our money, but we also came close to losing our lives.
-...no.....
Expressions containing the word “no” often come at the beginning of sentences for emphasis; for example, in notices. Inversion is used.
At no time was the President aware of what was happening.
Under no circumstances can customers’ money be refunded.
In no way can Mrs Pethers be held responsible.
On no account are visitors allowed to feed the animals.
- In narrative and descriptive writing, it is common to begin sentences with adverbial expressions like “On a hill; In the valley; Round the corner....”. When these are followed by intransitive verbs like “come, lie, stand, walk...” inversion is common. The whole verb is put before the subject, and “do/did” is not used.
On a hill in front of themstood a great castle.
A few miles further onlies the enchanting suburb of Balham, gateway to the South.
Round the corner walked a large policeman.
- Here and there can be put at the beginning of a sentence for emphasis. Note the word-order: the verb comes before the subject unless the subject is a pronoun.
Here comes Mary!
Here’s your watch!
There’s the vicar!
Here she comes!
There he is.
- structures with “it” and “what” (cleft sentences) can be used to give one part of a sentence more importance.
If we want to give special importance to one part of a sentence, we can put it into a separate clause. There are two common ways of doing this. One is to use the structure “It is/was...that; “ the other is to use “What ....is/was....”. Compare:
Harry told the police. It was Harry thattold the police.
I need a beer.What I need is a beer.
The sentence with ITgives special importance toHarry;the sentence withWhat emphasizesa beer.
Sentences like these are called “cleft sentences” by grammarians (“cleft” means “divided”).
- cleft sentences with “It is/was....that...”
This structure can be used to emphasize almost any part of the sentence. Compare:
My mother threw an egg at the Minister of Education yesterday.
It was my mother that threw an egg at the Minister of Education yesterday.
It was an egg that my mother threw at the Minister of Education yesterday.
It was yesterday that my mother threw an egg at the Minister of Education.
It was the Minister of Educationthat my mother threw an egg at yesterday.
When the subject is emphasized, “who” (referring to a person) is possible instead of “that”.
It was my mother who.......
When the emphasized subject is a pronoun there is a choice between subject forms (I, he....) and object-forms (me, him...).
It was I who....... It was me that..... .
- cleft sentences with “What .....is/was....”.
This structure is used to emphasize the subject or object. Compare:
My left leg hurts. What hurts is my left leg.
I like her style. What I like is her style.
- repetition of certain words is possible for emphasis.
She looksmuch, mucholder now.
I’ve been a blind, blind fool!
Youbad, bad boy!
Another way of repeating is by using “tags”
He’s a funny chap,he is.
She’s a nice girl, is Mary.
In informal spoken English we sometimes finish a sentence with a “tag”, in which we repeat the subject and the auxiliary verb. These “reinforcement tags” are more common in British than in American English.
You’ve gone mad,you have.
I’m getting fed up,I am.
If the main clause has no auxiliary verb, “do” is used in the tag.
He likes his beer, he does.
One reason for using reinforcement tags is simply to emphasize the idea of the main clause by repeating it.
You are really clever,you are.
They can also be used to move the subject to the end of the sentence, so that the verb comes earlier and gets more immediate importance. This is called “fronting”. In this case the sentence begins with no subject at all. (Ellipsis).
Gettingin my way,you are.
Likes his beer, John does.
Elliptical constructions“if any” “if anything”are used very often to emphasize a part of a sentence.
Objections to this plan , if any, should be reported to the committee at once.
There is a similar effect when we begin a sentence with a pronoun subject, and put the “full” subject in the tag.
He hasn’t a chance, Fred hasn’t.
She really got on my nerves,Sylvia did.
It is possible to have reinforcement tags without verbs (subject tags).
You are living in the clouds,you lot.
They are very polite,your children
Ellipsis is possible.
Living in the clouds,you lot.
Very polite , your children.
Pronoun subject-tags are possible, but they are not very common except with reflexives(myself, himself).
Don’t think much of the party, myself.
PRACTICE
1.Put the negative or restrictive adverbs at the head of the sentence
For example: I have never heard such beautiful music.
Never have I heard such a beautiful music.
1.I had hardly finished my translation when the bell rang
2.He had no sooner opened the window than a gust of wind scattered his papers on the floor.
3.I have never seen anything like this picture.
4.He had scarcely time to finish his dinner.
5.He knew little about the conditions of life in that remote region.
2.Put the adverb at the head of the sentence.
For example: The children rushed in.
In rushed the children.
1.A bell rang, and the elevator went up to the fourteenth floor.
2.The stone fell down with a crash.
3.He rushed out.
4.The heavy trucks rolled out.
5.They went in.
6.She went off without waiting for my answer.
3.Put the adverb at the head of the sentence.
For example: The secretary is here.
Here is the secretary.
1.A brook comes now , and we have to cross it.
2.Your place is here.
3.The secretary of the commission is here.
4.Our stop comes now.
5.The post office is there.
6.I am here.
4.Put the adverbial group at the head of the sentence.
For example: A little house with a flower garden in front of it stood at the corner of the street.
At the corner of the street stood a little house with a flower garden in front of it.
1.The singing of the birds could be heard in the growing stillness.
2.A mountain river, deep and foaming yellow, rushed at the bottom of the valley.
3.The whistling of a steam engine was heard in the far distance.
4.The sound of a piano issued from one window.
5.Three cottages with cheerful red windows stood in an open place amidst the big trees.
5.Comment on the word order and explain the cases of inversion.
1.Yes here he was , without Savina, on his way to total disillusion about the biggest research development of his time.
2.Suddenly the door opened and admitted the Baron. Followed a complete and deathlike silence
3.But never, never , could he have anticipated that evening, some months after the birth of their child.
4.However, not for the word would he be different from the others.
5.So immersed was the little boy that he didn’t hear the car.
6.No sooner had they disappeared than Nicholas heard the sound of clattering footsteps.
7.Not for an instance did he believe that Nicholas spoke the truth.
8.On they went. Once Alvin let out a sharp exclamation.
9.He’d been one of those fair babies that everybody took for a girl. Silvery fair curls he had, blue eyes and a little freckle like a diamond on one side of his nose.
10.Outside, waiting at the back entrance, was a tall well-proportioned youth of 19 years old.
11. Up the staircase he went, falling down, picking himself up again, feeling no hurt.
12. Yet not for the world would he have revealed the strange inexplicable bitterness which rankled within his breast.
13. Tall and graceful she was, in a well-made dress of dark blue silk, almost the colour of her eyes.
14. Were I less attached to you, I must pretend to gloss it over. Had I slighter regard for your intelligence, I should perhaps withhold from you.
15. So it’s you that have disgraced the family.
16. So close kept she that at length almost everybody thought she had gone away.
17. A fresh wrong did these words inflict.
18. Black are the brooding clouds.
19. Out came the pocket-handkerchief again in greater force than ever.
20. Silently and patiently did the doctor bear all this.
21. Many a tear did I shed at night.
22. There stood our professor wearing a young-looking belted blouse and cheerful straw hat.
23. Not a movement was made by her, not a sound escaped her.
24. Never, indeed, would he forgive her that episode.
25. Investors go back to looking at domestic conditions. And what they find in the United States is an economy that shows few if any signs of the slowing growth that the Fed(Federal reserve) Chairman predicts is on the way.
26. What, if anything did the President bring back from Beijing? Above all, the event itself, the fact that it took place.
27. Such policies contributed to the crisis, and if left in place would harm long-term growth.
28. It may be long time, if ever, before South Korea is strong enough to face unification unaided.
29. However venal politicians may be, there is a general, if grudging, acceptance that they are always with us.
30. His greatest skill lies in enticing and reassuring those who are not enemies and who might, if handed correctly, become friends.
31. Whatever the outcome of the leadership contests on November 18, the wounds may be deep and hard to heal.
32. By virtue of longevity, if nothing else, Egypt has seen more changes than most.
33. It is the role of galvaniser and mentor to nervous new democracies that suits the secretary-general of NATO now.
34. It was at this time, that major money center banks from New York to Hong Kong accepted, perhaps unwillingly, the responsibility of recycling the world’s excess liquidity.
35. Although it was Germany which had led a financial rescue operation earlier in the year, it was, ironically, the relationship with Germany which had probably done more to undermine Turkey’s economic stability than any other single factor.
36. From a big house to our left came a blaze of light and music.
37. Great was Mr.Tulliver’s wonder.
38. She had hardly said a word since they left the harbor. Neither had he.
39. Down jumped the driver – and out got Mr.Pickwick.
40. Never had I seen a face so happy, sweet and radiant.
41. Sad and grieving was the heart of Florence, as she crept upstairs.
42. Never had he heard a voice like hers.
43. From behind the sand hills came the whisper of the sea.
44. “Here comes the coffee”, she said.
45. There was a full moon.......
46. It is the strength of the peoples that can ensure a world without war, without arms, a world of our dreams.
47. It was the failure either to coordinate these Ministries successfully, or to present an intelligent picture of their activities to the electorate, which was the chief weakness of the previous Cabinet.
48. The share of imports in Britain’s consumption of manufactured and semi-manufactured goods increased greatly over the past ten years. It was this growth which alarmed the Government and business last year when the expansion of imports had a severe effect on the balance of payment.
49. It was not until the emergence of the women’s suffrage movement in the 1840s-50s that feminist ideas reached a wider audience, in the form of so-called “first-wave feminism”.
50. It won’t be until the end of the congressional session, 10 months from now, that the United States will know what actually can be cut from the budget – and at whose expense.
51. But then it will be up to the President and the Congress to set taxes to meet public responsibilities, and not the other way around.
52. If anything, Ireland has become less fiscally attractive to foreigners over the past few years: many of the grant and tax dodges once used to seduce them have gone.
53. In the United States, critics have seized on a series of damaging espionage cases and China’s apparent attempts to influence U.S. elections as proof of continuing if amorphous, threat from the world’s most popular nation.
54. Under him, and with a strong political will to show Europe as united whatever the cost Airbus Industry operated in a unique manner, with parts being flown in from Britain, Germany and Spain to be assembled in Toulouse.
55. Whatever his reasons he has now brought the other members of NATO face to face with some very big and difficult questions about the military and political structure of Europe and its relations with the United States.
56. But whatever his long term aims, the President’s immediate intentions and motives were made relentlessly clear at his last Press conference less than three weeks ago.
UNIT XIII PRONOUNS
Substitute words for nouns or noun phrases (determiner +noun) are called pronouns. There are several different kinds of pronoun.
-personal pronouns ( I, me, he, it, us, etc...) are used instead of names or nouns when it is clear who or what is meant.
Me, her, him, us and them are not only used in direct objects. They can also be used in other ways. Who’s there? –Me.
I’m older thanher.
Note thatwe and us have two meanings. They can include or exclude the listener. Compare:
Shallwe go and have a drink? (‘we’ includes the listener)
We’re going for a drink – would you like to come with us? ( ‘we’ excludes the listener).
In very informal English us is sometimes used instead ofme.
Giveus a kiss, love.
They and themcan be used to refer to one person in certain cases.
If anybody telephones, ask them if they can call again tomorrow.
In question –tags , ‘it’ is used to refer tonothing, everything and all.
Nothing happened, did it?
Everything has now been said, hasn’t it?
It can refer to a person when we are identifying somebody ( saying who somebody is).
Who’s that? – It’s John.
A tall man stood up and shook hands. It was Captain Lawrie.
He and she can sometimes be used for animals.
Give the cat some food. He’s hungry, poor thing.
Shecan also be used for boats, cars, countries and some other things.
How much petrol does she use?
Itcan be used as an “introductory” or “preparatory” subject or object when the “real” subject or object of a sentence is an infinitive or a clause.
It’s difficult to remember all their names.
He made it clear that he didn’t want to speak to me.
It is used as an “empty” subject with no real meaning in expressions referring to time, weather and temperature.
It’s ten o’clock. It’s Monday. It rained for three days.
We also useit to introduce information about distances.
It’s three miles to the nearest garage.
It can mean “the present situation”.
It’s awful. I’ve got so much work I don’t know where to start.
Isn’tit lovely here!
- the possessives my, your, etc are used instead of genitives ( John’s, my mother’s ....) when it is unnecessary to name the “possessor”.
That’smy coat.
There’s Mary withher boyfriend.
The possessivesmine, hers, yours, etc are used instead of my, your..... + noun.
Whoseis this coat? - It’s mine.
- relative pronouns ( who, whom, whose, which, that) replace nouns and noun phrases as the subjects or objects of relative clauses.
“Relative pronouns” do two jobs at once. They are used as the subjects or objects of verbs ,like other pronouns; at the same time they join clauses together, like conjunctions. Compare:
What’s the name of the blonde girl. She just came in.
What’s the name of the blonde girl whojust came in?
In the second example ,who replaces she as the subject ofcameand also allows us to join the two sentences into one.
The most common relative pronouns arewho, whom, which , that. Who, whom are used for people, whichis used for things.
I don’t like peoplewho lose their temper easily.
Mexico City,which has a population of over 10 million is probably the fastest growing city in the world.
Whom(which refers to the object of a verb or a preposition) is rather unusual, especially in conversational English. It is generally left out, or replaced by who or that. It is almost impossible in clauses that end with a preposition. Compare:
I think you should stay faithful to the person you’re married to. (Or:... the personwho/that you are married to). Conversational style.
Do you think one should stay faithful to the person to whomone is married? (Formal style).
That can often (but not always) be used instead of whomor which and quite often instead ofwho.
The trumpet is the instrument that really excites me.
She’s the only person that understands me.
After nouns referring to times and places, when and where can be used to meanat which or in which. After the word reason,whyis used to mean for which.
Whoseis a possessive relative word.
This is Henry, whose wife works for my brother-in-law.
-interrogative pronouns who, whom, whose, what, whichtake the place of unknown subjects and objects in questions.
Who said that? What happened?
Onecan be used as a pronoun to replace or to avoid repeating a noun.
I’m looking for a flat. I’d really like one with a garden.
Can I have a melon – a nice ripeone?
There is a plural ones.
The new designs are much better than the oldones.
I’d like a pound of apples. – which ones? – The redones.
Articles can be used before one(s)(e.g. A green one, the one....) Note that the articleA/an is not used with oneif there is no adjective. Compare:
I’d like a big one with cream on.
I’d likeone with cream on.
One can replace a countable noun. It is not possible to use one instead of words like milk, sugar, energy, happiness. Instead of one to replace the uncountable nouns we repeat the noun. Sometimes it can be left out:
Don’t get artificial silk- we must have real silk.
If you haven’t got fresh milk I’ll take some tinned.
One(s)can be left out after superlatives and after this, that , these, those ; also after either, neitherand other determiners used as pronouns.
I think my dog’s the fastest (one).
Which onewould you like? – That (one).
Either (one) will suit me.
Ones is not usually used afterboth. In American Englishones is not used after these orthose ( and this is unusual in British English).
Would you like the red one or the blue one? –Both.
I don’t think much of these. (GB.... these ones is possible).
After numbers onesis only used if there is an adjective. Compare:
I caughtnine. I caught nine big ones.
- demonstrative wordscan be used as pronouns, with no following noun.
Can I look at that? Listen to this.
There is an important difference betweenthisand that. This is used for people and things which are physically close to the speaker, and for situations that one is in at the moment of speaking.
That is used for people, things and situations which are more distant (in space or time).This is related to here; that is related to there.
Sometimes I wonder what I’m doing inthis country.
This is really delicious – how do you make it?
Have you heard from that Scottish boy you used to go out with?
Thatsmells nice – is it for lunch?
Thatis used to talk about finished actions, situations, etc. This is used to talk about things that are going to happen. Compare: That was nice. This will be interesting. Who said that? Listen tothis.
On the telephone , British people use thisto introduce themselves, and that to ask who the other person is.
Hello, thisis Elisabeth. Is that Ruth?
Americans use this in both cases.
Who is thisspeaking?
Note the special use ofthis (with no demonstrative meaning) in conversational story-telling.
There was this Scotsman, you see. And he wanted.....
PRACTICE
1.Fill the gaps in the following sentences by using either what or which.
1.He didn’t believe ..... I said .... annoyed me very much.
2.In detective stories the murderer is always caught...... doesn’t happen in real life.
3.He wasn’t surprised at .... he saw because I told him .... to expect.
4.In hospitals they wake patients at 6 a.m. ... is much too early.
5.There was no directory in the first telephone box..... meant that I had to go to another one.
6.I did ..... I could....wasn’t much.
7. The clock struck thirteen....made everyone laugh.
8. I am sure ....you say true.
9. We traveled second class .....is cheaper than first class but more crowded.
10. He didn’t know the language ....made it difficult for him to get a job.
11. People whose names begin with “A” always get taken first .... is the most unfair.
12. He played the violin all night ....annoyed the neighbors.
13. When the mechanic opened the bonnet he saw at once .....was wrong with the car.
14. I didn’t buy anything because I didn’t see ....I wanted.
15. They sang as they marched....helped them to forget how tired they were.
16. He was very rude to the customs officer ....of course made things worse.
17. Show me ....you’ve got in your hand.
18. Tell me ....you want to do.
19. All the roads were blocked by snow ....meant that help could not reach us till the following spring.
20. She expected to clean the house in half an hour .....is impossible.
2.Point out all the pronouns, state the class to which they belong and give their general characteristics.
1.I shook him warmly by the hand.
2.Is anything the matter?
4. The young ones were growing up – were almost white.
5. Our are low islands you know , not like these.
6. No dog was to be seen.
7. The boat floated into the wharf to which it belonged.
8. None of them quite knew what she meant.
9. Mother told their little ones to listen.
10. I will tell you everything there.
11. His manner was that of a man whose mind is made up.
12. Her face was close to the window pane.
13. But then Sondra herself entered.
14. What a medley of opinions.
15. He didn’t wish to have any conversation with her.
16. They walked on for some time.
17. The other evening I found a photo of myself taken shortly after I came to live at Warley.
18. I was examined about what I knew.
19. She told me what had happened.
20. very soon one of the ladies returned – I couldn’t tell which.
3.Insert in each blank the form of pronoun which you consider correct ( I-me; we-us; ...)
1.It was Thomas and .....whom you met.
3.It was ..... who helped me most.
4.What were you and .... studying?
5.They invited you and .... to the party.
6.The book was intended for you and..... .
7.He said that you and ....might be excused from our lessons.
8.This change will make no difference to either ....or... . Neither ....no.... is able to go.
9.It makes no difference to either John or.... .
10.Very few could do it faster than ... .
4.Insert in each blank the appropriate pronoun (he ,she, him, her, his, her, it, its, they, them)
1. Let each of the girls take .....own place.
3. Either Charles or Henry will lend you .......pencil.
4. You were more successful than.... .
5. Neither of them wore.....uniform.
6. If any one inquires about me, tell .... that I am well.
7. Each of the students took....share in the work.
8. We are stronger in mathematics than.... .
9. I would go if I were..... .
10. Will either of you, girls, lend me...... pencil?
11. Each pupil was asked to name.... favourite author.
12. Someone has evidently been here in our absence, for.... has left the door open.
5.Copy the following sentences choosing the correct pronoun.
1. How (much, many) pages have you translated?
4. She made (little, few) mistakes in her last dictation.
5. There are (much, many) high mountains in the Caucasus.
6. Who has (less, fewer) mistakes John or Peter?
7. There is (little, few) ink in the inkpot.
8. We have received (much, many) valuable information.
9. (much, many) planes passed over there.
10. There is (little, few) water in this well.
11. There was (much, many) fruit last year.
6. Insert in each blank the necessary interrogative or demonstrative pronoun.
1.....hat is mine.
12. With ..... did you go there?
13. I prefer....to..... .
14. The air of hills is cooler than ....of lowlands.
15. .....is he? He is a doctor.
16. ......do you want me to do with.... article?
17. ......put you.....question?
18. The ceiling of my room is higher than .....of yours.
19. About..... are you talking?
20. .....of them is most like yours?
21. ....did you say this parcel for?
22. ......did you give the letter to?
7. Insert the appropriate “self-pronoun” and point out in each instance whether it is reflexive or emphatic.
1.He had injured..... .
3. I.... have not been there for more than five years.
4. What do you suggest .....?
5. The pupils ..... decorated the hall with flowers and garlands.
6. During the breaks the children amuse ..... in the playground.
7. John ......wrote and posted the letter.
8. We protect .... from rain with an umbrella.
9. I..... was to blame.
10. He did it ..... .
11. You said so .... .
12. He settled ..... as comfortably as he could.
13. He used to be shy when he was a child, but in the army he proved ..... a real hero.
8. Comment on the use of the pronoun “that”(Those) and translate the sentences.
1. The impression conveyed by his mouth and chin was that of a delicate and highly sensitive nature
2. His temperament was that of a poet.
3. The figure was that of a middle-aged man.
4. His face was that of a comic actor, a singer of songs, a man never at a loss for an answer.
5. Burlop’s reaction was unexpectedly different from that of others.
6. A low wall divided the court yard from that of the next house.
7. I found that I was crossing the bridge over the Regent’s Park canal, which runs parallel with that in the Zoological Gardens.
8. The child meekly raised his eyes, and encountered those of a Forsyte.
9. Define the meaning and function of the pronoun “one”.
1. White’s examination was the last one.
2. His mother was a poor peasant woman, too poor even to think of such a thing as buying skates for her little ones.
3. One can’t help being nice to Larry.
4. Elliot called me up one morning.
5. And then he came to a great hole. One crawled through locked briars and branches......
6. He came down than, his face compressed like that of one bearing pain.
7. I never spend more than one hour in the gallery. That is as long as one’s power of appreciation permits.
8. In truth it was a crisis and a great one.
9. The little ones toddled after their mother ( the duck) who led them quickly to cross the opening.
10. You know where the cake is – that new one?
11. And the second point was the one for us to give our minds to.
12. I saw at a glance that the last two months had been very trying ones for him.
UNIT XIV PREPOSITIONS
Prepositions show relationships in time and space between ideas (logical relationships). Many words that can be used as prepositions can also be used as adverbs, but not all of them can. A preposition in a prepositional phrase is always followed by a noun, a pronoun, or another word that can replace a noun, such as an–ing form (gerund). Always use an object form of a personal pronoun after a preposition.
Robert put the book on the table.(noun)
Robert went with Carol.
Robert went with her.
With practice Priscilla learned to ski.
With training(gerund) the dog learned to obey.