1.1.

 DEFINITION OF THE SENTENCE.

CLASSIFICATION OF THE SENTENCES ACCORDING
TO THE PURPOSE OF UTTEREЁNCES.
EXERCISES

Syntax is a part of grammar which deals with combinability of words

on the one hand and with phrases and sentences on the other.
Definition of the sentence
The sentence is the smallest unit of communication, as we convey our
thoughts with the help of sentences. The sentence is the only language unit which
is capable of expressing a message containing some kind of information about
situations of objective reality. With the help of a sentence one can make a
statement, a command (request) or ask a question for obtaining some information.
Predication and some other features of sentence
The most important property of the sentence is predication and modality.
Modality is relation of the content of the utterance to reality as viewed and stated
by the speaker. There exist the so-called objective modality and subjective
modality.
The objective modality is subdivided into the modality of reality/irreality,
modality of duty (must); possibility (may, possibly, probably, etc.,); ability (can),
etc. Modality of reality/irreality is generally expressed by moods. The subjective
(emotional) modality is expressed by such modal words as "fortunately",
"unfortunately", "hopefully", etc. and shows the speaker's emotional attitude to the
information contained in the utterance.
The predicate of most sentences is expressed by a finite form of the verb,
though occasionally an infinitive or even a participle verb-form may serve as the
predicate: 1. A gentleman to strike a lady?! (Never!); 2. To run away!; 3. And then
Clyde unexpectedly appearing at the evening party, and Sondra with him
(= suddenly appeared). (Th. Dreiser)
 CLASSIFICATIONS OF SENTENCES

There are many structural characteristics that potentially may be chosen to

form a structural classification. Thus, one may distinguish one- and two-member
sentences, complete and incomplete sentences, verbal and nominal sentences.
These and other classifications describe objective language reality and each of
them is equally valid and rightful.
According to another structural classification, sentences are divided into
simple and composite: a simple sentence contains only one predication, whereas a
composite sentence consists of two (or more) predications.
Sentences proper are information of something, they have (with the ex-
ception of nominal sentences) the subject and the predicate and differ from each
other only when the way of their correlation with reality is concerned (in the
examples, it is different representations of Sally's singing).
Quasi-sentences do not contain a message and have no subject-predicate
foundation. These are either forms of address (vocatives) or interjectional
sentences expressing emotions or, finally, unchangeable formula-like sentences
that serve to establish or to terminate verbal contact.
Let us discuss each of the two groups in more detail.
Among sentences proper, declarative and interrogative sentences may be
united into a certain subgroup, since they both organize information exchange:
interrogative sentences inquire, while declarative sentences provide information.
The two other types of sentences (optative and imperative) have in
common the speaker's attitude to a certain event. The difference between them lies
in that the optative sentence expresses unrealized volition, whereas the imperative
sentence is aimed to induce the hearer to perform an action.
The relation between declarative and interrogative sentences is more
complicated than the comments above may suggest. The interrogative sentence is
not a mere question but it usually delivers certain affirmative information. Thus,
the sentence Why did you do that? conveys the message You did that. Informative
content of declarative sentences, on the other hand, may vary. For example, the
declarative sentence as an answer to the question may replicate its affirmative part.
As a result, the declarative sentence does not contain any new information: Was he
at home? – Yes, he was at home.
Optative and imperative sentences contain different verb forms: If he had
confessed, he would have been released on bail. Don't speak so loudly!
In grammars, the list of sentence types, distinguished on the basis of purpose
of utterance, usually contains only declarative, interrogative and imperative
sentences. The examples given above suggest that, firstly, this classification is
incomplete. Secondly, this classification appears structural, since inducement may
be expressed by declarative and interrogative sentences as well (e.g. Can you tell
me the way to the post office please?) and still they are not treated as imperative
sentences.
Each of the sentence types is characterized by specific peculiarities: word
order, interrogative pronoun, verb forms, etc. One of the important differentiating
means seems to be intonation. Thus, modifying intonation, one may transform a
declarative sentence into an interrogative one: You are not kidding?

The structural aspect of the sentence

All sentences may be classified as to the purpose of utterance and according
to their structure.
According to the purpose of the utterance the following four types of
sentences are distinguished – declarative, interrogative, imperative and
exclamatory.
A declarative sentence states a fact in the affirmative or negative form. In a
declarative sentence the subject commonly precedes the predicate. IN Modern
English (unlike Modern Ukrainian) the predicate usually may have only one
negation: I have never seen anybody in this desolate place. – Я нікого не бачив у
цьому місці.
 An interrogative sentence usually contains a question or request. It is
commonly formed by means of inversion, i.e. by placing the predicate or part of it
before the subject, though in the so-called indirect questions the word order is
direct. E.g. .Is he still asleep? (a direct question). I don't know if he is still asleep
(the subordinate clause is an indirect general question). I don't know why she is
still asleep (the subordinate question is an indirect special question).
Grammatical meaning and form of interrogative sentences as well as their
pragmatic characteristics may vary. Therefore, one may say that interrogative
sentences are distinguished only on the ground of the most general formal and
semantic properties. The essential formal properties are specific interrogative
intonation, inverted word order, interrogative pronouns each of which is distributed
differently in different types of interrogative sentences. As to their content,
interrogative sentences are characterized by the idea of an informational lacuna
expressed structurally: Where is the book? The formal properties mentioned above
may occur in various combinations: cf. How long have you been waiting?
(inversion, interrogative verb form, interrogative pronoun); What is it? (inversion,
interrogative pronoun); Why not? (interrogative pronoun); You don't like my
cooking, do you? (tag question attached); Can you do me a favour? (intonation,
inversion, etc.).
Interrogative intonation is here the main means. It is interrogative intonation
that may neutralize structural properties of a declarative sentence transforming any
of its parts into an interrogative sentence: cf. You are sure about it?
Diversity of interrogative sentences gives rise to a variety of their clas-
sifications.
There exist the following types of questions:
a) general questions (or "Yes/No"- questions).
They are questions to the predicate of the sentence and require the answer
"Yes" or "No" (or "I don't know"). They are usually pronounced with the rising
tone. In colloquial English such questions may be incomplete and even reduced to
one word only: e.g. 1. Ready? (– Are you ready?). 2. Lunch? Why not?
 The general question is formally characterized by absence of pronominal
interrogative words and specific interrogative intonation. It is rather difficult to
characterize the general question from the point of view of its content. In
comparison with declarative sentences, the general question seems to be an inquiry
about the trustworthiness of the new information conveyed in the utterance. Thus,
the general question to the statement She typed a report will be Did she type a
report? If the rheme of the statement is a report, the question will be Did she type
a 'report? If, however, the rheme of the statement is she, then the stress will be
placed on a different word Did 'she type a report?, i.e. the latter variant means
Was it her who typed a report?
This interpretation of the general question is, however, rather narrow, since,
firstly, some general questions are not immediately connected with the preceding
statement. Thus, the general question may concern a sequence following the
statement: "I have been working non-stop this week." – "Aren't you going out
tonight?" – 'No, I'm staying at home to relax." Secondly, the general question may
have no connection whatsoever with any preceding statements. Consider, for
example, the sentence starting off the conversation: May I ask you a question?
The general question may be characterized as a question to predication, i.e. it
contains an inquiry about the connection between the subject and the quality
predicated to this subject. The answer to the general question either supports or
refutes this connection and therefore may be reduced to the affirmative word yes or
the negative word no. Modal words (certainly, maybe, perhaps, of course),
frequently occurring in answers to general questions, prove that the general
question is an inquiry about predication.
b) special (pronominal) questions (or wh-questions).
They are questions to the subject or secondary parts of the sentence which
require a concrete answer (or the answer "I don't know") and are usually
pronounced with the falling intonation.
Special questions open with special pronominal, pro-adjectival or pro-
adverbial interrogative words (or word-combinations) followed by a general
question. Such words are also called wh-words. The main function of special
questions is to get more exact information about some action or phenomenon
known to the speaker and the listener: e.g. What would you like to eat? (What is a
pronominal wh-word). Where do you live? (Where is a pro-adverbial wh-word).
What kind of books do you prefer? (What is a pro-adjectival wh-word). At what
time does Tom go to sleep? (At what time is an interrogative pro-adverbial word
combination).
How much, how many, how long, for whose sake, etc. are also interrogative
pro-adverbial and pro-adjectival word combinations.
Note. When a special interrogative word (or word combination) is at the
same time the subject of a special question or an attribute to the subject the order
of words is direct (like in declarative sentences, i.e. no inversion is used): e.g. 1.
Who came first? – John did. 2. Whose pen is lying on the table?
Special questions (unless these are interrogative sentences that repeat the
negative form of the preceding declarative sentence in a dialogue: I don't know. –
What don't you know?) may not be negative. Such sentences as What haven't you
read? What exactly don't you mean? may hardly occur in communication.
The special question contains an inquiry about information of a definite
type: Where are you going? – Back home. The required information does not
concern predication – it refers to its lexico-semantic content. Since lexi-co-
semantic content is very diverse, signals requiring information should be diverse as
well. As a result, the function of the signals is performed by interrogative pronouns
such as what, which, when, how, whose, etc., that usually occur in the initial
position in the sentence. Therefore, the distinguishing feature of special questions
is interrogative pronouns. It is not surprising that special questions are sometimes
referred to as pronominal (whereas general questions are called non-pronominal).
c) disjunctive questions (or "tag-questions").
A disjunctive question is a short "yes/no" (i.e., general) question added to a
statement (affirmative or negative). Usually, if the statement is affirmative the tag
should be negative and vice versa.
 E.g. 1. You know this man, don't you? 2. You don't know this man, do you?
The statement and the tag are commonly separated by a pause in speaking
and by a comma in writing. The first part of disjunctive questions is usually spoken
with a falling intonation while the interrogative tag is pronounced with a rising
intonation.
Such questions correspond to the Ukrainian questions like Чи не так? Чи
не правда?
The tag is usually added to a statement for confirmation but sometimes the
speaker actually already knows the answer; in such cases he uses the falling tone in
the tag. which makes the whole sentence sound like a statement: e.g. You are a
reasonable man, aren't you? Then why should you ask such foolish questions?
In such sentences the question mark may be even replaced by a full stop.
A less frequently used type of tag-questions is the type with both parts
positive or negative: e.g. 1. He's made a messenger of you, has he? (Wallace). 2.
You didn't know about it, didn't you? This type of sentence patterns with a tag
question is used when the speaker comes to a conclusion concerning some event.
d)interrogative-negative questions
They look like general questions but should obligatorily contain the negative
particle not and are characterized by a pronounced emotional tinge of surprise and
even indignation: e.g. 1. Haven't you done your work yet? (= Have you not done
your work yet?) 2. Didn't you help him out at the moment? (= Did you not help
him out at the moment?). Such sentences correspond to the Ukrainian sentences
like Хіба ...не? Невже не? (Невже ти не допоміг йому у цю мить?).
Negative-interrogative sentences (general questions) should be discussed
with particular attention. Affirmative interrogative sentences differ from negative
interrogative ones not only because the latter contain negation. Negative-
interrogative sentences imply that the speaker assumes the situation in question
highly likely to take place. The answer 'No" to such a question contradicts the
speaker's expectations. Thus, Didn't she leave a message? unlike the question Did
she leave a message? – is not just an inquiry but an implication that the speaker
assumes that she did leave a message. The question without negation does not
convey these implications.
Note: Some grammarians also distinguish the so-called "alternative
questions", which are in fact, homogeneous general questions, the second of them
being incomplete (elliptical): Do you live in Kyiv or in the Hague? (= Do you live
in Kyiv or do you live in the Hague?).
e) rhetorical questions
Both general and special questions (pronominal, wh-questions) may serve as
rhetorical questions. A rhetorical question contains a statement disguised as a
question; it doesn't ask for any new information. It is always emotionally coloured.
Besides it is employed to attract the listener's attention. Rhetorical questions are
used in emotional speech, especially in oratory and poetry, digressions: e.g. 1. To
me what is wealth? – It may pass in an hour (Byron). 2. Do I know you?! – Of
course, I do.
f) suggestive (declarative) questions
These are questions preserving the word order of statements but serving as
general questions owing to the rising tone in speaking and a question mark in
writing: You really want to go? – Do you really want to go?
They are often used for the sake of confirmation, the use of indefinite
pronouns has a positive orientation: e.g. You have something to tell me? – Just a
few words. (We are not supposed to say You have anything to tall we?)
Suggestive questions are useful and convenient as leading echo-questions to
get exact information (in the course of criminal interrogations, etc.): e.g. You mean
to say that you have an alibi? (So, you claim an alibi?).

Imperative sentences serve to induce a person to do something, thus

expressing a command, order, request, invitation, etc. Commands are naturally
characterized by the falling tone, while polite requests and invitations are
characterized by a polite rising tone: Come here! Let him go! (Cf. Open the door,
please).
 Inducement may be also expressed with the help of interrogative sentences
with or without the word please: e.g. Will (would) you help me, (please)? (but:
Will you stop prompting?!- a strict command). Also: Stop prompting, will you?
The imperative mood forms are constructed with the help of the indefinite
infinitive form without the particle to (for the second person singular and plural) or
with the help of the verb let the imperative mood followed by a complex object
with an infinitive (for the third and the first persons): Go! (Don't go!); Let him
(them, us, John, the boy, etc.) go!; Don't let them go!
Though the pronoun you usually only implied, sometimes it may be
expressed (when the speaker wants to render contrast or some negative emotion):
e.g. You go first and I’ll wait a little (contrast). You come here! (irritation, threat).
Just you wait (threat).
Note: Commands an often expressed without an imperative verb: e.g.
1. Silence! 2. No smoking! 3. Hush! 4. Off with you! Polite requests may be also
expressed in a similar way: e.g. 1. Water, please! 2. Careful, please! 3. Gently,
darling!
An exclamatory sentence expresses emphatically some kind of emotion or
feeling. It often opens with the words What or How, it is usually declarative in
form, i.e., no inversion is observed. Exclamatory sentences are generally spoken
with a falling intonation: e.g. 1. What fine weather we are having today! 2. How
long you have been coming here! 3. What a fool you are!
Exclamatory sentences may be elliptical (incomplete): e.g. 1. How very
unusual! 2. (How) beautiful! 3. What a terrible noise! 4. How kind of you (to let
me in)! 5. What a situation! 6. The idea of it!
As one will have noticed from the examples, exclamatory sentences can be
reduced to the word or phrase immediately following the exclamatory signals
What or How. Sometimes even the exclamatory signals are not obligatory: e.g.
Beautiful! (=How beautiful!).
It should be borne in mind that each of the communicative types of the
sentence, besides performing its main communicative function, may be emotional,
that is serve as an exclamation, though structurally they are not exclamatory
sentences: 1. We surrender (an emotionally neutral statement). 2. We surrender?!
(an emotional statement with implied emphatic negation).
There also exist other ways of expressing exclamations, for instance:
Exclamation in the form of a question (e.g. Isn't it funny! (=How funny it
is!).
Exclamations in the form of pseudo- subordinate (the so-called
"emancipated") clauses introduced by the conjunctions if or that.(e.g. (Oh) If I
were young again! That a boy should speak in council (J. London) – Та щоб
дитина виступала!)
One-member sentences conveying signals of alarm, such as Fire! Alarm!
Bandits!
Highly emotional nominal or infinitival one-member sentences either
followed by a clause or not: e.g. 1. The idea that they should have behaved like
that! 2. To think that all this should have happened! (But: The idea of it!).
According to their structure sentences may be classified into simple (two-
member and one-member, complete and elliptical, extended and unextended);
composite (compound and complex, syndetic and asyndetic, etc). There also exist
the so-called complicated sentences intermediate between simple and composite
sentences. To them belong all the sentences with predicative constructions
(complexes), such as the Objective-with-the-Infinitive construction, the For-
phrase, etc. Sentences containing the so-called dependent appendixes are also
referred to the complicated simple sentences. E.g.: Sam is not so clever as Alice. 2.
Denis tried to escape but in vain.
One shouldn't confuse elliptical sentences with one-member sentences.
Elliptical sentences are considered to be colloquial variants of the corresponding
two-member sentences, because any missing part can be restored (retraced) from
the speech situation, (Where is Tom? – Here), while no missing component of a
one-member sentence can be retraced. E.g.: 1. Dusk, of a summer night
(T. Dreiser). 2. To run! 3. Fire! (but: A gentleman to strike a lady?! (a two-member
infinitival sentence because it has both a subject and a predicate).
It should be kept in mind that one-member sentences may be both un-
extended and extended. 1. To run! (an unextended infinitival one-member
sentence). 2. Dusk. (an unextended nominative one-member sentence). 3. Don't tell
her about it. 4. And what if he had seen her? 5. Strange, how different she had
become! 6. No people, whom I knew. Sentences 3, 4, 5, 6 are extended one-member
sentences, besides, sentences 4, 5, 6 are complex sentences with one-member main
clauses. The following sentences are also considered to be one-member sentences.
1. Why not go there? 2. Why go there now? 3. Even you, Brutus?!
There also exist the so-called non-sentence utterances (quasi-sentences), to
which belong:
1)  Vocatives (e.g. George!).
2)  Yes/ No utterances (e.g. Are you reading? – Yes).
3)  Interjections (e.g. Look here! Dear me! Well, I never!).
4)  Different conversational formulae (e.g. Good morning! Good bye!
Thanks!). The formulae do not express any thoughts but serve only to establish or
sever contacts between the speakers.
Ordinary sentences narrate something (or state facts), or contain a question
(ask for some information), or induce the addressee to do something. They are
characterized by a subject-predicate base, describe a situation of the objective
reality and differ by the mode of correlation of their content with reality, while
quasi-sentences do not contain any new information or ask for information and
they have no subject-predicate base. They are merely sentences-addresses or
salutation sentences (vocatives), or exclamatory sentences used only to express
emotions, or, at last, formula-like sentences for metacommunication purposes used
for establishing or severing speech communication (speech contact): Hallo!....
Good-bye! Quasi-sentences are given the status of sentences only because in the
flow of speech they can occupy the position of an ordinary sentence and possess an
intonational pattern but they are deprived of any nominative force and can be
characterized only by the implicit content of qualitative evaluation. For instance,
the word "John" depending on the situation may express different emotional shades
(reproach, admonition, admiration, praise, etc.). But such content depends only
upon the context and intonation, i.e., it is grammatically irrelevant.
Due to the high level of conventionality and absence of any nominative
content quasi-sentences can be easily substituted for (replaced by) extralinguistic
(or, rather, paralinguistic) signs (signals). For instance, instead of calling "John!"
we can attract his attention by a gesture, by a cough or tapping on the table, etc. In
conclusion it must be noted that quasi-sentences are utterances (on the level of
speech) but they are not sentences on the level of language system. We hold it that
some interjections belong here.
 EXERCISES

Exercise 1. Define the kinds of sentences according to the purpose of

the utterance.
Laura was terribly nervous. Tossing the velvet ribbon over her shoulder, she
said to a woman standing by, "Is this Mrs. Scott's house?" and the woman, smiling
queerly, said, "It is, my lass." Oh, to be away from this! She actually said, "Help
me God!" as she walked up the tiny path and knocked. To be away from these
staring eyes, or to be covered up in anything, one of those women's shawls even!
I'll just leave the basket and go, she decided. I shan't even wait for it to be emptied.
Then the door opened. A little woman in black showed in the gloom.
Laura said, "Are you Mrs. Scott?" But to her horror the woman answered,
"Walk in, please, miss," arid she was shut in the passage. "No," said Laura, "I don't
want to come in. I only want to leave this basket."
The little woman in the gloomy passage seemed not to hear her. "Step this
way, please, miss," she said in an oily voice, and Laura followed her. (Mansfield)

Exercise 2. Point out two-member sentences (say whether they are

complete or elliptical) and one-member sentences.
1. He stared amazed at the calmness of her answer. (Galsworthy) 2. We must
go to meet the bus. Wouldn't do to miss it. (Cronin) 3. Obedient little trees,
fulfilling their duty. (Kahler) 4. Lucretius knew very little about what was going
on in the world. Lived like a mole in a burrow. Lived on his own fat like a bearin
winter. (Douglas) 5. He wants to write a play for me. One act. One man. Decides
to commit suicide. (Mansfield) 6. A beautiful day, quite warm. (Galsworthy) 7.
"What do you want?" "Bandages, stuff for wounded." (Heym) 8. "How did he
look?" "Grey but otherwise much the same." "And the daughter?" "Pretty."
(Galsworthy) 9. And then the silence and the beauty of this camp at night. The
stars. The mystic shadow water. The wonder and glory of all this. (Dreiser) 10.
"I'll see nobody for half an hour, Macey," said the boss. "Understand? Nobody at
all." (Mansfield) 11. "Mother, a man's been killed." "Not in the garden?"
interrupted her mother. (Mansfield) 12. Garden at the Manor House. A flight of
grey stone steps leads up to the house. The garden, an old-fashioned one, full of
roses. Time of year, July. Basket chairs, and a table covered with books, are set
under a large yewtree. (Wilde)

Exercise 3. Define the type of questions

1. "Who is he?" I said. "And why does he sit always alone, with his back to
us too?" (Mansfield) 2. "Did she have a chill?" he asked, his eyes upon the floor.
(Cronin) 3. You have Mr. Eden's address, haven't you, Mr. Ends? (London) 4. Is
literature less human than the architecture and sculpture of Egypt? (London) 5. We
shall be having some sort of celebration for the bride, shan't we, Mr. Crawley? (Du
Maurier) 6. "Can I see the manager?" I said, and added politely, "alone."
(Leacock) 7. When had the carriage been back from taking Miss June to the
station? (Galsworthy) 8. What is the meaning of that? She is going to live in the
house, isn't she? (Galsworthy) 9. He couldn't understand what Irene found wrong
with him: it was not as if he drank. Did he run into debt, or gamble or swear?
(Galsworthy) 10. Were you talking about the house? I haven't seen it yet, you
know. Shall we all go on Sunday? (Galsworthy) 11. Don't you realize it's quite
against the rules to have him. (Cronin) 12. How will you carry the bill into effect?
Can you commit a whole country to their own prisons? (Byron)

Exercise 4. Make up an alternative question out of each of the given

pairs of statements
1. These decisions were based on ignorance. These decisions were based on
competence. 2. This satellite can be seen with a naked eye. This satellite can't be
seen with a naked eye. 3. The liner will take off in half an hour. The liner will be
taking of; in a few moments. 4. She felt quite secure. She felt somewhat insecure.
5. Anybody can say so. Nobody can say so. 6. Those people desire possessions.
Those people desire the well-being of others. 7. The truth is always beautiful. The
truth may sometimes be very ugly. 8. They drove back with the car radio playing.
They drove back with the car radio turned off. 9. The nurse tucked in her blanket
and fetched her a hot-wa ter bottle. The nurse passed by without paying attention to
her. 10. The information came from the Colonial Office files. The information
came from the Ministry of Defence.
Exercise 5. Make up questions of various kinds to suit the following
answers
1. Well, it depends. 2. It's hard to say. 3. Not me. 4. Sure I will. 5. Wise of
him. 6. So do I. 7. Next door. 8. Not in the least. 9. Nothing of the kind. 10. You
may take my word for it. 11. Some other time. 12. Why not? 13. What nonsense
14. I think I do. 15. Hardly so. 16. Of course not. 17. Who else could it be! 18.
None. 19. Neither of them. 20. Not yet. 21. By all means. 22. I believe you are
right. 23. Yes, I think so. 24. That's too bad. 25. Why should he? 26. More or less.

Exercise 6. Translate into English, define the types of questions.

1. Хто знає це слово? 2. Хіба це тобі не цікаво? З.Чи знаєте ви що-
небудь про цей інцидент? 4. Чи не міг би ти бути більш ввічливим? 5. Хіба
вам не треба знати це? 6. Скільки учнів присутні сьогодні? 7. Том працює не
зовсім старанно, чи не так? 8. Чиї то діти граються у дворі? 9. Хто прийшов у
школу першим сьогодні? 10. Чия то книжка була знайдена у класі позавчора?
11. Що то лежить під столом? 12. Ти працюєш наполегливо, чи не так? 13.
Чий олівець лежить під столом? 14. Хіба ревуть воли як ясла повні? 15. Хіба
у вашій бібліотеці немає французських книжок? 16. Хто зробив таку
помилку? 17. Ти там працюєш, де твій брат? 18. Він уже виконав домашнє
завдання чи ні?
Exercise 7. Translate into English paying attention to interrogative
sentences
1. Який письменник вам більше подобається – Діккенс або Теккерей ? –
Я віддаю перевагу Теккерею. 2. Значить, Маша зовсім не любить музику? Не
може бути! – Уяви собі, це так! 3. Невже ця непоказна брошка така дорога? –
Ви знаходите її непоказною? 4. Коли можна поговорить з директором? – У
понеділок з години до трьох. 5. Чому вони ще не пішли? – Вони хочуть ще
про щось запитати . 6. Коли приїжджає Семен? – Здається, завтра вранці. 7.
Він уже повнолітній? – По-моєму, так. 8. Чи буде продовження? – Звичайно,
буде. 9. Федір Петрович не робить доповідь на конференції. – Чи не робить?
Ви впевнені? 10. Скільки часу ще триватимуть збори? – Думаю, півгодини,
не більше. 11. Чому годинник не працює? – Напевно виснажилися батарейки.
Давай, я заміню їх. 12. Чув? Тільки що ми запустили нову космічну
лабораторію. – Здорово! 13. Чому Гриша такий сумний сьогодні? – Він
здається тобі сумним? 14. Куди ти поклала словник? – Він під граматикою.
15. Коли вже нарешті ти будеш готова ? Ми запізнюємося . 18. Невже ти ще
не зрозумів ? – Чого не зрозумів? 19. Скільки разів я повинна повторювати
тобі, що не можна їсти цукерки до сніданку? – Більше не буду. 20. Скільки
грошей тобі потрібно? – Тисяч п'ятдесят, думаю, вистачить.
Exercise 8. Translate into English paying attention to sentence
structures of various communicative purposes
1. Як мені побачити його ? 2 . Ви розібралися в цій справі 3. Ні, не
там . 4. Яка чудова ніч! 5. Не можу повірити! 6 . Як граціозно вона танцює!
7. Ах, якби це було так ! 8. Як тут душно! 9. Який маленький рояль! 10. Але
це зовсім не її почерк! 11. Вас хтось запитує внизу. 12. Знову сигарети!
13. Чому б нам не сходити завтра в кіно? 14. Не треба більше кави, спасибі.
15. Чому не запросити їх до зали? 16. Як переконливо ви говорили 17.
Подумати тільки, Мишко вже став лікарем! 18. Нарешті її щічки порожевіли!
19. Яке полегшення! 20. Ви прийшли за квитком, чи не так? 21. Не розумію,
повторіть, будь ласка.