- •Им.М.В.Ломоносова
- •1. English phonetics and phonology Lecture
- •Explain the difference in pronunciation of words in the following series:
- •2. Divide the following words into three groups according to the accentual patterns: one primary stress, secondary stress plus primary stress, two primary stresses:
- •3. Describe the prosody of the following text using its punctuation as the starting point.
- •2. Lexicology. Lexical morphology Lecture
- •Seminar
- •Subject the following words to morphological analysis (make sure you know the meaning of the words and can give their Russian equivalents):
- •Use productive suffixes and prefixes to form derivatives from the following words:
- •3. Polysemy and homonymy Lecture
- •Seminar Topics for Presentations
- •Test Questions
- •4. Synonymy and paronymy Lecture
- •Seminar
- •From the following sentences write out cases of synonymic condensation. Look up the words - components of synonymic condensation in a dictionary and comment on their semantics.
- •Show that the following sequences demonstrate a certain semantic affinity:
- •Analyse the following ideographic synonyms. Consult a dictionary Give examples of your own:
- •Explain how paronymic attraction is manifested in the following sentences:
- •5. Phraseology Lecture
- •1. Match the underlined verbs and phrases with the phrasal verbs on the right. Which of the phrasal verbs are more ‘natural’ than the verbs they replace?
- •2. Think of the Russian equivalents of the following proverbs (as many as possible):
- •Recommended Literature
- •6. Terms and terminology Lecture
- •Seminar Topics for Presentations
- •Consult a general purpose dictionary and a terminological one and compare the definitions of:
- •Discuss the following metalinguistic expressions in terms of colligation and collocation:
- •Make a list of terminological word-combinations from your course of “Business English”. Prove that they are terms.
- •7. Monolingual learner’s dictionaries of english Lecture
- •Seminar Topics for Presentations
- •Test Questions
- •1. What are the postulates of learner’s lexicography?
- •Phrasal verb
- •Compounds and Idioms
- •Countable and Uncountable nouns.
- •Recommended literature
- •8. Bilingual lexicography Lecture
- •Common and different features of monolingual and bilingual lexicography.
- •Constraints imposed on reversibility of certain thematic groups in bilingual dictionaries. Phraseology. Morphology. Cultural connotation. Etymology.
- •Seminar
- •Теst Questions.
- •Written tasks.
- •1.Collocations.
- •2. Idioms
- •9. Terminological lexicography Lecture
- •Seminar
- •Study the following passage. Economic Growth
- •10. Grammatical morphology (Categorization) Lecture
- •Seminar
- •2. The postulates of categorization. Test Questions
- •Written tasks.
- •Recommended literature.
- •11. Grammatical morphology (Parts of Speech Classification) Lecture
- •Seminar
- •Why are some parts of speech called morphologically “under-determined” whereas others – “over-determined”? Give examples.
- •Written tasks.
- •1. Read an extract from o. Wild’s “The Picture of Dorian Grey” and comment on the grammatical status of “- ing “ forms in the text.
- •Explain the use of Tense forms in the following extract аnd its Russian translation:
- •Recommended literature.
- •12. Minor syntax Lecture
- •Seminar
- •Test Questions
- •Comment on the following examples in terms of the opposition of syntax and syntagmatics:
- •In the following texts compare and contrast the word-combinations with their Russian equivalents in order to reveal their collocational peculiarities.
- •In the following text look up word-combinations in a monolingual dictionary. Explain why some of them are not registered by dictionaries.
- •13. Major syntax (Static and Dynamic Levels of Syntactic Analysis) Lecture
- •Problems in Pronunciation
- •Recommended literature:
- •14. Major syntax (The Level of Parenthetical Insertions and the Level of Phrasing) Lecture
- •Seminar
- •Test Questions
- •Written Tasks
- •Subject the following text to syntactic analysis and comment on the use of parenthetical insertions. Polytechnics and Universities
- •A)copy the text, b) segment the text using punctuation marks, c)read the text according to the rules of segmentation by means of punctuation.
- •Seminar
- •Yearning, Earning, Learning
- •Recommended Literature
- •16. Stylistics Lecture
- •Seminar Topics for Presentations:
- •Test Questions
- •Written Tasks
- •1. Comment on your own examples for most commonly used figures of speech.
- •2. Classify the given examples 1) according to the division into tropes and figures of speech; 2) identify the stylistic device; 3) specify the nature and peculiarities of the given stylistic device.
- •Examination questions
13. Major syntax (Static and Dynamic Levels of Syntactic Analysis) Lecture
The notion of a sentence. Syntactic bond as the unity of syntactic expression and syntactic content. Non-predicative syntactic bonds. Attributive bond. Completive bond. Copulative bond.
Secondary parts of the sentence. Attribute. Direct object. Prepositional object. Adverbial modifier. Homogeneous parts of the sentence.
Predication. Predicative bond. Formal- grammatical predicative bond.
4.Lexical-phraseological predicative bond. Actual division of the sentence. The theme - ‘backward-looking’ part of the sentence. The rheme - ‘forward-looking’ part of the sentence. Predicative pause.
Seminar
Topics for Presentations
1. The correlation between parts of speech classification and parts of the sentences.
2. Formal-grammatical and lexical-phraseological varieties of the predicative bond.
Test Questions
What is a syntactic bond?
What is a part of a sentence?
What non-predicative bonds can you name?
What types of the completive bond do you know?
What is the function of copulative bond?
What is meant by predication?
In what way does the predicative pause differ from all other syntactic pauses?
What is meant by the actual division of the sentence?
What is the difference between the theme and the rheme?
Written Tasks
Analyse the following text and discuss different kinds of non-predicative bonds. Comment on their expression plane. Give examples of the actual division of the sentences from the text:
Problems in Pronunciation
Language starts with the ear. When a baby starts to talk be does it by hearing the sounds his mother makes and imitating them. If a baby is born deaf he cannot hear these sounds and therefore can lot imitate them and will not speak.
But normal babies can hear and can imitate: they are wonderful imitators, and this gift of imitation, which gives us the gift of speech, lasts for a number of years. It is well known that a child of ten years old or less can learn any language perfectly if it is brought up surrounded by that language, no matter where it was born or who its parents were. But after this age the ability to imitate perfectly becomes less, and we all know only too well that adults have great difficulty in mastering the pronunciation (as well as other parts) of foreign languages. Some people are more talented than others; they find pronouncing other languages less difficult, but they never find them easy. Why is this? Why should this gift that we all have as children disappear in later life? Why can't grown-up people pick up the characteristic sound of a foreign language as a child can?
The answer to this is that our native language won’t let us. By the time we are grown up the habits of our own language are so strong that they are very difficult to break.
Recommended literature:
1. Александрова О.В., Комова Т.А.. «Modern English Grammar: Morphology and Syntax.» M., 1998.
2. Смирницкий А.И.. Синтаксис английского языка. М., 1959.