- •Часть 1
- •Предисловие
- •Entry test
- •1. Proofread the following sentences for errors in capitalization.
- •2. Decide which nouns are countable and which are uncountable and complete the sentences with their correct form, singular or plural.
- •2. Put in an apostrophe where necessary.
- •2.1. Proofread the following sentences for errors in capitalization.
- •2.2. Decide which nouns are countable and which are uncountable.
- •2.3. Many countable nouns can be used as uncountable. Notice the difference in their meaning.
- •2.4. Say according to the model if the following nouns, or rather their senses, are countable [c] or uncountable [u]. Check up an explanatory dictionary: Model: Accommodation
- •3. 1. Variable nouns Regular plurals
- •3.1. Put the nouns into the plural and explain the use of the form.
- •3.2. Supply the plural form for the singular nouns listed below.
- •Irregular plurals
- •3.3. Put the nouns into plural and explain the use of the form:
- •B) roof, chief, cliff, proof
- •3.4. Read the following humorous poem and pay special attention to the correct form of plural nouns: the craziest language
- •If I spoke of my foot and show you my feet,
- •If one is a tooth and a whole set are teeth,
- •Is the craziest language you ever did see.
- •3.5. Learn the irregular plurals of the following nouns.
- •3.6. Supply the plural form for the singular nouns listed below and explain the use of the form:
- •3.2. Invariable nouns
- •3.7. Read the following sentences and remember the invariable singular nouns that take a singular verb.
- •3.9. Read the following sentences and pay special attention to the plural nouns that take a plural verb.
- •3.11. Read the story about Jeff, a tramp who begs in the town centre. Put in is or are.
- •3.12. Translate into English.
- •4.1. The (determinative) possessive case.
- •4.1. Translate into English the phrases using the possessive case where possible.
- •4.2. Put in an apostrophe where necessary.
- •4.2. The Independent Possessive
- •4.3. Explain the use of the Independent Possessive.
- •4.4. Make up sentences using the following nouns in the Independent Possessive.
- •5.2. Give female nouns correspondent to the following male nouns:
- •Review exercises
- •1. Derive nouns from the following verbs and adjectives:
- •2. Choose the correct option.
- •3 Identify which of the following words are usually countable [c] or uncountable [u] or can be in different senses both countable [c] and uncountable[u].
- •4. Correct any errors in noun plurals in the following sentences.
- •6. Translate into English using the words in the brackets.
- •7. Translate into English.
- •Progress test
- •1. Proofread the following sentences for errors in capitalization.
- •2. Decide which nouns are countable and which are uncountable and complete the sentences with their correct form, singular or plural. Make other changes if necessary.
- •2. Put in an apostrophe where necessary.
- •Review Exercises
- •Entry test
- •1 Derive adjectives by means of suffixes from the following verbs and nouns.
- •2. Make the adjectives in brackets negative.
- •2. Complete the sentences using patterns indicating inequality:
- •1.1. Derive adjectives by means of suffixes from the following verbs and nouns.
- •1.2. Read the following poems paying attention to the pronunciation of adjectives.
- •1.3. Make the adjectives in brackets negative.
- •2.1. Put the adjective in the right place and explain the rule:
- •2.2. Using linking verbs make the following attributive adjectives predicative:
- •2.3. Put the adjectives in the right order:
- •Unit 4 comparison of adjectives
- •4.1. Read the forms of the adjectives and work out the rules of their spelling in the comparative and superlative degrees.
- •4.3. Give the comparative and superlative forms for the following adjectives:
- •4.4. Complete the sentences according to the model:
- •4.5. Read the poem and comment on the form of the adjectives.
- •4.6. Use much (many with countable nouns) as adverbs before the comparative forms of the adjectives for emphasis.
- •4.7. Translate into English.
- •(Interesting/interested)
- •5.1. Choose the right adjective.
- •5.2. Make up sentences with pairs of adjectives ending in -ing and –ed.
- •Unit 6 substantivation of adjectives
- •6.1. Use adjectives as nouns.
- •Review exercises
- •1. Supply the right adjectival forms for the words in brackets.
- •2. Give a comparative or a superlative form for the adjectives in italics. Make other changes if necessary.
- •4. Use the right word order or choose the right forms.
- •Progress test
- •1. Convert the following verbs and nouns into adjectives by means of suffixes.
- •2. Make the adjectives in brackets negative.
- •2. Complete the sentences using patterns indicating inequality.
- •Instead of the regular adjectives use substantivized adjectives.
- •Total 100/______
- •Entry test
- •1. Put the adverbs in their usual position.
- •2. Translate into English placing the adverbs in their right place.
- •1. Complete each sentence by writing the correct form of the adverb in brackets.
- •2. Translate into English.
- •1. Name adverbs that semantically correspond to the following adjectives:
- •2. Use good or well.
- •Word-formation
- •1.2. Put the correct form of the adverb.
- •Unit 2 Placing of adverbs
- •A verb:
- •An adjective:
- •2.1. Read the sentences with adverbs and translate them into Russian. Work out general rules of placing the adverbs as in the model generalization. Give your own examples by analogy.
- •2.2. Point out the adverbs and explain the place of their use.
- •2.3. Put the adverbs in their usual position.
- •Unit 3 comparison of adverbs
- •3.1. Complete each sentence by writing the correct form of the adverb in brackets.
- •3.2. Translate the sentences.
- •1. The same form for adjectives and adverbs
- •Adjective Adverb
- •2. Using adjectives after linking and perception verbs
- •3. Using good and well
- •4.1. Name adverbs that semantically correspond to the following adjectives.
- •4.3. Use good or well.
- •4.4. Use good or well correctly.
- •Review Exercises
- •1. Use the appropriate adjective or adverb.
- •2. Translate into English.
- •Progress test
- •1. Put the adverbs in their usual position.
- •2. Translate into English placing the adverbs in their right place.
- •1. Complete each sentence by writing the correct comparison form of the adverb in brackets.
- •2. Translate into English.
- •2. Complete the following sentences by choosing the correct word in brackets.
- •Entry Test
- •Indicate whether the sentence is correct, or it contains an error in pronoun reference.
- •Refer clearly to a specific noun.
- •Agree in number;
- •Agree in person;
- •1.1. Mark whether each sentence is correct or contains an error in pronoun use.
- •2.1. Use personal pronouns instead of the italic nouns.
- •2.2. Finish the sentences. Use I, we, us, you, he, me, him, her, they, them.
- •2.3. Fill in the gaps using object pronouns.
- •2.4. Add personal pronouns to complete the story and make your own story by analogy.
- •2.5. Translate the sentences into English.
- •Review Exercises (Personal Pronouns)
- •2.1. Each sentence has a mistake. Find it and correct it.
- •2.2. Here is a story. Make it sound better by putting personal pronouns instead of nouns where you think necessary. Sir Isaac Newton’s Egg
- •2.3. Translate the sentences into English.
- •3.1. Make the plural phrases singular and the singular phrases plural.
- •3.2. Put a demonstrative pronoun in each of the blank spaces.
- •3.3. Substitute that or those for the repeated nouns
- •3.4. Use one or ones instead of the nouns in italics.
- •3.5. Answer these questions using one or ones.
- •Review Exercises (Demonstrative Pronouns)
- •3.1. Choose the correct variant to fill in the gaps.
- •3.2. Translate the sentences.
- •4.1. Complete these sentences appropriately by adding possessive pronouns with or without own.
- •4.2. Replace the words in italics by possessive pronouns.
- •4.3. Make a correct choice.
- •4.4. Make sentences with a friend of/ friends of.
- •4.5. Complete the sentences using my own/your own, etc.
- •4.6. Fill in the gaps translating the pronouns.
- •Review Exercises (Possessive Pronouns)
- •4.1. Make new sentences using a friend of mine, etc.
- •4.2. In the following story put possessive pronouns in the blank spaces and in place of the words in italics. Retell the story. Dr Swift and the Boy
- •4.3. Translate the sentences into English.
- •5.1. Complete the sentences with reflexive pronouns.
- •5.3. Change the sentences using by myself/ by yourself, etc.
- •5.5. Complete these sentences using on my own/by myself, etc.
- •Review Exercises (Reflexive Pronouns)
- •5.1. Find and correct one mistake in each sentence.
- •5.2. Rewrite the following sentences according to the model. Write some sentences by yourself.
- •5.3. Translate into English.
- •6.2. Complete the sentences with –selves, each other or one another.
- •6.3. Complete the sentences using at, into, of, to, with.
- •Review Exercises (Reciprocal Pronouns)
- •6.1. Correct the mistakes in the sentences.
- •6.2. Translate the sentences into English.
- •7.3. Make questions. Use what, who, whom or whose.
- •Review Exercises (Interrogative Pronouns)
- •7.1. Choose the correct variant and complete the sentences.
- •7.2. Translate the sentences into English.
- •Unit 8 relative pronouns
- •8.1. Complete the sentences with that, who or which. In some sentences more than one pronoun can be used.
- •8.3. Omit the relative pronoun where possible.
- •8.4. Take out the relative pronouns whom or which and re-write the sentences putting the prepositions in their proper places.
- •8.5. Combine the two sentences into one.
- •8.6. Add relative clauses to the main sentence.
- •8.7. Fill the gaps in the following sentences with one of the following words: however, whatever, whenever, wherever, whichever, whoever.
- •Review Exercises (Relative Pronouns)
- •8.1. Correct the mistakes in the following sentences.
- •8.3. Translate into English.
- •8.4. Oral/Written. Imagine that you are in a room full of people. You know everyone who is there. Tell who these people are. Describe them using relative pronouns. Begin your story with:
- •Pronouns
- •9.1. Defining Pronouns
- •9.2. Indefinite Pronouns
- •9.3. Negative Pronouns
- •9.1. Change the given sentences into negative sentences and questions.
- •9.2. Supply some or any.
- •9.3. Insert some, any or nor, making the appropriate compounds if necessary.
- •9.4. Insert none or no making appropriate compounds.
- •9.5. Translate the sentences.
- •9.6. Complete the sentences with all, everything, everyone/everybody and the whole.
- •9.7. Supply each, every, both or all in the sentences
- •9.8. Translate into English.
- •9.9. Insert either, neither or both.
- •9.10. Translate into English.
- •9.11. Fill in the blanks with the appropriate form of other or another.
- •9.12. Translate into English using one, where possible.
- •Review Exercises (Defining, Indefinite, and Negative Pronouns)
- •9.1. Change the following sentences and
- •9.2. Complete the sentences choosing the correct word.
- •9.3. Translate into English
- •9.4. Put in one, either, neither, other, others, the other or some. Retell the story. Halt!
- •Progress Test
- •1. Make a correct choice.
- •2. Choose the suitable pronoun.
- •3. In this dialogue you have to fill in the gaps with pronouns.
- •4. In this story you have to fill in pronouns, where necessary.
- •5. Translate the sentences paying attention to different pronouns.
- •Entry test
- •1. Choose the most suitable word in brackets.
- •2. In the sentences below choose the article which is appropriate.
- •3. Where you find a noun phrase without an article put in a/an or the if necessary.
- •4. Fill in the gaps with a/an or the if necessary.
- •5. Insert a/an or the if necessary.
- •Determiner modifier head qualifier
- •Unit 2 the indefinite and zero articles
- •2.1. The use of the indefinite article a/an
- •2.2. The use of the zero article (no article)
- •2.1. Rewrite the sentences using singular nouns with a or an if necessary instead of plural nouns in italics.
- •2.2. Correct any errors. Put in a/an or nothing.
- •2.3. Insert a/an, one if necessary.
- •2.4. What are these things?
- •2.5. Write what his or her job is.
- •2.6. Where you find a noun phrase with a singular noun but no article, put in a/an or one if necessary.
- •2.7. What is the difference between (a) and (b) in each pair?
- •2.8. Fill each gap with one suitable collective noun from the table. Mind the articles.
- •2.9. Correct any errors. Put in a/an or nothing.
- •2.10. Rewrite these sentences with rather a/an or quite a/an.
- •2.11. Put in a/an or some or nothing.
- •2.12. Answer these remarks using the words in brackets, as in the example. Mind the articles.
- •2.13. Fill the gaps with a/an, or some where necessary.
- •2.14. You are talking about the holiday you had with a friend. Use these words:
- •2.15. Complete each sentence with one suitable word from the list. Use each word once only.
- •2.16. Complete these sentences using the noun in brackets in the singular or plural form.
- •2.17. Choose one word from the words below to complete each sentence. Mind the use of article if the word is countable or make it plural as appropriate.
- •2.18. Translate form Russian into English.
- •Review exercises
- •2.1. Complete the sentences. Put in a/an, or some
- •2.2. Complete these sentences with a/an where necessary.
- •2.3. Insert a/ an if necessary
- •2.4. Fill in the gaps if necessary.
- •2.5. Translate from Russian into English.
- •Unit 3 the definite article
- •3.1. Choose the correct for.
- •3.2. Answer these questions.
- •3.3. Complete these sentences using the with the adjectives in the box. Some of them can be used more than once.
- •3.4. Insert the where necessary.
- •3.5. Put in a/an, the where necessary. Retell the story.
- •3.6. What do you think about these things? Work in pairs. Use the expressions given in the box:
- •3.7. Put in the definite article where necessary.
- •3.8. Complete these sentences. Put in the where necessary.
- •3.9. Insert the if necessary.
- •3.11. Complete these sentences. Put in the where necessary.
- •3.12. Where you find a noun phrase without a determiner, put in a/an or the if necessary. Retell the story. Which Was the Fastest?
- •3.13. Complete these sentences. Dramatize the story.
- •3.14. Insert a/an or the if necessary. Dramatize the story.
- •3.15. Use the proper article where necessary. Retell the story.
- •3.16. Use the proper article where necessary. Dramatize the story. A Man with No Juice
- •3.17. Translate from Russian into English.
- •Review exercises
- •3.1. Insert a/an or the if necessary. Retell the story.
- •3.2. Insert a/an, the if necessary. Retell the story. Lovesick Teenager Snatched from Cliff
- •3.3. Correct errors in these sentences.
- •3.4. Translate from Russian into English.
- •4.1. The Use of Articles with Personal Names
- •4.2. The Use of Articles with Geographical/Topographical Features.
- •1 . The is used:
- •2. No article is used:
- •4.3. The Use of Articles with Other Proper Names
- •1. The is used:
- •2. No article is used:
- •4.1. Insert the defining article where necessary.
- •4.2. Insert the proper articles where necessary.
- •4.3. Correct any errors.
- •4.4. Insert the if necessary.
- •4.5. Insert the where necessary.
- •4.6. Fill in the blanks where necessary.
- •4.7. Answer these questions. Find out the answers if you don't know them.
- •4.8. Complete these sentences if necessary.
- •4.9. Insert the where necessary and retell the story.
- •4.10. Use the proper article where necessary.
- •4.11. Translate from Russian into English. Retell the story.
- •4.12. Translate from Russian into English.
- •Review exercises
- •4.1. Choose the correct form.
- •4.2. Correct any errors.
- •4.3. Translate from Russian into English.
- •4.4. Translate from Russian into English.
- •Unit 5 the use of articles in set expressions
- •5.1. Set Expressions with a/an
- •5.2. Set Expressions with the
- •5.3. Set Expressions with no article
- •5.1. Fill in the gaps using a/an or the if necessary.
- •5.2. Correct any errors.
- •5.3. Use the proper article where necessary.
- •5.4. Fill in the blanks with articles if necessary. Dramatize the story. An Urgent Call
- •5.5. Fill in the gaps with a/an or the if necessary.
- •5.6. Translate into English:
- •5.8. Translate from Russian into English.
- •Review exercises
- •5.1. Insert articles where necessary.
- •5.2. Correct any errors.
- •5.3. Complete these sentences with a/an, the where necessary.
- •5.4. Translate into English.
- •Progress test
- •1. Choose the correct alternative in each of the following sentences.
- •2. Use the proper article where necessary.
- •3. Fill in the gaps if necessary.
- •4. Put in a/an or the where necessary.
- •5. Translate from Russian into English.
- •Chapter 6
- •Entry test Unit 2
- •1.1. Definition/ position of prepositions
- •1.2. Prepositions/ adverbs, conjunctions
- •1.3. Types of prepositions
- •1.4. Problems of using
- •Unit 2 prepositions of time
- •2.2. Write at/on/in.
- •2.3. Write at/on/in if necessary.
- •2.6. Translate into English. Use the prepositions at, on, in.
- •2.7. Complete the sentences with in time, on time, just in time.
- •2.8. Translate into English. Use on time or in time.
- •2.10. Translate into English. Use at the end or in the end.
- •2.11. Complete the sentences with for, since, from …to, until.
- •2.13. Translate into English. Use until/ since/ for/ from…to.
- •2.15. Put in during or while.
- •2.16. Put in before or ago.
- •2.17. Translate into English. Use before/during/after/while.
- •ReviEw exercises (Prepositions of Time)
- •2.1. Put in the missing prepositions of time where necessary.
- •2.2. Correct the mistakes.
- •2.3. Complete the news item about the British runner Stan Crowe. Put in the missing prepositions.
- •2.4. Translate into English using the prepositions of time.
- •Unit 3 prepositions of place
- •In/ at/ on/ (place) (1)
- •In/ at/ on/ (place) (2)
- •In/ at/ on/ (place) (3)
- •Compare: It was a long voyage. We were at sea for 30 days.
- •Compare: on a bus, on a train, on a plane, on a ship; on a bicycle, on a motorcycle, on a horse; but in a car, in a taxi.
- •3.1. Write in or at.
- •3.2. Complete the sentences with in, at or on.
- •3.4. Complete the following sentences using in, at or on.
- •3.5. Correct the mistakes where necessary, using in, at or on.
- •3.6. Use the plan of your city/town. Complete the sentences using the prepositions:
- •Review exercises (Prepositions of Place)
- •3.1. Fill in the correct prepositions.
- •3.2. Put in the missing prepositions of place.
- •3.3. Complete this story of an imaginary person who spent three years alone on an island. Put in the missing prepositions of place and time.
- •3.4. Translate into English. Use the prepositions of place.
- •Unit 4 prepositions of movement
- •4.1. Put in a preposition up, off, through etc.
- •4.2. Work in pairs. Use the map of your city. Look at the map. Somebody asks you the way to a place and you tell him/her which way to go.
- •4.3. Work in pairs. Think of a place near your Academy.
- •4.4. Put in to, at, in, into.
- •4.5. Write sentences using get into, out of, on, off.
- •4.6. Have you ever been to these places? If so, how many times? When? Write 10 sentences using "been to":
- •Athens, England, London, Paris, Rome, Sweden, the United States and others
- •Review exercises
- •(Prepositions of Movement)
- •4.1. Put in the right preposition where necessary.
- •4.2. Complete the sentences using the prepositions (of place and movement) in the box. The same preposition can be used several times.
- •4.3. Supply the missing prepositions of place and movement. Two Legs in One Boot
- •4.4. Translate into English. Use the prepositions up, through, past, to, at, in, into, out of, on or no preposition.
- •5.2. Put in the correct prepositions: on, in, at or for.
- •5.3. Put in the correct preposition by/ in/ on or with.
- •5.5. Write your own sentences using by.
- •5.6. Write 10 sentences as in the example. Say about a book, a song, a painting, a film etc.
- •5.7. Put in by/ in/ on (transport).
- •Review exercises
- •5.1. Fill in the correct prepositions.
- •5.2. Translate into English. Use the correct prepositions : on, in, at, for, by.
- •Unit 6 word and preposition combinations
- •6.1. Complete the second sentence so that it has the same meaning as the first.
- •6.2. Complete the sentences with the correct preposition.
- •6.4. Complete the sentences. Use a preposition after these nouns:
- •6.5. Complete the advertisement for a supermarket. Put in between, for, of, in or with. Write your own advertisement. Read it in front of the class.
- •6.7. Put in by, for, with, in or on.
- •ReviEw exercises
- •6.1. Put in the correct preposition.
- •6.2. Complete the sentences using the words in the box. In one sentence two answers are possible.
- •Good/ bad/ excellent/ brilliant/ hopeless etc. At …;
- •But sorry for doing something;
- •7.1. Put in the correct preposition.
- •7.3. Fill in the correct prepositions: of/ for/ in/ to/ on/ with.
- •7.4. Complete the second sentence so that it has the same meaning as the first one.
- •7.5. Write sentences about yourself. Are you good at these things or no?. Use:
- •ReviEw exercises
- •7.1. Put in the right preposition.
- •7.2. Complete the sentences using the words in the box
- •8.1. Put in the correct preposition. If no preposition is needed, leave the space empty (–).
- •8.3. Put in the correct preposition.
- •8.5. Put in the correct preposition after the verb.
- •8.7. Complete the sentences using the words in the box:
- •8.8. Put in about, of or to.
- •8.10. Complete the sports commentator’s words. Put in the correct prepositions.
- •Review exercises
- •8.1. Complete the sentences with the correct prepositions.
- •Progress test
- •1. Fill in the correct prepositions.
- •2. Choose the correct prepositions – a, b, or c (word and preposition combinations).
- •3. Fill in the correct prepositions.
- •4. Complete the sentences using the prepositions in the box. If no preposition is needed, leave the space empty (–).
- •5. Translate into English. Use different types of prepositions.
- •Chapter 7 numerals Entry test
- •4. Spell out the reading of the following numbers.
- •Ежегодно миллионы людей умирают от голода.
- •Addition
- •Subtraction
- •Multiplication
- •Division
- •1. Practise reading the following dates.
- •2. Practise reading the following numbers.
- •Progress Test
- •Prepositions
- •In english no preposition must be used
- •In english a preposition must be used
- •Entry test
- •41. Criteria 42. Heroes 43. Days 44. Mouths 45. Horses 46. Deer 47. Data 48. Wives 49. Mothers-in-law 50. Potatoes 51. Swine 52. Analyses 53. Feet 54. Loaves 55. Lives
- •Review exercises 1
- •Progress test
- •Entry test
- •Review Exercises
- •Progress test
- •Entry test
- •Review Exercises
- •Progress test
- •Entry Test
- •Progress Test
- •Entry test
- •Progress test
- •Chapter 6 prepositions Entry test
- •Review Exercises 2
- •Review Exercises 3
- •Review Exercises 4
- •Progress Test
- •Chapter 7 numerals Entry test
- •Progress Test
- •Bibliography
- •Dictionaries
- •Практическая грамматика английского языка для среднего и продвинутого уровней обучения
- •Часть 1
- •220007, Г. Минск, ул. Московская, 17.
Предисловие
Предлагаемая книга является учебным пособием по практической грамматике современного английского языка и предназначена для студентов, продолжающих изучать английский язык в неязыковом вузе, и в первую очередь, для студентов Академии управления при Президенте Республики Беларусь. Она имеет целью удовлетворить потребность в достаточно полном и, в то же время, простом описании грамматической структуры английского языка, а также в презентации серии упражнений, необходимых для прочного закрепления теоретического материала.
В связи с тем, что в данном учебном пособии полно, системно и доступно представлены как правила, так и упражнения по всему курсу грамматики английского языка, авторы полагают, что оно окажется полезным также для абитуриентов, повторяющих школьный курс грамматики английского языка, для учителей средних школ, преподавателей вузов и для всех, кто интересуется английским языком.
Пособие может быть использовано как для аудиторной, так и для самостоятельной работы.
Принципиальное отличие данного учебного пособия от имеющихся на сегодняшний день аналогичных пособий состоит в том, что в нем учитываются потребности студентов, изучающих английский язык на среднем и продвинутом этапе в неязыковом вузе.
Последовательное использование принципа «Тест – Правила – Упражнения – Тест» является особенно значимым в условиях работы со студентами, имеющими разный уровень подготовки, при жестко ограниченном количестве аудиторных часов и необходимости организации самостоятельной работы студентов.
Кроме того, авторы пособия последовательно используют принцип сознательности в обучении, без которого вряд ли возможен процесс обучения взрослого. В пособии последовательно выстраивается достаточно большой объем информации о сущности и особенностях грамматического явления, сознательное овладение которым поможет понять и правильно использовать ту или иную грамматическую структуру.
В пособии учтены различия грамматических систем английского и русского языка: многочисленные пометки (NOTES) в рамках с правилами, а также следующие за правилами упражнения направлены на предотвращение ошибок, вызванных интерференцией родного языка.
В данном пособии также суммированы многие нюансы употребления грамматических форм, которые активно используются в современном английском языке, но которые нашли отражение лишь в отдельных практических грамматиках английского языка последнего десятилетия.
Структура учебного пособия позволяет максимально индивидуализировать учебный процесс и принимать во внимание как уровень знаний студента, так и его индивидуальный стиль работы. Каждая глава (Chapter) состоит из вводного теста (Entry Test), ряда разделов (Units), включающих правила и упражнения, обзорных упражнений (Review Exercises) и заключительного теста (Progress Test), оценивающего успехи студентов после работы над главой. Все тесты и обзорные упражнения снабжены ключами.
Задания вводного теста имеют указание на соответствующий раздел учебного пособия (Unit), к которому студент может обратиться после выполнения теста с целью повторения или изучения нужного ему грамматического материала.
Правила разделов написаны на английском языке, но простом и доступном для студента вуза. Причинами выбора английского языка для объяснения грамматических явлений стали, прежде всего, необходимость активизации студентом уже имеющихся знаний в области иностранного языка и возникающая в этом случае возможность вести беседу с преподавателем в аудитории по грамматической теме на английском языке. Кроме того, знакомство с данным пособием подготовит студента для работы, в случае необходимости, с аутентичными грамматиками. Авторы старались избегать большого количества специальных лингвистических терминов, излагать правила лаконично и интересно, предлагать наиболее легко запоминающиеся примеры, а материал располагать наглядно. Поиск главной информации в тексте облегчен за счет широкого использования различных шрифтов.
Авторам представляется, что в отличие от многих имеющихся грамматик, фокусирующих основное внимание на изложение грамматического строя английского языка, в данном учебном пособии найдено равновесие между теорией и практикой. В каждом разделе представлено достаточно большое количество разнообразных упражнений, нацеленных на формирование необходимых грамматических навыков и использование их в речи. Упражнения строятся по принципу «от простого к сложному» (хотя лексика достаточно сложна, рассчитана на студента, по меньшей мере, среднего уровня обучения) с обязательным наличием упражнений по переводу с русского языка на английский. В зависимости от результатов предварительно выполненного теста может быть сделан выбор в пользу выполнения всех предложенных упражнений или некоторых из них по выбору студента и/или преподавателя.
Заключительный тест по главе (Progress Test) построен аналогично вводному тесту (Entry Test). Это позволяет студенту еще раз самым тщательным образом проконтролировать свои знания по определенной теме, самому определить все еще имеющиеся пробелы в знаниях и, в случае необходимости, вновь вернуться к теории и поработать над соответствующими разделами пособия.
Таким образом, структура пособия позволяет использовать учебный материал избирательно в соответствии с индивидуальными потребностями студента.
Авторы придерживались британского варианта английского языка. Иллюстрирующий материал в правилах и предложения в упражнениях пособия тщательно отбирались из многочисленных словарей современного английского языка, современной художественной литературы и целого ряда учебных пособий. Список используемых источников приведен в конце каждой части пособия.
Данное учебное пособие является результатом работы всего коллектива кафедры иностранных языков Института государственного управления Академии.
Пособие состоит из трех частей (Parts). Часть первая (Part I) включает материал по особенностям таких частей речи в английском языке, как имя существительное, прилагательное, наречие, местоимение, артикль, предлог и числительное. Часть вторая (Part II) посвящена системе времен и залога английского глагола. Часть третья (Part III) включает материал о модальных глаголах, наклонениях, особенностях прямой и косвенной речи в английском языке, неличных формах глагола.
Работой творческого коллектива, работающего над первой частью, руководила профессор Л.М. Лещева. Большую организационную оказала доцент О.В. Соколовская, которая также является автором главы об английских предлогах. Главы, посвященные имени существительному, прилагательному, наречию и числительному в английском языке подготовила профессор Л.М. Лещева, глава об артиклях – доцент Л.В. Вертаева и преподаватель Е.А. Бахтадзе, о местоимениях – преподаватели И.Г. Вольвачева и Е.В. Рыбальченко.
Коллектив авторов второй части учебного пособия возглавляла доцент С.М. Володько – автор заключительной обзорной главы о системе времен в английском языке. Остальные главы второй части подготовили: профессор Л.М. Лещева (Общая информация о глаголе), старшие преподаватели Е.В. Красовская (Времена группы Indefinite и группы Continuous), В.С. Кипкаева (Времена группы Perfect) и Н.Г. Алексеева (Страдательный залог).
Работой коллектива авторов третьей части пособия руководила профессор Л.М. Лещева. Главы этой части подготовили доцент Л.К. Козлова (Неличные формы глагола), старший преподаватель Е.А. Бахтадзе (Модальные глаголы), профессор Л.М. Лещева и старший преподаватель О.С. Симанович (Наклонение), преподаватель Т.В. Кудрей-ко (Прямая и косвенная речь).
Общее руководство работой над учебным пособием и его редакция учебного пособия выполнялись заведующим кафедрой доктором филологических наук, профессором Л.М. Лещевой.
Авторы выражают глубокую благодарность рецензентам учебного пособия: заведующему кафедрой истории и грамматики английского языка Минского государственного лингвистического университета кандидат филологических наук, доценту И. В. Дмитриевой и кандидату филологических наук, доценту кафедры английского филологии Гродненского государственного университета им. Янки Купалы Л. Е. Ко-валевой за ценные замечания, направленные на улучшение пособия.
Особую признательность авторы высказывают методисту I катего-рии кафедры иностранных языков ИГУ Н.Н. Котовой за ее щедрый и профессиональный труд, превративший рукопись в данное учебное пособие.
От имени коллектива авторов –
доктор филологических наук,
профессор Л.М. Лещева
Chapter 1
N O U N S