- •Оглавление
- •Методические рекомендации для студентов по курсу «Теоретическая грамматика английского языка»
- •Цели курса.
- •Задачи курса.
- •Место курса в системе освоения профессиональной образовательной программы.
- •Требования к уровню освоения содержания курса.
- •Содержание курса
- •Форма итогового контроля
- •Теоретический материал курса Темы лекций:
- •Theme 1. The aim of theoretical grammar Plan
- •References:
- •Theme 2. Units of linguistic analysis Plan
- •References:
- •Theme 3. Morphology and syntax Plan
- •References:
- •Theme 4. Grammatical oppositions and grammatical categories Plan
- •References:
- •Theme 5. Grammatical Means Plan
- •References:
- •Theme 6. Parts of Speech: Part I Plan
- •Theme 6. Parts of Speech: Part II Plan
- •References:
- •Theme 7. The noun: general. The category of number Plan
- •References:
- •Theme 8. The noun: the category of case Plan
- •References:
- •Theme 9. The verb: general Plan
- •References:
- •Theme 10. The verb: the finite forms of the verb. The categories of person, number, tense. Part I. Plan
- •Theme 10. The verb: the finite forms of the verb. The categories of person, number, tense. Part II. Plan
- •References:
- •Theme 11. The verb: the non-finite forms of the verb (the verbids) Plan
- •References:
- •Theme 12. The verb: aspect Plan
- •References:
- •Theme 13. The verb: time correlation Plan
- •References:
- •Theme 14. The verb: the category of voice Plan
- •Voice forms
- •Indicative mood (unmarked) Indicative mood (marked)
- •References:
- •Theme 15. The verb: the category of mood Plan
- •References:
- •Theme 16. The problem of the subjunctive mood in english Plan
- •References:
- •Theme 17. The adjective Plan
- •References:
- •Theme 18. The adverb Plan
- •References:
- •Theme 19. The main principles of syntactic modeling the sentence Plan
- •The Theory of the ic. (The Phrase Grammar)
- •English Phrases
- •The Analytical ic Model of the Sentence
- •The Derivation Tree Diagramme
- •References:
- •Theme 20. The functional sentence perspective Plan
- •References:
- •Theme 21. The case grammar Plan
- •References:
- •Theme 22. Pragmatics of the sentence Plan
- •References:
- •Theme 23. Text and discourse Plan
- •References:
- •Темы для самостоятельного изучения
- •4.1 Перечень примерных вопросов и заданий
- •4.2 Примерная тематика курсовых и дипломных работ:
- •5. Практические занятия по курсу Seminar 1. The Categorial Structure of the Word Plan
- •Questions and Tasks:
- •References:
- •Seminar 2. Parts of Speech Plan
- •Questions and Tasks:
- •References:
- •Seminar 3. The Noun as Part of Speech. The category of number Plan
- •Questions and Tasks:
- •References:
- •Seminar 4. The Noun: The Category of Case. The Category of Gender Plan
- •Questions and Tasks:
- •References:
- •Seminar 5. The Verb: General Plan
- •Questions and Tasks:
- •References:
- •Seminar 6. The verb: the categories of person, number and tense Plan
- •Questions and Tasks:
- •References:
- •Seminar 7. The verb: the categories of aspect and time correlation Plan
- •Questions and Tasks:
- •References:
- •Seminar 8. The verb: the category of voice Plan
- •Questions and Tasks:
- •References:
- •Seminar 9. The verb: the category of mood Plan
- •Questions and Tasks:
- •References:
- •Seminar 10. The adjective and the adverb Plan
- •Questions and Tasks:
- •References:
- •Seminar 11. The phrase: general Plan
- •Questions and Tasks:
- •References:
- •Seminar 12. Part I. The simple sentence: The Traditional Grammar about the Structural Classification of a Simple Sentence Plan
- •Questions and Tasks:
- •Seminar 12. Part II. The simple sentence: constituent structure. Revision of the Existing Grammars Plan
- •Questions and Tasks:
- •References:
- •Seminar 12. Part III. The Simple Sentence: Paradigmatic Structure Plan
- •Questions and Tasks:
- •References:
- •Seminar 13. The composite sentence Plan
- •Questions and Tasks:
- •References:
- •Seminar 14. The functional sentence perspective (fsp) Plan
- •Questions and Tasks:
- •References:
- •Seminar 15. Pragmatics of the sentence Plan
- •Questions and Tasks:
- •References:
- •Контрольные вопросы и задания по курсу
- •6.1 Вопросы и задания
- •6.2 Перечень тем к зачету
- •6.2.1 Предложения для анализа (к зачету)
- •6.3 Перечень вопросов к экзамену по теоретической грамматике
- •6.3.1 Предложения для синтаксического анализа по членам предложения (к экзамену)
- •7. Упражнения по темам курса
- •7.1 Морфология
- •7.1.1 The Noun parts of speech
- •The category of case
- •The category of number
- •7.1.2 The Verb the subjunctive mood
- •The infinitive
- •The gerund
- •The participle
- •The voice
- •Time correlation
- •7.2 Синтаксис
- •8. Глоссарий
- •9. Список рекомендуемой литературы Основная литература:
- •Дополнительная литература:
7.2 Синтаксис
I. Analyse the simple and multiple sentences:
1. Their crops destroyed by floods, the farmers needed loans. 2. Everything you say can be used against you. 3. That job completed, I signed another contract. 4. The linguist's work is not to ridicule poor speakers and praise good ones; not to rank various languages according to their supposed superiority in expressing literary or scientific concepts; not to defend the Mother Tongue from real or imagined assaults. 5. An active verb denotes action, and a passive verb, passivity. 6. In titles, the first and the last words as well as all other words except articles and short prepositions and connectives are customarily capitalized. 7. I'll do anything I can to help out. 8. What I like about this room is that it's got big windows. 9. The government hopes to reduce inflation by strict control of the economy. 10. What was the name of the Greek hero who killed the Minotaur? 11. A team of psychologists asked a hundred local townspeople to keep a record of all their conversations for a week, and jot down whether they lied at any time. 12. A boy named Frank Carmichael, aged 10, walking home the lake, saw a large travelling bag protruding from the high weeds. 13. This would lead, other things being equal, to a price increase of no less than five per cent. 14. It's a very crowded life, there's always something to be done.
II. Analyse the compound sentences:
1. It's going to rain — we'd better go indoors. 2. You have to work hard to remain ahead of your competitors in business, otherwise you can easily lose your leading position. 3. The universities and colleges have been asked to reduce their spending to the least possible; therefore, they are employing no new teachers. 4. Either he paid out that hundred pounds some time after dinner last night, or else it has been stolen. 5. All happy families resemble one another; each unhappy family is unhappy in its own way. 6. Are we allowed to take the magazines home or do we have to read them in the library? 7. I'd gladly do it, only I won't be here tomorrow. 8. She didn't buy the novel, she received it from the author as a gift. 9. He didn't want to get involved; indeed, he only agreed on one condition. 10. Jonathan Swift never went up in a lift, nor did the author of Robinson Crusoe do so. 11. Before the invention of writing there were no written records and hence there was no history. 12. The sentences in Exercise 3 are relatively easy, while those in Exercise 4 seem to be more difficult. 13. He is a statesman and an essayist, plus he is a charming
III. Analyse the compound sentences with multiple coordination:
1. Stephen treated her generously, gave her an ample allowance, but he would under no circumstances permit credit, nor would he pay her allowance in advance. 2. Returning home late one night, I tried to wake up my wife by ringing the door-bell, but she was fast asleep, so I got a ladder from the shed in the garden, put it against the wall, and began climbing towards the bedroom window. 3. I'd like to come with you but that's not a promise, don't reckon on it. 4. The Art of Biography is different from Geography: Geography is about maps, but Biography is about chaps. 5.1 I was prepared to forgive one thoughtless remark, but she kept heaping insult on insult, so I asked her to leave my house. 6. I wasn't serious about the girl, I was only flirting with her; we both enjoyed it. 7. Home is heaven and orgies are vile, but you need an orgy, once in a while. 8. Ignorance is like a delicate exotic fruit; touch it, and the bloom is gone. 9.1 always eat peas with honey, I've done it all my life, they do taste kind of funny, but it keeps them on the knife. 10. Mrs Darling loved to have everything just so, and Mr Darling had a passion for being exactly like his neighbours; so, of course, they had a nurse. 11. Life is a jest, and all things show it; I thought so once, but now I know it. 12. There are no clearly defined seasons in South Alabama; summer drifts into autumn, and autumn is sometimes never followed by winter. 14. Why sky of the daytime blue, whereas the sunlight itself is yellow?
IV. Analyse the complex sentences:
1. Considering that the parcel comprised a half-a-pound of Gorgonzola cheese, the smell which proceeded from the mysterious packing-case did not surprise Vera at all. 2. She changed the conversation as though it were a matter to which she attached little importance. 3. My first idea was that he had suddenly caught sight of some girl he knew, and I looked about to see who it was. 4.1 cannot see that lectures can do so much good as reading the books from which the lectures are taken. 5. Women's faults are many; men's are only two: everything they say and everything they do. 6. It was clear that in this region the governor ran everything with a hard hand, for reasons that remained to Nigel quite mysterious. 7. Why you prefer this squalid room to your house in Chelsea and how you manage alone is more than I can see if he was a sociable creature and didn't care to eat alone, so he looked around to see if there was anyone he knew. 9. I didn't think it sounded very comforting, but it was the only thing I could think of. 10. She meant what she said, for she could never long endure any conversation of which she was not the chief subject. 11. I paid for what we had drunk, and we made our way to a cheap restaurant, crowded and gay, where we dined with pleasure. 12. What has disturbed me more than I can express is the information that he is engaged to my daughter. 13. The pilot now knew that he would be able to reach the South Pole, for there were no more mountains in sight. 14. He touched her shoulder but she didn't stir, so he knew she was awake. 15. It was the only meal she ate in the day, for she took great care of her figure, but she liked that one to be succulent and ample. 16. I wonder what the neighbours will say when they know that you have gone forever? 17. This volume might, I feel, be fittingly described as a Companion, inasmuch as it contains both a good deal more and a great deal less than any conventional dictionary ought to contain* 18. Children aren't happy with nothing to ignore, and that's what parents were created for. 19. All I know about the bird is it's feathered and not furred. 20. I'll eat the strawberry when frozen, although it's not the very berry I'd have chosen/ 21 Jome is the place where, when you have to go there, they have to Sake you in. 22. Before you fling off a remark like that, think what you're saying.
23. My people and I have come to an agreement which satisfies us both: they are to say what they please, and I'm to do what I please. 24. All you want to know is if she can tell you where to find Geraldine. 25. Whatever the children wanted had to be opposed by the nurse, whose gaze was never off their tiny figures. 26. This story is about Tony; therefore, I only want to introduce people whose actions affected Tony. 27. The sun was so high that a patch of light fell on Peter, which meant it was past noon. 28. The great thing about clever people who are relaxed is that they make you feel comfortable and interesting too. 29. Some of the American ladies in Paris, who claimed to know all about him, said that his family was quite poor and that if he was able to live in the way he did it was only because he had been very clever. 30. He had taste and knowledge, and he did not mind admitting that in bygone years, when he first settled in Paris, he had given rich collectors who wanted to buy pictures the benefit of his advice; and when through his social connections he heard that some impoverished nobleman, English or French, was disposed to sell a picture of first-rate quality, he was glad to put him in touch with the directors of American museums who, he happened to know, were on the lookout for a fine example of such and such a master.
V. Analyse the compound and compound-complex sentences:
1. He could not fail to be moved when, in that gentle way of hers, she told him that it was a scandal that his exquisite work remained known only to the narrow circle. 2. But why writers should be more esteemed the older they grow, has long perplexed me. 3. At one time I thought that the praise accorded to authors when they had ceased for twenty years to write anything of interest was largely due to the fact that the younger men, having no longer to fear their competition, felt it safe to extol their merit. 4. After mature consideration I have come to the conclusion that the real reason for the universal applause that comforts the declining years of the author who exceeds the common span of man is that intelligent people after the age of thirty read nothing at all. 5. As they grow older the books they read in their youth are lit with its glamour and with every year that passes they ascribe greater merit to the author who wrote them. 6. One thing that surprised me was that even at that far distance I could remember distinctly what people looked like, but only with vagueness what they wore. 7. Of course I don't deny that if I were thoroughly unscrupulous I could make a sensation. 8. Her attitude is that Rose Driffield exerted a most pernicious influence on her husband, and that she did everything possible to ruin him morally, physically, and financially. 9. A genial look came over his face, which his enthusiasm had reddened and the heat of the day caused to perspire, and the eyes that had held me with a dominating brilliance softened and smiled. 10. Margarita Cassell, the only one whose fame had filtered through to the regions where Clara lived, looked just as a poetic actress ought to look; she was middle aged and beautiful. 11. The other day we had a visitor here, a noted scientist, whose latest word to the world has been that the more accurately you know where a thing is, the less accurately you are able to state how fast it is moving. 12. What I am pointing out is that unless you are at home in the metaphor, unless you have had your proper poetical education in the metaphor, you are not safe anywhere. 13. It is simple enough to say that since books have classes — fiction, biography, poetry — we should separate them and take from each what it should give us. 14. The human species, according to the best theory I can form of it, is composed of two distinct races: the men who borrow, and the men who lend. 15. The older children need practice in reading but, if they had to do it in their own classes, they would say it was kids' stuff and be worried about losing face. 16. Even those works that are presumed to be immortal and universal are products of a particular time in history and a particular social and political context; therefore, they may represent points of view with which we are unsympathetic...