Seminar 3 Composite sentence. Text.

Objectives:

• to evaluate students’ level of mastering the theoretical material on the theme discussed;

• to foster students willingness and readiness to explore various aspects of English composite sentence and text preparing them for further scientific research on the issues of the theory of grammar.

Questions for discussion:

1. The composite sentence in Modern English; general characteristics, definition and classification.

2. The compound sentence; its main characteristics. Different views on compound sentence in Modern Grammar.

3. The complex sentence; its classification and main characteristics.

4. *Direct and indirect speech in ME.

5. Text as the highest syntactic unit. The main problems of text linguistics. The notion of discourse.

Recommended literature

1. M.Y. Blokh. A Course in Theoretical Grammar. - M.: Высшая школа -2003. – 423 p.

2. M.Y. Blokh., T.N.Semionova, S.V. Timofeyeva. Theoretical English Grammar. Seminars. - M.: Высшая школа -2003. – 471 p.

3. Alexeyeva Iryna. Theoretical Grammar Course of Modern English. – Vinnytsya: Nova Knyha. – 2007. – 328 p.

4. E.J.Morokhovskaya Fundamentals of Theoretical English Grammar. - K.: Вища школа. - 1984. – 246 p.

5. B. Ilyish The Structure of Modern English. – Л.: Просвещение. - 1971. – 214 р.

6. N.M.Rayevska Modern English Grammar. - K.: Вища школа. - 1976. p.6-8, 37-42.

7. Khaimovich B.S., Rogovskaya B.I. The Structure of Modern English. М.

1. 1967. p.6-10

8. L.L. Iofik, L. P. Chakhoyan. Readings in the Theory of English Grammar.p.p. 43-67.

9. O.M.Starikova, N.P.Alova. Seminars in Theoretical Grammar. p.52-54.

10. A. Veikhman. A New Look at English Syntax. P.p. 181-220.

11. Douglas Biber, Susan Conrad, Geoffrey Leech. Student grammar of Spoken and Written English. – Longman. – 2003. – 487 р.

Content Module IV

Seminar 4 Functional Study of the Language. Actual sentence division.

Objectives:

• to assess students’ achievements in scientific understanding of modern trends of linguistics;

• to get them accustomed to functional methods of linguistic analysis;

• to contribute to trainees’ further development of their cognitive skills and to encourage them into further scientific work on the issues of the theory of linguistics.

Questions for discussion:

1. The problems of functional linguistics, its peculiarities and main tasks.

2. The Theory of Actual Sentence Respective, its main problems and tasks.

3. Linguistic means of theme-rheme division of the utterance.

Recommended literature:

1. M.Y. Blokh. A Course in Theoretical Grammar. - M.: Высшая школа -2003. – 423 p.

2. M.Y. Blokh., T.N.Semionova, S.V. Timofeyeva. Theoretical English Grammar. Seminars. - M.: Высшая школа -2003. – 471 p.

3. Alexeyeva Iryna. Theoretical Grammar Course of Modern English. – Vinnytsya: Nova Knyha. – 2007. – 328 p.

4. E.J.Morokhovskaya Fundamentals of Theoretical English Grammar. - K.: Вища школа. - 1984. – 246 p.

5. B. Ilyish The Structure of Modern English. – Л.: Просвещение. - 1971. – 214 р.

6. N.M.Rayevska Modern English Grammar. - K.: Вища школа. - 1976. p.6-8, 37-42.

7. Khaimovich B.S., Rogovskaya B.I. The Structure of Modern English. М.

1. 1967. p.6-10

8. Языкознание. Большой энциклопедический словарь / Гл.ред. В.Н.Ярцева. – 2-е изд. - М.: Большая Российская энциклопедия, 2000. – 688с: ил.

9. Traugott E.C., Pratt M.L. Linguistics. – Oxford University Press. – Oxford, 2002. - 58 p.

10. L.L. Iofik, L. P. Chakhoyan. Readings in the Theory of English Grammar.p.p. 43-67.

11. O.M.Starikova, N.P.Alova. Seminars in Theoretical Grammar. p.52-54.

12. A. Veikhman. A New Look at English Syntax. P.p. 181-220.

13. Douglas Biber, Susan Conrad, Geoffrey Leech. Student grammar of Spoken and Written English. – Longman. – 2003. – 487 р.

*questions for self-study ( look Individual work№ 12)

Communicative Linguistics

Practical assignments

I.Textual analysis. Look through the following fragment of the text (W.S.Maugham. Theatre. - M., 1979, p.15 -16) and get ready to discuss: 1) functional perspective of sentences used in the frag­ment, 2) patterns of thematic and rhematic progressions.

The young man went scarlet. He smiled stiffly in answer to Julia's warm, ready smile and she felt the palm of his hand wet with sweat when she cordially grasped it. His confusion was touching. That was how people had felt when they were presented to Sarah Siddons. She thought that she had not been very gracious to Michael when he had proposed asking the boy to luncheon. She looked straight into his eyes. Her own were large, of a very dark brown, and starry. It was no effort to her, tо suggest now a fairly amused, friendly tenderness.

"I wonder if we could persuade you to come and eat a chop with us. Michael will drive you back after lunch".

The young man blushed again and his adam's apple moved in his thin neck.

"It’s awfully kind of you". He gave his clothes a troubled look. "I’m absolutely filthy".

"You can have a wash and a brush when we get home".

The car was waiting for them at the stage door, a long car in black and chromium, upholstered in silver leather, and with Michael’s crest discreetly emblazoned on the door. Julia got in.

"Come and sit with me. Michael is going to drive".

"They lived in Stanhope Place, and when they arrived Julia told the butler to show the young man where he could wash his hands. She went up to the drawing-room. She was painting her lips when Michael joined her.

"I've told him to come up as soon as he's ready".

"By the way, what's his name?"

"I haven't a notion".

"Darling, we must know. I'll ask him to write in our book".

II