ENGLISH GRAMMAR

Практикум по теоретической грамматике английского языка (синтаксис) для студентов IV курса институтов и факультетов иностранных языков САМАРА 2006

Министерство образования Российской Федерации

Самарский государственный педагогический университет

Практикум

по теоретической грамматике английского языка (синтаксис)

Для студентов IV курса институтов и факультетов иностранных языков

Самара Издательство СГПУ 2006

Печатается по решению редакционно-издательского совета Самарского государственного педагогического университета

Практикум по теоретической грамматике английского языка (синтаксис): для студентов IV курса институтов и факультетов иностранных языков / Составители О.Н. Шалифова, Е.Ю. Макеева. Самара: Издательство СГПУ, 2006. –

Практикум по теоретической грамматике английского языка предназначен для аудиторной и самостоятельной работы студентов IV курса институтов и факультетов иностранных языков при изучении раздела “Синтаксис” курса теоретической грамматики английского языка.

Практикум содержит задания к семинарским занятиям по основным разделам синтаксиса, включающие в себя вопросы для самостоятельной подготовки, и блоки упражнений, направленных на овладение студентами специальными методиками грамматических исследований.

Рецензенты:

© Самарский государственный педагогический университет, 2006

Part I

Basic Units of Syntax: Phrase and Sentence

For Class Discussion.

1. Differential features of the phrase and the sentence.

2. General characteristics of the phrase level.

3. Semantics of phrases.

4. Traditional and nominative classifications of phrases.

5. Syntactical relations b-n the components of a phrase.

Reference List:

1. Blokh M.Y. A course in Theoretical English Grammar. –M.: Vysshaya Shkola, 2000. – pp. 222-261.

2. Блох М.Я. Теоретические основы грамматики. – М.: Высшая школа, 2000. – стр. 97-106.

3. Blokh M.Y., Semionova T. N., Timofeyeva S.V. Theoretical English Grammar. Seminars. M.: Vysshaya Shkola, 2004. - pp. 245-308.

4. Лингвистический энциклопедический словарь. – М.: Советская энциклопедия, 1990.

5. Бурлакова В.В. Синтаксические структуры современного английского языка. – М., 1984.

6. Гуревич В.В. Теоретическая грамматика английского языка. – М.: МГПУ, 2001. – С. 59-73.

7. Ившин В.Д. Синтаксис речи современного английского языка (Смысловое членение предложения). – Ростов-на-Дону: Феникс, 2002. – С. 66-102.

8. Veikhman G.A. A new look at English syntax. – М.: Изд. Астрель, 2002. – С. 75-96.

Practice Assignments.

1. Comment on the terms.

Agreement Government Adjoinment Phrase meaning Predication Modality Formative Functional perspective Nominal phrases Verbal phrases Pronominal phrases

Theme Rheme One-word sentence Peak Word-group Word-combination Set-expression Clause Inversion Predicativity Kernel element

2. Define the classificational properties of the following word groups.

Example: a summer wedding

It is a notional dominational noun-phrase (NP). The principal element / the head word / the kernal is wedding, the subordinate element / the adjunct / the expension is summer. The type of connection is regressive subordination / hypotaxis.

a self-reliant student to fully understand claimed the land a cat licking milk think of an idea rather doubtful the world beyond happy but not quite laughed a little eggs and cheese fortunately for the boy stopped the car

young, nonchalant, charming the train moved cakes and ale in spite of almost insignificant to feel foolish came in to ask familiar noise the butcher and the grocer in order to oddly affected to intentionally interrupt

3. Pick out and write down all the word-combinations you find in the sentences given below. Give a detailed analysis of each group: 1) define its type and kind; 2) determine the head-word and the adjunct; 3) state grade of subordination or rank of the constituent.

1. The sun was setting and the smooth sea was lucid with pale and various colour, blue, green, salmon-pink and milky purple, and it was like the subtle and tender colour of silence. (Maugham)

the smooth sea

pale and various

lucid with pale and various colour

blue, green, salmon-pink and milky purple

like the subtle

tender colour

colour of silence

2. His hair, coal black and cut very short, fitted his head like a close cap. (Maugham)

His hair

coal black and cut very short

fitted his head

his head

like a close cap

a close cap

3. Back in New York, the laboratory seemed a sunnier place than it had been before. As Eric worked alone, the very silence had a busy hum to his ears. All the windows were open to the summer air, to the familiar sunlit view of pale green university roofs, to the rustle of heavy elms in every slight breeze. (Wilson)

a sunnier place

worked alone

the very silence

Back in New York

a busy hum

to the summer air

to the familiar sunlit view

view of pale green university roofs

to the rustle of heavy elms

in every slight breeze

4. He remembered the great military tracks rumbling up to the railway: the hollow tramp of hob-nailed boots on concrete, the sound of marching feet echoing from the ramp that led into the station… He remembered Bob breaking from the ranks for a last hurried kiss, a last brief handshake, his tanned face unfamiliarly severe. (Cusack)

the great military tracks

tracks rumbling up to the railway

the hollow tramp

hollow tramp of hob-nailed boots

on concrete

the sound of feet

marching feet

led into the station

feet echoing from the ramp

Bob breaking from the ranks

remembered Bob

for a last hurried kiss

a last brief handshake

his tanned face

unfamiliarly severe

4. Define the types of syntactical relations between the constituents of the following word-combinations.

Saw him – prog sub,VP,governm,direct connection these pearls – regres sub,NP,adverb agreement insanely jealous – regres sub,AP,adjoining

very difficult – regres sub, AP,adjoining give them – progr sub,VP,government,direct connection this word - regres sub,NP,adverb agreement

5. Consider the types of syntactic connection between the notion­al words in the following sentences (coordination: syndetic, asyndetic; subordination: agreement, government, adjoinment).

1. They left the villa after breakfast.

2. Can she have been this woman’s daughter?

3. The man rapidly recovered himself.

4. A blush rose to her cheeks and ashamed her.

5. Did I love those friends of mine?

6. I am retired, but not banned from society altogether.

7. For a moment or two James had a strong feeling of disgust.

8. She often left her personal letters, papers and jewels scattered carelessly around.

9. The secretary walked in with a folder under his arm.

10. Margaret was his type, small, dark and full of life.

11. The largest quantities of salt occur in sea water as well as in solid beds called rock salt.

12. Calm now, smooth from his outburst, he picked up the letter.

13. Throughout recorded history wood had proved to be one at the man’s most valuable natural resources.

14. You may take it or leave it.

6. From your home-reading write down word-groups according to the patterns listed below. Give as many examples as you can.

D + A/V_en + N

Example: superbly appointed bathroom

art + A/V_en + looking + N

Example: a depressed-looking man

art + D + A + A₁ + N

Example: a very able criminal lawyer

N + of + A and A₁ + N₁

Example: a house of a pretty and commodious sort

7. Analyze the actual division of the following sentences and the means used to mark it.

1. “Albert, there’s Mrs. Forrester (the rheme) to see you.” (Maugham)

2. “Both in prose and in verse you are absolutely first class (the rheme).” (Maugham)

3. I must take some definite actions (the rheme) tonight. (Doyle)

4. It was Mr. Eccels (the rheme) I particularly wanted to see. (Christie)

5. Sunday was a holiday for Dad, not for Mum (the rheme). (Leacock)

6. The situation must be faced (the rheme). (Doyle)

7. It was ten o’clock exactly (the rheme) when he paused before the well-remembered house. (Galsworthy)

8. On the walls were enlarged photographs in massive gold frames (the rheme). (Maugham)

9. The Blue house was opened to special patrols only (the rheme). (Sheldon)

10. And a very cosy nice place it is (the rheme). (Maugham)

11. There’s something happened (the rheme) to the Colonel’s son! (Kipling)

12. Coppy had permitted (the rheme) him to witness the miraculous operation of shaving. (Kipling)

13. The pie sat on the seat beside him, pulsing, warm (the rheme). (King)

14. The exterior of the building was a masterpiece of architecture, elegant and graceful (the rheme). (Sheldon)

8. Define the communicative sentence type; dwell on the actual division of the following sentences.

1. Over the breakfast she grew serious. (Lawrence)

2. Oh, Mr. Holmes, you must save him – you must save him! I tell you that you must save him! (Doyle)

3. “You’d better put on your coat, Albert.” (Maugham)

4. “I suppose I was asked?” he barked. “Well, in point of fact you weren’t.” (Maugham)

5. Why don’t you write a good thrilling detective story? (Maugham)

6. “I don’t want to say anything about it. “(Lawrence)

7. “You don’t want to go mixing yourself up in things that are no business of yours -” “There’s nothing to be mixed up in according to you,” said Tuppence. “So you needn’t worry at all.” (Christie)

8. “Don’t be cruel to me.” (Lawrence)

9. “Would you like to come and spend a few days with us?” – “Willingly”. (Lawrence)

9. Read the following. Point out different kinds and types of sentences. Analyse these sentences indicating the theme and the rheme. Comment on the devices.

Silence again. There came a little rastle, a scurry, a hop.

“A mouse,” said Constantia.

“It can’t be a mouse because there aren’t any crumbs,” said Josephine.

“But it doesn’t know there aren’t,” said Constantia.

A spasm of pity squeezed her heart. Poor thing! She wished she’d left a tiny piece of biscuit on the dressing-table.

It was awful to think of it not finding anything. What would it do?

“I can’t think how they manage to live at all,” she said slowly.

“Who?” demanded Josephine.

And Constantia said more loudly than she meant to, “Mice.”

Josephine was furious. “Oh, what nonsense, Con!” she said.

“What have mice got to do with it? You’re asleep.” (Mansfield)

10. Decide which is the likeliest (unmarked) answer to each of the following questions.

Example: When shall we know what Mary’s going to do?

(a) Next week we shall know.

(b) It’s next week we shall know.

(c) She’ll tell us next week.

(d) Next week she will tell us.

Answer: (c)

1. What have you done with your car?

(a) We have sold our car.

(b) We’ve sold it.

(c) Our car has been sold.

(d) The car we have sold

2. Is there a post office near here?

(a) There’s one near here.

(b) Near here there’s one.

(c) There’s one just beyond the chemist’s.

(d) Just beyond the chemist’s is a post office.

3. Where do you keep your car?

(a) I have to park it outside the house.

(b) Outside the house is where I park it.

(c) It’s outside that I park my car.

(d) Park it outside is what I have to do.

4. Which newspaper do you read?

(a) The Guardian I sometimes read.

(b) The Times is my favourite paper.

(c ) Usually The Daily Telegraph.

(d) What I read is The Independent.

5. What are the most popular TV programmes in your family?

(a) Comedy programmes and the news are watched by all the family.

(b) Comedy and the news are our favourite TV programmes.

(c) We regularly watch comedy programmes and the news.

(d) It’s comedy and the news that are most popular with us.

6. How often do you go to the cinema?

(a) About once a week on average I go.

(b) About once a week on average 1 go to the cinema.

(c) To the cinema I go on average about once a week.

(d) I go about once a week on average.

11. Bearing in mind that in answering people’s questions we should focus on the new information that they want, choose the likeliest answers in the following.

1. Who was the first man to walk to both Poles?

(a) Robert Swan (GB) led expeditions to the South Pole in 1986 and to the North in 1989.

(b) Robert Swan (GB), who led expeditions to the South Pole in 1986 and to the North in 1989.

(c) A small expedition to the South Pole in 1986 and

another expedition to the North were both led by Robert Swan.

(d) Robert Swan became the first man to walk to both Poles.

2. What was the name of his South Pole expedition?

(a) The Footsteps of Scott was the name of his South Pole venture.

(b) It was called the Footsteps of Scott.

(c) He led a South Pole expedition called the Footsteps of Scott.

(d) The Footsteps of Scott was the name given to tins expedition.

3. How big was this Footsteps of Scott expedition?

(a) There were just three men.

(b) Three men took part in the Footsteps of Scott expedition.

(c) A three-man expedition is what it was.

(d) Three men walked to the South Pole.

4. How long did the South Pole trek take them?

(a) Through the worst Antarctic winter for years they trekked for seventy days.

(b) For seventy days they trekked through the worst Antarctic winter for years.

(c) For seventy days through a terrible Antarctic winter they trekked.

(d) It took them seventy days – through the worst Antarctic winter for years.

5. And was the North Pole walk also a three-man expedition?

(a) No, the international expedition had eight men.

(b) No, it was an eight-men international expedition.

(c) No, eight men – from different countries – walked to the North Pole.

(d) No, there were eight men walking to the Pole from different countries.

6. Did this North Pole expedition have a name?

(a) Yes, Icewalk it was called.

(b) Yes, Icewalk they called it.

(c) Yes, Icewalk was its name.

(d) Yes, it was called Icewalk.

7. Wasn’t there some connected environmental project involving students?

(a) Yes, a connected environmental project involved international students.

(b) Yes, twenty-two students from fifteen countries took part in some connected environmental project.

(c) Yes, an international group of students did some interesting work.

(d) Yes, there was a connected environmental project involving students.

8. Where did this part of the project take place?

(a) At the polar team base on Canada’s Ellesmere Island.

(b) Canada’s Ellesmere Island is where the project took place.

(c) Ellesmere Island, where the polar base is, is part of Canada.

(d) At the polar team base on Ellesmere Island environmental studies were carried cut.

12. Finish each of the sentences in such a way that it is as similar in meaning as possible to the sentence printed before it. Speak on the actual division of the sentences.

Example: The full story did not emerge until somebody leaked information to the press.

Only when somebody leaked information to the press did the full story emerge.

1. He walked through the door and was immediately met by a barrage of questions.

No sooner he walked through the door, he was immediately met by a barrage of questions.

2. He wouldn’t agree to the changes until I pointed out that his job depended on them.

Not until I pointed out that his job depended on them, he would agree to the changes

3. You don’t often hear of such selfless actions.

Seldom you hear of such selfless actions.

4. I have never been so insulted.

Never I have been so insulted.

5. The only way was to break a window.

Only if he broke a window, he could get in

f) You must never talk to the press about this, whatever happens.

Under any circumstances You mustn’t talk to the press about this

13. Rewrite each sentence in three different ways. Begin with the words given. Speak on the actual division of the sentences.

Example: The rising tide frightened me.

a What frightened me was the rising tide.

b I was frightened by the rising tide.

c It was the rising tide that frightened me.

1. We took him to the hospital.

a Where ... b It was ... c The hospital is ...

2. I went to see my GP.

a My GP ... b It was my GP ... c The person ...

3. The spices are amazing.

a It’s the ... b What ... c The spices are what ...

4. The location was important.

a It’s the ... b What ... c The location ...

5. I spent ₤15 on the ticket.

a ₤15 was how ... b It was ₤15 ... c The amount I ...

6. He looks amazing for his age.

a How... b What is... c It is...

14. Fill each blank with a suitable word. Analyse these sentences indicating the theme and the rheme. Comment on the devices.

15. Write there’s or it’s in each of the gaps to complete the following sentences. Point out the rheme.

Example: It’s a good job you told me when you did. There’s little point in going back over the same old ground.

1. .......... just as well we brought our umbrellas.

2. .......... a strong possibility of the Chairman not making the meeting.

3. I gather .......... also doubtful whether his deputy will be there.

4. .......... not thought to be any serious risk involved in the operation.

5. ..........no use pleading with me; I have no say in the matter whatsoever.

6. ..........no shame attached to being beaten by a player of his caliber.

7. Don’t you think .......... any chance at all that he was unfairly dismissed?

8. ..........no good feeling sorry for yourself; what’s done is done.

9. ......... a lot to be said for vegetarianism, in my opinion.

10. .......... a shame you won’t be able to see your own son receive his degree.

11. .......... generally believed to be a good thing to get eight hours’ sleep a night.

12. Wouldn’t you say .......... all a question of habit how long you need to sleep?

16. Match the first (1-10) and second (a-j) parts.

Example: 1 + j 2 + i