- •Предисловие
- •Contents
- •Predicative Constructions with the Participle
- •School Report Shocks Parents
- •1. Participle I Indefinite Active can be used as an attribute.
- •IV. Participle I as part of a complex object.
- •Participle I as part of a complex subject/part of a compound verbal predicate.
- •Participial phrase as parenthesis.
- •A) Active Voice; Present Participle throwing – бросающий, бросавший, бросая, бросив
- •B) Passive Voice; Present Participle being thrown – бросаемый, будучи брошен
- •Past Participle; thrown – бросаемый, брошенный
- •I. Participle II as an attribute.
- •II. Participle II as an adverbial modifier:
- •IV. Participle II as part of a complex object.
- •V. Participle II as part of a complex subject/part of a compound verbal predicate.
- •VI. Participial phrase as parenthesis.
- •I. Participial phrase as parenthesis.
- •The Adjectivized Participle
- •The Objective Participial Construction
- •Summary
- •The Objective Participial Construction (with Participle I)
- •Summary
- •The Objective Participial Construction (with Participle II)
- •The Objective Participial Construction (with Participle I and Participle II)
- •The Subjective Participial Construction
- •The Subjective Participial Construction (with Participle I and Participle II)
- •The Objective Participial Construction The Subjective Participial Construction (with Participle I and Participle II)
- •Summary
- •The Nominative Absolute Participial Construction
- •The Prepositional Absolute Participial Construction
- •Summary
- •The Prepositional Absolute Participial Construction
- •Formation of Participle I (Spelling Rules)
- •Verbs ending in -ie drop the final -e and change I into y before taking -ing
- •Answer key
- •Reference list
- •Грамматика английского языка неличные формы глагола: причастие
- •634041, Г. Томск, пр. Комсомольский, 75
School Report Shocks Parents
Teachers are finding it increasingly difficult to control classes of young pupils, says a report published yesterday. The evidence from the 100 schools which were involved in the study is not encouraged/encouraging (1). The report paints a depressing/ depressed (2) picture of schools up and down the country, with teachers feeling disappointed/disappointing (3) not only by students’ results in tests but by the worrying/worried (4) increase in violent behaviour in class and in the playground.
‘I am worn out at the end of the day; my job is exhausted/exhausting (5), I can tell you,’ complained one teacher. One of the most disturbed/disturbing (6) revelations is the use of drugs by youngsters. Although teachers were not totally surprised/ surprising (7) by the findings, parents are worried/worrying (8); some even described the report as shocked/shocking (9) and demanded immediate action. Pupils who were asked to comment on the report said they found school uninterested/uninteresting (10); they blamed teachers for teaching boring/bored (11) lessons. The report is particularly embarrassed/embarrassing (12) for the Minister of Education who claimed recently that British education is ‘the best in the world’.
◄►Participle I - Participle II
In the sentence the participle may occur:
(a) singly (as a single participle) i.e. without accompanying words.
She went away smiling. Она ушла, улыбаясь. (‘smiling’ is a single participle; it is used in the function of an adverbial modifier of manner)
A broken toy lay on the floor. Сломанная игрушка лежала на полу. (‘broken’ is a single participle; it is used in the function of an attribute)
(b) in phrases (as a participial phrase), i.e. with one or several accompanying words.
Having finished my lessons, I went home. Закончив уроки, я пошел домой. (‘Having finished my lessons’ is a participial phrase; it is used in the function of an adverbial modifier of time.)
This plant, hidden from the light, has kept its flowers till the autumn. (‘hidden from the light’ is a participial phrase; it is used in the function of an attribute)
(c) in predicative constructions, i.e. constructions consisting of two elements/components: a nominal element (noun or pronoun) and a verbal element (participle I - participle II); the verbal element stands in predicate relation to the nominal element, i.e. in a relation similar to that between the subject and the predicate of the sentence. In most cases predicative constructions form syntactic units, serving as one part of the sentence.
I saw him walking along the street. Я видел, как он шел по улице. (‘him walking’ is the Objective Participial Construction; it is used in the function of a complex object)
Where did you have your photo taken? Где ты фотографировался? (‘photo taken’ is the Objective Participial Construction; it is used in the function of a complex object)
The children/they were seen running to the river. Видели, как дети/они бежали к реке. (‘The children/they – running’ is the Subjective Participial Construction; it is used in the function of a complex subject)
The rain having ruined my hat, I had to buy a new one. Так как дождь сделал непригодной мою шляпу, мне пришлось купить новую. (‘The rain having ruined my hat’ is the Nominative Absolute Participial Construction; it is used in the function of an adverbial modifier of cause.)
● Note: In written English, it is usual to move from the familiar (the current topic) to the new and to be economical with words and avoid repetition. Participial and infinitive phrases help us to do these things. Compare these examples:
Steve went home. He noticed a piece of paper which had been left on the doorstep as he walked towards the door. →> Steve went home. Walking towards the door, he noticed a piece of paper left on the doorstep. (порог)
Because Marion didn’t have a degree, she was the only one who wasn’t offered a permanent contract. →> Not having a degree, Marion was the only one not to be offered a permanent contract.
◄► The Functions of Participle I in the Sentence