- •Topic 1: General Account of the Grammatical Structure of the English Language under Theoretical Analysis
- •1.2. Basic notions of the grammatical description: grammatical form, grammatical meaning, paradigm, grammatical category
- •1.Pick out the word forms with common grammatical meaning to create appropriate grammatical categories. Do they correspond to the English variants?
- •2.Analyse the following pairs of words. What grammatical devices are used to denote grammatical meanings? Figure out cases in English:
- •3.Which grammatical categories are made up by the paradigm of the given grammatical forms?
- •1.3. Classification of words into parts of speech
- •1.Provide a suitable context to figure out the parts of speech these words belong to:
- •2.Recognize the following words as notional or structural parts of speech. Consider the grammatical form, lexical meaning and syntactical function (make up a phrase):
- •2.1. Categorial meaning, division of nouns into subclasses
- •1.Translate into Russian. Match the nouns with the items in the list: common, proper, abstract, collective, mass:
- •2.Think of the English equivalents to the given nouns. Recognise their subclasses:
- •Revision tasks for self-control
- •2.2. Grammatical categories of the noun: number
- •1.Make up if possible singular and plural of the nouns. Compare them with the corresponding English word forms:
- •2.Supply a predicate in the singular or the plural as appropriate to the nouns used as subjects:
- •2.3. Grammatical categories of the noun: Case
- •1.Point out the grammatical content of the inflectional Genitive; translate into Russian:
- •2.Analyse the meaning of the ‘of-Genitive’. What are the corresponding Russian word forms? Do possible substitutions for ‘s-inflection:
- •3.Choose the correct case form in English. Note appropriate transformations in the translation:
- •Revision tasks for self-control
- •3.1. Categorial meaning, grammatical forms and classes of the Verb
- •1.Point out notional and structural verbs:
- •2.Identify the verbs as stative, dynamic, transitive, intransitive:
- •3.Find phrasal verbs, identifying them as transitive/intransitive, separable/inseparable. Think of both grammatical and lexical differences:
- •4.Match modal verb forms in accordance with the given meanings: ability, possibility, probability, logical assumptions, permission, necessity, obligation, duty, prohibition:
- •Revision tasks for self-control
- •Finite versus non-finite verb forms
- •1.Name the grammatical categories in which the verbals differ:
- •2.Consider different functions of the infinitive:
- •3.Consider different functions of the gerund:
- •4.Consider different functions of the participle:
- •5.Point out verbal constructions:
- •Revision tasks for self-control
- •3.3. Grammatical categories of the verb: tense, taxis, aspect
- •1.What time (present, past, future) does the process denoted by the verb refer to?
- •2.Consider the following oppositions and account for the difference between the verb forms belonging to Continuous / Non-Continuous, Perfect / Non-Perfect:
- •3.Translate into English. Match the verb forms with the meanings indicating:
- •Revision tasks for self-control
- •3.4. Grammatical categories of the verb: voice
- •1.Make as many active – passive transformations as possible:
- •2.Rewrite the following passages into Passive; wherever necessary translate into English:
- •3.Translate into English. Put the Passive voice wherever necessary:
- •3.5. Grammatical categories of the verb: mood
- •1.How do the underlined verbs differ grammatically? Is there difference in person? number? mood? tense? aspect? taxis? voice?
- •2.Match English and Russian verb forms of the Subjunctive in accordance with the given meanings; Work them out in the given sentences:
- •3.Think of possible similarities and differences in the choice of conjunctions:
- •4.Transform the situations by using the sentences with the Subjunctive Mood; recognize unreal meanings:
- •5.Translate into English. Are the verb forms equal? What is preferable in formal and informal speech?
- •Revision tasks for self-control
- •4.1. General remarks on syntactic problems
- •4.2. Syntagmatic connections in word-groups: types of syntactic relations
- •4.3. Syntactic relations and ways of their expression
- •1.Determine the type of syntactic relations between the components of word-phrases. Translate either into Russian or English:
- •2.Distinguish between the phrases; show differences in translation:
- •5.1. Predication, its types and expression
- •5.2. Classification of sentences: structural, semantic, communicative
- •1.Make difference between types of predication: explicit / implicit, single-headed / double-headed:
- •2.Point out structural types of sentences: one-member / two-member, extended / non-extended, complete / incomplete, simple / composite, quasi-sentences:
- •3.Distinguish between communicative types of sentences: declarative, interrogative, negative, exclamatory:
- •4.Consider semantic types of sentences: personal / impersonal, definite / indefinite, actual / relational / statal:
- •5.Look at the one-member Russian sentences and translate them into English:
- •5.3. Division of the sentence: principal vs secondary parts
- •1.Note the way how the predicative centre is formed in the English simple sentence; take care of inversion. Highlight different types of the predicate and the subject.
- •2.Point out the forms of secondary parts of a sentence, with a special focus on possible Russian equivalents:
- •6.1. Features of a composite sentence
- •6.2. Complex sentence
- •6.3. Semi-complex sentence
- •6.4. Compound sentence
- •6.5. Semi-compound sentence
- •1.Pay attention to the form of a subject and a predicate in clauses of composite sentences, highlighting logic focus on them. Translate into Russian:
- •2.In the given below semi-composite sentences point out cases of secondary predication, performing objective, attributive and adverbial function. Think of possible corresponding Russian variants:
- •3.Express the syntactic positions of subject, predicate, object, attribute and adverbial modifier by corresponding clauses, wherever possible:
- •4.Complete the structure of the semi-composite sentences, translating from Russian into English:
- •5.Translate into English; justify the choice either of a clause or a verbal construction:
- •Recommended literature
- •I. Engagement and comprehension activities:
- •1. Making predictions
- •2. Setting up expectations about the theme of the text
- •3. Making guesses about the author’s tone and intention
- •4. Deducing meaning and ideas
- •5. Making cross-cultural comparison
- •6. Vocabulary development
- •II. Activate activities:
- •2. Setting up expectations about thematic formation of the text
- •1. Do the following statements agree with the information given in the passage?
- •2. Reassemble sequences of lines to provide cohesion and coherence of the text in the form of a,b,c,d,e,f,g,h:
- •3. Scan the text for keywords and phrases essential to your understanding of the theme?
- •4. The author recognizes the fact that
- •5. Which of the sentences best summarizes what the text is about?
- •5. Making cross-cultural comparison
- •1. Think of the associations you have with the word ‘stress’.
- •2. Do the following statements reflect the author’s attitude to gender differences in stress response:
- •3. Make cross-cultural connections:
- •Indicating purpose:
- •III. Summarizing statements on the given reading passage :
- •IV. Conclusive remarks:
- •1.Pick out the word forms with common grammatical meaning to create appropriate grammatical categories. Do they correspond to the English variants?
- •2.Analyse the following pairs of words. What grammatical devices are used to denote grammatical meanings? Figure out cases in English:
- •3.Which grammatical categories are made up by the paradigm of the given grammatical forms?
- •1.Provide a suitable context to figure out the parts of speech these words belong to:
- •2.Recognize the following words as notional or structural parts of speech. Consider the grammatical form, lexical meaning and syntactical function (make up a phrase):
- •1.Translate into Russian. Match the nouns with the items in the list: common, proper, abstract, collective, mass:
- •2.Think of the English equivalents to the given nouns. Recognise their subclasses:
- •1.Make up if possible singular and plural of the nouns. Compare them with the corresponding English word forms:
- •2.Supply a predicate in the singular or the plural as appropriate to the nouns used as subjects:
- •1.Point out the grammatical content of the inflectional Genitive; translate into Russian:
- •2.Analyse the meaning of the ‘of-Genitive’. What are the corresponding Russian word forms? Do possible substitutions for ‘s-inflection:
- •3.Choose the correct case form in English. Note appropriate transformations in the translation:
- •Topic 3: Morphological Features of the Verb as Part of speech
- •1.Point out notional and structural verbs:
- •2.Identify the verbs as stative, dynamic, transitive, intransitive:
- •3.Find phrasal verbs, identifying them as transitive/intransitive, separable/inseparable. Think of both grammatical and lexical differences:
- •4.Match modal verb forms in accordance with the given meanings: ability, possibility, probability, logical assumptions, permission, necessity, obligation, duty, prohibition:
- •1.Name the grammatical categories in which the verbals differ:
- •2.Consider different functions of the infinitive:
- •3.Consider different functions of the gerund:
- •4.Consider different functions of the participle:
- •5.Point out verbal constructions:
- •1.What time (present, past, future) does the process denoted by the verb refer to?
- •2.Consider the following oppositions and account for the difference between the verb forms belonging to Continuous / Non-Continuous, Perfect / Non-Perfect:
- •3.Translate into English. Match the verb forms with the meanings indicating:
- •1.Make as many active – passive transformations as possible:
- •2.Rewrite the following passages into Passive; wherever necessary translate into English:
- •3.Translate into English. Put the Passive voice wherever necessary:
- •1.How do the underlined verbs differ grammatically? Is there difference in person? number? mood? tense? aspect? taxis? voice?
- •2.Match English and Russian verb forms of the Subjunctive in accordance with the given meanings; Work them out in the given sentences:
- •3.Think of possible similarities and differences in the choice of conjunctions:
- •4.Transform the situations by using the sentences with the Subjunctive Mood; recognize unreal meanings:
- •5.Translate into English. Are the verb forms equal? What is preferable in formal and informal speech?
- •4.2. Syntagmatic connections in word-groups: types of syntactic relations.
- •1.Determine the type of syntactic relations between the components of word-phrases. Translate either into Russian or English:
- •2.Distinguish between the phrases; show differences in translation:
- •Topic 5: Sentence as a predicative unit: structural, semantic, communicative aspects
- •Practical assignments
- •1.Make difference between types of predication: explicit / implicit, single-headed / double-headed:
- •2.Point out structural types of sentences: one-member / two-member, extended / non-extended, complete / incomplete, simple / composite, quasi-sentences:
- •3.Distinguish between communicative types of sentences: declarative, interrogative, negative, exclamatory:
- •4.Consider semantic types of sentences: personal / impersonal, definite / indefinite, actual / relational / statal:
- •5.Look at the one-member Russian sentences and translate them into English:
- •1.Note the way how the predicative centre is formed in the English simple sentence; take care of inversion. Highlight different types of the predicate and the subject;
- •2.Point out the forms of secondary parts of a sentence, with a special focus on possible Russian equivalents:
- •Topic 6: Composite sentence: types, clauses, connectors
- •1.Pay attention to the form of a subject and a predicate in clauses of composite sentences, highlighting logic focus on them. Translate into Russian:
- •2.In the given below semi-composite sentences point out cases of secondary predication, performing objective, attributive and adverbial function. Think of possible corresponding Russian variants:
- •3.Express the syntactic positions of subject, predicate, object, attribute and adverbial modifier by corresponding clauses, wherever possible:
- •4.Complete the structure of the semi-composite sentences, translating from Russian into English:
- •5.Translate into English; justify the choice either of a clause or a verbal construction:
- •Recommended literature
1.Pay attention to the form of a subject and a predicate in clauses of composite sentences, highlighting logic focus on them. Translate into Russian:
Why the water has become polluted is a matter of grave concern. He looked as if he had a great deal of experience. Not only the technique makes possible for man to acquire and use the language. Effective for present appears the system of updating the materials. It is desirable that he should make a speech. He is believed to be an outstanding authority on the subject. At the wall stood a gentleman, looking steadily at me. With fear approached they the black entrance. Facing mankind at present is the problem of global warming. George wasn’t eager to fly back, and neither was his friend. Reading for the examination took a lot of time. It is no use trying to convince him. There has been a lot of work, done on time and efficiently. What should be done first will become clear soon. Presented here is some information on the subject of your interest. Based on statistics is the work requiring exact figures. I was a victim of a series of accidents, as are we all. She is said to have acted insane. An idea has been suggested so as stimulate the process in the laboratory. That the student reads his notes before the lecture helps him understand the subject better. Who is coming is not known yet. His behaviour has always been alleged as threatening.
2.In the given below semi-composite sentences point out cases of secondary predication, performing objective, attributive and adverbial function. Think of possible corresponding Russian variants:
He wanted not to arrest a criminal, but to prevent a crime being committed. These steps will enable them to seek new methods of work. They objected to her taking part in experiments. We watch them walking up and down the street. Hot news today is the energy crisis requiring both economic and technological efforts. They are responsible for having damaged the equipment. We reached the lane leading to the back of the garden. They consider the ecology problems as timely brought into focus during the discussion. Ask me no questions, and tell me lies. The new scheme is being decided on economic grounds, regrettably overlooked before. We have found the wild life to be badly affected by man’s activity. The current tendencies to globalization force new forms of cooperation to come into being. The students see the problem as challenging and stimulating interest. It is impossible to be idling thoroughly unless one has plenty of work to do. We know him to have established this relationship. Employees performing in the field are in a big demand. The work to be done takes up a lot of time and energy. They had no difficulty in identifying the picture stolen from the museum. Most ideas put forward by the listeners, revealed a growing interest in the offered professional orientation. The new approach to follow is clearly seen at present. The impacts to be made on our future are great. We evidently see the necessity of building up relationships between society and science. He seemed to be bullying his mates, getting at and picking on them. Researchers involved in this experiment have made a good headway. The distance for travelers to cover is not really long. The idea of his giving a talk was rejected immediately. The methods used proved to be very effective. There was little hope of the mail being delivered in time. Using this analysis it is possible to predict the results. Until checked the data cannot be relied on. Having given the details, the speaker got down to another item. To win the world title the team had done a lot of training every day throughout the winter. She waited impatiently in the departure lounge for the flight attendant to come up.