- •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
5.Translate into English; justify the choice either of a clause or a verbal construction:
Казалось, он не обращал внимания на то, что происходит вокруг. Предложив свои идеи, мы приступили к работе по их претворению в жизнь. Когда обсуждались эти вопросы, то особо выделялись как их положительные, так и отрицательные стороны. Война, продолжавшаяся в этом регионе в течение долгого времени, нанесла большой ущерб принимавшим в ней участие странам. Т.к. новые методы представляют особую ценность для преподавания, ими сейчас широко пользуются в школе. После того, как были определены рамки работы, мы более четко стали представлять стоящие перед нами задачи. Все проголосовали за новую политику, направленную на сохранение европейской безопасности. Требуются новые доказательства, чтобы подтвердить аутентичность подобранных материалов. Кто-нибудь видел, как они садились в самолет? Не зная, как найти указанное в брошюре учреждение, я обратился в адресное бюро. Мы с нетерпением ждали того, как закончится доклад, чтобы поделиться своим мнением. Для того, чтобы партнерство было успешным, нужно поближе познакомиться друг с другом, невзирая на разницу в мировоззрениях. Если бы не его тяжелый характер, мы бы были с ним в хороших отношениях. Поскольку другие темы имели прямое отношение к соглашению, которое должно было быть обязательно подписано, переговоры длились допоздна. Оба ученых независимо друг от друга пришли к одному и тому же заключению, хотя пути и методы исследования оказались разными.
Revision tasks for self-control
Why is a composite sentence defined as a polypredicative unit?
Make difference between compound and complex sentences.
What makes syntactic connectors peculiar in the complex sentence (syndetic, asyndetic)?
What makes syntactic connectors peculiar in the compound sentence (syndetic, asyndetic)?
Make out division of subordinate clauses according to categorial and functional principle.
Outline the semantic domain of the compound sentence focusing on coordinating connectors.
Make difference between semi-complex and semi-compound sentences.
Сonclusive remarks
The scope of the raised problems has been dictated by the necessity to analyze the crucial aspects of the grammatical structure of English from the viewpoint of its conventions used in the process of building sequences of utterances with the help of proper grammatical forms and syntactic rules, which users of the language conform to. With this comes the realization that the grammatical structure is highly organized, and as a functional whole should be fully describable from its morphological and syntactical side, thus enhancing search for adequate congruency in form, meaning and function.
Recommended literature
Alexeyeva I.A. Theoretical English Grammar Course / Irina Alexandrovna Alexeyeva. – Kijiv: Нова Книга, 2007. – 327 p.
Blokh M.I. A course in Theoretical English Grammar / Mihail Yakovlevich Blokh. – Москва: Высшая школа, 1983. – 383 p.
Rayevska N.M. Modern English Grammar / Natalia Mikolajivna Rayevska. – Київ: Вища школа, 1976. – 304 p.
Ахманова О.С. Современные синтаксические теории / Ольга Сергеевна Ахманова. – М.: Едиториал УРСС, 2003. – 165 с.
Бархударов Л.С. Очерки по морфологии современного английского языка / Леонид Сергеевич Бархударов. – М.: Высшая школа, 1975. – 156 с.
Блох М.Я. Практикум по английскому языку: Грамматика. Сборник упражнений / Михаил Яковлевич Блох. – Москва: Астрель, 2005. – 239 с.
Почепцов Г.Г. Теоретическая грамматика английского языка / Георгий Георгиевич Почепцов. – М.: Высшая школа, 1981. – 285 с.
Contents
Introduction
I. Engagement and comprehension activities: follow up tasks, reading strategies, study skills
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. Cross-cultural comparison
6. Vocabulary development
II. Activate activities
Sample of the reading passage:
Reading tasks
Key phrases
III. Summarizing statements on the reading passage
IV. Conclusive remarks
Glossary of helpful key words
Reference literature
Introduction
Being a philologist in a wide sense of a word implies academic ability to understand every variety of text in the chosen language through reading and place it within the overall treasury of existing literature [1, p.9]. In terms of literacy, socially mediated and developed, reading is admitted to belong to the group of literacy events taking place within real-life context in a community and therefore seen as an initial step in the direction of literacy development. Being involved in this process, reading is distinguished by its relevance to interpreting some textual thing as created in the course of cross cultural communication and accomplished by the language itself and some kinds of social and cultural presuppositions. Initially considered word-for-word decoding as the only way to read, it has been further on replaced by learning how to read purposefully, selectively, based on the assumption that the reader be seriously justified in its adequate comprehension from the points of view of structure, semantics, socio-cultural value and register.
It makes think about the fact that the text arising in a specific social situation represents a highly combined, coherent and cohesive organization both on its structural and semantic planes. Consequently, the reader is involved in a reconstruction of context through an analysis of its content set up by the variables, such as: genre; register; verbally presented events as topical points; the author’s perspective in terms of gist and theme; view-dependent attitudes, social and cultural evaluative stance; logical links [4].
In this respect, it should be noted that reading entails complex interactions between reader, writer and text, suggesting active engagement with the author’s intentions and ideas. In other words, reading encourages a person to get engaged with what is read, gleaning information and then fitting it into certain environment so as to be able to interpret the content flexibly to suit the purpose of literacy experiences.
Apparently, pure understanding of grammar and lexicon does not fully constitute comprehension of the text: coherence and brought by the author view points based on cultural norms, beliefs, knowledge, values are essential as well. Constructed on this basis, process of reading goes beyond a simple set of strategies and is placed within some socio-cultural domain. Thus, we are coming to understanding necessity of monitoring cognition to make sure that the information presented is critically processed by the reader, being a holder of his own value system.
Consequently, reading appears to be a complex learned skill leading to a certain model of critical extensive reading focused on the ability to extract and research information from multiple sources in a range of subject areas enhancing comprehension development like interactive mental process. The model is evolved around the following strategy-related activities: engagement, comprehension and activate activities, supplied with corresponding study skills and reading strategies - which are intended to develop overall reading proficiency through corresponding reading question tasks: matching, multiple choice, true/false, gapfill, completion, summary, information gap, evaluating statements, reassembling a text [ 3 ].
Follow up tasks:
Why is reading claimed to belong to literacy events?
In what conditions is a text generated?
What factors influence the reader’s comprehension?
What is understood by coherent and cohesive organization of the text?
How do you understand engagement in the view of reading?
What is comprehension of a text is based on?
What does critical extensive reading imply?
Make difference between strategy-related activities, study skills and reading strategies.
Point out reading question tasks.