- •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.Make as many active – passive transformations as possible:
He showed me her photo. They will offer her a good job. The students asked the professor many questions. They are going to give her lovely presents. The police are still looking for him. Pupils had finished tests before the bell rang. Her mum always tells her to behave well. They explained to her where to find the bank. They teach English in most secondary schools. He has talked over this problem with her this morning. I showed her the right way in case she got lost. He has mentioned her name but I don’t remember. An impressive silence followed the answer. We should pay more attention to our work. I’ll have to deal with this problem. He has been examining the students for three hours already. Actors were performing the play brilliantly.
2.Rewrite the following passages into Passive; wherever necessary translate into English:
a) Last month, the Council put forward a plan to make the seafront traffic free. Many of the shop and restaurant owners support the plan as they believe that a more pleasant environment will improve their trade. However, the hotel owners are less enthusiastic and say that the traffic restriction will make access to their car parks very difficult. There have also been protests from some local residents who complain that the closure of the seafront road will make their journeys around the town much longer.
b) Вчера вечером Джеймс наблюдал страшную авиакатастрофу. Пока бригада пожарных боролась с огнем в остатках самолета, врачи оказывали помощь оставшимися в живых пассажирам. Скорая помощь отвезла всех пострадавших в больницу. Никто до сих пор не знает, что вызвало катастрофу самолета. Журналисты и телерепортеры уже взяли интервью у некоторых пострадавших. Полиция приступила к тщательному расследованию. Они утверждают, что, возможно, кто-то на борту самолета заложил бомбу. Есть надежда, что 'черный ящик' даст важную информацию, но они его еще не нашли. Полиция продолжает поиск.
3.Translate into English. Put the Passive voice wherever necessary:
Эти новости были только что переданы по радио. Над чем они смеются? Его разыскивают с прошлого месяца и до сих пор не нашли. Ожидают, что эти данные будут опубликованы в завтрашней газете. На эту книгу часто ссылаются. Я не знала, какие упражнения нам задали для домашней работы. У него украли документы. Ученикам объяснили новое правило и продиктовали несколько примеров. Когда будет подписано новое соглашение? Надеюсь, об этом факте больше не упомянут. Все эти вопросы затрагиваются в следующей главе. Как вы думаете, на него можно положиться? Пока переводились статьи, собирался новый материал. Об этом фильме сейчас так много говорят. После того, как делегатам показали выставку, они оставили запись в книге посетителей. К тому времени как вы вернетесь, будет принято новое решение.
Revision tasks for self-control
What does the grammatical category of voice indicate?
How is it possible to discriminate between Active and Passive in English?
What are the main functions of passive constructions?
When is Passive preferable to the corresponding Active?
In which way does the verb itself influence the choice of Passive?
Are there any restrictions to the use of passive constructions in English?
3.5.Grammatical categories of the verb: mood. As a regular categorial form of the verb, voice is combined with other categorial distinctions of tense, aspect and taxis. Moreover, the verbal process is characterized by its attitude to the objective reality. It means that the process is necessarily regarded as real or unreal. In other words, the event expressed in a sentence is interpreted by the speaker with reference to being either real or unreal as belonging to mood. Mood is the grammatical category of the verb expressing modality, i.e. the relation of the action denoted by the verb to reality from the speaker’s point of view. Finite verbs have three moods:
Indicative Mood representing an action as a fact of reality (in past orpresent) or as in close relation with reality (in future). Morphologically the Indicative Mood is the most developed system including tense, aspect and taxis;
Imperative Mood representing an urge to the action in the form of a command, order, request, suggestion, which are considered to be unreal;
Subjunctive Mood representing an action as a non-fact, something imaginary or desirable or problematic. It does not reflect an actual reality, but shows something formed in the mind of the speaker as a supposition, desire, volition, etc.: e.g. If I knew her address, I would find the road. I’ll buy the book whatever it might cost. I wish he would enjoy his job. It is necessary that he should go there.
The Subjunctive Mood includes two entirely different kinds of forms, analytical and synthetical, united by the same grammatical meaning of irreality. The synthetical forms are divided into Present Subjunctive (be, have, work – for all persons, singular and plural) and Past Subjunctive (were, worked, spoke): e.g. I suggest that he set off right now. We insist that she be with us. Come what will be. I wish she were here. The Subjunctive is also expressed by analytical forms of the Past (Continuous and Perfect) homonymous to those of the Indicative Mood and the syntactical analytical construction ‘should/would + infinitive’ or modal phrases ‘could/might + infinitive’: e.g. If only they had been living there. I wish he would pass his exams. If the weather had been better, we could have gone out for a walk. The specific feature of the English Subjunctive is that it has no tense forms to show time relations; the forms of the Subjunctive indicate only whether an action is thought of as prior, posterior or simultaneous with the moment of speaking: e.g. He would have recovered soon, if he had taken pills. I wish he would study English. If only he were studying hard! As for the functional side of it, subjunctive referring to present or future is a system of verbal forms expressing a hypothetical action appraised as an object of desire, wish, consideration. Meanwhile, subjunctive referring to past is found to be the mood of reasoning, criticism based on contraries between situations of reality, which are opposed to the corresponding situations of unreality existing as the reflection of the speaker’s intention to imagine it in a different way. Compare: e.g. I wish he would end up his work on time/ I wish he had ended up his work on time. If he drove carefully, he would never have an accident/ If he had been driving carefully, he wouldn’t have had an accident. The term ‘irreality/unreality’ with reference to Subjunctive is used in a broad sense. It comprises all non-facts, unreal actions which are contrary to reality with different degree of likelihood. Semantically, unreal Subjunctive splits into three types: unreal condition expressed in complex sentences with a subclause of condition, concession (if, even if, on condition that, provided that, supposing that, whatever, no matter how), compound sentences with ‘otherwise, or else’, simple sentences with implied condition: e.g. Provided that the economic situation were better, the rate of inflation would fall down. He used to be a strict teacher, otherwise there would have been no discipline in class. But for his bad health, he could have entered the competition; unreal comparison expressed in complex sentences with a subclause of comparison (as if, as though) and a predicative clause after ‘seem, look, feel, smell, taste’: e.g. She was crying as if she had been feeling hurt. It smelt as though it were burnt; unreal volition expressed in object clauses after ‘wish, advise, order, insist, suggest, tell’, appositive clauses (it is time, it is important/ desirable/ funny/ surprising); predicative clauses (my suggestion/ advice/ request is that...), and a subclause of purpose (so that, in order that, lest): e.g. She insisted that the son put away the toys. I wish the problems would be sorted out. It is time he went off. It is amusing that they should have made fun of him. He left the books so that everybody could look them through.
The main conclusion is that Subjunctive as the categorial form of mood is typically characterized by a variety of morphological and lexico-syntactic devices, and that is why, it has rather lexico-grammatical orientation.
To conclude, the verb grammatical form in English realizes a number of grammatical meanings, which help the speaker identify the location of the event in the objective reality through the following:
reference to the moment of speaking / tense;
reference to another moment or event / taxis;
manner of the occurrence of the process / aspect;
direction of the process / voice;
reference of the asserted event to the reality / mood.
Key words:
attitude to objective reality отношение к объективной действительности
reference to being either real or unreal отнесенность к событию как реальному или нереальному
grammatical category of mood грамматическая категория наклонения
modality модальность
relation of action to reality from the speaker’s point of view отношение действия к реальности с точки зрения говорящего
finite verbs спрягаемые\личные формы глагола
Indicative Mood Изъявительное наклонение
Imperative Mood Повелительное наклонение
Subjunctive Mood Сослагательное наклонение
grammatical meaning of irreality грамматическое значение нереальности
synthetical forms синтетические формы
analytical forms аналитические формы
prior to the moment of speaking предшествование моменту говорения
posterior the moment of speaking следование моменту говорения
simultaneous with the moment of speaking одновременно с моментом говорения
hypothetical action гипотетическое действие
unreal condition нереальное условие
complex sentence сложноподчиненное предложение
subclause of condition придаточное условия
subclause of concession придаточное уступки
compound sentence сложносочиненное предложение
simple sentence with implied condition простое предложение с имплицитным условием
unreal comparison нереальное сравнение
subclause of comparison придаточное сравнения
unreal volition нереальное волеизъявление
object clause придаточное объектное
appositive clauses аппозитивное придаточное
predicative clauses предикативное придаточное
subclause of purpose придаточное цели
Practical assignments