Учебное пособие 1583

О.Г. Артемова О.Е. Сафонова Т.А.Жданова Г.И. Юрова

Практикум по употреблению английского глагола и его неличных форм

Учебное пособие

Воронеж 2004

МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ

Воронежский государственный технический университет

О.Г. Артемова О.Е. Сафонова Т.А. Жданова Г.И. Юрова

Практикум по употреблению английского глагола и его неличных форм

Утверждено Редакционно-издательским советом университета в качестве учебного пособия

ББК 81.2 Англ. я 7

Практикум по употреблению английского глагола и его неличных форм. Учеб. пособие. О.Г.,.Артемова О.Е Сафонова, Т.А Жданова., Г.И Юрова.: Воронеж: Воронеж. гос. техн. ун-т, 2004. 311 с.

В учебном пособии рассматриваются образование и употребление видовременных форм и наклонения английского глагола, модальные глаголы; образование и употребление неличных форм глагола – инфинитива, причастия, герундия; косвенная речь; фразовые глаголы.

Учебное пособие соответствует требованиям Государственного образовательного стандарта высшего профессионального образования по специальности 030602 «Связи с общественностью» и по подготовке специалистов по дополнительной квалификации «Переводчик в сфере профессиональной коммуникации», по дисциплине «Английский язык».

Учебное пособие подготовлено в электронном виде в текстовом редакторе MS Word XP и содержится в файле

ENGLISH_VERBS.doc.

Табл. 11. Библиогр.: 12 назв.

Научный редактор канд. филол. наук, доц. Л.В. Квасова Рецензенты: кафедра английского языка Воронежского

государственного университета (зав. кафедрой д-р филол. наук, проф. А.П.Бабушкин) ; канд. филол. наук, доц. Н.Ф.Хренова

© Артемова О.Г., Сафонова О.Е., Жданова Т.А., Юрова Г.И., 2004 © Оформление. Воронежский государственный технический университет, 2004

CONTENTS

Предисловие ………………………………………………3

Introduction………………………………………………….4 Part I. Verbs ………………………………………………10

Tense and Aspect………………………………………...14 Present Forms ……………………………………………17

Past Forms………………………………………………..30 Future Forms …………………………………………….46

Voice …………………………………………………….65

Mood ……………………………………………………95

Modal Verbs…………………………………………….133

Revision Exercises on Tense, Voice, Mood and Modal

Verbs ……………………………………………………166

Part II. Verbals …………………………………………..177 The Infinitive ……………………………………….177

The Gerund …………………………………………202

The Participle ……………………………………….225

Revision Exercises on the Verbals …………………248

Part III. Reported Speech ………………………………...254

Revision Exercises on Reported Speech ……………282

Appendix ……………………………………………………289

Phrasal Verbs ………………………………………..289 Keys (Phrasal Verbs) ………………………………..306 Bibliography ………………………………………………..310

ПРЕДИСЛОВИЕ

При обучении переводчиков теоретическая грамматика является частью учебного плана, а осознание и анализ грамматических явлений изучаемого языка опосредованно способствуют развитию навыков перевода, поэтому значение теоретической грамматики для данной специальности трудно переоценить. Формирование грамматической компетенции - задача данного пособия. В настоящем пособии авторы используют традиционные грамматические термины, которые, хотя согласно новейшим лингвистическим исследованиям весьма приблизительно могут соответствовать различным языковым явлениям, тем не менее используются и понимаются всеми преподавателями английского языка и студентами специальностей, где английский язык является профилирующей дисциплиной.

Английский язык вербоцентрирован. Именно глагол как типичный предикатный знак содержит в своем значении «макет будущего предложения» ( Кацнельсон, 1972). Глагол проецирует позиции, заполняемые в предложении словами, категориальные признаки которых находятся в соответствии с категориальным признаком позиции. Поэтому в данное пособие вошли, прежде всего, такие темы, как глагол, отглагольные формы, косвенная речь. глаголов Упражнения направлены на развитие и закрепление различных грамматических навыков. Целью приложения «Фразовые глаголы» является формирование и развитие навыка узнавания и понимания фразовых глаголов

Кацнельсон С.Д. Типология языка и языковое мышление. – Л.:

Наука, 1972 - 215с.

J.Allsop Cassel‘s Students‖ English Grammar. – London.: Cassel Publishers Limited ,1991 – 328 c.

INTRODUCTION

Language is realized through speech, i.e. linguistic intercourse between two or more people. It is exercised by means of connected communications, chiefly in the form of sentences.

All words in a sentence are grammatically connected. It means that they are modified and joined together to express thoughts and feelings.

The main object of grammar as a science is the grammatical structure of the language, i.e. the system of laws governing the change of grammatical forms of words and the building of sentences.

The aim of this grammar review is to give up-to-date rules that must be obeyed if one wants to speak and write the language correctly.

The main difference between the grammatical structure of English and that of Russian lies in ways of expressing grammatical relations between words in word-groups and sentences. In Russian these relations are expressed by inflexions while in English they are mainly expressed by word order and structural words.

Thus Modern English is an analytical language, though it has some survivals of the syntactical structure. These are expressed in a number of inflexions.

Grammatical forms of words can be changed in different ways.

By grammatical forms we understand variants of a word having the same lexical meaning but differing grammatically: table

– tables.

There are four ways of changing grammatical forms of words in English: 1) the use of suffixes; 2) the use of sound change; 3) the use of suppletive forms; 4) the use of analytical forms.

Suffixes are form-changing elements added to the root of a word; they are also called inflexions. These are the following:

the plural of nouns

- e(s) the possessive of nouns

the third person singular of the Present Simple Tense

the Past Simple of the Indicative Mood

-e(d) the Subjunctive Mood Participle II

-ing Participle I

Gerund

-er, -est the comparative and the superlative degrees of adjectives and adverbs.

Sound change is the use of different root sounds in different grammatical forms of a word. These interchanging sounds can be either vowels (break - broke) or consonants (leaf - leaves).

Suppletive forms are grammatical forms of a word coming from different roots. These are: be – am – is – was, go – went, I – me, good – better, bad – worse.

Analytical forms are made up of two components, auxiliary and notional. An auxiliary expresses no lexical meaning of its own, but changes grammatically. A notional word is used as an unchanged element and carries a lexical meaning.

Analytical forms are widely used in forming the tense, voice and mood of the verb, etc.

I have

read a book.

He has

The general meaning of two or more grammatical forms opposed to each other makes up a grammatical category.

Compare: student – students, book – books.

The forms student and book denote singularity, while the forms students and books denote plurality. The forms of these two columns when opposed to each other, have one general meaning, that of a number. Thus the oppositions of grammatical forms expressing the grammatical meaning of number makes up the grammatical category of number.

The noun has the grammatical categories of number and case. The verb has grammatical categories of person, number, tense, aspect, voice and mood. Adjectives and adverbs express the degrees of comparison. Some pronouns express the categories of person, number, gender, case and degrees of comparison.

The system of grammatical forms of a word is called a paradigm.

According to their lexical meaning, morphological characteristics, syntactical functions and types of word-groups they form all words fall into certain classes called parts of speech. There are twelve parts of speech in Modern English: (1) nouns, (2) adjectives, (3) pronouns, (4) numerals, (5) verbs, (6) adverbs, (7) prepositions, (8) conjunctions, (9) articles, (10) particles, (11) parenthetical words, (12) interjections.

All parts of speech are subdivided into notional and structural words.

Notional words have a full lexical meaning of their own, i.e. they denote things, their qualities, actions, states and circumstances. They can function as independent parts of the sentence, i.e. as subject, predicate, object, attribute or adverbial modifier.

Structural words have no lexical meaning of their own and cannot be used as independent parts of the sentence. They are subdivided into connectors and determiners.

Connectors are used to connect words grammatically or shape the grammatical forms of a certain part of a sentence. Here belong prepositions, conjunctions, modal, auxiliary and linking verbs.

Determiners are used to specify the meaning of the notional words they refer to. These are articles, particles and some pronouns.

However, the border-line between structural and notional words is not quite definite. Sometimes it passes between parts of speech (nouns and articles), sometimes it is drawn inside a part of speech (notional and auxiliary verbs). One and the same word may be used as either notional or structural in different contexts.

All words in speech are grammatically connected forming word-groups and sentences.

A word-group is an intermediate link between a word and a sentence. It is a grammatical unit formed by the combination of two or more notional words expressing one notion: the latest news, the foreign policy of the British government.

A word-group, as well as a single word, can function as one integral part of a sentence.

Northern Ireland is otherwise called Ulster.

A combination consisting of a structural word and a notional word is called a phrase: in surprise – a prepositional phrase; if necessary – a conjunctive phrase.

Most word-groups, as a rule, have one component which can be regarded as the head-word.

According to the head-word, word-groups are classified as: 1) noun word-groups, with a noun as the head-word: the English newspaper, a funny story, rules of reading; 2) adjective wordgroups, with an adjective as the head-word: full of interest, good at mathematics; 3) verb word-groups, with a verb as the head-word: to recite a poem, listening to a story; 4) adverb word-groups, with an adverb as the head-word: very often, fairly well; 5) pronoun wordgroups, with a pronoun as the head-word: they both, many of them.

There are also word-groups without the head-word, in which both components are equal: mother and father, neither you nor me, King Lear, John Smith, etc.

When two words are connected syntactically, their relation may be one either of coordination or subordination.

Coordination means that both words are grammatically equal: one does not depend on the other. Thus homogeneous parts of the sentence are connected by coordination.

He rose up and went out. Mr Dick and I soon became the best friends.

Coordination may be expressed by structural words (connectors) and by word-order and intonation (asyndetic coordination).

Ann and Mary are sisters. Ann, Mary and Joan are sisters.

Subordination means that the words are not equal grammatically: one word (adjunct) is subordinated to the other (head-word).

Subordination may be in the form of agreement, government and adjoinment.

Agreement is the repetition of the grammatical form of the head-word in its adjunct-word:

this book – these books All men are mortal.

Agreement is found: 1) between verb-predicate and subject; 2) between attribute and head-word (demonstrative pronouns).

Government is the change of the grammatical form of a word as a result of its association with another word.

I met him. She is Ann’s cousin. I am his nephew.

Government is found: 1) between verb and object; 2) between head-noun and attributive adjunct (a noun in the possessive case or possessive pronoun).

As English nouns have no case inflexions (except the possessive case), the English language employs prepositions to