Изъявительное наклонение в английском языке. Учебно-методическое пособие в модульной технологии направление 44.03.05 (050100) «Педагогическое образова

1.How to encourage a child to make better progress at school? Should parents use; praise, presents, promises of future rewards?

2.Should a child be punished? If not, how to make children obey?

3.Should children be allowed to wear clothes of their own at school? Should boys be allowed

to have long hair, and girls to use make-up?

4.How can parents help teachers with out-of-school activities?

5.Should parents insist on their children doing equally well in all the subjects or should they encourage their sons and daughters to specialise in one or two subjects essential for their future career?

1.2.5Итоговый контроль, направленный на проверку результатов

У.Э. «Второстепенные члены предложения».

ACTIVITY 10. Role-play the following situation. Through speaking show the variety of objects, attributes, adverbial modifiers of different types. Pay attention to the speech patterns and topical vocabulary.

Guidelines for work:

1.Read the task and situation presented. Translate it if necessary.

2.Make up a plan what you are going to speak about.

3.Recollect all the information you have worked with in this unit. Use the glossary, your notes or appendices if necessary.

4.Write notes if needed.

5.Using the speech patterns and topical vocabulary below present the topic.

You are at a Parent-Teachers association meeting. You are discussing a problem you feel very strongly about. Among you there is a mother who's sure that children shouldn't be strictly disciplined at school, a father who has the opposite opinion, a father who tends to blame teachers for his children's faults, a grandmother who tends to spoil her grandchildren, a mother who gives other parents advice for the only reason that her daughter is at the head of the class.

Speech patterns

31

Topical vocabulary

To look, to look about, to look (a thing) through, to look after, to look for, to look forward to (smth. or doing smth.), look here!, look, stare, gaze, to have a look at, to differ, different, difference, to make some (no, not much) difference (to smb.), rest, the rest of, comfortable, comfort, comforting, inconvenient, to run (ran, run), to run into smb., to run into smth., to run across smb./smth., to be run over, runner, join, depend, It (all) depends.

РЕЗЮМЕ ПО У.Э. 1.2

The object is a secondary part of the sentence referring to some other part of the sentence and expressed by a verb, an adjective, a stative or, very seldom, an adverb completing, specifying, or restricting its meaning.

The attribute is a secondary part of the sentence which characterizes person or non-person expressed by the headword either qualitatively, quantitatively, or from the point of view of situation. Attributes may refer to nouns and other words of nominal nature, such as pronouns gerunds and substitute words.

The adverbial modifier (or the adverbial) is a secondary part of the sentence which modifies another part of the sentence expressed either by a verb (in a finite or non-finite form), or an adjective, or a stative, or an adverb.

In case it modifies a verb the adverbial characterizes the action or process expressed by tlie verb and denotes its quality, quantity, or the whole situation.

32

У.Э. 1.3 ПОРЯДОК СЛОВ В АНГЛИЙСКОМ ЯЗЫКЕ. ИНВЕРСИЯ (ГРАММАТИЧЕСКАЯ И СТИЛИСТИЧЕСКАЯ)

Цель У.Э. 1.3: научиться интерпретировать, переводить и употреблять простые предложения с прямым и обратным порядком слов в устной и письменной речи на английском языке.

Учебные задачи У.Э. 1.3:

1.Научиться выявлять существенные характеристики простых предложений с прямым и обратным порядком слов.

2.Научиться распознавать и интерпретировать простые предложения с прямым и обратным порядком слов.

3.Овладеть схемой выбора простых предложений с прямым и обратным порядком слов при конструировании собственного высказывания.

4.Освоить способы построения и употребления простых предложений с прямым и обратным порядком слов в соответствии с коммуникативной ситуацией.

5.Научиться оценивать и корректировать правильность употребления простых предложений

спрямым и обратным порядком слов в английском языке.

В рамках данного занятия необходимо продемонстрировать следующие результаты:

1.Описывать структуру и называть существенные характеристики предложений с прямым

иобратным порядком слов.

2.Узнавать по формальным и содержательным признакам предложения с прямым и обратным

порядком слов.

3.Выбирать предложения с прямым и обратным порядком слов в соответствии с коммуникативной ситуацией

4.Конструировать предложения с прямым и обратным порядком слов и использовать их

вустной и письменной речи в английском языке.

План:

1.Прямой порядок слов в предложении. Теоретический аспект (Activity 1, 2A, 3A, 4A).

2.Грамматическая и стилистическая инверсия в английском языке. Теоретический аспект

(Activity 1, 2B, 3B, 4B).

3.Задания для самоконтроля, направленные на усвоение материала урока У.Э. «Порядок слов

ванглийском языке. Инверсия (грамматическая и стилистическая)» (Activity 5, 6, 7, 8, 9).

4.Итоговый контроль, направленный на проверку результатов У.Э. «Порядок слов в англий-

ском языке. Инверсия (грамматическая и стилистическая)» (Activity 10).

Основная литература:

1.Murphy, R. English Grammar in Use. – C. : Cambridge University Press, 2012. – 398 p.

2.Качалова, К.Н. Практическая грамматика английского языка с упражнениями и ключами : [учебник для вузов] / К.Н. Качалова, Е.Е. Израилевич. – М. : ЛадКом, 2014. – 716 с.

3.Кошевая, И.Г. Теоретическая грамматика английского языка : учеб. для студентов учреждений высш. проф. образования / И.Г. Кошевая. – М. : Академия, 2012. – 316 с.

4.Практический курс английского языка. 2-й курс : учеб. для студентов вузов / [В.Д. Аракин и др.] ; под ред. В.Д. Аракина. – М. : Владос, 2014. – 516 с.

Дополнительная литература:

5.Грамматика английского языка: Морфология. Синтаксис : учеб. пособие для студ. пед. пед. ин-ов и ун-ов по спец. № 2103 «Иностранные языка» : в 2-х ч. / Кобрина Н.А., Оссовская М.И., Корнеева Е.В., Гузеева К.А. ; Рец. проф. М.Я. Блох (МГПИ им. В.И. Ленина). – Изд. 2-е доп. перераб. – СПб. : СОЮЗ, 1999. – 496 с.

6.Степанова, С.Н. Английский язык для направления «Педагогическое образование» = English for the direction «Pedagogical education» : учеб. для студентов учреждений высш. проф. образования / С.Н. Степанова, С.И. Хафизова, Т.А. Гревцева ; под ред. С.Н. Степановой. – М. : Академия, 2012. – 222 c.

7.Heaton, J.B., Turton, N.D. Longman Dictionary of Common Errors: Longman, 1987. – 297 p.

8.Jones, L. Communication Grammar Practice: Activities for Intermediate students of English. – Cambridge University Press, 1992. – 105 p.

9.Swan, M., Walter, C. How English Works: A grammar practice book. With answers. – New York : Oxford University Press, 1997. – 358 p.

33

Интернет ресурсы:

10.Кобрина, Н.А., Корнеева, Е.А., Оссовская, М.И., Гузеева, К.А. Грамматика английского языка: Морфология.

Синтаксис [Электронный ресурс]. – Режим доступа : http://www.studfiles.ru/preview/3915065/

11.About grammar [Электронный ресурс]. – Режим доступа : http://www.learnathome.ru/grammar/word-order

12.About grammar [Электронный ресурс]. – Режим доступа : http://grammar.about.com/od/tz/g/Word-Order.htm

13.Useful English [Электронный ресурс]. – Режим доступа : http://usefulenglish.ru/grammar/basic-word-order

14.Word order [Электронный ресурс]. – Режим доступа : http://www.slideshare.net/terefernan/word-order-3776553

Теоретический аспект

1.3.1Прямой порядок слов в предложении.

1.3.2Грамматическая и стилистическая инверсия в английском языке.

ACTIVITY 1. Take notes of word order presented in appendices 7, 8 and suggest their definitions in the following glossary below.

Guidelines for work:

1.Using the sources mentioned study the notion of word order in modern English. Disclose their contents and show their distinctive features and difference.

2.Transcribe the words denoting the notions.

3.Translate the words denoting the word order.

4.Fill in the table according to the example presented.

GLOSSARY

ACTIVITY 2. Fill in the mind-map with an appropriate pattern of inversion and an example where possible.

Guidelines for work:

1.Study the pattern of inversion in appendices 7, 8 paying attention to its essential features.

2.Define the type of inversion (direct, grammar, stylistic). Write it in the appropriate cluster of the task.

3.Suggest your own example of a sentence containing this pattern of inversion.

A.

Direct 1.

2.

34

B.

Grammar 1.

2.

C.

ACTIVITY 3. Fill in the missing words according to your notes of appendices 7, 8.

Guidelines for work:

1.Study appendices 7, 8. You can use your notes you have done before in activity 1.

2.Divide the suggested texts A and B into logical parts.

3.Try to define the key words that can help understand what word is missing. Mind that it can be a preposition, a noun, an adjective and even an adverb.

4.Translate the sentences if necessary.

5.Re-read the information in appendices 7, 8 to check your ideas and clarify some details.

6.Fill in the missing words.

A. … word order allows of only … variations in the fixed pattern, and then only for the … parts. Thus if there are … objects, the indirect one precedes the direct one, or the … follows the … one.

As to other … parts of the sentence, such as … and adverbial modifiers, their position is less fixed.

… and different form words seem to be the most … parts in the sentence. Their mobility is partly accounted for by their varied reference to … … of the sentence.

When referring to a … adverbials may be placed in … position, … preposition, … between the elements of a composite verbal part, … post-position, … position.

B. One can distinguish … inversion (when the predicate precedes the subject, as in Here comes the lady of the house) and … inversion (when only part of the predicate precedes the subject, as in Happy may you be!).

1. Inversion is used to distinguish between the communicative types of sentences:

a)…;

b)…;

c)…;

d)…;

e)…;

f)…;

2. Inversion is used as a grammatical means of subordination in some complex sentences joined without connectors:

a)…;

b)...;

c)…;

3.Inversion is used in … directions, although this use is limited to certain verbs.

4.Inversion may be used in sentences indicating whose words or thoughts are given as … or …

speech.

35

ACTIVITY 4. Answer the questions to sum up what you have studied in the appendices.

Guidelines for work:

1.Read the questions.

2.Make up a plan of your answer.

3.Read the questions below paying attention to the key words that can be helpful for your answer.

4.Recollect all the information you have worked with in this unit. Use the glossary, your notes or appendices if necessary.

5.Recollect the types of questions in English and their answers. Write notes if needed.

6.Using topical vocabulary of the unit answer the questions.

1.Is direct order of words the only way to express ideas in the English language? Prove it.

2.The indirect order of words is used mostly only in general questions, isn’t it? Prove it.

3.What is the inversion? How many kinds are there?

4.What is the inverse of a statement?

5.When do we use the inversion?

1.3.3 Задания для самоконтроля, направленные на усвоение материала урока У.Э. «Порядок слов в английском языке. Инверсия (грамматическая и стилистическая)».

ACTIVITY 5. Rearrange the word order of the following statements to make correct sentences.

Guidelines for work:

1.Read the line and define the topic of it.

2.Define the tense of the sentence. Put the predicate and the subject into appropriate place of the sentence.

3.Recollect all the information about inversion you have worked with in this unit. Use the glossary, your notes or appendices if necessary.

4.Choose the word order. It can be a direct and an indirect ones.

5.Analyze the specification of the subject and predicate.

6.Choose the suitable form of the predicate and put together the rest of the sentence using the vocabulary suggested.

Example: was sailing/ In 1894/ the Atlantic Ocean/ a steamship/ from/ England to America/ across/

–In 1894 a steamship was sailing across the Atlantic Ocean from England to America.

1.was shining/ gentle breezes/ The sun/ and/ were blowing/.

2.was sailing/ three weeks/ The ship/ for/.

3.was/ New York/ halfway to/It / its destination/-/.

4.were relaxing/ when/ on deck/ The passengers/ a loud bang/suddenly/ heard/ they/.

5.looked over/ all/ the edge/ They/ ran to/ of the boat/ and/ jumped up/ the side/, /.

6.a terrible scene/ saw/To their horror/ they/.

7.which/ They/ in the side of/ some hard object/ had hit/ had torn/ a hole/ the ship/.

8.the steamship/ was pouring/ at an alarming speed/ into/ Water/.

9.half an hour/ arrived/ Fortunately/ another ship/ later/.

10.everyone/ It/ just in time/ to save/ on board/ was/.

36

ACTIVITY 6. Rewrite the following sentences using the words given, without changing the meaning.

Example: As soon as she entered the room, they stopped gossiping. – No sooner had she entered the room than they stopped gossiping.

Guidelines for work:

1.Read the line and define the topic of it.

2.Recollect all the information about inversion you have worked with in this unit. Use the glossary, your notes or appendices if necessary.

3.Choose the indirect word order.

4.Put the predicate and the subject into appropriate place of the sentence.

5.Analyze the specification of the subject and predicate.

6.Choose the suitable form of the predicate and put together the rest of the sentence using the vocabulary suggested.

1.I have never met such a ridiculous man! Never _________________________________________

2.Seldom have I seen a better football player. ___________________________________________

3.She found a job only last week. Only last week _________________________________________

4.Not only is she beautiful, but she is also rich. She is _____________________________________

5.Not until Mr. Chan is here will we begin our lunch meeting. We will not ____________________

6.We will pay you only after you finish the job. Only after _________________________________

7.Only if you study hard will you pass the exam. You will _________________________________

8.We had such a warm winter only once before. Only once before ___________________________

9.I would not buy those pirated CDs under any circumstances. Under no circumstances __________

10.The bird flew out when I opened the cage door. Out ____________________________________

ACTIVITY 7. Put the words in brackets in the correct order.

Guidelines for work:

1.Read the line and define the topic of it.

2.Recollect all the information about inversion you have worked with in this unit. Use the glossary, your notes or appendices if necessary.

3.Define the tense of the sentence. Put the predicate and the subject into appropriate place of the sentence.

4.Choose the word order. It can be a direct and an indirect ones.

5.Analyze the specification of the subject and predicate.

6.Choose the suitable form of the predicate and put together the rest of the sentence using the vocabulary suggested.

Example: I _________________________________________ sugar in my tea. (take/not/usually) – I do not usually take sugar in my tea.

1.He ___________________________________________________ salt in my soup. (take/usually)

2.‘Where’s Jim?’ ‘He ___________________________________ home early.’ (gone/has/probably)

3.Ann _____________________________________________________ very generous. (is/always)

4.Tim is a good pianist. He _____________________________________ . (very/sing/also/well/can)

5.Our TV __________________________________________________ down. (breaking/always/is)

6.We _______________________________________ a long time for the bus. (to/have/always/wait)

7.My sight isn’t very good. I _________________________________ with glasses. (read/can/only)

8.I ___________________________________________ tomorrow. (probably/early/leaving/will/be)

9.I’m afraid I _______________________________ come to the party. (to/won’t/probably/able/be)

10.If we hadn’t done it, we _____________________________ each other. (never/met/might/have)

37

ACTIVITY 8. Put the words in brackets in the correct order. Using appendices 7, 8 develop the algorithm for choosing the order of words in English.

Guidelines for work:

1.Read the line and define the topic of it.

2.Define the tense of the sentence. Put the predicate and the subject into appropriate place of the sentence.

3.Recollect all the information about inversion you have worked with in this unit. Use the glossary, your notes or appendices if necessary.

4.Choose the word order. It can be a direct and an indirect ones.

5.Analyze the specification of the subject and predicate.

6.Choose the suitable form of the predicate and put together the rest of the sentence using the vocabulary suggested.

1.we/interesting/found/the/some/library/books/in _________________________________________

2.football/Ken/play/does/weekend/every ______________________________________________?

3.park/building/opposite/new/they/a/are/hotel/the ________________________________________

4.his/minutes/a/I/few/name/remembered/after ___________________________________________

5.write/page/please/top/name/of/the/at/your/the __________________________________________

6.Friday/go/bank/I/every/the/to _______________________________________________________

7.late/did/come/why/so/you/home ____________________________________________________?

8.London/going/few/to/I’m/week/a/for/days/next ________________________________________

9.the/on/see/night/at/Saturday/you/didn’t/I/party _________________________________________

10.morning/town/I’ve/around/all/the/walking/been _______________________________________

ACTIVITY 9. Read some more cases about inversion in the following activity. Translate it if necessary. Write a short paragraph supporting or arguing Makarenko’s idea about teaching and upbringing using exactly presented cases of inversion.

The following patterns of stylistic inversion are most frequently met in both English prose and English poetry.

1. The object is placed at the beginning of the sentence.

2. The attribute is placed after the word it modifies (postposition of the attribute). This model is often used when there is more than one attribute, for example: «With fingers weary and worn...»; «Once upon a midnight dreary...».

3. a) The predicative is placed before the subject, as in «A good generous prayer it was» (Mark

Twain);

b) the predicative stands before the link-verb and both are placed before the subject, as in «Rude am I in my speech...» (Shakespeare).

4. The adverbial modifier is placed at the beginning of the sentence: «Eagerly I wished the morrow» (Poe); «My dearest daughter, at your feet I fall» (Dryden); «A tone of most extraordinary comparison Miss Tox said it in» (Dickens).

http://www.studfiles.ru/preview/2364834/page:3/

38

1.3.4 Итоговый контроль, направленный на проверку результатов У.Э. «Порядок слов в английском языке. Инверсия (грамматическая и стилистическая)».

ACTIVITY 10. Act out the dialogue.

Guidelines for work:

1.Read the dialogue and define the topic of it.

2.Point out the cases of inversion. Identify the type.

3.Make up your own after the model trying to use as many cases of grammatical and stylistic inversion as you can. Use the Speech Patterns and topical vocabulary below.

Diсk: What would you do if you had a boat? Tоm: I would sail in it of course.

Dick: Where would you sail?

Tom: All around the coasts of Britain. I would even try to sail across the Atlantic if my boat were big

enough.

Dick: What would you do if your parents didn't let you sail? Tоm: I would run away from home, I suppose.

Dick: hat would you do if your boat were wrecked in a storm? Tom: I would get drowned, I suppose.

Diсk: It is just as well you haven't got a boat, I suppose.

Speech patterns

39

Topical vocabulary

To get (got, got), to get smb. smth., to get smth. for smb., to get smth. done, to get back = to come back, to get over, to get up and down, to get on smb.'s nerves, to turn, to turn away (from smb. or smth.), to turn back, to turn inside out, to turn out, as it turned out... = as it happened, to turn over, to turn up, to turn smth. upside dow, to treat, treatment, afford, to keep smth. + adj., to keep to smth., to keep on doing smth., to keep smb. from doing smth., to keep (smth.) back, to occur, to enjoy, to enjoy oneself, fun, to make fun of, to do smth. in (for) fun, funny.

РЕЗЮМЕ ПО У.Э. 1.3

The words in an English sentence are arranged in a certain order, which is fixed for every type of the sentence, and is therefore meaningful. We find several principles determining word order in a sentence, so that word order fulfils several functions – grammatical, emphatic, or communicative, and linking.

The main function of word order is to express grammatical relations and determine the grammatical status of a word by fixing its position in the sentence. There exist two ways of arranging words – direct word order and inverted word order.

40