Изъявительное наклонение в английском языке. Учебно-методическое пособие в модульной технологии направление 44.03.05 (050100) «Педагогическое образова
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У.Э. 1.4 КОММУНИКАТИВНЫЕ ТИПЫ ПРОСТЫХ ПРЕДЛОЖЕНИЙ
Цель У.Э. 1.4: научиться интерпретировать, переводить и употреблять основные коммуникативные типы простых предложений.
Учебные задачи У.Э. 1.4:
1.Научиться выявлять существенные признаки основных коммуникативных типов простых предложений.
2.Научиться распознавать и интерпретировать основные коммуникативные типы простых предложений.
3.Овладеть схемой выбора коммуникативного типа английского простого предложения при конструировании собственного высказывания.
4.Освоить способы построения и употребления коммуникативных типов простых предложений в английском языке.
5.Научиться оценивать и корректировать правильность употребления коммуникативных типов простого предложения в английском языке.
В рамках данного занятия необходимо продемонстрировать следующие результаты:
1. Описывать структуру и называть существенные признаки английского простого предло-
жения.
2.Узнавать и перечислять основные типы коммуникативных предложений.
3.Выбирать коммуникативный тип простого предложения в соответствии с коммуникативной ситуацией.
4.Конструировать коммуникативные типы простых предложений и использовать их в устной
иписьменной речи в английском языке.
План:
1.Повествовательное предложение. Теоретический аспект (Activity 1, 2A, 3A, 4A).
2.Вопросительное предложение. Теоретический аспект (Activity 1, 2B, 3B, 4B).
3.Повелительное предложение. Теоретический аспект (Activity 1, 2C, 3C, 4C).
4.Восклицательное предложение. Теоретический аспект (Activity 1, 2D, 3D, 4D).
5.Задания для самоконтроля, направленные на усвоение материала урока У.Э. «Коммуникативные типы простых предложений» (Activity 5, 6, 7, 8, 9).
6.Итоговый контроль, направленный на проверку результатов У.Э. «Коммуникативные типы простых предложений» (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.
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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.Communicative types of sentences 1 [Электронный ресурс]. – Режим доступа : http://www.scrigroup.com/ limba/engleza/99/COMMUNICATIVE-TYPES-OF-SENTENC62616.php
12.Communicative types of sentences 2 [Электронный ресурс]. – Режим доступа : http://allrefs.net/c1/48khk/p26/
13.Communicative types of sentences 3 [Электронный ресурс]. – Режим доступа : http://www.academia.edu/ 4902483/Communicative_types_of_sentences
14.Communicative types of sentences 4 [Электронный ресурс]. – Режим доступа : http://www.studfiles.ru/preview/ 2626849/
Теоретический аспект
1.4.1Повествовательное предложение.
1.4.2Вопросительное предложение.
1.4.3Повелительное предложение.
1.4.4Восклицательное предложение.
ACTIVITY 1. Take notes of communicative types presented in appendix 9 and suggest their definitions in the following glossary below.
Guidelines for work:
1.Using the sources mentioned study the notion of communicative types in modern English. Disclose their contents and show their distinctive features and difference from other types.
2.Transcribe the words denoting the notions.
3.Translate the words denoting the communicative types.
4.Fill in the table according to the example presented.
GLOSSARY
English Terms |
Transcriptions |
English-English Definitions |
Translations |
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[ ] |
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ACTIVITY 2. Fill in the mind-map with an appropriate pattern of communicative types and an example where possible.
Guidelines for work:
1.Study the pattern of communicative types in appendix 9 paying attention to its essential features.
2.Define the type. Write it in the appropriate cluster of the task.
3.Suggest your on example of communicative types.
A.
?Type? |
?Type? |
?Type? |
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Example |
Example |
Example |
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?Type? |
DECLARATIVE SENTENCES |
?Type? |
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Example |
Example |
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?Type? |
?Type? |
?Type? |
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Example |
Example |
Example |
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B.
?Type? |
?Type? |
?Type? |
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Example |
Example |
Example |
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?Type? |
INTERROGATIVE SENTENCES |
?Type? |
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Example |
Example |
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?Type? |
?Type? |
?Type? |
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Example |
Example |
Example |
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C. |
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?Example? |
?Example? |
?Example? |
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?Example? |
IMPERATIVE SENTENCES |
?Example? |
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?Example? |
?Example? |
?Example? |
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D. |
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?Example? |
?Example? |
?Example? |
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?Example? |
EXCLAMATIONS |
?Example? |
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?Example? |
?Example? |
?Example? |
ACTIVITY 3. Fill in the missing words according to your notes of appendix 9.
Guidelines for work:
1.Study appendix 9. You can use your notes you have done before in activity 1.
2.Divide the suggested texts A, B, C, D 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 appendix 9 to check your ideas and clarify some details.
6.Fill in the missing words.
A. A … sentence contains a statement which … the reader or the listener some … about various events, activities or attitudes, thoughts and feelings. … form the bulk of monological speech, and the greater
part of conversation. A statement may be positive (affirmative) or negative. Grammatically, … are characterized by the subject-predicate structure with the … order of words. They are mostly … sentences, although they may be … sentences. In conversation, … are often structurally …, especially when they serve as a response to a question asking for some information, and the response conveys the most important idea.
B. … sentences contain questions. Their communicative function consists in … for information. In … questions the speaker is interested to know whether some event or phenomenon asked about exists or does not exist; accordingly the answer may be positive or negative, thus containing or implying – yes or – no. … questions opening with will/would may be considered as commands and requests according to their communicative role. A … question is a short -yes-no question added to a statement. It consists only of an … prompted by the predicate verb of the statement and a … prompted by the subject. Generally the tag has a rising tone. An … question implies a choice between two or more alternative answers. … questions open with an … pronoun or a … adverb, the function of which is to get more detailed and exact information about some event or phenomenon known to the speaker and listener. Both … and … questions may serve as … questions. A … question contains a statement disguised as a question. No answer is expected.
C.… sentences express commands which convey the desire of the speaker to make someone, generally the listener, perform an action. Besides … proper, … sentences may express prohibition, a request, an invitation, a warning, persuasion, etc., depending on the situation, context, wording, or intonation.
D.The most common pattern of an … sentence opens with one of the pronominal words what and how. Besides these patterns an … as a communicative sentence type often follows the pattern of other sentence types.
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ACTIVITY 4. Answer the questions to sum up what you have studied in the appendix.
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 a declarative sentence monofunctional? Prove it.
2.An interrogative sentence is not the only way to get information, is it? Prove it.
3.An imperative sentence express only an invitation, doesn’t it? Prove it.
4.Is an exclamation presented with «what»?
5.Demonstrate all the types of exclamations by examples.
1.4.5 Задания для самоконтроля, направленные на усвоение материала урока У.Э. «Коммуникативные типы простых предложений».
ACTIVITY 5. Identify the type of sentences whether they are declarative or interrogative sentences, complete or incomplete, positive (affirmative) or negative sentences, exclamations or imperative ones. Develop the algorithm for choosing a sentence of different communicative types.
Guidelines for work:
1.Read the sentence. Translate it if necessary.
2.Find out the words that denoting action or state.
3.Find out the words that denoting a thing or a real abstract object.
4.Define the place of the predicate. If a word stands after the subject it is a predicate. Mind that endings of the predicate can help you.
5.Name the type of communicative sentences.
6.Develop the algorithm for choosing a sentence of different communicative types.
1.How well she sings!
2.What is your name?
3.Did I say anything to make you angry?
4.What is your name?
5.Who told you this?
6.She is a successful writer.
7.It is raining cats and dogs.
8.I want to become a writer.
9.She does not eat meat or fish.
10.Go at once.
11.Bring me that file.
12.My mother makes delicious cookies.
13.Get lost.
14.Fetch me a glass of water.
15.Please be seated.
16.Sit down.
17.She writes with her left hand.
18.What a tragedy!
19.How beautiful she is!
20.I have two sisters.
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ACTIVITY 6. Identify the communicative type using the algorithm worked out in the previous activity. Tell whether the following sentence is an interrogative or a declarative one. Translate sentences.
Guidelines for work:
1.Read the sentence. Translate it if necessary.
2.Find out the words that denoting action or state.
3.Find out the words that denoting a thing or a real abstract object.
4.Define the place of the predicate. If a word stands after the subject it is a predicate. Mind that endings of the predicate can help you.
5.Name the type of communicative sentences.
6.Create the algorithm of making up a sentence of an interrogative or a declarative types.
1.Did you finish your homework?
2.Can you clean the house for me?
3.Leave your things here.
4.Give this to Tomoko.
5.I don't want to see you anymore.
6.Where are the children?
7.That kid is naughty.
8.I'll see you at the office.
9.May I ask for a copy of this?
10.Thank you.
11.Please be seated.
12.Sit down.
13.She writes with her left hand.
14.What a tragedy!
15.How beautiful she is!
ACTIVITY 7. Identify the communicative type of a sentence. Highlight in red the exclamatory sentences, in black the interrogative, in blue the negative, in green the imperative and underline the declarative sentences. Translate sentences.
Guidelines for work:
1.Read the sentence. Translate it if necessary.
2.Find out the words that denoting action or state.
3.Find out the words that denoting a thing or a real abstract object.
4.Define the place of the predicate. If a word stands after the subject it is a predicate. Mind that endings of the predicate can help you.
5.Name the type of communicative sentences.
6.Highlight in pink the exclamatory sentences, in yellow the interrogative, in blue the negative, in green the imperative and underline the declarative sentences.
«Hi mom, I am so glad to see you next week, I just can’t wait! I have so many things to talk to you about. First, I bought my prom dress yesterday in that little shop on 4th Avenue. Did you know it has already opened? You absolutely have to go take a look. The clothes they have are so fabulous! Also, last week, my volleyball team and I won a game. We were so happy! However, we didn’t participate to the final championships because we were not ready. Before I forget, bring my pink sweater when you come. Could you also give me the name of the restaurant where we will meet?
See you next week! Love you, Lily»
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ACTIVITY 8. Write the question (of different types) that matches with the answer.
1. A.: Speaking about universities I'm not quite clear about tutorials there. …?
S.: Oh, it's when students discuss topics with a tutor in very small groups – usually there are not more than three or four students and sometimes only one.
2.A.: I'd like to find myself in that university. …? S.: Well... a big grey building surrounded by trees.
3.A.: …?
S.: Actually the majority of the teaching staff live there. But there are also quite a lot of non-
residential colleges.
4.A.: …?
S.: Definitely. We had students' societies and clubs.
5.S.: …?
A.: Quite a lot of problems. What I want to discuss is the difference between a university and
a college.
ACTIVITY 9. Change the given sentences in the text «Education» into simple ones of different communicative types.
Guidelines for work:
1.Read the sentence. Translate it if necessary.
2.Study appendix 9. You can use your notes you have done before in activity 1. Find out the type of a sentence. It can be a complex or a compound ones.
3.If it is a complex or a compound ones, change it into a simple one of different communicative types.
EDUCATION
Libraries full of books have been written on the education system in Britain, but recently it has been changing considerably.
Compulsory education begins at 5, and children attend primary school until they are 11. Normally the primary school is divided into Infants (5-7) and Juniors (7-11).
At the age of 11 most children go to a comprehensive school where they stay until they are 16. In the past children went to different types of secondary schools, but in most parts of the country everybody now goes to a comprehensive.
Some parents, who do not want their children to go to a comprehensive pay to send them to a private school. The most expensive and prestigious private schools are actually called public schools.
At the age of 16 people take their examinations. Most take General Certificate of Education (G.С.E.). Ordinary Levels – normally called just ‘O’ Levels. People take ‘O’ Levels in as many subjects as they want to; some take one or two, others take as many as nine or ten.
If you get good ‘O’ Level results, you can stay on at school until you are 18, in the Sixth Form. Here you prepare for Advanced Level Exams (‘A’ Levels). Again, you take as many of these as you want to, but most people take two or three.
In case you pass your exams well you have a chance of going on to university though this is not automatic. The number of people who study there is strictly controlled. Other types of further education are offered at polytechnics and colleges of higher education. Polytechnics offer the chance to study subjects in a more practical way, and many colleges of higher education specialize in teacher training.
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1.4.6 Итоговый контроль, направленный на проверку результатов У.Э. «Коммуникативные типы простых предложений».
ACTIVITY 10. Show the difference between universities and schools. Write declarative (complete and incomplete, positive and negative) and exclamations about each of the subjects given. Pay attention to the speech patterns and topical vocabulary.
1.Education.
2.Book.
3.University.
4.School.
5.Soccer team.
6.Puzzle.
7.Hobby.
8.Computer.
9.Homework.
10.Upbringing.
Speech patterns
The children always came to see their |
a) They used to be great friends. |
grandmother on Sundays, and she would give them |
There used to be a telephone-booth round the |
delicious pastries. |
corner. I used to know him. Used you to know him. |
When asked this question, he would smile and |
b) He used to travel by plane, Use(d)n't he? or |
say nothing. |
Didn't he? (colloq.) |
When people met him in the street they would |
He used to work late at night. |
turn away and pretend not to know him. |
Did he use to work late at night? (colloq.) |
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Judy's fellow-students used to laugh at her |
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ignorance. |
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She was not used to being treated unkindly. |
It was shame, not fear, that made her cry. |
It is too bad when a college student is not used |
It was the last course that tasted especially good. |
to reading books. |
It was the mother who decorated the house and |
The mother was used to doing all the work |
prepared everything for the celebration. |
about the house alone. |
It was my sisters who cooked all the dishes. |
Our students are used to working with a |
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cassette-recorder. |
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Topical vocabulary
Bright, bright(ly), brighten, brightness, plain, blank, blankly, ignorance, ignorant, prompt, prompt, prompter, re`cord of, `record, cassette(tape)-recording cassete, (tape)-recorder, point, to point out smth., to point out that, bore, to bore to death by smth., bore, boring, excite, to be excited by, to get excited about, exciting, excited, excitement, excitedly.
РЕЗЮМЕ ПО У.Э. 1.4
The sentence is a minimal unit of communication. From the viewpoint of their role in the process of communication sentences are divided into four types, grammatically marked: declarative, interrogative,
imperative, exclamatory sentences. These types differ in the aim of communication and express statements, questions, commands and exclamations respectively.
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МОДУЛЬ 2. СЛОЖНЫЕ ПРЕДЛОЖЕНИЯ
Цель: научиться интерпретировать и употреблять сложные предложения в устной и письменной речи на английском языке.
Учебные задачи У.Э.:
1.Научиться интерпретировать, переводить и употреблять сложносочиненные предложения в устной и письменной речи на английском языке.
2.Научиться интерпретировать, переводить и употреблять сложноподчиненные предложения
вустной и письменной речи на английском языке.
Усвоив У.Э., Вы сможете:
1.Описывать структуру и называть существенные характеристики сложных предложений в английском языке.
2.Узнавать по формальным и содержательным признакам сложные предложения в английском
языке.
3.Выбирать коммуникативный тип сложного предложения, тип союза, тип придаточных предложений в соответствии с коммуникативной ситуацией.
4.Конструировать сложные предложения и использовать их в устной и письменной речи в
английском языке.
Требования к знаниям и умениям по У.Э.:
знать существенные характеристики сложных предложений в английском языке;
уметь выбирать коммуникативный тип сложного предложения, тип союза, тип придаточных предложений по формальным и содержательным признакам в соответствии с коммуникативной ситуацией;
уметь конструировать различные типы сложных предложенихйя и использовать их в устной
иписьменной речи в английском языке.
Содержательный результат У.Э.: интерпретация и употребление сложных предложений в английском языке в соответствии с коммуникативной ситуацией.
Структура У.Э.:
2.1Сложносочиненные предложения. Сочинительные союзы.
2.2Сложноподчиненные предложения. Типы подчиненных предложений. Подчинительные
союзы.
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У.Э. 2.1 СЛОЖНОСОЧИНЕННЫЕ ПРЕДЛОЖЕНИЯ
Цель: научиться интерпретировать, узнавать и употреблять сложносочиненные предложения в английском языке.
Учебные задачи У.Э. 2.1:
1.Научиться выявлять существенные характеристики сложносочиненных предложений в английском языке.
2.Научиться выделять грамматическую основу сложносочиненных предложений в английском
языке.
3.Овладеть схемой выбора части речи при конструировании собственного сложносочиненных предложений.
4.Освоить способы построения и употребления сложносочиненных предложений с главными
членами в соответствии с коммуникативной ситуацией.
5. Научиться оценивать и корректировать правильность употребления членов сложносочиненных предложений в английском языке.
В рамках данного занятия необходимо продемонстрировать следующие результаты:
1.Описывать структуру и называть существенные характеристики сложносочиненных предложений в английском языке.
2.Узнавать по формальным и содержательным признакам сложносочиненные предложения
ванглийском языке.
3.Выбирать часть речи в соответствии с ее синтаксической функцией при конструировании
сложносочиненных предложений.
4. Конструировать сложносочиненные предложения и использовать их в устной и письменной речи в английском языке.
План:
1. Сложносочиненные предложения. Сочинительные союзы. Теоретический аспект (Activity 1,
2, 3, 4).
2.Задания для самоконтроля, направленные на усвоение материала урока У.Э. «Сложносочи-
ненные предложения» (Activity 5, 6, 7, 8, 9).
3.Итоговый контроль, направленный на проверку результатов У.Э. «Сложносочиненные предложения» (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.
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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 education [Электронный ресурс]. – Режим доступа : http://grammar.about.com/od/c/g/coordconjterm.htm
12.English Grammar today [Электронный ресурс]. – Режим доступа : http://dictionary.cambridge.org/grammar/britishgrammar/punctuation
13.Conjunctions [Электронный ресурс]. – Режим доступа : http://www.towson.edu/ows/conjunctions.htm
14.Conjunctions [Электронный ресурс]. – Режим доступа : http://writing.wisc.edu/Handbook/CoordConj.html
15.Guide to punctuation [Электронный ресурс]. – Режим доступа : http://www.sussex.ac.uk/informatics/punctuation/
16.Grammar revolution [Электронный ресурс]. – Режим доступа : http://www.english-grammar-revolution.com/ complex-sentences.html
17.How to make up a compound sentence? [Электронный ресурс]. – Режим доступа : http://www.englishhints.com/ compound-sentences.html
18.Punctuation [Электронный ресурс]. – Режим доступа : http://www.oxforddictionaries.com/words/punctuation
19.Sentences: simple, compound, complex [Электронный ресурс]. – Режим доступа : http://www2.ivcc.edu/rambo/ eng1001/sentences.htm
20.The punctuation guide [Электронный ресурс]. – Режим доступа : http://www.thepunctuationguide.com/terminalpoints.html
21.What are conjunctions? [Электронный ресурс]. – Режим доступа : http://www.grammar-monster.com/lessons/ conjunctions.htm
Теоретический аспект 2.1.1 Сложносочиненные предложения. Сочинительные союзы.
ACTIVITY 1. Take notes of the compound sentence presented in appendix 10 and suggest their definitions in the following glossary below.
Guidelines for work:
1.Using the sources mentioned study the notion of a compound sentence in modern English. Disclose their contents and show their distinctive features and difference from a simple one.
2.Transcribe the words denoting the notions.
3.Translate the words denoting the compound sentence.
4.Fill in the table according to the example presented.
GLOSSARY
English Terms |
Transcriptions |
English-English Definitions |
Translations |
|
[ ] |
|
|
|
|
|
|
ACTIVITY 2. Fill in the mind-map with an appropriate conjunction and a punctuation mark and an example where possible.
Guidelines for work:
1.Study the pattern of a compound sentence in appendix 10 paying attention to its essential features.
2.Define the type of a conjunction and a punctuation mark. Write it in the appropriate cluster of the task.
3.Suggest your own example of a sentence containing the pattern of a conjunction and a punctuation mark.
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