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

A.

ACTIVITY 3. Fill in the missing words according to your notes of appendix 10.

Guidelines for work:

1.Study appendix 10. You can use your notes you have done before in activity 1.

2.Divide the suggested text A 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 10 to check your ideas and clarify some details.

6.Fill in the missing words.

A.The … sentence consists of two or more … sentences put together. In the … sentence, each verb has a different …. The sentences are joined … ways: by a … and … conjunction; with a …; with a … and a … adverb.

B.Fill in the table.

Guidelines for work:

1.Study appendix 10. You can use your notes you have done before in activity 1.

2.Divide the suggested text 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 appendix 10 to check your ideas and clarify some details.

6.Fill in the missing words.

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ACTIVITY 4. Answer the questions to sum up what you have studied in appendix 10.

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 appendix 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.Does a complex sentence consist of one clause? Prove it.

2.The complex sentence is joined with only coordinating conjunctions, isn’t it? Prove it.

3.What is a punctuation mark?

4.What are they used for?

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2.1.2 Задания для самоконтроля, направленные на усвоение материала урока У.Э. «Сложносочиненные предложения».

ACTIVITY 5. Decide which of the following sentences are compound and which are simple ones. Write CS (compound sentence) or SS (simple sentence) on the line in the left. Using appendix 10 develop the algorithm for choosing the type of a sentence.

Guidelines for work:

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

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

3.Analyze the specification of the compound sentences.

4.Mind that a compound sentence has two clauses, but a simple one has only one.

5.Mind that a compound sentence can have coordinating conjunctions.

6.Decide which of the following sentences are compound sentences and which are simple sentences.

7.Write CS (compound sentence) or SS (simple sentence) on the line in the left.

1.David Beckham became a member of England’s Manchester United regular football team in 1993.

2.He became the team’s regular right midfielder in 1996.

3.During that year, he was chosen to be on England’s national team for the first time, and he ultimately became the team’s captain.

4.In 2003, he joined Spain’s Real Madrid team, and he was an effective and popular player.

5.He signed with the Los Angeles Galaxy in 2007.

6.Beckham is tall, handsome, and married to pop star Victoria Adams.

7.Canadian culture sounds interesting, but I tend to maintain my own culture.

8.The Canadian landscape seems so big and vast and without an end.

9.The climate of Canada is very cold, but cities in the eastern part of the country suffer from heat

in the summer months.

10. Americans like to answer a question bluntly and simply.

ACTIVITY 6. Each of the following compound sentences contains two independent clauses joined by a comma and a conjunction. Put a tick-off pointing out the sentences punctuated correctly?

1. Which of the following sentences is punctuated correctly?

a)Mary graduated in four years but she didn't find a job immediately.

b)It was a large, black, Labrador retriever.

c)Mary who is my sister will be at the party too.

d)all of the above.

e)none of the above.

2. Which of the following sentences is punctuated correctly? a) I just read the novel A Simple Plan.

b) Heather Hardy, Ph.D., is the director of undergraduate studies in our department. c) He had only one desire in life: to catch a ten-pound bass.

d) all of the above. e) none of the above

3. Which of the following sentences is punctuated correctly?

a)No one expected her to buy a car, so we were quite surprised when we discovered that she had bought two.

b)No one expected her to buy a car, so we were quite, surprised when we discovered that she had bought two.

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c)No one expected her to buy a car, so we were quite surprised when we discovered, that she had bought two.

d)all of the above.

e)none of the above.

4. Which of the following sentences is punctuated correctly?

a) My favorite writers are the following: Flannery O'Connor, David Desroches, and David Lodge. b) My favorite writers are: Flannery O'Connor, David Desroches, and David Lodge.

c) both of the above. d) neither of the above.

5. Which of the following sentences is punctuated correctly? a) The word «unique» is frequently misused.

b) The word unique is frequently misused. c) The word unique is frequently misused.

d)all of the above.

e)none of the above.

d)all of the above.

e)none of the above.

9. Which of the following sentences is punctuated INCORRECTLY?

a)She asked, «What is the title of your new novel?»

b)She asked «What is the title of your new novel?»

c)both of the above.

d)neither of the above.

10. Which of the following sentences is punctuated INCORRECTLY?

a)Dallas, Texas, is her hometown.

b)She was born in Dallas, Texas.

c)Dallas Texas is her hometown.

d)all of the above.

e)none of the above.

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ACTIVITY 7. Rewrite each of the following pairs of simple sentences as one compound sentence. Use the coordinating conjunction in parentheses, and write your sentences above the original sentences. Be sure to add the correct punctuation mark where necessary.

Guidelines for work:

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

2.Recollect all the information about compound sentences you have worked with in this unit. Use the glossary, your notes or appendix 10 if necessary.

3.Define the tense of the sentence.

4.Analyze the specification of the conjunctions.

5.Put the conjunction between these two sentences. Be sure to add the correct punctuation where necessary.

1.We can go to a movie. We can watch a videotape at home. (or)

2.Angel wrote a poem about his girlfriend. He did not show it to her. (but)

3.Dark clouds gathered above the baseball field. Rain fell steadily. (and)

4.The bears stole all our food. We left the campground early. (so)

5.Outside, a storm howled. We were warm inside the igloo. (yet)

6.Aretha has never taken a drawing class. She can sketch almost anything. (but)

7.They wanted to surprise her. They gave her a gift the day before her birthday. (so)

8.Joe can wait for us at the entrance. He can go in and find us a seat. (or)

9.Suddenly, Sparky ran to the window. We wondered what he saw. (and)

10.Last night the house felt chilly. I drank hot tea and curled up with a book. (so)

ACTIVITY 8. Write compound sentences using the coordinating conjunctions you’ve learned. Follow the directions given.

Guidelines for work:

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

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

3.Define the tense of the sentence.

4.Analyze the specification of the conjunctions.

5.Put the conjunction between two clauses. Be sure to add the correct punctuation where necessary.

1.Write a sentence that tells one thing that you like to do and one thing you don’t like to do (Use but).

2.Write a sentence that tells two things you do every morning after you get up (Use and).

3.Write a sentence that tells two things you might do this weekend (Use or).

4.Write a sentence that tells the result of each phrase. Begin the sentence with I am/I was... (Use so). а) Being born in your country: I was born in __________, so _________________;

в) Being the oldest/youngest/middle/only child in your family: I am ..., so.

5.Write a sentence that tells two different careers you might have in the future (Use or).

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ACTIVITY 9. In the following exercise, turn the sentence pairs into single compound sentences, each with a coordinating conjunction. You can rearrange or add words in the sentence to make it sound better, but only if it's necessary.

Guidelines for work:

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

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

3.Define the tense of the sentence.

4.Analyze the specification of the conjunction.

5.Put the necessary conjunction between these two sentences. Be sure to add the correct punctuation where it is necessary.

1.The black dog has won many prizes. He doesn't know many tricks.

_______________________________________________________________________________________

2.She saw a cat run in front of her. She fell down while roller-skating.

_______________________________________________________________________________________

3.There was a meteor shower. The crew did not know how to avoid the meteors.

_______________________________________________________________________________________

4.I wanted to buy a baby Chihuahua. I started to save my money.

_______________________________________________________________________________________

5.Gillian did not like to read. She was not very good at it.

_______________________________________________________________________________________

6.Pam liked Wayne. Lena also liked Wayne.

_______________________________________________________________________________________

7.The little boy did not like going to school. He went anyway.

_______________________________________________________________________________________

8.You can cry like a baby. You can clean your room like an adult.

_______________________________________________________________________________________

9.She didn't want to play with Jill. She didn't want to play with Tim.

_______________________________________________________________________________________

10.Arleen could not play with that boy. Arleen could not play with that other boy.

_______________________________________________________________________________________

11.Let's go to the swimming pool. It's hot inside the house.

_______________________________________________________________________________________

12.I don’t want to eat. I don't want to drink.

_______________________________________________________________________________________

13.I don’t want to practice playing my violin. I don’t want to disobey my mother.

____________________________________________________________________________________

14.I want to own my own company. I want to pay all my workers a lot of money.

____________________________________________________________________________________

15.I need to go to the store. I'm feeling too sick to drive.

____________________________________________________________________________________

16.Rabbits make good pets. They don’t make too much noise and they are clean.

____________________________________________________________________________________

17.I want to go to the circus. I want to ride a pony.

____________________________________________________________________________________

18.I didn’t do my homework. My parents punished me.

____________________________________________________________________________________

19.I have never visited Asia. I have never visited Africa.

____________________________________________________________________________________

20.You can make a big poster. You can make a little clay statue.

____________________________________________________________________________________

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2.1.3 Итоговый контроль, направленный на проверку результатов У.Э. «Сложносочиненные предложения».

ACTIVITY 10. Each of the following sentences needs a punctuation mark. Put in the necessary punctuation instead of dots. You will need apostrophes, commas, speech marks, question marks, exclamation marks, and full stops, as well as capital letters.

Guidelines for work:

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

2.Recollect all the information about compound sentences you have worked with in this unit. Use the glossary, your notes or appendix 10 if necessary.

3.Define the tense of sentences.

4.Analyze the specification of the punctuations marks.

5.Put the punctuation mark. Be sure to add the correct punctuation where necessary.

A.

1.A grandparents job is easier than a parents

2.It looks as if the sun goes around the earth but of course the earth really goes round the sun

3.He neither smiled spoke nor looked at me

4.Long ago in a distant country there lived a beautiful princess

5.It was my aunt who took Peter to London yesterday not my father.

6.Ruth was invited to the party but she was ill so Jane went instead of her

7.Sorry to disturb you could I speak to you for a moment

8.Is it any use expecting them to be on time

9.Johns going to sleep during the wedding was rather embarrassing

10.Having lost all my money I went home

B. What Happened to the News?

When television news started out … back in the 1950s … it occupied less than a thirty-minute slot. Ten or fifteen minutes would be granted to local stations for their news … and then the networks would say all there was to say about national… and world news in the remaining fifteen to twenty minutes. There were very few advertisements during the news; it wasn't regarded as appropriate to sponsor news about floods … and fires … and political disasters. Life must have been simpler then.

Nowadays many television stations set apart ninety minutes for local news alone … and that's just for the early evening news show. On March 17 … 1998 (St. Patrick's Day), we watched a local news show in Hartford for one hour … from 5 to 6 p.m. … and kept track of what seemed to be really news … and what was – well … not news.

First of all … during this one hour of news … there were 35 advertisements. Among other things advertised … there were ads for cars (sometimes competing car companies would follow nose to tailpipe) … fast-food chains … mutual funds … feminine hygiene products … cheese … utility companies … phone service … shampoos … and deodorants. Most of the ads were fast paced … colorful … slick … and sometimes funny. They seemed to do a lot in their thirty seconds. Graphically … they were the most interesting part of the hour. In addition … there were ten advertisements apparently produced by the television station itself … that advertised programs … and services of the station – sometimes … featuring what was coming up later that evening … sometimes touting the virtues of the station's news team … and weather forecasters.

Besides these self-advertisements… the news program was also littered with eight very brief «teasers» (we'll call them) announcing that «This is Connecticut's New station …» and telling us what will happen «at the top of the hour» or «on LateLine, tonight at 11». «Wait'll you hear this» preceded more than one break for ads. In both half-hour segments of this one-hour news program … there were «Forecast First» moments where the weather forecaster was apparently awakened from a nap to tell us that later on he was going to give us his weather predictions. He told us … right then and there … that it was sunny outside now … but look out for later on tonight! (Details to follow, fifteen minutes later.) Incidentally … the weather

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forecast itself … when we finally got to it … was exactly the same (with maybe a degree difference) at 6:20

…as it had been at 5:50. It could just as well have been videotaped … but it wasn't. There were also teasers for the sports commentator. He announced at two different times what he was going to tell us about fifteen

…or twenty minutes later. At least the sports news … was different in the two … half-hour segments.

Perhaps the most annoying moments in the news hour … are the little moments of conviviality … and chit-chat between members of the news team, the little asides of mutual congratulation … and gratitude … and commiseration (with the various victims in the day's news) … that are supposed to make us see how wonderfully human the newscasters are. What must the fifteen-minute, get-it-done-and-get-out newscasters of the 50s think of all this?

Surprisingly … only one portion of the news this evening from 6 to 6:30 repeated exactly … what we had already seen during the 5:30 to 6 segment. Billed as a «follow-up …» it was a videotaped redundancy. There were … however … several features that didn't exactly feel like news. «Covering Connecticut …» amounted to several fiveor ten-second blurbs on what prominent people had done that day across the state. «People in the News …» was mostly about the shenanigans of Hollywood types, about a new film called Primary Colors that seems to mock the White House scandals and about the star of Titanic being upset because some pictures of him, naked, are being published by a magazine. There was the nightly announcement of the winning Lottery Numbers (perhaps this is … indeed … important news for some people!), and two segments about St. Patrick's Day parties going on in the capital city – lots of people drinking lots of beer. A «Health Beat» segment told us about pheromones … and perfumes … and «Business Beat» told us something about Kathie Lee Gifford's sweatshops.

Finally … the news broke and there was a solemn and clearly labeled Editorial Comment … complete with the suggestion that the news station was willing to entertain opposing viewpoints.

Whatever … happened to the news? What we need to do now is to take a stopwatch to the news hour … and determine how much of the time is spent actually reporting «hard news …» the kind of thing that was put into that fifteen-minute segment during the early days of television news. We're willing to wager that over a one-hour news show … there is considerably less than fifteen minutes occupied with the news. We can't say that our lives were simpler back then … but apparently we had less time to spend watching nonsense.

Answers to 10 A.

1.A grandparent’s job is easier than a parent’s.

2.It looks as if the sun goes around the earth, but of course the earth really goes round the sun.

3.He neither smiled, spoke, nor looked at me.

4.Long ago, in a distant country, there lived a beautiful princess.

5.It was my aunt who took Peter to London yesterday, not my father.

6.Ruth was invited to the party, but she was ill, so Jane went instead of her.

7.Sorry to disturb you – could I speak to you for a moment?

8.Is it any use expecting them to be on time?

9.John’s going to sleep during the wedding was rather embarrassing.

10.Having lost all my money, I went home.

РЕЗЮМЕ ПО У.Э. 2.1

The compound sentence consists of two or more simple sentences put together. In the compound sentence, each verb has a different subject. The sentences are joined three ways.

1. By a comma and coordinating conjunction (and, but, yet, so, or, for, nor).

Coordinate clauses may be linked together with or without a connector; in the first case they are: Syndetic coordination is realized with a number of connectors – conjunctions, such as and, but,

or, nor, for, etc., or with conjunctive adverbs, such as moreover, besides, however, yet, still, otherwise, therefore, etc.

2.With a semicolon (;).

3.With a semicolon and a conjunctive adverb (then, however, therefore, consequently, etc.).

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У.Э. 2.2 СЛОЖНОПОДЧИНЕННЫЕ ПРЕДЛОЖЕНИЯ

Цель У.Э. 2.2: научиться интерпретировать, переводить и употреблять сложноподчиненные предложения в английском языке.

Учебные задачи У.Э. 2.2:

1.Научиться выявлять существенные характеристики сложноподчиненных предложений в английском языке.

2.Научиться выделять грамматическую основу сложноподчиненных предложений в английском языке.

3.Овладеть схемой выбора части речи при конструировании собственного высказывания сложноподчиненных предложений.

4.Освоить способы построения и употребления сложноподчиненных предложений с главными членами в соответствии с коммуникативной ситуацией.

5.Научиться оценивать и корректировать правильность употребления членов сложноподчиненных предложений в английском языке.

В рамках данного занятия необходимо продемонстрировать следующие результаты:

1.Описывать структуру и называть существенные характеристики сложноподчиненных предложений в английском языке.

2.Узнавать по формальным и содержательным признакам сложноподчиненные предложения

ванглийском языке.

3.Выбирать часть речи в соответствии с ее синтаксической функцией при конструировании сложноподчиненных предложений.

4.Конструировать сложноподчиненные предложения и использовать их в устной и письменной речи в английском языке.

План:

1.Сложноподчиненные предложения в английском языке. Типы придаточных предложений. Теоретический аспект (Activity 1, 2, 3, 4).

2.Задания для самоконтроля, направленные на усвоение материала урока У.Э. «Сложнопод-

чиненные предложения» (Activity 5, 6, 7, 8, 9).

3.Итоговый контроль, направленный на проверку результатов У.Э. «Сложноподчиненные 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 Grammar [Электронный ресурс]. – Режим доступа : http://grammar.about.com/od/rs/g/simpsenterm.htm

12.Complex Sentence [Электронный ресурс]. – Режим доступа : http://englishstyle.net/grammar/composite-sentence/ complex-sentence/

13.Complex Sentence [Электронный ресурс]. – Режим доступа : http://www.ranez.ru/article/id/205/

14.Complex Sentence [Электронный ресурс]. – Режим доступа : http://linguistic.ru/index.php?id=54&op=content

15.EnglishHints [Электронный ресурс]. – Режим доступа : http://www.englishhints.com/complex-sentences.html

16.IELTS [Электронный ресурс]. – Режим доступа : http://www.ieltsbuddy.com/complex-sentences.html

17.The Free Dictionary by FARLEX [Электронный ресурс]. – Режим доступа : http://www.thefreedictionary.com/ complex+sentence

18.wise GEEK [Электронный ресурс]. – Режим доступа : http://www.wisegeek.com/what-is-a-complex-sentence.htm

19.Word order in Complex Sentence [Электронный ресурс]. – Режим доступа : http://usefulenglish.ru/grammar/ word-order-in-complex-sentences

Теоретический аспект

2.2.1 Сложноподчиненные предложения в английском языке. Типы придаточных предложений.

ACTIVITY 1. Take notes of the complex sentence presented in appendix 11 and suggest their definitions in the following glossary below.

Guidelines for work:

1.Using the sources mentioned study the notion of a complex sentence in modern English. Disclose their contents and show their distinctive features and difference from a simple and a compound one.

2.Transcribe the words denoting the notions.

3.Translate the words denoting the complex sentence.

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

GLOSSARY

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 complex sentence in appendix 11 paying attention to its essential features.

2.Find and define the type of a conjunction and punctuation (a kind). 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.

A.

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