Теоретическая грамматика английского языка = Theoretical Grammar of the English Language. Учебное пособие

Matching (5 points)

Match the type of the morpheme with the example which illustrates

it.

Process (4 points)

Give examples of:

1.synthetic type of word-form derivation;

2.sound alteration type;

3.analytical way;

4.suppletive way.

MODULE2

Process (2 points)

1.Give the definition of the noun.

2.Enumerate categories of the noun.

Matching (5 points)

Match the types of the noun with classification principles:

Practical exercise (15 points)

Arrange the nouns into three groups.

Pluralia tantum Singularia tantum Collective names and nouns of multitude

Trousers, bourgeoisie, family, goods, jury, savings, billiards, progress, news, troops, politics, police, gentry, foolishness, generosity, spectacles, belongings, public, sculpture.

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Oral response (2 points)

1.What categorial meaning does the adjective express?

2.What does the category of adjectival comparison express?

3.What is the categorial meaning of the adverb?

4.What semantically relevant sets of adverbs can be singled out?

Process (2 points)

Comment on the use of the forms of superlative degree of the adjective and on the use of words “more” and “most”.

1.She who had been most upset and terrified at the morning’s discovery now seemed to regard the whole thing as a personal insult.

2.The Fifth Symphony by Beethoven is a most beautiful piece of music.

3.I have been with good people, far better than you.

4.The more we go into the thing, the more complex the matter becomes.

Process (12 points)

State whether the following adjectives are qualitative or relative. Organise them into two columns:

Green, brief, wooden, icy, monthly, tiring, agricultural, long, military, simple, bitter, marble

Process (6 points)

Give one example, when a relative adjective can form degrees of comparison. Create your own context or give an example from the fiction. The example must be unique, do not copy the examples of your fellow students. 3 points

Give one example, when a qualitative adjective cannot form the degrees of comparison. Create your own context or give an example from the fiction. The example must be unique, do not copy the examples of your fellow students. 3 points

State the functions of the adjectives in the following sentences:

1.Is he certain the report will be ready in time?

2.My dear friend, I am not able to tell a lie to you.

3.The unemployed came to the main square to make their protest heard.

4.It was an eerie, well-kept place.

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Oral response (2 points)

What is your personal point of view on the statives in English? Whose point of view do you share and why?

Practical exercises (3 points)

Open the brackets using the forms of degrees of comparison:

1.It is much (pleasant) to go bathing in bright weather than on a rainy day.

2.I’m sure he is the (true) friend I have.

3.He felt even (unhappy) after what he had heard.

4.It was the (glad) day of her life.

5.She closed the door (hastily) than I expected.

6.The (much) you read the (soon) you enlarge your vocabulary.

Practical exercises (8 points)

Give the forms of degrees of comparison and state whether they are formed in a synthetic, analytical or suppletive way: wet, merry, kindhearted, shy, severe, well-off, old-fashioned, good-looking.

Open book (5 points)

1.Enumerate parts of speech in English.

2.Dwell on the peculiarities of pronouns, modal words, prepositions, conjunctions.

3.Specify the types of conjunctions.

4.Dwell on the status of interjections.

5.Give examples of modal words. Define their grammatical status.

MODULE3

Objective test (10 points)

1.Name the two main subclasses of the verb on the upper level.

2.Group the verbs under the headings:

Verbs: do, act, live, thaw, suffer, ripen, read, see, suppose, know, display, make, perform, worry, learn.

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3.Name syntactic characteristics of the verb.

4.Group the verbs under the heading:

Verbs: end, move, return, answer, continue, sleep.

5. Group the following types of verbs under the heading:

1. predicative, 2. personal, 3. impersonal, 4. objective, 5. adverbial.

Closed book (1 point)

What features in common with the finite forms of the verb do the infinitive, the ing-form, and the participle have?

Open book (5 points)

Use your notes to speak on the following questions.

1.Why are the verbal categories of person and number grouped together? Prove your opinion by examples.

2.What are the two groups falling under the lexical expression of

time?

3.Build up the oppositions characterizing the grammatical expression of the verbal time.

4.Speak on the problem of the Future tense forms.

5.Dwell on different views on the verbal category of aspect.

6.Build up the scheme of opposition forms: -the temporal categories; -the aspective categories.

7.What problems arise in studying the category of voice?

8.What forms does the English category of voice comprise?

9.Give the definition of mood.

10.What moods in English do you know?

Structured question (1 point)

Fill in the meaning of the following types of Subjunctive:

Subjunctive 1 Subjunctive 2 Subjunctive 3 Subjunctive 4

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Matching (2 points)

1. Match the category with the form of the word:

A) finite verbs B) non-finite verbs

1. Person, 2. number, 3. tense, 4. aspect, 5. voice, 6. mood.

2. Match principles of verb classification with the types of verbs.

1. subject-process relation, 2. aspective verbal semantics, 3. valency (combining power).

a)limitive, unlimitive, b) complementive, non-complementive,

c)actional, statal, ‘process’ verbs.

Practical exercises (5 points)

1. Rephrase the sentences so as to use a gerund:

1)I insist on it that you should give up this job immediately.

2)They were surprised when they didn’t find any one at home.

3)He went on speaking and was not listening to any objections.

4)Do you admit that you have made a mistake by divorcing her?

5)They suspect that he has been bribed.

2. Choose infinitive or gerund and give your reasons:

1.As some water had got in, the engine of the boat couldn’t but … working (to stop).

2.I’m afraid our camera wants … (to repair).

3.This is not the way … (to treat) children.

4.I soon regretted … the doctor’s recommendations (not to follow).

5.Who has taught you … (to dance) so well?

Practical task (10 points)

Decide whether the ing form is Participle I, gerund, half-gerund or verbal noun and state the function of the form.

1.The politely denying smiles on the faces of the young men gave way to open-eyed interest (J. Updike).

2.“Think big,” Bech corrected, his blush deepening (J. Updike).

3.The husband from Akron sat nodding off, zombified by jet lag.

4.His eyes were merry at the thought of talking to an internationally famous writer.

5.Bech in fact had felt quite tired of life ever since completing his last novel.

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Completion (2 points)

1.A simple sentence is …

2.A composite sentence is …

3.A semi-composite sentence is …

4.The main four types of syntactic relations within a phrase are…

Alternative response (2 points)

Refer the sentences to one of the following types:

A.complete two-member sentence;

B.eliptical one-member sentence.

1)Who is poor in love?

2)No one.

3)She intended to come on Sunday.

4)But never did.

Multiple choice (6 points)

1.The main principal differentiating feature between the simple and the composite sentence is:

a) type of predication; b) type of the subject;

c) number of predicative lines; d) type of connection.

2.The two main principal types of clause connection are:

a) syndetic, anaphoric; b) anaphoric, epiphoric; c) syndetic, asyndetic; d) epiphoric, asyndetic.

3. Exclude the one that falls out.

The main types of subordinate phrases are:

a) nominal; b) prepositional; c) verbal; d) adjectival; e) pronominal; f) adverbial.

4. The main sentence properties are:

a) modality; b) tense correlation; c) determination; d) predication. 5. The main criteria for the structural classification of the simple

sentence are:

a) number of predicative lines; b) type of the subject; c) type of the predicate.

6. Coordinative clauses underline the following semantic relations:

a) copulative; b) adversative; c) disjunctive; d) causal; e) time; f) consequentional; g) resultative.

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Oral answer (2 points) Answer the questions:

1.What do the structural classifications of simple sentences reveal?

2.What does the difference between one-member and two-member sentence consist in?

3.How can you identify the elliptical sentence?

4.What criteria is the description of sentence parts based on?

Closed book (2 points) Answer the questions

What principles are used for classifying subordinate clauses? What types of semi-composite sentences are singled out?

MODULE4

Matching (4 points)

1. Refer the sentence parts to the following groups:

A. Main sentence parts B. Secondary sentence parts

1.Attribute 2. Object, 3. Subject, 4. Adverbial modifier, 5. Predicate, 6. Parenthetical enclosure, 7. Addressing enclosure, 8. Interjectional enclosure.

2.Define the communicative sentence type; dwell on the actual division of the sentences.

1.I’d like to know what you think of her. Go and see Dr. Rose first.

2.Why not walk down to the village after tea?

3.Over the breakfast she grew serious.

4.Tell us about your last walk with Dr. Wilbour.

5.How do you feel? – She said. All right.

Process

Find examples of sentences of mixed communicative type in your individual reading (2 points for each correct example).

Oral answer (2 points)

Answer the following questions.

1.What is the main principle of differentiating between the simple sentence and the composite sentence?

2.What principles are used for classifying subordinate clauses?

3.What are the differential features of the semi-complex sentence?

4.What are the differential features of the semi-compound sentence?

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Open book (2 points)

Dwell on the following questions:

1.What are the tasks of the linguistics of the text?

2.What are the main textual units?

3.What are the main textual categories?

4.What is the stylistic function of parcellation?

Personal interview (2 points)

Get ready to be interviewed on the following problems:

1.Give the syntactically relevant definition of the text.

2.Speak on the principal difference between a cumuleme and an occurseme.

3.Speak on the basic functions of the dicteme.

4.Give the definition of cohesion. Explain how you understand it.

Multiple choice (2 points)

1.Exclude the one that falls out.

A cumuleme is referred to as:

a) complex syntactic unity; b) super-phrasal unity;

c) paradigmatic unity; d) supra-sentential construction.

2.Choose the correct variant.

The elementary topical unit is:

a) cumuleme; b) occurseme; c) dicteme; d) morpheme.

3. Choose the two basic textual categories: a) topical unity; b) grammatical structure;

c) pragmatic value; d) semantic-syntactic cohesion.

Practical exercises (10 points)

1.Define the relations between the clauses of the compound sentences:

1.She was outlined against the sky, carrying a basket, and you could see that sky through the crook of her arm.

2.It was Saturday, so they were early home from school: quick, dark little rascals of seven and six, soon talkative, for Ashurst had a way with children.

3.Africa was where he had been happiest in the good time of his life, so he had come out here to start again.

4.She had been married to a man who never bored her and these people bored her very much.

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