Добавил:
ivanov666
Опубликованный материал нарушает ваши авторские права? Сообщите нам.
Вуз:
Предмет:
Файл:Language. Английский язык для филологов. Учебное пособие
.pdf
31
VI. Grammar in Use (Практическая Грамматика)
Present
Past
Future
now, at this time, at
present moment, still
at 5 o’clock; from 2
till 3 p.m.; the whole
evening; when he came
at 5 o’clock; from 2 till
3 p.m.; the whole evening; when he comes
1. I am treating.
You (we/they) are
treating.
He (she/it) is treating
2. I am not treating.
You are not treating.
He is not treating.
3. Am I treating?
Are you treating?
Is he treating?
1. I (he/she/it) was
treating.
You (we/they) were
treating.
2. I was not treating.
We were not treating.
3. Was she treating?
Were you treating?
1. I (we) shall be treating.
He (you/they/she/it) will
be treating.
2. I shall not be treating.
He will not be treating.
3. Shall I be treating?
Will they be treating?
to be быть, находиться
to see видеть
to hear слышать
to notice замечать
to recognize узнавать
to want хотеть
to wish желать
to like нравиться
to love любить
to hate ненавидеть
to seem казаться
to understand понимать
to remember помнить
to know знать
to forget забывать, не
помнить
to believe верить,
полагать
to think думать, полагать
ВРЕМЕНА ГРУППЫ PROGRESSIVE (CONTINUOUS) ACTIVE
Группа Progressive обозначает действие, протекающее в опреде-
ленный момент в настоящем, прошедшем или будущем времени.
To be V-ing
She is writing a letter now. – Она сейчас пишет письмо.
She was writing a letter at 5 o’clock yesterday. – Она писала письмо
в 5 часов вчера.
She will be writing a letter at 5 o’clock tomorrow. – Она будет писать
письмо в 5 часов завтра.
Спряжение глаголов во временах группы Progressive
Таблица 2
Некоторые глаголы не могут выражать процесс, следовательно,
не могут употребляться во временах Progressive. Они употребляются
в форме Simple.
32
Упражнения
1) Раскройте скобки. Поставьте глаголы во времена Present, Past
and Future Continuous. Произведите необходимые преобразования.
1. When we (to speak) about higher education of Great Britain the Uni-
versity education is generally meant.
2. These problems and conflicts (to arise) because of factors already no-
ticed in the use and functioning of language.
3. The translation of poetry, especially into poetry, (to present) very
special difficulties, and the better the original poem, the harder the translator’s task.
4. When we (to speak) of a language, we have in mind some kind of social phenomenon, a shared property of a community.
5. It (to show) how a word’s position in a sentence affects the way it is
pronounced, combining the fields of syntax and Phonology.
6. The way children (to make) these mistakes shows us that children do
not learn to speak by simple imitation, but that they form rules.
7. Blind children (to suffer) serious deprivation of experience, but their
language faculty develops in a normal way.
8. The language faculty (to appear) to be a species property, common to
the species and unique to it in its essentials, capable of producing a rich, highly
articulated, and complex language on the basis of quite rudimentary data.
9. The language that (to develop) in this manner, largely along lines determined by our common biological nature, enters deeply into thought and
understanding and forms an essential part if our nature.
10. Some (to argue) strongly that the teaching of “old-style” grammar
(along with multiplication tables) would be a solution to the supposed problems of deteriorating standards in modern education.
2) Составьте предложения со следующими словосочетаниями.
Поставьте их во времена Present, Past или Future Continuous.
To represent one’s point of view; to express logically; to indicate a plurality; to add a great number; to find sentences; to turn into a kind of adjective; to define the parts of speech; to mention constantly; to share one’s option; to have in mind; to use in discourse; to confer the advantage; to suggest
evidence; to explore profitably.
3) Раскройте скобки. Поставьте глагол в скобках во времена
Present и Past Continuous.
1. "Where is Kitty?" "Susan __ her to bed." (to put) (Collins)
2. "Sorry, Ted. I must go. I'm late." "Where __ you __ ?" "I __ to have
tea with Nurse Hopkins." (to go, to go) (Christie)
33
3. Robert __ just now __ to my uncle, and they __ hands. (to speak, to
shake) (Ch. Bronte)
4. And now my written story ends. I look back, once more — for the
last) time — before I close these leaves. I __ myself, with Agnes at my side,
journeying along the road of life. I __ our children and our friends around
us; and I __ the roar of many voices, not indifferent to me as I travel on. (to
see, to see, to hear) (Dickens)
5. "Why __ you __ ?" she cried. "Because you __ nonsense." (to answer
— negative, to talk) (Maugham)
6. My tooth-brush is a tiling that haunts me when I __ and __ my life a
misery. (to travel, to make) (Jerome K. Jerome)
7. This is Mr. Slush's latest book. It __ a wonderful sale, (to have) (Lea-
cock) 15. A stitch in time __ nine. (to save)
8. "I've got fever, Kong," gasped Skelton. "Get me the medicine chest
and blankets, I __ to death!" (to freeze) (Maugham)
9. "Hallo, darling. You _ very tragic." (to look) (Christie)
10. I __ to you house next Thursday, (to come) (Hilton) Montanelli entered the room where Arthur __ for him at the supper table. (to wait)
(Voynich)
11. Miss Marple's telephone rang when she __ (to dress) (Christie)
12. I lighted my pipe afresh and nodded to him to show that I __ (to listen) (Leacock)
13. Leila felt the girls __ really __ her. They __ towards the men. (to see
— negative, to look) (Mansfield)
14. The Sergeant __ when his clients __. (to write, to enter) (Dickens)
15. Gretta had the feeling that everyone __ at her, and she __ her eyes...
(to look, to lower) (Caldwell)
16. They walked on a little and then he __ she __ (to see, to cry)
(Maugham)
17. I looked at the First of the Barons. He __ salad. (to eat) (Mansfield)
18. Sir Henry looked into the lounge... In the lounge Hugo McLean __ a
crossword puzzle and __ a good deal over it. (to do, to frown) (Christie)
19. The storm grew worse and worse, and the rain fell in torrents, and
little Hans could not see where he __. (to go) (Wilde)
20. It was warm and cosy in the kitchen when he walked in. Madam
Perier __ and her husband __ a Paris-Soir. Annette .— stockings, (to cook,
to read, to darn) (Maugham)
34
UNIT 3
WAYS OF STUDYING LANGUAGE
СПОСОБЫ ИЗУЧЕНИЯ ЯЗЫКА
I. Warm-Up Activities (Предтекстовые упражнения)
1. Обсудите следующие вопросы со своим партнёром:
1. What is the most important thing to learn in a foreign language?
2. Do you think that musical people are good at learning pronunciation?
3. Do you think it is possible to learn a foreign language perfectly?
2. Просмотрите текст и ответьте на вопросы.
Languages are immensely complicated structures. One soon realizes
how complicated any language is when trying to learn it as a second language. If one tries to frame an exhaustive description of all the rules embodied in one’s language–the rules by means of which a native user is able to
produce and understand an infinite number of correct well-formed sentences–one can easily appreciate the complexity of the knowledge that a
child acquires while mastering a native vernacular. The descriptions of languages written so far are in most cases excellent as far as they go, but they
still omit more than they contain of an explicit account of native users’ competence in their language, whether that language is English, Swahili, or
Japanese Sign Language (nihon shuwa).
Do you know from what points of view languages can be considered and
described?
What essential and unique to a full understanding of the subject could
each level of language contribute?
35
3. Key Words. Запомните слова, которые вам понадобятся при рабо-
те с материалом данного урока:
1. concomitant [kən'kɔmɪt(ə)nt] 1. сопутствующий, сопровождаю-
щий; 2. сопутствующее обстоятельство;
2. exhaustive [ɪg'zɔːstɪv], [eg-], [ɪk'sɔː-], [ek-] 1) исчерпывающий,
всесторонний, обстоятельный, полный; 2) истощающий (силы, ресурсы);
3. immensely [ɪ'men(t)slɪ] безмерно, весьма, очень, сильно, чрезвы-
чайно;
4. vernacular [və'nækjulə] 1) а) народный; национальный; родной
(о языке) б) местный (о диалекте) в) разговорный, просторечный
(в отличие от литературного, научного, письменного языка);
5. account [ə'kaunt] счет; учетная запись; учет; отчет; объяснять;
расчет; рассказ; доклад; отвечать; отзыв;
6. obvious ['ɔbvɪəs] очевидный, заметный;
7. articulatory phonetics [ɑːˈtɪkjʊlət(ə)ri, ɑːˌtɪkjʊˈleɪt(ə)ri] артикуляционная фонетика;
8. acoustic phonetics [ə'kuːstɪk] акустическая (звуковая) фонетика;
9. productive [prə'dʌktɪv] продуктивный; производительный; производственный; плодотворный;
10.throughout [θru'aut] повсюду, везде;
11.neurology [njuə'rɔləʤɪ] неврология;
12.transmission [trænz'mɪʃ(ə)n, træns-, trɑːn-] передача; пропускание; коробка передач; трансмиссия; прохождение; трансляция; привод;
13.reception [rɪ'sepʃ(ə)n] прием; приемная; приемный; получение;
встреча; принятие; восприятие; рецепция;
14.loosely ['luːslɪ] свободно; неточно;
15.syllable ['sɪləbl] слог;
16.refer [rɪ'fɜː] ссылаться; относить; относиться; упоминать; касаться; направлять; отсылать; иметь отношение; передавать на рассмотрение; справляться;
17.gender ['ʤendə] пол; гендер; род;
18.syntax [ˈsɪntaks] синтаксис;
19.lexicon ['leksɪkən] лексика, лексикон, словарь;
20.pitch [pɪʧ] шаг; высота; высота тона; поле; смола; высота звука;
подавать; тангаж; скат;
21.tolerate ['tɔl(ə)reɪt] терпеть; допускать; переносить; выносить;
выдерживать; сносить;
22.consonant ['kɔn(t)s(ə)nənt]согласный; созвучный; согласный звук;
23.vowel ['vauəl] 1) гласный звук; 2) гласная буква;
36
24.synonymy [sɪ'nɔnɪmɪ] 1) синонимичность, синонимия; 2) синонимика;
25.antonymy – антонимия;
26.variety [və'raɪətɪ] многообразие; разнообразие; множество;
разновидность; сорт; вид; модификация; многосторонность;
27.domain [dəu'meɪn] домен; область; доменный; владение; сфера;
территория; поле;
28.emphatic [ɪm'fætɪk], [em-] 1) а) выразительный; экспрессивный,
эмфатический; 2) настойчивый, настоятельный, подчёркнутый, упорный.
II. Reading (Чтение). Прочитайте и переведите текст.
Phonetics and phonology
The most obvious aspect of language is speech. Speech is not essential
to the definition of an infinitely productive communication system, such as
is constituted by a language. But, in fact, speech is the universal material of
most human language, and the conditions of speaking and hearing have,
throughout human history, shaped and determined its development. The
study of the anatomy, physiology, neurology, and acoustics of speaking is
called phonetics. Articulatory phonetics relates to the physiology of speech,
and acoustic phonetics relates to the physics of sound waves—i.e., their
transmission and reception.
Phonetics covers much of the ground loosely referred to in language
study as pronunciation. But, from a rather different point of view, speech
sounds are also studied in phonology. Spoken language makes use of a very
wide range of the articulations and resultant sounds that are available within
the human vocal and auditory resources. Each spoken language uses a
somewhat different range, and this is partly responsible for the difficulty of
learning to speak a foreign language and for speaking it “with an accent.”
What is distinctive in one language may not be distinctive in another or
may be used in a different way; this is an additional difficulty to be over-
come in learning a foreign language. In Chinese and in several other languages loosely called tone languages, the pitch, or tone, on which a syllable
is said helps to distinguish one word from another: ma in northern Chinese
on a level tone means “mother,” on a rising tone means “hemp,” and on a
falling tone means “to curse.” In English and in most of the languages of
Europe, pitch differences do not distinguish one word from another but form
part of the intonation tunes that contribute to the structure and structural
meaning of spoken sentences.
37
Languages differ in the ways in which consonant and vowel sounds can
be grouped into syllables in words. English and German tolerate several
consonants before and after a single vowel: strengths has three consonant
sounds before and three after a single vowel sound (ng and th stand for one
sound each). Italian does not have such complex syllables, and in Japanese
and Swahili, for example, the ratio of consonant and vowel sounds in syllables and in words is much more even.
Grammar
Another component of language structure is grammar. There is more to
language than sounds, and words are not to be regarded as merely sequences
of syllables. The concept of the word is a grammatical concept; in speech,
words are not separated by pauses, but they are recognized as recurrent
units that make up sentences. Very generally, grammar is concerned with
the relations between words in sentences. Classes of words, or parts of
speech, as they are often called, are distinguished because they occupy different places in sentence structure, and in most languages some of them appear in different forms according to their function (English man, men; walk,
walked; I, me; and so on).
Traditionally, grammar has been divided into syntax and morphology,
syntax dealing with the relations between words in sentence structure and
morphology with the internal grammatical structure of words. The relation
between girl and girls and the relationship (irregular) between woman and
women would be part of morphology; the relation of concord between the girl
[or woman] is here and the girls [or women] are here would be part of syntax.
Grammatical forms and grammatical structures are part of the communicative apparatus of languages, and along with vocabulary, or lexicon (the
stock of individual words in a language), they serve to express all the meanings required. Spoken language has, in addition, resources such as emphatic
stressing and intonation. This is not to say, however, that grammatical categories can be everywhere directly related to specific meanings. Plural and
past tense are fairly clear as regards meaning in English, but even here there
are difficulties; in if I knew his address, I would tell you, the past-tense form
knew refers not to the past but to an unfulfilled condition in the present. In
some other languages greater problems arise. The gender distinctions of
French, German, and Latin are very much part of the grammar of these languages, but only in a small number of words do masculine, feminine, and
neuter genders correspond with differences of sex, or with any other category of meaning in relation to the external world.
38
Semantics
1. exhaustive
a.expressing something forcibly and clearly
2. obvious
b.is the ways that words can be put together, or are put together, in order to make sentences
Language exists to be meaningful; the study of meaning, both in general
theoretical terms and in reference to a specific language, is known as semantics. Semantics embraces the meaningful functions of phonological features,
such as intonation, and of grammatical structures and the meanings of individual words. It is this last domain, the lexicon, that forms much of the subject matter of semantics. The word stock of a language is very large; The
Oxford English Dictionary, for example, consists of some 600,000 words.
When the lexicons of specialized, dialectal, and global varieties of English
are taken into account, this total must easily exceed one million. The lexicons of less widely used languages can be just as large.
Among the many examples of investigation for study within semantics
are the sense relations between words (such as synonymy and antonymy),
the nature of “semantic features” of word meaning (e.g., woman = [adult,
female, human]), and the ways in which words group themselves into domains (“semantic fields”). Once again, it must be stressed that questions
arising from the relations between semantics, grammar, and phonology are
the subjects of continuing controversy.
III. Practice (Активизация лексики). Выполните следующие упражнения.
1. а) Объясните значения выделенных слов из текста урока.
б) Найдите в тексте урока словосочетания, соответствующие
русским эквивалентам:
аспект языка; система продуктивной коммуникации; универсальный
материал; на протяжении всей истории человечества; артикуляционная
фонетика; физика звуковых волн; передача и прием; чтобы охватить
большую часть территории; свободно упоминается ...; результирующие
звуки; различия в высоте тона; терпимо; несколько согласных; одна гласная; отношения между словами в предложениях; выразительное ударение;
гендерные различия; принимать во внимание; диалектные и глобальные
разновидности английского языка; необходимо подчеркнуть.
2. Приведите в соответствие термины из левой колонки с их
толкованием из правой колонки:
39
3. emphatic
c.added, extra, or supplementary to what is already present
or available
4. additional
d.including or considering all elements or aspects; fully
comprehensive
5. syntax
e.is a number of different kinds or examples of the same
thing.
6. variety
f. easily perceived or understood
1. lexicon
a. complete
2. concept
b. diversity
3. obvious
c. idea
4. exhaustive
d. vocabulary
5. tolerate
e. evident
6. variety
f. permit
1. to take
a. to the structure
2. to make
b. one million
3. to overcome
c. use of wide range
4. to contribute
d. into account
5. to exceed
e. from the relations
6. to arise
f. difficulty
3. Закончите предложения, употребляя слова из упражнения 2:
1. Her disappointment was ___________ to everyone.
2. The guide outlines every bus route in __________ detail.
3. The US is sending _________ troops to the region...
4. His grammar and __________, both in oral and written expression,
were much better than the average.
5. The island offers such a wide __________ of scenery and wildlife...
6. The president was __________ that there would be no negotiating
with the terrorists.
4. Сопоставьте каждое слово из левой колонки с его синонимом
из правой колонки:
5. Составьте словосочетания с данными глаголами и сущест-
вительными. Переведите их на русский язык.
40
6. Составьте словосочетания с данными прилагательными и су-
1. human
a. system
2. communication
b. tunes
3. wide
c. distinctions
4. intonation
d. language
5. gender
e. features
6. phonological
f. range
ществительными. Переведите их на русский язык:
IV. Checklist (Упражнения на понимание содержания текста)
1
. Просмотрите текст о способах изучения языка еще раз и от-
ветьте на вопросы:
1. What shaped and determined development of human language?
2. What is called phonetics?
3. What types of phonetics do you know? What does each type relate to?
4. What is responsible for the difficulty of learning to speak a foreign
language and for speaking it “with an accent”?
5. What is the concept of the word in grammar?
6. What is grammar concerned with?
7. What do syntax and morphology deal with?
8. What do grammatical forms and structures serve to express?
9. What does semantics embrace?
2. Какие предложения верны (T), а где допущены ошибки (F)?
Исправьте неверные утверждения.
1. Speech sounds are studied in both phonology and pronunciation. _____
2. Each spoken language uses a somewhat different range of the articulations and resultant sounds that are available within the human vocal and
auditory resources. _____
3. In English and German the ratio of consonant and vowel sounds in
syllables and in words is much more even. _____
4. Semantics is the study of meaning, both in general theoretical terms
and in reference to a specific language. _____
5. The lexicons of less widely used languages can be just as large as that
of the English language. ____
6. Grammatical forms and grammatical structures serve to express all
the meanings required._____
Соседние файлы в предмете [НЕСОРТИРОВАННОЕ]