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Файл:Грамматика английского языка для аспирантов. Учебно-методическое пособие
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Unit 9. PARTICIPLE (ПРИЧАСТИЕ)
Причастие – это неличная форма глагола, сочетающая свойства
глагола, прилагательного и наречия. В русском языке соответствует
причастию и деепричастию (в английском языке нет отдельной формы, соответствующей русскому деепричастию).
В английском языке есть два причастия. Причастие I (Participle I
или Present Participle), или причастие настоящего времени, имеет две
формы:
а) Present Participle Simple соответствует русскому причастию
настоящего времени и деепричастию несовершенного вида (reading –
читающий, читая, resting – отдыхающий, отдыхая);
б) Present Participle Perfect соответствует русскому деепричастию совершенного вида (having written – написав, having read – прочтя).
Причастие II (Participle II или Past Participle) – причастие прошедшего времени. Причастие от переходных глаголов соответствует
русскому страдательному причастию прошедшего времени (opened –
открытый, dressed – одетый, made – сделанный).
Английское причастие обладает свойствами прилагательного,
наречия и глагола.
Как прилагательное причастие выполняет в предложении функцию определения к существительному и соответствует русскому причастию:
A broken flask lay on the floor. − Разбитая колба лежала на полу.
Глагольные свойства причастия выражаются в том, что оно может иметь прямое дополнение:
Entering the room he found all the students present. − Войдя в комнату, он увидел, что все студенты присутствуют.
Также оно может определяться наречием:
He liked to rest in the evening reading books. − Он любил отдыхать
вечером, читая книги.
Present Participle Simple (Active) – простая форма, образуется путем прибавления окончания -ing к исходной форме глагола (форма с
-ing или IV форма);
Present Participle Simple (Passive) – образуется при помощи
вспомогательного глагола to be в -ing форме Present Participle Simple
(being) и смыслового глагола в форме Past Participle (форма с окончанием -ed или III форма).
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Present Participle Perfect (Active) – образуется при помощи вспомогательного глагола to have в форме Present Participle Simple, а именно – having и смыслового глагола в форме Past Participle (форма с -ed
или III форма);
Present Participle Perfect (Passive) – образуется при помощи
вспомогательного глагола to be в форме Present Participle Perfect, а
именно – having been и смыслового глагола в форме Past Participle
(форма с -ed или III форма).
Participle II (Past Participle) – имеет только одну форму залога
(Passive). По типу образования это III форма глагола или -ed форма.
Отрицательные формы причастия образуются постановкой частицы not перед причастием, например: not asking – не спрашивая, not
seen – не видимый, not being read – не прочитанный.9
Practice
Ex. 1 Translate the following sentences:
1) In this paper we survey the possibilities arising from the applica-
tion of new high-precision instruments.
2) I shall give a review of papers covering the most overwhelming
problems in the field of the genetic code mechanisms.
3) In this experiment we obtained a large variation of density values
ranging from several to tens of thousands of cells per cubic centimeter.
4) The present work is a survey of the electron transfer mechanisms
and underlying phenomena occurring in collision processes.
5) This paper is primarily concerned with the events accompanying
solar flares.
6) The transformations taking place in such reactions have been
listed explicitly in a number of works.
7) Let us look at the schematic representation of this process show-
ing quite clearly the starting point of the event.
8) The side effects complicating this picture can be ignored for the
time being without making the situation look oversimplified.
9) All papers concerning biological aspects of space flights will be
presented at the panel sessions of the symposium.
10) This conference has brought together a large number of research-
ers working in the rapidly developing area of high-energy physics.
9
http://alleng.org/mybook/3gram/6verb_non-fin_part1.htm
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Ex. 2 Substitute the attribute clause by the participle construction.
Example: the mechanism which underlies this process. − the mechanism underlying this process.
1) the mechanism which governs this process;
2) the phenomena which occur in particle collisions;
3) the events which accompany this reaction;
4) the value which varies with time and distance;
5) the factor which plays a role in this process;
6) the difficulties which arise from lack of experimental facts;
7) the reasons which lead us to such a conclusion;
8) the papers which cover the fundamental questions;
9) the theories which exist in modern science;
10) the discussion of results which follows the introduction.
Ex. 3 Say what sort of processes, reactions or phenomena you study.
Use present participle constructions.
Example:
1) I deal with particle interactions taking place in hot plasma.
2) We study optical phenomena occurring in crystals in certain experimental conditions.
Ex. 4 Change the attribute clause into the participle construction.
Example: The transformations which underlie this process are quite
obscure. The transformations underlying this process are quite obscure.
1) The process which occurs in this case is well known.
2) The transformations which result in ion production are known.
3) The factors which govern this reaction are intensively studied.
4) The phenomena which accompany this reaction are well under-
stood.
5) The structures which surround the cell nucleus are well known.
6) The effects which result from radiation are carefully studied.
7) The mechanism which plays an important role here is still ob-
scure.
8) The processes which occur in the cell nucleus are not well under-
stood.
9) The difficulties which arise in this case are surmountable.
10) The changes which lead to this effect deserve close attention.
Ex. 5 Translate the following sentences.
1) The results presented here add to our knowledge of the ion
transport mechanism.
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2) A glance at the table shown here leads us to the conclusion that
the result lies far beyond our expectation.
3) The essential point of this talk is to give a unified treatment of the
seemingly unrelated data cited above.
4) The evidence presented points to the possible existence of a com-
mon mechanism for these changes.
5) A theoretical treatment of the problem concerned keeps in line
with the main purpose of this paper.
6) Within the accuracy of the data described these rules are strikingly
well satisfied.
7) For want of a better analogy we shall turn to the one given in an
earlier paper.
8) The fundamental point of our approach is to use profitably the
knowledge gained during the past two years.
9) In the two chapters which follow we shall try to survey the prob-
lems listed above.
10) For details the reader is referred to the paper by Goldman and
coworkers published in 1990.
Ex. 6 Substitute the attribute clause by the past participle.
Example: the data which have been obtained. − the data obtained.
1) the data which have been presented; 2) the effect which has been
predicted; 3) the question which has been examined; 4) the theory which
has been advanced; 5) the method which has been suggested; 6) the relation
which has been demonstrated; 7) the experiments which have been described; 8) the papers which have been referred to; 9) the specificity which
has been observed; 10) the problem which has been considered; 11) the information which has been collected; 12) the studies which have been undertaken.
Ex. 7 Change the verb into the past participle and complete the sentence.
Example: The papers were given at the congress. − The papers given at
the congress were concerned with theoretical and experimental problems of solid-state physics.
1) The session was chaired by Prof. Jackson.
2) The review papers were given by well-known scientists.
3) The participants were offered a wide choice of scientific books.
4) The invited papers were given at the plenary sessions.
5) The abstracts of papers were available in a book.
6) The social program was published in four languages.
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7) The congress proceedings were published in three volumes.
8) Simultaneous translation of papers was provided at the congress.
9) Smaller rooms were arranged for private discussions.
10) The resolutions were adopted unanimously.
Ex. 8 Add a past participle construction to the subject.
Example: The papers were concerned with general problems of genetics. − The papers given at the morning sessions were concerned with
general problems of genetics.
1) The data are in full agreement with the theory.
2) The data were obtained at our laboratory.
3) The information is available in literature.
4) The arguments is well founded.
5) The results are consistent with our assumption.
6) The method is best suited for our purpose.
7) The inconsistency of the conclusion is quite evident.
8) The studies are under way at many laboratories.
9) The evidence points to the existence of a feed-back mechanism.
10) The results are against this assumption.
Ex. 9 Add a past participle construction to the object.
Example: We made use of the results. − We made use of the results recently published in "The Journal of Biological Chemistry".
1) I attended the session.
2) I commented on the paper.
3) I mentioned the work.
4) Dr. Smith presented new results.
5) He considered the advantages of the technique.
6) He cited the data.
7) He supported the suggestion.
8) He emphasized the difficulties.
9) He summarized the information.
10) Everyone agreed with the opinion.
Ex. 10 Read the text translate paying attention to the Partciples.
A polymer is a large molecule, or macromolecule, composed of many
repeated subunits. Polymers, both natural and synthetic, are created via
polymerization of many small molecules, known as monomers. Their consequently large molecular mass relative to small molecule compounds produces unique physical properties, including toughness, viscoelasticity, and a
tendency to form glasses and semicrystalline structures rather than crystals.
The units composing polymers derive from molecules of low relative mo-
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lecular mass. The modern concept of polymers as covalently bonded macromolecular structures was proposed in 1920 by Hermann Staudinger who
spent the next decade finding experimental evidence for this hypothesis.
Historically, products arising from the linkage of repeating units by covalent
chemical bonds have been the primary focus of polymer science; emerging
important areas of the science now focus on non-covalent links10.
10
http://www.advinmaterials.org/
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Unit 10. EMPHATIC CONSTRUCTIONS (ЭМФАТИЧЕСКИЕ
КОНСТРУКЦИИ)
Для выделения того или иного члена предложения в английском языке используется так называемая эмфатическая конструкция.
Широко используются такие эмфатические конструкции, как It's time
you did smth и It's him who для эмоционального или логического выделения части высказывания (кто-то критикует или жалуется на коголибо, обвиняет кого-либо).
It's time the experiment was finished. It's long after the deadline. –
Эксперимент должен быть уже завершен. Все сроки вышли.
It's he who had stolen my idea! – Это он украл мою идею!
С данными эмфатическими конструкциями используется прямой
порядок слов. Основные эмфатические конструкции английского языка
представлены следующими средствами.
1. Дублирование глагола-связки do/did перед смысловым глаго-
лом, что переводится наречиями действительно, несомненно, безусловно.
I do know the facts. – Я действительно знаю факты.
2. Эмфаза с использованием предваряющего it, которая чаще
всего передается на русский словосочетанием именно / никто (ничто)
иной(е) + объект.
It was Linda who told me about that. – Никто иной как Линда сказала мне об этом.
3. Сложные предложения с союзами not only but also / hardly
when / no sooner + than, стоящие раздельно: первая часть союза в придаточном предложении, вторая – в главном; порядок слов в придаточной части предложения неправильный. Возможный перевод данных
конструкций – едва, как только.
Hardly had I come, Liza entered the room. – Eдва я появился, как
Лиза вошла в комнату.
4. Предложения, в которых именная часть сказуемого выражена
причастием или наречием as / though, что переводится на русский хотя
ни, как ни.
Fantastic though it may seem... – Каким бы фантастическим это ни
показалось...
5. Эмфатическая модель с использованием not until, которая пе-
реводится на русский утвердительным (а не отрицательным, как в английском) предложением.
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Not until she replied ... – Только после того, как она произнесла...
6. Конструкции if any/if anything очень распространены в ан-
глийском языке. На русский язык переводятся с помощью выражений в
общем, вообще, во всяком случае, хотя.
His idea, if strange… – Его идея, хотя и была странной, …
Для выделения второстепенных членов предложения широко используется обратный порядок слов. Обратный порядок слов может
быть вызван некоторыми наречиями и союзами Выделяемый член
предложения выносится на первое место, причем это часто приводит к
обратному порядку слов.
Perhaps nowhere have been achieved better results as in this field of
science. – Может быть, нигде не были достигнуты лучшие результаты,
чем в этой области науки.
Перевод таких предложений следует начинать с дополнения или
обстоятельства, стоящих после выделенного слова:
Confirming this possibility is another fact. – Эту возможность подтверждает еще один факт.
Обратный порядок слов употребляется в эмфатических предложениях, вводимых союзами so, neither или nor.
Не was late and so was his colleagues. – Он опоздал, так же, как и
его коллеги.
Nor should we forget the importance of this exam. – Мы не забудем
важность этого экзамена.
Practice
Ex. 1 Translate the following sentences.
1) Not only does Professor Smith explain this phenomenon but he al-
so makes long-term predictions.
2) Not only our research group obtains new data but we evaluate
them against the background of observed phenomena.
3) Not only does science explore natural phenomena but it finds
ways to explain them.
4) Not only must the post-graduate student have deep knowledge of
his subject but he should also possess a creative mind.
5) Of prime importance is a good design of an experiment.
6) It was our group leader who proposed a new approach.
7) He was a brilliant researcher and so were his colleagues.
8) His ideas if strange were recognized by the scientists.
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9) Of great value are our recent discoveries.
10) Not only do we observe facts but we also describe them.
Ex. 2 Contradict the following statements by emphasizing the verb.
Example: A friend of mine says that scientists never make long-range
predictions. − But they do make them sometimes.
1) A friend of mine says that science does not influence the devel-
opment of technology.
2) He says that evolution does not imply progress.
3) He says that a scientist does not need persistency.
4) He says that experimenters do not need much preparation.
5) He says that the research process does not need any automation.
6) He says that research does not require any coordination.
7) He says that a theorist does not have to know experimental tech-
niques.
8) He says that ideas do not have much importance in research.
9) He says that ancient philosophers did not know any mathematics.
10) He says that Newton did not make any contribution to astronomy.
11) He says that Einstein's ideas did not have any impact on scientific
thinking.
12) He says that Rutherford never worked at the Cavendish Laboratory.
Ex. 3 Make the following statements emphatic by emphasizing the verb
with Not only . . . but.
Example: He discovered the effect and explained it. − Not only did he
discover the effect but he also explained it.
1) We have collected the information and sorted it out.
2) Scientists develop theories and solve practical problems.
3) Scientists explain well-known facts and look for new ones.
4) A researcher must collect new data and interpret them.
5) Scientists explain facts and make predictions.
6) This definition is incomplete and can be misleading.
7) We study nature and use it for our purposes.
8) We can create such conditions and control them.
9) He brought up the question and tried to answer it.
10) The approach will be practicable and may give a better result.
11) He described the mechanism and explained it.
12) The conference will help renew old ties and develop new contacts.
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Ex. 4 Make the following statements emphatic using the inverted word
order.
Example: One's skill and creativity are of great importance in research. − Of great importance in research are one's skill and creativity.
1) His recent theory is of special interest.
2) Their recent findings are of particular interest.
3) The development of new ideas is of great importance in research.
4) The quality of these ideas is of paramount importance.
5) The researcher's skill and abilities are of great importance.
6) Efficient organization of research is of prime importance.
7) The validity of newer information is of particular importance.
8) Computers are of great use in research.
9) The potentialities of a new method are of particular significance.
10) The efficiency of a new apparatus is of particular value.
11) The latest developments in this area of chemistry are of special in-
terest.
12) Knowledge of foreign languages is of great use to scientists now-
adays.
Ex. 5 Complete the following sentences with various types of attribute.
Example: Here are shown the results. − Here are shown the results obtained with the new type of accelerator.
1) Here is presented the evidence. . .
2) Here are collected the samples. . .
3) Here is shown the dependence. . .
4) Here are compared the values. . .
5) Here is illustrated the mechanism. . .
6) Here are shown the data. . .
7) Here are tabulated the results. . .
8) Here is given a schematic representation. . .
9) Here are presented the results. . .
10) Here is placed a small device. . ,
Ex. 6 Use It is... who to emphasize the subject.
Example: Prof. Stepanov lead our delegation. − It is Prof. Stepanov
who leads our delegation.
1) Dr. Simmonds leads the American delegation.
2) Dr. Pearson is this group leader.
3) Jackson insists on revision of the program.
4) He is interested in speeding up the work.
5) Smith objects to including this question in the program.
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