3. Adjectives c/ second
4. Adverbs d/ wow
5. Numerals e/ the
6. Pronouns f/ early
7. Prepositions g/ sleep
8. Conjunctions h/ tin
9. Articles i/ one
10. Particles j/ fast
11. Interjections k/ to
2. What’s the general lexical meaning of the following words? What in the meaning of these words isn’t typical of the class?
1. movement 2. understand 3. has to 4. many 5. very
3. What morphemes do you see here and what do they tell you about the classes the words refer to and their typical grammatical behaviour?
Beautiful, children, books, lately, fortunately, thinner, sleeps, will have slept, friends’, the third, myself, more stupid, unhappy, unhappily, photocopiable, brainless, rumour.
4. How will these words function in speech?
1. late 2. kiss 3. be 4. since 5. oh
THEME 4: English Noun
1. Try to oppose “child” and “children”, “goose” and “geese”, “fish” and “fish”, “air” and “airs”, “curriculum” and “curriculums” (or “curriculum” and “curricula”), “handful” and “handfuls” (or “handsful”), “pyjama” and “pyjamas”, “date” and “data” and comment on the results.
2. Are “money” and “деньги” different or alike?
3. Is there really case in English if you can’t say “the table’s legs”, though we can say “the Earth’s gravity”?
4. Where is the case form in “It’s the man we saw yesterday’s daughter”? What’s strange about it?
ment on the case in: 1. mare’s nest 2. bed spread/stone wall 3. The girl in my class’s mother 4. five miles’ walk 5. a two-week holiday 6. my mother’s pictures 7. a picture of my mother
6. How are the relations between nouns expressed in the following sentence?
On her way home Ann saw Barbara, the girl was carrying a bag and staring at some point in space, her mind clearly occupied by some problem of global importance.
7. Why do pupils keep saying “Parents help me”, “It was wonderful summer day”, “That was a wrong train”, and so on?
8. Is the meaning of the article the same in the following sentences? Compare 1, 2, 3, 4 and 5, then 6 and 7.
1. Go to bed 2. Bed and breakfast 3. Booked seat plane tomorrow 4. Plane crashed, hundreds dead 5. Love is believed to justify anything 6. Send me a card when you find the love. 7. What a love that was!
9. a) Do you find any zero articles here?
b) Comment on the use of other articles as well.
A hovercraft flying at 40 mph was halted in rough seas when a stowaway was discovered – on the outside. He was seen hiding behind a life raft to avoid paying the $5 fare from Ryde, Isle of Wight to South sea. The captain was tipped off by radio. He stopped the craft and a crewman brought the stowaway inside.
THEME 5: English Verb
1. What tense meanings do you find in the following forms? Try to oppose them to some other forms according to the tense meanings they express.
Lost, is walking, will have passed, has been staring, was being broadcast, has never seen, dates.
2. Do “look” and “is looking” refer to the same time?
3. What tenses do you find in the following examples: “He had no time he would have another cup of tea”, “They shouldn’t have taken it”, “He didn’t seem to be listening”?
4. Where in the following forms do you find aspective meanings and their formal signs? Take, has taken, was taking, has been taking, will take.
5. What meanings make these progressive forms different? 1. Doctor, my arm isn’t feeling anything. 2. I like to listen to music when I’m driving. 3. Whenever I see her, she is wearing that same dress. 4. He’s working as a janitor these two weeks. 5. It’s getting hotter by the minute. 6. Next Monday I’m flying to Madrid.
6. Does “has stopped” express result, priority, completion, limit, retrospect, time or the way the action proceeds?
7. If you compare has done, had been doing, should have done, would have helped, must have been, do they have anything in common as far as the meaning is concerned? What meaning could bring them together?
8. If “have received” expresses a past action, why is it called Present Perfect?
9. Do “have lived” and “have been lining” refer to different periods of time? Which action is longer?
10. How could you help pupils get rid of these mistakes: 1. It rained when we went home. 2. I passed! 3. I’m studying English for three years. 4. We are here for three days already. 5. She had done the washing up. 6. He never said he will marry me.
11. Fill in the gaps in the opposition.
VOICE
… M M …
F F be…Ved
12. What should the following forms be opposed to in exercises:
looks, gave, is raining, was stopped, will be waiting, would refuse, has left.
13. Form the passive of the following and comment on the results:
“He lacks money”, “They sent me a postcard”, “Nobody has ever lived in that room”.
14. Which of these transformations make sense and why?
1. The secretary typed the letter. – The letter was typed by the secretary.
2. Somebody broke the window. – The window was broken by somebody.
3. Tolstoy, not Chechov wrote this story. – The story was written by Tolstoy, not Chechov.
4. The construction workers built the shopping center in less than a year. – The shopping center was built in less than a year.
15. What sort of evaluation does “come” express?
16. What moods do you find here and how can you prove that you are right? How does the context help you understand the meaning of the mood form? Could you prove your point of view?
1. I wish he stopped. 2. He should have stopped. 3. She told him to stop. 4. If he had stopped a minute earlier… 5. Stop it now. 6. Probably, he stopped. 7. If only he would stop! 8. We thought he would stop.
17. Are these two different but homonymous forms, or is it the same form?
He came early. I wish he came early.
18. Is the difference between the two forms connected with evaluation?
I wish he came early. I wish he had come early.
THEME 6: English Sentence
1. Which of these units will be studied in syntax and why?
1. a child 2. childish 3. was brought up 4. bring up children 5. She is a mere child 6. Well… 7. How are you? – Fine, thanks.
2. Where in the hierarchy should you place “Please.”?
3. How are these words connected?
1. Look at the board. 2. Don’t look angry. 3. Have a look and pass it on. 4. She looked up. 5. They looked and looked.
4. Is this a word, a sentence or a text? S T O P
5. Are the following sentences predicative units? Explain what makes you think so: 1. Too late. 2. Yes. e on. 4. Stop it, or else! 5. When necessary. 6. When? 7. Teachers. 8. Spring…
6. What aspect of the sentence attracts your attention first of all in the following examples?
1.Hush. 2. If only there were no exams!… 3. Teachers…
7. Give a definition of the sentence, and see how well it suits the following: Oh.
8. Transform the structure and say how the meaning changes.
V E G E T A B L E S
9. Taking into account the structural type, arrange the sentences (or their numbers) after the suitable names:
1. He closed and locked the door. 2. I have never seen him smiling. 3. Great! 4. Rain… 5. It’s rain. 6. It’s probably rain that is clicking on the window. 7. I go to the University every morning and I spend the most part of the day there. 8. If you go there, make sure you have enough money on you or else you might have to walk back home. 9. Well… 10. What I hate is to have to listen to you when I’m talking on the phone.
1. QUASI-SENTENCES
2. SENTENCES PROPER
3. SIMPLE SENTENCES
4. ONE-MEMBER SENTENCES
5. TWO-MEMBER SENTENCES
POSITE SENTENCES
POUND SENTENCES
PLEX SENTENCES
9. SEMI-COMPOUND SENTENCES
10. SEMI-COMPLEX SENTENCES
11. DEBATABLE TYPES
10. Define the pragmatic type of the sentences and arrange them into some scheme. Does the structure always match the communicative intention?
1.You are the one to talk! 2. Would you care to join us for dinner? 3. I want to know the whole truth. 4. What’s the use of sitting around here? 5. Pepper. (at table) 6. Hey, my money! 7. Am I glad to see you!
11. What sentence parts are worth looking for in the following sentences?
1. Well then, looks like we will have to sleep rough. 2. Oops, I did it again. 3. He was three sheets to the wind. 4. I don’t care, whatever. 5. No can do, Mister, you will have to come tomorrow. 6. She came in hopping on one leg. 7. All I could think about was that brute of a man who was mean enough not to give the poor hungry child a piece of doughnut, throwing it away instead, purple with laughter. 8. Yes. 9. Winter. 10. Vasya?! 11. To look at the man, he hardly ever washes. 12. This coat is too good to wear to college.
12.Could you model the following sentences:
1.How clever of you! 2. What a flop! 3. There’s no rain. 4. Grammar rules are what we often ignore. It’s in spring that students stop studying.
13. Can you find the rheme in these sentences? How is it introduced?
1. Night. 2. Off we go. 3. What would you prefer? – Coffee. 4. There are no books in your bag. 5. Was it stupid of you! 6. I’m not really interested in that story of yours. 7. Never say die. 8. It’s exams that I’m afraid of. 9. There’s no avoiding exams if you are a student. 10. Very few very easily. 11. We do hope you’ll manage after all. 12. Relaxation teachers call it.
14. Can you shift the rheme in this sentence? What means are you going to apply?
The bank stole the money from my account.
THEME 7: Text study in Grammar
1.What type of text could this be? What characteristics of the type do you notice here?
Text A: Well, of course, nowadays it … it’s not true any more that men go out to work and women don’t because most working-class women … ahm … either go out to work or have to go to work. And yet still the pattern remains that most men come home to a house and a woman where everything is expected. She … she is expected to do everything.
Text B: MSE specialize in intensive courses for individuals and small groups of all nationalities, beginners to advanced.
We are open all year round with full and part time courses available and offer a friendly and relaxed atmosphere. Short notice bookings accepted.
2. What part of the text is represented here? Could it be further subdivided into parts? What holds them together?
The guest list is unlimited, but the majority of engagement parties are restricted to relatives and good friends.
Engagement gifts are not expected from ordinary friends and acquaintances. They usually are given by relatives and very special friends, and they generally are given to the bride alone. Unless the custom in your family or your area is to bring gifts to the engagement party, in which case they are opened as part of the party, they should not be given at that time. If guests do bring gifts, the bride should open them in private with only the donor present rather than making a display of them in front of those who did not bring anything.
3.What links, providing intertext connections, can you find in these sentences? Could you show (providing some neighbouring sentences) how they would work in the text?
1. That’s a pity. 2. Are you kidding? 3. They failed, however. 4. I’ll tell you this. 5. It’s not enough that they are going to destroy it.
GRAMMAR EXERCISES
THEME 1: Introduction to the theory of English Grammar
1.Вы примеряете пальто, которое вам советуют купить. Оно вам не нравиться. Скажите об этом.
2. Read and translate into Russian.
He was standing as if about to go away.
3. Say that the following can’t happen.
Such weather (to bring so much influenza).
4. Rewrite these sentences. Instead of using ‘somebody’ or ‘they’, write a passive sentence.
1. Somebody has cleaned the room. __________
plete the sentences with mustn’t or don’t/doesn’t have to.
1. I _____ eat too much. I’m on a diet.
THEME 2: Major issues of morphology
1. Study the meaning of the words with the suffix -ize
the suffix –ize forms a verb
central – centralize, memory – memorize, special – specialize
2. Write down the comparative and superlative of the following adjectives:
bad, fine, big, tiny, convenient etc.
1. Complete the table.
Noun Adjective
colour ________
_____ happy
4. Rewrite the sentences using singular nouns with a or an.
1. I often have eggs for breakfast. 2. Dogs make good pets.
THEME 3: Parts of Speech
1. Underline the determiners in the following sentences.
My friend Alec works in the hotel on the corner of the street.
plete the following sentences with they, them or their.
Tell everyone I’ll wait for ______ here.
3. Underline the correct word in each pair.
a Your children are always very happy/happily.
b You’re speaking very quiet/quietly. I can’t hear you.
4. Many words in English can be both nouns and verbs. Fill in the gaps using the correct forms of the words: drink rain visit
We couldn’t play tennis because of the ______.
The weather is horrible. It ______ again.
5. Put in to or at where necessary.
1. Look _____ the flowers. Aren’t they pretty. 2. Don’t listen _____ what she says.
plete these sentences using the words in brackets. Each time use quite with the positive word and rather with the negative word.
1. She is _____ but _____. (intelligent / lazy)
7. Rewrite these sentences using ‘not’ in front of a ‘to-infinitive’.
1. I told the kids they shouldn’t make so much noise. / I told the kids _____ so much noise.
THEME 4: English Noun
1. Help the children to choose a/an or –s/-es: a pear six pears
carrot, potato, orange, etc.
2. Give the plurals of the following nouns:
cow, glass, story, mouse, parent, etc.
3. Complete the sentences with a singular or plural count noun:
The … were waiting for me. (child/children).
4. Complete the sentences using a possessive.
1. I left my car in the garage. 2. Mary hung _____ coat on the peg.
5. Complete the sentences by adding apostrophe or apostrophe s(‘s) to the noun groups in brackets.
1. This is my _____ house. (parents)
6. Rewrite the replies to these questions.
A: Is this Becky’s coat? B: No, it belongs to Jenny. / No, it’s ______.
7. Put in a /an or the in these sentences where necessary.
1. Excuse me, where is bus station, please? 2. There’s small supermarket at end of street I live in.
8. Вам подали молоко. Спросите, кипяченое ли оно?
THEME 5: English Verb
1. Choose the correct form of the verb to complete the following sentences:
boil live play rain bath
a The kettle……………. . Please switch it off.
Water ………….. at 100 degrees centigrade.
b I ……………with friends until I can find a flat of my own.
I …………… in a small village about five miles from here.
c He ………….tennis three days a week.
John isn’t here. He …………. Football
plete the sentences below by putting the verb in brackets in the most suitable form of the present simple or present continuous:
Why … you …. (cook) those carrots? You… (know) Helen … (eat) only raw vegetables.
3. In the following passage put the verb in brackets into the most suitable tense (simple past or past continuous):
One of the most embarrassing incidents in my early career as a doctor …1(happen) when I …2(work) in the Accident Department of a large city hospital. I…3(usually, cycle) to work when the weather was fine as I …4(try) to lose weight. That particular morning it …5(just, begin) to rain as I … 6(leave) the house but I …7(think) I could reach the hospital before the rain …8(get) too heavy.
4. Two pictures of the same man at the ages roughly of 20 and 60/.
Look at these two pictures of David and notice the changes that have taken place in recent plete the sentences below:
5. Match the two parts of the sentences so that every sentence is grammatically correct and makes sense:
1. I’ve had a headache a last night
2. The cost of living increased by 10% b since lunchtime
3. The television has gone wrong c last year
4. I didn’t sleep very well d for several years
5. He’s been a vegetarian e at least an hour ago
6. Model: Why are you covered in oil? – I’ve been mending the car.
Now answer these questions in the same way:
1.Why are Jane’s eyes red? 2.Why do you feel so tired? Etc.
7.Write the numbers 1or 2 above the main verbs below to show which action(s) happened first, before the other action(s):
about 10 a. m. we were back on the road after thanking the man for everything he had done.
8. What happened first? Read the following sentences. Put numbers in the brackets after each action to show the order in which they happened.
I went to bed ( ), after I’d had a bath ( ) and brushed my teeth.
9.When the police arrived, the thieves had left the building.
Answer the following questions.
a Did the police make any arrests? Why not?
b How would the meaning change if we used the past simple for both actions?
c Would the numbers change if we used the past simple for both actions?
10. Express wish: He wishes he had a bicycle.
I wish… She wishes…
11. What would you say in these situations? Use I wish and If only:
1.You planned to play tennis but it’s pouring rain. 2. A friend has offered to lend you a car while you are in England but you can’t drive. 3.You are out walking in New York and you are completely lost!
12. Practice your future tenses, or supposition with the help of could/might talking of the things by the year 2020 :
1.Video telephones 2. Robots that think 3. Personal flying machines
4. Day trips to the moon 5. People living on other planets 6.One world language
13. Modal and tense meaning of shall and will. Complete the following sentences with a suitable verb. In each case say whether it is a sudden decision, an offer, a suggestion, a promise or a threat:
1.It’s very hot in here, isn’t it? …? 2. For the last time, turn that TV down! If you don’t, … 3. Oh, I’ve spilt coffee on your jacket! Don’t worry, I…
14. Match the parts.
1. Petrol prices a. has been disconnected.
2. This jacket b. have been increased.
3. The telephone c. was made in Hong Kong.
15. Look at the notices. They can all be seen in English shops. For each one write two sentences, one in the passive and one in the active.
Part-time assistant wanted; Credit cards accepted
THEME 6: English Sentence
1. Column A has the first half of the sentences. Column B contains the second half, but they are not in the correct order. Match the two halves and link them with relative pronouns who, which or whose to make complete sentences:
1. All the people… a sits next to me is always cheating at tests
2. Can you take the suit… b wife works in the library?
3. She’s the best friend … c is hanging in the closet to the cleaners’?
4. The boy … d have met him say he is awful
5. What’s the name of the man … e anybody could ever have
2. Put commas in the following sentences where necessary. In which of the sentences could the relative pronouns be omitted?
1.A corkscrew is a device which removes corks from bottles. 2. I’ve just read his third novel which is his best. 3. The person who I spoke to yesterday was very rude., etc.
3. Reply to the following sentences with a suitable question.
1) We had a wonderful holiday 2) Ann’s going to China next week.
______________________? _________________________?
4. Use and, so, or but to join the following sentences.
She can speak French ______she can’t write it.
5. Rewrite the following pairs of sentences in two ways. Use the linking words in brackets.
She went home. She was tired. (so, because)
6. Put who, which, or that into the gaps.
It it’s possible to leave it out, put brackets around it.
The film star gave a party ______ cost 10,000$.
The man ______ you met at the party was a famous film star.
7. Rewrite the following sentences using the Second Conditional.
I’m not rich. I don’t live in a big house.
8. Rewrite the sentences below starting with the words given.
Tim broke the news to me. / It was __________.
9. Answer the questions using ‘It was’ or ‘It is’ with the words given in brackets.
1. Is he going to call back today? (tomorrow)
THEME 7: Text study in Grammar
1. Look, listen, repeat and read:
Tony: Is that you, Alison?
Alison: Yes, it's me.
Tony: Are you all right?
Alison: Yes, I'm fine, thanks.
2. Match these sentences.
1.I bought a beautiful pair of shoes. a. The only answer is to start
all over again.
2. Everything is in an awful mess. b. The question is can we afford
one?
3. I know we need a new car. c. The trouble is they were rather
too tight.
3. Rearrange these clauses to tell a story.
1. The psychiatrist asked him what his problem was 2. one day a man went to see a psychiatrist 3. and the patient explained
4. Advantages and disadvantages of traveling by train.
Now read the following text and put the linking words on the right in the correct place in each paragraph. The linking words are in the right order. Sometimes you will need to change punctuation.
Travelling by train has also some disadvantages. HOWEVER,
It’s expensive and the trains are sometimes FOR ONE THING,
crowded and delayed. You have to travel at WHAT IS MORE,
certain times and trains cannot take you from FOR EXAMPLE,
door to door. You need a bus or a taxi to take
you to the railway station.
5. Выразите речевую реакцию на следующие ситуации по-английски, пользуясь данным текстом:
- What sort of soup is it?
- Куриный, разве ты не видишь?
plete the following dialogues:
1. “Nice weekend!” – “…”.
7. Express approval, gratitude, or pay a compliment if a person
1. says something pleasant to you 2. suggests something you approve of
PROGRESS TEST
THEME 1: Introduction to the theory of English Grammar
1. In grammar we mostly apply a balanced combination of formal and semantic methods, because _____. 2. Any opposition is based on some _____. 3. In distributional analysis we deal with _____. 4. A synchronic approach presupposes _____. 5. Applying the method of oppositions, we _____. 6. To model a grammatical unit we should first _____. 7. To classify grammatical units _____. 8. That morphology and syntax are closely interconnected can be proved by _____. 9. When we deal with transformations, we _____. 10. If we choose the paradigmatic approach, _____. 11. The hierarchy of language units shows learners how _____. *****ssian learners of English need the comparative approach very much because _____.
THEME 2: Major issues of morphology
1. All grammatical units can be called two-facet ones because _____. 2. Grammatical meaning differs from lexical meaning in _____. 3. Marked forms are those _____. 4. Unmarked forms can be interpreted only _____. 5. We treat a category as a limited one, if _____. 6. We single out morphemes because they _____. 7. In the hierarchy the morpheme stands below the word because _____. 8. Morphemes can be treated as allomorphs, if _____. 9. What makes allomorphs different from other morphs is _____. 10. We speak about zeroes in grammar, if _____. 11. Unlike lexical morphemes, grammatical ones can never _____. 12. Free morphemes are those _____. 13. A bound morpheme can’t _____. 14. Analytical forms, typical of English grammar, look as if _____.
THEME 3: Parts of speech
1. We classify words to _____. 2. We can hardly do without some knowledge concerning the English parts of speech when _____. 3. Notional parts of speech _____. 4. Numerals express _____. 5. The typical word-building models by which you recognize a noun are _____. 6. Pronouns are used to _____. 7. It’s difficult to teach English interjections because _____. 8. Interjections seem to refer neither to notional nor to functional parts of speech because _____. 9. The difference between conjunctions and prepositions is that _____. 10. A field structure is used in morphology to _____. 11. In the center of the field structure we place units which _____. 12. In a foreign classification of words pronouns and nouns may _____.
THEME 4: English Noun
1. As a part of speech the English noun is characterized by _____. 2.English nouns change their forms to _____. 3. As for the grammatical meaning of ‘spectacles’, it’s _____. 4. We call nouns uncountable if _____.Case as a category is necessary for _____. 7. Possessive case expresses possession proper and _____. 8. Some grammarians say ‘s is not a morpheme because _____. 9. The article is a _____. 10. A zero article is not a happy term because _____.
THEME 5: English Verb
1. Tense forms help _____. 2. Choosing an English tense form, you should first decide ______. 3. We could say there is no aspect in English, if _____. 4. Using a progressive form an Englishman shows _____. 5. As far as perfect forms are concerned, result should be treated as _____. 6. The primary meaning of perfect forms is _____. 7. Passive forms show that _____. 8. The so-called active form shows that _____. 9. In middle-voice forms _____. 10. It’s terribly difficult to find your way among English mood forms because _____. 11. Mood forms express _____. 12. It’s difficult to use the method of oppositions with English moods because _____.
THEME 6: English Sentence
The sentence is the minimal _____. 2. A sentence consists of _____. 3. A clause is supposed to have in its structure _____. 4. What we call a predicative centre, in plain English is _____. 5. One-member sentences may look like elliptical ones, but _____. 6. Some incomplete sentences can’t really be completed because _____. 7. When we describe the structure of the sentence, we must mention _____. 8. The structure of exclamatory sentences _____.9. In an English sentence prepositions are very important because _____. 10. We divide sentences into parts so that we could _____.11. The rheme is _____. 12. To indicate the rheme English speakers use _____. 13. In most sentences we can find not only a theme and a rheme, but also _____. 14. More complicated methods of “actual division” are used when _____.THEME 7: Text study in Grammar
1. The minimal size of the text is _____. 2. What holds a text together is _____.3. Adequate perception of the text depends not only on its form, but also on _____.4. What makes discourse different from a text is _____. 5. In a text a sentence _____. 6. An utterance, not a sentence, is considered by some scholars to be the minimal element of the text because _____. 7. A text can be divided into _____. 8. A paragraph should _____. 9. Dialogues differ from monologues in _____. 10. To make a good text you should remember _____.
РЕКОМЕНДАЦИИ К САМОСТОЯТЕЛЬНОЙ РАБОТЕ
СТУДЕНТОВ
В самостоятельной работе студентов по теоретической грамматике, предполагается:
4 усвоение информации, содержащейся в лекциях курса, и, на этой основе, знакомство с информацией по проблеме, содержащейся в имеющихся учебниках по теоретической грамматике (см. библиографию в конце);
5 полностью самостоятельное критическое осмысление информации по проблеме, содержащейся в практических учебниках грамматики (см. библиографию в конце);
6 выполнение практических заданий с опорой на материалы лекций и учебников.
Темы для докладов
THEME 1: Introduction to the theory of English Grammar
1. Subject of Grammar and its branches.
2. Grammatical units and their hierarchy.
3. Variance of approaches to grammar and methods of studying grammatical units.
4. Systemic approach as the basic one.
5. Paradigmatic and syntagmatic approaches, and their interconnection.
6. Necessity of the comparative approach.
7. Choice of approach: synchronic or diachronic, formal or semantic.
8. Method of opposition in grammar.
9. Transformational analysis in teaching grammar.
10. Distributional analysis in morphology and syntax.
11. Semantic analysis in grammar.
12. Constituent analysis and modeling at different levels.
THEME 2: Major issues of morphology
1. Morphology as a part of Grammar.
2. Grammatical category: meaning and form.
3. Morpheme as a grammatical unit and its place in the hierarchy
4. Morpheme and its variants.
5. Different types of distribution and their role in teaching.
6. Types of morphemes in learning and teaching a language.
7. The morphemic structure of the English Word.
THEME 3: Parts of speech
1. Aims and problems of classifying words.
2. Parts of speech as classes of words.
3. Different criteria of classifying words.
4. Foreign classifications of words.
5. Notional and functional parts of speech.
6. Field structure in classifying words.
7. English nouns (adjectives, verbs, adverbs, numerals, pronouns, prepositions, conjunctions, articles, particles, interjections) viewed by a teacher.
THEME 4: English Noun
1. Noun as a part of speech.
2. Number as a general meaning and its modifications.
3. Opposition of singular and plural nouns in English.
4. Limitations of the category and problems of teaching.
5. Case forms and meanings in English.
6. The status of ‘s in modern English.
7. Article as a part of speech.
8. Opposition in the English system of articles.
9. “Zero” article and its problems.
THEME 5: English Verb
1. The verb as a part of speech.
2. Possible subclassifications of English verbs.
3. The categories of the English verb.
4. Tense as a category.
5. Tense meanings and tense forms.
6. The number of tenses in English.
7. The role of the reference point in the English tense system.
8. So-called absolute and relative tenses in English.
9. Problems of the opposition in the English category of tense.
10. Aspect in English: pros and cons.
11. Peculiarities of aspective meanings in English and Russian.
12. Problems of opposing aspective forms in English.
13. Tense and aspect in English verbal forms.
14. Major and contextual meanings of the English aspect.
15. Perfect treated as tense.
16. Perfect treated as aspect.
17. Perfect treated as a separate category.
18. Problems of opposing perfect and non-perfect forms.
19. Major and contextual meanings of perfect forms.
20. Voice as a category in English.
21. Problems of opposing voice forms.
22. Meanings of the active form and the number of voices in English.
23. Voice in morphology and syntax.
24. Modality and mood.
25. Problems of opposing English mood forms and teaching them.
THEME 6: English Sentence
1. Syntax as a part of Grammar.
2. Syntactic units and their place in the hierarchy.
3. Types of syntactic connections.
4. Phrase and sentence.
5. Problems of defining a sentence.
6. Major aspects of the sentence.
7. Sentence as a minimal predicative unit.
8. Sentence structure and sentence meaning.
9. Sentence in communication.
10. The minimal structure of the sentence and variation.
11. Problems of classifying sentences.
12. The so-called structural classifications of English sentences.
13. Traditional and modern communicative classifications.
14. Different approaches to sentence division.
15. Traditional sentence parts.
16. Various sentence models.
17. Different methods of dividing sentences into themes and rhemes.
18. Means of marking the rheme in English.
THEME 7: Text study in Grammar
1. Text as a syntactic unit: problems of the definition.
2. Types of texts and grammar analysis.
3. Text and composition.
4. Text as a communicative unit.
5. The structural organization of the text.
6. Types of texts and their peculiarities.
7. Connections between sentences in a text.
8. Text as an objective in teaching.
Темы курсовых работ
Тематика курсовых работ предполагает расширение рамок курса в сторону прагматики и функциональной грамматики. Конкретные формулировки тем с учетом индивидуальных интересов студентов будут основаны на следующих проблемах:
10. Синтаксис рекламы: формы и значения.
11. Прагматические особенности отдельных языковых структур.
12. Прагматические особенности речи учителя.
13. Данная проблематика может быть по желанию студента соотнесена со следующими проблемами, рассматривающимися в рамках курса:
14. Структура английского предложения.
15. Видо-временные формы английского глагола.
16. Части речи в английской грамматической системе.
17. Актуальное членение предложения.
18. Различные компоненты английских предложений.
РЕКОМЕНДУЕМАЯ ЛИТЕРАТУРА
1. , , Родина грамматика будущего учителя. Пособие для студентов 4 курса отделения английского языка. – Воронеж: ВГПУ, 2001. – 36с.
11 Блох грамматика английского языка. – М.: Высш. шк.,1985. – 383с.
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