Учебно-методический комплекс дисциплины Федеральное агентство по образованию Государственное образовательное учреждение высшего профессионального образования
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Practical Tasks Ex. 21. Point out all the independent elements and say by what they are expressed. 1. In the morning, however, there was a comforting excitement in leaving the train. (Kahler) 2. May be, alter all, there was something in that wild idea of: Albertine’s. (Kahler) 3. They gave him, in fact, a pleasant feeling of vicarious fatherhood. (Kahler) 4. Nicholas, unfortunately, had passed an unquiet night. (Cronin) 5. Nevertheless, despite this reasoning there remained in the Consul’s breast that strange sense of jealousy. (Cronin) 6. How fortunate to have such a reliable couple in the house. Naturally, he counted on the Burtons as an official standby. (Cronin) 7. I am a human being, senor, and must take advantage of my opportunities. Frankly, I am accustomed to good wine. (Cronin) 8. He was surprised, evidently, to find Sally so much at home and bustling about like that. (Prichard) 9. She was quite unconcerned, as a matter of fact, about being left alone in the camp. (Prichard) 10. Perhaps her colonial upbringing had something to do with it. (Prichard) 11. It was still too early for his ride, but he did not go back to bed, he wasn’t deeply worried, to be sure, but he knew that he wouldn’t be able to sleep. (Kahler) Ex. 22. Analyse the following sentences. 1. His heart felt swollen in his chest. (Sione) 2. The girl [Aileen] was really beautiful and much above the average intelligence and force. (Dreiser) 3. Footsore and downhearted, they were making their way back to Coolgardie doing a bit of prospecting. (Prichard) 4. The idle ness made him cranky. (Stone) 5. The prior’s hearty, warm-cheeked face went dark at the mention of Savanarola’s name. (Stone) 6. Ah, to be a soldier, Michelangelo, to fight in mortal combat, to kill the enemy with sword and lance, conquer new lands and all their women? That is the life! (Stone) 7. He said it in a very mature, man-to-man tone. (Warren) 8. Evidently George and the sheriff were getting along in a very friendly way, for all the former’s bitter troubles and lack of means. (Dreiser) 9. Together they sketched the apostles, the one bald-headed, the other supporting the weeping John. (Stone) 10. With all his brightness and cleverness and general good qualities, Mr. Frank lin’s chance of topping Mr. Godfrey in our young lady’s estimation was, in my opinion, a very poor chance indeed. (Collins) 11. Suddenly all the differences between life and death became apparent. (Stone) 12. Michelangelo began to see pictures in his mind: of struggles between men, of the rescue of women, of the wounded, the dying. (Stone) 13. I am a thousand times cleverer and more charming than that creature, for all her wealth. (Thackeray) 14. I’m not accustomed to having more than one drink. (Tennessee Williams) 15. Bertoldo, I feel the need to be solitary, to work beyond all eyes, even yours. (Stone) 16. Miss Fulton laid her moonbeam fingers on his cheeks and smiled her sleepy smile. (Mansfield) 17. Sally found it difficult to visit anybody herself. (Prichard) 18. And surely, no man in his senses wants the disastrous consequences of this rush to go any further. (Prichard). Ex. 23. Analyze the syntactic structure of the sentences of the following texts (one-member or two-member sentences, extended/ unextended, the communicative type of the sentence, the principal and the secondary parts of the sentence). MARK TWAIN IN FRANCE Mark Twain, the famous American writer, was traveling in France. Once he was going by train to Dijon. That afternoon he was very tired and wanted to sleep. He therefore asked the conductor to wake him up when they came to Dijon. But first he explained that he was a very heavy sleeper. «I’ll probably protest loudly when you try to wake me up,» he said to the conductor. «But do not take notice, just put me off the train anyway.» Then Mark Twain went to sleep. Later, when he woke up, it was night-time and the train was in Paris already. He realized at once that the conductor had forgotten to wake him up at Dijon. He was very angry. He ran up to the conductor and began to shout at him. «I have never been so angry in all my life,» Mark Twain said. The conductor looked at him calmly. «You are not half so angry as the American whom I put off the train at Dijon,» he said. THE KING AND THE CRITIC A king liked to write stories, which he thought were very good. The people to whom he showed them were afraid to criticize them. They said that his stories were good. One day he showed some of them to a well-known critic, who said that his stories were bad. The king got angry with him and sent him to prison. After some time tie king pardoned the critic and when he returned invited him to his palace to dinner. Again he showed him some of his stories and again asked him what he thought of them. The critic turned to the guards who were standing behind him and said: «Take me back to prison.» Ex. 24. Translate into English. 1. Относитесь к этому легче! 2. Снег лежал толстым слоем под деревьями. 3. Я хочу вырваться из твоей жизни (break free). 4. Солнце погрузилось в море, огромное и пунцовое. 5. Ее отец умер бедным человеком, и после этого семья распалась. 6. Тут и там окна светились желтым светом в темноте. 7. Корабль был отправлен налегке за грузом табака. 8. В ту ночь Гарри долго лежал без сна. 9. Книги лежали забытыми на столе. 10. Как правило, держите лекарства в прохладном месте. 11. Слова не идут легко. 12. Его нашли без сознания на полу. 13. Мать Эрика умерла молодой, и мальчик даже не помнил ее лица. 14. Их сын вернулся из экспедиции повзрослевшим. 15. Взошла луна, огромная и яркая. 16. Он стоял, никем не замеченный, в углу комнаты. 17. Журнал лежал на столе открытым. 18. Она лежала совершенно закоченевшая. 19. После чудесного обеда я отправился спать счастливым человеком. 20. Если мне не изменяет память, самолет вылетает во вторник утром. 21. Новая метла по-новому метет. 22. Огромные богатства лежат скрытыми на дне океана. Theme 5: The word order (4 hours). a) Word order in English. b) Inverted Order of Words. c) Position of the object. d) Position of the Attribute. e) Position of the Adverbial Modifiers. Practical Exercises Ex. 25. Read and translate the sentences. Find and comment on the cases of inversion or stylistic emphasis. 1. Little did the children guess what a weird and mysterious end to the day was now approaching. 2. Had Aunt Phoebe known when she bought this present what it really was, she would have preferred to buy something different. 3. No sooner had his head touched the pillow than he was as good as asleep, and no sooner had he opened his eyes in the morning than he was out of bed and hunting for his socks. 4. Never before in her short life had Molly dressed so quickly. 5. «Get up, Jack, quickly! Only do be quick, quick!» 6. But remember she did, and found herself explaining it to her brother. 7. «I don’t know,» said old Nancy, with a puzzled frown. «Never before have I missed doing the spell at sunset.» 8. On, on the Grey Pumpkin rolled, down the hill from the City. 9. «He does do dreadful things,» said Grace. 10. Oh, I do hope and trust you will be successful, my dears. 11. Sit you down, dearies, and rest yourselves and we’ll have things ready in no time for you. Ex. 26. Construct sentences out of the following words and phrases. Use the inverted word order. 1) the bell, comes, here 2) you, here, are, at last 3. bus, our, here, comes 4) in a dark wood, far away, a little hut, stood 5) a monument, high, the Moskva river, above the city, to Peter the Great, overlooking, stood 6) is, right, she 7) the memory, at the seaside, came, of that wonderful time, then 8) such a starry sky, had seen, I, never before 9) three cottages, in an open place, stood, amidst the big trees 10) came, the roar, from behind the hills, of the ocean 11) care, she, for his words, little, did 12) we, rarely, such a beautiful dawn, had seen. Ex. 27. Read and translate the sentences. Pay attention to the word order in the responses. l. The boss will be at the office tomorrow, and so will the secretary. 2. Bill isn’t married and neither is his elder brother. 3. You are looking upset, Tom. So I am. 4. I have never been tc France. Neither has my husband. 5. Sue is wearing jeans today and so is Tracey. 6. «He seems to know everything». «So he does». 7. My parents were at home last night, and so was I. 8. Natasha went to a movie on Saturday, and sc did Andrew. 9. I didn’t see that show, and neither did my friends. 10. Monica lives in an apartment. And so does Mel. 11. Our teacher can’t speak Japanese, and neither can we. 12. «I think he has to study hard». «So he does». 13. «They did not pass the interview». «Neither did Tatyana». 14. «It’s very hot in here». «So it is». 15. «You are a great cook!» «So I am». Ex. 28. Agree with the following negative statements. 1. I don’t want to make a fuss. 2. We didn’t want to offend him. 3. She couldn’t afford a new coat last year. 4. I won’t listen to such nonsense. 5. I can’t imagine it. 6. Tony doesn’t bite his nails. 7. I shouldn’t take sugar in my tea. 8. Stephen mustn’t eat so much. 9. I don’t feel the cold. 10. We haven’t gone out today. 11. I’m not really hungry. 12. I won’t ever be rich. Ex. 29. Arrange the attributes. 1. In ___ slippers and an ___ coat Keith Darrant sits asleep, (red, Turkish; old, velvet, brown) (Galsworthy) 2. He, alone, perhaps, of painters would have done justice to Annette in her – dress, (lacy, black) (Galsworthy) 3. Ting-a-ling did not stir. «You take me for a ___ dog, sir!» his silence seemed to say. (English, common) (Galsworthy) 4. This letter, with a ___ border and seal, was accordingly dispatched by Sir Pitt Gracie to his brother the Colonel in London. (huge, black) (Thackeray) 5. Bergman in his ___ shirt, took his seat as the hermit miner on an upturned kettle for a rock, (blue., old) (О. Henry;) 6. The next day came the ___ bull, drawing the cart to the office door, (red, little) (О. Henry) 7. «You and I,» the little dog seemed saying with his ___ stare, «object.» (little, Chinese) (Galsworthy) Theme 6: The compound sentence (4 hours). a) Copulative coordination. b) Adversative coordination. c) Causative-consecutive coordination. d) Disjunctive coordination. Practical Exercises Ex. 30. Consider the following compound sentences. Comment on their structure and meaning. Distinguish between syndetic and asyndetic connection of their coordinate clauses. Translate into Russian. 1. His idea was to ease the tension, but Mrs Clemence threw him a glance of reproach. 2. Her step was more dancing than walking and. in spite of her black dress, there was nothing but joy in her whole attitude. 3. There’s something awfully consoling about you, you make things so simple. 4. There was nothing offensive in her words, but he put his own construction on her change of tone. 5. He had no children or near relations to be spared, so he did not fear publicity. 6. I quite agree with you, the villain ought to be punished, but the cost has got to be reckoned. 7. He ripped open the envelope, and a thick enclosure fell out on the table. 8. Either he had recovered from his panic of the night, or he pretended to have. 9. The blue upholstery won’t go with the yellow stair-carpet, nor will it go with the brown woodwork. 10. I offered him my handkerchief and he accepted it with fervent protestations of thanks. 11. A shadow of a grin showed itself on the man’s lips,however he remained silent. 12. His remarks were witty, or so they seemed to us. 13. You don’t seem to remember anybody’s name, it is so irritating sometimes. 14. Either he didn’t read the document carefully, or he didn’t see the implication of it. 15. There were a few moments of suspense, then he turned round, saw me and came straight over. Ex. 31. Translate into English using various forms of compound sentences or related constructions. 1. Дождь прошел, и стало совсем тепло. 2. Рассказ меня не заинтересовал, мои приятели тоже не проявили к нему особого интереса. 3. Я давно не занимался этим вопросом, следовательно, я был совсем не подготовлен к этой беседе. 4. Нам нужно попасть туда до двенадцати, иначе мы их не застанем. 5. Ее губы улыбались, а глаза оставались печальными. 6. Мне предложение тоже не понравилось, однако я не высказался так категорично, как они этого хотели. Theme 7: The complex sentence( 6 hours). a) Subject clauses. b) Predicative clauses. c) Object clauses. d) Attributive clauses e) Adverbial clauses of time, place, cause, manner. Practical Exercises Ex. 32. Consider the following complex sentences. Distinguish between subject, predicative, and object subordinate clauses. Comment on their structure and meaning. Translate into Russian. 1. What she wanted was a love too proud and independent to exhibit its joy or its pain. 2. Perhaps you can tell me what happened in history after the Tudors. 3. I wish that the mission hadn’t fallen to you. 4. One advantage of being a medical practitioner is that you can usually tell when people are lying to you. 5. Work may be just what I want now. 6. That this charming young woman accepted political life with enthusiasm was a real surprise to me. 7. It is lot at all clear how they will accept the proposed treatment. 8. I asked her if there was an equally polite acknowledgement on the part of the publishers. 9. We saw that the old man had finished his scotch. 10. How he managed to be so persuasive beats me. 11. It was our impression that things were not quite that bad. 12. The fact is there is growing suspicion of foul play on their part. 13. It annoyed the assistant managing editor that Pete hadn’t reported at once. 14. That there were other problems to be weighed sounded like good advice. Ex. 33. Form a complex sentence with a subject clause out of each’ pair of questions, choosing the pattern of the first one for a subordinate clause and the pattern of the second one for a principal clause. Give two parallel versions of the construction – respectively, non-anticipatory and anticipatory. Model: What does he mean? Is it his own business? What he means is his own business. It is his own business what he means. 1. Why did he say it? Is it beyond my comprehension? 2. What does he suggest? Is it always taken into account? 3. When will they be through with their talk? It is all the same to me, isn’t it? 4. What will they decide about the new project? This is important, isn’t it? 5. Why have Nell and Snider quarreled? Does it worry you? 6. Might he still present his paper on Ancient Egyptian culture? Is it out of the question? 7. Has Dad returned from his business trip? Can it bet rue? Ex. 34. Make up complex sentences with predicative clauses out of the following pairs of utterances. Choose conjunctive words from the guiding question, otherwise use «that», «whether», «if as», «if as though». Model: 1. What is the condition? Must Mr Halloway take part in the conference? The condition is that Mr Halloway should take part in the conference. 2. How did he look? Was he about to raise an objection? He looked as if he were about to raise an objection. 1. Where can you find the man? Is this the puzzle? 2. What is the reason of Jim’s sulky look? Has he quarrelled with Rosy? 3. Was the house deserted? How did it look? 4. How long will it take them to finish the calculation? 5. Is this the point? 5. What is the question? Has he formed a definite opinion of this matter? 6. Didn’t she consider the young man suitable? Was this the problem? 7. Were they willing to agree? What was your understanding? Ex. 35. Make up complex sentences with object clauses out of the following pairs of utterances. Model: What did I feel? Could he speak against our proposal? I felt that he could speak against our proposal. 1. What is she always saying? Should one make friends wherever one gets about? 2. What did I wonder? Why did she pronounce the phrase so significantly? 3. With what doesn’t the instruction agree? What were we told about the engine? 4. What are you not quite certain of? Are they eager to be with us or not? 5. What did Edgar feel? Was Helen ready to forgive him? Ex. 36. Form complex sentences with attributive and appositive clauses out of the following pairs of sentences and single compound sentences. Delete the relative connector where possible. Model: 1. The man called in the morning. You had told me about the man. The man (whom) you told me about called in the morning. 2. You ask me the same kind of question. Your brother asks me the same kind of question. You ask me the same kind of question as your brother does. 1. We entered a small room. The room looked out on the back garden. 2. Jane turned to Nellie. Nellie sat upright in her chair by the window. 3. I wish there was something. One could do something to help us. 4. I want a cup of coffee. This is all I want. 5. The reason is quite clear. He has rejected our invitation for the reason. 6. She avoided looking me in the face, and that was a bit odd. Ex. 37. Translate into English using complex sentences with attributive and appositive clauses, as well as with related constructions. 1. Эту истину мне открыл человек, имя которого я не помню. 2. В ее душе скрываются такие моральные силы, о которых она сама не подозревает. 3. То, что мальчик не сумел ответить на мой вопрос, меня озадачило. 4. Это был тот самый человек, которого я встретил. 5. Вот книга, название которой известно школьнику. 6. Новость, которую вы принесли нам, просто чудесная. 7. Я приглашаю вас посмотреть пьесу, о которой теперь много говорят. 8. Не вижу причины, почему бы нам не провести выходной день в парке. 9. Это была такая проблема, которая возбуждала много споров. Ex. 38. Consider the following complex sentences. Distinguish between different kinds of adverbial clauses. State their semantic type, point out their structure and the contextual meaning in the sentence. Note the equivalent compressed constructions. Translate into Russian. 1. If you continue in this way you will break your mother’s heart! 2. Since the newspapers were covering the search closely, there was no point in his reserve. 3. There was a moment of strain, it seemed as though neither of them knew what to say next. 4. He said George was too nice a kid to make a good cop, even if he had brains. 5. Lady Castlewood was as much cast down by this news as Miss Beatrix was indignant at it. 6. The stewardess hurried along the aisle to where the sick passenger lay moaning with eyes closed. 7. As he ticked off points on his fingers my elation quickly subsided. 8. The door gave a little but came back as though somebody was holding it against me. 9. Whei she was through she hung the phone back on a hook. 10. I’m doing it as I was told, so you may as well spare your sarcasm. 11. As her lips smiled, her eyes didn’t lose their tragic expression. 12. I was just curious, though it wasn’t any cf my business. 13. If it hadn’t been for his courage and resource, we’d have crashed. 14. You are meant to describe the situation as you understand it. 15. She manages such things far better than you manage them. 16. While explaining the rule he tried to make it simpler. 17. He looked a little sad, as if he had been waiting a long time and was getting discouraged. 18. No sooner had she seen me approaching from the landing than she slammed the door in my face. 19. Now that the reader knows the essential events as they were open to the public. I want to give him some explanations. 20. I have told you my story that you may judge me for what I am, not for what they want to take me. Ex. 39. Analyse the following sentences. Translate into Russian. l. He had a feeling in his heart that he was not as guilty as they all seemed to think. 2. Her voice sounded as if she had shouted, but the man to whom she had been speaking, evidently not hearing a word she had said, continued staring thoughtfully into his beer. 3. In view of this, Mrs. Griffiths, who was more practical than her husband at all times, and who was intensely interested in Clyde’s economic welfare, as well as that of her other children, was actually wondering why Clyde should of a sudden become so enthusiastic about changing to this new situation, which, according to his own story, involved longer hours and not so very much more pay, if any. 4.2. Методические рекомендации для преподавателей 4.2.1. Исходя из требований ГОС к содержанию курса «Практическая грамматика английского языка» преподаватель должен включить в изучение дисциплины следующие аспекты: 4.2.2. Студенты в процессе изучения дисциплины должны развить навыки правильно употреблять грамматические средства в речи; систематизировать грамматическую базу; делать самостоятельные выводы из наблюдений над фактическим материалом; осуществлять грамматический (морфологический и синтаксический) анализ языкового материала; объяснять явления в грамматическом строе современного английского языка. 4.2.3. Для организации самостоятельной работы студентов разработаны методические рекомендации, целью которых является формированию грамматических навыков студентов, их подготовка к лабораторным занятиям, а также к различным формам текущего и итогового контроля. Опрос студентов на лабораторных занятиях проводится исходя из заданий данных рекомендаций. 4.2.4. Успеваемость студента по данной дисциплине контролируется при помощи системы рейтинг-контроля. Оценка складывается из многих компонентов: посещаемости, ответов на теоретические вопросы на лабораторных занятиях, выполнения письменных заданий, выполнения домашних заданий, результатов промежуточных контрольных работ и итоговых тестов. Все компоненты входят в рейтинговую книжку студента и в итоге суммируются. На основании общей суммы выводится оценка. При условии наличия положительной оценки («пять»,»четыре») студент освобождается от зачета, в противном случае он сдает зачет. 4.2.5. Для определения алгоритма преподавания данной дисциплины предлагается теоретический материал грамматических тем, изучаемых в пятом семестре. THE SIMPLE SENTENCE 1.1. The Classification of Simple Sentences A sentence is a unit of speech whose grammatical structure conforms to the laws of the language and which serves as the chief means of conveying a thought. A sentence is not only a means of communicating something about reality but also a means of showing the speaker’s attitude to it. The classification of simple sentences is based on two principles: 1) according to the purpose of the utterance; 2) according to the structure. According to the purpose of the utterance we distinguish four kinds of sentences. 1. The declarative sentence. A declarative sentence states a fact in the affirmative or negative form. In the declarative sentence the subject precedes the predicate. e.g. We are going to my house now. 2. The interrogative sentence. An interrogative sentence asks a question. It is formed by means of inversion, i.e. by placing the predicate (or part of it) before the subject. There are four kinds of questions: a) general questions, e.g. Is Mary a doctor? b) special questions, e.g. When did you arrive? c) alternative questions, e.g. Which do you prefer, tea or coffee? d) disjunctive questions, e.g. You know French, don’t you? 3. The imperative sentence. An imperative sentence serves to induce a person to do something, so it expresses a command, a request, an invitation, etc. e.g. Sit down. Open your textbooks. 4. The exclamatory sentence. An exclamatory sentence expresses some kind of emotion or feeling. e.g. What a funny story she told us! According to their structure simple sentences are divided into two-member and one-member sentences. A two-member sentence has two members - a subject and a predcate. If one of them is missing it is easily understood from the context. e.g. Mary laughed heartily at the joke. A two-member sentence may be complete or incomplete. It is complete when it has a subject and a predicate. e.g. John is clever. It is incomplete when one of the principal parts or both of them are missing, but can be easily understood from the context. Such sentences are called elliptical. e.g. Don’t know anything about it. Who lives there? – Jack. (ellipsis occurs in the reply). A one-member sentence is a sentence having only one member which is neither the subject nor the predicate. One-member sentences are generally used in descriptions and in emotional speech. e.g. Silence. Summer. Midnight. English spring flowers! Simple sentences, both two-member and one-member, can be unextended and extended. A sentence consisting only of the primary or principal parts is called an unextended sentence. e.g. John ran. An extended sentence is a sentence consisting of the subject, the predicate and one or more secondary parts (objects, attributes, or adverbial modifiers). e.g. I came straight here. |
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