Analyze the text. Tell what category does every word express and how do we know that?

Analyze the text. Tell what category does every word express and how do we know that?

Fleur met them in the hall. After dropping John at Dorking she had exceeded the limit homewards, that she might appear to have nothing in her thoughts but the welfare of the slums. “The Squire” being among his partridges, the Bishop was in the chair. Fleur went to the sideboard, and, while Michael was reading the minutes, began pouring out tea.

Recommended Literature

1. Иванова И.П., Бурлакова В.В., Почепцов Г.Г. Грамматика современного английского языка. – М., 1981.

2. Bloh M.Y. A Course in Theoretical English Grammar – Moscow, 2000.

3. Ilyish B.A. The Structure of Modern English. – Moscow. – Leningrad, 1971.

Assignment “Grammar forms and grammar categories”

Points for discussion.

1. What is grammar?
2. What is the difference between theoretical and practical grammar?
3. What is the aim of theoretical grammar?
4. How is grammar connected with other disciplines?
5. Morphology and syntax.
6. Grammar and word-building.

Exercise 1. Use the frame of the hierarchy of units and analyze the following sentences.

Discourse

(sentence) If I wash up all this stuff somebody else can dry it.

Clause If I wash up all this stuff somebody else can dry it.

Phrase If I wash up all this stuff somebody else can dry it.

Word If I wash up all this stuff somebody else can dry it.

Morpheme If I wash up all this stuff somebody else can dry it.

phoneme/grapheme

1. You kind of have to nail him to the wall.
2. I have inevitably covered a great deal of familiar ground.
3. You are easy to cook for.
4. It is perhaps more likely that they were associated with locomotion from the beginning.
5. If you really think so, it’s meaningless.

Exercise II. Make a paradigm of the plural form of the noun.

Exercise III. Make a paradigm of the degrees of comparison of adjective.

Exercise IV. Determine “marked” and “nonmarked” member of opposition.

Man – men

Read – reads

Boy – boys

Good – better

Friend – friendship

Exercise V. Give examples of:

a) synthetic form of the plural number of noun.

b) Analytical form of the degrees of comparison of adverbs

Assignment “Morphemic structure of the word. The problem of parts of speech in the English language ”

Points for discussion

1. What is a morpheme?
2. With what meaning of morpheme are we concerned in grammar?
3. Give the definitions of “suffix”, “inflection” , “ending”.
4. What types of word-form derivation do you know?
5. The problem of parts of speech.

Exercises:

I. State the morphological composition of the following words.

Snow, sandstone, impossibility, widower, opinion, exclamation, passer-by, misunderstanding, inactivity, snowball, kingdom, mother–of-pearl, population, pretty, bushy, homeless, thoughtful, improbable, shaky, deep-blue, illegible, courageous, to worry, to forbid, to retell, to retire, to do away, to befriend, to disobey

II. State the meaning of the affix.

Un-, in-, dis-, non-, re-, mis-, en-, de-, over-, under-, pre-, post-, anti-, counter-, co-, inter-, ex-, sub-, super-, trans-, ultra-, -er, -or, -ist, -ian, -ee, -age, -al, -ance, -dom, -hood, -ion, -ment, -ness, -our, -ship, -th, -ty, -able, -al, -ant, -ary, -en, -ful, -ic, -less, -ate, -fy, -ize, -ly

III. Determine the part of speech to which the words belong.

We have now to consider combinations of words, and here we shall find that though a substantive always remain a substantive, there is a certain scheme of subordination in connected speech which is analogues to the distribution of words into “parts of speech” without being entirely dependent on it.

Assignment “The Noun”

Points for discussion:

1. The Noun as the main nominal word of the English lexicon.
2. Subclasses of nouns.
3. The category of number.
4. The category of case. The theories of case in English grammar researches.
5. The problem of the article.

Brother Genius

Brethren genii

Pennies staffs

Penny staff

Pence staves

Cloths indexes

Cloth index

Clothes indices

Ex. 7 In the following exercises—(1) pick out all the nouns; (2) say whether each noun is Singular or Plural as it stands; (3) change every Plural into a Singular, and every Singular into a Plural:

1. There are many cities in England, many smaller towns, and an immense number of villages.

2. A cat and a dog are seldom good friends.

3. The earth turns round once in one day and one night.

4. When the cat is away, the mice play.

4. The branch of that tree has leaves of a bright green colour.

5. The cries of animals are many and various : a horse neighs ; a dog barks; a cat mews ; a swine or pig grunts ; an elephant trumpets ; an ass brays ; an ox lows; a monkey chatters; goose cackles ; a boy laughs or weeps ; a fish is silent.

6. If we stop in this wood, we shall be lost. So let us get back into the public road, before night comes on.

7. The wolf living in that forest killed many calves.

8. Some thieves broke into the house of my friend.

9. The stars are seen through the leaves and branches of that oak-tree.

10. He went out fishing for salmon, and caught two dozen and more in his net, besides some trout to the number of two or three score.

11. Sheep cannot run as fast as deer; and so the sheep were caught first by the wolves.

12. The cat has caught two mice and one rat today.

13. Oxen are of more value than deer to a farmer.

14. The feet of men are larger than those of women; but the teeth are about the same in size.

15. The sun's light is brighter than the moon's; but the moon's rays are not so hot as those of the sun.

16. Joseph had eleven brethren who sold him as a slave to some merchants on their way to Egypt.

17. A valley is usually hotter than the top of a hill.

18. He is a big man, and weighs fourteen stone.

Ex. 8. Supply the appropriate form of the nouns given in brackets.

1. The mountain is 11,856 (foot) high.

2. He earns eleven (pound) a week.

3. The sleeping-bag is two (pound) ten (shillings).

4. She needed three (foot) six (inches) of velvet.

5. He was a man five (foot) seven.

6. This cost him four (pound) ten.

7. The room was forty square (foot).

8. She bought the frock at three (pound).

Ex.9 State the number of the following nouns and give the corresponding singular or plural, if any.

Brethren, memoranda, antenna, means, scissors, pence, Roman, index, governor, linen, news, fish, data, photo, axes, physics, cloth, halves, mice, staff, sleeves, species, business, feet, bases, headquarters, Japanese, corps, knowledge, grief, swine, contents, clothes, sledge.

Ex10. Put the nouns in brackets in the correct number.

a) more than one (day) twenty-one (day)

one and a half (mile) one (mile) and a half

one or two (metre) 0,5 (metre)

three (foot) five (foot) six

a (pair) of shoes two (pair) of shoes

to walk in (pair), (dozen) of socks

a (dozen) of socks by the (dozen)

four (dozen) buttons

b) 1. The man took five (fish) out of the bag and gave each dog a fish.

2.1 wondered at the variety of (fish) in his aquarium.

3. Our (family) are all good chess-players.

4. Our (family) are next door neighbours.

5. The fruit trees were all in (blossom).

6. The bush was all covered with starlike ((blossom).

7. The (people) of all the five continents were represented at the World Youth Festival.

8. The Japanese (people) are very industrious.

9. In the many pavilions of the Agriculrural Exhibition, one can see various (fruit) grown on the vast territory of our country

10. You must eat more (fruit).

11. (Fruit) is cheap in summer,

12. There is a lot of (fruit) in summer.

13. There are a lot of different (fruit) on the table.

Part A

What kinds of fronting are illustrated in the examples below? For each example, choose one item from the clause list:

fronting clause

a) of object 1) in an independent declarative clause

b) of predicative 2) in an exclamatory

c) of non-finite construction 3) in a dependent adverbial clause

1. A more general treatment is possible using the method of Markoff. This we shall now describe, following the account of Chandrasekhar.

2. All-wise Khrishna may be, but you wouldn’t buy a used chariot from him.

3. The prejudices remained beneath the surface of benignity, waiting for some unwary blunder on my part to crack the surface and let them burst through. Such a blunder I’d now committed.

4. Such a sure hand my son has with his people!

5. What a gullible lot we are.

6. Brave though he is in facing adult audiences, the result is a bit of a cringe.

Part B

Rewrite each of the examples in Part A, changing the word order with fronting to a more usual word order such as subject + verb + direct object. (In one type, this more usual word order is impossible without a change of wording. What example illustrates this?)

Ex. 4 Subject-verb inversion and subject-operator inversion.

Underline the example of inversion in each of the following examples, and tell what type of inversion it is: subject-verb inversion or subject-operator inversion.

Note: When the same word has a role both as main verb and as operator, the inversion can be described either as subject-verb inversion or as subject-operator inversion. Which examples are like this?

1. On the sideboard stood a decanter of Haut Brion, and another of old Lanning port.
2. The number of Chinese Characters soared to 23,000 in the twelfth century and to almost 49,000 in the eighteenth. Equally striking is the high proportion of semantic-phonetic compounds relative to the other three categories
3. Such has been the success of the piece on a short provincial tour, that it has been snapped up by The Globe in the center of London’s theatreland.
4. Kelly finished fourth overall, and came close to losing the King of the Mountains honour. Only on the final climb of Sally Gap did he clinch victory as his rival, Gary Backer, was struggling back from two punctures.
5. “Hold it, darling”, interrupted Khalehla.
6. Hide your ankle boots and put away your sensible lace-ups when summer arrives. Now is the time for cool, light shoes that you can slip straight on your feet.
7. What are you eating?
8. Had she known that he was looking for her, she thought, she would not have let herself sit there.
9. Can the health service cope with the growing needs of older people?
10. Into this circle stepped Captain Bierce, confident, huge, beaming, straight-speaking, simple and uncomplicated as only a man in uniform can appear to be. He courted her.

Ex. 5 Conditions for inversion.

Inversion takes place only in special conditions.

Identify the conditions for inversion that apply to the examples in exercise 4. Choose from the following conditions:

a) yes/no questions

b) wh-questions

c) fronted adverbial of place/time

d) fronted predicative

e) degree expression

f) negative or restrictive opening element

g) hypothetical or tentative conditional clause

h) dependent interrogative clause

i) reporting clause

Ex. 6 Quiz yourself.

Answer each of the following questions on existential there.

1) What is the syntactic role of existential there in it’s clause?

2) What is the noun phrase following existential there + be called?

3) Which of the following illustrates existential there? Which illustrates place there?

Oh look, there’s that bird.

There is nothing wrong really.

4) After be, what is the most common verb that occurs after existential there in academic prose?

5) Which of the following statements relating to discourse functions of existential clauses are true?

a) Existential clauses are always used when new elements are introduced into the discourse.

b) Existential clauses are useful in focusing on a new topic.

c) Existential clauses help the information flow principle.

d) Existential clauses hardly ever occur in the series.

e) The notional subject rarely begins with the.

f) Existential there cannot occur in a question tag.

КОНТРОЛЬНЫЕ РАБОТЫ

Методическая записка

Основными задачами курса теоретической грамматики английского языка как теоретической дисциплины являются следующие.

1. Теоретически осветить основы грамматического строя английского языка в соответствии с современным состоянием лингвистических знаний.

2. Ввести студентов в наиболее важные проблемы современных исследований строя английского языка.

3. Развить у студентов умение применять теоретические знания по грамматике языка к практическому употреблению.

4. Развить у студентов умение самостоятельно перерабатывать текущую научную информацию по грамматическим исследованиям языка.

Согласно учебному плану определенное время выделяется на индивидуальные занятия в целях контроля за усвоением студентами изучаемого материала и оказания им методической помощи со стороны преподавателя.

Студентам предлагаются следующие задания:

- осмысление и раскрытие методологических проблем, которые составляют основу курса;

- изучение и сопоставительный анализ соответствующих разделов из учебной литературы, рекомендуемой программой по теоретической грамматике;

- составление таблиц и схем;

- подготовка к дискуссии со студентами группы по предложенным проблемным вопросам;

- овладение необходимой лингвистической терминологией;

- ознакомление с новейшими лингвистическими теориями;

- выполнение заданий, направленных на применение теоретических положений в практике.

Формами контроля за качеством выполнения студентами предложенных заданий являются следующие:

- групповые занятия, проводимые в форме дискуссий по самостоятельно изученным темам;

- консультации преподавателя;

- письменные контрольные работы;

- написание рефератов;

- устные коллоквиумы;

- ежемесячные срезы текущей успеваемости студентов по предмету.

Для студентов, имеющих желание заняться углубленным изучением проблем курса теоретической грамматики, а также для студентов, которые по тем или иным причинам не полностью усвоили программный материал курса, предлагаются следующие виды индивидуальных заданий: изучение дополнительной литературы, ознакомление с новинками лингвистической литературы; самостоятельный подбор библиографии; реферирование журнальных статей; разработка спецвопроса; подготовка доклада;

Согласно учебному плану курс теоретической грамматики читается на английском языке.

Assignment 1

THE CLASSIFICATION OF WORDS

The problems for discussion

1. The traditional grammatical classes of words - parts of speech.

2. Why is this term conventional?

3. The criteria on the basis of which parts of speech are discriminated in modern linguistics. The merits and drawbacks.

4. The syntactico-distributional classification of words, its comparison with the traditional part of speech division.

5. The problem of notional and formal words.

6. The determining words of half-notional semantics.

7. The problem of statives.

8. The prepositions, conjunctions, particles, modals, interjections and words not included in the classification.

Recommended reading:

1. Blokh M.Y. A Course in Theoretical English Grammar. - M: Vysshaya Shkola, 2000, Ch. IV.

2. Ilyish B.A. The Structure of modern English. - L.: Prosveschenie, 1971, Ch II, IV, VII, XVIII, XIX, XX, XXI, XXII.

3. Иванова Т.П., Бурлакова B.B., Почепцов Г.Г. Теоретическая грамматика современного английского языка.-М: Высш. Шк., 1981, С. 14-20.

4. Иофик Л.Л., Чахоян Л.П., Поспелова А.Г. Хрестоматия по теоретической грамматике английского языка. - Л.: Просвещение, 1981, С. 41-57.

5. Васильева А.К. О природе частей речи как системы классов полнозначных слов // Филолог, науки. - 1973. -№ 6.- С. 66-74.

6. Слюсарева Н.А. Проблемы функциональной морфологии современного английского языка. -М.: Наука, 1986. - 215с.

7. Теоретическая грамматика английского языка/ Отв. ред. В.В.Бурлакова. - Л.: Изд-во Ленинградского университета, 1983. - С.29-118.

8. Лингвистический энциклопедический словарь/ Гл. ред. В.Н.Ярцева. - М.: Сов. Энциклопедия, 1990.

Additional tasks

1. The problem of deixis in modern Linguistics.
Recommended reading

1) Бурлакова B.B. Дейксис // Спорные вопросы английской грамматики./ Отв. ред. В.В.Бурлакова. - Л.: Изд-во Ленингр. ун-та, 1988.- С. 74-88.

2) Вейхман Г.А. Новое в английской грамматике. - М.: Высшая школа, 1990.-С. 9-21.

3) Воронцова Г.Н. Очерки по грамматике английского языка. - М.: Изд. лит. на иностр. яз., 1960. - С. 157-162.

2. Теория полевой структуры частей речи.
Recommended reading

1) Щур Г.С. Теории поля в лингвистике. - М.: Наука, 1974. -235с.

2) Попова З.Д. (ред.) Полевые структуры в системе языка. -Воронеж: Изд-во Воронежского пед ин-та, 1989. - С. 167-172.

Practical Tasks

1.Find in the book for your home reading the examples illustrating the given problems.

2.State what part of speech the words in bold type belong to.

1. Light moves quickest of all. My room is large and light. To light a cigarette one must have a match. 2. They are as likeas two peas. My new coat cost me something like 300 roubles. Did you ever see the like of that? Children don't liketo go to bed early. 3. The earth is round.The doctor begins his roundearly in the morning. The pebbles in the sea are roundedby the water. Go straight, don't look round! I should like to travel round the world. 4. One can't ironthe linen with a cold iron. Irongoods are made at iron-works. 5. Paperis used for writing. The ceiling must be whitewashed and the walls papered.6. Whom did you address? What's his address?7. Our students workmuch. She is greatly interested in her scientific work. 8. Webuy pensand pencils at the stationer's shop. One must be an experienced writer to pensuch an important letter well.

1. "She is worried... about your cousin Ugremont." — "Well, of course," I tut-tuttedsympathetically. (Wodehouse). 2. "I don't suppose it was more than a couple of ticks later before she was thanking me brokenly and I was not-at-all-ing."(Wodehouse). 3. What a face for wrappers' Sort of Mona Lisa-ish! (Galsworthy). 4. Already the men had shoulderedtheir staves and were making for the place. (Mansfield). 5. "Let him stop Dulcing me all day long. Dulce this, Dulce that, where's Dulce?.. I'll Dulceout of here one of the days." (Bates), 6. "I just housekeepfor him," she said. (Bates). 7. I thought of Phuong, who would be haggling over the price of fish in the third street... before going for her elevensesto the milk-bar. (Greene). 8. Dear Frank. I think I had shocked him. What a Frankishexpression, too, "above board"! (Du Maurier). 9. She would finger the volumes a little suspiciously. (Du Maurier). 10. Poor wretch... He did not know what he was talking about. He had a child's mentality too, regarding likes and dislikes. (Du Maurier). 11. The Grand Babylon... stood an easy firstamong the hotels of Europe... (Bennett). 12. "No, no," said Racksole quickly. "I don't want any I'm afraid's. This is business". (Bennett). 13. His complexion is too dark for yellows. Yellows don't suit him. (Jerome). 14. "What on earth are you doing in Hollywood?" — 1 came to see you" — "You did." — "Yes" — "Pretty cousinly." (Wodehouse). 15."What's for afters,Margaret?" ...the girl said that there were gooseberries... He detected... that south-country... expression ... by which afterssignified dessert. (Bates). 16. It was only a little kettle, but it was full of pluck, and it up and spit at him, (Jerome).

Assignment 2

THE CATEGORY OF CASE

The problems for discussion

1. Case as the morphological category of the noun.

2. The positional case theory and give its evaluation.

3. The theory of prepositional case and its blunder.

4. The limited case theory, its basis.

5. The theory of the possessive postpositions and the basic arguments against it.

6. The rational solution of the problem.

7. The range of relational meanings of the genitive case.

8. The form types of the personal pronouns.

Recommended reading:

1. Blokh M.Y. A Course in Theoretical English Grammar.- M: Vysshaya Shkola, 2000, Ch. VIII.

2. Ilyish B.A. The Structure of modern English. - L.: Prosveschenie, 1971, С 41-47.

3. Иванова Т.П., Бурлакова В.В., Почепцов Г.Г. Теоретическая грамматика современного английского языка. - М: Высш. Шк., 1981, С. 25-28.

4. Иофик Л.Л., Чахоян Л.П., Поспелова А.Г. Хрестоматия по теоретической грамматике английского языка. - Л.: Просвещение, 1981, С. 57-63.

Additional task

1. Падежная грамматика

2. Recommended reading

1) Филлмор Ч. Дело о падеже. Новое в зарубежной лингвистике, в. 10, М., 1981.

2) Кубрякова Е.С., Панкрац Ю.Г. Падежная грамматика в кн. Совр. зарубежные грамматические теории, М., 1985.

Practical tasks:

1. Identify the following genitives using the transformations if helpful.

1. We found out file woman's story afterwards. (Jerome). 2. Desert's voice seemed to leap from restraint. (Galsworthy). 3. For the next four days he lived a simple and blameless life on thin captain's biscuits... (Jerome). 4. Never, never... did seven days race so madly past, tumbling over each other's heels. (Broughton). 5. I gaze lovingly at the rich brown earth, so lately freed from the frost's grasp... (Broughton), 6. "She kept a chandler's shop," pursued Bounderby. (Dickens). 7. In a word, he went out and ate ices at a pastry-cook's shop in Charing Cross... (Thackeray). 8. This man lives at Rod's End, and I don't quite know Rod's End. (Dickens). 9, I was one of a party who hired an up-river boat one summer, for a few days' trip, (Jerome). 10. George... promptly stepped into bow's place ... (Jerome). 11. After this, they conversed on different subjccis until they arrived at their journey's end. (Dickens). 12. They (George's father and George's father's friend) were to sleep in the same room, but in different beds. (Jerome). 13. My counsel is that you go out of harm's way. (Thackeray). 14. ... Colonel Francis Esmond, my Lord's cousin and her Ladyship's, who had married the Dean of Winchester's daughter... (Thackeray), 15. They sometimes, after fifteen hours'work, sat down to read mere fables about men and women more or less like themselves. (Dickens). 16. "I'll have half-a-crown's worth of brandy, neat, if you please, miss," he responded. (Jerome). 17. Just before you come to the abbey, and right, on the river's bank, is Bisham Church... (Jerome). 18. Fleur wanted the added richness and excitement which Wilfrid's affection gave to life, but without danger and without loss. (Galsworthy). 19. The two ladies in the dining-room wondered to their hearts' content at Sir Pitt's offer and Rebecca's refusal. (Thackeray). 20, What w'-as it for good gracious goodness' sake, that the greedy little Grad-grinds grasped it! (Dickens). 21. We pegged and quaffed away in silence for a while, until the time came... when we rested our glasses at arm's length upon the table. (Jerome). 22. This time she noticed on the wall inside a pattern of blown birds' eggs... (Bates). 23. A picture would come home from the frame-maker's, and be standing in the dining-room... (Jerome). 24, Cromwell and Bradshaw (not the guide man but the King Charles's head man) likewise sojourned here. (Jerome). 25. ... the heroine of the three-volume novel always dines there when she goes out on the spree with somebody else's husband. (Jerome). 26. Strange that Nature's voices all around them... [the monks] should not have taught them a truer meaning of life than this. (Jerome). 27. The great cornerstone in England's temple of liberty I.Magna Charta] was laid in 1215. 28. Stubbles and Spoony ... thought ... that it was general's daughter, who was engaged to somebody else and madly attached to him or that it was a member of Parliament's lady, who proposed four horses and an elopement. (Thackeray). 29. Captain Shotover: "What more have any of us but travelling expenses for our life's Journey?" 30. The front door bell pealed and there sounded the rustle of Sadie's print skirt on the stairs. A man's voice murmured; Sadie answered, careless, ... «I'll ask Mrs. Sheridan".

2. Explain the difference in meaning between the phrases "the
car roof", "the car's roof.

3. Find in the book for your home reading the examples illustrating
the given problems.

Assignment 3

THE VERBIDS

The problems for discussion

1. The part of speech characterisation

2. The Infinitive

3. The Gerund

4. The Present Participle

5. The Past Participle

6. The Infinitive-Gerund correlation

7. The Gerund-participle correlation

Recommended reading:

1. Blokh M.Y. A Course in Theoretical English Grammar. - M: Vysshaya Shkola, 2000, Ch. XI.

2. Ilyish B.A. The Structure of modern English. -L.: Prosveschenie, 1971, Ch.

3. Иванова Т.П., Бурлакова B.B., Почепцов Г.Г. Теоретическая грамматика современного английского языка. - М: Высш. Шк., 1981.-С. 80-87.

4. Иофик Л.Л., Чахоян Л.П., Поспелова А.Г. Хрестоматия по теоретической грамматике английского языка. - Л.: Просвещение, 1981, гл. IV.

Additional task

The transformationalists interpretation of the constructions containing secondary predication.

Recommended reading

Hathaway B. A Transformational Syntax. The Grammar of Modern

American English, New York, 1967. - P. 189-228.

Practical tasks

1. Find in the book for your home reading the examples illustrating the given problems.

2. State the functions of the infinitives.

1. Surely it is not at all necessary to go into details. 2. I rose to receive my guests. 3. He seems to be satisfied to be doing nothing. 4. Passing by a radio-shop he suddenly remembered to buy some tape for his recorder. 5. At the sight of the man I felt an impulse to laugh. 6. Her first action was to visit the establishment of a famous dressmaker. 7. I could not help but tell him everything about the past two months. 8. He was too astonished to speak. 9. It is a great pleasure to make your acquaintance. 10, The best thing Lanny could do was to get out of here. 11. Soon the boy began to take an interest in his surroundings. 12. To know London is to know the contrasts of a big capitalist city. 13. He waited for her to speak but it seemed that her answer would never come. (P.A.). 14. Larry was the last person 1 should have expected to find in such a place (a library). He looked up as I passed, recognized me and made as if to get up. (W.M.). 15. It is said that the best way to see London is from the top of the bus. 16. I would like to get these shoes half-soled. 17. I want you to tell me what you know of the East End. (J. L.) 18. Lanny watched Mabel go. (P.A.)

3. State whether the ing-form is a participle, a gerund, or a verbal
noun.

1. Looking back upon that time waslike remembering something that had happened long ago, when he was muchyounger. (J, S.) 2. Looking back upon that time, Ithought that allmight have been different hadit not been For the interference of my parents. 3. Davelived there like a rent-paying tenant, his comings and goings being of small concernto the others.(A. S.) 4.The distraught Jenny, sitting by hersleeping child, was atlast made to realize,by its peaceful breathing, that all danger was over. (Th- D.) 5. ... She left off ringing,and, sitting downat the top of thestairs, buried her facein her hands. (Gisw.) 6. With asudden tightening of themuscles he became aware of a figure walking noiselessly beside him.(H. W.) 7. There was the sound of rocking a chair in theroom, and of a woman singing. (R. G.) 8. He cursed himself for having come, and atthe same time resolved that, happen whatwould, having come, he would carry itthrough.

4. Combine or paraphrase the following sentences, using non-finite
forms of the verb (give several variants where possible).

1. He tore the envelope open and took out the enclosed letter. He turned it several times in his hand and put it back unread. 2. When Andrew was reinforced by this information he immediately went down to the hall and rang up his wife. 3. We came to the party; we found everybody gathered. 4. He wanted me to speak in public; he insisted on it. 5. Martin poured out the wine clumsily and spilt some of it on the table cloth. 6. Every oilier minute he would push up his sleeve and look at the watch. 7. He reads into the early hours of the morning. This habit of his will have its say on his health one fine day. 8. When lie saw me in tin's dress he burst into laughter. He couldn't help it. 9. If such machines are applied in agriculture, they will save farmers much time and labour. 10. They made the garden shady; they had planted more trees in it.

Assignment 4

THE CATEGORY OFTENSE

The problems fordiscussion

1. The expression of grammatical time.

2. The main temporal opposition.

3. Different interpretations of the combinations of the verbs shall and will with the infinitive.

4. The modal factors in the meaning of the English future tenses.

5. The category of the futurity option.

6. The construction conveying the idea of an immediate future action.

7. The neutralisation of the category of the prospective time.

Recommended reading:

1. Blokh M.Y. A Course in Theoretical English Grammar. - M: Vysshaya Shkola, 2000, Ch. XIV.

2. Ilyish B.A. The Structure of modern English. - L.: Prosveschenie, 1971, Ch IX.

3. Иванова Т.П., Бурлакова В.В., Почепцов Г.Г. Теоретическая грамматика современного английского языка. - М: Высш. Шк., 1981, С. 51-57.

4. Иофик Л.Л., Чахоян Л.П., Поспелова А.Г. Хрестоматия по теоретической грамматике английского языка. - Л.: Просвещение, 1981, С. 68-74.

Additional tasks

l.The problem of the moment of speech in modern Linguistics.

Recommended reading

Comrie B. Tense. - Cambridge: Cambridge Univ. press, 1985.

2. Deixis representation in the category of tense.
Recommended reading

Klein W. Tenses as deictic categories// Essays on Deixis/ G. Rauh (ed.). - Tubingen: Narr, 1983. - P. 229-245.

3. The correlation between lexical and grammatical means of time
rendering.

Recommended reading

Huddleston R.D. Some observations on tense and deixis in English// Language. Journal of the linguistic Society of America/ W.Bright. -Baltimore: Waverly Press Inc., 1969. - Vol. 45. - № 4. - P. 777-807.

Practical tasks

1 .Comment on the tenses and the starting point:

1. Back in 15 minutes (a notice on the office door).

2. You are now leaving the State of Alabama (the signpost on the highway).

3. When the sun is in the tropic of Cancer the longest day in the Northern hemisphere occurs.

4. He died this year.

2. Study these sentences and say which of the alternatives given is correct or more likely and explain its meaning.

1. The Taylors are going to / will cruise around the Mediterranean to celebrate their 10th wedding anniversary. 2. If you're sitting comfortably, then I'm going to/ I'll begin the story. 3. Don't forget to unplug the television before you will go/ go to bed. 4. The Scientists are predicting that the disease will affect/ is going to affect over half a million people over the next ten years. 5. You can borrow the car provided that you will bring/ bring it back before 9 o'clock. 6. Tomorrow the BBC television is devoting/ is gong to devote almost the entire day to the programmes first broadcasted in the 1950s. 7. Excuse me. I think I'm going to/ I will sneeze. 8. Kate really likes children, I'm sure she'll I she's going to be happy to baby-sit for us. 9. I'll bring the post to you in your office when it arrives/ will arrive. 10. The fog is clearing /will clear by mid-morning m most western parts of the country.

Additional task

1. Модель темпоральной референции Г.Райхенбаха. Recommended reading:

Райхенбах Г. Философия пространства и времени. - М.: Прогресс, 1985.-344

Practical tasks

G.O.Curme gives the following classes of aspect according to the way they represent the action:

1. Durative (continuing), 2. Point-action a) ingressive (initial stage),

b) effective (final point), 3. Terminate (indicates an action as a whole).

Record the following verbs in groups, their aspective character being taken into account. Comment on the use of Continuous, Perfect and Perfect Continuous forms.

to enjoy	to admit	to fall	to love
to blame	to pass	to lie	to talk
to enter	to argue	to sit	to laugh
to spring up	to open	to attack	to feel
to go	to bring	to throw	to sleep
to jump off	to mean	to escape	to exist to work

Assignment VI

THE CATEGORY OF MOOD

The problems for discussion

1. What does the category of mood express?

2. The formal description of the spective mood.

3. The constructions rendering the same semantics.

4. The structural and functional basis of Subjunctive II.

5. The subjunctive presenting the past posterior.

6. The main drawbacks of the description of the category of mood in the existing manuals.

Recommended reading:

5. Blokh M.Y. A Course in Theoretical English Grammar. - M: Vysshaya Shkola, 2000, Ch. XIII.

6. Ilyish B.A. The Structure of modern English. - L.: Prosveschenie, 1971.Ch.XI.

7. Иванова Т.П., Бурлакова B.B., Почепцов Г.Г. Теоретическая грамматика современного английского языка. - М: Высш. Шк. , 1981, С. 68-74.

8. Иофик Л.Л., Чахоян Л.П., Поспелова А.Г. Хрестоматия по теоретической грамматике английского языка.- Л.: Просвещение, 1981, С. 82-87.

Additional task

The problem of the imperative mood in English. Recommended reading:

1) Слюсарева H.A. Проблемы функциональной морфологии современного английского языка. - М.: Наука, 1986. - С. 62-67.

2) Воронцова Г.Н. Очерки по грамматике английского языка. - М.: Изд. лит. на иностр. яз., 1960. — С. 250-262.

3) Бархударов Л.С. Очерки по морфологии современного английского языка. М: Высш. Шк. 1975.-С. 131-136. Practical tasks

1. Replace the infinitives in brackets by the correct form of the subjunctive mood and explain your choice.

1. Russia demands that the preparation of a new war which is being conducted in the USA (to condemn). 2. Education is costly, and even if it (not to be) and I (can afford) it, I am of the opinion that it (not to be) advisable that you (to keep) at a school. 3. Cape Town? No one (to imagineO that it was just a night's journey from here. It seemed as though it (to be) in another world. 4. The author described the events as they had been, changing only the names lest anyone (to think) the story autobiographical. 5. Gemma felt uncomfortable and began to wish she (to refuse) to come: the silence was growing awkward.6. The fellow's face was as if it (to come) from some grave or another. 7. If you (to let) me know that you wanted to speak to me I (to call) on you. 8. Every team has a few players in reserve in case any one of the footballers (to fall) ill or (to get) hurt in the game. 9. I (not to mind) it so much, if it (not to be) for the things she said. 10. If only they (to have) a chance to be human beings.

2. What concept seems to be the most grounded for you.

Г. Суит выделяет наклонение, выражающее нереальность,
называя его "Thought Mood" и подразделяет его на подтипы в
зависимости от способа выражения - синтетическими или
аналитическими формами с вспомогательными глаголами
should, would, он называет Conditional mood, сочетания с . may
and might Permissive mood. Трактуя формы, омонимичные
претериту и перфекту прошедшего времени, Г. Суит занял
промежуточную позицию, называя эти формы Tense-moods.
Ф.И.Смирницкий различает сослагательное I (не
противоречащее реальности), сослагательное II

(противоречащее реальности, предположительное (should + infinitive) и условное (should and would). Б.А.Ильиш рассматривает формы с should and would как особое употребление зависимого будущего.

Assignment VII

THE SENTENCEThe problems for discussion

1. The essential features of the sentence.

2. The classification of sentences in classical grammar.

3. The classification of sentences in structural grammar. (Ch. Fries).

4. The existence of the purely exclamatory sentences.

5. Intermediary predicative constructions.

5. Parts of the sentence model of sentence analyses.

6. Distributional analyses.
7. IС model.

8. The theme-rheme model.

Recommended reading:

1. Blokh M.Y. A Course in Theoretical English Grammar. - M: Vysshaya Shkola, 2000,. Ch. XXI-XXV.

2. Ilyish B.A. The Structure of modern English. - L.: Prosveschenie, 1971, Ch. XXIV-XXV.

3. Иванова Т.П., Бурлакова B.B., Почепцов Г.Г. Теоретическая грамматика современного английского языка.-М: Высш. Шк., 1981, С. 164-210.

4. Иофик Л.Л., Чахоян Л.П., Поспелова А.Г. Хрестоматия по теоретической грамматике английского языка. - Л.: Просвещение, 1981, С. 117-155.

Additional task

1. Теория речевых актов.
Recommended reading:

1)Новое в зарубежной лингвистике. Теория речевых актов, в. 17, М., 1986.

2)Levinson St. Pragmatics. L. -N.Y., 1983.

2. Теория референции.

1) Арутюнова Н.Д. Предложение и его смысл. - М., 1985.

2) Падучева Е.В. Высказывание и его соотнесенность с действительностью. - М., 1985.

Practical tasks

1. Analyse the following sentences indicating "theme" and "rheme ". Comment on the devices. 1. There are several dialects in the English language. 2. In my topic lay two basic questions. 3. It was Mendeleyev who discovered the periodic law. 4. In 1913 Niels Bohr offered a new explanation to the atomic nuclear. 5. The radio was invented by Popov. 6. Hanging on the walls were pictures of scientists. 7. Only two of the reasons will be discovered here. 8. There was not a single car there. 9. It was in Yasnaya Polyana that L.Tolstoy wrote his major books. 10. No machinery was needed to perform this test.

2. Analyse the following sentences according to the 1С model.

1. My friends were waiting for me at the station. 2. The people upstairs complained. 3. I'll see what can be done about it. 4. They're sure to be home now. 5. Usually the boys in the family milked the goats in the morning. 6. The young trapeze artist on the high wire fell off. 7. The boys usually answered rudely when they were questioned.

З.Маке a transformational analyses:1. The barking dog frightened me.

Assignment VIII

COMPOSITE SENTENCE

The problems for discussion

1. The peculiar features

2. Different construction types of the composite sentence.

3. The structural features of the principal clause in the complex sentence.

4. The classification of subordinate clauses.

5. Clauses of primary nominal position.

6. Subordinate clauses of secondary nominal position.

7. Clauses of adverbial position.

8. The types of structure and arrangement of complex sentences.

9. The problem of existence of compound sentences.

10.The types of coordinate connection.

11.Semi-complex sentence.

12.Semi-compound sentence.

Recommended reading:

1. Blokli M.Y. A Course in Theoretical English Grammar. - M: Vysshaya Shkola, 2000, Ch. XXVI-XXX.

2. Ilyish B.A. The Structure of modern English. - L.: Prosveschenie, 1971, Ch.

3. Иванова Т.П., Бурлакова B.B., Почепцов Г.Г. Теоретическая грамматика современного английского языка. -М: Высш. Шк. ,1981, С. 230-238.

4. Иофик Л.Л., Чахоян Л.П., Поспелова А.Г. Хрестоматия по теоретической грамматике английского языка.- Л.: Просвещение, 1981, С. 192-218.

Practical tasks

1. Analyse the following complex sentences. State in what way the subordinate clauses are introduced. 1. He owed it to his first teacher that he had a good pronunciation. 2. Her father did not like when she interfered with his work. 3. I can't tell you which way is the shortest. 4. I cannot say that what I have heard is much to his credit. 5. I thought how alike people were in a moment of common interest. 6. In the morning Henry cooked the breakfast while Bill was still sleeping. 7. It is getting dark and windy so we had better return home. 8. Take a lantern because we shall not be able to find our way. 9. Be careful so that you won't slip and injure yourself. 10. I looked in all directions but no house was to be seen.

2. Analyse the means of connecting coordinate clauses in the
following compound sentences.

1. A little nervous and depressed he turned to retrace his steps, for all at once he felt himself very much of a nobody. 2. How glad I am to have met you then, otherwise we might have lost sight of each other

3. Trench, either you travel as a gentleman, or you travel alone.4. To
know things by name is one thing; to know them by seeing them,
quite another. Philip Bosinney was known to be a young man without
fortune, but Forsyte girls had become engaged to such before, and
had actually married them. 5. She drew the curtain back and the room
was flooded with gold.6.1 want to go very much, still I do not care to
go out in the rain. 7. The moon went down, the stars grew pale, the
cold day broke; the sun rose.8. Not all the necessary things were
bought for the trip, therefore we had to postpone our departure for
several days.

Assignment IX

SYNTAX OF THE TEXT

The problems for discussion

1. The problem of the highest syntactical unit.

2. The distinguishing features of the text as a lingual element.

3. The types of the sentence sequence based on the communicative direction of their component sentences.

4. The subdivision of cumulation.

5. The parcellated constructions.

Recommended reading:

1.Blokh M.Y. A Course in Theoretical English Grammar.- M:
Vysshaya Shkola, 2000, Ch. XXI.

2. Ilyish B.A. The Structure of modern English. - L.: Prosveschenie,
[971, С 348-350.

3. Иофик Л.Л., Чахоян Л.П., Поспелова А.Г. Хрестоматия по теоретической грамматике английского языка.- Л.: Просвещение, 1981, Ch. IX.

4. Dijk Т.А. van. Some Aspects of Text Grammars. - The Hague: Mouton, 1972.

Analyze the text. Tell what category does every word express and how do we know that?

Fleur met them in the hall. After dropping John at Dorking she had exceeded the limit homewards, that she might appear to have nothing in her thoughts but the welfare of the slums. “The Squire” being among his partridges, the Bishop was in the chair. Fleur went to the sideboard, and, while Michael was reading the minutes, began pouring out tea.

Recommended Literature

1. Иванова И.П., Бурлакова В.В., Почепцов Г.Г. Грамматика современного английского языка. – М., 1981.

2. Bloh M.Y. A Course in Theoretical English Grammar – Moscow, 2000.

3. Ilyish B.A. The Structure of Modern English. – Moscow. – Leningrad, 1971.

Assignment “Grammar forms and grammar categories”

Points for discussion.

1. What is grammar?
2. What is the difference between theoretical and practical grammar?
3. What is the aim of theoretical grammar?
4. How is grammar connected with other disciplines?
5. Morphology and syntax.
6. Grammar and word-building.

Exercise 1. Use the frame of the hierarchy of units and analyze the following sentences.

Discourse

(sentence) If I wash up all this stuff somebody else can dry it.

Clause If I wash up all this stuff somebody else can dry it.

Phrase If I wash up all this stuff somebody else can dry it.

Word If I wash up all this stuff somebody else can dry it.

Morpheme If I wash up all this stuff somebody else can dry it.

phoneme/grapheme

1. You kind of have to nail him to the wall.
2. I have inevitably covered a great deal of familiar ground.
3. You are easy to cook for.
4. It is perhaps more likely that they were associated with locomotion from the beginning.
5. If you really think so, it’s meaningless.

Exercise II. Make a paradigm of the plural form of the noun.

Exercise III. Make a paradigm of the degrees of comparison of adjective.

Exercise IV. Determine “marked” and “nonmarked” member of opposition.

Man – men

Read – reads

Boy – boys

Good – better

Friend – friendship

Exercise V. Give examples of:

a) synthetic form of the plural number of noun.

b) Analytical form of the degrees of comparison of adverbs

Assignment “Morphemic structure of the word. The problem of parts of speech in the English language ”

Points for discussion

1. What is a morpheme?
2. With what meaning of morpheme are we concerned in grammar?
3. Give the definitions of “suffix”, “inflection” , “ending”.
4. What types of word-form derivation do you know?
5. The problem of parts of speech.

Exercises:

I. State the morphological composition of the following words.

Snow, sandstone, impossibility, widower, opinion, exclamation, passer-by, misunderstanding, inactivity, snowball, kingdom, mother–of-pearl, population, pretty, bushy, homeless, thoughtful, improbable, shaky, deep-blue, illegible, courageous, to worry, to forbid, to retell, to retire, to do away, to befriend, to disobey

II. State the meaning of the affix.

Un-, in-, dis-, non-, re-, mis-, en-, de-, over-, under-, pre-, post-, anti-, counter-, co-, inter-, ex-, sub-, super-, trans-, ultra-, -er, -or, -ist, -ian, -ee, -age, -al, -ance, -dom, -hood, -ion, -ment, -ness, -our, -ship, -th, -ty, -able, -al, -ant, -ary, -en, -ful, -ic, -less, -ate, -fy, -ize, -ly

III. Determine the part of speech to which the words belong.

We have now to consider combinations of words, and here we shall find that though a substantive always remain a substantive, there is a certain scheme of subordination in connected speech which is analogues to the distribution of words into “parts of speech” without being entirely dependent on it.

Assignment “The Noun”

Points for discussion:

1. The Noun as the main nominal word of the English lexicon.
2. Subclasses of nouns.
3. The category of number.
4. The category of case. The theories of case in English grammar researches.
5. The problem of the article.