Ex. 7 Classify each of the sentences below according to their structure.

1) Great Britain is a small island, but it is reach in minerals.

2) What an interesting book I bought yesterday!

3) I know that he is in London now.

4) Ask her where he is now.

5) Alicia, Joy and David came in.

6) Read about the weather and then decide on your vacation.

7) Don’t forget!

8) Can you explain the term “brainstorming” to us?

9) My boss gets angry if he is interrupted.

10) He stopped smiling.

Ex. 8 Translate into Russian giving all the possible equivalents of the following sentences.

1) Vexed as he was, Martin did not lose his competence (Ch. Show).

2) Old as they were, her aunts also did their share (J. Joyce).

3) Different as the two men were, they were two real Englishmen (O. H. Lawrence).

4) Slight and young as he seems, his Hamlet has a formidable force (R. Gilder).

5) Troubled as he was, he never exposed his difficulties to her (Th. Dreiser).

Ex. 9 Define the theme and the rheme of the following sentences. Translate into Russian.

1) The examiner placed six slides before Andrew. Five of this slides Andrew named correctly, but the sixth he could not name.

2) The doctor said he was shifting – “That I know”.

3) The rainfall was measured with a rain gauge of the balance type. In this system, the water from the collecting cone goes into one side of the balance weighting system.

4) Historical data were obtained from weather station in the area. From these, histograms grouping rain rate as local duration were derived.

5) To us today Shylock’s rebuke of Christian anti-Semitism has a claim to our respect.

Ex. 10 Translate into English paying special attention to the actual division of the following sentences.

1) Он обернулся. Позади стоял Мартин.

2) Мы вошли в лабораторию. На стене висели портреты ученых.

3) Между электродами находилось ускоряющее напряжение.

4) Вниз по замерзшей реке двигались сани, запряженные собаками.

5) Князь Багратион…сказал “хорошо” с таким выражением, как будто все то, что происходило, и что ему сообщали, было именно то, что он уже предвидел.

6) Но одна мысль о том, что он боится, снова подняла его.

7) Он посвящал музыке всё свободное время.

8) Он обнял Левина и, говоря с ним, не замечал Бронского, который встал и спокойно дожидался, когда князь обратиться к нему.

9) А где журнал для записи научных данных? – В шкафу.

10) Хотя эта статья старая, она всё ещё полезна.

”Complex sentences”

Points for discussion:

1. Complex sentences: general characteristics.
2. Semi-complex sentences.
3. Transformation in complex sentences.

Exercises:

Ex.1. Identify the matrix sentences and the position of the N-clauses in the following complex sentences back to the deep sentences:

1. What you are after is not here.
2. I wonder when they will come back.
3. That is just what I don’t understand.
4. Tell us where our customer went.
5. I feared you wouldn’t have returned in time to accompany me.

Ex.2. Change the first, insert, sentence into an N-clause and then embed it in the NP-position in the matrix sentence. Choose the conjunctive by the italicized element, otherwise use ‘‘that’’.

Model: We shall meet in the park. – where we shall meet.

Something must be decided now.

=Where we shall meet must be decided now.

1. Paul doesn’t write for some reason. It worries me.
2. There were going to manage it somehow. It seemed of no importance.
3. He’s gone somewhere. It is a mystery.
4. He suggests many things. It is always accepted.
5. She might come back any time. It doesn’t concern me any more.

Ex.3 Change the first, insert, sentence into an N-clause and then embed it in the NP-predicative position in the matrix sentence. Choose the conjunctive by the italicized element, otherwise use “that”, “if”, “where”, or “as if (though)”.

Model: We should do it without delay. – That we should do it without delay.

= My suggestion is that we should do it without delay.

1. The conference is cancelled. The point is…
2. He was about to say something. He looked…
3. The question is…
4. She bought such lovely countrysiders somewhere. The puzzle is…
5. I might have caught a bad old. I feel…

Ex.4 Translate into English.

1. Что он имел в виду, осталось невыясненным.
2. То, что мусоропровод полезное изобретение, - вне всякого сомнения.
3. Почему он так долго не пишет, беспокоит меня.
4. Поддержит он нас или нет, не так уж важно.
5. На сколько человек накрывать стол – вот, что сейчас обсуждается.

Ex.5 Chang the following sentences with noun-phrases into complex sentences with conjunctives:

1. My suggestion is for him to go through the exercise again.
2. We are puzzled by his being unable to see the solution here.
3. I question their having accepted the plan.
4. We aim at John’s studying the profession of a builder.
5. The question is the time of starting.

Ex.6 Change the first, insert, sentence into an N-clause and then embed it in the N-object position in the matrix sentence. Choose the conjunctive by the italicized element, otherwise use “that”, “if”, or “whether”. Adjust the V-tenses where necessary:

1. This could be a good camping site. I felt…
2. He promised something. I depended on…
3. I say this. He depended on…
4. We know something about device. The instruction does not agree…
5. He says all manner of things. People are always eager to listen to…

Ex.7 Translate into English:

1. Вопрос в том, как нам уговорить его на это.
2. Трудность, по-видимому, в том, поддержит ли он нас.
3. Дело в том, они не поняли задания.
4. Она выглядела так, как будто ещё не поправилась.
5. Разве это не то, о чём вы говорили в прошлый раз?

Ex.8 Compress the following object N-clauses containing modals:

1. Tell me what I am to do next.
2. Did he tell you where you are to go?
3. We wonder whether we are to call for her or not.
4. I wonder why we should worry.
5. Have you decided when you are to leave?

Ex.9 Comment on the following sentences and translate them.

1. It was as though he and she were in alliance.
2. That he would be the loser admitted of no argument.
3. I am beginning to believe that it nay be the best thing for you.
4. It seemed to me that nothing would move me now.
5. That is exactly what I mean.

Ex.10 Translate into English.

1. Всё зависело от того, получат ли они телеграмму вовремя.
2. Я не знаю, куда он положил эти деньги
3. Я начинаю думать, что вы правы.
4. Что Павел уже окончил мореходное училище, поразило меня.
5. Мы не знали, что делать.
6. Куда пойти в воскресенье, нужно решать заранее.
7. Как вы это примите, очень важно для меня.
8. Как жаль, что я не знал вашего адреса в то время.
9. Он размышлял о том, как избежать скандала.
10. Что меня удивляет, это почему он сам не высказывается.

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.