Правила правопису щодо позначення голосних у префіксах пре-, при. Правопис префікса прі
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План
3. Класифікація речень за структурою. 4. Типи речень за модальністю. Література
^ Виконати вправи 408, 412 з підручника: М.Я. Плющ. Сучасна українська літературна мова: Збірник вправ. – К., 2003. У тексті, вибраному студентом, охарактеризувати 20 речень різних типів. ^ План
Література
Виконати вправи 496, 470 з підручника: Плющ М.Я. Сучасна українська літературна мова: Збірник вправ. -К., 2003. Із художнього тексту (Л. Українка «Лісова пісня») виписати 20 речень із звертанням у різних позиціях та різних видів. Охарактеризувати їх, пояснити пунктуацію. ^ Лекційний модуль
Література
Змістовий модуль №10 Тема: Пряма і непряма мова, діалог, цитата як спосіб передачі чужого мовлення План
а) пряма мова; б) непряма мова; в) невласне пряма мова.
Література
^ ПОЧАТКОВИХ КЛАСАХ І (V) семестр 1. Самостійне опрацювання праці М.С.Вашуленка “Навчання грамоти в 1 класі”. – К: Освіта, 2005. 2. Проаналізувати зміст чинних букварів за схемою, представленою в методичному посібнику М.С.Вашуленка “Українська мова і мовлення в початковій школі”. – К.: Освіта, 2006. – С.95-98. 3. Вивчення шкільної програми з навчання грамоти. – Див.: Програми для середньої загальноосвітньої школи. 1-4 класи. – К.: Початкова школа, 2006. – С.12-31. 4. Складання змісту та сценарію свята “Букваря”. 5. Опрацювання статей з журналу “Початкова школа” за останні п’ять років з питань навчання грамоти. 6. Вивчення й аналіз програми з класного читання для 2-4 класів. За “Програмою для середньої загальноосвітньої школи. 1-4 класи”. – К.: Початкова школа. – 2006. – С.88-114. 7. Аналіз хрестоматійної частини, методичного апарату, структури підручників з читання. 8. Анотування посібників з методики читання (2-3 найменування). 9. Підготовка рефератів на теми: Естетичне виховання учнів початкових класів засобами художнього слова. Формування у молодших школярів морально-етичних уявлень і почуттів при опрацюванні художніх текстів в 2 (3,4) класах. Розвиток творчих здібностей в учнів 2 (3,4) класів на основі прочитаного. Усвідомлення молодшими школярами жанрових особливостей творів. Формування емоційно-оцінного ставлення до змісту прочитаного (прослуханого) твору. 10. Визначення кола літературознавчих понять, які можуть стати засобом поглибленого обдумування (аналізу) вибраного твору. 11. Вивчення вимог програми з позакласного читання. – Див.: Програми для середньої загальноосвітньої школи. 1-4 класи. – К.: Початкова школа, 2006. – С. 85-88, 97-98, 106-107, 114-116. 12. Складання бібліографії до розділу “Позакласне читання ” за матеріалами журналу “Початкова школа ” за останні п’ять років та методичними посібниками. 13. Підготовка рефератів до практичних і семінарських занять: Особливості дитячої художньої книжки. Професійний погляд на дитячу книжку вчителя початкових класів. Книжкове оточення дітей в класі і вдома. Художня література – вид мистецтва. Види бібліотечно-бібліографічної допомоги дітям. ІІ (VI) семестр 14. проаналізувати проблему взаємодії та протидії при навчанні грамоти – навчанні читання – література. 15. Проаналізувати закон діяльнісного формування читацької культури та його наслідки 16. Проаналізувати зміст і структуру програми з української мови для 2-4 класів. 17. Законспектувати ст.. “Робота над наголосом як складова культури мовлення ” (Див.: Вашуленко М.С. Українська мова і мовлення в початковій школі. – К.: Освіта, 2006. – С.231-240). 18. проаналізувати фонетичні помилки молодших школярів (2-4 класи) і з’ясувати їх причини. 19. Розробити два цікаво-пізнавальних наочних посібники з навчання орфографії в початкових класах (за вимогами орфограм). 20. Скласти бібліографію до розділу “Методика вивчення елементів фонетики, словотвору, граматики, орфографії, лексикології” (За останні 5 років). 21. Проаналізувати розділ “Мовленнєва діяльність” (2-4 кл.) з програми української мови. 22. Познайомитись і скласти анотацію до розділів “Мова і мовлення”, “Текст” за посібником “Українська мова і мовлення в початковій школі”. – К.: Освіта, 2006. – С.96-135. 23. Написати творчу роботу будь-якого типу, жанру: вірш, прозу, драматичний твір, науковий чи публіцистичний текст, спогади, лист, щоденник, літературно-критичну статтю. Намагайтеся дати об’єктивну оцінку. 24. З’ясуйте за тлумачними словниками поняття “мовленнєвий етикет”, “мовленнєва поведінка”, “правила поведінки”. 25. Підготувати повідомлення “Поняття лінгвістики тексту та їх використання в школі для підвищення ефективності мовленнєвої роботи”. «Теорія та технологія мовної освіти молодших школярів» Блок самостійної роботи Теми для самостійного опрацювання:
Запитання і завдання для самостійного виконання:
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1) Typological constants of contrasting at the phonetic/phonological and prosodic levels. 2) Quantitative and qualitative characteristics of the system of vowels of the contrasted languages. 3) Binary and group oppositions of vowels in English and Ukrainian. 4) Labialization, nasalization and mutation of vowels in the contrasted languages. 5) Quantitative and the main qualitative characteristics of English and Ukrainian consonants. Isomorphisms and allomophisms in the articulation and palatilization of English and Ukrainian consonant phomenes. 6) Assimilation of consonants in English and Ukrainian. 7) Oppositions of short vs. long consonants in Ukrainian. Oppositions vs. historical/traditional correlations in the systems of English and Ukrainian vowels and consonants. 8) Binary, multiple, and group oppositions in the systems of consonants of the contrasted languages. 9) P. Menzerath's parallelogram and the study of syllables in different languages. Principles and rules of syllabification in the contrasted languages. 10) Common and divergent structural types of syllables in English vs. Ukrainian. 11) Word-stress and its functions in English and Ukrainian. 12). Utterance stress and utterance intonation in English vs. Ukrainian. 13) Isomorphisms and allomorphisms in the system of speech tones in English and Ukrainian. ^ Practical Assignments  Exercise I. Point out the isomorphic and allomorphic features in the following six common binary oppositions in the phonetic systems of English and Ukrainian. Model: /і:— υ/ fully front vs. (versus) fully back vowels. ENGLISH /i:— υ/ mean — moon, tea—too /i—υ/ kick—kook, tick—took /е—∂:/ jenny—journy, ten—turn /æ—a:/ hat — heart, lad — lard /a:— α /heart—hot, tar — tot //\ — o:/ cut — caught, shut — short UKRAINIAN /і—у/ бік — бук, сім — сум /і—о/ біг — бог, скік — скок /і—а/ грім — грам, сім—сам /е—а/ клен — клан, трель-трал /и—о/ мир — мор, син — сон /и—у/ мир — мур, тир—тур ^ Compare the English and Ukrainian binary oppositions/correlations and point out the main distingeishing features characterizing the vowel systems of the contrasted languages. /i—iə/ bid — beard /e—εə/ merry — Mary / o – oə/ sorry—soaring / o - oə/ / paw— pour / υ - υə/ to – tour /ei – ai/ bay –by /ei –oi/ bay –boy /ei – aυ/bay – bow /ai – oi/ tie – toy /ai - εə/ buy-bare /і - а/ бік – бак /е – а/ верть – варт /е – і/ мене – мені /и – о/ мир – мор /і – у/ кіл - куль ^ , Edentify the isomorphic and allomorphic features of the phonematic correlations in English and Ukrainian. Compare their quantitative representation and their functions in the contrasted languages. A.man—men, woman —women, mouse —mice, foot — feet, know — knew, take— took, see—saw, sell — sold, write — wrote, make —made, knife — knives. В. весна — весни (весни), гора — гірка, піч — печі (печі), Львів — Львова, ставок — ставка (-о, -Ø), око — очі, просо — (у) просі, пастух — пастуше, птах — птаство, хлопець — хлоп'ята, кукурудза — кукурудзі, віз — (у) возі, солома — соломка — соломці, торф — торф'яний, боротися — боротьба, ладити — ладжу, гладити — гладжу, любити — люблю, високий — височенний, сухий — сушений, сміх — смішний. Exercise IV. Point out the vowels which undergo mutation in the English and Ukrainian words below: ^ беру, веду, межа, мені, печу, чешу, збирати, зима, минати, писати, сиділи, болото, зозуля, кожух, комуна, іволга, іній, інший, країна, пір'їна. Exercise V. Find isomorphic and allomorphic features in English and Ukrainian consonant sounds formed as a result of clustering in the initial positions or doubling in the mid or concluding position in the following words: abbreviation, cobble, addition, gladder, wedding, coffee, suffice, ggregate, trigging, collect, illegal, Willie, command, commune, connotation, unknown, pippin, puppy, irregular, merry, session, Mississippi, cottage, knitting. оббити, вводити, віддавати, Наддністрянська, безладдя, безмежжя збіжжя, ззаду, роззброїти, заліззя, пониззя, міськком, Алла, дозвілля, Ганна, юннат, звання, ссавець, узлісся, брутто, гетто, завзяття, паліччя, узбіччя, затишшя, піддашшя. Exercise VI. Analyse the phonetic structure of the words below and point out sounds characteristic of the English language only and of the Ukrainian language only. ^ громадський, хоровий, нагір'я, розрісся, мимохіть, дзеленькати, цвяхи, дзявоніти, ворітця, боротися, змагатися. ^ . Find in the counteropposed English and Ukrainian words isomorphic or allomorphic binary (multiple) oppositions and correlations of initial, medial or final consonant phonems. pill —bill, pull —bull tot — dot, toll — doll coal — goal, coast — ghost fail —veil, few —view sink — zink, seal — zeal charge –judge, chop – job ball – doll – call ball – doll – goal pot — tot — cot pot — tot — cot — hot seat — seed, threat — thread / dread back — bag, track — drag rich — ridge, breech —bridge pressure — pleasure, mouth — mouths enrichment — abridgement thretfully - dreadfully біб –діб – кіт, брати – драти – грати піт – тік – кіт, баб – дам – хат піл – тіл – кіл, муха – мусі – мушин рука – руці – ручний, піл – тіл – кіл –гін ^ Characterise the type of assimilation (progressive or regressive) in the words below. State which of these types is more frequent in English and which in Ukrainian. Handkerchief, grandmother, kindness, sandwich, session, voiced, don’t you, called you, gooseberry, horse-shoe, newspaper. nature, used, to (say), isthmus, eighths, isle, Wednesday, congress. бджола, Ґандзя, (на) з'їзді, у гаразді (з'ді), м'яч (мна'ч), м'який (мна'кий), вісті (віс'ці), близь'кість (с'ц'), громадський (мац'киі),без-честя (с'ц'а), у діжці (з'ц'), у пляшці, принісши, в'їжджати (6к), квітчати, казці, сонця, звірина, вокзал, для мене (ґл'а), боротьба, з хати, багатства. ^ Point out the difference, if any, in the morphemic and syllabic structures of the given words. Distinguish isomorphic and allamorphic features and types of syllables in the contrasted languages. Model: many-mæ-nі-(historically short vowels before the preceding consonant sound do not form open syllables); functions: f  ŋ-k nz (a CCCC syllable formed by the sonorant /n/ sound; буття (бу-т'а:) — long Ukrainian consonants form one syllable:colony, possibilities, bonnie, agree, together, opened, rythms, films, icecream, fodder, splashed, a pretty penny, graduate, junctions, serfdom, draughtsman, horseback, district, intrude, fiddlestick, Middlesborough, Fitsclarence. молоко, сінокосами, виніс, мітелочка, одинак, мітла, чаклун, висхідний, заочник, мудрити, опришок, пожмаканий, спізнився, жлукто, об'ївся, очкур, письменник, прісний, заступник, коржик, піддашшя, робиться, смертність, кіска, розгвинчувати, уткнути, земство, шефство, абстрактне, держстрах, складський, стрімкість. Exercise X. Read carefully the counteropposed English and Ukrainian words. State the quantitative and qualitative correlation between the constitutive (word-forming) and distinguishing (form-building) functions of accentuation in the contrasted languages. conduct (n): conduct (v) import (n): import (v) produce (n): produce (v) suspect (n): suspect (v) absent (s): absent (v) frequent (a): frequent (v) perfect (a): perfect (v) blackboard (n): blackboard (v) drawback (n): drawback (v) attempt (v): attempt (n) сomment (v): comment (n) concern (v): concern (n) defeat (v): defeat (n) quarrel (v): quarrel (n) concrete (n): concrete (a, v) замок (n): замок (n) мука (n): мука (n) заняття (n): заняття (n) левади (Nplur): левади Ngenit, dual n) корови, (Npl): корови (Ngenit, dual num.) голубці (Npl): голубці (Ndat.) кленові (Ndat.): кленові (а) говірка (n): говірка (а) коса (n): коса (а) коси (Npl): коси (Ngen., Vimperative) тепла (Ngen): тепла (а) свята (Ngen): свята (а) багатію (Ndat): багатію (v) поперек, (n): поперек (prep.) рачки (Nplur): рачки (adv) шкода (n): шкода (adv) ^ Analyse the accentuation in the listed English and Ukrainian words. Prove the existence or non-existence in the contrasted languages of a) constant or shifting and b) strong (primary) and weak (secondary, tertiary, etc.) kind of stress. bookcase, discouraged, snowball, thunderstruck, available-availability, ambassy-ambassador-ambassadorial, omnipotential, misrepresentation, ultraleftist, corrupt-incorruptibility, blackeyed, ill-mannered, paratrooper, schoolboyishness, taximetercab, forget-me-nots, merry-go-round, never-to-be-forgotten, well-to-do. байдуже, байдужість, вимога, вимогливість, запитання, обгрунтувати, обгрунтування, найневтішніший, недовиторгуваний, псевдореалістичний, ультралівацький, щонайменше, вищепоіменовані, державно-кооперативний, зернозбиральний, щиросердечність, перекотиполе, світловодолікарня, Незовибатько, Панібудьласка, Убий вовк. 2.Theoretical questions:
.7. Socially predetermined layers of lexicon in the contrasted languages (terminological, professional, colloquial, low colloquial etc. words and-expressions). 8. Words of common Indo-European stock and nationally specific lexicon in English and Ukrainian. 9. Isomorphic and allomorphic features of international, national, and universal idiomatic expressions. 10. Types of derivational morphemes and the role of agglutination in English and Ukrainian word-formation.
Practical Assignments Exercise I. Read carefully the English (A) passage first and then the Ukrainian (B) passage. Identify in each of them: a) notionals forming a layer of lexicon due to the environmental principle and b) notionals forming a layer of lexicon due to the socially predetermined principle. A. Suleiman-din-Daoud was wise. He understood what the beasts said, what the birds said, what the fishes said and what the insects said. He uderstood what the rocks said deep under the earth when they bowed in towards each other and groaned: and he understood what the trees said when they rustled in the middle of the morning. (Kipling). В. М. Kotsyubynskyi was at the centre of civic initiatives in Chernihiv, where he collaborated with the Prosvita, a Ukrainian organization for the promotion of education and culture. The Chernihiv period was remarkably prolific for Kotsyubynskyi, who wrote quite a few essays, sketches, novelettes and stories, in which he identified himself with the European school of psycological prose. (Ukraine. 1989. N 8). Exercise II. Analyse the meaning of each noun, adjective and cardinal numeral in the English and Ukrainian passages below. State, whether their meanings are denotative only or connotative only. A. Liquid crystals display screens, or LCD's, and are used in many lap-top com puters, calculators and other electronic devices. It may not be long before the screens of full-size personal computers and television sets are made of liquid crystals, too. B. У контрабандистки було виявлено ікони, 4208 американських доларів, 1500 франків, 410 російських рублів, 13260 західнонімецьких марок, 1620 польських злотих, а також злитки золота вагою 112, 72 грама. (З газет). ^ Read only the English and Ukrainian passages below and point out in them the animal names which have apart from the denotative meaning also a connotative meaning a) in one of the contrasted languages only or b) in both the contrasted languages. A. The Dog was wild, and the Horse was wild, and the Cow was wild, and the Sheep was wild, and the Pig was wild. But the wildest of all the wild animals was the Cat. Now there is also the Rat up in the Moon... (Kipling) You only make an ass of yourself... (B. Shaw) "You made a monkey of me last week..." (Carter). B. За золотими ґратами млів папуга... (Ільченко) Вирячився, як барчн на нові ворота. Вовком дивиться. (Приказки) ...а капітани — справжні морські воили. (Яновський) Як же це ти таку Ґаву упіймав... (Кропивницький). Хлоп'ята стали грати у свинки. (Мирний). А соцький, він свиня пиката. (Кропивницький). ^ Try to prove the universal nature of the sociallly distinct layers/ groups of lexicon in the passages below.
You on an auld wife's flainen toy; Or aiblings some bit duddie boy, On's wyliecoat; . But Miss's fine Lunardi! fye! How daur ye do't! (R. Burns. To a Louse) would not have been old flannel cap maybe small ragged flannel vest ballon, bonnet dare В. Зближившися до хати, він поздоровив її і станув на хвилинку. Відтак мусив іти дальше. Все (всі) гуртом пігнало до керниці; Декоторі з моїх камратів похору-валися зі спеки, ...а один німець помер, сарака, таки під час маневрів. Ба сеє візьме (Михайло) в руки, ба теє. Ба йде в поле, ба вештається колотварин, коло бджіл (Кобилянська). Exercise V. Read the English and Ukrainian sentences/lines carefully and state, whether the divergences in the means of expressing stylistic/genre peculiarities of speech testify to the systemic organization of lexicon in English and Ukrainian.
В. Так, вже знялася бранная тривога, Комоні ржуть, почувши дим війни. (Кочерга) Прийдуть роки, з полону бранець верне. (Л. Українка) Двадцятий вік нову главу в історії почав. (Дорошко) Ще сідла там були... І крицеві панцири. (Ільченко) Йде вояк, закутий в зброю. Щит черлений на руці. (Олесь) Ланіти і уста марніють зримо. (Шевченко) Літа пригасили горе... (Стельмах) Ой поїхав з України козак молоденький — Оріхове сіделечко, ще й кінь вороненький. (Народна пісня). ^ Read and translate the English (A) words into Ukrainian and point out a) words whose onomasiological form and semasiological structure coinside and b) words whose structures do not coincide in the contrasted languages. Model: five; п'ять — the onomasiological form and the semasiological structure of the word coincide; ski (V); ходити на лижах (word-group)—the onomasiological form is different in Ukrainian; рука; hand/arm — the semasiological structure of the word is larger in English. A. Blue, red, two-thirds, forty, akimbo, fall in love, good-for-nothing (N), merry- go-round, examinee, portable (N), snow-ball, participate, teach-in, fishing-rod, ink-pot, sidewise, hairdresser, decamp, perfectible. B. Розкохати (когось), свататися, господарювати, спатки, окріп, партієць, санітар, миттєво, самотужки, самохіть, вусики, вустонька, кулачище, кабанюра, кільканадцять, щонайкраще, якнайбільше, нога, палець, покашлювати, попоходити, славитися, викати, нікати/некати. ^ Read the English and Ukrainian words and word-combinations below. Point to the existence or non-existence of isomorphism in the types of their motivation in the contrasted languages. A. Black, blacken, large, enlarge, examinee, forget, unforgettable, good, goodish, hang, hiss, moo, cock-a-doodle-doo; foot of a mountain, school of fish, arms of a coat, arms of a tree, to warm the viper, to make both ends meet, to have a sleepless pillow,to man ships. B. Збір, збирач, вимога, вимогливий, товариський, кульбаба, кульбабовий, гейкати, мекати, ґельґотати, сьорбати, дзеленчати, квітень, квітневий, лютий, лютневий, підкопуватися (під когось), носити каменя в пазусі, рісочки в роті не мати, не знати нібе, ні ме/ні кукуріку, купатися в розкошах, липкий на руку, пастися в чужому городі, пастися в чужому зошиті. ^ Analyse carefully the given groups of English and Ukrainian words and word-groups/stable expressions. Try to allot them to the corresponding layers of lexicon: internationalisms (terms), professionalisms, archaisms, neologisms. State their typologically national or universal nature. A. Electron, bacteria, cholera, motor, computer, theorem, triangle, grammar, physics, jurisdiction, lawyer, teacher, dentist, poem, culture, addition/summation, subtraction, pronoun, attribute, predicate, prefix, cubic equation, outer space, specificgravity, scooling. B. Кібернетика, література, музика, поезія, академія, інститут, журнал, пекар, письменник, хлібороб, фінанси, валютний фонд, педагогіка, філософія, консенсус, імпічмент, ламбада, рекет, орендар, скрижалі, мечники, списники, осавули, земне тяжіння, питома вага, електричне поле. ^ Contrast each of the 4 corresponding types of idiomatic expressions in English and Ukrainian. Give your reasons for the non-existence of absolute onomasiological equivalents and the existence of semasiological equivalents in all languages of the world. A. Achille's heel, to cross the Rubicon, the apple of one's eye, between Scylla and Charybdis, the labour of Sisyphus, the massacre of the innocents, the Trojan horse,a prodigal son, the Ten Commandments. B. A croocked stick throws a crooked shadow, strike the iron while it is hot, when at Rome do as the Romans do, there is no use crying over spilled milk, scratch my backand I'll scratch yours, a good beginning is half the battle, when pigs fly. C. To do harm, to make decision, to be in a hurry, to be on the alert, to keep within the law, to make money, to take part, to say the truth, to throw light, to turn smth upside down, a war of words, what of it? D. To accept the Chiltern Hundreds, to cut off with a shilling, Hobson's choice, to dine with Duke Humphrey, to mind one's p's and q's, to treat like a lord, time is money, when Queen Ann was alive, a pretty penny. A. Альфа й омега, гордіїв вузол, жереб кинуто, канути в Лету; око за око, зуб за зуб, золотий телець, бути на сьомому небі, скринька Пандори, пригріти гадюку в пазусі, глас волаючого в пустелі. Б. Кирпу гнути (дерти носа); народитися в сорочці; не знати ні бе, ні ме; що з воза впало, те пропало; скажеш гоп, як перескочиш; не спитавши броду, не лізь у воду; не вчи вченого; який батько — такий син, яка хата — такий тин. B. Водити компанію, володіти собою, волосся стає дибом, вразливе місце, грати на нервах, гучна справа, давати дорогу, давати змогу, дивитися великими очима, морочити собі голову, розпускати чутки. Г. Збити з пантелику, дурне сало без хліба, пекти раки, скакати в гречку, товкти воду в ступі, ложка дьогтю в бочці меду, наговорити сім кіп/мішків гречаної вовни, на козаку нема знаку, товчеться, як Марко в пеклі, (не довго) ряст топтати. ІІІ.Theoretical questions: 1. The dominant morphological and syntactic features distinguishing the structural type of present-day English from the structural type of present-day Ukrainian. 2. The morpheme as a typological constant in the contrasted languages. Quantitative and qualitative correlation of affixal morphemes in English vs. Ukrainian. 3. Types of inflexional morphemes in the contrasted languages. 4. "Word classes" vs. the parts of speech in English and Ukrainian. 5. Isomorphism and allomorphism in the quantitative representation of morphologi cal categories and means of their expression in the nominals of the contrasted languages. 6. Typological characteristics of the noun (classes, functions, morphological cate- gories, singularia and pluralia tantum nouns) in the contrasted languages. 7. Morphological/structural, categorial, functional and other isomorphic and allo- morphic features of different classes of adjectives in the contrasted languages. 8. The pronoun. Classes of pronouns. Isomorphic and allomorphic features of English vs. Ukrainian pronouns. 9. The numeral. Classes of numerals and their isomorphic/allomorphic features in the contrasted languages. ^ Exercise I. Contrast the morphological structure of the English and Ukrainian words below. Identify a) the national and b) the international affixal morphemes them: ablaze, bedew, degrading, illegally, interstate, non-smoking, linguistically, dictatorship, computerization, employee, exeminee, princeling, sissy, cloudlet, drunkard, sluggard, commander-in-chief, merry-go-round, fifty-fifty, willy-nilly. краще, вводити, зім'яти, антитіло, посіятися, нереально, диктаторство, недокіс чесність, комп'ютеризація, по-новому, дитяточко, дрібнесенько, козарлюга, І" сище, здоровило, .щонайкращий, якно новіша, якнайбільше; попоходити, по бігати, перекотиполе, Гнидуб, хоч-не-хоч. Exercise ІІ. State whether the change of vowels and consonants in the following paradigms of English and Ukrainian verbs, nouns, and adjectives are morphological correlations or phonetic oppositions become — became, break — broke, catch— caught, may — might, take — took, find — found, meet'— met, brother — brethren, .goose — geese, man — men, mouse — mice, woman — women. Буг— бузький, вовк —вовчий, Львів — Львова, Острог — острозький сніп — снопи, грек — грецький Париж — па-ризький, турок — турецький, птах — птаство/пташиний, ^ Point to the factors facilitating (or otherwise) the identification of the parts of speech in the following English and Ukrainian words/word-forms: clean, cleaner, cleaning; back, bad, badly; worse, force, good, goody, better; home, man, manned; psychology, set; before, must, near, round, save, start, waste, zip. добре, краще, .мати, матір, молода/мо- лодий, варене/печене; перед передове, відживаюче, вчений; батьків, сестрин; коло, край, перше, береги, береги, кіль-ка, собі; моя/твоя. Exercise IV. State the difference (if any) in the expression of the category of number and quantity in the following English and Ukrainian nouns: the North-West, the South-East; advice, business, courage; finance; archives, arms, customs, foliage, scum; brushwood, oil, silver, carp, pike, salmon, swine; bacillae, errata, radii, termini, outskirts, riches, shorts, tongs, savings, victuals, sweepings; the Netherland, the Bahamas. північний захід/схід, золото, срібло, борошно, м'ясо; білизна, збрід, вїниччя, паліччя , сміття; гамір, гнів; освіта; проводи, вечорниці; висівки, вишкрібки, цінності; помиї, міліція, Бровари, Суми, Чернівці. ^ 1.The verb. Isomorphism and allomorphism in the classes of verbs. Morphological categories of tense, voice, aspect, person, mood and their realization in the contrasted languages. 2.Isomorphism and allomorphism in the system of verbals of the contrasted languages. 3.Typological characteristics of different classes of adverbs; their structural peculiarities. The origin of some adverbs in English and Ukrainian. 4.Typological characteristics of English vs. Ukrainian statives and their combinability. 5.Typological characteristics of functional parts of speech in the contrasted languages:
6.. Isomorphism and allomorphism in the expression of definiteness and indefiniteness in the contrasted languages. Practical Assignments Exercise I. Find the isomorphic and allomorphic features in the expression of the morphological categories of number, case and gender in the underlined English nominals and in their Ukrainian equivalents in the sentences below:
4 Young man, you're very ready with your tongue. (Cusack)
Ці двоє були зовсім не в змозі зробити. ^ Я співчуваю тобі у зв'язку зі смертю твого чоловіка. Ви, юначе, ніколи не лізете за словом у кишеню. Я маю подивитись її дім. То було великимударом для мене. Кожна родина має свої правила культурної поведінки... І стрибнув Кенгуру на своїх чотирьох ніжках... Фрістоун нахнюпився,... зачувши огидне скорочення свого імені. Він запитався у своєї високої тітки Страусихи, чому в неї так росте пір'я..., а в своєї гладкої тітки Гіпопотамихи, чому в неї червоні очі Exercise II. Using the model below prove the existence of the objective gender (sex) and the non-existence of the morphological gender in the English animate nouns in contrast to the existence of both the genders in their Ukrainian equivalents. ^ — артистка грала (гарно). director — directrix, emperor — emperatrix, king — queen, hero — heroine; bull — cow, bull-elephant — cow-elephant, dog — bitch, lion — lioness, billy-goat — nenny-goat, stallion — mare; cock-sparrow — hen-spar- row; drake — duck, gander — goose; sun — moon, death, love, hotel, ship. директор — директорка, імператор — імператорка, король — королева, гeрой — героїня, бугай — корова, слон —слониха, пес — сучка, лев — левиця, цап — коза, жеребець — кобила; горобець — горобка, качур — качка, гусак — гуска; сонце — місяць, смерть, кохання; готель, корабель. ^ Point out the difference in the expression of the morphological categories of tense, aspect and mood in the English and Ukrainian verbs in the following sentences:
j 10. Let me go in and see him alone. (Maug-ham) ...яким ретельним я завжди був і (зараз) є. «Невже ви досі її (автомашини) не бачили?Я малюватиму цілий день. Я думав, ми проїдемось верхи на конях. Що ви тут поробляли самі, відколи мене не було? Був позабував товаришів — тепер пригадав...(Васильченко) Я й туди хотів був вступити, та перешкодили якісь події. (Довженко) їй доли води. Від деяких речей загубився й слід (зникли з очей). Щасти вам! Та сядьте ж. Нум я яайду й сам побалакаю з ним. ^
^ Exercise I. Identify the nature of the head words and name the paradigmatic classes ot the following English and Ukrainian word-groups: cane sugar production, the House of Commons debate, you British, the way out, the wish to win; no go, yes man, the then trial; reading quickly; busy doing sums, red from anger, black all over, quick to answer, heavy for me to lift, simply awful, typically English, least of all, much older than he/ Pete; the first to read, the three there, two to one, three fifths; the last ones; rather well; high up in the sky, quite alike, afraid of being asked first. вибір твору, фільм „Тіні забутих предків”, питання праці й заробітку, ви англійці, бажання знати; рано встати, читавши книжку; гарної вроди, краща кращих; радий чути, готовий до всього; все для них, всі ми; перший з нас, І з учнів, другий скраю; надто швидко, довго попоходити; дві третіх, перші два три з них, перший до розмови, од з учнів; хтозна-скільки їх там, щонайменше двічі на тиждень, багато високо в небі, набагато довше Петра, гарно тут; їй краще, мені прикро, страх бере. Exercise II. Contrast simultaneously the ways of syntactic connection (synthetic, analytical and synthetic, or analytical) in the underlined word-groups of the English and of their corresponding Ukrainian sentences. Point out the qualitative correlate of the ways of syntactic connection and their dominant (or otherwise) role in each contrasted language. Model: your grandfather - a substantival word-grop with analytical (asyndetic) way of connection playing a dominant role in English.
sheets. (Sheldon) «Твій дід помер у той день, як ти родився. Барбара сидить за писемним столом. Лікар уважно подивився на нього. Джемі знову приліг на чисті білі простирадла. Exercise III. Suggest a corresponding Ukrainian equivalent for each predicate .jn the English sentences below. Single out the common and divergent structural types of them in the two languages.
Exercise IV. Give corresponding Ukrainian equivalents to all parts of the English sentences below. Identify the isomorphic or allomorphic features in their structural forms and nature in the contrasted languages. 1. Mr. Smith smiled a happy smile. (Priestley) 2. The man behind the desk laughed. (Bradbury) 3. I'm sorry about the clock. (Fitzgerald) 4. I've been having lunch with Mr. Gatsby. (Ibid.) 5. None of his girls would have said such a thing. (Galsworthy) 6. The man must have been dead a week. (Green) 7. Erik says that you may be coming to New York. (M. Wilson) 8. You should be a Greek. (Aldridge) 9. The rear was brought up by Oleson, the Swede. 10. The temperature rose, and soon the snow began to fall-dry and fine and crystallike. (London) 11. "His huge form shook as he gave a laugh, low, silent". 12. He uttered no word, good or bad, but sat quite still. There, at the front, he was popular in the regimental mess... (Maugham) 13. He saw that someone was watching him, standing in the shadow of one of the trees. (Murdoch) 14. Years ago, Jim used to travel for a canned goods concern over in Carterville. (Lardner) 15. And he, began to purr, loud and low, low and loud. (Kipling) 16. He realized that much, no more. (F. Hardy) 17. Anyone else, but him... (Ibid.) 18. She was a tall girl, as tall as himself. (W. Maken) 19. All happened many years ago, namely in 1832. (Aldiss) 20. Alice, however, declined the driving... (Trollope) 21. The dog barked again, fiercely this time. (Steinbeck) 22. As the man Hves so shall he die, as the tree falls so shall it lie. ^ 1.Isomorphic and allomorphic features in English and Ukrainian one- and two- member sentences. 2. Isomorphism and allomorphism in the nature and structural forms of simple, formal, expanded/extended and complex parts of the sentence in the contrasted languages. 3.Typological characteristics of the detached, parenthetic and inserted parts of the sentence in the contrasted languages. 4.Isomorphism and allomorphism in the structural forms and means of sing the principal parts of the sentence in English and Ukrainian. 5.Typological characteristics of the secondary parts of the sentence. Isomorphism and allomorphism in the structural forms of the object and the attribute in the contrasted languages. 6.Isomorphism and allomorphism in the structural forms of the adverbial of the sentence in the contrasted languages. 7.Typology of the composite sentence in the contrasted languages. The compound sentence in English and Ukrainian. 8.Typology of the complex sentence. Isomorphic and allomorphic features in the structure of N-clauses of the contrasted languages. 9.Isomorphic and allomorphic features in the structures of attributive clauses of the contrasted languages. 10.Typology of adverbial clauses in the contrasted languages. 11. The use of isomorphic and allomorphic (similar and divergent) features and phenomena in phonetics, lexicon and grammar of the contrasted languages in teaching English at school. Practical Assignments Exercise I. Point out and analyse the English predicative word groups in the sentences below and suggest the corresponding Ukrainian semantic and structural equivalents for them. 1. She did not want him to be laughed at. (Cronin) 2. He waited for her to speak, but she did not. (Ibid.) 3. For about ten days we seemed to have been living on nothing but cold meat, cake, and bread and jam. (J. K. Jerome) 4. We saw behind us thousands and thousands of white gulls, dipping, wheeling, brushing the water with their wings. (Galsworthy) 5. He saw himself and Ruth reading and discussing poetry. (London) 6. That being so, then he could rise to Ruth. (Ibid.) 7. After the data being obtained, the crystal was taken from the oil-bath. (M. Wilson) 8. He sat up suddenly, his muscular tensity in laughing aloud and the laugh being carried by the wind away from me. (Saroyan) 9. "Even Mummy could't mistake that for me beng'killed". (Kipling) Exercise II. Suggest Ukrainian equivalents for the English simple and composite sentences below. Point out isomorphisms or allomorphisms in the corresponding communicative/structural types of sentences in the contrasted languages. 1. It's funny that your husband should never look at you. 2. "I may be very stupid, but I can't make head or tail out of what you're saying". (Maugham) 3. "And I'm glad you came to us, Mademoiselle Marchand". 4. The white young woman. (Updike) 5. That was my father's ship passing over the town. (Bradbury) 6. It's the only way, you know. (Greene) 7. But I couldn't keep my goddam eyes open and I fell asleep, 8. Is she to take it that everything is O'K? (Salinger) 9. You could hear him putting away his crumby toilet articles and all. (Ibid.) 10. To Roberta, since he wouldn't her, he was telephoning briefly. (Dreiser) 11. His house was too far away for anyo come to meet him. (Cusack) 12. "I am very fond of being looked at". (Wilde) 13. If I were Pyle. (Greene) 14. Oh, if I only could go back to my flower basket. (B. Shaw) 15. "Why start tomorrow?" (Warren) 16. To do one's bit, and not worry? (Galsworthy) 17. Eat the orange in her hand, and throw away the rind. (Ibid.) 18. "Get the hell out of here". (Maugham) 19. "Oh, I beg your pardon". (Fitzgerald) 20. "Has she three children then?" "Yes". (Maugham) 21. "Are you very angry with me?" "No No at all". (Ibid.) Exercise III. Analyse the structure of the English complex sentences and their Ukrainian equvalents. Point out the allomorphic features in the structural forms of some Ukrainian clauses and in the use of tense and mood forms in them. 1.wish I knew how to reward you. Знав би я/хотів би я знати, як вам віддячити. (Seton-Thompson) 2."І wish you'd tell him how sorry I am to hear he's laid up". (Priestley) Хочу, щоб ви переказали йому, як я жалкую, що він вийшов із гри. 3. If you had not said that last I would have put all these things away for always.(Ibid.) Якби ти був не сказав мені це наостанку, я б усе це був назавжди покинув… 4. Still I remember how it looked and how it was used. (O'Dell) Однак я пригадую, який він був і як (човном) плавали. 5.I hope he is not very dear to you. (Baldwin) Сподіваюся, ти не дуже шкодуєш за ним. 6.We'll look today, if you want to. (Ibid.) Ми можемо сьогодні ще пошукати, як хочеш. 7."We'll go and live in New York, if you say". (Dreiser) Якщо захочете, ми переїдемо жити до Нью-Йорка. 8. Oh, if she only could have such a part, how broad would be her life. (Ibid.) О, якби їй таку роль — яким багатим, стало б її життя. 9. Ah, I wish I were fifteen again.(Maugham) О, я б хотіла, аби мені знову було п'ятнадцять років. Завдання для самостійної роботи для студентів з курсу "Теоретична граматика англійської мови" ^ State the morphological composition of the following nouns: Snow, sandstone, impossibility widower opinion, exclamation, passer-by, misunderstanding, in activity , snowball, kingdom, anticyclone, mother-of -pearl, immobility , might, warmth, succession, ex-president, nurse , misdeed , wisdom, blackbird, attention, policeman, merry-go-round, girlhood, usefulness, fortune, friendship, statesman, brother-in-law, population, fellow-boarder, smelling-salt. Point out the nouns and defined the class which they belong to: 1. Don't forget, Pettinger, Europe is still the heart of world, and the Germany, the heart of Europe. 2. Pursuing his inquiries, Clennam found that the Gowah family were a very distant ramification of the Barnacles. 3. His face was sick with pain and rage .4. He drank coffee, letting the warmth go through his cold, tired body. 5. But there is only one place I met with the brotherhood of men, and it was the Communist party. 6. The mysteries of storm and the rain and tide were revealed. 7. Having set the tea, she stood by the table and said slowly: "Tea's ready, Father. I'm going to London". Give the plural of the following nouns: Face, portfolio, swine, house, tomato, hearth; mother-in-law, basis, clergyman, ox, cry, key, fox, downfall, looker-on, bus h, leaf, enemy, roof, genius, her o , bunch, sheep, ship, criterion, youth, journey, penknife, man-of-war, loss, datum, goose, deer, pie, Englishwoman, wolf, mouse, formula, bath, volcano, possibility, forget-me-not, foot, handkerchief, thief, crisis, birth, echo, finger-tip, martial, joy, extremity, spy, lie. Translate into Russian: 1.1 am very fond of Helen, there is a great charm about the girl. 2. The man was slowly walking along the street. 3. A man was slowly walking-along the street. 4. We've bought some butter. 5. We've bought the butter in this shop. 6. A girl showed me way to the station 7.1 shouldn't like to live there; there's something gloomy about. 8. You had better not attempt to be a governess, as the duties are too severe . Insert articles when it' s necessary: 1 love seemed now so little .... thing; seemed to have lost... warmth and ... power. 2. It was too great shock .... to be born with... calmness, and she immediately left., room. 3. It's as good... place, I suppose, as you could find. 4. Mrs.Todgers was ... lady, rather bony and hard-featured lady. 5. It was quite ... way down to ... main road and then we walked along ... main road about ... mile and ... half. 6. But he .. gave her so long and so peculiar ... stare from... corner where he was having ... tea, that she knew he had not forgiven her. 7. She seemed to take rather .... fancy to me. Find in the word list a Collective Noun for a number of: 1/. sheep, 2/. cows or bulls, 3/. dogs or wolves, 4/. flies or other insects, ^ men who work a boat or ship, 8/. people chosen to direct some work, 9/. people at a concert or at a lecture, 10/.teachers at a school or officials. /Answer: A Collective Noun for a number of sheep is a flock. A Collective Noun for a number of cows or bulls is a .... / Word List: staff, team, flock, crew, committee, pack, bunch, herd, audience, swarm. State whether the italicized noun is used as a collective noun or a noun of multitude and choose the right word: 1. Our family /is, are/ very large. It consists of nine members. 2. When Peter came down to the cabin the crew /was, were/ all asleep. 3. Our football team /is, are/ the strongest in the district. 4. The 6th army /was, were/ moving in the direction of the town of N. 5. The company /was, were/ leaving the hall through several exits. Insert the definite or the indefinite article wherever necessary: 1. "__sun had set.___ sky was green and yellow. And against this sky suddenly appeared __very strange little figure. It was __short little man. He wore __cricket cap,__ overcoat and __long stockings". These lines are taken from one of H.G.Wells' best novels. __title of this novel is "__First Men in Moon." Read novel and you will find it to be one of most interesting stories you ever read. 3. Was there __forest near __village you lived in last year? Yes, there was very good forest there. There were __ oaks, __pines and __firs in __ forest. 4. Neva is__ very beautiful river. It is in North of our country. Mont Blanc,__ highest mountain of Alps, is------highest mountain in __Europe. And which is__highest mountain in__ North America? __Mediterranean Sea lies to__ South of_ Europe and to North of Africa. "Sedov" sailed on and on in__ Atlantic.__ "Times" is__ bourgeois English newspaper. 5.1 don't like to drink __coffee in __ evening. I always drink strong tea. Please, pass me__ tea, or it will get cold. No,__ milk is not needed,__ piece of__ lemon will be much better, lemons you brought from__ Batumi are very good. 6. At sunset Mary sat at__ window looking at__ sky and at__ sea in__ distance.__ picture she saw was really beautiful:__ light white clouds were getting darker,__ sun was growing smaller, white sail was coming nearer and nearer, shining in darkening aig ... Mary thought of her brother who had gone to_..._ sea and was now on ..._board __"Maria" sailing in__...___Pacific. The verb. State, the morphological composition of the verbs: To worry , to precipitate, to retire, to forbid, to retell, to do away, to whitewash, to whiten, 16 ascend, to apologize, to engage, to enfold, to give in, to decompose, to translate, to transport, lit o browbeat, to subscribe, to subordinate, to run away, to' underestimate, to backbite, to mislead, to forget, to succeed, to disobey, to take off, to overrun, to satisfy, to recede, to come in, to resign, to superintend, to descend , to blackmail, to put up, to unbind, to win, to counteract, to go on, to forecast, to befriend, to go away, to lie. ^ She went into the drawing-room and lighted the fire; then, picking up the cushions, one by one, that Mary had disposed so carefully, she threw them back onto the Chairs and the couches. That made all the difference; the room came alive a t once. As she was about to throw the last one she surprised herself by suddenly hugging it to her, passionately, /But it did not put on the fire in her bosom. Oh, on the contrary! The windows of the drawing-room opened into a balcony overlooking the garden. At the far end, against the wall, there was a tall slender pear tree in the fullest, richest bloom. State whether the verb is transitive and intransitive: 1. She has spoiled his life, wounded his pride to death, defrauded him of a son. 2. The door opened, and a thick-set heavy-looking young man entered. 3. The paddock Wassfairly well filled with people and they were walking under the trees behind the grandstand. 4. Fleur did not answer. She stood for a moment looking at him and her mothers 5. After turning the matter over and consulting with Irene, he wrote to his daughter. 6. The soldiers pushed and led them off. 7. Hugson marched him up to a sort of large, desk that was all glass and shining metal. Insert the Past Ind., Past Cont, Past Perfect, Past Perf. Cont in Then she found that the tears...quietly... from her eyes. One day of the new year she... .as usual at her window when Edward came prancing up the drive on horseback. 3. He and I ...friends since our early twenties. 4. I.. out Honour's letter and ..it; and to The post. The fog ... 5. He told me that an American Signore ... there for three months. 6. She stole downstairs and out into the vestibule, opening t he outer door and looking out into the street. The lamps ... already .. in the dark. 7. It was true that we .. one another almost intimately for five and twenty years. (to flow, to sit, to be, to copy, to seal; to go, to return, to flare, to blow, to know) Insert may (might), can (could), or the contracted negative forms: 1. "There is a man I know, "I said; "you have met him, a man named Longrush". 2 He noticed at once that her manner was as natural almost as a frank, manly schoolboy's,... there ... never (he thought) have been a grain of affectation in her. 3. I... neither lie comfortably in bed nor find anything to do with myself if got up. 4. She jumped up when she saw me and said: "Really I think she ... have waited a bit bee fore dismantling the house. 5. I beg the Magistrate's pardon, but... I request a few minutes private conversation with him on a matter of deep importance to himself? 6. "You are a sworn constable?" "I be, sir" "Then pursue the criminal at once, and bring him back here. He was ... have gone far". 7.1 said,".... I help you?" State where the combination to be + Participle 11 is a simple predicate and where it is a compound nominal predicate 1. Mr.Dorrit's rooms were reached. Candles were lighted. The attendants withdrew. 2. The door was instantly opened. 3. I have been treated and respected as a gentleman universally. 4.About soon, I was summoned to dress . 5. My boxes are locked, strapped and labeled; I hate being harried .7. This brisk little affair was all settled before breakfast. 7. He was like a man who had been separated from one he loved for many years... 8.1 stopped at a barber shop and was shaved and went home to the hospital. 9. We shall have time tomorrow, when my packing is finished. 10. Sly wife and daughters were charmed with her. 11.... The purchase was completed within a month. 12. You are deceived. 13. The door was opened by a girl. 14 . I'll be dressed in a minute. 15. The small room was lit only by a dying fire and one candle with a shade over it. 16. A short bridge over a canal was blown up but we climbed across what was left of the span. 17. The chambermaid curiosity was aroused at once. 18. Was your novel ever published? 19. He has not been well educated up to now. 20. Huckleberry was filled with admiration of Tom's facility in. waiting and the sublimity of his language. 21. The beds, which for years had been neglected now were laid with the abominations of carpet bedding. 22. A whisper goes about the house that Mr. Dombey's hair is curled. 23. He was in the house when the diamond was lost. 24. When at last the notes were finished I types them out... 25. Penn was fascinated and troubled by this suggestion. 26. The big brightly lit stone-flagged kitchen was silent... The shutters were closed and barred. 27. Red carpet was laid down for the occasion; hothouse plants and evergreens were arranged in bowers at the extremities and in every recess of the gallery. Constructions with verbals. I. Change the following Object Clauses into constructions with a Complex Object: 1. I heard that she was singing in the garden. 2. Peter's father saw that the picture had fallen down. 3. The girl felt that somebody's hand was touching her cheek. 4. I wish that they would come to see us the day after tomorrow. 5. Look. Do you see how the storm is coming near? 6. They did not like that the children went in the yard barefoot. 7. The boy found that the story was very interesting. 8. We saw how the cars were loaded. 9. The travelers considered that the island was deserted. ІІ. Change the following Complex Sentences into constructions with a Complex Subject: 1. It is said that this mountain is the highest in Europe. 2. It is reported that twenty new factories were built last year in our Republic. 3. It is said that this man was very handsome in his youth. It was reported that five ships were missing after the battle, III. Change the following Complex Sentences into constructions with for -Complexes: 1. That they should have acted in such a way is strange. 2. They went to look at the house in which they might live in summer. 3. Give me a picture that my little brother could enjoy. . 4.1 am telling you all this that you may understand what to do. IY. Change the Adverbial Clauses into Absolute Nominative Participle Constructions: 1. As our work was finished, we went home. 2. If the letter is posted today, the news will reach them tomorrow. 3. If Mother permits us, we shall go to the theatre. 4. When the working day was over, she went straight home. 5. As a storm was arising, the ship entered the harbour. ^ Define the kinds of sentences according to the purpose of the utterance. Laura was terribly nervous. Tossing the velvet ribbon over her shoulder, she said to a woman standing by, "Is this Mrs.Scott's house?" and the woman, smiling queerly, said. "It is, my lass." Oh, to be away from this! She actually said, "Help'me God!" as she walked up the tiny path and knocked. To be away these staring eyes, or to be covered up in anything, one of those women's shawls even ! I'll just leave the basket and go, she decided. I shan't even wait for it to be emptied. Then the door opened. A little woman in black shivered in the gloom. Laura said, "Are you Mrs. Scott?" But to her horror the woman answered, "Walk in, please, miss", and she was shut in the passage. "No", said Laura, "I don't want to come in. I only want to leave this basket". The little woman in the gloomy passage seemed not to hear her. "Step this way please, miss", she said in an oily voice, and Laura followed her. (Mansfield) Define the type of question. ' 1. "Who is she?" I said. "And why does he sit always alone, with his back to us too?" 2. "Did she have a child?" he asked, his eyes upon the floor. 3. You have Mr. Eden's address, haven't you, Mr. Ends? 4. Is literature less human that the architecture and sculpture of Egypt? 5. We shall be having some sort of celebration for the bride, shan't we Mr. Crawley? 6. "Ca n I see the manager?" I said, and added politely, "alone". 7. When had the carriage been back from taking Miss June to the station? Point our two-member sentences (say whether they are complete or elliptical) and one-member sentences. 1. He stared amazed at the calmness of her answer. 2. We must go to meet the bus. Wouldn't do to miss it. 3. Obedient little trees, fulfilling their duty. 4. Lucretius knew very little about what was going on in the world. Lived like a mole in the burrow. Lived on his own fat like a bear in winter. 5. He wants to write a play for me. One act. One man. Decides to commit suicide. 6. A beautiful day, quite warm. 7. What do you want? - Bandages, stuff for wounded. State the nature of IT. Translate into Russian. 1. It was dusky in the dining-room and quite chilly. 2. The bell rang. It was lean, pale Eddie Warren in a state of acute distress. 3. Oh! Oh! Oh! It was a little house. It was a little pink house. 4. But in her bosom there was still that bright glowing place. It was almost unbearable. 5. She sat up, but she felt quite dizzy, quite drunk. It must have been the spring. 6. It was marvelous to be made love to like that. 7. It is the moon that makes you talk to yourself in that silly way. Point out the predicate and say to what type it belongs. 1. Presently, she grew tired of that and looked across at her sister. 2. You shall have as many dances as you like. Isn't dance with anyone except you and Maxim. 3. Well, d'you feel any better now? 4. Harry was enjoying his dinner. 5. Alice went on, he ought to stop doing nothing and criticizing everybody. 6. Everything is being taken down and used against you. 7. Her story will only get repeated and exaggerated. Point out the coordinate clauses (mark the elliptical ones) and comment on the way they are joined. 1. It was high summer, and the hay harvest was almost over. 2. All the rooms were brightly cleaned, but there seemed to be complete silence in the house. 3. One small group was playing cards, another sat about a table and drank, or, tiring of that; adjourned to a large room to dance to the music of the player-piano. 4. His eyes were blood-shot and heavy, his face a deadly white, and his body bent as if with age. 5. He only smiled, however, and there was comfort in his hearty rejoinder, for there seemed to be a whole sensible world behind it. 6. You'll either sail that boat correctly or you'll never go out with my again. 7. Time passed, and she came to no conclusion, nor did any opportunities come her way for making a closer study of Mischa. Define the kinds of subordinate clauses (subject, object and predicative clauses). Translate into Russian. 1. Miss Casement stopped what she was doing and stared at Rains-borough. 2. What you, saw tonight was an ending. 3. About what was to come she reflected not at all. 4. It's odd how it hurts at these times not to be part of your proper family. 5. The trouble with you, Martin, is that you are always looking for a master. 6. Suddenly realising what had happened, she sprang to her feet. 7. "It looks as though spring will never come", she remarked. Define the kinds of attr. clauses. Translate into Russian. 1. "Everybody who makes the kind of blunder I did should apologize" he remarked with a pronounced nodding of his head. 2. Rachel had become aware of the fact that she was talking loudly. 3. He took after his blond father, who had been a painter. Rosa took after her dark-haired mothers who had been a Fabian. 4. What we are interested in, as author and reader, is the fact that publishing in England is now an integral part of big business. 5. The first thing Martin did next morning was to go counter both to 3rissendee's advice and command. 6. The invalid whose strength was now sufficiently restored, threw off his coat, and rushed towards the sea with the intention of plunging in and dragging the drowning man ashore. 7. He was suddenly reminded of the crumpled money he had snatched from the table and burned in the sink. ^ In the following extract point out simple unextended sentences and simple extended sentences: An hour passed. The pale light of the short, sunless day was beginning to fade. A cry arose. The man in front turned his head. He looked at the man behind. They nodded to each other over the narrow box. A second cry arose. It was a wolf. Henry looked up. It was dark. He saw a pair of eyes, then a second pair, and a third. The dogs were afraid. Bill could not sleep. He saw the shining eyes quite near. /After J. London./ ^ 1. She is reading. 6. Do you smoke? 2. Mark has arrived. 7. They can skate. 3. It was growing dark. 8. We did not talk. 4.1 must leave. 9. Tom was restless. 5. Is he a poet? 10. She has become a singer. Point out what type of sentences there are in the following /Simple Unextended, Simple Extended, Complex, Compound or Contracted/ The fascist airman was mad with rage. He made more and more attacks on the train. At last he was sure of his mark, the locomotive driver had made his first mistake, but he had no more bombs left. "The devil." exclaimed the airman. He swooped down and fired his machine-guns straight at that Russian worker whose skill and courage made mock of him and who was driving the train undamaged to its destination. The bullets rattled on the train, they struck the wheels, the lines and the locomotive itself, but still the train rolled on. The fascist leaned back in his cockpit exhausted. The sky was clear. It was a beautiful mild autumn morning. He had no more ammunition left. The duel was over. The Russian driver below him had won. He felt a cold shiver run down his spine. Once more he droved and full of curiosity and hate flew over the train. He could not see the keen eyes of the driver watching him. The Russian realized that the fascist airman could do him no further harm. "You've lost your sting, you viper" he shouted. The long goods train, loaded with munitions for the Soviet Army, continued on its way to the front. ^ 1. "Oliver Twist has asked for more". There was a general start. "Do I understand that he asked for more after he had eaten the supper?" said Mr. Limbkins. "He did, Sir," replied Bumble. "That boy will be hung," said the gentleman in the white waistcoat. Nobody contradicted his opinion. /After Ch. Dickens./ 2. The killing of a bear is dangerous. But to kill a mother bear with her cubs is much more dangerous. 3. I said: "Watching you do this is of real use to me." 4. We were fifteen boys. We divided into two groups. Five went to the left to search the forest, and ten remained at the fire to watch the river. 5. I had to give her my overcoat. Hers was wet all through. 6. He said: "I think that will do," and rose wiping his brow. The bicycle also looked disheveled and bleeding. Which had received most punishment was difficult to say. /After Jerome K. Jerome./ 7. It was necessary to argue with him on this point. 8. How to decide this question was beyond us. Point out what kind of predicates there are in the following and state how they are expressed. 1. We were fortunate that Boculy was our elephant guide. I believe he knows more about elephants that anyone in the world. Boculy is a very important person in his own land. He knows all the languages of the plains and the desert, and in some curious way he can get aid from any of these people when we need it. There is a mystery on his wise old face, and his knowledge of wild animals is indeed remarkable. Elephants are his strong point. He can see things that are invisible for the rest of us. /"The Close Call" by M. Johnson./ 2. The village is a quarter of a mile away, so it is not difficult for us to go there every day. But it had got quite dark that night when we at last got there. 3. At first we were only two, and it was very difficult to work. But then some other boys began to help us, and everything went on splendidly. 4. We soon lost sight of the Brig which had disappeared in the wideness of the sea. Everything grew quiet. We had to go home and think of the friends who had left us that night. 5. Lizzy took a bath, dried herself with a long towel and could now read her favourite novel. 6. He had been speaking for an hour or so, and everybody seemed charmed by his fiery speech. 7. She couldn't help laughing when she was reading the magazine. In fact she stopped laughing only when she finished the last story. 8. While she continued her work, I continued writing the article. Secondary parts of the sentence. Point out what objects there are in the following and how they are expressed: 1. Yesterday the teacher told us a short story. We listened attentively to every word, and when we were sure that we had understood everything, the teacher called on some pupils, and they rose and reproduced the story in their own words. 2. Uncle Alexander brought Oleg a box of chocolate, but Mother put it away and said Oleg would have no chocolate before he ate his dinner. 3. "Grey, I am leaving this ship and I want to say something to you before I leave". 4. On the battlefield the brave girl brought the wounded the water they needed so much. Point out all the attributes and state how they are expressed: 1. The voice of the passing young man was cheerful. 2. They wanted an office boy, with a good school record. 3. The tree on top of the small hill was knocked off by an aeroplane which tried to land on the valley below. 4. My cousin brought in a young fellow whom he introduced as a friend of his. 5. The young man with a bandaged arm who is standing in the corner of the room is my best friend. 6. Kitty's silk dress was bought as a birthday present on the first day of this year. 7. There is something strange in her wide-open eyes. 8. The article was printed on the front page. ^ 1. fellow, George, nice, was, young, a. 2. You, heard, interesting, there, anything, have? 3. Good, me, tell, something. 4. Full of flowers, live, a room, they, in. 5. He, a, nose, red, and, had, cheeks, large. 6. Curls, brown, about, all, round,, hung, face, her, little. 7. Brown, her, bare, were thrust, boots, a woman's, legs, into. 8. Friend, little, brought, my, a, me, dog, with, a, tail, short. Point out what kind, of adverbial modifiers you have in the following and how they are expressed: 1. The boy examined his inkpot carefully and then looked at the ceiling. 2. І got up early. He came half an hour late. I was waiting for him in the garden. 3. Now the sledge was light and the dogs went on fast. But after them ran the wolves. They were very hungry and very thin and they came nearer and nearer. He did not dare to travel after dark. /J. London./ 4. After two months the young flier became quite an experienced navigator and could fly in any kind of weather. 5. Before the second act of the play was over, we could scarcely keep our seats for excitement. 6. The traveller wearily climbed up the steps and knocked at the door very loudly in order to be heard above the roar of the storm. 7. The dog howled so furiously that Father tied it to the tree. 8. She went to the Caucasus the next month and I have not seen her since. Complex sentences: Exercises Analyse the following Complex Sentences: 1. He was slowly moving on when he met his friend Oleg. 2. At nightfall, when hope was about gone, I was picked up by a small brig which was bound for Odessa. 3. The flowers grow where the bridge crosses the stream. 4. Don't you think that Julia looks pretty when she wears a red dress? 5. I shall never forget the day when I met with an accident. 6. She has asked me when I met with an accident. 7. When I met with an accident I was unconscious for two hours. 8. The boys followed the path which ran down the hill. Use each of the following subordinate clauses in at least three different ways: 1/ as an Adverbial Clause; 2/ as an Attributive Clause; 3/ as a Subject, Object or Predicative Clause. Example. When our vacation began. 1/ We met in the library when our vacation began. 2/ On the day when our vacation began, we went to the cinema together 3/ Everybody remembers very well when our vacation began. 1. Where the aeroplane landed. 2. When peace was declared. 3. If she can go with us. 4. When the poet was born. 5. Where the office is. 6. When they left. Combine short sentences into Complex Sentence. Example. I have lost a book. I have lost a small red book which my cousin gave me It was small. to read. It was red. My cousin gave me to read. They are going on the three o'clock train. They are going to visit their uncle. Their uncle lives in Leningrad. 2. Bob has lost his dog. His dog was a fox-terrier. It was very clever. Bob feels very sorry. The man is on his way home. The man missed the car. He will be late for dinner. She does not like chemistry. It is very hard for her. She -will have to know it well. Change the following Compound Sentences . Example. He turned, and the dog started towards him. 1 . He wanted to win and he tried to do his best. 2. There was a terrible storm, and Tommy lost his boat the same night. 3. The soldiers came home, and there was a parade, and we marched in it. 4. The train is usually in time, but it was an hour late today. 5. A great silence fell upon the gathered people, and a tall man stepped forward. The captain spoke to me, and I couldn't remember his name. Завдання для самостійної роботи для студентів з курсу «Історія англійської мови» I. Practical Assignments: 1 .Explain why linguistic changes are usually slow and gradual. 2. At first glance the vocabulary of the language seems to change very rapidly as new words spring up all the time. Could the following words be regarded as absolutely new? (Note the meaning, component parts and word-building pattern): jet -plane (of airplane); typescript (of manuscript); air-lift, baby-sitter, sputnik, Soviet, safary, best-seller, cyclization, air-taxi, astroblology, sunsuit, pepper, gas. 3.In the 14th c. the following words were pronounced exactly as-they are spelt, the Latin letters remaining their original sound values. Show the phonetic changes since the I4th c.: moon, fat, meet, rider, want, knee, turn, first, part, for, often, e.g. nut [nut]>[nAt] 4. Point out the peculiarities in grammatical forms in the following passages from Shakespeare's SONNETS and describe the changes which must have dccurred after the I7th c.: а) As fast as thou shall wane, so fast thou grow'st. In one of thine, from that which thou departest... b) It is thy spirit that thou send'st from thee... It is my love that keeps mine eyes awake; Mine own true love that doth my rest defeat - с)Bring me within the level of your frown. But shoot not at me .in your wakened hate. Література:
II. Practical Assignments: 1. What historical conditions account for increased dialectal divergence in Early ME? 2. Compare the position of the Old Scandinavian and Anglo-Norman (French) in Early ME (comment on the geographical, social and linguistic differences). 3. Account for the shift of the dialect type of the speech of London in 14 c. Why is the name "English" language more justified than "Anglo-Saxon" or "Saxon" though in the OE period one of the Saxon dialects, West Saxon, was the main form of language used in writing? 4. Can the evolution of language be controlled by man? Recall the efforts made by men-of-letters in the "Normalisation period" to stop the changes and improve the language. Література:
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