VIII. Classify the following nouns in accordance with the number of

objects they denote (discreet – indiscreet, countable – uncountable):

Milk, waters, foliage, furniture, information, advice, teas, fruits, trousers, scissors, stairs, contents, hair, phonetics, measles, cattle, arms, scales, books, money, lodgings, gates.

IX. Translate into Russian. Note the ways of rendering English articles in Russian:

1. I am very fond of Helen, there's 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. I've bought the butter in this shop.

5. A girl showed me the way to the station.

X. Comment upon the Gender of some non-personal nouns:

1. The elephant lifted his mighty trunk.

2. The cat has upset her milk.

3. The eagle left his rocky nest.

4. A bird betrays her nest by trying to conceal it.

5. It is pleasant to watch the sun in his chariot of gold and the moon in her chariot of pearl.

6. The earth awake from her winter sleep.

7. Sometimes the ship pitched and sometimes she rolled and sometimes she stood quite still.

8. A few hours later Admiral Nelson died and England lost her outstanding hero.

9. We have had a pleasant trip, and my hearty thanks for it to Old Father Thames.

10. It seemed as if death were ranging round this floating prison seeking for his prey.

TOPIC 3

VERBAL CATEGORIES DENOTING TIME RELATIONS

AND CHARACTER OF ACTION

I. Define the grammatical status of the ing -form:

1. The price was coming down all the time.

2. The coming weekend is relatively quiet.

3. the running of the business

4. the sound of running feet behind me

5. I’m not a drinking man.

6. a small drinking cup

7. another offering of sausage and mash

8. They began by offering him bad bargain prices.

9. Of course, it all seemed very exciting.

10. Get it home without exciting any remarks.

II. Decide whether the underlined verb is notional, modal, link or phasal:

1. Alice was beginningto feel very tired of sitting by her sister on the bank, and of having nothing to do.

2. Mrs. Dashwood looked at Elinor in surprise. Elinor felt equal amazement.

3. He kept very still. I could notkeep the morning editions from him.

4. The envelope was among the scarves.

5. The worse was yet to come.

III. State whether the underlined verbs are terminative or durative:

1. I went and stood by the door in the hall.

2. He looked up and saw Joe standing before him.

3. He sat very still a moment. I went and sat beside him.

4. I remember every detail of that evening.

5. Then he remembered his long-buried past.

IV. Comment on the meaning of the Present tense form:

1. "So it all passes", he was thinking, "passes and begins again."

2. Phuong's in the bar. She always goes there. At eleven thirty.

3. I hear a man's voice in the distance.

4. If he doesn't come by twelve, I shall go alone.

5. "You do not leave tomorrow, sir?"

6. At that moment in comes the policeman.

7. John tells me there was a telephone call from you.

V. State whether shall and will are modal or auxiliary:

1. The Westons will be with us and it will be quite delightful.

2. And if there is justice in heaven – your punishment shall outlast eternity.

3. "She is waiting. She knows you are here." – "I do not care if it is the Queen herself. I will not see her."

4. I'm afraid I will have to leave.

5. None are so deaf as those who will not hear.

6. Winter will come and it will snow.

7. Britons never ever shall be slaves!

VI. State whether the verb in the Continuous form is dynamic or Stative.

Comment on the meaning of the Continuous form:

1. Then it is little enough you are knowing of any man living…

2. I was having thoughts about the state of the world.

3. The cuckoos were still calling when he woke.

4. They are living in a rented house at the moment.

5. My children are always misbehaving.

6. The old man was dying.

VII. Compare the meaning of the verb in the Common and the

Continuous form:

1. He watched TV that evening. – He was watching TV that evening.

2. I think this is a good book. – I am thinking about this book.

3. The soup tastes delicious. – She is tasting the soup.

4. I feel fine this morning. – I'm feeling fine this morning. – I am feeling my way.

5. He had fair hair and blue eyes. – They were having a friend that Sunday.

6. I heard somebody coughing. – We were hearing an interesting case at that time.

VIII. Comment on the influence of the lexical meaning and the context

on the meaning of the Perfect form of the verb:

1. "Do you know the man?" – "I've met him."

2. Well, it's very nice to see you anyway. I've been lonely.

3. I've had an adventurous life.

4. He knows he's been horrid to you and he is trying to make up for it.

5. I'm going to eat something. I haven't had anything since last night.

IX. Compare the meaning of the Past Indefinite and Present Perfect

forms:

1. His sister was interested in jazz all her life. – His sister has been interested in jazz all her life.

2. Her doll was broken. – Her doll has been broken.

3. I taught little children. – I've taught little children.

4. We've been friends for nearly two years. – We were friends for nearly two years.

5. You behaved like a courageous man. – You've behaved like a courageous man.

TOPIC 4

THE CATEGORIES OF VOICE AND MOOD

I. Decide whether the underlined verbs are subjective or objective, and

latter – transitive or intransitive:

1. Robert Jordan could walk well enough himself and he knew that the old man could walk him to death.

2. Mammy hurried Scarlett up the stairs.

3. Soames hurried, uneasy beneath his cousin's glance.

4. I have no money to waste on such trifles.

5. What a lot of time that wastes!.

II. For each sentence below give derived passive constructions.

Comment on the way the same ideas are expressed in Russian.

1. Jin hired a taxi for her aunt.

2. Nobody spoke to her about this accident.

3. They just saw you climb into a cherry tree.

4. They should have finished this experiment by Monday.

5. They pointed out him to me often in the streets.

III. Decide whether the " be + -ed " predicates are simple or compound.

Give your reasons.

1. He was unbalanced by all he'd gone through before.

2. 'You happen to be married already.' – 'That's where you're mistaken. I was divorced a couple of months ago.'

3. The girl had been worried and protective about them for days..

4. All of us were continuously being beaten in the most savage way.

5. I am awfully excited today.

6. All the songs are extremely well integrated with the general pattern of the film.

IV. Comment on the Voice form and Voice meaning of the underlined

verbs.

1. The poor fellow gets punished almost every day.

2. She raised herself suddenly in the tall chair.

3. Eric and Savina walked in silence for a while. He walked Andrew eight miles that first day.

4. The apparatus ran itself and observed itself.

5. The knitting becomes frenzied at times.

6. The play is so dynamically produced that I find myself enjoying it.

V. Define the means of expressing modality in the following sentences:

1. What! Slay my children? God forbid I should!

2. She must write a note for Arnold. I'll put it on her pincushion. – Pincushion be blowed.

3. She was probably dissatisfied just as he was.

4. Can she possibly survive this last terrible complication?

5. He was really uncertain whether Tyke were not the more suitable candidate…

VI. State the nature of should and would:

1. He glanced at Sir Edgar, but the old man would not share the joke.

2. You would have taken him for a buffoon, but for the shrewdness that gleamed from his shining eyes.

3. It was inevitable that quarrels should occur between the pair.

4. He saw a thousand things he should have done, but had not done.

5. It is no use, I fear, to ask Tod, but if he should come too, both Stanley and myself would be delighted.

6. I wish you wouldn't follow me about and spy on my movements.

7. Would you have another cup of tea?

8. I would sooner read a timetable or a catalogue than nothing at all.

VI. Define the time reference of the unreal actions:

1. I would have given anything to be put out of my suffering.

2. I wish young men in England took such a keen interest in literature.

3. I wished I knew more of the historical associations of St James' St.

4. I wish I had not come.

5. How much better I should write now if in my youth I had had the advantage of such sensible, broad-minded and kindly advice.

6. If he had seen me, the fact would quickly reach the ears of my uncle or my aunt.

VII. Translate the following into English. Compare the means of expressing unreal actions in English and in Russian:

1. Прочитай я эту статью, вопрос был бы ясен.

2. Я с удовольствием послушал бы хорошую музыку.

3. Ты бы отдохнула.

4. Он распорядился, чтобы дверь закрыли.

5. Случись это опять, я буду знать, как действовать.

6. Жаль, что никто нас не понимает.

7. Пусть кто-нибудь ответит на этот вопрос.

8. Пора нам возвращаться.

9. Невероятно, чтобы он не знал этого.

TOPIC 5

MAIN UNITS OF SYNTAX

I. Classify the following phrases. State whether they are (a) coordinate or subordinate; (b) progressive or regressive; (c) substantival, adjectival, adverbal or verbal. Define by what the adjunct is expressed:

Moral and financial support; six votes against; too absorbed in reading; features characteristic of Indo-European languages; the only opportunity to come here; to help your friends with garden work; Tom and Sidney; her evening frock of lilac silk; quickly enough.

II. Define the form of connection between the components of the subordinate phrases:

The sun was setting; those days; worked alone; fond of Aunt Emily; that book; residents only; help him; insist on being paid in cash.

III. State whether the constituents of the phrases are simple, phrasal, complex or clausal:

To know her; speaking a foreign language; to see him run; anything so unexpected; to find life interesting; to know what you mean; to come when nobody was in.

IV. Comment upon semi-composite sentences. Point out secondary predications:

1. Who saw me coming into this house?

2. Scot expected one of us to agree or disagree, but we kept quiet.

3. The summit appears to have left a deep impression on the U.S. public.

4. He was anxious for her to make a good impression.

5. A large part of their quarrels had arisen from Larrie’s getting drunk.

6. He was lying in front of the window, with the moon pouring down on him.

V. Identify the structural type of the sentence:

1. I no longer consider myself the centre of the universe. I show up. I listen. I try to laugh.

2. The beach is not the place to work: to read, write or think. Too warm, too damp, too soft for any real mental discipline.

3. Here, I have become aware of another sense of values. Simplicity of living. Balance of physical, intellectual and spiritual life. Work without pressure. Space for significance and beauty. Time for solitude and sharing.

4. ‘Charles, are you there?’

‘Yes.’

‘I’ve been asleep such a long while. What time is it?’

‘Half past three.’

‘It’s no better, is it?”

‘Worse.’

VI. Identify the communicative type of the sentences:

1. All of us want to do well. But if we do not do good, then doing well will never be enough. Look at a full moon hanging silver in a black sky on a cold night. And realize that life is glorious. Care so deeply about its goodness and spread it around. Take the money you would have spent on beers and give it to charity. Work in a soup kitchen. Tutor a seven-grader.

2. What a wonderful day! What has made it so perfect? Is there not some clue here in the pattern of the day?

VII. Point out the non-essential constituents in the following clauses:

1. Many of the houses must have disappeared since my father's day.

2. I explained briefly to Mrs. Davies that there was a power cut.

3. Somebody snatched my bag in the park.

4. They strode in silence to the car-park.

5. I drew a deep breath.

VIII. Identify Objects in the following clauses (Direct, Recipient Indirect, Beneficiary Indirect):

1. He banged the door as he went out.

2. They did not give the leaders time to establish contact.

3. Why should I write him his French essays?

4. I am going to make myself a nice cup of tea.

5. He is offering us a chance in a million.

IX. Identify Complements in the following clauses (Subject, Object, Predicate):

1. Leave him alone.

2. Spying on firms has become a multi-million pound business.

3. He made his films accessible to a wide public.

4. His masterpieces equal any in Europe.

5. The robot costs over a million pounds.

X. Distinguish between Prepositional Objects, Predicate Complements and Adjuncts:

1. They don't approve of what we are doing.

2. They accused him of illegal possession of fire-arms.

3. He was chairman of the English Tourist Board for five years.

4. The soldier crawled under the barbed wire.

5. Our patients feel safe and secure in the nurses' hands.

6. A burglar could not easily break into his house.

TOPIC 6

STRUCTURAL MODELS OF SYNTACTIC ANALYSIS

I. Decide which word classes should occupy the blank positions in the following frames. Suggest five words to fill in each position:

1. The … was ….

2. The engineer ….

3. The team … there.

II. Write in symbols the diagnostic environments for the N-class (Class 1) and the V-class (Class 2).

III. Symbolize the word classes of the following sentences:

1. He was the kindest man that ever lived.

2. The man gave the boy the money yesterday.

3. This morning the workmen were here before seven.

IV. Define the structural meaning of the sentences with non-sensical words:

1. Woggles ugged diggles.

2. Lishes rop pibs.

Perform the following operations on these sentences:

(a) change the following elements into the singular;

(b) change the verbal elements into all possible forms;

(c) change the sentences into questions.

V. Divide the sentences into immediate constituents with lines:

1. The cat put the mouse on the mat.

2. Jane watched your father carefully on the Paris metro.

VI. Draw tree diagrams for the following sentences:

1. Jane drove the new tractor into the barn.

2. Two beetles crawled over a little leaf.

3. I can see several old men on the docks.

4. I watched the prisoner from the tower.

VII. Construct the derivation trees for the following pairs of sentences:

1. Ted is anxious to learn. 2. Robert is difficult to teach.

2. Mary is curious to know. 4. Kitty was happy to paint.

Show the difference in the relations of the elements of these sentences by means of transformations.

VIII. Write the following kernel sentence structures as actual sentences:

N v V N vV N N N is A

N v V N N vV N D N is PN

N vV PN N is N N is D

IX. Perform all the possible obligatory transformations (on the morphemic level) in the following sentences (T-AUX: choice of tense, number, person, modality, aspect, correlation):

1. The boy swims. 2. People dance. 3. John is angry.

X. Perform the suggested optional transformations (on the syntactic level) in the following sentences:

1. Mr West lives in England. (T-A)

2. The magic eye lighted up. (T-NOT)

3. They arrive at their office at half past eight. (T-Q)

4. These colours don’t fade. (T-W)

5. He has breakfast at nine. (T-W)

6. The dress is smart. (T-EX)

7. Somebody showed me the wrong way. (T-PASSIVE)

XI. Identify processes in the following clauses as material, mental or relational:

1. Bees make honey.

2. I prefer ballet to opera.

3. Do you know the author's name?

4. The wounded soldier staggered down the road.

5. The weather has turned cold. The days are becoming longer.

6. You don't seem convinced by his argument.

XI. Identify the underlined participants as Affected or Effected, Recipient or Beneficiary:

1. He paints surrealist portraits of his friends.

2. Don't pick the flowers!

3. I think Sammy would like you to buy him an ice-cream.

4. The tourists were charged too much for the boat-trip.

5. In their youth they wrote pop-songs and made fortunes.

XII. Say whether the participant of each of the following situations is Agent or Affected:

1. The car broke down.

2. He ruled with an iron hand.

3. Two of the deputies arrived late.

4. Your letter got lost in the post.

TOPIC 7

UNITS LARGER THAN A CLAUSE

I. Define whether asyndeton represents coordination or subordination. Account for your point of view.

1. Round his neck he wore a silk scarf; his head, with his hair brushed back, was bare.

2. We cannot go upstairs, we are so tired.

3. The evil simply was – he had missed his vocation.

4. Andrew nodded attempting painfully to generate a confidence he did not feel.

5. Had the great man said but a word of kindness to the small one, no doubt Edmond would have fought for him.

6. Ben did not hear the answer, he felt himself fading out again.

II. Point out the logical relations between the coordinate clauses:

1. A few lads hung about old Thomas' fish shop at the top end, but otherwise the street was deserted.

2. I must have told him about it sixty times at least, and still he doesn't bring it.

3. Run, or else you will be late.

4. The grass was drenching wet, so he descended to the road.

5. But most of all he would miss Celia, for they had done many things together.

6. He did not tell me, neither did he seem offended.

7. I looked for a meaning in the universe, and the only one I could find was the beauty that men here and there produced.

8. Russia was very much in the thoughts of people then and I had a mind to go there for a year.

9. Now I entered a new world, and all the instinct in me of a novelist went out with exhilaration to absorb the novelty.

III. Define the type of subordinate clause:

1. What happened was simply this.

2. That's how we shall save the race.

3. Then he asked me if I wrote for any of the newspapers.

4. However many lies it meant, she was determined that people should not know the baby was adopted.

5. If Dorian Gray's life was spoiled, no one would be sorrier than yourself.

6. Mr. Dombey did as he was required.

7. The way in which Isabel got rid of Mr. Slush, whose possible influence on George she instinctively suspected, was rather amusing.

8. I have a notion that I was more slow to develop than most writers.

9. I have never met an author who admitted that people did not buy his book because it was dull.

IV. Determine the structural type of the complex sentence:

1. What I meant to speak about is the progress of medicine.

2. It' remarkable how marriage changed them.

3. Aren't you the young man who married Fleur Forsyte?

4. There is no particular reason why we should not have gone to sleep again.

5. One day, because the days were so short, he decided to give up algebra and geometry.

6. Scarcely was one long task completed when a guard unlocked our door.

V. State whether the given conjunction represents subordination or coordination:

1. We hailed them and they halted while we hurried towards them.

2. The porter who took our things thought it would go from number two platform, while another heard a rumour that it would go from number one.

3. He lifted the heavy latch which held the large iron gate in place.

4. The child at least is honest, which is something.

VI. Comment upon semi-composite sentences. Point out the potential predicative centres:

7. Winnie-the-Pooh sat down at the foot of the tree, put his head between his paws, and began to think.

8. Curiosity, sadness, and desire were behind them now.

9. He sat for some time silent and dull.

10. Who saw me coming into this house?

11. You can't expect me to just walk along helplessly like that.

12. The summit appears to have left a deep impression on the U.S. public.

13. He was anxious for her to make a good impression.

14. I insist on your taking an umbrella.

15. But her absence having revived her love, she had returned yearning for reconciliation.

16. Our lives, so close for a year or two, had drawn apart.

VII. Point out the Theme and the Rheme in the following sentences and state if

they are Given or New:

1. It was Mrs. Soames's eyes that worried Euphemia.

2. Between him and the four other brothers who were present, there was much difference, much similarity.

3. In his hands he turned and turned a piece of china.

4. At the little lady's command they all smiled.

5. A haze hovered over the prospect.

6. I know nothing – nobody tells me anything.

7. Even now I can hardly believe it is true.

8. The doctor threw him a mute little glance. Honesty, now, he had to admit.

9. But to give her the lie came professor Stocksay's voice, cracked and petulant.

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