Ключи к некоторым упражнениям пособия
Assignments to Lecture II, page 15
Task 1
There are eight inflectional suffixes in English. Provide them all.
Two noun inflections: (e)s (plurality); ‘s (possessive)
Four verb inflections: -(e)s (third person singular); -ed (past simple); -ing
(participle one);-en (past simple irregular) (recognized as typical by some
grammarians);
Two adjective inflections: -er, -est (degrees of comparison)
Task 2
Morphological Analysis
Analyze each of the items below morphologically. Determine
(a) how many morphemes each item contains (1 or more than 1);
(b) if there is more than one morpheme, which are free and which bound;
(c) if there is more than one morpheme, which are derivational and which
inflectional;
(d) if there is more than one morpheme, which one is the root; and what are
the remaining morphemes: prefixes or suffixes;
(e) whether the words are simple, compound, or complex
and finally,
(f) if there are inflectional suffixes, are they regular or irregular?
1. re-established – simple word; 3 morphemes
re- —bound, prefix, derivational;
establish—free, root;
-ed—bound, suffix, inflectional, regular
2. spaghetti—one free morpheme
3. apologize – simple word; 2 morphemes
apolog- —bound, root;
-ize—bound, derivational;
4. statements — simple word; 3 morphemes
state—free, root;
-ment—bound, suffix, derivational;
-s—bound, suffix, inflectional.
5. snowboarding – compound word; 3 morphemes
snow—free, root;
board—free, root;
-ing—bound, suffix, word-building.
Assignments to Lecture III, page 24
Task 1
Give the feminine equivalents of:
1. nephew—niece
2. duke—duchess
3. wizard—witch
4. horse—mare
5. man-servant—maid-servant
6. gentleman—lady
7. host—hostess
8. murderer—murderess
9. master—mistress
10.hero—heroine
Give the masculine equivalents of:
1. nun—monk
2. bride—groom
3. governess—tutor
4. nurse—nurse boy
5. bitch—male dog;
6. widow—widower
Supply the gender-free words for:
1. chairwoman—chaiperson
2. policeman—police officer
3. barmaid—bartender
4. air hostess—flight attendant
5. headmistress—principal, head
6. businesswoman—business person
7. fireman—firefighter
8. bachelor—single
9. fiancée—partner (in an unmarried couple)
Task 2
Number Quiz
Give the plural of the following words. Supply both variants, where
possible.
1. pianos
15.courts-martial
29.gladioli
2. volcanoes
16.man-eaters
30.fungi
3. photos
17.passers-by
31.bases
4. Negroes
18.hangers-on
32.apices
5. leaves
19.forget-me-nots
33.criteria
6. safes
20.oxen
34.phenomena
7. scarfs/scarves
21.dormice
35.radii
8. staffs/staves
22.lice
36.memoranda
(different
23.deer
37.indices
meaning!)
24.sheep
38.nuclei
9. calves
25.trout
39.errata
10.loaves
26.dozen
40.rendezvous
11.strives
27.genii
(different
12.man-of-wars
28.oases
pronunciation)
13.foot-men
41.corps (different
14.step-sons
pronunciation)
42.wunderkinder
Are these words singular or plural?
1. paraphernalia singularia tantum
2. media collective, singularia
tantum; also plural of ‘medium’
3. dice as ‘a cube’ – singular; if
‘a cube for a game of dice' -
6. series both sing. and pl.
7. news singularia tantum
8. vermin pluralia tantum
9. fowl both sing. and pl.
10.means both sing. and pl.
plural (sing. ‘die’)
4. pence plural (sing. ‘penny’)
5. cherubim either as sing. or pl.
of ‘cherub’
Give the plural of the following nouns
meaning:
1. cloth a piece of fabric (pl.
cloths); ‘clothes’ – wear,
garment
2. folk folk/folks — people; folks
— close family, such as mother
and father
3. air air—uncountable, a mixture of
and comment of changes in the
6. manner
7. pain
8. premise
9. quarter
10.people
gases; airs—(to put on airs)—
arrogant behaviour
4. physic
5. colour
Task 3
Use of Articles
Comment on the use of the article with the underlined nouns.
1. She anticipated the time when they would begin the life which she was
sure would give her at last perfect happiness. (e.g. The time – abstract
noun, specific reference (defining clause))
2. Then he carefully placed the money (specific reference; definite
situation) on the bed (specific reference; definite situation).
3. We went to the lake (specific reference; definite situation), which was
stormy that day.
4. Occasionally the nightmare (specific reference) is so upsetting that a
child (specific indefinite reference –‘any child’) may refuse to go to
bed (specific indefinite reference; no ‘thing’ object is implied ‘to to
bed’ – ‘go to sleep') at all.
5. The linguist (generic reference = ‘the type of a scientist’) is interested
in the form and meaning of all possible statements (specific indefinite
reference) in a language (specific indefinite reference).
Assignments to Lecture IV, page 36
Task I. Verb Classes.
Describe the verbs in bold in the given sentences on the basis of:
a) their lexical meaning and function in the phrase (lexical, verbs of full
nominating value or verbs of partial nominating value, i.e. auxiliary,
link or modal)
b) subject-process relation (dynamic or stative)
c) aspective characteristics of the process, the inner character of the
process (terminative or non-terminative)
d) the valency of the verb (transitive or intransitive)
e) their ability to express predication (finite or non-finite, i.e. gerund,
infinitive, participle)
By the time a man realizes that maybe his father was right, he usually has a
son who thinks he is wrong.
realizes (1)—lexical, stative, terminative, transitive, finite;
was (2)—link verb;
thinks (3)—lexical, stative, non-terminative, finite;
is (4) —link verb
Task II. Verb Tenses and Aspect.
Which tenses are typically used to express the following? Provide examples.
1. Present Continuous
2. Present Simple
3. Present Continuous
4. Present Continuous
5. Past Continuous
6. Present Simple
7. Present Perfect
8. Present Perfect/Present Perfect Continuous
9. Future Simple
10.Present Continuous
11.Future Continuous
12.Past Simple
13.Past Continuous
14.Past Continuous/Past Perfect Continuous
15.Past Perfect
16.Past Perfect Continuous
Task III. Passive Voice
I. The Direct Passive.
a) John was assisted to his car.
b) At this moment we were joined by the others.
c) It was arranged that we should meet at 5 o’clock. (The passive
construction is impossible when the direct object of the verb is
expressed by the infinitive).
d) No passive. “Keep his word” is a set expression that cannot be
separated.
e) No attention was paid to my speech (This set expression allows the
passive usage).
f) The verb “resemble” cannot be used in the passive in this meaning.
g) Hinge bolts were fitted to give extra support to the door.
h) The verb “fit” cannot be used in the passive in this meaning.
i) The verb “lack” cannot be used in the passive in this meaning.
j) The verb “hold” cannot be used in the passive in this meaning.
k) A huge pistol was held by a strange man
l) No passive. “Lose courage” is a set expression that cannot be
separated.
II. The Direct Passive and the Indirect Passive.
Form all the possible passive constructions out of these sentences.
e.g. I gave her a book.  A book was given to her. She was given a book.
a)
b)
c)
d)
e)
f)
g)
I was given a very good job... A very good job was given…
He was given a life sentence. A life sentence was given to him.
A letter was written to him.
No passive construction is allowed with this set expression.
No passive construction is allowed with this set expression.
The plan was explained...
A nice job was suggested… (Such verbs as ‘suggest, explain,
announce, dedicate’ etc. cannot change the indirect object to the
subject).
Task IV Subjunctive Mood
Comment on the Subjunctive Mood and modal verbs (form, meaning)
1. …were a cat … were prowling—past synthetic subjunctive in the
adverbial clause of comparison to describe an unreal action.
2. … arrive ... —present synthetic subjunctive in the object clause to
denote the action as highly desirable or possible.
3. …should follow…—analytical subjunctive in the predicative clause
4. had anything to say…—past synthetic subjunctive in the adverbial
clause of condition to describe an unreal action; should have
5.
6.
7.
8.
gone…should have spoken—analytical subjunctive in the principal
clause to describe an unreal action
should be—analytical subjunctive in the predicative clause to denote
the action as highly desirable or possible.
we’d do —analytical subjunctive in the object clause for emphatic
expression.
should have been—analytical subjunctive in the subject clause to
describe an unreal action.
Suffice—present synthetic subjunctive in the set expression..
Task V Non-finite forms of the verb
Find the non-finite forms of the verb, state their form and function.
1. Having given that explanation, he seated himself by Rachel. (Collins).
having given—Participle I, sentence function—adverbial modifier of time.
2. Through the dark hall, guarded by a large black stove, I followed her
into the saloon.
guarded—Participle II, sentence function—adverbial modifier of attendant
circumstances.
Verbal features: perfect aspective form, takes the direct object ‘explanation'.
Nominal features: function of the adverbial modifier of time, typical for
adverbs.
3. The constraint caused by Timothy’s presence having worn off a little,
conversation took a military turn. (Galsworthy)
caused—Participle II, attribute;
having worn—Participle I, adverbial modifier of time (used in the Absolute
Construction).
4. With my head bent, any my forehead resting on my hands, I sat amidst
grouped tree-stems and branching brush-wood. (Bronte)
bent—Participle II, adverbial modifier of attendant circumstances (used in
the Absolute Construction);
resting—Participle I, adverbial modifier of attendant circumstances (used in
the Absolute Construction);
grouped—Participle II, attribute;
branching—Participle I, attribute;
5. All I ventured to do was to keep her to the point – in the hope of
something turning up which might be worth hearing. (Collins)
to do—Infinitive, object;
to keep—Infinitive, predicative;
turning up—attribute (as part of a gerundial construction);
hearing—gerund (object).
6. I dread going, yet I dread more the risk of wounding him by staying
away. (Hardy)
going—Gerund, object;
wounding—Gerund, attribute;
staying—Gerund, adverbial modifier of cause.
7. It was lovely to be dancing with her. (Dreiser)
to be dancing—Infinitive, subject (‘it’ is an introductory formal subject).
8. They saw Robert quit the group, pass through a gate, and disappear.
(Bronte)
quit—Infinitive (without ‘to');
pass—Infinitive (without ‘to');
disappear—Infinitive (without ‘to').
9. He waited for me to sit down.
to sit—Infinitive, object (as part of the ‘For-to-Infinitive Construction).
10.To understand, to know reality, it was necessary to have a theory of
knowledge corresponding to the truth. (Fox)
to understand—Infinitive; adverbial modifier of purpose;
to know—Infinitive; adverbial modifier of purpose;
to have—Infinitive, subject (‘it’ is an introductory formal subject);
corresponding—Participle I, attribute.
Assignment to Lecture V, page 41
Task: Define the properties of word-groupings and the type of syntactic
connection of their elements.
1. subordinated one-way adverbial phrase; understand—head word.
2. subordinated one-way adverbial phrase; ill—head word.
3. subordinated one-way objective phrase; claimed—head word.
4. subordinated two-way predicative phrase (nexus);
5. subordinated one-way adverbial phrase; doubtful—head word.
6. subordinated two-way predicative phrase (nexus);
7. coordinative phrase;
8. coordinative phrase;
9. combination of functional words—not a phrase in the grammatical
sense
Assignments to Lectures VI and VII, page 57
Simple structures analysis.
Task 1. Find principal and secondary part of speech in the following
sentence, give their characteristics.
e.g. John loves Mary, which is strange.
This is a complex sentence.
John loves Mary—a principal clause;
John— subject, expressed by a proper noun;
loves— simple verbal predicate;
Mary— direct object
which is strange—attributive continuative clause.
1. Early to bed and early to rise makes you healthy, wealthy and
boring!
This is a simple sentence (semi-complex).
‘Early to bed and early to rise’ – homogeneous subjects expressed by
infinitive phrases
‘makes’ – simple verbal predicate
you healthy, wealthy, boring – complex object (base structure—you are
healthy, you are wealthy, you are boring)
3. Once you get a mouthful of hot coffee, | whatever you do next | is
going to be wrong.
This is a complex sentence.
“Once you get a mouthful of hot coffee” is an adverbial clause of time; “is
going to be wrong” is a principal clause; “whatever you do next” is a
subject clause;
“is going to be wrong” is a principal clause presented by a compound modal
nominal predicate.
4. How long a minute is | depends on | what side of the bathroom
door you're on.
This is a complex sentence.
“How long a minute is” is a subject clause;
“what side of the bathroom door you're on” is an object clause;
“depends” is a principal clause presented by a simple verbal predicate.
5. Education is a method | whereby one acquires a higher grade of
prejudices. Laurence J. Peter
This is a complex sentence.
“whereby one acquires a higher grade of prejudices” is an attributive
appositive clause;
“Education is a method” is a principal clause.
education—subject;
is a method—compound nominal predicate.
7. With the computer having become a common business tool, the
information can be stored in electronic memories and got out by
pressing a button.
This is a simple (semi-composite) sentence.
information—subject;
can be stored…and got out—homogeneous compound verbal modal
predicate in the passive voice;
in memories—adverbial modifier of place;
electronic—attribute;
by pressing a button—adverbial modifier of manner, expressed by a
gerundial phrase;
With the computer having become a common business tool—adverbial
modifier of time, expressed by an absolute participial construction.
Assignment to Lecture VIII, page 61
How are the connections between the sentences realized in this text?
I Have a Dream
Rev. Dr. Martin Luther King, Jr
August 28, 1963
Five score years ago, a great American, in whose symbolic shadow we stand
signed the Emancipation Proclamation. This momentous decree came as a
great beacon light of hope to millions of Negro slaves who had been seared in
the flames of withering injustice. It came as a joyous daybreak to end the long
night of captivity. But one hundred years later, we must face the tragic fact
that the Negro is still not free.
One hundred years later, the life of the Negro is still sadly crippled by the
manacles of segregation and the chains of discrimination. One hundred years
later, the Negro lives on a lonely island of poverty in the midst of a vast ocean
of material prosperity. One hundred years later, the Negro is still languishing
in the corners of American society and finds himself an exile in his own land.
So we have come here today to dramatize an appalling condition. In a sense
we have come to our nation's capital to cash a check. When the architects of
our republic wrote the magnificent words of the Constitution and the
Declaration of Independence, they were signing a promissory note to which
every American was to fall heir.
This note was a promise that all men would be guaranteed the inalienable
rights of life, liberty, and the pursuit of happiness. It is obvious today that
America has defaulted on this promissory note insofar as her citizens of color
are concerned. Instead of honoring this sacred obligation, America has given
the Negro people a bad check which has come back marked "insufficient
funds." But we refuse to believe that the bank of justice is bankrupt. We
refuse to believe that there are insufficient funds in the great vaults of
opportunity of this nation.
This text is characterized by specific thematic and rhematic distribution as the
narration progresses. Besides, the links between the sentences are provided by:
Repetition of words and phrases (hundred years, Negro etc.)
Use of synonyms and near-synonyms (Proclamation—decree—promise—
promissory note; captivity—not free—slave; etc.)
Time relaters (one hundred years later )
Substitution (It came…)
Parallel constructions (One hundred years later…) etc.