Теоретична граматика

Поточний контроль проводиться на кожному практичному занятті у формі усного обговорення (опитування) за тематикою заняття, а також у формі коротких (10-15хв.) тестів, мета яких – з’ясувати рівень засвоєння вичитаного студентам теоретичного матеріалу та його закріплення.


Контроль за семестр проводиться в кінці семестру і передбачає написання контрольної роботи, яка об’єднує пройдені за семестр теми з метою виявлення ступеня засвоєння студентами знань теоретичних основ граматики та вміння застосовувати набуті теоретичні знання на практиці при розв’язанні конкретних завдань, які передбачають аналіз або коментування певних граматичних явищ.


Підсумковий контроль проводиться в кінці вивчення курсу у формі екзамену. Екзамен повинен забезпечити перевірку засвоєння теоретичних знань основ граматичної будови мови, рівня володіння термінологічним апаратом теоретичної граматики та вміння практичного застосування знань.
Контрольна робота з теоретичної граматики англійської мови
(методичні рекомендації до виконання)

Тема даної контрольної роботи – „Морфологія”. Для виконання роботи необхідно вивчити матеріал по наступним розділам програми: „Предмет теоретичної граматики”, „Системна теорія мови у вивченні граматичного строю”, „Морфемна структура слова”, „Граматичне значення та граматична категорія слова”, „Теорія частин мови”, „Граматичні властивості іменника”, „Граматичні властивості дієслова”, а також вміти застосовувати отримані теоретичні знання при аналізі конкретного мовного матеріалу.

Контрольна робота пропонується у трьох варіантах, один з яких рекомендується до виконання.
Контрольна робота призначається для написання студентами, що займаються за індивідуальним планом.

Test paper in Theoretical English Grammar Variant 1

Exercise 1. Characterize linguistic units according to the following plan. Give examples of your own to illustrate the fol­lowing points
a) linguistic units as the elements of the language structure of the phonological, morphological and syntactic levels;
b) linguistic units (morphemes and words) as two-fold elements, having their content and expression sides;
c) linguistic units in their systemic relations. Types and kinds of paradigmatic and syntagmatic relations.
Exarcise 2. Define and characterize different types of the word-stems. Write out from your home-reading book examples to illust­rate different types of word-stems: simple, derived, compound, com­pound-derived, composite
( 3 examples of each).
Exercise 3. Define the following grammatical oppositions: iden­tify the grammatical category, which is realized through the opposi­tion; state the opposites and the meanings they renderj indicate the markers of the marked members.
Model; work → worked - this is a tense opposition: past → non-past; the Past tense form is the marked member, it is marked by the -ed marker.


Man's → men's; men → men's; go → went; take → took; show → will show; we → us; good → better; long → longer; will translate → will be translating; had dictated → has been dictating; has passed → had passed


Exercise 4. Decide to what part of speech the words underlined may be assigned. Pose arguments,
1. They just came in. They are sitting in number 7 booth (Drei­ser).
2. I'll just tap and ask them to come out (Dreiser).
3. I don't know just what to do (Dreiser).
4. I was born there but have never been there since I was a baby (Trollope).
5. Well! You have never been here since (Dreiser).
6. They have moved to that house two years before (Maugham).
7. His tone was different from that of his friends (Shaw).
8. He ate all that was placed before him (Dickens).
9. I saw that it was two o'clock (Du Maurier).
10. I have just returned from my round of medical visits (Collin),
11. At that moment the woman at the fire turned round (Mansfield).
12. Look round this room (Dickens).


Exercise 5. Collect from your home-reading book 10 sentences with the continuous forms of different verbs (terminative, non-terminative). Comment on the meanings they render.
Test paper in Theoretical English Grammar
Variant 2
Exercise 1. Characterize the morphological level of language according to the following plan: a) the morpheme, its definition and classification, allomorphs; give your own examples to illustra­te the point) b) the word, its definition; morphological structure; word-forms.


Exercise 2. Define and characterize different types of paradig­matic and syntagmatic relations. Write out from your home-reading book examples to illustrate different types of paradigmatic (seman­tic, formal, functional) and syntagmatic relations (paratactic (independent), hypotactic (dependent), predicative( interdependent:).


Exercise 3. Analyse the following oppositions and answer the following questions:
Deer → deer; beautiful→ more beautiful; cut→ cut; teach→ taught; less→ least; wait → has been waiting; translated→ had been translated
a) which oppositions render the grammatical meaning implicitly and which explicitly?;
b) which oppositions are formed analytically and which suppletivelly?;
c) which grammatical categories are reali­zed in the oppositions?


Exercise 4. Define the meanings of ‘s in the following examp­les:
the government's decision; his brother's arrival, a day's wait;; a mile's distance; the hospital's pathology department; my sister's room; the morning's news.


Exercise 5. Analyse the words below and answer the following questions: a) which of the words have no singular or no plural oppo­sites?; b) which words contain "s" as a part of the stem?
goods, police, mumps, deer, physics, sheep, advice, wonders, informations, news, wonders, readers.


Exercise 6. Collect from your home-reading book 8 - 10 senten­ces with the Perfect forms of terminative and non-terminative verbs. Comment on the shift of meanings they render.
Exercise 7. Comment on the transitivity and intransitivity of the verbs below. Give examples of their use.
to read to teach to run to walk to serve to smile
to help to live to open
Test paper in Theoretical English Grammar
Variant 3
Exercise 1. Characterize the verb as a part of speech accor­ding to the following plan: a) the verb semantics as the basis of general implicit lexico-grammatical meaning; b) the morphological properties of the verb; types of word-building and form-derivation; c) the syntactic role of the verb, its valency and combinability.
Give examples to illustrate your answers.
Exercise 2._.. Analyse the morphological structure of the following words: reproductiveness, writers, downstairs, oak-tree
Exercise 3_. Define and characterize different types of mor­phemes. Write out from your home-reading book examples to illust­rate different types of morphemes: lexical, grammatical, lexico-grammatical, zero.
Exercise 4. Write down the words below in groups on the ground of:
a) similarity of general lexico-grammatical meaning;
b) similarity of implicit grammatical meaning;
c) similarity of explicit gram­matical meaning.
despair, police, readers', water, industrial, go, letter, late, astir, pains, sand, went, informed, friendly, third, colours, sends, took, spectacles, gentlemen's, examines, deer, feet, interesting, oxen, eating, cats, feeling, meeting, asks, played, stood
Exercise 5. Identify the verb-forms in the following senten­ces. Decide whether the verb-form has its categorial meaning (at the level of language) or the meaning is shifted (contextual mea­ning at the level of speech).
1. And we meet at six o'clock tomorrow morning by the Pine Trees, and see how many Heffalumps we've got in our trap (Milne).
2. Dave is joining the International Brigade. He's leaving for Spain tomorrow morning (Weaker).
3. I miss her very much, almost every minute of the day think of her, or think that I'm hearing her (O'Brien).
4. My dear Mother, if anything I am understanding the case (Durrell).
5. If you want to know what I thought, it was that you were just being rather stupid (Priestley).
6. Where have you been? - I was seeing Granger home (Greene).
7. I was cut off from the kind of people I'd always known, my family, my friends, everybody (Osborne).
8. Well, you'l be wanting more definite information than that, won't you? (Amis).
9. It was all gone} and he was forty-three and his wife had gone back to Linnean Street, Cambridge, Mass., and was leading the life she liked to lead (Hemingway).
Ехегсise 6. Define the meanings of the "s”-morpheme in the fol­lowing words:
news, outskirts, physics, measles, takes, scissors, Linguistics, shorts, translates, students, books, trousers.

Kременецький обласний гуманітарно-педагогічний інститут імені Тараса Шевченка