Програма навчальної дисципліни tantárgyi program elméleti nyelvtan



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Міністерство освіти і науки України

Ukrajna Oktatási és Tudományos Minisztériuma
Закарпатський Угорський Iнститут ім. Ф. Ракоці ІІ.

II. Rákóczi Ferenc Kárpátaljai Magyar Főiskola


Filológia Tanszék

ЗАТВЕРДЖУЮ”/ JÓVÁHAGYOM

Проректор з навчальної роботи

Tanulmányi rektorhelyettes

______________________

"______" _______________ 2015 p.


РОБОЧА ПРОГРАМА НАВЧАЛЬНОЇ ДИСЦИПЛІНИ


TANTÁRGYI PROGRAM

Elméleti nyelvtan

(назва навчальної дисципліни /a tantárgy címe)


напрям підготовки, спеціальність / szak, szakirány „Педагогічна освіта”,

„Педагогіка і методика середньої освіти (англійська мова та угорська): Історія”

(шифр і назва спеціальності / a szakirány kódja és neve)

спеціалізація/szakosodás___________________________________________________

(назва спеціалізації / szakosodás neve)
напрям підготовки/ szak 6.020303 Філологія. Англійська мова і література/

6.020303 Filológia. Angol nyelv és irodalom


галузь знань/ szakirány 0203 Гуманітарні науки/ 0203 Humán tudományok

2015 рік


Tantárgyi program Elméleti nyelvtan c. tárgyból 3. évfolyamos angol szakos hallgatók számára.

(назва навчальної дисципліни)

„31” augusztus, 2015. – 15 old.
Розробники / Kidolgozók:

к.ф.н., доц. Врабель Т.Т. / Vrábely Tamás, a filológiai tudományok kandidátusa, docens, filológia tanszék

(вказати авторів, їхні посади, наукові ступені та вчені звання / szerzők neve, beosztása, tudományos címe, fokozata)

Робоча програма затверджена на засіданні кафедри філології

A tantárgyi programot elfogadta a tanszékértekezlet (tantárgyi bizottság)

Протокол від / Jegyzőkönyv dátuma “27” augusztus 2015, № 1 száma.


Завідувач кафедри філології/ Tanszékvezető


_________________ Kótyuk I., fil.tud.kand.
"27” ___ augusztus _______ 2015

 Vrábely T.

Elméleti nyelvtan, 2015


  1. A tantárgy leírása/ Description of the Subject

Найменування показників

A jellemzők megnevezése



Галузь знань, напрям підготовки, освітньо-кваліфікаційний рівень

Szakirány, szak, képzettségi szint



Характеристика навчальної дисципліни

A tárgy jellemzői



денна форма навчання

nappali tagozat

заочна форма навчання

levelező tagozat

Кількість кредитів – 4

Kreditértéke – 4



Галузь знань

Képzési ág



0203 Humán tudományok

(шифр і назва / kód, név)



Нормативна

(за вибором)

Normatív

(választható)




Напрям підготовки

Szakirány



6.020303 Filológia. Angol nyelv és irodalom

(шифр і назва / kód, név)



Модулів – 2

Modulok száma – 2



Спеціальність

(професійне

спрямування):

Szak (szakosodás)



Рік підготовки / Képzési évek:

Змістових модулів – 5

Tartalmi modulok – 5



4-й / 4-ik

4-й / 4-ik

Індивідуальне науково-дослідне завдання - реферат

Egyéni tudományos-kutatói feladat: referátum

(назва / megnevezve)


Семестр/Félév

Загальна кількість годин: 120

Összóraszám: 120



7-й / 7-ik

7-й / 7-ik

Лекції / Előadások

Тижневих годин для денної форми навчання:

– аудиторних: 3

– самостійної роботи студента: 5
A nappali tagozatos hallgató heti óraszáma:

– kontaktóra: 3

– önálló munka: 5


Освітньо-кваліфікаційний рівень: бакалавр
Képzési szint:

alapképzés (BSc)


36 год./óra

8 год./óra

Практичні, семінарські/ Gyakorlati, szemináriumi

10 год./óra

год./óra

Самостійна робота/Önálló munka

74 год./óra

112 год./óra

Вид контролю: екзамен

Az ellenőrzés formája: vizsga



Примітка / Megjegyzés:

Співвідношення кількості годин аудиторних занять до самостійної і індивідуальної роботи становить:

A kontaktórák és az önálló/egyéni feladatra szánt órák egymáshoz viszonyított aránya:

для денної форми навчання / a nappali tagozatosok számára –

для заочної форми навчання / a levelező tagozatosok számára –
2. A tárgy célja és feladatai/ The Aim and Tasks of the Discipline
Theoretical grammar of the English language is a normative obligatory subject for students whose speciality is 6.010100 „Pedagogics and methodology of secondary education (English and Hungarian) and major in 0101 – „Pedagogic education”

Cél/The aim of the subject is to form adequate scientific knowledge of various theories in studying the grammar of the English language. Its study is the basis for forming scientific awareness of the would-be teacher of grammar, lecturer and scientist.

Feladatok/The tasks:

methodological: generalization of theoretical knowledge of the grammar structure of modern English;

cognitive: deeper knowledge of English grammar and approaches to its study;

practical: improved professional and pedagogic training of would-be teachers of English.

Az év végére a hallgatónak /By the end of the year the students will

tudnia kell/ know:


  • classical grammar notions and categories within the framework of comparative study of the grammatical structure of languages (on the morphological and syntactical levels);

  • the tasks and methods of comparative and typological study of languages;

  • methods of classificational and structural description of the grammar system

  • to conduct transformational analysis;

  • to determine the type and model of the sentence.


képesnek kell lennie/ be able:

  • to compare the microsystems of the English and Hungarian languages on the basis of the oppositions method;

  • to conduct morphological, syntactic, functional and pragmatic analysis of the phrase and / or sentence;

  • to analyse grammatical and linguo-pragmatic peculiarities of scientific, mass media and fiction texts.



3. A tárgy programja/ Curriculum

модулю

змістового модулю

Номер теми та її назва

Модуль 1

Змістовий модуль 1:

Introduction to theoretical grammar



Theme 1. Grammar in the systemic conception of language




Змістовий модуль 2:

Nouns and pronouns



Theme 2. Grammatical categories of nouns and pronouns

Модуль 2

Змістовий модуль 3:

Finite and non-finite verbs



Theme 3. Grammatical categories of verbs: finite and non-finite

Змістовий модуль 4:

Adjective, adverb, numeral, preposition, conjunction, particle, interjection



Theme 4. Adjective, adverb, numeral, preposition, conjunction, particle, interjection

Змістовий модуль 5:

Syntax


Theme 5. Phrase. Sentence


Modul/ Module 1.

Tartalmi modul/ Subject matter module 1. Introduction to theoretical grammar

Тема 1. Grammar in the systemic conception of language



Tartalmi modul/Subject matter module 2. Nouns and pronouns

Тема 2. Grammatical categories of nouns and pronouns



Modul/ Module 2.

Tartalmi modul/ Subject matter module 3. Finite and non-finite verbs

Тема 3. Grammatical categories of verbs: finite and non-finite



Tartalmi modul/ Subject matter module 4. Adjective, adverb, numeral, preposition, conjunction, particle, interjection

Тема 4. Adjective, adverb, numeral, preposition, conjunction, particle, interjection



Tartalmi modul/ Subject matter module 5. Syntax

Тема 5. Phrase. Sentence


4. A tárgy struktúrája/Structure of the Subject

Tartalmi modulok. Témák


Mindösszesen

Nappali tagozat

Levelező tagozat

összesen

ebből

összesen

ebből

előadás

gyak.

önálló

előadás

gyak.

önálló

1

2

3

4

5

6

7

8

9

Modul/ Module 1

Tartalmi modul 1. Introduction to theoretical grammar

Téma 1:

23

7

2

14

23

1




22

Összesen tartalmi modul 1

23

7

2

14

23

1




22

Tartalmi modul 2. Nouns and pronouns

Téma 2:

24

7

2

15

23

1




22

Összesen tartalmi modul 2

24

7

2

15

23

1




22

Összesen

47

14

4

29

46

2




44

Modul/ Module 2 Finite and non-finite verbs

Tartalmi modul 3.

Téma 3:

24

7

2

15

24

2




22

Összesen tartalmi modul 3

24

7

2

15

24

2




22

Tartalmi modul 4. Adjective, adverb, numeral, preposition, conjunction, particle, interjection




Téma 4:

24

7

2

15

25

2




23

Összesen tartalmi modul 4

24

7

2

15

25

2




23

Tartalmi modul 5. Syntax

Téma 5:

25

8

2

15

25

2




23

Összesen tartalmi modul 5

25

8

2

15

25

2




23

Összesen

73

22

6

45

74

6




68

Mindösszesen


120

36

10

74

120

8




112


5. Az előadások témája

з/п


Назва теми

Кількість

годин (ден./заоч.)



1

Grammar in the systemic conception of language

7

1

2

Grammatical categories of nouns and pronouns

7

1

3

Grammatical categories of verbs: finite and non-finite

7

2

4

Adjective, adverb, numeral, preposition, conjunction, particle, interjection

7

2

5

Phrase. Sentence

8

2


6. A gyakorlati foglalkozások témája/Topics of the practical lessons



Назва теми / A téma címe

Кількість

Годин


1.

Grammar in the systemic conception of language

2

2.

Grammatical categories of nouns and pronouns

2

3.

Grammatical categories of verbs: finite and non-finite

2

4.

Adjective, adverb, numeral, preposition, conjunction, particle, interjection

2

5.

Phrase. Sentence

2


7. Az önálló foglalkozások témája/Topics for independent work




Назва теми / A téma címe

Кількість

Годин
(ден./заоч.)






Modul 1.










Tartalmi modul 1.







1.

Grammar in the systemic conception of language

14

22




Tartalmi modul 2.







2.

Grammatical categories of nouns and pronouns

15

22




Modul 2.










Tartalmi modul 3.







3.

Grammatical categories of verbs: finite and non-finite

15

22




Tartalmi modul 4.







4.

Adjective, adverb, numeral, preposition, conjunction, particle, interjection

15

23




Tartalmi modul 5.







5.

Phrase. Sentence

15

23




Összesen

74

112



8. Egyéni feladat/Individual Task

  1. Conduct a morphological analysis of the word.

  2. Conduct a syntactic analysis of the sentence.


9. Az oktatás módszerei/ Methods of teaching

Methods of teaching include: lectures, seminars, individual work with scientific literature. They presuppose analysis, abstracting, classification, systematization and generalization of the obtained information.


10. Az ellenőrzés formái /Methods of Control

  1. A written test on the theoretical material

  2. Writing essays.

  3. Examination.


A tantárgyból szerezhető osztályzatok
a
nemzetközi (ECTS) és nemzeti értékelés skálája alapján/ National and ECTS Scale of Evaluating Students’ Knowledge

Сума балів за всі види навчальної діяльності

Az összpontszám az összes tanulmányi teljesítmény alapján



Оцінка ECTS
Osztályzat az ECTS szerint

Оцінка за національною шкалою

Osztályzat a nemzeti skála alapján



для екзамену, курсового проекту (роботи), практики

vizsga, évfolyammunka, gyakorlat


для заліку

beszámoló


90-100

А

відмінно / jeles

зараховано

megfelelt


82-89

В

добре / jó

74-81

С

64-73

D

задовільно / elégséges

60-63

Е

35-59

FX

незадовільно з можливістю повторного складання

elégtelen a pótvizsga lehetőségével



не зараховано з можливістю повторного складання

nem felelt meg, a pótbeszámoló lehetőségével



0-34

F

незадовільно з обов’язковим повторним вивченням дисципліни

elégtelen, a tárgy újrafelvételének kötelezettségével



не зараховано з обов’язковим повторним вивченням дисципліни

nem felelt meg, a tárgy újrafelvételének kötelezettségével





11. Módszertani ellátottság/ Documents on the Methods of Teaching


  1. Lectures

2. Curriculum

3. Coursebook

4. Tests

5. Module tests



12. Ajánlott szakirodalom/ Recommended Literature

Tan- és segédkönyvek/ Obligatory Literature

1. Блох М.Я. Теоретическая грамматика английского языка (на англ. яз.).– М., 2000.

2. Блох М.Я. Теоретические основы грамматики. – М., 2004.

3. Вейхман Г.А. Новое в английской грамматике. – М., 1990.

1. Воронцова Г.Н. Очерки по грамматике английского языка. – М., 1960.

2. Долгова О.В. Синтаксис ка наука о построении речи. – М., 1980.

3. Есперсен О. Философия грамматики. – М., 1958.

4. Жигадло В.В., Иванова И.П., Иофик Л.Л. Современный английский язык. – М., 1956.

5. Иванова И.Г., Бурлакова В.В., Почепцов Г.Г. Теоретическая грамматика современного английского язика (The structure of Modern English). – Л., 1981.

6. Иофик Л.Л., Чахоям Л.П., Поспелова Л.Г. Хрестоматия по теоретической грамматике английского языка (Readings in the Theory of English Grammar). – Л., 1981.

7. Иртеньева Н.Ф. Грамматика современного английского языка (Теоретический курс). – М., 1956.

8. Колшанский Г.В. Коммуникативные функции и структура языка. – М., 1984.

9. Корнеева Е.А., Кобрина Н.А., Гузеева К.А. и др. Пособие по морфологии современного английского языка. – М., 1974.

10. Кубракова Е.С. Коммуникативный аспект речевой деятельности. – М., 1986.

11. Кубракова Е.С. Части речи в ономасиологическом освещении. – М., 1978.

12. Мороховская Э.Я. Основы теоретической грамматики английского языка. – К., 1974.

13. Мороховская Э.Я. Практикум по теоретической грамматике (Theoretical Grammar Through Practice). – Л., 1973.

14. Москальская О.И. Грамматика текста. – М., 1981.

15. Плоткин В.Я. Грамматические системы в английском языке. – Кишинев, 1975.

16. Плоткин В.Я. Строй английского языка. – М., 1989.

17. Почепцов Г.Г. Конструктивный анализ структуры предложения. – К., 1971.

18. Слюсарева Н.А. Проблемы функционального синтаксиса современного английского языка. – М., 1981.

19. Смирницкий А.И. Синтаксис английского языка. – М., 1957.

20. Смирницкий А.и. Морфология английского языка. – М., 1959.

21. Спорные вопросы английской грамматики: Сборник/Отв. ред. Бурлакова В.В. – Л., 1988.

22. Структурный синтаксис английского языка/Отв. ред. Иофика Л.Л. – Л., 1981.

23. Теоретическая грамматика английского языка Отв. ред. Бурлакова В.В. – Л., 1983.

24. Тер-Минасова С.Г. Словосочетание в научно-лингвистическом и дидактическом аспектах. – М., 1981.

25. Ткаченко Л.Л. Методичні вказівки до курсу “Теоретична грамматика англійської мови”. – Херсон, 2001.

26. Ткаченко Л.Л. Методичні вказівки до курсу “Теоретична грамматика англійської мови”. – Херсон, 2002.

27. Тураеа З.Я. Лингвистика текста. – М., 1986.

28. Функциональная семантика синтаксических конструкций: Сборник/ Отв. ред. Блох М.Я. – М., 1985.

29. Функциональные аспекты слова и предложения: Сборник/Отв. ред. Блох М.Я. – М., 1985.

30. Хлебникова И.Б. Оппозиции в морфологии. – М., 1969.

31. Чейф У.Л. Значение и структура языка. – М., 1975.

32. Щур Г.С. Теории поля в лингвистике. – М., 1974.


Kiegészítő olvasmányok/ Secondary

33. Bach E. Syntactic Theory. – N.Y., 1974.

34. Chomsky N. Aspects of the Theory of Syntax. – Cambr., Mass., 1965.

35. Chomsky N. Language and Mind. – N.Y., 1972.

36. Fries Ch.C. The Structure of English. – N.Y., 1952.

37. Ganoshina M.A., Vasilevskaya N.M. English Grammar. – M., 1964.

38. Gleason H.A. An Introduction to Descriptive Linguistics. – N.Y., 1961.

39. Halliday M.A.K. An Introduction to Functional Grammar. – Lnd, 1985.

40. Ilyish B.A. The Structure of Modern English. – L., 1971.

41. Irtenyeva N.F., Barsova O.M., Blokh M.Y., Shapkin A.P. A Theoretical English Grammar. – M., 1969.

42. Khaimovich B.I., Rogovskaya B.I. A Course of English Grammar. – M., 1967.

43. Leech G., Svartvik I. A Communicative Grammar of English. – M., 1983.

44. Nida E. Morphology. – Ann Arbor, 1965.

45. Quirk R., Greenbaum S., Leech G., Svartvik I. A Comprehensive Grammar of the English Language. – Ldn. – N.Y., 1987.

46. Palombara L.E. An Introduction to Grammar: Traditional, Structural, Transformational. – Cambr., Mass., 1976.

47. Raevskaya N.N. Modern English Grammar. – K., 1967.


13. Information resources
Internet
14. Kérdéssor (vizsgára) / The List of Questions for the Exam

  1. Constituent parts of language.

  2. Grammar vs meaning.

  3. The plane of content vs the plane of expression.

  4. Language as a system.

  5. Units of language.

  6. The morphological system of language

  7. The morphemic structure of the word.

  8. The application of the distributional analysis at the morphemic level.

  9. Categorial grammatical meaning.

  10. Notional and functional parts of speech.

  11. Subcategorization of parts of speech.

  12. Syntactic classification of word-stock.

  13. Noun: general considerations.

  14. Noun: the category of gender.

  15. Noun: the category of number.

  16. Noun: the category of case.

  17. Defining the article.

  18. The usage of articles.

  19. Situational assessment of the article uses.

  20. Articles in the light of the oppositional theory.

  21. Meaning and morphological structure of pronouns.

  22. Classification of pronouns.

  23. Pronoun: the categories of person and number.

  24. Pronoun: the category of case.

  25. Pronoun: the category of gender.

  26. Grammatical categories of verbs.

  27. Notional, semi-notional and functional verbs.

  28. Actional, statal and processual verbs.

  29. Aspective characteristics of verbs.

  30. Types of valency.

  31. The verbids: general characteristics.

  32. The infinitive.

  33. The gerund.

  34. The participle.

  35. The verbal categories of person and number.

  36. The category of tense.

  37. The category of aspect.

  38. The category of voice.

  39. The category of mood.

  40. The adjective.

  41. The adverb.

  42. The numeral.

  43. The preposition.

  44. The conjunction.

  45. The particle and the interjection.

  46. General preview of phrases.

  47. Types of phrases.

  48. Syntactical relations between the components of a phrase.

  49. Phrases equivalent to prepositions and conjunctions.

  50. Words and sentences.

  51. Sentence categories.

  52. Sentence as a unity of nominative and predicative functions.

  53. Actual division of the sentence.

  54. Communicative types of sentences.

  55. Constituent structure.

  56. Paradigmatic structure.

  57. Structural peculiarities of multiple sentences.

  58. Complex sentence.

  59. Compound sentence.

  60. Semi-complex sentence.

  61. Semi-compound sentence.

  62. Sentence in the text.


15. Mintateszt /Test Sample




  1. What is another name for progressive?

A. conditional B. perfect C. continuous D. infinitive

  1. Which of these is NOT the name of English verb form?

  1. future perfect B. present progressive C. perfect present D. past simple

  1. Which of these sentences is/are possible?

A. Fred works as a waiter.

B. Fred is working as a waiter.

A. both are possible B. neither of them is possible C. A is possible D. B is possible


  1. Which of these sentences is/are possible?

A. My dishwasher doesn't work.

B. My dishwasher isn't working.

C. My dishwasher won't start.

A. all of them are possible B. C is possible C. A is possible D. B is possible



  1. Right or wrong?

A.  I'm liking this wine very much

B. Of course I'm believing you!

C. I'm knowing her very well.

A. all the three are wrong B. C is possible C. A is possible D. B is possible



  1. Which of these answers is/are possible?

Excuse me. How do I get to the station?

A. You go straight on to the traffic lights, then you turn left.

B. You're going straight on to the traffic lights, then you're turning left.

A. both are possible B. neither of them is possible C. A is possible D. B is possible



  1. Which is the correct reply?

Remember to phone me when you arrive.

A. Yes, I do.

B. Yes, I'm going to.

C. Yes, I will.

A. all of them are correct B. C is correct C. A is correct D. B is correct


  1. Which is the best reply?

Do you see those clouds?

A. Yes. It'll rain.

B. Yes. It's going to rain.

A. both are possible B. neither of them is possible C. A is possible D. B is possible



  1. Which is the correct continuation?

The roads are icy.

A. Be careful while you're driving home tomorrow.

B. Be careful while you'll be driving home tomorrow.

A. both are possible B. neither of them is possible C. A is possible D. B is possible



  1. Which of these questions is not correct?

A. Who did you phone? C. Who phoned?

B. Who phoned you? D. Who did phone?



  1. Which continuation(s) is/are possible?

Andy has won a big prize!

A. He's won €50,000 in the Euro Lottery.

B. He won €50,000 in the Euro Lottery.

A. both are possible B. neither of them is possible C. A is possible D. B is possible



  1. Which sentence ending(s) is/are possible?

She's been working there ...

A. ... for a long time.

B. ... since a long time.

C. ... until a long time.

A. all of them are correct B. C is correct C. A is correct D. B is correct


  1. Which of these auxiliary verbs is not used correctly?

A. You must do your homework before you watch TV.

B. You are to do your homework before you watch TV.

C. You must have tea with us before you go home.

D. You are to have tea with us before you go home.

A. D is not correct B. C is not correct C. A is not correct D. B not is correct


  1. Add one word to this sentence to make it sound more natural.

She thinks I don't love her, but I _____love her.

  1. do B. will C. would D. need

  1. Which continuation of the sentence is right?

Are you having ...

A. ...a bad day?

B. ... a headache?

C. ... any brothers or sisters?

A. all of them are correct B. C is correct C. A is correct D. B is correct


  1. Which of these replies is possible?

Has your sister got a car?

A. No, she doesn't have got.

B. No, she hasn't got

C. No, she hasn't got one.

D. No, she hasn't one.

A. all of them are possible B. C is possible C. A is possible D. B is possible



  1. Have you got a credit card? It's important_______ one if you're travelling abroad.

A. to have        B. to have got C. having D. having got

  1. Which verb form cannot complete the sentence correctly?

She _____________be at home. I'll phone home and find out.

A. can't B. may not C. might not D. mightn’t



  1. Which reply can be used?

Has anyone seen Susan?

A. Yes, I watch her coming now. □

B. Yes, I'm seeing her coming now. □

C. Yes, I can see her coming now.

D. Yes, I am watching her coming now.


  1. Thanks for coming, Mary. And you _________Mary's husband. I've heard a lot about you.

A. are B. should be C. must be D. would be

  1. Which verb means the same as don't have to here?

You don't have to work tomorrow if you don't want to.

A. mustn't B. needn't C. shouldn't D. aren’t to



  1. Which expression(s) can end the sentence correctly?

There isn't much time; ...

A. ... you have better listen to me.

B. ...you had better listen to me.

C. ... you had better listening to me.

D. ...you had better to listen to me.


  1. Choose the right verb form to complete the sentence correctly.

You seem harder than usual this month.

A. to work B. working C. to be working D. have been working



  1. Why’s she so late? She can't still….

A. work B. to work C. be working D. to be working

  1. I’m sorry not …

  1. to come B. have come C. to have come D. to have been coming

  1. You should ……….me you were coming today.

  1. told B. have told C. to have told D. tell

  1. You look tired. Why not……………. a holiday?

  1. take B. to take C. taking D. taken

  1. When it was my turn, I stood up ………

  1. to speak B. for to speak C. for speaking D. speaking

  1. Which expression(s) can end the sentence correctly?

I'm very happy...

A. ... help you.

B. ... for the company to help you.

C. ... for they to help you.

D. ... that they can help you.


  1. I've finished …

  1. reading B. to read C. to be reading D. read

  1. I've given up …

  1. reading B. to read C. to be reading D. read

  1. I like the idea … to the seaside.

A. going B. of going C. be going D. be gone

  1. I enjoy … foreign languages.

A. learning B. learn C. be learning D. to have learnt

  1. I like ….. foreign languages.

A. speak B. speaking C. be speaking D. to have been speaking

  1. I hope ….. you again soon.

A. to see B. seeing C. seen D. will be seeing

  1. Before ……….your car, always check the mirrors.

A. starting B. to start C. start D. started

  1. He's talking about….. another job.

A. find B. found C. to find D. finding

  1. You mustn't drive your car without … it first.

  1. insuring B. insure C. insured D. be insured

  1. Can I give you a lift? ~ No, I'd prefer …

A. to walk B. walking C. be walking D. walk

  1. Did you drive to work? ~ No, I prefer …

A. to walk B. walking C. be walking D. walk

  1. Which of these sentences would work better in an academic article?

A. People have written too many books about the Second World War.

B. Too many books have been written about the Second World War.

A. both B. only A C. only B D. neither of them


  1. Which of these sentences would work better in an academic article?

A. I have not yet analysed the results of the experiment.

B. The results of the experiment have not yet been analysed.

A. both B. only A C. only B D. neither of them


  1. Which of these questions is possible?

A. Is there a shoes shop near here?

B. Are there any shoe shops near here?

C. Are there any shoes shops near here?

D. Is there a tickets office near here?



  1. Which of these questions is possible?

A.  Are there any tickets offices near here?

B. The town holds a horses race every month.

C. The town holds horse races every month.

D. The town holds horses races every month.



  1. Which of these is possible?

A. a flower bunch

B. a paper piece

C. a wine glass

D. a cards pack



  1. Which of these is not possible?

A. a paint tin

B. a butter dish

C. a steak knife

D. a cards pack



  1. Which of these should begin with the definite article?

A. Philippines B. California C. Oxford Street D. Oxford University

  1. ….. baby is that? ~ Do you mean the one crying?

A. whose B. who’s C. it’s D. its

  1. What's the dog doing? …. playing with a bone.

A. whose B. who’s C. it’s D. its

  1. Mary sent her love to …

A. all them B. them all C. all of them D. all the variants are correct
II. Fill each gap in the following sentences with an auxiliary verb or a modal verb to avoid repetition of the notional verb. Sometimes you will need to add “not”.

1) Are you thinking of driving to work today? I ………. if I were you. It’s very foggy. Why not take the train? 2) Did you take my scissors? - I …….. , but Anne ……….. Isn’t she making some clothes at the moment? 3) I never see Lionel these days. How is he? - We often ……….. He’s fine. He’s into business management at the moment. 4) I asked him to help me start the car, but he …….... . Isn’t that mean of him? 5) When are you going to get the car serviced? - It………. ! Can’t you feel how smoothly it’s going?

.

III. Find and underline the words, which are represented by the particle to.

1) Jane said at last, “We can’t control life, but we can fight it, make the best of things, I’ve had to” 2) I did wish Aunt Sally would come and get done with me, if she wanted to. 3) She did not say anything. I didn't stop. 1 just said what he said I was to. 4) It produces an atmosphere that's the next thing to a church, and it's intended to.



.

IV. Expand on the following questions:

  1. Name the constituent parts of language.

  2. What is a “double genitive”?








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