МИНПРОСВЕЩЕНИЯ РОССИИ

Федеральное государственное бюджетное образовательное учреждение высшего образования

"Тульский государственный педагогический университет им. Л.Н. Толстого"
(ФГБОУ ВО "ТГПУ им. Л.Н. Толстого")

ПРЕДМЕТНО-МЕТОДИЧЕСКИЙ МОДУЛЬ
Теоретическая грамматика английского языка
рабочая программа дисциплины (модуля)
Закреплена за кафедрой английского языка

ОПОП Направление 44.03.01 Педагогическое образование

направленность (профиль) Иностранный язык (английский)
Квалификация Бакалавр

Год начала подготовки 2019

Форма обучения заочная

Общая трудоемкость 4 з.е.

Виды контроля на курсах:

экзамен 4

4 Итого
Курс
УП РПД УП РПД
Лекции 4 4 4 4
Практические 6 6 6 6
Итого ауд. 10 10 10 10
КСР 2 2 2 2
Контактная работа 12 12 12 12
Сам. работа 123 123 123 123
Часы на контроль 9 9 9 9
Итого трудоемкость в часах 144 144 144 144
 стр. 2

Программу составил(и):
к.фил.н., зав. кафедрой, Вишнякова Елизавета Александровна

Рабочая программа дисциплины

Теоретическая грамматика английского языка

разработана в соответствии с ФГОС:

Федеральный государственный образовательный стандарт высшего образования - бакалавриат по направлению подготовки
44.03.01 Педагогическое образование (приказ Минобрнауки России от 22.02.2018 г. № 121)

составлена на основании учебного плана:

Направление 44.03.01 Педагогическое образование
направленность (профиль) Иностранный язык (английский)
утвержденного Учёным советом вуза от 30.05.2019 протокол № 6.

Рабочая программа одобрена на заседании кафедры

английского языка

Зав. кафедрой Вишнякова Е.А.

РПД утверждена Учёным советом университета
протокол от 30.5.2019 г. № 6
 стр. 3

1. ЦЕЛИ ОСВОЕНИЯ ДИСЦИПЛИНЫ

Формирование лингвистической компетенции

2. МЕСТО ДИСЦИПЛИНЫ В СТРУКТУРЕ ООП

Цикл (раздел) ООП: Б1.О.06
2.1 Требования к предварительной подготовке обучающегося:
1. Среднее общее образование или среднее специальное образование
2. Грамматика повышенного уровня на английском языка
3. Лингвострановедение англоязычных стран
4. Литература англоязычных стран
5. Межкультурная коммуникация
6. Письменная практика на английском языке
7. практика по получению первичных навыков научно-исследовательской работы
8. Практикум по формированию коммуникативной компетенции на английском языке
9. Коммуникативная грамматика английского языка
10. Повышенный уровень английского языка
11. Практикум по аудированию на английском языке
12. Речевые практики
13. Средний уровень английского языка
14. Базовый уровень английского языка
15. Вводный курс английского языка
16. Иностранный язык
17. Практикум письменной речи на английском языке
18. Практикум по грамматике английского языка
19. Практическая грамматика английского языка
20. Практическая фонетика английского языка
2.2 Дисциплины и практики, для которых освоение данной дисциплины (модуля) необходимо как
предшествующее:
1. Дисциплина является основой для выполнения научно-исследовательской работы и дальнейшей
профессиональной деятельности

3. СООТНЕСЕНИЕ РЕЗУЛЬТАТОВ ОБУЧЕНИЯ ПО ДИСЦИПЛИНЕ (МОДУЛЮ) С ИНДИКАТОРАМИ

ДОСТИЖЕНИЯ КОМПЕТЕНЦИЙ
3.1 Компетенции обучающегося и индикаторы их достижения:
УК-4: Способен осуществлять деловую коммуникацию в устной и письменной формах на государственном языке
Российской Федерации и иностранном(ых) языке(ах)
УК-4.3 Владеет системой норм русского литературного языка, родного языка и нормами ино- странного(-ых) языка
(-ов)
знает правила профессиональной этики и речевой культуры; конкретные составляющие культуры речи:
ясности, точности, нормированности, выразительности, логичности, эстетичности;стратегии языкового
взаимодействия, технологии поиска иноязычной учебной, научной информации, в том числе компьютерной,
для осуществления успешной устной и письменной коммуникации на иностранном языке в соответствии с
темами, сферами и ситуациями, связанными с данным этапом обучения
УК-4.4 Использует языковые средства для достижения профессиональных целей на русском, родном и иностранном
(-ых) языках
умеет отбирать языковые средства в соответствии с коммуникативной установкой; использовать нормы
изучаемого языка для решения задач межличностного и межкультурного взаимодействия;
имеет навыки получать и обрабатывать устные и письменные аутентичные иноязычные тексты
(аудирование и чтение), продуцировать тексты в устной и письменной формах (говорение и письмо) в
соответствии с тематикой обучения
3.2 Результаты обучения по дисциплине:
В результате освоения дисциплины обучающийся должен:
Знать:
 стр. 4

З.1 правила профессиональной этики и речевой культуры; конкретные составляющие культуры речи: ясности,
точности, нормированности, выразительности, логичности, эстетичности;стратегии языкового взаимодействия,
технологии поиска иноязычной учебной, научной информации, в том числе компьютерной, для осуществления
успешной устной и письменной коммуникации на иностранном языке в соответствии с темами, сферами и
ситуациями, связанными с данным этапом обучения
Уметь:
У.1 отбирать языковые средства в соответствии с коммуникативной установкой; использовать нормы изучаемого
языка для решения задач межличностного и межкультурного взаимодействия;
Владеть:
В.1 получать и обрабатывать устные и письменные аутентичные иноязычные тексты (аудирование и чтение),
продуцировать тексты в устной и письменной формах (говорение и письмо) в соответствии с тематикой обучения

4. СТРУКТУРА И СОДЕРЖАНИЕ ДИСЦИПЛИНЫ (МОДУЛЯ)

Код Наименование разделов Семестр Часов Литература Содержание
занятия и тем /вид занятия/ / Курс
Морфология.
1.1 Морфологический состав 4 2 Л1.1Л2.1 Выполнение практических заданий по теме.
слова. Типы морфем.
Морфологический анализ
слова. /Лек/
1.2 Имя существительное. 4 2 Л1.1Л2.1 Выполнение практических заданий по теме.
Имя прилагательное. /Пр/
1.3 Наречие. 4 2 Л1.1Л2.1 Выполнение практических заданий по теме.
Местоимение. /Пр/
1.4 Системное описание 4 61 Л1.1Л2.1 Выполнение практических заданий по теме.
грамматического строя
английского языка.Части
речи как лексико-
грамматические классы
слов. /Ср/
Синтаксис.
2.1 Синтаксис, его объект и 4 2 Л1.1Л2.1 Выполнение практических заданий по теме.
задачи.Словосочетание.
Концепции,
типология.Предложение
как базовая
синтаксическая и
коммуникатив-
ная единица. /Лек/
2.2 Текст. Грамматика 4 2 Л1.1Л2.1 Выполнение практических заданий по теме.
текста.Связь между
содержанием сказуемого и
содержанием
подлежащего. Прагматика
предложения. /Пр/
2.3 Простое предложение. 4 62 Л1.1Л2.1 Выполнение практических заданий по теме.
Главные и
второстепенные члены
предложения. Сложное
предложение.
Сложносочиненное
предложение.
Сложноподчиненное
предложение. /Ср/

5. ОЦЕНОЧНЫЕ МАТЕРИАЛЫ

5.1. Типовые задания для проведения текущего контроля

WORD STRUCTURE. AFFIXATION
1. Morpheme as one of the basic linguistic units.
Classification of morphemes.
Segmentation of words into morphemes.
Free and bound morphemes.
Morphemic types of words.
 стр. 5

2. Aims and principles of derivational analysis.

Derivational types of words. Word stem.
Degrees of derivation.
3. The analysis of words into Immediate Constituents.
4. Derivational and functional affixes. Semi-affixes.
5. The nomenclature of affixes in the English language.
Prefixation and suffixation.
6. Different principles of classification of derivational affixes.
7. Historical changeability of word structure.
8. Peculiarities of affixation as a way of word-building in modern English.
Questions
1. What is the difference between a word and a morpheme?
2. What is the aim of analysis into immediate constituents?
3. What is the difference between derivational and functional affixes?
4. What is a bound morpheme?
5. How do we classify derivational affixes?
6. What is meant by simplification of stems?
7. What is the number of derivational affixes?
8. What are the peculiarities of English prefixation?

Assignments
Assignment 1.
Translate the Following Terms into Russian and Comment on Their Essence:
Сompound derivatives, level of analysis, UCs (ultimate constituents), structural pattern, non-productive, polymorphic, word stem,
semi-affix.

Assignment 2.
Discriminate Between Productive Affixes of Germanic and Romanic Origin:
Мis-, -y, -en, -ize, -let, in-, -ess, -al, -ie, sub-, -ly, -ish, de-, -ate, -ness, -er, -ee.
Assignment 3.
Give Full Characteristics of the Affixes:
-Ship, -ly, pre-, -ism, -fold, super-, anti-, -ster.
Assignment 4.
State the Morphological Structure of the Words Below:
Ailment, fair-minded, unforgetfullness, headline, booklet, forget-me-not, window-shopping, waste-paper-basket.
Assignment 5.
Give the Primary Forms of Words:
Sheriff, always, lady, neighbour, breakfast, barn, elbow, lord, daisy, cupboard, window, husband, gossip, forehead.

WORD - BUILDING
1. Word composition.
. General characteristics of the process of compounding;
a. The criteria of compounds;
b. Specific features of English compounds;
c. Classification of compounds;
d. The historical development of English compounds.
2. Conversion.
 The historical development of conversion in English;
 Conversion in modern English as a morphological-syntactical way of word-building;
 Traditional and occasional conversion;
 Semantic relationships in conversion.
3. Minor ways of word-building.
 Shortening;
 Blending;
 Onomatopoeia;
 Back-formation;
 Distinctive stress;
 Sound interchange.
Questions
1. What is a compound word?
2. What structural types of compound words exist in English?
3. What is the difference between a compound word and a combination of words?
4. Which type of composition is productive in Modern English?
5. How old is conversion as a way of word-building?
6. How do you account for a high productivity of conversion in Modern English?
7. Why do we call conversion a morphological-syntactical way of word-building?
8. What serves as a word-building means in case of conversion?
9. What word is called a compound derivative?
 стр. 6

10. What is the difference between a shortened word and its prototype?
Assignments
Assignment 1.
Analyse the Morphological Structure of the Following Words:
Мind-reader, woman, shortsightedness, egg-shell, always, Anglo-African, cabman, double-decker, reckless, hide-and-seek,
highway, salesman, radio-equipped, brick-paved, lord.
Assignment 2.
Discriminate Between Motivated and Non-motivated Compound Words:
Мicrofilm, master-key, brainwash, sweet-tooth, whores-marine, to speedread, backseat-driver, green-yellow, blackskirt,
frontbencher, brick-layer, lady-killer, handbag.
Assignment 3.
Form Verbs from the Nouns by Conversion and Compare Their Meaning with that of the Original Words:
Station, dog, back, star, fish, head, ass, pocket, face, man, rat.
Assignment 4.
Give Full Words of the Following Shortened Ones:
Pub, taxi, CIA, lb., UNESCO, dorm, id., ad., gap, specs, M. P., comfy, V-day, phiz, KKK, maths, NASA, UFO, mam, fancy, ad,
chap, i. e., van, dz.
Assignment 5.
Comment on the Formation of the Blends:
Good-bye, brunch, Irangate, republicrat, fruice, electrocute, flush, Nixonomics, zebrule, dollarature.
Assignment 6.
Give the Derivational Origin of the Following Words:
To spring-clean, to beg, to type-write, to enthuse, to burgle, to baby-sit, to edit, to orate, t o automate, to butle.
Assignment 7.
Comment on the Nature of the Following Onomatopoeic Words:
Ding-dong, buzz, croak, yelp, grumble, hiss, clap, tinkle, sizzle, bellow, boom, twitter, neigh, murmur, babble, grunt, bleet, jungle,
crash.

SEMASIOLOGY
1. Word meaning. Different approaches to the study of meaning.
2. Types of meaning. Lexical and grammatical meaning.
3. The semantic structure of words. Central and peripheral elements of it.
4. Denotational and connotational components of meaning, their constituents. Stylistic reference, evaluation, emotive
charge.
5. Word-meaning and motivation.
6. Semantic change. Linguistic and extra-linguistic causes of semantic change.
7. Types of semantic change:
a) Generalization of meaning;
b) Specialization of meaning;
c) Degradation (pejoration) of meaning;
d) Elevation (amelioration) of meaning.
11. Different types of semantic transfer (metaphoric and metonymic). Shifts of meaning through hyperbole, litotes, irony and
euphemism.

Questions
1. What are the main approaches to the study of word-meaning?
2. What is the structure of word-meaning?
3. What words are non-motivated?
4. Why do words change their meaning?
5. What is meant by plurality of meaning?
6. What are the basic types of semantic transfer?
Assignment 1.
Use the Following Terms in Sentences:
LSV, emotive charge, evaluative component, radiation, concatenation, basic meaning, split of polysemy, phonological motivation,
demotivation, pejoration, hyperbole, euphemism, connotational.
Assignment 2.
Characterize the Interrelation of Denotational and Connotational Components of meaning:
Abdomen, controversialist, oldie, algebraic, buck, beseech, brine, smartie, cycloid, drinko, departmentalism, trascendental.
Assignment 3.
Discriminate Between Different Types of Motivation:
Conventionalism, to howl, go-getter, cold, disreputable, sizzle, actor-manager, blackleg, eye, murmur, moon, coatless.
Assignment 4.
Comment on the Semantic Development of Words:
Starve, arrive, ready, style, camp, rival, girl, fowl, season, meat, pipe, write, hound.
Assignment 5.
Characterize Types of Semantic Changes in Words:
Knight, lord, villain, Tory, silly, nice, sad, clown, boor, steward, marshal, knave.
 стр. 7

Assignment 6.
Explain the Logic of Semantic Transfer:
China, heaps of time, mouth of a cave, astrakhan, the best pen of his epoch, jeans, boicott, tongues of flame, a musical ear,
champaign, rising spirits, a Ford, not half as bad, to burn with a desire, madeira, bookworm, hooligan.

SEMASIOLOGY (cont.)
1. Polysemy and homonymy.
a) Classification of homonyms.
b) Sources of homonymy.
c) Etymological and semantic criteria of polysemy and homonymy.
2. Synonyms.
a) Semantic equivalence and synonymy.
b) Criteria of synonymy.
c) Sources of synonymy in English. Euphemisms.
d) Types of synonyms. The role of synonymy in the development of the vocabulary.
3. Semantic contrasts and antonymy.
Root antonyms and derivational antonyms.
4. Thematic groups and semantic fields.
5. Methods and procedures of semasiological analysis.

Questions
1. How can you account for a highly developed polysemy in English?
2. What elements form the semantic structure of polysementic words?
3. What are the main sources of homonymy in English?
4. How do we treat homonymy synchronically?
5. What are the main principles of classification of synonyms?
6. What are the basic criteria of synonymy?
7. What synonyms are called contextual?
8. What is the essense of the law of synonymic attraction?
9. How do you understand the terms “hyponym” and “hyperonym”?
10. What is a synonymic dominant?
Assignments
Assignment 1.
Comment on the Lexico-Semantic Variants of the Following Polysemantic Words:
Take, heart, letter, go, hand, do.
Assignment 2.
State the Development of Semantic Structure of the Following Words:
Sorrow, impression, guest, institute.
Assignment 3.
Give Perfect Homonyms to the Following Words, State Their Origin and Meaning:
Bill, pupil, spell, like, can, bat, fit.
Assignment 4.
Comment on the Origin of the Following Homonyms:
Flower - flour, rite – write - right, a bit - to bit, back – to back, box(1) – box(2), scene – seen, spring – to spring, capital (adj) –
capital (n), know – no, rear (1) – rear (2), love – to love, chest (1) – chest (2), case (1) – case (2), sea – see.
Assignment 5.
Give Antonyms to the Following Words and Discriminate between Their Types:
Ugly, legal, continue, fortunate, courage, slow, light, distinct, wet, frequent, kind, clean, painful, movable, use.
Assignment 6.
Define the Source of Synonymy:
To ask – to question – to interrogate, poor – unprivileged, girl – lass, vegetable – veg, pretty – bonny, heaven – sky, foe – enemy,
anxiety – anxiousness, house – residence, lodger – a paying guest.
Assignment 7.
Find Synonyms to the Following Words and State Their Types:
Disciple, shudder, sweat, heaven, warrior, holy, bare, bobby, mom, courage, dread, earth.
Assignment 8.
Discriminate between Synonyms in the Following Synonymic Groups and Point Out a Synonymic Dominant:
Anger – indignation – wrath – fire – rage – fury.
Mad – maniac(al) – crazy – crazed – insane – demented – deranged.
Apartment – flat – rooms – lodgings – chambers – quarters – tenement.
Assignment 9.
Explain the Usage of the Following Partial Synonyms:
Dear – expensive, frontier – border, mature – ripe, labyrinth – trap, mean – stingy.

PHRASEOLOGY
1. Phraseology as a branch of lexicology. Its theoretical basis.
2. Different approaches to the study of phraseological units in different linguistic schools.
3. The criteria of distinguishing phraseological units from free word combinations.
 стр. 8

4. The origin of phraseological units in the English language.

5. The problem of classification of phraseological units:
a) The classification of phraseological units given by V.V. Vinogradov;
b) A.I. Smirnitsky’s classification of phraseological units ;
c) Contextual approach to the classification of phraseological units suggested by N.N. Amosova;
d) A.V. Koonin’s conception of English phraseology.
6. Phraseological status of proverbs, sayings, familiar quotations and cliches.
7. Lexicological presentation of phraseological units.
8. Different modifications of phraseological units in actual speech.
9. Some debatable problems of phraseology.

Questions
1. What is the difference between free word combinations and set expressions?
2. What are the most problematic aspects in the study of phraseological units?
3. In what way do phraseological units come to enrich the vocabulary of English?
4. How do we use phraseological units in actual speech?
5. Can we call phraseology a separate level of the language?
Assignments
Assignment 1.
Define the Source of Phraseological Units:
Cake and ale, an artful Dodger, a skeleton in the closet (cupboard), the lion’s share, what will Mrs. Grundy say?, to cast pearls
before swine, to carry coals to Newcastle, a marriage of convenience, to blow one’s own trumpet, baker’s dozen.
Assignment 2.
Classify the Following Phraseological Units According to Difference Principles Advanced by V. Vinogradov, N. Amosova, A.Kunin:
To rob the cradle, to oil one’s palm, to appear on the scene, high spirits, sharp as a razor, to open old wounds, a white elephant, to
swallow one’s words, maiden speech, small talk, a black sheep, the game is not worth the candle.
Assignment 3.
Dwell on the Extralinguistic Background of the Following Phraseological Units:
Beefeater, Christmas stockings, Jack the Ripper, April Fool, the mailed fist, fight like Kilkenny cats, Hobson’s choice, Barkis is
willin, The Swan of Avon, to grin like a Cheshire cat.
Assignment 4.
Outline the Situation in Which You Can Use the Following Proverbs and Sayings:
He will never set the Thames on fire.
Cut your clothes according to your cloth.
An empty bag cannot stand upright.
The Parts of Speech Problem. Grammatical Classes of Words

Points to discuss
1. The classical approach to the parts of speech problem.
2. The functional approach to the parts of speech problem.
3. The distributional approach to the parts of speech problem.
4. The complex approach to the parts of speech problem.
Questions for discussion
1. Define parts of speech. Can the term be considered a happy one?
2. Characterize the existing approaches to the parts of speech problem.
3. What does the classical approach consist in? What principle served as the
basis of classification?
4. What is the essence of the functional approach?
5. What principle was H. Sweet’s classification based on?
6. How is O. Jespersen’s classification different from the classification worked
out by H. Sweet?
7. Describe the structural approach. What methods did it rely on?
8. What principle lay in the basis of Ch. Fries’s classification? What were the
substitution patterns? How many classes did Ch. Fries single out? How
many groups of functional words?
9. What criteria are used by the adherents of the complex approach? What parts
of speech are traditionally singled out?
10. What are the merits and demerits of the traditional classification of words
into parts of speech?
11. What is the difference between notional classes and function words?
12. What results of the four approaches to the parts of speech problem coincide
and what results differ?
Practice Assignment
Decide to what part of speech the underlined words may be assigned:
1. He is given sight only after dusk, when he can witness his captors and
saviours. (M. Ondaatje)
2. They told him that it was in an old nunnery, taken over by the Germans, then
 стр. 9

converted into a hospital after the Allies had laid siege to it. (M. Ondaatje)
3. Mason ceased talking, waiting for the doctor to say something. (E. S.
Gardner)
4. “They just want somebody to track him down. And you’re the somebody.”
(L. Thomas)
5. The smell of the dead is the worst. (M. Ondaatje)
6. Each night she climbed into the khaki ghostline of hammock she had taken
from a dead soldier, someone who had died under her care. (M. Ondaatje)
7. “Gerry, I didn’t know the real you. I’m sorry if I was a beast to you.” (D.
Robbins)
8. There was no justice for men, for they were ever in the dark! (J. Galsworthy)
9. They walked down a corridor, dark, smelly and sinister. (M. Ondaatje)
10. Mr. Bannock had a one-man office and I did all of the typing. (E. S.
Gardner)
11. Before, when it had been cold, they had had to burn things. (M. Ondaatje)
12. He was out most evenings now, usually returning a few hours before dawn.
(M. Ondaatje)
13. His eyes took in the room before they took her in, swept across it like a
spray of radar. (M. Ondaatje)
14. Julian Bannock interrupted her by shaking his head. (E. S. Gardner)
15. And she has seen, he knows, even though now he is naked, the same man
she photographed earlier in the crowded party, for by accident he stands the
same way now, half turned in surprise at the light that reveals his body in the
darkness. (M. Ondaatje)
16. As he repeatedly kicked the twisted metal, Langdon recalled his earlier
conversation with Sophie. (D. Brown)
17. Virginia, looking at the carbon copies now ragged at the edges from the
gnawing of mice, thinking of the care she had taken with those papers when
she had typed them, felt like crying. (E. S. Gardner)
18. I made it pretty clear that there was to be no nonsense about it. (B. Shaw)
19. He was suddenly aware that she had a good deal more than a pretty face and
a good figure. (A. Hailey)
20. It was a huge bedroom with rose tapestry, indirect lighting, a king-sized bed
with a telephone beside it, half a dozen comfortable chairs, an open door to a
bathroom and another door leading to the corridor. (E. S. Gardner)

The Noun and Its Categories

Points to discuss
1. General characteristics of the noun.
2. The category of number.
3. The category of case.
4. The problem of gender.
5. The category of determination.
Questions for discussion
1. Characterize the noun as a part of speech. List its semantic, morphological
and syntactical properties.
2. Comment on various interpretations of number distinctions of the English
noun.
3. What meanings can the singular form express? What meanings can the
plural form express?
4. Comment on the existing approaches to the case system of the English noun.
5. Describe the category of case in terms of oppositions.
6. List the meanings of the genitive. Comment on the peculiarities of the
genitive case in English.
7. Give comments on the synonymic “encounter” of the ‘s-genitive and the of-
phrase.
8. Comment on the use of the group-genitive and double genitive in Modern
English.
9. Comment on the problem of gender. Does the category of gender exist in
Modern English? What ways of expressing gender distinctions exist in
English?
10. What differentiates the category of gender in English from that in Russian?
11. Comment on the linguistic status of the article.

Practice Assignment
I. State the meaning of the s-morpheme in each particular case:
Glass – glasses, look – looks, thrill – thrills, custom – customs, sand – sands, arm –
 стр. 10

arms, like – likes, arm – arms, water – waters, spade – spades.

II. Give the plural form of the nouns in brackets. Group regular plurals into three
groups according to the way the plural-building morpheme is pronounced: 1) [s],
2) [z], 3) [ız].
1. There was a high dado of white wood and a green paper on which were
(etching) by Whistler in neat black (frame). The green (curtain) with their peacock
design, hung in straight (line), and the green carpet, in the pattern of which pale
(rabbit) frolicked among leafy (tree), suggested the influence of William Morris.
There was blue delft on the chimneypiece. At that time there must have been five
hundred (dining-room) in London decorated in exactly the same manner. (W. S.
Maugham)
2. I spent long (hour) in the Louvre, the most friendly of all galleries and the
most convenient for meditation; or idled on the (quay), fingering second-hand
(book) that I never meant to buy. I read a page here and there, and made
acquaintance with a great many (author) whom I was content to know thus
desultorily. In the (evening) I went to see my (friend). I looked in often on the
(Stroeve), and sometimes shared their modest fare. Dirk Stroeve flattered himself
on his skill in cooking Italian (dish), and I confess that his were very much better
than his (picture). It was a dinner for a King when he brought in a huge dish of it,
succulent with (tomato), and we ate it together with the good household bread and
a bottle of red wine. (W. S. Maugham)

III. State the kind of the genitive case that it used in the following sentences:
1. I’m picking up this woman’s messages? (D. Brown)
2. As a result she had acquired a horror of being less than completely sanitary
and in hot weather maintained a shuttle service between her desk and the
women’s toilet down the corridor. (A. Hailey)
3. The man leveled his gun at the curator’s head. (D. Brown)
4. The voice of Goldstein had become an actual sheep’s bleat, and for an
instant the face changed into that of a sheep. (G. Orwell)
5. A collection of the world’s most famous paintings seemed to smile down on
him like old friends. (D. Brown)
6. It was an old house that had been in her husband’s family for years. (F. S.
Fitzgerald)
7. He called the names out loud, speaking in French and then the tribe’s own
language. (M. Ondaatje)
8. These misgivings, this disapproval, and perfectly genuine distrust, did not
prevent the Forsytes from gathering to old Jolyon’s invitation. (J.
Galsworthy)
9. As she caught up with him the hospital’s elderly staff pathologist paused.
(A. Hailey)
10. “Monsieur Langdon?” a man’s voice said. (D. Brown)

The Verb: General.

The Categories of Person, Number, Tense, Aspect and Temporal Correlation

Points to discuss
1. A general outline of the verb as a part of speech.
2. Classification of verbs.
3. The category of person.
4. The category of number.
5. The category of tense. Modern conceptions of English tenses.
6. The category of aspect.
7. The category of temporal correlation: traditional and modern approaches.
8. The category of voice.
Questions for discussion
1. Characterize the verb as a part of speech.
2. Speak about the existing classifications of verbs.
3. What is specific to the categories of person and number in English?
4. What does the immanent character of the category of tense imply?
5. What does the problem of the future tense consist in?
6. What are the weak points of the traditional “linear” interpretation of tenses?
7. What categorial meanings do continuous and non-continuous forms express?
 стр. 11

8. What is the difference between grammatical aspect and semantic

aspectuality?
9. Is there a direct correlation between aspects in English and Russian?
10. What category do the perfect forms express? Describe the existing
approaches to the problem of perfect forms.
Practice Assignment
I. Analyze the morphological structure of the following verbs:
To man, to give in, to belittle, to lip-read, to ill-treat, to darken, to put down, to
towel, to bleed, to undermine, to transport.
II. Dwell upon the categorial features of verbs in the following sentences:
1. Months before, with an architect at their elbows, the three had worked over
the detailed plans for each section which would have its home in the new
wing. (A. Hailey)
2. “Doctors!” said James, coming down sharp on his words: “I’ve had all the
doctors in London for one or another of us. There’s no satisfaction to be got
out of them; they’ll tell you anything. There’s Swithin, now. What good
have they done him? There he is; he’s bigger than ever; he’s enormous; they
can’t get his weight down. Look at him!” (J. Galsworthy)
3. “Vivacious! Good grief! I’ve never heard her say anything to a boy except
that it’s hot or the floor’s crowded or that she’s going to school in New York
next year. Sometimes she asks them what kind of car they have and tells
them the kind she has. Thrilling!” (F. S. Fitzgerald)
4. “So you’re going to Wales to-morrow to visit your young man’s aunts?
You’ll have a lot of rain there. This isn’t real old Worcester.” He tapped the
bowl. “Now, that set I gave your mother when she married was the genuine
thing.” (J. Galsworthy)
5. “Did you ever see such a collection of rumty-too people?” (J. Galsworthy)
6. “All I know is that other girls not half so sweet and attractive get partners.
Martha Carey, for instance, is stout and loud, and her mother is distinctly
common. Roberta Dillon is so thin this year that she looks as though Arizona
were the place for her. She’s dancing herself to death.” (F. S. Fitzgerald)
7. It so happened that the night before I had been present at a rather cheery
little supper, and I was feeling pretty rocky. (P. Wodehouse)
8. ‘I’ve been using the same blade for six weeks,’ he added untruthfully. (G.
Orwell)
9. He recollected with satisfaction that he had bought that house over James’s
head. (J. Galsworthy)
10. ‘The Eleventh Edition is the definitive edition,’ he said. ‘We’re getting the
language into its final shape—the shape it’s going to have when nobody
speaks anything else. When we’ve finished with it, people like you will have
to learn it all over again. You think, I dare say, that our chief job is inventing
new words. But not a bit of it! We’re destroying words—scores of them,
hundreds of them, every day. We’re cutting the language down to the bone.
The Eleventh Edition won’t contain a single word that will become obsolete
before the year 2050.’ (G. Orwell)

The Verb: the Categories of Voice and Mood.

Oppositional Reduction of Verbal Categories
Points to discuss
1. The category of voice.
2. Language means of expressing modality.
3. The category of mood.

4. Oppositional reduction of verbal categories. Neutralization and transposition

of verbal forms.
Questions for discussion
1. What makes the expression of voice distinctions in English specific?
2. How many voices are there in English?
3. Comment on the connection between the problem of voice and
transitivity/intransitivity of verbs.
4. What complicates the analysis of English mood forms?
5. What does the category of mood express?
6. What is the status of the imperative mood in English?
Practice Assignment
I. State the kind of passive constructions used in the following sentences (direct
primary passive, indirect secondary passive, prepositional tertiary passive):
1. I had been invalided home from the Front; and, after spending some months
 стр. 12

in a rather depressing Convalescent Home, was given a month's sick leave.

(A. Christie)
2. Winston hardly knew Tillotson, and had no idea what work he was
employed on. (G. Orwell)
3. He felt that sooner or later this principle would have been promulgated by
someone in the room. (J. Steinbeck)
4. The threshing machines were oiled and cleaned. (J. Steinbeck)
5. On occasion he had even been entrusted with the rectification of ‘The
Times’ leading articles, which were written entirely in Newspeak. (G.
Orwell)
II. Analyze the forms of the oblique mood in the following sentences:
1. “Do you suggest we keep quiet about such things?” (A. Hailey)
2. If he had known what it had cost me to acquire my art, he would also have
known that it would break any collector to buy it. (M. Twain)
3. “I wish there were some other way to tell you this,” Pearson said, “but I’m
afraid there isn’t.” (A. Hailey)
4. And somewhere or other, quite anonymous, there were the directing brains
who co-ordinated the whole effort and laid down the lines of policy which
made it necessary that this fragment of the past should be preserved, that one
falsified, and the other rubbed out of existence. (G. Orwell)
5. If only Richard had left him alone, without interference, simply left him
alone. (A. Cronin)
III. State the functional meaning (realization, neutralization, transposition) of
verbs in the following sentences:
1. O’Donnell was maneuvering for time while he marshaled his thoughts. (A.
Hailey)
2. O’Donnell was introducing Pearson to Hilton. (A. Hailey)
3. “Somebody was being poisoned last time we were here, I remember,” said
Tuppence. (A. Christie)
4. Just a little minute ago I am asking questions of a gentleman who wants to
tell me all his ideas on every subject. (A. Christie)
5. I’ll give you a hand when it comes to putting them in. (E. S. Gardner)
6. Virginia returned to her car, drove to Bakersfield and called Perry Mason,
just as the lawyer was reaching his office. (E. S. Gardner)
7. “He’s always straying off and getting lost, and turning up again; he’s so
adventurous.” (K. Grahame)
8. “Are you feeling happy just now?” (P. Abrahams)
9. Brown was having to tread warily and to be diplomatic. (A. Hailey)
10. “Yes, it was old Mrs. Caraway. She’s always swallowing things.” (A.
Christie)
IV. Find 5-10 examples illustrating oppositional reduction of verbal categories.
Analyze them according to the following model:
Julia hummed in an undertone as she went into her dressing room. (W. S.
Maugham)
The form ‘hummed’ presents a case of neutralization of the opposition
“continuous vs. non-continuous” (the process is implied). Neutralization is
optional since the paradigmatically required form ‘was humming’ can still be used
in the given context. The neutralizers are the second action, the connector ‘as’ and
the lexical meaning of the verb.

Non-Finite Forms of the Verb

Points to discuss
1. Non-finite forms of the verb: general characteristics.
2. The infinitive and its properties. The categories of the infinitive.
3. The gerund and its properties. The categories of gerund. Half-gerund.
4. The present participle and the past participle, their properties.
Questions for discussion
1. Comment on the opposition of finite and non-finite forms of the verb.
2. How are mixed features of non-finite forms of verb revealed?
3. What verbal and nounal features does the infinitive combine?
4. What is the difference between the marked and unmarked infinitive?
5. What is the so-called split infinitive?
6. What features characterize the gerund? What makes it different from the
infinitive?
7. What differentiates the participle from the infinitive and the gerund?
 стр. 13

8. Does the participle express tense distinctions?

9. Comment on the use of non-finite forms of the verb in semi-predicative
constructions.

Practice Assignment
I. Analyze the form of verbals in the following sentences:
1. But now, with the main planning completed, the focus of attention was on
the practical matter of getting the money. (A. Hailey)
2. I will therefore briefly set down the circumstances which led to my being
connected with the affair. (A. Christie)
3. There are many questions before the older man admits having known her
before the war. (M. Ondaatje)
4. Crippled for ever, knowing he could never have any children, Clifford came
home to the smoky Midlands to keep the Chatterley name alive while he
could. (D. Lawrence)
5. It meant having to listen to the patient talk in his circuitous way, and the
young soldier was not used to remaining still and silent. (M. Ondaatje)
6. Having no near relations or friends, I was trying to make up my mind what
to do, when I ran across John Cavendish. (A. Christie)
7. The gin was wearing off, leaving a deflated feeling. (G. Orwell)
8. She looks in on the English patient, whose sleeping body is probably miles
away in the desert, being healed by a man who continues to dip his fingers
into the bowl made with the joined soles of his feet, leaning forward,
pressing the dark paste against the burned face. (M. Ondaatje)
9. He started pacing the floor. (E. S. Gardner)
10. Wise white fatherly men shook hands, were acknowledged, and limped
away, having been coaxed out of solitude for this special occasion. (M.
Ondaatje)

II. State the functions of the non-finite forms in the following sentences:
1. O’Donnell considered suggesting that the chairman leave him some time for
surgery, otherwise he might have trouble meeting his own quota. (A. Hailey)
2. I remember talking with his brother and telling him that the papers should be
kept. I remember now, I wanted him to keep the filing cases intact. (E. S.
Gardner)
3. Slim quiet Negroes passed up and down the street and stared at him with
darting side glances. He was worth looking at. (R. Chandler)
4. He had no wife or family and he spent four or five evenings a week in his
office, working until ten or eleven o'clock. But the modern idea of keeping
track of time by the hour just never occurred to him. (E. S. Gardner)
5. Then he looked quickly around to see if anyone was watching. (J. K.
Rowling)
6. Living alone and being independent grew on you after a while, and he
doubted sometimes if he could adjust to anything else. (A. Hailey)
7. We had a good yarn about old times, and it ended in his inviting me down to
Styles to spend my leave there. (A. Christie)
8. That too was a gesture belonging to the ancient time. (G. Orwell)
9. Having suffered so much, the capacity for suffering had to some extent left
him. (D. Lawrence)
10. So this was what it felt like, being Goyle.
11. It meant having to listen to the patient talk in his circuitous way, and the
young soldier was not used to remaining still and silent. (M. Ondaatje)
12. Langdon had always considered the Tuileries to be sacred ground. (D.
Brown)
13. At that adoring look he felt his nerves quiver, just as if he had seen a moth
scorching its wings. (J. Galsworthy)
14. George, on hearing the story, grinned. (J. Galsworthy)
15. There are many questions before the older man admits having known her
before the war. (M. Ondaatje)

The Adjective
Reading
Points to discuss
1. The adjective as a part of speech.
2. Classifications of adjectives.
3. The problem of the stative.
 стр. 14

4. The category of comparison.

Questions for the discussion
1. What categorial meaning does the adjective express?
2. List the semantic, morphological and syntactic features of the adjective.
3. What subclasses are adjectives traditionally divided into?
4. What principle of distinction was proposed by Prof. Blokh? What subclasses
of adjectives are singled out according to this principle?
5. What does the problem of the category of state words consist in?
6. What does the category of adjectival comparison express? What is the
linguistic status of less/least combinations and such constructions as ‘a most
beautiful girl’?
Practice Assignment
I. Give the forms of degrees of comparison and state whether they are formed in a
synthetic, analytical or suppletive way:
Well-off, amazing, sunny, noticeable, little, bad-tempered, ill-bred, handsome,
good-looking, common, pleasant, magnificent, far-fetched.

II. State the classification features of the adjectives in the following sentences:
1. Julia, smiling good-naturedly, looked at her with ingenuous eyes. (W. S.
Maugham)
2. He was tall and homely, wore horn-rimmed glasses, and spoke in a deep
voice. (J. Cheever)
3. She was very fond of him, but he was so elegant, so well-bred, so cultured,
she could not think of him as a lover. (W. S. Maugham)
4. He advanced with unmistakable authority on squat, powerful legs. (D.
Brown)
5. Surely there is not another language that is so slipshod and systemless, and
so slippery and elusive to the grasp. (M. Twain)

The Adverb

Points to discuss
1. The adverb as a part of speech.
2. Classifications of adverbs. Structural types of adverbs.
3. The problem of verb-adverb combinations.
Questions for the discussion
1. What is the categorial meaning of the adverb?
2. List the semantic, morphological and syntactic features of the adverb.
3. What classes of adverbs are traditionally singled out?
4. Where do the degree adverbs belong?
5. What does the problem of verb-adverb combinations consist in?

Practice Assignment
I. State from what part of speech the following adverbs were produced and name
the way of derivation:
touchingly naпve, strikingly beautiful, seemingly confused, vertically challenged,
to take anywhere, to behave drunkenly, to smile self-deprecatingly, to walk
upward, to be dressed old-fashionedly.
II. State the classification features of the adverbs in the following sentences:
1. She loved Michael more passionately than ever and would gladly have
married him there and then, but his good sense prevailed. (W. S. Maugham)
2. Ralph disentangled himself cautiously and stole away through the branches.
(W. Golding)
3. Before they had entirely stopped moving they opened again, violently,
outwards. (R. Chandler)
4. He was clambering heavily among the creepers and broken trunks when a
bird, a vision of red and yellow, flashed upwards with a witch-like cry; and
this cry was echoed by another. (W. Golding)
5. The Citroлn swerved left now, angling west down the park’s central
boulevard. (D. Brown)

Functional Parts of Speech

Points to discuss
1. A general outline of functional parts of speech.
2. The preposition.
 стр. 15

3. The conjunction.
4. The particle.
5. The interjection.
Questions for discussion
1. What parts of speech belong to the class of functional words?
2. What does the preposition express? What classes of prepositions are singled
out?
3. What differentiates prepositions from subordinate conjunctions?
4. What does the conjunction express? What classes are conjunctions divided
into?
5. Characterize the particle and the interjection as parts of speech.
6. Can modal words be considered a separate part of speech?
Practice Assignment
State to what part of speech the underlined words belong:
1. ‘Oh, there you are, Mr. Poirot.’ (A. Christie)
2. “Come on in then. I ain’t had time to get cleaned up yet,” she whined.
“Cops, huh?” (R. Chandler)
3. Yet it was a very ordinary face and its prettiness was strictly assembly line.
(R. Chandler)
4. ‘Given her presents, perhaps?’— ‘Oh, no, sir, nothing of the kind.’ (A.
Christie)
5. Poirot felt almost certain that it was false. (A. Christie)
6. Outside, even through the shut window-pane, the world looked cold. (G.
Orwell)
7. It would have been inconceivably dangerous even if he had known how to
set about doing it. (G. Orwell)
8. The only aristocratic trait they could find in his character was a habit of
drinking Madeira. (J. Galsworthy)
9. If only it could be kept from him! (J. Galsworthy)
10. “I may as well tell you that I should have thrown it up, only I’m not in the
habit of giving up what I’ve set my mind on.” (J. Galsworthy)

The Phrase: Principles of Classification

Points to discuss
1. The phrase in the hierarchy of language units.
2. The structural and the semantic properties of the phrase.
3. Classifications of phrases.
4. Types of syntactic connections: coordination, subordination, accumulation.
5. Agreement and government as two main types of syntactic relations.
6. Adjoinment and enclosure as special means of expressing syntactic relations.
Questions for discussion
1. What is the phrase? What are the differential features of the phrase?
2. What parts of speech can function as head words?
3. What principle is the traditional classification of phrases based on?
4. Comment on different approaches to classifying phrases.
5. Comment on types of syntactic connections.
6. What does agreement as a syntactic relation consist in?
7. What differentiates government from agreement?
8. What makes adjoinment and enclosure special means of expressing syntactic
relations?
Practice Assignment
I. Define the properties of the following phrases:
For us to come; (made) him feel tired; denied the accusations; seriously
damaged; pride and prejudice; a wedding dress; naпve country (girls); to kiss

tenderly; over the net; beauty, grace, elegance; he runs; proud of the success; early
riser; perfectly sure; a feeling of disgust; rich in copper ore; love of God; (caught)
the boy snooping around; my old (shoes); the book falling out of her hands; junk
food; to stably reproduce; we trust; new blue (jacket); on the table.

II. State the type of syntactic relations (agreement, government, adjoinment,

enclosure):
A negative answer, these books, he comes, to fully understand, to know
them, on me, they agreed, lovely face, your lovely smile, with him, to speak
 стр. 16

quietly, that shop, gave to him.

The Sentence: General. The Simple Sentence

Points to discuss
1. The notion of sentence. The sentence as a language unit. Predication and
modality.
2. Communicative types of sentences.
3. Structural types of sentences.
Questions for discussion
1. What problems underlie the definition of the sentence? What is the
difference between the phrase and the sentence, the sentence and a
combination of sentences?
2. What properties does the sentence possess?
3. What criteria are taken into account when sentences are differentiated as
simple/composite, one-member/two-member, etc.?
4. What is the difference between elliptical and one-member sentences?
5. What communicative types of sentences are traditionally differentiated?
6. What classification of sentences was proposed by prof. Pocheptsov? What
principle is it based on?
Practice Assignment
I. Define whether the structures in italics are one-member or elliptical sentences.
State the type of one-member sentences.
1. Virgins of the school of Rafael, Virgins of the school of Guido Reni,
landscapes of the school of Zuccarelli, ruins of the school of Pannini. (W. S.
Maugham)
2. "Glad to hear it." (Th. Dreiser)
3. I don't write. Not such a fool. (J. Galsworthy)
4. To be alive! To have youth and the world before one. (Th. Dreiser)
5. Living room in the house of Philip Phillimore. (L. Mitchell)
6. Looks to me for all the world like an alf-tame leopard. (J. Galsworthy)
7. A scandal! A possible scandal! (J. Galsworthy)
8. She could think of him now with indifference. She loved him no longer. Oh,
the relief and the sense of humiliation! (W. S. Maugham)
9. To receive so flattering an invitation! To have her company so warmly
solicited! (J. Austen)
10. Soames stole a glance. No movement in his wife's face. (J. Galsworthy)
11. “Had an autopsy. Took longer than I figured.” (A. Hailey)
12. She was going to bed at last. Ah! Joy and pleasant dreams! (J. Galsworthy)
13. In this search, who knows what he thought and what he sought? Bread for
hunger—light in darkness? (J. Galsworthy)
14. A divorce! Thus close, the word was paralyzing, so utterly at variance with
all the principles that had hitherto guided his life. (J. Galsworthy)
15. ‘Want to see the hanging! Want to see the hanging!’ chanted the little girl,
still capering round. (G. Orwell)

II. State structural and communicative types of the following sentences:

1. Well, there they were! (J. Galsworthy)
2. ‘What do you mean by that?’ (W. S. Maugham)
3. “Careful! You'll break it—“ (W. Golding)
4. What could he have been thinking of? (J. K. Rowling)
5. She had gone out a quarter of an hour before. Out at such a time of night,
into this terrible fog! (J. Galsworthy)
6. Who had done this barbarous deed? (A. Conan Doyle)
7. It hadn’t changed at all. (R. Dahl)
8. “Piggy! Piggy!” (W. Golding)
9. He was not used to being talked to like that. (R. Chandler)
10. Forgotten! (J. Galsworthy)
11. This is certainly a beautiful country! (E. Bronte)
12. Mr. Dursley sat frozen in his armchair. Shooting stars all over Britain? Owls
flying by daylight? Mysterious people in cloaks all over the place? And a
whisper, a whisper about the Potters... (J. K. Rowling)
13. Even a no-charge job was a change. (R. Chandler)
14. “You walking out on me?” (R. Chandler)
15. Be careful. I warned you about the dangers. (M. Ondaatje)
 стр. 17

5.2. Типовые задания для проведения промежуточной аттестации

EXAMINATION QUESTIONS:
1. Language and its definition. Aspects in the study of language.
2. The levels of the language interaction between them. The position of
grammar in the language structure.
1. The grammatical meaning and its specific features. Paradigmatic and
syntagmatic grammatical meanings.
2. The grammatical form. Types of form building in English.
3. The morpheme. Classification of morphemes.
4. The grammatical category. Types of grammatical categories.
5. The oppositional analysis. Types of oppositions. Neutralization and
transposition.
6. The functional-semantic category and its structure.
7. The main features of the grammatical structure of English.
Part II. Morphology
8. The parts of speech theory. The criteria of classifying the vocabulary into
parts of speech.
9. The system of parts of speech in English. Notional and functional parts of
speech. Interaction between parts of speech in English.
10. The noun and its general characteristics. The problem of gender in
English nouns.
11. The grammatical category of number in English nouns.
12. The grammatical category of case in English nouns.
13. The verb and its general characteristics. Subclasses of verbs.
14. The grammatical category of tense.
15. The grammatical category of aspect.
16. The grammatical category of time-correlation.
17. The grammatical category of mood.
18. The grammatical category of voice.
Part III. Syntax
19.The simple sentence and its essential features: predicativity.
20. Modality and its types.
21. Negation as a sentential category.
22. The structural aspect of the sentence. Classification of sentences
according to their structure. The structural minimum of the sentence. The
elementary sentence.
23. The syntactic processes of extending and compressing the elementary
sentence.
24. The semantic aspect of the sentence:
25. The communicative aspect of the sentence. Classification of sentences
according to the purpose of communication. The position of exclamatory
sentences in this classification.
26. Transposition on the level of communicative types of sentences.
27. The actual division of the sentence. The system of means for expressing
the components of actual division.
28. Parts of the sentence: subject and predicate.
29. Parts of the sentence: object.
30. Parts of the sentence: attribute.
31. Parts of the sentence: adverbial modifier.
32. The syntax of the phrase: the definition of the phrase, classification of
phrase.
33. The theory of the phrase: nominalization and its role in English.
34. The syntax of the phrase: means of expressing syntactic relations
between the components of the phrase.
35. The compound sentence.
36. The complex sentence.
37. Semicompond and semicomplex sentences.
38. The grammar of the text. The categories of the text.
5.3. Перечень видов оценочных средств
1. Беседа в рамках изучаемых тем
2. Практические задания разных типов
5.4. Процедура применения оценочных материалов
Процедура оценивания знаний, умений, навыков и (или) опыта деятельности, характеризующих формирования
компетенций, происходит по пятибалльной шкале оценивания (зачет с оценкой и экзамен).
Оценка «отлично» выставляется, если студент в целом за семестр набрал от 81 до 100 баллов (при условии, что
на экзамене набрано не менее 10 баллов). На экзамене студент эффективно применяет умение в устной форме передавать
 стр. 18

информацию в связанных аргументированных высказываниях по широкому кругу интересующих вопросов в рамках

межкультурного взаимодействия для решения коммуникативной задачи, демонстрирует грамотный и эффективный выбор
стратегии языкового взаимодействия, технологии поиска иноязычной учебной, научной информации, что позволяет
достичь цели коммуникации. Нестандартные коммуникативные ситуации социального взаимодействия не вызывают
затруднений у студента.
Оценка «хорошо» выставляется, если студент в целом за семестр набрал от 61 до 80 баллов (при условии, что на
экзамене набрано не менее 10 баллов). На экзамене студент достаточно эффективно использует умения в устной форме
передавать информацию в связанных аргументированных высказываниях по ограниченному кругу вопросов в рамках
межкультурного взаимодействия для решения коммуникативной задачи; демонстрирует грамотный и эффективный выбор
стратегии языкового взаимодействия, технологии поиска иноязычной учебной, научной информации и компьютерной
переработки учебной вузовской информации, что позволяет достичь цели коммуникации. Нестандартные
коммуникативные ситуации социального взаимодействия иногда вызывают затруднения.
Оценка «удовлетворительно» выставляется, если студент в целом за семестр набрал от 41до 60 баллов (при
условии, что на экзамене набрано не менее 10 баллов). На экзамене студент проявляет частичную степень эффективности
использования умения в устной форме передавать информацию в связанных аргументированных высказываниях по
ограниченному кругу вопросов в рамках межкультурного взаимодействия для решения коммуникативной задачи;
демонстрирует выбор стратегии языкового взаимодействия, технологии поиска иноязычной учебной, научной информации
не всегда грамотный и эффективный, однако не затрудняет достижение цели коммуникации. Нестандартные
коммуникативные ситуации социального взаимодействия часто вызывают затруднения.
Оценка «неудовлетворительно» выставляется, если студент в целом за семестр набрал менее 41 балла (или на
экзамене набрал менее 10 баллов). На экзамене студент демонстрирует низкую степень эффективности использования
умения в устной форме передавать информацию по ограниченному кругу вопросов в рамках межкультурного
взаимодействия. Высказывания характеризуются не связанностью, отсутствием оценочных суждений, что затрудняет
решение коммуникативной задачи. Осуществляет выбор стратегии языкового взаимодействия, технологии поиска
иноязычной учебной, научной информации не всегда грамотно и эффективно, что затрудняет достижение цели
коммуникации. Нестандартные коммуникативные ситуации социального взаимодействия вызывают затруднения.

Промежуточная аттестация может проводиться с применением электронного обучения и (или) дистанционных

образовательных технологий в соответствии с «Порядком проведения промежуточной аттестации с применением
электронного обучения и /или дистанционных образовательных технологий».

Проведение экзамена с применением дистанционных образовательных технологий может проходить по следующим

процедурам:
в форме устного собеседования преподавателя со студентом по предложенным вопросам к экзамену (без предварительной
подготовки к конкретному вопросу в период проведения экзамена),
в виде решения обучающимся уникального кейс-задания,
в виде защиты индивидуального учебного проекта;
в виде решения обучающимися экзаменационных тестовых заданий (с ограничением по времени выполнения);
в виде электронного портфолио обучающегося.

6. УЧЕБНО-МЕТОДИЧЕСКОЕ И ИНФОРМАЦИОННОЕ ОБЕСПЕЧЕНИЕ ДИСЦИПЛИНЫ (МОДУЛЯ)

6.1. Рекомендуемая литература
6.1.1. Основная литература
Авторы, составители Заглавие Издательство, год Ссылка на
(кол-во экземпляров электронное издание
для печатных изданий)
Л1.1 Кожанов Д. А. Теоретическая грамматика английского , 2017 https://e.lanbook.com/
языка: учебно-методическое пособие book/112288
6.1.2. Дополнительная литература
Авторы, составители Заглавие Издательство, год Ссылка на
(кол-во экземпляров электронное издание
для печатных изданий)
Л2.1 Блох М. Я. Теоретическая грамматика английского , 1994 (1 шт.)
языка: Учебник для студентов вузов
6.3.Информационные технологии
6.3.1 Перечень лицензионного и свободно распространяемого программного обеспечения
1. Операционная система ROSA Enterprise Linux Desktop № RL00450-1-110518-01. RL00450-1-110518-17 от 11 мая
2018 г.
2. Операционная система Microsoft Windows Professional 7 Russian. Лицензия №48497058 от 13.05.2011 г., договор №
Пр/16/6 от 05 апреля 2016 г.
3. Комплексная система антивирусной защиты Kaspersky Endpoint Security для бизнеса – стандартный Russian
Edition. 500-999 Node 2 year Educational Renewal License. Лицензия № 13C8-190514-084943-783-1256 от 15.05.2019
4. Файловый архиватор 7z. Свободно распространяемое ПО
 стр. 19

5. Браузеры Google Chrome, Mozilla, Opera. Свободно распространяемое ПО

6. Электронный словарь ABBYY Lingvo X3 Европейская версия - Код позиции AL14-2U1V05-102, ABBYY Lingvo x3
Европейская версия. Именная лицензия Concurrent от 28 июля 2009 г.
6.3.2 Перечень информационных справочных систем и профессиональных баз данных
1. Компьютерная информационно-правовая система «Гарант»
2. Официальный интернет-портал базы данных правовой информации (http://pravo.gov.ru)
3. Портал Федеральных государственных образовательных стандартов высшего образования (http://fgosvo.ru)

7. МАТЕРИАЛЬНО-ТЕХНИЧЕСКОЕ ОБЕСПЕЧЕНИЕ ДИСЦИПЛИНЫ (МОДУЛЯ)

Ауд. Назначение Оборудование и технические средства обучения Вид
4-453 Лекционная аудиоколонки, доска учебная, картины, карты, проектор, стол преподавателя, столы Лек
учебные, стул преподавателя, телевизор, экран
4-417 Учебная доска учебная, стол преподавателя, столы учебные, стул преподавателя Пр
аудитория
4-419 Учебная доска учебная, стол преподавателя, столы учебные, стул преподавателя КСР
аудитория
2-2 Кабинет доска учебная, стол преподавателя, столы учебные (индивидуальные), стул Ср
спортивной преподавателя, стулья ученические
медицины
4-406 Учебная доска учебная, плакаты, стол преподавателя, столы учебные, стул преподавателя, Экзамен
аудитория телевизор, тумба под телевизор

8. МЕТОДИЧЕСКИЕ УКАЗАНИЯ ДЛЯ ОБУЧАЮЩИХСЯ ПО ОСВОЕНИЮ ДИСЦИПЛИНЫ (МОДУЛЯ)

Дисциплина направлена на формирование у обучающихся готовности реализовывать образовательные программы по
учебному предмету в соответствии с требованиями образовательных стандартов; владеть основами лингвистической
теории и перспективных направлений современной лингвистики, представлением о широком спектре практического
приложения достижений лингвистической науки. В результате изучения дисциплины студенты должны уметь раскрывать
системный характер лексики, проводить ее стилистическую дифференциацию и выявлять источники ее обогащения и
эволюции, использовать термины и понятия дисциплины, понимать и критически оценивать все формы письменной речи,
включая абстрактные, сложные в структурном отношении тексты различной стилевой принадлежности, используя знания
теоретических основ лексикологии и стилистики английского языка, основных понятий отечественной и зарубежной
стилистики и лексикологии; языковых и стилистических норм. Достижения этих результатов обучения требует глубокой и
систематической самостоятельной работы студентов.
Целью самостоятельной работы студентов является:
• Приобретение новых знаний для конструирования собственного знания в рамках своего лингвистического
самообразования;
• Совершенствование приобретенных навыков и умений в дополнение к планируемой аудиторной работе.
Самостоятельная работа включает:
- Познакомьтесь заранее с Рабочей программой по дисциплине. Это позволит представить весь комплекс определенных к
изучению тем.
- Готовясь к семинарскому занятию, тема которого всегда заранее известна, студент должен освежить в памяти
теоретические сведения, полученные в процессе самостоятельной работы, подобрать необходимую учебную и справочную
литературу, проанализировать собственный практический и жизненный опыт.
- Научитесь самостоятельно работать со справочной литературой: - словари (в т.ч. и электронные): найдите себе удобный
для вас формат словаря; оптимизируйте его для себя; - справочники: выберите для себя (посоветуйтесь с педагогом)
оптимальный справочник; отмечайте в этом справочнике явления, на которые обращает внимание педагог при
прохождении той или иной темы.
В практике изучения данной дисциплины широкими возможностями обладает INTERNET. Основные направления курса
найдет свое отражение в данной системе, позволяя вам во многом автономно и самостоятельно работать над его аспектами.
Для применения полученных и обогащения новыми знаниями используйте возможности сети.