Phraseology.

I. Answer the following questions:

1) What is a word combination? 2) What is combinability? 3) Is it possible for words to deviate from their norms of lexical and grammatical combinability? 4) What types of words combinations can we differentiate? 5) What is a phraseological unit? 5) What classifications of phraseological units do you know? 6) Can proverbs be regarded as phraseological units? What about quotations?

2. II. Distinguish between free and bound collocations. Use the following criteria: idiomaticity (lack of motivation), stability (non-variability), functional globality (ability to function like a word):

once a month, blind alley, light music, to talk big (=to brag), to pay attention, to learn by heart, in any case, all thumbs, when the fat lady sings

IV. Explain whether the semantic changes in the following phraseological units are complete or partial. Paraphrase them.

To wear one's heart on one's sleeve; a wolf in a sheep's clothing; to fly into a temper; to stick to one's word; bosom friend; small talk; to cast pearls before swine; to beat about the bush; to add fuel to the fire; to fall ill; to fall in love; to sail under false colours; to be at sea.

Morphology

1. Answer the following questions:

1) What is the subject of morphology? What is the subject of syntax? 2) What is grammatical meaning? 3) What is a grammatical opposition? 4) What is a grammatical category? 5) How can grammatical forms be formed? 6) How is the notion of part of speech defined in modern linguistics? 7) What parts ofspeech do you know? 8) Which of them are notional? 9) What are the semantic, functional and morphological features of noun? What categories does it have? 10) How many categories does the verb have?

2. Decide to what part of speech the underlined words belong:

1) They walked down a corridor, dark, smelly and sinister.

2) There was no justice for men, for they were ever in the dark!

3) I made it pretty clear that there was to be no nonsense about it.

4) It was a bedroom with indirect lighting, one big bed, half a dozen comfortable chairs, an open door to a bathroom and another door leading to the corridor.

3. State the grammatical category that the given groups of word-forms represent:

1) man – men 2) take - takes 3) cat – cat’s 4) am – are – is 5) invites – is inviting 6) take – has taken 7) go – will go 8) fast – faster – fastest 9) ate – was eating

4. Describe the grammatical meaning of the underlined words:

I saw the woman’s eyes

VI

Syntax

1. Answer the following questions:

1) What is the phrase? 2) What principle is the traditional classification of phrases based on? 3) What other approaches to classifying phrases do you know? 4) Speak about types of syntactic connections. 5) What is the difference between the phrase and the sentence? 6) What is the difference between a sentence and a combination of sentences? 7) What criteria are taken into account when sentences are differentiated as simple/composite, one-member/two-member? 8) What is the difference between elliptical and one-member sentences? 9) What communicative types of sentences are traditionally differentiated? 10) What is the traditional principle of structural division of sentence? 11) What is an elementary sentence? 12) What is meant by semantic roles and semantic configuration of a sentence? 13) What is actual division of the sentence? 14) How are composite sentences classified? 15) What is a supra-phrasal unity? Is it different from paragraph?

2. Group the following word combinations into coordinate and subordinate. Classify the subordinate word combinations according to the nature of the head word (nominal, verbal, adjectival, adverbial):

read or write, an old man, the first to enter, small but comfortable, something curious, to see a doctor, going home, very dark, to read about the catastrophe, wait and see, read in bed, a girl of five

3. Define whether the structures in italics are full, one-member or elliptical sentences. State the type of one-member sentences.

1. "Glad to hear it." (Th. Dreiser)

2. To be alive! To have youth and the world before one. (Th. Dreiser)

3. A scandal! A possible scandal! (J. Galsworthy)

4. She could think of him now with indifference. She loved him no longer. Oh, the relief and the sense of humiliation! (W. S. Maugham)

5. I don't write. Not such a fool. (J. Galsworthy)

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

1. ‘What do you mean by that?’ (W. S. Maugham)

2. It hadn’t changed at all. (R. Dahl)

3. She shivered slightly: they were like dead men. (F. S. Fitzgerald)

4. This is certainly a beautiful country! (E. Bronte)

5. Be careful. I warned you about the dangers. (M. Ondaatje)

6. He was looking at his wife’s face when he came to this conclusion. (J. Galsworthy)

5. Analyze the actual division of the sentences and the language means used to mark it:

1. The girl with dark hair was sitting immediately behind. (G. Orwell)

2. It was Mrs. Eccles I particularly wanted to see. (A. Christie)

3. Baxter Dowes he knew and disliked. (D. Lawrence)

4. Somebody ought to be getting rich. Somebody ought to be seen to be getting rich. (A. Christie)

5. From a passage to the right came the hum of machinery. (A. Hailey)

6. ‘He’s ever so good with his hands, Tom is.’ (G. Orwell)