Different principles of classification of phraseological units

1. Answer the questions.

Why is sport so important in our life?

Do all people need exercises?

What should people who suffer from general tiredness do?

How does exercise change you?

What kind of exercise is the best?

What sports are popular in our country?

2. Vocabulary

Make up a list of as many sports and leisure activities as you can think of.

3. Write in play, go or do. There are three of each. _ tennis

exercises

jogging

athletics

volleyball

aerobics

football

fishing

skiing

4. Choose some of the sports or activities from your list and fill in the columns below.

Use your dictionary to look up any new words that you needed.

1. sport / activity: football

2. play, go or do: play

3. people: goalkeeper, footballer, referee

4. place: stadium, football pitch

5. equipment needed: ball, boots

5. Find the odd one out

Ice hockey, cricket, rugby, weightlifting

Rowing, sky diving, water polo, surfing

Paragliding, horse racing, surfing, javelin

Boxing, fencing, discus, wrestling

Horse racing, marathon, scuba diving, rowing

Wrestling, discus, javelin, long jump

6. Which sport from the exercise above are they talking about?

1. Personal achievements is important to me in sport. I've just lifted my heaviest weights ever.

2. I prefer team games to individual sports. We're playing well at the moment — all of the team are really good skaters.

3. I think it should be banned. The poor animals often get injured.

4. It felt like I had been running forever but I managed to finish the race.

5. I love adventure sports I tried it last year, but I kept falling off the board into the sea.

6. I don't know why people watch it. It's horrible to see two men hit­ting each other.

7. Look at texts where two people talking about their leisure activity and make notes under the following headings

1. Which sport activity are they talking about?

2. How often do they do it?

3. Where do they do it?

4. Why do they like it?

5. Are they good at it?

SUZANNE

I love many sports, but best of all — skiing. I first skied when I was six years old, and lived in Canada, and then for many years, in fact decades. I wasn't able to ski again because I was living in hot plac­es. But since I've been living in England, I've resumed skiing and it's even better than it was. For me now the place to ski is the Alps, and particularly France. I live in England and the winters are gloomy, and there's not much sun, so one of the wonderful things about skiing for me, is the light and the brilliant sunshine that you find high, high up in the mountains. A lot of other people like it, too and it can be rather crowded, especially around the lifts because you now have mechanical lifts that take you zooming up, flying up the mountains like a god, whereas in Canada I had to walk up if I wanted to ski down.

The equipment you need... skis, and boots, and poles. Many people own their own equipment but I hire mine in the resort. I do have my own clothes though, and clothes are very important because skiing is quite a fashion-conscious sport. Also, it's necessary to have clothes that will protect you because the weather can be very severe. You need a ski-suit, a hat, goggles to protect your eyes, socks, mittens, and a rucksack is useful to carry around your bits and pieces. Now at this point, I have to confess that I am not the world's greatest skier, but that doesn't stop you having a wonderful time. Also, there is the social life that is such an important part of skiing. You can eat and drink as much as you want because you know you're burning it all off. And then at the end of the day there's the evening and the food with friends and everybody talking about their excitements during the day. I love it.

DOROTHY

I'm an elderly lady of eighty-three and I've always been interested in keep fit, yoga and anything to keep myself mobile, and er... two years ago, I joined a little club run by the Salvation Army, where about eighteen of us meet together and we go through all our movements with music — it's very enjoyable. Needless to say, I'm the eldest one there, but I'm able to do most of the exercises, when I feel OK. When I've got a bad bout of sciatica, I've got to ease a bit.

How often? I go once a week on a Thursday for ... oh we exercise for about three quarters of an hour, and then we end up with having a nice lunch, which is always very good, and that is at the Salvation Army Hall in Branksome. Who with? Lots of my friends; I have made friends since joining because I was a complete stranger when I went there but now there's a lot of people I can call my friends. And for this keep-fit we just wear a leotard with a nice bright yellow top and fell very smart. And across the top it says, "Branksom is fighting fit". And am I good at it? Well, I think I am... and the instructress tells me, or tells the others rather, that I am an example to the rest of them.

8. Speaking. Work in pairs.

Student A. Your activities are:sailing, going on a polar expedition, white -water rafting, playing tennis. Where are you? What can you see? What are you wearing? Who is with you? How do you feel?

Student B. Your activities are: bungee jumping, sky surfing, swimming, rock climbing. Where are you? What can you see? What are you wearing? Who is with you?

9. Reading. Read the text quickly and find all the sports and activities that Fitz Gym offers.

FITZ GYM

Bored at the weekends?

Then why not come along and find out what we can offer you?

Do you want to take up a new sport? Have you considered badmin­ton, table tennis or short tennis?

Do you want to start your own team? Then get in touch with our local team director for football, basketball or volleyball.

Fancy some underwater action? Why not look into our full range of water classes? We offer water aerobics, swimming lessons for all levels and water polo sessions.

All classes take place between 9.00 a.m. and 10 p.m. every day so there's always time to fit them in between work, studies or busy homelife.

The first month is absolutely free if you sign up before the end of the month. After that it costs 35.00 pounds per month.

Need to know more? Then look up our website, pick up a leaflet from any of your local shops or come along and see us.

10. Grammar. Phrasal verbs

There are three types of phrasal verbs:

Those that are intransitive and do not take an object, e.g. grow up.

Those that are transitive and take an object which must come af­ter the phrasal verb e.g. look after

Those that are transitive and take an object which can go either after the phrasal verb or between the verb and the preposition or adverb, e.g. knock down

11. Match the phrasal verbs underlined in the text to these definitions.

(pick up), (look up), (find out), (fit them in), (take place), (take up), (sign up), (come along), (find out), (look into), (get in touch with)

to happen

to start doing activity, usually for pleasure

to arrive

to sign an agreement

to do something

to take away

to discover

to investigate something

to do something at a time that does not affect other arrangements

to find a piece of information in a book or on the Internet

to make contact with someone

12. Read about the people (1-4) and the sports (a-f). Decide which sport would be most suitable for each person to try.

1. DONNA

Donna can ski and she has done ballet since she was a child. She loves moving to music and she wants to try an activity that will make her stronger. She isn't keen on water sports.

2. JO AND DAN

Jo and Dan used to do karate. They are looking for a new challenge that they can do together and they want something that will keep them fit. They prefer individual sports to team games. Dan isn't a very strong swimmer.

3. RANI AND MATT

Rani and Matt aren't very sporty but they want to get some exer­cise. Neither of them likes winter sports and Matt isn't keen on swim­ming. They would like to find a sport that they could play together.

4. CLAIRE

Claire used to be a champion skier and she isn't afraid of a chal­lenge. She is a confident swimmer and she likes having variety in sport. She is very fit and she wants to test her strength and skills.

USUAL SPORTS

a). KORFBALL

Korfball is a team sport and is similar to netball in some ways. The key difference is that it is designed foe mixed groups, with four boys / men and four girls / women on each team. It is a game where skill and team play more important than strength and so can be enjoyed by both sexes.

b). FENCING

Fencing is a type of sword fighting, in which you touch your op­ponent on the chest with the end of the sword. The action takes place between two fencers on a strip 14 m long by 2 m wide under the eye of a referee. Fencing is a fast and athletic sport, so it is very good for building fitness and coordination.

c). CAPOEIRA

Capoeira comes from Brazil. It is unusual combination of martial art and dance set to music.

The players don't try to hit or injure their opponent. They use a lot of different movements and avoid contact with the other player to show their strength and skills. Capoeira develops a strong sense of bal­ance as well as physical strength.

d). SNOWBOARDING

Snowboarding is similar to skiing but instead of going down a mountain on two skis, you have both feet on a single snowboard. You can turn on the snow by moving your weight, but beginners can find it hard to stay on the board. It's good sport for people who have already tried surfing or skiing.

e). TRIATHLON

Triathlon is a race over three different distances in different sports: swimming, cycling and running. A race usually starts with a swim, then a cycle ride, and finally a run — all against the clock. You need to be a good all-round athlete to go for the triathlon.

f). SYNCHRONISED SWIMMING

Synchronised swimming is really gymnastics in water. The swim­mers, both boys aw well aw girls, perform routines to music. In per­formances with more than one swimmer, everyone has to do exactly the same movements all way through. You need a lot of training to get it right. The swimmers must be very fit, and completely confident in the water.

Homework

To make up 8 sentences with multi-part verbs; to write a mini- composition 'This sport would be most suitable for me".

Different principles of classification of phraseological units

1) The structural principle of classifying phraseological units

2) S.V.Kunin's concept of phraseological units

3) FORMAL AND FUNCTIONAL CLASSIFICATION

4)

THE STRUCTURAL PRINCIPLE OF CLASSIFYING PHRASEOLOGICAL UNITS

The structural principle of classifying phraseological units is based on their ability to perform the same syntactical functions as words. In the traditional structural approach, the following principal groups of phraseological units are distinguishable:

1)Verbal: to run for one's (dear) life, to get (win) the upper hand, to talk through one s hat, to make a song and dance about something, to sit pretty (Amer. si.);

2)Substantive: dog's life, cat-and-dog life, white lie, tall order, birds of a feather, birds of passage, red tape, brown study;

3)Adjectival: high and mighty, spick and span, brand new, safe and sound, (as) cool as a cucumber, (as) nervous as a cat, (as) weak as a kitten, (as) good as gold (usu. spoken about children), (as) pretty as a picture, as large as life, (as) slippery as an eel, (as) thick as thieves, (as) drunk as an owl (si.), (as) mad as a hatter/a hare in March;

4)Adverbial: high and low -* They searched for him high and low;

by hook or by crook -* She decided that, by hook or by crook, she must marry him;

for love or money -> He came to the conclusion that a really good job couldn 7 be found for love or money;

in cold blood -» The crime was said to have been committed in cold blood;

to the bitter end to fight to the bitter end;

by a long chalk -* It is not the same thing, by a long chalk.

5)Interjectional: my God/by Jove! by George! goodness gracious! good Heavens! sakes alive

S.V.KUNIN'S CONCEPT OF PHRASEOLOGICAL UNITS

A.V. Kunin's classification is based on the functions the units fulfil in speech. The classification is based on the combined structural-semantic principle and it also considers the quotient of stability of phraseological units.

Phraseological units are subdivided into the following four classes according to their function in communication determined by their structural-semantic characteristics.

1)Nominative phraseological units are represented by word-groups, including the ones with one meaningful word, and coordinative phrases of the type wear and tear, well and good. The first class also includes word-groups with a predicative structure, such as as the crow flies, and, also, predicative phrases of the type see how the land lies, ships that pass in the night.

2)Nominative-communicative phraseological units include word-groups of the type to break the ice - the ice is broken, that is, verbal word-groups which are transformed into a sentence when the verb is used in the Passive Voice.

3)Phraseological units which are neither nominative nor communicative include in- terjectional word-groups. (a pretty kettle offish).

4)Communicative phraseological units are represented by proverbs and sayings.

These four classes are divided into sub-groups according to the type of structure of

the phraseological unit. The sub-groups include further rubrics representing types of struc­tural-semantic meanings according to the kind of relations between the constituents and to either full or partial transference of meaning.

The classification system includes a considerable number of subtypes and gradations and objectively reflects the wealth of types of phraseological units existing in the language.

FORMAL AND FUNCTIONAL CLASSIFICATION

Formal classification distinguishes the following set expressions:

A. nominal phrases: the root of the trouble;

B. verbal phrases: put one's best foot forward;

C. adjectival phrases: as good as gold; red as a cherry;

D. adverbial phrases: from head to foot;

E. prepositional phrases: In the course of;

F. conjunctional phrases: as long as, on the other hand;

G. interjectional phrases: Well, I never!

A stereotyped sentence also introduced into speech as a ready-made formula may be illustrated by Never say die! - never give up hope, take your time - do not hurry.

This classification takes into consideration not only the type of component parts but also the functioning of the whole, thus, tooth and nail is not a nominal but an adverbial unit, because it serves to modify a verb (e.g. fight tooth and nail).

Within each of these classes a further subdivision is as follows:

a) Set expressions functioning like nouns:

N+N: maiden name - the surname of a woman before she was married; brains trust - a committee of experts;

N's+N: cat's paw - one who is used for the convenience of a cleverer and stronger person;

Ns' N: ladies' man - one who makes special effort to charm or please women;

N+prp+N: the arm of the law; skeleton in the cupboard;

N+A: knight errant - the phrase is today applied to any chivalrous man ready to help and protect oppressed and helpless people

N+and+N: lord and master - husband; all the world and his wife; A+N: high tea - an evening meal which combines meat or some similar extra dish with the usual tea;

N+subordinate clause: ships that pass in the night - chance acquaintances;

a) Set expressions functioning like verbs: V+N: take advantage;

V+and+V: pick and choose , V+(one's)+N+(prp): snap one's fingers, at; V+one+N: give one the bird - to fire sb;

V+subordinate clause: see how the land lies - to discover the state of affairs;.

b) Set expressions functioning like adjectives: A+and+A: high and mighty;

(as)+A+as+N: as old as the hills, as mad as a hatter;

c) Set expressions functioning like adverbs: N+N: tooth and nail;

prp+N: by heart, of course; adv+prp+N: once in a blue moon; prp+N+or+N: by hook or by crook; cj+clause: before one can say Jack Robinson;.

d) Set expressions functioning like prepositions: prp+N+prp: in consequence of

e) Set expressions functioning like interjections:

These are often structured as imperative sentences: Bless (one's) soul! God bless me! Hang it (all)!

Exercises

Exercise 1. Explain the meaning of the following phraseological units. Arrange them into groups according to their origin:

A expressions associated with some customs;

B expressions associated with some historical events;

C expressions borrowed from some literary sources;

D expressions borrowed from the Bible.

1. The land of promise. 2. Baker's dozen. 3. New wine in old bottles. 4. Ask for bread and be given a stone. 5. To beat the air. 6. To give the devil his due. 7. Vanity fair. 8. Daily bread. 9. Forbidden fruit is sweet. 10. It rains cats and dogs. 11. To rob Peter to pay Paul. 12. Thirty pieces of silver. 13. To wash one's hands of something. 14. A prodigal son. 15. Something is rotten in the state of Denmark. 16. A thorn in the flesh of somebody. 17. To catch somebody red-handed. 18. Marriage is a lottery. 19. To fight the windmills. 20. Judas kiss.

Exercise 2. Comment on the etymology of the following phraseological units.

1. To carry coals to Newcastle. 2. A black sheep. 3. When Queen Anne was alive. 4. To cut the Gordian knot. 5. Solomon's judgment. 6. A crooked sixpence. 7. To be born under a lucky star. 8. From the bottom of one's heart. 9. A peeping Tom. 10. To dance attendance on.

Exercise 3. Give Ukrainian/Russian equivalents to the following phraseological units. Mind their association with human activities.

I. To fish in troubled waters.

2. To rise to the fly.

3. To swallow the bait.

4. To join the colours.

5. To mask one's batteries.

6. To hunt the wrong hare.

7. To hunt with the hounds and run with the hare.

8. To kill two birds with one stone.

9. To feel one's pulse.

10. To take the law into one's own hands.

11. To play first fiddle.

12. In tune.

13. Out of tune.

14. To touch the right cord.

15. To go through the mill.

16. Spade work.

17. To be in the limelight

18. To be out of limelight.

Exercise 4. Arrange the following phraseological units functioning like verbs into groups in accordance with the most typical patterns of their formation:

a) V + N;

b) V + prep + + N;

c) V + (one's) + N + (prep);

d) V + and + V

e) V + + or + V

f) V + subordinate clause:

g) V + postpositive.

Cross the Rubicon, catch cold, lose the game, render a service, come to one's sense, come into fashion, fall into disrepute, make a mistake, grasp the shadow, have a finger in the pie; be at a loss; hit below the belt; fall into a rage; break ground; lose one's heart; play the fool with; beat the air; to sink or swim; to run into debt; to pick and choose; to take a walk; to see how the land lies; to make one's way; to make friends with, to play a wrong card; to take revenge; to know what is what; to turn one's coat; to open the ball. to go through fire and water;

Exercise 5. Arrange the following phraseological units functioning like ad­verbs into groups in accordance with the patterns after which they are formed:

e) N + N,

e) prep + N;

adv + prep + N

6)prep + N + or + N;

7)conj + + subordinate clause.

Exercise 7 Translate the following zoosemic idioms into Ukrainian/Russian.

Exercise 8. Translate the following sentences into Ukrainian/Russian. Pick out phraseological units and comment on them.

1. The advocates are men who have taken a doctor's degree at college. (D.) 2. Jane is putting the finishing touches to her appearance. (Mg.) 3. I thought it useless to beat about the bush. The fact is, his people aren't keen on his lunching with you. (Mg.) 4. Yates didn't take the hint. (Hm.) 5. June saw she had played a wrong card and broke down. (G.) 6. She has got some silly bee in her bonnet about Eliza. (Sh.) 7. Then he heard the rattle of the nightwatchman going his rounds. It broke upon the silence of the night so harshly that it made him jump out of his skin. (Mg.) 8. I'm a person who likes to cross a "t" and dot an "i". (Mg.) 9. She was only too inclined to take advantage of his weakness. (GO 10. Little Jon could see that he played the second fiddle to her in his father's heart. (G.) 11. And with his poor brain he was trying desperately to make head or tail of the wonderful things he heard. (Mg.) 12. I couldn't forget it and I took revenge. (Ch.B.) 13. I think I should have gone mad. (Mg.) 14. A fine solicitor he is, not the man to let the grass grow under his feet. (Sn.) 15. "Are you very rich?" "No, living from hand to mouth." (Sh.) 16. He had let the cat out of the bag. (G.) 17. She was the life and soul of the party. (Mg.) 18. As soon as I said it, I knew it was a false step. (Sn.) 19. Martin is a dark horse. I should like to know what he wants for the college. (Sn.) 20. Either complete frankness, or complete ignoring - and that meant living with the sword of Damocles above his head. (G.) 21. "I perceive," said Jolyon, "that you are trying to kill two birds with one stone." (G.) 22.1 don't see how I can avoid putting my foot into my mouth without you, do you? (G.) 23. I've put my foot into it with him. (G.) 24. You fool, why do you catch at a straw? (Th.) 25. He was catching at shadows. (Mg.) 26. He'd be a fish out of water in England. (Mg.) 27. After all, what's eight pounds? A drop in the ocean. (Mg.) 28. There was a time when the black sheep of the family was sent from my country to America; now apparently he's sent from your country to Europe. (Mg.) 29. Don't be a dog in the manger, Sheppey! (Mg.) 30. And he's bound to kick the bucket any day now. (Gd.) 31. His second impulse therefore was to let the sleeping dogs lie. (D.)

Date: 2014-12-22; view: 3285