- •1.1. Definition
- •1.2. Morphological structure of nouns
- •1.3. Classes of nouns
- •1.3.1. Proper vs common nouns
- •1.3.2. Concrete vs abstract nouns
- •1.3.3. Countable vs uncountable nouns
- •1.3.4. Animate vs inanimate
- •1.3.5. Human (person) vs non-human (non-person)
- •1.3.6. Gender
- •1.3.7. Classes of nouns and grammatical categories of nouns
- •1.4. The category of Number
- •1.4.1. The productive way of the number formation
- •1.4.2. The non-productive ways of the number formation
- •1.5. The category of Case
- •1.5.1. Common Case: the syntactic functions of nouns
- •1.5.2. Possessive case
- •1. Write down the plurals of the following nouns and check their pronunciation in a dictionary where necessary:
- •2. Define the morphological structure of the italicized nouns in the texts given below:
- •3. Make up unstable compounds out of the following word-combinations:
- •4. Use the possessive case of the noun instead of the following word-combinations:
- •5. Analyse the italicized nouns in terms of classes and categories in the following extracts:
- •6. Translate the following sentences into English:
- •2.1. Definition
- •2.2. Functions of article
- •2.3. Article and pronoun
- •2.4. Indefinite article: usage
- •2.4.1. Indefinite article before common concrete nouns
- •2.5. Definite article: usage
- •2.5.7. Definite article before common nouns
- •2.5.2. Definite article before proper nouns
- •2.5.3. Definite article in collocations and set expressions
- •2.6. Zero article: usage
- •2.6.1. Zero article before common nouns
- •2.6.2. Zero article before proper nouns
- •2.6.3. Zero article in collocations and set expressions
- •2.7. Article determination of certain noun groups
- •1. Comment on the use of the italicized articles and nouns they determine in the extracts below:
- •2. Compare and explain the use of the italicized articles and nouns they specify in the following groups of sentences:
- •3. Insert proper articles where necessary into the texts below:
- •4. Translate the following texts into English using proper articles:
- •3.1. Definition
- •3.2. Morphological structure of adjectives
- •3.3. Classes of adjectives
- •3.3.1. Qualitative adjectives: the category of comparison
- •Inner — — innermost
- •3.4. Syntactic functions of adjectives
- •2. Give the opposites of the following adjectives by using the correct negative prefix:
- •3. Write down the comparative and superlative degrees of the following adjectives:
- •4. Define the class of the italicized adjectives and their syntactic function in the text given below:
- •5. Insert little or a little and define which part speech they belong to:
- •10. Complete the following with far/farther/farthest, further/furthest:
- •11. Put the words in brackets into the comparative forms:
- •4.1. Definition
- •4.2. Classes of pronouns
- •4.4. Possessive pronouns
- •4.5. Reflexive pronouns
- •4.6. Reciprocal pronouns
- •4.7. Demonstrative pronouns
- •4.8. Interrogative pronouns
- •4.9. Connective pronouns
- •4.9.1. Relative pronouns
- •4.9.2. Conjunctive pronouns
- •4.10. Indefinite pronouns
- •4.11. Defining pronouns
- •4.12. Negative pronouns
- •2. In these sentences change the definite article to the pronoun some and observe the difference in meaning:
- •3. Translate into English using some, any, someone, anyone, somebody, anybody, something, anything:
- •4. Give two English variants of each of the following sentences using the pronouns either and both:
- •11. Translate into English using where necessary that, who or what:
- •12. Translate into English using reflexive pronouns:
- •13. Translate into English using one, oneself, one's:
- •5.1. Definition
- •5.2. Classes of numerals
- •5.3. Morphological structure of numbers
- •5.4. Usage
- •5.4.1. Numerals proper
- •5.4.2. Noun-substitutes
- •5.4.3. Substantivized numerals
- •1. Answer the following questions using cardinals:
- •2. Translate into English using cardinals:
- •3. Translate into English using the words dozen, hundred, thousand, million in the proper form:
- •4. Translate into English using ordinals:
- •5. Translate into English using ordinals:
- •6. Translate into English using ordinals:
- •7. Translate into English using fractional numerals:
- •8. Read out the following extracts paying special attention to the italicised numerals:
- •6.1. Definition
- •6.2. Morphological structure of verbs
- •6.3. Finite vs non-finite forms
- •6.4. Syntagmatic functioning of verbs
- •6.5. Conjugation of verbs
- •6.6. Regular vs irregular verbs
- •6.7. Classes of verbs: functions
- •6.8. Be: functions
- •6.9. Have: functions
- •6.10. Do: functions
- •6.11. Shall: Junctions
- •6.12. Will: functions
- •6.13. Should: functions
- •6.14. Would: functions
- •6.15. Modals
- •6.15.1. Modals expressing obligation
- •6.15.2. Modals expressing supposition
- •6.15.3, Modals expressing ability
- •6.75.4. Modals expressine permission.__requests,
- •6.15.5. Modals expressing willingness
- •6.15.6. Semi-defective verbs: need and dare
- •I 6.16. Meaningful verbs: grammatical categories
- •6.16.2. Category of Tense
- •6.16.3. Category of Taxis
- •6.16.4. Category of Aspect
- •6.16.5. Category of Voice
- •6.16.6. Category of Person
- •6.16.7. Category of Number
- •6.16.8. Category of Negation
- •6.16.9. Category of Interrogation
- •Is often a fine month, isn't it? — It isn't cold in October,
- •Is it? Leaves turn red and gold then, don't they? — The
- •I? You will be quick, won't you?
- •6.16.10. The Category of Expressivity
- •6.16.11. The category of Representation
- •6.17.1. Participle
- •6.17.2. Gerund
- •6.17.3. Infinitive
- •2. Define the syntagmatic characteristics of the italicized verbs in the following extracts:
- •3. Define the forms of conjugation of the italicized verbs below:
- •4. Comment upon the functions of be:
- •5. Comment upon the functions of have in the following extracts:
- •6. Comment upon the functions of do in the following extracts:
- •7. Define the meaning of the italicized modals in the extracts below:
- •8. Translate into English using modals of obligation:
- •9. Translate into English using modals of supposition:
- •10. Define the function of shall, will, should, would and the grammatical pattern in the following sentences:
- •11. Analyse the italicised verbal forms in terms of the grammatical categories:
- •12. Comment upon the forms of the participle and its syntactic functions:
- •13. Comment upon the forms of the gerund and its syntactic functions:
- •14. Comment upon the forms of the infinitive and its syntactic functions:
- •75. Define the grammatical status and the syntactic function of the italicised -ing forms in the following extracts:
- •16. State the grammatical status of verbals and their syntactic function in the following extracts:
- •17. Translate into English using the Complex Subject:
- •18. Translate into English using the Complex Object:
- •7.1. Definition
- •7.2. Morphological structure of adverbs
- •7.5.7. Adverbs denoting the quality of an action
- •7.5.2. Adverbs denoting circumstances
- •7.6. Syntactic functions of adverbs
- •1. Comment on the morphological status, lexical class and syntactic function of the italicized adverbs in the sentences below:
- •2. Choose the right word and define the part of speech it belongs to:
- •3. State whether the italicized words in the sentences below are adverbs or prepositions:
- •4. State whether the italicized forms below are prepositional or phrasal verbs:
3. Insert proper articles where necessary into the texts below:
a) It was raining heavily as I was walking towards ... Metro station. There were very few people in ... street. ... road was slippery. Just as I was crossing ... road near ... Metro station, ... car came round ... corner. It was travelling very fast, at ... speed of 80-90 miles. It was clear ... driver was having difficulty in controlling it. Suddenly it hit ... lamp-post and turned over. At once I ran to ... car. I tried to help ... driver. But I could do very little. ... man's eyes were closed, there's ... lot of ... blood on his face.
b) ... Pygmalion was ... king of ... Cyprus and ... famous sculptor. One day he took ... piece of ... marble and began to sculpt ... statue of ... young woman. When ... statue was finished, it was more beautiful than any woman in ... world. ... marble girl seemed to be almost alive. ... Pygmalion looked at ... beautiful statue ... day after ... day, and soon he fell in ... love with it. He brought ... flowers to ... statue and often kissed it. Sometimes it seemed to him that ... statue moved and became warm. But he understood that it was only ... marble statue.
c) When in 1483 Edward died, his eldest son was to become ... king. But before it happened ... prince was taken with his younger brother to ... prison and they were never seen again. Richard became ... king of ... England. ... people said that he had murdered his younger nephews. Shakespeare's play «Richard III» and many history books show Richard as ... cruel king, but he lived in ... cruel times, and many king who are not known as cruel did ...
same things. It is ... murder of ... prince and his brother that make ... people angry. But was it Richard who murdered them? Nobody knows.
d) At ... dinner ... beautiful girl looks at ... young man sitting at another table. They smile at each other. It is ... end of... dinner. ... People get from their tables. Will ... young man come up to ... girl? Yes, he is walking to her. Then suddenly when he is near ... girl turns round and walks quickly away. This is ... beginning of anti-smoking advertisement in ... British cinemas. As she walks from ... dining room alone ... girl turns to us and says, «He smells like ... old ash-tray». ... British government has ... campaign against smoking. In ... film they say, «Smoking makes you unattractive».
e) Once upon ... time there lived ... noble lord and his lady. They had ... little son. He was seven years old and his name was Philip. ... boy had no brothers and sisters and so felt lonely. He often ran after ... butterflies in ... beautiful gardens. ... butterflies and ... flowers were his only friends. One afternoon Philip was missing, and nobody knew where he was. ... servants were sent along all ... roads, but they came ... home without hearing anything of Philip.
4. Translate the following texts into English using proper articles:
а) Около трехсот лет назад в Англии жил один храбрый моряк. Его звали Генри Хадсон. Много раз на большом корабле он уплывал далеко от английских берегов. Он мечтал пересечь Северный Ледовитый океан. Он трижды пытался сделать это, но
безуспешно. Каждый раз, возвращаясь домой, он [рассказывал друзьям о многих трудностях, с которыми ему пришлось столкнуться.
b) Один молодой человек был влюблен в прекрасную девушку. Однажды она сказала ему, что на следующий день она будет отмечать свой день рождения. Молодой человек очень обрадовался и сказал ей, что пошлет столько роз, сколько ей исполнится лет. Вечером он отправился в цветочный магазин. Зная, что девушке исполняется 22 года, молодой человек заплатил за 22 розы и попросил цветочника отнести их девушке на следующее утро. Когда юноша вышел из магазина, цветочник подумал, что назвал слишком высокую цену человеку, который является его постоянным покупателем, и потому решил прибавить к букету еще 10 роз. Так и ' поступил. А на следующий день молодой человек никак не мог понять, почему именинница так на него рассердилась.
c) У одного богатого фермера был друг, у которого росли вкусные яблоки. Однажды друг принес фермеру отличную молодую яблоньку, велел отнести ее домой и посадить. Фермер был очень рад подарку. Но придя домой, он не мог решить, куда ее посадить. «Если я посажу яблоню у дороги, яблоки сорвут прохожие, а если посадить у дома, то ночью яблоки могут украсть соседи,» — подумал фермер. Наконец, он посадил яблоню в лесу, где ее никто не мог увидеть. , х
CHAPTER III
Adjective