- •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:
1. Answer the following questions using cardinals:
1. How many days are there in a year?
2. How many days are there in February, March, and April?
3. How many men are there in a football team?
4. How many grams are there in a kilogram?
5. How many new pence are there in a pound?
6. How many hours are there in a day?
2. Translate into English using cardinals:
1. Вы найдете этот рассказ на странице 15. 2. Он только что закончил чтение третьего тома. 3. Вам нужен 73-й автобус. 4. Он живет по адресу: Парковая улица, дом 65. 5. Ваши студенты в комнате 307.
6. Наш поезд отходит с платформы 9.7. Рейс 562 задерживается. 8. Откройте раздел 24.
3. Translate into English using the words dozen, hundred, thousand, million in the proper form:
1. Я говорила ему об этом миллион раз. 2. Я сталкивался с этой проблемой десятки раз. 3. В результате взрыва на заводе погибли сотни людей. 4. Современный компьютер способен выполнять тысячи операций за секунды. 5. По предположениям некоторых ученых человек существует уже несколько миллионов лет. 6. По решению суда компании пришлось заплатить штраф в размере миллиона долларов.
7. В Англии дюжина яиц стоит 80 пенсов, а в России — 6 тысяч рублей. 8. Этот городок расположен в двустах милях к северу от Лондона. 9. Во время праздника на стадионе находились тысячи людей. 10. Глубина Марианской впадины в Тихом океане достигает 11 тысяч метров.
4. Translate into English using ordinals:
10-е января, 2-е февраля, 8-е марта, 1-е апреля, 9-е мая, 12-е июня, 14-е июля, 24-е августа, 19-е сентября, 30-е октября, 16-е ноября, 25-е декабря.
5. Translate into English using ordinals:
Генрих VIII, Людовик XIV, Георг V, Елизавета II, Ричард III, Чарльз I Екатерина II, Петр I.
6. Translate into English using ordinals:
1. Это произошло уже во второй раз. 2. Он живет на 13-м этаже. 3. Это уже 5-й директор компании за последние 2 года. 4. Вы — 20-й студент, который задает этот вопрос. 5. Она сдала экзамен с первого раза. 6. Их семья достаточно состоятельна, чтобы купить вторую машину. 7. В состязаниях по бегу этот спортсмен пришел третьим. 8. Вторая мировая война началась 2-го сентября 1939 года. 9. Время называют четвертым измерением. 10. Он бывает на работе раз в 3 дня.
7. Translate into English using fractional numerals:
1. Вместимость чайной ложки составляет 1/3 столовой ложки. 2. 1 американский галлон равен 3.785 литра. 3. 1 американская пинта приблизительно составляет 1/5 галлона. 4. 1 фут составляет 1/3 ярда. 5. 1 дюйм равен 1/12 фута.
8. Read out the following extracts paying special attention to the italicised numerals:
a) Because of the movements of individual stars, the stellar configurations we call constellations are continuously changung their shape. 50.000 years from now we
would find it difficult to recognize Orion or the Big Dipper. But from year to year the changes are not noticeable. Linguistic change is also slow, in human, if not astronomical, terms. If we were to turn on a radio and miraculously recieve a broadcast in our native language from the year 3000, we would probably think we had tuned in some foreign-language station.
b) The following example from Caedmon's Hymn in Old English spoken and written in the period between A.D. 658 and 680 will reveal why it must be studied as a «foreign» language.
c) Anthropologists think that man has existed for at least 1.000.000 years, and perhaps for as long as 6.000.000 years. But the earliest deciphered written records are barely 6.000 years old, dating from the writings of the Sumerians of 4000 BC.
d) Now, though, less than 500 years later, English is used by at least some of the people in almost every country in the world. English is the native language of about 250.000.000 people (mostly citizens of Australia, Canada, Great Britain, New Zealand and United States). About 50.000.000 others are fluent in English as a second language, and 100.000.000 or more others understand or can use English to some extent.
CHAPTER VI
Verb