- •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:
6. Comment upon the functions of do in the following extracts:
a) When we hear a language we do not know, it sounds like gibberish. We don't know where one word ends and another begins. And even if we did, we wouldn't understand the meaning.
b) The continual impoverishment of English speech, in its frank descripton of the passions and the crudities of life, deprives his style of the range which Shakespeare possessed. Nor did he penetrate into the hidden places of his characters' minds. Their conduct and emotions are governed by simple motives.
c) However, by talking to the other person about some neutral topic like the weather, it is possible to strike
up a relationship with him without actually having to say very much. Railway-compartment conversation of this kind — and they do happen, although not of course as often as the popular myth supposes — are a good example of the sort of important social function that is often fulfilled by language.
d) Taboo words occur in most languages, and failure to adhere to the strict rules governing their use can lead to punishment or public shame. Many people will never employ words of this type, and most others will only use them in a restricted set of situations. For those who do use taboo words, however, 'breaking the rules' may have connotation of strength or freedom which they find desirable.
e) Languages are always in a state of flux. Change affects the way people speak as inevitably as it does any other area of human life. Language purists do not welcome it, but they can do very little about it. Language would stand still only if society did. ...During the greater part of the 19th century, linguistic scholarship used the comparative method to establish the facts of language change. What features of language have changed in the past? When did they change? How did they change? ...Why do languages change?
f) ...«poetry is the best words in the best order». It is not a good specimen of his (Coleridge's) wisdom, but it does serve to remind us that words cannot be treated in isolation, except in respect of their sound and spelling. ...It is a maxim he (writer) he does well to remember, all the same.
7. Define the meaning of the italicized modals in the extracts below:
a) This initial sampling gives them an expectation about the way the text should be read, and they use their background knowledge to 'guess' the remainder of the text and fill in the gaps. In this view, a text is like a problem that has to be solved using hypotheses about its meaning and structure.
b) A short narrative passage might first be presented on tape for aural comprehension. A series of pictures illustrating the story might then be provided on banda sheets for each pupil. Question-and-answer work may then ensue. If the teacher is going to pass from one activity to another in this way, it should be noted that the passage mil be limited to only a small number of sentences. A following lesson may well allow the pupils to perform varied substitution, transformation and expansion exercises on the same sentences.
c) When addressing other research chemists, a scientist can say: «Chlorophyll makes food by foto-synthesis», and they will all understand the platitude he is expressing in simple jargon. When addressing a class of non-scientists, the research chemist could translate his statement into «Green leaves build up food with the help of light».
d) It must also be true, though equally tiresome to have to prove, that there is more jargon in the English language today than has been there since the immigrant Angles, Saxons, and Jutes started to develop their jargon of Englisc. As Jacob Grimm, the German philologist, recognized: «In wealth, wisdom and strict economy, none of the other living languages can vie with it». It has to
- express all the knowledge and opinion of all the learning and pseudo-learning in the world.
e) The more subtle kind of repetition we are advocating should be a built-in feature of any good language course. Structures and vocabulary items ought to be repeated at regular intervals from lesson to lesson. The same linguistic units will occur in a number of different situations and in conjunction with a range of varied visuals.