- •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:
2. Give the opposites of the following adjectives by using the correct negative prefix:
Acceptable, adequate, agreeable, attentive, available, compatible, complete, considerable, constant, constitutional, credible, direct, discreet, distinct, excusable, fre-
quent, grammatical, hospitable, logical, loyal, mistakable, mobile, mortal, natural, polite, probable, religious, repu-
table, resistible, resolute, responsible, selfish.
3. Write down the comparative and superlative degrees of the following adjectives:
Large, heavy, free, sly, near, able, complete, rude, polite, respectable, far, distant, slim, slender, shy, coarse, wide, narrow, high, low, sly, brave.
4. Define the class of the italicized adjectives and their syntactic function in the text given below:
Words are the raw material of the writer's craft, and in his choice of them lies very much of his skill. English
offers him an immense vocabulary, enriched from many sources. French and Latin have added most to the original Saxon stock, but words have been borrowed from almost every country under the sun. French came over with the Norman conquerors; Renaissance scholars borrowed direct from Latin and Greek; fine gentlemen in Elizabeth's day garnished their speech with French, Italian and Spanish phrases; merchants and sailors and adventurers brought home new words from East and West. The process has been continuous, and continues still today. By these means the English vocabulary has increased not only in size, but in richness and variety. There seems at times a bewildering number of words which might express one plain meaning. How, then, shall we select the right one?
5. Insert little or a little and define which part speech they belong to:
a) 1. Have ... patience. 2. She had ... opportunity to use it. 3. I'll go ... way with you. 4. There's ... doubt he was responsible. 5. So much to do, so ... time. 6. Won't you have ... brandy? 7. We have ... hope of success. 8. I saw ... chance of doing it. 9. Wait ... longer.
b) 1. There's ... we can do about it. 2. There's ... that I can add to what he said. 3. Have some coffee: there's ... left. 4. I've got ... ; he's got a lot. 5. Is there any brandy, I'll have ... . 6. He said ..., but I knew what he meant. 7. I can't help you, I know ... about it. 8. It means ... to me. 9. Try ... of this cake.
c) 1. I used to play a lot, but now I play ... . 2. He's ... interested in anyone but himself. 3. She's ... sen-
timental. 4. It was ... difficult, not very. 5. You must excuse me. I'm ... tired. 6. Can we just move it ...? 7. He says ..., but he thinks a lot. 8. We thought it would be popular but it's ... used. 9. I'm just ... worried.
6. Insert few or a few:
1. It's so difficult that ... people can do that. 2. It was so cold that ... people came. 3. There are ... places hotter. 4. He has ... friends so he almost never goes out. 5. Can you give me ... examples? 6. ...flowers would look nice, but we don't need many. 7. I've been there ... times, but not often. 8. ... men have served their country so well. 9. He's had quite ... accidents.
7. Insert little, a little, few, a few:
1. I don't need a lot of money, just ... . 2. Not many people came, just ... . 3. He did ... to help us, which was not very friendly. 4. She was tired and had ... to say. 5. Have some coffee: there's still ... left. 6. As we feared, there was ... to interest us. 7. We hoped to sell a lot, but ... have been sold. 8. He found ..., but not many. 9. These are ... of my favourite things.
8. Complete the sentences below with the adjectives tall, wide, old, deep, thick, long, high:
1. The cathedral is 600 year .... 2. The mine is half a mile ....3. This cloth is a metre .... 4. That river is 80 miles .... 5. His son is 6 feet .... 6. The building is 60 feet .... 7. I need a piece of wood half an inch ....
9. Complete the following with one of the forms good/better/best, bad/worse/worst, much/more/most:
1. It was the ... accident in the history of the company. 2. The most expensive is not necessarily the ....
3. She was very ill yesterday, but she's ... today. 4. You surely don't expect me to sell it far ... than I paid for it! 5. Last year's results were bad, but unfortunately this year's are .... 6. Managers earn ... than secretaries. 7. They all ate a lot but he ate (the) .... 8. Nobody gave very much, she gave (the) .... 9. He is not satisfied with -anything but the .... 10. He is a good player, but his brother is ....