- •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:
4.11. Defining pronouns
The defining pronouns are: all, each, both, either, every, everybody, everyone, everything, other, another.
All or all of can be used before nouns with the definite article or the demonstrative pronouns: All (of) the students are coming to the party. All her friends are leaving for London. All, not all of is used before nouns without any article: All students hate exams. All of may be used before personal pronouns: I'd like all of you to come. All can be used after a pronoun: They all like parties. I'd like you all to come.
All is singular with uncountable nouns and is plural with plural nouns. Compare: All (of) the money is spent. — All (of) the people have gone.
All may function as subject, predicative, object, and attribute. For example: We invited many people but not all of them came, (subject) That is all. (predicative) I brought all of them. He gave all he had. (object) All children like toys, (attribute)
Each is used to denote every single one of two or more things or people considered separately: She had a cut on each foot/each of her feet. Each is used either separately, as a noun-substitute, or with nouns without any article: Each has a lot of friends. Each student has a lot of friends.
Each of is usually used with nouns determined by the definite article or personal pronouns. For example: Each of her children goes to a different school. Each of the children answered the teacher's question.
Each is usually singular and takes a singular verb, except after a plural subject or when each of is followed by a plural noun. Compare: Each has his own room. — They each have their own room. Each of the young philologists of the department is/are specializing in a different subject.
Each can be used after the pronoun: They each want to do something different.
In the sentence each/each of functions as subject, object, and attribute. For example: Each has his own opinion. Each of the students came to the party, (subject) He paid a dollar each, (object) He was sitting with a child on each side of him. (attribute).
As distinct from each/each of, both/both of arc used for two things taken together. For example: Both children go to the same school.
Both/both of can be used with the definite article and demonstrative pronouns: / like both (of) the paintings. Both (of) their children are grown up.
Both, not both of, can be used before nouns without any article or pronoun: I like both paintings.
Both may be used after a noun or pronoun it is attributed to: She and her husband both like dancing.
Both/both of may function as subject, object, and attribute. For example: Both seemed to be interested in the subject. Both of them were interested in the subject, (subject) / like them both. He continued talking to both, (object) Both sides are keen to reach an agreement. (attribute)
Either is used to denote one or the other of the two objects or living beings. It is often synonymous to each and both. Compare: He sat in the car with a policeman on either side of him. — He sat in the car with a policeman on each side of him. — He sat in the car with policemen on both sides. Either of them will be satisfactory. — Each of them will be satisfactory. — Both will be satisfactory.
But in the negative either is the only possible way of expression: She's lived in Manchester and Liverpool, but doesn 't like either city very much.
Either is usually used with a singular noun but either of may be followed by a plural noun and then takes a singular verb in formal writing: Is either of the factories in operation yet? But in speech and informal writing a plural verb is usually used: Are either of the teams playing this week?
In the sentence either usually functions as an attribute but either of may be subject and object: Take either half. In either event you will benefit. Either of them will be present, (subject) There is coffee or tea — you can have either. Take either of these books, (object)
Every points to the whole as compared with each which is directed to the object or individual. Compare: Each pupil was given a different book by the teacher. — Every boy ran in the race.
Every is never used with of or after a subject like each.
Every is always used with a singular noun, being an attribute in the sentence: Every boy in the class passed the examination. He enjoyed every minute of his holiday.
Everybody, everyone can only be used of people and are never followed by of. They always take a singular verb and may function as subject and object. For example: If everyone is ready, we'll begin, (subject) They gave a prize to everyone who passed the examination, (object)
Everyone (or everybody) should not be confused with every one that means «each person or thing» and is often followed by of. Compare: Everyone in the class passed the exam. — There are 20 students and every one passed:
Everything is used with a singular verb and may function as subject, object, and predicative in the sentence. For example: Everything is ready for the party, (subject) This shop sells everything needed for camping, (object) Money is everything to him. Beauty is not everything. (predicative)
Other denotes the second of two and may substitute both nouns and adjectives. In this meaning other is followed by a singular noun with the definite article and
takes a singular verb. For example: The twins are so much alike that people find it difficult to know (the) one from the other. The post office is on the other side of the street. One of them is mine, the other is my sister's.
Other may be used to point out an additional person or thing. In this meaning as a noun-substitute it has two numbers. As an adjective-substitute it is followed by a plural noun and takes a plural verb. For example: Six of the books are mine, the others are John's. I saw John with some other boys. Where are the other boys?
As a noun-substitute other may function as a subject and object while as an adjective-substitute it is used attributively. For example: One of the twins lives in London, the other — is in York, (subject) / know one of them but I've never met with the other, (object) They live on the other bank of the river, (attribute)
Another points to one more person or thing of the kind. It is normally used as an adjective-substitute before a singular noun, thus being an attribute: Will you have another cup of tea? We can do that another time.
However, sometimes another may be used as attribute with a plural noun, or without any noun in the function of object: In another two weeks we'll be on holiday. I don't like this dress, show me another (one).