- •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:
6.13. Should: functions
*.
The third person singular is should. The negative form is should not/shouldn 't.
Should can fulfil auxiliary and modal functions.
1. As an auxiliary, should is used in three grammatical patterns.
a) In the first person it indicates the Future-in-the Past in reported speech: / told him that I should see him the next day. We promised we should he back before nightfall
b) With all persons it is used as part of the Suppositional Mood: / was anxious our plan should not
fail. He suggests we should help him. If it should rain tomorrow we shall stay home.
c) In the first person it may occur as part of the Conditional Mood though in Modern English such uses are regarded as either formal or old-fashioned. For example: / should be surprised if he came.
2. As a modal, should is used in its full form with all persons and performs two functions.
a) It is used to express mild obligation in the form of advice or recommendation: If you see anything unusual you should call the police. He shouldn't be so impatient with the child.
To refer action to the past should takes passive infinitive: You should have told me this long ago. He shouldn 't have said this.
b) It may express probability: The photos should be ready by tomorrow morning. He studied much, he should pass the examination. There shouldn't be any difficulty about getting this book.
6.14. Would: functions
The third person singular is would. The negative' form is would not/wouldn't.
Would performs auxiliary and modal functions.
1. As an auxiliary, would is used in the two grammatical patterns.
a) In the second and third persons it indicates the Future-in-the Past in reported speech: They said they would meet us at the station. I knew she would be annoyed.
b) In the second and third persons it is used to form the Conditional Mood: She would be surprised if he came. What would you do if you won a million dollars?
2. As a modal would is basically used in its full form which is prosodically stressed. It may be observed in a variety of cases.
a) With all persons it is used to show willingness or in the negative — unwilligness in the past: They couldn't find anyone who would take the job. He said there had been a serious accident, but wouldn 't give any details.
b) In the second person it is used to form a polite request: Would you please lend me your pencil? Shut the door, would you?
c) It is used in the negative with reference to the object unable to fulfil its function: My car wouldn't start yesterday. The lift wouldn't work for two days.
d) It is used to show regular actions in the past: We used to work in the same office and we would often have coffee together.
6.15. Modals
Modal verbs are used to express the speaker's attitude towards the action or state denoted by the infinitive they are grammatically associated with, that is they show actions denoted by infinitives as obligatory, necessary, advisable, desirable, possible, impossible, uncertain, etc. They are: must, can (could), may (might), ought, shall, will, should, would, be, have, need, dare.
Modals are called defective verbs since most of them lack the non-finite forms and cannot be used in the analytical patterns such as perfect, continuous, passive as well as future tense forms. The exceptions are: be, have, need and dare. Besides, modals do not take the -(e)s suffix in the first person singular. Such verbs as be and have are characterized by the special forms of their own: The train is to arrive in an hour. The boy has to go to school.
Modals normally take infinitives without to with the exception of ought, be, have and sometimes dare and need.
Modals do not require any auxiliary to form questions and negative sentences except for the verb have. Do your children have to wear a uniform at school? Does she have to get up early tomorrow?
According to the meaning modals can be classified into several groups: 1) verbs expressing obligation, necessity — must, have to, be to, shall, should, ought to; 2) verbs denoting supposition, possibility, certainty/uncertainty — must, may(might), can(could), should, ought to, will, 3) verbs expressing ability — can(could), 4) verbs expressing permission, requests, offers, invitations — may/
might, will/would, can/could, 5) verbs denoting willingness — will, would.