- •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:
8. Translate into English using modals of obligation:
1. Ему пришлось лечь в больницу. 2. Никому не говори о том, что я сказал тебе. 3. Вам следовало сообщить об этом раньше. 4. Нужно всегда говорить правду. 5. Поезд прибывает в 5 часов вечера. 6. Вам не следовало приходить так рано. 7. Я должна проводить занятия по расписанию. 8. Почему ему пришлось обратиться в полицию? 9. Не смей трогать этот выключатель. Это опасно. 10. Что нужно сделать, чтобы получить водительские права? 11. На экзамене я должен ответить на многие вопросы. 12. Боюсь, мы не сможем увидеться. Я завтра работаю. 13. Ему не следует так быстро ездить: он еще совсем неопытный водитель. 14. Всем надо идти на выборы. 15. Вы обязательно должны нас навестить.
9. Translate into English using modals of supposition:
1. Он был отличным теннисистом и мог бы обыграть любого. 2. Вчера вечером мы могли пойти в театр, но из-за дождя решили остаться дома. 3. Мы только что пообедали. Ты просто не можешь быть
голодным. 4. Нигде не могу найти свою сумку. Наверное, я оставил ее в магазине. 5. Она не подошла к телефону. Наверное, она спала. 6. Хотя огонь распространялся стремительно, всем удалось спастись.
7. Однажды у него был трудный матч с сильным соперником. Но ему все-таки удалось выиграть.
8. Возможно, цены на бензин снова поднимутся. 9. В последнее время я плохо сплю. 10. Она прошла мимо меня, не поздоровавшись. Должно быть, она меня не видела. 11. На прошлой неделе отменили футбольный матч, но я в любом случае не смог бы играть из-за болезни. 12. Вы целый день путешествовали и, должно быть, очень устали. 13. Наверное, он не видел, куда идет. 14. В дверь стучат. Это должен быть почтальон. Он всегда приходит в это время. 15. Он должен сдать экзамен, так как много занимался.
10. Define the function of shall, will, should, would and the grammatical pattern in the following sentences:
1. The children of the village would shout with joy whenever he approached. 2. You should have phoned me at once. 3. I thought that by doing that, I would have solved all my problems at a stroke. 4. He said he wouldn't be late. 5. These poems will assuredly take high rank among the class to which they belong. 6. We will not have this man to reign over us. 7. Whoever commits robbery shall be punished with rigorous imprisonment. 8. For this opinion we shall proceed to give our reasons. 9. The handle turned, but the door would not open. 10. I'm sorry. I shouldn't have said this. 11. In the afternoon he would go out and walk for hours. 12. Will you have a cup
of tea? 13. Let us ask this man what the creature is, and I will stand by what he shall say. 14. It is impossible that you should have said this. 15. Should he come this way, 1 will speak to him.
11. Analyse the italicised verbal forms in terms of the grammatical categories:
a) There are indeed many differences between the way grammar is used in writing English and the way it is used in speaking it. This is only natural. When we are writing, we usually have time to make notes, plan ahead, pause, reflect, change our mind, start again, revise, proofread, and generally polish the language until we have reached a level which satisfies us. The reader sees only the finished product.
b) Meanwhile, the Bible, which had been appearing in various forms in the vernacular, was approaching the translation in which it was to become for centuries the best-known book in English. The English Bible as it is known today owes its form mainly to the labours of two men, William Tyndale (1490-15360) and Miles Coverdale (1488-1568). Already in the fourteenth century John Wycliff (1324-84) had laboured to make an English version, but his renderings were based on the Vulgate, or Latin version, and his English was literal and stiff. His influence on the development of English prose has been exaggerated. Tyndale, who at Vilvorde in 1536 was strangled at the stake for heresy, and his body burnt, gave to his prose the simple vigour of phrase and the strong cadences, with which the Authorized Version of 1611 has made us familiar.
c) An experiment was carried out in the USA in which a number of people acting as judges were asked to listen to tape-recordings of two different sets of speakers. Many of the judges decided that speakers in the first set were black, and speakers in the second set white — and they were completely wrong, since it was the first set which consisted of white people, and the second of Blacks. But they were wrong in a very interesting way. The speakers they had been asked to listen to were exceptional people: the white speakers were people who had lived all their lives amongst Blacks, or had been raised in areas where black cultural values were dominant; the black speakers were people who had been brought up, with little contact with other Blacks, in predominantly white areas.
d) Our perception of the English language and how it works has changed radically in the present generation. In the High Victorian world the pristine philologists saw the language in much the same way as they saw Victorian society: as a pyramid. At the top was the Queen's English (not, as it happens, spoken very well by Her Majesty, who retained a faint German accent all her life; she wrote it with naive charm and enthusiasm).
e) It is sometimes thought that only a few people speak regional dialects. Many restrict the term to rural forms of speech — as when they say that 'dialects are dying out these days'. They have noticed that country dialects are not as widespread as they once were, but they have failed to notice that urban dialects are now on the increase.