- •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:
6.10. Do: functions
The present tense forms of the verb are do and in the third person singular — does. The negative forms are do not/don't and does not/doesn 't.
The past form of do is did. Its negative is did not/ didn't.
The past participle form is done, the present participle is doing.
Do may fulfil 4 functions.
1. As a notional verb, do is used in the meaning «perform, carry out (an action), busy oneself with»: What are you doing now? What shall I do next? I will do what I can. I have nothing to do.
Do often takes various nouns to form recurrent set expressions denoting actions which are necessary in order to complete something or bring it into a desired state. For example: to do a crossword/a sum/one's homework (the cooking, the cleaning, the washing, the ironing, the shop-
ping)/one's hair/flowers/rep aires /business/exercises/sci-ence/duty/a favour/harm/good/one's best, etc.
In the Present and Past Simple tenses an additional do is necessary to form questions and negations: Do you do your morning exercises regularly? The photograph do-esn 't do her justice.
2. As an auxiliary, do is always used in the Present and Past Simple tenses to form questions and negative sentences as well as in the negative form of the imperative mood. For example: Do your children read much? She doesn't do her work properly. I don't work. Don't be so rude.
3. In the Present and Past Simple tenses do may often function as a verb-substitute to replace a verb already used: She plays the piano better than she did last year. The same function is performed in disjunctive questions (or question tags) when do replaces the verb in the statement: He lives in London, doesn't he? So you want to be a doctor, do you?
4. In the Present and Past Simple tenses and in the imperative mood do often performs the emphatic function to stress the affirmative nature of the statement: That's exactly what he did say. I do want to go! Do tell me what happened!
6.11. Shall: Junctions
The third person singular of the present tense is shall. The negative form is shall not/shan't.
Shall combines auxiliary and modal functions.
1. Shall may be used as an auxiliary in the first person both singular and plural to form the future tense: / shall have completed my report by Tuesday. We shall be away next week.
Note that in ordinary modern speech mil or its short form 'II is more often used than shall.
2. As a modal, shall is used with all persons to form statements or questions expressing obligation, duty, command and in the negative prohibition. It should be brought out prosodically. For example: Shall I open the window? (= Do you want me to open the window?) Shall the boy wait? You shall not have it! It's mine.
In this meaning shall is often used in formal writing: You shall not kill. (The Bible) Payments shall be made by check.
6.12. Will: functions
The third person singular form is will. The negative is mil not/won't.
Will performs both auxiliary and modal functions.
Will is used as an auxiliary in the second and third person singular and plural to form the future tense in statements, questions and negative sentences. For example: You will miss your train unless you hurry. They say it will rain tomorrow. What time will she be arriving? He won't come to the party.
In modern English the short form 'II is regularly used in the first person singular as part of the future tense as well as mil which acquires a modal meaning of wish,
willingness or unwillingness in the negative: / will have finished the job by that time. I will never come again.
2. As a modal, will can be used with all persons and has a variety of uses. In most cases it is brought out prosodically.
a) It expresses willingness, intention, consent (and unwillingness in the negative): All right, I will come. We will pay the money soon. He will have his own way. We can't find anyone who who will take the job. I won't do the work. He won't listen to me.
b) When will is used in polite requests it is often equivalent to «please»: Will you come in? Will you have a cup of tea? Shut the door, will you?
c) Will may be used in negative sentences with reference to objects to show them as unable to fulfil their function: The pen won't write. The knife won't cut. The lift won't work.
d) Will may express various degrees of possibility. For example: This car will hold five people comfortably. (=can) This will be the postman at the door now. (=must) To refer action to the past mil takes a perfect infinitive: Do you think he will have got my letter yet?
e) Will is also used to indicate characteristic behaviour or regular actions in the present. For example: Accidents will happen. Boys will be boys. She will ask silly questions. He will sit there for hours looking at the traffic go by.