- •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:
6.15.2. Modals expressing supposition
There are 8 modals expressing supposition, probability or possibility to various degrees: must, may, might, should, ought to, can, could, will.
6.15.2.1. Must
Must expresses certainty, assurance, almost a conviction, i.e. the highest degree of supposition. For example:
Where is he? — He must be in the library. (=1 am sure he is in the library.) You must feel tired after your long walk. You must be the new teacher. (=1 suppose you are.) The meal must be ready by now. (=1 am sure it is.)
To refer an action to the past must takes a perfect infinitive: / saw him a few years ago. He must have been forty. There's nobody here — they must have all gone home. They must have known about it.
The negative form of must as a modal of supposition is cannot/can't. He can't be in the library. You can't be the new teacher. You can't be hungry after dinner.
In the past cannot/can't or couldn't take a perfect infinitive: They can't have known about it. He couldn't have been in the library.
6.15.2.2. Ought to/should
Ought to and should can be often used in the same contexts as less strong forms of must expressing milder supposition. For example: He should/ought to be in the library now. (=He is probably in the library.) She has been studying very hard, so she should/ought to pass her examination.
In this meaning should and ought to are mainly used in the positive sentences to refer actions to the present or future.
6.15.2.3. May/might
Although might is historically the past form of may in Modern English both may and might generally function independently.
In the third person singular their forms are may and might. They never take an auxiliary to form questions and negations. The negative forms of may and might are may not/mayn 't and might not/mightn 't.
As compared with must, may and might express a less degree of supposition, possibility, and probability: He may/might come or he may not/might not. We will do whatever may/might be necessary. I may/might see you tonight; I don't know yet. He may/might be having lunch.
To refer an action to the past may and might take a perfect infinitive. For example: Why hasn't she come? — She may/might have stopped to talk to someone. She may/might have missed the train.
Although may and might are similar in meaning and in most cases interchangeable might sometimes suggests a smaller possibility than may: Compare: He might come, but it is very unlikely. That car nearly hit me; I might have been killed.
In the indirect speech might can also be used as the past form of may. I thought it might rain. (=1 thought, «It may rain».)
Might is often used as a synonym to should and ought to: You might at least say 'good-by' when you leave. You might have offered to carry her suitcase.
6.15.2.4. Can/could
Although etymologically could is the past form of can, in Modern English they are often used on their own.
In the third person singular their forms are can and could. They need not an auxiliary to form questions and negations. Their negative forms are cannot/can't and could not/couldn 't.
Can is used to show possibility. For example: / am sure they can find a solution. He is confident that the problem can be settled. This word can't be used in such a context. Can this be true? This can't be true.
Can is not usually used to express uncertainty. Instead may/might and less commonly could are used: He may/might/could have lost the papers. The papers may/ might/could be lost. The car may/might/could have broken down.
Could expresses uncertainty, probability: What shall we do tonight? — We could go to the theatre. What will you do tomorrow? — We could have a party. When shall we meet? — We could meet on Sunday. I don't know how managed to do the work. I couldn 't do it.
Can is also possible in the above contexts but it is more certain than could. We can go to the theatre. We can have a party. We can meet on Sunday.
To refer an action to the past could takes a perfect infinitive: We could have gone to the theatre last night but we decided not to. We couldn't have chosen a worse day for the picnic — it rained nonstop.
Could can be used like may and might denoting uncertainty but it is less common: The line is engaged. He may/might/could be talking to someone. He may/might/ could be trying to phone me while I'm phoning him.
6.15.2.5. Will
Will may express various degrees of possibility: strong supposition, assurance and be equivalent to must and certainty being synonymous to can. For example: This will be the postman at the door now. Why are we overdrawn? — This will be the desk we bought, it's too
expensive. (=must) This car mil hold five people comfortably. (=can)