2. Define the morphological structure of the italicized nouns in the texts given below:

a) All language-teaching methods are necessarily based on some sort of analysis, for the very process of making a method involves the breaking down of the lan­guage into the elements which are to be taught. Langua­ge-teaching analysis depends ultimately on the recognition of these elements. The more we know about what a par­ticular language contains, the more we can analyse the teaching of it.

b) The education systems exert a conservative inf­luence on the national standards, the mass media promo­te understanding of differences and influence adoptions from other national varieties, particularly Americanisms. On the other hand, maintenance of English as a second language is in doubt in the long term. Some countries are likely to abandon English as an official language in favour of local languages when political circumstances permit the substitutions. Some are beginning to turn away from the mother tongue standards to recognize their own varieties as acceptable models.

c) Mother Goose rhymes have an appeal that lasts from one generation to another. How may we account for their longevity? What is there in these simple rhymes that appeal so strongly to each generation of children and even to adults fortunate enough to have retained some of the refreshing naivety of their early years?

3. Make up unstable compounds out of the following word-combinations:

A frame for a picture, a bag made of leather, a sa­lesman of cars, a street in a city, a graduate of a univer­sity, a player of records, a programme on television, a teacher of history, a society showing films, a bag for shopping, a basket for waste paper, a book for reference, a stool for feet, a brush for teeth, a can for petrol, a shar­pener for pencils, a stop for buses, a ring for keys, a shirt made of cotton.

4. Use the possessive case of the noun instead of the following word-combinations:

a) An outfitter for men, clothers for children, a hair­dresser for women, a club for wives;

b) the news of yesterday, the programme of the Ins­titute, the name of the street, the appearance of the garden, the publication of the book, the arrival of the plane, the work of an hour, a stay of a week, a thought lasting a moment, a journey lasting a day, the papers pub­lished today, the rays of the sun, the wool of the sheep, the events of the day.

5. Analyse the italicized nouns in terms of classes and categories in the following extracts:

a) Many of the early theories on the origin of language resulted from man's interest in his own origins and his own nature. Because man and language are so closely related, it was believed that if one knew how,

when and where language arose, perhaps one would know how, when and where man arose.

b) About the time Columbus was exploring the coast of the "New World", William Caxton was producing the first books ever printed in the English language. Of course, English had been spoken and written for many centuries before this — in England. But in the time of Columbus and Caxton hardly anyone outside England used the English language.

c) In Tolstoy's masterpieces all is probable and typi­cal of human life. These are the sort of things that might happen to anyone. Things like them have probably hap­pened to thousands. These are such people as we might meet any day. We can say without reservation, «This is what life is like».