- •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:
11. Translate into English using where necessary that, who or what:
1. Ты слышал, что я сказал? 2. Все, что он сказал, было правдой. 3. Скажи мне, что ты хочешь и я постараюсь тебе помочь. 4. Она позволяет детям делать все, что они захотят. 5. Почему ты всегда обвиняешь меня во всем плохом, что случается с тобой? 6. Я сделаю все, что смогу. 7. Я не могу одолжить тебе денег. Все, что у меня есть, необходимо мне самому. 8. Я не согласен с тем, что вы сейчас сказали. 9. Это самая отвратительная сцена, которую я когда-либо видел. 10. Я нашел ключи, которые вы потеряли.
12. Translate into English using reflexive pronouns:
1. Он сильно поранился при падении. 2. Пожилые люди часто разговаривают сами с собой. 3. Я хочу поговорить с самим директором, а не с его секретарем. 4. Каждый должен уметь защищаться. 5. Она купила себе машину. 6. Она сама рассказала мне эту историю. 7. Она давно живет самостоятельно. 8. Мы увидели себя по телевидению. 9. Они сами построили себе дом. 10. Они отлично провели время в гостях. 11. Дети выполнили эту сложную работу самостоятельно. 12. Ты поранишься, если будешь играть с
ножницами. 13. Вы сами так сказали. 14. Я тебя прощаю. Ты был не в себе, когда высказывал все эти обвинения. 15. Она любила смотреться в зеркало.
13. Translate into English using one, oneself, one's:
1. Есть ли в вашей библиотеке книги по сельскому хозяйству? Я хотел бы взять одну. 2. У нас есть несколько фильмов на этот сюжет. Который вы хотите посмотреть? 3. Какой журнал вам дать? — Тот который лежит на столе. 4. Директор — это человек, управляющий компанией, фирмой или банком. 5. При необходимости можно воспользоваться словарем. 6. Не всегда можно получить то, что хочется.
7. Невозможно радоваться жизни, если очень устал.
8. Часто проще сделать что-либо самому, чем заставить кого-нибудь. 9. В теннис нельзя играть одному. 10. Нужно знать свои права и не забывать про обязанности.
CHAPTER V
Numeral
5.1. Definition
The numeral is a part of speech which denotes quantity or order of persons and things and thus used in counting and measuring. For example: one, ten, hundred, first, tenth, twentieth, etc.
5.2. Classes of numerals
According to their function numerals are divided into cardinals (cardinal numerals) and ordinals (ordinal numerals).
Cardinals form a class of numerals which show quantity rather than order, answering the question how many? : one, two, three, four, etc.
Ordinals are numerals that show order rather than quantity, answering the question which? : first, second, third, fourth, etc.
5.3. Morphological structure of numbers
According to their morphological structure numerals can be classified as 1) simple, 2) derivative, 3) compound.
Simple numerals are cardinals from zero to twelve, hundred, million, thousand, billion, etc. and such ordinals as first, second, third.
Derivative numerals are formed by means of the suffixes -teen and -ty. The suffix -teen is typical of the cardinals from thirteen to nineteen while the suffix -ty is characteristic of tens from twenty to ninety.
Compound numerals include: 1) cardinals from twenty-one to twenty-nine, from thirty-one to thirty-nine, etc, 2) their corresponding ordinals: twenty-first, thirty-second, forty-fourth and so on, 3) fractional numerals or fractions in which the numerator is a cardinal and the denominator is an ordinal: two-sixths, three-tenths. This group consists of substantivized numerals. (See 5.4.3.}