- •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:
6.15.6. Semi-defective verbs: need and dare
Need expressing necessity or demand and dare which has the meaning «be brave or rude to do something dangerous or difficult» are treated together because they both are semi-defective verbs. This means that they may function as both modals and meaningful verbs.
As meaningful verbs they 1) take the -s suffix in the third person singular of the present tense; 2) use infinitives with to, 3) require the auxiliary do to form questions and negations. For example: He needs to study. He doesn't need to study. She dares to blame her mother for all her failures. He did not dare to meet his uncle.
In the modal function, on the contrary, they 1) never take the -5 suffix in the third person singular except for dare, 2) use infinitives without to except for need, 3) do not require any auxiliary to form questions and negative sentences. For example: Need he study? He needn't study. That is as much as I dare tell you. How
dare you accuse me of lying? I daren't tell you any more, ; because it is confidential.
I Note that in Modern English dare tends to be more i recurrent in the modal function while need can be I observed in both. I Both need and dare are not usual in the progressive
| (continuous) tenses.
I 6.16. Meaningful verbs: grammatical categories
I
I Meaningful, auxiliary, and link-verbs find themselves
I in certain grammatical patterns (grammatical tenses) each I of which is the manifestation of a number of verbal I categories.
I The verb is characterized by 11 grammatical catego-
I ries. They are as follows: Mood, Tense, Taxis, Aspect, ] Voice, Person, Number, Negation, Interrogation, Expressi-Ij vity, Representation.
t
'I
|'< 6.16.1. Category of Mood
(, The category of Mood expresses modality, i.e. the
I relation of an action or state to reality and can be realized
I by only a predicative verb.
\ The category of Mood is constituted by the 6 ca-
tegorial forms in English. They are as follows: 1) the Indicative Mood, 2) the Imperative Mood, 3) Subjunctive I, 4) Subjunctive II, 5) the Conditional Mood, 6) the Suppositional Mood.
The Indicative Mood shows that the action or state denoted by the predicative verb is viewed by the speaker
as an actual fact of the present, past, or future either in the form of a statement, negation, or a question. For example: My children go to school. They are having dinner now. Their father has not come yet. Does he usually come late? He won't work on Sunday.
The category of Mood in the form of the Indicative is indissolubly connected with the category of Tense and the categories of Aspect, Taxis and Voice. This results in the system of 11 grammatical tenses of the Indicative Mood: Present Simple (Indefinite), Past Simple (Indefinite), Future Simple (Indefinite), Present Perfect, Past Perfect, Future Perfect, Present Continuous, Past Continuous, Future Continuous, Present Perfect Continuous, Past Perfect Continuous.
The Imperative Mood shows the speaker's urge to make a person fulful an action expressed in the form of a command or request. For example: Stand up! Go out! Be quiet and listen to me! Don't make a noise.
Subjunctive I, Subjunctive II, the Conditional Mood, and the Suppositional Mood are usually termed as the Oblique Moods. Their general function is to show an action or a state as a wish, purpose, doubt, condition, or supposition, problematic or contrary to reality. For example: The order is that he stay with us. Long live the Queen! (Subjunctive I) She looks as though she were ill. I wish it wasn't raining. It is high time we had dinner. (Subjunctive II) / wish you would mind your own business. I would prefer not to be interviewed on the subject. (Conditional Mood) He suggests we should go to the theatre. It is necessary you should stay with us. (Suppositional Mood)
The Oblique Moods as the realizations of the category of Mood are associated with the category of
Tense with the exception of Subjunctive I (which has no tenses). This means that they have systems of tenses of their own: Present Subjunctive II, Past Subjunctive II, Present Conditional, Past Conditional, Present Suppositional, Past Suppositional.