- •Практикум по грамматике английского языка для студентов первого курса (времена и артикли)
- •Часть 1
- •III. Point out the adverbial modifiers in the following sentences: State their type and say what they are expressed by:
- •IV. Change the following sentences into as many question as you can beginning with when, where, why, how:
- •IV. Name the parts of the sentence and discriminate between the main and the secondary parts:
- •V. Point out the subjects and say what they are expressed by:
- •VI. Discriminate between verbal and nominal predicates, say what they are expressed by:
- •VII. Choose the appropriate word from brackets and explain your choice:
- •Lesson 3
- •I. Point out the objects and say what kind they are:
- •II. Point out the attributes in the following sentences and say what they are expressed by:
- •V. Form the plural of following nouns:
- •VI. Classify the following nouns:
- •VII. What is the correct collective noun for:
- •Lesson 5
- •I. In each of the following groups of nouns pick out the one that is different in class from the others. Give the reason for your choice:
- •II. Comment on the kinds of nouns in the following sentences:
- •VII. Rewrite the following using verbs and adverbs instead of nouns and adjectives:
- •VIII. Using either the adjective or the adverb, make sentences out of the following:
- •Lesson 6
- •I. Find equivalents to every indefinite article in the following sentences:
- •II. Insert articles where necessary:
- •III. Translate the following sentences into English:
- •IV. Translate into English paying particular attention to the demonstrative pronouns:
- •V. Complete the following sentences with the phrases "to me" or "for me":
- •VI. Give answers to the following negative statements:
- •Lesson 7
- •I. Complete this table. The first example is done to help you.
- •VII. Translate into English:
- •VIII. Comment on the use of the Present Indefinite Tense:
- •IX. Give answers to the questions using adverbial clauses of time. Use "when", "before", or "after":
- •Lesson 8
- •I. Translate the following sentences into English:
- •II. Put the adverbs of following questions into their proper place:
- •III. Translate into English paying attention to the articles before nouns modified by such, rather, what and quite:
- •IV. Translate into English:
- •Lesson 9
- •I. Translate what is given in brackets, using the Present Indefinite or the Future indefinite Tense:
- •II. Complete the following sentences in any suitable way:
- •III. Answer each question with a complete answer:
- •IV. Put adverbs in brackets in the correct place in the sentence:
- •III. Use unless to replace if … not in following sentences:
- •IV. Paraphrase using adverbs or adjectives. Make all the necessary changes:
- •V. Compose dialogues using the words below. Follow the model.
- •VI. Read the following sentences paying attention to the nouns. Explain when the Nouns are countables and when they are uncountables:
- •Lesson 11
- •I. Insert some, any, no:
- •II. Translate the following sentences:
- •III. Translate into English paying particular attention to the use of articles with countable and uncountable nouns:
- •IV. Translate the following sentences paying attention to object clauses of time and condition:
- •V. Translate the following sentences paying attention to object clauses, clauses of time and condition:
- •Lesson 12
- •I. Put some, any, not any, none, no, not before the nouns where necessary:
- •II. Translate into English:
- •III. Translate into English. Be careful of the use of articles before nouns modified by limiting attributes:
- •IV. Translate into English. Be careful of the use of tenses in clauses of time and condition and object clauses:
- •V. Dictation-translation:
- •Lesson 13
- •I. Explain the use of the Present Continuous in the following sentences and translate into Russian:
- •II. Translate into English:
- •III. Contrast the Present Indefinite with the Present Continuous Tense:
- •IV. Translate the following sentences using either the Present Indefinite or Present Continuous Tense:
- •V. Translate into English:
- •VI. Translate into English. Pay attention to the use of articles:
- •Lesson 14
- •I. Put the verb in brackets into either the Present Indefinite or the Present Continuous Tense:
- •II. Translate into English:
- •III. Translate into English and reproduce the dialogues:
- •Lesson 15
- •I. Translate the following sentences paying particular attention to the use of articles:
- •II. Put the verbs given in Brackets into their proper tenses. State what kind of a subordinate clause it is 9an object clause, an adverbial clause of time or condition):
- •III. Translate into English:
- •Lesson 16
- •I. Insert many, much, little, a few, a litte:
- •II. Compose as many sentences as possible:
- •III. Translate the following using little, a little, few. A few:
- •IV. In place of the adjectives in brackets put the correct form, adding more or most where necessary:
- •V. Translate the following sentences into English:
- •VI. Insert articles where necessary:
- •Lesson 17
- •I. Make up short dialogues as shown in the model.
- •II. Translate into English:
- •III. Analyze the use model verbs in the following dialogue. Learn the dialogue by heart to the next lesson:
- •IV. Rewrite the following sentences using unless instead of if not:
- •V. Answer the following questions using the adverbial clauses of condition:
- •VI. Insert articles were necessary:
- •Lesson 18
- •I. Fill in the blank spaces with either mustn’t or needn’t:
- •II. Translate into English:
- •III. Make up dialogues as shown in the model. Use the words given to you. Pay attention to the model verbs:
- •IV. Translate into English:
- •V. Insert articles where necessary:
- •Lesson 19
- •I. Make up short dialogues as shown in the model. Be careful of the use of the auxiliary verb “to do” with the modal expression “to have to” in the interrogative:
- •II. Translate into English:
- •III. Supply “the” wherever needed:
- •VII. Write the following sentences choosing the correct form of the word in brackets – adjective or adverb:
- •Lesson 20
- •I. Complete the following situations according to the model:
- •IV. Translate into English:
- •V. Answer the questions, using the Present Perfect Tense:
- •VI. Translate into English, using the Present Perfect Tense:
- •II. Construct sentences according to the model:
- •III. Comment on the use of the Present Perfect Tense. Say whether it expresses a complete action – the Resultative Perfect or an incomplete action – the Durative Perfect.
- •IV. Read the following sentences in Present Perfect using the adverbial modifiers in brackets:
- •V. Translate into English:
- •VI. Insert the correct article:
VII. Rewrite the following using verbs and adverbs instead of nouns and adjectives:
Model: He is quick worker, isn't he?
He works quickly, doesn't he?
1. When we arrived there was a heavy rain. 2. Why did you give him such a cold look? 3. She is a quiet sleeper, isn't she? 4. Electricity brought a wonderful change to the life of the people. 5. He gave a very good translation of article in the newspaper. 6. They did a lot of hard work in the summer. 7. I am sure she will give you a very good description of the places she'll be visiting during her trip. 8. Peter is a careful driver. 9. Harry is a slow eater. 10. Peter is a fast runner.
VIII. Using either the adjective or the adverb, make sentences out of the following:
1. John ran (quick, quickly). 2. She thinks (well, good) of peter. 3. Jean sat (comfortable, comfortably). 4. John spoke (sad, sadly) to Jane. 5. He behaves (honest, honestly). 6. She speaks English (fluent, fluently). 7. John did the exercises (easy, easily). 8. She was (bad, badly) hurt. 9. Are these books (good, well)?
Lesson 6
Article with Nouns in the Main Syntactical Positions. Personal, possessive and demonstrative pronouns.
I. Find equivalents to every indefinite article in the following sentences:
1. A boy I know told me this. 2. A sweater can be worn with either trousers or a skirt. 3. I'm giving you a clean hander-chief. 4. I'll put a cherry in every glass. 5. A girl of her age should think of her lessons. 6. A cactus will never bloom if you water it too often. 7. Add a carrot or two and it will taste much better. 8. There is a word I don't know in this sentence. 9. My husband lost a pair of spectacles here last night. 10. I think it was a trick to divert your attention.
II. Insert articles where necessary:
I have … sister. We are the same age. We are … twins. My sister is … student. She is … first-year student. She has … lot of work to do. She has … exercises to prepare, books to read, mistakes to correct every day.
This is … watch. One hand is long and … other is short. … long hand is … minute hand. … short hand is … hour hand. … watch is never fast or slow. It always shows … right time. Now it is 12 by … watch.
III. Translate the following sentences into English:
1. Она учительница. Она учительница английского языка. Она учительница нашей школы. 2. Когда мы пишем, мы пользуемся ручками. 3. Я не могу найти книгу, которую вы мне дали вчера. 4. У Барбары серое пальто и синяя шляпа. 5. Кофе готов? 6. Студенты нашей группы часто отдыхают вместе. 7. Я оставила ручку дома. 8. На площадке стоял мальчик лет десяти. 9. Дверь заперта. 10. У вас есть телефон? 11. Телефон не в порядке. 12. Волга - красивая река. 13. На лестнице темно. 14. Ты любишь собак? 15. Не дразни собаку. 16. У тебя есть ручка? 17. Ручка не пишет. 18. Где ключ? 19. Сколько квартир в доме? 20. Мне нужно снять комнату. 21. Проветри комнату. 22. У тебя нет ножа? 23. Возьми нож и отрежь кусок хлеба. 24. Мы не знали, что здесь есть озеро. 25. Озеро глубокое.
IV. Translate into English paying particular attention to the demonstrative pronouns:
1. Это мои туфли. 2. Это ваш карандаш. 3. Это книги Мэри. 4. Это простое предложение. 5. Это ваши перчатки? 6. Это мои студенты. 7. Это мой студент. 8. Это были счастливые дни. 9. Это не мои тетради. 10. Это английские студенты, наши гости. 11. Это были английские студенты из Шеффилда. 12. Это ваши книги, не так ли?
V. Complete the following sentences with the phrases "to me" or "for me":
Note: the "to-phrase" denotes a person towards whom the action is directed, the "for-phrase" denotes a person for whose benefit the action is done:
1. She describes him …. 2. They did it …. 3. He promised to find a room …. 4. They introduced him …. 5. They arranged it …. 6. She was so grateful …. 7. It belongs …. 8. It is very important …. 9. He was cruel …. 10. It was quite clear ….