MORPHOLOGY – STATE EXAM QUESTIONS: 1) Classification of English and Slovak as language types; varieties of English; criteria‚ varieties in grammar; national standards of English; grammatical differences between British and American English 2) Word classes and conversion 3) Morphological elements (morphemes‚ morphs‚ allomorphs‚ words) and syntactic elements (sentences‚ clauses‚ phrases); obligatory and optional synstactic elements 4) Phrases and their composition (phrase elements);
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unlike the non-perfect forms denote secondary temporal characteristics of the action. One of the most disputable questions is whether the Perfect is part of another verbal category or it is an independent grammatical category. To answer this question I start from the assumption that grammatical categories are correlated with philosophical ones. Thus while the Simple Present‚ Past and Future reflect the division of the objective time into Past‚ Present and Future‚ the Perfect having the meaning of
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Level: I Lesson: Present Continuous Tense Lesson Aims: - to highlight some of the uses of Present Continuous. - to contrast Present Simple and Present Continuous. - to give students practice in using Present Continuous Tense. - to develop Ss’ speaking competences. Skills involved: listening‚ speaking‚ reading‚ writing. Aids: blackboard‚ textbook‚ work-sheet‚ images‚ video sequences. Warm-up General competence: to interact in spoken communication (complete date‚ recall the activities done
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CELTA WRITTEN ASSIGNMENT 1 LANGUAGE RELATED TASKS Look at the sentences below and identify the following: the verb form and structure the meaning (contrast the vocabulary items in number 4) possible student difficulties (in terms of form‚ meaning and phonology) a likely context through which you could teach the language (who says this sentence to whom and why?) check questions you might ask to check understanding (think about this in relation to your answer for b)‚ your analysis of the function/meaning)
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Lesson 13 Lesson 14 Lesson 15 Review 4 2nd day dialogues: A’s version 2nd day dialogues: B’s version Listening texts: Lesson 1 – 15 Appendix: Verb list Combined vocabulary list List of post positions Sentence structure charts Verb conjugation charts Interrogatives‚ demonstratives‚ etc Numerals /home/j/Nepalo/nepali/ICOC/Training Modules/Basic Language 1/Materials/BLT 1 160503.doc 1 Introduction‚ Aims and Objectives Materials handed out Course book The material contains 15 lessons with homework assignments
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aspect of the verb 1.1 The verb as a notional word denoting process ……………………….4 1.2 Classification of English verbs...........................................................6 1.3 Grammatical categories of the verb....................................................11 Chapter II. Practical aspect of the grammatical categories of the verb in modern English 2.1 The problems of category of voice……………………………………..14 2.2 The problems of category of mood…………………………….............20
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meaning "name." Word classes like nouns were first described by Sanskrit grammarian Painini and ancient Greeks like Dionysios Thrax‚ and defined in terms of their morphological properties. For example‚ in Ancient Greece‚ nouns can be inflected for grammatical case‚ such as dative or accusative. Verbs‚ on the other hand‚ can be inflected for tenses‚ such as past‚ present or future‚ while nouns cannot. Aristotle also had a notion of onomata (nouns) and rhemata (verbs) which‚ however‚ does not exactly correspond
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cause to be -ism – action or practice‚ state or condition -less – lack of -ly – -like -ology – study‚ science -ship – condition‚ character‚ skill -y – characterized by‚ inclination‚ condition Derivation may result in new words of the same grammatical
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…………………………...…......4 1.1. Notion of modality and history of its study ……….…….………….4 1.2. Modal verbs as means of expressing modality………………...........6 Conclusions to Chapter One ………………………………………………........12 CHAPTER TWO. LEXICO-GRAMMATICAL MEANS OF EXRESSING MODALITY …………………………………………...…..13 2.1. Modal verbs as means of expressing possibility and probability....13 2.2. Modal verbs as means of expressing advice………………… .…..14 2.3. Modal verbs as means of
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clear semantic content. ❖ In this sense they are like content words‚ except that they are not words. ❖ As we have seen‚ when a derivational morpheme added to a base‚ it adds meaning. ❖ The derived word may also be of a different grammatical class than the original word‚ as shown by suffixes such as –able and-ly ❖ Example : When a verb is suffixed with –able the result is an adjective‚ as in desire +able = desirable When the suffix –en is added to an adjective‚ a verb
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