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RUSSIAN LANGUAGE. CLASSIC EDUCATION.

When the computer making more than sixty years ago the American scientists couldn’t clarify themselves what basic principle is to be laid of computer’s operating until they accidentally found out the Binary Numbers Formula at the British King Library. That Formula was deduced as far back as the middle of the XIX century by the English mathematician and is successfully used as any modern computer basic working principle up to nowadays not depending on its complication’s degree.

The realization of Foreign Languages learning by Comparative Grammar Method is based on the original Grammar ‘formula’ (but given notion is more inherent in mathematics, physics, chemistry and so on) of ‘Generalized Conclusion’ (introduced in the file of ‘Preface’) that is simultaneously as any language grammar focus and guide to action when the sentences composing to express the finished thought. There is used the analytic way when English sentences considering too because teaching process foresees translation your speech from English into Russian only. The reverse action such as translation from Russian into English goes without saying independently.

The ‘Generalized Conclusion’ is obtained by the detailed consideration of English verb signs as a kernel of any language.

The verb signs in combination with independent parts of speech cases relations introduce the Grammar part of ‘Morphology’ but the words order in the sentence and each part of sentence expression way introduce the Grammar part of ‘Syntax’. The ‘Generalized Conclusion’ separate position is filled in by the Grammar rules (‘Real Russian’ Manual and CD ‘Methodical Instructions’).

Our speech is the thought’s engine and Oral speech is one of the engine’s element which we use from our childhood. It is brought to automatism by many years cultivated practice that is principally used as basic way when any foreign language learning.

The Writing speech is the second element of the thought’s engine. Writing speech level increasing up to Oral one is the main catalyst to apprehend both native and foreign language grammar structure as a whole unit but taking into account some structural differences between them. Especially it’s concerned the English and Russian independent parts of speech conjugation/declension meanings Ratio. That Grammar part mastering is one of the first and important task.

Then time periods of the notion ‘brought to automatism by many years cultivated practice’ declines into ten times, thought’s engine operates without misfires. It’s worked out the steady ability of independent progress in learning language with permanent simultaneous perfection of native one because what level of our Mother tongue perfection is, as far as we can simply express our thoughts through the sentences composing we shall not gain higher level in the foreign language perfection. And word usage through the sentences composing is the main source of our own vocabulary replenishment. Even the word like some raw food is subjected to ‘treatment’ that is to grammatical agreement for adding a definite sense to the being expressed thought.

The educational material is the following:

1. Printed 196 pages volume ‘Real Russian’ Manual (see attached files of ‘Real Russian Manual. Table of Contents’ and ‘Real Russian Manual. Fragments’)

2. Printed 149 pages volume APPENDIX to ‘Real Russian’ Manual containing CD ‘Methodical Instructions’ Table of Contents; CD ‘English-Russian Dictionary’ Paginal Words Address; ‘Touch Typing Method’ (see attached file of ‘Preface’)

3. Printed 84 pages volume APPENDIX of ‘Verbs, Nouns and Adjectives Synonyms Paginal Words Address’

4. Recorded on CD 4,028 pages volume ‘English-Russian Dictionary’ and 560 pages volume ‘Methodical Instructions’.

The newfinalvariant of the educational material is the following:

1. Printed 196 pages volume ‘Real Russian’ Manual (see attached file of ‘Real Russian Manual. Fragments’)

2. A4 format 16 pages volume printed ‘ENGLISH-RUSSIAN DICTIONARY USING INSTRUCTIONS’. Each sheet is laminated and they are fastened together by a limpid band as a whole unit.

3. A4 format 4 pages volume printed ‘Preface. Analysng Guide. CD MethodicalInstructionsTableof Contents’. Each sheet is laminated and they are fastened together by a limpid band as a whole unit.

4. A4 format 2 pages volume printed ‘THE GENERALIZED CONCLUSION (one side). PARENTHETICAL WORDS’ (another side). A sheet is laminated too.

5. A4 format 4 pages volume printed APPENDIX of the CD ‘English-Russian Dictionary’ PAGINAL WORDS ADDRESS. Table of Contents. APPENDIX of the CD ‘Verbs, Nouns&AdjectivesSynonyms Paginal Words Address. Table of Contents’. Each sheet is laminated and they are fastened together by a limpid band as a whole unit.

6. A4 format 6 pages volume printed ‘TOUCH TYPING METHOD’. Each sheet is laminated and they are fastened together by a limpid band as a whole unit.

7. Recorded on CD 4,028 pages volume ‘English-Russian Dictionary’; 560 pages volume ‘Methodical Instructions’; 143 pages volume ‘English-Russian Dictionary Paginal Words Address’; 79 pages volume ‘Verbs, Nouns & Adjectives Synonyms Paginal Words Address’

So we have only 16 laminated sheets containing all inquiry information and occupying far less room on the table but this variant is much comfortable for using and effective relative to minimum searching time without prejudice to quality

‘English-Russian Dictionary’ contains 7,600 entries in all and among them are the following: 1,315 verbs; 3,401 nouns; 2,450 adjectives and enough quantity of other Russian parts of speech. In addition many English verbs, nouns and adjectives have but a synonym that in its turn broadens Dictionary’s possibility when a concrete Grammar task solving. Each Russian word meaning has marked out stressed vowel by red.

Moreover each Russian Participle meaning has its own suffix marked out by greenbold print though many Russian verbs can have up to 135 being declined Participle meanings from an action’s name.

It has to do with Adjectives’ comparative and superlative degree meanings too.

The Reflexive verbs have corresponding endings marked out by violetbold print. Short Participles and Adjectives meanings have marked out Gender and Plural endings. There are at most foreseen the conditions for qualitative perception both separate taken Russian word and word combination including the whole sentence where not all words contain stressed vowel marked by red but only the words in accordance with intonation of sought for sentence (see attached ‘Real Russian Manual. Fragments’ file).

Also in ‘English-Russian Dictionary‘ are introduced the reading rules that are inherent in concrete Russian part of speech and English-speaking learner won’t have to apply to US Congress Library to find out the conjugation/declension meanings of any Russian word because he/she has vast information to solve the concrete Grammar task. Any entry searching time takes not more 30 seconds (see attached ‘Preface’ file).

According to the given variants of ‘Table of Contents’ you can make sure about Russian Grammar richness of content (see corresponding attached files).

There are published more than 500 kinds of various Dictionaries in the world concerning to the various parts of labour activity. If being suggested you ‘English-Russian Dictionary’ is concerned to the Common purpose Dictionary then not bringing in any structural changing into its construction and using rules but in general having changed the vocabulary of independent parts of speech such as: verbs, nouns and adjectives as a result we can get another Dictionary concerning to the concrete way of labour activity, f.e.: policy, medicine, economic, building and so on.

From the first steps each learner begins simultaneously to master six pages volume ‘Touch Typing Method’ to type further his/her translation through computer using both English print and Russian one.

At last I think each Teacher is sure to be able to teach both some Foreign Language and his/her native one.

АНГЛИЙСКИЙ ЯЗЫК. КЛАССИЧЕСКОЕ ОБРАЗОВАНИЕ

При создании компьютера в сороковых годах прошлого столетия американские учёные долго не могли определиться с базовым принципом его работы, пока случайно не обнаружили в Британской библиотеке выведенную ещё в середине XIX века английским математиком формулы двоичных чисел, которая успешно используется как базовый принцип работы любого современного компьютера независимо от степени его сложности.

Реализация изучения иностранных языков методом сравнительной грамматики базируется на впервые применённом ‘Обобщённом выводе’ (представлен отдельным файлом), своеобразной грамматической ‘формулы’ (данный термин больше присущ математике, физике, химии и др.), являющейся одновременно средоточием грамматики любого языка и руководством к действию при составлении предложений для выражения законченной мысли с использованием аналитического подхода при рассмотрении русских предложений, т.к. процесс обучения принципиально построен только на переводе всего и вся с родного языка на изучаемый, что находит практическое подтверждение в Пособии ‘RealRussian’ по изучению русского языка для англоязычных методом сравнительной грамматики, являющимся зеркальным отражением Пособия ‘Грамматическое единство’.

‘Обобщённый вывод’ получен путём детального рассмотрения признаков английского глагола как ядра любого языка и в сочетании с падежными отношениями самостоятельных частей речи представляют раздел грамматики ‘Морфология’, а порядок слов в предложении и способы выражения каждого его члена представляют раздел грамматики ‘Синтаксис’, а отдельные позиции ‘Обобщённого вывода’ наполнены грамматическими правилами.

Устная речь (один из элементов двигателя мысли) – это многолетняя, доведённая до автоматизма, наработаннаяпрактика, котораяпринята за основу при изучении иностранных языков на современном этапе и растянутая по времени на долгие годы (детский сад, школа, институт и …???).

Письменная речь (второй из элементов двигателя мысли). Повышение уровня письма до уровня устной речи является главным катализатором процесса восприятия грамматики как родного, так и иностранного языка как единое целое с учётом некоторых структурных различий между ними, а временные параметры понятия (многолетняя) ‘доведённая до автоматизма,

наработаннаяпрактика’ сокращаются в десятки раз, двигатель мысли работает без перебоев, вырабатывается устойчивая способность самостоятельного прогресса в изучаемом языке с постоянным одновременным совершенствованием познания родного языка, т.к. на каком уровне познания родного языка мы находимся, насколько мы свободны в выражении наших мыслей через составление предложений, более высокого уровня в познании иностранного языка мы не достигнем. А словоупотребление через составление предложений является основным источником пополнения словарного запаса у каждого из нас, ведь слово, подобно какому-либо сырому продукту, подлежит ‘обработке’, т.е. согласованию для придания определённого смысла высказываемому.

Пособие ‘Грамматическое единство’ и Приложение к нему ‘Методические указания’ не содержат никаких упражнений, вся самостоятельно формируемая учащимся речь переводится с русского языка на изучаемый английский от начала и до конца в соответствии с требованиями английской грамматики (всё это аналогично и для англоязычных учащихся), что позволяет в самом начале занятий самому учащемуся сориентироваться в выборе содержательной части высказываемого по своему усмотрению (в выбранном направлении его активной трудовой деятельности). Всему этому будет способствовать отличное ориентирование в Словарях, будь то общего назначения, по экономике, строительству, транспорту, медицине и т.д.

В процессе обучения учащийся много пишет и с первых минут также осваивает ‘Машинопись. Слепой метод’ с помощью четырёхстраничной инструкции на двух языках (шестистраничная инструкция ‘TouchTypingMethod’ для англоязычных учащихся), чтобы впоследствии оформлять свои переводы через компьютер, по мере накопления материала распечатывать на принтере для хранения в папке с файлами, контролировать свой прогресс, вырабатывать умение находить свои собственные ошибки.

Кроме подробно изложенного грамматического материала в ‘Грамматическом единстве’ и ‘Методических указаниях’ дополнительный, удобный в обращении и занимающий минимум места на рабочем столе справочный материал представлен в виде ламинированных листов следующего содержания:

‘Обобщённый вывод’, ‘Вводные слова’ (1 лист)

Оглавление ‘Грамматического единства’ (1 лист)

Оглавление ‘Методических указаний’, ‘Основные предлоги управления падежами в английском языке’ (8 листов)

‘Английские приставки и суффиксы, Таблица неправильных глаголов, Словарь бытового содержания’ (11 листов)

‘Английские личные имена’ (3 листа)

‘Машинопись. Слепой метод’ (2 листа)

Это не какие-то надуманные излишества, этот обширный справочный материал всегда находится на расстоянии вытянутой руки и способствует быстрому решению конкретной задачи. Постепенно с приобретением практических навыков учащийся всё реже и реже обращается в собственное ‘Справочное бюро’, вырабатывается автоматизм при решении конкретных грамматических задач по формированию своей устной и письменной речи.

Изложенный в ‘Грамматическом единстве’ и в ‘Методических указаниях’ материал доступен самой широкой аудитории: как приступающим к изучению английского языка школьникам, так и школьникам старших классов, учащимся ПТУ, студентам, аспирантам очной и заочной формы обучения. Даже в случае, когда кто-либо изучал ранее английский язык, он/она начинают обучение с нуля, довольно быстро определяя ‘слабые (или недостающие) звенья‘ и уделяя этим пробелам повышенное внимание с целью достижения конечного результата – усвоения грамматики русского и английского языка как единое целое.

Также имеются практически апробированные наработки по обучению английскому (и соответственно русскому) языку детей с 4,5 лет до поступления в школу непосредственно их родителями, многие из которых, имея высшее образование, не могут помочь своим детям в элементарных вещах, а ведь родители находятся в контакте с детьми практически круглые сутки.

Если обладателю этих американских документов пришлось пройти многолетний путь самообразования после окончания Курсов иностранных языков в Петербурге и Москве (5 лет непрерывной учёбы к 52-летнему возрасту), то русскоязычному студенту, изучающему английский язык методом сравнительной грамматики и получившему хорошую всестороннюю базовую подготовку в течение только одного учебного года (144 астрономических часа), не составит большого труда самостоятельно сдать своего рода ‘выпускные экзамены’ на получение водительских прав в США, Англии и других англоязычных странах, быстро и безболезненно адаптироваться в англоязычной среде, использовать свои знания в нужном ему направлении.

Как подтверждение правильно выбранного пути по изучению иностранных языков методом сравнительной грамматики на базе ‘Обобщённого вывода’ (по-английски ‘GeneralizedConclusion’, представлен в прикреплённом файле ‘Preface’) составлено печатное Пособие ‘Real Russian’ по изучению русского языка для англоязычных, также имеющего в своём составе записанные на CD ‘The Methodical Instructions’ (‘Методические указания’) объёмом в 560 страниц, ‘English-Russian Dictionary’ (Англо-русский словарь) объёмом в 4028 страниц (7600 входящих значений: 1315 глаголов, 3401 существительное, 2450 прилагательных) и достаточное количество других частей речи. Кроме того, многие английские глаголы, существительные и прилагательные, имеют не по одному синониму, что в свою очередь расширяет возможности Словаря, в котором каждое значение русского слова имеет выделенную красным цветом ударную гласную, каждое причастие (у большинства глаголов мы имеем 135 склоняемых значений от одного названия действия) имеет выделенный зелёнымжирным цветом суффикс (также относится к значениям сравнительной и превосходной степени прилагательных), возвратные глаголы имеют выделенные фиолетовымжирным цветом соответствующие окончания, выделены родовые и множественного числа окончания кратких причастий и прилагательных, т.е. максимально предусмотрены условия для качественного восприятия как отдельно взятого русского слова, так и словосочетания, а в итоге – целого предложения, в котором уже не все слова содержат выделенную красным цветом ударную гласную, а только слова в соответствии с интонацией искомого предложения (см. файл ‘RealRussianManual. Fragments’).

В ‘MethodicalInsеructions’ представлены правила чтения, присущие той или иной русской части речи и англоязычному учащемуся не придётся обращаться в Библиотеку Конгресса США для поиска значения спряжения/склонения какого-либо слова, он имеет обширную информацию для решения грамматических задач, а сам поиск любого входящего в ‘English-RussianDictionary’ слова занимает не более 30 секунд (см. краткую инструкцию в файле ‘Preface’).

В мире издаётся более 500 видов Словарей, относящихся к различным видам активной трудовой деятельности. Если предлагаемый Вашему вниманию ‘English-RussianDictionary’ относится к Словарю общего назначения, то, не внося структурных изменений в построение и правил пользования, а только изменив, в основном, словарный состав самостоятельных частей речи, как то: глаголов, существительных и прилагательных, мы можем получить в итоге любой Словарь конкретного направления активной трудовой деятельности, например: политика, медицина, строительство и т.д., ведь структура предложения независима от его содержания, а хорошая грамматическая база позволит каждому применить знания в выбранном направлении активной трудовой деятельности, будь то техническое или гуманитарное.

Процесс обучения англоязычных русскому языку аналогичен выше представленному для русскоязычных учащихся при изучении английского языка.

Открывается доступ к созданию такого рода Пособий для изучения иностранных языков методом сравнительной грамматики на базе ‘Обобщённого вывода’ (в каждом языке имеющего своё название) в качестве доказательства общности грамматических структур существующих на Земле языков как средства общения.

Резюме на английском языке относительно изучения русского языка методом сравнительной грамматики представлено в файлах ‘RealRussianManualTableofContents’, ‘RealRussianManual. Fragments’, ‘Preface’, ‘Verbs, Nouns and Adjectives Synonyms Paginal Words Address’.

И конечно, любой преподаватель иностранного языка должен обязательно работать в двух направлениях, т.е., если он/она преподаёт английский для русскоязычных, будь любезен/любезна преподать русский язык для англоязычных, а преимущественное право на оценку представленного грамматического материала предоставлено только учащемуся.

Выделенное на стр.4 упоминание об обучении детей (русскоязычных – английскому, англоязычных – русскому) непосредственно их родителями предусматривает предварительную, примерно 20 астрономических часов, подготовку родителей, если они изучали английский хотя бы в школе, какой-либо другой иностранный язык или не изучали никакой. В дальнейшем родители становятся хорошими преподавателями для своих детей, укрепляется взаимопонимание, исключается необходимость приглашения со стороны гувернанток, различных тьюторов и т.д. Всё это имеет документальное подтверждение.

Спасибо за внимание и время.

‘Real Russian’ Manual

Table of Contents

Attention: the same English Grammar notion location is given in the round brackets

Attention: please, take into account the ‘Real Russian’ Manual and given Fragments pages numeration corresponding. Sorry but if your computer isn‘t supplied by IPA Plus print then instead of transcriptions’ signs will be printed any English letter.

Pages 1 – 24(1 – 23)

Pages 57 – 65 (24 - 32)

Pages 152 – 161 (32 - 42)

Pages 190 – 193 (42 – 44)

THE INTRODUCTORY COURSE

Dear Ladies and Gentlemen!

It’s thought that any foreign language knowledge will allow you to get and transfer some extra information through radio, TV, printed editions and personal contacts. But when you begin to study foreign language you’ll have to come across the studying foreign language’s Grammar structure. First of all everyone must ask herself/himself how everyone uses her/his mother tongue. ’The speech is thethought’s engine’ and it’s divided into ORAL and WRITING. Everyone can make sure independently what a precipice runs between the skill of writing and the skill of speaking and reading.

Any Grammar as such it is even one would think of exotic languages like Chinese, Japanese, Hebrew and so on has the same structure and gives us the words changing rules meaning of not any concrete words but the words without any concrete in general. The Grammar gives us sentences composing rules meaning not any concrete sentences, for example, concrete subject, predicate, object etc. but any sentences irrespective of concrete form of one or another sentence. That’s why abstracting from particular and concrete both in the words and in the sentences the Grammar takes all ’Common’ what’s the basis of words and word combinations changing in the sentence and the Grammar builds in accordance with above mentioned its Grammar rules and Grammar laws therefore the better we know our mother tongue Grammar the better we’ll know of learning one. Russian and English Grammar structures have a lot of general positions therefore it’s easier to remember your mother tongue Grammar structure and then to study the existing distinctions between of both mentioned ones. That way of foreign language studying is called as “The Comparative Grammar Method”.

Above given definition is general for English and Russian Grammar. Every language has its own history and every language is based on one of two principles by its origin: historical like English language and orthographical like Russian one.

You know the English language structure hasn’t been changing for more five centuries and owing to the historical reasons the English language has become as the international one. Even in 1888 in London it had to work out and take the IPA(International Phonetic Alphabet) what is used hitherto. The IPA(so called ’transcription’) using allows us to read and pronounce the English words correctly. There are the definite reading rules in English and the various letter combinations are read according to their demands.

Let’s introduce “The Brief of English GrammarStructure” where are given all parts of speech short description:

THE ENGLISH ALPHABET

THE INDEPENDENT PARTS OF SPEECH

THE NOUN

The noun designates the object and answers to the questions of ’Who­?’ or ’What?’. By their meaning the nouns divided into PROPER(’Australia’, ’The New-York Times’, ’James’, ’Mary’ etc.), COMMON(’sport’, text-book’, window’, ’forest’ etc.), COUNTABLE(’horse’, ’man’, ’girl’, ’fox’, ’fish’ etc.), INANIMATE(’building’, country’ newspaer’, Thames’ etc., COUNTABLE(’pen’, ’cup’, ’door’, ’car’ etc., UNCOUNTABLE(’money’, ’coffee’, ’bread’, ’milk’ etc,. The nouns are changed by numbers: Singular(’finger’, ’apple’, ’cover’, ’watch’ etc,); Plural(’fingers’, ’apples’, ’covers’, ’watches’ etc,. The noun has a gender masculine, feminine and neuter.

The English noun has by itself the particular determinant so called ’article’ what is ’indefinite(a / an)’ and ’definite( the )’. The meanings of the articles aren’t concrete and they are abstract but the articles serve as an important factor for establishment of the mutual understanding between the speakers. It ought to remember that the speaker uses the articles not for himself but for interlocutor.

THE ADJECTIVE

The adjective designates the various object’s or person’s signs and answers to the questions of ’What?’, ’Whose?’. The adjectives are divided into QUALITATIVE, RELATIVE and POSSESSIVE.

The qualitative adjectives designate the objet’s sign by the following indications

Form(’straight’, ’angular’, ’wry’, ’round’ etc.)

Size(’tight’, ’low’, ’huge’, ’large’ etc.)

Colour(’red’, ’citric’, ’purple’ etc. )

Property(’solid’, ’viscous’, ’fragile’, etc.)

Taste(’bitter’, ’salty’, ’sour’, ’tasty’ etc.)

Weight(’heavy’, ’weighty’, ’imponderable’ etc.)

Smell(’fragrant’, ’luscious’, ’odorous’ etc.)

Tenperature(’warm’, ’fresh’, ’hot’ etc. )

Sound(’loud’, ’quiet’ etc.)

Common estimation(’important’, ’harmful’, ’useful’ etc.)

F,e, ’bitter saltycucumba’;’warmsunnyday’;’redroundweightybox’ and so on. The object or person can be presented by the countless quantity of the various qualitative signs.

The qualitative adjectives have comparative and superlative degreesed of comparision

1. ’easy(positive degree) – easier(comparative degree) – theeasiest(superlative degree)’

2. ’fast(positive degree) – faster(comparative degree) – thefastest(superlative degree)’

3. ’important(positive degree) – moreimportant(comparative degree) – themostimportant(superlative degree)’

The comparison’s degreeses can have both a simple form(’a’ and ’b’ examples are formed by the suffixes) and compound one(’c’ example consists of two words).

The relative adjectives designate such sign what can not be in the obect at more or less degree

Stuff(’woodenspoon’, ’calypipe’ etc.)

The whereabouts(’riverport’, ’Londoncitizen’ etc.)

Time(’Januaryfrosts’, ’lastyearplan’ etc.)

Purpose(’washermachine’, ’passangertrain’ etc.)

Weight, length, measure(’ametrestick’, ’monthlyreserve’ etc.)

The possessive adjectives designate the possession of smth. To a person or to an animal

’bear’sden’, ’deer’santlers’, ’Michael’scar’ etc.

THE NUMERAL

The numerals designate the object’s quantity, number and the objects´order by counting. They are divided into cardinal(answer to the questions of ’howmany?; howmuch?’) and ordinal(answer to the question of ’what?’. Depending of the quantity of forming words the numerals are divided into simple(consists of word) and complex(consists of two or more words)

Cardinal numbers	Ordinal numbers
1 – one	1st – the first
2 – twp	2nd – the second
3 – three	3rd – the third
4 – four	4th – the fourth
5 – five	5th – the fifth
6 – six	6th – the sixth
7 – seven	7th – the seventh
8 – eight	8th – the eighth
9 – nine	9th – the ninth
10 – ten	10th – the tenth
11 – eleven	11th – the eleventh
12 – twelve	12th – the twelfth
13 – thirteen	13th – the thirteenth
14 – fourteen	14th – the fourteenth
15 – fifteen	15th – the fifteenth
16 – sixteen	16th – the sixteenth
17 – seventeen	17th – the seventeenth
18 – eighteen	18th – the eighteenth
19 – nineteen	19th – the nineteenth
20 – twenty	20th – the twentieth
21 – twenty-one	21st – the twenty-first
22 – twenty-two	22nd – the twenty-second
23 – twenty-three	23rd – the twenty-third
30 – thirty	30th – the thirtieth
40 – forty	40th – the fortieth
50 – fifty	50th – the fiftieth
60 – sixty	60th – the sixtieth
70 – seventy	70th – the seventieth
80 – eighty	80th – the eightieth
90 – ninety	90th – the ninetieth
100 - a/one hundred	100th – a/one hundredth
1,000 – a/one thousand	1,000th – a/one thousandth
10,000 – ten thousand	10,000th – ten thousandth
100,000 – a/one hundred thousand	100,000th – a/one hundred thousandth
1,000,000 – a/one million	1,000,000th – a/one millionth

Cardinal simple ’one, two…seventeen…ahundred…’ etc.

Cardinal complex ’forty-six’, ’fifty-nine’, ’two thousand and eight’ etc.

Ordinal simple ’the first’, ’the ninth’, ’the twentieth’ etc.

Ordinal complex ’the thirty-second’, ’the hundred and sixty-third’ etc.

Fractional numerals

a vulgar(arithmetical) fraction ’1/2 – a half’; ’4/7 – four/seventh’ etc.

decimal fraction ’0.12’; ’2.41’; ’15.37’ etc.

Collective numerals

’both, two, three…seven…nine, ten;a dozen;a halfdozen/halfa dozen;twodozen;score;threescoreyearsandten;agross’

THE PRONOUN

The pronoun points to the objects, their various signs and quantities only but names nothing. Thus it’s used instead of nouns, adjectives and numerals. As the nouns, adjectives and numerals have their own signs the pronouns divided into 10 ranks according to their meanings

1. The Personal Pronouns

Singular	Plural
I – me	we – us
you – you	you – you
he – his; she – her	they - them
it - it

2. The Possessive Pronouns

Singular	Plural
I – my – mine	we – our – ours
you – you – yours	you – your – yours
he – his; she – her – hers	they – their - theirs
it – its – its

3. The Reflexive Pronouns

Singular	Plural
I – my – myself	we – our – ourselves
you – you – yourself	you – your – yourselves
he – his; she – her – herself	they – their - themselves
it – its – itself

4. The Demonstrative Pronouns

Singular	Plural
this	these
that	those

5. The Relative Pronouns

’who(whom);what;whose;which;howmany;howmuch’

6. The Indefinite Pronouns

’one, some, any, someone, anyone, somebody, anybody, something, anything, all’

7. The Attributive Pronouns

’some, any, every, everyone, everybody, everything, other(pl - others), other’s, others’, different, another’

8. The Negative Pronouns

’no, anybody, anyone, anything, none, nothing’

9. The Reciprocal Pronouns

’each - other’;’each - another’

10. The Interrogative Pronouns

’who?(whom?)’; ’what?’; ’which?’; ’whose?’; ’howmany?’; ’how much?’; ’afew(alittle)’

It’s difficult to envelop at once to the above given 10 pronouns’ ranks therefore according to the pronoun’s definition(’…points to the objects, their various signs and quantities only but names nothing’). Let‘s generalize above mentioned in the following way

The pronouns pointing to the object(person)

I – me – myself; you – you – yourself; he – him – himself; she – her – herself; it – it – itself; we – us – ourselves; you – you – yourselves; they – them – themselves; who(whom); somebody(someone); anybody(anyone); someone; nobody

Eachother;eachanother

This – these; that – those

The pronouns pointing to the object’s(person’s) signs

What;some

Whose;somebody’s = someone’s, anyone’s

My(mine); your(yours); his(his); her(hers); its(its); our(ours); yours(yours); their(theirs)

Which

Some, acertain

Such;such(any)(the same); any;every;different(other)

No

Not one

Nobody’s = noone

The pronouns pointing to the number

How many

How much

Few, little

A few, a little

Any

No, nothing

None, none at all

As a rule the adjectives, numerals and pronouns explain the noun that is they form the steady noun phrases. For example ’…thesetwored beautiful roses…’; ’…a few big tasty apples…’, ’several tall strong men…’ etc.

THE VERB

The verb is the kernal of any language and it designates the action name of object’person’s condition. It’s important to remember both of these notions. The primary form is defined by the pfrticle of ’to’ before any verb ’to write’; ’to walk’; ’to make’ etc. The verbs can be Regular(p, and p.p. are formed by the suffix of ’-ed’) and Irregular. Like any parts of speech the verb has its own signs

1. aspect

2. reflection

3. voice

4. conjugation

5. tense

6. trnsition

7. mood

When compose any sentence we are sure to take into account all ver signs. However as depending on expression sense it can be used some of the verb signs. Let consider everything using the instanced

1. Aspect

1. ’Heisgoing to go tothecountryeveryday’ – ’to go – imperfect verb’

2. ’He is going to go to the country tomorrow’ – ’to go – perfect verb’

You see the same verb ’to go’ can be used as an imperfect verb and as perfect one. In English we can define the verb aspect by the content of the concrete sentence.

2. Reflection

a) ’Thechild has been washing himself since lastyear’ – the action ’washing’ is returned to the executor(’thechild’)

b) ’The travellers had to carethemselves’ – ’the action(’tocare’) is returned to the executor(’thetravellers’)

3. Voice

The action can do the executor – Active voice

The executor can be subjected to the action – Passive voice

1. ’Marycame in quickly while John was writing his letter’ – Active voice(’camein’;’waswriting’)

2. ’Soon our mother is given a good present on the occaion of her brthday’ – Passive voice(’isgiven’)

4. Conjugation

The verbs’ changing by the persons and numbers is the conjugation.

1. ’InspiteoftherainI’ve overcome the thick forest today’ – the 1^st person singular

2. ’It was seen as the sea-gulls. White ike a snow are circled over ship masts’ – the 3^rd person singular the 3^rd person, plural

3. ’She usually begins to do her morning exercised at the proper time’ – the 3^rd person singular

4. ’You will not be frightened, my dear chold’ – the 2^nd person singular

5. ’The door was held only by a bolt’ – the 3^rd person singular

6. ’They are helped their relatives’ – the 3^rd person plural

5. Tense

The action(condition) can proceed at present, in the past and in future(Present, Past and Future Tense, Active or Passive Voice). There are four Categories of Tense in English(Indefinite – Indefinite Continuous; Perfect – Perfect Continuous) and every of them contains of Present, Past and FutureTense. The actions can proceed at the same time, precede one another or follow one after another. Let’s consider everything by several instances

Indefinite

Present ’The students of our University study a few subjects every day’

’The famous hockey team is always the furst’

’The mail is delivered in time’

Past ’The waiter had to change several courses immediately’

’Yesterday he worked on his invention the whole day intensively’

’In spite of any reason the report was listened to carefully’

Future ’Life will teach her a lesson’

’He will be invited to the party, too’

Indefinite-Continuous

Present ’My husband is staying in town tonight’

’They are being looked at’

Past ’It was raining when I went out into the street’

’A new adventure movie was being shown by TV’

Future ’Meg, will you close the window? The food will be getting cold’

Perfect

Present ’I have heard her opinion’

’My friends have bought a lot new books’

’No mistakes have been made in the test’

Past ’She had written only two letters by noon’

Future ’I suppose he will have made up his mind before our departure’

Perfect Continuous

Present ’For several years I have been saving up to return to my homeland’

Past; ’She had been writing for two hours when she was rung up from New-York’

Future ’If you come at 7 he will have been writing for an hour by taht time’

6. Transition

The verbs are divided into transitive and intransitive. The transitive verb means the action transits to the object(person directly ’She reads(what?) anewspaper’; ’Jimmy saw(who?) him playing in the garden’

The intransitive verb means the action doesn’t transit to the object(person) ’Catherine walks alot’;’Ourship will put to sea in twohours’ etc.

7. Mood

The Mood is the action’s attitude to the reality and such attitude is determined by the speaker. By the verb’s form the speaker can introduce the action as ’real, unreal, problematical or introduce as an request or an order’.

There are the following Moods in English

1. The Indicative Mood expresses the real actions having taken place at present, in the past and in the future, f.e.

’Forover one hundred years, the Statue of Liberty has stood in New-York Harbor, facing out to sea and holding high a burningtorch’

’Adelineanxiously watched from her chamber window the sun set behind the distant hills, and the time of her departure drawnight’

2. The Imperative Mood expresses the motive to the action(request, order, advice), f.e.

’Stop!’; ’Please, make nonoise’;’DoturntheTVsetoff’;’Let’snot talkaboutit’

3. The Subjunctive Mood contrast to the Indicative one doesn’t designate the action as real fact but it designates the action as a possible, an unreal, a supposed and a desired one, f.e.

’If I knew the train arrival time I should meet you at thestation’

’If I had supposed that he would leave us, I should have changed my decision about his work’

’If it were not for these events my brother night be far from here’

’If he were not so busy he would have come last week’

4. The Conditional Mood expresses real and unreal conditions when the action may preceed(present, past and future tense), f.e.

’He went to meet me as though he would shake hands with me’

’Oh, if only I knew where tobe!’

’Oh, if only it would stop asnowfall!’

’Will you come to us, won’t you? We would rather that you came to us tomorrow’

’If she were to refuse our invitation it would be by mistake’

’It was desirable that John should be advised with the guidance about working schedule maintenance’

The verb has two specisl forms the participle and the adverbialparticiple.

The particiles are divided into imperfect(present participle / pres.p. /) aspect and perfect(past participle / p.p. /) one. The participles have independent meanings(explain the objects or persons by their actions) and are used of forming some verbs’ tenses(Passive Voice and Continuous Tense). Let’s consider some instances

’She is reading an interesting article now’(Present Continuous)

’Pure broiled water was delivered immediately’(p.p. explain the object / water /; Passive Voice)

’Well-dressed coming nearer to us young man was a foreigner’ pay a particular attention that the p.p. and pres.p. explain the object of ’man’ by its action. According to ’The Analogy’ draw a parallel between the adjective what explains the objects(persons) by various signs and the particile(pres.p. and p.p.).

’Readingand writinghowevershehadtimetoanswer a lotofquestions’(underlined adverbial participles/ imperfect aspect / are the extra actions by the principal of ’hadtime)’

’HavinglockedadoorJohnhurriedtohisstartedupcar’(havinglocked – perfect adverbialparticiple, designates and extra action by the principal - hurried)

• The modal vebs

What can it mean the idea of modality? It implies

a) the speaker’s attitude to the utterance’s content

b) prammatical category what is expressed by the verb’s forms, intonation and parenthetical words and again it expresses by the corresponding manner the speaker’s attitude to the utterance’s content

By the modal verbs expressing not the very action but the knack, physical possibility, ability, permission, probability, supposition, necessity, duty of order, prohibition, categorical advice, obligation, will,intention, senselessness or useless and so on to do any action or to dare to do it the speaker shows he supposes one or another action as possible or not, obligatory or not, probable or not and so on.

There are the following modal verbs in English

can(could)

’Hecan play thepiano’;’Theboy could read before he went toschool’

may(might)

’He may be at home’; ’You might go and help him’

must

’My friend must be sure to rewrite his test today by 8 PM’;’You must warn him’; ’The streets are deserted. It must be late’

to have to…

’My sister-in law had to move from New-York to Baltimore for reason of health’

had better…

’You are wet through. You had better to and change your clothes’

to be to…

’Who is to arrange the chess competitions?’; ’We are to be ready to any surprises’

ought to…

’Ought she to make her new hair style?’; ’Generally the existent rules ought not to break’

need

’Did you neeed to read all those books?’; ’Need I repeat it?’; ’I don’t neeed to explain anything’

dare

’How dare she come here?’; ’He dared not look at her’

to be able to…

’The boy was able to drive a car’; ’You will be able to master mathematics’

The adverb

It is difficult to apprehend that definition after the first perusal but it’s accessible.

1. The adverb designates action’s sign when is joined to verb or adverbial participle

’to work together’; ’to live in a friendly manner’; ’reading carefully’; ’having written quickly’ etc.

2. The adverb designates object’s sign when is jioned to noun

’the tie by knot’; ’with chest well out’; ’riding on horseback’ etc.

3. The adverb designates sign of another sign when is joined to adjective, participle or to another adverb

’very arguable question’; ’too few’; ’too many’ etc.

The adverbs divided into

1. Adverbs of time and frequency

’today; in the morning; in the evening the day before; now; a long ago; yesterday; in sinter; early; in the day-time; when; then; often; sometimes; ever; constantly’ etc.

2. Adverbs of place and direction

’at home; above; far off; in the distance; at a distance; everywhere; anywhere; here; there and eveywhere; from a distance; to the right; the left; down; below; behind; close by; nearby; not far from; inside; abroad’ etc.

3. Adverbs of cause and consequence

’in a fit of temper; due to poor sight; against one will; consequently; as a result’ etc.

4. Adverbs of manner

’quickly; well; slowly; clean; in a friendly way; in Russian; carefully; attentively; suddenly’ etc.

5. Adverbs of purpose

’purposel; on purpose; for fun; to spite smb.; to what degree?; to what extent?’ etc.

6. Adverbs of measure and degree

’very; very much; highly; greatly; too; quite; fully; enough; absolutely; utterly; quite; extraodindarily; extremely; so; in two; twice; together; two together’ etc.

7. Negative adverbs

’nowhere; never; thereis nowhere; from nowhere; barely; hardly; scarcely; seldom; rarely’ etc.

8. Modal adverbs

’certainly; surely; of course; really; indeed; perhaps; possibly; evidently’ etc.

THE AUXILIARY PARTS OF SPEECH

• The preposition

It’s used as the expression of spatial, temporal, causal, purposeful, possessive, limiting and other relations between the objects or as the expression the same objects’ relations to the actions, conditions and qualities.

Generally the English prepositions are divided int temporal, spatial and causal. Pay a particular attention the English preposiiona are polysemantic threrfore the same preposiions can be used as temporal, spatial, and causal simultaneously. The English preposiions are used as prepositions of government of the cases relations between the noun and the explaining it words(adjectives, numerals, pronouns, participles). The prepositions can be pair and compound. The main English prepositions are the following

’at, in, on(upon), of, for, from, above, under, near, behind, from behind(compound), over, along, to, into, onto, by, with, out, out of(compound), from … to(pair), till, off, from under(compound), in advance of(compound), against, during, since, opposite, facing, before, in front of(compound), beside, through, because of(compound)’ etc. Let’s consider a few instances and using the interrogative adverbs(when?, where?, why?) you can determine the preposiion’s rank

’In accordance with the shedule the plane will arrive in time’(with / why? / - causal preposition; in / when? / - temporal preposition)

’Heis on holidaynow’(on / where? / - spatial preposition)

’Americans were delighted with this French gift’(with / with what? / - government preposition)

’The room appeared to have been built in modern times upon a Gothic plan’(in / when? / - temporal preposition; upon / why? / - causal preposition)

• The Conjunction

The conjunction joins the homogeneous parts of sentence in simple one; the independent sentences in the complex sentence and the subordinate clause with the principal one in the compound sentence.

The conjunction are divided in two main ranks

1. The Coordinating conjunctions

2. The Subordinating conjunctions

Like the prepositions the conjunctions can be the simple, pair and compound. The Coordinating conjunctions are divided into three groups

a) theCopulativeconjunctions

’and(as colulative meaning); notonly … but also(pair); both;both … and(pair)’

b) the Adversative conjunctions

’and(without opposition); but;but(as opposition meaning); however;but then;inreturn’

c) the Disjunctive conjunctions

’or;whether; either; either … or(pair); now … now(pair); half … half(pair); whether … or(pair); neither … nor(pair)’

The Subordinating conjuncions are divided into the following groups

Let’s consider the Subordinating conjunctions in more detail

a) the Causal conjunctions

’because; as; since; thanks to; owing to; thanks to the fact that; in connection with’

b) the Purposeful conjuncions

’in order(+ to inf.); with a view(to ger.); in order that(+ may + inf.)’

c) the Temporal conjunctions

’when; soon; as soon as; while; till( = untill); just’

d) the Conditional conjunctions

’if; if only; since; whether; as soon as’

e) the Comparative conjunctions

’as; like; as if; as though’

f) the Expressive conjunctions

’that; how’

g) the Concessive conjunctions

’though; however’

• The Particle

The particles are called such words what usually don’t have full independent real or material meaning but generally they add extra tinges to the meaning of other words, groups of words, sentences or they are used for vatious grammatical relations. The particles aren’t changed and they aren’t as the parts of sentence. By their meaning they are divided into three ranks

1. The Form-building Particles

’whatever; whoever; whenever; wherever; whether; if’

2. The Negative Particles

’not; not a’

3. The Modal Particles

The Modal Particles express the vatious sense tinges in the sentence such as

a) question

’really?’

b) directions

’there; here; over there’

c) specification

’namely; videlicet(viz); that is; just; exactly’

d) apportionment, limitation

’exclusively; solely; merely; almost’

e) exclamation

’what; what kind/sort of’

f) doubt

’hardly; scarcely’

g) reinforcement

’even; be sure; really for all that; still; nevertheless’

h) softening, demand

’just; what if’

• The Interjection

The Interjection is the particular unchanged part of speech what expresses the vatious senses and motives and the interjection isn’t a a part of sentence

’O!(Oh!); helloo; ha; O dear me!; oh; what a lie!’ etc.

Please, pay attneion to the designating each part of speech and other abbreviations using in ’The English-Russian Dictionary’

and etc. Every Dictionary contains the Using Instructions and you ought to read it carefully.

• THE SYNTAX

The Syntax considers the word as a part of sentence and learns the word combinations and the sentence. The word combination is the Syntax’s unit and it is a combination of two or more independent words what are bound up with each other by sense and grammatically. The word combination consists of the main and depending words. The words sense connection in the word combinations is defined by questions what are put from the main word to the depending one therefore in any case your best assistant will be the interrogative words of ’who?, what?, when? why? how?’ etc. It’s concerned by senttence composing too.

The sentence has its own structure and strictly words order in it

The word combination serves as more detailed information about the objects(persons), actions and their signs.

The way of sentence’s composing:

Above given part of grammatical conclusion will be for you like a multiplication table. You’ll make sure later that this way allows you to avoid any mistakes by sentence composing and summarize the numerous grammatical rules.

Now let’s return to the Grammar part of ’Morphology’ and pay attention to the parts of speech intercommunication in the word combnations.

The independent parts of speech such as noun, adjective, numeral, pronoun, verb(including its special form of participle and adverbial participle) and adverb have their primary form. As to the noun, adjective, numeral and pronoun their primary form is any name only

noun – name of any object or person(proper, common, animate, unanimate etc.)

adjective – name of any sign(colour, smell, size etc.). The participle names the sign but by object’s or person’s action.

numeral – name of any number(cardinal, ordinal, fractional etc.)

pronoun – pointing to the noun, adjective and numeral but names nothing

verb – name of any action(condition is expressed by the complex form)

All relations between the noun, adjective, numeral, pronoun and participle is expressed through the cases’ relations. Below you see the six cases and their purpose:

Nominative – name only

Genitive – part of the whole; absence, lack; belonging(’of, from, for’)

Dative – action’s address(’to’)

Accusative – action’s transition to the object or person

Instrumental – action’s unstrument(’by, with’)

Prepositional – acton’s revealing within, inside or on the surface of the object or person; what’s spoken about(’on, in, by, about, at etc.’)

Before it was said about the preposition of government therefore where needs it’s given the necessary prepositions of government.

Now we’ll unite the four basis notions to introduce the whole Grammar as ‘GeneralizedConclusion’ what including the two main Grammar parts ’Morphology’ and ’Syntax’

’Morphology’ – thecases’relationsandtheverb’ssigns

’Syntax’ – words’orderinthesentence;thewayofsentence composing

.

‘GENERALIZED CONCLUSION‘

The cases’ relations

Nominative – name only

Genitive – part of the whole; absence, lack; belonging(’of, from, for’)

Dative – action’s address(’to’)

Accusative – action’s transition to the object or person

Instrumental – action’s unstrument(’by, with’)

Prepositional – acton’s revealing within, inside or on the surface of the object or person; what’s spoken about(’on, in, by, about, at etc.’)

+

Theverb’s signs(and its special forms)

The sentence’s words order

The way of sentence composing

word –wordcombination – subordiante clause

By the “The Generalized Conclusion” you’ll be able to solve any Grammatical tasks.

As it was spoken above the verb is the kernal of any language. But many same English words are used both as a noun and a verb, f.e. ’place(n) – toplace(v)’; ’turn(n) – toturn(v)’; ’shave(n) – toshave(v)’ etc.

The Regular English verbs form their Past Indefinite and the Past Participle by the ’-ed’ suffix adding to the verb’s base. When to define of ’Regular’ or ’Irregular’ verbs it’s enough to run over ’The Table of Irregular Verbs’. If there isn’t the necessary verb you can bravely add the suffix of ’-ed’ to its base, f.e.

’to reply - replied’; ’to wash - washed’; ’to study - studied’ etc.

The English verb is subjected to the negligible changings when coordinates in the sentence. When the 3^rd person of Present Indefinite Tense, the verb takes ’-s(-es)’ ending. The same rule is used for Noun’s Plural forming because the same word can be used as a noun, f.e.

’Hewatches…(v, 3^rd person Present Indefinite Tense singular)’; ’watch(n, singular) – watches(n, plural)’

’Sheplays…(v, 3^rd person Present Indefinite Tense singular)’; ’play(n, singular) – plays(n, plural)’

In our speech the special role plays the vatious interrogative sentences. The English and Russian interrogative sentences by their structure are the same and divided into the following groups

1. The General Questions

Put to the whole sentence, f.e.

’Johnwritesthetest(affirmative sentence)’; ’Does Johnwritethetest?’(interrogative question)

2. The Special Questions

Put to the parts of sentence to define more exactly of any details and they are built on the General Questions base, f.e.

’Really my sister graduated the University successfully last year’(affirmative sentence)

1. question to the subject(…my sister…)

’Who really graduated the university successfully last year?’

b) question to the predicate(…graduated…)

’What did my sister do last year?’

c) question to the directobject(…theUniversity…)

’Really what did my sister graduate successfully last year?’

d) question to the adverbialmodifierofmanner(…successfully…)

’Really how did my sister graduate the University?’

e) question to the adverbial modifieroftime(…lastyear)

’Really when did my sister graduate the University successfully?’

There are used the special words such as interrogative pronouns of ’Who?’, ’What?’ and interrogative adverbs of ’Where?’, ’When?’, ’Why?’, ’How?’ and so on.

3. The Disjunctive Questions

Put to the purpose to ge a confirmation of expression’s justice of the affirmative(negative) sentence. By structure the Disjunctive Questions consist of two parts that is the affirmative(negative) narrative sentence and a short question consisting of a correlated with a subject of narrative part of sentence pronoun and the correlated with predicate auxiliary verb. If the narrative part of sentence is affirmative then a question is negative and vice versa

1. He is at home, isn’t he?’

2. ’Your friends don’t live in London, do they?’

4. The Alternative Questions

Put to the purpose to suggest to an interlocutor to make a choose between two objects, actions, qualities, notions etc. By structure that question is built on base of two General Questions linked by a disjunctive conjunction of ’or’, f.e.

1. ’Are you leaving tonight or (are you leaving) tomorrow?’

2. ’Do you want a black pen or (do you want) a blue pen?’

In our usual speech the Alternative Questions are curtailed on account of the second sentence’s part where are kept the words only which content an alteration, f.e.

1. ’Are you leaving tonight or tomorrow?’

2. ’Do you want a black pen or a blue one?’

5. The Think Questions

Put to the purpose to know an interlocutor’s opinion. They are divided into

1. The General Think Questions

’Do you think, itwillrain?’

b) The Special Think Questions

’What do you think hetoldthem?’

’Why do you thinktheywon’tstayalittlelonger?’

’Howmuch time do you think hespentforhisinvention

c) The Disjunctive Think Questions

’Do you think hewillphoneus or sendatelegram?’

’Do you think she plays golf or tennis?’

In the sentences we use the parenthetical words what expresses the speaker’s attitude to the report and the parenthetical words have the following meanings

1. confidence(more or less) ’of course; undoubtedly; absolutely; really; seem; evidently; probably; perhaps’ etc.

2. source of report ’accordingto’

3. sequence of thoughts and their connection ’firstof all;so;then;wellthen;onthecontrary;forexample’ etc.

4. various feeling ’luckily; unfortunately; to surprise’ etc.

5. Remarks about the manner of thoughts’ mounting ’inotherwords;inaword’ etc.

Now let’s consider by detailed Syntax analysis the most probable grammatical exanples through ’Generalized Conclusion’

• The Indicative Mood

#1.

’Perhaps, Stanley gives Jane the flowers’: affirmative sentence; the Present Indefinite Tense; Indicative Mood

subject – ’Stanley’, proper name, singular

predicate – ’gives’, real action, expressed by a single transition irregular verb, the 3d person(’-s’ ending); primary form is ’to give’; Active Voice

indirect object – ’Jane’, proper name, singular

direct object – ’the flowers’, the common inanimate countable noun; plural

parenhetical word: ’perhaps’, expresses a less confidence

#2.

’Perhaps, the flowers are given by Stanley to Jane’: affirmative sentence; the Present Indefinite Tense; Passive Voice

subject – ’the flowers’, common inanimate countable noun, plural

predicate – ’are given’(primary form: ’to be given’). The Present Indefinite Passive Voice is expressed by the auxiliary verb of ’to be + past participle of sense verb’. The auxiliary verb designates a person, number and Tense(it’s conjugated), real action.

indirect object – ’by Stanley’, proper noun, Instrumental case(preposition of government ’by’)

indirect object – ’to Jane’, proper noun, Dative case(preposition of government ’to’), action’s address

parenhetical word: ’perhaps’, expresses a less confidence

#3.

’Thesnowflakesslippedpastthewindownoiselessly’: affirmative sentence; the Past Indefinite Tense, Active Voice; Indicative Mood

subject: ’the snow flake’, word combination of two common inanimate nouns; ’flakes’: countable noun, plural; noun of ’snow(uncountable), used as adjective’ explains the noun of ’flakes’

predicate: ’slipped’, real action, expressed by a single transition regular verb, the 3^rd person; primary form of ’to slip’

adverbial modifier of place: ’past the window’, word combination(adverb _­­+ noun)

adverbial modifier of manner: ’noiselessly’, adverb of manner. Complex word: ’noise(noun) + -less(suffix) = noiseless(adjective) + -ly(suffix) = noiselessly(adverb)

#4.

’While he was reading a newspaper I was writing an article’: two affirmative sentences connected by the temporal conjuction of ’while’; express the synchronous real actions; the Past Indefinite Continuous; Active Voice, Indicative Mood

subjects: ’he; I’ expressed by the personal pronouns(3^rd and 1^st person)

predicates: ’was reading; was writing’(primary forms: to be reading; to be writing)(Indefinite Continuous: to be + present participle)

direct objects: ’a newspaper; an article’, expressed by the common inanimate countable nouns

#5

’A new fascinating adventure movie is being shown by TV now’: real action; affirmative sentence; Present Continuous Passive; Indicative Mood

subject: ’A new fascinating adventure movie’; attributive expression: the noun of ’movie’ is explained by the noun of ’adventure’, by the present participle of ’fascinating’ and by the adjective of ’new’

predicate: ’is being shown’, primary form: ’tobebeingshown’; the 3^rd person; primary form of the irregular sense verb: ’to show’

indirect object: ’ by TV’, istrumental case

adverbial modifier of time: ’now’, adverb

A subject is an attributive expression(refer to the section of attributive expression). Sense verb’s meaning from CD ‘English-Russian Dictionary’.

• ImperativeMood

Order, advice, request (affirmative and negative sentences)

#6

a)

’Please read carefully all the following important safeguards that are applicable to your equipment’

’Push the FUNCTION switch to the RADIO position’

Don’t hurry and carefully step by step realize all single word and word combination meanings not forgetting about sentence of the Imperative Mood. It’s out of place to remember the notion of ’The SemanticEquality’ that is the selection of linguistics materials to express the same thought.

c)

’Watch for nearby vehicles or pedestrians’

(when driving)

d)

’Don’t return to the other lane too soon after passing’

(when driving)

#7

’O my children! O friends far distant! Alas!’: exclamatory sentences(O; Alas are interjections)

#8

’I intended to lie down somewhere till morning’: real action; affirmative sentence; Past Indefinite Active; Indicative Mood

subject: ’I’ – personal pronoun, 1^st person singular

predicate: ’intended to lie’(primary form: ’to intend to lie’) is the complex verbal predicate.

adverbial modifier of manner: somewhere – adverb

adverbial modifier of time(compound): ’tillmorning(adverb + noun)’

• Modal Verbs

#9

(skill)

’My mother can play the piano’: affirmative sentence; Present Indefinite Active

subject: ’my mother’; attributive expression; ’my’ – possessive pronoun; ’mother’ – animate noun

predicate: ’can play’ ’can’ – modal verb; ’to play’ – sense verb(after modal verbs without ’to’)

indirect object: ’the piano’; common inanimate countable noun

#10

(uncertainty)

’He may be at home’: affirmative; Present Indefinite Active

subject: ’he’ – personal pronoun; 3^rd person singular

predicate: ’may be’; ’may’ – modal verb; ’to be’ – the auxiliary verb(after modal verbs without ’to’)

adverbial modifier of place: ’at home’(spatial preposition ’at’ and common inanimate uncountable noun ’home’)

#11

(permission)

a)

’Michael can I borrow your book?’

subject: ’I’ personal pronoun

predicate: ’borrow – a single verb of Present Tense

direct object: ’your book – word combination of a possessive pronoun and a noun(corresponds to the Accusative case’

address: ’Michael’ proper name

It’s realized of the familiar relation.

’Professor may I borrow your book?’

All sentences express the permission but the modal verb of ’can’ is used when familiar relations and the modal verb of ’may’ is used when official ones. The itnerrogative sentences.

#12

(preference)

’You are wet through. You had better go and change your clothes’

#13

(obligation)

’You ought to apologize to him for your coming late’

Compare the primary form meanings and in the sentence ones. Collate your actions by ’The Generalized Conclusion’.

#14

(needless)

a)

’You needn’t come’

The modal verb of ’need’ is used in negative and interrogative sentences.

’Need I repeat it?’

c)

’He dared not look at her’

Mainly the modal verbs of ’dare’ and ’need’ are used in negative and interrogative sentences. Control your steps through ’The Generalized Conclusion’.

#15

(modal verb’s equivalent)

’In spite of the incredible efforts to improve the arisen situation somehow he has had to be submitted with it’: affirmative compound sentence; the Present Perfect Active; Indicative Mood

the principal clause: ’he has had to be admitted of it’

subject: ’he’; personal pronoun of the 3^rd person singular

predicate: ’has had to’(primary form of modal verb’s equivalent of ’must’ is ’to have to’)

direct object: ’to be admitted’(expressed by the Passive Voice)

indirect object: ’with it’(expressed by the preposiotion of government ’with’ and the indefinite pronoun of the 3^rd person singular ’it’)

the subordinate clause of concession: ’In spite of the incredible efforts to improve the arisen situation somehow’(it’s brought in by the concessive preposition of ’in spite of’ and expressed by the word combination)

a) principal clause

he has had to be admitted of it’

b) subordinate clause

’In spite of the incredible efforts to improve the arisen situation somehow’

• The Perfect Tenses

#16

’He has already taken a very nice book from the library’: affirmative sentence; the Present Perfect Active; Indicative Mood

subject: ’he’; personal pronoun; 3^rd person singular

predicate: ’has taken’(primary form ’to have taken’)(’to have’ is the auxiliary verb; irregular sense verb of ’to take’)

direct object: ’a very nice book’; attributive expression; the common inanimate countable noun of ’book’ is explained by the adjective of ’nice’ and the adverb of ’very’

adverbial modifier of place: ’from the library’(spatial preposition of ’from’ and the common inanimate countable noun of ’library’)

adverbial modifier of time: ’already’(adverb)

#17

’I had done my assignments by 7 PM’: affirmative sentence; the Past Perfect Active; Indicative Mood

subject: ’I’; personal pronoun; 1^st person singular

predicate: ’had done’

adverbial modifier of time: ’by 7 PM’(the temporal preposition of ’by’ and precise time)

#18

’For several years I have been saving up to return to my homeland’: affirmative compound sentence; the Present Perfect Continuous Active; Indicative Mood.

the principal clause: ’For several years I have been saving up

subject: ’I’(the personal pronoun of the 1^st person singular)

predicate: ’have been saving up’

adverbial modifier of time: ’for several years’(temporal preposition of ’for’; indefinite pronoun of ’several’; common inanimate countable plural noun of ’years’)

the subordinate clause of purpose: ’to return to my homeland’(it’s introduced by the primary verb’s form of ’to return’)

adverbial modifier of place: ’to my homeland’(spatial preposition of ’to’; possessive pronoun of ’my’ and common inanimate countable noun of ’homeland’)

adverbial modifier of purpose: ’to return’(primary form)

a) principal clause

’For several years I have been saving up’

b) subordinate clause of purpose

’to return to my homeland’

#19

’When we came to the station the train had already left’: affirmative compound sentence; precedence action; Indicave Mood

the principal clause: ’the train had already left’;

subject: ’the train’; common unanimate countable noun

predicate: ’had left’; the Past Perfect Tense Active(primary form ’to have left)

adverb: ’already’

the subordinate clause of time: ’When we came to the station’

subject: ’we’; personal pronoun 1^st person plural

predicate: ’came’; irregular verb(primary form ’to come’); the Past Indefinite Active

adverbial modifier of place: ’to the station’; spatial preposition of ’to’ and common unanimate countable noun of ’station’

a) principal clause

’the train had already left’

b) subordiante clause

When we came to the station

#20

’The letter has just been written by Michael’: affirmative sentence; the Present Perfect Passive; Indicative Mood

subject: ’The letter’; common inanimate countable noun

predicate: ’has been written’(primary form ’to have been written’)

adverb of time: ’just’

indirect object: ’by Michael’(proper animate noun)

#21

’If you come at 7 PM he will have been writing for an hour by that time’: affirmative compound sentence of real condition; Indicative Mood Active

the principal clause:’he will have been writing for an hour by that time’; the Future Perfect Continuous

subject: ’he’; the personal pronoun of the 3^rd person singular

predicate: ’will have been writing’; ’will, have and been are the auxiliary verbs’; ’writing is thesense verb’

adverbial modifiers of time: ’for an hour’; ’by that time’

the subordinate clause: ’If you come at 7 PM’

subject: ’you’

predicate: ’come’

adverbial modifier of time: ’at 7 PM’

• Sequence of Tenses

#22

’I knew that he had worked at his invention before entering the college’: the affirmative compound sentence; Indicative Mood Active; precedance action

the principal clause: ’I knew’(the Past Idefinite Active)

subject:’I’(the 1^st person singular personal pronoun)

predicate: ’knew’(irregular verb; the primary form is ’to know’)

the subordinate object clause: ’he had worked at his inventory before entering the college’

subject:’he’(the 3^rd person singular personal pronoun)

predicate: ’had worked’(the Past Perfect Active; the primary form is ’to have worked’; the primary form of sense regular verb is ’to work’)

indirect object: ’at his invention’(causal preposition of ’at’; possessive singular pronoun of ’his’; common inanimate countable noun of ’invention’)

adverbial modifier of time: ’before entering the college’(the adverb of time ’before’; the gerund of ’entering’; the common inanimate countable noun of ’college’)

The subordinate clause is brought in by the subordinating conjunction of ’that’

#23

’I knew that he would be in the country on Sunday’: affirmative compound sentence; Indicative Mood Active; the following action

the principal clause: ’I knew’; (the Past Indefinite Active)

subject: ’I’(the 1^st person singular personal pronoun)

predicate: ’knew’(irregular verb; the primary form is ’to know’)

the subordinate clause: ’he would be in the country on Sunday’

subject: ’he’(the 3^rd person singular personal pronoun)

predicate: ’would be’(by the auxiliary verb of ’would’ is expressed the following action when Sequence of Tenses)

adverbial modifier of place: ’in the country’(spatial preposition of ’in’ and the common inanimate countable noun of ’country’)

The subordinate clause is brought in by the subordinating conjunction of ’that’

#24

’I didn’t know what I should do without him’: the negative compound sentence; Indicative Mood Active; the following action

the principal clause: ’I didn’t know’(the Past Indefinite Active)

subject: ’I’(the 1^st person singular personal pronoun)

predicate: ’ knew’(irregular verb; the primary form is ’to know’)

the subordinate clause: ’what I should do without him’

subject: ’I’(the 1^st person singular personal pronoun)

predicate: ’should do’(by the auxiliary verb of ’should’ is expressed the following action for 1^st persons singular and plural when Sequence of Tenses)

indirect object: ’without him’(by word combination of a preposition ’without’ and a personal pronoun of object case)

The objective subordinate clause is brought in by the relative pronoun of ’what’.

• Subjunctive Mood

(unreal condition)

#25

’If I could go to a college my parents would be very glad to that event’: the affirmative compound sentence; Subjunctive Mood Active

the principal clause: ’my parents would be very glad of that event’

subject: ’myparents’(the possessive pronoun of ’my’ and the common animate countable noun of ’parents’)

predicate: ’wouldbe’

attribute: ’very glad to that event’

the subordinate clause: ’IfIcouldgotoacollege’

subject: ’I’

predicate: ’could go’

adverbial modifier of place: ’toacollege’

#26

’If I had done my test correctly yesterday I wouldn’t have to rewrite it today’: the negative compound sentence; Subjunctive Mood Active

the principal clause: ’I wouldn’t have to rewrite it today’

subject: ’I’(personal pronoun of the 1^st person singular)

predicate: ’wouldn’t have to rewrite’(is expressed by the equivalent of modal verb ’must’/’tohaveto’/)

direct object: ’it’

adverbial modifier of time: ’today’(adverb)

the subordinate clause: ’If I had done my test correctly yesterday’

subject: ’I’(personal pronoun of the 1^st person singular)

predicate: ’haddone’(the Past Perfect Tense Active)

direct object: ’mytest’(the possessive pronoun of ’my’ and the common inanimate countable noun of ’test’)

adverbial modifier of manner: ’correctly’(adverb)

adverbial modifier of time: ’yesterday’(adverb)

#27

’If my friend knew the train arrival time he should meet me at the station’: the affirmative compound sentence of unreal condition; Subjunctive Mood Active

the principal clause: ’heshouldmeetmeatthestation’

subject: ’he’; personal pronoun of the 3^rd person singular

predicate: ’shouldmeet’(auxiliary verb of ’should’ and the sense verb of ’meet’ without the particle of ’to’)

direct object: ’me’(personal pronoun of the 1^st person singular)

adverbial modifier of place: ’atthestation’(spatial preposition of ’at’ and the common inanimate countable noun of ’station’

the subordinate clause: ’If my friend knew the train arrival time’

subject: ’myfriend’; attributive expression(common inanimate countable noun of ’friend’ is explained by the possessive pronoun of ’my’)

predicate: ’knew’(the Present of the Subjunctive Mood; irregular verb)

direct object: ’thetrainarrivaltime’(common inanimate uncountable noun of ’time’ is explained by the common inanimate countable nouns of ’arrival’ and ’train’)

#28

(unreal /unfeasible/ wish; simultaneous actions both principal and subordinate clause)

’I wished I knew French’: the affirmative compound sentence; Subjunctive Mood Active

the principal clause: ’I wish’

subject: ’I’(personal pronoun of the 1^st person singular)

predicate: ’wished’(the Present Indefinite; regular verb)

the subordinate clause: ’I knew French’

subject: ’I’ (personal pronoun of the 1^st person singular)

predicate: ’knew’(the Present Subjunctive Mood; irregular verb)

#29

(unreal /unfeasible/ wish; precedence action of the subordinate clause)

’He wished that she had gone to the concert’: the affirmative compound sentence; Subjunctive Mood Active

the principal clause: ’Hewished’

subject: ’he’(the personal pronoun of the 3^rd person singular)

predicate: ’wished’(the Past Indefinite Tense; regular verb)

the subordinate clause: ’that she had gone to the concert’

subject: ’she’(the personal pronoun of the 3^rd person singular)

predicate: ’hadgone’(the Past Perfect Active)

adverbial modifier of place: ’totheconcert’(the spatial preposition of ’to’ and common inanimate countable noun of ’concert’)

#30

(unreal wish; following action of the subordinate clause)

’We wished (that) he would show us his pictorial picture’ the affirmative compound sentence; Subjunctive Mood Active

the principal clause: ’Wewished’

subject: ’we’(the personal pronoun of the 1^st person plural)

predicate: ’wished’(the Past Indefinite Tense Active; regular verb)

the subordinate clause: ’he would show us his pictorial picture’

subject: ’he’(the personal pronoun of the 3^rd person singular)

predicate: ’wouldshow’(by the auxiliary verb of ’would’ is expressed the following action when Sequence of Tenses)

indirect object: ’us’(the personal pronoun; Dative case)

direct object: ’hispictorialpicture’(the possessive pronoun of ’his’; the adjective of ’pictorial’ and the common inanimate countable noun of ’picture’)

#31

(unreal comparision; simultaneous actions both principal and subordinate clause)

’He speaks Spanish as if he is a Spaniard’: the affirmative compound sentence; Subjunctive Mood Active

the principal clause: ’He speaks Spanish’

subject: ’he’(the personal pronoun of the 3^rd person singular)

predicate: ’speaks’(the Present Indefinite Tense; the irregular verb ’tospeak’ of the 3^rd person)

the subordinate clause: ’as if he is a Spaniard’

subject: ’he’(the personal pronoun of the 3^rd person singular)

predicate: ’is’(the Present Indefinite Tense; irregular verb of ’tobe’ of the 3^rd person)

direct object: ’Spaniard’(proper inanimate countable noun)

#32

(unreal comparison; the precedence action of the subordinate clause)

’The huge boulders could be seen now here now there as though they had been thrown about by somebody in disorder’: the affirmative compound sentence; Subjunctive Mood Passive

the principal clause: ’The huge boulders’could be seen now here now there’

subject: ’the huge boulders’

predicate: ’could be seen’(the Past Indefinite Passive)

adverbial modifier of place: ’now here now there’(pair of conjunction ’now ... now’)

the subordinate clause: ’as though they had been thrown about by somebody in disorder’(the subordinate clause is brought in by the conjunction of comparison of ’asthough’)

subject: ’they’(the personal pronoun of the 3^rd person plural)

predicate: ’had been thrown about’(the Past Perfect Passive)

indirect object: ’by somebody’(the preposition of government of ’by’ and the indefinite pronoun of ’somebody’)

adverbial modifier of manner: ’indisorder’(causal preposition of ’in’ and the common inanimate uncountable noun of ’disorder’)

#33

(unreal comparsion; the following action of the subordinate clause)

’The sky began to be dark as if it would be just about to peal a thunder’: the affirmative coumpound sentence; Subjunctive Mood Active

the principal clause: ’The sky began to be dark’

subject: ’The sky’(the common inanimate uncountable noun)

predicate: ’began to be dark’(the Past Indefinite; the complex verbal predicate; the primary form is ’tobegin to be dark’)

the subordinate clause: ’as if it would be just about to peal a thunder’(it’s brought in by the conjunction of comparison of ’asif’)

subject: ’it’(the indefinite pronoun of the 3^rd person singular)

predicate: ’would be just about to peal’(by the auxiliary verb of ’would’ is expressed the Subjunctive Mood)

direct object: ’athunder’(the common inanimate countable noun)

adverbial modifier of time: ’justabout’

#34.

(unrealizable desire; Present Tense)

’O if only my sister were at home!’: the affirmarive exclamatory sentence; the Subjunctive Mood Active

subject: ’mysister’

predicate: ’were’(the Subjunctive Present)

adverbial modifier of place: ’athome’(spatial preposition of ’at’ and the common inanimate countable noun of ’home’)

#35

(unrealizable desire; Past Tense)

’O if only my wife had rung me up!’: the affirmative exclamatory sentence; the Subjunctive Mood Active

subject: ’mywife’

predicate: ’hadrungup’(the Subjunctive Past)

indirect object: ’me’(the personal preposition; Dative case)

#36

(unrealizable desire; Future Tense)

’O if only their life could(would) be so well!’: the affirmative sentence; the Subjunctive Mood Active

subject: ’theirlife’ ’their – possessive pronoun plural’; ’life – noun primary form of feminine gender Nominative case singular)

predicate: ’could(would) be’; ’to be – existing link-verb primary form’

attribute: ’sowell’

#37

(expression of the unreal concession)

’Even if she were here I wouldn’t come up to her’: the negative compound sentence; the Subjunctive Mood Active

the principal clause: ’I wouldn’t come up toher’

subject: ’I’(personal pronoun singular)

predicate: ’wouldn’tcomeup’(the Subjunctive form-building aixiliary verb of ’would’ in negative form and the sense verb of ’comeup’)

indirect object: ’toher’(preposition of government of ’to’ and the personal pronoun singular of ’her’)

the subordinate clause: ’Even if she were here’

subject: ’she’(the personal pronoun of the 3^rd person singular)

predicate: ’were’(the Subjunctive Present Tense)

adverbial modifier of place: ’here’(adverb)

• The Suppositional Mood

#38

’If she were to refuse our invitation it would be by mistake’: the affirmative compound sentence; the Suppositional Mood Active

the principal clause: ’it would be by mistake’

subject: ’it’(the indefinite personal pronoun of the 3^rd person singular)

predicate: ’wouldbe’(the Subjunctive form-building aixiliary verb of ’would’ and the link-verb of ’tobe’ without the particle of ’to’)

indirect object: ’bymistake’(the preposition of govenment of ’by’ and the common inanimate countable noun of ’mistake’)

the suborcinate clause: ’If she were to refuse our invitation’(it expresses the supposition)

subject: ’she’(3^rd person personal pronoun singular)

predicate: ’weretorefuse’(the Subjunctive Present = the Past Indefinite ’were’ + the sense primary verb’s form of ’torefuse’)(it can be any sense verb)

direct object: ’ourinvitation’(the possessive pronoun of ’our’ and the common inanimate countable noun of ’invitation’)

#39

(foreknowing chance expression)

’I shall let you know if my car should break down’: the affirmative compound sentence; the Suppositional Mood Active

the principal clause: ’I shall let you know’(it expresses the promise)

subject: ’I’(personal pronoun of the 1^st person singular)

predicate: ’shalllet’(the auxiliary form-building the Future Indefinite Tense verb of ’shall’ and sense verb of ’tolet’ without the particle of ’to’)

indirect object: ’you’(the personal pronoun of the 2^nd person singular)

direct object: ’know’(sense verb in the primary form without the particle of ’to’)

the subordinate clause: ’if my car should break down’(it expresses the condition)

subject: ’mycar’(the possessive pronoun of ’my’and the common inanimate countable noun of ’car’)

predicate: ’shouldbreakdown’(the form-building of the Subjunctive Mood auxiliary verb of ’should’ and the primary form sense verb of ’breakdown’ without the particle of ’to’)

#40

(foreknowing chance expression)

’In case the operating gas delivery agreement should be broken we’ll have to sign a new one with another firm’: the affirmative compound sentence; the Suppositional Mood

the principal clause: ’we’ll have to sign a new one with another firm’(it expresses the necessity)

subject: ’we’(the personal pronoun of the 1^st person plural)

predicate: ’will have to sign’(used an equivalent of the modal verb of ’must’ ’tohaveto’)

direct object: ’a newone’(qualitative adjective of ’new’ and the noun’s substitute of ’one’ what substitutes the subject of the subordinate clause ’the operating gas delivery agreement’)

indirect object: ’with another firm’(the preposition of govenment of ’with’; the indefinite pronoun of ’another’ and a common inanimate countable noun of ’firm’)

the subordinate clause: ’In case the operating gas delivery agreement should be broken’(it expresses the condition; Passive)

subject:’the operating gas delivery agreement’(the common inanimate countable noun of ’agreement’ is explained by the nouns of ’delivery’, ’gas’ and gerund of ’operating’)

predicate: ’should be broken’(the form-building of the Subjunctive Mood auxiliary verb of ’should’ and the primary form of the Passive Voice ’tobebroken’ without the particle of ’to’)

The conditional subordinate clause is brought in by the conjunctional words of ’incase’.

#41

’It was high time that you should do your morning exercises every day’: the affirmative compound sentence; the Suppositional Mood Active

the principal clause: ’It was high time’(the impersonal sentence)

subject: ’it’ (the indefinite personal pronoun of the 3^rd person singular)

predicate: ’was’(the Past Indefinite of the link-verb of ’tobe’)

direct object: ’hightime’(qualitative adjective of ’high’ explains the common inanimate uncountable noun of ’time’)

the subordinate clause: ’youshoulddo your morning exercises everyday’(the subordinate adverbial clause; it expresses the advice)

subject: ’you’(the personal pronoun of the 2^nd person singular)

predicate: ’shoulddo’(the Suppositional Mood form-building verb of ’should’ and the sense verb of ’todo’ without the particle of ’to’)

direct object: ’yourmorningexercises’(a common inanimate countable plural noun of ’exercises’ is explained by noun of ’morning’ and the personal pronoun of the 2^nd person singular of ’your’)

adverbial modifier of time: ’everyday’(the common inanimate countable noun of ’day’ is explained by the attributive pronoun of ’every’)

The subordinate adverbial clause is brought in by the coordinating conjunction of ’that’.

#42

’It’s essential that the prepared scheme should have been approved by my brother’: the affirmative compound sentence; the Suppositional Mood

the principal clause:’It’s essential’(an impersonal affirmative sentence; it expresses the state’s tinges of a supposed action)

subject: ’it’(the indefinite personal pronoun of the 3^rd person singular)

predicate: ’isessential’(the Present Indefinite of the link-verb of ’tobe’ + an adjective of ’essential’)

the subordinate clause: ’the prepared scheme should have been approved by my brother’(it’s expressed the supposed action; Passive Voice)

subject:’the prepared scheme’(a common inanimate countable noun of ’scheme’ is explained by the past participle of ’prepared’)

predicate: ’should have been approved’(the form-building of the Subjunctive Mood auxiliary verb of ’should’ and the Present Perfect Passive of the sense verb of ’toapprove’)

#43

’It was desirable that Alexander should be advised with the guidance about working schedule maintenance’: the affirmative compound sentence; the Suppositional Mood

the principal clause: ’It was desirable’(an impersonal sentence; it expresses a wish)

subject: ’it’(the indefinite personal pronoun of the 3^rd person singular)

predicate: ’wasdesirable’(the Past Indefinite of the link-verb of ’tobe’ + an adjective of ’desirable’)

the subordinate clause:’Alexander should be advised with the guidance about working schedule maintenance’(it’s expressed the supposed action; Passive Voice)

subject: ’Alexander’(a proper animate countable noun)

predicate: ’should have been approved’(the form-building of the Subjunctive Mood auxiliary verb of ’should’ and the Present Perfect Passive of the sense verb of ’to advice’)

indirect object: ’with the guidance about working schedule maintenance’(a preposition of government of ’with’ and a common inanimate countable noun of ’guidance’; (a Prepositional case government preposition of ’about’, gerund of ’working’ and a noun of ’schedule’ explain a common inanimate countable noun of ’maintenance’)

The subordinate adverbial clause is brought in by the coordinating conjunction of ’that’.

#44

’Our father wondered whether he should take a long-term credit’: the affimative compound sentence; the Suppositional Mood

the principal clause: ’Our father wondered’(the affirmative sentence; the Past Indefinite Active Voice)

subject: ’ourfather’(a possessive pronoun plural of ’our’ explains the common animate countable noun of ’father’)

predicate: ’wondered’(the sense verb of ’towonder’ in the Past Indefinite Active)

the subordinate clause: ’whetherheshouldtakealong-term credit’(it expresses a doubt)

subject: ’he’(the personal pronoun of the 3^rd person singular)

predicate: ’should take’(the form-building of the Subjunctive Mood auxiliary verb of ’should’ and the sense verb of ’totake’ without the particle of ’to’)

direct object: ’a long-term credit’(a common inanimate countable noun of ’credit’ is explained by the word combination of an adjective and noun ’long-term’)

The subordinate clause is brought in by the disjunctive conjunction of ’whether’.

#45

’My fellow-traveller suggested that we should travel in the same state-room two together’: the affirmative compound sentence; the Suppositional Mood Active

the principal clause: ’My fellow-traveller suggested’(it expresses the suggestion)

subject:’myfellow-traveller’(a common inanimate countable noun of ’traveller’ has an apposition of ’fellow’ and the explaining possessive singular pronoun of ’my’)

predicate: ’suggested’(the Past Indefinite of the sense verb of ’tosuggest’ without the particle of ’to’)

the subordinate clause: ’that we should travel in the same state-room two together’(it expresses the presumable action)

subject: ’we’(the personal pronoun of the 1^st person plural)

predicate: ’shouldtraveller’(the form-building of the Subjunctive Mood auxiliary verb of ’should’ and the sense verb of ’totravel’ without the particle of ’to’)

adverbial modifier of place: ’inthesamestate-room’(a common inanimate countable noun of ’room’ has an apposition of ’state’ and the spatial preposition of ’in’)

adverbial modifier of manner: ’two together’(the cardinal number of ’two’ explains the adverb of ’together’)

The subordinate clause is brought in by the coordinating conjunction of ’that’.

#46

’The students demanded that their physics laboratory should have been supplied with the new modern equipment this academic year’: the affirmative compound sentence; the Suppositional Mood

the principal clause: ’The students demanded’(the affirmative sentence; expresses a demand; the Past Indefinite Active)

subject: ’students’(the animate countable plural noun)

predicate: ’demanded’(the Past Indefinite Active)

the subordinate clause: ’that their physics laboratory should have been supplied with the new modern equipment this academic year’(the affirmative sentence; the Suppositional Mood Passive)

subject: ’their physics laboratory’(the common inanimate countable noun of ’laboratory’ is explained by the singular noun of ’physics’ and the possessive plural pronoun of ’their’)

predicate: ’should have been supplied’(the form-building of the Suppositional Mood auxiliary verb of ’should’ and the Present Perfect Passive of the sense verb of ’tosupply’)

indirect object:’with the new modern equipment’(the common inanimate countable noun of ’equipment’ is explained by the adjectives of ’newmodern’ and the preposition of government of ’with’)

adverbial modifier of time: ’thisacademicyear’(the common inanimate countable noun of ’year’ is explained by an adjective of ’academic’ and demonstrative singular pronoun of ’this’)

The subordinate clause is brought in by the coordinating conjunction of ’that’.

#47

’We are surprised that he shouldn’t follow up any matter to the logical end’: the negative compound sentence; the Suppositional Mood

the principal clause: ’Wearesurprised’(the affirmative sentence; it expresses a surprise; the Present Indefinite Passive)

subject: ’we’(the personal pronoun of the 1^st person plural)

predicate: ’aresurprised’(the Present Indefinite Passive; the primary form: ’tobesurprised’)

the subordinate clause:’that he shouldn’t follow up any matter to the logical end’(the negative sentence; the Suppositional Mood Active)

subject: ’he’(the 3^rd person singular personal pronoun)

predicate: ’shouldn’tfollowup’(the form-building of the Suppositional Mood auxiliary verb of ’should’ in negative form and the sense verb of ’tofollowup’ without a particle of ’to’)

direct object: ’anymatter’(the common inanimate uncountable noun of ’matter’ is explained by the indefinite pronoun of ’any’)

adverbial modifier of place: ’tothelogicalend’(the common inanimate countable noun of ’end’ is explained by an adjective of ’logical’ and the preposition of government of ’to’)

The subordinate clause is brought in by the coordinating conjunction of ’that’.

#48

’It’s strange that they shouldn’t be met at the hour agreed and in the place agreed’: the negative compound sentence; the Suppositional Mood

the principal clause: ’It’s strange’(an impersonal affirmative sentence; expresses a regret)

subject: ’it’(the indefinite personal pronoun of the 3^rd person singular)

predicate: ’isstrange’(the Present Indefinite of the link-verb of ’tobe’ + an adjective of ’strange’)

the subordinate clause: ’that they shouldn’t be met at the hour agreed and in the place agreed’

subject: ’they’(the 3^rd person personal pronoun plural)

predicate: ’shouldn’tbemet’(the form-building of the Suppositional Mood auxiliary verb of ’should’ in negative form and the sense verb in Passive form of ’tobemet’ without a particle of ’to’)

adverbial modifier of time: ’at the hour agreed’(the common inanimate countable noun of ’hour’ is explained by the past participle of ’agreed’ and the temporal preposition of ’at’)

adverbial modifier of place: ’intheplaceagreed’(the common inanimate countable noun of ’place’ is explained by the past participle of ’agreed’ and the spatial preposition of ’in’)

As the homogeneous parts of sentence an adverbial modifier of time and adverbial modifier of place are linked by the copulative conjunction of ’and’.

Above given instances will be translated from English into Russian in «The General Course» section by the detailed analyses.

THE RUSSIAN PHONETICS

The word is the least intercourse’s unit and in its turn every word has definite meaning in our speech though it were ORAL or WRITING.

Meanwhile a single sound doesn’t have an independent meaning. In ORAL the word you pronounce by using our vocal organs and the words are differed from each other by the sound distinctive cover. It’s impossible to express the precise quantity of all sounds forming any language. When you hear any foreign speech like Russian one the unknown and unusual sound combinations are difficult for perception though many English and Russian vowel and consonant sounds are the same. The sound combinations present some difficulties when studying any foreign language therefore it’s important to give a particular attention to the Russian sound combinations especially their pronunciation.

There are not distinctions between short and long vowel sounds in Russian as opposed to English where the vowel sound length has an influence on the word sense.

In WRITING the word is depicted by the letters and some English letters are depicted like Russian ones.

Now let’s begin to consider the Russian language sounds and for all this you must always remember you have been speaking English since your childhood therefore you don’t control your vocal organs they work automatically. But now you’ll have to control your vocal organs work to obtain the correct pronunciation of the Russian sounds. All sounds and sound combinations will be presented in the straight brackets. It’s recommended to use a dictaphone to work through your pronunciation both separate sounds and sound combinations. You’ll have to determine and give a meaning to the marked by red and underlined transcription sign(or signs) independently. Please, don’t hurry. Pronounce slowly and observe the pause between pronounced sound or sound combination. Then you can pronounce everything at your own usual accent routine. Little by little we’ll bring in the new private rules such as:

If we speak or hear the word of ’A sound(or sound combination)’ in ORAL we must pronounce that sound(or name every sound forming that sound combination) but in WRITING we must depict that sound(or every sound forming that sound combination) by the transcription sign in the straight brackets.

If we speak or hear the word of ’A letter(or letter combination)’ in ORAL we must pronounce that alphabetical letter’s name(or pronounce every alphabetical letter’s name forming that letter combination) but in WRITING we must depict that letter(or every letter forming that letter combination) graphically.

Above given rules are called as ’The Division of The Ideas’ and they help you to comprehend one would think the complicated Grammar structure both English and Russian. For the present instance those rules are concerned to the Grammar part of ’Morphology(subsection of ’Orthoepy’, rules of correct pronunciation)’. English and Russian Grammar have two main parts:

’Morphology(considers the word as a part of speech)’

’Syntax(considers the word as a part of sentence)’

The notions of ’The Semantic Equality’, ’The Analogy’,’The Division of The Ideas’ and ’The Generalized Conlusion’ are the private ones. Every of them will be later filled in by the detailed content. They will allow you to perceive and give a meaning of all setting forth Grammar materials better according to your own individual abilities. Even you are always to summarize the studied Grammar rules to use them for qualitative sentences’ composing. Many of you are adult therefore you have a rich life experience what will be you the best assistant when you draw an analogy to many Grammar rules. To reach the good primary results you are to do the following:

to write or to type a lot to master the Russian letters writing way

to work through a dictaphone all given Russian vowel and consonant sounds

It doesn’t take much studying time(from one and a half to two hours per day). You know some English transcription signs are resembling to the English letters writing way but they aren’t the letters. They are the conditional signs’ rank only. In Russian all mentioned is the same.

1. The Russian vowel sound of / a / corresponds to the English sound of / U / in the word of ’bus / b U s /’

2. The Russian vowel sound of / э / corresponds to the English sound of / e / in the word of ’ten / t e n /’

3. The Russian vowel sound of / и / corresponds to the English sound of / i / in the word of ’big / b i g /’

4. The Russian vowel sound of / о / corresponds to the English sound of / O / in the word of ’dog / d O g /’

5. The Russian vowel sound of / е / corresponds to the English sound of / e / in the word of ’yes / j e s /’

6. The Russian vowel sound of / у / corresponds to the English sound of / u / in the word of ’put / p u t /’

7. The Russian vowel sound of / ё / corresponds to the English sound combination of / jO / in the word of ’yacht /jO t /’ but separately that sound is pronounced more long.

8. The Russian vowel sound of / ю / corresponds to the English sound of / ju / in the word of ’cure / k ju W /’

9. The Russian vowel sound of / я / corresponds to the English sound combination of / jA / in the word of ’yard / jA:d /’. Please, pay attention the Russian vowel sound of / A / isn’t a long one like in the given English word.

10. The Russian vowel sound of / ы /. There isn’t such vowel sound in English language. Let’s consider that compound Russian vowel sound in detail. Pronounce several times the English vowel sound of / i / and control your vocal organs especially your tongue position. At that moment the mouth is half-open and tongue’s tip is above your lower teeth. Then control how the air passes outside.

Now press your tongue’s tip to the lower internal teeth gum. Your mouth is half-open. It’s a point of departure. From that point try to pronounce the English vowel sound of / i /. The received guttural vowel sound will be differed from the English vowel sound of / i /. It’ll be the real Russian vowel sound of / ы /.

Pages 57 – 65 (24 – 32)

Let’s introduce once more the English verb’s signs what are the same as the Russian ones:

1. Conjugation

2. Aspect

3. Transition

4. Reflection

5. Tense

6. Voice

7. Mood

The index of the English verb’s primary form is the particle of ’to’

.

1. The Conjugation

The verbs’ changing by persons and numbers is the conjugation. By their personal endings the verbs are divided into two conjugations: the 1^st and the 2^nd. Let’s introduce the personal verbs’ endings:

the 1^st conjugation

the 2^nd conjugation

To the 1^st conjugation it’s concerned the verbs of endings of “-еть; -ать; -оть; -уть; -ть etc.”, f.e.:

’to fly – летать’

’to work – работать’

’to get wet – мокнуть’

’to grind – молоть’

’to spread – распространять’

To the 2^nd conjugation it’s concerned the verbs’ endings of: a) “-ить”(except of ’to shave – брить’ and ’tospread – стелить’):

’to build – строить’

’to go – ходить’

’to carry – носить’

’to fell – рубить’

’to saw – пилить’

’to compliment – хвалить’etc.

7 verbs of “ –еть “ ending:

’to see – видеть’

’to look – смотреть’

’to hate – ненавидеть’

’to suffer – терпеть’

’to hurt – обидеть’

’to turn(round and round) – вертеть’

’to depend on – зависеть’

4 verbs of “ –ать “ ending:

’to hear – слышать’

’to breathe – дышать’

’to hold – держать’

’to drive – гнать’

2. The Aspect

The verbs of the imperfective aspect don’t point to the action’s completion, to its end or result. The verbs of perfective aspect point to the action’s completion, to its end or result.

To the verb of an aspect can correspond the verb of another one of the same lexical meaning. Such verbs form the aspectual pairs, f.e.:

There are used the prefixes to form an aspect from another, f.e.:

’to go – ехать(imperfect); to leave – уехать(perfect)’

’to rush – мчаться(imperfect); to come tearing along – примчаться(perfect)’ etc.

and the suffixes, f.e.:

’to push – толкать(imperfect); to push – толкнуть(perfect)’

’to flood – наводнять(imperfect); to flood – наводнить(perfect)’

The verbs’ aspects formation can be accompanied by the vowel gradation and the interchange of consonants of verbs’ stem. Pay a particular attention to the following table and to a designation pointing to the gradation and interchange:

Some aspectual verbs’ pairs are as the different words and have the different bases:

The separate aspectual pairs can differ by the stress:

3. The Transition

If the verbs are or can combined with the noun or pronoun in the Accusative case without preposition then they are transitive, f.e.:

’vegetables – овощи’

’to like – любить, нравиться’

’I – я’

’I like (what?)the vegetables – Ялюблю (что?)овощи’

The transitive verbs designate such action what transits to another object.

If the action doesn’t transit strictly to another object then such verbs are intransitive, f.e.:

’school – школа’

’to go – ходить’

’they – они’

’to – в’

’They go to school – Ониидут в школу’ Usually in this case it’s used a preposition.

4. The Reflection

The verb’s reflection implies the action’s return to the executor of given action. In English usually the reflection is expressed by the Passive Voice. The Russian reflexive verbs have the ending of ’-ся’ after the consonants, f.e.:

’to teach – учить(primary form of consonant ending); to learn – учиться(reflexive verb); to go toschool – учиться в школе’

’to meet – встречать(primary form of consonant ending); to run across – встречаться(reflexive verb)’

’to wash – умывать(primary form of consonant ending); to wash(oneself) – умываться(reflexive verb)’ etc. and the ending of ’-сь’ after the vowels, f.e.:

’I meet – Я встречаюсь(reflexive verb’s form)’

’I pride – Я горжусь(reflexive verb’s form)’

’I try – Я стараюсь(reflexive verb’s form)’

5. The Tense

The Present Tense

The Present Tense verbs’ form show that the action takes place at that very instant of a speech and the verbs can designate the actions what are happened constantly.

The Present Tense’s verbs are changed by persons and numbers, f.e.:

The Russian personal pronouns

’to read – читать(the 1^st conjugation)’

’to go – ходить(the 2^nd conjugation)’

’to build – строить(the 2^nd conjugation)’

Remember that in Russian the familiar mutual relation is designated by the pronoun of ’you – ты(Russian Singular)’ and vice versa the formal mutual relation is designated by the pronoun of ’you – вы(English Plural)’. You can compare the English and Russian verbs conjugation and make sure that by a single Russian one can determine a number, a person and a tense.

The heteroclitic verbs

The verbs of ’to want – хотеть’ and ’to run – бежать’ are changed by the 1^st conjugation but partially they are changed by the 2^nd one therefore they are called as heteroclitic verbs:

’to want – хотеть’

’to run – бежать’

The verbs of ’to eat – есть(кушать)’ and ’to give – давать(дать)’ are conjugated particularly:

’to eat – есть(кушать)’

’to give – давать (дать)’

The Past Tense

The Past Tense verbs’ form show that the acion took place before that very instant of a speech. The Russian Past verbs’ Tense are formed of the primary form by the suffix of ’-л’ and they are changed by numbers and genders in Sungular but they aren’t changed by persons in Plural, f.e.:

’towrite – писать’

’towork – работать’

’tosee – видеть’

The imperfective verbs having their primary form endings of ’-чь, -ти, -нуть’ form the Past Tense Singular, Masculine without suffix of ’-л’, f.e.:

’to take care – беречь’

’to carry – нести’

’to bake – печь’

’to dry – сохнуть’

Some Russian verbs have the following Past Tense meanings:

’to find – найти’

’to go – идти’

’to grow – расти’

It’s important to remember the correct stress in the following Past Tense verbs’ forms according to their person and number. The Russian meanings will be introduced without a personal pronoun:

’I took – ябрал; she took – онабрала; it took – онобрало; they took – онибрали’

’I was – ябыл; she was – онабыла; it was – онобыло; they were – онибыли’

’I took – явзял; she took – онавзяла; it took – взяло; they took – онивзяли’

’I turned out – ягнал; she turned out – онагнала; it turned out – оногнало; they turned out –онигнали’

’I lived – яжил; she lived – онажила; it lived – жило; they lived – онижили’

’I borrowed – занял; she borrowed – оназаняла; it borrowed – онозаняло; they borrowed – онизаняли’

’I gave – яподал; she gave – она подала; it gave – оно подало; they gave – они подали’

’I understood – понял; she understood – онапоняла; it understood – онопоняло; they understood – онипоняли’

’I swam –яплыл; she swam – онаплыла; it swam – оноплыло; they swam –ониплыли’

’I arrived – яприбыл; she arrived – онаприбыла; it arrived – оноприбыло; they arrived – ониприбыли’

’I lifted – яподнял; she lifted – онаподняла; it lifted – оноподняло; they lifted – ониподняли’

’I received – япринял; she received – онаприняла; it received – оноприняло; they received – ониприняли’

’I cleaned up – яприбрал; she cleaned up – онаприбрала; it cleaned up – оноприбрало; they cleaned up – ониприбрали’

The Future Tense

The Future verbs Tense form show that the action will take place after that instance of a speech. The Russian Future Tense has two forms: a simple and a complex. First of all let’s introduce the link-verb of ’to be – быть’ conjugation in the Future Tense:

The purpose of the link-verb of ’to be – быть’ is the same like in English. The complex Future Tense form consists of the link-verb of ’to be – быть’ and the primary form of the imperfective verb, f.e.:

’to draw – рисовать’

’I’ll draw – Я буду рисовать’ etc.

A simple Future Tense is expressed by a single word that is by the perfective verbs. Russian perfective verb is formed by the various prefixes however in English the same is expressed by different way, f.e.:

’to sleep – спать’(the 1^st conjugation)

’a little – немного’

to sleep a little – поспать’(adverb a little corresponds to a Russian prefix of ’по-)’

The verb of ’to keep – держать’ is an exception and it concerns to the 2^nd conjugation.

’to keep for a certain time – продержать’(’for a certain time’ corresponds to the Russian prefix of ’про-’)

The simple Future verbs’ Tense form of perfective aspect is arised the same way as the simple Present form, f.e.:

’to open – открывать’(1^st conjugation)

’to learn – выучить’(2^nd conjugation)

6. The Voice

You know in English the Passive Voice is expressed by the combination of the link-verb of ’tobe + past participle of the sense verb where the link-verb of ’tobe’ is as a number and a person index .

The Russian verb’s suppleness allows it to express the Passive Voice in many cases independently. Like in English the Russian past participle expresses the Passive Voice too what we consider just a little later.

Now let’s remember the personal pronouns declension:

Singular

’I – я’, ’you – ты’, ’he – он’, ’she – она’, ’it – оно’

Plural

’we – мы’, ’you – вы’, ’they – они’

’to help – помогать(imperfective, 1^st conjugation)’

’to help – помочь(perfective, 1^st conjugation)’

The Present Tense Active Voice

The Russian Passive Voice expression will be introduced after considering of the participle.

7. The Mood

The presumable, possible or impossible, compulsory or needless, probable or improbable etc. actions(object’s or person’s condition) are expressed by the modal verbs.

By the modal verbs are expressed not the very actions but ability, physical possibility, capacity for, permit, probability, supposition, necessity, orders, prohibition, explicit advice, obligation, will, wish, intention etc. to do any action and are expressed the speaker’s relation to the content of the expression. There are the following modal verbs in English:

Can(could) – мочь(primary form). Expresses ability, physical possibility, capacity for, perplexity, incredibility, impatience, amazement

may(might) – мочь(primary form). Expresses supposition based on the uncertainty, the possibility creating by the obstacles, permission, disapproval or rebuke. The Past form of ’might’ can express the Subjunctive Mood what corresponds to the Russian Conditional Mood of unreal condition designated by the form-building particle of ’бы’

must – должен(1^st, 2^nd and 3^rd person, masculine singular); должна(1^st, 2^nd and 3^rd person, feminine singular); должны(1^st, 2^nd and 3^rd person, feminine and masculine plural);

tohaveto... – приходиться(primary form of reflexive). Expresses the duty, necessity(from the speaker’s standpoint); prohibition, pressing advice; supposition based on the confidence

had better... – expresses the preferable choice

to be to... – expresses the preliminary agreement or duty as a result; orders, instructions; something inavitable; a possibility stipulated by the obstacles

ought to... – expresses the obligation what can weaken depending on the context

need – expresses both necessity and needlessness

to be able to... – expresses the skill, possibility

dare – expresses the meaning of ’todare to dosomething’

should – usually expresses the obligation but it can weaken to the expression of action’s desire, any advice or recommendation

From the foregoing it follows that all actions and conditions can be divided into real and unreal. The real actions and conditions are expressed by the Indicative Mood, f.e.:

’brother – брат’

’my – мой’

’tostudy – изучать’

’Russian – русский’

’language – язык’

’to be – быть’

’to – в’

’Moscow – Москва’

’ever – когда-либо’

About any Russian verb’s meaning refer to ’The Verb’ section on CD but every time don’t forget to aquaint with reading rules.

’if – если’

’we – мы’

’to be late – опаздывать(primary form)’

’not – не’

’friends – друзья’

’home – дом’

’to find at home – застатьдома’

’our – наш(наше, наши, наших, нашими)’

Pay attention to the Russian variant of subordinate clause. As a single English verb has two meanings its primary form in Russian then we have two Russian sentences and use one of them by our discretion.

The Russian Conditional Mood of unreal condition corresponds to the English Subjunctive Mood and it’s formed by the Past verb’s form of ’-л’ ending plus the form-building particle of ’бы’.

In Russian the form-building particle of ’бы’ can be either before the verb or after it however that particle can be separated of the verb by other words, f.e.:

’to read(primary form) – читать(imperfective) – прочитать(perfective) – читал(Past imperfect) – прочитал(Past perfect)’

’to draw(primary form) – рисовать(imperfective) – нарисовать(perfective) – рисовал(Past imperfect) – нарисовал(Past perfect)’

’picture – картина’

’book – книга’

’cinema – кино’

’to go – идти(imperfect aspect), пойти(perfect aspect)’

’I would go to the cinema – Я быпошёл в кино’

The Imperative Mood expresses the motive to the action, order, request. The ImperativeMood’s verbs are usually used in the 2^nd person(singular or plural) and they aren’t changed by the tenses.

The Imperative Mood is formed on the base of simple Present or Future verb’s form by the suffix of

’-и’(singular number). In Plural the verb has an ending of ’-те’, f.e.:

Sometimes it’s added the particle of ’-ка(just or what if)’ to the verb of the Imperative Mood what slightly softens an order, f.e.:

’to go out – выходить(primary form imperfect); выйти(primary form perfect)’

’to buy – покупать(primary form imperfect) – купить(primary form perfect)’

’hat – шляпа’

’What if I buy a hat! – Куплю-каяэтушляпу!’

Please don’t ever forget the Russian verb has its own personal endings when conjugated(section ’The Verb’ on CD).

THE RUSSIAN PARTICIPLE

The participle is the special verb’s form what designates the object’s sign by its action and like adjective answers to the question of ’what?(interrogative pronoun)’. That English interrogative pronoun has four Russian meanings:

’какой?(masculine Nominative case singular), какая?(feminine Nominative case singular), какое?(neuter Nominative case singular), какие?(all genders Nominative case plural)’

Pages 152 – 161 (32 - 42)

#12

(modal verb’s equivalent)

’In spite of the incredible efforts to improve the arisen situation somehow he has had to be submitted with it’: affirmative compound sentence; the Present Perfect Active; Indicative Mood

the principal clause: ’he has had to be admitted of it’

subject: ’he’; personal pronoun of the 3^rd person singular

predicate: ’has had to’(primary form of modal verb’s equivalent of ’must’ is ’to have to’)

direct object: ’to be admitted’(expressed by the Passive Voice)

indirect object: ’withit’(expressed by the preposiotion of government ’with’ and the indefinite pronoun of the 3^rd person singular ’it’)

the subordinate clause of concession: ’Inspite of the incredible efforts to improve the arisen situation somehow’(it’s brought in by the concessive preposition of ’inspiteof’ and expressed by the word combination)

a) principal clause

’he has had to admitt of it’

subject: he – он(2^nd person singular personal pronoun)

predicate: to have to – приходиться(’must’ modal verb equivalent); has had to – пришлось(Past Tense meaning)

direct object: to submit – смиряться(imperfect reflexive primary form), смириться(perfect reflexive primary form)

indirect object: with – с(Instrumental case government preposition); it – это(indefinite pronoun); with it – сэтим(stable word combination)

Never forget to observe conjugation and declension rules when making agree parts of sentence. Pay a particular attention the Russian reflexie verb of ’to submit – смиряться’ isn’t expressed by English Passive Voice. Use CD ‘Methodical Instructions’ and CD ‘English-Russian Dictionary’.

b) subordinate clause

’In spite of the incredible efforts to improve the arisen situation somehow’

in spite of – несмотряна(concessive conjunction);

incredible – невероятный(adjective masculine Nominative singular primary form)

effort – усилие(inanimate countable neuter Nominative singular noun); efforts – усилия(plural)

the incredible efforts – невероятныеусилия(stable word combination)

to improve – выправлять(imperfect primary form); to arise – создавать(imperfect primary form)

arisen – создавшийся(Past Active participle masculine Nominative singular primary form)

situation – ситуация(inanimate countable feminine Nominative singular noun), положение(inanimate countable neuter Nominative singular noun)

the arisen situation – создавшеесяположение(stable word combination)

somehow – как-то(adverb of manner)

Pay attention to the primary form of the words: ’arisen – создавшийся(perfect participle); situation – ситуация, положение(noun of neuter gender singular)’. Russian participle is coordinated with the noun like an adjective that is in number, case and gender and has a corresponding to it ending(underlined word combination).

Now link both principal and subordinate clauses together:

In spite of one would think the incredible complex sentences always observe a strict sequence of any sentence forming: ’primary form of all forming that sentence components their coordination in accordance with conjugation and declension’. When using an English ’must - должен’ modal verb equivalent of ’to have to – приходиться’ in Russian it’s realized as a Passive Voice therefore the personal pronoun has a Dative case meaning(refer to CD ‘English-Russian Dictionary’ of personal pronoun declension).

• The Perfect Tenses

#13

’He has already taken a very nice book from the library’: affirmative sentence; the Present Perfect Active; Indicative Mood

subject: ’he’; personal pronoun; 3^rd person singular

predicate: ’hastaken’(primary form ’to have taken’)(’tohave’ is the auxiliary verb; irregular sense verb of ’totake’)

direct object: ’a very nicebook’; attributive expression; the common inanimate countable noun of ’book’ is explained by the adjective of ’nice’ and the adverb of ’very’

adverbial modifier of place: ’fromthelibrary’(spatial preposition of ’from’ and the common inanimate countable noun of ’library’)

adverbial modifier of time: ’already’(adverb)

subject:

’he – он(3^rd person singular personal pronoun)’

predicate:

to take – брать(imperfect primary form); has taken - взял(Past Tense form)

direct object:

very – очень(adverb of manner)

nice – изысканный(adjective masculine Nominative singular primary form)

book – книга(inanimate countable feminine Nominative singular noun)

very nice book – оченьизысканнаякнига(stable word combination)

adverbial modifier of place:

from – из(spatial preposition);

library – библиотека(inanimate countable feminine Nominative singular noun)

from the library – избиблиотеки(adverb)

adverbial modifier of time:

already - уже(adverb of time)

English Present Perfect Form corresponds to Russian Past Tense Form: ’has taken – взял’. Every time refer to Printed Appendix to ‘Real Russian’ Manual of ‘Methodical Instructions Table of Contents’, CD ‘Methodical Instructions’, ‘English-Russian Dictionary’ and ‘Generalized Conclusion’ to collate your steps.

#14

’I had done my assignmentsby 7 PM’: affirmative sentence; the Past Perfect Active; Indicative Mood

subject: ’I’; personal pronoun; 1^st person singular

predicate: ’had done’

adverbial modifier of time: ’by 7PM’(the temporal preposition of ’by’ and precise time)

subject:

’I - я’(1^st person singular personal pronoun)

predicate:

to do – делать(Imperfect primary form)

had done – сделал(English Past Perfect Form corresponds to Russian Past Tense Form perfect meaning)

direct object:

my – мой(masculine Nominative singular possessive pronoun primary form)

assignment – задание(inanimate countable neuter Nominative singular noun); assignments – задания(plural)

my assignments – моизадания(stable word combination)

adverbial modifier of time:

by – к(temporal preposition)

o’clock – час(inanimate countable masculine Nominative singular noun)

seven – семь(Nominative cardinal numeral)

evening – вечер(inanimate countable masculine Nominative singular primary form); вечерний(adjective masculine Nominative singular primary form)

time – время(inanimate uncountable neuter Nominative singular noun)

evening time – вечернеевремя(stable word combination)

PM – evening time;by 7 PM(by seven o’clock in the evening time) – ксемичасамвечера(stable word combination)

Additional meanings are given to comprehend a difference between time counting out system. Everytime refer to Printed Appendix to ‘Real Russian’ Manual of ‘Methodical Instructions Table of Contents’, CD ‘Methodical Instructions’, ‘English-Russian Dictionary’ and ‘Generalized Conclusion’ to collate your steps.

#15

’For several yearsIhave been saving upto returnto myhomeland’: affirmative compound sentence; the Present Perfect Continuous Active; Indicative Mood.

the principal clause: ’For several years I have been saving up

subject: ’I’(the personal pronoun of the 1^st person singular)

predicate: ’havebeen savingup’

adverbial modifier of time: ’forseveralyears’(temporal preposition of ’for’; indefinite pronoun of ’several’; common inanimate countable plural noun of ’years’)

the subordinate clause of purpose: ’to returnto myhomeland’(it’s introduced by the primary verb’s form of ’to return’)

adverbial modifier of place: ’tomyhomeland’(spatial preposition of ’to’; possessive pronoun of ’my’ and common inanimate countable noun of ’homeland’)

adverbial modifier of purpose: ’toreturn’(primary form)

a) principal clause

’For several years I have been saving up

subject: I – я(1^st person singular personal pronoun)

predicate: to save up – копить(imperfect primary form)

have been saving up – коплю(English Present Perfect Continuous corresponds to Russian Present Tense Form Active

adverbial modifier of time:

for – втечение(temporal preposition)

several – несколько(numeral)

year – год(inanimate countable masculine Nominative singular noun); years – годы(plural)

for several years – втечениенесколькихлет(stable word combination)

Pay attention to the adverbial modifier of time: ’years – годы’ and ’for several years – втечениенесколькихлет’. Every language contents some quantity of exceptions to the rules. We say: ’a year – одингод’; ’two years – двагода’; ’three years – тригода’; ’four years – четырегода’ but ’five years – пятьлет...’; ...’nineteen years – девятнадцатьлет’; ’twenty years – двадцатьлет’; but ’twenty-one years – двадцатьодингод’; ... ’twenty-four years – двадцатьчетырегода’; but ’twenty-five years – двадцатьпятьлет’ and so on. Refer to CD ‘Methodical Instructions’ of ‘Russian Cardinal Numeral and Noun concord’.

b) subordinate clause of purpose

’to return to my homeland’

adverbial modifier of purpose

to return – возвращаться(imperfect primary form), вернуться(perfect primary form)

adverbial modifier of place:

to – на(spatial preposition)

my – мой(masculine Nominative singular possessive pronoun primary form)

homeland – родина(inanimate countable feminine Nominative singular noun)

to my homeland – намоюродину(stable word combination)

The subordinate clause of purpose is brought in by the Russian expressive conjunction of ’чтобы’ which corresponds to the English verb’s primary form. Let’s link both principal and subordinate clauses into a compound sentence:

In Russian the subordinate clause of purpose is separated by the comma. Every time refer to Printed Appendix to ‘Real Russian’ Manual of ‘Methodical Instructions Table of Contents’, CD ‘Methodical Instructions’, ‘English-Russian Dictionary’ and ‘Generalized Conclusion’ to collate your steps.

#16

’When wecameto the stationthe trainhadalreadyleft’: affirmative compound sentence; precedence action; Indicave Mood

the principal clause: ’the trainhadalreadyleft’;

subject: ’the train’; common unanimate countable noun

predicate: ’had left’; the Past Perfect Tense Active(primary form ’to have left)

adverb: ’already’

the subordinate clause of time: ’When wecameto the station’

subject: ’we’; personal pronoun 1^st person plural

predicate: ’came’; irregular verb(primary form ’to come’); the Past Indefinite Active

adverbial modifier of place: ’to the station’; spatial preposition of ’to’ and common unanimate countable noun of ’station’

a) principal clause

’the train had already left’

subject:

train – поезд(inanimate countable masculine Nominative singular noun)

predicate:

to leave – покидать(imperfect primary form), уходить(imperfect primary form)

had left – ушёл(English Past Perfect Tense Form corresponds to Russian Past Tense Form perfect meaning)

had already left – ужеушёл(stable word combination)

adverb:

already – уже(adverb of time)

It’s the usual simple sentence.

b) subordiante clause

’When we came to the station’

when – когда(adverb of time)’;

we – мы(1^st person plural personal pronoun)