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ЕМТИХАН МАТЕРИАЛДАРЫ

ЕМТИХАНСҰРАҚТАРЫ

І
1. Describe the following: Periods in the History of the English Language
• Old English (450-1150 AD) Old English, also known as Anglo- Saxon,
developed after the Anglo-Saxon settlement of England following the fall of
the Roman Empire.
• Middle English (1150-1500 AD) After the Norman Conquest in
1066, Old English underwent significant changes due to the influence of Norman
French, which became the language of the ruling class.
• Early Modern English (1500-1700 AD)The Renaissance brought a
revival of interest in classical languages (Latin and Greek), which influenced
English vocabulary.
2. Apply you knowledge and speak on the following: Chronological divisions
in the history of the English language.
The history of the English language can be divided into several
chronological periods, each characterized by unique linguistic features,
historical events, and cultural influences. These divisions help to trace the
evolution of English from its earliest forms to the global language it is
today. The primary chronological periods in the history of the English
language are:Old English (450–1150 AD)
3. Define the following: Basic historic events of the Middle English period.
Evolution of English phonetic system.
Basic Historic Events of the Middle English Period (1150-1500)The
Middle English period was a time of significant political, social, and
linguistic changes in England. Some key historic events that shaped the
evolution of the English language during this period include:
The Norman Conquest (1066);
The Spread of French and Latin Vocabulary;
The Hundred Years’ War (1337-1453);
The Black Death (1347-1351);
The Peasants’ Revolt (1381);
The Great Vowel Shift (beginning in the 14th century);
 4. Use your knowledge and speak on the following: Historical background.
(Pre- Germanic Britain. Germanic Settlement of Britain).
• Pre-Germanic Britain: Before the Germanic invasions, Britain was
inhabited by Celtic tribes who spoke Celtic languages.
• Germanic Settlement: After the Roman withdrawal, Germanic tribes,
including the Angles, Saxons, and Jutes, migrated to Britain.
• Cultural and Linguistic Legacy: The Germanic settlement laid the
foundation for the Anglo-Saxon period of English history, where the
language and culture of the Anglo-Saxons became dominant, although
Celtic influences remained in certain areas.
5. Describe the following: The influence of the Scandinavian invasions. The
Norman Conquest.
The Scandinavian invasions, particularly those by the Vikings (Norwegian and
Danish Norsemen), had a significant impact on both the English language and
culture. The Viking Age, which spanned from the 8th to the 11th centuries, was
marked by numerous raids, invasions, and settlements across the British Isles. The
most notable linguistic influence of the Viking invasions was the introduction of
Norse vocabulary into Old English.
6. Use your knowledge and speak on the following: Early Middle English
dialects. Neighborhood of three languages in England.
The Early Middle English period (circa 1150–1250) saw significant changes in
the English language following the Norman Conquest of 1066. These changes
were particularly evident in the development of regional dialects within
England. The language of this period was influenced by a variety of factors,
including the Old English legacy, the Norman French influence, and the Celtic-
speaking populations in certain regions of Britain.
7. Describe the following: Evolution of word-stress in Old English.
The evolution of word stress in the English language, particularly in the
transition from Old English to Middle English, is an important aspect of its
phonetic development. In Old English, word stress played a crucial role in
the structure of the language, and its evolution over time reflects changes in
pronunciation and grammar.
8. Show your knowledge and speak on the following: Evolution of word-stress
in Middle English and Early New English. Changes of unstressed vowels in
early old English.
The evolution of word-stress in Middle English (1150-1500) and Early
New English (1500-1700) represents a key part of the phonetic and
linguistic development of the English language. These periods saw
significant changes in word-stress patterns, as well as the influence of
external languages such as Old French, Latin, and Norse.
9. Describe the following: Changes of unstressed vowels in Middle English and
Early New English.
 Middle English: One of the most notable changes in Middle English was the
reduction of unstressed vowels to a more centralized sound, often represented
as
the "schwa" [ә], a very weak, neutral vowel sound. This was part of a broader
simplification of the language's vowel system, particularly in unstressed syllables.
 Early New English: In Early Modern English, the reduction of unstressed
vowels continued, and many vowels that were originally more distinct in Old
English became less distinct. For example, the Old English "e" in unstressed
syllables often became [ә] or even disappeared entirely. This process led to the
modern unstressed vowels we recognize today in words like "banana" or "sofa."
These reductions contributed to the modern system of weak syllables and the
prevalence of the schwa sound.
A "vowel" is a sound like "a", "e", "i", "o", or "u". In older forms of English, when
vowels were in less important parts of words (like at the end), they used to sound
clearer. Over time, in Middle English and Early New English, these vowels started
to sound weaker or changed into a very soft sound, like a quick "uh" (called the
"schwa" sound). For example, "sofa" has that "uh" sound in it. This change made
English pronunciation simpler!
10. Use your knowledge and speak on the following: Phonetics as a Linguistic
Discipline.

Phonetics is the scientific study of the sounds of human speech. It is a subfield of

linguistics that focuses on how speech sounds are produced, transmitted, and
perceived. Phonetics is concerned with three main areas:

 Articulatory phonetics: This studies how speech sounds are made

(articulated) by the movement of the speech organs, such as the tongue, lips,
and vocal cords.
 Acoustic phonetics: This examines the physical properties of sound waves,
such as frequency, duration, and intensity, that are produced during speech.
 Auditory phonetics: This focuses on how speech sounds are perceived by
the listener, including how they are processed by the ear and interpreted by
the brain.

Phonetics helps in understanding the sound system of languages and provides tools
for examining dialects, speech disorders, and the evolution of languages.

Phonetics is the study of how we make sounds when we talk. It looks at:

 How we say the sounds (like moving our lips and tongue).
 What the sounds look like in waves, which you can see in graphs.
 How our ears hear the sounds and our brains understand them.

Phonetics helps us understand how we speak and how sounds change in different
languages.

11. Describe the following: Divisions and Branches of Phonetics. Methods of

Phonetic Investigation.
Phonetics is divided into three main branches:

1. Articulatory Phonetics: This branch studies the production of speech

sounds. It looks at the movement and coordination of the organs of speech,
such as the lips, tongue, and vocal cords.
2. Acoustic Phonetics: This branch investigates the physical properties of
sound waves produced in speech. It looks at the frequency, amplitude,
and pitch of these waves.
3. Auditory Phonetics: This branch examines how speech sounds are heard
and processed by the listener’s auditory system and brain.

Methods of Phonetic Investigation:

 Instrumental methods: These include tools like spectrograms, which

visually represent the frequency and intensity of speech sounds, and
ultrasound imaging to observe the movements of the speech organs.
 Experimental methods: These involve controlled experiments to
investigate how listeners perceive speech sounds under different
conditions.
 Fieldwork and naturalistic observation: Phoneticians often observe and
record natural speech in everyday contexts, transcribing speech sounds into
symbols using the International Phonetic Alphabet (IPA).

Phonetics has three parts:

1. Articulatory Phonetics: This part studies how we make sounds, like

when we use our tongue, lips, or mouth to say words.
2. Acoustic Phonetics: This looks at the sound waves that come out of our
mouth when we speak.
3. Auditory Phonetics: This studies how our ears hear the sounds and
how our brain understands them.

To study phonetics, scientists use tools like computers and special equipment to
record, measure, and analyze how sounds are made and heard.

12. Use your knowledge to speak on the following: Interdisciplinary connection of

Phonetics with other Disciplines. In what way they are interconnected, give
examples to prove it

Phonetics is closely interconnected with several other disciplines in linguistics and

beyond:

 Phonology: While phonetics deals with the physical properties of

sounds, phonology studies the abstract, cognitive aspects of sounds,
including how they function in a particular language.
 Psychology: Phonetics overlaps with psychology in studying speech
 perception and the cognitive processes involved in recognizing and
interpreting speech sounds.
 Neurolinguistics: This field connects phonetics to the study of how
speech is produced and processed in the brain, focusing on the neural
mechanisms involved in speech.
 Sociolinguistics: Phonetics helps sociolinguists examine regional accents,
dialects, and social factors that influence pronunciation.
 Speech Pathology: Phonetics is crucial for diagnosing and treating
speech disorders, such as articulation problems and speech impairments.
  Acoustics: The study of sound waves is fundamental to both acoustic
phonetics and general acoustics, which shares methods for analyzing sound
frequencies, resonance, and transmission.

Phonetics works with other fields like:

 Psychology: Helps us understand how we learn and hear speech.

 Speech Therapy: Helps people who have trouble speaking by
studying sounds and fixing issues.
 Music: Phonetics and music both study sounds and how they affect us.
 Computer Science: Phonetics helps computers understand and recognize
speech, like when you talk to Siri or Alexa.

These fields help each other out by using phonetics to study how we talk, hear, or
even teach sounds!

13. Describe the Spheres of Practical Application of theoretical phonetics

Theoretical phonetics provides a foundation for various practical applications,

including:

 Language teaching: Phonetic knowledge helps in teaching pronunciation,

especially for learners of foreign languages. It aids in understanding speech
sounds and improving pronunciation skills.
 Speech therapy: Phonetics plays a vital role in diagnosing and treating
speech disorders, such as stuttering, dysarthria, and articulation problems.
 Forensic linguistics: In legal settings, phonetic analysis can be
used for voice identification, speaker profiling, and transcription
of recorded speech.
 Computer science and speech recognition: Phonetic analysis is crucial
for developing speech recognition software, virtual assistants, and
automated transcription tools.
 Dialectology: Phonetics helps in studying regional accents and
variations in language use, aiding dialectology research.

Phonetics isn't just for scientists—it helps people in real life too:

 Language Learning: Phonetics helps you learn how to say words

correctly in different languages.
 Speech Therapy: Phonetics helps doctors work with people who have
trouble speaking.
 Forensic Linguistics: Phonetics can help identify people by the way they
talk, even in legal situations.
 Technology: Phonetics helps computers understand speech, like voice
assistants or translation apps.
14. Speak about the nature and types of word stress.

Word stress refers to the emphasis placed on certain syllables of a word. The
nature of word stress in English is characterized by the fact that some syllables in
a word are pronounced with more prominence (louder, longer, and with higher
pitch) than others. Word stress can be:

 Fixed stress: In some languages, stress always falls on the same syllable of
a word (e.g., in Finnish).
  Dynamic stress: In English, stress tends to vary and is often
unpredictable, making it a dynamic feature of the language.

Types of word stress include:

 Primary stress: The strongest stress in a word, often indicated by a

raised mark (ˈ) before the stressed syllable.
 Secondary stress: A weaker stress, which is still noticeable but not as
strong as primary stress.
 Unstressed syllables: Syllables that receive little or no emphasis in the word.

When we say a word, we often make one part (or syllable) louder and more
important than the rest. This is called word stress. For example:

 In the word "banana", we say ba-NA-na, and the second part gets the
stress. There are different types of stress:
 Primary stress: The loudest part of a word (like the "NA" in "banana").
 Secondary stress: A bit softer, but still noticeable.
 Unstressed syllables: Parts of the word that are said very quietly.

15. Refresh your knowledge about degrees and functions of word stress.

Degrees of Word Stress:

 Primary stress: The most prominent stress, typically occurring on the

root or first syllable of a word in English (e.g., 'hotel).
 Secondary stress: The less prominent stress, often found in longer words,
typically on affixes or in compound words (e.g., com-'puter).
 Unstressed syllables: These syllables carry little to no emphasis (e.g., in the
word
banana, the last two syllables are unstressed).

Functions of Word Stress:

1. Semantic function: Word stress can distinguish between words that are
spelled the same but have different meanings (e.g., permit as a noun vs.
permit as a verb).
2. Grammatical function: Stress can differentiate between parts of speech,
such as nouns and verbs (e.g., record as a noun vs. record as a verb).
3. Rhythmic function: Word stress helps establish the rhythm and
flow of speech, influencing how speech sounds are structured across
phrases or sentences.

By varying the degree and placement of stress, English speakers communicate

important information about the structure and meaning of the language.

Words in English have different levels of stress:

 1. Primary stress: The part of the word that is loudest and most important.
2. Secondary stress: A bit softer but still important.
3. Unstressed syllables: Parts of the word that are barely heard.

Stress also helps us:

  Tell the meaning: The way we stress words can change their meaning, like
"REcord" (a noun, like a music record) vs. "reCORD" (a verb, like to make
a recording).
 Make speech sound right: Stressing words properly helps our sentences
flow smoothly, just like a song.

So, word stress is important for both meaning and how we sound when we speak!

16. Share your ideas about the Articulatory Aspect of theoretical phonetics. What’s
the main function of it?
The articulatory aspect in phonetics studies how speech sounds are produced by the
organs of speech. It focuses on the physiological mechanisms involved in sound
production, such as the movement of the tongue, lips, vocal cords, and soft palate.
 Main Function: Its primary purpose is to understand the articulatory features
of sounds (place and manner of articulation, voicing) and how they contribute
to the pronunciation of phonemes in a language.
Articulatory phonetics forms the foundation for teaching pronunciation, developing
speech technologies, and analyzing speech disorders.
17. Speak about the human active and passive speech organs and the speech
mechanism. What is the role of speech mechanism in phonetics?
 Active Speech Organs: These are moveable parts of the vocal apparatus, such
as the tongue, lips, lower jaw, and vocal cords. They modify the airflow to
produce distinct sounds.
 Passive Speech Organs: These are stationary structures like the teeth,
alveolar ridge, and hard palate, which interact with active organs to create
specific sounds.
Speech Mechanism: The speech mechanism consists of the respiratory, phonatory,
and articulatory systems:
1. Respiratory system (lungs, diaphragm): Provides airflow.
2. Phonatory system (vocal cords, larynx): Produces sound through vibration or
voiceless airflow.
3. Articulatory system (tongue, lips, etc.): Shapes sound into speech.
Role in Phonetics: It determines the distinctiveness of sounds and their
intelligibility, influencing accent, clarity, and communication efficiency.
18. Use your knowledge and speak on the following: Vocalism, consonantism in the
system of the English language. What do you know about the notion of articulation
bases of English?
 Vocalism: Refers to the system of vowels in a language. English vowels are
divided into monophthongs, diphthongs, and triphthongs, characterized by
length, tension, and tongue position (e.g., /i:/ in see vs. /ɪ/ in sit).
 Consonantism: Refers to the system of consonants. English consonants are
classified by voicing, place, and manner of articulation (e.g., stops like /p/,
fricatives like /f/, nasals like /n/).
Articulation Base of English: The articulation base is the habitual position and
movement patterns of speech organs during sound production in a particular
language. In English:
 The tongue is relatively flat and relaxed.
  English speakers emphasize stress and pitch variation.
 Consonants like /r/ and aspiration in stops (/pʰ/, /tʰ/) are distinctive features.
Understanding this is vital for non-native speakers to master English pronunciation.
19. Give the explanation of Phonological aspects of speech sounds.
Phonology focuses on the functional role of sounds in a language rather than their
physical articulation. Key concepts include:
1. Phonemes: The smallest units of sound that differentiate meaning (e.g., /p/
and /b/ in pat vs. bat).
2. Distinctive Features: Characteristics of sounds (e.g., voicing, nasality) that
contribute to meaning contrasts.
3. Phonological Processes: Phenomena like assimilation, elision, and vowel
reduction, which occur during connected speech.
Phonology explains how sounds function in the language system and their role in
communication.
20. Speak on the notion of the phoneme, the syllable and syllable division.
 Phoneme: The smallest sound unit that carries meaning. For example, /b/
and /d/ distinguish bat and dat. Phonemes are abstract units realized through
allophones (contextual variations).
 Syllable: A unit of pronunciation consisting of one vowel sound, with or
without surrounding consonants (e.g., cathas one syllable, table has two).
 Syllable Division: Breaking words into syllables based on phonological and
morphological rules (e.g., hap-py vs. con-struc-tion).
Syllables influence rhythm, stress, and the natural flow of speech.
21. Share your ideas about classification of syllable. What are the main functions of
the syllable? Prove your answer with examples
Syllables can be classified as:
1. Open syllables: End with a vowel (e.g., he).
2. Closed syllables: End with a consonant (e.g., cat).
3. Stressed syllables: Carry prominence in a word (e.g., re-CORD vs. RE-cord).
4. Unstressed syllables: Lack prominence (e.g., a in about).
Functions of the Syllable:
1. Constitutive: Builds words and phrases.
2. Distinctive: Differentiates words (e.g., present as a noun vs. present as a
verb).
3. Segmental: Aids in rhythm and intonation.
Example: In the word unbelievable (5 syllables), the stress is on the third syllable
(be), crucial for correct pronunciation and understanding.

22. Apply you knowledge and speak on the following: Syllable as a phonetic unit
and a phonological unit.

A syllable is like the heartbeat of speech—small but vital! 💓

 As a Phonetic Unit:
It’s about how sounds are produced and perceived. Phonetically, a syllable is a
group of sounds centered around a vowel sound, forming a single pulse of
 speech. For example, the word "apple" has two syllables: /ˈæp.l̩/. Notice how
your voice "peaks" at the vowel? That’s the phonetic magic! ✨
 As a Phonological Unit:
In phonology, syllables help structure words and guide pronunciation. They
divide words into manageable parts, making speech clearer and rhythmical.
For instance, in "banana" (/bəˈnænə/), the syllables help you recognize the
stress pattern (ba-NA-na).

23. Discuss the following: Syllable formation and syllable division.

Formation:
A syllable forms when a vowel (or a syllabic consonant like [l], [n], [r]) is
surrounded by consonants. For example:

 "Cat" /kæt/ has one syllable: a vowel /æ/ surrounded by /k/ and /t/.
 "Table" /ˈteɪ.bəl/ has two: one with a vowel /eɪ/ and one with a syllabic /l̩/.

 Division:
Rules for breaking words into syllables:

1. Consonant Rule: Split between two consonants (e.g., napkin → nap-kin).

2. Vowel Rule: If one vowel sound, keep it intact (e.g., open → o-pen).
3. Affix Rule: Prefixes and suffixes are separate (e.g., unhappy → un-hap-py).

24. Describe types of syllables from the point of the basic phonetic theories. Give
the examples of the functions of the syllable.

Types of Syllables:

1. Open Syllables: End with a vowel (go, he).

2. Closed Syllables: End with a consonant (cat, sit).
3. Covered Syllables: Begin with a consonant (dog, plant).
4. Uncovered Syllables: Begin with a vowel (apple, about).

Functions of the Syllable:

1. Constitutive Function: Builds words and maintains their structure (hap-py).

2. Distinctive Function: Differentiates words (re-cord vs. re-córd).
3. Segmentative Function: Divides words for easier articulation and recognition
(friend-ly).

25. Speak on the notion of word accent. Describe the main types of word stress.

Word Accent:
Word accent (stress) is the emphasis on a particular syllable in a word, making it
louder, longer, or higher-pitched. For example, in "apple", the stress falls on the first
syllable.

Types of Word Stress:

 1. Primary Stress: Strong emphasis ('wonderful).
2. Secondary Stress: Lesser emphasis in complex words (e-xam-i-'na-tion).
3. Unstressed: Syllables with no emphasis (and, of).

Stress influences meaning and clarity in spoken language.

26. Give characteristics of word stress according to the placement of it. Give the
examples of the functions of word accent.

Placement of Stress:

1. First Syllable: "table".

2. Second Syllable: "guitar".
3. Shifting Stress: Changes word class or meaning (record as noun vs. verb).

Functions of Word Accent:

1. Distinctive Function: Differentiates words and meanings ('present vs.

pre'sent).
2. Rhythmic Function: Maintains the rhythm of speech (ba-NA-na).
3. Emotional Function: Adds emphasis and emotion to communication.

27. Show your knowledge and speak on the following: The object of lexicology and
its links with other branches of linguistics. Prove your answer with examples

Object of Lexicology:
Lexicology studies words, their meanings, structure, and development.

Links with Other Branches:

1. Phonetics: Studies word sounds ("record" has different pronunciations based

on its stress).
2. Morphology: Analyzes word forms (go → going).
3. Syntax: Explains word arrangement in sentences ("She runs fast.").
4. Semantics: Explores meaning relations (synonyms: fast, quick).

28. Speak about theoretical and practical value of lexicology. Give the examples on
morphological structure of English words.

Theoretical Value:
Helps understand word formation and language evolution (neologisms like "selfie").

Practical Value:

1. Dictionary creation.
2. Teaching vocabulary effectively.

Morphological Structure of Words:

 1. Root: Base meaning (run).
2. Affixes: Prefix (*un-*happy) and suffix (happi-ness).
3. Compound Words: Combine roots (sun-flower).

29. Share your idea and speak about semantic structure of words. Give definition to
polysemy and neologisms.

Semantic Structure:
Words have core meanings and related nuances (light: brightness, not heavy).

Polysemy:
A single word with multiple meanings (bank: riverbank, financial institution).

Neologisms:
New words or phrases entering the language ("blogger," "vlog").

Unique Example: The word "crash" can mean an accident, a sound, or a quick
course.

30. Explain the main points of Assimilation of borrowings: phonetic, grammatical

and lexical.

Phonetic Assimilation:
Adapting foreign sounds to English pronunciation (ballet: /bæˈleɪ/).

Grammatical Assimilation:
Changing grammatical rules to fit English (phenomenon → phenomena).

Lexical Assimilation:
Borrowing and retaining meaning (piano).

Borrowed words enrich the language while maintaining diversity! 🌟

ІІ
31.Give the full classification of parts of speech in English. Prove your answer
with examples.
1. Noun. A noun is a word that names a person, place, thing, idea, or concept.
2. Pronoun. A pronoun is a word that takes the place of a noun to avoid
repetition.
3. Verb. A verb expresses an action, occurrence, or state of being.
4. Adjective. An adjective modifies or describes a noun, giving more
information about it.
5. Adverb. An adverb modifies or describes a verb, adjective, or another
adverb, indicating how, when, where, or to what extent.
6. Preposition. A preposition shows the relationship between a noun (or
pronoun) and another word in the sentence, often indicating location,
direction, or time.
7. Conjunction. A conjunction connects words, phrases, or clauses, allowing
them to be combined in a sentence.
8. Interjection. An interjection is a word or phrase that expresses a strong
feeling or reaction. It often stands alone.
32. Explain the main points and definitions of the Phrase and name the types of
Phrases with examples
A phrase is a group of words that work together to express a particular idea or
function within a sentence. Unlike a clause, a phrase does not contain both a
subject and a predicate (verb). A phrase typically serves a specific grammatical
role, such as acting as a subject, object, or modifier in a sentence. Main Points
About Phrases:
1.Structure;
2.Function;
3.No complete thought;
33.Give the definitions of the Nouns, Adjectives, Adverbs, Verbs and name the
main classes of them.
1. Nouns
Definition: A noun is a part of speech that represents a person, place, thing,
idea, or concept.
Classes: Common, Proper, Concrete, Abstract, Countable, Uncountable,
Collective, Possessive.
2. Adjectives
Definition: An adjective is a part of speech that describes or modifies a noun or
pronoun, providing more detail about its qualities, size, number, or other
characteristics.
Classes: Descriptive, Quantitative, Demonstrative, Possessive, Interrogative,
Indefinite, Comparative, Superlative.
3. Adverbs
Definition: An adverb is a part of speech that modifies or describes a verb,
adjective, or another adverb.
Classes: Manner, Time, Place, Frequency, Degree, Probability, Interrogative.
4.Verbs: Express actions, occurrences, or states of being.
Classes: Action, Linking, Auxiliary, Transitive, Intransitive, Regular,
Irregular.
34.Identify the main features of grammatical categories of the Nouns. Prove your
answer
with examples
1. Gender. Gender refers to the classification of nouns as masculine,
feminine, neuter, or common.
2. Number. Number refers to whether a noun is singular or plural.
3. Case. Case indicates the grammatical role a noun plays in a sentence
(subject, object, etc.).
4. Determination. Determination refers to the presence of determiners
before a noun, which provide more specific information about the noun.
5. Countability. Countability refers to whether a noun can be counted or not. 35.
Speak about grammatical categories of the Verbs. Prove your answer with
examples
1. Tense: Tense refers to the time at which an action takes place. It can indicate the
past, present, or future.
2. Aspect: Aspect indicates the nature of the action’s flow or completion.
3. Mood: Mood shows the attitude of the speaker toward the action.
4. Voice: Voice shows the relationship between the action and the participants
(subject, object, etc.).
5. Person: Verbs can change form depending on the person and number of the
subject (1st, 2nd, or 3rd person, singular or plural).
36. Express your knowledge on grammatical categories of the Adjectives and
Adverbs.
Prove your answer with examples.
1. Degree: Adjectives can express different degrees of quality, usually in terms of
comparison.
2. Quality: Adjectives describe the nature or quality of a noun.
3.Quantity: Adjectives can express how much or how many.
4.Possession: Some adjectives indicate possession or ownership.
5.Interrogative: These adjectives are used to ask questions about the noun.
6.Demonstrative: Demonstrative adjectives point to specific nouns.
7.Limiting/Determiner: Adjectives that limit the noun they modify in terms of
quantity or identity.
In summary, adjectives primarily modify nouns, and their categories include
degree, quality, quantity, possession, etc. Adverbs, on the other hand, modify
verbs, adjectives, or other adverbs, with categories such as degree, time, manner,
frequency, place, etc. Both play essential roles in enriching language by
providing detailed descriptions and clarifications.
37. Tell the definition of the Sentence and give the full classification of Sentences.
A sentence is a grammatical unit that expresses a complete thought, statement,
question, command, or exclamation. It consists of at least one subject and a
predicate, with the subject typically being a noun or pronoun and the predicate
containing a verb. Sentences can stand alone or be part of a larger text, and they
vary in form and function based on their structure and purpose.
38. Identify the main features of sentences according to the purpose of
communication and give their classification
Sentences can be classified based on the purpose of communication, which refers
to the intent behind the speaker’s message. The purpose helps determine the tone
and structure of the sentence.
39. Express your knowledge on the problem of exclamatory sentences and
prove your answer with examples
An exclamatory sentence is a type of sentence used to express strong feelings or
emotions, such as surprise, anger, happiness, or excitement. These sentences often
end with an exclamation mark (!) to show the intensity of the emotion.

Examples:

 Wow! That’s amazing!

 How beautiful this painting is!
 What a wonderful day it is!
 I can't believe it worked!

These sentences emphasize emotion and are different from declarative sentences
(which just state facts) or interrogative sentences (which ask questions).

40. Explain the main points of the problem of negative sentences and prove your
answer with examples

A negative sentence is a sentence that expresses the opposite of an

affirmative statement. It typically uses words like not, never, no, or nothing to
negate the verb or the meaning of the sentence.

Examples:

 I do not like broccoli. (negates the verb "like")

 She never eats pizza. (negates the action of eating)
 There is no milk in the fridge. (negates the existence of milk)
 He has nothing to say. (negates the presence of something to say)

Negative sentences are used to express disagreement, denial, or the absence of

something.

41. Demonstrate your knowledge about composite sentences: definition, types

and characteristics

A composite sentence is a sentence that consists of more than one independent

clause (a group of words that can stand alone as a sentence). These clauses are
often joined by coordinating conjunctions (like and, but, or) or punctuation marks
like commas or semicolons.

Types:

1. Compound Sentences: Made up of two or more independent clauses,

usually connected by coordinating conjunctions (for, and, nor, but, or, yet,
so).
o Example: I wanted to go to the park, but it started raining.
2. Complex Sentences: Contains one independent clause and at least one
 dependent clause (a group of words that cannot stand alone as a complete
sentence).
o Example: I stayed inside because it was raining.

Characteristics:

 A composite sentence has at least two clauses.

 These clauses are usually linked by conjunctions or relative pronouns.
42. Recognize the main characteristics of complex and compound sentences and
prove your answer with examples.

 Complex sentences contain one independent clause and one or more

dependent clauses. The dependent clause cannot stand alone and is connected
to the independent clause by subordinating conjunctions like because,
although, if, etc.
o Example: Although it was raining, we went for a walk.
 Compound sentences contain two or more independent clauses, usually
connected by coordinating conjunctions (for, and, nor, but, or, yet, so).
o Example: She wanted to go to the beach, but it started raining.

Key Differences:

 Complex sentences have a subordinating relationship between clauses (one

main idea and one supporting idea).
 Compound sentences have equal clauses, joined together without any
dependence.

43. Describe:A clause as a part of a composite sentence and prove your

answer with examples.

A clause is a group of words that contains both a subject and a predicate (verb).
In a composite sentence, there are often multiple clauses, and each plays a role in
the sentence structure.

Example:

 I wanted to go to the park, but it started raining.

o The first part (I wanted to go to the park) is an independent clause.
o The second part (but it started raining) is also an independent clause,
connected by the conjunction but.

In a composite sentence, clauses are connected to create a more complex thought.

44. Tell the definition of the morphology and syntax.

 Morphology is the study of the structure and form of words. It looks at how
words are made up of smaller units like prefixes, roots, and suffixes
(morphemes).
o Example: The word unhappiness is made up of the morphemes un- (a
prefix),
happy (a root), and -ness (a suffix).
 Syntax is the study of how words are arranged to form sentences. It deals
with the rules for putting words in the correct order to express ideas clearly.
 o Example: In English, the typical word order is Subject-Verb-Object
(e.g., She reads a book).

45. Identify the main features of kinds of subordinate clauses – the Noun-
clause, the Adjective clause, the Adverb-clauseand prove your answer with
examples.
 Clause:

 Noun-Clause: A subordinate clause that functions as a noun within the

sentence. It can act as a subject, object, or complement.
o Example: What you said really surprised me. (Here, What you said is
the subject of the sentence.)
 Adjective-Clause: A subordinate clause that describes or modifies a noun.
It usually begins with a relative pronoun like who, which, that.
o Example: The man who helped me is my neighbor. (The clause who
helped me
describes the noun man.)
 Adverb-Clause: A subordinate clause that modifies a verb, adjective, or
another adverb, answering questions like when, where, why, how, or to what
extent. It often starts with subordinating conjunctions like because, if, when,
etc.
o Example: She left because she was tired. (The clause because she was
tired tells us why she left, modifying the verb left.)

46. Express your knowledge on chronological divisions in the history of the English
language.
The history of the English language is traditionally divided into three main periods:
1. Old English (450–1150):
o Developed after the arrival of Anglo-Saxons in Britain.
o Influenced by Germanic tribes (Angles, Saxons, Jutes) and Old Norse
due to Viking invasions.
o Key features: inflectional endings, a limited vocabulary, and synthetic
grammar.
o Example: Beowulf.
2. Middle English (1150–1500):
o Began after the Norman Conquest (1066), with a significant influx of
French vocabulary.
o Grammar became simpler, moving toward an analytical system.
o Notable works: The Canterbury Tales by Geoffrey Chaucer.
3. Modern English (1500–present):
o Divided into Early Modern English (1500–1700) and Late Modern
English (1700–present).
o Influenced by the Renaissance, the printing press, and colonial
expansion.
o Pronunciation shifted significantly (Great Vowel Shift).
o Example: Shakespeare's works.
47. Explain the main points of four aspects in phonetics: articulatory, accentual,
syllabic and phonological.
 Articulatory Phonetics:
 Studies how speech sounds are produced by speech organs.
 Focuses on movements of the tongue, lips, and vocal cords (e.g., voiced vs.
voiceless sounds).
  Example: /p/ (voiceless bilabial plosive) vs. /b/ (voiced bilabial plosive).
 Accentual Aspect:
 Concerns the placement of stress in words and sentences.
 Stress can differentiate word meaning (e.g., import (noun) vs. import (verb)).
 English is stress-timed, meaning stressed syllables occur at regular intervals.
 Syllabic Aspect:
 Studies syllable structure and its role in pronunciation and rhythm.
 Syllables are the building blocks of words (e.g., cat has one
syllable, family has three).
 Phonological Aspect:
 Examines the functional role of sounds in a language.
 Focuses on phonemes, their combinations, and processes like assimilation and
elision.
 Example: /n/ becomes /ŋ/ in ink.
48. Demonstrate your knowledge about types and functions of word stress and prove
your answer with examples.
Types of Word Stress:
1. Primary Stress: The strongest emphasis in a word (e.g., application).
2. Secondary Stress: A weaker stress in longer words (e.g., representation).
3. Unstressed Syllables: No emphasis (e.g., a in about).
Functions of Word Stress:
1. Constitutive: Builds word structure and rhythm.
o Example: ap-pli-CA-tion (stress shapes syllables).
2. Distinctive: Differentiates meanings.
o Example: CONtract (noun) vs. conTRACT (verb).
3. Identificatory: Helps listeners recognize words in speech.
49. Recognize the main characteristics of human speech organs, their functions and
role in phonetics. Prove your answer with examples.
Speech Organs:
1. Lungs: Provide airflow for speech production.
2. Vocal Cords: Located in the larynx, they vibrate to create voiced sounds (e.g.,
/z/).
3. Tongue: Shapes sounds by altering its position (e.g., /t/ vs. /k/).
4. Lips: Modify sounds (e.g., /p/ is bilabial).
5. Teeth and Alveolar Ridge: Help create sounds like /s/ and /t/.
Example:
In producing /d/, the tongue touches the alveolar ridge, the vocal cords vibrate, and
the sound is released.
Role in Phonetics:
Speech organs enable articulation, voice production, and modification of sounds,
forming the basis for phonetic studies.
50. Describe the main definition of lexicology and main notions connected with it.
Lexicology: The branch of linguistics that studies words, their structure, meaning,
origin, and usage.
Main Notions:
1. Word: The smallest independent linguistic unit.
 2. Semantics: Studies word meaning (e.g., bright means "intelligent" or
"shining").
3. Word Formation: Examines processes like derivation
(e.g., happiness from happy) and compounding (e.g., toothbrush).
4. Etymology: Studies word origins (e.g., hospital comes from Latin).
Lexicology connects vocabulary with language development, culture, and usage.
51. Tell the definition of the Loan -words and Borrowings in New English. Prove
your answer with examples.
Loan-Words: Words borrowed from other languages without significant
modification (e.g., café from French).
Borrowings: The general process of adopting words or expressions from other
languages.
Examples in New English:
1. From French: ballet, resume.
2. From Latin: agenda, virus.
3. From German: kindergarten.
4. From Hindi: bungalow, jungle.
Borrowings enrich the English vocabulary, reflecting cultural exchange and
historical contact with other languages.

52. Identify the main features of Etymological doublets and give examples.

Definition: Etymological doublets are pairs of words that come from the same origin
but have different forms and meanings in the language.
Main Features:

1. Same Root: They share the same historical origin.

2. Different Development: They evolved differently in form or meaning.

Examples:

 Chief (from French) and Chef (from the same French origin but specialized in
meaning).
 Shirt (Old English) and Skirt (Old Norse).

53. Express your knowledge on Affixation and Conversion. Prove your answer with
examples.

 Affixation: Adding prefixes or suffixes to a root word.

 Example: happy → unhappiness (un- is a prefix, -ness is a suffix).

 Conversion: Changing the word’s class without adding anything.

 Example: text (noun) → text (verb).

 Google (noun) → Google (verb).
54. Explain the main points of word – composition and shortening of words:
graphical and lexical shortening and give examples.

 Word Composition: Joining two or more words to form a new word.

 Example: sun + flower → sunflower.

 Shortening:

 Graphical Shortening: Abbreviations in writing (Dr., Mr.).

 Lexical Shortening: Trimming a word (refrigerator → fridge).

55. Demonstrate your knowledge about category of tense and voice. Prove your
answer with examples.

Tense: Time of action.

 Example:
o Present: I walk.
o Past: I walked.
o Future: I will walk.

Voice:

1. Active Voice: Subject performs the action (She wrote a letter).

2. Passive Voice: Action happens to the subject (A letter was written).

56. Recognize the main characteristics of the grammatical categories of the verb and
give examples.

1. Tense: Indicates time (run, ran, will run).

2. Aspect: Shows completeness (I eat → I am eating).
3. Mood: Speaker’s attitude (Go!, I wish I could go).
4. Voice: Active or Passive.

Example: She had been reading a book (past perfect continuous tense).

57. Describe strong and weak verbs. Prove your answer with examples.

 Strong Verbs: Change vowels in the past tense (sing → sang → sung).
 Weak Verbs: Add -ed to form the past tense (walk → walked).

Examples:

 Eat → Ate → Eaten (Strong).

 Play → Played (Weak).
58. Use your knowledge and speak on the following: Notion and components of
intonation. Prove your answer with examples.

Intonation: Melody of speech that conveys meaning and emotion.

Components:

1. Pitch: High/low tone (Is that true? vs. That is true.).

2. Stress: Emphasis on syllables (I told YOU vs. I TOLD you).
3. Pause: Breaks for clarity.

Example:

 Rising intonation: Do you want coffee? (Question).

 Falling intonation: I like coffee. (Statement).

59. Speak about the grammatical categories of the noun and give examples.

 Number: Singular/plural (cat → cats).

 Gender: Masculine, feminine, neutral (actor → actress).
 Case: Shows possession or relation (dog's bone)

60. Demonstrate your knowledge about Adjectives: their grammatical categories and
classes. Prove your answer with examples.

1. Grammatical Categories:
o Degree of Comparison:
 Positive (tall), Comparative (taller), Superlative (tallest).
2. Classes:
o Qualitative: Describes quality (beautiful, big).
o Relative: Describes relation (wooden table).

Examples:

 This is a big house (qualitative).

 I have a wooden chair (relative).

ІІІ
61. Use your knowledge and choose 5 monosyllabic words from the list: act, yes,
date, scroonched, mother, university, sure, cough, scientist, lecture
5 monosyllabic words from the list:
1. act
 2. yes
3. date
4. cough
5. sure
These words each have only one syllable.
62.Apply your knowledge and choose 5pollysyllabic words from the list: straights,
beautiful, buy, achievement, ideology, bike, calculation, jam, squirrelled,
electricity.
5 polysyllabic words from the list:
1. beautiful (3 syllables)
2. achievement (3 syllables)
3. ideology (5 syllables)
4. calculation (4 syllables)
5. electricity (4 syllables)
These words each contain more than one syllable, making them
polysyllabic.
63.Use your knowledge and choose 5 words with primary stress only from the list:
five, nineteen, mother-in-law, students, interesting, innovation, written,
grandmother, melody, demonstration.
5 words with primary stress only from the list:
1. five
2. students
3. written
4. melody
5. demonstration
These words have a primary stress on one syllable, making them suitable
examples of words with primary stress.
64. Use your knowledge and choose 5 words with primary and secondary stress
from the list: five, nineteen, mother-in-law, students, interesting, innovation,
written, grandmother, melody, demonstration.
5 words with both primary and secondary stress from the list:
1. mother-in-law (primary stress on “mother”, secondary stress on “law”)
2. interesting (primary stress on “in”, secondary stress on “ter”)
3. innovation (primary stress on “no”, secondary stress on “va”)
 4. grandmother (primary stress on “grand”, secondary stress on
“mother”)
5. demonstration (primary stress on “mon”, secondary stress on “stra”) These
words have both primary and secondary stress on different syllables. 65. Use your
knowledge and choose 5 monosyllabic words from the list: heat, mother-in- law,
interesting, innovation, jump, no,librarian, written, book, strengths.
5 monosyllabic words from the list:
1. heat
2. jump
3. no
4. book
5. strengths
These words each contain only one syllable.
66. Apply your knowledge and choose 5 words with two syllables from the list:
ahead, mother-in-law, bedroom, interesting, innovation, advice,librarian, written,
vision, strengths.
5 words with two syllables from the list:
1. ahead
2. bedroom
3. advice
4. vision
5. written
These words each contain exactly two syllables.
67. Apply your knowledge and choose 5 words with three syllables from
the list: grandmother, melody, mother-in-law, bedroom, interesting, innovation,
concentrate,librarian, written, vision, family.
5 words with three syllables from the list:
1. grandmother
2. melody
3. interesting
4. innovation
5. librarian
These words each contain three syllables.
68. Use your knowledge and choose 5 polysyllabic words from the list: banana,
tired, nutrition, beautiful, boys, achievement, syllable, off, words.
5 polysyllabic words from the list:
1. banana (3 syllables)
2. nutrition (3 syllables)
3. beautiful (3 syllables)
4. achievement (3 syllables)
5. syllable (3 syllables)
These words each contain more than one syllable, making them
polysyllabic.
69. Define and name the right type of English stress in the words: innovate-
innovation – innovated

 Innovate: The stress is on the second syllable: in-NO-vate (verb).

 Innovation: The stress is on the third syllable: in-no-VAY-shun (noun).
 Innovated: The stress is on the second syllable: in-NO-vated (verb in the
past tense).

These words show a change in stress pattern between the verb (which often has
stress on the second syllable) and the noun (which often has stress on the third
syllable).

70.Define and name the right type of English stress in the words: friend-friendly-
friendship

 Friend: The stress is on the only syllable: FRIEND (noun).

 Friendly: The stress is on the first syllable: FREN-dly (adjective).
 Friendship: The stress is on the first syllable: FRIEND-ship (noun).

In this set, the stress typically stays on the first syllable for both adjectives and
nouns derived from "friend."

71. Is the given definition right? Morpheme is the smallest meaningful unit of form

Yes, this definition is correct. A morpheme is the smallest unit of meaning in

a language. It cannot be divided further without losing its meaning. Examples
include:

 "dog" (the root morpheme meaning a type of animal)

 "un-" (a prefix meaning "not")
 "-s" (a suffix indicating plural)

A morpheme is the smallest part of a word that has its own meaning. It’s like a
building block for words! Morphemes can be:

1. Root morphemes: These are the main parts of the word that carry the basic
meaning. For example, in the word "cat", "cat" is the root morpheme.
2. Affixes: These are smaller parts added to the root to change the meaning.
They include:
 o Prefixes: Added to the beginning of a word (e.g., "un-" in
"unhappy" means "not").
o Suffixes: Added to the end of a word (e.g., "-s" in "cats" shows it’s
plural).

So, a morpheme is like a mini-meaning that makes up words!

72. Is the given definition right? Derived words consist of one root morpheme,
one or several affixes and inflexion. Give examples, if it’s true.

Yes, this definition is correct. Derived words are formed by adding affixes
(prefixes or suffixes) to a base root morpheme. Sometimes inflection (changes to
indicate tense, number, case, etc.) is also included. Examples:

 Unhappiness: Root = happy + Prefix = un- + Suffix = -ness

 Walked: Root = walk + Suffix (past tense) = -ed

Derived words consist of the root + affixes, while inflection refers to

changes that show grammatical features, like tense or number.

73. Is the given definition right?less, - ful, - ster, - ish, are the suffixes added to
verbal stems. Give examples, if it’s true.

This definition is partially correct but needs clarification.

 -less (meaning "without") can be added to nouns or adjectives, not

just verbs. For example, hopeless (from the noun hope).
 -ful (meaning "full of") can be added to nouns or adjectives, not just verbs.
For example,
hopeful (from hope).
 -ster (meaning "one who does") is typically added to nouns, such as
youngster (one who is young).
 -ish (meaning "like" or "having the quality of") can be added to adjectives or
nouns, like
foolish (from fool) or Danish (from Denmark).

These suffixes are not specifically added only to verbal stems, but can be attached
to different types of stems.

74. Is the given definition correct? English word-formation is the formation of

words by adding derivational affixes to different types of basis. Give examples, if
it’s true.

Yes, this definition is correct. Word-formation in English involves creating

new words by adding derivational affixes (prefixes or suffixes) to a base form
(root, stem, or sometimes a whole word). Examples include:

 Unhappiness: happy (adjective) + un- (prefix) + -ness (suffix)

 Teacher: teach (verb) + -er (suffix)

This process creates new words with different meanings or grammatical functions.
75. Is the given definition right? Morpheme is the word form in which the notion
denoted is expressed in the most abstract way. Give examples, if it’s true.

This definition is not entirely correct. A morpheme is indeed the smallest unit of
meaning, but it’s not necessarily the "most abstract" way of expressing a concept.
Morphemes are the building blocks of words, but words themselves can express
more complex or abstract notions when they are formed. For example:

 The morpheme "cat" expresses a concrete idea, not an abstract one.

 The morpheme "un-" expresses negation, which is a more abstract concept.

A morpheme's role is to carry meaning, whether that meaning is abstract or

concrete. The abstractness or concreteness depends on the meaning of the specific
morpheme, not on the fact that it's a morpheme.

The morpheme is the smallest part of a word that has meaning. Think of it like
the building blocks of words. But the idea that a morpheme is the "most abstract
way" of expressing a meaning is a bit tricky.

For example:

 The word "cat" is made up of one morpheme, and it means a real, concrete
thing (a furry animal).
 The morpheme "un-" means "not", like in "unhappy" (not happy). It's
more of an abstract idea because it shows the opposite of something, but
it's still just one small part of a word.

So, a morpheme can be simple or a little more abstract (like "un-"), but it’s still
just a tiny piece of a word with its own meaning. It’s not always the most abstract,
but it’s always the smallest meaningful part!

76.Is the given definition correct? English word-formation is that branch of

Lexicology which studies the derivative structure of words and the patterns on which
the English language builds new words. Give examples, if it’s true.
Yes, this definition is correct.
 Word-formation focuses on how new words are created by combining
morphemes or modifying existing words.
 Examples:
1. Affixation: happiness (happy + -ness).
2. Compounding: toothbrush (tooth + brush).
3. Conversion: to Google (noun to verb).

77. Is this correct? The main ways of word-building in modern English are
affixation, composition, conversion.Give examples, if it’s true.
Answer: Yes, this is correct.
1. Affixation: Adding prefixes or suffixes to a base word.
o Example: rewrite (prefix re-), hopeful (suffix -ful).
2. Composition (Compounding): Combining two or more words to form a new
 one.
o Example: sunflower (sun + flower), notebook (note + book).
3. Conversion: Changing a word’s grammatical category without altering its
form.
o Example: run (noun to verb: I go for a run → I run every morning).
These methods are central to vocabulary expansion in English.
78. Is this correct? Compound words are words, consisting of at least two stems,
which occur, in the language as free forms. Give examples, if it’s true.
Answer: Yes, this is correct.
 Compound Words: Formed by combining free morphemes (stems) that can
function as independent words.
o Examples:
1. Open Compound: ice cream.
2. Hyphenated Compound: mother-in-law.
3. Closed Compound: notebook.
These stems retain their meanings but create a new concept when combined.
79.Is this correct? The main types of meanings in Lexicology are lexical,
grammatical and connotational. Prove your mind, if it’s true.
Answer: Yes, this is correct.
1. Lexical Meaning: The basic meaning of a word in isolation.
o Example: book = a collection of written pages.
2. Grammatical Meaning: The meaning a word acquires in a sentence, showing
relationships between words.
o Example: books = plural form of book.
3. Connotational Meaning: The emotional or cultural associations of a word.
o Example: home connotes warmth, family, and security.
These meanings demonstrate the complexity of words in communication.
80. Is this correct? Homonyms are words identical in pronunciation and spelling but
different in meaning. Give examples, if it’s true.
Answer: Partially correct. Homonyms can have identical pronunciation
(homophones), spelling (homographs), or both (absolute homonyms).
 Examples of Absolute Homonyms:
1. Bank (riverbank) vs. bank (financial institution).
2. Bat (flying mammal) vs. bat (sports equipment).
Homonyms are essential for understanding wordplay and ambiguity in language.
81. Find homophones: son-some-sun; sea-saw-see; be-bee-beer; new-news-knew.
Add your own examples
Homophones: Words that are pronounced the same but have different meanings or
spellings.
Examples from the list:
1. son and sun (correct, both pronounced /sʌn/).
2. sea and see (correct, both pronounced /siː/).
3. be and bee (correct, both pronounced /biː/).
4. new and knew (correct, both pronounced /njuː/ in British English).
o beer in the list is not a homophone with be or bee.
Additional Examples:
1. pair and pear.
 2. flower and flour.
3. knight and night.
4. plane and plain.

82. Comment the following: Noun is a part of speech, which expresses an object,
concept or living being. Give examples, if it’s true.
True Statement:
Yes, a noun is a part of speech that expresses an object, concept, or living being.
Detailed Explanation:
1. Objects: Physical things we can see, touch, or interact with (table, phone,
city).
2. Concepts: Abstract ideas or states that cannot be touched (love, freedom,
happiness).
3. Living Beings: People, animals, or any creature (cat, teacher, Aliya).
Examples:
 Object: The chair is wooden.
 Concept: Hope keeps us moving forward.
 Living Being: A doctor treats patients.
Nouns can function as the subject, object, or complement in a sentence.
83. Comment the following: Proper name is a part of speech, which expresses an
object, concept or living being. Give examples, if it’s true.
False Statement:
Proper names (proper nouns) are not a separate part of speech; they are a subclass
of nouns.
Explanation:
Proper nouns are used to name specific entities like people, places, or
organizations and are always capitalized.
Examples:
 People: Sarah is a great artist.
 Places: We visited Paris last summer.
 Organizations: Microsoft is a global tech company.
While proper names refer to specific entities, they still belong to the noun category.
84. Correct the mistake: Adverb modifies a noun by describing it. Prove your
mind, if it’s true.
Correct Answer:
An adverb does not modify a noun; it modifies a verb, adjective, or another
adverb.
Why It’s False:
 Adverbs describe how, when, where, or to what extent something happens.
 Nouns are modified by adjectives, not adverbs.
Examples:
Incorrect: The quickly car moved fast.
Correct: The red car moved quickly
85. Is it true? Adverb modifies a verb by describing it. Prove your mind, if it’s true.
True Statement:
Yes, an adverb modifies a verb by describing how, when, where, or to what extent
the action is performed.
Examples:
  How: She sings beautifully.
 When: He arrived yesterday.
 Where: The children played outside.
 Extent: He almost missed the bus.
Adverbs add detail and precision to actions, enhancing the meaning of the verb.
86. Is it true? Phrase is any collection of words that lack a subject. Prove your
mind, if it’s true.
True Statement:
Yes, a phrase is a collection of words that lack a subject and predicate.
Examples:
 Noun Phrase: The red balloon (No subject or predicate).
 Verb Phrase: To run quickly.
 Prepositional Phrase: Under the bridge.
Why It’s True:
A phrase cannot stand alone as a complete sentence because it lacks the necessary
components (subject + predicate).
87. Is this correct? Determiners are the words that make reference to verbs. Give
the right variant, if it’s wrong.
Correct Answer:
Determiners do not make reference to verbs; they specify nouns.
Explanation:
Determiners point out or limit a noun and include words like the, a, an, this, that,
some, many.
Examples:
 Correct: The book is on the table.
 Incorrect: He runs every day (no determiner).
88. Comment the following: Irregular verbs are verbs that form their simple past
and past participles in some way other than by adding the suffix “-ed”. Is it right?
Give examples, if it’s true.
True Statement:
Yes, irregular verbs form their past tense and past participles differently, not by
adding -ed.
Examples:
 Go → went → gone.
 Eat → ate → eaten.
 Write → wrote → written.
Irregular verbs follow unique patterns and must be memorized as they don’t
conform to regular conjugation rules.
89. Is the given definition right? A word is the smallest language unit, which can
stand alone as a complete utterance. Prove your mind, if it’s true.
True Statement:
Yes, a word is the smallest language unit that can stand alone as a complete
utterance with meaning.
Explanation:
A word is a meaningful combination of morphemes (smallest grammatical units).
Examples:
 Single Words: Run. Help. (complete thoughts).
 Phrases: I run. (larger combinations).
Words are the building blocks of phrases and sentences.
90. Is this correct? “Teach” – in the word “teacher” is a root morpheme. Prove
your mind, if it’s true.
True Statement:
Yes, “teach” in the word “teacher” is a root morpheme.
Explanation:
A root morpheme is the base of the word that carries the core meaning. The suffix -
er is added to form a noun indicating a person who performs the action.
Examples:
 Root: Teach.
 Word: Teacher = Teach + -er.
Other Examples:
 Write → Writer.
 Run → Runner.