Adverbs as a parts of speech

ADVERBS AS A PARTS OF SPEECH.
CONTENTS:


INTRODUCTION……………………………..……………………………….…3
Chapter 1. Verb as a part of speech in modern english …………………….… 5

1. 
   The characteristic features of verbs as a part of speech…………………5
   
2. 
   Verbs are morphologically most developed part of speech……………...9
   
3. 
   The grammatical categories of verbs: voice, mood, tense, number and others……………………………………………………………………………..15
   

Conclusion for chapter Ι …………………………………………………..........18
Chapter 2. 1. The types of verbs…….………………………………………..…19
2.1 Adverbs..…………………………………………………………………...…19
2.2 Parts of Speech Adverbs ……………………………………………………25
Conclusion for chapter IΙ ………………………………………………….........31
CONCLUSION ……………………………………………………………….…32
USED LITERATURE ……………………………………………………….…34
Introduction.

We are going to investigate one of he important parts of speech in modern English. The adjective expresses the categorial semantics of property of a substance. It means that each adjective used in tile text presupposes relation to some noun the property of whose referent it denotes, such as its material, colour, dimensions, position, state, and other characteristics both per­manent and temporary. It follows from this that, unlike nouns, adjectives do not possess a full nominative value. Indeed, words like long, hospitable, fragrant cannot effect any self-dependent nominations; as units of informative sequences they exist only in collocations showing what is long, who is hospitable, what is fragrant.

The actuality of the theme: People are reading, and we generally don’t hold conversations and read at the same time. And we teachers usually like quiet classrooms, seeing the quiet as indicative of learning taking place. This is true in many cases, of course, but there are some drawbacks to these quiet reading classes: they are not interactive, and it’s been shown that interaction between students and students and teacher leads to greater processing of the material and therefore more learning. In additions, it’s difficult to impossible to assess learning taking place without some talking; indeed, it’s hard to tell if students in a silent classroom are even reading and not daydreaming or actually nodding off!