culegere 2011

8/10/2019 culegere 2011

http://slidepdf.com/reader/full/culegere-2011 1/55

A Workbook in the Syntax of the Simple Sentence

Contents

1. The structure of the simple sentence1.1. Argument structure…………………………………………………21.2. Thematic structure………………………………………………….3

2. Predication ……………………………………………………………………52.1 Auxiliary verbs …………...…………………………………………52.2. odal verbs………………………………………………………...1!2.3. Transitive predication………………………………………………11

2.3.1. "ausative verbs…………………………………………..112.3.2. #rgative verbs……………………………………………132.3.3 $eciprocal verbs………………………………….............1%

2.%.&ntransitive predications ………………………………………….....1'

2.5. "opulative predication……………………………………………...1(2.5.1. The lin) verbs……………………………………............1(2.5.2. The predicative…………………………………………..1*

3. The syntactic functions of the +P……………………………………………..223.1. The ,ub-ect…………………………………………………………223.2. The b-ect………………………………………………………….23

%. #xistential constructions………………………………………………………2/%.1. The verb in existential constructions………………………………2/%.2. The sub-ect in existential constructions……………………………2*

%.2.1. The real ,ub-ect…………………………………………2*

%.2.2. The grammatical ,ub-ect………………………………..32

5. The passive voice…………………………………………………………….335.1. The 0# passive…………………………………………………….335.2. The #T passive…………………………………………………..3/

'. &nterrogative sentences……………………………………………………….3*'.1. es or no uestions………………………………………………...3*'.2. 4huestions……………………………………………………….%1

(. +egative sentences……………………………………………………….......%%(.1. ,entence negation………………………………………………….%%(.2. "onstituent negation……………………………………………….%5

/. The "ompound sentence……………………………………………………...%5/.1. "oordination………………………………………………………. %5/.2. #llipsis……………………………………………………………...%(

lossary………………………………………………………………………….5!$eferences………………………………………………………………………..51

1

8/10/2019 culegere 2011


1. The structure of the simple sentence

1.1. Argument structure

1. &dentify the arguments and the ad-uncts in the follo6ing sentences7

odel7 They promised 8ohn the -ob last 6ee).obligatory obligatory obligatory optional

argument argument argument adjunct

‘They’, ‘John’ and ‘the job’ are obligatory constituents in the structure of the sentence,

that is why they are arguments of the verb. ‘last week’ is an optional constituent, an

adjunct.

1. The huge bear frightened the spectators during the performance.2. The old man 6al)ed slo6ly along the beach.3. Peter is 6al)ing the dog in the evening.%. The enemy destroyed the city in a fe6 days.

2. 9iscuss the argument structure of the verbs and state 6hether the arguments are external:internal or implicit in the follo6ing sentences7

odel7 8ohn reads the ne6spaper every evening.read: verb 1 2

+P +P‘John’ is the eternal argument, ‘the newspaper’ is the internal argument.

1. The old lady rented rooms to university students.2. ,he has taught #nglish in an elementary school.3. ,he bought her friend a ne6 dictionary.

%. The teacher explained the grammar rule.5. ary envies 8ane her ne6 ring.'. The doctor prescribed ne6 drugs.

3. ;ind euivalent clauses for the follo6ing nominal constructions and represent the argumentstructure of the nominals and of the corresponding verbs7

odel7 the enemy<s destruction of the city = The enemy destroys the city.destruction: nominal 1 2

+P PPto destroy: verb 1 2

+P +P

1. Paul< description of the landscape impressed everyone.2. The students< translation of the text 6as very good.3. >is impersonation of the $ussian prince ama?ed the audience.%. >is removal of the evidence baffled the detective.5. The la6yer<s intimidation of the 6itness 6as immediately noticed.'. The train<s arrival at the station 6as delayed.(. The instructor<s examination of the paper too) several minutes./. Their announcement of the royal birth 6as broadcast to the nation.

2

8/10/2019 culegere 2011


%. ive the argument structure representation of the follo6ing ad-ectives7odel7 8ohn is fond of music. fond: adjective 1 2

+P PP1. >is brother is good at aths and Physics.2. They have al6ays been interested in ancient history.3. ,he 6as dependent on a grant from the @niversity.

%. & am most appreciative of your generosity.5. The passengers 6ere very angry about the delay of t6o hours.'. ,he 6as indignant 6ith her family 6hen they told her she might try a little harder.

1.2. Thematic structure

1. ;ind out 6hat thematic roles are assigned by the verbs to their arguments and 6rite theirthematic grid7odel7 ary coo)ed her father dinner.

A#+T 0#+#;&"&A$ T>## PAT&#+Tcook 7 BA#+T: 0#+#;&"&A$: T>##PAT&#+TC

1. 0etsy 6ent from ontreal to Toronto.

2. Anne lives in Dondon.3. ,usie )ept the boo).%. 8ane stole a boo) from >elen.5. The radio is sending messages into the air.'. This )ey 6ill open that door.(. Ducy sa6 the monster./. >e ran through the tunnel.*. The ne6s ama?ed the people.1!. Eambomambo murdered Fombalumba.

2. a)e up sentences and specify the thematicgrid of the verbs7 fear, put, steal, go, surprise, hit,

sell, buy, admire.

odel7 !ll sentences with the verb Gfear< will be of the type: ary fears dogs.#HP#$&#+"#$ T>##

The "#$"%&"'("% will always be in )ubject position, and the T*"+" in bject

position. The thematic-grid of the verb Gfear< will be7 B#HP#$&#+"#$: T>##C

3. Dexical verbs are specified for the number and the types of thetaroles they assign to theirarguments. Provide three examples for each of the follo6ing classes7

a. verbs that assign one thematic role7 BA#+TC b. verbs that assign t6o thematic roles7 BA#+T: T>##C

BPAT&#+T: D"AT&+CB#HP#$&#+"#$: T>##C

BT>##: #HP#$&#+"#$Cc. verbs that assign three thematic roles7 BA#+T: T>##: 0#+#;&"&A$C

%. "onsider the follo6ing paired examples. &n the first variant there seems to be one moreargument present than in the second variant. Try to characteri?e the relation bet6een the t6osentences7odel7 ary is coo)ing dinner. 9inner is coo)ing.

coo) 1 1 2 BA#+T: PAT&#+TC +P +P

3

8/10/2019 culegere 2011


coo) 2 1 BPAT&#+TC +P

The two sentences have a different constituent structure. The first verb takes two

arguments, while the second has only one. The '$ Gdinner< has the same thematic role

$!T&"'T/, but different syntactic functions )ubject in the first and bject in the second sentence/

1. The man opened the door. The door opened.2. >e is selling shoes. These shoes sell 6ell.3. ,he is 6ashing his shirts. These shirts 6ash 6ell.%. The guard marched the prisoners round the suare. The prisoners marched round the

suare.5. They are closing do6n the foundry. The foundry is closing do6n.

5. 4hat is the constituent structure and the thematic structure of the follo6ing7

8ohn smashed the 6indo6 6ith a bric).A bric) smashed the 6indo6.

The 6indo6 smashed.

ou can get an invitation from ary.ary can get you an invitation.

'. 4hy are the follo6ing sentences illformedI "hange them in such a 6ay that they become6ellformed7

1. JThe man may frighten honesty.2. J>onesty may love the man.3. J,am surprised the cruelty of that decision.%. JThe baby bapti?ed the priest.

(. "omment on the thematic role of the sub-ect in each example7

1. ax the stic) the blast rolled the ball.2. The painter the brush the autumn reddened the leaves.3. ax the storm the stone bro)e the 6indo6.%. The enemy the 6aves the bomb dro6ned the boat.5. ax the storm the hammer enlarged the hole in the roof.'. ax exercises bicycles developed his muscles.

/. #xplain in terms of thematic structure 6hy the follo6ing are not correct7

1. The father Jthe spoon J hunger fed the baby.2. ax Jthe leash Jhunger 6al)ed the dog to his plate.3. ax Ithe 6hip Jthe rain galloped the horse to the stable.%. The babyJ the spoon J hunger ate the soup.5. Ducie JThe ra?or J the heat shaved ax.'. DucieJthe sno6 Jthe desire to feel 6arm dressed ax.

%

8/10/2019 culegere 2011


2. Predication

2.1. Auxiliary erbs

1. &dentify auxiliary verbs in the follo6ing sentences and state 6hat tense: aspect and voice theyindicate7

1. The cashier is ta)ing the money from the customers.2. 4e have been loo)ing for some papers for hours but 6e haven<t found them yet.3. The ship san) four hours after it had hit the iceberg.%. >e said he had been 6riting for t6o hours.5. The library 6as used by many students last summer.'. They 6ill be having dinner at this time tomorro6.(. The young people 6ere dancing 6hen the cloc) struc) one./. A lot of ne6 euipment has been ordered.*. The ne6 pro-ect 6ill have been started by the end of next month.1!. any ne6 program 6ill be offered next year.11. The first floor is being painted at the moment.

12. >e should be 6or)ing on his graduation pro-ect: but he isn<t.

2. &dentify the auxiliary verbs and the lexical verbs in the follo6ing sentences and dra6 the treediagrams of the sentences. ,pecify to 6hich verb the tense mar)er attaches and the properties ofauxiliarylexical verbs illustrated in each sentence7odel7 >as 8ane delivered the essayI

!u. leical vb.

The tense marker s has been attached to the auiliary verb. The auiliary

is inverted with the subject in an interrogative sentence.

1. 8ane has not been eating very 6ell lately. & thin) she<s coming do6n 6ith something.2. The teacher did not have the students 6rite a revie6: but they commented the boo) in

class.3. 8ane did not buy a ne6 carK she 6anted to: but then she changed her mind%. >e did not rob the ban). They sho6ed the real criminal on TL.5. 4hat are they having for lunchI'. The police thin) that the robbers did this on purpose in order to cover their traces.(. ou 6ere acting selfishly by as)ing him to leave 6ith you./. & do 6ant you to go to Paris for #aster: but & must be in Dondon for a conference.

3. "omment on the contexts in 6hich the auxiliary verbs can function as a substitute for a clause7

1. ladly 6ould it have carolled as do the cuc)oos and nightingales in summer.2. G& am )eeping my piranhas<: Paul said. G+o: you<re not: said his mother. es: & am:< said

Paul.3. G&s 9ebbie coming to see us tomorro6I< Ges: she is.<%. G9id he manage to find out the truth yesterdayI< Ges: he did.<5. overnor "linton never indicated during the campaign that he supported a gasoline tax.<

G+o: he didn<t.<'. ou<d imagine that &<d learn 6ith age but & don<t.(. Gou<ve never even seen itM< Ges: & have:< snapped 0etty./. >e told me to open the door. & did it as uietly as & could.*. & am ready to have a nervous brea)do6n: and & shall do so as soon as & can find time.

5

8/10/2019 culegere 2011


+ote7 !n auiliary verb can substitute a verb phrase in short answers to yes0no 1uestions, in

adverbial clauses of manner, in coordinate clauses, etc.

%. n the basis of its distributional properties: discuss the status of the verb >AL# in thesentences belo67 lexical: auxiliary or semimodalI

1. 4e al6ays have a great time 6ith you.2. 9id you have him apologi?e for not phoning you on your birthday after allI3. & never have a bath in the morning: because & must 6a)e up very early.%. y library card has to be rene6ed.5. & al6ays have too much 6or) to do and not enough time for everything.'. 9o & have to go on a training course firstI(. A circle hasn<t any corners. Nformal 0ritish #nglishO./. 4e don<t have to leave the classroom during the brea).*. & 6ill marry her tomorro6 if she 6ill have me.

5. 9ecide 6hether 0# is used as an auxiliary Nmar)er of aspect or voiceO: a copulative verb or a

lexical verb7

1. They 6ill be having dinner at this time tomorro6.2. The air 6as full of thunder.3. There 6ere no footsteps to be seen.%. 4hole neighbourhoods have been suashed flat by shelling.5. 0e positive. There is al6ays the chance that it may get better.'. &t 6as admitted that the tests 6ere all 6rong.(. That museum of archaeology is in Dondon.

'. ,tate 6hether do is used as an auxiliary or as a lexical verb7

1. All & did 6as give him a little push.2. &<ve finished the phone calls and &<ll do the letters tomorro6.3. >e 6ould rather tal) about things than do them.%. The company didn<t do very 6ell last year.5. ,he doesn<t do much but 6hat she does do: she does very 6ell.'. y grandparents 6ere very poor and 6anted their )ids to do better than they had.(. Lictor said he 6ould phone 6hen he 6as done./. 4hat did you do yesterdayI*. GDaura s6ims very 6ell<. Ges: she does s6im 6ell: but & can s6im better.1!. 4hat do you do if you don<t )no6 the meaning of a 6ordI11. G8ohn does his duty in that battalion very bravely<. Ges: he does do his duty there very

bravely: but his friend does it even more bravely<.

(. 9iscuss in 6hat type of sentences dosupport is needed7

1. At no time did he lose his selfcontrol.2. Ann thin)s there<s something 6rong 6ith 0ill: and so do &.3. ,he thin)s & don<t love her: but & do love her.%. & don<t do much in the evenings.5. 4hat do you do in the eveningsI'. G9o you thin) Paul 6ill comeI< G>e might do.<

'

8/10/2019 culegere 2011


(. This doesn<t taste very nice.

+ote7 2o-support is needed in 1uestions, inversion, negatives, emphasis, ellipsis.

/. 9iscuss the examples in 6hich the auxiliary do is used for the purpose of emphasi?ing7

1. &f this is to go on long & shan<t be able to bear it: said she: but it did go on: and bear it shemust.

2. >e doesn<t say too much: but 6hat he does say either enhances the absurd humour or thespectacle.

3. As a matter of fact: & did 6ant to tal) to you about something.%. 9o sit do6n: please.5. & don<t ta)e much exercise no6: but & did play a lot of football 6hen & 6as younger.'. & don<t have much contact 6ith my family: but & do see my mother occasionally.(. & thought &<d pass the exam: and & did pass./. &f he does decide to come: let me )no6: 6ill youI

+ote: "mphatic do occurs in: a/ a positive statement introduced by but/ in contrast with a

negative statement, b/ emphatic imperatives

*. "onsider the follo6ing sentences containing the auxiliary 9. 4hat properties of 9 aresho6n in each exampleI "ompare these properties to those of the other auxiliary verbs and tothose of the modal verbs7

1. 9o you li)e spaghettiI es: & do.2. ou li)e spaghetti: don<t youI3. & do notdon<t li)e spaghetti.%. & really do li)e spaghetti.5. & do li)eJli)ingJli)ed to eat spaghetti.'. & li)e pi??a and so does my friend.

(. & don<t li)e red 6ine and neither does my brother./. 9o come to my birthday party: please.*. 9o you remember ho6 )ind she 6as to everybodyI es: & definitely do remember.

1!. &n the follo6ing sentences replace the LP 6ith do so. ,pecify 6hich constituents may beeither included in or left out of the LP replaced by do so7odel7

1. 8ohn 6ill go to Paris on Tuesday.2. rs. <+eil 6ill leave after lunch.3. rs. <+eil 6ill leave%. 8ohn 6ill be seeing ary in a fe6 hours.

5. 8ohn 6ill spea) about syntax.

(

8/10/2019 culegere 2011


2.2. !odal erbs

1. "onsider the follo6ing sentences 6ith modal verbs. "omment on their syntactic properties7

1. ou can<t eat all those s6eets.2. & should have listened to them: shouldn<t &I

3. Alcoholic drin)s may not be sold any6here 6ithout a licence.%. ou needn<t pay that fine.5. >o6 could you improve this landI

2. #ach predicate contains an auxiliary component and a lexical verb. "omment upon theconstituentNsO in the auxiliary component in each predicate7odel7 ou could have solved all the problems.

The auiliary component of the predicate contains the modal verb ‘could’ and the

auiliary ‘have’ which indicates perfect aspect.

1. our sister is on the phone again. 4ho could she be tal)ing to this timeI2. They may be reading in the library.

3. >e loo)ed 6orried. &<m not sure 6hy. >e might have been thin)ing about his

sic) mother.%. & smell smo)e. ,omething must be burning.5. >e needn<t have shouted at the referee.'. These documents shouldn<t have been left on the des).(. Peter has got a cold. >e is s6imming in the la)e.

G>e shouldn<t be s6imming in the la)e<./. 0y the end of the next year: the old centre 6ill have been restored.

3. &dentify clauses in the follo6ing compound sentences. mit the repeated material in the secondcoordinate clause using Gand so< or Gand neither< and comment on the position of the modal verb7

1. Tom<s mother can coo) very 6ell and his sister can coo) very 6ell: too.2. The boys shouldn<t be tal)ing so loud and the girls shouldn<t be tal)ing so loud:

either.3. ou may borro6 my bicycle and your sister may borro6 my bicycle: too.%. Pedestrians can use this path and bicycles can use this path: too.5. ou must visit your friend in hospital and your classmate must visit your friend

in hospital: too.

%. &dentify the modal verbs in the sentences belo6 and specify 6hether they are deontic orepistemic7

1. >e could not remember because he had never 6itnessed the event.2. 4e might be greeted a bit more 6armly on our next visit: if arrive on time.3. 4hat could be better for this purpose than a trip to the countrysideI%. f course: 8im could have been eaten by cannibals on the 6ay here…M5. This may even teach us something about the cerebral basis of certain visions and dreams:

and of ho6 the brain may 6eave a magic carpet to transport us.'. Thus: from his earliest days: he remembered scenes that might have been devised by

Proust.(. 0ut it is not enough to be told. ou must see for yourself.

/

8/10/2019 culegere 2011


/. ,he must have eaten something that disagreed 6ith her.*. 9on<t 6orry about the missing 1:!!! Q there should be a perfectly simple explanation.1!. &t 6as after midnight and & suggested going: but he 6ould not hear of it.11. ,hould 6e say: rather: that she 6as caricaturing everyone she passedI12. 4ill you sho6 me the 6ay: pleaseI

Note: 2eontic intrinsic/ modal verbs involve some kind of human control, whereas epistemicetrinsic/ modal verbs epress events that are beyond human control, they indicate the speaker’s

state of knowledge or belief or opinion about the proposition. 2eontic meanings are: ability,

permission, obligation, volition3 epistemic meanings are: possibility, prediction, probability

5. &dentify the modals in the text. ,tate 6hether they are used in their epistemic or deonticmeaning. 9iscuss the temporal value of the nonfinite LP follo6ing them. 4hat conclusions canyou dra6 6ith respect to the temporal value of the nonfinite LP follo6ing a deonticepistemicmodalI

Gou might have been dead<: & 6ent angrily on. G& can<t thin) 6hat you can have been doing. The oven 6as on at number nine. h: "hrist: & suppose it must have been

;lora. 4as she playing in the )itchen 6hile & 6as giving 8oseph his bottleI<Ges: yes: she 6as: she must have done it<: said Pascal R…S.

Gou must be an idiot: & said: G6hat if &<d stayed out all night: you<d probably allhad been dead by morning. & bet you feel bloody a6ful: 6ith all that 6his)ey on top of allthat gas. &<d better go and loo) at the children<.Gh: they<ll be E<: she said: lying bac) on her pillo6: 6ith a pale and guiltless smile.

R…S & 6ent to bed feeling: as one might imagine: indispensable.R…S >ad it nothappened to me: & could not have believed that t6o tolerably responsible adults could behave 6ith such lunacy.

Nargaret 9rabble: The 4arrick 5ear O

'. &dentify the mista)es and specify 6hich rules are not observed in the follo6ing sentences7

1. J,he often has been seen playing tennis2. Jary has not to 6rite a thesis for her final exam.3. J& don<t can come to your party tomorro6 because & promised my parents & 6ould stay

6ith my baby brother.%. J>e didn<t brought the cassettes so 6e can not learn the song for tomorro6.5. J9id you brought the dog 6ith youI'. J4rote he the letter to his parentsI(. Just she can spea) #nglish very 6ell in order to pass the examI/. J"an you be driving me to the station: pleaseI*. JTo can drive a car: you must be 1/ years old in $omania.

*

8/10/2019 culegere 2011


2.". Transitie Predication

1. ,tate 6hat type of phrases function as complements of the transitive verb appreciate7

1. The President appreciated that he had been described as the great communicator.

2. They could not appreciate the full costs.3. >e hoped for a better society 6hich could appreciate and en-oy a full artistic life.%. ou cannot really appreciate foreign literature in translation.5. ou don< seem to appreciate ho6 busy & am.

2. Analyse the type of complementation the follo6ing verbs ta)e7L U@T#: L : L $#P$T: L

1. Time and again: he inter-ected to point out that he agreed 6ith the President.2. G+o: no:< inter-ected ,mith.3. …if & may inter-ect a 6ord here.%. G&t 6as last ;riday:< interpolated ,heila.

5. A later edition interpolated the follo6ing passage.'. They intoned the afternoon prayers.(. A dar) voice intoned Gexcept a man die and be born again<./. >e laments the hanging pattern of life in the countryside.*. >e lamented that they didn<t have the opportunity that he 6as having that day.1!. GAll the flo6er is 6etM< lamented iss utton.

3. &n the episode related belo6: a deserter from the army enters a pub: hoping his accent 6ill notgive him a6ay. ,tate 6hat )ind of verbs are used7

& suddenly realised that the accordion had stopped playing. The singing had ceased. ,ohad the clic) of the s)ittles. & turned uic)ly. +oone 6as tal)ing. They 6ere all loo)ing

at me. & 6as sei?ed 6ith a panic desire to run. 0ut my feet seemed to be rooted to thefloor. & too) a grip on myself They couldnVt tell -ust by the loo) of me. V4hy do you stareat meIV & heard myself as).

N>ammond &nnes: The 6iller +ine.O 'ote: The transitive verb ‘realised’ introduces clauses with intransitives which epress movement

and perception. They carry the narrative forward and contribute to the tension of the situation

described.

%. 9ecide 6hether the follo6ing transitive verbs ta)e effected or affected direct ob-ects7

1. >e proposed immediately and produced a diamond ring.2. The dairy produced over 15!! tonnes of butter per year.

3. ,he 6as pressing the -uice for her )ids.%. >e never dared to press the trigger.5. +obody offered to dig the land in 6inter.'. The soldiers 6ere digging a deep trench.(. >e paints surrealist portraits of his friends./. ou<d better paint this door ane6.*. They carve these figures out of 6ood.1!. >e carved the beef thinly.11. They used to burn a special type of incense to )eep mosuitoes a6ay.

1!

8/10/2019 culegere 2011


12. Ten of the 6or)ers 6ere burning bric)s.13. They are only allo6ed to light cigarettes in recreational areas.1%. &t 6as too 6et: so 6e could not light a fire.15. The 6orms have eaten holes into the ground.1'. >e refused to eat the fish sand6iches.1(. They 6ill raise a marble monument in the public suare.

1/. ,he raised her eyebro6s in surprise.

5. &n the follo6ing sentences containing verbs of consumption or verbs of specialised activity: theob-ect has been deleted. ,pecify the type of the ob-ect deleted7

1. ,tephen barely eats: but he smo)es a lot instead.2. >e dran) eagerly.3. >e conducts and composes.%. ,cientists from the geological survey have been digging in the desert.5. erald teaches 6hile his 6ife paints for a living.'. They drove to the station.(. ,he 6rites for the stage.

'. ,ay 6hat )ind of nouns the verbs to make and to do select as their direct ob-ects7

1. to ma)e bread: bric)s: coffee: a fire: clothes: tea: a toy: etc.2. to ma)e amends: arrangements: a change: a decision: a demand: a difference: an effort:

an excuse: a fuss: haste: a name Nfor oneselfO: a reuest: a sacrifice: a speech.3. to do the 6riting: coo)ing: cleaning: the rooms: the correspondence: the hair: etc.

>e does the fiction for the ,aturday revie6.%. to do sb. credit: a favour: good: harm: homage: in-ury: -ustice: a mischief: a service: agood or bad turn: etc.5. do or ma)e 7 to ma)e do a copy: to ma)e or do a translation

2.".1. Causatie erbs

1. 9ecide 6hether the follo6ing verbs are lexical: periphrastic or morphological causatives7

1. They couldn<t raise the funds needed to industriali?e all the underdeveloped countries.2. >er -ealousy caused her marriage to brea) up.3. >e stood the poles against the garden shed but the 6ind ble6 them all do6n.%. >e convinced them of his loyalty.

2. ;ind clausal euivalents to the follo6ing nominalisations and state from 6hat )ind of verbsthey are derived7odel7 the immuni?ation of children against the virus

They immuni?ed children against the virus.The nominal ‘the immuni7ation’ is derived from a prepositional transitive verb

‘to immuni7e sb. against sth.’ by suffiation.

1. The ban)<s intrusions into r. 4heeler<s operations made him change his plans.2. The invasion of #urope by the allies in 1*%% 6as planned in detail3. The invasion of &talian movies in the fifties ama?ed everybody.%. ,he 6as the inventor of modern ballet.5. They made plans for the &nvestiture of Prince "harles as Prince of 4ales.

11

8/10/2019 culegere 2011


'. They murmured invocations to gods.(. There is a need for more interaction bet6een staff and children./. The incineration of roc)ets containing nerve gas 6as a difficult tas).*. The mechani?ation of the postal service 6as a step for6ard.1!. Almost all the impersonators do the aging: -umpsuited: Legas #lvis.11. The gradual improvement of the relations bet6een #asy and 4est 6as their aim.

12. The indexation of private sector salaries is to be phased out.13. The gradual infiltration of the security forces 6as felt to be necessary.1%. >e campaigned the integration of immigrants into 0ritish society.15. The former 8ustice inister called for the internment of suspected terrorists.1'. 9o you find his interpretation of "hopin satisfactoryI1(. >e<s become )no6n for his sensitive interpretation of music and a vibrant sense of

humour.1/. >e called for the liberali?ation of la6s relating to immigration.

3. 9iscuss about the 6ord formation process and paraphrase the follo6ing morphologicalcausatives7odel7 Parliament finally legali?ed trade unions.

The causative verb ‘to legali7e’ is derived from the adjective ‘legal’ by means of suffiation.

to legali?e Gto cause sth. to become legal<

1. They spo)e about the need to humani?e the factory environment.2. &f that 6ar 6as designed to frustrate air po6er: this one seemed to ideali?e it.3. They should have their children immuni?ed against diphtheria.%. >is 6ife persuaded him to institutionali?e his aging mother.5. &f a group is not legitimi?ed: their meeting scan be forbidden.'. >ouse6or) has become highly mechani?ed.

%. a)e up sentences to illustrate the follo6ing processes 6hich include &nstrument in their

meaning7 to elbow one’s way, to head a ball into the net, to tape a conversation, to book a room0 seats, to pencil a note in the margin, to spoon sth. into sth.

5. "omment on the selectional restrictions imposed by the causative verb on the sub-ect and theob-ect +Ps7

a. A stri)e by nurses and doctors might cause many innocent people to suffer. b. The dog that ran into the road caused the cyclists to s6erve.c. The pepper in the food caused me to snee?e.d. The unexpected po6er cut caused the 6hole computer system to shut do6n.e. The odd 6eather caused the plants to die.g. ,he fed her cat some fish.

i. The thieves felled hundreds of oa)s and beech trees in Pear 6ood. -. The $enaissance brought about a ne6 outloo).

'ote:

The )ubject '$ may be 89 animate, 8- abstract or 890- abstract epressing an

eterior cause which is neither directly nor indirectly controlled. This uncontrolled

(ause may be a natural phenomenon or force a storm, the wind, the heat, the frost, etc./,

or a material or spiritual process or state loss of blood, pneumonia, despair, joy, etc/.

The 2 may have the following features: 89 animate, 89 human, 8-animate, 89

abstract

12

8/10/2019 culegere 2011


'. "omment on the verbs recategori?ed as transitives7odel7 a. R +P The cloc)S stood in the corner.

b. 8ames caused R +P the cloc)S to stand in the corner c. 8ames stood R +P the cloc)S in the corner of the room

The verb ‘stand’, an inherently intransitive verb in a/, has ac1uired a causative meaning as in the paraphrase in b/. !s a causative verb in c/, ‘stand’ behaves like all transitives

taking a 2. &ts 2, the clock, corresponds to the subject of the intransitive in a/.

1. >e 6al)ed the horse up and do6n.2. eoff 6ants a 6al)man for 6hen he 6al)s the dog.3. a)e sure you stand the bottle in a cool place so that the sediment collects at the bottom.%. The ban)<s managers admit they 6or) their employees hard: but say they al6ays pay

good 6ages.5. & get uite a lot of exercise myself by 6al)ing the dog.'. 4e don<t have anything to plant the "hristmas tree in. 8ust stand it in the corner for no6.

2.".2. #rgatie erbs

1. 9ecide 6hether the verbs in the examples belo6 are7 NaO exclusively intransitive: NbOexclusively transitive or NcO can be used either transitively or intransitively7

1. 4omen today are achieving in many professions 6hich 6ere previously open only tomen.

2. ,he panic)ed as his hand closed on her 6rist.3. >e has exhibited in all the ma-or art galleries over the last five years.%. ou must be -o)ingM5. ost of our students babysit t6o or three evenings a 6ee).'. y friend ghost6rites for at least t6o politicians.

(. >is fingers uivered uncontrollably./. Those couples 6ho have no children of their o6n are often eager to adopt.*. The government is proposing to merge a number of army regiments.1!. 0ecause his albino s)in burnt easily: he couldnVt 6or) in the fields.11. The storm damaged the school.12. & ought to be arrested for impersonating an officer.

2. any transitive causative verbs have ergative pairs. "omment on the uses of the follo6ingverbs7

1. >e gathered the villagers around him. The villagers gathered eagerly around him.2. & usually grill or fry beef. ,he put the brea)fast sausages on to grill.

3. The glue dries very fast and hardens in an hour. This is then dipped in cold 6ater toharden the 6ax.

%. The organi?ation has hardened its attitude to the crisis. The economic 6arfare hashardened general +oriega<s resolve not to step do6n.

5. The 6ashing hung drying in the sun. >e dried his feet 6ith a to6el.'. "rime has increased by 3 per cent in the past year. Those 6ere men see)ing to increase

their )no6ledge.

13

8/10/2019 culegere 2011


(. vercro6ded: badly lit and ventilated houses help to incubate the disease. &t too) fordays for the plague to incubate. The vegetation )eeps the nest 6arm and helps the egg toincubate.

/. >is ;rench 6as improving. ,he 6ent to the club to improve her tennis.*. The breathing machine can inflate the lungs 6ith oxygen. T6o of the life rafts failed to

inflate.

1!. They helped the individual integrate uic)ly into the community. They loo)ed for 6aysof integrating handicapped children into ordinary schools.

11. The search 6as intensified using dogs. &n the late 1*'!s the pressures suddenlyintensified.

12. All these courses interrelate in a variety of 6ays.13. Their financial hardship has lessened. ,eparating the sic) from the healthy lessens the

ris) of infection.1%. The face of the 6atch lightens and dar)ens in response to a tiny electrical current. y

mood began to lighten in the spring.

3. ,ay 6hich of the follo6ing clauses contain causative verbs and suggest a correspondingergative construction 6here possible7

odel7 4e developed tourism on a big scale. transitive/ !gent Theme

Tourism developed on a big scale. ergative/

Theme

1. The strain of loo)ing after her had aged him.2. "onstant exposure to the sun had lightened my hair.3. >e sprayed a little eaudecologne over himself.%. The referee blo6s the 6histle and the first half is over.5. The 6ind ble6 the door open.'. A fire had severely damaged part of the school.(. ,6arms of desert locusts dar)ened the s)y.

/. The photographer clic)ed the camera.*. The s)ipper san) one boat and damaged others as he tried to ta)e his ship out of the

harbour.1!. This suggests that in the next fe6 years oldavia and $omania 6ill merge.

2.".". $eciprocal erbs

1. atch the follo6ing reciprocal verbs to the meaning groups7 a. Gdiscuss< b. Gnegotiate< c. Ghold<d. Gforge< vs. Gbrea) off< e. Gexchange< f. Gfight< and discuss the verb patterns in 6hich they areused7odel7 & could s6ap data 6ith them.

The verb s6ap belongs to the meaning group e. exchange. &t involves the presence of two

human participants. ne participant occurs as a singular '$ in subject position, theother participant, as a with-'$ functioning as a $repositional bject.

1. At the 6ee)end police fought a gun battle 6ith a gang 6hich used military hand grenadesagainst them.

2. Ps have been debating the issue.3. >e<s also scheduled to hold tal)s in eneva 6ith 8ordanian officials.%. The @, and "anada then negotiated an agreement that 6as completed in 1*/(.5. The separatists exchanged fire 6ith security forces at t6o places in the old city area.

1%

8/10/2019 culegere 2011


'. The 9aily irror says the three candidates traded insults and ble6 their o6n trumpetsyesterday as each one claimed to be heading for victory.

(. After years loc)ed in confrontation: they can no6 ma)e a ne6 beginning: forge a ne6 partnership and a sturdy peace.

/. >e 6as determined to agree terms 6ith the ;rench and then to impose them on his allies.*. The t6o regional rail6ay systems 6ere integrated.

1!. ne of three #uropean countries is helping to integrate @+&TA and government troopsinto a single national army.

11. onarch: court and government 6ere all interconnected.12. The police intermingled 6ith the cro6ds.13. The four voices 6ere inter6oven in a beautifully sung uartet.

2. &dentify the participants involved in the follo6ing events and give the active counterparts ofeach of the follo6ing passive sentences7

odel7 An alliance has been forged bet6een seven of the factions.The participants are mentioned in a between-'$ after the verb. ne active

version is possible:

The seven factions have forged an alliance.

1. Tal)s are being held bet6een the unions and the government at the moment but noagreement loo)s li)ely.

2. +e6 ties 6ere established 6ith countries in Datin America.3. +o final agreement had been reached 6ith 4ashington.%. ptions 6ere discussed.5. >e 6as )issed by them all.'. 9iplomatic ties 6ere bro)en off in 1*3*.(. &ssues involving commitment should be tal)ed through./. lances 6ere exchanged.*. A compromise 6as reached.

3. "omment on the relational verbs. 9ecide 6hether they are used as reciprocal or nonreciprocalverbs7odel7 ReraldineS resembled Rher motherS in every 6ay.

! reciprocal verb allows the reversibility of the )ubject and the bject:

R>er motherS resembled ReraldineS in every 6ay.

1. >e )ept promising her that he 6ould divorce his 6ife: but he never actually did.2. The girls 6ere )issing and hugging each other promising to )eep in touch.3. The politician embarrassed her colleagues by her racist remar)s about immigrants.%. #li?abeth Taylor remarried $ichard 0urton after they had divorced years earlier.5. 4e inadvertently insulted the village elders by bringing our o6n food.

'. Phoebe -umped off the chair and embraced her mother.(. &f they couldn<t marry #llen off before her 21st birthday: nobody 6ould marry her./. >ave you noticed ho6 he al6ays flatters the boss Q it ma)es me sic).*. The priest 6ho married us forgot the lines during the ceremony.1!. Fita 6as ostraci?ed by the girls at school simply because her s)in 6as dar)er than theirs.11. Dittle Paul adores his mother: and yet she al6ays re-ects him.12. 4hen the truth emerged about her husband being in prison: the neighbors shunned her

and tal)ed about her behind her bac).

15

8/10/2019 culegere 2011


%. #mphasi?e reciprocity of the action or process in the follo6ing sentences7odel7 They hugged.

They hugged each other.

1. The more they argue: the better.2. All across the 6orld today people are fighting and )illing each other because of their

racial and religious differences.3. ,mall groups around the room discussed theories: loo)ing from one suspect to another.%. ,he tried to persuade him to eat 6hat 6as left of their food but he couldn<t manage it: and

so the driver and Amy shared it.5. They often play tennis: and share a love of ,ixties music.'. The fans 6ould exchange information about their idol.(. People differ in the amount of time they need on their o6n.

+ote7 There are three ways of emphasi7ing reciprocity: by using a reciprocal pronoun, amongst/

9 a refleive pronoun, or the adverb ‘together’.

2.%. &ntransitie Predication

1. 9ecide 6hether the follo6ing verbs are simple or complex intransitives7

1. ,he is not complaining about the conditions or anything.2. & found out about these changes by pure accident.3. The sun came out briefly: and then dipped behind the dull grey clouds again.%. & heard about the trouble on television early this morning: so & hurried on over.5. The players learnt about competing against uality opposition and improved each game.

+ote7 )imple intransitive verbs may be followed by optional adjuncts. (omple intransitive verbs

take obligatory $s or !dverbial +odifiers.

2. &dentify the type of Adverbial odifiers ta)en by the follo6ing intransitive verbs7

1. The corn field stretched miles a6ay.2. The party 6al)ed five miles.3. Pretax profit climbed 11 per cent.%. The meeting lasted for three hours.5. The house stands by the hill.'. & thin) he has acted uite 6ell.(. Paul s6am 1' lengths./. >e has al6ays behaved decently.*. >is team lost 3!.

1!. This piece of meat 6eighs four pounds.11. That dress costs W2!.

'ote: ;esides !dverbial +odifiers of place, time, manner, etc., there are: <uantifying !dverbials

of $lace with ‘stretch’ and optionally with most of the motion verbs: ‘walk’, ‘run’, ‘travel’, etc./

and <uantifying !dverbials indicating value price/, amount weight/ or degree.

3. ;ind the corresponding transitive counterparts of the follo6ing intransitive reflexive verbs7

1'

8/10/2019 culegere 2011


1. Disa severely in-ured herself in the fall.2. Ann excelled herself: brea)ing her o6n 5!m time and setting a ne6 record.3. >is first instinct 6as to hide himself.%. >e established himself in the team before this match.5. ,he 6as beginning to reproach herself for letting $osie do6n.'. They had difficulty in acclimati?ing themselves to the 6et climate.

%. ,ay 6hat each uantifying adverbial expresses7

1. The nation<s industrial production declined 2 percent last month.2. &n Paris: the dollar fell a fifth of a cent.3. &f you have five stoc)s: and three go do6n (5 percent: one goes up tenfold: and one goes

up 2! percent: you still have good performance for those five.%. Antibodies increase t6oto threefold in experimental animals fed on excess vitamin #.5. &ncome rose a bit for families 6ithout children.'. The 9o6 8ones industrial average: 6hich slid 3(.55 points on ;riday: finished up 25.*%

points at 3:2('.2'.(. 0ud said he<d bac) up a hundred yards: hide his truc) off the road in the bushes: and head

for 6here the action 6as./. ou could travel a long 6ay and have nothing to sho6 for it.*. 8oseph 6al)ed over four miles in *! degree heat.

+ote7 <uantifying !dverbials may indicate: place, value or amount

2.'. Copulatie Predication

2.'.1. (ink )erbs

1. The lin) verb reali?es agreement 6ith the ,ub-ect +P. ;ill the gaps 6ith the correct form7

1. ... anyone interested in thisI2. The )ind of manners they all strive for … irreproachable.3. 8ac) and $obert ... dependable.%. 8ac) or $obert ... dependable.5. >is information ... almost al6ays 6rong.'. 0read and butter ... a healthy food but a little fattening.(. fficial ne6s ... brief./. 4here ... your teacher and old friend livingI*. +either of the stores ... open on ,aturday afternoon.1!. easles ... an infectious disease mostly freuent 6ith infants.11. ,emantics ... a branch of philology concerned 6ith changes in the meanings of 6ords.12. y family ... early risers.

2. &nsert the correct form of the verb be: 6ith the past participle: or present or perfect infinitive ofthe verb in brac)ets7

1. & )no6 & ... half an hour late: but & ... half an hour early tomorro6.2. 4hy are all those dogs 6earing harnessI They...... as guide dogs for the blind.NtrainO3. ... late once ... excusable but .... late every day ... not.%. y flat ... full of dust because the old house -ust opposite ... Npull do6nO5. 4hat is happening no6I The in-ured man ... out of the arena NcarryO

1(

8/10/2019 culegere 2011


'. ou ... very angry if & refusedI(. ;ran): don<t tal) to me li)e that please. ou ... rude./. & couldnVt see the man 6ho ... us and & didnVt )no6 6here 6e... Nguide: ta)eO

3. Lerbs of position often appear in copular structures. &nsert stand, lie, sit, hang in the follo6ing7

1. ,traight ahead of me the thunderclouds … lo6 over the high6ay.2. The cave<s entrance . … deep beneath the sea.3. /:!!! unsold flats are … empty.%. A t6opage memo…unread on his des).5. The corn … higher than the car.'. 4hen the ne6ly6eds emerged from the church: a gleaming horsedra6n carriage …

ready to transport them to their reception.(. 0ro)en glass … scattered on the carpet./. The child … still in the armchair for a fe6 minutes.*. >er long golden hair … loose about her shoulders.

%. atch the sentences to the meanings of the copulali)e verbs and say 6hat )ind of phrases

function as predicatives7

ma)e7 a. Gto be or become through development<: Gto turn out< b. Gto serve or function as something<: Gto constitute<c. Gto add up to sth.<: Gto eual<: Gto mount to<

1. &f you train hard you<ll ma)e a good footballer.2. That 6ill ma)e a good ending to the boo).3. >o6 many members ma)e a uorumI%. That hall 6ould ma)e an excellent theatre.5. 5 and ( ma)e 12.'. >is thrillers ma)e enthralling reading.

fall7 a. to become: to pass into a specified state b. to be less in uantity than expected

1. The horse fell lame.2. >e fell silent.3. ,upply often falls short of demand.%. ,he fell an easy pray to his charm.5. 4hen does the rent fall dueI'. The boys< -o)e fell flat. Their parents did not thin) it funny.(. our 6or) falls short of the expected standard.

lie7 a. to be at rest on a surface: to be: to remain or be )ept in a certain state b. to be in a li)ely position7

1. The letter lay open on his des).2. These machines have lain idle since the factory closed.3. The lobster lay heavy on his stomach.%. The theft lay heavy on his conscience.

stand7 a. to be in a certain condition or situation b. to remain at a distance Nfrom other peopleO in an unfriendly manner

1. The emergency services stand NareO ready to help if necessary.2. ,he stood convicted of fraud.

1/

8/10/2019 culegere 2011


3. & stand corrected. N& accept that & 6as mista)en and that the person 6ho corrected meis rightO

%. 4ill you stand NbeO godmother to the childI5. 4e stand in need of help.'. ary doesn<t en-oy parties and she usually stands aloof Nfrom everyoneO.

5. $ead the follo6ing extract from an intervie6 6ith Eirsty Ac)land: the daughter of an actor.4hat )ind of verbs does she use7 a. 6hen she describes herself: b. 6hen she describes theinteraction bet6een herself and her father: or bet6een herself and her school friendsI

@ntil & 6as about 13: 6hen & became terribly shy: & 6as absolutely desperate to be an actress. y sister ,ammy and & 6ould beg 9ad to let us go to the drama school butthere 6as no 6ay he 6ould allo6 it until 6e had been educated. & 6ent to Putney >igh,chool. & 6as the only one in the family 6ho didnVt get a scholarship. 9ad turned up for parents< evenings and things li)e that but he never helped 6ith the home6or). & used tohelp himM & loved hearing his lines. 0ut & never told anyone & 6as the daughter of an actor.ost of the fathers of the girls at school 6ere Gsomething in the "ity< and & pretended9ad 6as an interior decorator.

NThe )unday Times +aga7ine: 2* April 1**!O

'. ;or each pair of sentences: say 6hether the verb is transitive or copulative7

1. ,he 6eighed 1(5 pounds. >e 6eighed the gun in his hand.2. They ma)e some good music. They 6ould have made very good teachers.3. >e felt a stranger in this country. >e felt a strange mix of emotions.%. >e represents a group of 5 artists: none of them over 3!. The W%.( billion deal represents

a ma-or victory for c9onnell 9ouglas.5. The individual cells that ma)e up the brain are 6ell understood. Parliament can ma)e up

the rules as it goes along.'. $iot police formed a human barrier bet6een the t6o sides. >e had formed a poor opinion

of his forthcoming rival: 8immy "arter.

2.'.2. The Predicatie

1. ,tate ho6 the predicatives in the follo6ing sentences are reali?ed7

1. The city by night loo)ed medieval and cosmopolitan.2. 4hat & don<t en-oy is standing in ueues.3. +o6 the only thing to do is to admit the error.%. >is indignation during the 6hole proceeding 6as beyond all bounds.5. +o6 the danger is that no one 6ill hear a cry for help.

'. ur Prime inisters have been a funny lot.(. >e is being unusually patient 6ith the children./. & had gro6n to be in a6e of her. Nto have respect for and be slightly afraid of sb.O*. Their concern is 6here the conference is going to ta)e place.1!. Paranoia reigns supreme 6hen a nice "atholic girl brings home her ne6 boy friend: a

nice 8e6ish boy.NidiomO

'ote: The predicative may be reali7ed by a phrase !$, '$, $$/ or a clause: finite that

complement clause, indirect 1uestion/ or non-finite infinitival or gerundial/

1*

8/10/2019 culegere 2011


2. The Predicative provides information about the ,ub-ect 6ith regard to its attributes or itsidentity. The identifying type is typically reversible.odel7 The concert 6as marvellous. NattributiveO

The orchestra 6as the Dondon Philharmonic. NidentifyingOThe Dondon Philharmonic 6as the orchestra.

&n the follo6ing passage from a university maga?ine: a graduate characterises the early stages ofhis career. 9ecide 6hether the Predicative is attributive or identifying7

+e6 "ollege: the poorest of the rich colleges: dullest of the clever colleges andso far do6n the river that 6e had to ro6 on the Thames is the place 6here & gre6up. &loved it then and & love it no6. 0ut for me real life started in investment ban)ing. &t 6ascalled merchant ban)ing but 6as -ust as fashionable then to pretentious young suirts asit is no6. The pay on the other hand 6as something else. #veryone apart from me seemedto have a private income. 4orse still: they all had private shoots and invited thechairman. +o shoot: no promotion. +o promotion: no pay. &t 6as circular and it 6asvicious. Then there 6ere the social duties. "lients tended to be rich: foreign and

important. 4e suirts 6ere the entertainment 6hen their offspring hit to6n.@nfortunately: one of them 6as: to me: uite beautiful. & stumbled: flailed around a bitand fell. &t 6as ridiculous. & still drove my bubble car: she o6ned the ban) that o6ned thefactory. &t could not last. &t didn<t.

N,teve 0a)er in xford Today: vol. 1: no 3: 1*/*O

3. ;ill in the gaps in the sentences belo6 using the ad-ectives7 bright, free, loose, open, shut,

silver, white7

1. The stream glistened … in the sunlight.2. ordon tried to grab him by the arm: but the boy pulled ..3. The heavy door s6ung … and the loc) snapped into place.

%. >is eyes still shone… in the 6rin)led face.5. +oting that the ropes around my bags on my sled had 6or)ed …: & retied them carefully.'. &n the same moment: the outer door burst… and several police constables stormed in.(. >is face turned … as he reali?ed 6hat 6as going to happen.

cross, difficult, di77y, unnoticed, entangled, trapped, delicious, terrific, unable7

1. The la6 has proved … to implement.2. Adler 6asn<t going to let such behaviour go …3. 9oes your father ever get …I%. >e came over all… : he said: 6hen he stood up.5. The 6hales often become… in the fishing nets.

'. A thorny branch had -ust got …in my hair.(. The overnment seems… to ta)e control of the situation./. 0ottled fruit not only tastes … but it also loo)s … displayed in the )itchen.

N"obuild: 1**'7 21O

%. A great number of ad-ectives 6ith a negative meaning: especially those formed 6ith the prefixun-: are used 6ith verbs referring to actions and processes7

2!

8/10/2019 culegere 2011


blindfold, breathless, drunk, empty-handed, free, naked, straight-faced, unafraid,

unaided, unannounced, unarmed, unasked, unassisted, unattended, undetected,

unescorted, unepected, unharmed, unheard, unhurt, unimpaired, uninjured,

uninterrupted, uninvited, unnoticed, unprotected, unpunished, unread, unrecogni7ed,

unseen, unthinkable, untouched

$e6rite the sentences belo6 providing a copulative pattern of predication 6ith a negativead-ective functioning as predicative7

1. >e 6as unable to 6al) 6ithout help.2. The troops 6ere marching 6ithout shoes to maintain silence.3. >er home 6as bro)en into by robbers: 6ho miraculously left 6ithout ta)ing anything.%. >er next move 6as as expected as it 6as spirited.5. &s a state of 6ar really thin)ableI

5. ;ill the gaps in the sentences belo6 using the ad-ectives given in the list above7

1. "elebrities are 6elcome to sho6 up….

2. 4omen 6ho say they feel safe are going…3. The man<s car 6as hit by a rifle fire but he escaped ….%. They 6ere impervious to any outside pressures.5. The future of the school may be of little import.'. >ey became intoxicated 6ith pride.

'. ,tate 6hat )ind of phrase functions as predicative7

1. &f you are in debt: you can get practical help form the "iti?ens Advice 0ureau.2. The biggest problem 6as getting them close enough to the 6all.3. 4ithin t6o years the pact lay in ruin.%. The uestion is 6hether or not it is cost effective.

5. >er lips 6ere turning blue.'. ur broad aim is to raise people<s visual a6areness and appreciation of life.(. The problem is 6here to start loo)ing./. The most pressing uestion for r. 0roo)e remains ho6 to find a formula that 6ill

satisfy all parties and allo6 the tal)ing to begin.*. The important thing is that the boo) comes out.1!. ,he sat motionless: 6aiting for their decision.11. ou should never have ta)en me along 6ith you. ,urely you )ne6 that &<d be right out of

my element 6ith all those psychiatrists: psychologists and psychotherapists.

(. Translate into #nglish7... se cuvenea sX mXrturisesc cX de mulYi ani nu eram nici sXnXtos: nici bolnav: nici fericit:

nici nefericit. +u eram nici mXcar neliniZtit de soarta care mX aZtepta. ...NFaharia

,tancuO

PXm[ntul era cum era: dar cerul rXm[nea totdeauna frumos: chiar atunci c[nd se acopereacu nori vineYi. #ra bine Zimi era bine. 0ineI Lrusei sX spun7 \ AZa bine sX le fieduZmanilor mei\: ]nsX nu mX ]ndurai. 9uZmanii mei trebuia sX aibX parte de chinuri cevamai cumplite.

NFaharia ,tancuO

21

8/10/2019 culegere 2011


". The syntactic functions of the *P

".1. The Sub+ect

1. &dentify the sub-ect and state by 6hat )ind of phrase it is expressed7

1. The pale moon rose from behind the mountains.2. The use of coves for smuggling is as old as the hills.3. 4hoever did that 6ill suffer the conseuences.%. &t is )ind of you to as) about our future plans.5. >e 6ho hesitates is lost.'. Anything 6ill do.(. $un for President is 6hat he may do./. To ta)e such a ris) 6as rather foolish.*. 0y plane costs more than by train.1!. &t<s a bore 6hen people can<t ma)e up their minds11. ;rom here to 0arcelona is eight hundred )ilometers.

12. 0efore midday 6ould be convenient.13. 8ust here 6ould be an ideal place for a picnic.1%. The handicapped are given special facilities in public places.15. The list of people 6ho she says helped her is long.1'. The 6ind coming do6n from the sno6fields above us 6o)e us every night as 6e lay in

out tent.1(. There<s no 6ay of )no6ing 6hat goes on in her mind.

+ote7 The )ubject is typically realised by a simple, comple or clausal '$ and only rarely by a

$$ or !dv$.

2. ,pecify the thematic roles assigned to the +P in ,ub-ect position in the follo6ing sentences7

1. 8ane 6al)ed out before the end of the lecture.2. ary heard a terrible noise.3. & surprised everyone by gobbling an enormous lunch.%. & 6ould hate to move to another house.5. The )itchen ree)ed of tobacco.'. The radio is sending messages.(. >e deliberately sold this fa)e to his uncle./. The door opened.*. The potatoes are coo)ing.1!. The stories frightened the children.11. This )ey 6ill open the door.

3. #xtrapose the ,ub-ect in the follo6ing clauses7

1. That Pam is see)ing a divorce surprised us.2. To leave 6ithout saying goodbye 6as bad manners: really.3. 4ho she goes out 6ith doesn<t interest me.%. To s6im in a cold la)e is not my idea of fun.5. That recognising synctactic categories at first sight is not easy is obvious.

22

8/10/2019 culegere 2011


%. ,ay 6hether in each of the follo6ing clauses it refers to a participant or is merely a ,ub-ectfiller7

1. &t rarely sno6s in the south of ,pain.2. & can lend you 1! dollars. 4ill it be enoughI3. &t is proposed to allo6 cameras into courts.

%. &t is our first 6edding anniversary today.5. ;or some people it<s a nightmare 6hen they can<t par) their cars.'. 4hy spend so much to sit in the cold and 6atch tennisI Ah: it<s the place to be.(. &t is believed inevitable that the 6ar 6ill brea) out./. &t 6as coming on to rain 6hen finally ac<s lorry arrived.*. &t hurts 6hen you forget to 6rite.1!. utside it 6as dri??ling steadily and the city loo)ed grey.11. &t is to our credit that people are no6 healthier.12. &f it hadn<t been buc)eting do6n 6ith rain: & 6ould have had a glorious vie6 of the bay

from my 6indo6.13. &t bro)e my heart to see him go.

+ote7 ‘&t’ can be a personal, impersonal or epletive pronoun. !s an epletive pronoun it is a)ubject-filler, i.e. the pronoun simply occupies the )ubject position and anticipates the real

)ubject of the sentence.

5. The follo6ing examples illustrate the problem of referential circularity. @se coindexation todiscuss them7

ary is her coo)<s best friend.>is 6ife told her daughter that her father 6as angry.

'. ,pecify in each sentence to 6hich person the underlined overt or covert pronoun NxO refers7

1. ,ue uarrelled 6ith Alice for almost an hour: and then she decided to leave the room.2. ,ue uarrelled 6ith Alice and then x decided to leave the room.3. 4hen she found the door loc)ed: ,ue uarrelled 6ith Alice.%. n x finding the door loc)ed: ,ue uarrelled 6ith Alice.

(. &n the follo6ing passage the ,ub-ect varies from Agentive to Affected Nanimate or inanimateO7#ncounter bet6een an &ndian father and his sonG,o & raced out of my room: 6ith my fingers in my ears: to scream till the roof

fell do6n about their ears. 0ut the radio suddenly 6ent off: the door to my parents< roomsuddenly opened and my father appeared: bathed and shaven:... his 6hite Gdhoti< bla?ing:his 6hite shirt crac)ling: his patent leather pumps glittering. >e stopped in the door6ayand & stopped on the balls of my feet and 6avered<.

NAnita 9esai: 4ames at Twilight O

/. 4rite an alternative construction for each of the follo6ing clauses so that the #xperiencer ismade to coincide 6ith the ,ub-ect7

odel7 >is presence of mind ama?ed us.4e 6ere ama?ed at his presence of mind.

1. The ne6s delighted us.

23

8/10/2019 culegere 2011


2. +either of the proposals pleased the members of the commission.3. The dramatic increase of crime in the cities is alarming the government.%. The fact that he seems unable to lose 6eight 6orries her.5. 4ill the fact that you forgot to phone annoy your 6ifeI

".2. The ,b+ect

".2.1. The -irect ,b+ect

1. &dentify the 9irect b-ect and state by 6hat )ind of phrase it is reali?ed7

1. >e does not recollect ho6 long they 6ere in the house.2. >e has lodged a complaint.3. any Dondoners prefer to travel by train.%. 9on<t choose by a s6amp for a picnic.5. They sa6 the man 6ho 6as arguing 6ith her.'. >e hates telling lies.

(. & 6ould prefer before noon for a meeting./. ou )no6 very 6ell ho6 difficult he can be.*. ,he 6as "arl ,agan<s first 6ife and taught him most of 6hat he )no6s about biology.1!. ur son 6ould gladly 6ear a s6eatshirt round the cloc) if it saved him the bother of

getting 6ashed and dressed for school.11. 4hatever his many faults: 6e 6ould not begrudge him the glory that 6ould rightly be

his.

+ote7 The bject may be realised by a simple, comple or clausal '$ or rarely by a $$. The

clausal '$ may contain a finite or a non-finite clause infinitival or gerundial/.

2. 9ecide 6hether the 9 has been deleted because the general type of thing involved is obvious

from the meaning of the verb or it has been previously mentioned or indicated7

1. "ocaine can )ill ̂ .2. To our great relief: she accepted .̂3. >e never married ̂ .%. >e too) his pistol and fired ̂ .5. 0ut 6hat if 8ay found out Î'. >e has taught ^ at Princeton: >arvard and ale.(. @nable to have children of their o6n: Penny and $odney decided to adopt ^./. >ave you finished Î*. >e tal)ed softly so that nobody could hear ^.1!. ou helped him once: do you remember Î

3. "omment on the type of b-ect deleted7 affected: effected: cognate: instrumental or locative7

1. ,he sang :̂ and did a little dance.2. >e dran) ^ eagerly and left ^ in a hurry.3. #very morning he used to ride ^ across the fields.%. G9o you mind if & 6aitI< & as)ed. elanie shrugged ̂ .5. >oper painted ^ in a Grealist< style.'. That hen lays^ at night.

2%

8/10/2019 culegere 2011


(. The little sparro6 has built ^ under the eaves of our roof/. & haven<t heard ^ from my aunt lately.*. & used to play ^ for the village cric)et team.1!. >is mother 6aved ^ to him.11. The -udge 6as ambushed by gunmen as he drove ^ to 6or).

12. >e sat and smo)ed ^ and stared out of the 6indo6.

%. ,ay 6hether in each of the follo6ing clauses it refers to a participant or is merely an b-ectfiller7

1. & love it that he cared enough to as).2. & don<t much li)e the heat. h: & do. & find it stimulating.3. & really appreciate it that you raised me in such a 6arm and happy family.%. & 6ant my boo) as cheap as possible so that people can buy it.5. & hate it 6hen she is a6ay.'. & ta)e it as a compliment 6hen people call me aggressive.(. >e desperately needed money so & lent it to him.

/. >e has made it his business to )no6 about these things.

".2.2. The &ndirect ,b+ect

1. ,tate by 6hat )ind of phrase the &ndirect b-ect is reali?ed7

1. 9oes that seem nonsense to youI2. They 6ere forced to act as servants for senior boys: for 6hom they ran errands.3. Dend 6hoever calls the bicycle pump in the shed.%. &<m giving reading maga?ines less importance today.5. Phil has boo)ed all his friends tic)ets for tomorro6.'. ,ave 6hoever comes the trouble of ringing.

(. ,he )nitted soc)s and s6eaters for the troops.

+ote7 The & can be epressed by a '$, $$, relative clause, a gerundial clause.

2. ,tate 6hether the &ndirect b-ects are $ecipients or 0eneficiaries. Apply the passivisation andthe prepositional tests to distinguish bet6een the t6o7

odel7 They did not give the leaders of the party time to establish contact.They did not give time to the leaders of the party…

The preposition test shows that the '$ the leaders has the thematic role of %ecipient.

The leaders of the party 6ere not given time… $assivisation is possible with the former indirect object being promoted to subject

position.

1. 4hy should & 6rite him his ;rench essaysI2. & am going to ma)e myself a nice cup of tea.3. >e is offering us a chance in a million.%. ,ave your brother a piece of your birthday ca)e.5. >er parents have told the doctors that they are grateful and than)ful.'. ,he has bought her boyfriend a butterfly pillo6 to use on long flights.(. >e left his daughter most of his fortune.

25

8/10/2019 culegere 2011


/. >e<ll paint you your portrait for a large sum.

+ote7 The '$ bearing the thematic role of ;eneficiary is preceded by the preposition for and

cannot become subject in a passive sentence.

".2.". The -ouble ,b+ect constructions

1. #xplain 6hy the double ob-ect construction is not possible7

The American ambassador ba)ed a ca)e for James =.

JThe American ambassador ba)ed 8ames & a ca)e.

2. 9ecide to 6hich group each verb ta)ing a double ob-ect construction belongs and rephrase soas to have an obliue b-ect construction7

odel7 ,he as)ed me to bring her some tea. 9ouble b-ect "onstruction & 9,he as)ed me to bring some tea for her. bliue b-ect "onstruction 9 &

1. A cloud suddenly bloc)ed out the moon: denying him his only source of light.2. ,he too) a course in computer programming and found instant success 6hen her

communication s)ills landed her a -ob as soon as she finished studying.3. >e told her that he 6as not going to leave her anything in his 6ill.%. They have found a portable high chair for the baby.5. Ta)e the goods bac) to the retailer 6ho 6ill refund you the purchase price.'. ary told him the 6hole story of the mystery.(. Almost as soon as he had unpac)ed his bag: he sent his mother a postcard./. & am no longer allo6ed to be 6ith the children: to read them a story or put them to bed.

+ote7 2itransitive verbs belong to several semantic groups including: the ‘give’ group, ‘bring’

group, ‘tell’ group, ‘send’ group

".2.%. The Prepositional ,b+ect

1. &dentify the Prepositional b-ect and state by 6hat type of phrase it is realised7

1. This -ob calls for great initiative.2. & strongly ob-ect to 6hat you are insinuating.3. >e believes in getting things done as uic)ly as possible.%. They 6ere arguing about ho6 much to charge for admittance.5. The miners charge the employers 6ith ignoring their claims.

2. The PP may appear as a part of another phrase. 9iscuss the type of embedding phrase7

odel7 y son is brilliant at mathematics.y son is brilliant RPP at mathematicsS.y son is RAP brilliant RPP at mathematicsSS.The $$ functions as a (omplement inside the !$

1. They do not live far from here.2. >ave you any boo)s on astronomyI3. fftherecord comments should not be printed in a ne6spaper.%. & am free all day except on ondays.

2'

8/10/2019 culegere 2011


3. 4hich are the grammatical functions of the follo6ing PPs7

1. & can<t consider next to a rail6ay line as a good place to live.2. 4hen can 6e discuss this matterI After supper 6ould suit me.3. >er parents paid for the 6edding.

%. onica re-ected such an interesting -ob. ,he must be out of her mind.5. >e is al6ays on the go.'. ,he 6ent into hysterics.

%. The meanings of certain PPs expressing manner or instrumentality are sometimes includedcovertly in a verb. "ompose sentences to illustrate this.odel7 dra6 mil) from a co6.

They mil) co6s mechanically.

1. put mil) in a bottle.2. press clothes 6ith an iron3. ta)e the bones from a fish

%. cut the meat into slices.5. to cover a 6all 6ith paper'. spread butter on the bread.

%. #xistential Constructions

%.1. The erb in existential constructions

1. Turn the follo6ing simple sentences into existential constructions7odel7 &ce is on the la)e.

is ice on the la)e.There is ice on the la)e.

1. A hole is in my poc)et.2. any people are in the 6aiting room.

3. A girl 6as 6aters)iing on the la)e.%. ore Americans have been )illed in road accidents than in all 6ars since 1**!.5. ,omebody 6ill be meeting you at the airport.'. Another plane 6as hi-ac)ed yesterday.(. ,omething is 6orrying me.

+ote7 >hen the predicate contains auiliaries of aspect or voice, the moved '$ will be inserted

between the auiliaries and the leical verb.

2(

8/10/2019 culegere 2011


2. @se the appropriate tenses of be7

1. nce upon a time there .. three 6ic)ed brothers.2. There … never … anybody li)e you.3. There … …sno6 on high ground soon.%. There ….heavy sno6falls in the north.

+ote7 >ith the eistential verb all tense and aspect combinations are common, with the eception

of the progressive, since the dynamic 1uality of the progressive is incompatible with the stative

meaning of be.

3. ,tate to 6hat class each verb in the follo6ing existential constructions belongs7

1. There seems little hope of success.2. Then there appear a number of teachers 6ith circles of devotees and students.3. There arises no uestion of loyalty to one<s employers.%. At one end of the room there stood a grandfather<s cloc).5. 0ehind our chalet there flo6ed a beautiful stream.

'. There emerges a picture of a 6oman 6ho cares deeply for her man.(. &n a small to6n in ermany there once lived a poor shoema)er./. ,uddenly there entered a strange figure dressed all in blac).

+ote7 GThere< may occur mostly with intransitive verbs such as:

existential verbs7 be, happen, occur, eist, live, etc.aspectual verbs7 seem, appear, happen

ingressive verbs7 emerge, burst, arise

verbs of motion7 come, arrive, run

positional verbs7 stand, lie, hang

%. Turn the examples into an existential construction.

odel7 &t appeared Rthat a 6oman 6as in the carS.&t appeared Rthat there 6as a 6oman in the carS.

The embedded clause has been rephrased as an eistential construction.

There appeared R ^ ^ to be a 6oman in the carS.The grammatical subject T*"%" has been moved into the )ubject position in the main

clause and the finite form of the verb has been replaced with an infinitive a syntactic

process known as raising/.

1. &t appeared that no progress 6as in today<s tal).2. &t seems that a large and comprehensive body of evidence exists in this matter.3. &t appears that some absolute limits exist to 6hat human beings can )no6 about their

surroundings.

5. $ephrase the follo6ing sentences so as to have thatcomplement clauses7odel7 "ould you be uietI There happens to be a lecture going on.

&t happens Rthat there is a lecture going onS.

1. There are rec)oned to be 3( different groups.2. There 6ere understood to be no in-uries.3. There 6ere reported to be 6ounded on both sides.%. There is supposed to be a state of emergency in the city.

2/

8/10/2019 culegere 2011


'. ,ay ho6 modality is indicated in existential constructions7

1. There may a deeper truth there.2. There<s supposed to be a state of emergency in the city.3. There might be drin)s if you 6ait for a bit.

%. There is bound to be another opportunity.5. There is sure to be trouble 6hen she gets his letter.'. There must be someone at home Q ring again.(. &f the police hadn<t closed the road there could have been a bad accident./. Are there li)ely to be many people at the meetingI*. There can<t have been more than t6o hundred spectators in the stadium.1!. 9o you thin) there<s li)ely to be sno6I

+ote7 +odality may be marked by a modal verb, a phrasal modal: be bound to: be supposed to ,or an !$ whose head is one of the adjectives: certain: sure: li)ely: unli)ely to.

%.2. The Sub+ect in #xistential Constructions

%.2.1. The real Sub+ect

1. The sub-ect+P is usually indefinite. ;ind the indicators of indefiniteness7

1. There appeared a completely ne6 problem.2. There are signs that the richer nations are 6a)ing up to the broader problem.3. There are some people outside.%. There 6as something strange about the flic)ering blue light.5. &s there anything the matterI'. 4as there any genuine pre-udiceI

(. ut of all this there emerged many things that 6ere positive: if also uncomfortable./. ranted there are a great many 6ho are extremely lean and 6iry: but others can certainly

become over6eight.

+ote7 &ndicators of indefiniteness are: the indefinite determiners a an: some , the indefinite

1uantifiers: fe6: many , and the 7ero determiner if the '$ is in the plural.

2. "omment on the position of the logical sub-ect in the follo6ing existential constructions7

1. JThere have some men been arrested.2. There have been some men arrested.3. JThere have been arrested some men.

%. There have been some men brutally arrested.

3. 9efine the type of phrase that follo6s the head + and comment on its position in the sentence7

1. There occurs discord in the marriage.2. There remained a ris) in such a situation.3. There 6as in the flat an ancient 6oodburning stove.%. ;or every action there is an eual and opposite reaction.5. +ear our camp there flo6ed a beautiful stream.

2*

8/10/2019 culegere 2011


'. There lay bet6een them something unspo)en.(. At one end of the room there stood a grand piano.

+ote7 &n the case of lie and stand the $$ or !dv$ usually comes immediately after the verb or at

the beginning of the clause, rather than at the end of the '$.

%. #xplain 6hy the +P is definite7

1. And then there is the leadership crisis.2. ou have to send your horses 6here there are the best opportunities and that often means

overseas.3. There is the possibility that he might 6in the elections.%. There is al6ays the ris) of a more serious in-ury if you use a spray.5. 4hat is there in that roomI There is the computer: he printer and the photocopying

machine.'. And: of course: there is al6ays the Goff< button. ou can al6ays turn the television off.(. There is the other delegate ta)ing the floor.

+ote7 The definite '$ is used :a. to change to a topic that is new in the conversation but already known to the

hearer. the sentence often begins with: and: firstly: then /b. when the adverb al6ays indicates that something good or bad may happen

c. with the superlative degreed. when an enumeration is given in an answer to an eistential 1uestion

e. when the noun functioning as real subject is postmodified by a clause

f. when the definite determiner is part of a larger 2eterminer $hrase 2$/

5. The head of the logical sub-ect +P may be follo6ed by different types of phrases. &dentifythem7

1. There are no fairies in these stories.2. There 6as a storm last night.3. There<s a man at the door.%. There are only 1!! places available: so boo) no6.5. There are several pages blan).'. There appeared another little girl in her fantasy.(. There are machines 6hich can extract cholesterol from the blood./. There<s a dog bar)ing outside.*. There<s plenty to eat.1!. There 6as another plane hi-ac)ed yesterday.

'. The +P functioning as logical sub-ect often includes a clause7 relative: thatclause: to infinitive:

or a gerund follo6ing the head noun7

1. They get pleasure from the thought that there are 6hales s6imming freely about.2. There is never enough to go round and tempers are frayed.3. Are there any exercises that 6ill achieve thatI%. &n every love affair or marriage there comes a time 6hen romance abates and only

compatibility: affection: generosity and good6ill hold it all together.5. There<s no denying that beautiful ma)eup loo)s better on beautiful s)in.

3!

8/10/2019 culegere 2011


'. &n 0righton there exists an ancient custom of playing a 0oxing 9ay game of bo6ls usingoranges.

(. ;rom amidst the disillusioned masses there arose a man 6ho 6as to change the face oft6entieth century history.

/. ut of all this there emerged many things that 6ere positive: if also uncomfortable.

(. 9iscuss 6hether the +P functioning as real ,ub-ect is to be understood as the direct ob-ect orthe sub-ect of the infinitive7

odel7 a. There are soc)s to mend.The real )ubject socks should be understood as the 2o of the verb mend.

Gou should mend the soc)s.<There are soc)s 6hich you should mend.

b. There are shirts to be 6ashed.The real subject shirst should be interpreted as the )u of the passive verb be

washed.

GThe shirts should be 6ashed by you.<

There are shirts 6hich should be 6ashed by you.

1. There are trousers to be pressed.2. There 6ill be s)irts to clean.3. There are three rooms to be done.%. There are t6o more 6indo6s to be closed.5. There are three more dishes to coo).'. There are t6o main courses to be served.(. There is only one more door to be unloc)ed./. There is only one pair of shoes to be polished.*. There had been t6o more empty glasses to fill.

/. @se either the gerund or the infinitive after the +P functioning as a real ,ub-ect7

1. There<s no sense …… him angry. Nma)eO2. &s there any point ……..about it againI Ntal)O3. 9o you thin) there<s any use ……. to explainI NtryO%. There<s no need …… Q 6e<ve got plenty of time. NhurryO5. There is little point …….a different system. NadoptO

+ote7 sense, point and use ta)e a gerund: need is follo6ed by an infinitive.

*. "orrect the errors and comment on them7

1. J&f you aren<t busy is something &<d li)e to as) you about.2. J&n 0arcelona there is plenty of things for visitors to de.3. JThere 6as a lot of girls 6atching the game.%. J&t is a lot of noise in the street.5. J&n the bac) of the car is room for more.'. JDittle good football 6as in last night<s match.(. JThere have been )illed more Americans in road accidents than in all 6ars since 1*!!./. J&n &ndia are tigers.*. JThere seems to be some problems.

31

8/10/2019 culegere 2011


+ote7 a lot and plenty of do not affect the number of the verb.

1!. "omment on the agreement bet6een the verb and the +P functioning as the real ,ub-ect ofthe sentence7

1. There<s several pages of this boo) missing.2. >o6 many are comingI 4ell: there<s Andre6 and ,ilvia: and 8o and Pete.3. There<s t6o policemen at the door: 9ad.%. There<s some grapes in the fridge: if you are still hungry.

+ote7 ?ack of agreement points to informal speech.

%.2.2.The grammatical Sub+ect

1. "ompare the contexts in 6hich an ordinary ,ub-ect and a grammatical ,ub-ect occur. #xplain6hat sub-ect properties Gthere< has7

1. They understood that 8ane had no in-uries.They understood that there 6ere no in-uries.

2. &t is possible for 8ane to come in time. &t is impossible for there to be a 6ar bet6een your country and mine.3. 4hat is the chance of 8ane finding out the truthI 4hat<s the chance of there being an election this yearI5. There<ll be enough for everybody: 6on<t thereI 8ane 6ill meet me at the station: 6on<t sheI

+ote7 T*"%" occurs as grammatical subject in the same types of clauses.

2. There constructions are freuently employed in proverbs. @nscramble the sentences belo671. There is no use 6a)ing up 1. over the spilt mil).2. There is no use carrying 6ater 2. 6hich has been closed to you.3. There is no use crying for help 3. 6here nobody is present.%. There is no use putting on a mac)intosh %. in a strainer.5. There is no use )noc)ing at the door 5. from a dry co6.'. There is no use putting ma)e up '. if there<s nothing to do.(. There is no use crying (. 6hen you go on the beach./. There is no use dressing up /. to help you.*. There is no use as)ing a mule *. on a beautiful face.1!. There is no use selling your 6elfare 1!. 6hen there<s nobody to hear you.11. There is no se being punctual 11. on a sunny day.

12. There is no use trying to get mil) 12. before dying.

Eey7 1 Q ': 2 Q %: 3 Q 1!: % Q 11: 5 Q 2: ' *: ( Q 1: / Q (: * Q /: 1! Q 12: 11 Q 3: 12 Q 5.

32

8/10/2019 culegere 2011


'. Passie oice

'.1. The # passie

1. "omplete the sentences 6ith a passive verbal form7

1. The man 6ho bite/ by a sna)e give/ a serum. past perfect, past/2. any slums demolish/ to ma)e 6ay for ne6 buildings. present progressive/

3. The 6or)er claimed that he victimi7e/ by his employers. past progressive/

%. Three hundred ne6 houses build/ by the end of the next year. future perfect/

5. Threaten/ by a blac)mailer: he immediately informed the police.perfect participle/ '. 4as he very upset at not offer O the -obI gerund/

(. The man 6as sent to prison for six months: find/ guilty of fraud. perfect participle/

2. $e6rite the sentences using the passive form of the verb in italics7

1. They gave up the search after three hours.2. They ought to have pointed that out to me at the very beginning.

3. +o one brought up that uestion at the meeting.%. ,omeone should loo) into the matter.5. &t 6as clear that the parents had brought the child up 6ell.'. 4e had to put off our visit until later.(. & 6as shoc)ed to hear that someone had bro)en into your house./. >is ban) manager turned do6n his reuest for a loan.*. ou must account for every penny you sent.1!. #vents 6ill bear out the truth of 6hat &<m saying.11. An official held us up at the "ustoms for half an hour.12. >o6 can 6e bring about the desired resultsI13. >e hates people ma)ing fun of him.

3. @nderline the verbs: the 9irect b-ects and the b-ect "omplements and then give the passive form7

1. &n 5*% he proclaimed 0uddhism the official state religion.2. They declared ,eptember * a day of action for press freedom.3. 4e haven<t got 6hat you might term a school policy on assessment.%. >e consistently underestimated the #nglishman: 6hom he considered an idiot.5. &t is not surprising: then that fans throughout the @nited ,tates have no6 voted him

#ntertainer of the decade.'. &n 1(22 he accompanied a missionary from canton bac) to ;rance: 6hich he found an

altogether be6ildering place.(. The Dodge: they call it.

/. They are pleased 6ith 6hat they consider a lac) of concern for patients< needs.*. 4hat are you going to call itI1!. T6o furious motorists held a man prisoner in his o6n car 6hen they found him drun)

on a motor6ay.

%. #xplain 6hy the active sentences are ambiguous 6hile the passive counterparts are not7

+obody could explain last night. Dast night couldn<t be explained.They decided on the boat. The boat 6as decided on.

33

8/10/2019 culegere 2011


5. The follo6ing sentences contain ditransitive verbs. 0uild up t6o passive versions 6here possible and explain 6hy certain examples can have only one passive version7

1. & had already sho6n the police6oman ,am<s photo.2. They have -ust sent me a 6hole lot of information.

3. & lent you a thousand pounds last year.%. They sho6ed the visitors a collection of manuscripts.5. >e sent the headmaster an invitation.'. >e explained the problem to the children.(. They suggested a meeting to us./. & can boo) you a room by phone.

+ote7 There are three types of ditransitive verbs: verbs with two alternate construction give/,

verbs which allow only an obli1ue object construction eplain/, and verbs which can only occur

in double object constructions envy/.

The obli1ue & realised by a to0 for '$ cannot be promoted to the )ubject position in the passive

sentence.

'. ,ome transitive verbs ta)e an b-ect "omplement: i.e. a noun or an ad-ective 6hich describesor classifies the ob-ect. Passivise the sentences7

1. 4e all regarded Eathy as an expert.2. ost people sa6 him as a sort of clo6n.3. ou<ve made the house beautiful.%. The other children called her stupid.5. &f you elect me president: you 6ill be better off four years from no6 than you are today.'. &n exico: his 6riting has made him a 6ell)no6n public figure.(. 4e are no longer bound to the vie6 that the earth is the immobile center of the universe:

nor even do 6e consider it stationary.

/. ;or many centuries the "hristian "hurch burned heretics alive.

(. "hange the follo6ing passives into active sentences7

1. &f she ma)es a mess of this marriage she<ll be labelled a complete and utter failure for therest of her life.

2. 0ritain<s economic performance has been rated a "minus virtually since 1*%5.3. >e 6as only passed fit to ride five minutes before declaration time.%. &n a corner: there<s a safe deposit box that has been blasted open.5. &t turns out that he 6as in a fight and 6as )noc)ed unconscious.'. 4hen the introduction of charges for directory inuiries 6as suggested: it 6as put about

by 0T that this 6as the only 6ay of dealing 6ith Gmisuse< of the facility.

(. & 6as branded a liar and a sho6off./. >e 6as named full professor in 1*%1 and chaired the university<s economics department

for 1! years.*. 4e have 1! industries in the constituency that are rated a pollution ris).1!. & 6as brought up a strict "atholic.11. 0ob &&&: as he is called: shares his father<s pride in the business.

3%

8/10/2019 culegere 2011


)erbs that can be passii/ed

1. 9iscuss 6hat types of verbs can be passivi?ed7

1. & 6as placed in a mental institution and diagnosed schi?ophrenic.2. &t 6as among the oldest of the Academy<s buildings and 6as nic)named GPerilous >all<:

6ith good reason.3. & don<t suppose it bothered the Platts to )no6 that the money 6asn<t honestly come by.%. & had been driving at about 35 mph: 6hich is considered a safe speed for the narro6: 6et

and 6inding road.5. Army commanders have been given full po6ers to carry out any operation they consider

necessary to restore la6 and order.'. That fabric that she chose to be made into a dress is a combination of sil) and cotton.

)erbs 0hich resist passiisation

1. &dentify the types of verbs that resist passivisation7

1. Poetry resembles music. Jusic is resembled by poetry.2. ary has a car. J A car is had by ary.3. >e lac)s confidence. J"onfidence is lac)ed by him.%. This auditorium holds 5!! people. J5!! are hold by this auditorium.5. This dress becomes her. J,he is become by this dress.'. This coat does not fit you. Jou are not fitted by this coat.(. 4ill this tie suit youI J4ill you be suited by this tieI/. Disa resembles a ree) goddess. JA ree) goddess is resembled by Disa.*. ,he 6as having a bath. JA bath 6as being had by her.

2. #xplain 6hy the 9irect b-ect cannot become ,ub-ect in the passive counterparts of each ofthe follo6ing sentences7

1. ary admired herself in the mirror. J>erself 6as admired by ary in the mirror.2. 8ane and 8ude embraced each other. J#ach other 6ere embraced by 8ane and 8ude.3. >e nodded his head. J>is head 6as nodded by him.%. 0ob 6ill get it in the nec). J&t 6ill be got in the nec) by 0ob.5. There arouse a storm in the night. JA storm 6as arisen by there in the night.'. This arguments eats it. J&t is eaten by this argument.(. &t stormed up a flood last night. JA flood 6as stormed up by it last night./. 1*%3 found Pound in &taly. JPound 6as found by 1*%3 in &taly.*. Tom )ic)ed the buc)et. JThe buc)et 6as )ic)ed by Tom.1!. any shrugged their shoulders 6hen JTheir shoulders 6ere shrugged by many as)ed about their political preferences. 6hen as)ed about their political preferences.

11. GThat does it<: he said. J G&t is done<: he said.12. our father 6ill give it to you J&t 6ill be given to you by your fatherM

6hen he comes homeM

3. ;ind the active counterparts for the follo6ing passive sentences and state 6hat )ind of ob-ectscannot become ,ub-ects in the passive. $ephrase the passive7odel7 JThat his company is in trouble is said.

They say R"P that the company is in troubleS. The 2 is a clause.

&t is said that his company is in trouble.

35

8/10/2019 culegere 2011


The passive is improved if the clausal subject is etraposed.

1. JTo meet her 6as hoped by 8ohn.2. JThat she 6as a spy 6as thought by them all.3. JThat he 6as the right man for the -ob 6as felt.

%. #xplain 6hy the follo6ing transitive verbs cannot be passivised7

1. >e stri)es his friends as pompous.J>is friends are struc) Nby himO as pompous.2. ax failed her as a husband.J,he 6as failed Nby axO as a husband.3. ary promised ;ran) to leave.J;ran) 6as promised to leave.%. The vision struc) him as a beautiful revelation.J>e 6as struc) Nby the visionO as a beautiful revelation.5. The boys made Aunt Ann good little house)eepers.JAunt Ann 6as made good little house)eepers Nby the boysO.

+ote7 @erbs whose complements are predicated of their subjects do not passivi7e.

5. Passivise and reverse the arguments of the follo6ing symmetric predicates both in the activeand in the passive voice7odel7 The thighbone connects to the )neebone. symmetric predicate/

The )neebone connects to the thighbone.symmetric predicate with reversed arguments/

The surgeon connects the )neebone to the thighbone. active voice/

The )neebone is connected to the thighbone Nby the surgeonO. passive voice/

The thighbone is connected to the )neebone Nby the surgeonO.

passive voice with reversed arguments/

1. The ne6 tunnel -oined the old tunnel here.2. The tiny microphone connects to a tape recorder.

Agentless passies

1. &n the follo6ing sentences the A#+T byphrase is absent. #xplain 6hy and provide a suitableA#+T7

1. ,he 6as not flun)ed at the exam by the young lecturer: but severely reproached 6ithsuperficiality.

2. The man 6as )ept in custody.3. The Prime inister 6as attac)ed last night in the debate.%. 8ac) fought ichael last night and 8ac) 6as beaten.5. rder has been restored 6ithout bloodshed and 6ithout concessions.'. >e 6as rushed off to hospital.(. A lot of this scrap metal can be melted do6n and used again./. &<m afraid the ;ax has not been sent.*. The orders 6ere sent out yesterday.1!. & have finished compiling the catalogue and it has been sent to the printers.

3'

8/10/2019 culegere 2011


11. The crac)s in the 6all have been plastered over 12. ,everal trees 6ere blo6n do6n.13. ou 6ill be announced in due time.1%. 4hen he read his thesis he gave a huge party. #veryone 6as invited.15. The students 6ere not informed in time.1'. The positive hydrogen atoms are attracted to the negative oxygen atoms.

1(. Those pyramids 6ere built around %!! A9.1/. Too many boo)s have been 6ritten about the ,econd 4orld 4ar.1*. 4ell: in the end & 6as a6arded a full travel grant.

+ote7 The !4"'T may be omitted when:

a. it is unknown

b. it has been previously mentioned

c. it may be understood from the contet, but is considered irrelevant

d. the !4"'T is ‘people’ or ‘one’ and the passive epresses a general statement

e. the speaker wishes to emphasi7e the bject, not the !gentive )ubject

f. the speaker wishes not to mention the !gent either out of politeness or to avoid

blaming someone else

g. the !gent is omitted in scientific and technical language

2. $ephrase using the active voice7

1. ,he 6as cheered and clapped by tourists 6ho -ostled to see her.2. & don<t suppose it bothered Platt to )no6 that the money 6asn<t honestly come by.3. 4hen 6ar 6as announced: the government called for the immediate expulsion of all

foreign -ournalists from the country.%. Lietnamese boat people 6ho fled to >ong Eong in the 1*(!s are no6 being forcibly

repatriated to Lietnam.5. The leader of the coup 6as exiled and the others imprisoned.'. 4arnings 6ere given that unless attempts at reconciliation 6ere made: the nation<s

representatives in Dondon 6ould be expelled.(. Tens of thousands of ree) 8e6s 6ere deported to +a?i death camps./. The drug baron 6as extradited to the @nited ,tates from "olombia.

3. "omment on the absence of the Agent byphrase in the follo6ing excerpt7

All the bottles 6ere soon pac)ed up and our bottle 6ith them. &t first sa6 thelight again 6hen 6ith its other companion it 6as unpac)ed in the 6ine merchant<s cellar.&t 6as filled 6ith some good strong 6ine: 6as cor)ed and sealed: and last of all it 6aslabelled outside Gfirst uality<.

'.2. The #T Passie

1. $e6rite the sentences using the #T passive: say 6hen the #T passive has a negativeconnotation7

1. They 6ere made man and 6ife in 1**!.2. ;ive years later they 6ere no longer man and 6ife.3. +obody 6ould have ever beaten the champion if he had retired after his last fight.%. & bro)e my 6atch 6hile & 6as playing 6ith the children.

3(

8/10/2019 culegere 2011


5. The police caught him driving at 12! mph.'. They never invite me to parties.

)erbal passies s. ad+ectial passies

1. 9ecide 6hether the follo6ing passive constructions are stative or dynamic7

1. The village 6as surrounded by coniferous trees.2. The village 6as uic)ly surrounded by the guerillas.3. The area of settlement 6as separated from the rest of the region by a mountain range.%. The outer later 6as separated from the nucleus by physicists using laser beams.

+ote7 !fter the past participle of some stative verbs other prepositions can be used instead of by.

2. 4hich of the follo6ing sentences are pseudopassives Nor ad-ectival passivesO7

1. 8ohn 6as pleased 6ith ary<s behaviour.2. 8ohn 6as praised by all his colleagues.

3. The little girl has been frightened by the 6ic)ed old 6oman.%. The little girl 6as frightened at the strange noise.5. ,he 6as annoyed by at my 6ords.'. & 6as annoyed by ary 6anting to tell everybody 6hat to do.(. 4e 6ere all 6orried by the complication./. The man 6as uite 6orried and upset.*. 4e 6ere unimpressed by his attempts.1!. ur mayor is highly respected by everyone in the community.11. >e is 6idely respected among the troops.12. 8ohn laughed 6hen he finished telling his -o)es: but 6e 6ere painfully embarrassed.

+ote7 $seudo passives are sentences which look like passives but actually have predicate

adjectives instead of past participles of verbs.

. &nterrogatie sentences

.1. 3es4*o 5uestions

1. Add uestion tags to the follo6ing sentences7odel7 & expect she<ll be all right.

& epect she’ll be all right, won’t sheA

)he’ll be all right, & epect, won’t sheA

1. & thin) he left before lunch.2. ou thought 6e 6ere trying to get a6ay.

3/

8/10/2019 culegere 2011


3. & suppose you<d prefer a co)e.%. ou never say 6hat you are thin)ing.5. &t<s not the first time he has failed to turn up.'. &t<s hardly rained at all this summer.(. +othing can happen to them./. +obody phoned yesterday.

+ote7 >ith a main verb such as thin): suppose: expect , which can be epressed parenthetically,

followed by an embedded that-clause, the tag refers to the embedded clause not to the main

clause.

2. ,tate to 6hat type of main clause a tag has been added and reconstruct the reduced mainclauses7

1. 4hat a good time 6e had: didn<t 6eI2. Eeep uiet: can<t youI3. &n +e6 or): isn<t heI%. #verybody seemed to en-oy themselves: didn<t theyI5. 9o ma)e yourself at home: 6on<t youI

'. ;ive dollars: didn<t itI(. 4hat a 6aste of time: 6asn<t itI

+ote7 Types of clauses according to communicative function: declarative, eclamative,

imperative, interrogative.

3. &dentify the tags in the follo6ing text and reconstruct the main clauses. The extract fromthe play Gver the 4all< by 8ames ,aunders parodies a doctor<s uestioning of a patient: 6ho isnot allo6ed time to reply7

;alling hair: loss of 6eight: gain of 6eight: tenseness: got a drin) problem haveyou: smo)ing too much: hallucinations: palpitations: eructations: on drugs are you: canyou read the top line: overdoing it at 6or) perhaps: 6orrying about the 6or): about the

spouse: about 6here to go for your holiday: about the mortgage: about the value of the pound: about the political situation: about your old mother: about the )ids: )ids playingup are they: not doing 6ell at school: got a drin) problem have they: smo)ing: on drugsare they: suffering from loss of 6eight: falling hair: got any 6orries have youIesM

NAngela 9o6ning 1**57 2!3O%. Analyse the polarity features of the follo6ing examples7odel7 ou 6on<t say a 6ord: 6ill youI

negative positive %eversed polarity. The speaker’s attitude is neutral.

1. There 6on<t be room for everyone: 6ill thereI2. ,o you believe in democracy: do youI3. And you<ve lived in this village all your life: have youI%. ost people en-oy a beach holiday: don<t theyI5. ,o you are getting married: are youI >o6 niceM'. h: that<s 6hat you believe: is itI(. They promised to repay us 6ithin six months: did they not./. ,o your father is a doctor: is heI*. 4ell no6: this is the +orman chapel: is itI

3*

8/10/2019 culegere 2011


1!. ,o she thin)s she thin)s she<s going to become a doctor: does sheI 4ell: 6ell.

+ote7 The reversed polarity is typical for ordinary tag 1uestions and is neutral in tone. )imilar

polarity in the tag and in the main clause indicates the speaker’s attitude irony, sincere interest

or thoughtful consideration/ towards the content of the main clause.

5. ;or each of the follo6ing uestions: dra6 a tree diagram71. "an he spea) 8apaneseI2. 9o these people )no6 your parentsI3. >as your bi)e been repaired I%. 9id Pam see the doctor yesterday I

'. Across various dialects of #nglish: 6e find t6o different 6ays of negating and uestioning thesentence. ive the simplest explanation of ho6 these t6o varieties of #nglish differ7

Peter has the necessary money.9oes Peter have the necessary moneyI @, #nglish>as Peter the necessary moneyI …….

Peter doesn<t have the necessary money. …….Peter hasn<t the necessary money. …….

& didn<t have any money so & couldn<t get a ne6spaper. …….9id he have any pets 6hen he 6as a childI …….

+egate and uestion the follo6ing statements7

a. & have an apartment in do6nto6n anhattan. b. They have a cottage in a village near anchester.c. & had tree rabbits and a tortoise 6hen & 6as a child.d. They had a horse and a cart.

'ote: The verb ‘have’ or the informal ‘have got’ in present tenses/ are used in ;ritish "nglish to

indicate possession. &n B) "nglish 1uestions and negatives are formed with the auiliary ‘do’.

The auiliary ‘do’ is also common in ;ritish "nglish in the past tense.

(. ,hort uestions are often used in conversation to sho6 that the listener is paying attention andinterested. Add the missing attention signals7

odel7 G&t 6as a terrible party.< G…< Ges: it 6as boring.<G&t 6as a terrible party.< G4as itI< Ges: it 6as boring.<

1. G4e had a lovely holiday.< G…I< Ges: 6e 6ent…<

2. G&<ve got a headache.< G…: dearI &<ll get you an aspirin.<3. G8ohn li)es that girl next door.< Gh: … I<%. G& don<t understand.< G…I &<m sorry.<

+ote7 (ommon attention signals are h, yesA %eallyA and a 1uestion tag with the structure:

auiliary 9 pronoun.

%!

8/10/2019 culegere 2011


.2. Wh45uestions

1. Uuestion the arguments in the follo6ing sentences7

5. The navy played a significant role in defeating the rebellion.'. The officers mistoo) ,tephen for an escaped prisoner.(. The plans have already come in for fierce criticism in many uarters of the

country./. ,he doesn<t believe in magic.*. The company tal)ed to many potential investors.

2. ,pecify the syntactic function that the 6hphrase fulfills in the follo6ing uestions7odel7 >hich horse came firstA

8>hich horse came firstA

The wh-phrase fulfills the syntactic function of subject of the sentence.

1. 4ho saved the girl I2. To 6hom did he 6rite the letter I3. 4hose car 6as stolenI%. n 6hom can & relyI5. 4here 6ill he meet herI'. 4hy is she upset I(. >o6 big 6ill the re6ard be I

3. Put brac)ets around the 6hphrase: discuss 6hat type of phrase it replaces and indicate the position from 6hich the 6hphrase 6as extracted by using a dash7

odel7 >hen is he epecting a replyA

8 !dv$ >hen is he epecting a reply CCA

1. 4hat boo) did you read I2. To 6hom did you spea) yesterdayI3. 4ho are you afraid of I%. >o6 uic)ly did you read it I5. >o6 much did it cost I

%. &ndicate auxiliarymovement and 6hmovement by using the letter t for trace7odel7 4hat can she sayI

,he can say 6hat.The 1uestion is derived from a declarative one in which the 1uestioned constituent has

been replaced by a wh-word. The wh-word moves into the )pec position of ($ while the

modal can moves into ( position.The initial position of the moved constituents is

indicated by their co-indeed traces.

R"P 4hati R" can) S R&P she t) say ti SSI

1. 4hom should your friends inviteI2. 4hat can he do in the "ouncilI3. >o6 must this be pronouncedI%. >o6 long may children 6atch TLI5. 4hat 6ill they appoint himI'. ,o 6ho did marry the Princess in the endI

%1

8/10/2019 culegere 2011


5. "orrect the follo6ing echo uestions7

1. G4here are you goingI< G4here &<m goingI >ome.<2. G4hat does he 6antI< G4hat he 6antsI oney: as usual.<3. GAre you tiredI G4hether &<m tiredI f course not.<

%. G9o suirrels eat insectsI< G4hether suirrels eat insectsI &<m not sure.<

'. As) echo uestions to the underlined constituents7

1. G,he<s invited thirteen peope to dinner.<2. 4e<re going to Tierra del ;uego on holiday.<3. G&<ve bro)en the fettle gauge.<%. G,he set fire to the garage.<5. G8oseph 6ill bring 8ane<s mother from ,pain.<

(. #xpress surprise: perplexity or disbelief by using7aO combinations 6ith ever

bO lexical items Non earth, in heaven’s name, in the world OcO collouialisms Nthe devil, the hell, in 4od’s nameO7

odel7 >o6 could you say a thing li)e thatI NneutralO>o6 ever could you say a thing li)e thatI NformalO>o6 on earth could you say a thing li)e thatI NinformalO>o6 in od<s name could you say a thing li)e thatI NinformalO

1. 4ho 6ould believe such a storyI2. 4here did you hear thatI3. 4hy didn<t he let us )no6 he 6as comingI%. 4hat has the dog foundI

5. 4ho said thatI'. 4hy didn<t you get in touchI

/. As) multiple 6huestions addressed to the underlined constituents7

1. & ma)e too strong an espresso.2. ,ome sent letters to their friends and others parcels.3. ,ome bought boo)s about Lienna and others pictures of Lienna.%. ,am said that ittie li)es rice.5. ,am married ittie and Tom: Di?.'. 8erry ate stea) and ,andra: salad.

/. As) a uestion to the 9irect b-ect in the embedded clause7odel7 The chairman hopes Rthat the meeting 6ill build R +P mutual trustSS.

4hat does the chairman hope Rthat the meeting 6ill buildR +P ^SSI

1. They )no6 that 6hite 6ine tends to get depth of colour 6ith age.2. ou thin) he 6anted to marry her.3. ,he confirmed that she 6ould notify the police and the hospital.%. ar)et research sho6ed that *3_ of the vie6ing public 6anted a hit film

channel.

%2

8/10/2019 culegere 2011


5. ;rench filmma)ers say American rema)es are losing something in the translation.

*. ,uggest ans6ers to the follo6ing multiple 6huestions. ,tate 6hether there is 6hmovement7

1. 4ho remembers 6here 6e bought 6hatI2. 4ho remembers 6here 6e met 6hoI

3. 4ho remembers 6hat 6e bought 6hereI%. 4ho remembers 6hat 6e bought 6henI5. 4ho remembers 6hat 6e bought 6hyI'. 4ho remembers 6hat 6e bought ho6I

1!. 0uild up multiple uestions 6ith the 6helements suggested for each7

odel7 ou )no6 ary read the ne6 boo). N6ho: 6hichO.ou )no6 6ho read 6hich boo) I

1. ou don<t )no6 ho6 you might cut bread 6ith the short )nife. N6hat: 6hichO2. >e says that he has given those boo)s to his friend. N6hich: 6homO

3. ou don<t )no6 ho6 long to boil the egg. N6hatO%. That boy )issed this girl before reading the poetry boo). N6hich: 6hich: 6hichO.5. 8ohn said that close friends of ary admired the old man. N6ho: 6hom: 6hichO

11. &n each of the follo6ing examples the verb selects a +P. As) a uestion to the complement ofthis +P. ar) 6ith t the extraction site7

odel7 >e brought R +P a tremendous infusion of hopeS to the people.4hati did he bring R +P a tremendous infusion of ti S to peopleI preposition stranding/

1. >e ordered a uic) investigation into that affair.2. They unveiled a strange inversion of priorities.

3. 0en had al6ays felt a deep involvement 6ith animals.%. Physicists have ac)no6ledged dramatic improvement in organ transplantation in recent

years.5. >e 6atched her excellent impersonation of her teachers.'. They recommended universal immuni?ation against childhood diseases.

12. Ans6er the follo6ing uestions7

1. f 6homi did you read Ra biography t1SI2. f 6homi did you buy Ra picture tiSI3. 4hich candidatei 6ere there Rposters of tiS all over to6nI%. 4hich candidatei did they say it 6as hard Rto get t1 to agree to a debateS

13. ar) 6ith t the extraction site and identify the type of phrase from 6here the 6h6ord has been moved. ;ind the basic clauses from 6hich the follo6ing 6huestions have been derived7

odel7 4hich team did you consider the possibility of a game 6ith I4hich team did you consider the possibility of a game 6ith tI4hich team did you consider R +P the possibility of R +P a game 6ith tSSI

%3

8/10/2019 culegere 2011


The wh-word has been moved out of a '$ embedded in a larger '$ functioning as 2.

ou considered the possibility of a game 6ith the best team.

1. 4hich ship do you suspect the uality of the 6ood of I2. 4hich plants do you recogni?e the need for a tag on I3. 4hich planet is there money for a missile to I

%. 4hich sentence did you hear stories about the structure of I

+ote7 These 1uestions vary in acceptability, but most native speakers accept many sentences of

this kind.

1%. "omment on the false assumptions made by some foreign learners 6hen they produce thefollo6ing ungrammatical uestions7

odel7 J& should go to the housing office no6IThe learner has not ac1uired the rule shifting the appropriate verb in this case the

modal should/ around the subject.

1. J9id u)i can go to that concertI1. JDi)e you o?artI2. Jo you to school hereI3. J9o those people 6ho have such big cars be richI%. J4hat means Gperiphrastic<I5. J4hat does the boss 6antsI'. J4hen 6as made your reservationI(. J4ho did leave the door openI/. J4hat did happenI*. JThe lady 6anted to )no6 if did 6e have ami yogurt in 8apan1!. JTell me 6hen are you going on holidayI

+ote7 )peakers of "nglish as a foreign language either do not know a rule or overgenerali7e therule by incorrectly applying it to another verb.

15. Translate into #nglish7

1. Privea lumea: sau mai degrabX lXsa lumea sX pXtrundX ]n sufletul lui Q lumea: cu toatenuanYele ei de cine ce datora cui.2. "ine si ce isi inchipuie ca ai descoperitI3. 9e ce si cum ne adancim in cri?aI%. Ale cui sunt datele noastre personale si cum sunt ele folositeI

6. *egatie sentences

6.1. Sentential *egation

1. 4hen negative ideas have to be expressed: spea)ers of #nglish prefer to attach the negation tothe verb in the main clause Nthink, believe, suppose, imagineO. The negative meaning is: ho6ever:transferred to the verb in the complement clause7

odel7 & don<t thin) you<ve met my 6ife.

%%

8/10/2019 culegere 2011


& thin) you haven<t met my 6ife. 'egation of the main verb is more natural than negation of the embedded verb.

1. & believe she is not at home.2. & hope it doesn<t rain.3. & thin) a 6ife can<t testify against her husband.

%. & suppose she never forgave 8ohn for his harsh treatment of his children.5. & believe he hasn<t been lying.'. & thin) you have no right to -ump to conclusions.

+ote7 Transferred negation is not used with the verb hope.

2. Account for the ungrammatical examples7

1. J+othing doesn<t matter.2. J& haven<t never understood.3. J & couldn<t see nobody.

3. &dentify multiple negation and decide 6hether its use is formal or informal NdialectalO7

1. ou ain<t never 6or)ed.2. +ot a day passes 6hen & don<t regret not having studied music in my youth.3. & ain<t never done nothing to nobody: and & ain<t never got nothing from nobody no

time. NAmerican song by 0ert 4illiamsO%. >e don<t do nothing.5. 4e don<t need no education

4e don<t need no thought control Nfrom the album The 4all by Pin) ;loydO

+ote7 &n standard "nglish double or multiple negation is allowed instead of simple positive

structures for special stylistic effects.

%. Add uestion tags to decide 6hether the follo6ing are affirmative or negative sentences7

1. There<s little point in doing anything about it: …I2. >e has fe6 reasons for staying: …I3. &t<s hardly rained all this summer:…..I%. There<s little 6e can do about it: ….I

6.2. Constituent *egation

1. +egate constituents in the follo6ing examples. There may be more than one version7

1. ,omeone else<s luggage 6as opened.2. >e too) someone else<s coat.3. They spo)e to the ,ecretary of ,tate.%. There 6as something hanging on the 6all.5. >e )ne6 he had seen her some6here before.'. ,omething had influenced their decision about getting married.

%5

8/10/2019 culegere 2011


2. Turn the follo6ing instances of sentence negation into constituent negation by applying ellipsisto the second con-oined clause and state 6hat constituent is negated7odel7 & li)e the salad but & don<t li)e the soup.

& li)e the salad: not the soup. & li)e not the soup: but the salad.

The 2 '$ is negated.

1. As) 8a)e: do not as) his 6ifeM2. &t is 6or)ing uic)ly: but it is not 6or)ing properly.3. "ut the potatoes into strips: do not cut them in half length6ise.

3. Translate into #nglish7

1. 9aca vreti parerea mea: era mai mult o chestiune de a nu spune niciodata nimic nimanui.2. +iciodata: niciunde: mancarea na fost mai buna.3. Probabil ca isi pierduse cunostinta: caci nu isi mai aduse aminte de nimic din acea goana spre

niciunde. +imic nu mai putea sa o inspaimante.%. #a trebuia sa arhive?e documentele: dar nu avea nici unde nici cu cine.

7. The Compound sentence

7.1. Coordination

1. &dentify the types of phrases that can be lin)ed by a coordinator7 odel7 ,mith hit the ball and ran to first base.

,mith RLP hit the ballS and RLP ran to first baseS.

1. & believe that Trudy is in Atlanta and 0ob is in >ouston.

2. The baby seemed very tired and some6hat cross.3. 8ohn and the man from >ouston share the same surname.%. ;red seems to have been tied up and left in the garage.5. 4e sa6 many students of chemistry and doctors of medicine.'. ary is scrubbing the floors and repainting the 6ood6or).(. >e spo)e neither #nglish nor erman./. These are dangers that threaten both men and 6omen.*. 0ob 6ants Tony to )eep the s6eaters but return the boo)s.1!. "harles thin)s that the )ing of #ngland and his friends should 6rite a boo).11. artha has put the chairs on the la6n and on the patio.12. +either 0ruce nor his colleagues )no6 ho6 to restring a rac)et.13. "himpan?ees not only use tools but ma)e them.

+ote7 $hrases of the same type ($, &$, @$, !$, '$, passive phrases/ can be conjoined.

2. @se coordinating con-unctions and correlative pairs to -oin the follo6ing phrases7odel7

8oseph is RAP tired of >oustonS. 8oseph is RAP eager to move bac) to Tope)aS.8oseph is Rtired of >ouston and or eager to move bac) to Tope)aS.8oseph is Rboth tired of >ouston and eager to move bac) to Tope)aS.8oseph is RNnOeither tired of >ouston NnOor eager to move bac) to Tope)aS.

%'

8/10/2019 culegere 2011


1. artha 6ill feed the cat. artha 6ill loc) the door. artha 6ill turn off the lights.2. 8ohn 6as driving the car. 8ohn 6as listening to music.3. >e is honest. >e is hard6or)ing.

+ote7 $hrases of different types #$s/ can be coordinated according to the following structures:

HP HP HP

HP and HP both HP and HP HP or HP

HP HP

either HP or HP neither HP nor HP

;oth D and cannot be used to coordinate more than t6o con-oined phrases.

3. ,tate 6hat )ind of phrases can be coordinated by but and account for the ungrammaticalexamples7

1. The child seemed Ruite energetic but some6hat crossS.2. JThe baby seemed Ruite energetic but some6hat cross but rather cooperativeS.3. J RTrudy is in Atlanta but 0ob is in >ouston but Angela is in 9allasS.%. ,mith Rhit the ball but failed to get to first baseS.5. 4e sa6 Rmany eagles but no falconsS.

%. #xplain 6hy the follo6ing sentence is ambiguous7

4e )no6 the men and the 6omen )no6 the children.

+ote7 The verb know is ambiguous because it allows two different sorts of complements:

'$s and ($s.

5. Though the t6o sentences belo6 have virtually the same structure: the presence of that allo6sa different interpretation. 9ra6 tree diagrams that ma)e the difference clear7

8ones )no6s that 0la)e fries hamburgers and that Ali peels potatoes.8ones )no6s that 0la)e fries hamburgers and Ali peels potatoes.

'. 9ecide 6hether the first sentence is derived from the second7

;e6 people belong to the Assembly of od and drin) bourbon.;e6 people belong to the Assembly of od and fe6 people drin) bourbon.

(. 9ecide 6hether the first sentence is derived from the second7

;e6 people belong to the Assembly of od and drin) bourbon.;e6 people belong to the Assembly of od and fe6 people drin) bourbon.

%(

8/10/2019 culegere 2011


7.2. #llipsis

1. @nderline the repeated material and rephrase so as to avoid repetition. There may be more thanone solution7

odel7 & plan to spend the 6ee)end studying and my roommate plans to spend the6ee)end studying: too.& and my roommate plan to spend the 6ee)end studying.

1. ur team scored more points at tonight<s match than our team scored at last 6ee)<smatch. +evertheless: our team 6on last 6ee)<s match but our team lost tonight<smatch.

2. There 6ere a fe6 acceptable sculptures at the exhibitionK there 6ere far moreappalling sculptures at the exhibition.

3. & thin) &<ll go for a boat ride on the canals 6hen & visit Amsterdam. & 6ent for a boatride on the canals the last time & 6ent to Amsterdam and & en-oyed the boat rideimmensely.

%. Gou needn<t 6ait for Agnes to come home if you don<t feel li)e 6aiting for Agnes tocome home.< Gf course & needn<t 6ait for Agnes to come home. Agnes has alreadycome home.<

5. G9idn<t $ita say that $ita 6as going to 6ash the carI< G$ita said that $ita 6as goingto 6ash he car: but $ita decided not to 6ash the car. $ita 6ants Alfred to 6ash the car tomorro6:< GAlfred had better 6ash the car tomorro6M<

'. 4hy didn<t you bring your "9sI ou said you 6ould bring your "9s and everyone6as counting on your bringing your "9s. ou really should have brought your "9s:you )no6.

(. G4ill someone be at the airport to meet youI< G& hope someone 6ill be at the airportto meet me: but if nobody is at the airport to meet me: & can al6ays ta)e a taxi.< G>eaven forbid that you should ta)e a taxiM<

/. >e not only raved about his mother<s coo)ing: he also tried to imitate his mother<scoo)ing. Although his attempts to imitate his mother<s coo)ing 6ere laudable: hisattempts to imitate his mother<s coo)ing 6ere not highly successful.

2. 4hich are the constituents elided: represent them by gaps7odel7 4e gave doughnuts to Angela and coo)ies to ;red.

4e gave doughnuts to Angela and ReS ReS coo)ies to ;red.Two constituents are elided: the subject '$ and the object '$.

1. Today 8eremy goes to an art exhibition: elissa to the bservatory: and the,teinbergs to a "hopin recital.

2. 8oe sent letters to reta yesterday and to artha today

3. artha 6ent to Austin on Thursday and 8ane to 9allas on ;riday.%. ,he 6as poor but honest.5. Peter planned and 8ane paid for the holidays.

+ote7 The letter ‘e’ stands for a gap or an empty position in the structure of the sentence.

%/

8/10/2019 culegere 2011


3. 4e use a gapping comma to sho6 that one or more 6ords have been left out 6hen the missing6ords 6ould simply repeat the 6ords already used earlier in the same sentence. >ere is anexample7

odel7 $oger had a good time at the circus: and "aroline had a good time at the cinema.$oger had a good time at the circus and "aroline: at the cinema.

1. &taly is famous for her composers and musicians: ;rance is famous for her chefsand philosophers: and Poland is famous for her mathematicians and logicians.

2. ,ome +or6egians 6anted to base their national language on the speech of thecapital cityK others 6anted to base it on the speech of the rural countryside.

3. 8ac) begged #lsie to get married and 4ilfred begged Phoebe to get married.%. 8ac) 6as given a rail6ay set: and 8immy 6as given a baby giraffe.

%. Account for the ungrammaticality of the follo6ing examples in 6hich the gapping rule applied7a. 8oe )no6s that R& 6or) in a factoryS and R,am: in an officeS b. J8oe )no6s Rthat & 6or) in a factoryS and Rthat ,am: in an officeS.

c. J RPete li)es meatS: and & can guarantee that R;red: breadSd. J4e had originally been told that R,am nominated PamS: and 6e 6ere later

informed that R4illis: PhyllisS.

5. &nsert 0#: >AL# or T 6herever it is necessary7

1. >e hasn<t been called in yet: but he might … any day no6.2. ,he didn<t tell us she had 6on: but 6e feel she must….3. The children don<t have to sit 6ith the gro6nups if they don<t 6ant….%. At first & refused to say 6hat & had seen: but the police made me….5. 4e may not have such a nice summer: and then again 6e may….'. 4ere you really as nasty as you said you 6ould….I

(. They have finally sold their houseK & thought they never 6ould…/. & don<t thin) it 6as ,teve 6ho moved the piano: although he might …*. ou are not as careful a driver as you ought to….1!. ,he could have tried once more: but she preferred not….

'. 4hy is longdistance ellipsis not possible7

1. J8ohn seems fond of s6eets: and 0ill seems ^^ : too.2. J;red 6anted 0ill to mo6 the la6n: so 6e had him ̂ ^.3. J0eth believes that ;ido should go on a diet: and 6e 6ant to insist that the cat ^^:

too.%. Jartha once thought that eorge 6ould soon become the richest man in Texas: but

no6 it<s doubtful that he 6ill ever become ^^.

+ote7 Eor long-distance ellipsis to apply, the left-hand contet should contain ;", *!@" or

modals.

(. #xtract the shared final phrase from each con-unct and put it at the right end of the con-oinedstructure7

odel7 8ane li)es R +P the night 6atchmanS: but 0ill doesn<t li)e R +P the night 6atchmanS.

%*

8/10/2019 culegere 2011


8ane li)es^ : but 0ill doesn<t li)e ^ : the night 6atchman.8ane li)es: but 0ill doesn<t li)e: the night 6atchman.

1. 0ob is married to the ,ecretary of Transportation: but rarely eats lunch 6ith the,ecretary of Transportation.

2. ou seem ill and she certainly is ill.

3. eorge 6ill ta)e your course on dolphins and ary might ta)e your course ondolphins.

%. 8ohn could have been listening to his favorite band: but he 6asn<t listening to hisfavorite band.

5. 8ohn critici?ed that 6oman from 9ublin and then ary reassured that 6oman from9ublin.

'. 8ohn doubted that ,usan 6as happy: but >arry insisted that ,usan 6as happy.(. 8ohn 6as )een to get to the final competition: but harry 6as determined to get to the

final competition./. >e passed on the theatre tic)ets to all his friends and ,am distributed the theatre

tic)ets to all his friends.*. 8ohn gave to ary the notes from $uth<s course and subseuently >arry retrieved

from ,ue the notes from $uth<s course.

/. Degal #nglish often uses coordination of nouns: ad-ectives or verbs 6ith obligatory prepositions. Avoid repetition by using ellipsis in the PP. ;irst extract the identical material from both PPs: add commas and then insert the extracted material7

odel7 "ollection of fines RPP from persons found guilty of tax evasionsS and imprisonment RPP of persons found guilty of tax evasionsS is recommended in this document.

"ollection of fines Rfrom ^ S and imprisonment Rof ^ S is recommended in this document."ollection of fines from8 and imprisonment of : persons found guilty of tax evasions isrecommended in this document.

1. There is no legal restriction 6hich limits the validity or enforceability of thisAgreement: and no la6: decree or regulation is contravened by this Agreement.

2. An other6ise privileged 6ire: oral: or electronic communication intercepted inaccordance 0ith the provisions of this article or in violation of the provisions of thisarticle does not lose its privileged character

3. &n our vie6: the essential nexus to damaging the integrity of government may befound in acts 6hich constitute corruption in official position or flagrant abuse of the po6ers of official position.

%. The employee 6ill not see) or produce orders from any person 6ho is held incustody or do business 0ith any person 6ho is held in custody.http7versita.metapress.comcontent-(!2%5n/(%12!')/fulltext.pdf

*. "omment on the type of ellipsis7

1. ax prefers 6his)y and "harles brandy.2. Teddy relies on me and & on him.3. Peter must have bro)en in and stolen the papers.%. ax 6ill buy flo6ers for his motherinla6 and 0ill for his 6ife.5. "harlie 6ent into the building at 5.3! and his 6ife an hour later.

5!

http://versita.metapress.com/content/j70245n8741206k8/fulltext.pdf

http://versita.metapress.com/content/j70245n8741206k8/fulltext.pdf

8/10/2019 culegere 2011


'. ;red appears to have managed to avoid coming to the linguistics class and Paul to the#nglish class.

(. ax 6as trying to begin to 6rite a novel and 0ill a play./. 0etsy said that Alan 6ent to the ballgame and Peter to the movie.*. They hardly ever give a party: but 6hen they do: they do.1!. >e said he 6ould arrive before seven: and he did.

11. G"ould you have been dreamingI< G& suppose & could have been<.12. ,he doesn<t li)e olives: and neither do &.13. 8ohn<s house is old: but 8ane<s is ne6.1%. ur train is the second from this platform.15. any are called but fe6 are chosen. NThe 0ibleO

1!. 4hat types of phrases are con-oined and 6hat )ind of ellipsis has occurred7

1. 8ohn should clean the shed: and Peter: mo6 the la6n.2. & 6anted to see your parents last 6ee): but didn<t get to.3. They are able to ma)e a contribution: but probably 6on<t.%. 8ohn could have been: but 6asn<t: 6atching his favorite program.

5. 0renda 6as the 6inner in 1*(1 and $obert in 1*(2.'. The suggestion made Alice happy and arcia angry.(. &t<s cold in 8anuary in #ngland but in 8uly in +e6 Fealand./. 4e discovered that 8ohn had been playing football and Alice: 6riting a letter.*. eorge told us that he had discovered something interesting: but never told us 6hat.1!. >e hasn<t phoned her yet: but & 6ill.11. ,everal of 8ohn<s -o)es are as long as yours and as stale as ordon<s.12. y parents hoped & 6ould study medicine: but & didn<t 6ant to.13. >e said he<d 6rite: but he hasn<t.1%. 4ords are external to and independent of the thought expressed.15. 8ohn laughed his last laugh and 0ill laughed his: too.1'. & haven<t phoned her yet: but & 6ill.

11. "omment on ellipsis and coordination structures in the follo6ing excerpt from play G !s 5ou

?ike &t <: Act %: ,cene 1: by 4illiam ,ha)espeare7

& have neither the scholar<s melancholy:4hich is emulation: nor the musician<s:4hich is fantastical: nor the courtier<s: 6hich&s proud: nor the soldier<s: 6hich is ambitious: +or the la6yer<s: 6hich is politic: +or the lady<s: 6hich is nice: nor The lover<s: 6hich is all these7 but it is a melancholy of mine o6n.

12. $ephrase so as to have Gand so< or Gand neither<coordination7odel7 Di?a can dance beautifully: and her sister can dance beautifully: too.

Di?a can dance beautifully: and her sister can ^^^^ : too.Di?a can dance beautifully: and so can her sister.

1. Dorries can<t use this street and buses can<t use this street either.2. ou should be listening to the concert no6 and your friend should be listening to the

concert: too.3. Di? 6ouldn<t be able to attend the meeting and artha 6ouldn<t be able to attend the

51

8/10/2019 culegere 2011


meeting: either.%. ,he could ans6er that difficult uestion and he might ans6er that difficult uestion:

too.5. & never learnt to s6im and they never learnt to s6im either.'. & en-oy Ann<s company and artin en-oys Ann<s company: too.(. 0ritain does not agree and 9enmar): Portugal and &reland do not agree either.

/. The police arrived and the reporters and a photographer from the -ournal arrived: too.

,D@&"&+Agnes 6ondered ho6 8ohn managed to coo) a certain food: but it<s not clear 6hat food.Tony sent o a picture that he painted 6ith a certain )ind of brush: but it<s not clear 6ith6hat )ind of brush.

13. Translate and comment on the coordination and ellipsis patterns in the follo6ing excerpts7

ì nebuna de mXtuZa Xrioara: dupX mine: Zi eu fuga iepureZte prin c[nepX: Zi ea peurma mea: p[nX la gardul din fundul grXdinei: pe care neav[nd vreme sXl sar: o cotigeam]napoi: iar prin c[nepX: fugind tot iepureZte: Zi ea dupX mine p[nXn dreptul ocolului pe

undemi era iar greu de sXritK pe cele laturi iar gard:Zi h[rsita de mXtuZa nu mX lasX nici ]nruptul capuluiM "[t pe ce sX puie m[na pe mineM i eu fuga: Zi ea fuga: Zi eu fuga: Zi eafuga: p[nX ce dXm c[nepa toatX palancX la pXm[nt R…S

N&on "reangX: !mintiri din copilFrieO

,te-arul nu creZte pretutindeneaK buruienile ]n tot locul.N. #minescu: pera politica: &&: ,, 22'(O

Totul e nemXrginit: durerea nu.N.#minescu: , 225%O

(,SSA$3

Ad+unct9 an optional constituent of a sentence: such as ad-ectives: adverbs and adverbialclauses9

& met ary RAdvP yesterdayS.ad-unct

>e bought R +P a ne6 carS. ad-unct

Anaphor9 a pronominal +P that refers to an antecedent. #xamples are reflexive and reciprocal pronouns7

R +P 8ane S admired R +P herselfS in the mirror.antecedent anaphor

R +P 8ane S and R +P Ducy S helped R +P each otherS.antecedent anaphor

Argument9 a +P or a clause obligatorily reuired by a verb Nin contrast 6ith ad-uncts 6hichare optionalO7

R +P 8ohn S read R +P the ne6spaperS RPP in the gardenS.argument argument adjunct

RThe tutorsS believe Rthat they are good studentsS.

52

8/10/2019 culegere 2011


argument argument

Argument structure9 the number of arguments Ni.e. obligatory constituentsO reuired bya predicate7 snee7e N1O: see N2O: give N3OThe baby snee?es.They sa6 the man.

ary gave >enry a letter.

Aspectual predicates9 predicates denoting beginning: continuing and ending of an action7 begin,

start, go on, continue, finish, stop, etc.

Clause9 the basic sentence unit consisting of a predicate and one or more arguments9

8ohn laughed.

Constituent9 a 6ord or a group of 6ords functioning as a unit in a larger construction

Cognate ,b+ect9 a type of 9irect b-ect expressed by a +P similar in form and meaning 6iththe verb7 to dream a dream, to smile a smile, to live a life, etc.

>e lived R +P the life of a saintS. cognate object

Con+oined Nalso coordinatedO7 used of t6o or more constituents of the same ran) or type thatare lin)ed together Nusually 6ith and O

R +P,amS: R +P,ueS and R +P8aneS are leaving for Dondon.

Coordination7 the lin)ing of t6o constituents of eual ran)

Copulatie erb :link erb; linking erb<7 a verb such as be and become that is follo6ed by a predicative Nrealised by a +P: PP: AP or by a clauseO

-eterminer9 the broad category including the articles Na, theO: demonstratives Nthat, theseOand uantifiers Nall, three: etc.O

-irect ,b+ect9 a +P or a clause functioning as the b-ect of a transitive verb or the secondb-ect of a ditransitive verb

>e received R +P the messageS. 2irect bject

>e gave R +P aryS R +P his dictionaryS. &ndirect bject 2irect bject

-istribution9 the set of positions in 6hich a particular category can occur RThe old manS arrived later.

They had met Rthe old manS.They gave the )eys to Rthe old manS.4e rely on Rthe old manS.

-itransitie erb7 a subclass of transitive verbs having t6o ob-ects>e gave sent donated the money to ary.

#xpletie pronoun Nalso pleonastic pronounsO9 a dummy pronoun 6hich cannot be replaced bya +P but 6hich fulfills a syntactic function Ngrammatical ,ub-ect or b-ectO7

53

8/10/2019 culegere 2011


&t is clear that they )no6 the ans6er.The pronoun it has no meaning: but it serves as a dummy sub-ect. &t anticipatesthe real sub-ect of the sentence that they know the answer .

&t is essential that they should understand the explanation.gram. ,u semantic ,uThey thought it necessary to increase production.

gram. semantic

#xtraposition9 the movement of a constituent to the end of its clauseThat they are friends is obvious.&t is obvious that they are good friends.

#rgatie erb9 see unaccusative verb

rammatical relations9 grammatically defined relations 6ithin a construction7,ub-ect ary is a my best friend.9irect b-ect7 >e helped ary&ndirect b-ect7 >e gave money to ary.

>e bought a boo) for ary.Prepositional b-ects7 >e relies on ary.

"omplement ,ub-ect "omplement or Predicative7 ary is a studentb-ect "omplement7 They consider her a genius.

odifiers7 Attributes or ad-ectival odifiers7 ,he has a brilliant idea.Adverbial odifiers of manner: time: place: reason: cause: etc.

(ink erb Nalso copulatie erbO9 a lin)ing verb connects a ,ub-ect to a ,ub-ect "omplement6hich identifies or describes the sub-ect7

,he is my best friend.

!odifier9 a phrase inside another larger phrase that provides further information: but6hich is not obligatorily reuired.

,b+ect4filler9 the pleonastic pronoun Git< occupying the position of the semantic b-ect: 6hich ismoved further a6ay in the sentence7

They consider it their duty that they should provide for their families. b-. filler semantic 9

Periphrastic modal9 in contrast to core modals 6hich have no tense mar)ing: periphrasticmodals Nhave to: be able to, be allowed to, be permitted toO can sho6 tense

& must see ary. & havehad6ill have to see ary.

& may see ary. & am 6as 6ill be allo6ed to see ary

Polarity9 a t6o6ay parameter: e.g. affirmative and negative

Predicate9 the central semantic unit of a proposition: reuiring one or more arguments

Proposition9 a semantic unit consisting of a predicate: its arguments Nor Gparticipants<Oand any optional participant

5%

8/10/2019 culegere 2011


Sub+ect4filler9 the pleonastic pronoun Git< may occupy the sub-ect position 6hen the semanticsub-ect is moved NextraposedO from the initial position in the sentence7

That they are interested in music is obvious.&t is obvious that they are interested in music.

Thematic role Nalso theta roleO9 the semantic role assigned to a +P or a clause by a verb:

ad-ective or other predicate Nor sometimes by a prepositionO

=naccusatie erb9 a verb 6hich has a Theme role for the sub-ect position7>e opened the door. Ntransitive verbOA#+T T>##The door opened. Nunaccusative or ergative verbOT>##

$#>#$#*C#S

Alexander: D. N1**5O. ?ongman !dvanced 4rammar. %eference and $ractice. >arlo6 #ngland7Dongman.

0antas: Andrei: eorgiana alateanu: 9oina ,achelarie N1*(*O. ?imba engle7a prin eercitii

structurale. +odele verbale. 0ucuresti7 #ditura ,tiintifica si #nciclopedica.

JJJ 1**': 4rammar $atterns =: @erbs. >arper "ollins "obuild Publishers: Dondon

"oZer ".: LulcXnescu $. N2!!%O. 2eveloping (ompetence in "nglish. &ntensive "nglish $ractice,

Polirom: &aZi.

"ourtney $osemary N1*/3O. ?ongman 2ictionary of $hrasal @erbs: Dongman roup.

9o6ning: Angela and Philip Doc)e N1**5O. ! Bniversity (ourse in "nglish 4rammar. +e6 or):

Dondon: Toronto: ,ydney: To)yo: ,ingapore7 Phoenix #DT.

;oley: ar) and 9iane >all N2!!3O. !dvanced ?earner’s 4rammar. Dondon7 Dongman.XlXYeanu: eorgiana: #caterina "omiZel N1*/2O. 4ramatica limbii engle7e: #ditura 9idacticX Zi

PedagogicX: 0ucureZti.

raver: 0. 9. N1*(5O. !dvanced "nglish $ractice. xford7 xford @niversity Press.

8acobs: A. $oderic) N1**5O. "nglish )ynta. ! 4rammar for "nglish ?anguage$rofessionals.

+e6 or) and xford: #ngland7 xford @niversity Press.

,6an: ichael N1**1O. $ractical "nglish Bsage. xford @E7 xford @niversity Press.

Thomson: A.8. and A. L. artinet N1**'O. ! $ractical "nglish 4rammar. "ercises =-G. xford

@niversity Press.

Lince: ichael N1**%O. !dvanced ?anguage $ractice. 4it Eey. xford @E7 >einemann.

Documents

culegere 2011