Analyzing English Grammar by Fagbokforlaget

professor of English linguistics at the University of Bergen.

professor of English linguistics at Bergen University College.

,!7II2E5-abchfa!

EXERCISES FOR ADVANCED STUDENTS

ISBN 978-82-450-1275-0

ANALYZING ENGLISH GRAMMAR

Gard Buen Jenset is associate

Analyzing English Grammar: Exercises for Advanced Students offers a wealth of exercises aimed at Norwegian university and college students of English. Packed with authentic material drawn from corpora, the Web, newspapers and magazines, it covers the main topics taught in undergraduate grammar courses and provides realistic exercises adapted for the undergraduate level.

Bente Hannisdal and Gard Buen Jenset

Bente Hannisdal is associate

ANALYZING

ENGLISH GRAMMAR EXERCISES FOR ADVANCED STUDENTS Bente Hannisdal and Gard Buen Jenset

Analyzing English Grammar

Bente Hannisdal and Gard Buen Jenset

Analyzing English Grammar Exercises for Advanced Students

Copyright © 2012 by Fagbokforlaget Vigmostad & Bjørke AS All Rights Reserved Graphic production: John Grieg, Bergen Cover design by Fagbokforlaget Vigmostad & Bjørke AS ISBN: 978-82-450-1275-0 2. opplag 2016

Inquires about this text can be directed to: Fagbokforlaget Kanalveien 51 5068 Bergen Tlf.: 55 38 88 00 Faks: 55 38 88 01 e-post: fagbokforlaget@fagbokforlaget.no www.fagbokforlaget.no No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photo-copying, recording, or otherwise, without the prior written permission of the publisher.

Introduction A term like â&#x20AC;&#x153;English grammarâ&#x20AC;? is clearly in need of a definition. It can, depending on the circumstances, refer to teaching learners of English basic insights about how to use the language, to teaching university undergraduate students how to get to grips with the finer grammatical details of the language, or to subtle and highly technical analyses of grammar closely tied to a specific theoretical framework. In this book we aim for the second conceptualization. The fundamental perspective we adopt in this book takes language to be a functionally motivated communicative system. Such a perspective should not be taken to imply that we reject language as a social or cognitive system; however, for the purposes of teaching English grammar to undergraduate students, we believe that our choice of perspective has some merit. That language is multi-faceted and multilayered should not, in our opinion, preclude highlighting certain aspects of it whenever it is appropriate. Our reason for writing this book was a shared sense of need for a set of grammar exercises that were sufficiently advanced to be appropriate in higher education without making too strong theoretical commitments, but which nevertheless addressed the typical problems facing Norwegian undergraduate students of English. To achieve this, we have deliberately designed the exercises with varying degrees of difficulty and various types of

usage – or theory orientation. We have striven to create a sense of progression throughout each chapter, so that – very generally – the earlier exercises are more usage oriented than the later ones, although this does not hold for all chapters. Particularly challenging tasks are labelled with Critical thinking: in our view it is imperative that the students should not only solve grammar problems and find the right answer; they also need to be challenged to think critically about language, grammar, and linguistic analysis. Since many of the intended users of this book will be pre-service teachers studying English in a teacher training institution, we have also included a few exercises which take a comparative Norwegian–English perspective. When preparing this book we have tried to use generally accepted grammatical terms without too much theoretical baggage. Nevertheless, the book is certainly coloured by its intended use as a companion to two English grammars currently in use in higher education in Norway: Bækken (2006) and Dypedahl, Hasselgård, and Løken (2006). Since Bækken (2006) has a considerably wider coverage, it uses terms that are not employed in Dypedahl et al. But overall, the terminological differences are minor, and the term list provides a convenient overview of the cases where the two books use different terms for the same phenomenon. Although we kept these two grammar books in mind when preparing the exercises, this does not in any way preclude their use with other functional grammar books such as Leech and Svartvik (2003). Some exercises are inspired by cognitive functional approaches to English grammar, specifically Radden and Dirven (2007), which in our opinion nicely illustrates that the conceptualization of language as a “cognitive” vs. “functional” system is not an either−or situation, but a continuum. A fundamental premise of the exercises in this book is that the examples should be real life, authentic usage events. We are

Analyzing English Grammar

sceptical toward fabricated textbook examples, not only because they often sound somewhat contrived, but because they face a very real risk of not capturing the vast variation found in authentic language use. Although simple, concocted sentences might be easier on students early on in their studies, they are a poor preparation for dealing with real life usage either in teaching or research. For this reason, virtually all texts or sentences in the book are authentic examples taken from newspapers, magazines, the Web, or from online corpora such as The BYU-British National Corpus, or BYU-BNC (Davies 2004) and The Corpus of Contemporary American English, or COCA (Davies 2008). Nevertheless, despite our aspirations, we have at times made certain modifications to the texts and sentences, mainly to weed out complexity that we deemed unrelated to the task at hand. Thus, although some examples might seem unusual or even ungrammatical to some, they attest to the wide variation that English grammar allows, and which we believe students can only benefit from being exposed to. The authors would like to thank Kristin Eliassen at Fagbokforlaget for her support and Ă&#x2DC;ystein Heggelund at Telemark University College for his helpful comments. Both have provided us with encouragement and helped to improve the book, of course without shouldering any of the authorsâ&#x20AC;&#x2122; responsibility for whatever errors or inconsistencies might remain. Bergen, October 2011

ďťż Introduction

References Bækken, Bjørg. 2006. English grammar: an introduction for students of English as a foreign language. Bergen: Fagbokforlaget. Davies, Mark. 2004. BYU-BNC: The British National Corpus. Brigham Young University. http://corpus.byu.edu/bnc. 2008. The Corpus of Contemporary American English (COCA): 410+ million words, 1990–present. Brigham Young University. http://www.americancorpus.org/. Dypedahl, Magne, Hilde Hasselgård, and Berit Løken. 2006. Introducing English grammar. Bergen: Fagbokforlaget. Leech, Geoffrey, and Jan Svartvik. 2003. A Communicative Grammar of English. 3rd ed. London: Longman. Radden, Günter, and René Dirven. 2007. Cognitive English grammar. Amsterdam: John Benjamins.

Analyzing English Grammar

Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Chapter 1

Clause analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5

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17 18 19 20 21

Chapter 2

Parts of speech (word classes) . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6 Exercise 7 Exercise 8 Exercise 9

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Chapter 3

Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Exercise 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Exercise 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Exercise 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Exercise 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Exercise 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Exercise 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Exercise 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Exercise 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Exercise 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Exercise 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Exercise 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Chapter 4

Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6

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Chapter 5

Concord . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6

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Analyzing English Grammar

Chapter 6

The genitive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Exercise 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Exercise 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Exercise 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Exercise 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Exercise 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Exercise 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Exercise 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Exercise 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Exercise 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Exercise 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Chapter 7

Article use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Exercise 1 Exercise 2 Exercise 3 Exercise 4

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Chapter 8

It and there . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5

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Contents

Chapter 9

Pronouns vs. determiners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Exercise 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Chapter 10

Indefinite pronouns and determiners . . . . . . . . . . . . . . . . . . . 73 Exercise 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Exercise 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Chapter 11

Relative pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Exercise 1 Exercise 2 Exercise 3 Exercise 4

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Chapter 12

Lexical verbs and auxiliaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6 Exercise 7 Exercise 8

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Analyzing English Grammar

Chapter 13

Verbal categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5

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Chapter 14

The progressive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6

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Chapter 15

Modal auxiliaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5

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Chapter 16

Future time reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Exercise 1 Exercise 2 Exercise 3 Exercise 4

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Contents

Exercise 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Exercise 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Chapter 17

Adjectives and adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6 Exercise 7 Exercise 8

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Chapter 18

Word order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6 Exercise 7 Exercise 8 Exercise 9

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Chapter 19

Verb complementation (infinitive vs. -ing clause) . . . . . . 129 Exercise 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Exercise 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Exercise 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Analyzing English Grammar

Chapter 20

Dependent clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6 Exercise 7 Exercise 8

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Notes on terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Contents

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Chapter 1

Clause analysis Exercise 1 Indicate whether the parts underlined in the following sentences are: 1) 2) 3) 4)

direct object indirect object subjectďťżpredicative object predicative [1] She is marrying a doctor. [2] Many years later he became a famous doctor. [3] All her friends called her Daisy. [4] He never called her after their first date. [5] He called her a taxi. [6] I canâ&#x20AC;&#x2122;t keep my feet warm. [7] He kept the children entertained for hours. [8] She was slowly going insane.

[9] His mother-in-law was driving him mad. [10] Your room looks a mess. [11] They charged me 20 dollars for shipping. [12] They served the fish raw. [14] We couldn’t see anything in the dark. [15] I didn’t tell anyone anything.

Exercise 2 Analyse the sentences below, identifying the various clause elements . [1] He showed her the new flat. [2] Last night we had dinner at a nice French restaurant. [3] The United States is the world’s biggest oil consumer. [4] He placed an ad in the local newspaper. [5] The delay gave us some more time. [6] It was raining all night. [7] I consider this my greatest achievement. [8] After the match we went home. [9] She recently became a widow after 45 years of marriage.

Analyzing English Grammar

[10] Apple has hired a global recruitment agency. [11] He put the weapon down. [12] It all seems terribly self-indulgent.

Exercise 3 Englishlexicalverbscanbeclassifiedintodifferenttypesaccording to the number and type of complements with which they combine . Identifyandclassifythetypesrepresentedintheexamplesbelow, statingthecriteriaforyourclassification,andgroupingtheexamplesasyoufindappropriate. [1] This summer I am living in Paris. [2] I like my coffee black. [3] He is always asking silly questions. [4] For Valentine’s Day I made him a strawberry cake. [5] We became great friends right away. [6] This coffee tastes strange. [7] The dog was barking. [8] She put the bread in the oven. [9] They have almost finished the repairs. [10] The girl in the middle is my sister. [11] After 9/11 airport security has been more strict. Chapter 1 Clause analysis

Exercise 4 Analyse the sentences below, identifying the various clause elements . On the basis of the analysis, classify each verb into one of the following categories: linking, intransitive, monotransitive, ditransitiveorcomplextransitive. [1] We elected him chairman of the board. [2] She became a doctor. [3] Are you alone? [4] The next day John received a letter. [5] They live in Boston. [6] She found the missing purse under a cushion. [7] John has remained one of my closest friends. [8] The new law gives the president more power. [9] He ran quickly down the stairs. [10] She put the book on the shelf. [11] Online booking drives me crazy. [12] The scream almost gave me a heart attack. [13] Every day she has lunch at noon in the cafeteria. [14] The old car with the broken window is in the backyard. [15] They did not like it.

Analyzing English Grammar

Exercise 5 Analysethefollowingsentences,identifyingthevariousclauseelements.Thenclassifytheverbsinallthesentences,statingthecriteriaforyourclassification. [1] The jury found the defendant guilty. [2] Did you find your wallet? [3] They found her a good home. [4] The market for solar power is growing rapidly. [5] He grew his hair long. [6] She was growing suspicious. [7] My mom grows roses in her backyard. [8] I felt the sun on my face. [9] Are you feeling ill? [10] My head feels heavy. [11] He slowly turned the key in the lock. [12] The car turned the corner too quickly. [13] His hair turned grey overnight. [14] The wheel of fortune is turning.

Chapter 1 Clause analysis

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Chapter 2

Parts of speech (word classes) Exercise 1 Some words (i .e . word forms) belong in more than one part of speech class . For example: Fly: A fly (noun) is an insect, whereas to fly(verb)isanactivity. Light: Light (noun) is electromagnetic energy which our eyes can pick up, whereas light (adjective) can denote something of little weight or a pale colour . Useadictionarytoidentifywhichpartofspeechclassesthefollowing words can belong to: flat hard

head

heat

late

kiss

talk

trade

start

well

Writesentencesthatillustratethedifferentusesofeachword,as shown in the examples below for the word fish: If you had a hook selective enough, you’d be able to control which fish you catch. (noun) Later they would enter a nearby village to mix with civilians and fish for bits of intelligence. (verb)

For each word, write complete sentences for each PoS class it belongs to, and indicate which class is being illustrated . Some words mighthaveseveralsensesforthesameclass(cf.thedifferentsenses oftheadjectiveuseoflight), and you should also include example sentenceswiththesedifferentsenses.

Exercise 2 ThesentencesbelowaremostlywritteninEnglish.However,they contain some words in italics that are not proper English words (although they might have been real words, since they follow English word formation rules). Try to assign the italicized words to parts ofspeechclasses,basedontheirfunction,theirform(e.g.suffixes suchasverborparticipleendings),andtheirmeaning(asfarasyou can guess from the context) . [1] The color of the fence was getting faint so we blayned it. [2] The customers were sconizatic over the lack of service. [3] We set the table with silver knives, forks, and charsers. [4] They looked peltively for the small hole. [5] The staff were sapisted by the paynessertisms of the visitors. [6] When you campuckle a horse, it is important to lerathle it. [7] A bowssture should be approached consuoustively. [8] They were engicityscant about their firmations.

Analyzing English Grammar

[9] Gallarkly, the compoters wagonitionized the gaudine. [10] Although the ciolers were embreaded, they finished the job linelly without custing. [11] The purves are always disauled and ructived before lemasting. [12] Comidiage is a way to slubarize the multic (but often inforky) nalisteans.

Exercise 3 Critical thinking:Howdifficultoreasywasittoguessthemeaning oftheitalicizedwordsineachsentence?Whataffectedthelevelof difficultythemost?Inpairsorgroups,discusstheimplicationsof this for foreign language teaching .

Exercise 4 Determine the word class of the underlined words in the examples below . [1] He is very rich. [2] The rich always travel first class. [3] Could you open the door? [4] The door is open. [5] It’s a lovely day.

Chapter 2

Parts of speech (word classes)

professor of English linguistics at the University of Bergen.

professor of English linguistics at Bergen University College.

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EXERCISES FOR ADVANCED STUDENTS

ISBN 978-82-450-1275-0

ANALYZING ENGLISH GRAMMAR

Gard Buen Jenset is associate

Bente Hannisdal and Gard Buen Jenset

Bente Hannisdal is associate

ANALYZING

ENGLISH GRAMMAR EXERCISES FOR ADVANCED STUDENTS Bente Hannisdal and Gard Buen Jenset