Of Course You Can by Fagbokforlaget

This book provides an updated account for teachers of English as a foreign language, and presents key aspects of grammar and phonetics, different varieties of English, and useful learners’ activities. Main points:

· an introduction to the most important aspects of English ·

Of Course You Can is primarily intended for teachers who are taking Kompetanse for kvalitet (KFK) courses in English. KFK participants already have valuable experience and understanding of what teaching English to young learners involves. This book aims to acknowledge, strengthen and build on that foundation.

ISBN 978-82-450-2493-7

,!7II2E5-acejdh!

Of Course You Can

· · · ·

grammar and phonetics comparisons between Norwegian and English grammar and phonetics the importance of grammar and phonetics in communication problem areas in language learning and teaching suggestions for classroom activities test-yourself exercises and sound material online: ofcourse.portfolio.no

Desmond McGarrighan Kåre Per Nitter Rugesæter

Learning a language is a never-ending story. Concepts and idioms that were commonplace just a few decades ago may have disappeared, while others have taken their place. In this sense, languages are living, complex structures. How does this affect the English classroom?

Of Course You Can an English Language Course for Teachers Desmond McGarrighan Kåre Per Nitter Rugesæter

Desmond McGarrighan is a lecturer at the Western Norway University of Applied Sciences (Høgskulen på Vestlandet). He has many years of experience from lower and upper secondary school, college and university. McGarrighan has written several textbooks and online courses in the subject of English, as well as a concise book on Norwegian grammar.

Kåre Per Nitter Rugesæter is a senior lecturer at the Western Norway University of Applied Sciences (Høgskulen på Vestlandet). He has been involved in teacher training for many years, and has been a lecturer at the University of Newcastle as well as director of the Norwegian Study Centre in Great Britain.

Of Course You Can

100427 GRMAT Of Course You Can 180101.indd 1

04/07/2018 15:50

100427 GRMAT Of Course You Can 180101.indd 2

04/07/2018 15:50

Of Course You Can An English Language Course for Teachers

DESMOND MCGARRIGHAN KÅRE PER NITTER RUGESÆTER

100427 GRMAT Of Course You Can 180101.indd 3

04/07/2018 15:50

Copyright © 2018 by Vigmostad & Bjørke AS All Rights Reserved 1. utgave / 1. opplag 2018 ISBN: 978-82-450-2493-7 Graphic production: John Grieg, Bergen Cover design by Fagbokforlaget Typeset by Bøk Oslo AS Enquiries about this text can be directed to: Fagbokforlaget Kanalveien 51 5068 Bergen Tel.: 55 38 88 00 Fax: 55 38 88 01 email: fagbokforlaget@fagbokforlaget.no www.fagbokforlaget.no All rights reserved. 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.

100427 GRMAT Of Course You Can 180101.indd 4

04/07/2018 15:50

Introduction Learning a language is a never-ending story. This is because languages are living, complex structures – it is tempting to say “organisms” – which develop and change, even to some extent in the course of just a few decades. For example, fifty years ago, a mouse was just a small rodent that people preferred to avoid having much contact with. Then, for a few years, it was also something that many found it impossible to live without, assuming they used a computer, of course. Today, thanks to technological innovation, the hand-held mouse has largely been replaced by the word “touchpad”, at least in relation to laptops (another recently coined term). It will be interesting to see how long the words touchpad and laptop live before new technology renders them obsolete and they are replaced by some as yet unknown newcomers. If you think about it, most people will even keep on learning something new about their mother tongue for as long as they live. It might be words and expressions that they didn’t know or understand before, or perhaps the origin of words and expressions that they are familiar with and use on a regular basis. Doctors, electricians and plumbers – to mention just a few random examples – must keep abreast of developments in their field of expertise. The same goes for teachers, of course. For teachers of English, this means, among other things, constantly enhancing their own language skills and thinking about what to teach their pupils, and how best to teach it. We the authors have many years’ experience in teacher training, and the last couple of years of teaching KFK (Kompetanse for kvalitet) have convinced us of the need for an approach which better accommodates the classroom experience and requirements of the teachers who take these courses. In this book we present the basic grammar and phonetics of English in a user-friendly, clearly structured fashion. In addition, we suggest ways in which items can be taught in the classroom, as well as tests for the readers and for their pupils. In most chapters there is an “Expert’s Corner”, where we go a little deeper into selected topics. As teachers and learners of English ourselves, we hope that we have managed to impart some of the fascination for the language that inspires and motivates us, and that you will find the book interesting and useful, whatever your background and ambitions may be.

| 5

100427 GRMAT Of Course You Can 180101.indd 5

04/07/2018 15:50

100427 GRMAT Of Course You Can 180101.indd 6

04/07/2018 15:50

Contents

NB!

PART ONE / Grammar What is Grammar? �� 13

1 Words and Phrases � �� 15 Words � �� 15 Word Classes �� 16 Phrases � �� 18 Using a Dictionary � �� 21

2 Nouns � �� 25 Countable Nouns �� 25 Compound Nouns �� 27 Uncountable Nouns �� 28 Other Special Cases �� 28 Collective Nouns �� 29

3 Determiners �� 33 The Articles �� 33 Demonstrative Determiners �� 36 Possessive Determiners � �� 36 Quantifiers �� 36

4 Pronouns � �� 41 Personal Pronouns � �� 41 Possessives � �� 42 Reflexive Pronouns �� 43 Indefinite Pronouns � �� 43 Relative Pronouns and Relative Clauses �� 45 Relative Clauses � �� 47

5 Verbs �� 49 Some Terminology �� 49 The Simple Present �� 53 The Present Progressive �� 53 The Simple Past � �� 54 The Past Progressive � �� 54 The Present Perfect �� 55 The Past Perfect �� 55 The Present Perfect Progressive �� 55 The Past Perfect Progressive �� 55 The Verb Forms Compared �� 56 Contrastive Points � �� 57 Think About It �� 58

6 Concord � �� 61 Why Can Concord Be Difficult? � �� 61 How Important Is Concord? �� 62 Think About It �� 64 Some Special Cases � �� 64

7 The Passive � �� 69 Contrastive Point �� 71

8 Referring to the Future �� 73 The Simple Present �� 74 The Present Progressive �� 74 Will/Shall/’ll + Infinitive �� 74 Will/Shall + Progressive Infinitive �� 75 Be Going to + Infinitive �� 75 Be to + Infinitive � �� 76 Future Referring Structures Compared and Contrasted �� 76

| 7

100427 GRMAT Of Course You Can 180101.indd 7

04/07/2018 15:50

9 Adjectives and Adverbs �� 79

14 It and There �� 111

Comparative and Superlative Forms of Adjectives � �� 79 The Comparative and Superlative Forms with -er/-est �� 79 Comparative and Superlative Forms With More and Most �� 80 Comparative Form and Superlative Form (Irregular Comparisons) �� 80 Order of Adjectives � �� 80 Adjectives Only Used Predicatively �� 81 Adverbs �� 82 Position �� 84 Words That Are Both Adjectives and Adverbs �� 85 Adverb Pairs �� 85 Adjectives That Look Like Adverbs �� 85

There � �� 111 “It” Can Be Used in Several Ways � �� 112 Anticipatory It �� 113

The Progressive Aspect �� As an Adjective �� After Certain Verbs �� What Kind of Verbs Are Followed by the -ing Participle? ��

115 115 115 116

16 Spelling � �� 119

What Are the Main Problems That Prepositions Can Involve? � �� 87

Capital Letters �� Y or IE? � �� Double or Not? �� al- and -ful �� “I” Before “E” Except after “C” �� The Apostrophe � �� British and American Spelling � �� Commonly Confused Words ��

11 Clause Elements �� 93

17 Punctuation �� 127

Verbal (V) �� 93 Direct Object (DO) � �� 93 Indirect Object (IO) � �� 94 Subject Predicative (SP) �� 94 Object Predicative (OP) �� 95 Adverbials �� 95 A Couple of Reminders �� 95

The Comma �� Question Mark �� Exclamation Mark �� The Colon ��

10 Prepositions �� 87

12 Dependent Clauses �� 99 Adverbial Clauses �� 99 Nominal Clauses � �� 99 Adjectival Clauses �� 100 Non-finite Clauses �� 100

13 Word Order � �� 105 Inversion �� Verb-Second Inversion �� Verb-Second Inversion in English �� Reporting Clauses � ��

8 |

15 The -ing Form of the Verb � �� 115

105 106 107 108

119 120 120 121 121 122 123 124

127 129 129 130

18 Text Production �� 133 Style or Register � �� Sentences �� Paragraphs �� Variety �� Cohesion � ��

133 134 135 136 136

19 Appendix �� 139 List of the Most Common Irregular Verbs �� 139 Irregular Plural Nouns � �� 141 Nouns Ending in -o �� 141 Nouns Ending in -ance or -ence �� 142 Nationality Words �� 142 Prepositions in Set Expressions �� 144 Important Grammatical Terminology 146

Of Course You Can

100427 GRMAT Of Course You Can 180101.indd 8

04/07/2018 15:50

KEY to Test Yourself Exercises �� 147 Chapter 1 Words and Phrases �� Chapter 2 Nouns �� Chapter 3 Determiners � �� Chapter 4 Pronouns �� Chapter 5 Verbs � �� Chapter 6 Concord � �� Chapter 7 The Passive �� Chapter 8 The Future �� Chapter 9 Adjectives and Adverbs ��

147 147 148 149 150 150 151 151 152

Chapter 10 Prepositions �� 152 Chapter 11 Clause Elements �� 153 Chapter 12 Dependent Clauses �� 153 Chapter 13 Word Order � �� 154 Chapter 14 IT and THERE �� 154 Chapter 15 The -ing Form of the Verb �� 155 Chapter 16 Spelling � �� 155 Chapter 17 Punctuation �� 156 Chapter 18 Text Production �� 156

PART 2 / Oral English / Phonetics 20 Introduction to Oral English 161

28 Sounds Together �� 211

English as a World Language � �� 161 Do You Speak English – in the Classroom? English as a “School Language” �� 163

Linking /r/ (BE Only) �� 212

29 The Music of Language �� 215

21 The Sound Factory �� 167

30 Language Variation and Change �� 225

22 The Sounds of English �� 171

Variation in the British Isles � �� 227 Variations in the USA �� 230

23 Sound-to-Spelling (or Spelling-to-Sound) �� 175

31 Appendix Oral English / Phonetics �� 235

24 Phonemic Script �� 179 The Use of Phonemic Script to Help with Pronunciation �� 179

25 The English Consonants �� 181 Consonants and Norwegian Learners’ Problems � �� 184

26 The English Vowels � �� 193 Vowels – Norwegian Learners’ Problems � �� 197

27 The Rhythm of Language �� 203 Word Stress �� 204 Word Stress vs Sentence Stress �� 206

Identifying Words �� 235 /s/ – /z/. Can You Tell from Spelling? 236 Word Identification �� 236 Labelling Consonants �� 237 Pronunciations of “-ed Endings” �� 237 Number of Syllables �� 237 Sentence transcription �� 238 Linking r Exercise (BE Only – all <r>’s Pronounced in AE) �� 238

32 Further exercises �� 239 Identification of Words and Sentences Written in Phonemic Script �� 239

Key to further exercises �� 243 References �� 247

Contents

100427 GRMAT Of Course You Can 180101.indd 9

| 9

04/07/2018 15:50

100427 GRMAT Of Course You Can 180101.indd 10

04/07/2018 15:50

[start del]

PART ONE / Grammar

100427 GRMAT Of Course You Can 180101.indd 11

04/07/2018 15:50

100427 GRMAT Of Course You Can 180101.indd 12

04/07/2018 15:50

WHAT IS GRAMMAR? The Oxford Dictionary defines grammar as “the whole system and structure of a language or of languages in general, usually taken as consisting of syntax and morphology (including inflections) and sometimes also phonology and semantics”. A more simple definition would be to say that grammar defines the ways that words are put together to express meaning in a language. The word grammar is not mentioned in the English curriculum, but it states quite clearly that by the end of Year Seven, pupils should be able to “bruke grunnleggende mønstre for rettskriving, ordbøying, setnings- og tekstbygging i produksjon av tekst”. These are the same features of language that we find in a dictionary definition of the word grammar. How can we help our pupils achieve these skills without teaching grammar? We can’t. The question is: how do we teach grammar? In earlier times, it was not uncommon for grammar to be taught as something separate from the rest of the language learning activities. Texts and sentences were made with the sole purpose of illustrating some grammatical feature, for example was/were, who/which, it/there etc. Teachers often noticed that pupils who had a maximum score on the gap-filling or multiple choice tests still made the same mistakes when writing their own texts. In other words, learning to pick the right word does not necessarily mean that the grammar feature has become fully integrated into the pupil’s language. To make matters worse, grammar was frequently seen by pupils as boring and confusing. Today most teachers agree that grammar should not be taught in isolation, but as an integrated part of the language-learning process. It should be seen by pupils as a useful tool rather than a hindrance. For a teacher, it is important to ensure that incorrect usage does not become part of a pupil’s language which it can be difficult to remove later. On the other hand, correcting mistakes should not be done in such a way as it demotivates the pupil or gives rise to insecurity. Making mistakes is also a part of any learning process, especially when new items are being learnt. For example, it is more important that a pupil starts experimenting with relative clauses than that the correct relative pronoun is used in every case. For the younger pupils, explanations should not be too theoretical. Learning a foreign language is and should be an exciting experience. Part of what makes language learning exciting for pupils is when they discover the rules, see similarities and differences, and

| 13

100427 GRMAT Of Course You Can 180101.indd 13

04/07/2018 15:50

understand a text which they are interested in. These aspects should therefore play a central role in their language learning. Since all pupils are different, it is inevitable that some methods will work better for some than for others. For this reason, it is important that we vary the methods that we use in the classroom. We can find new ideas by looking at other course books than the one we use in class, or talk to colleagues, either face-to-face or on social media. We hope that you will try out some of the activities and approaches that we suggest in this book.

14â&#x20AC;&#x192; |

Of Course You Can

100427 GRMAT Of Course You Can 180101.indd 14

04/07/2018 15:50

1 Words and Phrases Polonius: “What do you read, my Lord?” Hamlet: “Words, words, words.” (From Hamlet, Act 2, Scene 2)

In this chapter we shall introduce you to some useful terminology which we need when we are discussing certain aspects of grammar. These are: • Words • Phrases • Clauses • Sentences

WORDS Words are the most basic building blocks in a text. Words can join with other words to form phrases. Phrases join forces to form clauses and sentences. Sentences can form paragraphs, which again are usually part of a longer text. The word “text”, by the way, is related to “textile” (from the Latin “texere”, to weave), and writers weave words, phrases and sentences together to make their text. In this chapter we shall be looking at words and phrases. We usually distinguish between two groups of words: lexical words and function words. Lexical words are those with meaning, namely nouns, verbs, adjectives and adverbs. All the other types of words – pronouns, prepositions, determiners, conjunctions etc. – are function words. They also have some degree of meaning, but their main job is to combine with lexical words to form phrases and sentences. Let us look at two versions of the same sentence, one with just the lexical words, the other with only the function words:

| 15

100427 GRMAT Of Course You Can 180101.indd 15

04/07/2018 15:50

The complete sentence is: Suddenly a member of the audience fainted, and the speaker asked if there was a doctor present. With only lexical words: Suddenly member audience fainted speaker asked doctor was present. With only the function words: a of the and the if there a. As you can see, the lexical words on their own give a rough idea of the situation, whereas the function words on their own are literally meaningless. Lexical word classes are by far the largest. Moreover, they are open, which means that new nouns, verbs, adjectives and adverbs can be made or borrowed. Some examples of fairly new words in English include: app, Google, clickbait, Brexit, photobomb. Function words, on the other hand, are much smaller classes, and it is extremely unusual for new members to be admitted. English, just like any other language, has enough pronouns, prepositions and determiners and does not need any new ones. A notable exception to this “rule” is the fact that a new gender-neutral pronoun has been launched in English. Whether or not “ze” will catch on, however, is an open question.

WORD CLASSES It is important to be familiar with word classes for a couple of reasons. For one thing, without an understanding of word classes, looking up words in a dictionary can easily become something of a lottery. Secondly, many of the grammatical explanations in this book require a basic understanding of word classes. We shall now look briefly at English word classes, most of which will also be dealt with in more detail in later chapters in this book. Lexical words Nouns

Nouns are the names we give to animals, things, people, ideas, places, organizations etc: cat, house, child, love, democracy, England, the United Nations Most nouns are common nouns and are spelt with a small letter. Proper nouns are names of someone or something specific: John, Jane, Paris, India etc. (The word “proper”, by the way, is related to “property”, because the name belongs to someone or something.)

16 |

Of Course You Can

100427 GRMAT Of Course You Can 180101.indd 16

04/07/2018 15:50

Verbs

Most verbs are lexical words and carry meaning. The meaning can have to do with actions and conditions: love, hate, discover, eat, freeze, consider, believe, be, have. (Be and have can also be used as auxiliaries, see below.) Adjectives

Adjectives are words that describe a noun or a pronoun: she is intelligent, that was interesting, a black cat, a large house, true love Adverbs

There are several types of adverbs. Adverbs of manner give more information about a verb: They ran quickly. She spoke clearly. I answered politely. Adverbs of degree occur with adjectives or other adverbs: extremely happy, rather cold, dreadfully sad. They ran very quickly. She spoke quite clearly. I answered fairly politely. Adverbs can also make a comment on a complete statement: unfortunately, luckily, apparently, obviously etc. Adverbs can also say something about place and time: here, there, now, later, tomorrow, yesterday. Function words Determiner

Determiners occur in noun phrases: a girl, an old city, the reason, their new car, two red roosters, that idea, these people, some books. Pronoun

Pronouns are used instead of nouns: he/she, nobody, everything, who/which, that/those etc. Auxiliary verbs

The word “auxiliary” means “assistant”, and auxiliary verbs are used with lexical verbs. There are two types of auxiliary verbs: Modal auxiliaries: can/could, will/would, shall/should, may/might, must. Grammatical auxiliaries: BE and HAVE, which can be auxiliary verbs as well as lexical verbs. BE: Nobody knows when the wheel was invented. (Forming the passive) I am finishing that report tomorrow. (Forming the progressive)

Words and Phrases

100427 GRMAT Of Course You Can 180101.indd 17

| 17

04/07/2018 15:50

HAVE: Elvis has left the building. (Forming the present perfect) Prepositions

Prepositions are small words that say something about time, place and other relationships: in August, at Christmas, on Monday, under the table, behind the door, during the war, after the break etc. Co-ordinating conjunctions

These words link words, clauses and sentences: and, or, nor, but. Subordinating conjunctions

Subordinating conjunctions introduce dependent clauses: although, because, since, when, before etc. Existential there

Once upon a time, there was a wise old king … Infinitive marker “to”

To be or not to be, that is the question. You have probably noticed that some words can belong to different word classes. “Love” can be a noun and a verb. “That” can be a determiner, conjunction, personal pronoun, relative pronoun and adverb. The word “well” can also belong to five word classes: • • • • •

You look well. (adjective) Kim writes well. (adverb) We get our water from a well. (noun) He felt tears begin to well up in his eyes. (verb) Well, you are a sight for sore eyes! (interjection)

PHRASES Phrases can be very short (only one word), or much longer. A phrase will typically consist of several words that belong together, in the sense that they form a meaningful unit. There are five types of phrases: noun phrase, verb phrase, adjective phrase, adverb phrase and prepositional phrase. If the most important word in the phrase is a noun or

18 |

Of Course You Can

100427 GRMAT Of Course You Can 180101.indd 18

04/07/2018 15:50

pronoun, it is a noun phrase. If the most important word is an adjective, it is an adjective phrase, and so on. Noun phrases

Here are some examples: • He • That chap • That grumpy-looking chap • That grumpy-looking chap in the corner Verb phrases

• He read the report • He has read the report • He has been reading the report • He must have been reading the report Adjective phrases

• Exciting • More exciting • Far more exciting • Far more exciting than I had imagined Adverb phrases

• Thoroughly • Very thoroughly • As thoroughly as she could • As thoroughly as was humanly possible Prepositional phrases

• • • • • • •

at last in the end before the beginning of March on the table on the other hand in my opinion in the kitchen

Words and Phrases

100427 GRMAT Of Course You Can 180101.indd 19

| 19

04/07/2018 15:50

Here is an example of short and longer phrases in sentences: Noun phrase

Verb phrase

Noun phrase

Prepositional phrase

They

sold

at last.

My neighbours

have sold

their house

in the end.

My lovely old neighbours

must have sold

their eighteenth-century house in the High Street

after numerous frustratingly unsuccessful attempts.

IN THE CLASSROOM

When, why, and how is it appropriate to work with word classes in primary and lower secondary school? When might it be possible to ask pupils to expand sentences consisting of one-word phrases to longer units?

Clauses

A clause is a string of words almost always consisting of a verb phrase, and usually also a noun phrase. In other words, a clause usually has a subject and a verbal. It may of course also include other elements. Here are some examples of clauses: 1. Jason loves cheese. 2. because it was rather cold. We distinguish between main clauses and dependent clauses. Number 1 above is a main clause, because it can stand on its own. Number 2, on the other hand, is a dependent clause, because it is clearly part of a longer sentence, for example: We went home early, because it was rather cold. We can turn sentence 1 into a dependent clause by adding a conjunction: If Jason loves cheese, … (yes, what then?) Sentences

A sentence typically starts with a capital letter, and ends with a full stop, an exclamation mark or a question mark. Sentences are either simple, compound or complex. The simple sentence has only one subject and one verbal, in addition, perhaps, to other clause elements: It was lovely and warm last Saturday. We had a picnic in the countryside.

20 |

Of Course You Can

100427 GRMAT Of Course You Can 180101.indd 20

04/07/2018 15:50

The compound sentence consists of at least two simple sentences which are joined by “and”, “but” or “or”: It was lovely and warm last Saturday and we had a picnic in the countryside. The complex sentence has a main clause and at least one dependent clause: Because it was lovely and warm last Saturday, we had a picnic in the countryside. TEST YOURSELF

Are these sentences simple, compound or complex? If you study old exam papers, you will see the kind of questions that you will get. Shall I take the bus, or will you give me a lift? You can’t buy everything that you see in the shops. In the town where I was born, lived a man who sailed to sea. He has a heart of gold, and everyone respects him.

USING A DICTIONARY Why is the word “dictionary” even in the dictionary? After all, if a person is holding a dictionary, he obviously knows what one is. The answer is, of course, that a dictionary gives us so much more information than just the meaning of a word. A good dictionary will give you most or all of the following information about a word you look up: • meaning • spelling • pronunciation • whether it is regular or not • idiomatic expressions On the other hand, if you are looking up a Norwegian word, you will not find the present tense of a verb, a noun with its definite article attached, or the plural form of an adjective. All of these strange sentences can be explained by the points above: • Some boys are crow. In Norwegian, the word “crow” can mean kråke (noun) and gale (verb). It would seem that the writer wanted to say “Noen gutter er gale”. • I sheep good maple (= jeg får god lønn) • Her parents are sign (= hennes foreldre er skilt) • The wallpaper of India was a big deal for Britain. (Tapet av India …)

Words and Phrases

100427 GRMAT Of Course You Can 180101.indd 21

| 21

04/07/2018 15:50

If a Norwegian word has several meanings in English, it is important to choose the one that you are looking for. Otherwise: • It is relaxing to sit and iron a cat. (= Det er avslappende å sitte og stryke en katt. In this case, not for the cat, though.) Occasionally, some pupils think that the stress marks are part of the way a word is spelt, resulting in sentences like this one: “The situ’ation for the en’vironment is very serious.” The conclusion has to be that pupils need to be taught how to use a dictionary properly, and to practise using it from time to time. EXPERT’S CORNER

False friends

In linguistics, “false friends” are words that we think we know in a foreign language, because they look like words in our L1. For example, the Norwegian word “kinn” means cheek, not chin. Of course, “false friends” work the other way, too. An English-speaking guest said to the Norwegian host: “Det smeller så fint på kjøkkenet.” What are the Norwegian words behind these false-friend sentences, and what would have been the correct English word in this context? • There is nothing quite like skiing down a hillside in a pair of well-worn knickers. • My mother worked in a fabric until she retired. • When my wife was ill, I had to take permission from work for a fortnight. • I prefer to buy children’s toys that are made of tree rather than plastic. • My husband has a difficult stomach. He always rapes after a large meal. • The happy couple were dancing chin to chin. • When I twisted my ankle, I was halting for a month.

IN THE CLASSROOM

When and how is it useful to let pupils work with dictionaries? Do you know of any more examples where using a dictionary (or spellcheck) has resulted in mistakes?

22 |

Of Course You Can

100427 GRMAT Of Course You Can 180101.indd 22

04/07/2018 15:50

TEST YOURSELF

Use a dictionary – or your own knowledge – to answer these questions: How many word classes can “fast” belong to? What is the plural of hovercraft? Which syllable has the main stress in these words? photograph – photographer – photographically Which of these words are spelt correctly? definately – definitely – deffinitly sincerelly – sincereley – sincerely supersticion – superstition – superstision

Words and Phrases

100427 GRMAT Of Course You Can 180101.indd 23

| 23

04/07/2018 15:50

100427 GRMAT Of Course You Can 180101.indd 24

04/07/2018 15:50

· an introduction to the most important aspects of English ·

ISBN 978-82-450-2493-7

,!7II2E5-acejdh!

Of Course You Can

· · · ·

Desmond McGarrighan Kåre Per Nitter Rugesæter

Of Course You Can an English Language Course for Teachers Desmond McGarrighan Kåre Per Nitter Rugesæter