Professional Documents
Culture Documents
1
THE FORMS OF THE INFINITIVE IN ENGLISH
Uniti de nvare :
Active&Passive Continuous Aspect forms
Negation of the Infinitive
Position of auxiliary adverbs in the infinitive clause
Unsplit and Split Infinitive
Obiectivele temei:
Bibliografie recomandat :
Cornilescu, Alexandra & Iclezan-Dimitriu, Ioan, The Infinitive, Editura
Institutul European, Iasi, 2000.
Cornilescu, Alexandra, Concepts of Modern Grammar. A Generative
Grammar perspective, EUB, 2006.
Cornilescu, Alexandra, Complementation in English. A Minimalist
Approach, EUB, 2003.
Foley, Mark & Hall, Diane, Advanced Learners Grammar. A self-study
reference & practice book with answers, Longman, 2003.
Paidos, Constantin, English Grammar. Theory and Practice, vol I and II,
Polirom, 2001.
Nastase, Roxana, Gramatica engleza. Verbul. Notiuni generale si
exercitii. Cu rezolvari, vol. II, Edit. Nastase, 2004.
Parlog, Hortensia, The English Infinitive- a Source of errors for the
Romanian Learners, in the volume The Sounds of Sounds, Editura Hestia,
Timisoara, 1995.
The bare infinitive is used as the main verb after the dummy auxiliary
verb do, or most modal auxiliary verbs (such as will, can, or should). So,
"I will/do/can/etc. see it."
Several common verbs of perception, including see, watch, hear, feel, and
sense take a direct object and a bare infinitive, where the bare infinitive
indicates an action taken by the main verb's direct object. So, "I
saw/watched/heard/etc. it happen." (A similar meaning can be effected by
using the present participle instead: "I saw/watched/heard/etc. it
happening." The difference is that the former implies that the entirety of
the event was perceived, while the latter implies that part of the progress
of the event was perceived.)
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When the verb is implied, some dialects will reduce the to-infinitive to simply
to: "Do I have to?"
to ask
to be asking
l. bear; 2. beat; 3. bite; 4. blow; 5. burst; 6. catch; 7. choose; 8. creep; 9. deal; 10.
feed: 11.fly; 12.forbid; 13.grow; 14.hang; 15.hide; 16. hit; 17. hold; 18.hurt; 19.
kneel; 20. lay; 21. play; 22. gain; 23. try; 24. heat; 25. increase.
2. Give the Passive Continuous Aspect form of the following infinitives:
Model:
to ask
to be being asked
For example:
He still loved music.
You can always say that.
He has already come.
He has already been working for two hours.
It is still raining.
Observation: Facts are parallel in the infinitive clause. If there is no auxiliary,
the adverb appears in front of TO, or between TO and the verb. The latter is the
"split infinitive" construction, which, though frowned upon by conservative
grammarians, is gaining ground in contemporary English.
2.3. 'Unsplit infinitive'
For further details, see Split Infinitive below.
For example:
The girl seemed always to be in half-mourning.
This man I do not remember ever to have seen.
She seems to have always been admired.
We seem to have frequently overlooked this problem.
The "split infinitive" construction is infrequent when there is an auxiliary:
? This man I don't remember to ever have seen.
2.4. 'Split infinitive' . Types
In the modern language, splitting usually involves a single adverb coming
between the verb and its marker. Very frequently, this is an emphatic adverb, for
example:
I need you all to really pull your weight.
I'm gonna totally pulverise him. (gon-na = going to)
Sometimes it is a negation, as in the self-referential joke:
Writers should learn to not split infinitives.
However, in modern colloquial English almost any adverb may be found in this
syntactic position, especially when the adverb and the verb form a close
syntactic unit (really-pull, not-split).
Compound split infinitives, splitting by more than one word, usually involve a
pair of adverbs or a multi-word adverbial:
We are determined to completely and utterly eradicate the disease.
He is thought to almost never have made such a gesture before.
This is a great opportunity to once again communicate our basic
message.
Examples of non-adverbial elements participating in the split-infinitive
construction seem rarer in Modern English than in Middle English. The pronoun
all commonly appears in this position:
It was their nature to all hurt one another.
and may even be combined with an adverb:
I need you to all really pull your weight.
This is an extension of the subject pronoun (you all). However an object
pronoun as in the Layamon example would be unusual in modern English,
perhaps because this might cause a listener to misunderstand the to as a
preposition:
*And he called to him all his wise knights to him advise.
Other parts of speech would be very unusual in this position. However, in verse,
poetic inversion for the sake of meter or of bringing a rhyme word to the end of
a line often results in abnormal syntax, as with Shakespeare's split infinitive (to
pitied be, cited above), in fact an inverted passive construction in which the
infinitive is split by a past participle. Presumably, this would not have occurred
in a prose text by the same author.
Ask Pete to kindly make me a sandwich. / They are prepared to generously
donate their fortune.
If there is an auxiliary, the preferred positions are before TO, or after the first
auxiliary.
TEST DE EVALUARE
Insert the adverbs in brackets in the infinitive clause; in solving this exercise
you may find useful the explanations in the right hand column:
1. The Government decided to hold a meeting on Mondays. (always)
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2. She wanted to be told the truth, but Jim insisted on letting her find it herself.
(quickly)
3. He was believed to be working for that company. (already)
4. He was asked to take the ladder with him. (again)
5. I was very disappointed to find that she hadn't kept her promise. (once more)
6. They assumed him to be working on the novel. (still)
7. The teacher's intention was to explain the problems to the students, (clearly)
8. He seems to have believed that firmly. (always)
9. She is supposed to have paid visits to this family in her youth. (often)
10. He gave father the key and told him to take over. (simply)
11. She cannot recollect to have seen him. (ever)
12. Mother wanted me to cut the birthday cake into twelve equal pieces.
(carefully)
Tema nr.2
INFINITIVE SUBJECT CLAUSES
Uniti de nvare :
TO- subject infinitive clause
Agreement
FOR-TO Constructions
Clause position
Obiectivele temei:
nelegerea conceptelor teoretice i formarea perspectivei asupra
infinitivului in limba engleza si romana;
cunoaterea constructiilor To-infinitive si FOR-TO infinitive in engleza si
echivalentele lor in romana;
cunoaterea i utilizarea adecvat a noiunii de acord;
analizarea diferentelor formale cu privire la pozitia in fraza a propozitiei
infinitive;
Timpul alocat temei : 4-5 ore
Bibliografie recomandat :
Cornilescu, Alexandra & Iclezan-Dimitriu, Ioan, The Infinitive, Editura
Institutul European, Iasi, 2000.
Cornilescu, Alexandra, Concepts of Modern Grammar. A Generative
Grammar perspective, EUB, 2006.
Cornilescu, Alexandra, Complementation in English. A Minimalist
Approach, EUB, 2003.
Foley, Mark & Hall, Diane, Advanced Learners Grammar. A self-study
reference & practice book with answers, Longman, 2003.
Paidos, Constantin, English Grammar. Theory and Practice, vol I and II,
Polirom, 2001.
Nastase, Roxana, Gramatica engleza. Verbul. Notiuni generale si
exercitii. Cu rezolvari, vol. II, Edit. Nastase, 2004.
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TEST DE EVALUARE
Which sentence is closer in meaning to the sentence underlined ?
1. It would startle her to wake up and find them around her.
a. It would scare her if he woke up and found them around her.
b. It would startle her if she woke up and found them around her.
c. It would scare her if she woke up and found them around her.
d. It would startle her if he woke up and found them around her.
2. Would it please her for her husband not to he here?
a. Would it please her if she were not here?
b. Would it please her if her husband were not here?
c. Would her husband's not being here please her?
If you have failed, read the explanations in exercise 6 and do the exercise again!
7. Rephrase and reinforce the following statements using the FOR-TO
construction:
Model:
A: Children should have a lot of fun during their holidays, (fair)
B: Certainly. It s fair for children to have a lot of fun during their holidays.
1. A: Prices should go down to prevent the collapse of the economy.
B: You are right..........................................................(necessary)
2. A: Mary should work harder if she means to succeed.
B: Obviously...............................................................(best)
3. A: Officers should wear ties at dinner.
B: Of course...............................................................(be the rule)
4. A: Political guests should be treated with due deference.
B: You are right.................................................(common)
5. A: Children should be taught to cross only on the zebra.
B: Of course..............................................................(important)
6. A: People should visit their parents at least once a week.
B: You are right..........................................................(customary)
7. A: A girl your age should not wear black.
B: Certainly...........................................................(inappropriate)
8. A: You should put up a good fight before yielding to him.
B: You are right.........................................................(natural)
9. A: Friends should always confide in each other.
B: Obviously...............................................................(expected)
10. A: You should get yourself another car as soon as possible.
B: Yes. I know......................................................(advisable)
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!!! Notice that the FOR-TO construction is typically used with evaluative
adjectives or nouns {advisable, good, bad, right, wrong, important, essential,
lovely, vital, urgent, necessary, desirable, fair, etc., a pleasure, a paw in the
neck, etc.). Some of these will be illustrated in the next exercises. Since
normative prescriptive judgment is at stake with such adjectives, the FORTO construction is roughly equivalent to a subjunctive clause:
It is necessary for prices to go down to prevent the collapse of the economy.
It is necessary that prices should go down to prevent the collapse of the
economy.
8. Rephrase and reinforce the following statements:
Model:
One should help the poor and the needy.
It's right to help the poor and the needy, (right)
1. One should always tell the truth, (desirable)
2. One should have a family reunion at Christmas, (customary)
3. One should always have a pet. (lovely)
4. One should have one's own apartment, (reasonable)
5. One shouldn't jump to conclusions, (not wise, unwise)
6. One should never ask such intimate questions, (rude)
7. One should protect the environment in this country, (vital)
8. To solve this case, one should carefully assess the evidence, (essential)
9. One should set aside a sum each week as fun money, (fine)
10. One should show kindness to the elderly, (fit and proper)
9. Paraphrase the following THAT clause by a suitable TO or FOR-TO
construction.
Model: It would be lucky if he succeeded as he desired./
It would be lucky for him to succeed as he desired.
1. It is absolutely necessary that you should get information in time.
2. It is vital that he should reach her in time.
3. You may claim certain allowances for wear and tear of a car, which it has
been necessary that you provide at your own expense.
4. People are our most important resource and it is essential for the
achievements of those aims that we should pay the most careful attention to the
selection of staff and to their training and development.
5. It is right that we should get the bill and you may have to press them as they
are sometimes slow in getting it out.
6. It is unthinkable that our soldiers should fire upon their own people in
support of an arbitrary power.
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7. After all, even in those days it was no uncommon thing that an earl's
daughter should marry a commoner.
8. It is imperative that the police should arrive at the scene of the crime as soon
as possible.
9. It is customary that a man should greet first when he meets a woman.
10. It is heroic that one should lay down one's life for his country.
11. It is important to him that he should have been here tonight.
12. It would be embarrassing if he found her in that condition.
13. It was a great pleasure to me that I saw you here.
14. It is impossible that there should be a war between your country and mine.
15. It must have been a great comfort to them that they were able to pray for the
dead.
16. It is upsetting that one should express such views in public.
2. TEST DE EVALUARE
Which sentence is closest in meaning to the sentence in italics?
1. It was important to him to be in London on Monday.
a. He considers it important that he was in London on Monday.
b. He considered it important that they were in London on Monday.
c. He considered it important that he should be in London on Monday.
d. He considered it important that they should be in London on Monday.
2. It is desirable to always be affectionate to one's grandparents.
a. One should always be affectionate to one's grandparents.
b. People are always affectionate to their grandparents, which is desirable.
3. It is immoral for civil servants to accept bribes.
a. Civil servants find it immoral to accept bribes.
b. It is immoral that civil servants should accept bribes.
c. It is immoral that civil servants accepted bribes.
d. Acceptance of bribes is considered immoral by the civil servants.
4. He would be happy to find her at home.
a. He was happy because he found her at home.
b. He would be happy if they found her at home.
c. He would be happy if he found her at home.
d. Finding her at home made him happy.
If you failed to find the correct solution, work back through the exercises in this
section.
3. TEST DE EVALUARE
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1. The sentence
I begged for him to get that loan very soon. means:
a. I begged him to give me that loan very soon.
b. He implored me and he was given the loan very soon.
c. He begged that he should be given the loan very soon.
2. The sentence
Tom's father will provide for him to go to New York City. means:
a. Tom's father will get enough money to go to New York City.
b. Tom's father will get enough money enabling Tom to go to New York City.
c. Tom's father will provide for himself because he wants to go to New York
City.
10. Translate the following sentences. Use infinitive subject constructions.
1. A stirni pofte e foarte usor. Mai greu e sa le si implinesti.
2. Sosise in Bucuresti plin de incredere ca toate vor merge struna. A incasa banii
pentru grul vindut si livrat, a aranja cu Dumescu afacerile banesti erau treburi
ce se puteau lichida in doua ore.
3. E pacat sa vindem, dumneata esti tnar si nu stii ce greu e sa pui la loc
lucrurile de care te desparti.
4. Se infatisa o situatie exceptionala, cu primejdii exceptionale si iminente. A le
pastra pentru dnsul si a le ascunde ar fi fost cu neputinta.
5. Eu imi fac datoria sa te avertizez, draga mea, ca nu e prudent sa plece acuma
la tara.
6. A merge pe urmele lui incai si a incerca sa-i pui n lumina destinul inseamna
a cuprinde o epoca istorica si o epoca de cultura.
7. A voi sa intemeiezi dezvoltarea statului pe alte baze dect cele ce le poseda
din fire este a pune in dezordine, in revolutic ntregul coip national, a-i paraliza
si a-i rataci puterile.
8. Era greu a se inchipui ca un om ca el ar fi putut fi clintit din loc.
9. Imi face bine sa ma gindesc la cele mai reconfortante afirmatii ale acelui
serial.
10. A scrie romanul complex al unei societati integrale, divizate prin stnictura si
interese fara a fi pe nesimtite cuprins de vreun spirit partizan este o virtute
remarcabila.
11. Ideea de a transmite altora gndurile sale il stapini un timp.
12. - Natura nu are peste tot, zise el, echivalenta unei opere de arta si nu produce
efecte emotionale. E necesar a gasi punctele ei sublime.
13. - E important sa gasim o institute de stat care sa vrea sa participe la licitatie.
14. -Nu gasesti ca e neaparat nevoie sa-mi fac o cariera serioasa, de preferat in
diplomatic, postul actual fiind un expedient efemer ?
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Triggering verbs
Infinitive clauses, That clauses and gerund clauses
Position of auxiliary adverbs in the infinitive clause
Active and passive forms
Obiectivele temei:
Bibliografie recomandat :
Cornilescu, Alexandra & Iclezan-Dimitriu, Ioan, The Infinitive, Editura
Institutul European, Iasi, 2000.
Cornilescu, Alexandra, Concepts of Modern Grammar. A Generative
Grammar perspective, EUB, 2006.
Cornilescu, Alexandra, Complementation in English. A Minimalist
Approach, EUB, 2003.
Foley, Mark & Hall, Diane, Advanced Learners Grammar. A self-study
reference & practice book with answers, Longman, 2003.
Paidos, Constantin, English Grammar. Theory and Practice, vol I and II,
Polirom, 2001.
19
The infinitive clause may be the object of a large number of simple transitive
verbs.
Verbs: abide, affect, afford, arrange, ask, attempt, begin, cease, choose, claim,
condescend, continue, decline, deign, deserve, desire, dislike, endeavour, fail,
forget, hate, intend, learn, like, manage, mean, need, omit, plan, prefer, protest,
propose, refuse, regret, remember, scorn, start, suggest, threaten, try, venture,
want, wish.
The (understood) subject of the infinitive is the same as the main clause subject.
With most verbs the infinitive alternates with a simple direct object. Some of
these verbs accept only an infinitive as a clausal object {attempt, try, fail,
manage, condescend); others accept, in addition, to infinitives, object THAT
clauses {remember, regret, expect, claim, hope, threaten, etc.) or gerund objects
(begin, start, continue, etc.):
a. I tried to understand, but failed to do so.
b. They threatened to evict the tenants.
b'. They threatened that they would evict the tenants.
c. It started to rain.
c'. It started raining.
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The reader may have noticed that infinitive clause usually refers to some future
potential action. The event described in the infinitive clause is future or generic
with respect to the one described by the main clause. For example:
I wanted to see her. => to see her is future with respect to I wanted.
If one wishes to express the fact that the event of the infinitive clause precedes
that of the main clause, the perfect infinitive is used:
I regret not to have gone to the theatre. I regret that I didn't go to the theatre.
1. Complete the following sentences choosing the appropriate verb:
buy, find, help, hide, invite, lock, repair, sing, tell, write,
1. Bob wants....................an English song.
2. I intend.........................a letter this evening.
3. We hope.......................tickets for the concert.
4. They meant..................the truth from us.
5. You failed....................the old lady.
6. Mother forgot..............father about the guests.
7. They managed.............the car.
8. Remember....................the door when you leave.
9. I can't afford...............this expensive car.
10. She hated.....................at his birthday party.
2. Replace the nominal direct object by an infinitive clause having, roughly,
the same meaning and containing a verbal phrase related to the nominal
object. The infinitive may be active or passive.
Model:
I started the work at five. / I started to work at five.
1. He continued his letter.
2. He ceased his visits to her after a while.
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Tema nr.4
INFINITIVE after PREPOSITIONAL VERBS AND ADJECTIVES
(OBLIQUE OBJECT)
Uniti de nvare :
Infinitive after prepositional verbs and adjectives
The infinitive as oblique object of transitive verbs
Passivization
Adjectives that allow two alternative infinitive constructions
Obiectivele temei:
Bibliografie recomandat :
Cornilescu, Alexandra & Iclezan-Dimitriu, Ioan, The Infinitive, Editura
Institutul European, Iasi, 2000.
Cornilescu, Alexandra, Concepts of Modern Grammar. A Generative
Grammar perspective, EUB, 2006.
Cornilescu, Alexandra, Complementation in English. A Minimalist
Approach, EUB, 2003.
Foley, Mark & Hall, Diane, Advanced Learners Grammar. A self-study
reference & practice book with answers, Longman, 2003.
24
Paidos, Constantin, English Grammar. Theory and Practice, vol I and II,
Polirom, 2001.
Nastase, Roxana, Gramatica engleza. Verbul. Notiuni generale si
exercitii. Cu rezolvari, vol. II, Edit. Nastase, 2004.
Parlog, Hortensia, The English Infinitive- a Source of errors for the
Romanian Learners, in the volume The Sounds of Sounds, Editura Hestia,
Timisoara, 1995.
INFINITIVE after PREPOSITIONAL VERBS AND ADJECTIVES
(OBLIQUE OBJECT)
The infinitive may also start out as an oblique object of prepositional verbs or
adjectives. The infinitive clause may be replaced by a prepositional object.
When the infinitive is subjectless, the main clause subject is also understood as
the subject of the infinitive. Some of these verbs and adjectives also allow a
FOR-TO infinitive construction.
Verbs: apply (for), bother (about), care (for), consent (to), egg (on), insist (on),
long (for), persit (in), plead (for), pray (for), proceed (with), rejoice (at), shudder
(at), strive (for)
Adjectives: able, angry, anxious, afraid, careful, certain, concerned, content,
disinclined, disposed, eager, fit, glad, important, inclined, pleased, prepared,
prone, proud, relieved, ready, solicitous, sorry, unable, welcome, willing
1. Replace the following infinitive clauses by a pronominal object, supplying
the appropriate preposition, as shown in the model. Translate the sentences
into Romanian.
Model:
She consented to go. She consented to it.
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29
4. TEST DE EVALUARE !
Choose the correct form:
1. The Pope
a. commissioned
b. was commissioned by
Michelangelo to paint the Sistine Chapel.
2. The authorities did not license this shop
a. to sell tobacco.
b. to have sold tobacco.
c. that it should sell tobacco.
d. that it sold tobacco.
3. He
a. authorized
b. was authorized
5. Answer the questions following the model; turn the IF- clause into an
infinitive construction.
Model:
A: How would you feel if you were entertained by this famous movie star?
(delight) B: I would be delighted to be entertained by this famous movie star.
1. How would you feel if you won the New Year's Eve lottery? (elate)
2. How would you feel if you were elected chairman of the company? (gratify)
3. How would you feel if you had your car stolen? (enrage)
4. How would you feel if you caught him red-handed? (embarrass)
5. How would you feel if you were betrayed by your best friend? (discourage)
6. How would you feel if you lost your entire fortune at cards? (depress)
7. How would you feel if you were a famous lawyer? (bore)
8. How would you feel if you were living with your mother-in-law? (annoy)
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9. How would you feel if you had to give her this terrible news? (pain)
10. How would you feel if you had to face the future on your own? (scare)
11. How would you feel if you were told the truth? (relieve)
6. Make a dialogue according to the model, using the following cue sentence:
Model:
I saw her blush, (embarrass)
A: It embarrassed me to see her blush.
B: What did you say?
A: I said I was embarrassed to see her blush.
1. I saw the cat play with the kittens, (amuse)
2. She talked to her old friends the whole afternoon, (please)
3. He had to walk across that forest at midnight, (upset)
4. He was finally accepted by that group, (delight)
5. He didn't win any distinction at this competition, (depress)
6. He found his car missing, (enrage)
7. He heard her practise her scales again and again, (irritate)
8. She found another bouquet waiting on her desk, (cheer)
9. He didn't find the little girl in the nursery, (alarm)
10. He heard his father's voice answering the phone, (reassure)
11. My neighbour found his window broken, (anger)
12. My teacher saw me cheating on the test paper, (disappoint)
7. Reinforce the following statements, constructing dialogues according to the
model below.
Model:
A: It was unkind of him to do that, I think.
B: Yes, indeed, he was unkind to do that.
1.
B: Of course........................................................
2.
B: Yes, I know,.....................................................
3. A: It was sweet of them to accept our invitation.
B: Sure,................................................................
4.
B: Yes, I see.........................................................
5.
B: Obviously,.........................................................
6.
B: Yes, indeed,......................................................
8.
B: Certainly,...........................................................
9.
B: No doubt............................................................
10.
B: Obviously,.......................................................
8. Respond to the following statements, expressing your surprise. Work in
pairs.
Model:
A: They didn't accept our invitation, (silly)
B: How silly of them not to accept our invitation!
1. A: They put their money in a savings bank right after the revolution.
B:...................................................................... (wise)
2. A: Bill called him a moron.
B:.....................................................................
(rude)
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(civil)
4. A: Your deskmate said those things about you behind your back.
B:................................................................
(wicked)
(courageous)
(right)
(wrong)
(nice)
(considerate)
!!! Observation
Notice that there are adjectives which may qualify both a person and an action:
bold, hard, generous, considerate, sweet, decent, unkind, impolite, rude, silly,
unwise, wicked, wrong, etc.
He is wise. / Doing it was wise.
Such adjectives allow two alternative infinitive constructions:
It is ADJECTIVE OF somebody TO do something: It is wise of him to cooperate with this company.
Somebody is ADJECTIVE TO do something: He is wise to co-operate with this
company.
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Tema nr.5
THE FOR-TO CONSTRUCTION AS OBJECT
Uniti de nvare :
FOR-TO Constructions
Triggering contexts
Exercitive verbs
Obiectivele temei:
explicarea i interpretarea coninuturilor teoretice ale structurilor FOR-TO
n contexte bine definite;
cunoaterea formelor de la infinitiv, atat la diateza activa, cat si la cea
pasiva;
dezbaterea particularitilor ce tin de forma verbelor la diateza pasiva;
analizarea diferitelor contexte si verbe care cer folosirea infitivului;
formarea unei perspective contrastive asupra folosirii constructiilor
infinitivale de tipul FOR-TO in romana si engleza;
Timpul alocat temei : 4-5 ore
Bibliografie recomandat:
Cornilescu, Alexandra & Iclezan-Dimitriu, Ioan, The Infinitive, Editura
Institutul European, Iasi, 2000.
Cornilescu, Alexandra, Concepts of Modern Grammar. A Generative
Grammar perspective, EUB, 2006.
Cornilescu, Alexandra, Complementation in English. A Minimalist
Approach, EUB, 2003.
35
I. Join the following sentences according to the model. Notice that these
verbs accept both the FOR-TO construction and a FOR- prepositional
object, or a prepositional object introduced by a different preposition: TO,
ABOUT, AT.
Model:
A lorry will take you at five o'clock. I've already arranged for it.
I've already arranged for a lorry to take you at five o'clock,
1. The train was to come. He was waiting for it.
2. She will return. He is longing for it.
3. This noise is bound to stop. He is listening for it.
4. She will marry that Norwegian at last. Her parents consented to it.
5. They must be forgiven. Their mother prayed for it.
6. This man had to get that loan. I begged for it.
7. He ought to get a day off. I will ask for it.
8. He ought to stop singing. I must call for it.
9. He cannot win the competition. I would be surprised at it.
10. This plane was taking off in five minutes. The control tower was signaling
for it.
11. You will visit the Tate Gallery. I would be happy about it.
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bid,
command, forbid, grant, order, give orders, permit, propose, recommend, suffer
( allow) suggest, trust, etc.;
b. verbs of linguistic communication, which acquire exercitive meaning:
answer, cable, communicate, insinuate, radio, repeat, report, tell, transmit,
write, wire, etc.
Note: An exercitive verb is one that prescribes a future course of action.
Model:
Close the door! This is an order. I ordered him to close the door.
1. Take that call, sergeant! This is an order.
2. Drop your gun now, soldier! This is an order.
3. Answer my questions, prisoner. That's my suggestion.
38
B:............................................
A:............................................
39
B:.........................................
A:............................................
4. A: What did the Prosecutor's Office cable them?
B:.....................
A:..................................................
5.
B:..........................
A:............................................
6.
B:..............................
A:...................................................
7. A: What did they authorize you to do?
B:...........................
today)
A:..................................................
8.
A: What did the captain of the aircraft recommend the passengers to do?
B:..........................
A:..................................................
9.
B:............................
A:.................................................
10.
B:............................
A:..................................................
11.
B:............................
A:..................................................
12.
B:..........................
A:....:.............................................
13.
B:................................
its owner)
A:..................................................
14.
B:.........................
charges or fee)
A:..................................................
6. Transform the imperatives according to the model; work in pairs. Pay
attention to the preposition which introduces the indirect object.
As known, in indirect speech, imperatives are reported as infinitives. The
implicit second person subject of the imperative is turned into an indirect (or
prepositional) object of the main verb.
"Sit down, Mary!", she said. She told Mary to sit down.
"Tom, come in at once!", father shouted. Father shouted at Tom to come in at
once.
Model:
A: 'Drop that cigar, Mary!' he called.
B: He called to Mary to drop that cigar.
1. 'Call the doctor, Linda!', Nick shouted.
2. 'Be patient with this dog, my friend!', he cried.
3. 'Wake up, Tom!', his father yelled.
41
43
11. Regele dac voia s-i ntreasc cetile, s-i nzestreze armata cu arcuri mai
bune, era hotrt s o deprind cu tactica de lupt roman, adic s-i creeze
condiii mai bune pentru a relua lupta mpotriva Imperiului Roman.
12. Snt hotrt s m susin singur.
13. O jumtate de or mai trziu vasul era n portul comercial, gata s primeasc
vizita feluritelor autoriti.
14. Pn i cei mai nenorocii dintre oameni se simt n stare s uite povara vieii
lor nefericite, sunt fericii s-i ndrepte spinarea, s trag aer n piept i s spere.
15. n aceast situaie, Horea se gndea s ia iar drumul Vicnei, s dea
mpratului lmuriri i s ndrume totul spre o soluie oficial.
16. n memoriul su ctre rege, ambasadorul francez la Constantinopol l
ndemna pe suveran s ia parte activ la desfurarea crizei orientale.
17. Nu m gndesc de fel s m izolez de restul oamenilor, de durerile i de
speranele lor.
18. Invaii colii Ardelene erau silii s cutreiere singuri inuturi i vi cu
desaga n spate, erau silii s treac ape i muni i s-i duc volumele transcrise
tot de ei de la Viena, de la Buda, de la Bucureti.
19. Scatiu, fiind mai incult, mai bogat i mai flos, nu se sfia a se declara cnd
liberal, cnd conservator.
20. De atunci i pn astzi nimeni nu s-a mai ncumentat a destupa pivniele
acelea i a scoate comorile aflate ntr-nsele.
21. Mi-ar fi fcut mult plcere s cunosc i cu operele prietenului nostru.
22. - Nu e voie s scoi capul pe fereastr, mititelule! zice unul dintre tineri lui
D. Goe i-l trage puin napoi.
23. Gsi c e mai nimerit s adopte un vechi obicei al familiei sale.
24. Dar, orict se strduir s-i descopere vreo boal prezent sau viitoare,
declarar, totui, c inginerul era pe deplin sntos.
25. i cerc s coboare ntre rani, i cere s intre n casele lor, s le cunoasc
traiul, s se mprieteneasc cu copiii lor, s-i nvee s citeasc i s le dea cri.
44
26. Ar fi vrut s-1 poat vedea pe George, ar fi fost mulumit s-l aud, s-i
urmreasc trsturile feei i, cnd privirile li se vor ntlni, s zmbeasc
fericite.
27. Dar ceea ce voim s zicem este c, precum tragedia prin chiar natura ei a
fost silit s-i ia mai ales regii i eroii drept personaje principale, tot aa
romanul este i va fi din ce n ce silit s-i caute elementul su propriu n tipurile
unei anumite clase sociale.
28. Un ran i ngdui chiar s-1 ntrebe despre asta cu gravitate.
29. Am s-1 rog pe domnul procuror s-i dea drumul imediat i s-1 cerceteze n
libertate.
30. Ii puse lui Pavel diferite ntrebri, l comptimi i porunci primarului s fac
ndat o anchet oficial, s nregistreze plngerea omului i justele lui pretenii.
31. Dar vrem noi cu adevrat s credem n Dumnezeu? Nu vrem cumva pur i
simplu s tim, adic s deinem o certitudine? Aa s-ar zice, de vreme ce vrem
s ne rezolvm frustrarea punnd ntrebri, ateptnd, aadar, rspunsuri
edificatoare.
B.
1. Cnd unui client i convenea haina, nu pregeta s-o scoat de pe el i s-o ofere.
2. Sper s mai fiu ambasador. mi pstrez mnuile pentru atunci.
3. - ntr-adevr, recunoscu femeia. Ce ciudat! nu m-ateptam s ne rentlnim
aici.
4. Remus Gavrilcea i ngdui a o invita pe Caty la o cavalcad, aceasta
consimi
n principiu i ddu maiorului numrul su de telefon.
5. - i v simii bine?
- Nu pot s zic c da. Am visat i eu s am un cmin, o soie dulce, ns nu mam nvrednicit s-o fac.
6. Peste o sptmn, Meme fu n msur s afle n ce chip nelegea Gavrilcea
45
Tema nr. 6
THE IMPLICIT INFINITIVE
Uniti de nvare :
Implicit infinitive
Deletion rules
Tough movement
Adjectives and nouns that allow tough movement
Obiectivele temei:
46
5. 'Why doesn't she punish her kids when they disobey her?'
'She often threatens to punish them, but she'll never actually do it.'
6. 'Did the secretary book seats for the new play?'
'No, she really tried to book seats, but it was impossible.'
7. 'Does he drink?'
'No, he used to drink, but he doesn't now.'
8. 'Have you opened the bottle?'
'No, I haven't opened it yet, but I'm going to open it.'
9. 'Why didn't they buy the house?'
'They wanted to buy the house, but it was too expensive.'
10. 'Why didn't the doctors give him a blood transfusion?'
'They wanted to give him a blood transfusion, but his wife didn't agree.'
11. 'Did they really dig for oil there?'
'They wanted to dig for oil there, but he wouldn't let them.'
12. 'Did his best man buy a burglar alarm for a wedding present?'
'He intended to buy a burglar alarm, but Dorothy didn't agree.'
13. 'Did she eat fried chicken with potatoes with parsley?'
'She meant to eat that, but the waiter said they had no more of it.'
14. 'Did grandmother sprinkle the apple pie with vanilla icing sugar?'
'She was about to sprinkle it, but she remembered daddy wanted no sugar on it.'
15. 'Did you say good-bye to the elderly couple?'
'I really meant to say good-bye to them, but I was too busy packing up.'
16. 'Would you like to fry the sausages?'
'I'd like to fry the sausages, but I'm very much afraid I'll burn them.'
2. Respond to the following questions or statements. Give reasons for not
performing the intended action. Use the verbs in brackets. Work in pairs.
Model:
A: 'You may play the piano if you want to.'
48
B: I don't wish to, because I'm very tired.' (not wish, tired)
1.
B:...............................................................
8.
B:............................................................
3. Work in pairs according to the model. The verb employed in the second
sentence is constructed with a prepositional object or indirect prepositional
49
object and an infinitive clause. Speaker B should complete his sentence taking
care to supply the appropriate preposition.
Model:
A: I hope he will somehow free her from prison.
B: In fact, I depend on him to somehow free her from prison.
1.
B: Well, I pleaded........................................................
2.
B: Well, I radioed........................................................
5.
B: Well, I wired...........................'..................................
6.
B: Well, I waved.......,.................................................
8.
50
51
52
6. Study the following idiomatic predicative phrases, which can appear with
infinitive subject clauses as shown in the examples, a. Translate the sentences,
b. Use the idioms in examples of your own.
be a daunting task to; be a shame; be a pity to ; be a cinch; be a breeze to ; be a
bitch to; do (no) harm to; do good; it belongs to the poet / critic / leader to; it
demands truth to; it behooves me to; it calls for NP to; it's a good thing / a very
natural thing / a lot of trouble / a nasty surprise / a good plan to; it is more
sense / nothing to;
1. It would do no harm to politicians and to our bureaucrats to spend the day
listening to the young people's point of view.
2. It belongs to the poet to praise beauty.
3. It behooves you to work harder if you want to succeed here.
4. It calls for a political genius to set things right in this country.
5. It's a daunting task to face the old lady with her keen penetrating freezing
eye.
6. It's nothing to translate such an easy text.
7. It's a natural thing to shake hands with someone you've just met.
8. It's a cinch to pass this exam.
9. It's a bitch to scrub the pots and pans.
10. It's a breeze to travel to Italy.
!!! A number of frequenly used adjectives {easy, tough, hard, impossible,
difficult, simple, dangerous, boring, entertaining, etc.) and nouns (a bitch, a
breeze, a cinch, a pain in the ass, a godsend, a pleasure), are found in the "tough
movement" construction:
It is tough to park cars in Manhattan.
Cars are tough to park in Manhattan.
53
54
8. Continue as above. Try to remember the nouns that can be used in this
construction. Translate the sentences into Romanian.
1. It's a bitch to sweep these floors.
2. It's a cinch to pass this exam.
3. It's a pain in the ass to work on this computer.
4. It's a breeze to live with him.
5. It was a godsend to hear your words.
9. Answer the following questions using the prompts given in brackets.
Model:
What kind of man is John ? (hard, get along with)
He is a hard man to get along with.
1. What kind of lecture is this? (easy, follow)
2. What kind of problem is that? (difficult, do)
3. What kind of place is this? (unlikely, be living in)
4. What kind of person is Mr. White? (odd, confide in)
5. What kind of job is this? (pleasant, do)
6. What kind of guy is Philip? (difficult, work with)
7. How was the lecturer? (a delight, listen to)
8. How was the homework? (a bitch, do)
9. How was the guest star? (exciting, talk to)
10. What's Bill like? (tough guy, deal with)
55
Tema nr. 7
THE ACCUSATIVE WITH INFINITIVE, THE NOMINATIVE WITH
INFINITIVE,
AND RELATED PARTICIPIAL CONSTRUCTIONS (TRANSITIVE
VERBS)
Uniti de nvare :
The Accusative + Infinitive Construction
The Nominative + Infinitive Construction
Related participial constructions
Translation
Obiectivele temei:
56
Bibliografie recomandat:
Cornilescu, Alexandra & Iclezan-Dimitriu, Ioan, The Infinitive, Editura
Institutul European, Iasi, 2000.
Cornilescu, Alexandra, Concepts of Modern Grammar. A Generative
Grammar perspective, EUB, 2006.
Cornilescu, Alexandra, Complementation in English. A Minimalist
Approach, EUB, 2003.
Foley, Mark & Hall, Diane, Advanced Learners Grammar. A self-study
reference & practice book with answers, Longman, 2003.
Paidos, Constantin, English Grammar. Theory and Practice, vol I and II,
Polirom, 2001.
Nastase, Roxana, Gramatica engleza. Verbul. Notiuni generale si
exercitii. Cu rezolvari, vol. II, Edit. Nastase, 2004.
Parlog, Hortensia, The English Infinitive- a Source of errors for the
Romanian Learners, in the volume The Sounds of Sounds, Editura Hestia,
Timisoara, 1995.
1.1. THE ACCUSATIVE WITH INFINITIVE
heard..................................................
2.
felt.............................................
57
3.
him.............................................
4.
A: Did he approach the school across the lawn?/B: Yes, the headmistress
watched..........
5.
A: Did she put out the cat before she went to bed?/B: Yes, I
saw......................................
6.
heard............................
7.
A: Can you really believe that he strangled the victim in the train
heard...........................
9.
A: Can you imagine she entered through the back door? B: Yes, the
policeman watched.....................................
10.
A: Did the porter take the luggage from the boot of the car? B: Yes, the
A:
What..........................,...........................?/B:............................................................
2. Napoleon ordered his generals to attack the city before dawn.
A:
Who(m).................................................?/B:............................................................
A:
What......................................................?/B:........................................................
3. He commanded the doctor to examine all the prisoners.
A:
Who(m).................................................?/B:.............-..............................................
.
A: What.....................................................?/
B:............................................................
4. Jefferson forbade the infantry to sack the city.
A: Who(m).................................................?/
B:............................................................
A:
What......................................................?/B:............................................................
5. He ordered the Inspector to arrest the lady.
A:
Who(m)..................................................?/B:.........................................................
A:
What.......................................................?/B:...........................................................
.
3. Apply the passive in the infinitive clauses below.
\
Model:
The admiral forbade the Navy to attack Tripoli.
59
15. They reported that the Archduke Franz Ferdinand had been assassinated.
16.1 knew that this message was outdated.
17. We grant that this theory is correct.
18. They found that the Democrats were notably more approving than the
Republicans.
19. The doctor found that four of them were suffering from schizophrenia.
20. They discovered that the girl had heard of Mussolini and his policy.
5. Turn the following sentences into Nominative + Infinitive constructions;
passivize the main verb.
Model: It is assumed that Ron saw the accident. / Ron is assumed to have seen
the accident.
1. It is supposed that Jim is aware of the truth.
2. It is thought that Henry told on his classmates.
3. It is said that Bob ran over Mr White's dog.
4. It is believed that Tim informed the police about the burglary.
5. It is claimed that George found a treasure.
6. It is known that Bill caught the pickpocket.
7. It was suspected that Jim had stolen the penknife.
8. It is reported that inspector Allen gave evidence in court yesterday.
A limited number of verbs allow the Accusative + Infinitive construction.
These verbs fall into several semantic classes, namely:
a. verbs of physical perception (SEE, HEAR, etc.),
b. verbs ofpropasitional attitude (mental perception) (BELIEVE, JUDGE,
CONSIDER, etc.),
c. causative verbs (MAKE, HAVE, etc.),
d. exercitive verbs of permission and command {ORDER, ALLOW, etc.),
e. verbs of liking and disliking (WANT, LOVE, EXPECT, etc.).
61
The verbs in each class, which will be introduced in the exercises that
follow, may exhibit particular properties, but they share ability to appear with
the Accusative + Infinitive construction. Some of these verbs may be passivized,
the Accusative + Infinitive construction turning into a Nominative + Infinitive
one: They consider that man to be the best expert. / That man is considered to be
the best expert.
We first turn to the verbs of physical perception: see, hear, feel, watch,
overhear. These verbs are followed by the infinitive without TO (the bare /
naked infinitive):
I've never heard him complain like that.
Remark. Other verbs of physical perception like: perceive, notice, observe
take TO in the Accusative + Infinitive construction: When the figure got nearer,
I perceived it to be a woman.
The essence of this construction is that the Accusative and the Infinitive
make up a semantic unit, a clause whose subject is the Accusative and whose
predicate is the Infinitive. The Accusative + Infinitive is thus often equivalent
with a THAT- clause.
I believe [that he is honest]. / I believe him to be honest.
I consider [that this is a mistake]. /1 consider this to be a mistake.
I expect [that there will be trouble in Bucharest]. / I expect there to be
trouble in Bucharest.
The Accusative is not semantically related to the main verb, although the
main verb assigns the Accusative case. For instance, I believe him to be honest
does not imply I believe him, likewise, I hate animals to be tortured does not
imply I hate animals.
The Accusative + Infinitive construction differs from superficially similar
examples where a verb selects as arguments both an Accusative (often personal)
and an Infinitive clause; the latter may be replaced by a THAT- clause.
Compare:
62
find, grant, guess, hold, imagine, judge, know, presume, proclaim, prove,
recognize, reckon, report, show, suspect.
TEST DE EVALUARE
Choose the correct infinitive form given in brackets:
1. I've never seen him (to paint, paint) a landscape.
2. Grandmother believes Tom (to be telling, tell) the truth.
3. They watched the man (to photograph, photograph) the harbour.
4. She noticed him (to dust, dust) the furniture.
5. We overheard them (to talk, talk) in the conference room.
6. They observed the man (to be known, be known) by everybody in the pub.
7. They ordered the pickpocket (to be taken, be taken) to the police station.
8. You considered his story (to be, be) true, didn't you?
9. He found grandmother (to be, be ) in very good shape, in spite of her age.
10.1 felt the little boy (to be suffering, be suffering) from pneumonia.
6. Work in pairs using causative MAKE.
Model: A: 'She blushed'. / B: What made her blush?'
63
B: I hope that............................................................
10.
A: They made the young man burst the door open. B: How unfortunate
that..........................................
Remember that in the passive voice, in the Nominative + Infinitive construction,
the verb MAKE is followed by a TO-infmitive.
8. Construct dialogues using the causative HAVE + ACC + INF construction.
Model:
A: John won't sweep the floor. B: Don't worry. I'll have him sweep it tomorrow,
(tomorrow)
The verb HAVE may be used in an Accusative + Infinitive structure with two
different interpretations. HAVE may mean CA USE as in the following example:
I'll have him learn these poems by heart. (Am sa-l pun sa invete poeziile pe de
rost)
It may also mean EXPERIENCE, as in: I've never had anyone talk to me like
that. (Nu mi s-a intimplat niciodata sa-mi vorbeasca cineva asa).
65
In the two exercises that follow, the student is invited to familiarize himself with
these interpretations.
1. A: Jane refuses to sew the yellow dress now.
B: It's all right. We'll have.................(when she has drunk her tea)
2. A: John doesn't want to trim the Christmas tree now.
B: It doesn't matter. We'll have............................(this evening)
3. A: She won't answer the letters now.
B: Nevermind. I'll have.............................(tomorrow, instead)
4. A: My brother won't press your trousers now.
B: Don't worry. I'll have......................................(immediately)
5. A: The plumber refuses to fix the faucet now.
B: Forget about it. I'll have...........(when he has finished his lunch)
9. Complete the following dialogues. Notice that in sentences B the verb
HAVE means 'to experience'. Translate the sentences into Romanian.
Model:
A: Have you ever been searched by the police?
B: No, I've never had the police search me.
1.
66
10. Reinforce the following sentences using causative HAVE + Acc + past
participle construction. You may use various adverbs/ clauses such as: I see,
etc. Work in pairs.
Model:
A: I employed someone to repair my car. B: I see, you had your car repaired.
1.
B:................................................................................
2.
B:................................................................................
3.
B:...............................................................................
4.
A: They employed a painter to wallpaper the main hall only last year.
B:.............................................................................
5.
B:.................................................................................
6.
B:.................................................................................
7.
B:................................................................................
8.
B:................................................................................
9.
B:................................................................................
10.
A: They will hire some experts to renovate the old college buildings.
B:...............................................................................
11. Work in pairs. Use the prompts in brackets.
Model:
A: Your hair is too long, (cut) Why don't you have it cut?
B: Yes, you are quite right. I must have my hair cut.
67
1.
B:.................................................................................
2.
B:.................................................................................
3.
B:..............................................................................
'4.
B:..............................................................................
5.
B:...............................................................................
6.
B:............................................................................
7.
B:...............................................................................
8.
B:............................................................................
9.
B:..............................................................................
10.
B:...............................................................................
12. Rephrase the following sentences using the verb LET and the prompts
given. Make a dialogue.
Like make and have, LET requires an Accusative + Infinitive without TO. LET is
a verb of "permissive causation" with the interpretation "a permite" ((ca) sa ...),
"a da voie".
For example: He won't let me come in without a ticket. (Nu-mi da voie sa intru
fara bilet.) (Nu vrea sa-mi dea voie sa intru fara bilet.)
68
Model:
A: The bridge should be rebuilt. B: The mayor decided to let the bridge be built.
1. A: Mary would like to buy herself a new silk dress.
B: Father intends..........................................
2. A: John wants to study languages abroad.
B: His parents decided.................................
3. A: The workers intend to go on strike as of next Monday.
B: The trade unions don't want..............................
4. A: Tom would like to repair his new bike himself.
B: Father decided to........................................
5. A: Ethel would like to go with me to Paris next week.
B: Her parents will be happy to..................................
1.3. RELATED PARTICIPIAL CONSTRUCTIONS (TRANSITIVE
VERBS)
13. Construct dialogues using the following model:
The causative verb GET may be used with both the Accusative + Infinitive and
the Accusative + Past Participle constructions. It requires the infinitive with
TO.
Model:
A: This door needs painting.
B: I'll gel Tom to paint it next week. (Tom, next week)
A: It's too late. I must get it done earlier.
A: This car should be repaired.
B: I'll get......................................(mechanic, after Christmas)
A: It'll be rather late. I must..............................(before Christmas)
69
70
B: Oh,no...........................................................
2.
B: Yes, please..................................................
3.
4.
A: Can the children take the knives into the garden? (hate)
B: Oh, no..........................................................
6.
B:..............................................................................
2.
B:..............................................................................
3.
B:..............................................................................
4.
B:..............................................................................
72
5.
B:..............................................................................
c. Passivize the following infinitive constructions. Since the infinitive subject
will be identical with the main-clause subject, it will not be expressed.
Model:
I don't want this woman to corrupt me. / don 7 want to be corrupted by this
woman.
1. Well, do you want these people to overhear you?
2. Gosh! I'd like a millionaire to fancy me.
3. Does this country wish the Continent to swallow it?
4. He hadn't expected his mother to scold him.
5. Did he then want Brendon to influence him?
6. Indeed, she had intended you to help her.
7. She hadn't expected her friend to take such loving care of her.
8. She had meant him to look for her at the opera.
9.1 had meant this coach to turn me into an athletic hero.
10. I don't want people to pity me.
11. Would you like him to accompany you to the National Gallery?
12. Do you wish him to drive you to the airport?
TEST DE EVALUARE
Correct the mistakes in the following sentences:
1. They let this boy to go out and get half killed.
2. This caused all prices surpass the permitted limits.
3. I can't get this umbrella opening.
4.1 know the episode can be made look that way.
5. This insistence made Peter feeling tired.
6. What would you have me done?
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74