Professional Documents
Culture Documents
MDULO de GRAMTICA
INGLESA
2016
ENGLISH GRAMMAR MODULE - ILI
The subject of the sentence precedes the verb and it agrees in number and
person with it. It is obligatory and explicit in finite sentences in English but not
in Spanish, as shown by the ungrammaticality in (2b).
b. *Is sleeping.
Est durmiendo
(3) a. It is raining.
b. *Is raining.
Est lloviendo
What follows the subject is what is said about it. The structure that follows the
subject is the predicate. The predicate contains a verb as in (4) - or verbal
group as in (5) and (6). This verb or verbal group may appear alone (5) or be
followed by other phrases, as shown in (4) and (6).
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ENGLISH GRAMMAR MODULE - ILI
Words can share some characteristics with each other but they can also have
some differences with other words. So, words in a language are not part of a
homogeneous set. On the contrary, words belong to different classes, grouped
according to their properties. We call these groups word categories or word
classes. Some of them are nouns, verbs, adjectives, prepositions, among others.
Word classes are not only divided according to the semantic properties of
words, that is, their meaning. This means that knowing the meaning of a word is
not enough to be able to use it properly in a particular sentence or discourse.
They are grouped by taking into account their morphology and distribution.
On the other hand, distribution refers to the positions in a sentence that some
words can occupy and other words cannot. Clearly, this is determined by the
category a word belongs to. Both types of information are part of our implicit
knowledge in our mother tongue.
For each of the word classes, these two aspects will be explored as we move
along. The aim of the pages that follow is to systematize the morphological and
distributional criteria that are relevant for placing a word in a certain category.
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The chart below summarizes the different word classes in English and the main
properties associated with each class.
NOUNS They inflect for number: singular and plural. cat, dog, house
QUANTIFIERS They precede and quantify nouns. many, two, first, each
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I. NOUNS
1. General Characteristics
Traditionally, nouns are defined as words that denote people, animals, things or
places. This definition enables us to identify Peter, giraffe, car and city, among
others. A definition like this one is a notional definition because it offers a
characterization of a word class related to its meaning. However, it does not
account for a great number of words which also belong to the class of nouns, but
do not denote people, animals, things or places. For example, nouns such as,
destruction or happiness do not refer to things but to the result of an event or a
state. These nouns denote abstract ideas or concepts (e.g. death, sincerity,
success, etc.), emotional states (e.g. loneliness, love, etc.), bodily sensations (e.g.
faintness, hunger, etc.) and many others.
(a) common: They refer to objects, persons, places (computer, student, club).
(b) proper: They refer to specific persons, places and institutions (Mary,
England, Cambridge University ).
(c) abstract: They refer to states, situations (happiness, beauty, childhood).
(d) concrete: They refer to objects, people, places and tangible things in
general (desk, classroom, cinema).
(e) countable: These nouns can be counted (one train/two trains).
(f) uncountable or mass: Other nouns cannot be counted (*one butter/*two
butters). These are called uncountable nouns. They refer to general things which
have no clear boundaries and are seen as a whole. Some typical uncountable
nouns include:
(i) substances: water, air, coffee, plastic, iron, paper, etc.
(ii) abstract ideas: life, fun, freedom, health, time, progress, etc.
(iv) human feelings: happiness, anger, honesty, hope, respect, courage, love,
etc.
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Note: Some nouns may be countable in one context and uncountable in a different
context. When this happens, the meaning of the noun changes: a paper (newspaper),
some paper (a substance/material).
In the following sections we will deal with these notions for you to be able to
recognise a noun (even when you dont know its meaning).
Nouns may be identified by their endings or suffixes. Some of these are shown
below:
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Other endings, such as the plural ending (as in room rooms) or the genitive
(as in children childrens) are also typical endings of nouns.
Yet, morphological criteria are sometimes not enough. For instance, nouns such
as girl and book are simple and do not have a typical ending. Besides the same
ending may form different types of words: component is a noun whereas
impertinent is an adjective. This shows that the form is not always helpful when
trying to identify nouns. When morphological criteria are inadequate to recognise
nouns it is necessary to have a look at their distributional criteria, that is, the way
nouns behave syntactically.
Nouns may be preceded by determiners (7a) and (7b) and quantifiers (8a) and
(8b). These words specify the nouns they precede. Nouns can also be preceded
by adjectival phrases (APs), for example great, difficult, strong, financial,
abdominal. APs qualify or classify the nouns they precede (9a) and (9b).
b. that boy
b. three students
b. short answers
3. 1. Number
Most nouns inflect for number, they have the grammatical property of forming
the plural by the addition of the suffix s: cat cats. These nouns are
regular nouns. However, there is a group of nouns which do not take -s to
form the plural. There is a change in the form of the word: mouse-mice, tooth-
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teeth, louse-lice child-children. These nouns are called irregular nouns. Some
nouns have the same form for the singular and for the plural: sheep, fish. These
nouns are called invariable nouns.
Uncountable nouns are only used with a verb in the singular. They are never
preceded by cardinal numbers:*I bought three furnitures. However, we may
quantify them using a partitive (see table 2 below).
CATEGORIES PARTITIVE+N
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3. 2. Distribution
The distribution of nouns refers to the place they occupy in the structure of a
phrase. A noun is always the head of a NP. A noun can occur alone without any
dependent as in (10) or it may be preceded by determiners, quantifiers or
modifiers as in (11):
The first noun in this combination classifies the noun they precede: A coffee
table is a class or type of table. These nouns preceding other nouns are similar
to classifying adjectives in the sense that they are non-gradable; they cannot be
preceded by intensifiers or degree adverbs. It is ungrammatical then to say: *a
very coffee table.
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II. DETERMINERS
Determiners precede and specify nouns. Words like the, my, this, a/an belong
to this group. Some examples include: the book, my dictionary, this article, his
pencil.
In some grammars, especially older school grammars, words such as my and
this in phrases like my family and this dictionary are called adjectives because
they are placed in front of nouns. However, it is easy to show that this is wrong.
Adjectives can be stacked (placed one after the other), as in: I have an old fat
brown dog, but this is impossible with determiners: *this my book.
Whats more, determiners have no comparative or superlative forms (*this-er /
*this-est, *my-er / *my-est) and cannot be preceded by a degree adverb (*very
the / *very a). The only reason for calling this and my adjectives is that they
occur in pre-nominal position. But, this fact alone is not an argument which is
strong enough for assigning them to the class of adjectives. The conclusion we
are led to is that this and my belong to a separate word class called determiners.
1. General characteristics
1.1. Position
Determiners precede nouns. They occupy the Spec position in a NP. Words like
the, my, this, his, belong to this group. Some examples include: the book, my
dictionary, this article, his pencil.
1.2. Use
Determiners contribute to the interpretation of the noun they precede in terms
of definiteness and specificity. They specify the way in which new items are
introduced into a discourse. For example, in (12), the NP man is present in the
discourse twice. Yet, once it is introduced for the first time, a man, new
reference to it is already specific, the man.
(12) A man walked into the shop. The shopkeeper greeted the man.
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1. 3. Reference
(a) Specific reference: Speaker and listener know who or what the referent is.
This can be either because there is only one entity in the world (13) or because
this entity has been mentioned before (14).
(14) I saw a man and a woman in the street. The man was carrying an
umbrella.
(c) Generic reference: We may refer to the whole set of entities denoted by the
noun. The zero determiner () assigns a generic interpretation to the noun.
This type of reference is used with plural countable nouns as in (16) and
uncountable nouns (17).
2. Types of Determiners
the classroom
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Generic
Indefinite
TYPES
Possessive
Demonstrative
Interrogative
Table 3 - Determiners
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III. QUANTIFIERS
(c) either: It is used to talk about two things, but usually indicates that only one
of the two is involved.
You can use either chair.
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(c) many: It is used to refer to more than one entity. It is used with countable
nouns.
She has many friends.
(a) any: It refers to the quantity of something which may or may not exist.
There arent any tomatoes? Is there any sugar in that cup?
SINGULAR OR PLURAL?
3. Combination
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When this combination takes place, both the determiner and the quantifier
occupy the specifier position of a NP, as illustrated in the following tree:
NP
3
spec N
ty g
D Q N
the other g
book
IV. PRONOUNS
(18) [The teacher] told [the students] that [her husband] had bought [a new car].
(19) She told them that he had bought it.
Pronouns appear on their own, i.e. they do not precede nouns (Cf. determiners)
because, in fact, they replace nominal phrases. They belong to a fixed set made
up of a finite number of members.
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1. Types of Pronouns
(a) Personal pronouns refer to the first, second and third person in the
discourse, singular or plural. They can occupy two positions: subject and
object (after a verb or after a preposition). According to the place they
occupy in the sentence, personal pronouns are subclassified into:
He will give you the book I recommend. you 2nd pers sing or pl
I have bought a new cup for him / her / it. him/her/it 3rd per sing
You have to put them on that desk. them 3rd person plural
Look at that!
Listen to this.
These are my books.
Please, give me those.
(d) Reflexive pronouns are used when the subject and the object of the action
are the same.
I hurt myself.
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(f) Indefinite pronouns are used when the person or thing referred to is not
defined: every, some, any, no, + body, one, thing, where:
(g) Expletive pronouns It and There: When the pronoun it is used to make a
statement about the weather or time, it has no meaning. This pronoun is the
subject of the sentence as this position cannot be left empty in English.
Its raining. Its Monday. Its two oclock.
The pronoun there is used to show that someone or something exists.
Theres someone at the door. There are three books on this shelf.
V. ADJECTIVES
We have already come across a few adjectives, heads of APs that modify nouns: a
beautiful girl, short answers, a hopeless situation, an old car, an impertinent
remark, etc.
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1. General characteristics
1. 1. Use
They are used to describe nouns, they give information about the qualities the
noun possesses or the particular class the noun belongs to. Generally they may
answer the question What is it like? (Cmo es algo?)
1.2. Form
Adjectives are invariable. They do not inflect for number. The same form is used
for singular (20) and plural (21).
(20)Mary is tall.
singular N head
Adjectives can also be identified by looking at their form: the suffixes ful (in
beautiful), and less (in hopeless) are typical adjectival affixes, among others.
However, the adjectives old and impertinent make clear that not all adjectives
have such endings: old is a simple word with no affixes and impertinent ends in -
ent as the noun component. This shows that the form is not always helpful when
trying to identify adjectives.
Adjectives have comparative and superlative forms, e.g. darker, darkest. The
comparative form of an adjective indicates a greater extent to which the normal
form of the adjective applies, while the superlative form indicates the maximal
extent, e.g. bigbiggerbiggest.
The forms goodbetterbest and bad worse worst are exceptional. There is
no resemblance between the absolute form (good and bad) and the comparative
and superlative forms.
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2. Classification of Adjectives
2. 1. Syntactic Classification
Adjectives (APs) can be classified taking into account the position they occupy
within a phrase or a sentence. APs typically occupy two positions in English:
the attributive position or the predicative position.
(a) Adjectives in Attributive position: Most APs are used to modify nouns. When
an adjective precedes a noun in an NP, it is said to occur in attributive position.
It supplies more information about the character, nature or state of the noun.
Some adjectives are not normally used before a noun. Some examples: afraid,
alive, alone, apart, ashamed, asleep, awake, aware, glad, pleased, ready, sure,
unable, upset, well: Peter isnt upset. *an upset person
(b) Adjectives in Predicative position: Some APs are placed after link verbs, such
as appear, be, become, feel, look, remain, seem, smell and sound.
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The adjectives in the sentences above (27-31) are used to say something about
the referent of another constituent, namely Mark Zuckerberg, his decision, this
fabric, this soup and the music respectively.
Note: Be careful! Some adjectives cannot be used after a verb. Some examples: eventual,
existing, countless, indoor, main, maximum, neighbouring, occasional, only, outdoor, and
principal:
(c) Postpositive adjectives: In English some adjectives follow the noun they
modify, as in: The person responsible will be punished. This post-nominal
position is the norm for adjectives in the Romance languages, e.g. Portuguese,
Italian, Spanish and French.
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Qualitative adjectives are gradable, which means that the thing or person
referred to can have more or less of the quality mentioned. So as to indicate the
amount of quality something or someone has you can use degree adverbs or
degree words such as very, too, so rather, quite, somewhat, extremely in front
of an adjective.
(39) I think this reader is less interesting than the one we read before.
(b). Classifying adjectives: These adjectives are used to refer to the particular
class that something belongs to. They are non gradable.
To sum up, we can use the criteria above to assign the class a word belongs to.
For instance, the word crazy can be assigned unambiguously to the class of
adjectives:
In (46) the adjective crazy precedes the noun plan (attributive position). In
sentence (47) crazy occurs after the link verb be. Example (48) shows the
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superlative form of the word. As it is a short adjective, it takes the typical ending.
In sentence (49) the adjective is graded by the degree adverb very.
When preceding a noun, adjectives follow a fixed order. The general order is the
following: value, size, age, temperature, shape, colour, material, origin.
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VI. VERBS
Main verbs appear on their own or combined with auxiliaries and modals. The
Verb Phrase revolves around the head verb, which is the central element of the
phrase. Not only does the head project its categorial properties to the phrase,
but it also determines the categorial nature of its complements.
Link Verbs join the subject and the predicate. They are also considered main
verbs because they appear alone. The typical link verb is the verb to be (when it
is alone, not preceding another verb): He is a good student. We were at school
last night. They are tall.
There are other verbs that can also be considered link verbs because they do
not select arguments but join the subject and the predicate. These ones only
allow an AP complement. She seems sad. They appear angry. She sounds
tired. The difference between all other verbs and link verbs is that the last ones
do not select arguments.
1. Verb forms
A full verb may appear in different forms. The following chart illustrates that:
1.1 Auxiliaries
There are three auxiliary verbs in English: be, do and have. These are used to
form verb tenses (continuous/progressive and perfect) questions and negative
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Table 5 - Auxiliaries
(50) I am talking to you. am: 1st person, singular, present + -ing form
(51) The letter was written. was: 3rd person, singular, past + -en form
(52) Paul has finished his homework. 3rd person, singular, present
(53) I had already written the composition. 1st person, singular, past
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It precedes the main verb in emphatic structures and the main verb is in the
base form:
(60) A: I didnt offer you chocolate because I thought you didnt like it.
B: But I do like chocolate. 1st person, singular, present
(61) A: You didnt come to the party.
B: I did come but nobody answered the door! 1st person, singular,
past
The auxiliaries be and have are used to form tenses. They can be combined to
form compound tenses as well. The following chart illustrates continuous and
perfect tenses:
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Be, have and do are used as auxiliary verbs when they precede another verb and
help to form verb tenses. But they are main verbs when they appear alone. See
the table below:
AUXILIARY MAIN
BE He is studying. He is a student. (link)
DO Does he study? He does his homework every day. (transitive)
HAVE Have you seen him? He has your folder. (transitive)
Table 6: BE, DO and HAVE as auxiliaries or main verbs
1.2 Modals
Modal verbs precede main verbs in the base form. They are used to express
modality: ability, permission, requests, advice, suggestions, necessity, choice,
regret and deduction among others. They can be negated and precede the
subject in questions. They are invariable: *cans, *canned, *canning. Modals
cannot combine: *I will can go. This group includes: can, could, shall, should,
must, will, would, may, might and must.
When both auxiliaries and modals precede main verbs, the order is fixed: modal
+ auxiliary + main verb
COMBINATIONS EXAMPLES
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In (66a) we have a sleeping event referred to involving one person, Selena, who
was doing the sleeping. In (66b) there is a placing event described, involving
three arguments: the subject doing the placing, Percy, the Direct Object that
gets placed, the penguin, and the PP locative, indicating the place where it gets
placed, on the podium.
The arguments that are involved in any situation are determined by the
meaning of the predicate. Sleeping can only involve one argument, whereas
placing naturally involves three. We can distinguish predicates in terms of how
many arguments they involve: sleep is a one-place predicate, see is a two-
place predicate involving two arguments and place is a three-place
predicate.
3. Syntactic classification
Taking into account the number of arguments a verb selects, verbs can be
divided into the following categories:
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Most transitive verbs select, at least, two arguments, as shown in the examples in
(67). The first argument initiates the event which functions as the subject and the
second one receives the action and functions as the complement. The
complement of transitive verbs is called Direct Object (DO).
Ditransitive verbs take two complements: the Direct Object (DO) and the Indirect
Object (IO). While the DO answers the question What, the IO answers the
question Who(m)? When the Indirect Object follows the Direct Object, it is
realised by a Prepositional Phrase.
When the Indirect Object precedes the Direct Object, the preposition is omitted.
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They select only one participant which functions as the subject of the sentence, as
shown in the examples in (75).
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4. Thematic roles
The nature of the arguments is also largely determined by the meaning of the
predicate. A predicate, such as a verb, restricts the number and type of theta
roles. Each of the theta roles corresponds to one argument.
Compare the following:
In the first case, Peter is the one doing the hitting and Henry is the one getting
hit whereas in the second Sam does the seeing and Susan gets seen. However,
these arguments play very different roles in the two events. With hit the one
doing the hitting consciously performs an action and the one who gets hit is
affected in some way by this. An argument which deliberately performs an
action is called an agent and one who or which is acted upon, a patient or
theme. With see, the arguments are not interpreted as agent and patient
however: Sam is not performing any action and Susan is not getting acted upon
in (76b). Instead, we call these arguments experiencer, for the one who does the
seeing, and theme, for the one who gets seen. Terms such as agent and are
called thematic roles, or theta-roles (-roles) for short.
There are a number of different theta roles such as agent, patient, theme,
instrument, force, benefactive, experiencer, source, goal and locative,
among others but we are going to focus our attention on some of them:
4.1. AGENT
It is the performer or doer of the action. The instigator of the event denoted by
the predicate. It has the features [+Human] [+volition]. It is an external
argument.
E.g. The farmer killed the ducklings
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4.2. EXPERIENCER
It is the living entity that perceives or experiences the event. It has the features
[+human]. Generally, it is an external argument.
E.g. I love my mother
Becki saw the eclipse.
4.3. PATIENT/THEME
It is the entity that undergoes actions, the one that is perceived, moved or
experienced. It suffers a change of state or location as a result of the action
denoted by the predicate. They are internal arguments.
E.g. Susan loves cookies.
The farmer killed the ducklings.
The farmer repaired the fence.
4.4. GOAL
The entity in the direction of which something moves.
E.g. Millie went to Chicago.
Travis was given a Semantics article. (abstract motion)
4.5. SOURCE
The location or entity from which something moves.
E.g. She picked the kids from school.
4.6. LOCATIVE
The specification of the place where the action or event denoted by the
predicate is situated.
E.g. She put the books on the shelf.
Note: Either too many, too few or the wrong kinds of arguments result in
ungrammaticality.
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5. Semantic classification
As it can be seen in the section above, intransitive verbs are not a uniform class,
even though they all select one argument. To distinguish them not only the
number of arguments is relevant but also the type of argument they select.
Thus, they can be further subdivided considering their semantic properties.
The lexical properties of individual verbs will play a large role in determining
the type of argument they select.
(77) a. A letter arrived (in the mail box) (from the tax office).
b. The train departed (from the station) (to Helsinki).
c. The disease spread (to other towns).
d. The heater stood against the wall.
e. The gas appeared (from nowhere).
f. The snow settled (on the roof).
g. The Picts lived in Scotland.
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The verbs in (79) also select an internal argument but they are not movement or
locative verbs, but typically involve a change of state, that is why, they are
generally considered as selecting a patient theta role.
Unergative verbs are also verbs with one argument, but unlike unaccusatives
this argument is an external argument with either an agent.
6. Passive voice
When the focus of a sentence is NOT on the entity that performs the event, the
agent, but on the event itself, the structure used is passive voice. As we have
already studied, only transitive or ditransitive verbs select an external and at
least one internal argument.
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Sentence (83) is a passive sentence that derives from the active sentence (82),
where the internal argument (the windows) whose thematic role is Patient/
Theme has moved to subject position and the external argument (Peter) whose
thematic role is Agent may be left implicit or expressed by means of a
Prepositional Phrase introduced by the preposition by. When this PP is present,
it functions as a modifier of the whole sentence.
In the passive structure the auxiliary be is followed by the main verb in the past
participle form. In (83), the plural auxiliary are is followed by the transitive verb
cleaned in the past participle form.
Examples (84b) and (85b) illustrate passive structures where transitive (84a)
and ditransitive (85a) verbs are involved. Since example (84) includes a
ditransitive verb that selects two complements, there are two different
possibilities of passive structures (A and B).
(84) a. Active form: Julian Barnes wrote the book Talking it Over.
b. Passive form: The book talking it Over was written by Julian Barnes.
(85) a. Active form: My sister gave a present to her boyfriend.
b. Passive form: A) A present was given to my sisters boyfriend.
B) My sisters boyfriend was given a present.
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TEXT 1: BELLE
Scrooge and the Ghost were in another ROOM. It was not very large but IT was
very COMFORTABLE. A BEAUTIFUL young GIRL SAT by the fire. She
LOOKED like Belle and SCROOGE thought it was Belle. Then he saw Belle.
She was now an ATTRACTIVE WOMAN, and she was sitting opposite her
daughter. They were laughing HAPPILY. The room was very NOISY. 1[There
were more CHILDREN than Scrooge could count].
Just then, 2[there was a knock at the door] and everyone ran towards it. The
father came in. He was carrying lots of Christmas toys and presents. With
happiness, the children dived into his pockets. Their happiness was
indescribable. Then one by one the children left the room, climbed to the
top of the house and went to bed. And now Scrooge saw the master of the house.
She was sitting happily with her daughter and her mother by the fire. She could
be my daughter, he thought, and his eyes filled with tears.
Ghost, said Scrooge in a sad voice, take me away from this place. I cant bear
it! He turned to the Ghost. It looked down at him. And he saw pieces of
all the faces from his past in its face. The Ghosts light was very bright.
Scrooge grabbed the cap, and quickly pressed it down on the Ghosts head.
4Scrooge pressed the cap down with all his strength, but he could not hide the
light. He felt very tired. He gave the cap one last squeeze. Then his hand relaxed.
He was in his bedroom now. He was exhausted so he got into bed and fell
asleep.
Adapted from: Dickens, C. (2008) A Christmas Carol. Helbling Languages.
ACTIVITIES
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They lose weight temporarily, but gain it back immediately. Gaining the weight
back makes people feel like they failed, which actually lowers their self-esteem
more. Proper dieting can help people improve their body image, but crash
dieting is usually not successful.
4A third way to change your body is through exercise. Exercise can change the
shape of your body. It can also make you feel more energetic and relieve your
stress. These are important because changing how you feel can change your
body image, too. But too many people go to a health club and then stop after a
few days because exercise is difficult. Their muscles hurt, and they do not see
immediate results, so they give up. They think they have failed, and this can
lower their self-esteem. Exercise, like a proper diet, can take a long time to have
a noticeable effect. People who include regular exercise in their daily life
experience the benefits over a long time. Just a few days of exercise cannot
produce the desired effects.
5People with a negative body image might benefit from plastic surgery, diet or
exercise. However, these methods are most successful when people use them
correctly.
Adapted from: Prochaska, E. (2005). Reading for the real world. Compass Publishing: 38-40.
ACTIVITIES
2. Underline all the quantifiers you find. Classify the quantifiers into
2 groups.
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TEXT 3
1At 6:15 2soft classical music wakes me up. For five minutes I stretch and touch
3my toes. Then I meditate 4in a quiet garden beside my large bedroom. After a
hot shower I put on 5my jeans and a silk shirt. Next, I have fresh orange juice
and hot tea with my husband and son. 6After this delicious breakfast I jump into
my car and go 7to school. In class I never feel shy 8when I speak English. After
school I 9do my homework. In the evening I am with my lovely family. 10We go
to bed late 11because we need only four hours of sleep.
Taken from: McCullough, C. (1977) The Thorn Birds. Penguin Readers.
ACTIVITIES
TEXT 4
It was AFTER midnight. Adam sat 1on the sofa in his tiny apartment. The room
was 2dark, except for the light from the TELEVISION screen. The video he was
watching was one he had pieced together over the years. The Adventures of a
Klan Bomber, he called it. It started 3with a television news report from 1967
about the bombing of a Jewish church. The Kramer bombing was next. People
were seen running to the remains of MARVINs office, while the police tried to
push THEM back. 4A cloud of dust and smoke hung over the ruins. Voices
shouted and the camera rocked as it captured 5the shocking scene.
The video cut from the bombing scene to the front of the jail, WHERE Sam
Cayhall was being led to a car. It was 1967, TWENTY-THREE years ago. 6Sam
was forty-six years old. At the time, Adam was a LITTLE boy, known as Alan
Cayhall; soon after that, he was taken to a DISTANT state where he was given a
new name. Now Adam pressed the PAUSE button and stared for the
MILLIONTH time into the face of his grandfather.
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7The video continued with more pictures of Sam outside various jails and
courthouses. One scene showed 8Marvin Kramer after the second trial. He was
in his wheelchair on the sidewalk outside the courthouse. He suddenly 9saw two
Klansmen dressed in white and began shouting at them. They made some
CRUEL remark, and Marvin WENT CRAZY, screaming and cursing. He spun
the METAL wheel of his chair, chasing after them, the cameras recording it all.
10Thewheelchair turned over, and Marvin fell out on to the GRASS, crying in an
odd HIGH-PITCHED voice.
11When the video ended, Adam stared at the blank SCREEN. 12Behind the sofa
were three large BOXES which contained 13the rest of the stories, endless pages
of notes on all three trials; copies of all the documents relating to the case since
the last trial; hundreds of newspapers stories about Sam; notes from the law
school. Adam knew 14more about his grandfather than anyone alive. But he also
knew that the man was a MYSTERY to him.
Taken from: Grisham, J. (1994) The Chamber. Doubleday.
ACTIVITIES
1The expedition left Khalid quickly and started to go up the mountain paths. The
paths were stony and it was not easy to walk on them. But there was no snow.
Sometimes the expedition met travelers on the road. They were coming from
the north. Their tired horses were carrying heavy goods. They were going to sell
their goods in the markets of Kabul.
2Professor Lugner talked to the travelers about the Toruk. Have you seen the
Toruk or the Toruks claw marks? the Professor asked them. The travelers
talked quietly to each other before they replied.
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3We have not seen the Toruk, they said at last. But they told the Professor
about men who had been killed by the Toruk.
4Afterwards, Abdul talked to the travelers and asked them about their journey.
5The weather has been very bad, Abdul said to Larry. The Manta Pass is full
of snow. It is very dangerous.
6The expedition climbed higher up the mountain paths. Larry was very happy.
He was in the mountains. He had a job which he liked. Every day was
different. Larry sometimes thought about his job in England.
7After dinner, Larry went to his tent. He got out his notebook and wrote the date
at the top of the page. Then he wrote down what had happened that day.
Adapted from: Landon, J. (2005). Claws. Macmillan Readers. Elementary.
ACTIVITIES
Why do PEOPLE drink bottled water? MOST people say they drink BOTTLED
water because it is HEALTHY. But is it really? Bottled water is marketed as a
PURE product, but that is not always what you find in the bottle.
In NORTH AMERICA, about 40 percent of all bottled water comes from city
water SUPPLIES. Sometimes, THE bottled water receives treatment to clean it,
but 1[some of THIS water is not actually purified] because it does not receive
treatment! In North America, THEY dont have laws requiring COMPANIES to
clean the bottled water they sell. A company CAN fill ALL the bottles with the
same water that WE use in OUR sinks and showers at home, and sell it to US at
a HIGHER price!
2[Bottled water is labeled in THREE DIFFERENT ways]. The first kind, spring
water, really comes from a NATURAL spring. The second class is mineral
water. THIS only indicates that the water contains SOME minerals. It does not
mean that the WATER is purified or that it comes from a natural source. Finally,
THERE is purified water. This kind is water that has been cleaned in some
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way. However, CONSUMERS cannot know where the water came from only by
this name.
So, when you pick up a bottle of refreshing water, do you really know what you
are drinking?
Adapted from: Prochaska, E. (2005). Reading for the real world- Intro. Compass Publishing. 84
ACTIVITIES
TEXT 7
1Arttold HIM that the INVESTIGATION into THE death of CARL Heine had led
him, quite naturally, to ask questions of Carls relatives. HEs gone to see Etta
Heine, and from HER to Ole Jurgensen. After that, he felt he had to go and
search Kabuo Miyamotos boat.
2To have the RIGHT to make such a SEARCH, Art Moran had gone to Judge
Fielding. He had gone to see him at the end of the afternoon and had persuaded
him that he had good reasons for seeing Miyamoto THIS way. Judge Fielding
was not happy about him making the search THERE was still NO EVIDENCE
that Carl Heines DEATH was not an accident. And he insisted that the sheriff
should only search the boat.
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ACTIVITIES
1. Analyse the words in CAPITAL letters. What category are they?
Describe them fully.
1. The word quite in the phrase the death of Carl Heine had led him, quite
naturally is an adverb.
2. The word times in the phrase they flew overhead five or six times is an
uncountable noun.
3. The word murder in the phrase looking for a murder weapon is an
adjective.
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TEXT 8
1Gradually the family began to settle down in the new home. The Crogheda
lands were enormous, and the nearest small town, Gillanbone, was forty miles
away. Paddy and the boys loved the life. They often spent days away from home,
riding their horses and sleeping under the stars.
2Although it was still early spring, the weather was hot. Then in the middle of
January, black rainclouds appeared. Paddy and the boys worked long hours,
moving the sheep away from the river onto higher ground. Father Ralph came to
help. He rode a horse that Mary Carson had given him, as he went with Frank
and the dogs to move the sheep from the banks of the river. Frank looked at the
priest and envied him, his beautiful horse and his expensive clothes. Of all the
boys, Frank was the least happy at Crogheda. He wanted to leave and go to
Sydney.
3On the evening of the second day, when Frank and Father Ralph had managed
to move all the sheep, the rains fell. Within minutes the ground was a sea of
mud, and as they approached the river, they had to get down from their horses.
When they got to the river the horses were able to cross but the men couldnt; it
was too deep and too fast. At last Paddy came with a rope and pulled them
across.
4Mary sat in her chair and wished that she was a younger woman. When at least
the rain stopped and Father Ralph returned to Gillanbone, he had a cheque for
one thousand pounds in his pocket. The bishop would be pleased with him.
Taken from: McCullough, C. (1977) The Thorn Birds. Penguin Readers.
ACTIVITIES
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The next morning, the Darcys carriage stopped outside the inn where Elizabeth
and the Gardiners were 1staying. Elizabeth 2saw their carriage from the window
of the inn. She 3blushed and 4looked very anxious. The Gardiners 5were
surprised at her embarrassment. Miss Darcy and her brother 6came in. Then
Mr. Darcy introduced her sister to Elizabeth and the Gardiners. Miss Darcy was
tall. She 7had a pretty face and her manners were very good. Georgiana Darcy
was not proud but very shy and polite. Elizabeth 8was delighted.
2Darcy 9told Elizabeth that Bingley was also hoping to see her. In a few minutes,
Bingley 10arrived. He 11spoke to Elizabeth politely and kindly and 12asked about
her family. Bingley 13said to Elizabeth, We last met on the 26th of November
no more than eight months ago. As the young people talked to each other, Mr.
and Mrs. Gardiner watched with great interest. They could 14see that Mr. Darcy
15admired Elizabeth. And they decided that he was in love with her. They were
Bingley told Elizabeth that he had many questions to ask about his friends in
Hertfordshire. He wanted to talk to Elizabeth about Jane! Before they left the
inn, Mr. Darcy 16invited Mr. and Mrs. Gardiner and Elizabeth to dinner at
Pemberley.
That night, Elizabeth lay awake for two hours. How did she feel about Mr.
Darcy? She did not 17hate him. She now believed he was a kind and intelligent
man. It was clear that Mr. Darcy wanted to please her. And he wanted her uncle
and aunt to think well of him. He must still 18love her!
Taken from: Austen, J. (2205) Pride and Prejudice. Macmillan Readers. Intermediate.
ACTIVITY
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TEXT 10
1From the air, all that could be seen were two ordinary-looking wooden houses,
set among the rolling wheat fields. The security wire fences that surrounded the
site were hidden with hedges. But below, deep in the hills, were two tunnels
with elevators leading deep underground, caves connected by underground
passages. One had a printing press, another was full of weapons. There were
living spaces. One was a library. The largest was the central hall where members
gathered for speeches, films and meetings.
2The newspapers that arrived each day were first read by a man named Roland
Forchin. He lived in his hiding secret place most of the time. If a story in one of
the papers caught his attention, he would mark it and later make a copy of it
and give it to the computer desk. Mostly he collected stories about right-wing
groups similar to his.
3This particular morning was different. He first smelled trouble when he saw a
picture of Sam Cayhall in a San Francisco daily. The news was that the oldest
man on death row in America would now be represented by his grandson.
Roland read it three times. After an hour, hed read the same story in several
different papers.
4Roland had followed the case of Sam Cayhall for many years. It was the type of
case that interested his organization, but he had a more personal interest in the
case. He wanted Sam Cayhall dead. One of Rolands other names, known only to
himself, was Rollie Wedge. He had left the United States in 1967, after the
Kramer bombing, and since then had lived in many different countries.
5He had been dreaming of Cayhalls death for twenty-three years. He and Sam
shared a secret. When Sam was finally executed, Rolland would no longer have
to fear that that secret would ever be revealed. This kid worried him. Rolland
hadnt managed to trace Sams son and his family. He knew about the daughter
in Memphis, but the son had disappeared. And now this nice-looking, well-
educated young lawyer had arrived from nowhere to save his grandfather.
Over the years, Sam had refused to say anything. If he was going to talk, it
would be now.
6Roland would have to go to Memphis.
Taken from: Grisham, J. (1994) The Chamber. Doubleday.
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ACTIVITIES
1. The word security in the NP the security wire fences is the head of the
phrase.
2. The word living in the sentence there were living spaces is a verb.
3. The word interested in the phrase it was the type of case that interested his
organization is a verb.
4. The word disappeared in the phrase the son had disappeared is a verb that
selects two arguments.
TEXT 11
1Meggie and Luke were married very QUIETLY in Gillanbone and they left the
same evening on the long train journey to North Queensland.
2They spent the FIRST night of their MARRIAGE sitting on a crowded slow
train which went from north-east to Goondiwindi. When they got THERE they
had to wait for another train. There was nothing to eat or drink at the station
because IT was Sunday. They changed trains again at Brisbane. Once again
they had to sit up because Luke had bought second class seats.
3Meggie sat beside the window and looked out. Luke seemed to think that she
was a child, but she was too young to argue. She wanted to be a good wife, and
she remembered how her father had loved her mother. In time, Luke would be
the same.
The train was crowded as it made ITS way slowly northwards. Meggies head
ached, and she felt sick. It grew hotter and hotter and her LOVELY new dress
became dirty. She almost hated Luke, WHO didnt seem to be tired at all.
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4Late on Thursday afternoon they got off the train. Meggie could hardly walk.
Luke asked at the station for the address of a cheap hotel, picked up their
CASES and went off down the street. Their room was small and full of ugly old
furniture, but it seemed like heaven to Meggie. She fell onto the bed.
Taken from: McCullough, C. (1977) The Thorn Birds. Penguin Readers.
ACTIVITIES
1. The verb seem, in the sentence Luke seemed to think that she was a child in
the third paragraph, is a link verb.
2. The verb had, in the phrase how her father had loved her mother, is a main
verb.
More and more adults are enrolled on courses nowadays. 1Some of them are
sent for further training by their employers to acquire new skills. Others want a
change of career, so 2new qualifications are needed. For many adults, 3learning
isnt seen as something only for school children. Studying a subject can be fun
and a good way to socialize. And these days, 4many courses arent taken in a real
school. Adults are studying more in later life by distance or online learning.
5Books are sent to their home. 6Course material is emailed by their online tutor.
On some courses, 7the lessons are taught with videoconferencing. It all helps
with the belief that education doesnt have to stop when you leave school.
Adapted from: Hughes, J. (2014) Life Pre intermediate. Cengage Learning: 165.
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ACTIVITIES
1. Analyse the underlined sentences. What type of constructions are
they? Describe them fully. Mention their subjects and predicates, the
type of verbs they contain and the number and type of argument
these verbs select. Write your answers down.
There are cave paintings and cave art all over Europe. 1Famous examples were
found in Lascaux, France and Altimera, in Spain many years ago. In 2003, 2new
paintings were discovered by researchers in Nottinghamshire, northern
England. THE question is, 3why were they painted? THERE are MANY theories
but many experts agree that early hunters and priests or shamen gathered
BEFORE a hunt to pray for good LUCK. 4Animal gods or spirits were
worshipped in the hope that the hunt would be SUCCESSFUL. After the hunt,
5the events were recorded in drawings or paintings. 6Natural dyes and colours
were used and 7paints were made from substances such as BLOOD, plants and
earth. Often, 8animals were carved from wood or stone and SOMETIMES 9these
objects were left next to the paintings. Whatever the origins of the cave
paintings, people are still amazed by THEIR beauty and MYSTERY.
Adapted from: Hughes, J. (2014) Life Pre intermediate. Cengage Learning: 165.
ACTIVITIES
1. Classify the words in CAPITAL letters. Provide a complete
description of all of them. Write your answers down.
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1. The word cave in the phrase there are cave paintings is an adjective.
2. The word hunt in the phrase early hunters and priests or shamen
gathered before a hunt to pray for good luck is a transitive verb.
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EXTRA PRACTICE
I. NOUNS
(3) a. Daniel Gilbert published his book called Stumbling Happiness in 2006.
b. Harry booked a table for his family in an important restaurant.
II. DETERMINERS
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III. QUANTIFIERS
(1)
1. There isnt any sugar at home, lets buy some.
2. Tom has 3 brothers but I dont have any.
IV. PRONOUNS
1. Mary asked her father if Mary could go out with her friends
(a) How would you replace the NPs in bold type? Why?
(b) What features do the NP and the pronoun share?
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a. What type of pronouns are they? Say why by referring to their salient
characteristics.
b. Can you include more words to each group?
V. ADJECTIVES
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(1) a. When the video ended, Adam stared at the blank screen.
b. When the video ended, Adam stared at the blank screen.
c. When the video ended, Adam stared at the blank screen
d. When the video ended, Adam stared at the blank screen.
(1) Easier
(2) Grandfathers
(3) Unhappiest
(4) Failed
(5) Unemployment
(6) Wants
(7) Eatable
(8) Quickly
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3. The following word forms can have more than one grammatical
category. State which these categories are and create sentences in
order to show their different distribution.
(1) Leaves
(2) Lead
(3) Costs
(4) Fly
(5) Rings
(6) Tears
(7) Water
(8) Rules
(9) Present
(10) Mine
(11) Left
(12) Long
(13) Fast
VIII. VERBS
1. Consider the verbs in the sentences below and indicate: verb type
(syntactic and semantic classification) and number and type of
arguments they select.
(1) Richard annoys his boss so much that hell never get a promotion.
(2) Mary brings Mrs. Smith lunch every day.
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2. Analyse the sets of verbs below and classify them into the
appropriate type in each sentence. To do so, take into account the
number and type of participants each verb selects in each particular
context.
(2) a. They moved one day and nobody knows where they went.
b. They moved the furniture and now the place looks bigger.
(5) a. The kids were playing football and they broke the window.
(6) a. Do you want any help? ~ No, thanks. I can manage perfectly well on my
own.
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b. He had been managing the business for six years before it made a
profit.
b. I miss my boyfriend.
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(1) They have taught French at that school for a long time
(2) The students are printing out course material at the moment.
(3) Will you give your mother a present for her birthday?
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SAVING LANGUAGES
Five hundred years ago, Europeans arrived on a new continent. They brought
new cultures and languages to this place which they called America. However,
there were already people living there who had their own cultures and
languages. Consequently, a terrible part of history began.
As more Europeans arrived, there was a fight for the land with the Native
American Indians. By the end of the nineteenth century, the Indian tribes were
moved to reservations. A lot of their children were taken away to boarding
schools and these children were taught to speak English. By the end of the
twentieth century, more than half of the Native Americans in the US were living
in cities. They gave up speaking their old tribal language and only used English.
As a result, many Native American languages disappeared and with them their
culture.
Some American Indian languages are still used today but they are usually
spoken by the older members of the tribes who still live on the reservations. In
North America there are 150-170 languages that have under a hundred
speakers.
Some of these people are keeping their culture and language alive. They are also
receiving help from the National Geographic Societys Enduring Voices Project.
The aim of the project is to help languages around the world which are dying
out. Linguists and experts meet these last speakers. The team interviews them
and they are recorded with video, pictures and audio. They also tell old stories.
These stories are written down in English so people can learn more about the
culture.
Recording the language and culture is only part of the project. The next
stage is to pass on the language to the next generation. Some children pick up
some of the language from their parents or grandparents but many tribes also
offer courses in the language. The Salish tribe is an excellent example of how
schools can help. The tribe lives in the Flathead Reservation in Montana. Their
language is currently spoken by about 50 people. They are aged over 75 years.
No one under 50 speaks the language. So now, the local people have set up a
school. It has 30 students aged two to twelve during the day and there are also
courses for adults in the evening. It is school and projects like these which
hopefully might save languages for the future.
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1. *Silvia kicked.
2. *It exists the traditional custom of arranged marriages in many countries.
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REFERENCES
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