Grammar i Unit 1

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MAJOR FORM CLASSES:NOUNS, VERBS, ADJECTIVES AND ADVERBS

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MAJOR FORM CLASSES:

NOUNS, VERBS, ADJECTIVES AND ADVERBS

LEARNING UNIT

ANA TERESA JATARUNIVERSIDAD PEDAGGICA EXPERIMENTAL LIBERTADOR

INSTITUTO PEDAGGICO DE CARACASDEPARTAMENTO DE IDIOMAS

CTEDRA DE GRAMTICASEPTIEMBRE, 1994


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INTRODUCTION

The following learning unit gives you all the information you requireto learn to identify and classify nouns, verbs, adjectives and adverbs.

The information here presented has been carefully graded so thatyou learn at your own pace, bit by bit, with very little, if any, difficulty.

You will be given an objective to guide your attention. Then,concepts are given and explained. Finally, you will find exercises that willhelp your understanding and that will give you the opportunity to practice.

INSTRUCTIONS FOR THE STUDENTS

Instructions are a very important part of this unit because you willwork on your own most of the time. So, please follow them.

1. Keep the sequence of the steps by means of which the materialis presented.

2. Do all the exercises given in the unit as many times as you feelit necessary,

3. Refer to your teacher whenever you feel in doubt or need anyhelp, or when you want to check the answers to the exercises.

4. When studying each step, emphasize the comprehension of theobjective. You will be examined on the objectives presented inthe unit.

Instructions for the teacher

This unit has to be given to the students and they will work on theirown for a determined period of time. During class hours the teachers willbe available for the students to answer questions, if they should arise.Afterwards, the students will have to take a test on each one of theobjectives here given. It is important that the students understand what isthe intention of the material and they have to feel motivated towards thework they are about to begin.


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CONTENTS

I. NOUNS .. 05 -19

II. VERBS .. 21 - 55

III. ADJECTIVES AND ADVERBS ..... 56 - 76

REFERENCES

Christophersen & Sandved (1970), An Advanced English Grammar ,Macmillan Student Editions, London.

Francis, Nelson (1958), The Structure of American English , The RonaldPress Company, New York.

Fries, Charles (1957), The Structure of English , Longman, London.

Sledd, James (1959), A short Introduction to English Grammar , Scott,

Foresman & Company, Illinois.


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INOUNS


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STEP 1

The objective of this step is that you learn todefine the nounfrom an inflectional point of view.

Traditionally a noun has been defined as the name of a person,place or thing. Nowadays a noun is defined according to other criteria. Forexample, a noun can be defined as follows:

A noun is any word that wi ll fi t into a paradigm wherethere is contrast between singular and plural and/orbetween common case and genitive case.

A noun is any word that can take the same in fl ect ional

suffixes as the words MAN and BOY.

That is to say, for example:

Man Mans Men Mens

Boy Boys Boys Boys

Another way of explaining the same fact is the following:

A noun is any word belonging to an inflectional series which is builtlike Man, Mans, Men, Mens, or Boy, Boys, Boys, Boys ; on either orboth of the contrasts between singular and plural numbers and betweencommon case and genitive case (also called possessive case).

For a word to be considered a noun from an inflectional pint of view,it has to accept the plural and/or the possessive morphemes. So a wordsuch as Girl can be considered a noun because it fits into the paradigm

Girl, Girls Girls, Girls.

References: Christophersen & Sandved, p. 18; James Sledd, p. 70, Francis Nelson, p. 238.


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Now, answer the following questions:

1. What is a noun from an inflectional pint of view?

2. How is the paradigm for nominal inflections formed?

3. What are the nominal inflections?

4. Can the words woman and father be considered nouns, inflectionally?Explain fully.


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STEP 2

The objective of this step is that you distinguish those nounsthat accept inflectional suffixes from those that do not.

There is a group of nouns that accept plural and possessivemorphemes. There are nouns that accept only one of these morphemes,and, finally, there is another group that accepts neither of thesemorphemes.

The previous statements are facts which cannot be fully explainedbecause the reasons are associated with the use of the language. Usedetermines these three groups and we can only deduce certain

characteristics. We cannot determine exactly when and why a wordaccepts or does not accept these morphemes.

Nevertheless, it is true that when we learn a language we learnthese possibilities. That is, we know, though we cannot explain, thatfurniture does not accept either plural or possessive morphemes.

Having accepted the fact that we do not have magic ways ofknowing when nouns accept or do not accept inflectional morphemes, wecan now turn to establish certain hints that can help us when facing thisproblem.

For one thing, nouns that can be counted, generally, accept theplural morpheme. On the other hand, nouns that cannot be counted,generally, do not accept this morpheme. Nouns that are objects, non-livingentities, generally, do not accept the possessive morpheme. Notice thatwe say generally , this is because there are exceptions to these rules.

The following list includes nouns that acceptplural and genitive morphemes because they can be counted and because they are notobjects, but living entities.

1. student students students students2. dog dogs dogs dogs3. writer writers writers writers4. gentleman gentlemans gentlemen gentlemens5. husband husbands husbands husbands

Now, the following nouns are examples of the group that only accept the plural morpheme because they can be counted and becausethey are non-living entities:

1. box boxes 4. pencil pencils2. eyes eyes 5. book books


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3. desk desks 6. picture pictures

Now, we present a list of nouns that are examples of the group thatdo not accept either plural or genitive morphemes. Notice that they cannot

be counted and they are non-living entities:1.furniture 2.knowledge 3.bread 4.ink 5.information6.butter 7.glass 8.honey 9.music 10.happiness

The following group of phrases contains nouns which areexceptions to the rules so far studied. It is interesting for you to be awareof this possibility. Language is always offering rules and exceptions tothese rules. As an exercise, try to explain why they are exceptions.

- the companys offi cials- the sands of the Sahara- to be in deep waters- the nations social security- Europes f uture- a summers day- ten days absence- the world s championship- a years crop

Now, do the following exercises.

a) Write an X on those nouns that accept both plural and genitive morphemes.

1.artist__ 2.water___ 3. teacher__ 4.cat___ 5. flour__

6.child__ 7.uncle__ 8.mother__ 9.music__ 10. examiner__

b) Write an X on those nouns that accept only the plural morpheme.

1.student__ 2.pencil__ 3.desk__ 4.man__ 5. lamp__

6.bedroom__ 7. radio__ 8.passport__ 9.director__ 10. chair__

c) Write an X on those nouns that accept both plural and genitive morphemes.

1.artist__ 2.water__ 3. teacher__ 4.cat__ 5. flour__

6.child__ 7.uncle__ 8.mother__ 9.music__ 10. examiner__


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d) Write the inflectional paradigm for those nouns in the list that acceptboth types of nominal inflections. Follow the example: man, mans,men, mens.

1. Pediatrician

2. Suggestion

3. Patient

4. King

5. President

6. Idealism

7. Nurse

8. Secretary

9. Table

10. Postman

e) Answer the following questions:1. How would you define a noun from an inflectional pint of view?

2. How would you explain the fact that the following words are nounsfrom an inflectional point of view?

cat teacher wri ter

3. Can we say that furniture is a noun from an inflectional point ofview? Explain fully.


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STEP 3

The objective of this step is that you recognize nominalderivational suffixes.

As we have seen, nouns can be identified as such by means of thenominal inflectional suffixes. Now, we have to learn that they can also beidentified by means of derivational morphemes.

1. {-age} breakage 8. {-ness} happiness 2. {-ance} appear ance 9. {-er} writer 3. {-ess} tigr ess 10. {-tion} selection 4. {-ist} artis t 11. {-ism} organism 5. {-ity} equalit y 12. {-ship} friendship 6. {-ian} histor ian 13. {-ing2} dancing 7. {-ment} judgment

There is a group of derivational suffixes that are used only withnouns. So these suffixes can be used to detect and classify nouns. It isnecessary for you to become familiar with these suffixes. Here they are:

References: Nelson Francis, p. 240; James Sledd, p. 72.

In order to become familiar with these derivational suffixes and beable to recognize them, do the following exercises.

a) Here is a list of derived nouns, underline or circle the derivationalsuffixes for each word.

1. usage 11. blockage2. appliance 12. historian3. lioness 13. stoppage4. monarchism 14. composer5. concertist 15. hostess6. activity 16. kindness7. payment 17. agreement8. friendliness 18. regularity9. correction 19. mannerism10. employer 20. communication


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b) Here is a list of nouns, underline only those that have derivationalsuffixes.

1. shortage 2. annoyance 3. matrix4. storage 5. material 6. actress7. lorry 8. jewess 9. magnetism10. paradigm 11. grammar 12. arrangement13. adverb 14. mentalism 15. noun16. rabbit 17. materialism 18. electricity19. government 20. goddess 21. coolness

22. examiner 23. hyphen 24. hardship25. selection 26. table


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STEP 4

The objective of this step is that you recognize nominalderivational suffixes.

It is important to remind you that inflectional morphemes followderivational morphemes and often close the construction in which theyoccur; so that when one inflectional morpheme has been added to a form,often no further suffix will follow.

For example, from hard we can form hardship (derivation), and tohardship we can add the plural morpheme: hardships (inflection). But tohardships no other morpheme can be added.

Another distinction may be drawn between inflectional andderivational suffixes. It is that a derivational suffix generally changes theclass of the form to which it is added. That is, hard is not nominal, butwhen we add the derivational suffix {-ship}: hardship, we are transforminghard into a nominal. That is when derivational suffixes are added, there iswhen derivational suffixes are added, there is generally change of theclass of the word: hard (not nominal), hardship (nominal). Yet, wheninflectional suffixes are added, there is no change of the class of the word:boy boys (both nouns).

We have introduced this information here because it is important forthis unit, though we recognize that this topic must have been learnt by youin previous courses.

Reference: James Sledd. P. 64.

Now, do the following exercise.

- In the spaces provided, write down the derivational and inflectionalmorphemes present in the words. Follow the example:

Derivation Inflection

- activities {-ity} {-s}1. writers2. payments3. artists4. employers5. agreements6. composers7. selections8. pediatricians


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STEP 5

The objective of this step is that you learn todefine the nounaccording to the distribution or positions of the noun inthree testing frames.

We have seen that a noun can be defined or identified by theinflections it accepts or the derivational suffixes it presents. Now we aregoing to define it according to the positions (distribution) it may occupy inthree testing frames.

This first testing frame is the following:

FRAME A

(The ) ______________ was / were good.

As you can see the frame consists of an optional determiner, that is,the determiner may or may not occur. Then there is a blank space, this isthe place to collocate the word that is being tested as noun. Then thereare two alternatives, was / were ; one of these two is chosen in agreementwith the word placed in the slot. Then, there is the wordgood . This wordcannot be changed.

This frame is used to test nouns. If a word fits in the blank space itis a defined or classified as noun; if it doesnt, it cannot be considered anoun. Take the word concert. Does it fit the frame? The concert is good .It is a noun. But now, take the word beautiful . Does it fit the frame? *Thebeautiful is good. No, it is not a noun. This is the way to use the frames.But there are two other frames used to test nouns. The second one is:

FRAME B

(The) ____________ remembered (the) ____________.

Notice that in this frame we have two blanks; the first blank ispreceded by a determiner and followed by remembered ; the second blankis preceded by a determiner and is placed after remembered . In the firstblank nouns like man, lady, boy, etc. , can be inserted. In the secondblank nouns like question, book, ball, etc. , can be inserted. Yet, the firstblank cannot be occupied by the second group of nouns. Examples: Theman remembered the question (and not *the book remembered the man).The lady remembered the book . The boy remembered the ball (and notvice-versa).


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The third frame is as follows:

FRAME C

(The ) ______________ went there.

This frame consists of an optional determiner followed by a blank space,then, went and there . Examples of nouns that fit in this frame are:teacher, woman, student.

Having explained the structure and function of the three testingframes, we can now conclude with the following definition of a noun from adistributional point of view:

A noun is a word that fits the blanks in the following testing frames:

A. (The) ______________ was /were good.B. (The) ______________ remembered (the) ______________.C. (The) ______________ went there.

Reference: Fries, Charles, p. 76.


a) Complete the following statements:

1. Frame A consists of

2. Frame B consists of

3. Frame C consists of

4. We say that pencil is a noun because it fits

5. We say that boy is a noun because it fits

b) Answer the following questions.

1. How would you define a noun from a distributional point of view?


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2. From a distributional point of view, how would you explain thatboyis a noun?

3. From a distributional point of view, how would you explain thatblackboard is a noun?

4. From a distributional point of view, how would you definesugar as anoun?


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STEP 6

The objective of this step is that you practice using thenominal testing frames in order to classify nouns.

As we have said before, any word that fits in the blanks of the threetesting frames is defined as a noun. But you may have noticed that not allnouns fit in all the blanks of the three testing frames.

A great majority of nouns fit in Frame A:concert, boy, student,book, ball, etc. Yet, all these nouns do not fit in the two blanks of FrameB. In the fist blank of Frame B, onlyboy and student fit, whereas all fivenouns fit in the second blank of this frame. On the other hand, only boy and student fit in the blank of Frame C.

The problem is related to the meanings of the words used. A book , forexample, cannot remember anything; but aboy can remember a book.Aball cannot go anywhere, whereas a boy can go there.


a) Here is a list of words. Mark with an X those words that be classifiedas nouns because they fit one of the blanks in the three testingframes.

1. there _______ 2. blackboard _____ 3. frequently ___4. sharpener ___ 5. electricity ______ 6. language ____

7. day ________ 8. communicate ___ 9. battery ______

10. high ________ 11. extinguish _____ 12. course ______

13. boat ________ 14. wonderful _____ 15. game _______

16. patiently ____ 17. passage _______ 18. here ________

19. priest _______ 20. law ___________


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b) Here is a list of nouns. In the blanks beside the words, write theframe(s) where the noun fit. Follow the example.

e.g. Mary A B Ce.g. desk A B1. reptile2. country3. drive4. instrument5. technology6. occasion7. meeting8. pediatrician

9. telephonec) Following the example given bellow, justify the classification of the

following words as nouns.

Example: bookkeeper

It is a noun because it fits frame A: The bookkeeper is good.It fits frame B: The bookkeeper remembered the number.It fits frame C: The bookkeeper went there.

1. writer2. actor3. crocodile4. lamp5. space

d) Answer the following questions.

1. Why do you think that not all nouns fit in the first blank of Frame B?

2. Why do you think that not all nouns fit in Frame C?


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STEP 7

The objective of this step is that you put together all theinformation you have acquired about nouns.

We have said that traditionally nouns were defined as the name ofa person, place or thing. But nowadays nouns are defined followinginflectional, derivational and distributional criteria. A complete definition ofa noun has to deal with the three types of criteria. But not all nouns acceptinflections or present derivational suffixes. Yet they have to fit in at leastone of the blanks in the three testing frames. This means that even ifinflectional and derivational criteria do not help us to classify a word as anoun, it is sure that distributional characteristics will determine theclassification quite clearly.


a) Here is a list of nouns. Circle the criteria you can use in order toclassify them as nouns.

1. rock inflection derivation distribution2. information inflection derivation distribution3. shortage inflection derivation distribution4. portrait inflection derivation distribution5. flexibility inflection derivation distribution6. classroom inflection derivation distribution7. tiger inflection derivation distribution8. mentalism inflection derivation distribution9. knowledge inflection derivation distribution10. poet inflection derivation distribution11. sugar inflection derivation distribution12. argument inflection derivation distribution13. honey inflection derivation distribution14. pilot inflection derivation distribution15. veterinarian inflection derivation distribution

b) Taking into account the information you have gathered in theprevious exercise, try to draw some conclusions about the group ofwords given above. We have included some clues in the form ofquestion that may help you arriving at some conclusions.

1. Is there any noun that does not fit the distributional criterion?


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2. How many of the words in the list do not accept any of theinflectional suffixes? Too many?

3. How many words in the list present derivational suffixes? Whatare these derivational suffixes?

4. What are the words in this list that do not accept possessive?Can you explain why?

5. What kinds of words do not accept inflectional morphemes? Canyou describe them briefly?

Now, write your own conclusions.


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c) A group of nouns is given to you in this exercise. Explain, wheneverpossible, the distributional, inflectional and derivational criteria thatcan be used to define these words as nouns. Follow the example.

Example: violinist- It fits frame A: The violinist is good.

- It fits frame B: The violinist remembered the music.

- It fits frame C: The violinist went there.

- It fits the inflectional nominal paradigm:Violinist violinists violinists violinists

- It has a derivational suffix: {-ist}.

1. employer2. milk3. lady4. agreement


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IIVERBS


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STEP 1

The objective of this step is that you learn to define the verbfrom an inflectional point of view.

Traditionally a noun has been defined as the a word that expressesaction, being or condition. Nowadays the verb is defined according toother criteria. One of these other ways of defining the verb is as follows:

A verb is any word belonging to an inflectional series which marksthe difference between present and past tenses and whose members willfit into a pattern like the following:

sing sings sang sung singing, or

play plays played played playing

So, for a word to be considered a verb it must accept the verbalinflectional morphemes associated to third person singular, representedby {-z3}, the simple past tense, represented by {-ed1}, the past participle,represented by {-ed2}, and the continuous tense, represented by {-ing1}.

References: James Sledd, p. 74; Francis Nelson, p. 252


a) Complete the following statements.1. A verb is any word that

2. The inflectional suffixes of verbs are

3. The word do is a verb inflectionally because it


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4. The word live is a verb inflectionally because it

b) Read the following statements and select the one that best describesthe verb:

1. A verb is a word that expresses action, being or condition.

2. A verb is any word that belongs to an inflectional series whichmarks the difference between present and past tenses and whichcan take the same inflectional suffixes as the words sing and play .

Now, explain the reason for your selection

c) Answer the following questions.

1. What is a verb from an inflectional point of view?

2. How is the paradigm for verbal inflections formed?

3. What are the verbal inflections?


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4. Why can the words think and paint be considered verbsinflectionally?


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STEP 2

The objective of this step is that you learn to identify theverb from an inflectional point of view.

As we have seen, for a word to be inflectionally a verb it must fit intoa pattern like the following:

walk walks walked walked walkingor

hit hits hit hit hitting

So, given a group of words such as: woman, teacher, car, live,write, sound, the first three words, obviously, do not accept verbalinflections. This means that they are not verbs. On the other h and, thelast three do accept verbal inflections

livewritesound

liveswritessounds

livedwrotesounded

livedwrittensounded

livingwritingsounding

In this way, words that accept verbal inflections are verbs.

Now do the following exercises.

1. Here is a list of words, Mark with anX those words that accept verbalinflections.

learn____ window____ paint____ look____ moon____see_____ song______ erase____ draw____ define____

2. Add verbal inflections to the following verbs.

bring____ walk____ listen____ organize____ come____

3. Using your dictionary, determine if the words (usually known as nouns)accept verbal inflections. Identify them by putting a check-mark (V)

book_____ house_____ wallet_____ chalk_____street_____ book_____ paper_____


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STEP 3

The objective of this step is that you recognize verbalderivational suffixes.

As we have seen verbs can be identified as such by means ofverbal inflectional suffixes. Now, we have to learn that they can also beidentified by means of derivational morphemes.

There is a group of derivational suffixes that are used only withverbs. So, these suffixes can be used to detect and classify verbs. It isnecessary for you to become familiar with these suffixes. Here they are:

1. {-ize} organize 2. {-ate} activate

3. {-fy} simplify 4. {-en} sharpen

Reference: James Sledd, p. 75; Francis Nelson, p.260

In order to become familiar with these derivational suffixes and beable to recognize them, do the following exercises.

Here is a list of derived verbs, write the verbal derivational suffixeson the blanks beside each word.

1. modernize _________ 9. internalize __________

2. operate ___________ 10. glorify _____________

3. fortify _____________ 11. strengthen _________

4. widen _____________ 12. implicate ___________

5. computerize _______ 13. personify ___________

6. darken ____________ 14. blacken ____________7. discriminate ________ 15. formalize ___________

8. beautify ___________ 16. motivate ____________


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STEP 4

The objective of this step is that you learn to define the verbfollowing thedistribution or positions of the verb in threetesting frames.

We have seen that a verb can be defined or identified by theinflections it accepts or the derivational suffixes it presents. Now we aregoing to define it according to the positions (distribution) it may occupy inthree testing frames.

FRAME A

(The) noun _________________ good.

(was / were)

Do the words yellow, house, quickly, that fit into the slot?The answer is no . Therefore these words are not verbs.

Do the words seem, look fit into the slot?The answer is yes. Therefore these words, and any word that fitsinto the slot of this frame, will be defined as a verb.

This testing frame consists of an optional determiner, followed byan obligatory noun, a verb that fits into the slot, and the word good.

FRAME B

(The) noun _________________ (the) noun.(remembered)

The verbs that fit into the slot of frame B are different from those inframe A. Notice that in this frame verbs likesaw, wanted, hit, kick, etc.,do not usually fir in frame A but frame B.

This testing frame consists of an optional determiner followed by anobligatory noun, a verb that fits into the slot, and optional determiner and anoun.

FRAME C

(The) noun _________________ there.(went)

The verbs that fit into the slot of frame C are different from those inframe A and B. Notice that in this frame verbs likecome, go, run, etc., donot usually fit frames A and B but in frame C.


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This testing frame consists of an optional determiner followed by anobligatory noun, a verb that fits into the slot and the word there.

To summarize, any word that fits into the slots of frames A, B, and

C, must be defined adverbs.Reference: Fried, p. 76


a) Complete the following statements.

1. Frame A consists of2. Frame B consists of

3. Frame C consists of4. We can say that sounds is a verb because it fits frame5. We can say that drink is a verb because it fits frame


1. How would you define a verb from a distributional point of view?

2. From a distributional pint of view, how would you explain thatbecome is a verb?

3. From a distributional point of view, how would you explain thatrun is a verb?


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STEP 5

The objective of this step is that you learn to definecopulative or linking verbs.

The three testing frames for verbs imply three different groups ofverbs. Verbs which fit into frame A do not necessarily fit in frame B or C.

Any verb that fits in frame A is called a copulative or linking verb.The characteristic of these verbs is that they occur between a noun and anadjective such as good.

Examples: Mary is beautiful.nice

intelligenttall

Copulative or linking verbs also occur between two nominals.

Examples: Helen is a teacher / Helen became his wife.

If a copulative verb occurs between two nominals, the secondnominal refers back to the first nominal. In other words, in the examplesgiven, both teacher and wife refer to the first nominal which isHelen . Thenominals teacher and wife have the same referent.

Now, do the following exercise.

- Complete the following statements.

1. A copulative or linking verb is any verb which

2. A copulative or linking verb can occur

3. A copulative or linking verb can also occur

4. In the sentence Peter became a teacher , the verb became iscopulative because

5. When a copulative verb occurs between two nominals thesenominals


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STEP 6

The objective of this step is that you identify copulative orlinking verbs.

We have said that, copulative or linking verbs occur either between a nounand an adjective or between two nominals.

In order to identify these verb types do the following exercises.

a) Underline copulative verbs followed by an adjective.

1. She is nice. 2. The food tastes good.

3. She is here. 4. She answered the letter.5. The music sounds beautiful. 6. The exercise seems difficult.

7. She turned red. 8. He came early.

9. It looks familiar. 10. She appeared angry.

11. He remained silent. 12. She smells good.

13. Cotton grows wild.

b) Underline copulative verbs which occur between two nominals havingthe same referent.

1. She became a politician.

2. Tom is a technician.

3. He wrote a letter.

4. He turned traitor.

5. She bought a book.

6. He proved a failure.

7. Tim remains our teacher.

8. He painted the house.


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STEP 7

The objective of this step is that you learn to definetransitive verbs.

Transitive verbs occur in frame B, i.e., they occur between twonominals but these nominals do not have the same referent. For example:

Peter remembered the story .

Peter and story refer to two different entities.

Transitive verbs can also be defined as verbs that accept who orwhat questions.

- Peter remembered the story. What did peter remember? The story.- He punished Tom. Who did he punish? Tom

The fact that the answer given to the question is a noun indicatesthat the verb is transitive .

Another characteristic of transitive verbs is that they generallyaccept passive voice. For example:

- He punished Tom. Passive voice. Tom was punished (by him).- Peter remembered the story. Passive voice. The story was remembered(by Peter).

So, we can say that if a sentence can be changed into passivevoice we are dealing with a transitive verb.

1. Transitive verbs occur in frame

2. Frame B consists of

3. The two nominals in Frame B do not have

4. In the sentence: Mary wrote a letter , the two nominals havedifferent referents, so the verb is

5. In the sentence: Peter drove the car , the verb is transitive becausewe can question the verb using


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6. In the sentence: I saw Mary , the verb is transitive because we canquestion the verb using

7. Verbs that can be questionedusing are __________ verbs.

____________ or ____________

8. One further characteristic of transitive verbs is that most of themaccept

9. When the sentence can be turned into passive voice the verbs are


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STEP 8

The objective of this step is that you learn to recognizetransitive verbs.

As you have seen, transitive verbs occur in frame B, they can alsobe questioned with who or what and the sentence in which they occur canbe turned into passive voice.

In order to recognize transitive verbs do the following exercises.

a) Mark with anX the sentences which belong to verbs frame B.

1. He invented the wheels.2. The doctor examined the patient.3. He became a scientist.4. We damaged the house.5. He broke the window.6. He ran quickly.

b) Mark with anX verbs that can be questioned with who or what .

1. I liked the girl.2. Peter went out.3. They polished the floor.4. She opened the door.5. The smiled happily.6. I know her.

c) The following verbs acceptwho or what questions.

1. I typed a letter.2. She loves her children.3. I recognized the actress.

4. He took a plane.5. We cleaned our bedroom

d) Change the following sentences into passive voice.

1. I received a message.2. They watched T. V.3. He made a speech.4. They learnt their exercises.5. We remembered his advice.6. John drank beer.


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e) By now you should know three criteria for identifying transitive verbs.What are they?

1.

2.3.

Now, use the criteria described in exercise e) to classify transitiveverbs in the following sentences. Underline each verb and explain thecriterion that corresponds.

1. John recognized transitive verbs.

2. She painted her house.

3. Mary ate some apples.

4. She has two books.

5. I offered a prize.

6. She questioned her.


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STEP 9

The objective of this step is that you learn to distinguish copulative verb from transitive verbs.

Copulative verbs may occur between two nominals, and transitiveverbs always occur between two nominals. In order to distinguishcopulative and transitive verbs followed by nominals you have to identifythe basic differences. The nominals in copulative verbs have the samereferent, while the nominals in transitive verbs have different referents.Another difference is that copulative verbs do not accept passive voice.

Look at these examples:

1. John is a student. 2. John received a message.In sentence 1, both John and a student refer to the same person.

This means that the verb in sentence number 1. is copulative. In sentencenumber 2. John and a message have totally different referents. So theverb in sentence number 2. is a transitive verb. Passive is only possible insentence 2.: A message was received by John.

Exercises

a) Distinguish copulative verbs from transitive verbs, by writing the onethat corresponds in each one of the following sentences.1. It appeared a good move.

2. He turned the chair around.

3. They grow vegetables in their garden.

4. She made a cake yesterday.

5. She has remained my friend.

6. It appears a true story.

7. They turned spies.

8. He proved her guilt.

9. Plants grow roots.

10. She proved a good teacher.


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11. He grew a nice man.

12. The hole makes a good hiding place.

b) Do the following sentences accept passive voice?

1. He typed a letter last night.

2. He has become a good engineer.

3. They opened the door quickly.

4. It looked an interesting film.

5. He tasted the hot soup.

6. She is a teacher at the Pedaggico.

7. She took a photograph of me.

8. He told me a good joke.


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STEP 10

The objective of this step is that you learn to defineintransitive verbs.

Intransitive verbs occur in frame C. As you should remember frameC consists of an optional determiner followed by an obligatory noun, averb that fits into the slot and a word such as there .

(The) noun _________________ there.(went)

The main characteristics of these verbs are that:

1. They can usually be questioned using where, when, how , etc.2. They are never followed by nominals.3. They do not accept passive voice.4. They cannot be questioned using who or what .

Complete the following statements.

1. Intransitive verbs occur in

2. Frame C consists of

3. Intransitive verbs are never followed by

4. Intransitive verbs cannot be questioned using

5. Intransitive verbs do not accept

6. Intransitive verbs can be questioned using


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STEP 11

The objective of this step is that you learn to identify intransitive verbs.

The verbs in the following statements are intransitive verbs:

1. They went home.

2. She arrived yesterday

3. Maryruns quickly.

The identification of these intransitive verbs may be explained as

follows:1. The verbs occur in frame C.

2. The can be questioned in the following way:

a) Where did you go? Home

b) When did she arrive? Yesterday.

c) How does Mary run? Quickly.

3. There is no possibility of turning these statements into passivevoice.


a) Mark with anX verbs that occur in frame C.

1. She came early. 5. She drove slowly.2. She became a teacher. 6. She took a plane.

3. She has forgotten her bag. 7. She works quickly.4. She spoke fast. 8. She left yesterday.

b) Question the verbs in the following sentences and underline thosesentences which have intransitive verbs.

1. He ran silently. 5. She drew a picture.2. They stayed here. 6. Hes arriving tomorrow.3. She answered mysteriously. 7. He bought a watch.4. She sang loudly. 8. She came here.


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STEP 12

The objective of this step is that you learn to distinguish verbs from intransitive verbs.

As you have seen transitive verbs are always followed by nominals.On the other hand, intransitive verbs are not followed by nominals. In otherwords, transitive verbs are questioned with who or what ; intransitive verbsare questioned with how , when , where , etc.

Look at the examples.

1. John drove a car.2. John drove quickly.

In sentence number 1 the verb is transitive because the nominal acar is an answer to the question What did he drive? A nice car A niceblue car, etc., but the main word is a noun.

In sentence number 2 the verb is intransitive because the wordquickly is an answer to the question How did he drive? You must alsorealize that the answer to this question could also be a phrase instead of aword: in a hurry .

a) In the following exercise mark with aT sentences with transitive verbs;and with an I sentences with intransitive verbs.

1. She draws beautifully.

2. He distinguished the differences.

3. This ball throws nicely.

4. She is wearing a nice pair of shoes.

5. I saw him in the exhibition.

6. She screamed angrily.

7. I met Carolina yesterday.

8. He has arrived home.

9. He is building a big house.

10. The plane crashed last night.


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b) Question the verb and then identify transitive and intransitive verbs.Follow the example:

Question Type of Verb

1. The secretary is reading the mail.

2. Robert sings in the shower.

3. We study every day.

4. Helen dances beautifully.

5. They learn English.

6. My sister underlines the verbs.

7. Elvira tipped the waitress.

8. They are singing a melody.

9. Mike painted the house.

10. My mother fell in the garden.

11. The sun shines brightly.12. The little child cries at home.


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STEP 13

The objective of this step is that you learn to define verbsthat take particles.

Look at examples:

1. She turned down my application.

2. I carried out his orders.

3. The plane took off .

The meaning of the underlined verb in sentence number 1 is that

She rejected my application . As you can see the meaning of turn andthe meaning of down as independent words have no relationship with themeaning of turn down as a unit of meaning. The same thing happens withthe underlined verbs in sentences numbers 2 and 3: carry out meansfollow or obey and take off means when a plane rises from the surfaceof the earth . These underlined verbs are called verbs that take particles.As you have seen these verbs consist of two parts that function as a unitof meaning, and this unit of meaning is different to the meaning of theindividual parts when they work as independent forms.

Compare the previous group of sentences with the following one:

4. She turned left.

5. She carried the boss.

6. I take sugar in my coffee.

You should notice that turn down and turn in sentences 1 and 4have different meanings, and moreover, the meanings of the two verbs arecompletely different. You cannot tell the meaning ofturn down from themeaning of turn . The particle changes the meaning of the verb inisolation. The same thing happens with the rest of the sentences.

The combination of verb plus particles, which functions as a singleunit, is highly idiomatic. One cannot predict the meaning of the expressionby looking at the individual elements.


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1. Verbs that take particles consist of andfunction as

2. Turn down and turn have different

3. Carry is an independent verb. Carry out is a verb that

4. In the same way that take is a unit of meaning, take of is also a


1. What is a verb that takes particle?

2. What is the difference between turn and turn down, carry and carryout, and take and take off?

3. You cannot tell the meaning of turn down from the meaning of turn.Why not? Explain your answer.


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STEP 14

The objective of this step is that you learn to identify verbsthat take particles .

Verbs that take particles consist of two parts and function as asingle unit of meaning. We cannot predict their meanings from looking atthe two parts individually.


a) Underline verbs that take particles.

1. The party broke up at midnight.

2. She suddenly turned up in Caracas.3. He broke my new glasses.4. The machine soon came apart.5. She ate a lot of soup.6. He gave up smoking.7. Her mother gave in very soon.8. I have to call in at my brothers home.9. I hardly know the new teacher.10. You have to turn off the lights.

b) Now find the meanings of the verbs you have underline in a) andcompare the meaning with the same verb in isolation.

Meaning with the particles Meaning in isolation

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


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STEP 15

The objective of this step is that you learn to distinguish when the verb + particle is a unit of meaning .

Examine the following examples:

1. We look up the word in the dictionary.2. We look up the chimney .

In sentence number 1 the verb look up is a complete unit ofmeaning, that is, the particle is part of the meaning of a verb whichconsists of two words in sentence number 2 up is not part of the meaningof the verb but belongs to the next unit of meaning, which is up thechimney . Notice that the question that fits in sentence 1 for the unit thatfollows the verb isWhat do we look up? The answer establishes that theunit that follows isthe word in the dictionary . In sentence number 2 thequestion that fits for the unit that follows the verb isWhere do we look? Inthis case, the answer establishes that the unit that follows is up thechimney . We may conclude then that some particles may be a part of theverb or may be a part of the next unit. The best way to distinguish whenthe particle belongs to the next unit is by asking questions with where ,when , how , etc. The answers to these questions generally include theparticle in the answer, which means that the particles do not belong to theverb but to the following unit.


a) Underline the verbs that take particles.

1. I went to Portland yesterday.2. You can call off the meeting.3. She was walking up the street.4. This man teaches at the university.

5. The battery has run down.6. The technician works in a factory.7. Elizabeth has come from London.8. She is bringing up her brothers sons.9. A fire broke out in the basement.10. You must rule out the use of force.


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b) From the previous sentences, rewrite those you did not underline.Then, question with when or where, each one of these sentences.Follow the example:

e.g. She is living in his house. Where is he living? In his house

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

c) From the sentences in a) , take those you underlined and find themeaning for each one of them.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


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STEP 16

The objective of this step is that you learn to define verbsthat require prepositions.

There is a group of verbs which pattern with certain prepositions,that is, the verb requires the preposition. This requirement occurs whenthe verb in this group is followed by a noun.

Examine the example:

She complains about her problems.

Complain requires the preposition about when it is followed by a

noun if the noun is not included, the preposition is not required.She complains constantly.

Similar examples are the following:

She is waiting for Mary.She is waiting patiently.

She is talking to me.She is talking loudly.

Another characteristic of this group of verbs is that there is nochange in the meaning of the verb when it is used with or without thepreposition. The verb and the preposition are two distinct units of meaning,as opposed to verbs that take particle. Examine the following example andnotice that there is no change in the meaning of the verb complain whenused with or without the preposition:

She complains about you / She is always complaining .

Complain : to express feeling of annoyance, pain,unhappiness, dissatisfaction, to speak in an unhappy,annoyed, dissatisfied way.



1. Verbs that require with certain

2. This requirement occurs when


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3. Complain requires about when

4. Ifcomplain is not followed by a noun, then the is not needed.

5. Complain means the same when used


1. What is a verb that requires preposition?

2. How would you explain that complain is a verb that requires apreposition?

3. How would you explain that complain and about are two distinctunits of meaning?


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STEP 17

The objective of this step is that you learn to identify verbsthat require prepositions .

Verbs that require prepositions are verbs that consist of two partsand these two parts function as two distinct units of meaning. There is notvariation of meaning when the verbs are used with or without thepreposition. The use of the preposition is obligatory when a noun followsthe verb. Examine the example:

She is waiting for us / She is waiting anxiously

Wait: remain somewhere until something expected happens.

Do the following exercises so that you learn to identify these verbs.

a) Underline the verb and the preposition required by the verb.

1. I listened to her complains.

2. I studied with her.

3. She agrees with me.

4. They looked at me.

5. This car belongs to me.

6. She concentrated on the plan.

7. Mary spoke to the man in the corner.

8. The letter consists of two paragraphs.

9. How would you deal with an armed burglar?

10. He commented on the results.

11. Helen has applied for that job.

12. Would you care for a walk?

13. You should conform to the rules.

14. I danced with him


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b) Compare the verb in the following pair of sentences with regard to teirmeanings. Are their meanings different?Example:

I studied with her. I studied thoroughly.e.g. I studied with her. / I studied thoroughly.

The meaning of study is the same in both sentences.

1. The teacher spoke to me. / I speak slowly.

2. She wrote to her friend. / She writes quickly.

3. I quarreled with my sister. / I quarreled heavily.

4. I have danced with him manytimes. /

She dances beautifully.


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STEP 18

The objective of this step is that you learn to distinguish verbs that take particles from verbs that require prepositions.

As you have studied, verbs that take particles are verbs that consistof two parts that function as a unit of meaning .

She turned down my application(rejected)

The meaning of turn and the meaning of down as independentwords have no relationship with the meaning of turn down as a unit ofmeaning .

On the other hand, verbs that require prepositions are verbs thatalso consist of two parts but these two parts function as two units ofmeaning.

She complained about me / She is always complaining .

Complain: to express feeling of annoyance, etc.

There is not variation in the meaning ofcomplain when used withor without the preposition. Yet, the verb requires the preposition whenfollowed by a noun.


a) Underline verbs that take particles and verbs that require prepositions,and indicate what kind of verb you are dealing with in each sentence.Follow the example:

e.g. The letter consists of two parts. V + Prep.e.g. She gave up very soon. V + Part.1. She carried out the plan perfectly well.2. She carried on her work.3. They ran with their classmates.4. The beer is running out quickly.5. I applied for a new job.6. Turn off the radio, please.7. He turned to me angrily.8. Call off the meeting.9. Drop in for a minute.10. I shouted at him.11. I asked for a new job.12. She depends on your heavily.


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b) In the following group of sentences you will find two kinds of verbs,those that take particles and those that require prepositions. Underlinethe verbs and then answer the given questions for each sentence.

Follow the example:e.g. He made up the story.

i Is it a verb + particle or a verb + preposition?Is it a verb + particle.

ii Is it one or two units of meaning?It is one unit of meaning.

iii Is there any variation in meaning when you delete the particle /preposition?There is variation in meaning if you delete the particle.

1. He passed away peacefully.i

iiiii

2. Pull up by that bus stop.i

iiiii

3. He commented on the results.i

iiiii

4. I cant cope with heavy traffic.i

iiiii

5. They have put off the meeting.

iiiiii

6. He persisted in his argument.i

iiiii


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7. Well set off in an hour.i

iiiii

8. I count on you.i

iiiii

9. He looks after the children.i

iiiii

10. He takes after his mother.i

iiiii


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STEP 19

The objective of this step is that you learn to distinguish transitive and intransitive verbs followed by particles orpreposition.

Transitive verbs are followed by nouns. Intransitive verbs are eitherfollowed by nothing or by a word(s) similar to there (review step 10).

Verbs that take particles or that require prepositions may also gounder the more comprehensive category called transitivity . That is, thesegroups may or may not be followed by a noun.

1. I turned off the lights.

What did I turn off? The lights.Verb + particle, transitive.

2. The party broke up at midnight.When did the party brake up? At midnight.Verb + particle, intransitive.

3. I have to call in at my brothers home.Where do you have to call in? At my brothers home.Verb + particle, intransitive.

4. We looked up the word in the dictionary.What do we look up? The word.Verb + particle, transitive.

5. I asked for the book.What did I ask for? For the book.Verb + preposition, transitive.

6. She complained about you.Who is she complaining about? You.Verb + preposition, transitive.

7. Sam was talking to the teacher.Who was Sam talking to? To the teacher.Verb + preposition, transitive.

8. He commented on the results of the exam.What did he comment on? The results of the exam.Verb + preposition, transitive.


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STEP 20

The objective of this step is that you put together all theinformation you have acquired throughout the unit for verbs.

You have learnt to classify verbs according to three distinct criteria:inflectionally, derivationally, and distributionally. That is, given a sentence,you are able to underline the verb and explain its characteristics.

Example: He organized the party.

- The underlined word is a verb because:

a) Inflectionally: it ends in -ed or it fits the verbal paradigm.

Organize organizes organized organizing.b) Derivationally: it is formed by the addition of the

morpheme {-ize} to the stem organ.

c) Distributionally: it fits the testing frame B, that is, it is atransitive verb.

Not all verbs can be classified as such by means of the threecriteria. Some do not present a derivational formation. For example, theverb work can be classified as such on the basis of the criteria of inflectionand distribution, but it has no derivational morpheme.

Now, following the example given above, do this exercise:

- Underline the verb in the sentences given and classify each verbexplaining, whether possible, the three criteria mentioned in this unit.

1. He went home.2. She is a nice girl.3. It looks interesting.4. I gave up my job.5. He treated me nicely.6. She motivated my day.7. They simplified the explanation.8. He arrived on time.9. He threatened the policeman.10. She legalized the documents.


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IIIAdjectives

&Adverbs


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STEP 1

The aim of this step is that you learn to define adjectives from a distributional point of view.

From a distributional point of view and adjective is a word that fitsthe position before a noun or following a linking verb.

Look at this:

The _______________ boy is ______________.

Any word which fits both blank spaces will be defined as anadjective in terms of position or distribution. That is to say, words such as

good , bad , intelligent , clever , etc. are adjectives because they mayoccupy both the position before the noun and the position following alinking verb. You must realize that, for a word to be considered anadjective, it has got to be able to occupy both positions and not just one.For example, the word there fits the space after the linking verb but notthe space before the noun.

The ________________ boy is there.

So, there cannot be considered an adjective because it cannot fit inboth positions.

Now, do the following exercise,

- Answer the following questions.

1. Distributionally, how do you define an adjective?

2. Distributionally, what is the condition for a word to be considered anadjective?

3. Distributionally, how do you explain thatbeautiful is an adjective?

4. Distributionally, how do you explain thatsomewhere is not anadjective?


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STEP 2

The aim of this step is that you learn to classify adjectives according to distributional criteria.

We have said that an adjective is a word that fits in both slots of thefollowing frame:

The _______________ boy is ______________.

So, now you will use this frame in order to classify adjectives.

Exercises:

- Underline adjectives and indicate whether the underlined word fits in theadjectival frame. Follow the example.

e.g. reliable The reliable boy / is reliable.

1. sharp

2. peaceful

3. find

4. different

5. sometimes

6. cold

7. upon

8. beautiful

9. serious10 sticky

11. accept


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STEP 3

The aim of this step is that you learn to define adverbsdistributionally . That is, an adverb is a word that occupiesthe final position in three testing frames.

We have studied three testing frames which are now completed forthe study of adverbs:

A. The (adjective) noun is / was (adjective) ______________.adverb

B. The noun remembered the noun ______________.adverb

C. The noun went ______________.adverb

Adverbs vary widely in distribution. That is, they occur in threedifferent positions: front, middle or final. Now, the final position shown inthe frames given above can be used to test adverbs. In other words, it ispossible to see adverbs at the beginning of the sentence:

Slowly she began to move.

But they may also occur in the middle of a sentence:She quickly realized the difficulty.

Finally, it may also appear following the adjective in frame A,following the second noun in frame B, or following the intransitive verb inframe C. This ending position is used to distinguish adverbs from anyother kind of word. Regularly, the adverbs established in the frames.


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STEP 4

The aim of this step is that you learn to identify adverbs according to distributional criteria.

An adverb has been defined as a word that occupies the finalposition in the three testing frames given. Now, we would like to identifyadverbs using this definition:

Exercise:

- Underline adverbs and indicate whether they occupy the position inFrame A, Frame B, or Frame C. Follow the example.

e.g. David ended the semester happily . Frame B

1. They arrived quickly.

2. He is stupid sometimes.

3. Elizabeth ate the cake greedily.

4. She seemed nice then.

5. The mechanic repaired the car yesterday.

6. The little child fell intentionally.

7. Tom caught a bus recently.

8. He came yesterday.

9. This charming girl achieved successinstantly.

10. They looked rare suddenly.

11. The new teacher gave a class admirably.


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STEP 5

The objective of this step is that you learn to identifyadverbs which occupy mid and front positions.

The final position in the position used to identify adverbs. Yet,adverbs may occur in front and mid positions.

1. He stated his opinion clearly .2. Furiously she entered the room.3. She easily realized the difficulty.

When adverbs are placed in front and mid position, it is possible, inmost cases, to move the adverb to a final position:

3. She entered the room furiously .4. She realized the difficultyeasily .


a) Underline adverbs in the following sentences.

1. Outside, the boys were jumping.2. They recently had an accident.3. Yesterday, I sent John a letter.4. Today he wasnt come.5. They obviously knew the answer.6. Sometimes the players knock the ten pins.7. He bravely faced the crowd.8. Deliberately he made a mistake.9. He intentionally told a lie.10. Vaguely he looked at me.

b) Now rewrite the sentences in the previous exercise placing the adverbin final position.

1.

2.

3.

4.

5.

6.


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7.

8.

9.

10.

c) Now answer the following questions.

1. What position is used to distinguish adverbs from other words?

2. Yet, what other positions can be occupied by adverbs?

3. Can adverbs that occupy other positions be moved to final position?


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STEP 6

The objective of this step learn to define base adjectives asstems from which nouns and adverbs are formed.

A base adjective is defined as such because a noun and an adverbcan be formed by the addition of {-ness} and {-ly} to the adjective inquestions. That is, we identify strange as a base adjective because a nounis formed by the addition of {-ness} - strangeness - and because anadverb is formed by the addition of{-ly} - strangely. Other examples:

false falseness falselybad badness badly

These adjectives can also be recognized by the fact that they areshort words, to which morphemes ({-ness} {-ly}) can be added.Nevertheless, there is a group of exceptions, some of which are herelisted:

ADJECTIVE NOUN ADVERB

1. Good Goodness Well

- The boy is good. He is a good boy. (Adjective)- His goodness of heart made him do this. (Noun)- She slept well last night. (Adverb)

2. small smalless small

- The boy is small. He is a small boy. (Adjective)- I was surprised at the smallness of his house. (Noun)- He writes so small that I cant read it. (Adverb)

3. littl e littl eness littl e

- The boy is little. He is a little boy. (Adjective)- The littleness of his finger made me think of a series of dots. (Noun)- She speaks little in class.

4. long length long

- The river is long. It is a long river. (Adjective)- The length of his arms is a problem. (Noun)- The work wont take long. (Adverb)


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5. fast fastness fast

- The trip was fast. It was a fast trip. (Adjective)- We guarantee the fastness of these dyes. (Noun)- She walks very fast. (Adverb)

6. ill illness ill

- The man is ill. He has ill health. (Adjective)- There has been no illness in the village this winter. (Noun)- She spoke ill about her neighbors. (Adverb)

7. hard hardness hard

- This stone is hard. It is a hard stone. (Adjective)- The hardness of this ground allowed them to build those houses. (Noun)- Though he studied hard he failed. (Adverb)

Note:

Notice that hardly has not been considered as an adverb formed fromthe base adjective hard. In fact, both adverb and adjective are spelled inthe same way, but considered one or the other according to distributionalcharacteristics. Hardly has a different meaning and is used differently, itmeans only just, not quite, scarcely, i.e. I hardly know her.

Exercise:

Here it is a list of adjectives. Indicate whether they are base adjectives ornot by filling in the blanks following the example. You may use adictionary.

Adject ive Noun Adverbe.g. Strange Strangeness strangely1. bright2. sharp3. broad4. eager5. cold6. thick7. narrow8. blind9. clever

10. comfortable


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STEP 7

The objective of this step is to learn to define and identifyderived adjectives .

Derived adjectives are those formed by the addition of adjectivesforming suffixes such as the following.

1. {-y} faulty, healthy, funny, heady, hearty, greedy, gloomy,glassy.

2. {-al} natural, national, professional, emotional, classical.

3. {-able} remarkable, capable, understandable, portable, reliable.

4. {-ful} hopeful, useful, beautiful, helpful, colorful, peaceful.

5. {-less} hopeless, useless, helpless, nameless.

6. {-ous} mysterious, harmonious, famous, anonymous, anomalous.

7. {-ent} convenient, sufficient, efficient, eminent, intelligent.

8. {-ed3} ragged, beloved, rugged, learned, tired, bored, devoted,complicated. ({ed1} and {ed2} -verbs).

9. {-ing3} interesting, boring, exciting. ({ing1} -verbs, {ing2} -nouns).

10. {-ly2} friendly, homely, sickly. ({ly1} -adverbs).


- Here is a list of derived adjectives. Write down the adjective identifyingsuffix for each word, following the example:

e.g. Convenient -{-ent}

1. national 6. boring2. understandable 7. harmonious3. greedy 8. nameless4. helpful 9. professional5. friendly 10. complicated


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STEP 8

The objective of this step is that you distinguish base andderived adjectives.

It should be clear now that adjectives fall in two formal groups: baseand derived. In the following list of adjectives you have to identify anddistinguish both groups. Follow the example:

- bold: It is a base adjective, it is the origin of boldness and boldly.

- beautiful: It is a derived adjective; it ends in the morpheme {-ful}

1. Mysterious:2. Dry:

3. Pure:

4. Colorful:

5. Homeless:

6. Adjectival:

7. Thoughtful:

8. Humorous:

9. Dumb:

10. Inscrutable:

11. High:

12. Emotional:

13. Heavy:

14. Famous:

15. Intentional:


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STEP 9

In this step the objective is that you recognize themorpheme {-ly} as a derivational identifying suffix foradverbs.

A very large group of adverbs may be identified by the derivationalsuffix {-ly}, which is added to derived and base adjectives. A word such ashealth (noun) can be transformed into an adjective by the addition of thederivational adjectival suffix{-y} health . Then, to this derived adjective,the suffix {-ly} can be added to form a derived adverb: healthily. In thesame way, adverbs can be formed by the addition of {-ly} to baseadjectives: eagerly, strangely, falsely, loudly, happily, darkly, brightly,

highly, kindly, etc.Exercise:

- The following is a list of adverbs formed by the addition of {-ly} toderived and base adjectives. Following the examples, state whetherthey are formed from derived or base adjectives.

- healthily - Adverb formed by the addition of {-ly} to a derivedadjective. (health + {-y})

- eagerly - Adverb formed by the addition of {-ly} to a baseadjective (eager + {-ly})

1. traditionally -

2. purely -

3. highly -

4. remarkably -

5. famously -

6. conveniently -

7. Uselessly -

8. heavy -

9. brightly -

10. naturally -


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STEP 10

The objective of this step is that you learn to identify theinflectional suffixes {-er} and {-est} for adjectives andadverbs.

The suffixes {-er} and {-est} are found in both classes of words,adjectives and adverbs. In this way, these suffixes cannot, on their own,be used to distinguish these words. It is common to find adjectivesinflected with these suffixes, but I is also possible to find adverbs. So,when it is required to establish the class of the word from an inflectionalpoint of view, it is necessary to use the distributional criteria as well. For

example, the word bright is an adjective because it takes the adjectivalsuffixes {-er} and {-est} . The word soon also takes these suffixes, but it isdistributionally and adverb. The word beautiful does not accept thesuffixes {-er} and {-est} but it is distibutionally an adjective. To concludewe may say then that distribution will really determine the class of the wordin this situation and in relation to these suffixes. The inflectional suffixesalone are misleading.


- Identify adverbs and adjectives by underlining them. Then distinguishboth classes by writing either adverb or adjective on top of them.Explain briefly how you distinguish the words. Follows the example.

Adj.- She took the slowest train.

It occupies an adjectival position, before a noun.

Adv.- He jumped the highest .

It occupies an adjectival position, before a noun.

1. This is the latest book I have read.

2. He came sooner than I expected.

3. The tallest man in the line talked to me.


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4. She arrived later in the afternoon.

5. We speak louder when we are at school.

6. She is brighter than Peter.

7. Henry drew finer lines than Margaret.

8. This is the highest marker hes ever got.

9. Mary runs the fastest.

10. They drive slower than Mary.


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STEP 11

In this step you will learn to distinguish adverbs andadjectives in special situations.

There is a special link between adjectives and adverbs. This linkrefers to the fact that the same form (word, lexical item or sequence ofletters), i.e. fast , can be used as either adjective or adverb. So, inisolation, fast , cannot be classified. But if you place it in a sentence, thenits classification becomes clear. For example, fast is an adjective in: It is afast train. It is placed before a noun, so distributionally it is an adjective.Yet, it is an adverb in: He came fast . In this sentence fast is following anintransitive verb, so it is in adverbial position.

When dealing with this special group of words one has to rely ondistribution for their classification. It is not possible to classify these wordsusing inflectional or derivational criteria.

Exercise.

- In the following sentences you will find adjectives and adverbs,underline and identify them. Then explain the criterion used in yourclassification; follow the example.

- He is an early riser. Adjec tive .It is an adjective because it occupies an adjectival position,before a noun.

1. He came late to class.

2. It is a lovely dress.

3. Are cats cleanly animals?

4. He is acting cleanly.

5. Speak loud and clear.


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6. Shes got very loud voice.

7. Mary has queenly appearance.

8. It happens daily.

9. It is a daily occurrence.

10. The kindly man spoke kindly.

11. Dont aim too high.

12. It is a high wall.

13. It is deadly poison.

14. It is a goodly sum of money.

15. She has lively imagination.

16. What a lovely dress.

17. She runs fast.


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18. It has a homely atmosphere.

19. This is a slow student.

20. Drive slower please.

21. A hard worker works hard.

22. He is a sickly man.

23. She flew direct to France.

24. It was direct hit.

25. Give me a quick answer.

26. He came quick.


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STEP 12

In this step you will have toput together all the informationacquired in the unit of the purpose of classifying adjectivesand adverbs.

A. In the given group of sentences you will identify adjectives or adverbs,and ten, whenever possible, give inflectional, derivational anddistributional criteria. Follow the examples.

Examples:

1. The most intelligent girl in the class won the prize.

a) It fits both positions: the girl is intelligent / the intelligent girl.b) The suffix {-ly} can be added to form an adverb: intelligently.c) It has the derivational identifying suffix {-ent}.

2. He turned slowly .

a) It occupies a final utterance position. (In other situations it mayoccupy a final utterance position.)

b) {-ly} has been added to a base adjective.

Now do the same with the following sentences.

1. He likes Mary considerably.

2. Peter dances beautifully.

3. Her death was peaceful.

4. I want to have a serious talk with you.


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5. We must examine the problems quietly.

6. You are wearing a different dress.

7. He is a reliable man.

8. Mary is acting mysteriously.


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B. In the following sentences one word must be underlined.

a) Say whether it is an adjective or an adverb.b) Explain your choice briefly. Use the criteria studied.

1. The students spoke loudly in the classroom.

2. I think she is bright enough to pass the exam.

3. His effort in the exam was rewarding.

4. We went on a direct flight to Margarita.

5. They were impressed because he jumped higher than hisbrother.


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C. Identify each of the underlined words. Explain all the criteria used inorder to identify them as nouns, verbs, adjectives or adverbs.

1. I have always treasured her friendship .

2. The report shows the quick development of the area.

3. The man turned to drinking when he was faced by problems.

4. Equality is important for all of us.

5. He had a hearty laugh at the joke.

6. He acted his part remarkably .

7. The meeting broke up with a fight.

Grammar i Unit 1

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