COMPLETION IN FUNCTIONAL GRAMMAR

Chapter 1. SOME BASIC CONCEPTS

1. _________ and _________ analyses differ in their approaches and assumptions.
2. __________ analysis tends to be primarily interested in abstract representations and
relationships between structures and less interested in meaning and context.
3. __________ analysis tends to view language as a communicative resource and to be
primarily interested in how linguistic structures express meaning.
4. Four levels of _____________ can be identified: semantic (meaning), grammar (the
arrangement of words and word shape), lexis (vocabulary), and phonology
(pronunciation).
5. Within grammar itself, four ranks of __________ can be recognized: sentence,
clause, group/phrase, and word.
6. ________ can be thought of as an expanded word. _______ has a structure which
makes it more like a miniclause.
7. ________ takes place when a unit of one rank is used as a constituent within another
unit at the same or at a lower rank.
8. ______________ are nouns, verbs, adjectives, and adverbs.
9. Nearly every clause expresses three kinds of meaning: _____________, which is
concerned with the representation of our experience of the world and of the inner
world of our thoughts and feelings; ____________, which is concerned with
language as interaction and the expression of judgments and attitudes; and
____________ which organizes the former two kinds of meaning into coherent text
relevant to its context.
10. _____________ grammatical functions are Subject, Finite, Predicator, Object, and
Adjunct.
11. ________ normally precede the Finite in declarative clauses and determine the
person and number of the Finite (if marked). Subjects are typically realized by
___________.
12. _________ are normally marked for tense and may be marked for number
agreement (i.e., agreeing with the person and number of the Subject).
13. ____________ is realized by everything in the verb group except the Finite.
14. __________ typically follow the Finite and Predicator in declarative clauses.
15. A constituent functioning as Object in ___________ can normally become the
Subject of a related passive clause. Objects are typically realized by ___________.
16. __________ are additional constituents that cannot become Subjects of related
clause and can often be omitted.
17. Adjuncts are typically realized by __________ and __________ .

Key answers
1. Formal, functional grammatical
2. Formal
3. Functional
4. linguistic analysis
 5. organization
6. A group, A phrase
7. Embedding
8. The major word classes
9. experiential meaning, interpersonal meaning, textual meaning
10. Five clause-rank
11. Subjects, noun groups
12. Finites
13. Predicator
14. Objects
15. an active clause, noun groups
16. Adjuncts
17. adverb groups, prepositional phrases

Chapter 2. REPRESENTING THINGS I: NOUNS AND NOUN GROUPS

1. Some nouns have only one form and cannot be counted. These are known as
__________. Other nouns have both singular and plural forms and can be counted.
These are known as ___________.
2. Many nouns are used as both mass nouns and count nouns. When used as mass
nouns their meanings are normally more ________ and _________ than when they
are used as count nouns.
3. ____________ of noun groups is premodifiers + head + postmodifiers.
4. The experiential function of the head is to __________________.
5. Referrers are premodifiers which indicate whether the reference of the Thing is
___________ (to the whole class), ___________ (to an identified subset), or
___________ (to an unidentified subset).
6. There are ________________: articles, demonstratives, possessives, and inclusives.
7. ________________________ depends in the kind of reference and whether the
head noun is mass, singular, or plural.
8. _____________ and ___________ also occur as noun group heads.
Key answers
1. mass nouns, count nouns
2. general, abstract
3. The basic structure
4. represent the Thing
5. generic, definite, indefinite
6. four main kinds of Referrers
7. The selection of appropriate Referrers
8. Demonstratives, possessives

Chapter 3. REPRESENTING THINGS II: MORE ON NOUN GROUPS

1. ___________ (either, both, each, every, all, neither, and no) refer to a complete
groups of things either positively or negatively and either as a whole or as
individuals. All and both can directly precede definite Referrers. All the inclusives
 (except every and no) also have ____________ with of (e.g., each of) that may
precede definite Referrers.
2. ____________ indicate quantity between all and none. __________ is indicated by
many, much, a lot of, several, some, any, a few’, a little, few, little, fewer, fewest,
less, least, more, most. Some of these are used with count nouns, some with mass
nouns, and some with both. They can also co-occur in various ways with Referrers
and have variants formed with of. _________ is indicated by numerals.
3. ___________ consists of a unit noun (e.g., piece, lump) followed by of and a second
noun. Typical partitives allow _________ to be counted (e.g., two pieces of wood).
However, there is not a firm distinction between partitives and the of forms of
inclusives and Quantifiers.
4. __________ indicate a quality of, or an attitude to, the Thing. They are realized by
__________ and _________ (Ving and Ved forms)
5. ____________ subclassify the Thing. They are realized by adjectives, participles, and
________.
6. The commonest kinds of _________ are finite clauses, nonfinite clauses, and
prepositional phrases. They function to ______________.
7. To master postmodifying finite clauses (restrictive or defining relative clauses) a
learner must be able to ___________ the relative clauses correctly, _______
appropriate relative pronouns,, and appropriately _________ the clause
constituents.
8. In much every day language, participants are realized by _____________, processes
are realized by __________, and qualities are realized by __________. However,
these relationship can be rearranged so that processes and qualities are realized by
noun groups. This is known as __________.
Key answers
1. Inclusives, variants formed
2. Quantifiers, Inexact quantity, Exact quantity
3. A partitive structure, mass noun
4. Describers, adjectives, participles
5. Classifiers, noun groups
6. postmodifiers, qualify the Thing
7. position, select, rearrange
8. noun groups, verb groups, adjective groups, nominalization

Chapter 4. DOING AND HAPPENING I: THE TRANSITIVITY OF ACTION

PROCESSES
1. __________ have a head, which represents the process (a lexical verb), and up to
four auxiliaries. This is symbolized as 5 4 3 2 1. The auxiliaries include modal
auxiliaries and forms of do (at 5), ____________ (at 4), ___________ (at 3), and
passive auxiliaries (at 2). The head is at 1.
2. ___________ differ from other auxiliaries in that they are always finite yet are not
marked for number nor, except in a very few cases, for tense.
3. Need, dare, have to, and used to have some of _______________, and are
sometimes called ___________.
4. ____________ clauses normally have at least one participant called the Actor (the
participant “doing” the action). They may also have a second participant call the Goal
(the participant which is on the receiving end of the action). Actor-only clauses are
called __________ clauses and Actor + Goal clauses are called ____________
clauses.
5. Other possible participants in action process clauses include __________ (receivers
of a Goal), ___________ (participants for whose benefit the action is carried out),
and _____________ (which typically indicate the extent, range or scope of the
action).
6. ___________ is a verb used with a Range where the Range represents most or all of
the meaning of the process; the most common delexical words are give, have, make,
and take.

Key answers
1. Verb groups, perfect auxiliaries, progressive auxiliaries
2. Modal auxiliaries
3. the characteristic of modals, semimodals
4. Action process, intransitive, transitive
5. Recipients, Beneficiaries, Range
6. A delexical verb

Chapter 5. Doing and happening II: ERGATIVITY, PHRASAL VERBS, AND

PHASE
1. Many clause have just one participant (mapped onto the Subject) which is neither
Actor nor Goal but Affected; that is, it neither does the action nor is on the receiving
end of a doing, but in some way ____________ the process.
2. With some such clauses it is possible to introduce a second participant called the
_________ (because it in some way causes the process). In _________, the Causer is
mapped onto the Subject and the Affected onto the Object.
3. The grammatical representation of a process as a happening which has an Affected
participant and may or may not have a Causer (instead of as an action which has an
Actor and may or may not have a Goal) is described as ____________.
4. Verbs which can bee used both in Affected-only clauses and in Affected+Causer
clauses are called __________.
5. Some verb + preposition + noun group sequences can be analyzed as verbs followed
by a ______________. Others can be analyzed as phrasal verbs followed by a Goal or
Range; that is, the preposition are actually particles attached to the verbs.
6. In ___________ there are two verbs (or verb groups) representing a single process.
The second verb is always __________ on the first.
7. ____________ (the first verb in such structures) are categorized according to the
information they add about the process. The categories can be glossed as time,
______, effort, and ______.
8. The ___________ in a phase structure may take the form of to + V (infinitive), Ving,
or (less commonly) V.
9. ______________ are extended phase structures with two participants. The first
participant in someway causes or __________ the process.

Key answers
1. undergoes
2. Causer, active voice
3. ergativity
4. ergative verbs
5. Circumstantial Adjunct
6. phase structures, dependent
7. Phase verbs, reality, manner
8. dependent verb
9. Causatives, facilitates

Chapter 6. SEEING, LIKING, THINKING, WANTING AND SAYING: THE TRANSITIVITY OF

MENTAL AND VERBAL PROCESSES
1. There are four subtypes of _____________: perception (e.g., seeing, hearing,
smelling, and feeling); _________ (e.g., liking, hating, admiring, and fearing);
cognition (e.g., thinking, believing, knowing, and forgetting), and _______ (e.g.,
wanting, wishing, intending, and hoping).
2. ___________ is a mental process is the participant that sees, likes, wants, thinks, and
so on. It is normally _________ (usually human)
3. ___________ is the participant that is seen, liked, wanted, thought, and so on.
Different kinds of Phenomena include things (typically noun groups), _______
(typically Ving or V clauses), situations ( typically Ving clauses), facts (typically
embedded clauses), and _________ (typically dependent that/if/wh- clauses). There
is a _________ between the four subtypes of mental processes and the kinds of
Phenomena typically associated with them.
4. It is possible to find many pairs of semantically related mental process clauses (both
active voice) one of which has the order Senser followed by Phenomenon (the
________ ) and the other of which has the order Phenomenon followed by Senser
(the _______).
5. The typical tense in mental process clause for reference to now is _________.
6. _______________ lie between mental processes and action processes. They are to
do with mental activity and normally have an animate participant similar to a Senser
in a mental process. However, this participant acts deliberately like an Actor in an
action process. The typical tense in mental-action process clauses for reference to
now is _____________, as in action process clauses.
7. ______________ are processes of saying. Verbal process clause normally have a
Sayer – the participant that says, tells, informs, etc. – and a Saying – a representation
 of what is said, told, informed; etc. They may also have an Addressee – the person to
whom the Saying is directed.
8. _________ present the Saying as more or less the original words. ________ restate
the meaning of the original words. Both quotes and reports can be of statements,
_________, directives, and ________.

Key answers
1. mental process, affection, volition
2. The Senser, animate
3. The Phenomenon, events, thoughts, relationship
4. like type, please type
5. simple present
6. Mental-action process, present continuous
7. Verbal processes
8. Quotes, Reports, questions, offers

Chapter 7. BEING AND HAVING: THE TRANSITIVITY OF RELATIONAL AND EXISTENTIAL

PROCESSES
1. There are three types of __________: attributive, identifying, and possessive.
2. ____________ clauses have a Carrier to which an Attribute of some kind is assigned.
The Carrier is mapped onto the Subject and the Attribute onto the Complement.
3. Attribute are realized by adjective groups, noun groups, ____________.
4. Attribute and Carriers are linked by relational verbs, also known as __________. The
most common linking verb is be. Other categories of linking verbs can be glossed as
perception (e.g., look, seem), ________ (e.g., become, turn), and circumstance (e.g.,
stand, concern).
5. Adjective group Attributes can be expanded for _________. They can also be
expanded for comparison of ___________.
6. Carriers realized by ____________ are often placed after the Attribute, with it taking
up the Subject function. Such Carriers are referred to as postponed Carriers.
7. Identifying relational processes identify one participant by equating it with another.
The identified participant is called the _________ and the participant which does the
identifying id called the _________. Unlike attributive relational clauses, identifying
relational clauses are normally __________.
8. Possessive relational clauses have a ________ and a ________ linked by a verb of
possession (most typically have). Possessive processes include __________
relationships as well as __________ relationships.
9. ___________ clauses consist of one participant (the Existent), the word there
(functioning as Subject), and an existential verb (usually be).

Key answers
1. relational processes
2. Attributive relational
 3. prepositional phrases
4. linking verbs, change
5. comparison, equality
6. that clauses
7. Identified, Identifier, reversible
8. Possessor, Possessed, part-whole, ownership
9. Existential process

Chapter 8. REPRESENTING TIME: TENSE AND TEMPORAL ADJUNCTS

1. The notion of time is represented in the grammar through the ___________ and
__________ of Adjuncts.
2. ___________ (present, past, or future) locates a process in time relative to now.
3. Relative present, relative past, relative future further locate the process relative to
______________.
4. ____________ groups can be marked for relative tense only.
5. ____________ in reference to now are present continuous (present in present) with
action and mental-action processes, and simple present (absolute present) with
mental and relational processes (except the change type).
6. Other combinations of tense and process type include:
a. Simple present with action processes for habitual or timeless events, for
“________” future, and for __________ and demonstrations.
b. Continuous (relative present) tenses with mental processes with the sense of
beginning to and __________.
c. Continuous (relative present) tenses with relational processes to suggest
___________.
7. The story line of _________ typically consists of action processes with simple past
(absolute past) tense. __________ (past in past) is typically associated with events
previous to the story line (e.g., flashbacks), and past continuous (present in past) is
associated with ______________ simultaneous with the story line.
8. Simple present (absolute present) is typically _____________ in description. Present
perfect (past in present) is typically used to ____________ to descriptions.
9. _____________ (absolute future) is typically the basic tense in prediction texts, with
future continuous (present in future) and future perfect (past in future) locating
____________ with and previous to the basic future time reference.
10. ___________ (present in present) for reference to now with action processes, the
going to future (relative future), and present continuous (present in present) for
future reference all tend to be commonly used in __________.
11. Circumstantial Adjuncts of time express location, duration, and _________.
Conjunctive Adjuncts of time express _____________ between one part of the text
and another. Interpersonal Adjuncts of time express __________ toward the time
location.
Key answers
1. tense system, various kinds
2. Absolute tense
3. the absolute tense selection
4. Nonfinite verb
5. Unmarked tense selections
6. “time tabled”, commentaries, temporariness, temporary behavior
7. a narrative, Past perfect, background events
8. the basic tense, give time depth
9. Simple future, events simultaneous
10. Present continuous, conversation
11. frequency, temporal relationships
12. attitudes

Chapter 9. INTERACTION: SPEECH ACTS AND MOOD

1. Question, statement, directive, and offer are four basic __________
categories. A fifth, more minor, category is that of __________.
2. Declarative, yes-no interrogative, wh- interrogative, imperative, and
exclamative are _____________.
3. The relationships between moods and speech acts are as follows:
Declarative mood clauses typically realize statements.
____________________ typically realize questions.
Imperative mood clauses typically realize directives.
Exclamative mood clauses typically realize ________.
However, these relationships can be skewed, producing _____________.
4. The ______________ of mood are as follow:
Declarative: Subject^Finite
Wh- interrogative: wh-^Finite^Subject (unless the wh- is Subject)
Yes-no interrogative: Finite^Subject
Imperative: (Subject) Predictor
Exclamative: what-Object/Complement^Subject^Finite
how-Complement/Adjunct^Subject^Finite
5. Interaction of moods depends on ______________. Interpretation of
speech acts depends upon _________________ with intonation and
context.
6. Some _____________ exchanges involving questions.
7. ______________ are formed by adding a tag (Finite^Subject, with
negative or positive polarity) to a declarative clause. The tag typically has
a different polarity from the rest of the clause. Such questions normally
expect a confirmatory answer.
8. _______________ clauses combined with rising intonation can function
as questions.
 9. _______________ are typically direct commands. However, they can also
function as instructions, warnings, and advice.
10. _________________ clause and declarative mood clauses, often
containing modal auxiliaries, can function as directives with varying
degrees of force.

Key answers
1. speech act, exclamation
2. grammatical moods
3. Interrogative mood clauses, exclamations
4. structural realization of mood
5. grammatical structure, interaction of grammatical structure
6. typical interactive
7. Tag questions
8. Declarative mood
9. Imperative mood directives
10. Interrogative mood

Chapter 10. EXPRESSING JUDGMENTS ANF ATTITUDES

1. The expression of degrees of likelihood and requirement are _____________.
2. ____________ is expressed by modals and Modal Adjuncts and by certain kind of
attributive and mental process clauses.
3. ________________ can be grouped according to the level of likelihood they express
– high (certainly), mid (probably), and low (possibly).
4. _____________ can be made between the use of modals of likelihood in predictions,
which present a state of affairs as following from a certain premise, and in
deductions, which present a state of affairs as having been deduced from available
evidence.
5. ____________ can be based upon real or unreal conditions. Such conditions are
most typically realized by if clauses. A condition is marked as unreal by a tense form
one step back in time than in the expression of the same state of affairs as a real
condition. The modal ________ expresses high likelihood based upon an unreal
condition.
6. _________________ can be made explicitly personal by using mental-cognition
process clauses such as I think that and attributive clauses such as I’m sure that. They
can be made impersonal by postponed Carrier attributive clauses such as it is
probable that.
7. _____________ is similarly expressed by modals and various kinds of clauses.
Expressions of requirement can also be grouped into high (obligation and necessity),
mid (advice), and low (permission).
8. __________________ can be made explicitly personal by using clauses such as I
require you to and I forbid you to. The judgment can be made impersonal by using
 passive versions of such clauses or postponed Carrier attributive clauses such as it is
necessary for you to.
9. Other areas of meaning which can be included under modality include __________,
__________ (the degree of willingness to do some thing), ability, and potentiality.

Key answers
1. Two areas of modality
2. Likelihood
3. Expressions of likelihood
4. A distinction
5. Predictions, would
6. Judgments of likelihood
7. Requirement
8. A judgment of requirement
9. frequency, inclination

Chapter 11. ORGANIZING MESSAGES: THEME AND FOCUS

1. ____________ of a clause is its point of departure as a message. Theme in English is
realized by initial position. The rest of the clause is known as ___________.
2. In declarative clauses the unmarked Theme is the Subject, in _____________ it is the
Finite, in wh- interrogatives it is the wh- element, and in ___________ it is the
Predicator.
3. Thematized Objects and Complements are highly marked and are often
___________. Thematized _____________ are less marked.
4. ______________ is related to the method of development of a text.
5. __________ may be divided into tone groups, each with one most prominent
syllable known as the tonic. The tonic marks the ________, which is the culmination
of new (newsworthy) information in the clause. Other backgrounded information is
known as ___________. There is a strong tendency for given information to precede
new information, especially in _________.
6. ______________ may be motivated by the need to thematize a Goal (or other
participants that would be mapped onto the Object in an active voice clause)
without producing a marked Theme. Passive voice also allows Actors (or other
participants that would be mapped onto the Subject in an active voice clause) to be
in the ________________, without the use of marked intonation. It also allows such
participants to be omitted entirely.
7. ___________ and wh- clefts are both structural devices for placing Focus on different
constituents of the clause.

Key answers
1. The Theme, the Rheme
2. yes-no interrogatives, imperatives
3. contrastive, Circumstantial Adjuncts
4. Selection of Themes
 5. Speech, Focus, given information, writing
6. Selection of passive voice, Focus of information
7. If clefts

MID-TERM EXAM IN FUNCTION GRAMMAR

Name:………………………………………………………….
A/ Identify the types of the reference of the underlined words/ expressions. Write G for
generic, D for definite or I for indefinite in the spaces provided. (1.5ms)

G 1. Boys have low voices and they always wear

baggies and jeans and T-shirts.

I 2. The green hills which ring the town are

covered with colorful flowers.

I 3. I’ve got friends in London.

G 4. The elephant had a long trunk.

I 5. I’d like an orange and two lemons please.

B/ Analyze the transitivity of the following clauses (1.5ms)

e.g. He [senser] saw [mental process] something [phenomenon] in there [circumstance]
1. On Saturday [Circumstance] my father [Actor] made [Action process] an umu [Goal] for
my sister’s birthday. [Circumstance]

2. We [Senser] tend to forget [mental process] that Andrei is a very noble man indeed.
[Phenomenon/Fact]

3.We [Senser] smelled [mental process] the stench [Phenomenon] as soon as we opened
the door. [Circumstance]
4.The boy [Carrier] was [relational process] very attached to his grandmother. [Attributive
(quality)]

5.The library of the future [Possesser] will still contain [possessive relational of process]
millions of books. [Possessived]

C/ Identify expression of modality in the following sentences and say which meaning
(likelihood or requirement) is expressed in each case. Underline the expressions and write
L for likelihood or R for requirement in the spaces provided. (1.5ms)
e.g. L It can’t be true
1. L There may have been some contaminants in the test tube.
2. L You’ve gotta be joking!
3. L It is probable that the earth is just as old as the moon.
4. R You may quietly sit by my math book over there.
5. R All citizens between the ages of 18 and 30 are permitted to apply for the course.
D/ Underlined the Themes in the following clauses (1.5ms)
1. What the duke did with that teapot was given it to my aunt.
2. On the ground or in the air small creatures live and breathe.
3. Their enthusiasm for the job impresses me the most.
4. And how long’s she there for?
5. Just place a blank CD in the drive.
6. Well you are proposing taking on quite something, Mrs. Finney, aren’t you?
7. Until the arrival of that remittance I am cut off from my home.
8. However, in certain text, the speaker might want to put the tonic elsewhere.
E/ Based on your understanding of “thematic progression”, rewrite the sentences
numbered 1 to 4 to create a coherent text.
Acupuncture is two thousand years old. [1] From the traditional Chinese system of medicine
that includes herbalism, massage, diet, manipulation and exercise it comes. [2] People use it
to treat many different conditions, but [3] it is the most attention by doctors from the West
that acupuncture’s role in treating pain has received. [4] For pain relief, some GD’s,
midwives and physics use it regularly.
Re-write the sentences here
[1] It comes from the traditional Chinese system of medicine that includes herbalism,
massage, diet, manipulation and exercise it comes.
[2] It is used to treat many different conditions, but …
[3] but acupuncture’s role in treating pain has received is the most attention by doctors
from the West.
[4] It is used regularly for pain relief, some GD’s, midwives and physics.
Name: ………………………………….
Student’s code: …………………….

FINAL TEST IN FUNCTION GRAMMAR

60 minutes
A/ Fill in each blank with ONE appropriate word
1. A functional approach to grammar is much more concerned with meaning
than a formal approach might be.
2. Experiential meaning has to do with the ways language represents our
experience of the outer world as well as the inner world.
3. Actor us the term used to refer to a thing which does the action in an action
process clause.
4. Verbs (like, take, have, make) that have their lexical meaning removed in some sense
are called delexical verbs.
5. Five clause – rank grammar functions are Subject, Finite, Predicator, Object and
Adjunct.
6. Finites are normally marked for tense.
7. There are four main kinds of Referrers articles, demonstratives, possessives
and inclusives.
8. Thing is generic (to the whole class), definite (to an identified subset) or
indefinite.
9. Range typically indicate the extent, range, or scope of the action.
10. Four semimodals are need, dare, have to and used to.
11. The point of departure as a message of a clause is Theme .
12. A process in time relative to now is located by absolute tense (present, past or
future).
13. Ergative verbs can be used both in Affected- only clauses and in Affected Causer
clauses.
14. In linking , the two clauses are independent.
15. One clause is dependent, and the other is independent in a binding relationship.
B/ Identify the types of the reference of the underlined words/ expressions. Write G for
generic, D for definite or I for indefinite in the spaces provided.
1. D She said about sharks that they will never attack unless they are hungry.
2. G The giant panda, which is an endangered species, feeds on bamboo shoots.
3. G Elephants are killed for their tusks and are therefore an endangered species.
4. G The best known of New Zealand’s birds is the kiwis.
 5. G Kiwis may have no wings, feathers …
6. D For the kiwis has one thing in common with Australia’s “cute” national
symbol.
7. D They sniff out worms which the nostrils on the end of their long bill.
8. I The first evil was a man – eating tiger.
9. I The green hills are covered with colorful flowers.
10. D It is to the south of the Yangzi River.
11. G Bees like flowers.
12. G Bees like flowers.
13. I On the way he met strange toads.
14. D The shirt he bought is expensive.
15. I The lives in a small village in the countryside.
C/ Analyze the transitivity of following clauses (Analyze the participants)
e.g. He [senser] saw [mental process] something [phenomenon] in there [circumstance].
1. Dylan [Sayer] sang [verbal process] a few of his classic numbers. [Saying]
2. Neurotoxins [Causer] will kill [action process] the insects. [Affected]
3.The young boy [Actor] slipped [Action process] on the ice. [Adjunct]
4.The prisoners [Beneficiary] were given [action process] small concessions. [Goal]
5.Grandmom [Sayer] told [verbal process] us [Addressee] a story. [Saying]
6.Jack [Senser] likes [mental process] the story. [Phenomenon]
7.Grandmom [Senser] needs [mental process] some water.[phenomenon]
8.Quang Hai [Actor] passed [action process] Van Duc [Recipient] the ball. [Goal]
9.A reporter [Sayer] asked [verbal process] Quang Hai [Addressee] some questions. [Saying]
10.She tasted the soup.
___________________________________________________________________________

D/ Identify expressions of modality in the following sentences and say which meaning
(likelihood or requirement) is expressed in each case. Underline the expressions and write
L for likelihood or R for requirement in the spaces provided.
e.g. L It can’t be true
1. L In case you should need any help, here’s my number.
2. R You should be learning English.
3. L He must be in the cupboard. I can hear scratching noise.
E/ Underline the Themes in the following clauses
e.g. The young man was puzzled.
1. What I can stand is the noise
2. Coming up to the stage now is this year’s winner of the Oscar.
3. How he loves her can’t be expressed in words.
4. To win AFF championship is not easy.
5. On the platform he was waiting for her.
6. Sadly he answered my questions.
F/ What kinds of Themes are the underlined units? Circle the correct choice
1. Poor Jim, he must be out of his mind.
A/ Absolute Theme
B/ Picked up Theme
C/ Unmarked Theme
2. Jane, I’m truly sorry it didn’t work out.
A/ Textual Theme
B/ Interpersonal Theme
C/ Experiential Theme
3. Few are those who live to be seventy.
A/ Unmarked Theme
B/ Marked Theme
C/ Non-experiential Theme
4. As for the engine, it can run very smoothly and fast.
A/ Unmarked Theme
B/ Absolute Theme
C/ Non-experiential Theme
5. Concerning their behavior, they are always very good.
A/ Picked-up Theme
B/ Absolute Theme
C/ Non-experiential Theme
G/ Re-write the clause
1. A musical genius was the Austrian composer Mozart.
The Austrian composer Mozart was a musical genius.
2. At the age of five, he began writing music.
He began writing music at the age of five.
3. In the great cities of Europe two years later his father took him to play at concerts.
His father took him to play at concerts in the great cities of Europe two years later.
4. Church music, opera and nearly 50 symphonies Mozart wrote.
Mozart wrote church music, opera and nearly 50 symphonies.
5. At the age of 35 he died very poor.
He died very poor at the age of 35.
6. Never do they give me any advice.
They never give me any advice.
7. That he is wrong is inevitable.
It is inevitable that he is wrong.
8. It is in the park that he met her.
He met her in the park.
9. Often at school he spends his time.
He often spends his time at school.
10. What he needs is money.
He needs money/ Money is what he needs.