1.

Identify the types of sentences in the text below (simple, compound, complex): Sophie left the table and ran to greet him. She threw her arms around his neck and took the bouquet from him. He responded to the welcome by rooting round in his jacket pocket and drawing out a couple of Chinese firecrackers which he lit and tossed into the yard. As he approached the table, he lit a sparkler and set it on top of the almond pyramid. Then he went over and stood at the empty place between Sophie and her mother. 2. Identify the finite and non-finite clauses in the texts below: Hume wanted to investigate every single idea to see whether it was compounded in a way that does not correspond to reality. He asked> From which impression does this idea originate? First of all he had to find out which single ideas went into the making of a complex idea. This would provide him with a critical method by which to analyze our ideas, and thus enable him to tidy up our thoughts and notions. The cave lay some way above the path. Many years before, a holy man had lived there, meditating and fasting and praying. The place was venerated for the sake of his memory. It was thirty feet or so deep, with a dry floor which made it an ideal den for a bear or a wolf but the only creatures living in it for years had been birds and bats. But the form that was crouching inside at the entrance was neither bird nor bat. 3. Identify the phrases in the examples below and provide label bracketing for them at word, phrase, clause and sentence level: We all think that Dan is a bore. Television destroys relationships. Freddy sent the doctor a postcard. I believe that John admires her work very much. I know that George likes New York very much. 4. Which is the head in the following phrases? - a recently published book: - They danced the whole night: - a very romantic city; - rather rudely; - He spoke rather rudely to the guard. - I believe that he can solve this task. 5. Identify and graphically represent the following phrases: The warm summer; the woman bus driver; the tiles on the floor, in the summer, abusive to the extreme; utterly disappointed; the boys behaviour; Johns cancellation of the party; ran fast, knocked on the door, interested in history.

6. Each of the following pairs of sentences contains two words with the same pronunciation but different spellings. In each case, indicate whether grammatical information is sufficient to ensure the right spelling, and if so, indicate what sort of grammatical information is necessary . I think he ate snails. I gave him eight snails. He was standing under the beech. He was walking along the beach. I had read the book. I had the red book. We told him to wait. We told him the weight. The floor in the cottage was uneven. The flaw in the argument was obvious. This is made of steel. This made him steal. 7. Is grammatical information sufficient to secure correct pronunciation in the following sentences? This is the student that read the book. This is the student that must read the book. The content of the book was dreadful. He was content with the situation. I saw her protest in the paper. I saw her protest in the street. He has some live ammunition. He wants to live in France.

I. a. b. c. d. e. f. g. h. i. j. k. l. m. II.

Assign a structure to each of the sentences using tree diagrams. Bill thinks that John is clumsy. She cleverly avoided the question. Bill donated money to the charity. The tall building is new, obviously. The claim that John is incompetent is absurd. John washed the new car he had bought yesterday. The black cat immediately chased the rat. Johns cancellation of the party annoyed his friends. This boy easily solved the problem during the maths class. John bought a book on syntax. Tim put a book on the table. He looked at a book about cricket. He talked to a girl about cricket. The sentences below are said to be structurally ambiguous. Provide two different structures for each, corresponding to the two different meanings.

a. John saw a man with binoculars. b. The boy called th girl from London.

Summary of Noun Phrases (NPs) Def. The NP is a word or group of words with a noun or a noun substitute (pronoun or numeral) as its head and functioning like a noun in a sentence. Form : Determiner+ Modifier + Head + Postmodifier NPs may function syntactically as : a) subject e.g. The blue book on the desk is yours. The red one is mine. b) nominative He is one of the best teachers. c) as object They asked many questions. She gave the new secretary a lift. I am waiting for one of them to turn up. d) as adverbial Step this way. I wrote to him last week. The Prepositional phrase PNP A preposition forms a phrasal unit with : a) an NP: He lives in an old house. We shall do it for the sake of the others.
3

b) c) d) e)

A VP : We were prevented from coming. I could do nothing but sleep. A clause : It depends on what you do. Are you concerned with what he says? An adverb : We shall do it by then. Who is there? What can you see from here? An adjective in a set phrase : The escaped prisoner is still at large. It is far from (being) true. f) Another prepositional phrase : We have known them since before the war. The lion rushed out from among the bushes. The functions of the PNP : a) prepositional object e.g. He is waiting for his son. She was looking at the shop window . She promised to wait for me. I could not help smiling at them. b) prepositional indirect object Give it to your father. I wanted to buy something for the child. c) Adverbial he lives in a village. She came home on Sunday. During the interval we talked in the hall. Id like to write with your pen. e) postmodifier to an NP or AdjP. The window of the kitchen is open. The letter from my friend gave me much pleasure. She promised me a ticket for the concert. She is afraid of our dog. I was angry with them. He is accurate in his work. Milk is good for you. He is very good at football. f) predicative She was in good health. They are at liberty. The matter is of some importance. g) Postmodifier to an adverb He worked independently of the others. The Adjectival Phrase Functions: a) Premodifier of a noun Where is my blue tie? It is a very old school. The dear old lady gave him two nice big red apples. b) Postmodifier of a (pro)noun. It is a question very difficult to answer. Give me something interesting to read. He is a man very proud of his success. c)Nominative She is ill. The tea is too hot. d) Derived nominative (object complement in traditional grammar) He has made his shoes muddy. She boiled the eggs hard. Summary of VP According to form, verb phrases may be: 1. Verb - The phone rongs. He has arrived. 2. Verb + NP We saw this film. I know him. 3. V+ Adj P It is nice. He is proud of her. 4. V + VP I want to meet her. He injoys fishing. 5. V+ PNP He is waiting for his brother.

6. V+ Adv Com ehere. He behaves well. 7. V+Clause I know where he is. He asks if I am happy. And combinations like: 8) V+NP+NP She gave the child an apple. 9) V+NP+AdjP He painted it blue. 10) V+NP+VP We made then do it. She saw the thief running away. 11) V+NP+PNP Thank you for coming. 12) V+PNP+NP She dictated (to) me the letter. 13) V+NP+Clause She asked me if I knew him. 14) V+PNP+Clause He confessed to her that he had spent all his money. Functional classification of VPs Verbs function mainly as predicators within the predicate. Predicates fall into different categories. 1. Intransitive predication: Birds fly. He has been hurt. 2. Nominative predication She is happy. The leaves have turned red. 3. Transitive predications (V+DO; V+DO+DO; V+IO+DO) I cut my finger. I asked him a difficult question. I envy them their new flat. He ordered her a new dress. He bought a gold watch for me. 4. Predicates made of V+PO It depends on the weather. He called on me. Exercises I. Make an analysis of the NPs in the following sentences: Petrol and garage facilities on all roads are really good and distances between filling stations are short. Great Britain is a monarchy but the Queen of Great Britain is not an absolute monarch. Her powers are limited by Parliament. I have a lot of friends. We were the last people wearing hats. Do you have a little free time? Most of his novels are interesting. None of these students attend philosophy courses. Whose book is on the floor? In the court below my rooms all sounds were dulled. He often found the first moments of a meeting difficult. Jagos face was dark with pain. I thought of the Master, with his confidential sarcasms, his sophisticated taste and his simple religion. I could see his rubicund cunning peasant face. The lines of the buildings opposite stood out simple and clear. For a few minutes he talked about the winter campaign in Spain. II. State the kind of objects and adverbials in the following sentences: He is good at swimming. He introduced himself. She is always at home in the evening. They have got a house of their own. He doesnt give her any money. I told them the truth. She cooked me a meal. She made a cake for her son. He explained to his students the sequence of tenses. He gave a present to my daughter. He speaks English with difficulty. We were listening to the news. It seems a very long way. This is a difficult job. She did her homework after lunch. You look very funny in that hat. I said good bye to them. I ordered it for your father. I ask you to help me. They elected Paul as their leader. He gets his hair cut regularly. She got her son to buy some milk. He wants to become a doctor. They are getting rich. I cant understand you . She went on speaking for half an hour. She is bored with studying. It makes him feel less homesick. He asked me three questions. I heard the baby crying. He noticed the lady drop her handkerchief.

He entered the room. Let me give you some useful advice. He was riding a bicycle with no lamp. I have good news for you. He was waiting for us outside the club. I heard him open the door. They asked the student two difficult questions. What are you looking at ? Who is looking after the children? I offered him my help. He will bring it to you tomorrow. I bought a set of tools for his son. They ran a race. I want to thank you for your kindness . He takes after his father. You may fully rely on these pupils.

III. a. b. c. d. e. f. g. h. i. j. k.

State the speech categories to which the following subjects belong: The library closes at ten. Bob and Tom are my best friends. She is being ironical. To err is human. Giving little children money is foolish. That it could be so seems incredible. There are no fish in this stream. Dicks incessant talking distreses me. Whoever did that will suffer. He who hesitates is lost. Whether he had been right was what troubled him.

IV. Fill in the blanks with it or there: a. A woman was standing near the top of the first flight ....was his wife.She was leaning on the banisters, listening to something. .....was grace and mystery in her attitude. b. Is.....someone you want to marry?Who is..? Look! .is a nest over the window! I know.is a swallows nest. .came in spring and built a nest there. Now.are some little swallows in it.is interesting to watch them. c. was a banknote in his pocket, wasnt .? d. The weather seemed to break this afternoon..is the last heat wave for this summer. Although is hot in London,. are threads of clouds too.

Subject- verb agreement/concord V. Fill in the blanks with the verb in the sg/pl. : a. Nobody in my family ever dreamt of such a thing.(has/have) b. either of you know anything about him? (does/do) c. Neither the doctor nor the nurse ..here on Sunday (are, is) d. None of them .fried chicken anymore (eat/eats). e. .the scissors belong to you ?(do/does) f. One.not lie if he is honest. (does/do). g. This is one of the best jokes that ..ever been told.(has/have) h. He is not one of those Americans who..capable of melancholy (is/are) i. The kind of movies that I see today ..me.(bore/bores) j. The kind of manners they all strive for ..irreproachable. (is/are) k. John is the only one of those men who .how to handle the problem. (know/knows) l. Mary and Tom . my sister about being fat. (to tease) m. Either my father or my mother .my little brother (to accompany) n. Neither Mr. Evans nor his secretary .the phone (to answer)

o. ..he or his colleagues at the lecture yesterday ? (to be) p. If they both or he alone .. to eat apple pie I will bake one. (to wish) q. Three months..no time at all when you spend your vacation in such a pleasant surrounding.(to be) r. Justice as well as mercy ..it (to allow) s. Bread and butter .a wholesome food. (to be) t. Winifred with the children ..tied to the little flat in London. (to be) u. Neither the girls nor Jane ..blamed (to be) v. Either Harry or his parents ..coming (to be) w. A cart and a horse.seen at a distance (to be) x. My friends as well as myself .ready to help you. (to be). VI. Complete the following sentences paying attention to the agreement: a. My father as well as my mother.. b. The heavy rains, in addition to the cold c. The cat together with her kitten d. The driver, as well as his wife. e. Everyone in the family, including my parents.. f. An interest in children, together with a sense of humour,. g. The principles on which he thought, as well as acted, h. The President, together with his advisers, VII. Translate the following sentences into English paying attention to agreement: a. Bill, precum i cei doi frai ai si, posed o colecie de poze fcute nc din anii 20. b. Fiecare dintre ei se mndrete cu colecia sa. Jack nu colecioneaz totui nimic. c. Dar nici unuia dintre prietenii mei nu-i place s citeasc att ct mi place mie. d. n loc s colecionez obiecte vechi sau s privesc ore n ir la TV , m cufund n lectur. e. Fiecare carte, ca i fiecare revist reprezint o poart spre un trm necunoscut. f. Vetile sunt proaste. g. Cletele este n sertarul de sus al dulapului. h. Guvernul se ntrunete mine dimineaa s discute msurile ce trebuie luate. i. Schimbul de dupa-amiaz ncepe lucrul la ora 15. j. Echipa de fotbal joac cu colegii lor din universitatea particular. k. Informaiile lui sunt mai totdeauna greite. l. Sfaturile prinilor i sunt de mare folos acum. m.Nici o singura dovada nu a fost concludent.

Modal verbs. I. Uses: May/ might - formal permission + short infinitive possibility in the future - Might must be used when the verb in the main clause is in the past tense e.g. I thought that she might like the concert, so I bought two tickets. + have + infinitive speculations about past actions e.g. He may/might have read the book. - possible results in conditional clauses e.g. If they live in the same building , he may/might know her. May not = must not Can /could + short infinitive permission - present/past ability. e.g. I could ski when I was a child. Negative prohibition. e.g. Can I come in? No, you cant . - lack of ability . e.g. I couldnt make out the address on the envelope. + perfect infinitive past unused ability e.g. He could have come earlier but he didnt want to. Cant/ couldnt + perfect infinitive negative present deduction e.g. It cant be Tom. Hes too short. + perfect infinitive negative deduction about the past e.g. He cant/ couldnt have studied the lesson. He didnt know anything. Must general necessity e.g. He must be more careful.. - a necessity imposed by the speaker on himself or on others e.g. I must help him. You must stay here. - very emphatic advice e.g. You must see that film. - rules, regulations. E.g. You must show your passport at the barrier. - logical deduction in the present/past e.g. He must be away. The car is not in the garage. He must have changed his phone number, it is always engaged. Mustnt = prohibition . e.g. You mustnt smoke Have to - an obligation imposed by external authority or circumstances, as well as a habitual necessity. E.g. I have to pass all my exams in order to get a degree. Have got to urgency/ immediacy ; single/limited obligation. Compare: e.g. I have got to be at my office at 7 today vs. I have to be at my office at 7 every day. Do not have to habitual absence of necessity e.g. You dont have to write down everything I say. Need as a regular verb to need = to want , to require , to be in need of. e.g. My car needs washing. - modal verb- need = to be necessary Didnt need to = didnt have to the action wasnt necessary so it wasnt performed. Neednt + perfect infinitive the action wasnt necessary but it was nevertheless performed. e.g. She didnt need to water the flowers, for it started to rain. She neednt have watered the flowers, for it is going to rain. Will interrogative > an invitation , a request e.g. Will you have some fruit? Will you make me some coffee? - affirmative > a formal, impersonal command e.g You will come to the meeting at 6 p.m. a characteristic action. e.g. He will watch TV for hours on Sundays. determination e.g. I will help him. Volition- intention e.g. If you will come, Ill send the car for you. 8

Supposition e.g That will be our hotel. Would same uses as will in reported speech or when the main clause has a past tense verb. He said he would soon be back . - conditional mood > volition/intention e.g. I would like to postpone the meeting. - polite requests: Would you rather give me your phone number ? - past habit e.g. Whenever he came he would bring us candies. Wont/Wouldnt- refusal to perform an action e.g. I asked him to tell me the truth but he wouldnt . - with things > failure of something to perform its function e.g. The door wont /wouldnt open. Shall interrogative inquiries about orders or advice e.g. What shall I buy? - in the 2nd and 3rd persons the subjects promise or determination to perform an action (in formal language ) e.g. You shall have the bicycle. - a command (in legal documents) Each competitor shall wear a number on a badge. Should polite advice e.g. You should read the book. - moral obligation , less forceful advice e.g. You should have paid your debts. - astonishment, indignation e.g. How should I know? Something reasonably expected e.g. They should be home by now. - A very unlikely condition e.g. If he should phone , tell him where he can find me. - In clauses of purpose after in order that, in case, lest e.g. I bought her a ticket in order that /so that she should go and see the film. - In object clauses after certain verbs: to decide, determine, agree, recommend, suggest, insist, propose, order, command, etc. e.g. He suggested that we should stay. Ought to the subjects obligation or duty e.g. You ought to answer whenever they ask your opinion

II. The attributive / predicative use of adjectives Use the following adjectives in pattern a) or b), illustrating the attributive or predicative function . Note that not all of them can be used attributively 1. hungry a) a ..man 2. mere a) afool b) the man is b) a fool is. 3. asleep a) the boy 4. utter a) anfolly b) the boy is.. b) a folly is.. 5. very a) the student 6. true a ) a scientist b) the student is.. b) a scientist is .. 7. beautiful a) a girl 8 alive a) the .soldier b) the girl is b) the soldier is 9. ill a) the ..baby 10 hard a) the ..worker b) the baby is.. b) the worker is 11. chief a ) his excuse 12 ) stone a) the .house b) his excuse is b) the wall is 13 unwell a) the woman 14) ablaze a) the .house b) the woman is .. b) the house is.. 15) particular a) a child 16) former a ) his friend b) a child is b) his friend is .. 17) clever a ) the girl 18) only a) the ..solution 9

b) the girl is. b) the solution is .. III. Predicative adjectives + prepositions Fill in the blanks with the appropriate preposition : 1. George was not at all pleased the offer, on the contrary he was quite indignant it. 2. He has hardly been satisfied ..my performance recently. 3. Nobody is afraid ..spiders. 4. I was shocked ..the news of their defeat. 5. What are you glad.? 6. Dont be sorry ..me. 7. Dont be so eager .your progress. 8. Tom is rather eager .success. 9. We were surprised ..the bitterness of your reply. 10. Im angry ..myself for having missed the train. 11. He looked astonished ..the news. 12. He was angry ..being mistaken for his brother. 13. They were indignant .find she had done nothing about it. 14. He was furious .hear her laugh. 15. She is reluctant .agree with her teacher. 16. He is unaware .the consequences. 17. The child was interested ..going sightseeing.

The Verb and the Objects (Direct, Indirect, Prepositional) I.Translate into English using the cognate objects of the verbs in italics: 1. A murit de moarte bun? 2. Cnd auzi asta zmbi amar. 3. Au dus o via fericit singuri n pdure.4.Susan rse vesel cnd ajunser la o caban.5. Azi noapte am avut un vis ciudat. 6. Vrei s dansezi dansul acesta cu mine ?Ridic privirea spre biat (zmbind) cu cel mai fermector zmbet posibil.8. Dorm somnul drepilor n micul cimitir de pe deal. II. Translate into English using the verb pattern : subject +predicator+ D.O.+an adjective (which denotes a state that results from the action indicated by the verb) : 1. Buctarul a fiert oule tari aa cum i se ceruse. 2. mpinse ua ca s o deschid (i o deschise). 3. Vezi s nut e mbolnveti dac mnnci attea prjituri. 4. Ploaia aproape i-a scos din mini pentru c nu puteau s ias din caban. 5. Au fost eliberai toi prizonierii? 6. Rgui de atta ipat. 7. Povestea e cam lung; te sftuiesc s o scurtezi. 8. A reuit s scape. III. Make up sentences with the following , pazing attention to the position of the DO and the IO in the sentence. a) The IO is longer than the DO, or the IO is stressed: They sent letters to all the institutions. They sent copies of the letters to all the institutions. b) The IO is short (e.g. a pronoun) or the DO is stressed. He lent me a pen. She bought her brother a dictionary not a novel. c) Both the DO and the IO are personal pronouns: Send it to him. 10

1. She as cooked (pancakes) the whole family. 2. Dont show (the letter) anybody. 3.Please pass (the sugar) to me.4. Mr. Jones found (a dog) his little boy. 5. She teaches (English) very small children. 6.They saved (the trouble of going there) me. 7. I wish I could send (some) my aunt. 8. Ministers concerned with local government give (assistance ) local authorities. 9. The girls offered (beautiful presents) one another. They allot (scholarships) good students. 11. Bring (it) me.12. The lecturer asked (several questions) all those attending the lecture. 13. They awarded (this important prize) the best song played at the festival. 14. She sent (a nicely trimmed cake) her niece who had been ill for a month. 15. Dont tell (such a story) me! IV. Fill in the blanks with the prepositions to or for which govern an IO: 1. Mr. Poppins sent invitations..all his friends. 2. The headmaster refused permission.the students who had not made an application.3. Mother made a new dress .me. 4. Have you showed the photosyour parents? 5. Can you spare 5 gallons of petrol.John and his brother ? 6. Please, will you get the black low-heeled shoes.me? 7.Should one renderhelp.those in need? 8. Lily decided to write a composition .his brother.9. The gold medal was awarded .our team for their fine performance.10. The photo was passed round.all the members of the family. 11. The first two rows of the hall are reserved .special guests. 12. Wont you play a Chopin prelude .your father? Joan owes her pronunciation her first teacher.14. Can you reach my umbrella .me?15. I cant lend English books .all the students who need them. V. Translate into English using the pattern : subject- predicate-DO-IO, paying attention to the preposition governing the IO: 1.I-ai ales fratelui tu cel mai bun dicionar?2. I-a gsit soului su o cravat foarte frumoas. 3. Gazda le-a oferit tort tuturor celor din camer. 4. Mie mi-a promis romanul nu ie.5. Du-i te rog florile astea surorii tale din partea mea.6. Imi lai i mie puin friptur? 7. Celor mai buni studeni li se acord busrse speciale. 8. Trebuie s aduc nite exerciii grele pentru avansai. 9. Mona a pregtit ou u unc pentru ea i pentru copii.10.A predat corespondena timpurilor tuturor elevilor la nceputul acestui semestru. VI. A large class of verbs can be used with a DO which is followed bz a prepositional object. Fill in the blanks with the required prepositions: 1. Excuse me, I have mistaken you ...somebody else.2. My teacher spends a lot of money.books. 3. You must help your little brother .his homework.4. This reminds me.my childhood. 5. He was prevented .coming earlier by the storm. 6. Can you convince them.the truth? 7. Add this new stamp those you already have. 8.Mother blamed Peter.the broken vase.9. Mother blamed the broken vase .Peter.10. The government supplied food .the homeless. 11. The government supplied the homeless ..food. 12. Excuse me.for being late. VII. The transitive verbs in the following examples can also take an IO which is always prepositional. Combine the following parts of the sentence paying attention to the only possible place of the prepositional IO. e.g.I shall explain this to you. vs * I shall explain you this. 1. 2. 3. 4. 5. 6. 7. He dedicated/ his memories/ his daughter. The young composer dedicated/ his first song/ a popular folk singer. He proved/ his capacity of working hard/ his parents. May/ I introduce/you / my mother. I said/ the whole truth/ them. Mary/ suggested/ the subject of a new short story/ her brother. Will /you describe / your new flat/ your class mates?

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Types of English verbs according to the predication they realize in the sentence 1. Intransitive verbs 1.a Pure intransitives e.g. It is snowing. The sun rose. The clouds disappeared. Time elapsed and no one arrived and the show didnt materialize. - many pure intransitives express behaviour which is typically involuntary or semi-voluntary as in the following list: blink, blush, collapse, cough, cry, faint, laugh, slip, smile, sneeze, scream, tremble, yawn. make sentences of your own with these verbs. 1.b other intransitives, particularly vbs. of position and movement like : stand, live, hang,, walk, stroll, trudge, sail, slip, typically require a spatial/locative or directional PNP acting as an adverbial. e.g. Your rain coat is hanging in the hall. The boys trudged the steep path. The ship sailed out of the harbour. He strolled towards the bar. Compare also: He is lying in a hammock.- He is lying. Tom runs to keep fit. - He runs to the bus stop. He runs his own company. 2. Verbs used both intransitively and transitively. 2.1 The IO or DO may be unexpressed when understood by social convention :to drink, to drive, to park, save,etc. e.g. It is dangerous to drive if you have been drinking. They are saving to buy a house. He waved to them from the bridge. He teaches and she writes. 2.2. Verbs which have a corresponding causative verb. The intransitive construction forms part of the ergative pair. e.g. The door opened. Tom opened the door. The ball rolled . - The child rolled the ball. The bell rang. The postman rang the bell. 2.3. Pseudo-intransitives which express the properties or potential of an entity to undergo the action expressed by the verb. e.g. Your essay reads well. This material wont wash, perhaps it will dry-clean. 2.4 Verbs with the meaning of reciprocal participation such as :join, combine, disagree, meet, kiss. e.g. My sister and her boyfriend met (..met each other) The two rivers join to form the Amazon. (One river joins the other) We disagreed on almost every major point. (we disagreed with each other on almost every point). 3.Transitive verbs 3.One object verbs 3.1.1Verbs taking a DO very numerous :lose the ticket, win the race, break a cup, see the flames, switch off the light, rub out the mistake, etc. 3.1.2Verbs which take a Prepositional Object : to deal with, to see to, run out of petrol, think of/about, hear from/ of, account for, allow for, long for, hope for, bank on, call on, count on, rely on, admit to, consent to, keep to , resort to, dispose of, believe in , break into, reckon with, etc. 3.2 Two- object verbs 3.2.1 Verbs which take IO + DO These type of verbs express situations in which three participants are involved, encoded syntactically as the Subject and the two Objects. The verbs which occur are typically verbs of transferring and of benefiting. 12

e.g. He gave Esther a present. He promised Bill a rise in salary. She told the children a story. The person who receives the action of benefits from it is placed immediately after the DO as an IO or can often be placed after the DO as Prep. O. e.g. He showed the policemen his driving license. He showed his driving license to the policeman. The Prep. Object contains to when the participant is Recipient and for when it is Beneficiary and this difference is determined by the meaning of the verb. Verbs which take Recipient IO and alternative to prepositions are typically verbs of transferring goods, services or information from one person to another. e.g. give, promise, grant, hand, leave, offer, owe, pass, promise, read, send, show, teach, throw, write. Verbs which take Beneficiary IO, with an alternative for construction, are verbs which carry out an action on someones behalf. e.g. book, bring, build, cash, cut, fetch , find, get. Keep, leave, make, pour, reserve, save, spare, write 3.2.2.Verbs which take two DOs / din Domica Serban

Exercises I. Indicate the functions of the component parts in the sentences belowe: 1) I gave the haughty-looking secretary one of my cards. 2) Most teenagers attach great importance to their peer group. 3) Support for the party dropped five points in May. 4) Has she made you one of those strange concoctions of hers? 5) His uncle has left him a large fortune. 6) I ran some cold water into the kettle. 7) They granted all the prisoners a reprieve. 8) She thanked the lost-property officer for the trouble he had taken. 9) They can pressurize you into doing what youd rather not do. 10) The Olympic committee has commissioned a Japanese architect to build one of the stadiums. II.a) Insert a suitable verb into the spaces provided. 1) This cream will.you from sunburn. 2) The airline official ..us that we would be given lunch vouchers. 3) Has the film directorthe actress to continue? 4) Would you be so kind as to me your invitation card? 5) I you not to say a word to anyone. 6) Shall I .both of us a curry? 7) I ..the results to him over the phone. 8) Did you ..them of your capacity to carry out the plan ? 9) The Personal Manager to the team that each project must have a project leader. 10) The usher..to the brides friends to sit on the left. b) Test for passivisation of the clauses in II a and decide which constituents are Objects. 13

III. Say whether the verbs in the examples below are a) exclusively intransitive; b) can be used either transitively or intransitively. 1) Women today are achieving in many professions which were previously open only to men. 2) Dont panic! Theres no real danger. 3) He has exhibited in all the major art galleries over the last five years. 4) You must be joking! 5) Most of our students baby-sit two or three evenings a week. 6) Her eyes glittered as she saw the jewels. 7) My brother-in-law ghost-writes for at least two politicians. 8) Have you ever heard it said that horses sweat, men perspires and ladies glow? 9) Shell find it difficult to make him change the way he dresses. 10) The little bird quivered in my hands. 11) Pete doesnt adapt easily to new situations. 12) He thinks he can take me in, but I know when hes bluffing. 13) Those couples who have no children of their own are often eager to adopt. 14) Look at Howard, hes been dozing all through the lecture. 15) I dont seem to be able to concentrate lately. 16) The two companies have merged. IV. Some of the numerous types of adverbials are illustrated in the excerpt below. Identify them. Hed noticed it first during the Riemick case, early last year. Karl had sent a message hed got something special for him and was making one of his rare visits to West ern Germany , some legal conference at Karlsruhe. Leamas had managed to get an air passage to Cologne and picked up a car on the airport. It was still quite early in the morning and hed hoped to miss most of the autobahn traffic to Karlsruhe but the heavy lorries were already on the move. He drove seventy kilometers in half an hour, weaving between the traffic , taking risks to beat the clock, when a small car , a Fiat probably, nosed its way out into the last lane forty yards ahead of him. Leamas stamped on the brake , turning the headlights full on and sounding his horn , and by the grace of God he missed it; missed it by the fraction of a second . ( John Le Carre The Spy Who Came In From The Cold )

Subcategorization and Thematic Roles

I. Give subcategorization frames for the following words: - blush, appreciative, behind, fortunately, hit, put, idea, smile, destroy, devour, face, bet. II. Specify the thematic roles of the arguments in the sentences below: 1. The police investigated the allegations. 2. Henry smiled. 3. Sarah gave Pete a parcel. 4. His mother sent David a letter. 5. We put the cheese in the fridge. 6. Frank threw himself on the sofa. 7. Greg comes from Wales. 8. It always rains in London. 9. There were six policemen on the bus. 14

10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

I hate the number 31 bus , it is always packed. Ill put your coffee over there. To kicked the ball into the gutter. Mary made an omlette. Will you bring me a newspaepr? The bird dies. The little boy watched the snake. Tom knows the answer. We were pleased by the news. I wish you were here. The paly was a success. She slipped on the wet pavement. Cut me some thin slices of ham, will you? They deprived him of his freedom. He sent us a postcard.

III. What thematic roles has John in the following sentences: 1. John opened the door. 2. John saw the movie. 3. John weighs 200 pounds. IV. Is there a one-to one corrrspondence between thematic roles and syntactic functions? Consider the examples bellow: [David] smashed the [window]. [The window] was smashed [by David]. [A brick ] smashed [the window]. [David ] used [a brick] to smash [the window].

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Test A 1.Realizations of the predicate 2. Define the clause and give examples. 3. Give the subcategorization frame for the following: to believe , to promise, appreciative . 4.. Which is the head in the following phrases?
- a recently published book: - They danced the whole night: - a very romantic city; - rather rudely; 5..State the speech categories to which the following subjects belong: l. The library closes at ten. m. To err is human. n. Giving little children money is foolish. . 6.. Indicate the functions of the component parts in the sentences belowe: I gave the haughty-looking secretary one of my cards. Most teenagers attach great importance to their peer group. Support for the party dropped five points in May.

7. Specify the thematic roles of the arguments in the sentences below: 1. The police investigated the allegations. 2. Henry smiled. 3. Sarah gave Pete a parcel.

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4. His mother sent David a letter. 5. We put the cheese in the fridge.

Test B
1. Define syntax .

2. Realizations of the subject. 3.. Properties of auxiliaries in English. 4.. Give the subcategorization frame for the following: to give, to put, interested . 5. Which is the head in the following phrases?
- He spoke rather rudely to the guard. - I believe that he can solve this task. - The warm summer; - the woman bus driver; 6. Indicate the functions of the component parts in the sentences belowe: Has she made you one of those strange concoctions of hers? His uncle has left him a large fortune. I ran some cold water into the kettle. 7.. Say whether the verbs in the examples below are a) exclusively intransitive; b) can be used either transitively or intransitively. . Her eyes glittered as she saw the jewels. My brother-in-law ghost-writes for at least two politicians. Have you ever heard it said that horses sweat, men perspires and ladies glow? Shell find it difficult to make him change the way he dresses. The little bird quivered in my hand

Test C. 1.Define the phrase and give examples. 2..Give the definition of the subject and give examples with the phrases that can function as subject.. 3The notion of causative verbs. Give examples. 4.. Which is the head in the following phrases?
- the tiles on the floor, in the summer, - abusive to the extreme; utterly disappointed; - the boys behaviour; - Johns cancellation of the party; 5. State the speech categories to which the following subjects belong: Dicks incessant talking distreses me. Whoever did that will suffer. He who hesitates is lost. 6 . Indicate the functions of the component parts in the sentences belowe: They granted all the prisoners a reprieve. She thanked the lost-property officer for the trouble he had taken. They can pressurize you into doing what youd rather not do. 7. Specify the thematic roles of the arguments in the sentences below: I ll put your coffee over there. Tom kicked the ball into the gutter. Mary made an omlette. Will you bring me a newspaepr? The bird dies.

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