MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

MAJOR FORM CLASSES:

NOUNS, VERBS, ADJECTIVES AND ADVERBS

LEARNING UNIT

ANA TERESA JATAR UNIVERSIDAD PEDAGGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGGICO DE CARACAS DEPARTAMENTO DE IDIOMAS CTEDRA DE GRAMTICA SEPTIEMBRE, 1994

MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

INTRODUCTION The following learning unit gives you all the information you require to learn to identify and classify nouns, verbs, adjectives and adverbs. The information here presented has been carefully graded so that you 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 will help 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 will work on your own most of the time. So, please follow them. 1. Keep the sequence of the steps by means of which the material is presented. 2. Do all the exercises given in the unit as many times as you feel it necessary, 3. Refer to your teacher whenever you feel in doubt or need any help, or when you want to check the answers to the exercises. 4. When studying each step, emphasize the comprehension of the objective. You will be examined on the objectives presented in the unit.

Instructions for the teacher

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

MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

CONTENTS

I. II. III.

NOUNS .. 05 -19 VERBS .. 21 - 55 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 Ronald Press 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.

MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

I NOUNS

MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 1 The objective of this step is that you learn to define the noun from 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. For example, a noun can be defined as follows: A noun is any word that will fit into a paradigm where there is contrast between singular and plural and/or between common case and genitive case. A noun is any word that can take the same inflectional suffixes as the words MAN and BOY. That is to say, for example: Man Boy Mans Boys Men Boys Mens Boys

Another way of explaining the same fact is the following: A noun is any word belonging to an inflectional series which is built like Man, Mans, Men, Mens, or Boy, Boys, Boys, Boys; on either or both of the contrasts between singular and plural numbers and between common 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 word such 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.

MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

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.

MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 2 The objective of this step is that you distinguish those nouns that accept inflectional suffixes from those that do not. There is a group of nouns that accept plural and possessive morphemes. There are nouns that accept only one of these morphemes, and, finally, there is another group that accepts neither of these morphemes. The previous statements are facts which cannot be fully explained because the reasons are associated with the use of the language. Use determines these three groups and we can only deduce certain characteristics. We cannot determine exactly when and why a word accepts or does not accept these morphemes. Nevertheless, it is true that when we learn a language we learn these possibilities. That is, we know, though we cannot explain, that furniture does not accept either plural or possessive morphemes. Having accepted the fact that we do not have magic ways of knowing when nouns accept or do not accept inflectional morphemes, we can now turn to establish certain hints that can help us when facing this problem. For one thing, nouns that can be counted, generally, accept the plural morpheme. On the other hand, nouns that cannot be counted, generally, do not accept this morpheme. Nouns that are objects, non-living entities, generally, do not accept the possessive morpheme. Notice that we say generally, this is because there are exceptions to these rules. The following list includes nouns that accept plural and genitive morphemes because they can be counted and because they are not objects, but living entities. 1. 2. 3. 4. 5. student dog writer gentleman husband students dogs writers gentlemans husbands students dogs writers gentlemen husbands students dogs writers gentlemens husbands

Now, the following nouns are examples of the group that only accept the plural morpheme because they can be counted and because they are non-living entities: 1. box 2. eyes boxes eyes
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4. pencil 5. book

pencils books

MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

3. desk

desks

6. picture

pictures

Now, we present a list of nouns that are examples of the group that do not accept either plural or genitive morphemes. Notice that they cannot be counted and they are non-living entities: 1.furniture 6.butter 2.knowledge 7.glass 3.bread 8.honey 4.ink 9.music 5.information 10.happiness

The following group of phrases contains nouns which are exceptions to the rules so far studied. It is interesting for you to be aware of this possibility. Language is always offering rules and exceptions to these rules. As an exercise, try to explain why they are exceptions. the companys officials the sands of the Sahara to be in deep waters the nations social security Europes future a summers day ten days absence the worlds 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__ 6.child__ 2.water___ 7.uncle__ 3.teacher__ 8.mother__ 4.cat___ 9.music__ 5.flour__ 10.examiner__

b) Write an X on those nouns that accept only the plural morpheme. 1.student__ 6.bedroom__ 2.pencil__ 7.radio__ 3.desk__ 8.passport__ 4.man__ 9.director__ 5.lamp__ 10.chair__

c) Write an X on those nouns that accept both plural and genitive morphemes. 1.artist__ 6.child__ 2.water__ 7.uncle__ 3.teacher__ 8.mother__ 4.cat__ 9.music__ 5.flour__ 10.examiner__

MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

d) Write the inflectional paradigm for those nouns in the list that accept both types of nominal inflections. Follow the example: man, mans, men, mens. 1. 2. 3. 4. 5. 6. 7. 8. 9. Pediatrician Suggestion Patient King President Idealism Nurse Secretary 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 nouns from an inflectional point of view? cat teacher writer

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

MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 3 The objective of this step is that you recognize nominal derivational suffixes. As we have seen, nouns can be identified as such by means of the nominal inflectional suffixes. Now, we have to learn that they can also be identified by means of derivational morphemes. 1. 2. 3. 4. 5. 6. 7. {-age} {-ance} {-ess} {-ist} {-ity} {-ian} {-ment} breakage appearance tigress artist equality historian judgment 8. 9. 10. 11. 12. 13. {-ness} {-er} {-tion} {-ism} {-ship} {-ing2} happiness writer selection organism friendship dancing

There is a group of derivational suffixes that are used only with nouns. So these suffixes can be used to detect and classify nouns. It is necessary 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 be able to recognize them, do the following exercises. a) Here is a list of derived nouns, underline or circle the derivational suffixes for each word. 1. 2. 3. 4. 5. 6. 7. 8. 9. usage appliance lioness monarchism concertist activity payment friendliness correction 11. blockage 12. historian 13. stoppage 14. composer 15. hostess 16. kindness 17. agreement 18. regularity 19. mannerism 20. communication

10. employer

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

b) Here is a list of nouns, underline only those that have derivational suffixes. 1. 4. 7. shortage storage lorry 2. 5. 8. annoyance material jewess 3. 6. 9. matrix actress magnetism

10. paradigm 13. adverb 16. rabbit 19. government 22. examiner 25. selection

11. grammar 14. mentalism 17. materialism 20. goddess 23. hyphen 26. table

12. arrangement 15. noun 18. electricity 21. coolness 24. hardship

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 4 The objective of this step is that you recognize nominal derivational suffixes. It is important to remind you that inflectional morphemes follow derivational morphemes and often close the construction in which they occur; 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 to hardship we can add the plural morpheme: hardships (inflection). But to hardships no other morpheme can be added. Another distinction may be drawn between inflectional and derivational suffixes. It is that a derivational suffix generally changes the class of the form to which it is added. That is, hard is not nominal, but when we add the derivational suffix {-ship}: hardship, we are transforming hard into a nominal. That is when derivational suffixes are added, there is when derivational suffixes are added, there is generally change of the class of the word: hard (not nominal), hardship (nominal). Yet, when inflectional 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 for this unit, though we recognize that this topic must have been learnt by you in previous courses.
Reference: James Sledd. P. 64.

Now, do the following exercise. - In the spaces provided, write down the derivational and inflectional morphemes present in the words. Follow the example: Derivation {-ity} Inflection {-s}

1. 2. 3. 4. 5. 6. 7. 8.

activities writers payments artists employers agreements composers selections pediatricians

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 5 The objective of this step is that you learn to define the noun according to the distribution or positions of the noun in three testing frames. We have seen that a noun can be defined or identified by the inflections it accepts or the derivational suffixes it presents. Now we are going to define it according to the positions (distribution) it may occupy in three 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 is the place to collocate the word that is being tested as noun. Then there are two alternatives, was / were; one of these two is chosen in agreement with the word placed in the slot. Then, there is the word good. This word cannot be changed. This frame is used to test nouns. If a word fits in the blank space it is a defined or classified as noun; if it doesnt, it cannot be considered a noun. 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? *The beautiful 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 is preceded by a determiner and followed by remembered; the second blank is preceded by a determiner and is placed after remembered. In the first blank nouns like man, lady, boy, etc., can be inserted. In the second blank nouns like question, book, ball, etc., can be inserted. Yet, the first blank cannot be occupied by the second group of nouns. Examples: The man remembered the question (and not *the book remembered the man). The lady remembered the book. The boy remembered the ball (and not vice-versa).

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

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 testing frames, we can now conclude with the following definition of a noun from a distributional 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.

Now, do the following exercises. 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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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

2. From a distributional point of view, how would you explain that boy is a noun?

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

4. From a distributional point of view, how would you define sugar as a noun?

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 6 The objective of this step is that you practice using the nominal testing frames in order to classify nouns. As we have said before, any word that fits in the blanks of the three testing frames is defined as a noun. But you may have noticed that not all nouns 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 Frame B. In the fist blank of Frame B, only boy and student fit, whereas all five nouns 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, for example, cannot remember anything; but a boy can remember a book. A ball cannot go anywhere, whereas a boy can go there. Now, do the following exercises. a) Here is a list of words. Mark with an X those words that be classified as nouns because they fit one of the blanks in the three testing frames. 1. 4. 7. there _______ sharpener ___ day ________ 2. 5. 8. 11. 14. 17. 20. blackboard _____ electricity ______ communicate ___ extinguish _____ wonderful _____ passage _______ law ___________ 3. 6. 9. frequently ___ language ____ battery ______

10. high ________ 13. boat ________ 16. patiently ____ 19. priest _______

12. course ______ 15. game _______ 18. here ________

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

b) Here is a list of nouns. In the blanks beside the words, write the frame(s) where the noun fit. Follow the example. e.g. e.g. 1. 2. 3. 4. 5. 6. 7. 8. 9. Mary desk reptile country drive instrument technology occasion meeting pediatrician telephone A A B B C

c) 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. 2. 3. 4. 5. writer actor crocodile lamp 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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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 7 The objective of this step is that you put together all the information you have acquired about nouns. We have said that traditionally nouns were defined as the name of a person, place or thing. But nowadays nouns are defined following inflectional, derivational and distributional criteria. A complete definition of a noun has to deal with the three types of criteria. But not all nouns accept inflections or present derivational suffixes. Yet they have to fit in at least one of the blanks in the three testing frames. This means that even if inflectional and derivational criteria do not help us to classify a word as a noun, it is sure that distributional characteristics will determine the classification quite clearly. Now, do the following exercises. a) Here is a list of nouns. Circle the criteria you can use in order to classify them as nouns. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. rock information shortage portrait flexibility classroom tiger mentalism knowledge poet sugar argument honey pilot veterinarian inflection inflection inflection inflection inflection inflection inflection inflection inflection inflection inflection inflection inflection inflection inflection derivation derivation derivation derivation derivation derivation derivation derivation derivation derivation derivation derivation derivation derivation derivation distribution distribution distribution distribution distribution distribution distribution distribution distribution distribution distribution distribution distribution distribution distribution

b) Taking into account the information you have gathered in the previous exercise, try to draw some conclusions about the group of words given above. We have included some clues in the form of question that may help you arriving at some conclusions. 1. Is there any noun that does not fit the distributional criterion?

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

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

3. How many words in the list present derivational suffixes? What are 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? Can you describe them briefly?

Now, write your own conclusions.

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

c) A group of nouns is given to you in this exercise. Explain, whenever possible, the distributional, inflectional and derivational criteria that can 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. 2. 3. 4. employer milk lady agreement

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

II VERBS

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 1 The objective of this step is that you learn to define the verb from an inflectional point of view. Traditionally a noun has been defined as the a word that expresses action, being or condition. Nowadays the verb is defined according to other criteria. One of these other ways of defining the verb is as follows: A verb is any word belonging to an inflectional series which marks the difference between present and past tenses and whose members will fit into a pattern like the following: sing play sings plays sang played sung played singing, or playing

So, for a word to be considered a verb it must accept the verbal inflectional morphemes associated to third person singular, represented by {-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

Now, do the following exercises. 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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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

4. The word live is a verb inflectionally because it

b) Read the following statements and select the one that best describes the 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 which marks the difference between present and past tenses and which can 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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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

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

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 2 The objective of this step is that you learn to identify the verb from an inflectional point of view. As we have seen, for a word to be inflectionally a verb it must fit into a pattern like the following: walk hit walks hits walked or hit walked hit walking hitting

So, given a group of words such as: woman, teacher, car, live, write, sound, the first three words, obviously, do not accept verbal inflections. This means that they are not verbs. On the other h and, the last three do accept verbal inflections live write sound lives writes sounds lived wrote sounded lived written sounded living writing sounding

In this way, words that accept verbal inflections are verbs. Now do the following exercises. 1. Here is a list of words, Mark with an X those words that accept verbal inflections. learn____ see_____ window____ song______ paint____ erase____ look____ draw____ moon____ 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_____ street_____ house_____ book_____ wallet_____ paper_____ chalk_____

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 3 The objective of this step is that you recognize verbal derivational suffixes. As we have seen verbs can be identified as such by means of verbal inflectional suffixes. Now, we have to learn that they can also be identified by means of derivational morphemes. There is a group of derivational suffixes that are used only with verbs. So, these suffixes can be used to detect and classify verbs. It is necessary for you to become familiar with these suffixes. Here they are: 1. {-ize} 3. {-fy} organize simplify 2. {-ate} 4. {-en} activate sharpen

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

In order to become familiar with these derivational suffixes and be able to recognize them, do the following exercises. Here is a list of derived verbs, write the verbal derivational suffixes on the blanks beside each word. 1. 2. 3. 4. 5. 6. 7. 8. modernize _________ operate ___________ fortify _____________ widen _____________ computerize _______ darken ____________ discriminate ________ beautify ___________ 9. internalize __________

10. glorify _____________ 11. strengthen _________ 12. implicate ___________ 13. personify ___________ 14. blacken ____________ 15. formalize ___________ 16. motivate ____________

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 4 The objective of this step is that you learn to define the verb following the distribution or positions of the verb in three testing frames. We have seen that a verb can be defined or identified by the inflections it accepts or the derivational suffixes it presents. Now we are going to define it according to the positions (distribution) it may occupy in three 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 fits into the slot of this frame, will be defined as a verb. This testing frame consists of an optional determiner, followed by an 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 in frame A. Notice that in this frame verbs like saw, wanted, hit, kick, etc., do not usually fir in frame A but frame B. This testing frame consists of an optional determiner followed by an obligatory noun, a verb that fits into the slot, and optional determiner and a noun. FRAME C (The) noun _________________ there. (went) The verbs that fit into the slot of frame C are different from those in frame A and B. Notice that in this frame verbs like come, go, run, etc., do not usually fit frames A and B but in frame C.

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

This testing frame consists of an optional determiner followed by an obligatory 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 Now, do the following exercises. a) Complete the following statements. 1. Frame A consists of 2. Frame B consists of 3. Frame C consists of 4. We can say that sounds is a verb because it fits frame 5. We can say that drink is a verb because it fits frame b) Answer the following questions. 1. How would you define a verb from a distributional point of view?

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

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

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 5 The objective of this step is that you learn to define copulative or linking verbs. The three testing frames for verbs imply three different groups of verbs. 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 an adjective such as good. Examples: Mary is beautiful. nice intelligent tall 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 second nominal refers back to the first nominal. In other words, in the examples given, both teacher and wife refer to the first nominal which is Helen. The nominals 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 is copulative because

5. When a copulative verb occurs between two nominals these nominals

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 6 The objective of this step is that you identify copulative or linking verbs. We have said that, copulative or linking verbs occur either between a noun and 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. 3. 5. 7. 9. She is nice. She is here. The music sounds beautiful. She turned red. It looks familiar. 2. 4. 6. 8. The food tastes good. She answered the letter. The exercise seems difficult. He came early.

10. She appeared angry. 12. She smells good.

11. He remained silent. 13. Cotton grows wild.

b) Underline copulative verbs which occur between two nominals having the 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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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 7 The objective of this step is that you learn to define transitive verbs. Transitive verbs occur in frame B, i.e., they occur between two nominals 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 or what 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 indicates that the verb is transitive. Another characteristic of transitive verbs is that they generally accept 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 passive voice we are dealing with a transitive verb. 1. 2. Transitive verbs occur in frame 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 have different referents, so the verb is

5.

In the sentence: Peter drove the car, the verb is transitive because we can question the verb using

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6.

In the sentence: I saw Mary, the verb is transitive because we can question the verb using Verbs that can be questioned ____________ or using are __________ verbs. ____________

7.

8.

One further characteristic of transitive verbs is that most of them accept

9.

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

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 8 The objective of this step is that you learn to recognize transitive verbs.

As you have seen, transitive verbs occur in frame B, they can also be questioned with who or what and the sentence in which they occur can be turned into passive voice. In order to recognize transitive verbs do the following exercises. a) Mark with an X the sentences which belong to verbs frame B. 1. 2. 3. 4. 5. 6. He invented the wheels. The doctor examined the patient. He became a scientist. We damaged the house. He broke the window. He ran quickly.

b) Mark with an X verbs that can be questioned with who or what. 1. 2. 3. 4. 5. 6. I liked the girl. Peter went out. They polished the floor. She opened the door. The smiled happily. I know her.

c) The following verbs accept who or what questions. 1. 2. 3. 4. 5. I typed a letter. She loves her children. I recognized the actress. He took a plane. We cleaned our bedroom

d) Change the following sentences into passive voice. 1. 2. 3. 4. 5. 6. I received a message. They watched T. V. He made a speech. They learnt their exercises. We remembered his advice. John drank beer.

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

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 transitive verbs in the following sentences. Underline each verb and explain the criterion 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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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

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 transitive verbs always occur between two nominals. In order to distinguish copulative and transitive verbs followed by nominals you have to identify the basic differences. The nominals in copulative verbs have the same referent, 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 sentence number 2. John and a message have totally different referents. So the verb in sentence number 2. is a transitive verb. Passive is only possible in sentence 2.: A message was received by John. Exercises a) Distinguish copulative verbs from transitive verbs, by writing the one that corresponds in each one of the following sentences. 1. 2. 3. 4. 5. 6. 7. 8. 9. It appeared a good move. He turned the chair around. They grow vegetables in their garden. She made a cake yesterday. She has remained my friend. It appears a true story. They turned spies. He proved her guilt. 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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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 10 The objective of this step is that you learn to define intransitive verbs. Intransitive verbs occur in frame C. As you should remember frame C consists of an optional determiner followed by an obligatory noun, a verb 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. 2. 3. 4. 5. 6.

Intransitive verbs occur in Frame C consists of Intransitive verbs are never followed by Intransitive verbs cannot be questioned using Intransitive verbs do not accept Intransitive verbs can be questioned using

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

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. Mary runs 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 passive voice. Now do the following exercises. a) Mark with an X verbs that occur in frame C. 1. 2. 3. 4. She came early. She became a teacher. She has forgotten her bag. She spoke fast. 5. 6. 7. 8. She drove slowly. She took a plane. She works quickly. She left yesterday.

b) Question the verbs in the following sentences and underline those sentences which have intransitive verbs. 1. 2. 3. 4. He ran silently. They stayed here. She answered mysteriously. She sang loudly. 5. 6. 7. 8. She drew a picture. Hes arriving tomorrow. He bought a watch. She came here.

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

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 other words, transitive verbs are questioned with who or what; intransitive verbs are 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 a car is an answer to the question What did he drive? A nice car A nice blue car, etc., but the main word is a noun. In sentence number 2 the verb is intransitive because the word quickly is an answer to the question How did he drive? You must also realize that the answer to this question could also be a phrase instead of a word: in a hurry. a) In the following exercise mark with a T sentences with transitive verbs; and with an I sentences with intransitive verbs.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

She draws beautifully. He distinguished the differences. This ball throws nicely. She is wearing a nice pair of shoes. I saw him in the exhibition. She screamed angrily. I met Carolina yesterday. He has arrived home. He is building a big house. The plane crashed last night.

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

b) Question the verb and then identify transitive and intransitive verbs. Follow the example: Question 1. 2. 3. 4. 5. 6. 7. 8. 9. The secretary is reading the mail. Robert sings in the shower. We study every day. Helen dances beautifully. They learn English. My sister underlines the verbs. Elvira tipped the waitress. They are singing a melody. Mike painted the house. Type of Verb

10. My mother fell in the garden. 11. The sun shines brightly. 12. The little child cries at home.

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 13 The objective of this step is that you learn to define verbs that 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 and the meaning of down as independent words have no relationship with the meaning of turn down as a unit of meaning. The same thing happens with the underlined verbs in sentences numbers 2 and 3: carry out means follow or obey and take off means when a plane rises from the surface of 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 unit of meaning, and this unit of meaning is different to the meaning of the individual 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 4 have different meanings, and moreover, the meanings of the two verbs are completely different. You cannot tell the meaning of turn down from the meaning of turn. The particle changes the meaning of the verb in isolation. The same thing happens with the rest of the sentences. The combination of verb plus particles, which functions as a single unit, is highly idiomatic. One cannot predict the meaning of the expression by looking at the individual elements.

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Now, do the following exercises. a) Complete the following statements. 1. Verbs that take particles consist of function as and

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

b) Answer the following questions. 1. What is a verb that takes particle?

2. What is the difference between turn and turn down, carry and carry out, 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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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 14 The objective of this step is that you learn to identify verbs that take particles. Verbs that take particles consist of two parts and function as a single unit of meaning. We cannot predict their meanings from looking at the two parts individually. Now do the following exercises. a) Underline verbs that take particles. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. The party broke up at midnight. She suddenly turned up in Caracas. He broke my new glasses. The machine soon came apart. She ate a lot of soup. He gave up smoking. Her mother gave in very soon. I have to call in at my brothers home. I hardly know the new teacher. You have to turn off the lights.

b) Now find the meanings of the verbs you have underline in a) and compare the meaning with the same verb in isolation. Meaning with the particles 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Meaning in isolation

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

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 of meaning, that is, the particle is part of the meaning of a verb which consists of two words in sentence number 2 up is not part of the meaning of the verb but belongs to the next unit of meaning, which is up the chimney. Notice that the question that fits in sentence 1 for the unit that follows the verb is What do we look up? The answer establishes that the unit that follows is the word in the dictionary. In sentence number 2 the question that fits for the unit that follows the verb is Where do we look? In this case, the answer establishes that the unit that follows is up the chimney. We may conclude then that some particles may be a part of the verb or may be a part of the next unit. The best way to distinguish when the particle belongs to the next unit is by asking questions with where, when, how, etc. The answers to these questions generally include the particle in the answer, which means that the particles do not belong to the verb but to the following unit. Now, do the following exercises. 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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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

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.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Where is he living? In his house

c) From the sentences in a), take those you underlined and find the meaning for each one of them.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 16 The objective of this step is that you learn to define verbs that require prepositions. There is a group of verbs which pattern with certain prepositions, that is, the verb requires the preposition. This requirement occurs when the 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 no change in the meaning of the verb when it is used with or without the preposition. The verb and the preposition are two distinct units of meaning, as opposed to verbs that take particle. Examine the following example and notice that there is no change in the meaning of the verb complain when used 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. Now do the following exercises. a) Complete the following statements. 1. Verbs that require 2. This requirement occurs when with certain

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3. Complain requires about when 4. If complain is not followed by a noun, then the not needed. 5. Complain means the same when used is

b) Answer the following questions. 1. What is a verb that requires preposition?

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

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

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 17 The objective of this step is that you learn to identify verbs that require prepositions. Verbs that require prepositions are verbs that consist of two parts and these two parts function as two distinct units of meaning. There is not variation of meaning when the verbs are used with or without the preposition. The use of the preposition is obligatory when a noun follows the 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 teir meanings. 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. The teacher spoke to me. / I speak slowly.

1.

2.

She wrote to her friend.

/ She writes quickly.

3.

I quarreled with my sister.

/ I quarreled heavily.

4.

I have danced with him many times. / She dances beautifully.

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

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 consist of 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 independent words have no relationship with the meaning of turn down as a unit of meaning. On the other hand, verbs that require prepositions are verbs that also consist of two parts but these two parts function as two units of meaning. She complained about me / She is always complaining. Complain: to express feeling of annoyance, etc. There is not variation in the meaning of complain when used with or without the preposition. Yet, the verb requires the preposition when followed by a noun. Now, do the following exercises. 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. e.g. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. The letter consists of two parts. She gave up very soon. She carried out the plan perfectly well. She carried on her work. They ran with their classmates. The beer is running out quickly. I applied for a new job. Turn off the radio, please. He turned to me angrily. Call off the meeting. Drop in for a minute. I shouted at him. I asked for a new job. She depends on your heavily. V + Prep. V + Part.

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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. Underline the 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 ii iii 2. Pull up by that bus stop. i ii iii 3. He commented on the results. i ii iii 4. I cant cope with heavy traffic. i ii iii 5. They have put off the meeting. i ii iii 6. He persisted in his argument. i ii iii

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7. Well set off in an hour. i ii iii 8. I count on you. i ii iii 9. He looks after the children. i ii iii

10. He takes after his mother. i ii iii

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STEP 19 The objective of this step is that you learn to distinguish transitive and intransitive verbs followed by particles or preposition. Transitive verbs are followed by nouns. Intransitive verbs are either followed by nothing or by a word(s) similar to there (review step 10). Verbs that take particles or that require prepositions may also go under the more comprehensive category called transitivity. That is, these groups 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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Notice that whereas verbs that take particles may be transitive or intransitive, verbs that require preposition are always transitive when used with the preposition. (Some may function without the preposition, in which case they are intransitive: She is constantly complaining). Exercise: Underline the verbs and say whether they take particles or require prepositions, and whether they are transitive or intransitive. Follow the example: e.g. e.g. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. I asked for the book. He turned off the lights. He made up the story. I studied with her yesterday. We set off in an hour. I carried out the plan at home. The book belongs to my father. The fire broke out in basement. I listen to the radio in the car. You can call off the meeting. She writes to me every day. This battery has run down. Verb + preposition, transitive. Verb + particle, transitive.

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STEP 20 The objective of this step is that you put together all the information 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 a transitive verb. Not all verbs can be classified as such by means of the three criteria. Some do not present a derivational formation. For example, the verb work can be classified as such on the basis of the criteria of inflection and 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 verb explaining, whether possible, the three criteria mentioned in this unit. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. He went home. She is a nice girl. It looks interesting. I gave up my job. He treated me nicely. She motivated my day. They simplified the explanation. He arrived on time. He threatened the policeman. She legalized the documents.

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III Adjectives & 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 fits the 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 an adjective in terms of position or distribution. That is to say, words such as good, bad, intelligent, clever, etc. are adjectives because they may occupy both the position before the noun and the position following a linking verb. You must realize that, for a word to be considered an adjective, 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 not the space before the noun. The ________________ boy is there. So, there cannot be considered an adjective because it cannot fit in both 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 an adjective?

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

4. Distributionally, how do you explain that somewhere is not an adjective?

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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 the following 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 the adjectival frame. Follow the example. e.g. reliable 1. 2. 3. 4. 5. 6. 7. 8. 9. 10 11. sharp peaceful find different sometimes cold upon beautiful serious sticky accept The reliable boy / is reliable.

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STEP 3 The aim of this step is that you learn to define adverbs distributionally. That is, an adverb is a word that occupies the final position in three testing frames. We have studied three testing frames which are now completed for the 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 three different positions: front, middle or final. Now, the final position shown in the frames given above can be used to test adverbs. In other words, it is possible 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 in frame C. This ending position is used to distinguish adverbs from any other 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 final position in the three testing frames given. Now, we would like to identify adverbs using this definition: Exercise: - Underline adverbs and indicate whether they occupy the position in Frame A, Frame B, or Frame C. Follow the example.

e.g. David ended the semester happily. 1. 2. 3. 4. 5. 6. 7. 8. 9. They arrived quickly. He is stupid sometimes. Elizabeth ate the cake greedily. She seemed nice then. The mechanic repaired the car yesterday. The little child fell intentionally. Tom caught a bus recently. He came yesterday. This charming instantly. girl achieved success

Frame B

10. 11.

They looked rare suddenly. The new teacher gave a class admirably.

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 5 The objective of this step is that you learn to identify adverbs 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, in most cases, to move the adverb to a final position: 3. She entered the room furiously. 4. She realized the difficulty easily. Now, do the following exercises. a) Underline adverbs in the following sentences. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Outside, the boys were jumping. They recently had an accident. Yesterday, I sent John a letter. Today he wasnt come. They obviously knew the answer. Sometimes the players knock the ten pins. He bravely faced the crowd. Deliberately he made a mistake. He intentionally told a lie. Vaguely he looked at me.

b) Now rewrite the sentences in the previous exercise placing the adverb in 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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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 6 The objective of this step learn to define base adjectives as stems from which nouns and adverbs are formed. A base adjective is defined as such because a noun and an adverb can be formed by the addition of {-ness} and {-ly} to the adjective in questions. That is, we identify strange as a base adjective because a noun is formed by the addition of {-ness} - strangeness - and because an adverb is formed by the addition of {-ly} - strangely. Other examples: false bad falseness badness falsely badly

These adjectives can also be recognized by the fact that they are short words, to which morphemes ({-ness} {-ly}) can be added. Nevertheless, there is a group of exceptions, some of which are here listed: ADJECTIVE 1. 2. 3. 4. Good NOUN Goodness ADVERB 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) 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) little littleness little

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. 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. 6. 7. -

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) 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) 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 from the base adjective hard. In fact, both adverb and adjective are spelled in the same way, but considered one or the other according to distributional characteristics. Hardly has a different meaning and is used differently, it means 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 or not by filling in the blanks following the example. You may use a dictionary. Adjective Strange bright sharp broad eager cold thick narrow blind clever comfortable Noun Strangeness Adverb strangely

e.g. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

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STEP 7 The objective of this step is to learn to define and identify derived adjectives.

Derived adjectives are those formed by the addition of adjectives forming suffixes such as the following. 1. {-y} faulty, healthy, funny, heady, hearty, greedy, gloomy, glassy. natural, national, professional, emotional, classical. remarkable, capable, understandable, portable, reliable. hopeful, useful, beautiful, helpful, colorful, peaceful. hopeless, useless, helpless, nameless. mysterious, harmonious, famous, anonymous, anomalous. convenient, sufficient, efficient, eminent, intelligent. ragged, beloved, rugged, learned, tired, bored, devoted, complicated. ({ed1} and {ed2} -verbs). interesting, boring, exciting. ({ing1} -verbs, {ing2} -nouns). friendly, homely, sickly. ({ly1} -adverbs).

2. 3. 4. 5. 6. 7. 8.

{-al} {-able} {-ful} {-less} {-ous} {-ent} {-ed3}

9.

{-ing3}

10. {-ly2}

Now do the following exercises. - Here is a list of derived adjectives. Write down the adjective identifying suffix for each word, following the example: e.g. Convenient -{-ent} 1. 2. 3. 4. 5. national understandable greedy helpful friendly 6. 7. 8. 9. boring harmonious nameless professional

10. complicated

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STEP 8 The objective of this step is that you distinguish base and derived adjectives. It should be clear now that adjectives fall in two formal groups: base and derived. In the following list of adjectives you have to identify and distinguish both groups. Follow the example: 1. 2. 3. 4. 5. 6. 7. 8. 9. bold: It is a base adjective, it is the origin of boldness and boldly. beautiful: Mysterious: Dry: Pure: Colorful: Homeless: Adjectival: Thoughtful: Humorous: Dumb: It is a derived adjective; it ends in the morpheme {-ful}

10. Inscrutable: 11. High: 12. Emotional: 13. Heavy: 14. Famous: 15. Intentional:

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 9 In this step the objective is that you recognize the morpheme {-ly} as a derivational identifying suffix for adverbs. A very large group of adverbs may be identified by the derivational suffix {-ly}, which is added to derived and base adjectives. A word such as health (noun) can be transformed into an adjective by the addition of the derivational adjectival suffix {-y} health. Then, to this derived adjective, the suffix {-ly} can be added to form a derived adverb: healthily. In the same way, adverbs can be formed by the addition of {-ly} to base adjectives: eagerly, strangely, falsely, loudly, happily, darkly, brightly, highly, kindly, etc. Exercise: - The following is a list of adverbs formed by the addition of {-ly} to derived and base adjectives. Following the examples, state whether they are formed from derived or base adjectives. healthily Adverb formed by the addition of {-ly} to a derived adjective. (health + {-y}) Adverb formed by the addition of {-ly} to a base adjective (eager + {-ly})

eagerly -

1. 2. 3. 4. 5. 6. 7. 8. 9.

traditionally purely highly remarkably famously conveniently Uselessly heavy brightly -

10. naturally -

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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 10 The objective of this step is that you learn to identify the inflectional suffixes {-er} and {-est} for adjectives and adverbs.

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 adjectives inflected 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 inflectional point of view, it is necessary to use the distributional criteria as well. For example, the word bright is an adjective because it takes the adjectival suffixes {-er} and {-est}. The word soon also takes these suffixes, but it is distributionally and adverb. The word beautiful does not accept the suffixes {-er} and {-est} but it is distibutionally an adjective. To conclude we may say then that distribution will really determine the class of the word in this situation and in relation to these suffixes. The inflectional suffixes alone are misleading. Now do the following exercises. - Identify adverbs and adjectives by underlining them. Then distinguish both 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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MAJOR FORM CLASSES: NOUNS, VERBS, ADJECTIVES AND ADVERBS LEARNING UNIT

STEP 11 In this step you will learn to distinguish adverbs and adjectives in special situations. There is a special link between adjectives and adverbs. This link refers to the fact that the same form (word, lexical item or sequence of letters), i.e. fast, can be used as either adjective or adverb. So, in isolation, fast, cannot be classified. But if you place it in a sentence, then its classification becomes clear. For example, fast is an adjective in: It is a fast 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 an intransitive verb, so it is in adverbial position. When dealing with this special group of words one has to rely on distribution for their classification. It is not possible to classify these words using 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 your classification; follow the example. He is an early riser. Adjective. It is an adjective because it occupies an adjectival position, before a noun. He came late to class.

1.

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 to put together all the information acquired in the unit of the purpose of classifying adjectives and adverbs. A. In the given group of sentences you will identify adjectives or adverbs, and ten, whenever possible, give inflectional, derivational and distributional 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 may occupy 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 his brother.

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C. Identify each of the underlined words. Explain all the criteria used in order 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.

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