GRAMMATIK OCH SKRIFTLIG FÄRDIGHET (7,5 hp) Kursplanen …...NOUN SUBSTANTIV Things, generally...

Karlstads universitet ENGALX – Grammatik och skriftlig färdighet

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GRAMMATIK OCH SKRIFTLIG FÄRDIGHET (7,5 hp)

English for Teaching Young Learners (grades 1-6), ENGALX

Kursplanen för ENGALX anger att momentet Grammatik och skriftlig färdighet innehåller

• genomgång av grammatiska grundbegrepp och huvuddragen i engelsk syntax. • praktiska övningar och skriftliga uppgifter som bidrar till att utveckla studentens

språkfärdighet mot större korrekthet och variation. Målet för de teoretiska genomgångar och praktiska övningar som ingår i momentet är att du efter avslutad kurs ska ha utvecklat din språkfärdighet och bättrat på dina kunskaper i engelska tillräckligt för att känna dig säker nog att lära ut språket till yngre barn. Denna delkurs syftar alltså till att utveckla din engelska snarare än att lära dig att lära ut engelska. Även om mycket av det vi kommer att syssla med inte är sådant som du direkt kommer att lära dina elever behöver du kunna det ifall de någon gång frågar dig om något som ligger utanför det du planerat. Du måste förstå grammatiken ordentligt för att kunna ”översätta” reglerna till ett språk som eleverna förstår och för att kunna bedöma deras språkliga utveckling på ett bra sätt. Dessutom finns det ju faktiskt elever som med lätthet förstår grammatiska begrepp. Du måste vara beredd att hjälpa dem också. Till vår hjälp när vi lär oss engelsk grammatik kommer vi att ha ett antal källor. Maria Estling Vanneståls A University Grammar of English (MEV) kommer att vara vår huvudkursbok (samt din framtida referens om du behöver bättra på dina kunskaper eller repetera). Sidhänvisningar till den ges inom parentes i arbetsbladen och i grammatikhäftet som helhet. Rekommenderad litteratur är även Hugo Olssons Språket – så fungerar det och Stieg Hargeviks Engelska prepositionsövningar. Vi kommer även att använda oss av detta grammatikhäfte som innehåller material från ett antal lärare på engelska institutionen, främst Pia Sundqvist, som har bearbetat och sammanställt materialet, samt även Kristina Jansson, Rose Bergvall, Solveig Granath, Marie Tåqvist och Marika Kjellén Simes. Grammatikhäftet har till stora delar ett kontrastivt perspektiv, dvs. betoningen ligger på övningar som kan vara särskilt problematiska för personer med svenska som modersmål. I början av häftet finns det en genomgång av grammatiska termer. Det är viktigt att du lär dig dessa då de är grundläggande i språkundervisningen (även din egen). Häftet innehåller även sju arbetsblad som täcker in olika centrala områden inom engelsk grammatik. Arbetsspråken kommer att vara både svenska och engelska i denna kurs. Eftersom det är engelsk grammatik som vi sysslar med kommer vi att använda engelska om det inte finns någon särskild orsak att använda svenska (till exempel för jämförelser mellan de båda språkens grammatik).

Jag ser fram emot ett gott samarbete! Anna Linzie Höstterminen 2010


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BASIC GRAMMAR TERMS IN ENGLISH The following may look like a daunting list, but you are probably already familiar with some of the concepts. Grammar terms can mainly be divided into two categories: those that contain words to describe the forms of the words (ordklasser—word classes), and those describing their function in a specific sentence (satsdelar—sentence constituents, clause elements). FORM The form of the word decides the functions it can have in a sentence (please remember the difference between these two). The form is the one you will find in a dictionary, and the function is the use you make of a word in a specific context. Every word belongs to a word class or more than one word class) that does not generally change, but all these words can function as several sentence constituents (discussed below). The word class (also called lexical category) is in bold writing in the list. The other entries are subcategories or elements that come with the word class in question. These elements are not word classes; they are only used to describe properties that the words have. Underlined words have their own headings elsewhere in the list. English term Swedish term Descriptions and examples NOUN SUBSTANTIV Things, generally spoken. A more simple way of describing this category is by the properties of the words. They use an article and they can take the plural or the singular. E.g. ball, cloud, thought, Englishman Noun phrase Nominalfras The subject in a sentence is normally constituted by a noun phrase, i.e. a phrase where the head is a noun. E.g. in the sentence ‘A big dog

walked by’, ‘a big dog’ is the noun phrase and dog is the head. A pronoun can also be a noun phrase: She walked by.

Indefinite article Obestämd artikel E.g. a or an Definite article Bestämd artikel the In the singular I singularis One of something. E.g. bird In the plural I pluralis Two or more of something. E.g. birds Countable Räknebara Countable nouns exist in the plural and in the singular and they can be used with the indefinite article. Some words are countable in one sense, and uncountable in another. E.g. There were many deaths in the fire Uncountable Oräknebara These nouns cannot be counted and they do not take the indefinite

article; instead, you use the quantifier some. Uncountable nouns only exist in the singular. E.g. ‘This music is wonderful.’

Proper names Egennamn Names of persons and places. E.g. Kim, York The genitive Gentitiv This is the form used to indicate possession. Two forms in English: -s (Kim’s house) and the of-construction (The roof of the house). ADJECTIVE ADJEKTIV Words that describe or determine a noun. Many adjectives can be compared. E.g. big, bigger, the biggest. (Note that some adjectives can be used as nouns in the generic sense: ‘The rich are envied by some.’) Compare Komparera To express adjectives in the three degrees (the following three entries) E.g. big bigger, the biggest Positive degree Positiv The form you’ll find in the dictionary. E.g. big Comparative degree Komparativ The next degree in the comparison. E.g. bigger Superlative degree Superlativ The last degree in the comparison. E.g. biggest VERB VERB Designates an action or a function and is the centre of the phrase. Can be put in various tenses. E.g. walk, be, think Regular verb Regelbundet verb A verb that follows a pattern when used in different tenses. E.g. borrow, borrowed, has borrowed Irregular verb Oregelbundet verb A verb that has irregular forms that have to be learned separately. E.g. drink, drank, drunk Auxiliary verb/ Hjäpverb/ Aux.verbs are verbs that help modify the tense or mode of a verb. Main or lexical Huvudverb Some auxiliary verbs can also be used as main verbs. Compare: ‘I had verb it’, where had is a main verb, with ‘I had seen him before’, where had is an auxiliary verb which creates a past tense together with its main verb see.


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Concord, Kongruens The verb needs to agree with the subject of the clause: a subject needs Subject-verb an -s if it is in the third person singular present tense but otherwise it agreement does not. The progressive Pågående, Use be and add –ing to the verb to indicate that an action is ongoing or (aspect) progressive form temporary. E.g. ‘He is doing his homework right now.’ The passive Passivum In this voice, the subject of the active phrase becomes the ‘agent’ (voice) E.g. ‘They made it.’ → ‘It was made by them.’ The active Aktiv form The opposite of the passive voice. E.g. ‘They made it.’ (voice) Tense Tempus The different time frames that a verb can be put into, such as the present tense, the past tense Present tense Presens The form of the verb when it describes something in the present (but it can also be used in other cases – check your grammar book!) Past tense Imperfekt, The form of the verb when it describes something in the past. Preteritum, dåtid Present perfect, Perfekt The present form of have is placed before the past participle of the Perfect (tense) main verb. E.g. ‘I have seen him.’ Past perfect, Pluskvamperfekt Had is placed before the past participle of the main verb. E.g. ‘I had Pluperfect seen him.’ Future time Futurum Often will + the infinitive. E.g. ‘I will do this’. Other forms exist: consult your grammar book. Conditional Konditionalis Often expresses a condition for something.

E.g. ‘I would have written to her if I had had her address.’ The principal (Verb)tema This is the sequence you need to learn in order to know how to use the parts of the verb verbs (especially irregular verbs) in different tenses. E.g. go, went, gone Imperative Imperativ The mode for orders and requests. E.g. ‘Help me!’ (mode) Infinitive Infinitiv The forms of the verb as you find them in a dictionary. E.g. be, jump (form) Past participle Perfekt particip The last form of the three principal parts of the verb. E.g. been, gone, (supinum) jumped. These are used to create different tenses together with the auxiliaries. Mode Modus The mode determines how we see what happens: is it a fact, a wish, an order? This determines the forms of the verb. Three types of mode exist: imperative, subjunctive, and indicative. (The last one includes all cases except for the first two. The vast majority of phrases you use are in the indicative.) Do not confuse this with tense! Subjunctive Konjunktiv This mode indicates that what is being said expresses something that is less certain: wishes, hypotheses, etc. E.g. ‘I wish it were true’ (Note

that the indicative mode might also be possible, especially in informal language: ‘I wish it was true’).

ADVERB ADVERB Words that describe or determine a verb. They describe when, where and how. Can be compared. E.g. carefully, more carefully, etc. PRONOUN PRONOMEN A vast collection of words of different forms and with several subcategories. E.g. I, it, my, this, that A pronoun is in place of a noun. Interrogative Interrogativt Used in direct and indirect questions. E.g. who, which, what pronoun pronomen (Note that some of these sound like some relative pronouns, but that they mean different things. Compare: ‘Who is that man?’ (interrogat.) and ‘That is the man who called.’ (relative) Possessive Possessiva Used to designate ownership. E.g. my, yours pronoun pronomen Demonstrative Demonstrativa Pronouns that point out or point to something. E.g. this, that pronoun pronomen Personal Personliga Designating persons. E.g. I, you, it, we, you, they, him, her, etc. pronoun pronomen Reflexive Reflexiva Reflects the subject of the phrase. E.g. ‘You can see yourself in the pronoun pronomen mirror.’ and ‘He washes himself.’


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Reciprocal Reciproka Describes reciprocal relationships (ömsesidiga förhållanden – pronoun pronomen varandra). E.g. ‘They respect each other’ Indefinite Indefinita Pronouns with no specific reference. E.g. some, any pronoun pronomen PREPOSITION PREPOSITION Usually small words placed before a noun phrase in order to express

different concrete relations, for example direction and place, but also more abstract ‘positions’. E.g. on, beside, in, without

NUMERAL RÄKNEORD Words designating numbers. E.g. four, fourth CONJUNCTION KONJUNKTION Words that connect words, phrases, or whole clauses (similar function to relative pronouns). E.g. and, but, that. There are two main types (see below) that are divided into smaller units. Consult your grammar. A conjunction is never a sentence constituent (satsdel) – it merely ties them together. Co-ordinators Samordnande Connect words or clauses of the same kind: nouns with nouns, main konjunktioner clauses with main clauses, subordinate clauses with subordinate clauses. E.g. and, but, or, for Subordinators Underordnande Connect a subordinate clause with a main clause. E.g. that, if, then, konjunktioner because Main clause Huvudsats A clause that can either stand on its own or includes one or more subordinate clauses. E.g. ‘I see a cat’, ‘I know that they were late.’ Subordinate clause Bisats A clause that cannot stand on its own, e.g. ‘When I see a cat’, ‘that

they were late’. (Note: If you add a main clause, the subordinate clause makes sense: ‘When I see a cat, I run’). A subordinate clause is always a sentence constituent in a main clause.

MISCEL- DIVERSE LANEOUS Word order Ordföljd The specific order in which a language wants to present the words in a sentence. Determiner Determinant A word that determines (explains etc.) another word. FUNCTION Now we enter the realm of sentence constituents (satsdelar). You need to remember a few basic points. Firstly, a sentence constituent may consist of several words. In the phrase ‘He sees the beautiful old house’, the four italicised words together form the direct object (more on that later). A whole phrase is often a sentence constituent: ‘He saw the man he once was’. When this phrase in italics has been properly identified as direct object, it is possible to find the sentence constituents that make up this phrase too: you just start over again with the questions you used to find this sentence constituent in the first place. The verb was is the predicate, he is the subject, the man is not the direct object but the predicative complement (more on that later), and once is of course a time adverbial. The second important point to remember is to make sure that you really do make a distinction between form and function. Nouns, verbs, and adjectives are grammatical forms that can have various functions in a clause. For instance, an adverb is a form that describes for example time and place (yesterday, that year when there was so much snow, last month, in this room), whereas an adverbial is a word or phrase that has a specific function in a specific sentence. In the clause ‘Yesterday I went to see my friend’, the initial time adverbial tells us when this specific visit took place. To mark this function an adverb is used as the adverbial.

As before, underlined words have their own headings elsewhere in the list. The first five terms describe properties that sentence constituents can have; they are not in themselves sentence constituents. English term Swedish term Description and question Head (H) Huvudord (H) The head is the main word in a sentence constituent, the one around which the modifiers are centred. In ‘the big, blue house’, house is the main word, the others modifiers. Modifiers, Bestämningar These are the words that describe or add meaning to a sentence determiners constituent. In ‘the big, blue house’, big and blue are modifiers. Clause Sats A group of words that contain at least a predicate and a subject. Sentence Satsdel The function of a word in a clause. Also known as clause constituent element.


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Sentence analysis, Satsdelsanalys, To pick a clause apart, identifying its smallest parts and Parsing a sentence Ta ut satsdelarna functions. Predicate (verb) (p) Predikat (p) Answers the question: ’What happens?’ and consists of at least a finite verb but may be bigger than that. Subject (s) Subjekt (s) Answers the question ‘Who/what + p?’ Consists of a noun, a non-finite clause, a subordinate clause, or a pronoun, and their modifiers/determiners if there are any. The logical or Egentligt Found in an impersonal construction where it is the “actual” extraposed subjekt (es) subject. Its original place has been taken by a formal/ subject (es) preparatory subject. Formal or Formellt subjekt Takes the original place of the extraposed subject in imperso- Preparatory (fs) nal constructions and introduces it. In the sentence ‘It surprised Subject us that they came’, ‘it’ is the preparatory subject whereas ‘that (fs) they came’ is the extraposed subject. Ask the question ‘What + p?’ and you will find that there are two answers to it. → ‘What surprised us?’ (a) It and (b) that they came. Don’t get confused and think that one of them is an object, because it is not! Direct object Direkt objekt In some languages, this is referred to as the accusative object. (Od) (Od) This also used to be the term used in Sweden. The Od answers the question ‘Who/What + p + s?’ Indirect object Indirekt objekt In some languages, this is referred to as the dative object. This (Oi) (Oi) also used to be the term used in Sweden. The Oi answers the question ‘Who/What + p + s + Od?’ Prepositional object Prepositionsobjekt (Sometimes these are seen as Oi.) If the answer to one of the (Oprep) (Oprep) questions for Od or Oi begins with a preposition, they are very

likely an Oprep. E.g., in ‘The teacher wrote handouts for his students’, the italicised bit is an Oprep.

Adverbial Adverbial The adverbial answers the questions Where? How? When? (advl) (advl) Note: there are several subcategories of adverbials. Adverbials modify adverbs and verbs and sometimes an entire clause. Adverbial of time Tidsadverbial When? Adverbial of place Rumsadverbial Where? Adverbial of manner Sättsadverbial How? Adverbial of degree Gradadverbial How much? Modal Satsadverbial Does this word modify the whole clause? E.g. ‘He will adverbials (Attitydadverbial) probably arrive tomorrow.’ ‘He is not here.’ Adverbial of reason Orsaksadverbial Why? Modifier (mod) Attribut (attr) Modifiers modify nouns in noun phrases. Modifier consisting Adjektivattribut A modifier consisting of an adjective. It precedes the head of an adjective (adj.attr) word of the noun phrase. E.g. ‘red book’ (mod.adj) Modifier consisting Genitivattribut A modifier consisting of a genitive or a possessive pronoun. of a genitive (gen.attr) It precedes the head word of the noun phrase. E.g. ‘my book’ (mod.gen) Modifier consisting Prepositionsattribut A modifer introduced by a preposition. It comes after the of a preposition (prep.attr) head noun. E.g. ‘book of fairy tales’ (mod.prep) Modifier consisting Satsattribut A modifier consisting of a clause – either finite or non-finite. It of a clause (satsattr) comes after the head noun. E.g. ‘the book that I bought’ (mod.clause) Adjectival Adjektivkomplement A complement to an adjective, something which determines/ complement (adj.kompl) describes the adjective in a predicative. Eg. ‘white as a sheet’. (compl.adj) It comes after the adjective. Predicative Predikativ (Previously predikatsfyllnad) After linking verbs (be, become, (pr) (pr) sound, feel, look, smell, taste, seem, etc.), there is a predicative

instead of an object. Note the difference: Whereas an object introduces something new, a predicative merely provides more information about the subject or object of the clause. E.g. In ‘She was an astronaut’, astronaut is not a direct object! It is a


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predicative because it identifies/defines the subject. There is a simple test: We know we have a pr. when we can replace the verb with an equal sign: ‘she=astronaut’. This is not possible with a direct object: ‘She saw an astronaut.’ There are two types of predicative:

Subject Subjekts- Ask ‘What + be, become, sound, smell, feel, look, taste, seem, predicative predikativ etc + s?’. (pr/s) (pr./s) Compare: ‘She was an astronaut’ (pr/s) with ‘She saw an astronaut’ (Od). In the first sentence, we can replace the verb with an equal sign but this is not possible in the second sentence. Object Objekts- Ask ‘What/How + be, become, sound, smell, look, feel, taste, predicative predikativ etc + s + Od?’ (pr/o) (pr/o) You know you have an object predicative when you can put an

equal sign between the object and what comes next. E.g. ‘She considered the doctor an expert’: doctor=expert

Agent Agent The one who carries out the action in a passive clause. In (agent) (agent) ‘She was abandoned by her husband’, ‘her husband’ is the agent – that is, the one that acts. Do not confuse this with the Od! If you want to learn more about these terms, or get a more thorough description of them, please consult: www.hum.gu.se/~engwww/sv/projects/GrUp/index.html


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QUESTIONS FOR IDENTIFYING SENTENCE CONSTITUENTS 1) Predicate (p): What happens? Answer: p 2) Subject (s): Who/What + p? Answer: s Formal subject (fs) and extraposed subject (es): There was a stranger in the room. fs p ---- es ----- - advl/place - There were strangers in the room. fs p es - advl/place - At times you can exclude the formal/introductory subject: A stranger was in the room. ----- s ------ p - advl/place - But excluding the formal/introductory subject is not always possible! → There was a hurricane last night. – Cf.: *A hurricane was last night. (a * symbol means that fs p ------ es ---- advl/time the sentence or clause is

grammatically incorrect)

3) Direct object (Od): Who/What + [aux] + s + p? OR: Who/What + p + s? Answer: Od (Note: [aux] = auxiliary verb, ‘hjälpverb’) 4) Indirect object (Oi): Who + [aux] + s + p + Od? OR: Who + p + s + Od? Answer: Oi Note—Direct and indirect objects in English never take a preposition. If there is a preposition, the object is called a: 5) Prepositional object (Oprep): Ex: Jenny wrote me a letter. Jenny wrote a letter to me. s p Oi -- Od -- s p -- Od -- Oprep An indirect object (Oi) can always be paraphrased as a prepositional object, as above. See also the following examples: Obelix cut the Romans a memorial stone. Obelix cut a memorial stone for the Romans. s p ------ Oi ------ --------- Od ---------- s p --------- Od --------- ----- Oprep ------ The girl gave some water to her thirsty dog. ---- s ----- p ---- Od ------ ------ Oprep --------- I believe in the right to free speech. s p ------------ Oprep ------------ As we shall see further on, it is important not to confuse prepositions with adverbs: They turned down the offer. / They turned the offer down. – Here, ‘down’ is an adverb, not s p advl Od s p Od advl a preposition. More on that


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later. With prepositional objects, you often have the question words What? and Who? If the question words are How? and Where?, etc., then you get adverbials rather than objects. 6) Predicative (pr): • Subject predicative: What + p (be/become/sound/feel/look/smell/taste/seem/etc) + s? Answer: pr/s

OR How + p (be/become/sound/feel/look/smell/taste/seem/etc) + s? Answer: pr/s (‘What’ goes with nouns and ‘How’ goes with adjectives.) Ex: (a) She was a doctor. (b) She met a doctor. s p -- pr/s --- s p -- Od --- In sentence (a), there is only ONE person whereas in sentence (b) there are TWO persons! • Object predicative: What/How + p (find/declare/make/consider/call//etc) + s + Od? Answer: pr/o Ex: Obelix found the memorial stone mysterious. s p ---------- Od ------------ pr/o The students considered the test unnecessarily difficult. ------- s -------- p ---- Od -- ------------ pr/o ----------- 7) Modifiers (mod.): These are words that modify noun phrases (NPs). The funny-looking house was dilapidated. It’s Janet’s tiara. --------------- s ------------------ p pr/s s p ----- pr/s ----- --- mod.adj ----- H mod.gen H 8) Agent: The agent is the one who carries out the action in a passive clause: The house was designed by Jean. -------- s ---- -------- p -------- -- agent -- The passive sentence can be made into an active sentence in which the agent becomes the subject and the subject becomes the direct object: Jean designed the house. s p ---- Od --- 9) Adverbials: -Where etc? Answer: adverbial of place -How? Answer: adverbial of manner -When? Answer: adverbial of time -To what degree? How much? Answer: adverbial of degree -Why? Answer: adverbial of reason -Does the word modify the whole clause? If yes – Answer: adverbial of clause/stance


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Sentence analysis – Parse the sentences!

1) They left.

2) The Parsons bought the house.

3) They gave us apples.

4) Italians are nice.

5) They consider Elizabeth George a good writer.

6) They put the money in the safe.

7) The dog wagged its tail.

8) The traffic light turned green.


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9) In the US, children take their lunch to school.

10) Lawrence explained the problem to us.

11) There is probably a ten-pound note in my wallet.

12) Last week, they came and swept the streets clean.

13) Her dad often read her bedtime stories.

14) The dog chased the cat up a tree.

15) Jimmy gave me a hasty description of the bike.


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ENGLISH GRAMMAR “warm-up” The English alphabet, the indefinite article (121-124), word classes (45-50, 72).

1) The alphabet. What letter is it? Make sure you know which indefinite article (a/an) the letters of

the alphabet take in English! Practice like this:

This is an A [ei:]. This is a B [bi:] etc.

2) Arrange the following words and phrases into two groups, one with a, one with an:

German great show union

university engine onion

hour X-ray Austrian skier

young man CD European city

honest priest MP one-dollar bill

armchair UFO hippopotamus

cell phone unidentified flying object edifice

3) Put in the indefinite article where necessary:

a) Pat talked in low voice. b) I have headache.

c) What terrible weather! d) Pamela has such lovely hair.

e) I got letter from Michael. f) What awful traffic!

g) What dirty little boy! h) We’ll pay you hundred month.

4) A/an, the or - ?

a) In England they play football in winter and cricket in summer.

b) English students go to school five days a week.

c) Keep eye on the children!

d) Pamela learned to play guitar when she was five, and at the age of seven she could

play violin, too. But she never learned to play tennis.

e) What weather we have.

f) My husband has caught cold and my daughter has got flu.

g) In 1927 Charles Lindberg crossed Atlantic in Spirit of St. Louis, a small

aeroplane.

h) life is wonderful.

i) breakfast is served.

j) Sixten begins school next fall.

k) Mr Essinger is electrician and Mrs Essinger is physical therapist.


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5) Put the words in the box into the right lexical category (word class). Depending on their meaning,

some words may belong to more than one word class.

Jennifer apparently put through

with because but traffic

those at my the sixth

numbers burn have loved tall

the worst anybody here hear

always thirty-two green terrific

surgeon English stack not

Noun:

Verb:

Adjective:

Numeral:

Pronoun:

Adverb:

Preposition:

Conjunction:

6) In each of the following mini-texts there is a gap indicating that ONE word is missing. Study the

text, and then put in the missing word so that it makes good sense and is correct in English. (from

http://www.ped.gu.se/sol/engaex.htm; exempel på provuppgifter Engelska A, gymnasiet.)

a) It’s hard to know how Stan will vote. Sometimes he’s for us, but just as often he is us.

b) My father was a travelling salesman. When I was a child, he was ever at home.

c) WIFE: I thought you didn’t want to work overtime.

HUSBAND: No, but I was forced to, more or .

d) PAT: Is Sheila coming with us?

TOM: She hasn’t made up her yet.

e) John is staying with us for the time being until he can find a place of his .

f) VERA: Laurie says he was ill yesterday. Do you believe him?

HARRY: Yes, I’m sure he’s telling the .

g) I had never spoken to her before and was quite impressed with her wonderful of humour.

h) Don’t feel sorry for Ted. He’s only got himself to .

i) We’re in a difficult situation. We’ll have to agree to their terms whether we it or not.

j) Most people thought that the terrorist was dead, but some believed he was still .


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ENGLISH GRAMMAR – WORKSHEET #1: Nouns (50-51, 58-61, 94-134)

A. Articles. 1) Explain what is wrong in these sentences. (97-103)

a) Dear Abby, please give me a good advice.

b) Why do I always have such a bad luck with men?

2) In which sentences do you need the definite article? (124-126, 134, 446-447, 450)

a) The/- Swedish furniture design is famous.

b) They say the/- love is blind.

c) The/- queen of Sweden is loved by all.

d) Much is written in the/- media about the/- dangers of cell phones.

e) Do you have access to the/- Internet?

f) The/- body language is easy to understand, even without knowing a language.

g) In Karlstad the/- ice hockey is very popular.

B. Subject-verb agreement (concord): singular or plural? (80-82, 84)

1) There was/were plenty of fish in the river.

2) Physics is/are my favorite subject.

3) The contents of the suitcase was/were scattered all over the floor.

4) I have found a pair of scissors. Is it/Are they yours?

5) The police has/have not caught the runaway convict yet.

6) Has/Have the United Stated changed its/their laws concerning political asylum?

7) In winter everyone need/needs to sleep more.

8) Measles is/are infectious and so is/are mumps.

9) The moral/morals of the story was/were that his moral/morals was/were non-existent.

10) People say/says it is good for children to have pets.

11) A police officer often has/have to work on weekends.

12) Something must be done! This crisis is/are getting out of hand.


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C. Most of the following sentences contain errors that are often made. Correct

them!

1) It took me a hour to get there. (121-124)

2) Many people are dissatisfied with their lot in the life. (124-132)

3) What a dreadful weather! (100)

4) She has very limited knowledges of Spanish. (97-103)

5) Here are the money I owe you. Take them! (97-103)

6) My brother-in-law has more than 200 sheep. (104-107)

7) It is a hard work to write a book. (102-103)

8) Bill wants to be chef when he grows up. (121-124)

9) This is my sister’s-in-law best recipe. (116-120)

10) Have you ever seen the river of Ganges? (119-120, 446)

11) We have just come back from the island Crete. (119-120)

12) Mark and Mike, change places, please! (113-116)


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ENGLISH GRAMMAR – WORKSHEET #2: Verbs (51-52, 149-209), irregular verbs (175-176, 456-461) A. Explain grammatically the difference in meaning between a and b (191-198): 1. a. What is Kenny doing? b. What does Kenny do? 2. a. Luke had learned English before he came to England. b. Luke had been learning English before he came to England. 3. a. You are very stupid. b. You are being very stupid. 4. a. Last year Walters wrote a book. b. Last year Walters was writing a book. 5. a. My car always breaks down. b. My car is always breaking down. B. Progressive or simple form? Choose the correct form (191-198, 209): 1. I live/am living in Seattle and always have done. 2. I live/am living in Seattle just now while I look/am looking for a flat in the suburbs. 3. I always live/am always living in Seattle when I look/am looking for a job. 4. Where were you when the lights went/were going out? 5. When we arrived, Nancy didn’t come to the door because she had/was having a bath. 6. Most children build/are building a snowman in the winter. 7. They intend/are intending to go there next week. 8. According to the timetable this train arrives/is arriving in Birmingham at 8 p.m. 9. It says in the paper that the French build/are building a new opera house. 10. I would like this letter to wait/be waiting for Max when he arrives. C. Explain the use of the verb forms in italics (191-198): 1. Ron lives with his parents and always has. 2. It usually rains when we go on holiday. 3. When Jerry got home he was singing a happy song, but he stopped the moment Justine

opened the door. 4. I am going to London on a study visit next week. 5. Philip is always combing his hair. 6. Philip always combs his hair before going to see Angela. (372-375) 7. The train gets to Madrid at 13.42. 8. I had to leave the party early, but when I left, everyone seemed to be having a good

time. 9. Charlie read/was reading “Oliver Twist” last night. 10. Without looking up, he said that he wanted a divorce. (372-375)


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D. Most of the following sentences contain errors that are often made. Correct the sentences that are wrong. 1. It is love that makes the world go round. 2. As soon as he saw the police officer, he flew. (456-459) 3. A new dance-hall is opened there soon. (184-188) 4. I would like visiting that house very much. (192, 205-206) 5. Does he dare say that? (162-173) 6. I cannot have you to make a nuisance of yourself like that. (206-207) 7. You needn’t to go there if you don’t want to. (150-173) 8. Neither John nor Michael are able to go to the concert tonight. Would you like to go instead? (116, 319) 9. I always tried to make my best at school. (161) 10. I didn’t saw him today. (157-158) 11. I shouted to him to look up for the car when I saw that it was going to hit him. 12. Take up your books, please. 13. My brother have worked for this company for many years. (80-82) 14. I wish my father were here. (199-200) 15. Things have went too far. 16. The firm is established in 1972. (179-181) 17. Came he to the party yesterday? (157-158) 18. James found not the way back. (157-158) 19. When are you born? (179-181) 20. Annie has began working as a nurse now. (456-459)


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ENGLISH GRAMMAR – WORKSHEET #3: Verbs (51-52, 149-209), irregular verbs (175-176, 456-461), clause elements (45-49, 64-73) A. Explain the difference in meaning between the following sentences: 1. a. There is nothing to do. b. There is nothing to be done. (155-157, 408) 2. a. Tom’s certain of winning the race. b. Tom’s certain to win the race. (240-241) 3. a. I gave the boy a pound for carrying my luggage. b. I gave the boy a pound to carry my luggage. 4. a. He stopped talking about the matter. b. He stopped to talk about the matter. (191-198) 5. a. I remembered posting the letter. b. I remembered to post the letter. (191-198) B. Conditional sentences. Supply the correct form of the verb: (188-190) 1. knit I another sock if I had more wool. 2. stop We are going to play tennis this afternoon if it __________ raining. 3. give If you had been in, I it to you. 4. eat If Charles another cake, I am sure he will burst. 5. be If Stephen __________________ more reasonable, I think I would like him. 6. not buy Julie the plate if it had not been in good condition. 7. have If you a map, you would have found the way. 8. be It easy for you to paint pictures if you knew how. 9. take You a great risk if you were to invest money in it. 10. be If the sentence that had ‘had’ had had ‘had had’ it correct. C. What is the correct translation? 1. They were to lunch here yesterday. (184-188) a. De var på lunch här igår. b. De lunchade här igår. c. De skulle äta lunch här igår 2. She was used to being bullied. (171-173, 373) a. Hon brukade bli mobbad. b. Hon var van vid att bli mobbad. c. Hon användes till att bli mobbad. 3. Må Gud hjälpa dig! (199-200) a. God helps you. b. God is helping you. c. God help you.


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D. What is the correct form of the verb: the -ing form or the infinitive? (172, 201-207, 372-375) 1. All these things have combined to make/making me happy.

2. Smith did not feel up to go/going.

3. They all used to go/going away for the winter.

4. They were all used to go/going away for the winter.

5. They bribed Vivienne to betray/betraying her friends.

6. The prisoner pleaded guilty to have/having smuggled the gold into France.

7. The mother and son avoided to speak/speaking to each other, even though they lived in the

same town.

8. He did it with a view to secure/securing a job with the firm.

9. I was authorized to sell/selling the house.

10. I wasn’t accustomed to drive/driving on icy roads.

E. Most of the following sentences contain errors that are often made. Correct the sentences that are wrong: 1. I am born in 1945. (179-181)

2. Who learned you Spanish?

3. I am used to get up early in the morning. (172)

4. Can you French? (163-164)

5. Do you mind my opening the window? (204)

6. He needs not come. (171-173)

7. I wouldn’t advise to go there for your holiday. (202)

8. He is meaning this book, not that one. (192)

9. You do good coffee! (161)

10. He used to go up very early in the morning. (172-173)

11. Naturally I like that people tell me I am beautiful. (472)

12. It would be easier to decide if my wife would be here. (198-200)

13. If you are living here since 1965 I think you should look for a nicer place to live. (181-184)

14. Have you got used to live in a flat yet? (172)

15. If I had the money, I would have moved house many years ago. (188-191)

16. She wants that I accompany her to that party. (202)

17. I couldn’t help to laugh when I saw his funny expression.

18. I learn my pupils to write very well in English.

19. We made her to pick up the pieces. (203)

20. I think they are about to start.


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ENGLISH GRAMMAR – WORKSHEET #4: Word order (230-233, 271-276, 401-404), adjectives (53, 62, 219-246, 257-261), prepositions (55-56, 363-378, 480-500) A. Explain grammatically the difference in meaning between 1. a. The driver says the policeman is a crazy fool. b. “The driver,” says the policeman, “is a crazy fool.” 2. a. I promise to make you happy. b. I promise, to make you happy. B. Word order in sentences accompanying direct speech (sägesatser, e.g. “John said”): Why is inversion (omvänd ordföljd) possible in sentence (1) but not in the others? (402-403) 1. ”Let’s get on with it,” said Paul. 2. ”I don’t want to,” Will had exclaimed. 3. ”I refuse!” he shouted. 4. ”What do you want to do then?” Paul asked Will. C. Prepositions (from Solveig Granath: ENGA20 Grammatik grundkurs). Explain the difference in meaning between (a) and (b): 1. a. We arrived in time. b. We arrived on time. 2. a. Adam is clever at doing that. b. Adam is too clever to do that. 3. a. I don’t think much of Shakespeare.

b. I don’t think much about Shakespeare.

4. a. He’s engaged with his cousin. b. He’s engaged to his cousin. 5. a. Sally doesn’t think of dieting

much. b. Sally thinks about dieting all the time.

D. Prepositions (from Solveig Granath: ENGA20 Grammatik grundkurs). What is the correct translation?

1. Har du hört vad som hänt min bror? a) Have you heard of my brother? b) Have you heard from my brother? c) Have you heard about my brother?

2. Jag kommer och hämtar dig klockan sex.

a) I’ll call for you at six o’clock. b) I’ll call you at six o’clock. c) I’ll call on you at six o’clock.

3. Han tog sjövägen.

a) He went by sea. b) He went by the sea. c) He went to sea.


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E. Most of the following sentences contain errors that are often made. Correct the ones that are wrong.

1. Became he a dentist? (157-158)

2. He told me to not worry. (276)

3. When I five years ago visited London, I didn’t realize how big it was. (271-276)

4. Only after I had threatened to sue him he sent me back the money he owed me. (271-

276)

5. Andy said that he would never forget that day. (271-276)

6. On no account you should believe such a stupid story. (271-276)

7. You always have been the most important person in my life. (271-276)

8. Never have I seen such a ridiculous person! (271-276)

9. Fiona was here for two years ago.

10. This happened in the fall 2001. (120, 127-128)

11. This happened in the year of 2001. (350-351)

12. Shakespeare lived on the 16th century. (351-352)

13. Jenny’s daughter is well again. (222)

14. Matthew is more clever than Simon. (222-230)

15. Isn’t she alive? (220-222)

16. The burger tasted awfully. (258)

17. He died of cancer. (364, 480)

18. Several islands of the Thai coast were damaged by the tsunami. (492)

19. My children still go in school.

20. The H&M sale is on Monday to Friday.

21. I tried to translate the text to Italian. (492)

22. I am sure of that he will come. (240-241, 372-375)

23. Larry is very interesting of computers. (480)

F. List of adjectives. “What do you look like?” List adjectives describing what people might look like! List as many as you can possibly think of! Here we go:

happy ☺ bewildered intelligent scared stupid…


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ENGLISH GRAMMAR – WORKSHEET #5: Adverbs (53-54, 62, 256-266, 366-367, 468-471), conjunctions (55-56, 386-395), word order & adjectives continued from previous worksheet.

A. Explain the difference in meaning between the sentences: 1. a. This one is rather expensive, too.

b. This one is rather too expensive.

2. a. It was all most interesting. b. It was almost interesting. 3. a. He didn’t die happily. b. He didn’t die, happily. 4. a. He hardly worked all day. b. He worked hard all day.

B. Explain why an adverb is used in the (a) sentences and an adjective in the (b) sentences:

1. a. The nurse felt the child’s feverish forehead softly. b. The velvet cushion felt soft. 2. a. We usually go to a concert once a month. b. The orchestra’s performance was splendid as usual. 3. a. The Arks’ latest album has been highly praised. b. The value of real estate is still high.

C. Choose the correct form. Underline the word that is modified by the adjective/adverb, as in sentence 1.

1. Sam had a voice that sounded so funny/funnily. 2. The prince turned helpless/helplessly to the princess. 3. The garlic bread smells delicious/deliciously. 4. Annie sat and waited, biting her nails nervous/nervously. 5. The sight made Jack feel uneasy/uneasily. 6. Some of them might possible/possibly be dead, he thought. 7. We should have gone into this more thorough/thoroughly. 8. I have never been so deep/deeply insulted in my entire life! 9. They were approached by an unusual/unusually tall man. 10. Quite a few of the passengers were bad/badly bruised. 11. Our houses stand close/closely together. 12. They walked deep/deeply into the woods. 13. Nancy unpacked the crystal goblets careful/carefully. 14. He didn’t think he was treated fair/fairly. 15. Somehow it all feels wrong/wrongly. 16. We are close/closely related. She is my half-sister. 17. He behaved friendly/in a friendly manner towards me. 18. The word is spelled wrong/wrongly. 19. Why are you so terrible/terribly impatient? 20. Your only chance is to play it cool/coolly.


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D. Place the adverbs in the following sentences in the most neutral position.

1. often I go to the pictures.

2. never Carruthers has seen pink elephants.

3. always Henrietta is a good student.

4. usually Josh does his homework.

5. sometimes Jessica forgets her cousin’s name.

6. always Smithers used to call me by my first name.

7. never In my opinion, he ought to have spoken at all.

8. often I have been there.

9. sometimes Willie comes to see us on Sundays.

10. seldom We heard from him.

11. always (Dan said that) he would remember this.

12. never (Ann claimed that) Dan had confessed.

13. often (Dan replied that) he had done stupid things.

14. seldom (Ann knew that) she had felt so embarrassed.

15. just (I thought that) I had been unlucky.

16. always (He hoped that) they would be friends.

17. ever (She wondered if) he had driven a car before.

18. never (They were certain that) Dan would have done that.

19. at a snail’s pace They seemed to be climbing the mountain.

20. a week later When we came back the circus was gone.

21. for some reason If you change your mind call me.

E. Start the sentences with the words in italics, and change the rest of the sentence accordingly: 1. We found the little boy only after an hour’s search.

2. I never thought that he would be so stupid.

3. He had no sooner arrived home than he had to leave again.

4. Mr Wilkins little knows that he is suspected of theft.

5. I have seldom been so surprised in my whole life.


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F. Conjunctions: Underline the conjunctions and translate them into Swedish. 1. The fact is that Martin loves R-n-B.

2. It was really fun when we met last summer.

3. James or George can fix your computer.

4. Rita read the novel but didn’t understand much of it.

5. Now that you know what I think, what do you have to add?

6. We took a cab in order not to miss our flight.

7. Danny would like to go to McDonald’s while Mike prefers Burger King.

G. Most of the following sentences contain errors that are often made. Correct the sentences that are wrong.

1. The absurd was that nobody believed him.

2. We asked the sick if he felt any better.

3. He speaks French quite good.

4. This soup tastes well!

5. The accused was led into the court room.

6. I asked him to speak slower.

7. This flower smells badly.

8. He is a very alone man.

9. He has an own company.

10. Everyone should drive extremely careful in freezing rain.


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ENGLISH GRAMMAR – WORKSHEET #6: Pronouns (54, 290-335, 476-477)

A. It or there? Choose the correct pronoun. (294-297)

1. It/There was a hurricane last night. 2. What caused all this damage? It/There was a hurricane. 3. It/There is time for a cup of tea before we start. 4. It/There is time for a cup of tea. I haven’t had any all day. 5. It/There is hard to believe that it/there was a burglar in your house last night. 6. It/There was a rumour that Victoria finally got engaged. 7. It/There was/were two old ladies that crossed the street, not two old men. 8. It/There was/were two old ladies crossing the street in front of the BMW.

B. Asking questions. (304-307) 1. ………………. do you prefer, Pepsi or Coke? vad, vilket 2. ………………. kind of music do you like best? vilken 3. …………........ won Wimbledon last year? vem 4. ……………..... of the Swedish tennis players is best? vem 5. ……………..... of the magazines did you buy? vilka 6. ……………… colour are you eyes? vilken 7. ……………… book is this? Vems

C. Possessive pronoun or definite article? (302)

1. She hurt her/the arm. 2. She was hurt in her/the arm. 3. They took off their/the shoes. 4. She brushed her/the hair. 5. The three little kittens lost their/the mittens. 6. The patient was examined in his/the chest. 7. My/The head hurts. 8. He kissed his granddaughter on her/the head. 9. I was stung on my/the neck. 10. The clowns painted their/the faces.

D. Translate the words in parentheses.

1. I wish he’d stop about everything. (oroa sig)

2. Jennifer tried to but it wasn’t easy. (koncentrera sig)

3. She had a break after chapter 3. (lovat sig själv)

4. If you , I’m sure you’ll better. (lägger dig ner, känna dig)


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5. I to have a closer look at the dead animal. (tvingade mig)

6. I want to dance salsa. (lära mig)

7. Who you this? (lärde)

8. You mustn’t an inch! (röra er)

9. The kids in the basement. (röra sig)

10. You have to if you want to go with me. (skynda dig)

E. Two tricky sentences. Translate into Swedish! 1. It’s all but impossible.

2. It’s anything but impossible.

F. Most of the following sentences contain errors that are often made. Correct the sentences that are wrong.

1. I don’t know much people in this town.

2. She is the gal which he wants to marry.

3. It was little else to do.

4. She was standing alone, beside her with rage.

5. Shut the door behind you!

6. There’s a long time since I saw her.

7. She had her radio beside herself.

8. She learned herself English.

9. It’s no use making excuses now.

10. There is one ticket too much.

11. None of my parents knew about my plans.

12. He was a friend of mine.

13. Paris is famous for it’s cuisine.

14. The most people would agree with you.

15. No one care.

16. Miranda is a friend of her’s.


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ENGLISH GRAMMAR – WORKSHEET #7:

Numerals (55, 344-356, 478-479)

A. Translate these words into Swedish: Number Numeral Figure Integer Fraction Digit B. Write down the corresponding numbers to these expressions:

a) A hundred and one = b) Two thousand four hundred and sixty-eight = c) Four million six hundred thousand three hundred and ninety-one = d) Ten billion eight hundred and eighty-two million four hundred and twenty-three

thousand seven hundred and one =

C. Write in words/translate into English: (Partly f rom ENGA20, S. G.) 1. 0 2. 8 3. 8th 4. 4 5. 14 6. 40 7. 104 8. 0.387 9. 60th 10. 1,199 11. 1.199 12. The 1970s 13. ¼ 14. 5 8/9 15. 3/21 16. 12/100 17. På 1700-talet 18. Varannan timme 19. Ett dygn

D. How do you say these telephone numbers?

054 – 83 45 09 (Br.E) (AmE) +46 08 – 212 44 01 _________ (BrE)


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(AmE)

E. Dates. What date is it? Note the difference between BrE and AmE! BrE: 6.5.05 = AmE: 6.5.05 = BrE: 11.4.99 = AmE: 10.11.87 = F. Translate into English:

1. Vad är klockan?

2. Klockan är halv tre.

3. Vi träffas klockan 12 på dagen.

4. Vi träffas klockan 12 på natten.

5. Det tar inte mer än en halv timme.

6. Vi ses om två veckor!

7. Vi var på vår andra date när han friade.

8. Min födelsedag är den tjugoförste.

9. Anja Pärson kom på första plats.

10. Michael tjänar dubbelt så mycket som mig.

11. Björn Borg är omkring femtio.

12. Det är ungefär trettio personer i aulan.

13. Min son har drygt sjuttio Pokemon-kort.

14. Bill Gates tjänar miljontals dollar om året.

15. Paula Radcliffe sprang loppet på mindre än en och en halv timme!

16. Aristofanes, den berömde grekiske dramatikern, levde ca. 445-385 f.Kr.

17. Stod slaget vid Hastings på 1000-talet?


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Practice Grammar Test ENLY20 Distans: GRAMMATIK DATUM: 070309 Tid: 8.15-12.15 Namn: ………………………………… INGA HJÄLPMEDEL Personnummer: ………………………. ___________________________________________________________________________ A. CHOOSE THE CORRECT ALTERNATIVE: (1p per correct answer)

1. We had _______________ terrible weather all week! (a / -)

2. What _______________ beautiful painting! (a / -)

3. What _______________ beautiful painting are you talking about? (a / -)

4. Most people love _______________ life. (the / -)

5. I never told my kids about _______________ love I had for Gary Glitter. (the / -)

6-7. Before I die, I want to see _______________ Ganges and _______________ Emerald Lake. (the / -)

8. Some of ____________________ might need fixing. (this furniture / these furnitures)

9. We need to start thinking about what all that pollution ____________________ to the

environment. (does / is doing)

10. He has _______________ himself Spanish in just two months. (learned / taught)

11. The United States _______________ always been on the side of free speech. (has / have)

12. The Attorney general _______________ to tell them everything. (choose / chose)

13. Everyone _______________ secretly hoping that the plan will fail. (is / are)

14. _______________ twenty-two miles to Hartford, so we need to get an early start.

(It is / There is / There are)


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15. She sings ____________________. (beautiful / beautifully) 16. That’s my _________________________ old car. (sister-in-law’s / sister’s-in-law) 17. Before sitting down to eat, Professor Klee would always put the phone beside _______________ on the table. (him / himself) 18. He was completely beside _______________ with grief. (him / himself) 19. My dentist asked me which of the toys _______________ I would like. (that / -) 20. I’ve never seen so _______________ people! (much / many)

B. MARK THE CORRECT PLACE FOR THE WORDS IN THE LEFT -HAND COLUMN BY PUTTING A CROSS IN THE BOLDFACE (= fetst ilade) PART OF THE SENTENCE AS IN THE EXAMPLE: (1p per correct answer) Example:

always He hoped they would X be friends. 1. never He has talked about it. 2. should Not under any circumstances you tease people about the way they look. 3. often The chief surgeon is late. 4. often The other patients said that the chief surgeon is late. 5. not Please try to look bored at the press conference! C. FILL IN THE CORRECT PREPOSITION OR MARK WITH A “ —” TO INDICATE THAT NO PREPOSITION IS NEEDED: (1p per correct answer)

If you want me to do you a favour, you need to ask _______________ it.

Brown was a criminal accused _______________ being a gang member.

Do you really prefer Iron Maiden _______________ Billie Holiday?

They met ____________ chance in the supermarket.


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My brother’s always worried ____________ his exams.

My brother’s always worried ____________ that he might fail his exams.

Having missed their flight, the Reids ended up having to stay ____________ the airport all night.

Shakespeare has been translated ____________ more languages than you could ever

imagine.

Peter was never very interested ____________ other people.

And there I was, seventy years old, sitting on a plane bound ____________ the Mount Everest base camp.

D. IRREGULAR VERBS: GIVE THE MISSING FORMS: (0.5p for each correct answer) 1. lie _______________ _______________ 2. lay _______________ _______________ 3. teach _______________ _______________ 4. seek _______________ _______________ 5. lose _______________ _______________ E. TRANSLATE INTO ENGLISH: 1. _________________________________________________________________________ [Pappa är upptagen med att laga middag.] (2p) 2. _________________________________________________________________________ [Det svåraste var att lära sig backa (use a form of reverse).] (2p) 3. _________________________________________________________________________ [Jag ångrar verkligen att jag inte sade de där sakerna.] (2p) 4. _________________________________________________________________________ [Det konstiga var att han inte ville träffa mig.] (2p) 5. ________________________________________________________________________ [Det är dags att ta en kopp kaffe.] (2p)


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6. ________________________________________________________________________ [Det finns tid för en kopp kaffe innan mötet.] (2p) 7. ________________________________________________________________________ [Filmen handlade om livet, kärleken och döden.] (3p) 8. ________________________________________________________________________ [Är ni medvetna (aware) om att de har skilt sig?] (3p) 9. ________________________________________________________________________ ___________________________________________________________________________ [Min vän skulle ha åkt till Spanien förra veckan om han inte hade brutit armen.] (4p) 10. ________________________________________________________________________ ___________________________________________________________________________ [Den svenska turisten promenerade längs stranden när två män kidnappade honom.] (3p) E. ANALYSE THE FOLLOWING SENTENCE, USING ENGLISH OR SWEDISH. WRITE THE WORD CLASS ABOVE AND THE SENTENCE CONSTIT UENT (= satsdel) BELOW: (15p)

After the show, the famous dancer sat down on a couch and rubbed the knee that had given him so much trouble lately.


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F. TRANSLATE THE FOLLOWING PAIRS OF SENTENCES INTO SWEDISH, MAKING SURE THAT THE DIFFERENCE BETWEEN THEM IS MAD E CLEAR . (2x3p) a. Kenny had learned English before he went abroad. b. Kenny had been learning English before he went abroad. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ a. I used to have nightmares of being trapped in a chocolate shop all night. b. I’m used to having nightmares about being trapped in a chocolate shop all night. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ a. The senator refused to answer any of Jones’ questions at the press conference. b. The senator refused to answer some of Jones’ questions at the press conference. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ G. CORRECT THE ERRORS IN THE FOLLOWING SENTENCES:

(One point will be deducted from your total score for each unnecessary or incorrect correction.)

1. Neither of this music is good. 2. Several witnesses said they saw a police break the window on purpose. 3. Joan loves dogs but she doesn’t has her own. 4. My boyfriend wants that I come with him to the party on friday. 5. I can Spanish but not English.


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6. It would be easier to choose between them if I would only know which colour she prefers. 7. It was nothing to do all day. 8. The Hamilton’s au pair wasn’t payed very well at all. 9. The family staid for three hole weeks. 10. The President demanded that the press conference be postponed until after that they had had lunch.

Good luck! / MT

GRAMMATIK OCH SKRIFTLIG FÄRDIGHET (7,5 hp) Kursplanen …...NOUN SUBSTANTIV Things, generally...

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