INHOUD LINGUISTICS 1.2 2018-2019
Grammar/Syntax (GRS) + General Linguistics/Phonetics (PGL) 1.2
Grammar – Syntax (GRS)
Yule
o pp. 96, 97
Nelson & Greenbaum
o Ch 1 The parts of a simple sentence: 1.5, 1.7, 1.8, 1.9, 1.11, 1.12, 1.13
o Ch 3 The structures of Phrases: 3.18
o p. 14 ‘Tag question test’ (in bold, towards bottom of the page)
o p. 126, no. 5: Tag questions
o Ch 4 Sentences and clauses: 3.15, 4.1, 4.3, 4.10, 4.12, 4.13, 4.16
o
Macmillan
o Unit 3 p. 17: only read past perfect simple and continuous
o Unit 4 p. 21
o Unit 5 p. 25: present simple and continuous, future continuous
o Unit 7: pp. 34-35
o Unit 10 p. 50: real conditions (first conditional), unreal conditions (second conditional)
o Unit 13: can, could, be able to (bottom of p. 65)
o Unit 14: p. 68
o Unit 35 – adverbial clauses
Macmillan Grammar Supplement
o Unit 18 p. 70 zero conditional
o Unit 20 p. 78
o Unit 26 p. 102: requests, asking permission, making suggestions
1
,General Linguistics – Phonetics (PGL)
Yule
o Second language learning pp. 209-211
o Transfer p. 213
o Interlanguage p. 214
o Neurolinguistics p. 175
o The Critical period pp. 183-184
o Teeth & Lips, mouth and tongue, Larynx and Pharynx p. 5
o Talking to animals p. 17
o Using language p. 21
o Voiced and Voiceless sounds p. 28
o Places of articulation p. 29
o Register, Jargon p. 289
o Slang pp. 289-290
Sound Foundations
o pp. 2 & 4
o Vowels: Monophthongs pp. 5-10
o Vowels: Diphthongs pp. 22-26
o Discovery activity 32p. 29
o Three levels of study pp. x-xi
o Discovery activity 71 p. 68 up to and including commentary p. 72
o p. 31-37 (including Glottal Stop)
o Fricatives, nasals, “approximants” p. 38-46
Hancock
o Unit 1 p. 10 (near)
o Unit 7 p. 22
o Unit 8 p. 24
o Unit 13 p. 34
o Unit 14 p. 36 (palm)
o Unit 16 p. 40 (lot)
o Unit 17 p. 42
o Unit 19 p. 46 (nurse & thought)
o Unit 23 p. 54
o Unit 24 p. 56
o Unit 27 p. 62
o Unit 32 p. 72
o Unit 33 p. 74
o p. 130
2
,Grammar/Syntax (GRS)
Parts of speech (word classes) (parse the sentence)
Nouns -> things ppl/plants/qualities
- possessive apostrophe -> for things belonging to ppl or with reference to time, and in some fixed expressions.
Mike’s desk. (singular) The boys’ bedroom (plural with s) The children’s bedroom (plural without s)
Names ending in s -> Jones’ house / Jones’s house.
an hour’s bus-ride, a day’s work. - be at your wits’ end.
-------------------------------------------------------------------------------------------------------------------------------------
Articles -> - definite article -> the
- indefinite article -> a/ an (note: it is about the sound an: with vowel sound, a: with
consonant sound: a European (jeuropean)
--------------------------------------------------------------------------------------------------------------------------------------
adjectives -> says sth about/describes a noun
- appear/feel/look/seem/smell/sound/taste -> followed by adjectives not adverbs!
‘This smells bad, it tastes awful too.’
-> Adjective suffixes -> -able, -ible, -al, -ial, -ed, -ful, -ic, -ical, -ish, -ive, -active, -less, -ous, -eous, -ious, -y, no suffix
-> Suffix: change in meaning -> -ed: describe how we feel. –ing: describes sth that causes our feelings/emotions.
The frightened boy - The frightening picture.
--------------------------------------------------------------------------------------------------------------------------------------
Verbs -> Actions/states
- auxiliary verb/auxiliaries -> helping verb, comes bf the main verb in verb phrase. Used with other verbs to show
tense, aspect, person and number. (are not used alone! )
classes of auxiliaries:
Primary auxiliaries -> have/do/be (be: am/is/are)
Passive auxiliary -> be + verb-ed/IV participle form
The region was devastated by a tsunami.
Progressive auxiliary -> be +verb-ing
The baby is sleeping, I was waiting.
Perfect auxiliary -> have –ed
We have given him every chance. Tom has finished.
Auxiliary: do -> form of do + base form of verb
Amy did not enjoy the party.
Modal auxiliaries -> can/could/will/would/shall/should/may/might/must/ ought to
Rule;
Ability - can, could, will be able to
(im)Possibility - can, could, may, might
Request - can, could, may, will
-> is a way of politely asking someone to do sth. The kind of request we use depends on where we are, who we are
talking to, and what we want the person to do. Some forms are considered to be more polite than others. Could is
more polite than can.
Permission - can, could, would
-> we ask permission when we want to be allowed to do sth. Some forms are considered to be more polite than
others. Could is more polite than can.
Suggestion - could, should, shall (can -> not often used as suggestion)
-> suggestion is an idea about what we or other people could do
Offer
-> we make an offer when we ask if someone wants us to do sth, or say that we will do it. (Shall I turn on the light?)
-> making an offer can also mean asking someone if they want sth.
Advice
-> giving advice involves telling another person what they should do.
3
, Be able to
-> emphasizes that a difficulty has been overcome.
-> to make the description of ability more definite than can, or for time references not covered by can/could.
Was/ were able to
-> describes having the ability of doing sth successfully.
Can
-> emphasizes that a difficulty has been overcome.
-> to make statements about what is generally possible
-> when we ask questions about possibility
-> we use ‘can hardly’ when we thing sth is impossible.
-> we use ‘can only’ when we are sure about the answer.
Can’t be/ cannot
-> when we are certain sth is impossible
Could
-> to refer to past possible situations
-> when we ask questions about possibility
-> we use ‘easily’ to emphasize a possibility with ‘could’.
-> we use ‘could always’ to point out a possible choice or decision.
-> we use ‘could hardly’ when we thing sth is impossible.
-> we use ‘could only’ when we are sure about the answer.
-> describes a general past ability
-> was / were able to describes having the ability and doing sth successfully.
-> in some contexts, using could might suggest an unfulfilled possibility
-> in negative sentences, couldn’t has both meanings.
couldn’t be : when we are certain that sth is impossible
Might/ May/Could
-> to describe what is possible in particular situations, common with be (might/may/could be)
-> we often add ‘well’ or ‘just’ between ‘may/ might/ could be’ and the verb to emphasize the possibility. ‘just’
makes the possibility less likely.
-> we use ‘may/might as well’ when we say that there is no reason for not doing sth, usually because we are
disappointed sth else has not happened.
-> may/ might not -> negative possibilities (I may/might not be here tomorrow.) (NOT: could not)
-> we use ‘may have, might have, could have’ for possible events in the past.
Semi-auxiliaries -> have to/going to/ had better/ought to
- lexical verb -> main verb (verb of action)
- linking verb/ copula -> have no meaning on their own. true linking verbs: any form of be
(am/is/are/was/were/has been/are being/might
have been etc.), become, seen.) If you can replace a verb with = and the sentence still makes sense, it is a
linking verb.
->Verb suffixes -> -ate, -iate, -en, -ify, -ise, -ize, -ed, -ing, -s, no suffix
--------------------------------------------------------------------------------------------------------------------------------------
Adverbs -> says sth about/describes everything except nouns.
-> Describes how, how often, when/where actions happens, it can say sth about: the whole sentence, an adjective,
a verb, another adverb.
-> some adverbs have same form as adj -> fast/dead/early etc.
-> -ly is often bus not always an adverb. You are beautiful -> adj. you sing beautifully -> adv. she is friendly -> adj.
-> hard & hardly -> both adverbs but with different meanings:
‘I can hardly hear you’ <- almost not. ‘you’ve worked hard’<- with a lot of effort.
-> Adverb suffixes -> -ly, -ically, -wise, no suffix
--------------------------------------------------------------------------------------------------------------------------------------
Prepositions -> provides info about time/place/other connections involving actions/things (at, in, on, near, with,
4
Grammar/Syntax (GRS) + General Linguistics/Phonetics (PGL) 1.2
Grammar – Syntax (GRS)
Yule
o pp. 96, 97
Nelson & Greenbaum
o Ch 1 The parts of a simple sentence: 1.5, 1.7, 1.8, 1.9, 1.11, 1.12, 1.13
o Ch 3 The structures of Phrases: 3.18
o p. 14 ‘Tag question test’ (in bold, towards bottom of the page)
o p. 126, no. 5: Tag questions
o Ch 4 Sentences and clauses: 3.15, 4.1, 4.3, 4.10, 4.12, 4.13, 4.16
o
Macmillan
o Unit 3 p. 17: only read past perfect simple and continuous
o Unit 4 p. 21
o Unit 5 p. 25: present simple and continuous, future continuous
o Unit 7: pp. 34-35
o Unit 10 p. 50: real conditions (first conditional), unreal conditions (second conditional)
o Unit 13: can, could, be able to (bottom of p. 65)
o Unit 14: p. 68
o Unit 35 – adverbial clauses
Macmillan Grammar Supplement
o Unit 18 p. 70 zero conditional
o Unit 20 p. 78
o Unit 26 p. 102: requests, asking permission, making suggestions
1
,General Linguistics – Phonetics (PGL)
Yule
o Second language learning pp. 209-211
o Transfer p. 213
o Interlanguage p. 214
o Neurolinguistics p. 175
o The Critical period pp. 183-184
o Teeth & Lips, mouth and tongue, Larynx and Pharynx p. 5
o Talking to animals p. 17
o Using language p. 21
o Voiced and Voiceless sounds p. 28
o Places of articulation p. 29
o Register, Jargon p. 289
o Slang pp. 289-290
Sound Foundations
o pp. 2 & 4
o Vowels: Monophthongs pp. 5-10
o Vowels: Diphthongs pp. 22-26
o Discovery activity 32p. 29
o Three levels of study pp. x-xi
o Discovery activity 71 p. 68 up to and including commentary p. 72
o p. 31-37 (including Glottal Stop)
o Fricatives, nasals, “approximants” p. 38-46
Hancock
o Unit 1 p. 10 (near)
o Unit 7 p. 22
o Unit 8 p. 24
o Unit 13 p. 34
o Unit 14 p. 36 (palm)
o Unit 16 p. 40 (lot)
o Unit 17 p. 42
o Unit 19 p. 46 (nurse & thought)
o Unit 23 p. 54
o Unit 24 p. 56
o Unit 27 p. 62
o Unit 32 p. 72
o Unit 33 p. 74
o p. 130
2
,Grammar/Syntax (GRS)
Parts of speech (word classes) (parse the sentence)
Nouns -> things ppl/plants/qualities
- possessive apostrophe -> for things belonging to ppl or with reference to time, and in some fixed expressions.
Mike’s desk. (singular) The boys’ bedroom (plural with s) The children’s bedroom (plural without s)
Names ending in s -> Jones’ house / Jones’s house.
an hour’s bus-ride, a day’s work. - be at your wits’ end.
-------------------------------------------------------------------------------------------------------------------------------------
Articles -> - definite article -> the
- indefinite article -> a/ an (note: it is about the sound an: with vowel sound, a: with
consonant sound: a European (jeuropean)
--------------------------------------------------------------------------------------------------------------------------------------
adjectives -> says sth about/describes a noun
- appear/feel/look/seem/smell/sound/taste -> followed by adjectives not adverbs!
‘This smells bad, it tastes awful too.’
-> Adjective suffixes -> -able, -ible, -al, -ial, -ed, -ful, -ic, -ical, -ish, -ive, -active, -less, -ous, -eous, -ious, -y, no suffix
-> Suffix: change in meaning -> -ed: describe how we feel. –ing: describes sth that causes our feelings/emotions.
The frightened boy - The frightening picture.
--------------------------------------------------------------------------------------------------------------------------------------
Verbs -> Actions/states
- auxiliary verb/auxiliaries -> helping verb, comes bf the main verb in verb phrase. Used with other verbs to show
tense, aspect, person and number. (are not used alone! )
classes of auxiliaries:
Primary auxiliaries -> have/do/be (be: am/is/are)
Passive auxiliary -> be + verb-ed/IV participle form
The region was devastated by a tsunami.
Progressive auxiliary -> be +verb-ing
The baby is sleeping, I was waiting.
Perfect auxiliary -> have –ed
We have given him every chance. Tom has finished.
Auxiliary: do -> form of do + base form of verb
Amy did not enjoy the party.
Modal auxiliaries -> can/could/will/would/shall/should/may/might/must/ ought to
Rule;
Ability - can, could, will be able to
(im)Possibility - can, could, may, might
Request - can, could, may, will
-> is a way of politely asking someone to do sth. The kind of request we use depends on where we are, who we are
talking to, and what we want the person to do. Some forms are considered to be more polite than others. Could is
more polite than can.
Permission - can, could, would
-> we ask permission when we want to be allowed to do sth. Some forms are considered to be more polite than
others. Could is more polite than can.
Suggestion - could, should, shall (can -> not often used as suggestion)
-> suggestion is an idea about what we or other people could do
Offer
-> we make an offer when we ask if someone wants us to do sth, or say that we will do it. (Shall I turn on the light?)
-> making an offer can also mean asking someone if they want sth.
Advice
-> giving advice involves telling another person what they should do.
3
, Be able to
-> emphasizes that a difficulty has been overcome.
-> to make the description of ability more definite than can, or for time references not covered by can/could.
Was/ were able to
-> describes having the ability of doing sth successfully.
Can
-> emphasizes that a difficulty has been overcome.
-> to make statements about what is generally possible
-> when we ask questions about possibility
-> we use ‘can hardly’ when we thing sth is impossible.
-> we use ‘can only’ when we are sure about the answer.
Can’t be/ cannot
-> when we are certain sth is impossible
Could
-> to refer to past possible situations
-> when we ask questions about possibility
-> we use ‘easily’ to emphasize a possibility with ‘could’.
-> we use ‘could always’ to point out a possible choice or decision.
-> we use ‘could hardly’ when we thing sth is impossible.
-> we use ‘could only’ when we are sure about the answer.
-> describes a general past ability
-> was / were able to describes having the ability and doing sth successfully.
-> in some contexts, using could might suggest an unfulfilled possibility
-> in negative sentences, couldn’t has both meanings.
couldn’t be : when we are certain that sth is impossible
Might/ May/Could
-> to describe what is possible in particular situations, common with be (might/may/could be)
-> we often add ‘well’ or ‘just’ between ‘may/ might/ could be’ and the verb to emphasize the possibility. ‘just’
makes the possibility less likely.
-> we use ‘may/might as well’ when we say that there is no reason for not doing sth, usually because we are
disappointed sth else has not happened.
-> may/ might not -> negative possibilities (I may/might not be here tomorrow.) (NOT: could not)
-> we use ‘may have, might have, could have’ for possible events in the past.
Semi-auxiliaries -> have to/going to/ had better/ought to
- lexical verb -> main verb (verb of action)
- linking verb/ copula -> have no meaning on their own. true linking verbs: any form of be
(am/is/are/was/were/has been/are being/might
have been etc.), become, seen.) If you can replace a verb with = and the sentence still makes sense, it is a
linking verb.
->Verb suffixes -> -ate, -iate, -en, -ify, -ise, -ize, -ed, -ing, -s, no suffix
--------------------------------------------------------------------------------------------------------------------------------------
Adverbs -> says sth about/describes everything except nouns.
-> Describes how, how often, when/where actions happens, it can say sth about: the whole sentence, an adjective,
a verb, another adverb.
-> some adverbs have same form as adj -> fast/dead/early etc.
-> -ly is often bus not always an adverb. You are beautiful -> adj. you sing beautifully -> adv. she is friendly -> adj.
-> hard & hardly -> both adverbs but with different meanings:
‘I can hardly hear you’ <- almost not. ‘you’ve worked hard’<- with a lot of effort.
-> Adverb suffixes -> -ly, -ically, -wise, no suffix
--------------------------------------------------------------------------------------------------------------------------------------
Prepositions -> provides info about time/place/other connections involving actions/things (at, in, on, near, with,
4
