A1/T1/HS1 Language Structure
Information and Assignments
Uppsala University
Department of English
Autumn/Fall 2015
Margareta Westergren Axelsson
Pia Norell
Erik Smitterberg
Linnéa Anglemark
Per Otterstedt
Sarah Schwarz
Elisabeth Gustawsson
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
1 Course Outline
1.1 Aim
The aims of the Language Structure course are to develop your awareness of how
Standard English is used and to develop your knowledge and understanding of the
structure and vocabulary of the English language. Besides serving as a preparation
for further studies of English proficiency and linguistics, the course aims to help you
to use appropriate grammar, pronunciation, and vocabulary when expressing
yourself in English. To these ends you should acquire a working knowledge of
linguistic terminology, master basic aspects of English grammar and pronunciation,
increase your academic vocabulary in English, acquaint yourself with useful
grammars, dictionaries, and exercise materials, and be able to find, understand, and
use relevant information in such sources on your own.
1.2 Course Organization
The Language Structure course runs for about ten weeks. On average, studying
grammar, pronunciation, and vocabulary should take up roughly half of your time
during these weeks; but the actual amount of time that you will need to spend on
studying language structure will vary somewhat between weeks and with your
previous knowledge. The Language Structure course taken by HS1/T1 students
comprises three components, namely grammar, pronunciation, and translation; for
A1 students, there is also a vocabulary component. These components are
introduced in separate sections below.
The two main types of teaching offered during the course are lectures and
seminars. Language Structure lectures are devoted wholly to either grammar (see
section 2.3) or pronunciation (see section 3.5). Seminars are typically devoted to a
combination of different components of the Language Structure course. Note that
attendance at Language Structure seminars is mandatory (see section 1.4).
1.3 Examination
The examination of the Language Structure course is based on a final written
Språkstruktur exam. For examples of the types of questions asked, please see the
Studentportalen website, the diagnostic test given at the beginning of the term, and
the example questions on pronunciation in Language Structure Assignment 6,
section 1.2.
For A1 students, the Språkstruktur exam consists of four parts: grammar (45
points), pronunciation (20 points), vocabulary (15 points), and translation (15
points). The maximum total score is thus 95 points. The Språkstruktur exam for
HS1/T1 students does not contain a translation component and thus has a maximum
total score of 80 points, but is otherwise identical with the exam for A1 students. To
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Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
pass the exam, you need roughly 65% out of the maximum total. It does not matter
how the points are distributed across the different parts of your exam; you pass or
fail the Language Structure exam as a whole. This also means that it is not possible to
pass individual components of the exam; only your score on the exam as a whole
counts. You will be given two opportunities to pass the Language Structure exam
during the term: on 6 November and on 17 December. If you do not pass the exam on
either of those occasions, you will have to wait until the following term for the next
opportunity to take the exam.
1.4 Attendance at Seminars and Lectures
Attendance at Language Structure seminars is mandatory. If you miss too many
seminar hours, you will have to do extra work to make up for the hours that you
have missed before you can receive credit for the Language Structure course. If your
attendance falls below the minimum requirement, you will have to retake the entire
Language Structure seminar series the following term in order to be able to receive
credit for the course. The following rules apply.
The first Language Structure seminar, a one-hour seminar during which the
diagnostic tests are returned, does not count, as there is nothing for you to prepare
for that seminar. That leaves a total of 22 class hours of seminar time for A1 students
and 20 class hours of seminar time for HS1/T1 students. (Note that one class hour
equals forty-five minutes.) The following cut-off points are used:
 If you are an A1 student, you will have to participate in a make-up seminar on
13 November (10–11, in room 16-1058), to compensate for your absence if you
miss more than five class hours but less than twelve class hours. If you are an
HS1/T1 student, you have to participate in that seminar if you miss more than
four class hours but less than eleven class hours. Before the seminar, you will
receive an e-mail where you are asked to give a presentation on a specific area
of language structure at the make-up seminar. All A1/HS1/T1 students are
allowed to attend the make-up seminar, but only students who have missed too
many class hours (see above) have to give a presentation. You have to prepare a
written version of that presentation and send it as an e-mail attachment to your
seminar teacher no later than 6 November; if you do not send the written
presentation to your seminar teacher by that date, you will not be allowed to
present your topic at the make-up seminar. You will receive feedback on your
presentation no later than 10 November so that you can incorporate your
seminar teacher’s comments into your presentation. If, for some reason, you
cannot attend the first make-up seminar, there will be a second make-up
seminar for you to attend on 4 December (10–11, in room 16-1058). If you
choose to attend that seminar instead, you have to send the written version to
your seminar teacher no later than 26 November to be allowed to present your
topic; you will receive feedback from your seminar teacher no later than 1
December. If you have to attend the make-up seminar but miss both of these
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Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
opportunities, you will have to wait until the first make-up seminar the
following term before you can receive credit for the Language Structure course.
Note that, in order to receive credit for the course, you must both submit a
written version to your seminar teacher and deliver an oral presentation where
you demonstrate that you have taken your seminar teacher’s comments into
account.
 If you are an A1 student and miss twelve class hours or more, or if you are an
HS1/T1 student and miss eleven class hours or more, you cannot make up for
your absence by participating in the make-up seminar. Instead, you have to retake the Language Structure seminar series the following term in order to be
able to receive credit for the Language Structure course.
Each class hour is counted individually; for instance, if you miss 45 minutes of a
language structure seminar but attend the rest of it, you will have missed one class
hour. Note that, if you cannot attend a seminar with your own A1/HS1/T1 group, it is
possible to attend that seminar together with another group instead, to avoid being
counted as absent. However, you must then contact both your regular seminar
teacher and the teacher whose seminar you plan to attend instead about this, so that
you are not counted as absent by mistake.
Note also that you can still take the Language Structure exam even if your
seminar attendance is too low for you to receive credit for the course. If you pass the
exam but do not meet the seminar attendance requirements (see above), your result
will be saved and you will receive credit for the course once you have made up for
your absence by attending the make-up seminar or re-taking the seminar series.
In contrast to language structure seminars, attendance at language
structure lectures is voluntary. While we recommend that you attend all lectures as
well, it is up to you to decide whether to do so, and we do not check attendance at
lectures. This also means that you cannot make up for missing seminars by attending
lectures; only seminars count when your attendance is calculated.
If you have any questions about these rules, please contact your seminar
teacher.
2 The Grammar Component
2.1 The Weekly Schedule
The weekly grammar programme typically consists of your own preparations, one or
two lectures for all students together, work on seminar tasks, seminars (c. 15 students
per seminar group), and individual work on self-study tasks. The bulleted list below
explains how you should plan your grammar studies each week.
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Department of English



A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Before lectures.

Prepare for the area of grammar that will be addressed during the lecture
by studying the relevant sections of A University Grammar of English
(henceforth UGE); please see section 2.3 for information on what reading
assignments are relevant to each lecture. Make notes of any unclear points
that you come across.

We also recommend that you go to the Studentportalen website for your
course and download and print the slides for the PowerPoint slideshow
that will be presented during the lecture. The slides will be made available
as PDF files no later than three working days before each lecture.
Lectures. The lectures introduce a new area of grammar and indicate what is
especially important. (However, note that anything taken up in your reading
assignments forms part of the course and may be relevant to the exam; it is your
responsibility to ask questions about any areas which you need help with and
which are not covered by the lecture.) During lectures, listen carefully and take
notes. You will find it easier to follow the lecture if you have printed the
PowerPoint slides used for the presentation in advance and brought them to the
lecture. Listen for clarification of the uncertain or difficult points that you noted
as you prepared for the lecture. Remember that the lectures are there to
confirm, correct, or reinforce the ideas and notions that you bring to them. You
should have preconceived notions about the content of each lecture to benefit
fully from it. Always feel free to ask your teacher for clarification, during or
after the lecture.
Between lectures and seminars.

Reread the assigned parts of UGE together with the handout and
slideshow from the lecture. Save unclear points for discussion with your
team or at the following seminar.

Complete the assigned exercises in UGE (the exercises can be found at the
end of each chapter) to see if you remember and have understood the
concepts and rules of the relevant area of grammar (see section 2.3 for
information on what exercises are associated with each area of grammar).
Check your answers against the key supplied in UGE (Chapter 14) and
make a note of any cases where your answer differs from the answer in
the key and where you do not understand why your answer is not correct.

If you have enough time, you can also complete the self-study grammar
tasks in the relevant Language Structure Assignment in this compendium
and check your answers against the key available on the Studentportalen
website. However, it is also possible to do so after the seminar.

Complete the seminar tasks in the relevant Language Structure
Assignment in this compendium; work on your own or in teams of 3–4
students. Make a note of any cases where you are uncertain about what
the correct answer to a question is.
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Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015

Seminars. Present your answers to the questions in the relevant Language
Structure Assignment. Your seminar teacher will guide you in your discussions.
In addition, bring up any points that are still unclear regarding the reading
assignment and exercises in UGE. Note that your seminar teacher will normally
focus on the exercises in the relevant Language Structure Assignment unless
s/he is prompted by you to explain a passage or an exercise in UGE; it is thus
your responsibility to ask about anything in UGE that remains unclear. Please
note that attendance at seminars is mandatory (see section 1.4).
 After seminars.

If you did not do so before the seminar, complete the self-study grammar
tasks that form part of the relevant Language Structure Assignment in this
compendium and check your answers against the key provided on the
Studentportalen website.

Revisit UGE, your notes, your answers to exercises, etc. to make sure that
you now fully understand the area of grammar covered.
Depending on when in the week your Language Structure seminars take place and
on how much work you have to do for other courses, some overlap may be necessary
between one week’s activities and the next. For instance, you may need to get started
on the reading assignment for the next grammar lecture before you have had the
Language Structure seminar corresponding to the most recent lecture.
Please note that the grammar component is designed so that you will learn
about an area of grammar through a combination of a lecture, a seminar, and your
own work. You may thus feel that the lecture was not enough for you to fully
understand a given area of grammar and that it was not until you attended the
following seminar that everything became clear. This is how the course is intended to
work; it does not mean that the lecture was not useful. This also means that, to a
certain extent, each part of the weekly schedule builds on the preceding part(s). If
you do not prepare for the lecture by studying the relevant reading assignment, the
pace of the presentation may be too quick for you to take in the information; if you
do not attend the lecture, you may find it difficult to complete your Language
Structure Assignment as you prepare for the seminar; and if you do not prepare
properly for the seminar, going through the exercises in class may not be very useful
for you. Your own independent work thus forms a central part of the course; if you
have not studied at university level before, it is important to get used to this as soon
as possible.
2.2 Literature
Estling Vannestål, Maria. 2007. A University Grammar of English with a Swedish
Perspective. Lund: Studentlitteratur. (= UGE)
Longman Dictionary of Contemporary English. The most recent (sixth) edition is from
2014.
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Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
2.3 Reading Assignments and Exercises
The table below lists the areas of grammar, reading assignments, and exercises in
UGE. (Information on what Language Structure Assignment to prepare for each
seminar is given in section 6.) The course includes a great deal of reading, but many
points should be familiar to you already. However, students are all different and will
be more or less familiar with grammar in general and with the rules of English
grammar in particular. Therefore, you have to identify your own strong and weak
points and work individually on improving your English from your own level. Note
that anything that is addressed in the reading assignments, on lecture handouts, or in
PowerPoint presentations may be relevant to the exam, even if it is not treated
explicitly during a lecture or in an assignment.
The plan in the table below, which spans several pages, is organized around the
grammar lectures that form part of the Language Structure course. The leftmost
column provides the number of the lecture and tells you when it takes place (see
your timetable for detailed information on the time and place for each lecture). The
column “Topic(s)” lists the main area(s) of grammar taken up during each lecture.
The column “Reading (UGE)” lists the sections in UGE that you should study before
the lecture. Note that the section assignments are inclusive; for instance, “3.1–3.2”
means that you should read all of sections 3.1 and 3.2, including their subsections, if
any. The abbreviation “Rev.” stands for “Review”; it indicates that the passage has
been part of a previous reading assignment. The rightmost column, “Exercises
(UGE)”, tells you what exercises in UGE you should complete after the lecture but
before your next Language Structure seminar (see your timetable for detailed
information on the time and place for each seminar). You should also check your
answers on the relevant exercises in UGE against the key in the book (Chapter 14)
before the seminar, so that you can ask questions about them, if necessary.
Lecture Topic(s)
 Course introduction
1
2 Sept.
16–17
 Word classes
2
 Clause elements
9 Sept.
14–16
3
16 Sept.
13–14
 Phrases
Reading (UGE)
—
Exercises (UGE)
—
 Chapter 3:
o 3.1–3.2
o 3.4.1–3.4.5
o 3.4.7 (only page 73)
 Chapter 3:
o 3.3
o 3.5.2
 3A (1–5)
 3C
 3E
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Department of English
4
23 Sept.
13–15
 Nouns and articles
5
30 Sept.
13–14
 Verbs and verb phrases I:
o Finite and nonfinite
forms
o Auxiliaries and main
verbs
o Regular and irregular
verbs
o Voice
6
7 Oct.
13–14
 Verbs and verb phrases II:
o Tense forms and the
conditionals
o The progressive and the
simple form
o Mood
o Verb complementation
 Pronouns I:
o Personal, Swedish det
o Reflexive
o Possessive
o Demonstrative
o Interrogative
o Generic reference (man,
den som, etc.)
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14 Oct.
13–14
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
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 Chapter 3:
o 3.2.1 (Rev.)
o 3.3.1 (Rev.)
 Chapter 4
 Appendix 1
 Appendix 2
 Appendix 3
 Chapter 3:
o 3.2.2 (Rev.)
o 3.3.2 (Rev.)
o 3.4.2 (Rev.)
 Chapter 5:
o 5.1–5.3
 Chapter 12:
o 12.5
 Appendix 4
 Appendix 5
 Appendix 6
 Chapter 5:
o 5.4–5.7
 4A–4E
 Chapter 3:
o 3.2.5 (Rev.)
 Chapter 8:
o 8.1–8.5
o 8.10
 Appendix 10
 Appendix 11
 Appendix 12
 8A (1–2, 5–7, 9,
11–12, 14–15, 17–
18, 20)
 8B (1, 3–4, 6, 8–10,
12, 14)
 8C–8D





5A (1, 3, 6–8)
5B
5C (1, 7–10)
5G (1, 3, 8–9)
12B




5A (2, 4–5)
5C (2–6, 11–12)
5D–5F
5G (2, 4–7, 10)
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
8
21 Oct.
13–15
 Pronouns II:
o Relative
o Quantifying
o Exclamatory
o The “wastebasket”
o Gender-neutral noun
phrases
 Prepositions and
prepositional phrases
 Numerals
 Chapter 3:
o 3.2.6 (Rev.)
o 3.2.7 (Rev.)
o 3.3.5 (Rev.)
 Chapter 8:
o 8.6–8.9
o 8.11
 Chapter 9
 Chapter 10:
o 10.1
o 10.3–10.4
 Appendix 13
 Appendix 14
 Appendix 15
 8A (3–4, 8, 10, 13,
16, 19)
 8B (2, 5, 7, 11, 13,
15)
 9A–9B
 10A–10C
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28 Oct.
11–12
 Adjectives
 Adverbs and adverbials
 Word order
 Chapter 3:
o 3.2.3–3.2.4
(Rev.)
o 3.3.3–3.3.4
(Rev.)
 Chapter 6
 Chapter 7
 Chapter 12:
o 12.2
o 12.4.2
 Appendix 7
 Appendix 8
 Appendix 9
 6A–6C
 7A–7C
 12A
Finally, note that there are several parts of UGE that may help you in your grammar
studies even though they are not listed explicitly in the table above:
 The Index at the end of the book makes it easier to find information quickly.
 Chapter 13 provides you with even more exercises (with keys in Chapter 14);
completing these may be useful as you study for the exam.
 Appendix 17 and Appendix 18 provide an English–Swedish glossary and a
Swedish–English glossary, respectively.
 In addition, UGE has a website where you can log in (see the inside cover of
your book for instructions) in order to access even more material.
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Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
3 The Pronunciation Component
3.1 Aim
The aim of the Uttalslära section of the Språkstruktur course is to give you an
introduction to the sound system (phonology) of English and the study of phonetics
in general. By the end of the course you should be familiar with phonetic
terminology, with some of the differences between spellings and sounds in English,
with the difference between British and American English, with some important
differences between Swedish and English speech sounds, and with the International
Phonetic Alphabet as used to describe English. Although there will be some practical
exercises as well, the course is essentially theoretical, and there is no oral (spoken)
pronunciation exam for A1 and HS1/T1 students.
3.2 Structure
The course consists of five pronunciation lectures. Each of these lectures is followed
by a Language Structure seminar, part of which will be devoted to pronunciation.
Note that the lectures and seminars cannot cover all details of the course book, and if
you find any part of the assigned reading difficult to understand you should not
hesitate to bring it up at the lecture, after the lecture, or at the seminar.
3.3 Literature
Rönnerdal, Göran, and Stig Johansson. 2005. Introducing English Pronunciation: Advice
for Teachers and Learners. Lund: Studentlitteratur.
There is an American version and a British version of the book. It does not matter
which one of them you use, since the text is the same in the two books; the variety of
English that is used by the model speaker in the exercises on the CDs that
accompany the book is the only difference. The Workbook that is sometimes sold
together with Introducing English Pronunciation will not be used as part of the course.
You will also be given handouts at some of the lectures, including tables of
phonetic symbols.
3.4 Working with the Book and Exercises
After each lecture, you should read the chapters and sections in Introducing English
Pronunciation that are specified in the course plan (see section 3.5). The book is quite
detailed, and written for a longer course than this is, but if you attend the lectures,
make notes, and download the PowerPoint slides for the lecture, you will find it
much easier to absorb the facts in the book. The exam will be based only on those
parts of the book that are listed in the course plan. The PowerPoint slides for each
lecture will be made available on Studentportalen before the lecture.
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Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Language Structure Assignments 1, 2, 4, 5, and 6 have a Pronunciation part.
These exercises are associated with the topic(s) of the preceding lecture and the
reading assignment listed in the course plan. You should work with the exercises
before the seminar; you may work alone or together with your team as you prefer.
Practise saying the words in the exercises out loud. Make a note of any questions you
may have, and bring them up at the seminar.
3.5 Reading Assignments
The table below lists the reading assignments associated with the pronunciation
lectures and with the pronunciation components of Language Structure seminars.
Lecture Topic(s)
1
9 Sept.
16–17
 Course introduction
 Vowels I:
o Monophthongs
2
23
Sept.
12–13
 Vowels II:
o Diphthongs
 Consonants I:
o Plosives
o Fricatives
3
7 Oct.
12–13
 Consonants II:
o Nasals
o Affricates
o Semi-vowels
o /l/ and /r/
 Sounds in context
 Word stress
4
14 Oct.
12–13
5
21 Oct.
12–13
Reading (Introducing English
Pronunciation)
 Chapter 2:
o 2.3–2.7
 Chapter 3:
o 3.3
 Chapter 4:
o 4.2
 Chapter 5:
o 5.1
o 5.2.1–5.2.4
o 5.2.9–5.2.14
 Chapter 5:
o 5.2.6–5.2.8
o 5.2.15–5.2.18
 Chapter 6:
o 6.2–6.6
o 6.9 (only the main section, pp. 82–
85)
 Chapter 7:
o 7.1
o 7.2.2–7.2.3
o 7.3 (the main section, p. 101)
o 7.3.1
 Chapter 7:
o 7.4
 Chapter 9
 Sentence stress
 American and British
English
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Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
4 The Translation Component
4.1 Description
There are no lectures devoted specifically to translation, although the grammar
lectures (see section 2) are of course highly relevant to translation as well. Instead,
most seminars will contain an exercise that is devoted to translation. Before each of
these seminars, you will translate a short text from Swedish into English (these texts
can be found in the relevant Language Structure Assignments). At these seminars,
the relevant translations will be gone through and any special difficulties will be
taken up; you will also have a chance to ask questions about cases where your
translation differs from the teacher’s suggestions.
4.2 Literature
Estling Vannestål, Maria. 2007. A University Grammar of English with a Swedish
Perspective. Lund: Studentlitteratur. (= UGE)
Longman Dictionary of Contemporary English. The most recent (sixth) edition is from
2014.
5 The Vocabulary Component (A1 Students
Only)
5.1 Description
There are no lectures devoted to vocabulary. Instead, A1 students will be expected to
prepare a chapter in Focus on Vocabulary 2 as a self-study exercise that forms part of
Language Structure Assignments 1, 2, 4, 5, and 6. (See each Language Structure
Assignment for information on what specific parts of Focus on Vocabulary 2 to
prepare.) Obviously, the more you work on vocabulary (that is, the more chapters
you work on), the more you will learn, and we recommend that you work with the
other chapters in the book as well; note that the last chapter in each unit, Strategy
Practice, is specifically designed to help you with your vocabulary learning. As you
complete the exercises in Focus on Vocabulary 2, you will also get used to working
with an English–English dictionary.
In addition to the self-study exercises mentioned above, seminars 3 and 7
contain extra vocabulary exercises for A1 students, and these form part of the
seminar tasks that will be gone through during the seminar. Some of these exercises
concern Focus on Vocabulary 2; others are based on questions from previous Language
Structure exams.
However, note that a large part of the vocabulary component of the Language
Structure course consists of your own independent work. The exam may contain
questions on any of the words in the Index of Target Words at the end of Focus on
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Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Vocabulary 2. In addition, questions may concern the nouns, verbs, adjectives, etc.
that are related to the words in the Index of Target Words; for instance, as the noun
exclusion is listed in the Index, you are also expected to understand and be able to
answer questions on related words such as the verb to exclude, the adjective exclusive,
and the adverb exclusively.
5.2 Literature
Longman Dictionary of Contemporary English. The most recent (sixth) edition is from
2014.
Schmitt, Diane, and Norbert Schmitt. 2011. Focus on Vocabulary 2: Mastering the
Academic Word List. Pearson Education.
6 Seminars and Question Time
Since the exact seminar schedule will differ slightly depending on which A1/T1
group you belong to, it is not possible to provide comprehensive information on
scheduling in this compendium; please see your TimeEdit schedules for when and
where each seminar takes place. Instead, the content of the seminars will be
described below.
Most seminars in the Language Structure module are devoted to going through
the seminar tasks in a Language Structure Assignment. Each Language Structure
Assignment is divided into seminar tasks (section 1 of each assignment) and selfstudy tasks (section 2 of each assignment); you need to complete all seminar tasks in
the relevant Language Structure Assignment before the seminar. There are always
grammar tasks; for most seminars, there are tasks on pronunciation and translation;
and for A1 students, there are sometimes vocabulary tasks. All Language Structure
seminars that are two or three hours in length will be devoted to going through the
seminar tasks in a Language Structure Assignment; before the first such seminar, you
need to complete the seminar tasks in Language Structure Assignment 1, before the
second, you need to complete the seminar tasks in Language Structure Assignment 2,
and so on. All Language Structure Assignments are supplied in this compendium.
Attendance at all seminars where Language Structure Assignments are gone through
is mandatory (see section 1.4 for details).
There are also two Language Structure seminars on your schedule that only last
for one hour. For these seminars, there is no Language Structure Assignment to
prepare. The first of these, which takes place just after the course starts, is devoted to
introducing the course and returning and going through your diagnostic tests. For
the second one-hour seminar, which takes place in the second half of the course, you
will be expected to have completed an old Language Structure exam by way of
preparation. More information on this seminar will be given by your seminar
teacher. Note that attendance is mandatory for the second of these one-hour
seminars.
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Autumn/Fall Term 2015
In addition to lectures and seminars, we provide three so-called Question-Time
(Frågestund) sessions. You can use these sessions to ask questions about course
content that you are still not certain that you have understood fully. Attendance at
these Question-Time sessions is optional.
 There will be a one-hour Question-Time (Frågestund) session twice during the
term (on 7 October and on 21 October). If you still have questions on grammar
that you feel have not been answered after a seminar or lecture, you can take
them to Question Time. You can also use Question Time to get answers to
questions about passages in UGE that were not gone through explicitly during a
grammar lecture. Note that, during these two Question-Time sessions, the main
focus will be on questions concerning English grammar.
 Finally, on 4 November, there will be a two-hour Question-Time session with
all Language Structure teachers present. During this session you will be able to
ask questions about all components of the Language Structure course.
Note that all A1/HS1/T1 students attend the same Question-Time sessions.
13
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Language Structure Assignment 1
1 Seminar Tasks
1.1 Grammar Tasks
Task 1. Word Classes, Clause Elements, and Noun Phrases
a.
b.
c.
Pick out the clause elements in sentences (1)–(6) below.
Define the word class of each word (except articles) in sentences (1)–(6).
Identify all noun phrases in sentences (2)–(6) and fill in the components of each
noun phrase in the correct slots in the table below the sentences (the noun
phrases of sentence [1] have already been entered into the table as an example).
Do not identify noun phrases that form part of other noun phrases.
1)
She deserves a present.
2)
The chef served us lunch on the patio.
3)
She gave me a book about race horses.
4)
My brother’s new friend keeps a python in his bathtub.
5)
A woman who lives in our street grows beautiful roses.
6)
She seems a nice girl.
Determiner Premodifier Head
a
Postmodifier
She
present
14
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 2. The Structure of Noun Phrases
a.
b.
Identify determiners, premodifiers, heads, and postmodifiers in the noun
phrases in (1)–(2) below. Label the constituents D, PRE, H, and POST.
1)
their very interesting books on this topic
2)
the bronze statue that you like
Explain why it is important to be able to find the head of a noun phrase.
Task 3. Clause Elements, Verbs, and Phrases
First, identify the clause elements – subject (S), verb (V), direct object (Od), indirect
object (Oi), subject predicative (Ps), object predicative (Po), and adverbial (A) – of
each of sentences (2)–(7) and indicate where the boundaries between the clause
elements are. Secondly, use this information on clause elements to decide whether
the main verb in each of (2)–(7) is intransitive, transitive, or a linking verb. Thirdly,
all clause elements in (2)–(7) consist of phrases. Phrases vary in length – they can be a
single word or several words – but even if they consist of only a single word (e.g. a
noun phrase consisting of a pronoun), they still count as phrases. State which type of
phrase – noun phrase (NP), verb phrase (VP), adjective phrase (AdjP), adverb
phrase (AP), or prepositional phrase (PP) – each clause element in (2)–(7) consists of.
You get an example answer in (1).
1)
You | should heat | the olive oil | in a pot. You: S (NP). should heat: V (VP).
the olive oil: Od (NP). in a pot: A (PP). Since (1) contains at least one object
but no predicative, the main verb heat in (1) is transitive.
2)
The French artist who won the contest sang beautifully.
3)
Unfortunately, English teams have bought our best football players.
4)
Dave was in the kitchen.
5)
He was telling my oldest cousin his biggest secret.
6)
We called our first child Henrietta.
7)
That Italian cheese was really lovely.
Task 4. Adverbs and Adverbials
A word like never, which belongs to the word class adverbs, can function as the
clause element adverbial (e.g. He never tells lies). However, is there always a one-toone correspondence between adverbs and adverbials (i.e. do adverbs always function
as adverbials, and are adverbials always adverbs)? Discuss this question after you
have identified the adverbs and adverbials in sentences (1) and (2).
1)
He was telling lies the whole time.
2)
This car is extremely fast.
15
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 5. Clause Elements: Ambiguous Cases
Identify the clause elements of sentences (1)–(9): subject (S), verb (V), direct object
(Od), indirect object (Oi), subject predicative (Ps), object predicative (Po), and
adverbial (A). In some sentences, two interpretations are possible; for those
sentences, provide both interpretations.
1)
They are working this evening.
2)
They are dreading this evening.
3)
She was eating chicken with mushroom sauce.
4)
She was eating chicken with chopsticks.
5)
She hit the man with a stick.
6)
They found her a good friend.
7)
She made me furious.
8)
She made me a cake.
9)
I have become a teacher.
1.2 Pronunciation Tasks
Task 1. General
a.
Read the following extract (from the poem “The Chaos” by Gerard Nolst
Trenité). If you don’t know how some of the words are pronounced, use a
dictionary to look them up. Find examples in the poem of the following:
1)
Different spellings for the same sound.
2)
Spellings where the same letter(s) have different pronunciations in
different words.
“Just compare heart, beard, and heard,
Dies and diet, lord and word,
Sword and sward, retain and Britain.
(Mind the latter, how it’s written.)
Now I surely will not plague you
With such words as plaque and ague.
But be careful how you speak:
Say break and steak, but bleak and streak;
Cloven, oven, how and low,
Script, receipt, show, poem, and toe.
[…]
16
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Billet does not rhyme with ballet,
Bouquet, wallet, mallet, chalet.
Blood and flood are not like food,
Nor is mould like should and would.
Viscous, viscount, load and broad,
Toward, to forward, to reward.
And your pronunciation’s OK
When you correctly say croquet,
Rounded, wounded, grieve and sieve,
Friend and fiend, alive and live.”
b.
Why is a transcription system necessary for English?
Task 2. Vowels: Monophthongs
a.
b.
c.
How could the term monophthong be defined?
What do the terms open vowel and close vowel stand for? Are the vowels in
the following words open or close?
heat
heart
fat
fit
What do the terms back vowel and front vowel stand for? Are the vowels in
the following words back or front?
mood
mock
mad
meal
Task 3. IPA Exercises
Say the words out loud when you complete the exercises, to get used to the
relationship between the sound and the symbols.
a.
How are the letters e, ea and eo pronounced in the words in the table below?
Mark the first instance of e, ea or eo in each word with a “1” in the relevant box,
and the second instance (where relevant) with a “2”, as in the first example.
/ɪ/
1)
legend
2)
English
3)
demon
4)
seven
5)
treacherous
6)
precious
7)
breathe
8)
breath
/i:/
17
/e/
/ə/
1
2
Uppsala University
Department of English
b.
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
How are the instances of o pronounced in the following words?
/ʌ/
c.
1)
worth
2)
wonder
3)
London
4)
core
5)
comfort
6)
confirm
7)
worship
/ɜː/
/ɔː/
/ə/
How is the vowel sound in each of the following words pronounced?
/ʊ/
1)
food
2)
hut
3)
wool
4)
sword
5)
threw
6)
alter
7)
foot
8)
land
/ʌ/
/æ/
/ɔː/
/uː/
d.
Where would there normally be instances of ‘schwa’ /ə/ in the following words
taken from Focus on Vocabulary? Practise by pronouncing the words out loud.
media
vision
promote occur
obtain
focus
e.
How is the noun emphasis pronounced?
1) /ˈemfəsaɪz/
2) /ˈemfəsɪs/
3) /ˈemfəzɪz/
f.
Write the following words in phonetic symbols (IPA). Use the transcription
guide on the cover of Introducing English Pronunciation and the Longman
dictionary if needed.
source
symbol
complex
word
18
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
2 Self-study Tasks
2.1 Grammar Tasks
Task 1. Word Classes
Identify the word class of every underlined word in extracts (1) and (2).
1)
ODD, odd, odd, was Lenina’s verdict on Bernard Marx. So odd, indeed,
that in the course of the succeeding weeks she had wondered more than
once whether she shouldn’t change her mind about the New Mexico
holiday, and go instead to the North Pole with Benito Hoover. The trouble
was that she knew the North Pole, had been there with George Edzel only
last summer, and what was more, found it pretty grim. Nothing to do, and
the hotel too hopelessly old-fashioned – no television laid on in the
bedrooms, no scent organ, only the most putrid synthetic music, and not
more than twenty-five Escalator-Squash Courts for over two hundred
guests. No, decidedly she couldn’t face the North Pole again. Added to
which, she had only been to America once before. And even then, how
inadequately! A cheap week-end in New York – had it been with JeanJacques Habibullah or Bokanovsky Jones? She couldn’t remember.
Anyhow, it was of absolutely no importance. The prospect of flying West
again, and for a whole week, was very inviting. Moreover, for at least
three days of that week they would be in the Savage Reservation. Not
more than half a dozen people in the whole Centre had ever been inside a
Savage Reservation. As an Alpha-Plus psychologist, Bernard was one of
the few men she knew entitled to a permit. For Lenina, the opportunity
was unique. And yet, so unique also was Bernard’s oddness that she had
hesitated to take it, had actually thought of risking the Pole again with
funny old Benito. (From Brave New World by Aldous Huxley)
2)
“At that moment,” Iran said, “when I had the TV sound off, I was in a 382
mood; I had just dialled it. So although I heard the emptiness
intellectually, I didn’t feel it. My first reaction consisted of being grateful
that we could afford a Penfield mood organ. But then I realized how
unhealthy it was, sensing the absence of life, not just in this building but
everywhere, and not reacting – do you see? I guess you don’t. But that
used to be considered a sign of mental illness; they called it ‘absence of
appropriate affect’. So I left the TV sound off and I sat down at my mood
organ and I experimented. And I finally found a setting for despair.”
(From Do Androids Dream of Electric Sheep? by Philip K. Dick)
19
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 2. Clause Elements
Identify the clause elements in sentences (1)–(19) below. Each clause is an example of
one of the basic clause types SV, SVOd, SVPs, SVA, SVOiOd, SVOdPo, and
SVOdA. Optional adverbials can be added to these types.
1)
The bees were buzzing.
2)
Eeyore is listening.
3)
Pooh lives in the Seven-Acre Wood.
4)
We must bring provisions.
5)
I was forgetting Eeyore.
6)
We really must be going home.
7)
Outside his house he found Piglet.
8)
I brought a little present.
9)
Piglet brought Eeyore a balloon.
10) Pooh and Piglet were listening very eagerly.
11) Pooh put his head between his paws.
12) Piglet felt very miserable.
13) He was good company.
14) My tail is cold.
15) Christopher made his mother sad.
16) The animals made him their leader.
17) Kanga got the bath water ready.
18) I must give him something.
19) They had seen something very exciting.
Task 3. Identifying and Analysing Noun Phrases
a.
b.
Identify the noun phrases in sentences (1)–(8) below. Do not identify noun
phrases that form part of other noun phrases.
Identify the constituent parts – determiner(s), premodifier(s), head, and
postmodifier(s) – of each noun phrase that you identify. Label the constituents
D, PRE, H, and POST.
1)
That man took Elizabeth’s purse.
2)
Can you read my handwriting?
3)
I would like to buy some chocolate now.
4)
Don’t tell lies!
5)
The woman in the garden is my mother’s cousin.
6)
Dogs are my favourite animals.
7)
New cars which run on ethanol are better for the environment.
8)
In a 16th-century treatise on alchemy, the author tried to explain how lead
could be turned into precious metals.
20
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 4. Agreement
a.
b.
Provide the correct present tense form of the verb within parentheses in each of
sentences (1)–(10) below. Be careful to check whether the head of the subject
noun phrase is singular or plural.
1)
The previous owners of the house __________ (have) forgotten to cancel
the paper.
2)
The answers on this side of the page __________ (be) all correct.
3)
The owners of the racehorse __________ (suspect) foul play.
4)
The owner of the three dogs __________ (have) complained to the
authorities.
5)
My brother and his friend Jack __________ (be) coming to see me today.
6)
My neighbour, who owns three sports cars, often __________ (complain)
about the lack of parking space.
7)
My mother and father __________ (have) promised to give me a lift.
8)
The books on the shelf __________ (belong) to the school.
9)
The details of the project __________ (have) not yet been revealed.
10) The accident, which took place three days ago, __________ (be) the worst
of its kind so far.
Find all subjects and present-tense verb forms in sentences (11)–(14) below
and check whether the present-tense verb forms agree with their subjects.
Suggest possible reasons for the errors you find.
11) *A successful pianist practice every day.
12) *We can now see horrible pictures that shows how people suffers in these
countries.
13) *These problems in last year’s course has still not been dealt with.
14) *They are always nice to you and tries to do their best to help.
2.2 Vocabulary Task from Focus on Vocabulary 2 (A1
Students Only)
Prepare Chapter 1, Technology and Society. Do the exercises under the headings
Word Meaning and Word Families. Remember that the more you work on
vocabulary the more you will learn!
21
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Language Structure Assignment 2
1 Seminar Tasks
1.1 Grammar Tasks
Task 1. Singular or Plural?
a.
b.
c.
Translate sentences (1)–(8) into English. Pay special attention to differences in
number between Swedish and English and explain the differences that you
find.
1)
Var är pengarna jag gav dig? Jag kan inte hitta dem någonstans.
2)
De här nyheterna var oväntade.
3)
Jag fick de där upplysningarna alldeles för sent.
4)
Polisen verkar inte veta vad de ska göra.
5)
Jag måste ha en sax för att öppna det här paketet.
6)
Det var ett tungt arbete att ta sig igenom alla dessa dokument.
7)
Du gav mig ett bra råd.
8)
Skulle du vilja byta plats med mig?
Look up the uncountable nouns and invariable plural nouns that occur in
sentences (1)–(8) in the Longman dictionary. What grammar codes are used in
the dictionary to indicate that a noun is uncountable or an invariable plural?
Find errors concerning singular and plural forms in sentences (9)–(16); correct
the errors and explain your corrections.
9)
*I will be needing all my new knowledges.
10) *Journalists are only interested in creating an interesting story about a
news.
11) *Alcohol has been a part of Western culture for centurys.
12) *One of the basis of democracy is education.
13) *Comics appeals to people of all ages.
14) *Mathematics are his favourite subject at school.
15) *This is a very popular TV crime serie.
16) *When we decide which applicant will get the job, previous experience is
an important criteria.
22
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 2. Translation Problems
Translate sentences (1)–(6) into English and explain any grammatical changes that
you need to make concerning the use of nouns and articles, including word order.
1)
Det är positivt att inflationen är låg i år.
2)
Han har visat ett stort tålamod och är alltid på gott humör.
3)
Min fru jobbar på kontor. Hon har fått arbete som sekreterare. Hon är
sekreterare åt verkställande direktören på ett stort företag.
4)
Hon är expert på den viktorianska litteraturen.
5)
De måste betala skadestånd för skadorna de gjort på bilen.
6)
Det här är ett så viktigt problem att vi måste lösa det omedelbart.
Task 3. Multiple Choice
Indicate the correct answer to each question by encircling the number that precedes
it. There is only one correct answer to each question.
a.
Is the sentence Prices have fallen lately grammatically correct? Why?
1)
Yes, because prices is a plural noun used in a specific sense and should
thus take no article.
2)
No, because prices is a plural noun used in a specific sense and should thus
take the definite article.
3)
Yes, because prices is a plural noun used in a generic sense and should
thus take no article.
4)
No, because prices is a plural noun used in a generic sense and should thus
take the definite article.
b.
Is the sentence My sister and I have same taste in clothes grammatically correct?
Why?
1)
No, because the adjective same should be preceded by the definite article
in English.
2)
No, because the adjective same should be preceded by the indefinite article
in English.
3)
Yes, because the adjective same should not be preceded by an article in
English.
4)
No, because the adjective same should be preceded by a possessive
pronoun or a genitive noun phrase in English.
c.
Is the sentence The clergy is demanding higher wages grammatically correct? Why?
1)
No, because clergy is an invariable singular noun.
2)
No, because clergy is an invariable plural noun.
3)
Yes, because clergy is an invariable singular noun.
4)
Yes, because clergy is an invariable plural noun.
23
Uppsala University
Department of English
d.
e.
f.
g.
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Is the sentence The French literature is my favourite subject grammatically correct?
Why?
1)
Yes, because literature is an uncountable noun used in a specific sense and
should thus take the definite article.
2)
Yes, because literature is an uncountable noun used in a generic sense and
should thus take the definite article.
3)
No, because literature is an uncountable noun used in a specific sense and
should thus take no article.
4)
No, because literature is an uncountable noun used in a generic sense and
should thus take no article.
Which statement about English nouns is true?
1)
English countable singular nouns do not take the indefinite article.
2)
English nouns always end in -(e)s in the plural.
3)
English uncountable nouns lack plural forms.
4)
English proper nouns do not begin with an upper-case letter.
Is the sentence My sister is physician correct? Why?
1)
No, because nouns denoting occupations should take the indefinite article
when they are used as predicatives in English.
2)
No, because physician is an invariable plural in English.
3)
Yes, because uncountable nouns used in a generic sense take no article in
English.
4)
Yes, because plural nouns used in a generic sense take no article in
English.
What are the singular and plural forms of the English noun lady?
1)
Common-case singular lady, genitive singular lady’s, common-case plural
ladys, genitive plural ladys’.
2)
Common-case singular lady, genitive singular lady’s, common-case plural
ladies, genitive plural ladies’.
3)
Common-case singular lady, genitive singular ladie’s, common-case plural
ladies, genitive plural ladies’.
4)
Common-case singular lady, genitive singular lady’s, common-case plural
ladies, genitive plural ladies’s.
Task 4. The Genitive
a.
Which of the Swedish noun phrases in (1)–(3) would normally be translated
into English using a genitive construction, and which would be normally be
translated using the of-construction? Translate the phrases and justify your
response with reference to UGE.
1)
stenens storlek
2)
Jimmys bil
3)
de okunnigas försvar (okunnig = ignorant)
24
Uppsala University
Department of English
b.
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Complete sentences (5)–(7) below according to the format given in sentence (4).
4)
Jane has a pony; it is Jane’s pony.
5)
My brother has a house; it is __________ house.
6)
Her children have a trampoline; it is __________ trampoline.
7)
The students have a car; it is __________ car.
Task 5. Spot the Errors
Find the grammar problems in sentences (1)–(12) below, correct the errors, and
explain why the correction is necessary.
1)
*You can’t do it without a permission.
2)
*The Western culture is spreading.
3)
*In society of today there is debate about whether euthanasia should be
allowed.
4)
*The pop culture has big influence on young people today.
5)
*The UN are in financial difficulty.
6)
*If the drugs were legalized, the organized crime would no longer plague
the society.
7)
*This was an important reform for the middle-class women.
8)
*The media have capacity to reach many people around the world.
9)
*The news on TV were really depressing.
10) *The unemployed’s situation has gone from bad to worse.
11) *Alcohol and tobacco is dangerous for young people.
12) *My three sister’s cars have all broken down.
1.2 Pronunciation Tasks
Task 1. Vowels: Diphthongs
a.
b.
How does the concept of open and close vowels apply to diphthongs? If you
say the word boy, how does your mouth move? What about the word how?
IPA exercise. How are the vowel sounds in the following words pronounced?
/aɪ/
/aʊ/
1) hair
2) weird
3) doubt
4) howl
5) hole
6) climb
7) beer
8) bear
25
/ɪə||ɪ(ə)/
/eə||e(ə)/
/əʊ||oʊ/
Uppsala University
Department of English
c.
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
What diphthongs do you find in the following words, taken from Focus on
Vocabulary? Practise by pronouncing the words out loud.
allocate
rational
authority
survey
colleague
precise
criteria
identical
minority
d.
How is -able in the word considerable pronounced?
1) /-eɪbl/
2) /-əbl/
3) /-ʌbl/
e.
Which word(s) do the phonetic symbols /ɪmˈplaɪ/ correspond to?
1)
2)
3)
employ
imply
in play
Task 2. Consonants, Part 1
a.
Many native English-speakers have problems counting how many times the
letter “f” occurs in a sentence like
Finished files are the result of years of scientific study.
b.
The sentence has five instances of the letter “f”, but many native speakers will
only notice three of them. Why do you think that is?
Which of the following words begin with a voiced sound, and which words
begin with a voiceless sound?
voiced
voiceless
1) party
2) manner
3) basic
4) goat
5) coat
6) share
7) final
8) voiceless
26
Uppsala University
Department of English
c.
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
How are the letters in italics pronounced in the following words? Practise by
saying the words out loud.
/s/
/z/
1) place
2) price
3) prize
4) is
5) us
6) spies
7) jazz
8) knees
9) seal
10) zero
d.
Do the following words (taken from Focus on Vocabulary) have a voiceless /s/ or
a voiced /z/ (a few words have more than one instance)?
access
expose
e.
bias
prioritize
comprise
pursue
consist
exceed
design
diverse
How is th pronounced in the following words?
/θ/
/ð/
1) smooth
2) thermometer
3) cathedral
4) though
5) Mathilda
6) breathe
7) Thames
8) hypothesis
9) they
27
/t/
ethics
focus
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
1.3 Translation Task
Translate the text below into correct and idiomatic English. Write down any points
where you had difficulty finding an appropriate translation and be prepared to
discuss them at the seminar.
1)
Forskare vid University of Minnesota har undersökt hur pengar påverkar
människors beteende. De upptäckte att blotta tanken på pengar fick
försökspersonerna att agera egoistiskt och bli mindre samarbetsvilliga.
2)
I ett av experimenten testade de hjälpsamheten hos personer som läst
texter om pengar och personer som läst om andra saker.
3)
Efter att försökspersonerna slutat läsa bad en student dem om hjälp med
att lösa en uppgift. De som hade läst om pengar lade ned hälften så
mycket tid med att hjälpa till jämfört med dem som läst texter om andra
ämnen.
4)
Psykologerna ser detta som ett bevis för att pengar främjar en önskan om
att vara oberoende och motverkar lusten att hjälpa andra.
2 Self-study Tasks
2.1 Grammar Tasks
Task 1. Plural Formation
a.
b.
Fill in the plural form of the following singular nouns. If the noun is
uncountable, think of some suitable way of conveying the plural meaning.
1)
university
Plural: a couple of __________
2)
woman
Plural: many __________
3)
furniture
Plural: several __________
4)
analysis
Plural: some __________
5)
knife
Plural: two __________
Fill in the singular form of the following plural nouns.
6)
stimuli
Singular: a __________
7)
phenomena
Singular: a __________
8)
tomatoes
Singular: a __________
Task 2. Articles
a.
Insert the definite article whenever necessary to complete the translated
sentences below. The sentences should be understood as having no further
known context.
Man vet att bilarna förstör miljön i de svenska städerna. För att bli av med
problemet borde cyklisterna uppmuntras.
It is known that ______ cars destroy ______ environment in ______ Swedish
cities. To alleviate the problem, ______ cyclists should be encouraged.
28
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b.
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Cross out any article that is not needed in the English translation of the Swedish
sentence below.
Naturen är en viktig rekreationskälla för människorna i det moderna svenska
samhället.
The nature is an important source of recreation to the people in the modern
Swedish society.
Task 3. Types of Nouns
In sentences (1)–(5) below, each of the underlined nouns belongs to one of the
following categories: invariable singulars, invariable plurals, logical singulars, or
logical plurals. State which category each underlined noun belongs to.
1)
People may think you’re crazy.
2)
Hurdles is Sanna Kallur’s favourite track and field event.
3)
My scissors are dull.
4)
The US is slowly recovering from the recession.
5)
If you go to Växjö, you have to change trains when you reach Alvesta.
Task 4. More on Articles
Do the nouns in (1)–(9) below take the definite article or not? What rule, if any,
applies in each case?
1)
EU
2)
Internet
3)
Netherlands
4)
Lake Superior
5)
Alps
6)
Washington Post
7)
Kennedys
8)
Easter
9)
Indian Ocean
2.2 Vocabulary Task from Focus on Vocabulary 2 (A1
Students Only)
Prepare Chapter 5, Influencing the Customer. Do the exercises under the headings
Word Meaning and Word Families. Remember that the more you work on
vocabulary the more you will learn!
29
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Language Structure Assignment 3
1 Seminar Tasks
1.1 Grammar Tasks
Task 1. Modal Auxiliaries
a.
b.
c.
Translate sentences (1)–(6) into Swedish and explain which meaning
(permission, ability, etc.) the English modal auxiliary in each sentence
expresses.
1)
This may be true.
2)
Ask John if he will help Kate.
3)
May I use your phone?
4)
If you should be back before 9 o’clock, please give me a ring.
5)
You might have said that the meeting had been cancelled.
6)
The President should be here any minute.
Complete sentences (7)–(10) below by using either would or should, and explain
why would or should should be used in each sentence.
7)
People __________ drive more carefully.
8)
People __________ drive more carefully if they realised what harm they
could cause.
9)
When I was a child, we __________ spend hours climbing the oak tree.
10) The angry neighbour insisted that the boy __________ pay for the damage
he had done.
Translate (11)–(12) into English and explain the changes that you have to make
to the Swedish sentences; then translate (13) into Swedish and explain the
changes you have to make to the English sentence.
11) Jag kan inte den här dikten utantill.
12) Stephen har inte kunnat hitta ägaren till halsbandet.
13) Jane must not find out how old I am.
Task 2. Finite and Nonfinite Verb Forms
a.
Pick out the finite and nonfinite verb forms in sentences (1)–(4).
1)
When will you arrive?
2)
My friends have no car now, but they will get one next year.
3)
We would have had a lovely time if someone had not stolen our car.
4)
They must have been watching the game when we rang the doorbell.
30
Uppsala University
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b.
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
In each verb phrase in sentences (5)–(9) below, the main verb is a nonfinite verb
form: state what type of nonfinite verb form each main verb is.
5)
We have been driving for three hours now, but we still haven’t found your
house.
6)
Did you tell Janet that we are coming to her party next week?
7)
No, I haven’t told her yet.
8)
Jim had already invited us to his party when we were invited to Janet’s.
9)
Everyone is being flooded with invitations to parties this month.
Task 3. Modal and Primary Auxiliaries
Identify the modal and primary auxiliaries in sentences (1)–(4) below.
1)
The weather may improve tomorrow.
2)
I didn’t study very hard for the first exam.
3)
Did you buy your new computer before prices were raised last week?
4)
We would have been enjoying a nice meal right now if you hadn’t left
your wallet at home.
Task 4. Multiple Choice
Indicate the correct answer to questions (a) and (b) by encircling the number that
precedes it. There is only one correct answer to each question.
a.
Which statement about English auxiliaries is true?
1)
Modal auxiliaries have only non-finite forms.
2)
Primary auxiliaries have only non-finite forms.
3)
Modal auxiliaries can also be used as main verbs.
4)
Primary auxiliaries can also be used as main verbs.
b.
Which statement about English auxiliaries is true?
1)
The next verb form after a modal auxiliary is always a past participle.
2)
The next verb form after auxiliary be is always a past participle.
3)
The next verb form after a modal auxiliary is always an infinitive.
4)
The next verb form after auxiliary be is always an infinitive.
31
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 5. The Passive Voice
a.
b.
Identify the clause elements of sentences (1)–(5) below. Then try to transform
all of sentences (1)–(9) from the active to the passive voice. Make sure that all
features of each active verb phrase (e.g. the progressive or the perfect) are also
present in your passive version. Can all of the sentences be made passive? If
not, why not? Does the agent always need to be expressed in the passive
version?
1)
Two thugs threw Hugh out of the pub.
2)
Somebody has broken two windows.
3)
She is a very nice girl.
4)
You can borrow books at the library.
5)
Two police officers in uniform were following the man.
6)
The sun rises at 5.11 a.m. in August.
7)
Susan gave me a book when I turned twenty-one.
8)
They didn’t use telephones in the 19th century.
9)
They added sulphur to the solution before the experiment.
When is the passive voice more suitable than the active voice?
Task 6. Spot the Errors
Find the grammar problems in sentences (1)–(2) below, correct the errors, and
explain why the correction is necessary.
1)
*I would had died if I had not got out of the car.
2)
*She became hurt by his spiteful remark.
1.2 Translation Task
Translate the text below into correct and idiomatic English. Write down any points
where you had difficulty finding an appropriate translation and be prepared to
discuss them at the seminar.
1)
Helvetet, sägs det, är det ställe där engelsmännen lagar maten.
2)
Naturligtvis är ett sådant påstående djupt orättvist mot den engelska
maten, som brukar vara förskräckligt tråkig, men som faktiskt har blivit
mycket bättre under de senaste årtiondena.
3)
Trots att den berömda engelska frukosten med bacon och ägg inte äts i alla
engelska hem längre serveras den fortfarande på tusentals kaféer runtom i
landet och är populär bland både britterna själva och turisterna.
4)
Den är inte särskilt dyr, men den som är van att lägga ut mer pengar kan
använda dem för att bekosta en betydligt dyrare frukost på Ritz, en av
Londons mest kända restauranger.
5)
Ritz ligger bara ett stenkast från Piccadilly Circus, i centrala London.
32
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A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
1.3 Vocabulary Tasks (A1 Students Only)
Task 1. Focus on Vocabulary 2
Prepare Chapter 9, How Office Space Affects Behavior. Do the exercises under the
headings Word Meaning and Word Families. Remember that the more you work on
vocabulary the more you will learn!
Task 2. Choose the Academic Word
Select the appropriate word from the list below and insert it in sentences (1)–(5).
Note that the word should not be changed in any way.
administrative
domain
1)
2)
3)
4)
5)
decline
inherent
evidence
confine
specify
exceed
emphasis
ignorance
An environmental group found levels of lead in children’s juice products
that far __________ the legal limit.
The 1929 Stock Market Crash was a sharp __________ in U.S. stock market
values that contributed to the Great Depression of the 1930s.
Research shows that babies are far from being blank slates; they actually
have an __________ sense of right and wrong.
The Afghan president has called for the United States to __________ its
troops to military bases by next year.
The teacher said our exams would be marked fairly quickly, but did not
__________ exactly when.
Task 3. Find a Synonym
Select the appropriate academic words from those offered below for the underlined
words in sentences (1)–(5). Be sure to use the correct form of the word.
volunteer
reveal
1)
2)
3)
4)
5)
confine
commit
deduce
anticipate
transfer
advocate
reverse
accumulate
In his efforts to limit the fire to the kitchen he burned his arms and hands.
She speaks in favour of increasing our salary next year.
We worked out that the reason for this was the high prices on fuel.
Fifteen of the students offered to take part in the experiment.
We do not foresee any problems with the current proposal.
33
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
2 Self-study Tasks
2.1 Grammar Tasks
Task 1. Irregular Verbs
a.
b.
c.
Fill in appropriate forms of irregular verbs in the 62 blanks below. Do not use
the progressive. Choose different verbs in (30) and (31), and also in (26) and
(43). Note that some blanks will require you to use more than one word.
Provide the principal parts of all the English verbs used in (1)–(62) below.
Which of the forms in (1)–(62) are finite and which are nonfinite? Explain how
finite and nonfinite verb forms are combined to form verb phrases in English.
Tom, Dick and Harry had (1) __________ weeks planning
their holiday. They had (2) __________ out articles about
Yorkshire, and had (3) __________ maps of the
countryside or (4) __________ them up on the walls.
Unfortunately, the holiday was (5) __________ by a
number of accidents. Tom (6) __________,
Dick was (7) __________ by a wasp and Harry was
(8) __________ by hundreds of mosquitoes. The boat they
had (9) __________ leaked and (10) __________.
When they had (11) __________ to the shore, they were
(12) __________ by an angry bull. Their clothes were
(13) __________when they (14) __________ across
the field and (15) __________ themselves across a barbed
wire fence. Tom (16) _________ that he had (17) _________
his camera, which he had been (18) __________ by his
parents. He almost (19) __________ and (20) __________
his nose every five minutes. Dick (21) __________
on the grass, because his left leg (22) __________
terribly and he soon (23) __________.
When he (24) __________, he (25) __________even
worse. He (26) __________, but when he (27) __________
to walk, he stumbled and (28) __________ double in pain.
Harry (29) __________ he (30) __________ go and get help
though he (31) __________ walk barefoot, as one of his
shoes had (32) __________ in the mud by the lake. He
(33) __________ his friends and (34) __________ to the
road. Soon he (35) __________ a car. The man who
(36) __________ it (37) __________his shouts and stopped.
He (38) __________ them to his house,
(39) __________ them to take off their wet clothes and
34
1 tillbringa
2 klippa
3 sprida ut
4 hänga
5 fördärva
6 bli förkyld
7 sticka
8 bita
9 bygga
10 sjunka
11 simma
12 möta
13 slita sönder 14 fly
15 kasta
16 finna 17 tappa bort
18 ge
19 gråta 20 snyta sig
21 lägga sig
22 göra ont
23 somna
24 vakna 25 känna sig
26 resa sig 27 börja
28 böja sig
29 tänka 30 måste
31 måste
32 fastna
33 lämna 34 gå
35 se
36 köra
37 höra
38 ta
39 säga åt
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
(40) __________ them to bed. When they had
(41) __________, they
(42) __________ like logs. The following morning,
they (43) __________ early. The kind man
had (44) __________ an enormous breakfast, and
they (45) __________everything on the table, as they had
not (46) __________ or (47) __________ anything for
twelve hours. They (48) __________on their clothes, which
were dry, but had (49) __________a little. The boys looked
as if they had (50) __________ a bit during the night.
Suddenly the clock in the kitchen (51) __________
twelve. They (52) __________ no idea it was so late, as
they had not (53) __________their watches. They asked
the man how much bed and breakfast in his house
(54) __________ but he (55) __________ his head
and (56) __________, “Nothing.” But they (57) __________
him a little, anyhow. Then the telephone (58) __________.
It was a neighbour, who had (59) __________ Tom’s
camera and Harry’s shoe, which (60) __________them
very pleased. On their way home they (61) __________
never to take an outdoor holiday again, and the
following year they (62) __________ to Paris instead.
40 skicka
41 gå och lägga sig
42 sova
43 stiga upp
44 laga
45 äta
46 äta
47 dricka
48 sätta på sig
49 krympa
50 växa
51 slå
52 ha
53 dra upp
54 kosta
56 säga
58 ringa
59 hitta
60 göra
61 svära
55 skaka
57 betala
62 flyga
Task 2. More Irregular Verbs
Fill in the appropriate form of an irregular verb in each of the blanks. Use the simple
(non-progressive) form if at all possible. Note that some of the blanks will require
you to use more than one word.
Bära. The bride was very pretty. She __________ 1 a short white dress and
__________ 2 a bouquet of wild flowers. After years of hard work, their efforts have
__________ 3 fruit.
Slå. We were very pleased when our team __________ 4 the others by six to four.
Cinderella had to leave the ball when the clock __________ 5 twelve. You have
__________ 6 the nail on the head. He first __________ 7 (= vispade) the eggs and then
poured them into the frying-pan. Were you afraid? Yes, my heart __________ 8 twice
as fast as usual. Why did that tree fall? It __________ 9 (= träffades) by lightning. The
boy __________ 10 (= blev slagen) black and blue by the furious farmer.
Various. At ten Jim felt very tired, so he __________ 11 (gick och lade sig), but he could
not sleep. He __________ 12 (låg) tossing and turning under the blanket, trying to
remember where he had __________ 13 (lagt) the important letter. When he had
__________ 14 (legat) sleepless for three hours, he got up and fell over his dog who
__________ 15 (lagt sig) in the doorway.
Jane __________ 16 (satt) in the garden when a wasp __________ 17 (stack) her.
35
Uppsala University
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A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
He couldn’t say anything – the words __________ 18 (fastnade) in his throat.
That shirt looks expensive. Well, I only __________ 19 (betalade) six pounds for it.
That’s cheap. I’ve __________ 20 (sytt) this blouse myself and the material alone
__________ 21 (kostade) six pounds.
Tom __________ 22 (köpte) a painting the other day and __________ 23 (hängde) it on
his living-room wall. He was very __________ 24 (sårad) when his friends said he had
__________ 25 (hängt) it upside down.
The refugees who had __________ 26 (flytt) from the war __________ 27 (flögs) to a
safer place.
Late at night, when the trees __________ 28 (kastade) deep shadows in the garden,
they __________ 29 (grävde) a deep hole in a secluded spot and __________ 30
(kastade) the __________ 31 (stulna) silver into it.
When offered a sweet he __________ 32 (valde) a toffee and __________ 33 (bet) into it
so hard that a tooth __________ 34 (gick sönder) whereupon he __________ 35
(spottade) out the pieces and __________ 36 (brast) into tears.
2.2 Vocabulary Task: Multiple Choice
Indicate the correct answer to each question by encircling the number that precedes
it. There is only one correct answer to each question. For questions where you are
asked to choose a word/phrase that corresponds to a word/phrase in bold face in the
question, please note that the paraphrase given in the correct answer is not
necessarily a near-synonym of the word/expression in bold face; however, it is closer
in sense to that word/expression than the other options are.
a.
Which alternative corresponds to the boldfaced word in the sentence She said it
with emphasis?
1)
stress
2)
disgust
3)
passion
b.
Which alternative corresponds to the boldfaced word in the sentence They used
different strategies?
1)
equipment
2)
methods
3)
routes
c.
Which alternative corresponds to the boldfaced word in the sentence The tasks
were distributed appropriately?
1)
divided
2)
designed
3)
discarded
36
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d.
e.
f.
g.
h.
i.
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Which alternative corresponds to the boldfaced words in the sentence He was a
man of principle?
1)
who stuck to his policy and ideals
2)
who worked as a headmaster at a school
3)
who was always first in any competition
Which alternative contains the noun that is related to the verb to appreciate?
1)
apprehension
2)
appraisal
3)
appreciation
Which alternative is a rough synonym of the word enhance?
1)
excite
2)
improve
3)
include
Which alternative corresponds to the boldfaced word in the sentence The
procedure was intended to facilitate the task?
1)
improve
2)
clarify
3)
simplify
Which alternative corresponds to the boldfaced word in the sentence They used
a new approach?
1)
method
2)
agreement
3)
model
Which alternative contains the noun that is related to the verb to enhance?
1)
enhansion
2)
enhanceness
3)
enhancement
37
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Language Structure Assignment 4
1 Seminar Tasks
1.1 Grammar Tasks
Task 1. Expressions of Time in Swedish and English
Translate sentences (1)–(6) into English. Pay special attention to the changes in verb
form (e.g. from the present tense in Swedish to the past tense in English) that are
required and explain why those changes are necessary.
1)
Det är på tiden att du berättar sanningen.
2)
Var är du född? Jag är född utomlands.
3)
Vem har målat den här tavlan?
4)
Han har bott utomlands i många år (och gör det fortfarande).
5)
Tidigare har han också bott i Sverige ett par år.
6)
Jag ringer dig när jag har hört av honom.
Task 2. The Conditional
a.
b.
Translate sentences (1) and (2) below into English. Are there alternative
Swedish expressions for either of the two occurrences of Hon hade gått hem?
What is the difference in meaning between the two complete sentences?
1)
Hon hade gått hem när han kom till partyt.
2)
Hon hade gått hem om han kommit till partyt.
Translate sentences (3)–(8) below into English and comment on any differences
in verb-phrase structure between the Swedish original and the English
translation.
3)
Om du diskar kör Harry dig till skolan.
4)
Om du diskade skulle Harry köra dig till skolan.
5)
Om du hade diskat hade Harry kört dig till skolan.
6)
Om Susan hjälpt mig hade det nog gått bättre.
7)
Det hade varit trevligt med en julfest.
8)
Annars hade han säkert trott mig.
Task 3. Aspect: The Progressive vs. the Simple Form
a.
Translate sentences (1)–(2) into English and comment on your use of
progressives and simple forms.
1)
För närvarande studerar jag engelska, men jag vill egentligen bli advokat.
2)
Jag försökte förklara den här uppgiften för dig när du avbröt mig.
38
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b.
c.
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Explain the differences in meaning between the sentences in (1)–(4).
1)
i)
He is really stupid.
ii) He is being really stupid.
2)
i)
It rains a lot in Växjö.
ii) It’s raining in Växjö.
iii) It’s always raining when I want to go running.
3)
i)
What does your sister do?
ii) What is your sister doing?
4)
i)
I left the party when John arrived.
ii) I was leaving the party when John arrived.
Give examples of verbs that usually cannot be used in the progressive.
Task 4. Verb Complements
a.
b.
Translate sentences (1)–(12) into English and comment on any changes you
need to make to the structure of verb phrases.
1)
En del studenter tycker illa om att behöva läsa en roman i veckan. (tycka
illa om = dislike)
2)
Jag kommer att fortsätta läsa engelsk litteratur.
3)
Jag undviker att läsa romaner på svenska.
4)
Jag älskar att ligga kvar i sängen och läsa en engelsk roman.
5)
Det värsta är att jag riskerar att aldrig komma ur sängen.
6)
Min mamma kommer ihåg att hon gjorde detsamma när hon var student.
7)
Jag kan inte låta bli att tycka om henne.
8)
Mina föräldrar förväntar sig att jag skall lyckas.
9)
De har fått mig att prenumerera på Newsweek.
10) Min pojkvän vill att vi skall ut och resa.
11) I alla fall får jag inte glömma (= måste jag komma ihåg) att ringa resebyrån.
12) Jag kom på honom med att stjäla en mobiltelefon.
Some of the verbs in the English translations of (1)–(12) above have to be
followed by a verb in the -ing form. Look up those verbs in the Longman
dictionary. How does the dictionary indicate that a given verb is followed by a
verb in the -ing form?
39
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A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 5. Spot the Errors
Find the grammar problems in sentences (1)–(4) below, correct the errors, and
explain why the correction is necessary.
1)
*I enjoy to learn a new language.
2)
*I had bought her a present if you had reminded me.
3)
*A can of Mountain Dew is containing 33 /centilitres (BrE)/centiliters
(AmE)/.
4)
*Please wake me up when this film ends; I have probably fallen asleep by
then.
1.2 Pronunciation Tasks
Task 1. Consonants, Part 2
a.
b.
Pronouncing /r/ in RP and GA.
1)
What is the rule for when /r/ is pronounced in RP? What is the difference
between RP and GA in this regard? Explain in your own words.
2)
What is the difference between linking /r/ and intrusive /r/ in RP?
3)
In the boldfaced sentence below, underline all instances where /r/ is
pronounced in RP.
Unfortunately, her brother and her uncle were not there, but they were
on the way.
How is ch pronounced in the following words?
/tʃ/
/ʃ/
/k/
mute
1) cheese
2) Chicago
3) epoch
4) yacht
5) parachute
6) chaos
7) cheap
8) chef
9) chip
c.
The ending of the word approach is pronounced with a voiceless affricate. Which
of the transcriptions below shows the correct pronunciation?
/əˈprəʊtʃ/
/əˈprəʊʃ/
/əˈprəʊʒ/
40
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d.
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
How are the letters in italics pronounced in the following words?
/ɡ/
/dʒ/
/j/
1) agenda
2) gear
3) juice
4) Belgium
5) Europe
6) use
7) legible
8) generation
9) your
10) jar
e.
What instances of /dʒ/, /j/, /tʃ/ and /ʃ/ do you find in the following words taken from
Focus on Vocabulary? Practise by pronouncing the words out loud.
attachment
crucial
emerge
unique
intelligence
challenge
justify
logical
f.
gender
Transcribe the words below using phonetic symbols:
shift
cite
ethnic
device
Task 2. Reading IPA
Write down the limericks in (1) and (2) using normal written English. Read them
aloud. NOTE: The limericks under “a” are RP transcriptions, the limericks under “b”
are GA transcriptions. Pick the versions you are most comfortable with.
a.
1)
/aɪ wɪʃ ðæt maɪ ruːm hæd ə flɔː
aɪ dəʊnt maɪnd ðə læk əv ə dɔː
bʌt ðɪs ˈkrɔːlɪŋ əˈraʊnd
ˈwɪðaʊt ˈtʌtʃɪŋ ðə ɡraʊnd
ɪz ˈɡetɪŋ tə biː kwaɪt ə bɔː/
2)
/ðeə wɒz ən əʊld mæn frəm dəˈdʒiːlɪŋ
huː ˈbɔːdɪd ə bʌs baʊnd fər ˈiːlɪŋ
ɪt sed ɒn ðə dɔː
dəʊnt spɪt ɒn ðə flɔː
səʊ hɪ stʊd ʌp ænd spæt ɒn ðə ˈsiːlɪŋ/
41
Vocabulary notes:
1)
Darjeeling: a town and
region in India
2)
Ealing: a town in
England
Uppsala University
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A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
b.
1)
/aɪ wɪʃ ðæt maɪ ruːm hæd ə flɔːr
aɪ doʊnt maɪnd ðə læk əv ə dɔːr
bʌt ðɪs ˈkrɔːlɪŋ əˈraʊnd
ˈwɪðaʊt ˈtʌtʃɪŋ ðə ɡraʊnd
ɪz ˈɡetɪŋ tə biː kwaɪt ə bɔːr/
2)
/ðeər wʌz ən oʊld mæn frəm dərˈdʒiːlɪŋ
huː ˈbɔːrdɪd ə bʌs baʊnd fər ˈiːlɪŋ
ɪt sed ɑːn ðə dɔːr
doʊnt spɪt ɑːn ðə flɔːr
soʊ hɪ stʊd ʌp ænd spæt ɑːn ðə ˈsiːlɪŋ/
1.3 Translation Task
Translate the text below into correct and idiomatic English. Write down any points
where you had difficulty finding an appropriate translation and be prepared to
discuss them at the seminar.
1)
När Columbus kom till Bahamas 1492 möttes han av människor som gav
honom torkade löv.
2)
På 1500-talet trodde man att tobaken hade flera goda (god = beneficial)
effekter på folks hälsa.
3)
Napoleons krig mot Ryssland bidrog till att göra tobaken populär,
eftersom rökning dämpade (dämpa = suppress) hungern.
4)
På 1920-talet förbrukade varje svensk 1,3 kilo tobak per år i genomsnitt.
2 Self-study Tasks
2.1 Grammar Tasks
Task 1. Expressing Time
Translate sentences (1)–(7) into English.
1)
Han är snart här.
2)
Om jag gått hem genast hade jag träffat min farbror.
3)
Det är på tiden att du köper en ny bil.
4)
Min bror är född i Stockholm, men jag är född i Uppsala.
5)
Vem har skrivit Romeo och Julia?
6)
Han har bott i London i fem år, men nu har han flyttat tillbaka till Uppsala
för gott.
7)
Vem har talat om för dig att jag var hemma?
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Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 2. More Verb Phrases
a.
b.
Arrange the following jumbled words in the right order to form an acceptable
clause in English: have, would, liked, done, to have, and it.
I _______ _______ _______ _______ _______ _______ if I had had the time.
What does each 'd stand for in the following sentence?
You'd have liked him, if you'd met him then. You __________ have liked him if
you __________ met him then.
Task 3. The Progressive vs. the Simple Form
a.
b.
Explain the differences in meaning between the sentence pairs in (1) and (2).
1)
i)
She is eating sushi.
ii) She eats sushi.
2)
i)
She smoked a cigarette when she heard the news.
ii) She was smoking a cigarette when she heard the news.
Why are sentences (3) and (4) below not grammatically well-formed?
3)
* She is liking sushi.
4)
* They are owning a car.
Task 4. Verb-phrase Structure
Consider sentences (1)–(7) below. First, find all verb phrases in (1)–(7). Secondly,
look at each verb phrase and state whether each verb form in it is finite or nonfinite.
Thirdly, decide whether each verb form in each verb phrase is a primary auxiliary, a
modal auxiliary, or a main verb. Fourthly, decide whether the main verb in each
verb phrase is transitive, intransitive, or a linking verb. Finally, make a note of
which verb phrases, if any, are in (i) the present perfect, (ii) the past perfect, (iii) the
progressive, (iv) the subjunctive, and (v) the imperative. Note that this question
requires you to draw on several different parts of Chapter 5 in UGE.
1)
Grammar can be great fun.
2)
The hostess demanded that he leave immediately.
3)
I have told him a story.
4)
I had left the party before you arrived.
5)
Listen carefully!
6)
It’s raining outside.
7)
If I were you, I would buy a new bike.
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Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 5. Spot the Error
Identify, correct, and explain the errors in (1)–(4) below; the errors may concern any
part of Chapter 5 in UGE.
1)
*If this would not have happened, we had not got to know some
surprising facts.
2)
*Many hours of work could disappear if the computer would break down.
3)
*He promised that he should help me the next time.
4)
*The manager demands that the club shall purchase new players.
2.2 Vocabulary Task from Focus on Vocabulary 2 (A1
Students Only)
Prepare Chapter 13, Water for Sale. Do the exercises under the headings Word
Meaning and Word Families. Remember that the more you work on vocabulary the
more you will learn!
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Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Language Structure Assignment 5
1 Seminar Tasks
1.1 Grammar Tasks
Task 1. Swedish det in English
a.
b.
c.
d.
Check UGE for some useful rules about when to use it and there to translate
Swedish det and use those rules to explain the choice of pronoun
corresponding to Swedish det in sentences (1)–(7).
1)
It’s raining, but there is not a cloud in the sky.
2)
There is a new book on the course list. It is Shakespeare’s Romeo and Juliet.
3)
There are five sandwiches left.
4)
It is true that we do not agree on everything.
5)
There is time for a break.
6)
It is time for a break.
7)
It’s said that there will be more budget cuts next year.
Sentences (8)–(10) contain various errors, some of which have to do with the
translation of Swedish det. Correct the errors and explain why the examples are
not correct.
8)
*It is very seldom any talk about more men taking jobs that have
traditionally been dominated by women.
9)
*There has been discussions about whether or not drugs should be
legalised.
10) *Are we in a hurry? It is plenty of time.
Fill in the right alternative (it or there) in (11)–(13) and explain your choice.
11) What’s the weather like? __________ is cold every day.
12) I like to sleep with an open bedroom window, even if __________ is snow
outside.
13) More people will lose their jobs, since __________ is a trend towards more
automation.
Rewrite sentences (14)–(17) so that they contain a preparatory subject (it or
there). Explain your choice of pronoun.
14) No cars were in the parking lot this morning.
15) To teach students about English grammar is a pleasure.
16) Five bottles were missing from the liquor cabinet.
17) That he became a plumber really surprised me.
45
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 2. Demonstratives
Translate sentences (1)–(6) into English.
1)
Det här var oväntade upplysningar.
2)
De här nyheterna stod i alla tidningar i morse.
3)
Det där är goda råd.
4)
De där pengarna är inte dina.
5)
Det där är mina böcker!
6)
Det här verkar vara svåra uppgifter.
Task 3. Swedish den/det/de/dem som
Fill in the gaps in sentences (1)–(4) and translate sentence (5).
1)
In the 1990s, __________ wanted to study in Uppsala had to belong to a
“student nation”.
2)
I would like to talk to __________ wrote this article.
3)
__________ who wish to leave can do so.
4)
__________ believes that is a fool.
5)
Den som har träffat honom glömmer honom inte.
Task 4. Interrogative Pronouns
a.
b.
Complete sentences (1)–(7) by supplying an appropriate interrogative word or
phrase corresponding to the Swedish words given within square brackets.
1)
__________ [Vilken] size is it? Do you know?
2)
__________ [Vilka] did you have in mind for the kitchen job?
3)
You of all people should know __________ [vilka] the risks are.
4)
__________ [Vilken] newspaper do you prefer, The Times or the Guardian?
5)
Do you know __________ [vem av tvillingarna som] won the tournament?
6)
__________ [Vilkas] rights are we talking about?
7)
For __________ [vilken] reason did you change your mind?
Translate sentences (8)–(10) into English and comment on what happens to
Swedish som.
8)
Läraren frågade vilken av de andra pojkarna som sparkat Tom.
9)
Vet du vilka av alla de här böckerna som tillhör biblioteket?
10) Jag behöver veta hur många gäster som har anlänt.
Task 5. The Translation of Swedish man
Translate sentences (1)–(4) below, paying special attention to the translation of
Swedish man. What factors decide how man should be translated?
1)
Man fann de stulna pengarna i en byrålåda.
2)
På den tiden hade man inte tillgång till datorer.
3)
I Sverige kör man på höger sida.
4)
Om man gör det på det här sättet borde det fungera.
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Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
1.2 Pronunciation Tasks
Task 1. Sounds in Context
a.
b.
c.
Explain why good morning /ɡʊd ˈmɔː(r)nɪŋ/ becomes /ɡʊb ˈmɔː(r)nɪŋ/ and in case
/ɪn keɪs/ becomes /ɪŋ keɪs/ in rapid speech. What is this process called?
Explain why perhaps /pə(r)ˈhæps/ becomes /præps/ and next day /nekst deɪ/
becomes /neks deɪ/ in casual or rapid speech. What is this process called?
In words (1)–(4) below, there is one example of progressive assimilation, one
example of regressive assimilation and one example of elision. Which is which?
How have the sounds changed in the words? And what is the remaining word
an example of?
1)
2)
3)
4)
input
drawing (RP)
washed
fifth
/ˈɪmpʊt/
/ˈdrɔːrɪŋ/
/wɒʃt/
/fɪθ/
Task 2. Word Stress
a.
b.
Mark the primary stress in words (1)–(7) (most of them taken from Focus on
Vocabulary). What is the stress pattern?
1)
elementary
2)
catastrophe
3)
phenomenon
4)
validity
5)
hypothesis
6)
thermometer
7)
availability
Mark the primary stress in word sets (1)–(4). How does the stress change and
what is the pattern?
1)
democrat – democracy – democratic – democratisation
2)
technology – technological
3)
analyse – analysis – analytical
4)
photograph – photography – photographic
47
Uppsala University
Department of English
c.
d.
e.
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Read words (1)–(5) below first as nouns, then as verbs. What happens to the
stress when the word class changes? Produce at least three more examples of
the same type.
1)
conduct
2)
insult
3)
protest
4)
suspect
5)
pick-up/pick up
How are the two words principle and principal both (usually) pronounced?
1)
/prɪnˈsəpl/
2)
/prɪnsəˈpəl/
3)
/ˈprɪnsəpl/
Transcribe the words below using phonetic symbols:
rigid
achieve
channel
rational
1.3 Translation Task
Translate the text below into correct and idiomatic English. Write down any points
where you had difficulty finding an appropriate translation and be prepared to
discuss them at the seminar.
1)
”Oversexed, overpaid and over here”, så beskrev engelsmännen de tre
miljoner amerikanska soldater som kom till England mellan 1942 och
1945.
2)
”Det är svårt att åka någonstans i London utan att få en känsla av att
England nu är ett ockuperat område”, konstaterade författaren George
Orwell år 1943.
3)
Det största problemet med de amerikanska gästerna var att de hade
massor med pengar och kunde leva på ett sätt som lokalbefolkningen bara
kunde drömma om.
4)
Vad engelsmännen inte visste var att många av de amerikanska soldaterna
kom från fattiga familjer och att deras pengar var lika nya för
amerikanerna själva som för engelsmännen.
5)
För många brittiska flickor var den enda chansen att ha lite roligt under
kriget att bli flickvän till en amerikansk soldat.
48
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
2 Self-study Tasks
2.1 Grammar Tasks
Task 1. Independent Possessive Pronouns
Complete sentences (2)–(5) below following the pattern given in sentence (1).
1)
I have a cat; the cat is mine.
2)
They have a farm; the farm is __________.
3)
We have a shoe shop; the shoe shop is __________.
4)
She has a summer hat; the summer hat is __________.
5)
You have a car; the car is __________.
Task 2. Interrogative Pronouns
Translate sentences (1)–(10) and explain your translation of each italicised pronoun.
1)
Vem sa det?
2)
Vem av pojkarna sa det?
3)
Vem som sa det är oklart.
4)
Vems bok är det här?
5)
Vem tillhör den här boken?
6)
Vem såg du?
7)
Vem såg dig?
8)
Vilken film såg ni? —Vi såg två. —Vilken var bäst?
9)
Vilka är de där typerna?
10) Vilken är sannolikheten för att detta skall hända?
Task 3. Spot the Error
Identify the errors in (1)–(6), correct the errors, and explain why the correction is
necessary.
1)
*Finally, Peter and Mary have got an own car!
2)
*Remember to brush the teeth before you go to bed.
3)
*Who’s jacket is this?
4)
*Sue wants to know how many chairs that will be needed for the dinner
tomorrow.
5)
*The one who wants to study wild rabbits should go to Gotland.
6)
*Is this a valid excuse or should it be less slander and gossip in the media?
2.2 Vocabulary Task from Focus on Vocabulary 2 (A1
Students Only)
Prepare Chapter 17, Food Roots and Foodways. Do the exercises under the headings
Word Meaning and Word Families. Remember that the more you work on
vocabulary the more you will learn!
49
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Language Structure Assignment 6
1 Seminar Tasks
1.1 Grammar Tasks
Task 1. Relative Pronouns
Complete sentences (1)–(5) below by adding a relative pronoun and explain your
choice of pronoun. Sometimes several relative pronouns can be used; if so, list all
possible options and explain why each option is possible. Finally, check whether
the relative pronoun can be omitted in any of the sentences, and explain why, if so.
1)
The person __________ I respect the most is you.
2)
She loved a man __________ was only interested in her money.
3)
We passed the bank __________ had been robbed the day before.
4)
He tried to call his bank, __________ had been robbed the day before.
5)
The suspect said he had nothing to do with the robbery, __________ was
not true.
Task 2. Preposition + att
a.
b.
Translate sentences (1) and (2) into English. There are at least two options in (1)
and three in (2) (not counting different ways of rendering än han in [2]).
1)
Han tänkte inte på att hon var tjugo år äldre nu.
2)
Han var förvånad över att hon var tjugo år äldre än han.
Make up four more examples using the constructions look forward to, be
interested in, apologize for, and be worried about.
Task 3. Prepositional Complementation
Translate sentences (1)–(9) into English and explain the changes you have to make
when you translate them.
1)
Jag är verkligen intresserad av att lära mig engelska.
2)
Jag är inte rädd för att göra fel; man kan inte lära sig utan att göra fel.
3)
Jag är van vid att plugga (plugga = study) mycket.
4)
Jag är medveten om att man måste plugga för att klara provet.
5)
Men jag kan inte plugga hemma utan att mina vänner stör mig hela tiden.
6)
Just nu föredrar jag att plugga framför att roa mig.
7)
Jag blir ganska irriterad över att de försöker få mig att följa med dem ut.
8)
De är förvånade över att jag föredrar att stanna hemma.
9)
Jag ser fram emot att åka till Alperna i jul.
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Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 4. Translation Problems
Translate sentences (1)–(17) into English and comment on your use of pronouns and
numerals.
1)
Vi läser alltid varandras uppsatser.
2)
Någon av flickorna har glömt att borsta tänderna.
3)
Finns det något bra hotell i den här staden?
4)
Ingen av tvillingarna kunde svara på frågan.
5)
Alla som vill se filmen är här.
6)
Det som är svårt är framför allt att förstå honom.
7)
De flesta studenter har studielån.
8)
Såg någon något?
9)
Ingen av dem såg något.
10) Någon måste ha sett något.
11) Åtminstone någon av dem borde ha sett något.
12) Några av dem såg nog något.
13) Historikerna hävdar att 1900-talet egentligen började 1914.
14) Sextio procent av vattnet vi dricker är förorenat.
15) Jag läser en och en halv bok i veckan.
16) Sverige har 9,3 miljoner invånare.
17) En snöig kväll körde han av vägen.
1.2 Pronunciation Tasks
Task 1. Strong and weak forms
In sentences (a)–(c), indicate which function words would normally have weak
forms. Why is this? (see also section 6.9 in Rönnerdal and Johansson)
a.
b.
c.
Could someone give her a glass of water?
Does he know where to go and has he got money for the fare?
Do you have some books to lend him?
Task 2. Example Exam
The following multiple-choice questions illustrate what the pronunciation
component of the Language Structure exam will look like; it will consist of 20
questions of this type. Note that only one answer is correct for each question.
1. Which of the following sounds is normally voiced?
a) /f/
b) /k/
c) /θ/
d) /s/
e) /ʒ/
2. Which of the following sounds is a monophthong?
a) /ɜː/
b) /θ/
c) /aɪ/
d) /m/
e) /t/
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Autumn/Fall Term 2015
3. Which of the following sounds is a fricative ?
a) /t/
b) /b/
c) /ɡ/
d) /ɪ/
e) /s/
4. How do you spell the word that is transcribed /sɔː(r)d/?
a) sward
b) sword
c) seed
d) said
e) sold
5. In which of the following words is the bolded letter pronounced /p/?
a) corps
b) corpse
c) cupboard
d) receipt
e) psychology
6. How do you spell the word that is transcribed /bɜː(r)d/?
a) bird
b) bored
c) barred
d) beard
e) bud
7. How do you spell the word that is transcribed /kəʊm || koʊm/?
a) come
b) came
c) calm
d) comb
e) camp
8. In which of the following words is the bolded letter pronounced /ɡ/? (NB: the
question only concerns the bolded letter, not any other instances of “g”.)
a) geography
b) sign
c) rigid
d) giddy
e) giant
9. In which of the following words are the bolded letters pronounced /eə || e(ə)r/?
a) ear
b) fear
c) beer
d) dear
e) bear
10. In which of the following words is the bolded letter pronounced /aɪ/?
a) finish
b) limb
c) hint
d) vivid
e) lilac
11. In which of the following words is the bolded letter pronounced /b/?
a) subtle
b) thumb
c) submit
d) doubt
e) lamb
12. In which of the following words is/are the bolded letter(s) pronounced /ð/?
a) thank
b) castle
c) breathe
d) author
e) Mathilda
13. Which one of the following words is transcribed /θruː/?
a) throw
b) threw
c) true
d) drew
e) crew
14. Which of the following word classes does not have words with “strong” and
“weak” pronunciation?
a) adjective
b) preposition c) pronoun
d) auxiliary verb
e) conjunction
15. In RP, how many times is the sound /r/ pronounced in the following sentence (all
instances of the letter are underlined)?
Fortunately, her mother and her uncle brought her shoes.
a) two
b) three
c) four
d) five
e) six
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Uppsala University
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A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
16. In RP, how many instances of clear /l/ are there in the following sentence (all
instances of the letter are underlined)?
Gladys put a full glass of milk on the table in the parlour.
a) one
b) two
c) three
d) four
e) five
17. In which of the following words/phrases do we find an example of elision?
a) gunpoint /ˈɡʌmpɔɪnt/
b) washed /wɒʃt/
c) light blue /laɪp bluː/
d) fifth /fɪθ/
e) drawing (RP) /ˈdrɔːrɪŋ/
18. Which of the following words can not be stressed in two different ways, changing
the meaning and the word class of the word?
a) balance
b) conduct
c) insult
d) perfect
e) record
19. Which of the following words is transcribed according to GA pronunciation?
a) leisure /ˈleʒə/
b) vitamin /ˈvɪtəmɪn/
c) shone /ʃɒn/
d) clerk /klɜːrk/
e) lieutenant /lefˈtenənt/
20. In which of the following words is the primary stress placed according to GA
pronunciation?
a) gaˈrage
b) doˈnate
c) ˈballet
d) reˈsearch
e) ˈplateau
1.3 Translation Task
Translate the text below into correct and idiomatic English. Write down any points
where you had difficulty finding an appropriate translation and be prepared to
discuss them at the seminar.
1)
Fåglarna utvecklades från reptilerna för 150 miljoner år sedan;
forskningen visar att de härstammar (härstamma = be descended from) från
små dinosaurier som kunde stå på bakbenen (bakben = hind leg).
2)
Trots att fåglarna har studerats i århundraden upptäcker ornitologerna
fortfarande dussintals nya arter varje decennium.
3)
Våra kunskaper om fåglarnas utveckling baseras på undersökningar av
fossil, och nästan 1.700 arter har identifierats under de senaste 50 åren.
4)
De flesta av de arter som finns (finnas = exist) i dag har troligen funnits i
över två miljoner år, vilket gör fåglarna till en förhållandevis stabil
djurklass (djurklass = class of animals).
53
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
2 Self-study Tasks
2.1 Grammar Tasks
Task 1. Spot the Error
Identify the errors in sentences (1)–(3) below, correct the errors, and explain why the
correction is necessary.
1)
*We lost all of the books that has been published since 1990 in the fire.
2)
*There is a great deal of cars in the area.
3)
*I always look up words that I don’t understand instead of to guess what
they mean.
Task 2. Quantifying Pronouns
Translate sentences (1)–(16).
1)
Polisen har förhört alla, men ingen såg något.
2)
Båda proven var svåra för de flesta.
3)
De båda proven kompletterar varandra.
4)
De flesta studenterna klarade sig bra.
5)
Det var mindre oväsen igår kväll, eftersom det var mindre folk där.
6)
Hon har mycket pengar.
7)
Hon har en del pengar men inte särskilt mycket.
8)
Hon har en hel del vänner.
9)
Hon fick inte så många trevliga nyheter som hon hade önskat.
10) Ge mig några goda råd.
11) Det var åtminstone femtio personer för mycket på konserten.
12) Han sov hela dagen.
13) Hela Sverige är snötäckt nu.
14) Det mesta var rätt.
15) För det mesta är jag på gott humör.
16) Han har hjälpt mig mycket, bland annat med mina läxor.
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Uppsala University
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A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 3. Mixed Pronouns
What are the differences in meaning between the sentence pairs in (1), (2), (3), (4),
and (5)? (Note that this question may concern any part of Chapter 8 in UGE.)
1)
i)
He bought himself a pint.
ii) He bought him a pint.
2)
i)
We had to pay for some food we had eaten.
ii) We had to pay for any food we had eaten.
3)
i)
We asked his sisters, but neither of them knew where he was.
ii) We asked his sisters, but none of them knew where he was.
4)
i)
He put on his shoes and jacket.
ii) He put on the shoes and jacket.
5)
i)
What questions did you deal with in the seminar?
ii) Which questions did you deal with in the seminar?
2.2 Vocabulary Task from Focus on Vocabulary 2 (A1
Students Only)
Prepare Chapter 21, Music as Social Conscience. Do the exercises under the
headings Word Meaning and Word Families. Remember that the more you work on
vocabulary the more you will learn!
55
Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Language Structure Assignment 7
1 Seminar Tasks
1.1 Grammar Tasks
Task 1. Identifying Adjectives and Adverbs
a.
b.
Identify the adjectives and adverbs in (1)–(4) by analysing their function, i.e.
decide (i) what word each adjective or adverb describes and (ii) what word
class the described word belongs to. In addition, explain whether each adjective
is attributive or predicative.
1)
There was a sudden scuffling noise from inside the hole.
2)
“You are quite right,” said Rabbit.
3)
“It’s because you are a very small animal that you will be Useful in the
adventure before us.”
4)
“You needn’t shout so loud. I heard you quite well the first time.”
Explain why the italicized words in (5)–(7) are adjectives.
5)
Come as soon as possible.
6)
The flowers look beautiful. They smell wonderful, too.
7)
Something terrible happened then.
Task 2. Adjective or Adverb?
a.
b.
Study sentences (1)–(5) below and determine whether the italicized words are
adjectives or adverbs. What criteria do you use? What conclusions can you
draw about the form of adjectives and adverbs?
1)
Although Pete ran fast, George ran even more quickly this time.
2)
He wrongly concluded that he had answered wrong; he had, in fact,
answered completely correctly.
3)
She gave a very lively impression, and was generally very friendly.
4)
She likes to be alone and does not seem lonely.
5)
“This smells real good.”
Adjective or adverb? Choose the right form and comment on it.
6)
awful/awfully
i)
It was __________ well done of her.
ii) That dress looks __________.
iii) It’s __________ small.
7)
beautiful/beautifully
i)
She must have been a __________ baby.
ii) How __________ she played.
iii) It was a __________ red colour.
iv) The place sounds __________.
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Department of English
8)
9)
10)
11)
12)
13)
14)
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
usual/usually
i)
She behaved in her __________ friendly way.
ii) She’s __________ very slow.
high/highly
i)
The tree was very __________, but he climbed as __________ up as he
could.
ii) She was __________ surprised by the news.
hard/hardly
i)
He hit me very __________.
ii) He was __________ responsible for his doings.
friendly/?
i)
He had a very __________ manner.
ii) He spoke __________ to the old couple.
loud/loudly
i)
He has a __________ voice.
ii) He complained __________ about the service.
wrong/wrongly
i)
That was the __________ answer.
ii) He answered __________.
direct/directly
i)
Can you fly __________ from Arlanda to Heathrow?
ii) Yes, there are several __________ flights every day.
iii) The stewardess looked __________ at me.
Task 3. The Formation of Adverbs from Adjectives
Turn the adjectives in (1)–(8) into adverbs and comment on the forms of the resulting
adverbs.
1) basic
2) absolute
3) whole
4) public
5) hearty
6) true
7) curious
8) economic
Task 4. Spot the Error
Identify the grammar problems in sentences (1)–(2) below and correct and explain
the errors.
1)
*Not until the tournament was over he would realize that his racket was
broken.
2)
*The beef tastes wonderfully, but the potatoes are undercooked.
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Uppsala University
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A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 5. Special Adverbs
Translate (1)–(2) into English and comment on your translation of adverbs.
1)
Bergmans filmer har ofta mycket intressanta teman.
2)
Ändå var de mycket tråkigare än jag väntat mig.
Task 6. Translation Problems
Translate (1)–(13) into English and explain any changes that you have to make in
your translation.
1)
Tom tyckte aldrig egentligen om franska i skolan.
2)
Han gjorde mycket sällan sina franskaläxor.
3)
När han senare i livet var tvungen att använda franska i sitt jobb, förstod
han snart att det aldrig skulle gå.
4)
Han hoppades att han aldrig skulle bli tvungen att resa till Frankrike igen.
5)
När min chef i augusti förra sommaren fyllde femtio år hade han en stor
fest.
6)
Det lustiga är att politikerna ignorerar problemet.
7)
Det här är en skola för blinda.
8)
Den gamle var intresserad av det undermedvetna.
9)
Det tragiska är att de fattigas villkor inte har förbättrats.
10) De två sista veckorna har varit jobbiga.
11) De första åren var de lyckligaste i mitt liv.
12) Kom ihåg att inte skratta förrän hon slutat tala.
13) Inte förrän jag köpt skorna kom jag ihåg att jag behövde strumpor också.
1.2 Translation Task
Translate the text below into correct and idiomatic English. Write down any points
where you had difficulty finding an appropriate translation and be prepared to
discuss them at the seminar.
1)
På 1000-talet var de flesta borgar (borg = fortress) i Europa fortfarande
gjorda av trä och jord; de första korsfararna, som nådde Jerusalem år 1096,
var inte vana vid att anfalla befästningar (befästning = fortification) av sten.
2)
Under nästa århundrade blev borgar av sten vanliga både i Västeuropa
och i korsfararnas länder i öst.
3)
Krutet nådde det kristna Europa på 1100-talet, men först på 1400-talet blev
det en viktig del av krigföringen (krigföring = warfare).
4)
Eldvapnens (eldvapen = firearm) växande betydelse förändrade den
europeiska krigföringen, och det stora antalet krig stimulerade den
teknologiska utvecklingen.
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A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
1.3 Vocabulary Tasks (A1 Students Only)
Task 1. Focus on Vocabulary 2
Prepare Chapter 25, Endangered Elephants. Do the exercises under the headings
Word Meaning and Word Families. Remember that the more you work on
vocabulary the more you will learn!
Task 2. Word Formation
Fill in the appropriate form of the word within parentheses in the sentences below.
Look at the example. (5 points)
Example: The __ COMPLEXITY __ (complex) of this problem is beyond me.
1)
2)
3)
4)
5)
The police used __________ (exceed) force on the protesters.
Emerging science about brain development suggests that most people
don’t reach full __________ (mature) until age 25.
A survey finds 42 percent of hospitals offer at least one type of __________
(complement) or alternative medical treatment.
There is increasing __________ (acknowledge) that preserving coral reefs is
an important issue.
Two new studies peek into the distant past to try to figure out just how
big a role food played in human __________ (evolve).
Task 3. Match the Meaning
Select the appropriate word below that matches the meanings.
implicit
denote
cease
1)
2)
3)
4)
5)
authoritarian
benefit
mediate
external
trigger
device
domestic
concurrent
ignorance
exhibition
violation
restore
strictly forcing people to obey a set of rules or laws __________
to stop doing something or stop happening __________
suggested or understood without being stated directly __________
to represent or be a sign of something __________
an action that breaks a law, agreement, principle etc. __________
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A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 4. Choose the Academic Word
Select the appropriate word from the list below and insert it in sentences (1)–(5).
Make sure that you use the correct form of the word.
compile
levy
1)
2)
3)
4)
5)
emphasis
inevitable
subsidize
restrain
displace
implication
invoke
validity
The prisoner had to be __________ by the police.
A new __________ on oil imports was imposed last week.
Airlines must __________ their less profitable routes with revenues from
their more profitable routes.
Disease was a/an __________ consequence of living in the slums.
Where do you put the __________ in the word “ascertain”?
2 Self-study Tasks
2.1 Grammar Tasks
Task 1. More on Adjectives and Adverbs
Identify all adjectives and adverbs in sentences (1)–(4) below. What word(s) does
each adjective or adverb that you identify describe? Are the adjectives that you
identify attributive or predicative?
1)
Tom tried hard but he had a hard time competing with Fred, who drove
terribly fast in his fast car.
2)
He walked quickly down the street, singing quietly to himself.
3)
We arrived late because we missed the early bus, but no one noticed
because everybody was actually late for the meeting.
4)
These socks are old and smell extremely bad.
Task 2. Spot the Error
Identify the grammar problems in sentences (1)–(3) below and correct and explain
the errors.
1)
*He tells me that he always is short of money.
2)
*The students were surprised that they after three years had forgotten
everything they learnt at university.
3)
*My friends keep telling me to not worry about the exam.
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Uppsala University
Department of English
A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 3. Adverbials of Time
Many adverbials of time (i.e. adverbials that answer questions such as When?, How
often?, and For how long?) consist of prepositional phrases where a certain, idiomatic
preposition is required, often very different from the one in the corresponding
Swedish idiom. Find out what the English equivalents of the Swedish time
expressions in (1)–(34) are using UGE (especially Appendices 14–16) and the
Longman dictionary.
1)
på morgonen/förmiddagen
2)
i gryningen
3)
klockan 12 på dagen/natten
4)
i slutet av förra året
5)
på eftermiddagen
6)
i början av månaden
7)
på kvällen
8)
i oktober månad
9)
på natten
10) redan i juni månad
11) på lördagskvällarna
12) vid lunchtid(en)
13) på natten den 16 januari
14) i övermorgon
15) på tisdag
16) en dag (förfluten tid)
17) på våren 1990
18) en dag (framtid)
19) på 30-talet
20) en solig dag
21) under det senaste århundradet
22) år 1950
23) under de följande dagarna
24) den tredje juni
25) om en timme
26) klockan 8 precis
27) på morgonen den 1 april
28) först i maj
29) förra veckan/nästa vecka
30) inte förrän på lördag
31) vid solnedgången/vid soluppgången
32) vid detta tillfälle
33) i skymningen
34) vid första bästa tillfälle
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A1/T1/HS1 Language Structure
Autumn/Fall Term 2015
Task 4. Adjectives, Adverbs, and Clause Elements
a.
b.
Translate sentences (1) and (2) below into English. Then identify the clause
elements in both the Swedish and the English versions of (1) and (2).
1)
Soppan luktade underbart.
2)
Kaffet smakar riktigt gott.
Look up the verbs smell and taste in the Longman dictionary. In the entries for
the senses in which the verbs are used in (1) and (2), there is a grammar code
that indicates how the English translations should be constructed. What is that
grammar code?
2.2 Vocabulary Task: Multiple Choice (A1 Students
Only)
Indicate the correct answer to each question by encircling the number that precedes
it. There is only one correct answer to each question. For questions where you are
asked to choose a word/phrase that corresponds to a word/phrase in bold face in the
question, please note that the paraphrase given in the correct answer is not
necessarily a near-synonym of the word/expression in bold face; however, it is closer
in sense to that word/expression than the other options are.
a.
Which alternative corresponds to the boldfaced word in the sentence They were
reluctant?
1)
keen
2)
unwilling
3)
allergic
b.
Which alternative corresponds to the boldfaced word in the sentence He didn’t
know what it denoted?
1)
contained
2)
did
3)
meant
c.
Which alternative contains the noun that is related to the adjective explicit?
1)
explicity
2)
explicitness
3)
explicitation
d.
Which alternative contains one rough definition of the adjective explicit?
1)
clearly stated
2)
explanatory
3)
indirect
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