Advanced Gramma In Tables. And English usage practice questions.
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Advanced Grammar In Tables. And English usage practice questions. Marina Hrabar Visual Reading. Digital versions of Printed Books.
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PREFACE Grammar…. I`ve noticed some blood and tears there. But it Grammar can be viewed as a partial characterization of linguistic structure (rather than defining a unique set of grammatical strings) Informally, a dependency grammar produces a set of terminals connected by a set of directed arcs — one arc for every terminal except the root terminal. This book for advanced students combines reference grammar (Part 1 ) and practice exercises in a single volume (Part 2). • Provides coverage of specific language areas advanced -level students and their teachers will find most interesting to study. • Easy to use: Grammar in Tables. Part 2. Specific Grammar Questions (Practice) pg.68 1. Avoiding repetition pg.69 2. Paraphrasing Skills pg.70 3. How to describe a diagram (IELTS Writing task 1) pg.73 Writing Vocabulary pg.100 4. Business Letter Guide pg.108 5. Steps in Planning your Essay pg.117 6. NEWSPAPER JARGON pg.120 7. Adverbial phrases pg.127 8. Phrasal Verbs Games pg.149 9. MOTIVATION/COVER LETTER FOR UNIVERSITIES. CV writing. pg. 172
CONTENTS Part 1. Theoretical Grammar pg.1 1. MORPHOLOGY pg. 2 2. NOUN pg. 6 3. The Adjective pg.11 4. THE PRONOUN pg.17 5. THE NUMERAL pg.22 6. THE VERB pg. 25 7. TENSE pg.30 8. PASSIVE VOICE pg.34 9. MOODS pg.38 10. MODAL VERBS pg.42 11. DIRECT AND INDIRECT SPEECH pg. 45 12. ADVERB pg.49 13. PREPOSITION. THE CONJUNCTION pg.53 14. THE COMPLEX SENTENCE. Punctuation pg.57 References pg.67
CONTENTS Part 2. Specific Grammar Questions (Practice) pg.68 1. Avoiding repetition pg.69 2. Paraphrasing Skills pg.70 3. How to describe a diagram (IELTS Writing task 1) pg.73 Writing Vocabulary pg.74 4. Business Letter Guide pg.108 5. Steps in Planning your Essay pg.117 6. NEWSPAPER JARGON pg.120 7. Adverbial phrases pg.127 8. Phrasal Verbs Games pg.149 9. MOTIVATION/COVER LETTER FOR UNIVERSITIES. CV writing. pg. 172
ACKNOWLEDGMENTS Grammar…. I`ve noticed some blood and tears there. But it can be viewed as a partial characterization of linguistic structure (rather than defining a unique set of grammatical strings) Informally, a dependency grammar produces a set of terminals connected by a set of directed arcs — one arc for every terminal except the root terminal. A dependency grammar S, N, R S is the start symbol N is a set of terminals R is a set of rewrite rules A sentence of length n, consisting of all distinct terminals will have n(2n−1+1) dependency grammar rules to conform to it. Carrol&Charniak (1992): restrictions on the rule format Magerman&Marcus (1990): use grammar to eliminate undesirable rules Grammar is the foundation for communication. When a message is relayed with the correct grammar, it is easier to understand the purpose and meaning that message. Grammar is the set of structural rules, and it helps us to understand how words and their component parts combine to form sentences. You will find that the grammar is extremely simple. Seeing the structure of the table makes the task somewhat easier because it reminds the children of the skip-counting pattern.
Part 1 Part 1. Theoretical Grammar. 1 / 201
YG O L O H PR O M 1 5 / 201
3. THE ADJECTIVE The adjective is a part of speech which includes words expressing the attributes of substances (good, bad, difficult, red) The main syntactical functions in the sentence • An attribute: A glitter of sunshine made the early winter more like late autumn, and the dark woods were touched here and there with red and golden leaves like the last rays of a lost summer. • A predictive in a nominal (compound) predicate: He looked so beautiful and peaceful sitting in that chair under the tree. • Predicatives (subject or object) Adjectives with the prefix a- such as alive, awake, aware, asleep, afraid, etc. I lay awake a long while. He was asleep in the dining room. • Attributes. Adjectives with the prefix a- such as alive, awake, aware, asleep, afraid, etc. when they follow their head-nouns. Predicative character. live or living for alive waking or wakeful for awake slanting for aslant stray for astray etc. • An adverbial modifier to the adjective. The sky was very gloomy. The adjective may be associated with • an object The air was full of butterflies. • an attribute in post-position. "You are like your brother Ben after all, " I said. • An adverbial modifier of comparison or manner 11 / 201
TROUBLESOME 1/2 A (ONE)HALF 1/3 A (ONE) THIRD 2/3 TWO THIRDS 0.1 NOGHT (ZERO) POINT ONE 0.01 NOUGHT POINT NOUGHT ONE 32.305 THREE TWO (THIRTY-TWO) POINT THREE NOUGHT FIVE 2 ½ TONS TWO AND A HALF TONS OR TWO TONS AND A HALF 3/8% THREE EIGHTHS OF ONE (PER CENT) 1 1/3 POUNDS ONE AND A THIRD POUNDS OR ONE POUND AND A THIRD 2S. 6D. TWO SHILLINGS AND SIXPENSE 2D., 3D., 7D. TWOPENCE, THREEPENCE, SEVENPENCE 123 Phone calls: one two three five 0 Phone calls {ou} 6666 Phone calls: double six double six 3446 Phone calls: three four four six 2000 Phone calls: two thousand 24 / 201
No comma Note 1. No comma is The sun shone bright and warm. used as a rule when and joins 2 homoge- neous parts Note 2. When several Trees, and bridges, and houses we- homogeneous parts of re swept down by the flooded the sentence are joined stream. by and, a comma is pla- ced before this conjunc- tion Note 3. To follow in And gleaming and streaming and quick succession. (The beaming. And rushing and flushing mind only one picture) and gushing. Note 4. When and oc- It was a February morning, dry, cold curs between the two and starry (O` Flaherty) last homogeneous parts of the series, the The blast smelt of icebergs, arctic comma is usually inser- seas, whales, and white bears, car- ted before this conjunc- rying the snow so that it licked the tion; although many land but did not deepen on it. (Har- writers omit this com- dy) ma. Note 5. If two attribu- The next day came the little red tes expressed by adjec- bull, drawing the cart to office do- tives are not homoge- or. neous, no comma is in- A young girl with cheeks like po- serted between them. ppies and eyes like jet, with a short red dress and bushy black brown hair, comes out, and stands in the doorway. 62 / 201
REFERENCES 1. A modern English grammar: on historical principles / Otto Jespersen. A modern English grammar: on historical principles / Otto Jespersen.АвторJespersen, Otto, 1860- 1943. English language Grammar, Historical. English language Syntax. 1949.Copenhagen: E. Munksgaard, DescriptionVolume 7 completed and edited by Niels Haislund. Description of Electronic reproduction.7 v.Rights No restrictions on access or use. RightsOpen Access (Public- domain) 585 pages La Trobe University, Australia 2. The examples are from classic English novels. 3. A Review of Statistical Language Processing Techniques JOHN MCMAHON and F. JACK SMITH The Queen’s University of Belfast, Department of Computer Science, Belfast BT7 1NN, N. Ireland. Email: [email protected] 4. Advanced Grammar in Tables: English Grammar is easy by Marina Hrabar ISBN-13: 978-1090301741 67 / 201
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1. Avoiding repetition 69 / 201
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3. How to describe a diagram (IELTS Writing task 1) Introduction Starting Presentation Verb Description Type The/ the given / diagram / table / shows / the comparison the supplied / the figure / illustration represents / of… presented / the / graph / chart / depicts / the differences… shown / the flow chart / enumerates / the changes... provided picture/ illustrates / the number of… presentation/ pie presents/ gives / information on… chart / bar graph/ provides / data on… column graph / delineates/ the proportion line graph / table outlines/ of… data/ data / describes / the amount of… information / delineates/ information on... pictorial/ process expresses/ data about... diagram/ map/ pie denotes/ comparative chart and table/ compares/ shows data... bar graph and pie contrast / the trend of... chart ... indicates / figures the percentages / gives data on / of... gives information the ratio of... on/ presents how the... information about/ shows data about/ demonstrates/ sketch out/ summarizes... 74 / 201
When looking at an IELTS writing task 1 chart question, you should ask yourself 10 quick questions before you write your answer. What kind of chart is it? (Line, pie, bar) What does the title say about the chart? (Read it carefully) What information is contained on both axes? What are the units of measurements? (Age, %, amount etc.) What groups are compared? What is the time period? (Past, present or future) What is the most obvious thing that the data shows you? (General increase or decrease?) What is the most important or significant piece of information displayed? Can any comparisons be made? (Between groups or charts if more than one) Is it a static chart or dynamic chart? ( Static- one time period. Dynamic- over a period of time) Paragraph 1- Introduction Paragraph 2- Overview of main features Paragraph 3- Details of main features 1 Paragraph 4- Details of main features 2 90 / 201
Generally speaking, ... introduction give/provide information on (The line graph gives/provides information on ...) Information can be encoded into various forms for transmission and interpretation gradually (the figures grew gradually) rising or descending information (on / about) the data for It is clear that 101 / 201 conclusion
4. Business Letter Guide 108 / 201
5. Steps in Planning your Essay Underline key vocabulary in the question andwrite words with the same or related meaning. Decide what kind of response isneeded. Brainstorm key points for the answer. Decide on the structure of the essay INTRODUCTION: 1.Paraphrase the question 2. State your position [totally/strongly/somewhat+ ag- ree/disagree] 3. Write topic sentences for each bo- dy paragraph Sequencing word + topic + point The main reason why I believe teachers are necessary is because they are essential for disciplining and motivating students CONCLUSION: 4. Summarise main points 117 / 201 5. Give your final opinion or recommendation/ restate your position
6. NEWSPAPER JARGON Directions: Here are terms you should know as you learn more about and use the newspaper. Find an example of each item in your newspaper. Label each with a sticky note. Byline: tells who wrote the story and may include the writ- er s title. ✥ Column: vertical division of the page that helps to give it structure. Newspaper stories and images are measured in column inches the number of columns wide by inches long. Cutline/caption: explains what is happening in a photo- graph or illustration. The term cut was first used when ✁ ✂ images in the newspaper were printed from carved wood and etched metal. This may include a photo credit. Dateline: location where an event took place and some- times the date, usually at the very start of a story. Date and location were first used when news often took days to reach a reader. Editorial: a column featured on the editorial page that ex- presses an opinion of the newspaper and encourages the reader to take action. 120 / 201 Fact: statement that can be proven (not an opinion).
7. Adverbial phrases CAREFUL! The most common student mistake with adverbials is word order error, particularly after the verbs be and have, e.g. The third day of our trip wasn t very good also. (Correct form = ✞ ✟ our trip also wasn t very good.). ✞ At C1 level, the most likely error is for students to place the adverbial too late in the sentence, e.g. You can find easily an English-language newspaper to read ✟ with the at the library. (Correct form = You can easily find an adverb of manner placed before the correct verb). FAST FINISHERS comment: Presumably, your wife ✟ degree: Some of the theories are simply ridiculous. manner: The secretary put the phone down abruptly. time: I had had a nasty feeling beforehand. ✟ frequency: the origins of language will always fascinate us. Thankfully, we soon found the keys next to the box. how? = very well, angrily, as fast as possible, by chance, gradually, gently when? = later, the next day, at the break of dawn where? = there, in the corner, in front of me how often? = rarely, never, frequently howlikely?=definitely,obviously,withoutadoubt comment? = unfortunately, surprisingly, clearly degree? = a bit, extremely, quite, absolutely 127 / 201
get on enter or board of (trains, buses, ships, aircraft, etc.) get out move out or away get over to recover from (an illness / a failure / a difficulty / a shock / etc.) get stuck be unable to move forward. get through to successfully make contact with someone 134 / 201 (usually by telephone)
Phrasal Verbs Games 149 / 201
get away to escape get away with to do something wrong or illegal without being punished. get away with to do something wrong or illegal without being punished (usually without even being discovered or caught) get in to come or go into. get off 156 / 201 leave a vehicle, aircraft, etc.
999... MMMOOOTTTIIIVVVAAATTTIIIOOONNN///CCCOOOVVVEEERRR LLLEEETTTTTTEEERRR FFFOOORRR UUUNNNIIIVVVEEERRRSSSIIITTTIIIEEESSS... CCCVVV wwwrrriiitttiiinnnggg... Adapted from: http://motivationalletter.com/motivation-letterfor-erasmus/ The main goal of the cover letter is to help you obtain an interview. It is written as an introduction to your resume, highlighting those skills and an experience. A letter of motivation is another name for a cover letter. Students typically send these letters to universities when they are applying for special programs, such as a study abroad opportunity. Letters are important because they allow you to introduce yourself to key decision-makers. Instructions 1. Letters of motivation are formal, so use formal (business) style and format. Align everything to the left and begin with the date. Then skip down a line and write the address of the university contact person. Come down another line and write the formal salutation followed by a colon. Do not indent the paragraphs; just put a space between each one. Use a formal closure, and leave spacetosignyour name.Finally, typeyournameandpersonalcontactinformation. 2. Create compelling content. The letter should contain about 3 paragraphs of useful information. Resist the urge to repeat what you have already shared elsewhere in your application packet. You may make related comments, but try to keep your letter of motivation original. In the first paragraph,include informationaboutyourpersonalityandprior experience thatwill make youa good fit for the program. In the second paragraph, explain what you hope to learn as a result of participating in the program. List goals that include both positive changes you can bring to the school and positive changes the school can create in your life. In the third paragraph, write about steps you are taking to prepare for the program and express interest in hearing a reply soon. 172 / 201
the fact of a famous person appearing in an advertisement endorsement saying that they use and like a product entrepreneur someone who starts their own business factory building or set of buildings where large amounts of goods are made using machines someone who establishes an founder organization import 195 / 201 to buy or bring in products from another country
ABOUT THE AUTHOR Marina Hrabar started teaching English/Russian professionally in 2000 shortly after graduating from the University. She has her Master's degree in ESL Education, as well as a TESOL certificate (Arizona State University, 2018). She possesses 17 years of corporate experience in Finance, Banking, Technology, Construction industries, and a bunch of cool things. M.A. in Building Engineering, B.A. in Accountancy, Professional certifications that can help prove her skills and value. TEFL (120 hours) 2017. The certificate shows skills: Professional knowledge of English grammar and the capability in educating language learners. IELTS Teachers` Training Program English Australia’s Continuing Professional Development (2019)
