Advanced Grammar in Tables: English Grammar is easy. New Edition
Visual Reading.Digital versions. Try before buy. Books by Marina Hrabar
books
marina hrabar
english
grammar
visual
Advanced Grammar in Tables: English Grammar is easy. New Edition POCKET SIZE & VISUAL READING MarinaHrabar Visual Reading. Digital versions
Copyright©2020 MarinaHrabarAll rightsreserved.
This is a modal window.
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. • Provides coverage of specific language areas advanced -level students and their teachers will find most interesting to study. • Easy to use: Grammar in Tables. This book for advanced students combines how grammar works (Part 1 ), communicative grammar (Part 2), Cognitive Grammar, and Communication (Part 3), Slang and idioms (Part 4). Part 1. It is not only essential to have a clear definition and understanding of what grammar is; we need to really understand how grammar works. pg.1 Part 2. Grammar VS Communication (Grammar is a communication tool) pg.70 Introduction pg.71 1. Goal setting pg. 77 2. Dreams and the second conditional pg.79 3. Revision of and contrast between conditional sentences pg.84 4. Questions and Answers pg.89 5. Summary pg. 104 6. The GRAMMAR`S CEF levels. Common mistakes (C1) pg. 108 7. Tense Revision pg.139 Part 3. Cognitive linguistics is a modern school of linguistic thought that originally began to emerge in the 1970s due to dissatisfaction with formal approaches to language. pg.152 Part 4. The application of slang and idioms in the conversation makes the dialogues more fun and comfortable. pg.174
CONTENTS Part 1. How Grammar works 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.69
CONTENTS Part 2. Grammar VS Communication (Grammar is a communication tool) pg.70 Introduction pg.71 1. Goal setting pg. 77 2. Dreams and the second conditional pg.79 3. Revision of and contrast between conditional sentences pg.84 4. Questions and Answers pg.89 5. Summary pg. 104 6. The GRAMMAR`S CEF levels. Common mistakes (C1) pg. 108 7. Tense Revision pg.139 Part 3. Cognitive Grammar and Communication. pg.152 References pg.173 Part 4. Slang and idioms. pg.174 References pg.179
Thanks “If your emotional abilities aren’t in hand if you don’t have self-awareness if you are not able to manage your distressing emotions if you can’t have empathy and have effective relationships, then no matter how smart you are, you are not going to get very far.” – Daniel Goleman Language teachers often work in the dark, with little understanding of the object of their efforts and often lacking a clear understanding of key constructs such as ‘communication’. Language as one of the most important and fundamental aspects of and tools in research. We use language in order to communicate our thoughts and feelings. The centuries have been filled with remarkable people who have done amazing things. I’d like to give thanks to a few of the many men and women whose pioneering work underpins the modern English Language. The following individuals are a selection of those responsible for some important firsts in English Language Learning. Otto Jespersen, in full Jens Otto Harry Jespersen, (born July 16, 1860, Randers, Den.—died April 30, 1943, Roskilde), Danish linguist and a foremost authority on English grammar. He helped to revolutionize language teaching in Europe, contributed greatly to the advancement of phonetics, linguistic theory, and the history of English, and originated an international language. Robert James Dixson (May 23, 1908 – February 1, 1963) was an American writer who simplified and adapted some classic works of literature, that were later published in their new version, and wrote a number of books about the English language, specially crafted for the foreign-born. Daniel Goleman (born March 7, 1946) is an author and science journalist. For twelve years, he wrote for The New York Times, reporting on the brain and behavioral sciences. His 1995 book Emotional Intelligence was on The New York Times Best Seller list for a year-and-a-half, a best-seller in many countries, and is in print worldwide in 40 languages.
1 / 198
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. When it comes to learning a language grammar is one of the key components to focus on. But, it is also very important to remember it is only one part of learning a language. It is not only essential to have a clear definition and understanding of what grammar is; we need to really understand how grammar works. 3 / 198
The possessive case is used to show ownership. things have a con- a group of two nection to people: or more coordi- nated nouns if Germany's economy = such a group the economy of Ger- refers to a sing- many le idea «of phraze» represents Partitive mea- `s may be added the objective genitive ning. to a whole group His drawing of children Denoting «one of words. are exceptionally good= He draws children excep- of...» tionally well It was four and a half miles` drive With nouns deno- It is a novel by Dic- The last element ting inanimate kens.(=one of his of the group things novels) may even not be I heard the unseen tum- But : a noun. bling of the waters. It is a novel by Dic- Everybody kens (= a novel drank to everyo- happi- written by Dickens) ne else`s ness With nouns denoting li- The partitive ...an hour or two`s ving beings to express meaningcan be distance from the ci- the subjective genitive lost. ty relation The entrance of the lost Do look at this silly 2 persons possess child made a slight sen- wife of yours. smth. in common sation. The construction ac- Diana and Ma- I opened it, and read quires emotional ry`s general the writing of Agnes. force (denoting prai- answer to this se, pleasure, displea- question was a 12 / 198 sure, etc.) sigh. Becomes purely descriptive In colloquial speech he old man what-do- you-call-him's house
17 / 198
another an additional or Another silence fell. different person or thing anything no matter what There isn`t anything in thing the box. each every one of Each of us received a two or more ticket to the Moon. people or things, seen separately Either (+) 1.One or the You can take either book: Neither (-) other (not both) I don`t mind which. 2. Both I have not seen either of them. Neither of my friends was there. Everybody(-one) Don`t If anybody call tell him to somebody(-one), discriminate wait for me.. anybody (-one),each gender Both Two objects Both girls like to be (people or upstairs. things) are Can you both play regarded in conjunction. tennis? 21 / 198
Regular and Irregular Verbs Regular Verbs By means of the inflexion -ed Love-loved-loved Irregular Verbs Ask-asked-asked -d, -t to the stem with- Consonantal Verbs out a To burn-burnt-burnt change of the root vowel To dwell-dwelt-dwelt -d,-t to the stem To learn-learnt-learnt (change of the To but-bought-bought root-vowel) To sell-sold-sols The final consonant is To creep-crept-crept dropped To send-sent-sent -t To build-built-built Vocalic Verbs A vowel change To run-ran-run To speak-spoke-spo- A mixture of conso- ken Mixed Verbs nantal and To crow-crew-crowed vocalic inflexion To wake-woke waked 28 / 198
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.ПредметEnglish language Syntax.Дата1949.Copenhagen: E. Munksgaard, DescriptionVolume 7 completed and edited by Niels Haislund.Description of Electronic reproduction.7 v.RightsNo restrictions on access or use.RightsOpen Access (Public-domain) 585 pages La Trobe University, Australia 2. The examples are from classic English novels. 3. Lesson materials and resources by Marina Hrabar 69 / 198
70 / 198
Introduction Speaking is an interactive process of constructing ideas includes the production and reception, and processing information (Brown, 1994; Burns & Joyce, 1997). Shape and its meaning is tied to the context in which speaking takes place, including the participants, a collection of experiences, environment and objectives. Speaking often occur spontaneously. Therefore, through speaking, ideas can be produced through a speech as part of the interaction that aims to communicate any information obtained as well as the informa- tion that we tell to the people. Speaking activity is an activity that occurs spontaneously. Communication will not run smoothly without speaking. According to Widdowson (2001: 58) actions speak generally communicate through interaction in the show with a face - the face and occurs as part of a dialogue or a form of verbal exchange. According Djamarah ( 2000), there are five in delivering presenta- tions are essential components that must be considered (Binhan: 2013) so that presentation can be a success and provide significant benefits to the presenter and the audience. Five essential compo- nents are: a. Who (Communicator) b. Say what (message) c. In what manner (media used verbal, non-verbal, visual) d. To whom (receiver's beam or audience) e. With what effect (the effect of the message to the audience) 71 / 198
Conversation problems include poor listening, memory, and con- centration skills. There is usually enough time for your mind to wander while you are being spoken to, and many people speak slowly and with lengthy pauses between thoughts. The result is that your mind may wander. You can lose your concentration and even the main idea of the conversation, Ask Relevant Follow-up Questions Asking relevant follow-up questions based on what the other person has said shows you are listening. Closed-ended questions help to clari- fy facts and details. Open-ended questions encourage the speaker to elaborate and suggest that you are interested in the topic. Use Examples Ask for and think of examples that support or question what is being said. 72 / 198
2. Dreams and the second conditional 79 / 198
What DIDN'T happen in the past? - Go through the meaning and form of the third conditional. - For example, If I'd won the lottery, I'd have moved to a beautiful island. - Did I win a lottery? (No) Did I move to a beautiful island? (No) Is this situation real? (No) Are we talking about the past, present or future? (The past) - the story contains two conditional sentences. For example: If I'd won the lottery, I'd have moved to a beautiful island. If I had won the lottery, I would have moved to a beautiful island. Elicit the form: If + Past Perfect + would have + a past participle. Choose some famous people YOU know well and talk about how their lives might/could/would have been different if…. “Chain story” using the hypothetical prompt If I’d met an alien this morning, I would have… You will create a chain story using the hypothetical prompt. Model how to develop a chain story If I’d met an alien yesterday, I would have traveled the world. If I`d traveled the world, I would have found 1000 friends. ................... 88 / 198
105 / 198
6. The GRAMMAR`S CEF levels. Common mistakes (C1) Council of Grammar Europe levels A1 Adjectives: common and demonstrative Possessive s Adverbs of frequency Prepositions, Comparatives and superlatives common Going to Prepositions of How much/how many and very place common uncountable nouns Prepositions of I’d like time, including Imperatives (+/-) in/on/at Intensifiers - very basic Present Modals: can/can’t/could/couldn’t continuous Past simple of “to be” Present simple Past Simple Pronouns: Possessive adjectives simple, personal Questions There is/are To be, including question+nega- tives Verb + ing: like/hate/love A2 Adjectives – comparative, – use of Past continuous than and definite article Past simple Adjectives – superlative – use of definite Phrasal verbs – common article Possessives – use of ‘s, Adverbial phrases of time, place and s’ frequency – including word order Prepositional phrases Adverbs of frequency (place, time and Articles – with countable and movement) uncountable nouns Prepositions of time: Countables and Uncountables: on/in/at much/many Present continuous Future Time (will and going to) Present continuous for Gerunds future Going to Present perfect Imperatives Questions Modals – can/could Verb + ing/infinitive: Modals – have to like/ Modals – should want-would like Wh-questions in past Zero and 1st conditional 108 / 198
110 / 198
116 / 198
to write to write - wrote - written + ing writing 139 / 198
147 / 198
JOB OBJECTIVE The questions below can help you determine what your job objectives should state: what type of employment you are seeking; what you can offer the company; where you want to go with this position. Answer these questions, and write a job objective based on your answers. What kind of job would I like to have? Three choices would be: Job I What qualifications do I have for the jobs I listed above? Job 1 What can I do to be better qualified for these jobs? Job 1 What are my future goals in these positions? Job 1 EDUCATION use your answers to the following questions to compile information for Education Data on your résumé. List courses you have taken in high school, vocational school, and college Which of these courses have helped you prepare for the position you want? In which of these courses have you excelled? COVER LETTER What do I want from this company? What can I offer this company? What experience do I have that will qualify me for this position? 149 / 198
152 / 198
Cognitive grammaris a cognitive approach to language develo- ped by Ronald Langacker, which hypothesizes that grammar, se- mantics, and lexicon exist on a continuum instead of as separate [1] processes altogether. This approach to language was one of the first projects of cognitive linguistics.[2] In this system, grammar is not a formal system operating independently of meaning. Rather, grammar is itself meaningful and inextricable from semantics. PPPsssyyyccchhhooo---GGGeeeooommmeeetttrrriiicccsss--- Psycho-Geometricsis based on the notion that we tend to be attracted to certain shapes and forms in the environment because of our personalities, attitudes, education, and expe- riences. CCCooolllooorrr SSSeeemmmaaannntttiiicccsss--- Cognitive Linguistics presents research of all kinds on the in- teraction between language and cognition. “Wondering Soul” Explore one of the most widely known painting styles across the ages. Cognitive linguistics is a modern school of linguistic thought that original- ly began to emerge in the 1970s due to dissatisfaction with formal ap- proaches to language. During the 1980s, Lakoff, influenced by his colleagues Charles Fillmore and Eleanor Rosch at University California, Berkeley, began applying new approaches to categorization, in particular, Prototype Theory to mo- deling linguistic representation in the minds of language users. This ga- ve rise, among other things, to a new "cognitive" approach to semantics, especially lexical semantics. 153 / 198
• Allow the ink to go where it pleases. • When you feel that there is enough ink on the paper, let ev- erythingdry. You may wish to add some details with the ink once the paper has dried thoroughly. YYYooouuu cccaaannn eeexxxppprrreeessssss yyyooouuurrrssseeelllfff wwwiiittthhh eeeaaassseee... You don’t need to say a word. Your artworks represent your emotions and your current state. You choo- se colors accord- ing to how you feel. There are several bright and cheerful ones, and there are also a few dark, gloomy pieces. This real- ly makes you focus on what you want to express. 159 / 198
165 / 198
174 / 198
The application of slang and idioms in the conversation makes the dialogues more fun and comfortable. Forms of Idiom According to Dixson (1971: 192) Idiom has some forms, they are: 1. Short Idiom a. Idiom with adjective – Noun combination. For example, old salt, the meaning is having many experiences in his life b. Idiom with adjective followed by various preposition. For ex- ample, fall off (decrease). The attendance at the theatre has fallen off considerably c. Idiom with adjective. For example, worn out (exhausted). They were worn out after have sport. Long idiom is one that consists of some combination of verb pre- position adjectives and noun combination. They are: a. Phrasal Verb Phrasal verb is a complete verb unit with a specific meaning and has more than one meaning. Phrasal verb can be divi- ded into two kinds, they are: 1) Separable Phrasal Verb Separable phrasal verb always has an object. In English certain idioms those the two – words verb class is separable by their direct object or complement; that is the pro- noun direct object is placed between the verb and its accompany preposition particle. In Separable Phrasal Verb In separable phrasal verb, it has an object but they can never be separated except by an adverb and it is used in the some way as normal verb. 175 / 198
ASAP stands for 'as soon as possible' B-Ball often used to abbreviate basketball Blow or Bomb to fail or to be unsuccessful Blue or Have the Blues to feel depressed or sad The bomb: if something 'is 181 / 198 it is awesome the bomb'
A finger in a lot of Have a go Feedback Proactive pies To tailor Flexitime Post Persuade/ Persuasive A pain in the neck Boss around An empire builder Package Fade out Demand Set up A gimmick Floor space Saturated/ Tackle Tenfold Saturation Warranty/ Price conscious ISO 9001 Severe/ Severity Guarantee CRM Seize Haulage SWOT analysis Instalments I can’t see it Fine Follow (someone) happening Hospitality Entertain A blow Unreliable Pick up Hold on Look up On the ball Off the hook Tied up Cut off Hang up Switch off Speak up 196 / 198
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 Teacher.Training Program English Australia’s Continuing Professional Development (2019)
