Download ENGALX Grammar Compendium

Karlstads universitet
ENGALX – Grammatik och skriftlig färdighet
GRAMMATIK OCH SKRIFTLIG FÄRDIGHET (7,5 hp)
English for Teaching Young Learners (grades 1-6), ENGALX
Kursplanen för ENGALX anger att momentet Grammatik och skriftlig färdighet innehåller
•
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genomgång av grammatiska grundbegrepp och huvuddragen i engelsk syntax.
praktiska övningar och skriftliga uppgifter som bidrar till att utveckla studentens
språkfärdighet mot större korrekthet och variation.
Målet för de teoretiska genomgångar och praktiska övningar som ingår i momentet är att du
efter avslutad kurs ska ha utvecklat din språkfärdighet och bättrat på dina kunskaper i
engelska tillräckligt för att känna dig säker nog att lära ut språket till yngre barn. Denna
delkurs syftar alltså till att utveckla din engelska snarare än att lära dig att lära ut engelska.
Även om mycket av det vi kommer att syssla med inte är sådant som du direkt kommer att
lära dina elever behöver du kunna det ifall de någon gång frågar dig om något som ligger
utanför det du planerat. Du måste förstå grammatiken ordentligt för att kunna ”översätta”
reglerna till ett språk som eleverna förstår och för att kunna bedöma deras språkliga
utveckling på ett bra sätt. Dessutom finns det ju faktiskt elever som med lätthet förstår
grammatiska begrepp. Du måste vara beredd att hjälpa dem också.
Till vår hjälp när vi lär oss engelsk grammatik kommer vi att ha ett antal källor. Maria Estling
Vanneståls A University Grammar of English (MEV) kommer att vara vår huvudkursbok
(samt din framtida referens om du behöver bättra på dina kunskaper eller repetera).
Sidhänvisningar till den ges inom parentes i arbetsbladen och i grammatikhäftet som helhet.
Rekommenderad litteratur är även Hugo Olssons Språket – så fungerar det och Stieg
Hargeviks Engelska prepositionsövningar.
Vi kommer även att använda oss av detta grammatikhäfte som innehåller material från ett
antal lärare på engelska institutionen, främst Pia Sundqvist, som har bearbetat och
sammanställt materialet, samt även Kristina Jansson, Rose Bergvall, Solveig Granath, Marie
Tåqvist och Marika Kjellén Simes. Grammatikhäftet har till stora delar ett kontrastivt
perspektiv, dvs. betoningen ligger på övningar som kan vara särskilt problematiska för
personer med svenska som modersmål. I början av häftet finns det en genomgång av
grammatiska termer. Det är viktigt att du lär dig dessa då de är grundläggande i
språkundervisningen (även din egen). Häftet innehåller även sju arbetsblad som täcker in
olika centrala områden inom engelsk grammatik.
Arbetsspråken kommer att vara både svenska och engelska i denna kurs. Eftersom det är
engelsk grammatik som vi sysslar med kommer vi att använda engelska om det inte finns
någon särskild orsak att använda svenska (till exempel för jämförelser mellan de båda
språkens grammatik).
Jag ser fram emot ett gott samarbete!
Anna Linzie
Höstterminen 2010
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ENGALX – Grammatik och skriftlig färdighet
BASIC GRAMMAR TERMS IN ENGLISH
The following may look like a daunting list, but you are probably already familiar with some
of the concepts. Grammar terms can mainly be divided into two categories: those that contain
words to describe the forms of the words (ordklasser—word classes), and those describing
their function in a specific sentence (satsdelar—sentence constituents, clause elements).
FORM
The form of the word decides the functions it can have in a sentence (please remember the difference between
these two). The form is the one you will find in a dictionary, and the function is the use you make of a word in a
specific context. Every word belongs to a word class or more than one word class) that does not generally
change, but all these words can function as several sentence constituents (discussed below). The word class (also
called lexical category) is in bold writing in the list. The other entries are subcategories or elements that come
with the word class in question. These elements are not word classes; they are only used to describe properties
that the words have. Underlined words have their own headings elsewhere in the list.
English term
NOUN
Swedish term
SUBSTANTIV
Noun phrase
Nominalfras
Indefinite article
Definite article
In the singular
In the plural
Countable
Obestämd artikel
Bestämd artikel
I singularis
I pluralis
Räknebara
Uncountable
Oräknebara
Proper names
The genitive
Egennamn
Gentitiv
ADJECTIVE
ADJEKTIV
Compare
Komparera
Positive degree
Comparative degree
Superlative degree
VERB
Positiv
Komparativ
Superlativ
VERB
Regular verb
Regelbundet verb
Irregular verb
Oregelbundet verb
Auxiliary verb/
Main or lexical
verb
Hjäpverb/
Huvudverb
Descriptions and examples
Things, generally spoken. A more simple way of describing this
category is by the properties of the words. They use an article and they
can take the plural or the singular.
E.g. ball, cloud, thought, Englishman
The subject in a sentence is normally constituted by a noun phrase, i.e.
a phrase where the head is a noun. E.g. in the sentence ‘A big dog
walked by’, ‘a big dog’ is the noun phrase and dog is the head. A
pronoun can also be a noun phrase: She walked by.
E.g. a or an
the
One of something. E.g. bird
Two or more of something. E.g. birds
Countable nouns exist in the plural and in the singular and they
can be used with the indefinite article. Some words are countable in
one sense, and uncountable in another. E.g. There were many deaths
in the fire
These nouns cannot be counted and they do not take the indefinite
article; instead, you use the quantifier some. Uncountable nouns only
exist in the singular.
E.g. ‘This music is wonderful.’
Names of persons and places. E.g. Kim, York
This is the form used to indicate possession. Two forms in English: -s
(Kim’s house) and the of-construction (The roof of the house).
Words that describe or determine a noun. Many adjectives can be
compared. E.g. big, bigger, the biggest. (Note that some adjectives can
be used as nouns in the generic sense: ‘The rich are envied by some.’)
To express adjectives in the three degrees (the following three entries)
E.g. big bigger, the biggest
The form you’ll find in the dictionary. E.g. big
The next degree in the comparison. E.g. bigger
The last degree in the comparison. E.g. biggest
Designates an action or a function and is the centre of the phrase. Can
be put in various tenses. E.g. walk, be, think
A verb that follows a pattern when used in different tenses. E.g.
borrow, borrowed, has borrowed
A verb that has irregular forms that have to be learned separately. E.g.
drink, drank, drunk
Aux.verbs are verbs that help modify the tense or mode of a verb.
Some auxiliary verbs can also be used as main verbs. Compare: ‘I had
it’, where had is a main verb, with ‘I had seen him before’, where had
is an auxiliary verb which creates a past tense together with its main
verb see.
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Concord,
Subject-verb
agreement
The progressive
(aspect)
The passive
(voice)
The active
(voice)
Tense
Kongruens
Pågående,
progressive form
Passivum
Aktiv form
Tempus
Present tense
Presens
Past tense
Imperfekt,
Preteritum, dåtid
Perfekt
Present perfect,
Perfect (tense)
Past perfect,
Pluperfect
Future time
The verb needs to agree with the subject of the clause: a subject needs
an -s if it is in the third person singular present tense but otherwise it
does not.
Use be and add –ing to the verb to indicate that an action is ongoing or
temporary. E.g. ‘He is doing his homework right now.’
In this voice, the subject of the active phrase becomes the ‘agent’
E.g. ‘They made it.’ → ‘It was made by them.’
The opposite of the passive voice. E.g. ‘They made it.’
The different time frames that a verb can be put into, such as the
present tense, the past tense
The form of the verb when it describes something in the present (but it
can also be used in other cases – check your grammar book!)
The form of the verb when it describes something in the past.
Conditional
Konditionalis
The principal
parts of the verb
(Verb)tema
Imperative
(mode)
Infinitive
(form)
Past participle
Imperativ
The present form of have is placed before the past participle of the
main verb. E.g. ‘I have seen him.’
Had is placed before the past participle of the main verb. E.g. ‘I had
seen him.’
Often will + the infinitive. E.g. ‘I will do this’. Other forms exist:
consult your grammar book.
Often expresses a condition for something.
E.g. ‘I would have written to her if I had had her address.’
This is the sequence you need to learn in order to know how to use the
verbs (especially irregular verbs) in different tenses.
E.g. go, went, gone
The mode for orders and requests. E.g. ‘Help me!’
Infinitiv
The forms of the verb as you find them in a dictionary. E.g. be, jump
Perfekt particip
(supinum)
The last form of the three principal parts of the verb. E.g. been, gone,
jumped. These are used to create different tenses together with the
auxiliaries.
The mode determines how we see what happens: is it a fact, a wish, an
order? This determines the forms of the verb. Three types of mode
exist: imperative, subjunctive, and indicative. (The last one includes
all cases except for the first two. The vast majority of phrases you
use are in the indicative.) Do not confuse this with tense!
This mode indicates that what is being said expresses something that
is less certain: wishes, hypotheses, etc. E.g. ‘I wish it were true’ (Note
that the indicative mode might also be possible, especially in informal
language: ‘I wish it was true’).
Words that describe or determine a verb. They describe when, where
and how. Can be compared. E.g. carefully, more carefully, etc.
A vast collection of words of different forms and with several subcategories. E.g. I, it, my, this, that
A pronoun is in place of a noun.
Used in direct and indirect questions. E.g. who, which, what
(Note that some of these sound like some relative pronouns, but that
they mean different things. Compare: ‘Who is that man?’ (interrogat.)
and ‘That is the man who called.’ (relative)
Used to designate ownership. E.g. my, yours
Pluskvamperfekt
Futurum
Mode
Modus
Subjunctive
Konjunktiv
ADVERB
ADVERB
PRONOUN
PRONOMEN
Interrogative
pronoun
Interrogativt
pronomen
Possessive
pronoun
Possessiva
pronomen
Demonstrative
pronoun
Personal
pronoun
Reflexive
pronoun
Demonstrativa
pronomen
Personliga
pronomen
Reflexiva
pronomen
Pronouns that point out or point to something. E.g. this, that
Designating persons. E.g. I, you, it, we, you, they, him, her, etc.
Reflects the subject of the phrase. E.g. ‘You can see yourself in the
mirror.’ and ‘He washes himself.’
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Reciprocal
pronoun
Indefinite
pronoun
PREPOSITION
Reciproka
pronomen
Indefinita
pronomen
PREPOSITION
Describes reciprocal relationships (ömsesidiga förhållanden –
varandra). E.g. ‘They respect each other’
Pronouns with no specific reference. E.g. some, any
Usually small words placed before a noun phrase in order to express
different concrete relations, for example direction and place, but also
more abstract ‘positions’. E.g. on, beside, in, without
NUMERAL
RÄKNEORD
Words designating numbers. E.g. four, fourth
CONJUNCTION KONJUNKTION Words that connect words, phrases, or whole clauses (similar function
to relative pronouns). E.g. and, but, that. There are two main types
(see below) that are divided into smaller units. Consult your grammar.
A conjunction is never a sentence constituent (satsdel) – it merely ties
them together.
Co-ordinators
Samordnande
Connect words or clauses of the same kind: nouns with nouns, main
konjunktioner
clauses with main clauses, subordinate clauses with subordinate
clauses. E.g. and, but, or, for
Subordinators
Underordnande
Connect a subordinate clause with a main clause. E.g. that, if, then,
konjunktioner
because
Main clause
Huvudsats
A clause that can either stand on its own or includes one or more
subordinate clauses. E.g. ‘I see a cat’, ‘I know that they were late.’
Subordinate clause Bisats
A clause that cannot stand on its own, e.g. ‘When I see a cat’, ‘that
they were late’. (Note: If you add a main clause, the subordinate
clause makes sense: ‘When I see a cat, I run’). A subordinate clause is
always a sentence constituent in a main clause.
MISCELDIVERSE
LANEOUS
Word order
Ordföljd
The specific order in which a language wants to present the words in a
sentence.
Determiner
Determinant
A word that determines (explains etc.) another word.
FUNCTION
Now we enter the realm of sentence constituents (satsdelar). You need to remember a few basic points. Firstly, a
sentence constituent may consist of several words. In the phrase ‘He sees the beautiful old house’, the four
italicised words together form the direct object (more on that later). A whole phrase is often a sentence
constituent: ‘He saw the man he once was’. When this phrase in italics has been properly identified as direct
object, it is possible to find the sentence constituents that make up this phrase too: you just start over again with
the questions you used to find this sentence constituent in the first place. The verb was is the predicate, he is the
subject, the man is not the direct object but the predicative complement (more on that later), and once is of
course a time adverbial.
The second important point to remember is to make sure that you really do make a distinction between
form and function. Nouns, verbs, and adjectives are grammatical forms that can have various functions in a
clause. For instance, an adverb is a form that describes for example time and place (yesterday, that year when
there was so much snow, last month, in this room), whereas an adverbial is a word or phrase that has a specific
function in a specific sentence. In the clause ‘Yesterday I went to see my friend’, the initial time adverbial tells
us when this specific visit took place. To mark this function an adverb is used as the adverbial.
As before, underlined words have their own headings elsewhere in the list. The first five terms describe
properties that sentence constituents can have; they are not in themselves sentence constituents.
English term
Head (H)
Swedish term
Huvudord (H)
Modifiers,
determiners
Bestämningar
Clause
Sentence
constituent
Sats
Satsdel
Description and question
The head is the main word in a sentence constituent, the one
around which the modifiers are centred. In ‘the big, blue
house’, house is the main word, the others modifiers.
These are the words that describe or add meaning to a sentence
constituent. In ‘the big, blue house’, big and blue are
modifiers.
A group of words that contain at least a predicate and a subject.
The function of a word in a clause. Also known as clause
element.
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Sentence analysis, Satsdelsanalys,
Parsing a sentence Ta ut satsdelarna
Predicate (verb) (p) Predikat (p)
Subject (s)
Subjekt (s)
The logical or
extraposed
subject (es)
Formal or
Preparatory
Subject
(fs)
Egentligt
subjekt (es)
Formellt subjekt
(fs)
Direct object
(Od)
Direkt objekt
(Od)
Indirect object
(Oi)
Indirekt objekt
(Oi)
Prepositional object Prepositionsobjekt
(Oprep)
(Oprep)
Adverbial
(advl)
Adverbial
(advl)
Adverbial of time Tidsadverbial
Adverbial of place Rumsadverbial
Adverbial of manner Sättsadverbial
Adverbial of degree Gradadverbial
Modal
Satsadverbial
adverbials
(Attitydadverbial)
Adverbial of reason Orsaksadverbial
Modifier (mod)
Attribut (attr)
Modifier consisting Adjektivattribut
of an adjective
(adj.attr)
(mod.adj)
Modifier consisting Genitivattribut
of a genitive
(gen.attr)
(mod.gen)
Modifier consisting Prepositionsattribut
of a preposition
(prep.attr)
(mod.prep)
Modifier consisting Satsattribut
of a clause
(satsattr)
(mod.clause)
Adjectival
Adjektivkomplement
complement
(adj.kompl)
(compl.adj)
Predicative
Predikativ
(pr)
(pr)
To pick a clause apart, identifying its smallest parts and
functions.
Answers the question: ’What happens?’ and consists of at least
a finite verb but may be bigger than that.
Answers the question ‘Who/what + p?’ Consists of a noun, a
non-finite clause, a subordinate clause, or a pronoun, and their
modifiers/determiners if there are any.
Found in an impersonal construction where it is the “actual”
subject. Its original place has been taken by a formal/
preparatory subject.
Takes the original place of the extraposed subject in impersonal constructions and introduces it. In the sentence ‘It surprised
us that they came’, ‘it’ is the preparatory subject whereas ‘that
they came’ is the extraposed subject. Ask the question ‘What +
p?’ and you will find that there are two answers to it. → ‘What
surprised us?’ (a) It and (b) that they came. Don’t get confused
and think that one of them is an object, because it is not!
In some languages, this is referred to as the accusative object.
This also used to be the term used in Sweden. The Od answers
the question ‘Who/What + p + s?’
In some languages, this is referred to as the dative object. This
also used to be the term used in Sweden. The Oi answers the
question ‘Who/What + p + s + Od?’
(Sometimes these are seen as Oi.) If the answer to one of the
questions for Od or Oi begins with a preposition, they are very
likely an Oprep. E.g., in ‘The teacher wrote handouts for his
students’, the italicised bit is an Oprep.
The adverbial answers the questions Where? How? When?
Note: there are several subcategories of adverbials.
Adverbials modify adverbs and verbs and sometimes an entire
clause.
When?
Where?
How?
How much?
Does this word modify the whole clause? E.g. ‘He will
probably arrive tomorrow.’ ‘He is not here.’
Why?
Modifiers modify nouns in noun phrases.
A modifier consisting of an adjective. It precedes the head
word of the noun phrase. E.g. ‘red book’
A modifier consisting of a genitive or a possessive pronoun.
It precedes the head word of the noun phrase. E.g. ‘my book’
A modifer introduced by a preposition. It comes after the
head noun. E.g. ‘book of fairy tales’
A modifier consisting of a clause – either finite or non-finite. It
comes after the head noun. E.g. ‘the book that I bought’
A complement to an adjective, something which determines/
describes the adjective in a predicative. Eg. ‘white as a sheet’.
It comes after the adjective.
(Previously predikatsfyllnad) After linking verbs (be, become,
sound, feel, look, smell, taste, seem, etc.), there is a predicative
instead of an object. Note the difference: Whereas an object
introduces something new, a predicative merely provides more
information about the subject or object of the clause. E.g. In
‘She was an astronaut’, astronaut is not a direct object! It is a
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Subject
predicative
(pr/s)
Subjektspredikativ
(pr./s)
Object
predicative
(pr/o)
Objektspredikativ
(pr/o)
Agent
(agent)
Agent
(agent)
predicative because it identifies/defines the subject. There is a
simple test: We know we have a pr. when we can replace the
verb with an equal sign: ‘she=astronaut’. This is not possible
with a direct object: ‘She saw an astronaut.’
There are two types of predicative:
Ask ‘What + be, become, sound, smell, feel, look, taste, seem,
etc + s?’.
Compare: ‘She was an astronaut’ (pr/s) with ‘She saw an
astronaut’ (Od). In the first sentence, we can replace the verb
with an equal sign but this is not possible in the second
sentence.
Ask ‘What/How + be, become, sound, smell, look, feel, taste,
etc + s + Od?’
You know you have an object predicative when you can put an
equal sign between the object and what comes next. E.g. ‘She
considered the doctor an expert’: doctor=expert
The one who carries out the action in a passive clause. In
‘She was abandoned by her husband’, ‘her husband’ is the
agent – that is, the one that acts. Do not confuse this with the
Od!
If you want to learn more about these terms, or get a more thorough description of them, please consult:
www.hum.gu.se/~engwww/sv/projects/GrUp/index.html
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QUESTIONS FOR IDENTIFYING SENTENCE CONSTITUENTS
1) Predicate (p): What happens? Answer: p
2) Subject (s): Who/What + p? Answer: s
Formal subject (fs) and extraposed subject (es):
There was a stranger in the room.
fs
p
---- es ----- advl/place There
were
fs
p
strangers
es
in the room.
- advl/place -
At times you can exclude the formal/introductory subject:
A stranger was in the room.
----- s -----p
- advl/place But excluding the formal/introductory subject is not always possible! →
There was a hurricane last night. – Cf.: *A hurricane was last night. (a * symbol means that
fs
p ------ es ---- advl/time
the sentence or clause is
grammatically incorrect)
3) Direct object (Od): Who/What + [aux] + s + p? OR: Who/What + p + s? Answer: Od
(Note: [aux] = auxiliary verb, ‘hjälpverb’)
4) Indirect object (Oi): Who + [aux] + s + p + Od? OR: Who + p + s + Od? Answer: Oi
Note—Direct and indirect objects in English never take a preposition. If there is a preposition,
the object is called a:
5) Prepositional object (Oprep):
Ex:
Jenny wrote me a letter.
Jenny
s
p
Oi
-- Od --
s
wrote a letter to me.
p
-- Od --
Oprep
An indirect object (Oi) can always be paraphrased as a prepositional object, as above. See also
the following examples:
Obelix cut the Romans a memorial stone.
Obelix cut a memorial stone for the Romans.
s
p ------ Oi ------ --------- Od ---------s
p --------- Od --------- ----- Oprep -----The girl gave some water to her thirsty dog.
---- s -----
p
---- Od ------ ------ Oprep ---------
I believe in the right to free speech.
s
p
------------ Oprep ------------
As we shall see further on, it is important not to confuse prepositions with adverbs:
They turned down the offer. / They turned the offer down.
– Here, ‘down’ is an adverb, not
s
p
advl Od
s
p
Od
advl
a preposition. More on that
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later.
With prepositional objects, you often have the question words What? and Who? If the
question words are How? and Where?, etc., then you get adverbials rather than objects.
6) Predicative (pr):
• Subject predicative:
What + p (be/become/sound/feel/look/smell/taste/seem/etc) + s? Answer: pr/s
OR
How + p (be/become/sound/feel/look/smell/taste/seem/etc) + s? Answer: pr/s
(‘What’ goes with nouns and ‘How’ goes with adjectives.)
Ex:
(a) She was a doctor.
s
p
(b) She met a doctor.
-- pr/s ---
s
p
-- Od ---
In sentence (a), there is only ONE person whereas in sentence (b) there are TWO persons!
• Object predicative:
What/How + p (find/declare/make/consider/call//etc) + s + Od? Answer: pr/o
Ex:
Obelix found the memorial stone mysterious.
s
p
---------- Od ------------
pr/o
The students considered the test unnecessarily difficult.
p
---- Od -- ------------ pr/o -----------
------- s --------
7) Modifiers (mod.): These are words that modify noun phrases (NPs).
The funny-looking house was dilapidated.
It’s Janet’s tiara.
--------------- s -------------------- mod.adj ----H
s p ----- pr/s ----mod.gen H
p
pr/s
8) Agent:
The agent is the one who carries out the action in a passive clause:
The house was designed by Jean.
-------- s ---- -------- p -------- -- agent -The passive sentence can be made into an active sentence in which the agent becomes the
subject and the subject becomes the direct object:
Jean designed the house.
s
p
---- Od --9) Adverbials:
-Where etc? Answer: adverbial of place
-How? Answer: adverbial of manner
-When? Answer: adverbial of time
-To what degree? How much? Answer: adverbial of degree
-Why? Answer: adverbial of reason
-Does the word modify the whole clause? If yes – Answer: adverbial of clause/stance
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Sentence analysis – Parse the sentences!
1) They left.
2) The Parsons bought the house.
3) They gave us apples.
4) Italians are nice.
5) They consider Elizabeth George a good writer.
6) They put the money in the safe.
7) The dog wagged its tail.
8) The traffic light turned green.
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9) In the US, children take their lunch to school.
10) Lawrence explained the problem to us.
11) There is probably a ten-pound note in my wallet.
12) Last week, they came and swept the streets clean.
13) Her dad often read her bedtime stories.
14) The dog chased the cat up a tree.
15) Jimmy gave me a hasty description of the bike.
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ENGLISH GRAMMAR “warm-up”
The English alphabet, the indefinite article (121-124), word classes (45-50, 72).
1) The alphabet. What letter is it? Make sure you know which indefinite article (a/an) the letters of
the alphabet take in English! Practice like this:
This is an A [ei:]. This is a B [bi:] etc.
2) Arrange the following words and phrases into two groups, one with a, one with an:
German
great show
union
university
engine
onion
hour
X-ray
Austrian skier
young man
CD
European city
honest priest
MP
one-dollar bill
armchair
UFO
hippopotamus
cell phone
unidentified flying object
edifice
3) Put in the indefinite article where necessary:
a) Pat talked in
low voice.
b) I have
c) What
terrible weather!
d) Pamela has such
e) I got
letter from Michael.
g) What
headache.
f) What
dirty little boy!
lovely hair.
awful traffic!
h) We’ll pay you
hundred
month.
4) A/an, the or - ?
a)
b)
c)
football in
In England they play
English students go to
Keep
winter and cricket in
summer.
school five days a week.
eye on the children!
d) Pamela learned to play
guitar when she was five, and at the age of seven she could
play
violin, too. But she never learned to play
e)
What
weather we have.
f)
My husband has caught
g)
In 1927 Charles Lindberg crossed
tennis.
cold and my daughter has got
Atlantic in
flu.
Spirit of St. Louis, a small
aeroplane.
h)
life is wonderful.
i)
breakfast is served.
j)
Sixten begins
k)
Mr Essinger is
school next fall.
electrician and Mrs Essinger is
11
physical therapist.
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ENGALX – Grammatik och skriftlig färdighet
5) Put the words in the box into the right lexical category (word class). Depending on their meaning,
some words may belong to more than one word class.
Jennifer
apparently
put
through
with
because
but
traffic
those
at
my
the sixth
numbers
burn
have loved
tall
the worst
anybody
here
hear
always
thirty-two
green
terrific
surgeon
English
stack
not
Noun:
Verb:
Adjective:
Numeral:
Pronoun:
Adverb:
Preposition:
Conjunction:
6)
In each of the following mini-texts there is a gap indicating that ONE word is missing. Study the
text, and then put in the missing word so that it makes good sense and is correct in English. (from
http://www.ped.gu.se/sol/engaex.htm; exempel på provuppgifter Engelska A, gymnasiet.)
a)
It’s hard to know how Stan will vote. Sometimes he’s for us, but just as often he is
b)
My father was a travelling salesman. When I was a child, he was
c)
WIFE:
I thought you didn’t want to work overtime.
HUSBAND:
No, but I was forced to, more or
PAT:
Is Sheila coming with us?
TOM:
She hasn’t made up her
d)
us.
ever at home.
.
yet.
e)
John is staying with us for the time being until he can find a place of his
f)
VERA:
Laurie says he was ill yesterday. Do you believe him?
HARRY:
Yes, I’m sure he’s telling the
g)
I had never spoken to her before and was quite impressed with her wonderful
h)
Don’t feel sorry for Ted. He’s only got himself to
i)
We’re in a difficult situation. We’ll have to agree to their terms whether we
j)
Most people thought that the terrorist was dead, but some believed he was still
12
.
.
of humour.
.
it or not.
.
Karlstads universitet
ENGALX – Grammatik och skriftlig färdighet
ENGLISH GRAMMAR – WORKSHEET #1:
Nouns (50-51, 58-61, 94-134)
A. Articles.
1) Explain what is wrong in these sentences. (97-103)
a) Dear Abby, please give me a good advice.
b) Why do I always have such a bad luck with men?
2) In which sentences do you need the definite article? (124-126, 134, 446-447, 450)
a) The/- Swedish furniture design is famous.
b) They say the/- love is blind.
c) The/- queen of Sweden is loved by all.
d) Much is written in the/- media about the/- dangers of cell phones.
e) Do you have access to the/- Internet?
f) The/- body language is easy to understand, even without knowing a language.
g) In Karlstad the/- ice hockey is very popular.
B. Subject-verb agreement (concord): singular or plural? (80-82, 84)
1) There was/were plenty of fish in the river.
2) Physics is/are my favorite subject.
3) The contents of the suitcase was/were scattered all over the floor.
4) I have found a pair of scissors. Is it/Are they yours?
5) The police has/have not caught the runaway convict yet.
6) Has/Have the United Stated changed its/their laws concerning political asylum?
7) In winter everyone need/needs to sleep more.
8) Measles is/are infectious and so is/are mumps.
9) The moral/morals of the story was/were that his moral/morals was/were non-existent.
10) People say/says it is good for children to have pets.
11) A police officer often has/have to work on weekends.
12) Something must be done! This crisis is/are getting out of hand.
13
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ENGALX – Grammatik och skriftlig färdighet
C. Most of the following sentences contain errors that are often made. Correct
them!
1) It took me a hour to get there. (121-124)
2) Many people are dissatisfied with their lot in the life. (124-132)
3) What a dreadful weather! (100)
4) She has very limited knowledges of Spanish. (97-103)
5) Here are the money I owe you. Take them! (97-103)
6) My brother-in-law has more than 200 sheep. (104-107)
7) It is a hard work to write a book. (102-103)
8) Bill wants to be chef when he grows up. (121-124)
9) This is my sister’s-in-law best recipe. (116-120)
10) Have you ever seen the river of Ganges? (119-120, 446)
11) We have just come back from the island Crete. (119-120)
12) Mark and Mike, change places, please! (113-116)
14
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ENGALX – Grammatik och skriftlig färdighet
ENGLISH GRAMMAR – WORKSHEET #2:
Verbs (51-52, 149-209), irregular verbs (175-176, 456-461)
A. Explain grammatically the difference in meaning between a and b (191-198):
1.
a. What is Kenny doing?
b. What does Kenny do?
2.
a. Luke had learned English before he came to England.
b. Luke had been learning English before he came to England.
3.
a. You are very stupid.
b. You are being very stupid.
4.
a. Last year Walters wrote a book.
b. Last year Walters was writing a book.
5.
a. My car always breaks down.
b. My car is always breaking down.
B. Progressive or simple form? Choose the correct form (191-198, 209):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I live/am living in Seattle and always have done.
I live/am living in Seattle just now while I look/am looking for a flat in the suburbs.
I always live/am always living in Seattle when I look/am looking for a job.
Where were you when the lights went/were going out?
When we arrived, Nancy didn’t come to the door because she had/was having a bath.
Most children build/are building a snowman in the winter.
They intend/are intending to go there next week.
According to the timetable this train arrives/is arriving in Birmingham at 8 p.m.
It says in the paper that the French build/are building a new opera house.
I would like this letter to wait/be waiting for Max when he arrives.
C. Explain the use of the verb forms in italics (191-198):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Ron lives with his parents and always has.
It usually rains when we go on holiday.
When Jerry got home he was singing a happy song, but he stopped the moment Justine
opened the door.
I am going to London on a study visit next week.
Philip is always combing his hair.
Philip always combs his hair before going to see Angela. (372-375)
The train gets to Madrid at 13.42.
I had to leave the party early, but when I left, everyone seemed to be having a good
time.
Charlie read/was reading “Oliver Twist” last night.
Without looking up, he said that he wanted a divorce. (372-375)
15
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ENGALX – Grammatik och skriftlig färdighet
D. Most of the following sentences contain errors that are often made. Correct the
sentences that are wrong.
1. It is love that makes the world go round.
2. As soon as he saw the police officer, he flew. (456-459)
3. A new dance-hall is opened there soon. (184-188)
4. I would like visiting that house very much. (192, 205-206)
5. Does he dare say that? (162-173)
6. I cannot have you to make a nuisance of yourself like that. (206-207)
7. You needn’t to go there if you don’t want to. (150-173)
8. Neither John nor Michael are able to go to the concert tonight. Would you like to go
instead? (116, 319)
9. I always tried to make my best at school. (161)
10. I didn’t saw him today. (157-158)
11. I shouted to him to look up for the car when I saw that it was going to hit him.
12. Take up your books, please.
13. My brother have worked for this company for many years. (80-82)
14. I wish my father were here. (199-200)
15. Things have went too far.
16. The firm is established in 1972. (179-181)
17. Came he to the party yesterday? (157-158)
18. James found not the way back. (157-158)
19. When are you born? (179-181)
20. Annie has began working as a nurse now. (456-459)
16
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ENGALX – Grammatik och skriftlig färdighet
ENGLISH GRAMMAR – WORKSHEET #3:
Verbs (51-52, 149-209), irregular verbs (175-176, 456-461), clause elements (45-49,
64-73)
A. Explain the difference in meaning between the following sentences:
1.
a. There is nothing to do.
b. There is nothing to be done. (155-157, 408)
2.
a. Tom’s certain of winning the race.
b. Tom’s certain to win the race. (240-241)
3.
a. I gave the boy a pound for carrying my luggage.
b. I gave the boy a pound to carry my luggage.
4.
a. He stopped talking about the matter.
b. He stopped to talk about the matter. (191-198)
5.
a. I remembered posting the letter.
b. I remembered to post the letter. (191-198)
B. Conditional sentences. Supply the correct form of the verb: (188-190)
1. knit
2. stop
3. give
4. eat
5. be
6. not buy
7. have
8. be
9. take
10. be
another sock if I had more wool.
I
We are going to play tennis this afternoon if it __________
raining.
If you had been in, I
it to you.
If Charles
another cake, I am sure he will burst.
If Stephen __________________
more reasonable, I think I would like him.
Julie
the plate if it had not been in good condition.
If you
a map, you would have found the way.
It
easy for you to paint pictures if you knew how.
You
a great risk if you were to invest money in it.
If the sentence that had ‘had’ had had ‘had had’ it
correct.
C. What is the correct translation?
1. They were to lunch here yesterday. (184-188)
a. De var på lunch här igår.
b. De lunchade här igår.
c. De skulle äta lunch här igår
2. She was used to being bullied. (171-173, 373)
a. Hon brukade bli mobbad.
b. Hon var van vid att bli mobbad.
c. Hon användes till att bli mobbad.
3. Må Gud hjälpa dig! (199-200)
a. God helps you.
b. God is helping you.
c. God help you.
17
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ENGALX – Grammatik och skriftlig färdighet
D. What is the correct form of the verb: the -ing form or the infinitive? (172, 201-207, 372-375)
1. All these things have combined to make/making me happy.
2. Smith did not feel up to go/going.
3. They all used to go/going away for the winter.
4. They were all used to go/going away for the winter.
5. They bribed Vivienne to betray/betraying her friends.
6. The prisoner pleaded guilty to have/having smuggled the gold into France.
7. The mother and son avoided to speak/speaking to each other, even though they lived in the
same town.
8. He did it with a view to secure/securing a job with the firm.
9. I was authorized to sell/selling the house.
10. I wasn’t accustomed to drive/driving on icy roads.
E. Most of the following sentences contain errors that are often made. Correct the
sentences that are wrong:
1. I am born in 1945. (179-181)
2. Who learned you Spanish?
3. I am used to get up early in the morning. (172)
4. Can you French? (163-164)
5. Do you mind my opening the window? (204)
6. He needs not come. (171-173)
7. I wouldn’t advise to go there for your holiday. (202)
8. He is meaning this book, not that one. (192)
9. You do good coffee! (161)
10. He used to go up very early in the morning. (172-173)
11. Naturally I like that people tell me I am beautiful. (472)
12. It would be easier to decide if my wife would be here. (198-200)
13. If you are living here since 1965 I think you should look for a nicer place to live. (181-184)
14. Have you got used to live in a flat yet? (172)
15. If I had the money, I would have moved house many years ago. (188-191)
16. She wants that I accompany her to that party. (202)
17. I couldn’t help to laugh when I saw his funny expression.
18. I learn my pupils to write very well in English.
19. We made her to pick up the pieces. (203)
20. I think they are about to start.
18
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ENGALX – Grammatik och skriftlig färdighet
ENGLISH GRAMMAR – WORKSHEET #4:
Word order (230-233, 271-276, 401-404), adjectives (53, 62, 219-246, 257-261),
prepositions (55-56, 363-378, 480-500)
A. Explain grammatically the difference in meaning between
1.
a. The driver says the policeman is a crazy fool.
b. “The driver,” says the policeman, “is a crazy fool.”
2.
a. I promise to make you happy.
b. I promise, to make you happy.
B. Word order in sentences accompanying direct speech (sägesatser, e.g. “John said”):
Why is inversion (omvänd ordföljd) possible in sentence (1) but not in the others? (402403)
1. ”Let’s get on with it,” said Paul.
2. ”I don’t want to,” Will had exclaimed.
3. ”I refuse!” he shouted.
4. ”What do you want to do then?” Paul asked Will.
C. Prepositions (from Solveig Granath: ENGA20 Grammatik grundkurs). Explain the
difference in meaning between (a) and (b):
1.
2.
3.
a. We arrived in time.
b. We arrived on time.
4.
a. He’s engaged with his cousin.
b. He’s engaged to his cousin.
a. Adam is clever at doing that.
b. Adam is too clever to do that.
5.
a. Sally doesn’t think of dieting
much.
b. Sally thinks about dieting all the
time.
a. I don’t think much of Shakespeare.
b. I don’t think much about
Shakespeare.
D. Prepositions (from Solveig Granath: ENGA20 Grammatik grundkurs). What is the
correct translation?
1.
Har du hört vad som hänt min bror?
a) Have you heard of my brother?
b) Have you heard from my brother?
c) Have you heard about my brother?
2.
Jag kommer och hämtar dig klockan sex.
a) I’ll call for you at six o’clock.
b) I’ll call you at six o’clock.
c) I’ll call on you at six o’clock.
3.
Han tog sjövägen.
a) He went by sea.
b) He went by the sea.
c) He went to sea.
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ENGALX – Grammatik och skriftlig färdighet
E. Most of the following sentences contain errors that are often made. Correct the ones
that are wrong.
1. Became he a dentist? (157-158)
2. He told me to not worry. (276)
3. When I five years ago visited London, I didn’t realize how big it was. (271-276)
4. Only after I had threatened to sue him he sent me back the money he owed me. (271276)
5. Andy said that he would never forget that day. (271-276)
6. On no account you should believe such a stupid story. (271-276)
7. You always have been the most important person in my life. (271-276)
8. Never have I seen such a ridiculous person! (271-276)
9. Fiona was here for two years ago.
10. This happened in the fall 2001. (120, 127-128)
11. This happened in the year of 2001. (350-351)
12. Shakespeare lived on the 16th century. (351-352)
13. Jenny’s daughter is well again. (222)
14. Matthew is more clever than Simon. (222-230)
15. Isn’t she alive? (220-222)
16. The burger tasted awfully. (258)
17. He died of cancer. (364, 480)
18. Several islands of the Thai coast were damaged by the tsunami. (492)
19. My children still go in school.
20. The H&M sale is on Monday to Friday.
21. I tried to translate the text to Italian. (492)
22. I am sure of that he will come. (240-241, 372-375)
23. Larry is very interesting of computers. (480)
F.
List of adjectives. “What do you look like?”
List adjectives describing what people might look like! List as many as you can possibly
think of! Here we go:
happy ☺
bewildered
intelligent
scared
stupid…
20
Karlstads universitet
ENGALX – Grammatik och skriftlig färdighet
ENGLISH GRAMMAR – WORKSHEET #5:
Adverbs (53-54, 62, 256-266, 366-367, 468-471), conjunctions
(55-56, 386-395), word order & adjectives continued from previous worksheet.
1.
A. Explain the difference in meaning between the sentences:
a.
This one is rather expensive, too.
b.
This one is rather too expensive.
2.
a.
b.
It was all most interesting.
It was almost interesting.
3.
a.
b.
He didn’t die happily.
He didn’t die, happily.
4.
a.
b.
He hardly worked all day.
He worked hard all day.
B. Explain why an adverb is used in the (a) sentences and an adjective in the (b)
sentences:
1.
a.
The nurse felt the child’s feverish forehead softly.
b.
The velvet cushion felt soft.
2.
a.
b.
We usually go to a concert once a month.
The orchestra’s performance was splendid as usual.
3.
a.
b.
The Arks’ latest album has been highly praised.
The value of real estate is still high.
C. Choose the correct form. Underline the word that is modified by the
adjective/adverb, as in sentence 1.
1.
Sam had a voice that sounded so funny/funnily.
2.
The prince turned helpless/helplessly to the princess.
3.
The garlic bread smells delicious/deliciously.
4.
Annie sat and waited, biting her nails nervous/nervously.
5.
The sight made Jack feel uneasy/uneasily.
6.
Some of them might possible/possibly be dead, he thought.
7.
We should have gone into this more thorough/thoroughly.
8.
I have never been so deep/deeply insulted in my entire life!
9.
They were approached by an unusual/unusually tall man.
10. Quite a few of the passengers were bad/badly bruised.
11. Our houses stand close/closely together.
12. They walked deep/deeply into the woods.
13. Nancy unpacked the crystal goblets careful/carefully.
14. He didn’t think he was treated fair/fairly.
15. Somehow it all feels wrong/wrongly.
16. We are close/closely related. She is my half-sister.
17. He behaved friendly/in a friendly manner towards me.
18. The word is spelled wrong/wrongly.
19. Why are you so terrible/terribly impatient?
20. Your only chance is to play it cool/coolly.
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ENGALX – Grammatik och skriftlig färdighet
D.
Place the adverbs in the following sentences in the most neutral position.
1. often
I go to the pictures.
2. never
Carruthers has seen pink elephants.
3. always
Henrietta is a
4. usually
Josh does
5. sometimes
Jessica forgets her cousin’s name.
6. always
Smithers
7. never
In my opinion, he ought to have spoken at all.
8. often
I have been
9. sometimes
Willie
10. seldom
We heard from him.
11. always
(Dan said that) he would remember this.
12. never
(Ann claimed that) Dan
13. often
(Dan replied that) he had done stupid things.
14. seldom
(Ann knew that) she
15. just
(I thought that) I had
16. always
(He hoped that) they would
17. ever
(She wondered if) he had driven a car before.
18. never
(They were certain that) Dan would have done
19. at a snail’s pace
good student.
his homework.
used to call me by my first name.
there.
comes to
see
us on Sundays.
had confessed.
had
felt so embarrassed.
been unlucky.
be friends.
that.
They seemed to be climbing the mountain.
20. a week later When we came back the circus was gone.
21. for some reason
If you change your mind call me.
E. Start the sentences with the words in italics, and change the rest of the sentence
accordingly:
1. We found the little boy only after an hour’s search.
2. I never thought that he would be so stupid.
3. He had no sooner arrived home than he had to leave again.
4. Mr Wilkins little knows that he is suspected of theft.
5. I have seldom been so surprised in my whole life.
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ENGALX – Grammatik och skriftlig färdighet
F. Conjunctions: Underline the conjunctions and translate them into Swedish.
1.
The fact is that Martin loves R-n-B.
2.
It was really fun when we met last summer.
3.
James or George can fix your computer.
4.
Rita read the novel but didn’t understand much of it.
5.
Now that you know what I think, what do you have to add?
6.
We took a cab in order not to miss our flight.
7.
Danny would like to go to McDonald’s while Mike prefers Burger King.
G. Most of the following sentences contain errors that are often made. Correct the
sentences that are wrong.
1. The absurd was that nobody believed him.
2. We asked the sick if he felt any better.
3. He speaks French quite good.
4. This soup tastes well!
5. The accused was led into the court room.
6. I asked him to speak slower.
7. This flower smells badly.
8. He is a very alone man.
9. He has an own company.
10. Everyone should drive extremely careful in freezing rain.
23
Karlstads universitet
ENGALX – Grammatik och skriftlig färdighet
ENGLISH GRAMMAR – WORKSHEET #6:
Pronouns (54, 290-335, 476-477)
A. It or there? Choose the correct pronoun. (294-297)
1.
2.
3.
4.
5.
6.
7.
8.
It/There was a hurricane last night.
What caused all this damage? It/There was a hurricane.
It/There is time for a cup of tea before we start.
It/There is time for a cup of tea. I haven’t had any all day.
It/There is hard to believe that it/there was a burglar in your house last night.
It/There was a rumour that Victoria finally got engaged.
It/There was/were two old ladies that crossed the street, not two old men.
It/There was/were two old ladies crossing the street in front of the BMW.
B. Asking questions. (304-307)
1. ………………. do you prefer, Pepsi or Coke?
2. ………………. kind of music do you like best?
3. …………........ won Wimbledon last year?
4. ……………..... of the Swedish tennis players is best?
5. ……………..... of the magazines did you buy?
6. ……………… colour are you eyes?
7. ……………… book is this?
vad, vilket
vilken
vem
vem
vilka
vilken
Vems
C. Possessive pronoun or definite article? (302)
1. She hurt her/the arm.
2. She was hurt in her/the arm.
3. They took off their/the shoes.
4. She brushed her/the hair.
5. The three little kittens lost their/the mittens.
6. The patient was examined in his/the chest.
7. My/The head hurts.
8. He kissed his granddaughter on her/the head.
9. I was stung on my/the neck.
10. The clowns painted their/the faces.
D. Translate the words in parentheses.
1. I wish he’d stop
about everything. (oroa sig)
2. Jennifer tried to
but it wasn’t easy. (koncentrera sig)
3. She had
4. If you
a break after chapter 3. (lovat sig själv)
, I’m sure you’ll
better. (lägger dig ner, känna dig)
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ENGALX – Grammatik och skriftlig färdighet
5. I
to have a closer look at the dead animal. (tvingade mig)
6. I want
7. Who
to dance salsa. (lära mig)
you this? (lärde)
8. You mustn’t
an inch! (röra er)
9. The kids
in the basement. (röra sig)
10. You have to
if you want to go with me. (skynda dig)
E. Two tricky sentences. Translate into Swedish!
1. It’s all but impossible.
2. It’s anything but impossible.
F. Most of the following sentences contain errors that are often made. Correct the
sentences that are wrong.
1. I don’t know much people in this town.
2. She is the gal which he wants to marry.
3. It was little else to do.
4. She was standing alone, beside her with rage.
5. Shut the door behind you!
6. There’s a long time since I saw her.
7. She had her radio beside herself.
8. She learned herself English.
9. It’s no use making excuses now.
10. There is one ticket too much.
11. None of my parents knew about my plans.
12. He was a friend of mine.
13. Paris is famous for it’s cuisine.
14. The most people would agree with you.
15. No one care.
16. Miranda is a friend of her’s.
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ENGALX – Grammatik och skriftlig färdighet
ENGLISH GRAMMAR – WORKSHEET #7:
Numerals (55, 344-356, 478-479)
A. Translate these words into Swedish:
Number
Numeral
Figure
Integer
Fraction
Digit
B. Write down the corresponding numbers to these expressions:
a) A hundred and one =
b) Two thousand four hundred and sixty-eight =
c) Four million six hundred thousand three hundred and ninety-one =
d) Ten billion eight hundred and eighty-two million four hundred and twenty-three
thousand seven hundred and one =
C. Write in words/translate into English: (Partly from ENGA20, S. G.)
1. 0
2. 8
3. 8th
4. 4
5. 14
6. 40
7. 104
8. 0.387
9. 60th
10. 1,199
11. 1.199
12. The 1970s
13. ¼
14. 5 8/9
15. 3/21
16. 12/100
17. På 1700-talet
18. Varannan timme
19. Ett dygn
D.
How do you say these telephone numbers?
054 – 83 45 09
(Br.E)
(AmE)
+46 08 – 212 44 01
_________
(BrE)
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Karlstads universitet
ENGALX – Grammatik och skriftlig färdighet
(AmE)
E. Dates. What date is it? Note the difference between BrE and AmE!
BrE: 6.5.05 =
AmE: 6.5.05 =
BrE: 11.4.99 =
AmE: 10.11.87
=
F. Translate into English:
1. Vad är klockan?
2. Klockan är halv tre.
3. Vi träffas klockan 12 på dagen.
4. Vi träffas klockan 12 på natten.
5. Det tar inte mer än en halv timme.
6. Vi ses om två veckor!
7. Vi var på vår andra date när han friade.
8. Min födelsedag är den tjugoförste.
9. Anja Pärson kom på första plats.
10. Michael tjänar dubbelt så mycket som mig.
11. Björn Borg är omkring femtio.
12. Det är ungefär trettio personer i aulan.
13. Min son har drygt sjuttio Pokemon-kort.
14. Bill Gates tjänar miljontals dollar om året.
15. Paula Radcliffe sprang loppet på mindre än en och en halv timme!
16. Aristofanes, den berömde grekiske dramatikern, levde ca. 445-385 f.Kr.
17. Stod slaget vid Hastings på 1000-talet?
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Karlstads universitet
ENGALX – Grammatik och skriftlig färdighet
Practice Grammar Test
ENLY20 Distans: GRAMMATIK
DATUM: 070309
Tid: 8.15-12.15
Namn: …………………………………
INGA HJÄLPMEDEL
Personnummer: ……………………….
___________________________________________________________________________
A. CHOOSE THE CORRECT ALTERNATIVE:
(1p per correct answer)
1. We had _______________ terrible weather all week! (a / -)
2. What _______________ beautiful painting! (a / -)
3. What _______________ beautiful painting are you talking about? (a / -)
4. Most people love _______________ life. (the / -)
5. I never told my kids about _______________ love I had for Gary Glitter. (the / -)
6-7. Before I die, I want to see _______________ Ganges and _______________ Emerald
Lake. (the / -)
8. Some of ____________________ might need fixing. (this furniture / these
furnitures)
9. We need to start thinking about what all that pollution ____________________ to the
environment. (does / is doing)
10. He has _______________ himself Spanish in just two months. (learned / taught)
11. The United States _______________ always been on the side of free speech.
(has / have)
12. The Attorney general _______________ to tell them everything. (choose / chose)
13. Everyone _______________ secretly hoping that the plan will fail. (is / are)
14. _______________ twenty-two miles to Hartford, so we need to get an early start.
(It is / There is / There are)
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Karlstads universitet
ENGALX – Grammatik och skriftlig färdighet
15. She sings ____________________. (beautiful / beautifully)
16. That’s my _________________________ old car. (sister-in-law’s / sister’s-in-law)
17. Before sitting down to eat, Professor Klee would always put the phone beside
_______________ on the table. (him / himself)
18. He was completely beside _______________ with grief. (him / himself)
19. My dentist asked me which of the toys _______________ I would like. (that / -)
20. I’ve never seen so _______________ people! (much / many)
B. MARK THE CORRECT PLACE FOR THE WORDS IN THE LEFT-HAND
COLUMN BY PUTTING A CROSS IN THE BOLDFACE (= fetstilade) PART OF
THE SENTENCE AS IN THE EXAMPLE:
(1p per correct answer)
Example:
they
be
friends.
He hoped
1. never
He
2. should
Not under any circumstances
about the way they look.
3. often
The
4. often
The other patients said that the
5. not
Please
has
would
X
always
talked
chief
try
about
surgeon
to
look
it.
is
you
tease
people
late.
chief
bored
surgeon
at the
is
press conference!
C. FILL IN THE CORRECT PREPOSITION OR MARK WITH A “—” TO
INDICATE THAT NO PREPOSITION IS NEEDED:
(1p per correct answer)
If you want me to do you a favour, you need to ask _______________ it.
Brown was a criminal accused _______________ being a gang member.
Do you really prefer Iron Maiden _______________ Billie Holiday?
They met ____________ chance in the supermarket.
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late.
Karlstads universitet
ENGALX – Grammatik och skriftlig färdighet
My brother’s always worried ____________ his exams.
My brother’s always worried ____________ that he might fail his exams.
Having missed their flight, the Reids ended up having to stay ____________ the airport
all night.
Shakespeare has been translated ____________ more languages than you could ever
imagine.
Peter was never very interested ____________ other people.
And there I was, seventy years old, sitting on a plane bound ____________ the Mount
Everest base camp.
D. IRREGULAR VERBS: GIVE THE MISSING FORMS:
(0.5p for each correct answer)
1. lie
_______________
_______________
2. lay
_______________
_______________
3. teach
_______________
_______________
4. seek
_______________
_______________
5. lose
_______________
_______________
E. TRANSLATE INTO ENGLISH:
1. _________________________________________________________________________
[Pappa är upptagen med att laga middag.] (2p)
2. _________________________________________________________________________
[Det svåraste var att lära sig backa (use a form of reverse).] (2p)
3. _________________________________________________________________________
[Jag ångrar verkligen att jag inte sade de där sakerna.] (2p)
4. _________________________________________________________________________
[Det konstiga var att han inte ville träffa mig.] (2p)
5. ________________________________________________________________________
[Det är dags att ta en kopp kaffe.] (2p)
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Karlstads universitet
ENGALX – Grammatik och skriftlig färdighet
6. ________________________________________________________________________
[Det finns tid för en kopp kaffe innan mötet.] (2p)
7. ________________________________________________________________________
[Filmen handlade om livet, kärleken och döden.] (3p)
8. ________________________________________________________________________
[Är ni medvetna (aware) om att de har skilt sig?] (3p)
9. ________________________________________________________________________
___________________________________________________________________________
[Min vän skulle ha åkt till Spanien förra veckan om han inte hade brutit armen.] (4p)
10. ________________________________________________________________________
___________________________________________________________________________
[Den svenska turisten promenerade längs stranden när två män kidnappade honom.] (3p)
E. ANALYSE THE FOLLOWING SENTENCE, USING ENGLISH OR SWEDISH.
WRITE THE WORD CLASS ABOVE AND THE SENTENCE CONSTITUENT
(= satsdel) BELOW:
(15p)
After the show, the famous dancer sat down on a couch
and rubbed the knee that had given him so much trouble lately.
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Karlstads universitet
ENGALX – Grammatik och skriftlig färdighet
F. TRANSLATE THE FOLLOWING PAIRS OF SENTENCES INTO SWEDISH,
MAKING SURE THAT THE DIFFERENCE BETWEEN THEM IS MADE CLEAR.
(2x3p)
a. Kenny had learned English before he went abroad.
b. Kenny had been learning English before he went abroad.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
a. I used to have nightmares of being trapped in a chocolate shop all night.
b. I’m used to having nightmares about being trapped in a chocolate shop all night.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
a. The senator refused to answer any of Jones’ questions at the press conference.
b. The senator refused to answer some of Jones’ questions at the press conference.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
G. CORRECT THE ERRORS IN THE FOLLOWING SENTENCES:
(One point will be deducted from your total score for each unnecessary or incorrect
correction.)
1. Neither of this music is good.
2. Several witnesses said they saw a police break the window on purpose.
3. Joan loves dogs but she doesn’t has her own.
4. My boyfriend wants that I come with him to the party on friday.
5. I can Spanish but not English.
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Karlstads universitet
ENGALX – Grammatik och skriftlig färdighet
6. It would be easier to choose between them if I would only know which colour she prefers.
7. It was nothing to do all day.
8. The Hamilton’s au pair wasn’t payed very well at all.
9. The family staid for three hole weeks.
10. The President demanded that the press conference be postponed until after that they had
had lunch.
Good luck!
/ MT
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