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LEARNING UNIT
INTRODUCTION
The following learning unit gives you all the information you require
to learn to identify and classify nouns, verbs, adjectives and adverbs.
Instructions are a very important part of this unit because you will
work on your own most of the time. So, please follow them.
2. Do all the exercises given in the unit as many times as you feel
it necessary,
This unit has to be given to the students and they will work on their
own for a determined period of time. During class hours the teachers will
be available for the students to answer questions, if they should arise.
Afterwards, the students will have to take a test on each one of the
objectives here given. It is important that the students understand what is
the intention of the material and they have to feel motivated towards the
work they are about to begin.
CONTENTS
I. NOUNS .. 05 -19
II. VERBS .. 21 - 55
REFERENCES
I
NOUNS
STEP 1
The objective of this step is that you learn to define the noun
from an inflectional point of view.
STEP 2
For one thing, nouns that can be counted, generally, accept the
plural morpheme. On the other hand, nouns that cannot be counted,
generally, do not accept this morpheme. Nouns that are objects, non-living
entities, generally, do not accept the possessive morpheme. Notice that
we say generally, this is because there are exceptions to these rules.
The following list includes nouns that accept plural and genitive
morphemes because they can be counted and because they are not
objects, but living entities.
Now, the following nouns are examples of the group that only
accept the plural morpheme because they can be counted and because
they are non-living entities:
Now, we present a list of nouns that are examples of the group that
do not accept either plural or genitive morphemes. Notice that they cannot
be counted and they are non-living entities:
d) Write the inflectional paradigm for those nouns in the list that accept
both types of nominal inflections. Follow the example: man, mans,
men, mens.
1. Pediatrician
2. Suggestion
3. Patient
4. King
5. President
6. Idealism
7. Nurse
8. Secretary
9. Table
10. Postman
2. How would you explain the fact that the following words are nouns
from an inflectional point of view?
STEP 3
10
11
STEP 4
Derivation Inflection
- activities {-ity} {-s}
1. writers
2. payments
3. artists
4. employers
5. agreements
6. composers
7. selections
8. pediatricians
12
STEP 5
The objective of this step is that you learn to define the noun
according to the distribution or positions of the noun in
three testing frames.
FRAME A
As you can see the frame consists of an optional determiner, that is,
the determiner may or may not occur. Then there is a blank space, this is
the place to collocate the word that is being tested as noun. Then there
are two alternatives, was / were; one of these two is chosen in agreement
with the word placed in the slot. Then, there is the word good. This word
cannot be changed.
This frame is used to test nouns. If a word fits in the blank space it
is a defined or classified as noun; if it doesnt, it cannot be considered a
noun. Take the word concert. Does it fit the frame? The concert is good.
It is a noun. But now, take the word beautiful. Does it fit the frame? *The
beautiful is good. No, it is not a noun. This is the way to use the frames.
But there are two other frames used to test nouns. The second one is:
FRAME B
Notice that in this frame we have two blanks; the first blank is
preceded by a determiner and followed by remembered; the second blank
is preceded by a determiner and is placed after remembered. In the first
blank nouns like man, lady, boy, etc., can be inserted. In the second
blank nouns like question, book, ball, etc., can be inserted. Yet, the first
blank cannot be occupied by the second group of nouns. Examples: The
man remembered the question (and not *the book remembered the man).
The lady remembered the book. The boy remembered the ball (and not
vice-versa).
13
FRAME C
A noun is a word that fits the blanks in the following testing frames:
1. Frame A consists of
2. Frame B consists of
3. Frame C consists of
14
2. From a distributional point of view, how would you explain that boy
is a noun?
15
STEP 6
As we have said before, any word that fits in the blanks of the three
testing frames is defined as a noun. But you may have noticed that not all
nouns fit in all the blanks of the three testing frames.
The problem is related to the meanings of the words used. A book, for
example, cannot remember anything; but a boy can remember a book.
A ball cannot go anywhere, whereas a boy can go there.
16
b) Here is a list of nouns. In the blanks beside the words, write the
frame(s) where the noun fit. Follow the example.
e.g. Mary A B C
e.g. desk A B
1. reptile
2. country
3. drive
4. instrument
5. technology
6. occasion
7. meeting
8. pediatrician
9. telephone
Example: bookkeeper
1. writer
2. actor
3. crocodile
4. lamp
5. space
1. Why do you think that not all nouns fit in the first blank of Frame B?
17
STEP 7
The objective of this step is that you put together all the
information you have acquired about nouns.
a) Here is a list of nouns. Circle the criteria you can use in order to
classify them as nouns.
1. Is there any noun that does not fit the distributional criterion?
18
2. How many of the words in the list do not accept any of the
inflectional suffixes? Too many?
4. What are the words in this list that do not accept possessive?
Can you explain why?
19
Example: violinist
- It fits frame A: The violinist is good.
1. employer
2. milk
3. lady
4. agreement
20
II
VERBS
21
STEP 1
The objective of this step is that you learn to define the verb
from an inflectional point of view.
22
b) Read the following statements and select the one that best describes
the verb:
23
24
STEP 2
So, given a group of words such as: woman, teacher, car, live,
write, sound, the first three words, obviously, do not accept verbal
inflections. This means that they are not verbs. On the other h and, the
last three do accept verbal inflections
1. Here is a list of words, Mark with an X those words that accept verbal
inflections.
25
STEP 3
26
STEP 4
The objective of this step is that you learn to define the verb
following the distribution or positions of the verb in three
testing frames.
FRAME A
Do the words yellow, house, quickly, that fit into the slot?
The answer is no. Therefore these words are not verbs.
FRAME B
The verbs that fit into the slot of frame B are different from those in
frame A. Notice that in this frame verbs like saw, wanted, hit, kick, etc.,
do not usually fir in frame A but frame B.
FRAME C
The verbs that fit into the slot of frame C are different from those in
frame A and B. Notice that in this frame verbs like come, go, run, etc., do
not usually fit frames A and B but in frame C.
27
To summarize, any word that fits into the slots of frames A, B, and
C, must be defined adverbs.
Reference: Fried, p. 76
1. Frame A consists of
2. Frame B consists of
3. Frame C consists of
4. We can say that sounds is a verb because it fits frame
5. We can say that drink is a verb because it fits frame
3. From a distributional point of view, how would you explain that run
is a verb?
28
STEP 5
The three testing frames for verbs imply three different groups of
verbs. Verbs which fit into frame A do not necessarily fit in frame B or C.
29
STEP 6
We have said that, copulative or linking verbs occur either between a noun
and an adjective or between two nominals.
2. Tom is a technician.
3. He wrote a letter.
4. He turned traitor.
6. He proved a failure.
30
STEP 7
- Peter remembered the story. What did peter remember? The story.
- He punished Tom. Who did he punish? Tom
The fact that the answer given to the question is a noun indicates
that the verb is transitive.
2. Frame B consists of
5. In the sentence: Peter drove the car, the verb is transitive because
we can question the verb using
31
9. When the sentence can be turned into passive voice the verbs are
32
STEP 8
As you have seen, transitive verbs occur in frame B, they can also
be questioned with who or what and the sentence in which they occur can
be turned into passive voice.
1. I typed a letter.
2. She loves her children.
3. I recognized the actress.
4. He took a plane.
5. We cleaned our bedroom
1. I received a message.
2. They watched T. V.
3. He made a speech.
4. They learnt their exercises.
5. We remembered his advice.
6. John drank beer.
33
e) By now you should know three criteria for identifying transitive verbs.
What are they?
1.
2.
3.
5. I offered a prize.
34
STEP 9
Exercises
35
36
STEP 10
2. Frame C consists of
37
STEP 11
38
STEP 12
39
b) Question the verb and then identify transitive and intransitive verbs.
Follow the example:
40
STEP 13
Look at examples:
You should notice that turn down and turn in sentences 1 and 4
have different meanings, and moreover, the meanings of the two verbs are
completely different. You cannot tell the meaning of turn down from the
meaning of turn. The particle changes the meaning of the verb in
isolation. The same thing happens with the rest of the sentences.
41
function as
2. What is the difference between turn and turn down, carry and carry
out, and take and take off?
3. You cannot tell the meaning of turn down from the meaning of turn.
Why not? Explain your answer.
42
STEP 14
b) Now find the meanings of the verbs you have underline in a) and
compare the meaning with the same verb in isolation.
43
STEP 15
44
b) From the previous sentences, rewrite those you did not underline.
Then, question with when or where, each one of these sentences.
Follow the example:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
c) From the sentences in a), take those you underlined and find the
meaning for each one of them.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
45
STEP 16
46
3. How would you explain that complain and about are two distinct
units of meaning?
47
STEP 17
Verbs that require prepositions are verbs that consist of two parts
and these two parts function as two distinct units of meaning. There is not
variation of meaning when the verbs are used with or without the
preposition. The use of the preposition is obligatory when a noun follows
the verb. Examine the example:
48
b) Compare the verb in the following pair of sentences with regard to teir
meanings. Are their meanings different?
Example:
I studied with her. I studied thoroughly.
49
STEP 18
As you have studied, verbs that take particles are verbs that consist
of two parts that function as a unit of meaning.
On the other hand, verbs that require prepositions are verbs that
also consist of two parts but these two parts function as two units of
meaning.
a) Underline verbs that take particles and verbs that require prepositions,
and indicate what kind of verb you are dealing with in each sentence.
Follow the example:
50
b) In the following group of sentences you will find two kinds of verbs,
those that take particles and those that require prepositions. Underline
the verbs and then answer the given questions for each sentence.
Follow the example:
51
8. I count on you.
i
ii
iii
52
STEP 19
53
Exercise:
Underline the verbs and say whether they take particles or require
prepositions, and whether they are transitive or intransitive. Follow the
example:
54
STEP 20
The objective of this step is that you put together all the
information you have acquired throughout the unit for verbs.
- Underline the verb in the sentences given and classify each verb
explaining, whether possible, the three criteria mentioned in this unit.
1. He went home.
2. She is a nice girl.
3. It looks interesting.
4. I gave up my job.
5. He treated me nicely.
6. She motivated my day.
7. They simplified the explanation.
8. He arrived on time.
9. He threatened the policeman.
10. She legalized the documents.
55
III
Adjectives
&
Adverbs
56
STEP 1
Look at this:
57
STEP 2
We have said that an adjective is a word that fits in both slots of the
following frame:
So, now you will use this frame in order to classify adjectives.
Exercises:
- Underline adjectives and indicate whether the underlined word fits in the
adjectival frame. Follow the example.
1. sharp
2. peaceful
3. find
4. different
5. sometimes
6. cold
7. upon
8. beautiful
9. serious
10 sticky
11. accept
58
STEP 3
We have studied three testing frames which are now completed for
the study of adverbs:
59
STEP 4
Exercise:
2. He is stupid sometimes.
8. He came yesterday.
60
STEP 5
b) Now rewrite the sentences in the previous exercise placing the adverb
in final position.
1.
2.
3.
4.
5.
6.
61
7.
8.
9.
10.
62
STEP 6
These adjectives can also be recognized by the fact that they are
short words, to which morphemes ({-ness} {-ly}) can be added.
Nevertheless, there is a group of exceptions, some of which are here
listed:
63
Note:
Notice that hardly has not been considered as an adverb formed from
the base adjective hard. In fact, both adverb and adjective are spelled in
the same way, but considered one or the other according to distributional
characteristics. Hardly has a different meaning and is used differently, it
means only just, not quite, scarcely, i.e. I hardly know her.
Exercise:
64
STEP 7
65
STEP 8
It should be clear now that adjectives fall in two formal groups: base
and derived. In the following list of adjectives you have to identify and
distinguish both groups. Follow the example:
1. Mysterious:
2. Dry:
3. Pure:
4. Colorful:
5. Homeless:
6. Adjectival:
7. Thoughtful:
8. Humorous:
9. Dumb:
10. Inscrutable:
11. High:
12. Emotional:
13. Heavy:
14. Famous:
15. Intentional:
66
STEP 9
Exercise:
1. traditionally -
2. purely -
3. highly -
4. remarkably -
5. famously -
6. conveniently -
7. Uselessly -
8. heavy -
9. brightly -
10. naturally -
67
STEP 10
The suffixes {-er} and {-est} are found in both classes of words,
adjectives and adverbs. In this way, these suffixes cannot, on their own,
be used to distinguish these words. It is common to find adjectives
inflected with these suffixes, but I is also possible to find adverbs. So,
when it is required to establish the class of the word from an inflectional
point of view, it is necessary to use the distributional criteria as well. For
example, the word bright is an adjective because it takes the adjectival
suffixes {-er} and {-est}. The word soon also takes these suffixes, but it is
distributionally and adverb. The word beautiful does not accept the
suffixes {-er} and {-est} but it is distibutionally an adjective. To conclude
we may say then that distribution will really determine the class of the word
in this situation and in relation to these suffixes. The inflectional suffixes
alone are misleading.
Adj.
- She took the slowest train.
It occupies an adjectival position, before a noun.
Adv.
- He jumped the highest.
It occupies an adjectival position, before a noun.
68
69
STEP 11
When dealing with this special group of words one has to rely on
distribution for their classification. It is not possible to classify these words
using inflectional or derivational criteria.
Exercise.
2. It is a lovely dress.
4. He is acting cleanly.
70
8. It happens daily.
9. It is a daily occurrence.
71
72
STEP 12
In this step you will have to put together all the information
acquired in the unit of the purpose of classifying adjectives
and adverbs.
Examples:
2. He turned slowly.
73
7. He is a reliable man.
74
75
C. Identify each of the underlined words. Explain all the criteria used in
order to identify them as nouns, verbs, adjectives or adverbs.
76