UNIVERSITATEA DIN CRAIOVAFACULTATEA DE LITERESPECIALIZAREA: ROMANA / ENGLEZAINVATAMANT LA DISTANTA

PROGRAMA ANALITICA

Disciplina: Limba engleză. Curs practic: Exerciţii gramaticale Specializarea: Română- Engleză Anul III, Semestrul I Coordonatorul disciplinei: asist. univ. drd. Iulia Ciurezu

I. OBIECTIVELE DISCIPLINEI:Cursul practic îşi propune: aprofundarea, sistematizarea şi lărgirea cunoştinţelor despre grupul verbal si sintaxa frazei ; exersarea si

fixarea folosirii corecte a verbelor modale; subjonctivului in propozitii subordonate; a constructiilor cu infinitivul, participiul si gerunziul (recunoasterea functiilor sintactice ale acestora)

revizuirea si aplicarea practica a conceptelor si notiunilor teoretice de baza accumulate in cadrul cursului de sintaxa frazei privind negatia, coordonarea si subordonarea, constructii complexe cu gerunziul si infinitivul, statutul subiectului acestora, transformari sintactice)

familiarizarea studentilor cu structuri sintactice complexe, specifice limbii literare/ scrise prin accesul la si lucrul cu texte autentice.

II. TEMATICA CURSURILOR

1. The English verb and related syntactic complexities1.1. Phrasal verbs;1.2. Deontic and epistemic uses of English modals1.3. Negative sentences: syntactic patterns, polarity items, idioms and

translation

2 . Sentence Coordination2.1. Sentences with incomplete conjuncs2.2. Coordinators, correlative coordinators

3. Finite subordination3.1. The use of the subjunctive in THAT clausess, the sequence of tenses3.2. Syntactic functions of finite clauses

4. Non-finite Subordination4.1. Accusative with Infinitive and Nominative with Infinitive constructions4.2. The gerundial clause; verbs followed by infinitives and /or gerunds (DO

clauses)4.3. The Infinitive after prepositional verbs and adjectives (PO clauses)4.4. Participial constructions

III. EVALUAREA STUDENTILOR Forma de evaluare: testare pe parcursul semestrului

IV. BIBILIOGRAFIE GENERALA1. Cornilescu, Alexandra & Iclezan-Dimitriu, Ioan, The Infinitive, Editura Institutul European, Iasi, 2000.2. Cornilescu, A. (1995): Concept of Modern Grammar, EUB, Bucuresti;3. Cornilescu, A. (1986): English Syntax, vol. 2, EUB, Bucuresti4. Foley, Mark & Hall, Diane, Advanced Learner’s Grammar. A self-study reference & practice book with answers , Longman, 2003. 5. Galateanu-Farnoaga, G., Comisel, E (1993).: Gramatica Limbii Engleze, Omegapres & Rai, Bucuresti6. Graver, B.D.(1986): Advanced English Practice, third edition, OUP7. Hewings, M. (1999): Advanced Grammar in Use, A self-study reference and practice book for advanced learners , CUP8. Radford, A. (1997): Syntactic theory and the structure of English, CUP, Cambridge

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9. Vince, M. 2002. Advanced Language Practice. Macmillan.

LIMBA ENGLEZA - CURS PRACTIC – EXERCIŢII GRAMATICALE

ANUL III

SEMESTRUL I

Asist. univ. drd. Iulia Ciurezu

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UNITATEA 1: The English verb and related syntactic complexities

Obiective: Studenţii vor fi capabili:1. Să identifice verbele cu particula si/sau prepozitie2. Să folosească corect verbele modale si sa distinga intre valorile deontice si epistemice

ale acestora3. Să foloseasca corect elementele lexicale polarizate (polarity items).

Timp de studiu : 8 ore.

1.1. Phrasal verbs

Exercise 1

Insert prepositions/ particles wherever you think they are needed. Make a list of the phrasal verbs you have found, check them with a dictionary and use them in sentences of your own.

A. I WAS BORN PREMATURE AND HAVE BEEN LATE EVER SINCE. Those you who are punctual will not know us, the other half of the world, the latecomers. You’ll have waited us; the chances are that you’ve been kept waiting us many a time, but you won’t understand. In fact, if the truth be told, you’re the enemy.

Doubtless, you’ve seen us. We’re quite a spectacle: a vast tribe of electrified anxiety. We glance our watches and see despair. You’ve probably noticed us leaping and taxi cabs throwing notes (no time change!). We dodge you the street, jumping puddles, weaving the traffic. We are the strange, scuttling creatures bursting wild eyes restaurants, the hope that you’ve waited us.

You’ll have observed us hovering nervously every lobby and entance hall the world. In theatres and cinemas you stand as we creep the row trying so hard not to knock your knees or tread your toes. And you, what do you do? You ‘tut’ the dark. You don’t need to do that, we know what we’ve done.

But here’s a curious thing: these moments we hate ourselves so much that we have no alternative but to transfer our hatred you, the punctilious, instead.

Here we see this aggressive lateness action:‘I’m very sorry I’m late.’‘Yes, but why are you late?’‘I just am.’‘But why? Where have you been? What’ve you been doing? Do you realise how long I’ve

been waiting here? I’ve been waiting over an hour!’Does it matter?’‘Yes. You should respect me enough to show time.’But I’m not late purpose. Look, I’ll go.’ But you’ve only just arrived!’So you want the truth?’‘Yes.’‘Well, I’m late because I’ve made a choice – a choice to be myself. I’m the kind person

who has never been time yet and never will be. That’s what I’m like. Sorry!’

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B. TECHNICAL QUERIESYour ‘detailed’ knowledge computers may lead someone to ask you a technical question. Never be worried these; the fact hat they ask means they wouldn’t understand the answer anyway. The most important rule is, claim to know nothing the insides the machines. Computer users should know no more what happens the screen than a television critic. If someone starts talking chips and processors and bus boards, direct them an electronic engineer.( or café or London Tramsport timetable, as suitable).Questions you will be asked are three tipes:Is there any way I can print sideways my word processor?I’m running Megabase IV version 3 under TOS version 2.15 and there seems to be a glich at PC=4A2E which resets the defaults by overwriting four bytes at 3E60 when I run a batch file. How can I get this?My computer won’t work, what’s wrong it?Adopt the old technique used those manning the talls exhibitions when customers ask them awkward queries:First ask them if it’s MS-DOS; if they say it is, say regret that you know nothing MS-DOS. If they say it’s some other system, say you know nothing except MS-DOS. But say you will listen their questions anyway.Listen intendly and ask what version the program they are talking, then say “Ahhh, that version, there were problems that one…”Go deep thought a few second, then pick the most suitable the following answers:“Yes, you can do it, but it’s very difficult unless you know assembler.” (Nobody asking a question you will know assembler so no problem here.)“There’s a program the public domain which will do it you a bit tweaking. I’ve forgotten the name, but it’s something V-G8/ W – 0.EXE.” (This is always true.)“I think there’s a bug that version which has been fixwd the latest version.” (All versions of all programs have bugs which get fixwd the next version to reveal further bugs, so you’re safe here too.)Remember, those asking queries only want your time, not your advice. If they really wanted to find how to do it, they would go a computer consultant and pay $50 hour; talking you they think they are getting attention, free. They will therefore be unimpressed a short reply which answers the question perfectly and succinctly. They will the other hand be pathetically grateful ten minutes you scratching your head, erming and ahing and ending saying you can do it but it’s very difficult, unless you know assembler.

Exercise 2

Fill in the blanks with appropriate particles and prepositions:

Mike was born a cute African-American guy. "Normal", if you will, and very talented. Despite the current, sad stories about his lonely, sad childhood, Mike grew __ surrounded __ famous people and an adoring public.(...) By age 11, Mike was a Superstar. At age 13 he went solo and had his first #1 hit at 14 with "Ben" (a touching love song __ a rat). Who knew he'd get addicted __ plastic surgery, face accusations __ child molestation and end __ America's Most Famous Sideshow?(...)He had unprecedented sponsorship deals __ Pepsi, and LA Gear Sportswear. People stood __ line __ 1AM to purchase "Thriller" when it came __, even though the store didn't open until 9 AM. (...). He's started the Spin __ the misunderstood, picked-__ __ Victim instead __ an increasingly weird 30 year old man. He's creepy. People are making jokes that only __ America can you be born a black man and end __ a white woman.(...)The public, who forgave his mounting eccentricities because __ his incredible talents nod __ silence __ it all, unsurprised. Most remark that someone __ this going __ visibly outside has to have a lot __ demons going __ inside. __ his defense, Mike launches his second career as Whining, Weeping,

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Hurt, Offended, Innocent Victim. (...) The "Alcoholic Housewife" look didn't catch __ either. Even the staunch defenders __ Michael's sanity have to admit the boy's cheese has slid __ his cracker.

Exercise 3

Read and analyze syntactically the following examples of phrasal verb uses of the verbs hand and break: Use these verbs (in as many of their phrasal meanings as you can) in sentences of your own:

Hand.

hand something ↔ back phrasal verb1to give something back to the person who gave it to you, with your handhand something ↔ back toKurt examined the document and handed it back to her.hand somebody something ↔ backShe handed him his pen back.2to give something back to the person who used to own ithand something ↔ back toThe land was handed back to its original owner.hand somebody something ↔ backThe government has promised to hand investors back their money.

hand over phrasal verb1hand something ↔ overto give something to someone with your hand, especially because they have asked for it or should have itThe soldiers were ordered to hand over their guns.hand something ↔ over toHe handed the phone over to me.

2to give someone power or responsibility over something which you used to be in charge ofhand something ↔ over (to somebody)On his retirement, he handed the business over to his son. Political control has been handed over to religious leaders.hand over toNow she feels the time has come to hand over to someone else.

Break

break away phrasal verb1to leave a group or political party and form another group, usually because of a disagreementMore than 30 Labour MPs broke away to form a new left-wing party.

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break away fromThey broke away from the national union and set up their own local organization.ￚ see also breakaway 22to leave your home, family, or job and become independentbreak away fromI felt the need to break away from home.3to move away from someone who is holding youShe started crying and tried to break away.break away fromShe broke away from him and ran to the door.4to move away from other people in a race or gameRadcliffe broke away 200 meters before the finish.5to become loose and no longer attached to somethingPart of the plane's wing had broken away.

break down phrasal verb1if a car or machine breaks down, it stops workingThe car broke down just north of Paris. The printing machines are always breaking down.ￚ see also breakdown2to fail or stop working in a successful wayNegotiations broke down after only two days. I left London when my marriage broke down.ￚ see also breakdown3break something ↔ downif you break down a door, you hit it so hard that it breaks and falls to the groundPolice had to break down the door to get into the flat.4break something ↔ downto change or remove something that prevents people from working together and having a successful relationship with each otherGetting young people together will help to break down the barriers between them. It takes a long time to break down prejudices.5if a substance breaks down or something breaks it down, it changes as a result of a chemical processbreak something ↔ downFood is broken down in the stomach. Bacteria are added to help break down the sewage.6to be unable to stop yourself crying, especially in publicHe broke down and cried. She broke down in tears when she heard the news.7break something ↔ downto separate something into smaller parts so that it is easier to do or understandHe showed us the whole dance, then broke it down so that we could learn it more easily. The question can be broken down into two parts.ￚ see also breakdownbreak for something phrasal verbto suddenly run towards something, especially in order to escape from someone

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He broke for the door, but the guards got there before he did.

break in phrasal verb1to enter a building by using force, in order to steal somethingThieves broke in and stole £10,000 worth of computer equipment.ￚ see also break-in2to interrupt someone when they are speakingbreak in onI didn't want to break in on his telephone conversation.break in withDad would occasionally break in with an amusing comment.3break something ↔ into make new shoes or boots less stiff and more comfortable by wearing themI went for a walk to break in my new boots.4break somebody into help a person get used to a certain way of behaving or workingShe's quite new to the job so we're still breaking her in.5break something ↔ into teach a young horse to carry people on its backWe break the horses in when they're about two years old.

break into something phrasal verb1to enter a building or car by using force, in order to steal somethingSomeone broke into my car and stole the radio. Her house was broken into last week.2to become involved in a new job or business activityShe made an attempt to break into journalism. It's a profession that is very hard to break into. Many British firms have failed in their attempts to break into the American market.3to start to spend money that you did not want to spendI don't want to break into my savings unless I have to.4break into a run/trot etcto suddenly start runningHe broke into a run as he came round the corner.5break into a smile/a song/applause etcto suddenly start smiling, singing etcHer face broke into a smile. He suddenly broke into song. The audience broke into loud applause.break somebody of something phrasal verbto make someone stop having a bad habitTry to break yourself of the habit of eating between meals.break off phrasal verb1to suddenly stop talkingShe started to speak, then broke off while a waitress served us coffee. He broke off in mid-sentence to shake hands with the new arrivals.break something ↔ off

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I broke off the conversation and answered the phone.2break something ↔ offto end a relationshipShe broke off their engagement only a few weeks before they were due to be married. The US has broken off diplomatic relations with the regime.3if something breaks off, or if you break it off, it comes loose and is no longer attached to something elseOne of the car's wing mirrors had broken off.break something ↔ offHe broke off a piece of bread.

break out phrasal verb1if something unpleasant such as a fire, fight, or war breaks out, it starts to happenI was still living in London when the war broke out. Does everyone know what to do if a fire breaks out? Fighting broke out between demonstrators and the police.ￚ see also outbreak2to escape from a prisonbreak out ofThree men have broken out of a top security jail.ￚ see also breakout3to change the way you live because you feel boredbreak out ofShe felt the need to break out of her daily routine.4break out in spots/a rash/a sweat etcif you break out in spots etc, they appear on your skinI broke out in a painful rash. My whole body broke out in a sweat.

break through phrasal verb1break through (something)to manage to get past or through something that is in your waySeveral demonstrators broke through the barriers despite warnings from the police. After hours of fierce fighting, rebels broke through and captured the capital.2break through (something)if the sun breaks through, you can see it when you could not see it before because there were cloudsThe sun broke through at around lunch time. The sun soon broke through the mist.3to manage to do something successfully when there is a difficulty that is preventing youHe's a very talented young actor who's just ready to break through.break through intoIt is possible that at this election some of the minority parties might succeed in breaking through into parliament.ￚ see also breakthrough

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break up phrasal verb1if something breaks up, or if you break it up, it breaks into a lot of small piecesIt seems that the plane just broke up in the air.break something ↔ upUse a fork to break up the soil.2break something ↔ upto separate something into several smaller partsThere are plans to break the company up into several smaller independent companies. You need a few trees and bushes to break up the lawn.3break something ↔ upto stop a fightThree policemen were needed to break up the fight.4break something ↔ upto make people leave a place where they have been meeting or protestingGovernment soldiers broke up the demonstration . Police moved in to break up the meeting .5if a marriage, group of people, or relationship breaks up, the people in it separate and do not live or work together any moreHe lost his job and his marriage broke up . The couple broke up last year. Many bands break up because of personality clashes between the musicians.break up withHas Sam really broken up with Lucy?ￚ see also breakup6if a meeting or party breaks up, people start to leaveThe party didn't break up until after midnight. The meeting broke up without any agreement.7British English when a school breaks up, it closes for a holidaySchool breaks up next week.break up forWhen do you break up for Easter?8break somebody upAmerican English informal to make someone laugh by saying or doing something funnyHe really breaks me up!

break with somebody/something phrasal verb1to leave a group of people or an organization, especially because you have had a disagreement with themShe had broken with her family years ago. They broke with the Communist Party and set up a new party.2break with tradition/the pastto stop following old customs and do something in a completely different wayNow is the time to break with the past. His work broke with tradition in many ways.

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Exercise 4

Verbs with particles can be distinguished from verbs which take a PP complement with the help of syntactic tests like those illustrated below:

(a)he lived in a hut*he lived a hut in

he took off his hathe took his hat off

(b)he lived right near a mountain *he took right off his hat

(c)he lived near the forest and next to a river *he took off his hat and off his coat

Apply these tests to at least ten sentences (for each MV type) of your choice from any of the exercises above.

1.2. Deontic and epistemic uses of English modals

Exercise 1

The text below is the correct and complete version of the text used in exercise (2) above. Make a list of (a) the phrasal verbs in it (with and without prepositions); (b) the modal verbs (specifying whether they have been used in their deontic or epistemic meanings):

Mike was born a cute African-American guy. "Normal", if you will, and very talented. Despite the current, sad stories about his lonely, sad childhood, Mike grew up surrounded by famous people and an adoring public.(...) By age 11, Mike was a Superstar. At age 13 he went solo and had his first #1 hit at 14 with "Ben" (a touching love song to a rat). Who knew he'd get addicted to plastic surgery, face accusations of child molestation and end up America's Most Famous Sideshow?(...) He had unprecedented sponsorship deals with Pepsi, and LA Gear Sportswear. People stood in line at 1AM to purchase "Thriller" when it came out, even though the store didn't open until 9 AM. (...) In a mere year and a half his skin's gone from beautiful cocoa bronze to fish belly white. He first denies this, then blames it on the medical condition Vitiligo which causes people of color to develop light patches of skin that lack pigment.(...) He's talking in a Marilyn Monroe Little Girl Whisper. He's started the Spin of the misunderstood, picked-upon Victim instead of an increasingly weird 30 year old man. He's creepy. People are making jokes that only in America can you be born a black man and end up a white woman.(...)The public, who forgave his mounting eccentricities because of his incredible talents nod in silence about it all, unsurprised. Most remark that someone with this going on visibly outside has to have a lot of demons going on inside. In his defense, Mike launches his second career as Whining, Weeping, Hurt, Offended, Innocent Victim. (...) The "Alcoholic Housewife" look didn't catch on either. Even the staunch defenders of Michael's sanity have to admit the boy's cheese has slid off his cracker. Mike gets a fake chin implant and suddenly loses his cleft chin, the sides of his face are stretched taut, his nose isn't pointing North anymore and it's anyone's guess what the hell he did to his skin this time. The Art of Cosmetology seems to be an unknown science in his part of the world and he's getting his face done at the local morgue. He has new lipstick and jokes abound that he's turned into Diana Ross. (...) Each photo that shows up in the coming years never fails to

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make people's jaws drop. Mike gets worked up saying he doesn't see why everyone but him can have a little nip and tuck on the nose... He doesn't think he looks that different and wishes people would leave him alone. We wish he'd leave his face alone.

Exercise 2

Respond to the statements or questions below (in long, complex sentences or paragraphs) using the modal verb given in brackets:

1. Why didn't she arrive in time yesterday morning? (must)………………….

2. Let's not wait any longer. (may)………………….

3. It's strange that he hasn't said any more about his plans to emigrate. (might)………………….

4. Be very careful if he starts asking questions. (can)………………….

5. I'm afraid he failed that test. (be able to)……………………

6. She invited her new neighbours to our party. (need)……………………..

7. I can see the lights are still on. (must)……………………..

8. What he told me was really amazing. (can)……………………..

9. What's going on here? (should)……………………..

10 This is so like George. (will)………………………

11. I wonder what has come up. (could)……………………….

12. It was such a bad idea to borrow Ann's car. (would)……………………….

13. They should have been here long before now. (may)………………………..

14. We will have to return to B. next month. (be allowed to)………………………..

15. I was surprised to hear the news. (ought to)………………………..

Exercise 3

Study the tables A. and B. below (adapted from Graver 1986) and discuss the meaning of the modal verbs in the following sentences (C.).

A. epistemic uses (various degrees of likelihood regarding the truth of the statement)

She

mustcan’t/couldn’twill/would

be there alreadybe working on it

logical conclusionlogical conclusionbelief

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may/mightcan/ couldshould/ought to

have told them everythinghave been lying to Dan

possibilitypossibilityprobability

B. deontic uses (ability, duty, willingness, permission, etc., in relation to the subject)

She

must/ mustn’tneedn’tshould/ ought toshallwillmaycan

go there immediately*be going…* have gone…*have been going…

obligationabsence of obligationrecommendationpromisewillingnesspermissionability or permission

C.1. Leaders must lead themselves first—even when they don’t feel like it.

2. In retrospect, losing the author was one of the best things that could have happened to my division; we grew from the experience in ways that would have never happened otherwise.

3. A man does what he must in spite of personal consequences, in spite of obstacles and dangers and pressures.

4. Conscience is the inner voice that warns us that someone may be looking.

5. Bennet ought to drop his hypocritical strategy

6. The boys must have seen it coming for some time and so cannot be pitied for what they knew would happen.

7. Such incidents can pose short and long-term health risks to the local population

8. The inhabitants must find it difficult to deal with all that, and some of them might find it much easier to start anew somewhere else.

9. We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our Island, whatever the cost may be,(…)

10. He keeps talking about how he could have used different charcters in each season.

11. You needn’t have been waiting for us at the station for so long.

12. Legend has it that George Washington could have been king of America, but chose to be president instead; was he really ”the man who wouldn’t be king”?

13. Whatever that reason may be, a universe that is exactly like one that is old should be treated as if it were old.

14. I may not always know what I'm doing, but I'll try to make things better.

15. Because he was from the EU, he didn't need to get a visa to visit Britain.

16. She must have been there for a long time, hasn't she?

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17. We needn't have rushed to the airport as the plane was late.

18. What did, or did not, happen is not an indication of what could, or could not, have happened.

19. This 25th anniversary disc needn't have been the pointless milestone it is.

20. He must have been too worried about his own exam to remember that promise.

21. No man for any considerable period can wear one face to himself and another to the multitude without finally getting bewildered as to which may be the true one.

22. Only native-born U.S. citizens (or those born abroad, but only to parents who were both citizens of the U.S.) may be president of the United States. The Constitution originally provided a small loophole to this provision: One needn’t have been born in the United States but had to be a citizen at the time the Constitution was adopted.

23. My mother can't have told me, nor can I have heard these things from anyone else, because I had been away for two weeks.

24. You mustn’t blame yourself for what has happened, but you shouldn’t be trying so hard to put the blame on any of us either.

25. No doubt it is desirable to have international weights, measures, and coins, but not nearly as desirable as is fancied, for there will always be calculations necessary.

Exercise 4

Read the text below and write your personal reactions (approx. 150 words) to each of the points 1-6 ; argue for or against their validity based on a real or imaginary situation in which a friend or colleague either let you down or proved to be surprisingly helpful and understanding; use as many modal verbs as possible, followed by simple/ perfect/continuous/ perfect continuous infinitives (e.g.: She might as well have told me to stop complaining/ she can be so rude at times; I wished she said something, anything about it, but she simply wouldn’t; etc.)

The Lost Art of Listeningby Michael Hyatt

One of the greatest gifts any of us can ever receive is the gift of listening. It is also one of the greatest gifts we can ever give. Unfortunately, it appears to be a lost art.

We live in a world where everyone is talking but few are listening. What often passes for listening is simply one person pausing to collect their thoughts for their next soliloquy. Just turn on your favorite talk radio or television show to experience a vivid example of this. (My personal favorite is Hannity & Colmes, where no one appears to be listening to anyone!)

Listening is difficult work. I don’t pretend to be good at it, but I am trying to learn. Like every skill, the more you do it, the better you get. Here are a few things I am trying to practice and that you can also do to improve your listening skills:

1. Be fully present. This is where every great conversation begins. So often, we are distracted with other things. We try to listen while continuing to work on the computer or watch television. To be fully present means we eliminate these distractions and focus exclusively on the other person. It takes great effort to be

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fully in the moment, leaning forward, with your ears—and heart—open.

2. Ask a question. I am trying to discipline myself to ask more questions. Instead of just commenting when it’s my turn, I try to ask a question about something the other person said. Perhaps they said something that requires further explanation. Maybe you need an example. Regardless, a question can help the conversation go deeper.

3. Ask a second question. Great questions are the prerequisite for great conversation. Sometimes, like peeling the layers off an onion, you have to peel the conversation back with even more questions. It’s good to ask questions. It’s even better to ask lots of questions. The more you listen, the more insight you gather and the more relevant your comments will be.

4. Put yourself in the other person’s shoes. Words are only part of the communication. Sometimes we need to experience the other person’s feelings to really understand. We need to listen with our heart as well as our mind.

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5. Validate their thoughts and feelings. One of the worst things we can do when listening is invalidate the other person. “Why would you think that?!” Or, “You shouldn’t feel that way.” These kinds of words don’t move the conversation along; they stop it dead in it’s tracks.

6. Repeat back what you have heard. When we do this—and do it accurately—we communicate that we understand. It also gives you an opportunity to re-calibrate your understanding if you misunderstood something.

Plenty of people are good talkers. Few are good listeners. If you develop the latter skill, you will find yourself invited into amazing conversations that wouldn’t otherwise happen.

1.3. Negative sentences: syntactic patterns, polarity items, idioms and translation

Exercise 1 Say whether the following sentences are syntactically negative; prove your point by

applying the four syntactic tests: (disjunctive) tag questions; (not) even tags; either conjoining; neither tags. Discuss the D-Structure of negative sentences.

1. He isn’t writing any novels at present, is he? 2. He dislikes presents, doesn’t he? 3. He hardly understands you, does he? 4. He hasn’t ever liked any linguists, not even Noam Chomsky. 5. He isn’t working anywhere, and he isn’t writing novels either. 6. This approach is non-scientific.

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7. John is not kind. / John is unkind. 8. Mike doesn’t like smart girls, not even pretty ones. 9. John is unhappy and his wife is also unhappy. / John is unhappy, and his wife isn’t happy

either. / John isn’t happy, and neither is Mary. John is unhappy and neither is Mary.

Exercise 2

Explain the derivation of the following sentences:

(1) You cannot say that. (2) Carol has not been listening to this lecture. (3) He should not ever have responded to her. (4) Horace often does not believe the New York Times. (5) Horace does not often believe the New York Times. (6) Won’t you stay until tomorrow? (7) Couldn’t you have rescheduled that lecture? (8) He doesn’t love her. You are wrong; he does love her. (9) Didn’t he say he was coming? (10) Well, I never did hear anything like that.

Exercise 3

Sentences with negative quantifiers.(a) Show that the following sentences are negative:

1. They found nobody alive. ……………..

2. Nobody has helped her so far and nobody will help her from now on, either.……………..

3. He could find nothing of interest there.……………..

(b) Use the examples below to explain the difference between negative-concord languages and non-negative-concord languages:

STANDARD ENGLISH Harry didn’t talk to anyone. There isn’t any cat there. I can’t tell anyone. She won’t give me any cookies. She didn’t say anything to anyone. You’ll go nowhere.

NON-STANDARD ENGLISHHarry didn’t talk to nobody.There ain’t no cat there.I can’t tell no one.She won’t give me no cookie.She didn’t say nothing to no one.You won’t go nowhere.

(c) Explain the structure of the sentences of the standard dialect.

Exercise 4

(a) Negation and QuantificationComment on the relative scope of quantifiers and negation. Specify the preferred reading

of potentially ambiguous sentences:

1. Every man loves a woman.……………………….

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2. Every man fights for a cause/ his cause/ this cause.…………………………

3. Every arrow hit one target. ………………………….

4. John visited a museum every day.………………………….

5. Someone has always come late.……………………………

6. (a) They always haven’t liked their leaders. (b) They haven’t always liked their leaders.………………………….

7. (a) He hasn’t once come to this class. (b) He once hasn’t come to this class.…………………………..

8. (a) Carol hasn’t contacted many of them. (b) Many of them haven’t been contacted by Carol.…………………………..

9. The police didn’t catch three (of the) escaped convicts.………………………….

(b) SOME / ANY – Define ‘inherent scope’. Comment on the interpretation of SOME / ANY in the following sentences:

1. I saw some of your friends at your party. I didn’t see some of your friends at your party. I didn’t see any of your friends at your party.

…………………………………

2. He talked to some of my students at the lecture. He didn’t talk to any of my students at the lecture. He didn’t talk to some of my students at the lecture.

……………………………………

3. Don’t you open a window. You open a window. *Don’t somebody open a window. Somebody open a window. Don’t everybody open a window. ?Nobody open a window. Don’t anybody open a window. *Anybody open a window.

………………………………………

4. There are three unicorns in the garden. There are some unicorns in the garden. *There are any unicorns in the garden. There are no unicorns in the garden. There aren’t three unicorns in the garden. ??There aren’t some unicorns in the garden. There aren’t any unicorns in the garden.

………………………………………….

17

(c) What is the relative position of ANY words with respect to negation? State the relevant .rules.

1. I saw no one. / I didn’t see anyone. 2. No one can help her in her present condition./ *Anyone cannot help her in her present condition. 3. No student could find the right answer. / *Any student couldn’t find the right answer.4. I can find no pickles anywhere in my house. / *I can find any pickles nowhere in my house.5. She told nothing to any of the investigators about any money. *She told anything to none of the investigators about any money. *She told anything to any of the investigators about no money. She told none of the investigators anything about any money. *She told any of the investigators nothing about any money.

(d) Comment on the interpretation and derivation of the following sentences:1. Not many people attended the lecture.

……………………….2. Not much rain fell and neither did any snow.

………………………. 3. They sent not many of them to study abroad. They didn’t send many of them to study abroad. Not many of them were sent to study abroad. *They were unhappy.

………………………..4. I saw not some of them. / *Not several of them/ *some of them came. / *Not each of them received flowers.

.....................................

5. Not all her letters were concerned with these technicalities. / We are not cotton spinners all. / But all men are not born to reign. / Not all that glitters is gold. / All the money in the world won’t make her happy.

………………………….

6. Not everyone can understand that. / Everyone is not able to stand the temptations of political life. / What we would like to suggest is that every pro-Iranian paper which lays any claims to honesty should not print such stuff. / I don't’look on every politician as a scoundrel.

…………………………..

7. Not a word fell from her lips. / A certain fellow she was expecting did not show up. / It all took a minute. / That next lunch she said not a word when I spoke to her and I said I was ready to let bygones be bygones. / He rested but two hours and rested not at all.

…………………………….

Exercise 5

Emphatic negatives. Rephrase the sentences below using other negative sentence patterns, comment on the differences:

1. He scarcely likes linguistics.…………………………………

2. Hardly anyone likes linguistics.………………………………...

3. Seldom has anyone performed so well.18

…………………………………..

4. Nothing have I seen that would rival London.

……………………………………

5. Hardly ever does anyone buy turnips.

……………………………………..

6. Never has Ferguson written anything half so exciting.………………………………………

Exercise 6 Polarity Items.

Identify the negative and affirmative polarity items (NPIs/APIs) in the sentences below. Give possible corresponding APIs/NPIs for each of them; translate the sentences into Romanian.

1. If you don’t like my manners, I won’t speak to you at all in the future. ……………………………………………..

2. She wouldn’t marry him until/before his mother died.……………………………………………..

3. The eclipse isn’t there yet/anymore. ………………………………………………

4. Not everyone can do what they want with their spare time.………………………………………………

5. She isn’t any smarter for having learned linguistics. ……………………………………………...

6. You needn’t write any exercise as far as I’m concerned. ………………………………………………

7. You need have no fear. ……………………………………………….

8. You must be Mr. Smith. ……………………………………………….

9. He never touches a drop before noon. ……………………………………………….

10. He would rather marry Jane’s sister. …………………………………………………..

11. I fired the gun right under his nose, but he didn’t budge. ……………………………………………………

12. No one has found a solution to some of these problems.…………………………………………………….

13. She isn’t all that interested in modern art after all.…………………………………………………….

14. I don’t like it much. ………………………………..

15. She lives a long way off.………………………………..

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Exercise 7Polarity Items. Give the affirmative counterparts of the sentences below; give alternatives where

possible:

1. Someone came here sometime after five. …………………….

2. She managed to find something appropriate somewhere else.………………………………………………………………

3. He may be somewhat displeased when you tell him the news.……………………………………………………………….

4. Anyone can swim. ……………………………

5. John will arrive here before midnight. ………………………………………

6. I would much rather live in London. ………………………………………

7. Some of the questions on this test he knew how to answer.…………………………………………………………..

8. I think that John is a fool. ……………………………………..

9. Many people can sing and dance. ………………………………………..

10. There has been only one train since two o’clock.…………………………………………………..

11. Peter knows some English and so does John. ………………………………………………

12. Both John and Peter have pretty wives. …………………………………………

13. It’s a long time since we last saw them. ………………………………………..

14. She lives a long way off from here. ………………………………………..

15. He is already an expert on the sublect. …………………………………………

16. He drinks a lot of coffee, and now he misses it quite badly.…………………………………………………………….

17. I nearly always have to clean it myself. …………………………………………

18. Almost everyone of them did well on that exam.…………………………………………………..

19. You must pay that fine. …………………………

20. You must be telling lies. ………………………….

21. You may smoke in the nursery.……………………………….

Exercise 8

Translate into English (use negative phraseology, polarity items):

20

1. Nevoia te duce si pe unde nu-ti e voia.

.............2. A:’Si cum spui c-a iesit concertul?’ B:’Cum nu se poate mai bine.’

.............3. Cu dragostea nu e de glumit.

............... 4. In chestiunea asta, principalul este sa nu te dai niciodata batut. Nu te teme. Dumnezeu

are sa te tina mereu in calea cea dreapta. ..............

5. Pe usa scria;’Intrarea oprita’/ ‘Fumatul interzis’..............

6. Ce ti-e scris infrunte ti-e pus. .............

7. Asta nu e in stare sa cinte de fel...............

8. Nu se poate compara nimeni cu el................

9. Are bani cu toptanul si mai e si un baiat de zahar. ................

10. Cine nu staruieste, nu izbuteste.…………..

11. ’Sens interzis’…………..

12. Nu-i nimic de facut.……………

13. ’Am varsat cafeaua pe covor.’ ‘Vai, dar nu face nimic.’....................

14. ’Rectorul insusi ne-a invatat fonologie.’ ‘Serios, dom’le?’....................

15. ’Propun sa facem seminarul in parc.’ ‘Destul cu prostiile.’ ...................

16. Nu este padure fara uscaturi......................

17. Parcarea interzisa./ In aceasta zona parcarea este interzisa.....................

18. Nu are nici un dram de minte/ nici cea mai mica dovada. ....................

19. Nu e nici pe departe la fel de bun ca fratele lui.....................

20. Nu se afla pe acolo nici tipenie de om.....................

21. ’O sa capete el bursa.’ ‘Pentru nimic in lume.’…………….

22. N-a miscat un deget ca sa ne ajute.……………….

23. Nimeni nu misca cind vine seful in inspectie. .........................

24. Toata afacerea asta nu face nici cit o ceapa degerata. ..........................

25. Cind i-am spus adevarul trist nu a aratat nici cel mai mic semn de surprindere. ..........................

26. In fata ei, nu e in stare sa zica nici pis. .........................

21

27. Cu asa tintas nu avem cum cistiga. Asta nu nimereste tinta nici dela un pas. .........................

28. Fata asta n-o sa se impuna in fata clasei. Nu vezi ca nu e in stare sa omoare o musca? .........................

29. Era o bezna de nu vedeai la un pas. .........................

30. Hai, scoala-te. Nu vezi ca n-ai patit nimic? ...........................

31. Nu prea e intreg la minte............................

32. Nu e prea aratos, si nici nu e ceea ce se cheama un savant, dar e totusi sotul meu. .........................

33. Nici mort n-as iesi cu asa o femeie in oras. ........................

34. Cum isi permite sa spuna ca ma imbrac fara gust. Nici n-are habar cum arat la fata.........................

35. Nu e mare lucru de capul robotului asta. ........................

36. Halal organizare. Nu stie stinga ce face dreapta. ..........................

37. Iti spun eu. Asta nu mai apuca batrinetile. .........................

38. Perspectivele nu sint prea luminoase. Ca sa vorbim pe sleau, situatia e de-a dreptul disperata. ...........................

39. N-am inchis ochii toata noaptea. ………………….

40. Nu mai ploua.…………………..

41. Nu poti decit sa-l admiri daca ajungi sa-l cunosti. …………………..

42. Poti sa nu mergi daca spui ca te doare capul. ………………….

43. Nu juca tenis cind era tinar. ............................

44. Abia daca-l cunosc pe noul profesor. ...........................

45. Foarte rar se culca inainte de miezul noptii...........................

46. E asa de frig ca s-ar putea sa nu mai merg la bazinul de inot...........................

47. Nu s-a plins vreodata de munca lui si nici nu cred ca se va plinge vreodata. ..........................

48. Nu trebuie sa platesti despagubiri decit daca vrei.……………………..

49. - Ce e cu mine? A intrebat Mitrea ursuz. Unde e scrisoarea?- Nu e nici o scrisoare. Chestia e ca trebuie sa ne faci o marturisire.- Nu fac. N-am ce face.- Asculata, Mitre, fii cu minte. Nu raspunde asa ca nu e bine.............................................................

50. - Ti-e foame, Darie? - Nu, tata, nu mi-e foame. Nu mi-e nici macar sete...............................

22

...............................51. - Cum trebuie sa mearga scolarul pe ulita?

- Linistit, sa nu asmuta cainii, sa nu injure si sa nu se bata. …………………….

……………………….52. Nu-i rau, mai Stefane, sa stie si baietul tau oleaca de carte, nu numaidecit pentru popie,

cum chiteste Smaranda, ca si popia are multe nacafale, e greu de purtat.……………………….

53. Uite ca nu ies, cucoane. Nu vreau sa ies. Ca nici nu mai e curtea dumitala si nici n-am pofta sa ies, uite-asa......................................

54. Eminescu n-avea ochi pentru asemenea amanunte din mijlocul lumii in care se afla. Oricit de multa lume si oricit de mare galagie ar fi fost imprejurul sau, el tot nu se abatea de la cele ce se petrec in sufletul sau.

........................................

...........................................55. - Ce mi-o dai mie? Arat-o boierului.

- Ce, sa ma bata iar? Arata-i-o dumneata. - Ba eu nu ma duc la el ca ma intraba de datorie........................................................................................

Exercise 9

Parapfrase the following sentences using: no sooner…than; scarecely…when; hardly…when.

1. I turned round the corner and bumped into a stanger. ………………..

2. I read only a few pages and the main ideea of the book became clear to me. ………………….

3. She left the house and remembered the appointment.………………….

4. He entered the room and immediately the telephone rang. ………………….

5. He took a seat at the table and a plate of steaming soup appeared before him as if by magic. 6)He came into the garden and was enchanted by its beauty. ……………………

BIBILIOGRAFIE :1. Foley, Mark & Hall, Diane, Advanced Learner’s Grammar. A self-study reference & practice

book with answers, Longman, 2003. 2. Galateanu-Farnoaga, G., Comisel, E (1993).: Gramatica Limbii Engleze, Omegapres & Rai,

Bucuresti.3. Graver, B.D.(1986): Advanced English Practice, third edition, OUP.4. Hewings, M. (1999): Advanced Grammar in Use, A self-study reference and practice book for

advanced learners, CUP.5. Vince, M. 2002. Advanced Language Practice. Macmillan.

23

UNITATEA 2: Sentence Coordination

Obiective: Studenţii vor fi capabili:1. Să recunoasca elementele coordonatoare si proprietatile sintactice ale frazei prin

coordonare in limba engleza.2. Să recunoasca structurile eliptice cu incomplete conjuncts (membri incompleti ai

coordonarii).3. Să alcatuiasca corect fraze prin coordonare cu incomplete conjuncts.

Timp de studiu : 4 ore.

Exercise 1

Perform deletions on the following strings; identify the rules you are using:

1. She hasn’t answered your letters, but her sister has answered your letters. …………………….

2. Those boring papers and those boring articles wear me out. …………………….

3. She danced at the party and he drank himself under the table at the party.……………………..

4. Before the end of the journey they were tired and before the end of the journey they were short of money.……………………

5. Some of them enjoyed that show, but many others were simply mad about that show.…………………….

6. I asked Dan to help us and Jane asked Mary to help us.………………….. ..

7. I surely enjoyed asking those questions and you definitely hated answering those questions. She likes to read poems and I like to read short stories.……………………

8. Everybody knows the right answer to that, but you don’t know the right answer to that.……………………

9. Many times they didn’t understand you, or many times they didn’t understand your work.……………………

10. You just spend your week-ends in that house, but your mother really lives in that house. …………………....

Exercise 2

24

In the text below, find all the coordinated structures, establish whether they are instances of sentence or phrasal coordination, whether Reduction rules (may) have applied and discuss the correlative elements (conjunctions, coordinators).

From the corner of the divan of Persian saddle-bags on which he was lying, smoking, as

was his custom, innumerable cigarettes, Lord Henry Wotton could just catch the gleam of the

honey-sweet and honey-colored blossoms of a laburnum, whose tremulous branches seemed

hardly able to bear the burden of a beauty so flame-like as theirs; and now and then the fantastic

shadows of birds in flight flitted across the long silk curtains that were stretched in front of the

huge window, producing a kind of momentary Japanese effect, and making him think of those

pallid, jade-faced painters of Tokyo who, through the medium of an art that is necessarily

immobile, seek to convey the sense of swiftness and motion. The sullen murmur of the bees

shouldering their way through the long un-mown grass, or circling with monotonous insistence

round the dusty gilt horns of the straggling woodbine, seemed to make the stillness more

oppressive. The dim roar of London was like the bourdon note of a distant organ.

In the centre of the room, clamped to an upright easel, stood the full-length portrait of a young

man of extraordinary personal beauty, and in front of it, some little distance away, was sitting the

artist himself, Basil Hallward, whose sudden disappearance some years ago caused, at the time,

such public excitement and gave rise to so many strange conjectures.

As the painter looked at the gracious and comely form he had so skillfully mirrored in his art, a

smile of pleasure passed across his face, and seemed about to linger there. But he suddenly

started up, and closing his eyes, placed his fingers upon the lids, as though he sought to imprison

within his brain some curious dream from which he feared he might awake.

"It is your best work, Basil, the best thing you have ever done," said Lord Henry languidly. "You

must certainly send it next year to the Grosvenor. The Academy is too large and too vulgar.

Whenever I have gone there, there have been either so many people that I have not been able to

see the pictures, which was dreadful, or so many pictures that I have not been able to see the

people, which was worse. The Grosvenor is really the only place."

BIBILIOGRAFIE: 1. Cornilescu, A. (1986): English Syntax, vol. 2, EUB, Bucuresti.2. Foley, Mark & Hall, Diane, Advanced Learner’s Grammar. A self-study reference & practice

book with answers, Longman, 2003. 3. Hewings, M. (1999): Advanced Grammar in Use, A self-study reference and practice book for

advanced learners, CUP.4. Radford, A. (1997): Syntactic theory and the structure of English, CUP, Cambridge.5. Vince, M. 2002. Advanced Language Practice. Macmillan.

25

UNITATEA 3: Finite subordination

Obiective: Studenţii vor fi capabili:1. Să identifice diversele tipurile de propoziţii subordonate, atat dupa criteriul

structural (THAT -complements, Wh -complements, relative clauses, adverbial clauses, etc), cat si dupa cel functional (subject/object/ predicative clauses, etc) si proprietatile lor sintactice.

2. Să folosească corect pronumele şi adjectivele relative, conjunctiile si alte elemente subordonatoare.

3. Să utilizeze corect timpurile indicativului si/ sau subjonctivul subordonatele introduse prin THAT.

Timp de studiu : 8 ore.

Exercise 1

Read the text below and identify all the finite clauses. For each clause specify: its structural type (complement clause - THAT complement, WH complement, Relative,

Adverbial); its syntactic function as a constituent of the matrix (the functional type) for THAT complements discuss the use of mood and tenses in the embedded clause in re

lation with the matrix verb.

In a peculiar sense he will be aware also that he must inevitably be judged by the

standards of the past. I say judged, not amputated, by them; not judged to be as good as, or worse

or better than, the dead; and certainly not judged by the canons of dead critics. It is a judgment, a

comparison, in which two things are measured by each other. To conform merely would be for

the new work not really to conform at all; it would not be new, and would therefore not be a work

of art. And we do not quite say that the new is more valuable because it fits in; but its fitting in is

a test of its value—a test, it is true, which can only be slowly and cautiously applied, for we are

none of us infallible judges of conformity. We say: it appears to conform, and is perhaps

individual, or it appears individual, and may conform; but we are hardly likely to find that it is

one and not the other.

To proceed to a more intelligible exposition of the relation of the poet to the past: he can

neither take the past as a lump, an indiscriminate bolus, nor can he form himself wholly on one or

two private admirations, nor can he form himself wholly upon one preferred period. The first

course is inadmissible, the second is an important experience of youth, and the third is a pleasant

and highly desirable supplement. The poet must be very conscious of the main current, which

does not at all flow invariably through the most distinguished reputations. He must be quite aware

of the obvious fact that art never improves, but that the material of art is never quite the same. He

must be aware that the mind of Europe—the mind of his own country—a mind which he learns in 26

time to be much more important than his own private mind—is a mind which changes, and that

this change is a development which abandons nothing en route, which does not superannuate

either Shakespeare, or Homer, or the rock drawing of the Magdalenian draughtsmen. That this

development, refinement perhaps, complication certainly, is not, from the point of view of the

artist, any improvement. Perhaps not even an improvement from the point of view of the

psychologist or not to the extent which we imagine; perhaps only in the end based upon a

complication in economics and machinery. But the difference between the present and the past is

that the conscious present is an awareness of the past in a way and to an extent which the past's

awareness of itself cannot show.

Some one said: "The dead writers are remote from us because we know so much more than

they did." Precisely, and they are that which we know.

I am alive to a usual objection to what is clearly part of my programme for the métier of

poetry. The objection is that the doctrine requires a ridiculous amount of erudition (pedantry), a

claim which can be rejected by appeal to the lives of poets in any pantheon. It will even be

affirmed that much learning deadens or perverts poetic sensibility. While, however, we persist in

believing that a poet ought to know as much as will not encroach upon his necessary receptivity

and necessary laziness, it is not desirable to confine knowledge to whatever can be put into a

useful shape for examinations, drawing-rooms, or the still more pretentious modes of publicity.

Some can absorb knowledge; the more tardy must sweat for it. Shakespeare acquired more

essential history from Plutarch than most men could from the whole British Museum. What is to

be insisted upon is that the poet must develop or procure the consciousness of the past and that he

should continue to develop this consciousness throughout his career.

What happens is a continual surrender of himself as he is at the moment to something which

is more valuable. The progress of an artist is a continual self-sacrifice, a continual extinction of

personality.

There remains to define this process of depersonalization and its relation to the sense of

tradition. It is in this depersonalization that art may be said to approach the condition of science. I

shall, therefore, invite you to consider, as a suggestive analogy, the action which takes place

when a bit of finely filiated platinum is introduced into a chamber containing oxygen and sulphur

dioxide. (from Eliot, T. S. 1920. The Sacred Wood: Tradition and the Individual Talent)

THAT complements

Wh- complements

(Bound)Relative Clauses / functioning as attributes

Free Relative Clauses Adverbial clauses

example functional type (Su, DO, PO, Pred., Attrib., )

example functional type

example the syntactic function of the relative pronoun

example funct. type of the RC

the synt. funct. of the relative pron.

example semantic type

27

Exercise 2

Make up complex sentences of your own that contain THAT complements functioning as: (a) subjects;

………….………….………….

………….(b) attributes - consider the differences between these Attributive clauses and Relative clauses functioning as attributes (refer to exercise 3. below);

………….………….………….

………….(c) direct objects;

………….………….………….

………….

(d) prepositional objects (identify the deleted prepositions! - rephrase these complement as non-finite ones);

………….………….………….

………….(e) predicatives

………….………….………….

………….

Exercise 3

Which of the following sentences are ungrammatical and why?

1. That they have been working so well together in spite of everyting proves (that) they are very civilised people.………………………..

2. It proves (that) they are very civilised people that they have been working so well together.………………………..

3. I hated it that she was partly right.…………………….…

28

4. I hated it so badly that she was partly right.……………………….

5. I hated so badly that she was partly right.……………………….

6. That they couldn't answer any of the professors' questions seemed.……………………….

7. That they couldn't answer any of the professors' questions seemed incredibly sad to me.………………………..

8. It seemed that they couldn't answer any of the professors' questions.………………………..

9. It seemed that they couldn't answer any of the professors' questions incredibly sad to me.……………………….

10. It seemed incredibly sad to me that they couldn't answer any of the professors' questions.……………………….

11. Seems that something might connect these two stories.……………………….

12. That something might connect these two stories it seems.……………………….

13. These two stories seem that might be connected.……………………….

14. He hated it that he was looked up to and admired because of his football ability.……………………….

Exercise 4

Put the verbs given at the end of each sentence in the appropriate form(s); explain your choices and the differences in meaning where more than one form is possible.

1. The chairman put forward a plan that they … … … other companies engaged in

complementary activities. (take over)

2. Several insurance companies have now reluctantly made the decision that they … …

… from the American Market. (withdraw)

3. I now regret having made a promise that I … … … in the scheme. (join)

4. Most people would support a proposal that such programs … … … . (extend -

passive)

5. A suggestion that they … … … further discussion pending investigations was

accepted by a majority of three to one. (postpone)

6. Six companies have signed an agreement that … … … the costs of research and

development. (share)

7. What our team seems to lack at the moment is the determination that it …… … . (win)

8. How often have I made a resolution that I … … … smoking. (give up)

29

Exercise 5

Discuss the following sentences; specify the type of RC and the syntactic function of the RC and of the relative pronoun:

1. This law was what the Senator thought of as his legislative masterpiece. ……………….

2. The little girl, whose broken toy was still lying on the pavement, had been taken to the hospital.

……………….3. I will teach whomever I speak with to speak civilly to me.

………………..4. Any boy that is lazy must be punished.

………………….. 5. Whom a serpent has bitten a lizard alarms.

…………………… 6. That J. Smith, whom she mentioned in her letter, had just arrived from Chicago.

…………………… 7. The woman that I saw on the train was a real beauty.

…………………… 8. They were interested in alchemy, astrology, as much as in what we should call philosophy.

……………………9. There is no evidence from which to infer that.

…………………… 10. Even John, who is a friend of ours, left early.

…………………… 11. He adopts the word and manner of whoever he happens to live with.

…………………… 12. What he had to say was the truth.

…………………… 13. This happens at times when the light intensity is low.

…………………… 14. Dan’s new article, which you’ve all been talking about lately, is quite a success.

…………………… 15. As for the magazines, he could take whichever of them he liked.

……………………16. He performed a dance whose intricate movements were nothing but a ritualized "repetition" of the labyrinth experience.

……………………17. In these private Upper East Side schools, the emphasis becomes all about whose remark is more insightful or wittier or more analytical.

……………………18. It may mean that you're setting up a trade that can go either way, and you want to be prepared for whichever way the market breaks.

……………………19. However implausibly the conspirators argued the case for Caesar's murder being a benefit to Caesar their main argument was that it was a benefit to others

……………………20. It is considered to be a kind of art, a craft, which some people are born with, or attain without study.

……………………

30

BIBILIOGRAFIE: 1. Cornilescu, A. (1995): Concept of Modern Grammar, EUB, Bucuresti.2. Cornilescu, A. (1986): English Syntax, vol. 2, EUB, Bucuresti.3. Foley, Mark & Hall, Diane, Advanced Learner’s Grammar. A self-study reference & practice

book with answers, Longman, 2003. 4. Galateanu-Farnoaga, G., Comisel, E (1993).: Gramatica Limbii Engleze, Omegapres & Rai,

Bucuresti5. Graver, B.D.(1986): Advanced English Practice, third edition, OUP.6. Hewings, M. (1999): Advanced Grammar in Use, A self-study reference and practice book for

advanced learners, CUP.7. Radford, A. (1997): Syntactic theory and the structure of English, CUP, Cambridge.8. Vince, M. 2002. Advanced Language Practice. Macmillan.

31

UNITATEA 4: Non-finite Subordination

Obiective: Studenţii vor fi capabili:1. Să identifice tipurile de constructii sintactice complexe cu infinitivul, gerunziul si

participiul si proprietatile sintactice ale acestora.2. Să identifice corect functia sintactica pe care aceste constructii o au in fraza.3. Să utilizeze corect aceste constructii ( cu subiect exprimat sau neexprimat in

structura de suprafata) in fraza.

Timp de studiu : 8 ore.

Exercise 1

In the complex sentences below, identify the non-finite clauses, specify their syntactic function and discuss their subjects (for raised subjects, identify the resulting constructions) and complete the table C at the end of the exercise, also adding one example of your own for each type.

A:1. I had undertaken to offer some kind of apology to them for my behaviour.

………………2. I had obliged them to offer some kind of apology for their behaviour.

……………… 3. She appeared to have been lying all the time.

……………… 4. It’s always amusing to feed ducks.

……………… 5. Ducks are always amusing to feed.

……………… 6. The noise began/ seemed to annoy the children.

………………7. There were two circumstances which would have made it necessary for them to have lost no time.

………………8. It was very nice of you to join us.

……………..9. They preferred him to be their new leader.

………………………10. She then felt it would be safer for her sister to be with her, as she did not want to be alone

……………. 11. That poem was difficult for us to recite.

…………….12. They are sure to be late as usual.

……………13. He remembered that very coat to have been frequently worn by his nephew.

…………… 14. She was thought to be honest.

…………… 15. They all considered you their best friend.

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…………… 16. She appeared ignorant.

……………17. Calendula has been reported to have anti-inflammatory properties.

…………….

B: The artist is the creator of beautiful things. To reveal art and conceal the artist is art's aim.

The critic is he who can translate into another manner or a new material his impression of

beautiful things. The highest as the lowest form of criticism is a mode of autobiography. Those

who find ugly meanings in beautiful things are corrupt without being charming. This is a fault.

Those who find beautiful meanings in beautiful things are the cultivated. For these there is

hope. They are the elect to whom beautiful things mean only beauty.

There is no such thing as a moral or an immoral book. Books are well written, or badly

written. That is all. The nineteenth century dislike of realism is the rage of Caliban seeing his

own face in a glass.

The nineteenth century dislike of romanticism is the rage of Caliban not seeing his own face in a

glass. The moral life of man forms part of the subject-matter of the artist, but the morality of art

consists in the perfect use of an imperfect medium. No artist desires to prove anything. Even

things that are true can be proved. No artist has ethical sympathies. An ethical sympathy in an

artist is an unpardonable mannerism of style. No artist is ever morbid. The artist can express

everything. Thought and language are to the artist instruments of an art. Vice and virtue are to the

artist materials for an art. From the point of view of form, the type of all the arts is the art of the

musician. From the point of view of feeling, the actor's craft is the type. All art is at once surface

and symbol. Those who go beneath the surface do so at their peril. Those who read the symbol do

so at their peril. It is the spectator, and not life, that art really mirrors. Diversity of opinion about

a work of art shows that the work is new, complex, and vital. When critics disagree, the artist is

in accord with himself. We can forgive a man for making a useful thing as long as he does not

admire it. The only excuse for making a useless thing is that one admires it intensely. All art is

quite useless. (from Oscar Wilde, The Picture of Dorian Gray)

C:

FOR- TO infinitives

TO infinitivesTough movement

Bedeletion

Gerundial clauses

Participial clauses

FOR ACC Su

deletedSu

SSR(Nom+Inf)

SOR(Acc+Inf)

SOR+Passive(Nom+Inf)

ex. Su ex. Su

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Exercise 2

Rewrite the sentences from exercise 4, Unit 3 (repeated below for convenience), using infinitival clauses instead of the finite ones.

1. The chairman put forward a plan that they … … … other companies engaged in

complementary activities. (take over)

........................................................

2. Several insurance companies have now reluctantly made the decision that they … … … from the American Market. (withdraw)…………………………………….

3. I now regret having made a promise that I … … … in the scheme. (join)……………………………………..

4. Most people would support a proposal that such programs … … … . (extend -passive)……………………………………..

5. A suggestion that they … … … further discussion pending investigations was accepted by a majority of three to one. (postpone) ……………………………………….

6. Six companies have signed an agreement that … … … the costs of research and development. (share)……………………………………………

7. What our team seems to lack at the moment is the determination that it …… … . (win)……………………………………………

8. How often have I made a resolution that I … … … smoking. (give up)

……………………………………………

Exercise 3

In the complex sentences below, replace the finite object clauses by suitable infinitive / gerundial clauses. (Remember to use the simple infinitive to express future reference with respect to the matrix verb or the perfect infinitive to express anteriority with respect to the matrix verb.)

1. He hopes that he will win the lottery one day.

………………………………………………..

2. They will always remember that they visited London.

…………………………………………………

3. It seemed that most participants had already forgotten about these restrictions.34

…………………………………………….......

4. She could distictly remember the fact that she had been stared at by a stranger for ten or

fifteen minutes before the show began.

…………………………………………………

5. After she had carefully printed the information I had asked for, she left the cottage.

………………………………………………..

6. He professed that he had spent two years at Oxford.

………………………………………………..

7. Everyone supposed that the new guy had been seeing Dan's ex girl-friend since June.

………………………………………………..

8. The fact that you haven't answered any of her letters yet proves her right.

………………………………………………..

9. She claims that she has been in love with him for many years.

…………………………………………………

10. First, the longer-tenured staff resented the fact that she had been given the job of assistant

manager without having paid any “dues” on the front lines of the department.

…………………………………………………

11. Robert expects that they will welcome him on his return back home.

…………………………………………………

12. The fact that he now knows the secret creates a rather difficult situation.

…………………………………………………

13. John made believe that he had solved the puzzle all by himself.

………………………………………………….

14. Then I would strongly prefer that they not stop me from helping their opponents.

………………………………………………….

15. She longed that the holidays would come so that she could be with her family again.

………………………………………………….

Exercise 4

There is at least one mistake in each sentence. Suggest appropriate corrections.(sentences from Hewings 1999)

1. They longed the Easter holidays to come so that they could visit again.………………..

2. I overheard say that he's thinking of moving to Manchester.………………..

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3. We watched to play football until it started to rain.………………..

4. Very reluctantly, he consented her to lend the money to Janet.…………………

5. My parents always encouraged work hard at school.…………………

6. For years the group has been campaigning an inquiry to hold into the accident.………………….

7. I think we should let them to stay until the weekend.…………………

8. Sam promised me to show me how to fish for salmon, but he never had the time.……………………

9. Hospital workers had to make them to do with a 1.5% pay increase this year.……………………..

10. I hear her tell that she's got a new job. (= someone told me about it)…………………….

11. This card entitles to take an extra person with you free.…………………….

12. They let me to borrow their car while they were on holiday.

……………………..

13. I heard the baby cry for most of the night.……………………..

14. I felt the snake to biting me and saw it slither off into the bushes.……………………..

15. When you came out of the station, did you notice the children to play musical instruments across the street?………………………

16. I noticed her quickly slipping the necklace inside her coat and to leave the shop.……………………....

Exercise 5

In the text below, rephrase the non-finite structures (infinitives, gerunds, participles) as finite ones (That complements and Adverbial clauses, respectively). Comment on the subjects of the non-finite clauses.

In English writing we seldom speak of tradition, though we occasionally apply its name in

deploring its absence. We cannot refer to "the tradition" or to "a tradition"; at most, we employ

the adjective in saying that the poetry of So-and-so is "traditional" or even "too traditional."

Seldom, perhaps, does the word appear except in a phrase of censure. If otherwise, it is vaguely

approbative, with the implication, as to the work approved, of some pleasing archæological

reconstruction. You can hardly make the word agreeable to English ears without this comfortable

reference to the reassuring science of archæology.

Certainly the word is not likely to appear in our appreciations of living or dead writers.

Every nation, every race, has not only its own creative, but its own critical turn of mind; and is

even more oblivious of the shortcomings and limitations of its critical habits than of those of its

creative genius. We know, or think we know, from the enormous mass of critical writing that has 36

appeared in the French language the critical method or habit of the French; we only conclude (we

are such unconscious people) that the French are "more critical" than we, and sometimes even

plume ourselves a little with the fact, as if the French were the less spontaneous. Perhaps they

are; but we might remind ourselves that criticism is as inevitable as breathing, and that we should

be none the worse for articulating what passes in our minds when we read a book and feel an

emotion about it, for criticizing our own minds in their work of criticism. One of the facts that

might come to light in this process is our tendency to insist, when we praise a poet, upon those

aspects of his work in which he least resembles anyone else. In these aspects or parts of his work

we pretend to find what is individual, what is the peculiar essence of the man. We dwell with

satisfaction upon the poet's difference from his predecessors, especially his immediate

predecessors; we endeavour to find something that can be isolated in order to be enjoyed.

Whereas if we approach a poet without this prejudice we shall often find that not only the best,

but the most individual parts of his work may be those in which the dead poets, his ancestors,

assert their immortality most vigorously. And I do not mean the impressionable period of

adolescence, but the period of full maturity.

Yet if the only form of tradition, of handing down, consisted in following the ways of the

immediate generation before us in a blind or timid adherence to its successes, "tradition" should

positively be discouraged. We have seen many such simple currents soon lost in the sand; and

novelty is better than repetition. Tradition is a matter of much wider significance. It cannot be

inherited, and if you want it you must obtain it by great labour. It involves, in the first place, the

historical sense, which we may call nearly indispensable to anyone who would continue to be a

poet beyond his twenty-fifth year; and the historical sense involves a perception, not only of the

pastness of the past, but of its presence; the historical sense compels a man to write not merely

with his own generation in his bones, but with a feeling that the whole of the literature of Europe

from Homer and within it the whole of the literature of his own country has a simultaneous

existence and composes a simultaneous order. This historical sense, which is a sense of the

timeless as well as of the temporal and of the timeless and of the temporal together, is what

makes a writer traditional. And it is at the same time what makes a writer most acutely

conscious of his place in time, of his contemporaneity.

No poet, no artist of any art, has his complete meaning alone. His significance, his

appreciation is the appreciation of his relation to the dead poets and artists. You cannot value

him alone; you must set him, for contrast and comparison, among the dead. I mean this as a

principle of æsthetic, not merely historical, criticism. The necessity that he shall conform, that he

shall cohere, is not one-sided; what happens when a new work of art is created is something that

happens simultaneously to all the works of art which preceded it. (from Eliot, T. S. 1920. The Sacred

Wood: Tradition and the Individual Talent)

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Exercise 5

Combine each group of sentences to form not more than two complex sentences. You

may use the skeleton structures suggested and/or make any necessary changes, as long as

the original sense remains unchanged. (adapted from Graver 1986)

1. No one was watching. The thief first made sure of this. He climbed up to a window

on the first floor. He suceeded in entering the house through the window. He was not

observed.

Having first … … … , the thief … … … to a first floor … … …,

through which … .. …unobserved.

2. I had the opportunity of spending my holidays at sea. I had no experience of sailing.

Nevertheless, I decided to take the opportunity. Some friends of mine invited me to

join them. They were very keen yachtsmen. They wanted to sail round the British

Isles.

Despite … … …, I decided… … … when some friends … … …, who

… … … and who … …. …, invited … … ….

3. A man may be pronounced guilty only by twelve of his fellow citizens. They must be

left free to make their decision. They must be left to do so without influence from the

judge. He may, however, direct them as to points of law. This is the jury system. It is

an outstanding characteristic of British judicial procedure.

An outstanding … … … is … … …, under which a man … … ….

4. The English queue up for public transport. They do so in an orderly way. Visitors

from the Continent are surprised at this. They innocently join the front of the queue.

They do this when they first arrive in England. Angry glares are given them. They

cannot understand this.

Visitors … … … at the .. … … in which … … …, and they … … …

when, on first … … … , they innocently … … ….

5. The bubonic plague raged in England during the Middle Ages. The name given to it

was "The Black Death". It carried off thousands of the population. In some cases, it

exterminated whole towns and villages.

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"The Black Death" … … …, carrying … … … and … … …

exterminating …

6. Fleet Street was once famous for its coffee houses. Men used to meet there. They

were prominent in the literary world. It is now synonymous with journalism and

English national newspapers. It takes its name from the Fleet Stream. this used to

run from Hampstead. It ran down into the Thames at Blackfriars.

Fleet Street, once … … … where men … … … and now … … …, takes

.... … ….

Exercise 6Translate into English (give variants with both finite and non finite clauses where

possible);

1. Cand noul lor prieten s-a napustit in incapere cu cartile in brate, toata lumea s-a

oprit din ras.

............................................................................................................................

2. Pe parcursul urmatoarelor trei zile, eu si cu Bonnie n-am oprit sa sta be vorba

deseori.

...........................................................................................................................

3. Apoi se opri sa asculte, tinandu-si respiratia accelerata.

...........................................................................................................................

4. Dupa pauza, Pavarotti a cantat in continuare o arie din Tosca.

............................................................................................................................

5. Desi l-a rugat sa se opreasca, el a continuat sa loveasca cu pixul in masa.

............................................................................................................................

6. As sfatui mai multa miscare. / V-as sfatui sa faceti mai multa miscare.

............................................................................................................................

7. Nu eram de acord ca el sa fumeze in casa.

.............................................................................................................................

8. I-am descoperit pe copii ascunzandu-si ciocolata sub paturi.

.............................................................................................................................

9. Aproape ca imi si imaginam cum masina pica la inspectia anuala.

............................................................................................................................

10.Ma amuza sa mi-l imaginez stand la birou cu costum si cravata.

...............................................................................................................................

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11.Alice a considerat ca ar trebui sa evitam sa intram cu masina prin centrul

orasului.

.............................................................................................................................

12.Au dat ordine ca acea cladire sa fie demolata.

.............................................................................................................................

13.Am cerut insistent ca studentilor sa li se spuna imediat.

...............................................................................................................................

14.Toata lumea a fost de acord ca firma sa nu creasca preturile.

.............................................................................................................................

15.Ei au recomandat ca toate cererile sa fie trimise la acea adresa. (au fost trimise)

............................................................................................................................

16.Au recomandat ca toate cererile sa fie trimise la acea adresa. (nu au fost trimise

inca)

................................................................................................................................

17.Nu se cade sa li se acorde atata atentie unor oameni ca ei.

................................................................................................................................

18.E important ca ea sa inteleaga ce presupune decizia ei.

................................................................................................................................

19.Guvernul urmeaza sa puna capat sistemului prin care fermierii castiga mai multi

bani daca lasa pamantul necultivat dacat din cultivarea graului.

................................................................................................................................

20. In romanul lui Peters, dupa care este facut filmul, eroul principal este un

adolescent.

................................................................................................................................

21.Pritenii ei, printre care imi place sa ma consider si eu, au incurajat-o.

...............................................................................................................................

22.Terenul care se intindea catre stanga ii apartinea in intregime domnului

Thompson.

..............................................................................................................................

23.Politia l-a ridicat pe Dr. Li impreuna cu diverse lucruri care ii apartineau.

...............................................................................................................................

24.Nedorind sa o trezeasca, Steve parasi locuinta in liniste.

...............................................................................................................................

25.Odata ajuns la petrecere, o zari pe Ruth stand singura.

............................................................................................................................

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26.Dorindu-si de o viata sa conduca un tren, se gandi ca e o ocazie ce nu trebuie

ratata.

..................................................................................................................................

27.Dupa ce a condus cinci ore sa ajunga la sedinta, Dan a aflat ca aceasta s-a

amanat.

28. Stiindu-se despe el ca nu accepta astfel de scuze, nimeni nu a mai indraznit sa ii

spuna adevarul.

............................................................................................................................

29.Dat fiind ca asistase la tot ceea ce s-a intamplat, ne-a marturisit tuturor ca se

simte putin vinovata.

...........................................................................................................................

30. Faptul ca a asistat la tot ceea ce s-a intamplat nu o face cu nimic mai vinovata

decat sunt toti ceilalti.

..............................................................................................................................

Exercise 7Translate into Romanian (revise the use of gerunds/ infinitives/ participles/ the

subjunctive/ relative pronouns/ etc. in finite and non finite clauses. Analyze the finite and non finite clauses. (most of examples adapted from Hewings 1999)

1. This is one of the reasons why I stopped playing with orchestras, since they usually play

in the evening.

………………………………………………………………….

2. They stopped laughing when Malcolm walked into the room.

……………………………………………………………………

3. Over the next three days, Bonnie and I stopped to chat often.

…………………………………………………………………..

4. Then he stopped to listen, holding his panting breath.

…………………………………………………………………….

5. After the interval, Pavarotti went on to sing an aria from Tosca.

……………………………………………………………………..

6. Although she asked him to stop, he went on tapping his pen on the table.

…………………………………………………………………….

7. I'd advise taking more exercise.

…………………………………………………………………….

8. I'd advise you to take more exercise

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……………………………………………………………………..

9. She let (it) slip that she's leaving.

……………………………………………………………………..

10. I disapproved of him smoking in the house. I disapproved of his smoking...

………………………………………………………………………..

11. We discovered the children hiding the chocolates under their beds.

………………………………………………………………………..

12. The plan envisages Tony becoming Director next year.

………………………………………………………………………….

13. If the authorities catch anyone breaking the rules, the punishment is severe.

……………………………………………………………………………

14. I could imagine the car failing its annual inspection.

……………………………………………………………………………..

15. We objected to the company building a petrol station in our road.

………………………………………………………………………………

16. It amuses me to think of him sitting at a desk in a suit and tie.

………………………………………………………………………………

17. My mother disapproved of the cat sleeping in my bedroom.

………………………………………………………………………………

18. They have proposed that Jim should move to their London office.

………………………………………………………………………………

19. Alice thinks that we should avoid driving through the centre of town.

………………………………………………………………………………

20. I suggested that Mr Clarke should begin to look for another job.

………………………………………………………………………………

21. It has been agreed that the company should not raise its prices.

………………………………………………………………………………

22. They directed that the building should be pulled down.

………………………………………………………………………………………..

23. The report recommends that the land should not be sold.

……………………………………………………………………………..

24. We urged that the students should be told immediately.

……………………………………………………………………………….

25. We insist that the money should be available to all students in financial difficulties.

……………………………………………………………………………….

26. We insist that the money be available to all students in financial difficulties.

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……………………………………………………………………………….

27. It was agreed that the company not raise its prices.

……………………………………………………………………………………

28. They recommended that he should give up writing.

…………………………………………………………………………………….

29. They recommended that he give up writing, (more formal)

…………………………………………………………………………………….

30. They recommended that he gives up writing, (less formal)

……………………………………………………………………………………..

31. They recommended that he gave up writing. (= he gave it up)

………………………………………………………………………………………

32. The police gave an order that all weapons (should) be handed in immediately.

………………………………………………………………………………………..

33. The weather forecast gave a warning that people (should) be prepared for heavy snow.

……………………………………………………………………………………….

34. I am concerned that she should think I stole the money. or

I am concerned that she thinks I stole the money, (not ...that she think I stole...)

……………………………………………………………………………………………………

35. It is inappropriate they (should) be given the award again, (or ...they are given...)

……………………………………………………………………………………….

36. It is important that she (should) understand what her decision means, (or ...she

understands...)

……………………………………………………………………………………….

37. Stevenson is an architect whose designs have won international praise.

……………………………………………………………………………………….

38. Dr Rowan, whose secretary resigned two weeks ago, has had to all his own typing.

…………………………………………………………………………………………

39. The film was made in Botswana, whose wildlife parks are larger than those in Kenya.

………………………………………………………………………………………….

40. We need to learn from companies whose trading is more healthy than our own.

………………………………………………………………………………………….

41. The newspaper is owned by the Mearson Group, whose chairman is Sir James Bex.

………………………………………………………………………………………….

42. I received a letter, whose poor spelling made me think it was written by a child

…………………………………………………………………………………………..

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43. Do you know the date when we have to submit the first essay? (or ...the date on/by which

we have to submit the first essay?)

……………………………………………………………………………………………

44. The government is to end the system whereby (= by which means) farmers make more

money from leaving land unplanted than from growing wheat, (or ...the system in/by

which farmers...)

……………………………………………………………………………………………

45. In the novel by Peters, on which the film is based, the main character is a teenager.

…………………………………………………………………………………………

46. An actor with whom Gelson had previously worked contacted him about the role.

………………………………………………………………………………………….

47. Her many friends, among whom I like to be considered, gave her encouragement.

………………………………………………………………………………………….

48. We stood on the bridge connecting the two halves of the building, (or ...which

connects/connected the two halves...)

…………………………………………………………………………………………..

49. The weapon used in the murder has now been found, (or The weapon that was used...)

………………………………………………………………………………………………………

50. The prisoners being released are all women, (or ...who are being released...)

………………………………………………………………………………………………………

51. The man driving the bus is my brother, (or The man who is driving the bus...)

……………………………………………………………………………………………………..

52. The land stretching away to the left all belongs to Mrs. Thompson, (o r The land which

stretches away to the left...)

…………………………………………………………………………………………………….

53. Police took away Dr Li and items belonging to him.

………………………………………………………………………………………..

54. Opening her eyes, the baby began to cry.

………………………………………………………………………………………..

55. Faced with a bill for £10, 000, John has taken an extra job.

……………………………………………………………………………………….

56. Feeling tired, Louise went to bed early.

……………………………………………………………………………………….

57. Louise, who was feeling tired, went to bed early .

……………………………………………………………………………………….

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58. Formed 25 years ago next month, the club is holding a party for past and present

members.

……………………………………………………………………………………..

59. Being imported, the radios were more expensive.

…………………………………………………………………………………………

60. Having been hunted close to extinction, the rhino is once again common in this area.

…………………………………………………………………………………………

61. Not wanting to wake her, Steve left the house silently.

…………………………………………………………………………………………

62. Preferring not to go out that night, I made an excuse.

……………………………………………………………………………………………………..

63. Arriving at the party, we saw Ruth standing alone.

…………………………………………………………………………………………

64. Having wanted to drive a train all his life, he thought this was an opportunity not to be

missed.

………………………………………………………………………………………..

65. The score being level after 90 minutes, a replay will take place.

………………………………………………………………………………………….

66. Glancing over his shoulder, he could see the dog chasing him.

…………………………………………………………………………………………

67. Having completed the book, he had a holiday.

………………………………………………………………………………………….

68. Putting on a serious face, she began to tell the story.

………………………………………………………………………………………….

69. 'Wait a minute,' said Frank, running through the door.

…………………………………………………………………………………………..

70. Having driven five hours to the meeting, Don learnt that it had been postponed.

…………………………………………………………………………………………..

71. Taking off / Having taken off his shoes, Ray walked into the house.

…………………………………………………………………………………………..

72. Knowing exactly what I wanted, I didn't spend much time shopping.

…………………………………………………………………………………………..

73. Being slim, he could squeeze through the opening in the fence.

…………………………………………………………………………………………..

74. Having been invited to the party, we could hardly refuse to go.

……………………………………………………………………………………………

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BIBILIOGRAFIE: 1. Cornilescu, Alexandra & Iclezan-Dimitriu, Ioan, The Infinitive, Editura Institutul European, Iasi,

2000.2. Cornilescu, A. (1986): English Syntax, vol. 2, EUB, Bucuresti.3. Foley, Mark & Hall, Diane, Advanced Learner’s Grammar. A self-study reference & practice

book with answers, Longman, 2003. 4. Galateanu-Farnoaga, G., Comisel, E (1993).: Gramatica Limbii Engleze, Omegapres & Rai,

Bucuresti.5. Graver, B.D.(1986): Advanced English Practice, third edition, OUP.6. Hewings, M. (1999): Advanced Grammar in Use, A self-study reference and practice book for

advanced learners, CUP.7. Radford, A. (1997): Syntactic theory and the structure of English, CUP, Cambridge.8. Vince, M. 2002. Advanced Language Practice. Macmillan.

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