An investigation into the linearity to simple sentence in English and Vietnamese. M.A Thesis Linguistics: 60 22 15

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY Ò LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST – GRADUATE STUDIES NGUYỄN THỊ THU QUỲNH AN INVESTIGATION INTO THE LINEARITY TO SIMPLE SENTENCE IN ENGLISH AND VIETNAMESE NGHIÊN CỨU VỀ TRẬT TỰ TUYẾN TÍNH CỦA CÂU ĐƠN TRONG TIẾNG ANH ĐỐI CHIỀU VỚI TIẾNG VIỆT M A MINOR THESIS Field: English Linguistics Code: 60 22 15 HANOI, 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST – GRADUATE STUDIES  NGUYỄN THỊ THU QUỲNH AN INVESTIGATION INTO THE LINEARITY TO SIMPLE SENTENCE IN ENGLISH AND VIETNAMESE NGHIÊN CỨU VỀ TRẬT TỰ TUYẾN TÍNH CỦA CÂU ĐƠN TRONG TIẾNG ANH ĐỐI CHIỀU VỚI TIẾNG VIỆT M.A MINOR THESIS Field: English Linguistics Code: 60 22 15 Supervisor: Nguyễn Hương Giang, MA Hanoi, 2011 iii TABLE OF CONTENTS PART 1: INTRODUCTION 1 Rationale Aims of the study Scope of the study Method of the study PART 2: DEVLOPMENT Chapter 1: Theoretical background 1.1 What is linearity? … What is a simple sentence? 1.3 Classifications of simple sentences according to their communicative purpose 1.3.1 Statement 5 1.3.2 Question 1.3.3 Command 1.3.4 Exclamation Chapter 2: Linearity in the English affirmative statement Elements and patterns of the English simple sentence 2 Traditional positions of these five elements in English 10 2 Position of Subject 10 2 Position of Verb 10 2 Position of Object 11 2 Position of Complement 12 2 Position of Adverbial 13 Inversion in Affirmative statement 15 2.3.1 Subject – verb inversion 16 3.1.1 Auxiliary verbs before Subject 16 3.1.2 Main verb before Subject 17 Subject - Object Inversion iii 18 iv 3 Subject - Complement Inversion 18 Subject - Adverbial Inversion 18 Chapter 3: Linearity in the Vietnamese affirmative statement 20 Elements and patterns of the Vietnamese affirmative statement 20 Positions of elements 23 Position of Subject 23 2 Position of Verb 23 3 Position of Object 24 Position of Complement 24 Position of Adverbial 24 3 Inversion in Vietnamese affirmative statement 3.3.1 Verb before subjects 25 25 3.3.2 Complement at the beginning 26 3.3.3 Object before Subject and Verb 26 3.3.4 Adverbial at the beginning 27 Chapter 4: Contrastive analysis of linearity in English and Vietnamese affirmative statement 28 4.1 Similarities 28 4.1.1 Elements and structure of affirmative statement 28 4.1.2 Inversion in the emphasized sentence 31 4.2 Differences 33 4.2.1 Verb Phrase 33 4.2.2 Transformational relation 34 36 4.2.3 Inversion Chapter 5: Implication for teaching and learning English 37 5.1 Typical mistakes made by Vietnamese learners 37 5.2 Suggested types of exercises 39 PART 3: CONCLUSION 41 Reference Appendix iv v SYMBOL AND ABBREVIATIONS A Adverbial Adj Adjective AdjP Adjective Phrase AP Adverbial Phrase Aux.V Auxiliary Verb C Complement Co Object Complement Cs Subject Complement NP Noun Phrase O Object Od Direct object Oi Indirect object PP Prepositional phrase Pre Predicated S Subject V Verb Vcomplex- trans Complex transitive Verb Vditrans Ditransitive Verb Vint Intensive Verb Vintran Intransitive Verb Vmonotrans Monotransitive Verb VP Verb Phrase v PART 1: INTRODUCTION Rationale With integration of Vietnam in globalization, the need of learning foreign languages, learning English in our society is in great demand One of the effective approaches that learners not really seem to notice is the comparative analysis between foreign languages and native language This will help learners acquire foreign languages easily In the English language, the position of elements is essential to the meaning of a sentence in general and the meaning of a simple sentence in particular A change in element position may bring about a fundamental change in meaning Like in Vietnamese and some other languages, in English, linearity in a simple sentence plays an important role We can depend on it to find out whether it is a statement (affirmative or negative one), a question, a command or an exclamation Thus an all – round understanding of element position in the simple sentence also contributes a great deal to the study of language both theoretically and practically Many Vietnamese learners (especially beginners and intermediate learners) cannot avoid making common mistakes in placing elements at the right position in the statement of simple sentence The position of sentence elements in English and Vietnamese are not the same partly because different languages use different lingual and cultural habits For the above – mentioned reasons, research on linearity in sentence should be given special attention by those who use English as a foreign language, especially by not only all of us, who are working as teachers of English, but also our students who are learning English as a compulsory subject Aims of the study In the Investigation into the Linearity to simple sentence in English and Vietnamese as an M.A thesis, the author has the following aims: - to find out the similarities and differences of the linearity in English and Vietnamese affirmative statement - to help Vietnamese learners avoid some common mistakes in using English In order to realize these aims, the study supports to answer the following research questions: What is linearity of sentence? What are similarities and differences of the linearity in English and Vietnamese affirmative statement? What are common mistakes in linearity made by Vietnamese learners? Scope of the study According to communicative purpose, there are four kinds of simple sentence They are statement, question, command and exclamation Each kind of simple sentence has two forms: affirmative and negative However in my study, I only focus on the linearity in affirmative statement In my study, first of all, I present linearity in affirmative statement of English simple sentence and Vietnamese one Next, I discuss Linearity in both languages and then make comparison between linearity in affirmative statement of English simple sentence and Vietnamese one My study is divided into five chapters: Chapter is the theoretical background of my subject Chapter and chapter present the possible linearity in the English and Vietnamese affirmative statement In chapter 4, there is a contractive analysis of linearity in English and Vietnamese affirmative statement Last but not least, in chapter 5, the implication in teaching and learning English of the study will be mentioned Method of the study Contrastive analysis is the main linguistic method applied in my study in which the linearity in affirmative statement in English and Vietnamese is considered its objective Reading English Grammar books and Vietnamese books is carried out to get as much knowledge of the subject as possible Most of examples are taken from books widely used in English and Vietnam Moreover in my study I make contractive analysis to find out similarities and differences in the linearity in the affirmative statement between two languages PART 2: DEVLOPMENT Chapter 1: Theoretical background 1 What is linearity? According to R A Jacobs (1995, p 80), English Syntax, Linearity is that sentences are produced and received in a linear sequence It is undeniable that no one can utter simultaneously all the words of a sentence Nor could such an utterance be understood Hence, sentences are produced and received in a linear sequence The principle of the linearity of language signs was established by Ferdinand de Saussure A linguistic sign, as Saussure states, consists of two sides: signifie (i.e the thing signified) and significant (the thing singnifies) The significant of language sign bears linearity feature When language signs are put into communication, they come out successively forming a sequence The occurrence of language signs is governed by the characteristic of time which is one way by nature As a result, words are spoken (or written) and heard (or read) in a time sequence from early to later, a sequence represented in the English writing system by a procession of written forms from left to right There is a standard order for subject, verb and object In the English, we have an example: Cassius sees Brutus S V O The subject of the sentence, Cassius, precedes the verb sees, while the object, Brutus, follows the verb Numbers of other languages follow the same order Subject – Verb – Object (abbreviated as SVO) We could try to switch around the subject and the object, converting the SVO order into OVS, as in this example: Brutus sees O V Cassius S But if we did, English speakers would identify Brutus as the subject The order would still be SVO, but the meanings would be different Also, according to Jacobs, other languages may use different orderings The range of possible orderings of these words or phrases is known as the word order parameter In many languages, word order is less crucial than it is in English because, as in Latin, there is greater reliance on suffixes and other ways of making sentence constituents Word order therefore appears to be a setting on a yet more general parameter of function marking But in no language is word order totally insignificant Hence, linearity is the basic property of sentence structure It determines the location of sentence constituents and the syntactic relationship between those constituents Changing the position of sentence constituents will result in changing in meaning What is a simple sentence? Definition of simple sentence Warriner J.E (1997: 26) presented: “Simple sentence is a sentence that has one subject and one verb” However, this definition is insufficient because in a sentence there may be one or more subject and a verb or, in turn, one subject with one or more verbs E.g Mary and her boyfriend S She doctors V came and sat down S are C next to me V A Quirk, R and S, Greenbaum (1990: 166): “A simple sentence is the sentence that consists of only one clause” Alexander (1988: 4) writes: “The smallest sentence unit is the simple sentence A simple sentence normally has one finite verb It has a subject and a predicate” It is possible to make sure that the last definition by L.G Alexander is considered the most sufficient and satisfying one Type of the simple sentence: Structurally, there are usually two main types of the simple sentence: - (i) complete simple sentence is the sentence that has one subject and one predicate (Also called two – member sentences) - (ii) Special simple sentence is the sentence that has only subject or a verb, sometimes, it is called an incomplete simple sentence (Or one – member sentences) E.g Look! Rain! In term of communicative purposes, there are four kinds of simple sentence: statement, question, command and exclamation Each kind has two forms – affirmative and negative However, in my study, I only focus on the affirmative statement 1.3 Classifications of simple sentences according to their communicative purpose According to Quirk R (1990: 190), the sentence may be divided into four major syntactic classes whose use correlates with different communication functions They are statement (declarative sentence), question (interrogative sentence), command (or imperative sentence), and exclamation (or exclamatory sentence) 1.3.1 A Statement/ A Declarative sentence A Statement or a declarative sentence is a sentence that makes a statement in which the subject is always present and generally precedes the verb E.g John will speak to the boss today The declarative sentence is used more frequently than all of the types It always followed by a stop (.) There are two forms of statement, affirmative and negative Affirmative statement is a statement that affirms a proposition, without negative words E.g.: She is talking to her mother Negative statement is a statement which contains negative words such as not, rare, seldom, never, hardly, etc E.g.: She is not talking to her mother 1.3.2 A Question/ An interrogative sentence: An interrogative sentence is the sentence that asks a question E.g How many students are there in your class? An interrogative sentence is always followed by a question mark (?) In interrogative, a part of the verbs always come before the subject Questions are marked by one or more of these three criteria: + the place of operator immediately in front of the subject E.g Will John speak to the boss today? + the initial position of an interrogative or “Wh” element E.g Who will you speak to? 32  Snow white the father’s hair C S is V Thirty years of Communist Party presents You) - Moreover, we have also patterns NP1 + V + NP2 inverting into NP2 + V + NP1 or NP2 + NP1 + V in Vietnamese and SVO inverting into OVS or OSV in English This means to get much more attention to object (or NP2) than to subject E.g.: - Điều đó, em O (NP2) không hiểu S (NP1) V English equivalent:  That thing, I can’t understand O S V - This he did O S V Vietnamese equivalent: - Việc này, anh O (NP2) S (NP1) làm V - Besides, the structure A V S is similar to the structure NP2 + là/ có + NP1 (in which NP1 is adverbial of position or time and NP2 is subject of the sentence Adverbial of position E.g.: - At the top of the hill stood A the tiny chapel V S Vietnamese equivalent: - Trên đỉnh đồi A (NP2) nhà thờ nhỏ S (NP1) Adverbial of time E.g.: - Now comes the mash – land Grey green see – holly and marram and thyme of the saltings And the curlews boding the day (The river, T.R Henn) - Năm 1985 có phần mềm Microsoft 32 33 - Năm 2000 có trận lũ lụt dội đồng song Cửu Long In general, all these similarities of linearity in the English affirmative statement and ones in Vietnamese make it very possible and comfortable for Vietnamese learners to master English, and in turn, for English learners to study Vietnamese as the second language However, there are still some differences between the linearity of both 4.2 Differences English is partially an inflectional language while Vietnamese is not, so the linearity of affirmative simple sentence in English is different from those in Vietnamese 4.2.1 Verb Phrase Basic English grammar seems to be rather easy, however in comparison with Vietnamese; it is a complicated problem, the verbs with forms cause difficulties (the distinction in verb phrase structure of infinitive, s – form, ing – form, past form (ed1) and past participle (ed2) English verbs change the forms to express time – distinctions: past, present, and future Verb phrase structures express tense and aspect Meanwhile, the verbs in Vietnamese are always unchanged Also the five forms of verbs in English are expressed by functional words (đang, đã, sẽ, + main V) in Vietnamese For example: In English: I loved you In this affirmative statement, loved has form V_ed1 which expresses past action However, the Vietnamese equivalent statement is Anh yêu em, the time expression word “đã” + V expresses past action The similarities in the verb “live” in the following example: E.g.: He is living here Anh ta sống He will live to be hundred Anh ta sống đến 100 tuổi He lived here in his childhood Khi nhỏ sống In contrast to the same form of verb “sống” (live) in Vietnamese together with subordinate components as: đang, đã, sẽ, (và đang)… Another point that counts is the irregular forms of English verbs 33 34 4.2.2 Transformational relation Transformational relation is the change of syntactical functional of sentence elements In English, transformational relation, or relation between active and passive sentence is paid much attention The pattern SVO, O (direct object) can get the function of subject and Subject will become optional element with preposition “by” and can be abbreviated as (A) The pattern of passive sentence in English: S V S O be + V_ed (PII) =S E.g.: by O V (passive voice) I can make this cake S V O A This sentence can be changed into  This cake S (O) can be made by me V (passive voice) (A) In this example, object in the active sentence is this cake turning into subject in the passive sentence and verb in the active one becomes verb of passive V (passive voice) = be + V_ed Some other patterns in English S V O C; S V O A; S V Oi Od can be also changed into passive sentence S V (passive voice) C (A); S V (passive voice) A (A); S V (passive voice) Od (A) E.g.: - They S left V the house O  The house was left S - You S empty C empty V (passive voice) can put C the dish V (passive voice)  The dish by them (A) on the shelf O can be put A on the shelf 34 by you 35 S -I must send S V (passive voice) A my parents a card V Oi  My parents S (A) Od must be sent a card by me V (passive voice) Od (A) Transformational relation is the most typical feature in English; meanwhile, in Vietnamese there is not form of passive verb In the Vietnamese language, verb is changed in passive sentence, there are group of words such as: bị, combined with main verbs in order to express passive meaning with pattern NP + bị, + V E.g.: - Nó NP bị phạt bị V - Giáp tặng khen NP1 V NP2 In English, the pattern of passive sentence is S + V (passive voice) by O, the agent of action is always put after preposition by E.g.: I was bitten by a snake S V (passive voice) by O However in the Vietnamese language, the agent of action is more usually put between bị or and verb E.g.: Tôi bị rắn S (NP2) bị cắn O (NP1) V Less usually: Tô bị cắn chó In the Vietnamese language, adverbial of place can be subject in passive sentence E.g.: Tường treo đầy tranh Phòng ngủ kê hai giường Besides, in passive voice in English, it is more usual to put an adverbial of manner immediately in front of the past participle it qualifies E.g.: They make S V this chair well O A 35 36  This chair is well made Equivalent in Vietnamese Cái bàn làm cẩn thận 4.2.3 Inversion Only some cases of inversion occur in the Vietnamese affirmative statements With the case subject – verb inversion, Vietnamese verbs can stand before subject without adverbial, but this does not happen in English For example, English: Down came the rain A V S Vietnamese - Đến bất ngờ giông V S (NP1) Đi nhẹ nhàng gió V S (NP1) Trơi êm đềm dịng sơng V S (NP1) Tn ào thác đổ V S (NP1) To sum up, besides the similarities which help English learners study easily, the differences in verb phrase, transformation relation and some cases in inversion between English and Vietnamese make the learner more confused 36 37 Chapter 5: Implication for teaching and learning English 5.1 Typical mistakes made by Vietnamese learners With respect to teaching and learning language, transfer is an interaction between two languages; it helps learners to gather new information faster on the basis of former knowledge In English, there are seven patterns of simple sentence and Vietnamese has also seven equivalent ones These similarities help students master them promptly Students easily create the seven sentences patterns because the order of sentence elements in Vietnamese and English is generally the same E.g.: She Nàng gave me a book đưa sách As mentioned above, besides similarities between these two languages, difference can be easily found It is rather difficult for all learners to understand these differences or overcome the difficulties caused by them As a result, they make a lot of mistakes during their learning process The result of the contrastive analysis done above makes it possible to find out some mistakes made by Vietnamese learners when learning English From my observation, from my colleague, my students, I found out that many students makes mistakes in linearity Following are some typical ones: i) There is the transformational relation in the English language, so English people often use passive voice sentence to stress object of the sentence In the Vietnamese language, there are no forms of passive verbs Perhaps, this difference makes it difficult for Vietnamese learners to get familiar to passive sentence For example, in order to translate the English sentence “I was bitten by a snake” Some students often have “word by word” equivalent This means “Tôi bị cắn rắn” This is not standard Vietnamese sentence In Vietnamese, we have a equivalent “ Tôi bị rắn cắn” The object of sentence “rắn” can be put between “bị” and main verb “cắn” This does not occur in English ii) In addition, one thing that Vietnamese people often misunderstand is that, in some case, “bị” and “được” not mean passive Sometimes, “bị” and “được” can be used in active sentence 37 38 That is why learners tend to use English passive voice for all “bị, được” Vietnamese sentence regardless of their meaning For example, in the following sentence: E.g.: Anh điểm 10 ngày hôm qua Obviously, he got 10 mark by himself So this is active sentence, not passive Incorrect: “He was gotten mark 10 yesterday” Correct: “He got mark 10 yesterday” Or the other examples: Anh nước Incorrect: He is gone abroad Họ nghỉ làm sớm Incorrect: They are stopped work earlier The meaning of “được” in this case is for the permission or “bị” is for the obligation So in Vietnamese, one should be aware of these structures Still there are some cases, in which, Vietnamese simple sentences not consist of “bị” and “được”, but, in fact, they are passive sentences E.g.: Tơi vừa cắt tóc They are passive sentences because, I myself did not cut my hair or I cannot repair my car myself Someone cuts my hair Many learners cannot realize this difference They used “I go to cut my hair” instead of “I have my hair cut” iii) Many students not know the inversion patterns C S V or A S V so when they translate Vietnamese sentences: “Anh ta có lẽ giầu” or “Tơi đây” into English , most use the patterns S V C or S V A E.g.: He may be S rich V C I am here S V C Only few students use the inverted order: Rich C as he S may be V 38 39 Here I am A S V iv) Many students have mistakes in the way to translate “inverted” sentence from English and Vietnamese and vice versa With the English sentence “Here is your key” in which adverbial is at the beginning of the sentence: AVS pattern, in Vietnamese there is always a change in position of sentence elements “Chìa khố ngài ạ”, not: “Đây ạ, chìa khố ngài” v) On the account of being effected by mother tongue, some students not use lexical verb “to be” in English when they are asked to translate Vietnamese into English E.g.: Câu bé thông minh S (NP1) Adj Incorrect sentence: This boy clever S Correct sentence: Adj This boy S is clever V C They make the mistake because the lexical verb “to be” = “là” does not sometimes exist in this type of Vietnamese sentence In conclusion, when learning English as foreign language, making mistakes is very common for the Vietnamese learners, especially the beginners because there are some differences between two languages Their mistakes are also caused by their misinterpretation of linearity in the English affirmative and its counterpart in the Vietnamese affirmative sentence 5.2 Suggested types of exercises Above we have mentioned some common mistakes made by Vietnamese learners when studying English as the foreign language However, the question how to avoid them is easy to answer The problem depends on time So the best way to study the English affirmative simple sentence and its linearity is to practice both languages regularly It means that students themselves have to practice much more form simple structures to complex ones Daily practice, mainly with own effort, with the help of teachers will make students more confident in studying In my study, I give some types of exercises which help teachers and students teaching and learning the linearity in English affirmative simple sentence (See appendix) 39 40 PART 3: CONCLUSION Learning English grammar is essential to the mastery of a language Actually, the linearity is considered one of the most important aspects of English grammar That is why I decided to study The Linearity to simple sentence in English and Vietnamese Through the contrastive analysis as well as applying some methods such as: collecting method, observation etc In my study, I have presented the linearity in English and Vietnamese: common position of sentence elements in an affirmative statement and inversion for emphasis in English and Vietnamese Then, I have done contrastive analysis of the linearity between two languages to answer question why it is very difficult for Vietnamese learners to study English in general and linearity of English affirmative statement in specific In fact, the similarities such as the number of sentence elements and their positions in affirmative statement or mobile adverbials and using inversion for emphasis, are conclusive for Vietnamese learners to practice English In the meantime, some differences existing in linearity of both English and Vietnamese affirmative simple sentence such as: the differences in verb phrase structure, transformation and inversion in some cases existing in Vietnamese but not in English have tendency to decline learners’ interest and confidence of themselves Also these differences often make students confused where to put elements at right place in the affirmative statement They normally make mistakes that have been expressed in chapter Honestly speaking, my paper is only a very small aspect of linearity in the sentence that has been paid much attention by many grammarians and linguists as well There are still some other aspects related to the term of linearity such as: linearity in negative statement, in other types of question, command, exclamation, in complex sentence, in compound sentence etc… I, any way, hope that readers will get a great deal from my paper of linearity in English and Vietnamese affirmative statement, to communicate in English and Vietnamese effectively Because of my limited experience and knowledge, mistakes are unavoidable I would like very much to get useful advice and suggestions from my teachers and my friends to make my study better 40 41 REFERENCES Alexander, L G (1988) Longman English Grammar London Longman, Diệp Quang Ban, (2004) Ngữ Pháp Tiếng Việt, NXB Giáo dục Douglass Biber, Sussan Conrad, Geoffrey Leech, (2009) Longman Student Grammar of Spoken and Written English NXB Hai Phong Easwood John, (1994) Oxford guide to English grammar, Oxford University Press Fromkin, V et al (1990) An Introduction to Language 2nd ed London: Holt, Rinehart and Winston G Leech and J Svartvik (1990) Communicative Grammar of English Essex: Ivanovich Hoàng Trọng Phiến, (2008) Ngữ Pháp Tiếng Việt – Câu, NXB Đại học Quốc gia Hà Nội Jacob, A.R (1995) English Syntax: A Grammar for English Language Profeesionals Oxford: Oxford University Press John Eastwood, (2006) Oxford Practice Grammar, Oxford University Press 10 Michael Swam, (1980) Practical English Usage, Oxford: Oxford University Press 11 Ngô Tất Tố, (1982) Tắt đèn, Nhà xuất văn học 12 Nguyễn Hữu Quỳnh, (2007) Ngữ Pháp Tiếng Việt, NXB Từ Điển Bách Khoa 13 Randolph Quirk and Sidney Greenbaum, (1990) A university Grammar of English, NXB Giao Thơng Vận Tải 14 Tạp chí ngơn ngữ đời sống, số năm 2000 15 Thackeray, W.M, (1979) Vanity Fair Herons books 16 Thơ Hồ Xuân Hương, (1996) Nhà xuất Đồng Nai 17 Thơ tình sinh viên, (2000) Nhà xuất Đại học quốc gia Hà Nội 18 Thơ Tố Hữu chọn lọc, (1996) Nhà xuất văn hoá dân tộc 19 Thơ Việt Nam 45 – 75, (1976) NXB Tác phẩm 20 Trần Hữu Mạnh, (2007) Ngôn ngữ học đối chiếu cú pháp Tiếng Anh – Tiếng Việt , NXB ĐHQGHN 21 Warriner J.E and S.L Graham (1997) English Grammar and Composition USA 22 Young A.R and A Q.Strauch, (1994) NITTY GRITTY GRAMMAR – Sentence essentials for Writers New York: Martin’s Press 41 I Appendix SUGGESTED TYPES OF EXERCISES Exercise 1: Label the underlined parts of the sentence Identify sentence element using S, V, O, C or A E.g.: We’re having a great time Object The weather is marvelous ………… We really enjoy camping ………… It’s great fun ………… We’re on farm ………… We like this place ………… The scenery is beautiful ………… Exercise 2: Identify the subject (S), verb (V), complement (C), and adverbial (A) E.g.: Jill is buying a new hat in the store S V O A George is cooking dinner tonight Henry and Marcia have visited the president We can eat lunch in this restaurant today Pat should have bought gasoline yesterday Trees grow It was raining at seven o’clock this morning She opened a checking account at the bank last week Harry is washing dishes right now She opened her book 10 Paul, William, and Mary were watching television a few minutes ago 11 Full – scale computers have a large number of programs 12 We must change all the programs tomorrow 13 Tomorrow will be a holiday here 14 These bookshelves are becoming very popular in Sweden 15 We have recently added an extra unit to them I II Exercise 3: Put these words and phrases in the right order to make sentences E.g.: is/ Melanie/ very nice  Melanie is very nice class/ My/ friend/ is/ my/ in/ best ……………………………………………… of/ Million/ visit/ year/ people/ park/ every/ the ……………………………………………… a/ I/ grandmother/ twice/ my/ week/ visit ……………………………………………… went/ cinema/ last/ to/ the / night/ I ……………………………………………… Something/ at/ bad/ school/ yesterday/ happened ……………………………………………… a/ are/ the/ lot/ There/ bananas/ on/ of table ……………………………………………… I/ every/ exercises/ day/ few/ do/ a ……………………………………………… be/ He/ years/ old/ will/ next/ sixteen/ month ……………………………………………… Lisa/ opera/ can/ beautifully/ sing ……………………………………………… 10 music/ listening to/ is/ She ……………………………………………… 11 a new dress/ Mary/ bought/ yesterday ……………………………………………… 12 the film/ all of us/ last night/ enjoyed ……………………………………………… 13 John Black/ to the supermarket/ went ……………………………………………… 14 her car/ Janet Black/ to airport/ drove ……………………………………………… II III 15 a cup of coffee/ Mike/ after lunch/ drank ……………………………………………… Exercise 4: Is word order right or wrong? Correct the ones that are wrong Everybody enjoyed the party very much RIGHT Tom walks every morning to work WRONG: to work every morning John likes very much football ……………………………………………… I drink three or four cups of coffee every morning ……………………………………………… I ate quickly my dinner and went out ……………………………………………… She is going to invite to the party a lot of people ……………………………………………… My son went late to bed last night ……………………………………………… I met on my way home a friend of mine ……………………………………………… I fell yesterday off my bicycle ……………………………………………… 10 My students learned a lot of things at school today ……………………………………………… Exercise 5: Are underlined words in the right position or not? Correct the sentences that are wrong Tom goes always to work by car WRONG: Tom always goes I cleaned the house and also cooked the dinner RIGHT I have usually a shower in the morning We soon found the solution to the problem I did some shopping and I went also to the bank Jane has always to hurry in the morning My parents always have lived in London III IV Their parents both are teachers Exercise 6: Rewrite the following sentences using inversion E.g.: The ambulance came first  First came the ambulance The rain felt down ……………………………………………… The prices went up and up ……………………………………………… The young man came into the room ……………………………………………… We only began to see the symptoms of the disease after several months ……………………………………………… They only can hope to find her with the help of everybody ……………………………………………… A seal is lying on the beach ……………………………………………… The Prime Minster will go there next week ……………………………………………… The Queen comes here very often ……………………………………………… The dog is chasing the cat under the table ……………………………………………… 10 You will only learn English by patience and hard work ……………………………………………… Exercise 7: Choose the correct option My mother has been a nurse for years A So is mine B So has mine C So have mine She is going to the dentist A So have we B So are we C So we We should visit our friends A So they B So should they IV C So has they V Peter lives in Italy A So does Jack B So lives Jack C So Jack John is learning French A So does Mary B So has Mary C So is Mary B So they C So have they B So you C So have you I will it A So will they We should follow hid advice A So should you Jane is an engineer A So does July B So has July C So is July I enjoyed the game A So did we B So has we C So will we B So have my cousins C So my cousins B So I C So have I 10 They've been to Austria A So had my cousins 11 I'm going to a party tonight A So am I 12 I saw him last month A So have the police B So did the police C So the police 13 My mother was very upset by his behavior A So were the teachers B So was the teachers C So did the teachers 14 We had been there twice A So they B So have they C So had they 15 I can play the piano A So can I B So I C So have I V