UNIVERSIDAD
YACAMBU
Materia: Idioma basico intensivo
Facilitadora: Neyda
Díaz
Elaborado por: Betsy Argüelles
El
participante debe investigar
what’s
The Noun Phrase give examples, The Verb Phrase with examples and The Phrasal
verbs, with examples (In English)
Development
In
grammatical theory, a noun phrase (abbreviated NP) is a phrase
whose head is a noun or a pronoun, optionally accompanied by a set of
modifiers
To begin our
discussion, we must first establish the notion of a noun.
English
teachers commonly identify nouns by their content. They describe nouns as words
that "identify people, places, or things," as well as feelings or ideas—words
like salesman , farm , balcony , bicycle , and trust. If you can usually put the
word a or the before a word, it’s a noun. If you
can make the word plural or singular, it's a noun. But don't worry...all that is
needed at the moment is a sense of what a noun might be.
1. Noun phrases: the
basics.
A Noun phrase is a phrase
constructed around a Noun. In this sense, we will say that the Noun 'heads' its
phrase. Noun phrases in Euskara have a very fixed word order, in contrast to the
sentences, where phrases can be arranged in many different ways. Let us consider
a few examples:
a.
we-gen baby small-the
'our small
baby'
b.
girl young this
'this young
girl'
c.
Bilbo-from seven man
'seven men
from Bilbo'
d.
smart-the is-that woman-the
'the
woman that is smart'
EXAMPLES OF NOUN
PHRASES:
EG: John was
late.
('John' is the noun phrase functioning as the subject of the
verb.)
EG: The people that I saw coming in the building at nine o'clock
have just left.
('The people ... nine o'clock' is a lengthy noun phrase,
but it functions as the subject of the main verb 'have just left'.)
The
structure of noun phrases
As I said, noun phrases can be infinite in length,
but they would sound absurd if they got too long. So let's take the following
noun phrase as our working model:
"The very tall education consultant
with the roving eye"
The structure of this noun phrase contains three
sections:
+Pre-modification
;The =determiner
;very =adverb
(intensifying)
;tall = adjective
;education = pre-modifying noun
+Head
noun
;consultant
+Post-modification
;with the roving eye =
preposition phrase
Of course, each and every part of the noun phrase can
be changed, but here is a summary of some fundamental changes in which it could
changed:
A relative clause could replace the preposition phrase.
'The
man with the hat' becomes 'The man who is wearing the hat'.
There could
be a string of adjectives (and pre-modifying nouns) instead of just one. Both of
these systems have their own structural rules.
'The big brown wooden box.' Or
'The world cup football competition.'
A numeral or cardinal could be
inserted after the determiner.
'Do you remember the time I bumped into you
in the park?' can become 'Do you remember the first time I bumped into you in
the park?'
There can be 'embedding' (e.g. 'the roving eye' is also an
noun phrase and can be made more complex in the same way as 'the…consultant'!)
'The roving eye which he had cultivated for so many years'.
Any part
of the noun phrase can simply be stripped away (apart from the word 'The' here,
as 'consultant' is not an noun phrase in itself )
So 'The very tall
education consultant with the roving eye' can become 'The tall education
consultant with the roving eye' (here 'very' has been deleted).
To sum up,
noun phrases are a very simple ideas in themselves, but they can be extremely
complex in how they manifest themselves in actual
language.
THE VERB
PHRASE
Definition
Here
are two senses for verb phrase:
1.
In traditional
terminology, a verb phrase is a phrase that
2.
In generative grammar, a verb phrase is a syntactic unit that corresponds
to the predicate. In addition to the verb, this includes auxiliaries, objects,
object
complements, and other constituents apart from the
subject.
In the generative grammar
framework, the verb phrase is a phrase headed by a verb. A verb phrase may be
constructed from a single verb; often, however, the verb phrase will consist of
various combinations of the main verb and any auxiliary verbs, plus optional
specifiers, complements, and adjuncts. For example, consider the following
sentences:
(1)
a. Yankee batters hit
the ball to win their first World Series since 2000.
b. Mary saw the
man through the window.
c. John gave Mary a book.
Example (1a)
contains the verb phrase made up only of the verb hit. The verb to
win, in infinitive form, is used here in a prepositional phrase (to win
their first World Series). Example (1b) contains the main verb see, the
noun phrase (NP) complement the man, and the prepositional phrase (PP)
adjunct through the window. Additionally, example (1c) contains the main
verb gave, and two noun phrases Mary and a book, both
selected by the verb in this case.
Note that
according to this definition, the verb phrase corresponds to what is commonly
called the predicate.
Up to the
mid/late 1980s, it was thought that some languages lacked a verb phrase. These
included languages with extremely free word order (so-called non-configurational
languages, such as Japanese, Hungarian, or Australian aboriginal languages), and
languages with a default VSO order (several Celtic and Oceanic languages). The
current view in generative grammar is that all languages have a verb phrase,
including the ones just mentioned. The apparent lack of a verb phrase is a
consequence of constituents having moved from their
positions.
PHRASAL
VERB
A phrasal
verb is a combination of a verb and preposition, a verb and adverb, or a
verb with both an adverb and preposition, any of which are part of the syntax
(of the sentence), and so are a complete semantic unit. Its sentences may,
however, contain direct and indirect objects in addition to the phrasal
verb. Phrasal verbs are
particularly frequent in the English language. A phrasal verb often has a
meaning which is different from the original verb.
Phrasal
verbs are usually used informally in everyday speech as opposed to the more
formal Latinate verbs, such as “to get together” rather than “to congregate”,
“to put off” rather than “to postpone”, or “to get out” rather than “to
exit”.
Many verbs
in English can be combined with an adverb or a preposition, and readers or
listeners will easily understand a phrasal verb used in a literal sense with a
preposition:
·
"He walked across the
square."
Verb and
adverb constructions can also easily be understood when used
literally:
·
"She opened the shutters and
looked outside."
·
"When he heard the crash, he
looked up."
An adverb in
a literal phrasal verb modifies the verb it is attached to, and a preposition
links the subject to the verb.
Next do the following
exercises.
Exercises
Identify the
Head in each of the following bracketed noun phrases:
1.
[Cats]
make very affectionate pets
2. [The
editor]
rejected the manuscript.
3. We drove through [an enormous forest]
in Germany
4. [People
who cycle] get very wet
5. We really enjoy [the funny stories
he tells]
6. I like [the title of your book]
7. I enjoy eating [in Indian
restaurants]
8. [The roads
from Paris] were blocked.
9. [The leader of the
majority party in the House of Commons] is the Prime Minister.
10.
[The Canadian House of
Commons] was abolished in 1801.
11. [The Coat of
Arms] was introduced by King Richard I.
12. We saw [the boy running down
the street].
Verbs
Phrases
Review Verb Tense
I. In the
following sentences, identify whether the highlighted verb or compound verb is
formed correctly:
1. Beryl had wringed all
of water out of the clothes before she hung them on the line.
1.
This compound verb is correctly formed.
2. This
compound verb is not correctly formed.
2. Last night the wind
shooked the house so much that I could not sleep.
1. This verb is correctly
formed.
2. This verb
is not correctly formed.
3. Once he had written a
letter or two, he went upstairs and listened to his short-wave radio.
1. This compound verb is
correctly formed.
2.
This compound verb is not correctly formed.
4. The planes have flew
over this neighbour for twenty years.
1. This compound verb is
correctly formed.
2.
This compound verb is not correctly formed.
5. The child who had been
caught stealing bread was hanged at noon.
1.
This compound verb is correctly formed.
2. This compound verb
is not correctly formed.
6. I betted my entire
salary on a nag named Mephibosheth.
1. This compound verb is
correctly formed.
2.
This compound verb is not correctly formed.
7. After Lilith defied
Adam, God cast her out of Paradise.
1.
This compound verb is correctly formed.
2. This compound
verb is not correctly formed.
8. The bells of the tower
have rang for three hours in honour of the passing a generous soul.
1. This compound verb is
correctly formed.
2. This compound verb is not
correctly formed.
9. The walls of the
trenches that had been digged yesterday collapsed in the torrential downpour.
1. This compound verb is
correctly formed.
2. This compound verb is not
correctly formed.
10. Marilla has forbade us
to play in the hayloft while she is away.
1. This compound verb is
correctly formed.
2. This compound verb is not
correctly formed.
II.
Identify all the verbs in the following extract.
Her pace slowed and an ache
spread from
between her shoulders. Vapours swirled and banked; the light of on-coming headlights drained out of the
car. [...] Sodium street lamps burned phosphorescent
holes in the fog, but as she turned off Main
Street to the cottage she noticed the one which
illuminated the
alley was out.
|
1. He plays the piano
in a jazz club |
Present
|
|
2. David is singing in the
shower again |
Present
|
|
3. He was told not to laugh
at policemen |
Present
|
|
4. His arm swelled up after
the accident |
Present
|
|
5. The population
has
increased by 6% since 1970 |
Present
|
Phrasal
verbs
I. Fill in
the following verbs (believe, fill, get, look, put, switch, take, throw, turn,
try) with the correct prepositions (away, down, for, in, off, on,
out).
Example: My parents
are out. So I have to ________ my baby-brother.
Answer: My parents
are out. So I have to look after my baby-brother.
1.
Quick! ____get
on__ the bus. It's ready to leave.
2. I don't know where my book is.
I have to __look
for______ it.
3. Its dark inside. Can you _switch on_____ the
light, please?
4. __Fill in________ the
form, please.
5. I need some new clothes. Why don't you __throw out________ the
jeans?
6. It’s warm inside __put on______.
Your coat.
7. This pencil is really old. You can _______take_ it out______.
8. It’s
so loud here. Can you _______turn off____ the radio,
please?
9. The firemen were able to __turn off______ the fire
in Church Street.
10. Does your little brother ______believe in____ ghosts?
II.
Instructions: Complete each sentence with a suitable word. In text boxes, type
just ONE word.
|
1. She felt a little
chilly so she put |
on |
her sweater. |
|
2. He lives in
London but often goes |
over |
to Paris on business. |
|
3. She lives in
Scotland but often goes |
over |
to London on business |
|
4. The baby has red
hair. He takes |
up |
his Irish mother. |
|
5. Come on, John, drink |
down
|
or we'll miss the
train." |
|
7. They took |
in |
a mortgage to buy
their new house . |
Teacher to
students:
"I'm
afraid I haven't got enough copies of this exercise. ______but________
I
tried to have more run _out of________ but the
photocopier
had
broken ___down_______ and the
repairman
didn't
turn _____over______ when he was
supposed to.
He did
ring ____up_____
to say he'd been
held
__on_________
unexpectedly, but that's the second
time
that company has let us ___off_______ recently.
Well,
there's nothing else for it: you're just going to have ____around____
to
look __for______
with your neighbour. While you're doing
that,
I'll just give ___back______ the test you
did last week.
Some
of you slipped __off______ in a few
places,
but,
on the whole, the results were good. If you _____take________
carry
___on______ as
you've been doing, you should do fine!"