From the Back Cover
""
For the first time "A Communicative Grammar of English" will have an accompanying workbook. The workbook will help make better use of CGE through providing opportunities for practice and discussion.
About the Author
Edward Woods was Formerly Senior Lecturer, Institute for English Language, Lancaster University.
Rudy Coppieters formerly worked at the Translation and Interpreting Institute in Ghent.
Product details
- ASIN : 0582381819
- Publisher : Longman; 1st edition (13 December 2002)
- Language : English
- Paperback : 328 pages
- ISBN-10 : 9780582381810
- ISBN-13 : 978-0582381810
- Item Weight : 546 g
- Dimensions : 17.2 x 1.88 x 23.39 cm
The Communicative Grammar of English Workbook
The Communicative Grammar of English Workbook
Edward Woods and Rudy Coppieters
First published 2002 by Pearson Education Limited
Published 2013 by Routledge
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Copyright © 2002, Taylor & Francis.
The rights of Edward Woods and Rudy Coppieters to be identified as Authors of this Work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.
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Contents
Acknowledgements Introduction
UNIT ONE: SPOKEN AND WRITTEN ENGLISH
.1. Informal spoken English
Sections -19
.2. Cooperation in conversation
Sections -23
.3. Tag questions and ellipsis
Sections -25; 245; 384; 684
.4. Coordination
Section
.5. Finite clauses in spoken English
Section ; 360-374
.6. Stress
Sections -35; 633; 743-745
.7. Nucleus and tone units
Sections -37
.8. Tones
Sections -42
UNIT TWO: EMOTION
.1. Emotive emphasis in speech 1
Sections -301; 528
.2. Emotive emphasis in speech 2
Sections -305; 417
.3. Describing emotions 1
Sections -308; 499
.4. Describing emotions 2
Sections -318; 722-723
UNIT THREE: STRUCTURE
.1. Clauses
Sections -495; 151; 170; 198; 202-204; 207; 211; 499; 573577; 588; 613; 686; 718; 724; 727; 737; 739
.2. Combinations of verbs
Section ; 735-737
UNIT FOUR: DETERMINERS
.1. Count and non-count nouns
Sections -69; 510; 597-601
.2. Amount and quantity
Sections -81; 675-680; 697-699
.3. The use of the article
Sections -90; 448; 475; 579; 597; 641; 747 4.4. Other words of definite meaning
Sections -101; 521; 619; 667
.5. Expressions using ‘of’ and the genitive
Sections -107; 530-535
UNIT FIVE: TIME, TENSE AND ASPECT
.1. Auxiliary verbs
Sections -478; 582; 735
.2. The auxiliary verbs do, haveand be
Sections -482; 736
.3. The modal auxiliaries
Sections -485; 736
.4. Meanings and forms
Sections -115; 573-578; 740-741
.5. Present time
Sections -121
.6. Past time 1
Sections -127; 550-572
.7. Past time 2
Sections -131
.8. The progressive aspect
Sections -139
.9. Future time 1
Sections -146 .10. Future time 2
Sections -148 .11. Summary
Sections -150
UNIT SIX: ADJECTIVES
.1. Adjectives
Sections -444
.2. Adjective or adverb?
Sections -447
.3. Adjectives as heads
Section ; 90; 579-580
.4. Adjective patterns
Sections -438
.5. Adjective patterns with a to-infinitive
Section
UNIT SEVEN: ADVERBS, ADVERBIALS AND PREPOSITIONS
.1. Adverbs
Sections -469
.2. Adverbials - Introduction
Sections -452
.3. Time-when 1
Sections -155; 455-456
.4. Time-when 2
Sections -160
.5. Duration
Sections -165; 457
.6. Frequency
Sections -169; 458
.7. Place, direction and distance
Section ; 454
.8. Prepositions of place
Sections -178
.9. Overlap between types of prepositions
Sections -183
.10. Various positions
Sections -186
.11. Motion
Sections -189
.12. Space and motion
Sections -192
.13. Distance
Section
.14. Manner, means and instrument
Sections -197; 453
7.15. Prepositions (general)
Sections -660
.16. Two or more adverbials
Section
.17. Degree
Section ; 459
7.18. Gradable words and degree 1
Sections -218
.19. Gradable words and degree 2
Sections -221
.20. Other aspects of degree adverbs
Sections -223
.21. Role, standard and point of view
Section
.22. Sentence adverbials
Sections -463
UNIT EIGHT: CLAUSE TYPES
.1. Cause, result, purpose and reason
Sections -206; 323; 365; 613-615
.2. Concession and contrast
Sections -212; 361; 462
UNIT NINE: LINKING
.1. Linking signals
Sections -359; 238; 470-472
.2. ‘General purpose’ links
Sections -374; 110-111; 493-494; 686-694
.3. Cross-reference to noun phrases and substitutes for a noun phrase
Sections -382; 510; 529; 597-601; 619-622; 675-680 9.4. Substitutes for structures containing a verb
Sections -385; 479; 482
.5. Substitutes for wh-clauses and to-infinitive clauses
Sections -389; 94; 99; 376
.6. Omission with non-finite and verbless clauses
Sections -394; 493-494
UNIT TEN: CONDITIONS
.1. Open and hypothetical conditions
Sections -210; 275; 366-367
10.2. Other ways of expressing hypothetical meaning
Sections -278
.3. Condition and contrast
Sections -214; 368
UNIT ELEVEN: COMPARISON
.1. Comparison 1
Section ; 500-504 11.2. Comparison 2
Sections -226; 505-507 11.3. Comparison 3
Sections -229 & 233 .4. Comparison 4
Sections -232
UNIT TWELVE: ADDITION, EXCEPTION AND RESTRICTION
.1. Addition
Sections -235 .2. Exception
Section
.3. Restriction
Sections -238
UNIT THIRTEEN: INFORMATION, REALITY AND BELIEF
.1. Questions and answers 1
Sections -242; 536-541; 609-612; 681-683 13.2. Questions and answers 2
Sections -244
.3. Questions and answers 3
Sections -248; 612; 684 13.4. Responses
Sections -252; 22-23 13.5. Omission of information
Sections -255
.6. Reported statements
Sections -258
.7. Indirect questions
Sections -260; 681
13.8. Denial and affirmation 1
Sections -262; 581-585; 610-611; 697-699 13.9. Denial and affirmation 2
Section ; 586-587
13.10. Denial and affirmation 3
Sections -269; 611-612
UNIT FOURTEEN: MODIFYING
.1. Restrictive and non-restrictive meaning
Sections -112
.2. Post-modifiers
Sections -649; 70; 106; 110; 128; 132; 151; 170; 194; 198; 392; 443; 470; 531; 589; 593; 596; 654; 686-687; 728; 740
14.3. Pre-modifiers
Sections -653; 440; 459; 522 14.4. Relative clauses
Sections -694; 110-111; 371-372; 461; 595; 659; 747 14.5. Apposition
Sections -472; 397; 589; 593; 646
UNIT FIFTEEN: MODALITY
.1. Agreement and disagreement
Sections -273
.2. Fact, hypothesis and neutrality
Sections -282; 416; 493; 589; 609; 706-708 15.3. Degrees of likelihood
Sections -292; 461-463; 483; 501; 542 15.4. Attitudes to truth
Sections -297; 508; 587; 733
.5. Volition
Sections -324
.6. Permission and obligation
Sections -329; 483
.7. Influencing People 1
Sections -335 & 339; 417 15.8. Influencing People 2
Sections -338 & 340; 608; 730
UNIT SIXTEEN: ADDRESSING
.1. Vocatives
Sections -350 .2. Commands
Sections -498
UNIT SEVENTEEN: FOCUSING
.1. Focusing information
Sections -401; 744
17.2. Organising information - Given and new information
Sections -407
.3. Organising information - Order and emphasis
Sections -414
.4. Organising information - Inversion
Sections -417; 584-585; 590-594; 681-684 17.5. Organising information - Fronting with ‘so/neither’
Section
.6. Organising information - Cleft sentences
Sections -423; 496; 592
17.7. Organising information - Postponement
Sections -429
.8. Organising information - Other choices
Sections -432; 488; 608; 613-618; 730; 740 17.9. Organising information - Avoiding intransitive verbs
Sections -434 ANSWER KEY BIBLIOGRAPHY
Acknowledgements
We are grateful to the following for permission to reproduce copyright material:
A. P. Watt Limited on behalf of Jan Morris for an extract from Among the Cities by Jan Morris; Cambridge University Press for extracts from Exploring Spoken Englishby R. Carter and M. McCarthy (1987); Her Majesty’s Stationery Office for extracts from The Highway Code; The National Trust Magazine for an extract from The National Trust Magazine No. 95, Spring 2002; Ordnance Survey and Jarrold Publishing for an extract from Pathfinder Guides: Dartmoor Walksby Brian Conduit and John Brooks; Oxford University Press for extracts from Britain by James O’Driscoll © Oxford University Press 1995; Penguin Books Limited for extracts from Pole to Poleby Michael Palin, and The Brimstone Wedding by Barbara Vine; Saga Publishing Limited for an extract from Saga MagazineFebruary 2002; and World Cancer Research Fund for an extract adapted from ‘Losing weight and keeping it off’ by Chris McLaughlin published in World Cancer Research Fund NewsletterIssue 45, Winter
Introduction
This is the workbook for A Communicative Grammar of Englishby Geoffrey Leech & Jan Svartvik (3rd edition, published by Pearson Education, 2002). As such, it should be used in conjunction with the grammar.
In this workbook, we have tried to combine the three parts of the grammar. While we have mainly drawn on Part 2 - Grammar in Use, we make reference to Part 1 and to Part 3. In some units, these parts are the main focus.
The workbook does not follow the order of the grammar, except insofar as the units follow the order of sections in Part One and Part Two. In general we have used the descriptions of the sections in the grammar as the headings for the sub-units here.
In the contents and at the beginning of each sub-unit, we list the sections referred to in the grammar. The main sections are those in bold at the beginning. The other sections mentioned indicate where reference is made to the topic.
At the beginning of each sub-unit, there is a brief explanation of how a particular structure is formed and/or when it is used, how certain meanings can be expressed, etc. This is based on the explanations in the grammar and users should refer to the main grammar for more detailed explanations and examples.
The nature of the grammar means that the length of the sub-units varies. In some cases there will be several tasks to demonstrate the variety of use, whereas in others there are only a few tasks or even just one.
Tasks vary in nature, ranging from traditional gap filling exercises to rewrite assignments and conversational passages in which the student is invited to participate in an interactive way.
Not all tasks are equally difficult. For the student’s guidance, each task is followed by one, two or three asterisks, suggesting that it is relatively easy, moderately difficult or quite challenging.
At the end of the book there is an Answer Key. The nature of the grammar means that many tasks will have several possible answers. In these cases we have only suggested answers and others will be possible. Our answers should not be considered the best ones but are only there as a guide.
It is expected that students using this book will be advanced students with a good grounding in the grammar of the language. They now need the opportunity to perfect their skills in the language. They will find this book useful to work on their own and to practise the points raised in the descriptions in the main grammar. Where possible we have tried to use authentic material and to have a variety of different task types.
Teachers can use the book as a grammar course book to give students the extra practice they need. It will also be useful for homework tasks.
Finally, we would like to thank Professor Leech and Professor Svartvik for their support throughout this project. Their careful reading of the manuscript and the comments they made were invaluable and checked any misreading of the grammar we may have made in developing the tasks. We would also like to thank Professor Dr. Dieter Mindt of the Freie Universitat Berlin for making his corpus of the language in use freely available to Edward G. Woods during the semester he was there as a visiting lecturer.
Edward G. Woods and Rudy Coppieters
UNIT ONE
Spoken and written English
.1. Informal spoken English Sections 17-19
Informal spoken English has many features which, if written down, make it appear rambling and unstructured:
• silent pauses, often indicated by a dash (-) in transcription.
• voice-filled pauses(e.g. -erm) indicating hesitation.
• repetition(unplanned repeat, e.g. I - I - I get)
• false starts(e.g. I mean, you know, etc.)
• discourse markers and fillers(e.g. well, you see, etc.) •short forms and contractions(e.g. don’t, we’ll, gonna)
Task one **
In the following text, underline the features, especially the features of grammar, that show it is spoken language.
I’ll tell you a little tale. -er- When me mother was alive in Cambridge and -erm-we had some coal delivered - me mother was a terror if anything was wrong, you know - and -erit got some rocks and bits of scale in it. And I was going. I was quite young then, and she said -er- get a, get a, we had a a bag. It was a, quite a strong bag. She said fill it up with some of the coal and stuff. And we got it on the bus and we went all the way to the bottom of Hills Road Bridge. Was -er- in fact the building’s still there - the coal office. And inside was an old table, an oak -er- front. Was about as long as this room. And -er- I didn’t know what she was going to do with it. Just take it back and probably tell them, you know, the coal’s not very good. And as she went, she bent down and picked it up and WHOOSH!
Straight across the counter. Dust coal everywhere. “Take it back,” she said. “And come back and get the rest of it.” They couldn’t believe it. I can see their faces today.
(from R. Carter & M. McCarthy, Exploring Spoken English, C.U.P. 1997, pp. 3738)
Task two **
Rewrite task one as a written story.
Task three ***
Below are the instructions on how to vote in a British election. Each person receives a voting card with the instructions on. Rewrite the instructions as if you were explaining them orally to somebody. The first one has been done for you.
Example: This card is for information only. You can vote without it,
but it will save time if you take it to the polling station and show it to the clerk there.
Answer: The card tells you what to do. You don’t need it when you
go and vote. But take it to the polling station to show to the clerk. It’ll save time.
1. When you go to the polling station, tell the clerk your name and
address as shown on the front of the card. The Presiding Officer will give you a ballot paper; see that (s)he stamps the official mark on it before (s)he gives it to you.
2. Go to one of the compartments. Mark only one cross (X) as stated in
the polling booth in the box alongside the candidate you are voting for. Place only one mark on the ballot paper, or your vote will not be counted.
3. If by mistake you spoil a ballot paper, show it to the Presiding
Officer and ask for another one.
4. Fold the ballot paper into two. Show the official mark to the
Presiding Officer, but do not let anyone see your vote. Put the ballot paper in the ballot box and leave the polling station.
If you have appointed a proxy to vote in person for you, you may 5. nevertheless vote at this election if you do so before the proxy has
voted on your behalf.
6. If you have been granted a postal vote, you will not be entitled to
vote in person at this election, so please ignore this poll card.
Task four ***
Underline grammatical features in the above text which show that it is probably a written text. Give reasons for your decisions.
.2. Cooperation in conversation Sections 21-23
A conversation is not just a matter of giving and receiving information. It is a form of social interaction and participant cooperation is a basic feature of conversation. There is a give-and-take process which is manifested in several ways:
• turn-taking, where the role of speaker is shared in a conversation.
This is shown in the interplay of questions, answers and positive follow-up comments.
• using fillers or discourse markers. These usually add little
information, but tell us something of the speaker’s attitude to their audience and what they are saying.
Task ***
Look at the text below.
1. Comment on features of turn-taking.
2. Note the discourse items and indicate whether they are i. purely interactive, e.g. ah, aha, mhm, mmm, oh, yes, yeah, yup,
uhuh
ii. mainly interactive, e.g. no, please, I see, I mean, you know, you
see, OK, that’s OK, all right, thank you, that’s right, that’s all right, well, sure, right
iii. also interactive, e.g. anyway, in fact, maybe, perhaps, probably,
absolutely, of course, certainly, obviously, indeed, wasn’t it (and other tags), really, honestly
EXTRACT
Speaker One who is a woman of 78 is telling speaker Two, a woman of 30, and speaker Three, a man of 47, about a plane journey she had.
S.1 ……. somebody said to me the pilot says you can go in the cabin you see, well my
mouth dropped open …….
S.2 (laughs)
S.1 No idea you see. Now I thought oh, I’d had a joke with one of the girls, you know …….
S.2 Yes
S.1 ……. the stewardess girls, and -er- maybe it was her. Or there was a young man with us
who had been in our hotel. Maybe he’d said something. Somebody had anyway. So they
took me, and Jeanne went with me, of course, in case I fell …….
S.2 Yeah.
S.1 ……. Right into where the two pilots were. It was absolutely fantastic.
S.3 Marvellous, wasn’t it.
S.2 Was that the first time you’ve ever been …….
S.1 In the cabin?
S.2 Yeah.
S.1 Yeah.
S.3 Yeah. Normally they only take children and V.I …….
S.2 That’s right.
S.3 And V.I.Ps
S.1 Yeah.
S.3 So I don’t know which …….
S.1 Well, this was a V.I.P.
S.2 Yeah (laughs)
S.3 (laughs)
S.1 And -er- I went through this door and below was a city. All, all the lights and that. And
it was fantastic.
S.2 What was the city?
S.1 Er - I was just, you know …….
S.2 Oh, you’re coming to that.
S.1 And I kept thinking I wonder where we are now. Just, you know, and -er - one of the
pilots said you’re looking down on Budapest.
S.3 Mmm
S.1 He said the top side of that river is Buda and at this side is Pest. That’s why it’s called
Budapest.
S.2 Oh, is it. I didn’t know.
S.1 Well, I’d never heard that before.
S.3 Yeah, it is two …….
S.2 No, I hadn’t.
S.3 ……. two towns.
S.2 Oh.
S.1 I was absolutely transfixed with that.
S.2 Mmm
S.1 It was like looking on Fairyland.
S.3 Mmm. It was lovely, wasn’t it?
(from R. Carter & M. McCarthy, Exploring Spoken English, C.U.P. 1997, pp. 32,
33)
.3. Tag questions and ellipsis Sections 24-25; 245; 384; 684
With tag questionsthe speaker asserts something and then invites the listener’s response. Initial ellipsis is a characterisation of informal talk. It creates the sort of relaxed atmosphere that we try to achieve in a cooperative social situation.
Task one *
Complete the statements below by adding tag questions.
1. You saw Anne last week, ……………?
2. I was sorry for you on your holiday. It rained every day,
……………?
3. I’d like to be back in England now. The Spring flowers are out,
……………?
4. They’re very young, so we won’t tell them about Uncle David,
……………?
. I know they were late, but the car broke down, ……………? 6. He hasn’t failed the exam again, ……………?
7. I can see it in your face. You don’t remember meeting me,
……………?
. The bank wouldn’t lend them the money, ……………? 9. I am coming with you, ……………?
10. We’ll meet again next week to discuss this further, ……………?
Task two *
Complete the sentences below by adding what has been omitted through initial ellipsis.
. Quite a comic, isn’t he? 2. Sound like my mother, don’t I? 3. Very difficult, isn’t it?
4. Something to do with a strike, wasn’t it?
. Not coming with us, are you?
. Didn’t believe all that nonsense, did you?
. Couldn’t tell him that, could I?
. Solve the problem, won’t he?
. Get the money, won’t you?
. Seen that before, haven’t we?
Task three *
Complete the sentences below by adding what has been omitted through initial ellipsis.
. Thought it was a good film. 2. Mind coming a bit earlier, say 5.30? 3. Had a good day in Siena.
. Bought some good local wine.
. Hope you had a good holiday.
. Tell me where Elizabeth Street is, please?
. Wasn’t me! I wasn’t there.
. Can’t help you! Sorry!
9. Really think it was me? I can’t believe that. 10. Gotta be off now, haven’t we?
Task four **
Rewrite the following sentences, omitting part of the sentences.
1. I hope you don’t mind my asking, but did you really threaten to
resign?
2. You can’t believe a word he says.
3. I saw them out together again last night. They’re getting on very
well, aren’t they!?
. It didn’t help that you were half-an-hour late. 5. I’ve gotta get this in the post by tonight. 6. It doesn’t matter if you don’t get the best grades. 7. I don’t know why he thought we weren’t coming. 8. There’s no problem about leaving so early. 9. You didn’t bother to let him know, did you?
10. I can’t help thinking we should have done more to help her.
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