Showing posts with label Language Snippets. Show all posts
Showing posts with label Language Snippets. Show all posts

Plural Uncountable Nouns, anyone??

The other day I was reading through the Cambridge document Delta Module One Tips for Candidates and Centres (2022), and came across this criticism on p.18 - that exam candidates often...

...describe uncountable nouns as being singular (this is irrelevant as uncountable nouns are always singular).

Well, of course - this is the accepted grammatical rule and you'll find it in all the grammar books: Nouns can be countable or uncountable. If countable they express the concept of a discrete object or entity, of which there can be more than one (ie we can "count" them - one cat, two cats. three cats...) and the word can be used in both the singular and plural (cat/cats), which will be evident not only from the use of the plural -s suffix, but also by the concurrent use of singular or plural determiners, pronouns, subject verb agreement etc. Eg.

That cat looks like John's cat. It's lovely  /  Those cats have already eaten / There aren't many cats around here 

On the other hand, uncountable nouns are always singular and describe not a discrete object but a "mass" - eg oxygen, information, furniture - or an abstract quality - advice, anger, knowledge, news. These don't have a plural form and are consequently always used with singular determiners and verbs. Eg:

That is fake news    but not   *Those are fake newses

There isn't much oxygen left  but not *There aren't many oxygens left

... and so on. Nothing new here. I've discussed elsewhere (see here) whether it's valid to say that nouns are countable or uncountable, or whether we shouldn't rather think of them as being used countably or uncountably. But that's not the issue here. What I want to look at is whether,  as Cambridge assert, that an uncountable noun can never be plural. 

Think about the following nouns(1) (and there are many others that could have been added to the list): 

goods   remains   leftovers  odds   throes   thanks   groceries    jitters   hysterics  clothes    surroundings    entrails   amends  valuables  arrears   scissors   shears  tweezers   bellows   pliers    tights    jeans    trousers...

There's no question that these words are plural. Apart from the -s suffix, they meet our criterion of being used with plural determiners, pronouns and verbs...

Those scissors need sharpening   / There aren't many clothes to throw away  / The surroundings were beautiful  /  His arrears have decreased over the past three months. He should clear them soon

... and they can't be used in the singular. You can't say : *She had a hysteric / * That good you ordered online has arrived  / *I sent him another thank for his help.

So - grammatically they're always plural. But does that mean they are also countable? If they can't be used in the singular, then obviously you can't talk about *one remain etc. Even with the words like jeans and scissors (which Quirk et al (1972) categorise as summative nouns) the fact that the object is composed of two identical parts doesn't mean that it can be split into two. If I take the screw out of the middle of the scissors and separate the two parts, I can't wave them in the air and say *Here I have one scissor, and here is another scissor.

But the words can't be used with plural numbers either. You can't say *She had two hysterics during the morning / *I have three scissors.  You need to add a word which "itemises" them : She had two fits of hysterics during the morning / I have three pairs of scissors   But the countable words are fits and pairs - not hysterics or scissors - and this option isn't possible for most of the words on the list above. 

So for me, and despite Cambridge's assertion,  these words are plural but uncountable. Literally, you can't count them. In fact, Quirk et al avoid the terms countable/uncountable altogether - both for singular and plural nouns - and instead talk about variable and invariable nouns(2), thus resolving the problem.


Notes and References

1. Obviously, what I'm saying refers to the words with certain meanings - for example, groceries. The discussion holds when the meaning is items of shopping  but not when the word refers to the shop where the goods are bought - eg She owns a grocery in Plymouth.  Be careful too that you don't confuse the word class. For example, the word leftover exists - but as an adjective: I'm sick of eating leftover rice every day.  Say the same thing without specifying the food item, so that the word becomes the noun, and it must be plural:  I'm sick of eating leftovers every day.

2. Quirk et al, in A Grammar of Contemporary English (Longman 1972), devote six pages to the area of "invariable" nouns, of which four are devoted to invariable plurals.  They also split them into a number of categories. For example, under singular invariables, as well as the different types of "mass" nouns, they also include a list of games ending in -s: billiards, bowls, darts etc.  They also deal thoroughly with "exceptions" like the one mentioned for groceries above. 




Language Matters: The English Verb System (3a) - Auxiliary Verbs


AUXILIARY VERBS AND MODALITY

NB: I am aware that the volume of the  presentation in this section is very low. On my computer it is just audible - better with headphones. Make sure your computer sound is set to maximum.


A. Auxiliary verbs, modal verbs, modality - isn't it all the same thing? 

Before you watch the video (approx 24 mins), make notes (check with a grammar or other reference sources if you need to) on the following :

a) What is an auxiliary verb? What can auxiliary verbs do that main verbs (also called lexical verbs) can't?
b) How many categories of auxiliary verb are there? What are the differences between them?
c) Is have to an auxiliary verb or a main verb? And what about ought to? need? used to? be able to?
d) What do you understand by these terms : operator; catenative verb; periphrastic verb ?

Click on the link below to listen to the presentation (see the note above regarding the volume).

Auxiliary Verbs


B. Follow Up Reading

You may choose to do the reading for this section before working on the tasks in the next section, or while doing them. You should :
- check all the areas mentioned in the PPT presentation and the tasks in any grammar(s) or books on grammar you have access to. 
If you have access to it,  Lewis' The English Verb (Heinle) is particularly recommended.

In addition, the following may also be useful :

An ELT Notebook, 
Teaching Grammar - several of the articles in this section discuss auxiliary and semi-modal verbs.


C. Check your understanding

If you've looked at all the articles in this series so far (see also Tense and Time, and Aspect), you can now test your understanding with this quiz: So you think you know your verb forms?  It has 21 questions, and you'll see the correct answers when you submit your own. 

In the next part of this series, we'll go on to look at the meanings of the individual modal verbs

Language Matters: The English Verb System (2) - Aspect


Another extract from our Delta Module One Course today - looking at the area of progressive and perfect aspect.

Pre-Viewing Tasks

Before you watch the presentations, make notes on the following questions, noting those where you're not sure of the answers.


1.       There are three types of aspect in English : simple, progressive (also called continuous) and perfect.       What form does each take?

a)     Simple aspect        b)     Progressive aspect        c)    Perfect aspect 

 2.         What does aspect express? What concepts are expressed by…

           a)     Simple aspect        b)     Progressive aspect        c)    Perfect aspect  

3.     Whatever definition you chose for simple and progressive aspect, check how well  it  explains each of the following examples:


            I live in Milan  / I'm living in Milan

            I have a shower every morning  /   He's having a shower

              I feel ill     /    I'm feeling ill
              Prell looks back over her shoulder and sees that Trusko is gaining on her
              Two and two makes four  /   We're making progress in the Asian markets
              I name this ship “The Queen Eleanor”  /   I'm naming my new cat Fluff
              He always leaves the door open  /   He's always leaving the door open
              I leave for Greece on Tuesday    /    I'm leaving for Greece on Tuesday  
              I read “Shannara” yesterday  / I was reading "Shannara" yesterday
              I saw an accident …   / ....while I was waiting for the bus                             
              I didn’t expect to see him there    /I wasn't expecting to see him there
              I wondered if you could tell me.. / I was wondering if you could tell me..    

4.    How would you explain the difference between the following? Is there any? 


         a)    The phone was ringing as I left the house.   
         b)    The phone rang as I left the house.   
         c)    The phone rang as I was leaving the house.  
         d)    The phone was ringing as I was leaving the house.

5.   How would you explain the difference between “stative” and “dynamic” verbs? Does your  explanation match with these examples?

  • I want to talk to you.    /   I’ve been wanting to talk to you for ages. 
  • And he doesn’t like it one bit. / … and he isn’t liking it one bit.
  • I remember when …/ …he constantly looks as if he's remembering when 
  • I own a bike …       / More and more people are owning bikes these days...  
  • OK, I understand ..   / The course was difficult at first, but I’m understanding more now.
  • That smells good!    / That’s smelling good!


Now watch the two parts of the presentation, where these questions are discussed.

Simple and Continuous Aspect  (approx. 20 mins)  Perfect Aspect  (approx 23 mins)



Follow Up Reading

The ELT Glossary:   Tense         Aspect       Stative and Dynamic Uses of Verbs
Highly recommended: Richards, J.C. The Context of Language Teaching, Cambridge - Chap. 11 Introducing the Progressive; Chap.12 Introducing the Perfect


Language Matters: The English Verb System (1) Tense and Time

These materials come from our Delta Module One course, where we argue that many so-called grammatical "rules" are unrealistic, simplistic and prescriptive in comparison with the way the language is actually used. Part One starts with a brief introduction and some examples, and Parts Two and Three move on to look at the way tense and time are generally confused in traditional grammar descriptions.


Part One:  Meaning, not Rules

Pre-viewing task: Before you watch the video (approx 10 mins), decide which of the following rules you agree with, and which you don't. If you don't agree, what is the correct rule? "Exceptions" aren't allowed! If you're not sure, check with the grammar that you're using or the Cambridge Online Grammar. Then compare your ideas / the analysis in the grammar with the analysis given in the video.


1. Will is not used in an if clause.
2. book and piano are countable nouns, rice and information are uncountable, and cheese can be either.
3. some is used in affirmative sentences and any in negative and interrogative sentences.
4. Verbs of perceiving and those describing states of mind, like know, understand and believe are not used in the progressive (continuous) form.


So-called "conditional" structures will be discussed in more detail in the following presentations, but for a more detailed explanation of some of the other examples discussed, see the following articles in the ELT Glossary:


Part Two: The English Verb System - Tense and Time

Pre-viewing task: Before you watch the presentation below (approx 16 mins - click on the title, not the screenshot), jot down your answers to these questions, checking if necessary with any grammar that you have available, or the Cambridge Online Grammar.

1. What do you understand by the terms tense, aspect, voice and mood?
2. How would you explain these two sentences : David got stung by a bee; David got drunk.
3. What's the relationship between tense and time in English?
4. What's the relationship between will and would?


The English Verb System - Tense and Time


NB: The terminology test referred to at the beginning of of the presentation is the Test Your Grammar activity that is included at the end of the article on Analysing Word Class, Phrase and Clause Elements

Part Three: Conditionals? What Conditionals?

Pre-viewing task: Before you watch the second presentation (approx. 10 mins - click on the title), have a look at the task on this page, which contains the examples which are discussed in the presentation.


Teaching the so-called "conditionals"


NB: The presentation refers to a set of materials which reflect the approach to teaching this area which is discussed. You do not need these, however, to understand what is being proposed.


(Highly) Recommended Reading

Lewis, M. (1986) The English Verb, Heinle ELT

Relative Clauses

 

How much do you know about relative clauses? Can you answer these questions?

  • What's the difference between a defining and non-defining relative clause? 
  • When can that be used as an alternative relative pronoun to who or which? 
  • When can the relative pronoun be ellipted (omitted) from the sentence?
  • What's been ellipted in the following sentence and what is this type of relative clause called? The birds nesting in that tree are crows, I think.
  • What's the referent for which in the following sentence, and what's the name of this type of clause? He didn't win, which surprised me.
  • Could you specify at least three problems that learners have with relative clauses?
If you're not sure of the answers to any of these questions, see the following.

The Cambridge Online Grammar 

Relative clausesRelative clauses referring to a whole sentenceRelative clauses: defining and non-definingRelative clauses: typical errors

ELT Concourse : Relative Clauses

The ELT Glossary :  Sentential relative clauses


Practice Activities

When you've found the answers to the initial questions, test your understanding with this activity.  You'll find the suggested answers on this page. Check back to the references above for anything you're still not sure about.

1. Comment on the form and use of the following relative clauses, a-h. They come from an article on the BBC website:  https://www.bbc.com/news/world-europe-54447491  Irrelevant words have been omitted and indicated by ....

2. Identify at least one problem that each of the relative clauses in the examples might cause for learners

a) The legislation aims to regulate the hours under-16s can work online 

b) The new law, which was passed unanimously on Tuesday, does not affect all children....

c)The new law... does not affect all children who appear on social media, ....

d) The new law... does not affect all children... but instead targets those who spend significant amounts of time working online ... 

e) The new law... does not affect all children... but instead targets those ... whose work generates an income. 

f) Children's rights must be preserved and protected, including on the internet, which must not be a lawless area. 

g) According to Forbes, last year's top YouTube earner was Ryan Kaji, ...., whose toy review channel made $26m (£20m).

h) Third on the list was Russian-born Anastasia Radzinskaya, .... who earned $18m (£13.7m).


If you've looked at the suggested answers and feel you need to check your understanding of relative clauses further, try this quiz:  Grammar Task C -  Relative Clauses  There are ten questions, some in multiple-choice format and others which ask you to analyse the form and use of the relative pronoun and/or clause in a given sentence (similar to the questions above). You'll see the correct answers after you submit the activity. (Please excuse a number of typos like missing capital letters - unfortunately I can no longer change them.) This is what you might be asked to do in Paper 1/5 of the Delta Module One exam, and the feedback given on the answers will be particularly useful if you are taking the exam. However, the quiz itself is valid for everyone.

Looking for an activity to practice defining relative clauses? This activity does just that - and develops circumlocution strategies at the same time.

Analysing Word Class, Phrase and Clause Elements

 

NB: All the materials used in these activities come from our Delta Module One Course. The course is no longer running and the activities are therefore being made available for general use. However, there are things in the materials which are irrelevant but which I can no longer change. Ignore the reference to the links in unit 2.1, for example. This is a hangover from when the test was used on the course – the links referred to are those below. Similarly, you will not be able to contact a tutor for feedback - though you can always post a question on the Notebook's Facebook page.

These materials are intended to be used over several days to give you time to assimilate the new information that you have studied. They get more difficult as they go on - so do them in the order suggested to check you understand the basics before facing more complicated questions. Don't try and do them in one sitting - you'll just confuse yourself. Doing them slowly gives you the chance to check that you have fully understood and retained the information you looked at previously.

Test Your Understanding

How good is your knowledge of grammar? Do you know your prepositions from your adverbs? Can you distinguish between main and auxiliary verbs?  Try this quiz So you think you know about word classes?  It has 10 questions, but they’re all fairly short and in eg multiple choice format, so it won't take you long. Then...

  •  The aim of the quiz is diagnostic. If you get anything wrong, don't think you can give a full definition of the term being used or don't understand the correct answer, go and look it up in the links listed below, or a good grammar. One of the best grammars the free online grammar recommended in the introduction to the quiz:  The Cambridge Online Grammar. You can search for anything you need – but when using the search box for word classes etc, type in the plural – eg conjunctions rather than conjunction.
  • Once you checked your mistakes in the quiz above, or if you did scored 100% on the quiz the first time,  go on to this second quiz to find out if you've really understood and to try some slightly harder questions. 25 questions this time, but they’re all fairly short and again in multiple choice or short answer format. It will probably take you between 15 and 30 minutes to complete, depending on how good your knowledge of grammar already is and how much you choose to look up as you go. (Please excuse the occasional typo and cut and paste error in these quizzes – unfortunately I can no longer make changes to the activities.)  At the end, when you submit your answers, you’ll see your score, the correct answers and an explanation in the feedback section. But again, if there's anything you don't understand, check the terms using the links below.

Word classes

§  What is a word class?

§  Adjectives: Attributive and predicative;    Gradable and Non-Gradable;        

§  Adverbs :  Adjuncts, Disjuncts, Conjuncts;    Interrogative adverbs             

§  Conjunctions:  Co-ordinating and Subordinating conjunctions;     Correlative conjunctions;    Conjunctions and Connectives

§  Nouns: Common/Proper; Countable/Uncountable;   Concrete/Abstract;    Adjectival;    Collective

§  Determiners:   Articles;    Quantifiers;    Demonstratives;    Possessives;   Interrogatives

§  Particles:    The Infinitive particle and the Negative particle;    Adverb particles

§  Prepositions:    Simple and complex prepositions

§  Pronouns: Subject, Object, Possessive pronouns;     Demonstrative Pronouns;    Interrogative pronouns;    Relative pronouns;    Reciprocal pronouns;     Reflexive pronouns

§  Verbs : Transitive/Intransitive;    Transitive/Ditransitive;    Finite/Non-finite;    Main and Auxiliary;     Base form;     Participle forms;     Active and Passive;     Catenative verbs;     Causative verbs;     Copulative verbs;      Ergative verbs;      Inchoative verbs;     Performative verbs;     Periphrastic verbs;      Stative/Dynamic;     Imperative mood.                          

Phrases and Phrase Elements

§  What is a phrase?


Clauses and Clause Elements 

§  What is a clause?

§  Main and Subordinate clauses

§  Finite and Non-finite clauses  

§  Relative clauses

§  Adverbial clauses   

§  Subject     

§  Object   

§  Complement     

§  Adverbial   

 

Sentence Elements

§  What is a sentence?

§  Simple, Compound, Complex and Compound-Complex Sentences

§  Cleft sentences

 

And finally...

Once you've checked everything, wait a few days (to make sure you’ve really understood and retained the information, and aren’t just remembering the correct answers) and try the test again. You should be aiming for a result of at last 90%. If you still get any questions wrong, look up those terms again

Then, when you're sure everything is clear, try this activity:  Test your Grammar. This time there are 17 questions, but the later ones are longer and ask you to describe the form, meaning and use of various words – as you’ll need to if you're doing the Module One exam, and the Language Analysis section of your LSAs in Module Two. By now you should have a much clearer understanding of the area, but again - use the links above to check anything you don’t understand and, if you scored less than 90%, wait a few days and try the test again. In this test, you’ll get the answer and the feedback after you submit your answer to each question. 

 

Further Suggested Reading 

Harmer, J. How to teach English Ch 5 (Longman, 1998)

Thornbury, S,  About Language  (Cambridge, 1997)