Grammar, SS 2012: Abschlussklausur

Universität des Saarlandes
Fachrichtung 4.6
Grammar
Group II Mi 14:00–15:30 HS 216 Geb. A22
γρ
SS ’11
Group I Di 10:15–11:45 HS 202/
Angewandte Sprachwissenschaft
sowie Übersetzen und Dolmetschen
Englische Abteilung
Abschlussprüfung
SoSe 2012
Seite: 1/6
Abschlussprüfung — Gruppe 2
NAME:
MATRIKELNUMMER:
INSTRUCTIONS TO CANDIDATES:
1. The maximum time allowed for this examination is one and a half hours. You may leave the room as soon
as you have finished and handed in your examination paper.
2. You are not allowed to consult any grammar books or other reference works during this examination. You
are not allowed to talk to other students during the examination.
3. First, write your name and Matrikelnummer in the space provided at the top of each page.
4. Read the instructions at the beginning of each question carefully.
5. Please write all answers on these sheets; if you need more space, write on the back of the page.
6. Write your answers in black or blue ink or biro. Do not use red ink or biro. Do not use pencil.
7. When you have finished, check to make sure you have written your name and Matrikelnummer on each page,
hand in your examination paper, and leave the room quietly.
QUESTIONS:
1. [9 points] Rewrite each of the following sentences using a modal verb instead of a modal adverb:
1. He was possibly having a bath:
2. He had probably been having a bath:
3. He’s certainly going to be having a bath:
2. [6 points] In general, to how many non-modalized tenses does each modalized tense correspond?
Universität des Saarlandes
Fachrichtung 4.6
Angewandte Sprachwissenschaft
sowie Übersetzen und Dolmetschen
Englische Abteilung
Grammar
Abschlussprüfung
SS ’11
Group I Di 10:15–11:45 HS 202/
Group II Mi 14:00–15:30 HS 216 Geb. A22
NAME:
γρ
SoSe 2012
Seite: 2/6
MATRIKELNUMMER:
3. [20 points] Transform the following from direct speech or thought into indirect speech or thought, using
simple past tense in the reporting clause.
1. Alice: “I don’t want to go among mad people!”
2. Cat: “You can’t help that – we’re all mad here – I’m mad – you’re mad.”
3. Alice (thinking, to herself): ‘What is the use of a book without pictures or conversations?’
4. All the students (thinking, to themselves): ‘Will we pass all this semester’s exams?’
4. [20 points] Which one of the following clauses can more easily be put into the passive? (Circle the corresponding letter.) [4 points]
a. The book pleased Mary.
b. Mary liked the book.
Why? [16 points]
Universität des Saarlandes
Fachrichtung 4.6
Angewandte Sprachwissenschaft
sowie Übersetzen und Dolmetschen
Englische Abteilung
Grammar
Abschlussprüfung
SS ’11
Group I Di 10:15–11:45 HS 202/
Group II Mi 14:00–15:30 HS 216 Geb. A22
NAME:
γρ
SoSe 2012
Seite: 3/6
MATRIKELNUMMER:
5. [85 points] Complete the following table:
Present
participle
3rd person singular
simple present tense
Infinitive
without to
emits
emit
thrives
thrive
visits
visit
picnics
picnic
defers
defer
offers
offer
quits
quit
meaning
means
mean
reading
reads
read
Simple past
tense
Past
participle
buying
leaving
lay
flies
fled
relying
lay
mown
singe
felling
teaching
freeze
losing
loosen
bursting
Universität des Saarlandes
Fachrichtung 4.6
Grammar
Group II Mi 14:00–15:30 HS 216 Geb. A22
NAME:
γρ
SS ’11
Group I Di 10:15–11:45 HS 202/
Angewandte Sprachwissenschaft
sowie Übersetzen und Dolmetschen
Englische Abteilung
Abschlussprüfung
SoSe 2012
Seite: 4/6
MATRIKELNUMMER:
6. [18 points] Add the correct question tag to each of the following sentences (note: in each case the question
tag has falling intonation, so it isn’t necessary to write a question mark at the end):
1. Sally hardly ever has liver and onions for dinner,
2. She’s got a sister in South Africa if I remember rightly,
3. I wouldn’t say he’s exactly the worst teacher we’ve ever had, though,
4. I’ll bet he loved the “Assfull of Love” CD you gave him,
5. But President Assad would hardly agree to step down,
6. There’s never been a Liberal government in the Saarland,
7. [18 points] Add the correct question tag to each of the following sentences (note: in each case the question
tag has rising intonation, so you should write a question mark at the end):
1. I don’t think there’s any orange juice left,
2. Nobody rang while I was out,
3. Surely Pakistan won’t agree to the U.S. proposal,
4. He never used to wet his bed when he was a child,
5. I suppose they could lend us their car,
6. Let’s have pancakes for breakfast,
8. [24 points] List four of the factors you need to take into account in order to choose the correct question tag,
and explain how and why each of these factors is relevant.
Universität des Saarlandes
Fachrichtung 4.6
Angewandte Sprachwissenschaft
sowie Übersetzen und Dolmetschen
Englische Abteilung
Grammar
Abschlussprüfung
SS ’11
Group I Di 10:15–11:45 HS 202/
Group II Mi 14:00–15:30 HS 216 Geb. A22
NAME:
γρ
SoSe 2012
Seite: 5/6
MATRIKELNUMMER:
9. [2 points] In each of the following sets of sentences, one is different from all the others in that it expresses
a different value of modality. Put a cross next to the one which is different.
1. a.
b.
c.
d.
e.
Robert can’t possibly have forgotten the third person singular present indicative of convaincre.
Certainly Robert didn’t forget the third person singular present indicative of convaincre.
It’s impossible for Robert to have forgotten the third person singular present indicative of convaincre.
Robert certainly hasn’t forgotten the third person singular present indicative of convaincre.
It’s possible that Robert hasn’t forgotten the third person singular present indicative of convaincre.
2. a.
b.
c.
d.
e.
You aren’t allowed to make nasty remarks about the teacher’s French grammar.
It’s not permitted to make nasty remarks about the teacher’s French grammar.
You mustn’t make nasty remarks about the teacher’s French grammar.
It’s forbidden to make nasty remarks about the teacher’s French grammar.
You shouldn’t make nasty remarks about the teacher’s French grammar.
10. [8 points]
a. What type of modality was involved in 9.1 above?
b. What type of modality was involved in 9.2 above?
11. [4 points] Each of the following examples represents the same type of modality but has a different orientation. Rank the examples on a scale from 1 to 4 (1 = most subjective; 4 = most objective), writing the
appropriate digit to the left of each example:
a. She may have been strangled to death.
b. She was possibly strangled to death.
c. I suspect she was strangled to death.
d. It’s possible that she was strangled to death.
12. [4 points] Each of the following examples represents the same type of modality but has a different orientation. Rank the examples on a scale from 1 to 4 (1 = most subjective; 4 = most objective), writing the
appropriate digit to the left of each example:
a. I want Peter to play piano for us.
b. Peter’s supposed to play piano for us.
c. It’s expected that Peter plays piano for us.
d. Peter should play piano for us.
13. [16 points]
a. What type of modality was involved in 11 above?
b. What type of modality was involved in 12 above?
c. What value of modality was involved in 11 above?
d. What value of modality was involved in 12 above?
14. [16 points] List the four main types of modality, and construct one sentence to demonstrate each type,
using the modal verb will
a.
:
b.
:
c.
:
d.
:
Universität des Saarlandes
Fachrichtung 4.6
Angewandte Sprachwissenschaft
sowie Übersetzen und Dolmetschen
Englische Abteilung
Grammar
Abschlussprüfung
SS ’11
Group I Di 10:15–11:45 HS 202/
Group II Mi 14:00–15:30 HS 216 Geb. A22
NAME:
γρ
SoSe 2012
Seite: 6/6
MATRIKELNUMMER:
15. [20 points] In each of the following sets of sentences, one sentence has the most ‘natural’ order of the parts.
Put a tick next to the sentence with the most natural order [2 x 2 point], then EXPLAIN WHY it is the most
natural order [2 x 8 points].
1. a.
b.
c.
d.
e.
He has probably knitted a scarf for his daughter for Christmas.
For Christmas he has probably knitted his daughter a scarf.
He has probably knitted a scarf for Christmas for his daughter.
He has probably knitted his daughter a scarf for Christmas.
For his daughter for Christmas he has probably knitted a scarf.
Why?
2. a.
b.
c.
d.
e.
She sang her neighbour’s child from the house across the road a lullaby gently.
A lullaby she gently sang for her neighbour’s child from the house across the road.
She gently sang her neighbour’s child from the house across the road a lullaby.
She gently sang a lullaby for her neighbour’s child from the house across the road.
Gently she sang her neighbour’s child from the house across the road a lullaby.
Why?
16. [30 points] Briefly describe your plans for the summer holidays: