Universidad Nacional de

Río Cuarto
Facultad de Ciencias
Humanas
Profesorado de Inglés
Licenciatura en Inglés

Reading Guides English Grammar I

Prof. Verónica Muñoz

Prof. Valentina Roccia
Ayudante Alumna Agustina Gamba

2022
 https://www.istockphoto.com/sg/illustrations/reading?mediatype=illustration&phrase=reading&sort=mostpopular

When you become a university student, the practice of reading turns a usual part of your
everyday life. Reading is so important that the more you read, the more you learn. You should
always read carefully, seriously and responsibly. But reading is not all about deadlines and
assignments; don’t forget that you can also enjoy reading!
The guides included in this pack are aimed at helping you read more and better, guiding you
with clear purposes for reading. We hope the activities proposed help you grasp the theory and
put it into practice.
Take your time, read once, twice, three times…as many times as you need! Jot down ideas,
highlight, draw lines, arrows and signs, make notes, draw conceptual maps, organize tablets,
use post-it notes and discuss your ideas with classmates while sharing some mates…let all your
strategies and imagination come out!
Verónica and Valentina

GRAMÁTICA INGLESA I 1
READING GUIDES

Remember…the more you read consciously,

the further you get!

READING GUIDE 1
- Read (carefully and consciously) Chapter 2 (Words and word
classes) in Biber. Do not consider (for the theoretical discussion in
our course) sections 2.2.4, 2.2.5 and 2.2.6. We will discuss the
chapter in class. Be prepared to speak about:

# The parameters considered for the description of grammatical

units

# The definition/s of the notion of "word"

# The different word categories/families. For this point, think of

and design a diagram (e.g. a conceptual map) that shows how
words are grouped together into categories and subcategories for
the purpose of classification. Do not include details. This will help
you see "the whole picture" (have a global visual representation of word types). You should keep in
mind that your diagram is a synthesis of information, so it does not have to follow necessarily the
sequence/order in which information is presented in the chapter. Organise/link/relate information after
reading carefully and connecting ideas.

Though we will not discuss Chapter 1 as specific content of the course, we really advise you to go
through Chapter 1. You have interesting introductory information about the book in this chapter.

GRAMÁTICA INGLESA I 2
 READING GUIDE 2
- Read 3.2 and 3.3 in Biber. In 3.3. consider only the introductory part, that is, do
not read 3.3.1 onward.

- Read (carefully and consciously) Chapter 1 (Sentence structure and constituents)

in Burton-Roberts. We will discuss the chapter in class. Be prepared to speak about:

# The concept of structure: what is a structure? What are the main features of a
structure? What is a syntactic structure? Why is it important in grammar?

# Ungrammatical/ill-formed sentences

# Tree diagram: what is a tree diagram? What is the other term used to refer to these diagrams? What
is a tree diagram used for in the grammatical description of a language?

# The notion of function

# The elements that make up a sentence and the organization and relation between them: what are
immediate constituents? Are words immediate constituents of the sentence? Why/why not? What are
phrases? What role do they have in the sentence? Why are phrases syntactic and semantic units?

# Grammatical categories: how can you relate the notion of grammatical category to the notions of
phrases and sentences?

# Optional and obligatory constituents of sentences: how can you identify the constituents of a
sentence? What tests can you used to identify the strings of words that make up constituents of a
sentence? Are all phrases constituents of all sentences? What is a node?

GRAMÁTICA INGLESA I 3
READING GUIDE 3
- Read (carefully and consciously) 4.2 and 4.4 in Biber. We will discuss this in class. Be
prepared to speak about the following:

# The definition of noun (for this, consider also Burton-Roberts, pp. 47-49)

# The different categories of nouns. For this point, think of and design a diagram
that shows how nouns are grouped together into categories and subcategories for
the purpose of classification. Do not include details. You should keep in mind that
your diagram is a synthesis of information, so it does not have to follow necessarily
the sequence/order in which information is presented in the chapter.
Organise/link/relate information after reading carefully and connecting ideas.

# Countable vs uncountable nouns: is this distinction always strict and inflexible? Why/not?

# The main difference between proper and common nouns

# Concrete vs abstract nouns: how can you relate this distinction to countable and uncountable nouns?

# The definition and use of package nouns: What is the definition and use of these nouns in English?
What is the classification proposed by Biber et al.? What do the different subcategories represent?

Please remember that these questions are meant to be a GUIDE. This does not mean that you don´t
have to read and reflect upon the other points in the material.

GRAMÁTICA INGLESA I 4
 READING GUIDE 4
- We will discuss the notion of package nouns. Be prepared to speak about the
definition and use of these nouns in English and the classification proposed by
Biber.

- Read (carefully and consciously) 4.8 in Biber. We will discuss this in class. Be
prepared to speak about the following:

# What is number?

# Is the plural form always signaled grammatically through the inflection “s” / “es”
in English? Why/not? Explain.

- Look at the table in the file labelled NUMBER (uploaded in the virtual classroom). Be prepared to
comment on the information presented in the table.

GRAMÁTICA INGLESA I 5
READING GUIDE 5
- Read (carefully and consciously) 4.5, 4.6 and 4.7 in Biber. We will discuss this in class.
Be prepared to speak about the following:

# What are determiners? What is their use/function in English?

# Relate the use of determiners to countable and uncountable nouns as well as

number.

# How are determiners classified? Draw a diagram or a conceptual map that shows the
main categories and the subcategories of determiners.

# How many (and what type of) determiners can be used simultaneously in a noun phrase?

# In which ways are determiners related to pronouns and to some package nouns?

# How many articles are there in English? Mention them.

# In which contexts/situations do the articles signal indefinite and definite meanings?

# What meaning is conveyed when the articles are used to signal generic reference?

GRAMÁTICA INGLESA I 6
 READING GUIDE 6
- Read (carefully and consciously) the following sections in Burton-Roberts. Refer to
the questions and try to answer them. We will discuss them in class:

# Dependency and function (Chapter 2)

- What are sister constituents?

# Head (Chapter 2)

- Provide a definition of the concept of head in a phrase. Why is it important for

phrasal analysis?

# The modifier-head relation (Chapter 2)

- What is modification and dependency in a phrase? Why are these notions important for phrasal
analysis?

# The head-complement relation (Chapter 2)

- What is complementation? Why is this notion important for phrasal analysis?

# Lexical and phrasal categories (Noun and Noun phrase) (Chapter 3)

- In which ways are lexical categories related to phrasal categories?

- Why is the head central in determining the type of phrase?
- What is the role of the head in a noun phrase?
- What is the main obligatory element in the structure of a noun phrase? How are the rest of the
(optional) elements called?
- Can pronouns be elements of a noun phrase? Explain.
- What does Burton-Roberts say about one-word phrases? In which cases a noun phrase consists of
a single word?

GRAMÁTICA INGLESA I 7
READING GUIDE 7
- Read (carefully and consciously) “Types of pronouns” (p. 92) and 4.12 to 4.16 in
Biber. We will discuss this in class. Be prepared to speak about the following:

# What are pronouns? What is their use/function in English?

# How are pronouns classified? Draw a diagram or a conceptual map that shows
the categories and the subcategories of pronouns.

# What are the main features of each category?

# What is “case”? Explain the notions of nominative and accusative personal

pronouns.

# What are the main uses and meanings of the pronouns we, you, it, he, she, they?

# Explain the generic use of personal pronouns.

GRAMÁTICA INGLESA I 8
 READING GUIDE 8
- We will recapitulate the following points from Burton-Roberts:

# Dependency and function (Chapter 2)

- What are sister constituents?

# Head (Chapter 2)

- Provide a definition of the concept of head in a phrase. Why is it important for

phrasal analysis?

# The modifier-head relation (Chapter 2)

- What is modification and dependency in a phrase? Why are these notions important for phrasal
analysis?

# The head-complement relation (Chapter 2)

- What is complementation? Why is this notion important for phrasal analysis?

# Lexical and phrasal categories (Noun and Noun phrase) (Chapter 3)

- In which ways are lexical categories related to phrasal categories?

- Why is the head central in determining the type of phrase?
- What is the role of the head in a noun phrase?
- What is the main obligatory element in the structure of a noun phrase? How are the rest of the
(optional) elements called?
- Can pronouns be elements of a noun phrase? Explain.
- What does Burton-Roberts say about one-word phrases? In which cases a noun phrase consists of
a single word?

GRAMÁTICA INGLESA I 9
READING GUIDE 9
- Read (carefully and consciously) 7.2, 7.6, 7.7, 7.8, 7.9 in Biber. We will discuss this in
class. Be prepared to speak about the following:

# Which are the defining characteristics of central adjectives?

# Which are the possible syntactic roles that adjectives may have in English? How can
you recognize each of these roles? Describe the uses of each syntactic role.

# What are peripheral adjectives?

# What are the two parameters/criteria used to describe adjectives from a semantic
perspective?

# Which are the two main semantic categories of adjectives? And the subcategories?

GRAMÁTICA INGLESA I 10
 READING GUIDE 10
- Read (carefully and consciously) 5.2, 5.3, 5.7 in Biber. We will discuss this in class.
Be prepared to speak about the following:

# What is the difference between the main verb in a sentence and the auxiliary
verbs?

# What are lexical verbs?

# What are primary verbs?

# What are modal verbs?

# Refer to the semantic categories of verbs in English. Provide the main characteristics of each type of
verb.

# Do all verbs fall into only one semantic category? Why/why not? Explain.

# Define the notion of valency pattern.

# Provide the categories of verbs based on valency pattern. Explain each pattern and provide examples
of verbs for each valency pattern. It is useful to have prototypical examples.

GRAMÁTICA INGLESA I 11
READING GUIDE 11
- Read (carefully and consciously) 5.13, 5.14, 5.15 in Biber. We will discuss this in
class. Be prepared to speak about the following:

# The main characteristics and functions (as main verbs and as auxiliary verbs) of
the three primary verbs in English.

GRAMÁTICA INGLESA I 12
 READING GUIDE 12
- Read (carefully and consciously) Chapter 4 in Burton-Roberts. We will discuss this
in class. Be prepared to speak about the following:

# What is the structure of a basic sentence?

# What is the difference between a verb phrase and a verb group?

# What is the obligatory element in a verb group? And the optional elements?

# When is a verb group referred to as a “complex verb group”?

# Do all verb groups require complementation? In other words, are all verb groups
followed by other constituents? Why? Why not? What determines the presence of other elements in
the verb phrase? Relate the notion of complementation types to the notion of valency pattern.

# What are optional modifiers? Can they occur only with certain verbs? Or can they be used in all verb
phrases?

# How does Burton-Roberts categorize verbs? Relate the categories to the notion of valency pattern.

# In a table or diagram, provide the following information for each verb category (do not replicate
Burton-Roberts’s tables):

. Does the verb require a complement?

. If the verb requires a complement, specify the type/s of grammatical structure/s that is/are required to
complement the verb.

. If the verb requires a complement, specify the function of the element that complements the verb.

GRAMÁTICA INGLESA I 13
READING GUIDE 13
- Read (carefully and consciously) 6.1, 6.2. (introduction), and 6.2.1, 6.2.2, 6.2.3 in
Biber. We will discuss this in class. Be prepared to speak about the following:

# What are the main possible variations in the structure of a verb group? Biber et al.
refer to the “verb phrase”, but you know we make a distinction between the VG (verb
group) and the VP (verb phrase).

# What is the possible maximum structure of a verb group (i.e. the maximum
number of elements it may have)?

# What is a finite verb phrase? What is a non-finite verb phrase?

# What is the difference between tense and time? Explain both concepts.

# Explain the uses and meanings of the simple present tense.

# Explain the uses and meanings of the simple past tense.

# Is there a future tense in English? How is future signalled/marked in the verb group in English?

GRAMÁTICA INGLESA I 14