LIEB AV2

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LIEB AV2
Nouns and noun phrases: countable and uncountable nouns.
Nouns form the biggest word class in any language. 
Do you know why?
Here is the answer: Everything needs a name!
Nouns name things, places, people, feelings, etc.
“Nouns can be grouped into a small number of classes which differ in meaning and grammatical behavior. There is a first distinction between common and proper nouns. Common nouns can be either countable or uncountable.(…)” (BIBER< CONRAD and LEECH, 2011, p. 58).
Proper nouns - name of a specific individual, place, or object, as for example England, Brazil, Oscar Wilde
Common nouns - a noun that refers to each member of a whole class sharing the features connoted by the noun, as for example orange, planet, car, man.
Countable nouns are people or things which we can count. Tey have both a singular and a plural form.
Singular: train, city, problem.
Plural: trains, cities, problems. 
Countable nouns: car, problem, etc.
We can also use A or AN, THE or numbers with countable nouns:
A car – the car- the cars – two cars
A minute – twenty minutes – the minute you arrived
Words and phrases like many, several, a few, a number of, both, a couple of can be used with countable nouns:
Several accidents – a number of people – a few problems
A couple of people – both students
Which are the eight countable nouns in this news report?
“Four cows escaped from the market at Winford this morning. It took three police officers and several farmers over an hour to catch them. Two old women were hurt when the cows ran down the main street.”
The plural, im most cases, is formed by adding an –s to the end of the word in the singular:
Lamp – lamps
Student – students
State – states
But, in English, there are other rules for the plural...
Ok, but…how is the plural in English? Is a single –s enough?
Genitive case.
Gerund X Infinitive.
But…
As funções das “Noun Phrases”.
See the examples below:
Illusion is the first of all pleasures.
Oscar Wilde - Irish dramatist, novelist, & poet (1854 - 1900)
Well succeeded individuals avoid illusion at any cost.
Common and traditionally language rules are found in grammars:
 
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, but teachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
(David Crystal, "In Word and Deed," TES Teacher, April 30, 2004)
The primary function of a singular noun phrase in a sentence is, roughly speaking, to draw the attention of the hearer to some object in the world that is relevant to the current conversational situation. See the example below:
These hard matters are our engine for life.
Noun Phrases Functions
Nouns and noun phrases – and pronouns as well - perform ten main grammatical functions within sentences in the English language. Both native speakers and ESL students must learn the ten functions to fully and correctly use nouns and noun phrases in spoken and written English. The ten functions of nouns and noun phrases are:
Subject – The Baby cried.
Predicate nominative – He is a farmer.
Direct object – They ate all the cookies.
Object complement – We consider him our baby.
Indirect object – He bought his mother a present.
Prepositional complement – He bought flowers for me.
Noun phrase modifier – We reserved 20 hotel rooms.
Possessive modifier – The boy´s report was good.
Appositive – The teacher, my uncle, gave us a zero.
Adverbial – Today, they woke up early.
Adjective Phrase – The Adjective in English
Take a look ate the following examples:
A great city is that which has the greatest men and women.
Walt Whitman
All bad poetry springs from genuine feeling.
Oscar Wilde
Every decent man is ashamed of the government he lives under. H. L. Mencken
A good politician is quite as unthinkable as an honest burglar.
H. L. Mencken
ADJECTIVES
What is an adjective?
Adjectives belong to a class of words that are used to attribute notions of quality and state to nouns to which they are usually connected to. But what is an adjective anyway? 
According to BECHARA, 2008:
O adjetivo é uma espécie de palavra que serve para caracterizar os seres ou os objetos nomeados pelo substantive, indicando-lhes:
a) uma qualidade (ou defeito): moça gentil, pensamento obscuro;
b) o modo de ser: pessoa hábil; 
c) o aspecto ou aparência: jardim florido;
d) o estado: criança enferma. (BECHARA, 2008, p.251)
In other words, 
An adjective is a word that is used to describe someone or something, or give information about them. 
The form of an adjective does not change: the same form is used for singular and plural, for subject and object, and for male and female.
We are looking for a good place to camp.
Good places to fish were hard to find.
Adjectives have their specific characteristics. According to Quirk and Greenbaum:
Four features are commonly considered to be characteristics of adjectives:
They can occur in ATTRIBUTIVE function, i.e. they can premodify a noun, appearing between the determiner (including zero article) and the head of a noun phrase:
 An ugly painting, the round table, dirty linen.
They can freely occur in PREDICATIVE function, ie they can function as subject complement, as in [1], or as object complement, as in [2], eg:
The painting is ugly. [1]
He bought the painting ugly. [2]
 They can be modified by the intensifier 
very, eg:
 The children are very happy.
Adjective Phrase – The Adjective in English (II)
Adjectives have their specific characteristics. According to Quirk and Greenbaum:
Four features are commonly considered to be characteristics of adjectives:
They can occur in ATTRIBUTIVE function, i.e. they can premodify a noun, appearing between the determiner (including zero article) and the head of a noun phrase:
 An ugly painting, the round table, dirty linen.
They can freely occur in PREDICATIVE function, ie they can function as subject complement, as in [1], or as object complement, as in [2], eg:
The painting is ugly. [1]
He bought the painting ugly. [2]
As a continuation of our discussions we see other types of adjectives.
Non-native English speakers may get confuse with –ing/-ed adjectives such as amazing or bored. It is perfectly natural and rather common. In very few words it is possible to say that -ing adjectives are used to describe things: 'The lecture was boring.' In its turn, -ed adjectives are used to describe our feelings: 'I felt very bored.' 
Adjectives ending in ING indicates:
the effect that something has on someone's feelings. She always has a warm welcoming smile.
a process or state that continues over a period of time. Europe is an ageing continent.
A bored student complained to his teacher.
Many adjectives ending in ‘-ed’ describe people's feelings.
Note that the past participles of irregular verbs do not end in ‘-ed’, but can be used as adjectives. 
The bird had a broken wing.
Like other adjectives, ‘-ing’ and ‘-ed’ adjectives can be:
- used in front of a noun
This is the most terrifying tale ever written.
- used after link verbs
The present situation is terrifying.
He felt satisfied with all the work he had done.
- modified by adverbials such as ‘quite‘, ‘really‘, and ‘very’
The film was quite boring.
He was a very disappointed young man.
- used in the comparative and superlative
His argument was more convincing than mine.
She was the most interested in going to the cinema
A small number of -ed adjectives are normally only used after link verbs such as be, become, or feel. They are related to transitive verbs, and are often followed by a prepositional phrase, a to-infinitive clause, or a that-clause. 
The Brazilians are pleased with the results ofeconomical policies
She was scared that the police would find her.
Adjective Phrases – Structure and function
"An adjective phrase consists of an adjective which may be preceded and/or followed by other words. The premodifier is always an adverb phrase, but the post-modifiers can be an adverb phrase, a prepositional phrase, or even a clause. It is also possible to have a modifier that is partly in front and partly behind the head, called a discontinuous modifier, abbreviated as disc-mod."
(Marjolijn Verspoor and Kim Sauter, English Sentence Analysis: An Introductory Course. John Benjamins, 2000)
Also, “adjective phrases have an adjective as head, and optional modifiers that can preced or follow the adjective. (...) Modifiers typically answer a question about the degree of a quality. Adjective heads can also take complements.” (BIBER, CONRAD and LEECH, 2011, p. 43). Take a look at the examples below:
 So lucky
Good enough
Desperately poor
Reading the given examples, we perceive that the adjectives - lucky, good, poor – have their intensity gradually changed by the presence of other words – so, enough, desperately. Take a look at another set of examples:
 
Guilty of a serious crime
Subject to approval by
Slow to respond
More blatant than any thing they had done in the past
So obnoxious that she had to be expelled
Complements often answer the questions – In what respect is the adjectival quality to be to be interpreted? For example: guilty/slow in what respect?
However, some adjectives can occupy crucial position in noun phrases. They can function in a quite peculiar way, so that it may cause some confusion in our minds. Equally, adjective phrases may structurally be very similar to a noun phrases:
Adjective Phrase – Structure
 
FT
Língua Inglesa – questionamentos e aproximação. 
Leia o texto e assista o vídeo sugerido para elaborar as suas respostas!
QUESTÃO 01
Ao tronco indo-europeu pertencem 425 línguas, entre elas sete das dez mais faladas do planeta (em ordem alfabética): alemão, bengali, espanhol, hindi, inglês, português e russo.
O inglês, segunda língua mais falada no mundo, é a língua principal no Reino Unido, Austrália, Canadá, Estados Unidos, Botsuana, Nigéria, África do Sul e muitas outras ex-colônias britânicas... Parece que o inglês é oficial em cerca de 45 países...
O inglês é falado na África do Sul, Alderney, Anguilla, Antígua e Barbuda, Austrália, Bahamas, Barbado, Belize, Bermudas, Botswana, Camarões, Canadá, Cocos, Dominica, EUA, Fiji, Filipinas, Gâmbia, Gana, Gibraltar, Granada, Guam, Guernsey, Guiana, Hong Kong, Ilha de Natal, Ilha Norfolk, Ilhas Caimão, Ilhas Cook, Ilhas Malvinas, Ilhas Marianas do Norte, Ilhas Marshall, Ilhas Pitcairn, Ilhas Salomão, Ilhas Virgens Americanas, Ilhas Virgens Britânicas, Índia, Irlanda, Jamaica, Jersey, Kiribati, Lesoto, Libéria, Malaui, Malta, Man, Maurício, Micronésia, Montserrat, Namíbia, Nigéria, Norfolk, Nova Zelândia, Pitcairn, Quênia, Ruanda, Samoa, Santa Helena, Santa Lúcia, São Cristóvão e Nevis, São Vicente e Granadinas, Serra Leoa, Singapura, Suazilândia, Tokelau, Trindade e Tobago, Tuvalu, Uganda, Vanuatu, Zâmbia e Zimbábue.
Também é a segunda língua de aproximadamente 150 milhões de pessoas em todo o globo. Atualmente é o principal idioma da comunicação mundial, usado na diplomacia, na economia, no turismo e na informática, entre outros setores. No século XX desempenha o mesmo papel que teve o francês durante os séculos XVIII e XIX.
Texto retirado de http://www.girafamania.com.br/girafas/lingua_ingles.html  em 08/12/2011
a) Além de levantar uma questão factual da nossa realidade, o texto acima refere-se a aspectos que ultrapassam a relação histórica relativa à adoção de determinados idiomas por diferentes povos. Como proposta de reflexão neste primeiro momento da nossa interação por meio da participação nos fóruns, diga o que você entende como essa tal “adoção de determinados idiomas por diferentes povos” ocasionada por fatores históricos e comente os fatores que levam a população mundial a, nos dias de hoje, buscarem o aprendizado da língua inglesa. Para isso, redija, em inglês, um parágrafo de 5 linhas, no mínimo. Lembre-se que o parágrafo deve preservar características básicas de um bom parágrafo: introdução, desenvolvimento e conclusão, bem como coesão, coerência e correção.
b) A partir do estudo do conteúdo trabalhado nas primeiras aulas, defina, em inglês e com as suas próprias palavras, SINTAGMA, e dê um exemplo para ilustrar as suas conclusões.
c) Discuta, em inglês, a importância do ensino da sintaxe para alunos ESL. 
a) The adoption of English as a second language began because many of these countries cited in the text are or were the colonies/dependencies of the United Kingdom or the United States. The growing internationalisation of markets brought the Nations to adopt English as the official language of the business world and considering the economic importance of Brazil as a developing country, dominate the English became synonymous of survival and global integration. Today, English is the lingua franca in the current international business world in the West and in diplomacy. The domain that language signifies growth, development and above all better able to keep up with the rapid changes that have been taking place in this new technological century.  
b) A syntagma is an elementary constituent segment within a text. Such a segment can be a phoneme, a word, a grammatical phrase, a sentence, or an event within a larger narrative structure, depending on the level of analysis. At the lexical level, syntagmatic structure in a language is the combination of words according to the rules of syntax for that language. For example English uses determiner + adjective + noun, e.g. the big house.  
c) In my point of view, the syntax could be very useful in other areas of study and for certain jobs, especially for those who want to be a teacher. It gives you an idea of how language works. In my opinion study it is to acquire dominion over the syntax formation, structure and use of language, to consequently acquire mastery over communication.
Hi there, Michelly!
My apologies for taking me so long to answer you! It has been a crazy weeks!
Your first answer is quite good. It is very well written and the ideas are logically organized. Your approach in relation to the suggested subject. You say that English is getting weaker. What do you think are the reasons for that? I would say that it has to do with the rise of China as a world power. But I still think that English will remain the linguistic bridge that connects people since Chinese is totally different. Your second answervis well developed.
What areas do you refer to when you talk about syntax?
See you.
Claudia
Thanks for your feedback. I don't think English is getting weak, on the contrary it is acquiring more importance with the advancement of technology and the approximation of distances. Different from when it was adopted by the imposition of United Kingdom / United States, currently do not need to speak nor prove the importance of mastering this language. And in my opinion the rise of China is due to its large consumer market and the fact of having been the birthplace of cheap labor, acquiring technologies that were deployed in the country in several areas. Today the great source of Chinese exports are the famous "pirate product". Even with the growing increase in the number of languages spoken, English in my opinion won't lose the post of official language of the business world.
I referred not only in the areas of teaching, but also in science, technology, biology and even in mathematics. A student, teacher or professional who dominates the syntax rules will succeed in drawing up reports, monographs, scientific research, lectures, books, speeches. Anyway, everything is related to the correct domain structure of language. The study of syntax gives us an idea of how language works, since it is not our mother tongue is much more difficult to have this ability in the correctwriting.
I didn't get to post together.
hank you, Michelly!
Thank you for your explanation and for taking my commentes into considaration!
Cláudia
The English Verb
Tendo em vista a ilustração acima, discuta, num texto em inglês e de 5 linhas, no mínimo, a diferença ente as noções de TIME e TENSE, definindo-as. Compare essas noções com o comportamento do verbo na língua portuguesa.
Time is a concept which is related to our perception of reality. The time of an action is the particular point when it happens. This can be past, present or future. It has nothing to do with the language.
Tense is a grammatical category which is marked by verb inflection and expresses when an event or action happens in the flow of time. It is part of the language.
In English, there are two tenses: PRESENT and PAST. (As future time is expressed with the modal will + infinitive and not with inflection, the forms with will (will talk, will be talking, will have talked, will have been talking) are not considered to be tenses.)
The tense of a verb is not always similar to the time of the action, different from the portuguese language that uses only "TIME" to refer to "TIME" and "TENSE" of an action.
Excellent job, Michelly.
Your answer is very well prepared. You answered the question of the forum ia complete way. You managed to develop the topic in a competent way and spared no efforts to prepare a response in accordance with the guidelines set out by the exercise.
Congrats.
Cláudia
Verbs in English indicate both time and tense. When we say a verb indicates time, we mean that the verb indicates the time of occurence of an action - past, present, or future. Time is the dimension in which events take place. Verb tense refers to the state of completion of an action that is, whether an action is complete, or ongoing.
So we have: 
Simple Tense (which is a verb indicating only time) 
E.g. I eat or I ate.
Perfect Tense (which indicates an action that's complete) 
E.g. I have eaten or I had eaten.
Continuous/Progressive Tense (which indicates an action that's ongoing) 
E.g. I am eating or I was eating.
In the above examples, 'eat', 'have', and 'am' indicate present time; and 'ate', 'had', and 'was' indicate past time. 
The difference we have in English between "time" and "tense", doesn't exists in Portuguese, since we (Portuguese speakers)  always use the term "Tempo (time)", whether: real time, objective, extra-linguistic - TIME; or morphological time, grammatical - TENSE.
God job, Manoelle! Your answer is certainly one of the best so far.
Clauses and phrases
Questão 1:
Using your own words, state the difference between Clause, Phrase and Sentence. Mention examples to illustrate your ideas. Then analyse and classify the given examples as noun phrases, noun clauses and verb clauses.
a. Whether you will pay for the damage is not even a question.
b. "The only white people who came to our housewere welfare workers and bill collectors."(James Baldwin, Notes of a Native Son, 1955)
Questão 2: Leia o que se segue:
“Verb Phrases: Phrases can also be classified by the “head” of the phrase, which is the key word in the phrase. A verb phrase can be the predicate of the clause or sentence. A verb phrase can also be a phrase that contains a verb and its complements, objects, or modifiers. Following are further explanations and examples. Here are some verb phrase examples where the verb phrase is the predicate of a sentence.”
Como você pode perceber, não há nenhuma explicação extra, ou exemplos. Essa é a sua parte neste exercício. Comente o conceito de Verb clause (Verb phrase) e dê dois exemplos comentados de acordo com as suas conclusões.
1) A clause is a subject plus a verb, including an object if needed and optional modifiers. It can be independent (can stand alone):
There are six people in my family. 
Or dependent (is missing something when it stands alone, even though actually it has one more element than an independent clause, usually a conjunction or a relative pronoun):
Whether you believe me or not because I loved him.
A sentence is a group of words including at least one independent clause. It can have any number of dependent or additional independent clauses: 
There are six people in my family.
Whether you believe me or not, I was working all night.
There is a house in New Orleans (that) they call the Rising Sun.
A phrase can be any group of words that mean something put together but do not include both a subject and a verb:
The quick brown fox (noun phrase - a noun plus determiner and/or adjectives)
Read the letter quickly (verb phrase - a verb plus object and/or adverbs)
Over the moon, with a smile (prepositional phrase - a preposition plus a noun, noun phrase or pronoun)
a. Whether you will pay for the damage - noun clause
is not even a question - verb clause
the damage - noun phrase
a question - noun phrase
b. The only white people were welfare workers - verb clause
who came to our house - noun clause 
The only white people - noun phrase
welfare workers and bill collectors - noun phrase
2) Definition: 
(1) In traditional grammar, a word group that includes a main verb and its auxiliaries.
(2) In generative grammar, a predicate: that is, a lexical verb and all the words governed by that verb except a subject.
A verb phrase is a combination of a main verb and one or more auxiliary verbs (also known as helping verbs). This group of words acts like a verb.
For example, you could say "I waited for you." 
In this sentence the word waited is a verb. You could replace waited with a group of words (a phrase) and say, "I have been waiting for you."
Have been waiting is a verb phrase, and it functions as a single verb in the sentence. So we call it a verb phrase. It can also be called a compound verb. 
Note that the verbs in the verb phrase can be separated. In other words, they don't have to follow each other!
For example, both "We will return!" and "Will we return?" contain verb phrases (in bold).
Oi, Michelly!
Want to know something! 
I'm very happy with the work done by this class in general. Some jobs should get some development, but others ... like your ... show thecommitment to the need to produce a quality work. Just like yours. You were able to comment the offered subject rather vividly and according to the appropriate approach. Besides you used a correct vocabulary and managed to deal with the concepts in a correct manner. 
Good job!
Claudia
Read the follwing text and answer th questions.
Jamaica Inn
by Daphne du Maurier
It was a cold grey day in late November. The weather had changed overnight, when a backing wind brought a granite sky and a mizzling rain with it, and although it was now only a little after two o´clock in the afternoon the pallor of a winter evening seemed to have closed upon the hills, cloaking them in mist. It would be dark by four. The air was clammy cold, and for all the tightly closed windows it penetrated the interior of the coach. The leather seats felt damp to the hands, and there must have beena small crack in the roof, because now and again little drips of rain fell softly through, smudging the leather and leaving a dark-blue stain like a splodge of ink. The wind came in gusts, at times shaking the coach as it travelled round the bend of the road, and in the exposed places on the high ground it blew with such force that the whole body of the coach trembled and swayed, rocking between the high wheels like a drunken man.
The driver, muffled in a greatcoat to his ears, bent almost double in his seat in a faint endeavour to gain shelter from his own shoulders, while the dispirited horses plodded sullenly to his command, too broken by the wind and the rain to feel the whip that now and again cracked above their heads, while it swung between the numb fingers of the driver.
The wheels of the coach creaked and groaned as they sank into the ruts on the road, and sometimes they flung up the soft spattered mud against the windows, where it mingled with the constant driving rain, and whatever vew there might havebeen of the countryside was hopelessly obscured.
The few passengers huddled together for warmth, exclaiming in unison when the coach sank into a heavier rut than usual, and one old fellow, who had kept up a constant complaint ever since he had joined the coach at Truro, rose from his seat in a fury; and, fumbling with the window-sash, let the window down with a crash, bringing a shower of rain upon himself and his fellow-passengers. He thrust his head out and shouted up to the driver, cursing him in a petulant voice for a rogue and a murderer; that they would all be dead before they reached Bodmin if he persisted in driving at breakneck speed; they had no breath left in their bodies as it was, and he for one would never travel by coach again.
1. How would you classify the text: a narration, a argumentation or a description? Justify your answer.
2. Extract from the text 3 example of adjective phrases.
3. Comment the effect adjective phrases can cause in a text. 
Remember! Your answers must be a complete one. It means that they have to have a proper introduction, a relevant development and a logical conclusion. 
1) It is a descriptive text because the author creates a vivid impression of the local weather, things that he describes with carefully chosen adjectives and compound adjectives. It can transfer the reader to inside of his history. And it also is a narrative text because the third person pronoun forms are used.
2) It was a cold grey day in late November. (1st line)
...brought a granite sky and a mizzling rain with it. (1st line)
The air was clammy cold, and for all the tightly closed windows... (3rd line)
3) I believe the adjective phrases enrich text with details how to create characters and places that hold the reader's attention. They can cause an atmosphere that allows the reader's mind is present at the time the text is being written, next to the author sharing this story.
Excellent answers, Michelly!
Their answers are complete and solid. You learned to articulate good ideas and support them with solid reviews.
The examples you gave are quite illustrative and show that you are able to locate the theory you studied in practical environments. Your third answer is specially good. You are right when you say that "djective phrases enrich text with details"
Good job.
Claudia