Chapter 4 Online exercises - · PDF fileExercise 6 From your reading of Chapter 4, ... Chapter...
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1 1.1 Introduction Think about some of the different ways that people use computers. In school, students use com- puters for tasks such as writing papers, searching for articles, sending email, and participating in online classes. At work, people use computers to analyze data, make presentations, conduct busi- ness transactions, communicate with customers and coworkers, control machines in manufac- turing facilities, and do many other things. At home, people use computers for tasks such as pay- ing bills, shopping online, communicating with friends and family, and playing computer games. And don’t forget that cell phones, iPods®, BlackBerries®, car navigation systems, and many other devices are computers too. The uses of computers are almost limitless in our everyday lives. Computers can do such a wide variety of things because they can be programmed. This means that computers are not designed to do just one job, but to do any job that their programs tell them to do. A program is a set of instructions that a computer follows to perform a task. For example, Figure 1-1 shows screens from two commonly used programs, Microsoft Word and Adobe Photoshop. Microsoft Word is a word processing program that allows you to create, edit, and print documents with your computer. Adobe Photoshop is an image editing program that allows you to work with graphic images, such as photos taken with your digital camera. Programs are commonly referred to as software. Software is essential to a computer because it controls everything the computer does. All of the software that we use to make our com- puters useful is created by individuals working as programmers or software developers. A programmer, or software developer, is a person with the training and skills necessary to design, create, and test computer programs. Computer programming is an exciting and rewarding career. Today, you will find programmers’ work used in business, medicine, gov- ernment, law enforcement, agriculture, academics, entertainment, and many other fields. Introduction to Computers and Programming 1 TOPICS 1.1 Introduction 1.2 Hardware and Software 1.3 How Computers Store Data 1.4 How a Program Works 1.5 Using Python CHAPTER M01_GADD7119_01_SE_C01.QXD 1/30/08 12:55 AM Page 1
Transcript of Chapter 4 Online exercises - · PDF fileExercise 6 From your reading of Chapter 4, ... Chapter...
Chapter 4 online exercises by Katie Dunworth for An Introduction to Language, 6th edition, Fromkin et al.
© 2009 Cengage Learning Australia Pty Limited
Chapter 4 Online exercises
Print out to complete
Exercise 1
Each of the following phrases is structurally ambiguous. For each phrase, match the paraphrased meanings provided in (a) and (b) with one of the two tree structures below:
Tree Structure 1 Tree Structure 2
Paraphrased meanings Corresponding tree structure (1 or 2)
1. Italian literature teacher
(a) Italian teacher of literature
(b) teacher of Italian literature
2. International student organisation
(a) organisation for international students
(b) international organisation for students
3. Red brick house
(a) house made of red bricks
(b) red house made of bricks
4. Old pig farm
(a) farm for old pigs
(b) old farm for pigs
NP
N N Adj Adj N N
NP
Part 2 Grammatical aspects of language 2 Chapter 4 Syntax: the sentence patterns of language
Chapter 4 online exercises by Katie Dunworth for An Introduction to Language, 6th edition, Fromkin et al.
© 2009 Cengage Learning Australia Pty Limited
Exercise 2
Using the constituency tests described in Chapter 4, decide whether the words in bold in each sentence below comprise constituents. For those cases which are not constituents, decide which one word you would add to the words in bold to create a constituent.
Constituent/not constituent
1. The wind blew across the desert.
2. I wonder if he has finished his essay.
3. The police arrested a suspect.
4. The old house needed painting.
5. I don’t believe that a cow jumped over the
moon.
6. The old couple celebrated their twenty‐
fifth anniversary.
7. He gave up smoking last year.
8. There was silence in the examination
room.
Part 2 Grammatical aspects of language 3 Chapter 4 Syntax: the sentence patterns of language
Chapter 4 online exercises by Katie Dunworth for An Introduction to Language, 6th edition, Fromkin et al.
© 2009 Cengage Learning Australia Pty Limited
Exercise 3
Identify the phrasal categories for each of the following phrases (for example, noun phrase, verb phrase, and so on).
Phrase Category
1. the old fence
2. in the park
3. very ugly
4. yellow roses in winter
5. that he is telling the truth
6. made a mess
7. strange noises from the kitchen
8. appears interesting
Exercise 4
Fill in the missing syntactic category labels in the following simplified phrase structure tree.
S
NP
N
The man
V
wrote
a letter
Part 2 Grammatical aspects of language 4 Chapter 4 Syntax: the sentence patterns of language
Chapter 4 online exercises by Katie Dunworth for An Introduction to Language, 6th edition, Fromkin et al.
© 2009 Cengage Learning Australia Pty Limited
Exercise 5
Identify the lexical and functional categories of each of the words in the following sentences.
1. The old woman lived in a cottage.
2. The audience applauded the brilliant singer.
3. The fridge in the kitchen is getting old.
4. He walked slowly.
5. Ann smoked a cigarette in the garden.
Exercise 6
From your reading of Chapter 4, decide whether the following phrase structure rules can occur in English.
Phrase structure rule Can occur in English (Y/N)
1. NP → N Det
2. VP → VP PP
3. S → Adv S
4. CoordP → Coord NP
5. CP → C Det VP
6. VP → Aux VP
7. PP → NP P
8. NP → Det N’
Part 2 Grammatical aspects of language 5 Chapter 4 Syntax: the sentence patterns of language
Chapter 4 online exercises by Katie Dunworth for An Introduction to Language, 6th edition, Fromkin et al.
© 2009 Cengage Learning Australia Pty Limited
Exercise 7
Have a look at the following simplified phrase structure trees, and match them to each of the five sentences that appear below them.
S
NP VP
Det N V
(a) (b)
(c)
S
NP VP
Det N V PP
P NP
Det N
S
NP VP
Det N VP PP
V NP P NP
Det N NDet
(d)
(e)
S
NP VP
Det N V NP
Det N
S
NP VP
Det N V CP
S
NP VP
Det N V NP
Det N
C
Part 2 Grammatical aspects of language 6 Chapter 4 Syntax: the sentence patterns of language
Chapter 4 online exercises by Katie Dunworth for An Introduction to Language, 6th edition, Fromkin et al.
© 2009 Cengage Learning Australia Pty Limited
Sentence Phrase structure tree
(a, b, c, d, e)
1. The man sat in the library.
2. The dog bit the visitor.
3. The baby cried.
4. The parents said that the children enjoyed the
concert.
5. The wildflowers covered the fields in the summer.
Exercise 8
Draw two phrase structure trees that represent the two different meanings of the sentence ‘The man attacked the girl with a knife’. You can omit Aux and you can use the non-X-bar notation.
Phrase structure tree 1
Phrase structure tree 2
Part 2 Grammatical aspects of language 7 Chapter 4 Syntax: the sentence patterns of language
Chapter 4 online exercises by Katie Dunworth for An Introduction to Language, 6th edition, Fromkin et al.
© 2009 Cengage Learning Australia Pty Limited
Exercise 9
For each of the following phrases, identify the head of the phrase and its complement, where one exists, and state the lexical or phrasal categories of both the head and the complement.
Phrase Head phrase Category Complement Category
1. the love of a child
2. desire to be understood
3. said that he was ill
4. proud of his achievement
5. Stop!
6. thought that I was late
7. a poem about nature
8. gave the gift to me
Exercise 10
Draw lines to match the text in the columns on the left to the correct phrase structure rules in the column on the right.
Text Phrase structure rule
1. the book with the blue cover
2. we booked a holiday
3. that the sky is blue
4. has left the building
5. the beautiful flowers
6. in the morning
7. thought that it was empty
8. won the competition
CP → C S
VP → V CP
S → NP VP
NP → NP PP
PP → P NP
VP → V NP
NP → Det N’
VP → Aux VP
