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Practical English StructureA Textbook for Advanced English Grammar

Practical Structure-13.indd 1 12/23/19 09:22

Practical English StructureA Textbook for Advanced English Grammar

Thirteenth Edition

Rabieb Na KalasinKanitta UtawanitYura Iemchuen

Thammasat University Press2020


หนังสือต�ำรำที่ได้รับรำงวัล โครงกำรส่งเสริมกำรสร้ำงต�ำรำ มหำวิทยำลัยธรรมศำสตร์(A Thammasat Textbook Writing Program Award Winner)Rabieb Na Kalasin. Practical English Structure: A Textbook for Advanced English Grammar.1. English language - - Grammar.

PE1112.R3425 ISBN 978-616-314-533-8

ลิขสิทธิ์ของรองศำสตรำจำรย์ระเบียบ ณ กำฬสินธุ์, รองศำสตรำจำรย์ขนิษฐำ อุทวนิช และผู้ช่วยศำสตรำจำรย์ยูระ เอี่ยมชื่น สงวนลิขสิทธิ์

ฉบับพิมพ์ครั้งที่ 13 เดือนมกราคม 2563 จ�านวน 500 เล่ม

จัดพิมพ์และจัดจ�ำหน่ำยโดย: ส�ำนักพิมพ์มหำวิทยำลัยธรรมศำสตร์ท่าพระจันทร์: อาคารธรรมศาสตร์ 60 ปี ชั้น U1 มหาวิทยาลัยธรรมศาสตร์ถนนพระจันทร์ กรุงเทพฯ 10200 โทร. 0-2223-9232ศูนย์รังสิต: อาคารโดมบริหาร ชั้น 3 ห้อง 317 มหาวิทยาลัยธรรมศาสตร์ต�าบลคลองหนึ่ง อ�าเภอคลองหลวง จังหวัดปทุมธานี 12121โทรศัพท์ 0-2564-2859-60 โทรสาร 0-2564-2860http://www.thammasatpress.tu.ac.th, e-mail: [email protected]

พิมพ์ที่: ห้ำงหุ้นส่วนจ�ำกัด เอ็มแอนด์เอ็ม เลเซอร์พรินต์ นายสมชาย ด�าข�า ผู้พิมพ์ผู้โฆษณา

พิมพ์ครั้งที่ 1 เดือนมกราคม 2525 จ�านวน 3,000 เล่มพิมพ์ครั้งที่ 2 เดือนพฤษภาคม 2527 จ�านวน 3,000 เล่มพิมพ์ครั้งที่ 3 เดือนมิถุนายน 2529 จ�านวน 2,000 เล่มพิมพ์ครั้งที่ 4 เดือนพฤษภาคม 2531 จ�านวน 2,000 เล่มพิมพ์ครั้งที่ 5 เดือนตุลาคม 2532 จ�านวน 2,000 เล่มพิมพ์ครั้งที่ 6 เดือนมกราคม 2535 จ�านวน 2,000 เล่มพิมพ์ครั้งที่ 7 เดือนธันวาคม 2536 จ�านวน 3,000 เล่มพิมพ์ครั้งที่ 8 เดือนกรกฎาคม 2540 จ�านวน 2,000 เล่มพิมพ์ครั้งที่ 9 เดือนพฤศจิกายน 2543 จ�านวน 2,000 เล่มพิมพ์ครั้งที่ 10 เดือนพฤษภาคม 2547 จ�านวน 3,000 เล่มพิมพ์ครั้งที่ 11 เดือนกรกฎาคม 2550 จ�านวน 3,000 เล่มพิมพ์ครั้งที่ 12 เดือนกรกฎาคม 2552 จ�านวน 3,000 เล่มพิมพ์ครั้งที่ 13 เดือนมกราคม 2563 จ�านวน 500 เล่ม

รำคำเล่มละ 300.- บำท


โครงการส่งเสริมการสร้างต�ารา มหาวิทยาลัยธรรมศาสตร์ ตั้งขึ้น

เมื่อ พ.ศ. 2520 โดยมีวัตถุประสงค์เพื่อส่งเสริมและสนับสนุนให้คณาจารย์

มหาวิทยาลัยธรรมศาสตร์ได้ผลิตต�าราที่มีคุณภาพมากขึ้น

คณะกรรมการส่งเสริมการสร้างต�าราประกอบด้วยบุคคลที่อธิการบดี

แต่งตั้งมีหน้าที่พิจารณาก�าหนดนโยบายและวิธีการที่จะอ�านวยความสะดวกแก่

คณาจารย์ในการจัดพิมพ์ต�าราที่มีคุณภาพ โดยคณะกรรมการฯ จะพิจารณา

คัดเลือกผู้ทรงคุณวุฒิเพื่อท�าหน้าที่ตรวจสอบคุณภาพของต้นฉบับต�ารา หนังสือ

แปล และหนงัสอืประกอบการศกึษาทีค่ณาจารย์มหาวทิยาลยัธรรมศาสตร์เสนอ

เพื่อพิจารณาจัดพิมพ์ ในกรณีที่ผู้ทรงคุณวุฒิและคณะกรรมการฯ มีความเห็น

ว่าต้นฉบับหนังสือดังกล่าวมีคุณภาพดีหรือดีมาก จะได้รับการตีพิมพ์ในฐานะ

หนังสือที่ได้รับรางวัลโดยส�านักพิมพ์มหาวิทยาลัยธรรมศาสตร์

หนังสือ Practical English Structure แต่งโดย รองศำสตรำจำรย์

ระเบียบ ณ กำฬสินธุ์ รองศำสตรำจำรย์ขนิษฐำ อุทวนิช และ ผู้ช่วย

ศำสตรำจำรย์ยูระ เอี่ยมช่ืน เป็นผลงานท่ีผู้ทรงคุณวุฒิและคณะกรรมการ

ส่งเสริมการสร้างต�ารามีมติให้ได้รับรางวัลขั้นดี ในปี พ.ศ. 2524


The Thammasat Textbook Writing Program was set up in 1977 with the aim of encouraging academic staff to write better quality textbooks.

The program is run by a committee of academics from various fields of study appointed by the university. The committee is responsible for setting up policies and strategies for those interested in writing standard textbooks. Books can be one of 3 categories–textbooks, translated books, or supplementary readings. After a book has been submitted, it will be evaluated by experts in its field.

The book Practical English Structure written by Associate Professor Rabieb Na Kalasin, Associate Professor Kanitta Utawanit and Assistant Professor Yura Iemchuen was evaluated as a good textbook by the Thammasat Textbook Writing Program in 1981.


Preface (11)Objectives (13)

1 The English Concept of Time 1 Time and Tense 1 1. The Present Time Expressed by Tenses with Different Structural Meanings 3 1.1 The Present Simple Tense 3 1.2 The Present Progressive Tense 7 2. The Past Time Expressed by Tenses with Different Structural Meanings 11 2.1 The Past Simple Tense 11 2.2 The Past Progressive Tense 12 2.3 The Past Perfect Tense 13 2.4 The Past Perfect Progressive Tense 14 3. The Past-to-Present Time Expressed by Tenses with Different Structural Meanings 14 3.1 The Present Perfect Tense 15 3.2 The Present Perfect Progressive Tense 16 4. The Future Time Expressed by Tenses with Different Structural Meanings 19 4.1 The Future Simple Tense 19 4.2 The Future Progressive Tense 22 4.3 The Future Perfect Tense 22

2 English Modals and Conditional Sentences 33 1. Modals 33 1.1 Types of Modals 34 1.1.1 Basic modals 34 1.1.2 Complex modal phrases 46

Contents


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2. Conditional Sentences 54 2.1 An Open Condition 54 2.1.1 Basic patterns of the open condition 54 2.1.2 An open condition in mixed times 55 2.1.3 An open condition in the past time 56 2.2 A Contrafactual Condition 58 2.2.1 Basic patterns of the present unreal 58 2.2.2 Basic patterns of the past unreal 59 2.2.3 A contrafactual condition in mixed times 63 2.3 Other Conditional Sentences 67 2.3.1 Basic patterns of “wish” clauses 67 2.3.2 Basic patterns of “as if” clauses 68

3 Adjectival Clauses and Adjectival Phrases 79 1. Adjectival Clauses 79 1.1 Restrictive Adjectival Clauses 79 1.2 Non-restrictive Adjectival Clauses 90 1.3 Connective Adjectival Clauses 95 2. Adjectival Phrases 97 2.1 Adjectival Phrases with Present Participles 97 2.2 Adjectival Phrases with Past Participles 102 2.3 Adjectives 105 2.4 Nouns as Adjectives 107 2.5 Apposition 109

4 Adverbial Clauses and Adverbial Phrases 120 1. Adverbial Clauses 120 2. Adverbial Phrases 125 2.1 Related Adverbial Phrases 126 2.1.1 Related adverbial phrases with present participles 126 2.1.2 Related adverbial phrases with past participles 127 2.2 Verbless Clauses 130 2.2.1 Verbless clauses with present participles 130 2.2.2 Verbless clauses with past participles 131


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2.3 Absolute Adverbial Phrases 134 2.3.1 Absolute adverbial phrases with present participles 134 2.3.2 Absolute adverbial phrases with past participles 135 2.4 Unrelated Adverbial Phrases 139 2.4.1 Unrelated adverbial phrases with present participles 139 2.4.2 Unrelated adverbial phrases with past participles 140

5 Noun Clauses 150 1. A Noun Clause and Its Function 150 2. The Basic Pattern of a Noun Clause 151 2.1 The Connector in a Noun Clause 151 2.2 The Notion of “something” 152 3. Construction 1 : The “that” Clause 155 4. Construction 2 : The “whether” Clause 164 5. Construction 3 : The “how” and “wh-” Clause 166 6. Construction 4 : Preposition + “wh-” Clause 170 “how” Clause “the fact that” Clause

6 Infinitives 181 1. An Agent 181 2. The Notion of “something” 182 3. Construction 1 : it + verb + adj + to + V (base form) 185 4. Construction 2 : it + verb + adj + for + agent + to + V (base form) 188 5. Construction 3 : verb + it + adj + to + V (base form) 190 6. Construction 4 : verb + adj + enough + to + V (base form) 194 7. Construction 5 : wh- + to + V (base form) 196 how + to + V (base form) 8. Construction 6 : verb + to + V (base form) 199 9. Construction 7 : linking verb + to + V (base form) 202 10. Construction 8 : noun + to + V (base form) 205

Suggested Answers 216

Bibliography 257

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According to the 1977-1980 English syllabus of the Faculty of Liberal Arts, the English courses in four areas are designed as sequences of courses. These areas are structure, reading, writing, and listening - speaking. In 1978 the department decided that it was necessary to improve and modify the contents of the materials for EG.211 (English Structure 1) that were being used at the time so that they could better serve to prepare students for EG.212 (English Structure 2) and for EG.316, EG.317 (Advanced English Structure 1 and 2).

The English Department assigned Archarn Rabieb Na Kalasin, Archarn Kanitta Utawanit and Archarn Yura Iemchuen to prepare the new materials for EG.211. After several discussions, we decided on an outline for this course, bearing in mind the main objective and one other important point : besides being a prerequisite for EG.212, the course also had to serve as an adequate English structure course for students who were not English majors.

In the departmental meeting on 29 January, 1979 this outline was approved and we started to prepare materials. We consulted a number of different reference books, which are listed in the bibliography, and we compiled a list of the points of English structure. We chose to use a combination of approaches, the major ones of which are the traditional, transformational and functional approaches. The first five chapters of the book were used on an experimental basis in 1979 and 1980; the sixth and final chapter was used experimentally in the second semester of 1980. The teachers and students teaching and studying these chapters were asked to write comments, which they kindly did, and these enabled us to adjust and revise some parts of the material.

Toward the end of the second semester of the academic year 1980, we designed a questionnaire intended for a final evaluation of the material. A second revision was then done based on the responses to this questionnaire. The material was also read and evaluated by a committee appointed by the English Department. On 14 May, 1981 the committee met and discussed and finally approved the publication of this material.

Preface


We would like to express our thanks and deep appreciation to Mr.Alec Bamford, Dr. John Grima, Mr. Jonathan Abbott, Miss Kathy Mc.Fadyen, Mr.Neal Davis and Mr.Robert Mullins, not only for their contribution of both ideas and suggestions but also, and more particularly, for their close collaboration in proof-reading, almost to the point of being co-editors themselves. We also owe thanks to Miss Hilda Jones, Mr. Jerry G. Gebhard and Miss Sarah Turnbull for their useful suggestions. Without their help the material could not have been adequately completed.

Our thanks also go to the students who studied the material as we prepared it

and gave us their ideas and comments. Our deep indebtedness goes to all of the teachers who taught this material and gave us encouragement and comments.

Grateful acknowledgement is made to the text committee of the English Department who kindly went through the revised material, made comments and suggestions and approved its publication for use as a text for EG.211.

For the tenth edition the authors have added one more exercise at the end of Chapter One, together with suggested answers. The authors would like to express their thanks to Mr.Bradley J.Bates for his help in editing this exercise.

Rabieb Na Kalasin Kanitta Utawanit Yura Iemchuen


150

1 A Noun Clause and Its Function

A noun clause functions like a noun or a noun phrase. Depending on the structure of the given sentence, the noun clause may be used as : - a subject - an object - a complement - a noun clause in apposition to an antecedent noun - a noun clause as reference to the grammatical subject or object ‘it’.

e.g. 1. That we must remain united is essential. Subject

2. I’d like to know where you want to go. object

3. This is what seems to be the most difficult problem. complement

4. Do you believe the rumour that there will be a revolution? noun clause in apposition to the antecedent noun ‘the rumour.’

Noun Clauses5


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5. It’s unbelievable that Jane has refused to come here. noun clause as reference to the grammatical subject ‘it.’

2 The Basic Pattern of a Noun Clause

1. Connector + Subject + Predicate that we must remain united where you want to go 2. Connector = Subject + Predicate what seems to be the most difficult problem who wants to volunteer

Note ‘what’ functions as a connector and also subject of the verb phrase ‘seems to be.’ ‘who’ functions as a connector and also subject of the verb ‘wants.’

3. Connector = Object + Subject + Predicate what you just told me who you want to talk to

Note ‘what’ functions as a connector and also object of the verb ‘just told.’ ‘who’ functions as a connector and also object of the verb phrase ‘want to talk to.’

2.1 The Connector in a Noun Clause The connector in a noun clause is determined by the meaning and function of each connector. For example the connector ‘that’ introduces a noun clause conveying a statement of some sort, and ‘that’ functions only as a connector; the connector ‘what’ (not followed by a noun) means ‘the thing which...’ or ‘something’, and also functions as subject or object in the noun clause. The italicized part of each sentence of the following conveys the meaning to be indicated by a connector when each sentence is changed into a noun clause.

Study how the following sentences are changed into noun clauses. Sentences ⇒ Noun clauses 1. John works very hard. that John works very hard 2. I want to know something. what I want to know 3. Jane got home sometime. when Jane got home


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4. My sister was born somewhere. where my sister was born 5. Someone wants to help. who wants to help 6. I met someone at the club. who(m) I met at the club 7. They escaped somehow. how they escaped 8. We were late for a reason. why we were late 9. We got out of the cave through a way. which way we got out of the cave 10. We need some important papers. what important papers we need 11. You want someone’s support. whose support you want 12. The problem is confusing to some degree. how confusing the problem is 13. I dislike that friend of yours to some degree. how I dislike that friend of yours 14. Everybody works hard to some degree. how hard everybody works 15. The car is expensive to some degree. how expensive the car is

Note The use of ‘some’ or ‘certain’ before a noun suggests the meaning expressed by the connector ‘what’ or ‘which’ when the sentence is changed into a noun clause, and this usually conveys the idea of an indirect question.

e.g. a. He has asked me something. + b. We need some important papers. ⇒ He has asked me what important papers we need.

If ‘some’ is used as an indefinite adjective, the word will be retained when the sentence is changed into a noun clause, and this usually conveys the idea of an affirmative statement.

e.g. a. He has told me something. + b. We need some important papers. ⇒ He has told me that we need some important papers.

2.2 The Notion of “something” In transformational grammar when a sentence is broken into smaller sentences, we use ‘something’ to stand for :

2.2.1 A noun clausee.g. 1. What he said is not true. Something 2. Tell me where you kept those things. Something

2.2.2 The connector ʻwhatʼ in a noun clause. The connector ʻwhatʼ functions as a subject or an object.


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e.g. 1. What he said is not true. Something What he said ⇒ he said something. The sentence is broken as : a. Something is not true. b. He said something. 2. What is urgently needed now is your cooperation. Something

What is urgently needed now ⇒ Something is urgently needed now. The sentence is broken as : a. Something is your cooperation. b. Something is urgently needed now.

Note You may be confused at the use of ‘something’ which stands for a noun clause or the connector ‘what’ and ‘something’ which is an indefinite pronoun. Anyway the meaning of the context will help you to differentiate between the two kinds of ‘something’

e.g. 1. I am very hungry ; I want something to eat “something” is obviously an indefinite pronoun. The italicized part

is changed into a clause as “that I want something to eat.” 2. a. Something is very strange. b. I will tell you something. “something” in both sentences is not an indefinite pronoun. The

two sentences are combined into one as “What I will tell you is very strange.”

Exercise 1 Change the following sentences into noun clauses.

1. The earth rotates round the sun.

2. You told me something.

3. I must have lost my book somewhere.

4. The bus arrived sometime.

5. Someone came over last night.


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6. We came across someone.

7. The chairman did not explain the problem for some reason.

8. Pipat passed the exam somehow.

9. We have a certain amount of money.

10. We need some useful information.

11. You want someone’s plan. 12. My father will accept a certain proposal.

13. My son hates to study English to some degree.

14. Your garden is beautiful to some degree.

15. This composition is confusing to some degree.

Read the passage carefully for comprehension and structural analysis.

(1) Most people know that sleep is necessary for health. (2) People differ in sleep requirements. (3) Evidence shows that a person having gone without sleep for a long time is unable to carry on any kind of important activity. (4) It’s fortunate that sleep is rest, no matter whether it is taken in large or small doses. (5) If one has difficulty in getting enough sleep at night, a nap of just a few minutes is helpful. (6) A number of people insist that they cannot sleep at night if they sleep at all during the day. (7) However, physiologists say there is no essential inappropriateness in reversing the time of sleep.

Now we will study how sentences with the italicized parts are broken into smaller sentences (not yet the smallest sentences). Note that in this chapter we will break only the noun clause parts with their expansions remaining unbroken. Also study how the smaller sentences are combined into the final derived sentences.


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3 Construction 1 : The “that” Clause

e.g. Sentence 1 Most people know that sleep is necessary for health. noun clause = object of “know”

The sentence is broken into 2 smaller sentences :a. Most people know something.b. Sleep is necessary for health.

Combination : a. Most people know something. that + b. Sleep is necessary for health.⇒ Most people know that sleep is necessary for health. You will notice that S 3, S 6 and S 7 are in the same construction, That is, they each have a noun clause functioning as an object of a verb.

Exercise 2 Now with the help of your teacher you will break the sentences, leaving the expansions unbroken and using ‘something’ to replace each noun clause with its expansions. Also combine the smaller sentences into one sentence, showing the procedure.

Sentence 3 Evidence shows that a person having gone without sleep for a long time is unable to carry on any kind of important activity.

The sentence is broken into 2 smaller sentences :a. b.

Combination :

Sentence 6 A number of people insist that they cannot sleep at night if they sleep at all during the day.

The sentence is broken into 2 smaller sentences :a.b.


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Combination :

Sentence 7 However, physiologists say there is no essential inappropriateness in reversing the time of sleep.The sentence is broken into smaller sentences :a. b.

Combination :

Points to Remember

1. The noun clause beginning with the connector ‘that’ is often referred to as the ‘that’ clause.

2. The connector ‘that’ is deletable when a noun clause functions as the first or the only object of a verb (as in S7).

3. The ‘that’ clause in a given construction can function as a subject, an object, a complement, a noun clause in apposition to an antecedent noun, or a noun clause as reference to the grammatical subject or object ‘it’.

4. The connector ‘the fact that’ is treated the same as ‘that’.

Exercise 3 Study the following sentences. Underline the noun clauses and indicate their function.

1. That sleep is necessary for health is an undeniable fact.2. The fact that some people cannot sleep at night if they sleep at all during the day

is understandable.3. The problem is that not many people have learned to cope with frustration.4. Nobody believes the rumour that there will be another revolution.5. The suggestion that our new boss is corrupt is ridiculous.

Study how sentence 1 is broken into 2 smaller sentences, and how the smaller sentences are combined.


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Sentence 1 That sleep is necessary for health is an undeniable fact.a. Something is an undeniable fact.b. Sleep is necessary for health.

Combination : a. Something is an undeniable fact. that + b. Sleep is necessary for health.⇒ That sleep is necessary for health is an undeniable fact.

Exercise 4 Now break S 2 and S 3, leaving the expansions of the noun clause unbroken. Also show the procedure of the combination.

Sentence 2 The fact that some people cannot sleep at night if they sleep at all during the day is understandable.a. b.

Combination :

Sentence 3 The problem is that not many people have learned to cope with frustration.a.b.

Combination :

Study how S 4 is broken into smaller sentences, and how the sentences are combined.

Sentence 4 Nobody believes the rumour that there will be another revolution.a. Nobody believes the rumour.b. The rumour is something.c. There will be another revolution.


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Combination : a. Nobody believes the rumour. + b. The rumour is something. that + c. There will be another revolution.⇒ Nobody believes the rumour that there will be another revolution.

Exercise 5 A. Combine the given sentences into one sentence. 1. a. Something was made quite clear. b. Pim would not be selected as a candidate.

2. a. You may not deny something. b. Televisions are helpful educational tools.

3. a. The point is something. b. We must arrive there before six.

4. a. The police did not know something. b. The poor boy was kidnapped by his own uncle.

5. a. The suggestion sounds reasonable. b. The suggestion is something. c. We ignore his proposal.

6. a. The thought drove him on. b. The thought was something. c. His friend was in danger.

7. a. We heard the news. b. The news was something. c. The town had been flooded.

8. a. We have just received the information. b. The information is something. c. The dam has broken.


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9. a. The telegram supported our view. b. Our view was something. c. All was lost.

10. a. I did not say something. b. The news was true. c. The news was something. d. The meeting was postponed.

B. Break each sentence into smaller sentences. 1. That you are pleased with our service is our main goal. a. b. 2. That the police will take serious action against traffic law violators has been announced. a. b. 3. The secretary was notified that her term of employment would end in three months. a. b. 4. The problem is that we don’t have enough money to buy the machine. a. b. 5. The idea that physical fitness helps keep one healthy is welcome everywhere. a. b. c. 6. He didn’t seem to get my hint that he was not wanted to join our team. a. b. c.

Now we will go back to the passage and study the structure of sentence 4. Sentence 4 It’s fortunate that sleep is rest, no matter whether it is taken in large or small doses.


160

Points to Study

1. ‘It’ is a grammatical subject.2. The ‘that’ clause functions as a noun clause, as reference to the grammatical subject

‘it.’3. The clause “no matter ... doses” functions as an adverbial clause embedded in the

noun clause, modifying the predicate “is rest”. For the time being we will not break it.

Therefore we will break S 4 as :a. It is fortunate.b. Sleep is rest, no matter whether it is taken in large or small doses.

The pattern of this particular kind of sentence is :

It + linking verbs + adjective + noun clause be V-ed, V-ing appear noun phrase seem look sound This pattern can be restated or rewritten as : Noun clause + linking verbs + adjective V -ed noun phrase Compare the following sentences :1. a. It is unlikely that our daughter will graduate this coming June. (spoken or

written style) b. That (the fact that) our daughter will graduate this coming June is unlikely.

(written style, formal spoken style)2. a. It seems incredible that our project has been turned down. (spoken or written

style) c. That (the fact that) our project has been turned down seems incredible. (written

style, formal spoken style)

Note 1. If a noun clause functioning as a subject or an object is long and complex, it’s preferable to use the grammatical subject or object ‘it’ as reference to the clause.

e.g. A. It is a familiar fact to all Bible readers that Cain, the first born son of Adam and Eve, was the first man to be born on earth.

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