CAS LX 522 Syntax I Fall 2000 November 13, 2000 Paul Hagstrom Week 10: Movement Theory

Size: px
Start display at page:

Download "CAS LX 522 Syntax I Fall 2000 November 13, 2000 Paul Hagstrom Week 10: Movement Theory"

Transcription

1 CAS LX 522 Syntax I Fall 2000 November 1, 2000 Paul Hagstrom Week 10: Movement Theory Movement Theory NP-movement: (passives, raising ) (1) John i seems [ t i to speak Mandarin]. (2) * John i seems [ t i speaks Mandarin]. Tensed S constraint NP-movement can t escape a tensed IP. (5) John likes [me to win]. (6) John i likes [himself i to win]. (7) * John i thinks [himself i won]. (8) John i thinks [he i won]. (9) John i knows [himself i to have met Bill]. (10) * John i knows [Bill to have met himself i ]. A trace of NP-movement is an anaphor. () John i is known t i to have beaten Bill. (4) * John i is known Bill to have beaten t i. Specified subject condition NP-movement can t cross an overt subject. Traces of wh-movement are r-expressions. Principle C says R-expressions must be free. (11) Who i does John like t i? (12) * Who i does he i like t i? SCO (=who i likes himself i?) (1) * Who i did he i tell Mary that John likes t i? (=who i told Mary that John likes him i?) (14) * Who i did [his i boss] see t i? WCO (=whose i boss saw him i?) Crossover. A variable cannot be coindexed with a pronoun on its left. (15) Everyone i said that he i saw Mary. (16) * He i saw everyone i. (=e.o. i saw himself i ). (17) * [His i boss] saw everyone i. (=e.o. i s boss saw him i ). (18) Parla italiano. Italian (19) Habla español. Spanish (20) * Speaks English. EPP: SpecIP must be filled. With what? (21) pro parla italiano. (22) Gianni i ha detto che pro i parla italiano. John has said that speaks Italian John i has said that he i/j speaks Italian. (2) Che allenatore i t i pensa che i giocatori lo i odiano? Which manager i thinks the players hate him i? (24) *Che all. i pro i pensa che i giocatori odiano t i? Which mgr. i does he i think the players hate t i? pro is a pronoun, just silent.

2 Some languages allow pro (null) subjects. Agreement (recoverability) V2 seems to prevent null subjects. A separate category: Ellipsis of all kinds (Mandarin) (25) Q: Zhangsan kanjian Lisi le ma? Zhangsan see Lisi ASP Q Did Zhangsan see Lisi? A: Zhangsan shuo [ kanjian le] Zhangsan say see ASP Zhangsan says (he) saw (him) Two parameters: [±Recoverable deletion] (licenses ellipsis) [±Strong agreement] (licenses pro) pro-drop X-bar Theory Case Theory θ-theory Movement Theory Move-α Binding Theory Move any category anywhere. Idea: Derive the conditions on movement from general constraints. If there s a reason to move something, it can be moved. TSC, SSC derived already, NP-trace is an anaphor. EPP: SpecIP must be filled. [+Q]-CP: A [+Q] C must have a [+wh] specifier. Cyclicity condition: (26) [ CP [which car] i [ C did [ IP you think [ CP t i (that) [ IP John would fix t i ]]]]]? Wh-island constraint: (27) [ CP [which car] i [ C do [ IP you wonder [ CP when j [ IP John will fix t i t j ]]]]]? Wh-island constraint reduces to cyclicity. (0) [ DP the rumor [ CP that [ IP Bill fixed the car]]] (1)?? [ CP [which car] i [ C did [ IP you hear [ DP the rumor [ CP that [ IP Bill fixed t i ]]]]]? No, just the Complex NP constraint. Can we do better, can we reduce them to one? Complex NP condition: (28) [ DP the man [ CP who i [ IP t i can fix the car]]] (29)?? [ CP [which car] i [ C have [ IP you met [ DP the man [ CP who i [ IP t i can fix t j ]]]]]] Ah, cyclicity?

3 (2) [ CP [which car] i did [ IP you think [ CP t i (that) [ IP John would fix t i... () * [ CP [which car] i did [ IP you wonder [ CP when j [ IP John will fix t i t j... (4) * [ CP [which car] i have [ IP you met [ DP the man [ CP who j [ IP t j can fix t i... (5) * [ CP [which car] i did [ IP you hear [ DP the rumor [CP t i that [IP Bill fixed t i.. Subjacency Movement cannot cross more than one bounding node in a single step Bounding nodes: IP and DP. Subjacency derives: Cyclicity condition (hence wh-island constraint) Complex DP condition (both rumor-type and relative clauses) (6) Italian Tuo fratello ( your brother ), [ CP a cui i [ IP mi domando to whom I wonder [ CP che storie i [ IP abbiano raccontato t i t j ]]]], which stories they-have told era molto preoccupato ( was very worried ). (7) * Tuo fratello, [ CP a cui i temo [ DP la possibilità che abbiano to whom I-fear the possibility that they-have raccontato tutto ti],... told everything,... CNPC islands are respected, wh-islands aren t? (8) Mi sto domandando I am wondering [ CP a chi i potrei chiedere t i [CP quando j dovrò to whom I-may ask when I ll-have-to parlare di questo argomento t j ]] speak about this topic (9) * Questo argomento, [di cui k mi sto domandando This topic of which I am wondering [ CP a chi potrei chiedere to whom I-may ask [CP quando dovrò parlare t k ]]] when I ll-have-to speak mi sembra sempre più complicato to-me seems ever more complicated Italian bounding nodes: CP and DP. (Rizzi 1982) Arguments and adjuncts. (40)?Whose car i were you wondering how to fix t i? (Ed s car...i was wondering how to fix Ed s car.) (41) *How i were you wondering whose car to fix t i? (With a wrench... I was wondering whose car to fix with a wrench.) What makes these different? (42) VP... Ru VP VP how 1 1 with a wrench V V V which car V Ed s car Heads are divided into two kinds: Lexical: N, V, A, P Functional: C, I, D

4 Proper Government (first attempt) Government by a lexical head. Empty Category Principle (ECP) Traces must be properly governed (4) How i did you fix the car t i? Proper Government (final version) α properly governs β iff (i) α governs β and a is a lexical head or (ii) α antecedent-governs β. Antecedent Government (first attempt) α, a moved category, antecedent-governs β iff i) α binds β (c-commands & co-indexed) ii) no more than one blocking category dominates β but not α. if moving from β to α would not violate Subjacency (44)? Which song i were you wondering [ whether the band will play t i ]? (45) * Which band i were you wondering [whether t i will play that song]? (46)? Which car i do you know how to fix t i? (47) * Who i do you know how t i will fix the car? (48) Which band i did you consider [ t i to be the best ]? Subjects are not usually lexically governed; and when not, they are subject to the ECP. Adjuncts that violate the ECP (that is, that are not antecedent-governed) violate Subjacency too, right? Do we really need both the ECP and Subjacency? (Subjacency is very strong for adjuncts?) (49) Zhangsan yiwei Lisi mai-le shenme? Z. thinks L bought what What does Zhangsan think Lisi bought? (50) Zhangsan xiang-zhidao Lisi mai-le shenme. Z. wonders L bought what Zhangsan wonders what Lisi bought. Mandarin is a wh-in-situ language. (51) ni zui xihuan [shei mai de shu]? you most like who buy DE book?x: you like the books x bought *Who i do you like [the books t i bought]? (52) ni xiang-zhidao you wonder [wo weishenme mai shenme]? I why bought what?x: you wonder why I bought x??what i do you wonder why I bought t i? (5) * Who i do you like [the books t i bought]? (54)?? What i do you wonder [why I bought t i ]? (55) Who i t i knows [where we bought what]??x,y: x knows where we bought y (56) Who i t i likes [the books you gave to who]? (57)?* Who i do you like the books you gave to t i? Subjacency constrains overt movement. Mandarin wh-words don t move overtly. English whs-in-situ don t move overtly. Subjacency holds up until SS.

5 (58) * ni zui xihuan I most like [weishenme mai shu de ren]? why buy book DE person ( *Why i do you like [the man who bought the books t i ] ) (59) ni xiang-zhidao you wonder [wo weishenme mai shenme]? I why bought what?x: you wonder why I bought x not?y: you wonder what I bought for-y-reason ECP seems not to care about overt vs. covert. The ECP holds at LF. So, the ECP and Subjacency really are different things, and we need to keep both. (60) What i did you say that John would fix t i? (61) What i did you say John would fix t i? (62) Who i did you say t i would fix the car? (6) * Who i did you say that t i would fix the car? This is a subject-object asymmetry looks like a job for the ECP. The ECP can t do it as it stands Antecedent Government (revised) α, a moved category, antecedent-governs β iff i) α c-commands β ii) no more than one blocking category dominates β but not α. iii) there is no filled C governing β. (64) Which book i did j she t j read t i? (65) * Which student did j t i t j read this book? (66) Which student t i read this book? (67) Which student t i will read this book? (68) How i did you say (that) he fixed your car t i? (69)... CP t i C C IP (that) he I VP Ru VP t i # fixed your car (70) Italian Chi hai detto che ha scritto questo libro? who have-you said that has written this book Who did you say wrote this book? (71) Hanno telefonato molti studenti have.pl phoned many students Many students have phoned. (72) Vinceremo noi will-win.1pl we We will win. (7) [ CP Chi i [ IP pro hai detto [ CP t i che [ IP pro ha [ VP scritto question libro] t i ]]]]

6 (74) Mario E parla Florentine It. Mario SCL speaks Mario speaks. (75) E parla SCL speaks He speaks (76) * Parla (77) gl ha telefonato della ragazze SCL(M.SG) has phoned some girls(f.pl) Some girls telephoned. (78) Quante ragazze tu credi che gli abbia parlato? how.many girls you think that M.SG has.sg spoken How many girls do you think have spoken? (79) * Quante ragazze tu credi che le abbiano parlato? how.many girls you think that F.PL have.pl spoken ( How many girls do you think have spoken? ) (80) How tall will John be? [ CP how tall [ C will j [ IP John t j [ VP be... (81) How tall is John? " 1 z----m [ CP how tall [ C is j [ IP John t j [ VP t j... (82) * How tall be John will? " 1" 1 z----mz--m [ CP how tall [ C be j [ IP John will [ VP t j... " 1 z m Head-movement constraint (HMC) Movement of an X category α is restricted to the position of a head β that governs the maximal projection of α. ( No skipping )

Movement and Binding

Movement and Binding Movement and Binding Gereon Müller Institut für Linguistik Universität Leipzig SoSe 2008 www.uni-leipzig.de/ muellerg Gereon Müller (Institut für Linguistik) Constraints in Syntax 4 SoSe 2008 1 / 35 Principles

More information

Semantics and Generative Grammar. Quantificational DPs, Part 3: Covert Movement vs. Type Shifting 1

Semantics and Generative Grammar. Quantificational DPs, Part 3: Covert Movement vs. Type Shifting 1 Quantificational DPs, Part 3: Covert Movement vs. Type Shifting 1 1. Introduction Thus far, we ve considered two competing analyses of sentences like those in (1). (1) Sentences Where a Quantificational

More information

UNIVERSITY COLLEGE LONDON EXAMINATION FOR INTERNAL STUDENTS

UNIVERSITY COLLEGE LONDON EXAMINATION FOR INTERNAL STUDENTS UNIVERSITY COLLEGE LONDON University of London EXAMINATION FOR INTERNAL STUDENTS For the following qualifications :- B.A. Italian X255: Issues in Italian Syntax COURSE CODE : ITALX255 UNIT VALUE : 0.50

More information

Appendix to Chapter 3 Clitics

Appendix to Chapter 3 Clitics Appendix to Chapter 3 Clitics 1 Clitics and the EPP The analysis of LOC as a clitic has two advantages: it makes it natural to assume that LOC bears a D-feature (clitics are Ds), and it provides an independent

More information

Lesson 201: Use of il quale

Lesson 201: Use of il quale Lesson 201: Use of il quale by Keith A Preble, info@ilgur.com Il quale can be used as a relative pronoun when it is combined with the definite article, il, la, i, le or when it is articulated with a simple

More information

Extended Projections of Adjectives and Comparative Deletion

Extended Projections of Adjectives and Comparative Deletion Julia Bacskai-Atkari 25th Scandinavian Conference University of Potsdam (SFB-632) in Linguistics (SCL-25) julia.bacskai-atkari@uni-potsdam.de Reykjavík, 13 15 May 2013 0. Introduction Extended Projections

More information

Structure of Clauses. March 9, 2004

Structure of Clauses. March 9, 2004 Structure of Clauses March 9, 2004 Preview Comments on HW 6 Schedule review session Finite and non-finite clauses Constituent structure of clauses Structure of Main Clauses Discuss HW #7 Course Evals Comments

More information

Constraints in Phrase Structure Grammar

Constraints in Phrase Structure Grammar Constraints in Phrase Structure Grammar Phrase Structure Grammar no movement, no transformations, context-free rules X/Y = X is a category which dominates a missing category Y Let G be the set of basic

More information

IP PATTERNS OF MOVEMENTS IN VSO TYPOLOGY: THE CASE OF ARABIC

IP PATTERNS OF MOVEMENTS IN VSO TYPOLOGY: THE CASE OF ARABIC The Buckingham Journal of Language and Linguistics 2013 Volume 6 pp 15-25 ABSTRACT IP PATTERNS OF MOVEMENTS IN VSO TYPOLOGY: THE CASE OF ARABIC C. Belkacemi Manchester Metropolitan University The aim of

More information

Cross-linguistic differences in the interpretation of sentences with more than one QP: German (Frey 1993) and Hungarian (É Kiss 1991)

Cross-linguistic differences in the interpretation of sentences with more than one QP: German (Frey 1993) and Hungarian (É Kiss 1991) Cross-linguistic differences in the interpretation of sentences with more than one QP: German (Frey 1993) and Hungarian (É Kiss 1991) 1. Quantifier Scope in English (May 1977, 1985) Predictions of May

More information

The Italian left periphery: A view from locality

The Italian left periphery: A view from locality The Italian left periphery: A view from locality Klaus Abels University College London k.abels@ucl.ac.uk 9th March 2010 Draft 1.0 Comments welcome Abstract In this paper I discuss the interaction of locality

More information

5 Modularity and Chinese A-not-A Questions *

5 Modularity and Chinese A-not-A Questions * 5 Modularity and Chinese A-not-A Questions * 1 INTRODUCTION In theoretical linguistics, a common type of explanation takes the form of a proposal that ties together observed similar phenomena whose relatedness

More information

ELLIPSIS AND REPAIR EFFECTS * Seichi Sugawa Nanzan University and Nagoya Gakuin University

ELLIPSIS AND REPAIR EFFECTS * Seichi Sugawa Nanzan University and Nagoya Gakuin University ELLIPSIS AND REPAIR EFFECTS * Seichi Sugawa Nanzan University and Nagoya Gakuin University 1. Introduction It has been observed since Ross (1969) that sluicing shows the effects of island repair. More

More information

Extraposition, the Right Roof Constraint, Result Clauses, Relative Clause Extraposition, and PP Extraposition

Extraposition, the Right Roof Constraint, Result Clauses, Relative Clause Extraposition, and PP Extraposition Extraposition, the Right Roof Constraint, Result Clauses, Relative Clause Extraposition, and PP Extraposition Mark R. Baltin revised version to appear in The Syntax Companion New York University First

More information

University of London. For The Following Qualification:-

University of London. For The Following Qualification:- ., UNIVERSITY COLLEGE LONDON University of London EXAMINATION FOR INTERNAL STUDENTS For The Following Qualification:- B.A. Italian X255: Issues in Italian Syntax COURSE CODE : ITALX255 UNIT VALUE : 0.50

More information

Superiority: Syntax or Semantics? Düsseldorf Jul02. Jill devilliers, Tom Roeper, Jürgen Weissenborn Smith,Umass,Potsdam

Superiority: Syntax or Semantics? Düsseldorf Jul02. Jill devilliers, Tom Roeper, Jürgen Weissenborn Smith,Umass,Potsdam Superiority: Syntax or Semantics? Düsseldorf Jul02 Jill devilliers, Tom Roeper, Jürgen Weissenborn Smith,Umass,Potsdam Introduction I. Question: When does a child know the grammaticality difference between

More information

Sample Test Questions

Sample Test Questions Section 1 Sample Test Questions 2. Look at the picture marked 2. The first section of the SLEP test measures ability to understand spoken English and is 35-40 minutes long. It is divided into four parts,

More information

Wh-in-Situ and the Spanish DP: Movement or No Movement? Lara Reglero and Emma Ticio. 1 Introduction. 2 Two Theories of Wh-in-Situ

Wh-in-Situ and the Spanish DP: Movement or No Movement? Lara Reglero and Emma Ticio. 1 Introduction. 2 Two Theories of Wh-in-Situ 1 Introduction Wh-in-Situ and the Spanish DP: Movement or No Movement? Lara Reglero and Emma Ticio Two main theories compete to analyze wh-in-situ constructions in the Spanish clause: The movement approach

More information

Overt quantifier raising of Neg-wh-quantifiers in Cantonese

Overt quantifier raising of Neg-wh-quantifiers in Cantonese Overt quantifier raising of Neg-wh-quantifiers in Cantonese Man-Ki Theodora Lee University of York This paper reports the overt quantifier raising phenomenon in Cantonese, particularly to non-existential

More information

Italiano Lezione uno Italian Lesson one

Italiano Lezione uno Italian Lesson one Italiano Lezione uno Italian Lesson one Listen to the following conversation: Male: Ciao, parli inglese? Female: Sì, parlo un po di inglese. Male: Parla italiano? Female: Chi? Io? Male: No, non tu, lei.

More information

A (Covert) Long Distance Anaphor in English

A (Covert) Long Distance Anaphor in English A (Covert) Long Distance Anaphor in English Christopher Kennedy and Jeffrey Lidz Northwestern University 1. Introduction The empirical focus of this paper is the distribution of strict and sloppy interpretations

More information

Against Optional and Null Clitics. Right Dislocation vs. Marginalization *

Against Optional and Null Clitics. Right Dislocation vs. Marginalization * to appear in Studia Linguistica Against Optional and Null Clitics. Right Dislocation vs. Marginalization * Anna Cardinaletti SSLMIT University of Bologna This paper contains a discussion of (Italian) Right

More information

Non-nominal Which-Relatives

Non-nominal Which-Relatives Non-nominal Which-Relatives Doug Arnold, Robert D. Borsley University of Essex The properties of non-restrictive relatives All non-restrictive relative clauses include a wh-word. There are no that or zero

More information

The Comparative Construction and the Wh-Movement. Wei-wen Liao National Tsing Hua University

The Comparative Construction and the Wh-Movement. Wei-wen Liao National Tsing Hua University The Comparative Construction and the Wh-Movement Wei-wen Liao National Tsing Hua University 1. Introduction Studies of the syntax of the comparative construction generally focuses on three aspects (cf.

More information

1 Relative clauses. CAS LX 500 Topics: Language Universals Fall 2010, September 23. 4b. The NPAH

1 Relative clauses. CAS LX 500 Topics: Language Universals Fall 2010, September 23. 4b. The NPAH CAS LX 500 Topics: Language Universals Fall 2010, September 23 4b. The NPAH 1 Relative clauses The formation of relative clauses A relative clause is something like a wh-question attached to a noun and

More information

Estudios de Asia y Africa Idiomas Modernas I What you should have learnt from Face2Face

Estudios de Asia y Africa Idiomas Modernas I What you should have learnt from Face2Face Estudios de Asia y Africa Idiomas Modernas I What you should have learnt from Face2Face 1A Question Forms 1.1 Yes-No Questions 1. If the first verb is an auxiliary verb, just move it in front of the Subject:

More information

What VP Ellipsis Can Do, and What it Can t, but not Why *

What VP Ellipsis Can Do, and What it Can t, but not Why * What VP Ellipsis Can Do, and What it Can t, but not Why * Kyle Johnson University of Massachusetts Amherst VP Ellipsis is the name given to instances of anaphora in which a missing predicate, like that

More information

CAS LX 500 A1 Language Acquisition

CAS LX 500 A1 Language Acquisition CAS LX 500 A1 Language Acquisition Week 4a. Root infinitives, null subjects and the UCC Root infinitives vs. time Here are those Danish graphs again. Ooo. Consistent. Syntax at age two Root infinitives

More information

19. Morphosyntax in L2A

19. Morphosyntax in L2A Spring 2012, April 5 Missing morphology Variability in acquisition Morphology and functional structure Morphosyntax in acquisition In L1A, we observe that kids don t always provide all the morphology that

More information

The Syntax of Predicate Logic

The Syntax of Predicate Logic The Syntax of Predicate Logic LX 502 Semantics I October 11, 2008 1. Below the Sentence-Level In Propositional Logic, atomic propositions correspond to simple sentences in the object language. Since atomic

More information

Psych Verbs and Unaccusativity

Psych Verbs and Unaccusativity Psych Verbs and Unaccusativity Idan Landau (1) Class I: Exp NOM Th ACC a. Gianni teme questo Gianni fears this Class II: Th NOM Exp ACC b. Questo preoccupare Gianni this worries Gianni Class III: Th NOM

More information

United Church of God An International Association. Level 2 Unit 4 Week 4 EIGHTH COMMANDMENT AND TENTH COMMANDMENT

United Church of God An International Association. Level 2 Unit 4 Week 4 EIGHTH COMMANDMENT AND TENTH COMMANDMENT United Church of God An International Association SABBATH S CHOOL Preteen Sabbath Instruction Program Teacher s Outline Level 2 Unit 4 Week 4 EIGHTH COMMANDMENT AND TENTH COMMANDMENT OBJECTIVE: To show

More information

Double Genitives in English

Double Genitives in English Karlos Arregui-Urbina Department Linguistics and Philosophy MIT 1. Introduction Double Genitives in English MIT, 29 January 1998 Double genitives are postnominal genitive phrases which are marked with

More information

Jesus Makes Breakfast (The Reconciliation of Peter)

Jesus Makes Breakfast (The Reconciliation of Peter) Jesus Makes Breakfast (The Reconciliation of Peter) Teacher Pep Talk: Sometimes we sin. That s it. We sin and that sin separates us from God, who loves us. When Peter denied Christ three times, you would

More information

California Treasures High-Frequency Words Scope and Sequence K-3

California Treasures High-Frequency Words Scope and Sequence K-3 California Treasures High-Frequency Words Scope and Sequence K-3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English

More information

How To Distinguish Between Extract From Extraposition From Extract

How To Distinguish Between Extract From Extraposition From Extract PP EXTRAPOSITION FROM NP IN DUTCH C. Jan-Wouter Zwart 1990 0. Summary* Movement to the right is very different from movement to the left. Whereas Wh-movement (extraction) of NP internal PPs is severely

More information

THERE ARE SEVERAL KINDS OF PRONOUNS:

THERE ARE SEVERAL KINDS OF PRONOUNS: PRONOUNS WHAT IS A PRONOUN? A Pronoun is a word used in place of a noun or of more than one noun. Example: The high school graduate accepted the diploma proudly. She had worked hard for it. The pronoun

More information

Norbert Hornstein (University of Maryland)

Norbert Hornstein (University of Maryland) Norbert Hornstein (University of Maryland) 1. Strengths and Weaknesses: Intellectually, contemporary Generative Grammar (GG) is unbelievably healthy. Due to the work in the mid to late 20 th century, GG

More information

What s in an island? HANS VAN DE KOOT & ERIC MATHIEU. Abstract. 1 Introduction

What s in an island? HANS VAN DE KOOT & ERIC MATHIEU. Abstract. 1 Introduction What s in an island? HANS VAN DE KOOT & ERIC MATHIEU Abstract The primary aim of this paper is to argue that a unified approach to strong and weak islands is misguided: strong and weak islands are different

More information

Self-Acceptance. A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3. Grade Level: Third grade

Self-Acceptance. A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3. Grade Level: Third grade Self-Acceptance A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3 This Book Kit was planned by Lindsay N. Graham Grade Level: Third grade Characteristic Trait: Self Acceptance

More information

Grammar Unit: Pronouns

Grammar Unit: Pronouns Name: Miss Phillips Period: Grammar Unit: Pronouns Unit Objectives: 1. Students will identify personal, indefinite, and possessive pronouns and recognize antecedents of pronouns. 2. Students will demonstrate

More information

IS IT A SIN TO GAMBLE? Colossians 3:1-7

IS IT A SIN TO GAMBLE? Colossians 3:1-7 Introduction: IS IT A SIN TO GAMBLE? Colossians 3:1-7 1.! Andrew J. Whitaker, Jr., a 55 year old president of a construction! company, won $315,000,000 in the Powerball jackpot in 2002.! a.! I saw Mr.

More information

Phrase Structure Rules, Tree Rewriting, and other sources of Recursion Structure within the NP

Phrase Structure Rules, Tree Rewriting, and other sources of Recursion Structure within the NP Introduction to Transformational Grammar, LINGUIST 601 September 14, 2006 Phrase Structure Rules, Tree Rewriting, and other sources of Recursion Structure within the 1 Trees (1) a tree for the brown fox

More information

2. SEMANTIC RELATIONS

2. SEMANTIC RELATIONS 2. SEMANTIC RELATIONS 2.0 Review: meaning, sense, reference A word has meaning by having both sense and reference. Sense: Word meaning: = concept Sentence meaning: = proposition (1) a. The man kissed the

More information

VBM-ADX40 Method. (Wilder, J. Welles from Technical Analysis of Stocks and Commodities, February 1986.)

VBM-ADX40 Method. (Wilder, J. Welles from Technical Analysis of Stocks and Commodities, February 1986.) VBM-ADX40 Method " I ve found that the most important thing in trading is always doing the right thing, whether or not you win or lose this is market savvy money management... I would go so far as to say

More information

English Grammar Passive Voice and Other Items

English Grammar Passive Voice and Other Items English Grammar Passive Voice and Other Items In this unit we will finish our look at English grammar. Please be aware that you will have only covered the essential basic grammar that is commonly taught

More information

DEFINITION OF CLAUSE AND PHRASE:

DEFINITION OF CLAUSE AND PHRASE: 1 PHRASE vs. CLAUSE In order to punctuate sentences correctly and avoid fragments, we need to know the difference between two kinds of word groups: phrases and clauses. We can see the difference in the

More information

2011-2012 PRESCHOOL WORSHIP SONGS

2011-2012 PRESCHOOL WORSHIP SONGS 2011-2012 PRESCHOOL WORSHIP SONGS ALL MY HEART I wanna love you, God With all my heart With all my heart I wanna love you, God with all my heart (whistling) I wanna love you, God Like Jesus did Like Jesus

More information

LESSON TITLE: The Great Commandment. THEME: Love is the fulfillment of the Law. SCRIPTURE: Mark 12:28-34 CHILDREN S DEVOTIONS FOR THE WEEK OF:

LESSON TITLE: The Great Commandment. THEME: Love is the fulfillment of the Law. SCRIPTURE: Mark 12:28-34 CHILDREN S DEVOTIONS FOR THE WEEK OF: Devotion NT264 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Great Commandment THEME: Love is the fulfillment of the Law. SCRIPTURE: Mark 12:28-34 Dear Parents Welcome to Bible Time for Kids.

More information

EKOLA Junior High School Bilingual Programme Entrance Test (1h15) Sample Paper. Result:

EKOLA Junior High School Bilingual Programme Entrance Test (1h15) Sample Paper. Result: EKOLA Junior High School Bilingual Programme Entrance Test (1h15) Sample Paper Name: Result: Task 1 Which notice says what? For questions 1 5, match the correct letter A H. 1. You do not have to pay extra

More information

Ling 201 Syntax 1. Jirka Hana April 10, 2006

Ling 201 Syntax 1. Jirka Hana April 10, 2006 Overview of topics What is Syntax? Word Classes What to remember and understand: Ling 201 Syntax 1 Jirka Hana April 10, 2006 Syntax, difference between syntax and semantics, open/closed class words, all

More information

1 I... swim well when I was very young. A can B could C knew. 3 What... on Sundays? A does Mary usually do B does Mary usually

1 I... swim well when I was very young. A can B could C knew. 3 What... on Sundays? A does Mary usually do B does Mary usually Test 2A 1 I... swim well when I was very young. A can B could C knew 2 When I got... I had a bath. A home B at home C to home 3 What... on Sundays? A does Mary usually do B does Mary usually C usually

More information

WILL WE BE MARRIED IN THE LIFE AFTER DEATH?

WILL WE BE MARRIED IN THE LIFE AFTER DEATH? Explanatory Notes: WILL WE BE MARRIED IN THE LIFE AFTER DEATH? Series title: Topic: Marriage in heaven / heaven as a marriage Table of Contents: Message 1: What is the Life after Death Like? p. 1 Message

More information

7.5 Emphatic Verb Tense

7.5 Emphatic Verb Tense Chapter 7 Verb Usage 211 7.5 Emphatic Verb Tense The emphatic tenses of a verb are used to add emphasis. In addition, the emphatic tense can be used with the word not in negative sentences and to form

More information

Italian Lesson B Copyright 2011 StoryTime Language

Italian Lesson B Copyright 2011 StoryTime Language Italian Lesson B Welcome to Lesson B of Story Time for Italian Story Time is a program designed for students who have already taken high school or college courses or students who have completed other language

More information

Placement Test. It is designed to enable us to place you in a class at the right level for you.

Placement Test. It is designed to enable us to place you in a class at the right level for you. Placement Test Date / / Name Nationality This placement test contains 50 multiple-choice questions for you to answer, and 3 writing questions. Please write a few sentences for each writing question. It

More information

LESSON TITLE: Spiritual Gifts. THEME: God gives us all different gifts to serve Him and to serve others! SCRIPTURE: 1 Corinthians 12:1-31; 14:1-40

LESSON TITLE: Spiritual Gifts. THEME: God gives us all different gifts to serve Him and to serve others! SCRIPTURE: 1 Corinthians 12:1-31; 14:1-40 Devotion NT319 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Spiritual Gifts THEME: God gives us all different gifts to serve Him and to serve others! SCRIPTURE: 1 Corinthians 12:1-31; 14:1-40 Dear

More information

The Birth of Jesus Foretold

The Birth of Jesus Foretold GOSPEL STORY CURRICULUM (NT) PRESCHOOL LESSON 1 The Birth of Jesus Foretold LUKE 1:26 38 BIBLE TRUTH THE BABY TO BE BORN TO MARY WOULD BE THE SAVIOR OF THE WORLD l e s s o n snapshot 1. OPENING ACTIVITY

More information

WELCOME TO GOD S FAMILY

WELCOME TO GOD S FAMILY WELCOME TO GOD S FAMILY To all who received him, to those who believed in his name, he gave the right to become children of God children born not of natural descent, nor of human decision or a husband

More information

Jesus Appears to His Disciples (Doubting Thomas)

Jesus Appears to His Disciples (Doubting Thomas) Jesus Appears to His Disciples (Doubting Thomas) Teacher Pep Talk: It is easy, perhaps, to think less of the Disciple named Thomas. When we hear of him, we often think of the well-known phrase Doubting

More information

LESSON TITLE: Jesus Visits Mary and Martha THEME: Jesus wants us to spend time with \ Him. SCRIPTURE: Luke 10:38-42

LESSON TITLE: Jesus Visits Mary and Martha THEME: Jesus wants us to spend time with \ Him. SCRIPTURE: Luke 10:38-42 Devotion NT249 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Jesus Visits Mary and Martha THEME: Jesus wants us to spend time with \ Him. SCRIPTURE: Luke 10:38-42 Dear Parents Welcome to Bible Time

More information

Parable of The Prodigal Son

Parable of The Prodigal Son Parable of The Prodigal Son Teacher Pep Talk: Children need to know that they are loved unconditionally. In fact, we all need to know it! In the Parable of the Prodigal Son, Jesus assures us that God will

More information

Murder in the classroom: Teacher s notes

Murder in the classroom: Teacher s notes Murder in the classroom: Teacher s notes Skills: Reading, speaking, listening Grammar: Past tenses, past continuous action interrupted by a past simple action. Level: Pre-intermediate + Age group: Teens/young

More information

Right Node Raising and the LCA

Right Node Raising and the LCA 1 Right Node Raising and the LCA CHRIS WILDER 1 Constituent sharing in coordination In (1), a typical right node raising (RNR) sentence, the object the book is a constituent shared by the verbs of both

More information

SENTENCE PUZZLE RACE. by Zoltan Golcz

SENTENCE PUZZLE RACE. by Zoltan Golcz SENTENCE PUZZLE RACE by Zoltan Golcz Teacher s Notes Level: absolute beginners (can be adapted to suit any levels) Aim: revise vocabulary, word order and sentence structures (+,-,?) Grouping: pair work/teams

More information

That spring, the sun shone every day. I was lonely at first in

That spring, the sun shone every day. I was lonely at first in 1 Tom and Daisy That spring, the sun shone every day. I was lonely at first in the East. But I felt that this was the real beginning of my life. I walked in the fresh air. I bought books. I worked hard.

More information

Constituency. The basic units of sentence structure

Constituency. The basic units of sentence structure Constituency The basic units of sentence structure Meaning of a sentence is more than the sum of its words. Meaning of a sentence is more than the sum of its words. a. The puppy hit the rock Meaning of

More information

Hadn t he been there before?

Hadn t he been there before? Past perfect simple Forma affermativa sogg. + had ( d) + participio passato interrogativa had + sogg. + participio passato? negativa sogg. + had not (hadn t) + participio passato interrogativo-negativa

More information

THEME: God tells us how we can be leaders in His church.

THEME: God tells us how we can be leaders in His church. Devotion NT338 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: So You Want to Be a Leader? THEME: God tells us how we can be leaders in His church. SCRIPTURE: 1 Timothy 3:1-16 Dear Parents Welcome

More information

Italiano Lezione tre Italian Lesson three

Italiano Lezione tre Italian Lesson three Italiano Lezione tre Italian Lesson three Instructor: Let s review. In the following exercise you will play the role of the male speaker ONLY. Be sure to make your response BEFORE the male speaker and

More information

RELATIVE CLAUSES PRACTICE

RELATIVE CLAUSES PRACTICE RELATIVE CLAUSES PRACTICE I. INTRODUCTION CLAUSE: A clause is a group of words containing a subject and a verb. INDEPENDENT CLAUSE: An independent clause is a complete sentence. It contains the main subject

More information

Chunking? Sounds like psychobabble!

Chunking? Sounds like psychobabble! Chunking? Sounds like psychobabble! By Sarah Frossell Published in Rapport Magazine Winter 1998 So much of the business world depends on the fast, free flow of information but does the unit size the information

More information

LESSON TITLE: Parable of the Workers in the Vineyard

LESSON TITLE: Parable of the Workers in the Vineyard Devotion NT255 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Parable of the Workers in the Vineyard THEME: God is more concerned with our heart s attitude than our service. SCRIPTURE: Matthew 20:1-16

More information

1. This question paper consists of TWO sections: QUESTION 1: Comprehension (20) QUESTION 2: Language (10) QUESTION 3: Multiple Choice Questions (50)

1. This question paper consists of TWO sections: QUESTION 1: Comprehension (20) QUESTION 2: Language (10) QUESTION 3: Multiple Choice Questions (50) CAMI Education (Pty) Ltd Reg. No. 1996/017609/07 CAMI House Fir Drive, Northcliff P.O. Box 1260 CRESTA, 2118 Tel: +27 (11) 476-2020 Fax : 086 601 4400 web: www.camiweb.com e-mail: info@camiweb.com ENGLISH

More information

The Trinity is a mystery. Even great theologians don t completely understand it, and some scholars spend their whole lives studying it.

The Trinity is a mystery. Even great theologians don t completely understand it, and some scholars spend their whole lives studying it. Holy Trinity Sunday In the name of the Father, Son, and Holy Spirit Mathew 28:16-20 Sometimes when I m leading chapel for our preschoolers, I ask a question like: Who was born in Bethlehem? And one of

More information

THEME: We should take every opportunity to tell others about Jesus.

THEME: We should take every opportunity to tell others about Jesus. Devotion NT307 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Paul Goes Before Agrippa THEME: We should take every opportunity to tell others about Jesus. SCRIPTURE: Acts 25:13 26:32 Dear Parents

More information

DIRECT AND INDIRECT SPEECH

DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH When the actual words of the speaker are reproduced, it is called direct speech. Example: He said, I am going to school. When the main idea of a speaker s words is reported by

More information

HOW TO WRITE A FILM ESSAY

HOW TO WRITE A FILM ESSAY HOW TO WRITE A FILM ESSAY Introduction Paragraph State the title and director of the film. Use words from the question to outline the topic of the essay. State the three points you will make in the main

More information

Why Can t We All Just Get Along?

Why Can t We All Just Get Along? Why Can t We All Just Get Along? Why Can t We All Just Get Along? Key Faith Foundation: God s Plan for Handling Family Conflict Key Scriptures: Genesis 4:1-12; Psalm 133; Colossians 3:12-15 Bible basis

More information

SAMPLE SIZE CONSIDERATIONS

SAMPLE SIZE CONSIDERATIONS SAMPLE SIZE CONSIDERATIONS Learning Objectives Understand the critical role having the right sample size has on an analysis or study. Know how to determine the correct sample size for a specific study.

More information

Mustard Seed Children s Lesson Summary for August15, 2010 Released on Wednesday, August 11, 2010. Look Ahead

Mustard Seed Children s Lesson Summary for August15, 2010 Released on Wednesday, August 11, 2010. Look Ahead Mustard Seed Children s Lesson Summary for August15, 2010 Released on Wednesday, August 11, 2010 Look Ahead Lesson Text: Philippians 3:7-16 Background Scripture: Philippians 3:1-4:1 Memory Verse:"I press

More information

The Fruit of the Spirit is Love

The Fruit of the Spirit is Love The Fruit of the Spirit is Love Pre-Session Warm Up (Galatians 5:22-23) Today we are going to learn more about the fruit of the Spirit called, Love. What do you think of when you hear the word love? A

More information

This paper examines production of complex, noncanonical sentences

This paper examines production of complex, noncanonical sentences 228 JSLHR, Volume 40, 228 244, April 1997 Training and Generalized Production of wh- and NP-Movement Structures in Agrammatic Aphasia Cynthia K. Thompson Department of Communication Sciences and Disorders

More information

Prepare ahead of time for kindergarten 1st grade Small Groups this session:

Prepare ahead of time for kindergarten 1st grade Small Groups this session: 1 Small Group, K-1 Bible Story: Paul s Conversion Acts 1-3; 9:1-9 Bottom Line: If you want to know who God is, find out more about Jesus. Memory Verse: When you walk, nothing will slow you down. When you

More information

SALE TODAY All toys half price

SALE TODAY All toys half price Name: Class: Date: KET Practice PET TestPractice Reading Test and Reading Writing KET PET Part 1 Questions 1 5 Which notice (A H) says this (1 5)? For Questions 1 5 mark the correct letter A H on your

More information

Tommy Tales. the Jungle BOOK 28

Tommy Tales. the Jungle BOOK 28 E W E B O O K S Tommy Tales are downloadable and printable books only available on the Internet from the following Web sites: www.learningpage.com www.readinga-z.com BOOK 28 Tommy in the Jungle E W E B

More information

Pronouns. Their different types and roles. Devised by Jo Killmister, Skills Enhancement Program, Newcastle Business School

Pronouns. Their different types and roles. Devised by Jo Killmister, Skills Enhancement Program, Newcastle Business School Pronouns Their different types and roles Definition and role of pronouns Definition of a pronoun: a pronoun is a word that replaces a noun or noun phrase. If we only used nouns to refer to people, animals

More information

Simple, Compound, Complex and Compound-Complex Sentences

Simple, Compound, Complex and Compound-Complex Sentences Simple, Compound, Complex and Compound-Complex Sentences Simple Sentences Simple sentences contain a subject and a verb, AND they are one complete thought. You may notice that this is the EXACT definition

More information

Phonics. High Frequency Words P.008. Objective The student will read high frequency words.

Phonics. High Frequency Words P.008. Objective The student will read high frequency words. P.008 Jumping Words Objective The student will read high frequency words. Materials High frequency words (P.HFW.005 - P.HFW.064) Choose target words. Checkerboard and checkers (Activity Master P.008.AM1a

More information

9 Days of Revolutionary Prayer for Your Girl

9 Days of Revolutionary Prayer for Your Girl 9 Days of Revolutionary Prayer for Your Girl Day 1: He Wants Her Welcome to 9 Days of Revolutionary Prayer for Your Girl your daughter, or the girl you are seeking to mentor. Each day of prayer coincides

More information

What did Eri s brass band do in the park last fall? Her brass band there last fall.

What did Eri s brass band do in the park last fall? Her brass band there last fall. 28 60 Sunny. Cloudy and cold. On Saturday morning. On Sunday morning. A red hat and a white bag. A red bag and a white hat. Rainy. Cloudy and warm. On Saturday afternoon. On Sunday afternoon. A blue bag

More information

Note: These activities are suitable for students who don t know a lot (possibly nothing at all) about Shakespeare s writing.

Note: These activities are suitable for students who don t know a lot (possibly nothing at all) about Shakespeare s writing. Shakespeare Teacher s notes Level: Topic: Subject(s): Time (approx): Preparation: Lower Intermediate (and above) Shakespeare Literature and History Activity 1: 15-20 minutes Activity 2: 10 minutes Activity

More information

Chapter One Love Is the Foundation. For Group Discussion. Notes

Chapter One Love Is the Foundation. For Group Discussion. Notes Group Study Guide How can you learn to speak each of the fi ve love languages with your children and fi ll their love tank? This interactive guide includes study questions and exercises for you, for your

More information

NOTES to accompany Powerpoint presentation

NOTES to accompany Powerpoint presentation Meaningful Chocolate 2014 Resources for Advent Assembly Title 5: A family Christmas KS1-2 NOTES to accompany Powerpoint presentation Assembly 5: A family Christmas KS1-2 1 Aim: To review the different

More information

Sunflowers. Name. Level and grade. PrimaryTools.co.uk

Sunflowers. Name. Level and grade. PrimaryTools.co.uk Sunflowers Name Score Level and grade 2012 Contents Billy s Sunflower... 3 A story by Nicola Moon So Many Sunflowers!... 14 Vincent Van Gogh... 15 Information about the artist Making a Paper Sunflower...

More information

The Problem of the "Rod" and the "Root of Jesse" in Isaiah 11

The Problem of the Rod and the Root of Jesse in Isaiah 11 CHAPTER XXV The Problem of the "Rod" and the "Root of Jesse" in Isaiah 11 When the Angel Moroni appeared to the Prophet Joseph Smith on the evening of September 21, 1823, he quoted the eleventh chapter

More information

BEFORE THE ROOSTER CROWS

BEFORE THE ROOSTER CROWS BOOK 3, PART I, LESSON 5 BEFORE THE ROOSTER CROWS THE BIBLE: Luke 22:54-62 THEME: We remember that Jesus taught about love and showed love in everything he did. During Lent and Easter we remember and celebrate

More information

PHASING OUT PHASES AND RE-RELATIVIZING RELATIVIZED MINIMALITY

PHASING OUT PHASES AND RE-RELATIVIZING RELATIVIZED MINIMALITY c a m b r i d g e o c c a s i o n a l pa p e r s in l i n g u i s t i c s C O P i L Volume 6, Article 4: 95 129, 2012 ISSN 2050-5949 PHASING OUT PHASES AND RE-RELATIVIZING RELATIVIZED MINIMALITY j o h

More information

Implicit Arguments. Rajesh Bhatt, Roumyana Pancheva bhatt@cs.utexas.edu, pancheva@usc.edu

Implicit Arguments. Rajesh Bhatt, Roumyana Pancheva bhatt@cs.utexas.edu, pancheva@usc.edu Implicit Arguments Rajesh Bhatt, Roumyana Pancheva bhatt@cs.utexas.edu, pancheva@usc.edu 1 Overview Reference to non-overt arguments has been made in the description of a wide range of syntactic phenomena.

More information