陈新仁英语语法实用教程课后答案

Unit 1
Check your understanding
1. F
2. F
3. F
4. T
In-Class Activities
1. (1) No. Since the foreign language learners don’t have the same linguistic
environment as the native speakers do, they cannot develop their language awareness or intuition as the latter. L2 acquisitional and pedagogical experience has proved that teaching L2 grammar can facilitate and accelerate L2 learning.
Thus, it is necessary for the learners to grasp the grammar if they want to learn English well.
(2) A good mastery of gra mmar doesn’t necessarily mean that the learner is
competent enough to make use of the knowledge to effectively express themselves. Also, after learning L2 grammar, L2 learners persist in making grammatical errors.
(3) Sheer grammatical knowledge without practicing is not sufficient. L1 grammar
affects the use of L2 grammar.
(4) Open.
2. (1) Partly true. The different grammatical rules between Chinese and English make
it difficult for learners because the interference of the first language may cause troubles for L2 learners.
(2) Yes. For example, usually, both English and Chinese sentences are generally
composed of a subject, a predicate and an object. The attribute modifies nouns, and the adverbial modifier modifies verbs or adverbs.
(3) There seems to be too many exceptions to the grammatical rules in English.
[Open to other factors]
(4) Open.
3. (1) I.
(2) For instance: Jack is taller than me.
Who will you meet this Friday?
4. (1) “please” should be followed by an imperative sentence.
“Invest here. Because your money wants to do more than bank” should be “Invest here because your money wants to do more than the bank (does)." (2) For the former case, one can be economical of words; for the latter case, one
can be emphatic by making “because …” salient.
5. (1)“whos”, “ams”, “a grown-up i & you- ful”, “known who and who”, etc. are
ungrammatical.
(2) Many readers would like the childishness and the playful use of pronouns.
Probably, the poet may express his recall of and love for the youth and
childhood.
6. (1) Formal structures:
The publishing of the book brought him tremendous popularity
Could it possible for you to hand me the pen?
Standing on the top of the mountain, I could see the entire city below.
Informal structures:
The book was published and made him very popular.
Give me a pen .
I stood on the top of the mountain and could see the city all over.
(2) Open.
Post-Class Tasks
1. a. a set of rules for good use of the language (usu. taught to students);
b. a set of rules as shown by native speakers in their use of the language;
c. implicit knowledge that enables one to produce and understand sentences;
d. theoretical construct of rules as found universal to all natural languages.
2. Grammaticality is a relative or fuzzy term. Even among native speakers, there may be disagreement on the grammaticality of some sentences. Sometimes, therefore, we use “acceptability”to describe the well-formedness of a sentence. Some sentences may be more acceptable than others; a sentence may be more acceptable to some people than to others. The following two sentences may be good examples: Usedn’t he to smoke?
She’s gonna visit us tomorrow.
3. Because appropriateness of grammar is part of what we communicate in real life. For instance, the more formal, the greater social distance.
4. No business too small, no problem too big.
Impossible made possible.
Every time a good time.
Check your understanding
1. True.
2. Not exactly. The subject complement may include both the predicative and the complement that is not the predicative, as in He fell down dead.
3. True.
4. True.
5. False. For instance, the object cannot be positioned between the subject and the predicator verb in English.
In-class activities:
1. (1) Picture 1: By the use of the capitalized NOT, one can alert visitors to the need to
buy tickets.
Picture 2: By responding to the presupposition that some may belittle the card, one can be emphatic in promoting the sale of the card.
Picture 3: By saying “not … as usual”, one may distinguish oneself from other business magazines.
(2) Ways of sentence-negation are various: the employment of “not” following
auxiliary; No+verb+ing（adverbial）; the use of negative frequency adverbials (seldom, by no means, etc..); the combined use of negative adverbials with inversion, etc.
(3) not … at all; inversion + negation
not … the least … / not … a damn / never in my life …
2. (1) The com mon structure is “Subject + (auxiliary+) be +V-ed (past participle).
“Subject + (auxiliary+) get +V-ed (past participle)
(2) We prohibit interfering with security personnel or procedures in any manner.
Only authorized airport personnel may operate this elevator.
We appreciate your comments on this exhibition.
(3) They are usually used in the following situations or for the following reasons:
a. the agent of the action in question is unknown or unnecessary to tell;
b. the patient or the target of the action is the focus of the topic;
c. the unwillingness to define the agent out of inconvenience, politeness or
courtesy, etc.
d. a consideration of sentence development for coherence sak
e.
Besides, the choices of passives should also take into consideration the stylistic differences. Passive-voice sentences are usually formal than their corresponding active-voice sentences.
3. (1) Yes, “offer” and “prepare” respectively, for example.
(2) We say “provide/supply sth. to sb.” or “provide/supply sb. with sth.” Chinese
students make such mistakes because they assume that “supply” and “provide”
Check your understanding
1. T
2. F [not complete; they are also functionally different.]
3. T [imperatives are also used to give invitations, for instance.]
4. F [questions may take the form of statements plus a question mark.]
In-Class Activities
1. (1) A1: ask about Jack’s identity, profession, etc.
A2: inquire B whether B knows Jack or not.
A3: ask about the reason (why Jack got involved) .
A4: inquire whether we can ask Jack for help with the case.
A5: inquire about Jack’s cooking skill.
A6: Ask for advice or permission to invite Jack to prepare the dinner.
(2) B 1: inform A of Jack’s identity, profession, etc.
2: confirm an indirect positive answer (that B knows Jack).
3: give an explanation.
4: confirm an indirect positive answer (that we can ask Jack for help).
5: give the reason for a negative answer (that Jack can’t cook well).
6: give the reason for a refusal (to ask Jack to prepare the dinner).
2. (1) simple questions (or Yes-No questions): Q2,4,6,7,10,11,12,15,16,17;
special questions (or Wh-questions): Q1,3,5,8,9,13,14;
(2) request for information: Q3,5,8,13
invitation to action: Q1,2
seek confirmation: Q4,6,10,11,12,14,15,16,17
give criticism: Q7
ask for repetition: Q9
3. (1) Simple questions.
(2) The use of simple questions here imposes a yes or no answer on the addressee.
In the context, the addressee actually has no choice between yes and no.
4. (1) Simple questions with rhetorical purposes.
(2) The first 2 are eye-catching, fascinating and attractive. The questions arouse the
strong interests of the potential customers in the products advertised by appearing to be considerate and empathetic. The last one is rhetorical for being emphatic.
5. (1) Invitation for action; prohibition; command for action; make a requirement.
(2) Yes. The use of please in the first case is the most polite. Also compare:
Please do not smoke here.
Do not smoke, please.
Check your understanding
1. F
2. F “们”
3. R
4. F For a subject singular in number and in the third person, the main verb in the
present tense is also marked.
5. F “just” as an adjective, for example, takes “more” and “most”.
In-Class Activities
1. (1) Group f.
These nouns take the same form whether they refer to single persons or a
group of people.
(2) Group c.
(3) Groups b and f.
(4) Group d, e.
2. (1) Plurality marker “-s” is added to the tail of a noun.
(2) Plurality marker “-es” is added to the tail of the words ending in“y”
(preceded by a consonant), “s’, “x” and “ch” (pronounced as /t /). “-s” is
added to the tail of the words ending in “y” (preceded by a vowel) and “ch”
(pronounced as /k/), with “y” changed into “i”.
(3) Pluralit y marker “-es” is added to the tail of the words end ing in“o”.
Exceptions: photos, mottos/mottoes.
“-es” is added to the tail of the words ending i n “f” (preceded by a
consonant), with “f”changed in to “-v”. “-s”is added the tail of the words
ending i n “f” (preceded by a vowel or vowels).
(4) tooth-teeth louse-lice
(5) Letters, numbers, acronyms, etc. take “’s” as the plurality marker.
(6) fungus-fungi medium-media bacterium-bacteria
3. (1) a children’s hospital (a hospital for children), a girls’ college (a college to
which only girls go), a cow’s house (a house where cows live)
b. the mountain’s top (the top of a mountain), the wood’s edge ( the edge of a
wood), the city’s center (the center of a city), the lion’s heart (the heart of a
lion)
(2) the possessive case of the plural nouns: Women/Children’s day, three months’
wait
4. (1) Group a are adjectives denoting totality, completeness, perfection, fullness,
etc.
Check your understanding
1. F An English sentence may begin with an adverbial, for example.
2. W Having some hobbies is always necessary.
3. T
4. T
5. W What I said at the conference is well grounded.
In-Class Activities
1．(1) In Sentences (1), (3), and (5), the subject and the predicate verb are mismatched in number.
(2) Chinese learners tend to feel confused about the three basic rules governing
the agreement between the subject and the predicate verb, that is, notional
agreement, formal agreement and adjacency-based agreement. Sentence (1)
(3) (5) are constructed based on notional agreement rule instead of formal
agreement rule. There is no number agreement in Chinese.
(3) physics, economics, diabetes, bronchitis, species, glasses, scissors, archives,
arms, clothes, the United Nations, etc.
2．(1) a. the disabled, the handicapped; the mute
b. the rich, the poor
c. the Dutch, the Spanish
(2) the notional agreement principle
(3) the + past participle: the unemployed, the wounded, the learned, etc. The
numbers of expressions like “the committee” and “the government” could be
singular or plural depending on whether one refers to the group of people as
a whole or the individual members.
3．(1) “to stay anywhere else” and “to get a second opinion”.
(2) a. It is no use arguing about it.
It is useless crying over the spilt milk.
b. It is still a question when we shall have our sports meet.
It is uncertain whether he can attend this conference or not.
(3) The replaced infinitive represents some specific action whereas the gerund
subject points to some habitual action or abstract concept.
(4) To balance the sentence syntactically. In English, there is a principle called
end weight. That is, we usually put a heavy sentence component at the end
Check your understanding
1. F
2. T A noun phrase after the main verb can be an adverbial.
The film lasted two hours.
3. T
4. F
5. W No one understood what May said at the meeting.
In-Class Activities
1. (1) “the Teacher Resource Specialist”, “23
2.8281”, and “all you like”. “the
Teacher Resource Specialist” is object of a transitive verb in a subordinate
clause.
(2) “touch” is a transitive verb taking “the works of art” as its object. “climb” is
an intransitive verb taking a preposition to form a transitive phrase.
2. (1) A cognate object (or cognate accusative) is a verb's object that is cognate with
the verb. The verb and the noun mean basically the same thing, despite their difference in word class.
(2) The cognate object is usually modified by some adjective.
(3) die, dream, etc.
3. (1) All the underlined parts are “a/an+ noun” objects. The nouns can be used as
verbs.
(2) “take a walk” makes walking countable and easily modifiable. “walk” as a
verb is more dynamic and durable.
(3) More examples: take a breath (breathe), make a promise (promise), have a
look (look), pay a visit to (visit), etc.
4. (1) admit, allow, avoid, consider, dislike, fancy, forbid, mind, keep, mind, risk,
etc.
(2) afford, ask, choose, decide, determine, expect, fail, hope, long, manage, offer,
etc.
5. (1) “advise” takes an infinitive as its object complement while “forget” does not.
(2) Like “advise”: allow, require, recommend;
Like “forget”: like, remember, regret.
6. (1) “the environmental issues” and “his mother”. The phrases “pay attention to”
and “take care of” are transitive so that they can take objects.
(2) a. Much attention should be paid to the environment issues.
Unit 7 Determiners in Noun Phrases
☞Check Your Understanding
1. F
2. W
3. F
4. T
5. W
In-Class Activities
1.
(1) There are altogether 10 cases of inappropriate use of English articles, as can be seen from the
revised version of the passage below:
(1)When we use the word "love", we do not simply mean an attraction to a person of the opposite sex, which is a very narrow definition of the word. (The definite article “the” before love should be omitted)Love is emotional strength, which can support us no matter how dark the world around us becomes. In fact, throughout history (the definite article “the” before people should be omitted) people of many different cultures have regarded love as the noblest of (the definite article “the” before human emotions should be omitted) human emotions.
(2) Open for discussion
2. (1)
a. The definite article is used before nouns of which there is only one, or which are considered as one, e.g., the earth, the sea, the sky, the weather;
b. The definite article is used before superlatives, or rather adjectives of superlative degree;
c. The definite article is used before a singular noun to represent a class of animals or things;
d. The definite article is used before an adjective to represent a class of persons;
e. The definite article is used before some musical instrument;
f.The definite article is used before nouns of computational units, meaning a, per, each, etc.;
g. The definite article is used before a noun which has become definite as a result of being mentioned a second time.
(2) Open for discussion
(3) Open for discussion
(Hints: A. The definite article is used before a noun made definite by the addition of a phrase or clause: the boy in yellow the man standing at the door the place where I was born
B. The definite article is used before a noun which by reason of locality can represent only one particular thing:
a) John sent for the doctor (his own doctor).
b) Please pass me the salt (the salt in the cupboard).
c) The desk is a bit too large (the desk in the study).
C. The definite article is used before certain proper names of seas, rivers, groups of islands, chains of mountains, plural names of countries, deserts:
the Arctic; the Pacific; the Alps; the Netherlands; the Philippines; the USA; the Sahara; the Gobi
Unit 8 Attributives: Modifiers in Noun Phrases
Check Your Understanding
1. F
2. W
3. F
4. W
5. T
In-Class Activities
1. (1) a. This is a sleeping child.
b. This is utter nonsense.
More examples: That is sheer fabrication/ * The fabrication is pure; He’s a real hero/ *The hero is real; He is a complete fool/* The fool is complete; He is a firm
friend/* The friend is firm; I’m aware of it/* He is an aware man; He is fond
of music/* The fond music is very beautiful.
(2) No. If the age of my friend is under focus, the sentence will be fully acceptable.
(3) The former is acceptable because “careful” is a dynamic adjective, which can be used after
a progressive “be”, an imperative “be”, and an infinitival “be” preceded by verbs such as
“persuade”, while “tall” is a stative adjective and thus cannot be used in such structures.
2. The participles to be underlined are: revealing, hidden, increasing, excited, increasing.
(1) No. The participle “excited” should be changed into “exciting” because “situations” can
only be “exciting” (i.e. to make entities such as human beings feel excitement) rather than “feeling excited”; the participle “increasing” should be changed into “increased” because the increase of heart rates here is the result of the excitement caused by the exciting situations, or it is passive rather than active in sense.
(2) The circled adjectives should be “visible”. “Visible” should be interpreted as “can be seen
or noticed”; that is, it takes a passive sense. Adjectives of this type that take a passive sense include: contemptible, credible, desirable, respectable, etc.; adjectives of this type that take an active sense include: contemptuous, credulous, desirous, respectful, troublesome, etc.
(3) All of them can be accepted as adjectives and included as independent entries in my
dictionary because they appear as pre-modifiers before head nouns with a high frequency.
3. (1) No. Among the sentences above, (Ab), (Bb), and (Cb) are unacceptable. (Ab) is wrong
because “afloat” can only serve as the post-modifier; (Bb) is wrong because when used as the modifier to the indefinite pronoun “anything”, “interesting” can only appear after the head “anything”; (Cb) is wrong because when used as the post-modifier to the subject, the adjective “brave”cannot be separated from its complementation. That is to say, the sentence “She is brave enough a student to attempt the course” can be acceptable, for the adjective phrase headed by “brave” is used as the post-modifier to the subject complement of the sentence and the head noun is preceded by the indefinite article “a”. The sentences in
(D) and (E) are both acceptable because the adjectives “easiest” and “complicated” can be
Unit 9 The Tense and Aspect Systems
Check Your Understanding
1. T
2. T
3. W By now, she’s been on a holiday for a whole month.
4. T
5. W I notice that ……
In-Class Activities
1. (1) past simple; past progressive; present simple
(2) No. The most obvious rhetorical effect may be: described in the past tense, the fate of the
parents is depicted as something remote and thus can be seen as the background for the consideration of Dolly’s experience. The events involving Dolly are described as if they were present experiences; that is, it is Dolly who is, according to the tense used, in the foreground.
(3) There may be a greater feeling of intimacy when the past simple is changed to the historical
present. In other words, the relationship between the mother and the daughter seems to be closer when it is expressed in the present tense rather than the past tense.
(4) The use of the past tense with Smith and the present tense with Johnson suggests that
Smith’s argument is not worthy of current interest, whereas Johnson’s argument is held to be of continuing relevance.
2. (1) Text A belongs to the category of sports commentary and Text B to the category of
biographical narrative.
(2) The present simple tense indicates the action of gathering the ball is instantaneous; that is,
the event has little or no duration, but the present progressive suggests a sense of duration or repetition of the action.
(3) The unmarked choice is the past simple. The present perfect tense in this context is used to
provide a temporal background or reference point for the narration of past events.
3. (1) The normal wording should be like “I love it”. This English sentence is grammatical in that
the marked use of the stative verb “love” with the progressive aspect can suggest that the affection for the food becomes stronger and stronger. Such a wording together with its special typographical design is more eye-catching, thus being a more effective slogan or catch phrase used as the trademark or logo for a commercial organization. The ordinary wording “I love it” lacks such implications and effects.
(2) More examples:
a. The neighbors are being friendly. The progressive “be” suggests that “friendliness” is a
form of behavior (perhaps insincere).
b. I am hoping you will come. The progressive “hope” makes the speaker’s attitude more
tentative and perhaps more polite.
c. Tina is resembling her sister more and more. The progressive “resemble” emphasizes the
Check Your Understanding
1. T
2. W We were faced with the demand that this tax (should) be abolished.
3. T
4. W He is my best friend, my second self, as it were.
5. T
In-Class Activities
1. (1) a. WERE-subjunctive and WOULD-subjunctive;
b. HAD-subjunctive and WOULD-subjunctive;
c. WOULD-subjunctive;
d. HAD-subjunctive and WOULD-subjunctive;
e. ED-subjunctive;
f. BE-subjunctive;
g. ED-subjunctive;
(2) a. To make an implicit suggestion.
b. To give an implicit criticism.
c. To make an implicit complaint or to blame the listener in an indirect way.
d. To make self-reproach.
e. To express regret.
f. To make a concession.
g. To express a wish for an almost impossible thing.
(3) a. You’d better take the job.
b. You are always doing things carelessly, so you have your mistake.
c. Why don’t you inform us of your arrival?
d. It’s my fault not to follow your advic
e.
e. I regret that I don’t have the ability to help you out of difficulty.
f. Although it is an official view, it cannot be accepted.
g. Obviously, it is impossible for me to know the answer, but I really want to know it.
2. (1) In the first picture, the so-called the WOULD-subjunctive is used, and in the second
picture the BE-subjunctive is used.
(2) The first picture is an advertisement promoting a wireless service, the
WOULD-subjunctive makes this commercial advertisement more polite and thus serves as an implicit suggestion rather than a requirement; the second picture is a public notice in an airport, so the BE-subjunctive makes this requirement more forceful and authoritative.
3. (1) a. BE-subjunctive; b. SHOULD-subjunctive; c. indicative; d. indicative
(2) Sentence (a) is the most formal one in British English. Sentence (b) is the version
preferred by British speakers on less formal occasions.
(3) Among the first three versions, sentence (a) is the best choice for a TOFEL test.
Check Your Understanding
1. T
2. W We were faced with the demand that this tax (should) be abolished.
3. T
4. W He is my best friend, my second self, as it were.
5. T
In-Class Activities
1. (1) a. WERE-subjunctive and WOULD-subjunctive;
b. HAD-subjunctive and WOULD-subjunctive;
c. WOULD-subjunctive;
d. HAD-subjunctive and WOULD-subjunctive;
e. ED-subjunctive;
f. BE-subjunctive;
g. ED-subjunctive;
(2) a. To make an implicit suggestion.
b. To give an implicit criticism.
c. To make an implicit complaint or to blame the listener in an indirect way.
d. To make self-reproach.
e. To express regret.
f. To make a concession.
g. To express a wish for an almost impossible thing.
(3) a. You’d better take the job.
b. You are always doing things carelessly, so you have your mistake.
c. Why don’t you inform us of your arrival?
d. It’s my fault not to follow your advic
e.
e. I regret that I don’t have the ability to help you out of difficulty.
f. Although it is an official view, it cannot be accepted.
g. Obviously, it is impossible for me to know the answer, but I really want to know it.
2. (1) In the first picture, the so-called the WOULD-subjunctive is used, and in the second
picture the BE-subjunctive is used.
(2) The first picture is an advertisement promoting a wireless service, the
WOULD-subjunctive makes this commercial advertisement more polite and thus serves as an implicit suggestion rather than a requirement; the second picture is a public notice in an airport, so the BE-subjunctive makes this requirement more forceful and authoritative.
3. (1) a. BE-subjunctive; b. SHOULD-subjunctive; c. indicative; d. indicative
(2) Sentence (a) is the most formal one in British English. Sentence (b) is the version
preferred by British speakers on less formal occasions.
(3) Among the first three versions, sentence (a) is the best choice for a TOFEL test.
Unit 11 The Modality System
Check Your Understanding
1. F
2. F
3. F
4. T
5. F
In-Class Activities
1.
(1) The modals used are underlined as in the following paragraph:
(1)Whether tell the truth to the patient should depend on what kind of character the patient is. (2) If the patient is strong, optimistic and hopeful to his/her own life, we should tell him/her the truth. (3)Otherwise, if the patient is pessimistic, sentimental and hopeless, we should keep silence. (4)If the patient loves his/her own life very much, we should let him/her know how many time left in his/her life. (5) Then the patient should have enough time to make a perfect arrangement or schedule during the rest time.(6) An optimistic person, after hearing the bad news, should be able to shake the sorrow by themselves, then, they should be stronger to live on, or to do the last things they want to do properly. (7)And they should be able to face to death smilingly as they come to the end with no regret.
(2) Not all the identified modals are appropriately used. In fact, the student keeps using the modal
verb “should” all the time. Specifically
The “should” in Sentence (1) is unnecessary; the “should” in Sentence (2), (3) and (4) are properly used; the “should”in Sentence (5) could be replaced by the modal “could”; the two cases of “should”in Sentence (6) and the “should”in Sentence (7) could be replaced by the modal “might”.
(3) Open to discussion
(Hints: L1 transfer may have caused the misuse of the modal verb “should” in some of the cases identified above. In Chinese, we use “应该” too frequently.)
2. (1) The s peculations or conclusions made about the past are underlined as in the following paragraph:
(1) In 1927, a Peruvian surveyor must have been astonished to see lines in the shape of huge animals and geometric forms on the rocky ground below his airplane. (2) Created by the ancient Nazca culture, these beautiful, clear-cut forms (over 13, 000 of them) are too big to be recognized from the ground. (3) However, seen from 6, 000 feet in the air, the giant forms take shape. (4) Toribio Mexta Xesspe may have been the first human in almost a thousand years to have recognized the designs. (5) Since their rediscovery, many people have speculated about the Nazca lines. (6) Without airplanes, how could an ancient culture have made these amazing pictures? (7) What purpose can they have served? (8) One writer, Erich von Naniken, has a theory as amazing as the Nazca lines themselves. (9) According to von Daniken, visitors from outer space brought
Unit 12 Adverbials
Check Your Understanding
1. F
2. F
3. F
4. F
5. W Jane worked hard; however, she failed in the exam. / Jane worked hard.
However, she failed in the exam.
In-Class Activities
1.
(1) The adverbials used are identified as in the following passage (1) Shopping bag ladies do not think. (2) They do not huddle together/ for warmth and companionship /like bums. (3) They do not seem to like one another very much. (4) Neither are they too keen on conventional people.
(5) Urban hermits, one psychologist once called them. (6) They will spend their days and nights in the same neighborhood/ for months /on end, and then disappear as inexplicably as they came. (7) They know the hours when restaurants put their leftovers in the garbage cans where they search for food. (8) And local residents, seeing the same bag lady (on the same corner) (every day), will slip her some change as they pass.
(2) Syntactically the adverbials identified in the passage include:
a single-word adverb: “together” in Sentence 2;
an adverbial phrase: “very much” in Sentence 3;
a noun phrase: “every day” in Sentence 8;
prepositional phrases: “for warmth and companionship”, and “like bums” in Sentence 2; “in the same neighborhood”, “for months”, and “on end” in Sentence 6; “in the garbage cans where they search for food” (inside the attributive clause “when restaurants put their leftovers in the garbage cans where they search for food.”) in Sentence 7; “on the same corner” in Sentence 8;
a non-finite ver
b clause: “seeing the same bag lady on the same corner every day” in Sentence 7; finite verb clauses: “as inexplicably as they came” in Sentence 6 and “as they pass” in Sentence 8.
(3) Functionally the adverbials identified include:
adverbial of degree: together/very much/on end
adverbial of time: for month/every day/seeing the same bag lady on the same corner every day/as they pass
adverbial of manner: as inexplicably as they came/like bums
adverbial of purpose: for warmth and companionship
adverbial of place: in the same neighborhood/in the garbage cans where they search for food/ on the same corner
2.
(1) Open to discussion
(Hints: The two sentences are found to carry different emphasis: the emphasis of the b-sentence is。