Exercises for Semantics

1. Identify the thematic role(s) of each of the underlined expressions in the following
sentences. Note any dual roles.

Semantic role = Thematic role:

Agent: perform the action

Theme: affected by the action

Instrument: the thing used to perform the action

Experiencer: go with stative verbs e.g. See, feel, hear, etc.

Location: where it is

Source: where it moves from

Goal: where it moves to

a. He supplied the reporters with information.

agent - theme - theme

Source - goal - theme

b. Earle has been earning money through his poetry.

agent - theme - instrument

c. We were playing a game of monopoly for relaxation.

agent - theme - goal

d. Angela was reading stories to the children this morning.

agent - theme - goal - location

e. The climber finally reached the summit of the mountain.

agent - theme - location

f. The captain of the swim team swam 20 laps.

agent - theme

g. I checked a book out of the library yesterday.

agent - theme - source - location

h. We had to carry the couch up three flights of stairs to Jerry's apartment.

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agent - theme - location - goal

i. The accountant made a mistake in the calculations.

agent - theme - location

j. Jane envies my success.

experiencer - theme

k. I saw Margaret's friend at the party.

experiencer - theme - location

l. He lent his friend some money.

agent - theme/goal - theme

Source - theme - theme

m. He visited California before his marriage.

agent - location - location

n. He is lifting weights for his health.

agent - theme - goal/benefactive

o. The hurricane destroyed the house.

agent - theme

p. His cleverness never ceases to amaze me.

agent/theme - experiencer

q. The coach had the player fumble the ball.

agent - theme - theme

r. A virus got into the computer.

agent - theme

s. The trees lost their leaves.

agent - theme

t. A blood clot killed the patient.

agent - theme

u. They filled the pool with water.

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 agent - theme/location - theme

v. Father wrote a check for me.

agent - theme - goal/benefactive

w. This shoe hurts my foot.

agent - theme

2. For the following words, list as many synonyms as you can think of and discuss the
connotations that these synonyms have.

(a) frugal

(b) thin (of a person)

3. Fill in the columns below with the appropriate synonym. In each case, the word in
column A is of English origin and the word in column B is of French or Latin origin.

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 Can you make a general statement about the connotations of the words in columns A
and B?

A B

feed nourish

hide conceal

folk people

begin commence

help aid/assist

mistake error/ fallacy

work labor

sight vision

middle center

height altitude

4. Determine whether the following are cases of homonymy or polysemy.

Đồng âm (nghĩa của các từ không liên quan đến nhau) và nhiều nghĩa (một từ nhưng có
nhiều nghĩa và các nghĩa phải liên quan đến nhau/có 1 gốc từ)
(a) fine 'superior in quality'

homonymy 'a sum of money paid as a penalty'

(b) bank 'an incline of land adjoining a river'

homonymy 'a financial institution'

(c) monitor 'a pupil who assists a teacher'

polysemy 'a device that receives video signals from a computer'

(d) tattoo 'a permanent design on the skin'

homonymy 'a military exercise'

(e) school 'an institution for instruction'

homonymy 'a large group of fish'

(f) leech 'a bloodsucking worm'

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 polysemy 'a physician'

'a hanger-on, a sycophant'

(g) horn 'a structure projecting from the head of an animal'

polysemy 'a musical instrument'

(h) ear 'the organ for hearing'

homonymy 'the seed-bearing spike of a cereal plant'

(i) spell 'to name or write the order of the letters in a word'

homonymy 'a magical formula'

'a period of time'

(j) butt 'to hit with the head'

homonymy 'a target (for jokes)'

'the larger or thicker end of an object'

(k) pilot 'one who operates an aircraft or ship'

polysemy 'a television program produced as a prototype of a series'

5. Identify the superordinate/hypernym (words have superior general meaning) term in

each set.
(a) house, shed, building, garage, cottage, hut => building

(b) plate, saucer, cup, soup bowl, dish, serving bowl => dish

(c) stream, river, rivulet, creek, brook, tributary => river

(d) glance, peep, stare, leer, look (at), view, watch => look at

(e) hurricane, tornado, gale, storm, typhoon => storm

6. Identify the relationship of oppositeness expressed in the following sentences.

gradable (có dùng được so sánh, có cấp độ, đùng được với very): big/small, happy/sad
(they aren't happy doesn't mean they are sad)

complementary/binary (phủ định cái này là khẳng định cái kia): dead/alive (they are dead
means they aren't alive)

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 conversive/relational: buy/sell, employer/employee (pairs/role reversal in a relationship/ you
can't have one without the other)

reversive/directional: hướng đối lập

(a) The window pane is open, but it should be shut. complementary

(b) This class is better than last year's class. conversive (better><worse)

(c) This painting is similar to that one. symmetry

(d) He pushed the lever forwards instead of backwards. reversive

(e) This plant was sick, but now it's healthy. complementary

(f) My poor relatives envy my rich relatives. gradable

(g) He ordered a sweet and sour dish. gradable

(h) It is better to give than to receive. conversive

7. Name the structural relation expressed by each of the following pairs of words.
quan hệ về nghĩa phải có -my

(a) casual/informal (n) intelligent/smart

(b) parent/offspring (o) employ/use

(c) university/college (p) mathematics/history

(d) right/wrong (q) glass/tumbler

(e) right/left (r) doctor/patient

(f) odd/even (s) own/belong to

(g) odd/unusual (t) ancestor/descendant

(h) bring/take (u) predator/prey

(i) rude/polite (v) benefactor/donor

(j) wind/breeze (w) enter/leave

(k) moist/damp (x) rise/fall

(l) present/absent (y) dress/undress

(m) fair/foul (ball)

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8. Among the terms in the following, name the basic level term(s) and the lower-level
terms in each case.
car, hearse, fire engine, jeep, station wagon, van, truck, pick-up truck, tow truck, delivery
van, humvee, semi-trailer truck, diesel bus, flatbed truck, bus, taxi(cab), cement mixer,
tanker truck, sports utility vehicle (SUV), hybrid, dump truck, garbage truck, sports car,
convertible, sedan, coupe, roadster, minivan, school bus, trolley bus, panel truck, camper
van, recreational vehicle (RV)

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 Pragmatics Exercises

Exercise 1: Identify the four types of context of the following conversation.

• Dispatcher: 911 What's the nature of your emergency?

• Caller: My wife is pregnant and her contractions are only two minutes apart

• Dispatcher: Is this her first child?

• Caller: No, you idiot! This is her husband!

Physical context: the conversation occurs via phone/ địa điểm xảy ra cuộc đối thoại

Epistemic context/shared knowledged of the speakers - information - knowledge: the

dispatcher knows that when a pregnant woman has contractions, it means that she’s going
into labor and needs transferring to a hospital as soon as possible.

General knowledge/information:

 you call 911 when there's an emergency situation

 the wife has the signal of giving birth

Linguistic context: the caller is expressing anger using the word ‘idiot’.

Social context: the conversation between a husband whose wife is pregnant and a
dispatcher at the 911 centre

The social relationship between the speaker(s) and hearer(s).

Exercise 2: Correct the mistakes in the following sentences.

1. In spatial person deixis, the proximal forms are ‘I’ and ‘you’. The distal forms are ‘he,
she, it’. Each person in a conversation shifts from being ‘I’ to being ‘you’ occasionally
always/constantly.

Person deixis:

 the speaker's reference to himself I/me we/us

 the speaker's reference to the addressee

 the speaker's to other persons and entities: he/him she/her it they/them

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 2. “here” is distal form. “there” is promixal form. here and there switch places

Spatial/Place deixis:

 identifying entities: this/these/that/those - demonstrative determiners + Noun

 informing about locations: here/there above/below

 acknowledging locations: come/go bring/take arrive/depart

spatial deictic system:

+ proximal: here

+ distal: there

3. Location from speaker’s perspective sometimes refers to physical mental location. This
is called deictic projection. (tao đang trên đường đến - tao vẫn đang ngủ ở nhà)

mental location: vị trí ảo

Discourse Deixis:

in the last paragraph/in the next chapter/at this point/in this problem/that's the most
ridiculous excuse/...

4. “to begin with, first, next, in the following paragraph, last but not least” are temporal
discoursal/not temperal deixis.

Time Deixis: before u - moment of utterance - after u

moment of event - e

moment of utterance - u

Exercise 3: Decide whether the following statements are True (T) or False (F).

1. Deixis is clearly a form of interpreting what is tied to the speaker’s context. T

2. People only use “then” as a distal form in the past tense. F then can be a distal form in
the future tense

3. “Sunday, November 9th” is a form of deictic (chỉ từ) temporal reference. F

Calendar time can not be counted as discourse deictic

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 4. People use temporal social/person deixis with the aim of politeness in communication.
F/T

Past tense can also indicate formal situation.

5. The speaker and listener have to share the same context in order for deixis to be
interpreted correctly. T

Exercise 4: Identify the deictic expressions in the following sentences.

1. He will go there with me.

2. They tried to hurt me, but he came (temporal) to the rescue.

3. She was sitting over there.

4. It (the weather can not be counted as person deixis) is raining out (spatial) now, but I
hope when you read this (discoursal deixis) it will be sunny.

5. I enjoy living in this city.

Exercise 5: Decide the types of deixis.

1. Sunday? Ok. I will see you then.

2. Yesterday, she went to school at 7am.

3. I had a holiday there last summer.

4. Here is a good spot; it is too sunny over there.

Exercise 6. Matching.

1. Personal Deixis C A. demonstrated by some proximal forms some verbs of motion and
some location from speaker’s perspective

2. Spatial Deixis A B. Demonstrated by proximal form, temporal deictic expressions

verb tense and distal form

3. Temporal Deixis B C. Demonstrated by the pronouns for first person ‘I’, second person
‘you’, and third person ‘he, she, it, they’

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Exercise 7: What does the speaker of the following utterances presuppose?

Presupposition: dấu hiệu là danh từ xác định

Wh-question thì có presupposition là câu khẳng định của câu đó

1. Bob does not regret that he beat his dog.

=> Bob has a dog.
=> Bob beat his dog.
2. Bob has not stopped beating his dog.
=> Bob has a dog.
=> Bob beat his dog.
=> Bob has been beating his dog.
3. The dog bit Bob again today. (presupposition trigger)
=> The dog bit Bob before
4. It was Bob that the dog bit. (cleft sentence is used to emphasize any parts of the
sentence except for the verb)
=> The dog bit someone
5. Even Bob beat the dog.

=> Other beat the dog and Bob was the least likely to have done so.

6. Is Frank playing that loud music?

=> Frank exists

=> Some loud music is being played.

7. What I want for my birthday is a new computer.

=> I want something for my birthday.

=> I have a birthday.

8. Alistair didn’t go to work today.

=> Alistair exists

=> Normally A goes to work on this day.

9. Grace stopped playing the piano several years ago.

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 Inference: Grace no longer plays the piano. (suy ra)

=> Grace exists

=> Grace used to play the piano.

10.When did Tara go back to school?

=> Tara went back to school.

=> Tara had stopped going to school.

11.Sally renewed her subscription to People magazine.

=> Sally already had a subcription, and it had run out/expire or was about to expire.

12.Would you mind washing up the dishes this time?

=> There are dishes that need washing.

=> There are dishes that needed washing before.

13.I want more milk for my tea!

=> I am having tea.

=> The milk is not enough for my tea.

Exercise 8: Fill in the blank to show:

How to make a direct speech act.

Trùng cấu trúc chức năng => direct speech art

The typical association between sentence forms and speech acts.

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 1. Declararive Interrogative Imperative

assertion He washed the dishes

2. question Who washed the dishes?

3. request/ Do the dishes (please)!

command

You see, whenever there is a direct relationship between the function of a speech
act and its structural form, we have a direct speech act.

How to make an indirect speech act.

When there is no direct relationship between a structure and a form but rather an indirect one,
the speech act is considered indirect.

Declarative Interrogative

assertion Is the pope Catholic?

Is ice old?

question I want to know who washed the dishes.

I do not know who washed the dishes.

request 4. The dishes are not washed yet. - Can you wash the dishes?
5 . I would like you to wash the dishes - Would you mind washing the dishes?

Exercise 9: You want the door to be opened. Make Direct Commands and Indirect
Commands.

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14
 Conversation for Analysis

1. Describe the context of the conversation.

2. Find examples of deitic expressions in the conversation

3. Find all the adjacency pairs and insertion sequences.

4. Find all the direct and indirect speech acts.

5. Classify the second pair parts as preferred or dispreferred responses.

Jane: (1) Leslie, may I borrow your cell phone to call my mother after we finish lunch?

Leslie: (2) Yes, of course, Jane. (3) And please, do not forget to ask your mother whether you
may go to the movies with us afterwards.

Mary: (4) Jane, could you pass the salt, please?

Jane: (5) Sure, here you are.

Mary: (6) And the pepper too, please. (7) Thank you.

Jane: (8) You are welcome.

Leslie: (9) Would both of you mind if I stopped by Marcus bookstore on our way to the movie?
(Do/Would you mind doing sth???) # Is it all right if I do? Would it be all right if I did sth? / May-
Can-Could I do sth?

Jane: (10) No, not at all.

Mary: (11) I would love to look at their New Book selection. So, I would like to stop there also.

Jane: (12) Would both of you like to go shopping after the movie?

Leslie: (13) Maybe some other time. I need to be home by 5:00 o’clock.

Mary: (14) I can go with you if you want.

Jane: (15) That would be great./ (16) I need to pick up a gift for my brother. His birthday is on
Sunday next week. What would you recommend, Mary?

Mary: (17) Just a moment please. Let me think. Maybe a fishing pole since he loves fishing?

15
Jane: (18) What a clever suggestion! My brother will thank me for the lovely gift. I hope there is
a fishing store in the mall.

Leslie: (19) I ordered too many French fries. Would anybody care for some?

Jane: (20) Yes, I would like some.

Leslie: (21) How about you, Mary?

Mary: (22) No, thank you. I have enough food already.

Jane: (23) Leslie, would you like some of my fried rice?

Leslie: (24) Yes, please. Just a little bit.

Jane: (25) Here you go.

Leslie: (26) Oh, that is enough! No more, please.

Jane: (27) Mary, did you remember to bring my Harry Potter book?

Mary: (28) Oh, I am sorry. I completely forgot about it. (29) Could you call to remind me again
tonight?

Jane: (30) Certainly.

Leslie: (31) If you do not mind, may I borrow the book after you are done with it?

Jane: (32) I promised to let John borrow it after I get it back from Mary. You are welcome to
have it once John is finished. John is a fast reader; he will finish it in no time.

Leslie: (33) I, on the other hand, am a pretty slow reader. How long do you think I may keep it?

Jane: (34) I already read it. So, you may keep it as long as you want. Give it back to me at your
earliest convenience.

Leslie: (35) Thank you, Jane. That will save me some money.

Mary: (36) Are we all done? We should leave now to catch the next show; otherwise, we will be
late.

Leslie: (37) I am ready anytime you are.

Jane: (38) So am I. Shall we go?

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 Discourse Analysis Exercises
Exercise 1: Identify the types of cohesive devices working in the text. Take examples in
the text to illustrate each type.

Many people often write to me asking how they (anaphoric reference đọc trước) can get out
(antonymy: get into vs get out) of a financial mess. Clearly, it’s better not to get into one
(substitution: one = financial mess) in the first place. A lot (ellipsis - of things) can be learnt
from other people’s mistakes. You may be able to keep our head above water (synonymy:
get out of financial mess) if you can follow these (cataphoric reference được xuôi mới
hiểu) rules.

Never buy a car (reiteration - repetition): Many young people celebrate a first job by rushing
out and buying a brand new (antonymy: slightly older) car. Unless you can negotiate a low
interest or, better still, a no-interest deal on a loan, you can end up paying double (ellipsis - a
loan). Not only will you have heavy monthly repayments but the car will also decrease in
value. It’s simply like tearing up $50 notes. Cars lose most of their values in the first two years,
so think about buying something slightly older so that some else is paying for most of the
depreciation.

Lexical cohesion - association: các cụm khác loại nhưng chỉ cùng một trường nghĩa

Financial, interest, pay, a deal, a loan, repayment: lexical cohesion - association

17
Exercise 2: Analyze this text. Point out the mistakes with grammar and vocabulary which
destroy coherence in the text. Rewrite the text to make better cohesion and coherence

The kangaroo rats are interesting case studies in survival. They live in North American deserts.
They are a member of the rodent family. They are barely two inches high. They have enormous
feet. They can run on shifting sand easily. They have a tufted tail. It furnishes protection against
blowing sand. It is three times as long as they themselves.

Living in the NA deserts, the kangaroo rats, a member of the rodent family, are interesting case
studies in survival. Barely 2 inches height, they have ... feet, which can help them to run on
shifting sand easily. Their tufted tail, which three times ..., furnishing protection against blowing
sand.

They eat only seeds and grasses. It is hard to find seeds and grasses in the areas they inhabit.
They are one of the main foods of other desert carnivores. Desert carnivores include snakes,
owls, coyotes and badgers. The kangaroo rats are always chased and eaten by these animals.
The kangaroo rats are in many respects like them. They have speed. They have craftiness.
Speed and craftiness, at times, enable them to outwit their pursuers.

They eat only seeds and grasses which are scarce in their habitat. They are one of the main
foods of other desert carnivores including snakes, owls, coyotes and badgers. Although the
kangaroo rats are always chased and eaten by these animals, the kangaroo rats are in many
respects like them. Their speed and craftiness, at times, enable them to outwit their pursuers.

Exercise 3: Identify the types and find examples of cohesive devices in the following
report.

Health experts are calling for action to expand cancer care and control in the developing world.
A paper published by the medical journal Lancet says cancer was once thought of mostly as a
problem in the developed world. But it says cancer is now a top cause of death and disability in
poor countries.

18
Experts from Harvard University and other organizations urge the international community to
fight cancer aggressively. They say it should be fought the way HIV/AIDS has been fought in
Africa.

Cancer kills more than seven and a half million people a year worldwide. The experts say
almost two-thirds are in low-income and middle-income countries. They say cancer kills more
people in developing countries than AIDS, tuberculosis and malaria combined. But they say the
world spends only five percent of its cancer resources in those countries.

Felicia Knaul from the Harvard Medical School was one of the authors of the paper. She was in
Mexico when she was found to have breast cancer. She received treatment there. She says the
experience showed her the sharp divide between the rich and the poor in treating breast cancer.

FELICIA KNAUL: "And we are seeing more and more how this is attacking young women. It's
the number two cause of death in Mexico for women thirty to fifty-four. All over the developing
world, except the poorest-poorest, it’s the number one cancer-related death among young
women. And, I think we have to again say that there is much more we could do about it than we
are doing about it."

Professor Knaul met community health workers during her work in developing countries. She
says they were an important part of efforts to reduce deaths from cervical cancer. They were
able to persuade women to get tested and to get vaccinated against a virus that can cause it.
The experts say cancer care does not have to be costly. For example, patients can be treated
with lower-cost drugs that are off-patent. This means the drugs are no longer legally protected
against being copied.

In another new report, the American Cancer Society says cancer has the highest economic cost
of any cause of death. It caused an estimated nine hundred billion dollars in economic losses
worldwide in two thousand eight. That was one and a half percent of the world economy, and
just losses from early death and disability. The study did not estimate direct medical costs. But it
says the productivity losses are almost twenty percent higher than for the second leading cause
of economic loss, heart disease.

19
 Conversation for Analysis
1. Describe the context of the conversation.
2. Find examples of deitic expressions in the conversation
3. Find all the adjacency pairs and insertion sequences.
4. Find all the direct and indirect speech acts.
5. Classify the second pair parts as preferred or dispreferred responses.

1. Context of the conversation

- Physical context (where the conversation takes place): The conversation
takes place at the canteen or restaurant.
- Epistemic context (knowledge shared between the speaker and the hearer):
Mary, Jane, and Leslie know where Marcus bookstore is.
- Linguistic context (intonation and ?): rather casual from the intonation of
the exchanges
- Social context (the relationships between the speakers): The speakers are
friends.
2. Examples of deitic expressions in the conversation
Person deixis: the switch between “I” and “you”
Social deixis: politeness e.g. “Would you both mind if I …”
Spatial deixis: (5) here
Temporal deixis: (16) next week
Discoursal deixis: (35) that
3. Adjacency pairs and insertion sequences
- (1) and (2)
+ Indirect speech act: Leslie, may I borrow your cell phone to call my
mother after we finish lunch?
+ Direct speech act: Lend me your phone!
+ Preferred response: Yes, of course, Jane.
+ Presupposition:

20
 Jane and Leslie exists, Lesie has a cell phone, Jane has a mother, they are
having a lunch.
- (3)
+ Direct speech act
+ Presupposition:
Some movies are on.
- (4) and (5)
+ Spatial deixis: here
+ Indirect speech act
+ Presupposition
There is some salt on the table.
- (7) and (8)
+ Direct speech act
+ Preferred response
- (9) and (10)
+ Indirect speech act
Direct: Let’s stop
+ Preferred response (“No” for “would you mind”)
+ Presupposition
Marcus bookstore exists.
- (11)
+ Direct speech act
+ Presupposition: There is a New Book selection at the Marcus bookstore.
+ Discourse deixis: “there” (linguistic context)
- (12) and (13)
+ Indirect speech act
Direct: let’s
+ Dispreferred response
- (14) and (15)
+ Direct speech act
+ Preferred response

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- (16) and (17)
+ Direct speech act
+ Preferred response
+ Presupposition:
Jane has a brother. He has a birthday.
+ Temporal deixis: “next week”
+ Linguistic context: “he”
- (17) and (18) can also be an adjacency pair.
+ Preferred response
- (18)
+ Direct speech act
- (19) and (20)
+ Indirect speech act
Direct: “Have some!”
+ Ellipsis: “some”
+ Temporal deixis: “ordered”
- (21) and (22)
+ Direct speech act
+ Dispreferred response
- (23) and (24)
+ Indirect speech act
Direct: “Have some of my fried rice.”
+ Preferred response
+ Presupposition: Jane has ordered some fried rice.
- (25) and (26)
+ Spatial deixis: “here”
+ Preferred response
- (27) and (28)
+ Direct speech act
+ Dispreferred response
+ Spatial deixis: “bring”

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 + Temporal deixis: “forgot”, “tonight”
+ “it” – linguistic context
- (29) and (30)
+ Indirect speech act
Direct: “Call to remind me.”
+ Preffered response
- (31) and (32)
+ Indirect speech act
Direct: “Please lend me the book.”
+ “the book”, “it”, “he”: linguistic context
+ Dispreferred response
- (33) and (34)
+ Direct speech act
+ Preferred response
+ “it”: linguistic context
+ Direct speech act: “Give it back to me at your earliest convenience.”
- (36) and (37)
+ Direct speech act
+ Preferred response
- (36) and (38)
+ Indirect speech act
Direct: “Let’s go!”

4. Direct and indirect speech acts

Direct speech acts
(34) Give it back to me at your earliest convenience.
Indirect speech acts
(4) Could you pass the salt, please?
(9) Would both of you mind if I stopped by Marcus bookstore on our way to the
movie?

23
5. Preferred or dispreferred responses

Jane: (1) Leslie, may I borrow your cell phone to call my mother after we finish lunch?
Leslie: (2) Yes, of course, Jane. (3) And please, do not forget to ask your mother
whether you may go to the movies with us afterwards.
Mary: (4) Jane, could you pass the salt, please?
Jane: (5) Sure, here you are.
Mary: (6) And the pepper too, please. (7) Thank you.
Jane: (8) You are welcome.
Leslie: (9) Would both of you mind if I stopped by Marcus bookstore on our way to the
movie? (Do/Would you mind doing sth???) # Is it all right if I do? Would it be all right if I
did sth? / May-Can-Could I do sth?
Jane: (10) No, not at all.
Mary: (11) I would love to look at their New Book selection. So, I would like to stop
there also.
Jane: (12) Would both of you like to go shopping after the movie?
Leslie: (13) Maybe some other time. I need to be home by 5:00 o’clock.
Mary: (14) I can go with you if you want.
Jane: (15) That would be great./ (16) I need to pick up a gift for my brother. His birthday
is on Sunday next week. What would you recommend, Mary?
Mary: (17) Just a moment please. Let me think. Maybe a fishing pole since he loves
fishing?
Jane: (18) What a clever suggestion! My brother will thank me for the lovely gift. I hope
there is a fishing store in the mall.
Leslie: (19) I ordered too many French fries. Would anybody care for some?
Jane: (20) Yes, I would like some.
Leslie: (21) How about you, Mary?
Mary: (22) No, thank you. I have enough food already.
Jane: (23) Leslie, would you like some of my fried rice?
Leslie: (24) Yes, please. Just a little bit.
Jane: (25) Here you go.

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Leslie: (26) Oh, that is enough! No more, please.
Jane: (27) Mary, did you remember to bring my Harry Potter book?
Mary: (28) Oh, I am sorry. I completely forgot about it. (29) Could you call to remind me
again tonight?
Jane: (30) Certainly.
Leslie: (31) If you do not mind, may I borrow the book after you are done with it?
Jane: (32) I promised to let John borrow it after I get it back from Mary. You are
welcome to have it once John is finished. John is a fast reader; he will finish it in no
time.
Leslie: (33) I, on the other hand, am a pretty slow reader. How long do you think I may
keep it?
Jane: (34) I already read it. So, you may keep it as long as you want. Give it back to me
at your earliest convenience.
Leslie: (35) Thank you, Jane. That will save me some money.
Mary: (36) Are we all done? We should leave now to catch the next show; otherwise,
we will be late.
Leslie: (37) I am ready anytime you are.
Jane: (38) So am I. Shall we go?

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