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ANSWER KEY FOR BOOK
EXERCISES
Advanced English Grammar, Second
Edition
Chapter 1: Getting started: forms and functions
Exercise 1. Comment on the grammaticality of the following sentences, taken from examples (1) and (3) on pages 2-3 of this chapter. What differentiates sentences (1) to (4) below from sentences (5) to (8)?
General observation: Sentences (1) to (4) are ungrammatical in standard English. Sentences (5) to (8) are judged dubious by certain prescriptive approaches to English grammar but are in fact grammatical alternatives (many of them long established) to the ‘solutions’ these prescriptive approaches claim are better, or ‘more correct’.
- I don’t have no time to waste. Standard English requires any time here – a so-called ‘double negative’, exemplified here by n’t followed by no, does not conform to the grammar (in this context at least), although it is common in certain varieties of Eng- lish worldwide.
- If he would have known, he wouldn’t have said that. Standard English requires had known here – using would have known (in this type of conditional, would after if is not used) does not conform to the grammar, although it is not uncommon in casual speech.
- You shouldn’t have went there without me. Standard English requires have gone here – have combines with the past par- ticiple (V + -en); went is a past tense form and, as such, does not combine
with any auxiliary. Forms such as shouldn’t have went are not uncommon, but they do not correspond to the grammar of Standard English.
- I don’t know him good enough to have an opinion. Standard English requires well here instead of good; only the irregular adver- bial form well is appropriate to modify a VP. Good used as an adverb is very common, but it does not conform to the grammar of Standard English.
- My stepbrother is eight years older than me. A prescriptivist might argue that only the subjective form I is possible after than when what is understood to follow than is an ellipted finite clause (older than I am). In reality, both the subjective form (older than I) and the objective form (older than me) are used, the latter being much more com- mon in ordinary English and the former sounding particularly formal.
- It sounds like you had a great time at the party. A prescriptivist might object to the use of like here, arguing that like cannot be a subordinating conjunction, and that only as though or as if is possible. In reality, both as though/as if and like can be followed by a finite clause, although in carefully edited prose, as though/as if are still often felt to be ‘more correct’. In ordinary English, like is far more common.
- Who do you think we should invite? A prescriptivist is likely to point out that the use of the subjective form who is not correct here, and that what should be used is the objective form whom, since its function is not that of Subject but of Direct Object (of the verb invite). In reality, who has all but taken over the objective form whom, an important exception being when it directly follows a preposition (for whom, with whom), in which case whom is not unusual. Systematically using whom when the function is Object (rather than Subject) will in many cases sound overly formal and unnatural to many people.
- What do you attribute her success to? Even a prescriptive approach to English grammar is likely to concede that this sentence is grammatical, but the notion that a sentence should not ‘end with a preposition’ has its proponents, who would say that ‘To what do you attribute her success’ is somehow ‘better English’. In reality, this is a case of preposition stranding, which has been a part of English grammar for many hundred years.
- She [gave her father a gift] (VP - Predicate). She gave [her father] (NP - IO) [a gift] (NP - DO). She gave [a gift] (NP - DO) [to her father] (PrepP - IO).
- My sister is afraid of [spiders] (NP - Object of Prep). My sister is afraid [of spiders] (PrepP functioning as complement to adjective ‘afraid’). My sister is [afraid of spiders] (AdjP - SC ).
- I read the instructions [very carefully] (AdvP - Adjunct). Your father is [very friendly] (AdjP - SC).
- He’s been working [really hard] (AdvP - Adjunct). The exam we took was [really hard] (AdjP - SC).
- It was [too late for us to check in] (AdjP - SC). We arrived [too late to check in] (AdvP - Adjunct).
- You’ll find [the box] (NP - DO) [under the bed] (PrepP - PC). [The box under the bed] (NP - Subject) belongs to me.
- I asked [for a new computer] (PrepP - PO). They lived abroad [for many years] (PrepP - Adjunct).
Exercise 4. Identify the Subject in each of the following sentences and indicate what form the Subject takes.
- This new English book is very interesting. NP
- Without knocking, my sister walked right into my room. NP
- Smoking cigarettes is strongly discouraged. non-finite -ing clause
- That he thinks I’m a fool is a little ironic. finite that-clause
- To speak English perfectly requires lots of practice. non-finite to-infinitive clause
- To facilitate matters, I will e-mail the info to you. NP
- What she needs is a good, hot meal. What she needs, here, is a nominal relative clause (also called a fused relative clause or a free relative clause). A nominal relative clause is an RC in which the antecedent and the relative pronoun are merged – what = the thing that: The thing that she needs is a good hot meal. (Compare to What she needs is not clear, where what she needs can also be analyzed as a wh-interrogative clause.)
- There were a lot of spelling mistakes in his essay. NP
- There is time to work out this problem ourselves. NP A test commonly used to identify the Subject involves Subject-aux inversion: if a clause with an auxiliary such as be is turned into a yes-no interrogative, the auxiliary exchanges positions with the constituent that functions as Subject. In this way, the Subject can be identified. When applied to the sen- tences in 8 and in 9, there is identified as Subject. However, from a semantic
point of view there is a kind of placeholder for ‘a lot of spelling mistakes’ and ‘time to work out this problem ourselves’. Note, incidentally, that it is unusual to start a sentence with an indefinite NP. NPs like this are often replaced by there and moved further down the clause. This is the case in 8 and 9. There can be called the Subject from a formal point of view; the notional Subjects are the NPs occurring later in the clause.)
- It’s snowing outside. NP
- Next to her is where I’d like to sit. PrepP
Exercise 5. Identify the Direct Objects and Indirect Objects in the following sentences and indicate what the form of each Object is.
- I’m reading a really good book (DO, NP).
- She lent her sister (IO, NP) a really good book (DO, NP). She lent a really good book (DO, NP) to her sister (IO, PrepP).
- I bought my girlfriend (IO, NP) a bouquet of roses (DO, NP). I bought a bouquet of roses (DO, NP) for my girlfriend (IO, PrepP).
- I explained the situation (DO, NP).
- I explained the situation (DO, NP) to my mother (IO, PrepP).
- He did housework (DO, NP) all day.
- I suddenly realized that I’d forgotten my mother’s birthday. (DO, that- clause) The DO subclause ‘that I’d forgotten my mother’s birthday’ also contains a DO within it: the NP ‘my mother’s birthday’.
- I’ve decided to go to India next summer (DO, to-infinitive clause).
- I can’t understand what you’re saying (DO, wh-interrogative clause). I don’t know where it is (DO, wh-interrogative clause).
- Learning English grammar implies doing grammar exercises (DO, -ing clause). The Subject subclause ‘learning English grammar’ also contains a DO within it: the NP ‘English grammar’. The DO subclause ‘doing grammar exercises’ also contains a DO within it: the NP ‘grammar exercises’.
- Can you make someone do something they don’t want to do (DO, NP + bare infinitive clause)? The DO subclause ‘someone do something they don’t want to do’ also con- tains a DO within it: the NP (containing a relative clause) ‘something they don’t want to do’. The relative clause ‘they don’t want to do’ also contains a DO within it: the zero relative pronoun (see Chapter 3, Section 4).
- They prepared her chicken. Interpretation 1: her chicken is an NP that functions as Direct Object, (her is a possessive determiner, chicken is a noun): What did they prepare? Her chicken. Interpretation 2: her is an NP that functions as Indirect Object, chicken is an NP that functions as Direct Object (= They prepared chicken for her.)
- All young men and women should get a fair chance on the job market. Interpretation 1: [All [ [young men] and [women] ] ], young modifies men only Interpretation 2: [All [young [men and women] ] ], young modifies men and women
- Jennifer is writing to her friends in London. Interpretation 1: Jennifer is writing [to [her [friends [in London] ] ] ] (in London is a PrepP that functions as postmodifier to friends; which friends is she writing to? The ones in London. Interpretation 2: Jennifer is writing [to her friends] [in London], in Lon- don is a PrepP that functions as Adjunct indicating where she is when she writes to her friends (= In London, Jennifer is writing to her friends.)
- For some reason, he liked stalking students. Interpretation 1: stalking students is a clause (a VP with as its head stalking, the Subject is coreferential with that of the main clause); the -ing clause functions as Direct Object of the verb liked (He is the agent: he stalked students, and he liked doing it) Interpretation 2: stalking students is an NP (with as its head students) that functions as DO of liked (the students are agents: the students stalk people) (= He liked students who stalked people.)
- The idea of a black oak box appealed to all of us. Interpretation 1: a [ black [ oak box] ], black modifies oak box (an oak box that is black) Interpretation 2: a [ [black oak] box], black modifies oak (a box made out of black oak, which is a kind of tree (Quercus velutina))
- You have no idea how worried mothers sound. Interpretation 1: You have no idea [how worried] [mothers] sound, wor- ried forms a constituent with how, and mothers is a separate constituent; how worried is an AdjP that functions as Subject Complement and mothers is an NP that functions as Subject (Mothers sound (very) worried) Interpretation 2: You have no idea [how] [worried mothers] sound, how is a constituent and worried mothers is a constituent; how is an AdjP that functions
as Subject Complement worried mothers is an NP that functions as Subject (How do worried mothers sound? They sound frightened (for example))
- He ran over the cat. Interpretation 1: run over is a particle verb that means ‘kill (accidentally) with a vehicle’; the cat is an NP that functions as Direct Object; it is also possible to say He ran the cat over, although the latter possibility is not possible for some speakers. Interpretation 2: over the cat is an PrepP that functions as Adjunct; the sentence means He jumped (while running) so as not to step on the cat (e.g. He ran through the door, into the room, over the cat and into bed.) In this case, it is impossible to say *He ran the cat over.
- Jennifer scared the mouse in the house. Interpretation 1: Jennifer scared [the mouse [in the house] ], in the house is a PrepP that is a postmodifier to mouse; the mouse in the house is Direct Object. (Which mouse did Jennifer scare? The one that was in the house.) Interpretation 2: Jennifer scared [the mouse] [in the house], in the house is a PrepP that functions as Adjunct (= Jennifer scared the mouse while she (Jennifer, but probably the mouse as well) was in the house (= While in the house, Jennifer scared the mouse.))
- The general thinks he might have defeated soldiers. Interpretation 1: Have is a lexical verb. Defeated soldiers is a constituent that functions as Direct Object. Soldiers is the head of the NP and it is premodified by defeated (The general has a specific type of soldier in his regiment, namely soldiers that have been defeated.) Interpretation 2: Have is the perfect auxiliary. Defeat is a transitive verb that is complemented by the Direct Object NP soldiers. (The general thinks he might have done something, namely defeated soldiers.)
- I wonder if he knows how unfortunate people feel in such circumstances. Interpretation 1: I wonder if he knows [how unfortunate] [people] feel, unfortunate forms a constituent with how and people is a separate constitu- ent; how unfortunate is an AdjP that functions as Subject Complement and people is an NP that functions as Subject (People feel unfortunate to a certain degree – to what degree (= how) do they feel unfortunate? They feel very unfortunate.) Interpretation 2: You have no idea [how] [unfortunate people] feel, how is a constituent and unfortunate people is a constituent; how is an AdjP that functions as Subject Complement and unfortunate people is an NP that functions as Subject (unfortunate people feel a particular way)
- The destruction of Atlantis is a legend. Atlantis didn’t really exist. (The PrepP [of Atlantis] is the complement of the noun destruction.)
- They lived by the seaside for many years. (The PrepP [by the seaside] is a PC; the PrepP [for many years] is an Adjunct.)
- He started making measurable progress from day one. (The PrepP [from day one] is an Adjunct.)
- There’s no need to go to an exotic country to have a relaxing holiday. (The PrepP [to an exotic country] is a PC.)
- I’ve been looking for this first-edition book since last year. (The PrepP [for this first-edition book] is a PO; the PrepP [since last year] is an Adjunct.)
- The picture was hanging from a rusty nail. (The PrepP [from a rusty nail] is a PC.)
Exercise 11. Identify the Adverbs and the Prepositions in the sentences below.
- I haven’t spoken to (preposition) her since (preposition) last Christmas.
- I’ll join you later (adverb) tonight (adverb).
- Besides (preposition) Jennifer, I knew no one at (preposition) the party.
- Why do you want to buy her a gift? Besides (adverb), you don’t have any money.
- I haven’t spoken to (preposition) her since (adverb).
- I want a fast car, so that I can get to (preposition) you really (adverb) fast (adverb) and not (adverb) arrive late (adverb). (Note that fast in fast car is an adjective)
- She needs her daily portion of (preposition) ham and cheese.
- Honestly (adverb), I can’t remember who I sat next to (preposition).
- To say the least, she hardly (adverb) made an effort to say a friendly word.
- I sat beside (preposition) her during (preposition) the Christmas dinner.
Exercise 12. Explain the statements below and illustrate them with examples of your own.
- The unmarked function of an interrogative sentence is to ask for infor- mation, but an interrogative sentence can also function as (a) a forceful statement, (b) an offer of service or (c) a suggestion. This statement shows that there is not necessarily a one-to-one relation between form and function; that is, a specific form can have more than one function and a specific function can be performed by more than one
form. An interrogative clause is a form with a certain number of formal characteristics (see section 3.1, pp. 44–50), and its default function (that of a wh-interrogative clause, at least) is to ask for information (Where do you live?). However, it can also be used to communicate a forceful statement (Who says she’s going to fail?), an offer of service (Can I give you a hand?) or to make a suggestion (Shall we go for a walk?).
- The unmarked function of an imperative sentence is to give an order, but an imperative sentence can also function as (a) a wish, (b) an exclamation or (c) an offer. This statement illustrates the same phenomenon: an imperative sentence has a number of formal characteristics (see p. 21), and its default function is to give an order (Be quiet!). However, it can perform a variety of functions such expressing a wish (Do come along – we’d love to see you.), communicat- ing an exclamation (Guess what – I’m pregnant!) or making an offer (Please have some coffee.)
Exercise 13. Read the following article and identify the main clauses, the sub- clauses (or embedded clauses) and the embedding clauses.
Examples of clausal analysis
A woman has given birth on a chair in a waiting room in an east London hos- pital amid claims there were no staff or beds available. The underlined segment is a main clause. The unitalicized segment is en embedding clause. The italicized segment is a subclause (or embedded clause) functioning as an appositive clause. The noun claims is the antecedent, and the subordinating conjunction is a zero marker (the subordinator and relative pronoun that often do not surface).
Frances Randall gave birth to her son while she was sitting on a chair with help from a stranger at Queen’s Hospital in Romford. The underlined segment is a main clause. The unitalicized segment is an embedding clause. The italicized segment is a subclause (or embedded clause) functioning as an Adjunct. While is a subordinating conjunction.
The new mother said (i) there had been no medical staff available and (ii) her son Freddie had fallen on the floor. The underlined segment is a main clause. The italicized segment contains two conjoined subclauses (or embedded clauses) (i) and (ii)), both functioning as the DO of the verb said. The subordinating conjunction is a zero marker (the subordinator and relative pronoun that often do not surface).
are common enough, they are not usually considered correct in standard English.
- More than 100,000 people were stopped and searched by police under counter-terrorism powers last year but none of them were arrested for terrorism-related offences. (www.guardian.co.uk, 28.10.2010) Either a singular or plural verb form can found after a complex NP with none of + plural noun. Traditionally, the singular form (agreeing with none) is often held to be the more correct form, and some still maintain that this rule must be observed. However, the plural form is extremely common and can no longer be considered a ‘mistake’.
- I understand where you’re coming from, but if I was you I wouldn’t have the wedding ring you inherited from your grandma reset. (www) The form were is often considered to be more correct than was in combina- tion with the first-person Subject when there is reference to a counterfactual situation in an if-clause. Many native speakers feel that if I was you sounds less correct than if I were you.
- ‘It’s fantastic, I’m really thrilled the way I played all week. To win a fifth time is obviously amazing, for the third time in a different place. Like I said before, it would be great to win in Houston, Shanghai and also now here in London.’ (news.bbc.co.uk 28.11.2010) Like and as can both express similarity. The prescriptive rule states that like is a preposition that introduces a NP whereas as is a subordinating conjunction that introduces a clause. In reality, like is very often used as a subordinating conjunction. (Note that the sentence in (4) is the transcrip- tion of spoken, rather informal English.) Such usage has been around for hundreds of years, but many still consider it a mistake. To be on the safe side, use as before a clause in more formal (especially written) English.
- We did not learn until after we’d ordered our main meals that they also have a pasta appetizer. If I had known I may have changed my selection and not ordered pasta as a main dish. (www) May followed by a perfect infinitive (may have done) in a sentence such as (5) usual refers to probability in the present with reference to a past situ- ation. This is an example of epistemic modality as discussed in Chapter 5. Might and could can be used in this way as well: I wonder why he didn’t come to the party last night. I suppose he may/might/could have been ill (= I make a present deduction concerning his state of health in the past > ‘I think (now) that perhaps he was ill’). The meaning in (5) is not ‘perhaps I changed my selection’; it is clear that the person writing did not change his
or her selection. Here, the if-clause refers to a counterfactual situation (If I had known = I did not know), and standard use requires a past form to be used in the main clause (might/would/could have changed my selection). This rule is often not applied in informal English, but our recommendation here is to follow standard use.
- ‘They told me there was a mass on the pancreas and they thought it was cancer […]. If it hadn’t have been for the jaundice it wouldn’t have been discovered […] and within another couple of months I would have been dead.’ (interview with cancer survivor, www.bbc.co.uk) Although this ‘past perfect + perfect infinitive’ form is quite commonly used in English to refer to a counterfactual situation (especially in the neg- ative), it is not a part of standard usage. Use a past perfect here instead: If it hadn’t been for the jaundice...
- The chief executive of Starbucks has revealed that the coffee shop giant is to more than double its opening of new stores globally over the next year. (The Independent, 13.11.2010) This sentence illustrates the so-called split infinitive; that is, the infinitive marker to is separated from the verb stem. Some prescriptivists insist that it is incorrect to ‘split’ an infinitive, but such usage is well established in English and has been for many years. In the sentence in (7), in fact, it is impossible not to split it: both *the coffee shop giant is more than to double its opening of new stores and *the coffee shop giant is to double more than its opening of new stores are impossible in English. The sentence would have to be considerably reformulated: the coffee shop giant is to open more than twice as many stores as they have already opened.
- Tourist board organization Visit Scotland, which employs 1,000 staff, claims it has managed to do more with less people following an extensive restruc- ture. (www) People is a plural and therefore combines with fewer rather than less. In modern English, less (rather than the more correct fewer) is extremely common with plural nouns but is nonetheless still considered a mistake in careful standard English by some people.
- (newspaper headline) Identity: A cop show that thankfully doesn’t take itself too seriously. (www.metro.co.uk) Prescriptive grammar only approves of the use of thankfully when it is used as a manner adverb, which is not the case here: it functions as a sentence adverb. As discussed in Chapter 6, there a number of ways in which sen- tence adverbs function. There is nothing objectionable about the use of thankfully in this sentence.
- By the time Mozgawa moved to Los Angeles in 2008, she was a profes- sional drummer, stepping in to tour with whomever might need her, but secretly wishing for a band of her own. (The Guardian, 12 February
Although whomever follows a preposition, it is the Subject of the relative clause ‘who(m)ever might need her’, which means that only the subjec- tive form whoever (rather than the objective form whomever) is correct, strictly speaking. This prescriptive rule is not one that native speakers master, and whomever for whoever can be found even in edited prose. (Note that whoever for whomever can be seen in the same way as who is used for whom: see Chapter 2, pp. 48–49)
Chapter 2: The verb and its complements
Exercise 1. Complete the sentences with the correct form of have or do. Deter- mine whether the forms are auxiliary verbs or lexical verbs. Negative forms may be required.
- You’ve written an interesting essay, but I do think it could be shorter. aux- iliary
- He offered to sell me his computer, but I had already bought one. auxiliary
- What do you think we should do to solve the problem? auxiliary – lexical verb
- Unfortunately, I didn’t see the exhibition. I did buy the catalogue, however. auxiliary - auxiliary
- You’ll definitely recognize her. She has a very angular face and short black hair. lexical verb
- By the time we got there, the concert had started. auxiliary
- They have a Volkswagen now. I think they have always had Volkswagens. lexical verb - auxiliary - lexical verb
- We had a look around before deciding whether to stay there. lexical verb
- Too bad she doesn’t like strawberries. – But she does like strawberries! aux- iliary
- I’m sure he’s not a doctor, but I don’t know what he actually does do for a living. Do you know what he does? auxiliary - auxiliary - lexical verb – aux- iliary - lexical verb
Exercise 2. First, identify in which sentences below have/has is an auxiliary. Then determine for the remaining sentences when have got/has got is also
possible. Finally, give the negative and interrogative forms for each sentence with have/has and have got/has got. Use the information provided in brackets for the interrogative clauses when necessary.
- I often have a drink after work. (you) have is not an auxiliary – it is a lexical verb; it is dynamic , so have got is not possible I don’t often have a drink after work. Do you often have a drink after work?
- He has his father’s eyes. have is not an auxiliary – it is a lexical verb; it is non-dynamic , so have got is possible He’s got his father’s eyes. He doesn’t have/hasn’t got his father’s eyes. Does he have/has he got his father’s eyes?
- I have read Ian McEwan’s latest book. (you) have is an auxiliary used to form the present perfect I haven’t read Ian McEwan’s latest book. Have you read Ian McEwan’s latest book?
- William has a twin brother. have is not an auxiliary – it is a lexical verb; it is non-dynamic , so have got is possible William’s got a twin brother. William doesn’t have/hasn’t got a twin brother. Does William have/has William got a twin brother?
- They always have a good time at parties. have is not an auxiliary – it is a lexical verb; it is dynamic , so have got is not possible They don’t always have a good time at parties. Do they often have a good time at parties?
- I have an idea where she could be hiding. (you) have is not an auxiliary – it is a lexical verb; it is non-dynamic , so have got is possible I’ve got an idea where she could be hiding. I don’t have/haven’t got an(y) idea where she could be hiding. Do you have/have you got an(y) idea where she could be hiding?
- They have finally reached a mutual agreement. have is an auxiliary used to form the present perfect
form each of the declarative clauses into a wh-interrogative clause, using a wh-constituent that corresponds to the italicized segment. If two segments are italicized, provide two separate wh-interrogatives. Pay particular attention to the subordinator that in the interrogatives corresponding to the even-num- bered sentences.
- We have enrolled 150 students for the summer session. Have we enrolled 150 students for the summer session? How many students have we enrolled for the summer session?
- The director claims that 150 students have enrolled for the summer session. Does the director claim (that) 150 students have enrolled for the summer session? How many students does the director claim that have enrolled for the sum- mer session? What does the director claim (that) 150 students have enrolled for?
- She scribbled down the message with a red crayon because she didn’t have a pen. Did she scribble down the message with a red crayon because she didn’t have a pen? Why did she scribble down the message with a red crayon?
- I suppose that she scribbled down the message with a red crayon. (you) Do you suppose (that) she scribbled down the message with a red crayon? Who do you suppose that scribbled down the message with a red crayon? What do you suppose (that) she scribbled down the message with? (or With what.. .)
- The orchid show will be taking place in the northeast pavilion. Will the orchid show be taking place in the northeast pavilion? Which show will be taking place in the northeast pavilion? Where will the orchid show be taking place?
- I think that the orchid show will be taking place in the northeast pavilion. (you) Do you think (that) the orchid show will be taking place in the northeast pavilion? What do you think that will be taking place in the northeast pavilion? Which pavilion do you think (that) the orchid show will be taking place in? (or In which pavilion.. .)
- We’re taking care of Paul’s children tomorrow night. Are we taking care of Paul’s children tomorrow night? Whose children are we taking care of tomorrow night? When are we taking care of Paul’s children?
- You said that something funny happened to Paul’s children. Did you say that something funny happened to Paul’s children? What did you say that happened to Paul’s children? Who did you say (that) something funny happened to? (or To whom.. .?)
- You should have your teeth cleaned every six months. Should you have your teeth cleaned every six months? How often should you have your teeth cleaned?
- Most dentists say that children should have their teeth cleaned regularly. Do most dentists say (that) children should have their teeth cleaned regu- larly? Who do most dentists say that should have their teeth cleaned regularly? What do most dentists say (that) children should do regularly?
- He saw several teenagers walking away from the scene of the crime. Did he see several teenagers walking away from the scene of the crime? Who did he see walking away from the scene of the crime?
- He claimed that several teenagers were walking away from the scene of the crime. Did he claim (that) several teenagers were walking away from the scene of the crime? How many teenagers did he claim that were walking away from the scene of the crime?
- Several things need to be accomplished by next Wednesday. Do several things need to be accomplished by next Wednesday? What needs to be accomplished by next Wednesday?
- She said that these things need to be accomplished by next Wednesday. Did she say (that) these things need to be accomplished by next Wednes- day? What did she say that needs to be accomplished by next Wednesday? When did she said (that) these things need to be accomplished by? (or By when.. .?)
- The train for Geneva is scheduled to leave at 8:23 from platform 8.
