The document discusses the key elements of language that determine a statement's meaning, including context, grammar, vocabulary, and pronunciation. It provides examples of how changing these elements can alter a statement's implications. For instance, the sentence "It's warm in here" could be a request to open a window, an expression of satisfaction, or a suggestion to find elsewhere, depending on the surrounding context. Overall, the document examines how language users skillfully manipulate different linguistic components to convey precise meanings.
Total Physical Response (TPR) is a language teaching method commmonly used in children and beginners of a language.
Slides;
- What is TPR?
- Approach:
a) Theory of Language.
b) Theory of Learning.
- Design
a) Objective
b) Syllabus
c) T&L Activities.
d) Teacher´s Roles.
e) Material's Roles.
- Procedure:
a) Nature & Characteristics of TPR.
b) Techniques.
c) Featured activity.
- Advantages & Disadvantages of TPR.
- References:
Authors: Miguel Luna, Ruben Romero, Daniela Mercado, Marian Rodriguez, & Lorena Duarte.
Total Physical Response (TPR) is a language teaching method commmonly used in children and beginners of a language.
Slides;
- What is TPR?
- Approach:
a) Theory of Language.
b) Theory of Learning.
- Design
a) Objective
b) Syllabus
c) T&L Activities.
d) Teacher´s Roles.
e) Material's Roles.
- Procedure:
a) Nature & Characteristics of TPR.
b) Techniques.
c) Featured activity.
- Advantages & Disadvantages of TPR.
- References:
Authors: Miguel Luna, Ruben Romero, Daniela Mercado, Marian Rodriguez, & Lorena Duarte.
Language Assessment - Beyond Test-Alternatives Assessment by EFL LearnersEFL Learning
The concept of assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like—in an effort to triangulate data about students.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Language Assessment - Beyond Test-Alternatives Assessment by EFL LearnersEFL Learning
The concept of assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like—in an effort to triangulate data about students.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
What If? Chapter 14 Most relevant aspects of the book How to Teach English by...ESPE
In this Slide Show you will find the main ideas about chapter 14 of the book How to Teach English by Jeremy Harmer with some pictures related to the topic.
ETL705 Week 6Semantics and the LexiconKey topics inBetseyCalderon89
ETL705 Week 6:
Semantics and the Lexicon
Key topics in Semantics
Sense and reference
Literal meaning
Figurative meaning
Lexical Semantics
Speech acts
Gricean maxims
Reference
presupposition
Sense and reference
Sense and reference, as we may simply say, are the two sides of a coin.
Reference (Denotation) is the person, the object, or anything that we are talking about and has a reference in the outside world.
Sense (Meaning) is related to the meaning, and the way the person or the object is referred to.
Activity
Identify the sense and reference of the word ‘unicorn’.
Literal vs. figurative meaning
The meaning that we draw ordinarily is called the literal meaning. The word ‘needle’ is literally defined as ‘a sharp instrument’. The non-literal meaning of ‘pain’ is not included in its dictionary definition. This is the connotative meaning that we get from ‘needle’. The denotation of the word refers (see reference in the previous slide) to the actual needle whereas the connotation, as one type of figurative meaning, is used for the sense (see sense in the previous slide).
Figurative meaning or figurative language is used for different purposes; e.g., for exaggeration, for analogy, and for metaphors, among other things. In literature it is often known as figure of speech.
Metaphors
The sentence ‘He is the apple of my eye’ – doesn’t refer to any kind of fruit; there is, of course, no real apple in a person's eye. The "apple" is someone beloved and held dear.
When we hear this statement, we interpret it metaphorically, that is, we go beyond the literal meaning.
Other examples:
a bubbly personality
feeling blue
a rollercoaster of emotions
it’s raining men
Since our daily use of language is full of metaphors, it is sometimes hard to draw a fine distinction between the literal and the metaphoric meaning. For this reason, some linguists prefer to consider them cognitively and not linguistically.
Activity
Think of 3 metaphors in English (or another language) and discuss
Metonymy
Metonymy is another kind of figure of speech which connotes habituality or association.
e.g.
‘The pen is mightier than the sword’
What about these?
The Crown
The White House
Dish
Ears
A hand
Australia
The semantics of homophony=homonymy
Homonyms:
When two words have the same spelling and pronunciation, but different meanings
I went to the bank (by the river or to withdraw some cash?).
This is an interesting case
Activity
Provide 2 homonyms.
(If the spelling is different but the sound is the same, e.g sea and see, they are homophones)
The semantics of polysemy
Polysemy (adj polysemous):
When a word has several meanings, such as the word ‘run’.
Compare:
He runs.
The paint runs.
The engine runs.
He has a runny nose.
The grass runs for a mile.
He runs this business.
The semantics of hyponymy
The word ‘gum’ or ‘gum tree’ is one kind of tree. The general word ‘tree’ is superordinate or hyponymous to the word ‘gum tree’.
Different t ...
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
1Unit ILesson 6 Grammar and StyleAdjectives and Adverbs.docxfelicidaddinwoodie
1
Unit I
Lesson 6: Grammar and Style
Adjectives and Adverbs
Adjectives
Adjectives are modifiers: Modifiers include words, phrases, and clauses.
Adjectives modify or say something about a noun or a pronoun. Adjectives can tell what color, how many, how big or small, in fact just about anything about the words they modify.
There are several very specific things about adjectives that we have to be aware of as we write and speak:
1. One common error in slang, low diction, and conversational English is to misuse an adjective to modify another adjective.
For example:
He is real tall.
Here the word real is an adjective, but it cannot modify another adjective, tall.
The correct form would be, “He is really tall.” In this case, really, an adverb, can modify the adjective tall.
Another example:
Yesterday I was real sick the whole time at school
Here real attempts to modify the adjective sick. As above, an adjective can never modify another adjective.
The correct form would be, “Yesterday I was really sick the whole time at school.”
2. Adjectives conform to particular and traditional positions, in English usually immediately before what they modify.
Most of the time, adjectives come directly in front of the word they are modifying.
For example:
She drove a new pink Mercedes.
The hot, roaring fire engulfed the house.
In both cases here, there are two adjectives in front of the words they modify.
Another common position for the adjective is at the end of the sentence. This common structure takes the form of subject + linking verb + adjective. Many of these structures, as you will see, are common everyday expressions.
For example:
The quarterback for the opposing team is extremely tall.
Here the adjective tall modifies the subject of the sentence, quarterback.
Sharks in these waters have been known to be very aggressive.
Here the adjective aggressive modifies the subject, sharks.
Food in this part of New Orleans is generally accepted to be very expensive.
Here the adjective expensive modifies the subject, food.
3. Adjectives also normally appear in three different forms, depending on what they are modifying and the context. These are called the positive, what you might call the normal or typical form of the adjective; the comparative, used when you are comparing two items; and the superlative, used when you are comparing one item to three or more other similar items.
For example:
Positive Comparative Superlative
fast faster fastest
good better best
smooth smoother smoothest
Note that adjectives of multiple syllables have to use more and most to make their comparative and superlative forms:
Positive Comparative Superlative
Redolent more redolent most redolent
Note that you could not say redolenter or redolentest.
Fragrant more fragrant most fragrant
Again, there are no such words as fragranter or fragrantest.
Also note that you cannot mix the two forms—that is, add more or most to a form that is made by ...
Writing Elements A Quick Guide to Grammar and Usag.docxericbrooks84875
Writing Elements
A Quick Guide to Grammar and Usage
Timothy P. Goss and Sabrina M. Goss
1
Using this Guide
Before we get started, you should note that this guide is, in no way, a comprehensive exploration
of grammar and usage. Many guides are available that will provide a much richer and fuller
understanding of the components of language usage. Instead, this guide has been designed to
help you, in a quick and efficient way, avoid some of the more common errors people make in
their writing.
It is a good idea to review this entire guide several times until the information becomes second-
nature. Having a good grasp on the basic rules of grammar and usage will make a big difference
in how your writing will be received in your academic and professional careers. It may even help
your love life, but probably not really help you teach your dog how to say, “Fiddlesticks” (every
piece of writing has its limitations).
Enjoy this journey.
2
Table of Contents
Clarity and Style:
1. Parts of Speech 3
2. Verbs and Verbals 4
3. Commonly Misused Words 5
4. Point of View: First, Second, and Third Person 6
5. Past and Present Tenses 6
6. Clichés 7
7. Sexist Language 7
8. Slang/Jargon 8
Grammar:
1. Subject/Verb Agreement 8
2. Pronoun-Antecedent Agreement 9
3. Sentence Fragments 9
4. Run-On Sentences 10
Punctuation:
1. Commas 11
2. Semicolons 12
Mechanics:
1. Abbreviations 12
2. Numbers 12
General Advice 13
3
Parts of Speech
All words in the English language have a particular duty to perform in a sentence or clause.
These parts work in concert with one another to create meaning. We can look at the way words
work in a sentence by either their function or by their form or definition.
By Function:
1. Verbs: These words determine the action that is being related (all sentences/clauses must
do something).
2. Nouns and Pronouns: These words serve as the thing doing the action (subject), or the
thing having the action done to it (object).
3. Modifiers (Adjectives and Adverbs): These words describe another word to help
distinguish or clarify the meaning being related.
4. Prepositions: These words shows how one word or phrase relates to another
5. Articles: These words are connected to nouns and determine the vagueness of specificity
of the noun.
6. Conjunctions: These words join clauses together.
7. Interjections: These words serve to express strong emotion.
By Form or Definition:
1. Verb: An action word. For example: Speak, run, fight, asked, claimed, and rocked.
2. Noun: A part of speech that stands for a person, place, thing, or idea. For example:
Truck, house, loss, ring, air, and sandwich.
3. Pronoun: Takes the place of a noun. For example: I, he, she, we, i.
Here’s the most precise guide ever on what adjectives are, their usage, and placement. You’ll never make a mistake with using adjectives in your writing ever again.
Similar to How to teach (Jeremy Harmer) Describing language (20)
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. Meaning in context
No one who speaks English has any difficulty
understanding the meaning of a sentence like
'It's warm in here.'
But why it is being said, and what the speaker
wishes to convey by saying it, depends entirely
on two things: the context in which it is said
and what the speaker wants people to
understand.
3. 1. Someone who is either lazy, ill or in
some position of power, might be either a
request or an order for someone to open a
window.
2. Two people come in out of the cold, might well
be an expression of satisfaction or pleasure.
3. two people are trying to decide which room to
use as their bedroom, might serve as a
suggestion to choose or not to choose the room.
4. The meaning of language depends on where it
occurs within a larger stretch of discourse, and
thus the relationship that the different
language elements have with what comes
before and after them. In other words,
speakers and writers have to be able to
operate with more than just words and
grammar; they have to be able to string
utterances together.
5. A : We can leave the ice here till we need it.
B : It's warm in here.
A : Is it? OK, then, let's find somewhere else.
The utterance 'It's warm in here' acts as a
rejection of A's suggestion.
A can then use 'it' to refer to the whole of B's
proposition ('It's warm in here').
'OK' suggests that A has absorbed all of the
discourse so far (suggestion - rejection -
agreement with the rejection)
6. The elements of language
Whatever the sentence 'It's warm in here.' is used
to mean, the speaker has put together a number
of elements in order to get that meaning across:
1. Grammar
Our sentence depends, for its success, on putting
a number of elements in the correct order, in this
case subject (it), verb (is), complement ( warm ),
and adverbial ( in here). The elements have to go
in the right order for the sentence to work.
*'It here in warm is'
7. We can't, for example, put an adjective or an adverb in
the subject slot.
*'Stealthily is warm in here.'
Or a verb in the adverbial position
*'It's warm go.'
However, there are some changes we are allowed to
make to our sentence elements, and these will alter
the meaning of the sentence.(subject-verb ---> verb-
subject) will make our sentence into a question.
'Is it warm in here?'
8. Not all sentences consist of just one clause. We can make things
considerably more complex by joining and amalgamating a number
of different clauses. For example, the following sentences:
'The girl met the woman.'
'The woman was standing by the canal.'
'They went to a cafe.'
'They had a meal.'
'They enjoyed it very much.‘
can be amalgamated into a multi-clause sentence such as:
'The girl met the woman who was standing by the canal and they
went to a cafe and had a meal, which they enjoyed very much.'
9. 2. Vocabulary
The sentence 'It is warm in here.' is made up
of the words 'it', 'is', 'warm', 'in' and 'here'.
The speaker has chosen these words on
purpose to express a particular meaning. He
or she could have chosen 'hot' or 'cold'
instead of , warm' and, as a result, the
sentence would mean something different.
10. A speaker's knowledge of a word also includes an
understanding of how the shape of that word can be
altered so that its grammatical meaning can be
changed. We call the system of rules that determine
how these changes can be made morphology. For
example, a simple morphological change will make the
sentence which started this section less categorical (It's
warmish in here') whereas adding '-er' to the adjective
(It's warmer in here') makes it a comparative adjective.
In the same way adding '-ed' to a regular verb ('he
walked', 'she played') makes it a past tense verb.
11. 3. Pronunciation
The way the sentence is spoken will also determine
exactly what it means. Pitch describes the level (high or
low) at which we speak. Changing our pitch in an
utterance is absolutely crucial for getting our meaning
across.
The word 'Yes', for example, can be said with a falling
voice, a rising voice or a combination of the two. By
changing the direction of the voice we can make 'Yes'
mean 'I agree' or 'Perhaps it's true' or 'You can't be
serious' or 'Wow, you are so right', or any number of
other things.
12. There are two main categories of sounds: vowel sounds and
consonant sounds. Vowel sounds can either be single or
combinations of two or more sounds (diphthongs or triphthongs).
Consonants can sometimes be joined together to make sounds.
Consonants can be either voiced or voiceless. Voiced consonants
are those where we close the vocal cords in our throat and they
vibrate as the air from the lungs passes between them. Consonants
like Ibl, Idl, Ivl and Ig/are all voiced in this way, whereas when we
say the consonants Ipl, Itl, If I and IkI the vocal cords are left open
and so there is no vibration, and therefore no voice. Thus, while, for
example, we use exactly the same parts of the mouth to make the
sounds Idl and Itl, the first is voiced while the second is not. The
same is true of the pairs Ibl and Ipl, lvI and If I, and Igl and Ik I .
13.
14. Forms and meanings
1. One form, many meanings
The present continuous verb form can refer to both the
present (I'm not listening') and the future (I'm seeing him
tomorrow'). It can be used to refer to a temporary
uncompleted event ('They are enjoying the weather') or to a
series of completed events ('He's always putting his foot in it').
Words can also mean more than one thing, for example,
'book' (something to read, to reserve, a list of bets, etc)
With so many available meanings for words and grammatical
forms, it is the context the word occurs in which determines
which of these meanings is being referred to.
15. 2. One meaning, many forms
A meaning or concept can be expressed in many different ways.
Consider, for example, the concept of the future. Different forms
can be used to express the same basic concept.
I’ll see you tomorrow.
I’m going to see you tomorrow.
I’m seeing you tomorrow- that's the arrangement, isn't it?
I can get to you by about six o'clock.
I see you at six, and afterwards I have a meeting with John.
The choice of which way to express futurity depends on whether
the speaker wants to talk about fixed arrangements, plans,
schedules, offers, or just a simple concept of the future with none
of these overtones.
16. Word meaning can also be expressed in different ways.
Even where words appear to have the same meaning - to
be synonyms - they are usually distinct from each other. For
example, we can describe an intelligent person by using a
number of different words: 'intelligent', 'bright', 'brainy',
'clever', 'smart', etc. But each of these words has a different
connotation (shade of meaning). 'Brainy' is an informal
word and might well have a negative connotation
when used by a schoolchild about a classmate. 'Bright‘
carries the connotation of lively and young. 'Smart' is
commonly used in American English and has a slight
connotation of trickiness, and 'clever' is often used in
phrases with negative connotations.
17. Parts of speech
These are the categories which help us
determine how grammatical sequences
are put together, and which words can go
in which slots.
We will consider the parts of speech in
terms of the noun phrase, verbs, adverbs
and prepositions, and discourse.
18. 1. The noun phrase
A noun phrase may consist of just a noun
(John) or a pronoun (he, they). The noun may
be preceded by a determiner (this woman, a
man). There may be one or more adjectives
before the noun (a young woman, a
handsome old man), and the noun may be
post- modified in some way (a woman with a
computer, the man wearing a hat).
19. Nouns:
Countable and uncountable
Plural nouns, singular verbs( darts, news)
Collective nouns (family, team, government)
Compound nouns (walking stick, cherry tree )
Pronouns:
personal pronouns( objective, subjective)
reflexive pronouns (myself, mine ...)
relative pronouns (who, where ...)
20. Articles and determiners
Articles ('the', 'a' and 'an') belong to a class of words
called determiners. These identify the noun phrase,
telling us whether it is general or specific, or whether it
is known about or is new. Other examples of
determiners are 'this',
'that', 'these', 'those', 'some' and 'all of'. Determiners
usually come before a noun or at the beginning of a
noun phrase, e.g. 'an apple', 'the red bus', 'some of my
best friends', 'these fresh oranges'.
Definite article (the)
Indefinite article(a/an)
21. Adjectives
Comparative and superlative forms('big -
bigger‘ 'biggest', 'more colourful', 'most
colourful', 'bad - worse - worst‘)
Adjective sequence
size colour origin material purpose noun
the
small purple German silk evening gown
the
large () () wooden () crate
22. Adjective and preposition
'interested in', 'keen on','happy about'
Adjectives as nouns
'the blind', 'the poor‘
Adjective or adverb?
Some words can be both adjectives and adverbs,
depending on whether they modify nouns or verbs.
When we say 'I had a late lunch', 'late' is an adjective,
but when we say 'He arrived late', it is an adverb.
Although many adverbs end in '-ly', a word like 'deadly'
('a deadly disease') is functioning as an adjective
23. 2. The verb phrase
In any discussion of verbs we need to bear in mind
two main parameters, tense and aspect.
A verb tense is the form of the verb we choose
when we want to say what time ( past, present,
future). The aspect (continuous, simple, perfect,
etc) which we choose for the verb describes this.
There are three different types of verb: auxiliary
verbs, main verbs and phrasal (multi-word) verbs.
24. Auxiliary verbs
Auxiliary and the modal auxiliary verbs. They are used with main verbs in affirmative sentences,
negative sentences and question formation.
Main verbs
They can stand alone and express the main idea.
Phrasal (multi-word) verbs
Phrasal verbs are formed by adding a particle (adverb or preposition - or an adverb and a
preposition) to a verb to create new meanings.
Type 1: intransitive: does not take a direct object (take off, stand up)
Type 2: transitive and inseparable: These are verbs which take an object, and where the object
must come after the complete verb (the verb and the particle cannot be separated). (go on, look
after)
Type 3: transitive and separable: the object can come between the verb and the particle. (give
back, work out)
Type 4: transitive, 2+ particles, inseparable: Where there is more than one particle, the object has
to come at the end. (run out of, break up with)
25. Verb forms
Participles: (present and past participles)
Regular and irregular verbs
Active and passive
Verb complementation
simple continuous
present
John is in the kitchen. What's happening?
I love it here. I'm not listening.
past
She said goodbye.
He was waiting at the
gate.
He cried.
They weren't listening.She didn't buy a new
cellphone.
26. simple continuous
present perfect
I've read his new book. I've been reading his new book.
They haven't arrived yet.
They haven't been travelling for
long.
past perfect
He had studied English as a child. He had been waiting for about
half an hour.
I had never worked with a robot
before. They hadn't been talking for
more than a minute when ...
future perfect
I'll have finished this homework
by tomorrow.
In August we'll have been living
here for twenty-six years.
By this time next year, I will have
been to the gym about 160 times.
When you get back, I'll have
been working on this chapter for
six hours.
Perfect verbs
27.
28.
29. Hypothetical meaning
When we talk about something that is not real, but
that might be the case, we are talking hypothetically.
English has many ways of expressing hypothetical
meaning:
1. Modal verbs
modals are auxiliary verbs which we use to comment
on the likelihood of something. Thus, if we say 'It
might rain' we are saying that it is a hypothetical
possibility. If we say 'Perhaps I could be persuaded' or
'I would if I could' we are hypothesising situations in
which such eventualities are possible.
30. 2. Conditional sentences
Conditional sentences are formed when the conjunction
'if' is used to preface a condition, e.g. 'If it rains
(condition), you'll get wet (result)'. In this case, it is quite
likely that it will rain, and therefore the result is possible.
However, if we change the sentence to 'If it rained, you
would get wet' we are suggesting that the chance of it
raining is unlikely - in other words, we are talking
hypothetically - and this is signalled by the use of 'would'
rather than 'will'. A further change of verb tense/form
(using the past perfect) will produce an impossible
condition, e.g. 'If it had rained, you would have got wet'.
But it didn't so you were spared!
31. These three conditional forms are often called first, second and third conditionals.
It is useful to understand whether they are real (possible) or hypothetical
(impossible) and whether they refer to the present, future or past.
hypothetical real
If I had a dog, I'd take it for
walks.
I'd take a dog for walks if I had
one.
If you pay online, you get a
discount.
You get a discount if you pay
on line.
talking about the present
If I won the lottery, I'd travel
round the world.
If I were you I'd get a new
jacket.
If you work hard, you'll pass
the exam.
You'll pass the exam if you
work hard.
talking about the past
If I'd known about the rail strike,
I would have come by car.
I would have come by car if I'd
known about the rail strike.
If it was very warm, we ate
outside.
We ate outside if it was very
warm.
talking about the future
32. Words together
1. Collocations: If any two words occur together more often than
just by chance, we often call them collocations. In other words,
when you hear the word 'asleep' there is a good chance that the
word 'fast' will be used with it ('fast asleep'). More examples:
heavy traffic, heavy rain/snow, heavy fighting, heavy drinker ...
2. Lexical chunks: Lexical chunks are strings of words which behave
almost as one unit. Some of these are fixed (which means you
can't change any of the words, e.g. over the moon, out of the
blue), and some of them are semi-fixed (which' means you can
change some of the words, e.g. nice to see you/good to see
you/great to see you, etc).
3. Idioms: Are lexical phrases where the meaning of the whole
phrase may not be comprehensible even if we know the meaning
of each individual word ('full of beans' = energetic, 'as plain as the
nose on your face' = obvious).
33. Language functions
A language function is a purpose you wish to achieve
when you say or write something. By 'performing' the
function, you are performing an act of communication.
If you say 'I apologise', you are performing the function
of apologising; if you say 'I promise', you are
performing the function of promising. But functions
are more often performed without using verbs like this
at all. We can apologise by saying 'sorry' and invite
someone not by saying 'I invite you' but by saying
things like 'Do you fancy coming round for a meal?'. As
we have seen above, there are many ways of
recommending a course of action.
34. Text and Discourse
1. Cohesion: Cohesion refers to the devices we use to stick text together -
the way we connect ideas and sentences together. Lexical cohesion
involves using words and groups of words throughout a text to bind a
topic together. In this case we use grammatical cohesion, anaphoric
reference and tinkers.
2. Coherence: Cohesion will make no difference to the success of a text if it
is not coherent. When a text is coherent - when it has some internal
logic – the readers should be able to perceive the writer's purpose and
follow their line of thought.
3. Conversational discourse: Many of the same elements of cohesion and
coherence apply to face-to- face spoken discourse as well. But in speech
we can also use ellipsis for grammatical cohesion, and participants need
to be proficient at turn-taking, the conversational convention that
requires that only one person speak at anyone time. Moreover, if the
conversation is to be successful, speakers should avoid long silences, and
should listen when someone else is speaking.
35. Language variables
The way English speakers use systems of grammar, vocabulary and
pronunciation is dependent upon a number of variables; speaking
and writing, register and language varieties.
1. Speaking and writing: The way we put words together in correct
sequences is often influenced by whether or not we are doing it in
speech or writing. For example, we find that in conversation we
tend to use more contractions (e.g. 'it is' contracted to 'it's', 'I
have' contracted to 'I've' ) than in writing. In speech we might well
shorten 'It's warm in here' to 'Warm in here' or even 'Warm',
though such ellipsis is less likely in writing. However, the choice of
whether something is more or less speaking-like or writing-like
may depend on the register the speaker is using. Students of
English need to be able to recognise the difference between more
speaking- like and writing-like language, and to use these
differences creatively.
36. 2. Register: Our choice of words is also determined by
the register we are speaking in. Register refers to both
the topic we are speaking about and the tone (for
example formal or informal) that we wish to adopt.
Thus, for example, in a weather forecast we would
expect to hear topic words such as 'depression', 'cold
front', 'moving in from ... ', 'temperatures' and 'hot',
'cool' and 'warm'. Students of English need to be able
to recognise register differences so that they can
choose their words appropriately, depending on who
they are speaking or writing to, and on the topic in
question.
37. 3. Language varieties: English is not just one language, of course.
There are many different varieties. Even if we take just British
English for example, we will find that whereas a speaker from
southern England might say 'It's really warm in here', someone
from Newcastle in the north of England might say 'It's right warm
in here' (where 'right' is pronounced 'reet'). There are regional
variations in Britain in pronunciation, word choice and grammar.
There are differences between varieties of British English and the
English used in other countries too. An Australian speaker, using
an informal tone, might well change our sentence to 'Bloody
warm in here, mate', and many American speakers of English will
say Iwo:rmI rather than Iwo:mI - i.e. with the Irl sound clearly
audible. There are other marked differences between British and
American English, too.
38. The status of English as one language is challenged by the many
different 'Englishes' being used around the world, and notions of
the ownership of English have shifted dramatically. Although there
are still many people who advocate using a native-speaker model to
teach English, there is growing acceptance of the concept of an
International English, used as a common language of
communication by people whose native language is not English.
This International English belongs to everyone who speaks it, but it
is no one's mother tongue. Students should be aware of the
difference in language varieties and should be given opportunities
to experience different Englishes, though not in such a way as to
make things incomprehensible to them. Furthermore, they need to
be aware that there is much more that is similar about different
Englishes than is different.
39. Thank you for your attention.
Thank you for your attention.
Thank you for your attention.
Thank you for your attention.