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Comprehensive Plan and Class Discussion on Verb Usage and Language Structure

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zelig
17 diapositives · 289 Views · Sep 07, 2014

This session, led by Sergio Pizziconi, includes an outline of the day’s objectives and a detailed Q&A about course organization and field objectives. Class discussions will focus on reading assignments and a specific type of verbs. Additional tasks comprise reading Chapters 2 and 4 with exercises on phonology, morphology, syntax, and pragmatics. Emphasis will be placed on analyzing transitive and intransitive verbs, understanding active vs. passive voice, and navigating common linguistic pitfalls. Resources include links for further exploration and portfolio management.

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Comprehensive Plan and Class Discussion on Verb Usage and Language Structure
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  1. Readings&Modality Sergio Pizziconi

  2. Plan of the day • Q&A about review, course org, and FOEs • Class discussion about the reading assignment (6-13) • - A particular type of verbs Plan • EXTRA-CLASS work: read • Chapter 2, Units 6 (BSA) and 13 (Skoda) [mark verb and subject] • Chapter 4, Reading 2 (Supermarket) [mark verb and subject]

  3. Review 1/2 Phonology: Vowels: exercises from /i/ to /a/ and from /u/ to /ɒ/ (lowering your jaw) from /i/ to /u/ mind driven; puff of air (see IPA chart). Where accent falls is relevant: 1) OBject (n.) – obJECT (v.), Access (n.) – aCCESS (v.), PROtest (n) – proTEST (v.) 2) if lost, stress the first syllable, you’re likely to sound right Morphology: ADJ(ective)+ ly (suffix) ADV(erb) N(oun)+ ly (suffix) ADJ V(erb) + er person/tool who/that does V

  4. Review 2/2 Syntax: Verbs: transitive Vs. intransitive (Direct object, Indirect object, Oblique object) (just hints). passive Vs. active (mentioned) AUXILIARY verb for the perfect tenses (actually, aspect) ALWAYS to have (e.g., Things have changed) Except when the verb is in the passive voice (e.g., Rules were changed) or in few constructions (e.g., are you finished?) Phrasal verbs. Verb+ ADV or Prep. Their meaning is sometimes difficult to arrive at. Pragmatics: Do not pick on students or class fellows. “See you later.” Language varies across jobs. Tools: www.thefreedictionary.com

  5. Course organization • University home page: http://www.economia.unina2.it/suneco/site/it/index • http://www.economia.unina2.it/suneco/site/it/docenti/details?username=serpizz • Facebook page • Posts, surveys, material • Structured lexicon: maps • The portfolio: procedures

  6. Marking code 1/2 Xxxxx solid strong underline means [that] there’s a mistake of some sort. No specification is likely to mean [that] you have to use upper case: • i  I • english  English Xxxxxx under-wave means that what [=the thing that] you wrote is readable but not the preferred way to word [NV] it. Xxxx or xxx xxx xxxx circle or loose [>< to lose] underline means that there’s something werid, usually about the content.

  7. Marking code 2/2 something is missing SPELL wrong spelling LEX wrong word choice MS wrong morphology or syntax (e.g.: agreement/accord, wrong grammar CAtegory, presence/absence of article)

  8. FOEs Information - Economy Vs Economics - Frequent Vs attend - I study English I study the English language - I’m graduated FROM Aversa high school I graduated FROM/AT Aversa high school - Such as (listing examples) as (in the function of) - Comparison and manner: As (+entire clause) like (+noun)

  9. Reading: BSA • What’s the main difference between a building society and a bank? • Explain pros and cons of mortgages from a bank and from a building society. • Categorize [US; -ise UK] the types of barriers according to the bulleted list on page 48. Difference = (to) differ + ence  N Preference = (to) prefer + ence  N _________ = (to) perform + ____  N

  10. Reading: Skoda • Look at the chart (not the pics) at the bottom of page 97. The text-book explicitly explains the horizontal connections between the terms of the pairs S-W and T-O. What are the vertical and slant connections, if any? • At the time of writing, Skoda’s USP is: ______ ? What was the previous/former one? Why does the author describe it as “defensive” on page 101? What is the sentence (it must be a declarative one) in which Subject and Verb are in reversed position?

  11. A particular type of verbs 1 I ask a question. I do ask a question. Do I ask a question? I do not ask a question. clip http://www.youtube.com/watch?v=9--u5ULLnIA&NR=1

  12. A particular type of verbs 2 I ask a question. I do ask a question. Do I ask a question? I do not ask a question. clip Rose: Can I ask a dumb question? Dorothy: Better than anyone I know! Why do they laugh? http://www.youtube.com/watch?v=9--u5ULLnIA&NR=1

  13. Two contrasting meanings 1 Rose: Can I ask a dumb question? What is the meaning/function of “can”? What should Dorothy’s answer be according to this meaning?

  14. Two contrasting meanings 2 Rose: Can I ask a dumb question? Do I have permission to ask a dumb question? Dorothy: Of course! Go ahead! There’s no such thing as a dumb question.

  15. Two contrasting meanings 3 Rose: Can I ask a dumb question? What is the meaning/function of “can” for this humorous answer? Do I have permission to ask a dumb question? Dorothy: Of course! Go ahead! There’s no such thing as a dumb question. Dorothy: Better than anyone I know!

  16. Two contrasting meanings 4 Rose: Can I ask a dumb question? Do I have permission to ask a dumb question? Am I able (how able am I) to ask a dumb question? Dorothy: Of course! Go ahead! There’s no such thing as a dumb question. Dorothy: Better than anyone I know! PERMISSION ABILITY

  17. What other one-word verbs like can or do fit the blank below? • I ask a dumb question. • I doask a dumb question. • I canask a dumb question. • I _____ask a dumb question.