Download NOUN

A challenge for you! Can you create a story from the ingredients below?
Verbs
Adverbs
Prepositions Determiners Adjectives
Nouns
Conjunctions
was
through
in
a
house
and
once
by
the
dark
box
near
country
next to
cupboard
upon
forest
lake
tree
time
there??
Does this make it easier?
IA901 2012 Session Six
From words to phrases
Modal verb experiment
Defining modal verbs
1. They occupy the first place in a complex verb phrase.
2. They do not co-occur.
3. They are used as operators in the formation of questions and negatives.
1st place in
complex verb
phrase
Do not co-occur
Used as operators
in formation of
questions and
negatives
must
You must have
been exhausted.
*You will must be
exhausted.
You must not…
Must you…?
have to
You will have to
apply for a visa.
You will have to
apply for a visa.
You don’t have to…
Do you have to…?
would
I would have made
a cake if I’d known.
*I would should
have made a cake.
I would not…
Would you…?
used to
*She used to be
*She might used to
living in Cambridge. live in Cambridge.
I didn’t use to…
Did you use to…?
could
You could have
been killed!
* You could may
have been killed!
You could not…
Could you…?
be able to
I should be able to
help you with that.
I should be able to
help you with that.
I’m able to…
Are you able to…?
will
60% modal
40% not sure
need
20% modal
40% not modal
40% not sure
had
better
60% modal
40% not modal
dare
20% modal
40% not modal
40% not sure
will
60% modal
40% not sure
will
A: These bags are heavy.
B: I’ll help you.
A: It’s hot in here.
B: I’ll open the window.
A: We’re going to D’s party at the weekend.
B: Ooh, I’ll come too! How about you, C?
C: Nah, it’ll be rubbish.
A: But look at invitation. It’s going to be really
posh.
A: Who’s that at the door?
B: Don’t worry, it’ll be the postman.
A: I preferred the old postman. He would always
stop for a chat when he saw me.
The difference between MUST and HAVE TO
Which suggestion do you prefer?
a) "Must" is more subjective when indicating obligations and
necessity, while "have to " is more objective which indicates
being forced by the external conditions.
b) Must has no tense. 2. When you say you must do something,
you mean you feel you have the obligation to do, while have
to means you are not willing to do but have no choice.
c) Must expresses stronger sense than have to. Have to sounds
suggesting.
d) Must sounds more strong, more insistent than have to.
strength
You really should give up smoking. It’s going
to kill you eventually.
You have to see the new Bond film, it’s
amazing!
I must try to leave work earlier.
You may be right about Melody’s soup being
fantastic, but I’m only interested in cake.
Can grammar help?
1. Freedom of Information requests must be in writing.
2. Legally, children must start formal education no later than the
beginning of the school term following their fifth birthday.
3. These questions are not meant to alarm you. We have to ask
these questions to ensure that anyone who does visit the
website for advice on what could be a life-threatening condition
is given the right advice immediately.
MUST = IT IS NECESSARY TO…
HAVE TO = IT IS NECESSARY TO…
Can grammar help?
1. Discriminatory questions, eg questions in relation to childcare
arrangements, future plans for a family and trade union
duties must not be asked.
IT IS NECESSARY NOT TO…
2. You don’t have to give up alcohol completely to be emotionally
healthy, but avoid drinking more than the recommended limit.
3. You don't have to interrupt your labour to go into hospital
IT IS NOT NECESSARY TO…
Can grammar help?
1. You really must try harder.
2. You must plan carefully before you start writing
your essay.
3. You mustn’t write an introduction before you
know how your essay will end.
4. You have to submit your essay online.
5. We have to deduct points from your overall
score if you submit your essay late.
MUST = FROM MY PRESENT POINT OF VIEW, I SAY
IT IS NECESSARY TO…
HAVE TO = IT IS NECESSARY TO…
You must / have to fasten your seatbelt.
NOW
You had to fasten your seatbelt?
You must have fastened it?
You should have fastened it?
not modal
modal
The difference between DIDN’T NEED TO and NEEDN’T HAVE…
She didn’t need to bring her umbrella.
or
She needn’t have brought her umbrella.
The difference between DIDN’T NEED TO and NEEDN’T HAVE…
Which suggestion do you prefer?
a)
I don't know.
b) Expressing the tense, maybe.
c)
The difference is based on the following content of the sentence. For
example: 1) You didn't need to buy the book. You can borrow it from the
library or I can lend you one. 2) You needn't have bought the book, but
you bought one!
d) You needn‘t have means you don't have to do but you did. You didn't
need to means you needn't to do, here need is not used as a modal verb.
e) Didn't need to is not modal and you needn't have IS. The non-modal
meaning is factual; the modal meaning is an interpretation made from
the present perspective. Perhaps you only realise now that it wasn’t
necessary.
The difference between USED TO and WOULD when referring to the past…
He used to sit and stare at goats.
or
He would sit and stare at goats.
The difference between USED TO and WOULD when referring to the past…
Which suggestion do you prefer?
a)
I don't know.
b)
They both show an action happened in the past.
c)
WOULD can be used when it refers to any repeated action in the past. For
example, "He drank a lot last night and would go to the toilet many times." USED
TO is modified past habits that continued for a long time. For instance, "He used
to jog in the morning everyday in those five years.“
d)
It's the past form of WILL, where WILL is expressing certainty about an action
based on "the normal state of affairs". So just as I might say "my Brazilian
relatives will be having lunch now" (because it's normal for them to have lunch at
this time) I can refer to typical past actions with "my Grandfather would often fall
asleep with a lit cigarette in his hand". "Used to" would express something very
similar here, but only because "fall asleep" has a dynamic meaning. By definition,
a state cannot be something that happens in the normal course of events, since
states are beyond the realm of events, so “I used to live in London” does not
have the same meaning as “I would live in London”.
The difference between COULD and WAS ABLE TO…
The third sheep couldn’t swim / The third sheep wasn’t able to swim to safety.
The sheep could swim to safety.
or
The sheep were able to swim to safety.
The difference between COULD and WAS ABLE TO…
Which suggestion do you prefer?
a)
Really?
b)
I am not sure about this one. But in my opinion, in the latter situation, "be able to"
suggests a kind of struggle to achieve the goal while "could" suggests a kind of
possibility. Why not look up the dictionary or google it on the net?
c)
COULD refers to general, not specific ability in the past (like “can” in the present ). BE
ABLE TO is not modal, and so can express more specific facts. I either managed it or I
didn't. Picasso famously claimed that when he was a child, he could paint like
Raphael. That doesn’t necessarily mean that he did paint like Raphael. “I was able to
finish the assignment on time” suggests that I did indeed finish it.
d)
“May be it's because of the verb "finish" it's a verb with a conclusion. so......I don't
know.
e)
Finish" is an accomplishment word. "I was able to ~" shows that the person finished
the essay, but "I could finish ~" expresses a certain possibility that the person might
not finished the essay.
Emerging themes
1.
Descriptions of LEXICAL ASPECT suggest that we cannot ignore vocabulary
when we discuss grammar.
2.
Descriptions of MOOD suggest that grammar can help us to understand subtle
differences between vocabulary items.
3.
CONTEXT is ALWAYS vitally important.
Nouns and noun phrases
Most traditional grammar lessons involve patterns of the verb phrase, loosely
“the tenses”. Traditionally, little or no attention has been paid to the grammar of
the noun phrase. However, examination of naturally occurring (non-narrative)
texts show that one of the defining features of such texts is the preponderance of
complex noun-phrases:
(Lewis, 2000 p146)
Recent technological developments in the management of financially sensitive
information have demonstrated the importance of finding ways of controlling the
means of access to such information.
Knowledge of data management is essential for graduates of any discipline who
hope to work in those areas of the economy which currently have the greatest
chance of growth during the first half of the next decade.
Most traditional grammar lessons involve patterns of the verb phrase, loosely
“the tenses”. Traditionally, little or no attention has been paid to the grammar of
the noun phrase. However, examination of naturally occurring (non-narrative)
texts show that one of the defining features of such texts is the preponderance of
complex noun-phrases:
(Lewis, 2000 p146)
Recent technological developments in the management of financially sensitive
information have demonstrated the importance of finding ways of controlling the
means of access to such information.
Knowledge of data management is essential for graduates of any discipline who
hope to work in those areas of the economy which currently have the greatest
chance of growth during the first half of the next decade.
Nouns
What might a learner needs to know about a NOUN in order to use it
successfully? (note the use of “might”!)
Did you mention any of the following?
•how do we spell it?
•how do we pronounce it?
•is it a proper noun or a common noun?
•is it masculine or feminine?
•what is its possessive form?
•is it countable or uncountable?
•singular / plural forms (is it regular?)
•is it a collective noun?
•is it a frequently used noun?
•is it formal or informal?
•does it have positive or negative connotations?
•what other words does it collocate with?
Have we missed anything?
Countability
Countability
Students are often introduced to a word like COFFEE as an uncountable noun
(or mass or non-count noun). How, then, can we explain the fact that in an
English-speaking environment, students may well find themselves invited for
“a coffee”? Which of the following options do you consider to be the most
satisfactory explanation:
a)
It’s ellipsis. People mean “a cup of coffee”, but they sometimes just don’t
say “a cup of”.
b) All nouns can be either countable or uncountable.
c) Homonymy! The countable form of coffee is one noun, and the
uncountable form is another. They’re two different words.
d) It’s not useful to think about countable and uncountable nouns. It’s much
better to think about countable and uncountable contexts.
e) A product that you can buy in a shop is always countable. The ingredients
are uncountable.
f) It’s too difficult to explain.
Feel free to suggest other options!
INDIVIDUATION
“The distinctive conceptual
properties of an individual unit
are that it has clear boundaries
and that no part of the unit
equals the whole”
(Yule, 1998)
“…it has clear boundaries and…no part of the unit equals the whole”
INDIVIDUATION :“the key to the use of the indefinite article in English” (Yule, 1998)
Countability and determiners
Countability and articles
1. hour
2. uniform
3. Iowa
4. beer
5. habit
6. Jane
7. people in this room
8. ants
9. uncle
10.fear
From Yule (1998 : 25)
Countability and articles
1. hour
2. uniform
3. Iowa
4. beer
5. habit
6. Jane
7. people in this room
8. ants
9. uncle
10.fear
From Yule (1998 : 25)
1. hour
2. uniform
3. Iowa
4. beer
5. habit
6. Jane
7. people in this room
8. ants
9. uncle
10.fear
From Yule (1998 : 27)
Noun Phrase Heads
NOUN PHRASE HEADS
We saw earlier that VERB PHRASES and NOUN PHRASES have HEADS. These are
easy to identify when the phrase consists of just one word (e.g. WAKANA and
MIHO in sentences 2 and 5 below, MAKES and SINGS in examples 1 and 3), but
many NOUN PHRASES consist of several words.
1. Melody makes easily the best soup in Colchester
2. Wakana did not kick the poor innocent kitten.
3. Cissy sings beautifully.
4. Unfortunately, Evangelia has recently discovered the truth about English food.
5. Miho was recently interviewed by a fashion magazine.
Identifying noun phrase heads
Identify the head nouns in the following NOUN PHRASES:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
language use
language learners
users of the language
learning a second language
the language learning process
the role of the language teacher
second language learner attitudes
the transcript conventions discussed earlier in this chapter
the challenges posed by researching something as ephemeral as speech
the emergence of new varieties of English associated with communities of
English-users
11. behaviour considered ‘exceptions’ to the stereotype in the cultural
description methodology
12. a quick check of a small sample of applied linguistics articles published in
academic journals
13. a distinction between societies oriented towards the ‘individual’ and those
that prioritize the ‘collective’
Identify the head nouns in the following NOUN PHRASES:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
language use
language learners
users of the language
learning a second language
the language learning process
the role of the language teacher
second language learner attitudes
the transcript conventions discussed earlier in this chapter
the challenges posed by researching something as ephemeral as speech
the emergence of new varieties of English associated with communities of
English-users
11. behaviour considered ‘exceptions’ to the stereotype in the cultural
description methodology
12. a quick check of a small sample of applied linguistics articles published in
academic journals
13. a distinction between societies oriented towards the ‘individual’ and
those that prioritize the ‘collective’
Modification of the head
In what different ways are the HEAD NOUNS modified in the following NOUN
PHRASES:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
language use
WITH MODIFYING NOUNS
language learners
users of the language
WITH PREPOSITIONAL PHRASES
learning a second language
the language learning process
WITH RELATIVE CLAUSES
the role of the language teacher
second language learner attitudes
the transcript conventions discussed earlier in this chapter
the challenges posed by researching something as ephemeral as speech
the emergence of new varieties of English associated with communities of
English-users WITH DETERMINERS
11. behaviour considered ‘exceptions’ to the stereotype in the cultural
description methodology
12. a quick check of a small sample of applied linguistics articles published in
academic journals
13. a distinction between societies oriented towards the ‘individual’ and
those that prioritize the ‘collective’
WITH ADJECTIVES
Choice of terminology
Modification of nouns :
forming compounds
computer virus
know-all
raincoat / rainfall
warning sign
risk taking
girlfriend
petrol station
hair dryer
junk food
headache
video shop
window box
orange juice
sports centre
greyhound