Transcript How to read with key words

Readings
&
Modality
Sergio Pizziconi
Plan of the day
- Q&A about review, course org, and FOEs
- Class discussion about the reading
Plan
assignment (6-13)
- A particular type of verbs
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]
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
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
Course organization
- University home page:
http://www.economia.unina2.it/suneco/site/it/ind
ex
- http://www.economia.unina2.it/suneco/site/it/docenti/
details?username=serpizz
- Facebook page
- Posts, surveys, material
- Structured lexicon: maps
- The portfolio: procedures
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.
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)
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)
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
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?
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
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
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?
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.
Two contrasting meanings 3
Rose: Can I ask a dumb question?
Do I have
permission to ask
a dumb question?
What is the
meaning/function
of “can” for this
humorous answer?
Dorothy: Of
course! Go ahead!
There’s no such
thing as a dumb
question.
Dorothy: Better
than anyone I
know!
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.
PERMISSION
Dorothy: Better
than anyone I
know!
ABILITY
What other one-word verbs like can
or do fit the blank below?
I ask a dumb question.
I do ask a dumb question.
I can ask a dumb question.
I _____ ask a dumb question.