Page 261 Exercise 1The first phonetic symbolsa.. judge [dʒ] b. Thomas [t]c. though[ð] d. easy [i:]e. pneumonia [n] f. thought [θ]g. contact [k] h. phone [f]i. civic [s] j. usual [j]Exercise #2The last phonetic symbolsa.. fleece [s] b. neigh [eɪ]c. long [ŋ] d. health [θ]e. watch [tʃ] f. cow [aʊ]g. rough [f] h. cheese [z]i. bleached [t] j. rags [z]Page 265 Exercise #17Matching the author and his/her work.b – 4 (Cervantes, Don Quijote)c – 11 (Dante,The divine domedy)d – 6 (Dickens, Great expectations)e – 10 (Eliot, Silas marner)f – 2 (Hemingway, A farewell to arms)g – 12 (Homer, Illiad)h – 9 (Melville, Moby-dick)i – 3 (Orwell, Animal farm)j – 8 (Shakespear, Hamlet)k – 5 (Steinbeck, Grapes of wrath)l – 7 (Swift, Gulliver’s travels)m – 14 (Tolstoy, War and peace)n – 13 (Twain, Tom Sawyer)Exercise #2 on page 3101. The rules or patterns between the boy’s reading pronunciation and the written stimulus* a corresponds to /a/ or /æ/* ending e corresponds to /i/* s corresponds to only /s/* c corresponds to /s/* middle e corresponds to /i/ or /ɛ/* o corresponds to /o/ or /ɔ/- He seems not to know about no sound of ending ‘e’ and long vowels /i:/ of –ea- and /əʊ/ of -oa-, and pronounces all the phonemes as only alphabet, for example, i is /aɪ/, e is /i/.2. The rules or patterns between the boy’s spelling and the dictated stimulus* /e/ and /æ/ corresponds to A* /k/ corresponds to K* /eɪ/ corresponds to A* /aɪ/ corresponds to I* /z/ corresponds to Z* /iː/ corresponds to E* /əʊ/ corresponds to O- There’s no ending ‘e’ to make a vowel of the word a long one and only simplicity of spelling in his lexicon.Page 317 Exercise #17a. List each of the Japanese verb roots in their phonemic representations.yob (call)kak (write)tabe (eat)mi (see)de (leave)dekake (go out)ʃin (die)ʃime (close)katar (swindle)ki (wear)yom (read)kas/kaʃ (lend)mats/matʃ(wait)os/oʃ(press)ate (apply)otos/otoʃ (drop)mots/motʃ (have)kats/katʃ (win)netor (steal a lover)b. Formulate the rule that accounts for the different phonetic forms of these verb roots.The verb roots ending with /s/ get the different phonetic ending form /ʃ/ when they combine with –masu morpheme in formal speech.c. There is more than one allomorph for the suffix designating formality and more than one for the suffix designating informality. List the allomorphs of each. Formulate the rule or rules for their distribution.1. The allomorphs for the suffix designating formality/masu/ /imasu/The allomorphs for the suffix designating informality/u/ /ru/3. The rules for the distribution. The verb roots ending with consonants take /u/ and those ending with vowels take /ru/ as suffixdesignating informality.. The verb roots ending with consonants take /imasu/ and those ending with vowels take /masu/ assuffix designating formality.
Teaching English to Speakers of Other LanguagesTSL505: Introduction to Language and LinguisticsProfessor Melissa OltSummer I 2013Week 4 assignmentName: Hyangsook, JungStudent ID: __________100115913________________________Date: ____June 2nd 2013________________________Chapter 5 The meaning of LanguagePage 224 exercise #1414. The following sentences consist of a verb, its noun phrase subject, and various complements and prepositional phrases. Identify the thematic role of each NP by writing the letter a, t, I, s, g, or e above the noun, standing for agent, theme, instrument, source, goal, and experience.a t s iExample: The boy took the books from the cupboard with a handcart.a ta. Mary found a ball.a s gb. The children ran from the playground to the wading pool.a t ic. One of the men unlocked all the doors with a paper clip.a t id. John melted the ice with a blowtorch.a te. Helen looked for a cockroach.e tf. Helen saw a cockroach.ag. Helen screamed.eh. The ice melted.i e ti. With a telescope, the boy saw the man.a t gj. The farmer loaded hay on the truck.a t ik. The farmer loaded the hay with a pitchfork.a g al. The hay was loaded on the truck by the farmer.e t sm. Helen heard music coming out of the speaker.Exercise #16In sports and games, many expressions are ‘performative’. By shouting You’re out, the first base umpire performs an act. Think up half a dozen or so similar examples and explain their use.1. ‘Tag, you are it’ means ‘I got you, you are chasing now’2. ‘Fair ball’ means when a grounder touches the top of the 3rd base bag before skittering foul, the umpire says ‘Fair ball’.3. ‘Strike-out’- An umpire yells and performs ‘Out’ gesture indicating that either the player swung and missed the ball or struck out by looking at the pitches.4. ‘Safe’ means the runner is safe when the umpire says to the runner ‘Safe’ at home plate or on any other base.4. ‘You are out of here’ – In any sport, an umpire says this, a player should be out of the game.5. ‘Time Out’- Two hands make the letter T, indicates time needs to be taken from the game.6. ‘Travelling’ or “Foul”- In basketball, the referee blows his whistle and calls the foul which gives the other team the ball when a basketball player all the time who takes more than two steps without dribbling the ball.7. ‘Push up’ – In soccer, this means the players need to go to other team’s scoring zone.8. ‘Off side’ – In soccer, when an offensive player runs down field ahead of the defensive players and the ball is passed to him he is off sides.9. ‘Checkmate’- In chess, when you attack the opponent’s king in such a way that no escape is possible, meaning you win the game.10. ‘Check’ – In chess, one of our piece attacks are the opposing king, we say ‘Check’.11. ‘King me’ – When we play checkers and we reach the other end of the playing board, we say ‘King me’ to get one of your captured piece returned.12. Four- When this is yelled in golf, it means someone hit the ball off of the green and it might hit someone.
Introduction to language chapter 6 & 7 exercise
