Bài giảng Tiếng Anh Lớp 9 - Functional English Grammar 4 - Trương Văn Ánh

Nội dung text: Bài giảng Tiếng Anh Lớp 9 - Functional English Grammar 4 - Trương Văn Ánh

1. Functional English Grammar: An Introduction for Second Language Teachers Mr. Trương Văn Ánh Trường Đại học Sài Gòn
2. Unit 4 Ideational function 2 Causer and Affected CAUSER PROCESS AFFECTED Ex: A monkey broke a branch. GOAL PROCESS ACTOR A branch was broken by a monkey. AFFECTED PROCESS A branch broke. (Ergativity) The clause has only one participant to which something happens. It is interpreted as middle voice.
3. Intransitive verbs which come from transitive verbs are called ergative verbs. For example, develop, evaporate, break, cool, etc. Teaching and learning ergative verbs Learners may use ergative verbs as intransitive verbs. However, when the implication of a Causer is important, transitive verbs are used. Ex: The rice sells well today. The rice is sold well today. In Vietnamese we say: Hôm nay gạo bán đắt.
4. Phase In phases there are two closely linked verbs. The first verbs are often finite; the other are nonfinite and dependent on the first verbs. Ex: She often goes shopping. They try to earn their living.
5. Causatives Causatives are a kind of extended phase where a second participant occurs between the two verbs. Ex: They allow us to pick some cherries. She let him enter the garden.
6. Relational and mental processes There are two kinds of verbs: Verbs of action process: move, eat, buy, etc. Verbs of mental process: believe, want, like, etc. Ex: He moved the chair. He believed her. They want him. Jack likes music.
7. Senser and Phenomenon Mental process clauses normally have at least one participant which must be animate and is usually human. Ex: She can see better without them on. “She” is called the Senser. Most mental process clauses also have second participants. Ex: She likes music. The second participant is called the Phenomenon.
8. Types of mental processes There are four types: - Perception: see, hear, smell, taste, feel, etc. - Affection: like, love, admire, miss, fear, hate, etc. - Cognition: think, believe, know, doubt, remember, forget , etc. - Volition: want, need, intend, desire, hope, wish, etc.
9. The phenomenon in perception processes Three cases take place behind perception process verbs. Things Ex: She saw a tractor. Events Ex: She saw him feed the chickens. (complete) She saw him feeding the chickens. (incomplete) Facts Ex: She saw that he had fed the chickens. (indirectly)
10. The phenomenon in affection processes Three cases take place behind affection process verbs. Things Ex: She likes music. Situations Ex: She likes him to feed the chickens. She likes him feeding the chickens. Facts Ex: She likes the fact that he feeds the chickens. She likes it that he feeds the chickens. (colloquial) She forgets that he has lent her some money.
11. The phenomenon in cognition processes Three cases take place behind cognition process verbs. Things Ex: She believes the feasibility. Facts Ex: She believes that you can do it. Thoughts Ex: She wonders why he refuses her invitation. “How nice!” she thought.
12. The phenomenon in volition processes Two cases take place behind volition process verbs. Things Ex: She doesn’t want him. Desires Ex: She wishes him to be happy. She desires that he should be happy.
13. Two processes with one Subject Subject + finite verb + nonfinite verb Ex: Kathy likes to eat mango. Kathy likes eating mango. Henry enjoys playing football. With the Ving form, something has already been done. With the To + V form, something is to be done later.
14. The phenomenon-Senser order of constituents SENSER PHENOMENON Ex: He liked the way she cooked stew. PHENOMENON SENSER The way she cooked stew pleased him. Tense in mental process classes With mental process verbs, the progressive or continuous tenses are not used, instead, the simple tenses must be used. Ex: He wants me to stay with him now.
15. Learning and teaching mental processes After mental process verbs, finite clauses beginning with If/Whether or WH words must be in affirmative forms. Ex: I don’t know what will he eat. (wrong) I don’t know what he will eat. (right) Learners may face with at least three ways of expressing a mental process. Ex: Students hate such hypocrisy. Such hypocrisy disgusts students. Students are disgusted by such hypocrisy. Such hypocrisy is hated by students.
16. Mental-action processes Some processes are between metal and action processes. They are called mental-action processes. (Sometimes they are mental processes; sometimes they are action processes) Mental processes Action processes I think he is right. I am thinking about him. I can hear the radio. I am listening to the radio. I can taste garlic in it. I am tasting the stew. I can see the ship. I am watching the ship.
17. Verbal processes Verbal processes are expressed by verbs such as tell, ask, reply, report, say, suggest, etc. SAYER SAYING Ex: He said a word. SAYER ADDRESSEE SAYING He told me a story. The SAYING may be quotes (direct speech) or reports (indirect speech). Ex: “Sit down,” he said. (quote) He told me that he was sad. (reported speech)
18. Learning and teaching verbal processes We should teach learners typical patterns of common verbs. Ex: He enjoys reading books. He failed to give her a gift. We should teach learners the rules of reported speech. Ex: He said that he had met her before. We should teach learners the concord of tenses. Ex: He said that he would do it later.
19. Analyze the participants in the following sentences: 1. Jack bought me a ruler. 2. They kicked the ball. 3. Romeo loved Juliet. 4. The tall boy touched the ceiling. 5. The well echoed her voice. 6. Margaret told the children a story. 7. The man curved the iron bar. 8. He lent me some money. 9. A girl throw a stone at him. 10. She boils the water.
20. Good luck!