Docsity
Docsity

Prepara i tuoi esami
Prepara i tuoi esami

Studia grazie alle numerose risorse presenti su Docsity


Ottieni i punti per scaricare
Ottieni i punti per scaricare

Guadagna punti aiutando altri studenti oppure acquistali con un piano Premium


Guide e consigli
Guide e consigli


MODULO TEORICO INGLESE II, Sintesi del corso di Lingua Inglese

Riassunto argomenti esame di modulo teorico inglese II

Tipologia: Sintesi del corso

2019/2020

In vendita dal 02/09/2020

Erikalaviosa
Erikalaviosa 🇮🇹

4.3

(13)

28 documenti

1 / 9

Toggle sidebar

Questa pagina non è visibile nell’anteprima

Non perderti parti importanti!

bg1
WORD CLASSES
- Nouns
- Adjectives (modificano nouns, includono possessive adjectives like my, your, her..)
- Verbs
- Pronouns (sostituiscono noun/ una frase)
1) Interrogative pronouns, WH words (who, what, when, which > used without a noun, to
ask a question)
2) Numeral pronouns (first, one.. > only when a noun that they determine does not follow
them. “I have five books, you have ten”
3) Personal pronouns (I, you, he/she ecc)
4) Relative pronouns (who, which, that, whose, whom)
5) Possessive pronouns (mine, yours, hers..)
6) Anyone, anybody, everyone
7) Someone, something, nothing, somewhere
- Adverbs (modificano actions, danno informazioni su..)
1) Manner (wisely, fast, quickly)
2) Duration (frequently, often, never)
3) Place (there, abroad)
4) Time (then, now, yesterday)
5) Attitude (fortunately, actually, honestly > these are also called disjunct adverbs)
Quando modificano aggettivi o altri avverbi > degree adverbs (very, so, too, light blue).
Not is also an adverb, as it acts as a verb modifier
- Determiners (introducono un noun per determinare a cosa questo si riferisca)
1) Articles (a, an, the)
2) Demonstrative pronouns (this, these, that, those)
3) Possessive pronouns (my, mine, yours, his, hers, our, their > “Their dog ate my
food”
4) Numeral pronouns (“Those two children ate six cookies”)
5) Interrogative pronouns (what, which, whose)
6) Quantifiers (any, much, many, all, both > solo se specificano il noun “All tickets
cost..”
- Auxiliaries (have, be, do, can, must, ought, may, might, need/would)
- Conjunctions (introducono subordinate o uniscono coordinate)
1) Coordinating conjunctions (for, and, nor, but, or, yet, so > FANBOYS +neither, only,
though, even if..)
2) Subordinating conjuctions (conj. That join an independent clause and a dependent
clause: although, after, as for, because, provided that..)
3) Correlative conjunctions (either…or, not only..but, whether…or )
- Complementizers (used to introduce a complement clause, including subordinating
conjunctions, relative pronouns and relative adverbs)
1) While, since, because, although, if, when, so that, as such, before, after, until, as
long as, as soon as, by the time that, once ecc
2) That (can be omitted > “I wish (that) you were here)
- Prepositions (from adverbs, prepositions vanno prima di noun/ adverbs vanno dopo)
Simple prepositions: on, under, before / Complex prepositions: on top of, next to,
according to
1) Place/time (at, in, on, before..)
2) Direction (to, from, into, up, down..)
3) Cause (for)
4) Relationship (of, about, with, like, as, near > “It’s a book about linguistics”)
5) Without, except, despite, towards, until, inside, in spite of
- Particles (word that has a grammatical function but does not fit into the main parts of
speech, i.e nouns, adverbs, etc Particles don’t change)
1) TO nei verbi all’infinito (“to fly”)
pf3
pf4
pf5
pf8
pf9

Anteprima parziale del testo

Scarica MODULO TEORICO INGLESE II e più Sintesi del corso in PDF di Lingua Inglese solo su Docsity!

WORD CLASSES

  • Nouns
  • Adjectives (modificano nouns, includono possessive adjectives like my, your, her..)
  • Verbs
  • Pronouns (sostituiscono noun/ una frase)
  1. Interrogative pronouns, WH words (who, what, when, which > used without a noun, to ask a question)
  2. Numeral pronouns (first, one.. > only when a noun that they determine does not follow them. “I have five books, you have ten”
  3. Personal pronouns (I, you, he/she ecc)
  4. Relative pronouns (who, which, that, whose, whom)
  5. Possessive pronouns (mine, yours, hers..)
  6. Anyone, anybody, everyone
  7. Someone, something, nothing, somewhere
  • Adverbs (modificano actions, danno informazioni su..)
    1. Manner (wisely, fast, quickly)
    2. Duration (frequently, often, never)
    3. Place (there, abroad)
    4. Time (then, now, yesterday)
    5. Attitude (fortunately, actually, honestly > these are also called disjunct adverbs) Quando modificano aggettivi o altri avverbi > degree adverbs (very, so, too, light blue). Not is also an adverb, as it acts as a verb modifier
  • Determiners (introducono un noun per determinare a cosa questo si riferisca)
    1. Articles (a, an, the)
    2. Demonstrative pronouns (this, these, that, those)
    3. Possessive pronouns (my, mine, yours, his, hers, our, their > “Their dog ate my food”
    4. Numeral pronouns (“Those two children ate six cookies”)
    5. Interrogative pronouns (what, which, whose)
    6. Quantifiers (any, much, many, all, both > solo se specificano il noun “All tickets cost..”
  • Auxiliaries (have, be, do, can, must, ought, may, might, need/would)
  • Conjunctions (introducono subordinate o uniscono coordinate)
    1. Coordinating conjunctions (for, and, nor, but, or, yet, so > FANBOYS +neither, only, though, even if..)
    2. Subordinating conjuctions (conj. That join an independent clause and a dependent clause: although, after, as for, because, provided that..)
    3. Correlative conjunctions (either…or, not only..but, whether…or )
  • Complementizers (used to introduce a complement clause, including subordinating conjunctions, relative pronouns and relative adverbs)
    1. While, since, because, although, if, when, so that, as such, before, after, until, as long as, as soon as, by the time that, once ecc
    2. That (can be omitted > “I wish (that) you were here)
  • Prepositions (≠ from adverbs, prepositions vanno prima di noun/ adverbs vanno dopo) Simple prepositions: on, under, before / Complex prepositions: on top of, next to, according to
    1. Place/time (at, in, on, before..)
    2. Direction (to, from, into, up, down..)
    3. Cause (for)
    4. Relationship (of, about, with, like, as, near > “It’s a book about linguistics”)
    5. Without, except, despite, towards, until, inside, in spite of
  • Particles (word that has a grammatical function but does not fit into the main parts of speech, i.e nouns, adverbs, etc Particles don’t change)
    1. TO nei verbi all’infinito (“to fly”)
  1. Particelle dei phrasal verbs (adverbial particles such as “break up”, “turn in” etc) ESEMPI (a) Even a beauty junkie might question whether they need a set of nail varnishes in 10 shades of black in their life. The rest of us might wonder whether 10 varieties of the non-colour even exist and in fairness the Dickensian Volume – as high minded US brand StrangeBeautiful refers to its latest palette – includes lighter tones that we simple minded folk would probably call grey. (b) While proving that gothy nails are (c) still the sophisticate’s choice, the collection invites a reassessment of the products in our (d) make up bags. Though black is a default for (e) many staples, the variations of the Dickensian Volume are a reminder that playing with texture, intensity and finish can significantly alter the effect. (a) Adverb (b) Sub. Conj/complementizer (c) Adverb (d) noun (d) determiner Two roman-era shipwrecks have been found in deep water (a) off a western. Greek aisland challenging the indea that ancient shipmasters stuck yo coastal routex. The merchant were sunk (b) nearly a mile deep between Corfu and Italy- proving that ancient traders didn’t hug the month during a survey of an area where a Greek-Italian gas pipeline is (c) to be sunk. Most scholars believe that ancient traders were unwilling to veer far offshore, (d) unlike warship which were unburdened by ballast and cargo. U.S archaeologist Brendan Foley, who was not involved in the project, said a series of ancient wrecks located € far from land over the past 15 years has forced experts to reconsider the coast-hugging theory. (a) Prep (b) Adverb (c) Inf. Particle (d) Prep. (e ) Adverb (adj) (b) Imagine you’re the parent of an adolescent Justin Bieber fan. At (a) some point, the musical heartthrob has probably truck fear that your child is in the clutches of an unhealthy obsession into your heart. (b) What would possess someone to buy up Bieber toys, read Bieber fan fiction, watch Bieber movies, and sleep in Justin Bieber pajamas? The clinical term for this condition in Bieber fever, and (c) according to a Canadian mathematical model, you’re right to be afraid. Bieber fever is especially nasty. People who are infected with it can recover but crucially, (d) once they've recovered, they become susceptible to the illness all over (e) again with exposure to positive media coverage, or by coming into contact with the still-infected. Considering the intensity with which Bieber fever often grips its victims, that means the disease is more or less self-sustaining. (a) Determiner (b) WH-interrogative pronoun (c) Complex prep (D) Sub. Conj/Complementizer (e) Adverb One of the mysteries of science is how something as apparently solid and straightforward as your body can be made of strangely behaving particles such as atoms. If you ask most people to draw a picture of one of the atoms in their bodies, they will produce something (a) like a miniature solar system, with a nucleus as the sun and electrons whizzing round like planets. This was (b) indeed, an early model of the atom, but it was realized that such atoms would collapse in an instant. This is (c) because electrons have an electrical charge and accelerating a charged particle, leaving the electron spiralling into the nucleus. In reality, electrons are confined to specific orbits and have to make a “quantum leap”from one to another. What’s more, as quantum particles, electrons exist as a collection of probabilities rather than at specific locations, so a better picture is to show the electons as a set of fuzzy shells around the nucleus. (a) Prep. (b) Adverb (disjunct) (c) Sub, Conj(complementizer (d) WH relative pronoun (e ) Particle

information to. Noun complements are normally used with abstract nouns (nouns which represent an idea, a need, a reason, rather than a thing). The complement explains what that idea relates to and ensure it “makes sense”.

  • Propositional complement = “The children ran into the house”. The word, phrase, or clause that directly follows the preposition and completes the meaning of the prepositional phrase. The grammatical forms that can function as the prepositional complement are noun phrases (“The grammar books are on floor six”) , noun clauses (“The teacher listened to what the students said happened”), verb phrases (“your little brother took care of watering the gar”en") and prepositional phrases (“She is worrying about in the morning”). Examples: Car engines waste a lot of heat. According to some estimates around 60% of the potential energy contained in petrol can be expelled or radiated as heat by an engine. Although some of this may be fitted a thermoelectric generator in the exhaust system of a test car. The generator converts heat into electricity using the Seebeck effect, named after Thomas Johann Seebeck, a physicist who in 1821 discovered that a voltage could be created in the presence of a temperature difference on a conductor. It can be achieved with the coupling of two metals – one that gets hot while the other stays cooler. This gave rise to thermocouples, devices now widely used to measure temperature differencex. Pick out the first three subjects: Car engines, Around 60% of the potential energy contained in petrol, Some of this Pick out two subject complement: Hot, Cooler Pick out an object complement: Into electricity (in the exhaust system of a test car) Pick out a prepositional indirect object: To thermocouples, devices..differences Home to students for the best part of the millennium, the city of Oxford has acknowledged that there is a downside to having one of the world’s great universities in its midst. The city of dreaming spires is set to become the first place in Britain to impose sweeping new powers to tackle the problem of “studentification”- the trend for certain urban areas to become dominated by students. The issues has become a major concern for many residents, who have long complained about the rowdiness, litter and noise they associate with large student communities in some parts of the city. Many other cities are watching Oxford closely for signs of how town and gown can mix more easily. Residents in some areas of Leeds, Bristol and Birmingham have been vocal in complaining about the effect students have had on their neighbourhoods and are keen for their councils to take similar action. Pick out three prepositional object About the rowdiness…city With large…city For signs…easily (also “About the effect…neighbourhoods”) Pick out the first two direct objects:

That there is a downside..in its midst One of the world’s great universities Pick out the last subject Their counsils What is the subject of tackle (in line 3)? The city of dreaming spires (new powers) Scientists have recreated the colourful plumage of some of the earliest dinosaurs of grow feathers in research tha shines fresh light on the evolution of the beasts. The flesh-eating Sinosauropteryx, which lived 125m years ago, sported a Mohican-style crest on its head and a racoon-like tail marked with alternating russet and white stripes, researchers say. Paleontologist reconstructed the hues of the dinosaur’s coat after discovering pigments preserved in fossilized remains of the creature. It is the first time fossil hunters have known the true colours of a dinosaurs. Pick out the first three direct objects: The colourful plumage of someof the earliest dinosaurs to grow feathers Feathers Fresh light on the evolution of the beasts Pick out the first two objects: Scientists Some of the earliest dinosaurs That > that shines fresh light on the evolution of the beasts FUNCTIONS EXAMPLE

  • Subject “The queen is the oldest monarch to sit on the throne”
  • Predicate “The queen is the oldest monarch to sit on the throne”
  • Complement
    1. Direct object (“One million people watched the documentary”)
    2. Indirect object (“Give him the book”)
    3. Subject complement (“Peter is very tall”)
    4. Object complement (“He made her very happy”)
    5. Verb complement (“He persuaded us to leave”)
    6. Noun complement (“The idea that a parent would hurt a child makes me ill”)
    7. Adjective complement (“Are you afraid of spiders?”)
    8. Prepositional complement (“The children ran into the house”)
  • Adverbial
    1. Adjuncts (“John helped Bill in Central Park”)
    2. Conjuncts (“It was raining. Therefore, they stayed home”)
    3. Disjuncts (“Fortunately for you, I have it here”)
  • Object of preposition (“She is looking for a pair of shoes”) OR
  • Prepositional object (“She is looking for a pair of shoes”) Example: Form Function AdjP Object complement (1) Experts consider mobile phones dangerous

are formed by a preposition directly followed by a prepositional complement. “We haven’t heard from George since last Sunday”

  • Complementizer phrase (CP): made up of a subject and a predicate, but certain (embedded) clauses are introduced by a constituent preceding the subject: that (that- clause), if, for > complementizers. “John believed that Kathy had cheated on him”.
  • Verb group (VGp): the function of the verb group in the clause is to express the process. In addition to the complexity created by the different types of the number of auxiliaries that may be part of the verb group, the main verb itself may be complex, (it may consist of a verb + particle (phrasal verb) or of more than one verb (double verb construction), creating a verb group complex. “You should not have taken your sister’s computer” / “The plane took off at 5pm” VERBS
  • Tense : the tense of a verb tells you when a person did something or when something existed or happened (present, past, not marked)
  • Aspect: the aspect of a verb is determined by whether the action is ongoing or completed.
  1. Perfect (have + -ed = past participle > have broken / has done / have acquired) (completed)
  2. Progressive (be + ing = present participle > are watching / is doing) (ongoing)
  3. Not realized
  • Voice: the voice of a verb describes the relationship between the action (or state) that the verb expresses and the participants identified by its arguments (subject, object, etc). When the subject is the agent or doer of the action, the verb is in the active voice. When the subject is the patient, target or undergoer of the action, the verb is said to be in the passive voice.
  1. Active (“The cat ate the mouse”)
  2. Passive (“The mouse was eaten by the cat”)
  3. Not realized
  • Modality: modality is about a speaker’s or a writer’s attitude towards the world. A speaker or writer can express certainty, possibility, willingness, obligation, necessity and ability by using modal words and expressions.
  1. Epistemic (possibilità > may,might, must have, could.. – “I must have forgotten in”)
  2. Deontic (ordini o idealizzazioni > shall, come, let, hope.. – “I hope to come home soon”)
  3. Dynamic (capacità > can, will “I will come home soon”)
  • Mood : mood is used to refer to a verb category of form which indicates whether the verb expresses a fact (indicative mood), a command (imperative mood) or a wish / possibility ( subjunctive mood).
  1. Indicative (or unmarked = “whales are mammals, not fish”)
  2. Imperative (“Take the first turn on the left”)
  3. Subjunctive (the subjunctive form of a verb, apart from to be, is made from the third person present singular, without the -s or -es ending. With these verbs, the same forms are used whether or not the context is the present or the past = “It was suggested that he wait till the next morning” / “I wish I were more confident”) Examples: Analyze the underlined verb groups (use "/" if a category is not realized).
  4. She must have been using my computer for ages. Tense: past Aspect: pert + progr. Voice: active Modality: epist. Mood: indic./unmarked
  5. Having fed the cats, Sam left for work. Tense: / Aspect: perf. Voice: active Modality: / Mood: /
  1. I suggested she contact Human Resources. Tense: pres. Aspect: / Voice: active Modality: deontic Mood: subj.
  2. She should be given a key of her own. Tense: past Aspect: / Voice: passive Modality: deontic Mood: indic./unmarked
  3. Industrialised nations should be trying to reduce greenhouse gases. Tense: past Aspect: progressive Voice: active Modality: deontic Mood: Indic./unmarked
  4. Home Information Packs will be phased in from August 2007. Tense: present Aspect: / Voice: passive Modality: epistemic Mood: indic./unmarked
  5. You could have contacted me earlier! Tense: past Aspect: perfect Voice: active Modality: deontic Mood: indic./unmarked
  6. It is inappropriate that she receive the award again. Tense: present Aspect: / Voice: active Modality: deontic Mood: subj.
  7. The men, wearing anoraks and hats, made off in a stolen Volvo estate. Tense: / Aspect: / Voice: active Modality: / Mood: /
  8. The Prime Minister is being encouraged to sack the Health Minister. Tense: present Aspect: progressive Voice: passive Modality: / Mood: indic./unmarked
  9. The prime minister is being encouraged to sack the Health Minister. Tense: present Aspect: progressive Voice: passive Modality: / Mood: indic/unmarked MARKED / UNMARKED STRUCTURES + INVERSION
  • Preposing / fronting / topicalization: “This one, she acceped” Unmarked: “She accepted this one” A mechanism of syntax that establishes an expression as the sentence or clause topic – In English, by having it appear at the front of the sentence or clause (as opposed to in a canonical position further to the right)
  • Postposing / end-shift: “I made without delay all the changes you wanted” Unmarked: “I made all the changes you wanted without delay”. Postposing works in the opposite direction, shifting grammatical elements to a latter position (or to the right) in a clause. This is often done as a means of controlling the processing of information in a clause.
  • Left dislocation: “That money I gave to her, it has disappeared”. Unmarked “The money I gave to her has disappeared”. Left dislocation is a construction akin to topicalization. Contrary to what the name might suggest, no overt movement is involved. The element which is placed in front of the sentence is associated with some kind of pronoun (“that money”> “it”)
  • Right dislocation: “They are still here, the people from next door” Unmarked: “The people from next door are still here”. The constituent is postponed (as in the above example). Right dislocation often occurs with a clarifying afterthought.
  • Inversion:
    1. Subject auxiliary: “Seldom have I seen anything like it” Unmarked: “I have seldom seen anything like it”
    2. Subject verb group: “On board were two doctors” Unmarked “Two doctors were on board” Inversion happens in English for emphasis, dramatic purposes or formality. To invert a sentence move the adverbial to the beginning of the sentence and invert the subject and auxiliary verb.
  • Extraposition: “It is important to book early”