(Sơn hộ tớ nhé) Có 1 số bài lặp lại nhưng do ở những sách khác nhau nên S cứ chép như thế ạ.

Thank
you so much *chụt*
From Moè with love

Exercise 3
[rub] “ruby” [mut[ “water”
[kiri] “ read” [pal] “leg”
[saram ] “ person” [səul] “ Seoul”
[irum] “name” [[ilgop] “seven”
[ratio] “radio” [ibalsa] “barber”
- [r] and [l] are allophones of one phoneme. State the rule that can derive the
allophonic forms.
[r] is lateralized when it occurs after vowels.
a) No, they do not occur in any minimal pairs.
b) Yes, [r] and [l] are in complementary distribution
c) [r] occurs before vowels
- [l] occurs before consonants and word finally.
d) The phoneme [l] is realized phonetically as [r] when it occurs before a vowel
and as [l] in all other instances. This rule can be written as follow: /l/ [r]
Exercise 4
Here are some additional data from Korea
[son] “hand” [Šinap] “game”
[som] “cotton [Šilsu] “mistake”
At first, we may see that both [s] and [sv] are phonemes because they have
overlapping distribution, in which case you would have been misled to this
conclusion because you have looked at their distribution by position only, without
paying attention to the surrounding sounds.
So, while it is true that both occur between two vowels [a], [i] if you look closely,
we should be able to notice that each sound occurs after a particular kind of
vowels: [s] occurs only after back vowels, whereas [sv] occurs only after front
vowels.

Exercise 4
a. I’m all thumbs today!
 Implication: The speaker can’t use their hands precisely.

b. He’s plowing his profits back into the business.

 Implication: The speaker thinks he is trying to increase the size of business
or improve it by reinvest earnings in the business.

c. Cat got your tongue?

 Implication: The speaker didn’t know why someone was inexplicably silent
in a long time when they were expected to speak.

d. That movie was a real turkey!

 Implication: The speaker thought that movie was really bad.

e. You took the words right out of my mouth.

 Implication: The speaker strongly agreed with someone’s opinion.

f. She’s got something on her mind.

 Implication: The speaker knew she worried about something or there was
something that was troubling her mind at that time.

Ex4: page 331 - An introduction to language_Victoria Fromkin, Robert

Rodman, Nira Hyams
- [s] and [š] are allophones of the same phoneme. They ate in complementary
distribution: [s] appears before all vowels or word finally, and [s] appears before
[i].
- Data
son šihap
som šilsu
sosəl šipsam
sεk šinho
isa mašita
 s š
#_o #_i
l_u a_i
o_ə o_i
#_ε

i_a

#_a

p_a

- Determine

Exercise 8 (Page 407)

 A, A rolling stone gathers no more
 (It means that a person who is always travelling and changing jobs has
the advantage of having no responsibilities, but also
has disadvantages such as having no permanent place to live)
 B, Look before you leap
 (It means that you have to carefully consider the possible consequences
before taking action)
 C, A stich in time saves nine
 (It means that if you sort out a problem immediately it may save a lot of
extra work later)
Exercise 9 – chapter 5: Syntax
Many verbs in English agree in number with some preceding constituents.
For example:
(i) a. The boy likes that cake.
(ii) a. That cake, the boy likes.
The verb take on a singular form “likes” because preceding constituent is
singular.
Or
(i) b. The boys like that cake.
The verb take on a plural form “like” because preceding constituent is plural.
A. The rule “the verb agrees in number with the noun immediately to its left” is
inaccurate in below case:
(i) d. The boy and the girl likes that cake.
For this case, the verb “likes” agrees with “the girl” as the rule. However, the
subjects of above sentence are joined by “and”, they are considered plural, and
verbs must agree like this:
(i) c. The boy and the girl like that cake.
B. The rule “the verb agrees in number with the noun phrase that comes at the
very beginning of the sentence” is inaccurate in below cases:
- (ii) b. That cake, the boys like
- (ii) c. That cake, the boys likes.

Sentence “b” doesn’t follow the rule but it is correct, sentence “c” follow the rule
but it is incorrect because “that cake” which comes at the very beginning of the
sentence is object, not subject. The real subject is “the boys” and the verb “like”
agree with this subject.
The verb must be agree with the subject of the sentence. But how to define the
real subject? We should not base on the position to define whether it is subject or
not. We must base on the meaning of the sentence
EX10:
The subject of a sentence can be identified in English by its structural position,
among other things, and in Japanese by a special marking on the subject noun
phrase (-ga). There are also languages in which the subject of a sentence can be
identified by means of a special marking on the main verb. For example, in
Navajo, there are two verbal prefixes yi- and bi- , illustrated in the following
examples:

The translations of these words are derived from exercise 11 as below:

- Horse:

- Mule:

- Kick:
A. In Navajo, for sentences of the form NP1 NP2 yi+Verb, NP1 is the subject
and NP2 is the object.
B. In Navajo, for sentences of the form NP1 NP2 bi+Verb, NP1 is the object
and NP2 is the subject.

EX 11
1. Basic word order for English is Subject-Verb-Object, as in Gorillas eat
bananas. For the following two languages, isolate and identify the di¤erent words
and determine what the basic word order is.
Language 1: Navajo (Native American language of the Southwest)
a. Łı ´˛ı ´˛’ dzaane´e´z yiztał ‘‘The horse kicked the mule.’’
b. Dzaane´e´z łı ´˛ı ´˛’ yiztał ‘‘The mule kicked the horse.’’
c. Ashkii at’e´e´d yiztso˛s ‘‘The boy kissed the girl.’’
d. At’e´e´d ashkii yiztso˛s ‘‘The girl kissed the boy.’’
e. Ashkii łı ´˛ı ´˛’ yo’ı ´˛ ‘‘The boy saw the horse.’’
horse: S
mule: S
boy: S
girl: O
kicked: V
kissed: V
saw: V
Basic word order: O S V
Language 2: Lummi (Native American language of the Pacific Northwest)
a. x
˙
cˇits c-swy/q/ s-słeni/ ‘‘The man knows the woman.’’
b. x ‘‘The woman knows the man.’’
˙
cˇits s-słeni/ c-swy/q/
c. leNns c-scˇtx wn c-swy/q/ ‘‘The bear saw the man.’’
d. leNns s-słeni/ c-swi/qo/ł ‘‘The woman saw the boy.’’
man: S
woman: O
bear: S
boy: O
know: V
saw: V
Basic word order: V O S

Ex12:
Turn-taking is a type of organization in conversation and discourse where
participants speak one at a time in alternating turns. In practice, it involves
processes for constructing contributions, responding to previous comments, and
transitioning to a different speaker, using a variety of linguistic and non-linguistic
cues.
While the structure is generally universal, that is, overlapping talk is generally
avoided and silence between turns is minimized, turn-taking conventions vary by
culture and community.[3] Conventions vary in many ways, such as how turns
are distributed, how transitions are signaled, or how long is the average gap
between turns.
In the text turn taking is controlled by three principles:
(P1)
The speaker "selects”- the next speaker.
(P2)
The first to talk becomes the speaker.
(P3)
The speaker continues her own remarks.

In this writing, some strategies from turn-taking would be applied into teaching.
Teaching and learning EFL speaking modules is one of the most challenging
productive modules for both instructors and learners. In a student-centered
interactive communicative language teaching approach, learners and instructors
should be aware of the fact that the target language must be taught for
communication. Turn taking strategies are believed to support students learning
speaking. Student will learn acts of refusing, agreeing/disagreeing; emotive acts
like, thanking, apologizing, inviting, offering; directives like, ordering, requesting,
advising, and hinting, asking for/giving opinion, agreeing/disagreeing, using
natural fillers for pauses, gaps, speaker select, self-select, and silence among
others. Students will have the tools to manage a conversation. They are engaged
in opportunities of experiencing the natural language.They will have the
component items they need to use as well as the opportunity to communicate in
the target language using topics of their interest and choice. This enhances
students' communicative abilities.
The following are some examples.
Opening and Closing It is believed by all instructors and researchers targeting a
learner-centered approach to open interactive engaging conversations in the
classroom. An explicit teaching of how to open a conversation and how to close
them is a target for the speaking modules. One of the most common and most
reliable techniques of opening a conversation is asking a yes/ no question. It is a
sure to be responded to question, unless a dis-preferred silence occurs, thus
breaking the rule of cooperation and implications can be drawn from the
nonverbal act of silence.
These are seven Turn-taking strategies are suggested for teaching English
speaking skills.
 01. Speak, the ask
In pairs, Students discuss a topic: S1 gets the ball rolling with his/her
opinion, then asks his/her partner a question
02. Use conjuctions
Teacher writes down a list of conjunctions on the board. Students say
something and add more info by using a conjunction.
03. Phrases for Agreeing/Disagreeing
Students are encouraged to use phrases like: I agree/disagree with you. I
am afraid I can’t/don’t agree with you. I couldn’t agree more
04. Asking for Giving opinions
Students are encouraged to use phrases like: Do you like that idea? What
do you think? Does that make sense to you?
05. Fillers for Pauses
Students are encouraged to use phrases like: let me see, let me think, the
thing is, what I mean is
06. Avoiding interruptions

Students are encouraged to use phrases: Although I.. / Even though

I…..Because they
07. Fluency over Accuracy
Keep corrections to a minimum. In fact, consider simply letting them speak
and giving them feedback at the end.
Teaching needs not be a teacher oriented activity but a consciousness raising
activity engaging students in perception and acquisition of the communicative
aspects of discourse. ESL students, being equipped with the pragmatic discourse
tools that support them to acquire a ‘discourse pragmatic competence’, become
interpreters and producers of discourse. They are aware and well equipped with
the rules.