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Lesson 1
Lesson 1
LO: Be able to define and identify modal verbs and analyse how they impact the register and purpose of a text.
SC:
-I can list the 10 modal verbs and their negated forms
-I can classify modal verbs as expressing ability, permission, possibility or willingness.
-I can explain how a modal verb can impact the register or help achieve the purpose of a sentence.
Modality and Modal Verbs
Modality and Modal Verbs
Modal verbs are a form of auxiliary verbs that are used to express the necessity or possibility of the main verb in a clause.
There are ten modal verbs: can, could, may, might, will, would, shall, should, must, ought to.
Can (or cannot/can't) shows ability, expresses permission, shows possibility, expresses or inquires about willingness. In the negative, it shows inability or impossibility.
Could (or couldn't) shows ability in the past, and expresses or inquires about permission or willingness in a more polite form. Identifies a possibility in the present, or a possibility in the future. Can be used to make requests or for giving suggestions.
May is used to express permission, expresses possibility in the present and future.
Might is used to express permission, expresses possibility in the present, future, and past.
Will (or won't) shows willingness or interest, expresses intention, and makes predictions, to reassure someone or help them make a decision, to make a semi-formal request, to show habitual behaviour, to make a promise or a threat, and to talk about the future or the past with certainty
Would (or wouldn't) enquires about willingness, shows habitual activity, comments on someone's characteristic behaviour, comments on a hypothetical possibility, and comments on a likely truth. It also is used for asking permission, making a request, and to express preferences. It can be used to talk about the past, talk about the future in the past, or to talk about a situation that is dependant upon another action.
Shall is used to indicate a promise in the future. It is used form polite questions that include a polite request for permission, can also be used for offering someone help, for suggestions, or for asking what to do.
Should (or shouldn't) conveys the idea of an obligation or makes a suggestion.
Ought to is used in the same situations as should, but with a stronger sense of obligation or intensity.
Must (or mustn't) makes a command. It can also express prohibition in the negative form.
Practice
Complete this activity identifying modal verbs: https://www.e-grammar.org/modal-verbs-multiple-choice-exercise-5/
Write a sentence using 'should' that conveys the idea of obligation.
Write a sentence using 'will' that makes a prediction.
Write a sentence using 'might' that asks for permission.
Write a sentence using 'can' that enquires about willingness.
Question: how might modal verbs be related to formal language and face needs?
Read through the COVID Cases Checklist from the Victorian Government's Corona Virus Website.
Identify all of the modal verbs.
Select one step, and analyse how the use of modal verbs affects:
-the register
-the social purpose
Example:
The use of the modal verb phrase "need not" in Section 2 expresses the permission being granted to readers to not test again, which aids in affirming the authority of the Department of Health.
The Department of Health establishes a formal register in the use of the modal verb phrase "need not" in Section 2, which reinforces their authority and distance from the readers by granting them permission to not test through the low modality of the phrase. The use of the modal verb "must" at the beginning of the Section communicates a high sense of obligation of the readers to report their results to the Department, thus aiding in tracking the virus and ensuring citizens follow the set health measures.
LO: Be able to define and identify elements of clause and sentence structure.
SC: I can identify the subject and main verb/verb phrase of each clause
-I can identify the object of a sentence and classify it as direct or indirect.
-I can identify complements in sentences and classify them as subject-complement or object-complement
Typical clause structure
Subject & object in a sentence
Subject = a noun, noun phrase or a pronoun that performs the verb in a sentence
Object - The other noun , usually receiving the action of the verb. We can have two different objects: direct objects and indirect objects
Direct objects = the main thing in the sentence being acted upon (ask 'What did the subject X (verb)?')
Indirect objects = are the nouns or pronouns affected by the action (ask 'To what/whom was it X (verb)?')
eg. Andres threw the ball to Marlon= Andres(S) threw (V) the ball (DO) to Marlon (IO).
Hint: not all sentences have indirect objects and you cannot have an indirect object without having a direct object.
Complete 'Check Your Understanding' on page 63.
E.g. Earlier in the week (adverbial), I called my mother.
Subject, object, indirect object, direct object revision Qs.pngComplements
Complements - are words, phrase or clauses that add additional information to other parts of the sentences, specifically the subject and object.
E.g The water (S) is (V) quite warm (subject-complement)
Mr Flood (S) threw (V) the water (Obj), which was quite warm (object-complement)
Copular verbs- are verbs that connect complement that usually take the "to be" verb form- is, am, was, are
E.g. I (S) am (V- copular) very hungry (subject-complement).
Semi-copular verbs- are verbs that connect a complement but are not in the "to be" verb form- E.g seems, proved
E.g. She (S) proved (V- copular) herself (O) worthy (adj complement).
Adverbials
Usually, adverbial is used to describe place, time, reason, purpose, result, condition, direction, degree and method.
You see, the 'usually' I’ve used in last sentence is an adverbial. Without it, the sentence's meaning is still complete. But with it, the meaning is more precise.
E.g. Earlier in the week (adverbial), I called my mother.
Complete the 'Check Your Understanding' box on page. 65 of your textbook and the 'Apply Your Knowledge' on page 66.
Complement and Adverbial revison.pngStudent attempt.pngLesson 2
Lesson 2
Active and Passive Voice
Active and Passive Voice
The AGENT of a clause or sentence is the 'who' or 'what' that has CAUSED the verb
The PATIENT of a clause or sentence is what has been changed or affected by the agent
In the ACTIVE voice, the agent is the subject of the sentence. It is the noun phrase CAUSING the verb
E.g. Georgia ate the pie = Georgia is the agent as she is in the subject position in the sentence and 'the pie' is the PATIENT as it has been affected by Georgia (who ate it).
In the PASSIVE voice, the agent moves out of the subject position and is replaced by the patient of the sentence, making the patient the TOPIC of the sentence.
E.g. The pie was eaten by Taf= The pie is the patient of the verb (to eat) but is now the subject of the sentence. The agent of the verb (Taf) has been relegated to the back of the sentence.
In AGENTLESS PASSIVE sentences, the agent of the verb is removed or omitted from the sentence and only the patient and the verb remain.
E.g. The pie was eaten= The pie is the patient of the verb (to eat) and is still the subject of the sentence, yet the agent (Taf or Georgia) have now been omitted from the sentence.
So what does this mean for analysing language....
Rarely have students been asked to label the parts of a sentence (like the worksheet above), however, exams have included questions like:
Identify and analyse the use of adverbials between lines .......
Or
Identify and explain the use of passive voice between lines.....
So, knowing what we do about the parts of a sentence allow us to use metalanguage to answer these types of questions.
Example: 'Protesters were arrested and charged by police.' - Analyse the use of passive voice in this sentence.
Response: The use of the passive voice in this sentence makes the 'protesters' the topic of the sentence. By moving the patient (Protesters) of the verb (were arrested) to the subject position, the author is ensuring that the agent of the action is not the focus of the reader. Instead, it is the protesters who are the clear focus of the sentence.
OR
Example: 'Protesters were removed from the scene.' - Analyse the use of the agentless passive in this sentence.
Response: The use of the agentless passive in this sentence removes the agent altogether and makes the 'protesters' (the patient of the verb 'removed') the topic of the sentence by placing them in the subject position. In this way, the author reinforces the fact that protesters were causing disruptions and eliminates any discussion of the police and the rough way they performed the removal of protesters.
1. Task complete this task by created passive sentences: https://www.e-grammar.org/passive-voice/test1-exercise1/#topad
If you complete the activity above you can see that the passive voice depends a lot on the auxiliary verbs that are used in conjunction with the main verb.
3. Now complete this task to test your ability to identify ACTIVE, PASSIVE and AGENTLESS PASSIVE sentences: https://forms.gle/AeZ7NnKRtXoFteDUA
4. Complete the transcript and questions to the side
Lesson 3
Lesson 3
Patterning
Patterning
Phonological and semantic patterning - 12 Shantaram intro.pdfWrite a paragraph using this excerpt from the beginning of Gregory Roberts' 'Shantaram' (good book!).
Using examples, explain the effect of:
one instance of semantic patterning
one instance of syntactic patterning
one instance of phonological patterning
Complete the PRACTICE SAC: https://forms.gle/kX8bMJGuMFCmkFAf7
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