SYNTAX MIND MAP

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Chapter 5 Application Questions Freeman and Freeman

#3 from www.wordorigins.org

1.       Curfew

The word curfew originates in the medieval practice of ringing a bell at a fixed time in the evening as an order to bank the hearths and prepare for sleep. It comes from the Anglo-Norman coeverfu, the equivalent of the Old French cuevre-fe, or cover fire.

 (Source: Oxford English Dictionary, 2nd Edition)

2.       Dirt Poor

This term is American in origin and dates to at least 1937. The exact reference is uncertain, but it is most likely to be evocative of the dust bowl and the extreme poverty and unclean conditions in which many had to live during the Depression.

The bit of internet lore about Life in the 1500s claims that dirt poor dates to Shakespearian England where finished floors were rare. This is false.

(Source: Oxford English Dictionary, 2nd Edition)

3.       Flying Colors

To come off with flying colors is to achieve great success. It is a military metaphor for leaving the battlefield still in possession of one’s flag. The phrase dates to the 17th century

Some claim a nautical origin for this phrase, but it appears to have got its start among armies, not navies.

(Source: Oxford English Dictionary, 2nd Edition)

4.       Hooligan

Hooligan is a variant of the Irish name Houlihan or O hUallachain, and somewhere along the line some street tough of that name left it for posterity. But the specific person whom the term originally referred to has been lost to the ages. Often suggested is a Patrick Hooligan or a Hooley gang who (separately) terrorized a section of London in the 1890s.

(Source: Oxford English Dictionary, 2nd Edition)

5.       Hysteria

The root hyster- comes from the Greek word for womb. So, the psychological disturbance termed hysteria was originally believed to be a disease of women and resulted from some disturbance in the uterus.

The adjective hysteric appears in the mid-17th century

(Source: Oxford English Dictionary, 2nd Edition)

6.       Mojo

Mojo is originally Black English, first recorded in the mid-1920s. The word mojo is common throughout the American South and the Caribbean. The meaning has always been magic, a charm or amulet, or more broadly power and influence, often sexual power, derived from such a supernatural source.

The exact origin of mojo is unknown, but it seems likely that it is African in origin. Gullah (the dialect of the South Carolina Atlantic islands) has the word moco meaning witchcraft or magic. And the Fula language of Africa has the word moco’o meaning a shaman.

(Source: Oxford English Dictionary, 3rd Edition)

7.       Martini

It is often thought that the name of this famous cocktail comes from the brand name Martini & Rossi, makers of vermouth. While the Martini & Rossi brand influenced the naming of the drink, it is not the ultimate origin.

Instead, martini is a toponym, named after its place of invention, Martinez, California (a small city northeast of San Francisco). It was originally known as the Martinez cocktail, a 1:2 mix of gin and sweet vermouth with maraschino cherry juice and bitters...the same as a Manhattan, only you substitute gin for whisky.The name had shifted to martini by 1887. By 1903, the dry martini that we are familiar with today had come into existence.

The first US trademark for Martini & Rossi was filed in 1882. The brand name certainly influenced the shift from Martinez to the modern martini.

(Source: Oxford English Dictionary, 2nd Edition)

8.       Off the Wall

The phrase off the wall, meaning wild, crazy, or eccentric is first attested to in F.L. Brown’s 1959 Trumbull Park:

We all said thanks in our own off-the-wall ways.

And:

Not that off-the-wall holy-roller kind of clapping.

There is an earlier use from 1953 in the title of a blues tune by Marion “Little Walter” Jacobs. But since this tune is instrumental with no lyrics, the sense of the title is ambiguous. It may be intended in the sense of odd, or it may literally mean something taken down from a wall.

The originating metaphor is unknown, but it likely refers to some sport, a racquet-sport like squash, or perhaps baseball, where a ball may literally be played off the wall, often with wild and unpredictable bounces.

(Source: Historical Dictionary of American Slang)

9.       Red Tape

Red tape is excessive bureaucracy or rigid adherence to bureaucratic rules and regulations. But why tape? And why is it red? It is tradition, dating back to the 18th century, to bind government documents together using a red ribbon or tape. There is no particular reason for choosing the color red; it’s just an arbitrary choice.

The association between red tape and bureaucracy was firmly established by the 19th century.

(Source: Oxford English Dictionary, 2nd Edition)

10.   Sabotage

Sabotage comes from the French saboter and ultimately from sabot. A sabot is a wooden shoe (it can also mean a type of anti-tank ammunition). The French saboter means to make a noise with sabot, to tramp on, to destroy, especially a piece of music. Around the beginning of the 20th century, the French word began to be applied to the willful destruction of machinery in labor disputes. It is this sense that transferred to English

It is commonly suggested by some that this term for wanton destruction derives from striking workers throwing wooden shoes, or sabot, into machinery in order to destroy it. This belief was popularized when it was repeated in one of the Star Trek movies, but is not substantiated by the evidence. The word does indeed come from sabot, but the etymology is a bit more subtle.

(Source: Oxford English Dictionary, 2nd Edition)

#4

Phonetic Demand	Semantic Demand	Etymological Demand
hat	sign/signal	Assassin (Muslim)
tin	crumb/crumble	Quarantine (French)
cop	autumn/autumnal	Pedigree (French)
sun	symbol/symbolic	Hazard (Arabic)
set	medicine/medical	Telephone (Greek)

#8

Words ending in -ge	Words ending in -dge
Indulge Bulge Large Barge Rage Cage Sage Age Wage Hinge Singe Lunge Plunge Sponge	Badge Dodge Bridge Ridge Fridge Hedge Pledge Wedge Ledge Fudge Budge Nudge Smudge Grudge

It appears that in most case is a consonant comes after a short vowel sound then /d/ is not used like in barge.

Also when the vowel is long /d/ is not used like in cage.

When the vowel is short and no consonant follows then the /d/ is used like in wedge.

There seems to be a consistent pattern.

Application Questions

5. Each phoneme in any language is a group of sounds called phones. The phones that make up one phoneme are called allophones meaning “all the phones” (Freeman, p. 87). The phoneme /p/ has two types of allophones. One type is aspirated allophones /pʰ/ like /pʰɪn/, , where an extra puff of air is produced as the sound is released. The second allophone is non-aspirated like in /spɪn/.

Adults are good at ignoring allophonic variations as they listen to a language they speak well; they might have difficulty in perceiving the phonemes in a target language. (Freeman, p.90)

6. Dialect study is fascinating...its true. I know from first hand experience how dialect can effect how a person is accepted or not accepted by a particular group. When I first moved to Pennsylvania from Queens, New York in 1993 I had a very difficult time. I was in Junior High school, and children that age can be brutal! I was tortured by my new classmates for how I spoke. Most words that ended in -er were pronounced like -uh at the end among other differences. Words for things in Pennsylvania are a little funny too. People say "crick" instead of "creek" and "pitz" instead of "pizza". I would say pocketbook, PA people say purse. I say hero they say hoagie.  After a few years I subconciously lost most of my New York dialect and conformed to my peers. I do find my accent comes back when I am talking with my New York family members or when I get really mad. My husband teases me! My parents (God rest them both) never lost their New York dialects. My mother had a hard time at work as a nurse sometimes. Her co-workers were cruel to her and would speak badly of "the city people" right in front of her. My father never mentioned any issues at his job. I have heard of classes in dialect reduction. Some people think a twangy southern dialect sounds unintelligent. I think if a dialect is so strong that it interferes with communication then it is any private company's right to require classes to reduce dialect. I don't think there should be a standard dialect though and attempting to develop one is unrealistic, especially with people from foreign countries etc. all over the U.S.

MINIMAL PAIRS

Minimal pairs are pairs of words that differ by just one phenome.
Examples:
                                         pen and pan
                                      /pɛn/ and /pæn/
                                                or
                                        hat and had

/hæt/

and /hæd/

Practicing minimal pairs can help students recognize small differences in pronunciation between words. This activity can be used with any grade level or ESL students needing practice with pronunciation.

Objective: Students will practice pronouncing minimal pairs in order to improve recognition and pronunciation of words in collaborative groups.

Preparation: The teacher will create about 25 sets of minimal pair cards. The sets will be divided up on 5 differents color sheets of paper. For example 5 sets will be on blue paper, 5 on green, 5 on yellow, 5 on red, and 5 on orange paper. (Laminate the cards so they last longer)The teacher will adhere a small magnetic strip to the back of the cards so they stick to the board.

Activity:

• The teacher will divide students into groups of three or four. Name each group. To make it simple we will call them groups A-E.
• The teacher will write examples of minimal pairs on the board. The teacher will demonstrate the proper pronunciation of the minimal pairs written on the board by reading them aloud to the class. The teacher will encourage students to try to share other sets of their own and the teacher will write them on the board too. (One minute)
• The teacher will give each group 10 cards, 2 of each color (but be sure there are no matches within one group.)
• The teacher will have each group take turns putting cards on the board one group at a time. For example: Group A goes first and puts a blue card on the board. Then groups B-E must look at their blue cards and the group with the matching card will place their card next to it. Then Group B gets a turn and puts an orange card up. Then groups A, C-E must look to see if their group has the matching orange card.
• Once all the groups have had a turn and the board is filled with the pairs, the teacher and the groups can talk about why each pair is a minimal pair, for example final consonant, initial consonant or vowel.

I think this activity is a great way to keep students' attention and get them working collaboratively in groups. The length of time for this activity can be adjusted by changing the size of the groups or number of cards.