1. Ship →

2. Think →

3. Church →

4. Jump →

5. Ng → (e.g., "sing")

B. Minimal Pairs (Distinguishing Sounds)
Circle the word you hear:

1. Sheep /ʃiːp/ vs. Ship /ʃɪp/

2. Bat /bæt/ vs. Bet /bɛt/

3. Light /laɪt/ vs. Right /raɪt/

4. Sink /sɪŋk/ vs. Think /θɪŋk/

5. Fan /fæn/ vs. Van /væn/

1. Photograph → ˈPho·to·graph

2. Photography → Pho·to·gra·phy

3. Democracy → De·mo·cra·cy

4. Economy → E·co·no·my

5. Comfortable → ˈCom·for·ta·ble

B. Assimilation & Linking Sounds
How do these sounds change in connected speech?

1. "Did you" → /dɪdʒu/ (Palatalization: /d/ + /j/ = /dʒ/)

2. "Want to" → /wɒnə/ (Reduction: "to" → /ə/)

3. "Handbag" → /hæmbæɡ/ (Nasal assimilation: /nd/ → /m/)

C. Phonotactics (Allowed Sound Combinations)
Which of these words are possible in English? Why?

1. Blick (✅ Possible – /blɪk/)

2. Ngop (❌ Impossible – English words don’t start with /ŋ/)

3. Strengths (✅ Possible – /strɛŋθs/, though complex)

3. Advanced Phonological Analysis

A. Identify the Phonological Process
What rule explains these pronunciation changes?

1. "Input" → /ɪmpʊt/ (Nasal place assimilation: /n/ → /m/ before /p/)

2. "Fifth" → /fɪθ/ (Consonant cluster simplification)

B. Error Correction (ESL Learners’ Common Mistakes)
Fix the pronunciation errors:

1. "I espeak Spanish." → "I speak Spanish." (Epenthesis: Avoid adding /e/ before /sp/)

2. "He go-ed to school." → "He went to school." (Overgeneralization of -ed ending)

Determine which morphological process (clipping, borrowing, blending, etc.) formed each word.

1. Brunch (breakfast + lunch) → __________

2. Gym (from "gymnasium") → __________

3. Selfie (a new word for a self-portrait photo) → __________

4. Edit (from "editor") → __________

5. Karaoke (from Japanese) → __________

6. Workaholic (work + alcoholic) → __________

7. Google (from the company name) → __________

8. Sitcom (situation + comedy) → __________

9. Fax (from "facsimile") → __________

10. Tofu (from Chinese 豆腐, dòufu) → __________

Exercise 2: Create New Words Using Word-Formation

Apply the given word-formation process to create a new word.

1. Blending: "smoke" (smoke + fog) → __________

2. Clipping: "advertisement" → __________

3. Conversion (verb to noun): "to text" → __________

4. Backformation: "babysitter" → __________ (What verb could come from this?)

5. Coinage: Invent a new word for a robot barista → __________

Exercise 3: Borrowed Words

List three English words borrowed from:

1. French: __________, __________, __________

2. Spanish: __________, __________, __________

3. Arabic: __________, __________, __________

Exercise 4: Compound Words

Combine the following words to form compounds:

1. Sun + flower → __________

2. Black + board → __________

3. Tooth + paste → __________

4. Book + shelf → __________

5. Water + melon → __________

Exercise 5: Derivation (Affixation)

Add a prefix or suffix to change the word’s meaning.

1. Happy (make it negative) → __________

2. Write (person who does this) → __________

3. Possible (make it negative) → __________

4. Child (make it plural) → __________

5. Use (make it an adjective) → __________

Identify the semantic relationship between the following word pairs:

1. Buy / Sell

2. Hot / Cold

3. Dog / Animal

4. Alive / Dead

5. Flower / Rose

(Possible relationships: synonymy, antonymy, hyponymy, hypernymy, converse, complementary)

Exercise 2: Ambiguity

Determine whether the following sentences exhibit lexical or structural ambiguity and paraphrase the possible meanings:

1. "The chicken is ready to eat."

2. "I saw her duck."

3. "Flying planes can be dangerous."

4. "He found the professor with the glasses."

Exercise 3: Deixis

Identify the deictic expressions in these sentences and specify whether they are person, place, or time deixis:

1. "She wants you to meet her here tomorrow."

2. "This restaurant is better than the one we visited last week."

3. "Now, I disagree with what you said earlier."

Exercise 4: Semantic Fields

Group the following words into semantic fields and suggest a unifying theme for each group:

• Justice, judge, verdict, court

• Rain, snow, hail, sunshine

• Joy, anger, sadness, fear

Exercise 5: Pragmatics & Implicature

Explain the implied meaning (conversational implicature) in these exchanges using Grice’s Maxims:
1.

• A: "Do you like the new professor?"

• B: "Well, his lectures are very... long."
  (What is B implying? Which maxim is flouted?)

2. A: "Did you finish the report?"

   • B: "I started it."
     (What does B’s response suggest?)

Exercise 6: Prototypes & Categories

Which word in each set is the prototypical (most central) example of the category? Justify your choice.

1. Furniture: chair, lamp, rug

2. Bird: penguin, robin, ostrich

3. Vehicle: bicycle, car, skateboard

Exercise 7: Cross-Linguistic Semantics

Compare how these concepts are expressed differently in two languages you know:

• "Polysemy": E.g., English "foot" (body part / measurement) vs. another language.

• "Lexical gaps": E.g., English lacks a single word for "the day after tomorrow" (compare to German "übermorgen").

Determine whether the following sentences are grammatical (✓) or ungrammatical (✗) in Standard English. Explain why.

1. She go to school every day.

2. The cat sat on the mat.

3. Who did you see the movie with?

4. Him and me went to the store.

5. Although it was raining, but we went out.

Discussion Points:

• Subject-verb agreement

• Pronoun case (nominative vs. accusative)

• Double conjunctions in some languages (e.g., influence from L1)

Exercise 2: Phrase Structure Trees

Draw a phrase structure tree for the following sentences:

1. The young student read an interesting book.

2. The teacher gave the students a challenging assignment.

Key Concepts:

• NP (Noun Phrase), VP (Verb Phrase), PP (Prepositional Phrase)

• Binary branching and X-bar theory

Exercise 3: Syntactic Transformations

Identify the syntactic transformation applied in the following pairs (e.g., passive, wh-movement, topicalization):

1. The dog chased the cat. → The cat was chased by the dog.

2. She bought what? → What did she buy?

3. John ate the pizza. → The pizza, John ate.

Discussion:

• How transformations change word order while preserving meaning.

• Differences between languages (e.g., English vs. Chinese topicalization).

Exercise 4: Error Analysis (L2 Learners)

The following sentences were produced by ESL learners. Identify the syntactic error and suggest a possible L1 interference:

1. I am liking this movie very much. (L1: Hindi)

2. She no went to the party. (L1: Spanish)

3. He drink coffee every morning. (L1: Mandarin)

Key Points:

• Verb tense/aspect errors (progressive vs. simple present)

• Negation patterns (e.g., "no + verb" in Spanish)

• Subject-verb agreement omission

Exercise 5: Ambiguity in Syntax

Explain the two possible interpretations of these ambiguous sentences:

1. They saw the man with the telescope.

   • Interpretation 1: They used a telescope to see the man.

   • Interpretation 2: The man had a telescope when they saw him.

2. Visiting relatives can be boring.

Discussion:

• Attachment ambiguity (PP attachment, gerund vs. participle)

• How context disambiguates meaning

Exercise 1: Needs Analysis

1. Interview/Survey Design

   • Design a needs analysis questionnaire for a group of business professionals who need English for international negotiations. What questions would you include to determine their linguistic and situational needs?

   • Compare your questionnaire with a partner and refine it based on feedback.

2. Case Study Analysis

   • Read a case study of an ESP program (e.g., English for Nurses, Engineering Students, or Pilots).

   • Identify the key linguistic features (lexis, syntax, discourse) specific to that field.

   • Discuss how the course addressed learners’ needs and whether it was successful.

Exercise 2: Genre Analysis

1. Compare and Contrast

   • Select two texts from different disciplines (e.g., a research abstract in Medicine vs. Sociology).

   • Analyze differences in vocabulary, sentence structure, and rhetorical moves.

   • Present your findings in a short report.

2. Design an ESP Activity

   • Choose a profession (e.g., Lawyers, Tour Guides, or Software Developers).

   • Develop a role-play or simulation that incorporates authentic language use in that field.

CALL (Computer-Assisted Language Learning) Exercises

Exercise 1: Evaluating CALL Tools

1. App Review

   • Select a language learning app (e.g., Duolingo, Babbel, or Grammarly).

   • Evaluate its effectiveness based on:

     • Pedagogical approach (e.g., behaviorist vs. constructivist)

     • Learner engagement (gamification, feedback mechanisms)

     • Language skills targeted (listening, speaking, etc.)

   • Write a 300-word review with recommendations for improvement.

2. Comparative Analysis

   • Compare two different CALL tools (e.g., a chatbot vs. a traditional grammar drill program).

   • Which one aligns better with communicative language teaching (CLT) principles? Justify your answer.

Exercise 2: Designing a CALL Activity

1. Task-Based CALL

   • Propose a technology-mediated task (e.g., using AI chatbots for practicing job interviews or VR for immersive language learning).

   • Outline the steps, objectives, and expected outcomes.

2. Corpus Linguistics in CALL

   • Use a corpus tool (e.g., COCA or Sketch Engine) to analyze word frequency in academic vs. casual English.

   • Create a short lesson teaching students how to use corpus data to improve their writing.

church ch /tʃ/ Voiceless

jump j /dʒ/ Voiced

Think → /θ/

Church → /tʃ/

Jump → /dʒ/

Ng (as in sing) → /ŋ/

• Think → /θ/

• Church → /tʃ/

• Jump → /dʒ/

• Ng (e.g., sing) → /ŋ/

think : /θ/

church : /ʧ/

ng : /ŋ/

Think – /θɪŋk/

Church – /tʃɜːrtʃ/

Jump – /dʒʌmp/

Ng – /ŋ/

1. ʃ

2. θ

3. tʃ

4. dʒ

5. ŋ

Think – /θ/

(The "th" sound as in think — voiceless dental fricative)

Church – /tʃ/

(The "ch" sound as in church — voiceless postalveolar affricate)

Jump – /dʒ/

(The "j" sound as in jump — voiced postalveolar affricate)

Ng – /ŋ/

(The "ng" sound as in sing — voiced velar nasal)

Think = ‘th’ /θ/ voiceless

Church = ‘ch’ /tʃ/ voiceless

Jump = ‘j’ /dʒ/ voiced

Ng/sing = ‘ng’ /ŋ/ nasal/voiced