The ministry of higher and secondary specialized education of the republic of uzbekistan

Activity 2

Using presentation method of teaching convey the students new topic. Here switch on the e-board and illustrate the poer presentation.

Activity 3
Handout 1



Handout 2

Try to do this exercise and tests…

Activity 4.

Divide group into 3 mini groups. Give the cards below and let the students find the metonymic and metaphoric statements for the situation. In the end 2 volunteers of each group should present acting role play while utilizing metaphoric and metonymic sentences in their language.

Boss : we need to  talk .come and follow me in the office .

you are doing a good job but we cannot keep you at the same position any more .

Employee : OK but today is my birthday .

Boss ; happy birthday !

employee : Thanks and you have a great day .

Boss : You can work till end of session with paid vacation .

Employee : Thanks for all help and support .
Employee calls his boss instead of a worker.
Employee (on phone) : Send a coffee in my cabin in two minutes
Boss : You serious?
Employee : Don't you understand moron?
Boss : Do you know whom you're talking to?
Employee : Nope
Boss : It's your boss!!! -_-
Employee : Do you know whom you're talking to?
Boss : Nope
Employee : Thanks God!
(Disconnects
Boss: so how was the last year, satisfied?

Employee:☺ simply smile

Boss: Appreciated your efforts, you performed very well outstanding. Do you have any thing to share, please be frank and open.

Employee : (open mouth to say) - sir

Boss: Suddenly started saying, you know everyone should have something to improve. First start how to talk and also you need to improve your skills…..

Employee: weeping inside smiling outside and listening to boss

Activity5
Handout 3

• 
  Define the word Metonymy ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
  
• 
  Define the word Metaphor
  

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• 
  Give your own feedback for the lesson
  

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Conclusion

The term 'metaphor and metonymy' is used in linguistics to describe the choices which language makes available to a user, above and beyond the choices necessary for the simple expression of a meaning. Linguistic form can be interpreted as a set of possibilities for the production of texts, and thereby linguistic form makes possible similarities with other statements. Metaphoric terms and it subject is the study of linguistic similar sentence, and it is learned a whole subject in lexicology, whereas (theoretical) Linguistics is the study of linguistic form. Linguistic form is generated from the components of language (sounds, parts of words, and words) and consists of the representations - phonetic, phonological, morphological, syntactic, semantic etc. - which together form a code by which what we say or write has a specific meaning.

The teaching of metaphor and metonymy depends on a technical terminology with which students can describe the metaphoric and metonymic statements and choices. Much of this technical terminology is in practice taken from traditional grammar or from some linguistic theory. In addition, students will need to be able to construct diagrams of texts (such as tree structures for sentences, or some equivalent for syllable structure, or word structure or discourse structure), and again various linguistic theories provide methods for doing this.

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1^ Widdowson, H. G. (1975) Stylistics and the Teaching of Literature London: Longman.

2^ Widdowson, H. G. (1975) Stylistics and the Teaching of Literature London

3^ Richards, I. A. (1929) Practical Criticism London: Kegan Paul

4^ Quirk R., Greenbaum S., Leech G., Svartvik J. A Comprehensive Grammar of the English Language. London: Longman, 1985.

5^ Leech, G. (1969) A Linguistic Guide to English Poetry London: Longman.

6^ Widdowson, H. G. (1975) Stylistics and the Teaching of Literature London: Longman.

7^ http://oald8.oxfordlearnersdictionaries.com/dictionary