itted to: SIR SIKANDAR

submitted by: asia

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QUSTION #01
Define the term Clause .Discuss with examples different types of clauses that make up the
sentence.

Definition:
A clause is a sentence-like construction contained within a sentence. a unit of grammatical
organization next below the sentence in rank and in traditional grammar said to consist of a
subject and predicate.

Types Of Clause:
1. Main Clause
2. Co-ordinate Clause
3. Subordinate Clause

Main Clause:
Main clause is not dependent on other clauses. It contains bulk of information of sentense.
Example is given below
"We cannot walk alone."
Note: "We cannot walk alone" is an independent clause--also known as a main clause. This
construction is a simple sentence.

Co-ordinate Clause:
one of two or more clauses of equal status in a sentence, especially when joined by
a coordinating conjunction are caleed co-ordinate clauses. Example is given below
"I wasn't a fan of most vegetables, but I didn't mind peas."

Sub-ordinate Clause:
A subordinate clausealso called a dependent clausewill begin with a subordinate
conjunction or a relative pronoun and will contain both a subject and a verb. This
combination of words will not form a complete sentence. It will instead make a reader want
additional information. example is given below
Always be nice to those younger than you because the ones who will be writinng about you.

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QUESTION # 2
How would you differentiate between descriptive and traditional grammar? List the major
differences with examples.

Descriptive Grammar:
A descriptive grammar is a set of rules about language based on how it is actually used. In
a descriptive grammar there is no right or wrong language. It can be compared with a
prescriptive grammar, which is a set of rules based on how people think language should be
used.

Traditional Grammar:
A traditional grammar is a framework for the description of the structure of a
language. Traditional grammars are commonly used in language education. They may be
contrasted with theories of grammar in theoretical linguistics, which grew out
of traditional descriptions of grammar.

TRADITIONAL GRAMMAR VS DESCRIPTIVE GRAMMAR

Descriptive grammar
focuses on describing the language as it is
used, not saying how it should be used. For
example, think about a prescriptive rule
like Dont split infinitives. A descriptive
grammarian would see a sentence like To
boldly go where no man has gone before
and would try to describe how the mental
grammar can cause that ordering of words,
rather than saying that the surface form is
faulty due to prescriptive rules (which
would require the sentence To go boldly
where no man has gone before).
Linguistics takes this approach to language.

A descriptive grammarian would say that a

sentence is grammatical if a native
speaker of the language would produce that

Traditional grammar
on the other hand, traditional/Prescriptive
grammar describes when people focus on
talking about how a language should
or ought to be used. One way to remember this
association is to think of going to a doctors
office. When a doctor gives you a prescription
for medication, it often includes directions
about how you should take your medication as
well as what you should not do when taking
your medication. In a similar way, a
prescriptive grammar tells you how you should
speak, and what type of language to avoid. This
is commonly found in English classes as well as
other language classes, where the aim is to
teach people how to use language in a very
particular (typically described as proper or
correct) way.
A prescriptive grammarian, on the other hand,
would say that something is grammatical only
if the surface form conforms to a set of rules
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sentence in speaking. The descriptive

grammarian would then try to describe how
that sentence is produced through theorizing
about the mental processes that lead up to
the surface form

that the grammarian believes should be

followed in order for a certain grammar style is
achieved.

QUESTION # 03
Design a detailed lesson plan for teaching past perfect tense through communicative
technique.
Start with contextualized example
I couldnt believe my eyes
Yesterday when I arrived home, I couldnt believe my eyes:

Someone had broken into my house.

They had broken the door and the window.
They had stolen all my money.
They had broken my TV and my computer.
They had emptied my drawers.
They had even eaten the food in the fridge.
Ask Students

Which things happened first? Had those terrible things happened before or after arriving?
Draw a diagram to make the situation clearer:

Past Perfect Tense

The above situation provides two important prerequisites for the teaching of the past
perfect tense:

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1. Contextualizing the past perfect (they had broken into my house, they had emptied the
drawer)
2. Contrasting it with the simple past (when I arrived)

This will help learners notice not only the use but also the form of the After the students
understand the use of the past perfect.
Had + past participle

Noticing, discussing and personalizing

To grasp the past perfect, students need to notice and discuss the different uses of the tense. The
past perfect doesnt only refer to an action prior to a past event, but it is also used to express
regret and third conditional sentences.
Matching exercise
Match the numbers with the letters
1. I was very tired
2. I didnt want to go to the movies with my
friends
3. They offered me muffins,
4. As soon as she had done her homework,
5. I was interested in the discussion about the
story

a. because I had seen the film already.

b. as I hadnt slept well for several days.
c. but I wasnt hungry because I had just eaten
lunch.
d. because I had read the novel before.
e. she went to bed.

Sentence completion
Another way to help your students use the past perfect is by asking them to complete sentences
like the following:
1.
2.
3.
4.
5.

She was late for work because she.. (miss the bus)
They talked about the film they.. (see) .
She read the letter her husband .. (send) .
The teacher was satisfied with the essay he.. (write) .
They ate the chicken their mother (cook)

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Third conditional
Another use of the past perfect is the third conditional. Here is an activity you can try with your
students:
What would have happened if things had been different?
Give a model sentence:
Today I was late because I had missed the bus. I wouldnt have missed the bus if I had woken up
early
Then ask them to complete theses sentences:
1.
2.
3.
4.

I would have been the happiest person on earth if I ..

He wouldnt have died if they
She wouldnt have left him if he
They would have finished the project if they

introduce constructions like the following:

Had I known he was mean, I wouldnt have married him.

Had she been able to join them, she wouldnt have stayed at home

Home work:
Wrire down the answers of the following questions.
What had happened when you arrived home yesterday?
What had you done before you came to school?
Where had you studied before you joined this school?

QUESTION # 04
Briefly discuss the nature of Morphology in English. Also comment with suitable examples, on
the problem hidden morphemes and notice in irregular nouns and verbs.

Definition:
Morpheme-based morphology. In morpheme-based morphology, word forms are analyzed as
arrangements of morphemes. A morpheme is defined as the minimal meaningful unit of a
language. ... In words such as dogs, dog is the root and the -s is an inflectional morpheme. In
other words is the study of words, Morphology how they are formed, and their relationship to
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other words in the same language. It analyzes the structure of words and parts of words, such
as stems, root
words, prefixes,
and suffixes.
Morphology
also
looks
at
parts, intonation and stress, and the ways context can change a word's pronunciation and
meaning.

The Problem Hidden Mophemes And Notice In Irregular Nouns And Verbs:
take a look on the following examples

problem: is problem a verb or noun?

The word problem is a noun. An abstract noun.

Use: the problem with the circuit has been resolved.
But the word problem is also an adjective, a word to discribe a noun.
Example: I am afraid that we have a problem.

Is disease noun or a verb?

Word disease is a noun ; a word for the impairment of a health condition. Or it means a
condition of abnormality; a word for a thing. Examples of verbs used with the noun disease
are to catch a disease or develop a disease.
In English language some words can represent different function depending upon their
context of use. This creates problem of hidden morphemes

QUESTION # 05
What do you mean by the term word family? write down a few words included in the
families of the following words. Meet, Stand, Get, Hike, Inspire

Definition:
Word families are groups of words that have a common feature or pattern - they have some of
the same combinations of letters in them and a similar sound. For example, at, cat, hat, and
fat are a family of words with the "at" sound and letter combination in common.

Word Family Of Stand:

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1. Erect
2. Upend
3. Attitude
4. Viewpoint
5. rise
6. Mounting

Word Family Of Meet:

1. Gather
2. Assemble
3. Muster
4. Foregether
5. Rally

Word Family Of Get:

1. Aquire
2. Gain
3. Earn
4. Win
5. Obtain

Word Family Of Hike:

1. Walk

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2. , Trek,
3.

Tramp

4.

Trudge

5.

Traipse

6.

Slog

7. Footslog
8.

March

Word Family Of Inspire:

1. Stimulate
2. Motivate
3. Cause,
4. Encourage
5. Influence
QUESTION # 06
Use of auxiliaries and structural words is emphasized why? Discuss in detail
Use of auxiliaries and structural words
Importance of structural words:

Structural words are often known as fuction words. Function words are words that have
little lexical meaning or have ambiguous meaning, but instead serve to
express grammatical relationships with other words within a sentence, or specify the
attitude or mood of the speaker. They signal the structural relationships that words have
to one another and are the glue that holds sentences together. Thus, they serve as
important elements to the structures of sentences.
Function words might be prepositions, pronouns,
Function words belong to the closed class of words in grammar
Each function word either gives some grammatical information on other words in a
sentence or clause, and cannot be isolated from other words, or it may indicate the
speaker's mental model as to what is being said.
It helps to express expressions.
"The fact that a word does not have a readily identifiable meaning does not mean that it
serves no purpose."
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The following is a list of the kind of words considered to be function words

articles the and a. In some inflected languages, the articles may take on the case of
the declension of the following noun.
pronouns inflected in English, as he him, she her, etc.
adpositions uninflected in English
conjunctions uninflected in English
auxiliary verbs forming part of the conjugation (pattern of the tenses of main verbs),
always inflected
interjections sometimes called "filled pauses", uninflected
particles convey the attitude of the speaker and are uninflected,
as if, then, well, however, thus, etc.
expletives take the place of sentences, among other functions.
pro-sentences yes, okay, etc.

examples:
Most people with low self-esteem have earned it.
Liberal and conservative have lost their meaning in America. I represent the distracted center
Trying is the first step towards failure
Every book is a children's book if the kid can read
In above examples no true meaning can be delivered with use of structural words.

Importance of auxiliaries words in sentence:

An auxiliary verb (abbreviated AUX) is a verb that adds functional or grammatical

meaning to the clause in which it appears, such as to
express tense, aspect, modality, voice, emphasis, etc.

Auxiliary verbs usually accompany a main verb.

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The main verb provides the main semantic content of the clause.

An example is the verb have in the sentence I have finished my dinner.Here, the main
verb is finish, and the auxiliary have helps to express the perfect aspect. Some sentences
contain a chain of two or more auxiliary verbs.

Auxiliary verbs typically help express grammatical tense, aspect, mood, and voice.

It helps the main verb.

These are often among the most frequently occurring verbs in a language.

English language is incomplete without use of these words.

Examples:
Do you want tea? do is an auxiliary accompanying the main verb want, used here to form a
question
He has given his all. has is an auxiliary used in expressing the perfect aspect of give.

We will be there in a minute- will is an auxiliary verb expressing future tense.

QUESTION # 07
Explain the difference between transitive, intransitive and linking verbs. Give five examples
of eaah.

Transitive Verb:
A transitive verb is a verb that can take a direct object. In other words, it is done to someone
or something. Most verbs are transitive. A transitive verb contrasts with an intransitive verb.

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Examples:
Khadija sent post card to her father.
1. She left the keys on the table.
2. My father took me to the park on my birthday.
3. I baked some cookies.
4. I moved the table.
5. I brought a new dress from market.
Sent, left, took, baked, brought are examples of transitive verbs because they are completing
their meaning using direct object.

Intransitive Verbs:
An action verb with a direct object is transitive while an action verb with no direct object
is intransitive. Some verbs, such as arrive, go, lie, sneeze, sit, and die, are always intransitive; it
is impossible for a direct object to follow.

Examples :
1. The train arrives at 3pm.
2. Sorry, but I have to leave.
3. khadija lives on the east side of the city.
4. Ali lies.
5. Khadija sneezed.
6. He runs fast.
Arrives, leave, lives, lies, sneezed and runs are the examples of intransitive verbs. Because they
are completing their meaning without any object.

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Linking Verbs:
They are called "linking" verbs because they link the subject of the sentence to a word or phrase
in the predicate that renames or describes the subject (tells us more about the subject's "state of
being"). Examples of Linking Verbs: All forms of the verb "be" are always linking verbs.

Examples:
1.
2.
3.
4.
5.
6.

William is excited about his promotion.

She appears upset about the announcement.
The eggs smell rotten.
He went red after tripping on the rug.
Your plans for the wedding sound nice.
You look exhausted after studying all night.

7. I am putty in his hands.

Is , appears. Smell, went, sound, look and am are examples of linking verbs.

Question # 08
What is the importance of using verbal groups for teaching tense in English language?

Verbal Groups:
A verbal group is typically a group with a verb as its Head. That verb is likely to be modified
either before the verb (pre-modification) with auxiliary verbs or after the verb (post-modification
or qualification) or both. An example is "has been eaten".

Importance Of Teaching Verbal Groups:

Teaching tense without verbal group is nearly imposible task. Teaching tense using verbal group
makes it much easier as example is given below for the verb TAKE.
Take
Do not take
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Took
Did not take
Will take
Will not take
Would take
Would not take
Have taken
Have not taken
Had taken
Had not taken
Will have taken
Will not have taken
Would have taken
Would not have taken
Is taking
Is not taking
Was taking
Was not taking
Will be taking
Will not be taking
Would be taking
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Would not be taking

Have been taking
Have not been taking
Had been taking
Had not been taking
Will have been taking
Will not have been taking
Would have been taking
Would not have been taking
Is taken
Is not taken
Was taken
Was not taken
Will be taken
Will not be taken
Would be taken
Would not be taken
Have been taken
Have not been taken
Had been taken
Had not been taken
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Will have been taken

Will not have been taken
Would have been taken
Would not have been taken
Is being taken
Is not being taken
Was being taken
Was not being taken
Will be being taken
Will not be being taken
Would be being taken
Would not be being taken
Have been being taken
Have not been being taken
Had been being taken
Had not been being taken
Will have been being taken
Will not have been being taken
Would have been being taken
Would not have been being taken

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References:

http://www.uefap.net/grammar/grammar-in-eap-verbs/grammar-in-eap-verbal-group

http://examples.yourdictionary.com/examples-of-linkingverbs.html#Bgy16vvkAWu04GDW.99

http://grammar.yourdictionary.com/parts-of-speech/verbs/transitiveverbs.html#g0gfLBpv5LfwUlKR.99

https://en.wikipedia.org/wiki/Function_word

http://www.csun.edu/~sk36711/WWW2/engl302/structureclass.pdf

https://en.wikipedia.org/wiki/Auxiliary_verb

http://grammar.about.com/od/tz/g/tradgramterm.htm
http://grammar.about.com/od/c/g/Coordinate-Clause.htm
http://www.chompchomp.com/terms/subordinateclause.htm
http://www.grammar-monster.com/glossary/subordinate_clause.htm

http://www.myenglishpages.com/blog/how-to-teach-the-past-perfect/

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