UNIT I - GRAMMAR

1. Read and make a summary of your learning.

The main topic that's being discussed in this whole unit as its name
says is “Grammar” which is basically the study of the way words are
used to make sentences or we can also say that is a set of rules
imposed on a given language for speaking and writing in it. The parts
of the speech is one of the ways that we have to identify
grammatical forms and the parts of the speech are eight and they
are: noun, pronoun, verbs, advebs, adjectives, prepositions,
conjuctions and determiners.
The parts of the speech indicates how the word functions, basically
each part of speech explains not what the word is, but how the word
is used, for example:
• A noun can act as a subject of a verb but an adjective by
itselft cannot:
- The Tall girl can ran very fast, but not Tall girl ran very fast. (x)
• A noun can combine with another noun:
- A car park.
Something really interesting is that there some froms of the part of the
speech that might actually vary depending on the function that has
in the sentence.
• Noun is used to name people, places things or ideas.
• Pronoun is used to replace the noun already mentioned or
about to be mentioned.
• Verbs is used to show an action, state or experience.
• Advebs It describes how, when, where or to what degree the
action of a verb is done.
• Adjectives are used to describe or provide more information.
• Prepositions is a joining word that shows how a noun is related
to the sentences that contains it.
• Conjuctions is used to join words or group of words.
• Determiners are used to make clear which noun you're
talking about.
Grammatical structures is another topic mentioned in the unit and its
meaning is the arragangement of words into patterns which have
meaning, grammatical structurs cannot only be found in different forms
of parts of the speech, but also at the level of sentences, clauses and
phrases. some of the many grammatical terms to describe different
grammatical structures are: Past continuous/progressive, passive voice,
comparative of “long” adjectives, Prepositional phrases and contrast
clauses.
And lastly, grammatical uses means how grammatical structures are
used to deliver or communicate a meaning and the meaning or use of
somethin will always come from the context in which it's being used.

2. Make definition of the blacky words/expressions.

• Forms Any of the ways in which a word may be spelled,
pronounced, or inflected.
• Noun is a word used to name a person, animal, place, thing,
and abstract idea. Nouns are usually the first words which small
children learn. A noun can function in a sentence as a subject, a
direct object, an indirect object, a subject complement, an
object complement, an appositive, an adjective or an adverb.
• Base word is the part of the word that cannot be broken
down, also known as a root word.
• Parts of the speech indicates how the word functions,
• Structures is the arrangement of and relations between the
parts or elements of something complex.
• Preffixes is an affix which is placed before the stem of a word.
Adding it to the beginning of one word changes it into another
word.
• Suffixes is a letter or a group of letters attached to the end of
a word to form a new word or to change the grammatical
function (or part of speech) of the word.
• Verb is perhaps the most important part of the sentence. A
verb or compound verb asserts something about the subject of
the sentence and express actions, events, or states of being. The
verb or compound verb is the critical element of the predicate of
a sentence.
• Adverb modify a verb, an adjective, another adverb, a
phrase, or aclause. An adverb indicates manner, time, place,
cause, or degree and answers questions such as "how," "when,"
"where," "how much". While some adverbs can be identified by
their characteristic "ly" suffix, most of them must be identified by
untangling the grammatical relationships within the sentence or
clause as a whole. Unlike an adjective, an adverb can be found
in various places within the sentence.
• Determiners function like adjectives by modifying nouns, but
they are different than adjectives in that they are necessary for a
sentence to have proper syntax.
• Adjective modify a noun or a pronoun by describing,
identifying, or quantifying words. An adjective usually precedes
the noun or the pronoun which it modifies. An adjective can be
modified by an adverb, or by a phrase or clausefunctioning as an
adverb.
• Pronouns can replace a noun or another pronoun. You use
pronouns like "he," "which," "none," and "you" to make your
sentences less cumbersome and less repetitive. Pronouns are
classified into several types, including the personal pronoun, the
demonstrative pronoun, the interrogative pronoun, the indefinite
pronoun, the relative pronoun, the reflexive pronoun, and the
intensive pronoun.
• Preposition links nouns, pronouns and phrases to other words
in a sentence. The word or phrase that the preposition introduces
is called the object of the preposition. A preposition usually
indicates the temporal, spatial or logical relationship of its object
to the rest of the sentence.
• Conjuction join words, phrases, and clauses in a sentence.
There are coordinating, subordinating, and correlative
conjunctions.
• Grammatical structures the arragangement of words into
patterns which have meaning.
• Affixes are a set of letters generally added to the beginning
or end of a root word to modify its meaning.
• Meaning means the thing one intends to convey especially
by language.
• Convey means to Impart or communicate by statement,
suggestion, gesture, or appearance.
 • Context the parts of a discourse that surround a word or
passage and can throw light on its meaning.
• Skills is the ability to perform an action with determined results
often within a given amount of time, energy, or both.
• Focus on form is an approach to language education in
which learners are made aware of the grammatical form of
language features that they are already able to use
communicatively.
• Accuracy means freedom from mistake or error.

3. Make the exercises FOLLOW-UP ACTIVITIES and Reflection

from page 12, 13.
Exercise I: Put theese ords into the corrct category below. Some may
belong to more than one category.

As Really Take advantage Both On the left of Often

Very Hard That Lovely Turn on London Either
His Because of Dining Table Mmm Usual Only
Even though Faster Nobody
Nouns Verbs Adjectives Adverbs Determiners

Dining Table Take Hard As Both

Advantage

London Turn on Loevely Really That

Turn on His Often Either

Nobody Usual Very His

Only Hard

Faster Only

Faster

Prepositions Pronouns Conjuctions Exclamations

As Both As Mmm

On the left of That That

Because of Either Either

His Even though

Theirs Only

Nobody

Exercise II: Use prefixes and sufixxes to make maps, as in the example,
from the words: decide, luck, able.

ANSWERS:
• Decide, Decision, Decisive, Decisively, Decided, Decidedly,
Indecisive, Indicisively, Decisiveness, Decider.
• Luck, Luckily, unlucky, Unluckily.
• Able, Adorable, Available, Believable, Capable, Desirable,
Agreeable, Irritable, Unable, Unavailable, Uncapable,
Unfavourable, Unreasonable, Unreliable, Uncomfortable,
Unpredictable, Impecable, Incomparable, Inmovable, Irreputable,
Despicable, Incalculable, Inhospitable.

Exercise III: Complete the table with an example, a term or a

description of form.
Examples of structures Term Form
A cold day in Prague Noun Phrase Indefinite article +
Adjective + common
noun + preposition +
proper noun
The most expensive Superlative adjective Definite article + most
+ long adjective
The girl who I saw last Defining relative Subject + relative
night clause pronoun + relative
clause
Magazines are printed The present simple Subject + to be + past
every day passive participle (+ by +
agent)
He can't stand doing Verb + Gerund Subject + verb +
the shopping gerund + object
As he didn't Indirect command Conjuction of reason +
understand subject + finite verb
She told me to keep Indirect command Subject + verb of
quiet command + Indirect
Object + Infinitive with
“to”
You ought to hurry up Modal verb Subjetc + modal verb +
indinitive without “to” -
bare infinitive

Exercise IV: Read through the text below and identify the uses of
grammatical forms underlined.
A: The most amazing thing happened to me yesterday. I was leaving
the house and I noticed that It was going to rain, so I ran back inside for
my umbrella. As soon as I got out of the door It started to pour down. I
tried to open the umbrella but it wouldn't open. If I'd stood under the
bathroom shower with my clothes on, I wouldn't have got any wetter!
Then I felt something land on my head. It was bigger and heavier than
a raindrop. I looked on the ground and I couldn't believe my eyes. There
were lots of tiny frogs falling in the rain.
B: Oh no. Are you sure?
A: Absolutely!
B: I've heard of it raining cats and dogs, but never frogs!
ANSWERS:
1. Was leaving: describing a background activity
2. it was going to: making a prediction
3. As soon as: indicating exactly when soemething happened
4. wouldn't: describing unwilligness
5. I'd stood: describing an impossible event
6. on my head: describing where something happened
7. bigger and heavier: comparing two things
 8. couldn't: describing inability
9. lots of: describing amount
10. I've heard: referring to an event that happened at an
unspecified time in the past.

REFLECTION
• Think about these tecahers' comments. Which do you agree
with and why?
1. My studets say learning grammar is really boring and
doesn't help them speak.
2. Children don't learn grammar when they learn their first
language but adults who learn a second language really
need to.
I agree with this statement because learning grammar helps
how to write correctly also helps us understand what makes
sentences and paragraphs clear and interesting, pleasant
and precise. In other words, studying grammar is important
so people can understand you in writing and when you talk,
It’s important to learn grammar because we want people to
understand what we are trying to communicate and that's
exclacty why a adult who is learning a second language
really need to learn grammar because adults need to
communicate more accurately than children.
3. We need to learn grammar terms to help us learn a
language more esily and quickly.

DISCOVERY ACTIVITIES
1. What grammar reference materials are available in your
school? Do they describe spoken or written English? Are they
up-to-date? How could they help you with your teaching? Yes,
there some grammar materials that can be used to study
grammar such as grammar and spelling books which even
though they are not up-to-date, they aren't that old either.
Grammar books can be use as a guideness to better explains
topics that might be a little bit too hard to understand at first.
2. Compare any two of these books on grammar
information on the two websites. Which do you prefer? Why?
Are they more useful for you or your learners? I prefer English
 Grammar in Use because in my opinion this one explains a little
bit better complicated topic and it's easier to understand than
due to the content is being well-explained, more detailed and
on top of that, this one can be used either to work in the
classroom or from the comfort of your home since it contains
exercises that can come in handy when it comes to practicing.
Also his approach is, as the name suggests, extremely
practical and user friendly, even its author stated clearly that
it could be a really helpful guide for “teachers looking for a
clear explanation of a difficult language point.”
• Practical English Usage (Third Edition) by Michael Swan,
Oxford University Press 2005
• English Grammar in Use (Third Edition) by Raymond
Murphy, Cambridge University Press 2004

4. Exercise 1A, pag-14

Two of the words have the same grammatical function in the sentece.
Ones does not. Choose the letter (A, B or C) which does NOT have the
same grammatical function.
1. She told us it was very cold there.
a. She b. It c. There
2. It was built when they were young, so they don't remember the old
building.
a. was b. were c. don't
3. Nobody understood his spoken French because his accent was so
“strong”.
a. understood b. spoken c. was
4. He studied IT for his job but he made very slow progress so he gave
up.
a. for b. but c. so
5. They took off their coats and went to the table near the window.
a. off b. to c. near
6. She found it reallu hard to concentrate as it was so noisy there.
a. really b. so c. noisy
7. The young cat ran too fast for the dog to catch it easily.
a. young b. fast c. easily

5. Exercise 1B pag-15.
For the questions 1-6, choose the best option (A, B or C) to complete
each statement about the uses of the grammatical structures
underlined in the sentences:
1. You should arrive arrive if you want to make a good impression. Here
should is used to:
a. Give advice
b. Talk about obligation
c. Speculate
2. He stopped friving as he was worried about pollution. Here as is
used to:
a. Introduce a comparison
b. Introduce a reason
c. Introduce a time period
3. I can't see the girl who she's talking about. Here Who is used to:
a. Signal a question
b. Give extra information
c. Introduce a definition
4. My holiday starts next week an I come back the week after, on the
10 . Here is come back is used to:
th

a. Refer to present
b. Refer to the future
c. Refer to the past
5. I don't know if he's coming. Here if is used to:
a. Talk about a condition
b. Discuss a doubt
c. Introduce a reported question
6. She is living with her sister while she's at the university. Here living is
used to:
a. Describe a permanet state
b. Describe a continuing action
c. Describe a temporary state

MARIA PEREZ (3-15-3639)