How to use Noun Phrase in my classroom?

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or my teaching in a primary schoo"# it is very $i%%icu"t %or the stu$ents to "earn more a&out
noun# types o% nouns an$ %unctions o% nouns. 'he stu$ents cannot remem&er a"" o% them.
(ometimes they $o not know what $i%%erent &etween each wor$s in a sentence. ) have many
steps o% my teaching a&out nouns to make my stu$ents un$erstan$ an$ remem&er easi"y. irst
o% a""# teach the stu$ents pronounce the wor$s correct"y &y repeating again an$ again. *hen
they can pronounce the wor$s they a"so know an$ un$erstan$ the meaning o% the wor$s too.
(econ$# "et the stu$ents practice how to spe"" the wor$s &y writing or $ictation. A%ter that
teach them use the wor$s write the sentences. 'he sentences they write must not &e the
comp"ex sentences &ut they are easy or simp"e sentences. +ext# ) a"ways teach my stu$ents
a&out counta&"e nouns an$ uncounta&"e nouns in or$er to "et them know how to use the
artic"es: a# an$# the# or the $i%%erent $eterminers. 'hen te"" them a&out singu"ar or p"ura"
wor$s# ) a"so exp"ain them how to use ver&s with each singu"ar nouns or p"ura" nouns when
they write the sentences# too. )t is very $i%%icu"t to make the stu$ents un$erstan$ an$
remem&er how to use the artic"es re"ate with singu"ar nouns an$ p"ura" nouns an$ a"so with
ver&s. or examp"e: ,'he chi"$ren go to schoo"., (ome o% the stu$ents un$erstan$ that
,chi"$ren, is singu"ar noun so they write a wrong sentence as ,'he chi"$ren goes to schoo".,
&ut some o% them know that it is p"ura" noun so they write a sentence correct"y.
-uring teaching how to use the artic"e with nouns# ) a"so teach the stu$ents a&out the proper
nouns &ecause ) want them to know an$ use the correct artic"e ,the, with the proper nouns.
+ot a"" o% the proper nouns can use with artic"e ,the, &ut some o% them can use artic"e an$
some cannot. (ometimes the stu$ents %orget what is proper noun or common noun so ) try to
"et them practice the wor$s as many ways as ) can.
'he ways ) teach my stu$ents how to practice the wor$s are using activities# games#
worksheet an$ a"so assignments.
'he next step is teaching the stu$ents know how to use nouns with the other types o%
wor$s especia""y with the a$jective. )t is very $i%%icu"t to exp"ain to the stu$ents to un$erstan$
how to use a$jectives with nouns. 'he a$jectives a"ways go &e%ore nouns an$ a"so $escri&e or
i$enti%y the nouns. .ut %or my stu$ents they a"ways %orget how to p"ace the a$jectives. 'hey
sometimes put the a$jectives a%ter the nouns. (ometimes they $o not know what wor$ is
a$jective or not so they o%ten use the wrong wor$. 'he way to so"ve this pro&"em is try to
train the stu$ents practice &y giving them many exercises such as the exercise a&out noun
phrase which use a$jective# %or examp"e: the re$ car# a &ig green tree# etc.
)t is very $i%%icu"t to exp"ain the ru"es o% nouns phrases %or the stu$ents to un$erstan$
c"ear"y a"" o% the nouns phrases or how to know what nouns phrases are. +orma""y %or 'hai
stu$ents# they are easy to %orget the ru"es o% "anguage &ecause they $o not use %oreign
"anguage in their $ai"y "i%e &ut on"y in the /ng"ish c"ass or $o the examination or have the
competition that they must use /ng"ish or other "anguage. (o they $o not atten$ to stu$y or
remem&er %oreign "anguage "ike /ng"ish.
'he important thing %or the stu$ents is how to remem&er the wor$s so they must "ike
to speak# rea$ an$ write the wor$s or sentences an$ sometimes sing the songs. 'hey just $o
that every $ay "ike their routine not on"y in the /ng"ish perio$ they "earn &ut they can $o in
the %ree time. )n my opinion# the "ast thing that the /ng"ish teacher must $o is how to make the
stu$ents %ee" goo$ or com%orta&"e with the goo$ atmosphere in "earning /ng"ish an$ "ove to
"earn /ng"ish with their p"easure an$ have happiness# too.
References
Arno"$ 0wicky. ,(tarting out on the wrong %oot,. 1anguage 1og.
http://"anguage"og."$c.upenn.e$u/n""/2p345. 6etrieve$ 2778-99-79. :am&ri$ge A$vance$
1earner;s -ictionary.
<eather =ac%a$yen. >niversity o% ?ttawa :ana$a; >niversity. www.aets.uottawa.ca
<eather =arie @osur. 'he grammatica" +oun Ahrase =o$i%ier in /ng"ish. 277B ,'erm: +oun
Ahrases,. >sing/ng"ish.com http://www.usingeng"ish.com/grossary/noun-phrase.htm".
6etrieve$ 2778-99-79.
'he American <eritageC +ew -ictionary o% :u"tura" 1iteracy. 'hir$ /$ition. :opyright D
2775 &y <oughton =i%%in :ompany. A"" right reserve$.
http://www.&righthu&.com/e$ucation/"anguage/artic"es/E245F.
http://ict.moph.go.th//ng"ish/content/noun79.htm
http://www.iscri&e.org/eng"ish/noun.htm"
http://www.towson.e$u/ows/noun.htm
6ea$ more: http://www.ukessays.com/essays/teaching/the-noun-phrase.php#ixzz2xJu70ic
http://www.teachingeng"ish.org.uk/artic"e/noun-phrase
'eaching/ng"ish
'he noun phrase
(u&mitte$ &y a$min on 2 =ay# 2775 - 92:77
or too "ong now the ver& phrase has &een the $ominant %ocus o% attention in course &ooks#
sy""a&uses# an$ teacher training programmes.
Any teacher worth his/her sa"t wi"" &e a&"e to te"" you everything there is to know a&out &ase
ver&s# in%initives# progressives# per%ectives# passives# an$ mo$a"s.
.ut# p"ease# "et;s not %orget the noun phraseG *hy2 .ecause the noun phrase is a quintessentia"
part o% every sentence Heven i% it $oesn;t appear in the sur%ace structure o% a sentence as in
,stopG,I# it is potentia""y in%inite in "ength# an$ it can inc"u$e any num&er o% other phrases
He.g. noun# a$jective# a$ver&I within its structure.
*hat is a noun phrase2
'he structure o% noun phrases
+oun phrases in c"ass
:onc"usion

*hat is a noun phrase2
.e%ore we go any %urther# "et;s remin$ ourse"ves o% what a noun phrase is. =y $e%inition is:
A noun phrase is either a pronoun or any group o% wor$s that can &e rep"ace$ &y a pronoun.
or examp"e# ;they;# ;cars;# an$ ;the cars; are noun phrases# &ut ;car; is just a noun# as you can
see in these sentences Hin which the noun phrases are a"" in &o"$I
J: -o you "ike cars2
A: Yes# ) "ike them.
J: -o you "ike the cars over there2
A: Yes# they are nice.
J: -o you "ike the car ) &ought "ast week2
A: Yes# ) "ike it. H+ote: ;)t; re%ers to ;the car;# not ;car;I
)% you are a "itt"e puzz"e$ at this point# try an$ think o% some %urther examp"es o% noun phrases
using the $e%inition a&ove# an$ compare your examp"es with simp"e nouns.
'he structure o% noun phrases
As ) sai$# noun phrases can &e in%inite in "ength# &ut they wou"$ soun$ a&sur$ i% they got too
"ong. (o "et;s take the %o""owing noun phrase as our working mo$e":
,'he very ta"" e$ucation consu"tant with the roving eye,
'he structure o% this noun phrase contains three sections:
Are-mo$i%ication
'he 3$eterminer
very 3a$ver& Hintensi%yingI
ta"" 3 a$jective
e$ucation 3 pre-mo$i%ying noun
<ea$ noun
consu"tant
Aost-mo$i%ication
with the roving eye 3 preposition phrase

?% course# each an$ every part o% the noun phrase can &e change$# &ut here is a summary o%
some %un$amenta" changes in which it cou"$ change$:
A re"ative c"ause cou"$ rep"ace the preposition phrase. ;'he man with the hat; &ecomes ;'he
man who is wearing the hat;.
'here cou"$ &e a string o% a$jectives Han$ pre-mo$i%ying nounsI instea$ o% just one. .oth o%
these systems have their own structura" ru"es. ;'he &ig &rown woo$en &ox.; ?r ;'he wor"$ cup
%oot&a"" competition.;
A numera" or car$ina" cou"$ &e inserte$ a%ter the $eterminer. ;-o you remem&er the time )
&umpe$ into you in the park2; can &ecome ;-o you remem&er the %irst time ) &umpe$ into you
in the park2;
'here can &e ;em&e$$ing; He.g. ;the roving eye; is a"so a noun phrase an$ can &e ma$e more
comp"ex in the same way as ;theKconsu"tant;GI ;'he roving eye which he ha$ cu"tivate$ %or so
many years;.
Any part o% the noun phrase can simp"y &e strippe$ away Hapart %rom the wor$ ;'he; here# as
;consu"tant; is not a noun phrase in itse"%I. (o ;'he very ta"" e$ucation consu"tant with the
roving eye; can &ecome ;'he ta"" e$ucation consu"tant with the roving eye; Hhere ;very; has
&een $e"ete$I.

'o sum up# noun phrases are very simp"e i$eas in themse"ves# &ut they can &e extreme"y
comp"ex in how they mani%est themse"ves in actua" "anguage.
+oun phrases in c"ass
.ut how can a teacher he"p stu$ents use noun phrases in a more accurate way2 An$ how can a
teacher he"p stu$ents to use them in a way that is more appropriate to the register o% the target
$iscourse2 ) have %our suggestions to make# a"" o% which ) constant"y use with my stu$ents:
) encourage stu$ents to un$erstan$ what a noun phrase is.
'o rein%orce this un$erstan$ing# ) ask my stu$ents to stu$y texts an$ answer such questions as
,*hat pronoun cou"$ this noun phrase &e rep"ace$ &y2, an$ ,*hat noun phrase $oes this
pronoun re%er to2,
) provi$e interesting prompts to encourage stu$ents to use noun phrases.
or examp"e# ) sometimes show my stu$ents a picture o% a &oy with &rown eyes# an$ then )
show exact"y the same &oy# &ut this time with &ig &rown eyes. 'his keeps stu$ents on their
toes an$ gets them to practise the grammar in an entertaining way. )% you have no pictures#
you can use visua" in%ormation a&out the stu$ents in your c"ass as ver&a" promptsG You might
expect your stu$ents to say: ,'he &oy with the &ig &rown eyes is "ooking out o% the win$ow.,
) sometimes write a "ong noun phrase $own on a piece o% paper.
) then cut up the sentence into the $i%%erent wor$s o% the noun phrase. ) then give each wor$ to
$i%%erent in$ivi$ua" stu$ents. 'he stu$ents with a &it o% paper then stan$ up an$ have to
rearrange themse"ves so that the noun phrase makes sense. ) te"" them where the %ront o% the
noun phrase shou"$ &e - an$ the en$. ) a"so te"" the stu$ents on"y to show their wor$ to one
stu$ent at a time. 'his makes the activity more $eman$ing an$ more %un. ?ne examp"e is:
,'he / very / ta"" / &"on$e / gir" / who / has got / a sma"" pink case,
) encourage stu$ents to write noun phrases which are appropriate to the register they;re aiming
%or.
or examp"e# %or an /(A c"ass who nee$ to give papers / presentations# ) use a "ot o% authentic
an$ contrastive rea$ing input so that the stu$ents can %ormu"ate appropriate "anguage. )%
you;re teaching a genera" /ng"ish c"ass# you can use input that %ocuses on %orma"# neutra"# an$
in%orma" register# such as ;'hanks %or your emai"; Hneutra"I# ;'a; Hin%orma"# where the noun
phrase can &e e"i$e$I# an$ ;*e thank you %or your correspon$ence; H%orma"# where there is a
%u"" sentence an$ the "exica" item is more a&stractI.

:onc"usion
)n conc"usion# noun phrases an$ ver& phrases are equa""y important. (o noun phrases rea""y
shou"$n;t &e ignore$ &y course&ook / sy""a&us writers or teachers. A"" these peop"e can he"p
stu$ents un$erstan$ how noun phrases %it into the syntax o% a sentence# pro$uce more
comp"ex noun phrases Has they &ecome more a$vance$I# an$ &ecome aware o% how noun
phrases operate $i%%erent"y in $i%%erent registers.
urther rea$ing
Liorgi an$ 1ongo&ar$i 'he (yntax o% +oun Ahrases# :am&ri$ge >niversity Aress
=i""er an$ *einert (pontaneous (poken -iscourse# ?x%or$ >niversity Aress
Aau" .ress
http://www.stu$ymo$e.com/essays/'he-+oun-Ahrase-)n-/ng"ish-979F52F.htm"
Among the five different types of phrases in English namely noun phrases, verb phrases,
adjective phrases, adverb phrases and prepositional phrases, noun phrases are the most
common playing various syntactic functions in the sentence and clause structure: subject,
object and complement (of various kinds), apposition and attribute. They are used to refer to
things that people ant to talk about: people, objects, concepts, processes and all kind of
entities. !oever, the problem arises here: "!o can e construct noun phrases, both basic
and comple# ones$% This article is to deal ith the structure of basic and comple# noun
phrases.
&&. 'evelopement:
(. )asic noun phrase
*tructurally speaking, in the first place, basic noun phrases consist of pronouns, numerals or
nouns ith articles (indefinite, definite or +ero) or nouns ith other closed,system items that
occur before the noun head including pre,determiners (pre,det), determiners (det.) and post,
determiners (post,det.). The underlined parts of the folloing sentences are good e#amples
of basic noun phrases:
- -& -stayed at -home -during -all -the -last fe -days - -
- -pronoun - -+ero article . noun - -pre,de -. det -. post,det -. noun - -
- -*ome people -dislike -/(01 - - - - - - -
- -det. . noun - -numeral...
http:22.enotes.com2homeork,help2rite,short,essay,noun,noun,phrase,034303
How can I write a short essay on nouns
and noun phrases?I must write a
comprehensive...
&f this is to be a 5cut and dry5 assignment, it seems rather challenging, to say the least, as
there is not enough factual information ith hich one can compose an entire essay.
!oever, if there can be some light,hearted humor added, a creative piece can both
entertain and inform the reader. 6or instance, the riter can propose that the reader
consider ho difficult his2her orld ould be ithout nouns, the names that people assign to
persons, places, things, or abstract concepts. 7hy, one ould constantly have to use
descriptives to describe a particular person or thing. *o, instead of riting 5my friend,5 for
e#ample, a person must say something like this: 5& and my laughing, going, and doing,
caring, and sharing.5 8ommunication ould become nonsensical, of course.
&t is, therefore, imperative that people be able to name that hich they speak or rite about
in their lives. 9ouns, a ord derived from the :atin ord meaning 5name,5 specifically
indicate concrete objects, people, or places, as ell as abstract ideas and ;ualities. &n
e#plaining nouns, then, the riter may provide e#amples of each type of noun.
A noun phrase consists of a main noun and its determiners and modifiers. These noun
phrases are employed as subjects, objects, and complements, that is, subject complements
(also termed predicate nominatives). 6or e#ample,
The severe inds broke many tree limbs. <subject and direct object=
>y father is an organic farmer. <subject and subject complement, or predicate nominative=
!is farm is on many acres. <subject, complement of subject (linking verb be2is), and object of
the preposition on.=
The determiners a, an, this, and that are used ith singular nouns. ?ther determiners, such
as some, fe, these, and those are used ith plural nouns.
>odifiers are limiting and descriptive adjectives.
@erbals , or verb forms, can also be used as nouns. And because of their origin as verbs,
verbals in phrases often have their on objects and modifiers. *uch verbals are infinitive
phrases, participial phrases, and gerund phrases.
To succeed, one must study hard. <&nfinitive phrase as a object.=
Aiding a horse as her goal <gerund phrase as a subject. Berunds are the ,ing verb form
that function as a noun, usually serving as the subject or object=
Clanning her trips carefully, Danie decided to travel ith a companion. <Carticipial phrase as
a subject. Carticiples are the ,ing form that function as verbals.=