1.

There are at least five levels distinguished in the study of the

English language: phonology, morphology, lexicology, syntax and
semantics. Somme grammars include graphology and pragmatics. 
2. Syntax studies the rules and the principles for forming a sentence
and it deals with the structure that it follows.  
3. Morphology studies the rules and the structure for word formation,
for instance word derivation (suffixes and prefixes). 
4. Grammar is a controversial issue in language because there have
been always diverse opinions about this topic. This could be due to
the fact that English deals with a lot of dialects and registers around
the world. Even though there are some rules setted, some of those
rules can be controversial for some linguists. Moreover, there are
different ways to approach grammar and it depends in the way you
learn it or teach it. 
5. Prescriptive grammar is one of the three types to approach grammar.
This one provides rules for correct usage, that is to say, how to writte
or how to speak correctly. 
6. Descriptive is the second type of grammar, which decribes how a
language is actually used. 
7. Generative grammar is one of the types of approaching grammar and
it provides rules for the formation of an infinite number os sentences
in a language.
8. Choosing one of another approach to grammar influences language
learning because depending on the method you may use, you see and
learn grammar in different ways.
9. The principle of Systemic functional grammar is that language is
considered a social semiotic system. It explains the importance of
grammar to explain and understand the patterns that words follows in
order to help us to create meaning. The concept of choice in this
system means that we choose determinate meaning depending on the
social context spoken or written we are.
10. Carter, Hughes & McCarthy defend the idea that grammar of
structure is as important as grammar of choice and that spoken
language should be studied as much as written language or language
in a more formal context.
11. The kind of data preferably used to exemplify grammatical structures
is the remainder that most elements of structure can be realized more
than once.
12. The first step teachers and students should consider when studying
grammar is to choose the correct material according to the
grammatical notions the student should be presented with. 
13. Grammar can help to improve English because it is going to make
me understand better the basis of this language. Moreover, I am
going to learn determinate rules and patterns to speak or write the
language correctly. 
14. According to Halliday and Hasan (1985), a text is a piece of
language in use; that is, `language that is functional´. The texture is a
part of the text which gives coherence to the meaning of the text.
15.  Intuitions about how language works means that speakers own
instinctive knowledge about how language works and its structure.
Through our life we instinctively acquire notions about speaking a
language when we speak with other people and repeat determinate
patterns. For instance, when we travel to a new country without
knowing a language we can learn how to speak a language just by
listening and speaking with native speakers, so we obtain
determinate knowledge of the language even though we have not
studied it. 
16. The four elements that allow us to differentiate between different
contexts are the participants, the action, the place and the time. 
17. Language choice is influenced by certain aspects of context in which
it is used. For instance, the English used is not the same in a doctor's
prescription than in an email we are sending to a friend. 
18. Context of situation means that the situation could change in each
context depending on the participants, the place, the time and the
action. 
19. Grammar of choice and grammar of structure are both important and
complementary. Grammar of structure is about knowing the rules in
order to use them correctly and grammar of choice is about when to
use each element depending on the context. For instance, knowing
when is correct to use an ellipsis and how to use it. 
20. Written language can be planned and revised meanwhile spoken is
more spontaneous. In spoken language audience use to be known so
 there is some feedback, instead written English audience can be
unknown and unlimited. Moreover, in spoken language pitch and
tone are used to convey meaning, unlike written English in
which punctuation is used to convey or change emphasis and
meaning. The use of backchannels (mmm or little words like yeah,
usually skilfully placed at the end of a clause) to show that you are
following the speaker, meanwhile in written English backchannels
are not used. Finally, corrections or elaboration can be made in
response to feedback which is immediate in spoken language, unlike
written English in which normally feedback is not immediate. 

21. Constituents are units that form sentences and go between the
sentence and a sequence of words, and can be made up of
constituents themselves. For example:
"Carla went to a party in Amsterdam." We have four main
constituents. 
22. We are concerned with a linguistic unit's function when we view it as
an element that plays its role in a large linguistic structure.
Otherwise, we are concerned with the category when we analize it as
an individual which has its own characteristics that are shared with
other units of the same. There is a correspondance as each word has
its own category and do its function according to the rule they play
in a sentence. For example:
"I went to the hospital yesterday to have a medical check." Hospital
is a noun which has its own characteristics but if we see the sentence
as a whole this word has its own function in it (makes it coherent and
gives it meaning). 
23. -The girl next door has two dogs.
1.      Substitution: Replaced by one word/ pronoun.  She has two
dogs.
2.      Question: Make a question. Who has two dogs? The girl next
door.
3.      Coordination: The girl next door and the boy next door have
two dogs. 
4.      Passivisation: Make the sentence passive. Two dogs are owned
by the girl next door. 
5.      Clefting (it + that-clause highlights a clause constituent): It was
the girl next door who has two dogs.
6.      Intrusion.
24. A unit will be defined as any sequence that constitutes a semantic
whole and which has a recognised pattern that is repeated regularly
in speech and writing. For instance, each sentence we see such as
"The girl next door has two dogs." is a whole unit composed by other
units and those units by other subunits.
25. The structural units of the rank-scale are text/discourse, sentence,
phrase, word, morpheme and sounds. 
26. A clause: He is going. (subject+verb)
A phrase: to the school. (no subject)
A clause and a phrase can coexist so "He is going to the school."
would be a clause and a phrase.
A word: school for example is a word. 
27. Morphemes are the minimal unit for syntactic analysis.
28. Finite clauses contain a verb which shows tense or modality. "She
found her bag yesterday."
29. Non-finite clauses contain verbs which do not have verbal tense.
"Although playing tennis is exhausting, I  like it."
30. An independent clause is a sentence that do not need another
sentence to be complete as it is complete in itself, unlike dependent
clauses which need another sentence because is incomplete. For
example, "After seeing their test results, they went to the cinema."
So "they went to the cinema" is an independent clause, meanwhile
"After seeing their test results" is dependent. 
31. Dependent clauses which need another sentence because is incomplete. For example, "After seeing their test results, they went to the cinema." So "they went to the cinema" is
an independent clause, meanwhile "After seeing their test results" is dependent. 
32. We identify the different types of phrases according to the class of the word considered as the main element. We can identify the following classes of phrases: noun phrase, verb
phrase, adjective phrase, adverb phrase and prepositional phrase. 
33. Phrases are units that centre round one main element, which prototypically cannot be omitted. In one sentence can be more than one type of phrases and they can be repeated.  

Noun phrases: The word considered the main element is a noun. "My uncle bought me a beautiful car."

Verb phrases: The word considered the main element is a verb. "The teacher is going to an important appointment." 

Adjective phrases: The word considered the main element is an adjective. "The girl with a beautiful long dress was my friend."

Adverb phrases: The word considered the main element is an adverb. "We have been waiting for you to arrive for a very long time."

Prepositional phrases: The word considered the main element is a preposition. "The artists made their concert at the central park."

34. Words are classified according to the following criteria: semantic, morphological and syntactic.
35. When we define a linguistic unit we may focus in the role it plays in a larger linguistic structure which considers its function or we may focus in its individual characteristic as
an element which considers its category. 
36. On the one hand, open classes are constituted by verb, noun, adjective and adverb and they are characterized by a large membership, with all the members it refers to the lexicon
and they accommodate the addition of members. 
37. On the other hand, closed classes are constituted by preposition, determinative, coordinator, subordinator, interjection and they are characteristed by a few members, a fixed list
and a highly resistant to the addition of new members.  
38. Open words: verb (PLAY), noun (LITERATURE), adjective (BEAUTIFUL), adverb (SLOWLY).
39. The term structure means the relationship that exists between the small units that make up a large unit. In other words, the small units are essential for making the larger unit
and to form a good structure. An example to understand it better could be a building structure where we need a series of basis and columns to the whole building to be stable.  
40. The primary elements common to all types of Phrases are a head preceded by a pre-modifier and followed by a post-modifier. 
41. The advantages of head-based phrases are that it is able to make a phrase with a single word and a phrase can host another phrase with the word as its head. 
42. When the speaker or writer needs to add information, they have to do it using coordination, subordination or embedding of various classes of elements. Coordination can be
headed by nouns, modifier in a NP or in an AdjP or adjuncts in a clause. An example of coordination is: I like to play tennis and basket. (Headed of nominal phrases).  
43. When the speaker or writer needs to add information, they have to do it using coordination, subordination or embedding of various classes of elements. Subordination can be
modifier in a NP, Cs in a clause, adjuncts in a clause and dependent in a clause. For example: The queen, a very brave woman, used to go to visit the town everyday.