• Parts of speech (noun, verb, adjective, adverb)

• Derivation
• Phrases
• Sentence
Nouns #1
 The noun is one of the most important parts of speech. Its
arrangement with the verb helps to form the sentence core which is
essential to every complete sentence.
 A Proper noun begins with a capital letter in writing. It includes (1)
personal names (Mr. Paul Roberts); (2) names of geographic units
such as countries, cities, rivers (Indonesia, Jakarta); (c) names of
nationalities and religions (a Dutchman, Islam); (d) names of holidays
(Eid al-Fitr, Christmas); (e) names of time units (Friday, June); (f)
words used for personification – a thing or abstraction treated as a
person (Nature, Liberty)
Nouns #2
 A concrete noun is a word for a physical object that can be perceived
by the senses – we can see, touch, smell the object (flower, girl).
 An abstract noun is a word for a concept – it is an idea that exists in
our minds only (beauty, justice, mankind).
 A countable noun can usually be made plural by the addition of –s (a
book, two books).
 A noncountable noun is not used in the plural. Mass nouns form one
type of noncountable noun. They are words for concrete objects
stated in an undivided quantity (coffee, iron). Abstract nouns
(including names of school subjects and sports) are noncountable.
Noun #3
 Some non-countable nouns may also be used in a countable sense
and will therefore have a plural. In the sentence We had chicken for
dinner, chicken is a mass noun. In There were many chickens in the
yard, chickens is a countable noun. In addition, a non-countable noun
may be used in the plural with the special meaning of kinds of – Many
fruits were displayed at the fair.
 A collective noun is a word for a group of people, animals or objects
considered as a single unit. Examples of collective nouns are
audience, committee, class, crew, crowd, faculty, family, flock,
government, group, herd, jury, majority, public, team.
Noun #4
• Noun compounds (compound nouns) are a group of words that functions
as a noun. Noun compounds consist of the following composite forms:
1. noun + noun → bathroom, department store
2. possessive noun + noun → artist’s model, traveller’s checks
3. adjective + noun → blackbird, common sense
4. verb + noun → pickpocket, dance team
5. noun + verb → handshake, garbage dump
6. gerund + noun → dining room, washing machine
7. noun + gerund → housecleaning, water skiing
8. preposition + noun → downpour
9. verb + preposition → breakdown, makeup
10. noun + prepositional phrase → son-in-law, editor-in-chief
Noun #5
• Adjective forms used as nouns are often preceded by the. They take a
plural verb when they refer to persons – The rich grow richer and the
poor grow poorer. other examples: the Japanese, the happiest, the
arrogant.
• A few –ed adjectives referring to persona may also be used in the
singular: the accused, the deceased
• Verb forms used as nouns: Swimming is a great sport; Seeing is
believing. Such nouns with –ing endings are called gerunds.
Functions of nouns
1. Subject of verb: John loves Mary.
2. Object of verb → direct object: We need some money.
3. Object of verb → indirect object: Please give that man some money.
4. Object of preposition → I took it from John.
5. Subjective complement → John is the president.
6. Objective complement → They elected John president.
7. Appositive → John, president of his club, gave a speech.
8. Direct address → John, come here.
Verb #1
 A predicating verb is the chief word in the predicate that says
something about the subject. The predicating word (or predicator)
has traditionally been called a verb of “action” (babies cry; She wrote
a letter).
 Linking verbs are the verbs of perception (feel, taste, smell, sound,
look, remain, seem, appear).
 Linking verbs are not used with –ly adverbs of manner (quickly,
angrily). → She looks angry (not angrily)
 Be is also a linking verb. Whereas perception linking verbs are
followed mostly by predicate adjectives, be may be followed by many
types of complements, as follows:
Verb #2
 adjective: He is handsome.
 noun: He is a handsome boy.
 adverb: The man is here. (usually place)
 prepositional phrase: Mary is in the house.
 noun clause: You are what you think.
 Infinitive phrase: The problem is to find the right house.
 gerund phrase: The problem is finding the right house.
Verb #3
• A transitive verb takes a direct object: He is reading a book.
• An intransitive verb does not require an object: He is walking in the
park.
• A reflexive verb requires one of the compounds with –self (reflective
pronoun) as its object – express oneself, wash oneself, pride oneself.
Adjective #1
• Descriptive adjectives usually indicate an inherent quality (beautiful,
intelligent), or a physical state such as age, size, color.
• Descriptive adjectives can be proper adjectives: a Catholic church, a
French dish, a Shakespearian play, Arabian nights.
• Descriptive adjectives can be participial adjectives: present participle
→ an interesting book, a disappointing experience; past participle →
a bored student, a worn tablecloth, a tired housewife.
• Descriptive adjective can be adjective compounds: with present
participle: a good-looking girl, a heart-breaking story, a Spanish-
speaking student; with past participle: a broken-down house, new-
born kittens, ready-made clothes.
Adjective #2
• Adjective modifies a noun: the small boy.
• Adjective modifies a pronoun: He is small.
• Adjective is after the linking verbs be, seem, appear, look (as
subjective complements in predicate position): The boy is tall.
Adverb #1
• Adverb modifies verb, adjective, sentence, and another adverb.
• Adverbs of manner are in final, mid, and initial position: She dances
very gracefully; She quickly left the room; Quickly, he took out his gun
and fired.
• Adverbs of place and direction are in final and initial position: It’s cold
outside; Outside, it was bitterly cold.
• Adverbs of definite time are in final and initial position: The ship will
arrive tomorrow; Tomorrow, we will leave for London.
• Adverbs of indefinite time are in mid, initial, and final position: They
were recently married; Recently, the news about the nation’s
economy has not been good; We have been having many strikes
recently.
Function of adverbs
1. Adverb as modifier of a verb: The boy threw the ball quickly; The
boy quickly threw the ball.

2 Adverb as modifier (intensifier) of an adjective or an adverb: The

very small boy threw the ball very quickly.

3. Adverbs as modifier of an entire sentence: Fortunately, the boy

threw the ball quickly.
Derivation: Suffixes forming nouns
• Person: -or, -er, -ist, -ent, -ian, -eon
collect → collector employ → employer biology → biologist
reside → resident music → musician surgery → surgeon

• General noun: -ion, -ment, -ure, -ence, -ness, -age, -ety, -hood
associate → association advertise → advertisement
expose → exposure interfere → interference happy → happiness
marry → marriage vary → variety lively → livelihood
Derivation: Suffixes for verbs
Suffixes forming verbs: -en, -ize, -ify

apology → apologize character → characterize

length → lengthen threat → threaten
class → classify glory → glorify
Derivation: Prefixes forming verbs
Prefixes forming verbs: en-, be-, ac-, im-

custom → accustom
slave → enslave
courage → encourage
head → behead
prison → imprison
Derivation: Suffixes forming adjectives
Suffixes: -ly, -able, -less, -ant, -ful, ary, -ous, -al, -ar, -ish, -ent, -ive, -tic

lone → lonely courage → courageous

value → valuable colony → colonial
use → useless family → familiar
observe → observant book → bookish
peace → peaceful persist → persistent
imagine → imaginary system → systematic
construct → constructive
What is sentence?
A group of words that contains at least one
subject and one verb. A sentence expresses a
complete thought (Oshima & Hogue, 1997, p.
15)
Are these sentences? #1
1. Much ELT curriculum innovation worldwide over the last three
decades has focused on the introduction of communicative
approaches to language teaching.
2. Three factors that can inhibit curriculum change: teacher’s
expectations, external constraints, and internal constraints.
3. If teachers can see the reasons to loosen their control and allow
students time to find answers for themselves.
4. The survey revealed that the in-service teacher group was more
negatively predisposed.
5. There are, of course, parts of this book that work better than others,
in my opinion.
Are these sentences? #2

6. After defining the concept and justifying the multidisciplinary

analytical in the first chapter.
7. Listening long been overlooked in L2 teacher education courses and
in teacher manuals.
8. The notion of listening instructors as the participants in L2 listening
studies not directly addressed in Cross and Vandergrift’s article.
9. Much initial research into the effectiveness of online learning
focused on to what extent online courses ‘better’ than their face-to-
face counterparts.
10. Much of the criticism outlined at the start of this article resulted
from research conducted on short-term courses.
Kinds of sentences
1. Simple sentences
2. Compound sentences
3. Complex sentences
4. Compound-complex sentences
Simple sentence
• Simple sentence contains one full subject and predicate. It takes the
form of statement, question, request, exclamation.
• Statement: He lives in New York.
• Question: How old are you?
• Request: Please close the door.
• Exclamation: What a terrible temper she has!
These are not sentences. Revise them
1. The importance of developing vocabulary should not.
2. Vocabulary teaching and learning to the theory and practice of ELT.
3. The study of discourse the study of language independently of the
notion of the sentence.
4. Discourse analysis as a general approach to language.
5. When talking about pronunciation in language learning.
6. Plays a central role in both our personal and our social lives.
7. Effective teaching at least three kinds of competence of teachers:
linguistic proficiency, knowledge about language, and ability to
identify aspects of language.
8. Teaching English second language (L2) writing.