GRAMMAR

 Time allowance: 3 credits

 Course: University grammar of English
 Testing & assessments:
1.Attendance: 10%
2. Midterm (30%): Presentation & 01
assignment
3. Final test (60%): Written test
 ORGANIZATION OF THE ASSIGNMENT REPORT

1. COVER PAGE (thick paper, blue color)

2. EXTRA COVER PAGE (white paper, similar to the blue cover
page)
3. ACKNOWLEDGMENT
4. CONTENT OF THE REPORT
• Table of contents
• Chapter 1: Introduction
• Chapter 2: Development
• Chapter 3: Conclusion
5. REFERENCES (APA style, alphabetical order)
6. APPENDIX
7. COVER PAGE (thick paper, blue color)
 CONTENT OF THE REPORT
CHAPTER 1: INTRODUCTION
In this chapter, students should present:
•Rationale for the report;
•Scope of the paper;
•The problems need to be solved;
•Aims of the report
CHAPTER 2: DEVELOPMENT
* In this chapter, students should review the related theories for the
issues observed.
* Discuss how the problems are solved: processes, products, programs,
etc. or experience learned;
CHAPTER 3: CONCLUSION
•Discuss the shortcomings of the report;
•Propose some suggestions or recommendations.
 FORMATTING GUIDELINES
• Paper size: A4
• Assignment should be from 10 to 15 pages in total
• The first and last cover pages: thick, blue color
• The report should be divided into chapters and parts; each chapter
should be started at the new page
• The content of the report should be written with, Unicode font,
Times New Roman, size 13
• Line spacing 1.5, Before, After: 6pt, Indent: 1cm, justified
alignment, top 2.5 cm, bottom 2.5 cm, left 3.5 cm, right 2.5 cm,
page number is on the right bottom
• The text must be in black color; picture, graphs, diagrams, school
logo, etc. can be printed in colors
• The footnotes should be inserted (if any)
• The acronyms should be explained in the bracket ( ) for the first
time
 • Works cited in the text must
APA Style Reference Page Examples match your reference list.

FORMAT of a periodical reference: • This section is entitled

Author, A., Author, B., & Author C.
“References,” not
(2005). Title of article. Title of “Bibliography” or “Works Cited”
Periodical Capitalized and Italicized,
xx, xxx-xxx. • References are listed in
EXAMPLE of periodical reference: alphabetical order of the first
Bendor, S., Davidson, K., & Skolnik, L.
author’s last name
(1997). Strengths-pathology
dissonance in the social work • Use a “hanging indent” style—
first line is flush left, and each
curriculum. Journal of Teaching in
subsequent line is indented five
Social Work, 15, 3-16. spaces
FORMAT of a book reference:
Author, A. (date). Title of book with first word
• Double space references
capitalized, and italicized. Location:
Publisher. • Italicize journal volume number
EXAMPLE of a book reference:
Crosson-Tower, C. (2001). Exploring child
• Note that the titles of journal
welfare (2nd ed.) Boston: Allyn &
articles are in sentence case
Bacon. (upper & lower case), while the
Example of edited book reference: titles of journals are in title case
Maruish, M. (Ed.) (1994). The use of
(each word is capitalized).
psychological testing for treatment
planning and outcome assessment. • Book titles are in sentence case
Hillsdale, NJ: Erlbaum. —except capitalize proper
names).
 Rules for Referencing Electronically Retrieved Material
1. “In general, we recommend that you include the same elements,
Remember that
a database in the same order, as you would for a reference to a fixed-media
platform, source and add as much electronic retrieval information as
such as EBSCO,
jstor, etc. is not needed for others to locate the sources you cited” (APA Manual,
the same as the p. 187)
url for a journal
or book. 2. Provide the DOI [digital object identifier] if one has been
Do not provide
the long digital
assigned” p. 191). DOI format: doi:xxxxx
string of 3. “If DOI is used, no further retrieval information is needed to
database
pathway identify or locate the content” (p. 191).
information in
your reference,
4. “If no DOI has been assigned, provide the URL of the journal or
since readers of the book or report publisher” (p. 191).
may access the
journal or book 5. “In general, it is not necessary to include database information”
through a
different
(p. 192).
source. 6. “Some archival documents. . .can only be found in electronic
Use the url of
the online book
databases. When the document is not easily located through its
or journal when primary publishing channels, give the home or entry page URL
the doi is not
provided.
for the online archive” (p. 192).
If you export directly from databases on the EBSCO platform (Social Work Abstracts, America History and Life, Academic Search
Complete), then the export will include the DOI, if available. If you export by using ArticleLinker or from a database on a different
platform, such as Social Services Abstracts, however, the exported record will not include the DOI and it will have to be added
manually (either in RefWorks or once you finalize your bibliography).
 Suggested Topics for assignments
Su

 Modal verbs in FCE reading texts/ VOA special English/

President Obama’s speeches (inaugural addresses)
 Present tenses/ Past tenses in ......
 Future expressions in VOA special E
 Subjunctive Mood in English & Vietnamese songs/ poems
 Context
categories of social situation

Semantics
systems of meaning

Lexicogrammar
systems of wording

Phonology
systems of sounding

The Four Strata of the Systemic Functional Model

strengths weaknesses

opportunities threats
E_English Grammar Course

Chapter II
Elements of grammar
 Issues
1. Introduction to Grammar

2. Morphemes and Words

3. Ways of word formation

4. Parts of speech

5. Parts of a sentence

6. Types of phrases, clauses, sentences

 1/1

1 Introduction to Grammar

Grammar

In global sense

In narrow sense
 2/1

1 Introduction to Grammar

Grammar

In global sense
• equals competence, a body of knowledge that a

native speaker has about his/her language which

Inhim/her
enables narrowto sense
speak and understand it.
• includes word and sentence structure rules,

pronunciation rules, meaning of words/ sentences,

and discourse organization rules.
 3/1

1 Introduction to Grammar

Grammar • refers only to the formation of the word and sentence

structures.
•In global
consists sense
of morphology, the study of words and word
formation, and syntax, the study of phrases, clauses,
and sentences.

In narrow sense
 1/2

2 Morphemes and Words

discourse

sentence

phrase

word

morpheme
 2/2

2 Morphemes and Words

I found
myself
discourse useless.

hated
sentence enjoying

hated,
I actually felt tired of phrase enjoying
sitting doing nothing.
And I hated enjoying
the unemployment enjoy,
benefit. I found myself word -ing
useless. Then I decided
to look for a job.
morpheme
 3/2

2 Lexical item – meaning

LEXICAL ITEM = A basic unit of meaning …

• A single word
(E.g.: man, boy)
• More than one word
(E.g.: to rain cats and dogs)
 4/2

2 Lexical item – meaning

LEXICAL ITEM & MEANING

Lexical item and meaning has arbitrary relationship.

 5/2

2 Morpheme - Word

MORPHEME = A minimal meaningful unit

E.g.: re/try
boy/s
kiss-me-quick
easy-going
 6/2

2 Morpheme - Word

WORD = An independent meaningful unit.

E.g.: try
boy
turn
return
 7/2

2 Types of morphemes
Occurrence Free Bound
Types (words) (affixes)
Grammatical Functional words: inflectional
prepositions, pronouns, (suffixes)
conjunctions....

Lexical Content words: derivational

Nouns, verbs, adverbs, (prefixes, suffixes)
adjectives
 8/2

2 Inflectional vs. Derivational morphemes

Inflectional morphemes Derivational morphemes

modify the meaning of an item can change meaning of the

but not change its parts of stem and typically, they
speech. change the part of speech.

2 Inflectional vs. Derivational morphemes
Inflectional morphemes
are changes in words to
express their semantic and
syntactic relationships to other
words in the sentence.
E.g.: ‘s’ in ‘Bush says’
indicates the present tense and
the subject is third person and
singular.
9/2
Derivational morphemes
indicate semantic relationships
within words.
E.g.: the morpheme ‘ful’ in
‘beautiful’ has no connection
with other morphemes beyond
the word.

2 Inflectional vs. Derivational morphemes
Inflectional morphemes
are regularly distributed. They
occur with all or most
members of a word class.
E.g.: ‘s’ (3rd person singular
present) occurs with most
verbs.
10/2
Derivational morphemes
do not occur across whole
classes.
E.g.: not all verbs take the
derivational suffix ‘al’ as
refuse, propose.
 11/2

2 Inflectional vs. Derivational morphemes

Inflectional morphemes Derivational morphemes

typically occur away from the occur close to the root, before
root. inflectional morphemes.

E.g.: the plural morpheme ‘s’

occurs at the end of a word,
after all other morphemes.
 12/2

2 Inflectional vs. Derivational morphemes

Inflectional morphemes Derivational morphemes

-s: 3rd person singular present There are a large number of

-ed: past tense derivational morphemes,
which can be prefixes or
-ing: present participle
suffixes.
-ed: past participle
-s: Plural
-s: possessive
-er:comparative
-est: superlative
 1/3

3 Morphological processes of word formation

Prefixation: = adding a prefix to the base

E.g.: Non-stop
Prehistoric
Pre-While-Post Listening
 2/3

3 Morphological processes of word formation

Suffixation: = adding a suffix to the base.

E.g.: Economist
Grammatical
PREFIXES
 3/3

3 Morphological processes of word formation

Conversion: = a change of word-classes

without affix.

E.g.: Import (n), (v)

Abstract (n), (adj)
 4/3

3 Morphological processes of word formation

Compounding: = word formation from two or

more bases.

E.g. greenhouse effect

desktop computer
merry-go-round
kiss-me-quick
lady killer
 5/3

3 Morphological processes of word formation

Clipping: = shortening a word

E.g.: Phone from telephone

Photo from photograph
Flu from influenza
VNUA
 6/3

3 Morphological processes of word formation

Reduplication: = word formation from two or

more either identical or slightly
different elements.
E.g.: goody-goody
tick-tock
seesaw
wishy-washy
tip-top
singsong
 7/3

3 Morphological processes of word formation

Blending: = word formation from two separate

forms.

E.g.: Motel from motor and hotel

Smog from smoke and fog
brunch from breakfast & lunch
An early bird catches the worm.
Early to bed early to rise makes man
healthy, wealthy and wise.
 8/3

3 Morphological processes of word formation

Acronym: = word formation from initial

letters of a series of words.

E.g.: TV from television

FAQ from frequently
asked question.
 9/3

3 Morphological processes of word formation

Others Coinage E.g.: aspirin

Borrowing E.g.: boss, piano

Backformation E.g.: opt (option)

Sound & stress interchange E.g.: conduct

Sound imitation E.g.: meow

 1/4

4 Parts of speech
Parts of speech

Closed system Open class

 2/4

4 Parts of speech
Parts of speech

Closed system Open class

• comprises functional words such as

articles, demonstratives, pronouns

prepositions, conjunctions, and
interjections
 3/4

4 Parts of speech
Parts of speech

Closed system Features: Open class

• unextendable number of members
• reciprocally exclusive
• reciprocally defining
• unstressed in spoken language
 4/4

4 Parts of speech
Parts of speech

Closed system
• comprises notional/ lexical words
Open class

such as nouns, verbs, adjectives, and

adverbs
 5/4

4 Parts of speech
Parts of speech

Closed system
Features: Open class
• extendable number of members

• combinability

• having certain syntactic functions

• stressed words in spoken language

 1/5

5 Parts of a sentence
Parts of a sentence

Subject Predicate Operator

 2/5

5 Parts of a sentence
Parts of a sentence

Subject Predicate Operator

= what is being discussed – theme.
E.g.: Her parents visit her sick uncle
every day.
 3/5

5 Parts of a sentence
Parts of speech

Subject Predicate Operator

= what is being said about the subject –

rheme.

E.g.: Her parents visit her sick uncle

every day.
 4/5

5 Parts of a sentence
Parts of speech

Subject
= what Predicate
helps to change a sentence into: Operator
- interrogative
E.g.: Do her parents visit her every day?
- negative

E.g.: Her parents do not visit her every day.

- emphatic
E.g.: Her parents do visit her every day.
 5/5

5 Parts of a sentence
Parts of speech

Subject Predicate Operator

• include BE & HAVE
E.g.: I am a student and I have a part-time job. Lexical verbs
• include BE & HAVE
Primary
E.g.: I am cooking. Auxiliaries
• include will, shall, Modal
should, can, might, etc.

E.g.: I can cook.

 6/5

5 Parts of a sentence

Sentence elements
Subject
Verb
Object
Complement

Adverbial
 7/5

5 Parts of a sentence

Sentence elements
+ Cs (1)
Subject Intensive
+ A (obli)
(2)
Verb
intransitive
mono-transitive
Object Extensive
(3)
(4)

Complement transitive di-transitive (5)

complex-transitive
Adverbial (6,7)
 8/5

5 Parts of a sentence

Sentence elements He is lovely. SVCs (1)

intensive
He is out of the office. SVA (obli)

Subject (2)
He is crying. SV (3) intransitive extensive
Verb He broke the vase. SVO (4) transitive

Object He sent me an e-mail. SVOO (5)

He found the play SVOCo (6)

boring.
Complement He put the vase on SVOA (obli)
the table.
Adverbial (7)
 9/5

5 Parts of a sentence

Sentence elements
Subject Stative Not progressive form

Verb E.g.: The food he cooked tasted very

Object good.
Dynamic Progressive form

Complement
E.g.: She is tasting the food he’s cooked.
Adverbial
 10/5

5 Parts of a sentence

Sentence elements
Subject
Verb
direct (Od)
Object
indirect (Oi)
Complement

Adverbial E.g.: He sent me (Oi) a postcard (Od).

 11/5

5 Parts of a sentence

Sentence elements
Subject E.g.: His brother who is a teacher (Cs)

Verb considers me his best friend (Co).

Object Subject Complement (Cs)

Complement
Object Complement (Co)
Adverbial
 12/5

5 Parts of a sentence

Sentence elements
Subject
Verb
E.g.: He goes fishing on Tuesday. (Aopt)
Object
His birthday is on Tuesday. (A obli)
Complement
optional
Adverbial
obligatory
 1/6

6 Types of phrases, clauses, sentences

Syntax

Phrase Clause Sentence

 2/6

6 Types of phrases, clauses, sentences

Syntax

Phrase Clause Sentence

Noun phrase E.g.: All these books are mine.

Verb phrase E.g.: John has been looking for Jane.

Adjective phrase E.g.: Tom is a very interesting man.

Adverb phrase E.g.: He ran quite fast.

Prepositional phrase E.g.: He’s lecturing on the new technology.

 3/6

6 Types of phrases, clauses, sentences

Syntax

Phrase Clause Sentence

In terms of Clause’s In terms of functions of In terms of kinds of verb
elements & verb patterns the clause phrases
 4/6

6 Types of phrases, clauses, sentences

Syntax

Phrase Clause Sentence

In terms of Clause’s In terms of
• SVA: functions
John of
is at home In terms of kinds of verb
elements & verb patterns • SVCs: theJohn
clause
is a doctor. phrases
• SVO: John has cured many serious patients.
• SVOO: He gives his patients the same
prescription.
• SVOA: He put the prescription in a secret file.
• SVOCo: He calls his patients big fish.
• SV: He’s going out.
 5/6

6 Types of phrases, clauses, sentences

Syntax

Phrase Clause Sentence

In terms of Clause’s In terms of functions of In terms of kinds of verb
elements & verb patterns the clause phrases

• Finite clause
E.g.: He took her out of the blue.
• Non-finite clause
E.g.: Coming to the town, he visited his parents.
• Verbless clause
E.g.: If possible, come to see us.
 6/6

6 Types of phrases, clauses, sentences

Syntax

Phrase Clause Sentence

In terms of Clause’s In terms of functions of In terms of kinds of verb
elements & verb patterns
• Subordinate the clause phrases
• Superordinate

E.g.: She said that you hit her first.

subordinate
superordinate
 7/6

6 Types of phrases, clauses, sentences

Syntax

Phrase Clause Sentence

E.g.: All these books are mine. Simple
E.g.: He was watching T.V and she was cooking. Compound
E.g.: He didn’t want to talk to whoever he met in Complex
the London workshop.
Complex compound
E.g.: Having seldom talked anyone before, the
child simply wide opened his beautiful eyes
and looked at the stranger.
Thanks for your attention!