STRUCTURES OF ENGLISH

Name of Institution GRACE MISSION COLLEGE

Instructor JOMAR S. GURAY
Course Name STRUCTURES OF ENGLISH
Semester SECOND SEMESTER (A.Y. 2020-2021)

COURSE DESCRIPTION

This is a course which provides students with an in-depth understanding of content knowledge on the grammatical concepts of the English language. It focuses on developing their ability to
use the phonological, lexical, syntactic, and semantic structures of English in written and oral communication. It further equips them with skills in explaining the form, meaning and use of various
English language structure which are useful in their role as future facilitators of language teaching and learning.

COURSE LEARNING OUTCOMES

At the end of the course, the students should be able to:

A. explain the form, meaning, and use of various English language structure through small and big group discussion; and
B. demonstrate in-depth content knowledge and understanding of the grammatical concepts of English language structures in designing a level - specific English enrichment activities.

TIME INTENDED TEACHING LEARNING

CONTENT/TOPIC ASSESSMENT
ALLOTMENT LEARNING OUTCOMES ACTIVITIES
WEEK 1 At the end of these weeks, the 1. WORD: THE DEFINITION AND Article reading on How New Words Are Born by Read the research article on Morphological
students should be able to: CRITERIA Andy Boodle Awareness and Some Implications for
English Language Teaching and discuss
a. discuss how words are formed; (https://www.theguardian.com/media/ mind-your- what you think is the importance of possessing
its mechanism and process, and language/2016/feb/04/englishneologisms-new- morphological(word formation) awareness and
words) its implication to your role as a future English
b. reflect on how word meaning Teacher
changes when used in varied Then: Group Discussion on the article read using
contexts. these guide questions: (https://ac.elscdn.com/S187704281403777X/1-
a. How are new words formed? s2.0-
b. How are words formed? S187704281403777Xmain.pdf?_tid=d1e8e433-
c. How many new words are created every day? dfed-40b9-
d. What are some mechanisms in forming new b1ea810eef7774b7&acdnat=1550839426_2
words? 18d0ac988e216826c97ac95c466437
e. Which word formation process is the source of
the English word modem? • Answer an activity worksheet on How new
words are created
• A Lecture Discussion on Word Definition and
Criteria will follow.
WEEKS 2-3 At the end of these weeks, 2.GRAMMATICAL CATEGORIES • Why Nouns Are Important? • Give the case of every noun in the following
students should be able to: Have students write short summaries of their extracts. This may be made a general review of
1. NOUNS favorite books, movies, or TV shows. Then have the NOUN by giving also gender, person, and
a. describe and analyze meaning, • Classes them cross out all of the nouns in the story, and write number of all nouns included.
and use of various noun and • Inflection and Declension the story over leaving out all of the nouns. Have
pronoun structure • Properties them share the products of this experiment with the Sample Extracts:
class. Note how confusing the summaries sound, (1) The manly part is to do with might and main
2. PRONOUNS: and discuss with students how the experiment can what you can do.- EMERSON The Conduct of
• Properties help them understand the importance of nouns. Life
• Classes Processing of answers follow. (2) There is character in spectacles- the
pretentious tortoise-shell, the meek pince – nez
• Deconstructing Reading Texts of the school teacher, the twisted silver framed
Provide students with any reading texts. Have glasses of the old villager. Babbit’s spectacles
students identify all of the nouns .Let them had huge, circular frameless lenses of the very
recognize the nouns, their classes, properties, etc. best glass; the ear-pieces were thin bars of
and how they are formed. Make students analyze gold.- Sinclair Lewis Babbitt,ch.1
the meaning and spelling of words by breaking them (3) Suit the action to the word, the word to the
into parts (morphemes). Discussed that some action.- Shakespeare Hamlet,act iii,sc.2.
nouns are formed from verbs by the addition of
suffixes called nominalization. • Tell the number and person of each personal
pronoun in the following extracts and decline the
pronoun.
Sample Extracts:
1. A friend should bear his friend’s infirmities,
But Brutus makes mine greater than they are.-
SHAKESPEARE Julius Caesar, act.iv.sc.1.
2. I heard him walking across the floor As he
always does, with a heavy tread.-
LONGFELLOW The Golden Legend,pt.ii
3. Let us go then, you and I, When the evening
is spread out against the sky Like a patient
etherised upon a table. -T.S. Eliot The Love
Song of J. Alfred Profrock
WEEKS 4-5 At the end of these weeks, the 3. ADJECTIVES A lecture on adjectives through a power point Discuss and point out all the adjectives,
students should be able to: presentation. including numerals and articles in the following
• Classes extracts, and state what noun each adjective
a. discuss the forms and functions • Position modifies.
of adjectives; and point the • Properties Sample extracts:
adjectives in a reading text. • Comparison a. A foot more light, a step more true,
• Numerals Ne’er from the heath-flower dashed the
• The Articles dew.-SIR WALTER SCOTT Lady of the
Lake, can.i,st. 18.
b. • Find it in Your Writing.
• Look through your portfolio to find
examples of adjectives.
WEEKS 6-8 At the end of these weeks, the 4. Verbs • Conduct a Diagnostic Test on verbs. In the extracts below do the following
students should be able to: • Classes (1) Point out all the finite verbs, infinitives, and
• Properties • Making use of the results of the diagnostic test, the participles.
a. recall and recognize verbs in i. Voice teacher provides a video-lecture presentation on (2) Tell which of the verbs are regular and which
various texts; express self using ii. Mood verbs irregular.
appropriate verbs. iii. Infinitives (3)Tell the mood and tense of each finite verb.
iv. Tense (4)Explain the use of each infinitive ( with or
v. Person without to)
vi. Number (5) Give the name of each participle.
• Gerund Sample Extracts:
• Conjugation
• Principal Parts a. From morn To moon he fell, from noo to dewy
• The Stem and Inflected forms of eve, A summer’s day; and with the setting sun
• Irregular verbs Dropt from the zenith like a falling start. MILTON
• Linking Verbs Paradise Lost, bk.i.1.742
• Modals
b. How far that little candle throws his beams!
So shines a good deed in a naughty world.-
SHAKESPEARE Merchant of Venice, act v.sc.1

• Write a paragraph about a new experience you

are having. Maybe you are living in a new place,
taking a new class, or working at a new job.
Describe the situation. How is it different from
what you usually do? How do you feel in the
situation?
WEEK 9 At the end of these weeks, 5. ADVERBS • Ask students to read a transcript of Two TV sports • Read a diary entry. Find and correct mistakes
students should be able to: casters talking about a game in their program. in the use of adverbs.
• Classes
• Comparison • Direct students’ attention to how the TV sports • Write a paragraph comparing two sports
a. evaluate appropriate usage of • Special Uses, Suggestions, and casters describe and compare the actions of players figures. Choose either two people that you know
adverbs in varied contexts; and b. Cautions during the game. or two famous athletes.
narrate and compare ideas with
adverbs. • Lead students to recall what are adverbs. • Provide
a short lecture on adverbs

WEEK 10 At the end of these weeks, 6. PREPOSITION • A lecture on prepositions using a power point • Cloze test. Complete the news item about the
students should be able to: • Definition presentation. Filipino Boxing Champ,Manny Pacquiao.Put in
• Types the missing prepositions.
a. determine appropriate usage of i. Time
prepositions; and ii. Place and • Worksheet Designing. As a future teacher of
Directions English, students will design a worksheet on
b. use correct prepositions in oral iii. Agents or each of the grammatical categories. Activities
and written discourse. Things should be in varying levels of difficulty.
iv. Phrasal Prepositions
WEEK 11 At the end of these weeks, 7. CONJUNCTION • Direct Instruction. • Provide worksheets and class exercises that
students should be able to: • Definition 1. Show the video on this link: require students to fill in the blank with an
• Types (https://study.com/academy/le sson/conjunction- appropriate conjunction then ask them to
a. explain the purpose of i. Coordinating definitionwriting-examples-quiz.html) explain the appropriateness of the chosen
conjunction; and ii. Correlative conjunction.
iii. Subordinating 2. As guide, ask the following after the video:
b. demonstrate command on the a. What can coordinating conjunctions join? • Putting Everything Together. Make students
appropriate usage of conjunctions b. Where are subordinating conjunctions found? put together the types of parts in the sentence
in both speaking and writing. What is their job? and put these parts together.
c. How are various conjunctions similar and
different?
d. Which conjunctions are used most often?
e. What would happen if we didn't have
conjunctions?
WEEK 12 At the end of these weeks, 8. INTERJECTION • Explicit instruction highlighting how interjections • Give students several feelings (e.g. scared,
students should be able to: are different from adjectives; how they are used in excited, surprised) and ask them to name a
• Definition writing, and what are its interesting features and corresponding interjection and use it in context.
a. recognize the purpose and • Rules usage • Create an interjection worksheet
functions of conjunctions; and

b. use interjections that match the

context and feelings of the writer or
speaker.
WEEK 13 At the end of these weeks, 3.PUNCTUATION • Change is Coming! • Create dialogues and descriptions of action,
students should be able to: 1. Give students a passage from a well-known story, thoughts and feelings demonstrating correct
with all the complex and compound sentences usage of punctuation
a. demonstrate an understanding changed to simple sentences. Give them the
of punctuation through correct revised version.
usage; and
2. Show the original copy and explain why the
b. Identify when each punctuation revised passage is ineffective.
is needed.
3. In diads, have them dsicuss and compare the
revision with the original.

4. Discuss how punctuation works!

WEEK 14 At the end of these weeks, 4. SENTENCE: DEFINITION AND • A video presentation on the kinds of sentences • Write a play with four characters. Each
students should be able to: TYPES according to use or function character can only speak in one type of
sentence.
a. construct different types of 1. According to: (http://www.youtube.com/watch?v =x3epNegcz6g)
sentences; and • Structure • With these questions as guide, evaluate each
b. improve sentence structures. • Function Process Questions: sentence construction.
1. What are types of sentences according to (1) Is the sentence grammatically correct?;
structure? functions?
2. What is the basic structure of a sentence?
3. How do you improve sentence structure?
 (2) If not, what is wrong with the sentence?
• Modelling Clauses Through Shared and Modelled Identify the key problem(s) with the sentence;
Reading and
(3) How would you re-write the sentence to
a. Students have a wide range of clause improve its key problem(s)? Write your own
combinations read to them through quality texts with sentence that corrects the problem(s) you
the clause grouping emphasized through intonation identified.
and pausing.

b. Students identify simple, compound and complex

sentences (including main and subordinate
clause/s) as they read or as sentences are read to
students.

c. Students identify the number of ideas contained

within modelled sentences from texts and then
identify which idea is the main (independent clause)
that can stand on its own.

(https://education.nsw.gov.au/teaching-and-
learning/studentassessment/smart-
teachingstrategies/literacy/writing/stage3/sentence-
structure/writing-complexsentences#Activities1)

WEEK 15 At the end of these weeks, 5. SYNTAX • Provide a in-depth lecture – discussion on phrases • Answer a grammar worksheet which highlights
students should be able to: and clauses. on identifying types phrases and clauses and
1. Phrases combining phrases and clauses to produce
a. point out phrases and clauses in • Definition simple and complex sentences.
varied context; and b. combine • Types
phrases and clauses appropriately i. Noun Phrase
to produce sensible sentences ii. Adjective
Phrase
iii. Adverbial
Phrase
iv. Prepositional
Phrase
v. Conjunctional
Phrase
vi. Interjectional
Phrase

2. Clauses
• Definition
• Types
i. Independent
ii. Dependent
WEEK 16 At the end of these weeks, 6. CONDITIONALS What if????? • Play the song and let students revise the
students should be able to: conditionals present to describe the image or
• Definition • Start by asking hypothetical questions like: What idea they see about themselves.
a. discuss and illustrate the • Types will you do if it rains today? What would you buy if
concept conditionals; and b. use i. Real Conditionals and someone gave you 5 million pesos? What would Sample Song
conditional sentences to describe ii. Unreal Conditionals you have done if you had fallen in front of everyone? Time After Time – Cyndi Lauper
an idea or image.
• Tell students that answering questions like those If you're lost you can look--and you will find me,
above required conditionals. time after time. If you fall I will catch you--I will
be waiting, time after time.
• Discuss the conditionals and the types of
conditionals.
WEEK 17-18 At the end of these weeks, 7. SYNTACTIC STRUCTURES • Direct Instruction. Show students the power point • Draw a tree for the following sentences. If any
students should be able to: • Structure of Predication presentation on syntactic structures ; use the instances of movement are involved, indicate
• Structure of Modification following guide questions for lecture and discussion: with arrows.
a. tell the importance of syntax; • Structure of
and Complementation Why do we need syntactic structure? The evil opponent of the plan will claim that the
• Structure of Coordination Who needs it? for what? large small eagle is depending on the broken
b. describe syntactic structure. • Structure of How do we find syntactic structure? machine.
Subordination How do we describe syntactic structure?
• Structure of Correlation How do we understand sentences?
• Structure of Negation
i. Split Structure
ii. Parallel Structure
iii. Elements of
Sentence
SUGGESTED REFERENCES
https://www.learngrammar.net/english-grammar/article

Finegan, E. (1989). Language: Its structures and use. Orlando, FL:Harcourt Brace and Co.

Crystals, D. (1985). Dictionary of linguistics and phonetics. Oxford: Basil Blackwell.

De Saussure, F. (1959). Course in general linguistics. New York: Mc Graw-Hill

Sampson, G. (1980). Schools of linguistics. Stanford: University Press

https://www.theguardian.com/media/mind-your-language/2016/feb/04/english-neologisms-new-words
https://www.teachingenglish.org.uk/sites/teacheng/files/new-words-created-worksheets.pdf
https://ac.els-cdn.com/S187704281403777X/1-s2.0-S187704281403777X-main.pdf?_tid=d1e8e433-dfed-40b9-b1ea810eef7774b7&acdnat=1550839426_218d0ac988e216826c97ac95c466437
http://faculty.washington.edu/ezent/aasc.html

Fernald, J. G.(1979). English grammar simplified. A reference manual for school, home and office. Barnes & Noble Books.

file:///C:/Users/Lelani%20C.%20Dapat/Desktop/syntactic-structure-intro.pdf