Topic 12 - Morphosyntax

Question 1

Topic 12
1. INTRODUCTION AND JUSTIFICATION

“The ______ in ______ ______ ______ with ______ and with ______ ______ the ______ of our ______”. — Anthony Robbins.

Answer 1

“The way in which we communicate with others and with ourselves determines the quality of our lives”. — Anthony Robbins.

Question 2

Topic 12
2. ESSENTIAL MORPHOSYNTACTIC ELEMENTS OF ENGLISH

According to the ______ of ______, Saussure, morphosyntax ______ the ______ and ______ of ______ (______) and how ______ are ______ in ______ (______).

Answer 2

According to the father of linguistics, Saussure, morphosyntax explains the form and structure of words (morphology) and how they are arranged in sentences (syntax).

Question 3

Topic 12
2. ESSENTIAL MORPHOSYNTACTIC ELEMENTS OF ENGLISH

Morphemes are the ______ ______ ______ ______ of ______.

Answer 3

Morphemes are the smallest meaningful units of language.

Question 4

Topic 12
2. ESSENTIAL MORPHOSYNTACTIC ELEMENTS OF ENGLISH

A word is understood as the ______ ______ ______ in a ______ which ______ ______ ______ ______.

Answer 4

A word is understood as the smallest free morpheme in a language which native speakers easily recognize.

Question 5

Topic 12
2. ESSENTIAL MORPHOSYNTACTIC ELEMENTS OF ENGLISH

The most common word-formation processes in English are:
Adding ______
Building ______
______
______
______
______

Answer 5

The most common word-formation processes in English are:
Adding affixes
Building acronyms
Compounding
Clipping
Blending
Borrowing

Question 6

Topic 12
2. ESSENTIAL MORPHOSYNTACTIC ELEMENTS OF ENGLISH

Word classes can be classified into:
______ classes: ______, ______, ______ and ______
______ classes: ______, ______, ______, ______

Answer 6

Word classes can be classified into:
Open classes: nouns, verbs, adjectives and adverbs
Closed classes: determiners, pronouns, prepositions, conjunctions

Question 7

Topic 12
2. ESSENTIAL MORPHOSYNTACTIC ELEMENTS OF ENGLISH

The sentence is the ______-______ ______ of ______, defined as a ______ of ______ that are ______ ______ and ______ ______. Syntax ______ the ______ that ______ the ______ in which ______ are ______.

Answer 7

The sentence is the highest-ranking unit of grammar, defined as a group of words that are grammatically complete and semantically independent. Syntax studies the rules that govern the way in which sentences are made.

Question 8

Topic 12
2. ESSENTIAL MORPHOSYNTACTIC ELEMENTS OF ENGLISH

According to the ______ of ______, sentences can be:
______
______ (______ or ______)
According to ______:
______, ______, ______, ______ or ______

Answer 8

According to the number of clauses, sentences can be:
Simple
Multiple (Compound or Complex)
According to polarity:
Affirmative, negative, interrogative, exclamative or imperative

Question 9

Topic 12
3. ELEMENTARY COMMUNICATIVE STRUCTURES

Grammar for socialisation:
Learning to form: ______ ______ (______), ______-______ ______, ______ ______ ______ (How are you? Are you ok?) and ______ for ______ (Can I borrow your pencil?).
Activities: ______-______-______ activity or ______-______.

Answer 9

Grammar for socialisation:
Learning to form: simple sentences (SVO), subject-verb agreement, basic question forms (How are you? Are you ok?) and forms for politeness (Can I borrow your pencil?).
Activities: Timed-Pair-Share activity or Role-play.

Question 10

Topic 12
3. ELEMENTARY COMMUNICATIVE STRUCTURES

Grammar for asking and giving information:
Learning to form: ______-______ (What is your name? Where is the school?), ______/______ ______ (Do you like apples?), ______ with ______ ______ (do, does, can), and the ______ ______ for ______.
Activities: ______ ______ each other about ______ ______.

Answer 10

Grammar for asking and giving information:
Learning to form: W-questions (What is your name? Where is the school?), YES/NO questions (Do you like apples?), questions with auxiliary verbs (do, does, can), and the simple present tense for routines.
Activities: Pupils interview each other about personal details.

Question 11

Topic 12
3. ELEMENTARY COMMUNICATIVE STRUCTURES

Grammar for expressing attitudes:
Learning to form: ______ ______ ______ (I like… I don’t like…), ______ for ______ (happy, sad, tired), and ______ ______ for ______ (can, want to).
Activities: Pupils need language to ______ ______, ______, and ______.

Answer 11

Grammar for expressing attitudes:
Learning to form: simple present tense (I like… I don’t like…), adjectives for feelings (happy, sad, tired), and modal verbs for willingness (can, want to).
Activities: Pupils need language to convey opinions, emotions, and preferences.

Question 12

Topic 12
3. ELEMENTARY COMMUNICATIVE STRUCTURES

Grammar for instructions:
Learning to form: ______ in ______ ______ (Sit down! Don’t run!), ______ ______ (Don’t touch this!), and ______ ______ ______ for ______.
Activities: ______ ______, ______ ______ or ______ ______.

Answer 12

Grammar for instructions:
Learning to form: sentences in imperative forms (Sit down! Don’t run!), negative imperatives (Don’t touch this!), and simple sentence structures for clarity.
Activities: Treasure hunts, cooking recipes or Simon says.

Question 13

Topic 12
3. ELEMENTARY COMMUNICATIVE STRUCTURES

Grammar for description and narration:
Learning to use: ______ (big, small, beautiful), ______ (some, many), ______ ______ for ______ (I go to school), ______ ______ for ______ (Yesterday I played football), and ______ for ______ (and, then, but).
Activities: ______ ______ their ______, ______, or a ______ ______ in ______ or ______ ______.

Answer 13

Grammar for description and narration:
Learning to use: adjectives (big, small, beautiful), quantifiers (some, many), simple present for routines (I go to school), simple past for events (Yesterday I played football), and conjunctions for sequencing (and, then, but).
Activities: Pupils describe their classroom, family, or a picture story in pairs or short sentences.

Question 14

Topic 12
3. ELEMENTARY COMMUNICATIVE STRUCTURES

Grammar for expressing ability, necessity and possibility:
Learning to use: ______ ______ (can, can’t, must, don’t have to), ______ ______ (I can swim. You must do your homework.).
Activities: Pupils ______ what they ______/______ ______ in ______.

Answer 14

Grammar for expressing ability, necessity and possibility:
Learning to use: modal verbs (can, can’t, must, don’t have to), simple sentences (I can swim. You must do your homework.).
Activities: Pupils state what they must/musn’t do in class.

Question 15

Topic 12
4.1. Didactic principles to work on grammar through communicative strategies

Didactic principles:

• .

Answer 15

Didactic principles:
- Functional grammar
- Spoken form first
- Varied materials
- Meaningful techniques for intrinsic motivation (Gamification, Learning based on challenges, Learning stations, ICT’s)

Question 16

Topic 12
4.2. Stages and activities to teach grammar

Presentation stage: New ______ ______ must be ______ in ______ ______.
Activities:
______, ______, ______, ______, ______
Colored ______ ______

Answer 16

Presentation stage: New grammar structures must be presented in meaningful contexts.
Activities:
Videos, stories, songs, dialogues, puppets
Colored lollipop sticks

Question 17

Topic 12
4.2. Stages and activities to teach grammar

Practice stage: This stage involves ______ ______ “______” with the ______ in order to ______ ______ ______ ______.
Activities:
______-______, ______-______, ______ exercises, ______
World ______ Race, ______, ______ the ______ and speak/write
______ game, ______ ball, Find ______ who
______, ______, ______

Answer 17

Practice stage: This stage involves children doing “something” with the structures in order to make strong memory connections.
Activities:
Gap-filling, multiple-choice, transformation exercises, dictations
World Jumble Race, Kaboom, Roll the dice and speak/write
Whisper game, Hot ball, Find someone who
Kahoot, Plickers, Baambozle

Question 18

Topic 12
4.2. Stages and activities to teach grammar

Production stage: In order to ______ ______ ______, they need to be ______ in ______ in ______ and ______-______ ______.
Activities:
______-______, ______, ______
______ activities
Class ______ or ______ ______
______ corner

Answer 18

Production stage: In order to consolidate grammar structures, they need to be put in practice in meaningful and real-life communication.
Activities:
Role-plays, interviews, dramatizations
Writing activities
Class posters or board games
Reading corner