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Topic: Professional development

Background material for teachers on an array of topics in English language and linguistics. These resources are designed to help teachers feel more confident in their knowledge of the English language, and more adept at leading Englicious lessons, starters, and projects in class.

Want to know more? Or would you like to ask all your questions in a face-to-face session? The Englicious team offers full-day CPD courses entitled English Grammar for Teachers and Teaching English Grammar in Context, in conjunction with the UCL Institute of Education and UCL Life Learning. Forthcoming session dates can be found on the IoE and UCL Life Learning websites.

Tag questions: Innit

For some people, innit is just another tag question, a contraction of isn’t it. But kids in urban Britain are using innit to cover a wider and wider range of situations. Here are some examples of non-standard use, gleaned from recent messageboard postings:

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Teaching grammar in context

Pedagogical principles and a rationale for contextualised grammar teaching

Teaching grammar in context is a method and approach for teaching grammar. Below is our rationale and guiding set of principles for teaching grammar in this way. You can find out more about this method on our CPD course for teachers.

'In context' means that the teaching of grammar is embedded and integrated into other aspects of the curriculum, such as creative writing and analytical reading, rather than a standalone activity. 

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Verb phrases

The National Curriculum does not recognise verb phrases as such. Instead, the notion of clause is defined as "a special type of phrase whose head is a verb".

Here at Englicious we use the term 'verb phrase' in a slightly different way. For us verb phrases are phrases whose Head word is a verb, called the main verb (sometimes also called a lexical verb).

A verb phrase includes a single main verb, either:

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Verbs

Verbs have traditionally been described as ‘doing words’ or ‘action words’. This works well for some verbs, like sprint, chatter, eat. Here are some sentence examples with verbs which describe actions:

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Verbs: Auxiliary verbs

A key distinction in the word class of verbs is between main verbs (also called lexical verbs) and auxiliary verbs:

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Verbs: Modal verbs

Modal auxiliary verbs (or modals for short), as the name suggests, are a kind of auxiliary verb. They have most of the attributes of auxiliary verbs. They are a closed class that is identifiable as a short list, and they convey particular types of meaning.

Here is a table which lists the most important modal verbs (also called the core modals). It shows most of them in pairs as present and past tense forms, which makes them easier to remember.

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Verbs: Nonfinite and finite

Verbs can be divided into finite and nonfinite forms. Finite verbs carry tense. So, past and present tense verb forms are finite. Nonfinite verbs do not carry tense, and do not show agreement with a Subject. Put differently, they are not 'limited' by tense or agreement.

The infinitive form of a verb is nonfinite. It is the form which follows to:

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Verbs: Tense

Tense is a grammatical notion that refers to the way in which a language encodes the real world notion of time. Typically this is done through endings on verbs called inflections. Verbs are the only word class that can carry tense inflections (though they don't always do so). Verbs that carry a tense ending are called finite verbs.

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Word classes

Word classes are categories into which we place words. Traditionally these have been called parts of speech, but word class is now the term used by linguists, and by the UK National Curriculum.

The meanings of words can often be helpful in assigning words to a particular category. This is an effective approach for younger students, but older students can take a more sophisticated approach. 

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Word classes: Interjections

Interjections are a group of words which are commonly used in spoken language to express emotions, reactions and so on. It is generally difficult to categorise them into one of the eight major word classes.

Examples include the following:

  • oh, wow, aha, ouch, tut-tut, ugh, oops, humph, hooray, yuck, whew, yikes, eek

Interjections can occur on their own, or in sequence (e.g. oh wow), and can also be attached to a sentence. These examples are all from informal conversations:

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Word structure

The study of word structure is called morphology. Understanding word structure helps us:

  • improve spelling
  • expand vocabulary

In studying word structure, we start by looking at a few key concepts first:

  • root words
  • prefixes
  • suffixes

Root words are words, or parts of words, that can usually stand alone. The following are all root words:

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Word structure: Compounds

Compounds are combinations of root words, i.e. words that can occur on their own, to form a new established combination. They are sometimes spelt as one word, but also with a hyphen or as two words.

In English compound nouns, e.g. bookcase, laptop, smartphone, and compound adjectives, e.g. dripping wet, tax-free, are very common.

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Word structure: Derivation

Derivation is the process of creating new words. The technical term derivational morphology is the study of the formation of new words. Here are some examples of words which are built up from smaller parts:

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Word structure: Inflection

Inflection is the process by which a single word takes different forms. For example, if we have the noun cat, we can add a plural ending to it to create cats. This is known as inflecting a noun and the ending we add is called a suffix.

What are the plural forms of the following nouns?

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Your Test Performance



Test results

Test 51. Wednesday 16 October 2024
Score: 27.09 out of 50

1.Nouns, pronouns and noun phrases
6.5 / 7
93%
2.Determiners, adjectives and adjective phrases
3 / 6
50%
3.Prepositions and preposition phrases
3.2 / 5
64%
4.Verbs, auxiliary verbs and verb phrases
3.3 / 10
33%
5.Adverbs and adverb phrases
1.3 / 4
33%
6.Conjunctions
1.3 / 4
33%
7.Clauses and clause patterns
3.3 / 5
66%
8.Subjects and Objects
1.9 / 4
48%
9.Adverbials
1 / 2
50%
10.Form and Function
2 / 3
67%
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