REPOR TRESUMES ED 019 258 24 TE 000 261 MORPHOLOGY, MATERIAL FORINCORPORATION IN CURRICULAOF GRADES 11 AND 12. NORTHERN ILLINOIS UNIV.,DE KALB 'REPORT NUMBER CRP-H-144-2 PUB DATE AUG 66 REPORT NUMBER BR -5- 1112-2 CONTRACT OEC-4-10-252 EDRS PRICE MF-$0.50 HC-$4.66 115P. DESCRIPTORS- *LANGUAGE INSTRUCTIONS*MORPHOLOGY (LANGUAGES), *CURRICULUM GUIDES, *ENGLISHINSTRUCTION, *FORM CLASSES (LANGUAGES), APPLIED LINGUISTICS,LANGUAGE GUIDES, GRAMMAR, PHONOLOGY, SYNTAX, GRACE119 .GRADE 12, SECONDARYEDUCATION, LANGUAGE, NORTHERN ILLINOISUNIVERSITY, DEKALB, PROJECT ENGLISH, THIS 'NORTHERN ILLINOISUNIVERSITY PROJECT ENGLISHUNIT IS PLANNED TO COMPLEMENT THEGRAMMAR WHICH 11TH- AND 12TH-GRADE STUDENTS ALREADYKNOW, AND TO ENRICH THEIR UNDERSTANDING OF THE ENGLISHLANGUAGE. THOUGH NOT PRIMARILY AN INTRODUCTION TO THE PARTSOF SPEECH, THE UNIT'ROVIDES SECTIONS ON NOUNS, VERBS ANDAUXILIARIES, ADJECTIVES, ADVERBS, CONJUNCTIONS, SUBORDINATORS,SENTENCE CONNECTORS, PRONOUNS, AND QUALIFIERS. THE UNITALSO CONTAINS (1) A DIAGNOSTIC TEST ON THE PARTSOF SPEECH,(2) A LESSON PLAN TO INTRODUCE MORPHEMICS,. (3) ANINTRODUCTION TO VOCABULARY STUDY, (4) A SECTION ON DERIVATIONALSUFFIXES,(5) A LESSON USING THE PARTS OF SPEECH INTEACHING THE ESSAY OF DEFINITION,(6) AN INTRODUCTION TO A12TH-GRADE UNIT ON THE PARTS OF SPEECH AND FORMALDEFINITION, AND (7)A TEST ON PHONOLOGY, MORPHOLOGY, AND SYNTAX.PARTS OR ALL OF THIS UNIT CAN BE USED (1) PRECEDING OR FOLLOWING A UNIT ON SYNTAX, (2) FOLLOWING A UNIT ON PHONOLOGY, (3) IN AN HONORS SENIOR ENGLISH CLASS, OR (4) TO ENRICHA PROGRAM FOR SUPERIOR STUDENTS. (MM) It.,1 110 e 'PO 13B MORPHOLOGY Material for incorporation in curricula of grades 11 and12 Caution:Those materials are being used experimentally by Project English participants, who are continuing to develop them. All material included, therefore, should be considered tentative drafts which will undergo extensive revision. U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. Material in this section is being developed -by theProject English Curriculum Center at Northern Illinois University under agrant from the U.S. Office of Education, Department ofHealth, Education and Welfare. Project English Curriculum Center Northern Illinois University DeKalb, Illinois August, 1966 0 CONTENTS I. Preliminaries 1 A.Objectives 1 B. Note to the Teacher II. Parts of Speech 3 A. Introduction 8 B. The Noun 17 C. The Verb and Auxiliaries 28 D. The Adjoctiva 36 E. The Adverb Subordinator, and Sentence F. The Conjunction, 41 Connector 49 G. The Pronoun 60 H. The Qualifier III. Teaching Materials 62 A. Diagnostic Test: Parts of Speech 64 B. Introduction to Morphemics Vocabulary Study 69 C. What is a word?Mbrphomics and 77 D. Derivational Suffixes Using the parts ofspooch in teachingthe ossay E. 82 of definition speech in a unit onformal F. Using the parts of unit 86 definition: Introduction to a senior A test to determinethe students;knowlodge of G. 103 phonology, morphology,and syntax Preliminaries A. Objectives: To help studonts understandthe process of dofiningterms, the procedures and difficulties To lead students to anunderstanding of linguisticoperations To help students discover someof the bases for their intuitions concerning language To show students that languageinvolves systems of sounds and symbols To help students understandthe concopt of fora andposition classes To help studonts understand thedifforence between lexical and grammatical moaning To suggest solutions to some usageproblems B.A. Note to the Teachor This unit is planned to complementthe grammar which high schoolstudents already knows, and genorally toonrich the understanding theyhave of their .the language. The material is not primarilydesigned as an introduction to parts of speoch. Explanations and oxorcisos arecomprehensive; they can be adapted for use in long or short unite. For example,material can be used in thefollowing ways: (1) In an honors section it can bo used asenrichment preparation for further study of language incollage. (2) It can be used in conjunction with tho assay of dofinition, astandard assignment in senior English.Sao III, E and F. (3) Certain material might be adapted for usewith remedial students. CO Some can bo used to illustrate thetransition of English from a highly inflected language to a word orderlanguage in which a tow inflections remain 2 the Languageunits) (5) Because as form classmarkers. (Soo the History of similar to theapproach the approach to thoparts of speechin this unit is the two methods canbe used to used by many teachersof foreign language, exercises are not usage- reinforce one another. (6) Although most of the student in makingappropriate choices directed, some of thematerial can aid the in his handling oftho language. be used in theirentirety. III E and III F, astudy of definition, can illustrate twomethods of usingthis material They are included,however, only to test, can bendrOnistered at the in a senior Englishclass. III Al a diagnostic illustrate to thestudents certaininadequacies beginning and/Or endof the unit to of the teacher planthe comprehensiveness of traditionalterminology, to help evaluative device. the unit,and/or to serve as an entire unit wouldbe taught atthe Because it is highlyunlikely that this divided into daily orweekly lessonplans. senior high schoollevel, it is not supplemented, andcompressed as Materials here aredesigned to be adapted, The entire unit, orparts of the the individualteaching situationrequires. unit on syntax,(2) after a unit, can be used(1) preceding or following a English class,(4) as enrichment unit on phonology,(3) in an honors senior for superiorstudents. 3-k 3 II. Parts of Speech A. introduction As we begin our study of parts of speech let'sabandon the notion that lexical, or dictionary, meanings of words arc useful inestablishing the differences among the various parts of speech. Take, for example, the verbs move and assist. If we define those words by their lexical=rings, as our more traditional grammar would do it, wewould call them "action words." Movement and assistance. express action too, but they arenot verbs. So, while these four words express a kind of common meaning,action, this moaning is too general to be of much use to us. Since wo will no longer define parts of speech bytheir lexical meanings, we'll have to look for something else. Move and assist are alike in that they occur in a number of positions in Englishsentences. They will both fill the blank space in Let's Lot's move. Let's assist. and in He'll He'll move. He'll assist. and in We -ed: We moved.We assisted. Thus, we will say that those two "pattern" in the same way. We also notice that movement and assistance will not pattern in thethree positions occupied by move and assist because they are differentiatedfrom them by the endings -ment and -ance. This leads us to the second criterion foridentifying parts of speech, their suffixes, or endings.We'll discuss these more fully later on,but. lot's turn to an example for a moment. Think about the blank space in This is 4 We can fill this blank with adjectiveslike warm or ddigulous or withnouns like warmth oT ridiculousness.Thus, wo call this position shared because it can be filled by both adjectives and nouns. The three positions above occupied by mot's and assist are unshared since theycan bo filled only by verbs. In a shared positionwe cannot identify by position alone the part of pooch that fills it.The words that fill this position must bo identified in some other way suchas by the noun endings -th on warmth and -was on ridiculousness. Sometimes we can identify parts of speech bythe small words like to, a, the, rax, thatgo with thorn. So far, thou, we have mentioned threecriteria for identifying parts of speech: position in a pattern, endings, and recognizablesmall words which aro called structuro fjords. The discussion to thiil pointcan be sumnarized by considering this sentence: The murning crannols stolled.over to the rix andburfed morgously. Can you name all the parts of speech in this sentence?Consider the grammatical sisals of position in a pattern, word endings,and. recognizable small words a5 you answer the following questions. 1. What words do you immediately recognizo? 2. What is the subject? 3. Is this a sontenco? 4. Is there a verb? If so, how can you identify it? 5. Are thorn any adverb ideas of time, placo,or manner? 6. How many parts of speoch'canyou identify by endings? 7. How zany parts of speech can you identify by word order? 8. Do recognizable small words help in identifyingsentence elements? 5 9. What is the "tone" of this group of words? Happy or sad? 10. What words have sounds that suggest a "tone" or line of action? 11. Substitute real words for the nonsense ones. Be sure that the substituted words have the proper endings. Before we go on to discuss parts of speech we must consider one more feature of description. As you pmnsed the nonsense sentence above, you came across the pattern The murning crannels Quite clearly we have here tho sequence "article-modifier-noun." The position occupied by murning is shared, e.g., we can place in this position the adjective round, the verb burning, or the noun stone. the round house the burning house the stone house Each of the underlined words is a different part of speech, yet each performs the modifying function of an adjective. Accordingly, we will call all words and word-groups that occur in the position before a noun and after an article galegulagA Now wo are using one word, adjective, plus the suffix -al, to describe a position class. The suffix -al added to adjective, adverb, wilily or verb makes a word which describes the position, class of words or word-groups that fill shared positions.