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Sub-topics

Spelling: Double consonants

If a root word ends in a consonant, adding a suffix will sometimes require that you double the base word’s final consonant. How do you know when to double the consonant?

Consider the following examples, where doubled consonants are underlined.

shipment

shipped

muddy

fitful

fittest

waiting

greenest

Now take a look at some larger words, whose base forms have more than one syllable.

The most important resource for English spelling is a good dictionary. Which dictionary should you use? A variety of dictionaries is available, suitable for various skill levels and specializations, for both British and American English.

Spelling: Rules

At some point, many of us learned some handy spelling rules that we’ve carried with us for years.

Most people probably remember the mnemonic:

I before E except after C.

That’s a very useful rule for remembering how to spell believe and receive. But what about seize and seizure? And what about leisure, either, or heifer?

Spelling: Spelling and word structure

Many common spelling errors occur with double consonants or vowel combinations, as in the following words:

Spelling: Suffixes

Suffixes cause many of our common spelling mistakes. One challenge is simply to know which is correct: for example, legible or legable? In fact, −ible and −able serve the same function, and sound the same. As a matter of history, -ible entered English from Latin, while −able entered English from French, but there’s no easy rule for knowing when to use which suffix. Each word with each suffix just requires practice.

Spelling: Suffixes and 'e'

If an original word ends in a final e, as in manage,adding a suffix will sometimes require that you drop the final e in the root word.

Drop the final e: managing
Keep the final e: management

How do you know when to drop the final e?

First, consider the following examples, which either drop or keep the final e.

Spelling: Suffixes and 'y'

When a word ends in y, adding a suffix will sometimes require that we change the y to an i or to an ie. How do you know when to change the y?

Look through the examples below and the rules that follow.

Spoken language

Spoken language and written language are often referred to as two different modes. Spoken language has a structure that is often different from that of written language. Because we use spoken language in different situations from written language, we can often rely on context, gesture and shared understanding, so many of the grammatical structures and devices that we tend to use in written language aren’t necessary.

One mode is not ‘better’ than another mode, and we should be careful not to describe spoken language as ‘incorrect’ or ‘wrong’.

Spoken language: Dialect and slang

[Amended from Dan Clayton's Teaching English Grammar in Schools blog]

The history of grammar teaching has often been associated with prescriptive models in which the "correction" of perceived faults in language has been paramount. While linguists are careful these days to talk about what is 'grammatical' or 'ungrammatical' and 'standard' or 'non-standard', rather than what is 'right' or 'wrong', there is still a tension at the heart of the teaching of English.

Subject

The Subject of a sentence is often defined as the phrase identifying the agent that carries out the action denoted by the verb. All the examples below involve actions (fleeing, sniffing, writing) carried out by the individuals referred to by the highlighted phrases, and for this reason we identify these phrases as Subjects.

Subject Complement

Consider the highlighted phrases in the examples below.

The rice is marvellous. _{[S1A-022 #262]}
He was a really nice guy. _{[S1A-006 #21]}

Each of the highlighted phrases adds information about the person or thing picked out by the Subject. Marvellous attributes a property to the rice, and a really nice guy does the same for he.

These phrases have different forms but the same function.

Tag questions

Questions like ...isn’t it?, ...haven’t they? and ...wouldn’t you? that sit on the end of a statement are called tag questions in linguistics. There’s a range of different tag questions most people call on, varying by verb, tense, person and whether the tag is positive or negative.

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:

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.

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:

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:

Verbs: Auxiliary verbs

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

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.

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:

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.

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.

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:

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:

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.

Englicious contains many resources for English language in schools, but the vast majority of them require you to register and log in first. For more information, see What is Englicious?

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