Table Of ContentADVANCED ENGLISH
GRAMMAR
AND COMMUNICATION
Prof. Vipul V. Makodia
PARADISE
PUBLISHERS
Jaipur (India)
Published By :
PARADISE PUBLISHERS
E-479, Ground Floor,
Vaishali Nagar,
Jaipur -302021 (Raj.)
Ph.:0141-5114157
First Published -2008
©Author
ISBN: 978-81-905349-3-2
Composed at: Guruji Computers; Jaipur
Printed at : Jaipur
All rights reserved. No part of this book may be reproduced in any
form or by any mean without permission in writing from the publisher.
PREFACE
ADVANCED ENGLISH GRAMMARAND COMMUNICATION
attention to one of these topics in particular for detailed investigation
professional classroom skills that thee English teacher mayor may
not have in addition to the matters relevant to the above question. It
aims also to help beginning teachers in making them aware as to
how to teach grammar and communication. Also the book tried to
make a hand book for use of English language and grammatical
part for the readers.
An English teacher's initial task is what he has to teach where
the nature and purpose of the course are already well-established.
Imparting teaching of English also necessitates consideration on
certain human and external factors that have immense bearing on
the subject.
Special emphases has been given on teaching strategies to be
adopted and many activities to be performed by the teachers for the
benefit of students. This involves selection of appropriate
approaches, methods and techniques by the teacher passes all these
in detail to make English teaching a success for the teacher.
Author
CONTENTS
Preface iii
ONE
Simple Methods of Basic Grammar 1
Two
Teaching of English Grammar and Communications 21
THREE
Use Noun, Gender and Adjective 55
FOUR
Word Building and Verb Formation 77
FIVE
Essential Skills of Speech Making 127
SIX
Modem Methods Thought of Language 161
SEVEN
Approaches Methods in Language Communication 177
EIGHT
Nature and Idea of Writing 205
NINE
Radio News, and Advertismenting Communication 233
CHAPTER
ONE
SIMPLE METHODS OF
BASIC GRAMMAR
A teacher who approaches the problem of spelling,
pronunciation, and the other items treated in this chapter should
again be reminded of the fact that he is dealing with skills calls for
precision and accuracy. In the use of language one acquires accuracy
and precision in much the same way as a girl does in the use of a
sewing machine or a boy in the use of a lathe. They get a clear
concept of what the job is and then acquire the skill through
conscious practice that leads in the end to the unconscious
following of the acquired technics.
Let us repeat once more the fundamental statement about
correctness in the use of language: Good English is that which is
customarily used by most cultivated and educated English speaking
people. This applies to all the items in this whole chapter on the
mechanics of composition. Shall we write glamor or glamour? We
see both in good writing. Our personal observation indicates that
glamor is used by "most cultivated and educated American people."
I am not too sure, however. I consult a dictionary. The observation
and inquiry, have come to the conclusion that both spellings are
used, with glamor more frequently by Americans and glamour more
commonly by British writers. Keep this basic principle-fu mind as
we consider each of the skills covered by this chapter.
2 Simple Methods of Basic Grammar
Spelling: A man or woman who never writes anything can get
along pretty well without knowing how to spell words. One who
reads more or less consciously becomes aware of the order of the
letters in the words he reads. This helps to clarify meaning. He
distinguishes between lead a metal and led a verb by the letters in
the two words. If his eyes become accustomed to -per instead of pre
in perspiration he will pronounce the word properly. You see, there
are some advantages in being able to recognize the customary letters
and the order of the letters in what one reads. But this is a minor
value. Our primary interest in spelling is in acquiring the ability to
write our words as educated people write theirs. Even men and
women who are almost illiterate occasionally write a letter. They
need to know how others spell the words they are using in their
letters.
Spelling has been overemphasized in the past that bad spelling
is pretty generally regarded to this day as a sign of illiteracy, if not
of low mentality. A fairly intelligent but uneducated workman
running an irrigation ditch for a farm owner wrote: "lie half to lay a
tile cyfern Li under the rode." The owner understood what the
workman meant even though the spelling was somewhat
unconventional. When our language was in its stage of transition
from Anglo-Saxon to Middle English and was used mostly by
uneducated people, uniform spelling was net regarded as important.
Even literary people, Chaser for one, often spelled a common word
in two or three ways on a single page. But as more and more people
learned to read, especially to read the New Testament, spellings
became conventional. Then came the dictionaries to give authority
for a single spelling for a given word. At the present time everybody,
educated or uneducated, is intolerant of all spelling that does net
how-the established customs.
In American schools through the nineteenth century spelling
was greatly overemphasized. The schools caught very little outside
of reading, writing, and arithmetic. Spelling contests were devised
as a means of entertainment to go along with Friday afternoon
"speaking pieces." Nobody thought of limiting the words to those
the children would ordinarily meet in their writing (or in their
Simple Methods of Basic Grammar 3
reading). The game was to find "hard" words, that the pupils would
not often see in print and probably never have occasion to use in
writing. Spelling books were filled with all kinds of familiar and
unfamiliar words. These were arranged according to length, one
syllable, two-syllable, three-syllable, etc. It was as-summed that the
longer a word is the harder it is to spell it. We now know that too,
separate, and lose are probably much more frequently misspelled
than extravagant and inconsequential. Length has little to do with
difficulty in spelling.
The word lists in modem spelling books are made upon an
entirely different plan. The authors have tried to find cut what words
young people actually misspell m their writing. The ideal word list
would be one made up of all the words commonly misspelled in
letters spontaneously written (not under the direction of teachers or
parents) by thousands of school children, and with these words
arranged by ages or school grades.
Spelling Lessons in High Schools: Special periods for spelling,
using a spelling book for study, may be justified in the upper
elementary school grades, but the value of this sort of instruction In
either junior or senior high school is doubtful. One pupil's list of
misspelled words may overlap another's ten or twenty per cent.
The whole list if words commonly misspelled m the writing of thirty
pupils in a ninth grade group may run as high as 220. Of the two
hundred and twenty words Jack may miss sixteen, Harry forty
eight, Mary thirty, poor Freddie (such a nice' boy, but so dumb;
ninety-six, etc. Why give a daily class period to the study of a spelling
book containing eighteen hundred words when the spelling problem
is one of individual mastery of a few words by each pupil, and not
the same few for any two?
The economical way is to find out what common words each
pupil regularly-misspells in his writing and then to assist him in
breaking the habit of misspelling those words. Then he should be
directed and assisted in building up new habits or' correctly spelling
his own group of troublesome Words.
Spelling Demons: Several studies have been made to discover
what words are frequently misspelled by high school pupils pretty
