PART A

TEACHERS OF ENGLISH SHOULD HAVE A DEEP UNDERSTANDING OF

GRAMMAR

English and grammar could not be separated. It would not be right if one say I can speak or
write in English without considering grammar as one of the vital criteria to do so. Now
imagine a teacher, someone who is trusted to teach and guide a person to learn and
understand the English Language does not acknowledge that grammar is part of correct
English. Acknowledging the importance of grammar in the English Language is the first step
before one practices it well.

Grammar is simply defined as rules or ways to form sentences. According to Thornbury

(1999) grammar is a study of what forms (or structures) are possible in a language, and it is a
description of the rules that govern how languages sentences are formed. Therefore grammar
is the sound, structure, and meaning system of the language. In short Grammar is the
mechanics or structure of a language.

According to an article from http://www.wisegeek.com/what-is-grammar.htm

Grammar is a field of linguistic that involves all the various things that make up the rules of
language. Subfields of linguistics that are considered a part of grammar include syntax,
phonetics, morphology, and semantics. Grammar is also used as a term to refer to the
prescriptive rules of a given language, which may change over time or be open to debate

It is important for an English teacher to have deep understanding of grammar in order to

teach well. Grammar is important because it can help us to convey our message accurately
and make listeners or readers understand the input presented.

Thornbury (1999) mentioned that words cannot be jumbled-up and that is the reason why
grammar is important in a language. Grammar concepts are essential for a person to have a
clear communication. Thonbury (1999) claimed that grammar is a kind of sentence making
machine. Teachers who understands grammar offers learners the means for potentially
limitless linguistic creativity. When students learn grammar and become competent with it, he
or she will be able to make his own sentences.

Everyone can establish different sentences but what matter the most is the accurateness of the
sentences. Only with grammar knowledge, one can produced creative sentences that are
correct semantically and syntactically. In English language, there are vocabularies that sound
alike but with different meaning. For example the words to and too. The word to is used
to express motion and direction mean while the word too means in addition. They sound
alike but slightly different in spelling. There are as well vocabularies that totally different in
spelling and sound but has the same meaning for example trash and rubbish. Also there are
some words that carry many meanings. When words class could not be differentiated, chosen
word used will be wrong. It is clear now that deep understanding in grammar is important for
English teachers.

One of the main reasons why English teachers must have a strong grasp of grammar is to help
them teach effectively. Without adequate knowledge of English grammar rules, students often
cannot create their own grammatically correct sentences in speech and writing, and often
cannot understand what they read or hear in English exactly. According to Thornbury (1999)
teaching of grammar is not an easy job as it requires the use of meta-language that is
grammar terminology such as pronoun, adjectives, connectors, which are able to put-off
students motivation to learn as they do not know the terms used. Therefore it is important for
an English teacher to first explain and teach the basics of English grammar to the students.
Language learning is a process of discovery. Learner develops ability to use the language for
specific communication purposes and also in their compositions. Teacher helps with language
use and facilitates students' language skills development. In some language teaching methods
both student and teacher are active participants who share responsibility for the student's

learning. Teacher and students work together to identify how students expect to use the
language. The teacher models correct and appropriate language and grammar use, and
students then use the language themselves in practice activities that simulate real speaking
and writing situations. The active, joint engagement of students and teacher leads to a
dynamic classroom environment in which teaching and learning become rewarding and
enjoyable.

Grammar is also the foundation for effective communication. The better the grammar the
clearer the message can be conveyed. When we talk about communication it mainly includes
speaking, listening and writing. Based on this the Ministry of Education (MOE) had outlined
the new curriculum whereby English should be taught based on Communicative Language
Teaching (CLT) in 1988. Since in Malaysia, our mother tongue is Malay. We usually have
English as a second language and more often than not we tend to use Malay grammar in
English language. English grammar is totally different from Malay grammar. And that has
been proven as a difficult problem to most English teachers. Learning to communicate in
another language takes a long time. It is one of the most challenging tasks that students are
likely to undertake, and they can easily become discouraged and bored with it. However if
the English teacher is well versed in English grammar this problem can be solved easily. In
responding to student communication, teachers need to be careful not to focus on error
correction to the detriment of communication and confidence building. Teachers need to let
students know when they are making errors so that they can work on improving. Teachers
also need to build students' confidence in their ability to use the language by focusing on the
content of their communication rather than purely on the grammatical form.

Another reason why a deep understanding of grammar is important to an English teacher is to

help increase students interest in the English language. It is well known that grammar
teaching is not an easy task to be done. Teachers should take into consideration the syllabus,
students learning styles and how to conduct the teaching process. Students appreciate and
benefit from direct instruction that allows them to apply critical thinking skills to language
learning. Teachers can take advantage of this by providing explanations that give students a
descriptive understanding of each point of grammar. A teacher should teach the grammar

point in the target language or the students' first language (in most cases Malay language) or
both. The goal is to facilitate understanding and to include the students in conversations. Next
the teacher should limit the time devoted to grammar explanations to 10 minutes, especially
for lower level students whose ability to sustain attention can be limited. Teachers also
should present grammar points in written and oral ways to address the needs of students with
different learning styles and level. When an English teacher has a strong grasp in grammar, it
will be easier for him or her to teach the students. The learning process in the class will be
easier and students will not feel stressed and pressured. The learning environment should be
fun and effective. This way the students will look forward to every class and pay more
attention during classes. It will be a win-win situation both for the teacher and the students.

In conclusion, it is important for English teachers to have deep understanding of grammar. It

will exudes confidence while teaching, improves the effectiveness of language learning,
improves communications between teachers and students and it will increase students interest
in the English language itself. Last but not least a grammar well versed English teacher will
definitely improve the level of English standards in every student.

PART B
Question 1

The differences between British English and American English have long been debated in the
English language community. British English is the form English that is being used in Great
Britain while American English is the form of English used in the United States. Differences
between American and British English include accent, pronunciation, grammar, vocabulary,
spelling, punctuation and formatting of dates and numbers.
Before we discuss the differences any further, let us look at the history of British and
American English. The English language was introduced to the Americans through British
colonization in the early 17th century where the first wave of English-speaking settlers
arrived in North America followed by further migration in the 18 th and 19th centuries. . Since
then, American English has been influenced by the languages of Irish, Spanish, German, West
Africa, the Native American population, and other languages of successive waves of
immigrants to the United States. Over the years, English spoken in the United States and in
Britain started diverging from each other in various aspects. This led to two dialects in the
form of the American English and the British English. English spread to many parts of the
world because of the strength of the British Empire and now used in most Commonwealth
countries.
The main difference between British and American English is the accent. Prior to the
Revolutionary War and American independence from the British in 1776, American and
British accents were similar. Traditional English, whether spoken in the British Isles or the
American colonies, was largely "rhotic." Rhotic speakers pronounce the "R" sound in such
words as "hard" and "winter," while non-rhotic speakers do not. The accents diverged but
English accent in America has changed less drastically than accents in Britain.
Today, however, non-rhotic speech is common throughout most of Great Britain. Towards the
end of the 18th century, non-rhotic speech took off in southern England, especially among the
upper class. This "prestige" non-rhotic speech was standardized, and has been spreading in
Britain ever since. This shift occurred because people of low birth rank who had become

wealthy during the Industrial Revolution were seeking ways to distinguish themselves from
other commoners; they cultivated the prestigious non-rhotic pronunciation in order to
demonstrate their new upper-class status. Irish and Scottish accents, however, remained
rhotic. It is a different case in America where most American accents remained rhotic. There
are a few fascinating exceptions like in New York and New England where accents became
non-rhotic, perhaps because of the region's British connections. However, both American and
British English have several types of accents and there is no one true American or British
accent.
Next is the difference in pronunciation. Some words that are pronounced differently in
American and British English are controversy, leisure and schedule. There are also some
words like Ax (Axe in British) and Defense (Defence in British) which have the same
pronunciation but different spellings in both forms.
Grammar is another difference of the two English forms. There are distinct differences in the
use of tenses in both British and American English. In British English the present perfect is
used to express an action that has occurred in the recent past that has an effect on the present
moment. For example: I've misplaced my book. Can you help me find it? In American
English, the use of the past tense is also permissible: I misplaced my book. Can you help me
find it? In British English, however, using the past tense in this example would be considered
incorrect. Other differences involving the use of the present perfect in British English and
simple past in American English include the words already, just and yet. For example British
English: I've just had food. Have you finished your homework yet? And as for American
English: I just had food. I've already seen that movie. OR I already saw that movie. American
and British English may also use a base verb in different manners. For example: For the verb
dream", Americans would use the past tense dreamed while the British would use dreamt in
past tense. The same applies to "burned" and "burnt". Another example of differing past tense
spellings for verbs in American and British English is spoil Americans use spoilt while the
British would say spoiled in simple past tense. There are also a few differences between
British and American English in the use of prepositions. For example: While the British
would play in a team, Americans would play on a team. Another example: While the British
would go out at the weekend, Americans would go out on the weekend.

There is also a clear difference in vocabulary. While some words may mean something in
British English, the same word might be something else in American English and vice versa.
For example, Athlete in British English is one who participates in track and field events
whereas Athlete in American English is one who participates in sports in general. Another
example is the word subway, Follow signs pointing to a subway in London, and youll find
yourself either at the American fast-food joint or in an underground tunnel. While the New
York subway is a railway under the citys streets, in London it is a pedestrian way beneath a
road. There are also some words like Airplane, truck, hood, and cell phone which are
common in American English and not used very often in British English. Some words widely
used in British English and seldom in American English are advert, lorry, bonnet and anti
clockwise.
The next main difference in British and American English and which gives a lot of confusion
to English users is the differences in spelling. There are many words that are spelled
differently in both forms of English. Some examples are color (AmE) and colour (BrE),
center (AmE) and centre (BrE), analyze (AmE) and analyse (BrE), dialog (AmE) and
dialogue (BrE). In order to solve the confusion of using the correct word in a composition an
English user should choose to either use American or British English. And then be consistent
with the choice for the whole composition or sentence.
Another difference is the way time is told. Both languages have a slightly different structure
of telling the time. While the British would say quarter past ten to denote 10:15, it is not
uncommon in America to say quarter after or even a quarter after ten. Thirty minutes after
the hour is commonly called half past in both languages.
There is also a difference in the format of dates and punctuation. Dates are usually written
differently in the short (numerical) form. Christmas day 2002, for example, is 25/12/02 or
25.12.02 in the United Kingdom and 12/25/00 in the United States. Mean while when using
punctuation, the British would write Mr, Mrs, Dr, the Americans would write Mr., Mrs., Dr.
Even though there are clear and distinct differences between British and American English,
students and users of English can distinguished between the two with ease. Since Malaysia is
part of Commonwealth we are using British English in our education syllabus. However the
adaptation from British English to American English will not be problem if a student chooses
to do so.

Question 2
Sentences taken from a book: Mukhtar Mai (2006). In the name of Honor : A Memoir.
Washington Square Press.

1. My colleagues and I made the arduous to the remote village of Meerwala, where we
were welcomed by Mukhtar Mai.
My: Close, Determiners.
Colleagues: Open, noun
And: Close, conjunction
I: Close, pronoun
Made: Open, verb
The: Close, determiner
Remote: Open, adjective
Village: Open, noun
Of: Close, preposition
Meerwala: Open, noun
Where: Close, pronoun
We: Close, pronoun
Were: Close, pronoun
Welcomed: Open, verb
By: Close, preposition
Mukhtar Mai: Open, noun
2. She was meant to commit suicide, and she thought she would but then she became
angry than humiliated.
She: Close, pronoun
Was: Close, pronoun
Meant: Open, verb
To: Closed, preposition
Commit: Open, verb
Suicide: Open, verb
And: Close, conjunction
She: Close, pronoun
Thought: Open, verb
Would: open, verb
But: close, conjunction
Then: open, adverb
Became: open, verb
Angry: open, verb
Than: close, conjunction
Humiliated: open, verb
3. The police who were supposedly protecting her were losing interest, and she feared
she would soon be killed.

The: close, determiner

Police: open, noun
Who: close, pronoun
Were: close, pronoun
Supposedly: open, adverb
Protecting: open, verb
Her: close, pronoun
Losing: open, verb
Interest: open, verb
And: close, conjunction
She: close, pronoun
Feared: open, verb
Would: open, verb
Soon: open, adverb
Be: open, verb
Killed: open, verb

4. First, they feel she is displaying Pakistans dirty laundry in public, embarrassing her
country.
First: Open, adjective
They: close, pronoun
Feel: open, verb
She: close, pronoun
Is: open, verb
Displaying: open, verb
Pakistan: open, noun
Dirty: open, adjective
Laundry: open, noun
In: close, preposition
Public: open, noun
Embarrassing: open, verb
Her: close, pronoun
Country: open, noun

5. Illiterate like all the other women around me, I lead a life reduced to the usual
housekeeping tasks and a few simple activities.
Illiterate: open, adjective
Like: close, preposition
All: open, adjective
The: close, determiner
Other: open, adjective
Women: open, noun
Around: close, preposition
Me: close, pronoun
I: close, pronoun

Lead: open, verb

a: close, determiner
life: open, noun
reduced: open, verb
to: close, preposition
the: close, determiner
usual: open, adjective
housekeeping: open, verb
tasks: open, noun
and: close, conjunction
few: open, adverb
simple: open, adjective
activities: open, verb
6. My childhood was a simple one of poverty, neither wonderful nor miserable but full
of joy.
My: close, determiner
Childhood: open, noun
Was: close, pronoun
A: close, determiner
Simple: open, adjective
One: close, pronoun
Of: close, preposition
Poverty: open, noun
Neither: close, conjunction
Wonderful: open, adjective
Nor: close, conjunction
Miserable: open, adjective
But: close, conjunction
Full: open, adjective
Of: close, preposition
Joy: open, noun
7. People say that there was a reporter from the local press in the congregation.
People: open, noun
Say: open, verb
That: close, conjunction
There: open, adverb
Was: close, pronoun
A: close, determiner
Reporter: open, noun
From: close, preposition
The: close, determiner
Local: open, adjective
Press: open, noun
In: close, preposition
Congregation: open, noun
8. My mind and body parched and exhausted, find release in slow streams of tears.
My: close, determiner

Mind: open, noun

And: close, conjunction
Body: open, noun
Parched: open, adjective
Exhausted: open, adjective
Find: open, verb
Release: open, verb
In: close, preposition
Slow: open, adjective
Streams: open, noun
Of: close, preposition
Tears: open, noun
9. If I were educated, if I could read and write, everything would be so much easier!
If: close, conjunction
I: close, pronoun
Were: close, pronoun
Educated: open, verb
Could: open, verb
Read: open, verb
And: close, conjunction
Write: open, verb
Everything: open, noun
Would: open, verb
Be: open, verb
So: close, conjunction
Much: open, adverb
Easier: open, adjective
10. Though it might cost me my life, I will not die humiliated.
Though: open, adjective
It: close, pronoun
Might: open, verb
Cost: open, verb
Me: close, pronoun
My: close, determiner
Life: open, noun
I: close, pronoun
Will: open, verb
Not: open, adverb
Die: open, verb
Humiliated: open, verb

Question 3
Words taken from Slumdog Millionaire: The Reality by Mary Murphy (Page 41-47) Readers
Digest October 2009

Noun
1. shop
2. looks
Kamariah has been going to Tesco Supermarket to shop for groceries. (verb)
Elise is very proud of her looks and her beautiful curvy body. (verb)
Determiner
1. that
2. some
The policemen wanted to see that much money as proof in the robbery case. (adjective)
Sharin will send some money to his parents in Johor. (adjective)
Pronoun
1. one
2. everything

The salesman told us to pay one thousand dollar for the car deposit. (noun)
They lost everything in the flood last December. (noun)
Adjective
1. poor
2. honest
We are working for a charity organisation that helps the poor. (noun)
He comes from an illiterate background but he is honest. (noun)

Adverb
1. well
2. fast
Maria insisted that she was well enough to start playing tennis again. (adjective)
Omar prefers to drives a fast car, than an expensive one. (adjective)

Question 4
It was a warm summer night in London. We just arrived from Amsterdam and everything was
as familiar as it was yesterday. It was my third time here and the feeling of excitement and
joy suddenly engulfed me. I remember I was holding his hand tight for he is my soul mate,
love of my life. We were walking hand in hand along Oxford Street and I saw the same
souvenir booth and kebab stall were still there. It was 8pm but the sun has not set yet. I had
wanted to buy some food, hungry for some fish and chips, our favourite food every time we
are here. I was not in a hurry. I had been eating sandwiches in the Easy Jet plane an hour
before. We are here, we are together and that is all that matters. Bliss: that is what I felt then.

Tenses used are Simple past tense (It was a warm summer night in London), past continuous
tense (I remember I was holding his hand tight), past perfect tense (I had wanted to buy some
food) and past perfect progressive (I had been eating sandwiches). Past tense is used in the

article to demonstrate that the trip was taken a while back. The author is telling her feeling at
that moment in time, a distant memory.

1. References:
2. Scott Thornbury (1999). How to Teach Grammar. England Pearson Education
Limited.
3. What is Grammar (2013, October 20) Retrieved October 20th, 2013
http://www.wisegeek.com/what-is-grammar.htm
4. American English (2013, October) Retrieved October 21st, 2013
5. http://www.wikipedia.org/wiki/American_English
6. Why Do Americans and Brits has different accent by Natalie Wolchover (January 9,
2012) Retrieved October 22nd 2013 http://www.livescience.com/33652-americanbrits-accents.html
7. British and American English (1996-2013) http://esl.fis.edu/grammar/easy/aebe.htm
8. Mukhtar Mai (2006). In the name of Honor : A Memoir. Washington Square Press.
9. Readers Digest October 2009, Slumdog Millionaire: The Reality by Mary Murphy
(Page 41-47)
10. George Davidson (2004). Verbs and Tenses. Learners Publishing Pte Ltd.