UNIT 1

Exercise 1: Definitions Matching

Match the terms on the left with their correct definitions on the right.

1. Grammar
2. Etymology
3. Ungrammatical
4. Grammatical Category

A. A set of rules that defines correct language use.

B. A term for expressions that do not follow the rules of a language.

C. The study of the origin of words and their meanings.

D. A class of linguistic expressions sharing common properties.

Exercise 2: Identify the Components

Read the following sentences and identify the grammatical components (words,
structure, meaning):

1. The quick brown fox jumps over the lazy dog.

2. She sings beautifully.
3. They will be attending the conference.

For each sentence, list:

• The nouns
• The verbs
• Any adjectives or adverbs
• The overall structure of the sentence

Exercise 3: Categorization

Classify the following words into major (open) and minor (closed) grammatical
categories:

• apple
 • run
• beautiful
• quickly
• he
• and
• in
• help

Exercise 4: Ungrammatical Sentences

Identify whether the following sentences are grammatical or ungrammatical. If

ungrammatical, explain why.

1. She are going to the store.

2. Him running fast.

3. The cat sleeps on the the mat.

Exercise 5: Fill in the Blanks

Complete the sentences with appropriate words from the given categories.

1. The ____________ (noun) is very _________________(adjective) today.

2. She ______________(verb) every morning.
3. He runs ______________ (adverb) to catch the bus.

Exercise 6: Etymology Exploration

Research the etymology of the following words and write a brief explanation of their
origins:

1. Grammar
2. Noun
3. Verb

Exercise 7: Definitions Match

Match the terms on the left with their definitions on the right.
1. **Linguistics**

2. **Lexicon**

3. **Phonology**

4. **Morphology**

5. **Syntax**

6. **Semantics**

7. **Pragmatics**

A. Study of the meaning of sentences.

B. Study of speech sound structures in a language.

C. The study of word structures and properties.

D. Study of language systems and their rules.

E. The collection of all words known by a speaker.

F. Study of word arrangement in sentences.

G. Study of language use in context.

Exercise 8: Fill in the Blanks

Complete the sentences with the correct terms from the provided vocabulary.

1. The basic unit of analysis in ________________ is the phoneme.

2. _______________ refers to the structure or shape of a word.

3. ________________ are words that can serve as subjects or objects in a sentence.

4. _________________ means knowing a word's pronunciation, morphology, meaning,

and syntax.

5. _________________ is the study of how meaning is conveyed.

Exercise 9: Identify Components

Read the following sentence and identify its components.

**"The quick brown fox jumps over the lazy dog."**

- List the nouns:

- Identify the verbs:

- Find any adjectives:

- Describe the overall syntax structure:

Exercise 10: Grammaticality Check

Determine whether the following sentences are grammatical or ungrammatical. If

ungrammatical, explain why.

1. she can to swim.

2. I running like to play soccer.

3. The cat chased the mouse that was running fast.

4. Him is going to the store.

Exercise 11: Forms and Functions

For each word, identify its form and function in the sentence provided.

1. the dog barks loudly. (Identify the form and function of "dog" and "barks")

2. she is reading a book. (Identify the form and function of "reading" and "book")

Exercise 12: Minimal Pairs

Identify two minimal pairs for each of the following phonemes.

1. /b/

2. /s/

3. /p/

Exercise 13: Ambiguity Analysis

Analyse the following sentence for potential ambiguity. Explain the different
interpretations.
"I saw a man with binoculars."

Exercise 14: Form and Function Analysis

Choose one of the following suffixes and provide examples that demonstrate its use in
different grammatical forms:

1. -er

2. -ing

Exercise 15: Plural Forms

Identify the plural forms of the following nouns. Provide examples for regular and
irregular pluralization.

1. child

2. city

3. foot
KEY

Here’s the answer key for the exercises you've provided:

### Exercise 1: Definitions Match

1. **D** (Linguistics - Study of language systems and their rules)

2. **E** (Lexicon - The collection of all words known by a speaker)

3. **B** (Phonology - Study of speech sound structures in a language)

4. **C** (Morphology - Study of the structure and properties of words)

5. **F** (Syntax - Study of word arrangement in sentences)

6. **A** (Semantics - Study of the meaning of sentences)

7. **G** (Pragmatics - Study of language use in context)

### Exercise 2: Fill in the Blanks

1. Phonology

2. Form

3. Nouns

4. Linguistic knowledge

5. Semantics

### Exercise 3: Identify Components

**"The quick brown fox jumps over the lazy dog."**

- **Nouns:** fox, dog

- **Verbs:** jumps

- **Adjectives:** quick, brown, lazy

- **Overall Syntax Structure:** Noun Phrase (The quick brown fox) + Verb (jumps) +
Prepositional Phrase (over the lazy dog)

### Exercise 4: Grammaticality Check

1. **Ungrammatical** (Correct form: "She can swim.")

2. **Ungrammatical** (Correct form: "I like to run.")

3. **Grammatical**

4. **Ungrammatical** (Correct form: "He is going to the store.")

### Exercise 5: Forms and Functions

1. **Dog**

- **Form:** Noun

- **Function:** Subject

**Barks**

- **Form:** Verb

- **Function:** Action

2. **Reading**

- **Form:** Verb (present participle)

- **Function:** Action

**Book**

- **Form:** Noun

- **Function:** Object

### Exercise 6: Minimal Pairs

1. **/b/** - bat / pat, big / pig

2. **/s/** - sip / zip, seal / heel

3. **/p/** - pin / tin, pat / bat

### Exercise 7: Ambiguity Analysis

**"I saw a man with binoculars."**

- **Interpretation 1:** The speaker saw a man who was using binoculars.

- **Interpretation 2:** The speaker used binoculars to see a man.

### Exercise 8: Form and Function Analysis

1. **-er**

- **Form:** Attached to verbs to create nouns (e.g., "teacher" from "teach").

- **Function:** Indicates a person who performs the action of the verb.

2. **-ing**

- **Form:** Attached to verbs to indicate ongoing action (e.g., "running").

- **Function:** Can act as a gerund (noun) or present participle (verb).

### Exercise 9: Plural Forms

1. **Child** - Children (irregular)

2. **City** - Cities (regular)

3. **Foot** - Feet (irregular)

Feel free to reach out if you need more assistance or additional resources!
Exercise 1: Definitions Match

Match the following terms with their correct definitions.

1. Linguistic Knowledge
2. Phoneme
3. Morpheme
4. Syntax
5. Semantics
6. Pragmatics

A. The study of how meaning is conveyed

B. The smallest unit of meaning in a language

C. The study of the arrangement of words into larger units

D. The basic unit of analysis in the study of speech sounds

E. Knowledge about grammar and language structure

F. The study of language use in context

Exercise 2: Fill in the Blanks

Fill in the blanks with appropriate terms from the provided notes.

1. The basic unit of analysis in __________ is the word.

2. In English, the sound /x/ does not exist, while the sound /ph/ exists but is not
__________.
3. The unit of analysis in __________ is the sentence.
4. Knowing a word includes understanding its __________, morphology, meaning,
and syntax.
5. An __________ is something that was said.
Exercise 3: Identify the Error

Identify whether the following sentences are grammatical or ungrammatical. If

ungrammatical, explain why.

1. I’d like to can swim.

2. Was a wonderful author Jane Austen?
3. She enjoys reading books and to write stories.
4. The light is on in her office is the boss in?

Exercise 4: Minimal Pairs

List two minimal pairs for the following phonemes:

1. /b/ vs. /p/

2. /s/ vs. /ʃ/
3. /m/ vs. /n/

Exercise 5: Sentence Ambiguity

Rephrase the following sentence to eliminate its ambiguity:

• "I saw a man with binoculars."

Exercise 6: Grammar and Non-finite Forms

Create three sentences using different types of non-finite verbs (gerund, participle,
infinitive). Label each type.

1.
2.
3.

Exercise 7: Discussing Context

Write a brief paragraph explaining the importance of context in pragmatics, using an

example to illustrate your point.
Exercise 1: Identify the Non-finite Verb

Read the sentences below and identify the non-finite verbs. Label each one as a
gerund, participle, or infinitive.

1. She enjoys swimming in the ocean.

2. To read every day is her goal.
3. The broken vase lay on the floor.
4. He loves to dance at parties.
5. Running is good for your health.

Exercise 2: Fill in the Blanks

Complete the sentences with the correct form of the verb in parentheses, using
gerunds, participles, or infinitives.

1. I can't help __________ (laugh) at that joke.

2. The exciting news made everyone happy.
3. She wants __________ (learn) Spanish this year.
4. Baking is one of my favorite hobbies.
5. He was seen __________ (leave) the building.

Exercise 3: Rewrite the Sentences

Rewrite the sentences using a non-finite verb where indicated.

1. She wants to go to the party. (use a gerund)

2. The teacher noticed that the student was talking. (use a participle)
3. I hope that I can finish my project soon. (use an infinitive)
4. They love to travel every summer. (use a gerund)
5. The dog is barking loudly. (use a participle)

Exercise 4: Create Sentences

Create sentences using the following types of non-finite verbs:

1. A gerund
2. A participle
3. An infinitive
Exercise 5: Error Correction

Identify and correct the errors in the use of non-finite verbs in the following sentences.

1. I enjoy to swim every morning.

2. He was happy seeing his friends again.
3. She wants studying abroad next year.
4. They are interested to learn new languages.
5. Running is my favorite way to stay fit.
Exercise 1: Identify the Form

For each of the following words, identify the form (noun, verb, adjective) and indicate
whether it is in its base form, plural form, past tense, etc.

1. dogs
2. running
3. happiest
4. teacher
5. played

Exercise 2: Determine the Function

Read the following sentences and identify the function of the underlined word or phrase
(subject, object, complement, modifier, etc.).

1. The cat chased the mouse.

2. She is a talented artist.
3. The blue car is parked outside.
4. They saw the movie yesterday.
5. After dinner, we went for a walk.

Exercise 3: Form and Function Matching

Match each word form with its corresponding function:

Form Function
1. Faster A. Describes a noun
B. The action of an ongoing
2. Teaching
process
3. Students C. Subject of a sentence
4. Happy D. Modifies a noun
5. The
E. Head of a noun phrase
teacher
Exercise 4: Create Your Own Sentences

Write a sentence for each of the following forms, making sure to identify the function of
the highlighted words.

1. Noun in plural form: “The cats are playing in the garden.”

2. Verb in past tense: “She walked to the store.”
3. Adjective in comparative form: “This cake is sweeter than that one.”

Exercise 5: Analyze the Complexity

For each sentence below, identify the noun phrase, verb, and any modifiers. Then
discuss how each part contributes to the overall meaning.

1. The quick brown fox jumps over the lazy dog.

2. That little girl with the red dress is my sister.
3. After the storm, the bright rainbow appeared.

Exercise 6: Transformations

Change the function of the underlined word/phrase in the following sentences while
maintaining the same form.

1. Running is fun. (Change "running" from subject to object)

2. My sister is studying. (Change "my sister" from subject to complement)
3. This book is interesting. (Change "this book" from subject to object)

Exercise 7: Synonymy and Homonymy

Provide synonyms for the following words and discuss how they can express the same
function:

1. Happy
2. Run
3. Fast

Exercise 8: Explore Pragmatics

Create three sentences using the same function (e.g., a command) but with different
forms (imperative, interrogative, declarative).

1.
2.
KEY

Exercise 1: Identify the Form

1. dogs - Noun, plural form

2. running - Verb, present participle
3. happiest - Adjective, superlative form
4. teacher - Noun, base form
5. played - Verb, past tense

Exercise 2: Determine the Function

1. The cat - Subject

2. is - Linking verb (part of the predicate)
3. blue car - Subject (modifier: "blue")
4. the movie - Direct Object
5. After dinner - Adverbial phrase

Exercise 3: Form and Function Matching

1. Faster - E. Head of a noun phrase (comparative adjective)

2. Teaching - B. The action of an ongoing process
3. Students - C. Subject of a sentence
4. Happy - D. Modifies a noun
5. The teacher - A. Describes a noun (specific noun phrase)

Exercise 4: Create Your Own Sentences

(Examples; students may provide different answers)

1. Noun in plural form: “The cats are playing in the garden.” (Function: Subject)
2. Verb in past tense: “She walked to the store.” (Function: Action)
3. Adjective in comparative form: “This cake is sweeter than that one.” (Function:
Modifier)

Exercise 5: Analyze the Complexity

1. The quick brown fox - Noun Phrase; jumps - Verb; over the lazy dog -
Prepositional Phrase (modifier). The whole sentence describes an action
performed by the subject.
2. That little girl with the red dress - Noun Phrase; is - Verb; my sister -
Complement. The sentence identifies who the subject is.
 3. After the storm - Adverbial Phrase; the bright rainbow - Noun Phrase;
appeared - Verb. It describes an event that happened after another.

Exercise 6: Transformations

1. Running is fun. → I enjoy running. (Object)

2. My sister is studying. → My sister is the one studying. (Complement)
3. This book is interesting. → I borrowed this book. (Direct Object)

Exercise 7: Synonymy and Homonymy

1. Happy - Joyful, content

2. Run - Sprint, jog
3. Fast - Quick, speedy

Exercise 8: Explore Pragmatics

(Examples; students may provide different answers)

1. Listen to me! (Imperative)

2. Will you please listen to me? (Interrogative)
3. I want you to listen to me. (Declarative)
UNIT 2
Section 2.1: The Word

1. Define a word in terms of its four identities: phonetic, semantic, morphological,

and syntactic.

2. Provide an example of a word and identify its phonetic identity features (accent
and boundary markers).

3. Explain why "cats" has morphological stability while "disrespectful" does not.

Section 2.2: The Morpheme

4. What is a morpheme, and how does it differ from a word? Provide an example.

5. Analyze the word "unhappiness" into its morphemes.

6. Explain the difference between lexical morphemes and grammatical

morphemes with examples.
Section 2.3: Morphs and Allomorphs

7. What is the difference between a morph and a morpheme?

8. Provide examples of allomorphs for the morpheme {pl} and explain the
conditions under which each occurs.

9. Analyze the morphs in the word "wanted" and specify the types of morphemes
involved.

Section 2.4: Classification of Morphs

10. Define free morph and bound morph, providing examples of each.

11. Differentiate between a root and a bound root, and give examples.

12. What is the role of affixes in word formation? Provide examples of prefixes and
suffixes.
Section 2.5: Types of Words

13. Classify the following words according to their morphological structure: "books,"
"toothbrush," "unhappily," and "antidisestablishmentarianism."
14. Provide definitions and examples of simple, complex, compound, and
compound-complex words.

Section 2.6: Inflection vs. Derivation

15. Explain the difference between inflectional affixes and derivational affixes with
examples.

16. Analyze the word "happiness" and explain how derivational morphology applies
to it.

17. Provide examples of words that illustrate the change in part of speech due to
derivational affixes.

Application

18. Perform a morphemic analysis on the word "regeneration."

19. Identify and classify the morphemes in the word "unbelievably."

 20. Create a sentence using at least three different types of morphemes and identify
them.

KEY

Section 2.1: The Word

1. Definition of a word: A word is a meaningful unit that has phonetic identity

(word accent and boundary markers), semantic identity (expresses a whole
concept), morphological stability (affixes cannot appear within except for
infixes), and syntactic mobility (can occur in different positions in a sentence).
2. Example: For the word "dog," its phonetic identity includes stress on the single
syllable and clear boundary markers (beginning and end).
3. Morphological stability: "Cats" has the plural suffix added externally.
"Disrespectful" contains the prefix "dis-" and suffix "-ful," showing internal
morphological changes.

Section 2.2: The Morpheme

4. Definition: A morpheme is the smallest meaningful unit in a language that is not

necessarily a word. For example, "sing" is a morpheme.
5. Analysis: "Unhappiness" = {un-} (negative prefix) + {happy} (root) + {-ness} (noun-
forming suffix).
6. Differences: Lexical morphemes (e.g., "cat") express dictionary meanings, while
grammatical morphemes (e.g., plural -s) express grammatical relationships.

Section 2.3: Morphs and Allomorphs

7. Difference: A morph is the physical realization of a morpheme. For example,

"dogs" includes the morphs /dɔg/ and /z/ (plural).
8. Allomorphs for {pl}: /s/ after voiceless sounds (e.g., "cats"), /z/ after voiced
sounds (e.g., "dogs"), and /iz/ after sibilants (e.g., "buses").
9. Analysis of "wanted": "Wanted" = {want} (root) + {-ed} (past suffix); two
morphemes involved.
Section 2.4: Classification of Morphs

10. Free morph: "book" (can stand alone); bound morph: "un-" (must attach to
another morpheme).
11. Root vs. Bound root: "play" is a root (free); "ceive" in "receive" is a bound root
(cannot stand alone).
12. Role of affixes: Affixes modify roots; examples: prefix "un-" (e.g., "undo") and
suffix "-ing" (e.g., "running").

Section 2.5: Types of Words

13. Classification:
• "books" (complex: {book} + {-s})
• "toothbrush" (compound: {tooth} + {brush})
• "unhappily" (complex: {un-} + {happy} + {-ly})
• "antidisestablishmentarianism" (compound-complex).
14. Definitions:
• Simple: one free root (e.g., "kitchen").
• Complex: one free root and bound morphemes (e.g., "happiness").
• Compound: two free roots (e.g., "blackboard").
• Compound-complex: two free roots and bound morphemes (e.g.,
"handwriting").

Section 2.6: Inflection vs. Derivation

15. Difference: Inflectional affixes (e.g., -s for plural) indicate grammatical

meanings and do not change word class; derivational affixes (e.g., -ness) create
new words and often change the class.
16. Analysis of "happiness": "Happiness" = {happy} (adjective) + {-ness} (noun-
forming suffix); changes from adjective to noun.
17. Examples: "Quick" (adj) → "quickly" (adv) demonstrates a class change; "child"
(noun) → "childhood" (noun) demonstrates class maintenance.

Application

18. Morphemic analysis of "regeneration": "Regeneration" = {re-} (prefix) +

{generate} (root) + {-ion} (noun-forming suffix).
19. Analysis of "unbelievably": "Unbelievably" = {un-} (negative prefix) + {believe}
(root) + {-able} (adjective-forming suffix) + {-ly} (adverb-forming suffix).
20. Sentence: "The dogs bark loudly."
• Identify morphemes: "dogs" = {dog} + {-s}, "bark" = {bark}, "loudly" = {loud} + {-ly}.
Exercise 1: Definitions

1. Write a brief definition for each of the following terms:

a. Word
b. Morpheme
c. Morph
d. Allomorph

Exercise 2: Word Analysis

2. Analyze the following words into their constituent morphemes. Label each
morpheme as either a root, affix (prefix/suffix), lexical, or grammatical:
a. Unhappiness
b. Cats
c. Prehistoric
d. Playing

Exercise 3: Identify Morph Types

3. For the following words, identify the type of morphemes present (lexical,
grammatical, derivational, or inflectional):
a. Unfriendly
b. Books
c. Teacher
d. Happiness
Exercise 4: Morphophonemic Variation

4. Provide examples of words that demonstrate the following morphophonemic

rules:
a. Allomorphs of the morpheme {pl} (plural)
b. Allomorphs of the morpheme {past}

Exercise 5: Classification of Words

5. Classify the following words according to their morphological structure:

a. Bookshelf
b. Misunderstood
c. Snowmen
d. Laptop

Exercise 6: Inflection vs. Derivation

6. For each of the following pairs, identify whether the second word represents
inflection or derivation and explain your reasoning:
a. Happy → Happiness
b. Walk → Walked
c. Quick → Quicker

Exercise 7: Morphological Structure

7. Write the morphological structure (root, affix, etc.) of the following words:
a. Disagree
b. Better
c. Beautifully
d. Irreplaceable

Exercise 8: Create Your Own Words

8. Create three new words by combining roots and affixes. For each new word,
identify the morphemes and classify them.
Exercise 9: Fill in the Blanks

9. Complete the sentences with the correct morphemes:

a. The __________ (happy) of the situation made everyone smile. (Hint: noun)
b. She is __________ (read) the book. (Hint: verb tense)
c. His behavior was __________ (friend) to all. (Hint: adjective)

KEY

Exercise 1: Definitions

1. Word: A meaningful unit with phonetic identity, semantic identity,

morphological stability, and syntactic mobility. Morpheme: The smallest
meaningful unit in a language; may not be a word. Morph: The concrete
realization of a morpheme in spoken or written form. Allomorph: Variants of a
morpheme that appear in different phonological environments.

Exercise 2: Word Analysis

2. Analyze the following words:

a. Unhappiness: {un-} (negative prefix), {happy} (root), {-ness} (noun-
forming suffix)
b. Cats: {cat} (root), {-s} (plural suffix)
c. Prehistoric: {pre-} (prefix), {historic} (root)
d. Playing: {play} (root), {-ing} (present participle suffix)

Exercise 3: Identify Morph Types

3. Identify types of morphemes:

 a. Unfriendly: {un-} (derivational prefix), {friend} (lexical root), {-ly}
(derivational suffix)
b. Books: {book} (lexical root), {-s} (grammatical inflectional suffix)
c. Teacher: {teach} (lexical root), {-er} (derivational suffix)
d. Happiness: {happy} (lexical root), {-ness} (derivational suffix)

Exercise 4: Morphophonemic Variation

4. Examples:
a. Allomorphs of {pl}:
i. "cats" (morph /s/)
ii. "dogs" (morph /z/)
iii. "buses" (morph /ɪz/)
b. Allomorphs of {past}:
i. "walked" (morph /d/)
ii. "talked" (morph /t/)
iii. "wanted" (morph /ɪd/)

Exercise 5: Classification of Words

5. Classification:
a. Bookshelf: Compound
b. Misunderstood: Complex
c. Snowmen: Compound
d. Laptop: Compound

Exercise 6: Inflection vs. Derivation

6. Identification:
a. Happy → Happiness: Derivation (changes noun form).
b. Walk → Walked: Inflection (past tense form).
c. Quick → Quicker: Derivation (comparative form).

Exercise 7: Morphological Structure

7. Morphological structures:
a. Disagree: {dis-} (prefix), {agree} (root)
b. Better: {good} (root, irregular form)
c. Beautifully: {beauty} (root), {-ful} (derivational suffix), {-ly} (adverbial
suffix)
 d. Irreplaceable: {ir-} (negative prefix), {replace} (root), {-able} (derivational
suffix)

Exercise 8: Create Your Own Words

8. Example new words:

a. Rekindle: {re-} (prefix), {kindle} (root)
b. Friendship: {friend} (root), {-ship} (noun-forming suffix)
c. Unhappily: {un-} (negative prefix), {happy} (root), {-ly} (adverbial suffix)

Exercise 9: Fill in the Blanks

9. Complete the sentences:

a. The happiness (happy) of the situation made everyone smile.
b. She is reading (read) the book.
c. His behavior was friendly (friend) to all.