THUONG MAI UNIVERSITY

FACULTY OF ENGLISH

DISCUSSION
ADVANCED ENGLISH GRAMMAR

TOPIC: TYPES OF MORPHEMES / SENTENCES

Lecturer: Nguyễn Thị Thúy Hạnh

Class: 241_ENTH0621_01
Group: 7

Hanoi, 2024
 TABLE OF CONTENTS
A. INTRODUCTION..................................................................................................3
B. CONTENTS: THEORY AND PRACTICE.........................................................3
I. Types of morphemes...........................................................................................3
1. Free Morphemes:.............................................................................................3
2. Bound Morphemes:.........................................................................................3
Practice exercise 1:.................................................................................................5
II. Types of sentences...............................................................................................7
1. Simple sentence................................................................................................7
2. Compound sentence.......................................................................................11
3. Complex sentence...........................................................................................11
4. Compound-complex sentence.......................................................................14
Practice exercise 2: True or False.......................................................................15
Practice exercise 3: Multiple choice questions:.................................................16
III. MINI GAME..................................................................................................19
C. CONCLUSION.....................................................................................................21
D. REFERENCE.......................................................................................................21
 A. INTRODUCTION

Understanding the foundation of language begins with grasping its building

blocks: morphemes and sentences. Morphemes, the smallest units of meaning,
combine to form words and influence their structure. Meanwhile, sentences, the
fundamental units of expression, convey complex ideas and emotions. The topic "
Types of morphemes/ Sentences" delves into the various types of morphemes and
sentences, exploring their roles and the intricate ways they shape communication. By
examining these linguistic elements, we can uncover the mechanics behind
language's rich and dynamic nature.

B. CONTENTS: THEORY AND PRACTICE

I. Types of morphemes
Morphemes are the smallest units of meaning in a language, and they can be
categorized into several types in English. Understanding these types helps in
grasping how words are formed and how meaning is constructed. They can be either
free (can stand alone as words) or bound (must be attached to other morphemes).
1. Free Morphemes:
These can stand alone as words and convey meaning by themselves. For example,
"book," "run," and "happy" are free morphemes. They can function independently in
a sentence. They include:
a. Function words (Grammatical):
- Prepositions: Relate nouns or pronouns to other words in a sentence (e.g.,
"in," "of," "with")
- Pronouns: Replace nouns to avoid repetition (e.g., "he," "she," "it")
- Conjunctions: Connect words, phrases, or clauses (e.g., "and," "but," "or")
- Interjections: Express emotions or exclamations (e.g., "ouch," "wow")
b. Content words (Lexical):
- Nouns: Name people, places, things, or ideas (e.g., "dog," "house," "love")
- Verbs: Express actions, states, or occurrences (e.g., "run," "be," "think")
- Adjectives: Modify nouns or pronouns (e.g., "big," "red," "happy")
- Adverbs: Modify verbs, adjectives, or other adverbs (e.g., "quickly," "very,"
"often")
2. Bound Morphemes:
 These cannot stand alone and must attach to free morphemes to convey meaning.
They are known as affixes and can be further classified into:
a. Inflectional affixes:
Inflectional affixes are bound morphemes that alter the grammatical function or
form of a word without changing its basic meaning. They are typically suffixes that
are added to the end of a word. Suffixes that change the grammatical function or
form of a word without changing its meaning (e.g., "-s" for plural, "-ed" for past
tense)
b. Common Inflectional Affixes:
- Plural: Used to indicate more than one of something.
Examples: book -> books, child -> children
- Tense: Used to indicate the time of an action or state.
Examples: walk -> walked (past tense), walks (present tense), will walk (future
tense)
- Person: Used to indicate the person performing the action (first, second, or
third person).
Examples: I walk, you walk, he/she/it walks
- Number: Used to indicate whether a noun or pronoun is singular or plural.
Examples: I walk, we walk
- Case: Used to indicate the grammatical role of a noun or pronoun in a
sentence (e.g., subject, object, possessive).
Examples: I (subject), me (object), my (possessive)
- Degree: Used to indicate the degree of an adjective or adverb (e.g.,
comparative, superlative).
Examples: big -> bigger (comparative), big -> biggest (superlative)
c. Derivational affixes:
Derivational affixes are bound morphemes that change the meaning or part of
speech of a word. They can be added to the beginning (prefixes) or end (suffixes) of a
word (e.g., "un-" for negation, "-ness" for noun formation)
- Prefixes:
un-: Negation or reversal (e.g., happy -> unhappy, do -> undo)
re-: Again or back (e.g., do -> redo, build -> rebuild)
dis-: Not or opposite (e.g., agree -> disagree, like -> dislike)
pre-: Before (e.g., view -> preview, pay -> prepay)
mis-: Wrongly or badly (e.g., spell -> misspell, understand -> misunderstand)
- Suffixes:
-ness: Noun formation, indicating a quality or state (e.g., happy -> happiness, sad -
> sadness)
 -ful: Adjective formation, indicating fullness or abundance (e.g., care -> careful,
thank -> thankful)
-less: Adjective formation, indicating lack or absence (e.g., hope -> hopeless, care
-> careless)
-er: Noun formation, indicating a person or thing that does something (e.g., teach -
> teacher, sing -> singer)
-able: Adjective formation, indicating capability or possibility (e.g., read ->
readable, understand -> understandable)
Practice exercise 1:
 T/F exercises
1. A morpheme can be broken down into smaller units.
2. Morphemes may also consist of syllables.
3. In English, there are 8 inflectional morphemes in total and they are suffixes.
4. Adding a bound morpheme to a base word will always change its parts of
speech.
5. Prepositions, auxiliary verbs, conjunctions, and determiners are functional
morphemes.
Answer:
1. FALSE
Explanation: A morpheme is the smallest meaningful unit of grammar with
meaning and cannot be broken down into smaller units.
2. FALSE
Explanation: A syllable relates to the pronunciation of words and falls into the
fields of phonetics and phonology, the study of speech sounds in a language. A
morpheme deals with the meaning and structure of words in their smallest unit.
3. TRUE
-s/ -es; -ed; -en; -ing; -’s; -er; -est
4. FALSE
E.g. Loud – Louder; Advantage – Disadvantage
5. TRUE
 Multiple choice questions
1. English morphemes may be divided into 2 groups, including…
A. Grammatical and Lexical morphemes
B. Words and Affixes
C. Free and Bound morphemes
D. None of the above answers
2. Bound morphemes must be connected to another…. to create a word
A. Suffix
 B. Affix
C. Roots
D. Morpheme
3. The “-er” suffix can be___ inflectional morpheme___ derivational
morpheme.
A. either…or
B. both…and
C. None of the above answers
D. Simultaneously (be)...and
4. Prefixes often do not change the original word’s parts of speech except for
(there’re more than 1 correct answer)
A. Be-
B. In-
C. En-
D. Em-
5. “According to the theory, we can distinguish these two groups”. The -ing
suffix above is__.
A. Inflectional morpheme
B. Derivational morpheme
C. Functional morpheme
D. None of the above answers
6. Which prefix do not have opposite a meaning?
A. In-
B. Mis-
C. Un-
D. Ir-
7. Fill in the diagram
Noun
Adjective
Verb

(1) Verb (2) (3)

Mis- Understand -s -ing

Understands
Understanding
Misunderstanding
 Answer:
1. C 2. D 3. A 4. A-C 5. B 6. B
7.
(1) Prefix
(2) Inflectional morpheme
(3) Suffix

II. Types of sentences

1. Simple sentence
1.1. Definition of simple sentence
A simple sentence consists of just one independent clause—a group of words that
contains at least one subject and at least one verb and can stand alone as a complete
sentence—with no dependent clauses.
1.2. Clause type
- Clause elements:
Subject (S)
Predicate verb (V)
Object (O)
Complement (C)
Adverbial (A)
Eg: They appointed him head of office last week
S V O C A
- Obligatory vs. Optional
Obligatory clause patterns are those which are required for the complementation of
the verb
Eg: He resembled his father vs. He resembled.
- 7 Clause types:
 SVA ( The monster lives under the bed )
S V A
 SVC ( The monster was ready )
S V C
 SVO ( The monster threw the table )
S V O
 SVOA ( The monster threw my friend out of the window)
S V O A
 SVOC ( The monster made the wall crumble )
 S V O C
 SVOO ( The monster gave me a fright )
S V O O
 SV ( The monster roaded )
S V
- Clause types transformed:
Passive transformation: The object of the active sentences into the subject
of the passive voice sentences.
Eg: Mom considered him a genius. -> He was considered a genius. (by Mom)
SV, SVC,SVA equivalents
1. SV -> SVC
2. SVA -> SVC
3. SVC -> SVA
1.3. Sentence element
- A subject:
+ May occur in different form like a simple noun, a subject pronoun, a noun
phrase
- An object (direct and indirect)
+ like an S, is a NP or clause with nominal function
+ normally follows the S and the VP
+ by the passive transformation, assumes the status of S
+ An Oi precedes the Od, and is semantically equivalent to a prep phrase
- A complement (S or O)
+ is a NP, an Adj phrase, or a clause with nominally function, having a co-
referential relation with the S (or O)
+ follows the S, VP, and O
- An adverbial
+ is an adverb phrase, adverbial clause, NP, or prep. Phrase
+ is generally mobile
+ is generally optional
1.4. Concord
1.4.1. Grammatical concord:
- is the easiest type of subject-verb agreement to grasp.It means that if the
sentence has a singular subject, it must also have a singular verb. If the subject of the
sentence is plural, the verb must be plural, too.
Eg: The teacher speaks to the class.
The teachers speak to the class.
- In the first sentence, the subject (the teacher) is singular, so the sentence uses
 the singular verb ‘speaks’. In the second sentence, there’s more than one teacher, so
the plural verb ‘speak’ is used.
1.4.2. Notional concord:
- The idea of notional concord relates to collective nouns. We use these to refer
to a group of people, animals or things. Some examples include: class, choir,
audience, congregation, team, flock
- When we’re using collective nouns, the verb takes its singular form if there is
no action being taken in the sentence. If there is action happening, the verb should be
plural, as the people or animals in the collective are all taking action as individuals,
even if it’s the same action as each other. Let’s take a look at two examples:
The class has the best exam results in the school.
The class are sitting at their desks.
- In the first example, there is no action being taken - the sentence is simply
stating a fact, so the verb here is singular. In the second example, the children in the
class are individually taking the action of sitting at their desks, so we use the plural
form of the verb.
1.4.3. Proximity concord:
- Proximity refers to the closeness of two things. In the case of sentences, we
often show proximity between two subjects by using the correlating conjunctions
‘either / or’ or ‘neither / nor’.
- If both subjects are singular, the verb takes the singular form, as in these
examples:
Either the Prime Minister or the Chancellor is attending the meeting.
Neither Mary nor her mother eats meat.
- But, what happens when one subject is singular and the other is plural? In
these cases, the verb takes the form of the subject nearest to it in the sentence, like
this:
Either the Prime Minister or other Government ministers are attending the meeting.
Neither Mary nor her parents eat meat.
1.4.4. Concord with coordinated subject
- The coordinated subject contains two or more elements (Nouns, noun phrases
or nominal clauses) joined by a coordinator like and, either … or, neither … nor, e.g.
John and Ann are coming
Either the teacher or his student is coming
Neither John nor Ann is coming
1.5. Negation
- The negation of a simple sentence is accomplished by inserting ‘not’, ‘n’t’
between the operator and the predication
Clausal negation = negative clause
Subclausal negation = positive clause
1.5.1. Scope of negation:
- The stretch of language over which the negative meaning operates. Normally
extends from the negative word itself to the end of the clause, or to the beginning of a
final adjunct. The subject, and any adjuncts occurring before the predication,
normally lie outside it.
I definitely didn’t speak to him (It’s definite that I did not speak to him)
I didn’t definitely speak to him (It’s not definite that I did not speak to him)
1.5.2. Focus of negation:
- In describing negative clauses, it is important to identify not only the scope of
negation, but also the focus of negation. A special or contrastive nuclear stress falling
on a particular part of the clause to indicate that the contrast of meaning implicit in
the negation is located at the spot, and also that by implication the rest of the clause
can be understood in a positive sense.
- The following sentence can be understood in different ways each time we
change the location of the nuclear stress:
I didn’t take John to the swimming pool today (the nuclear stress is on the subject
I. The sentence means that it is not I who took John to the swimming pool but
someone else)
I didn’t take John to the swimming pool today. (The verb is the focus of negation.
The sentence means that I did something with John today but not taking him to the
pool)
1.5.3. Scope & Focus of negation:
- The scope and focus are interrelated in such a way that the scope must include
the focus. From this it follows that one way of signaling the extent of the scope is by
the position of the focus.
I didn’t LISTEN all the time (I did listen but not all the time)
I didn’t listen ALL the time (I did not listen)
1.6. Question, commands, exclamation
- Statements: are sentences in which the subject is always present and generally
precedes the verb, e.g
John will speak to the boss today
- Questions: are sentences marked by one or more of the following criteria:
Yes - No questions: Placing of the operator immediately before the subject, e.g
Eg: Will John speak to the boss today?
Wh-questions: The initial positioning of an interrogative or a wh - element, e.g
Eg: Who will speak to the boss today?
Alternative questions: An alternative question gives a choice of two or more answers
in the question and includes or, e.g
Eg: Would you like some ice cream or some cake?
- Commands: are the sentences which normally have no overt grammatical
subject, and whose verb is in the imperative, e.g
Eg: Close the door!
- Exclamations: are sentences which have an initial phrase introduced by
“What” or “How”, without inversion of subject and operator, e.g
Eg: What a nice girl she is!
How fast you ran!

2. Compound sentence
2.1. Definition
A compound sentence is a sentence that consists of more than one clause and these
clauses are independent of each other (joined by and, or, but, etc).
2.2. Example of Compound sentence
Example 1:
- My father is watching and my mother is cooking.
1 main clause 1 main clause
Example 2:
- People speak English, or they speak French in New Brunswick.
1 main clause 1 main clause
In this sentence, “or” shows that people in New Brunswick have two choices of
languages.
Example 3:
- We are not allowed to drink alcohol, but we are allowed to eat pork.
1 main clause 1 main clause
The use of “but” in the second independent clause shows a contrast with the first
independent clause.

3. Complex sentence
3.1. Definition of complex sentence
A complex sentence is one which consists of at least a minimum of one dependent
clause and one independent clause, combined by a subordinating conjunction like
because, since, or until to connect clauses.
3.2. Subordinators and subordination
3.2.1. Definition
English subordinators (also known as subordinating conjunctions or
complementizers) are a type of conjunction that introduces a subordinate clause and
establishes a relationship of dependence or subordination with the main clause. They
are used to show various types of relationships, such as cause and effect, time,
condition, concession, contrast, and purpose.
3.2.2. Types of Subordinating Conjunctions
- Simple Subordinators:
Because: It indicates the cause or reason for something.
Although / Though: It shows a contrast or concession between two ideas.
If: It introduces a conditional clause.
When: It indicates a time relationship or condition.
Since: It expresses a cause or time relationship.
While: It denotes a simultaneous action or condition.
After: It indicates that an action or event occurs following another.
Before: It denotes that an action or event occurs prior to another.
Until: It signifies the continuation of an action or event until a specific time.
For: It introduces a clause indicating the duration of an action or event.
3.2.3. Usage
- Subordinating conjunctions are used to introduce dependent clauses, which
cannot stand alone as complete sentences.
- They join a dependent clause with an independent clause, and the dependent
clause becomes subordinate to the main clause.
- Example:
"He couldn't attend the party because he had to work."
"Although it was raining, they decided to go for a walk."
"If it rains, we will stay indoors."
3.2.4. Placement:
- Subordinating conjunctions typically appear at the beginning of the dependent
clause.
- Example: "Because I was tired, I went to bed early."
3.2.5. Punctuation:
- When a dependent clause comes before an independent clause, a comma is
generally used to separate them.
- Example: "After he finished his homework, he played video games."
Subordinating conjunctions play a crucial role in indicating relationships between
different parts of a sentence. They help establish the hierarchy of ideas and convey the
dependency or subordination of one clause to another. Understanding and using
subordinating conjunctions correctly will enable you to construct well-formed and
cohesive sentences with complex structures and varied relationships between ideas.
 3.3. Classification of subordinate clauses
Subordinate clauses, also known as dependent clauses, are clauses that cannot stand
alone as a complete sentence and must be attached to a main clause. They provide
additional information to the main idea. Subordinate clauses can be classified into
three main types:
3.2.1. Noun Clauses (nominal clause)
Noun clauses are also known as nominal clauses functioning as nouns in a sentence,
and they can serve as subjects, objects, or complements. Common introductory words
include that, if, whether, who, whom, which, what, how, when, where, why, etc.
Example (subject): What she said surprised everyone.
Example (object): I don't know where he went.
Example (complement): The problem is that we don't have enough time.
3.2.2. Adjective (or Relative) Clauses
Adjective clauses describe or modify nouns or pronouns, giving more information
about them. They are usually introduced by relative pronouns such as who, whom,
whose, which, or that.
Example: The book that you lent me is amazing.
Example: She is the person who helped me.
3.2.3. Adverbial Clauses
Adverbial clauses modify verbs, adjectives, or other adverbs by providing
information about time, reason, condition, purpose, or manner. They are introduced
by subordinating conjunctions such as because, although, if, when, since, as, so that,
unless, etc.
Example (time): I will call you when I arrive.
Example (reason): She stayed home because she was sick.
Example (condition): If it rains, we will cancel the trip.
3.4. Nominal clauses
3.4.1. Definition
Also known as dependent clauses, subordinate clauses cannot be used alone and
need to join an independent clause. That means sentences with noun clauses will
always have at least two verbs (because they will always have two clauses)
3.4.2. Types of nominal clauses
a. Finite nominal clause:
A finite nominal clause is a type of nominal clause that contains a finite verb,
meaning a verb that shows tense, number, and person (e.g., is, were, believe, runs,
went). In a sentence, a finite nominal clause functions as a noun and can act as the
subject, object, complement, or prepositional object.
- That clause:
 Function as Subjects, Direct Objectives, Subject Complements, Appositive,
Adjective Complements,
Example: That you were wrong is unbelievable (S)
- Wh - interrogative clause:
Functions as S, Od, Cs, Ap, Cadj, & Cprep
Leave a gap of unknown information
Example: They haven't decided on who wins the cup. (Cprep)
- Yes - No interrogative clause:
Is formed with if/ whether
Functions as: S, Od, Cs, Ap, Cadj & Cprep
Example: Do you know if/ whether the teacher has come yet? (Od)
- Nominal relative clause:
Functions as: S, Od, Oi, Cs, Co, Ap & Cprep.
Eg. University is where you train for your future career. (Cs)
b.Non-finite nominal clauses:
- To infinitive nominal clause:
Functions as: S, Od, Cs, Ap & Cadj
Example: His ambition, to be a famous writer, was fulfilled. (Ap)
- Nominal -ing clause:
Function as S, Od, Cs, Ap, Cprep, & Cadj
Genitive case in formal style
Objective er common case:
Example: I'm surprised at him making that mistake
- Bare infinitive clause:
“to" is optional in case of do proform.
E.g. All I did was (to) turn off the gas.
Bare infinitive is obligatory when the infinitive clause is initial
E.g. Turn off the gas was all I did.

4. Compound - complex sentence

4.1. Definition
A compound-complex sentence is a sentence that consists of more than one
independent clause and at least one subordinate clause.
4.2. Example of Compound-complex sentence
Example 1:
- Even though Harry was in love with her, he was unable to express himself; it was
no
subordinate clause independent clause
 surprise she left him.
independent clause
Example 2:
- Jane couldn’t go to work because she was sick, but she still tried to finish her
work
independent clause subordinate clause independent
clause
from home.

Practice exercise 2: True or False

Sentences True False

1. The main function of a subordinate clause in F

a complex-compound sentence is to join two (To provide additional
independent clauses information)

2. In a compound sentence, the independent

clauses can be joined by a coordinating T
conjunction

3. The sentence "The monster is under the bed"

F (SVA)
type of clause is represented: SVO

4. Different between a Wh-question and a Yes-

T
No question: a wh - question begins with a
wh-element

5. "Even though Harry was in love with her, he F

was unable to express himself; it was no ( It is a Compound-
surprise she left him" is a complex sentence complex sentence)

6. In the example "Jane couldn’t go to work

because she was sick, but she still tried to
T
finish her work from home”, clause: "because
she was sick" subordinate clause

7. An example of a compound sentence: “She

T
likes to swim, and he enjoys diving”.
8. Different between a complex-compound
sentence and a compound sentence: a
T
complex-compound sentence includes at least
one subordinate clause

9. The conjunction "or" in the sentence "People

speak English, or they speak French in New F (Choice)
Brunswick" indicate Contrast

F
10. Conjunctions Although is typically used to
(complex sentence,
join independent clauses in a compound
compound- complex
sentence
sentence)

11. In compound sentences, the coordinators are

as follows: for, and, but, or, yet, so. Except
T
for very short sentences, coordinators are
always preceded by a comma.

F
(A compound-complex
12. A compound-complex sentence is one that sentence is one that
consists of two independent clauses and one consists of two or more
dependent clauses independent clauses and
one or more dependent
clauses)

Practice exercise 3: Multiple choice questions:

1.Choose the suitable word to fill in the blank: “I have the flu, … I don't feel
very tired.”

A. so B. and

C. but D. or

2. The … sentence consists of one main clause and one or more dependent
clauses which are often linked together by subordinating conjunctions.

A. Complex B. Compound

C. Simple D. Compound-complex

3. Identify the type of subordinate clause in this sentence: “Tell me your

boyfriend, who is the man you just met yesterday.”

A. Adverbial B. Comparative

C. Comment D. Nominal

4. Which one is the complex sentence?

A. Close the gate when you leave. B. I like her but she likes Josh.

C. Do you enjoy playing chess? D. Where is the nearest hospital?

5. Identify the type of this sentence: “Their tools are screwdrivers and
spanners rather than basketballs and footballs.”

A. Complex sentence B. Compound sentence

C. Simple sentence D. Compound-complex sentence

6. Choose the suitable word to fill in the blank: “His shoes are worn, … he
has no socks.”

A. so B. and

C. but D. for

7. The … is usually composed of two independent clauses and at least one

dependent clause.

A. Complex sentence B. Compound sentence

C. Simple sentence D. Compound-complex sentence

8. Identify the type of this sentence:

“Although their usual speed ranges from 50 to 90 miles an hour, Legends cars
can move up to 100 miles an hour on a straightaway.”

A. Complex sentence B. Compound sentence

 C. Simple sentence D. Compound-complex sentence

9. How many subordinate clauses are there in this sentence?

“I suppose that her ex-husband is the man who broke into her house and stole
the necklace when she had left the house this morning.”

A. 1 B. 3

C. 2 D. 4

10. Identify the type of this sentence:

“Last night, I ate a lot when I got home, but I was still hungry, so I went to the
shopping center to buy some more food.”

A. Complex sentence B. Compound sentence

C. Simple sentence D. Compound-complex sentence

11. Choose the suitable word to fill in the blank: “You can go and see the
doctor,... you can go to bed now and rest.”

A. so B. and

C. but D. or

12. Find the mistake: “Neither Helen nor her friends apologizes to Annet for
bullying her all that time.”

A. apologizes B. to

C. for D. all that time

13. Identify the type of this sentence: “She looked at him and gave him a
smile.”

A. Complex sentence B. Compound sentence

C. Simple sentence D. Compound-complex sentence

14. Which one is the structure of a simple sentence?

A. SVOC B. SVA

C. SV D. All are correct

 15. Identify the type of this sentence: “It doesn’t matter whether the roses are
fresh or if they are drooping, just buy them.”

A. Complex sentence B. Compound sentence

C. Simple sentence D. Compound-complex sentence

Answer:
1.C 2.A 3.D 4.A 5.C 6.D 7.D 8.A
9.B 10.D 11.D 12.A 13.B 14.D 15.B

III. MINI GAME

1.Which is a lexical morpheme? Answer

a) -ing :
b) -ed 5. C
c) Run 6. B
d) -s 7. B
2.What is a bound morpheme? 8. B
a) A morpheme that can stand alone 9. C
b) A morpheme that cannot stand alone 10. A
c) A morpheme that changes meaning 11. B
d) A morpheme only used with verbs 12. B
3.Which is a simple sentence? 13. B
a) He runs and swims. 14. C
b) She reads books.
c) Although he runs, he swims slowly.
d) He reads, but she writes.
4.Which sentence is compound?
a) He loves to swim.
b) She sings, and he dances.
c) Although he sings, she dances.
d) He reads fast.
5.What is a complex sentence?
a) One independent clause
b) Two independent clauses
c) One independent clause and one dependent clause
d) Multiple subjects
6.Which of these uses a subordinator?
a) Because it’s cold, I wore a coat.
b) I like coffee and tea.
c) He runs and she walks.
d) They play soccer.
7.Which is an example of a compound-complex sentence?
a) He eats, and she drinks.
b) Although it rained, we went outside, and we had fun.
c) She sings well.
d) He left because it was late.
8.Which morpheme is grammatical?
a) Jump
b) -s
c) Happy
d) Eat
9.What is the function of a nominal clause?
a) To modify verbs
b) To act as a noun
c) To express time
d) To join sentences
10.Which sentence shows correct subject-verb
agreement?
a) The cats is playing.
b) The cat are playing.
c) The cats are playing.
d) The cat were playing.
 C. CONCLUSION

Morphemes and sentences are of great importance in linguistics, and a thorough

understanding of them contributes to the comprehensive study of language.
Morphemes are the smallest semantic units of language, playing an important role in
forming vocabulary, making language rich and flexible. Morphemes include free
morphemes and constrained morphemes, together with lexical morphemes and
grammatical morphemes, creating diversity in word structure.
Sentences, which are the largest grammatical units, are made up of words and
phrases, helping to convey meaning and information in communication. Sentence
types such as simple sentences, compound sentences, complex sentences, and
inverted sentences all have their own characteristics and functions, playing an
important role in expressing the speaker's thoughts and feelings.
In conclusion, understanding the types of morphemes and sentences is
foundational to not only grasping the mechanics of language but also appreciating its
rich potential for creativity and expression.

D. REFERENCE

1. https://ieltsonlinetests.com/ielts-grammar/subordinating-conjunction-
definition-usages-and-examples
2. Murphy, R. (2012). English Grammar in Use (4th ed.).
3. Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A
Comprehensive Grammar of the English Language.
4. Swan, M. (2005). Practical English Usage (3rd ed.).
5. Purdue Online Writing Lab (OWL). "Subordinate Clauses."