Noun Phrase a noun phrase is any noun or pronoun along with its modifiers: The school children Yesterday’s newspaper An old and rusted slinky Verb Phrase

Participial Phrase
Participial phrases start with either a present or past participle. Here are some examples of each.
Phrases with present participles:
Lounging by the pool

Chasing a butterfly

Watching silently
Phrases with past participles:
Struck by lightning

Driven to succeed

Loaned out

Gerund Phrase
A gerund phrase is a present participle (and its modifiers) that acts like a noun. It can take on a variety of jobs in the sentence. Here are a couple of examples:
Practicing helped a lot. (subject)

I love reading. (direct object)

Infinitive Phrase
An infinitive phrase is the infinitive and its modifiers:
To sing

To walk all that way

To mix peanut butter and jam
The infinitive phrase can also function in various ways:
To give to charity is a noble thing. (subject)
The neighbours have promised to stop playing the drums at night. (direct object)
Appositive Phrase
An appositive phrase is a phrase that renames an earlier noun or pronoun:
My best friend, Nick Palacio, loves scuba diving.

We watched Sirius, the brightest star in the sky.

In these examples, the appositive is a noun phrase. But you can use other phrases as appositives too:
My dream, to make it to the NBA, is what keeps me going. (infinitive phrase)
Matthew’s special talent, bouncing on his head on the trampoline, gives him a unique perspective on life. (participial phrase)
Appositives are great for inserting some extra information in a sentence.
Absolute Phrase
Absolute phrases are the trickiest to identify. These phrases are not closely connected to the rest of the sentence; they don’t describe a specific word, but modify the whole sentence. They add extra information and are usually separated by commas (or dashes).
At the heart of an absolute phrase you will find a noun or pronoun and some modifiers.
Very often the modifier is a participle:
The tide coming in, most beachgoers were packing up.
Absolute phrase: The tide coming in.
2. The inductive way of teaching grammar.

An inductive approach to teaching language starts with examples and asks learners to find rules. It can be compared with a deductive approach that starts by giving learners rules, then examples, then practice.

Example

Learners listen to a conversation that includes examples of the use of the third conditional. The teacher checks that the students understand the meaning of its use through checking learners' comprehension of the listening text, and only after this focuses on the form, using the examples from the text to elicit rules about the form, its use and its pronunciation.

3.

Step 1: Write the title.

A title can either be a descriptive one, a declarative or an interrogative one. It depends on the focus of your review.

Step 2: Cite the article.

Write the citation of the article in a proper style just after the title of your review. For instance, in MLA citation, your example will look like this: Abraham John. “The World of Dreams.” Virginia Quarterly 60.2(1991): 125-67. Print.

Step 3: Article identification.

4. Here are the most common words used to frame a question in English.  There are nine (although ‘whom’ is quite old fashioned and rarely used in common English). You can see that eight of the nine words begin with the letters ‘Wh’; therefore, question words are sometimes known as the ‘W’ or ‘Wh’ words.  More properly, question words can be called ‘interrogative’ words.

Who – What – Where – Why – Which – When – Whose – Whom – How

‘Can’, ‘should’ and ‘would’ are other words used to ask questions in English.  These words tend to require a ‘yes’ or ‘no’ answer, or an affirmative.  Since these question word lead to an expected answer, they are not really questions.

These questions can prompt two kinds of answers.  ‘Open’ answers, which are based on opinion and are open to discussion. ‘Closed’ answers tend to be factual, short and asked for information.  All of the question words above are closed except for ‘why’ and ‘how’.  This means that these are the best words to use when framing questions which are meant to prompt discussion, rather than just answers.

5. Thomas Hardy was born on 2 June 1840 in Higher Bockhampton (then Upper Bockhampton), a hamlet in the parish of Stinsford to the east of Dorchester in Dorset, England, where his father Thomas (1811–1892) worked as a stonemason and local builder, and married his mother Jemima (née Hand;^[4] 1813–1904) in Beaminster, towards the end of 1839.^[5] Jemima was well-read, and she educated Thomas until he went to his first school at Bockhampton at the age of eight. For several years he attended Mr. Last's Academy for Young Gentlemen in Dorchester, where he learned Latin and demonstrated academic potential.^[6] Because Hardy's family lacked the means for a university education, his formal education ended at the age of sixteen, when he became apprenticed to James Hicks, a local architect.^[7]