Contextual semantic functions of the nuclear sentence patterns in expending the communicative intention of the speaker and ways of their teaching

Grading modifiers (more, less, far more, much less, the most, the least, in the least): He says he doesn’t want to sound in the least like our noisy neighbours.
Intensifying modifiers (completely, directly, right, well, all, absolutely, greatly, straight, badly, much): The ball went right through the window.
Directional modifiers (up, down, out, over): The race-course is over/out on the other side of Madrid.
Attenuating modifiers (partly, scarcely, not fully, to some extent, slightly, a little, a bit, hardly, not at all, not altogether, somewhat): I think you’re slightly/a bit out of touch with reality.
Quantifying modifiers (a long time, not that much, miles, two hours, way back, light years, streets; nearly, almost): Almost at the same moment, they realised they were lost.
Descriptive or attitudinal modifiers (surprisingly, hopelessly, dangerously, unexpectedly): He is hopelessly in love with a girl who ignores him.
Focusing or reinforcing modifiers (precisely, mainly, just, principally, chiefly, merely, only): You say that just for the sake of arguing.
To judge by the way some people speak, there is no place for grammar in the language course nowadays; yet it is, in reality, as important as it ever was exercise of correct grammar, if he is to attain any skill of effective use of the language, but he need not know consciously formulated rules to account to him for that he does unconsciously correctly. In order to understand a language and to express oneself correctly one must assimilate the grammar mechanism of the language studied. Indeed, one may know all the words in a sentence and yet fail to understand it, if one does not see the relation between the words in the given sentence. And vice versa, a sentence may contain one, two, and more unknown words but if one has a good knowledge of the structure of the language one can easily guess the meaning of these words or at least find them in a dictionary.
No speaking is possible without the knowledge of grammar, without the forming of a grammar mechanism. If learner has acquired such a mechanism, he can produce correct sentences in a foreign language. Many scholars write: “Grammar is something that produces the sentences of a language. By something we mean a speaker of English. If you speak English natively, you have built into you rules of English grammar. In a sense, you are an English grammar. You possess, as an essential part of your being, a very complicated apparatus which enables you to produce infinitely many sentences, all English ones, including many that you have never specifically learned. Furthermore by applying you rule you can easily tell whether a sentence that you hear a grammatical English sentence or not.” A command of English as is envisaged by the school syllabus cannot be ensured without the study of grammar. Pupils need grammar to be able to aud, speak, read, and write in the target language.
Many methods have been proposed for the teaching of foreign language. And they have met with varying degrees of success and failure. We should know that the method by which children are taught must have some effect on their motivation. If they find it deadly boring they will probably become de-motivated, whereas if they have confidence in the method they will find it motivating. Child learners differ from adult learners in many ways. Children are curious, their attention is of a shorter duration, they are quite differently motivated in, and their interests are less specialized. They need frequent of activity; they need activities which are exciting and stimulating their curiosity; they need to be involved in something active.
In the grammar-translation mode, the books begin with definitions of the parts of speech, declensions, conjugations, rules to be memorized, examples illustrating the rules, and exceptions. Often each unit has a paragraph to be translated into the target language and one to be translated into native one. These paragraphs illustrate the grammar rules studied in the unit. The student is expected to apply the rules on his own. This involves a complicated mental manipulation of the conjugations and declensions in the order memorized, down to the form that might fit the translation. As a result, students are unable to use the language, and they sometimes develop an inferiority complex about languages in general. Exceptionally bright and diligent students do learn languages by this method, or in spite of it, but they would learn with any method. (R. Lado) Here are the major characteristics of Grammar Translation: classes are taught in the mother tongue, with little active use of the target language; much vocabulary is taught in the form of lists of isolated words; long elaborate explanations of the intricacies of grammar are given; grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of word; reading of difficult classical texts is begun early; little attention is paid to the content of texts, which are treated as exercises in grammatical analysis; often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue; ittle or no attention is given to pronunciation¹⁶. The grammar-translation method is largely discredited today. With greater interest in modern languages for communication the inadequacy of grammar-translation methods became evident.