How Does Art Teach About the Past Present and Future
Past, Present, Future
Teaching the Verb Tense System
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Verb tenses receive a lot of attention in English language teaching—in fact, they receive possibly more attending than whatever other aspect of grammar.
And with adept cause: there are thirteen verb tenses in English, if you look at tense as ways to discuss time. The English language-speaking world is obsessed with time and its passage: clocks of various types are ubiquitous in virtually English-speaking countries; a scout is still considered a fine gift marker the passage into adulthood; tardiness is frowned on, and and then forth. This value of fourth dimension may be why and so much attention is given to verb tense education: given our obsession with fourth dimension, we need a manner to talk about information technology. So the attention to verb tenses is not the problem. The business concern is student papers coming in, even after weeks of drill in the simple nowadays and past, missing all of the "-ed" "-south" endings. Teachers often shrug and say "It's developmental."
That may exist so, but it begs the question of whether drills in verb tense make sense if students aren't "developmentally ready" for the material anyhow. I suspect, notwithstanding, something else is going on—at that place is a problem with the sequence of didactics. Rather than plowing through simple present, then simple past, and elementary future, because supposedly these are easier to acquire, I suggest all of the nowadays tenses be taught together, then all of the past, and so future. Why should the tenses be taught in this way?
At that place are multiple reasons tenses should exist taught within a time frame.
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Put the verb tense in context
Language learning, like learning in general, occurs in relation to other learning. The simple nowadays tense is best learned in relation to the nowadays continuous: "I drive a car every twenty-four hour period, but I am not driving right at present," demonstrates the contrast between the simple present and nowadays continuous: a habitual action rather than ane engaged in at the moment.
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Give students more than linguistic communication to use
Students have a difficult time with a typical assignment like "My Likes and Dislikes" and "My Daily Routine" if they simply know ane present verb tense well. Fifty-fifty if the assignment calls on the use of more often than not the uncomplicated present, students can write more, and write more correctly, with other present tense verbs, like the continuous and the perfect.
How to Teach Verbs According to their Time Frames
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About Verb Tense in English
Verbs in English actually have two parts: the time and the aspect, or way of looking at that time. So, for instance, within the nowadays time frame, there are iii aspects usually used: unproblematic, continuous, and perfect. In the present fourth dimension frame, elementary is used to show habitual action: "I drive every day." Continuous shows ongoing activity or activity in the moment: "I am driving correct now." Perfect in the nowadays fourth dimension frame shows activity that began in the past but continues into the present time frame: "I have driven this machine for x years." The past and future time frames also have uncomplicated, continuous, and perfect aspects (and in some cases, perfect continuous tenses).
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Introduce students to the system
Give students an overview of the unabridged verb system in the different time frames. The purpose of this is non to get students to learn or memorize the fabric correct away simply to go an overview of this variety of tenses and see how they relate to each other. I notice it helpful to put the fourth dimension frame across the elevation of the board or handout and the aspect down the side:
Past Nowadays Future simple I walked. I walk. I will walk. continuous I was walking. I am walking. I will exist walking. perfect I had walked. I have walked. I will have walked. Students will get an overview of the various tenses with a nautical chart like this. I keep information technology simple on a chart like this, whose purpose is just to introduce students to this complex system, non addressing for now variations of these basic tenses like the perfect progressive: I have been walking. I likewise use a regular verb to model the tenses, such as "to walk," whose variations and inflections are easier to teach and call up: "—ed" for past, for example. I besides endeavour to utilize intransitive verbs, or verbs that don't require a direct object, like "walk," when introducing the verb tense organization, so focus tin can stay on the verb. If I used a verb like "to throw" to innovate verb tenses, students would have to focus on the irregular forms of the verb "threw," "thrown," and also consider a direct object that makes sense.
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Focus on ane time frame at a fourth dimension
It's very helpful to students to acquire all the nowadays verb tenses together rather than switching from nowadays to past to time to come considering this is how nosotros tend to utilize language: when relating an incident that happened to me on the mode to piece of work yesterday, for instance, I'm going to tend to stay in the past fourth dimension for the duration of that story, perchance switching between past progressive and unproblematic past: "I was driving to piece of work yesterday, and this other car appeared out of nowhere…" I am not going to of a sudden switch to present or time to come tense until perhaps the end: "At present I demand to call my insurance company."
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Focus on only one tense at a fourth dimension simply testify it in relation to other tenses in that frame
When introducing these tenses, stay in i tense at a time, practicing its class and significant, equally you would accept before, but keep showing the tenses in relation to each other, continue referring back to the chart. Pregnant is learned all-time in context and how an detail relates to the overall film.
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Exercise
Give plenty of authentic opportunities to practise: take students tell a story, plan out a schedule, give a serial of directions in writing, and and then along, all authentic writing tasks that highlight different verb tenses.
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Review
Agreement verb tense is indeed developmental, in the sense that it takes time and practise to actually understand the tenses in English, more than passing a test will show, so continually revisiting the tenses will help students in this process.
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