Language Awareness Grammar is the nuts and bolts of a language. We follow certain rules and conventions which allow us to achieve our purpose of communication wh another person. You will find that many students of English are que comfortable at using grammatical terms whin the language and these terms can be employed as a short cut by the teacher to explain the differences between certain aspects of the language. It is less time-consuming and more economical to say, for example, that a certain pattern of verb form is always followed by a past participle ( eaten, drunk, wrten etc. ) or the -ing form (eating, drinking, wring etc. ) rather than an infinive. When teaching English as a foreign language is essential that obtain a good grammar book such as English Grammar in Use by R Murphy (Cambridge) or Practical English Usage by M Swan (Oxford). The Murphy is que basic, the Swan book much more detailed. These books have tried the tests of time and have given both trainers and trainee a thorough insight into the English grammar system. The English Tense System One particular area that foreign students meet fairly early on and one that can cause problems even up to a fairly high level are the tenses. When we talk of tense in this context we are talking about time. Which time or tense are we referring to when we are talking about an action? Is happening now? Does the action happen everyday? Is the action a long action that takes a long time or a repeated series of actions? Did the action happen in the past or is the action to happen in the near or distant future? The answers to these questions will depend on a greater extent as to which time we are using or which tense. So, let's have a look at this system. Task Read the following text and think about the underlined words. What do notice about them?..my day starts about 5.00 a.m. six days a week. I'm a professional sportsman and so I always get up early and begin my day wh a ten-mile jog. Running is very important to me as improves my stamina and my overall performance. Then, I normally work out at my local gym for an hour and a half before breakfast. I usually eat that at 8.30. and then relax until about eleven o'clock when I often meet my personal trainer and we discuss my performance in the last match. He gives me a lot of good advice before I go back to the gym for some weight training and sparring sessions. I enjoy that part of the day. Time up:
What did notice? They were all verbs and were talking about someone's daily routine. They were all in the present tense and this tense is known as the present simple. Form POSITIVE NEGATIVE INTERROGATIVE I we like I we do not like do I we like? He she likes He she does not like does He she like? One of the main uses of the present simple is to talk about one's daily life, things that we do as routine at home or at work. Underline all the examples of present simple in the following extract: I live in a small cottage by the sea. I am retired now and so I live que a relaxed way of life. I usually get up around seven o'clock and then feed my three cats. As I do that, I often swch on the radio to listen to the news. I enjoy living by the sea and I often go for a short stroll before breakfast or I might stop and have a coffee and a delicious bread roll at a small cafe near the harbour. How did do? You should have underlined the following: I live in a small cottage by the sea. I am retired now and so I live que a relaxed way of life. I usually get up around seven o'clock and then feed my three cats. As I do that, I often swch on the radio and listen to the news. I enjoy living by the sea and I often go for a short stroll before breakfast or I might stop and have a coffee and a delicious bread roll at a small cafe near the harbour. The owner always likes to chat about the latest news. Wre five examples of r own using this tense. How could help r students to practise this use of the present simple tense?
The present simple tense can be used in other ways, apart from daily routines. Here are some of them: 1. Habual actions Actions that are done on a regular basis. They are usually used wh an adverb of frequency such as: always, never, often,sometimes, rarely,frequently, etc. or wh certain phrases such as: at the weekend, in the mornings, after school, before breakfast and on Saturdays. Think about this when are teaching this use of the present simple. Try to include some of them when presenting the language to r students. This will reinforce the point and aid memory. 2. Giving directions, instructions or recipes i) Directions A: Excuse me, I'm looking for the railway station. Could tell me how to get there? B: Yes, 's que simple. You walk as far as the traffic lights then turn left. Go straight ahead and take the next right. You can't miss. Underline all the verbs in the present simple tense. Here are: You walk as far as the traffic lights then turn left. Go straight ahead and take the next right. You can't miss. Use local maps to get the students to give each other directions to local places when practising the language. ii) Instructions A: I've just bought myself this digal camera and I'm not que sure how works. B: I know. I've got one exactly the same. First swch on the camera here. Then open the lens cover and twist the dial here for photos or video camera. Once 've done that aim at the subject and press the button on top.
Once again, read through the dialogue and underline all the verbs in the present simple tense. Are there any particular phrases notice which are common to giving instructions and can be used in other suations for giving instructions? Here are: B: I know. I've got one exactly the same. First swch on the camera here. Then open the lens cover and twist the dial here for photos or video camera. Once 've done that aim at the subject and press the button on top. Here are the common phrases when giving instructions plus other useful ones: First... Firstly... The first thing do is... Then... Next... After that... Remember to... Don't forget to... Make sure... Finally... The final thing to do is... Lastly... The same patterns could be used for giving recipes. Think about this when presenting this to r classes. What instructions or recipes would be appropriate for r class? 3. Talking about the Future timetables, schedules, travel ineraries, fixed arrangements in formal suations. Look at the following example:...' We meet in front of the school and the bus picks us up at 8.00. We travel from London and stop twice before we follow the motorway all the way to Edinburgh. We arrive at 9.00 am. in the morning. Any questions?' The verbs in the above extract are all in the present simple. This uses the tense for a future aspect that is fixed by someone else, we have no control over or cannot be changed. This is not the right one for planning r weekend wh friends, making holiday arrangements wh r family or making spontaneous decisions. However, might be more appropriate in business suations such as meetings, appointments, a secretary reading out a manager's schedule for a business trip abroad. How present a feature of the language will depend on r own students. 4. Verbs not normally used in the continuous form Stative verbs
What are the main verbs in the following sentences? Underline them and then decide which tense are in and why. 1. My father has brown hair, blue eyes and a short beard. 2. I love Japanese food 3. I owe Peter $30.00 for the theatre ticket. 4. The children enjoy their new home by the sea. 5. I know all the people in my office very well. 6. Do believe in ghosts? 7. What do think of the new boss? 8. Yes, I see what mean. Did have: 1. My father has brown hair, blue eyes and a short beard. 2. I love Japanese food 3. I owe Peter $30.00 for the theatre ticket. 4. The children enjoy their new home by the sea. 5. I know all the people in my office very well. 6. Do believe in ghosts? 7. What do think of the new boss? 8. Yes, I see what mean. All the above verbs are normally used in the present simple and are known as stative verbs. They are not used in the continuous form. However in numbers 7 and 8 these verbs can be used in the continuous form and are know as dynamic verbs. When are used in this way, the meaning of that verb changes. For example: What do think of the new boss means, What's r opinion of him? Do like him? Your answer would be something like, 'I think he's OK or I think he's a difficult person to work wh.' This would be using 'think' as a stative verb. If someone asked, 'What are doing?' You might say, I'm just thinking about my holiday last year in Spain. It was wonderful Think in that case would mean actually using one's brain at that moment, in the process of thinking, employing one's mind at the moment of speaking. This would be the dynamic use of 'think'. What are the differences between: 'Yes, I see what mean,' and 'I'm seeing the doctor at 7.00 this evening,'? Which one is stative and which one is dynamic? This is que a difficult concept for foreign learners and one which must be clear in r own mind before attempting to teach r class. Refer to eher English
Grammar in Use by R Murphy (Cambridge) or Practical English Usage by M Swan (Oxford) for further clarification. The above explanations uses of the present simple are the main uses of the this tense and will give enough material to explo the grammar up to an Upper Intermediate level. The Present Continuous Look at the following extract and underline all the main, important verbs. What do notice about them.?...' I'm standing on the corner of the main street in town and, unlike yesterday, things seem to pretty normal. Life is carrying on as usual. I can see a lot of people. They are all going about their business. Three people are waing for the bus, a street vendor is selling a newspaper and an elderly man is posting a letter. Across the street from where happened yesterday, a ng man is making a phone call. Normaly has returned... ' What did have? You should have underlined the following:...' I'm standing on the corner of the main street in town and, unlike yesterday, things seem to pretty normal. Life is carrying on as usual. I can see a lot of people. They are going about their business. Three people are waing for the bus, a street vendor is selling a newspaper and an elderly man is posting a letter. Across the street from where happened yesterday, a ng man is making a phone call. Normaly has returned... ' Did also notice that all those verbs ended in '-ing' and in front of them were the verb 'to be' in various forms -...I'm (am) standing..., is carrying on..., are waing... etc. Were there any more? These verbs used the present continuous.
Form POSITIVE NEGATIVE INTERROGATIVE I am driving I am not driving am I diving? we he she are driving we is driving he she are not driving are we is not driving is he she diving? driving? One important aspect of this tense is the : 1. Happening Now We use this tense to talk about what is going on at the moment of speaking. Actions in a picture or photograph would be useful materials to explo. Get the students to describe the photographs and then ask each other questions. Other uses are: 2. The Future- Arrangements A: What are doing on Saturday evening? B: I'm having dinner wh Mike and Gemma. We're meeting at five for a game of squash and then I'm driving straight to their house. Why? A: I'm having a farewell party at the house. Thought might like to come for a drink. The underlined verbs are in the present continuous and are talking about someone's define arrangements for the weekend. Which is the other one in the above dialogue? 3. Processes things that are happening all the time even though we may not be actually able to see them going on day to day. Examples: i) 'Goodness! The children are growing up so fast.' ii) 'Life is getting so expensive these days!' iii) 'I think I must be putting on weight!' iv) ' 'You're improving in r artwork,' v) 'This road is getting busier and busier every day,'
This is another que difficult concept for many students to see and use correctly. However, wh so many changes in modern life today there are a lot of possibilies to bring in this aspect of the present continuous, at a good mid-intermediate group. 4. Temporary Present Suation: Two students meeting each other for the first time at a party. A: 'What do do for a living?' B: Well in my country I work at my local hospal but while I'm in England I'm working in a hotel. I'm serving tables and helping in the kchen. It's only for a short time. The dialogue demonstrates how the verb 'work' can be used as a stative verb for a permanent suation or as a dynamic verb for a temporary one. Student B works in a hospal that is his permanent job but for the time being he is working in a hotel. This could be for a few weeks of a few months, is not his permanent job, the one that he does everyday. The verbs 'live' and 'study' could be used in the same way. Task: Construct a short four to five line dialogue to show the two ways in which these verbs could be used. 5. Used wh the adverb 'always' to express annoyance or irration A: My brother really drives me mad! B: Really? Why? A: He's so thoughtless! He's always borrowing my mobile and using to make long distance calls and I've got to pay for them! B: Perhaps should try and hide from him. When 'A' is talking about his brother he complains about him and tells his friend about his brother's behaviour. He says, He's always borrowing my mobile and using to make long distance calls,' 'A' does not mean his brother does on a regular day or at a special time, 's not a hab. However, A thinks happens too often and annoys 'A'. This is the only adverb of frequency that can be used wh the present continuous. Task:
If wanted to highlight this use of the present continuous wh 'always', what actions could use as examples about r own family members, colleagues at work or classmates? Be careful want to keep r friends! The Past Simple Form POSITIVE NEGATIVE INTERROGATIVE I / we / he/she/ () arrived I / we / he/she/ () did not arrive did I / we / he/she/ ( arrive? The past simple is used to describe completed actions in the past. These actions could be actions which occur in a sequence or a routine. Here is an example: My Day Yesterday I got up at seven o' clock, had a shower and went downstairs. I brought in the milk and made myself some breakfast... This tense could be used to describe past finished actions that happen at the same time: I washed the dishes, while Peter swept the floor and the children hoovered the bedrooms. It didn't take long to get the house tidy. The simple past can also be used to make preferences using 'I'd rather + /he/she/ + past simple ' and are a ltle formal. A is a teenage son talking to his parents and he says, A: 'Can I watch the football on TV tonight?' The mother replies, B: 'I'd rather didn't watch the football. You've got some homework to finish for next week. The son answers, 'That's no problem, I'll do on Sunday night,' Mother: 'Sunday's too late. I'd rather did tonight and have a free weekend.' Imagine were doing a lesson on asking permission in a pole way. You want to practise forms such as:
May I...? Would mind if I (did)...? Would be alright if I (did)...? Construct four short mini-dialogues, refusing permission using 'I'd rather didn't' because... Example: A: 'Would be alright if I left school early? I want to catch an early bus.' B: ' I'd rather didn't leave early because this is an important part of the lesson.' Now do the same: i) A: swch on the television B: I'd rather... ii) A: use r computer B: iii) A: borrow r car for the weekend B: iv) A: make some calls on r mobile B: The main problem for most students is the confusion between regular verb ending - 'ed' or the irregular verb forms. This can cause difficulty at even higher levels. Give r students lots of practice. This could be in the forms of stories, diaries, e-mails or letters. Practice makes perfect.
The Past Continuous Form POSITIVE NEGATIVE INTERROGATIVE I / he / she we was working I was not working were working we were not working was I / he / she were we working? working? The past continuous is used to describe an action in the past which continued for a period of time. However, the actual time of the beginning of the action and the end of the action are not usually important and therefore are not mentioned. Example: This time last year I was living in the USA. Make three similar examples about rself wh the following time references: i) ' At 8.30 this morning...' ii) ' In 2000...' iii) ' In July last year...' Other uses of the past continuous are: 1. Interrupted actions To describe a long action that was going on when there was an interruption. say what was happening when an interruption took place. Examples: I was making a cake when all the lights went out. The thief was robbing the safe when the police arrived on the scene. The students were listening to the teacher when the ire alarm rang.
Task: Complete the following sentences to give more practice of the Past Continuous i) I was walking across the park when... ii) The students were opening their books at the start of the lesson when... iv) I... when someone rang the doorbell. v) Susan... when she dropped one of her contact lenses. 2. Simultaneous Actions To talk about two long actions that were taking place at the same time, using 'as' or 'while'. While she was returning the computer to the store, thieves were breaking into her house. 3. Pole, tentative requests using the phrase, 'I was wondering whether / if could (lend me some money for lunch). Make pole requests for the following suations: 1. You want to take tomorrow off work in order to arrange a 13 th birthday party for r daughter. Ask r boss. 2. You want some extra homework from r teacher to improve r reading skills. 3. You want to get to the nearest bank to exchange some money. Ask a stranger in the street meet.
The Future Will and going to are the most common ways of talking about the future Form - will POSITIVE NEGATIVE INTERROGATIVE I / we he/ she will eat I / we he/ she will not eat will I / we he / she eat? Note: Shall is also possible in place of will after I and we Shall I? and Shall we? Form going to POSITIVE NEGATIVE INTERROGATIVE I am going to eat I am not going to eat am I going to eat? we ar e going to eat we ar e not going to eat are we going to eat? he she is going to eat he she is not going to eat is he she going to eat?
Will is used to make a decision at the time of speaking and is very common when making offers to someone. Examples: A: I can't carry this sucase. It's too heavy for me. B: I'll carry for. Where do want me to put? A: Goodness, 's really cold in here. B: Do think so? I'll close the window. A: There's something wrong wh my car. It's making some very strange noises! B: I'll have a look at for after work. In all those cases 'B' hears what 'A' is saying and offers to help. Notice that in speech we use the contracted form 'I'll'. How would offer to help 'A' in the following suations? - i) A: I don't know how to change the battery in my camera. B: ii) A: I've just missed my last bus home and 's too far to walk. B: Possible answers: i) A: I don't know how to change the battery in my camera. B: I'll do for. I've got exactly the same camera myself. It's que easy. ii) A: I've just missed my last bus home and 's too far to walk. B: I'll take home in the car. It'll only ten minutes. No problem will is often used in making promises: I promise I'll do the homework this weekend. Thanks for them money. I'll pay back next week. I know 's Susan's birthday tomorrow I won't forget to get her a card. and threats: If don't give me all r money I'll shoot! If don't clean r bedroom right now, I'll tell r father! Get out of here this minute or I'll punch on the nose!
Will is also used to express beliefs, hopes and expectation about the future. It is often used wh certain other verbs and expressions such as believe, guess, hope expect, imagine, suppose and I'm (not) sure. Examples: I believe Peter will turn out to be a fine lawyer. I expect 'll rain tomorrow. I'm sure Michael will pass his final exams. I guess gas prices will go up next month because of the strike. Will is used to talk about planned future events, usually in formal suations, especially on the TV news or in newspapers -.... The Queen will arrive at the Palace and 2.30 and will meet the members of the England football squad and their new manager. The captain of the team will present Her Majesty wh a small gold replica of the World Cup as a momento...' Will can be used to make predictions about the future. Here, 'going to' can also be used in this way but there is a difference. Look at the following sentences: a) Tony: It'll rain later on, see. b) Tony: It's going to rain later on, look at those dark clouds over there. Tony makes two predictions about rain. However, because his prediction is based on present evidence 'those dark clouds over there,' he is more certain and so uses the 'going to' form. Task: Make some predictions based on present evidence in the following suations: 1. You see a man staggering to his car. He is obviously very drunk. He gets into his car and starts the engine. What's r prediction? 2. You see some children skating on ice. One of them cannot stand up straight and keep s holding on to his friends. What's r prediction? 3. You see a boy teasing a dog in the street. You can hear the dog growling and getting more and more annoyed. What's r prediction?
Possible answers: 1. The man is going to crash / have an accident / h another car / be stopped by the police. 2. The boy is going to fall over / have an accident / get hurt / slip on the ice. 3. The dog is going to be him / attack the boy / give him a nasty be. Other Uses of 'going to' 1. Decisions made before the time of speaking. A: 'We haven't got any milk in the fridge.' B: 'Haven't we? Oh Dear! I'll go to the supermarket and get some.' A: 'We haven't got any milk in the fridge.' B: 'Yes, I saw that. I'm going to buy some when I go out this afternoon.' In the first dialogue, 'B' only finds out at that moment there isn't any milk and so makes an immediate decision and uses 'will'. In the second dialogue, 'B' already knows there is no milk and made a decision earlier on to buy milk later on and uses 'going to'. 2. Intentions A: 'I've made up my mind. I'm going to have my ears pierced.' This is very similar to decisions made before the time of speaking. The future action is define in the mind of the speaker. He/She has not involved anyone else in the future event. 3. Arrangements This use of going to is very similar to the use of the present continuous for future arrangements. A: 'I'm spending Christmas wh Susan's parents.' This is the present continuous. A: 'I'm going to spend Christmas wh Susan's parents.' This is the 'going to form' In both examples the speaker is talking about an arrangement. Susan's parents are expecting 'A' for Christmas and have made the necessary preparations. There is no difference between them.. A: I'm going to have my ears pierced.' This is the 'going to' form The speaker is expressing an intention, not an arrangement.
Other ways of expressing the future The present continuous can be used for future arrangements or plans and is the most common way of expressing the future. 'I'm meeting Peter after work for a drink and then I'm driving to London for a meeting.' Note- See the section on present continuous for further information. The present simple 'The film starts at seven tonight and finishes at half past nine so I'm picking up outside the station about six thirty.' Note- See the section on present simple for further information. Time clauses Look at these sentences: 1. After I finish the course, I'll have a long holiday in somewhere hot and sunny. 2. I'll ask Mike if he can take us to the seaside when he gets his car back. 3. As soon as the match starts, I'll get some some drinks from the snack bar. 4. When I've finished my programme, I'll have a look at r bike and see whats wrong. All the above sentences consist of two parts; a future time clause and a main clause. As well as using after, when and as soon as, future time clauses can begin wh before, till, until, and the moment. The moment he arrives, I'll put on the dinner. The time clause can come eher before the main clause or afterward as in 2 in the above examples. Note that the verb of the tense in the main clause is often wh will. Although the time clause has a future meaning, we do not use th future wh will. Notice how we use the present simple or present perfect simple as in 4. There is often ltle difference in meaning. Task: Fill in the gaps in the following sentences wh a suable verb in the correct tense. 1. A: Your dog looks hungry. B: Yes, I know, I... as soon as I... my homework. 2. A: Look the weather's changing. B: Yes, I see. The moment... to rain, I...all the picnic things into the house.
3. A: You've got a lot of sucases there. B: Yes, when the taxi... I... the driver to put the cases in the boot. 4. A: Look at the terrible weather. B: Don't worry. We... (not)... the match until the rain... Possible answers: 1. A: Your dog looks hungry. B: Yes, I know, I'll feed as soon as I finish / I've finished my homework. 2. A: Look the weather's changing. B: Yes, I see. The moment starts to rain, I'll take all the picnic things into the house. 3. A: You've got a lot of sucases there. B: Yes, when the taxi arrives, I'll ask the driver to put the cases in the boot. 4. A: Look at the terrible weather. B: Don't worry. We won't play the match until the rain stops / has stopped Future continuous Posive Negative Interrogative I /we he /she / will be sleeping I /we he /she / will not be sleeping will I /we he /she / be sleeping? The future continuous describes an action or event that will be in progress at a time in the future. particular Look at the following examples: This time next year I'll be working in America, probably in New York. By the year 2012 the UK will be getting ready for the London Olympics.
Complete the following sentences using the future continuous; 1. This time next week... 2. By next year... 3. In ten years' time... We hope that are now more confident in r knowledge of basic grammatical structures. For further study: The London Teacher Training College recommends the Universy of London s free Internet of Grammar course: http://www.ucl.ac.uk/internet-grammar/home.htm Final task In 300 words discuss why a teacher of English would need a good working knowledge of English grammar Please send this to lttc@teachenglish.co.uk