Meaning, form and use: The past

Meaning, physical body and affair The recentThe role of grammar in English quarrel t apieceingFor many teachers, grammar plays a central role in their trackroom methodology. However, in 1980s there was an anti-grammar movement which was influenced from the idea of Krashen that grammar rotter be acquired natur tout ensembley from meaningful input and opportunity to interact in the classroom in otherwise words, the grammartical competence can be true in a fluency-oriented environment with by conscious focus on run-in forms. For Hymes, said that rules of map without which the ruled of grammar would be useless. Just as rules of phrase structure can control aspects of phonology, and just as rules of semantics perhaps control aspects of syntax, so rules of speech acts enter as a controlling factor for lingual form as a whole( Hymes 1972 278 )From his suggestion, the grammar is one of the most all important(predicate) factors in language teaching and learning, especially it is the communicatory element to communicative language ability. The components of communicative language ability atomic number 18 linguistic competence, practical competence, discourse competence strategic competence and fluency. The linguistics competence is re typify from a knowledge of spelling, pronunciation, vocabulary, grammatical structure and linguistic semantics.Meaning, form and use The agoneCourse descriptionThis course is involved the one- measure(prenominal) stress which refers to the meaning of the tighten up, the form of the tense and the use of the tense. The learners must know the rules of the tense and can form the patterns of the tense and can use it correctly. The learners are cap adapted to apply the tense in the real situations.ContentThe past tense is divided into 3 categories which arePast easy tensepast continuous tensePast better tensePast perfect continuous tenseThe four types give birth their give forms, meanings and uses.Past artless is us ed to indicate the actions which al studyy happened in the past and finished at the specific time in the past. The actions might be long or short. And there are somewhat kinds of rules should be remembered about this tense incessant verb , irregular verbs, questions and negative sentences.Past Continuous is used to describe the past actions in progress.Past Perfect is used to talk about the situations which arrest in the past and continue to the period of time in the past and then finish at the time.The Model of teaching grammar the PPP vexThere are 3 lay outs to teach grammar presentation, exercising and production.The first stage is presentation. These are some kinds of activities of teachers to apply in their teaching, for guinea pig, the teachers present impudent language in context so that meaning is clear. The teachers may present the new form in a natural spoken or compose text so that educatees can go out its use in discourse. Then, he/ she links the new form to what students already know. Next, he/ she break dances comprehension. The teacher elicits the form from students where possible and exploit their existing knowledge.The second stage is practice. The teacher suspensors the students defraud the form and produce the word order. Then, he/she give intensive practice through repetition and provide opportunities for feedback and error correction. Next, the teacher develop sureness of the students.The last stage is production. The teacher reduces control and encourage students to find out what they can do. Then, the teacher encourage the students to use the forms in expressing their own theme and teacher helps students see the usefulness of what they put on learned and then to check what has been learned and diagnose problems.Example of the lesson planThis is a good example of the lesson plan which is a very interesting one and can help all language teacher to teach and try new behavior to teach grammar through narrative.Narratives i n the Simple PastTeacher Catherine Eslinger mark Linguistics 577Date of Explanation October 14th, 1997Proficiency Level Beginning progress of Learners High School Age and AboveObjectivesStudents allow for be suit able-bodied to compliment others past actions.Students will be able to describe actions in the past victimization the ingenuous past tense.Students will be able to understand and recognize the simple past forms in a folktale. They will be able to supply some of these forms when looked.Materials RequiredA simple folk tale, colored markers, 1117 paper, a personal photograph, photographs that students waste brought from home.Warm up/ReviewModel giving compliments in the present tense, which students eat recently studied. Give several examples and write them on the board, such as I like your smile and I like the way you read aloud. curb students move around the room giving compliments to each other, following this model (in addition to listening to Students as they pract ice, give class members compliments).Presentation Practice EvaluationStop the fluid pair application and model giving compliments that use the past tense I appreciated the way you helped return cover to the class yesterday or I loved the food you cooked for our class party last week. print these forms on the board, underlining the time expression. Write some of the compliments students gave each other that use the same verbs in the present tense. Underline the verbs. make up students seat the rule. Include auxiliaries in the past, grouchyly in question formation. Play Alibi. Have two students leave the room, pretending to be suspects of a crime. Model the types of questions students could read of a suspect, writing some patterns on the board. One suspect returns when called and students ask questions about his or her whereabouts at the time of the crime. When they have exhausted the quizzical possibilities, the first student again leaves the room and the second is asked the same questions to see if their alibis match. Pay attention to students use of the past tense. Are they able to use it correctly? Note any irregular verbs for which students have overgeneralized the rule for putting in the past tense.Present patterns for types of irregular past tense verbs that students have used in Alibi. If students have used these and overgeneralized, present categories like feel-felt, steal-stole, bring-brought and begin-began. dawdler Llama and the Great Flood by talking about legends and folk tales in other cultures, finding Peru on a map, etc. Read it aloud, go forth out regular and irregular verbs the students have just studied in the past tense. Ask them to supply those verbs. Cue them with the present tense of the verb. hark to the students. Are they able to supply the correct form of the verb in the simple past tense?If other irregular forms have follow up in the folktale, present these exceptions to the rule. Show students a personal photo of some in teresting past event. Describe it employ the simple past tense. Have the students write a short description of their own photo in the simple past. In pairs, they will share their description and photo with other class member.Contingency planIf some students have forgotten photos, have them imagine the scene of a photo they have at home. see to the pairs practice. Are the students able to use the past tense fluently and accurately? Note any new irregular past tense forms that come up. If other irregular verb forms have come up in the descriptions of photos, present those exceptions to the rule. If not, I will not present any new somatic at this time. Although this activity provides more practice, it is primarily intended to evaluate students learning. point six pieces of 11 x 17 paper around the room. apiece page has a different sentence prompt on it. These include When I was a child. . . , When I first started to learn English. . . , Last week. . . , later on my last birthda y . . . , Yesterday. . . , and This morning . . . . In teams of three, each team with a different colored marker, students go around the room to the various papers and write narrative endings to these prompts. To correct serious errors, send a student from a team that is doing that aspect of the activity correctly to help the struggle team for a moment. Note the names of team members using particular colors and examine the papers after class to see which students are struggling with the forms.If students have again overgeneralized the rule for the simple past in other categories of verbs, present those verbs to them. Allow students to add to the sheets of paper with prompts on them using the irregular verbs they have just learned. Pay attention to how students are forming all past forms, particularly the irregular ones. Again, note who is struggling by identifying teams using particular colored markers.ApplicationAssign students to find a testify from a magazine or book of a fashi onable degree of clothing people wore in the past. It can be from any time period in the past, whether the nineteen sixties in the U.S. or the 15th century in their own countries. Students will show the class the see of this clothing, check who wore it, in what time period, and in what place. They must also severalize the class for what occasions they believe the clothing was worn, and any other cultivation they know or have found out about the clothing.Finally, they should tell the class whether or not they would like to wear it, and where and when they would wear it. Self-evaluation This lesson is overly long and has too little focus on narratives to really be effective. I have underestimated the time required for students to induce rules, be able to apply them in the story, and especially write and then tell their own past narrative about a photograph. I dont want to have to rush that Im hoping it will be interesting and important enough to them that they will want to tell the full story, and tell it well. I have firm that although Alibi is a good game for practice of the past tense, it doesnt belong in this lesson. It can come in a later lesson.