Overview of All English Tenses - Present Tenses Overview - Present Continuous

 

Our second example sentence 'I am playing football at the moment.' is the present continuous tense. This has a different structure as the subject 'I', the verb 'to be' in the present tense 'am', 'is' or 'are' plus the verb with an '?ing' on the end. So here: 'I am playing football at the moment.' Whereas the present simple tense is used to talk about habits routines and facts, the present continuous tense is used to talk about actions in progress at the time of speaking or around the time of speaking. Our third example sentence is the present perfect: 'I have played football twice this week.' Here, the structure is the subject 'I', auxiliary verb 'have' or 'has' plus the past participle. The past participle is usually formed just by adding '-ed'- on to the end of the base form of the verb. However, students need to be aware of the many irregular verbs, such as 'know' would change to 'known', 'go' to 'gone', 'understand' ? 'understood' and so on. Unfortunately, there are no rules for this and they just have to be learnt individually.


Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.

UNIT 3: Theories, Methods and Techniques 1.Methodologies -Grammer-translation:Studying through this unit, I learnt that this method prevents the student from getting the kind of natural language inputs that will really help them acquire the language. Hence, students will learn about the language than learning the language itself -Audio-lingualism -Presentation, practice and production:This method lacks flexibility and lessons can easily become teacher-centered -Task-based learning -Communicative language learning -The silent way -Suggestopaedia -The lexical approach 2.Engage, Study and activate -Example of Straight Arrow ESA lesson: Engage, Study and activate -Example of Bumerang ESA Lessson: Engage, activate, study and activate. -Patch work method ESA lesson: Engage, activate, activate, study and activate. 3.ENGAGE, STUDY AND ACTIVATE. - Ideas for Engage: There are many ideas to carry out this part such as, introduction prompt, partner information share, Fizz-buzz, alphabet relay, sevens, I spy, memory games, word linking, alphabet introduction, am going on holiday and slow pictionary, etc. - Ideas for study phase:Elicitation, pronunciation, spelling, meaning, word order, analysis, etc. - Ideas for activate phase: role play, surveys. 4. Giving feedback: The feedback of a lesson must be affected by these four things; a. Individual students b. culture and expected role of teacher c. The stage of the lesson d. The type of activity. 5. Correction Techniques: - The positive side of errors: a. at least the student is trying b. When students make an error, they are indirectly experimenting with the language which is part of the learning process. In that light, the teacher could easily step in to encourage the student bu correcting hem politely. c. Teachers should take note of the errors made in class so that they can focus on further corrections on the future lessons and they can better understand the challenges the students face in using the language. - Who corrects?; a. self correction: this should always be the first option as it provides students with the opportunity to reflects upon what they have said and to try again. b. Student-student correction: Students should be encouraged to correct each other politely so as to motivate one another to learn c. Teacher-student correction: - What should he teacher correct?: Teachers most consider these three things; a. if the mistake is with the language point they teaching b. if the mistake is being repeated regularly by the student c. if the mistake seriously impedes understanding. -Correcting writing: frequently used codes refers to issues such as tense, spelling etc. for example; m=meaning is not clear. 6. Lesson planning: General Guidance Notes -All stages of the lesson: Teachers avoid using students L1 during lessons and the student should be discouraged from using their L1 during their English lessons - Engage stage - Study stage:Drilling should always be three times chorally as a class. - activate stage: a very clear demonstration is essential as is the elicitation of target language needed to complete the activity.

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