Overview of All English Tenses - Present Tenses - Present Perfect Continuous - Guessing Game


Now here's a teaching idea for the present perfect continuous tense. If you remember we use this tense to talk about actions that had been continuing up until the present moment or very recently. In this activity, you'll be giving a student a card. That card will include the past activity as well as some results. This card says 'You've been driving in the rain on your motorbike. You're all wet and your clothes are too.' The results are 'you're all wet and your clothes are too.' You'll present that information to the rest of the class and, therefore, it's up to the class to guess the action that was occurring up until the certain point in time. What will happen in this activity is, the student at the front of the room will express the present results 'clothes being wet; I'm all wet.' The students in the group then will form their questions obviously in the present perfect continuous tense, such as 'Have you been swimming?' 'Have you been playing golf in the rain?' The student at the front of the room will form his answers in the similar tense: 'No, I haven't been' or 'Yes, I have been.' If there are troubles guessing the activity, the teacher can perhaps prompt the student in the front of the room to use a mine and they will obviously mime, in this case, the driving of the motorbike. Eventually, the idea will be to guess that activity that again had been happening up until the certain point.

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.

This unit went over some of the problems we might encounter in the classroom as we move forward in our careers. I learned that there may sometimes be students who know each other and have even taken EFL classes together, and that sometimes a class will be entirely comprised of new students who do not know each other. In this case, it would be helpful to play the ?pass the ball? game, and do various ice-breaker and warm-up exercises. In a more general sense, it is always important to get to know your students. Information games and surveys can help to get a sense of the different English levels represented within a given body of students. Using these tools, a teacher can acquire individualized information about each one of his or her students. The text also reiterated that a teacher?s rapport with his or her students will set the tone for (and determine the success of) the class. One should wear appropriate clothing, dressing more formally than he presumes necessary if in doubt, as well as maintain a good attitude, and be consistently punctual and organized. In the case of very different skill levels in the same class, the text suggested that, during activities, the teacher could divide the class into groups based on their skill levels, and then use the same materials for each group, but assigning different tasks to each group based on their level. That way, the class is unified in theme, but will not seems imbalanced to the students as far as difficulty is concerned. Another thing I learned is that in very large classes, it can be helpful to appoint group leaders in order to create accountability and keep the activities on track. The text also states that choral repetition is useful for getting all the students involved at once. The text also stressed that in monolingual classes, it is important to be sure that the material is appropriate for their level and that you are also speaking in an appropriate manner for their level. It also said that when doing activities, the teacher should make sure to give extremely clear instruction and verify that the students understand the activity by using comprehension check questions. As for reluctant students, of which I have had many, the text suggests using plenty of pair work, role play and controlled practice. These tactics have worked well in my classes, and I would also suggest competitive language games, as even my most reluctant students had trouble resisting the allure of joining a heated competition. One other useful tip the text provided was that if certain students in a class tend to work more quickly than the others, you can always have an extra activity handy, and allow the students that finish most quickly to start on the additional activity. I think this is a good way to keep the more advanced students feeling busy and accomplished while not diminishing or distracting from the work of the rest of the class. In addition, it would be particularly useful during listening exercises, when some students may understand everything immediately, and others need repetition in order to understand.

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