ENG2D English Assignment : English Corpus Linguistics
Answer:
PPP Grammer Lesson Table
|
What is the target form? (F) |
Understanding English grammar specifically tense, i.e. the past tense and the past continuous tense. |
|
What are the negative and question forms? |
Negative forms are the sentences with a contracting word like ‘not.' For example,
a) I will not come today. b) Do not light the lamp without your mother's directives. Question forms are the sentences which end with a question mark. They are by the inversion of was/ were and subject. For instance; a) Were they studying when he called? b) Do you know how to write your name? |
|
What is the function? (M) |
The grammar sharpens one’s language and a good way of expression. |
|
What do students need to know about the pronunciation? (P) |
Students should only know the rules of pronunciation. |
|
What is the context I will use to introduce the form? (M) |
It is formed using were/was a +present participle. |
|
How will I try to elicit the past continuous from the students? |
Give the students questions to attempt. |
|
How will I encourage students to analyses the form (S+V) themselves rather than just telling them what it is? (F) |
The students should be able to identify the parts of speech from a given sentence. Therefore, the ‘S+Verb’ will come out clearly. |
|
What concept questions will I ask to check students understand how the form is being used/what it means? |
Continuous tense verbs. |
|
What timeline can I use to help students understand sentences such as 'He was having a shower when the phone rang.' |
2-3 weeks |
|
How will I get students to practice the pronunciation? |
Pick them randomly. |
|
What controlled practice activities will the students do? |
Make the students busy throughout and capture their attention. |
|
What freer practice activities will the students do? |
Writing down some verbs. |
Board plan for 50minutes lesson of past continuous.
Description
During this lesson, learners will learn about past continuous in grammar. The lesson will start by reviewing the previous lesson about tenses then introduce the past continuous.
Materials to use during the lesson.
Flashcards
Whiteboard
Powerpoint(slides)
Pictures
Video clips.
worksheets
Main Aim
Train the students on how to practice past continuous.
Procedure
Lead to (5-6minutes) – I will remind the learners the previous because it will require continuation of this lesson. I will guide them through jotting the main points we learned on the whiteboard, and ask a learner to give more about it. Write on the board will help the learners figure out the points clearly.
Review the grammar (6-10minutes). Discuss past simple tense the ones the students know for will lead us to the next step. I will let the students elicit about form and tense in the sentence. Past simple tense will aid the learners in understanding the past continuous forms in sentences.
Grammar input (5-10minutes). Introduce the past continuous as well as practicing it.
I will be quoting some sentences from the flashcards and making the students elicit more about tense and come up with answers through PPP method. These sentences will create a good position of the students understanding the tense more clearly and easily.
Work to do 1. (10-20minutes). Propagate understanding of past continuous as well as reading. I will be setting an example and have a volunteer from the students and the relia, either a pen or a book. After this exercise I will ask the students to look at sentences from the text, look at how the past continuous tense has been used.
Grammar activity (5-15minutes) let students understand the past continuous, its meaning and practice. Here I will issue a flash card which will be having pictures as well other flash cards with questions. I will group the students into groups to discuss the questions before coming up with the answers. The pictures
Work to do 2. (5-10minutes). Students practice use of the past continuous without a challenge. The learners will be given a worksheet which will be containing questions and the required answers will be in the past continuous.
Teacher language.
How are you students? today we are going to discuss about the past continuous using construction of sentences. The following sentences will guide us in identifying the past continuous. Can you look the sentences on the board.
- who was beaten by the policemen?
- The policemen were beatingby the thieves.
- Where were they living initially?
- They were living in the United Kingdom.
- For how long was he working a day?
- He was workingutmost 2 hours a day.
- Who was she talking to?
- She was talkingto her manager.
When you look the following sentences, the underlined part of the sentences shows the action in past continuous form. The underlined action is formed from past tense of ‘be’ with –ing form of a verb. May you now pick out the past continuous phrase and identify the verb. Therefore, the verbs are added –ing to show the continuous form of the action. Now you can now write sentences following the same format. I can see most of you have understood the concept. may you put the concept in practice till we meet next lesson. Have a good day.
Student’s response: likewise
A 50 minutes’ lesson plan.
Lesson Objectives:
- By the end of the lesson, the learner should understand what is ‘past continuous.'
- By the bend of the lesson, the learner should be able to use past continuous in speech.
|
TIME |
|
TOPIC |
SUB-TOPIC |
TEACHING RESOURCES (Materials) |
LEARNING ACTIVITIES (Students’ participation) |
TEACHING ACTIVITIES (Teachers’ role) |
|
5mins |
INTRODUCTION |
Review of the previous lesson.
Number of students 12
Teenagers (14-16 years old)
|
Tense |
Flash cards Board. |
The learner raises his/her hand and attempts to remind the other students about the meaning of tense and give some example. ‘tense is the category which expresses the time references regarding speaking moment. |
The teacher The teacher writes on the board the meaning of the ‘tense.' ‘’ Thank you for your explanation. Expressions of verbs according to the time of speaking is the one we refer to ‘tense. For example, the verb ‘write’ when we construct sentences according to yesterday (past), today(present) and tomorrow (future)’’
Yesterday I wrote a letter to our class teacher. He writes well. I will be writing the duty roster tomorrow.
|
|
20mins |
BODY |
Tense |
Past continuous tense |
Pictures Board
|
Learners are listening and taking down notes from the chalkboard. They are observing the pictures on how past continuous tense is formed. Learners are giving their verbs in past continuous tense after acquiring knowledge from the photographs and written outline of past tense on the board.
|
Past continuous tense is formed from past tense of ‘be’ with –ing form of a verb (Alice, 1995, p. 5). When we use past continuous tense, we refer to the past for something continued before and after another action (Beth, 1993, p. 13). For example; a) The men were digging the holes when I arrived home. b) The children were watching the television during the daytime.
|
|
20mins |
|
|
Functions of the continuous |
PowerPoint board |
The learners watch the slides of the features of the functions. Learners take down notes on their exercises. A learner is given an opportunity to construct sentences. Learners are making groups for better understanding. Learner using the common verbs they frequently use daily, for example, eat, talk, walk, dance learn. The learner to identify the past continuous in the sentences written on the board.
|
The teacher displays the functions of past continuous on the wall by use of the power-point. Past continuous is used to show something has continued for some time (Tottie, 2002, p. 15). For example; a) My leg was aching severely when the cow stepped on me. b) The people were shouting. The past continuous is also used to show something which was happening again and again (Swan, 2005, p. 7). For instance; a) He was practicing daily, four times a day. b) We were discussing secretly after school. The past continuous is also used with the verbs that show growth or change (Peters, 2004, p. 17). a) The siblings were growing up rapidly. b) Her Kiswahili was improving.
|
|
|
|
|
What Past Continuous Uses (Quirk, 1985, p. 9).
|
Board Power point Video clips |
The learner listens keenly and as well watches the video clips identifying the different forms of the past continuous. Leaners are taking down notes as the teacher writes on the board. Learners in groups to help each other in picking out the past continuous. Learners are writing down their example on their exercise book. |
Learners, we are going to discuss what past continuous uses. I would like you, learners, to listen keenly, take down the well.
First, the past continuous tense uses interrupted action in the past (Peters, 2004, p. 10). Continuous tense indicates that more extended action in the past was interrupted. This interruption continues shortly in the simple past. For example, a) She was watching a movie when he called. Secondly , past continuous can be used as per the atmosphere (Beth, 1993, p. 11). The English atmosphere expressed by the past continuous often uses a chain of actions which are parallel to each other to describe a specific time of the past hence describing the atmosphere (Peters, 2004, p. 7). For instance; a) When he stepped into the cyber, few attendants were tight up scanning documents, several were communicating through their mobile phones, the supervisor was giving the directions, and the clients were eager to be served. Two of the customers were screaming at the secretary as well as waving her hands. Most of them were unhappy to one another about the lousy service. |
|
|
|
|
|
|
| |
|
10mins |
CONCLUSION |
Past continuous. |
Summary of the lesson. |
Board
|
Two learners volunteer to attempt giving the summary of the lesson. One of the students writes the main points on the board as the others help him/her.
|
Today we have learned about the past continuous in grammar series. Past continuous is formed by Past continuous tense is formed from past tense of ‘be’ with –ing form of a verb. I urge you, learners, to continue practicing the roles of past participle in grammar. Now you will go to the library and do such research on past continuous. |
References.
Alice, M. (1995). The Dynamic interpretation of Tense and Aspect. Representing Time in Natural Language, 2, 34.
Beth, l. (1993). A Preliminary Investigation. English Verb Classes and Alternations, 2, 56.
Meyer, C. (2002). An introduction to the past continuous. English Corpus Linguistics, 2, 93.
Peters, P. (2004). The past continuous. The Cambridge Guide to English Usage., 3, 45.
Quirk, R. (1985). A Comprehensive Grammar of the Englis Language, 4, 56.
Swan, M. (2005). Tense. Practical English Usage, 1, 53.
Tobin, Y. (1993). Process and Result in Language. Aspect in the English verb, 1, 43.
Tottie, G. (2002). Past continuous. An introduction to American English, 42.
Buy ENG2D English Assignment : English Corpus Linguistics Answers Online
Talk to our expert to get the help with ENG2D English Assignment : English Corpus Linguistics Answers to complete your assessment on time and boost your grades now
The main aim/motive of the management assignment help services is to get connect with a greater number of students, and effectively help, and support them in getting completing their assignments the students also get find this a wonderful opportunity where they could effectively learn more about their topics, as the experts also have the best team members with them in which all the members effectively support each other to get complete their diploma assignments. They complete the assessments of the students in an appropriate manner and deliver them back to the students before the due date of the assignment so that the students could timely submit this, and can score higher marks. The experts of the assignment help services at urgenthomework.com are so much skilled, capable, talented, and experienced in their field of programming homework help writing assignments, so, for this, they can effectively write the best economics assignment help services.
