Teaching grammar

Костанайский государственный педагогический институт

Факультет иностранных языков

Кафедра иностранных языков

Effective ways of teaching grammar at secondary school

Курсовая работа

Научный руководитель

Кудрицкая М.И.,

кандидат педагогических наук,

зав. кафедрой иностранных языков

Костанай, 2015 г.

Оглавление

Introduction 3

1. Teaching grammar as the basis for forming four main skills 6

1.1.The principles and methods of teaching grammar 7

1.1.1. Principles 7

1.1.2. The major methods of grammar presentation 11

1.1.3. Deductive approach 12

1.1.4. Inductive approach 15

2.Classification of exercises for the assimilation of grammar 18

2.1.Recognition exercises 18

2.2. Drill exercises 19

2.3. Grammar test 20

2.4. Creative exercises (speech exercises) 21

2.5. Approbation plan 23

Conclusion 29

References 31

Appendix 33

Introduction

Language is an unavoidable part of everyday life. It is arguably the most essential medium by which humans communicate with each other. Without language the society would be in a mess of miscommunication, they would misunderstand one another. Recognizing the language as a significant aspect of daily life causes us to think and wonder why it is so often misused and fraught with errors.

There are many quotes of scholars and writers about the language and grammar, most of them have the same aim and idea. As Edgar Allan Poe said “A man's grammar, like Caesar's wife, should not only be pure, but above suspicion of impurity.” However, a person who knows a language perfectly uses a thousand and one grammar lexical, phonetic rules when he is speaking. Language skills help us to choose different words and models in our speech.

It is clear that the term “grammar” has meant various things at various times and sometimes several things at one time. One of the most necessary step for the future teacher is to know what grammar means itself. Grammar is the whole system and structure of a language or of languages in general, usually taken as consisting of syntax and morphology (including inflections) and sometimes also phonology and semantics. [1]

For me the grammar issue was settled at least twenty years ago with the conclusion offered by Richard Braddock, Richard Lloyd-Jones, and Lowell Schoer in 1963. “In view of the widespread agreement of research studies based upon many types of students and teachers, the conclusion can be stated in strong and unqualified terms: the teaching of formal grammar has a negligible or, because it usually displaces some instruction and practice in composition, even a harmful effect on improvement in writing.” [2, pp. 37-38] Indeed, I would agree with Janet Emig that the grammar issue is a prime example of "magical thinking": the assumption that students will learn only what we teach and only because we teach.[3, pp. 21-30 ] But the grammar issue, as we will see, is a complicated one. And, perhaps surprisingly, it remains controversial, with the regular appearance of papers defending the teaching of formal grammar or attacking it.[4, pp. 55-63]

Grammar is a component in all language skills: reading, writing, speaking, and listening. Teachers need to know rules of grammar as well as techniques that help students use grammar effectively and effortlessly. It is clear that the communication depends on grammar, as a result no speaking is possible without the knowledge of grammar, without the forming of a grammar mechanism. The main person who will be able to develop such kind of mechanism is a teacher. Teaching grammar is of a fundamental importance. However, the question is, how it should be tackled or what kind of approach or methodology should be applied. There is no a simple rule or a rule that can be generalized. This depends on the teacher's experience and preference based on his actual assessment of the learners needs. I think that learning must be made seriously interesting and a teacher should prepare materials according to the audience, i.e. type of students in the class. Methodologies differ because we have different levels of competence in learners. A thorough understanding of different areas of grammar is a fundamental need.

The structure of my course paper can be characterized by the aspects below:

The object: process of teaching English grammar at secondary school effectively.

The subject: the development of grammar skills of secondary school students through advantageous exercises and methods.

The aims of my research are the following:

1. clearly recognize how to teach grammar right

2. clarify essence of grammar approach as a whole and its practical appliance to language teaching in particular

3. use and classify various types of methods which will help students further to develop knowledge and understanding of Grammar, to develop self- study habit

The objectives of the research are next:

1. describing advantages and disadvantages of inductive and deductive approaches

2. Grammar explanations as the major methods

3. Various exercises for the assimilation of grammar

4. Approbation the theory on the lesson planning

Hypothesis: if the teacher uses a variety of interesting exercises and beneficial methods to explain one of the grammatical unites, school students will be able to achieve efficiency of foreign language.

The teacher must know the aims of teaching a particular subject and to do full justice to it is his responsibility. The teacher who does not know the aims of teaching his subject does not know what he is doing and does not realize why he is doing, or the purpose of doing it.

Research methods. I have used theoretical and practical methods of research in given course paper, such as analyses of the publication, prediction of the obtained results and approbation with the help of the lesson plan according the theme of the course paper. Apart from it, there were used literature searching and quantitative data analysis.

Structure of the work.

The present course paper consists of five parts: introduction, the main part, conclusion, references and appendix. Introducing briefly describes the meaning and importance of the theme of the course paper. The main part consists of several items, which includes teaching grammar as the basis for forming for communication skills and classification of exercises for the assimilation of grammar. The first part gives theoretical description of grammar and ways of teaching effectively a foreign language. While the second part shows us more practical way and usage of exercises. Conclusion draws that the importance placed on grammar is a learner-driven mechanism. In list of references, we mentioned more than 25 sources for full comprehension of the given topic.

Practical value of the course paper includes two aspects:

1. It can be used in the process of teaching English in secondary school;

2. The materials can be used in language teaching methodology.

1. Teaching grammar as the basis for forming four main skills

Grammar gains its prominence in language teaching, particularly in English as a foreign language (EFL) and English as a second language (ESL), inasmuch as without a good knowledge of grammar, learners’ language development will be severely constrained. Practically, in the teaching of grammar, learners are taught rules of language commonly known as sentence patterns.[5, pp. 75] The teaching of grammar should also ultimately centre attention on the way grammatical items or sentence patterns are correctly used. In other words, teaching grammar should encompass language structure or sentence patterns, meaning and use.

Further, grammar is thought to furnish the basis for a set of language skills: listening, speaking, reading and writing. In listening and speaking, grammar plays a crucial part in grasping and expressing spoken language (e.g. expressions) since learning the grammar of a language is considered necessary to acquire the capability of producing grammatically acceptable utterances in the language.

In reading, grammar enables learners to comprehend sentence interrelationship in a paragraph, a passage and a text. In the context of writing, grammar allows the learners to put their ideas into intelligible sentences so that they can successfully communicate in a written form. Lastly, in the case of writing, grammar provides a pathway to learners how some lexical items should be combined into a good sentence so that meaningful and communicative statements or expressions can be formed.[6, pp. 227-275]

Many teachers think that teaching grammar separately is not favorable to learners since learners only learn the way language is constructed, and very often when they are given grammatical rules, the learners work well on such cases.[7] However, when they write or speak, the learners make grammatical mistakes or even unnecessary ones. Helping learners apply grammatical rules into communicative tasks (for example, writing and speaking) is very challenging. Therefore, teachers, especially in the context of EFL, could benefit from learning some alternative teaching approaches for teaching grammar so that they can integrate grammar or structure into other language skills in such a way that the goal of learning language is ultimately achieved.

The ultimate goal of teaching grammar is to provide the students with knowledge of the way language is constructed so that when they listen, speak, read and write, they have no trouble applying the language that they are learning. Language teachers are, therefore, challenged to use creative and innovative attempts to teach grammar so that such a goal can successfully be achieved. In other words, whatever exercises are given, the most crucial thing is that the teacher provide the students with an opportunity to be able to produce the grammatical item making use of syntactically and semantically correct examples of sentences comprised of appropriate and relevant vocabulary. [8,pp. 27-38]

The principles and methods of teaching grammar

1.1.1. Principles

Teaching grammar should be based upon the following principles:

Conscious approach

This means that in sentence patterns teaching points are determined so that pupils can concentrate their attention on some elements of the pattern to be able to use them as orienting points when speaking or writing the target language. For example, I can see a book. I can see many books.

The teacher draws pupils' attention to the new element in the sentence pattern. The teaching point may be presented in the form of a rule, a very short one, usually done in the mother tongue. The rule helps the learner to understand and to assimilate the structural meaning of the elements. It ensures a conscious approach to learning. This approach provides favorable conditions for the speedy development of correct and more flexible language use.[9, pp. 12-24] However it does not mean that the teacher should ask pupils to say this or that rule. Rules do not ensure the mastery of the language. They only help to attain the practical goal. If a pupil can recognize and employ correctly the forms that are appropriate, that is sufficient. When the learner can give ample proof of these abilities we may say that he has fulfilled the syllabus requirements.

Conscious learning is also ensured when a grammar item is contrasted with another grammar item which is usually confused.[13] The contrast is brought out through oppositions. For example:

I have breakfast at 8 o'clock.

It's 2 o'clock. I am having breakfast.

He has been to Astana.

He was in Astana two years ago.

Give me a magazine (to read into the bus).

Give me the magazine (you have promised).

I like steak (more than any other food).

I like the steak (that my mum cooked).

The teacher should realize difficulties the sentence pattern presents for his pupils. Comparative analysis of the grammar item in English and in Romanian or within the English language may be helpful. He should think of the shortest and simplest way for presentation of the new grammar item. The teacher should remember the more he speaks about the language the less time is left to practice. The more the teacher explains the less his pupils understand what he is trying to explain, this leads to the teacher giving more information than is necessary, which does not help the pupils in the usage of this particular grammar item, only hinders them.

Practical approach

It means that pupils learn those grammar items which they need for immediate use either in oral or written language. For example, from the first steps of language learning pupils need the Possessive Case for objects which belong to different people, namely, Mike's textbook, Ann's mother, the girl's doll, the boys' room, etc. The learner masters grammar through performing various exercises in using a given grammar item. Teachers should teach correct grammar usage and not grammar knowledge.

Structural approach

Grammar items are introduced and drilled in structures or sentence patterns.

It has been proved and accepted by the majority of teachers and methodologists that whenever the aim to teach pupils the command of the language, and speaking in particular, the structural approach meets the requirements.[10, pp. 446]

Pupils are taught to understand English when spoken to and to speak it from the very beginning. This is possible provided they have learned sentence patterns and words as a pattern and they know how to adjust them to the situations they are given.

In Kazakhstan the structural approach to the teaching of grammar attracted the attention of many teachers. As a result structural approach to grammar teaching has been adopted by the schools since it allows the pupil to make up sentences by analogy, to use the same pattern for various situations. Pupils learn sentence patterns and how to use them in oral and written language.

The teacher should furnish pupils with words to change the lexical (semantic) meaning of the sentence pattern so that pupils will be able to use it in different situations. He should assimilate the grammar mechanism involved in sentence pattern and not the sentence itself.

Situational approach

Pupils learn a grammar item used in situations. For example, the Possessive Case may be effectively introduced in classroom situations. The teacher takes or simply touches various things and says: This is Assel's pen; That is Sasha's exercise-book, and so on.

The teacher should select the situations for the particular grammar item he is going to present. He should look through the textbook and other teaching materials and find those situations which can ensure comprehension and the usage of the item.

Oral approach

Grammar items pupils need for conversation are taught by the oral approach, i.e., pupils laud them, perform various oral exercises, finally see them printed, and write sentences using them. For example, pupils need the Present Progressive for conversation. They listen to sentences with the verbs in the Present Progressive spoken by the teacher or the speaker (when a tape recorder is used) and relate them to the situations suggested. Then pupils use the verbs in the Present Progressive in various oral sentences in which this tense is used. Grammar items necessary for reading are taught through reading.

If the grammar item the teacher is going to present belongs to those pupils need for conversation, he should select the oral approach method for teaching.

If pupils need the grammar item for reading, the teacher should start with reading and writing sentences in which the grammar item occurs.

While preparing for the lesson at which a new grammar item should be introduced, the teacher must realize the difficulties pupils will meet in assimilating this new element of the English grammar. They may be of three kinds: difficulties in form, meaning, and usage. The teacher thinks of the ways to overcome these difficulties: how to convey the meaning of the grammar item either through situations or with the help of the mother tongue; what rule should be used; what exercises should be done; their types and number. Then he thinks of the sequence in which pupils should work to overcome these difficulties, i.e., from observation and comprehension through conscious imitation to usage in conversation (communicative exercises). Then the teacher considers the form in which he presents the grammar item - orally, in writing, or in reading. And, finally, the teacher plans pupils' activity while they are learning this grammar item (point): their individual work, mass work, work in unison, and work in pairs, always bearing in mind that for assimilation pupils need examples of the sentence pattern in which this grammar item occurs. [11, pp.14-20]

1.1.2. The major methods of grammar presentation

There are two approaches in teaching grammar that can be applied: deductive and inductive.

Inductive learning is the process of 'discovering' general principles from facts.

In a language classroom, an inductive approach involves getting learners to discover rules and how they are applied by looking at examples. The role of the teacher is to provide the language the learners need to discover the rules, to guide them in discovery if necessary, and then to provide more opportunities to practise.

The inductive approach is often thought of as a more modern way of teaching: it involves discovery techniques; it seeks in some ways to duplicate the acquisition process; it often exploits authentic material; it has learners at the centre of the lesson; and the focus is on usage rather than rules.

Deductive learning is the process of applying general principles to use.

In a classroom, a deductive approach means teaching learners rules and then giving them opportunities to apply them through practice. The role of the teacher is to present the rules and organize the practice.

The deductive approach is often thought of as a more traditional way of teaching: it is teacher-led and teacher-centred, at least at the presentation stage; it focuses initially on rules and then use; it often uses input language which is adjusted to the learners and not authentic. These do not in themselves have to be traditional ways of teaching, but they indicate a traditional approach. [17, pp. 75-83]

As can be seen, both approaches provide opportunities for learning and address the needs of different kinds of learners and learning contexts. Like almost all the decisions we make in the classroom, we must be guided by our learners’ aims.

The inductive approach may be more attractive to us as teachers but does it support our students’ learning fully?

The deductive approach may be more controllable but does it give our learners the opportunity to develop their strategies and learning styles?

And like many of our decisions regarding the way we teach, the best way forward may be to blend the two, guided by our aims and our understanding of our own learners. For example, it may be useful for a class to start with a deductive approach and then move on to a more inductive way of learning once they are used to analysis of the language and ways of describing it.

1.1.3. Deductive approach

A deductive approach is derived from the notion that deductive reasoning works from the general to the specific. In this case, rules, principles, concepts, or theories are presented first, and then their applications are treated. In conclusion, when we use deduction, we reason from general to specific principles.

Dealing with the teaching of grammar, the deductive approach can also be called rule driven learning.[12] In such an approach, a grammar rule is explicitly presented tostudents and followed by practice applying the rule. This approach has been the bread and butter of language teaching around the world and still enjoys a monopoly in many course books and self-study grammar books (Fortune, 1992). The deductive approach maintains that a teacher teaches grammar by presenting grammatical rules, and then examples of sentences are presented. Once learners understand rules, they are told to apply the rules given to various examples of sentences. Giving the grammatical rules means no more than directing learners’ attention to the problem discussed. Eisenstein (1987) suggests that with the deductive approach, learners be in control during practice and have less fear of drawing an incorrect conclusion related to how the target language is functioning. To sum up, the deductive approach commences with the presentation of a rule taught and then is followed by examples in which the rule is applied. In this regard, learners are expected to engage with it through the study and manipulation of examples.

Why use the deductive approach?

• It can meet student expectations. For many learners the inductive approach is very new and somewhat radical, and it does not fit in with their previous learning experiences.

• It may be easier. A class using the deductive approach, if well planned, goes from easier to more difficult – which may be more appropriate for some learners. It can also be easier for less experienced teachers as there is more control of outcomes.

• We can control the level of input language more.

• We can control our learners’ understanding of rules more – making sure that the ideas they form about language are the right ones. In this way we can try to avoid learners forming incorrect hypotheses.

• It may be a more efficient use of time; the inductive approach can take longer.

• It can be designed to meet the needs of more learning styles. The demands of the inductive approach make it more suitable for a specific kind of learner.

• It is used by many coursebooks and it fits in better with many syllabus structures.[14]

Most importantly, when the rules are presented in the deductive approach, the

presentation should be illustrated with examples, be short, involve students’

comprehension and allow learners to have a chance to personalize the rule.

Nonetheless, the deductive approach has its own advantages and disadvantages as

shown in Table 1 below.

TABLE 1.

Advantages and disadvantages of the deductive approach to teaching grammar

[16, pp. 122-141]

Advantages	1.The deductive approach goes straightforwardly to the point and can, therefore, be time-saving.
	2. A number of rule aspects (for example, form) can be more simply and clearly explained than elicited from examples
	3. A number of direct practice/application examples are immediately given
	4. The deductive approach respects the intelligence and maturity of many adult learners in particular and acknowledges the role of cognitive processes in language acquisition
	5. It confirms many learners’ expectations about classroom learning particularly for those who have an analytical style.
Disadvantages	1. Beginning the lesson with a grammar presentation may be off-putting for some learners, especially younger ones
	2. Younger learners may not able to understand the concepts or encounter grammar terminology given.
	3. Grammar explanation encourages a teacher-fronted, transmission-style classroom, so it will hinder learner involvement and interaction immediately
	4. The explanation is seldom as memorable as other forms of presentation (for example, demonstration).
	5. The deductive approach encourages the belief that learning a language is simply a case of knowing the rule.

1.1.4. Inductive approach

An inductive approach comes from inductive reasoning stating that a reasoning

progression proceeds from particulars (that is, observations, measurements, or data) to generalities (for example, rules, laws, concepts or theories) (Felder & Henriques,

1995). In short, when we use induction, we observe a number of specific instances

and from them infer a general principle or concept.

In the case of pedagogical grammar, most experts argue that the inductive approach

can also be called rule-discovery learning.[12] It suggests that a teacher teaches grammar starting with presenting some examples of sentences. In this sense, learners understand grammatical rules from the examples. The presentation of grammatical rules can be spoken or written. Eisenstein (cited in Long & Richards, 1987) maintains that the inductive approach tries to utilize the very strong reward value of bringing order, clarity and meaning to experiences. This approach involves learners’ participating actively in their own instruction. In addition, the approach encourages a learner to develop her/his own mental set of strategies for dealing with tasks. In other words, this approach attempts to highlight grammatical rules implicitly in which the learners are encouraged to conclude the rules given by the teacher.[21, pp.6-12]

Why use the inductive approach?

• It moves the focus away from the teacher as the giver of knowledge to the learners as discoverers of it.

• It moves the focus away from rules to use – and use is, after all, our aim in teaching.

• It encourages learner autonomy. If learners can find out rules for themselves then they are making significant steps towards being independent. We can take this further by letting learners decide what aspect of the language in a text they want to analyse.

• It teaches a very important skill – how to use real/almost-real language to find out the rules about English.

• It can be particularly effective with low levels and with certain types of young learners. It enables these students to focus on use, not complex rules and terminology.

• If we use authentic material as our context, then learners are in contact with real language, not coursebook English.

• We can exploit authentic material from a wide range of sources to present our target language.

• The rules and structures students discover are often more valid, relevant and authentic than in a deductive approach, as they can be drawn from real use of English.

• The action of discovery helps learners remember.

• It reflects the acquisition process that children learn by, i.e. being in contact with the language and using it, then finding rules and applying them to new contexts.

• This kind of task – and the independence it fosters - is stimulating and motivating for many learners.

• This approach naturally encourages more communication, as learners need to discuss language together.

• We are able to respond better to the needs of our learners. For example, we can clearly see and address problems with understanding of a certain rule or item of lexis as learners go through the process of identifying and analyzing it.

• We can support and encourage new learning styles and strategies. For example, this kind of approach is good to develop reflective learning and learning in groups, and encourages the strategy of using the English around us to find rules and examples.[14]

Similar to the deductive approach, the inductive approach offers advantages and

disadvantages as seen in the Table 2 below.

TABLE 2

Advantages and disadvantages of the inductive approach to teaching grammar

[16, pp. 122-141]

Advantages	1. Learners are trained to be familiar with the rule discovery; this could enhance learning autonomy and self-reliance.
	2. Learners’ greater degree of cognitive depth is “exploited”.
	3. The learners are more active in the learning process, rather than being simply passive recipients. In this activity, they will be motivated
	4. The approach involves learners’ pattern-recognition and problem solving abilities in which particular learners are interested in this challenge.
	5. If the problem-solving activity is done collaboratively, learners get an opportunity for extra language practice.
Disadvantages	1. The approach is time and energy-consuming as it leads learners to have the appropriate concept of the rule
	2. The concepts given implicitly may lead the learners to have the wrong concepts of the rule taught.
	3. The approach can place emphasis on teachers in planning a lesson.
	4. It encourages the teacher to design data or materials taught carefully and systematically
	5. The approach may frustrate the learners with their personal learning style, or their past learning experience (or both) would prefer simply to be told the rule.

Classification of exercises for the assimilation of grammar

Recognition exercises

Recognition exercises are the easiest type of exercises for pupils to perform. They observe grammar item in structures (sentence patterns) when hearing or reading. Since pupils only observe the new grammar item the situations should be natural and communicative. [18, pp. 82]The following types of exercises may be suggested.

For example:

– Listen to the sentences and clap whenever you hear the verbs in the Past Simple Tense.

Mike lives in Pushkin Street. I lived there last year. Ann gets up at 7 o’clock in the morning.

She got up at half past seven yesterday, etc.

It is desirable that sentences formed should concern real situations and facts. Pupils listen to the teacher and claps when they hear a verb in the Past Simple. The teacher can see whether each of his pupils has grasped the sentence.

– Read the sentences and choose the correct form of the verb. The following sentences

may be suggested:

a. I (go, went) to school yesterday.

b. Tom (takes, took) a bus when he goes to school.

c. She (got, gets, gets) up at 7 o’ clock every day.

Pupils should read the sentences and find the signals for the correct choice of the form. Since the necessary form is suggested in each sentence they should only recognize the one they need for a given context.

Recognition exercises are indispensable as pupils retain the grammar material through

auditory and visual perception. Auditory and visual memory is at work [18, pp. 85].

2.2. Drill exercises

Drill exercises are more completed as they require reproduction on the part of the pupils. In learning a foreign language drill exercises are indispensable. The learners cannot assimilate the material if they only hear and see it. They must reproduce it both in outer and inner speech. The more often they say it the better they assimilate the material. Though drill exercises are those in which pupils have only one difficulty to overcome, they should also be graded [19, 62].

A. Repetitive drill. Pupils pronounce the sentence pattern after the teacher, in imitation of the teacher, both individually and in unison.

For example:

Teacher: They are dancing in the park.

Class: They are dancing in the park.

Individuals: They are dancing in the park.

Or pupils listen to the dialogue and say it after the speaker.

– Is Ann dancing now?

– No, she isn’t.

– What is she doing?

– She is watching television.

Attention is drawn to the correct pronunciation of the sentence pattern as a sense unit, as a statement (sounds, stress, and melody).

B. Substitution. Pupils substitute the verbs or phrases in a sentence pattern.

For example:

The children are dancing in the park.

The children were dancing in the garden.

The child was dancing in the street.

C. Completion. Pupils complete the sentences the teacher utters looking at the pictures he shows.

For example:

Teacher: Look at the picture.

Mike is ... ... .

Pupil: Mike is getting up.

Class: Mike is getting up.

Teacher: Mike is ... ... .

Pupil: Mike is dressing.

Class: Mike is dressing.

Attention should be given to the use of is in this exercise. The teacher should pronounce Mike is ... to prevent the typical mistake of the pupils (Mike dressing). This is essential structural element of the tense form of the Present Continuous; Russian-speaking pupils, however, do not feel any necessity to use it.

Drill exercises may be done both orally and in written form. Pupils perform oral exercises during the lesson and written ones at home. [19, 83]

2.3. Grammar test

A check on the assimilation of grammar material is carried out through:

- auding (if a pupil understands what he listens, he knows grammar);

- speaking (if a pupil uses the grammar item correctly, he has assimilated it);

- reading (if a learner understands what he reads, he knows grammar);

- tests.

Tests allow the teacher to evaluate pupils' achievement in grammar, that is, how each of them has mastered forms, meaning, and usage. Tests in grammar may involve: filling in the blanks; opening the brackets; transformation (e. g., make it negative, change into plural, etc.); extension (e. g., / like to read books — I like to raid English bocks in our li­brary); completion (e. g., When I came home ...); making state­ments on the pictures given; translation. [24, pp. 34-55]

2.4. Creative exercises (speech exercises)

This is the most difficult type of exercises as it requires creative work on the part of the learners. All the exercises are designed:

• to develop pupils' skills in recognizing grammar forms while auding and reading English texts;

• to accumulate correct sentence patterns in the pupils' memory which they can reproduce whenever they need these patterns for speaking or writing;

• to help the pupils to produce sentences of their own using grammar items necessary for speaking about a situation or a topic offered, or writing an essay on the text heard or an annotation on the text read [20, pp. 57].

Also, speech preparatory exercises subdivided into four:

Differentiation exercises:

•Past Perfect or Past Simple? Underline the correct verb form.

•Choose the right tense and complete the sentences.

•Put while, during or for into each gap.

•Will or going to? Complete the dialogue using the necessary form. Say when both are possible [22].

Identification Exercises:

•Complete the conversations using the words from the box once only. Read the dialogue till the end before you start.

• In the following pairs of responses, one verb form is right and one is wrong. Put a tick for the correct response.

• In each sentence there are two mistakes. Find and correct them [22].

Imitation exercises:

•Listen to the questions and answers. In pairs, make similar conversations about yourselves and your family.

•Make sentences according to the given model (pattern).

•Read the letter of invitation, identify the patterns. Write a similar letter.

•Write the dialogues using the cues [22].

Contextualization exercises:

•Complete the conversation using the new grammar forms.

•Put the words in brackets in the most natural place in the sentence.

•Answer the questions about you.

•Write suitable questions for the given answers [22].

. Approbation plan

One way to start to think about a competent use of teaching and learning methodologies to engage students is to consider the process of lesson. When it is done well, process of the lesson can be an effective means of engaging students. As one of the teacher's roles is that of designer and implementer of instruction, the preparation of lesson plan will ensure the organization of the English lesson according to some criteria. The more organized a teacher is, the more effective the teaching, and thus the learning, is. Writing daily lesson plans is a large part of being organized. Especially considering grammar teaching.

I have made five lesson plans in order to approbate my research in this course paper and I tried to use different kinds of exercises in it. It is important to indicate that these plans can be used directly to explain or reinforce new grammar material at secondary school.

The first lesson’s theme is “What will I do tomorrow?”. This lesson focuses on helping students reinforce grammar concerning the Future Simple Tense (‘will’ and ‘(be) going to’). The structure of the lesson plan is to ESA type of class model by G.Harmer.

The second lesson’s topic is “How did you spend your summer holidays?”. Main goal of this lesson is to explain Past Simple Tense and to revise student’s knowledge about time. The structure of the lesson plan is to ESA type of class model by G.Harmer.

The third lesson’s theme is “Life experience”. This lesson focuses on helping students improve their recognition of the new structure material (Present Perfect Tense) and use it more frequently in speech. The structure of the lesson plan is to ESA type of class model by G.Harmer.

The fourth lesson plan is directed to evaluation of pupils’ knowledge concerning the Present Continuous Tense. The theme is “What are you doing?”. The structure of the lesson plan is to ESA type of class model by G.Harmer.

The fifth lesson topic sounds like “Sport”. Main goal of this lesson is to explain Present Simple Tense and improve pupils’ knowledge about time. The structure of the lesson plan is to ESA type of class model by G.Harmer.

Lesson plan 1

Theme: “What will I do tomorrow?” Grade: 6

Aims:

- To practice reading, writing and speaking skills

- To revise and reinforce grammar concerning the Future Simple Tense (‘will’ and ‘(be) going to’)

Objectives

• Students will be able to use grammar points correctly

• Students will be able to do exercises

• Students will be able to use language in real life situations

Stage	Procedure	Time	Material
Greeting	Good morning, students! I`m glad to see you. Please, take your seats.	30 sec.
Engage	Discussion: What is the day tomorrow? Do you have a plan for tomorrow? What are you going to do? etc. OK. Thanks for your answers. Today we are going to reinforce grammar concerning the Future Simple Tense (‘will’ and ‘(be) going to’)	6 min	Active board
Study	Focus on grammar. -Read and match the sentences with the pictures	3 min	Active board Handouts with the pictures
Study	Exercises -put the verbs in brackets into the gaps and form sentences	5 min	Handouts
Study	Read the text and answer the questions.	3 min	Handouts
Activate	- Work in pairs and discuss : What will you do in the summer holidays? Use the words from the box. - And act out a dialogue	10-12 min	Handouts
Study	Read the text. Open the brackets, putting the verbs in the form of Future Simple (Indefinite). Find the answers to the following questions in the text and read them.	7 min	Handouts
Study	Make questions for the following sentences. Write questions as in the example.	5 min	Handouts
Conclusion	Your work today was brilliant! The lesson is over. You are free! Good bye, pupils!	30 sec	Blackboard

Lesson plan 2

Theme: “How did you spend your summer holidays?” Grade: 7

Aims: Time: 45 min

• To practice reading, writing and speaking skills

• To revise and reinforce grammar concerning the Past Simple Tense

• To practice making using new words in speech

Objectives

• Students will be able to use grammar points correctly

• Students will be able to do exercises

• Students will be able to speak about their holidays

Stage	Procedure	Time	Material
Greeting	Good morning, students! I`m glad to see you. Please, take your seats.	30 sec.
Engage	Let’s read Mark’s story about his summer holidays. And what about you ? Where did you spend your summer holidays? What did you do there? What tense have I used in my questions? You are absolutely right. Today we are going to reinforce grammar concerning the Past Simple Tense	10-12 min	Active board Power Point Presentation
Study	Presentation of grammar rules ( Past Simple tense)	6-8 min	Active board
Study	Exercises : Put the verbs into the simple past Write the past forms of the irregular verbs. Complete the table in simple past. Put the sentences into simple past. Write sentences in simple past. Choose "Was“ or "Were“	15 min	Handouts
Activate	- Work in groups: The students write a story about a holiday romance by inventing answers to questions. Students sit in a circle in groups of five or six. Each student answers the first question on their worksheet by inventing details and writing the answer in the space provided.	5-7 min
Conclusion	Your work today was brilliant! The lesson is over. You are free! Good bye, pupils!	30 sec	Blackboard

Lesson plan 3

Theme: “Life experience” Grade: 8

Aims: Time: 45 min

• To practice reading, writing, listening and speaking skills

• To revise and reinforce grammar concerning the Present Perfect Tense

Objectives

• Students will be able to use grammar points correctly

• Students will be able to do exercises

• Students will be able to speak about their life experience

Stage	Procedure	Time	Material
Greeting	Good morning, students! I`m glad to see you. Please, take your seats.	30 sec.
Engage	Introduction	2 min	Active board
Study	1. Presentation of new grammar material ( deductively) Present Perfect Tense 2.Primary consolidation: listen to the dialog and clap when you hear a new structure (recognition) 3.Write given verbs according to the new grammar forms (drill) 4.Read the situation and then write a suitable sentence. Use the verb given in brackets. 5. Use the words in brackets to make questions according to a pattern.	10 min 10 min 15 min	Power point Presentation Handouts Handouts
Activate	- Work in pairs and discuss: Have you visited any countries? Have you gone sightseeing? Have you met interesting people? - And act out a dialogue	7-10 min
Conclusion	Your work today was brilliant! The lesson is over. You are free! Good bye, pupils!	30 sec	Blackboard

Lesson plan 4

Theme: “What are you doing?” Grade: 7

Aims: Time: 45 min

• To practice reading, writing, listening and speaking skills

• To revise and reinforce grammar concerning the Present Continuous Tense

Objectives

• Students will be able to use grammar points correctly

• Students will be able to do exercises

• Students will be able to speak about social networking websites

Stage	Procedure	Time	Material
Greeting	Good morning, students! I`m glad to see you. Please, take your seats.	30 sec.
Engage	Introduction	2 min	Active board
Study	1. Presentation of new grammar material ( deductively) Present Continuous tense 2.Check your grammar: true or false 3.Primary consolidation: watch the video at: http://bit.ly/JwTawJ , Pay attention on a new structure (recognition) 4. Use the verbs in the list to complete the sentences according to the grammar. (drill) 5. Write the words to fill the gaps. 6. Write questions and negatives.	10 min 10 min 15 min	Power point Presentation Video Handouts
Activate	Discussion on the theme : «What are you doing ...»	7-10 min	• Handouts
Conclusion	Your work today was brilliant! The lesson is over. You are free! Good bye, pupils!	30 sec	Blackboard

Lesson plan 5

Theme: “Sport” Grade: 7

Aims: Time: 45 min

• To practice reading, writing and speaking skills

• To revise and reinforce grammar concerning the Present Simple Tense

Objectives

Students will be able to use grammar points correctly

• Students will be able to do exercises

• Students will be able to speak about everyday activity

Stage	Procedure	Time	Material
Greeting	Good morning, students! I`m glad to see you. Please, take your seats.	30 sec.
Engage	Will you, please, answer some questions? Do you usually get up early? Who usually prepares breakfast in your family? How many lessons do you usually have? OK. Thanks for your answers. What tense have I used in my questions? You are right.	2 min	Active board
Study	1. Presentation of new grammar material Present Simple tense 2. Reading (recognition) Find all verbs in present simple tense Answer the questions. Use the Present Simple tense. Fill in the blanks with the correct simple present tense form of the verb Change the verb into the correct form Change positive sentences into negative Circle the correct answer	10 min 10 min 15 min	Power point Presentation Video Handouts
Activate	Write about your daily routine. Use the following key verbs and any others that you know; to get up, to eat breakfast, to take/have a shower, to drive to work, to get to work, to have/eat lunch, to play, to walk, to go to bed.	7-10 min	• Handouts
Conclusion	Your work today was brilliant! The lesson is over. You are free! Good bye, pupils!	30 sec	Blackboard

Conclusion

Grammar is the means through which linguistic creativity is ultimately achieved. As it could be seen, the importance placed on grammar is a learner-driven mechanism. Grammar is the basis upon which the superstructure of the skills of a language acquired by a learner is built. Grammar can be taught basically with examples using our routine day to day activities, action oriented examples can be explained to reach the students in casual and friendly manner. First thing, students are in the grip of fear for English grammar, and it must be removed gradually. Teachers should deal with examples, which would trigger their minds to raise questions to be more interactive, as a sign of healthy practice. Grammar should be taught lively in cordial atmosphere. When things are practiced, students will acquire mastery of the subject. Some teachers place grammar on the second place, which is not quite right. I feel grammar is the "backbone" of a language and just as a person is crippled, if his backbone breaks so it is the person who lacks proper grammar knowledge.

Our aim, as for future teachers, is to form grammar skills and prevent children from making grammar mistakes in their speech. The aim of foreign languages in secondary schools is to develop school-students’ skills in order to understand speech and participate it in conversation.

The method and techniques the teacher should use in teaching school-students in secondary school is the direct method and various techniques which can develop school-students’ four components of foreign language as listening comprehension, speaking, writing and reading.

We have examined two kinds of approaches for learning grammar: deductive and inductive. In a deductive approach rules, principles, concepts, or theories are presented first, while in an inductive approach we observe a number of specific instances and from them infer a general principle or concept. As a result we can make a conclusion that in secondary school it is more beneficial to use the inductive approach, since secondary school-students in their age confirm the information from examples more.

We have such a conclusion that the forming of grammar skills depends on training and exercising. Training is of great importance to realize the grammar item. We must use a lot of training exercises for the assimilation of grammar. We should provide the motivation of learn English, encourage children to communicate, to develop understanding about rules of grammar and their use in writing English.

Students are usually afraid of grammar, or at least bored with it. So we have the really difficult task to make them be interested in it. We do not have to teach them grammar as a separate lesson, we should integrate it in a context of a speaking or listening activity, after that the result could be seen.

References

[1] http://www.oxforddictionaries.com/definition/english/grammar

[2] Article : Research in Written Composition (2010), pp. 37-38

[3] "Non-magical Thinking: Presenting Writing Developmentally in Schools," in Writing Process, Development and Communication, Vol. II of Writing: The Nature, Development and Teaching of Written Communication, ed. Charles H. Frederiksen and Joseph F. Dominic (Hillsdale, N.J.: Lawrence Erlbaum, 2001), pp. 21-30.

[4] Article: "Grammar-Can We Afford Not to Teach It?" NASSP Bulletin, 64, No. 10 (2012), 55-63

[5] Krashen, S. (2002). Second language acquisition and second language learning (1st Internet ed). Retrieved January 11, 2006 from http://www.sdkrashen.com/SL_Acquisition_ and_Learning/

[6] Ellis, R. (2004). The definition and measurement of L2 explicit knowledge. Language Learning 54(2), 227-275.

[7] Noonan, F. Teaching ESL students to notice grammar. The Internet TESL Journal 10(7). Retrieved November 30, 2005 from http://iteslj.org/Techniques/Noonan- Noticing.html

[8] Widodo, H. (2004). The Structure of Modern English. Fenomena, 3(2), 27-38

[9] DOUGLAS, B.H., Teaching by Principles, 2nd edition, Longman, 2001, pp.12-24

[10] EASTWOOD, J., Oxford Guide to English Grammar, Oxford University Press, 2005 , 446p.

[11] RICHARDS, J.C., ROGERS, T.S. Approaches and Methods in Language Teaching, Cambridge University Press, 1986 , pp.14-20

[12] Understanding and using English grammar. New Jersey: PrenticeHall, Inc (2012)

[13] Principles of language learning and teaching (4th ed.). New York: Addison-Wesley Longman, Inc. (2000)

[14] Speech Notes: Options in grammar teaching. Retrieved November 30, 2014

[15] Teaching ESL students to notice grammar. The Internet TESL Journal 10(7). Retrieved November 30, 2013 from http://iteslj.org/Techniques/Noonan- Noticing.html.

[16] Widodo, H.P. Approaches and Procedures for teaching grammar. English Teaching: Practice and Critique. May 2006, Volume 5, Number 1. 2006,p.122-141

(2nd ed.). Cambridge: Cambridge University Press.

[17] Richards, J., & Renandya, W. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.

[18] Rogova, G.V., “Methods of teaching English”; М.,1970

[18] ELT Journal 46(2) Self-study grammar practice: Learners views and preferences. (2012) pp.160-171.

[19] Harmer, Jeremy, “the practice English language teaching”; London-New York; Longman,1991

[20] Geoffrey Broughton, Christopher Brumfit, Roger Flavel, “Teaching English as a foreign language.”; London, 2001

[21] LIGHTBOWN, P. & SPADA, N., How languages are learned, Oxford University Press, 2010, pp.6-12

[22] Кудрицкая М.И “A course of lectures in Modern Methods of Foreign Languages Teaching” Kostanay 2012

[23] DAVIES, P., PEARSE, E., Success in English Teaching, Oxford University Press, 2000, pp.78-88

[24] MADSEN, H. S., Techniques in testing, (2006) pp.34-55

[25] www.slideshare.net/vanyac/teaching-grammar-134752

[26] www.slideshare.net/gskeesee/grammar-review-531028

[27] www.englishclub.narod.ru

[28] www.teachingenglish.org.uk

[29] www.e.usia.gov/forum/vols/vol136/no1/p20.htm-games

Appendix

Lesson plan №1

1. Focus on grammar. Read and match the sentences with the pictures

1. Carol is going to take a shower at 8 o’clock

2. Ann is going to play tennis at 4 o’clock

3. Jennifer is going to watch TV at 6 o’clock

4. Jane Evans is going to cook a meal at 3 o’clock

5. David is going to have lunch at 2 o’clock

1. Put the verbs in the brackets into the gaps and form sentences. Use “to be going to”

1. He ____ his friend. ( to phone)

2. We ____ a new computer game. ( to watch)

3. My sister ____ TV. (to watch)

4. You ____ a picnic next Tuesday. ( to have)

5. Jane ____ to the office. ( to go)

6. They ____ to the bus stop this afternoon. ( to walk)

7. His brother ____ a letter to his uncle today. (to write)

8. She ____ her aunt. ( to visit)

9. I ____ my homework after school. ( to do)

10. Sophie and Nick ____ their friends. ( to meet)

1. Read the text and answer the questions

My name is Tanya. I am a pupil. Tomorrow I will not go to school. It will be Sunday. Father and Mother will not be at home. They will go to see their friends.

1. Why won't Tanya go to school tomorrow?

2. Will her Mother and Father be at home?

3. Where will they go?

4. What will Tanya do when her parents go to see her friends?

4. What will you do in the summer holidays? Use the words from the box.

go to the theatre, go to the river, go to the zoo, collect pebbles, read books, read magazines, watch films, make friends, go sunbathing, write a diary]

I think I'll ____________

I don't think I'll ______________

5.Read the text. Open the brackets, putting the verbs in the form of Future Simple (Indefinite).

I like to go to school. I have many good friends there. But I like Sundays more.  Soon it ____ (1 be) Sunday, and all our family  _____ (2 be ) at home. I _____ (3 get up) at 9 o’clock, and then I_____ (4 do) my morning exercises and have breakfast together with my parents. After breakfast I ____ (5 help) my mother in the kitchen and my father ____ (6 go) shopping. Then we  (7 go) for a I walk in the park or to the cinema. After dinner my friends ____  (8 come) to me, and we ____ (9 play) together at home or in the yard. In the evening my mother ____ (10 knit), my father ____ (11 watch) a concert on TV and I ____ (12 listen) to music or read a book. I know that I ____ (13 have) a lot of fun next Sunday.

b) Find the answers to the following questions in the text and read them aloud:

• Will all the family be at home on Sunday?

• When will the boy get up?

• What will he do in the morning?

• What will he do after breakfast?

• Who will come after dinner?

• What will they do at home or in the yard?

• What will they do in the evening?

• The boy will have a lot of fun next Sunday, won’t he?

6. Make questions for the following sentences.

1. He will buy tickets tomorrow. When ______________?

2. Mike will go to the railway station in the afternoon.

Who ______________?

3. Sally will go to the airport on Monday. How ______________?

4. I think the ticket will cost 100 pounds. How much ______________?

7.Write questions as in the example.

Example: We have no bread, (to go to the shop) — Shall I go to the shop?

1. There is an interesting film on the cinema, (to buy tickets)

2. I can't do the exercise. It's very difficult, (to help)

3. The room is dirty, (to clean) It's very hot in the room, (to open the window)

4. We are very hungry, (to cook pizza)

Lesson plan 2

1. Work with the presentation and answer the questions

2. Presentation of grammar rules ( Past Simple tense)

3.Put the verbs into the simple past:

Last year I (go) ____ to England on holiday.

It (be) ____ fantastic.

I (visit) ____ lots of interesting places. I (be) ____ with two friends of mine .

In the mornings we (walk) ____ in the streets of London.

In the evenings we (go) ____ to pubs.

The weather (be) ____ strangely fine.

It (not / rain) ____ a lot.

But we (see) ____ some beautiful rainbows.

Where (spend / you) ____ your last holiday?

4.Write the past forms of the irregular verbs.

Infinitive			Past Simple
1.	Meet
2.	Drive
3.	Speak
4.	Put
5.	Write
6.	Sing
7.	Do
8.	Sit
9.	Stand
10.	run

5. Complete the table in simple past.

Affirmative			Interrogative		Negative
1.	He wrote a book
2.		Was she pretty?
3.				He did not sing

6. Put the sentences into simple past.

We move to a new house. → _________

They bring a sandwich. → _________

He doesn't do the homework. → _________

They sell cars. → ________

Does he visit his friends? → _________

7.Write sentences in simple past.

Janet / miss / the bus → _________

she / tidy / her room → __________

Nancy / watch / not / television→ ________

she / read / a book → __________

8.Choose "Was“ or "Were“:

The teacher ____ nice.

The students ____ very clever.

But one student _____ in trouble.

We _____ sorry for him.

He _____ nice though.

Lesson plan 3

1. Presentation of new grammar material ( deductively)

2. Listen to the dialog and clap when you hear a new structure(recognition)

- Honey, we have to talk.

- What's happened? Why are you crying?

- I've broken your car.

- You've broken what? My car?

- Yes, I'm so sorry. I don't know how this happened.

- I do. You have always been such a bad driver! You have never learnt how to park a car. And now my car is broken. Thank you! Thank you very much!

- I told you, I am sorry. What else do I need to say?

- I see that it's not all. Any other problems, darling?

- I've lost my credit card and now the ten thousand dollars I've saved for our holiday have disappeared.

- Why haven't you called the bank and got your card blocked?

- I have. But, it... it's been too late.

- Ok, I don't know what to say. I'm leaving now. We'll talk when I come back.

- Where are you going?

- It's none of your business. I'll be late tonight. Bye.

At the bar :

- Hi, how are you?

- Hi, I feel awful.

- Why? What's happened?

- My wife has broken my car! My brand new car, which I bought only 6 months ago!

- How terrible!

- Yes, and she has lost her credit card.

- Has she? It's been a bad day for your wife. Has she got her card blocked?

- No, she hasn't blocked it. And the money she has saved up for our holiday is gone!

- It's been a terrible day for you and your wife? I'll get you another beer.

- Thanks. I'll need a lot of beer tonight.

3.Write given verbs according to the new grammar forms (drill)

Write, read, tell, say, show, go, do, speak, listen, begin, have, meet, work, get, organize, bring, lose, walk, watch, learn, swim.

4.Read the situation and then write a suitable sentence. Use the verb given in brackets.

Example: Hugh is listening to some music. It is a new cassette (buy). Hugh has bought a new cassette.

1. Andrew is sleeping soundly. It is late morning (oversleep).....

2. You are going to sit down to dinner and discover there is no bread in the house. (run out of).

3. We .... last weekend Gen went mountain-walking. Now she is in bed. (to catch a bad cold)

4.Your neighbors were playing their VCR very loud. Now it's quiet. (switch off)

5.Use the words in brackets to make questions according to a pattern.

Example: (he/ever/paint/people). Has he ever painted people?

1. Have (you ever/be/to Scotland?) .... .

2. Have (your parents/live/here all their lives?) .... .

3. Have (you/hear/this concert?) ... .

4. Have (how many times/you/ be married?) .... .

5. Have (he/ever/meet/the President?) .... .

6. Have (you/ever/visit/the White House?) ... .

Lesson plan 4

1. Presentation of new grammar material ( deductively)

What are they doing?

1. Check your grammar: true or false

Are these sentences True or False?

1. We use the present continuous for permanent states or situations. True False

2. We use the present continuous for temporary situations. True False

3. We often use the present continuous for things happening right now. True False

4. We can use the present continuous for future arrangements. True False

5. We can use the present continuous with all verbs. True False

6. Some verbs – for talking about emotions, thinking, the senses, etc. – cannot be used in the continuous form. True False

7. Sometimes the spelling of the infinitive form changes when we add -ing. True False

1. Primary consolidation: watch the video at: http://bit.ly/JwTawJ ,

Pay attention on a new structure (recognition)

1. Use the verbs in the list to complete the sentences according to the grammar. (drill)

eat go fly watch do sing write work wait

1. Listen! Somebody … a nice song.

2. I … to London next week.

3. I …. a letter to my friend Pam now.

4. I’m very tired. We … hard these days.

5. Jane …. a delicious cake with maple syrup.

6. We … to play football tomorrow with Bob’s friends.

7. They …. interesting program about animals at the moment.

8. Sarah …. a bus at the bus stop at the moment.

9. Peter and Liza … the washing-up now.

5. Write the words to fill the gaps. Put the verb in the present continuous tense.

1. I’m really busy – I _______________________ (study) for the exam.

2. Right now we _______________________ (ride) camels!

3. They said they _______________________ (have) a great time.

4. Daisy _______________________ (download) an album.

5. What _______________________ (you do) at the moment?

6. They _______________________ (wait) for me in the café.

7. _______________________ (Oliver work) hard?

8. The weather’s terrible, so we _______________________ (not go) walking much

6.Write questions and negatives.

1. She is reading a book now.

2. We are listening to music.

3. They are going to wash the car.

4. He is cleaning his bedroom now.

5. They are swimming in the river.

6.The children are playing basketball in the garden.

Pair work:

A) What are you doing ...

After this lesson

After school

Tonight

Tomorrow

Wednesday night

Saturday night

For your summer holidays?

B) I don't know. I was thinking about ...

Going swimming

Having a bath

Doing the shopping

Going to the cinema

Playing pachinko

Writing to my friend in England

Eating out at my favourite restaurant.

A) I'm ....

Having some friends round for a party

Listening to some music

Going shopping for _______.

Going to the video rental shop

Playing tennis

Would you like to come?

B) ...

Yeah, sure.

Ok.

Why not?

Yes, I'd love to.

Lesson plan 5

2.Reading

Who is he? Where is he? What does he do?

Hank is a cowboy. He lives on a farm. He has a horse named Ginger. Hank

loves Ginger. He rides Ginger every day. Sometimes they walk slowly, and

sometimes they run fast. They always have a good time.

Ginger is Hank’s horse. She is light brown. Her tail and mane are dark

brown. She is three years old. She lives in the stable by the house.

Ginger waits for Hank every morning. She enjoys their time together. Often,

Hank gives her apples. After long rides, Hank always washes and brushes

Ginger. He usually brushes her tail. Then he gives her food and fresh water.

Ginger loves Hank.

Answer the following questions. Use the Simple Past tense.

1. Where does Hank live? What does he do every day?

Hank lives on a farm. He rides Ginger every day.

2. Who is Ginger? Where does Ginger live?

Ginger is Hank’s horse. Ginger lives in the stable by the house.

3. What does Hank often give Ginger? What does Hank do after long rides?

Hank often gives Ginger apples. After long rides, Hank usually washes and

brushes Ginger.

3. Complete the following sentences using the simple present tense form of the verb.

1. Young children ……………………….. something new every day. (learn / learns / learned)

2. Good students always ………………………… hard. (work / works / worked)

3. Architects ………………………. buildings. (design / designs / designed)

4. My brother is an architect. He ………………………….. skyscrapers. (design / designs / designed)

5. Some birds ………………………… every year. (migrate / migrates / migrated)

6. A vegetarian is a person who never …………………………….. meat. (eat / eats / ate)

7. The Himalayas …………………………… India from Nepal. (divide / divides / divided)

8. It always ……………………….. here in winter. (rain / rains / rained)

9. My father …………………………….. in a factory. (work / works / worked)

10. Susie ………………………… English very well, but she doesn’t understand Hindi. (speak / speaks / spoke)

11. Cows …………………………. on grass. (feed / feeds / fed)

12. The trains to Bangalore always ……………………….. on time. (run / runs / ran)

4.Circle the correct answer

1. Robert / I like walking in the rain.

2. Susan / I usually comes home at 4:00 pm.

3. Jane / Mary and Sue always cleans her room.

4. Bill / You come to the class late.

5. I / Helen brushes her teeth every night .

6. Jenny / I swim very well. weekends.

7. Betty / You sings well.

5. Change positive sentences into negative.

1. I get up at 7:30 every morning.

2. She drinks coffee everyday.

3. My brother usually does his homework.

4. We go to computer course at the weekends.

5. Mrs. Fun speaks French.

6. My cousin and I like pop music.