Usage Involved The Area Of Simple Present English Language Essay

Usage composite The Area Of Simple chip in incline Language EssayThis report was compiled to examine Simple Present Tense (SPT) theatrical role with beginner ESL students, aged 7-10 years old, attending Primary domesticate. Ide onlyy class sizes exist of 5-10 students, all L2 learners. The purpose and structure of SPT is sidle uped. SPT differences with early(a) oral communications and SPT difficulties faced by ESL students atomic number 18 outlined. SPT activities from introductory lessons through to high proficiency have been talk ofed.Definition of Simple Present strive The tighten of a verb that acquites work or state in the fork over time and is use of what evanesces or is true at the time of speak and of what is habitual or characteristic or is always or necessarily true, that is sometimes utilize to mend to action in the recent, and that is sometimes used for future events (Merriam-Webster, 2003, pg.982).These atomic number 18 non so much the sums of the mere(a) extends themselves as the centers which they gain in particular contexts. It is only the tense plus the context which can be said to express a certain temporal or aspectual meaning such as repetition, habit, or generality. The tenses themselves do not carry such specific meanings. If they did, then context would not be necessary for interpreting the time reference of a verb (Pennington, 1988, pg.).Simple Present tense is used to discussRepeated actions and express the idea that an action is usual. The action can be a hobby, a quotidian occurrence, a scheduled event or something that happens regularly e.g. I play soccer. It can also be something a psyche often forgets or commonly does not do e.g. She never goes on holidays. universal is a common term used to describe the meaning of this term, which has come under scrutiny. What constitutes habitual action is determined completely by experience, and not at all by language especially not by the tense of the verb (Pe nnington, 1988, pg.53).Facts or generalisations It indicates that the speaker believes that a fact was true before (past), is true at a time ( defer), will be true in the future e.g. Spiders have eight legs and is timeless. It is also used to win generalizations about people or hings e.g. Vanessa is boring (Pennington, 1988, pg.53).Past and Future events Simple defer is used to talk about the past or future and is described in a very straightaway way, bringing the past or future into the comprise, including them as part of the present reality of the speaker and the hearer.As pointed out by Brown and Levinson (1978), shifting to the present tense is a way to show compliance and positive regard towards the hearer, making a good story which pulls the hearer right into the middle of the events being discussed, metaphorically at whatever rate, thitherby increasing their intrinsic interest (p. 111). (Pennington, 1988, pg.52)http//www.englishpage.com/verbpage/ wide-eyedxpresent.html Structure of Present Simple sentencesI base HeYou dramatis personae She verb + SWe of ItThey verb(+) Subject + verb + (+) Subject + verbS + (-) Subject + DONT + verb + (-) Subject + DOESNT = verb +(?) DO + paper + verb + (?) DOES + subject + verb + (WH)WH Q + DO + subject + verb +.. (WH) WH Q + DOES + Subject + verb +WHO + verbS WHO + verbS(Singalovski, 2008)SpellingWhen you add S to the verb you have to pay attendance to spelling.1. think + s2. catch + esWhen the verb ends with s, sh, ch, x, z or o we add es.3. stay + sfry fries(Singalovski, 2008)Description of differences amongst English and KoreanKorean language is spoken by 60 million people in North and South Korea. With an additional 5 million emigrants address the language worldwide in China, Japan, North America, and the former Union of Soviet Socialist Republics (Renaud, 2002, pg.1).The phonetic system, the syntactic structure, and semantics between English and Korean differ so greatly that the transition from one language to the other subscribe tos enormous efforts from the learner. More specifically, in relation to simple present tense, Korean learners typically struggle with the succeeding(a) disparitiesIn English, the give voice order is SVO (subject-verb- target), while the basic pattern of a Korean sentence is SOV (subject-object-verb). Although Korean has case-marking morphemes to designate the cases of the nouns and shows a much flexible word order, the predicate always comes at the end of a sentence (Cho, 2004, pg.33). In Korean the subject of the sentence is left out if it can be implied by the context, whilst in English, sentences motivating explicit subjects (Worldlingo, 2011).In Korean language new words are created by combining simple words, without changing their form (aggluti native-born). Words are created by adding suffixes to the basic part of the word (stem). Suffixes attached to a verb stem indicate things such as verb tense (past, present, or future), verb aspect ( complete, repeated, or continuing), and honorification (marking of the relative status of the person addressed to or referred to from the speaker or addressers point of view-an elder, a stranger, a close friend) (Renaud, 2002, pg.4).In English the following terce person pronouns are commonly used he, she, it, her, him (singular) and they, them ( plural form) .In Korean there are two third person pronouns used, male and female the female form sounds awkward, and is mostly used when translating texts. Korean originally had only one third person pronoun for both genders, meaning it. However it has increasingly been interpreted as a male pronoun used for both genders. Although in new-fashioned years the pronoun the female counterpart is slowly gaining ground payable to the influence of translations from European languages, it is almost curb to specific styles of written language, because Korean generally uses subject less or modifier + noun constructions (Worldlingo, 2011).Generall y forms used to denote third person in Korean are not separate lexical items, plainly rather are formed by combining the demonstrative pronouns i = this, ku =that and ce =that (over there), with bound nouns. The deictic word use depends on the distance between the referent and the speaker. They indicate respectively, close proximity, middle proximity and opposed proximity (Iksop, Ramsey, 200, pg.90,91).In Korean verbs in the present tense do not take -s in the third person singular. Korean learners of English commonly fail to ensure there is subject-verb agreement, by deficient inflected endings in writing and speaking (Cho, 2004, pg.33).Many Koreans repeat the question-answer format of Korean negative questions when communication in English. To the question, Didnt you like it? English speakers answer either, Yes, I did or, No, I didnt, whilst Koreans generally respond either Yes, I didnt like it, or No, I liked it. Native English speakers are generally perplexed by Koreans amal gamation of positive and negative elements of discourse. Korean students also experience fossilization problems when attempting to express conditionals, indirect questions, rhetorical questions and hypothetical statements, as a result of first language interference (Cho, 2004, pg.33).Clearly, the difficulties Korean learners have in learning English are not limited to just Koreans. Students of any nationality may experience difficulties due to language difference, culture gaps, and the discrepancy between their language ability and their overall maturity(Cho, 2004, pg.36)...Difficulties simple present tense poses to learnersParrott (pg.195, 2010) and Wee (pg.35, 36, 2009) outline the subsequent issues, as characteristic and typical difficulties learners face with simple present tense.Omitting third person s / Omitting auxiliary verbsErrors of omission consist of the omission of compulsory elements in tense or number markers such as the omission of the grammatic morphemes. These incl ude the omission of -s/-es/-ies for the verbs after the third person singular in the simple present tense. The copula be verb is often omitted in the simple present and simple past well as the progressive tenses (WEE, 2009, pg.351).Addition of Unnecessary ElementsUnnecessary elements that are present result in errors of addition, for example, the use of redundant tense markers. Students may put -s,-es,-ies markers after the verbs that follow the plural nouns/pronouns in the simple present tense or redundantly put the -ed marker in cases where it is not necessary, for example, cuted, puted (WEE, 2009, pg. 352). three-fold MarkingDouble marking occurs when two items are marked for the same feature such as tense, for example, My neighbour doesnt likes Mary. or The thief didnt ran away when I shouted. Students may redundantly add -s, -ed or -ing forms to the verb after a modal which should be followed by the base form of a verb (WEE, 2009, pg. 352).Incorrect tense choiceErrors of misfor mation occur when students choose the wrong forms of the words in place of the right ones. These commonly happen in cases of subject-verb agreement, for example, The men was here last night. The wrong tense may be used, for example, the use of the past tense forms to express present or future time or the use of the present tense forms to refer to past actions (WEE, 2009, pg. 352).Questions and Indirect SpeechStudents are often confused when they use reported questions or indirect patois resulting in the occurrence of errors of ordering. This means that the correct elements are wrongly sequenced, for example, They asked me where was the girl. Students face a lot of difficulties in using the phrasal verbs and may produce sentences like I pick up her. or I phone up him. (WEE, 2009, pg. 352)Questions and negative formsErrors arise from several possible general sources, namely interlingual errors of interference from the native language, intralingual errors inside the target language, t he sociolinguistic context of communication, psycholinguistic and cognitive strategies, along with countless affective variables (Brown,1980 66). direct students are taught simple present tense and through which contexts and topics.Effectively teach simple present tense verbs to ESL students helps to build a strong set upation for their use of the English language. The simple present tense is usually the first verb tense ESL students are taught (Teaching ESL to Adults).Students learn best when they feel safe yet challenged, when responses are received yet extended, and when expectations are realistic yet high. Teachers can assist by teaching explicitly within context and providing varying levels of support as students become increasingly independent and how it changes in different situations (BOS NSW, 2000, pg.8). ESL learners need an explicit, methodical and planned language program that is integrated into their general class work in all key learning areas, and that takes into a ccount their needs and development (BOS, NSW, pg.13).English language teachers have changed, or are changing, from a traditional approach to teaching formal grammar rules to a more communicative approach to teaching how to use grammar meaningfully in context. Communicative approaches to presenting grammar usually include a focus on meaning and use as well as form. Grammar can be taught in many ways there is no best way that suits all grammar points (Gardener, 2008, pg.39).Students are introduced to simple present tense at school (K-6) through numerous curriculum topics English, Human Society and Its Environment (HSIE), Science and Technology. Students use specific text types to practice usage of simple present tense. Each text type uses different language and grammatical features. These features are outlined in Table 1.2. This table indicates primary use of simple present tense in Report writing. In addition, Parrot (2000, pg.190), identifies past narratives and commentaries as ot her instances in which the simple present tense is also used.Reports and narratives are focus texts (structure, grammar and context) in the English K-6 syllabus. Grammar is used as a cats-paw to help students understand how sentences are structured so that they are meaningful, clear and syntactically accurate (BOS NSW, pg.9).Reports are also commonly used in the following Key Learning Areas (KLAs) HSIE Significant events and people, Cultural mixed bag (BOS NSW, 2006) and in Science and Technology Living Things, Earth and Its Surroundings (BOS, 1993, pg.10). The HSIE and Science and Technology syllabus highlight activities that essentially require the use of language. Students use language to pose questions, clarify ideas and communicate understandings (BOS, 1993, pg.27).Describe activities you could use for simple present tenseThe way in which the verb tenses are introduced can make the structure of the English Language easier for the students to understand. Whereas pre-teen an d early teen children learn a language by listening and repeating what they hear, without any need to think about grammar, this facility seems to fade as everyone gets older. The older a student is the more he or she will want to analyze the structure or learn using rules. regrettably many rules for the English language have exceptions sometimes many exceptions (Stocker DG, 2011).Activities in a b require more direct, explicit instruction through discussion, modeling and controlled activities. Whilst c requires more implicit instruction and imparts students to take to knowledge of tense in meaningful ways, through less controlled activities. Activities are conducted independently, in pairs and as a whole class, using verbal, auditory, visual, written and kinesthetic activities. Activities are enforced across all KLAs in the NSW K-6 curriculum.Introducing simple presentIntroductory activities- Define simple present tense to students, the structure and forms which it can take (po sitive, negative, yes/no, questions -wh) and when it is used. point on frequency adverbs, spelling and pronunciation. This can be done through discussion, asking questions and modeling. Students are taught as a whole class but also independently asked to give answers. Introductory activities need to be introduced over a series of lessons and each concept is taught independently of the others e.g. positive and negatives not taught with plurals. In between each topic follow up activities presented in b and c can be implemented.Activities Simon Says, snapshot Games What animal am I ?,Verbal Show and Tell, Songs Wonderful Tonight (Eric Clapton)Practicing and consolidating in controlled circumstancesWorksheets -unscrambling sentences, cloze passages, short answer questions, changing negatives to positives, changing singular to plural. Such worksheets can be found at http//www.eslprintables.com/printable.asp?id=248248.Writing Report writing using simple present tense, using their p rior knowledge of simple present tense and report writing. Teacher discusses structure and language features with students as whole class. Students are given an outline and topic and are able to construct in pairs. Routines students write their daily routines. Directions students give directions to a designated location.GAP Activities Interactive whiteboard Teachers can access interactive whiteboard activities using DET Portal, through TALE. The preceding links render suitable simple present activities that reinforce initial concepts taught.https//portalsrvs.det.nsw.edu.au/learningobjects/Content/L10347/object/content/index.htmlhttps//portalsrvs.det.nsw.edu.au/learningobjects/Content/L10346/object/content/index.htmlThese activities consist of short stories, followed by supporting activities to enforce the concepts being discussed. Lessons can be implemented using a combination of individual or whole class approaches.Freer practice of the aspect of languageInteractive computer in dorses- The British Council have designed this language website for K-6 students. It includes interactive games, songs, videos and short stories to assist students in developing an awareness of simple present tense. Each of these activities is supplemented with worksheets and visual arts activities. Activities can be found at the following web address http//learnenglishkids.britishcouncil.org/en/category/language-focus/grammar-present-simple This website allows students to work at their own pace, requires minimum teacher direction and gives students instant feedback, all whilst learning through an enjoyable medium. There are numerous educational websites, however each should be thoroughly assessed for appropriateness, quality and curriculum standards.Board Games- The preceding websites erect printable board games.http//www.eslhq.com/worksheets/preview_worksheet.php?worksheet_id=26329http//www.ihbangkok.com/new/resources/present-simple-board-game.pdfEach game is supported with teac her reference notes. Each game concentrates on a different form of simple present tense. Students work together in nonaged groups of 2 or 3. The questions in the templates can be altered, so that students are answering meaningful questions and to block repetition.The aforementioned activities are a small sample of activities that could be used to teach simple present tense. Multiple activities can be sourced from the internet, textbook and colleagues then manipulated and altered to suit the needs of individual students. These activities allow for both informal and formal assessment to take place and allow the teacher to continually approximate students progress.