CEFR Level B1 At level B1 students are able to maintain interaction and get across what they want to express in a range of contexts and follow the main points of extended discussion around them‚ provided that speech is clearly articulated in standard dialect. They can express the main point they want to make comprehensibly and keep going comprehensibly‚ even though they may have to pause for grammatical and lexical planning and repair‚ especially in longer stretches of free production. The second
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reflected as a good writing. However‚ students often make mistakes in grammar. They do not know when to use the present tense or the past tense. They still do not understand when they have to change the present tense into the past tense. Further‚ students are not accostumed with grammar and tenses in Indonesian. That is why students often make mistakes in grammar. They do not know which tenses should be used. They even do not know the part of speech of the word. As a result‚ the sentences that they make
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ประเภท 1. Indirect Speech - Statement 2. Indirect Speech - Questions 3. Indirect Speech - Command or Request การเปลี่ยนประโยคคำพูดเป็น Indirect Speech ยึดหลัก 4 ข้อดังนี้ 1. เปลี่ยนแปลง Tense 2. เปลี่ยนแปลง Personal pronoun 3. เปลี่ยนแปลง Nearness เป็น Distance 4. เปลี่ยนแปลง Reporting Verb (กริยาในประโยคนำ) I. Indirect Speech - Statements กฏการเปลี่ยน Direct Statement เป็น Indirect Statement
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give examples of the following tenses. Give REALISTIC NATURAL examples that might commonly be spoken or written by a native speaker. Present Simple We use this tense to describe something that happens in repeatedly or that is true in general. I normally wake up at 7am . Present Continuous This is used when things are happening at or around us at the time of speaking but have not finished. I want to live in Germany so i’m learning to speak German Past Simple The past simple will usually end in "ed"
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How to teach Grammar What is Grammar? Why should we teach Grammar? APPROACHES The deductive approach – rule-driven learning The inductive approach – the rule-discovery path The functional- notional approach Teaching grammar in situational contexts Teaching grammar through texts Teaching grammar through stories Teaching grammar through songs and rhymes Some rules for teaching grammar 2 3 6 10 15 21 25 27 28 31 1 What is Grammar? • • Language user’s subconscious internal system Linguists’
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that the gerund is only used in the present tense in order to relate an on going activity. If you were in the process of doing something‚ you would need to express yourself using the present progressive or present continuous tense. This would also apply to something that is going to happen in the near future. So if I say‚ “She is playing the guitar‚” that is something she is doing at time the person is speaking. The gerund can also be used in the past to generate a sense that the action had occurred
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the verb or verb and identify the form/ tense used. a) We never go to the theatre these days. Present Simple b) We are saving up to travel abroad Present Perfect Continuous c) We have already been to Europe. Past Perfect d) We didn’t have enough money to go further. Past Simple e) We had spent all our savings by the end of the summer. Past Perfect f) We had been sleeping rough for several weeks when the weather turned colder. Past Perfect Continuous g) This year I
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three basic tenses: present‚ past‚ and future. Each has a perfect form‚ indicating completed action; each has a progressive form‚ indicating ongoing action; and each has a perfect progressive form‚ indicating ongoing action that will be completed at some definite time. Here is a list of examples of these tenses and their definitions: | Simple Forms | Progressive Forms | Perfect Forms | Perfect Progressive Forms | Present | take/s | am/is/are taking | have/has taken | have/has been taking | Past | took
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two variants are that or zero as illustrated respectively in the first and second sentence of the example. Each token was coded with five factor groups: the verbs preceding that or zero (know‚ say‚ think and other verbs as factors)‚ the tense of those verbs (past and present as factors)‚ the gender (Male or Female as factor groups) the age of the speaker (young‚ mature or old as factors) and the education of the speaker (more educated or less educated as factors). To run the analysis of the samples
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suffered. Many aspects of their works are very similar‚ including the repetitional usage of words‚ stanzas‚ or phrases. They both speak out about slavery‚ they both use a broadened form of their topics and they both have interesting uses of the past and present tenses‚ making you relate to the poem on a very personal level‚ while at the same time‚ forcing you to see that there is a much greater thing happening right before your eyes. While containing less differences than similarities‚ it is very fun to
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