Language Analysis Blue SectionIntroduction to Language Analysis Introduction to Language Analysis Before you teach any target structure to the students you must know it yourself. 1) You must anticipate problems in: - form ~ function = phonology. 2) You must decide if the structure is appropriate for the students’ level. 3) You must have an idea of teaching units. How many will it take? 4) You have to think about the teaching order: What is the best way to build the units? 5) You must consider what are relevant, appropriate and useful contexts to teach it in (e.g. initially teaching the first conditional as a threat is not very useful). ¥ Take the target structure and write all the forms - positive, negative, questions and short answers. Think of all spelling problems and other irregularities (e.g. third person singular -s) etc. Then write all of the ways in which the target structure is used, Then think of all pronunciation problems: stress, weak forms, contractions, silent letters, etc. ¥ How important is the target structure? How difficult is it? Has something previously been taught that can be used as a building block? Is it a review/remedial? How much time do you have? All of these questions bear on the teaching units necessary. Y Positive statements, Wh- question, short questions and short positive and negative answers, negative statements: review all forms. Y Start by choosing the most common function and the appropriate level of structure for a given function. 125Language Analysis Syllabi Many varieties of EFL syllabi exist. The following is a suggested structure teaching order for the three main student levels. Beginner/Elementary Structures: Verbs: to be to have to want to need to like Tenses: (all forms - questions, negative and affirmative answers) Present Simple Past Simple - with regular and irregular verbs, pronunciation of endings /d, t, 1d / Present Continuous (for present and future): Be Going to Future Future Simple Modals: can/can’t - to show ability could/couldn’t may/might should/shouldn’t Other Grammar Points: Subject pronouns: I, you, he, she, it, we, you, they Object pronouns: me, you, him, her, it, us, you, them Imperatives Equal comparison using adjectives and nouns: “She’s as pretty as a picture.” Unequal comparison using adjectives and nouns: “Faster than a plane, bigger than a house...” It’s + Adj. + infinitive: “It’s good to learn English.” Adjective word order Possessive pronouns: mine, yours, his, hers, ours, yours, theirs Possessive adjectives: my, your, his, her, our, your, their too/enoughWh- questions - who, what, where, why, when, how a/an/the/some Demonstrative pronouns: this, that, these, those Prepositions Countable/non-countable nouns How much/many...? very/too + Adj.: “It’s very expensive.” “It’s too expensive.” Adverbs of frequency: always, usually, sometimes, rarely, never How often...? Adverbs of manner: quickly, slowly, fast, nervously Adverbial word order Supplementary: Cardinal numbers Ordinal numbers Telling time Days of the week Months of the year Seasons Professions Family tree Functions: Describing people/places/things Giving directions Giving advice/opinions Making plans Apologizing Making excuses Agreeing/disagreeing Asking questions about language Lexis (vocabulary): Houses/furniture People Clothes Food Places Personal data Expressions: What's it like? I'd like (to). There is/are... had to can get to think/don’t think so 127128 ra Language Analysis Intermediate This level is difficult to define as it covers such a vast range of abilities. Generally, students at this level need first to be introduced to most of the concepts/structures below. Ata higher level, these items need to be reviewed with an added level of difficulty. The items below are listed in related groups with the first item in each group being the easiest Structures: Tenses: Past continuous Present perfect with been/just/vet/already Present perfect continuous Past perfect simple Past perfect continuous Future simple vs. Be Going to Future First conditional: “If it rains, we'll Second conditional: “If I were you, I'd...” Third conditional: “If it had rained, we would have...” Passive voice - present, past, present perfect Modals may/might/could ( + be, do): Could vs. managed to must vs. can’t (+ be, do) Grammar Points: Gerunds (after verbs such as like, quit, enjoy), e.g. “I enjoy eating.” Gerunds as subject: “Running is good for you.” There was/were, There is/are Reported statements with tense changes: “She said she liked it.” Embedded questions: “Ask her what she wants for dinner.” Indefinite pronouns: all, any, enough, half, some, none, most Use without an article Reflexive pronouns: myself, yourself, himself, herself, ourselves, themselves Supplementary: Too + Adj. + infinitive: “That horse is too mean to ride.” too much/many more/less/fewer than the most/least/fewest Expressions: Used to be/do vs. to get used to... Be supposed to Twish + past + past perfect Functions: Narrative Describing a process Prohibition Obligation Stating intention Criticism and blameGiving compliments Wish vs. hope Say vs. tell TelV/ask/want someone to do something Tell/ask/show someone how to do something Make/let someone do something Advanced Structures: Tenses: Present simple vs. continuous (review) Verbs which don’t take continuous forms Present perfect simple (review) Present perfect continuous (review) Future continuous (review) Future perfect (review) Mixed conditionals Passive + get, give, tell (indirect object) Passive causative (get/have something done) Modals may/might/could be doing: Must/can’t be doing Should/ought to/be supposed to have done Must/can’t have done/been doing Need doing Grammar Points: Relative clauses: “This is the house that Jack built.” Non-defining clauses: “Jack, who is a fireman, built that house.” Double comparative: “The bigger the bait, the better the fish.” Double preposition: “From Here To Eternity” Whatever/whichever Verb patterns (gerund/infinitive) Supplementary: Purpose: in order, so that Emphatic use of auxiliary In spite of, because of Conjunctions: besides, although Phrasal verbs Idioms 129ze Li Analysi pon anguage Analysis Functions: Expressing: Regret Worry Apprehension Gratitude Appreciation Enthusiasm Anger Talking about taboo or socially sensitive subjects Summarizing Insults Expressions: Unless + first conditional it’s time + past tense Would rather... If only + past perfect Wish + would Remember/stop/try + gerund or infinitive 130Present Present Simple Form: Regular verbs: I drink milk everyday. He drinks milk every morning. (S#V+0) (S#V-s+0) Irregular verbs: Thave an apple. He has an apple. Tam tall. She is tall. They are tall. Yes/No Questions: Do you usually drink milk? Yes, I do. Yes, I do drink milk every day. Does he usually drink milk? Yes, he does. Yes, he does drink milk every day. Negatives: I don’t usually drink milk. He doesn’t usually drink milk. Wh- Questions: What do you usually drink for breakfast? Function: Habitual action: He walks to work every day. Facts / Eternal truths: Hot air rises. Honesty is always the best policy. Unalterable plans: | \eave on Tuesday. Fixed schedules: The train leaves at 6 pm. Instantaneous action: Gretzky scores! Performative verbs: | say... | believe ... I name this ship... Past action in newspaper headlines: Reagan denies knowledge Historic/fictional present: Darwin presents evidence for the... Past Narrative: A man walks into a bar... Descriptions with verb to be: This is John. John is a teacher. 131Language Analysis Time line: Now Past study study Future I study every day. Function: habit Phonology: Js //z//1z/ in the third person singular -s. wants, runs, rises Teaching Units: First and second person singular: Statements, Wh- questions, Short answers, Negatives Third person singular: Statements, Wh- questions, Short answers, Negatives Al personal pronouns: all forms, mixed With adverbs of frequency: all forms, mixed. Typical Student Errors: Form: i) Omission of -s in third person singular: *He get up late. i) Omission of the auxiliary: *He no(t) wash dishes. *Where goes he? ii) Word order with adverbs of frequency: *He goes usually to the movies. Confusion between present tenses: *[’m go to the bank on Fridays. Note: Asterisk (*) at the beginning of a sentence indicates that the sentence is incorrect. Function: Confusion with present continuous tense *What do you do? vs. What are you doing? *1am sometimes getting up late. Teaching Ideas: Stative verbs: like, ike, want, need, hate Describing characters Matching up people’s likes and dislikes: i) a guessing game in which students’ likes and dislikes are described — the rest of the class has to guess who is being described. ii) a computer dating game in which students match up likely candidates. Any game can be used in which taste or approval/disapproval is involved. Habits, routines, lifestyles: Personal habit survey. A day in the life of Mr. X (can be done with mime, pictures, etc). 132My daily routine: 20 Questions: Students choose a profession and write it on a piece of paper. Other students have 20 questions in which to find out what the profession is. They ask, “Do you work with other people?” Present Continuous Form: Affirmatives: (S + be + V-ing + O) 1am eating lunch now. She is eating lunch now. They are eating lunch now. Yes/No Questions: Are you eating lunch now? Yes, | am. Negatives: Lam not eating lunch now. No, I am not. Wh- Questions: What are you eating now? Function: Action occurring at the moment of speaking: She's talking now. Future plans/arrangements (see Futures): We're meeting next week. Temporary habitual action: Y'm reading Catch 22 this week. Persistent or habitual actions: I'm always losing things. Phonology: Contractions: I am reading. = I’m reading now. You are working hard. = You're working hard now. She is walking tall. = She’s walking tall now. Time line: Now Past Future > ‘studying Function: Action occurring at the moment of speaking. Jam studying now. Teaching Units: First and second person singular: Statements, Wh- questions, short answers, negatives Third person singular: Statements, Wh- questions, short answers, negatives All persons: all forms, mixed. 133Language Analysis Typical Student Errors: Form: Omission of the verb be "He eating lunch. Using participles without -ing added “He is eat lunch. Addition of auxiliary do in questions and negatives *He does not eating lunch. Function: Confusion with present simple tense *I’m sometimes getting up at 8:00. Teaching Ideas: Visuals: Pictures are the best way of presenting and practicing the present continuous tense. From a picture there is no doubt that the action is happening right now. Real situations: What is happening outside the window now? (Students describe what they see.) What is happening inside the classroom now? e.g.: What is everyone wearing today? Guessing the action: using visuals, mimes, or sounds recorded on a tape, the teacher or a student cues an action. Students then guess what it is. This can be done in teams or as individuals. Detailed picture game: Divide the class into two teams. Give each team a detailed picture which includes various people doing things. Set a time limit for each team to memorize the details. Teams swap pictures. While looking at the first team’s picture, Team Two asks about the action, e.g.: “What is the man in the comer doing now?” Team One replies, “He's walking in the garden.” Score one point for each correctly asked question; one point for each correct answer. 134Past Past Simple Form: Regular verbs: (S + V-ed {2" form] + 0) I walked home from school yesterday. They walked home with me yesterday. Irregular verbs: I went home by bus yesterday. They went home with me yesterday. Yes/No Questions: Did you walk home yesterday? Yes, I did. Yes, I walked home yesterday. Did they go home by bus yesterday? Yes, they did. Yes, they went home by bus yesterday. Negatives: 1 didn’t walk home yesterday. They didn’t go home by bus yesterday. Wh- Questions: What did you do yesterday? How did they go home yesterday? Function: Past completed action/Definite past: | walked home yesterday. Habitual past: He walked to work every day last year. Events happening simultaneously in the past: | sat and watched. Sequenced past events: | arrived and asked for a drink. Narrative in past or fictional future: Org walked slowly across the Martian terrain Very polite referral to the present: Did you want me? 135Language Analysis last night I studied last night. Function: definite/completed past Phonology: Pronunciation of the -ed endings depends on whether the last sound is -voiced > /d /, voiceless > /t/,or dt > /1d/ loved, walked, dusted (see Pronunciation p. 139) Teaching Units: Regular verbs: Statements, Wh- questions — all personal pronouns. Concentrate on pronunciation of -ed Regular and irregular verbs: Statements, Wh- questions ~ all personal pronouns Regular and irregular: Yes/No questions and short answers — all personal pronouns Regular and irregular verbs: Wh- questions, positive and negative responses 1. “How long ago...2” and “...ago.” 2. Many more practice lessons introducing new irregular verbs systematically. Typical Student Errors: Form: Omission of auxiliary *Where went he? Retaining past form in questions and negatives *Where did he went? *He didn’t went home. Regularization of irregulars *1 weared a warm coat. Teaching Ideas: Note: The main problem with the past simple is the introduction and practice of irregular verbs. This practice should be interspersed with the introduction of new language items. i) Cleaning will generate practice in the / d//t// 1d / endings of the regular verbs: polished, cleaned dusted, etc. Students tidy up the classroom they are in, or another one previously stage-set, and comment. ii) Amy sequence of past events: mime, pictures, cartoons, monologues. Note: Picture/mime normally elicits present continuous tense. Be careful to include past time markers and phrases. Remember to teach sequencing words: then, next, after that, in the end. iii) “How long ago...” a) interviews - personal, or role play famous people b) history quiz 136EU EEE EEE EEEINEROINR? << a iv) Personal experiences: Put pieces of paper with personal subjects written on them such as pets, family, garden, room into a hat. Students draw a subject card out of a hat and then talk about it. Other students listen and ask questions. v) Chain stories: The teacher writes a statement/headline on the board. By a question- answer process around the class, the events/motives leading up to the headline are elicited. vi) Cut-up picture stories: Give students cut up pictures from a sequence. Students create their own sequence and re-tell the story. vii) True or false: Each student tells the class one true and one false story (this can be done in pairs). The other students must guess which is true and which is false. viii) Writing about past events: A letter to a friend telling him/her about something of interest that happened. More questions in the past simple: Use any factual text (a biography usually works best). Students work in pairs. One student has the complete text while the other has the same text with crucial information missing. This creates an information gap and questions must be asked in order to complete the text. ix) Songs: “Rocky Raccoon” - The Beatles “There was an old woman who swallowed a fly” - traditional “Sounds of silence” - Simon and Garfunkel “The Golden Vanity” - traditional Songs with clear words can be used for music dictation, gap fill, ete. Past Continuous Form: Affirmative: (S + be [2 form] + V-ing + O) 1 was working on Friday. We were working together last night. He was washing his car at 4:00. They were washing cars, too. Yes/No Questions: Were you working yesterday? Yes, I was. Yes, I was working. Negatives: I wasn’t working yesterday morning. No, I wasn’t working. Wh- Questions: What were you doing yesterday? Function: Interrupted action in the past: | was reading when the train arrived. ‘An action with long (though limited) duration: | was hiking last weekend. Simultaneous ‘actions in the past: | was cooking, while she was studying. Repeated past action: Students were asking this question a lot last year. 137Language Analysis Time line: Now Past they came Future eee > studying Iwas studying when they came. Function: interrupted past action Teaching Units: 1) All personal pronouns, all forms - mixed. 2) Interrupted past continuous: (with when) ‘She was taking a bath when he called. All personal pronouns, all forms - mixed. Typical Student Errors: Form: Confusion of subject-verb agreement (conjugation) *We was working. Function: Overuse of the simple past when past continuous would be more appropriate T: What were you doing when the earthquake struck? S: I took a shower. Teaching Ideas: 1. Past Continuous: a) Pictures with clocks on them: These become cues for students to ask questions, : “What were you doing at 8:00 last night?” b) Deseribing a scene in the past: Use a picture with a lot of detail and a clearly annotated past date, e.g.: a police diagram reconstructing the scene of an accident. 2. Interrupted Past Continuous: a) Time lines: Iwas walking down the street when I saw the accident. b) Contexts: Any situation which involves sudden interruption, e.g.: crimes and disasters, an accident, a murder mystery, the sinking of the Titanic, an earthquake, Pompeii, etc. Games: i) Alibis A crime is established (a murder 2) in the past. Students draw lots to decide who is the culprit and who is the detective. The detectives leave the room to prepare their questions. The other students prepare alibis to protect themselves and to cover for the culprit. The detectives return and question each suspect individually trying to catch the students out through contradiction. The detectives decide on the culprit. (Note: This game involves questions in the simple past and the past continuous but it can be limited to one tense or the other if necessary.) ii) Consequences Each student starts with a blank sheet of paper. Responding to the teacher's instruction, students write an appropriate response on the sheet. After each response, they fold down 138Past DEE eee el the paper towards themselves concealing what they have just written and pass the paper to their neighbor on the right. Their next response will be written on the new paper passed to them by their neighbor on the left. Teacher's cues: Write the name of a well-known man. Write the name of a well-known woman. Where did they meet? What was he wearing? What was she wearing? ‘What was he doing when she saw him? What did she say to him? What did he reply? Whaat did they decide to do? j. What was the consequence? k. What did the newspapers say? At the end of the game, the students share the compilation stories. Femme aos Pp 139Language Analysis The Perfect Aspect Present Perfect Form: Affirmative: (S + have + Past Participle + O) Thave visited Mexico before. She has visited the United States before. Yes/No Questions: Have you visited Mexico before? Yes, I have. Yes, I've visited Mexico before. Negatives: Thaven’t visited Mexico before. I’ve never visited Mexico before. Wh- Questions: Where have you visited? I’ve visited Mexico. Function: Life experience: \’ve visited India before. Incomplete past: I’ve taught here for 10 years. Recent past action: I’ve just missed him. I’ve cut my finger. Repeated past action: The police have stopped me 8 times this month. Announcement: War has been declared in China. (often in the passive voice) China has declared war. Changes: My, you've grown. Note: Grammar books often refer to the Past Simple as “The Definite Past” (i.e. a completed past action or state that finished at a definite time). Grammar books often call the Present Perfect “The Indefinite Past” (an action/state that started at some point in the past, we don't know when or we don't care when, which ends at the moment of speaking, just before it). Most students (and many teachers!) have a difficult time grasping this concept. 140The Perfect Aspect Now Past Future 2 visited Ihave visited the castle before. _ Function: life experience Teaching Units: 1. Everlnever/before - with simple past - all personal pronouns, all forms 2. Justlyet/already - all personal pronouns, all forms 3. For/since contrasted with simple past - all personal pronouns, all forms Note: It’s a good idea to start with regular verbs and focus on the concept of the structure at first. Then keep introducing irregular forms later on at higher levels. Typical Student Errors: Form: Use of present simple: *1 am here since March 5. Use of since instead of for where time period is notionally specific: *1’ve been here since two weeks. Use of ago for a period of time: *T've been here since two weeks ago. Mixing usage of yet and already: *I haven’t already done my homework. Use of irregular verbs ~ confusing simple past with past participle form: *T’ve came to see her. Function: ever/never/before: distinguishing between a finished action at a specified past time (past simple) and a finished action at an unspecified past time (present perfect): Q: When have you been to Japan? A: *T have been in Japan in July. Note: for/since: Use of present perfect to link past and present — an action which started in the past and continues into present time or even into the future. ey for with a period of time: I’ve been here for a minute/2 days/a month since with a beginning point: I’ve been here since May/Tuesday/last week. just for present result: e.g. to distinguish from past simple, teach with a demonstrable result: She looks relaxed. She’s just returned from vacation. already and yet are used to express realized and unrealized expectations in relation to the present: e.g. Have you eaten all of the cookies already? 141pom Language Analysis Teaching Idea Ever/Never/Before: i) Any situation which investigates past experiences: For example, travel experiences (e.g. “Have you ever been to Italy?”). Use postcards of famous places, pictures of unusual foods, etc. Alternatively, a map of the world, a copy of a passport with entry/exit visas from all over the world, or a picture of a suitcase plastered with labels from different countries. These can be used to contextualize a role-play (tourist at a resort, passport check, etc.). ii) Interviews: Use the interview format in role-play between employer and prospective employee. “Have you ever done this kind of work before?” Cues can also be taken from the prospective employee’s resume: “I see you've worked with this system before.” iii) Questionnaire: Compile and consolidate the class’ experiences of travel, work, or unusual events through open pairs Q and A with blackboard feedback. For/Since: i) Any waiting situation: e.g. bars, stations, prisons. Incorporate questions such as “How long have you been here.” Note: Annotation of dates and times is important. ii) Friends: Students write down the first six names of acquaintances that come into their heads. In pairs, they ask each other who each person is and how long they've known hinvher. iii) Possessions: As above. This time, students write down their six favorite possessions and discuss with a partner what it is, why they like it, and how long they’ve had it. Note: After activities like those above, include a feedback session so that the third person singular form can be used, e.g,: Bill is a friend of Student A. Student A has know him for 12 years. Just for present result Just: Any situation where it’s obvious that an action has just been completed. i) Do something and discuss what’s just been done: Teacher leaves the room and takes offiputs on/adjusts some piece of clothing. When the teacher returns, the students have to guess what s/he’s just done. ii) Magazine pictures: e.g., any ad such as those for cleaning products or insurance firms which clearly present results of recent past actions. iii) Crime/disaster/newsworthy event scene: students role-play live TV/radio interviewer questioning witnesses on the scene of a recent event. iv) Present result which has obvious consequences: Any situation where a recent change has taken place. — Two friends meet after not seeing each other for six months. (“You've lost weight,” etc.) — The errant student returning home after “going punk” in London. Role-play the parents in shocked disbelief: “But your hair has tumed green,” ete. — Discussion: How your city has changed recently (prices, buildings, population, etc). Yet/Already: i) Chain drill: logical sequence of activities interrupted to comment on what has/has not been completed, e.g. You’ve written a letter, but you haven't signed it. You've signed the letter, but you haven't put it in an envelope yet. 142The Perfect 1 ii) Survey: Set up a calendar divided into morning and afternoon. Establish that it’s now 2:00 p.m. All the things in the morning have, therefore, been done and all afternoon activities haven’t been done yet. 9:00 a.m. type letters 3:00 p.m. go to the bank 11:00 a.m. call Ms. Tran 5:00 p.m. finish report She's already typed the She hasn’t gone to the bank yet. letters. iii) Role-play: Anyone in a position of authority checking up on someone to see that they have completed a set assignment: “Have you done the yet?” A drill sergeant, a boss, a nagging husband, etc. iv) Questionnaire: Students investigate where everyone has visited in their city so far. “Have you been to the castle yet?” “Have you ridden a rickshaw yet? Present Perfect vs. Simple Past: Ever/Never: i) Any dialogue which explores general life experience and then covers more specific time information: A: Have you ever been to Japan? B: Yes, Thave. A: When did you go there? B: I went in 1978. iv) _Role-play/controlled Q and A using map of the world with dates attached to various countries. The dates represent places which have been visited and when. The places that have no dates form the “No, I've never been to...” answer. Already/Yet: Any situation which includes completing projects and appointments. This works in an office/ business setting. A: I’ve already typed the report. B: When did you do it? Just: A: I’ve just seen the boss. B: When did you see her? A: I saw her a moment ago. B: What did she say? Present Perfect Continuous Form: Affirmative: (S + have/has + been + V-ing + O) Thave been studying English for two years. She has been working here since March. Yes/No Questions: Have you been studying English lately? Yes, I have. Has she been working here for a long time? Yes, she has. 143Language Analysis Negatives: Thaven’t been studying English for a long time. Wh- Questions: How long have you been studying English? Function: Incomplete past (with for/since) “We've been working together for 6 years.” To emphasize results vs. action “T’ve cleaned the house.” vs. “I’ve been cleaning the house.” Time line: Now ast Future i reeeeeeeceeeal 2 hours Thave been studying for two hours. Function: incomplete past Phonology: Contractions are most often used with this form. e.g. I've been working here since Christmas Reduced forms are difficult to recognize and produce: Iv /and/ 2 /as in: How long / have they / been waiting? Teaching Units: 1. With for/since: all forms, all personal pronouns 2. In contrast with present perfect: all forms, all personal pronouns 3. In contrast with other tenses: all forms, all personal pronouns Typical Student Errors: Form: Omission of been *I’ve standing here for 20 minutes Other TSEs include those applicable to Present Perfect tense Teaching Ideas: Students construct time lines based on their past experience: (since) 1989 (for) 2 years now c.g. A: How long have you been living here? B:We have been living here since 1989 Causes and consequences. Role cards. Qand A sentence match. 144Past Perfect Simple and Continuous Form: Affirmative: (S + had + Past Participle [3 form] + O) (S + had + been + Ving) They had caten before he arrived. They had been eating for hours before he arrived. Yes/No Questions: Had they eaten before he arrived? Yes, they had. Negatives: They hadn’t eaten before he arrived. Wh- Questions: What had happened before he arrived? Function: Past Perfect: “Past from the past” - sequence of events stated or implied: We had spoken before the meeting started. a) definite time: They had arrived at 7:00 a.m., one hour before the bomb exploded. b) indefinite time: The house had been empty for a long time before he moved in With reported speech: A: Thave eaten already B: What did he say? C: He said he had eaten already. With the third conditional: If he hadn’t spoken, we wouldn’t have known. Past Perfect Continuous: “Past from the past” — actions continuing for some time They had been collecting their belongings for days when the volcano exploded. Time line: Now Past “2per 4 Chaprer 5 Future studied began Thad already studied Chapter Four before I began Chapter Five. Function: past from the past 145Language Analysis w Past Sriends Yt re a : 2 hows studying Thad been studying for hours when I started Chapter Five. Function: past continuing before past Teaching Units: 1. Past Perfect Simple: all forms. all personal pronouns 2. Past Perfect Continuous: all forms, all personal pronouns Typical Student Errors: Form: Using a past auxiliary and a past simple main verb: *T had sang it first *T had sing it first Function: Sequence of events in the past Use by the time/before/after/because/when to show sequence. He left when I arrived. (simultaneous or arrival first) He had already left before | arrived. (leaving definitely first) Teaching Ideas: i) Sequence of actions and checking: Journey to the Moon: After they’d blasted off, they...ete ii) Police report of damage done by a storm, a burglary, ete.: The burglars had cut the alarm before they kicked in the door iii) Any action chain story iv) Emotional reactions: She cried I because he'd I laughed! v) Describing historical events 146eS Futures —EEEEEE———eEEE Future time in English takes many forms: © Future Simple: \’I\ be back by 1:30. © Future Continuous: V'1I be leaving town on Friday. © Be Going To Future: | am going to eat lunch at noon. © Future Perfect: V'l\ have been in Fiji for three days by next Monday. * Future Perfect Continuous: Vl have been traveling for two weeks by next Saturday. * Present Continuous: | am working all day Thursday. _ © Present Simple: Lunch hour is at 1:00. Teaching order of futures for elementary students, 1)_ Present Continuous (for future) is taught first because students already know Present Continuous for present. The teacher merely introduces the same structure with a new function. 2) Be Going to Future is next because it is very common and is often underused by students. 3) Future Simple is last because it is much less commonly used and students often use it inappropriately. Present Continuous Note: The core meaning of this tense is present (see Presents). Despite its label, however, it is commonly used to express future meaning in the context of plans and arrangements. The form stays the same. A clear time-marker is even more important. Function: Plans or arrangements: (decided in advance): Fred’s coming to dinner tonight. Usually with a human agent and doing verbs. Things just starting: I’m stepping out for lunch. 147Language Analysis Time line: Now Past tomarra Future working I'm working tomorrow. Function: plans or arrangements Teaching Units: All personal pronouns, all forms. Typical Student Errors: Form: Omission of syntactical elements: *1 playing tennis. Functio Confusion of Present Continuous for more certain plans and arrangements with Be Going to Future for less certain intentions, e.g. I am going to see a film tonight (bu I haven’t bought a ticket or decided on the film) vs. I’m going to see Bladerunner tonight at 7 pm (I bought tickets yesterday). Context is very important to differentiate present from future time. Teaching Ideas: i) Anything involving plans and arrangements. Possible situations: a diary which describes what is happening over the week to come, an appointment book, etc. ii) Arranging dates and making excuses, giving invitations, etc. Possible situations telephone conversations in which one student asks, “What are you doing on Sunday?” Student 2 consults the diary and replies. The same can be done for business arrangements, inviting people to a dinner party, etc. iii) Invitation Game - Students are given role cards with a brief description of what they're doing that night. The information should be similar to make the game produce more questions. e.g.: Dinner at Dish Dinner at Dish (hamburger & salad) (hamburger & salad) Dancing at I-Beam Dancing at “Rockin” Robin’s” (New Wave music) (Rock-n-Roll) There are only two cards exactly the same for each evening date. As in the Vacation Game, students must find their date for the evening by questioning each other as to the information on their rolecards (students are not permitted to read each others’ cards). iv) Songs: “['m leaving on a jet plane” by John Denver 148Be Going To Future Form: Affirmatives: (S + be + going to + V [1 form] + 0) Tam going to play tennis tomorrow. She is going to play tennis tomorrow. Yes/No Questions: Are you going to play tennis tomorrow? Yes, I am. Negatives: They aren’t going to play tennis on Saturday. Wh- Questions: What are you going to do tonight? Function: Intention: I’m going to fix it tomorrow. Prediction/Future as fact (based on objective/observable evidence): They’re going to leave next year. (Jim was offered a better job in LA.) Things on the way: She’s going to have a baby. Predicting immediate future result of present cause: Look out! Those books are going to fall! Time line: Now Past tomorrow Future call I'm going to call my mother tomorrow. Function: intention Phonology: Going to is often reduced to gonna in this form. I’m going to is pronounced as Amana Teaching Units: all personal pronouns, all forms. Typical Student Errors: Form: Omission of syntactical elements: “I going to play tennis. Function: Confusion of present continuous for more certain plans and arrangements with Be Going to Future for less certain intentions, e.g. I am going to see a film tonight (buf I haven't bought a ticket or decided on the film) vs. I’m seeing Bladerunner tonight at 7 p.m. (1 bought the tickets yesterday). 149Language Analysis Teaching Ideas: i) Anything which involves intentions - Possible situations: planning a vacation, escape from jail, a career, a business take-over. ii) Anything which involves organization and allocation of roles. This will cover question forms with the Be Going to Future: Who is going to...? Possible situations: Organizing a party, a picnic, a theatrical show, etc. iii) Anything which involves describing a process in sequence. The teacher demonstrates a process. After each step, the next step is elicited. iv) The vacation game Devise three or four distinctly different vacations. Put the information on role cards, making sure that there are at least two cards the same for each vacation. Students are each given a vacation. Without reading each others’ cards, they must find the partner(s) who they will be going on vacation with. If it is a large class, then it could be five or six people all going on the same trip. Once they have found their pair or group, then together they must plan the vacation in detail. Where are they going to visit? How much money are they going to take? How long are they going to stay? How are they going to pass the time? v) Songs “Who's going to take you home?” The Cars “I’m going to make you love me.” The Supremes, Future Simple Form: Affirmative: (S + will + V [1* form] + O) I will meet you tomorrow. Yes/No Questions: Will you meet me tomorrow? Yes, I will. Negatives: T won't meet you tomorrow. Wh- Questions: Who will you meet tomorrow? Function: Information about future: We will do that next week. Predictions: You'll meet a tall stranger in the next 3 years. Spontaneous decisions: A: s it raining? B: Yes. I think I'll stay home. A: Then I'll stay at home, too. Promises: ’\l return the key next Tuesday. Threats: Do that again and 1’11 kill you Strong intention: | really will stop smoking. Requests: Will you send me the bill please? Orders: Will you be quiet! 150Futures —_—_— i’ Offers: Will you have some more wine? Phonology: Contracted forms: I will go. = I'll go. He will go. = He'll go. Teaching Units: All personal pronouns, all forms. Typical Student Errors: Form: Students often use so + infinitive: *Sunday I will to go on a picnic. Function: Confusion between Be Going to Future and differentiate intention from a spontaneous dec e.g. A: [really need to borrow some money. ture Simple, Context is very important to on. B: I'll lend you some vs. I’m going to lend you some. Time line: Ww Past tomorrow Future buy A: The TV is broken. B: OK, I'll buy a new one tomorrow. Function: spontaneous decisions Teaching Ideas: i) With present simple in time clauses: She'll be happy when we arrive. ii) Going on a picnicMlst in the desert: What will you take? iii) Predicting future changes in the next 10/20/30 years - Use various topics: medicine, technology, lifestyle, e.g. The world will be on-line by 2050. iv) Client and clairvoyant role-play, e.g. You will marry a beautiful woman in 3 years. v) _ Predicting life changes, e.g. I think I'll work in America next year. vi) Songs. “When I’m 64” The Beatles “When I get to Phoenix” “You'll take the high road...” traditional “That'll be the day” Buddy Holly 151Language Analysis Future Continuous Form: Affirmative: (S + will + be + V-ing + 0) Pll be wearing a red tie tomorrow night. Yes/No Questions: Will you be wearing a red tie tomorrow night? Yes, I will. / No, I won’t. Negatives: I won’t be wearing a red tie tomorrow night. Wh- Questions: What will you be wearing tomorrow night? Function: ‘Actions occurring around a particular time in the future (generally unfinished activity): I'll be eating at 7:00 tonight. Fixed or decided future events: I'll be leaving at 6:00 as usual. Repeated future events: Ill be studying every free moment next semester. Time Line: Now Past you come Future studying Iwill be studying when you come. Function: action occurring around a particular time in the future Teaching Units: All personal pronouns, all forms. Typical Student Errors: Form: Missing part of the structure: *We will be wait for you. (omission of -ing) *We will waiting for you. (omission of be) Function: ‘An action continuing around a specific point in the future. Teaching Ideas: i) Trying to arrange a meeting: A: Will you be free at 4:30 tomorrow afternoon? B: No, I'll be playing tennis. ii) Making excuses: A: Can I see you on Friday? B: No, I’ll be washing my hair. 152Futures EEE EEE aR: So: Future Perfect and Future Perfect Continuous Form: Affirmatives: (S + will + have + Past Participle [3" form] +O) (S+ will + have + been + V-ing + O) 1 will have finished it by 3:00 today. They will have been working for nine hours by 6:00. Yes/No Questions: Will you have been working for nine hours by 6:00? Yes, I will have. Negatives: I won't have finished it by 3:00. I won't have been working for nine hours by 6:00. ‘Wh- questions: How much will you have finished by 3:00? How long will you have been working by 6:00? Function: Future Perfect: “Past from the future’: By December, I'll have been here five years. Future Perfect Continuous: “Past from the future’ which stresses the continuing action rather than duration. An action that began before a certain future time and will not have finished by that time: By 10:00 p.m. I will have been traveling for three hours. Time lines: Future Perfect Future Perfect Continuous a N Past Chaprer + ChoPteS Future Pat yowarme Future Sara aac snus Twill have already studied Chapter 4 before 1 ia study Chapter 5. I will have been studying for two hours by the time you arrive. Note: only present | time line to students. These are only to show you the logical possibilities. Teaching Units: All personal pronouns, all forms. Teach Future Perfect Simple before Future Perfect Continuous. 153Language Analysis Typical Student Errors: Form: Making sure all parts of the structure are there. With this complex tense structure, syntactical elements are often omitted. Function: Students are often challenged by the idea of looking back from a more future action to a less future action. Teaching Ideas: i) Predicting someone’s significant life events: By 19, he’l! have bought his first car, ii) Anybody’s prospective day: By 1:00, I'll have finished my English lesson. iii) Anticipating a holiday: By this time next week we'll have been skiing for two days. iv) A university student’s program: By the end of the second year, she'll have completed her degree. Present Simple Note: The core meaning of this tense is present (see Presents). Despite its label, however, it is commonly used to express future meaning in the context of schedules. The form stays the same. A clear time-marker is even more important. Function: Used in dependent clauses with if/unless/when/as soon as, etc.: We'll all go out to meet her when she comes. Unalterable plans or schedules: We attack at dawn. The plane departs at 10:30. Time line: Past 6pm tonight Future gE men ay arrive J arrive at 6 tonight. Function: schedules/plans Teaching Units: 1. With unalterable or factual sense. 2. With dependent clauses. Typical Student Errors: Form: Students often want to use will in the dependent clause: * We'll all go out to meet her when she will come. 154Futures Function: use of present continuous for less certain plans instead of present simple for fixed plans or schedules, e.g.: The train is leaving at 7 p.m. tonight. vs. The train leaves at 7 Teaching Ideas: i) railway, bus, or airline timetables ii rary from a courier iii) A: Will you marry me? B: Yes, when you have enough money / as soon as you get a promotion / if you buy me a big diamond. 155Language Analysis Summary of Tenses Tense Time Line Summary Present Simple Ne Past study study Future Present Continuous/Progressive Ne Past Future a a ‘ud I study every day. Tam studying right now. Past Simple Past Continuous/Progressive N Ne P: suudied Future Ps they came Futu ~~ TT gent go “T = last might studying. vd I studied last night. Iwas studying when they came. Future Simple Future Continuous/Progressive Now Now nt ee — < > “< > ‘study > Twill study tomorrow. (Note: This is to show form only. It is not a functionally appropriate model sentence) Present Perfect ? Past Future ‘tuted Ihave already studied Chapter 1. Iwill be studying when you come. Present Perfect Continuous/Progressive x r Future a ns Thou) Past have been studying for two hours. Past Perfect Past Perfect Continuous/Progressive Now Now anchors Cher "DT Fuure pas Seen Future or [Zhou studying Iwill have been studying for two hours by the time you arrive, 156