teach verb 2: คุณกำลังดูกระทู้
Teaching verbs is usually difficult, no matter the language. The following is a detailed look at how to approach your lessons, including how to order the tenses + some activities to help reinforce everything. While there is such a thing as “too much too soon,” we’ve found that introducing even basic verbs and then practicing regularly can make the more complicated tenses easier to tackle later on.
Good luck!
Table of Contents
Teaching Verbs: Strategies
Start Simple
Teachers should never plow through any lesson and assume the students either knew it before or understand it now – taking a systematic approach (especially when teaching verbs) will ensure reinforcement for the students and a well-done lesson plan for you.
When it comes to verbs, you’ll have the best luck starting with all forms of the present and only moving on once the students have fully grasped those. From there, move onto the past and then the future, reusing the same lesson structure when possible.
When it comes to the present (or any form), use a pronoun as the subject and couple it with a simple verb. For example, you could say, “I run in the park”. Follow that example with, “She runs in the park”. Using questions and answers, establish how the verb is different when the subjects change. Establish an understanding that the addition of “s” is done when the subject is “I”, “it”, “she” or “he”. If the subject is I, you, we or they, the verb would not have the “s” at the end.
Use Context
Presenting verbs to students in context will make it easier for them to understand and internalize the different forms. For instance, you might present the following sentence to your students: “I ride my bicycle every day, but I am not riding it right now”. That sentence shows the difference between the simple present and the present progressive. On the other hand, if you choose sentences like “I like to eat filet mignon” they won’t be as quick to understand.
The first verbs you should introduce are those that are both common and easily pronounced such as eat, run and take. Verbs that aren’t commonly used in conversations or in the reading material of your students should be avoided.
Use Groups
Cooperative groups is a teaching strategy based on students helping students. The group should be heterogeneous and have a mixture of students with different abilities. The goal is for students with more ability to help those with less. Of course, the students shouldn’t know who has the most or least ability.
Verb Tenses: An Overview
Need a refresher on tenses? Here are some examples & explanations for the tenses you will likely want to cover with your students.
Simple Present, Present Progressive, and Present Perfect
- Simple Present:
I exercise every day. (Shows a habitual activity.)
- Present Progressive:
I am reading a great book at this time. (Formed by the present tense of the “to be” verb and “ing” added to the main verb. Shows activity at the moment or ongoing activity.)
- Present Perfect:
I have exercised at least once a day for several years. (Shows activity that began in the past and continues into the present.)
The past and future tenses also have simple, progressive and perfect forms.
Simple Past, Past Progressive
- Simple Past:
The simple past tense is used to talk about events, actions or feelings that happened previously. In order to form the simple past tense of regular verbs, you simply add “ed” or “d” to the end of the verb. The simple past of the verb “walk” is “walked”. The simple past of the verb “close” is “closed”. If the verb ends with a silent “e”, you just add “d”. A past tense verb does not change its form no matter its number or person (ex:
Mary closed her book)
- Past Progressive: In order to describe an action happening at the same time as another past tense verb, the past progressive tense is used. The past progressive tense is made up of a form of the verb “to be” and by adding “ing” to the end of the verb. For the past progressive, the past of the “to be” verb is used (ex:
John was watching TV when I saw him)
Perfect Tenses
If one action occurred in relation to another action, one of the perfect tenses is used. The perfect tenses are made by using a form of the helping verb have (have, has, had, will have) along with the past participle of the main verb. The tense is shown by the tense of the “have” helping verb used.
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Present Perfect: I have finished all my homework.
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Past Perfect: Jane had met Tom before the party.
- Future Perfect: I will have walked 2 miles by 5:00 P.M.
Games & Activities for Teaching Verbs
ESL games and activities can help to alleviate the stress and pressure of learning pretty much anything in English. The friendly environment of games can help you teach verbs by:
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Providing a break from the usual language instruction routine
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Provides opportunities for students to communicate and interact
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Creates a pressure-free environment for practice and review
Flashcards
Once you have created some verb flashcards, give each cooperative group 5 piles of cards. One pile for each of the following: nouns, pronouns, verbs, to be verb forms and have verb forms. Assign students to create as many sentences as they can using one flash card from each pile. The teacher can give students a finishing time such as 15 minutes. The team with the greatest number of sentences created at the end of the time is the winner.
Lessons can be added in later which students will add adjectives and/or adverbs to their sentences.
Pantomime
Before beginning the game, introduce your students to “rhyming”. Through questions and answers, you can begin by having students rhyme nouns. When you think they have the hang of it, you are ready to begin with verbs. Divide your class into two or three teams.
Start the game by saying: “I’m thinking of a verb that rhymes with ______”. (Single syllable verbs are best.) Instruct students that when they think they have a good guess they should raise their hands. The student with the good guess should say: “Is it this?”. If first to raise his or her hand, he or she then acts out the verb. If he or she has acted out the correct verb, his or her team gets a point. A goal for the winning team should be set before the game begins, and the first team to reach that goal is the winner.
Tic Tac Toe
In order to be ready for the game, the teacher can draw a “Tic Tac Toe” board on an overhead transparency or whiteboard before the class begins and write a pronoun in each square of the board.
Divide the class into teams. When it is a team’s turn, they send a member of their team to the board or the transparency. A verb to conjugate is given to that team member and they choose the pronoun on the board they want to mark. If the member conjugates the verb correctly to be used with that pronoun, the student marks that pronoun’s box for his or her team. If he or she conjugates the verb incorrectly, another team gets a turn.
If students are more advanced, the teacher can give them a tense of the verb as well.
Relay Race
Before the game begins, the teacher should write two duplicate lists of subject pronouns on the front board (I, he, she, you, it, and they). The teacher then divides the class into two teams. Each team lines up in front of one of the lists of pronouns. The teacher gives the first person on line of each team a different verb to conjugate written on a piece of paper and a marker. The first person writes the correct conjugation next to a pronoun on the board and hands the marker to the next student on his or her team. This continues until every pronoun on the list has a correct verb next to it. The first team to finish with all correct verbs is the winner.
For variety, the teacher can assign students different tenses of verbs.
Mad Libs
This game will give students practice of conjugating verbs correctly within both the context and tense. Before the lesson, the teacher should write some Mad Libs featuring a lot of verbs on overhead transparencies or the whiteboard.
The teacher should divide the class into cooperative groups of at least 4 students in each group. The teacher then gives each group one Mad Lib to complete with correct conjugations of the verbs. After explaining what the cooperative groups should do, the teacher should give a time limit such as 15 minutes. One person in the team should be the timekeeper. At the end of the time, the presenter of each cooperative group would show and read his or her group’s Mad Lib.
For advanced students, the teacher can have cooperative groups of students create their own Mad Lib and then present it to the class in one of two ways:
-
The presenter of the group would put the overhead transparency of the group’s Mad Lib on the overhead. Volunteers from the class would read the sentences with the correct verbs.
-
Groups could exchange their Mad Libs. One group would fill in the correct verbs of another group’s Mad Lib and present the Mad Lib to the class.
Conclusion
When teaching ESL students, you need to understand that it will take quite some time for the conjugating of verbs to become intuitive and your students will often use verbs incorrectly when speaking. However, if you keep incorporating the verbs into lessons and continue giving opportunities to read and hear the proper tense, it will get easier and easier.
[Update] Teaching Can and Could | teach verb 2 – NATAVIGUIDES
Teaching Can and Could to your ESL students is an important learning concept to achieve natural speech. We have 4 Verbs-Modals lessons that are designed for teaching can and could to your ESL students!
In English, can and could are used to express ability (I can run quickly) and requests (Can you help me carry the bag?). We have 4 lessons for teaching can and could in our Verbs-Modals category: M1.1 – Ability-Can-Could – 1, M1.2 – Ability-Can-Could – 2, M1.3 – Ability-Can-Could-BeAbleTo – 3, M2.1 – Requests-Would-Could-Can-May-Might – 1.
Teaching Can and Could to Express Ability
In English, the construction of subject + can/can’t + verb is used to express ability and possibility. We use can to show something is possible (cheetahs can run fast), and to show that we know how to do something (he can run 10km in one hour). We use can’t to show that something is not possible and that we don’t know how to do something (pigs can’t fly). Native English speakers use this construction frequently in daily conversation so it is important to teach the construction at an intermediate stage in learning. We have 3 lessons covering the use of can and could to express ability:
M1.1 – Ability-Can-Could – 1
In our introductory lesson we begin by teaching the basic construction of can/can’t + verb. We use a series of matching, sentence correction and gapfill exercises to offer practice of the form. We then introduce the question form (Can you play tennis?). We then cover the use of can to express permission (Can you come to the game on Saturday?).
M1.2 – Ability-Can-Could – 2
In our second lesson designed for teaching can and could to your ESL students we introduce the past form, could/coiuldn’t (I couldn’t come to the restaurant last night). We then introduce a number of exercises mixing the use of can, could, can’t and couldn’t to express ability, possibility and permission. We finalize the lesson by introducing the use of could for requests (Could you help me?):
M1.3 – Ability-Can-Could-BeAbleTo – 3
In the third lesson in our series we make special note of the use of could to express general ability (I could run fast when I was young) vs. be able to (I was able to beat Aaron in a race last week) to express ability in a specific situation. We also introduce could have for something that could have happened in the past but did not happen (I could have beat you in the race yesterday).
Teaching Can and Could for Requests
In our M2.1 – Requests-Would-Could-Can-May-Might – 1 lesson we further explore the use of can and could to express informal and formal requests. In English, we use can for informal requests (Can you answer the door?) and we use could for more formal requests (Could I ask you a question?). After introducing the form we explore the distinction between formal and informal requests with a number of exercises where the student can pick the form of the request based on the context of the sentence:
We hope you enjoy teaching can and could using our Verbs-Modals lessons. This is an important learning concept to achieve natural speech. As always, we would love to hear from any teachers that have used our content!
Irregular Verbs in English – Groups 1 \u0026 2
Learning irregular verbs in English can be a long and difficult process. To help you with it, I will teach you how to break them into categories with recognizable patterns. With my method, irregular verbs do not have to be so unpredictable. I will teach you the base form of the verb, the simple past, and the past participle. For extra help, download and print our list of irregular verbs to study with the video and to practice on your own:
http://www.engvid.com/englishresource/commonirregularverbsgrouped/
Test yourself with our quiz: http://www.engvid.com/irregularverbsinenglishgroups12/
And watch the next lesson on Group 3 irregular verbs: https://www.youtube.com/watch?v=Tl36XffSQ1o
TRANSCRIPT
Hi. My name’s Ronnie. I’m going to try and help you do something fantastic for your English grammar, speaking, and general wellbeing. This is a very, very timeconsuming and difficult task that you will have to do when you are learning English. They’re verbs.
We have many verbs in English. We have what are called regular verbs. A regular verb will end in \”ed\”. For example: \”use\”, \”used\”. So, regular verb. We like to call them \”ed\” verbs just to be fancy. So, regular verbs are easy because they all both end in \”ed\” if you have different forms.
Now, what I’m going to go over today is the difference in forms between simple past and the past participle. So, we have the simple present tense, which is something like: \”I eat pizza.\” When we use simple present, it’s something we do every day. Then we have what’s called the simple past, or you can say past simple. It doesn’t matter; it’s the same. So, we have the present tense, we have the past, and we have what’s called the past participle. Have you heard of this before? The past participle, it’s so difficult for me to say, so I’m going to call it p.p. from now on. So, the past participle, you’re going to have to use if you learn present perfect. Now, if you don’t know what these are yet, that’s okay. If you’ve heard of these before and you know what they are, that’s fantastic. Past perfect and all the forms of passive voice that we have in English.
If these are new kind of ideas to you, please don’t worry, but it’s not past, present \”prefect\” it’s present perfect. We must be perfect. If these are new things for you… I’ll get this spelling right, I promise. There we go, present perfect. If these are new concepts to you, don’t worry about it. Okay? Just focus on learning these groups, and we have a very, very beautiful list of verbs to help you in the resources section on www.engvid.com. Go there now. You can put it… It’s in PDF file, so you can print it out and you can have the list in front of you to memorize, to remember, to help you.
What I want you do is I want to introduce you todoo, doo, doo, doogroup one and two of irregular verbs. Once you do this, there’s also a video on group number three, which is the most difficult. So we’re starting with the easiest ones, yay. And again, this is groups one and two. You can find them, a list of these on the resources section.
So, past participle, I will now call p.p. Yay. We have the present tense, simple past or past, and then the past participle. The first group is the most delicious. It’s the best because we don’t have to change anything. Woohoo. So, if in the present tense the verb is \”cut\”, the past tense is \”cut\”, and so is the past participle or the p.p. So, we have: \”cut\”, \”cut\”, \”cut\”. For example, if we use present tense: \”I cut the pizza.\” If we use past tense, I can say: \”Yesterday, I cut the grass.\” And if I wanted to use the past participle, let’s say I want to use present perfect, I can say: \”The grass has been cut.\” So, we don’t need to change the verb. These are some examples of verbs that we don’t have to change.
So, these are the easiest, and probably your favourite. We have: \”cost\”, \”hit\”, \”hurt\”, ow. So if you… Something hits you, you are hurt. \”Let\”, \”put\”, \”quit\”. If the simple past is \”shut\”, what do you think the past participle would be? It’s the same, so this would also be \”shut\”. So, I could say: \”I shut the door.\”, \”The door was shut.\”, or: \”The door has been shut.\” And in the last one we have the word \”bet\”. Again, we don’t have to change it, so it’s: \”bet\”, \”bet\”, \”bet\”. I bet you like this lesson. Yeah? Okay? So these ones are the easiest and the most fun because they don’t have to change. Whew.
We’re going to go into group two. Group two is okay, because we only have to change one time now. So, if we have the present tense, section A, all we’re doing to make it past or use the past participle, is we’re changing it, and all of these ones are going to have a \”d\” ending. So, present tense we have \”sell\”, \”sold\”, and \”sold\”. I hear a lot of people doing this: \”Sell, sold, sold\”, so they’re saying: \”sell\”, \”sold\”, \”sold\”. If you repeat it in your head, it will help you remember it. We have \”tell\”, \”told\”, \”told\”; \”feed\”…
นอกจากการดูบทความนี้แล้ว คุณยังสามารถดูข้อมูลที่เป็นประโยชน์อื่นๆ อีกมากมายที่เราให้ไว้ที่นี่: ดูความรู้เพิ่มเติมที่นี่
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Skip Counting by 2’s
Jena Simms | Wichita Collegiate School | Wichita, KS
In this lesson the teachers demonstrates how to count by twos using a chart of numbers up to one hundred. The students learn to count by 2’s from any number.
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Verbs For Singular And Plural Nouns | English | Grade-2,3 | TutWay |
VerbsForSingularAndPluralNouns
This video is part of a playlist having the following videos. Watch all of them in sequence for a better learning experience.
Enjoy learning 🙂
Video no.1 Nominative And Accusative Case Of Noun
https://youtu.be/DgFZPpQcvY
Video no.2 Noun Phrase And Its Functions
https://youtu.be/ez6NPJYRKoA
Video no.3 Cases of Nouns: Possessive, Vocative and Dative case
https://youtu.be/epPPEFSQreM
Video no.4 What are Common Nouns and Proper Nouns?
https://youtu.be/ohwUL2081Kw
Video no.5 What are Material and Collective Nouns?
https://youtu.be/_OMB9ZmdJpY
Video no.6 Noun Phrase and Verb Phrase
https://youtu.be/pHZho4qUX5U
Video no.7 Verbs For Singular And Plural Nouns
https://youtu.be/I9QVHebdycg
Video no.8 Naming Words
https://youtu.be/0hNjPi63Vfo
Video no.9 Singular and Plural Naming Words
https://youtu.be/1UXJ9xUNnns
This video covers the following topics:
Verbs
Verbs for singular nouns
Verbs for plural nouns
I hope you liked our video.
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100 Phrasal Verb Hay Thi Nhất (part 1) |thầy Linh Cani
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ขอบคุณที่รับชมกระทู้ครับ teach verb 2