English Grammar - Passive Voice in Present and Past Simple Tenses - Assignment Example

Grammar Lesson Plan Introduction Communication is a critical component in the life of a human being. However, communication is a wide area that requires detailed understanding of grammar and other features that support effective communication. This paper will give an account of a rational analysis for the accompany lesson plan which is aimed to introduce present simple and past simple passives to a group of Libyan students. The analysis will be in terms of topic, learners and methodology. This paper first gives a brief overview of the topic and students that the lesson aimed to. It will then go on to outline the form, meaning and use of the chosen grammar point. The third section begins by laying out the reasons for the choice of approaches, and looks at how it is suitable for the learners needs. The last section analyses the key stages of the lesson plan. The knowledge gained is not restricted to educational or professional purposes. Rather, this is a course that comes out as relevant in everyday life considering it facilitates one understand themselves, their problems, emotions and feelings as well as those of others thus making it easier to deal with other people. Grammar learning involves various inductive and deductive activities that help in meeting the learners’ needs. Interaction and communication in learning is important to help in preparing the learners to the external world and in their daily engagements. Understanding tenses used in grammar is important for learners’ communication. This teaching plan will identify various forms and meanings to be taught and rationale in order to understand the linguistics challenges experienced by English student An overview of the topic and learners This lesson aims to present the passive voice in present and past simple tenses and seeks to three specific learning outcomes. At the end of the lesson the students will be able to structure both present and past simple passives in affirmative, negative and question forms; use present simple passive to describe processes; use past simple passive to talk and write about past inventions, research and news reports (Harmer, 2007). The lesson is aimed at a group of Libyan female learners who are at intermediate level of the English language; whose ages are between 16 to 19 years old. They are studying at the second stage of secondary school and their specialization is biology, English is taught as a main mandatory subject of the syllabus. They have been studying English for ten years ago. Their journey of English language studying has started when they were at the fourth grade of primary school. The teaching process was basically following the tradition methods as grammar translation and reading comprehension. In grammar lessons in which the teacher was centered, rules were presented then memorized and practiced by students in controlled way. The students were mostly able to memorize and apply the structure of such grammar point but they were unable to use it within real communication due to lack of communicative activities (Harmer, 2010). Moreover, grammar exams were focusing on the grammatical structure than meaning or use. Therefore, learners consternated on form avoiding the meaning and use of them. Consequently, other language skills specially speaking and listening were completely ignored in the learning process and the role of the students inside the class was very restricted. As my students are studying biology, their future academic specialization at university might be medicine, pharmaceutics or biophysics for instance, thus, they need to improve their English skills because in such mentioned specialization, the teaching process overwhelmingly occurs in English language. Furthermore, their academic writing, researches reports and exams would be in English language in addition, some of these specializations require oral exams that are in English language (Harmer, 2010). Language Point The topic of the designed lesson is fixated on the grammatical point (the passive voice) in present and past tenses. The purpose of choosing this topic is to present the passive in terms of construction, meaning and use in order to help English language learners to use it as an expression in spoken and written language; and as a helpful construction when translating into a mother language. As a definition the term passive refers to the verb phrase which is structured with verb (to be) + past participle (Leech & Svartvik, 1994). Outline of The Topic and Anticipated Problems: A- Form The passive forms of a verb are made by using the auxiliary (be) in the correct tense followed by the past participle. The tables below illustrate the forms of simple passive tenses in affirmative, negative, question and short answers. Present Simple She/He/It I We/You/They Active She bakes the bread here. He always invites me. They clean the roads. Affirmative The bread is baked here. I am always invited. The roads are cleaned. Negative The bread is not baked here. I am not always invited. The roads are not cleaned. Yes/No Question Is the bread baked here? Am I invited? Are the roads cleaned? Short answers Yes it is /No it isn’t Yes I am/No I’m not Yes they are/No they aren’t Past Simple She/He/It I/ We/You/They Active They built that house in 1957. Sara borrowed three books. Affirmative That house was built in 1957. Three books were borrowed. Negative That house was not built in 1957. Three books were not borrowed. Yes/No Question Was that house built in 1957? Were three books borrowed? Short answers Yes it was/No it wasn’t Yes they were/No they weren’t In passive, the subject is replaced with the object of the active sentence to become a new subject of the passive sentence. - They clean the roads. (Active) - The roads are cleaned. (Passive) To mention the doer, we make the subject of the active sentence as an object of the passive sentence preceded by the preposition (by). - Shakespeare wrote Hamlet. (Active) - Hamlet was written by Shakespeare. (Passive) Anticipated problems with form Mostly, stative verbs can not have passive forms as it refer to states not actions (Swan, 1995) He has a nice car. This shirt does not fit him. Students may get confused with active and passive forms because (be) Is used in both active and passive verb forms; the past participle also is used in active and passive forms. (ibid) She was visiting. (Active -Past progressive) She was visited. (Passive-Simple past She has visited. (Active-Present pas Methodology /Approaches No doubt that there are many approaches adopted in teaching English language. As a definition, Harmer (2007) indicates “people use the term approach to refer to the theories about the nature of language and language learning which the sources of the way things are are done in the classroom and which provide the reason for doing them”. In fact, this lesson plan is designed on both inductive and deductive approaches which are popular in teaching grammar. Furthermore, the lesson is influenced with the communicative language teaching approach (CLT), which was rationally adopted as an umbrella within the lesson plan for the students’ need to improve their four language skills specially speaking and listening skills and additionally to motivate and encourage them to practice and use the target language in real life communication. Moreover, as it is mentioned in the section of overview of learners, the students need enough amount of using communicative language as for their future studies journey. Scrivener (2011) and Harmer (2007) believe that CLT approach is helpful factor for students to realize meaningful communication. English language teaching was impacted by CLT approach in the middle of the twentieth century (McDonough, Shaw and Masuhara, 2013). Another advantage of its favour, CLT focuses on language meaning and use in addition to the structure of the language and that is one of the students’ needs. Harmer (2007) believes that one aspect of the CLT approach is the focus on the function of language but not completely on grammar. As for using two different approaches in planning the lesson (deductive and inductive approaches), the reason is to try to make the lesson more interesting and to avoid making the students bored during a two hours lesson that targets to a particular grammar point. According to Jean and Simard (2013) deductive and inductive approaches are kind of explicit deliveries of grammar as they lead learners to meet a specific point of language. In a deductive approach the rules are first offered then followed by examples (language). This approach is also called rule –driven and according to Collin (1998) deductive approach mostly associates with the grammar- translation method in the process of teaching grammar. Unlikely, Thornbury (1999) sees that there are many grammar books within the deductive approach that present activities in the target language. Learning Approach The method to be used is the ‘Task-based Learning’ to help the students in acquiring the right knowledge on present simple and past simple passives. The method focuses on the dependable language while requesting the learners to participate in consequential assignments that will help them in realising the learning outcomes highlighted above (Larsen-Freeman, 2000). Such assignments may include conducting an interview to improve their oral communication skills and language. This helps in introducing the learners to the real world on the use of language as opposed to depending on the accuracy of the language. In fact, the model helps the students to learn from their mistakes and understand how other people communicate. Task-based learning is a significant approach when developing language fluency and confidence among the learners. Further, task-based learning is regarded as a form of communicative language teaching. The approach constitutes various stages such as pre-task, the task stage and languages focus. The approach appreciates the role of both the teacher and student in attaining the rightful knowledge on communication. Appropriate learning takes place effectively when the teachers are adequately equipped with the relevant knowledge. Task-based learning is important to facilitate the life-long learning of an individual. It has become prudent for education authorities to seek for different approaches on acquisition of knowledge. In fact, it involves formal and informal trainings that aid in imparting practical knowledge on the students. The teaching plan is intended to equip teachers with the relevant knowledge on communication by understanding the various forms of tenses used in communication. Teaching and learning are two related aspects especially in communication where the teachers and learners are required to continuously engage in training to perfect their communication skills. In fact, TBL creates room for the learners to discover the undiscovered world in language development. The approach is designed to help the learners to acquire through practical consciousness. Ideally, the course helps the teachers to train their students to think and analyze things critically. The learners are required to take part in task-based activities through classroom discussions. The technique involves participatory engagements, reflections and class discussions. TBL has become a major platform that provides relevant and focused skills acquired for better performance on learners and matches the standards in communication (Sachs & Ho, 2007). Since knowledge is crucial in the development of an individual, the authorities can use it to impact new skills on students who may not be good in other subjects. Moreover, TBL in communication can be used to advance the human culture that has been out-fashioned by the growing societal changes. TBL is used in the attainment of knowledge and expertise more efficient, valuable, and interesting. This can be realized by understanding the present situation and needs of the learner as well as the definition of the ending aim of learning. This form of education will provide learners with first hand experience on communication and tasks required to be achieved in various occupations. The content of education is equally important as the structure of the curriculum; therefore, evaluation of the knowledge in the curriculum is important. The authorities need to revise the curriculum that will help in shaping goals in life that are necessary and relevant. Besides, there need to be far-reaching policies on education that will help in advancing the agenda set out in the lesson plan. The various kinds of linguistics used in language and communication affect the fluency and learning capacity of an individual. They may include tenses, weak commands, question tags and question accent. The approach on the language of female is differentiated from the male language in its use of certain vocabulary, empty adjectives, tag questions, intonation, excessively polite and euphemistic language, hedges and telling jokes. From my understanding, there certain challenges that are associated with language and can result in consequences such as poor language development (Harmer, 1991). The attribution theory argues that people acquire certain influences or attributes due to internal and external situations. Social facilitation argues that certain people are vulnerable to social influence thinking that other people can use his /her actions for evaluation. Human memory has an important role in the social facilitation, particularly in consideration of certain social situations where it shows that an individuals performance is not only dependent on his/her ability but the environment as well. Moreover, attributes can be greatly affected by situation factors, thus making it possible to alter the outcome of a situation. This can be very important when considering how anyone will perform under evaluation and how to prepare for those situations. As a result, learners are able to adopt the right fluency and language development by using practical approach as provided in the ‘task-based learning’. The question of communication is an issue of great importance in any setting as it tells more of the communicator and receiver of a given message, and creates a link between them. In any case, improper communication is a major inconvenience to any kind of activity involving individuals and/or institutions, which is set to take place, regardless of their professionalism. There are different modes of communication, which are largely defined by the role of an individual in the society. Communication process initiates continuous testing of the new beliefs, communication skills and language. Socialization process and its significance in learning have made it more inclusive (Curran, 2000). Since socialization is intertwined all over the cognitive learning process to a point that it includes listening and talking to others and includes other learning facets such as observation. The main aspect that makes TBL an important tool is its own distinct consideration with the fact that it can be constructed from someone’s knowledge. It represents a concrete detailed, integrated, specific, public and shareable features that can help improve any profession. The initial preparation that professional goes through to attain full professionalism has to involve initially acquiring the requisite communication skills and expertise in an institution and at individual level. This is based on the understanding that for one to make reliable flexible decisions in practice, they need to gain the necessary professional grounding on which they base their decisions. Decision-making is a process that requires consultation, review of information and concurrence. Thus, communication comes in handy in grounding professional skills (Whimbey & Linden, 2001). This entails transmitting the oral knowledge and the text-based learning that involve mastering the principles of communication. Over the years, demands for organized communication practices have been shifting from institutional environments to private settings. It is important to note that the communication procedure in a conflict should involve recognition of the problem, search of information, evaluation of alternative information and ultimate solution provision. Apart from the educational abilities, one needs to be able to express their thoughts and reason and to challenge questions and suggestions for them to be able to come up with the best approach to any situation. Good communication is a tool that is acquired through nurturing and general learning, and is very applicable in every practical part of any given profession. It is vital for one to prepare adequately by exploiting all the avenues that are exploited during a communication process. Besides merit, most people consider other aspects such as confidence, appearance, personality, enthusiasm, and good interpersonal communication. By utilizing TBL technique, the Libyan students will be in a position to understand the various forms of tenses that will be crucial in their communication fluency and language development (Rutherford, 1987). A combination of verbal and non-verbal output of information gives a very precise impression of the kind of person one is. Understanding various language styles and tenses is a significant to help in persuasion and communicating effectively to people at all levels. One can only persuade another person through proper communication, particularly on tenses. In communication, information input is a very important aspect. Development and validation of communication tools is important in passing of right message. Such tools should issue individuals with an analytical instrument capable of stating the profile of the institutions they are managing with respect to the adoption of the communication and comparing them with profiles of other organizations and individuals. TBL helps in the integration of existing values in communication with the needs of the learners. Effective communication channels and structures are determined by the mastery of language content, confidence and fluency. Lesson Plan The lesson plan will have several stages that will help the learners in realizing their objectives. The plan will entrench an elaborate program to guide the process. This will require strict timelines among other resources to ensure the success of the exercise during the learning period. The main stages in the development process shall include; meeting my tutors, interviews, individual mentoring, conducting class discussions and formal learning, especially on the use of tenses and oral communication. The lesson plan will be systematic and structured in a way that will help the learners to gain prerequisite knowledge on the use of tenses. Every stage is created in a way that will help the students to understand present simple and past simple passives (Doff, 1988). One of the ways to assess the effectiveness of the lesson plan is to check the fluency and language development among the students. Further, the plan will have progress review stage where the progress of the students will be examined while necessary recommendations and changes are made. This will involve checking and the validation of the results through self-assessment, which will be done at the beginning of every semester. The realization of individual goals and educational objectives are some of the indicators of the sensation of a student. There has been a range of policies that have sought to conform to the needs of the students. Elaborate support initiatives facilitate the achievement of the educational objectives with ease (Panter, 2009). A student can be supported through effective learning models to help in dealing with the potential challenges in communication, particularly on the use of present simple and past simple passives. It is crucial to observe that the competency of any student is determined by components such as the kind of schooling environment, teachers and the mode of teaching. The teaching methods have great impact on the way a student performs, behaves and the career path he/she takes. The various techniques in teaching depend on the student since everyone learns differently and every teacher teaches differently. Students’ motivation has been highlighted as a critical feature to facilitate the success of a student during and after school life. The students have the ability to adjust and attain a more integrated perspective. The primary goal in acquisition of education is that students should be able to make their own interpretations instead of following up on the feelings, beliefs, judgments and purposes of others. Such motivational initiatives should aim at enhancing the strengths of a learner as opposed to training him/her on overcoming difficulties. Issues such as achievement, self-satisfaction and security influence the capacity to achieve various learning approaches. The significance of personal values is an important factor in determining the routine and much more significant is the extent to which the pattern of behavior supported by it is in line with the learning approaches (Pike, 2004). The lesson plan will be designed in a way that prompts the adoption of right communication among the learners on the use of present simple and past simple passives. Through awareness, the learners’ self-esteem and comfort is improved through emotionally support and useful guidance. The satisfaction of the lesson plan is achievable using elaborate techniques and learning approaches. The learners’ reports will be studied to come up with a genuine basis for coming up with the understanding levels. Various challenges are likely to emerge in the learning process that is likely to jeopardize the achievement learning outcomes. The composition of the students and dissimilar learning abilities is likely to influence the behavior the attitudes of the learners and the understanding levels. Different learners’ experiences in the institutions had little influence on the competence due to lack of attitudinal alteration. The teachers will respect and appreciate the diverse attitude, emotions, personalities and values of the others for effective teaching. Technical learning is normally related to hypothesis testing and deductive reasoning (Rank & Gevirtz, 2010). Dialogic learning has been used to refer to the learning that one gains when consensus is validated through discussions with others. When referring to emancipatory learning, learner gains knowledge through critical reflection and awareness. It is through this critical reflection that one can transform his/her perspectives. Transformative learning has been recognized as a consistent technique in the way a teacher can be able to ensure that learners have the ability to clearly interpret, authenticate and develop meaning of their experiences. Development of critical realization that has been associated with transformative learning has been credited with redeeming personal and social function (Skocik & Walch, 2002). Three stages have been categorized that are necessary for any constructive transformation to materialize. These phases that can be summed as defense, surrendering and reintegration are critical in ensuring the way in which the learner perceive thing is different than they did earlier. Further, the plan will provide learning spaces are interpersonal spaces categorized by creativity, challenge, and affirmation. In these spaces, the learning relationship and process are primary, the content secondary. Teachers will not individually control the syllabus and the learning process nor do they lead people through a prudently restructured learning experience (Haynes, 2010). Instead, they come up with processes through which learners are capable of sharing control over the happenings, through, for instance, peer inquiry into questions of collective interest in an evolving and self-managed learning process which imply collaborative extemporization in an atmosphere of shared goal setting and mutual support. The teaching plan will provide for collective learning among the students while providing critical learning tools to help in faster understanding of the learning outcomes. When considering other terms, it concerns those relationships between teachers and learners. It can also consider learners among learners. These provide crucial elements of some facets of the accommodating environments. These include the safety and support of the confirming environment, disorientation and the challenges of the challenging environment, the chance to discover new ways of thinking and being aware of the creating environment, and the ongoing support and presence of the continuing environment (Aitken, 2002). No success can be said to have attained in language development if progressive subjectivity has not been acknowledged. In every undertaking, both teachers should regularly monitor the progress of the learners by evaluating the performance of the students alongside the teaching plan. This enhances the language development among the learners (Harmer, 2010). Progressive subjectivity would however not be adequate if it is not supported by mechanism that would ensure the phenomenon being observed is truly effective across the board. This necessitates member checks whereby learners are allowed to solicit the reviews and reactions of their respective from the external environment. Conclusion The knowledge gained in language development need to be constructed in a manner that that allows the learners to understand the present simple and past simple passives. Information competence is crucial in the long-term learning ability. It adequately certifies the size, the use and to be able to apply the information to achieve the goal. Another important part is the skill that is needed to be able to understand and knowing the timeframe to use the information adequately. Expectantly, students will be stronger students by being able to define the problems in respect to needed information and find an approach by researching and finding the information, and finally be able to find a resolution. References Aitken, R. (2002). Teaching tenses : ideas for presenting and practising tenses in English. Brighton : ELB Publ. . Curran, P. (2000). Methodology in language learning T-kit. Strasbourg : Council of Europe. Doff, A. (1988). Teach English : a training course for teachers : trainers handbook. New York : Cambridge University Press in association with the British Council. Harmer, J. (2010). How to teach English. Harlow Pearson: Longman. Harmer, J. (2007). How to teach writing. Malasia : Longman. Harmer, J. (1991). Teaching and learning grammar. London : Longman . Harmer, J. (2010). The practice of English language teaching / Buch. Harlow : Pearson/Longman. Haynes, A. (2010). The complete guide to lesson planning and preparation. London : Continuum. 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