TARNÓW STATE COLLEGE INSTITUTE OF HUMANITIES DEPARTMENT OF ENGLISH Agnieszka TUMAN TEACHING AND TESTING PRESENT SIMPLE AND PRESENT CONTINUOUS TENSE IN A PRIMARY SCHOOL Project presented in part fulfilment of the requirements for the Degree of Licentiate in Tarnów State College, written under the supervision of mgr Renata Kozioł.
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TARNÓW STATE COLLEGE
INSTITUTE OF HUMANITIES
DEPARTMENT OF ENGLISH
Agnieszka TUMAN
TEACHING AND TESTING PRESENT SIMPLE AND PRESENT CONTINUOUS
TENSE IN A PRIMARY SCHOOL
Project presented in part fulfilment of the requirements for the Degree of Licentiate in
Tarnów State College, written under the supervision of mgr Renata Kozioł.
CHAPTER ONE: What Is Grammar?...............................................................................2
1.1 Why to teach grammar? ..............................................................................................31.2 Ways of teaching grammar appropriate for primary school children (inductive or
deductive) ....................................................................................................................51.3 Stages in presenting grammatical structures in the classroom (including
Present Simple and Present Continuous Tense) ..........................................................6
CHAPTER TWO: Why To Test?.....................................................................................9
2.1 Qualities of a good test ................................................................................................92.2 Types of grammar tests .............................................................................................102.3 Kinds of exercises in a grammar test .......................................................................11
Lesson Plan 1 .......................................................................................................................14Lesson Plan 2 .......................................................................................................................18Lesson Plan 3 .......................................................................................................................23Lesson Plan 4 .......................................................................................................................28Test 1 ...................................................................................................................................32Test 2 ...................................................................................................................................36
Final conclusions.................................................................................................................40
Works cited ........................................................................................................................48
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Introduction.
Teaching grammar is essential to reach a mastery in a language as every sentence
even the shortest one contains grammar. There may be some people who would not agree
and for them the ability to communicate is the most important. But being able to
communicate means to know even the most basic grammar and use it. Some may learn
fixed expressions but they may not be applied in a given situation. Therefore, grammar
should be taught in order to communicate and to expand the knowlegde on condition that it
is taught in moderate amounts. There are two major ways in teaching grammar: inductive
and deductive. The most suitable way of teaching grammar to primary school students is
the inductive way as these pupils do not possess analytical abilities and they better absorb
the knowledge as they discover it by themselves. In order to check what students have
learnt the teacher must test students. That is why teaching and testing are closely related
since the teacher needs to obtain feedback on how students progress and if they achieve
what was intended and to incorporate improvements if it is needed.
The first chapter will be about teaching grammar. It will be explained what is
grammar and why it is important to teach it. There will be presented some arguments for
and against teaching grammar. Then the attention will be drawn to ways of presenting
grammatical structures in the classroom. There will be discussed two major ways.
However, more attention will be devoted to inductive way of teaching because it is
advisable for primary school children. The last issue in this chapter will concern stages that
should be followed in presenting grammar structures which suit the inductive way of
teaching.
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The second chapter will be devoted to testing grammar. Firstly, the question of the
importance of testing will be answered. Then it will be proceeded to a short description of
qualities of a good test mainly validity, reliability and practicality, which should be taken
into consideration while producing a test. Later, the focus will be placed on types of
grammar tests like proficiency, achievement, diagnostic, placement and their puropses in
language learning. The last issue in this chapter will be about kinds of exercises in a
grammar test suitable for primary school pupils.
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1. Chapter 1: What Is Grammar?
According to Penny Ur “grammar may be roughly defined as the way a language
manipulates and combines words (or bits of words) in order to form longer units of
meaning”(4). Another definition of grammar that may be found in Longman Dictionary of
Contemorary English states that grammar may be defined as “the study and practise of the
rules by which words change their forms and are combined together into sentences”. The
last explantion provides two major features of grammar that is “the rules of grammar and
the study and practice of the rules” (Harmer 1). Another significant aspect of grammar
which is stated by Scott Thornbury is that “grammar is partly the study of what forms (or
structures) are possible in a language”(1). He also adds that grammar is “ conventionally
seen as the study of the syntax and morphology of sentences” (2). What is aditionally
raised by Thornbury is “the meaning – making potential of grammar” that is used when
“contextual information is lacking”(4). In order to create a complete explanation of
grammar it may be advisable to join these all features into one. Having connected it, the
term grammar may be more precisely explained as the study and practice of the rules by
which words are changed and combined into understandable and meaningful sentences.
1.1 Why To Teach Grammar?
Some may claim that “ grammar is central to the teaching and learning of languages
and it is also one of the more difficult aspects of language to teach well” (qtd. in
“Teaching gammar” par. 1). This idea is supported by Penny Ur who states that grammar
and knowledge of its rules is indispensable in appropriate “mastery of language” – the
rules must be known in order to create correct sentences (4). However, there would be
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also those who would not agree with this. Stephen Krashen, whose words have been cited
in Scott Thornbury’s book, presents a different explanation of grammar: “the effects of
grammar teaching [...] appear to be peripheral and fragile”(Thornbury 14). As a result of
this discrepancy, in recent years there have been debates concerning the importance of
grammar in language teaching. The questions that have been raised are whether there is a
need for “ grammar exercises” or grammar rules should be “absorbed intuitively through
communicative activities”(Ur 4). Those who would be in favour of teaching grammar
have provided arguments for this.
The first is that “grammar is a kind of sentence making machine. It follows that the
teaching of grammar offers the learner the means for potentially limitless linguistic
creativity”(Thornbury 15). Another argument, which may support teaching grammar, is
that it may become “a kind of advance organiser for later acquisition of the language”. It
would mean that at the beginning the knowledge of grammar items may be insufficient for
the speaker but while communicating new grammar items may be encountered and there
is high probability to encourage the speaker to study them (Thornbury 16). The next
argument for grammar teaching is called “discrete item argument”. Under this statement
Scott Thornbury meant that thanks to grammar and its organisation into categories it may
be easy to comprehend the language, which seems to be “shapeless mass”(16).
On the contrary to proponents of grammar teaching, there are some people who
believe that grammar may not be taught at all. They introduce “acquisition argument ”, on
which basis they assume that if people are able to learn their mother tongue without being
exposed to its grammatical rules so the same case should be with the second language
learning” (Thornbury 19). What may be also raised against grammar is that it might be
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more valuable for learners to being exposed to “lexical chunks” rather than being thought
grammar in the traditional way (Thornbury 20).
Having taken all into consideration, now it may seen easier to answer a question
concerning reasons for teaching grammar. It is quite undoubtful that “the learning of
grammar should be in the long term one of the means of acquiring a thorough mastery of
the language as a whole, not as an end in itself”(Ur 5). However, Penny Ur also suggests
that at the beginning of the learning the teachers may want learners to practise some
structures by doing exercises but as soon as they reach a certain level of mastery the
emphasis should be put on “activities that use language meaningfully”(Ur 5).
1.2 Ways of Teaching Grammar Appropriate for Primary School Students.
Generally, there are two major ways of presenting grammar structures in the
classroom. These are deductive (explicit) and inductive (implicit) ways of teaching. The
first of them begins “with a presentation of a rule and is followed by examples in which
the rule is applied”(Thornbury 29). Using this method grammar structures may be taught
only to students above 12 years and for adults who are analytical learners and they need
first to understand the rules. What is appropriate for young students is the inductive way
of teaching. In this approach “without having met the rule, the learner studies examples
and from these examples derives an understanding of the rule” (Thornbury 49). Young
learners do not need to know the rule at the beginning to apply it because they are not
analytical. Moreover, the inductive approach is advisable as “learners are more actively
involved in the learning process[...]: they are therefore likely to be more attentive and
more motivated” (Thornbury 54). What is also priseworthy is that this approach
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“encourages learner autonomy. If learners can find out the rules for themselves then they
are making significant steps towards being independent” (qtd. in “Presenting new
language” p. 1). Additionally, through the process of discovering the rules students are
more prone to remember them. What is more, the inductive way of teaching “teaches a
very important skill – how to use real/almost real language to find out the rules about
English” (qtd. in “Presenting new language” p. 1).
There may be more benefits of using the inductive way of teaching but, as many other
things, it has also some disadvantages. One of them, which seems to be the most essential,
is that this may be time consuming and there would be too little time devoted to using
these rules in “productive practice” (Thornbury 54).
Having all things considered, despite of some negative points of the inductive way of
teaching, it should be used while teaching grammatical structures to primary school pupils
because it motivates and catches students’ attention to what is happening in the classroom.
1.3 Stages in Presenting Grammatical Structures in the Classroom (Including
Present Simple and Present Continuous Tense)
Before presenting grammatical structures in the classroom it should be carefully
preplanned. The most important issue about it is that the information and examples should
be selected cautiously to be understandable and clear. When it is finished, the next step,
which is the grammar lesson, may be done. There might be some discrepancy between
stages in presenting grammar and different names for it. Generally, there could be
numbered four main stages:
Presentation (lead – in) stage
Explanation
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Accurate reproduction (controlled practise)
Immediate creativity (communicative practice)
In the first stage, the new grammatical structure is introduced. The goal of this stage is
“to get the learners to perceive the structure – its form and meaning – in both speech and
writing and to take it into short – term memory”(Ur 7). This introduction may be
conducted in various ways although the age of students and the way of teaching should be
taken into consideration. As for primary school pupils, the most advisable is the inductive
way of teaching. Therefore, Present Simple Tense may be introduced to students in a short
text, a dialogue or in any kind of a text, which would be on the appropriate students’ level.
In some situations the presentation may be supplemented by using realia that would help
to understand better and it would involve them in the action of discovering the rules
(Thornbury 57). As far as Present Continuous Tense is concerned, the introduction of
grammatical structures may be conducted in similar ways. Moreover, the teacher may use
pictures depicting people in action, describe some of them and later ask students to do the
same. What the teacher may also do is to perform some actions and say what she/he is
doing and next encourage students to perform alike situations. At the end of this stage
there is also a necessity to “elicit the rule [...] from the students rather than simply telling
them the rule”(Celcia Murcia 30).
The second stage, which is explanation, “focuses on the grammatical items themselves
– what they sound and look like, what they mean, how they function – in short what rules
govern them”(Ur 7). Students are exposed to such a thing in order to perceive these rules.
In case of previously mentioned tenses, the teacher may help students to understand by
writing a set of sentences on the blackboard and highlighting or underlying the most
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“critical points”(Harmer 25). These tenses may be also explained by means of “time lines,
where a diagramatic representation of tense and aspect is given”(Harmer 25).
The next step in presenting grammar is accurate reproduction. At this point, students
only manipulate with the words given by teacher. The aim of this stage is to “gain control
of the form without the added pressure and distraction of trying to use the form for
communication”(Celcia Murcia 27). In this stage the drills may be used as they provide
students with immediate practice in using the learnt grammatical structure (Harmer 41).
However, it should not be used for too long because it at some point may become boring,
monotonous and it is not very creative (Harmer 41). There may be also used interaction
activities which may be more pleasurable and meaningful. “They are designed so that
students work together, exchanging information in a purposeful and interesting way”
(Harmer 43).
The last stage is called the immediate creativity or communicative practice. Here
students are encouraged to produce their own sentences with the learnt structure. Students
may be asked to write or say about their daily routine using Present Simple Tense.
All things considered, it should be said that presenting grammatical structures should
be thoroughly planned by the teacher. The method and activities ought to suit students
interests because when they are involved they learn better. What is also important is the
variation of activities. They should be diversified as to keep students attention.
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2. Chapter 2: Why To Test Grammar?
Testing is an important aspect that is inseparable from teaching (Heaton 5). It is
conducted in order to “ demonstrate [...] how well learners mastered the material they
have been learning” (Ur 9). What is also essential about testing is that it provides
feedback, which is indispensable in making progress (Ur 9). The next aim of testing,
which is closely related to the previous one, is the identification of these areas where
students may encounter some difficulty. It is important for a teacher to know it as more
practice may be applied (Heaton 6). Furthermore, testing is used to grade students and
give them a course grade as it is an institutional requirement. The last aspect of testing,
which is worth mentioning, is that:
“the classroom test is concerned with evaluation for the purpose of enabling teacher to increase their own effectiveness by making adjustments in their teaching to enable certain group of students or individuals in the class to benefit more”(Heaton 6).
Testing for many reasons is a very important aspect. That is why it is so crucial to
design tests that would provide valuable and reliable results.
2.1 Qualities of a Good Test
It has been already mentioned that testing is significant in grammar teaching and in
order to obtain credible results a good grammar test sholud possess such features as:
validity
reliability
practicality
The validity is “arguably the most important criteria for the quality of a test. The term
validity refers to whether or not the test measures what it claims to measure”(qtd. in “Test
validity” par.1). “There are different types of validity depending on the purpose of
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the test. Commonly used types of validity are face validity, construct validity, predictive
validity and content validity”(Shoemaker 4). However, the most suitable for assessing
students learning is content validity (Shoemaker 4).
“The reliability of a tets is its consistency”(Harrison 10). It means that students should
obtain the same results no matter which version of a test a student takes. Furthermore,
when a test is marked by two different people, the results should be the same (Harrison
10).
The next aspect of a good test is its practicality. Under this term it is understood that
“tests should be as economical as possible in time (preparation, sitting and marking) and
in cost (materials and hidden costs of time spent) (Harrison 13). Therefore, a teacher
should think over in advance about the length of a test, necessary equipment, costs of
producing materials etc.(Harrison 12).
2.2 Types of Grammar Tests
Generally there are several kinds of tests such as proficiency, placement, diagnostic
and achievement tests. Placement tests are designed to obtain information about students’
abilities in order to allocate them according to their language level (Hughes 14).
Proficiency tests are created in order to “measure people’s ability in a language regardless
of any training they may have had in that language” (Hughes 9). They are not designed
according to some objectives or contents but they are “based on a specification of what
candidates have to be able to do in the language in order to be considered proficient”
(Hughes 9). The next kind of tests, mainly diagnostic tests are used to define these aspects
where students have problems and in which they manage quite well. The aim of this test is
to establish these areas where additional work needs to be applied (Hughes 13). However,
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the most suitable test for testing grammar, which is the most frequently used in classes
and schools, is an achievement test. They are conducted after finishing a part of a
coursebook and their target is to “see if students have learned and acquired the language
they have been studying or have been exposed to” (Harmer 57).
2.3 Kinds of Exercises in a Grammar Test
“Grammar tests are designed to measure students proficiency in matters ranging from
inflections [...] to syntax” (Madsen 34). There are also used to “test awarness of the
grammatical features of the language” (Heaton 34). Bearing in mind these aspects, several
kinds of exercises may be enumerated: multiple choice items, gap filling items,
The lesson was conducted without any big problems in accordance with a lesson plan.
There was some disturbance coming from students’ whispering but they were involved by
the teacher into the lesson. The teaching aids were appropriate for students level and their
interest. At the beginning students were not quite interested but when the teacher gave
them board games their interest enhanced. Students had a lot of fun while playing the
game. During this exercise the teacher walked around and monitored students. They were
not interrupted only when they made a big mistake. Talkative students enjoyed the exercise
in which they had to ask questions in order to get information. The majority of them do not
have problems to notice the rules and later incorporate them into speech. Those students
who did not understand it did not hesitate to ask questions. Some students had some
problems in accomplishing the rearrangement exercise therefore more practice should be
applied in the following lessons. Students expanded their knowledge about Present Simple
Tense. They learnt how to form positive and negative sentences as well as questions and
they managed quite well.
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Lesson plan 3
1. Class details:
The class consists of 13 students at beginner level.
2. Topic:
The Present Continuous Tense – introduction.
3. Aims of the lesson:
To enable students to talk and write about actions that take place at the moment of
speaking.
To introduce a new grammar form mainly the Present Continuous Tense and typical
expressions connected with this tense.
To teach to form correct statements and questions in this tense.
4. Teaching aids:
A set of big flashcards presenting people in action for the teacher and a set of small
ones for every student.
A board game for every pair (see Appendix 4).
A sheet with a lyric.
5. Lesson stages:
The teacher checks the attendance. (2 minutes).
Introduction: (5 minutes)
The teacher says that today they are going to talk about The Present Continuous Tense and
he performs some actions and says what he is doing for example: “I’m standing”, “I’m
sitting”. Later the teacher asks students a question: “What are you doing?” and encourages
students to perform some actions and say what they are doing.
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Presentation: (10 minutes)
The teacher sticks to the board nine pictures presenting people in the act of doing
something.
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The teacher describes two pictures: “She is riding a bike” and the second picture: “They
are watching a video”. The teacher provides students with a sheet of paper containing
these nine pictures and he gives them a few minutes to think what these people are doing.
Then the teacher asks some students questions about the pictures for example: “What is
he/she doing?” or “What are they doing?”. Later the teacher asks students when this tense
will be used, how statements are formed and how questions are formed. Later the teacher
together with students explain the rules and write them down. The teacher also writes on
the board the expressions most frequently used in this tense mainly “now, at the moment”.
Practice: (15 minutes)
The teacher divides the class into pairs and gives every pair a board game. Students in
turns roll a die, ask a question about the picture and answer it. If a question and an answer
are correct a student gets two points. This student who has more points is the winner. The
teacher walks around and monitors students and if necessary corrects them.
Sum up: (10 minutes)
The teacher gives students a sheet with a lyric of a song “Sailing” by Rod Stewart, which
miss some words. The teacher plays the recording asks students to complete it.
“Sailing” by Rod Stewart
Put these verbs into the correct place in the Present Continuous.
try die fly sail
I ....................................., I.....................................home again across the sea.
I............................................stormy waters, to be near you, to be free.
I............................................, I ...................................like a bird across the sky.
I ............................passing high clouds, to be near you, to be free.
Can you hear me, can you hear me, through the dark night far away?
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I ..................................., forever ................................to be with you; who can say?
Can you hear me, can you hear me, through the dark night far away?
I ..................................., forever ................................to be with you; who can say?
We ...................................., we ..................................... across the sea.
We ..................................... stormy waters, to be near you, to be free.
Oh Lord, to be near you, to be free.
Oh Lord, to be near you, to be free.
Homework: (3 minutes)
The teacher gives students a text with gaps to fill entitled “Where’s the dog”.
“Where is the dog?”
I am looking (look) for my dog around the house. In the kitchen my
Mum .................. .............(cook) dinner. In the living room my
brothers ........................................(play) computer games. My dad ...................................
(read) a newspaper. ...............my sister ......................(walk) the dog? No, my
sister ..................................(talk) on the phone. And what .............my dog .......................
(do)? My dog ..................................(walk) alone!
Evaluation of the lesson:
The lesson was conducted smoothly. Students did not hesitate to perform some actions,
although some of them were not appropriate and were immediately corrected. They liked
describing pictures and playing the game therefore these activities should be extended. To
the teacher’s surprise, students enjoyed the song and they showed eagerness to learning
language through singing songs. They did not have problems in completing the lyric.
Students were quite interested in the lesson and therefore they behaved appropriately. They
mastered the new grammar structure with satisfactory results although they made
occassional mistakes mainly they forgot about conjugation of “to be”. However, in the
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course of the lesson most students were able to create correct sentences in Present
Continuous Tense. Weaker students had some problems with it and also with
accomplishing their homework and the teacher explained the rules once again. The
majority of students worked effectively independently. More ambitious students asked the
teacher for additional activities. The teaching aids were suitable for the students.
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Lesson plan 4
6. Class details:
The class consists of 13 students at beginner level.
7. Topic:
The Present Continuous Tense – negative sentences.
8. Aims of the lesson:
To enable students to talk and write about temporary actions freely.
To teach to form correct negative sentences.
To practise statements, questions and short answers.
9. Teaching aids:
A set of big flashcards presenting people in action for the teacher and a set of small
ones for every student.
A sheet with rearrangement exercises.
A set of two pictures for four groups (see Appendix 5 and 6).
A small ball.
10. Lesson stages:
The teacher checks the attendance. (2 minutes).
Introduction: (5 minutes)
The teacher says that today they are going to learn more about The Present Continuous
Tense and he chooses one student and asks him to sit down. The teacher asks the whole
class a question: “Is he dancing?” and he explains to students that they should say: “No,
he isn’t”. The teacher asks the class again “Is he sitting?” and he says: “Yes, he is”. Later
the teacher asks two students to stand up. He says: “Are they jumping?” and the teacher
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encourages students to say: “No, they aren’t”. He chooses two more students and asks the
whole class to answer his questions chorally.
Presentation: (8 minutes)
The teacher divides the class into pairs and gives them a set of nine pictures.
One student chooses one picture but does not say which one and the other student by
asking questions should guess what the person is doing. Later the teacher sits down and
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says: “I’m not standing. I’m sitting” and then he writes something on the board and says
“I’m not sitting. I’m writing”. Later he points to one student and says “He isn’t standing.
He’s sitting”. Then the teacher asks students what will be the rule in forming the negative
sentences and later he writes down the rules.
Practice: (20 minutes)
The teacher writes nine false statements about the people in the pictures.
False statements:
1. She’s talking on the phone.2. She’s reading a book.3. He’s dancing.4. She’s watching TV.5. He’s having a shower.6. He’s playing tennis.7. They’re doing their homework.8. They’re swimming.9. They’re listening to the radio.
The teacher explains that students are supposed to correct these sentences and write them
down. The teacher shows how to do it with the first picture: “She isn’t talking on the
phone. She’s doing her homework”. As students have finished, the teacher asks students to
read the sentences. Later the teacher divides the class into 4 groups. Every group gets the
same set of two pictures. The teacher explains that their task is to write as many sentences
(using Present Contiunous Tense) as possible (negative, statements and questions).
Students have 5 minutes and the group which has the most sentences correct wins and this
group will get an award.
Sum up: (8 minutes)
The teacher throws a ball to one student and asks him a question like: “Are you standing?”
or “Is Tom singing?”. The student answers it and later throws the ball to another student
and asks similar questions.
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Homework: (2minutes)
The teacher gives students a rearrangement exercise.
Rearrangement exercise:
1. drinking / brother / my / is / coffee / now.2. they / basketball / are / playing / the / at / moment.3. now / mum / my / cooking / isn’t / dinner4. she / letter? / a / is / writing5. are / doing? / what / you
Evaluation of the lesson:
The lesson was conducted in accordance with the lesson plan. Because of students’
great involvement in the group work and competition between groups the time devoted to
this was expanded. Students were very willing to perform actions even those who seemed
to be shy. They also liked guessing what the other person was doing and the activity with
the ball. There were not any problems with student misbehaving as they were occupied all
the time. Students were quick at perceiving the rules and their guesses were good. They did
not have problems with doing the rearrangement exercise as students were accustomed to
it. The materials were suitable for students age and interest. The fact of competing with
other groups caused that students worked more effectively with others. Groups produced
satisfactory number of correct sentences. It was noticed that all students were involved in
this activity. There could be seen that there was a division between those who looked at the
picture and invented the sentences and those who wrote the sentences down. Some pupils,
especially the weaker ones, still made some mistakes mainly missing the verb “to be”
more often in a written form rather than in speech. The teacher provided students with
sufficient time to accomplish tasks. They appeared relaxed and at ease during the lesson.
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Objectives:
1. to test the usage of Present Simple Tense
2. to test the knowledge of syntax by involving students in rearrangement exercise
3. to test the ability to put the rules into practice by writing a description about
daily routines
4. to test the ability to recognise the correct form
I. Put the words in brackets into the correct form. (10p.)Example:I don’t go (not/go) to school on Sundays.
1. I ...............................(go) to the theatre twice a week.2. My friend ..............................(work) in a restaurant.3. ................................................(they/play) football at weekends?4. My mum ...................................(not/like) volleyball.5. We ............................................(often/watch) TV in the evenings.6. .....................................................(Tom/drink) coffee in the mornings?7. My parents ....................................(not/go) to the cinema on Fridays.8. What .......................................(she/usually/do) after school?9. I ............................................(never/wash) dishes.10. Where .....................................(you/always/do) shopping?
II. Put the words in the correct order. The punctation mark indicates the last word in the sentence. (10p.)Example:to / I / the / cinema. / often / go I often go to the cinema.
1. you / wash / how / do / often / car? / your ................................................................................................
2. never / we / read / a / in / newspaper / the / afternoon.................................................................................................
3. swim / does / every / day? / she..............................................................................................
4. in / park. / the / sometimes / walk / they...............................................................................................
6. swim / we / in / the / often / summer....................................................................................................
7. late. / does / she / not / to / bed / go / usually....................................................................................................
8. cycles / Tom / in / park. / the / seldom..................................................................................................
9. do / what / you / on / do / Thursdays?....................................................................................................
10. usually / do / they / not / piano / the / play / in / morning / the....................................................................................................
Tuman 34III. Circle the correct word. (5p.)
Example:I often go / goes to the dentist.
1. Do / does your grandfather play computer games?2. My mother often go / goes to Italy.3. Sara doesn’t / don’t understand Maths.4. My friends love / loves English.5. Do / does your parents like animals?6. Where does / do your sister work? 7. Students seldom does / do exercises in the morning.8. I don’t / doesn’t live in France.9. What time does / do they usually get up?10. My best friend don’t / doesn’t wash her hair twice a week.
IV. Look at the table. Using adverbs of frequency, write 10 sentences about Helen’s daily routine. (10p.)Example:Helen always gets up very early.
Helen
Nev
er
Sel
dom
Som
etim
es
Usu
ally
Oft
en
Alw
ays
get up very early wash her hair have breakfast go to school meet friends play tennis
Circle and correct mistakes.There is only one mistake in a sentence. (5p.)Example:They never reads books in the evening. They never read books in the evening.
1. She like ice cream. ..............................................................................................2. What time you get up? .........................................................................................3. Does your family lives in Warsaw? ......................................................................4. What do he do on Mondays? ..............................................................................5. Peter brushs his teeth every day. .........................................................................
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Objectives:
1. to test the usage of Present Continuous Tense
2. to test the ability to put the acquired knowlegde of the rules into practice by
describing a picture
3. to test the ability to recognise the correct form
4. to test students ability to translate sentences from their mother tongue into
English
5. to test the knowlegde of syntax in interrogative sentences
I. Put the words in the correct order. The punctation mark indicates the last word in the sentence. (10p.).Example:are / they / diving.They are diving.
1. is / sister / what / your / at / moment?/ doing / the..................................................................................................
2. Tom / dinner / cooking / is / now...................................................................................................
3. are / we / doing / not / now. / housework...................................................................................................
4. sleeping / is / his / in / the / basket?/ dog....................................................................................................
5. friends / making / my / are / sandwiches.....................................................................................................
6. not / brother / my / the / cleaning / bathroom. / is......................................................................................................
7. smiling? / these / are / why / boys.......................................................................................................
8. is / today. / not / her / working / mum......................................................................................................
9. my / jeans. / I / wearing / favourite / am........................................................................................................
10. moment. / is / Martha / the / dancing / at / not.........................................................................................................
II. Read the dialogue between Jenny and Steven and put the words in brackets into the correct form. (6p.)
Jenny: Hi, Steven.Steven: Hi, Jenny. How are you?Jenny: Fine, thanks. What are you doing (you/do)?Steven: I .....................................(do) my homework but my sister ........................... .........(listen) to music and my brother ......................................(play) a computer game. ......................................................(you/do) your homework?Jenny: No. Garth and Emma are here. We .......................................(watch) a video.Steven: What .....................................(you/watch)?Jenny: The Italian Job. It’s good. Do you want to come and watch it with us?Steven: Good idea!
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III. Use the clues and write sentences (questions, positive and negative sentences) in Present Continuous Tense. (6p.).Example:They / prepare / supper.They are preparing supper.
1. I / not / water / plants............................................................................
2. The children / play / in the garden............................................................................
3. Emma / read / a book / now?...........................................................................
4. We / not / cut / in the garden...........................................................................
5. What / the girls / write?..........................................................................
6. She / have / a shower / at the moment.
IV. Circle the correct form. (3p.)Example:They is / are preparing supper.
1. Why is / are the boys laughing?2. Our grandfathers are / is smoking.3. Bob’s brother is / are talking to Eva.4. Is / are Sally’s parents worrying?5. Where are / is the patients sitting?6. Mr Bean are / is waiting for you.
V. Look at the picture. Next to people there are letters from A to H. Write sentences about those people. (7p.)