It is a very good job to expose learners to situations where they are obliged to think, analyze, deduce, discuss draw rules and why not give feedback. Some will say it is impossible but they are wrong. Choose the suitable situations and you may get satisfactory responses.
After the presentation and practice of the present continuous with my MS pupils, I have come upon a remark: they need some more practice and feedback to cope with the spelling change that occurs with some verbs.
I may follow this procedure.
1- I help pp to remember some verbs that I write on the board:
sit run hit swim cut
slide take have write eat say drink agree see play
2- I guide them to use 1 verb in a sentence describing an action happening now.
3- I invite a pupil to write the sentence focusing on the spelling change at the level of the verb.
4- I erase the parts of the sentence but not the verb. I ask the pp to answer the following question: ' What have we added?'' They may answer '' ing ' '' i.n.g ''
5- I instruct the pp to do the same with the selected verbs on a sheet of paper: sit - slide - read.
6- Once they have finished, I ask them to correct on the board. I ask weak pp to do so and it is on purpose (sometimes pp mistakes play a great role in your teaching strategy). After the correction, I highlight the mistake and ask pp to correct and give feedback:
- sit sitting We double the letter't'
- slide slideing We drop the letter 'e'
- read reading We don't change.
7- I then give them a worksheet and ask them to work in pairs and prepare their feedback.
http://www.mediafire.com/?nmmieaqzqii
I don't have to explain the rule and how this area of the language functions. I want my pupils to react positively and draw the rule following the examples they see. They can express themselves in Arabic but I don't encourage them to do so.
Best of luck.
Mohamed07.
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