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the "rules" of a language; but in fact no language has rules (Sethu, EnglishClub.com).
If we use the word "rules", we suggest that somebody created the rules first and then
spoke the language, like a new game. But languages did not start like that. Languages
started by people making sounds which evolved into words, phrases and sentences.
(EnglishClub.com), the short answer is "no". Very many people in the world speak
their own, native language without having studied its grammar. Children start to
speak before they even know the word "grammar". But if you are serious about
learning a foreign language, the long answer is "yes, grammar can help you to learn a
language more quickly and more efficiently." It's important to think of grammar as
something that can help you, like a friend When the students understand the grammar
(or system) of a language, they can understand many things themselves, without
something positive, and something that students can use to learn language.
In addition, Khan (khushal_khugiani@yahoo.com) added that grammar is the
study and description of the inflexions and other formal features of a language by
The use of grammar enables a person to control his or her subjects and
other. However, grammar does not lead or precede a language. Instead, it follows a
change as it adapts to the changes in the common use of the language by educated
citizens.
Only the grammar of a dead language, such as Latin, is fixed and unchanging.
Two examples serve to illustrate this point. During the Shakespearian period, the
double comparative or superlative ("the most unhappiest day" of the year) was
correct, although it is unacceptable today. Similarly, the use of "you wasn't' was
is noun. According to the dictionary meaning, the word “grammar” means the book
that teaches rules for the use of words. In other words we can define the word
“grammar” as the rules that say how words are combined arranged and changed to
A long with sleeping, eating, and drinking, talking is one of the common of
human activities. Hardly a day goes by when we don’t talk, if only to ourselves!
When we speak, we utter a stream of sounds with a certain meaning, which our
interlocutors can process and understand, provided of course they speak the same
language. If we have taught about language, you will have realized that whether it is
are arranged in accordance with a set of rules we call the grammar of language.
will give you better communications and thinking skills, making you a better listener,
speaker, reader, and writer. Understanding grammar will also allow you to develop
your own unique personal style of communicating, which can lead to a rewarding
communicate effectively in any situation. Allowing you to form more successful and
several tenses to talk about the past, but the simple past tense is the one we use most
often. How do we make the Simple Past Tense? To make the simple past tense, we
use “past form” only or auxiliary “did + base form” (Sethu, EnglishClub.com).
Moreover, the simple past tense form in regular verbs is formed by adding
“ed” to the infinitive. For example, infinitive “to work”, in simple past tense form, it
would be changed to become “worked”. If the verb ending in “e”, it is added “d”
only. For example, infinitive “to love”, its past form is loved. There is no inflexions,
i.e., the same form is used for all persons (Mufarichah, 2007:25). For example: I
Additionally, Mufarichah (2007:25) stated that the negative form of this kind
of the sentence of regular and irregular verbs is formed with “did not” and the
infinitive (without “to”): I did not work; You did not work; He did not work; I did
not speak; You did not speak; He did not speak. The interrogative of regular and
irregular verbs is formed with “ did + subject + infinitive (without to): Did I work?;
The simple past tense is the tense normally used for the relation of past
events. It is used for actions completed in the past a definite time. It is therefore used:
- for the past action when the time is given: I met him yesterday.
- or when the time is asked about: When did you meet him?
- or when the action clearly took place at a definite time even though this
time is not mentioned: I was ten minutes late for the test; she bought her
The simple past tense is also used for a past habit. For example: I always walked to
In the table 2.1, it is stated the examples of the past form and base form for
V1 V2 V3
base past past participle
Table 2.1 the past form and base form for irregular verbs and regular verbs
past
The structure for negative sentences in the simple past tense is:
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did base
The structure for question sentences in the simple past tense is:
auxiliary verb + subject + main verb
did base
The auxiliary verb “did” is not conjugated. It is the same for all persons (I
did, you did, he did etc). And the base form and past form do not change. Look at
these examples with the main verbs go and work in the table 2.1:
+ I went to school.
verb to be (I was, you were, he/she/it was, we were, they were); and we do not use an
auxiliary for negative and question sentences. To make a question, we exchange the
Table 2.3 The example of Past Tense with the verb “to be”
How do we use the Simple Past Tense? We use the simple past tense to talk
about an action or a situation—an event—in the past. The event can be short
or long. Here are some short events with the simple past tense:
Here are some long events with the simple past tense:
Notice that it does not matter how long ago the event is: it can be a few
minutes or seconds in the past, or millions of years in the past. Also it does not
matter how long the event is. It can be a few milliseconds (car explosion) or millions
of years (Jurassic period). Sethu (EnglishClub.com) said that we use the simple past
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tense when:
In general, if we say the “time” or “place” of the event, we must use the
Note that when we tell a story, we usually use the simple past tense. We may
use the past continuous tense to "set the scene", but we almost always use the simple
past tense for the action. Look at this example of the beginning of a story:
"The wind was howling around the hotel and the rain was pouring down. It was cold.
The door opened and James Bond entered. He took off his coat, which was very
wet, and ordered a drink at the bar. He sat down in the corner of the lounge and
stated the structure of simple past tense: “Subject + 2nd Form of the Verb + Object /
complement”. The simple past expresses an action in the past taking place once,
never, several times. It can also be used for actions taking place one after another or
in the middle of another action. He also stated the details form of Simple Past:
1. Positive
2. Negative
3. Question
For irregular verbs, use the past form (see list of irregular verbs in the Table
vowel is doubled
final y after a consonant becomes i hurry – hurried
Table 2.4 The exceptions in spelling when adding “ed”
Khan (khushal_khugiani@yahoo.com) stated the use of simple past:
Example: He came in, took off his coat and sat down.
- yesterday,
- 2 minutes ago,
- in 1990,
- last Friday,
- last week,
Saricoban and Metin (2004:96), authors of songs, Verse and Games for
Teaching Grammar explain how and why games work for teaching grammar in an
ESL classroom. They say, “Games and problem-solving activities, which are task-
based and have a purpose beyond the production of correct speech, are the examples
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grammar games help children not only gain knowledge but be able to apply and use
that learning. Additionally, games have the advantage of allowing the students to
practice vocabulary, grammar and structures extensively. They can do this because
students are often more motivated to play games than they are to do desk work.
During the game, the students are focused on the activity and end up absorbing the
language subconsciously. One can also add that fun learning games usually contain
Games are motivating for the students, probably the best reason, according to
Saricoban and Metin (2004:103), to use games is that “the use of such activities both
increases the cooperation and competition in the classroom”. One can use games to
add excitement through competition or games which create bonding among students
and teacher. Ersoz (2001:45), author of Six Games for the ESL/EFL classroom also
explains more reasons why games do work for teaching grammar. Learning a
language requires constant effort and that can be tiring. Ersoz says games can
counter this as because: (1) Games that are amusing and challenging are highly
Usually games are often used by professional English teacher as short warm-
up activities or when there is some time left at the end of a lesson. As it explained by
marginal activity filling in odd moments when the teacher and class have nothing
better to do" (1979:3). Games ought to be at the heart of teaching foreign languages.
Besides, Rixon as quoted by Andrew (19984:2) suggests that “games can be used at
all stages of the lesson, provided that they are suitable and carefully chosen”.
already learned happily. All authors referred to in this article agree that even if games
resulted only in noise and entertained students, they are still worth paying attention
game. It is line with the definition of game that game is an activity that we do to have
some fun (Elbahri, 2009:5). It through games the students can be more focus in
learning since they do not feel like they are forced to learn.
Furthermore games also can lower students’ nervousness which can improve
the students’ acquisition of input more likely to happen (Richard in Elbahri, 2009:5).
Again in this case Hansen in Elbahri (2009: 5) says the how students feel about
learning through game that “they are highly motivating and entertaining, and game
can give shy students more opportunity to express their opinion and feelings”.
So based on the explanation above the researcher views that English teaching
and learning process through game can enable students get new experiences within
English which seems not always possible during a normal class. Additionally, games
can catch the attention of the students to learn English because it is enjoyable and
Game is one of the effective media with some advantages. In this case
c. Games help the students to make and sustain the effort of learning.
g. Vocabulary games bring real world context into the classroom, and increase
way.
h. Games usually involve friendly competition and they keep the students
i. Games can help them (children) learn and hang on to new words more easily
To gives some views on why is game used in class time, the researcher
provides some of the reasons cited in (Mei and Yu-Jing, 2000:1). They are as
follows:
1. Games are fun and the children like to play them. Through games the
children experiment, discover, and interact with their environment.
plausible incentive to use the target language. For many children between
four and twelve years old, especially the youngest, language learning will not
3. The game context makes the foreign language immediately useful to the
4. The game makes the reasons for speaking plausible even to reluctant
children.
5. Through playing games, the students can learn English the way children learn
their mother tongue without being aware they are studying; thus without
language must also be very careful in choosing the right game to right target of
teaching and learning. In this case, Lin and Hong (2002:1) propose some ways of
2. Which skills does it practice? The language skill focus could be any one of
5. Does it fit the students? How could I simplify or make it more complex if
necessary? Many games require modification in use when the students' needs
There are some hints and suggestions explained by Lin and Hong (2002:1)
for English teacher in using game to teach English by using game. They are as
considered below:
would be the quickest way to make everything clear. More English exposure
3. It is very important not to play a game for too long. Students will begin to
1. Each player rolls the die and then moves that number of spaces.
2. If a player lands on a "move back" or "move ahead" space, they do so and then
have to do the directions for that word.
3. If a player lands on "lose your next turn", they must stay at this spot and do
nothing for the current turn. Then they are skipped on their next turn.
4. When the player gets to the Finish line a special rule applies!! The player who is
currently in last place can pick any word that they choose from the board. If the
player on finish can complete this word in the sentence correctly, they win. If the
player cannot complete the word then they go all the way back to start.
1. Say the word and then say its past form and put it in the sentences.
2. If a player is unable to do this, the player moves back to the space the player
(http://www.asthmansw.org.au)