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Teaching/learning the simple tenses of the indicative tense. Methods and strategies
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Publisher: Editura Universitară
Author: Valentin Creţu
Edition: I
Pages: 186
Publisher year: 2025
ISBN: 978-606-28-1989-7
DOI: 10.5682/9786062819897
Product Code:
9786062819897
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INTRODUCTION /7
CHAPTER 1
THE INDICATIVE MOOD /11
1.1. Simple Verb Tenses of the Indicative - Theoretical Aspects /13
1.1.1 The Present Indicative /13
1.1.2 The Imperfect Indicative /18
1.1.3 The Simple Past /19
1.1.4 The Simple Future /20
CHAPTER 2
THE SEMANTICO-PRAGMATIC VALUES OF VERB TENSES /27
2.1. The Present Indicative /27
2.2. The Simple Past /31
2.3. The Imperfect /33
2.4. The Simple Future Tense / 36
CHAPTER 3
VERB TENSES IN THE FLE CURRICULUM IN ROMANIA / 41
CHAPTER 4
TEACHING METHODS AND STRATEGIES - LEARNING SIMPLE TENSES OF THE INDICATIVE / 50
4.1 Inductive Teaching / 64
4.2 PBL - Project-Based Learning / 65
4.3 Role-Playing / 68
4.4 Simulation / 69
4.5 Images - A Trigger for Teaching - Learning FLE / 70
CHAPTER 5
DIDACTIC RESEARCH / 72
5.1 Experimental Teaching Units - Classroom Analyses / 72
5.1.1 Teaching Unit 1 / 73
5.1.2 Teaching Unit 2 / 92
5.1.3 Teaching Unit 3/112
5.1.4 Teaching Unit 4/129
5.1.5 Teaching Unit 5/129
5.1.6 Teaching Unit 6/159
5.1.7 Teaching Unit 7/169
CHAPTER 6
CONCLUSIONS/181
CHAPTER 1
THE INDICATIVE MOOD /11
1.1. Simple Verb Tenses of the Indicative - Theoretical Aspects /13
1.1.1 The Present Indicative /13
1.1.2 The Imperfect Indicative /18
1.1.3 The Simple Past /19
1.1.4 The Simple Future /20
CHAPTER 2
THE SEMANTICO-PRAGMATIC VALUES OF VERB TENSES /27
2.1. The Present Indicative /27
2.2. The Simple Past /31
2.3. The Imperfect /33
2.4. The Simple Future Tense / 36
CHAPTER 3
VERB TENSES IN THE FLE CURRICULUM IN ROMANIA / 41
CHAPTER 4
TEACHING METHODS AND STRATEGIES - LEARNING SIMPLE TENSES OF THE INDICATIVE / 50
4.1 Inductive Teaching / 64
4.2 PBL - Project-Based Learning / 65
4.3 Role-Playing / 68
4.4 Simulation / 69
4.5 Images - A Trigger for Teaching - Learning FLE / 70
CHAPTER 5
DIDACTIC RESEARCH / 72
5.1 Experimental Teaching Units - Classroom Analyses / 72
5.1.1 Teaching Unit 1 / 73
5.1.2 Teaching Unit 2 / 92
5.1.3 Teaching Unit 3/112
5.1.4 Teaching Unit 4/129
5.1.5 Teaching Unit 5/129
5.1.6 Teaching Unit 6/159
5.1.7 Teaching Unit 7/169
CHAPTER 6
CONCLUSIONS/181
The need to work on indicative tenses in the teaching and learning of French as a foreign language in high school arose after observing that students struggled to understand them. So, as a French teacher, I decided to offer them alternatives, new ways to understand verb tenses and, more specifically, the semantic-pragmatic meanings they have in certain communication contexts.
One of the objectives of this work is to introduce students to communication contexts to better understand why and how verb tenses should be used to express certain temporal nuances.
We will move from a prescriptive grammar to a didactic, pedagogical grammar that aims to teach students to use language facts as tools in their foreign language learning, and especially in learning French as a foreign language.
We will not say that this is a whim, but rather a sine qua non for effective communication, whether oral or written.
This study is composed of two parts: a theoretical part and a practical part.
The theoretical section contains four chapters.
The first chapter is an introduction to the problematics of the indicative mood and the simple tenses of this mood. We will discuss the theoretical aspects of the simple indicative tenses: the simple past, the imperfect, the present, and the simple future. We will examine the elements that define the simple indicative tenses and how they can be integrated into temporal references.
The second chapter concerns the semantic-pragmatic values of the simple indicative tenses. In this chapter, we will present the values and nuances of the simple indicative tenses in both oral and written communication. We will observe the appropriate situations for using each indicative tense.
The third chapter analyzes simple indicative tenses found in the curriculum for FLE (French as a Foreign Language) at the high school level in Romania.
In this third chapter, we will analyze the Romanian curriculum for FLE (French as a Foreign Language) at the high school level.
We will examine how we can relate verb tenses to the skills that students need to acquire and what learning situations or exercises are recommended to better develop these skills.
The fourth chapter presents some methods and strategies used to help students better understand the values of the simple indicative tenses. Here, we will present the methods and offer relevant examples that can help improve students' oral and written communication skills.
The practical part includes didactic research conducted in the school environment to determine whether the methods and strategies presented can help students improve their oral and written communication skills in French. This part consists of an initial phase, in which we will design the teaching units interactively and following the skill-learning activity teaching process; a phase of actual implementation in the 11th grade Philology and Technology classes; and an analysis phase, to determine whether the proposed activities are the best for teaching and learning the simple indicative tenses, that is, for relating them to the past, present, and future tenses.
In this section, we will review the teaching units tested, the activities and exercises applied, the questionnaires, and the conclusions. We will analyze the elements that made up the teaching units and whether the proposed activities helped students develop their skills. The conclusions will relate what we proposed to whether the objectives were achieved.
Do we learn for grammar, regardless of which grammatical category we are talking about, or do we learn grammatical elements only as anchors to be able to construct coherent statements and sentences from an oral and/or written communication point of view? This is the main question that this work aims to answer by using diverse contexts in the language classroom.
One of the objectives of this work is to introduce students to communication contexts to better understand why and how verb tenses should be used to express certain temporal nuances.
We will move from a prescriptive grammar to a didactic, pedagogical grammar that aims to teach students to use language facts as tools in their foreign language learning, and especially in learning French as a foreign language.
We will not say that this is a whim, but rather a sine qua non for effective communication, whether oral or written.
This study is composed of two parts: a theoretical part and a practical part.
The theoretical section contains four chapters.
The first chapter is an introduction to the problematics of the indicative mood and the simple tenses of this mood. We will discuss the theoretical aspects of the simple indicative tenses: the simple past, the imperfect, the present, and the simple future. We will examine the elements that define the simple indicative tenses and how they can be integrated into temporal references.
The second chapter concerns the semantic-pragmatic values of the simple indicative tenses. In this chapter, we will present the values and nuances of the simple indicative tenses in both oral and written communication. We will observe the appropriate situations for using each indicative tense.
The third chapter analyzes simple indicative tenses found in the curriculum for FLE (French as a Foreign Language) at the high school level in Romania.
In this third chapter, we will analyze the Romanian curriculum for FLE (French as a Foreign Language) at the high school level.
We will examine how we can relate verb tenses to the skills that students need to acquire and what learning situations or exercises are recommended to better develop these skills.
The fourth chapter presents some methods and strategies used to help students better understand the values of the simple indicative tenses. Here, we will present the methods and offer relevant examples that can help improve students' oral and written communication skills.
The practical part includes didactic research conducted in the school environment to determine whether the methods and strategies presented can help students improve their oral and written communication skills in French. This part consists of an initial phase, in which we will design the teaching units interactively and following the skill-learning activity teaching process; a phase of actual implementation in the 11th grade Philology and Technology classes; and an analysis phase, to determine whether the proposed activities are the best for teaching and learning the simple indicative tenses, that is, for relating them to the past, present, and future tenses.
In this section, we will review the teaching units tested, the activities and exercises applied, the questionnaires, and the conclusions. We will analyze the elements that made up the teaching units and whether the proposed activities helped students develop their skills. The conclusions will relate what we proposed to whether the objectives were achieved.
Do we learn for grammar, regardless of which grammatical category we are talking about, or do we learn grammatical elements only as anchors to be able to construct coherent statements and sentences from an oral and/or written communication point of view? This is the main question that this work aims to answer by using diverse contexts in the language classroom.
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