Oum English

No. |Verb type |Numbered line. |Words / phrase |Sentence from the text which contains the verb | |1 |Regular verb |1 |sheltered |NEON crescents twirl over the sheltered water of Tripoli’s main port, one of the hangouts of Libya’s growing kitesurfing community, thriving after the ouster of dictator Muammar Gaddafi in 2011. | |
|2 |Irregular verb |2 |went |“We’d always be chased away by the security guards-wherever we went they |
| | | | |would tell us it was a security zone,” says Etaleb. |
|3 |Main verb |3 |were no training |“ The government didn’t gave a chance to watersport,” says Khaleb Etaleb , a |
| | | | |heart surgeon who learned kiteboarding in neighbouring Tunisia because there |
| | | | |were no training facilities in his own country. |
|4 |Primary auxiliary |4 |have changed |With the fall of Gadaffi’s regime in 2011 the winds have changed and the |
| |verb | | |group is now free to explore the whole Libyan coastline. |
|5 |Modal auxiliary verb|5 |would watch |“ We would watch the clips and try it ourselves,” says Jalal. |
|6 |Linking verb |6 |were monopolised |“Extreme, individual, luxury sport were not excepted,” he adds, stressing |
| | | | |that few club that existed in Libya were monopolised by those with ties with |
| | | | |Ghadaffi and his clan rather than passionate practitioners. |
|7 |Transitive verb |7 |learned kiteboarding |“ The government didn’t gave a chance to watersport,” says Khaleb Etaleb , a |
| | | | |heart surgeon who learned kiteboarding in neighbouring Tunisia because there |
| | | | |were no training facilities in his own country. |
|8 |Intransitive verb |8 |detained overnight |His friend Ahmad Husnein tells the story of how one windsurfer in the group |
| | | | |were detained overnight at the port because security service believed he was |
| | | | |making “ an escape” with his small board and flashy sail. |

TASK 1
a.

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b.
|No. |Verb type |Numbered line. |Words / phrase |Criteria used in identifying them according to text |
|2 |Irregular verb |2 |went |According to the text, the irregular verb is “went”. The word “went” is a |
| | | | |irregular verb because it has changed from the base word ‘go’. |
|3 |Main verb |3 |were no training |According to the text, the main verb is “were no training”. The word “were no|
| | | | |training” is a main verb because an action taking place and it is not |
| | | | |depending on other verb. |
|4 |Primary auxiliary |4 |have changed |According to the text, the primary auxiliary verb is “have changed”. The word|
| |verb | | |“have changed”. is a primary auxiliary verb because it is a helping verb. |
|5 |Modal auxiliary verb|5 |would watch |According to the text, the modal auxiliary verb is “would watch”. The word “|
| | | | |would watch” is a modal auxiliary verb because it has the word ‘shall’, |
| | | | |‘would’ or ‘might’ before the verb. |
|6 |Linking verb |6 |were monopolised |According to the text, the linking verb is “were monopolised ”. The word |
| | | | |“were monopolised” is a linking verb because it connect to a subject |
| | | | |complement which identify describes subject. |
|7 |Transitive verb |7 |learned kiteboarding |According to the text, the transitive verb is “learned kiteboarding”. The |
| | | | |word “learned kiteboarding ” is a transitive verb because it takes a direct |
| | | | |before an object. |
|8 |Intransitive verb |8 |detained overnight |According to the text, the intransitive verb is “detained overnight”. The |
| | | | |word “detained overnight” is a intransitive verb because it takes no object |
| | | | |right after a verb. |

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TASK 2

Teaching English language is a big challenge in Malaysia. Pupils are still unable to master or even comprehend the language even after seven to six years learning the language at the primary levels. Verbs are one of the category pupils find problem with. Findings of the teaching in school over 60% of the mistakes detected can be categorized as morphological. This can be attributed to the different morphological structures between Bahasa Melayu and English, for example the use of “suku kata” in Bahasa Melayu and its function, its differ from the usage of verbs. These are some of the constraints the pupils face in learning the English language. As an English teacher, we often used different types of verb in our daily routines of teaching. But when it comes to non English optional teacher, they tend to make direct translation according to their understanding. Its difficult for them to speak or write correctly. Same goes to the pupils. They make mistakes by using the wrong verb with wrong tenses at the same time. Its can be seen clearly by their way of writing n speaking more towards their mother tongue language, Bahasa Melayu.

A detailed examination on structural differences between the Malay language and
English has been shown to be one of the major factors in pupils’ inability to grasp the English language as reflected in the results of the cloze tests conducted. Various efforts have been put into the plan to improve pupils’ ability or command of the English language, which usually concentrate on pedagogy. Perhaps it is timely now to suggest that English teachers should be exposed to linguistic knowledge to better equip them in teaching the language. In addition, attention should also be given to conducive and comfortable learning environment to make learning English more fun and exciting, which in turn make learning more meaningful. All these factors beg the attention of all parties involved in the effort or drive to improve pupils’ acquisition of the English language.

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BIBLIOGRAPHY

1. Asmah Hj. Omar. 1983. The Malay Peoples of Malaysia and their languages. Kuala
Lumpur: Dewan Bahasa & Pustaka.
2. Asmah Hj. Omar. 1986. Nahu Mutakhir Melayu. Kuala Lumpur: Dewan Bahasa dan
Pustaka
3. Azar, B. (1989). Understanding and Using English Grammar. Prentice Hall Regents. New Jersey.
4. http://www.ielanguages.com/enghist.html
5. Hazita Azman, 2004. Global English and English Literacy Education in Malaysia
6. Penny Lee and Hazita Azman, Global English and Primary Schools: Challenges for Elementary Education, Melbourne: CAE Press.
7. History of English at http://www.danshort.com/ie/timeline.htm

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Appendix

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Bibliography: 1. Asmah Hj. Omar. 1983. The Malay Peoples of Malaysia and their languages. Kuala Lumpur: Dewan Bahasa & Pustaka. 2. Asmah Hj. Omar. 1986. Nahu Mutakhir Melayu. Kuala Lumpur: Dewan Bahasa dan Pustaka 3. Azar, B. (1989). Understanding and Using English Grammar. Prentice Hall Regents. New Jersey. 4. http://www.ielanguages.com/enghist.html 5. Hazita Azman, 2004