Universität Duisburg-Essen

Department of Anglophone Studies

Winter Term 2020/2021
Seminar: Selected Approaches to
communicative English Language Teaching
Lecturer: Dr. Julian Sudhoff

Task-based Language Learning and Teaching within a vocational school

Module F

Edina Aliu
BA LA BK Anglistik, Germanistik
Matr.-Nr.: 3019899
Styrumer STr. 83
46045 Oberhausen
Edina.aliu@stud.uni-due.de
Table of contents
Introduction........................................................................................................................................ 2

Vocational Colleges – social care......................................................................................................... 3

Apprenticeship to become a childcare worker – quick introduction........................................................4
Curriculum overview - English as an interdisciplinary learning area........................................................5

Task-based language learning............................................................................................................. 5

Definition of Task......................................................................................................................................6
Task-based Learning Framework by Jane Willis.......................................................................................8
Pre-Task Phase.....................................................................................................................................9
Task-Cycle Phase................................................................................................................................10
Language Focus Phase.......................................................................................................................11

Willis ‘TBL Framework on a vocational school class with an apprenticeship to become a childcare
worker.............................................................................................................................................. 12
Fictional Example for Pre-task phase.....................................................................................................12
Fictional Example for task cycle..............................................................................................................13
Fictional Example for language focus phase..........................................................................................14

Conclusion........................................................................................................................................ 15

References........................................................................................................................................ 16
Introduction
Teaching English as a foreign language is bound by many guidelines and requirements.
These must always be seen in connection with the respective type of school because the
teaching content varies from school to school (Ministerium von Schule und Bildung
2021: 3). Because of this diversity, it is usually difficult to find an approach that meets
these requirements. Many different methodological approaches to teaching a foreign
language have been developed and tested over the years. A transformation of paradigms
can be observed from a diachronic perspective, since early traditional and teacher-
dominated methods, which “[…] had a linguistic focus,” (Nunan, 1988: 2) were
replaced by approaches to achieve communicative competence. It was determined, that
teaching languages by involving learners in communicative language use is highly
successful (Willis and Willis, 2007: 1). In this context, the task-based language learning
(TBLL) approach emerges as a didactic method, because it pursues the goal of creating
opportunities for the learners to use the target language in a meaningful purpose.
But what exactly is this TBLL approach and how is it constructed? Can it fit the
guidelines for teaching English in a vocation school? How would this implementation
look like? All of these questions are the main focus of this term paper. In order to
answer them, an overview of an apprenticeship to become a childcare worker is given,
since specified guidelines of a vocational school are prepared by the Bildungsplan.
Following that the next chapter deals with the explanation of the TBL approach and in
context of that, the examination of the definition of task as well as Jane Willis (1996)
task-based framework. Finally, purely fictitious examples for the individual phases of
TBLT are presented in the context of the apprenticeship to become a childcare worker.
Vocational Colleges – social care
As mentioned in the introductory part of this term paper, vocational collages are schools
with a highly differentiated spectrum for possible career paths one could choose from.
(Felix Rauner/ D. Piening 2010: 9). One of them is the direction into social care, more
precisely in the context of this term paper: apprenticeship to become a childcare worker.
The following passage is going to give a short overview of this vocational job.

Apprenticeship to become a childcare worker – quick introduction

The apprenticeship to become a childcare worker is offered in Germany at vocational
schools and as part of the practice-integrated apprenticeship to become a childcare
worker, this takes place within three years at two learning locations: At school and at
the company training center. The teaching content of the apprenticeship to become a
childcare worker is given in the Bildungsplan for vocational schools in NRW with the
focus on social care (Ministerium von Schule und Bildung 2021: 3). Here teaching
principles can be found that should contribute to promoting professionalism with regard
to the profession of a childcare worker. In order to be able to guarantee this, the
apprenticeship is divided into subject-related and interdisciplinary learning areas.

Figure 1: overview of Stundentafel der PiA (Ministerium von Schule und Bildung 2021: 31)

The subject-related learning areas relate to a total of 6 Lernfelder, which represent the
cornerstones of the didactic annual plan. The interdisciplinary learning areas, such as
English as a foreign language, should be based on this. The creation of the curriculum
within these guidelines pursues the goal of creating the didactic annual plan which
should lead to a lively didactic discussion between the teaching staff in order to
guarantee the interdisciplinary system of a vocational school (Ministerium von Schule
und Bildung 2021: 3).

Curriculum overview - English as an interdisciplinary learning area

The subject English forms an interdisciplinary learning area in the apprenticeship to
become a childcare worker, which “[…] eine Aspekt Erweiterung des Lernens im
fachrichtungsbezogenen Lernbereich [darstellt]. Sie tragen zur Entwicklung beruflicher
Handlungskompetenz […] bei“ (Ministerium für Schule und Weiterbildung des Landes
Nordrhein-Westfalen 2014: 20). This means that English is one among other subjects,
which should be taught in a way to achieve professional Handlungskompetenz. For
English lessons, listening, writing, reading and speaking skills, among other things, are
mapped in the education plan with the aim of acquiring professional
Handlungskompetenz. Teaching content is given as an example, which should create
job-related communicative situations in order to give opportunities for foreign language
speech acts (Ministerium für Schule und Weiterbildung des Landes Nordrhein-
Westfalen 2014: 26). Among other things, there are content-related suggestions for
presenting one’s company and meeting people and socializing, both of which will be
important later in this term paper when it comes to designing fictional tasks in the sense
of the TBL approach.
The acquisition of speaking skills, as mentioned previously, is particularly worth
mentioning with regard to the topic of this term paper. Both Willis (1996), who is going
to be discussed later on, and vocational schools have the overall „Ziel des
Englischunterrichts [in der Fachschule ist] die Verbesserung der
Kommunikationsfähigkeit der Lerner“ (Ministerium für Schule und Weiterbildung des
Landes Nordrhein-Westfalen 2014: 25). In other words, the emphasis of teaching
English in an EFL class relies on achieving commutative skills within an EFL
classroom.
Task-based language learning
Approaches to teaching English as a Foreign Language (EFL) have multiple
methodological concepts on which a teacher/educator could possibly rely on. The
traditional way of teaching in the late 19th century consisted of a teacher-centredness
and “[…] had a linguistic focus,” (Nunan, 1988: 2). Speaking from a diachronic
perspective one can tell that these drilling and repetitive methods are outdated, since it
has become clear that teaching EFL is more effective when it is relying on meaning,
rather than on form (Willis and Willis 2007: 2). So, by using task-based language
learning one offers opportunities for the learners to use the target language in a
meaningful purpose. With the TBL approach neither vocabulary nor knowledge about
grammatical rules are the matter of consideration. The communicative skills of learners
within a meaningful purpose are the focus on which the educator should rely on (Willis
and Willis 2007: 2 / Bach & Timm 2009. 113).
This assumption about communication stresses the point to its importance, making it the
outcome of teaching. In order to have that successful outcome and to be able to create
communication, the Common European Framework mentions finding a balance
between form and meaning:

“[…] [A] changing balance needs to be established between attention to meaning and form,
fluency and accuracy, in the overall selection and sequencing of tasks to that both task
performance
and language learning progress can be facilitated […]” (Müller-Hartmann/Schocker-von Ditfurth
2004: 40).

Considering this statement, it becomes clear that communication refers not only to
meaning but also to from, in order to achieve accuracy and fluency. The key word here
is balance, since meaning always includes form.
With this reference not only the context of meaning becomes clear but also the aspect of
task is mentioned here. What a task is and how it can be defined within the task-based
approach are questions that are going to be considered in the following chapter.

Definition of Task
When it comes to defining the term of tasks within a pedagogical context, one can easily
refer to Nunan’s definition, where he states that:
 […] a pedagogical task is a piece of classroom work that involves learners in
comprehending, manipulating, producing or interacting in the target language
while their attention is focused on mobilizing their grammatical knowledge in
order to express meaning, and in which the intention is to convey meaning ra-
ther than to manipulate form. (Nunan, 2004: 4)

If one wants to interpret his definition, one sees that it refers to pedagogical tasks, which
have their focus on the usage of the target language without necessarily making
reference to grammatical correctness. The focus here is on the development of the target
language, which is achieved through an informal learning opportunity in which learners
can use their language skills creatively in order to negotiate meaning. So according to
Nunan’s definition of a task, letting learners produce natural language, is a more
effective way of achieving the aim of being able to communicate oneself in a foreign
language.
Not only has Nunan given a definition of a task, but he also has designed a framework,
in which several aspects have equal influence when it comes to analyzing a
communicative task.

Figure 2: A framework for analyzing communicative tasks by Nunan (Müller-Hartmann/Schocker-von Ditfurth 2004: 43).

The figure above shows six different aspects, all of which have an impact on the
development of a task. First, there is the goal, which involves, among other things,
different skills of the learners, such as: mediating skills, learning skills and basic
practical skills. Also, mediating and learning skills are a very important aspect
considering an overall goal of a task (ibid). The second aspect input refers to everything
that the learner comes in touch with while working on the dedicated task. The input can
be in oral or written form, as long as the focus here is on providing materials that are
particularly relevant to the learner and to which a personal reference can also be drawn
(ibid). The third aspect, activities, describes what learners make out of the task, which
means the active implementation of the task. Here learners actively use their target
language to communicate and test their language skills. The fourth and fifth aspects
Teacher role & Learner role have a corresponding relationship to each other, which has
the following effects on the task:

While the teacher designs the task in form of a “task-as-workplan”, learners will interpret
tasks in relation to their own sociocultural backgrounds […]. Consequently, they are recre-
ating the “task-in-process” leading to […] a negotiated curriculum.” (Müller-Hartmann
/Schocker-von Ditfurth 2004: 43).

This emphasises the fact, that both teachers as well as learners, have a say when it
comes to creating a task with a meaningful outcome. The sixth aspect considers the
setting of a task and makes suggestions to create tasks outside the classroom, since it
can motivate learners to make use of the target language within a different context and
make references to the real-world (ibid).
Since it is now clear what task is and how it can be analyzed in order to fit the
expectations of it being relevant for achieving communication skills, one can now turn
the task-based learning framework by Willis (1996).

Task-based Learning Framework by Jane Willis

With regard to the explanations related to the TBLL approach and the definition of
tasks, assumptions can be made about what a task-based teaching lesson would look
like. Basically, the TBL approach refers to creating opportunities for the learners, based
on motivational tasks, in which they can use the target language in a meaningful
purpose (Willis and Willis 2007: 2). In order to be helpful with the actual planning, many
linguists have tried to develop a structure that educators can use as a guide in order to
meet the requirements of the TBL approach. Ellis has reflected on these developed step-
by-step guides and provides an overview of what they have in common. He states that
“[…] they all have in common three principles phases […]”, which “[…] reflect the
chronology of a task-based lesson” (Ellis 2003: 243). Those principles being the pre-
task, during task and the post task, all of whom are considered in Janes Willis’ task-
based language learning framework as depicted underneath:
Figure 3: The task-based language learning framework by J. Willis (1996) (Müller-Hartmann and
Schocker-von Ditfurth 2004: 47).

In the following the three components are going to be described in more detail, in order
to being applied for the field of the fictional created tasks for the vocational colleges
considering the profession of childcare workers.

Pre-Task Phase
The pre-task is mainly about bringing the topic of the task closer to the learners and
exposing them to the target language. This is where the first contacts are made for the
benefit of the target language, since the educator announces the intention of each
teaching unit within this phase. This is an important step because the pre-task phase is
also used for “[…] negotiate[ing] options/choices with their learners” (Müller-Hartmann
and Schocker-von Ditfurth, 2011: 95), since in tasked-based learning students are “[…]
able to control topic development” (Ellis, 2003: 253). Motivation also is an aspect, one
should not leave behind when designing a task with reference to Willis (1996)
framework, since it is only through motivation that the learners are tempted to work
through the following steps of the framework work in order to ultimately achieve a
successful outcome. Motivational effects on the learner could be, for example, the usage
and activation of already known knowledge. Here the learners can fall back on their
strengths and feel encouraged to continue working on the following task areas (Ellis
2003: 247).
Also talking through similar tasks in plenum during the pre-task phase could help the
learners create a rough idea about what is coming up in the actual task cycle. They
would have an idea about the requirements that are placed on them and how these are to
be implemented. When these aspects are considered while designing the pre task phase,
one can thus turn to the main core of the framework, which is the task-cycle.

Task-Cycle Phase
The main part of the task-based framework by Willis (1996), namely the task-cycle, is
divided into three corresponding categories: task, planning and report. The first of these
three categories describes working on a task in a group or pair work. Here it is
important to recognize the shift of centeredness because unlike the pre-task phase, the
focus in the first category of the task cycle is predominantly projected onto the learner.
The educator observes what is happening from a distance and only interferes when the
use of the language during the communications between the learners deviates from the
target language. This gives learners the opportunity to use the target language in a
meaningful way and to develop strategies for communication on their own (Willis 1996:
54).
In addition to the monitoring function, the educator also has the task of keeping an eye
on the time. For as Ellis notes, setting time limits will lead to better results regarding the
outcome and meaning, as “[…] it can influence the nature of the language students
produce” (Ellis, 2003: 249). But as mentioned before, when it comes to teaching with a
TBL approach in order to achieve communication not only meaning is important, but
also form. So, in order to “[…] avoid the risk of learners achieving fluency at the
expense of accuracy […] another stage is needed after the task itself” (Willis, in Van
den Branden et al. 2009: 229) and that is the next category: planning.
In the planning category, learners are expected to use the target language by paying
attention to both meaning and from. A meta-level is reached here, reflecting on the
communication that arose in the previous category. This is only instructed by the
educator by providing the learners with structures, timing guidelines and aids, which
they can use to review their vocabulary and grammatical knowledge. By giving learners
the opportunity of trying themselves out in a foreign language, one will enhance their
motivation to create a successful outcome and, furthermore, will also give them their
chance to come up with the correct usage of the target language by themselves, since
“this is the process that drives their language development forward” (Willis 1996: 64f.).
In this phase, the educator still takes the position of the guide by the side and thus gives
the learners enough freedom to try out the target language. The planning category is
important because it is followed by the report category in which the results are to be
presented. Considering this background, the learners develop a special interest within
the category of planning, since a plenary presentation is imminent.
The results are presented in the third category, report. During this phase, learners are
confronted with the target language in various forms. Both oral and written input of the
target language are an integral part of this category. It can be assumed that the learner
will make mistakes when presenting. The point here is to recognize them as such, but
not to focus on them. Rather, it is about emphasizing the linguistic achievements of the
learners because “[…] positive reactions will increase their motivation, their self-
esteem, and spur them to greater efforts next time” (Willis 1996: 59). It is also the task
of the educator during this phase to memorize phrases and vocabulary worth knowing in
order to take them up again in the further procedure and continue working on them. The
report category completes the main part of the Willis (1996) TBL framework and leads
us to the last phase: the language focus phase.

Language Focus Phase

In the last phase, language focus, the focus should be on using the target language in the
right way. Ellis speaks of three goals to be achieved during this phase:

“(1) […] provide an opportunity for a repeat performance of the task; (2) [to] encourage
reflection on how the task was performed; and (3) [to] encourage attention to form, in particular
to those forms that proved problematic to the learners when they performed the task” (Ellis 2003:
258).

The educator is required to summarize the results of what has been learned and, with the
involvement of the group, to work through the errors in the linguistic field. It is up to
the teacher to decide with which activity this should be done. However, "either way [it]
should give learners a sense of security and consolidation" (Willis 11996: 114).

Willis‘ TBL Framework on a vocational school class with an

apprenticeship to become a childcare worker
As can be seen from the previous chapters of this term paper, various competences are
examined in the educational plan for training as an educator, including language
competency (Ministerium für Schule und Weiterbildung des Landes Nordrhein-
Westfalen 2014: 20). The development of these competences within the vocational
training should lead to job-related professionalization and provide the overall goal of
creating communicative skills for the interdisciplinary learning area of the foreign
language, English (ibid). This route guidance can be easily combined with the ideas of
the task-based language learning approach, since here the achievement of
communication skills for the learners is also being desirable. This is to be achieved by
creating opportunities for the learners in which they can use the target language within a
meaningful purpose (Willis and Willis 2007: 2).
In the practical part of this thesis, these two elements are going to be brought together
using fictionally created tasks, which are based on Willis' (1996) TBL framework. Since
the tasks are of fictional nature, it is conclusive that the language focus phase will only
be briefly described as no students actually work on these tasks. All tasks are self-
designing and created in such a way that they represent a real childcare worker class at a
vocational school. For the purposes of the hypothetical nature of these tasks, one should
assume that the learners are in their first year of apprenticeship and all have training
places within the Offene Ganztagsschule (OGS) in a primary school. The task relates to
presenting the apprenticeship training position of the learners.

Fictional Example for Pre-task phase

The previous development of the pre-task within Willis' (1996) framework has shown
that this phase is an introduction to the topic of the actual task. It is intended to provide
learners with useful vocabulary and phrases in order to refresh or expand their linguistic
repertoire. It is important to give „ […] them a lot of exposure to [the] new language
and to making the exposure comprehensible." (Willis 1996:118). Hence, it is plausible
that the topic of presenting the apprenticeship training position is introduced by using a
mind map. Here, students and learners can brainstorm together in a plenary session.
Although this phase is teacher-centered, learners have the opportunity to recall already
known vocabulary and acquire new technical terms related to their workplace. Appendix
I shows how the creation of this possible mind map could look like.

Fictional Example for task cycle

The hypothetical task, which can be found in Appendix II and III, is based on the Willis
(1996) framework and can also be divided into three categories. The category of the
task (Appendix II) shows what this implementation could look like. The students should
conduct a visitor around and presentation of their workplace within a group work with
reference to the previously developed vocabulary from the pre-task (Appendix I). This
task exposes the learners to oral and written input in the target language because in
order to complete the task, they not only have to communicate with each other but also
have to read the background information given for them (Appendix II). In addition, a
fact sheet is offered as aid to record information from the conversations with classmates
more quickly. Fact sheets are helpful because they allow you to get a quick overview of
a topic and therefore, work more efficiently.
In the planning category, preparations should be made for the upcoming presentation.
The learners should collect all the results they have worked out so far and prepare for
the presentation in the plenary session. A visual element should be added to support the
presentation (a brochure) which will be provided by the teacher. Nevertheless, students
are welcomed to be creative and come up with other visual elements by themselves. The
purpose of the visual elements is to support the learner during the presentation. There
they can find guidelines and important vocabulary for the presentation. Furthermore, it
is also important for the other learners to hear and see the target language in order to be
able to draw connections between spoken and heard language. An example of this
brochure can be found in Appendix III. Following the planning, the report of the
developed task is given (presentation) and thus ends the task cycle.
Since the design of this task pursues the overarching goal of creating communicative
skills, it is designed using the framework developed by Nunan (1989) for analyzing
communicative tasks (Müller-Hartmann/Schocker-von Ditfurth 2004: 43). Many of
these six influencing factors were taken into account when creating this task. For
example, the relevance of this task is well founded, because it creates a connection to
reality for the learner, since there are direct links to their workplace. The input provided
in this task is therefore authentic and also provides relevant material. The influencing
factor goals can also be found in the task (Appendix II) because the learner knows to
make use of his general knowledge and his socio-cultural knowledge through the
reference to the background of the family, since here indications are made to their origin
and language level. The influence of teacher and learner role, which lead to a
negotiated curriculum (ibid), is also reflected in Appendix III, since the teacher gives the
students the option of using a brochure. But ultimately, it is up to the students to decide
which visual element they want to use to present the task.
By combining the specifications of the educational plans (2021) with the Willis (1996)
task-based learning framework, tasks can be created that meet the quality requirements
of Nunan's (1989) framework for analyzing communicative tasks.

Fictional Example for language focus phase

The language focus phase with reference to the task described in Appendix II could give
rise to activities that reflect on the task that has been worked out. These should refer to
the mistakes noted by the teacher as well as positively noticed words or phrases. A
possible task could be, for example, a correction of a frequently occurring error.
Discussing the mistake in plenum and the resulting discussion of it, leads to renewed
use of the target language and gives the learner the opportunity to reflect independently.
Eemphasizing important general words and phrases also seems worth mentioning in the
language focus phase, since the usage of a glossary, for example, opens opportunities
for the learners to access words and phrases more quickly and efficiently. Both of these
activities are shown very briefly in Appendix IV for illustration purposes.
Conclusion
At the beginning of this term paper a brief overview was given about the apprenticeship
to become a childcare worker. Within this introduction references were made to the
Bildungsplan, which provides teachers with teaching content in order to achieve a
professional Handlungskompetenz. Teaching English in an EFL classroom as such,
takes also part in this achievement, since several competences should be taught within
the subject of English. One of those competences being the communication competence
(Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen 2014: 25).
Since creating communicative skills is the overall goal of curriculum, references can be
drawn to the TBL approach, which shares the same goal. The task-based approach fits
the needs of this curriculum of the apprenticeship to become a childcare worker very
well, since it considers almost exactly the same goals, since the TBL approach also
wants to create opportunities for learners to use the target language within a meaningful
purpose (Willis and Willis 2007: 2). To prove that the guidelines of the Bildungsplan and
the TBL approach go hand in hand the TBL framework by Willis (1996) has been discussed
and then practically imbedded. By creating self-designed tasks, based on Willis framework,
the relevance for the combination of the TBL approach and standard for the curriculum has
been shown.
References
Bach, G. & Timm, J.-P. (2009). Englischunterricht. Tübingen:Narr Francke Attempo Verlag
GmbH.

Ellis, R. 2003. Task-based Language Learning and Teaching. Oxford: Oxford University Press.

Müller-Hartmann, A and Schocker-von Ditfurth, M. (2007) [2004]. Introduction to English

Language Teaching. Stuttgart: Klett Lernen und Wissen GmbH.

Nunan, D. 1988. The Learner-Centred Curriculum. Glasgow: Bell & Bain Ltd

Nunan, D. 2006 [2004]. Task-based Language Teaching. A comprehensively revised edition of

Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.

Van den Branden, K. (2006). Task-based Language Education. From Theory to Practice.
Cambridge: Cambridge University Press.

Willis, D. and Willis, J. 2007. Doing Task-based Teaching. Oxford: Oxford University Press.

Willis, J. (1996). A Framework for Task-based Learning. Harlow: Longman.

Online references:
Ministerium für Schule und Bildung (2021). Bildungsplan für das Berufskolleg in Nordrhein-
Westfalen. Fachschulen des Sozialwesens. Fachrichtung Sozialpädagogik.
https://www.berufsbildung.nrw.de/cms/upload/_lehrplaene/e/sozialpaedagogik.pdf [letzter
Zugriff: 13.01.2022]
Last accessed: 07th Febuary 2022.

Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen 2014: 20).
Richtlinien und Lehrpläne für das Berufskolleg in Nordrhein-Westfalen.
https://www.berufsbildung.nrw.de/cms/upload/_lehrplaene/e/uebergreif_lernbereich.pdf
Last accessed: 07th Febuary 2022.

Rauner, F & Piening, D. (2010). Umgang mit Heterogneität in der beruflichen Bildung. Eine
Handreichung des Projektes KOMET. Online gefunden:
https://www.ibb.unibremen.de/fileadmin/user/Fotos/Aktuelles/Handreichung_Heterogenitaet_2
60410_oF_1_.pdf
Last accessed: 07th Febuary 2022
Appendix I: Mind Map of the pre task
Appendix II:

Conducting a visitor around

Childcare worker class - 12th class
Task:
Find yourselves in groups of 3-4 children and imagine you have to conduct a visitor
around of your workplace. Below is a fictional backstory to help you with the content
features. Use the fact sheet to make sure you don't forget anything. You are also
welcomed to use the previously made mind map!

Fictional Backstory:
A child from Africa has recently emigrated to Germany with his family and is
now supposed to go to the OGS. Since the concept of the OGS is completely
new for this family and their communicative skills considering their knowledge
of German is not that eloquent, the tour should be in English and show the
parents and the child the components of the OGS.

Fact sheet:
Die folgenden Punkte sollen euch dabei helfen, eurer Diskussion einen Leitfaden zu
geben.

Name of your
Promotion of
workplace:
children: Projects at your
workplace:
________________
_______________
Concept of your
Daily structure of _______________
workplace:
your workplace: _______________
_______________
________________
________________
Appendix III
Planning:
You should immediately present the results of your group work. You are also welcomed
to use visual elements. You can find help in the ready-made brochure, which you are
welcomed to use.

Appendix IV:
Language Focus Phase

Example 1: Teacher writes the sentence” The OGS concept are very complex …” on the
board.
Teacher: What do you notice here?
Student 1: I think it must be “is” instead of “are”.
Teacher: Exactly. We have to pay more attention to the correct tenses. the Let's practice
with the following examples ...