Present progressive and past progressive verb forms

Progressive forms of verbs (sometimes referred to as ‘continuous’ forms) are used to indicate continuation of an action or state of being.

The present progressive shows that the action or state of being is continuing at the present time, e.g. He is running; she is getting stronger.

The past progressive shows that the action or state of being was continuing at the time being referred to, e.g. He was crossing the bridge; she was feeling sad.

Progressive forms are constructed by using a form of the verb ‘be’ + the present participle of a verb, which ends in –ing. 

The present progressive is detailed below, giving some examples of use with proper nouns (names), common nouns (the robot/the children) and pronouns:

• I am writing
• Jack/he is writing
• Amy/she is writing
• The robot/it is writing
• You are writing
• We are writing
• The children/they are writing

You can see that the form of the verb ‘be’ is different for ‘I’ (am), ‘he/she/it’ (is) and ‘you/we/they’ (are) so, when using the present progressive, children need to choose the correct form of ‘be’ to match the person or pronoun.

The past progressive is formed using the past tense of the verb ‘be’:

• I was writing
• Jack/he was writing
• Amy/she was writing
• The robot/it was writing
• You were writing
• We were writing
• The children/they were writing

With this form of the progressive, only ‘was’ and ‘were’ are used.

If we just write the present participle (-ing verb) in a sentence, we cannot tell whether the action is in the past or the present and the sense will not be complete, so it is the verb ‘be’ (am/is/are/was/were) that indicates whether we are writing in the past or present.

The dragon flying.  (doesn’t make full sense; we cannot say present or past tense)

The dragon is flying. (present tense) 

The dragon was flying. (past tense)

To use Standard English, children need to match the correct form of ‘be’ to the pronoun, so it is important to know when to use am, is, are, was, were.  

I have developed a ‘Happy Families’ game (link below) for my Grammar Puss for Parents blog.  This game helps children get used to the different forms of ‘be’ and how they should be used to make the present and past progressive.  The verbs are all used in the context of a sentence.  

Happy Families: present and past progressive card game

Resource for teaching fronted adverbials: 'Something about a Bear' by Jackie Morris

‘Where the water churns with salmon, thick and rich with leaping fishes, there the Brown Bear stands and catches the wild king of the river.’

What a poetic opening this is!  Of course, it is just the rich, beautiful language we have come to expect from Jackie Morris and, once again, she has provided teachers with a quality text for exemplifying certain sentence structures. 

This book could be used to develop understanding around many aspects of grammar, but here we are going to focus on fronted adverbials.  Below are some examples from the text which could be used in the following ways:

1. Using Talk for Writing techniques, children can learn the patterns of the text and innovate/invent their own sentences from these. 
2. Discussing the fronted adverbials will also help children understand this grammatical feature.  For example, is the adverbial position filled with one phrase, more than one phrase, or a clause?
3. In some sentences, there is subject-verb inversion after the fronted adverbial and children could use this pattern for a more literary style.  This structure can be used when the subject is a noun (not a pronoun) and there is an initial place adverbial (position or direction).

I would not discuss sentence structure beyond points 2 and 3 above, since many of the sentences have lengthy, sophisticated constructions and there is no need to understand how these are put together to appreciate the beauty of the language.

On the shore the young bears watch him; still others swim …  (Fronted adverbial phrase)

In the wildest lands of China, in the forests and the mountains, lives the white-and-black Giant Panda, hidden from the world. (Power of 3 opening: 3 adverbials followed by subject-verb inversion and a final, non-finite, adverbial clause.  Note that the third listed adverbial has the preposition ‘in’ omitted for succinctness.)  This would be a great structure for children to imitate, innovate and invent their own.

Through the forest, hunting termites and the honey hives of bees, where the mangos and the fruit trees grow in plenty, walks the shaggy-coated Sloth Bear.  (This is a complicated structure, with two clauses placed between the fronted adverbial and the inverted subject-verb.  The basic sentence is Through the forest walks the shaggy-coated Sloth Bear.  This is split by a non-finite adverbial clause ‘hunting termites and the honey hives of bees,’ and a finite adverbial clause ‘where the mangos and the fruit trees grow in plenty’. Children learning to use fronted adverbials do not need to understand these two clause structures grammatically, but it is useful for the teacher to be aware of them. 

With her cubs aboard her strong back she keeps them safe from danger, for there are tiges in the forests, and wild dogs and leopards too. (Fronted adverbial phrase)

Up in the crowns of tall trees, in the softest nests of green leaves, the Spectacled Bear sunbathes through the heat of the day.  (Two adverbial phrases fronting the sentence.)

By dawn light and dusk light the great Moon Bear of Asia hunts and searches, for insects, and for noney, nuts and berries.  (Fronted adverbial created by a preposition + two noun phrases linked with ‘and’.)

Where the forest meets the snowline she watches from her bear’s nest for the wild leopard of the mountains, who hunts the higher ground.  (Fronted adverbial clause)

In the cool of night he searches…  (Fronted adverbial phrase)

Besides the lakes and in the forests Black Bear fishes in the water, …  (Two adverbial phrases linked with ‘and’ fronting the sentence.)

You will note that many of Jackie Morris’s fronted adverbials are not punctuated with commas, unless embedded clauses or phrases follow.  For more about punctuating fronted adverbials, click here.

Thank you Poppy!

Many thanks to Poppy (aged 10) for my new portrait!

Using commas with fronted adverbials

The new National Curriculum requires children to be taught to use fronted adverbials and to indicate these as a grammatical feature by ‘using commas after fronted adverbials’. (Years 3-4 Programme of Study).  This statutory requirement appears in appendix 2: Vocabulary, grammar and punctuation under Year 4.

I have no disagreement at all about teaching children to front adverbials, since these enable them to create different effects for their readers and also provide variation in sentence structure.  However, I think the statement ‘Use of commas after fronted adverbials’ needs a little mediation, since not all fronted adverbials will require to be punctuated.  In fact, hidden away in the glossary of the National Curriculum, it does state ‘When writing fronted phrases, we often follow them with a comma’ (my italics). 

The task for us is to teach children:

• What function adverbs, adverbial phrases and adverbial clauses have in a sentence, e.g. where, when, how, why things happen.
• What words, phrases and clauses can fill the adverbial positions in a sentence.  When considering single word adverbs, children need to recognise that these can end in –ly, but also include other words too, such as away, off, well.  Adverbial phrases are often prepositional phrases, but could also consist of a single word adverb an a premodifying adverb, e.g. extremely well, really quickly, very conscientiously.  Adverbial clauses are subordinate clauses that fill the adverbial position.  Very often we teach children the subordinate structure for these, but don’t highlight the adverbial function (other functions of subordinate clauses are nominal and relative).
• How to construct adverbial phrases and clauses, e.g. a prepositional phrase = a preposition + a noun or noun phrase.
• How and when it is appropriate to punctuate adverbs, adverbial phrases and adverbial clauses, especially when these are fronted.

Children need to understand that the purpose of punctuation is to help a reader (who is usually not present) understand clearly what the writer intended.  I don’t think that this is discussed explicitly enough with children.  It is not obvious from the classroom context that the purpose for writing is usually for a reader who is not present at the time of writing.  In many instances, children are writing for a teacher, teaching assistant or peers who are in the same room, maybe sitting at the same table.  This means that any misunderstandings in what they have written can be explained verbally. It is extremely difficult for children to read their writing as another reader would: they know exactly what they had in mind and reading with somebody else’s ‘eyes’ is a skill that needs to be learnt.

So, how can punctuation of fronted adverbials help a reader understand the text more clearly?  Well, most punctuation is a matter of convention, rather than definite ‘rights and wrongs’.  In spite of what some may say about ‘rules’ of punctuation, use of commas is optional in many cases and very much depends on personal preference, avoiding ambiguity and promoting clarity of message.  This clarity is not just about the sense the reader can obtain from the text; it is also about creating the effect the writer desires.

Bearing what I have just said about optional use and personal preference I would simply offer the following ideas about use of commas with fronted adverbials.  Not everyone would agree with me!

Adjuncts (adverbials that are integral to the sentence)

With this type of adverbial, which can usually be placed in different positions in a sentence, I would be much more likely to consider sense, and the effect I wanted to create. 

In short sentences, or those where I wanted to develop some pace, I would be less likely to use a comma since these do cause the reader to pause mentally (or physically if they are reading aloud).  We should avoid telling children that punctuation makes the reader ‘take a breath’: the reader is very capable of controlling their own breathing, especially if reading silently! However, pausing at the grammatical boundaries in a sentence does give the reader chance to consider what has gone before, take in the meaning, and prepare for the next piece of information.

Consider the following examples.  The sense is clear and I would prefer to build the pace so have not used commas.  

• That night I tried again.
• Suddenly it started.
• Hurriedly they darted under a rock.

Now compare these two similar structures. What difference does the punctuation make?

• Explosively the fiery lava spurted from the mouth of the volcano.
• Gradually, the viscous, black oil dripped from the pipe.

I would also use a comma if my opening adverbial was lengthy. (David Crystal discusses the issue of use of commas with longer grammatical structures in his book: Making a point, for anyone interested in further reading.)  With short term memory being what it is, slowing the reader down can give time for the information to be processed:

• In the silent darkness of the gloomy forest, the red-cloaked child felt nervous.
• Because of the clear tones of her voice and the beauty of the melody, the audience gave her a standing ovation.

Of course, if the fronted adverbial is a subordinate clause, I would use a comma to demarcate the boundary:

• Since she was a child, Sophie had wanted to work with horses.
• Climbing to the top, he had a clear view of the surrounding countryside.

Conjuncts (adverbials with a cohesive function)

With most of these adverbials, I would use commas to separate them from the rest of the sentence.  Conjuncts are used to help the text flow and are therefore on the periphery of the sentence.  They are usually placed at or near the beginning of the sentence, so that the reader can use this early information to link to what has happened in the previous sentences or paragraph:

• Furthermore, animals do not have as much room to move in captivity.
• Later that afternoon, he left the house and wandered through the streets again.
• In the meantime, she would practise making cakes.
• The prince was, however, not ready for the responsibility of ruling the kingdom.

With some conjuncts though, especially in short sentences, I might omit the comma, e.g.

• Finally they arrived.

Disjuncts (adverbials conveying the writer’s attitude)

I would use commas to separate these adverbial words, phrases or clauses from the remainder of the information in the sentence, since they are not integral to the sentence, but purely convey the writer’s feelings.  It seems right to me to help the reader distinguish the main message from the writer's feelings, beliefs and opinions.  For example:

• Frankly, he is unlikely to remain a politician.
• Seriously, I heard them say so on the radio.
• To be precise, not all the details are available.
• With regret, we will not be able to attend.
• If I can be direct, I don’t agree.

However, once again I think that I might omit the comma if the sentence is very short and the disjunct is a single word.  Consider the structures below.  Does the reader really need the benefit of a comma here?

• Obviously I care!
• Clearly it's not.

In the grammar and punctuation tests, children are likely to be required to identify a fronted adverbial punctuated with a comma as the correct option.  I just hope the people setting these tests choose examples where there is no doubt a comma is required for sense and effect.  If that is the case, we can teach children to write well, using adverbials and commas to aid sense and effect, rather than requiring them to punctuate every single fronted adverbial in order to pass a test!

Different types of adverbials: adjuncts, conjuncts and disjuncts

We use adverbial words, phrases and clauses in different ways.  These uses fall into three categories of adverbials.

Adjuncts are an integral part of the sentence, which provide the reader with information which is additional to that contained in the subject, verb, object or complement.  They convey information about:

• where (place and direction): in the park, over the hill, next to sofa, at a 90° angle, into the forest, towards the sea
• when (time, duration, frequency): at midnight, on Tuesday, for 3 minutes, during the Jurassic period, while they are spawning, until you reach the station, often, never, regularly, daily, rarely, continually, occasionally
• how (manner, means and instrument): in silence, angrily, with a smile, as carefully as you can, with great skill, cautiously, by train, by means of a trick, with the lawnmower, with a pencil
• why (reason, purpose): because of the rain, since he left, due to her carelessness, for ease

The above types of adjuncts are those we most commonly use in primary education; however, the list is not exhaustive and there are others types.  For example, adjuncts can also:

• intensify (definitely, certainly, indeed, really, surely, of course, completely, entirely, fully)
• focus (just, only, purely, simply)
• modify adjectives and other adverbs, to provide degrees of intensity (click here for more information)
• contrast (however careful, though unsure)

Conjuncts are those adverbial words, phrases and clauses which have a cohesive function, connecting different sections of a text.  We generally use them at or near the beginning of a sentence, so that they provide a link to the previous sentence or paragraph.  They help the text to flow by giving continuity to earlier information for the reader. 

As with adjuncts, there are different ways of using conjuncts:

• addition – also, furthermore, moreover, in addition, what is more
• opposition – however, nevertheless, on the other hand
• reinforcing – besides, anyway, after all
• explaining – for example, in other words, that is to say
• listing – first(ly), first of all, next, finally
• indicating result – therefore, consequently, as a result
• indicating time – just then, meanwhile, later, in the meantime

Disjuncts are adverbial words, phrases and clauses which enable the speaker or writer to express beliefs or opinions about what they are communicating.  They signal the attitude of the speaker/writer.  For example, obviously, unfortunately, personally, of course, in my opinion, which is certain, although this is clearly incorrect.

Using animation as a stimulus for children's writing - George Summer's 'Just some morning tea'

I've just watched the lunchtime news and seen a report about a short animated film made for an A level project by 17 year old George Summers.  BBC Spotlight have it on their facebook page.

I think this would make a great stimulus for children to write.  See what you think.  Well done George - I'll look out for future films!

Building Cars Live - a good resource for teaching the passive voice

Watching the BBC’s Building Cars Live this week I felt I should post my thoughts on using this as a resource in Year 6 to teach/consolidate learning of the passive voice.  I’ve linked a few clips and some of the transcribed sentences I would use to exemplify the passive.  There are only a couple of examples in each clip and this is important for children to note.  The passive should not be overused and is only necessary in certain situations:

• We don’t know who the agent is: The artworks were stolen overnight on Friday. (We don't know who stole them.)
• The agent is not important in the text: The cars are transported to destinations in Britain and around the world. (We are not interested in who transports them.)
• You want to be vague about who is responsible: Responses to the Consultation Document have been considered and amendments made. (We are not informed who is responsible for the consideration and amendment.  This use of the passive often appears in official writing!)
• The focus of the sentence is the person or thing being acted on, so the agent may not be mentioned or will appear later in the sentence: Mini Coopers are manufactured at the Oxford plant.  Mini Cooper frames are constructed by robots.
• Texts that rely on the passive voice, e.g. some scientific writing: The seeds were planted in the pots and left in different places to germinate.  Observations were made each day to monitor growth.
• In some general truths: Rules are made to be broken.  They were made for each other.

Duvet wearing robots that can open car doors

http://www.bbc.co.uk/programmes/p035f11v

This clip contains the following sentences, which I would unpick for children as examples of how the passive is formed: a form of the verb ‘be’ as the auxiliary, followed by the past participle of the main verb.  Both uses are present simple passive.

• The jackets are used to keep the robots at an ambient temperature …
• All this data is carefully collected.

James May meets a singing trolley called Dougal

http://www.bbc.co.uk/programmes/p035dwsq

• Toyoto are obsessed with their quest for continuous improvement.  (This sentence highlights that in some passive constructions we use ‘with’ instead of ‘by’.)
• That’s steered by a wiper motor from an Avensis.   (Children will be able to see that we can use contracted forms of ‘be’ as the auxiliary for the passive construction.)

Meet the factory

http://www.bbc.co.uk/programmes/p035cv4x

• The following example show the first use of the passive voice constructed with the auxiliary but, because we have another passive used in the same sentence, the auxiliary is omitted to make the structure more efficient: Steel panels are pressed in Swindon; engines manufactured in Birmingham …
• This example repeats this structure, but with a list of passives: Once built the cars are driven for the first time, tested, inspected, wrapped and sent out into the world.

How to build a car in less than 2 minutes

http://www.bbc.co.uk/programmes/p035dk01

This clip shows the car’s construction ‘journey’ through the factory, without commentary.  This could be used for children to produce examples of sentences using the passive voice (e.g. The car frame is welded by robots.  The car is dusted in the Emu, using ostrich feathers.  Cars are parked in the huge car park.)  Before they view this clip, they will need to have seen and discussed a number of the other clips from the programme so they understand the speeded-up content.  They will need to see this clip a few times to recognise the procedures and I suggest you model writing one or two passive structures first.

As a group or class, collect their sentences in sequential order to explain the processes in constructing a car.   Trying to structure an explanatory text using the sentences from the above activity, will highlight that overuse of the passive doesn’t work well.  Re-writing using a few, well-placed passives (chosen for correct reasons) and a range of other verb forms will help children understand that variation of verb forms and tenses is required in this type of text, but will also provide opportunity for developing:

• appropriate style and vocabulary to maintain the reader’s interest throughout.
• make choices in drafting and revising writing, showing understanding of how these enhance meaning.
• proof read for grammatical sense (e.g. subject/verb agreements, correct tense use).

I’m sure teachers will be able to find more examples in some of the other clips on the BBC website.  Actually the language used during filming contains many examples of other verb tenses or forms appropriate to non-fiction writing, so could be a useful resource for revision.