Teaching english gerund and progressive contrast in secondary Schools

Résumé

This work aims at providing the didactic strategies that could help the secondary school teachers and learners cope with the English gerund and progressive contrast based on the suffix “ing" within English sentences. In fact, the classroom observation, the teachers’ questionnaire and the learners’ written activities have served to collect relevant data from the Second class. It results that, teachers of English only deal with the spelling "ing" to teach continuous tenses, neglecting gerund and its different grammatical functions within sentences. Consequently, the Second-class learners lack knowledge that could help to distinguish gerund from progressive through English writing activities. Thus, this work shows that English gerund and progressive contrast could be taught, learnt and assessed thanks to the explanatory method coupled with the 3Ps revisited method in a teaching lesson plan.