WORK PLAN

INTRODUCTION

I. DEFINITION
1. Verbs
2. Helping verbs
II. TYPES OF HELPING VERBS
1. Primary auxialiary verbs
2. Modal auxialiary verbs
3. Semi- auxialiary verbs
III. FONCTION OF HELPING VERBS
1. Tense formation
2. Passive voice
3. Mood an modality
IV. USAGE IN DIFFERENT CONTEXTES
1. Formal vs informel
2. Régional variations
3. Literaly and spoken examples
V. COMMON ERRORS AND TEACHING STRATEGIES
1. Common errors
2. Teaching stratégies

CONCLUSION

BIBLIOGRAPHICS REFERENCES
 INTRODUCTION

Language is a complex system that enables humans to communicate thoughts, ideas,

and emotions. Among the various components of language, verbs play a pivotal role, serving
as the backbone of sentences by expressing actions, states, or occurrences. Within this
domain, helping verbs also know as auxilary verbs, are essential for constructing meaningful
and grammatically correct sentences. Helping verbs assist main verbs by providing additional
context, such as tense, mood, and voice. This research aims, after the definition of some
concepts, to explore the various types of helping verbs, their functions, and their significance
in both spoken and written English, to present the roles that helping verbs play in sentence
formation and their impact on communication then we will finish by giving some common
errors and their teaching strategies.
 I- DEFINITIONS

1. Verbs

Verb are words used to describe actions, states, or occurrences. They are essential
components of sentences, serving as the main element in predicates. Verbs can be categorized
into different types, including:

- Action Verbs : Indicate physical or mental actions (e.g., run, think).

- linking Verbs : Connect the subject of a sentence to a subject complement (e.g., be, seem).

- Transitive Verbs : Require a direct object (e.g., give, throw).

- Intransitive Verbs : Do not require a direct object (e.g., sleep, arrive).

2. Helping Verb

Helping verbs, also known as auxiliary verbs, are verbs that accompany main verbs to
form verb phrases. They provide additional information about the action or state expressed by
the main verb, such as tense, mood, voice, or aspect. Helping verbs are crucial for
constructing complex sentences and conveying precise meanings. verbs that accompany main
verbs to form verb phrases.

II- TYPES OF HELPING VERBS

1. Primary Auxiliary Verbs

The main helping verbs in English are:

- to be : Used to form continuous (progressive) tenses. Example : She is studying for her
exams.

- to have : Used to form perfect tenses. Example: They have completed the project.

- to do : Used for forming questions, negatives, and emphatic sentences. Example : Do you
understand the lesson? / I do like pizza!
2. Modal Auxiliary Verbs

These verbs express necessity, possibility, permission, or ability. Examples include:

- can : Indicates ability or possibility. Example : He can play the guitar.

- Could: Past ability or polite requests. Example : Could you please pass the salt?

- May : Indicates permission or possibility. Example : You may leave early if you finish.

- Might : Suggests a slight possibility. Example : It might rain later.

- Must: Indicates necessity or strong recommendation. Example : must wear a helmet while
riding.

- Should : Suggests advice or recommendation. Example : You should check your work
before submitting.

- Will : Indicates future intention or promise. Example : I will call you tomorrow.

- Would : Used for polite requests or hypothetical situations. Example : I would travel if I
had the time.

3. Semi-Auxiliary Verbs

These verbs function similarly to auxiliary verbs but are not classified strictly as helping
verbs. Examples include:

- Need : Expresses necessity. Example : You need to finish your homework.

- Used to : Indicates a past habit or state. Example : I used to play soccer every Saturday.

- Ought to : Suggests a recommendation. Example : You ought to see a doctor if you’re

feeling unwell.
 III- FONCTION OF HELPING VERBS

1. Tense formation

Helping verbs are essential for forming various tenses in English. They work with the main
verb to indicate the time of the action.

 Example :

- Present Continuous : She is reading a book. (Uses “is” as a helping verb to form the
present continuous tense.)

- Present Perfect : They have finished their homework. (Uses “have” to indicate an action
completed in the present.)

- Past Perfect : He had left before the meeting started. (Uses “had” to show an action
completed before another past action.)

2. Passive voice

Helping verbs are used to create the passive voice, where the focus is on the action or the
recipient of the action rather than the doer.

 Example :

- The cake was eaten by the children. (Uses “was” as a helping verb to form the passive
voice.)

- The report will be submitted tomorrow. (Uses “will be” to indicate future passive action.)

- The documents have been reviewed. (Uses “have been” to show the action completed in
the present.)

3. Mood and Modality

Helping verbs express different moods and modalities, which convey the speaker’s
attitude toward the action, such as necessity, possibility, or ability.

 Example :

- Ability: She can swim very well. (Uses “can” to indicate ability.)
 - Possibility : It might rain later. (Uses “might” to suggest a possibility.)

- Necessity : You must finish your work. (Uses “must” to express necessity.)

- Advice : You should see a doctor. (Uses “should” to provide a recommendation.

IV- USE IN DIFFERENT CONTEXTS

1. Formal vs. Informal

Helping verbs can vary significantly between formal and informal contexts, affecting the
overall tone of communication.

-Formal Usage : In academic or professional writing, helping verbs are used to maintain
clarity and precision.

• Example : The results have been analyzed thoroughly. (Uses “have been” for a
formal tone.)

-Informal Usage : In casual conversations, contractions and simpler structures are often
preferred.

• Example : I’ve finished my homework. (The contraction “I’ve” is commonly used in

informal contexts.)

2. Regional Variations

Different English dialects and regions can influence the choice and usage of helping verbs.

 American English : Tends to use “gotten” as the past participle of “get.” Example : I
have gotten better at tennis.
 British English : Often uses “got” instead. Example : I have got better at tennis.
 Modal Variations : Certain modals may be more common in specific regions.
Example : In some parts of the UK, “shall” is more frequently used than in American
English.

3. Literatury and Spoken Examples

Helping verbs appear differently in literature and spoken language, reflecting their
versatility.
  Literary Examples : Authors often use helping verbs to create complex tenses and
convey deeper meanings. Example : He had been waiting for hours before she arrived.
(Past perfect continuous tense emphasizes the duration of waiting.)
 Spoken Examples : In casual speech, helping verbs may be dropped or contracted for
brevity. Example : You’re coming to the party, right? (The contraction “You’re” is
commonly used in conversation.)

V- COMMON ERRORS AND TEACHING STRATEGIES

1. Common Errors

Learners often encounter specific challenges when using helping verbs, leading to common
errors:

 Incorrect Tense Formation : Students may struggle with forming correct tenses, often
mixing up helping verbs. Example Error : She is finished her homework “instead of “
She has finished her homework.
 Misuse of Modals : Learners may confuse modals, leading to incorrect meanings or
implications. Example Error : You must can do it “ instead of “ You can do it.
 Negation Errors : Students might incorrectly form negatives with helping verbs.
Example Error : He doesn’t has a car “ instead of” He doesn’t have a car.
 Passive Voice Confusion : Learners might struggle to understand and correctly use the
passive voice. Example Error : The book was wrote by the author”instead of “The
book was written by the author.*

2. Teaching Strategies

To address these challenges, educators can employ various strategies:

 Clear Explanations and Examples : Provide clear definitions and numerous examples
for each type of helping verb, demonstrating their functions in different contexts.
 Practice Exercises : Design targeted exercises that focus on forming correct tenses,
using modals appropriately, and constructing passive voice sentences. Example: Fill-
in-the-blank exercises where students choose the correct helping verb.
  Error Correction Techniques : Use error correction strategies that encourage students
to identify and correct their mistakes in a supportive environment. Example : Peer
review sessions where students can check each other’s work.
 Contextual Learning : Incorporate real-life scenarios and dialogues that require the
use of helping verbs, helping students understand their practical applications.
Example : Role-playing activities where students must use modals in requests or
advice.
 Visual Aids : Use charts and visual aids to illustrate the relationships between helping
verbs and main verbs, as well as their roles in different tenses.

CONCLUSION

In conclusion, helping verbs play a pivotal role in the structure and meaning of the
English language. By assisting main verbs, they enable the formation of various tenses,
moods, and voices, which are essential for clear and effective communication. This research
has highlighted the different types of helping verbs: primary auxiliary verbs, modal auxiliary
verbs, and semi-auxiliary verbs; each serving unique functions in sentence construction.
Ultimately, a comprehensive grasp of helping verbs not only enhances grammatical accuracy
but also enriches overall language proficiency. As learners become more adept at using these
verbs, they will find themselves better equipped to express complex ideas and engage in
nuanced conversations. Continued exploration and practice in this area will contribute to
more confident and competent communication skills in English.
 BIBLIOGRAPHIC REFERENCES

 Pasenkova, Irina**. “A Cross-linguistic comparison of the verbs of speaking with the

component of non-standard speech and their translation (English-Russian).” Doctoral
thesis, Universitat Pompeu Fabra, 2020.[[1]](https://www.grafiati.com/en/literature-
selections/speaking-verbs/dissertation/)
 Hauf, Christoph Anton Xaver . “Verbs of Speaking and the Linguistic Expression of
Communication in the History of English.” Frankfurt a.M.: Peter Lang GmbH,
Internationaler Verlag der Wissenschaften, 2021.[[1]]
(https://www.grafiati.com/en/literature-selections/speaking-verbs/dissertation/)
 Bruley-Meszaros, Cécile . “Les verbes de valence à et de dans l’enseignement du
FLE.” Paris 5, 2007.[[3]](https://www.grafiati.com/en/literature-selections/excerption-
of-verbal-valence/)
 [Dissertations / Theses: ‘Speaking verbs’ – Grafiati]
(https://www.grafiati.com/en/literature-selections/speaking-verbs/dissertation/)
 [Peter Esterházy: Helping Verbs of the Heart | OELN](https://www.oeln.net/peter-
esterhazy-helping-verbs-heart)