In theory, the present simple is the simplest tense in the English language, but that does not mean that it is easy to learn! It is best to start by introducing your students to an action and then say it in the present simple. Below you can talk about the different ways the present simple is used. Start a discussion about how verbs can be conjugated in the present simple, and finally, address negative sentences and questions. Once you've presented these topics, ask students to practice together as a class, in groups, and individually to better understand the material!
Steps
Method 1 of 4: Present the Present Tense
Step 1. Begin by presenting an action and a simple description
Do something in front of your students that they can describe, such as picking up a book or writing on a piece of paper. Because the present simple refers to verbs, starting with an action is the easiest way to start the lesson.
Step 2. Ask your students to talk about your actions
For example, you can ask them: "What did I just do?" (What I have just done?). They might respond "You picked up a book" or "You lifted that book". You can write their responses on the board.
You can also watch the computer or do jumping jacks. What you do is of no importance
Step 3. Rewrite the sentence in simple present tense
Ask students what the word action is in the sentence. Underline that word and rewrite the sentence so that it is in the first person and present simple.
For example, you can underline "picked" or "lifted" and rewrite the sentences as "I pick up a book" or "I lift the book". Underline the verb again
Step 4. Ask the students to make a list of things they do every day
Begin by giving them examples of what you do, such as "I wake up at 6 am I eat breakfast at 7. I leave for school at 7:30. I start class at 8:00" 7:00 am I go to school at 7:30 am I start classes at 8:00 am). Then ask them to make a list of their daily schedules.
Emphasize that this is just an example. Obviously, some days their schedules will be different, so ask them to choose a day as an example
Method 2 of 4: Show When Present Tense Is Used
Step 1. Explain how the present simple is used for short actions that happen now
Talk about what the most basic use of the present tense is like to describe something you are doing right now. It is generally only used for relatively short actions; otherwise, you go to the present perfect or the present continuous, both of which describe longer actions in the present.
As an example, they might respond: "The dog takes a nap on the patio" or "Jessica grabs the marker and hurries to the whiteboard." board)
Step 2. Determine how the present simple can be used to express states
In this case, "states" refers to states of being. Even though these states can and do change, explain that you are using the present tense because it is happening in the present tense. The "states" can be things such as feelings or conditions.
Show how this is accomplished through examples such as "John feels sad", "The cat is asleep on the couch" or "James is sick")
Step 3. Talk about how the present simple can describe repeating actions or habits
Because habits are continuous, talk about them in the present tense. This usage works best if the sentence includes a time clause.
As examples, you can use sentences like "I eat apple pie regularly" or "I jog twice a week"
Step 4. Establish how you can talk about events scheduled for the future in the present tense
When discussing a future event in the present tense, point out to students that it is important to include the time or day of the event. Explain that the reason you can use the present tense with them is because you work with the facts that you have in the present on a set schedule.
For example, you can use examples like "The train leaves the station at 8:00 pm tomorrow" or "The conference begins at 8 am on Tuesday" Tuesday at 8:00 am)
Step 5. Explore how the simple present can generate uncertainty
Talk about how the present tense can work to talk about uncertainty, such as wishes or hopes. The present tense works for this purpose because you feel these uncertainties in the present.
Some examples you can include are "She hopes the weather is nice tomorrow", "I wish this ice cream had chocolate in it" or "They think the dog will be ready Thursday "(They think the dog will be ready on Thursday)
Step 6. Show how the present simple is used for things that are always true
Explain how the present simple makes sense in this situation because the sentence never changes. No matter when you say it, it will always be true in the present. Provide examples of statements that are always true to help your students understand better.
For example, you can say something like "The ocean is full of water" or "1 plus 1 equals 2" (1 plus 1 equals 2)
Step 7. Determine how the present simple is used for permanent situations
A "permanent" situation can be something like indicating where you live or what your profession is. Talk about how this case is similar to statements that are always true. That is, because a permanent situation holds true for a long time, state it in the present tense until it changes.
Use examples like "I live in Connecticut" or "I am a teacher"
Method 3 of 4: Evaluate Point of View and Conjugation
Step 1. Explore the first person singular and plural with the proper use of the verb
Talk about how the first person singular uses the "I". Talk about how most verbs take their most basic form when using the first person singular, such as "eat" (eat) "sleep" or "smile" (smile). In the case of the first person plural, use "we" (we) and, in this case, you can also use the most basic form of the noun.
For example, you can say "I eat apples" or "I smile at my friend". You can also say "We sleep after dark" or "We enjoy ice cream"
Step 2. Use the second person singular and plural
Explain that in English you can use "you" (you / you) for both singular and plural, although you can also say "you all" (all of you) to express the plural. In this case, you can also use the most basic form of the word, such as "laugh" (laugh) "jump" or "slip" (skate).
For example, you can say "You laugh at the joke" or "You (all) jump into the pool"
Step 3. Explore the third person singular and the way the verb changes
Explain to your students that they can use "he" (he), "she" (she), or "it" (that) to express the third person singular, a singular noun, or a person's name, such as "James." To express the plural, use "they" or more than one noun, such as "Jacob and Becky." Talk about how the third person singular is the one that changes the verb by adding "-s" or "-es" to the verb, like "bounces" (bounces) or "eats" (come), but the third person plural keeps the basic form of the word.
For third person singular examples, you can use "He bounces a ball", "Becky eats ice cream" or "The cat plays in the litter box" in his litter box). For the third person plural, use "They eat bananas" or "Jacob and Becky jump on the trampoline" (Jacob and Becky jump on the trampoline)
Step 4. Talk about the use of the verb "to be"
The verb "To be" (to be) is one of the most used verbs, but it is also one of the most irregular, that is, it is not conjugated in the same way as regular verbs. In the present simple, it is often used to establish a state of being, such as "I am happy".
- The conjugation for this verb is "I am" (I am), "You are" (You are), "He / she / it is" (He / she / that), "We are" (We are), " You (all) are "" They are ".
- You can write example sentences like "I am satisfied", "You are pretty", "She is nice", "We are fun" (We are fun), "You (all) are smart "or" They are funny ".
- Although there are other irregular verbs, they follow standard patterns in the present tense, either by adding an "-s" or "-es" in the third person singular. For example, "to go" becomes "He goes".
Method 4 of 4: Use Negative Sentences and Questions
Step 1. Ask students to include "not" in sentences with the verb "to be" to make them negative
Write positive sentences using the verb "to be" on the board and show them a few examples of how to add "not" after the verb. Then encourage practice as a class or individually to determine how to turn the rest of the sentences into negative.
- For example, you can write "I am hungry", "You are a goofy person" "She is happy".
- Students could write "I am not hungry", "You are not a goofy person" and "She is not happy".
Step 2. Add “do” and “not” in action verbs to make them negative
Do the same as you did with the verb "to be," but this time use action verbs that require the addition of the words "do not" or "does not". Give students examples and then ask them to create sentences on their own. Notice how the third person singular changes to the basic form of the word by adding "does not" in front of it.
- For example, you can write "I eat pie", "You jump on the desk" and "He loves grammar" (He likes grammar).
- To turn these sentences negative, students should write "I do not eat pie", "You do not jump on the desk" and "He does not love grammar" (He doesn't like grammar).
Step 3. Allow students to turn the sentences over to ask questions
Give them examples of how to turn simple sentences into questions by adding "do" or "does" and changing the order of the words. Then, ask them to work on the rest of the examples.