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TESOL Videos - Overview of All English Tenses - Present Tenses Overview - Present Simple
We've seen the present tenses in isolation. Now, let's look at them together. Our first example is 'I play football every week.' This is the present simple tense and it has the structure 'subject I' + verb 'play'. This is quite a simple tense for students to form. However, they have to be aware of the third person singular form 'he', 'she' or 'it', which usually adds an '-s' or an '-es' to the end of the base form of the verb. 'I play football,' but 'He plays football.' Also, the question of negative forms using the auxiliary verb 'do' or 'does' 'Do you play football?' 'I don't play football.' 'Does she play football?' 'She doesn't play football.' The present simple tense is used to talk about habits, routines, facts and general truths and as such it's probably the most commonly used tense within the English language.
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There are four basic skills in a language: reading and listening, which are receptive skills and speaking and writing, which are productive skills. All of them are equally important and a good teacher is supposed to include all of them during a lesson in favour of a balanced approach. This unit explained how to teach receptive skills. It is a fact that eyes and ears are used basically for reading and listening, however whether we understand what we read and listen to also depends on a pre-existing knowledge of the world as well as on our expertise in predictive skills, scanning, skimming, detailed information, deduction from context. Since several potential problems can occur during the teaching of receptive skills, the teacher should be aware of the different ways of approaching language difficulty. For example: a. pre-teaching vocabulary: teach the students difficult/unknown language and structures (or at least the essential ones) before giving them a reading/listening activity. b. careful selection of texts: select texts based on the level of the students. Non-authentic texts which contain language more suited to the students? abilities, whereas authentic texts should give them confidence in their skills. A good teacher knows which texts would help their students improve the best. Although the topic of the text is a crucial issue when creating interest, however the teacher should be able to get the students motivated and engaged regardless the topic with certain ?engage? phase activities, like discussing the topic, showing photos, etc. When teaching receptive skills comprehension tasks are also important. These promote understanding as opposed to just checking understanding. Jigsaw reading or jumbled texts can be effectively used for this purpose.