"Like" us to connect with other students, watch videos, see job offers and even get special discounts.
TESOL Videos - Overview of All English Tenses - Present Tenses - Present Simple Conjugation
First and most common we added simply an '-s' for verbs like 'work', 'play'. This is what we typically see within our language. However, when we have verbs with spelling patterns such as ending in '-ch', '-sh', '-z', '-s' and our shorter verbs 'do' and 'go', we have to add our '-es'. Then for verbs the end in a consonant and 'y' we drop our 'y' and add our '-ies'. Finally, we have our irregular verbs 'be' and 'have'. For subject 'I', we use 'am', for the subject 'he', 'she' and 'it', we use 'is', whereas with 'you', 'we', 'they', we use 'are'. Finally, we have 'have', which stays as 'have' for these subjects: 'I', 'you', 'we', 'they' but for 'he', 'she' and 'it', we change 'have' to 'has'.
This is what one of our TEFL graduates feels he has gained from the course, or a part of it, and how he plans to put into action what he has learned.
This unit covered the English present tenses and delved into specifics as to each tense's correct usage. Examples of tense construction, scenarios that require that tense, and common mistakes that may occur in forming the tense were all considered. As someone who speaks a foreign language (French, and some Japanese) I have a pretty firm grasp of the English present tenses and their idiosyncrasies, and even have an idea of why speakers of languages have problems choosing the correct tense. It was helpful to get a general idea of the rules, however, and I know that many English-speakers would have no idea what to do if asked to dive into a lesson on the tenses. That said, I do feel that tenses are areas where it is most likely we will make mistakes, and there needs to be a certain balance between accuracy and fluency. The perfect tenses are especially tricky for my Japanese students. Some of the games I learned in this lesson, such as the \"What have you been doing?\" activity, might be helpful. As a final reflection, I personally found it helpful when learning French to try and find equivalencies in English, and if there weren't any, then I would simply teach myself the false sentence in English to make it stick more easily. For example, I know why French speakers say \"I learn English since I am 12\" because they would use the equivalent structure in French. Remembering mistakes in my own language always seemed easier to me than remembering the correct form in another language... I wonder if this is a technique that some teachers use? But, perhaps I am more interested in differences between languages than the average student. Perhaps it's better just to instill the correct form without relating it to the student's native language.