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'.

Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.

This Unit on Troubleshooting goes over common problem situations and discusses approaches to solving them. For first lessons in new groups as well as in existing groups it is more important to establish rapport than to present material. A teacher should find out about students, their needs and their aspirations, as well as their English level. Questionnaires and games like Tell us about and Pass the ball, are good for this, as well as more formal needs analysis. Warmers are used to inspire and motivate the class and include games like Hangman and Pictionary; tongue twisters for pronunciation practice; and memory games to get students talking, or many others Some classes are composed of studnents who have different levels of ability. This can be dealt with through the use of different materials for weaker and stronger groups. Or the same material can be used at different rates or extents. Some teachers just do nothing and let things go as they go. It is probably better to pair stronger students with weaker ones or do some mix of the above as he teachers sees best. Large classes make it difficult to deal with all students one to one. The use of worksheets, and pair or group work can help. Wth larger more crowded rooms it is important to be clear, visible and heard by all. Choral repetition gets all students involved reciting the words together. Appointing group leaders help make classroom management easier. It is possible to use the dynamics of larger classes with their breath of ideas and energies to advantage and have interesting and enjoyable classes. The use of native language should be kept to a minimum and to minimized the situations whene it might be used the teacher should make sure materials and activities are at levels appropriate to the students, make sure explanations are clear to all class members and encourage the use of English whenever possible. If the teacher Only responds to English, the students are less likely to use their native language to try to communicate. Sometimes results can also be achieved by constantly reminding the students that only English should be used in class. Reluctant students can be encouraged to participate through the use of plenty of pair work and controlled practice and role plays. The use of a tape recorder to allow students to record saying things outside the classroom overcomes the shyness of speaking in public. There are sometimes difficulties with listening texts and students help with their receptive skills, but first make sure the sound quality and volume of the sound equipment is adequate. If more advanced students finish faster than others, give them something constructive to do. Pace the class to serve the majority of the students. Again, establishing and maintaining rapport with the students and adapting the lesson plans to their needs is what is most likely to create learning experiences that are effective and enjoyable by all.

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