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How To Teach Tenses
How to Teach the Present Simple Tense
When teaching the
Present Simple the ultimate goal is to make sure your students understand that
it’s used to describe routines, habits, daily activities, and general truths.
Also important is the contrast between the Present Simple and the Present
Progressive.
This series of steps will guide you towards teaching the
Present Simple and covers function, conjugation, and form.
How To Proceed
·
1
Introduce an action
Pick up a newspaper and pretend to read it. Ask your students what you're doing. They’ll say, “You’re reading a newspaper.”
T: “What newspaper am I reading?”
S: “You’re reading The New York Times.”
Pick up a newspaper and pretend to read it. Ask your students what you're doing. They’ll say, “You’re reading a newspaper.”
T: “What newspaper am I reading?”
S: “You’re reading The New York Times.”
·
2
Introduce Present Simple - First person
singular
Tell your students, “I read The New York Times every day.” Make a list of the things you do every day as a routine:
Tell your students, “I read The New York Times every day.” Make a list of the things you do every day as a routine:
·
I
have breakfast at 7.
·
I
go to work at 9.
·
I
have lunch at 12.
·
I
go home at 5.
·
I
watch TV before dinner.
Make sure your
students understand that you do this on a daily or weekly basis; these are
habitual actions. Go around the class and have students tell you what they do
everyday or what some of their habits are. They should give more examples in
the first person singular.
·
3
Introduce Present Simple – Second
person singular
Say: “I read the New York Times. Sarah, you read USA Today”. Go around the class giving examples like, “I go to work at 9. You go to school.” Face each of your students and state a general truth:
T: “John, you live in Queens.”
John (to teacher): “You live in Queens, too.”
T: “Sally, you have a dog.”
Sally (to teacher): “You have a cat”.
Split your students up into pairs and have them give each other statements in the second person singular.
Say: “I read the New York Times. Sarah, you read USA Today”. Go around the class giving examples like, “I go to work at 9. You go to school.” Face each of your students and state a general truth:
T: “John, you live in Queens.”
John (to teacher): “You live in Queens, too.”
T: “Sally, you have a dog.”
Sally (to teacher): “You have a cat”.
Split your students up into pairs and have them give each other statements in the second person singular.
·
4
Introduce Present Simple – Third
person singular
Say: “I read the New York Times. Sarah reads USA Today”. Make sure students notice that you’ve added the s for the third person singular. Give more examples with other students, and introduce the irregular verbs: John goes to work at 8. Sally has lunch at 1. Students provide more examples from the information previously shared by their classmates.
Say: “I read the New York Times. Sarah reads USA Today”. Make sure students notice that you’ve added the s for the third person singular. Give more examples with other students, and introduce the irregular verbs: John goes to work at 8. Sally has lunch at 1. Students provide more examples from the information previously shared by their classmates.
·
5
Do the same for the plural persons
Ask who lives in Queens and ask them to stand up. Then point to yourself and those standing and say: “We live in Queens.” Ask who lives in the Bronx and ask them to stand up. Address those who are standing and say: “You live in the Bronx”. Point to your group and say, “We live in Queens”. Ask who lives in Manhattan and point to that group and say: “They live in Manhattan.”
Ask who lives in Queens and ask them to stand up. Then point to yourself and those standing and say: “We live in Queens.” Ask who lives in the Bronx and ask them to stand up. Address those who are standing and say: “You live in the Bronx”. Point to your group and say, “We live in Queens”. Ask who lives in Manhattan and point to that group and say: “They live in Manhattan.”
·
6
Introduce Present Simple – Negative
Make a statement in the affirmative, then make one in negative with don’t.
T: I live in Queens, I don’t live in the Bronx.
Ask students to do the same presenting first an affirmative, then a negative. Practice all persons except the third person singular.
Make a statement in the affirmative, then make one in negative with don’t.
T: I live in Queens, I don’t live in the Bronx.
Ask students to do the same presenting first an affirmative, then a negative. Practice all persons except the third person singular.
·
7
Introduce Present Simple – Negative
(third person singular)
Make a statement about a student, then make one in negative form using doesn’t.
T: Alex reads the New York Times. He doesn't read USA Today.
Ask students to do the same by using the information previously shared by their classmates.
Make a statement about a student, then make one in negative form using doesn’t.
T: Alex reads the New York Times. He doesn't read USA Today.
Ask students to do the same by using the information previously shared by their classmates.
·
8
Introduce Present Simple – Questions
Make a statement about yourself. Then ask a student a question to introduce do.
T: I walk to school. John, do you walk to school?
Walk around the classroom asking students questions and teaching them to answer, “Yes, I do” or “No, I don't”. Do the same for all persons except third person singular.
Make a statement about yourself. Then ask a student a question to introduce do.
T: I walk to school. John, do you walk to school?
Walk around the classroom asking students questions and teaching them to answer, “Yes, I do” or “No, I don't”. Do the same for all persons except third person singular.
·
9
Introduce Present Simple – Questions
(third person singular)
Contrast students’ habits. Make a statement about one, then ask about another student:
T: John walks to school. Does Sarah walk to school?
Walk around the classroom asking questions with does, and teach students to answer “Yes, he does” “No, he doesn’t”.
Contrast students’ habits. Make a statement about one, then ask about another student:
T: John walks to school. Does Sarah walk to school?
Walk around the classroom asking questions with does, and teach students to answer “Yes, he does” “No, he doesn’t”.
·
10
Expand and practice: Present Simple
Excercises.
Practice all persons and forms. Ask open-ended questions. Introduce more verbs.
Where do you live?
Where does she work?
How many languages do you speak?
Now’s also a great time consolidate everything that they’ve learned about the Present Simple; this is a great worksheet that will help them focus on form.
Practice all persons and forms. Ask open-ended questions. Introduce more verbs.
Where do you live?
Where does she work?
How many languages do you speak?
Now’s also a great time consolidate everything that they’ve learned about the Present Simple; this is a great worksheet that will help them focus on form.
Obviously, you don't have to follow all of these steps in
one single lesson; you can spread them over the course of a week to make sure
your students have plenty of time to practice the Present Simple exercises in
all its forms. There are literally hundreds of Present Simple worksheets and
lessons plans available at BusyTeacher.org that you can use for in-class
activities or give to your students for homework for extended practice. Be sure
to check them out!
How to Teach Past Simple – Regular/Irregular Verbs
We're often told we should put the past behind us, not dwell
in the past, etc…However, ESL students must do just that…to learn the simple
past tense. As they learn that regular verbs simply need an –ed suffix, they
jump for joy. 'This is not so hard!', they think. Then we hit them with the
endless lists of irregular verbs to study, and their enthusiasm deflates like a
balloon before your very eyes. Don’t add to the confusion.
Follow these steps to teach the past simple and keep your
students right on track:
How To Proceed
·
1
Introduce the Past Simple of regular
verbs
Give an example in Present Simple: I talk to my sister everyday. Lead in to past simple: Yesterday, I talked to her. Write this on the board. Give more examples with regular verbs and write each verb in its past form on the board.
T: I visited her. We watched TV. She cooked lunch. We listened to music.
Make sure students understand that the past form is the same for all persons. Give as many examples with regular verbs as needed.
Give an example in Present Simple: I talk to my sister everyday. Lead in to past simple: Yesterday, I talked to her. Write this on the board. Give more examples with regular verbs and write each verb in its past form on the board.
T: I visited her. We watched TV. She cooked lunch. We listened to music.
Make sure students understand that the past form is the same for all persons. Give as many examples with regular verbs as needed.
·
2
Practice Past Simple of regular
verbs
Go around the class and make statements in present simple, which students must change to past simple:
T: I sometimes walk in the park.
S: You walked in the park yesterday.
Now’s a good time to practice the different pronunciations of the –ed past form. Trythis worksheet where students are required to group verbs according to their pronunciation.
Go around the class and make statements in present simple, which students must change to past simple:
T: I sometimes walk in the park.
S: You walked in the park yesterday.
Now’s a good time to practice the different pronunciations of the –ed past form. Trythis worksheet where students are required to group verbs according to their pronunciation.
·
3
Introduce the Past Simple of
irregular verbs
Give an example in present simple: I have lunch at 12 every day. Lead in to past simple: Yesterday I had lunch at 12. Write this on the board. Give more examples with irregular verbs and write each verb in its past form on the board.
T: Yesterday I spoke to a friend. We went to the movies. We saw Eclipse. My friend ate popcorn. I drank soda.
Make sure students understand that the past form is the same for all persons.
Give as many examples with irregular verbs as needed.
Give an example in present simple: I have lunch at 12 every day. Lead in to past simple: Yesterday I had lunch at 12. Write this on the board. Give more examples with irregular verbs and write each verb in its past form on the board.
T: Yesterday I spoke to a friend. We went to the movies. We saw Eclipse. My friend ate popcorn. I drank soda.
Make sure students understand that the past form is the same for all persons.
Give as many examples with irregular verbs as needed.
·
4
Practice the Past Simple of
irregular verbs
Go around the class and make statements in present simple, which students must change to past simple:
T: I usually drink orange juice for breakfast. S: Yesterday you drank orange juice.
To help your students study these verbs, give them this worksheet. For extended practice, try this one.
Go around the class and make statements in present simple, which students must change to past simple:
T: I usually drink orange juice for breakfast. S: Yesterday you drank orange juice.
To help your students study these verbs, give them this worksheet. For extended practice, try this one.
·
5
Introduce the Past Simple – Negative
forms
Say, 'Yesterday I talked to John. I didn't talk to Sarah.' Give more examples alternating between affirmative and negative statements:
Sarah had lunch at 12. She didn’t have lunch at one. You went to the gym yesterday. You didn’t go to the movies.
And so on with all persons, singular and plural. Write the negative form on the board. Then have students do the same, always alternating between affirmative and negative statements.
Say, 'Yesterday I talked to John. I didn't talk to Sarah.' Give more examples alternating between affirmative and negative statements:
Sarah had lunch at 12. She didn’t have lunch at one. You went to the gym yesterday. You didn’t go to the movies.
And so on with all persons, singular and plural. Write the negative form on the board. Then have students do the same, always alternating between affirmative and negative statements.
·
6
Introduce the Past Simple –
Interrogative forms
Model questions with did:
T: Did you come to school yesterday?
S: Yes./No.
T: Ask me!
S: Did you come to school yesterday?
Continue with more questions from students. Model questions with what time, where, when, why, etc…Write examples on the board. First, they ask you, then they ask classmates, then they ask a classmate about another classmate (What did Bobby do last night?), and so on. Make sure they ask questions in all persons, both singular and plural. If they are unsure as to how to ask a question, model it for them first.
Model questions with did:
T: Did you come to school yesterday?
S: Yes./No.
T: Ask me!
S: Did you come to school yesterday?
Continue with more questions from students. Model questions with what time, where, when, why, etc…Write examples on the board. First, they ask you, then they ask classmates, then they ask a classmate about another classmate (What did Bobby do last night?), and so on. Make sure they ask questions in all persons, both singular and plural. If they are unsure as to how to ask a question, model it for them first.
·
7
Introduce the Past Simple - Short
answers
Ask yes or no questions and teach students to give short answers:
T: Did you come to school yesterday?
S: Yes, I did./No, I didn’t.
Students ask classmates yes or no questions, and classmates reply with short answers.
Ask yes or no questions and teach students to give short answers:
T: Did you come to school yesterday?
S: Yes, I did./No, I didn’t.
Students ask classmates yes or no questions, and classmates reply with short answers.
·
8
Provide extended practice
Tell students that the best way to learn which verbs are regular and irregular, and remember the past form of irregular verbs is through lots of practice and not necessarily memorization. You’ll find hundreds of Past Simple worksheets at BusyTeacher.org that will help them do just that.
Tell students that the best way to learn which verbs are regular and irregular, and remember the past form of irregular verbs is through lots of practice and not necessarily memorization. You’ll find hundreds of Past Simple worksheets at BusyTeacher.org that will help them do just that.
Keep in mind that there are endless options for practice.
Ask them to write about their last vacation for homework. Have them give a
presentation on what people did 100 years ago. But no matter what you choose to
do, just make
sure your students practice the past simple in context, and not by memorizing lists of verbs. It’s the best way to
learn!
How to Teach the Present Continuous Tense
When teaching the present continuous tense, one thing
usually comes to mind. This tense is taught for the first time to students who
are complete beginners, and who have had exposure to a small quantity of verbs
and vocabulary, so the examples you may give, or the practice itself, is rather
limited. They have, however, already learned the verb to be, which should be of
tremendous help in teaching this tense.
How To Proceed
·
1
Introduce the Present Continuous
with an action
The present continuous tense is
used to describe actions that are taking place at the time of speaking. So, the
easiest way to introduce this tense is to carry out actions. Take a pen or
pencil and start writing on the board. Say: I am writing.
Sit down and pick up a book. Say: I am reading.
Start walking around the classroom. Say: I am walking.
And so on with as many verbs as you’d like, but use verbs they already know, or introduce new verbs, but only a few at a time.
Go on with other persons. Remember they already know the simple present of the verb to be. Keep walking around the classroom and ask a student to join you. Say:Juan is walking. I am walking. We are walking. Show students that the present continuous is formed with the present of the verb to be + the present participle of the main verb (verb in –ing form).
Show as many actions as necessary, and use illustrations, photos, even videos. Have students tell you what each person or group of people are doing. Try these present continuous cards for a fun game. Here’s a worksheet where students have to writewhat the people in the photos are doing. And here’s a great one for pair work. Eventually, get them to practice the contracted forms (I'm, he's, we're).
Sit down and pick up a book. Say: I am reading.
Start walking around the classroom. Say: I am walking.
And so on with as many verbs as you’d like, but use verbs they already know, or introduce new verbs, but only a few at a time.
Go on with other persons. Remember they already know the simple present of the verb to be. Keep walking around the classroom and ask a student to join you. Say:Juan is walking. I am walking. We are walking. Show students that the present continuous is formed with the present of the verb to be + the present participle of the main verb (verb in –ing form).
Show as many actions as necessary, and use illustrations, photos, even videos. Have students tell you what each person or group of people are doing. Try these present continuous cards for a fun game. Here’s a worksheet where students have to writewhat the people in the photos are doing. And here’s a great one for pair work. Eventually, get them to practice the contracted forms (I'm, he's, we're).
·
2
Introduce the Present Continuous –
Negative forms
Pick
up a book and say: I
am reading a book; I’m not reading a newspaper. Give more examples alternating between affirmative and
negative statements: Sarah,
you’re looking at me. You're not looking at Juan. Juan is listening to me. He’s
not listening to Sarah. And so on
with all persons, singular and plural. Then have students do the same, always
alternating between affirmative and negative statements.
·
3
Introduce the Present Continuous –
Interrogative forms
First,
model yes or no questions, then, questions with what, where, which, etc…:
- T: Are you listening to me?
- S: Yes!
- T: Ask me!
- S: Are you listening to me?
- T: What are you doing?
- S: I’m looking at you.
- T: Ask Juan!
- S: What are you doing?
Continue with more questions from students. Encourage them to ask different types of questions in different singular and plural persons. If they are unsure as to how to ask a question, model it for them first.
- T: Are you listening to me?
- S: Yes!
- T: Ask me!
- S: Are you listening to me?
- T: What are you doing?
- S: I’m looking at you.
- T: Ask Juan!
- S: What are you doing?
Continue with more questions from students. Encourage them to ask different types of questions in different singular and plural persons. If they are unsure as to how to ask a question, model it for them first.
·
4
Introduce the Present Continuous –
Short answers
Ask
yes or no questions and teach students to give short answers:
T: Are you reading a book?
S: Yes, I am./No, I’m not.
Ask students to ask each other yes or no questions in present continuous, and have them practice replying with short answers.
T: Are you reading a book?
S: Yes, I am./No, I’m not.
Ask students to ask each other yes or no questions in present continuous, and have them practice replying with short answers.
·
5
Extended practice and other uses of
the Present Continuous
Be
sure to provide plenty of exercises for extra practice, above all, because
beginners need to not only practice this tense, but also acquire more
vocabulary and verbs to do so effectively. At BusyTeacher.org there are dozens
of Present Continuous worksheets to
choose from. You may also choose to introduce other uses of the present
continuous, as in future arrangements. And if they’ve already learned the
Present Simple, now’s a good time to contrast both present tenses.
Virgil once said, “Endure the present, and watch for better things” and this definitely applies to beginner ESL students.
Although they may be impatient to learn more, and feel frustrated by their lack
of vocabulary, they must take things one step at a time, and soon enough
they'll be speaking English more confidently. It is your job to guide them on
this path.
How to Teach the Past Continuous Tense
The past continuous
is another tense that is commonly taught to beginners, usually after they’ve learned
the past simple. Although it has its nuances, we usually use it talk about actions that were in progress
at a specific time in the past. We also use it in conjunction with the past simple when talking about interruptions (I was doing my homework when the
phone rang). As students
should already be familiar with the present continuous, and the past of the
verb to be, this tense
usually doesn't pose great difficulties, and students are able to naturally
incorporate it into their speech.
How To Proceed
·
1
Introduce the Past Continuous
Tell students what you usually do late at
night, and lead in to the past continuous: I always go to bed at 11pm. So, last night at
11:30 I was sleeping. Write your typical schedule on the board with your usual
everyday activities:
7:30 am – breakfast
9 to 12 – classes
12 – lunch
1pm to 5pm – classes
6pm – gym
8pm – dinner
11pm – bedtime
Now, give them examples of what you were doing exactly at a certain time yesterday:At noon, I was having lunch. At 1pm, I was giving a class. Ask students to tell you what you were doing, and have them answer in second person singular: You were sleeping at midnight.
Students jot down their own daily schedules, or what they did yesterday, and then take turns first saying what they were doing at certain time: I was having breakfast at 7am. Then, they switch schedules with a classmate and say what he or she was doing: Juan was having breakfast at 10 am. Then, they make comparisons: I was studying. He was playing video games. Or find similarities: We were all sleeping at midnight.
Here’s a great worksheet to give students so they can practice the past continuous.
7:30 am – breakfast
9 to 12 – classes
12 – lunch
1pm to 5pm – classes
6pm – gym
8pm – dinner
11pm – bedtime
Now, give them examples of what you were doing exactly at a certain time yesterday:At noon, I was having lunch. At 1pm, I was giving a class. Ask students to tell you what you were doing, and have them answer in second person singular: You were sleeping at midnight.
Students jot down their own daily schedules, or what they did yesterday, and then take turns first saying what they were doing at certain time: I was having breakfast at 7am. Then, they switch schedules with a classmate and say what he or she was doing: Juan was having breakfast at 10 am. Then, they make comparisons: I was studying. He was playing video games. Or find similarities: We were all sleeping at midnight.
Here’s a great worksheet to give students so they can practice the past continuous.
·
2
Introduce the Past Continuous –
Negative forms
Use the same daily schedule of activities
and make negative statements:
I wasn’t watching TV at 3pm; I was working.
Juan wasn’t having breakfast at 7am; he was sleeping.
Use your students’ schedules as well. Then, ask them to do the same, first with theirs, and then with a classmates’, but always alternating between negative and affirmative statements.
I wasn’t watching TV at 3pm; I was working.
Juan wasn’t having breakfast at 7am; he was sleeping.
Use your students’ schedules as well. Then, ask them to do the same, first with theirs, and then with a classmates’, but always alternating between negative and affirmative statements.
·
3
Introduce the Past Continuous –
Interrogative forms
First, model yes or no questions, then,
questions with what,
where, which, etc…:
- T: Were you watching TV at midnight last night?
- S: No!
- T: Ask me!
- S: Were you watching TV at midnight last night?
- T: What were you doing at 7am this morning?
- S: I was sleeping.
- T: Ask Juan!
- S: What were you doing, Juan, at 7am?
Continue with more questions from students. Encourage them to ask different types of questions in different singular and plural persons. If they are unsure as to how to ask a question, model it for them first.
- T: Were you watching TV at midnight last night?
- S: No!
- T: Ask me!
- S: Were you watching TV at midnight last night?
- T: What were you doing at 7am this morning?
- S: I was sleeping.
- T: Ask Juan!
- S: What were you doing, Juan, at 7am?
Continue with more questions from students. Encourage them to ask different types of questions in different singular and plural persons. If they are unsure as to how to ask a question, model it for them first.
·
4
Introduce the Past Continuous –
Short answers
Ask yes or no questions and model the
correct way to give short answers:
- T: Were you watching TV yesterday at 10pm?
- S: Yes, I was./No, I wasn’t.
Ask students to ask each other yes or no questions in past continuous, and have them practice replying with short answers.
- T: Were you watching TV yesterday at 10pm?
- S: Yes, I was./No, I wasn’t.
Ask students to ask each other yes or no questions in past continuous, and have them practice replying with short answers.
·
5
Extended practice and contrast with
Past Simple
It is essential at this point, for them to
not only practice with as many exercises as necessary, for example, those found
at BusyTeacher.org’s Past Continuous
worksheets section, but also to learn the difference
between the past simple and the past continuous. There are numerous worksheets
that deal with this contrast specifically.
Remember that
another great way to practice this tense in the classroom is through a variety
of resources, like images, photos, cartoons, songs, and videos. For example, this worksheet provides exercises
based on the trailer for the second film in the Twilight Saga, New Moon, and these are films that are very popular
with teens these days. If you practice any tense with materials that students
can relate to, or are interested in, you’ll make learning new tenses so much
more fun for them!
How to Teach Present Perfect: Activities and Examples
Most ESL teachers come to this hard realization. Most
students who have learned English as a second language, effectively use only
three tenses: present, past, and future. And they will most likely make
themselves understood, but only by resorting to these three. The present
perfect is one of those tenses that is soon forgotten, easily replaced bypast simple.
But students don't realize just how important it is that
they master it. To ensure your students will not let the present perfect slip
into oblivion, it must be taught right. This article provides several clear
steps that will help you teach the Present Perfect tense.
How To Proceed
·
1
Introduce the Present Perfect –
Regular verbs
Give examples in past simple: Yesterday, I had a busy day. I received lots of emails.
Lead in to present perfect: I have received only a few today. Show students how the present perfect is formed: have/has plus the past participle. Tell them that the past participle of regular verbs ends in –ed, just as in simple past.
Give examples in past simple: Yesterday, I had a busy day. I received lots of emails.
Lead in to present perfect: I have received only a few today. Show students how the present perfect is formed: have/has plus the past participle. Tell them that the past participle of regular verbs ends in –ed, just as in simple past.
·
2
Contrast finished and unfinished
time
One of the best ways to ensure that students understand when the present perfect is used is to contrast finished and unfinished time.
Ask students: Is yesterday finished? (They should say it’s finished.) Ask them: Is today finished? (They should say it isn’t.)
On the board, draw two columns. On the left column write examples of phrases that go with finished time: yesterday, last week, last month, last year, 1990, etc...On the right column, write those that go with unfinished time: today, this week, this month, this year, etc…
Make sure they notice the differences, then, give examples (only with regular verbs) with both tenses: Last month, I visited my grandmother twice. This month, I have only visited her once. But this month is not finished so I may visit her again before the month is over. Provide as many examples as necessary, in all persons, and then ask students to do the same with other regular verbs. Contrast the simple past and present perfect as much as necessary.
One of the best ways to ensure that students understand when the present perfect is used is to contrast finished and unfinished time.
Ask students: Is yesterday finished? (They should say it’s finished.) Ask them: Is today finished? (They should say it isn’t.)
On the board, draw two columns. On the left column write examples of phrases that go with finished time: yesterday, last week, last month, last year, 1990, etc...On the right column, write those that go with unfinished time: today, this week, this month, this year, etc…
Make sure they notice the differences, then, give examples (only with regular verbs) with both tenses: Last month, I visited my grandmother twice. This month, I have only visited her once. But this month is not finished so I may visit her again before the month is over. Provide as many examples as necessary, in all persons, and then ask students to do the same with other regular verbs. Contrast the simple past and present perfect as much as necessary.
·
3
Introduce the Present Perfect –
Irregular verbs
Proceed with the irregulars. Divide the board into three columns and write some irregular verbs in the first column, their simple past form in the second column, and finally the irregular past participle in the third. Give them examples as you go over each verb:
I’ve had two cups of coffee today.
I’ve spoken to John this week.
I’ve read all four of the Twilight books
Make sure students have a list they can use for reference. With the help of the list, they provide more examples with other irregular verbs.
Proceed with the irregulars. Divide the board into three columns and write some irregular verbs in the first column, their simple past form in the second column, and finally the irregular past participle in the third. Give them examples as you go over each verb:
I’ve had two cups of coffee today.
I’ve spoken to John this week.
I’ve read all four of the Twilight books
Make sure students have a list they can use for reference. With the help of the list, they provide more examples with other irregular verbs.
·
4
Introduce the Present Perfect –
Negative forms
Say, “I saw my grandmother last week. I haven’t seen her this week.”
Give more examples alternating between an affirmative in simple past and a negative statement in present perfect: I went to Rome last year, but I haven’t been there this year.
Now, give each of your students just the affirmative statement in simple past and ask them to supply an example in present perfect negative:
T: I was at the bank earlier today.
S: I haven't been to the bank this week.
In this worksheet, students practice the present perfect negative, and you may also introduce the use of yet.
Say, “I saw my grandmother last week. I haven’t seen her this week.”
Give more examples alternating between an affirmative in simple past and a negative statement in present perfect: I went to Rome last year, but I haven’t been there this year.
Now, give each of your students just the affirmative statement in simple past and ask them to supply an example in present perfect negative:
T: I was at the bank earlier today.
S: I haven't been to the bank this week.
In this worksheet, students practice the present perfect negative, and you may also introduce the use of yet.
·
5
Introduce the Present Perfect –
Interrogative forms
Model questions with have or has:
T: Have you seen Twilight?
S: Yes./No.
T: Ask me!
S: Have you seen Twilight?
Continue with more questions from students. Model questions with where and what, but make sure students understand that if they ask questions with when, where andwhy, they need to use the simple past because they are referring to a specific moment in the past. Write examples on the board. Make sure they ask questions in all persons, both singular and plural. If they are unsure as to how to ask a question, model it for them first.
Model questions with have or has:
T: Have you seen Twilight?
S: Yes./No.
T: Ask me!
S: Have you seen Twilight?
Continue with more questions from students. Model questions with where and what, but make sure students understand that if they ask questions with when, where andwhy, they need to use the simple past because they are referring to a specific moment in the past. Write examples on the board. Make sure they ask questions in all persons, both singular and plural. If they are unsure as to how to ask a question, model it for them first.
·
6
Introduce the Present Perfect –
Short answers
Ask yes or no questions and teach students to give short answers:
T: Have you seen my pen?
S: Yes, I have./No, I haven’t.
Students ask classmates yes or no questions, and classmates reply with short answers.
Ask yes or no questions and teach students to give short answers:
T: Have you seen my pen?
S: Yes, I have./No, I haven’t.
Students ask classmates yes or no questions, and classmates reply with short answers.
·
7
Provide extended practice
Tell your students that the best way to remember the past participle of irregular verbs is through practice, in both written and oral exercises. At BusyTeacher.org, there are enough Present Perfect worksheets to keep your students practicing for hours!
Tell your students that the best way to remember the past participle of irregular verbs is through practice, in both written and oral exercises. At BusyTeacher.org, there are enough Present Perfect worksheets to keep your students practicing for hours!
Naturally, students should be taught all of the other uses
of the present perfect, withalready, just, ever, never, for, since, etc… For practical purposes, in this guide we cover what
should be the best way to introduce
the present perfect for the first time,
i.e, the distinction between finished and unfinished time. Once they grasp this
distinction, they should be ready to grasp everything else.
How to Teach the Past Perfect Tense
“My dad got home late from a meeting
last night. By the time he came home, we had already had dinner.” The
two hads in the same sentence is not only confusing for ESL students,
it's also difficult to pronounce. The past perfect tense is formed by the past of the
auxiliary verb have plus the past participle of the main verb. This may not sound too complicated, but it’s still difficult
for students to grasp exactly why and when this tense is used.
Let’s explain it to them step by step.
How To Proceed
·
1
Introduce the Past Perfect with a
timeline
The best way to grasp the past perfect is to understand that we’re dealing with two events that took place in the past, but one before the other, not simultaneously. Draw a timeline on the board. Mark lines for different hours and tell students this is what happened yesterday. Write down a series of events that took place yesterday and mark them in their corresponding place in the timeline:
I left the school at 6pm.
My husband started preparing dinner at 6 and finished at 7.
I got home at 7:15
Say, “When I got home, my husband had finished preparing dinner.” Show your students how the past perfect tense is formed, and make sure they understand one past event took place before another past event.
The best way to grasp the past perfect is to understand that we’re dealing with two events that took place in the past, but one before the other, not simultaneously. Draw a timeline on the board. Mark lines for different hours and tell students this is what happened yesterday. Write down a series of events that took place yesterday and mark them in their corresponding place in the timeline:
I left the school at 6pm.
My husband started preparing dinner at 6 and finished at 7.
I got home at 7:15
Say, “When I got home, my husband had finished preparing dinner.” Show your students how the past perfect tense is formed, and make sure they understand one past event took place before another past event.
·
2
Practice the Past Perfect tense
To show your students more examples, go to OurTimeLines.com, where you can generate your own timeline of major historical events. Give examples using any historical events your students can relate to. Now’s a good time to introduce the use of already.
- When you were born, the Internet had already been invented.
- When I finished high school, the Berlin wall had already been demolished.
- When I started teaching, George Bush Sr. had already finished his term as President of the US.
Ask students to provide more examples, comparing historical or past events. Give them this worksheet, where they read about something that happened, and they have to guess what happened before.
To show your students more examples, go to OurTimeLines.com, where you can generate your own timeline of major historical events. Give examples using any historical events your students can relate to. Now’s a good time to introduce the use of already.
- When you were born, the Internet had already been invented.
- When I finished high school, the Berlin wall had already been demolished.
- When I started teaching, George Bush Sr. had already finished his term as President of the US.
Ask students to provide more examples, comparing historical or past events. Give them this worksheet, where they read about something that happened, and they have to guess what happened before.
·
3
Introduce the Past Perfect tense –
Negative forms
Continue using the timeline or comparing past events, but this time make negative statements. Now’s a good time to introduce the use of yet.
- When my grandmother was born, penicillin hadn’t been discovered yet.
- When I was born, the Internet hadn’t been invented yet.
- When I finished high school, I hadn't started teaching yet.
Ask students to provide more examples.
Continue using the timeline or comparing past events, but this time make negative statements. Now’s a good time to introduce the use of yet.
- When my grandmother was born, penicillin hadn’t been discovered yet.
- When I was born, the Internet hadn’t been invented yet.
- When I finished high school, I hadn't started teaching yet.
Ask students to provide more examples.
·
4
Introduce the Past Perfect tense –
Interrogative forms
Use the same timelines to ask your students questions:
- Had the Internet been created when you were born?
- Had you started learning English when you finished high school?
- When did you get your first job? Had you learned to drive a car yet?
Encourage students to ask each other questions. If necessary, give them prompts:
T: The Internet was invented in 1973.
S: Had it been invented when you were born?
Use the same timelines to ask your students questions:
- Had the Internet been created when you were born?
- Had you started learning English when you finished high school?
- When did you get your first job? Had you learned to drive a car yet?
Encourage students to ask each other questions. If necessary, give them prompts:
T: The Internet was invented in 1973.
S: Had it been invented when you were born?
·
5
Introduce the Past Perfect tense –
Short answers
Have students ask you questions and introduce short answers:
S: Had cell phones been invented when you were born?
T: No, they hadn’t.
S: Had penicillin been discovered when you were born?
T: Yes, it had.
Students continue taking turns asking each other questions and replying with short answers.
Have students ask you questions and introduce short answers:
S: Had cell phones been invented when you were born?
T: No, they hadn’t.
S: Had penicillin been discovered when you were born?
T: Yes, it had.
Students continue taking turns asking each other questions and replying with short answers.
·
6
Contrast Past Simple and Past
Perfect
Make sure that students understand which clause has the verb in simple past and which has the verb in past perfect. Usually the clause that starts with when or by the time has a verb in simple past. This is the perfect worksheet to practice this contrast. Here’s another Past Perfect activity for further practice.
Make sure that students understand which clause has the verb in simple past and which has the verb in past perfect. Usually the clause that starts with when or by the time has a verb in simple past. This is the perfect worksheet to practice this contrast. Here’s another Past Perfect activity for further practice.
Once your students have grasped this tense, give them plenty
of opportunities to use it on a daily basis. The problem with the past perfect
is that students tend to forget it; they don’t use it, and so it simply slips
away. They must understand that using complex tenses takes their English to a
whole other level. Check out our Past Perfect worksheets for
more activities!
How to Teach the Present Perfect Continuous Tense
If your students are currently living in a city that is not
their hometown, would they say they've lived there or they've been living there
for a while? Either tense will do if they wish to convey that they didn't
always live there, but they're living there now. Which is why ESL students are
often unclear as to when it is best to use the present perfect continuous
tense. The present perfect continuous is the best choice when the action is
still continuing, and you wish to emphasize its duration and not the result.
How To Proceed
·
1
Introduce the Present Perfect
Continuous
Ask
students if they play any musical instruments and when they started playing
them. Use the information supplied by them to introduce the present perfect continuous:
T: Juan has been playing the guitar for 5 years. Mario has been playing the piano for a few months.
T: Juan has been playing the guitar for 5 years. Mario has been playing the piano for a few months.
Make sure
students see the emphasis on the continuity of the action. Juan and Mario are
still actively playing these instruments. Show students how the present perfect
continuous is formed: Have/has + been + present participle
·
2
Practice the Present Perfect
Continuous
Ask
students to give more examples through substitution.
T: Carlos Tevez started playing football when he was a child.
Prompt students to say:
S: He has been playing football since he was a child.
T: Carlos Tevez started playing football when he was a child.
Prompt students to say:
S: He has been playing football since he was a child.
T: Oscar started listening to opera
when he was in Italy.
S: He has been listening to opera since he was in Italy.
S: He has been listening to opera since he was in Italy.
Continue
with more substitutions. For extended practice try this fun worksheet where
students have to guess what a classmate has been doing.
More advanced learners or adults may be given this Present Perfect Continuous
Game to play, where they have to tell classmates what they have
been doing based on a specific job card.
·
3
Introduce the Present Perfect
Continuous – Interrogative forms
Ask
students which sports they currently play.
S: I play tennis.
Model questions with how long, where, etc...
T: How long have you been playing tennis?
S: I’ve been playing for about a year.
S: I play tennis.
Model questions with how long, where, etc...
T: How long have you been playing tennis?
S: I’ve been playing for about a year.
Use
affirmative statements as prompts for student questions:
T: I swim twice a week.
S: How long have you been swimming twice a week?
S2: Where have you been swimming?
T: I swim twice a week.
S: How long have you been swimming twice a week?
S2: Where have you been swimming?
Students make
affirmative statements of things they are currently doing as prompts for their
classmates’ questions.
·
4
Introduce the Present Perfect
Continuous – Negative forms
Make
an affirmative statement followed by a negative one: I have been swimming twice
a week. I haven’t been dancing twice a week. Use the information supplied by students to make incorrect
statements, which they have to correct:
T: Juan has been playing tennis for several years.
S: I haven't been playing tennis for several years. I've been playing for almost a year.
T: Juan has been playing tennis for several years.
S: I haven't been playing tennis for several years. I've been playing for almost a year.
·
5
Introduce the Present Perfect
Continuous – Short answers
Ask
yes or no questions and teach students to give short answers:
T: Have you been studying for next week’s test?
S: Yes, I have./No, I haven’t.
T: Have you been studying for next week’s test?
S: Yes, I have./No, I haven’t.
Students ask
classmates yes or no questions, and classmates reply with short answers. Make
sure they place emphasis on actions that are continuing.
·
6
Expand on all of the situations in
which you’d use this tense
Above all, make
sure students are clear on which types of contexts or situations require the
use of the present perfect continuous tense; provide examples:
·
To describe activities, routines, or
habits which were recently begun: I have been taking French classes this semester.
·
To describe recent events or
temporary situations: I
haven't been sleeping well.
·
To talk about the temporary result
of a recently finished activity: I’ve been cleaning the house for the party, that’s
why I’m so tired.
·
To talk about an action that started
in the past but actively continues: I’ve been studying English for years.
English grammar - Past
perfect continuous
Form
had been + present participle (verb
+ ing)
1.
We use past
perfect continuous to talk about longer actions or events that happened before or up to
another action or event in the past.
·
He was
tired because he had been playing football all day.
·
They 'd
been driving for three
hours when the accident happened.
·
When I
saw her I could see that she had been crying.
2.
When the action
or event is more temporary we often use the past perfect continuous, and when
it is more permanent we often use the past perfect simple.
·
We found
the house where my grandparents had lived - Past perfect simple
·
We found
a house where another family had been livingfor a few months - Past perfect
continuous
Additional
points
1.
Some
verbs are not normally used with past perfect continuous. These verbs include:
believe, belong, depend, hate, know, like, love, mean, need, prefer, realise, suppose, want, understand.
believe, belong, depend, hate, know, like, love, mean, need, prefer, realise, suppose, want, understand.
·
I had
known him for
ten years when he got married -Correct
I had been knowing him for ten years when he got married - Incorrect
I had been knowing him for ten years when he got married - Incorrect
·
I had
belonged to the
tennis club for 25 years when I left - Correct
I had been belonging to the tennis club for 25 years when I left - Incorrect
I had been belonging to the tennis club for 25 years when I left - Incorrect
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