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eslman · Joined: 05 May 2006 Posts: 44

Anyone have a good way to explain and introduce simple present (+)
to adults (EFL) first timers?
Thanks. Smile

sheeba · Joined: 17 Jun 2004 Posts: 1123

Have you done a training course like the CELTA? If not I suggest it might help you understand that you can't just teach the present simple or any tense for that matter without considering meaning , function and context .
There are different contexts for the present simple . You need to think about the meaning and function of the language you are to teach .

The tense is used to denote truths (habitual,eternal and unvarying,Recurrent, Permenant,General truths,Mathematical and Scientific truths, Internal truths expressing mental states )
It is used for giving instructions , directions or demos, as a narrative device , in describing feelings and senses, with a future time marker to give a 'timetable future ' and after when to form a time clause . So as you can see there is a lot to cover .

I wouldn't think that you could teach all these functions in one lesson . Tell us for what function you want your learners to use the present simple and we might be able to get the ball rolling . I have a lot of suggestions from a very useful book called 'teaching tenses' by Rosemary Aitken. Also have some of my own suggestions but you need to narrow your aims down somewhat.

tedkarma · Posted: Sun Jul 09, 2006 2:49 am Post subject:

I agree somewhat with the previous poster. I don't really believe in teaching people elements of grammar - I prefer teaching them functions of language (requesting, inviting, taking messages, asking questions about personal information, describing things - notice the verb+ing of it all). Then and only then - does grammar begin to take on some purpose - and it should be taught in that context - not in isolation.

Anyway - one talent of a good teacher is to simplify things down to the level where the students can grasp it. And while there is a lot of complex stuff that can go on with Simple Present it is basically:

1). for expressing facts and opinions
examples: The sky is blue. My car is white. Math can help you solve problems. Accounting bores most people. Garlic tastes good.

2). for expressing information about habits
examples: I brush my teeth twice a day. She walks to school in the morning.

rusmeister · Joined: 15 Jun 2006 Posts: 867 Location: Russia

Wow! I can't agree at all. (Except for the part about making it simple)

If that's what CELTA teaches you, you can have it! (I hold a full teaching certificate, K-12, for both native English and ESL, but the paper is worthless compared to the experience)

It's really simple, and the basic concept of the verb tense can be taught in one lesson, although it takes a number of lessons to reinforce, particularly in contrast to the other verb tenses.

Tedkarma is basically right, in that the Pres. Simple (aka Indefinite) tense expresses permanent facts or habitual/repeated action. When you contrast this with an action in progress (as in, "I brush my teeth every day. I'm not brushing them (or I am bwushing dem) now.") the purpose becomes clear.

My problem with trying to teach by function is that there are tons of functions and millions of situations, and your poor student is trying to decide which form is appropriate in the given situation, but there are only 12 verb tenses in the indicative mood. That greatly simplifies their range of choices, regardless of function or situation. Function is better approached in the intermediate-advanced range as various ways to illustrate how different verb tenses are used to illustrate a given function, but beginners need to know the language item (verb tense).

OK. Having said all that, however you introduce it, make sure your learners get that each verb tense has a specific form (in positive, negative and interrogative sentences) and a general meaning (when the action occurs or the state-of-being/non-action is true).

Form:
Action:
I go - I do not go - Do I go? (conjugated for person/number)

State-of-being:
I am - I am not - Am I?
I seem - I do not seem - Do I seem?

Meaning: when? Not only now, in general (permanent state, repeat action)

If you don't keep it simple, your non-grammar types will fall off the boat.

I use "Round-Up" by Virginia Evans (nee Plachou or something like that)
It's far better as a grammar supplement than Murphy for beginners. It has great tables and a good balance of visuals plus number of exercises. Avoid American texts/grammars like the plague! (I say this, with shame, as an American)

eslman · Joined: 05 May 2006 Posts: 44

Hey all,
Great and inteteresting responses here. I am taking a Celta now and this is one of my tasks for a class. We have not gone over the present simple yet, so this is why I ask. I know the basics of this tense: Repeated actions, Facts and generalizations and things happening around now.
I am just trying to act like I know a little more on how to present this to elementary level, low vocabulary, adult learners (EG: simple)
Thanks:)

Justin Trullinger · Posted: Sun Jul 09, 2006 8:53 pm Post subject:

My plane leaves tomorrow at eight.

I wear my green tie on Thursdays.

I believe that what some posters were expressing is that these two sentences represent distinct usages of the same tense, and that you wouldn't teach them at the same time. (Frequently not in the same course, in my experience.)

Best,
Justin

Chancellor · Posted: Sun Jul 09, 2006 10:36 pm Post subject:

Would you even want to admit to owning a green tie?

tedkarma · Posted: Mon Jul 10, 2006 12:53 am Post subject:

vivalgos · Joined: 17 Jan 2005 Posts: 21 Location: nanjing

Sing this, to the tune of `Clementine`

`It`s a habit,
It`s a state,
It`s a fact that`s always true.....

It`s a habit,
It`s a state,
It`s a fact that`s always true.

Works for me.

TheLongWayHome · Joined: 07 Jun 2006 Posts: 1016 Location: San Luis Piojosi

I like the functions idea too, but on a need to know basis--any more than 3 or 4 functions at elementary level is too much to take in. What students also need to realise, and this is not obvious through functions, is the usage of the present simple in English compared to their L1. The present simple in English is far less flexible that its Spanish counterpart for example. Functions do push them away from translation but explaining usage helps them understand why... or i could be full of sh*t. It's Monday morning.

rusmeister · Joined: 15 Jun 2006 Posts: 867 Location: Russia

TLWH: No, you're right, I think.

Nice rhyme, Vivalgos!

ESLman: The present simple most definitely does not express things happening around now. That's the Present Continuous ("I'm reading War and Peace at the moment..."). What you probably mean is simply habitual/repeated action ("I go to school in the evenings...")

Ted:
I think we're sort of (almost) agreeing. But functionality vs form is, I think, an issue of the language level and (secondarily) age of the learner.

One thing I can certainly agree with is that with involuntary audiences (sullen teens, for instance) entertainment and function take on greater importance.

Where we may disagree:
I was responding to a request about adults. Adults (I speak especially of beginners - the most neglected group of learners) have a greater need to know how to form language structurally, because they need to know how to say at least a simple form of what they want to say now.
Teach the present simple and 10 verbs, and they can say what they want with those 10 verbs. Teach a function, and they can only operate within that function (plus they'll be mixing confusing forms for a lot longer).

Where it seems to me that we agree:
Now functionality is much more effective on the intermediate level, where the students already have a basic grasp of the theory and need to see different applications. In modals, for instance, rounding up forms that have hitherto encountered into functionality groups, like asking permission, necessity/forbidding, etc. is really important. But I wouldn't throw that at adult beginners, who haven't had the time to be exposed to all those different modal forms.
I do agree that some basic situational expressions need to be covered and practiced from the get-go. But for beginners, it shouldn't be guided by that approach imho.

I am really beginning to be ticked at the Headway publishers. They had just released the "new Headway" a year and a half ago, I make the shift, then they release a "third edition". Send your pupils to buy their own books and they come back with different editions...) That DOES seem to be about making quick money, and although I use Headway, I don't insist there isn't anything better out there. I just haven't seen anything better yet. If I had the time and energy, I'd write my own book.

As to credentials and experience, I have them, too. (BA, MA, and 11 yrs in addition to the teaching certificate) I just don't place great value on certification and licensing in general. It's more a tool of the state to control access to teaching, esp. in public schools, and to ensure indoctrination of teachers than a means of "ensuring quality". As to the little certificates like CELTA, I imagine a good course could be helpful (especially if it were run by experienced teachers without a political agenda) but nothing beats classroom experience.

I think we're talking about different sides of the same coin.

Regards,
R

Stephen Jones · Joined: 21 Feb 2003 Posts: 4124

Justin Trullinger · Posted: Tue Jul 11, 2006 3:10 pm Post subject:

Stephen,
While I agree about the use of the present simple as a default form, and this can be seen in native usages, I have not actually ever had the privilege of teaching students so advanced that this would be anything but confusing.
Even my fairly high level students tell jokes in the past- "A man walked into a bar and said..." Eventually, through contact with natives, they may see that there are other options...

And

pollitatica · Joined: 20 Sep 2005 Posts: 82

tedkarma ... the Second Language Acquisition grad class I took in college focused largely on Freeman & Freeman's ESL/EFL Teaching - Principles of Success. The book focuses on 8 principles which all lie all the idea that you teach language through content, from whole to part. It's an excellent book and probably the best way (in my opinion) to teach language. While you can't ALWAYS teach language in this way, the basic ideas can be incorporated into every language lesson, in my opinion.

I teach adults, and I certainly have had success teaching in this way. Adults may have more concern with "form," but thats natural for why they want to learn the language. Form isn't something you specifically "teach," I think its a product of good language teaching.