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This chapter covers the present tenses; the present simple, present continuous, present perfect and present perfect continuous. First, the form of the present simple is ‘subject + base form’ in affirmative, sub+ aux, verb’do’+ not +base form in negative, and ‘aux verb ‘do’ +sub + base form in question. the present simple tense is used in habitual or routine actions, general fact and commentaries, ets. Teachers can use teaching ideas like ‘find someone who…’, ‘guess my profession’ or ‘information -gap’ technique in the class. Second, have a look at present continuous, which is formed by sub+ aux. verb ‘be’+verb+ing in affirmative, sub+aux.verb be + not + verb+ing in negative and aux.verb’be’+sub+ver+ing in question. This tense is used from an action that is progress at the time of speaking or around a point of time. Also, it is used to emphasize very frequent actions. When teaching this tense, teachers can use technique like mine, pictures of actions, picture dictation ets. Third one is present perfect. The tense is made with sub+aux.verb ‘have’ +past participle in affirmative, ‘sub+aux.verb ‘have’ + not +past participle in negative and aux.verb ‘have’+sub+ past participle in question form. This tense is used when we talk about finished actions/ states that happened at an indefinite time. It is also when we describe past actions with present result and talk about something which began in the past and is still true now. The last tense is present perfect continuous, which combine present perfect form with present continuous form. The form is sub+aux.verb ‘have’+been+verb+ing in affirmative , sub+aux.verb’have’+not been +Verb+ing in negative and aux.verb ‘have’ +sub+been+verb+ing in question form. This tense is used to communicate in incomplete and ongoing activity, when we want to say how long it has continued. Lastly, teachers have to bear in mind the following tips in their classroom. They have to maximize student talk time. and make sure that the students are using the language freely and in an open-ended way so as to maximize or improve fluency. Also, they should focus on the target language and avoid worksheet-type activities that are more suited to the study phase. Activate actives should be communicative and encourage students to use the target language spontaneously.
