There are more than 9 verb tenses in English–some experts say 13, which includes “perfect continuous” as its own tense and “future with ‘going to’” as its own category. [2] X Research source Others claim there are actually 16 tenses, which includes “perfect progressive” and “conditional” tenses, but starting with the basic 9 is good for an introductory or ESL setting. In a more advanced class, you can also use a grid to introduce 16 verb tenses. [3] X Research source

For example: I watch (simple), I am watching (continuous), I have watched (perfect). This runs counter to methods that focus, for example, on the simple past, simple present, and simple future at once (e. g. , watched, watch, will watch). The reasoning behind this is the assumption that students are better able to follow along when you stay in a single time frame. After all, when you tell a story, you tend to stay in the same time frame throughout.

“Eat” indicates something you do regularly across time frames. “Am eating” indicates something you are doing in the present moment. “Have eaten” indicates something you have done that remains relevant currently.

For example, if you’re discussing “will walk,” “will be walking,” and “will have walked” in the future time frame, related these to “walk,” “am walking,” and “have walked” in the present.

No matter their native language background, your students will be familiar with placing and describing actions in the past, present, or future. While particularly useful for ESL students, this timeline approach can also help native English speakers grasp verb tenses more quickly.

You might say something like: “You all know I like to drink coffee. Well, I can drink coffee now, before now, or after now. ”

The present simple (“I drink coffee,” “You listen to my lectures,” etc. ) is also fairly intuitive and can be the second verb tense you introduce. As you introduce verb tenses, locate them along your past-present-future timeline.

ESL students should master the present continuous, present simple, perfect continuous, past simple, and future simple tenses. They should be proficient with the future continuous, present perfect, and present perfect continuous tenses.

For instance: “I drove to work this morning. In fact, I drive to work every school morning. Can you name some things you did this morning, and things you do every morning?” Along the way, point out how they’re using different verb tenses, often without even realizing it.

Let’s face it—verb tenses can seem like pretty dull subject matter. Anything you can do to connect them to the lives and experiences of your students will help.

Charades helps with the present perfect tense: “He is walking a dog!” or “They are playing tennis!” “Mother May I” is useful for helping verbs like may, could, and should: “Mother may I…,” “Yes, you may…” (substitute “can” and “should” as desired).

The game becomes even more of a learning experience (and fun!) if the pictures can be arranged in different ways to tell different stories. Get creative in making up your storyboard!

For instance, one side of the card might say: “It was snowing outside when Karen looked out of the window in the morning. ” The other side might say: “It [snow] outside when Karen [look] out of the window in the morning. ” You can find templates for this type of game online—for instance, at https://mikeastbury. files. wordpress. com/2017/05/narrative-tenses-cards. pdf