Why is the simple present so hard?
For reasons I still can’t fully explain, my students almost always struggled more with the simple present than with the simple past or simple future.
Which feels backwards, right?
But once I stopped pretending this tense was “easy” and started treating it like the sneaky little rule-hoarder it is, things changed. Plus, using simple present activities that required actual talking made a huge difference. Not drill-until-they’re-numb talking. Real, opinionated, and sometimes even chaotic talking.
And you’d be gob smacked, but… students learn more.
Go figure.
Already fluent but allergic to grammar rules?
If you already have the simple present rules down cold, feel free to scroll down to the activities. No judgment…I’d probably do the same.
But if you’re newer to teaching and you know how to use grammar without always being able to explain it clearly (hi, past me), this next section is for you.
Because explaining grammar is a different skill than using it. Of COURSE it is.
Quick simple present review (the stuff students mix up constantly)
When do we use the simple present?
Students often blur the line between the simple present and the present progressive. Which is understandable given that the rules are sometimes blurry. English is rude like that.
Here’s the clean version I gave them:
We use the simple present for:
- habits
- unchanging situations
- general truths
- fixed arrangements (yes, even when they happen in the future)
Cue the squinting.
What does the verb be actually do in the simple present?
Three very common patterns:
- subject + be + noun
- subject + be + adjective
- subject + be + place or time
Examples they can easily digest:
- This is a book.
- I am not hungry.
- They are in the library.
- The event is at ten o’clock.
Clear, maybe boring, but necessary at this point.
Simple Present Spelling Rules Students Love to Ignore
You know these. So do they, but they forget them.
- Most verbs: add -s
- Vowel + y: add -s
- Consonant + y: change -y to -ies
- Ends in -sh, -ch, -x, -s, -z: add -es
Repeat as needed. Then repeat again.
That final -s pronunciation problem
This one matters more than people admit.
- Ends in the sound /ʃ/, /ʧ/, /s/, /z/, or /ʤ/? Add /ɪz/ or /əz/. Extra syllable.
- Ends in a voiceless sound? Final -s sounds like /s/.
- Ends in a voiced sound? Final -s sounds like /z/.
This is where listening and speaking have to show up. Worksheets alone will not save you.
“We never get to talk.”
I used to hear this complaint all the time from adult ESL students in grammar classes. And they weren’t wrong. In an IEP, giving students real speaking time can feel like a battle. Syllabi, pacing guides, assessments, super short “semesters” of less than a month. All of it is pushing against you.
But here’s the thing. When speaking is built into your simple present activities, students understand the tense better and enjoy class more.
So, let’s get to the activities.
Simple Present Activities Your Adult ESL Students Will Enjoy
1. Simple Present Discussions
I use discussions with almost every grammar point, and the simple present is no exception. Pick a theme and start by writing topic starters on the board that fit their level.
Higher-level classes:
Try a theme like generations. Generation Z, Millennials, Gen X, Boomers, Silent Generation. Your topic starters could be:
- annoying habits
- best qualities
- biggest struggles
- major achievements
Lower-level classes:
Animals work beautifully. Instead of topic starters, give them language support:
- verbs: swim, climb, hunt, fly, scratch
- adjectives: heavy, furry, soft, thin
- nouns: legs, eyes, skin, teeth
How to Do It:
Next, students write simple present statements they think most people in their group will agree with. Examples:
- This generation cares about the environment.
- This animal has smooth skin and swims well.
Then students read their sentences aloud while partners guess what they’re describing.
Things to love: Low prep. High payoff.
2. Simple Present Opinions: Worst habits. Best habits.
If your class likes sharing opinions, and I’ve found that most do, this one takes off fast. (If your students repeatedly use the same phrases when sharing their views, take a look at my resource, Expressions for Opinions.)
Fair warning: it can take over the class if you’re not watching the clock. Decide your stopping point before you start. Ask me how I know.
You can frame it positively or negatively, depending on your group:
- Habits of successful goal-achievers
- Habits of unsuccessful students
Write the topic on the board. Tell students to write a set number of statements using the simple present. Always add “or more.”
Model a few:
- They take small steps.
- They make plans.
- They don’t give up.
Or the less flattering version:
- She doesn’t get enough sleep.
- He doesn’t ask questions.
- She always uses the same study method.
Put students into groups of 4–6. They share, react, argue, explain.
Meanwhile, you circulate, listen, and mentally note who still forgets the third-person singular.
3. Cultural Norms Bluff
Frequency adverbs and the simple present are best friends. So let’s use that.
Students write simple present statements about their culture using frequency adverbs like always, usually, often, rarely, never.
Some statements must be true. Some must be false. Encourage sneaky ones because those are the most fun. You know, statements that are absolutely true but sound false or the ones that are completely wrong but sound plausible.
Examples:
- A student from Mexico could claim, “Mexican people often eat with chopsticks.”
- A student from Iran might insist, “Iranian people almost always eat with their left hand.”
Pair students with someone from another culture if possible. They read their statements. Partners guess true or false.
Then switch partners and share again.
Language practice plus cultural awareness without a lecture. Yes, please!
4. Simple Present Survey Summaries
This one is gold for community building. If your students already know each other well, set up some conversational visits with another class.
As a class, come up with some simple present getting-to-know-you survey questions:
- What do you do after class?
- Who do you like to spend time with?
- Do you enjoy sports?
- Does your family eat dinner together?
Assign questions strategically. Fewer for lower-level students. More for confident speakers.
Students collect answers, then report back:
- Min-Ji picks up her daughter from daycare after class.
- Omar cooks dinner for his family.
- Maria helps her kids with homework.
You can group sentences by person or let each student present all at once.
Either way, the grammar is memorable because it’s personal.
5. Make Me! Simple Present Challenge
If you’re willing, volunteer yourself as the target. Students LOVE this.
Make me say “Yes!”
Students ask as many Do you…? or Are you…? questions as possible. Each “Yes” answer earns a point.
They will quickly realize that they can rack up the points if they ask questions such as, “Do you speak English?” and “Are you in class?”
Make me say “No!”
Same idea, but now they have get creative if they want to rack up the points:
- Do you eat soup with chopsticks?
- Are you a famous pop star?
- Do you have a secret YouTube channel?
Optional upgrade: allow Does your…? for third-person practice.
This game delivers controlled chaos with excellent practice.
6. How DARE you?! Simple Present Activity for Adults
Full disclosure. I stole this idea from one of my own worksheets in my Simple Present vs. Present Progressive resource and tweaked it.
Students create simple present questions that feel:
- totally fine
- mildly uncomfortable
- absolutely not okay
Examples:
- Do you enjoy cooking?
- How old are you?
- Do you think you are attractive?
- Do you ever pick your nose?
Students rate each question from 1 to 5 based on how comfortable they’d feel answering it.
Then they discuss.
Optional challenge: ask each other questions. Points awarded for answers. Polite refusals encouraged.
OPTION: Challenge them to ask each other questions. The person asking the question assigns a point value to the answer. Refusing to answer means no points earned. If they don’t want to answer, they should decline with a gentle refusal like “I’d rather not answer that.” or a strong refusal like “Mind your own business!”
This one gets real, fast. And that’s why it works. After all, I’m sure that you’ve had to field inappropriate questions from students that range from mildly inappropriate to wildly offensive. Guess what? So have your students! Think about how something perfectly innocuous in one culture could start a fight in another. Your students are wading through that daily, especially if they are lucky enough to have a good mix of cultures in their class. You can use this to your advantage with this simple present activity!
The Bottom Line
The simple present isn’t simple because it’s easy.
It’s simple because it’s everywhere. And that means students need time, repetition, and permission to talk.
Give them that. Also, give yourself a break and stop pretending this tense should be effortless.
That’s it from me. See you in the next post!
Ready to use simple present resources in my TpT store:
Read more about teaching grammar in adult ESL!
