TEFL Study Guide

Teaching Young children
When you are planning for this age group, you need to ensure that your lesson will be:
Varied, fun, bright and interactive
Fast paced
Include lots of different material as they tend to have very short attention spans
Highly organised. If you are feeling lost, they will quickly realise and take advantage of it.

Teaching  Teenagers
When you are planning for this age group, you need to ensure that your lesson will:
Give students responsibility and independence
Have lots of opportunity for the class to demonstrate their knowledge of the world and what's of interest to them
Acknowledge that students are likely to have a whole host of things going on in their lives that you have no idea about, and may be prone to occasional mood swings, shyness and over-exuberance.

Teaching Adults
When you are planning for this age group, you need to ensure that your lesson will:
Provide a supportive and encouraging learning environment
Include activities that are relevant to their lives
Deliver information to confirm or reassess their knowledge
Offer ways for them to further their knowledge, and follow up on areas that are of particular interest.

Word-for-Word Transcription Tips
If you have the opportunity, use a digital recording so it is easier for students to go back and forth and keep track of their progress.
Have the students write their transcriptions by hand to have a closer connection to the words they are writing. Also, handwriting the transcriptions means they will not have access to grammar and spelling software that will help them along the way, but will ultimately hurt their learning.
Allow the students to use a dictionary whenever they need. Not only will this give the students a reference piece to help, but it will also give the students practice looking up words.
Do not limit the amount of times your students can rewind or listen to parts of the recording. Even native English speakers would have trouble transcribing a piece word-for-word without listening more than once.
Encourage your students to transcribe the piece word-for-word, then look through their transcription to fix errors in grammar and usage, even when those errors were made by the original speaker. This will give the students practice transcribing the piece, but will also give them the opportunity to practice their revision skills and access their knowledge of grammar.

Paraphrasing Tips
1. Start out slow and informally. Have your students pair up (or get into small groups), and have them practice paraphrasing. You can even have them start in their native language. Give the students a simple question, like, 'what did you do this weekend?' Have the students interview each other, and then paraphrase what their partner tells them. This helps them work on both speaking and listening skills.

2. Do it with them. When you are starting to teach the skill of paraphrasing, model the activity by participating in it with them. Start by asking a student a question, then paraphrasing his or her answer for the class. Then, do the same thing, but ask the class to help you paraphrase. By initiating the process together, you will make your students feel more comfortable, and you will show them how it should be done.

3. As you are modeling the process with the students, help them understand how to paraphrase better by introducing four strategies they can use:
Reword: The student replaces words with synonyms whenever he or she can.
Rearrange: The student rearranges a sentence so that it sounds different but conveys the same message. You will have to model this for the students directly.
Accept: Let the students know they will not be able to change every word (nor should they), so they need to learn to make decisions on what needs to be changed and what should stay the same.
Recheck: Have the students read over the paraphrased version they have written and evaluate it based on how accurate it is to the original message. If you have the students working together, have the student who delivered the speech check the student who paraphrased for accuracy. You can also use this as an assessment tool and evaluate it yourself.

Understanding Conversational English Tips
1. Verb conjugation: In order to effectively communicate during a conversation, your students need to know the basics of verb conjugation, especially when it refers to tense. The difference between, 'I ran to the store' and 'I run to the store' is only a difference of one letter, but it significantly changes the sentence. Students do not have to be experts at this yet, but they should understand the basics so they can participate in a conversation without confusion

2. Using pronouns properly: Pronoun use is important in conversational usage, as it is a typical (and grammatically correct) way to take shortcuts to meaning. It is important that you help your students by stressing the importance of clear antecedents, as well as proper pronoun usage

3. How conversational English varies from formal English: Your students may be fluent in formal English, but if you haven't discussed words like 'gonna' with them, they might find themselves confused in a conversation. Few people speak with perfect English or even scrutinize spoken English, the same way they scrutinize written English. While you don't need to teach your students all the slang they might hear, it would be helpful to give them information on slang words that have been generally accepted into the English vocabulary.

4. Understanding English idioms: While these cultural sayings will not pop up in every conversation, you should try to give them some instruction in some of the idioms that are most commonly used. Since idioms are cultural, we will leave it to you to decide which are the most relevant in your region or country.

5. How English differs from their language: This will require individualized instruction, but will be worth it. Try to provide extra practice and instruction to help them understand some of the specific differences in grammar and structure between English and their native language. Students who speak Spanish, for example, will have to get used to the fact that the adjective typically comes before the noun in English. With specialized instructions in these nuances, you can help your students be prepared for the things that are most likely to trip them up during a conversation.

Word-for-Word Transcription Tips
1. Select or provide a text that already has a transcription. There is no way to assess your students unless you have an answer key. You can either hold onto the correct transcription yourself to assess your students, or give it to them so they can check their work and self-correct. When they are working toward mastery, it is probably better to give them the transcription, and when you are ready to assess their mastery, it is better to assess them yourself.

2. Have the students listen to the speech once. If you are delivering the speech, read it through once, instructing the students not to write anything yet, but only to listen. If the students have a recording, instruct them to listen to it on their own once through before they do anything.

3. Have your students transcribe the speech line-by-line. It would be helpful if they have a recording of the speech so they are able to go back and re-listen when they need to. However, you may want to simply speak the text when your students have progressed to the point where they are strong enough to handle it.

 

Bloom's taxonomy
1. Benjamin Bloom studied learning and came to the conclusion that learning activities could be categorized into 6 segments based on the level of thinking that they require. He framed his theory into the shape of a triangle with the lowest-level thinking at the bottom. He did this because even though the lower-level activities require less thinking, they provide the base for higher-level thinking. He believed (as many do) it is hard to extend your learning on a topic if you do not understand the topic itself. We will discuss each category in reverse order, starting with what Bloom labeled as the lowest level of thinking.

Bloom's taxonomy: Remember
At the base of this triangle, representing the lowest level of thinking, is any activity that requires a student to recall facts and basic concepts. These types of activities are extremely important in a student's learning, since it is hard to take the next step without first knowing the basic facts. Activities that require students to remember include defining words, memorizing facts, listing things, and repeating information.

Bloom's taxonomy: Understand
At the next level of thinking, teachers ask students to comprehend what they are memorizing and repeating. In order for students to explore content in any way, they need to comprehend what they are studying. Activities that require students to explain ideas or concepts include classifying information, describe, discuss, and explain information.

Bloom's taxonomy: Apply
Once students understand the information they are learning, they can take the next step and apply what they learned to new situations. This displays a higher level of thinking because the student needs to understand the concept enough to apply it to something different. For example: a student may recite Romeo & Juliet which displays memory. They may comprehend the play enough to explain it, which displays understanding. Now, if they can take that comprehension of the play and use it to understand Othello, they are applying their knowledge. Activities that require students to apply their knowledge include implementing plans, solving problems, and demonstrating knowledge.

Bloom's taxonomy: Analyze
True analysis of a concept requires a student to have accomplished all the levels of thinking that come before it. In order to delve into a topic and analyze more than what is explicitly stated, a student needs to understand it completely. When students analyze, they draw connections between ideas and explore connotative and deep meaning. Activities that require students to analyze include differentiating information, organizing information, comparing and contrasting, and experimenting.

Bloom's taxonomy: Evaluate
The act of evaluating does not necessarily require much thinking; we are constantly in judgment of things we know nothing about. However, to make an accurate judgment about something, you need to completely understand it. Ask your students if Americans were justified in fighting against the British in the American Revolution. They will need to understand how the war began, why each side fought, then make a determination about the colonies' justification. Activities that require students to justify a stand or decision include appraisals, arguments, judgments, and critiques.

Bloom's taxonomy: Create
The highest level of thinking, according to Bloom, is when you ask your students to synthesize what they have learned and create something new. The idea behind the emphasis on this skill is that students need to understand something completely to now go and create something of their own that is related. Activities that require students to synthesize their knowledge include designing, assembling, constructing, writing (something original), etc.

 

Pedagogy - Behaviorism

1. Positive reinforcement
When an outsider rewards a desired behavior by providing a desired stimulus. An example of this is giving a student a good grade for working hard on an assignment.

2. Negative reinforcement
This is probably the most misunderstood term in behaviorism. The word negative refers to removal, and the word reinforcement refers to a stimulus. Therefore, negative reinforcement is when an outsider rewards a desired behavior by removing an undesirable stimulus. An example of this would be rewarding a student for good behavior by not yelling at him or her like you normally would.

3. Positive punishment
This is when an outsider presents the subject with an undesirable stimulus as a consequence of doing something wrong or not doing something right. An example of this would be giving a student an F for not doing his or her work.

4. Negative punishment
This is when an outsider removes a desired stimulus from the subject as a consequence of doing something wrong or not doing something right. An example of this would be telling a student he or she can no longer sit with friends because he or she is misbehaving.

Behaviorism Theories

1. Learners are not active in the learning process, but rather passive participants who are simply responding to stimuli.

2. Learners begin as a blank page, and behavior is only shaped when stimuli provide either positive or negative reinforcement.

3. The more a behavior is reinforced, whether negatively or positively, the more likely the student is to repeat that behavior.

4. In the same way, the more a behavior is punished, whether negatively or positively, the less likely the student is to repeat that behavior.

5. In operant conditioning, B.F. Skinner tested the efficacy of different methods of disbursements for reinforcement and punishments. In other words, how often do you need to reinforce or punish behavior in order for it to have the most lasting effect on the subject?

 

Behaviorism: Continuous reinforcement
This is when a subject is reinforced every time he or she performs the desired behavior. Skinner found that this did not motivate subjects. They did not work as hard, and when the reinforcement was removed, they quickly stopped performing the desired behavior.

Behaviorism: Fixed ratio reinforcement
This is when the subject is reinforced after a specific amount of time he or she performs the desired behavior. Skinner found that subjects worked harder with this method, and were less likely to stop the desired behavior after the reinforcement was removed. However, this was not the most effective method.

Behaviorism: Fixed interval reinforcement
This is when a subject is reinforced after a designated amount of time, provided the desired behavior has been performed at least once during that time. Skinner found the subjects worked moderately hard and were about as likely to stop the behavior as the previous model after the reinforcement was removed.

Behaviorism: Variable ratio reinforcement
This is when the subject is reinforced after a random amount of times performing the desired behavior. Skinner found this method made subjects work hard, and took a long time to stop the behavior after the reinforcement was removed.

Behaviorism: Variable interval reinforcement
This is when the subject is reinforced after a random amount of time elapsed, providing the subject performed the desired behavior at least once in that time. Skinner found this worked equally as well as the previous model, with subjects working hard and taking a long time to stop the desired behavior after the reinforcement was stopped.

 

Planning for assessments: Backwards Planning
1. First figure out exactly what you are trying to do with the unit you are planning. At the end of the unit, what are you hoping your students will be able to do? These are your unit objectives, and should be created with care because everything you do during the unit will have to work toward these objectives. When you are creating these objectives, focus on what the students will be able to do by the end of the unit rather than the content you want to cover. Your ultimate goal is to lead your students to success, not get to a specific point in your curriculum.

2. Design an assessment in line with the objectives you created. If your objectives are an expression of what your students should be able to do by the end of your unit, then your assessment needs to assess whether your students are able to do these things. Think of it this way: if you bring your car to a mechanic and they tell you they will fix your car, you will assess their success by whether your car is fixed when they are done with it. If you say your students will be able to do A, B, and C by the end of your unit, you need to assess whether they can do A, B, and C at the end of the unit.

3. Now that you have created objectives and designed an assessment, you need to figure out what your students will need to achieve your objectives. What skills do they need to improve on? What knowledge do they need? What do they need to practice? What steps do they need to take to get to the point where they can be successful on the assessment, and therefore fulfill your objectives?

4. Design a unit worth of lesson plans to target the specific skills, knowledge, and areas you have identified as necessary for your students to find success. The whole planning process is recursive. Make objectives, make a tool for assessing whether students have reached the objectives, identify what the students need to succeed on the assessment, and design instructions that target the students' needs.

5. After you have taken your students through the unit and graded the assessment, it is time to reflect on your teaching. Your objectives were to help your students be able to do A, B, and C. Were you successful? Did enough students succeed that you can move forward without worrying about their progress? If students did not succeed, what kept them from succeeding? How can you do things differently the next time you implement the unit to ensure that your students are more successful?

6. There are two ways in which the previous reflection can inform your teaching. First, redesign your unit so it more effectively helps students achieve your objectives. Next year, when you teach the unit, you should have more success. Second, what skills did the students miss in this unit that they will need in the next unit? Their performance in this unit should inform your planning of the next unit. If the majority of students do not get the skill you were planning for them to hone, then it should become one of your objectives for the next unit. You cannot write them off and hope for better results next year. You need to make up for it with these students, and adjust your instruction so that it is more effective next year.

 

Offering Constructive Criticism Tips
1. First of all, you need to make sure your expectations are very clear to your students. If they properly understand what is expected of them, you can get a true picture of what they are able to accomplish, and they don't feel blindsided by your feedback. If you have the opportunity, you may want to provide your students with examples to show them what a successful assessment looks like as opposed to an unsuccessful assessment.

2. When you are providing feedback, be specific. Vague, general feedback is worthless. You are already going to have to overcome the obstacle of students not paying attention to your feedback; if you provide meaningless feedback, they are even less likely to focus on it. This is important when you are giving feedback on what they did well as much as it is when you are providing feedback on their weaknesses.

3. Try to balance your positive and negative feedback. Never only provide negative feedback; there is always something good you can say. While a student will be upset getting negative feedback, it will definitely help that you have provided a silver lining so they see their work was not worthless.

4. Refer back to your instruction. If students are struggling with something you have not taught in the unit, then it is something you will have to discuss with them; if it is something you have gone over, then you will probably have to go over it again. When the students are struggling with something you haven't taught, it may not be fair to punish them for it, so instead provide encouraging feedback that identifies the weakness and promises you'll discuss it as a class.

5. Require your students to do some sort of reflection activity that forces them to read or review the feedback you have provided. If they do not receive the feedback, what is it accomplishing?

 

Objectives Tips
1. The first question you need to ask yourself is, 'what do I want my students to be able to do by the end of the lesson?' These objectives should be focused on skills, rather than content, and cover the skills the students are going to develop through the unit.

2. Once you have written lesson plans for your entire unit, you should review your learning objectives to make sure they all build toward meeting the standards for the unit.

3. Lesson plans need to be clear and measurable. At the end of a lesson, you should be able to look back on the lesson and identify how many of your students met the objective with accuracy.

 

Lesson Planning Tips
1. Good lesson objectives:

Students will be able to make a judgment about the strength of a speaker's argument
Students will be able to determine which text best portrays the culture of the 1930's

2. Bad lesson objectives:

Students will be able to write an essay
Students will be able to hear about World War II

 

Curricular components - Standards
As we discussed earlier in this module, all planning should start with the standards you want your students to achieve during the curriculum.

Curricular components
1. Essential Questions: Whereas the standards are focused on what the students are going to be able to achieve or work on during a unit, the essential question is the thematic question the students should be exploring throughout the unit. For example, you may decide you want your students to work on a standard that focuses on using two informational texts to draw conclusions. You may want to design a unit that covers World War II, and ends with a discussion on the bombing of Hiroshima and Nagasaki. You can have an essential question that asks something like 'should there be rules in times of war?' Then, your students could explore two non-fiction texts to draw conclusions about America's decision to drop atomic bombs to inform their understanding of the essential question.

2. Assessments
As we discussed before, the summative assessment for the unit should assess how well the students fulfilled the standards and objectives of the unit. However, a detailed curriculum will also include formative assessments that help your students build skills and scaffold on their way to the summative assessment.

3. Model lessons
A thorough curriculum will provide you with exemplar lesson plans you can either use, modify, or look to for guidance on how you should be framing your lessons

4. Exemplar texts
our curriculum will likely detail the texts you can use for each unit. These will be texts that are vetted to make sure they fit the unit thematically and fit within the appropriate reading level for students in your class.

5. Secondary material
Your curriculum should also offer you secondary sources that fit within your units. In an American English unit plan, there are typically suggestions of art and music to go along with the literature that needs to be covered.

 

Teaching to the curriculum 
1. Planning: The curriculum plan is initially created based on what the teachers and administrators generally accept as the needs of the students. The units are designed to address the skills that are layered in the standards while working thematically through a focus. Everything from the 'Curricular components' section above is created, and the plan is distributed to, and reviewed by, the teaching staff.

2. Implementation: Members of the teaching staff design their own lesson plans to work within the structure of each unit in the curriculum plan. They make sure that their lesson objectives clearly address the skills outlined in the standards of the unit, and each activity prepares the students for the summative assessment. Ideally, teachers of the same curriculum have periodic time to meet.

3. Reflection: After the implementation of the curriculum, teachers meet with each other to discuss strengths and weaknesses of the plan. The teachers use data they collected from the formative and summative assessments, not just anecdotal evidence, to inform their discussions. Teachers share the different strategies they used during each unit to identify if the struggles their students had were because of unique instruction, or were in line with the rest of the teachers who had different students.

4. Revision: This is the most important part many schools are not giving their teachers freedom to use. Teachers use what they found in their reflection to inform revisions to the curriculum. If there are difficulties the students had, or skills they did not attain, the teachers rewrite unit plans to ensure these problems are addressed. Without the revision process, the reflection process is not effective. Next year, the teachers go through the same process, and make sure their planning and instruction is constantly improving.

 

Building Rapport
Learning Names
Creating a Sense of Community
Group Dynamics

 

Learning Names
Name Cards - Name labels/stickers
Room Map
Noting memorable characteristics of the students
Memorial details (an adj that starts with your name's first letter)
Photo posters, Classroom Posters

Creating a sense of community
Find smb who tasks
Projects: creating a website with a purpose, fund-raising activities
Increasing Group synergy tasks: Dictoglass
(reconstructing a listening text, in pairs then as a whole group)
Your palm & you (other Ss writing an adj that describes you inside your palm drawing)

Group Dynamics: Developmental Stage of the Group (Bruce Tuckman)
Forming
Storming
Norming
Performing
Adjourning

Forming Stage of Group Development
The team acquaints and establishes ground rules
Formality is preserved
Everybody is treated as a stranger

Storming Stage of Group Development
The members start to communicate, but still see themselves as individuals rather than a part of group
The resistance to control by group leaders, showing hostility

Norming Stage of Group Development
Members feel part of the team
They recognize that to achieve work they have to accept others' viewpoints

Performing Stage of Group Development
Sense of trust and unity
Flexibility is the key
Less importance to hierarchy

Adjourning Stage of Group Development
The group constructs an assessment of the year
Members' contributions are recognized
makes a plan for transitional roles

Conflict Resolutions in the Classroom
Role Play
Creative Writing
T teaches: understanding - empathy - responsibility - communication

KInds of disruptive behavior
Verbal and Nonverbal aggression
Immoral behaviors
Rebellion against the authority
Loud noises, throwing books/stuff, clowning around
Avoidance / display of lack of ability

Reasons
Low self-esteem
Attention-seeking
The will to dominate the class, to take power

What can teachers do?
Avoidance:
Show acceptance, praise even small achievements
Clowning:
small instances to be ignored, T draws others' attention away from the clowning
Lack of ability:
giving clear instructions without engaging the whole group
Loud noises: T draws others' attention away, talks to the disruptive Students after the class

Nonverbal ways to silence Students
Lower your voice
Pause
While pausing raise your hands
Make eye-contact with the disturbing Students
Come closer to him/her
Make a silencing gesture
Write on the board with very small letters

Verbal ways to silence the Students
Communicate the desired behavior not the disturbing one
Remind them of the rules
Remind them of the both + and - consequences
Use 'I messages' rather than 'U messages'

To Ensure Students' Cooperation
Set ground rules at the beginning, explain what will happen if they are broken
Let them see you as a confident, assertive, unbiased T (even if you are not)
Be consistent, use consequences
Be interested in what you're doing, display passion
Praise even the small achievements, praise effort not the student
Make shorter activities if students get bored
Learn to admit that you have made a mistake and apologize
Learn to admit that you do not know something
Show that you keep learning too
Do not show if you favor some students
Use nonverbal communication before the verbal ones
Have the same expectation for all the Ss, do not lower them for the weaker ones

Grammar Tips:

- First, If I had won the race that day, I would have been the oldest winner. - Third, If the baby cries, she needs attention. - Zero, If I won the race, I would move to the USA to train. - Second, If you go to a Thai Temple, you take your shoes off and cover your arms and legs.
- Zero, If I spoke English, I would go and work in England. - Second, If I found gold on my land , I would look for more.
- Second, If you train hard for the run, you will win.
- First, If I had cooked the beef instead of the chicken, I would have finished at the top of the class. - Third, If I had departed a little earlier that day, I would have avoided seeing the accident.
- Third, If you leave the gas on, you will blow up the house. - First, When Jack sees his wife, he smiles. - Zero

Making a guess about the future: I bet she will be having a baby very soon. 

- Future Continuous, Actions that started in the past and continue to the present: He has been writing a book for two years.
- Present Perfect Continuous, Actions in progress at the same time in the past: I was cleaning the kitchen while my wife was washing the car.
- Past Continuous, Actions in the past which have an effect on the present: He has finished his shift. - Present Perfect, Events in the past which are now finished.
- Past Simple, Temporary actions: Jack is working as a waiter in the summer holidays. - Present Continuous, Arrangements we can't change like a train timetable: The train leaves at 3pm. - Present Simple, Predictions: It will rain later if it stays this hot. - Future Simple, Completion of an action before a specified point in time in the future
- Future Perfect, Present actions: Jack is talking with friends.
- Present Continuous, Actions which began in the past and continue in the present: He has worked as a policeman for 20 years. - Present Perfect, Unhappy about the past: I wished I had eaten more before the Test. - Past Perfect, Cause of a future situation: In ten minutes you will have been driving for 12 hours, your eyes are looking tired.
- Future Perfect Continuous, Looking at the cause of an action. - Past Perfect Continuous, Habits and routines: I get up at 8am. - Present Simple, Completed action before another action in the past: I had finished my work before I went running.
- Past Perfect

Subject + will have + Past Participle - Future Perfect, Subject + will + be + Present Participle or 'ing'
- Future Continuous, Subject + Present of 'to have' + Past Participle of Verb
- Present Perfect, Subject + will have been + Present Participle of verb or 'ing'
- Future Perfect Continuous, Subject + Present form 'to have' + been + Present Participle of Verb or 'ing'
- Present Perfect Continuous, Subject + Present Form of the Verb
- Present Simple, Subject + Present of 'to be' + Present Participle of Verb or 'ing'
- Present Continuous, Subject + Past form of 'to have'+ been + Present Participle or 'ing'
- Past Perfect Continuous, Subject + will + Present form of the Verb
- Future Simple, Subject + Past form of 'to be' + Present Participle of Verb or 'ing'
- Past Continuous, Subject + Past form of 'to have' + Past Participle of Verb
- Past Perfect, Subject + Past form of the Verb
- Past Simple

Jack is critically ill. - Adverb

Jack is a terrible singer. - Adjective,

Where is the book? It's on the table. - Definite Article

The House has a big garden. - Indefinite Article

I listened in the lesson but I didn't remember it very well. - Adverb

All that is said during this meeting stays between you and me. - Pronoun

 It took a great deal of courage to dive into the swimming pool and save the boy. - Abstract Noun

 I called you on Monday. - Preposition

He was a great tennis player but he lacked commitment. - Conjunction

Using a real life object (Realia) to show the meaning of a new word. - Concrete

Acting to try to convey a feeling of happiness. - Abstract

Using a flashcard to show the new word. - Concrete

 

These words are vital for creating a sentence in English. They can describe a physical movement like walking or running or how a person thinks or feels. - Verbs

These words refer to the names of specific people or places. - Proper Nouns

These words are descriptive words used to describe nouns. - Adjective

These words add detail to a sentence and describe a verb. - Adverb

These words can be identified through one of the five senses (taste, touch, sight, hearing, smell) - Sense verbs

These words come before nouns. - Articles

These words are used to connect two sentences together to help the flow of writing. - Conjunction

These words can be used to replace nouns. - Pronouns

Least - Superlative, Worse - Comparative, Best - Superlative, Better - Comparative, Farther - Comparative, Most - Superlative

Have you eaten dinner yet? 
- Present Perfect

He said that he had been waiting for ages before she arrived for the date.
- Past Perfect Continuous

Jack will not have learnt anything if he doesn't go to class.
- Future Perfect

Will you be coming to Chiang Mai next week? - Future Continuous

I hadn't read anything before the test. - Past Perfect

Will you jog today?  - Future Simple

He has been waiting for over 12 hours at the Airport. His plane is delayed badly because of the weather.  - Present Perfect Continuous

Thailand isn't getting wealthier each year.
- Present Continuous

He boarded the plane and sat in business class. - Past Simple

Will he have been writing for that many years?
- Future Perfect Continuous

The teacher asked when he wasn't working on his project.
- Past Continuous

I live in Chiang Mai. - Present Simple