Teaching the Present Progressive Tense in the ESL Classroom

In the training of students of low level, trying to imagine progressively in general grammar points and if we feel that the above steps have been mastered. For example, a typical program for beginners is to use the simple present tense, I start, I go, I add, then adverbs of frequency, I always go shopping on Saturday, sometimes I'm late, I never do tasks. Then the hard part: your students will explain that it is two times the present, the second progressivetense, for actions happening now, or rather, some future events. How do you carry it?

Perhaps it is beginning to imitate a game: "You can imagine what I'm doing?" By imitating the action to bring the form is, "I have a cup of tea drinking. This kind of activity is usually a good way to introduce this new variety.

My problem is, however, the "modeling" part of the lesson. As should already be in our ESL training, a good lesson be structured withthe formula "that trigger model and drill". I can not help thinking that I was never informed that the present progressive is formed with the auxiliary verb, verb-ing with more than when I was a child, then there's really no point in training for adults in English.

Once you have begun to try to explain the structure, you get more and more meaningless discussions about grammar. Most of your students are already some knowledge of EnglishGrammar, not quite correct, from their school year. Like their teachers were not likely-native English speakers, the information is likely at best incomplete, if not totally misleading. Perhaps the word "gerund can enter" into the debate. English as a golf instructor, do you really know what a gerund? What is the best way to explain to your students? When classes are excited about today's progressive, then we have to leave the track for which ING --Verb is a gerund is the present participle.

Like I said when I three years old and struggling with my mother tongue was English, I had no idea what became a gerund or a present participle. I just used. So that teachers provide students with a good dose of active communication, and keep the grammar as a necessary condition, but not overwhelming, marginalizing the teachings.