Part 1 Curriculum/Research
The current resources and techniques used to teach present simple tense in ESL classrooms include the use of present simple dominoes. The technique is an enjoyable dominoes game fit for reviewing the simple present tense in ESL classroom. The students are grouped into pairs and are awarded a set of dominoes. They use the dominoes to make a complete sentence in simple present tense (Alsagoff et al., 2012).
Part 2 Disabilities
One of the major problems exhibited by students with disabilities in learning simple present tense in ESL classroom may include pronunciation and accent difficulties. Additionally, the students may have difficulty in understanding the language structure of the simple present tense due to their disability. The difficulties associated with an accent may be mitigated through slow teaching of the correct accent (Khatib, Rezaei & Derakhshan, 2011). On the other hand, difficulties associated with sentence pronunciation may be daunting to deal with. Students who are visually impaired may not be able to see the demonstration made by the teacher on the structure of simple present tense (Sharifian, 2009). As a consequence, it is imperative to use loud and appropriate sound to demonstrate the structure of simple present tense to such students. The other disability associated with learning simple present tense may be witnessed in a student with attention deficiency disorder. For such students, it is advisable to use figures and games that capture their attention and direct them towards the subject.
Part 3 Technology
The use of technology in ESL teaching has proved to be beneficial and disadvantageous in equal measure. Some of the technologies used to teach English in ESL classrooms include; Film and Video, Apps, Online Games and Podcast. The use of film and video present an engaging method to work on various skills like comprehension and vocabulary. While this method may be an effective way of teaching, it may distract the students. On the other hand, the use of various teaching apps available in tablets and iPhone present a fun way to teach English without losing concentration. Podcast provide a great way for students to improve their comprehension through listening (Multilingual Matters.Kayi, 2012).
Part 4 Teaching Reading in the Content Area
There are different methods to encourage the student to read more on the content area. It is advisable to encourage students to use different technologies such as games like scrabbles to form simple words in simple present tense (Braine, 2013). Additionally, the students should be encouraged to watch simple films that illustrate the use and application of simple present tense.
Part 5 Evaluation
Evaluation of the student on their use of simple present tense can be done through assessing their proficiency in present simple-first person singular, second person singular, third person singular, plural persons and negative (third person singular). The evaluation is done by asking questions on the different areas.
References
Alsagoff, L., McKay, S. L., Hu, G., & Renandya, W. A. (Eds.). (2012).Principles and practices
for teaching English as an international language. Routledge.
Braine, G. (2013). Non-native educators in English language teaching. Routledge.
Khatib, M., Rezaei, S., & Derakhshan, A. (2011). Literature in EFL/ESL classroom. English
Language Teaching, 4(1), 201.
Multilingual Matters.Kayi, H. (2012). Teaching speaking: Activities to promote speaking in a
second language. Новейшие научные достижения, 12(2012).
Sharifian, F. (Ed.). (2009). English as an international language: Perspectives and pedagogical
issues (Vol. 11).
