1.3.4

Present Tense

Test yourself on Present Tense

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Grammar - Simple Present and Present Progressive

We use the simple present tense when we are describing an action that is happening now. We use the present progressive tense when we are describing an action that is happening now and will continue to happen.

Simple present

Simple present

I walk.
You (sing.) walk.
She/he walks.
We walk.
You (pl.) walk.
They walk.

Simple present - examples

Simple present - examples

Jenny loves Paul.
Harry walks to the shops.
Matthew is a nightmare!
Benjamin sings twice a day.
We swim at the pool.

Present progressive

Present progressive

I am walking.
You (sing.) are walking.
She/he is walking.
We are walking.
You (pl.) are walking.
They are walking.

Present progressive - examples

Present progressive - examples

Patrick is doing his homework.
Frank is lying about his secret girlfriend.
We are trying to find a solution to the problem.
You (pl.) are making me angry!
They are running for the bus.

Grammar - Present Perfect and Present Perfect Progressive

We use the present perfect tense when we are describing an action that has already happened. We use the present perfect progressive tense when we are describing an action that has happened and is unfinished.

Present perfect

Present perfect

I have walked.
You (sing.) have walked.
She/he has walked.
We have walked.
You (pl.) have walked.
They have walked.

Present perfect - examples

Present perfect - examples

Kenji has forced me to come to the party.
You have caused a scene!
We have decided to open a joint bank account.
You (pl.) have forgotten to sign the letter.
They have rinsed the dishes.

Present perfect progressive

Present perfect progressive

I have been walking.
You (sing.) have been walking.
She/he has been walking.
We have been walking.
You (pl.) have been walking.
They have been walking.

Present perfect progressive - examples

Present perfect progressive - examples

They have been running for three hours.
She has been trying to find a dress since Monday.
Lucy has been deliberating whether or not to break up with her boyfriend.
We have been decorating our house for four months.
They have been wanting a child for years.

1

Language Levels

1.1

Assessment Objectives

1.1.1Assessment Objectives

1.2

Lexis

1.2.1Introduction 1.2.2Common, Proper, Abstract & Concrete Nouns 1.2.3Collective Nouns 1.2.4Adjectives 1.2.5Main, Auxiliary & Copular Verbs 1.2.6Dynamic & Stative Verbs 1.2.7Transitive, Intransitive, Active & Passive Verbs 1.2.8Mood of Verbs 1.2.9Adverbs 1.2.10Personal, Possessive & Reflexive Pronouns 1.2.11Relative & Demonstrative Pronouns 1.2.12Determiners 1.2.13Conjunctions 1.2.14Synonyms, Antonyms & Phonological Features 1.2.15End of Topic Test - Lexis

1.3

Grammar

1.3.1Morphology 1.3.2Clauses 1.3.3Phrases 1.3.4Present Tense 1.3.5Past Tense 1.3.6Future Tense 1.3.7End of Topic Test - Grammar

1.4

Semantics & Pragmatics

1.4.1Semantics 1.4.2Pragmatics

1.5

Discourse Structure, Graphology & Orthography

1.5.1Discourse Structure 1.5.2Graphology & Orthography 1.5.3End of Topic Test - Semantics, Graphology etc.

2

Language, The Individual & Society

2.1

Children’s Language Development

2.1.1The Exam 2.1.2Phonemes, Vocal Tract & Articulation 2.1.3Writing About Phonemes 2.1.4Phonological Simplification 2.1.5A Child's First Year & Consonant Acquisition 2.1.6Beginning Stages of Language 2.1.7Lexical Development 2.1.8Stages of Development 2.1.9End of Topic Test - Child Language Development

2.2

Children's Language Development - Theories

2.2.1Behaviourism 2.2.2Interactionism 2.2.3Challenging Interactionism 2.2.4Nativism 2.2.5Nativism - Exam Answer 2.2.6Cognitivism 2.2.7Social Constructionism 2.2.8Writing About Spoken Acquisition 2.2.9End of Topic Test - Development Theories

2.3

Literacy Development: Reading

2.3.1Introduction 2.3.2Phonics vs Whole Word 2.3.3Debates in Reading 2.3.4Modelling Reading Acquisition 2.3.5Other Reading Theories 2.3.6End of Topic Test - Reading

2.4

Literacy Development: Writing

2.4.1Orthography 2.4.2Kroll's Theory 2.4.3Barclay's Theory 2.4.4Creativity vs Accuracy 2.4.5Other Writing Theories 2.4.6The Exam 2.4.7End of Topic Test - Writing

3

Language Diversity & Change

3.1

The Importance of Gendered Language

3.1.1Writing About Gender 3.1.2Dominance Theory 3.1.3Interruptions - Zimmerman & West 3.1.4Deficit Theory 3.1.5Difference Model 3.1.6Difference Model - Men 3.1.7Diversity Model 3.1.8End of Topic Test - Gendered Language

3.2

Social Groups

3.2.1Writing About Social Groups 3.2.2Social Class 3.2.3Social Class 2 3.2.4Age 3.2.5Age - Teen Speak 3.2.6Milroy’s Belfast Study 3.2.7Labov’s Martha’s Vineyard Study 3.2.8End of Topic Test - Social Groups

3.3

Occupational Groups

3.3.1Writing About Occupational Groups 3.3.2Jargon 3.3.3Conversations 3.3.4Hierarchy & Power 3.3.5End of Topic Test - Occupational Groups

3.4

Accents & Dialects

3.4.1Writing About Accent & Dialect 3.4.2Introduction to Accents & Dialects 3.4.3Accents - Matched Guide Experiment 3.4.4Accents - Received Pronunciation & Brummie 3.4.5Dialects - Dialectal Variations 3.4.6Accent & Dialect Case Study - London 3.4.7End of Topic Test - Accents & Dialects

3.5

Language Change

3.5.1Writing About Language Change 3.5.2Modelling Change 3.5.3Modelling Change 2 3.5.4Lexical Change 3.5.5Semantic Change 3.5.6End of Topic Test - Language Change

3.6

History of English

3.6.1Old English 3.6.2Old English 2 3.6.3Middle English 3.6.4Middle English 2 3.6.5Early Modern English 3.6.6Late Modern English 3.6.7Present Day English 3.6.8Global English 3.6.9American English 3.6.10Modelling Global English 3.6.11End of Topic Test - History of English

Jump to other topics

1

Language Levels

1.1

Assessment Objectives

1.1.1Assessment Objectives

1.2

Lexis

1.2.1Introduction 1.2.2Common, Proper, Abstract & Concrete Nouns 1.2.3Collective Nouns 1.2.4Adjectives 1.2.5Main, Auxiliary & Copular Verbs 1.2.6Dynamic & Stative Verbs 1.2.7Transitive, Intransitive, Active & Passive Verbs 1.2.8Mood of Verbs 1.2.9Adverbs 1.2.10Personal, Possessive & Reflexive Pronouns 1.2.11Relative & Demonstrative Pronouns 1.2.12Determiners 1.2.13Conjunctions 1.2.14Synonyms, Antonyms & Phonological Features 1.2.15End of Topic Test - Lexis

1.3

Grammar

1.3.1Morphology 1.3.2Clauses 1.3.3Phrases 1.3.4Present Tense 1.3.5Past Tense 1.3.6Future Tense 1.3.7End of Topic Test - Grammar

1.4

Semantics & Pragmatics

1.4.1Semantics 1.4.2Pragmatics

1.5

Discourse Structure, Graphology & Orthography

1.5.1Discourse Structure 1.5.2Graphology & Orthography 1.5.3End of Topic Test - Semantics, Graphology etc.

2

Language, The Individual & Society

2.1

Children’s Language Development

2.1.1The Exam 2.1.2Phonemes, Vocal Tract & Articulation 2.1.3Writing About Phonemes 2.1.4Phonological Simplification 2.1.5A Child's First Year & Consonant Acquisition 2.1.6Beginning Stages of Language 2.1.7Lexical Development 2.1.8Stages of Development 2.1.9End of Topic Test - Child Language Development

2.2

Children's Language Development - Theories

2.2.1Behaviourism 2.2.2Interactionism 2.2.3Challenging Interactionism 2.2.4Nativism 2.2.5Nativism - Exam Answer 2.2.6Cognitivism 2.2.7Social Constructionism 2.2.8Writing About Spoken Acquisition 2.2.9End of Topic Test - Development Theories

2.3

Literacy Development: Reading

2.3.1Introduction 2.3.2Phonics vs Whole Word 2.3.3Debates in Reading 2.3.4Modelling Reading Acquisition 2.3.5Other Reading Theories 2.3.6End of Topic Test - Reading

2.4

Literacy Development: Writing

2.4.1Orthography 2.4.2Kroll's Theory 2.4.3Barclay's Theory 2.4.4Creativity vs Accuracy 2.4.5Other Writing Theories 2.4.6The Exam 2.4.7End of Topic Test - Writing

3

Language Diversity & Change

3.1

The Importance of Gendered Language

3.1.1Writing About Gender 3.1.2Dominance Theory 3.1.3Interruptions - Zimmerman & West 3.1.4Deficit Theory 3.1.5Difference Model 3.1.6Difference Model - Men 3.1.7Diversity Model 3.1.8End of Topic Test - Gendered Language

3.2

Social Groups

3.2.1Writing About Social Groups 3.2.2Social Class 3.2.3Social Class 2 3.2.4Age 3.2.5Age - Teen Speak 3.2.6Milroy’s Belfast Study 3.2.7Labov’s Martha’s Vineyard Study 3.2.8End of Topic Test - Social Groups

3.3

Occupational Groups

3.3.1Writing About Occupational Groups 3.3.2Jargon 3.3.3Conversations 3.3.4Hierarchy & Power 3.3.5End of Topic Test - Occupational Groups

3.4

Accents & Dialects

3.4.1Writing About Accent & Dialect 3.4.2Introduction to Accents & Dialects 3.4.3Accents - Matched Guide Experiment 3.4.4Accents - Received Pronunciation & Brummie 3.4.5Dialects - Dialectal Variations 3.4.6Accent & Dialect Case Study - London 3.4.7End of Topic Test - Accents & Dialects

3.5

Language Change

3.5.1Writing About Language Change 3.5.2Modelling Change 3.5.3Modelling Change 2 3.5.4Lexical Change 3.5.5Semantic Change 3.5.6End of Topic Test - Language Change

3.6

History of English

3.6.1Old English 3.6.2Old English 2 3.6.3Middle English 3.6.4Middle English 2 3.6.5Early Modern English 3.6.6Late Modern English 3.6.7Present Day English 3.6.8Global English 3.6.9American English 3.6.10Modelling Global English 3.6.11End of Topic Test - History of English

Practice questions on Present Tense

Can you answer these? Test yourself with free interactive practice on Seneca — used by over 10 million students.

1
Complete the sentences by supplying the verb in brackets in the correct form:Fill in the list
2
What tense is the verb?<br><br><b>I am asleep.Multiple choice
3
What tense is the verb?<br><br><b>I am trying to sleep.Multiple choice
4
What tense is the verb?<br><br><b>They have been arguing for hours.Multiple choice
5
What tense is the verb?<br><br><b>He has spoken.Multiple choice

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Phrases

Past Tense