Present simple vs present continuous

Objective

By the end, the learner can choose present simple for routines and facts, and present continuous for actions in progress, and can say why.

Form (keep it short)

• Present simple: I/you/we/they + verb; he/she/it + verb-(e)s. Use for habits, timetables, facts.
• Present continuous: am/is/are + verb-ing. Use for actions happening now or around now.

Stative verbs of thought and possession (know, want, have as ownership) usually stay simple: “I know the answer”, not “I am knowing”.

Worked examples

1. Simple: “Nori takes the night bus every Friday.” Habit.
2. Continuous: “Nori is taking the bus right now.” Action in progress.
3. Simple: “Water freezes at 0°C.” Fact.
4. Trap: “I am wanting tea” becomes “I want tea.” Stative.

Steps

1. Ask the learner to describe one thing they do every week and one thing they are doing now. Write both sentences where they can see them.
2. Show the two forms above. Ask the learner to identify which practice sentences describe habits or facts and which describe actions in progress.
3. Complete the six practice items together. Then spend three minutes taking turns: “Tell me one thing you do every week and one thing you are doing this week.”

Practice (write simple or continuous)

1. Lina ________ (teach) adults on weekday mornings. (habit)
2. Right now Lina ________ (teach) a trial lesson.
3. The platform ________ (open) applications in March every year.
4. We ________ (wait) for the host to start the room.
5. I ________ (know) this grammar point. (stative)
6. The children ________ (draw) maps at the moment.

Adaptations

• A1: only items 1–2 and pictures; skip stative verbs.
• Kids: replace “trial lesson” with “drawing a cat”.
• Adults / business: swap in “I send invoices on Mondays” vs “I am sending this invoice now”.

Answer key

1. teaches
2. is teaching
3. opens
4. are waiting
5. know
6. are drawing

Original to Plain Chalk, 13 Sep 2026. Adapt the examples, pace and level of support for your class.