ENGLISH FOR DEAF AND HARD-OF-HEARING STUDENTS: INTRODUCING PRESENT SIMPLE WITH ORDINARY VERBS AND CONSTRUCTING BASIC SIMPLE SENTENCES

On September 07 and September 09, 2026, within the framework of the collaborative research project between the Center for Educational Research on the Deaf (CED) and students from the Faculty of English Language Education (Saigon University), STEM class students advanced to sentence-level production. The core sessions focused on exploring the Present Simple tense with ordinary verbs, becoming familiar with the auxiliary verbs "do/does" across Affirmative and Negative forms, and progressing from sentence-arranging drills to independently writing complete simple sentences based on visual prompts.

To make abstract sentence structures tangible and mitigate syntactic errors, instructors implemented visual scaffolding alongside interactive kinesthetic practices:

● Introducing Present Simple with Ordinary Verbs and Auxiliaries "do/does": Students explored verb inflection patterns and the role of auxiliaries "do/does" in negative sentences using standardized color tags, visually recognizing the exact position of each syntactic element.

● Distinguishing Affirmative (+) and Negative (-) Forms: Learners actively manipulated color-coded blocks for Subject, Verb, and the negative auxiliary markers "do not / does not", reinforcing sentence transformation reflexes through board drills and interactive worksheets.

● From Word Scrambling to Autonomous Sentence Construction: Students smoothly transitioned from arranging isolated word tiles to independently writing complete simple sentences (S + V + O) guided by familiar pictorial cues and vocabulary scaffolds.

All students successfully grasped the placement of "do/does" and their negative counterparts, accurately solved sentence unscrambling tasks, and confidently composed complete simple sentences, demonstrating marked progress from grammatical element recognition to independent sentence writing.