Good way to teach DO and Does to children
Could you be more specific?
Use them. Over and over and over. In ways the kids can understand.
That’s how native-speaking kids pick up “do support” in English. That’s how the brain is wired to do it (pun intended). 
Use present continuous tense?
Are you focusing on the difference between Do and Does? Or any sentence pattern using them? Verbs in present tense are awkward but jobs worked well in one book that I taught.
but I really have no idea what your objective is.
They are always code-switching, so if the English pronoun translates to the Chinese ‘ta’, use ‘does’. All others are ‘do’.
He She It Bob - Does
They We You bob and Jill ect… Do
Just any interesting games to let them know when to use the different words. Anything rather than just drilling them . Just anything not to complicated the children are only 6-7 years old.
Sentence patterns are: Does he like apples? Do they like reading ?
Yes he does . No they dont.
Any good free worksheets or link would be great. I found a couple. I just want to makes sure the kids really understand before I move on.
Draw Superman on the board and make sure you draw a huge “s” on his chest.
Then tell the kids that “you” and “I” are strong enough to do things on our own.
If there are two or more people they don’t need help but if there is only one they need “Superman’s” help and therefore you need to put superman on the verb.
In negative sentences and questions, remember that there is only one Superman in the world and you can not have two in your sentence.
They just need a lot of repetition for the 3rd person ‘s’. Like 2-3 years and they will still make mistakes when they speak naturally versus pausing and thinking about every word (hate this). The important thing is that they understand the difference and gradually get better.
I avoid any formal explanation, and instead use a quick little song. I repeat the song whenever we encounter the 3rd person singular ‘s’. The ‘s’ is known as “SUPER S”. I reinforce it constantly - and I do mean constantly - with loads of exposure, activities, listening/speaking/reading/writing practice, and leading questions.
Me:
“Why do we NEED ‘does’ here?”
“Why is ‘KPSeventy like the banana.’ incorrect?”
“Why is ‘Do KPSeventy like the banana?’ incorrect?”
Students:
“Because… (sing the “SUPER S” song)”
I find that my little song works really well; the kids enjoy singing it in different voices, and most quickly remember it. Paired with all the reinforcement mentioned above, the song serves a few other useful functions, too. If a student makes a mistake when writing, all it takes is a smile and the first word of the song… a lightbulb goes on in the kid’s eyes, and they self correct without any further prompting (and often sing the song to themselves 
)
Likewise, I find that most of my students have real trouble pronouncing an audible ‘s’ ending. Whether it be with possessives, plurals, or verb inflection, they often omit the ‘s’ sound. From the beginning, I emphasize that ‘s’ is “SUPER S”, and thus is VERY STRONG. If I can’t hear it, it isn’t strong!
Hiss /s/ and buzz /z/ in the words, themselves, when they get it wrong. I have a competitive game wherein I put a sentence with a recurring phoneme, then increase the difficulty with similarly spelled words with different phonemes. I usually don’t work past three distinct sounds with the same spelling.
e.g. “The bug puts his blue cup in the sink.”
I then underline wherever they mess up twice, and I put a term that they can pronounce correctly underneath it.
e.g. “The bug puts (underneath: “(books)”) his (underneath: “(zoo)”) blue cup in the sink.”
The hissing and buzzing may seem demeaning, but the children think that the noises are funny, and they correct for it almost instantly in a competitive setting.
[quote=“ehophi”]Hiss /s/ and buzz /z/ in the words, themselves, when they get it wrong. I have a competitive game wherein I put a sentence with a recurring phoneme, then increase the difficulty with similarly spelled words with different phonemes. I usually don’t work past three distinct sounds with the same spelling.
e.g. “The bug puts his blue cup in the sink.”
I then underline wherever they mess up twice, and I put a term that they can pronounce correctly underneath it.
e.g. “The bug puts (underneath: “(books)”) his (underneath: “(zoo)”) blue cup in the sink.”
The hissing and buzzing may seem demeaning, but the children think that the noises are funny, and they correct for it almost instantly in a competitive setting.[/quote]
Yes. When they have time to edit, they make the change.
But you’re still not going to “trick” the brain into acquiring these features before it has sufficient exposure. It’s just how things work.
When ALL your kids automatically use -s and do support, then they’ve acquired it – not before, no matter how many games you play successfully and how many times they can, on cue, make the correction.
I say do lots of drill and kill, lots of substitution practice (preferably with games – it’s best to get all kids’ pulses over 200BPM), and if you can provide an esoteric linguistics lecture in Chinese, that would be perfect. Such methods have proven extremely successful in Taiwanese English classrooms as evidenced by their ubiquity. Any good teacher should already know such things and be implementing them though.
Sti-cky-ball! Sti-cky-ball!
Teach your students the simple present tense.
Teach Affirmative, Negative and Questions
Make sure they get the rhythm when saying I, you, he she it … we, you, they.
I… you… he she it… we… you… they…
He she it uses does for negative sentences and questions. The affirmative sentence uses an s for the verb.
Put a table 3X8 on the board and fill in all three sentences for each person. Have the students fill out a worksheet.
Here is one I prepared for download. http://www.carookee.net/forum/Englishteachers/167/25370995