This document provides information about auxiliary (helping) verbs and how they are used to form verb tenses in English. It discusses the helping verbs "to be", "will", "to have", and "to do" and how they are used to form the present continuous, future simple, present perfect, negatives, and questions. Examples are provided to illustrate the use of these helping verbs in different tenses. The document also briefly mentions the helping verbs "can" and "could".
Course 4-Unit 11: Simple past. statements, questions and answers.Martin Caicedo
The document discusses the simple past tense in English. It explains that the simple past is used to talk about actions that occurred in the past. It provides examples of affirmative sentences using subjects, verbs in the past form, and complements. Negative sentences are formed using "didn't" before the verb. Interrogative sentences start with "did" followed by the subject and verb. Regular and irregular past verb forms are also distinguished.
01 capitulo simple present verbs to be, there to be. to haveETEC Piedade
The document provides information about simple present tense in Portuguese. It discusses the formation of simple present tense verbs, including regular verbs that drop the "to" and add "-s" or "-es" for third person singular. It provides examples of affirmative, interrogative, and negative forms. Common time expressions that can be used with simple present are listed, along with uses to express habitual actions or general truths. Exercises are included to practice forming simple present verbs and filling in a paragraph with their forms.
The document appears to be a collection of disjointed sentences and paragraphs in different languages without a clear overall topic or narrative. It includes sentences about making up sentences, reading and matching activities with translations, revising animals, questions about zoos, short paragraphs about a zookeeper named Steve's daily activities of feeding and weighing animals, and a reference to a writing exercise. The document lacks cohesion and it is difficult to determine its overall purpose from the varied content.
The document describes a person's daily routine and habits using phrases like "in the morning/afternoon/evening", "I sometimes/often/always", and "on Sundays/Saturdays/week days". It mentions activities such as practicing making sentences, playing computer games, solving math riddles, reading comics, watching TV, swimming, listening to music, playing games, riding a bike, going to the cinema, making their bed, having breakfast, doing homework, brushing teeth, studying, making dinner, and helping their mum. It concludes by asking if you make your bed in the morning.
This document provides a summary of verb tenses in English, including simple present, present continuous, simple past, past continuous, simple future, and future continuous tenses. Examples are given to illustrate the formation and use of each verb tense. Exercises are also included for learners to practice conjugating verbs in different tenses.
This document discusses the French verbs "devoir" and "falloir" and their various uses and tenses. "Devoir" can mean duty, homework, or to have to. It is conjugated through tenses like present, conditional, future, perfect, imperfect, and perfect conditional. "Falloir" is only used with the subject "il" and can mean to be necessary, I/you/he/we/they must, or we/I/you need when followed by a noun. "Falloir" is also conjugated through tenses and can be personalized by adding an indirect object pronoun.
The document provides examples of common phrasal verbs involving movement and communication, including "to take", "to bring", "to go", and "to come". It also distinguishes between possessive "its" and the contraction "it's". Examples are given of question forms and responses using auxiliary verbs like "do", "be", and "have".
The document discusses habitual actions and provides examples of affirmative and negative sentences using adverbs of frequency and subject-verb conjugations. It then provides a short grammar exercise asking to conjugate verbs into the correct form based on subjects.
Course 4-Unit 11: Simple past. statements, questions and answers.Martin Caicedo
The document discusses the simple past tense in English. It explains that the simple past is used to talk about actions that occurred in the past. It provides examples of affirmative sentences using subjects, verbs in the past form, and complements. Negative sentences are formed using "didn't" before the verb. Interrogative sentences start with "did" followed by the subject and verb. Regular and irregular past verb forms are also distinguished.
01 capitulo simple present verbs to be, there to be. to haveETEC Piedade
The document provides information about simple present tense in Portuguese. It discusses the formation of simple present tense verbs, including regular verbs that drop the "to" and add "-s" or "-es" for third person singular. It provides examples of affirmative, interrogative, and negative forms. Common time expressions that can be used with simple present are listed, along with uses to express habitual actions or general truths. Exercises are included to practice forming simple present verbs and filling in a paragraph with their forms.
The document appears to be a collection of disjointed sentences and paragraphs in different languages without a clear overall topic or narrative. It includes sentences about making up sentences, reading and matching activities with translations, revising animals, questions about zoos, short paragraphs about a zookeeper named Steve's daily activities of feeding and weighing animals, and a reference to a writing exercise. The document lacks cohesion and it is difficult to determine its overall purpose from the varied content.
The document describes a person's daily routine and habits using phrases like "in the morning/afternoon/evening", "I sometimes/often/always", and "on Sundays/Saturdays/week days". It mentions activities such as practicing making sentences, playing computer games, solving math riddles, reading comics, watching TV, swimming, listening to music, playing games, riding a bike, going to the cinema, making their bed, having breakfast, doing homework, brushing teeth, studying, making dinner, and helping their mum. It concludes by asking if you make your bed in the morning.
This document provides a summary of verb tenses in English, including simple present, present continuous, simple past, past continuous, simple future, and future continuous tenses. Examples are given to illustrate the formation and use of each verb tense. Exercises are also included for learners to practice conjugating verbs in different tenses.
This document discusses the French verbs "devoir" and "falloir" and their various uses and tenses. "Devoir" can mean duty, homework, or to have to. It is conjugated through tenses like present, conditional, future, perfect, imperfect, and perfect conditional. "Falloir" is only used with the subject "il" and can mean to be necessary, I/you/he/we/they must, or we/I/you need when followed by a noun. "Falloir" is also conjugated through tenses and can be personalized by adding an indirect object pronoun.
The document provides examples of common phrasal verbs involving movement and communication, including "to take", "to bring", "to go", and "to come". It also distinguishes between possessive "its" and the contraction "it's". Examples are given of question forms and responses using auxiliary verbs like "do", "be", and "have".
The document discusses habitual actions and provides examples of affirmative and negative sentences using adverbs of frequency and subject-verb conjugations. It then provides a short grammar exercise asking to conjugate verbs into the correct form based on subjects.
The document provides information on simple present, past, future, and perfect tenses in English. It includes:
- The structure of simple present tense as subject + verb (infinitive without "to").
- Adding "-s" to third person singular verbs.
- The structure of simple past as subject + past verb form ending in "-ed".
- The structure of simple future as subject + will/shall + verb.
- The formation of the past perfect and future perfect tenses by combining an auxiliary verb (had/will have) with the past participle.
- Examples are provided for each tense.
The document discusses the use of "usually", "used to", "to be used to", and "to get used to" when talking about habits and past experiences in English. It provides examples of how to use each phrase correctly in sentences, such as "I usually get up at 8:00" to describe a present habit, and "I used to smoke" to refer to something that happened regularly in the past but no longer does. The document also includes exercises for readers to practice filling in sentences with the correct phrase.
The document discusses the simple past tense in English. It explains that the simple past is used to talk about actions that were completed in the past. It provides examples of regular and irregular verbs in the simple past, such as "play/played" and "go/went". It also discusses how the auxiliary verb "do" changes to "did" in the past tense. The document provides examples of simple past sentences, negative sentences, and question forms to illustrate its usage.
The document discusses the present simple tense and how it is used to describe habits and routines. It provides examples of affirmative and negative sentence structures using common verbs like play, wake up, visit, and tidy. Time expressions like every day, in the morning, and on weekends are also mentioned. The rules for changing verbs ending in y to ies in the third person singular form are outlined.
The document discusses using the present continuous tense to talk about future plans and arrangements. It provides examples of sentences using expressions like "tomorrow" and "next week" paired with present continuous verbs to discuss what Tessa and Rachel are doing on different days of the following weekend, including aerobics, meeting friends, playing basketball, and going to concerts, swimming, and the cinema. It then asks and answers yes/no questions checking comprehension of Tessa and Rachel's weekend plans.
The document discusses the present progressive tense, which is used to describe situations or events that are happening at the moment or currently in someone's life. It provides examples of simple sentence structures using the present progressive, including the verb "to be" plus a verb ending in "-ing" and a complement. Sample sentences are given like "She is dancing ballet" and "I am playing soccer" to illustrate how the present progressive is formed and used.
This document provides examples and explanations of how to form questions using interrogative words like what, when, where, why, how many/much, which, and who. It discusses forming yes/no questions using did/didn't and was/wasn't, including examples of filling in the blanks to complete sample questions. The document also provides practice organizing words to form questions correctly.
Tim works as a customer service representative for a bank in Sacramento, California. He follows a regular daily routine:
He gets up at 6am each workday and drives to work, arriving at 8am. During the day, he helps customers over the phone by asking for their personal details to verify their identity before providing banking information. He is always polite and friendly with callers. In the evenings, he works out at the gym before having dinner and watching TV.
The document discusses the present simple tense and how it is used to describe repeated actions, daily routines, permanent states, and general truths. It provides examples of using the present simple for positive and negative statements and questions. Specific examples are given about what different people do on various days of the week.
The document compares and contrasts sentences written in the active and passive voice. It provides examples of sentences written in both voices and explains the key differences. In the active voice, the subject performs the action and comes before the verb, while the object receives the action and comes after. In the passive voice, the subject receives the action and comes after the verb, while the object comes before. It also notes that the passive voice is sometimes used to emphasize the recipient of the action rather than the doer.
The document is a summary of vocabulary words from an English textbook, providing Arabic translations. It includes words related to topics like school subjects, sports, magic, as well as grammar terms like verb tenses. Some sample vocabulary words translated are: voice, pick up, magic, remember, come on, lonely, river, simple, move away, golden, spell, problem, library, disappear, ladder, run out, ocean, wait for, sandcastle, fossils, saxophone, differnce, great, set, race, daylight, take part, concert, perform, amazing, trick, earn, married, believe in, vet, clinic, theatre, scared of, monster, check, torch, coin, wizard, laugh
The document explains the present continuous tense, which is used to describe actions that are happening now or ongoing. It provides the structure of the present continuous as pronoun + verb "to be" + verb + "ing" and examples of its use, such as "What is the little girl doing?" "She is eating." It then provides practice sentences for the reader to identify the present continuous form.
The document provides information about the past simple and future tenses in English. It includes the formations, examples, and practice exercises for the past simple, past to be, future going to, future will, present continuous, present simple, and opposites in English. Key details include the formations for the affirmative, negative, and interrogative forms of each tense, examples of their uses, and practice activities like ordering sentences, filling in blanks, and answering questions to reinforce understanding and usage of these tenses and concepts.
This document provides a review of English verb forms through a series of lessons and exercises. It begins with an introduction explaining that V1, V2, and V3 refer to the first, past, and past participle forms of verbs. Several lessons then review the forms and usage of regular and irregular verbs, as well as helping verbs like be, have, do, and modals. Practice exercises throughout ask the reader to fill in missing verb forms. The document aims to help English language learners reinforce their understanding of basic English verb patterns.
The document provides tables summarizing the forms of the verb "to be" in English, including affirmative, negative, and interrogative forms. It covers the present, past, future, conditional, present perfect, past perfect, future perfect, and conditional perfect tenses. The tables show the conjugations of "to be" for the first, second, and third person singular and plural in standard and contracted forms. Examples are provided of using "to be" with different subjects in sentences.
The document provides vocabulary and phrases for asking where someone is going in Spanish. It introduces the question "¿A dónde vas?" to ask where someone is going, using the verb "ir" conjugated to "tu". Common places are listed with example questions and responses using "yo voy a" followed by the location. The question "¿Por qué vas?" is presented to ask why someone is going somewhere, using the word "para" to indicate purpose.
لغة انجليزية 2 اعدادي لغات الوحدة الاولى to the max 2 مستر علاء رجبمحمد الجمل
Heba never comes home late. (doesn't)
French is spoken well by him.
Where do you come from? (do)
Ahmed always watches television.
People speak Arabic in many countries. (is spoken)
This document is a 3-page presentation in Ukrainian on the past simple tense in English for a 4th grade class. It includes:
1) Examples of when to use the past simple tense with time expressions like "yesterday", "last week", etc.
2) Lists of regular and irregular verb forms in the past simple tense.
3) Example sentences comparing the present simple and past simple tenses.
4) A dialogue questioning a boastful gnome named Tim about improbable claims using the past simple tense.
5) Questions for students to ask each other about a classmate's activities in the past simple tense.
The document provides tourist origin data from 2013 for a hotel. It shows the top nationalities of tourists by number and percentage share. The largest groups were from East Asia at 59.94%, ASEAN countries at 27.43%, and Europe at 23.75%. Other major origins included Oceania, the Americas, the Middle East, South Asia, and Africa.
The document provides guidance on giving road directions and describes common traffic signs, lights, and landmarks used when directing drivers. It lists terms for turns, intersections, overpasses, bridges, and other structures. Examples are given for directing drivers to go straight, turn left or right, pass certain places, and navigate traffic lights and junctions. Common landmarks that may be used in directions like petrol stations, hospitals, and schools are also outlined.
The document provides vocabulary related to eating at a restaurant. It lists and defines common table items like cutlery, salt and pepper shakers, plates, glasses, and napkins. It also defines the three main meals - breakfast, lunch and dinner - and notes that snacks can be eaten between meals. Finally, it describes the three courses that make up a dinner - appetizer or starter, main course, and dessert - listing types of foods that could be served for each course.
This document provides information about verb tenses in English. It discusses the present simple, present continuous, future simple, past simple, and present perfect tenses. For each tense, it explains how to form it and gives examples of its use. The key points covered are:
- The present simple tense is used for habitual daily actions.
- The present continuous tense describes what is happening now.
- The future simple tense uses "will" to talk about future events.
- The past simple tense adds "ed" to regular verbs for past actions.
- The present perfect tense uses "have/has + past participle" for actions completed recently with present relevance.
The document provides information on simple present, past, future, and perfect tenses in English. It includes:
- The structure of simple present tense as subject + verb (infinitive without "to").
- Adding "-s" to third person singular verbs.
- The structure of simple past as subject + past verb form ending in "-ed".
- The structure of simple future as subject + will/shall + verb.
- The formation of the past perfect and future perfect tenses by combining an auxiliary verb (had/will have) with the past participle.
- Examples are provided for each tense.
The document discusses the use of "usually", "used to", "to be used to", and "to get used to" when talking about habits and past experiences in English. It provides examples of how to use each phrase correctly in sentences, such as "I usually get up at 8:00" to describe a present habit, and "I used to smoke" to refer to something that happened regularly in the past but no longer does. The document also includes exercises for readers to practice filling in sentences with the correct phrase.
The document discusses the simple past tense in English. It explains that the simple past is used to talk about actions that were completed in the past. It provides examples of regular and irregular verbs in the simple past, such as "play/played" and "go/went". It also discusses how the auxiliary verb "do" changes to "did" in the past tense. The document provides examples of simple past sentences, negative sentences, and question forms to illustrate its usage.
The document discusses the present simple tense and how it is used to describe habits and routines. It provides examples of affirmative and negative sentence structures using common verbs like play, wake up, visit, and tidy. Time expressions like every day, in the morning, and on weekends are also mentioned. The rules for changing verbs ending in y to ies in the third person singular form are outlined.
The document discusses using the present continuous tense to talk about future plans and arrangements. It provides examples of sentences using expressions like "tomorrow" and "next week" paired with present continuous verbs to discuss what Tessa and Rachel are doing on different days of the following weekend, including aerobics, meeting friends, playing basketball, and going to concerts, swimming, and the cinema. It then asks and answers yes/no questions checking comprehension of Tessa and Rachel's weekend plans.
The document discusses the present progressive tense, which is used to describe situations or events that are happening at the moment or currently in someone's life. It provides examples of simple sentence structures using the present progressive, including the verb "to be" plus a verb ending in "-ing" and a complement. Sample sentences are given like "She is dancing ballet" and "I am playing soccer" to illustrate how the present progressive is formed and used.
This document provides examples and explanations of how to form questions using interrogative words like what, when, where, why, how many/much, which, and who. It discusses forming yes/no questions using did/didn't and was/wasn't, including examples of filling in the blanks to complete sample questions. The document also provides practice organizing words to form questions correctly.
Tim works as a customer service representative for a bank in Sacramento, California. He follows a regular daily routine:
He gets up at 6am each workday and drives to work, arriving at 8am. During the day, he helps customers over the phone by asking for their personal details to verify their identity before providing banking information. He is always polite and friendly with callers. In the evenings, he works out at the gym before having dinner and watching TV.
The document discusses the present simple tense and how it is used to describe repeated actions, daily routines, permanent states, and general truths. It provides examples of using the present simple for positive and negative statements and questions. Specific examples are given about what different people do on various days of the week.
The document compares and contrasts sentences written in the active and passive voice. It provides examples of sentences written in both voices and explains the key differences. In the active voice, the subject performs the action and comes before the verb, while the object receives the action and comes after. In the passive voice, the subject receives the action and comes after the verb, while the object comes before. It also notes that the passive voice is sometimes used to emphasize the recipient of the action rather than the doer.
The document is a summary of vocabulary words from an English textbook, providing Arabic translations. It includes words related to topics like school subjects, sports, magic, as well as grammar terms like verb tenses. Some sample vocabulary words translated are: voice, pick up, magic, remember, come on, lonely, river, simple, move away, golden, spell, problem, library, disappear, ladder, run out, ocean, wait for, sandcastle, fossils, saxophone, differnce, great, set, race, daylight, take part, concert, perform, amazing, trick, earn, married, believe in, vet, clinic, theatre, scared of, monster, check, torch, coin, wizard, laugh
The document explains the present continuous tense, which is used to describe actions that are happening now or ongoing. It provides the structure of the present continuous as pronoun + verb "to be" + verb + "ing" and examples of its use, such as "What is the little girl doing?" "She is eating." It then provides practice sentences for the reader to identify the present continuous form.
The document provides information about the past simple and future tenses in English. It includes the formations, examples, and practice exercises for the past simple, past to be, future going to, future will, present continuous, present simple, and opposites in English. Key details include the formations for the affirmative, negative, and interrogative forms of each tense, examples of their uses, and practice activities like ordering sentences, filling in blanks, and answering questions to reinforce understanding and usage of these tenses and concepts.
This document provides a review of English verb forms through a series of lessons and exercises. It begins with an introduction explaining that V1, V2, and V3 refer to the first, past, and past participle forms of verbs. Several lessons then review the forms and usage of regular and irregular verbs, as well as helping verbs like be, have, do, and modals. Practice exercises throughout ask the reader to fill in missing verb forms. The document aims to help English language learners reinforce their understanding of basic English verb patterns.
The document provides tables summarizing the forms of the verb "to be" in English, including affirmative, negative, and interrogative forms. It covers the present, past, future, conditional, present perfect, past perfect, future perfect, and conditional perfect tenses. The tables show the conjugations of "to be" for the first, second, and third person singular and plural in standard and contracted forms. Examples are provided of using "to be" with different subjects in sentences.
The document provides vocabulary and phrases for asking where someone is going in Spanish. It introduces the question "¿A dónde vas?" to ask where someone is going, using the verb "ir" conjugated to "tu". Common places are listed with example questions and responses using "yo voy a" followed by the location. The question "¿Por qué vas?" is presented to ask why someone is going somewhere, using the word "para" to indicate purpose.
لغة انجليزية 2 اعدادي لغات الوحدة الاولى to the max 2 مستر علاء رجبمحمد الجمل
Heba never comes home late. (doesn't)
French is spoken well by him.
Where do you come from? (do)
Ahmed always watches television.
People speak Arabic in many countries. (is spoken)
This document is a 3-page presentation in Ukrainian on the past simple tense in English for a 4th grade class. It includes:
1) Examples of when to use the past simple tense with time expressions like "yesterday", "last week", etc.
2) Lists of regular and irregular verb forms in the past simple tense.
3) Example sentences comparing the present simple and past simple tenses.
4) A dialogue questioning a boastful gnome named Tim about improbable claims using the past simple tense.
5) Questions for students to ask each other about a classmate's activities in the past simple tense.
The document provides tourist origin data from 2013 for a hotel. It shows the top nationalities of tourists by number and percentage share. The largest groups were from East Asia at 59.94%, ASEAN countries at 27.43%, and Europe at 23.75%. Other major origins included Oceania, the Americas, the Middle East, South Asia, and Africa.
The document provides guidance on giving road directions and describes common traffic signs, lights, and landmarks used when directing drivers. It lists terms for turns, intersections, overpasses, bridges, and other structures. Examples are given for directing drivers to go straight, turn left or right, pass certain places, and navigate traffic lights and junctions. Common landmarks that may be used in directions like petrol stations, hospitals, and schools are also outlined.
The document provides vocabulary related to eating at a restaurant. It lists and defines common table items like cutlery, salt and pepper shakers, plates, glasses, and napkins. It also defines the three main meals - breakfast, lunch and dinner - and notes that snacks can be eaten between meals. Finally, it describes the three courses that make up a dinner - appetizer or starter, main course, and dessert - listing types of foods that could be served for each course.
This document provides information about verb tenses in English. It discusses the present simple, present continuous, future simple, past simple, and present perfect tenses. For each tense, it explains how to form it and gives examples of its use. The key points covered are:
- The present simple tense is used for habitual daily actions.
- The present continuous tense describes what is happening now.
- The future simple tense uses "will" to talk about future events.
- The past simple tense adds "ed" to regular verbs for past actions.
- The present perfect tense uses "have/has + past participle" for actions completed recently with present relevance.
The document defines and provides a short description for over 100 terms related to cities and urban areas. It includes definitions for types of buildings and establishments commonly found in cities like shops, restaurants, transportation hubs, places of worship, entertainment and cultural venues, as well as terms describing urban infrastructure, layouts and issues. The definitions are concise and focus on the essential meaning and function of each term.
The document contains a list of vocabulary words related to hotel rooms and their furnishings. It includes terms for different types of beds, bed linens, bathroom items, furniture, and amenities found in hotel rooms like televisions, air conditioners, and telephones. Words are grouped under headings like "Bedroom Vocabulary", "Bathroom", and "Furniture" to organize different areas of a hotel room.
The document discusses various types of verbs in English including: transitive verbs which require an object; intransitive verbs which do not require an object; auxiliary verbs which help the main verb; regular and irregular verbs; tense forms (present, past, future); and examples of each. It also provides corrections for common verb errors.
This document provides information about verb tenses in English. It discusses the present simple, present continuous, future simple, past simple, and present perfect tenses. For each tense, it explains how to form it and gives examples of its use. The key points covered are:
- The present simple tense is used for habitual or repeated actions.
- The present continuous tense describes actions happening now.
- The future simple tense uses "will" to talk about future actions.
- The past simple tense usually takes "ed" but some verbs are irregular.
- The present perfect tense uses "have/has" plus the past participle to describe actions with relevance to the present.
The document provides information about reported speech (also known as indirect speech). It explains what reported speech is, how to use it, and the tense changes that occur when changing from direct to reported speech. Examples are given of direct and reported speech for statements, questions, and commands. The summary is:
1) Reported speech is used to report what other people have said by changing the verb tenses and pronouns.
2) When changing from direct to reported speech, the tense of the verb may need to change depending on the tense used in the main clause.
3) Examples are provided of direct and reported speech for statements, questions, and commands to demonstrate how to properly change the tense and
This document provides a summary of different verb tenses in English, including:
1) The present simple tense which is used to describe everyday or habitual actions.
2) The present continuous tense which describes actions happening now.
3) The future simple tense which uses "will" to talk about events that will occur after now.
4) The past simple tense which is used for completed actions in the past, though there are irregular verbs that do not follow the standard rules.
5) The present perfect tense which describes actions that began in the past but have relevance in the present, using "have/has" plus the past participle verb form.
The document discusses the simple past tense in English. It explains that the simple past is used to talk about actions that were completed in the past. It provides examples of regular and irregular verbs in the past tense. It demonstrates how to change sentences from present to past tense and how to form questions and negative sentences in the past tense. Examples are provided to illustrate forming the past tense of verbs, including changing "do" to "did" for questions and negatives.
The document discusses the past tense in English grammar. It provides examples of how the past tense is used to show completed actions at a certain time in the past, habitual or repeated actions in the past, and asking questions about past actions. It also discusses the different forms of verbs used in the past tense, including "was/were", "had", and "did". Lists of regular and irregular verbs are provided showing their present and past tense forms. Sample exercises are given demonstrating how to use the past tense correctly in sentences.
The document provides a review of forming questions and negative sentences in the past tense in English. It gives examples of using question words or "did" to ask questions in the past tense. It also explains using "did not" or "didn't" to make negative sentences in the past tense. The document includes exercises for learners to practice forming past tense questions and negative sentences.
The document discusses the future tense in French. It provides three ways to discuss future events: using the present tense with an adverb of time, the immediate future tense (equivalent to "going to" in English), and the future tense. It gives examples of forming these tenses and provides practice translating sentences between French and English. Common irregular verbs in the future tense are also explained.
The document discusses the Mesoamerican ball game and human sacrifice practices related to it. It states that the French and Mesoamerican civilizations used to play the ball game, which was usually played by two or three teams. The players could touch the ball with their hands, feet, hips, elbows or knees. The captain or some players of the winning team were sometimes sacrificed after the game. Opinions differed on whether the Mesoamericans believed human sacrifice pleased their gods or not.
The document discusses the causative form and reported speech in grammar. It explains that the causative form uses "have + object + past participle" to indicate that someone arranged for an action to be done, such as "She had her hair cut." It also discusses the changes needed in reported speech, such as changing pronouns, adjectives, adverbs and some verbs to be consistent with the new tense. Key differences are outlined between direct and reported speech.
1. The document discusses the differences between direct and reported speech. Direct speech uses quotation marks and reports exactly what someone said, while reported speech does not use quotation marks and the verb tenses typically change.
2. Examples are provided of how the verb tenses change from direct to reported speech, such as present simple becoming past simple. Modal verbs like will and can also change to would and could.
3. A table outlines other changes like today becoming that day, tomorrow becoming the next day, and here becoming there.
The document discusses the future perfect tense in English grammar. It explains that the future perfect tense is formed using "will/shall + have + past participle" and is used to refer to an action that will be completed before a certain time or event in the future. It provides examples of regular and irregular verbs in the future perfect tense and guidelines for its use. It also covers interrogative and negative forms of the future perfect tense.
The document provides information about direct and reported speech. It includes examples of direct speech and how they would be changed to reported speech depending on tense. It also discusses some of the main rules for changing direct speech to reported speech, such as changing pronouns, adverbs of time and verbs. Examples are provided to illustrate reported statements, questions, commands and requests. The key information is that direct speech is quoted verbatim while reported speech is used to tell someone else what was said and involves changing the tense and pronouns.
The document discusses the present continuous tense in English. It provides examples of sentences using the present continuous tense with the verbs "think", "sing", "smile", and "cry". It explains that the present continuous tense uses the verb "to be" plus the present form of the main verb plus "-ing".
The document discusses the present continuous tense in English. It provides examples of sentences using the present continuous tense with the verbs "think", "sing", "smile", and "cry". It notes that in the present continuous tense, verbs end in "-ing" and are used with the verb "to be". The tense uses the structure of "verb to be" plus the present form of the main verb plus "-ing".
This document provides examples of simple present and present continuous tenses in English. It shows the forms and uses of simple present for permanent or habitual actions like "I walk" and "he washes." Present continuous is used for temporary actions happening now, like "she is reading" and "we are having a picnic." Examples are given for affirmative and negative forms with different subjects. Common verbs that follow irregular patterns are also listed.
The document provides information about simple present and present continuous tenses in English. It outlines the affirmative, interrogative and negative forms of simple present for first, second and third person singular and plural. It also discusses rules for spelling verbs in the simple present and present continuous tenses. Finally, it describes the different uses of simple present for general truths, habits and schedules and present continuous for ongoing actions and temporary situations.
This document compares and contrasts the present simple and present continuous tenses in English. It explains that the present simple is used to express habits, routines, and truths, often using adverbs like always or never, while the present continuous is used to describe actions happening now at the moment of speaking, using words like now or look. It provides examples of sentences in both tenses and explains how to form the present continuous using the verb to be plus the verb with -ing. It also discusses when to use state verbs like think versus action verbs like play in each tense.
This document discusses verb tenses and how they are used to indicate when actions occur. It explains the simple past, present, and future tenses. The simple past tense uses verbs ending in "-ed" or irregular forms to show actions that have already happened. The simple present tense is used for repeated or habitual actions, general truths, or future times. It discusses rules for adding "-s" or "-es" to verbs based on the subject. The simple future tense uses "will" or other helping verbs to show actions that have not happened yet. Examples are provided to illustrate the different tenses.
The document discusses how to frame questions in English by changing statements into interrogative form using auxiliary verbs. It provides examples of transforming statements from the simple present, present continuous, present perfect, and present perfect continuous tenses. It then presents a combination table with the auxiliary verbs and forms for the present, past, and future tenses to help translate statements into linear and conditional questions in English. The homework assignments are to practice filling out the combination table for linear and conditional questions.
The document provides tourist origin data from 2013 for a location. It shows the top nationalities of tourists by number and percentage share. The largest groups were from East Asia at 59.94%, ASEAN countries at 27.43%, and Europe at 23.75%. Other major origins included Oceania, the Americas, the Middle East, South Asia, and Africa.
The document provides guidance for waiters and waitresses on how to serve customers at a restaurant. It outlines the steps of greeting customers as they arrive, seating them at a table, taking their drink and food orders, delivering their meals, checking that everything is satisfactory, and finally bringing the bill. The document includes example dialogues for wait staff to use at each step of the service process.
The document provides information about shopping in Chiang Mai, Thailand. It discusses several major shopping malls in Chiang Mai, including Kad Suan Kaew, Central Airport Plaza, Central Festival, Promenada Resort Mall, and Maya Lifestyle Shopping Centre. It also mentions Pantip Plaza as a center for technology and computers. Additional areas for souvenirs and handicrafts mentioned are Warorot Market, Kad Luang Night Bazaar, Baan Tawai wood carving village, and Bo-Sang Umbrella Village.
This document provides information about various question words in English and their uses. It discusses the question words what, when, where, which, who, whose, why, how and gives examples of how to use each word to ask a question. For example, it states that "what" should be used to ask about a thing, "when" to ask about time, and "why" to ask for a reason. It also discusses using "how much", "how many", and "how often" as well as combining "how" with adjectives like "big" or "tall". The overall purpose is to help understand which question word to use depending on what information is being requested.
The document provides examples of using pronouns to replace nouns in sentences. It discusses different subject and object pronouns including I, you, he, she, it, we and they. Examples are given of replacing nouns with the correct pronouns in sentences about a hotel room attendant speaking with a guest. The pronouns allow referring to people, things, the speaker and the person being spoken to without repeating nouns.
This document contains information about cardinal and ordinal numbers in English. It lists numbers from 1 to 1,000,000,000,000 in both cardinal and ordinal form, as well as examples of how to write large numbers like dates, prices, and measurements. The document also provides contact information for Mr. Bill, who offers English lessons on his website.
This document contains vocabulary terms related to foods and dishes that may be found in a hotel restaurant. It includes terms for appetizers, salads, soups, pastas, sandwiches, main courses and Asian dishes. The terms are grouped by food type and many include brief descriptions or ingredients. For example, caesar salad ingredients include romaine lettuce, parmesan cheese and croutons.
This document provides vocabulary terms to describe items and amenities found in hotel rooms and suites. It lists over 100 terms organized into categories like beds and bedding, furniture, electronics, bathroom items, amenities, and more. The terms are meant to describe all the things one might find in a room at the Holiday Inn Hotel.
The document lists and describes various facilities available at the Holiday Inn hotel, including general facilities like the front lobby and parking areas, as well as shopping, hospitality, recreation, and business facilities such as a gym, pool, spa, conference centers, and meeting rooms.
The document provides guidance on greetings and responses for different levels of formality in English. It begins with contact information for Mr. Bill and his English teaching website. It then lists common greetings and responses for very formal, formal, and informal situations. These include "How do you do" and "Nice to meet you" as very formal greetings and "Hi" and "What's up" as informal greetings. Responses range from "I'm fine, thank you" to indicating being unwell. The document concludes with examples of parting phrases for different levels of formality.
This document contains information about days of the week, months of the year, and seasons. It lists the days of the week, with Monday through Friday and the weekend days Saturday and Sunday. It provides examples of stating today's day, tomorrow's day, and yesterday's day. It also lists the months of the year numbered 1 through 12. Finally, it identifies the months associated with each season - Spring, Summer, Autumn/Fall, and Winter.
The document lists various types of foods and items commonly found at breakfast, including breads like croissants and baguettes often served with butter and jam, different preparations of eggs like fried, poached and scrambled, breakfast meats like bacon and sausages, sides like hash browns and fried tomatoes, and juices like orange juice and tomato juice.
The document provides information on attractions within and near Chiang Mai, Thailand. It describes several temples located within Chiang Mai's old city moat that are historic, culturally significant sites, including Wat Phra Singh, Wat Chedi Luang, Wat Phan Tao, and Wat Chiang Man. It also mentions the Three Kings Monument and provides details on Chiang Mai Zoo, Night Safari, Royal Flora Ratchaphruek Park, and Doi Inthanon National Park as popular tourist destinations. Further attractions mentioned near Chiang Mai include Long Neck Karen villages and the scenic Road to Pai town.
This document provides instructions for telling time in English. It explains that the small hand tells the hour while the big hand tells the minutes. It notes there are both easy and difficult ways to tell time based on whether the time is expressed as "o'clock" or using terms like "past" and "to". The document includes examples of how to read times using both methods.
This document discusses various prepositions of place in English. It defines and provides examples for common prepositions indicating spatial relationships, including above, at, behind, below, beside/next to, between, beyond, far, in, in front of, on, over, near, and under. For each preposition, the document gives the opposite preposition and explains the basic meaning through examples of how it is used.
This document contains sample dialogues for a hotel worker to have with guests from different parts of the world to learn about their home countries and travel experiences. It includes introductory greetings and potential questions about the climate, vegetation, geography, and wildlife of various nations and regions. The hotel worker is advised not to inquire about wealth, religions, or capital cities out of sensitivity.
1. Complaints provide valuable feedback and should be viewed as opportunities to improve rather than negatives. They let you know about problems from guests who may not otherwise say anything.
2. When resolving a complaint, it is important to listen fully to understand the real issue, take responsibility, apologize, and resolve the problem in a way that satisfies the guest. Making the guest feel valued is also key.
3. Different types of guests may complain in different ways, but the goal is always to address the problem respectfully and ensure the guest leaves satisfied. Complaints should be seen as a chance to improve service and gain loyal customers.
This document contains a list of vocabulary words related to hotel rooms and their furnishings. It includes terms for different types of beds, bed linens, bathroom items, furniture, and amenities commonly found in hotel rooms such as televisions, air conditioning units, and room utilities. Words are grouped under headings like "Bedroom Vocabulary", "Bathroom", and "Furniture" to organize the various terms.
The document provides guidance on greetings and responses for different levels of formality when interacting with others in the Thai hospitality industry. It begins with introductions for various levels of formality from very formal to informal. It then gives responses to common greetings and questions about how one is doing. Finally, it lists ways to say goodbye at different levels of formality.
The document provides phrases for giving directions in a hotel. It includes phrases for going straight, up, down, left, right, through doors or other areas, past objects, and around. Locations are also described as being in front of or behind other points in the hotel. Verbs used include go, walk, turn, and phrases specify going up or down stairs.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Advanced Verbs
1. Mr.
Bill
Phone: 086 – 050 – 0379
E-mail: mrbillgreaves@gmail.com
Web site: www.englishwithmrbill.com
2. VerbsAuxiliary (Helping) Verbs
Some helping verbs are used to make tenses
To be – makes the present continuous tense
Will – makes the future simple tense
To be (+ going to) – makes the future simple tense
To have – makes the present perfect tense
4. VerbsAuxiliary Verbs
The Present Continuous Tense
Now
Use the present continuous tense to talk about what is happening now.
Verb To be: I am going
you are sleeping
he is walking
she is eating
it is learning
we are playing
they are speaking
5. VerbsAuxiliary Verbs
Tomorrow
Will
Use the future simple to talk about what will happen after now.
Every day I speak English, now I am speaking English, tomorrow I will speak English
Every day you walk to work, now you are walking to work, tomorrow you will walk to work
Every day he learns English, now he is learning English, tomorrow he will learn English
Every day she swims, now she is swimming, tomorrow she will swim
Every day it sleeps, now it is sleeping, tomorrow it will sleep
Every day we play football, now we are playing football, tomorrow we will play football
Every day they watch tv, now they are watching tv, tomorrow they will watch tv
Easy !
6. VerbsAuxiliary verbs
Future
Will, Am, Are, Is Going to
Use WILL or AM, ARE, IS GOING TO
to talk about what will happen after now.
Tomorrow I will speak English Tomorrow I am going to speak English
Tomorrow you will walk to work Tomorrow you are going to walk to work
Tomorrow he will learn English Tomorrow he is going to learn English
Tomorrow she will swim Tomorrow she is going to swim
Tomorrow it will sleep Tomorrow it is going to sleep
Tomorrow we will play football Tomorrow we are going to play football
Tomorrow they will watch tv Tomorrow they are going to watch tv
Too Easy ? More Exciting!
7. VerbsAuxiliary Verbs
The Present Perfect Tense
In my life
If you have done something and cannot do it again, then you use the past
simple tense.
If you have done something and can do it again then you use the present
perfect tense.
How do you make the present perfect tense?
First use the verb ‘to have’ in the present simple tense.
Then use verb #3 (past participle)
8. VerbsAuxiliary Verbs
The Present Perfect Tense
In my life
How do you make the present perfect tense?
First use the verb ‘to have’ in the present simple tense.
I have
you have
he has
she has
it has
we have
they have
9. VerbsAuxiliary Verbs
The Present Perfect Tense
In my life
How do you make the present perfect tense?
First use the verb ‘to have’ in the present simple tense, then use the past
participle (verb #3)
I have gone
you have slept
he has walked
she has eaten
it has learned
we have played
they have spoken
10. VerbsAuxiliary (Helping) Verbs
Some helping verbs are used to make tenses
To be – makes the present continuous tense
Will – makes the future simple tense
To be (+ going to) – makes the future simple tense
To have – makes the present perfect tense
The helping verb ‘to do’ is used to make negatives and questions
I do not play basketball
I did not play basketball
Do you play basketball?
Did you play basketball?
11. VerbsAuxiliary (Helping) Verbs
Negatives
Present Simple (Every Day)
Positive Negative
Every day I eat pizza. No, every day I do not eat pizza.
Every day you play football. No, every day you do not play football.
Every day he walks in the park. No, every day he does not walk in the park.
Every day she buys a cat. No, every day she does not buy a cat.
Every day it rains. No, every day it does not rain.
Every day we sing a song. No, every day we do not sing a song.
Every day they swim in the sea. No, every day they do not swim in the sea.
12. Verbs
Auxiliary (Helping) Verbs
Negatives
Past Simple (Yesterday)
Positive Negative
Yesterday I ate pizza. No, yesterday I did not eat pizza.
Yesterday you played football. No, yesterday you did not play football.
Yesterday he walked in the park. No, yesterday he did not walk in the park.
Yesterday she bought a cat. No, yesterday she did not buy a cat.
Yesterday it rained. No, yesterday it did not rain.
Yesterday we sang a song. No, yesterday we did not sing a song.
Yesterday they swam in the sea. No, yesterday they did not swim in the sea.
13. VerbsAuxiliary (Helping) Verbs
Questions
Present Simple (Every Day)
Statement Question
Every day I eat pizza. Do I eat pizza every day?
Every day you play football. Do you play football every day?.
Every day he walks in the park. Does he walk in the park every day?
Every day she buys a cat. Does she buy a cat every day?
Every day it rains. Does it rain every day?
Every day we sing a song. Do we sing a song every day?.
Every day they swim in the sea. Do they swim in the sea every day?
14. VerbsAuxiliary (Helping) Verbs
Questions
Past Simple (Yesterday)
Statement Question
Yesterday I ate pizza. Did I eat pizza yesterday?
Yesterday you played football. Did you play football yesterday?
Yesterday he walked in the park. Did he walk in the park yesterday?
Yesterday she bought a cat. Did she buy a cat yesterday?
Yesterday it rained. Did it rain yesterday?
Yesterday we sang a song. Did we sing a song yesterday?
Yesterday they swam in the sea. Did they swim in the sea yesterday?
15. Verbs
For Your Information
The verb ‘to be’ does not use the verb ‘to do’ to make negatives and questions
Present Simple (Every Day)
To be To be (negative) To be (question)
I am a waiter I am not a waiter Am I a waiter?
You are a driver You are not a driver Are you a driver?
He is a chef He is not a chef Is he a chef?
She is a manager She is not a manager Is she a manager?
It is cold It is not cold Is it cold?
We are in Chiang Mai We are not in Chiang Mai Are we in Chiang Mai?
They are in Bangkok They are not in Bangkok Are they in Bangkok?
16. Verbs
For Your Information
The verb ‘to be’ does not use the verb ‘to do’ to make negatives and questions
Past Simple (Yesterday)
To be To be (negative) To be (question)
I was a waiter I was not a waiter Was I a waiter?
You were a driver You were not a driver Were you a driver?
He was a chef He was not a chef Was he a chef?
She was a manager She was not a manager Was she a manager?
It was cold It was not cold Was it cold?
We were in Chiang Mai We were not in Chiang Mai Were we in Chiang Mai?
They were in Bangkok They were not in Bangkok Were they in Bangkok?
17. Verbs
For Your Information
Negatives for Present Continuous (Now)
Positive Negative
Now I am eating pizza. No, now I am not eating pizza.
Now you are playing football. No, now you are not playing football.
Now he is walking in the park. No, now he is not walking in the park.
Now she is buying a cat. No, now she is not buying a cat.
Now it is raining No, now it is not raining.
Now we are singing a song No, now we are not singing a song.
Now they are swimming in the sea. No, now they are not swimming in the sea.
18. Verbs
For Your Information
Negatives for Future Simple (Tomorrow)
Positive Negative
Tomorrow I will eat pizza. No, tomorrow I will not eat pizza.
Tomorrow you will play football. No, tomorrow you will not play football.
Tomorrow he walks in the park. No, tomorrow he will not walk in the park.
Tomorrow she will buy a cat. No, tomorrow she will not buy a cat.
Tomorrow it will rain. No, tomorrow it will not rain.
Tomorrow we will sing a song. No, tomorrow we will not sing a song.
Tomorrow they will swim in the sea. No, tomorrow they will not swim in the sea.
19. Verbs
For Your Information
Negatives for Present Perfect (In my life)
Positive Negative
In my life I have eaten pizza. No, in my life I have not eaten pizza.
In my life you have played football. No, in my life you have not played football.
In my life he has walked in the park. No, in my life he has not walked in the
park.
In my life she has bought a cat. No, in my life she has not bought a cat.
In my life it has rained. No, in my life it has not rained.
In my life we have sung a song. No, in my life we have not sung a song.
In my life they have swum in the sea. No, in my life they have not swum in the
sea
20. Verbs
For Your Information
Questions for Present Continuous (Now)
Positive Negative
Now I am eating pizza. Am I eating a pizza now?
Now you are playing football. Are you playing football now?
Now he is walking in the park. Is he walking in the park now?
Now she is buying a cat. Is she buying a cat now?
Now it is raining Is it raining now?
Now we are singing a song Are we singing a song now?
Now they are swimming in the sea. Are they swimming in the sea now?
21. Verbs
For Your Information
Questions for Future Simple (Tomorrow)
Positive Negative
Tomorrow I will eat pizza. Will we eat a pizza tomorrow?
Tomorrow you will play football. Will you play football tomorrow?
Tomorrow he walks in the park. Will he walk in the park tomorrow?
Tomorrow she will buy a cat. Will she buy a cat tomorrow?
Tomorrow it will rain. Will it rain tomorrow?
Tomorrow we will sing a song. Will we sing a song tomorrow?
Tomorrow they will swim in the sea. Will they swim in the sea tomorrow?
22. Verbs
For Your Information
Questions for Present Perfect (In my life)
Positive Negative
In my life I have eaten pizza. Have I eaten a pizza in my life?
In my life you have played football. Have you played football in your life?
In my life he has walked in the park. Has he walked in the park in his life?
In my life she has bought a cat. Has she bought a cat in her life?
In my life it has rained. Has it rained in my life?
In my life we have sung a song. Have we sung a song in our lives?
In my life they have swum in the sea. Have they swum in the sea in their
lives?
23. VerbsAuxiliary (Helping) Verbs - Others
Can, Could
‘Can’ really means the ability to do something – I can speak English.
‘Could’ is the past tense of ‘can’ – Yesterday I could not speak English but now I can.
Today many people use ‘can’ to ask permission.
Every teacher knows, “Can I go to the bathroom?”
Beware! Some people find it funny to get ‘can’ wrong.
Student who is hot, “Teacher, can I open the window?”
Teacher, “You are very short and the window is very high up and I do not know if you can. But if you can,
then you may.”
24. VerbsAuxiliary (Helping) Verbs - Others
Can, Could, May
‘Can’ really means the ability to do something – I can speak English.
‘Could’ is the past tense of ‘can’ – Yesterday I could not speak English but now I can.
Today many people use ‘can’ to ask permission.
Every teacher knows, “Can I go to the bathroom?”
‘May’ is a more polite word to use to ask permission.
“May I go to the bathroom?” is a better way to ask.
“May I help you?”
25. VerbsAuxiliary (Helping) Verbs - Others
May, Might
‘May’ and ‘might’ are used to talk about the possibility of something happening.
‘May’ and ‘might’ are like each other a lot.
I might go to Bangkok next month.
I may go to Bangkok next month
If I can get some money, if I can book a bus to Bangkok, if I can book a bus back
from Bangkok, if I can find a friend who will let me stay at his home; then I will go to
Bangkok next month.
26. VerbsAuxiliary (Helping) Verbs - Others
May, Might
‘May’ and ‘might’ are used to talk about the possibility of something happening.
‘May’ and ‘might’ are like each other a lot.
I might win the Lotto next month.
I may quit my job when I win the Lotto
27. VerbsAuxiliary (Helping) Verbs - Others
Have to, Must
Have to and must are almost the same.
Perhaps MUST is stronger than HAVE TO
Must and must not have strong meanings.
If you must do something then you cannot
choose to do it, you have to.
When the traffic light is red, you must stop.
28. VerbsAuxiliary (Helping) Verbs - Others
Have to, Must, Must Not
Have to and must are almost the same.
Perhaps MUST is stronger than HAVE TO
It is the same with must not.
If you are told you must not, then you cannot think about it.
You must not smoke in a hospital.
29. VerbsAuxiliary (Helping) Verbs - Others
Ought to, Should
‘Should’ and ‘ought to’ are almost the same.
‘Should’ and ‘ought to’ are not as strong as ‘must’, ‘must not’
‘Should’ and ‘ought to’ are often used in advice, when you tell a friend what you
would do.
You should, ought to come to work on time.
If you are late one time there will not be a problem.
But, if you are often late then there will be a big problem.
30. VerbsAuxiliary (Helping) Verbs - Others
Ought to, Should
You should, ought to wear a helmet on a motor bike.
What I weigh and what I should weigh are not the same things.
I saw a great movie and I think you should see it too..
31. VerbsAuxiliary (Helping) Verbs - Others
Want, Need
You want, or would like to have something.
You want or would like something to happen.
Condo in Phuket 1 kg giant shrimp BMW
33. VerbsAuxiliary (Helping) Verbs - Others
Shall, Will
‘Will’ is a verb word to tell the future tense.
It never changes
‘Shall’ can be used instead of ‘will’ when talking about tomorrow.
‘Tomorrow I shall eat pizza and we shall sing a song’ is perfect English.
However they are not used a lot today.
‘Shall I’ is used more in polite questions when the person speaking is quietly asking
permission to do something for the other person.
“Shall I make a cup of tea for us?”
34. VerbsAuxiliary (Helping) Verbs - Others
Shall, Will
‘Shall I’ is used more in polite questions when the person speaking is quietly asking
permission to do something for the other person.
“Shall I make a cup of tea for us?”
35. VerbsAuxiliary (Helping) Verbs - Others
Used To
‘Used to’ is used to tell about things that you did in the past as a routine but no
longer do.
At university, I used to sit under a bridge to read my books.
When I lived in Bangkok, I used to go to Hua Hin every weekend.
36. VerbsAuxiliary (Helping) Verbs - Others
Used To
‘Used to’ is used to tell about things that you did in the past as a routine but no
longer do.
37. VerbsAuxiliary (Helping) Verbs - Others
Would
‘Would’ is a fantasy word.
‘Would’ talks about things that are not real
If I had 100,000,000 Baht I would live in Mae Hong Son.
I would like to go to Japan one day.
When I get enough time and money I will travel to Japan.
I would send you a text message, if I knew your number
38. VerbsAuxiliary (Helping) Verbs - Others
Would
Because ‘would’ talks about fantasy things that are not real, ‘would’ has become
very polite.
“What would you like?” really means that in your fantasy, dream world, where you
can have anything you want, what can I get you?
“Would you close the window?” is a very polite way to ask someone to do
something.
“I would like some papaya salad please.” Is a very polite way to ask for something.
39. VerbsAuxiliary (Helping) Verbs - Others
Would
Because ‘would’ talks about fantasy things that are not real, ‘would’ has become
very polite.