Be get-used-to-would
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This document discusses the use of "used to" and "would" when talking about past habitual actions and states. It explains that "used to" is used to talk about past states or repeated actions that no longer happen, while "would" can also be used for repeated past actions. Only "used to" can be used for past states. While both "would" and "used to" can be used in the affirmative, only "used to" can be used in the negative without changing the meaning when referring to past habitual actions or states.
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Would and used to
The document discusses the differences between "used to" and "would" when talking about past habits or repeated actions. "Used to" refers to a past situation or action that occurred for a period of time but is no longer happening. "Would" refers specifically to repeated actions in the past. Some examples are provided to illustrate the proper uses of each.
Use 'used to' and 'would'
This slide is prepared for the Maharashtra State Board learners at High School and Junior College level. The Marathi language (L1) is used as a medium of instruction. The slides are used in actual classroom teaching at Nutan Kanya Jr. College of Science, Commerce and Arts, Bhandara district. I would love to discuss your feedback on this series of slides on teaching English grammar.
Used to
The document discusses the usage of the phrase "used to" in English. It describes "used to" as referring to habits or repeated actions that occurred in the past but no longer occur now. Examples are provided of using "used to" in affirmative sentences like "I used to watch Xuxa when I was a child" as well as interrogative sentences with "Did" like "Did you use to go out with my sister?" and negative sentences with "didn't" like "I didn't use to play with my dolls."
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Here are 3 sentences about how my life used to be different:
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The document discusses childhood memories and activities that children used to engage in but no longer do. It provides examples of things some children used to do, like play with dolls, play marbles, blow bubbles, and play hide-and-seek. It then asks if the reader used to engage in certain activities like eating cotton candy and stepping in puddles as a child. Finally, it lists additional activities children may have engaged in, such as jumping rope, playing with building blocks, using yo-yos, and flying kites.
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The document discusses the differences between "used to" and "would" when talking about past habits or repeated actions. "Used to" refers to a past situation or action that occurred for a period of time but is no longer happening. "Would" refers specifically to repeated actions in the past. Some examples are provided to illustrate the proper uses of each.
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This slide is prepared for the Maharashtra State Board learners at High School and Junior College level. The Marathi language (L1) is used as a medium of instruction. The slides are used in actual classroom teaching at Nutan Kanya Jr. College of Science, Commerce and Arts, Bhandara district. I would love to discuss your feedback on this series of slides on teaching English grammar.
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The document discusses the usage of the phrase "used to" in English. It describes "used to" as referring to habits or repeated actions that occurred in the past but no longer occur now. Examples are provided of using "used to" in affirmative sentences like "I used to watch Xuxa when I was a child" as well as interrogative sentences with "Did" like "Did you use to go out with my sister?" and negative sentences with "didn't" like "I didn't use to play with my dolls."
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The document discusses childhood memories and activities that children used to engage in but no longer do. It provides examples of things some children used to do, like play with dolls, play marbles, blow bubbles, and play hide-and-seek. It then asks if the reader used to engage in certain activities like eating cotton candy and stepping in puddles as a child. Finally, it lists additional activities children may have engaged in, such as jumping rope, playing with building blocks, using yo-yos, and flying kites.
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The document discusses the use of "used to" and "would" when referring to past habitual actions or states. It explains that "used to" is used for repeated actions or states in the past that are no longer true, like "I used to play with dolls" or "We used to go out a lot in the summer." In contrast, "would" can also refer to past habits but does not imply they are no longer done. The document also discusses how verbs like "get," "grow," and "become" can be used before "used to" to talk about becoming accustomed to something.
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The document discusses how life used to be different in the past compared to now. It provides examples of how people used to dress differently, with women wearing long dresses and carrying parasols. It also notes that people didn't used to go out alone at night. The document then explains how the phrase "used to" is used to talk about past habits or things that no longer happen. It provides examples of forming questions and negatives using "did/didn't use to." Finally, it lists some other ways life was different, like people riding horses and not driving cars or watching TV in the past.
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The document discusses the use of "used to" and "would" to express habitual actions in the past. "Used to" is followed by an infinitive and refers to past permanent situations or repeated actions, like "I used to have long hair." "Would" takes an infinitive without "to" and also refers to repeated past actions, like "She would leave early." The phrase "get/be used to" means to become accustomed to something and is always followed by an "-ing" verb, like "I'm not used to living in the city." Several examples of correct and incorrect usage of these forms are provided.
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The document discusses the use of "used to" and "would" to express habitual actions in the past. "Used to" is followed by an infinitive and refers to past permanent situations or repeated actions, like "I used to have long hair." "Would" takes an infinitive without "to" and also refers to repeated past actions, like "She would leave early." The phrase "get/be used to" means to become accustomed to something and is always followed by an "-ing" verb, like "I'm not used to living in the city." Several examples of correct and incorrect usage of these forms are provided.
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The document outlines the agenda and goals for an English language learning class. The goals include practicing using the past tense structure "used to" to talk about past habits and activities. Some examples provided are writing about what students used to like as children and how their preferences have changed. Students will also ask and answer questions using "used to", complete a survey of classmates, and discuss pictures comparing past and present habits. Homework is to practice using "used to" more.
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This document discusses various time linkers and sequencers used to connect elements within and between sentences. It provides examples of linkers like when, whenever, while, as long as, until, as soon as, before, and after, explaining how they indicate the timing or order of events. It also discusses sequencers like firstly, secondly, and finally that are used to show the chronological succession of a series of events, such as when telling a story or giving instructions.
Connectors and-linkers-2
This document discusses different connectors and linkers used to join elements within and between sentences. It provides examples of conjunctions like "because" and "so" to express cause and result. It also discusses connectors like "as/since", "therefore", "as a result", and "so...that" to indicate time periods or show results. Finally, it discusses purpose connectors like "to" and "in order to" as well as "so that" followed by a modal verb to introduce purpose clauses.
Connectors and-linkers-1
This document discusses different types of coordinating and concessive connectors used to join elements within and between sentences. It identifies common connectors like "and", "or", "but", "although", and "however" and explains their functions in linking and contrasting ideas. Examples are provided to illustrate the proper uses of each connector.
Connectors and-linkers-4
This document discusses various connectors and linkers that are used to join elements within and between sentences. It provides examples of conjunctions like moreover, also, besides, and as well as that intensify discussions or add further information. Comparative connectors like as...as and than are explained as expressing similarities and comparisons. Conditional connectors including if, in case, provided, and as if/as though are outlined. The document serves to outline different types of connectors and linkers and provide examples of their uses in writing.
Verb patterns
This document discusses verb patterns that are followed by infinitives or the -ing form. It provides examples of verbs that take the infinitive (e.g. agree, plan), verbs that take the -ing form (e.g. enjoy, involve), and expressions that take the -ing form (e.g. it's worth). It also discusses verbs of perception that can take either the infinitive or -ing form depending on whether the action is viewed in its entirety or partially. Finally, it provides examples where the meaning changes depending on whether the following verb is an infinitive or -ing form.
How to-write-emails-in-english
This document provides guidance on how to write effective emails in English. It recommends that emails be shorter and less formal than letters, with an attention-grabbing subject line in title case. The email should begin with a greeting that considers the relationship formality and thank the recipient if appropriate. The purpose should be clearly stated in short, clear sentences near the beginning. Emails should be kept short and to the point by including only necessary information in short paragraphs. They should close with a thank you and reference future contact, and include a signature with contact details. Examples of both formal and informal emails are provided.
English suffixes
Suffixes are added to the end of words to change their meaning or part of speech. Common suffixes like -ful and -less are added to words to form new adjectives, while suffixes like -ion form nouns. The document provides examples of words with different suffixes and exercises to practice applying suffixes.
Adverbsfrequency
Adverbs of frequency provide information about how often something occurs. They are typically placed in different positions in sentences depending on whether they indicate indefinite frequency (sometimes, often, usually) or definite frequency (daily, weekly, yearly). Adverbs of indefinite frequency usually go before the main verb, while adverbs of definite frequency typically go at the end of the sentence. Examples are provided to illustrate the different positions.
PREFFIXES / SUFFIXES
This document discusses prefixes and suffixes in English words. It begins by defining prefixes and suffixes, explaining that prefixes are added to the beginning of root words and suffixes are added to the end. Prefixes and suffixes can change the meaning of the root word. Examples are provided like "dance" and "dancer" or "teach" and "teacher". Common prefixes and suffixes are listed and examples are given of prefixed and suffixed words. The document provides practice identifying prefixed and suffixed words. It also discusses prefixes used to indicate negation like "im-", "il-", and "ir-". The presentation is aimed at 5th year intermediate English language learners.
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Be get-used-to-would
- 1. BE/GET USED TO USED TO/ WOULD
- 2. USED TO Whenwetalkaboutthingsthathappenedinthepast butdon’thappenanymorewecandoitindifferent ways. • We used to live in New York when I was a kid. • There didn’t use to be a petrol station there. When was it built?
- 3. We can use ‘used to’ to talk about past states and we can use ‘used to’ to talk about repeated past actions. • I used to go swimming every Thursday when I was at school. • I used to smoke but I gave up a few years ago. Remember that ‘used to’ is only for past states/actions that don’t happen now – we can’t use it for things that still happen now. Also, ‘used to + infinitive’ should not be confused with ‘be/get used to + ‘ing’ form’
- 4. WOULD We can use ‘would’ to talk about repeated past actions. • Every Saturday I would go on a long bike ride. • My teachers would always say “Sit down and shut up!” Often either ‘would’ or ‘used to’ is possible. Both of these sentences are possible. • Every Saturday, I would go on a long bike ride. • Every Saturday I used to go on a long bike ride.
- 5. However, only ‘used to’ is possible when we talk about past states. • We used to live in New York when I was a kid. • We would live in New York when I was a kid. CAREFUL! In the negative you cannot use would without a change in meaning. • I didn't use to play with my dolls. If I said I wouldn't play with my dolls. It would mean I refused to play with my dolls. • We didn't use to go out much in the winter months. If I said we wouldn't go out much. It would mean we refused to go out much.