This document provides an overview of the simple present tense in English. It covers the basic form and meaning of the simple present tense, including frequency adverbs that are used with it. It discusses rules for adding -s or -es to verbs in the third person singular. It also covers forming negatives, yes/no questions, and information questions using the simple present tense. The document is divided into sections with examples and exercises for each grammar point.
This document provides an overview of basic sentence patterns using the verb "be" in English. It introduces sentences with singular and plural pronouns, nouns, and contractions with "be". Examples are given for negative sentences with "be" and sentences using "be" plus an adjective or place. The document concludes with a summary of the three basic sentence patterns using "be": subject + be + noun, adjective, or place expression.
This document provides content and examples for using simple past tense verbs in English. It covers using "be" verbs like "was" and "were" to talk about past time (Sections 1-3). It then discusses forming the past tense with regular verbs using "-ed" (Section 4) and using time words like "yesterday", "last" and "ago" (Section 5). The rest of the document is divided into sections on irregular verb groups: Group 1 verbs like "ate" (Section 6), negatives (Section 7), yes/no questions (Section 8), Group 2 verbs like "brought" (Section 9), Group 3 verbs like "broke" (Section 10) and Group 4 verbs (Section
This document provides instruction on using the present progressive tense in English. It covers forming sentences with be + -ing, spelling rules for the -ing verb form, using the present progressive for actions happening now versus habits, forming negatives and questions, and exceptions for certain verbs like see, think, want that are generally not used in the progressive form. Examples and exercises are provided to demonstrate each grammar point.
This document contains an English grammar lesson about using "it" to talk about time, prepositions of time, using "it" and "what" to talk about weather, the structure "there is/are", asking questions with "how many", prepositions of place, and expressing preferences with "would like". It includes examples, exercises, and brief explanations of grammar points. The document is an English grammar reference and teaching material.
This document contains a chapter about modals and expressions used to give advice or make requests in English. It includes sections on using "should", "have to/has to/had to", "must", polite questions with "may", "could" and "can", imperative sentences, modal auxiliaries like "can" and "may", and expressions with "let's". Each section provides examples and explanations of the grammar structures.
This document provides a summary of grammar rules for making comparisons in English using comparative and superlative forms of adjectives and adverbs. It addresses the use of -er and more in the comparative and -est and most in the superlative. Examples are given for regular and irregular forms. Additional comparison structures are covered including same/as, similar/to, different/from, like/alike, and but. The use of verbs after but in affirmative and negative comparisons is also explained.
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to apply what they've learned.
This document provides a lesson on grammar concepts related to adjectives, adverbs, pronouns and subject-verb agreement. It includes definitions and examples of key grammar structures such as modifying nouns with adjectives, word order of adjectives, linking verbs and adjectives, adjectives vs. adverbs, expressions of quantity and their effect on subject-verb agreement, and indefinite pronouns. Practice examples are provided to reinforce understanding of each concept.
This document provides an overview of basic sentence patterns using the verb "be" in English. It introduces sentences with singular and plural pronouns, nouns, and contractions with "be". Examples are given for negative sentences with "be" and sentences using "be" plus an adjective or place. The document concludes with a summary of the three basic sentence patterns using "be": subject + be + noun, adjective, or place expression.
This document provides content and examples for using simple past tense verbs in English. It covers using "be" verbs like "was" and "were" to talk about past time (Sections 1-3). It then discusses forming the past tense with regular verbs using "-ed" (Section 4) and using time words like "yesterday", "last" and "ago" (Section 5). The rest of the document is divided into sections on irregular verb groups: Group 1 verbs like "ate" (Section 6), negatives (Section 7), yes/no questions (Section 8), Group 2 verbs like "brought" (Section 9), Group 3 verbs like "broke" (Section 10) and Group 4 verbs (Section
This document provides instruction on using the present progressive tense in English. It covers forming sentences with be + -ing, spelling rules for the -ing verb form, using the present progressive for actions happening now versus habits, forming negatives and questions, and exceptions for certain verbs like see, think, want that are generally not used in the progressive form. Examples and exercises are provided to demonstrate each grammar point.
This document contains an English grammar lesson about using "it" to talk about time, prepositions of time, using "it" and "what" to talk about weather, the structure "there is/are", asking questions with "how many", prepositions of place, and expressing preferences with "would like". It includes examples, exercises, and brief explanations of grammar points. The document is an English grammar reference and teaching material.
This document contains a chapter about modals and expressions used to give advice or make requests in English. It includes sections on using "should", "have to/has to/had to", "must", polite questions with "may", "could" and "can", imperative sentences, modal auxiliaries like "can" and "may", and expressions with "let's". Each section provides examples and explanations of the grammar structures.
This document provides a summary of grammar rules for making comparisons in English using comparative and superlative forms of adjectives and adverbs. It addresses the use of -er and more in the comparative and -est and most in the superlative. Examples are given for regular and irregular forms. Additional comparison structures are covered including same/as, similar/to, different/from, like/alike, and but. The use of verbs after but in affirmative and negative comparisons is also explained.
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to apply what they've learned.
This document provides a lesson on grammar concepts related to adjectives, adverbs, pronouns and subject-verb agreement. It includes definitions and examples of key grammar structures such as modifying nouns with adjectives, word order of adjectives, linking verbs and adjectives, adjectives vs. adverbs, expressions of quantity and their effect on subject-verb agreement, and indefinite pronouns. Practice examples are provided to reinforce understanding of each concept.
This document discusses various English grammar structures related to expressing future events including: the use of may/might vs will; maybe vs may be; future time clauses with before, after, when; clauses with if; expressing future and habitual present with time clauses and if clauses; and using what + form of do. Each structure is explained through examples and practice questions are provided to help reinforce understanding.
This document provides a preview and review of key concepts around using be verbs like is, am, are in questions and statements. It covers yes/no questions with be, short answers, questions using where, have and has, possessive adjectives like my and our, demonstrative adjectives like this and that, these and those, and questions with what and who. Examples and practice questions are provided to illustrate the uses of these grammar structures in different contexts.
This document provides a summary of key concepts around using articles (a, an, the) and quantifiers (some, many, much) in the English language. It covers topics such as count vs. noncount nouns, rules for using a vs. an, differences between a/an and some, using measurements with noncount nouns, various quantifiers and when to use them, the use of the definite article, using no article for generalizations, and the difference between some and any. Examples are provided for each concept, and exercises are included for practice.
This document provides an overview of key grammar concepts covered in Chapter 6, including nouns, pronouns, adjectives, singular and plural forms, and possessive forms. It begins with definitions and examples of nouns as subjects and objects, nouns as objects of prepositions. It then covers adjectives with nouns, subject and object pronouns, and singular and plural noun forms including regular and irregular plural forms. The document concludes with sections on possessive pronouns, possessive nouns, questions with "whose", and irregular plural possessive nouns. Accompanying each section are examples and exercises to practice the concepts.
This document contains a chapter about verb tenses and time clauses in English. It includes examples of questions using words like where, why, when and what time in the simple past tense. It also discusses irregular verbs in the past tense. Sections cover using before, after and when in time clauses, the present and past progressive tenses, and the difference between the simple past and past progressive. Practice exercises with answers are provided to help learners practice these grammar points.
This document provides instruction on using different verb tenses and structures to express future time in English, including "be going to", the present progressive, and "will". It includes examples of each structure in both positive and negative statements and questions. Practice exercises are provided throughout for the learner to test their understanding.
This document provides a preview and overview of the key concepts covered in Chapter 3, which discusses different ways to express future time in English, including using "be going to", "will", the present progressive, and the simple present tense. It previews and gives examples of expressing certainty, distinguishing between "be going to" and "will", using time clauses and parallel verbs. The chapter contrasts the meanings and uses of different constructions for talking about the future in English.
This document provides instruction on connecting ideas in sentences using conjunctions such as and, but, or, so, even though, although, and because. It includes examples of how to correctly use commas with these conjunctions when joining two independent clauses or listing items. The document also discusses using auxiliary verbs after but and and. Exercises are provided throughout for practice applying the concepts.
The document discusses various modal auxiliaries in English including expressions of ability, possibility, permission, advice, necessity, lack of necessity, and prohibition. It provides examples of how each modal auxiliary is used in affirmative, negative, and question forms. The modals discussed include can, could, may, might, should, had better, must, will, would, have to, have got to, ought to, and do not have to. It also addresses polite questions formed with these modals and differences in formality.
This document provides an overview of noun clauses, including different types of noun clauses and how to use them. It covers noun clauses that begin with question words, who/what/whose + be, if/whether, and that. It also discusses quoted and reported speech, substituting "so" for that-clauses in responses, and the differences between quoted and reported speech. The document is made up of introductory explanations, examples, exercises, and a table of contents to help learn about various aspects of noun clauses.
This document contains a chapter about asking questions in English. It provides examples of different types of questions using question words like who, what, when, where, why, how, etc. It discusses yes/no questions and information questions. It also covers contractions in spoken questions and question formation with verbs like do, be, have. Each section provides examples and exercises to practice asking and answering different kinds of questions.
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", "know how to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to reinforce their understanding.
This document provides an overview of the simple present and present progressive tenses in English. It discusses the forms, uses, and spelling rules for regular and irregular verbs in the simple present and present progressive. Examples are provided to illustrate daily habits, repeated actions, ongoing activities and more. Short answers to yes/no questions are also demonstrated. The document contains various exercises for learners to practice identifying and using verbs in the simple present and present progressive tenses.
This document provides instruction on various English grammar topics, including pronunciation of final -s/-es, plural forms of nouns, subjects/verbs/objects, prepositions, word order, subject-verb agreement, adjectives, nouns as adjectives, and personal pronouns. It defines key terms, provides examples for each topic, and includes practice exercises for learners to test their understanding. The overall content covers foundational rules of English grammar.
This document provides an overview of key concepts for expressing past time and tense in English, including:
- The simple past tense is used to express actions or situations that began and ended completely in the past. Examples of its forms are given for regular and irregular verbs.
- The past progressive expresses actions that were ongoing or in progress at a specific time in the past. It uses the past tense of "be" plus the present participle verb form ending in "-ing."
- Time clauses beginning with words like "after," "before," "until," "as soon as," "while," and "when" can be used to express the sequence or timing of past events. The time clause is usually followed
This document provides a summary of key grammar concepts related to gerunds and infinitives, including:
- Verb + gerund constructions
- Go + -ing expressions
- Verb + infinitive
- Verb + gerund or infinitive
- Preposition + gerund
- Expressing how something is done using by and with
- Gerunds as subjects and it + infinitive
- It + infinitive using for someone
- Expressing purpose with in order to and for
- Using infinitives with too and enough
The document uses examples and exercises to illustrate each grammar point in 3 sentence explanations or less.
This document provides a review of verb tenses including the past participle, present perfect, present perfect progressive, and past perfect tenses. It explains the forms, meanings, and uses of these tenses through examples and exercises. Key points covered include the difference between the simple past and present perfect tenses, using since and for with the present perfect, and distinguishing between the present perfect progressive and present perfect.
This document contains a slideshow presentation on the present progressive tense in English. It includes 4 sections:
1) Introduction to the present progressive tense formation with "be + -ing" and examples.
2) Discussion of spelling rules for adding "-ing", including exceptions.
3) Formation of negative present progressive sentences and examples.
4) Distinguishing the present progressive from the simple present tense through examples of statements, questions, and negatives involving common verbs.
This document contains a teacher's resource slideshow for an English grammar lesson on verb tenses and time expressions in the past. It includes examples of questions and answers using the simple past and past progressive tenses, such as "Where did you go?" and "I was studying when Kyung emailed me." It also covers time expressions like "before", "after", "while" and "when" used in past time clauses. The slideshow provides exercises for students to practice identifying and using these grammar points.
This document provides an introduction and overview of adjective clauses in English grammar. It discusses the use of who, whom, that, which, and whose in adjective clauses, including examples and exercises. The main topics covered are:
- Defining adjective clauses and their structure
- Using who, whom, that, and which in adjective clauses
- Agreement of verbs in adjective clauses
- Using prepositions in adjective clauses
- Using whose to indicate possession in adjective clauses
The document provides information about the simple present tense in English, including its form, meaning, and use with habitual activities and stative verbs. It covers topics such as using frequency adverbs, irregular verbs, spelling rules, questions and negatives. Examples are provided to illustrate different grammatical structures in the simple present tense.
The document provides information about the simple present tense in English, including its form, meaning, and use with habitual activities and stative verbs. It covers topics such as using frequency adverbs, irregular verbs, spelling rules, questions and negatives. Examples are provided to illustrate different grammatical structures in the simple present tense.
This document discusses various English grammar structures related to expressing future events including: the use of may/might vs will; maybe vs may be; future time clauses with before, after, when; clauses with if; expressing future and habitual present with time clauses and if clauses; and using what + form of do. Each structure is explained through examples and practice questions are provided to help reinforce understanding.
This document provides a preview and review of key concepts around using be verbs like is, am, are in questions and statements. It covers yes/no questions with be, short answers, questions using where, have and has, possessive adjectives like my and our, demonstrative adjectives like this and that, these and those, and questions with what and who. Examples and practice questions are provided to illustrate the uses of these grammar structures in different contexts.
This document provides a summary of key concepts around using articles (a, an, the) and quantifiers (some, many, much) in the English language. It covers topics such as count vs. noncount nouns, rules for using a vs. an, differences between a/an and some, using measurements with noncount nouns, various quantifiers and when to use them, the use of the definite article, using no article for generalizations, and the difference between some and any. Examples are provided for each concept, and exercises are included for practice.
This document provides an overview of key grammar concepts covered in Chapter 6, including nouns, pronouns, adjectives, singular and plural forms, and possessive forms. It begins with definitions and examples of nouns as subjects and objects, nouns as objects of prepositions. It then covers adjectives with nouns, subject and object pronouns, and singular and plural noun forms including regular and irregular plural forms. The document concludes with sections on possessive pronouns, possessive nouns, questions with "whose", and irregular plural possessive nouns. Accompanying each section are examples and exercises to practice the concepts.
This document contains a chapter about verb tenses and time clauses in English. It includes examples of questions using words like where, why, when and what time in the simple past tense. It also discusses irregular verbs in the past tense. Sections cover using before, after and when in time clauses, the present and past progressive tenses, and the difference between the simple past and past progressive. Practice exercises with answers are provided to help learners practice these grammar points.
This document provides instruction on using different verb tenses and structures to express future time in English, including "be going to", the present progressive, and "will". It includes examples of each structure in both positive and negative statements and questions. Practice exercises are provided throughout for the learner to test their understanding.
This document provides a preview and overview of the key concepts covered in Chapter 3, which discusses different ways to express future time in English, including using "be going to", "will", the present progressive, and the simple present tense. It previews and gives examples of expressing certainty, distinguishing between "be going to" and "will", using time clauses and parallel verbs. The chapter contrasts the meanings and uses of different constructions for talking about the future in English.
This document provides instruction on connecting ideas in sentences using conjunctions such as and, but, or, so, even though, although, and because. It includes examples of how to correctly use commas with these conjunctions when joining two independent clauses or listing items. The document also discusses using auxiliary verbs after but and and. Exercises are provided throughout for practice applying the concepts.
The document discusses various modal auxiliaries in English including expressions of ability, possibility, permission, advice, necessity, lack of necessity, and prohibition. It provides examples of how each modal auxiliary is used in affirmative, negative, and question forms. The modals discussed include can, could, may, might, should, had better, must, will, would, have to, have got to, ought to, and do not have to. It also addresses polite questions formed with these modals and differences in formality.
This document provides an overview of noun clauses, including different types of noun clauses and how to use them. It covers noun clauses that begin with question words, who/what/whose + be, if/whether, and that. It also discusses quoted and reported speech, substituting "so" for that-clauses in responses, and the differences between quoted and reported speech. The document is made up of introductory explanations, examples, exercises, and a table of contents to help learn about various aspects of noun clauses.
This document contains a chapter about asking questions in English. It provides examples of different types of questions using question words like who, what, when, where, why, how, etc. It discusses yes/no questions and information questions. It also covers contractions in spoken questions and question formation with verbs like do, be, have. Each section provides examples and exercises to practice asking and answering different kinds of questions.
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", "know how to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to reinforce their understanding.
This document provides an overview of the simple present and present progressive tenses in English. It discusses the forms, uses, and spelling rules for regular and irregular verbs in the simple present and present progressive. Examples are provided to illustrate daily habits, repeated actions, ongoing activities and more. Short answers to yes/no questions are also demonstrated. The document contains various exercises for learners to practice identifying and using verbs in the simple present and present progressive tenses.
This document provides instruction on various English grammar topics, including pronunciation of final -s/-es, plural forms of nouns, subjects/verbs/objects, prepositions, word order, subject-verb agreement, adjectives, nouns as adjectives, and personal pronouns. It defines key terms, provides examples for each topic, and includes practice exercises for learners to test their understanding. The overall content covers foundational rules of English grammar.
This document provides an overview of key concepts for expressing past time and tense in English, including:
- The simple past tense is used to express actions or situations that began and ended completely in the past. Examples of its forms are given for regular and irregular verbs.
- The past progressive expresses actions that were ongoing or in progress at a specific time in the past. It uses the past tense of "be" plus the present participle verb form ending in "-ing."
- Time clauses beginning with words like "after," "before," "until," "as soon as," "while," and "when" can be used to express the sequence or timing of past events. The time clause is usually followed
This document provides a summary of key grammar concepts related to gerunds and infinitives, including:
- Verb + gerund constructions
- Go + -ing expressions
- Verb + infinitive
- Verb + gerund or infinitive
- Preposition + gerund
- Expressing how something is done using by and with
- Gerunds as subjects and it + infinitive
- It + infinitive using for someone
- Expressing purpose with in order to and for
- Using infinitives with too and enough
The document uses examples and exercises to illustrate each grammar point in 3 sentence explanations or less.
This document provides a review of verb tenses including the past participle, present perfect, present perfect progressive, and past perfect tenses. It explains the forms, meanings, and uses of these tenses through examples and exercises. Key points covered include the difference between the simple past and present perfect tenses, using since and for with the present perfect, and distinguishing between the present perfect progressive and present perfect.
This document contains a slideshow presentation on the present progressive tense in English. It includes 4 sections:
1) Introduction to the present progressive tense formation with "be + -ing" and examples.
2) Discussion of spelling rules for adding "-ing", including exceptions.
3) Formation of negative present progressive sentences and examples.
4) Distinguishing the present progressive from the simple present tense through examples of statements, questions, and negatives involving common verbs.
This document contains a teacher's resource slideshow for an English grammar lesson on verb tenses and time expressions in the past. It includes examples of questions and answers using the simple past and past progressive tenses, such as "Where did you go?" and "I was studying when Kyung emailed me." It also covers time expressions like "before", "after", "while" and "when" used in past time clauses. The slideshow provides exercises for students to practice identifying and using these grammar points.
This document provides an introduction and overview of adjective clauses in English grammar. It discusses the use of who, whom, that, which, and whose in adjective clauses, including examples and exercises. The main topics covered are:
- Defining adjective clauses and their structure
- Using who, whom, that, and which in adjective clauses
- Agreement of verbs in adjective clauses
- Using prepositions in adjective clauses
- Using whose to indicate possession in adjective clauses
The document provides information about the simple present tense in English, including its form, meaning, and use with habitual activities and stative verbs. It covers topics such as using frequency adverbs, irregular verbs, spelling rules, questions and negatives. Examples are provided to illustrate different grammatical structures in the simple present tense.
The document provides information about the simple present tense in English, including its form, meaning, and use with habitual activities and stative verbs. It covers topics such as using frequency adverbs, irregular verbs, spelling rules, questions and negatives. Examples are provided to illustrate different grammatical structures in the simple present tense.
The document provides information about the simple present tense in English, including its form, meaning, and use with habitual activities and stative verbs. It covers topics such as using frequency adverbs, irregular verbs, spelling rules, questions and negatives. Examples are provided to illustrate different grammatical structures in the simple present tense.
This document provides a lesson on using the simple present tense in English. It covers the basic form and meaning of the simple present tense, including how to form sentences in the singular and plural first, second, and third person. It also discusses using frequency adverbs, irregular verbs like has/have and does/do, negative and question forms, and other grammar essentials for using the simple present tense. The document is divided into sections with examples and exercises for learners to practice each concept.
This document provides information about the simple present tense in English, including its form, meaning, and use. It discusses the basic forms of the simple present for regular and irregular verbs. It also covers using the simple present to talk about habitual activities and includes examples of using frequency adverbs like always, usually, and never with the simple present. The document provides practice exercises for learners to reinforce their understanding.
This document provides content on using the simple present tense in English, including its form, meaning, and use with frequency adverbs. It covers topics such as regular and irregular verbs, questions, and negatives. Examples are provided to illustrate grammar points like how the verb changes form in the 3rd person singular present. The document appears to be from an English grammar textbook or teaching materials and is divided into numbered sections with explanations, tables, examples and exercises.
The document provides teaching slides about the simple present tense in English. It covers topics such as form, meaning, frequency adverbs, questions, and negatives. Examples are provided to illustrate spelling, pronunciation and usage of the simple present tense.
This document provides a summary of slides for teaching the simple present tense in English. It includes slides on the form and meaning of the simple present, using frequency adverbs, irregular verbs like has/have and does/do, questions, and negatives. Examples are provided to illustrate spelling, pronunciation and usage of the simple present tense.
This document provides a summary of slides for teaching the simple present tense in English. It includes slides on the form and meaning of the simple present, using frequency adverbs, irregular verbs like has/have and does/do, questions, and negatives. Examples are provided to illustrate spelling, pronunciation and usage of the simple present tense.
This document contains a teacher resource disc with slide shows for use with PowerPoint presentation software. It covers topics related to the simple present tense, including form, meaning, frequency adverbs, questions, and negatives. Each section provides explanations, examples, and exercises.
DIDACTIC RESOURCE FOR LEARNING THE PRESENT SIMPLE TENSE.
FREQUENCY ADVERBS ALWAYS, USUALLY, OFTEN..
FREQUENCY EXPRESSIONS
FREQUENCY ADVERBS WITH BE
SPELLING AND PRONUNCIATION OF FINAL- ES
ADDING FINAL-S-ES TO WORDS THAT END IN Y
IRREGULAR SINGULAR VERBS HAS, DOES, GOES
SPELLING AND PRONUNCIATION OF FINAL S-ES
THE SIMPLE PRESENT NEGATIVE
THE SIMPLE PRESENT YES-NO QUESTION
THE SIMPLE PRESENT ASKING INFORMATION QUESTIONS WITH WHERE
THE SIMPLE PRESENT ASKING INFORMATION QUESTIONS WITH WHEN.
Tomado de http://www.azargrammar.com/materials/beg/BEG_PowerPoint.html april 16 2014
This document provides a teacher resource on using slide shows for PowerPoint presentations. It covers topics related to the simple present tense in English, including its form and basic meaning, using frequency adverbs, irregular verbs, questions, and negatives. Each section includes explanations, examples, exercises and answer keys to help teach the simple present tense.
The document provides instructions and examples for using the simple present tense in English, including forming affirmative and negative sentences and yes/no questions. It covers regular and irregular verbs, the use of frequency adverbs, and questions using information words like where and when. Examples are provided to illustrate the rules and concepts being taught.
This document provides information about forming and using the simple present tense in English. It discusses the basic form and meaning of the simple present, how it is used to express habits and usual activities. It also covers spelling and pronunciation rules when adding -s or -es endings to verbs in the third person singular. Additionally, it explains how to form negative and question sentences in the simple present and how to ask information questions using question words like what, when, where, why and how.
Present Simple_thi hien tai don_tieu hoc_lop 5khanhhoiclc
Thì hiện tại đơn (Present Simple) là thì đầu tiên và đơn giản nhất trong nhóm 12 thì thời tiếng Anh cơ bản, đánh dấu mốc thời gian ở hiện tại. Thì hiện tại đơn được dùng để diễn tả một hành động chung chung; 1 thói quen lặp đi lặp lại nhiều lần trong cuộc sống; một chân lý, sự thật hiển nhiên hoặc một hành động được diễn ra trong thời điểm hiện tại.
This document provides an overview of ways to express future time in English, including using "be going to", "will", the present progressive, simple present, and "be about to". It discusses expressing certainty, the difference between "be going to" and "will", using time clauses and if-clauses, and parallel verb structures. Examples are provided to illustrate proper usage of these structures for expressing future events, plans, schedules, and predictions in English.
This document contains a teacher resource on English grammar concepts such as modal auxiliaries, imperatives, and question forms. It includes examples and exercises for classroom use. Key concepts are presented over multiple slides with headings like "Using Should" and "Polite Questions: May I, Could I, and Can I". Each slide provides explanations, examples, and practice activities to help teach the highlighted grammar rules.
The document is a student's notes and mind map about simple present tense in English. It contains examples of how to form positive and negative sentences, questions, and sentences using third person singular verbs. It discusses using simple present to talk about habits and daily routines. Examples are provided of using adverbs of frequency like always, usually, sometimes and never. The student practices forming simple present sentences and receives feedback. In conclusion, simple present is used to talk about daily routines and some spelling rules apply to third person singular verbs. References are listed.
This document discusses the simple present tense in English. It is used to talk about permanent states, facts, general truths, habits or routines, and timetables. Examples are provided for each use. Keywords that indicate the simple present tense include adverbs of frequency, expressions of time, and words like "always" and "never." The formation of affirmative sentences, questions, and negative sentences is explained. Practice examples are provided to reinforce the concepts.
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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.
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.
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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 Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. CONTENTS
3-1 Form and Basic Meaning of the Simple Present Tense
3-2 Frequency Adverbs
3-3 Position of Frequency Adverbs
3-4 Spelling and Pronunciation of Final -es
3-5 Adding Final -s/-es to Words That End in -y
3-6 Irregular Singular Verbs: Has, Does, Goes
3-7 Like to, Want to, Need to
3-8 Simple Present Tense: Negative
3-9 Simple Present Tense: Yes/No Questions
3-10 Simple Present Tense: Asking Information Questions with Where
and What
3-11 Simple Present Tense: Asking Information Questions with When
and What Time
4. 4
SINGULAR PLURAL
1st PERSON I walk we walk
2nd PERSON you walk you walk
she walks
he walks
it walks
they walk
3-1 FORM AND BASIC MEANING OF THE SIMPLE
PRESENT TENSE
3rd PERSON
5. 5
(a) I eat lunch every afternoon.
(b) Max drives to work every day.
(c) We get up every morning.
(d) Kyle calls Mimi every weekend.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
M T W Th F Sat S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
3-1 FORM AND BASIC MEANING OF THE SIMPLE
PRESENT TENSE
HABITS = USUAL ACTIVITIES
12. 12
(d) Tia sometimes eats lunch at school.
(c) Josh often eats hamburgers.
100% (a) Mary always eats lunch at school.
90%- 99% (b) Mary usually eats lunch at school.
75%- 90%
25%- 75%
5%- 10%
1%- 10%
0%
(e) Tia seldom eats lunch at school.
(f) Eva rarely washes her car.
(g) Jay never goes to the zoo.
frequency adverbs
3-2 FREQUENCY ADVERBS
13. 13
Talia _______ feeds her dog.
Sun.Mon.Tues. Wed.Thurs. Fri. Sat.
always
3-2 Let’s Practice
always
usually
often
sometimes
seldom
rarely
never
18. 18
(a) She goes to the library
once a week.
twice a week.
five times a week.
Sun.Mon. Tues.Wed. Thurs.Fri. Sat.
3-2 OTHER FREQUENCY EXPRESSIONS
19. 19
(b) I go to school five times a week.
(c) I go to the movies twice a month.
(d) I go to the beach once a year.
3-2 OTHER FREQUENCY EXPRESSIONS
how many times
a day a week
a month a year
20. 20
every weeks
(e) I feed my dog every morning.
I ride my horse every week.
I wash my car every year.
Every
is
singular.
Correct? no
3-2 OTHER FREQUENCY EXPRESSIONS
28. 28
oftensometimesseldomrarelynever + rides a bike.Sergio
SUBJECT + FREQUENCY + OTHER SIMPLE
ADVERB PRESENT VERBS
alwaysusually+
frequency
adverb +
all simple
present
verbs
except be
3-3 POSITION OF FREQUENCY ADVERBS
39. 39
The baby cries a lot.
3-5 ADDING FINAL -S / -ES TO WORDS THAT END IN -Y
40. 40
(a) cry cries
fly flies
(b) pay pays
enjoy enjoys
consonant + -y
change y to i,
add -es
vowel + -y
add -s
3-5 ADDING FINAL -S / -ES TO WORDS THAT END IN -Y
44. 44
The man has a brown coat.
3-6 IRREGULAR SINGULAR VERBS: HAS, DOES, GOES
45. 45
does
(c) I do exercises.
(d) He does exercises.
(a) I have a hat.
(b) She has a hat.
Irregular forms:
have has
do does
(e) We go to the gym.
(f) He goes to the gym. go goes
she
he
it
has
goes
she
he
it
she
he
it
+
+
+
3-6 IRREGULAR SINGULAR VERBS: HAS, DOES, GOES
50. 50
3-7 LIKE TO, WANT TO, NEED TO
VERB + INFINITIVE
I like to run. It’s fun.
She wants to go home. She’s tired.
We need to call our mother.
She’s sick.
51. 51
They do not wash their car.
3-8 SIMPLE PRESENT TENSE: NEGATIVE
52. 52
(a) do not drink milk.IYouThey
NEGATIVE:I
We
You
They
+ do not + main verb
She
He
It
+ does not + main verb
We
(b) does not drink milk.HeItShe
3-8 SIMPLE PRESENT TENSE: NEGATIVE
53. 53
She does not drinks milk.
3rd person singular no -s on main verb
3-8 SIMPLE PRESENT TENSE: NEGATIVE
(a) I do not drink milk.
(b) She does not drink milk.
do and does = helping verbs
?
54. 54
(d) He doesn’t drink milk.
Jack doesn’t like dogs.
(c) I don’t drink milk.
They don’t go to the lake.
do not = don’t
CONTRACTIONS:
does not = doesn’t
3-8 SIMPLE PRESENT TENSE: NEGATIVE
62. 62
Do I + main verb
(simple form)
Do you + main verb
(simple form)
Do we + main verb
(simple form)
Do they + main verb
(simple form)
(b) Do you like salad?(c) Do we like salad?(d) Do they like salad?(a) Do I like salad?
QUESTION FORMS, SIMPLE PRESENT
DO/ + SUBJECT + MAIN
DOES VERB
3-9 SIMPLE PRESENT TENSE: YES/NO QUESTIONS
63. 63
Does he + main verb
(simple form)
Does it + main verb
(simple form)
(f) Does he like salad?(g) Does it look good?(e) Does she like salad?
Does she + main verb
(simple form)
QUESTION FORMS, SIMPLE PRESENT
DO/ + SUBJECT + MAIN
DOES VERB
3-9 SIMPLE PRESENT TENSE: YES/NO QUESTIONS
64. 64
do
(h) Are you a student?
NOT: Do you be a student?
main verb = a form of be
3-9 SIMPLE PRESENT TENSE: YES/NO QUESTIONS
65. 65
QUESTION SHORT ANSWER
(i) Do you like ice cream?
Yes, I do.
No, I don’t.
(j) Does Max like ice cream?
Yes, he does.
No, he doesn’t.
3-9 SIMPLE PRESENT TENSE: YES/NO QUESTIONS
66. 66
I like to ride horses.
Do you like to ride horses?
Yes, I do.
3-9 Let’s Practice
Question
Short Answer
Long Answer
67. 67
They have a baby.
Do they have a baby?
Yes, they do.
3-9 Let’s Practice
Question
Short Answer
Long Answer
68. 68
Gerardo teaches math.
Does Gerardo teach math?
Yes, he does.
3-9 Let’s Practice
Question
Short Answer
Long Answer
69. 69
Cows don’t bark.
Do cows bark?
No, they don’t.
3-9 Let’s Practice
Question
Short Answer
Long Answer
70. 70
Do they live in Baltimore?
3-10 SIMPLE PRESENT TENSE: ASKING INFORMATION
QUESTIONS WITH WHERE AND WHAT
*
Where do they live?
Do they study English?
What do they study?
71. 71
Yes, they do.
No, they don’t.
QUESTION SHORT ANSWER
(a) Do they live in Baltimore?
(b) Where do they live?
In Baltimore.
3-10 SIMPLE PRESENT TENSE: ASKING INFORMATION
QUESTIONS WITH WHERE AND WHAT
72. 72
Yes, they do.
No, they don’t.
QUESTION SHORT ANSWER
(a) Do they study English?
(b) What do they study?
English.
3-10 SIMPLE PRESENT TENSE: ASKING INFORMATION
QUESTIONS WITH WHERE AND WHAT
73. 73
Yes, she does.
No, she doesn’t.
QUESTION SHORT ANSWER
(a) Does Allison teach math?
(b) What does she teach?
Math.
3-10 SIMPLE PRESENT TENSE: ASKING INFORMATION
QUESTIONS WITH WHERE AND WHAT
74. 74
Yes, he does.
No, he doesn’t.
QUESTION SHORT ANSWER
(c) Does Alexi live in Moscow?
(d) Where does he live?
In Moscow.
3-10 SIMPLE PRESENT TENSE: ASKING INFORMATION
QUESTIONS WITH WHERE AND WHAT
75. 75
(a) in Baltimore
(b) Where
(c) in Moscow
(d) Where
Do
do
does
Does
DO/DOES SUBJECT
they
they
Alexi
he
MAIN VERB+ +
live
live
live
live
?
?
?
?
(WHERE)+
3-10 SIMPLE PRESENT TENSE: ASKING INFORMATION
QUESTIONS WITH WHERE AND WHAT
76. 76
(a) English?
(b) What
(c) math?
(d) What
Do
do
does
Does
DO/DOES SUBJECT
they
they
Allison
she
MAIN VERB+ +
study
study
teach
teach
?
?
(WHAT) +
3-10 SIMPLE PRESENT TENSE: ASKING INFORMATION
QUESTIONS WITH WHERE AND WHAT
77. 77
Question:
Answer: Yes, he does.
(The child has a toothbrush.)
Does the child have a toothbrush?
3-10 Let’s Practice
78. 78
Question:
Answer: In the bathroom.
Where does he brush his teeth?
3-10 Let’s Practice
(He brushes his teeth in the bathroom.)
80. 80
When do you go shopping?
What time do you go shopping?
3-11 SIMPLE PRESENT TENSE: ASKING INFORMATION
QUESTIONS WITH WHEN AND WHAT TIME
81. 81
(a) When do you go to work?
(b) What time do you go to work?
At eight o’clock.
At eight o’clock.
3-11 SIMPLE PRESENT TENSE: ASKING INFORMATION
QUESTIONS WITH WHEN AND WHAT TIME
Q-WORD + DO/ + SUBJECT + MAIN
DOES VERB
82. 82
At ten o’clock.
At ten o’clock.
(c) When does he exercise?
(d) What time does he exercise?
3-11 SIMPLE PRESENT TENSE: ASKING INFORMATION
QUESTIONS WITH WHEN AND WHAT TIME
Q-WORD + DO/ + SUBJECT + MAIN
DOES VERB
83. 83
(e) What time do you usually go to class?
Q-WORD + DO/ + SUBJECT + MAIN VERB
DOES
frequency
adverb
subject
3-11 SIMPLE PRESENT TENSE: ASKING INFORMATION
QUESTIONS WITH WHEN AND WHAT TIME
+ +
main
verb