This document provides an overview and examples of English verb tenses including the present perfect, present perfect progressive, and differences between the simple past and present perfect. It discusses the forms, meanings, and uses of these tenses. Key points covered include using the present perfect to refer to unspecified past times or ongoing situations, the difference between simple past for specific past events and present perfect for unspecified times, and how to properly use time expressions like "since" and "for" with different tenses. Practice exercises with examples are provided to help explain the uses and meanings of these verb tenses.
The document provides information about verb tenses and forms, including the present perfect, present perfect progressive, and simple past. It discusses the past participle forms of regular and irregular verbs. It explains the meanings and uses of the present perfect, present perfect progressive, and how to use time expressions like "since" and "for" with these tenses. Examples are provided to illustrate the different verb forms, meanings, and the differences between the simple past and present perfect tenses.
This document provides an overview of various verb tenses in English including the past participle, present perfect, present perfect progressive, past perfect, and differences between the simple past and present perfect. It includes definitions, examples, and exercises for each verb tense. Key points covered include using the present perfect with since and for, forming negatives and questions, the present perfect for unspecified times, differences between the present perfect and past progressive tenses, and using the past perfect to indicate one past event happening before another.
This document provides a lesson on using the present progressive tense in English. It discusses the basic structure of the present progressive using be + -ing, provides examples and exercises. It also covers spelling rules for verbs ending in -ing, how to form negatives and questions, differences between the simple present and present progressive, verbs that are not used in the present progressive like think, and exceptions for verbs like see and listen. The lesson aims to help English language learners understand and practice the present progressive tense.
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 provides an overview of noun clauses, including different types of noun clauses introduced by question words, who/what/whose, if/whether, and that. It discusses the structure and usage of noun clauses, as well as how to write quoted and reported speech. Key topics covered include question word order in noun clauses, verb forms in reported speech, and common reporting verbs like tell, ask, and answer/reply. Exercises are provided throughout to help readers practice identifying and using different types of noun clauses.
The document provides teaching materials for English language instruction via satellite for grade 3 secondary students. It covers the present perfect tense and includes examples of its use to indicate experiences connected to the present, repeated actions before now, and actions that began in the past and continue to the present. Exercises are provided to practice forming affirmative and negative statements and asking questions using the present perfect tense with regular and irregular verbs. The uses of "since" and "for" with the present perfect are also explained and practiced.
This document provides a lesson on expressing future time in English. It discusses using "be going to", the present progressive, and "will" to talk about future events. It also covers time words like "tomorrow" and "next week" that are used for both past and future. Examples, explanations, exercises and verb summaries are provided to help learners understand and practice different ways to discuss future actions and times in English.
The document provides information about the present perfect tense in English, including its form, usage, and the difference between the present perfect and past simple tenses. It gives examples of positive and negative sentences in the present perfect tense. It explains that the present perfect is used to indicate an action that began in the past and continues in the present or has relevance in the present. It also provides exercises for students to practice forming and using the present perfect tense correctly.
The document provides information about verb tenses and forms, including the present perfect, present perfect progressive, and simple past. It discusses the past participle forms of regular and irregular verbs. It explains the meanings and uses of the present perfect, present perfect progressive, and how to use time expressions like "since" and "for" with these tenses. Examples are provided to illustrate the different verb forms, meanings, and the differences between the simple past and present perfect tenses.
This document provides an overview of various verb tenses in English including the past participle, present perfect, present perfect progressive, past perfect, and differences between the simple past and present perfect. It includes definitions, examples, and exercises for each verb tense. Key points covered include using the present perfect with since and for, forming negatives and questions, the present perfect for unspecified times, differences between the present perfect and past progressive tenses, and using the past perfect to indicate one past event happening before another.
This document provides a lesson on using the present progressive tense in English. It discusses the basic structure of the present progressive using be + -ing, provides examples and exercises. It also covers spelling rules for verbs ending in -ing, how to form negatives and questions, differences between the simple present and present progressive, verbs that are not used in the present progressive like think, and exceptions for verbs like see and listen. The lesson aims to help English language learners understand and practice the present progressive tense.
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 provides an overview of noun clauses, including different types of noun clauses introduced by question words, who/what/whose, if/whether, and that. It discusses the structure and usage of noun clauses, as well as how to write quoted and reported speech. Key topics covered include question word order in noun clauses, verb forms in reported speech, and common reporting verbs like tell, ask, and answer/reply. Exercises are provided throughout to help readers practice identifying and using different types of noun clauses.
The document provides teaching materials for English language instruction via satellite for grade 3 secondary students. It covers the present perfect tense and includes examples of its use to indicate experiences connected to the present, repeated actions before now, and actions that began in the past and continue to the present. Exercises are provided to practice forming affirmative and negative statements and asking questions using the present perfect tense with regular and irregular verbs. The uses of "since" and "for" with the present perfect are also explained and practiced.
This document provides a lesson on expressing future time in English. It discusses using "be going to", the present progressive, and "will" to talk about future events. It also covers time words like "tomorrow" and "next week" that are used for both past and future. Examples, explanations, exercises and verb summaries are provided to help learners understand and practice different ways to discuss future actions and times in English.
The document provides information about the present perfect tense in English, including its form, usage, and the difference between the present perfect and past simple tenses. It gives examples of positive and negative sentences in the present perfect tense. It explains that the present perfect is used to indicate an action that began in the past and continues in the present or has relevance in the present. It also provides exercises for students to practice forming and using the present perfect tense correctly.
The document discusses the usage of the words "yet", "already", and "just" to indicate timing and whether an action has been completed. Some examples provided include a girl who hasn't finished her homework yet, clothes that have already dried, and streets that have already been decorated for Christmas in October. The words are also used in sentences describing actions that have just occurred, such as a helicopter landing or a couple getting married.
The document provides vocabulary and grammar explanations about the present perfect tense in English. It includes lists of past participles of common verbs, examples of sentences using structures like "ever-never", "already-just", and "for-since". It also presents exercises for students to practice forming affirmative and negative sentences in the present perfect tense.
This document provides an overview of Unit 4 of an English textbook. It includes vocabulary about time expressions, daily routines, frequency adverbs and prepositions. Grammar topics covered are using until, before and after to indicate timing, and sentence structures. Sample conversations and exercises are provided to help learners practice talking about their daily schedules and the sequence of events in their days.
This document provides instruction on using the present perfect tense in English. It begins by explaining how to form the present perfect tense using have/has + past participle. It then provides examples of regular and irregular verbs in the present and past tense and present perfect tense. The document continues explaining how to use the present perfect tense to show the result of an action or when an action started in the past and continues to the present. It provides examples using time words like "since" and "for". Finally, it provides practice exercises for learners to practice forming and using the present perfect tense.
This document provides instruction on using the present perfect tense in English. It begins by explaining how to form the present perfect tense using have/has + past participle. It then provides examples of regular and irregular verbs in the present and past tense and present perfect tense. The document continues explaining how to use the present perfect tense to show the result of an action or when an action started in the past and continues to the present. It provides examples using time phrases like "since" and "for". Finally, it provides practice exercises for students to test their understanding of using the present perfect tense.
This document contains a table of contents and sections for an English grammar textbook covering topics such as the use of may/might versus will, maybe versus may be, future time clauses, clauses with if, expressing habitual present, and using what + a form of do. Each section provides examples and explanations of the grammar points and includes practice questions.
Practice in Grammar I, the book you are reading, is one of the textbooks containing course materials arranged by Ms. Imtihan Hanim and Mr. Rifki Amin –two lecturers who teach English at Sekolah Tinggi Bahasa Asing (STBA) Pertiwi Tangerang.
This document provides instruction on using the present perfect tense in English. It explains that the present perfect is used to talk about past actions that have a present result or experiences that have occurred at unspecified times. It provides examples of common verbs used in the present perfect and their past participle forms. It also distinguishes between using the present perfect and simple past tenses.
This document appears to be a teacher resource for a slideshow presentation on English grammar concepts related to verb tenses and clauses. It contains over 50 pages of content explaining rules and providing examples for topics like:
- The difference between may/might vs will
- Using maybe as an adverb vs may be as a verb phrase
- Future time clauses with before, after, when
- Clauses with if
- Expressing habitual present with time and if clauses
- Using what + forms of do to ask about activities
Each section breaks down rules through examples and practice questions.
The document is a lesson plan on the use of the past simple and present perfect tenses in English. It provides examples of when to use each tense, including time expressions that are used with each. It also includes vocabulary related to means of transportation and communication. There are exercises for students to practice using the correct tense based on contexts. An evaluation section tests students on selecting the appropriate tense in sentences.
The document provides information about English grammar tenses including simple past, present perfect, and past perfect. It includes examples of verbs in the simple past tense, both regular and irregular forms. It then discusses the present perfect tense, using have/has + past participle. Examples are provided of affirmative, negative, and question forms. Key words that can be used with the present perfect are also listed.
This document provides information about modal verbs and the past perfect tense in English. It defines modal verbs as can, could, may, might, must, shall, should, will, and would. It explains their uses for possibility, ability, permission, and obligation. Examples of modal verbs are provided. The past perfect tense is also defined as using "had" plus the past participle verb form to refer to an event that occurred before another past time. Examples of the past perfect are given and an exercise for learners to practice is included.
This document provides a lesson on expressing past time in English. It covers using the past tense of "be" verbs like "was" and "were", forming yes/no and information questions in the past tense, using regular verbs with "-ed" in the past tense, and using common irregular verbs in the past tense. The document is divided into sections with examples and exercises on each grammar point.
Here are the matches between the past verb tenses and their corresponding uses:
1) Simple Past - a single past event (definite time)
2) Past Progressive - a past action in progress at a specific point in the past
3) Present Perfect - an action beginning before another past action (emphasis on the duration)
4) Past Perfect - a past action completed before another past action
5) Past Perfect Progressive - an action happening many times in the past but no longer being true
6) Used To / Would - a past action (indefinite time) that could be repeated
The document discusses rare and exotic plant and species found in different geographical locations along coastlines, such as rocky coastlines with rough seas or sandy beaches, as well as thick rain forests. It also includes an exercise to match terms like exotic species, thick rain forest, rocky coastlines, and rough seas.
- The document discusses a blended English course from March 11th to May 20th 2013 consisting of 2 modules, with various lessons, exercises and tests throughout.
- Students must complete all activities and study required hours online to pass from one module to the next and before taking exams. Failure to finish modules and exams by deadlines may require taking the exam in July.
This document provides information about the present perfect simple tense and past simple tense in English. It discusses the form and uses of the present perfect tense, including life experiences, already/just/yet, superlatives, connection of past and present, duration, and quantity. It then discusses the form, uses, and time expressions of the past simple tense, including finished past actions, actions that follow in a story, past situations/habits, regular and irregular verb forms. It concludes with exercises practicing these tenses in affirmative and negative sentences.
The document is from an English teacher providing an overview of using the past simple form of the verb "to be" in English. It discusses conjugating "to be" in the past tense for subjects including I, she, he, it, we, you and they. Examples are provided to illustrate using the past form "was" and "were" in sentences, as well as forming negative sentences using "wasn't" and "weren't". The document is teaching English as a second language students about using the correct past tense forms of the verb "to be".
This document discusses the present perfect simple and present perfect continuous tenses in English. It provides the forms and most common uses of each tense. The present perfect simple is used to describe life experiences, events that have already happened or just finished, superlatives, connections between past and present, durations of time, and amounts. The present perfect continuous emphasizes actions that have been ongoing or repeated over a period of time up until the present. It also notes how the tenses can be used interchangeably with phrases like "how long" depending on whether the focus is on the action or its duration.
The document provides descriptions of places using adjective pairs such as beautiful/horrible, touristic/business oriented, and mountainous/plain. It then discusses comparing places using superlatives, noting that superlatives indicate the most or least of a quality when comparing three or more places. Examples are given such as saying Acapulco is the hottest of the three places or that San Cristobal is the most traditional. The document ends by providing additional example questions that use superlatives to compare people, things, or places.
This document contains examples using superlative adjectives and the present perfect tense. It provides responses to questions about the best and worst things someone has experienced, including the best book and restaurant, worst TV program, most boring and exciting things, scariest film, and funniest person. Each response follows the structure of identifying something as the most/least adjective thing "I have ever V-ed".
The document discusses the usage of the words "yet", "already", and "just" to indicate timing and whether an action has been completed. Some examples provided include a girl who hasn't finished her homework yet, clothes that have already dried, and streets that have already been decorated for Christmas in October. The words are also used in sentences describing actions that have just occurred, such as a helicopter landing or a couple getting married.
The document provides vocabulary and grammar explanations about the present perfect tense in English. It includes lists of past participles of common verbs, examples of sentences using structures like "ever-never", "already-just", and "for-since". It also presents exercises for students to practice forming affirmative and negative sentences in the present perfect tense.
This document provides an overview of Unit 4 of an English textbook. It includes vocabulary about time expressions, daily routines, frequency adverbs and prepositions. Grammar topics covered are using until, before and after to indicate timing, and sentence structures. Sample conversations and exercises are provided to help learners practice talking about their daily schedules and the sequence of events in their days.
This document provides instruction on using the present perfect tense in English. It begins by explaining how to form the present perfect tense using have/has + past participle. It then provides examples of regular and irregular verbs in the present and past tense and present perfect tense. The document continues explaining how to use the present perfect tense to show the result of an action or when an action started in the past and continues to the present. It provides examples using time words like "since" and "for". Finally, it provides practice exercises for learners to practice forming and using the present perfect tense.
This document provides instruction on using the present perfect tense in English. It begins by explaining how to form the present perfect tense using have/has + past participle. It then provides examples of regular and irregular verbs in the present and past tense and present perfect tense. The document continues explaining how to use the present perfect tense to show the result of an action or when an action started in the past and continues to the present. It provides examples using time phrases like "since" and "for". Finally, it provides practice exercises for students to test their understanding of using the present perfect tense.
This document contains a table of contents and sections for an English grammar textbook covering topics such as the use of may/might versus will, maybe versus may be, future time clauses, clauses with if, expressing habitual present, and using what + a form of do. Each section provides examples and explanations of the grammar points and includes practice questions.
Practice in Grammar I, the book you are reading, is one of the textbooks containing course materials arranged by Ms. Imtihan Hanim and Mr. Rifki Amin –two lecturers who teach English at Sekolah Tinggi Bahasa Asing (STBA) Pertiwi Tangerang.
This document provides instruction on using the present perfect tense in English. It explains that the present perfect is used to talk about past actions that have a present result or experiences that have occurred at unspecified times. It provides examples of common verbs used in the present perfect and their past participle forms. It also distinguishes between using the present perfect and simple past tenses.
This document appears to be a teacher resource for a slideshow presentation on English grammar concepts related to verb tenses and clauses. It contains over 50 pages of content explaining rules and providing examples for topics like:
- The difference between may/might vs will
- Using maybe as an adverb vs may be as a verb phrase
- Future time clauses with before, after, when
- Clauses with if
- Expressing habitual present with time and if clauses
- Using what + forms of do to ask about activities
Each section breaks down rules through examples and practice questions.
The document is a lesson plan on the use of the past simple and present perfect tenses in English. It provides examples of when to use each tense, including time expressions that are used with each. It also includes vocabulary related to means of transportation and communication. There are exercises for students to practice using the correct tense based on contexts. An evaluation section tests students on selecting the appropriate tense in sentences.
The document provides information about English grammar tenses including simple past, present perfect, and past perfect. It includes examples of verbs in the simple past tense, both regular and irregular forms. It then discusses the present perfect tense, using have/has + past participle. Examples are provided of affirmative, negative, and question forms. Key words that can be used with the present perfect are also listed.
This document provides information about modal verbs and the past perfect tense in English. It defines modal verbs as can, could, may, might, must, shall, should, will, and would. It explains their uses for possibility, ability, permission, and obligation. Examples of modal verbs are provided. The past perfect tense is also defined as using "had" plus the past participle verb form to refer to an event that occurred before another past time. Examples of the past perfect are given and an exercise for learners to practice is included.
This document provides a lesson on expressing past time in English. It covers using the past tense of "be" verbs like "was" and "were", forming yes/no and information questions in the past tense, using regular verbs with "-ed" in the past tense, and using common irregular verbs in the past tense. The document is divided into sections with examples and exercises on each grammar point.
Here are the matches between the past verb tenses and their corresponding uses:
1) Simple Past - a single past event (definite time)
2) Past Progressive - a past action in progress at a specific point in the past
3) Present Perfect - an action beginning before another past action (emphasis on the duration)
4) Past Perfect - a past action completed before another past action
5) Past Perfect Progressive - an action happening many times in the past but no longer being true
6) Used To / Would - a past action (indefinite time) that could be repeated
The document discusses rare and exotic plant and species found in different geographical locations along coastlines, such as rocky coastlines with rough seas or sandy beaches, as well as thick rain forests. It also includes an exercise to match terms like exotic species, thick rain forest, rocky coastlines, and rough seas.
- The document discusses a blended English course from March 11th to May 20th 2013 consisting of 2 modules, with various lessons, exercises and tests throughout.
- Students must complete all activities and study required hours online to pass from one module to the next and before taking exams. Failure to finish modules and exams by deadlines may require taking the exam in July.
This document provides information about the present perfect simple tense and past simple tense in English. It discusses the form and uses of the present perfect tense, including life experiences, already/just/yet, superlatives, connection of past and present, duration, and quantity. It then discusses the form, uses, and time expressions of the past simple tense, including finished past actions, actions that follow in a story, past situations/habits, regular and irregular verb forms. It concludes with exercises practicing these tenses in affirmative and negative sentences.
The document is from an English teacher providing an overview of using the past simple form of the verb "to be" in English. It discusses conjugating "to be" in the past tense for subjects including I, she, he, it, we, you and they. Examples are provided to illustrate using the past form "was" and "were" in sentences, as well as forming negative sentences using "wasn't" and "weren't". The document is teaching English as a second language students about using the correct past tense forms of the verb "to be".
This document discusses the present perfect simple and present perfect continuous tenses in English. It provides the forms and most common uses of each tense. The present perfect simple is used to describe life experiences, events that have already happened or just finished, superlatives, connections between past and present, durations of time, and amounts. The present perfect continuous emphasizes actions that have been ongoing or repeated over a period of time up until the present. It also notes how the tenses can be used interchangeably with phrases like "how long" depending on whether the focus is on the action or its duration.
The document provides descriptions of places using adjective pairs such as beautiful/horrible, touristic/business oriented, and mountainous/plain. It then discusses comparing places using superlatives, noting that superlatives indicate the most or least of a quality when comparing three or more places. Examples are given such as saying Acapulco is the hottest of the three places or that San Cristobal is the most traditional. The document ends by providing additional example questions that use superlatives to compare people, things, or places.
This document contains examples using superlative adjectives and the present perfect tense. It provides responses to questions about the best and worst things someone has experienced, including the best book and restaurant, worst TV program, most boring and exciting things, scariest film, and funniest person. Each response follows the structure of identifying something as the most/least adjective thing "I have ever V-ed".
A discusses having lost their keys. When asked how they lost them, A describes tripping while going downstairs that morning. A dropped their bag, and when picking it up, some things fell out of their pocket. A thinks they lost their keys at that time. The document discusses the difference between using the past simple and present perfect tenses to recount a past event in English and Italian. It provides examples of their proper uses and includes advice about using time adverbs like "just", "already", and "yet" when applying the present perfect tense.
The document discusses problems they are having and suggests several possible solutions to address the main problem, including the best solution which is to take a certain action, as well as one or two other alternative possibilities if the best solution does not work.
The document discusses the present simple tense in English, including its affirmative, interrogative, and negative forms. It provides examples of using the present simple tense to talk about regular or habitual actions in sentences with subjects like "I", "you", "we", "they", and third person singular subjects like "he", "she", and "it".
The document provides information about parts of speech including adverbs of frequency, expressions of time, and verb conjugation in the third person singular. Adverbs of frequency indicate how often something occurs, such as always, often, usually, sometimes, never. Expressions of time generally go at the end of a sentence and include daily, weekly, monthly time expressions as well as times of day. Verbs in the third person singular take -s or -es in the affirmative form, such as "he walks" and do not take -s or -es in the negative form, such as "he does not walk."
This document provides information about possessive adjectives and examples of their use. It lists common possessive adjectives like "my", "your", "her", etc. and their corresponding pronouns. It notes that possessive adjectives typically come at the beginning of a sentence. Examples are given of rewriting sentences to replace possessive nouns with possessive adjectives. An exercise is included to practice this by filling in the correct possessive adjective for different sentences.
The document discusses the present perfect tense in English. It explains that the present perfect is used (1) for actions that began in the past and continue in the present, and (2) for actions that occurred at an indefinite time in the past. It provides examples of how to form the present perfect using helping verbs like "has" and "have" along with the past participle form of verbs. Finally, it includes exercises for learners to practice forming and using the present perfect.
Presentation 6 present perfect since & fortichorsergio
Bill Gates has been very successful in business as the CEO and founder of Microsoft Corporation since 1975. He has programmed computers since his early teens and millions of people have used Microsoft software for the last three decades. In addition to running Microsoft, Gates has written books and donated billions to organizations focused on education and global health issues along with his wife Melinda since the 1970s.
The document discusses the present perfect tense in English. It covers the form, use, and examples of the present perfect. The form is have/has + past participle. It is used to describe actions that began in the past but are still relevant to the present. Examples are given to illustrate using the present perfect with time expressions like today, this week, lately, already, yet, for, and since. A practice dialogue is also included where learners must fill in verbs in the present perfect tense.
This document provides information about the present perfect tense in English, including its form, uses, and contrast with the past simple tense. It discusses how the present perfect is used to describe recent events without a definite time, express personal experiences using time expressions like "ever" and "never", and describe actions that began in the past and continue in the present. It also covers the use of "already" and "yet" with the present perfect and provides examples of questions to practice it.
The document discusses future tenses in English using will and be going to. It explains that will is used for immediate decisions, predictions, and arrangements, while be going to is used for plans and intentions or predictions based on present evidence. It provides examples of affirmative, interrogative, and negative forms of will and be going to in the future tense. It also lists common time expressions used with future tenses like tomorrow and next year. Finally, it provides sentences to change into the future tense using be going to.
Course 5-Unit 14: Would like + infinitives to express wishes for the future.Martin Caicedo
The document discusses the use of "would like to" to express future wishes. It defines "would like to" as used to express what you want to do in the future. It provides the construction as Subject + "would like to" + verb in base form + complement. Examples are given of using "would like to" in affirmative, negative, and question forms. A conversation demonstrates asking about someone's future wishes using "would like to", such as whether they would like to get married or have children.
The document discusses the present perfect tense in English grammar. It provides examples of how and when the present perfect tense is used, including:
1) The present perfect is used for actions that started in the past and continue in the present. It is often used without a specific time period mentioned.
2) The present perfect can be used when the time period is recent or mentions "for" and "since" to indicate a duration of time or the point when the action started.
3) The present perfect tense is formed with the auxiliary verb "have" and the past participle of the main verb.
The document discusses the simple future tense in English grammar. The simple future tense is formed using the auxiliary "will" followed by the main verb. Examples are provided of affirmative sentences like "I will be in London in two hours" and questions like "Will you go to France next year?". Responses to yes/no questions use "yes, I will" or "no, I will not". The negative form uses "will not" or "won't". Specific questions starting with "where", "when", etc. are answered using the full question and response.
This is NOT my presentation. I took it from:
http://azargrammar.com/
I uploaded it only for educational purposes. I wil send my own presentations soon. Thank you
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.
1. The document provides information on the present perfect tense, including its forms, meanings, and differences from the simple past tense. Key uses of the present perfect include actions that began in the past and continue in the present (e.g. "I have lived here for 5 years") and actions that occurred at an unspecified time before now.
2. Examples are given to illustrate the present perfect tense and distinguish it from the simple past, along with exercises for the reader to practice. Guidance is also provided on using "since" to indicate a starting point and "for" to indicate a duration of time.
3. Regular and irregular verb forms are listed for the simple past and past participle, and
The document provides an overview of the present perfect tense in English, including its forms, meanings, and differences from the simple past tense. It covers the past participle, forms of the present perfect using have/has, meanings involving experiences at unspecified times and ongoing situations, and the use of since and for with the present perfect. Examples and exercises are provided to illustrate the concepts and allow the reader to practice forming and using the present perfect correctly.
The document provides examples and explanations for using the present perfect tense in English. It discusses using the present perfect with since and for to indicate a specific time frame or duration. It also covers using the present perfect for unspecified times with words like already, yet, ever, and never. Finally, it compares the simple past and present perfect tenses, noting that the simple past is used for specific past times while the present perfect is for unspecified times.
Thank you for providing that additional context on how the present perfect can indicate an effect on the present moment. Reviewing and understanding the various uses and nuances of verb tenses is important.
The document discusses the present perfect tense in English. It provides examples of regular and irregular verbs used in the simple past and past participle forms. It then covers the forms of the present perfect, including affirmative, negative, and interrogative examples. Additional examples are given using the present perfect to talk about experiences and events that occurred at unspecified times in the past or that began in the past and continue in the present. The difference between using the simple past and present perfect is also explained, noting that the simple past is used to talk about completed events at specific times while the present perfect is used for unfinished or ongoing events.
The document discusses the present perfect tense in English grammar. It provides examples of affirmative and negative statements and questions using the present perfect, including with adverbs like "ever", "already", "yet". It compares the present perfect to the simple past tense and explains when to use each. Examples are given of the present perfect progressive (continuous) form with "have/has been -ing" to indicate an action that began in the past and is still ongoing.
Jenna loves her dog Max. Jenna's grandfather gave Max to her after finding him at an animal shelter. Jenna takes very good care of Max, who is a great dog. The document provides instruction on forming sentences in the present perfect tense using verbs like "give", "find", and "take". It discusses using the present perfect with time expressions like "since" and "for". Examples are given of correct and incorrect usage. Practice questions are provided to help readers form sentences in the present perfect tense.
This document contains a slideshow on the present progressive tense in English. It includes 8 sections that cover: (1) the basic structure of the present progressive with be + -ing; (2) spelling rules for -ing; (3) negatives and questions; (4) differences from the simple present; (5) non-action verbs that are not used in the progressive; (6) see, look at, watch, hear and listen; and (7) think about and think that. Each section provides examples, explanations, and exercises to practice forming and using the present progressive tense.
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 slideshow presentation on the present progressive tense in English. It includes 4 sections:
1) Introduction to the present progressive tense formed with be + -ing
2) Spelling rules for adding -ing to verbs
3) Using the present progressive for negatives and questions
4) Differences between the simple present and present progressive tenses
This document contains a teacher resource on slide shows for use with PowerPoint presentation software. It covers topics like the present progressive tense, spelling of -ing verbs, simple present vs present progressive, and common verbs like think, see, hear. Each topic has example slides explaining grammar points and including exercises for students. The document provides a detailed yet concise grammar reference and activity resource for educators.
This document contains a teacher resource disc with slide shows for use with PowerPoint presentation software. It covers topics like the present progressive tense, spelling of -ing verbs, simple present vs present progressive, and more. The slides provide examples, explanations, exercises and practice questions on these English grammar topics to help teach lessons interactively.
The present perfect tense is used with "for" to indicate duration and with "since" to indicate a starting point. "For" is used with a period of time (e.g. for six years) while "since" is used with a specific point in time (e.g. since 1998). Adverbs like "ever", "never", "already", "yet", and "still" are also used with the present perfect. "Ever" and "never" come before the main verb, while "already", "yet", and "still" can come before or after. "Yet" is used in negative statements expecting something, "still" expresses surprise about ongoing situations, and "already" indicates sooner
Ok (edit) present simple and continuous Rohadi Mpd
The document is about the present progressive tense in English. It provides explanations and examples of:
- Forming the present progressive with be + -ing
- Spelling rules for verbs ending in -ing
- Using the present progressive in negatives and questions
- The difference between the simple present and present progressive
- Verbs that are not used in the present progressive like think, want, see
- The verbs see, look at, watch, hear and listen to in the present progressive
- The differences between think about and think that
The document contains explanations, examples, spelling rules and exercises to practice the present progressive tense.
The document is about the present progressive tense in English. It provides explanations and examples of:
- Forming the present progressive with be + -ing
- Spelling rules for verbs ending in -ing
- Using the present progressive in negatives and questions
- The difference between the simple present and present progressive
- Verbs that are not used in the present progressive like think, want, see
- The verbs see, look at, watch, hear and listen to in the present progressive
- The differences between think about and think that
The document contains explanations, examples, spelling rules and exercises to practice the present progressive tense.
The document discusses the use of the present perfect tense with for, since, ever, never, already, yet, and still. It explains that the present perfect is used with for to indicate duration and with since to indicate a starting point. It provides examples of how each adverb is used with the present perfect, including that 'ever' and 'never' precede the past participle, 'already' can come before or after the main verb, 'yet' is used in negative contexts, and 'still' expresses continuation longer than expected.
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.
The document discusses the present perfect tense in Indonesian. It provides the affirmative, negative, and interrogative patterns for the present perfect. For the affirmative pattern, it uses adverbs like "for", "since", and "recently" and discusses the use of "yet" for negative sentences. It then gives examples of questions using "where", "when", "why", "what", "how long", and "how many times". Finally, it compares the present perfect and simple past tenses, noting that the present perfect is used for general or unknown times while the simple past is used for specific known times.
Cause and-effect-powerpoint-130110120921-phpapp01Luis Vega
1) The document discusses strategies for identifying causes and effects in nonfiction text. It defines causes as why something happened and effects as the result.
2) Key strategies include looking for clue words like "because", "since", and "as a result of" that indicate causes and effects. Effects can also form chains where one leads to another.
3) Understanding cause and effect helps in comprehending what is happening in the world and solving problems. The document provides examples and practice questions to illustrate these concepts.
Yes no and WH questions in Simple PresentLuis Vega
This document discusses how to form questions in the present simple tense in English. It explains that yes/no questions are formed using auxiliary verbs like "do" or "does" before the subject. Wh-questions are formed using interrogative words like who, what, when, etc. and the verb is not changed. Yes/no questions can be used to get specific information while wh-questions can be used to get general information about something.
The document discusses the differences between the present simple and present continuous tenses. The present simple is used to talk about habits and routines, while the present continuous is used to talk about something happening at the moment. It provides examples of each tense and clues to identify them, such as words like "always" for the present simple and "now" for the present continuous. The document also covers the affirmative, negative, and interrogative forms of the present continuous and using question words like "what" with the tenses.
This document discusses indirect questions. Indirect questions are used to be polite, especially in formal situations or when talking to strangers. An indirect question contains two clauses - a main clause that introduces the question, followed by a dependent clause that contains the actual question in a statement form rather than directly asking a question. Some common introductory words and phrases for the main clause are "I'd like to know", "Tell me", "Do you know", etc. The document provides examples of direct questions and their indirect equivalents. It also provides some grammar tips for forming indirect questions, such as not using auxiliary verbs like "do", "does", or "did" in the dependent clause.
This document discusses the formation of adverbs of manner in English. It explains that most adverbs of manner are formed by adding -ly to the corresponding adjective. However, there are some exceptions depending on the ending of the adjective, such as changing the ending to -ally if the adjective ends in -ic or changing the y to i if the adjective ends in a consonant+y. The document provides many examples to illustrate these patterns. It also notes that some adverbs are not formed with -ly and can be adverbs of other types such as location, time, or frequency.
This document discusses the use of future time clauses to describe two future events. It notes that future time clauses begin with words like "after", "as soon as", "once", or "when", with the verb following the time word in the simple present tense. It provides examples like "After I finish my homework, I'll go to bed". The document also discusses using the present perfect and words like "before", "until", and "while" to link future events and the placement of the time clause within the sentence.
The document is a quiz game about checking items in a kitchen fridge. It asks the player questions about what items are in the fridge using "is there any" and "are there any" questions. The player must choose between answer options of "yes, there is/are" or "no, there isn't/aren't". It provides feedback on whether the player's answers are correct or not until they get all questions right.
This document provides an overview of simple and progressive verbs, gerunds, and infinitives. It begins with an outline of topics covered, then discusses the uses of simple present, present progressive, simple past, and past progressive tenses. It explains how to distinguish between active and stative verbs, and gives examples of verbs that can be either. The document also covers future verb forms and when to use will, be going to, or the present progressive for future meaning. It emphasizes helping students correctly identify and use verb tenses.
The document explains the past continuous tense and how it is used to describe actions that were happening at a specific time in the past. It provides examples of using the past continuous tense in sentences, such as "I was playing badminton at this time yesterday." It also discusses using the past continuous tense along with the past simple tense to describe two simultaneous past actions, like "Sam hurt himself when he was jumping over the vaulting horse." The document then presents an exercise in the form of a mystery about a murder where the past continuous tense is used to determine alibis and identify the murderer.
This document discusses different types of adverb clauses and their usage. It covers clauses of time (e.g. when, while), cause and effect (e.g. because, since), contrast (e.g. even though, whereas), and condition (e.g. if, unless). It provides examples of each type of clause and discusses their meaning and function in a sentence. Punctuation rules are also covered, such as using commas with introductory adverb clauses.
The document defines a phrasal verb as a verb combined with a preposition or adverb to create a meaning different from the original verb. It provides examples of common phrasal verbs like "ask around", "break down", and "dress up". The document also classifies phrasal verbs as a type of multi-word verb that is mainly used in spoken English. It distinguishes between transitive and intransitive phrasal verbs, as well as separable and inseparable phrasal verbs, providing examples of each.
This document discusses gerunds and infinitives. It explains that gerunds end in "-ing" but function as nouns, taking object or complement roles. Infinitives use "to" before the base verb form and can serve as subjects, objects, complements, adjectives or adverbs. Certain verbs like "want" are typically followed by an infinitive, while others like "dislike" require a gerund. Both gerunds and infinitives can be modified within phrases.
This document provides information about using the present simple and present continuous tenses in English. The present simple is used to describe habitual or repeated actions, while the present continuous describes actions happening now or in the near future. Examples are given of sentences using each tense with common verbs like "to work", "to rain", "to speak", and "to wear". Formations of the present continuous tense are also shown, including positive, negative and interrogative forms.
This document provides information about using the present simple and present continuous tenses in English. The present simple is used for habitual or repeated actions, while the present continuous is used for actions happening now or in the near future. Examples are given of when to use each tense with common verbs like "work", "rain", "speak", and "wear". Formations of the present continuous tense are also demonstrated, including positive, negative and interrogative forms.
This document provides information about and examples of the present simple tense and present continuous tense in English. It discusses how to form the affirmative, interrogative, and negative forms of these tenses. It also explains when to use each tense by describing the types of actions and situations they are used for, such as facts, habitual actions, temporary situations, and future arrangements. Examples are provided to illustrate the different forms and uses of the present simple and present continuous tenses.
The document discusses the uses of the quantifiers "all", "most", "no", and "none". It explains that "all" refers to every person or thing in a group, "most" refers to nearly all but not all, "no" indicates nothing is present, and "none" is used when another word already makes the clause negative. It provides examples of how to use these quantifiers with different types of nouns and pronouns.
This document discusses the proper uses of the words "some" and "any" in different contexts. It states that "some" is used in positive clauses and with countable/uncountable nouns, while "any" is used in negative clauses and questions. It also notes exceptions for positive clauses using "any" after words like "never" or "without". Compound words with "some" and "any" like "something" can stand alone, unlike "some" and "any" which must be used with a noun. The document concludes with instructions to complete practice exercises.
This document discusses the uses of "can" and "could" in English. It explains that "can" is used to indicate ability in the present, such as "I can play the piano". "Could" is used to talk about ability in the past. It also notes that "can" and "can't" can indicate permission rather than just ability. Additionally, "could" is considered a more polite way to ask for permission than "can".
This document discusses the differences between can, could, and be able to when talking about ability. Can is used to talk about present ability, such as "I can swim." Could is used to talk about past ability, like "She could read when she was three." Be able to and was/were able to refer to specific past abilities or accomplishments, for example "I was able to get good bargains in the sale." The document provides examples for using each form correctly when referring to general or specific abilities in the present or past.
This document discusses the use of the prepositions "at", "in", and "on" to indicate place or location. It provides examples for when to use each preposition, such as using "at" for specific points, public places, addresses with house numbers, and locations on surfaces. "In" is used for areas, buildings, containers, and addresses with only street names. "On" indicates surfaces, points along lines like roads, and coastal locations. The document aims to clarify the distinctions between these similar prepositions of place.
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
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.
1. 1
CONTENTS
Review
4-1 Past participle
4-2 Forms of the present perfect
4-3 Meanings of the present perfect
4-4 Simple past vs. present perfect
4-5 Using since and for
4-6 Present perfect progressive
4-7 Present perfect progressive vs. present perfect
4-8 Using already, yet, still, and anymore
4-9 Past perfect
2. 2
Jenna _____ loves
her dog. His name __ Max.
Jenna’s grandfather ____ Max to her. Her
grandfather _____ him at an animal shelter.
Jenna _____ very good care her dog.
He __ a great dog.
be
Review and Preview
PRESENT AND PAST VERBS tlgfoaiinvvkdeee
gave
found
takes
is
is
3. 3
4-1 PAST PARTICIPLE
She has forgotten his name.
4. 4
4-1 PAST PARTICIPLE
REGULAR
VERBS
IRREGULAR
VERBS
SIMPLE
FORM
SIMPLE
PAST
PAST
PARTICIPLE
finish
stop
wait
see
make
put
finished
stopped
waited
saw
made
put
finished
stopped
waited
seen
made
put
past perfect tense
present perfect tense
5. 5
4-1 LET’S PRACTICE
SIMPLE
FORM
SIMPLE
PAST
PAST
PARTICIPLE
stop
go
take
write
stopped
went
took
wrote
stopped
gone
taken
written
6. 6
4-2 FORMS OF THE PRESENT PERFECT
He has finished all his work.
7. 7
4-2 FORMS OF THE PRESENT PERFECT
(a) I have worked very hard this year.
(b) The students have worked hard.
(c) Alex has worked very hard.
STATEMENT: have/has + past participle
8. 8
4-2 FORMS OF THE PRESENT PERFECT
(d) I’ve/You’ve/We’ve/They’ve gone home.
(e) She’s/He’s gone home.
(f) It’s been hot all week.
CONTRACTION : pronoun + have = ’ve
pronoun + has =k’s
9. 9
4-2 FORMS OF THE PRESENT PERFECT
(g) I have not gone home yet.
(h) Fatima has not gone home.
NEGATIVE: have/has + not + past participle
10. 10
4-2 FORMS OF THE PRESENT PERFECT
(g) I haven’t gone home yet.
(h) Fatima hasn’t gone home.
NEGATIVE: have/has + not + past participle
NEGATIVE CONTRACTION:
have + not = haven’t
has + not = hasn’t
11. 11
4-2 FORMS OF THE PRESENT PERFECT
(i) Have you read
the report?
12. 12
4-2 FORMS OF THE PRESENT PERFECT
(j) Has Marcy gone home?
(k) How long have you worked there?
QUESTION :
have/has + subject + past participle
13. 13
4-2 FORMS OF THE PRESENT PERFECT
(l)
Have you read all
of this article?
SHORT ANSWER:
have/haven’t
No, I haven’t. I
have only read a
few pages.
14. 14
4-2 FORMS OF THE PRESENT PERFECT
(m)
Yes, she has. She
did it after school.
SHORT ANSWER:
has/hasn’t
Has Kyung
finished her
homework?
15. you
touch
ever
___________________ a snake?
15
4-2 LET’S PRACTICE
PRESENT PERFECT
Have you ever touched
16. 16
touch
never
________________
4-2 LET’S PRACTICE
PRESENT PERFECT
I’ve never touched
No,
a snake.
17. 17
4-2 LET’S PRACTICE
PRESENT PERFECT
_________________ a shark?
Has Justin ever seen
Justin
see
ever
18. 18
4-2 LET’S PRACTICE
PRESENT PERFECT
Yes, he ___. has
He saw one near Cape Town,
South Africa.
19. 19
4-3 MEANINGS OF THE PRESENT PERFECT
Tyler has taken his
first steps.
Zoe hasn’t walked
by herself yet.
20. 20
4-3 MEANINGS OF THE PRESENT PERFECT
PRESENT PERFECT
MEANING #1: SOMETHING HAPPENED
BEFORE NOW AT AN UNSPECIFIED TIME
21. 21
4-3 MEANINGS OF THE PRESENT PERFECT
MEANING #1
(a) Tyler has already taken his first steps.
(b) Zoe hasn’t walked by herself yet.
(c) Have you ever seen Zoe crawl?
occurred before now or
sometime in the past
22. 22
4-3 MEANINGS OF THE PRESENT PERFECT
(a) Tyler has already taken his first steps.
(b) Zoe hasn’t walked by herself yet.
(c) Have you ever seen Zoe crawl?
now
before now
time? X
X
MEANING #1
23. 23
4-3 MEANINGS OF THE PRESENT PERFECT
MEANING #1
(d) Mary has painted portraits many times.
(e) Her students have painted portraits twice.
activity repeated
before now, unspecified past times
24. 24
4-3 MEANINGS OF THE PRESENT PERFECT
MEANING #1
(d) Mary has painted portraits many times.
(e) Her students have painted portraits twice.
now
before now
X
XX X
25. 25
4-3 MEANINGS OF THE PRESENT PERFECT
PRESENT PERFECT
MEANING #2: A SITUATION BEGAN
IN THE PAST AND CONTINUES TO THE
PRESENT.
26. 26
4-3 MEANINGS OF THE PRESENT PERFECT
MEANING #2
(f) We’ve been working since 8 o’clock.
(g) I have played the violin for six years.
I learned to play six years ago, and I still
play it.
present perfect + since
for
past present
27. 27
4-3 MEANINGS OF THE PRESENT PERFECT
MEANING #2:
(f) We’ve been working since 8 o’clock.
x x
x
8:00
now
28. 28
4-3 LET’S PRACTICE
Kyung has already taken the test.
MEANING #1: Something happened before
now at an unspecified time.
OR ?
MEANING #2: A situation began in the
past and continues to the present.
29. 29
4-3 LET’S PRACTICE
I’ve been studying since 8 AM.
MEANING #1: Something happened
before now at an unspecified time
OR ?
MEANING #2: A situation began in the
past and continues to the present
30. 30
4-3 LET’S PRACTICE
Rosa has been to Italy three times.
MEANING #1: Something happened
before now at an unspecified time
OR ?
MEANING #2: A situation began in the
past and continues to the present
31. 31
4-4 SIMPLE PAST vs. PRESENT PERFECT
I had an angel fish
when I was a child.
I have had many other
fish since then.
32. 32
4-4 SIMPLE PAST vs. PRESENT PERFECT
SIMPLE PAST
(a) They completed the game at 4:00.
specific time
PRESENT PERFECT
(b) They have already completed the game.
unspecified time
33. 33
4-4 SIMPLE PAST vs. PRESENT PERFECT
SIMPLE PAST
(c) I was in Nigeria when I was five years old.
specific time
PRESENT PERFECT
(d) I have been in Nigeria three times.
unspecified time
34. 34
4-4 SIMPLE PAST vs. PRESENT PERFECT
SIMPLE PAST
(e) Jack camped in France for 9 days.
for activity began & ended in past
PRESENT PERFECT
(f) Eli has bbeeeenn ccaammppiinngg fsoinr c9e d laaysst .Monday.
for / since activity began & continues
35. 35
4-4 LET’S PRACTICE
SPECIFIED OR
UNSPECIFIED TIME ?
We have been in Tokyo
many times.
UNSPECIFIED PRESENT
PERFECT
36. 36
4-4 LET’S PRACTICE
SPECIFIED OR
UNSPECIFIED TIME ?
Barry has never been to Tokyo.
UNSPECIFIED PRESENT
PERFECT
37. 37
4-4 LET’S PRACTICE
SPECIFIED OR
UNSPECIFIED TIME ?
Gina went to Tokyo
last month.
SPECIFIED SIMPLE PAST
38. 38
4-5 USING SINCE AND FOR
I have been here since 6:00 AM.
39. 39
4-5 USING SINCE AND FOR
(a) I have worked here
since noon.
since Wednesday.
since April.
since 2006.
since May 9, 2007.
since yesterday.
since last week.
Since Specific point in time
40. 40
4-5 USING SINCE AND FOR
(b) CORRECT: I have studied English since 2007.
CORRECT: I have used a computer since 2007.
present perfect + since
(c) INCORRECT: I am studying English since 2007.
present progressive NOT used
41. 41
4-5 USING SINCE AND FOR
(b) CORRECT: I have studied English since 2007.
CORRECT: I have used a computer since 2007.
present perfect + since
(d) INCORRECT: I study English since 2007.
simple present NOT used
42. 42
4-5 USING SINCE AND FOR
(b) CORRECT: I have studied English since 2007.
CORRECT: I have used a computer since 2007.
present perfect + since
(e) INCORRECT: I studied English since 2007.
INCORRECT: I was study English since 2007.
simple past NOT used
43. 43
4-5 USING SINCE AND FOR
MAIN CLAUSE
(present perfect)
SINCE-CLAUSE
(simple past)
(f) I have known her since I was fifteen.
(g) Jim has played many sports since he tried soccer.
Since time clause
44. 44
4-5 USING SINCE AND FOR
(h) I have worked here
for fifty minutes.
for five hours.
for ten days.
for about six weeks.
for almost two months.
for many years.
for a long time.
For length of time
45. 45
4-5 USING SINCE AND FOR
(i) I have worked here for twelve years.
I got a job here twelve years ago, and I still have it.
present perfect + for + length of time
past present
(j) I played sports for fifteen years. I am too busy now.
simple past
past present
46. 46
4-5 LET’S PRACTICE
3 hours
she was six
Mary has been playing the piano
since ___________.
she was six
Mary has been playing the piano
for _t_h_re_e_ _h_o_u_rs__.
47. 47
4-5 LET’S PRACTICE
he started school
15 years
Alejandro has studied English
since ________________.
he started school
Alejandro has studied English
for ___fif_te_e_n_ _y_e_a_rs_______.
48. 48
4-5 LET’S PRACTICE
for
since
since
I have driven a taxi _____ 2006.
My uncle has driven a taxi __fo_r_ thirty years.
49. 49
4-6 PRESENT PERFECT PROGRESSIVE
Dee has been working
for ten hours.
50. 50
4-6 PRESENT PERFECT PROGRESSIVE
(a) Dee has been working since
6 o’clock.
(b) She has been working for
ten hours.
STATEMENT:
have/has + been + -ing
51. 51
4-6 PRESENT PERFECT PROGRESSIVE
(c) How long has she been working?
QUESTION FORM:
have/has + subject + been + -ing
52. 52
4-6 PRESENT PERFECT PROGRESSIVE
(d) Mary is playing the piano right now.
PRESENT PROGRESSIVE
in progress right now
duration of time not mentioned
Mary has been playing the piano right now.
53. 53
4-6 PRESENT PERFECT PROGRESSIVE
(e) Mary has been playing since noon.
(f) Mary has been playing for an hour.
PRESENT PERFECT PROGRESSIVE
began in past
in progress right now
time expressed
Mary is playing the piano since noon.
54. 54
4-6 PRESENT PERFECT PROGRESSIVE
(g) CORRECT: It belongs to Amy.
(h) INCORRECT: It is belonging to Amy.
(i) CORRECT: She has owned it
for one month.
(j) INCORRECT: She has been owning
it for one month.
non-action verbs progressive tenses
55. 55
4-6 LET’S PRACTICE
PRESENT PROGRESSIVE
My sister _________ the
phone.
use
is using
has been using
OR
PRESENT PERFECT PROGRESSIVE
She _____________ it for three
hours. I need to make a call.
56. 56
4-6 LET’S PRACTICE
PRESENT PROGRESSIVE
OR
PRESENT PERFECT PROGRESSIVE
dance
are dancing
Her parents __________.
They ________________
have been dancing
together for over thirty years.
57. 57
4-6 LET’S PRACTICE
PRESENT PROGRESSIVE
OR
PRESENT PERFECT PROGRESSIVE
go
going
Where are you _______for
the summer holiday?
I am ______ going
to the beach.
I ______________ to the beach
have been going
every summer since I was a child.
58. 58
4-7 PRESENT PERFECT PROGRESSIVE vs.
PRESENT PERFECT
These guys are hiking.
They have been hiking for several days.
59. 59
4-7 PRESENT PERFECT PROGRESSIVE vs.
PRESENT PERFECT
PRESENT PERFECT PROGRESSIVE
(a) My cousin is hiking with his friends.
They have been hiking for several days.
duration of present activities,
action verbs
PRESENT PERFECT
(b) My cousin has hiked many mountains.
repeated activities
unspecified times in the past
60. 60
4-7 PRESENT PERFECT PROGRESSIVE vs.
PRESENT PERFECT
(b) My cousin has hiked many mountains.
(c) INCORRECT: My cousin has been hiking
many mountains.
61. 61
4-7 PRESENT PERFECT PROGRESSIVE vs.
PRESENT PERFECT
(d) The guys have known each other for
(e) INCORRECT: The guys have been knowing
each other for ten years.
ten years.
duration of present activities,
non-action verbs
62. (f) I have been studying medicine for one year.
OR
(g) I have studied medicine for one year.
62
4-7 PRESENT PERFECT PROGRESSIVE vs.
PRESENT PERFECT
same meaning
63. 63
4-7 PRESENT PERFECT PROGRESSIVE vs.
PRESENT PERFECT
(h) Rolf has been running every day since he
was a child.
OR
Rolf has run every day since he was a child.
usual, habitual activities
either tense okay
64. 64
4-7 PRESENT PERFECT PROGRESSIVE vs.
PRESENT PERFECT
(i) I’ve been studying Spanish ever since I
visited Mexico.
OR
I’ve studied Spanish ever since I visited
Mexico.
usual, habitual activities
either tense okay
65. 65
4-7 LET’S PRACTICE
PRESENT PERFECT
How long ___ your family ______ here?
We __________ here for ten years.
live
lived
has
have lived
66. 66
4-7 LET’S PRACTICE
PRESENT PERFECT PROGRESSIVE
How long ___ your family _________ here?
We _____________ here for ten years.
live
been living
has
have been living
67. 67
4-8 USING ALREADY, YET, STILL, AND ANYMORE
I already fed the dog.
68. 68
4-8 USING ALREADY, YET, STILL, AND ANYMORE
ALREADY
(a) I fed the dog thirty minutes ago.
I already fed the dog.
happened before now
Position: midsentence
69. 69
4-8 USING ALREADY, YET, STILL, AND ANYMORE
YET
(b) I usually feed the dog, but I haven’t
fed him yet.
did not happen before now
Position: end of sentence
70. 70
4-8 USING ALREADY, YET, STILL, AND ANYMORE
STILL
(c) I fed the dog thirty minutes ago. He is
still hungry. He still wants to eat.
(d) I liked classical movies when I was
in college. I still like them.
(e) It hasn’t rained all week. It still isn’t
raining.
71. 71
4-8 USING ALREADY, YET, STILL, AND ANYMORE
STILL
(c) I fed the dog thirty minutes ago. He is
still hungry. He still wants to eat.
(d) I liked classical movies when I was
in college. I still like them.
(e) It hasn’t rained all week. It still isn’t
raining.
situation continues to exist
Position: midsentence
72. 72
4-8 USING ALREADY, YET, STILL, AND ANYMORE
ANYMORE
(f) I used to be a teacher, but I retired.
I don’t work anymore.
does not continue
Position: end of sentence
73. 73
4-8 USING ALREADY, YET, STILL, AND ANYMORE
ALREADY
(a) I already fed the dog.
affirmative
sentences
YET
(b) I haven’t fed him yet. negative
ANYMORE sentences
(f) I don’t work anymore.
STILL affirmative
(c) He is still hungry.
(e) It still isn’t raining.
or negative
sentences
74. 74
4-8 LET’S PRACTICE
already
yet
still
anymore
She doesn’t have any money.
She _a_l_re_a_d_y_ spent it all.
75. 75
4-8 LET’S PRACTICE
already
yet
still
anymore
I did some homework, but I
__s_t_il_l _ have more to do.
76. We used to be friends, but we had an argument.
We don’t like each other a_n_y_m__o_re__.
76
4-8 LET’S PRACTICE
already
yet
still
anymore
77. 77
4-9 PAST PERFECT
When they arrived
at the store, it had
already closed.
78. 78
4-9 PAST PERFECT
(a) When they arrived at the store, it had
already closed.
two events in the past
1st event - Past Perfect
2nd event – Simple Past
79. 79
4-9 PAST PERFECT
(b) The store had already closed when
they arrived.
FORM: had + past participle
80. 80
4-9 PAST PERFECT
(c) It’d closed.
She’d gone home.
He’d gone home.
They’d gone home.
We’d gone home.
You’d gone home.
CONTRACTION:
I / you / she / he / it / we / they + ’d
81. 81
4-9 PAST PERFECT
PRESENT PERFECT PAST PERFECT
before
now
now
X X X X
(d) I’m not cooking now.
I’ve already ordered
pizza.
before
noon
noon
(e) I was not cooking at noon.
I had already ordered
pizza.
occurred before now,
at an unspecified time
occurred before another
time in the past
82. 82
4-9 PAST PERFECT
PAST PROGRESSIVE PAST PERFECT
he came
home
X X
(f) I was waiting when
the pizza arrived.
pizza
arrived
(g) The pizza had arrived
when he came home.
in progress at a particular
time in the past
completed before a
particular time in the past
pizza
arrived
began
waiting
X X
83. 83
4-9 PAST PERFECT
1st
2nd
I had already gone to bed
when it started snowing.
a. it started snowing ____
2nd
b. I went to bed _1_s_t_
84. 84
4-9 PAST PERFECT
I tried to go shopping, but the
1st
store had closed.
2nd a. store closed ____
1st
b. tried to go shopping ____
2nd
85. 85
4-9 PAST PERFECT
1st
2nd
A friend called to suggest a good movie.
She had seen it last Friday.
a. the friend saw the movie ____
b. the friend called ____
1st
2nd