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 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.
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 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.
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.
1. The document provides examples of sentences using the present simple and present continuous tenses in English. It gives sentences to complete and verbs to put into the correct tense.
2. It discusses when to use the present simple versus present continuous through examples like "My sister does not play tennis every day" versus "What are you eating?".
3. The document aims to help learners practice and understand the difference between the present simple and present continuous tenses in English through a variety of exercise questions.
The document is a teacher's resource containing slides for a PowerPoint presentation on using modal verbs like "can", "could", "be able to", and "know how to" to express ability in English. It includes examples of these verbs in affirmative and negative sentences and questions. Accompanying exercises provide practice identifying and using these modal verbs correctly.
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 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.
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 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.
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.
1. The document provides examples of sentences using the present simple and present continuous tenses in English. It gives sentences to complete and verbs to put into the correct tense.
2. It discusses when to use the present simple versus present continuous through examples like "My sister does not play tennis every day" versus "What are you eating?".
3. The document aims to help learners practice and understand the difference between the present simple and present continuous tenses in English through a variety of exercise questions.
The document is a teacher's resource containing slides for a PowerPoint presentation on using modal verbs like "can", "could", "be able to", and "know how to" to express ability in English. It includes examples of these verbs in affirmative and negative sentences and questions. Accompanying exercises provide practice identifying and using these modal verbs correctly.
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 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 contains a slideshow presentation on modal auxiliaries and expressions in English. It includes 13 sections that explain and provide examples of how to use modals such as "should", "have to", and "must" as well as polite questions with "may", "could", and "would". Each section contains practice exercises for the topic. The slides also include a summary chart comparing different modals and similar expressions.
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.
This document provides information about verb tenses and grammar structures in English. It begins with sections on the simple present and present progressive tenses, including their forms and uses. Frequency adverbs that can be used with these tenses are also discussed. The remainder of the document consists of exercises for students to practice using and identifying the simple present, present progressive, and frequency adverbs in sentences. The exercises include identifying verb forms, completing sentences, describing pictures, and role-playing conversations.
This document contains a slideshow on using modals like can, could, be able to as well as prepositions like at and in. It discusses how can expresses ability or possibility, how could is the past form of can, and how be able to has the same meaning as can. It also covers the differences between very and too when used with adjectives, as well as the words two, too, and to. Finally, it examines the uses of at and in for places, noting that at is used with specific locations like work or home while in is used with enclosed spaces like bed or class. The slideshow aims to teach English grammar through examples and exercises.
This document provides a preview of Chapter 1 which covers the simple present and present progressive tenses in English. It includes examples of how to form and use these tenses, distinguish between them, and form short answers to yes/no questions. The chapter preview covers topics such as frequency adverbs, singular and plural verb forms, spelling rules for verbs ending in -s or -es, non-action verbs, and short answers to questions. Examples and exercises are provided throughout to illustrate the concepts and allow practice applying the rules.
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 contains a teacher resource on English modal verbs and expressions. It includes 13 sections that provide examples, explanations and exercises on using verbs like "should", "have to", "must", "may", "let's" and modal auxiliaries in sentences. The slides contain questions for students to practice using these verbs correctly in different contexts.
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 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 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 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 lists common daily routines and verbs, including taking a shower, brushing teeth, getting dressed, making breakfast, and activities like sleeping, eating meals, and doing chores. It then provides examples of sentences using these verbs in the simple present tense, such as "I take a shower in the morning" and "They sleep in the house." Rules for negation are also covered, such as adding "don't" or "doesn't" for subjects like "we," "you," "he," and "it."
Talking About Your Daily Routine in SpanishJason Jolley
El documento proporciona una lista de verbos en español relacionados con la rutina diaria y actividades comunes, como despertarse, bañarse, vestirse, desayunar, ir al trabajo, almorzar, regresar a casa, cenar y acostarse. También incluye preguntas de ejemplo sobre la rutina diaria y diálogos cortos que demuestran cómo describir las actividades diarias en español.
Este documento presenta una biografía y contexto histórico, cultural y filosófico de Friedrich Nietzsche. Explica su crítica a la metafísica, religión y moral de la cultura occidental, argumentando que se basan en una mentira y han desvalorizado el mundo real en favor de un mundo trascendente. También analiza conceptos clave como lo apolíneo, lo dionisíaco y la voluntad de poder, que buscan afirmar la vida frente a los ideales racionalistas.
Kant define la Ilustración como la liberación del hombre de su minoría de edad o incapacidad para servirse de su propia inteligencia sin la guía de otros. Esto implica pasar de la heteronomía a la autonomía mediante el uso libre de la razón. Kant propone fomentar la educación para eliminar la pereza y el miedo, y conceder progresivamente más libertad a los individuos para que desarrollen su autonomía. Distingue entre el uso público y privado de la razón, defendiendo la libertad de expresión pero no
This document outlines a typical daily routine using simple present tense verbs. It describes a person waking up at 7:30 am, washing their face and brushing their teeth by 7:45 am, having breakfast at 8:00 am before going to school at 8:15 am. The schedule continues with having lunch at 12:15 pm, returning home at 3:00 pm to do homework in the afternoon, playing computer games or studying lessons. Dinner is at 7:00 pm followed by watching TV in the evening, reading a book every night before going to bed at 11:00 pm.
Este documento proporciona información sobre las rutinas diarias y el uso del presente simple en inglés. Explica cómo expresar las actividades cotidianas como levantarse, vestirse, ir a la escuela y hacer los deberes, además de incluir vocabulario sobre el clima y las horas. También ofrece ejemplos de oraciones que describen las rutinas de una persona y las preguntas correspondientes en el presente simple.
Descartes aplica su método de la duda para cuestionar todo lo que puede ser dudoso, incluso las matemáticas. Lo único que no puede ser dudado es su propio pensamiento, expresado en el famoso "pienso, luego existo". Esto le lleva a concluir que existe como una sustancia pensante (res cogitans). Luego, mediante varios argumentos, deduce la existencia de Dios como una sustancia infinita y perfecta (res infinita) que es la causa de su propia existencia imperfecta y de las ideas innatas que tiene de Dios. Final
El documento describe el Renacimiento en Europa durante los siglos XV y XVI. Se caracterizó por factores como el desarrollo de las ciudades y los estados, el ascenso de la burguesía, y los descubrimientos científicos y geográficos. Esto llevó a una ruptura con la visión medieval del mundo. La revolución científica incluyó las teorías de Copérnico sobre el sistema solar, las leyes de Kepler sobre los movimientos planetarios, y los hallazgos de Galileo con el telescopio.
1) El documento resume los principales acontecimientos del Renacimiento que llevaron a la recuperación de la lengua griega y el acceso a los textos clásicos, el avance de la tecnología, la crisis religiosa de la Reforma protestante, y el surgimiento de los estados nacionales y monarquías absolutas. 2) También describe las orientaciones intelectuales de la época como el humanismo, la magia, astrología y la ciencia, así como las consecuencias de la Reforma sobre la separación de la religión y la política. 3
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 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 contains a slideshow presentation on modal auxiliaries and expressions in English. It includes 13 sections that explain and provide examples of how to use modals such as "should", "have to", and "must" as well as polite questions with "may", "could", and "would". Each section contains practice exercises for the topic. The slides also include a summary chart comparing different modals and similar expressions.
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.
This document provides information about verb tenses and grammar structures in English. It begins with sections on the simple present and present progressive tenses, including their forms and uses. Frequency adverbs that can be used with these tenses are also discussed. The remainder of the document consists of exercises for students to practice using and identifying the simple present, present progressive, and frequency adverbs in sentences. The exercises include identifying verb forms, completing sentences, describing pictures, and role-playing conversations.
This document contains a slideshow on using modals like can, could, be able to as well as prepositions like at and in. It discusses how can expresses ability or possibility, how could is the past form of can, and how be able to has the same meaning as can. It also covers the differences between very and too when used with adjectives, as well as the words two, too, and to. Finally, it examines the uses of at and in for places, noting that at is used with specific locations like work or home while in is used with enclosed spaces like bed or class. The slideshow aims to teach English grammar through examples and exercises.
This document provides a preview of Chapter 1 which covers the simple present and present progressive tenses in English. It includes examples of how to form and use these tenses, distinguish between them, and form short answers to yes/no questions. The chapter preview covers topics such as frequency adverbs, singular and plural verb forms, spelling rules for verbs ending in -s or -es, non-action verbs, and short answers to questions. Examples and exercises are provided throughout to illustrate the concepts and allow practice applying the rules.
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 contains a teacher resource on English modal verbs and expressions. It includes 13 sections that provide examples, explanations and exercises on using verbs like "should", "have to", "must", "may", "let's" and modal auxiliaries in sentences. The slides contain questions for students to practice using these verbs correctly in different contexts.
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 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 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 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 lists common daily routines and verbs, including taking a shower, brushing teeth, getting dressed, making breakfast, and activities like sleeping, eating meals, and doing chores. It then provides examples of sentences using these verbs in the simple present tense, such as "I take a shower in the morning" and "They sleep in the house." Rules for negation are also covered, such as adding "don't" or "doesn't" for subjects like "we," "you," "he," and "it."
Talking About Your Daily Routine in SpanishJason Jolley
El documento proporciona una lista de verbos en español relacionados con la rutina diaria y actividades comunes, como despertarse, bañarse, vestirse, desayunar, ir al trabajo, almorzar, regresar a casa, cenar y acostarse. También incluye preguntas de ejemplo sobre la rutina diaria y diálogos cortos que demuestran cómo describir las actividades diarias en español.
Este documento presenta una biografía y contexto histórico, cultural y filosófico de Friedrich Nietzsche. Explica su crítica a la metafísica, religión y moral de la cultura occidental, argumentando que se basan en una mentira y han desvalorizado el mundo real en favor de un mundo trascendente. También analiza conceptos clave como lo apolíneo, lo dionisíaco y la voluntad de poder, que buscan afirmar la vida frente a los ideales racionalistas.
Kant define la Ilustración como la liberación del hombre de su minoría de edad o incapacidad para servirse de su propia inteligencia sin la guía de otros. Esto implica pasar de la heteronomía a la autonomía mediante el uso libre de la razón. Kant propone fomentar la educación para eliminar la pereza y el miedo, y conceder progresivamente más libertad a los individuos para que desarrollen su autonomía. Distingue entre el uso público y privado de la razón, defendiendo la libertad de expresión pero no
This document outlines a typical daily routine using simple present tense verbs. It describes a person waking up at 7:30 am, washing their face and brushing their teeth by 7:45 am, having breakfast at 8:00 am before going to school at 8:15 am. The schedule continues with having lunch at 12:15 pm, returning home at 3:00 pm to do homework in the afternoon, playing computer games or studying lessons. Dinner is at 7:00 pm followed by watching TV in the evening, reading a book every night before going to bed at 11:00 pm.
Este documento proporciona información sobre las rutinas diarias y el uso del presente simple en inglés. Explica cómo expresar las actividades cotidianas como levantarse, vestirse, ir a la escuela y hacer los deberes, además de incluir vocabulario sobre el clima y las horas. También ofrece ejemplos de oraciones que describen las rutinas de una persona y las preguntas correspondientes en el presente simple.
Descartes aplica su método de la duda para cuestionar todo lo que puede ser dudoso, incluso las matemáticas. Lo único que no puede ser dudado es su propio pensamiento, expresado en el famoso "pienso, luego existo". Esto le lleva a concluir que existe como una sustancia pensante (res cogitans). Luego, mediante varios argumentos, deduce la existencia de Dios como una sustancia infinita y perfecta (res infinita) que es la causa de su propia existencia imperfecta y de las ideas innatas que tiene de Dios. Final
El documento describe el Renacimiento en Europa durante los siglos XV y XVI. Se caracterizó por factores como el desarrollo de las ciudades y los estados, el ascenso de la burguesía, y los descubrimientos científicos y geográficos. Esto llevó a una ruptura con la visión medieval del mundo. La revolución científica incluyó las teorías de Copérnico sobre el sistema solar, las leyes de Kepler sobre los movimientos planetarios, y los hallazgos de Galileo con el telescopio.
1) El documento resume los principales acontecimientos del Renacimiento que llevaron a la recuperación de la lengua griega y el acceso a los textos clásicos, el avance de la tecnología, la crisis religiosa de la Reforma protestante, y el surgimiento de los estados nacionales y monarquías absolutas. 2) También describe las orientaciones intelectuales de la época como el humanismo, la magia, astrología y la ciencia, así como las consecuencias de la Reforma sobre la separación de la religión y la política. 3
El documento resume las ideas principales del filósofo escocés David Hume. Hume propuso que todo conocimiento proviene de la experiencia a través de las impresiones sensoriales. Criticó conceptos como la causa, la sustancia y el yo, argumentando que no se pueden derivar de la experiencia. También sostuvo que los juicios morales se basan en sentimientos más que en la razón.
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 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.
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.
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.
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.
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 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.
The document discusses the present simple tense in English. It outlines its uses for habits, regular activities, and generally true statements. It provides examples of affirmative and negative forms, including how the verb changes in the third person singular. Questions are formed using do/does plus the subject and infinitive verb. Examples are given of completing sentences and questions in the present simple. [/SUMMARY]
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.
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
The document discusses the present simple tense in English. It explains that the present simple is used to talk about habitual actions, permanent situations, general truths, schedules and opinions. It provides examples of these uses and discusses the structure of affirmative, negative and interrogative sentences in the present simple. Time expressions and frequency adverbs that are commonly used with the present simple are also outlined.
The daughter is embarrassed because her father walks around their house in swimming shorts when her friends are over. Her mother tells the father to put on a robe in these situations but he does not listen. The daughter loves her father but wonders if he should sit in the living room in just swimming shorts when she has company over.
The document provides instruction on the use of "there is" and "there are" in English. It explains that "there is" is used for singular nouns and uncountable nouns, while "there are" is used for plural nouns. It gives examples of affirmative, negative, and interrogative sentences using "there is" and "there are". It also covers contractions of "there is" to "there's" as well as forming negative sentences. Additionally, it discusses using "any" to indicate no quantity.
The document discusses simple present tense verbs and frequency adverbs. It provides examples of using adverbs like "always", "usually", "occasionally" with simple present verbs. It also covers subject-verb agreement rules for singular and plural subjects. Additionally, it discusses forming questions in the present tense and short answers to yes/no questions using auxiliary verbs like "do" and "does" as well as the verb "to be".
This document contains a teacher resource on English grammar concepts such as modal auxiliaries (can, could, may, must, should) and imperative and interrogative sentences. It includes examples of how to use each concept correctly in sentences, as well as practice questions for students. The resource covers topics like using should for advice, have to/has to for necessity, must for obligation, polite questions with may and could, and imperative sentences for commands or requests.
This document contains a teacher resource on English modal verbs and expressions. It includes 13 sections that provide examples, explanations and exercises on using verbs like "should", "have to", "must", "may", "let's" and others. The slides cover common usages, question forms, negatives and summaries of modal meanings in clear tables. Interactive exercises allow typing answers directly on the slides.
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Similar to Fequency adverbs and simple present (20)
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This document discusses different types of quantifiers in English including many, much, neither, half, each, some, a quarter, both, all, very little, two-thirds, few, several, hardly any, either, a great/good deal of, none, a few, many, a lot of, and EVERY. It explains the meanings and uses of certain quantifiers like neither, hardly any, a few/a little versus few/little, noting the distinction between some quantity versus not enough. The document emphasizes paying attention to subtle differences in quantifiers.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.
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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
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of extensive research and worry. As the global community grapples with swift urbanization,
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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
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'Land uses,' which are determined by both human activities and the physical characteristics of the
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The utilization of land is impacted by human needs and environmental factors. In countries
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centuries, evolving its structure over time and space. In the present era, these changes have
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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
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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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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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 ...
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Pengantar Penggunaan Flutter - Dart programming language1.pptx
Fequency adverbs and simple present
1. She walks. 3-1 FORM AND BASIC MEANING OF THE SIMPLE PRESENT TENSE
2. SINGULAR PLURAL 1 st PERSON I walk we walk 2 nd PERSON you walk you walk she walks he walks it walks they walk 3-1 FORM AND BASIC MEANING OF THE SIMPLE PRESENT TENSE 3 rd PERSON
3. (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 3-1 FORM AND BASIC MEANING OF THE SIMPLE PRESENT TENSE HABITS = USUAL ACTIVITIES
4. We _____ television every day. watch watches watch 3-1 Let’s Practice
6. We ____ lunch at 12:00. eat eats eat 3-1 Let’s Practice
7. Jara _____ a walk in the morning. takes take takes 3-1 Let’s Practice
8. My friend ____ her horse every day. ride rides rides 3-1 Let’s Practice
9. They always drink tea with lunch. 3-2 USING FREQUENCY ADVERBS: ALWAYS, USUALLY, OFTEN, SOMETIMES, SELDOM, RARELY, NEVER
10. (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 USING FREQUENCY ADVERBS: ALWAYS, USUALLY, OFTEN, SOMETIMES, SELDOM, RARELY, NEVER
11. Talia _______ feeds her dog. Sun. Mon. Tues . Wed. Thurs. Fri. Sat. always 3-2 Let’s Practice always usually often sometimes seldom rarely never
12. always usually often sometimes seldom rarely never Jara ______ watches TV. Sun. Mon. Tues. Wed. Thurs. Fri. Sat. seldom 3-2 Let’s Practice
13. always usually often sometimes seldom rarely never Luke _______ cooks dinner. usually Sun. Mon. Tues. Wed. Thurs. Fri. Sat. 3-2 Let’s Practice
14. always usually often sometimes seldom rarely never Moussad _________ cooks dinner. sometimes Sun. Mon. Tues. Wed. Thurs . Fri. Sat. 3-2 Let’s Practice
15. She goes to the library once a week. 3-3 OTHER FREQUENCY EXPRESSIONS
16. (a) She goes to the library once a week. twice a week. five times a week . Sun. Mon. Tues. Wed. Thurs. Fri. Sat. 3-3 OTHER FREQUENCY EXPRESSIONS
17. (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 . 3-3 OTHER FREQUENCY EXPRESSIONS how many times a day a week a month a year
18. 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 3-3 OTHER FREQUENCY EXPRESSIONS
19. How often do you drink coffee? 3-3 Let’s Practice Every morning.
20. So you drink coffee? always Yes. 3-3 Let’s Practice always usually often sometimes seldom rarely never
21. I know. She drinks coffee. never Mei doesn’t drink coffee. 3-3 Let’s Practice always usually often sometimes seldom rarely never
22. No. He walks five or six days a week. Does Dr. Aboud take a walk every day? 3-3 Let’s Practice
23. Yes, he takes a walk. Five or six times a week? 3-3 Let’s Practice often always usually often sometimes seldom rarely never
24. Jeff is always dirty. 3-4 USING FREQUENCY ADVERBS WITH BE
25. usually often sometimes seldom rarely never dirty. Jeff + is + SUBJECT + BE + FREQUENCY ADVERB always FREQUENCY ADVERB am is + are 3-4 USING FREQUENCY ADVERBS WITH BE
26. often sometimes seldom rarely never + rides a bike. Sergio SUBJECT + FREQUENCY + OTHER SIMPLE ADVERB PRESENT VERBS always usually + frequency adverb + all simple present verbs except be 3-4 USING FREQUENCY ADVERBS WITH BE
27. tired. usually 3-4 Let’s Practice He is ______________________________________
28. sad. never Jeff is 3-4 Let’s Practice _________________________________________
32. -sh SPELLING (a) push PRONUNCIATION push es push / ə z / -ch (b) teach teach es teach / ə z / -ss (c) kiss kiss es kiss / z / -x (d) fix fix es fix / z / ə ə endings add -es say / əz / 3-5 SPELLING AND PRONUNCIATION OF FINAL -ES
37. The baby cries a lot . 3-6 ADDING FINAL -S / -ES TO WORDS THAT END IN -Y
38. (a) cr y cr ies fl y fl ies (b) pa y pay s enjo y enjo ys consonant + -y change y to i , add -es vowel + -y add -s 3-6 ADDING FINAL -S / -ES TO WORDS THAT END IN -Y
42. The man has a brown coat. 3-7 IRREGULAR SINGULAR VERBS: HAS, DOES, GOES
43. 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 + + + 3-7 IRREGULAR SINGULAR VERBS: HAS, DOES, GOES
44. George ____ yoga every day. does 3-7 Let’s Practice do does
45. Zhou-li ______ for a walk on Sunday. goes 3-7 Let’s Practice go goes
47. She runs six miles every day. 3-8 SPELLING AND PRONUNCIATION OF FINAL -S / -ES
48. 3 rd person singular add -s rain s SPELLING (a) run PRONUNCIATION run s rain -s as /z/ voiced scrub scrub s love love s 3-8 SPELLING AND PRONUNCIATION OF FINAL -S / -ES
49. -s as /s/ voiceless SPELLING (b) sink PRONUNCIATION sink s meet meet s fight fight s cough cough s 3-8 SPELLING AND PRONUNCIATION OF FINAL -S I -ES 3 rd person singular add -s
50. -es as / ə z/ SPELLING (c) push PRONUNCIATION push es watch watch es miss miss es tax tax es -sh , -ch , -ss , -x 3-8 SPELLING AND PRONUNCIATION OF FINAL -S I -ES 3 rd person singular add -es
51. 3 rd person singular change y to i , add -es SPELLING (d) dry PRONUNCIATION dr ies study stud ies -es as / ə z/ consonant + -y 3-8 SPELLING AND PRONUNCIATION OF FINAL -S I -ES
52. SPELLING (e) p ay PRONUNCIATION pay s b uy buy s 3-8 SPELLING AND PRONUNCIATION OF FINAL -S I -ES 3 rd person singular add -s -s as /z/ vowel + -y
53. SPELLING (f) have PRONUNCIATION has go goes /ha z/ do does e /gowz/ /d z/ e 3-8 SPELLING AND PRONUNCIATION OF FINAL -S I -ES 3 rd person singular forms irregular
54.
55.
56.
57. They do not wash their car. 3-9 THE SIMPLE PRESENT: NEGATIVE
58. (a) do not drink milk. I You They NEGATIVE: I We You They + do not + main verb She He It + does not + main verb We (b) does not drink milk. He It She 3-9 THE SIMPLE PRESENT: NEGATIVE
59.
60. (d) He does n’t drink milk. Jack does n’t like dogs. (c) I do n’t drink milk. They do n’t go to the lake. do not = do n’t CONTRACTIONS: does not = does n’t 3-9 THE SIMPLE PRESENT: NEGATIVE
61. doesn’t smile (use the contraction) 3-9 Let’s Practice This child ___________. smile not
62. We ________ snakes. don’t like (use the contraction) 3-9 Let’s Practice like not
63. doesn’t speak (use the contraction) 3-9 Let’s Practice speak not Magda ___________ Dutch.
64. feed don’t feeds 3-9 Let’s Practice don’t doesn’t feed jump run speak Sometimes I ____ ____ my cat. My husband _____ her.
65. 3-9 Let’s Practice don’t doesn’t sit need like run run doesn’t She ______ ____ fast at the gym. She gets tired.
66. need 3-9 Let’s Practice don’t doesn’t feed jump need eat They are good cooks. don’t They ____ ____ help.
68. 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 3-10 THE SIMPLE PRESENT: YES/NO QUESTIONS
69. 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 3-10 THE SIMPLE PRESENT: YES/NO QUESTIONS
70. do (h) Are you a student? NOT : Do you be a student? main verb = a form of be 3-10 THE SIMPLE PRESENT: YES/NO QUESTIONS
71. 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 . 3-10 THE SIMPLE PRESENT: YES/NO QUESTIONS
72. I like to ride horses. Do you like to ride horses? Yes, I do. 3-10 Let’s Practice Question Short Answer Long Answer
73. They have a baby. Do they have a baby? Yes, they do. 3-10 Let’s Practice Question Short Answer Long Answer
74. Gerardo teaches math. Does Gerardo teach math? Yes, he does. 3-10 Let’s Practice Question Short Answer Long Answer
75. Cows don’t bark. Do cows bark? No, they don’t. 3-10 Let’s Practice Question Short Answer Long Answer
76. Do they live in Baltimore? 3-11 THE SIMPLE PRESENT: ASKING INFORMATION QUESTIONS WITH WHERE * Where do they live?
77. Yes, they do . No, they don’t . QUESTION SHORT ANSWER (a) Do they live in Baltimore? (b) Where do they live ? In Baltimore. 3-11 THE SIMPLE PRESENT: ASKING INFORMATION QUESTIONS WITH WHERE
78. Yes, he does. No, he doesn’t . QUESTION SHORT ANSWER (c) Does Alexi live in Moscow? (d) Where does he live ? In Cape Town. 3-11 THE SIMPLE PRESENT: ASKING INFORMATION QUESTIONS WITH WHERE
79. (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 ) + 3-11 THE SIMPLE PRESENT: ASKING INFORMATION QUESTIONS WITH WHERE
80. Question: Answer: Yes, he does. (The child has a toothbrush.) Does the child have a toothbrush? 3-11 Let’s Practice
81. Question: Answer: In the bathroom. Where does he brush his teeth? 3-11 Let’s Practice (He brushes his teeth in the bathroom.)
82. Question: Answer: Yes, she does. Does Lucy like to read at the library? 3-11 Let’s Practice (Lucy likes to read at the library.)
83. When do you go shopping? What time do you go shopping? 3-12 THE SIMPLE PRESENT: ASKING INFORMATION QUESTIONS WITH WHEN AND WHAT TIME
84. (a) When do you go to work? (b) What time do you go to work? At eight o’clock. At eight o’clock. 3-12 THE SIMPLE PRESENT: ASKING INFORMATION QUESTIONS WITH WHEN AND WHAT TIME Q-WORD + DO/ + SUBJECT + MAIN DOES VERB
85. At ten o’clock. At ten o’clock. (c) When does he exercise? (d) What time does he exercise? 3-12 THE SIMPLE PRESENT: ASKING INFORMATION QUESTIONS WITH WHEN AND WHAT TIME Q-WORD + DO/ + SUBJECT + MAIN DOES VERB
86. (e) What time do you usually go to class? Q-WORD + DO/ + SUBJECT + MAIN VERB DOES frequency adverb subject 3-12 THE SIMPLE PRESENT: ASKING INFORMATION QUESTIONS WITH WHEN AND WHAT TIME + + main verb
87. does the pool close? The pool closes at 6:00 P.M. When (What time) 3-12 Let’s Practice
88. do you eat lunch? I eat lunch at 12:00. When (What time) 3-12 Let’s Practice
89. When (What time) do you usually go to bed 3-12 Let’s Practice I usually go to bed at 11:00. _________________________________________?
90. (a) Where is Botswana? Q-WORD + BE + SUBJECT LONG ANSWER Botswana is in Africa. 3-13 SUMMARY: INFORMATION QUESTIONS WITH BE AND DO
91. (e) What time is the movie? (d) What is your name? (c) When is lunch? (b) Where are your gloves? Q-WORD + BE + SUBJECT LONG ANSWER They are at home. My name is Uma. Lunch is at noon. The movie is at 5:00. 3-13 SUMMARY: INFORMATION QUESTIONS WITH BE AND DO
92. (h) What does she play ? (g) What time does school start ? Q-WORD + DO + SUBJECT + MAIN VERB (f) Where does she live ? She lives in Belgium. (i) When do you study ? It starts at 9:00 A.M . She plays tennis. I study at night. 3-13 SUMMARY: INFORMATION QUESTIONS WITH BE AND DO
93. Where ____ they buy food? do 3-13 Let’s Practice is are does do
94. What time _____ the train leave? does 3-13 Let’s Practice is are does do
95. When ____ your test? is 3-13 Let’s Practice is are does do
96. What ____ their names? are 3-13 Let’s Practice is are does do