This document contains a chapter about asking questions in English. It provides examples of different types of questions using question words like who, what, when, where, why, how, etc. It discusses yes/no questions and information questions. It also covers contractions in spoken questions and question formation with verbs like do, be, have. Each section provides examples and exercises to practice asking and answering different kinds of questions.
This document provides a preview and overview of the key concepts covered in Chapter 3, which discusses different ways to express future time in English, including using "be going to", "will", the present progressive, and the simple present tense. It previews and gives examples of expressing certainty, distinguishing between "be going to" and "will", using time clauses and parallel verbs. The chapter contrasts the meanings and uses of different constructions for talking about the future in English.
This document provides an overview of noun clauses, including different types of noun clauses and how to use them. It covers noun clauses that begin with question words, who/what/whose + be, if/whether, and that. It also discusses quoted and reported speech, substituting "so" for that-clauses in responses, and the differences between quoted and reported speech. The document is made up of introductory explanations, examples, exercises, and a table of contents to help learn about various aspects of noun clauses.
This document 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.
The document discusses various modal auxiliaries in English including expressions of ability, possibility, permission, advice, necessity, lack of necessity, and prohibition. It provides examples of how each modal auxiliary is used in affirmative, negative, and question forms. The modals discussed include can, could, may, might, should, had better, must, will, would, have to, have got to, ought to, and do not have to. It also addresses polite questions formed with these modals and differences in formality.
This document provides a review of verb tenses including the past participle, present perfect, present perfect progressive, and past perfect tenses. It explains the forms, meanings, and uses of these tenses through examples and exercises. Key points covered include the difference between the simple past and present perfect tenses, using since and for with the present perfect, and distinguishing between the present perfect progressive and present perfect.
This document contains an English grammar lesson about using "it" to talk about time, prepositions of time, using "it" and "what" to talk about weather, the structure "there is/are", asking questions with "how many", prepositions of place, and expressing preferences with "would like". It includes examples, exercises, and brief explanations of grammar points. The document is an English grammar reference and teaching material.
This document provides an overview of key concepts for expressing past time and tense in English, including:
- The simple past tense is used to express actions or situations that began and ended completely in the past. Examples of its forms are given for regular and irregular verbs.
- The past progressive expresses actions that were ongoing or in progress at a specific time in the past. It uses the past tense of "be" plus the present participle verb form ending in "-ing."
- Time clauses beginning with words like "after," "before," "until," "as soon as," "while," and "when" can be used to express the sequence or timing of past events. The time clause is usually followed
This document provides instruction on various English grammar topics, including pronunciation of final -s/-es, plural forms of nouns, subjects/verbs/objects, prepositions, word order, subject-verb agreement, adjectives, nouns as adjectives, and personal pronouns. It defines key terms, provides examples for each topic, and includes practice exercises for learners to test their understanding. The overall content covers foundational rules of English grammar.
This document provides a preview and overview of the key concepts covered in Chapter 3, which discusses different ways to express future time in English, including using "be going to", "will", the present progressive, and the simple present tense. It previews and gives examples of expressing certainty, distinguishing between "be going to" and "will", using time clauses and parallel verbs. The chapter contrasts the meanings and uses of different constructions for talking about the future in English.
This document provides an overview of noun clauses, including different types of noun clauses and how to use them. It covers noun clauses that begin with question words, who/what/whose + be, if/whether, and that. It also discusses quoted and reported speech, substituting "so" for that-clauses in responses, and the differences between quoted and reported speech. The document is made up of introductory explanations, examples, exercises, and a table of contents to help learn about various aspects of noun clauses.
This document 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.
The document discusses various modal auxiliaries in English including expressions of ability, possibility, permission, advice, necessity, lack of necessity, and prohibition. It provides examples of how each modal auxiliary is used in affirmative, negative, and question forms. The modals discussed include can, could, may, might, should, had better, must, will, would, have to, have got to, ought to, and do not have to. It also addresses polite questions formed with these modals and differences in formality.
This document provides a review of verb tenses including the past participle, present perfect, present perfect progressive, and past perfect tenses. It explains the forms, meanings, and uses of these tenses through examples and exercises. Key points covered include the difference between the simple past and present perfect tenses, using since and for with the present perfect, and distinguishing between the present perfect progressive and present perfect.
This document contains an English grammar lesson about using "it" to talk about time, prepositions of time, using "it" and "what" to talk about weather, the structure "there is/are", asking questions with "how many", prepositions of place, and expressing preferences with "would like". It includes examples, exercises, and brief explanations of grammar points. The document is an English grammar reference and teaching material.
This document provides an overview of key concepts for expressing past time and tense in English, including:
- The simple past tense is used to express actions or situations that began and ended completely in the past. Examples of its forms are given for regular and irregular verbs.
- The past progressive expresses actions that were ongoing or in progress at a specific time in the past. It uses the past tense of "be" plus the present participle verb form ending in "-ing."
- Time clauses beginning with words like "after," "before," "until," "as soon as," "while," and "when" can be used to express the sequence or timing of past events. The time clause is usually followed
This document provides instruction on various English grammar topics, including pronunciation of final -s/-es, plural forms of nouns, subjects/verbs/objects, prepositions, word order, subject-verb agreement, adjectives, nouns as adjectives, and personal pronouns. It defines key terms, provides examples for each topic, and includes practice exercises for learners to test their understanding. The overall content covers foundational rules of English grammar.
This document provides instruction on using different verb tenses and structures to express future time in English, including "be going to", the present progressive, and "will". It includes examples of each structure in both positive and negative statements and questions. Practice exercises are provided throughout for the learner to test their understanding.
This document contains a chapter about modals and expressions used to give advice or make requests in English. It includes sections on using "should", "have to/has to/had to", "must", polite questions with "may", "could" and "can", imperative sentences, modal auxiliaries like "can" and "may", and expressions with "let's". Each section provides examples and explanations of the grammar structures.
This document provides a lesson on grammar concepts related to adjectives, adverbs, pronouns and subject-verb agreement. It includes definitions and examples of key grammar structures such as modifying nouns with adjectives, word order of adjectives, linking verbs and adjectives, adjectives vs. adverbs, expressions of quantity and their effect on subject-verb agreement, and indefinite pronouns. Practice examples are provided to reinforce understanding of each concept.
This document discusses various English grammar structures related to expressing future events including: the use of may/might vs will; maybe vs may be; future time clauses with before, after, when; clauses with if; expressing future and habitual present with time clauses and if clauses; and using what + form of do. Each structure is explained through examples and practice questions are provided to help reinforce understanding.
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to apply what they've learned.
This document provides 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 chapter about verb tenses and time clauses in English. It includes examples of questions using words like where, why, when and what time in the simple past tense. It also discusses irregular verbs in the past tense. Sections cover using before, after and when in time clauses, the present and past progressive tenses, and the difference between the simple past and past progressive. Practice exercises with answers are provided to help learners practice these grammar points.
This document provides content and examples for using simple past tense verbs in English. It covers using "be" verbs like "was" and "were" to talk about past time (Sections 1-3). It then discusses forming the past tense with regular verbs using "-ed" (Section 4) and using time words like "yesterday", "last" and "ago" (Section 5). The rest of the document is divided into sections on irregular verb groups: Group 1 verbs like "ate" (Section 6), negatives (Section 7), yes/no questions (Section 8), Group 2 verbs like "brought" (Section 9), Group 3 verbs like "broke" (Section 10) and Group 4 verbs (Section
This document provides instruction on 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 provides a summary of key concepts around using articles (a, an, the) and quantifiers (some, many, much) in the English language. It covers topics such as count vs. noncount nouns, rules for using a vs. an, differences between a/an and some, using measurements with noncount nouns, various quantifiers and when to use them, the use of the definite article, using no article for generalizations, and the difference between some and any. Examples are provided for each concept, and exercises are included for practice.
This document provides an overview of key grammar concepts covered in Chapter 6, including nouns, pronouns, adjectives, singular and plural forms, and possessive forms. It begins with definitions and examples of nouns as subjects and objects, nouns as objects of prepositions. It then covers adjectives with nouns, subject and object pronouns, and singular and plural noun forms including regular and irregular plural forms. The document concludes with sections on possessive pronouns, possessive nouns, questions with "whose", and irregular plural possessive nouns. Accompanying each section are examples and exercises to practice the concepts.
This document provides a preview and review of key concepts around using be verbs like is, am, are in questions and statements. It covers yes/no questions with be, short answers, questions using where, have and has, possessive adjectives like my and our, demonstrative adjectives like this and that, these and those, and questions with what and who. Examples and practice questions are provided to illustrate the uses of these grammar structures in different contexts.
This document provides instruction on using the present progressive tense in English. It covers forming sentences with be + -ing, spelling rules for the -ing verb form, using the present progressive for actions happening now versus habits, forming negatives and questions, and exceptions for certain verbs like see, think, want that are generally not used in the progressive form. Examples and exercises are provided to demonstrate each grammar point.
This document provides an introduction and overview of adjective clauses in English grammar. It discusses the use of who, whom, that, which, and whose in adjective clauses, including examples and exercises. The main topics covered are:
- Defining adjective clauses and their structure
- Using who, whom, that, and which in adjective clauses
- Agreement of verbs in adjective clauses
- Using prepositions in adjective clauses
- Using whose to indicate possession in adjective clauses
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", "know how to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to reinforce their understanding.
The document provides an overview and examples of how to express future time in English using various verb constructions such as "be going to", "will", the present progressive, the simple present, and "be about to". It discusses the differences between these constructions and how they indicate varying levels of certainty or immediacy about future events. Examples are provided to illustrate proper usage of each construction for expressing future time in sentences, questions, and parallel verb phrases.
This document provides a summary of key grammar concepts related to gerunds and infinitives, including:
- Verb + gerund constructions
- Go + -ing expressions
- Verb + infinitive
- Verb + gerund or infinitive
- Preposition + gerund
- Expressing how something is done using by and with
- Gerunds as subjects and it + infinitive
- It + infinitive using for someone
- Expressing purpose with in order to and for
- Using infinitives with too and enough
The document uses examples and exercises to illustrate each grammar point in 3 sentence explanations or less.
This document provides an overview of basic sentence patterns using the verb "be" in English. It introduces sentences with singular and plural pronouns, nouns, and contractions with "be". Examples are given for negative sentences with "be" and sentences using "be" plus an adjective or place. The document concludes with a summary of the three basic sentence patterns using "be": subject + be + noun, adjective, or place expression.
This document provides 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 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.
ingles teoria y ejercicios diapositivas ya hechas de un trabajo grupal del curso de ingles, simple present past continuos ejercicios sin resolver y muchos ejemplos
The document discusses different types of questions: closed questions that require a yes/no answer, open questions that require more descriptive answers, and tag questions that are short questions added to the end of statements to verify information. It provides examples of how to form different types of questions and activities to practice forming questions correctly using question words, verb tense, and question structure.
This document provides instruction on using different verb tenses and structures to express future time in English, including "be going to", the present progressive, and "will". It includes examples of each structure in both positive and negative statements and questions. Practice exercises are provided throughout for the learner to test their understanding.
This document contains a chapter about modals and expressions used to give advice or make requests in English. It includes sections on using "should", "have to/has to/had to", "must", polite questions with "may", "could" and "can", imperative sentences, modal auxiliaries like "can" and "may", and expressions with "let's". Each section provides examples and explanations of the grammar structures.
This document provides a lesson on grammar concepts related to adjectives, adverbs, pronouns and subject-verb agreement. It includes definitions and examples of key grammar structures such as modifying nouns with adjectives, word order of adjectives, linking verbs and adjectives, adjectives vs. adverbs, expressions of quantity and their effect on subject-verb agreement, and indefinite pronouns. Practice examples are provided to reinforce understanding of each concept.
This document discusses various English grammar structures related to expressing future events including: the use of may/might vs will; maybe vs may be; future time clauses with before, after, when; clauses with if; expressing future and habitual present with time clauses and if clauses; and using what + form of do. Each structure is explained through examples and practice questions are provided to help reinforce understanding.
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to apply what they've learned.
This document provides 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 chapter about verb tenses and time clauses in English. It includes examples of questions using words like where, why, when and what time in the simple past tense. It also discusses irregular verbs in the past tense. Sections cover using before, after and when in time clauses, the present and past progressive tenses, and the difference between the simple past and past progressive. Practice exercises with answers are provided to help learners practice these grammar points.
This document provides content and examples for using simple past tense verbs in English. It covers using "be" verbs like "was" and "were" to talk about past time (Sections 1-3). It then discusses forming the past tense with regular verbs using "-ed" (Section 4) and using time words like "yesterday", "last" and "ago" (Section 5). The rest of the document is divided into sections on irregular verb groups: Group 1 verbs like "ate" (Section 6), negatives (Section 7), yes/no questions (Section 8), Group 2 verbs like "brought" (Section 9), Group 3 verbs like "broke" (Section 10) and Group 4 verbs (Section
This document provides instruction on 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 provides a summary of key concepts around using articles (a, an, the) and quantifiers (some, many, much) in the English language. It covers topics such as count vs. noncount nouns, rules for using a vs. an, differences between a/an and some, using measurements with noncount nouns, various quantifiers and when to use them, the use of the definite article, using no article for generalizations, and the difference between some and any. Examples are provided for each concept, and exercises are included for practice.
This document provides an overview of key grammar concepts covered in Chapter 6, including nouns, pronouns, adjectives, singular and plural forms, and possessive forms. It begins with definitions and examples of nouns as subjects and objects, nouns as objects of prepositions. It then covers adjectives with nouns, subject and object pronouns, and singular and plural noun forms including regular and irregular plural forms. The document concludes with sections on possessive pronouns, possessive nouns, questions with "whose", and irregular plural possessive nouns. Accompanying each section are examples and exercises to practice the concepts.
This document provides a preview and review of key concepts around using be verbs like is, am, are in questions and statements. It covers yes/no questions with be, short answers, questions using where, have and has, possessive adjectives like my and our, demonstrative adjectives like this and that, these and those, and questions with what and who. Examples and practice questions are provided to illustrate the uses of these grammar structures in different contexts.
This document provides instruction on using the present progressive tense in English. It covers forming sentences with be + -ing, spelling rules for the -ing verb form, using the present progressive for actions happening now versus habits, forming negatives and questions, and exceptions for certain verbs like see, think, want that are generally not used in the progressive form. Examples and exercises are provided to demonstrate each grammar point.
This document provides an introduction and overview of adjective clauses in English grammar. It discusses the use of who, whom, that, which, and whose in adjective clauses, including examples and exercises. The main topics covered are:
- Defining adjective clauses and their structure
- Using who, whom, that, and which in adjective clauses
- Agreement of verbs in adjective clauses
- Using prepositions in adjective clauses
- Using whose to indicate possession in adjective clauses
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", "know how to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to reinforce their understanding.
The document provides an overview and examples of how to express future time in English using various verb constructions such as "be going to", "will", the present progressive, the simple present, and "be about to". It discusses the differences between these constructions and how they indicate varying levels of certainty or immediacy about future events. Examples are provided to illustrate proper usage of each construction for expressing future time in sentences, questions, and parallel verb phrases.
This document provides a summary of key grammar concepts related to gerunds and infinitives, including:
- Verb + gerund constructions
- Go + -ing expressions
- Verb + infinitive
- Verb + gerund or infinitive
- Preposition + gerund
- Expressing how something is done using by and with
- Gerunds as subjects and it + infinitive
- It + infinitive using for someone
- Expressing purpose with in order to and for
- Using infinitives with too and enough
The document uses examples and exercises to illustrate each grammar point in 3 sentence explanations or less.
This document provides an overview of basic sentence patterns using the verb "be" in English. It introduces sentences with singular and plural pronouns, nouns, and contractions with "be". Examples are given for negative sentences with "be" and sentences using "be" plus an adjective or place. The document concludes with a summary of the three basic sentence patterns using "be": subject + be + noun, adjective, or place expression.
This document provides 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 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.
ingles teoria y ejercicios diapositivas ya hechas de un trabajo grupal del curso de ingles, simple present past continuos ejercicios sin resolver y muchos ejemplos
The document discusses different types of questions: closed questions that require a yes/no answer, open questions that require more descriptive answers, and tag questions that are short questions added to the end of statements to verify information. It provides examples of how to form different types of questions and activities to practice forming questions correctly using question words, verb tense, and question structure.
This document contains an English project with vocabulary, grammar exercises, a reading passage, and listening activity related to using "must" and "mustn't" in affirmative and negative sentences. It includes exercises with filling in blanks, answering yes/no and wh- questions, and identifying true/false statements from a listening passage. The project is by Salma Guisselle Morales Hernandez, Renata Tonalzin Sanchez Sanchez, and Silvestre Valdes Sandoval for their English class.
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.
Jack is writing an email at 6pm from his home computer. He has a new pet cat named Fluffy that is playing with a ball. His mother and sister Ella are not home, with his sister riding her new bicycle and mother walking their dog Paddy. His sister Rosie is doing homework with a friend in the living room. His brother Peter is watching videos in the bedroom. His father is in the kitchen cooking pasta and meatballs for dinner.
This document appears to be a teacher resource containing slides and content for a lesson on using common English expressions related to time, weather, location, and desires. It includes examples, explanations, and interactive practice exercises for expressions such as "It's Friday", "There are two boys", "How's the weather?", "I live in Colombia", "We need food", and "I would like a sandwich". The slides cover basic grammar, vocabulary, and usage for discussing everyday topics like dates, times, places, and needs/wants in English.
This document appears to be a teacher resource containing slides and content for a lesson on using common English expressions related to time, weather, location, and desires. It includes examples, explanations, and interactive practice exercises for expressions such as "It's Friday", "There are two boys", "How's the weather?", "I live in Colombia", "We need food", and "I would like a sandwich". The slides cover basic grammar, vocabulary, and usage for discussing everyday topics like dates, times, places, and needs/wants in English.
This document is an English grammar lesson about using forms of the verbs "be" and "have". It includes sections on yes/no questions with "be", short answers, questions using "where", "have" and "has", possessive pronouns like "my" and "your", and questions with "what" and "who". Each section provides examples, explanations, and exercises to practice the grammar points. The document ends with a review that tests understanding of when to use "am", "is", and "are".
This document provides information about different types of questions in English, including yes/no questions, choice questions, wh-questions (questions beginning with what, when, where, who, why, how), and tag questions (questions added to statements). It defines each type of question, provides examples, and presents exercises for forming and answering different kinds of questions.
What will you be doing on Monday at 12noon?
Student A: I will be having lunch.
Assistant: What will you be doing on Wednesday at 11.30am?
Student A: I will be vacuuming the living room.
Assistant: What will you be doing on Thursday at 10.45am?
Student A: I will be meeting the school head teacher.
Assistant: What will you be doing on Friday at 9.50am?
Student A: I will be dropping the kids off at school.
Student B
Complete your diary by asking your partner questions using Future Continuous. Answer your partner’s questions using
Future Continuous. E.g., “What will you be doing on Monday
This document provides examples and explanations for the proper use of the present perfect tense in English. It asks 20 multiple choice or fill-in-the-blank questions about when to use the present perfect versus other tenses. Some key points covered include using the present perfect to introduce past experiences, not using it to provide extra details about the past, and forming questions in the present perfect with "have/has + past participle".
This document provides information about different grammatical structures used to discuss the future in English, including future simple, be going to, present continuous, and present simple. It defines each structure and provides examples of their typical usages. Key points covered include using future simple for on-the-spot decisions and promises, be going to for plans and predictions based on present evidence, present continuous for pre-arranged future events, and present simple for timetables and schedules. The document concludes with exercises for students to practice using these future tense forms.
The document provides an agenda and overview for a training on systematic problem solving using tools like 5 Whys. The agenda covers introductions, an exercise on defining problems, an introduction to 5 Whys technique, team exercises applying the techniques, and a wrap up. The training will teach participants how to use 5 Whys to peel back the layers of a problem to identify the root cause by repeatedly asking "Why?". Identifying the root cause allows for preventing future recurrence of the problem.
The document is a quiz on using the present perfect tense in English. It contains 20 multiple choice or fill-in-the-blank questions about when and how to use the present perfect, including questions about introducing experiences, time periods, unfinished past actions, and forming the present perfect with auxiliary verbs and past participles.
This document contains an English exercise with multiple sections:
1) Filling in missing letters to form words
2) Completing sentences using provided words
3) Writing suggestions/questions using "Let's..." or "Should we..."
4) Rearranging words/phrases into complete sentences
5) Asking questions about after school activities and providing answers
6) Asking "How often" questions and providing frequency answers
7) Completing a dialogue
The exercise focuses on practicing different English grammar and language structures.
The document contains a Vietnamese language lesson with multiple sections:
1) Filling in missing letters to form words
2) Completing sentences using provided words
3) Writing suggestions or questions using "Let's..." or "Should we...?"
4) Rearranging words to form complete sentences
5) Asking questions about after-school activities and answering with provided words
6) Using "How often" questions and answering with frequency phrases
7) Completing a dialogue
This document contains exercises to practice the simple present tense in English. It includes exercises with regular verbs, the verb "to be", questions, and adverbs of frequency. The exercises involve filling in blanks, answering questions, conjugating verbs, and forming yes/no and information questions. The goal is to help students learn and practice using the simple present tense in their speech and writing.
The document discusses different types of questions in English including yes/no questions, choice questions, WH-questions (who, what, when, where, why, how questions), and tag questions. It provides examples of how to form each type of question and includes exercises for learners to practice forming and answering questions. The key points are that questions can request specific information, confirmation of a statement, or choices, and they follow specific grammatical rules depending on the question type.
This document contains an English exercise with multiple sections:
- Section I asks students to fill in missing letters to form words
- Section II uses provided words to complete sentences
- Section III asks students to write suggestions or questions using phrases like "Let's..."
- Section IV rearranges words to form complete sentences
- Section V asks questions about after school activities and provides answer prompts
- Section VI asks "How often" questions and provides answer prompts
This document provides examples of using the be going to construction to talk about plans and predictions for the future. It demonstrates forming affirmative, negative, and interrogative sentences with be going to and includes exercises asking the reader to write sentences predicting future events using be going to.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
2. 5-1 Yes/no questions and short answers
5-2 Yes/no questions and information questions
5-3 Where, why, when, and what time
5-4 Questions with who, who(m), and what
5-5 Spoken and written contractions with question words
5-6 Using what + a form of do
5-7 Using what kind of
5-8 Using which
5-9 Using whose
5-10 Using how
5-11 Using how often
5-12 Using how far
5-13 Length of time: it + take and how long
5-14 More questions with how
5-15 Using how about and what about
5-16 Tag questions
CONTENTS
3. 5-1 YES/NO QUESTIONS AND SHORT ANSWERS
Does Marta look happy?
No, she doesn’t.
Marta doesn’t look happy.
4. Yes, he did. (He arrived.)
No, he didn’t. (He didn’t arrive.)
Yes, I do. (I like apples.)
No, I don’t. (I don’t like apples.)
5-1 YES/NO QUESTIONS AND SHORT ANSWERS
YES/NO
QUESTION
SHORT
ANSWER
+ LONG ANSWER
(a) Do you like
apples?
(b) Did he arrive?
5. Yes, it is. It’s sunny.
No, it isn’t. It isn’t sunny.
Yes, I have. Yes I have seen Jim.
No, I haven’t. No, I haven’t seen
Jim.
5-1 YES/NO QUESTIONS AND SHORT ANSWERS
YES/NO
QUESTION
SHORT
ANSWER
+ LONG ANSWER
(c) Have you seen
Jim?
(d) Is it sunny?
6. Yes, he will. Yes, he will go.
No, he won’t. No, he won’t go.
5-1 YES/NO QUESTIONS AND SHORT ANSWERS
YES/NO
QUESTION
SHORT
ANSWER
LONG
ANSWER
(e) Will he go
with us?
yes/no question
can be answered yes or no
7. 5-1 YES/NO QUESTIONS AND SHORT ANSWERS
(c) CORRECT: Yes, I have. Yes, I’ve.
(d) CORRECT: Yes, it is. Yes, it’s.
(e) CORRECT: Yes, he will. Yes, he’ll.
affirmative short answer
helping verb is NOT contracted
8. ______________________Have you been to Croatia?
5-1 LET’S PRACTICE
YES / NO
QUESTION
SHORT
ANSWER
LONG
ANSWER
______________________
Yes, I have been to Croatia.
Yes, I’ve been to Croatia.
Yes, I have.
9. Can turtles run?
5-1 LET’S PRACTICE
YES / NO
QUESTION
SHORT
ANSWER
LONG
ANSWER No, turtles can’t run.
No, they can’t.
_________________
_________________
_________________
10. ______________________Have you been skydiving?
5-1 LET’S PRACTICE
YES / NO
QUESTION
SHORT
ANSWER
LONG
ANSWER
__________
Yes, I have been skydiving.
Yes, I’ve been skydiving.
Yes, I have.
______________________
______________________
12. 5-2 YES/NO QUESTIONS AND INFORMATION
QUESTIONS
yes/no question
can be answered yes or no
Are you going to college?
Where are you going to college?
information question
where, when, why, who, whom,
what, which, whose, how
13. (a) Does he work in Beijing?
(b) Where does he work ?
(QUESTION
WORD)
HELPING
VERB
SUBJECT MAIN
VERB
(REST OF
SENTENCE)
5-2 YES/NO QUESTIONS AND INFORMATION
QUESTIONS
yes/no question
information question
14. (h) Who(m) did Jack see ?
5-2 YES/NO QUESTIONS AND INFORMATION
QUESTIONS
(QUESTION
WORD)
HELPING
VERB
SUBJECT MAIN
VERB
(REST OF
SENTENCE)
(c) Are you working at home?
(d) Where are you working ?
(e) Will they visit soon?
(f) When will they visit ?
(g) Did Jack see Jill?
HELPING VERB + SUBJECT + MAIN VERB
15. (j) Where are you ?
(QUESTION
WORD)
HELPING
VERB
SUBJECT MAIN
VERB
(REST OF
SENTENCE)
(i) Are you at the gym?
5-2 YES/NO QUESTIONS AND INFORMATION
QUESTIONS
main verb: be
simple present, simple past
helping verb position
16. (l) What was wrong?
(QUESTION
WORD)
HELPING
VERB
SUBJECT MAIN
VERB
(REST OF
SENTENCE)
5-2 YES/NO QUESTIONS AND INFORMATION
QUESTIONS
(k) Who went with you?
subject: question word
do is not used
19. 5-2 LET’S PRACTICE
Who _______________
ANSWER
INFORMATION
QUESTION
Juana’s friend lives with her.
lives with her?
20. 5-3 WHERE, WHY, WHEN, AND WHAT TIME
What time is our meeting?
21. 5-3 WHERE, WHY, WHEN, AND WHAT TIME
(a) Where did you go? Vancouver
(b) Why did you go there? Because my
parents live there.
where place
why reason
QUESTION ANSWER
22. when any time
expression
5-3 WHERE, WHY, WHEN, AND WHAT TIME
QUESTION ANSWER
(c) What time did you go?
Six-fifteen.
Around noon.
A quarter to two.
(d) When did you get there?
Seven-thirty.
Last Monday.
Five hours ago.
what time on a clock
27. who subject
whom object
5-4 QUESTIONS WITH WHO, WHO(M), AND WHAT
QUESTION ANSWER
(a) Who spoke? Someone spoke.
(b) Who(m) did you hear? I heard Ms. Adam.
formal
English
28. what subject or object
5-4 QUESTIONS WITH WHO, WHO(M), AND WHAT
QUESTION ANSWER
(c) What broke? Something broke.
(d) What was it? I saw nothing.
29. who, what subject
5-4 QUESTIONS WITH WHO, WHO(M), AND WHAT
QUESTION ANSWER
(a) Who spoke? Someone spoke.
do not used
(c) What broke? Something broke.
CORRECT: Who sang?
INCORRECT: Who did sing?
34. (a) “When’s he leaving?”
“Why’s that?”
5-5 SPOKEN AND WRITTEN CONTRACTIONS WITH
QUESTION WORDS
(b) “What’re they doing?”
“Who’re you?”
(c) “Who’d you see?”
“What’d she do?”
(d) “Where’ll you be?”
“When’ll they be here?”
SPOKEN ONLY
is
are
did
will
contracted in speaking
usually NOT written
35. 5-5 SPOKEN AND WRITTEN CONTRACTIONS WITH
QUESTION WORDS
SPOKEN WRITTEN
(e) Where’s the cat? Where’s the cat?
What’s that? What’s that?
Who’s he? Who’s he?
only contractions with
is + where, what or who
commonly written
37. 5-5 LET’S PRACTICE
What did you do yesterday?
What’d you do yesterday?
SAY: What’d you do yesterday?
38. SAY: Who’ll you see at school
tomorrow?
5-5 LET’S PRACTICE
Who will you see at school tomorrow?
Who’ll you see at school tomorrow?
39. 5-6 USING WHAT + A FORM OF DO
What do you do in science class?
40. (a) What does Fayud do every evening?
He prepares dinner.
She went swimming.
She is reading.
5-6 USING WHAT + A FORM OF DO
QUESTION
ANSWER
(b) What did Amy do last weekend?
(c) What is Amy doing now?
41. (d) What are you going to do this week?
(e) What do you want to do tomorrow?
(f) What would he like to do now?
I’m going to study.
I want to go bowling.
He would like to eat.
5-6 USING WHAT + A FORM OF DO
QUESTION
ANSWER
42. I’ll paint the kitchen.
You should clean it up.
(g) What will you do tonight?
5-6 USING WHAT + A FORM OF DO
QUESTION
ANSWER
(h) What should I do about this mess?
what + form of do questions about activities
am doing, will do, are going to do, did…
46. 5-7 USING WHAT KIND OF
What kind of flowers do you like?
47. 5-7 USING WHAT KIND OF
(a) What kind of shirt do you need?
T-shirt dress shirtsport shirt formal shirt
what kind of specific type
general category
48. cucumbers eggplant garlic peppers
5-7 USING WHAT KIND OF
(b) What kind of vegetables do you like?
what kind of specific type
general category
carrots cabbage corn onions
49. 5-7 LET’S PRACTICE
What kind of movies do you like to see?
Other kinds of movies:
__________
__________
__________
__________
Dramas
Musicals
Horror
Adventure
Comedies.
50. 5-7 LET’S PRACTICE
What kind of do you like to play?
Other kinds of sports:
_____________
_____________
_____________
_____________
sports
Soccer / football
Baseball
Lacrosse
Archery
Volleyball.
51. 5-7 LET’S PRACTICE
What kind of fruit do you eat every day?
Other kinds of fruit:
________
________
________
________
Bananas
Papayas
Pears
Apricots
Apples.
58. What would you like for your birthday______________________________?
5-8 LET’S PRACTICE
what
which
I would like some pearls for my birthday.
59. ____________________________?Which do you think is more dangerous
5-8 LET’S PRACTICE
what
which
I think that the lion is more dangerous than the turtle.
turtle lion
61. 5-9 USING WHOSE
(a) Whose (hat) is this? It’s the recruit’s (hat).
(b) Whose (shoes) are these? They’re mine.
They’re my shoes.
(c) Whose phone did you use? I used Evelyn’s (phone).
Whose possession
62. 5-9 USING WHOSE
(d) Who’s that? Zoe Thompson.
(e) Whose birthday cake is that? It’s Zoe’s cake.
Whose possession
Who’s = who + is
68. 5-10 USING HOW
QUESTION ANSWER
(a) How did you get home?
I drove. / By car.
I took a taxi. / By taxi.
69. 5-10 USING HOW
QUESTION ANSWER
(a) How did you get home?
I drove. / By car.
I took a taxi. / By taxi.
I took a bus. / By bus.
70. 5-10 USING HOW
QUESTION ANSWER
(a) How did you get home?
I drove. / By car.
I took a taxi. / By taxi.
I took a bus. / By bus.
I flew. / By plane.
71. 5-10 USING HOW
QUESTION ANSWER
(a) How did you get home?
I drove. / By car.
I took a taxi. / By taxi.
I took a bus. / By bus.
I flew. / By plane.
I took a train. / By train.
72. 5-10 USING HOW
QUESTION ANSWER
(a) How did you get home?
I drove. / By car.
I took a taxi. / By taxi.
I took a bus. / By bus.
I flew. / By plane.
I took a train. / By train.
I walked. / By foot.
73. 5-10 USING HOW
QUESTION ANSWER
(a) How did you get home?
I drove. / By car.
I took a taxi. / By taxi.
I took a bus. / By bus.
I flew. / By plane.
I took a train. / By train.
I walked. / By foot.
how many uses
ask about transportation
74. 5-10 USING HOW
(b) How old are you? Thirty-three.
(c) How tall is she? About 2 meters.
(d) How big is your van? It seats eleven.
(e) How tired are you? Not very tired.
(f) How thirsty are you? I’m very thirsty.
(g) How soon will they be ready? In about one hour.
(h) How well does he speak Urdu? Not very well.
(i) How quickly can you finish? I can finish by 3:00.
how adjectives
QUESTION ANSWER
76. 5-11 USING HOW OFTEN
(a) How often do you eat out?
Every day.
Once a week.
About 3 times a week.
Every other day or so.
Two times a month.
Once a month.
how often frequency
QUESTION ANSWER
77. 5-11 USING HOW OFTEN
(b) How many times a day do you eat meat?
Once.
(c) How many times a week do you play tennis?
Two or three.
(d) How many times a month do you wash your car?
Maybe once.
(e) How many times a year do you visit your dad?
At least four.
how often =
how many times
a day
a week
a month
a year
QUESTION ANSWER
78. _________________________________ ?How many times a year do you go to the doctor
_________________________ ?
5-11 LET’S PRACTICE
How often do you go to the doctor
I go to the doctor about twice a year.
how often
how many times
79. _________________________________ ?How many times a month do they go to a party
_________________________ ?
5-11 LET’S PRACTICE
How often do they go to a party
They go to a party about once a month.
how often
how many times
80. How many times a week does she see her family__________________________________ ?
_________________________ ?
5-11 LET’S PRACTICE
How often does she see her family
She sees her family every Sunday.
how often
how many times
82. 5-12 USING HOW FAR
(a) It is 4,611 km from Ottawa to Vancouver.
(b) It is 4,611 km
from Ottawa to Vancouver.
from Vancouver to Ottawa.
to Vancouver from Ottawa.
to Ottawa from Vancouver.
It is + distance + from/to + to/from
most common
same meaning
83. 5-12 USING HOW FAR
(c) How far is it from Ottawa to Vancouver?
4,611 kilometers.
(d) How far do you live from your job?
About 3 miles.
distanceHow far
1 mile = 1.6 kilometers
1 kilometer = .614 mile
84. 5-12 USING HOW FAR
(e) How many miles is it from Chicago to Dallas?
(f) How many kilometers is it from Paris to Rome?
(g) How many blocks is it to the supermarket?
How far = how many miles
how many kilometers
how many blocks
85. _______________________________ ?How many miles is it from Orlando to Miami
_________________________ ?
5-12 LET’S PRACTICE
How far is it from Orlando to Miami
228 miles. (It’s 228 miles from Orlando
to Miami.)
how far
how many miles
86. How many kilometers is it from Ankara to Istanbul___________________________________ ?
___________________________ ?
5-12 LET’S PRACTICE
How far is it from Ankara to Istanbul
320 kilometers. (It’s 320 kilometers from Ankara
to Istanbul.)
how far
how many kilometers
87. _______________________________ ?How many blocks is it to the hardware store
_________________________ ?
5-12 LET’S PRACTICE
How far is it to the hardware store
8 blocks. (It’s 8 blocks to the hardware
store.)
how far
how many blocks
88. 5-13 LENGTH OF TIME: IT + TAKE AND HOW LONG
How long does it take
to cook a turkey?
89. (a) It takes four hours to cook a turkey.
(b) It took Lena ten minutes to make dinner.
It + take used with time words + infinitive
length of time
5-13 LENGTH OF TIME: IT + TAKE AND HOW LONG
IT + TAKE + (SOMEONE) + LENGTH + INFINITIVE
OF TIME
90. (a) It takes four hours to cook a turkey.
(b) It took Lena ten minutes to make dinner.
It + take used with time words + infinitive
length of time
5-13 LENGTH OF TIME: IT + TAKE AND HOW LONG
IT + TAKE + (SOMEONE) + LENGTH + INFINITIVE
OF TIME
An infinitive = to + simple form of verb
91. How long length of time
5-13 LENGTH OF TIME: IT + TAKE AND HOW LONG
(c) How long does it take to cook a turkey? –Four hours.
(d) How long did it take Abe to run home? –Five minutes.
(e) How long did you read last night? – 45 minutes.
(f) How long will you be on vacation? –Two weeks.
92. how many
5-13 LENGTH OF TIME: IT + TAKE AND HOW LONG
(g) How many weeks will you be on vacation? –Two.
+
minutes
hours
days
weeks
months
years
95. It takes us 5 minutes to drive from home to town.
5-13 LET’S PRACTICE
We drive from home to town.
Length of time: 5 minutes.
it + take
96. 5-14 MORE QUESTIONS WITH HOW
Terrible! I’m
so worried
about my test!
How’s it going?
97. 5-14 MORE QUESTIONS WITH HOW
QUESTION ANSWER
(a) How do you spell “effort”? E-F-F-O-R-T
(b) How do you say “no” in Russian? Nyet.
(c) How do you say/pronounce this
word?
Spell the word.
To answer: Say the word.
Pronounce the word.
98. 5-14 MORE QUESTIONS WITH HOW
QUESTION ANSWER
(d) How are you getting along?
(e) How are you doing?
(f) How’s it going?
Great.
Fine.
Okay.
So-so.
99. 5-14 MORE QUESTIONS WITH HOW
QUESTION ANSWER
(d) How are you getting along?
(e) How are you doing?
(f) How’s it going?
How is your life?
Is your life okay?
Do you have any problems?
Great.
Fine.
Okay.
So-so.
Greetings: Hi Pat. How’s it going?
100. 5-14 MORE QUESTIONS WITH HOW
QUESTION ANSWER
(g) How do you feel?
How are you feeling?
health,
general emotional state
Terrific!
Wonderful!
Great!
Fine.
Okay.
So-so.
A bit under the weather.
Terrible!
Lousy.
Awful!
101. 5-14 MORE QUESTIONS WITH HOW
(h)
formal introduction
How do
you do?
How do
you do?
102. 5-14 LET’S PRACTICE
I spell it: G-R-E-A-T.
___________________?How do you spell great
103. 5-14 LET’S PRACTICE
Alegre. Alegre means “happy” in Spanish.
__________________________ ?How do you say “happy” in Spanish
104. 5-14 LET’S PRACTICE
A bit under the weather.
___________________ ?How do you feel
___________________ ?How are you feeling
you
105. 5-15 USING HOW ABOUT AND WHAT ABOUT
How about joining
our study group?
106. What about
5-15 USING HOW ABOUT AND WHAT ABOUT
We need
something to drink
with dinner.
How about
iced tea?
(a)
107. What about
5-15 USING HOW ABOUT AND WHAT ABOUT
What time should
we serve the
soup?
How about
7:30?
(b)
108. What about
5-15 USING HOW ABOUT AND WHAT ABOUT
What do you
want to do
this weekend?
How about
going to a
museum?
(c)
109. How aboutWhat about
5-15 USING HOW ABOUT AND WHAT ABOUT
That sounds like
a good idea.
inviting Edith
to join us?
(d)
110. (c) How about going to a museum?
(a) What about ice tea?
(b) What about 7:30?
(c) What about going to a museum?
(d) What about inviting Edith to join us?
(a) How about iced tea?
(b) How about 7:30?
(d) How about inviting Edith to join us?
5-15 USING HOW ABOUT AND WHAT ABOUT
How about
What about
same meaning
& usage
suggestions or offers
+
noun
or –ing form of verb
111. 5-15 USING HOW ABOUT AND WHAT ABOUT
(e) I’m not worried.
We have time to
study.
I’m worried.
How about you?
112. 5-15 USING HOW ABOUT AND WHAT ABOUT
Are you worried?No. What
about you?
(f)
I’m very worried.
How about you
What about you
question about
preceding
information
113. 5-15 LET’S PRACTICE
When do you want to go on vacation?
M T W Th F Sat S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
May
What about
What about May 6th?
How about
How about May 6th?
114. 5-15 LET’S PRACTICE
What time shall we leave?
What about
What about 5:00?
How about
How about 5:00?
117. 5-16 TAG QUESTIONS
AFFIRMATIVE (+) NEGATIVE (-)
(a) You play tennis, don’t you?
(b) Lonnie is a doctor, isn’t she?
(c) Susan can play the flute, can’t she?
tag question
end of sentence
auxiliary verb
affirmative
main verb
negative tag
question
118. 5-16 TAG QUESTIONS
AFFIRMATIVE (+)NEGATIVE (-)
(d) You don’t play golf, do you?
(e) Lonnie isn’t a lawyer, is she?
(f) Susan can’t swim, can she?
negative main verb affirmative tag question
123. 5-16 TAG QUESTIONS
COMPARE
(i) Do you know how to swim?
speaker doesn’t know the answer
(j) You know how to swim, don’t you?
speaker is making sure