The document provides information about teaching English language learners (ELLs) about past verb tenses. It includes:
- An overview of challenges for ELLs with verb tenses, as some languages do not have verb tenses. Examples are provided of common ELL errors using simple past, past progressive, present perfect, and other tenses.
- Definitions and usages of simple past, past progressive, present perfect, past perfect, past perfect progressive, used to and would are explained. Formations and examples of each are given.
- Potential mistakes ELLs could make with each tense are listed to aid instruction.
- A sample lesson plan is outlined to help students recognize and practice
This document provides examples of language for making suggestions and requests in English. It includes phrases for making suggestions such as "Let's...", "How about...", "Why don't we...", and "Shall we..." as well as responses like "That's a good idea." For requests, it lists polite phrases using "Could you...", "Can you...", "Would you...", and "Will you..." followed by "please" along with potential responses like "Okay", "Of course", and "Yes, I will." The document aims to expand English vocabulary for making suggestions and requests.
Regular verbs in English can take three different pronunciations for the "-ed" ending depending on the final sound of the verb. Verbs ending in voiceless consonants like "p" take "/t/" as the pronunciation, verbs ending in vowels or voiced consonants like "g" take "/d/", and verbs ending in "t" or "d" take "/id/". Examples are provided to illustrate each case of pronunciation.
This document discusses stative and dynamic verbs. Stative verbs describe a state of being and are not usually used in continuous tenses, while dynamic verbs describe actions and can be used in continuous tenses. It provides examples of common stative verbs like appear, belong, and fit. Some verbs like be, have, see, taste, and think can be either stative or dynamic depending on how they are used.
Countable And Uncountable Nouns Iii (Some And Any)elainesouza
This document discusses the use of some and any in English. It states that we use "some" with plural countable nouns and uncountable nouns in affirmative sentences. We use "any" in negative sentences with plural countable nouns and uncountable nouns. When offering or requesting things, we use "some" rather than "any". We generally use "any" in questions, but can also use it in affirmatives when followed by "if" or words with negative meanings.
This document lists and defines 14 English phrasal verbs that use the word "look" followed by a preposition or adverb. It provides the English phrasal verb, its definition, and Spanish translation for each entry, covering common phrasal verbs using "look" and their meanings.
This document discusses modal verbs and how they are used. It defines modal verbs as auxiliary verbs that provide additional meaning to the main verb of a sentence. The modal verbs covered are can, could, may, might, must, should, have to, and ought to. These verbs are divided into categories based on their meanings - single concept modals express one meaning, double concept modals express two meanings, and modals in the past are used to talk about past situations. Examples are provided to illustrate the different uses and forms of modal verbs. Exercises at the end test the reader's understanding and ability to use modal verbs correctly.
This document provides examples of language for making suggestions and requests in English. It includes phrases for making suggestions such as "Let's...", "How about...", "Why don't we...", and "Shall we..." as well as responses like "That's a good idea." For requests, it lists polite phrases using "Could you...", "Can you...", "Would you...", and "Will you..." followed by "please" along with potential responses like "Okay", "Of course", and "Yes, I will." The document aims to expand English vocabulary for making suggestions and requests.
Regular verbs in English can take three different pronunciations for the "-ed" ending depending on the final sound of the verb. Verbs ending in voiceless consonants like "p" take "/t/" as the pronunciation, verbs ending in vowels or voiced consonants like "g" take "/d/", and verbs ending in "t" or "d" take "/id/". Examples are provided to illustrate each case of pronunciation.
This document discusses stative and dynamic verbs. Stative verbs describe a state of being and are not usually used in continuous tenses, while dynamic verbs describe actions and can be used in continuous tenses. It provides examples of common stative verbs like appear, belong, and fit. Some verbs like be, have, see, taste, and think can be either stative or dynamic depending on how they are used.
Countable And Uncountable Nouns Iii (Some And Any)elainesouza
This document discusses the use of some and any in English. It states that we use "some" with plural countable nouns and uncountable nouns in affirmative sentences. We use "any" in negative sentences with plural countable nouns and uncountable nouns. When offering or requesting things, we use "some" rather than "any". We generally use "any" in questions, but can also use it in affirmatives when followed by "if" or words with negative meanings.
This document lists and defines 14 English phrasal verbs that use the word "look" followed by a preposition or adverb. It provides the English phrasal verb, its definition, and Spanish translation for each entry, covering common phrasal verbs using "look" and their meanings.
This document discusses modal verbs and how they are used. It defines modal verbs as auxiliary verbs that provide additional meaning to the main verb of a sentence. The modal verbs covered are can, could, may, might, must, should, have to, and ought to. These verbs are divided into categories based on their meanings - single concept modals express one meaning, double concept modals express two meanings, and modals in the past are used to talk about past situations. Examples are provided to illustrate the different uses and forms of modal verbs. Exercises at the end test the reader's understanding and ability to use modal verbs correctly.
The document discusses the differences between the words "each", "every", and "all". It provides examples of how each word is used, specifically noting that "each" is used for individual items one by one, "every" refers to things as a group or all collectively, and "all" can be used with both countable and uncountable nouns. Key structures that differ for "each", "every", and "all" are outlined.
The presentation describes the rule of the formation of the Present Simple Passive and contains some examples of its use in English. For school students.
This document discusses causative verbs in English grammar. It provides examples of common causative verbs like have, make, and get used to express ideas. It explains the causative active and passive forms with simple examples like "She has his brother pick her up" and "The man has his bike repaired by him". It encourages readers to click on a related page title for a video lesson and exercises to further understand and practice causative verbs.
The document discusses the simple past tense in English. It defines the simple past tense as used to talk about a completed action in a time before now. It provides examples of its use and how to form the simple past tense affirmatively, negatively, and interrogatively for regular and irregular verbs. It also discusses time expressions used with the simple past tense, such as frequencies, definite points in time, and indefinite points in time. An exercise is included asking the reader to fill in blanks with the simple past form of given verbs.
This document contains materials for an English class discussing various topics such as describing people, making choices, family conflicts, opinions, and discussion phrases. Some key topics covered include describing a person's appearance, personality, and clothes, major life decisions people make, common arguments families have, asking for and giving opinions, and expressions for agreeing, disagreeing, or complaining in a discussion.
This document discusses countable and uncountable nouns in English. It provides examples of uncountable nouns like accommodation, traffic, news, which cannot be pluralized or counted. Some nouns like hair, coffee, paper can be either countable or uncountable depending on their meaning in a sentence. Uncountable nouns can be limited using expressions like a bit or a piece. Determiners like a/an, some, much can be used with both countable and uncountable nouns. The difference between a few/few and a little/little is also explained, with the former conveying a more negative tone.
This document discusses personal pronouns, possessive adjectives, and possessive pronouns in Spanish. It provides the translations for "I", "my", and "mine" in Spanish and lists possessive adjectives and pronouns as topics. It reminds the reader to do activities on Liveworksheets.
The document discusses the future perfect tense and its use relative to time clauses. The future perfect expresses that an action will be completed before a specified time or event in the future. It cannot be used in time clauses, which use the present tense instead. Examples are provided to illustrate using the future perfect for the main clause when the time clause uses the present tense. The document concludes by providing practice exercises for readers to complete.
Here are two sentences using the verb "embarrass":
The embarrassing photos made the family embarrassed.
The silly dance moves embarrassed the performer but entertained the audience.
The document lists common health issues and injuries that children may experience such as putting on a bandaid, having a bloody nose, broken arm, bruise, bump, cough, cut, diarrhea, fever, hay fever, headache, and receiving an IV. It encourages learning about health and lists these health phrases and issues in both forward and backward order. It also promotes subscribing to and watching the health-related content again.
This document provides an overview of using the past simple tense in English. It introduces regular and irregular verbs in the past simple, using "did" with affirmative and negative statements. Examples are given using common adverbs of time. An exercise section at the end tests understanding of forming questions and negative statements in the past simple tense with 6 multiple choice questions.
This document discusses the present perfect simple and present perfect continuous tenses in English. The present perfect simple is used to describe life experiences, events that have already happened or just happened, connections between past and present, durations of time, and amounts. The present perfect continuous emphasizes the duration of an action and is used with time expressions or to describe continuous actions that have recently finished. The key difference between the tenses is that the simple focuses on the result of an action while the continuous focuses on the duration.
The document summarizes parts of speech and clauses covered in a Pedagogical Grammar class for 7th grade students. It defines phrases and parts of speech including nouns, verbs, adjectives, adverbs, prepositions, and interjections. It then discusses the uses of each part of speech and defines a clause as the smallest grammatical unit that can express a complete proposition. Finally, it lists the homework assigned which is to complete pages 64-73 and extra exercises in the book.
This document discusses the use of articles in English, including indefinite articles, definite articles, and situations where no article is used. It covers the basic meanings and uses of "a/an", "the", and no article. It also provides tips for teaching English articles to language learners, such as separating the different uses into individual lessons and focusing on the rules where students commonly make mistakes. The goal is to help students properly apply articles to singular count nouns and understand when "the" or no article should be used.
The document discusses the differences between the words "each", "every", and "all". It provides examples of how each word is used, specifically noting that "each" is used for individual items one by one, "every" refers to things as a group or all collectively, and "all" can be used with both countable and uncountable nouns. Key structures that differ for "each", "every", and "all" are outlined.
The presentation describes the rule of the formation of the Present Simple Passive and contains some examples of its use in English. For school students.
This document discusses causative verbs in English grammar. It provides examples of common causative verbs like have, make, and get used to express ideas. It explains the causative active and passive forms with simple examples like "She has his brother pick her up" and "The man has his bike repaired by him". It encourages readers to click on a related page title for a video lesson and exercises to further understand and practice causative verbs.
The document discusses the simple past tense in English. It defines the simple past tense as used to talk about a completed action in a time before now. It provides examples of its use and how to form the simple past tense affirmatively, negatively, and interrogatively for regular and irregular verbs. It also discusses time expressions used with the simple past tense, such as frequencies, definite points in time, and indefinite points in time. An exercise is included asking the reader to fill in blanks with the simple past form of given verbs.
This document contains materials for an English class discussing various topics such as describing people, making choices, family conflicts, opinions, and discussion phrases. Some key topics covered include describing a person's appearance, personality, and clothes, major life decisions people make, common arguments families have, asking for and giving opinions, and expressions for agreeing, disagreeing, or complaining in a discussion.
This document discusses countable and uncountable nouns in English. It provides examples of uncountable nouns like accommodation, traffic, news, which cannot be pluralized or counted. Some nouns like hair, coffee, paper can be either countable or uncountable depending on their meaning in a sentence. Uncountable nouns can be limited using expressions like a bit or a piece. Determiners like a/an, some, much can be used with both countable and uncountable nouns. The difference between a few/few and a little/little is also explained, with the former conveying a more negative tone.
This document discusses personal pronouns, possessive adjectives, and possessive pronouns in Spanish. It provides the translations for "I", "my", and "mine" in Spanish and lists possessive adjectives and pronouns as topics. It reminds the reader to do activities on Liveworksheets.
The document discusses the future perfect tense and its use relative to time clauses. The future perfect expresses that an action will be completed before a specified time or event in the future. It cannot be used in time clauses, which use the present tense instead. Examples are provided to illustrate using the future perfect for the main clause when the time clause uses the present tense. The document concludes by providing practice exercises for readers to complete.
Here are two sentences using the verb "embarrass":
The embarrassing photos made the family embarrassed.
The silly dance moves embarrassed the performer but entertained the audience.
The document lists common health issues and injuries that children may experience such as putting on a bandaid, having a bloody nose, broken arm, bruise, bump, cough, cut, diarrhea, fever, hay fever, headache, and receiving an IV. It encourages learning about health and lists these health phrases and issues in both forward and backward order. It also promotes subscribing to and watching the health-related content again.
This document provides an overview of using the past simple tense in English. It introduces regular and irregular verbs in the past simple, using "did" with affirmative and negative statements. Examples are given using common adverbs of time. An exercise section at the end tests understanding of forming questions and negative statements in the past simple tense with 6 multiple choice questions.
This document discusses the present perfect simple and present perfect continuous tenses in English. The present perfect simple is used to describe life experiences, events that have already happened or just happened, connections between past and present, durations of time, and amounts. The present perfect continuous emphasizes the duration of an action and is used with time expressions or to describe continuous actions that have recently finished. The key difference between the tenses is that the simple focuses on the result of an action while the continuous focuses on the duration.
The document summarizes parts of speech and clauses covered in a Pedagogical Grammar class for 7th grade students. It defines phrases and parts of speech including nouns, verbs, adjectives, adverbs, prepositions, and interjections. It then discusses the uses of each part of speech and defines a clause as the smallest grammatical unit that can express a complete proposition. Finally, it lists the homework assigned which is to complete pages 64-73 and extra exercises in the book.
This document discusses the use of articles in English, including indefinite articles, definite articles, and situations where no article is used. It covers the basic meanings and uses of "a/an", "the", and no article. It also provides tips for teaching English articles to language learners, such as separating the different uses into individual lessons and focusing on the rules where students commonly make mistakes. The goal is to help students properly apply articles to singular count nouns and understand when "the" or no article should be used.
The document provides information about the verb "to be" in English, which is commonly one of the first grammar points taught to English language learners. It discusses typical errors made by English language learners related to "to be", such as "I have hungry now." It then provides instruction on the present and past forms of "to be", subject-verb agreement, question formation, contractions, Portuguese interference that can cause errors, and provides a sample lesson plan for teaching "to be" that focuses on using it to ask and tell about places people are from.
The document summarizes the usage of definite, indefinite, and null articles in English. It provides examples of when to use the definite article "the", the indefinite articles "a" and "an", and situations that do not require an article. Key rules include using "the" for specific nouns, parts of something, bodies of water, and geographic areas, and "a/an" before nouns starting with consonant/vowel sounds respectively. The null article is used for categories/groups and abstract nouns. It's important to consider students' native languages when teaching English articles.
Éllen, Fernanda and Patrícia's ArticlesFrank Couto
This document provides information about articles in English and compares their usage to other languages. It begins by explaining the three types of articles in English: indefinite articles "a" and "an", and the definite article "the". It notes that some languages do not have articles or have different rules. The document then provides tables outlining the rules for using indefinite and definite articles in English with examples. It concludes by offering ideas for teaching articles to English language learners, including checking how their native language uses articles.
This document discusses common article usage errors made by Brazilian English language learners and provides rules and examples to help them improve. It addresses the indefinite articles "a" and "an", the definite article "the", and situations where no article is used. Examples are given of errors such as overusing or omitting articles. Guidelines are presented for determining whether to use "a/an", "the", or no article depending on factors like nouns starting with vowels or consonants, level of specificity, or abstractness. The purpose is to help ELLs properly apply article usage.
Articles include indefinite articles like "a" and "an", the definite article "the", and the zero article. The indefinite articles are used with singular count nouns that are non-specific or being mentioned for the first time. The definite article "the" is used to refer to specific things, when the speaker and listener know the item being discussed, and for plural proper nouns like countries and continents.
This document discusses the use of articles in English and compares them to other languages. It begins by introducing the three articles in English: indefinite articles a and an, and the definite article the. It then discusses the rules for using indefinite and definite articles and common mistakes made by English language learners. Suggestions are also provided for teaching articles and answering frequent questions from ELL students.
Julia Clark - Count and Non-count NounsFrank Couto
The document discusses the differences between count and non-count nouns in English grammar. It explains that count nouns can be pluralized and require determiners like "a" or "the", while non-count nouns cannot be pluralized and do not require determiners. The document provides examples of count and non-count nouns and common mistakes English language learners make when using them. It also discusses how to quantify non-count nouns using terms like "a little" and "much" instead of count terms like "many".
TDC 1 - Adjective Clauses and ReductionsFrank Couto
This document discusses adjective clauses and their reductions. It provides examples of adjective clauses with different pronoun types (who, which, that, whose, where, when, why) and shows how to join sentences using adjective clauses. It explains the differences between restrictive and non-restrictive clauses. It also demonstrates how to reduce adjective clauses to adjective phrases, noting the rules around omitting relative pronouns and verb forms. Commas are discussed in relation to reduced phrases. Finally, it identifies an appositive phrase in one of the example reductions.
This document provides instructions for an English language learning lesson on modal verbs. It instructs students to get into groups, choose a station, and discuss questions about modal verbs for 5 minutes at each station. The stations cover topics like definitions of modal verbs, examples of modal verbs, why modals are difficult for English language learners, and sentences using different modal verbs. It then instructs students to read a chapter on modal verbs, answer the discussion questions in pairs, and do exercises in their workbooks.
This document provides information about clause structure and adjective clauses in English grammar. It includes examples of:
- Subject and predicate clauses
- Direct and indirect objects
- Adjective pronouns like who, which, that and their uses for subjects, objects, and objects of prepositions
- Restrictive vs. non-restrictive adjective clauses
- Adjective pronouns whose, where, when and example sentences using them. Exercises are provided to practice these grammar points with answers explained.
This document provides a summary of a lesson on direct and indirect tenses. It includes:
1) An activity where students take a personal information quiz in groups and identify the tenses used in the questions, such as present perfect, past simple, and future prediction.
2) A matching exercise for students to match types of English language learners to their most probable learning objectives, such as university-bound students mastering subjects to take a masters degree in the USA.
3) Homework assigned from the workbook on grammar exercises and identifying common grammar errors made by native English speakers.
Marcos's PowerPoint Presentation - Infinitives and GerundsFrank Couto
This document provides information about the differences between gerunds and infinitives in English. It begins by highlighting some common errors that English language learners make related to gerund and infinitive usage. It then discusses how the grammar of one's native language, like Portuguese, can interfere with proper use of gerunds and infinitives in English. The document ends by outlining a class plan to teach students about gerunds and infinitives through pair work and examples.
The document provides information about the verb "to be" in English, which is commonly one of the first grammar points taught to English language learners. It discusses typical errors made by English language learners related to "to be", such as "I have hungry now." It then provides instruction on the present and past forms of "to be", subject-verb agreement, question formation, contractions, Portuguese interference that can cause errors, and provides a sample lesson plan for teaching "to be" that focuses on using it to ask and tell about places people are from.
The document reviews a lesson on direct and indirect questions that quizzes students on personal information using different verb tenses. It then discusses matching types of English language learners to their most probable learning objectives and how course logistics can affect English language teaching and learning. Various teaching settings for English language learners are also addressed.
This document discusses the use of articles (a, an, the) in English and common errors made by English language learners. There are three types of articles: the definite article the, the indefinite articles a and an, and no article. The rules for using these articles can be confusing for ELLs as some languages do not have articles or have different usage. The document provides examples and explanations of the rules for using definite, indefinite, and no articles in English.
TDC1 - Adjective Clauses and ReductionsFrank Couto
This document provides information about adjective clauses and pronouns that can be used in adjective clauses. It includes exercises matching pronouns to their uses and combining sentences using adjective clauses. The document covers pronoun uses for subject, object, object of prepositions, and modifiers like whose, where, when, why. It also discusses restrictive vs non-restrictive clauses and omitting relative pronouns.
This document outlines the syllabus for a Pedagogical Grammar course in the Teaching Development Certificate program. The course covers an introduction to grammar concepts for English language learners, basic English grammar terminology and usage, common grammar errors made by ELLs, and approaches to teaching grammar. The syllabus includes exams, quizzes, written work, and participation for grading. It also provides an overview of the course structure and topics to be covered in the Moodle online component.
The document discusses the present perfect tense in English. It explains that the present perfect tense is formed using the auxiliary verb "have" in the present tense along with the past participle form of the main verb. It provides examples of regular and irregular verbs used in the present perfect tense. It also discusses the different uses of the present perfect tense, including actions that started in the past and continue in the present, actions that occurred at an unspecified time in the past, and actions with results that still affect the present. Finally, it reviews adverbs that are commonly used with the present perfect tense and their meanings.
This document discusses various English verb tenses and structures including:
- Simple present tense is used for routines, habits, facts.
- Present continuous is used for temporary situations and future arrangements.
- Present perfect simple is used for actions that started in the past and continue to the present.
- Simple past is used for completed past actions and past situations.
- Used to is used for past habits or actions that no longer occur.
- Will, be going to, modal verbs and other structures are used to discuss future events or situations. Conditionals and other structures express conditional meanings.
Verb tense indicates when an action occurred in the past, present, or future. Regular verbs follow standard patterns for tense endings, while irregular verbs do not. The present, past, and past participle forms are used to construct sentences in different tenses, including the present perfect and past perfect tenses. Active and passive voice constructions also use verb tenses and participles. Consistency of verb tense within a sentence is important to clearly express when actions took place.
The document discusses various English verb tenses:
- Simple Present tense is used for habitual or repeated actions and general truths. It uses the base form of the verb.
- Present Continuous tense expresses an action happening now or at around the time of speaking. It uses the verb "be" plus the present participle form of the main verb.
- Present Perfect tense connects a past action to the present. It uses the auxiliary verb "have/has" plus the past participle form of the main verb. It can express experience, change, or a continuing situation from the past until now.
The document discusses various English verb tenses:
- Simple Present, Present Continuous, Present Perfect, and Present Perfect Continuous tenses are explained in terms of their structures and common uses.
- Simple Past, Past Continuous, Past Perfect, and Past Perfect Continuous tenses are also defined in terms of formation and application.
- Future tenses like Simple Future, Future Continuous, and Future Perfect are outlined along with examples of appropriate usage.
The document discusses the simple past and present perfect tenses in English. It provides examples of how to form and use each tense. The simple past is used to talk about completed actions or habitual actions in the past. The present perfect is used to talk about actions that have relevance to the present, where the time of occurrence is unspecified or before now. It also discusses how to identify and correct errors involving tense usage.
The document discusses the present perfect tense in English. It explains that the present perfect tense is formed using the auxiliary verb "have" in the present tense along with the past participle form of the main verb. It outlines three main uses of the present perfect tense: 1) actions that started in the past and continue in the present, 2) actions that occurred at an unspecified time in the past, and 3) repeated actions in the past. The document also discusses the use of adverbs like "ever", "already", "yet", and "recently" with the present perfect tense and explains the difference between using "for" and "since" to indicate periods of time versus points in time.
Here are 5 sentences using the active voice and 5 sentences using the passive voice with explanations:
Active voice:
1. The teacher taught the lesson to the students. (Subject performs the action)
2. Mary baked a cake for the party. (Subject performs the action)
3. We cleaned the house before the guests arrived. (Subject performs the action)
4. John fixed the broken toy. (Subject performs the action)
5. The dog chased the cat upstairs. (Subject performs the action)
Passive voice:
1. The lesson was taught to the students by the teacher. (Subject receives the action)
2. A cake was baked for the party by Mary. (Subject
Here is my advice for each situation:
1. You should leave home earlier.
2. You should join a club or take up a hobby to meet new people.
3. You shouldn't eat so much chocolate. You ought to eat more healthily.
4. If I were you, I would take public transportation to work until you can fix your car. You ought not to be late again or you might get in trouble at your job.
Spoken English Beginner Session 7 - Present Perfect Tense vs Past Tense vs Pa...Ash (Ashvini) Vyas
This document discusses the differences between the past simple tense, past continuous tense, and present perfect tense in English. It provides examples and explanations of when to use each tense. The past simple tense is used to talk about completed actions in the past, while the past continuous tense describes actions that were ongoing or in progress at a specific time in the past. The present perfect tense refers to actions that started in the past and continue to the present or actions that happened at an unspecified time in the past. Adverbs can help identify whether to use the past simple or present perfect tense. The document also notes certain verbs that are only used with the past simple tense.
The document discusses the perfect tenses in English - the present perfect, past perfect, and future perfect. It provides examples of how to form each tense using auxiliary verbs and past participles. It also explains the uses of each tense, such as denoting completed actions connected to the present (present perfect), actions completed before a past time (past perfect), and actions that will be completed before a future time (future perfect). Exercises are provided to practice forming sentences using these tenses.
The document summarizes various verb tenses in English:
- It discusses the present, past, and future simple tenses as well as continuous, perfect, and perfect continuous tenses.
- For each tense, it provides examples of formation, use, and placement on a timeline diagram. Key uses include habitual actions, plans/schedules, recent experiences, and the sequence of past events.
- The tenses are used to express the timing or continuity of actions across time frames from the past to the present to the future.
This document provides examples and explanations of the present simple passive voice in English grammar. It begins by showing the basic structure of a passive clause, which includes the subject, auxiliary verb "be", main verb in the past participle form, and optional agent introduced by "by". Examples are given of affirmative and interrogative forms in the present simple passive. It explains that the present simple passive is used to describe something that is regularly or routinely done, as expected. Active and passive voice examples are given to illustrate this.
This document provides a summary and examples of different English verb tenses including:
1. Simple Present, Present Continuous, Present Perfect, Simple Past, Past Continuous, Past Perfect, Would Like To, Future with Will, and Future: Be Going To.
2. Each tense is defined and examples are provided to illustrate their structure and usage. Key points about when each tense is used are highlighted such as to describe habitual actions, ongoing actions, completed actions, plans/predictions for the future.
3. Over 20 verb tense examples are given for each one to demonstrate them in full sentences. The document serves as a helpful reference guide for the different English verb tenses.
This document provides information about verb tenses in English. It discusses the present simple, present continuous, future simple, past simple, and present perfect tenses. For each tense, it explains how to form it and gives examples of its use. The key points covered are:
- The present simple tense is used for habitual or repeated actions.
- The present continuous tense describes actions happening now.
- The future simple tense uses "will" to talk about future actions.
- The past simple tense usually takes "ed" but some verbs are irregular.
- The present perfect tense uses "have/has" plus the past participle to describe actions with relevance to the present.
This document provides information about verb tenses in English. It discusses the present simple, present continuous, future simple, past simple, and present perfect tenses. For each tense, it explains how to form it and gives examples of its use. The key points covered are:
- The present simple tense is used for habitual daily actions.
- The present continuous tense describes what is happening now.
- The future simple tense uses "will" to talk about future events.
- The past simple tense adds "ed" to regular verbs for past actions.
- The present perfect tense uses "have/has + past participle" for actions completed recently with present relevance.
This document contains exercises from a pedagogical grammar class. It defines and provides examples of various verb tenses and parts of speech. It also includes exercises for students to practice identifying grammatical structures and correcting common errors made by English language learners. Key topics covered include the forms and uses of different verb tenses, parts of speech, sentence structures, and errors related to tense usage.
The document discusses various types of verbs in English including: transitive verbs which require an object; intransitive verbs which do not require an object; auxiliary verbs which help the main verb; regular and irregular verbs; tense forms (present, past, future); and examples of each. It also provides corrections for common verb errors.
The document summarizes key aspects of the present perfect simple and present perfect continuous tenses in English. It discusses their forms, definitions, differences between them, and provides examples of each. An exercise is included for learners to practice using these tenses correctly. The summary focuses on the key elements covered in the document at a high level.
The document summarizes the use of the past simple and present perfect tenses in English. It discusses:
1) Using the past simple for completed actions that happened at a specific time in the past, habitual past actions, and actions that followed sequentially.
2) The formation of regular and irregular past simple verbs.
3) The difference between using the past simple, which emphasizes the action, and the present perfect, which emphasizes the present result of a past action.
4) Examples of using yet, already, ever, before, always, and only with the present perfect.
5) An exercise asking to put verbs in the correct present perfect form.
This document discusses articles in English including indefinite articles like "a" and "an", definite articles like "the", and no article. It provides rules for using each type of article and common errors that English language learners make related to articles. Typical errors include overusing or underusing articles. The document also explains how an ELL's native language can interfere with proper article usage in English since different languages have different article rules or no articles at all.
The document discusses articles in English and their usage compared to other languages. It notes that English has definite and indefinite articles, while other languages like Chinese have no articles or different usage of articles. Specifically, it compares the usage of definite and indefinite articles in English and Portuguese, noting that Portuguese has four definite articles depending on gender and number compared to English's single definite article "the", and Portuguese also uses um/uma for indefinite articles where English uses a/an.
This document discusses the three types of articles in English: indefinite articles, definite articles, and the null article. It provides examples of when each type is used, such as using "a" or "an" with singular count nouns being mentioned for the first time, using "the" when referring to something specific or previously mentioned, and not using an article with general categories or abstract nouns. Common mistakes with articles are also outlined, such as using "a" before a word starting with a vowel sound.
The document discusses the use of articles (a, an, the) in the English language. It explains that indefinite articles (a, an) are used with non-specific singular nouns being introduced for the first time. The definite article "the" is used in several situations, including when referring to something specific, on subsequent mentions of the same noun, with superlative adjectives, and with names of geographic areas. The document also notes that no article is used with plural nouns or abstract nouns.
This document discusses the rules for using articles (a, an, the) in English. It explains that English uses definite and indefinite articles, while some other languages do not use articles or only use definite articles. The rules cover using "a" vs. "an", the definite article "the", not using articles in certain cases, and common errors made by English language learners.
The document defines indefinite articles, definite articles, and zero articles in English. It provides rules for using each type of article and common errors that English language learners make with articles. Some key points include:
- Indefinite articles (a, an) are used with non-specific singular count nouns. Definite articles (the) refer to particular nouns. There is no article with plural or uncountable nouns.
- Languages vary in whether and how they use articles. Some have no articles while others only have definite or indefinite articles.
- Rules govern the use of articles with nouns, including singular vs. plural, specific vs. non-specific references, proper nouns, categories vs
Phrasal verbs are verb phrases consisting of a verb and a particle (preposition or adverb). They are difficult for English language learners for several reasons: 1) changing the particle changes the meaning completely, 2) they are often polysemous with multiple related meanings, 3) it is difficult to know whether they can be separated or not. There are three types - separable, non-separable, and intransitive. Common mistakes ELLs make include avoiding phrasal verbs, confusing meanings, forgetting or incorrectly separating parts of separable phrasal verbs. Understanding phrasal verbs requires learning them as single semantic units.
This document provides information about verb tenses used to express present time in English, including the simple present, present progressive, and present perfect tenses. It discusses typical errors made by English language learners and how to form questions and negatives. Interference from Portuguese grammar structures that can influence errors is also addressed.
This document provides information about verb tenses used to express present time in English, including the simple present, present progressive, and present perfect tenses. It discusses typical errors made by English language learners and gives examples. Key points include:
- The simple present is used for habitual or repeating actions, the present progressive for current actions, and the present perfect for actions that began in the past and continue.
- Common errors involve incorrect forms of verbs, improper use of tenses, and issues with negatives and questions.
- Influence from Portuguese grammar can cause errors like using the simple present instead of future or past tenses.
This document discusses the different types of articles in English - definite, indefinite, and zero articles. It provides examples and explanations of when to use each type of article. The indefinite article (a/an) is used with non-specific or general nouns. The definite article (the) specifies a particular noun. The zero article is used with plural or uncountable nouns referring to a general category, as well as with abstract nouns. It highlights common mistakes made by English language learners, such as overusing or omitting articles.
This document discusses the different types of articles in English - definite, indefinite, and zero articles. It provides examples and explanations of when to use each type of article. The indefinite article 'a/an' is used with non-specific or general nouns. The definite article 'the' specifies a particular noun. The zero article is used with plural or uncountable nouns referring to a whole class, as well as with abstract nouns. It also discusses common mistakes made by English language learners, such as overusing or omitting articles.
1. The document discusses the use of articles (a, an, the) in English grammar and common mistakes made by English language learners.
2. Indefinite articles "a" and "an" are used with singular count nouns that are non-specific, with "a" preceding consonant sounds and "an" preceding vowel sounds.
3. The definite article "the" is used to refer to something specific or previously mentioned.
This document provides information on the usage of articles (a, an, the) in English. It discusses indefinite articles (a, an) which are used with singular count nouns and "an" is used if the noun begins with a vowel sound. The definite article "the" is used to refer to something specific or previously mentioned. There are also cases where no article is used such as with plural or non-count nouns, countries, meals, and some forms of transportation. The document concludes by highlighting common mistakes made by English language learners, such as omitting articles when needed or using the wrong one.
This document discusses alternative assessment methods used in English language courses. It describes using informal assessments like role-plays, presentations, and portfolios in addition to traditional tests. Students provided feedback on the alternative assessments, with most preferring the continuous evaluation over a single high-stakes exam. The alternative assessments encouraged daily study, reduced test anxiety, and allowed teachers to adjust instruction based on student strengths and weaknesses.
The document discusses prepositions, which are small words that indicate relationships between nouns and other parts of sentences. It notes that prepositions are among the most difficult words for English language learners to use correctly due to differences between languages in usage. Examples of typical errors made by ELLs are provided and explained.
The document discusses pronunciation of suffixes -s and -ed in English. It provides examples of words with each suffix and their typical pronunciations as /s/, /z/, /əz/ and /t/, /d/, /əd/. The document examines common pronunciation errors made by English language learners and provides rules and practice exercises to help readers distinguish between the different pronunciations of these suffixes.
Here are the matches between the past verb tenses and their corresponding uses:
1) Simple Past - a single past event (definite time)
2) Past Progressive - a past action in progress at a specific point in the past
3) Present Perfect - an action beginning before another past action (emphasis on the duration)
4) Past Perfect - a past action completed before another past action
5) Past Perfect Progressive - an action happening many times in the past but no longer being true
6) Used To / Would - a past action (indefinite time) that could be repeated
Here are the matches between the past verb tenses and their uses:
1) Simple Past - a single past event (definite time)
2) Past Progressive - a past action in progress at a specific point in the past
3) Present Perfect - an action beginning before another past action (emphasis on the duration)
4) Past Perfect - a past action completed before another past action
5) Past Perfect Progressive - an action happening many times in the past
This document provides a review of key grammar concepts including parts of speech, clauses, phrases, sentences, subjects/predicates/verbs, verb tenses and more. Learners are asked to identify examples of each within sample text and classify elements based on the specified grammar rules. The review covers foundational elements often taught in pedagogical grammar courses.
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
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See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
“An Outlook of the Ongoing and Future Relationship between Blockchain Technologies and Process-aware Information Systems.” Invited talk at the joint workshop on Blockchain for Information Systems (BC4IS) and Blockchain for Trusted Data Sharing (B4TDS), co-located with with the 36th International Conference on Advanced Information Systems Engineering (CAiSE), 3 June 2024, Limassol, Cyprus.
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
Fueling AI with Great Data with Airbyte WebinarZilliz
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Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
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We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
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Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
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UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
20240605 QFM017 Machine Intelligence Reading List May 2024
Julia Clark - Past Tenses
1. ELL Grammar Key 3 – Past
- Difficult for some ELLs, as some languages do not have
verb tenses.
- We need to help ELLs to figure out which verb form is
most appropriate for the situation.
Typical ELL Errors
- According to the report, dozens of people did not received
their tax information.
- When I ate dinner last night, my uncle called me.
- How many people did you talked to at the party?
- By the time I was old enough to vote, I participated in two
local campaigns.
- Do you have ever flown on a 747 jumbo jet?
2. Verb Tense / Expression Example Meaning
Simple Past I ate dinner at 8 PM. A single past event.
Past Progressive I was eating dinner when you A past action that was
(Continuous) called. happening (when it was
interrupted by another)
Present Perfect I have eaten at that restaurant. A past action (indefinite time
that could happen again)
Past Perfect I had eaten dinner before you A past action that was
called. completed before a second
past action
Past Perfect Progressive I had been eating dinner before An action that began in the past
you called before a second past action
(with emphasis on duration of
the action)
Used to and Would When I was still single, I used to Used to: an action that
eat dinner in front of the TV. I happened many times in the
would put my food on a plate past but is no longer true.
and then take it to the small Frequently opens a past
table in front of the TV. Then I’d narrative.
eat dinner while I was watching
TV. Now that I’m married, Would: smaller actions that
things have changed and we happened repeatedly in a past
eat at the dining room table. narrative but are no longer true
3. Simple Past Tense
An action that was completed in the past.
Form: VERB+ed
Problematic spelling; For verbs:
- that end in -e already, just add the -d (live – lived)
- that end in consonant +y, you change the -y to -i and add -ed (study – studied)
- that end in vowel +y, just add -ed (play – played)
- CVC
- for verbs of one syllable that end in consonant + vowel + consonant, you
double the last consonant and then add -ed.
- for verbs of two syllables, double the last consonant before adding –ed, if the
stress is on the second syllable (commit – commited) .
- if the stress is on the first syllable we DO NOT double the final consonant
(visit – visited)
Singular Plural
Past Now Future
I walked we walked
you walked you walked
he/she/it walked they walked
4. Common ELLs Mistakes: What your ELLs should know.
1- Don’t use VERB or VERB + -s in the past tense. Don’t forget to use –ed.
Wrong: Laura cooks scrambled eggs for breakfast yesterday.
Correct: Laura cooked scrambled eggs for breakfast yesterday.
2- Do not use was/were with verbs (other than to be) in simple past tense.
Wrong: I was walk to school yesterday.
Correct: I walked to school yesterday.
3- Don’t forget to change –y to –i and add –ed
Wrong: My baby sister cryed last night.
Correct: My baby sister cried last night.
4- If a verb ends in consonant – vowel – consonant (C-V-C) (in its stressed syllable),
don’t forget to double the consonant before adding –ed.
Wrong: She stoped the car to answer her cell phone.
Correct: She stopped the car to answer her cell phone.
5. Past Progressive Tense
An action that was happening when another action interrupted it.
Form: was/were + VERB + -ing.
The –ing form is called the present participle .
Use was or were according to the subject
Past Now Future
Singular Plural
I was walking we were walking
you were walking you were walking
he/she/it was walking they were walking
6. Common ELLs Mistakes: What your ELLs should know.
1-Do not use was/were and a verb without –ing. The –ing to indicate past
progressive tense.
Wrong: When I got my first job I was live in Los Angeles.
Correct: When I got my first job I was living in Los Angeles.
2- Don’t mix up past progressive tense and simple past tense.
Wrong: I cut the onions. Then I was putting them in the soup.
Correct: I cut the onions. Then I put them in the soup.
3- Be careful with the spelling of the present participle.
Wrong: cuting, siting, planing, eatting, helpping, openning.
Correct: cutting, sitting, planning, eating, helping, opening
4-Do not use past progressive if the verb does not show an action (as opposed to a
state of being). Examples of verbs that are rarely in progressive tenses are: own,
possess, like, loved, need, want, have, seem, feel, be, prefer, remember, forget and
believe.
Wrong: From 2000 to 2007, I was owning two cars
Correct: From 2000 to 2007, I owned two cars.
7. Present Perfect Tense
Past action that is important to the present situation.
Form: have/has + PAST PARTICIPLE. (auxiliary verb according to subject)
Past Participle for regular verbs: Same as past tense form. Add –ed to the base form
of the verb according to the spelling rules.
Past Participle for irregular verbs:
- Common endings include –en, -ne or –n (chosen, done, and torn) but there are
other possibilities:
- Some are the same for present, past and past participles (cut-cut-cut, put-put-put)
- Another pattern is different internal vowels (sing-sang-sung, ring-rang-rung)
- Students must memorize the irregular forms that are most commonly used.
Singular Plural
I have walked we have walked
you have walked you have walked
he/she/it has walked they have walked
8. Present Perfect – Usage #1
Past action or situation that continues now. (affirmative or negative)
Example Key Words
Jose: How long have you worked at Carpet World? How Long
Sara: I’ve been there for 18 years. In fact, I’ve worked there for + time
longer than any of my supervisors!
Jose: What do you do there?
Sara: I used to work on the assembly line, but since 1995, since + time
I’ve been with the sales force in the front office.
Past Now Future
9. Present Perfect – Usage #2
Recent past action that is important to the situation.
Example Key Words
Amber: It’s hot in here. Why don’t you turn on the air
conditioner?
James: Actually, I’ve jut turned it on. We have to give it a Just
few minutes to feel it. Can I help you with the reports?
Amber: Thanks, but I’ve already finished them. Here they already
are.
Past Now Future
10. Present Perfect – Usage #3
Past Experience, Indefinite Past Time
Example Key Words
Katie: Susan’s just gotten back from China. She told me she
had a great time.
Sean: That’s wonderful news. She must be tired. That was a
really long trip.
Katie: I wonder how many hours it is from here to China. Ever
Have you even gone there?
Sean : No I’ve never gone there, but my uncle had traveled Never
there many times. In fact, he went there last month. He had Many times
to go there on business.
Past Now Future
11. Present Perfect – Usage #4
With yet.
Example Key Words
Mike: We don’t have much time. Are you almost ready?
Kent: Give me a few more minutes, Mike.
Mike: What about the travel report and the salary sheets? Yet (in a
Have you finished them yet? question)
Kent: I’ve already finished the salary sheets, but I haven’t Yet (in a
finished the travel report yet. I only need a few more negative)
minutes, okay?
Past Now Future
12. Present Perfect – Usage #5
With a superlative (Indicates Past Indefinite Action).
Example Key Words
Saleh: How was the movie you went to see last night?
Marcos: Don’t waste your money! That was the worst The worst ever
movie that I have ever seen in my life.
Saleh: Wow, I’m surprised. You know its the most expensive The most
movie that anyone in Hollywood has ever made. expensive ever
Past Now Future
Past Now Future
Past Now Future
13. Present Perfect – Usage #6
The First…The Third…. (Refers to a past indefinite time)
Connects the past event and the present time or a present event.
Example Key Words
Mother: Is that the third paper that you have had to write The third...
for that class this semester?
Bernadette: Yes, but it’s the first paper that the teacher has The first...
asked for
Past Now Future
14. Present Perfect – Usage #7
Repetition of an action before now. (Exact time is not important)
Example Key Words
Weiping: Can you believe it? There’s another test next
Monday!
Paolo: It’s crazy! We’ve had six tests so far this month. Six so far
Weiping: You know, my biology teacher has given only one One this
test this semester. semester
Paolo: I know the feeling I’ve had a lot of classes like that A lot
here.
Past Now Future
15. Common ELLs Mistakes: What your ELLs should know.
1-Do not forget to use have or has with the past participle.
Wrong: I was born here and will die here. I been here my whole life.
Correct: I was born here and will die here. I have been here my whole life.
2- Don’t use have or has with the wrong subject
Wrong: Sarah have already completed all the homework.
Correct: Sarah has already completed all the homework.
3- Do not use be here with present perfect tense.
Wrong: Sarah is already completed all the homework.
Correct: Sarah has already completed all the homework.
4-Do not use present perfect with any specific past tense time words.
Wrong: I have gone to Mexico several times when I was in college.
Correct: I went to Mexico several times when I was in college.
5-Do not use simple past tense with actions that are still continuing.
Wrong: I lived in this same apartment since 1996.
Correct: I’ve lived in this same apartment since 1996.
16. Past Perfect Tense
Past actions that occurred before another past event, action or time.
Form: had + PAST PARTICIPLE
Ex: I had walked along the beach before the sun set.
Past Now Future
Singular Plural
I had walked we had walked
you had walked you hadwalked
he/she/it had walked they had walked
17. Common ELLs Mistakes: What your ELLs should know.
1-Do not forget to use the past participle after had.
Wrong: I had work for the bus for almost 20 years.
Correct: I had worked for the bus for almost 20 years.
2- Do not use past tense when past perfect is required.
Wrong: When the company went bankrupt, I worked there 20 years.
Correct: When the company went bankrupt, I had worked there for 20 years.
18. Past Perfect Progressive Tense
An action that began in the past and continued until another time in the past.
Form: had + been + VERB+ - ing
Example: I had been walking on the trail for almost an hour when the rain started.
Past Now Future
Singular Plural
I walked we walked
you walked you walked
he/she/it walked they walked
19. Used to and Would
Used to express certain actions in the past..
Used to:
The idea that a past action happened repeatedly but is no longer (usually) done
now.
A past fact that is no longer true.
Would:
A past action that happened repeatedly but it is no longer (usually) done now.
Used to Used to Would Would
Singular Plural Singular Plural
I used to walk We used to walk I would walk We would walk
You used to walk You used to walk You would walk You would walk
He/she/it used to They used to walk He/she/it would walk They would walk
walk
20. Tense Example
Simple Past SUBJ +did+not+VERB
Present Perfect I/you/we/they + have +not +PAST PARTICIPLE
He/she/it + has + not+ PAST PARTICIPLE
Past Progressive I/he/she/it + was +not+ VERB + –ing
You/we/they + were + not+ VERB + -ing
Past Perfect SUBJ + had + not + been + VERB + -ing
Past Perfect Progressive SUBJ + had + not + been + VERB + -ing
Used to SUBJ + did + not + use to + VERB
Would SUBJ + would + not + VERB
21. Past Continuous – Lesson Plan
Objective - Have students recognize when the use of the the Past Continuous is
needed, and be able to use it correctly.
Steps
1. The students will be given strips of paper with actions written in the
past continuous. They will be asked to mimic and act out the actions
they have been given. Teacher will walk over to the door, let them act it
out for a few seconds and then turn off the light. When T turns on the
light SS will be asked to complete the following sentence
“I was ______ when the teacher turned off the lights”
Class will go over it orally. Students will be asked to say what theywere
doing when the Teacher turned off the light.
2. Then, the class will go over orally what their classmates were doing.
“ ’Fulan@’ was ______ when the teacher turned off the light”
3. Students will be paired off and asked to ask each other questions
about what they were doing and what their classmates were doing
when the teacher turned off the light.
4. They will then be asked to write sentences individually, on what they
were doing and what their classmates were doing.