Practice Routines 02 - Interactive
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This document contains a series of questions about daily activities with answer options of "Yes, he/she does" or "No, he/she doesn't". It then provides feedback on whether the answer selected is correct or incorrect. The questions cover a range of common daily activities like studying, taking transportation, chores, hobbies, meals, and schedules. The purpose seems to be practicing question structures and tenses in English through interactive feedback on answer selections.
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The document discusses the present simple tense and how it is used to describe repeated actions, daily routines, permanent states, and general truths. It provides examples of using the present simple tense in positive and negative sentences as well as questions. It also includes examples of asking and answering questions using the present simple tense about a person's daily schedule and means of transportation.
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The document describes a typical daily routine. It discusses the activities someone does in the morning like getting up at 7:30, having a bath, getting dressed, and having breakfast. It then talks about what they do at school like taking the bus, having lunch in the canteen, having classes, talking with friends, and playing football. It also outlines activities in the afternoon like doing homework, listening to music, reading, riding a bike, and playing tennis. Finally, it discusses the evening routine of having dinner with family, going to bed at 10pm, and watching TV.
Daily routine power point
This document describes a student's daily routine and activities on Saturdays. It discusses what the student does each morning like eating breakfast, watching TV, and going to school. The afternoon is spent rock climbing, which the student enjoys but finds difficult. In the evenings, the student usually goes out with friends to movies or a coffee shop near their house to have fun.
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The document describes a girl named Sally's daily routine in three sentences:
Sally wakes up at 6:00 AM, takes a shower, and has breakfast before going to school at 7:30 AM, where she has classes until 3:00 PM. When she gets home at 4:00 PM, she has lunch, does homework, watches TV for an hour, has dinner, and goes to bed at 10:30 PM. The document provides examples of talking about daily routines and activities using subjects like "I", "you", "we", and "they" along with verbs.
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The document contains examples of sentences using present simple and present continuous tenses. It discusses when to use each tense, provides exercises for learners to practice, and addresses spelling changes when adding an 's' to verbs in the third person singular present simple form. Key rules covered include using present simple for habitual actions and present continuous for temporary actions happening now.
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This power point was created by me for my pupils in primary to teach this grammatical aspect and to make it more easily to study
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The document discusses the present simple tense and how it is used to describe repeated actions, daily routines, permanent states, and general truths. It provides examples of using the present simple tense in positive and negative sentences as well as questions. It also includes examples of asking and answering questions using the present simple tense about a person's daily schedule and means of transportation.
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Sally wakes up at 6:00 AM, takes a shower, and has breakfast before going to school at 7:30 AM, where she has classes until 3:00 PM. When she gets home at 4:00 PM, she has lunch, does homework, watches TV for an hour, has dinner, and goes to bed at 10:30 PM. The document provides examples of talking about daily routines and activities using subjects like "I", "you", "we", and "they" along with verbs.
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The person wakes up at 7 am daily, makes their bed, and has breakfast at 8 am. They study from 1-6 pm Monday through Friday, have dinner at 8:30 pm, and watch TV with their brother before going to bed around 11:30 pm. On Saturdays they work 9 am to 6 pm and relax at home in the evenings, and on Sundays they attend mass in the morning and spend time with family on their grandparents' farm.
Daily Routines Present Simple
This document outlines a typical daily routine using simple present tense verbs. It describes a person waking up at 7:30 am, washing their face and brushing their teeth by 7:45 am, having breakfast at 8:00 am before going to school at 8:15 am. The schedule continues with having lunch at 12:15 pm, returning home at 3:00 pm to do homework in the afternoon, playing computer games or studying lessons. Dinner is at 7:00 pm followed by watching TV in the evening, reading a book every night before going to bed at 11:00 pm.
Pregunta
The document contains a series of questions in Spanish about daily habits and activities, followed by short and full responses in English and Spanish translations of the questions. The questions cover topics like news and shopping habits, sleep schedules, food preferences, hobbies, transportation, work, religion, animals, dancing, language practice, and communication methods. For each question, the document provides a short yes/no response, a full sentence response, and a Spanish translation of the question.
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The document describes a boy's daily routine. It lists the activities he does each day from waking up at 8:00 to going to bed at 10:00. His routine includes having a shower, getting dressed, brushing his teeth, having breakfast, going to school, having lessons, having lunch, going back home, doing homework, playing with friends, and going to bed.
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The document outlines a typical weekday and weekend routine. On weekdays, the person wakes up at 7am, brushes their teeth, takes a shower, gets dressed, eats breakfast at 7:30am, takes the bus to school at 7:40am, has lunch at 1pm, watches TV, does homework, and uses the computer after school. They have dinner with their family in the evening and go to bed at 9pm. On weekends, they play soccer with friends, go to the movies, hang out with friends, sometimes go to the mall, go to church on Sundays, and sometimes visit relatives.
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The document provides examples of using do and does in questions and answers in English. It gives sample questions using do or does with yes or no answers. It then asks the reader to write their own questions using do or does based on given answers. Finally, it gives questions and answers using different pronouns like I, you, he, they, she, it, and we with do or does.
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The document discusses daily routines and provides examples of common daily activities like waking up, showering, getting dressed, brushing teeth, eating meals, going to school, playing, and doing homework. It then presents a game where the user must look at pictures and choose the correct time that various daily activities occur, like waking up, having lunch, going to school, taking a shower, playing with friends, and doing homework.
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The document outlines a typical weekday and weekend schedule. On weekdays, the person wakes up at 4:00 am, takes a shower, gets dressed, eats breakfast, brushes their teeth, combs their hair, catches the bus at 5:00 am, arrives at their classroom at 6:30 am, gets home at 4:30 pm, does homework, watches TV, eats dinner at 7:00 pm, brushes their teeth and sleeps at 9:00 pm. On weekends, they wake up later at 8:30 am, watch TV, brush their teeth, eat breakfast at 9:30 am, do housework, take a shower at 1:30 pm, have lunch at 2:00 pm
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Evidence 2: My daily routine
The person gets up every day at 7:00 am, cleans their house and has breakfast with their mom. They take a bath at 10:00 am during weekdays, organize their room daily, and sometimes plays soccer with siblings. The person takes the bus to school at the SENA, arriving at 1:00 pm after lunch and brushing their teeth. They leave school at 6:00 pm and are home by 11:15 pm for dinner with family before sleeping at 9:30 pm daily.
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This document outlines simple daily routines for different people. It describes waking up at 7am, eating breakfast at 7:30am, taking the bus at 8:30am, working from 9am to 5pm, going to a bar at 6pm, and getting home at 7pm for both individuals and groups of people. The routines are presented in a list format showing common morning and evening activities.
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The document discusses the differences between "used to" and "would" when talking about past habits or repeated actions. "Used to" refers to a past situation or action that occurred for a period of time but is no longer happening. "Would" refers specifically to repeated actions in the past. Some examples are provided to illustrate the proper uses of each.
My daily routines
Ainoa wakes up at 7:15 AM, washes her face and has breakfast before going to school from 8:15 AM to either 2:10 PM or 3:05 PM depending on the day. When she gets home, she has lunch with her family, rests and watches TV before helping her mother. From 5:00 PM to 6:30 PM she attends an academy and then goes to gymnastics from 7:00 PM to 8:30 PM. After returning home, she has dinner, watches TV, showers, helps her mother with her siblings, and goes to bed with her sister.
Present simple present continuous
Here are the sentences with the verbs filled in:
- I am just looking around the clothes shops now.
- He goes windsurfing every two days.
- People say Edinburgh is a beautiful city.
- They are practicing radical sports this year.
- Are you going out now?
- A driver is a person who drives
- Tom is drinking some juice because he is thirsty.
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- His sister doesn't often help him.
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The document describes people's daily routines and activities at different times of day and days of the week. It mentions things like exercising in the morning, having meals, going to work or school, enjoying hobbies and spending time with others in the evenings and weekends. The document provides a glimpse into how various individuals spend their days.
MY DAILY ROUTINE
The person wakes up at 7 am daily, makes their bed, and has breakfast at 8 am. They study from 1-6 pm Monday through Friday, have dinner at 8:30 pm, and watch TV with their brother before going to bed around 11:30 pm. On Saturdays they work 9 am to 6 pm and relax at home in the evenings, and on Sundays they attend mass in the morning and spend time with family on their grandparents' farm.
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The document contains a series of questions in Spanish about daily habits and activities, followed by short and full responses in English and Spanish translations of the questions. The questions cover topics like news and shopping habits, sleep schedules, food preferences, hobbies, transportation, work, religion, animals, dancing, language practice, and communication methods. For each question, the document provides a short yes/no response, a full sentence response, and a Spanish translation of the question.
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The document outlines a typical weekday and weekend routine. On weekdays, the person wakes up at 7am, brushes their teeth, takes a shower, gets dressed, eats breakfast at 7:30am, takes the bus to school at 7:40am, has lunch at 1pm, watches TV, does homework, and uses the computer after school. They have dinner with their family in the evening and go to bed at 9pm. On weekends, they play soccer with friends, go to the movies, hang out with friends, sometimes go to the mall, go to church on Sundays, and sometimes visit relatives.
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The document provides examples of using do and does in questions and answers in English. It gives sample questions using do or does with yes or no answers. It then asks the reader to write their own questions using do or does based on given answers. Finally, it gives questions and answers using different pronouns like I, you, he, they, she, it, and we with do or does.
Daily routines froggy
The document discusses daily routines and provides examples of common daily activities like waking up, showering, getting dressed, brushing teeth, eating meals, going to school, playing, and doing homework. It then presents a game where the user must look at pictures and choose the correct time that various daily activities occur, like waking up, having lunch, going to school, taking a shower, playing with friends, and doing homework.
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The document provides information about adverbs of frequency and examples of daily routines. It defines the meanings of adverbs like always, usually, often, and sometimes. It then gives examples of using these adverbs to describe behaviors like kissing a girlfriend and worrying about exams. The document also shares the daily schedule of a college student, Brittany Davis, who wakes up at 7 AM for classes, works at the library in the afternoon and evenings, and works at the library on Saturdays but stays out late on Saturday nights and sleeps in on Sundays. Suggested sentences for describing one's own daily routine are also listed.
My daily routine
The document outlines a typical weekday and weekend schedule. On weekdays, the person wakes up at 4:00 am, takes a shower, gets dressed, eats breakfast, brushes their teeth, combs their hair, catches the bus at 5:00 am, arrives at their classroom at 6:30 am, gets home at 4:30 pm, does homework, watches TV, eats dinner at 7:00 pm, brushes their teeth and sleeps at 9:00 pm. On weekends, they wake up later at 8:30 am, watch TV, brush their teeth, eat breakfast at 9:30 am, do housework, take a shower at 1:30 pm, have lunch at 2:00 pm
A1 u5presentcontandpressimpleanim
The document contrasts the present continuous and present simple tenses by providing examples of actions happening now or as a general habit. Some sentences use the present continuous to describe temporary or ongoing actions, while others use the present simple to describe regular or scheduled actions. Over 20 examples are given showing how the two tenses can be used differently to indicate the time frame or habitual nature of the action described.
Past Simpleintneg
The document contains a series of questions in the past simple negative form and answers indicating what various people and things did or did not do. For each question, if the subject is answered with "no", an alternative action is provided for what they actually did instead of what was asked. The questions follow a consistent format of asking if someone or something performed a certain action in the past and then stating whether they did or did not and providing the correct information if they did not.
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The document describes typical daily routines for many people. It provides examples of common morning routines like waking up, showering, getting dressed, eating breakfast, brushing teeth, and going to school or work. Afternoon routines include activities like having lunch, doing homework, playing, and chores. Evening routines cover things like dinner, bathing, brushing teeth, and going to bed. The document uses these examples to illustrate the habits and regular activities people engage in each day.
Evidence 2: My daily routine
The person gets up every day at 7:00 am, cleans their house and has breakfast with their mom. They take a bath at 10:00 am during weekdays, organize their room daily, and sometimes plays soccer with siblings. The person takes the bus to school at the SENA, arriving at 1:00 pm after lunch and brushing their teeth. They leave school at 6:00 pm and are home by 11:15 pm for dinner with family before sleeping at 9:30 pm daily.
Llpi9.2 past habits – used to
This document discusses the use of "used to" and "would" to talk about past habits and repeated actions in the past. It provides examples of how to use "used to" to describe things that happened regularly in the past but no longer occur. It also contrasts "used to" with talking about definite past times or events. Additionally, it explains that "would" can also be used to talk about repeated past actions, but not states or conditions. Finally, it discusses using "be used to" something to mean being familiar with it.
Simple present routines- ppt
This document outlines simple daily routines for different people. It describes waking up at 7am, eating breakfast at 7:30am, taking the bus at 8:30am, working from 9am to 5pm, going to a bar at 6pm, and getting home at 7pm for both individuals and groups of people. The routines are presented in a list format showing common morning and evening activities.
Do you want (to)?
This document discusses whether different people want to do various activities, with some answering yes and some no - he wants to play football and go to the toilet but not a laptop, she wants to go to Paris but not walk the dog or have pizza.
Would and used to
The document discusses the differences between "used to" and "would" when talking about past habits or repeated actions. "Used to" refers to a past situation or action that occurred for a period of time but is no longer happening. "Would" refers specifically to repeated actions in the past. Some examples are provided to illustrate the proper uses of each.
My daily routines
Ainoa wakes up at 7:15 AM, washes her face and has breakfast before going to school from 8:15 AM to either 2:10 PM or 3:05 PM depending on the day. When she gets home, she has lunch with her family, rests and watches TV before helping her mother. From 5:00 PM to 6:30 PM she attends an academy and then goes to gymnastics from 7:00 PM to 8:30 PM. After returning home, she has dinner, watches TV, showers, helps her mother with her siblings, and goes to bed with her sister.
Present simple present continuous
Here are the sentences with the verbs filled in:
- I am just looking around the clothes shops now.
- He goes windsurfing every two days.
- People say Edinburgh is a beautiful city.
- They are practicing radical sports this year.
- Are you going out now?
- A driver is a person who drives
- Tom is drinking some juice because he is thirsty.
- Who do you usually play with? With my classmates.
- His sister doesn't often help him.
- I ́ve bought a new video and now I am watching it.
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عبده حقي حوارات نادرة في الثقافة المغربية
حزمة من الحوارات الثقافية مع ثلة من الكتاب والفنانين والمخرجين المغاربة هي ثمرة تفاعل تلقائي وتعبيرعن إرتقاء إلى مدارج الشموخ الذي عبرعنه ضيوفنا المحاورين من أجل التوثيق التأريخي لمساراتهم الإنكتابية والإبداعية والتوقف على أرصفة محطاتها واحدة تلوأخرى ...
ومنذ بداية مشروعنا هذا قبل سنوات توخينا أن تكون حزمة أسئلتنا إحاطة بما أمكن من الإقتناص من سيرة هؤلاء الكتاب والأدباء والفنانين وأن تكون رحلة سندبادية لاتنسى في أرخبيلات إبداعاتهم وانشغالاتهم وهمومهم المختلفة .
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Practice Routines 01 - Interactive
The document appears to be a series of statements about various people's daily activities and habits followed by prompts to identify whether subsequent statements are correct or incorrect. Some examples provided include that a person rides a bike everyday, listens to music in the afternoon, plays tennis but not basketball, works weekdays but not weekends, and brushes their teeth.
Simple present do-does
The document provides information about present simple tense usage. It is used for repeated actions or daily routines indicated by time expressions like "every day." It is also used for permanent states or situations and general truths/laws of nature. Examples are given for positive, negative, and interrogative forms in the present simple. Further examples demonstrate its use for routines, schedules, and habitual actions.
BS4 / U1 - Making friends
This document contains a series of questions, statements, and responses about various people and activities. It appears to be a collection of sample dialogs and exchanges covering topics like hobbies, preferences, abilities, locations, and schedules. There are questions about what individuals like/dislike, what they can/cannot do, where they are located, and examples of short conversations where people agree or disagree with statements about themselves.
DO/DOES
The document contains a series of questions using the phrases "Do/Does X like to Y" and potential short responses of "Yes, X does/No, X doesn't". It asks about various activities like buying vegetables, going on vacation in December, watching movies or TV, listening to music, playing sports, reading, and more. For each question, it provides the format for a positive or negative response.
Ppt on present simple (1)
The document discusses the present simple tense and how it is used to describe repeated actions, daily routines, permanent states, and general truths. It provides examples of using the present simple for positive and negative statements and questions. Specific examples are given about what different people do on various days of the week.
betty lisbeth saavedra castillejo - trabajo going to.pptx
This document contains examples of using the future tense "going to" in English provided by several students:
- Positive examples using "going to" with actions for individuals like "he", "she", and "we" as well as "they".
- Negative examples replacing "going to" with "not going to" to negate the actions.
- Question examples using "going to" with question words like "are" to ask about the future actions. Responses are provided affirming or denying the actions.
Daily Activities Material with some housechores information
The document provides information about frequency adverbs and verbs in the present simple tense. It discusses adverbs like always, usually, often, sometimes, rarely, and never and their corresponding percentages. It also covers short answers to yes/no questions using do/does and conjugations of regular and irregular verbs in the third person singular present simple form.
Present simple game: affirmative and negative
This is a small interactive activity in Powerpoint to learn the Present Simple Tense. I hope you like it.
Slide simple present neg and int
The document provides information about forming negatives and asking questions in the simple present tense in English. It explains that negatives are formed by adding "don't" or "doesn't" before the base verb form. It gives examples of negative sentences using different subjects. It also explains that questions are formed by putting "do" or "does" before the subject and verb. It provides examples of interrogative sentences with different subjects.
Simple present tense2
1) The document provides examples of simple present tense constructions in English including affirmative, negative, interrogative, and usage with frequency adverbs.
2) Examples are given for the simple present tense of regular and irregular verbs in the first, second, third person singular and plural.
3) Common frequency adverbs are listed that can be used with simple present tense verbs like always, often, usually, sometimes, never.
Simple Present Tense / Frequency adverbs
1) The document provides examples of simple present tense constructions in English including affirmative, negative, interrogative, and frequency adverbs.
2) Examples are given for the simple present tense of regular and irregular verbs in the first, second, third person singular and plural.
3) Common frequency adverbs are listed that can be used with simple present tense verbs like always, often, usually, sometimes, never.
Alalalalal
This document provides examples of using do and does in questions with subjects like cats, Pamela Anderson, your boyfriend/girlfriend, David Beckham, you, he, they, your father, wife/husband, Chileans, your grandmother, your friends, and you. It shows how to fill in questions with do or does based on whether the subject is singular or plural. It also gives examples of writing questions based on given answers and writing answers based on given pronouns.
Present simple tic
The ad is for a dog training company called Happy Dog Trainers. They offer dog training services to help with problems like barking at night, biting furniture, and mess. The ad provides the company phone number and encourages callers to call soon if they need help with their dog.
Present simple monte de asis
The document discusses various uses of the present simple tense in English including for repeated actions, permanent states, and general truths. It provides examples of affirmative and negative statements using the present simple. It also contains questions about a woman named Karen's daily routine and activities on different days of the week.
future-will-vs-be-going-to-grammar-drills-information-gap-activities_125260.pptx
The document discusses the uses of "be going to" and "will" to express future plans and predictions. It provides examples of using "be going to" to talk about plans and intentions, such as "I am going to ride my new motorcycle." It also gives examples of using "will" to express predictions, such as "It will rain," and offers, promises and uncertain plans, like "I will help you." The document provides exercises for learners to practice using "be going to" and "will" in different contexts.
Unit 7 Week 08 Vocabulary.pptx
This document contains a vocabulary exercise with fill-in-the-blank questions asking about various actions people are taking and objects they are using or wearing in different situations. The questions cover common daily activities like parking a car, playing tennis, singing karaoke, sleeping, studying, taking notes, talking on the phone, traveling, trying new food, waiting for a meeting, walking to the supermarket, watching TV, wearing clothes, working in an office, writing a poem, buying a car, calling one's boss, carrying boxes, dancing, drinking, driving, enjoying a concert, listening to a conversation, texting friends, and activities people might be doing at different times of day.
TAG QUESTIONS
This document discusses tag questions, which are short questions added to statements to confirm or deny information. It explains that the tense and grammar structure of the tag must match the statement. Positive statements take negative tags, and negative statements take positive tags. The tense or modal verb from the statement is also repeated in the tag. Common structures for different tenses like simple present and past are provided. Finally, exceptions for statements containing negative words are covered, which take affirmative tags instead.
Similar to Practice Routines 02 - Interactive (18)
betty lisbeth saavedra castillejo - trabajo going to.pptx
betty lisbeth saavedra castillejo - trabajo going to.pptx
Daily Activities Material with some housechores information
Daily Activities Material with some housechores information
future-will-vs-be-going-to-grammar-drills-information-gap-activities_125260.pptx
future-will-vs-be-going-to-grammar-drills-information-gap-activities_125260.pptx
More from Lee Gonz
Strategies: Peer Assessment
The document outlines objectives for improving English communication skills, including practicing strategies to improve fluency and pronunciation, personalizing information, expanding dialogues, and taking an active role in interactions. Some goals are to express ideas clearly, ask follow-up questions, and provide additional information to continue conversations. Other objectives involve monitoring grammar, incorporating new structures, self-correcting errors, and minimizing mistakes.
Wh questions basic
This document discusses wh- questions in English. It begins by providing examples of wh- questions being used to ask for information in a comic about aliens visiting Earth. It then defines each wh- question word and the type of information it asks for. Who asks about people, what asks about things, where asks about places, why asks for reasons, and how asks for manner. It provides examples of using contractions for wh- questions and gives tips for providing short or long answers to wh- questions. Finally, it includes a practice activity for asking and answering wh- questions with a partner.
Used to
This document discusses the past life of Madame Butterfly when she was a caterpillar and contrasts it with her present life as a beautiful butterfly. It provides examples of how to use the phrases "used to" and "be/get used to" in sentences.
In the past, Madame Butterfly used to be an ugly caterpillar that ate leaves, got in trouble with the gardener, and hid from him. Now, as a beautiful butterfly, she is used to people loving her and getting compliments, and her life is very different than when she was a caterpillar.
The document also explains the proper usage of "used to", "be used to", and "get used to" when talking
Unreal conditionals
This document discusses different ways to express unreality and conditionals in English, including real conditionals, unreal conditionals, present and past unreal conditionals, wishes, and "if only" statements. It provides examples and explanations of how to use conditional sentences and expressions like "wish" and "if only" to talk about unlikely, impossible, or regretted situations in the present, future, and past. Practice exercises are included to help readers apply these conditional and expression structures.
There is and there are
The document discusses using "there is/are" to describe facts about a house that a man found for his wife. It provides examples of using "there is" to describe a singular item like a backyard, and "there are" to describe plural items like nearby schools. It also discusses using contractions like "there's" and negatives like "there isn't/aren't" to describe what is not present. Finally, it provides practice questions for using "there is/are" to talk about neighborhoods.
Subject object pronouns
This document discusses subject and object pronouns, as well as direct and indirect objects. It provides examples of sentences containing subjects, direct objects, and indirect objects. It explains that subject pronouns replace nouns in subject position, while object pronouns replace nouns in object position. Direct objects answer the questions "what" or "whom" about the verb, while indirect objects answer the questions "to what" or "to whom." The document provides exercises for identifying subjects, direct objects, and indirect objects in sentences, and replacing them with pronouns.
Regrets past
This document provides information about using modal verbs to talk about past actions that were advisable but did not happen. It discusses how modals like "should have", "ought to have", and "could have" are used with the past participle to talk about the past. It also covers contractions of these modal verbs, negative statements, questions, and short answers. Examples are provided to illustrate their use along with exercises for practice.
Questions with any, some, how much, quatifiers
This document discusses the use of quantity expressions such as "any", "some", "how much", and "how many" in questions. It provides examples of questions using these expressions with count and non-count nouns. For practice, it includes images and asks the reader to form questions using these expressions, followed by short exercises for the reader to practice asking and answering questions with a partner.
Present conditional
This document discusses herbal remedies and how to talk about them using conditionals. It provides examples of present real conditionals using herbs, such as "If you aren't sleeping well, you can drink chamomile tea." It also discusses using imperatives, modals, negatives, and reversing clause order in conditional sentences about herbal remedies. The document is intended to teach English grammar structures for discussing common herbal remedies.
Present be questions with where
Ben and Ann discover they are neighbors living across the hall from each other in New York City. The document provides a review of location prepositions such as "at", "on", "in", and "across from" and their uses for street addresses, cities, floors, and other places. It includes examples of asking and answering location questions using these prepositions and encourages practicing forming similar questions about places on a sample street map.
Present be and yes no questions
This document provides an introduction to using the verb "be" in English, including its forms, uses, contractions, negatives, and questions. It begins with sample conversations using the present tense of "be" in statements and yes/no questions. Several sections then cover the different uses of "be" with nouns, adjectives, and prepositional phrases. Examples are given for forming contractions with "be", negatives using "not" and contractions, questions using subject-verb inversion, and short affirmative/negative answers to yes/no questions. Practice exercises throughout have the reader form contractions, negatives, and questions based on example statements. The document aims to teach foundational grammar concepts around the verb "be".
Past simple present perect pp progressive
This document provides instruction on using the simple past, present perfect, and present perfect progressive tenses in English. It begins with an advertisement for an experienced adventure travel guide who has been guiding trips in Colorado for 10 years. Various examples are then given to illustrate the appropriate uses of each tense. For the simple past, actions that were completed in the past are used. The present perfect and present perfect progressive describe actions that began in the past and continue to the present. Time expressions like "for" and "since" are also discussed. Exercises are included for the reader to practice identifying and using the different tenses.
Past simple and yes no questions
This document provides instruction on forming yes/no and wh- questions in the simple past tense in English. It includes examples of forming questions using "did" with subjects and base verb forms for yes/no questions. For wh- questions, it explains using the wh- word at the beginning followed by the subject and base verb form. Short and long answer formats are also demonstrated for responding to yes/no and wh- questions in the past tense.
Past simple and past perfect
1. Isabel Allende grew up in South America and attended school in Bolivia in the 1950s. She worked for the United Nations in 1962 and traveled throughout Europe with her husband and daughter in 1964.
2. Allende has lived in several South American countries including Peru, Chile, and Venezuela. She has also traveled extensively in Europe and the United States.
3. The author uses various verb tenses like the simple past, past progressive, present perfect and past perfect to discuss events in Allende's life at different points in the past.
Past modals past suggestions
This document provides information about using modal verbs to talk about past actions that were advisable but did not occur. It discusses how modals like "should have", "ought to have", and "could have" are used with the past participle to discuss what someone should or could have done in the past. It also covers contractions of these modal verbs, negative statements, questions, and short answers involving modals of advisability. Examples and exercises are provided to help illustrate proper usage.
Past modals
This document discusses the use of modal verbs to express different degrees of certainty in English. It explains that:
1) Modals like "must have" and "had to have" express near certainty about past events, while modals like "might" and "may" express less certainty.
2) When speculating about present situations, modals take the base verb form, like "they should be very happy."
3) When speculating about past events, modals take the past participle verb form, like "she could have won the lottery."
4) Modals like "should" and "ought to" express near certainty about future events, using the base verb form, while
Noun clauses
Noun clauses function as subjects, objects, or complements in a sentence. Noun clauses begin with that, whether, if, or interrogative words like what, when, why, etc. Noun clauses can replace nouns and act as different parts of speech within sentences. Embedded questions are noun clauses that have been changed from a direct question into an indirect question within a sentence using statement word order rather than question word order. Embedded questions are more polite than direct questions.
Non action verbs
This document discusses non-action verbs, also called stative verbs. It provides examples of different types of non-action verbs such as verbs expressing emotions, senses, appearances, needs, preferences, mental states, possession, and measurements. It cautions that non-action verbs should generally not be used in the present progressive form. Practice exercises are provided to have the reader identify and use non-action verbs in different contexts.
Modals deduction conclusions present
This document provides information about using modal verbs to express different levels of certainty or possibility when making conclusions or guesses. It discusses the uses of must, have to, may, might, could, can't to express levels of certainty from 100% to 0%. Examples are given of using these modal verbs to draw conclusions about a patient's medical condition based on test results and observations. The document also discusses using modal verbs in questions and short answers. Practice examples involve looking at microscope images and x-rays and making guesses about what they depict at different levels of certainty.
Infinitives after-certain-verbs
This document discusses the use of infinitives after certain verbs in English. It provides examples of verbs that can be followed directly by an infinitive without an object (e.g. "I want to learn"), verbs that require an object before the infinitive (e.g. "My teacher told us to pay attention"), and verbs that can be used with or without an object before the infinitive (e.g. "He expected to get an A" vs. "He expected the teacher to give him an A"). It also includes practice exercises for the reader to form sentences using infinitives correctly based on different verb patterns.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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تتميز هذهِ الملزمة بعِدة مُميزات :
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2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
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Practice Routines 02 - Interactive
- 3. Does he study after class? Yes, he does. No, he doesn´t.
- 4. Does she take a bus before class? Yes, she does. No, she doesn´t.
- 5. Does she cry at school? Yes, she does. No, she doesn´t.
- 6. Does he wash the dishes? Yes, he does. No, he doesn´t.
- 7. Does he eat chicken? Yes, he does. No, he doesn´t.
- 9. THAT’S RIGHT THAT’S INCORRECT Does he cleans the windows once a month? THAT’S WRONG!
- 10. THAT’S CORRECT Do he delivers pizza on weekends? THAT’S INCORRECTTHAT’S INCORRECT
- 11. THAT’S CORRECT Does he drive a truck every days? THAT’S INCORRECTTHAT’S INCORRECT
- 12. THAT’S CORRECT Does he drinks milk? THAT’S INCORRECTTHAT’S INCORRECT
- 14. Does he play the piano? Yes, he does. No, he doesn´t.
- 15. Does she play soccer after class? Yes, she does. No, she doesn´t.
- 16. Does he work on weekends? Yes, he does. No, he doesn´t.
- 17. Do they go to a park on weekends? Yes, they do. No, they don’t.
- 18. Does he go to the movies? Yes, he does.No, he doesn´t.
- 20. THAT’S CORRECT Does he exercises in the morning? THAT’S INCORRECTTHAT’S INCORRECT
- 21. Does he wait for the bus every days? THAT’S CORRECT THAT’S INCORRECTTHAT’S INCORRECT
- 22. Does she make a lot of phone calls? THAT’S INCORRECTTHAT’S CORRECT
- 23. Does she do the laundry on weekend? THAT’S CORRECT THAT’S INCORRECTTHAT’S INCORRECT
- 24. Does he shave in the morning? THAT’S WRONGTHAT’S RIGHT
- 25. Does she go shopping the Saturday? THAT’S RIGHT THAT’S INCORRECTTHAT’S WRONG
- 27. Does he go to class in the morning? Yes, he does. He goes to class every day. No, he doesn´t. He goes to the park.
- 28. Do the play soccer in the afternoons? Yes, they do. They play soccer at the park. No, They don’t. They play cards.
- 29. Does he have pizza for lunch? Yes, he does. He has pizza for lunch. No, he doesn´t. He eats chicken for lunch.
- 30. Does he go to school in the morning? Yes, he takes a class from 8:00 to 10:00 No, he paints at home.
- 31. Does he get up early everyday? Yes, he gets up at 5:30 a.m. No, he gets up late.
- 32. Does he do the homework after class? Yes, he does the homework after class. No, he rides his bike after class.
- 34. THAT’S RIGHT Does she dance at night? THAT’S WRONG
- 35. Does he take picture? THAT’S RIGHT THAT’S INCORRECTTHAT’S WRONG
- 36. Does he play video games? THAT’S INCORRECTTHAT’S CORRECT
- 37. Does she has a computer? THAT’S RIGHT THAT’S INCORRECTTHAT’S WRONG
- 38. Do she play soccer at night? THAT’S INCORRECTTHAT’S CORRECT
- 39. Do he wash her dog on weekends? THAT’S RIGHT THAT’S INCORRECTTHAT’S WRONG
- 40. Does he take his dog for a walk? THAT’S INCORRECTTHAT’S CORRECT