The document provides information on present perfect tense conjugations in English. It lists regular and irregular verbs used in the present perfect, and covers affirmative, negative, and interrogative forms. It also discusses using time expressions like "for", "since", "yet", "already", and "before" with the present perfect tense. Examples of sentences in the present perfect are provided and exercises have learners write sentences and questions in the tense.
This document provides grammar exercises on the present perfect simple and continuous tenses, as well as the past perfect tense. For each tense, there are examples of affirmative and negative sentences as well as questions to complete using verbs in the correct form. The exercises cover irregular past participles, using verbs in the affirmative and negative forms of the past perfect simple, and distinguishing between the past perfect simple and continuous tenses.
The document provides a series of grammar exercises for students to complete. The exercises focus on topics like verb conjugation, affirmative and negative sentence construction, interrogative forms, use of adverbs, and describing daily routines. Students are prompted to fill in blanks, rewrite sentences in different tenses or forms, ask and answer questions, and provide opinions. The goal is for students to practice and demonstrate their understanding of basic English grammar.
This document is an English exam taken by Lizbet Tania Aceves Villegas in April 2022. It consists of 6 sections testing a variety of English grammar concepts. Section I requires the student to write sentences using "able to" in present, past, and future tenses. Section II involves rearranging scrambled words to form sentences. Section III uses possessive pronouns and adjectives. Section IV orders adjectives correctly in sentences. Section V employs modal verbs like "must", "have to", "don't have to". The final section asks for sentences using "can". The teacher's name is listed and there is a score out of 50 points possible.
The document contains an index and outlines of grammar topics for English language courses titled New Macegold and Carpe Vitae. The New Macegold section covers topics such as personal pronouns, verb conjugations, greetings, prepositions, and verb tenses including present simple, present continuous, past simple and more. The Carpe Vitae section similarly outlines additional grammar topics ranging from possessive adjectives and articles to modal verbs, object pronouns, adjectives and vocabulary.
This document contains an exercise on simple past tense in English. It provides examples of forming positive, negative, and interrogative sentences in simple past tense and asks the student to complete sentences by filling in the blanks with verbs in their simple past form. It also contains exercises on irregular verbs in simple past tense, completing tables, transforming sentences between present and past tense, choosing the correct form of "be" verbs in simple past, and asking questions about the bold parts of sentences.
The document contains exercises to practice using the simple present and present progressive tenses in English. It provides pictures and short texts and asks the reader to complete sentences using the appropriate tense. The exercises focus on using context clues like time expressions, frequency adverbs and actions occurring now to choose between the simple present and present progressive tenses. It also explains when each tense is used and provides practice with positive, negative and interrogative sentence structures.
The document contains 6 exercises that provide examples of using the simple present and present progressive tenses in English. Exercise 1 gives examples of verbs in sentences that need to be changed to the correct tense. Exercises 2-5 provide pictures and sentences for the reader to fill in verbs in the simple present or present progressive tenses based on the pictures. Exercise 6 focuses specifically on changing verbs to the present progressive tense.
This document provides exercises to practice using the present perfect tense in English. It includes filling in a table with examples, writing sentences, forming questions, and identifying the positive, negative, and interrogative forms for different present perfect constructions. The goal is to demonstrate and allow practice with different structures in the present perfect simple tense.
This document provides grammar exercises on the present perfect simple and continuous tenses, as well as the past perfect tense. For each tense, there are examples of affirmative and negative sentences as well as questions to complete using verbs in the correct form. The exercises cover irregular past participles, using verbs in the affirmative and negative forms of the past perfect simple, and distinguishing between the past perfect simple and continuous tenses.
The document provides a series of grammar exercises for students to complete. The exercises focus on topics like verb conjugation, affirmative and negative sentence construction, interrogative forms, use of adverbs, and describing daily routines. Students are prompted to fill in blanks, rewrite sentences in different tenses or forms, ask and answer questions, and provide opinions. The goal is for students to practice and demonstrate their understanding of basic English grammar.
This document is an English exam taken by Lizbet Tania Aceves Villegas in April 2022. It consists of 6 sections testing a variety of English grammar concepts. Section I requires the student to write sentences using "able to" in present, past, and future tenses. Section II involves rearranging scrambled words to form sentences. Section III uses possessive pronouns and adjectives. Section IV orders adjectives correctly in sentences. Section V employs modal verbs like "must", "have to", "don't have to". The final section asks for sentences using "can". The teacher's name is listed and there is a score out of 50 points possible.
The document contains an index and outlines of grammar topics for English language courses titled New Macegold and Carpe Vitae. The New Macegold section covers topics such as personal pronouns, verb conjugations, greetings, prepositions, and verb tenses including present simple, present continuous, past simple and more. The Carpe Vitae section similarly outlines additional grammar topics ranging from possessive adjectives and articles to modal verbs, object pronouns, adjectives and vocabulary.
This document contains an exercise on simple past tense in English. It provides examples of forming positive, negative, and interrogative sentences in simple past tense and asks the student to complete sentences by filling in the blanks with verbs in their simple past form. It also contains exercises on irregular verbs in simple past tense, completing tables, transforming sentences between present and past tense, choosing the correct form of "be" verbs in simple past, and asking questions about the bold parts of sentences.
The document contains exercises to practice using the simple present and present progressive tenses in English. It provides pictures and short texts and asks the reader to complete sentences using the appropriate tense. The exercises focus on using context clues like time expressions, frequency adverbs and actions occurring now to choose between the simple present and present progressive tenses. It also explains when each tense is used and provides practice with positive, negative and interrogative sentence structures.
The document contains 6 exercises that provide examples of using the simple present and present progressive tenses in English. Exercise 1 gives examples of verbs in sentences that need to be changed to the correct tense. Exercises 2-5 provide pictures and sentences for the reader to fill in verbs in the simple present or present progressive tenses based on the pictures. Exercise 6 focuses specifically on changing verbs to the present progressive tense.
This document provides exercises to practice using the present perfect tense in English. It includes filling in a table with examples, writing sentences, forming questions, and identifying the positive, negative, and interrogative forms for different present perfect constructions. The goal is to demonstrate and allow practice with different structures in the present perfect simple tense.
This document contains a writing curriculum for level 102 students. It includes 12 units covering topics such as free time, clothes, food, health, making plans, and travel. Each unit provides practice exercises to describe activities, people, abilities, preferences, and past experiences in 3-4 sentences. Students are prompted to write paragraphs practicing different grammatical structures, such as using can/can't to describe abilities, because to give reasons, and sequencing language. The goal is to help students improve their writing skills in English.
The present perfect tense expresses actions that began in the past and continue in the present or have results in the present. It is formed using have/has + past participle. It is used to emphasize results and for actions that stopped recently or occurred once/never/repeatedly before now. Signal words include already, ever, just, never, not yet, so far, till now, up to now. The document provides examples and exercises to practice forming and using the present perfect tense.
This document contains an exercise in Spanish about verb tenses, including the present simple and present continuous. It provides examples of sentences using verbs in these tenses and asks students to complete sentences by conjugating verbs correctly or choosing the appropriate tense. The document is from a Peruvian parochial school and provides practice with verb forms for students learning Spanish.
The document provides examples of grammar exercises involving the present simple, present continuous, past simple, past continuous, and present perfect verb tenses. The exercises include completing sentences with the correct verbs, writing questions, and choosing the appropriate verb form for given sentences. The document tests a learner's understanding of basic English verb conjugations and usage.
This document is a worksheet for a podcast on using the simple present and simple past tenses in English. It provides exercises for learners to fill in verb forms in both tenses. The worksheet covers regular and irregular verbs, and introduces the present perfect tense. It encourages learners to practice daily in order to improve their speaking skills in English over time.
The document discusses frequency adverbs and expressions used to describe how often something happens. It notes that frequency adverbs are placed before the main verb in the present simple tense but after the verb "to be." It provides examples of questions using frequency expressions like "how often" and placement of adverbs and expressions like "once a week," "every day," and "twice a month." The document also includes exercises placing frequency adverbs in sentences correctly and answering questions using adverbs and expressions.
The document provides information about the daily schedules and activities of several children. It includes passages about Iman getting ready for school in the morning, Azwa's daily schedule which includes lessons, lunch, religious studies and playing football, and the Saturday morning schedules of Zana and Lina which include music lessons, housework, and time in the park. The document also contains exercises matching pictures to activities, filling in blanks with greetings, circling correct answers, and filling out a family tree.
The document provides information about the daily schedules and activities of several children. It includes passages about Iman getting ready for school in the morning, Azwa's daily schedule which includes lessons, lunch, religious studies and playing football, and the Saturday morning schedules of Zana and Lina which include music lessons, housework, and time in the park. The document also contains exercises matching pictures to activities, filling in blanks with greetings, circling correct answers, and filling out a family tree.
This document provides useful sentences for the classroom in English organized into 5 categories:
1. Greetings and checking in with students
2. Starting the class and introducing topics
3. Checking and correcting homework
4. Interacting with students during class activities
5. Additional useful phrases for classroom management
This document contains useful sentences for teachers to use in the classroom, organized into five categories: 1) greetings, 2) starting class, 3) homework and correcting, 4) during class, and 5) other useful sentences. Some examples include greetings like "Hello" and "How are you?", starting class with "Let's begin" and setting homework, checking homework and asking students questions during class, and other classroom management sentences.
The document provides examples of reading comprehension exercises in English for elementary school students. It includes passages with questions about daily routines, family trees, schedules and food groups. The passages are meant to teach students skills like punctuation, matching pictures to text, filling in blanks, circling answers and writing short responses. The overall document covers a range of foundational English language skills for young learners.
Chiropractic is a safe and gentle approach to healthcare that gets right to the heart of the matter to help you restore the body to its natural state of well being and once again enjoy an active, pain free lifestyle.
For More Information Visit at: http://www.spinalworks.com/
This document outlines a lesson plan for students to learn about and discuss daily routines. It includes exercises where students will read about and use present simple tense to describe routines, match vocabulary words to pictures of daily activities, write out their own routines, find commonalities between classmates' routines, and do a presentation on their group's routine. The goal is for students to understand and produce oral and written texts about their daily routines and those of their classmates.
This document contains a grammar exercises worksheet for a second term Spanish class. It includes 22 exercises practicing various aspects of grammar in Spanish, such as completing sentences with forms of TO BE or TO HAVE, writing questions for answers, conjugating verbs, word order in sentences, use of frequency adverbs, comparative and superlative adjectives, and identifying time expressions. The exercises cover topics like the present simple and present continuous tenses, past simple tense, modals like CAN and MUST, and possessives.
The document provides guidance on using "should/ought to" and "had better" to give advice. It states:
- "Should/ought to" are used to give advice or make a strong suggestion about what someone should do. They generally mean the same thing, but "should" is more common.
- "Had better" gives stronger, urgent advice that should be followed, otherwise something unpleasant may happen.
- It is customary to use "should" instead of "ought to", especially in questions.
- Examples are given of using these terms to provide advice for various situations.
The document contains exercises practicing Espanglish grammar concepts including:
- Writing sentences using thinking words like "I think", "Maybe", "Probably"
- Forming sentences in the affirmative, negative, and question forms using "will"
- Identifying the correct past participle endings of regular verbs including "-ed", "-ied"
The exercises provide practice with verbs, tenses, modal verbs, and thinking words in both English and Spanish.
Melissa is helping her family with chores on a weekend morning while everyone else had already started working. She feels bad for sleeping in but goes to help her mom clean the garage. Her mom is glad the weather is nice so everything can dry. The passage provides instructions to fill in verb tenses and rewrite sentences in the negative and asks questions based on given answers.
The document provides examples of sentences in the passive voice in different tenses, including the present simple, past simple, and combinations of tenses. It also provides examples of sentences using gerunds and infinitives. The document is testing knowledge of passive voice constructions and proper use of gerunds and infinitives in English.
The document provides examples of sentences in the present perfect simple tense, both positive and negative. It gives fill-in-the-blank prompts to form sentences using common verbs and subjects in the present perfect form. The prompts cover a range of examples including actions, locations, durations, and includes questions to form.
The document provides directions to a party from a person named Linda. It begins with Linda reminding her friend Jo that she is feeling better now and providing directions to the party. Linda instructs Jo to get off the train at the shopping center and walk down the road until reaching the pedestrian crossing. She tells Jo to cross the road at the crossing and continue walking until reaching a pub. At the pub, Linda says to take the second road on the right and walk up the hill. There is a roundabout at the end of the road, where Linda instructs Jo to take the first road on the right and go over the railway bridge. Linda concludes by saying Jo will see the sports center where the party is being held because ballo
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This document contains a writing curriculum for level 102 students. It includes 12 units covering topics such as free time, clothes, food, health, making plans, and travel. Each unit provides practice exercises to describe activities, people, abilities, preferences, and past experiences in 3-4 sentences. Students are prompted to write paragraphs practicing different grammatical structures, such as using can/can't to describe abilities, because to give reasons, and sequencing language. The goal is to help students improve their writing skills in English.
The present perfect tense expresses actions that began in the past and continue in the present or have results in the present. It is formed using have/has + past participle. It is used to emphasize results and for actions that stopped recently or occurred once/never/repeatedly before now. Signal words include already, ever, just, never, not yet, so far, till now, up to now. The document provides examples and exercises to practice forming and using the present perfect tense.
This document contains an exercise in Spanish about verb tenses, including the present simple and present continuous. It provides examples of sentences using verbs in these tenses and asks students to complete sentences by conjugating verbs correctly or choosing the appropriate tense. The document is from a Peruvian parochial school and provides practice with verb forms for students learning Spanish.
The document provides examples of grammar exercises involving the present simple, present continuous, past simple, past continuous, and present perfect verb tenses. The exercises include completing sentences with the correct verbs, writing questions, and choosing the appropriate verb form for given sentences. The document tests a learner's understanding of basic English verb conjugations and usage.
This document is a worksheet for a podcast on using the simple present and simple past tenses in English. It provides exercises for learners to fill in verb forms in both tenses. The worksheet covers regular and irregular verbs, and introduces the present perfect tense. It encourages learners to practice daily in order to improve their speaking skills in English over time.
The document discusses frequency adverbs and expressions used to describe how often something happens. It notes that frequency adverbs are placed before the main verb in the present simple tense but after the verb "to be." It provides examples of questions using frequency expressions like "how often" and placement of adverbs and expressions like "once a week," "every day," and "twice a month." The document also includes exercises placing frequency adverbs in sentences correctly and answering questions using adverbs and expressions.
The document provides information about the daily schedules and activities of several children. It includes passages about Iman getting ready for school in the morning, Azwa's daily schedule which includes lessons, lunch, religious studies and playing football, and the Saturday morning schedules of Zana and Lina which include music lessons, housework, and time in the park. The document also contains exercises matching pictures to activities, filling in blanks with greetings, circling correct answers, and filling out a family tree.
The document provides information about the daily schedules and activities of several children. It includes passages about Iman getting ready for school in the morning, Azwa's daily schedule which includes lessons, lunch, religious studies and playing football, and the Saturday morning schedules of Zana and Lina which include music lessons, housework, and time in the park. The document also contains exercises matching pictures to activities, filling in blanks with greetings, circling correct answers, and filling out a family tree.
This document provides useful sentences for the classroom in English organized into 5 categories:
1. Greetings and checking in with students
2. Starting the class and introducing topics
3. Checking and correcting homework
4. Interacting with students during class activities
5. Additional useful phrases for classroom management
This document contains useful sentences for teachers to use in the classroom, organized into five categories: 1) greetings, 2) starting class, 3) homework and correcting, 4) during class, and 5) other useful sentences. Some examples include greetings like "Hello" and "How are you?", starting class with "Let's begin" and setting homework, checking homework and asking students questions during class, and other classroom management sentences.
The document provides examples of reading comprehension exercises in English for elementary school students. It includes passages with questions about daily routines, family trees, schedules and food groups. The passages are meant to teach students skills like punctuation, matching pictures to text, filling in blanks, circling answers and writing short responses. The overall document covers a range of foundational English language skills for young learners.
Chiropractic is a safe and gentle approach to healthcare that gets right to the heart of the matter to help you restore the body to its natural state of well being and once again enjoy an active, pain free lifestyle.
For More Information Visit at: http://www.spinalworks.com/
This document outlines a lesson plan for students to learn about and discuss daily routines. It includes exercises where students will read about and use present simple tense to describe routines, match vocabulary words to pictures of daily activities, write out their own routines, find commonalities between classmates' routines, and do a presentation on their group's routine. The goal is for students to understand and produce oral and written texts about their daily routines and those of their classmates.
This document contains a grammar exercises worksheet for a second term Spanish class. It includes 22 exercises practicing various aspects of grammar in Spanish, such as completing sentences with forms of TO BE or TO HAVE, writing questions for answers, conjugating verbs, word order in sentences, use of frequency adverbs, comparative and superlative adjectives, and identifying time expressions. The exercises cover topics like the present simple and present continuous tenses, past simple tense, modals like CAN and MUST, and possessives.
The document provides guidance on using "should/ought to" and "had better" to give advice. It states:
- "Should/ought to" are used to give advice or make a strong suggestion about what someone should do. They generally mean the same thing, but "should" is more common.
- "Had better" gives stronger, urgent advice that should be followed, otherwise something unpleasant may happen.
- It is customary to use "should" instead of "ought to", especially in questions.
- Examples are given of using these terms to provide advice for various situations.
The document contains exercises practicing Espanglish grammar concepts including:
- Writing sentences using thinking words like "I think", "Maybe", "Probably"
- Forming sentences in the affirmative, negative, and question forms using "will"
- Identifying the correct past participle endings of regular verbs including "-ed", "-ied"
The exercises provide practice with verbs, tenses, modal verbs, and thinking words in both English and Spanish.
Melissa is helping her family with chores on a weekend morning while everyone else had already started working. She feels bad for sleeping in but goes to help her mom clean the garage. Her mom is glad the weather is nice so everything can dry. The passage provides instructions to fill in verb tenses and rewrite sentences in the negative and asks questions based on given answers.
The document provides examples of sentences in the passive voice in different tenses, including the present simple, past simple, and combinations of tenses. It also provides examples of sentences using gerunds and infinitives. The document is testing knowledge of passive voice constructions and proper use of gerunds and infinitives in English.
The document provides examples of sentences in the present perfect simple tense, both positive and negative. It gives fill-in-the-blank prompts to form sentences using common verbs and subjects in the present perfect form. The prompts cover a range of examples including actions, locations, durations, and includes questions to form.
The document provides directions to a party from a person named Linda. It begins with Linda reminding her friend Jo that she is feeling better now and providing directions to the party. Linda instructs Jo to get off the train at the shopping center and walk down the road until reaching the pedestrian crossing. She tells Jo to cross the road at the crossing and continue walking until reaching a pub. At the pub, Linda says to take the second road on the right and walk up the hill. There is a roundabout at the end of the road, where Linda instructs Jo to take the first road on the right and go over the railway bridge. Linda concludes by saying Jo will see the sports center where the party is being held because ballo
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Macroeconomics- Movie Location
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Advantages and Disadvantages of CMS from an SEO Perspective
present perfect U.pdf
1. Name: _____________________________________________________
Program: ___________________________________
Date: ___________________
Present perfect tense
Regular verbs
Base form past simple past participle
Work --------- worked ---------worked
Play ----------played ----------played
Cry ----------- cried -----------cried
Die ----------- died ------------ died
Cook ---------- cooked -------- cooked
Stop ------------stopped--------stopped
Call ------------ called ---------- called
Irregular verbs
Break ------- broke ------- broken
Buy ------- bought --------bought
Have ----- had -----------had
Begin ------ began ------ begun
Drink ------ drank -------drunk
Read --------read --------read
Cut ---------- cut ---------cut
Do ---------- did --------- done
Write ------ wrote ------ written
Go ---------- went-------- gone
Eat ---------- ate --------- eaten
Have = haber
Have/ has + past participle
Maria Isabel Polanco Toro
Adm. financiera
11/10/22
2. Affirmative Negative Questions
I
We
You
they
Have + past participle
I have eaten lasagna
We have drunk a lot
They have broken the glass
Have not = haven’t
I haven’t eaten lasagna
We haven’t drunk a lot
They haven’t broken the glass
Have + subj +past participle?
Have you eaten lasagna? Yes, I
have/ no, I haven’t
Have you drunk a lot? Yes, we
have/ no, we haven’t
Have they broken the glass?
Yes, they have/ no, they haven’t
He
She
It
Has + past participle
He has worked hard this
week
She has called her mother
Has not = hasn’t
He hasn’t worked hard this week
She hasn’t called her mother
Has + subj + past participle?
Has he worked hard this week?
Yes, he has / no he, hasn’t
Has she called her mother?
Yes , she has/ no, she hasn’t
How long? For/since
How long have you lived in Neiva?
I’ve lived in Neiva for 20 years
I’ve lived in Neiva since I was born
For = length of time ( 2 years, ten days, three hours)
Since = a specific moment, date, day ( 1996, Monday, February, I was born, I was a child)
Ever? / never/ once / twice/ three times… n times
Have you ever been to San Andrés?
Yes, I have been to san Andrés once.
No, I have never been to San Andrés.
She has gone to San Andrés (irse)
She has been to San Andrés (ir)
3. Yet(?)ya?(-)todavía/already (+) ya
Have you finished your task yet?
Yes, I have already finished my task
No, I haven’t finished my task yet.
Not yet.
Just
I have just seen.
He has just died.
Before
I have seen you before
Always
She’s = she has
She has always wanted to buy a car.
Write sentences in present perfect simple
1. They / ask / a question /already
_______________________________________________________________________________
2. I / eat / raw / fish /never
____________________________________________________________________________________
3. you / be / in my house/ before
____________________________________________________________________________________
4. Marie/ not / wash / the car/yet
____________________________________________________________________________________
5. My friend / not / forget / my homework
_______________________________________________________________________________
Write in English
1. Ellas todavía no han estado allá
____________________________________________________
2. Ustedes ya han comido mucho
_________________________________________________
3. Nosotros no hemos vivido aquí
they have already asked a question
I have never eaten raw fish
you have been in my house before
Marie hasn´t washed the car yet
my friend haven´t forgotten my homework
they haven´t been there yet
you have already eaten a lot
4. ___________________________________________________
4. Mi hermana ha estudiado Inglés antes
____________________________________________________
5. ¿Usted alguna vez ha tenido un accidente?
____________________________________________________
Write questions in present perfect simple and answer them in a long form
1. they / finish / their/yet / homework ________________________________?
_____________________________________________________________
2. your brother / kiss / his dog? _________________________________________?
__________________________________________________________________
3. the waiter / bring / the tea _________________________________________?
___________________________________________________________________
4. Marilyn / pay / the bill/yet ____________________________________________?
_______________________________________________________
5. you / ever / write / a poem _________________________________________?
____________________________________________________________________
Time expressions
Past simple tense
Yesterday
Ago
Last
In 1985
Present perfect tense
Since/for
Never/ twice….
Already/ yet
Before
always
Complete with past simple or present perfect
1. Peter ___________________(play) football yesterday.
2. They ___________________ (clean) the car. It looks new again.
3. Last year we ____________________ (go) to Italy.
4. John and Peggy _______________________ (read) the book. Now they can watch the film.
5. I ______________________ (meet) my friend two days ago.
6. We ________________________(visit) another country before.
7. She ________________________ (buy) a new car in 2011.
we haven´t lived here
My sister has studied english before
played
cleaned
went
read
met
visited
bought
have they finished their homework yet?
yes, they finished their homework
has you brother kisses his dog?
yes, my brother kisses his dog
has the waiter bring the tea
yes, the waiter bring the tea
Has marilyn paid the bill yet
yes, she paid the bill
have your ever write a poem?
yes, I have write a poem
5. 8. I'm sorry, but I _______________________ (forget) my homework.
9. ________________________ (win) the game of chess?
10. The girls ______________________ (eat) their lunch yet.
Complete the list
Infinitive Past simple Past participle Spanish
Do ___________ ____________ _____________
Cut ___________ _____________ ______________
Break _____________ ____________ ______________
Go _____________ _____________ ______________
Hit _____________ _____________ _____________
Be ______________ _____________ ______________
Eat ______________ ______________ _______________
Drink ______________ _______________ ________________
Take _______________ _______________ _______________
Make _______________ _______________ _______________
Feel _______________ _______________ _______________
Have _______________ _______________ _______________
forgets
won
ate
Did
Did Done Hacer/hizo/hecho
broke broken
went gone
was/were been
ate eaten
drank drunk
took taken
made made
had had
descanso/rompio/roto
vamos/se fue/desaparecido
pegar
ser/fue/estado
comer/comio/comido
beber/bebio/ebrio
tomar/tomo/tomado
hacer/hecho
tener/tenido
hit hit
felt fe sentir
cut
cut corte