Present simple
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The document provides examples and explanations of using the present simple tense in English and Spanish, including affirmative and negative statements as well as questions. It gives sample sentences demonstrating the present simple form, examples of rewriting sentences in the negative and interrogative, instructions for putting words in order to form sentences, and translating sentences between English and Spanish.
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The document provides rules and examples for forming questions and negatives in the simple present tense using auxiliary verbs like "do" and "does" in English. Some key points covered include:
- Using "do" with pronouns like "I", "you", "we", and "they", and "does" with pronouns like "she", "he", and "it".
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The document contains information about English grammar concepts such as verbs, adverbs of frequency, questions, and negatives in the present simple tense. It provides examples of how to conjugate regular verbs, use adverbs like always and never to describe how often an action occurs, form yes/no and wh- questions, and make sentences negative using don't or doesn't. There are exercises for students to practice these grammar structures in short interactive activities.
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Mark wakes up at 7am, goes to school from 8am to 1:30pm, does homework after school, has dinner at 7pm, watches TV until 9:30pm and then goes to bed. Lisa wakes up at 6:30am, has orange juice and a sandwich at 6:45am, goes to school with friends at 7:30am, and plays tennis with her sister on Sundays as well as taking dance classes on Wednesdays and Fridays. The document provides examples of student schedules and activities.
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This document contains examples and exercises related to using the present simple tense in English grammar. It includes choosing the correct verb forms for sentences, filling in blanks, forming questions, and making affirmative and negative sentences. A variety of topics are covered such as activities, schedules, preferences and more. The goal is to practice constructing and understanding simple present tense sentences.
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The document provides information about the present simple and present continuous tenses in English. It gives examples of how each is used to describe daily activities and plans. The present simple is used for habitual or repeated actions, while the present continuous expresses what is happening now or plans for the future. It includes questions for practice using both tenses in common situations.
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This document provides advice and examples for answering questions in a speaking test even when responding with "no". It suggests expanding on a no answer by providing additional context, such as reasons for not liking something or possibilities for the future. Sample questions are presented along with example responses that give more information when saying no. The document concludes by listing additional questions for practice with a partner.
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The document discusses the use of the present simple tense in English to talk about habits, routines, facts, and likes/dislikes. It provides the affirmative, negative, and question forms of the present simple tense along with examples and common time expressions used with it such as always, usually, and never.
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The document provides rules and examples for forming questions and negatives in the simple present tense using auxiliary verbs like "do" and "does" in English. Some key points covered include:
- Using "do" with pronouns like "I", "you", "we", and "they", and "does" with pronouns like "she", "he", and "it".
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- Exceptions like not using "do/does" with verbs like "be" and "can", and avoiding adding "-s" when using "doesn't".
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This document provides examples of questions using "do/does" and short dialogues practicing asking and answering these types of questions about hobbies and activities. It includes directions for classroom activities where students form groups based on shared interests and ask each other questions to learn more about each other. Examples of questions include "Do you like painting?", "Do you go to concerts?", and "Do you dance at discos?". Students are encouraged to discuss what they like or don't like and why.
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The document contains information about English grammar concepts such as verbs, adverbs of frequency, questions, and negatives in the present simple tense. It provides examples of how to conjugate regular verbs, use adverbs like always and never to describe how often an action occurs, form yes/no and wh- questions, and make sentences negative using don't or doesn't. There are exercises for students to practice these grammar structures in short interactive activities.
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Mark wakes up at 7am, goes to school from 8am to 1:30pm, does homework after school, has dinner at 7pm, watches TV until 9:30pm and then goes to bed. Lisa wakes up at 6:30am, has orange juice and a sandwich at 6:45am, goes to school with friends at 7:30am, and plays tennis with her sister on Sundays as well as taking dance classes on Wednesdays and Fridays. The document provides examples of student schedules and activities.
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This document contains examples and exercises related to using the present simple tense in English grammar. It includes choosing the correct verb forms for sentences, filling in blanks, forming questions, and making affirmative and negative sentences. A variety of topics are covered such as activities, schedules, preferences and more. The goal is to practice constructing and understanding simple present tense sentences.
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The document provides information about the present simple and present continuous tenses in English. It gives examples of how each is used to describe daily activities and plans. The present simple is used for habitual or repeated actions, while the present continuous expresses what is happening now or plans for the future. It includes questions for practice using both tenses in common situations.
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The document provides rules and examples for using auxiliaries like do and does to form questions and negatives in the simple present tense in English. It explains that do is used with pronouns like I, you, we, and they, while does is used with pronouns like he, she, and it. Examples are given for forming questions with do/does, writing negatives, avoiding common mistakes, and giving short answers. Practice questions are also included for students to apply the rules.
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The document provides rules and examples for using auxiliaries like do and does to form questions and negatives in the simple present tense in English. It explains that do is used with pronouns like I, you, we, and they, while does is used with pronouns like he, she, and it. Examples are given for forming questions with do/does, writing negatives, avoiding common mistakes, and giving short answers. Practice questions are also included for applying the rules.
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The document provides rules and examples for using auxiliaries like do and does to form questions and negatives in the simple present tense in English. It explains how to use do and does with different pronouns to ask questions or make negatives. Some examples given are how to form questions like "Do you like chocolate?" and negatives like "I do not play the guitar." The document emphasizes only using do and does, and not other verbs, when forming questions and negatives in the simple present tense.
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The document provides rules and examples for using auxiliaries like do and does to form questions and negatives in the simple present tense in English. It explains that do is used with pronouns like I, you, we, and they, while does is used with pronouns like he, she, and it. Examples are given for forming questions with do/does, writing negatives, avoiding common mistakes, and giving short answers. Practice questions are also included for students to apply the rules.
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This document provides information and exercises about languages, countries, and daily routines. It includes lists of languages and the countries where they are spoken, with activities to match them. It also discusses verb conjugation and sentence structures in English, including questions. Examples of daily routines are listed, with a prompt for students to write a fact sheet about the language and country of Spain. Finally, it introduces a writing activity about composing a creepy Halloween story.
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Do does auxiliares
The document provides rules and examples for using auxiliaries like do and does to form questions and negatives in the simple present tense in English. It explains that do is used with pronouns like I, you, we, and they, while does is used with pronouns like he, she, and it. Examples are given for forming questions with do/does, writing negatives, avoiding common mistakes, and giving short answers. Practice questions are also included for students to apply the rules.
Do does auxiliaries.doc mm
The document provides rules and examples for using auxiliaries like do and does to form questions and negatives in the simple present tense in English. It explains that do is used with pronouns like I, you, we, and they, while does is used with pronouns like he, she, and it. Examples are given for forming questions with do/does, writing negatives, avoiding common mistakes, and giving short answers. Practice questions are also included for applying the rules.
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The document provides rules and examples for using auxiliaries like do and does to form questions and negatives in the simple present tense in English. It explains how to use do and does with different pronouns to ask questions or make negatives. Some examples given are how to form questions like "Do you like chocolate?" and negatives like "I do not play the guitar." The document emphasizes only using do and does, and not other verbs, when forming questions and negatives in the simple present tense.
Do does auxiliares
The document provides rules and examples for using auxiliaries like do and does to form questions and negatives in the simple present tense in English. It explains that do is used with pronouns like I, you, we, and they, while does is used with pronouns like he, she, and it. Examples are given for forming questions with do/does, writing negatives, avoiding common mistakes, and giving short answers. Practice questions are also included for students to apply the rules.
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This document contains a survey with questions about demographics, music preferences, magazine reading habits, and design preferences for a potential grime music magazine. It asks respondents about their age, gender, enjoyment of grime music, favorite grime artists, ethnicity, current magazine reading, how much they would pay for a grime magazine, expected article types, cover artist preferences, purchase frequency, holiday frequency, article format preferences, concert attendance, and preferred magazine colors. The survey aims to gather market research for a new grime music magazine.
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This document provides information about days of the week in English including their names, pronunciations, and examples of usage. It discusses using capital letters for the first letter of each day and the preposition "on" before days. It also summarizes rules for referring to days in the past ("yesterday"), present ("today"), and future ("tomorrow") and includes examples in sentences. The document concludes with activities practicing using days of the week in different contexts through dialogues and other exercises.
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The document provides instructions for students to copy a grammar exercise into their notebooks. The exercise focuses on using the past continuous tense to describe what various people and things were doing at different times in the past. Students are given example sentences and are instructed to answer questions using the past continuous form.
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This document contains a series of short dialogues and sentences in Spanish about various everyday topics such as making plans, asking for information, describing jobs and activities, and discussing daily routines. Some of the conversations involve asking for and providing addresses, phone numbers, or other details to coordinate social activities or help with tasks like grocery shopping. Others describe people's occupations or hobbies, including jobs like photography, teaching, and working in an orchestra or at a college. Locations mentioned include London, Australia, and restaurants or beaches near the speakers.
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- Peter takes an English proficiency exam that consists of 3 parts - a reading and writing section, a listening comprehension section, and a speaking section.
- To pass the exam, he must score a total of at least 50 points out of 100 total, with no individual section score being less than 30% of the total points for that section.
- The exam schedule lists the dates and times for each section, with reading/writing and listening in the morning, and speaking in the afternoon.
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The document discusses different types of questions in English, including yes/no questions, wh- questions, negative questions, and questions with prepositions. Yes/no questions are formed with auxiliary verbs like "be" or other verbs like "do", while wh- questions start with interrogative words. Negative questions use the negative form of auxiliary verbs. Questions with prepositions place the object of the preposition at the end. Short questions in conversation often use who, what, where with a preposition.
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The document discusses the narrator's best friends from when they were 5 years old. It describes their friend Marcela from school who they used to play with, study with, and tell stories together. It explains they had in common enjoying music, playing with dolls, riding bikes, and reading stories. It then asks questions about using websites to reconnect with old friends and if the narrator has used such sites.
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The document discusses ways to express likes, dislikes, and indifference in English. It provides examples of how to say you like, love, or are keen on certain activities as well as how to say you dislike, can't stand, or hate other things. It also introduces the phrase "I don't mind" to indicate something that is okay but not strongly liked or disliked. The document concludes by having the reader find out 3 likes/dislikes of a partner and write sentences about them.
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This document provides examples of agreeing and disagreeing in conversations using positive and negative statements. For positive statements, agreeing uses "so" followed by the subject. For negative statements, agreeing uses "neither/nor" followed by the subject. Examples are given to practice agreeing and disagreeing both positively and negatively in response to different statements about preferences, experiences, and plans.
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The document discusses the phrases "used to", "get used to", and "be used to". "Used to" indicates something happened regularly in the past but no longer does. "Get used to" means becoming accustomed to something new or different. "Be used to" refers to something being normal or usual. Examples are provided for each phrase.
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This document provides information and exercises about languages, countries, and daily routines. It includes lists of languages and the countries where they are spoken, with activities to match them. It also discusses verb conjugation and sentence structures in English, including questions. Examples of daily routines are listed, with a prompt for students to write a fact sheet about the language and country of Spain. Finally, it introduces a writing activity to craft a mystery or creepy story for Halloween.
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This document provides information and exercises about languages, countries, and daily routines. It includes lists of languages and the countries where they are spoken, with activities to match them. It also discusses verb conjugation and sentence structures in English, including questions. Examples of daily routines are listed, with a prompt for students to write a fact sheet about the language and country of Spain. Finally, it introduces a writing activity about composing a creepy Halloween story.
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The document summarizes the respondent's best friends from when they were 5 years old. It states that their best friend was a classmate named Lina Gutierrez from school in Buga. They met most of their friends at that same school. They were best friends because they had fun playing together all day and were special to each other. They had things in common like enjoying sports, going to the movies, and doing homework together.
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This document provides instruction on using did/didn't for forming negatives and questions in the past simple tense in English. It gives examples of negative sentences using didn't, questions using Did ..., and short answers using did or didn't. It then provides exercises for learners to practice forming past tense sentences, questions, and short answers around common life events like marriage, having children, leaving home, and work experiences.
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The document discusses the use of the present continuous tense in English. It provides examples of activities happening now or around now expressed in the present continuous tense. These include "the kids are watching TV" and "Sally is studying really hard for her exams this week." It also lists the formula for forming the present continuous tense and gives examples of changing sentences from the simple present to the present continuous.
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This document provides information about and examples of using the present simple tense in English. It discusses using the present simple tense to talk about things that are currently true, happen regularly, or are always true. It provides positive and negative sentence structures in the present simple tense and examples. It also covers asking questions in the present simple tense and using time adverbs like always, usually, and never. Finally, it includes an exercise identifying mistakes in example sentences using the present simple tense.
perfectioning your inglish for personal .pdf
This document provides information about the simple present tense in English, French, and Turkish. It discusses using the present tense to describe habitual or repeated actions. Examples are given of telling time and common present tense verb conjugations. Further explanations and exercises are provided around using time markers like always and usually, auxiliary verbs like do and have, and forming affirmative, negative and interrogative sentences.
Grammar review 1
The document discusses pronouns, adjectives, verbs, and adverbs used in the present tense. It covers personal pronouns and their uses as subjects and objects. It also covers possessive adjectives, the verb "to be" and its uses for being someone or something, staying somewhere, or doing something. Other verbs like "to do", "to dance", and their negative forms are discussed. Finally, it addresses adverbs of frequency commonly used to describe how often an action occurs.
English Grammar - 1
A young idler was seen begging from an old beggar, indicating that he had become poor and was now forced to beg. The document provides minimal context in only 2 sentences, leaving much unknown about the situation and people described. It gives a brief glimpse into a potential reversal of fortunes, with a formerly idle young person now begging from an elderly beggar.
Present simple tense unit : 6+5
This document provides information and examples about using the present simple tense in English. It discusses how the present simple is used to describe habitual or repeated actions. It provides rules for conjugating regular and irregular verbs in the present simple. Examples are given of affirmative, negative and interrogative sentences. Time expressions that can be used with the present simple, such as always, often and daily, are also outlined.
Present simple and continuous grammar 2 1
This document provides information about the present simple and present continuous tenses in English grammar. It explains that the present simple is used to describe repeated or habitual actions, facts, scheduled events in the near future, and adverb placement. The present continuous is used to describe actions happening now, actions in progress, longer actions around now, changes happening around now, and sure future plans. It provides examples for how to use each tense and where to place adverbs.
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Asking About Daily Activities (Simple Present Tense)
Asking About Daily Activities (Simple Present Tense)
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Gerund or infinitive
The document discusses the use of gerunds and infinitives in English. It provides rules for when to use gerunds, including after prepositions, as the subject of a sentence, and after certain verbs. It also discusses the use of infinitives with "to" after adjectives and certain verbs. Infinitives are used without "to" after modal verbs and verbs like "make" and "let." In some cases like with the verbs "start," "begin," and "continue," there is no change in meaning between the gerund and infinitive forms, but with verbs like "try," "remember," and "stop," there can be a change in meaning depending on which form is used.
Quantifiers
This document discusses various quantifiers in English including all, every, no, none, and any. It provides definitions and examples of how each quantifier is used with countable and uncountable nouns, pronouns, verbs, and in different positions within sentences. The quantifiers can indicate totality, individual items, zero quantity, or indifference depending on the specific words used and whether they are used in affirmative or negative constructions.
Feelings
Feelings are a natural part of being human. While feelings can sometimes be uncomfortable or confusing, it's important to acknowledge how you feel and not judge yourself for having certain emotions. Talking to trusted friends or a counselor can help you process difficult feelings in a healthy way.
Relative pronouns
This document discusses the proper use of the relative pronouns "which", "who", and "what" in formal and informal English. It provides examples of when to use each pronoun after prepositions and verbs, as well as how "which" and "what" can be used to refer to preceding clauses or emphasize parts of a sentence.
Agree or disagree
This document provides expressions for agreeing or disagreeing with someone in a discussion. For full agreement, expressions include "You're right", "I agree completely", and "I couldn't agree more". For some agreement, one might say "I agree to a certain extent, but..." or "I see your point, but...". For full disagreement, one could say "I think you're wrong", "I don't think that's right", or "I disagree completely". For some disagreement, more tentative expressions are suggested like "I don't know about that" or "I'm not sure that I agree with you."
Adjectives
This document provides information about ordering adjectives before nouns and using expressions with "the" to show dependence between things. When using multiple adjectives before a noun, they should follow a particular order from opinion, size, other qualities, age, color, pattern, nationality, material, to purpose. To show one thing depends on another, expressions like "The faster I speak, the more mistakes I make" and "The sooner the better" can be used, connecting two things with a comma and "the".
Literature is great transcript part 1
1) The document discusses British literature, focusing on William Shakespeare and his Globe Theatre in London as well as Charles Dickens.
2) It describes the Globe Theatre as a reconstruction of Shakespeare's original theatre, which hosts around 300 performances annually where Shakespeare's plays and new works are performed.
3) It also highlights Charles Dickens' home in London, which has been turned into a museum containing over 100,000 items related to Dickens, including manuscripts from novels like Oliver Twist. The museum curator discusses how Dickens' difficult childhood influenced his writing on social issues.
Literature is great part 1
Richard visits several important literary sites in England, including the Globe Theatre and Charles Dickens' former home. The Globe is a reconstruction of Shakespeare's original theatre, which burned down in 1613. It opened to the public over 25 years ago and hosts around 250 performances annually for audiences of about 12,000 people. Dickens lived at 48 Doughty Street in London for two years, where he wrote Oliver Twist, The Pickwick Papers and Nicholas Nickelby. The home is now a museum containing original manuscripts, his writing desk, and a portrait of Dickens. He began working in a factory at age 10.
So or such
This document discusses the use of "so" and "such" to emphasize adjectives, adverbs and nouns or express consequences in sentences. It provides examples of using "so" with adjectives/adverbs to emphasize how good something was, and with nouns to emphasize a large amount. It also gives examples of using "such" with adjectives and singular nouns or uncountable/plural nouns to emphasize how strong the adjective is describing the noun.
Have something done
The document discusses the causative passive form "have something done" which is used to indicate that an action is being performed by someone other than the subject. It compares active sentences like "Clare decorated the room" with passive causative sentences like "Clare had the room decorated." Additionally, it notes that the construction "get something done" is more informal and provides examples like "Laura got her shoes repaired."
If only explanation
The document outlines ways to express regrets about the past and provide advice. For regrets, it recommends using phrases like "I wish I had", "If only I had", and "I shouldn't have" followed by the past perfect tense. For advice, it suggests using phrases such as "You should", "It's a good idea to", "If I were you I would", "You'd better", and question forms like "How about" or "Why don't you" followed by an infinitive verb form.
Passive voice explanation
This document discusses the passive voice and its uses in English. It explains that the passive voice is used when the actor performing the action is unknown, unimportant, or implied. It is also used to talk about processes and in formal writing like news reports. The passive can focus on the indirect object by using prepositions like "to" or "for". Common passive forms are given for various tenses.
British american english vocabulary
This document contains two short passages comparing differences between British and American English, followed by exercises to test the reader's knowledge.
The first passage describes a typical day for "David" in York, England and New York City. It highlights differences in vocabulary between the two places, such as flats vs apartments and chips vs fries.
The second part includes two exercises - the first tests knowledge of equivalent words between British and American English like trousers/pants and chemist's/drug store. The second examines sentences and identifies whether they are written in British, American or both styles of English. It then asks the reader to convert between the two.
Heritage is great part 2 transcript
Stonehenge is one of Britain's most famous prehistoric sites, dating back over 4,500 years. The giant stone circle was likely used as a Neolithic temple and attracts many visitors annually due to its mysterious origins and incredible architectural complexity. Historian Susan Greaney discusses how new laser surveys are revealing details about how the stones were carved and arranged. While there are myths that the stones were transported from Ireland by the wizard Merlin, archaeological evidence shows that some smaller stones originated from Wales. Stonehenge offers a glimpse into Britain's rich cultural heritage.
Heritage is great 2
Stonehenge is a prehistoric stone monument located in England that is approximately 4,500 years old and dates back to the Neolithic period. It remains a mystery as to the monument's origins and purpose, though it was likely used as some kind of temple. Recent research using detailed surveys of the stones has revealed new information about how the stones were erected and arranged, as well as carvings and designs on the stones. While there is a myth that the stones were brought to the site by Merlin from Ireland, there is an element of truth to the story as some stones do actually come from Wales.
Heritage is great part 1 transcript
Britain has a rich heritage with many historic buildings like palaces, castles, and museums that attract around 30 million overseas visitors annually. London in particular offers iconic landmarks like Big Ben, Buckingham Palace, and Tower Bridge. A popular way for visitors to see the city's sights is via an open-top double decker bus tour. The video also highlights other historic sites across Britain like Warwick Castle, which dates back over 1,100 years, and discusses what life would have been like living in Britain hundreds of years ago in medieval times.
Heritage is great i
1) Richard explored many of London's top attractions in the video, including the Houses of Parliament, London Eye, and Warwick Castle.
2) He learned about how the city developed over time with the River Thames cutting through its heart and landmarks like the London Gherkin dominating the skyline.
3) Dressed as a gentleman from the 1620s, Richard experienced what medieval castle life was like at Warwick Castle by climbing the battlements and witnessing a battle reenactment.
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Present simple
- 1. Present Simple FORM & USE
- 2. Jane plays tennis at weekends Jane doesn’t play tennis at weekends Does Jane play tennis at weekends?
- 3. Kate and Roger know my phone number Kate and Roger don’t know my phone number Do Kate and Roger know my phone number?
- 4. Write the negative and interrogative form of these sentences: • My friends and I study very hard • Tim has breakfast at 7 a.m. every day • I take the bus to school every morning • David works very hard on Saturdays • They always catch the bus at 7.20 a.m. • I usually have a cup of coffee for breakfast
- 5. Put these words in order to make sentences: • plays / father / sometimes / tennis / my • music / my / sister / never / to / listen • swimming / often / go / you / how / do • always / at / here / 8.00 / am / I • their / usually / John / do / Mary / and / homework • tennis / ever / she / after / plays / school / hardly
- 6. Ella no trabaja pero estudia She doesn’t work but she studies
- 7. ¿A qué hora se levanta Bob? What time does Bob get up?
- 8. Translate the following sentences: • Nosotros no trabajamos los lunes • ¿Dónde juega él al fútbol? • ¿Vas al colegio los domingos? • La chica estudia inglés cada día • Mark no escucha música clásica a menudo • Los niños siempre se visten a las 7.30 • La familia rara vez cena tarde