This document is a past simple grammar worksheet containing exercises to practice using regular and irregular past tense verbs. It includes filling in blanks with correct past tense verbs, forming questions in the past simple tense, correcting sentences, identifying regular and irregular past tense verbs and providing their forms, and completing sentences using the past simple tense. The worksheet was created by Samieh Pourlahiji to help students practice and reinforce their understanding of using past tense verbs in English.
The document provides 15 examples of sentences using future tense verbs like "will", "going to", and present continuous. It then provides a short paragraph with 6 additional sentences using future tense for the reader to practice filling in the correct future tense verb.
The document provides a grammar exercise where students must choose the correct verb tense - present simple, present continuous, past simple or past continuous - to complete 27 sentences. The tenses test a variety of situations including actions occurring now, regularly occurring actions, unfinished past actions and completed past actions. The student must demonstrate their understanding of when to use each verb tense in English.
This document contains an English grammar quiz on the simple present tense. It covers identifying verbs in the simple present, forming questions in the simple present, negating sentences in the simple present, and filling in missing verbs in the simple present. The quiz is divided into multiple choice questions and fill-in-the-blank exercises to test understanding of verb conjugations and usage in the simple present tense.
With this exercises, the elementary learner of English will have a chance to practice what he or she knows about possessive pronouns and their difference with possessive adjectives.
This document contains a series of fill-in-the-blank questions about daily activities. The respondent answers questions about their breakfast, mother's afternoon activities, drinking preferences at night, and father's cooking abilities. They provide details about eating habits, television watching, beverage choices, and cooking skills.
The document is a worksheet for students practicing using the past tense forms of the verb "to be" in English (was/were). It contains multiple choice questions, fill-in-the-blank exercises, and short conversations where students must select the correct past tense form of "to be" based on whether the subject is singular or plural. The worksheet covers a range of basic grammar concepts involving using was/were to talk about the past.
The document contrasts the present simple and present continuous tenses, providing examples of each. It then contrasts the simple past and past continuous tenses, providing additional examples. Key examples include "He watches the news every day" in the present simple and "While I was cooking dinner, my friends knocked at the door" in the past continuous. The document aims to illustrate the proper uses of these common verb tenses through short examples.
This document is a past simple grammar worksheet containing exercises to practice using regular and irregular past tense verbs. It includes filling in blanks with correct past tense verbs, forming questions in the past simple tense, correcting sentences, identifying regular and irregular past tense verbs and providing their forms, and completing sentences using the past simple tense. The worksheet was created by Samieh Pourlahiji to help students practice and reinforce their understanding of using past tense verbs in English.
The document provides 15 examples of sentences using future tense verbs like "will", "going to", and present continuous. It then provides a short paragraph with 6 additional sentences using future tense for the reader to practice filling in the correct future tense verb.
The document provides a grammar exercise where students must choose the correct verb tense - present simple, present continuous, past simple or past continuous - to complete 27 sentences. The tenses test a variety of situations including actions occurring now, regularly occurring actions, unfinished past actions and completed past actions. The student must demonstrate their understanding of when to use each verb tense in English.
This document contains an English grammar quiz on the simple present tense. It covers identifying verbs in the simple present, forming questions in the simple present, negating sentences in the simple present, and filling in missing verbs in the simple present. The quiz is divided into multiple choice questions and fill-in-the-blank exercises to test understanding of verb conjugations and usage in the simple present tense.
With this exercises, the elementary learner of English will have a chance to practice what he or she knows about possessive pronouns and their difference with possessive adjectives.
This document contains a series of fill-in-the-blank questions about daily activities. The respondent answers questions about their breakfast, mother's afternoon activities, drinking preferences at night, and father's cooking abilities. They provide details about eating habits, television watching, beverage choices, and cooking skills.
The document is a worksheet for students practicing using the past tense forms of the verb "to be" in English (was/were). It contains multiple choice questions, fill-in-the-blank exercises, and short conversations where students must select the correct past tense form of "to be" based on whether the subject is singular or plural. The worksheet covers a range of basic grammar concepts involving using was/were to talk about the past.
The document contrasts the present simple and present continuous tenses, providing examples of each. It then contrasts the simple past and past continuous tenses, providing additional examples. Key examples include "He watches the news every day" in the present simple and "While I was cooking dinner, my friends knocked at the door" in the past continuous. The document aims to illustrate the proper uses of these common verb tenses through short examples.
The document discusses determiners and pronouns in English grammar. It covers the different types of articles (definite, indefinite, zero article) and how they are used with nouns. It also discusses other determiners like all, every, some, many, etc. and how they are used with countable and uncountable nouns. Finally, it discusses personal pronouns like someone, anybody, everyone and how they refer to people, objects or places.
The document is about families with teenagers and two-part verbs. It describes a scenario where a son is watching TV and a daughter is on the phone while their parents ask them to turn down the TV and pick up her things. It then provides examples of two-part verbs like "turn down", "pick up", and "turn on" used with nouns and pronouns. It gives practice exercises asking students to use modals and "would you mind" phrases in request sentences.
The document contains 6 parts that include choosing words to complete sentences, answering yes or no questions, choosing the best response to dialogues, filling in blanks in a story with words from a word bank, and completing sentences with the correct words. The passages are about everyday topics like going to the library, activities on a farm, and family events.
This document provides information and examples about using the present simple tense in English. It discusses the affirmative and negative forms of the present simple, including rules for verbs ending in consonant + y, -o, -ss, -sh, -ch, and -x. Examples are given for interrogative sentences and short answers. Exercises are included for the learner to practice forming sentences in the present simple tense based on verb prompts in brackets. The document concludes with exercises for correcting incorrectly formed present simple sentences.
NEF – PI – FILE TEST 7 – READING EXERCISESAlicia Garcia
The document contains a reading exercise with multiple choice and fill-in-the-blank questions about meeting a girlfriend or boyfriend's parents for the first time. For the multiple choice questions, the correct answers are provided. For the fill-in-the-blank questions, the answers are Rhonda, Will or Bob to indicate who said each quote. The exercise provides advice on topics like arriving on time, appropriate attire, offering to help in the kitchen, finding common interests to discuss, and whether to bring up politics.
The document provides examples of using "if only" and "wish" to express wishes and regrets in English. It explains that "if only" or "wish" can be used with the past perfect or past simple tense to talk about something that didn't happen in the past but is wished to have happened differently. It also gives examples of using "wish" or "if only" with "would" to express a desire for a present or future situation to be different than it is. The document includes examples sentences to demonstrate how to use "if only" and "wish" correctly in different tenses and situations.
This document provides examples of using the verbs "to be" in simple present, simple past, and simple present and past tenses. It covers the forms "is, am, are" and "was, were" in affirmative sentences with subjects like people, places, things. Examples include "Ahmad is in the classroom", "They were at the canteen", and "My uncle is now an engineer." The document aims to illustrate correct usage of common linking verbs in English.
The document discusses the use of "there is" and "there are" in sentences. It provides examples of using these phrases in the affirmative singular and plural forms, as well as the negative forms "there isn't" and "there aren't". Learners are given practice sentences to complete using these phrases correctly based on pictures shown.
This document contains a practice test for a 7th grade Vietnamese language exam. It tests students on phonetic skills, grammar, vocabulary, reading comprehension and writing. The phonetic section asks students to identify words pronounced differently. The grammar section contains multiple choice questions testing structures and vocabulary. The reading comprehension section contains a passage for students to answer questions about. The writing section asks students to form questions, sentences and complete a letter with the correct verbs and prepositions. It provides the answers and assesses students' performance.
118486 yle movers_reading_and_writing_sample_paper_bHeixa
The document is a reading and writing test for young learners of English. It contains 6 parts with a total of 40 multiple choice and fill-in-the-blank questions about short texts, pictures, and stories. The test materials cover topics like animals, daily activities, food, and transportation. Students must read the passages and questions, then choose the correct answers or words to complete sentences. The goal is to assess students' English reading comprehension and writing abilities.
1. The document contains exercises to practice verb tenses and forms, questions, negatives, and adverbial phrases of frequency. It includes unjumbling sentences, putting verbs in brackets into the present simple form, making questions and negatives, and writing sentences using adverbs of frequency.
2. The exercises focus on essential grammar structures in the English language including verb conjugation, questions, negatives, and adverbial phrases. The goal is to demonstrate mastery of these fundamental grammar concepts.
3. The document provides practice with grammar structures that are building blocks for clear written and spoken communication in English.
Food countable-and-uncountable-nouns-quantifiersOskr DC
This document discusses countable and uncountable nouns as they relate to food. It provides examples of countable nouns that can take indefinite articles (a/an) and examples of uncountable nouns that cannot. It also discusses how to make uncountable nouns countable by adding a unit or quantity. The document also covers quantifiers that can be used with countable and uncountable nouns to express amounts, containers for food items, and examples of questions to ask about quantities of different foods.
The document provides a fill-in-the-blank grammar exercise with missing verbs in the correct tense. There are 25 sentences with missing verbs to be filled in present, past, future or conditional tenses depending on the context clues provided by other words in the sentence like signal words. The summary is to be provided in 3 sentences or less.
This document explains the first conditional structure in English grammar. The first conditional is used to talk about possible situations in the present or future. It is formed by an "if clause" with a simple present tense verb followed by a "main clause" with a future tense verb using "will". Several examples are provided to illustrate talking about things that may happen, such as "If it's sunny, we'll go to the park". The document also includes exercises for readers to practice forming their own first conditional sentences.
The document discusses the simple present tense and how it is used to express repeated or habitual actions, generalizations and facts that are considered true now and in the future. It provides examples of using the simple present tense to talk about schedules, habits, hobbies and facts about people and things. It also notes that sometimes the simple present tense is used to express an action happening now or not happening now.
The document provides a 10 question fill-in-the-blank exercise in English using past tenses. Students are asked to fill in the blanks of sentences using words provided in parentheses, constructing the sentences using either the Simple Past Tense or Past Continuous Tense. The sentences describe people performing various actions in the past or during other past actions. The answers are provided at the end for students to check their work.
The document discusses the use of the verbs "can" and "could" to express ability. It explains that "can" is used for present and future ability, while "could" is used for past ability. Several examples are provided to illustrate their uses. The document also provides exercises asking the reader to fill in blanks with "can" or "can't" and "could" to demonstrate understanding of when to use each verb.
The document summarizes the present simple and past simple passive forms in English. It provides examples of sentences using these forms and then has exercises for learners to complete using the passive voice. For the present simple passive exercises, learners are to fill in the blanks with the correct third person singular verb form. For the past simple passive exercises, learners are to use either the active or passive form of verbs to complete the sentences. The document covers basic grammatical concepts about forming the passive voice in English.
Superland Worksheet: Have got + Verb to Be + Present SimpleSawsan Ali
This document contains an educational pamphlet about verbs and verb conjugations in English for primary school students. It provides exercises for students to practice using common verbs like "to be", "have got", and verbs in the present simple tense. It also includes spelling rules for adding "-s" or "-es" to verbs in the present simple third person singular form.
Superland Worksheet: Frequency Adv + Spelling RulesSawsan Ali
This document provides information about using the present simple tense in English, including common uses like habits, routines, and permanent states. It lists frequently used time expressions and adverbs of frequency. Exercises are included to practice adding '-s' to verbs and forming wh-questions using question words like who, what, when, why, how many/much, and how often. Key is provided on spelling rules for regular verb conjugation in the present simple tense.
The document discusses determiners and pronouns in English grammar. It covers the different types of articles (definite, indefinite, zero article) and how they are used with nouns. It also discusses other determiners like all, every, some, many, etc. and how they are used with countable and uncountable nouns. Finally, it discusses personal pronouns like someone, anybody, everyone and how they refer to people, objects or places.
The document is about families with teenagers and two-part verbs. It describes a scenario where a son is watching TV and a daughter is on the phone while their parents ask them to turn down the TV and pick up her things. It then provides examples of two-part verbs like "turn down", "pick up", and "turn on" used with nouns and pronouns. It gives practice exercises asking students to use modals and "would you mind" phrases in request sentences.
The document contains 6 parts that include choosing words to complete sentences, answering yes or no questions, choosing the best response to dialogues, filling in blanks in a story with words from a word bank, and completing sentences with the correct words. The passages are about everyday topics like going to the library, activities on a farm, and family events.
This document provides information and examples about using the present simple tense in English. It discusses the affirmative and negative forms of the present simple, including rules for verbs ending in consonant + y, -o, -ss, -sh, -ch, and -x. Examples are given for interrogative sentences and short answers. Exercises are included for the learner to practice forming sentences in the present simple tense based on verb prompts in brackets. The document concludes with exercises for correcting incorrectly formed present simple sentences.
NEF – PI – FILE TEST 7 – READING EXERCISESAlicia Garcia
The document contains a reading exercise with multiple choice and fill-in-the-blank questions about meeting a girlfriend or boyfriend's parents for the first time. For the multiple choice questions, the correct answers are provided. For the fill-in-the-blank questions, the answers are Rhonda, Will or Bob to indicate who said each quote. The exercise provides advice on topics like arriving on time, appropriate attire, offering to help in the kitchen, finding common interests to discuss, and whether to bring up politics.
The document provides examples of using "if only" and "wish" to express wishes and regrets in English. It explains that "if only" or "wish" can be used with the past perfect or past simple tense to talk about something that didn't happen in the past but is wished to have happened differently. It also gives examples of using "wish" or "if only" with "would" to express a desire for a present or future situation to be different than it is. The document includes examples sentences to demonstrate how to use "if only" and "wish" correctly in different tenses and situations.
This document provides examples of using the verbs "to be" in simple present, simple past, and simple present and past tenses. It covers the forms "is, am, are" and "was, were" in affirmative sentences with subjects like people, places, things. Examples include "Ahmad is in the classroom", "They were at the canteen", and "My uncle is now an engineer." The document aims to illustrate correct usage of common linking verbs in English.
The document discusses the use of "there is" and "there are" in sentences. It provides examples of using these phrases in the affirmative singular and plural forms, as well as the negative forms "there isn't" and "there aren't". Learners are given practice sentences to complete using these phrases correctly based on pictures shown.
This document contains a practice test for a 7th grade Vietnamese language exam. It tests students on phonetic skills, grammar, vocabulary, reading comprehension and writing. The phonetic section asks students to identify words pronounced differently. The grammar section contains multiple choice questions testing structures and vocabulary. The reading comprehension section contains a passage for students to answer questions about. The writing section asks students to form questions, sentences and complete a letter with the correct verbs and prepositions. It provides the answers and assesses students' performance.
118486 yle movers_reading_and_writing_sample_paper_bHeixa
The document is a reading and writing test for young learners of English. It contains 6 parts with a total of 40 multiple choice and fill-in-the-blank questions about short texts, pictures, and stories. The test materials cover topics like animals, daily activities, food, and transportation. Students must read the passages and questions, then choose the correct answers or words to complete sentences. The goal is to assess students' English reading comprehension and writing abilities.
1. The document contains exercises to practice verb tenses and forms, questions, negatives, and adverbial phrases of frequency. It includes unjumbling sentences, putting verbs in brackets into the present simple form, making questions and negatives, and writing sentences using adverbs of frequency.
2. The exercises focus on essential grammar structures in the English language including verb conjugation, questions, negatives, and adverbial phrases. The goal is to demonstrate mastery of these fundamental grammar concepts.
3. The document provides practice with grammar structures that are building blocks for clear written and spoken communication in English.
Food countable-and-uncountable-nouns-quantifiersOskr DC
This document discusses countable and uncountable nouns as they relate to food. It provides examples of countable nouns that can take indefinite articles (a/an) and examples of uncountable nouns that cannot. It also discusses how to make uncountable nouns countable by adding a unit or quantity. The document also covers quantifiers that can be used with countable and uncountable nouns to express amounts, containers for food items, and examples of questions to ask about quantities of different foods.
The document provides a fill-in-the-blank grammar exercise with missing verbs in the correct tense. There are 25 sentences with missing verbs to be filled in present, past, future or conditional tenses depending on the context clues provided by other words in the sentence like signal words. The summary is to be provided in 3 sentences or less.
This document explains the first conditional structure in English grammar. The first conditional is used to talk about possible situations in the present or future. It is formed by an "if clause" with a simple present tense verb followed by a "main clause" with a future tense verb using "will". Several examples are provided to illustrate talking about things that may happen, such as "If it's sunny, we'll go to the park". The document also includes exercises for readers to practice forming their own first conditional sentences.
The document discusses the simple present tense and how it is used to express repeated or habitual actions, generalizations and facts that are considered true now and in the future. It provides examples of using the simple present tense to talk about schedules, habits, hobbies and facts about people and things. It also notes that sometimes the simple present tense is used to express an action happening now or not happening now.
The document provides a 10 question fill-in-the-blank exercise in English using past tenses. Students are asked to fill in the blanks of sentences using words provided in parentheses, constructing the sentences using either the Simple Past Tense or Past Continuous Tense. The sentences describe people performing various actions in the past or during other past actions. The answers are provided at the end for students to check their work.
The document discusses the use of the verbs "can" and "could" to express ability. It explains that "can" is used for present and future ability, while "could" is used for past ability. Several examples are provided to illustrate their uses. The document also provides exercises asking the reader to fill in blanks with "can" or "can't" and "could" to demonstrate understanding of when to use each verb.
The document summarizes the present simple and past simple passive forms in English. It provides examples of sentences using these forms and then has exercises for learners to complete using the passive voice. For the present simple passive exercises, learners are to fill in the blanks with the correct third person singular verb form. For the past simple passive exercises, learners are to use either the active or passive form of verbs to complete the sentences. The document covers basic grammatical concepts about forming the passive voice in English.
Superland Worksheet: Have got + Verb to Be + Present SimpleSawsan Ali
This document contains an educational pamphlet about verbs and verb conjugations in English for primary school students. It provides exercises for students to practice using common verbs like "to be", "have got", and verbs in the present simple tense. It also includes spelling rules for adding "-s" or "-es" to verbs in the present simple third person singular form.
Superland Worksheet: Frequency Adv + Spelling RulesSawsan Ali
This document provides information about using the present simple tense in English, including common uses like habits, routines, and permanent states. It lists frequently used time expressions and adverbs of frequency. Exercises are included to practice adding '-s' to verbs and forming wh-questions using question words like who, what, when, why, how many/much, and how often. Key is provided on spelling rules for regular verb conjugation in the present simple tense.
The document provides information about forming plurals of nouns in English. It explains that most nouns form the plural by adding -s, but some take -es if they end in certain letters like s,sh,ch,x. Nouns ending in y change to -ies if preceded by a consonant. Some nouns ending in f or fe take -ves in the plural. A few common nouns like man, woman, child have irregular plural forms. The document also discusses possessive nouns and possessive pronouns.
The document provides instructions for completing a dialogue with given expressions like "how are you", "goodbye", and "see you soon". It gives the start of a dialogue between Mr. Bean and Mrs. Breuer and her husband, and instructs the student to fill in the missing expressions to complete the conversation. The expressions are to be used to greet each other, ask how someone is doing, and say goodbye at the end of the conversation.
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, they and nouns that can replace those pronouns, while does is used with pronouns like she, he, it and nouns that can replace those. Examples are given for forming questions with do/does, negatives, short answers, and exceptions for verbs like be and can. Practice questions are also included for the reader to try applying the rules.
The document lists Spanish irregular and regular verbs along with their infinitive, past simple, and past participle forms in both English and Spanish. It groups the verbs by their sound in the past simple (/id/, /t/, /d/) and provides the Spanish translation for each verb. The list aims to help learners recognize and conjugate different types of verbs in Spanish.
The document provides information about the use of articles (a, an, the) and verbs to be (am, is, are) in the English language. It includes rules for using indefinite articles with singular nouns depending on whether the following word begins with a consonant or vowel sound. Examples are given for forming plurals of nouns by adding -s, -es, or changing the spelling. Common contractions of verbs to be are listed along with interrogative and negative forms.
This document discusses whether different subjects take certain actions using "do" or "does". It asks questions like "Does Peter play football?", "Do they go to school on foot?", and "Do you walk the dog?".
El documento define y explica los diferentes aspectos del verbo en español. En resumen:
1) El verbo expresa la acción, pasión o estado del sujeto y puede indicar tiempo, modo, número y persona.
2) Los verbos se conjugan según su terminación (-ar, -er, -ir) y pueden ser regulares, irregulares, defectivos o impersonales.
3) Los verbos varían según su significado, pudiendo ser copulativos, transitivos, intransitivos, pronominales, recíprocos o reflexivos.
This document contains a series of fill-in-the-blank questions about various everyday activities and situations. The blanks can be filled in with "does", "do", "did" or similar verbs to inquire or provide information about the subjects of each short statement or question.
Este documento explica el uso de los verbos auxiliares "do", "does", "did" en inglés. Se puede usar de cuatro maneras: 1) Como verbo principal con el significado de "hacer", 2) Como auxiliar para hacer preguntas y negaciones en tiempo presente, 3) Para contestar preguntas de forma corta, 4) Para dar énfasis a una acción afirmativa colocándolo delante del verbo principal.
El documento describe el uso del presente simple en inglés. Se utiliza para acciones habituales, verdades universales, gustos y preferencias. El verbo auxiliar "do/does" se usa en oraciones negativas e interrogativas. La tercera persona singular generalmente agrega una "s" al verbo en afirmaciones.
This document appears to be an English language exam consisting of 3 sections testing vocabulary, grammar, and language usage. The first section asks the test taker to match 8 words with pictures. The second section contains 8 sentences to be completed with either "who" or "which". The third section contains 7 sentences to circle the correct choice of either "who" or "that". The document provides the questions and space for answers but does not include the test taker's responses.
The document provides examples and exercises on using auxiliary verbs "do" and "does" for questions and negative sentences in English. It explains that "do" is used for first person plural and third person plural subjects, while "does" is used for third person singular subjects. Examples are given for forming yes/no questions and short answers using auxiliary verbs. Multiple choice and fill-in-the-blank exercises are included for practice identifying and using auxiliary verbs in questions and negative sentences.
The document provides examples to rewrite sentences using different grammatical structures including "used to" + verb, "be/get used to" + verbing, "take/took time to" verb, "started/began" + verbing/to verb + time ago, comparisons with "er/more" and "so/as", and rewriting questions with "how much" as "how/what is the price of". The examples cover a range of tenses and structures to practice rewriting sentences in different ways for variation and practice.
This document provides vocabulary and grammar practice exercises. It contains questions about vocabulary including word meanings, suffixes, prefixes, and sentence completion. It also contains grammar exercises focusing on verb tenses including present simple, present continuous, past simple, past continuous, future simple, future continuous, present perfect, and past perfect. The exercises are meant to help practice and strengthen English vocabulary and grammar skills.
present-continuous3-pages-fun-activities-games-tests_3215.docLiliney Del Villar
The document provides examples of how to form sentences in the present continuous tense in English including affirmative, negative, and interrogative sentences. It gives examples of forming sentences using the present participle by adding "-ing" to verbs. There are also examples of changing between short and full forms of the verb "to be". The document contains exercises for learners to practice forming present continuous sentences, answering questions in the affirmative and negative, and writing sentences based on pictures.
N lý thuyết bài tập hki tiếng anh l ớp 6 (with key)Học Tập Long An
Mr. Hung is a 30-year-old teacher who lives with his family on Quang Trung street in a small, quiet house next to a beautiful bookstore. He walks to school every day since it is not near his house. Now, he is playing sports with us and plays soccer and volleyball very well.
This document contains two exercises - A and B. Exercise A provides examples of sentences with blanks to be filled in with various pronouns - some, any, none. Exercise B provides sentences with blanks to be filled in with "-ed" or "-ing" adjectives, such as tired/tiring, excited/exciting, etc. The document presents model sentences to practice filling in pronouns and selecting the correct adjective form based on the context of the sentence.
Peter describes his typical daily routine. He wakes up at 6:30 AM, does exercises, takes a shower, and has a light breakfast with his family. At 7:30 AM he takes the bus to school, which takes about 20 minutes. His first class is at 8:30 AM and school usually ends at 3 PM, though sometimes he stays late for volleyball or the library. He gets home around 4 PM and often has homework to do after dinner. Sometimes he watches TV or goes out with friends, and usually goes to bed at 10:45 PM.
The document discusses the present progressive tense in English. It is used to describe actions that are ongoing or temporary. The present progressive is formed using a form of to be plus the present participle (-ing form) of the main verb. It emphasizes the ongoing nature of an action or state. There are some spelling rules to follow when adding -ing, such as doubling final consonants or changing 'ie' to 'y'. Examples are provided to illustrate the use of the present progressive in affirmative, negative and interrogative sentences.
This document provides examples and explanations of using the present progressive tense in English. It begins with a short conversation example asking what someone is doing currently. It then provides examples of rewriting sentences using the present progressive form, such as "She's reading" and "He's singing." The document explains forming the present progressive using the verb "be" and the "-ing" form of the main verb. It provides examples of yes/no questions in the present progressive and short answer responses using contractions. Overall, the document is teaching how to use and form the present progressive tense in English through examples, explanations, and exercises for practice.
This document provides an introduction to English grammar including parts of speech such as nouns, verbs, pronouns and adjectives. It covers topics such as singular and plural forms, verb tenses including present, past and future, pronouns, possessives, prepositions and punctuation. Examples are provided to illustrate grammatical concepts like subject-verb agreement, question formation and use of modal verbs. Exercises are included for students to practice applying the grammar rules.
This document provides examples of how to use the present simple and present continuous tenses in English. It includes exercises to write verbs in different tenses, make sentences positive, negative and interrogative, answer questions using short responses, and put verbs and time expressions in the appropriate present tense category. The goal is to demonstrate the proper formation and use of these two simple tenses in a variety of contexts.
This document provides examples of how to use the present simple and present continuous tenses in English. It includes exercises to write verbs in different tenses, make sentences positive, negative and interrogative, answer questions using short responses, and put verbs and time expressions in the appropriate present tense category. The goal is to demonstrate the proper formation and use of these two simple tenses in a variety of contexts.
This document provides a lesson on the present simple and present continuous tenses in English. It compares how these two tenses are used and provides examples. Key points include:
- Present continuous is used for temporary actions happening now while present simple is used for permanent or repeated actions.
- Certain verbs like "think" have different uses depending on the tense.
- Exercises are provided to practice using these tenses correctly in sentences.
This document provides a lesson on the present simple and present continuous tenses in English. It compares how the two tenses are used and provides examples. The present continuous is used for temporary actions happening now, while the present simple is used for permanent or repeated actions. Some verbs like "think" and "feel" can be used with both tenses depending on their meaning in the sentence. Exercises are included to practice using the tenses correctly.
The document provides information about tenses in English including the present simple, present progressive, future simple, intended future, comparisons, and the differences between the present simple and present progressive tenses. It also provides examples of forming questions, affirmative and negative sentences, conditional sentences, and when to use the future simple or intended future in conditional and time clauses. Exercises are included to practice forming sentences using the correct tenses.
The document provides information about tenses in English including present simple, present progressive, future simple and intended future. It discusses the differences between present simple and present progressive tenses. It also provides examples of using future simple in conditional and time clauses. Finally, it gives exercises on choosing the correct verb form and tense for different situations.
The document provides information about tenses in English including present simple, present progressive, future simple and intended future. It discusses the differences between present simple and present progressive tenses. It also provides examples of using future simple in conditional and time clauses. Finally, it gives exercises on choosing the correct verb form and tense for different situations.
This document contains an exam practice test for 7th grade students. It covers various grammar, vocabulary and language concepts related to verbs in the present and past tenses. The test contains multiple choice questions, fill-in-the-blank exercises, sentence reordering activities and matching challenges. The content assessed includes topics like present simple and continuous verbs, questions forms, prepositions, adjectives and more.
The document provides information about tenses in English, including:
1. It summarizes the forms of present simple, present progressive, future intended and future simple tenses, including their affirmative, negative and interrogative forms.
2. It explains the differences between present simple and present progressive tenses in terms of their uses.
3. It discusses the differences between future intended and future simple tenses.
4. It provides examples of using the present simple and future simple in conditional and time clauses.
This document contains an English grammar practice worksheet with multiple exercises on the topics of will vs be going to, present tenses, phrasal verbs, and sentence corrections. It includes matching sentences to uses of will and be going to, writing sentences using be going to, completing sentences with will or be going to, correcting mistakes in sentences, filling in verb tenses, translating sentences to English, and completing sentences with phrasal verbs. The document provides context, instructions, and space for writing answers for each grammar exercise.
The document provides information about using the simple present tense in English and Spanish. It discusses how the simple present is used to talk about habitual or repeated actions, general truths, and activities that occur everyday or all the time. It then gives examples of simple present tense sentences in English and explains how to form sentences using subjects, verbs, and complements. Rules are provided for changing verbs ending in 'y', 'sh', 'ch', 's', and 'x' when used with third-person singular subjects. The document concludes by explaining how to form negative sentences and ask questions in the simple present tense.
This document contains sample concept checking questions for a teaching methods MA program assignment. The first section involves a grammar concept question about whether a door was locked, with answer choices focusing on the door's current state and who was meant to lock it. The second section involves a vocabulary concept question about litter in a street, with answer choices asking about the street's cleanliness, presence of rubbish, and size of rubbish pieces.
Sawsan Fawzy submitted a lesson plan titled "How often do you..." for a pre-intermediate English proficiency level. The lesson aims to teach learners to accurately express the frequency of events and activities using adverbs of frequency. The plan includes presentation of new vocabulary, controlled and less controlled practice activities like role plays, and a writing task where students describe their routines using the new language. The plan addresses potential difficulties students may have differentiating similar adverbs and asks how questions.
This document provides an achievement test on a unit about backpacking. The test has two sections. The first section is about reading skills and contains multiple choice questions about a passage on backpacking. It asks about the two most important tips for backpacking according to Brien, defines terms like "backpacking" and "outdoor clothes", and identifies statements as opinions or facts. The second section involves writing skills and asks the test taker to write a short article for a school magazine about a vacation activity they've done and provide tips to make the most of the activity. The test is for a MA Assessment Course and was assigned by Sawsan Fawzy as the second assignment.
This document provides test specifications for an achievement test on a reading and writing unit from an EFL textbook. The test will examine 20 Egyptian adult students after completing a 16-session pre-intermediate English course. The test contains a 20-minute reading section and 40-minute writing section and evaluates students' reading comprehension, vocabulary, and writing skills related to vacation activities and travel. The document outlines the course and student descriptions, test content areas and objectives, and behavioral objectives for each test section.
This document contains two pages of concept checking questions for a teaching methods MA program assignment. The first page includes four grammar concept questions about sentence structures involving tense, modality, and conditionals. The second page contains three vocabulary concept questions about reaching a mountain summit, contributing to a party, and offering a lift. The questions test understanding of key grammar concepts and vocabulary used in the sentences.
The document contains information about family relationships between various people:
- Kamel is Mostafa's father-in-law, not his father or father-in-law.
- Mona and Hana are not nieces of Ghada and Mostafa.
- A cousin is the son/daughter of an aunt/uncle, not a parent.
- The document discusses engaged vs divorced and defines engaged as agreeing to marry and divorced as no longer living together.
- It identifies new vocabulary like engaged, divorced, father-in-law, and asks the reader to find and write them down.
Sociolinguistics Paper: Br. vs. Am. English Sawsan Ali
British English and American English differ in pronunciation at the vowel and consonant levels. Some key differences are:
- Americans pronounce the vowel in words like "not" and "lot" as /ɑ/ rather than the British /ɒ/.
- Americans often replace the British diphthong endings in words like "near", "care", and "pure" with monophthongs.
- American vowels are more "r-colored" when followed by the letter "r" compared to British vowels.
- Some vowel sounds merge in American English that remain distinct in British English, such as the merger of /ɪ/ and /ə/ in unstressed syllables
This document discusses the role of output and feedback in second language acquisition. It covers Merill Swain's Comprehensible Output Hypothesis and identifies three main functions of output: the noticing function, the hypothesis-testing function, and the metalinguistic function. The document also analyzes different types of feedback that can push learners, including recasts, prompts, negotiation of meaning, and explicit correction. Effective feedback helps learners notice gaps in their language knowledge and incorporate correct forms.
The Competition Model describes how language learners use different cues like word order, grammatical markers, and animacy to interpret sentence meanings. It involves competition among cues, with stronger or more appropriate cues determining the correct interpretation. For native language acquisition, younger children may rely on weaker cues like animacy that are replaced by stronger cues like word order as they age. For second language acquisition, learners must learn the relative importance of cues in the new language, which can interfere with cues from their first language. The model is used to study how modified input helps learners recognize and adopt the appropriate cues of the language being learned.
This document discusses foreigner talk (FT), which is a modified style of speech that native speakers use when talking to non-native speakers. It defines FT and discusses various types of modifications made in FT, including grammatical and ungrammatical modifications, interactional modifications, and functions of FT. Grammatical FT involves simplification, regularization, and elaboration of language. Ungrammatical FT includes omissions and changes to grammar, vocabulary, and pronunciation. FT aims to facilitate communication and language learning for non-native speakers. Examples of FT in conversations are provided to illustrate modifications.
Halliday's Ch 6 Summary (Below the Clause Level: Groups and Phrases)Sawsan Ali
This document discusses the experiential and logical structure of nominal groups in clauses. It defines key terms like deictic, numerative, epithet, classifier, and qualifier that describe the types and functions of premodifiers and postmodifiers in a nominal group's experiential structure. It also examines the logical structure and hypotactic relations between elements in a nominal group, with the head being modified in a univariate structure. The functions and ranking of elements in a nominal group are important for understanding its meaning and role in a clause.
This document outlines a 60-minute English lesson plan aimed at helping students use the third conditional to talk about an imaginary past and write sentences describing the fictional past of the main character in David Copperfield. The lesson includes a warmer discussing the character's problems, a presentation on third conditional grammar forms, a controlled practice activity completing sentences in the grammar forms, a listening activity to identify short grammar forms, and production activities where students write letters to the character and participate in a debate about positive versus negative thinking.
CA of (Im)politeness in Am. & Egy. MoviesSawsan Ali
This document provides an overview of a study that examines politeness strategies and impolite acts in the American movie "Ten Things I Hate About You" and the Egyptian movie "آداء من أنا". It uses Brown and Levinson's politeness model to analyze conversations between the heroines and heroes in both movies. The study aims to determine whether Brown and Levinson's model can fully account for politeness strategies and impolite acts in the Egyptian movie. Several impolite acts are identified in the first 10 minutes of both movies, including insults, ridicule, criticism, accusations, and interruptions threatening characters' positive and negative faces. The document also outlines the
The document analyzes the semantic components of words related to washing in English and Arabic. It finds that the words wash/غسل are the main terms, with other words like rinse/شطف and soak/نقع as hyponyms. However, the Arabic words اغتسل and توضأ related to religious ritual washing cannot be fully captured by direct translation to wash due to cultural differences between Christianity and Islam. While wash is a valid translation, it loses some specific religious meanings in the process.
This document provides an achievement test on a unit about backpacking. The test has two sections. The first section is about reading skills and contains multiple choice questions about a passage on backpacking. It asks about the two most important tips for backpacking according to Brien, defines terms, and identifies statements as opinions or facts. The second section involves writing skills and asks the test taker to write a short article for a school magazine about a vacation activity they've done and provide tips to make the most of the activity.
This document provides test specifications for an achievement test on a unit in an English textbook. The test will examine students' reading and writing skills related to vacation activities and places. It will consist of a 20-minute reading section and a 40-minute writing section. The test is designed for 20 Egyptian EFL learners who have completed four prior levels of general English study focusing on reading, writing, speaking, listening, vocabulary, grammar and pronunciation. The students' course is at a pre-intermediate level and meets twice a week for 2 months to help students communicate in everyday English situations. The test will evaluate students' abilities to define words, understand meanings, express ideas, identify methods, and distinguish facts from opinions.
This document outlines events organized by Ms. Sawsan Fawzy between 2013-2015, including preparing classes as teams and co-organizing events with Ms. Dina. It lists Ms. Sawsan Fawzy as the sole organizer of some events and as a co-organizer with Ms. Dina for other events during that time period.
The document is a one sentence statement that it was designed by Ms. Sawsan. It does not provide much context or details to summarize further in 3 sentences or less.
The document contains 12 questions about characters, plot points, themes, and sources of comedy in William Shakespeare's play The Tempest. It asks about how characters travel to the island of Caliban, how the ship's direction was changed, betrayals of Prospero, examples of betrayal in the play, attempts to overthrow Prospero, a quote about virtue and vengeance, messages from the play, how Caliban's heart changes, lessons from Prospero, the theme of revenge versus forgiveness, and sources of comedy in the play.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Present Simple Worksheet
1. Page 1 of 6
Class: Ms Sawsan Fawzi Student Name: ………………………………………………………………..
Verb to be:
I am
He/ She / It is
You / We / they are
Not:
am not
is not = isn't
are not = aren't
Verb to be
Yes/ No Questions:
Yes, I am happy.
Are you happy?
Yes, he is fine.
Is he fine?
Yes, Ahmed is fine.
Is Ahmed fine?
Yes, she is nice.
Is she nice?
Yes, Marwa is nice.
Is Marwa nice?
No, it isn't a cat.
Is it a cat?
Yes, this cat is nice.
Is this cat nice?
Yes, they are happy.
Are they happy?
Yes, Ahmed and Mona are happy.
Are Ahmed and Mona happy?
No, we aren't happy.
Are you happy?
2. Page 2 of 6
Exercises: Make questions:
Yes, this dog is big. ……………………………………………………………………………………………….?
No, Lobna isn't happy. ………………………………………………………………………………………….?
No, we aren't sad. ………………………………………………………………………………………………..?
Yes, I am fine. ………………………………………………………………………………………………………..?
No, they aren't good students.
………………………………………………………………………………………………………………………………..?
Present Simple
Verb to have:
It/ He/ She has
He has a dog.
The dog has a tail.
She has a cat.
I/ You/ We / They have
I have a book.
You have a notebook.
We have a car.
They have a house.
Present Simple: Other verbs:
It/ He/ She verb + s
It runs fast.
He runs fast.
She runs fast.
I/ You/ They/ We (inf) verb
I run fast.
You run fast.
They run fast.
We run fast.
3. Page 3 of 6
Exercises:
He ………………………………….…… a story. She ………………………….. a book. The dog
……………………………… a bone. They ……………………………… sandwiches. We
…………………………………… water. I ………………………………… milk. You
……………………………………… juice. You ………………………………. a car. They
……………………………….. HW. The bird …………………………………. a baby. Mona
………………………………………. HW. Sameh …………………………….. a class.
Present Simple (not)
It/ He/ She doesn't + verb
It plays. It doesn't play.
He works. He doesn't work.
She works. She doesn't work.
She has HW. She doesn't have HW.
I / You/ They/ We don't + verb
I read. I don't read.
You read. You don't read.
They play. They don't play.
We play. We don't play.
We have a car. We don't have a car.
Exercises:
Add not: (don't/ doesn't):
Ahmed …………………………………..…………… study. Mona ………………………………………. play.
This mouse ……………………………………………………….. eat. He …………………………………. A
car. They ……………………………………………………… HW.
4. Page 4 of 6
The students …………………………….. write. You ………………………………………….. read. I
…………………….. like this. We ……………………………………… like this.
Present Simple Yes/ No Questions:
It/ He/ She Does + subject + (inf) verb?
Yes, it plays. Does it play?
Yes, he works. Does he work?
No, she doesn't work. Does she work?
Yes, she has HW. Does she have HW?
I / You/ They/ We Do + subject + (inf) verb?
Yes, I read. Do you read?
Yes, they play. Do they play ?
No, we don't play. Do you play?
Yes, we have a car. Do you have a car?
Present Simple Wh Questions:
It/ He/ She Question word + does + subject + (inf) verb?
It plays football. What does it play?
He works hard. How does he work?
She reads at night. When does she read?
She has HW. What does she have?
I / You/ They/ We Question word + do + subject + (inf) verb?
I read a story. What do you read?
They play on Fridays. When do they play?
We play in the club. Where do you play?
We have a car. What do you have?
Exercises: Make Wh or Yes/ No Questions:
1) My cat plays basketball. What
………………………………………………………………………………………………………………..………?
2) Hany works in a factory. (Where)
……………………………………………………………………………………………………………..………..?
5. Page 5 of 6
3) Sally likes this book. (What)
……………………………………………………………………………………………………………………….?
4) She has a class today. (What)
………………………………………………………………………………………………………………………?
5) She has a class today. (When)
……………………………………………………………………………………………………………………..?
6) I watch a programme. (What)
……………………………………………………………………………………………………………………….?
7) Ali and Soha do their HW. (What)
……………………………………………………………………………………………………………………….?
8) Ali and Soha do their HW after lunch. (When)
……………………………………………………………………………………………………………….……..?
9) We like art because it is nice. (Why)
………………………………………………………………………………………………………………..…….?
10) We have lessons today. (What)
……………………………………………………………………………………………………………………….?
11) My dog has a tail. (What)
………………………………………………………………………………………………………………..…..…?
12) Yes, we have a big house.
………………………………………………………………………………………………………………….…..?
6. Page 6 of 6
13) No, they don't have a car.
…………………………………………………………………………………………………………………..…..?
14) Yes, she has a dog.
………………………………………………………………………………………………………………………?
15) No, it doesn't have a wing.
……………………………………………………………………………………………………………………….?
16) Yes, I do my HW in the evening.
………………………………………………………………………………………………………………….…….?
17) No, you don't read well.
………………………………………………………………………………………………………………………..?
18) Yes, we play football at the beach.
…………………………………………………………………………………………………………………..……?
19) Yes, my bird has wings.
……………………………………………………………………………………………………………………..…?
20) Yes, my sister plays music.
……………………………………………………………………………………………………………………..…?