The document summarizes the rules for using the present simple, present continuous, past simple, and past continuous tenses in English. It provides examples of how to form sentences using these tenses, including rules for spelling, negatives, and interrogatives. Key differences between the tenses are noted, such as the present simple describing daily routines while the present continuous describes temporary actions happening now.
Grade: 5
Subject: English
Lesson: Noun
Description: In this lesson, you will learn about how nouns are used to name all the people, things, and places you see around you.
Grade: 5
Subject: English
Lesson: Noun
Description: In this lesson, you will learn about how nouns are used to name all the people, things, and places you see around you.
Common Core State Standards:
CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-Literacy.RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RF.3.4a: Read with sufficient accuracy and fluency to support comprehension.. Read on-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.3.4c: Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-Literacy.SL.3.2:Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.L.3.4a: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.3.5b: Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use.
CCSS.ELA-Literacy.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
Common Core State Standards:
CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-Literacy.RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RF.3.4a: Read with sufficient accuracy and fluency to support comprehension.. Read on-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.3.4c: Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-Literacy.SL.3.2:Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.L.3.4a: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.3.5b: Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use.
CCSS.ELA-Literacy.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
1. PRESENT SIMPLE PRESENT CONTINUOUS
Always, usually, every day, in the Right now, at the moment, today...
morning, at two o’clock… Describe actions which are
Describe daily routines and happening now.
things that usually happen.
TO BE + V –ing
I, you, we, they play Am, is, are + reading
He, she , it plays
• Negative: I’m not, isn’t
rd
We add –s to the 3 person or aren’t reading
singular in affirmative
sentences, but not in negative • Interrogative: Am, Is or
and interrogative sentences. Are + subject + reading
Spelling rules: Spelling rules:
-y = -ies (plays, buys) play = playing
-ss, -ch, -sh, -x, -o = -es Write = writing
Have = has Run = running
• Negative: don’t /doesn’t We use the PC with future
• Interrogative: Do /Does meaning to talk about
future plans
She doesn’t like cartoons I’m watching The Simpsons
PAST SIMPLE PAST CONTILUOUS
Last night, yesterday, when I was At seven o’clock yesterday evening I
ten, in 1995... was..., for hours...
Describe things that happened
in the past. Actions that were in progress
The past simple form is the at a specific moment in the
same for every person past
Regular verbs: -ed
Irregular verbs: have = had TO BE past + V –ing
Be: was/were Was / were + watching
Spelling rules: • Negative: wasn’t /weren’t
Listen = listened • Interrogative:
Live = lived Was/Were..?
Study = studied
Chat = chatted
I was watching TV at ten
• Negative: didn’t o’clock yesterday evening.
• Interrogative: Did..?
We were walking in the park
when it started to rain.
Did you go to the cinema
yesterday?
2. PRESENT SIMPLE PRESENT CONTINUOUS
Always, usually, every day, in the Right now, at the moment, today...
morning, at two o’clock… Describe actions which are
Describe daily routines and happening now.
things that usually happen.
TO BE + V –ing
I, you, we, they play Am, is, are + reading
He, she , it plays
• Negative: I’m not, isn’t
rd
We add –s to the 3 person or aren’t reading
singular in affirmative
sentences, but not in negative • Interrogative: Am, Is or
and interrogative sentences. Are + subject + reading
Spelling rules: Spelling rules:
-y = -ies (plays, buys) play = playing
-ss, -ch, -sh, -x, -o = -es Write = writing
Have = has Run = running
• Negative: don’t /doesn’t We use the PC with future
• Interrogative: Do /Does meaning to talk about
future plans
She doesn’t like cartoons I’m watching The Simpsons
PAST SIMPLE PAST CONTILUOUS
Last night, yesterday, when I was At seven o’clock yesterday evening I
ten, in 1995... was..., for hours...
Describe things that happened
in the past. Actions that were in progress
The past simple form is the at a specific moment in the
same for every person past
Regular verbs: -ed
Irregular verbs: have = had TO BE past + V –ing
Be: was/were Was / were + watching
Spelling rules: • Negative: wasn’t /weren’t
Listen = listened • Interrogative:
Live = lived Was/Were..?
Study = studied
Chat = chatted
I was watching TV at ten
• Negative: didn’t o’clock yesterday evening.
• Interrogative: Did..?
We were walking in the park
when it started to rain.
Did you go to the cinema
yesterday?
3. PRESENT SIMPLE PRESENT CONTINUOUS
Always, usually, every day, in the Right now, at the moment, today...
morning, at two o’clock… Describe actions which are
Describe daily routines and happening now.
things that usually happen.
TO BE + V –ing
I, you, we, they play Am, is, are + reading
He, she , it plays
• Negative: I’m not, isn’t
rd
We add –s to the 3 person or aren’t reading
singular in affirmative
sentences, but not in negative • Interrogative: Am, Is or
and interrogative sentences. Are + subject + reading
Spelling rules: Spelling rules:
-y = -ies (plays, buys) play = playing
-ss, -ch, -sh, -x, -o = -es Write = writing
Have = has Run = running
• Negative: don’t /doesn’t We use the PC with future
• Interrogative: Do /Does meaning to talk about
future plans
She doesn’t like cartoons I’m watching The Simpsons
PAST SIMPLE PAST CONTILUOUS
Last night, yesterday, when I was At seven o’clock yesterday evening I
ten, in 1995... was..., for hours...
Describe things that happened
in the past. Actions that were in progress
The past simple form is the at a specific moment in the
same for every person past
Regular verbs: -ed
Irregular verbs: have = had TO BE past + V –ing
Be: was/were Was / were + watching
Spelling rules: • Negative: wasn’t /weren’t
Listen = listened • Interrogative:
Live = lived Was/Were..?
Study = studied
Chat = chatted
I was watching TV at ten
• Negative: didn’t o’clock yesterday evening.
• Interrogative: Did..?
We were walking in the park
when it started to rain.
Did you go to the cinema
yesterday?
4. PRESENT SIMPLE PRESENT CONTINUOUS
Always, usually, every day, in the Right now, at the moment, today...
morning, at two o’clock… Describe actions which are
Describe daily routines and happening now.
things that usually happen.
TO BE + V –ing
I, you, we, they play Am, is, are + reading
He, she , it plays
• Negative: I’m not, isn’t
rd
We add –s to the 3 person or aren’t reading
singular in affirmative
sentences, but not in negative • Interrogative: Am, Is or
and interrogative sentences. Are + subject + reading
Spelling rules: Spelling rules:
-y = -ies (plays, buys) play = playing
-ss, -ch, -sh, -x, -o = -es Write = writing
Have = has Run = running
• Negative: don’t /doesn’t We use the PC with future
• Interrogative: Do /Does meaning to talk about
future plans
She doesn’t like cartoons I’m watching The Simpsons
PAST SIMPLE PAST CONTILUOUS
Last night, yesterday, when I was At seven o’clock yesterday evening I
ten, in 1995... was..., for hours...
Describe things that happened
in the past. Actions that were in progress
The past simple form is the at a specific moment in the
same for every person past
Regular verbs: -ed
Irregular verbs: have = had TO BE past + V –ing
Be: was/were Was / were + watching
Spelling rules: • Negative: wasn’t /weren’t
Listen = listened • Interrogative:
Live = lived Was/Were..?
Study = studied
Chat = chatted
I was watching TV at ten
• Negative: didn’t o’clock yesterday evening.
• Interrogative: Did..?
We were walking in the park
when it started to rain.
Did you go to the cinema
yesterday?