Questions review
•
1 like•3,891 views
This document provides instructions for forming yes/no and wh- questions in English. It discusses three main cases: 1) Questions using auxiliary verbs like "be", where the subject and verb are inverted (e.g. "Are you happy?"). 2) Questions using modal verbs like "can", where the subject and modal verb are inverted (e.g. "Can I help you?"). 3) Questions using auxiliary "do/does", where it is added to simple present tense verbs and the subject and auxiliary are inverted (e.g. "Does he smoke?").
Report
Share
Report
Share
Recommended
Past simple tense
The document provides information about using the past simple tense in English. It outlines the structures for positive, negative, and interrogative sentences. It lists irregular and regular verb forms in the past tense. Examples are given to illustrate conjugating the main verb "to go" and auxiliary verb "to be" in the past tense. The use of the past simple tense is explained as referring to completed actions or situations that occurred at a definite time in the past.
Asking Questions in English
This document provides examples of how to form questions in English using various question words (wh- words) like what, when, where, who, why, how as well as examples of tag questions used to confirm information. It demonstrates forming questions using auxiliary verbs like do, does, did in the present, past and future tense. Questions are also formed using the verb "to be" and modal verbs. Negative questions and tag questions with various tenses and structures are provided as examples. The purpose is to help learn how to ask questions in English.
'Used to' and ‘would’
This ESL activity teaches students how to use "used to" and "would" for talking about finished events or series of events in the past.
Present perfect for past experiences
The document discusses the present perfect tense and how it is used to talk about past experiences. It notes that the present perfect tense does not specify when the experiences occurred, only the number of times or lack of details. It provides examples of affirmative and negative sentences using the present perfect tense structure of subject + have/has + past participle. Common questions using the present perfect tense with "ever" are also shown, along with short and long answer responses about experiences.
Many, Much, Lots
This document provides instruction on using quantifiers like "a lot of", "much", and "many" in English. It explains that "a lot of" and "lots of" are used with plural countable nouns and uncountable nouns in positive statements. "Much" is normally used with uncountable nouns in questions and negatives. "Many" is normally used with plural countable nouns in questions and negatives. It also discusses using "how much" to ask about amounts and "how many" to ask about numbers. Examples are provided to illustrate the rules.
Negative questions
This document discusses negative questions and tag questions in grammar. It explains that negative questions begin with a form of "be" or an auxiliary verb like "have", "do", "will" etc. and are used to check information or comment on a situation. Tag questions are formed with a statement followed by a tag, where the tag asks "Right?" or "Isn't that true?". The tag verb is opposite of the statement verb. Negative questions and tag questions are answered in the same way as positive yes/no questions.
Prepositions of movement or direction
This document discusses prepositions of movement and direction, listing prepositions such as "to", "across", "along", "around", "down", "into", "off", "onto", "over", "through", "towards", and "up". It provides definitions and examples for each preposition to illustrate how they indicate movement or direction in sentences.
The Simple present tense/ Present indefinite tense
The present simple or present indefinite tense. These slides will help you to understand the present simple in a more effective way.
Recommended
Past simple tense
The document provides information about using the past simple tense in English. It outlines the structures for positive, negative, and interrogative sentences. It lists irregular and regular verb forms in the past tense. Examples are given to illustrate conjugating the main verb "to go" and auxiliary verb "to be" in the past tense. The use of the past simple tense is explained as referring to completed actions or situations that occurred at a definite time in the past.
Asking Questions in English
This document provides examples of how to form questions in English using various question words (wh- words) like what, when, where, who, why, how as well as examples of tag questions used to confirm information. It demonstrates forming questions using auxiliary verbs like do, does, did in the present, past and future tense. Questions are also formed using the verb "to be" and modal verbs. Negative questions and tag questions with various tenses and structures are provided as examples. The purpose is to help learn how to ask questions in English.
'Used to' and ‘would’
This ESL activity teaches students how to use "used to" and "would" for talking about finished events or series of events in the past.
Present perfect for past experiences
The document discusses the present perfect tense and how it is used to talk about past experiences. It notes that the present perfect tense does not specify when the experiences occurred, only the number of times or lack of details. It provides examples of affirmative and negative sentences using the present perfect tense structure of subject + have/has + past participle. Common questions using the present perfect tense with "ever" are also shown, along with short and long answer responses about experiences.
Many, Much, Lots
This document provides instruction on using quantifiers like "a lot of", "much", and "many" in English. It explains that "a lot of" and "lots of" are used with plural countable nouns and uncountable nouns in positive statements. "Much" is normally used with uncountable nouns in questions and negatives. "Many" is normally used with plural countable nouns in questions and negatives. It also discusses using "how much" to ask about amounts and "how many" to ask about numbers. Examples are provided to illustrate the rules.
Negative questions
This document discusses negative questions and tag questions in grammar. It explains that negative questions begin with a form of "be" or an auxiliary verb like "have", "do", "will" etc. and are used to check information or comment on a situation. Tag questions are formed with a statement followed by a tag, where the tag asks "Right?" or "Isn't that true?". The tag verb is opposite of the statement verb. Negative questions and tag questions are answered in the same way as positive yes/no questions.
Prepositions of movement or direction
This document discusses prepositions of movement and direction, listing prepositions such as "to", "across", "along", "around", "down", "into", "off", "onto", "over", "through", "towards", and "up". It provides definitions and examples for each preposition to illustrate how they indicate movement or direction in sentences.
The Simple present tense/ Present indefinite tense
The present simple or present indefinite tense. These slides will help you to understand the present simple in a more effective way.
C16 U7 Project passive form of gerunds and infinitives.
The document discusses the passive form of gerunds and infinitives. It begins by defining gerunds and infinitives, and provides examples of verbs that are followed by gerunds and infinitives. It then explains the difference between active and passive voice, noting that the passive voice uses a form of "to be" plus the past participle of the main verb. Finally, it analyzes two example sentences, identifying one as passive voice because it focuses on the receiver of the action rather than the doer.
Present simple
This document provides information about using the present simple tense in English. It discusses the affirmative, negative, and interrogative forms. For the third person singular, verbs typically add 's' except when the verb ends in 'y', 'ch', 'sh', 'ss', 'x' or 'o' where they add 'es' instead. Examples are given of affirmative, negative, and interrogative sentences. The present simple is used to discuss habits and routines, and it can be used with time expressions like 'at the weekend' or 'every day' as well as adverbs of frequency such as 'often' or 'never'.
Question tags
Question tags are short questions added to the end of statements. They are used in speech to confirm something is true or encourage a reply. Question tags have the opposite polarity of the main statement - a positive statement takes a negative tag and vice versa. There are specific rules for forming question tags that depend on verbs, tenses, subjects, and word order between the main statement and tag. Question tags follow a standard format and set of rules to confirm information or elicit a response from the person being spoken to.
Question formation
This document provides examples and explanations of different types of questions in English, including:
- Question words used to form wh- questions about subjects, objects, time, manner, etc.
- Question tags used to form yes/no questions.
- Questions beginning with "if" to inquire about something.
- Common phrases used to introduce questions like "I want to know", "I don't know", etc.
Wh-Questions
The document discusses wh-questions and how they are used to ask questions. It provides examples of wh-questions using who, what, when, where, why and how to ask about statements. The document then provides practice examples of matching wh-questions to statements. It concludes with a riddle asking why the chicken crossed the road.
past simple
This document discusses the past simple tense in English. It explains that the past simple is used to talk about completed actions in the past. It provides examples of the affirmative, negative, and interrogative forms of the past simple tense using common past time expressions like "yesterday" and "last week." It also gives exercises for learners to practice forming sentences in the past simple tense in its different forms.
Past simple
The document discusses the simple past tense in English. It explains how regular verbs are formed by adding "-ed" or "-d" and how irregular verbs have unique past forms that must be memorized. It also covers the formation of negative and interrogative sentences. Examples are provided to illustrate affirmative, negative and interrogative sentences using both regular and irregular verbs. Special cases like the verb "to be" are also addressed.
Do or does
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.
Much and Many
This document provides a lesson on the difference between using "much" and "many" when referring to amounts. It explains that "much" should be used with uncountable nouns, like petrol or time, while "many" is used with plural countable nouns, like people or students. Examples are given of questions and negative sentences using each word correctly. An activity asks the reader to identify whether "much" or "many" should be used in sample sentences.
wh-questions-present-simple-grammar-guides_98769.pptx
This document provides examples of how to form Wh- questions in English using question words like what, when, where, why, how, which, whose, and who. It gives sample questions and answers using these words to ask about things, choices, reasons, times, manners, possession, and people. The examples are intended to illustrate proper question structure and use of auxiliary verbs like do and does in questions.
Future predictions might-probably-definitely
This document discusses the use of words like may, might, probably, and definitely to make predictions about the future. It states that may and might are used when there is a 50% chance something will happen, probably indicates a 50-70% chance, and definitely means something is 100% certain to occur. Examples are provided to illustrate the use of each word in both positive and negative predictions. Guidance is also given on incorrect word order when using these terms.
Simple past tense
There are two types of verbs: regular and irregular. Regular verbs follow predictable patterns when forming the past tense by doubling consonants, adding "-ed", or changing "y" to "i" and adding "-ed". Irregular verbs have unpredictable changes involving vowel changes when forming the past tense that can be grouped into patterns like "speak-spoke" or "see-saw". The past simple tense is used to describe actions that started and finished in the past and includes time expressions like "yesterday" or "last week".
The Verb Have Got
Have got and has got are used to indicate possession in English. Have got is used with I and we, while has got is used with he, she, and it. These constructions can also be used with to plus an infinitive to express necessity or obligation. Questions are formed using have with I, you, we, and they, and has with he, she, it. The negative form uses haven't got or hasn't got.
C12 U3 Causatives get, have and make
The document discusses causative sentences using the verbs "get", "have", and "make". Causative sentences with "get" involve one person convincing another to do something, like a salesperson getting a customer to buy a car. Causative sentences with "have" involve one person giving instructions to another to do something, such as a teacher having a student solve an exercise. The grammar constructions of these sentences are also explained.
Introduce yourself
This document contains a series of questions asking for personal information such as the respondent's name, age, family, education details, hobbies, likes and dislikes, and favorite things. It inquires about topics like jobs, future aspirations, free time activities, food preferences, sports, movies, travel habits and more. It closes by thanking the respondent.
Negative questions - Ingles
1) The document discusses the formation of negative questions in English using either the full or short form. In the full form, the auxiliary verb comes before the subject and "not" precedes the main verb. In the short form, the auxiliary verb is followed by "n't" and the subject.
2) Several examples of negative questions using "why" are provided, along with the corresponding statements.
3) Students are instructed to write negative questions using "why" based on given statements in simple present or past tense.
Pronouns one & ones.pptx
The document discusses the use of pronouns like "one" and "ones" in English conversations. It provides examples of conversations where singular nouns like "T-shirt" and "glasses" are replaced with the pronoun "one", and plural nouns like "jackets" are replaced with the pronoun "ones". The purpose is to avoid repeating nouns in conversations. Rules are provided that the pronoun "one" replaces a singular noun, while "ones" replaces a plural noun. Further examples and sentences using these pronouns are given to illustrate their use.
Simple past tense
The document discusses forming sentences in the simple past tense in English. It explains that the past tense is used to talk about actions that started and finished in the past. For regular verbs, the past tense form usually adds "-ed" to the base verb. It also provides examples of how to make negative sentences and questions in the past tense by using "didn't" and "did". The document concludes with noting it's time for a game to practice these past tense concepts.
Gerunds and infinitives
Gerunds and infinitives can function as nouns, subjects, objects, or subject complements. Gerunds are formed with the "-ing" form of the verb and can be objects of prepositions. Infinitives are formed with "to" plus the base verb form. Certain verbs are followed by gerunds or infinitives with slight differences in meaning. Both gerunds and infinitives can occur in various tenses and aspects.
Question words excersices ppt
The document contains a series of sentences with blanks that are to be filled in with question words. The sentences cover common questions about one's best friend, occupation, place and date of birth, reasons for being late, favorite sport, name, age, and reasons for being happy. The goal is to complete the sentences with the most suitable question word within a 15 second time limit for each one.
Can/Can't
This document discusses the different meanings and uses of "can/can't + infinitive" in English. It explains that can/can't can indicate ability, possibility, permission, prohibition, or make a request. It provides examples for each meaning, such as "I can sing, but I can't dance" to show ability. It also discusses how can/can't is used in questions and with different subjects like I, you, we. In questions, can/can't inverts like the verb "be". It concludes that can't means cannot and the infinitive verb does not take "to" after can/can't.
More Related Content
What's hot
C16 U7 Project passive form of gerunds and infinitives.
The document discusses the passive form of gerunds and infinitives. It begins by defining gerunds and infinitives, and provides examples of verbs that are followed by gerunds and infinitives. It then explains the difference between active and passive voice, noting that the passive voice uses a form of "to be" plus the past participle of the main verb. Finally, it analyzes two example sentences, identifying one as passive voice because it focuses on the receiver of the action rather than the doer.
Present simple
This document provides information about using the present simple tense in English. It discusses the affirmative, negative, and interrogative forms. For the third person singular, verbs typically add 's' except when the verb ends in 'y', 'ch', 'sh', 'ss', 'x' or 'o' where they add 'es' instead. Examples are given of affirmative, negative, and interrogative sentences. The present simple is used to discuss habits and routines, and it can be used with time expressions like 'at the weekend' or 'every day' as well as adverbs of frequency such as 'often' or 'never'.
Question tags
Question tags are short questions added to the end of statements. They are used in speech to confirm something is true or encourage a reply. Question tags have the opposite polarity of the main statement - a positive statement takes a negative tag and vice versa. There are specific rules for forming question tags that depend on verbs, tenses, subjects, and word order between the main statement and tag. Question tags follow a standard format and set of rules to confirm information or elicit a response from the person being spoken to.
Question formation
This document provides examples and explanations of different types of questions in English, including:
- Question words used to form wh- questions about subjects, objects, time, manner, etc.
- Question tags used to form yes/no questions.
- Questions beginning with "if" to inquire about something.
- Common phrases used to introduce questions like "I want to know", "I don't know", etc.
Wh-Questions
The document discusses wh-questions and how they are used to ask questions. It provides examples of wh-questions using who, what, when, where, why and how to ask about statements. The document then provides practice examples of matching wh-questions to statements. It concludes with a riddle asking why the chicken crossed the road.
past simple
This document discusses the past simple tense in English. It explains that the past simple is used to talk about completed actions in the past. It provides examples of the affirmative, negative, and interrogative forms of the past simple tense using common past time expressions like "yesterday" and "last week." It also gives exercises for learners to practice forming sentences in the past simple tense in its different forms.
Past simple
The document discusses the simple past tense in English. It explains how regular verbs are formed by adding "-ed" or "-d" and how irregular verbs have unique past forms that must be memorized. It also covers the formation of negative and interrogative sentences. Examples are provided to illustrate affirmative, negative and interrogative sentences using both regular and irregular verbs. Special cases like the verb "to be" are also addressed.
Do or does
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.
Much and Many
This document provides a lesson on the difference between using "much" and "many" when referring to amounts. It explains that "much" should be used with uncountable nouns, like petrol or time, while "many" is used with plural countable nouns, like people or students. Examples are given of questions and negative sentences using each word correctly. An activity asks the reader to identify whether "much" or "many" should be used in sample sentences.
wh-questions-present-simple-grammar-guides_98769.pptx
This document provides examples of how to form Wh- questions in English using question words like what, when, where, why, how, which, whose, and who. It gives sample questions and answers using these words to ask about things, choices, reasons, times, manners, possession, and people. The examples are intended to illustrate proper question structure and use of auxiliary verbs like do and does in questions.
Future predictions might-probably-definitely
This document discusses the use of words like may, might, probably, and definitely to make predictions about the future. It states that may and might are used when there is a 50% chance something will happen, probably indicates a 50-70% chance, and definitely means something is 100% certain to occur. Examples are provided to illustrate the use of each word in both positive and negative predictions. Guidance is also given on incorrect word order when using these terms.
Simple past tense
There are two types of verbs: regular and irregular. Regular verbs follow predictable patterns when forming the past tense by doubling consonants, adding "-ed", or changing "y" to "i" and adding "-ed". Irregular verbs have unpredictable changes involving vowel changes when forming the past tense that can be grouped into patterns like "speak-spoke" or "see-saw". The past simple tense is used to describe actions that started and finished in the past and includes time expressions like "yesterday" or "last week".
The Verb Have Got
Have got and has got are used to indicate possession in English. Have got is used with I and we, while has got is used with he, she, and it. These constructions can also be used with to plus an infinitive to express necessity or obligation. Questions are formed using have with I, you, we, and they, and has with he, she, it. The negative form uses haven't got or hasn't got.
C12 U3 Causatives get, have and make
The document discusses causative sentences using the verbs "get", "have", and "make". Causative sentences with "get" involve one person convincing another to do something, like a salesperson getting a customer to buy a car. Causative sentences with "have" involve one person giving instructions to another to do something, such as a teacher having a student solve an exercise. The grammar constructions of these sentences are also explained.
Introduce yourself
This document contains a series of questions asking for personal information such as the respondent's name, age, family, education details, hobbies, likes and dislikes, and favorite things. It inquires about topics like jobs, future aspirations, free time activities, food preferences, sports, movies, travel habits and more. It closes by thanking the respondent.
Negative questions - Ingles
1) The document discusses the formation of negative questions in English using either the full or short form. In the full form, the auxiliary verb comes before the subject and "not" precedes the main verb. In the short form, the auxiliary verb is followed by "n't" and the subject.
2) Several examples of negative questions using "why" are provided, along with the corresponding statements.
3) Students are instructed to write negative questions using "why" based on given statements in simple present or past tense.
Pronouns one & ones.pptx
The document discusses the use of pronouns like "one" and "ones" in English conversations. It provides examples of conversations where singular nouns like "T-shirt" and "glasses" are replaced with the pronoun "one", and plural nouns like "jackets" are replaced with the pronoun "ones". The purpose is to avoid repeating nouns in conversations. Rules are provided that the pronoun "one" replaces a singular noun, while "ones" replaces a plural noun. Further examples and sentences using these pronouns are given to illustrate their use.
Simple past tense
The document discusses forming sentences in the simple past tense in English. It explains that the past tense is used to talk about actions that started and finished in the past. For regular verbs, the past tense form usually adds "-ed" to the base verb. It also provides examples of how to make negative sentences and questions in the past tense by using "didn't" and "did". The document concludes with noting it's time for a game to practice these past tense concepts.
Gerunds and infinitives
Gerunds and infinitives can function as nouns, subjects, objects, or subject complements. Gerunds are formed with the "-ing" form of the verb and can be objects of prepositions. Infinitives are formed with "to" plus the base verb form. Certain verbs are followed by gerunds or infinitives with slight differences in meaning. Both gerunds and infinitives can occur in various tenses and aspects.
Question words excersices ppt
The document contains a series of sentences with blanks that are to be filled in with question words. The sentences cover common questions about one's best friend, occupation, place and date of birth, reasons for being late, favorite sport, name, age, and reasons for being happy. The goal is to complete the sentences with the most suitable question word within a 15 second time limit for each one.
What's hot (20)
C16 U7 Project passive form of gerunds and infinitives.
C16 U7 Project passive form of gerunds and infinitives.
wh-questions-present-simple-grammar-guides_98769.pptx
wh-questions-present-simple-grammar-guides_98769.pptx
Viewers also liked
Can/Can't
This document discusses the different meanings and uses of "can/can't + infinitive" in English. It explains that can/can't can indicate ability, possibility, permission, prohibition, or make a request. It provides examples for each meaning, such as "I can sing, but I can't dance" to show ability. It also discusses how can/can't is used in questions and with different subjects like I, you, we. In questions, can/can't inverts like the verb "be". It concludes that can't means cannot and the infinitive verb does not take "to" after can/can't.
Jobs
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Classroom language
The document discusses classroom language from two perspectives - what the teacher says and what the students say. It focuses on the different types of language used between teachers and students in a classroom setting.
Likes and dislikes
Students in class 6B were asked to write about their likes and dislikes. Many enjoyed sports, music, TV shows and spending time with friends and family. Some disliked doing chores, homework, vegetables and losing games. Overall, students expressed a variety of interests and things they found enjoyable or not enjoyable in their daily lives.
Present continuous
The document discusses the present continuous tense in English grammar. It is used to describe actions that are happening now and is formed by using the verb "be" plus the main verb plus "-ing". Examples are given of affirmative, negative, and question sentence structures in the present continuous tense along with spelling rules for verbs ending in "-ing".
The present simple
The document discusses the present simple tense in English. It is used to describe things that are generally true or habitual, such as "British people like animals." It covers the forms of the present simple, including positive and negative forms. It also discusses spelling rules for the third person singular, pronunciation rules, questions in the present simple using auxiliary verbs, and different types of questions including yes/no, short answer, and Wh- questions.
Whose and possessive 'S
The document discusses the possessive form of pronouns. It explains that the possessive form is used to show ownership or possession by adding an apostrophe and an "s" to the end of a pronoun. Common possessive pronouns include my, your, his, hers, its, ours, yours, and theirs.
Adjectives
The document discusses adjectives and their usage. It notes that adjectives typically come before nouns, can follow forms of "to be", and do not change in the plural. Adjectives modify nouns and include descriptors like color, size, and other attributes.
Acto de Presentación para 1 NB inglés
Este documento presenta la información básica sobre un curso de inglés. Resume los principales temas como los niveles y convocatorias, los cambios de grupo, la comunicación, las clases, los menores de edad y las preguntas más frecuentes.
To Be - positive, negative, questions
The document provides information on conjugations of the verb "to be" in English. It lists the present tense positive and negative forms of the verb "to be" used with different subjects including I, you, he, she, it, we, and they. It provides the full and contracted forms. It also discusses the use of the verb "to be" in questions and short positive/negative answers. Key points covered include using contractions in informal contexts but not in positive short answers, and placing the verb before the subject in questions.
Object pronouns
This document discusses different types of pronouns including subject pronouns like I, you, he, she, it, we, you, they and object pronouns like me, you, him, her, it, us, you, them. Examples are provided of using different pronouns such as "Can you help me?", "I know you", "She isn’t in love with him", "He phones her every day", "I don’t like it", "Wait for us!", "Call them this evening".
Past Simple - Regular Verbs
This document provides examples of basic English grammar structures including:
- Subject-verb agreement for present and past tense verbs with different pronouns
- Question word acronyms (QASI) and examples of question structures
- Regular verb spelling rules for adding "-ed" or "-d" in the past tense
- Pronunciation rules for verbs ending in "-ed" depending on the preceding consonant.
Countable and uncountable nouns
This document discusses countable and uncountable nouns. Countable nouns can be singular or plural and require "a" or "some" in sentences, like apple and apples. Uncountable nouns are used in mass and don't change form for singular or plural, taking words like "some" and not "a", such as butter and sugar. Examples are provided of countable nouns that take "a" alone or "some" for plural, versus uncountable nouns that don't take "a".
There is are
This document discusses the proper use of "there is" and "there are" in sentences. It notes that "there is" is used with singular nouns while "there are" is used with plural nouns. It also discusses how questions and negatives are formed using these phrases and provides examples of positive, negative, and interrogative sentences. Additionally, it highlights the difference between "there is" and "it is" and discusses using "there is" in lists when the first item is singular.
The Past Simple - Be, regular, irregular verbs
This document provides information and examples about using the past simple tense in English. It includes:
1) Forms of regular and irregular verbs in the past simple (e.g. worked, was);
2) Questions in the past simple using auxiliary verbs (e.g. did, was);
3) Spelling rules for forming regular past simple verbs;
4) Pronunciation rules for regular past simple verbs.
Adverbs and expressions of frequency
This document discusses the use of adverbs and expressions of frequency in English. It provides examples of common adverbs of frequency like always, often, usually, sometimes, hardly ever, and never. It also gives examples of how to use these adverbs to describe how often you do something, such as go to the cinema or have coffee. Adverbs of frequency are used before main verbs except for verbs like "be" and they go between "don't/doesn't" and the verb in negative sentences. The document also provides examples of using expressions of frequency like every day, every week, and twice a month to describe regular activities.
Phonemic symbols
The document contains a list of random words with no context or connection between them. It does not provide any clear information that can be summarized in 3 sentences or less.
Classroom objects
This diagram shows the layout of a classroom with various school supplies and furniture labeled. The classroom contains student desks, a teacher's desk, a whiteboard, projector, shelves, cupboards, coat hangers, and other common classroom items like pencils, notebooks, markers, and a ruler. The diagram provides a bird's-eye view of where different objects are placed in the classroom.
Viewers also liked (20)
Similar to Questions review
There is there are - IT - Leash Your English
Guarda il nostro video su Youtube https://youtu.be/3qjhfbi6nCA
Seguici sul nostro blog https://leashyourenglish.blogspot.com
Impara l'inglese con Leash Your English
El verbo to have
The Verb To Have. “Have” es uno de los verbos más comunes en el lenguaje inglés. Funciona de varias maneras. Estas son las formas de “to have”
Questions
How to form questions in English.
For more English tutorials, please visit:
https://www.thelecturette.com
There is there are - ESL - Leash Your English
Watch our video on Youtube https://youtu.be/reumeOCj6BQ
Follow us on our blog https://leashyourenglish.blogspot.com
Study English Grammar with Leash Your English.
PARTS OF SPEECH IN DETAILED
This document lists the names of four group members and provides information about the eight parts of speech: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. It defines each part of speech and provides examples. For each part of speech, it describes different types (e.g. common vs. proper nouns, action vs. linking verbs, etc.) and gives illustrative examples.
May theory grammar
This document discusses yes/no questions in English. It covers:
- The two types of questions are yes/no questions and wh- questions.
- Yes/no questions are formed by inverting the subject and verb (is, are was, were) or adding auxiliary verbs like do/does.
- Answers to yes/no questions can be short ("Yes", "No") or full sentences. Contractions are common in short negative answers.
- Wh- questions ask for specific information using question words like what, when, where, who, why, how. These follow similar question formation patterns as yes/no questions.
Translation yes or no quistions
This document discusses yes/no questions in English and Arabic. It begins by defining yes/no questions as questions that can be answered with "yes" or "no". It explains that in English, these questions can be formed positively or negatively. In Arabic, they are formed similarly to English but use different question words. The document then provides examples of affirmative and negative yes/no questions in both languages. It discusses using auxiliary verbs like "do" and "did" to form questions. Various tenses and cases for forming yes/no questions are presented. The document concludes that it discussed the structure of yes/no questions in both languages and touched on potential translation problems and solutions.
The Verb Group
How to use a verb group in English.
For more English tutorials, please visit:
https://www.thelecturette.com
Basics-of-English-grammar.pptx
This document provides an overview of basic English grammar concepts including:
- The alphabet, pronouns, present tense verbs like "be", demonstratives, and possessive adjectives.
- How to form the present continuous tense, questions with modal verbs like "can", and common prepositions.
- Rules for plural nouns, irregular plurals, possessive adjectives and pronouns, and positions of place.
- Time markers and an overall verb tense chart with examples.
How to Create Questions
This document discusses four ways to ask questions in French: 1) Using intonation by raising the voice at the end of a statement, 2) Adding "est-ce que" in front of a statement, 3) Using a question word like "pourquoi" or "où" followed by "est-ce que", 4) Inverting the subject and verb by placing the verb before the subject. Examples are provided for each method, such as "Tu sors?" using intonation, "Est-ce que tu sors?" using "est-ce que", and "Pourquoi sors-tu?" using subject-verb inversion.
English Modal
The modal auxiliaries in English include can, could, had better, may, might, must, ought to, shall, should, will, and would. Modal auxiliaries express attitudes like necessity, advisability, permission, possibility, and probability. They convey the strength of these attitudes. Common modal auxiliaries are used to make requests, express needs and prohibitions, give advice, and indicate expectations.
Present continuous tense
This document discusses the present continuous tense in English. It is used to describe actions that are happening now or ongoing actions happening these days. Examples are provided like "I am working" and "She is studying at MiraCosta College." Learners are asked to practice with a partner by describing what people are doing using sentences with the structure of "subject + to be + verb + ing." The spelling rules for -ing verbs and exceptions to non-continuous verbs like "have" are also briefly covered.
Loaa
Loa'a is a stative verb that means to find, get, obtain, or acquire something. It follows the subject-object word order of subject + i/ia + object. For example, "That money was earned by my son" would be "Ua loa'a kā lākou i ka u keiki kāne." Loa'a is also commonly used to express the idea of "There is..." such as "Loa'a ka poi?" meaning "Is there any poi?". When discussing illness, loa'a is used to say that one is "gotten by" an illness rather than having it, since illness is not usually sought.
English Iii Clues
The document provides an overview of 8 units that teach English grammar concepts. Unit 1 covers introductions, names, titles, greetings and basic questions. Unit 2 teaches jobs, daily routines and time expressions. Unit 3 focuses on shopping, money and expressions of preference. Unit 4 introduces entertainment, likes/dislikes and making invitations. Units 5-7 cover family, present continuous tense, sports/exercise and past tense. Unit 8 teaches describing places and countable/uncountable nouns.
ESL: General Speaking Lesson (Fluency Practice
The document provides examples of adverbs and how they are used to modify verbs, adjectives, and other adverbs. It gives sentences using adverbs to describe how something was done, when it was done, where it was done, and how often it was done. It then prompts the reader to complete sentences using adverbs and asks questions for readers to practice identifying what question was asked based on a response.
ADVERBS OF FRECUENCY.pptx
This document provides explanations and examples of how to use adverbs of frequency in English. It defines adverbs of frequency as words that express how regularly an action occurs. It includes a table translating common English adverbs of frequency to Spanish and provides rules for using these adverbs in affirmative, negative, and interrogative sentences. It also explains how the placement of adverbs of frequency differs when used with the verb "to be".
Fun Activities to Improve English Pronunciation
This document provides tips and techniques for teaching pronunciation to English language learners. It discusses important pronunciation concepts like voicing, aspiration, mouth position, intonation, linking, vowel length, syllables, tongue twisters, jazz chants, minimal pairs, and activities like shadow reading, syllables snap, and run and write to practice sounds, stress, rhythm, and intonation. The overall message is that pronunciation involves more than individual sounds and these varied techniques can help students improve their spoken English.
Present simple and present continiuos
This document provides information about the simple present and present continuous tenses in English. It defines when to use each tense and provides examples of their grammatical structures, including positive and negative sentences and yes/no and WH- questions. It also includes a section on pronouns that lists different types of pronouns in English and their singular and plural forms.
methods of english grammer
This document provides tips and techniques for learning English effectively. It recommends keeping a journal, reading books, rewriting class notes, watching TV and movies, keeping a vocabulary notebook, and speaking English with friends. It emphasizes having a positive mindset and enjoying the learning process. Practicing in these ways engages different parts of the brain and improves language skills compared to just sitting and studying.
best methods for learning english grammer
we vidya bhawan school khankahe sokhta nawakadal have provided you best power point presentation for English grammar learners.
Similar to Questions review (20)
More from EOI Alcalá de Guadaíra
The Past: Using the Narrative Tenses to tell anecdotes
The document discusses different tenses used to describe past events and actions in English, including:
1) The past simple, past continuous, past perfect, and past perfect continuous tenses are used to describe specific past incidents and the order of events.
2) The past simple is used for main consecutive actions, while the past continuous describes longer ongoing actions. The past perfect refers to earlier past events.
3) "Used to" and "would" can be used alternatively to the past simple to describe repeated past actions or habitual situations that have changed.
4) A mixture of tenses including "used to", "would", and the past simple with adverbs are typically used together to describe past
Past Modals for Speculation and Deduction
The document discusses the use of past modal verbs like must, may, might, can't, couldn't to speculate or make deductions about past actions. It provides examples of how these modal verbs are used to indicate different levels of certainty or possibility about past events. It also discusses some common mistakes made with modal verbs and other language like adjectives and adverbs that can be used for speculation.
I wish + past simple_perfect for wishes andregrets
The document discusses the use of "I wish" and "if only" to express wishes and regrets in English. It explains that "I wish + past simple" is used to reference present or future events, while "I wish + past perfect" references past events. Examples are provided to illustrate expressing a wish that one had enough money in the past to travel (regret) versus wishing to have enough money now to travel. The document also notes that "wish + would" is used to talk about something in the present/future that is wished to change, but only for things outside of one's personal control.
Unreal Conditionals - second and third conditionals
This document discusses unreal conditional sentences, specifically the second and third conditionals. It explains that second conditionals refer to hypothetical or improbable present/future situations using "if + past tense, would/wouldn't + infinitive". Third conditionals refer to impossible past situations using "if + past perfect, would/wouldn't have + past participle". It provides examples and notes that conditionals can be mixed or use alternative verb forms/tenses. Online exercises are provided for additional practice.
Adjectives as nouns.pptx
This document provides information and rules about using adjectives as nouns to describe groups of people and nationalities. It explains that adjectives like "the rich" and "the poor" are used to describe specific groups. Nationality adjectives ending in -sh, -ch, -ss, and -ese can be used with "the" to refer to nationalities, while words ending in -an and a few others can be used with or without "the" but take an "s" to refer to the people. There are some nationalities that have a different noun form than the adjective like Polish/Pole or Scottish/Scot. The document also provides the standard order of adjectives.
Articles_b.pptx
This document provides rules for using articles (a/an, the) in English. It explains that a/an is used for nouns mentioned for the first time or to indicate what something is. The is used for things that are clear from context. No article is used for general plural/uncountable nouns or in phrases like "at home." Proper nouns like countries usually don't take articles. Exceptions include institutions, geographical areas, and art/museums, which sometimes do take articles.
Place and Movement.pptx
This document provides explanations of the differences between common English prepositions:
- ABOVE/OVER and BELOW/UNDER indicate spatial positions and can only be used with movement.
- OFF and AWAY both indicate distance but only AWAY can be used with FROM and a person.
- INSIDE, INTO, and IN are used for indicating positions within rooms, buildings, or containers.
- ON, ON TOP OF, and ONTO have specific meanings relating to surfaces and movement.
- OUT OF, OUTSIDE, and OUT are used to indicate movement away from enclosed spaces.
- THROUGH and ACROSS differ in whether they refer to open or enclosed spaces.
- ALONG, PAST,
Position of adverbs.pptx
The document discusses the position of adverbs in sentences. It explains that adverbs can be placed in three positions: end position after the verb or at the end of the sentence, front position before the subject, or mid position between the subject and verb. It provides examples of different types of adverbs and their typical positions, such as manner adverbs usually going in end position and connecting/comment adverbs in front position. The document also discusses order of multiple adverbs and exceptions to typical positioning.
gerunds and infinitives_2.pptx
This document provides information on the proper uses of gerunds and infinitives in English. It explains that gerunds are commonly used after prepositions, as subjects of sentences, and after certain verbs and expressions. Infinitives are often used to express reason or purpose, after adjectives, question words, and certain verbs. The document outlines when gerunds or infinitives are preferred after verbs like "start", "remember", and "try", and notes exceptions like "need" taking a gerund or infinitive. It also discusses the uses of gerunds and infinitives with verbs like "like", "prefer", and in certain expressions.
Gerunds and Infinitives.pptx
This document provides information on the use of gerunds (verb + -ing) and infinitives (to + verb) in English. It lists common verbs that take gerunds or infinitives and gives examples. Key uses of gerunds include after prepositions and as the subject of a sentence. Key uses of infinitives include after adjectives and to express reason or purpose. The document also discusses differences in meaning when some verbs can take both forms and other constructions involving gerunds and infinitives.
AUXILIARIES.pptx
The document discusses the use of auxiliary verbs and modal verbs in English. It provides examples of how they are used in short answers, to avoid repeating main verbs, for emphasis, in echo questions, with "so" and "neither" for agreement, and to form question tags. It explains that positive question tags are used with negative statements and vice versa, and that intonation (rising or falling) can indicate whether the tag is asking for confirmation or expressing surprise.
Reported Speech.pptx
Here is a draft news report based on the information provided:
Murder in Silos Street
A man was murdered late last night in Silos Street, according to police. The incident occurred around 00:30 near Hotel Sandra.
Several neighbours reported hearing a man shouting and sounds of a physical altercation coming from the street. "I heard a man shouting 'I'm gonna kill you!'" said one neighbour who asked to remain anonymous.
The police and an ambulance were called to the scene by concerned residents. When they arrived approximately 15 minutes later, officers discovered an unidentified male body lying on the pavement.
A police spokesperson said they are currently investigating the crime and do not have any suspects at
WRITING A REPORT.pptx
The document outlines the stages of writing a report: planning, pre-writing, writing, and checking. The planning stage involves determining the audience and content. The pre-writing stage is drafting the report using the plan. The writing stage is composing the introduction, paragraphs with observations and recommendations, and using varied expressions and appropriate style. The checking stage is editing for content, length, grammar, spelling, and punctuation mistakes to avoid issues that could undermine the overall report.
WRITING A REVIEW.pptx
This document provides guidance on writing a review, including key success factors such as expressing a sophisticated opinion using varied vocabulary and appropriate grammar. It discusses summarizing the plot briefly without giving everything away, stating your opinion, and recommending whether something should be read. Examples are given of book reviews for the novel Beloved by Toni Morrison that praise its haunting narrative but find it sometimes difficult to follow, staying with the reader long after, while another review struggles with its complexity and obtuse style.
WRITING AN ARTICLE.pptx
This document provides tips for writing an engaging article, including getting and keeping the reader's attention through an appealing title, posing questions, and references to personal experiences. It recommends using a rich and precise vocabulary without being too formal or informal. The text should be well-structured into clear paragraphs connected by discourse markers to guide the reader through the arguments.
For and against essays
This document discusses the structure and process for writing a "for and against" essay. It recommends that the essay should have an introduction paragraph stating the topic without opinion, main body paragraphs presenting arguments for and against with justifications and examples, and a conclusion paragraph with a balanced consideration or stated opinion. The writing process involves pre-writing to list points, using a variety of expressions and structures while staying concise and on topic, and checking the final essay for errors.
First and second conditionals
This document reviews the basics of first and second conditionals in English. The first conditional is used to talk about possible future situations and their consequences, using "if + present, will/won't + infinitive". The second conditional is used to talk about hypothetical or imaginary future situations, using "if + past, would/wouldn't + infinitive". It also provides examples of variations on these structures, such as using modal verbs instead of will/won't, "unless" instead of "if...not", and different present and past verb tenses.
The Future 1 NA B2
This document discusses various English verb tenses and structures used to talk about the future, including:
1) Will/won't + infinitive for predictions, promises, threats and decisions made at the moment of speaking.
2) Be going to + infinitive for predictions, plans and intentions based on present evidence.
3) Present continuous for fixed arrangements.
4) Shall + infinitive for offers, and questions about the future.
5) Present simple for timetables.
6) Future perfect and future continuous tenses.
Online shopping
To shop online, you must first create an account or sign in to an existing one. Items are added to your virtual shopping basket as you click on them, and you can read customer reviews and check delivery costs before clicking "add to basket" to checkout. After paying, your order will be shipped to the delivery address within a few days, with the option to return unwanted items for a refund or exchange.
Verb tenses 2 nd term
The document discusses English verb tenses and structures including:
- Present simple for habits and timetables
- Present continuous for ongoing actions and arrangements
- Past simple for completed past actions
- Past continuous for actions in progress in the past
- Future forms like "going to" for plans and "will/won't" for predictions
- Questions and negative forms are also covered for each tense.
More from EOI Alcalá de Guadaíra (20)
The Past: Using the Narrative Tenses to tell anecdotes
The Past: Using the Narrative Tenses to tell anecdotes
I wish + past simple_perfect for wishes andregrets
I wish + past simple_perfect for wishes andregrets
Unreal Conditionals - second and third conditionals
Unreal Conditionals - second and third conditionals
Recently uploaded
Gender and Mental Health - Counselling and Family Therapy Applications and In...
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!
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Recently uploaded (20)
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Questions review
- 2. •DON’T USE AN AUXILIARY (“BE” IS AN AUXILIARY) •INVERT THE WORD ORDER OF SUBJECT-”BE” CLOSED or“YES/NO QUESTIONS” – THE ANSWER IS “YES or NO” AM IS ARE I HE, SHE, IT YOU, WE, THEY INVITED? SINGLE? A TEACHER? IN LOVE WITH HIM? OPEN or “WH- QUESTIONS” WHAT WHERE WHOSE HOW … IS ARE IS ARE YOUR FAVOURITE TV SHOW? YOUR STUDENT’S BOOKS? THIS PEN? YOU?
- 3. •DON’T USE AN AUXILIARY (“CAN” IS A MODAL V.) •INVERT THE WORD ORDER OF SUBJECT-”CAN” CLOSED or“YES/NO QUESTIONS” – THE ANSWER IS “YES or NO” CAN I, HE, SHE, IT YOU, WE, THEY SMOKE HERE? RIDE A HORSE? SPEAK GERMAN? HELP ME, PLEASE? OPEN or “WH- QUESTIONS” WHAT WHERE HOW …. CAN I, HE, SHE, IT YOU, WE, THEY DO NOW? FIND A PEN? SPEAK TWO LANGUAGES?
- 4. •USE THE AUXILIARY DO/DOES CLOSED or“YES/NO QUESTIONS” – THE ANSWER IS “YES or NO” DO DOES I, YOU, WE, THEY HE, SHE, IT SMOKE? DRINK WINE? SPEAK GERMAN? OPEN or “WH- QUESTIONS” WHAT WHERE HOW MANY BEERS …. DO/DOES I, HE, SHE, IT YOU, WE, THEY DO? STUDY ENGLISH? DRINK EVERY DAY?