Starter unit revision
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The document provides information about subject pronouns, verb to be (present and past), verb to have (present), likes and dislikes, there is/there are, pronouns, prepositions of place, and wh-words in a tabular format. It includes the affirmative, negative, interrogative forms and short answers for subject pronouns with the verb to be and verb to have in the present tense. It also lists possessive adjectives, possessive pronouns and examples of different pronouns.
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The document provides tables summarizing the forms of the verbs "to be" and "have got" in the present and past tenses, including affirmative, negative, interrogative, and short answer forms for each subject pronoun. It also summarizes the present simple and present continuous tenses in English, including their uses, time expressions, and grammatical structures.
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The document summarizes the present simple tense in English. It is used to describe routines and habits, state general facts, and describe timetables. The structure includes using the base form of the verb for the first person singular and adding -s for the third person singular and -es for verbs ending in consonant+y, o, s, sh, ch, x or z. Questions are formed using do/does + subject + verb. Adverbs of frequency like always, usually, sometimes are used to provide more details about frequency.
4th eso relative clauses
This document discusses relative clauses and relative pronouns. It defines relative clauses as subordinate clauses that provide information about a noun, called the antecedent. Relative clauses begin with a relative pronoun like which, who, when, where, or whose. There are two types of relative clauses - defining clauses that are essential to the meaning and non-defining clauses that provide extra information. The document explains the different relative pronouns and when they can be substituted or omitted from relative clauses.
1st eso starter unit & unit 1
This document provides an overview of key grammatical concepts covered in the 1st ESO starter unit and Unit 1, including the verb "to be", possession (have got, Saxon genitive, possessive adjectives and pronouns), personal pronouns, demonstratives, WH-words (what, who, how, etc.), "there is/there are", and quantifiers/determiners. The document defines these concepts and provides examples to illustrate their use in Spanish.
4th eso future tenses
The document discusses various future tenses in English including will, be going to, present continuous, present simple, and future continuous. It provides examples of how each tense is used to refer to future events or plans, such as predictions, promises, schedules, definite near-future plans, and actions that will be in progress at a specific time in the future. Time expressions that can be used with each future tense are also listed.
4th eso starter unit
The document provides information about verb tenses and structures in English, including:
- The present simple tense is used for habits, permanent actions, and timetables. Some verbs like think can be both stative and dynamic.
- The present continuous tense is used for temporary actions happening now, plans for the future, and things in progress.
- The past simple tense is used for completed past actions and events. Regular verbs take the -ed ending and irregular verbs have different past forms.
- The present perfect tense is used for unfinished past actions that continue into the present, or past experiences without a specific time. The present perfect continuous focuses on duration.
- Other tenses covered include the
Let's switch on! unit 3
This document discusses future tenses in English, including will, be going to, present continuous, and present simple. Will is used for instant decisions, predictions based on present evidence, promises, and future events on a timetable. Be going to expresses plans and intentions based on present circumstances. Present continuous indicates definite plans in the near future, while present simple discusses timetabled events. Common time expressions used with these tenses are also provided.
Modal verbs 3rd eso
Modal verbs are used with other verbs to express meanings like ability, permission, certainty, obligation, and possibility. There are several types of modal verbs including: must and have to which express obligation; should and ought to which give advice; can, could, and be able to which express ability; and may, might, and can which indicate permission or possibility. Modal verbs are usually followed by the base form of other verbs or have plus the past participle form.
Let's switch on! unit 2
The document provides information on various English grammar topics including prepositions and expressions of place, subject pronouns, possessive adjectives and pronouns, the past simple tense, past continuous tense, and present perfect simple tense. It defines their uses, structures, and examples for each topic. Key points covered include irregular verb forms in the past tense, spelling rules for verbs ending in consonant+vowel+consonant or consonant+y in the -ing form, and common time expressions used with each tense.
Conditionals + time clauses + wishes bach2
This document discusses various types of conditionals in English including zero, first, second, third conditionals and mixed conditionals. It explains the tense patterns used in the if-clause and main clause for each type of conditional. It also covers using modal verbs, conditional structures like "unless" and "as long as", time clauses, and expressions of wishes and regrets.
Conditionals + time clauses + wishes & regrets
This document discusses different types of conditional clauses in English including zero, first, second, and third conditionals. It explains the structure of each conditional using examples and notes how they refer to different time frames. The document also covers using modal verbs in conditionals, replacing "if" with words like "unless" and "as long as", and expressions of time and wishes/regrets.
Writing tips
The document provides tips for planning and writing effectively in an exam setting. It recommends dividing your time into three parts - planning, writing, and reviewing. For planning, it advises reading the instructions carefully, brainstorming ideas, and outlining paragraphs. For writing, it outlines including an introduction with a thesis statement, body paragraphs with topic sentences and evidence, and a conclusion. Finally, it suggests using synonyms, adverbs, pronouns, and linking words, as well as checking content, style, organization, accuracy, and word count during the reviewing stage.
Passive voice & causative bach summary
The document discusses the passive voice and causative structures in English. It explains that the passive voice is used when the focus is on the action rather than the subject performing the action. It provides rules for transforming sentences from active to passive voice, including making the object the subject and using forms of the verb "to be" plus the past participle. Examples are given for different tenses. The causative structure is used to indicate having something done by another person, using "have" and "get" plus the past participle.
Reported speech bach summary
This document discusses reported speech, which is used to report what someone has said without using direct quotes. It explains the tense changes that occur when changing from direct to reported speech, such as changing present to past tense. It also covers changes to pronouns and time/place expressions. Examples are provided to illustrate reporting statements, questions, imperatives and using different reporting verbs like say, tell, ask.
Relative clauses bach
This document discusses relative clauses, which provide information about a noun in a sentence. There are two types of relative clauses - defining clauses that are essential to the meaning, and non-defining clauses that provide extra information. Different relative pronouns like who, which, that are used depending on if the clause refers to a person, thing, place or time. Relative pronouns can sometimes be omitted or replaced with "that".
Reported speech bach summary
This document discusses reported speech and how to change direct quotes into indirect reported statements, questions, and imperatives. It explains that verbs, pronouns, time and place expressions need to change to past tense when converting direct speech to reported speech. Reporting verbs like say, tell, ask are used to introduce the reported clause. Questions can be reported with if/whether and keeping the wh- word. Imperatives change the verb to the to-infinitive form.
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Starter unit revision
- 1. STARTER UNIT
- 2. SUBJECT PRONOUNS AFFIRMATIVE NEGATIVE INTERROGATIVES SHORT ANSWERS I WAS WAS NOT / WASN’T WAS I …? YES, I WAS. / NO, I WASN’T. YOU WERE WERE NOT / WEREN’T WERE YOU …? YES, YOU WERE. / NO, YOU WEREN’T HE WAS WAS NOT / WASN’T WAS HE …? YES, HE WAS. / NO, HE WASN’T. SHE WAS WAS NOT / WASN’T WAS SHE …? YES, SHE WAS. /NO, SHE WASN’T. IT WAS WAS NOT / WASN’T WAS IT …? YES, IT WAS. / NO, IT WASN’T. WE WERE WERE NOT / WEREN’T WERE WE …? YES, WE WERE. / NO, WE WEREN’T. YOU WERE WERE NOT / WEREN’T WERE YOU …? YES, YOU WERE. / NO, YOU WEREN’T THEY WERE WERE NOT / WEREN’T WERE THEY …? YES, THEY WERE. / NO, THEY WEREN’T. SUBJECT PRONOUNS AFFIRMATIVE NEGATIVE INTERROGATIVES SHORT ANSWERS I AM / ‘M AM NOT / ‘M NOT AM I …? YES, I AM / NO, I’M NOT YOU ARE / ‘RE ARE NOT / AREN’T ARE YOU …? YES, YOU ARE / NO, YOU AREN’T HE IS / ‘S IS NOT / ISN’T IS HE …? YES, HE IS. / NO, HE ISN’T. SHE IS / ‘S IS NOT / ISN’T IS SHE …? YES, SHE IS. /NO, SHE ISN’T. IT IS / ‘S IS NOT / ISN’T IS IT …? YES, IT IS. / NO, IT ISN’T. WE ARE / ‘RE ARE NOT / AREN’T ARE WE …? YES, WE ARE. / NO, WE AREN’T. YOU ARE / ‘RE ARE NOT / AREN’T ARE YOU …? YES, YOU ARE. / NO, YOU AREN’T THEY ARE / ‘RE ARE NOT / AREN’T ARE THEY …? YES, THEY ARE. / NO, THEY AREN’T. VERB TO BE : PRESENT VERB TO BE : PAST
- 3. SUBJECT PRONOUNS AFFIRMATIVE NEGATIVE INTERROGATIVES SHORT ANSWERS I HAVE GOT / ‘VE GOT HAVE NOT GOT / HAVEN’T GOT HAVE I …? YES, I HAVE./ NO, I HAVEN’T. YOU HAVE GOT / ‘VE GOT HAVE NOT GOT / HAVEN’T GOT HAVE YOU …? YES, YOU HAVE./ NO, YOU HAVEN’T. HE HAS GOT / ‘S GOT HAS NOT GOT / HASN’T GOT HAS HE …? YES, HE HAS. / NO, HE HASN’T. SHE HAS GOT / ‘S GOT HAS NOT GOT / HASN’T GOT HAS SHE …? YES, SHE HAS. /NO, SHE HASN’T. IT HAS GOT / ‘S GOT HAS NOT GOT / HASN’T GOT HAS IT …? YES, IT HAS. / NO, IT HASN’T. WE HAVE GOT / ‘VE GOT HAVE NOT GOT / HAVEN’T GOT HAVE WE …? YES, WE HAVE./ NO, WE HAVEN’T. YOU HAVE GOT / ‘VE GOT HAVE NOT GOT / HAVEN’T GOT HAVE YOU …? YES, YOU HAVE./ NO, YOU HAVEN’T. THEY HAVE GOT / ‘VE GOT HAVE NOT GOT / HAVEN’T GOT HAVE THEY …? YES, THEY HAVE./ NO,THEY HAVEN’T. HAVE GOT : PRESENT
- 4. LIKES & DISLIKES LIKE / LOVE / HATE / DON’T – DOESN’T MIND + VERB-ING She likes playing football. They hate studying for the exams.
- 5. THERE IS/ THERE ARE There is + singular countable noun / uncountable nouns There are + plural countable nouns There is a chair in the living room an apple on the table some cheese in the fridge. are two rulers on the desk. some pencils in the pencil case.
- 6. • There is some money in my pocket • There isn’t a pencil in this pencilcase. • Is there a head projector in your classroom? • Yes, there is. / No, there isn’t. • There are some students in the classroom. • There aren’t any good compositions. • Are there any lemons in the fridge? • Yes, there are. / No, there aren’t.
- 7. SUBJECT PRONOUNS OBJECT PRONOUNS POSSESIVE ADJECTIVES POSSESSIVE PRONOUNS I ME MY MINE YOU YOU YOUR YOURS HE HIM HIS HIS SHE HER HER HERS IT IT ITS ITS WE US OUR OURS YOU YOU YOUR YOURS THEY THEM THEIR THEIRS PRONOUNS EXAMPLES: I play football. That is my car. Listen to me! That car is mine.
- 9. WH-WORDS
- 10. WH-WORDS