Barack Obama was born in Hawaii in 1961. He became famous for being the first African American president of the United States. In 2008, he was elected president and served two terms until 2016. He had a successful political career.
The document provides information about the verb "to be" including its use in questions, short answers, positive and negative forms. It also covers capitalization rules and the use of articles "a" and "an". Additionally, it lists personal pronouns and possessive adjectives.
This document provides sample questions for the three parts of the PET Speaking exam. Part 1 contains introductory questions about the test taker such as their name, where they live, their school and free time activities. Part 2 provides prompts to speak about topics like friends, family, home and holidays. Part 3 lists a set of questions examiners can use to guide test takers in describing a picture, including details about the people, location, time, weather, and how they feel. The document concludes by recommending using the Part 3 questions as an outline for each picture description.
The document discusses potential music video treatments for two different artists. For the song "Godless" by The Dandy Warhols, the proposed treatment involves four people in space suits miming the instruments and dancing around the world and in space with a quirky, non-realistic background. For the Jamie T song "Ike & Tina", the proposed treatment features four guys lazily watching television and eating Chinese food to reflect the lyrics about underachieving.
The document discusses potential music video treatments for two different artists. For the song "Godless" by The Dandy Warhols, the proposed treatment involves four people in space suits miming the instruments and dancing around the world and in space with a quirky, non-realistic background. For the Jamie T song "Ike & Tina", the proposed treatment features four guys lazily watching television and eating Chinese food to reflect the lyrics about underachieving.
Jay Herrera's favorite genre of music is rap because he can relate to the lyrics. He particularly enjoys UK rap artists like Chanel AKA because they are from the UK and inspire him as an aspiring rapper. His favorite music video is "Bashy - Catch Me If You Can" because it has an engaging story line told through the rappers' performances. While watching music videos, he prefers narrative over performance depending on the artist's talents. Jay thinks what engages audiences most are good songs, relatable story lines where the artist sings to the camera, and references to popular culture.
PPA.Bus Eng 1.- 3rd term. ef17. 17pp. IlovePDFEugenioFouz
This document provides information about leisure activities that are popular among British people on weekends and during their free time. It discusses that weekends are usually spent with family, and Saturdays involve shopping. Sundays were traditionally reserved for church and rest. Common leisure activities for Brits include watching television for around 25 hours per week, socializing with others, engaging in hobbies and sports, listening to the radio, reading, dining out, and going to the cinema.
This summarizes the lyrics of the song "Paint My Love" by Michael Learns To Rock.
The singer sees his love as the most beautiful queen he has ever seen. He feels crazy in love with her in a way he has never felt before. He asks her to paint his love as it is as free as a thousand sunsets and dusts. Since meeting her, his world is filled with color compared to his previous black and white life. He is falling deeply in love with her.
Music video including Goodwin theory analysislucyabbott
The music video depicts the Gym Class Heroes vocalist Travis McCoy struggling to find love with the help of Cupid. He eventually finds his actual girlfriend at the time, Katy Perry, who inspired the song. The song featured Patrick Stump of Fall Out Boy and was a crossover hit that appealed to multiple audiences due to its catchy but unconventional style combining alternative rock and rap. When analyzed through a theoretical lens, some viewers felt the video portrayed women in an objectifying manner by focusing the camera on revealing outfits rather than faces.
The document provides information about the verb "to be" including its use in questions, short answers, positive and negative forms. It also covers capitalization rules and the use of articles "a" and "an". Additionally, it lists personal pronouns and possessive adjectives.
This document provides sample questions for the three parts of the PET Speaking exam. Part 1 contains introductory questions about the test taker such as their name, where they live, their school and free time activities. Part 2 provides prompts to speak about topics like friends, family, home and holidays. Part 3 lists a set of questions examiners can use to guide test takers in describing a picture, including details about the people, location, time, weather, and how they feel. The document concludes by recommending using the Part 3 questions as an outline for each picture description.
The document discusses potential music video treatments for two different artists. For the song "Godless" by The Dandy Warhols, the proposed treatment involves four people in space suits miming the instruments and dancing around the world and in space with a quirky, non-realistic background. For the Jamie T song "Ike & Tina", the proposed treatment features four guys lazily watching television and eating Chinese food to reflect the lyrics about underachieving.
The document discusses potential music video treatments for two different artists. For the song "Godless" by The Dandy Warhols, the proposed treatment involves four people in space suits miming the instruments and dancing around the world and in space with a quirky, non-realistic background. For the Jamie T song "Ike & Tina", the proposed treatment features four guys lazily watching television and eating Chinese food to reflect the lyrics about underachieving.
Jay Herrera's favorite genre of music is rap because he can relate to the lyrics. He particularly enjoys UK rap artists like Chanel AKA because they are from the UK and inspire him as an aspiring rapper. His favorite music video is "Bashy - Catch Me If You Can" because it has an engaging story line told through the rappers' performances. While watching music videos, he prefers narrative over performance depending on the artist's talents. Jay thinks what engages audiences most are good songs, relatable story lines where the artist sings to the camera, and references to popular culture.
PPA.Bus Eng 1.- 3rd term. ef17. 17pp. IlovePDFEugenioFouz
This document provides information about leisure activities that are popular among British people on weekends and during their free time. It discusses that weekends are usually spent with family, and Saturdays involve shopping. Sundays were traditionally reserved for church and rest. Common leisure activities for Brits include watching television for around 25 hours per week, socializing with others, engaging in hobbies and sports, listening to the radio, reading, dining out, and going to the cinema.
This summarizes the lyrics of the song "Paint My Love" by Michael Learns To Rock.
The singer sees his love as the most beautiful queen he has ever seen. He feels crazy in love with her in a way he has never felt before. He asks her to paint his love as it is as free as a thousand sunsets and dusts. Since meeting her, his world is filled with color compared to his previous black and white life. He is falling deeply in love with her.
Music video including Goodwin theory analysislucyabbott
The music video depicts the Gym Class Heroes vocalist Travis McCoy struggling to find love with the help of Cupid. He eventually finds his actual girlfriend at the time, Katy Perry, who inspired the song. The song featured Patrick Stump of Fall Out Boy and was a crossover hit that appealed to multiple audiences due to its catchy but unconventional style combining alternative rock and rap. When analyzed through a theoretical lens, some viewers felt the video portrayed women in an objectifying manner by focusing the camera on revealing outfits rather than faces.
The document discusses plans for a music video for the song "Smile Lines" by the band Incubus. Key details include:
- The song is about high school crushes and falling in love.
- The proposed music video would illustrate certain lyrics from the song and show the singer expressing the lyrics.
- Plans include casting high school students to play band members and a love interest in the video.
- Potential filming locations are considered but issues with electricity, transportation, availability and noise make them less than ideal.
This document compares and contrasts British and American English. It discusses differences in pronunciation, spelling, vocabulary, grammar and usage between the two varieties. Some key differences highlighted are:
- Pronunciation of vowels like "a" in words like "ask" and dropping of "r" sounds at the end of words.
- Spelling variations like "centre" vs "center" and "colour" vs "color".
- Different meanings for some words between the varieties like "jumper", "trolley", "chips", and "coach".
- Grammar constructions such as use of present progressive tense and question forms.
- A survey that found most English teachers and classmates prefer British English over American English.
Hard to Love by Lee Brice [ALBUM REVIEW]Jason Quinn
Lee Brice released his second studio album "Hard 2 Love" in April 2012. It contains 13 tracks including singles "Hard 2 Love", "I Drive Your Truck", and "Party People". The album showcases Brice's personal songwriting style through songs about love, memories, and partying. While being a solid country album, it is criticized for not taking many risks musically. The reviewer rates it a 6-6.5 out of 10, seeing potential for Brice to grow as an artist on future albums.
The document analyzes and summarizes three album covers:
1) 50 Cent's "Guess Who's Back" features a gun as the primary image, suggesting the album will contain aspects of violence due to 50 Cent's history of being shot.
2) Mumford & Sons' "Sigh No More" shows the band members in a shop window, representing their desire to advertise themselves and their music.
3) Senses Fail's "Let It Unfold You" features a shocking image in a mirror, intended to represent uncovering deep emotions through the band's music.
This document provides an overview of different types of music and discusses music preferences. It begins by introducing various popular music genres like rock, classical, jazz, gospel, country, pop, R&B, and rap music. It then asks questions about music listening habits and preferences. Examples of common music terminology are also defined.
This document contains a pre-test, lesson content, and practice exercises for a module on verb conjugation of the verb "to be" in present tense. The pre-test contains 20 multiple choice questions to assess knowledge of using "to be" in affirmative sentences, negative sentences, yes/no questions, and information questions. The lesson provides rules and examples for conjugating "to be" in the present tense in its affirmative, negative, contracted, and question forms. It also includes language notes. The practice exercises consist of 20 additional multiple choice questions to apply the concepts learned. Scoring guidelines are provided to help evaluate performance and determine if a post-test can be taken.
The document discusses using the song "My Letter" by the band 10th Concession for a music video project. It provides details about the band and their permission to use the song. Ideas for the music video include shooting in various locations and featuring people from different backgrounds and ages to depict missing someone who is close. The lyrics tell of writing a letter to send pieces of oneself to a loved one who is apart. The song is considered a good choice as its rock/alternative genre and meaningful lyrics will resonate with the target audience.
The document analyzes the song "Piece by Piece" by Kelly Clarkson. It examines the tonality and chord progressions in the verse, chorus, and bridge. The tone of the song is sincere and oppositional as the narrator tells her personal story about her father leaving when she was young and her new partner restoring her faith through building her up piece by piece. The repeated phrase "piece by piece" acts as a bridge in the song. The implied reader is someone who is meant to feel empathy for the narrator's experience of being left by her father as a child.
This document provides prompts for conversations on various topics such as presents for a sporty friend, movies, dates, transportation options, pets, and places to eat. The conversations encourage describing photos and discussing preferences, choices, advantages, and affordability.
This document discusses the verb "to be" in English. It provides examples of using "to be" in affirmative, negative, and question forms with different subjects. It also discusses using "to be" with adjectives to describe subjects, and with nouns to define or classify subjects. Examples are given like "He's Tom and she's Helen" and "We're tired." The document provides a review of using "to be" in basic sentences.
The document discusses the many uses of the verb "to be" in English. It is used to talk about permanent or temporary qualities, locations, identities, ages, times, dates, behaviors, and personalities. There are also modal expressions using "be" like "be able to" and "be supposed to". Additionally, "be" is one of three auxiliary verbs in English and is used to form the continuous tense and passive voice.
The document provides guidance for the PET (Preliminary English Test) speaking exam, which consists of 4 parts:
Part 1 involves short introductory questions with the examiner, followed by a longer answer to a question about hobbies or interests.
Part 2 is a simulated situation where candidates discuss options based on a prompt from the examiner.
Part 3 involves each candidate describing a photograph individually within 1 minute.
Part 4 has candidates converse together on a topic related to the photographs, such as family activities versus time with friends. Strategies are provided for effective participation and keeping the discussion engaging.
Auxiliary verbs such as can, could, should, must, may, and might are used to provide additional meaning to the main verb in a sentence. They are placed between the subject and main verb and have specific grammatical features, including not taking third person endings, not using do/does for negatives or interrogatives, and being followed by infinitives without "to." These auxiliary verbs express meanings like permission, ability, obligation, possibility, and advice.
The document provides examples of sentences using the verbs "can" and "can't" in affirmative, negative, interrogative, and short answer forms. It gives sample sentences demonstrating people's various abilities and inability to perform certain actions like playing sports, dancing, speaking languages, listening to music, watching videos and more. It also includes some short question and answer examples to model interrogative and short answer sentence structures.
The Past Simple tense, also called the Simple Past. The simple past is a verb tense that is used to talk about things that happened or existed before now. Imagine someone asks what your brother Wolfgang did while he was in town last weekend.
The document provides information about regular and irregular verbs in the simple past tense. It defines regular verbs as those that form the past tense by adding "-ed" or "-d" to the base form. It lists common regular verb patterns. Irregular verbs are defined as those that do not follow a consistent pattern to form the past tense. Examples of irregular verbs that have different forms for the base, past, and past participle are provided. The uses, forms, and examples of questions and statements in the simple past tense are then outlined.
Learning with celebrities - Dušan Nikolić - Jelena JovićNašaŠkola.Net
The document provides two English language lessons for intermediate and upper intermediate students. The first lesson focuses on the present continuous tense and features a video of President Barack Obama giving a speech about hustling. The second lesson discusses singer Avril Lavigne and includes a dialogue using vocabulary words like "record deal" and "phrasal verbs." Both lessons aim to teach English through listening to celebrities and include exercises for students.
The document provides information about using the past simple tense in English. It discusses the formation of regular and irregular past tense verbs. It provides examples of affirmative, negative, and interrogative sentences. It also lists common time expressions used with the past tense like "yesterday," "last week," etc. and discusses pronunciation of the "-ed" ending on past tense regular verbs.
The document provides information about using the past simple tense in English. It discusses the formation of regular and irregular past tense verbs. It provides examples of affirmative, negative, and interrogative sentences. It also discusses time expressions that are commonly used with the past tense, such as "yesterday," "last week," etc. Regular verbs are formed by adding "-ed" and irregular verbs must be memorized. The pronunciation of "-ed" depends on the sound that comes before it.
The document discusses plans for a music video for the song "Smile Lines" by the band Incubus. Key details include:
- The song is about high school crushes and falling in love.
- The proposed music video would illustrate certain lyrics from the song and show the singer expressing the lyrics.
- Plans include casting high school students to play band members and a love interest in the video.
- Potential filming locations are considered but issues with electricity, transportation, availability and noise make them less than ideal.
This document compares and contrasts British and American English. It discusses differences in pronunciation, spelling, vocabulary, grammar and usage between the two varieties. Some key differences highlighted are:
- Pronunciation of vowels like "a" in words like "ask" and dropping of "r" sounds at the end of words.
- Spelling variations like "centre" vs "center" and "colour" vs "color".
- Different meanings for some words between the varieties like "jumper", "trolley", "chips", and "coach".
- Grammar constructions such as use of present progressive tense and question forms.
- A survey that found most English teachers and classmates prefer British English over American English.
Hard to Love by Lee Brice [ALBUM REVIEW]Jason Quinn
Lee Brice released his second studio album "Hard 2 Love" in April 2012. It contains 13 tracks including singles "Hard 2 Love", "I Drive Your Truck", and "Party People". The album showcases Brice's personal songwriting style through songs about love, memories, and partying. While being a solid country album, it is criticized for not taking many risks musically. The reviewer rates it a 6-6.5 out of 10, seeing potential for Brice to grow as an artist on future albums.
The document analyzes and summarizes three album covers:
1) 50 Cent's "Guess Who's Back" features a gun as the primary image, suggesting the album will contain aspects of violence due to 50 Cent's history of being shot.
2) Mumford & Sons' "Sigh No More" shows the band members in a shop window, representing their desire to advertise themselves and their music.
3) Senses Fail's "Let It Unfold You" features a shocking image in a mirror, intended to represent uncovering deep emotions through the band's music.
This document provides an overview of different types of music and discusses music preferences. It begins by introducing various popular music genres like rock, classical, jazz, gospel, country, pop, R&B, and rap music. It then asks questions about music listening habits and preferences. Examples of common music terminology are also defined.
This document contains a pre-test, lesson content, and practice exercises for a module on verb conjugation of the verb "to be" in present tense. The pre-test contains 20 multiple choice questions to assess knowledge of using "to be" in affirmative sentences, negative sentences, yes/no questions, and information questions. The lesson provides rules and examples for conjugating "to be" in the present tense in its affirmative, negative, contracted, and question forms. It also includes language notes. The practice exercises consist of 20 additional multiple choice questions to apply the concepts learned. Scoring guidelines are provided to help evaluate performance and determine if a post-test can be taken.
The document discusses using the song "My Letter" by the band 10th Concession for a music video project. It provides details about the band and their permission to use the song. Ideas for the music video include shooting in various locations and featuring people from different backgrounds and ages to depict missing someone who is close. The lyrics tell of writing a letter to send pieces of oneself to a loved one who is apart. The song is considered a good choice as its rock/alternative genre and meaningful lyrics will resonate with the target audience.
The document analyzes the song "Piece by Piece" by Kelly Clarkson. It examines the tonality and chord progressions in the verse, chorus, and bridge. The tone of the song is sincere and oppositional as the narrator tells her personal story about her father leaving when she was young and her new partner restoring her faith through building her up piece by piece. The repeated phrase "piece by piece" acts as a bridge in the song. The implied reader is someone who is meant to feel empathy for the narrator's experience of being left by her father as a child.
This document provides prompts for conversations on various topics such as presents for a sporty friend, movies, dates, transportation options, pets, and places to eat. The conversations encourage describing photos and discussing preferences, choices, advantages, and affordability.
This document discusses the verb "to be" in English. It provides examples of using "to be" in affirmative, negative, and question forms with different subjects. It also discusses using "to be" with adjectives to describe subjects, and with nouns to define or classify subjects. Examples are given like "He's Tom and she's Helen" and "We're tired." The document provides a review of using "to be" in basic sentences.
The document discusses the many uses of the verb "to be" in English. It is used to talk about permanent or temporary qualities, locations, identities, ages, times, dates, behaviors, and personalities. There are also modal expressions using "be" like "be able to" and "be supposed to". Additionally, "be" is one of three auxiliary verbs in English and is used to form the continuous tense and passive voice.
The document provides guidance for the PET (Preliminary English Test) speaking exam, which consists of 4 parts:
Part 1 involves short introductory questions with the examiner, followed by a longer answer to a question about hobbies or interests.
Part 2 is a simulated situation where candidates discuss options based on a prompt from the examiner.
Part 3 involves each candidate describing a photograph individually within 1 minute.
Part 4 has candidates converse together on a topic related to the photographs, such as family activities versus time with friends. Strategies are provided for effective participation and keeping the discussion engaging.
Auxiliary verbs such as can, could, should, must, may, and might are used to provide additional meaning to the main verb in a sentence. They are placed between the subject and main verb and have specific grammatical features, including not taking third person endings, not using do/does for negatives or interrogatives, and being followed by infinitives without "to." These auxiliary verbs express meanings like permission, ability, obligation, possibility, and advice.
The document provides examples of sentences using the verbs "can" and "can't" in affirmative, negative, interrogative, and short answer forms. It gives sample sentences demonstrating people's various abilities and inability to perform certain actions like playing sports, dancing, speaking languages, listening to music, watching videos and more. It also includes some short question and answer examples to model interrogative and short answer sentence structures.
The Past Simple tense, also called the Simple Past. The simple past is a verb tense that is used to talk about things that happened or existed before now. Imagine someone asks what your brother Wolfgang did while he was in town last weekend.
The document provides information about regular and irregular verbs in the simple past tense. It defines regular verbs as those that form the past tense by adding "-ed" or "-d" to the base form. It lists common regular verb patterns. Irregular verbs are defined as those that do not follow a consistent pattern to form the past tense. Examples of irregular verbs that have different forms for the base, past, and past participle are provided. The uses, forms, and examples of questions and statements in the simple past tense are then outlined.
Learning with celebrities - Dušan Nikolić - Jelena JovićNašaŠkola.Net
The document provides two English language lessons for intermediate and upper intermediate students. The first lesson focuses on the present continuous tense and features a video of President Barack Obama giving a speech about hustling. The second lesson discusses singer Avril Lavigne and includes a dialogue using vocabulary words like "record deal" and "phrasal verbs." Both lessons aim to teach English through listening to celebrities and include exercises for students.
The document provides information about using the past simple tense in English. It discusses the formation of regular and irregular past tense verbs. It provides examples of affirmative, negative, and interrogative sentences. It also lists common time expressions used with the past tense like "yesterday," "last week," etc. and discusses pronunciation of the "-ed" ending on past tense regular verbs.
The document provides information about using the past simple tense in English. It discusses the formation of regular and irregular past tense verbs. It provides examples of affirmative, negative, and interrogative sentences. It also discusses time expressions that are commonly used with the past tense, such as "yesterday," "last week," etc. Regular verbs are formed by adding "-ed" and irregular verbs must be memorized. The pronunciation of "-ed" depends on the sound that comes before it.
The document provides examples and explanations of grammar concepts for the past simple tense in English, including the past forms of regular and irregular verbs. It discusses the past simple forms of be (was/were) and provides affirmative, negative, and interrogative examples. It also provides examples of using the past simple tense to talk about completed actions in the past, as well as spelling rules for forming the past of regular verbs. Several vocabulary lists related to travel, hobbies, family and daily activities are also included.
The document provides examples and explanations of grammar concepts for the past simple tense in English, including the past forms of regular and irregular verbs. It discusses the past simple forms of be (was/were) and provides affirmative, negative, and interrogative examples. It also provides examples of using regular past simple verbs and lists common irregular past verbs. Additionally, it includes vocabulary related to travel, family, hobbies, and other topics. Sample sentences demonstrate using past simple verbs in different contexts.
PPA.Bus Eng 1.-2nd term.ef17. 20pp.IlovePDFEugenioFouz
The document provides information about the present simple tense in English. It begins with the basic form of the tense, which is subject + verb. It then lists 10 common uses of the present simple tense, such as for facts, habits, routines, permanent situations, and events that are certain to happen. The final sections explain how to form questions and negative sentences in the present simple tense.
This document provides an overview of the topics, grammar, vocabulary, and resources covered in 8 units of an English textbook for elementary students. Unit 1 introduces greetings, introductions, and the verb "to be". Unit 2 covers colors, countries, nationalities, and interrogative forms of "to be". Subsequent units address family, routines/schedules, hobbies, food/drink, and health, introducing related grammar points and vocabulary for each theme. Exercises and references are provided for further practice with each language element.
The document provides instructions for completing verb conjugation exercises in the past simple tense. It includes tables to fill in with the past forms of verbs, sentences to complete using verbs in the past, and questions to answer about events that happened in the past. The document tests knowledge of regular and irregular verb forms in the past tense through transforming verbs, filling in blanks, and forming questions and answers related to past actions.
The document provides a table to complete with past tense verbs. It includes verbs like "close, drop, study, marry, cancel, smile, try, plan, look, rob, stay, race, enjoy, water." It then provides examples of regular and irregular past tense verbs and sentences to complete using those verbs in past tense form. It asks students to write sentences about things people did in the past and about themselves using time expressions like "yesterday, last night, last month," etc.
This document appears to be a collection of disconnected words, phrases, and sentences in English with no clear overall meaning or context. It includes various part of speech like nouns, verbs, prepositions, as well as punctuation. Some phrases discuss grammar topics like simple past tense, uses of "will" and "be going to", and the first conditional. However, without more context or connection between the different elements, it is difficult to form a coherent summary.
The document provides examples of the past perfect tense, uses of the verb "get", and question tags. It includes example sentences demonstrating these grammatical structures and questions to practice them. It then shifts to discussing when to use the past interrogative form versus the normal past form depending on whether the question word refers to the subject or object. Finally, it gives examples of situations involving two actions and identifies whether they occurred at the same time, one after the other, or one occurring when the other was already in progress.
The document provides examples of language used to talk about past experiences and habits, including the past perfect tense, uses of "get", and question tags. It also includes examples of language for discussing topics like childhood memories, fashion trends from the 1970s, and activities people used to engage in or not engage in. Finally, it addresses uses of language for agreeing and disagreeing in questions, including question tags. The document serves as a reference for grammatical structures and vocabulary useful for recounting personal histories and opinions.
This document discusses connected speech and weak forms in English. It begins by explaining that connected speech refers to how words are pronounced together in fast, casual speech. It then focuses on schwa, explaining that unstressed vowels are often reduced to a schwa sound. Function words like pronouns, auxiliaries, and prepositions are more likely to take weak forms and be reduced to schwa. In contrast, content words like nouns, verbs, adjectives, and adverbs usually maintain their strong forms. The document provides examples of words in weak and strong forms. It suggests awareness raising activities and jazz chants as ways to help learners notice and produce weak forms in connected speech.
The caller, John Smith, schedules an appointment with Dr. Albright's office for Friday at 9:00 am after declining the secretary's initial offers of Wednesday and Thursday due to scheduling conflicts. The secretary reminds John to contact the office if he needs to cancel the appointment.
The document provides an overview of basic English grammar and vocabulary. It covers topics such as verbs, pronouns, word order in questions, parts of speech, vocabulary for family members and daily objects, and small talk expressions. Examples are given for conjugating verbs, affirmative and negative sentences, and asking questions. Ordinal numbers, times of day, and pronunciation tips are also listed.
Se4 lesson 5-did you go to school yesterdayTran Lap
The document provides information about using the simple past tense in English, including its formula, usage, common past time expressions, and pronunciation of verbs ending in "ed". It gives examples of simple past tense usage, a table showing its affirmative, negative, and interrogative forms. It also includes a list of common verbs and their simple past and past participle forms along with Vietnamese meanings.
The document provides examples of how to use the past simple tense in English. It discusses the past forms of regular and irregular verbs. It gives rules for doubling consonants and dropping 'e' when adding '-ed' to regular verbs. It also provides examples of using the past tense with time expressions like "yesterday" and in questions with "did". It then provides short biographies of Shakira and Cristiano Ronaldo that model using the past tense to describe events in their lives. The last part defines what a biography is compared to an autobiography.
The document provides information on past simple tense in English. It discusses the past forms of to be, regular and irregular verbs. It gives examples of affirmative and negative past simple sentences. It also describes spelling rules for forming the past tense of regular verbs and provides an exercise with examples of past forms. The document includes short biographies of singer Shakira and footballer Cristiano Ronaldo that illustrate use of the past simple tense. It concludes by defining biography and autobiography.
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Thirteenth Class - Part II - The Simple Past Tense: Grammar
1. Basic Level English Course
November 13th
, 2010 (Part II)
The Simple Past Tense: Grammar
2. Denice Culqui Martinez
Translation Present
/Base
Past Translation Present
/Base
Past
Llegar
ser/estar
soportar
llegar a ser
golpear
comenzar
doblar
morder
sangrar
romper
traer
construir
agarrar
escoger
venir
costar
arrastrar
cortar
hacer
dibujar
conducir
comer
caer
sentir
pelear
encontrar
lanzar
olvidar
helar
conseguir
dar
hacer
colgar
tener
esconder
golpear
agarrar
lastimar
guardar
arrodillar
saber
poner
guiar
dejar
prestar
arise
be/am/is/are
bear
become
beat
begin
bend
bite
bleed
break
bring
build
catch
choose
come
cost
creep
cut
do
draw
drive
eat
fall
feel
fight
find
fling
forget
freeze
get
give
go
hang
have
hide
hit
hold
hurt
keep
kneel
know
lay
lead
leave
lend
arose
was/were
bore
became
beat
began
bent
bit
bled
broke
brought
built
caught
chose
came
cost
crept
cut
did
drew
drove
ate
fell
felt
fought
found
flung
forgot
froze
got
gave
went
hung
had
hid
hit
held
hurt
kept
knelt
knew
laid
led
left
lent
perder
hacer
significar
conocer
poner
leer
timbrar
subir
correr
buscar
vender
enviar
poner/preparar
sacudir
cerrar (puerta,
ventana)
encoger
cantar
hundir
sentar
deslizar
dormir
girar
gastar
robar
pegar
picar
jurar
tomar
enseñar
jalar
contar
pensar
tirar
despertar
usar ropa
llorar
tejer
ganar
escribir
lose
make
mean
meet
put
read
ring
rise
run
seek
sell
send
set
shake
shut
shrink
sing
sink
sit
slide
sleep
spin
spend
steal
stick
sting
swear
take
teach
tear
tell
think
throw
wake
wear
weep
weave
win
write
lost
made
meant
met
put
read
rang
rose
ran
sought
sold
sent
set
shook
shut
shrank
sang
sank
sat
slid
slept
spun
spent
stole
stuck
stung
swore
took
taught
tore
told
thought
threw
woke
wore
wept
wove
won
wrote
Note: Irregular verbs marked in red are
very important in English because of their
function or auxiliary properties
Nota: verbos irregulares marcados en rojo
son muy importantes en Inglés por su
función o propiedades auxiliares
3. To talk about people’s
biographies using the
Simple Past tense
Hablar de biografias
de personas usando el
tiempo Pasado Simple
4. Simple Past
Regular
Verbs
Irregular
Verbs
I missed my wife yesterday
I lived in Tampa last year
Mary studied at PUCP in 2008
I thought about her last night
Nugkui saw them yesterday
I did my homework on time
Regular Verbs Spelling Notes:
1.For Regular verbs add the suffix “ed”
2.If the verb ends in “e” add only “d”
3.If the verb ends in a consonant + “y,”
change the “y” to “I” and then add “ed”
Vocabulary & Grammar Notes:
Present : see = mirar
Past: saw = miró
On time = a tiempo
5. ed = /t/
watch – watched
walk – walked
ask – asked
----------
Unvoiced final
consonants:
No vibration in
vocal chords
(except “t”)
ed = /d/
clean – cleaned
love – loved
play – played
----------
Voiced final consonant :
Vowel sounds (a,e,i,o,u):
Vibration in vocal chords
(except “d”)
ed = /id/
invite – invited
start – started
hate – hated
----------
If verb ends in /d/ or /t/
Pronounce an extra syllable
6. yesterday = ayer
last night = anoche
last week = la semana pasada
last Saturday = el Sábado pasado
last year = el año pasado
two days ago = hace dos dias
two weeks ago = hace dos semanas
two hours ago = hace dos horas
two years ago = hace dos años
7. Affirmative Sentences:
I lived in Florida a year ago.
Negative Sentences:
My wife did not/didn’t live with me last year.
Yes/No Questions:
Did your children go to Florida to visit?
Yes, they did/No, they didn’t.
Wh-Questions:
Why did you go to Florida last year?
I went there to work and get my Ph.D.
Base
Form
Verbs
8. Affirmative Sentences:
I was born in 1967.
Negative Sentences:
They were not/weren’t good friends last year.
I was not/wasn’t in Lima last week.
Yes/No Questions:
Were you Mr. Florio’s student in high school?
Yes, I was/No, I wasn’t
Wh-Questions:
Where were you born?
I was born in Bagua.
I was
You were
He was
She was
It was
We were
You were
They were
was/were born =
nací/nacimos/nacieron
I was born
You were born
He was born
She was born
It was born
We were born
You were born
They were born
9. Talk to a friend and tell him/her about
someone’s life
Háblale a un amigo(a) y dile acerca de la vida
de alguien
Fred: Do you know who John Lennon is?
Inspector Gadget: Yeah, he’s one of the Beatles.
Fred: Well, he wars born in Liverpool, England in
1940.He became famous because of the music
he wrote with Paul McCartney for the Beatles.
They were the greatest rock band in history. In 1970,
the Beatles split, and he went on a successful
solo career. Of course, until he was killed by Mark
David Chapman in 1980.
Inspector Gadget: That was an interesting but
dramatic biography man.
Fred: You are right about that. Vocabulary:
the greatest = el/la mas grande
the Beatles split = los Beatles se separaron
went on = continuó
successful = exitoso/exitosa
career = carrera
you are right about that = Estas correcto sobre eso
10. Talk about someone famous:/
Habla de alguien famoso:
You: Do you know who Barack Obama is?
Your friend: Yeah, he’s the U.S. president.
You: Well. He was born in Hawaii in 1961…