To, at, in, into
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This document provides instruction on the proper uses of the prepositions "to", "at", "in", and "into" in the English language. It explains that "to" indicates movement toward a place, person, or thing. "At" is used to point out specific times or locations. "In" is used for nonspecific times. "Into" indicates movement inside a place or container, or a change or transition. The document concludes with exercises pairing sentences with the correct prepositions.
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To at-in-into
This document provides instruction on the proper uses of the prepositions "to", "at", "in", and "into" in the English language. It explains that "to" indicates movement toward a place, person, or thing. "At" is used to point out specific times or locations. "In" is used for nonspecific times. "Into" indicates movement inside a place or container, or a change or transition. The document concludes with exercises applying the correct prepositions in different contexts.
To at-in-into
This document contains information about the uses of the prepositions "to", "at", "in", and "into" in English. It provides examples of how each preposition is used to indicate place, time, direction, and other meanings. It then provides exercises for students to practice using these prepositions correctly. The purpose is to develop students' knowledge and understanding of these common English prepositions and their different uses.
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The document provides instruction on forming and using the present perfect tense in English. It explains that the present perfect connects the past and present by describing actions that began in the past and continue into the present. It shows how to form the present perfect using have/has and the past participle verb form. Examples are given of affirmative, negative, and interrogative sentences. Exercises are included to practice forming sentences in the present perfect tense.
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In on at
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To at-in-into
This document provides instruction on the proper uses of the prepositions "to", "at", "in", and "into" in the English language. It explains that "to" indicates movement toward a place, person, or thing. "At" is used to point out specific times or locations. "In" is used for nonspecific times. "Into" indicates movement inside a place or container, or a change or transition. The document concludes with exercises applying the correct prepositions in different contexts.
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This document contains information about the uses of the prepositions "to", "at", "in", and "into" in English. It provides examples of how each preposition is used to indicate place, time, direction, and other meanings. It then provides exercises for students to practice using these prepositions correctly. The purpose is to develop students' knowledge and understanding of these common English prepositions and their different uses.
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The document summarizes the rules and usage of the present perfect tense in English. It explains that the present perfect is used to talk about actions that happened at an unspecified time before now. It cannot be used with specific time expressions like yesterday or last week. Examples are provided to illustrate the present perfect, along with its negative and question forms. Exercises are included for the reader to practice forming sentences and questions in the present perfect tense.
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This document provides instruction on forming sentences in the present simple tense in English. It explains that for third person singular subjects, the verb typically takes an -s ending. Exceptions include verbs that end in -ss, -sh, -ch, or -o, which take -es instead. Verbs ending in a consonant before -y change the -y to -ies. It also notes that negative and question forms use "does" plus the infinitive verb form. Examples are provided to illustrate forming sentences in the present simple tense.
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This document provides examples of sentences using possessive adjectives like "my", "your", "her", "his", "its", "our", "their". It contains 20 sentences that are completed using the appropriate possessive adjective to indicate ownership or possession. The sentences describe people, their families, pets, jobs, schools, and other possessions to demonstrate the correct usage of these possessive adjectives.
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Relative pronouns are used to combine sentences and provide additional information about a person, place, or thing without starting a new sentence. There are different relative pronouns including who/that for people, that/which for things/animals, when for time, where for place, and whose for possession. Some examples are provided of combining sentences using relative pronouns like who, that, which, when, and whose.
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Here are 5 sentences for each tense as requested:
Present Perfect Continuous:
1. I have been studying for my exam all afternoon.
2. She has been working on her project for over a month.
3. We have been waiting here for hours.
4. They have been living in that house since 2010.
5. He has been running every day to train for a marathon.
Past Perfect:
1. By the time I arrived, they had already left.
2. She had finished her homework before going out to play.
3. We had eaten dinner by 7pm.
4. They had planted the garden last spring.
5. I had read the book
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Here are the key differences in the child's behavior before and after obtaining the school report:
BEFORE:
- The child was defiant like a rebel yesterday.
- The child drops his school books.
- The child shouts and behaves childishly.
- The child's face is dirty.
- The child does not love his mother.
AFTER:
- The child is gentle and mild-mannered like a lamb.
- The child does not drop his school books.
- The child does not shout or behave childishly.
- The child's face is clean.
- The child loves his mother.
- The child offers to help his mother with chores.
- The
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This document provides a lesson plan for a Basic 4 English class about routines versus progressive actions. The lesson includes exercises identifying present simple and present continuous verb tenses in pictures and song lyrics, reading a short text and answering questions, completing examples in a grammar chart, and presenting a family routine using the target tenses. Students will describe pictures, fill in missing lyrics to a Rod Stewart song, answer questions about the reading, and present a photo of family activities using present simple and present continuous. The goal is for students to understand basic phrases and expressions using the two tenses.
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1. The document provides examples and explanations of English vocabulary and grammar structures for students to review Chapter 1.
2. Examples include expressions like "want to do", "live with", "be from", and explanations of conjunctions like "and", "but", and "so".
3. The document tests the student's understanding with multiple choice questions using the vocabulary and grammar structures.
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The poem describes a parent's surprise at their child's sudden change in behavior. The child is loving, helpful with chores, and well-behaved - a stark contrast to their usual rebellious and mischievous self. The parent wonders if the child is an imposter, struck by lightning, or in shock. They finally realize the child's good behavior is likely due to an ulterior motive - bringing home their school report card, which may contain bad grades the child hopes to soften the blow of through kindness.
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This document contains a literature module created by English language teachers from Jempol and Jelebu, Malaysia. The module includes poems, a graphic novel, short stories, and activities to teach literature to lower secondary students. It contains 20 pages on analyzing the poem "News Break" through activities like sequencing, roleplaying, and discussing themes like behavior and honesty. The module aims to help teachers enhance English language learning using various literature components and resources.
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The document provides information on using possessive 's and possessive adjectives in English to talk about objects, people and places that belong to someone. It lists the rules for forming possessives with 's and introduces possessive adjectives as an alternative. Several exercises are included to practice these grammar points, such as matching objects to their owners and completing sentences using the correct possessive form.
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The document summarizes the rules and usage of the present perfect tense in English. It explains that the present perfect is used to talk about actions that happened at an unspecified time before now. It cannot be used with specific time expressions like yesterday or last week. Examples are provided to illustrate the present perfect, along with its negative and question forms. Exercises are included for the reader to practice forming sentences and questions in the present perfect tense.
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This document provides instruction on forming sentences in the present simple tense in English. It explains that for third person singular subjects, the verb typically takes an -s ending. Exceptions include verbs that end in -ss, -sh, -ch, or -o, which take -es instead. Verbs ending in a consonant before -y change the -y to -ies. It also notes that negative and question forms use "does" plus the infinitive verb form. Examples are provided to illustrate forming sentences in the present simple tense.
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4. They have been living in that house since 2010.
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1. By the time I arrived, they had already left.
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Here are the key differences in the child's behavior before and after obtaining the school report:
BEFORE:
- The child was defiant like a rebel yesterday.
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- The child shouts and behaves childishly.
- The child's face is dirty.
- The child does not love his mother.
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This document provides a lesson plan for a Basic 4 English class about routines versus progressive actions. The lesson includes exercises identifying present simple and present continuous verb tenses in pictures and song lyrics, reading a short text and answering questions, completing examples in a grammar chart, and presenting a family routine using the target tenses. Students will describe pictures, fill in missing lyrics to a Rod Stewart song, answer questions about the reading, and present a photo of family activities using present simple and present continuous. The goal is for students to understand basic phrases and expressions using the two tenses.
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3. The document tests the student's understanding with multiple choice questions using the vocabulary and grammar structures.
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The document provides exercises for students to practice rewriting sentences in the passive voice and completing sentences in the past passive tense with famous people. Students are given sentences and asked to rewrite them in the passive voice. They are also given partial sentences about famous people and asked to fill in the missing words to complete them in the past passive tense. The exercises are meant to help students practice and improve their skills with the passive voice and past passive tense in English.
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The poem describes a parent's surprise at their child's sudden change in behavior. The child is loving, helpful with chores, and well-behaved - a stark contrast to their usual rebellious and mischievous self. The parent wonders if the child is an imposter, struck by lightning, or in shock. They finally realize the child's good behavior is likely due to an ulterior motive - bringing home their school report card, which may contain bad grades the child hopes to soften the blow of through kindness.
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This document contains information about the uses of the prepositions "to", "at", "in", and "into" in English. It provides examples of how each preposition is used to indicate place, time, direction, and other meanings. It then provides exercises for students to practice using these prepositions correctly. The purpose is to develop students' knowledge and understanding of these common English prepositions and their different uses.
To, at, in, into
This document contains information about the uses of the prepositions "to", "at", "in", and "into" in English. It provides examples of how each preposition is used to indicate place, time, direction, and other meanings. It then provides exercises for students to practice using these prepositions correctly in sentences. The purpose is to develop students' knowledge and understanding of these common English prepositions and their different uses.
To, at, in, into
This document contains information about the uses of the prepositions "to", "at", "in", and "into" in English. It provides examples of how each preposition is used to indicate place, time, direction, and other meanings. It then provides exercises for students to practice using these prepositions correctly in sentences. The purpose is to develop students' knowledge and understanding of these common English prepositions and their different uses.
To, at, in, into
This document contains information about the uses of the prepositions "to", "at", "in", and "into" in English. It provides examples of how each preposition is used to indicate place, time, direction, and other meanings. It then provides exercises for students to practice using these prepositions correctly in sentences. The purpose is to develop students' knowledge and understanding of these common English prepositions and their different uses.
To, at, in, into
This document contains information about the uses of the prepositions "to", "at", "in", and "into" in English. It provides examples of how each preposition is used to indicate place, time, direction, and other meanings. It then provides exercises for students to practice using these prepositions correctly in sentences. The purpose is to develop students' knowledge and understanding of these common English prepositions and their different uses.
Adverbials of time
This document discusses different adverbials of time used in the English language including at, in, on, for, and since. It provides examples of how each preposition is used to indicate specific periods of time like clock times, seasons, years, months, parts of the day, days, dates, and durations. It also notes that no preposition is used with expressions like next week or yesterday. The document concludes with sentences for the reader to complete using the appropriate adverbial of time.
Adverbials of time
This document discusses different adverbials of time used in the English language including at, in, on, for, and since. It provides examples of how each preposition is used to indicate specific periods of time like clock times, seasons, years, months, parts of the day, days, dates, and durations. It also notes that no preposition is used with expressions like next week or yesterday. The document concludes with sentences for the reader to complete using the appropriate adverbial of time.
Present perfect-vs-past lesson 4
The document provides examples and explanations for using the present perfect and past simple tenses in English. It explains that the present perfect tense establishes a link to the present, while the past simple tense is used for completed actions solely in the past. It provides rules for using each tense and examples comparing their proper uses. It concludes with exercises for learners to practice using the present perfect and past simple tenses.
Present perfect-vs-past lesson 4
The document provides examples and explanations for using the present perfect and past simple tenses in English. It explains that the present perfect tense establishes a link to the present, while the past simple tense is used for completed actions solely in the past. It provides rules for using each tense and examples comparing their proper uses. It concludes with exercises for learners to practice using the present perfect and past simple tenses.
present-perfect-vs-past.ppt
The document discusses the differences between the present perfect and past simple tenses in English. It explains that the present perfect is a present tense that indicates an action or event that has relevance to the present, while the past simple indicates actions or events solely in the past. It provides examples of how to use each tense correctly and compares their uses. It also includes exercises for the reader to practice using the present perfect and past simple tenses.
Almazan veliz jose francisco practica 2
The document provides information on various verb tenses in English and Spanish, including:
- Present simple tense and examples such as "I work with my father."
- Past simple tense and examples like "Did you eat meat?"
- Future simple tense using will/going to, for example "They will dance all night."
- Past perfect tense showing actions before others, like "I had done my homework."
- Future perfect tense expressing completion in the future, such as "You will have written the essay."
- Present perfect tense with examples like "I've talked to Peter."
Exercises are provided to practice each tense.
27 pronouns
This document provides an English lesson on pronouns. It defines pronouns as words that stand in for nouns and gives examples of different types of pronouns - personal pronouns, reflexive pronouns, and intensive pronouns. Personal pronouns refer to the speaker, person spoken to, or person/thing spoken about. Reflexive pronouns point back to a noun or pronoun earlier in the sentence, while intensive pronouns simply add emphasis. The document then provides exercises for students to identify pronouns in sentences and label them.
Taller de nivelación grado octavo 2° p 2017
This document provides a plan for improving English language skills over three periods (8-01, 8-02, 8-03) for students at the Instituto Empresarial Gabriela Mistral. It includes exercises on using future tense with "going to", the past tense of "to be", regular and irregular past tense verbs, and filling in blanks in conversations and stories with the appropriate verb tenses. Students are to complete the exercises on loose leaf paper, present them in a white folder, and turn them in on the specified dates of August 1, 2017, August 1, 2017, and July 31, 2017.
Common time expressions in the past simple
The document discusses different ways to refer to and express times in the past in English. It provides examples of expressions using "yesterday", "last", "the [time] before [time]", "this [time]", "[time] ago", "in/on [time]", "when", and "for" to discuss specific points or periods of time prior to the present. It also provides a short practice assessing the correctness of sample sentences using some of these expressions.
Universidad yacambú ingles tema3
The document discusses various tenses in English grammar:
1) The Present Simple is used to express habits, general facts, repeated actions, emotions and desires. It is also used with scheduled events and instructions.
2) The Past Simple refers to completed actions in the past without reference to duration. It uses regular and irregular verb forms.
3) The Future Simple is used to predict future events, express willingness and refusal. It takes different forms depending on the subject.
4) The Present Continuous describes ongoing actions at the present time. The Past Continuous describes unfinished past actions. The Future Continuous refers to unfinished future actions or predictions.
Universidad yacambú ingles tema3
The document discusses various tenses in English grammar:
1) The Present Simple is used to express habits, general facts, repeated actions, emotions and desires. It is also used with scheduled events and instructions.
2) The Past Simple refers to completed actions in the past without reference to duration. It uses regular and irregular verb forms.
3) The Future Simple is used to predict future events, express willingness and refusal. It takes different forms depending on the subject.
4) The Present Continuous describes ongoing actions at the present time. The Past Continuous describes unfinished past actions. The Future Continuous refers to unfinished future actions or predictions.
Prepositions in Time Phrase sheksowlwwjwlslwlleoee
The document discusses the use of prepositions of time - at, in, and on. It states that "at" is used for precise times, "in" is used for months, years, centuries, and long periods, and "on" is used for days and dates. It provides examples of how to use these prepositions in different time phrases and common expressions involving time. It also includes practice questions to test understanding of using these prepositions of time correctly.
Presentación para slideshare1
This document provides information about the simple past tense in English. It discusses how regular verbs are formed using the infinitive plus "-ed", while irregular verbs have unique past tense forms. It also covers the rules for forming affirmative, negative, and interrogative sentences in the simple past. Examples are given for different verb types and uses of the simple past tense, including describing completed past actions, habitual past actions, and narrative past tenses.
3 past simple vs. present perfect
Here are the responses in the past simple or present perfect tense:
B: No, I'm afraid he has gone out.
A: When exactly did he go out?
B: About ten minutes ago.
A: How long have you lived there?
B: Five years.
A: Where did you live before that?
B: In Chicago.
A: And how long did you live in Chicago?
B: Two years.
Unit 2 cultural diversitylanguage focus
Here are 5 sentences for each tense as requested:
Present Perfect Continuous:
1. I have been studying for my exam all afternoon.
2. She has been working on her project for over a month.
3. We have been waiting here for hours.
4. They have been living in that house since 2010.
5. He has been practicing his guitar playing every day.
Past Perfect:
1. By the time I arrived, they had already left.
2. She had finished her homework before going out to play.
3. We had eaten dinner by 7pm.
4. I had seen that movie several times before.
5. They had planted the garden last
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Prepositions in Time Phrase sheksowlwwjwlslwlleoee
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Grammar vi
This document contains a list of links to English language learning websites that provide quizzes, exercises and lessons about grammar topics such as dependent prepositions, nouns used with prepositions, and grammar exercises and tests. The websites allow users to practice and test their understanding of various English grammar rules and receive feedback on their responses.
Shirley grammar
El documento contiene el trabajo de gramática de Shirley Vásquez del 6to semestre. Consiste en 12 secciones que cubren diferentes tiempos verbales como el presente simple, pasado simple, infinitivo, perfecto infinitivo, presente perfecto, pasado perfecto, presente continuo, pasado continuo y futuro. Cada sección incluye un enlace a un ejercicio en línea para practicar el tiempo verbal correspondiente.
Passive voice
The passive voice is used to emphasize the action rather than the subject performing the action. It is also used when the subject performing the action is unknown or unimportant. In the passive voice, the subject receives the action rather than performs it. The passive voice has different structures depending on if it is used in the present simple, past simple, infinitive, or perfect infinitive tenses. Examples of sentences using each tense of the passive voice are provided.
Homework grmmar vi
This document discusses the passive voice in Spanish. It begins by explaining how the object of the active voice becomes the subject in the passive voice. It provides examples comparing the active and passive forms. It notes that the passive voice is used when the person performing the action is unknown, unimportant, or obvious from context. It also explains that "by" is used to indicate who performed the action and "with" can be used to refer to an instrument. The document concludes by stating it will cover the passive voice in affirmative, negative, and interrogative forms.
Passive voice
This document contains notes from an English grammar class discussing the passive voice. The class was taught by Miguel Bravo and Eduardo Barreno for sixth semester students. The lesson covered when to use the passive voice, how to form passive verbs in different tenses, and included examples, practice exercises, and an activity to identify changes made in the classroom. Students were instructed to report their observations in complete passive voice sentences. Relevant websites on the topic were also provided.
Passive voice-future
This document discusses the future passive voice in English grammar. It begins by defining the structure of the future passive voice, which uses "will/shall + be + past participle." It provides examples of changing sentences from active to passive voice in the future tense. The document then covers forming affirmative, negative, and interrogative sentences in the future passive voice. It concludes with exercises changing sentences from active to passive voice in the future tense.
Passive voice-future
This document discusses the future passive voice in English grammar. It begins by defining the structure of the future passive voice, which uses "will/shall + be + past participle." It provides examples of changing sentences from active to passive voice in the future tense. The document then covers forming affirmative, negative, and interrogative sentences in the future passive voice. It concludes with exercises changing sentences from active to passive voice in the future tense.
Perfect passive
The document discusses the present perfect passive voice in English grammar. It describes the present perfect passive voice as expressing something that was done in the past without specifying who did it. The structure uses the object followed by "have/has been" and the past participle verb form. Examples are provided to illustrate how the active and passive voice differ in sentences using the present perfect tense. Exercises then provide practice forming sentences in the present perfect passive voice.
Perfect passive
This document is a lesson plan on the present perfect passive voice from a grammar course at the Universidad Nacional de Chimbora in Ecuador. It defines the present perfect passive voice, provides examples of its structure and use. It then gives exercises for students to practice transforming sentences from the active to passive voice in the present perfect tense. The objectives are to develop students' knowledge of the different uses of the passive voice in the present perfect tense.
Past perfect in passive voice
The document discusses the past perfect passive voice in English. It explains that the past perfect passive is used to describe something that had been done by someone before another time in the past. It provides the structure for forming the past perfect passive and examples of its use. The key differences between the past perfect active and passive voices are that the passive allows the object of an active sentence to become the subject and de-emphasizes the subject. The past perfect passive expresses previous actions or states that began in the past and continued up until another point in the past.
Past continuous passive voice
The document discusses the past continuous passive voice. It provides the structure using "was/were being" or "was/were getting" plus the past participle. Examples are given for each person and exercises provided for changing sentences from active to passive voice. Key points covered include questioning structures in the passive, changing negatives to passive, and exercises for students to practice.
Active pasive-voice-continuous
The document discusses the present continuous tense in both active and passive voice. It provides examples of affirmative, negative, and interrogative sentences in the active voice and explains how to change them to the passive voice. For active sentences, the structure is subject + is/are/am + -ing form of the verb + object. For passive sentences, the structure is object of the active sentence + is/are/am + being + past participle form of the verb + by + subject of the active sentence. The document also provides exercises changing sentences between active and passive voice.
Active and-passive-voice-present-continuous-grammar
The document discusses the present continuous tense in both active and passive voice. It provides examples of sentences in the active and passive voice, including how to change active sentences to the passive. Some key aspects covered include:
- The structure of active and passive sentences in the present continuous tense
- Changing active sentences to passive when the verb is followed by a preposition
- Changing negative and interrogative active sentences to the passive voice
- Example activities to change sentences from active to passive voice
PASSIVE 3
This document discusses the passive voice, specifically when there are two objects in an active sentence. It provides examples of how in these cases, either object can become the subject in a passive sentence. It also discusses using "get" instead of "be" in informal passive constructions, passive gerunds, and exceptions like "to be born". Activities are included to practice transforming sentences between active and passive voice.
Passive voice written work
The document discusses different uses of the passive voice, including with two objects, gerunds, "to be born", and "get". It provides examples of active and passive sentences with two objects, where one object becomes the subject. Gerunds are discussed as taking an "-ing" form but not being verbs. Common phrases using "be born" and "get" in the passive are examined, including how "get" can replace "be" for a more informal style. Sample test questions are provided to assess understanding of these passive voice constructions.
IT IS SAID
The document discusses the use of passive voice constructions to report information that is said, thought, believed, or expected. It provides examples of transforming active sentences that report what someone says, thinks, or claims into equivalent passive constructions using "it is said/thought/claimed/expected that" or "is said/thought/claimed/expected to".
IT IS SAID
1. The document discusses the phrases "it is said that", "he is said to", and "(be) supposed to". It explains that these phrases mean "people say" and are often used in news reports to attribute information to an unnamed source.
2. Several examples are provided to illustrate the meaning and usage of these phrases in different tenses. Exercises are also included where the student must rewrite sentences using "it is said that".
3. Additional meanings of "(be) supposed to" are explained, such as something that is planned or expected, or things that are not allowed. References used in the document are listed at the end.
IT IS SAID
The document discusses the proper use of the prepositions "for", "during", and "while" when referring to time. It provides examples of how each preposition is used: "for" refers to a period of time, "during" refers to an event or activity, and "while" refers to two simultaneous actions or events. Common mistakes are highlighted, such as using "during" to refer to a length of time rather than an event. An exercise is included for the reader to practice using the three prepositions correctly in sentences referring to time.
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To, at, in, into
- 1. UNIVERSIDAD NACIONAL DE CHIMBORAZO Carrera de Idiomas Grammar VI Name: Patricio castillo 6th Semester TO/AT/IN/INTO
- 2. TO Indicate place, person, or thing that someone or something moves toward The package was mailed to Mr. Kim yesterday.
- 3. We use go/come/travel to indicate a place or event: I am going to travel to London the next year. My uncle will return to Spain tomorrow.
- 4. AT Used to point out specific time: I will meet you at 12 p.m. Used to indicate a specific place: There is a party at the club house.
- 5. Expression Example at night The stars shine at night. at the weekend I don't usually work at the weekend. at Christmas/Easter I stay with my family at Christmas. at the same time We finished the test at the same time. at present He's not home at present. Try later.
- 6. IN Used for unspecific times during a day, month, season, year: She always reads newspapers in the morning. In the summer, we have a rainy season for three weeks.
- 7. INTO Used to indicate “inside” or middle of a place, container, area, etc.: Stop running around and get into bed!
- 8. Used to show when a person or thing is changing Her novels have been translated into 19 languages.
- 9. EXERCISES The shop closes ____ midnight. The shop closes at midnight. Don't go ____ the bedroom. Oh, you're already in it? Don't go into the bedroom. Oh, you're already in it? He went on the bridge ____ see some fish. He went on the bridge to see some fish. I have a meeting ____ 9am. I have a meeting at 9am. Something new has come ____ his life.
- 10. They looked at this picture many times ____ remember it. They looked at this picture many times to remember it. There should be a lot of progress ___ the next century. There should be a lot of progress in the next century. His poem has been translated ____ Polish. His poem has been translated into Polish. I will go for a holiday ____ July. I will go for a holiday in July.
- 11. Jane went home ___ lunchtime. Jane went home at lunchtime. He's doing this exercise ___ understand the lesson. He's doing this exercise to understand the lesson. In England, it often snows ____ December. In England, it often snows in December. We will enter ____ details later on. We will enter into details later on. Do you think we will go to Jupiter ___ the future? Do you think we will go to Jupiter in the future?