This document provides a review of English verb forms through a series of lessons and exercises. It begins with an introduction explaining that V1, V2, and V3 refer to the first, past, and past participle forms of verbs. Several lessons then review the forms and usage of regular and irregular verbs, as well as helping verbs like be, have, do, and modals. Practice exercises throughout ask the reader to fill in missing verb forms. The document aims to help English language learners reinforce their understanding of basic English verb patterns.
This document contains lessons on English verb forms and usage. It begins with an introduction explaining that the lessons are intended as a review and not an introduction. It then defines V1, V2 and V3 as the first, past, and past participle forms of verbs. Several examples are given of regular and irregular verbs. The document continues explaining the different verb formulas using helping verbs like be, have, do and modals. Multiple examples are provided and exercises included to practice the concepts. It emphasizes the importance of verbs and their forms in English.
The document is a lesson on English verb forms from Rachel Bar Yosef in 1997. It introduces the concepts of V1, V2, and V3 verb forms and provides examples of regular and irregular verbs. It also discusses the uses of helping verbs like "be", "have", "do" and modals. Several exercises are included for students to practice filling in verbs in the correct form based on rules learned.
This document provides a lesson on English verb forms and usage. It begins with an overview of verb forms V1, V2, and V3 (irregular verbs). It then discusses five verb formulas using auxiliary verbs like be, have, and do, followed by examples. Later sections focus on the uses of do as a helping verb and modal verbs/semi-modals like can, must, have to. Exercises provide practice identifying and using different verb forms and auxiliary verbs in sentences.
This document discusses verb forms in English. It explains that V1 refers to the base form of the verb, V2 is the past simple form, and V3 is the past participle form. It provides examples of regular and irregular verbs to illustrate the different forms. The document then discusses the uses of different helping verbs like be, have, and do plus various verb forms to indicate things like the progressive, perfect, simple and modal tenses. It provides examples and exercises to help understand when and how to use these helping verbs.
The document appears to be notes about elliptical constructions in English. It provides examples of how to use words like "too", "so", "either", and "neither" to combine two similar sentences that share the same action or activity. It discusses the use of these words with sentences using verbs, modal verbs, the auxiliary verbs "have" and "has", and when an additional verb like "do" or "does" is needed. Several examples are given for positive and negative sentences.
This document contains a slideshow presentation on the present progressive tense in English. It includes 4 sections:
1) Introduction to the present progressive tense formation with "be + -ing" and examples.
2) Discussion of spelling rules for adding "-ing", including exceptions.
3) Formation of negative present progressive sentences and examples.
4) Distinguishing the present progressive from the simple present tense through examples of statements, questions, and negatives involving common verbs.
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.
Gramática Ingles II Socializando Colegio de Bachilleres Plantel 16 mayka11
This document provides a grammar summary and exercises on various English grammar topics for a level II socializing class. It covers can/can't, adverbs of manner, adverbs of degree, prepositions of place, comparative adjectives, demonstratives, plural nouns, requests and offers, obligation and necessity, countable and uncountable nouns, let's, simple past tense for regular and irregular verbs, questions in the past tense, when clauses, object pronouns, future tense with going to, and present progressive for future meaning. Exercises are provided throughout to practice each grammar concept.
This document contains lessons on English verb forms and usage. It begins with an introduction explaining that the lessons are intended as a review and not an introduction. It then defines V1, V2 and V3 as the first, past, and past participle forms of verbs. Several examples are given of regular and irregular verbs. The document continues explaining the different verb formulas using helping verbs like be, have, do and modals. Multiple examples are provided and exercises included to practice the concepts. It emphasizes the importance of verbs and their forms in English.
The document is a lesson on English verb forms from Rachel Bar Yosef in 1997. It introduces the concepts of V1, V2, and V3 verb forms and provides examples of regular and irregular verbs. It also discusses the uses of helping verbs like "be", "have", "do" and modals. Several exercises are included for students to practice filling in verbs in the correct form based on rules learned.
This document provides a lesson on English verb forms and usage. It begins with an overview of verb forms V1, V2, and V3 (irregular verbs). It then discusses five verb formulas using auxiliary verbs like be, have, and do, followed by examples. Later sections focus on the uses of do as a helping verb and modal verbs/semi-modals like can, must, have to. Exercises provide practice identifying and using different verb forms and auxiliary verbs in sentences.
This document discusses verb forms in English. It explains that V1 refers to the base form of the verb, V2 is the past simple form, and V3 is the past participle form. It provides examples of regular and irregular verbs to illustrate the different forms. The document then discusses the uses of different helping verbs like be, have, and do plus various verb forms to indicate things like the progressive, perfect, simple and modal tenses. It provides examples and exercises to help understand when and how to use these helping verbs.
The document appears to be notes about elliptical constructions in English. It provides examples of how to use words like "too", "so", "either", and "neither" to combine two similar sentences that share the same action or activity. It discusses the use of these words with sentences using verbs, modal verbs, the auxiliary verbs "have" and "has", and when an additional verb like "do" or "does" is needed. Several examples are given for positive and negative sentences.
This document contains a slideshow presentation on the present progressive tense in English. It includes 4 sections:
1) Introduction to the present progressive tense formation with "be + -ing" and examples.
2) Discussion of spelling rules for adding "-ing", including exceptions.
3) Formation of negative present progressive sentences and examples.
4) Distinguishing the present progressive from the simple present tense through examples of statements, questions, and negatives involving common verbs.
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.
Gramática Ingles II Socializando Colegio de Bachilleres Plantel 16 mayka11
This document provides a grammar summary and exercises on various English grammar topics for a level II socializing class. It covers can/can't, adverbs of manner, adverbs of degree, prepositions of place, comparative adjectives, demonstratives, plural nouns, requests and offers, obligation and necessity, countable and uncountable nouns, let's, simple past tense for regular and irregular verbs, questions in the past tense, when clauses, object pronouns, future tense with going to, and present progressive for future meaning. Exercises are provided throughout to practice each grammar concept.
The document provides instruction on English grammar concepts including parts of speech, verb conjugation, and sentence structure. It discusses subjects, verbs, and objects in sentences and how to form questions and negatives. Examples are given for affirmative, negative, and interrogative sentences using pronouns like I, you, he/she/it, we, and they.
The document contains two exercises about personal pronouns in Spanish. The first exercise asks students to complete 10 multiple choice questions by choosing the correct personal pronoun for each sentence. The second exercise contains 4 multiple choice questions about pronouns from a pronoun table. The exercises are meant to help students practice and learn personal pronouns.
The simple present of the verb to be and others+exercisesMarta Neto
The document summarizes the simple present tense of the verb "to be" in English. It provides the conjugations of the affirmative, interrogative, and negative forms of "to be" for each subject pronoun. It then gives examples of using the simple present tense to refer to present states, habitual actions, and facts. It concludes by explaining the use of the simple present tense and providing exercises for readers to practice.
This document provides information about auxiliary (helping) verbs and how they are used to form verb tenses in English. It discusses the helping verbs "to be", "will", "to have", and "to do" and how they are used to form the present continuous, future simple, present perfect, negatives, and questions. Examples are provided to illustrate the use of these helping verbs in different tenses. The document also briefly mentions the helping verbs "can" and "could".
The document contains notes from an English grammar course. It covers several topics around verb tenses and structures:
- Conditionals (types 0-3), how to form and use each type to express different conditions and their results.
- Modals like must, should, could for obligations, suggestions and past deductions.
- Future tenses - simple future, future progressive, future perfect - and how to form positive and negative sentences as well as questions for each.
- Recommendations for students to practice exercises and compare their work to answer keys for self-study.
The document discusses question tags, which are short questions added to statements to request confirmation or denial. It provides examples of statements with positive and negative question tags. It then lists 22 multiple choice questions testing understanding of question tags, asking the reader to identify the correct question tag for each statement.
Leisure time activities and adverbs of frequency Susan Watson
This 15 page English as a second or foreign language handout and worksheet presents leisure time vocabulary and adverbs of frequency. It has many vocabulary exercises and a board game.
This document provides instruction on English grammar concepts including singular vs. plural nouns, demonstratives (this, that, these, those), and possessive adjectives and pronouns. It explains that most nouns become plural by adding -s, while some irregular nouns have special plural forms. It also describes the uses of demonstratives to refer to things based on their number (singular or plural) and distance from the speaker (near or far). Finally, it outlines possessive adjectives like "my", "your" which are followed by nouns, and possessive pronouns like "mine", "yours" which are not followed by nouns. Examples and exercises are provided to illustrate these concepts.
1. The document provides a review of auxiliary verbs used in questions, question tags, short answers, and expressing agreement in English. It gives examples and exercises to practice these grammar structures.
2. The review also covers conditionals, including present and past real and unreal conditional forms. Examples are provided to illustrate the different uses.
3. Additional topics covered include verb patterns with infinitives and -ing forms, irregular verbs, and definitions for "digital native", "digital immigrants", and "chad". Exercises are included throughout for practice.
This document contains a table of contents and introduction to an English grammar e-book from Espresso English. The e-book covers basic grammar topics like the present simple, past simple, articles, possessives and more. Each grammar point has examples and exercises. The e-book is meant for beginner English learners and is available for free online or via PDF download from the Espresso English website.
This document provides examples and explanations of how to use the present continuous tense in English. It begins with example sentences showing common present continuous verb phrases like "are studying" and "is speaking". It then explains the grammatical structure of the tense, which always combines a form of the verb "to be" with a verb ending in "-ing". The document emphasizes that the present continuous is used to describe actions that are in progress or happening now. It provides a table of present continuous forms of the verb "to be" and explains how to form "-ing" verbs. It concludes with interactive exercises for students to practice using the tense.
The document provides examples of forming questions in the past tense using auxiliary verbs like "was", "were" and "did". It shows how to make interrogative sentences by placing the auxiliary verb at the beginning of the sentence before the subject. Examples are given of regular and irregular verbs in the past tense followed by practice questions for the reader to answer.
The document discusses the simple present and past tenses in English.
[1] The simple present tense is used to show habitual or repeated actions and general truths. It uses forms of "to be" like "am, is, are" and the base form of verbs.
[2] The simple past tense is used to talk about actions or events that happened at a specific time in the past. It uses forms of "to be" like "was, were" and the past tense form of verbs.
[3] Examples are provided to illustrate the use of these tenses in affirmative, negative and interrogative sentences.
The document discusses the past simple tense in English grammar. It explains that the past simple tense is used to talk about actions or events that happened at a specific time in the past. It provides examples of regular verbs that take the "-ed" ending in the past simple (like "worked") and irregular verbs that have unique past forms (like "saw"). It then gives exercises for learners to practice forming sentences in the past simple tense.
The document provides examples and explanations of how to use do/does in different types of sentences in English. It discusses the use of do/does in positive sentences, negative sentences, interrogative positive sentences, interrogative negative sentences, wh-word interrogative positive sentences, and wh-word interrogative negative sentences. It also gives examples of using do/does to express fixed programs or routines for the future.
This document contains lessons on English verb forms and usage. It begins with an introduction explaining V1, V2 and V3 verb forms using examples of irregular verbs. It then discusses the uses of helping verbs like be, have, and do in different tenses and constructions. Examples are provided and exercises included for students to practice filling in verbs. The document aims to review English verb rules in a clear and accessible way.
This document provides lessons on English verb forms and usage. It begins by introducing the concepts of V1, V2 and V3 forms of verbs using examples like "eat", "ate", "eaten". It then discusses the different verb formulas like "be + ing", "be + V3", "have + V3", "do + V1" and "modal + V1". Several examples are given for each. The document provides exercises for students to practice filling in missing verbs. It concludes with a note about modal and semi-modal verbs like "can", "may" and "must".
This document contains lessons on English verb forms and usage. It begins with an introduction explaining that the lessons are a review and not intended as an introduction. It then defines V1, V2 and V3 as the forms of irregular verbs. Several examples of verbs in their different forms are provided. The document continues explaining the different verb formulas like "be + ing" and "modal + V1". Multiple examples are used to illustrate proper usage of helping verbs and main verbs. Exercises are included for students to practice filling in verbs based on the lessons. The document aims to help students better understand English verb forms and usage.
01 capitulo simple present verbs to be, there to be. to haveETEC Piedade
The document provides information about simple present tense in Portuguese. It discusses the formation of simple present tense verbs, including regular verbs that drop the "to" and add "-s" or "-es" for third person singular. It provides examples of affirmative, interrogative, and negative forms. Common time expressions that can be used with simple present are listed, along with uses to express habitual actions or general truths. Exercises are included to practice forming simple present verbs and filling in a paragraph with their forms.
The document discusses the present simple tense in English. It explains that the present simple is used to talk about general truths, habitual actions, and things that happen regularly. It provides examples of using the present simple in the affirmative, interrogative, and negative forms in the first, second, third person singular and plural. It also discusses using the present simple with adverbs of frequency and the verb "to be".
This document provides a concise review of basic German grammar concepts including:
1. The German alphabet including letters like ä, ö, ü, and ß.
2. Parts of speech like nouns, verbs, and pronouns. Nouns have gender and are capitalized. Verbs are learned in infinitive form ending in -en.
3. Forming questions by inverting subject and verb order. Negation uses nicht or kein depending on the sentence.
The review covers pronunciation, conjugations of common verbs like haben and sein, and encourages learning through mnemonic devices like "a börning görilla" to remember letter sounds.
The document provides instruction on English grammar concepts including parts of speech, verb conjugation, and sentence structure. It discusses subjects, verbs, and objects in sentences and how to form questions and negatives. Examples are given for affirmative, negative, and interrogative sentences using pronouns like I, you, he/she/it, we, and they.
The document contains two exercises about personal pronouns in Spanish. The first exercise asks students to complete 10 multiple choice questions by choosing the correct personal pronoun for each sentence. The second exercise contains 4 multiple choice questions about pronouns from a pronoun table. The exercises are meant to help students practice and learn personal pronouns.
The simple present of the verb to be and others+exercisesMarta Neto
The document summarizes the simple present tense of the verb "to be" in English. It provides the conjugations of the affirmative, interrogative, and negative forms of "to be" for each subject pronoun. It then gives examples of using the simple present tense to refer to present states, habitual actions, and facts. It concludes by explaining the use of the simple present tense and providing exercises for readers to practice.
This document provides information about auxiliary (helping) verbs and how they are used to form verb tenses in English. It discusses the helping verbs "to be", "will", "to have", and "to do" and how they are used to form the present continuous, future simple, present perfect, negatives, and questions. Examples are provided to illustrate the use of these helping verbs in different tenses. The document also briefly mentions the helping verbs "can" and "could".
The document contains notes from an English grammar course. It covers several topics around verb tenses and structures:
- Conditionals (types 0-3), how to form and use each type to express different conditions and their results.
- Modals like must, should, could for obligations, suggestions and past deductions.
- Future tenses - simple future, future progressive, future perfect - and how to form positive and negative sentences as well as questions for each.
- Recommendations for students to practice exercises and compare their work to answer keys for self-study.
The document discusses question tags, which are short questions added to statements to request confirmation or denial. It provides examples of statements with positive and negative question tags. It then lists 22 multiple choice questions testing understanding of question tags, asking the reader to identify the correct question tag for each statement.
Leisure time activities and adverbs of frequency Susan Watson
This 15 page English as a second or foreign language handout and worksheet presents leisure time vocabulary and adverbs of frequency. It has many vocabulary exercises and a board game.
This document provides instruction on English grammar concepts including singular vs. plural nouns, demonstratives (this, that, these, those), and possessive adjectives and pronouns. It explains that most nouns become plural by adding -s, while some irregular nouns have special plural forms. It also describes the uses of demonstratives to refer to things based on their number (singular or plural) and distance from the speaker (near or far). Finally, it outlines possessive adjectives like "my", "your" which are followed by nouns, and possessive pronouns like "mine", "yours" which are not followed by nouns. Examples and exercises are provided to illustrate these concepts.
1. The document provides a review of auxiliary verbs used in questions, question tags, short answers, and expressing agreement in English. It gives examples and exercises to practice these grammar structures.
2. The review also covers conditionals, including present and past real and unreal conditional forms. Examples are provided to illustrate the different uses.
3. Additional topics covered include verb patterns with infinitives and -ing forms, irregular verbs, and definitions for "digital native", "digital immigrants", and "chad". Exercises are included throughout for practice.
This document contains a table of contents and introduction to an English grammar e-book from Espresso English. The e-book covers basic grammar topics like the present simple, past simple, articles, possessives and more. Each grammar point has examples and exercises. The e-book is meant for beginner English learners and is available for free online or via PDF download from the Espresso English website.
This document provides examples and explanations of how to use the present continuous tense in English. It begins with example sentences showing common present continuous verb phrases like "are studying" and "is speaking". It then explains the grammatical structure of the tense, which always combines a form of the verb "to be" with a verb ending in "-ing". The document emphasizes that the present continuous is used to describe actions that are in progress or happening now. It provides a table of present continuous forms of the verb "to be" and explains how to form "-ing" verbs. It concludes with interactive exercises for students to practice using the tense.
The document provides examples of forming questions in the past tense using auxiliary verbs like "was", "were" and "did". It shows how to make interrogative sentences by placing the auxiliary verb at the beginning of the sentence before the subject. Examples are given of regular and irregular verbs in the past tense followed by practice questions for the reader to answer.
The document discusses the simple present and past tenses in English.
[1] The simple present tense is used to show habitual or repeated actions and general truths. It uses forms of "to be" like "am, is, are" and the base form of verbs.
[2] The simple past tense is used to talk about actions or events that happened at a specific time in the past. It uses forms of "to be" like "was, were" and the past tense form of verbs.
[3] Examples are provided to illustrate the use of these tenses in affirmative, negative and interrogative sentences.
The document discusses the past simple tense in English grammar. It explains that the past simple tense is used to talk about actions or events that happened at a specific time in the past. It provides examples of regular verbs that take the "-ed" ending in the past simple (like "worked") and irregular verbs that have unique past forms (like "saw"). It then gives exercises for learners to practice forming sentences in the past simple tense.
The document provides examples and explanations of how to use do/does in different types of sentences in English. It discusses the use of do/does in positive sentences, negative sentences, interrogative positive sentences, interrogative negative sentences, wh-word interrogative positive sentences, and wh-word interrogative negative sentences. It also gives examples of using do/does to express fixed programs or routines for the future.
This document contains lessons on English verb forms and usage. It begins with an introduction explaining V1, V2 and V3 verb forms using examples of irregular verbs. It then discusses the uses of helping verbs like be, have, and do in different tenses and constructions. Examples are provided and exercises included for students to practice filling in verbs. The document aims to review English verb rules in a clear and accessible way.
This document provides lessons on English verb forms and usage. It begins by introducing the concepts of V1, V2 and V3 forms of verbs using examples like "eat", "ate", "eaten". It then discusses the different verb formulas like "be + ing", "be + V3", "have + V3", "do + V1" and "modal + V1". Several examples are given for each. The document provides exercises for students to practice filling in missing verbs. It concludes with a note about modal and semi-modal verbs like "can", "may" and "must".
This document contains lessons on English verb forms and usage. It begins with an introduction explaining that the lessons are a review and not intended as an introduction. It then defines V1, V2 and V3 as the forms of irregular verbs. Several examples of verbs in their different forms are provided. The document continues explaining the different verb formulas like "be + ing" and "modal + V1". Multiple examples are used to illustrate proper usage of helping verbs and main verbs. Exercises are included for students to practice filling in verbs based on the lessons. The document aims to help students better understand English verb forms and usage.
01 capitulo simple present verbs to be, there to be. to haveETEC Piedade
The document provides information about simple present tense in Portuguese. It discusses the formation of simple present tense verbs, including regular verbs that drop the "to" and add "-s" or "-es" for third person singular. It provides examples of affirmative, interrogative, and negative forms. Common time expressions that can be used with simple present are listed, along with uses to express habitual actions or general truths. Exercises are included to practice forming simple present verbs and filling in a paragraph with their forms.
The document discusses the present simple tense in English. It explains that the present simple is used to talk about general truths, habitual actions, and things that happen regularly. It provides examples of using the present simple in the affirmative, interrogative, and negative forms in the first, second, third person singular and plural. It also discusses using the present simple with adverbs of frequency and the verb "to be".
This document provides a concise review of basic German grammar concepts including:
1. The German alphabet including letters like ä, ö, ü, and ß.
2. Parts of speech like nouns, verbs, and pronouns. Nouns have gender and are capitalized. Verbs are learned in infinitive form ending in -en.
3. Forming questions by inverting subject and verb order. Negation uses nicht or kein depending on the sentence.
The review covers pronunciation, conjugations of common verbs like haben and sein, and encourages learning through mnemonic devices like "a börning görilla" to remember letter sounds.
The document provides information about singular and plural nouns in English. It explains that most nouns form their plural by adding -s, while nouns ending in ch, s, x, or s sounds add -es. It also discusses irregular plural forms. The document includes examples and a quiz to test understanding of plural nouns. It then discusses count vs. non-count nouns and possessive nouns. It concludes by explaining pronouns, "be" verbs, action verbs, adjectives, comparative/superlative adjectives, and adverbs.
This document discusses various parts of speech including nouns, verbs, adjectives, adverbs, and pronouns. It provides definitions and examples of count vs. non-count nouns, singular and plural nouns, possessive nouns, action verbs, be verbs, comparative and superlative adjectives, and adverbs. Quizzes with examples are included to test understanding of grammar rules for various parts of speech.
1. The document discusses different verb forms including tenses, aspects, and voices. It explains the forms of simple present, present continuous, present perfect, and present perfect continuous tenses.
2. Examples are provided to illustrate the use of each tense along with explanations of their meanings and uses. Forms of other tenses like simple past, past continuous, past perfect, and past perfect continuous are also outlined.
3. The document concludes by discussing the verbs "would" and "used to" as well as the forms of the verb "to have". Worksheets with exercises on verb forms are provided.
The document provides tips and strategies for learning English through songs and music. It discusses benefits such as improving vocabulary, pronunciation, grammar and cultural understanding. Specific strategies outlined include reading lyrics in English and translated, listening to songs, practicing pronunciation, and repeating the process with new songs weekly. Activities suggested are maintaining a vocabulary notebook, transcribing lyrics from memory, and translating lyrics with and without references. The document also reviews rules for forming gerunds (verbs ending in -ing).
This document provides instruction on several topics for learning Spanish, including:
1) How to tell time in Spanish and examples of class schedules using time phrases.
2) Conjugating verbs and how to change verbs endings to match subjects.
3) Describing rooms in a house and things found in each room using vocabulary taught in Unidad 3.
4) Asking the student to thoroughly answer discussion questions with details and examples rather than brief or generic responses.
This document provides instruction on several topics for learning Spanish, including:
1. How to tell time in Spanish using terms like "de la mañana," "de la tarde," and "de la noche" instead of a.m. and p.m., and how to say quarter past and half hour.
2. How to conjugate verbs by identifying if they end in "-ar," "-er," or "-ir" and changing the ending to match the subject pronoun.
3. The uses of different verbs like "ser" and "estar" and irregular verbs like "tener" and "dormir."
The document provides information about basic English grammar concepts for elementary level students, including the verb "to be" (affirmative, negative, questions), articles (a, an, the), adjectives, and possessive adjectives. It includes definitions, examples, and exercises for students to practice these grammar points.
The document provides an overview of the basics of English grammar. It includes 30 lessons covering topics like singular and plural nouns, count vs. non-count nouns, possessive nouns, pronouns, action verbs, adjectives, verb tenses, and more. Quizzes are included throughout to help test understanding of the concepts covered in each lesson. The document aims to give learners a solid foundation in English grammar to help them improve their communication skills.
This document provides an overview of basic French grammar concepts explained in English. It covers topics like the verb "to be" (être), nationalities, adjectives, questions forms, reflexive verbs, the past tenses, pronouns and more. Each chapter includes explanations of grammar points followed by exercises for students to practice. The goal is to help beginner to intermediate French learners build understanding of fundamental elements of the language.
The document provides information about the Simple Present tense in English. It begins by stating that the Simple Present corresponds to the present indicative tense in Portuguese. It then discusses the use of the Simple Present to indicate habitual or routine actions, general truths, and permanent facts. The formation of the Simple Present is explained, including the affirmative, interrogative, negative, and short answer forms. Examples are provided throughout to illustrate usage. Adverbs of frequency that are commonly used with the Simple Present are also listed.
The document provides information about the Simple Present tense in English. It begins by stating that the Simple Present corresponds to the present indicative tense in Portuguese. It then discusses the use of the Simple Present to indicate habitual or routine actions, general truths, and permanent facts. The formation of the Simple Present is explained, including the affirmative, interrogative, negative, and short answer forms. Examples are provided throughout to illustrate usage. Adverbs of frequency that are commonly used with the Simple Present are also listed.
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The document provides information about basic English grammar structures including:
- The verb "be" in affirmative, negative, and question forms.
- The verbs "have got" and "there is/there are" in affirmative, negative, and question forms.
- The verbs "can/can't" and how to form questions. Examples of their uses are also given.
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024Neo4j
Neha Bajwa, Vice President of Product Marketing, Neo4j
Join us as we explore breakthrough innovations enabled by interconnected data and AI. Discover firsthand how organizations use relationships in data to uncover contextual insights and solve our most pressing challenges – from optimizing supply chains, detecting fraud, and improving customer experiences to accelerating drug discoveries.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Full-RAG: A modern architecture for hyper-personalizationZilliz
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
5. :A Note to Students and Teachers
These lessons are not intended to
Introduce you to the English verb
system.
Use them as a review of what
you’ve
already learned.
6. ?“Are English Verbs “Ichsa
Are you miserable because you make
mistakes with English verbs?
Do you think you will never be able to learn?
Are you sorry you didn’t listen to your
teacher?
7. !!!It‘s not really so hard
You CAN speak and write good English
You CAN get good grades on English exams.
You only have to learn a few simple rules.
Are you ready to LEARN and PRACTICE?
9. We talk a lot in these lessons
about V1, V2, and V3. What in the
world are V1, V2, and V3?
10. ?Does this look familiar
– eat ate eaten
– fall fell fallen
– fly flew flown
This is the table of irregular verbs that we know and
love!
V1 is the first column (“eat”, ,(צורת המקור
V2 is the second column (“ate”, past simple form),
V3 is the third column (“eaten”, called—oh well, V3)
11. Lots of people forget that a verb that ends in “d” or
“ed” doesn’t have to be a verb in the simple past.
Maybe it’s a regular verb in V3 DISGUISED as a
simple past verb.
For example:
love loved loved
hate hated hated
worry worried worried
23. do
do, does did
do + V1 (simple)
I don‘t enjoy homework.
Do you like school?
24. : A special note aboutDO
We say that do is the helping verb for
the “simple” tenses, but if they’re
“simple”, then so is making peace with
our neighbors!
Pay attention:
25. WithPRESENT SIMPLE and
:PAST SIMPLE ONLY
In present simple and past simple, there are 3 kinds
of sentences:
– POSITIVE (+) Harry understands Amharic.
– NEGATIVE (-) Jill doesn‘t understand
Amharic.
– QUESTION (?) Does Jill understand French?
What‘s going on here????
26. In ( + ), the verb really has 2 jobs:
1) MEANING (UNDERSTANDS(-- להבין
2) GRAMMAR (UNDERSTANDS), which
includes:
•Time (understands, not understood;
“”)מבין” ולא “הבין
•Number -- “understands” can’t be רבים
(think of he/she/it, which are all (יחיד
•Person -- “understands” can’t be first
person (I understands???) or second
person (you understands????)
28. Now do you understand why
the main verb must always be
?בצורת המקור
29. Let’....s Practice
Use what you’ve learned to fill in the missing word(s):
“Shlomi loves computers. Before his father bought
him a computer, he thought he would never be
able to learn. He didn’t ________ he was clever
enough. But now he’s a real professional!”
“If Shlomi didn’t _________ computers to begin
with, why did his father ________ him a
computer?”
“He __________ to encourage him. He knew that
computers can be a wonderful help with
schoolwork.”
30. Let’....s Practice
Use what you’ve learned to fill in the missing word(s):
“Shlomi loves computers. Before his father bought
him a computer, he thought he would never be
able to learn. He didn’t _think__ he was clever
enough. But now he’s a real professional!”
“If Shlomi didn’t __like___ computers to begin
with, why did his father ___buy__ him a
computer?”
“He _wanted___ to encourage him. He knew that
computers can be a wonderful help with
schoolwork.”
31. Let’....s Practice
Use what you’ve learned to fill in the missing
:(word(s
Hello, Mom? I have a problem. I left my keys at”
“.home this morning
“?Where did you ____________ them”
I ___________ them on the table. __________ you”
“?see them
Yes, but you _________ have to worry. I won’t”
“.lock the door
32. Let’....s Practice
Use what you’ve learned to fill in the missing
:(word(s
Hello, Mom? I have a problem. I left my keys at”
“.home this morning
Where did you ___leave“?____ them”
I ___left____ them on the table. _Can orDo_ you”
“?see them
Yes, but you __don’t__ have to worry. I won’t”
“.lock the door
33. BUT
Don’t think BE/HAVE/DO can only
be helping verbs .(( פועלי עזר
Often they are main verbs .((הפועל העיקרי
34. be/have/do :as main verbs
x You are being stupid!
x Dan has had too many absences.
x What did you do last night?
35. In the following passage, write “HV” in the
parentheses after aH elpingVerb. If the word isn’t a
.helping verb, DON’T WRITE ANYTHING
My parents never listen to me. Sometimes they want
me to do ( ) something that I don’t ( ) want to
do ( ), or else they want me to not do ( ) what I
do ( ) want. I have ( ) always been ( ) jealous
of Moshe. His parents are ( ) so understanding!
He doesn’t ( ) have ( ) any problems with them.
They’re ( ) young, and patient, and they remember
what it was ( ) like to be ( ) young. Moshe
has ( ) never had ( ) any problems with his
parents. Not like me. Moshe has ( ) all the luck,
and I don’t ( ) have ( ) any. And I never do ( )
anything right!
36. My parents never listen to me. Sometimes they want
me to do ( ) something that I don’t ( HV ) want to
do ( ), or else they want me to not do ( ) what I
do ( HV ) want. I have ( HV ) always been ( )
jealous of Moshe. His parents are ( ) so
understanding! He doesn’t ( HV ) have ( ) any
problems with them. They’re ( ) young, and
patient, and they remember what it was ( ) like to
be ( ) young. Moshe has ( HV ) never had ( )
any problems with his parents. Not like me. Moshe
has ( ) all the luck, and I don’t ( HV ) have ( )
any. And I never do ( ) anything right!
42. A NOTE ABOUT SEMI-MODALS
You shouldn’t--indeed, you can’t--use “can” in the
past or in the future tense.
Use a form of “be able to” instead, or (in past tense),
use “could”.
Examples: I can‘t speak Russian.
I was able to or could speak it when I was young.
I will be able to speak it again after my trip to
Moscow.
43. A NOTE ABOUT SEMI-MODALS
Another way to say “must” is “have to” (they both
mean the same thing). In fact, in negative
sentences (-), questions (?), and in the past or
future tenses, you can’t use “must”; you have to
use “have to”.
Example: I must hurry. I have to hurry.
You don’t have to hurry.
She had to hurry so that she wouldn’t
be late.
44. Let’....s Practice
Use what you’ve learned to fill in the missing
word(s):
“Shirli, must you play the radio so loud?”
“What __________ you say?”
“Do you _____ ____ play the radio so loud?”
“No, I don’t ______ _____. Do you _________ me
to turn it down?”
“Yes, I do, please, if you don’t _________ me to
lose my hearing.”
45. Let’....s Practice
Use what you’ve learned to fill in the missing
:(word(s
“Shirli, must you play the radio so loud?”
“What ___did____ you say?”
“Do you __have to___ play the radio so loud?”
“No, I don’t __have to___. Do you __want___ me
to turn it down?”
“Yes, I do, please, if you don’t _want____ me to
lose my hearing.”
46. Let’....s Practice
:(Use what you’ve learned to fill in the missing word(s
“_________ you help me, please? I want a book about the
Internet, but I ___________ find one.”
“_________ you look among the computer books?”
“Yes, I __________, but I ______________ find anything.”
“Well, I’m ____________ somebody else right now, but I
_______ ____ ______ ___ help you in about ten minutes.
________ you come back in ten minutes?”
“OK. And in the meantime, I __________ try again. Maybe
I _____ ___ _____ ___ find it by then.”
47. Let’....s Practice
:(Use what you’ve learned to fill in the missing word(s
Can___ you help me, please? I want a book about the___”
Internet, but I ___can’t “.___ find one
Did“?___ you look among the computer books___”
Yes, I ___did____, but I __couldn’t“.____ find anything”
Well, I’m __helping___ somebody else right now, but I”
___will be able to __ help you in about ten minutes.
___Can“?__ you come back in ten minutes
OK. And in the meantime, I ___will___ try again. Maybe I”
__will be able to“.__ find it by then
48. --Refresh Your Memory
Take another look
at the table of
.helping verbs
Pay attention to the
.colors
50. Let’....s Review
Use what you’ve learned to fill in the missing word(s):
1. Moshe _________ drive (V1) more carefully. He
_____________ drive (V1) so carelessly.
2. _________ you want (V1) anything to eat?
Yes, thanks. I ___________ like (V1) a sandwich.
3. Bob ______ acting in movies and making lots of money.
4. __________ you seen (V3 - irregular verb) my hat?
No, I ________ remember (V1) seeing it.
5. Dan ______ wasted (V3 - regular verb) all of his money.
6. Some Americans _______ surprised (V3 - regular verb)
when Bush ____ elected (V3 - regular verb)
President.
x These photographs ________ taken (V3 - irregular
51. Let’....s Review
Use what you’ve learned to fill in the missing word(s):
1. Moshe _should__ drive (V1) more carefully. He
___shouldn’t_ drive (V1) so carelessly.
2. ___Do____ you want (V1) anything to eat?
Yes, thanks. I __would____ like (V1) a sandwich.
3. Bob __is__ acting in movies and making lots of money.
4. ___Have___ you seen (V3 - irregular verb) my hat?
No, I __don’t_ remember (V1) seeing it.
5. Dan _has__ wasted (V3 - regular verb) all of his money.
6. Some Americans _were__ surprised (V3 - regular verb)
when Clinton _was_elected (V3 - regular verb)
President.
x These photographs __were__ taken (V3 - irregular
verb) at Niagara Falls.
54. Let’....s Try a Test
Use what you’ve learned to fill in the missing word(s):
1. I don’t _________ to think about it.
2. Anat _______ lost ten kilo. You ___________ see her!
3. Did you _____________ to take your keys?
4. I haven’t ________, and I _____ not planning to eat
anything before dinner.
5. ________ you considered going into politics?
6. He is ______________ a great expert.
7. A lot of wine was __________ at the party last night.
9. We ___________ talking on the telephone when the
lights went out.
55. Let’....s Try a Test
Use what you’ve learned to fill in the missing word(s):
1. I don’t _want____ to think about it.
2. Anat __has__ lost ten kilo. You _should____ see her!
3. Did you __remember___ to take your keys?
4. I haven’t __eaten_, and I _am__ not planning to eat
anything before dinner.
5. __Have__ you considered going into politics?
6. He is __considered__ a great expert.
7. A lot of wine was __drunk___ at the party last night.
8. We ___were____ talking on the telephone when the lights
went out.
56. :A Test....Part 2
Use what you’ve learned to fill in the missing
word(s):
9. You could _________ until the last minute, or
you could ________ the work now and
_________ it over with.
10. _________ you name ten countries in Africa?
11. I __________ sleep very well last night.
5. I have _________ my promise, and I
_________ keep my word.
57. :A Test....Part 2
Use what you’ve learned to fill in the missing
word(s):
9. You could __wait___ until the last minute, or
you could ___do___ the work now and
___get___ it over with.
10. ___Can___ you name ten countries in Africa?
11. I __didn’t__ sleep very well last night.
x I have __given__ my promise, and I __will___
keep my word.
63. Forming Yes/No Questions
Take the first element (( מרכיבof the
verb and put it before the subject ((:נושא
I can believe it.
Can you believe it?
I’ve been there.
Have you been there?
68. Let’....s Practice
Complete the conversation:
BENNY: Arik! I haven’t seen you for a long time!
__________________________________________?
ARIK: Of course I haven’t been hiding! I’ve been very busy.
BENNY: _______________________________________?
ARIK: Yes, I’m studying a lot. I want to do well on my exams.
BENNY: ________________________________________?
ARIK: Yes, unfortunately, I still have that part-time job. It’s really too
much. That’s why I’m always so tired.
BENNY: ________________________________________?
ARIK: You’re right. I guess I wasn’t smart to take the job. But I need
the money!
BENNY: ________________________________________?
ARIK: Yes, I’ve been able to save a lot of money, although not as much
as I’d hoped to save!
69. Let’....s Practice
:Complete the conversation
BENNY: Arik! I haven’t seen you for a long time!
_Have you been hiding?_____________________?
ARIK: Of course I haven’t been hiding! I’ve been very busy.
BENNY: __Are you studying a lot?___________________?
ARIK: Yes, I’m studying a lot. I want to do well on my exams.
BENNY: ___Do you still have that part-time job?________?
ARIK: Yes, unfortunately, I still have that part-time job. It’s really too
much. That’s why I’m always so tired.
BENNY: _Are you sure you were smart to take the job?___?
ARIK: You’re right. I guess I wasn’t smart to take the job. But I need
the money!
BENNY: __Have you been able to save any money?______?
ARIK: Yes, I’ve been able to save a lot of money, although not as much
as I’d hoped to save!
70. Let’s Practice
:Ask these questions in English
האם אתם חייבים לעשות כל כך הרבה רעש ?
______________________________________________
האם אראה אותך הערב ?
_________________________________________________
האם מותר לנו להשתמש במילון ?
_________________________________________________
השתגעת ?
_________________________________________________
האם אתה מקשיב ?
_________________________________________________
71. Let’s Practice
:Ask these questions in English
? האם אתם חייבים לעשות כל כך הרבה רעש
_________?Do you have to/Must you) make so much noise)_
? האם אראה אותך הערב
______________________________?Will I see you tonight_
? האם מותר לנו להשתמש במילון
___________?Are we allowed to/ May we) use a dictionary)_
? השתגעת
_________________Are ?you crazy? Have you gone crazy_
? האם אתה מקשיב
_________________________________?Are you listening_
72. Let’s Practice
:Ask these questions in English
האם אי פעם בקרת בפטרה ?
_________________________________________________
האם שמעת בימיך דבר כל כך מגוחך ?
_________________________________________________
האם הייתם בהפגנה ?
_________________________________________________
האם ראית את המפתחות שלי ?
_________________________________________________
האם היית מציע לי להזמין אותם ?
_________________________________________________
73. Let’s Practice
:Ask these questions in English
? האם אי פעם בקרת בפטרה
_________________________?Have you ever visited Petra_
? האם שמעת בימיך דבר כל כך מגוחך
____________?Have you ever heard anything so ridiculous_
? האם הייתם בהפגנה
______________________?Were you at the demonstration_
? האם ראית את המפתחות שלי
____________________________?Have you seen my keys_
? האם היית מציע לי להזמין אותם
_____?Would you (advise me to/suggest that I) invite them_
74. WH-words
:L e a r n th e s e q u e s tio n w o r d s
who whom whos e whic h
wha t whe re whe n why
?????
75. WH-words
An d th e s e , to o :
how how muc h how ma ny
how ofte n [[באיזו תדירות
how long ( a g o) [([לפני( כמה זמן
how + כל תואר שהוא
( how ric h, how s trong , how s ic k)
?????
76. ?How easy is it
It’s really easy!
x (The answer:) I want my money. (The next
question:) Why do you want your money?
x (The answer:) I‘ve given Adam some money.
(The next question:) How much money have
you given him?
x (The answer:) I‘m planning to leave
tomorrow. (The next question:) Why aren‘t
you planning to leave today?
77. Who” and “What” as subjects”
Where who or what refers to the subject ,(( הנושא
the Hebrew translation is ?מי או מה
If who or what refers to the subject, DON’T use do-
does-did in the simple tenses; DON’T change the
word order:
Answer: Tal loves Rami Kleinstein‘s music.
Question: Who loves Rami Kleinstein‘s music?
78. (“ )מכשוליםStumpers”
How old are you? ? בן כמה אתה
What happened ? ?מה קרה
What did x do? ? X מה עשה
When were you born? ? מתי נולדת
What do you do for a living? ?במה אתה עובד
How long will he be gone?
?לכמה זמן הוא לא יהיה
79. ?How good are you at this
Ask the right questions. See how much you‘ve learned.
X: Hello, I’m phoning about your advertisement.
_____________________________________________?
MOTI: They’re not very old. Five years isn’t really so old.
Anyway, they’re in good shape.
X: _____________________________________________?
MOTI: I’m not “getting rid of” them. I’m offering them
because I’m moving to a new flat, where I’m not allowed
to keep them.
X: _____________________________________________?
MOTI: I don’t understand it either. They don’t bother
anyone.
80. ?How good are you at this
Ask the right questions. See how much you‘ve learned.
X: Hello, I’m phoning about your advertisement.
_How old are they?______________________________?
MOTI: They’re not very old. Five years isn’t really so old.
Anyway, they’re in good shape.
X: _Why are you getting rid of them?_________________?
MOTI: I’m not “getting rid of” them. I’m offering them
because I’m moving to a new flat, where I’m not allowed
to keep them.
X: _Why aren’t you allowed to keep them?_____________?
MOTI: I don’t understand it either. They don’t bother
anyone.
81. ...Keep going
X: ____________________________________________?
MOTI: You can take them whenever it’s convenient. I’m
always home.
X: ____________________________________________?
MOTI: I live on the corner of Plony and Almony.
X: I know the building. ___________________________?
MOTI: My entrance is Number 2.
X: ____________________________________________?
MOTI: Oh, I don’t want any money for them. All I care
about is finding a good home for them!
X: A good home! ________________________________?
MOTI: Of course I’m not selling a set of skis! I’m giving
away my beloved cats!
82. ...Keep going
X: _When can I take them?________________________?
MOTI: You can take them whenever it’s convenient. I’m
always home.
X: _Where do you live?___________________________?
MOTI: I live on the corner of Plony and Almony.
X: I know the building. _Which entrance is yours?_____?
MOTI: My entrance is Number 2.
X: _How much money do you want for them?_________?
MOTI: Oh, I don’t want any money for them. All I care
about is finding a good home for them!
X: A good home! _Aren’t you selling a set of skis?_____?
MOTI: Of course I’m not selling a set of skis! I’m giving
away my beloved cats!
83. !CONGRATULATIONS
YOUR NAME
has been awarded
the.M.V
(Master of Verbs)