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.
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 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.
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 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 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.
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.
The document provides information about pronouns and their usage in sentences. It defines different types of pronouns like subject pronouns, object pronouns, possessive adjectives, and possessive pronouns. Examples are given for each pronoun showing their meaning and usage. The document also contains exercises asking the reader to translate sentences from English to Indonesian using the pronouns.
The document discusses irregular verbs in English and provides examples of their forms in the past simple and past participle tenses. It lists common irregular verbs like blow, break, catch, choose, come, do, and others. It provides exercises for the reader to practice conjugating irregular verbs into the past simple and past participle tenses and forming negative and interrogative sentences.
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 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.
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 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 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.
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.
The document provides information about pronouns and their usage in sentences. It defines different types of pronouns like subject pronouns, object pronouns, possessive adjectives, and possessive pronouns. Examples are given for each pronoun showing their meaning and usage. The document also contains exercises asking the reader to translate sentences from English to Indonesian using the pronouns.
The document discusses irregular verbs in English and provides examples of their forms in the past simple and past participle tenses. It lists common irregular verbs like blow, break, catch, choose, come, do, and others. It provides exercises for the reader to practice conjugating irregular verbs into the past simple and past participle tenses and forming negative and interrogative sentences.
The document provides information about forming plurals of nouns in English. It explains that most nouns form the plural by adding -s, but some take -es if they end in certain letters like s,sh,ch,x. Nouns ending in y change to -ies if preceded by a consonant. Some nouns ending in f or fe take -ves in the plural. A few common nouns like man, woman, child have irregular plural forms. The document also discusses possessive nouns and possessive pronouns.
A person is interested in buying a house and asks the owner questions about it. The owner shows them the living room, dining room, and kitchen. Upstairs there are four large bedrooms. A primary school is nearby and located on East 1st Road. When asked the price, the owner does not provide a number, ending the summary.
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.
This document contains notes from a lecture about learning foreign languages. It discusses the lecturer's background and experiences living in different countries and learning languages. Some key points made in the lecture include discussing old and new methods of language teaching, focusing on listening and speaking over reading and writing, and using imagination and associating words to improve learning. The document also addresses differences between Chinese and English and taking notes during lectures.
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.
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 provides a list of 150 English prepositions compiled by Josef Essberger. It is divided into two sections: 1) 94 one-word prepositions such as "above", "across", "after", etc. along with example sentences, and 2) 56 complex prepositions which are phrases of two or more words that function like single prepositions, such as "according to" and "in spite of". The document also includes brief introductions to prepositions and why 150 were included in the list to provide a comprehensive reference for common English prepositions.
A young idler was seen begging from an old beggar, indicating that he had become poor and was now forced to beg. The document provides minimal context in only 2 sentences, leaving much unknown about the situation and people described. It gives a brief glimpse into a potential reversal of fortunes, with a formerly idle young person now begging from an elderly beggar.
This document discusses how to ask about someone's hobby in Japanese. The phrase "しゅみはなんですか" means "What is your hobby?". You can also ask about other people's hobbies by using the possessive particle "の", such as "せんせいのしゅみはなんですか" meaning "What is the teacher's hobby?". The document provides examples of asking if someone's hobby is a particular activity by adding the question marker "か" to the end of a statement.
Here are some examples using shall and will:
- Shall we go to the park this afternoon?
- I will pick you up from the station at 5pm.
- She shall not be late for her exam tomorrow.
- They will help with the cleaning this weekend.
F. Pattern Will/Shall and Be Going To
a. Will/Shall
(+) S + will/shall + V1
(-) S + will/shall + not + V1
(?) Will/Shall + S + V1
b. Be Going To
(+) S + am/is/are + going to + V1
(-) S + am/is/are + not
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.
The verb form "hay" in Spanish has two meanings - "there is" and "there are". It is used to indicate the existence of people or things. When asking questions, "hay" can mean either "is there?" or "are there?" depending on whether the question refers to a singular or plural subject. The verb "hay" is also used to answer questions by confirming or denying existence using "sí hay" or "no hay".
This document is a lesson on count and noncount nouns. It covers the differences between count and noncount nouns, and how to use articles like "a", "an", and "the" properly depending on whether the noun is count or noncount. It also discusses using quantity words like "many", "much", "a few", and "a little". The lesson provides examples and exercises for learners to practice identifying count and noncount nouns and using articles correctly in different contexts.
This document contains a teacher resource on English grammar concepts such as modal auxiliaries, imperatives, and question forms. It includes examples and exercises for classroom use. Key concepts are presented over multiple slides with headings like "Using Should" and "Polite Questions: May I, Could I, and Can I". Each slide provides explanations, examples, and practice activities to help teach the highlighted grammar rules.
This document provides vocabulary and grammar lessons about family relationships and describing oneself and family members in Spanish. It introduces key terms for family members and their relationships to each other. Possessive adjectives and asking questions about age, birthdays, and hobbies are also covered. Examples of full sentences and paragraphs are provided to demonstrate how to talk about one's mother and other family members.
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 document discusses quantity expressions in English including affirmative, negative, and interrogative forms using there is/there are. It provides examples of countable and uncountable nouns and discusses expressions like a few, few, a little, little, a number of, the number of, each, and other. It also discusses pronoun and adjective usage with singular and plural forms.
Leading Your Own Tribe (by Dr David Hanna)Matthew Huish
1) The document discusses the importance of leading by example within one's family as the foundation for leading a church or tribe. It cites biblical passages about caring for one's family and impressing God's commandments on one's children.
2) It also discusses how the ideal family centered around true love is necessary to achieve unification of the cosmic universe and should be evident in blessed couples as the building block for society.
3) A leader is defined as someone who leads by example through living out the vision in their own life so that their tribe can best understand it.
The document provides information about forming plurals of nouns in English. It explains that most nouns form the plural by adding -s, but some take -es if they end in certain letters like s,sh,ch,x. Nouns ending in y change to -ies if preceded by a consonant. Some nouns ending in f or fe take -ves in the plural. A few common nouns like man, woman, child have irregular plural forms. The document also discusses possessive nouns and possessive pronouns.
A person is interested in buying a house and asks the owner questions about it. The owner shows them the living room, dining room, and kitchen. Upstairs there are four large bedrooms. A primary school is nearby and located on East 1st Road. When asked the price, the owner does not provide a number, ending the summary.
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.
This document contains notes from a lecture about learning foreign languages. It discusses the lecturer's background and experiences living in different countries and learning languages. Some key points made in the lecture include discussing old and new methods of language teaching, focusing on listening and speaking over reading and writing, and using imagination and associating words to improve learning. The document also addresses differences between Chinese and English and taking notes during lectures.
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.
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 provides a list of 150 English prepositions compiled by Josef Essberger. It is divided into two sections: 1) 94 one-word prepositions such as "above", "across", "after", etc. along with example sentences, and 2) 56 complex prepositions which are phrases of two or more words that function like single prepositions, such as "according to" and "in spite of". The document also includes brief introductions to prepositions and why 150 were included in the list to provide a comprehensive reference for common English prepositions.
A young idler was seen begging from an old beggar, indicating that he had become poor and was now forced to beg. The document provides minimal context in only 2 sentences, leaving much unknown about the situation and people described. It gives a brief glimpse into a potential reversal of fortunes, with a formerly idle young person now begging from an elderly beggar.
This document discusses how to ask about someone's hobby in Japanese. The phrase "しゅみはなんですか" means "What is your hobby?". You can also ask about other people's hobbies by using the possessive particle "の", such as "せんせいのしゅみはなんですか" meaning "What is the teacher's hobby?". The document provides examples of asking if someone's hobby is a particular activity by adding the question marker "か" to the end of a statement.
Here are some examples using shall and will:
- Shall we go to the park this afternoon?
- I will pick you up from the station at 5pm.
- She shall not be late for her exam tomorrow.
- They will help with the cleaning this weekend.
F. Pattern Will/Shall and Be Going To
a. Will/Shall
(+) S + will/shall + V1
(-) S + will/shall + not + V1
(?) Will/Shall + S + V1
b. Be Going To
(+) S + am/is/are + going to + V1
(-) S + am/is/are + not
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.
The verb form "hay" in Spanish has two meanings - "there is" and "there are". It is used to indicate the existence of people or things. When asking questions, "hay" can mean either "is there?" or "are there?" depending on whether the question refers to a singular or plural subject. The verb "hay" is also used to answer questions by confirming or denying existence using "sí hay" or "no hay".
This document is a lesson on count and noncount nouns. It covers the differences between count and noncount nouns, and how to use articles like "a", "an", and "the" properly depending on whether the noun is count or noncount. It also discusses using quantity words like "many", "much", "a few", and "a little". The lesson provides examples and exercises for learners to practice identifying count and noncount nouns and using articles correctly in different contexts.
This document contains a teacher resource on English grammar concepts such as modal auxiliaries, imperatives, and question forms. It includes examples and exercises for classroom use. Key concepts are presented over multiple slides with headings like "Using Should" and "Polite Questions: May I, Could I, and Can I". Each slide provides explanations, examples, and practice activities to help teach the highlighted grammar rules.
This document provides vocabulary and grammar lessons about family relationships and describing oneself and family members in Spanish. It introduces key terms for family members and their relationships to each other. Possessive adjectives and asking questions about age, birthdays, and hobbies are also covered. Examples of full sentences and paragraphs are provided to demonstrate how to talk about one's mother and other family members.
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 document discusses quantity expressions in English including affirmative, negative, and interrogative forms using there is/there are. It provides examples of countable and uncountable nouns and discusses expressions like a few, few, a little, little, a number of, the number of, each, and other. It also discusses pronoun and adjective usage with singular and plural forms.
Leading Your Own Tribe (by Dr David Hanna)Matthew Huish
1) The document discusses the importance of leading by example within one's family as the foundation for leading a church or tribe. It cites biblical passages about caring for one's family and impressing God's commandments on one's children.
2) It also discusses how the ideal family centered around true love is necessary to achieve unification of the cosmic universe and should be evident in blessed couples as the building block for society.
3) A leader is defined as someone who leads by example through living out the vision in their own life so that their tribe can best understand it.
The slides I used to briefly describe some of my MA research on the theme of lineage, delivered at the UK Young Adult's Ministry Summer Retreat in the Isle of Wight on Saturday 21st June 2014.
Recent advances in ophthalmic genetics and gene therapy were discussed on February 3-4, 2010. Gene therapy clinical trials are currently underway for several medical conditions, including age-related macular degeneration, pulmonary emphysema, prostate cancer, painful diabetic nephropathy, hemophilia B, thyroid tumors, oral and maxillofacial malignant tumors, head and neck malignant tumors, Alzheimer's disease, non-small lung cancer, Tay-Sachs, rheumatoid arthritis, cystic fibrosis, HIV, Huntington's disease, muscular dystrophy, Parkinson's disease, severe combined immunodeficiency syndrome.
Business Writing Solutions (BWS) is a marketing and consulting firm launched in 2010 that provides various services including email marketing, content design, consulting, and innovation services. BWS has delivered successful marketing campaigns for both B2B and B2C clients ranging from startups to large established companies. Their email marketing in particular has achieved high open and click through rates that exceed industry averages. BWS takes a strategic and creative approach to help businesses breakthrough with their marketing.
Bilingual Project IES Fernández Vallín Info María Menéndez
El documento describe un programa bilingüe que ofrece más clases en inglés, incluyendo materias no lingüísticas. Los estudiantes tendrán actividades extracurriculares como un campamento en Inglaterra. Contará con profesores y asistentes de conversación. Se incluirá una certificación bilingüe en el expediente académico y posiblemente exámenes de Cambridge en el futuro.
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 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."
Linda is getting along well in her studies. Her teachers love her because she has a nice personality. The speaker is taking a spelling test and asking what day of the week it is currently and tomorrow. The exercises are meant to help students learn to translate their spoken dialect into correct written English.
The document provides an overview of a presentation on English verbs called "Secrets of English Verbs". It discusses how verbs are used to make negatives, questions, and indicate time (tense). It introduces 12 main verb types called "X-words" and how they are used and combined to create additional tenses and shades of meaning. Examples are given to illustrate forming negatives and questions, and finding the subject.
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.
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 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).
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 the modal auxiliary verb "can" in English. It discusses how can is used to talk about ability, possibility, permission, requests and offers. It provides examples of affirmative and negative sentences, as well as yes/no and Wh- questions. It also covers pronunciation, theoretical and logical possibility, ability, permission, and making requests/offers. Exercises are included to practice using can and can't in sentences.
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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 instructs students to play games on the Vocabulary and Spelling City (VSC) app by logging into Edmodo and clicking on an icon resembling a phone or calculator, and that the student will receive 1 point of extra credit for each game played on VSC.
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.
The document provides information on the simple present and present continuous tenses in English. It discusses the forms, uses, and examples of each tense.
For the simple present, it describes its use for repeated or habitual actions, facts/generalizations, and scheduled near future events. Examples are provided for positive, negative and interrogative forms.
For the present continuous, it outlines its use for actions happening now, longer actions in progress now, near future events, and repetition/irritation with "always". Exceptions for stative verbs and adverb placement are also noted.
Rules for spelling changes in the present continuous form (e.g. doubling consonants) are defined at the end.
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.
Can is used to talk about ability, possibility, permission, and requests. It is followed by an infinitive without "to" and there is no third person singular -s form. Can is used to discuss theoretical, logical, and present abilities. It is also used to ask for and give permission and to make polite requests. Cannot and can't express inability.
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".
Verb grammar lesson present simple teachers and studentspeng62
English Verb Grammar Lesson and Exercises
Lesson detailed is upper form, exercises are easy to consolidate learning for teachers and students to adopt and adapt.
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!
V1is the first column (“eat”, ,(המקור צורת
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 about DO:
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:Pay attention:
25. With PRESENT 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;
““הבין ולא ”)”מבין
•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
?המקור בצורת
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 or Do_ 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 .(עזר )פועלי
Often they are main verbs .(העיקרי )הפועל
34. be/have/do as main verbs:
You are being stupid!
Dan has had too many absences.
What did you do last night?
35. In the following passage, write “HV” in the
parentheses after a Helping Verb. 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.”
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.
7. 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.
7. 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.
8. 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.
12. 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.
12. I have __given__ my promise, and I __will___
keep my word.
63. Forming Yes/No Questions
Take the first element ()מרכיב of 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!
71. Let’s Practice
Ask these questions in English:
? רעש הרבה כך כל לעשות חייבים אתם האם
_)Do you have to/Must you) make so much noise?_________
? הערב אותך אראה האם
_Will I see you tonight?______________________________
? במילון להשתמש לנו מותר האם
_)Are we allowed to/ May we) use a dictionary?___________
? השתגעת
_Are you crazy? Have you gone crazy?_________________
? מקשיב אתה האם
_Are you listening?_________________________________
73. Let’s Practice
Ask these questions in English:
? בפטרה בקרת פעם אי האם
_Have you ever visited Petra?_________________________
? מגוחך כך כל דבר בימיך שמעת האם
_Have you ever heard anything so ridiculous?____________
? בהפגנה הייתם האם
_Were you at the demonstration?______________________
? שלי המפתחות את ראית האם
_Have you seen my keys?____________________________
? אותם להזמין לי מציע היית האם
_Would you )advise me to/suggest that I) invite them?_____
75. And these, too:
how how much how many
how often [תדירות ]באיזו
how long (ago) [(זמן כמה (]לפני
how + שהוא תואר כל
(how rich, how strong, how sick)
??????????
WH-wordsWH-words
76. How easy is it?
It’s really easy!
(The answer:) I want my money. (The next
question:) Why do you want your money?
(The answer:) I’ve given Adam some money.
(The next question:) How much money have
you given him?
(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 מה או ?מי
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. “Stumpers”((מכשולים
How old are you? ? אתה כמה בן
What happened ? קרה ?מה
What did x do? ? X עשה מה
When were you born? נולדת מתי ?
What do you do for a living? ?עובד אתה במה
How long will he be gone?
?יהיה לא הוא זמן לכמה
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!