This document provides a summary of slides for teaching the simple present tense in English. It includes slides on the form and meaning of the simple present, using frequency adverbs, irregular verbs like has/have and does/do, questions, and negatives. Examples are provided to illustrate spelling, pronunciation and usage of the simple present tense.
This document provides a lesson on using the simple present tense in English. It covers the basic form and meaning of the simple present tense, including how to form sentences in the singular and plural first, second, and third person. It also discusses using frequency adverbs, irregular verbs like has/have and does/do, negative and question forms, and other grammar essentials for using the simple present tense. The document is divided into sections with examples and exercises for learners to practice each concept.
The document discusses different tenses in English grammar, focusing on the present tense. It describes four present tenses - simple present, present continuous, present perfect, and present perfect continuous. For each tense, it provides examples of usage, conjugations, and practice questions for the reader. It aims to explain how to properly use and identify these tenses in speech and writing.
The document provides information about the simple present tense in English, including its form, meaning, and use with habitual activities and stative verbs. It covers topics such as using frequency adverbs, irregular verbs, spelling rules, questions and negatives. Examples are provided to illustrate different grammatical structures in the simple present tense.
The document provides information about the simple present tense in English, including its form, meaning, and use with habitual activities and stative verbs. It covers topics such as using frequency adverbs, irregular verbs, spelling rules, questions and negatives. Examples are provided to illustrate different grammatical structures in the simple present tense.
The document provides instructions and examples for using the simple present tense in English, including forming affirmative and negative sentences and yes/no questions. It covers regular and irregular verbs, the use of frequency adverbs, and questions using information words like where and when. Examples are provided to illustrate the rules and concepts being taught.
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 an overview of ways to express future time in English, including using "be going to", "will", the present progressive, simple present, and "be about to". It discusses expressing certainty, the difference between "be going to" and "will", using time clauses and if-clauses, and parallel verb structures. Examples are provided to illustrate proper usage of these structures for expressing future events, plans, schedules, and predictions in English.
This document contains a slideshow presentation on modal auxiliaries and expressions in English. It includes 13 sections that explain and provide examples of how to use modals such as "should", "have to", and "must" as well as polite questions with "may", "could", and "would". Each section contains practice exercises for the topic. The slides also include a summary chart comparing different modals and similar expressions.
This document provides information about comparative and superlative adverbs in English. It discusses how adverbs of one syllable usually form the comparative with -er and the superlative with -est. Adverbs of two or more syllables generally form the comparative with "more" and the superlative with "most". It also notes some irregular adverbs like "badly", "well", "far" and provides examples and exercises to practice forming comparative and superlative adverbs.
The document provides classroom language instructions in both English and Arabic. It includes common classroom phrases like "write on the board", "pay attention", "come here", "spell the word", and "don't run". It also introduces the English alphabet and numbers. Some vocabulary words are presented like "oranges", "I can", "I can't", and "goodbye". Directions are given for punctuation rules and capitalization for names, days, months, and languages. Exercises are included to practice these concepts.
1. The document provides examples of sentences using the present simple and present continuous tenses in English. It gives sentences to complete and verbs to put into the correct tense.
2. It discusses when to use the present simple versus present continuous through examples like "My sister does not play tennis every day" versus "What are you eating?".
3. The document aims to help learners practice and understand the difference between the present simple and present continuous tenses in English through a variety of exercise questions.
This document appears to be a teacher resource for a slideshow presentation on English grammar concepts related to verb tenses and clauses. It contains over 50 pages of content explaining rules and providing examples for topics like:
- The difference between may/might vs will
- Using maybe as an adverb vs may be as a verb phrase
- Future time clauses with before, after, when
- Clauses with if
- Expressing habitual present with time and if clauses
- Using what + forms of do to ask about activities
Each section breaks down rules through examples and practice questions.
The document provides examples of questions and answers in English using pronouns like who, what, how old. It explains that pronouns like he, she, it are used instead of nouns to avoid repetition. There are also examples of questions using the verb "to be" in present tense forms like "am, is, are". Pictures and words are matched to reinforce vocabulary. Overall, the document aims to teach English pronouns and the verb "to be" through examples, exercises, and images.
UNIT 26 + 28 discusses the conditionals. There are four types of conditionals: zero, first, second, and third. The zero conditional uses the simple present tense in both clauses and refers to general truths. The first conditional uses the present simple in the if-clause and will for possibilities in the present or future. The second conditional uses the past simple in the if-clause and would for imaginary or unlikely situations. The third conditional uses the past perfect in the if-clause and would have to talk about imaginary past situations. Activities are provided to practice using each conditional.
This document contains a study guide for a Turkish exam, with multiple sections:
- Section A asks students to complete sentences using conjunctions like "for" or "since".
- Section B asks students to match prefixes with words.
- Section C asks students to fill in blanks with the present perfect tense.
- The document provides other exercises involving vocabulary, grammar, and matching questions to topics in Turkish history. It aims to prepare students for an upcoming exam through various language practice questions.
This document provides instruction on various English grammar topics, including pronunciation of final -s/-es, plural forms of nouns, subjects/verbs/objects, prepositions, word order, subject-verb agreement, adjectives, nouns as adjectives, and personal pronouns. It defines key terms, provides examples for each topic, and includes practice exercises for learners to test their understanding. The overall content covers foundational rules of English grammar.
This document contains a teacher resource on English modal verbs and expressions. It includes 13 sections that provide examples, explanations and exercises on using verbs like "should", "have to", "must", "may", "let's" and modal auxiliaries in sentences. The slides contain questions for students to practice using these verbs correctly in different contexts.
The document discusses various modal auxiliaries in English including expressions of ability, possibility, permission, advice, necessity, lack of necessity, and prohibition. It provides examples of how each modal auxiliary is used in affirmative, negative, and question forms. The modals discussed include can, could, may, might, should, had better, must, will, would, have to, have got to, ought to, and do not have to. It also addresses polite questions formed with these modals and differences in formality.
The document is a teacher's resource containing slides for a PowerPoint presentation on using modal verbs like "can", "could", "be able to", and "know how to" to express ability in English. It includes examples of these verbs in affirmative and negative sentences and questions. Accompanying exercises provide practice identifying and using these modal verbs correctly.
Third set highlights the usage of Simple present tense; it also teaches to use frequency of adverbs. The spelling rules and pronunciation of most commonly used is explained. Asking information question in simple present tenses with be and do is clarified.
This document contains an English grammar exercise with 6 sections testing different grammar topics:
1) Fill in gaps with modal verbs
2) Fill in gaps with verbs in past simple or past continuous
3) Fill in gaps with verbs in past perfect
4) Complete sentences with conditionals
5) Change sentences to passive voice
6) Change direct to reported speech
- The document outlines a goal for the author to lose 10 pounds by May 20th through eating healthier and working out 3-4 times per week.
- The author plans to track their weight loss progress and workout routine to stay committed to achieving their goal.
- Having easy access to a campus gym and roommate support will help the author stick to healthy eating and regular exercise to lose the desired 10 pounds in the 6 week timeframe.
This document provides a biography of Ben Cohen MBE, the founder of Ben & Jerry's ice cream. It details that he co-founded the company in 1978 in Vermont and helped build it into an iconic brand through innovative flavors and a commitment to social justice causes before selling the company in 2000. The biography also notes that Cohen remains active in advocacy work around climate change, campaign finance reform, and other issues.
The document discusses in-store decision-making research (ISDR) and how it relates to brand choice. It provides data from a national survey of people ages 18-54 on their last shopping trip across 40 fast-moving consumer goods categories. The data shows that on average, 73% of purchases were planned before entering the store, while 27% were not planned. Of the unplanned purchases, 44% resulted from brands seen in the store, while 9% were from brands not previously considered.
Depuis quelques mois, nous entendons parler de reprise 辿conomique Du point de vue du consommateur, la crise est-elle aussi termin辿e? Comment nos concitoyens arbitrent-ils aujourdhui leurs budgets? Quelles sont leurs intentions de d辿penses dans les achats courants et les loisirs en 2010? Les marques gardent-elles toujours une place de choix dans le cur des consommateurs? Pour les fabricants de produits de grande consommation, quels clients pr辿sentent les meilleures perspectives de d辿veloppement court terme?
The document discusses Belgian consumers' attitudes and behaviors related to environmental protection and energy savings. It finds that while most consumers want to reduce their energy usage and are taking some daily actions like using energy saving light bulbs, they need more information on options and financial incentives to adopt more significant long-term solutions. Consumers express interest in learning more through various awareness campaigns using television, websites, magazines and other media.
God save the green! This document outlines simple daily habits and larger actions people can take over 12 months to reduce their energy usage. In the short term, it recommends using energy saving lamps, turning off lights and devices more often, air drying clothes, and using efficient washing and heating programs. Over 12 months, it suggests buying energy efficient appliances, improving insulation, installing solar panels or a new boiler, and conducting an energy audit. The overall goal is to encourage more sustainable energy use through individual and community actions.
DIDACTIC RESOURCE FOR LEARNING THE PRESENT SIMPLE TENSE.
FREQUENCY ADVERBS ALWAYS, USUALLY, OFTEN..
FREQUENCY EXPRESSIONS
FREQUENCY ADVERBS WITH BE
SPELLING AND PRONUNCIATION OF FINAL- ES
ADDING FINAL-S-ES TO WORDS THAT END IN Y
IRREGULAR SINGULAR VERBS HAS, DOES, GOES
SPELLING AND PRONUNCIATION OF FINAL S-ES
THE SIMPLE PRESENT NEGATIVE
THE SIMPLE PRESENT YES-NO QUESTION
THE SIMPLE PRESENT ASKING INFORMATION QUESTIONS WITH WHERE
THE SIMPLE PRESENT ASKING INFORMATION QUESTIONS WITH WHEN.
Tomado de http://www.azargrammar.com/materials/beg/BEG_PowerPoint.html april 16 2014
This document contains a slideshow presentation on modal auxiliaries and expressions in English. It includes 13 sections that explain and provide examples of how to use modals such as "should", "have to", and "must" as well as polite questions with "may", "could", and "would". Each section contains practice exercises for the topic. The slides also include a summary chart comparing different modals and similar expressions.
This document provides information about comparative and superlative adverbs in English. It discusses how adverbs of one syllable usually form the comparative with -er and the superlative with -est. Adverbs of two or more syllables generally form the comparative with "more" and the superlative with "most". It also notes some irregular adverbs like "badly", "well", "far" and provides examples and exercises to practice forming comparative and superlative adverbs.
The document provides classroom language instructions in both English and Arabic. It includes common classroom phrases like "write on the board", "pay attention", "come here", "spell the word", and "don't run". It also introduces the English alphabet and numbers. Some vocabulary words are presented like "oranges", "I can", "I can't", and "goodbye". Directions are given for punctuation rules and capitalization for names, days, months, and languages. Exercises are included to practice these concepts.
1. The document provides examples of sentences using the present simple and present continuous tenses in English. It gives sentences to complete and verbs to put into the correct tense.
2. It discusses when to use the present simple versus present continuous through examples like "My sister does not play tennis every day" versus "What are you eating?".
3. The document aims to help learners practice and understand the difference between the present simple and present continuous tenses in English through a variety of exercise questions.
This document appears to be a teacher resource for a slideshow presentation on English grammar concepts related to verb tenses and clauses. It contains over 50 pages of content explaining rules and providing examples for topics like:
- The difference between may/might vs will
- Using maybe as an adverb vs may be as a verb phrase
- Future time clauses with before, after, when
- Clauses with if
- Expressing habitual present with time and if clauses
- Using what + forms of do to ask about activities
Each section breaks down rules through examples and practice questions.
The document provides examples of questions and answers in English using pronouns like who, what, how old. It explains that pronouns like he, she, it are used instead of nouns to avoid repetition. There are also examples of questions using the verb "to be" in present tense forms like "am, is, are". Pictures and words are matched to reinforce vocabulary. Overall, the document aims to teach English pronouns and the verb "to be" through examples, exercises, and images.
UNIT 26 + 28 discusses the conditionals. There are four types of conditionals: zero, first, second, and third. The zero conditional uses the simple present tense in both clauses and refers to general truths. The first conditional uses the present simple in the if-clause and will for possibilities in the present or future. The second conditional uses the past simple in the if-clause and would for imaginary or unlikely situations. The third conditional uses the past perfect in the if-clause and would have to talk about imaginary past situations. Activities are provided to practice using each conditional.
This document contains a study guide for a Turkish exam, with multiple sections:
- Section A asks students to complete sentences using conjunctions like "for" or "since".
- Section B asks students to match prefixes with words.
- Section C asks students to fill in blanks with the present perfect tense.
- The document provides other exercises involving vocabulary, grammar, and matching questions to topics in Turkish history. It aims to prepare students for an upcoming exam through various language practice questions.
This document provides instruction on various English grammar topics, including pronunciation of final -s/-es, plural forms of nouns, subjects/verbs/objects, prepositions, word order, subject-verb agreement, adjectives, nouns as adjectives, and personal pronouns. It defines key terms, provides examples for each topic, and includes practice exercises for learners to test their understanding. The overall content covers foundational rules of English grammar.
This document contains a teacher resource on English modal verbs and expressions. It includes 13 sections that provide examples, explanations and exercises on using verbs like "should", "have to", "must", "may", "let's" and modal auxiliaries in sentences. The slides contain questions for students to practice using these verbs correctly in different contexts.
The document discusses various modal auxiliaries in English including expressions of ability, possibility, permission, advice, necessity, lack of necessity, and prohibition. It provides examples of how each modal auxiliary is used in affirmative, negative, and question forms. The modals discussed include can, could, may, might, should, had better, must, will, would, have to, have got to, ought to, and do not have to. It also addresses polite questions formed with these modals and differences in formality.
The document is a teacher's resource containing slides for a PowerPoint presentation on using modal verbs like "can", "could", "be able to", and "know how to" to express ability in English. It includes examples of these verbs in affirmative and negative sentences and questions. Accompanying exercises provide practice identifying and using these modal verbs correctly.
Third set highlights the usage of Simple present tense; it also teaches to use frequency of adverbs. The spelling rules and pronunciation of most commonly used is explained. Asking information question in simple present tenses with be and do is clarified.
This document contains an English grammar exercise with 6 sections testing different grammar topics:
1) Fill in gaps with modal verbs
2) Fill in gaps with verbs in past simple or past continuous
3) Fill in gaps with verbs in past perfect
4) Complete sentences with conditionals
5) Change sentences to passive voice
6) Change direct to reported speech
- The document outlines a goal for the author to lose 10 pounds by May 20th through eating healthier and working out 3-4 times per week.
- The author plans to track their weight loss progress and workout routine to stay committed to achieving their goal.
- Having easy access to a campus gym and roommate support will help the author stick to healthy eating and regular exercise to lose the desired 10 pounds in the 6 week timeframe.
This document provides a biography of Ben Cohen MBE, the founder of Ben & Jerry's ice cream. It details that he co-founded the company in 1978 in Vermont and helped build it into an iconic brand through innovative flavors and a commitment to social justice causes before selling the company in 2000. The biography also notes that Cohen remains active in advocacy work around climate change, campaign finance reform, and other issues.
The document discusses in-store decision-making research (ISDR) and how it relates to brand choice. It provides data from a national survey of people ages 18-54 on their last shopping trip across 40 fast-moving consumer goods categories. The data shows that on average, 73% of purchases were planned before entering the store, while 27% were not planned. Of the unplanned purchases, 44% resulted from brands seen in the store, while 9% were from brands not previously considered.
Depuis quelques mois, nous entendons parler de reprise 辿conomique Du point de vue du consommateur, la crise est-elle aussi termin辿e? Comment nos concitoyens arbitrent-ils aujourdhui leurs budgets? Quelles sont leurs intentions de d辿penses dans les achats courants et les loisirs en 2010? Les marques gardent-elles toujours une place de choix dans le cur des consommateurs? Pour les fabricants de produits de grande consommation, quels clients pr辿sentent les meilleures perspectives de d辿veloppement court terme?
The document discusses Belgian consumers' attitudes and behaviors related to environmental protection and energy savings. It finds that while most consumers want to reduce their energy usage and are taking some daily actions like using energy saving light bulbs, they need more information on options and financial incentives to adopt more significant long-term solutions. Consumers express interest in learning more through various awareness campaigns using television, websites, magazines and other media.
God save the green! This document outlines simple daily habits and larger actions people can take over 12 months to reduce their energy usage. In the short term, it recommends using energy saving lamps, turning off lights and devices more often, air drying clothes, and using efficient washing and heating programs. Over 12 months, it suggests buying energy efficient appliances, improving insulation, installing solar panels or a new boiler, and conducting an energy audit. The overall goal is to encourage more sustainable energy use through individual and community actions.
DIDACTIC RESOURCE FOR LEARNING THE PRESENT SIMPLE TENSE.
FREQUENCY ADVERBS ALWAYS, USUALLY, OFTEN..
FREQUENCY EXPRESSIONS
FREQUENCY ADVERBS WITH BE
SPELLING AND PRONUNCIATION OF FINAL- ES
ADDING FINAL-S-ES TO WORDS THAT END IN Y
IRREGULAR SINGULAR VERBS HAS, DOES, GOES
SPELLING AND PRONUNCIATION OF FINAL S-ES
THE SIMPLE PRESENT NEGATIVE
THE SIMPLE PRESENT YES-NO QUESTION
THE SIMPLE PRESENT ASKING INFORMATION QUESTIONS WITH WHERE
THE SIMPLE PRESENT ASKING INFORMATION QUESTIONS WITH WHEN.
Tomado de http://www.azargrammar.com/materials/beg/BEG_PowerPoint.html april 16 2014
This document provides a teacher resource on using slide shows for PowerPoint presentations. It covers topics related to the simple present tense in English, including its form and basic meaning, using frequency adverbs, irregular verbs, questions, and negatives. Each section includes explanations, examples, exercises and answer keys to help teach the simple present tense.
This document contains a teacher resource disc with slide shows for use with PowerPoint presentation software. It covers topics related to the simple present tense, including form, meaning, frequency adverbs, questions, and negatives. Each section provides explanations, examples, and exercises.
This document provides content on using the simple present tense in English, including its form, meaning, and use with frequency adverbs. It covers topics such as regular and irregular verbs, questions, and negatives. Examples are provided to illustrate grammar points like how the verb changes form in the 3rd person singular present. The document appears to be from an English grammar textbook or teaching materials and is divided into numbered sections with explanations, tables, examples and exercises.
The document provides teaching slides about the simple present tense in English. It covers topics such as form, meaning, frequency adverbs, questions, and negatives. Examples are provided to illustrate spelling, pronunciation and usage of the simple present tense.
This document provides a summary of slides for teaching the simple present tense in English. It includes slides on the form and meaning of the simple present, using frequency adverbs, irregular verbs like has/have and does/do, questions, and negatives. Examples are provided to illustrate spelling, pronunciation and usage of the simple present tense.
The document provides information about the simple present tense in English, including its form, meaning, and use with habitual activities and stative verbs. It covers topics such as using frequency adverbs, irregular verbs, spelling rules, questions and negatives. Examples are provided to illustrate different grammatical structures in the simple present tense.
This document provides an overview of the simple present tense in English. It covers the basic form and meaning of the simple present tense, including frequency adverbs that are used with it. It discusses rules for adding -s or -es to verbs in the third person singular. It also covers forming negatives, yes/no questions, and information questions using the simple present tense. The document is divided into sections with examples and exercises for each grammar point.
This document provides information about the simple present tense in English, including its form, meaning, and use. It discusses the basic forms of the simple present for regular and irregular verbs. It also covers using the simple present to talk about habitual activities and includes examples of using frequency adverbs like always, usually, and never with the simple present. The document provides practice exercises for learners to reinforce their understanding.
This document provides information about forming and using the simple present tense in English. It discusses the basic form and meaning of the simple present, how it is used to express habits and usual activities. It also covers spelling and pronunciation rules when adding -s or -es endings to verbs in the third person singular. Additionally, it explains how to form negative and question sentences in the simple present and how to ask information questions using question words like what, when, where, why and how.
This document discusses the simple present tense in English. It is used to talk about permanent states, facts, general truths, habits or routines, and timetables. Examples are provided for each use. Keywords that indicate the simple present tense include adverbs of frequency, expressions of time, and words like "always" and "never." The formation of affirmative sentences, questions, and negative sentences is explained. Practice examples are provided to reinforce the concepts.
The document discusses the present simple tense in English. It explains that the present simple is used to talk about habitual actions, permanent situations, general truths, schedules and opinions. It provides examples of these uses and discusses the structure of affirmative, negative and interrogative sentences in the present simple. Time expressions and frequency adverbs that are commonly used with the present simple are also outlined.
This document provides an overview of the present simple and present continuous tenses in English. It discusses:
1. When to use the present simple (for habitual actions or general truths) versus present continuous (for actions happening now).
2. The forms of the present simple and present continuous, including contractions and questions.
3. How to use frequency adverbs like always, usually, and never with the present simple.
4. Rules for adding -s or -es to verbs in the present simple, depending on whether the subject is singular or plural.
5. Examples of non-action verbs that are not used in the present continuous.
6. Forming short answers to yes
This document provides a preview of Chapter 1 which covers the simple present and present progressive tenses in English. It includes examples of how to form and use these tenses, distinguish between them, and form short answers to yes/no questions. The chapter preview covers topics such as frequency adverbs, singular and plural verb forms, spelling rules for verbs ending in -s or -es, non-action verbs, and short answers to questions. Examples and exercises are provided throughout to illustrate the concepts and allow practice applying the rules.
The document discusses the present simple tense in English. It outlines its uses for habits, regular activities, and generally true statements. It provides examples of affirmative and negative forms, including how the verb changes in the third person singular. Questions are formed using do/does plus the subject and infinitive verb. Examples are given of completing sentences and questions in the present simple. [/SUMMARY]
This document provides information about verb tenses in English, including the present simple tense, present progressive tense, and present perfect tense. For each tense, it discusses form, use, examples, and notes. For the present simple tense, it describes using "to be" verbs and regular verbs. For the present progressive tense, it lists verbs that are not usually used in this tense. And for the present perfect tense, it discusses using this tense to describe actions that began in the past and continue to the present, actions that recently occurred, and past actions without a specified time. Exercises are provided to practice forming verbs in each tense.
This document discusses the simple present tense in English. It is used to express habitual actions, general truths, or fixed schedules. There are two forms - verbs and the verb "to be." Verbs follow patterns like "he/she/it + verb + s/es" and subjects like "they/we/you" follow patterns like "+ verb." The verb "to be" follows patterns like "they/we/you + are" and "he/she/it + is." Examples are provided to illustrate these patterns in positive, negative, and interrogative sentences. Practice sentences are suggested for the reader to apply the simple present tense.
This document provides an overview of the simple present and present progressive tenses in English. It discusses the forms, uses, and spelling rules for regular and irregular verbs in the simple present and present progressive. Examples are provided to illustrate daily habits, repeated actions, ongoing activities and more. Short answers to yes/no questions are also demonstrated. The document contains various exercises for learners to practice identifying and using verbs in the simple present and present progressive tenses.
1. CONTENTS
3-1 Form and basic meaning of the simple present tense
3-2 Using frequency adverbs: always, usually, often,
3-3 Other frequency expressions
3-4 Using frequency adverbs with be
3-5 Spelling and pronunciation of final -es
3-6 Adding final -s/-es to words that end in -y
3-7 Irregular singular verbs: has, does, goes
3-8 Spelling and pronunciation of final -s/-es
3-9 The simple present: negative
3-10 The simple present: yes/no questions
3-11 The simple present: asking information questions with where
3-12 The simple present: asking information questions with when
3-13 Summary: information questions with be and do
3. 3
SINGULAR PLURAL
1st
PERSON I walk we walk
2nd
PERSON you walk you walk
she walks
he walks
it walks
they walk
3-1 FORM AND BASIC MEANING OF THE SIMPLE
PRESENT TENSE
3rd
PERSON
4. 4
(a) I eat lunch every afternoon.
(b) Max drives to work every day.
(c) We get up every morning.
(d) Kyle calls Mimi every weekend.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
M T W Th F Sat S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
3-1 FORM AND BASIC MEANING OF THE SIMPLE
PRESENT TENSE
HABITS = USUAL ACTIVITIES
8. 8
Jara _____ a walk in the morning.takes
take takes
3-1 Lets Practice
9. 9
My friend ____ her horse every day.
ride rides
rides
3-1 Lets Practice
10. 10
They always drink
tea with lunch.
3-2 USING FREQUENCY ADVERBS: ALWAYS, USUALLY,
OFTEN, SOMETIMES, SELDOM, RARELY, NEVER
11. 11
(d) Tia sometimes eats lunch at school.
(c) Josh often eats hamburgers.
100% (a) Mary always eats lunch at school.
90%- 99% (b) Mary usually eats lunch at school.
75%- 90%
25%- 75%
5%- 10%
1%- 10%
0%
(e) Tia seldom eats lunch at school.
(f) Eva rarely washes her car.
(g) Jay never goes to the zoo.
frequency adverbs
3-2 USING FREQUENCY ADVERBS: ALWAYS, USUALLY,
OFTEN, SOMETIMES, SELDOM, RARELY, NEVER
12. 12
Talia _______ feeds her dog.
Sun.Mon.Tues. Wed.Thurs. Fri. Sat.
always
3-2 Lets Practice
always
usually
often
sometimes
seldom
rarely
never
17. 17
(a) She goes to the library
once a week.
twice a week.
five times a week.
Sun.Mon. Tues.Wed. Thurs.Fri. Sat.
3-3 OTHER FREQUENCY EXPRESSIONS
18. 18
(b) I go to school five times a week.
(c) I go to the movies twice a month.
(d) I go to the beach once a year.
3-3 OTHER FREQUENCY EXPRESSIONS
how many times
a day a week
a month a year
19. 19
every weeks
(e) I feed my dog every morning.
I ride my horse every week.
I wash my car every year.
Every
is
singular.
Correct? no
3-3 OTHER FREQUENCY EXPRESSIONS
27. 27
oftensometimesseldomrarelynever + rides a bike.Sergio
SUBJECT + FREQUENCY + OTHER SIMPLE
ADVERB PRESENT VERBS
alwaysusually+
frequency
adverb +
all simple
present
verbs
except be
3-4 USING FREQUENCY ADVERBS WITH BE
38. 38
The baby cries a lot.
3-6 ADDING FINAL -S / -ES TO WORDS THAT END IN -Y
39. 39
(a) cry cries
fly flies
(b) pay pays
enjoy enjoys
consonant + -y
change y to i,
add -es
vowel + -y
add -s
3-6 ADDING FINAL -S / -ES TO WORDS THAT END IN -Y
43. 43
The man has a brown coat.
3-7 IRREGULAR SINGULAR VERBS: HAS, DOES, GOES
44. 44
does
(c) I do exercises.
(d) He does exercises.
(a) I have a hat.
(b) She has a hat.
Irregular forms:
have has
do does
(e) We go to the gym.
(f) He goes to the gym. go goes
she
he
it
has
goes
she
he
it
she
he
it
+
+
+
3-7 IRREGULAR SINGULAR VERBS: HAS, DOES, GOES
50. 50
-s as /s/
voiceless
SPELLING
(b) sink
PRONUNCIATION
sinks
meet meets
fight fights
cough coughs
3-8 SPELLING AND PRONUNCIATION OF FINAL -S I -ES
3rd
person singular
add -s
51. 51
-es as /z/
SPELLING
(c) push
PRONUNCIATION
pushes
watch watches
miss misses
tax taxes
-sh, -ch, -ss, -x
3-8 SPELLING AND PRONUNCIATION OF FINAL -S I -ES
3rd
person singular
add -es
52. 52
3rd
person singular
change y to i, add -es
SPELLING
(d) dry
PRONUNCIATION
dries
study studies -es as /z/
consonant + -y
3-8 SPELLING AND PRONUNCIATION OF FINAL -S I -ES
58. 58
They do not wash their car.
3-9 THE SIMPLE PRESENT: NEGATIVE
59. 59
(a) do not drink milk.IYouThey
NEGATIVE:I
We
You
They
+ do not + main verb
She
He
It
+ does not + main verb
We
(b) does not drink milk.HeItShe
3-9 THE SIMPLE PRESENT: NEGATIVE
60. 60
She does not drinks milk.
3rd
person singular no -s on main verb
3-9 THE SIMPLE PRESENT: NEGATIVE
(a) I do not drink milk.
(b) She does not drink milk.
do and does = helping verbs
?
61. 61
(d) He doesnt drink milk.
Jack doesnt like dogs.
(c) I dont drink milk.
They dont go to the lake.
do not = dont
CONTRACTIONS:
does not = doesnt
3-9 THE SIMPLE PRESENT: NEGATIVE
69. 69
Do I + main verb
(simple form)
Do you + main verb
(simple form)
Do we + main verb
(simple form)
Do they + main verb
(simple form)
(b) Do you like salad?(c) Do we like salad?(d) Do they like salad?(a) Do I like salad?
QUESTION FORMS, SIMPLE PRESENT
DO/ + SUBJECT + MAIN
DOES VERB
3-10 THE SIMPLE PRESENT: YES/NO QUESTIONS
70. 70
Does he + main verb
(simple form)
Does it + main verb
(simple form)
(f) Does he like salad?(g) Does it look good?(e) Does she like salad?
Does she + main verb
(simple form)
QUESTION FORMS, SIMPLE PRESENT
DO/ + SUBJECT + MAIN
DOES VERB
3-10 THE SIMPLE PRESENT: YES/NO QUESTIONS
71. 71
do
(h) Are you a student?
NOT: Do you be a student?
main verb = a form of be
3-10 THE SIMPLE PRESENT: YES/NO QUESTIONS
72. 72
QUESTION SHORT ANSWER
(i) Do you like ice cream?
Yes, I do.
No, I dont.
(j) Does Max like ice cream?
Yes, he does.
No, he doesnt.
3-10 THE SIMPLE PRESENT: YES/NO QUESTIONS
73. 73
I like to ride horses.
Do you like to ride horses?
Yes, I do.
3-10 Lets Practice
Question
Short Answer
Long Answer
74. 74
They have a baby.
Do they have a baby?
Yes, they do.
3-10 Lets Practice
Question
Short Answer
Long Answer
75. 75
Gerardo teaches math.
Does Gerardo teach math?
Yes, he does.
3-10 Lets Practice
Question
Short Answer
Long Answer
76. 76
Cows dont bark.
Do cows bark?
No, they dont.
3-10 Lets Practice
Question
Short Answer
Long Answer
77. 77
Do they live in Baltimore?
3-11 THE SIMPLE PRESENT: ASKING INFORMATION
QUESTIONS WITH WHERE
*
Where do they live?
78. 78
Yes, they do.
No, they dont.
QUESTION SHORT ANSWER
(a) Do they live in Baltimore?
(b) Where do they live?
In Baltimore.
3-11 THE SIMPLE PRESENT: ASKING INFORMATION
QUESTIONS WITH WHERE
79. 79
Yes, he does.
No, he doesnt.
QUESTION SHORT ANSWER
(c) Does Alexi live in Moscow?
(d) Where does he live?
In Cape Town.
3-11 THE SIMPLE PRESENT: ASKING INFORMATION
QUESTIONS WITH WHERE
80. 80
(a) in Baltimore
(b) Where
(c) in Moscow
(d) Where
Do
do
does
Does
DO/DOES SUBJECT
they
they
Alexi
he
MAIN VERB+ +
live
live
live
live
?
?
?
?
(WHERE)+
3-11 THE SIMPLE PRESENT: ASKING INFORMATION
QUESTIONS WITH WHERE
81. 81
Question:
Answer: Yes, he does.
(The child has a toothbrush.)
Does the child have a toothbrush?
3-11 Lets Practice
82. 82
Question:
Answer: In the bathroom.
Where does he brush his teeth?
3-11 Lets Practice
(He brushes his teeth in the bathroom.)
83. 83
Question:
Answer: Yes, she does.
Does Lucy like to read at the library?
3-11 Lets Practice
(Lucy likes to read at the library.)
84. 84
When do you go shopping?
What time do you go shopping?
3-12 THE SIMPLE PRESENT: ASKING INFORMATION
QUESTIONS WITH WHEN AND WHAT TIME
85. 85
(a) When do you go to work?
(b) What time do you go to work?
At eight oclock.
At eight oclock.
3-12 THE SIMPLE PRESENT: ASKING INFORMATION
QUESTIONS WITH WHEN AND WHAT TIME
Q-WORD + DO/ + SUBJECT + MAIN
DOES VERB
86. 86
At ten oclock.
At ten oclock.
(c) When does he exercise?
(d) What time does he exercise?
3-12 THE SIMPLE PRESENT: ASKING INFORMATION
QUESTIONS WITH WHEN AND WHAT TIME
Q-WORD + DO/ + SUBJECT + MAIN
DOES VERB
87. 87
(e) What time do you usually go to class?
Q-WORD + DO/ + SUBJECT + MAIN VERB
DOES
frequency
adverb
subject
3-12 THE SIMPLE PRESENT: ASKING INFORMATION
QUESTIONS WITH WHEN AND WHAT TIME
+ +
main
verb
89. 89
do you eat lunch?
I eat lunch
at 12:00.
When (What time)
3-12 Lets Practice
90. 90
When (What time)
do you usually go
to bed
3-12 Lets Practice
I usually
go to bed
at 11:00.
______________
______________
_____________?
91. 91
(a) Where is Botswana?
Q-WORD + BE + SUBJECT LONG ANSWER
Botswana is in Africa.
3-13 SUMMARY: INFORMATION QUESTIONS WITH BE
AND DO
92. 92
(e) What time is the movie?
(d) What is your name?
(c) When is lunch?
(b) Where are your gloves?
Q-WORD + BE + SUBJECT LONG ANSWER
They are at home.
My name is Uma.
Lunch is at noon.
The movie is at 5:00.
3-13 SUMMARY: INFORMATION QUESTIONS WITH BE
AND DO
93. 93
(h) What does she play?
(g) What time does school start?
Q-WORD + DO + SUBJECT + MAIN VERB
(f) Where does she live?
She lives in Belgium.
(i) When do you study?
It starts at 9:00 A.M.
She plays tennis.
I study at night.
3-13 SUMMARY: INFORMATION QUESTIONS WITH BE
AND DO