...CÁC THÌ TRONG TIẾNG ANH A. CÁC THÌ HIỆN TẠI THÌ HIỆN TẠI ĐƠN: Xác định : S V ( s/es đố với ngôi thứ 3 số ít) Phủ định : S Doesn’t/Don’t V(ifn) Nghi vấn: Does/do S V(ifn)? THÌ HIệN TạI TIếP DIễN Xác định : S be V_ing PĐ: S + [am/is/are] not + V-ing NV: [am/is/are] + S + V-ing? THÌ HIệN TạI HOÀN THÀNH Xác định KĐ: S has/have PII PĐ: S + hasn’t/ haven’t + V3 NV: Has/Have + S + V3? (…yet, already, for, since…) THÌ HIệN TạI HOÀN THÀNH TIếP DIễN: Xác định KĐ: S + has/have been + V_ing PĐ: S + Hasn’t/ Haven’t been + V-ing NV: Has/HAve + S + been V-ing? - B. CÁC THÌ QUÁ KHỨ: Thì quá khứ đơn: Xác định KĐ: S + V_ed (or BQT) PĐ: S + didn’t + V1(ifn) NV: Did + S + V1(ifn)? Thì quá khứ tiếp diễn: Xác định KĐ: S + was/were + V_ing PĐ: S + wasn’t/weren’t + V-ing NV: Was/Were + S + V-ing? Thì quá khứ hoàn thành: Xác định KĐ: S had PII PĐ: S + hadn’t + V3 NV: Had + S + V3? Thì quá khứ hoàn thành tiếp diễn: Xác định KĐ:S had been V_ing PĐ: S + hadn’t been + V-ing NV: Had + S + been V-ing - C. CÁC THÌ TƯƠNG LAI: Thì tương lai đơn : S + shall/will V1(infinitive) Thì tương lai tiếp diễn: S + shall/will +be V_ing Thì tương lai hoàn thành: S + shall/will + have V3 Thì tương lai hoàn thành tiếp diễn: S + shall/will have + been V_ing Modal verb May/ Might/ Can/ could/ should/ must… V ACTIVE VOICE PASSIVE VOICE Active: My cat kills a mouse everyday Passive: A mouse is killed by my dog everyday ...
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...Simple Tense Verb tense tells you when the action happens. There are three main verb tenses: present, past, and future. Each main tense is divided into simple, progressive, perfect, and perfect progressive tenses. | Simple | Progressive | Perfect | Perfect Progressive | Present | finish | am/is/are finishing | have/has finished | have/has been finishing | Past | finished | was/were finishing | had finished | had been finishing | Future | will finish | will be finishing | will have finished | will have been finishing | a. Present tense is the original verb form. b. Past tense has a few patterns. c. Future tense needs will (shall) + verb. run * I run a marathon twice a year. (present) * I ran a marathon last year. (past) * I will run a marathon next year. (future) eat * I eat lunch in my office. * I ate lunch an hour ago. * I will eat lunch in one hour. see * I see a movie once a week. * I saw a movie yesterday. * I will see a movie tomorrow. know * I know it. * I knew it the day before yesterday. * I will know it by tomorrow. learn * I learn English. * I learned English the last two years. * I will learn English next year. cook * I cook my supper every night. * I cooked our dinner already. * I will cook breakfast tomorrow. Progressive and Perfect Tense Progressive Tense The progressive tense involves action that is, was, or will be in progress at a certain...
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...Simple Present Tense Verb Conjugation & Spelling We form the present tense using the base form of the infinitive (without the TO). In general, in the third person we add 'S' in the third person. Subject | Verb | The Rest of the sentence | I / you / we / they | speak / learn | English at home | he / she / it | speaks / learns | English at home | The spelling for the verb in the third person differs depending on the ending of that verb: 1. For verbs that end in -O, -CH, -SH, -SS, -X, or -Z we add -ES in the third person. * go – goes * catch – catches * wash – washes * kiss – kisses * fix – fixes * buzz – buzzes 2. For verbs that end in a consonant + Y, we remove the Y and add -IES. * marry – marries * study – studies * carry – carries * worry – worries NOTE: For verbs that end in a vowel + Y, we just add -S. * play – plays * enjoy – enjoys * say – says Negative Sentences in the Simple Present Tense To make a negative sentence in English we normally use Don't or Doesn't with all verbs EXCEPT To Be and Modal verbs (can, might, should etc.). * Affirmative: You speak French. Negative: You don't speak French. You will see that we add don't between the subject and the verb. We use Don't when the subject is I, you, we or they. * Affirmative: He speaks German. Negative: He doesn't speak German. When the subject is he, she or it, we add doesn't between the subject and the verb to...
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...Hosseini's novel The Kite Runner. Readers Theatre or Reader's Theater is a style of theater in which the actors do or do not memorize their lines. Actors use only vocal expression to help the audience understand the story rather than visual storytelling such as sets, costumes, intricate blocking, and movement. Examples: * A Little Excitement by Marc Harshman * Chicken Big by Michelle Mayo 2. Make sample lesson plan using 2C2IA, four pronged approached and K to 12 approach. Lesson Plan in English IV (2C2IA) I. Objectives: 1. Infer the mood of certain events through the speaker’s action, intentions and utterances 2. Use the present perfect tense with for and since 3. Identify the heading and details for an outline 4. Write an outline and summary of the story read II. Subject Matter: Selection: ‘ A Volcano Erupts’ Strategies: Asking /Answering questions, inferring C. Developing English Language Competencies: Using the present perfect tense with for and since Developing Vocabulary & Comprehension Skills & Strategies: Identifying the heading and details for an outline Reading & Writing Connection: Writing an outline and summary of...
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...which verb tenses needs to be used in the independent and subordinate clauses. ►Use conditional sentences to express a general or habitual fact. In this type of conditional sentence, the verb tense in each clause is the same. General fact: Habitual fact: When I touch an ice cube, it feels cold. Whenever I touched an ice cube, it felt cold. ►Use conditional sentences make predictions about the future, or express future intentions or possibilities. In this type of conditional sentence, the subordinate clause contains a present-tense verb and the independent clause contains the modal can, may, might, should, or will) plus the base form of the verb. Prediction: Intention: Possibility: If I win the lottery, I can go to Paris. If I win the lottery, I will go to Paris. If I win the lottery, I might go to Paris. ►Use conditional sentences to speculate about the future result of a possible but unlikely condition in the present. In this type of conditional sentence, the subordinate clause contains the past tense of the verb, and the independent clause contains the modal would, could, or might, plus the base for of the verb. Speculation: If I won the lottery, I would go to Paris. If I won the lottery, I would go to Paris. Unlikely present condition: Future result: ►Use conditional sentences to speculate about the past result of a condition that did not happen in the past. In this type of conditional sentence, the subordinate clause contains the past perfect tense of the verb...
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...Continuous Tense Lesson Aims: - to highlight some of the uses of Present Continuous. - to contrast Present Simple and Present Continuous. - to give students practice in using Present Continuous Tense. - to develop Ss' speaking competences. Skills involved: listening, speaking, reading, writing. Aids: blackboard, textbook, work-sheet, images, video sequences. Warm-up General competence: to interact in spoken communication (complete date, recall the activities done the day before in Present Tense: On Thursdays I wake up at 7 o clock, then I have breakfast. At 7:30 I go to my job. I work there from 8 to 4 p.m., etc.) Specific competence: to correct mistakes. Method: dialogue with the teacher who is going to lead the conversation making them answer at what time they wake up, at what time they go to work, what they do after work, etc… Procedure: Teacher (T) checks homework first. Students (Ss) read their homework and correct it if necessary. Interaction: T-Ss; Ss-T. Class management: whole class activity Timing: 5'-10' • Orientation Towards the Objective of the class: In today’s class you are going to begin working with a new tense, which is very important due to it expresses, most of the times, the actions that are taking place at this moment. These actions began some time ago and are still happening. This tense is called: Present Continuous (Present Progressive). • Explain by means of a timeline the position in time of Present Continuous Tense: ...
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... Lesson plan Form: 7th grade Subject: Present Perfect vs Past Simple. Aim: the students will use the English language to communicate orally and in writing using correctly the two tenses. Objectives: - To allow students to practise speaking spontaneouslyand fluently about something that may provoke the use of words or phrases they have been learning recently. - To give students practise in writing both for Present Perfect and for Past Simple. - To have students think of the differences between Present Perfect and Past Simple. Skills: writing, reading. Audio-visual: blackboard, chalk, students’ notebooks. Assumptions: -The students know how to tell the time in English. - The students know how to use Present Perfect in affirmative, negative and interrogative sentences. A. DESCRIPTION OF THE CLASS Level: Beginners Students between the ages 12-13. 15 girls, 14 boys. The class takes place from 5.00-5.50 on Tuesday and from 4.00-4.50 on Thursday. The students are generally enthusiastic, but often tired: concentration sometimes suffers as a result. Students have completed approximately 100 hours of English. B. RECENT WORK • Students have been studying the Present Perfect and the Present Perfect Continuous – discovery activities followed by language...
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...Communication is one of the most important business skills to master, no matter what your industry or profession. Truly effective communication goes a long way toward establishing mutually respectful relationships that not only make us happier in the workplace, but also more collaborative, productive and innovative. Communication is something we do reflexively -- like breathing. We talk to our spouses, kids and friends without giving much thought to how we're doing it. It might seem easy, but communicating effectively actually takes quite a bit of finesse. Choosing the right words, listening with our minds instead of just our ears, and getting our message across are skills that we all need to work on. At home and in social settings, miscommunication can lead to arguments. In the workplace, the repercussions can be far more serious. Poor productivity, unmotivated employees -- even lawsuits -- can result from communication breakdowns at the office. To improve communication within your team and throughout your entire company, you need to implement a few easy but important changes to your corporate philosophy and practice. In this article, you'll learn some of the tips management experts use to improve communication. You'll also see how changing your communication strategy can lead to real improvements in employee motivation, productivity and profitability. Follow these steps to become an effective communicator. * Respect Others: Remember the golden rule, “Treat others...
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...How to teach Grammar What is Grammar? Why should we teach Grammar? APPROACHES The deductive approach – rule-driven learning The inductive approach – the rule-discovery path The functional- notional approach Teaching grammar in situational contexts Teaching grammar through texts Teaching grammar through stories Teaching grammar through songs and rhymes Some rules for teaching grammar 2 3 6 10 15 21 25 27 28 31 1 What is Grammar? • • Language user’s subconscious internal system Linguists’ attempt to codify or describe that system • Sounds of language • Structure and form of words • Arrangement of words into larger units • Meanings of language • Functions of language & its use in context • • • • • Phonology Morphology Syntax Semantics Pragmatics • • “Grammar is the business of taking a language to pieces, to see how it works.” (David Crystal) Grammar is the system of a language. People sometimes describe grammar as the "rules" of a language; but in fact no language has rules. If we use the word "rules", we suggest that somebody created the rules first and then spoke the language, like a new game. But languages did not start like that. Languages started by people making sounds which evolved into words, phrases and sentences. No commonly-spoken language is fixed. All languages change over time. What we call "grammar" is simply a reflection of a language at a particular time. Grammar is the mental system of rules and categories that allows humans to form and...
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...different languages. It has been calculated that 38% of the words in English, French, Italian, Spanish, Portuguese and German are the same. This yields more than 10,000 words which can be understood at sight by most literate peoples. The early authors of an international language, unable to embody these words in a simple system, either deformed them out of all recognition, or largely rejected them. But the problem was solved when Professor Edgar de Wahl, a scholar of Reval (Estonia), succeeded in regularising this international vocabulary. His solution, INTERLINGUE, or OCCIDENTAL, combines regularity with naturalness so ingeniously that we feel we are reading and writing an ethnical tongue. Here are a few of its words: avi-e bird avi-ar to fly avi-on aeroplane avi-ator avi-ation avi-atica naviga-r to navigate naviga-tion naviga-tor naviga-bil naviga-bil-ita circum-naviga-tion medi-e middle medi-ar to mediate medi-ation medi-ator medi-al medi-an, etc. PRONUNCIATION. Vowels: a, e, i, o, u = continental, all sounded; y (initial and medial) as in yes; ey (final) as in they; eu as éh-oo. Consonants: as in English, except c when before e and i = ts: cive = tseevay, helice = heleetsay; g when before e and i = French j or English s in pleasure: plage, giraffe; but elsewhere c and g are hard as in can, go; ss as in pass; s between vowels = z: rose, positiv; z = ds; ch = English sh: chambre. STRESS. This falls on the vowel preceding the last...
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...Group 6: Script in English- August 29, 2013 Present Tense and Present Perfect Tense of the Verb Interview: Pork Barrel-To Inspire or To Expire? Members: G-10 Precious Ann R. Carandang-Interviewer G-15 Alyssa Nicole M. Dipasupil-Interviewer G-16 Jem Krizelle L. Garing- Pro-Pork Barrel B-07 Marc Aaron R. Gonzales- Pro-Pork Barrel G-19 Jaira Claire P. Jacinto- Anti-Pork Barrel B-02 John Paulo C. Buela- Anti-Pork Barrel Script: (play video clip) Precious: Pork barrel is a slang term used when politicians or governments "unofficially" undertake projects that benefit a group of citizens in return for that group's support or campaign donations. This spending mostly benefits the needs of a small select group despite the fact that the entire community's funds are being used. Alyssa: One possible derivation for the phrase comes from the practice of country stores keeping a barrel of salted pork open and available to the public. Certain high-ranking citizens would come by daily to dip into this common fund. Precious and Alyssa: Good morning everyone! I am Precious and I am Alyssa, (P)and today we will talk hear two different sides, (A)explaining why they are favor or against of this benefit.(B)This is Pork Barrel- To inspire or to expire? Precious: This morning we have two pairs of respected politicians in our country. Alyssa: You are right. Let us all welcome, Ms. Jem Krizelle Garing and Mr. Marc Aaron Gonzales for the pro-team… Precious: And Ms. Jaira Claire Jacinto...
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...PRESENT TENSE 10 S – A – V rules 11 Possessive case 11 Universal Auxiliaries 11 PRESENT CONTINUOUS TENSE 12 When to use 12 Rules 12 SIMPLE PRESENT TENSE 13 Rules 13 Subject Auxiliary Verb 13 Universal Auxiliaries 13 PRESENT PERFECT TENSE 14 Rules 14 Subject Auxiliary verb form 14 Universal Auxiliaries 14 PRESENT PERFECT CONTINUOUS TENSE 15 Rules 15 Subject Auxiliary verb form 15 Universal Auxiliaries 15 PAST TENSE 16 Subject Auxiliary Verb form 16 Universal Auxiliaries 16 PAST CONTINUOUS TENSE 17 Rules 17 Subject Auxiliary verb form 17 Universal Auxiliaries 17 SIMPLE PAST TENSE 18 Rule 18 Universal Auxiliaries 18 PAST PERFECT TENSE 19 Rule 19 Subject Auxiliary Verb form 19 Universal Auxiliary 19 PAST PERFECT CONTINUOUS TENSE 20 Rule 20 Subject Auxiliary verb form 20 Universal Auxiliaries 20 FUTURE TENSE 21 Rules 21 Subject Auxiliary Verb form 21 Universal Auxiliaries 21 FUTURE CONTINUOUS TENSE 22 Rules 22 Subject Auxiliary verb form 22 Universal Auxiliaries 22 FUTURE PERFECT TENSE 23 Rules 23 Subject Auxiliary Verb form 23 Universal Auxiliary 23 FUTURE PERFECT CONTINUOUS TENSE 24 Rules 24 Subject Auxiliary Verb form 24 Universal Auxiliaries 24 EXERCISES FOR GRAMMAR 24 Grammar Parts of Speech Every word in the English language belongs to a particular family or group or category named “Part of Speech”. There are in all ten parts of speech in the English language...
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...DISCUSSION ON TENSE Submitted To: Md. Shayeekh-Us-Saleheen Assistant professor of English language and liturature UNIVERSITY OF LIBERAL ARTS BANGLADESH Submitted By: Md. Ashiqur Rahman ID: 111011177 Syed Foysal Alam ID: 111011200 Submission Date: 27 February, 2011 27 February, 2011 The respective teacher Md. Shayeekh-Us-Saleheen Assistant professor of English language and liturature Department of Humanities UNIVERSITY OF LIBERAL ARTS BANGLADESH Dhanmondi, Dhaka. Subject: Submission of a report on Tense. Dear Sir, We would like to inform you that we have completed the preparation of our presentation on Tense. We made the assignment successfully .we tried our best to prepare this report. We expect your sympathetic consideration. In these circumstances, we pray and hope that you would be satisfied on our report. Obediently yours, Md. Ashiqur Rahman ID: 111011177 Md. Syed Foysal Alam ID: 111011200 TABLE OF CONTENT Serial no. | Topics | Page no. | 0102030405060708091011121314 | Present indefinite tensePresent continuous tensePresent perfect tensePresent perfect continuous tenseComparison between present perfect and present continuous tense.Past indefinite tense Past continuous tensePast...
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...The Bus Driver My parents have been multilingual for as long as I can remember. I never really thought about how they had to learn English to adjust to the United States. I can’t speak another language, but I understand my parent’s native tongue pretty well. The most memorable encounter I had with multilingualism was with my bus driver in middle school. His name was Carlos Knight. Although we just called him Mr. Knight. Mr. Knight spoke English but it was heavily accented and butchered. Spanish was clearly his first language and he spoke it often, even when giving directions to passengers. I never really understood what he was talking about in English or Spanish. I did not start learning Spanish until High School, so a majority of what Mr. Knight said sounded like gibberish at the time. I was younger then and certainly not as wise. I along with the other kids on the bus would torment poor Mr. Knight relentlessly about his speaking. Regardless of how clear his words were, we would all pretend like we didn’t understand what he was saying. I remember one time we had to take an alternate route that meant crossing the railroad. When you’re in a railroad crossing, you have to be completely silent. Mr. Knight yelled out “Silencio’, which from context clues could easily be referred to as silent. Instead of reaming silent though, we all screamed at him that we didn’t understand what he was saying. It was funny then, but looking back it seems mean and potentially dangerous...
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...Basic Sentence Patterns In this lesson, you will learn the elements of a sentence. There are 5 basic sentence patterns in English. Before we start this lesson (or after class in the lab) go to these 5 websites. Click the buttons on the screen at each site to see sentences with these patterns. The 5 Basic Patterns Subject + Verb (http://www.manythings.org/rs/sv.html) I swim. Joe swims. They swam. Subject + Verb + Object (http://www.manythings.org/rs/svo.html) I drive a car. Joe plays the guitar. They ate dinner. Subject + Verb + Complement (http://www.manythings.org/rs/svc.html) I am busy. Joe became a doctor. They look sick. Subject + Verb + Indirect Object + Direct Object (http://www.manythings.org/rs/sviodo.html) I gave her a gift. She teaches us English. The last pattern is for level 5 and grammar, and you will not see it in your level 4 classes, but you can look at it now if you want. Subject + Verb + Object + Complement (http://www.manythings.org/rs/svoc.html) I left the door open. We elected him president. They named her Jane. Inversion is achieved by doing the following: * Placing an adjective after the noun it qualifies e.g. the soldier strong * Placing a verb before its subject e.g. shouts the policeman * Placing a noun before its preposition e.g. worlds between In the English language, there are inversions that are part of its grammar structure and are quite common in their use. For instance, inversion always...
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