Write down what you find out. A warning bell…. In English, there are about verbs that change their vowel sound in the past tense, rather than doing what most verbs do and simply adding d or -ed to the verb ending. Perhaps not surprisingly, given the early history of the two languages, the same verbs often have an irregular past participle in German.
If a verb is unpredictable in English, then you should be suspicious of it in German. Imagine you are a kind of language detective. I wonder if that verb is unpredictable in German too. The quiz below provides many sentences in the present and then requires you to supply the perfect tense.
There are also some explanations underneath the trickier questions on the little report you can read at the end of the quiz. Notify me of followup comments via e-mail. Do you work? If so, what is your job? Do you have another reason for being here? What do you like to do in your free time? What is your favorite season of the year? What are your three favorite books? Why do you like them?
Describe your first day in this class. Pretest error analysis : present verbs. Charts Directions: All the sentences contain mistakes. Find and correct the mistakes. Example: I no like cold weather. Student at this school. Ino living at home right now. I be living in thiscity. I am not knowing my teacher's name. We always are coming to class on time. Omar does he going to school?
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Tom no go to school. My sister don't have a job. Does Anna has a job? PresentTime 3 4. Jimmy and Susie are babies.
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They are crying. I can hear them right now. Maybe they are hungry. The simplepresent expresses general statements offact, as in c. In sum, the simplepresent is used for evenrs or situations that exist always, usually, or habimally in the past, present, and future. The event is in progress at the time the speaker is saying the sentence. The event began in the past, is in progress now, and will probably continue into the future. He-She-It does not work. I a m not working. You-We-They are not working.
He-She-It is not working. He-She-It works. Am I working? Are you-we-they working? Is he-she-it working? You-We-They are working. He-She-It is working. W o r e : am and not mnot conmctcd. Slmple present vs. Charts and Directions: Discuss the verbs in italics. Is the activity of the verb a a daily or usual habit? OR b happening right now i. It's A. Wilson is sitting at the 1 breawast table. She is reading a newspaper. She reads the newspaper every morning.
He drinks two cups of coffee every morning before he 4 5 goes to work.
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There is a cartoon onTV, but the children aren't watching it. They 6 7 are playing with their toys instead. They usually watch cartoons in the morning, but this 8 9 morning they aren't paying any attention to the TV. Wilson aren't watching 10 They often watch the news in the evening, but they don't watch cartoons. Charts and Directions: Complete the sentences by using the words in parentheses. Use the simple E J The baby sleep sleeps for ten hours every night. PresentTime 5 6. Right now I'm in class. I at my desk. I usually sit at the same desk in class every day.
Ali speak Arabic. Arabic is his native language, but right now he speak English.
A: it, rain a lot in southern California? B: No. The weather e usually warm and sunny. A: Look out the window. Should I take my umbrella? B: It start to sprinkle. A: Look. B: Where? He walk out of the bakery. A: Oscar usually walk to work. B: Yes. A: Oscar, walk with you? B: Sometimes. A: Flowers! Flowers for sale! Yes sir! Can I help you? B: I'll take those-the yellow ones.
Are they for a special occasion? B: I bud them for my wife. I buy her flowers on the first day of every month. Activity: uslng the present progressive. Charts and Directions: Student A performs an action. Student B describes the action, using Student A's name and the present progressive. OR What is Maria doing? Perform any action you choose. Use Activity: usingthe present progressive. Charts and Direceions: Use the present progressive to discuss your classmates' immediate activities. Divide into two groups, I and DOanything you each feel like doing stand up, talk, look out the window, etc.
You may wish to do some interesting or slightly unusual things. Perform these activities at the same time. Describe the immediate activities of the students in Group I e. Yoko ti scratching her chin. Spyrosis leaning against the wall. Be sure to use your classmates' names. Charts and Directions: Use the present progressive to describe activities in progress.
Work in groups or as a class. FIRST: One member of the group pretends to do something, and the rest of the group tries to guess what the action is and describe it, using the present progressive. Are you washing a window? You're painting a wall. I'm opening a can of paint. Now ' I , I'm picking up a paintbrush. I'm dipping the brush in the can of paint. I'm lifting the brush.
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Now I'm painting the wall. Suggestionsfor actions: painting a wall drinking a cup of tealcoffee petting a dog dialing a telephone climbing a tree playing the piano diving into a pool and swimming driving a car watching a tennis match pitching a baseball 8 CHAPTER 1 9. I often take the bus.
The adverbs with the symbol ''ymay also occu at the beginning or end of a sentence. I sometimes get up at Sometimss Iget up at Iget up at sometimes. The other adverbs in the list the ones not marked by "t" rarely occur at the beginning or end of a sentence. Their usual position is in the middle of a sentence. Frequency adverbs usually come between the subject and the simplepresent verb except main verb be. Frequency adverbs follow be in the simple present am, is,are and simple past was, were. In a question, frequency adverbs come directly after the subject. In a negative sentence, most frequency adverbs come in front of a negative verb except always and ever.
Ahwys follows a negative helping verb or negative be. Negative adverbs sekiom, rarely, hardy ever, never are NOT used with a negative verb. Ever is used in questions about frequency, as in h. It means "at any time. Ever is NOT used in statements. The meaning of frequency adverbs. Chart Directions: Answer the questions. Discuss the meaning of the frequency adverbs. What is something that. I frequently do in class? I usually don't do in class? PresentTlme 9 Positionof frequency adverbs. Chart ? Put the word in its usual midsentence position. Frequency adverbs in negatlvesentences.
Chart Direcdons: Add the given words to the sentence. Put the adverbs in their usual midsentence position. Make any necessary changes in the sentence. Sentence: Jack doesn't shave in the morning. I don't eat breakfast. My roommate isn't home in the evening. Usingthe slmple present with frequency adverbs.
Use frequency adverbsto talk about yourself. SpeakerA: Your book is open. Tell your classmate about yourself, using the given ideas and frequency adverbs. Speaker B: Your book is closed. Repeat the information SpeakerA just gave you. SpeakerA: If Speaker B did not understand correctly, repeat the information. If Speaker B understood the information say, "Right. Do you ever walk to school? I usually take the bus. OR I usually walk to school too. Activity:topics for discussion or writing.
Topics can also be used for writing practice. Use several frequency adverbs with each topic. See Chart for a list of frequency adverbs. Exumple: What are some of the things you do when you get up in the morning? I alevays brush my teeth. I seldom make my bed.
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I usually rake a shower. I never take a bath. PART I. What are some t h i i you do What are some things people in your country do 7. I t rings loudly. Ann sings beautifully.
She sings songs to her children. Tom sings very well. He sings in a chorus. A singular verb ends in -s, as in d. A singularverb follows a singular subject. Add -s to the simple present verb if the subject is 1 a singularnoun e. See Chart , p. Using final 4. Chart Directions: Look at each word that ends in -s.
Is it a noun or a verb? Is it singular or plural? Ali lives in an apartment. Plants grow. Ann listens to the radio in the morning. The students at this school work hard. A doctor helps sick people. Planets revolve around the sun. A dictionary lists words in alphabetical order. Lee likes to go to Forest Park in the spring. He takes the bus. He sits on a bench near a pond and feeds the birds.
Ducks swim toward him for food, and pigeons land all around him. Preview:spelling of final ES. Chart Directions:Add final es. Final -s is simply added. Final -us is added to words that end in -ch, -sh, -s, y and -z. Simple presentverbs: usingfinal ES. Charts and Directions: Underline the verb in each sentence. Add final os to the verb if necessary. Do not change any other words. A dog M. Dogs m. Wood float on water. Rivers flow toward the sea. My mother worry about me. A student buy a lot of books at the beginning of each term. Airplanes fly all around the world. Wong teach Chinese at the university.
The teacher ask us a lot of questions in class every day. Cook watch game shows onTV every evening. Music consist of pleasant sounds. Cats usually sleep eighteen hours a day. The front page of a newspaper contain the most important news of the day. Taylor never cross the street in the middle of a block. She always walk to the corner and use the pedestrian walkway. Many parts of the world enjoy four seasons: spring, summer, autumn, and winter. Each season last three months and bring changes in the weather. Simple presentverbs: using final ES. Charts and Directionc Count aloud around the class to the number Find your number s in the exercise list, and write the words that appear beside it on a slip of paper.
Then close your book. Walk around the classroom and read your words aloud to classmates. You are looking for the other half of your sentence. When you find the person with the other half, combine the information on your two slips of paper into a sentence. Write the sentenceon the chalkboard or on a piece of paper. Make changes in the verb if necessary. Exatnple using item 1 and 8 : A star shines in the sky at night. Brazil The simple present and the present Droaressive.
Charts Work in p k s , in groups, or as a class. Senrmce 1: Activityin progress: Describe what the person in the picture is doing. Sentence 2: Usual eequency: Describe how often this person probably does this activity Sentence 3: Generalization: Make a general statement or two about this activity. Example: Sentence 1: The man in the picture is swimming. Senfpce 2: It looks like he's near a tropical island. If he's on vacation there, he probably g. If he lives there all the time, he probably swims once or twice ; 2 a week.
Sentence 3: People m'm for enjoyment and exercise. Swimmingin the ocean is fun. Presentnme 15 I want a sandwich. ILKIF verbs are called "non-action verbs. Think and have can be used in the progressive. In d :When think means "believe," it is nonprogressive. In e :When think expressesthoughts that are goingthrough a person's mind, it can be progressive.
In f :When haw means "own" or expresses possession, it is not used in the progressive. Progressiveverbs vs. Chart Direcrions: Complete the sentences with the words in parentheses. Use the simple present or the present progressive. Right now I look a w o o h s at the board. I see some words on the board.
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A: you, need some help, Mrs. B: Yes, thank you. That's very kind of you. Who is that man? I think that I know him, but I Cforget his name. A: That's right!