You
We
They
Directions: Write the correct form of the verbs in parentheses.
1. Yuri (wake up)______________ at 6:00 am.
2. Palani (drive)______________ to school.
4. Yuri (make)______________ coffee.
5. I (cook)______________ breakfast.
6. She (eat)______________ cereal.
7. Palani (take)______________ a shower in the evening.
8. They (carpool)______________ together.
9. She (ask)______________ for a pencil.
10. Yuri and Palani (attend) ______________ Clackamas Community College.
11. We (attend) ______________ Clackamas Community College.
12. I (take)______________ a shower in the morning.
13. He (make)______________ and (drink)______________ coffee every morning.
14. She never (arrive)______________ late.
15. Class (begin)______________ at 11:30 am.
16. He usually (find)______________ parking easily.
17. Palani (live)______________ with Yuri.
18. They (brush) ______________ their hair in the morning.
19. We (brush)______________ our teeth twice a day.
20. My cats (sleep)______________ all day.
Directions: Read the paragraph. Then, listen to your instructor read the paragraph. Listen for the verbs and write them on the line. Listen closely for the correct form of the verb.
Ana and Pedro’s Morning Routine
Ana and Pedro (1)__________ at 6:00 am. Ana (2)__________ coffee. Her brother, Pedro, (3)__________breakfast. She (4)__________a shower at 6:30 am. Her brother (5)__________ a shower at 7:00 am. They (6)__________ and (7)__________ their teeth. Ana (8)__________ the cat. Ana (9)__________ her hair and (10)__________ makeup. Pedro (11)__________ his hair. Ana’s book bag (12)__________ready. Pedro (13)__________ his books in his backpack. Ana (14)__________lunches. Class (15)__________ at 9:00 am. Ana and Pedro (16)__________ the house at 8:30 am. They (17)__________ at school at 8:45 am. Ana (18)__________ out books from the college library before class. She always (19)__________ good books to read. Ana and Pedro (20)__________ to class at 8:55 am. Their first class (21)__________ at 10:50 am.
Part 1 Directions: Interview your partner.
1. Where do you live?
2. What time do you wake up?
3. When do you eat breakfast?
4. What do you eat for breakfast?
5. How do you get to school (walk, bus, car, etc.)?
6. What time do you go to school?
7. What time do you get home?
8. When do you go to bed?
Part 2 Directions: Write 8 sentences about your own daily routine using the same questions.
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________
6. ________________________________________________________________
7. ________________________________________________________________
8. ________________________________________________________________
Part 3 Directions: Share and compare your daily activities. Read your sentences to your partner. Your partner reads to you. See if you have the same (or different) daily activities.
Part 4 Directions: Your instructor will give you a Venn Diagram to complete. Write sentences about yourself where it says You. Write sentences about your partner where it says Partner. If you and your partner have any activities that are the same, write them where it says both.
Adverbs of frequency (AoF) let us talk about how often we do something.
How often do you come to class? I always come to class!
How often do you shop at Fred’s? I often shop at Fred’s.
Study the chart below to learn the meanings of the following adverbs.
Adverb | Frequency |
---|---|
always | 100% |
usually | 70-90% |
often | 50-60% |
sometimes | 30-40% |
seldom/rarely | 10-20% |
never | 0% |
Adverbs of Frequency (AoF) with the BE Verb
With the BE verb, the AoFs are added between BE and the rest of the sentence. You will see in the next section that this is different with other verbs.
Subject | BE | AoF | Rest of Sentence |
---|---|---|---|
I | am | never | late. |
He She It | is | always | on time. |
You We They | are | sometimes | early. |
Directions: Put the correct form of the BE verb followed by the AoF on the line.
1. I (be/always) _____________________________________ late.
2. He (be/never) _____________________________________ on time.
3. She (be/often) _____________________________________ busy on Saturday.
4. It (be/never) _____________________________________ cold in August.
5. You (be/usually) _____________________________________ cold in the morning.
6. We (be/never) _____________________________________ hungry in the morning.
7. They (be/seldom) _____________________________________ tired at 9:00 pm.
8. You (be/rarely) _____________________________________ late for school.
9. He (be/sometimes) _____________________________________ tired after work.
10. It (be/usually) _____________________________________ sunny in Los Angeles.
1. Class (usually)___________________________ interesting.
2. They (often)___________________________ busy.
3. I (always)___________________________ friendly.
4. You (never)___________________________ hungry after lunch.
5. She (always)___________________________ hungry at 3:00 pm.
6. He (rarely)___________________________ on time for class.
7. They (sometimes)___________________________ confused in class.
8. You (often)___________________________ sleepy.
Adverbs of Frequency with Other Verbs
But, what if we want to say how often we do some activity? In that case, we don’t use the BE verb. We use another verb, like eat, sleep, cook, drive, or talk.
Instead of adding the AoF after the verb, like we did with the BE verb, we add it before the verb. We do this because we are saying how often the activity of the verb happens.
Subject | AoF | Verb | Rest of Sentence |
---|---|---|---|
I | always | eat | breakfast. |
He She It | usually | does | his own laundry. |
You We They | never | walk | to school. |
We use the AoF to talk about how often or how frequently something happens.
How often do you eat breakfast? I always eat breakfast.
In the sentence above, we are saying how often we eat breakfast (always).
How often does he cook dinner? He usually cooks dinner.
In the sentence above, we are saying how often he cooks dinner. (usually).
How often do they walk to school? They never walk to school.
In the sentence above, we are saying how often they walk to school (never).
Directions: Write the Adverb of frequency (AoF) and the verb in the correct form on the line.
When we use any verb except the BE verb, the AoF goes before the verb.
1. I (never/eat) ___________________ breakfast.
2. You (often/do) ___________________ laundry on Saturdays.
3. He (usually/swim) ___________________ on weekends.
4. She (never/sing) ___________________ karaoke.
5. It (rarely/rain) ___________________ in July.
6. They (seldom/watch) ___________________ movies.
7. We (always/do) ___________________ our homework.
8. She (sometimes/make)___________________ the bed.
Directions: Put the AoF and the verb in the correct order.
Ana and Pedro (wake up) _______________________________ at 6:00 am.
Our class (start) _________________________________________ at 6:00 pm.
The college (cancel) ________________________ classes because of snow.
The teacher (give) ____________________________________ us homework.
Vegetarians (eat) ________________________________________ vegetables.
The students (sleep) ____________________________________ during class.
7. sometimes
Ana (make) _________________________________________ lunch for Pedro.
Students (speak) ____________________________________ English in class.
How often do you… | always | usually | often | sometimes | seldom / rarely | never |
---|---|---|---|---|---|---|
wake up before 7:00 am? | ||||||
eat breakfast? | ||||||
fall asleep before 11:00 pm? | ||||||
drive to work? | ||||||
do laundry on the weekend? | ||||||
eat dinner before 6:00 pm? | ||||||
sleep in on Sundays? | ||||||
go grocery shopping on the weekdays? | ||||||
come to class on time? | ||||||
do your homework before class? |
Part 2 Directions: Choose 5 of the questions (and answers) from Part 1. On your own lined paper, use the answers to write sentences about your classmate’s activities. Remember to use adverbs of frequency. Turn this in to your teacher. Write your name, the date, and Activity 3.12 on the top of your paper.
Directions: The purpose of this game is to practice using adverbs of frequency. Your teacher will give you some AoF game cards (often, sometimes, never).
The goal of the game is to give away all of your cards.
Student 1: How often do you eat french fries for breakfast?
Student 2: I never eat french fries for breakfast.
(Student 1 gives the card saying “never” to Student 2)
Student 1: How often do you do your homework?
Student 2: I usually do my homework.
(Student 1 doesn’t have a ”usually” card. Student 1 changes partners and tries again.)
Ideas for Questions: How often do you…
wash your hair?
eat at a restaurant?
call your brother?
walk to school?
We add -s and -es for two reasons:
1. The word is a noun, and we are making it plural.
2. The word is a verb, and it agrees with the subject (he, she, or it–3rd person singular)
In English the same letters can have different sounds. For example, the letter “c” can sound like /k/ in cat , but it can also sound like /s/ in ice .
For words that end in -s or -es, there are three different sounds: /s/, /z/, and /ɪz/. We can predict how the -s or -es ending will sound by the last sound of the word before we add the -s or -es ending.
If the word ends with these sounds: | This is the sound made by adding -s or -es: | Examples |
---|---|---|
/f/ /k/ /p/ /θ/ or /t/ | → /s/ | laughs, drinks, sleeps, births, writes, gets |
/b/ /d/ /g/ /l/ /m/ /n/ /ŋ/ /r/ /v/ /ð/ and all vowel sounds | → /z/ | grabs, rides, hugs, comes, runs, sings, lives, sees, goes, plays, buys, studies |
/ʤ/ /z/ /ks/ /s/ /tʃ/ or /ʃ/ | → /ɪz/ | changes, quizzes, fixes, kisses, uses, teaches, pushes |
/θ/=th as in bath /ð/=th as in that /ʤ/=j as in judge /tʃ/=ch as in church /ʃ/=sh as in wash
Target Word | Ending Sound (Circle your choice) |
---|---|
1. teaches | /s/ /z/ /ɪz/ |
2. teachers | /s/ /z/ /ɪz/ |
3. asks | /s/ /z/ /ɪz/ |
4. kicks | /s/ /z/ /ɪz/ |
5. does | /s/ /z/ /ɪz/ |
6. reads | /s/ /z/ /ɪz/ |
7. watches | /s/ /z/ /ɪz/ |
8. begins | /s/ /z/ /ɪz/ |
9. pushes | /s/ /z/ /ɪz/ |
10. listens | /s/ /z/ /ɪz/ |
11. She works at a hospital. | /s/ /z/ /ɪz/ |
12. He lives with his sister. | /s/ /z/ /ɪz/ |
13. He puts the book on the table. | /s/ /z/ /ɪz/ |
14. She goes to school four nights a week. | /s/ /z/ /ɪz/ |
15. He cooks for her in the evening. | /s/ /z/ /ɪz/ |
16. We need boxes to move house. | /s/ /z/ /ɪz/ |
17. The mom buys groceries after class. | /s/ /z/ /ɪz/ |
18. The mom buys groceries after class. | /s/ /z/ /ɪz/ |
19. I sweep up the leaves on the sidewalk. | /s/ /z/ /ɪz/ |
20. The boys play soccer in the park. | /s/ /z/ /ɪz/ |
Directions: Listen to the teacher say a list of words and then sentences. You will hear each word or sentence two times. Decide if the ending sound is /s/, /z/, or /ɪz/ and choose (by circling or otherwise marking) your choice.
1. /s/ /z/ /ɪz/
2. /s/ /z/ /ɪz/
3. /s/ /z/ /ɪz/
4. /s/ /z/ /ɪz/
5. /s/ /z/ /ɪz/
6. /s/ /z/ /ɪz/
7. /s/ /z/ /ɪz/
8. /s/ /z/ /ɪz/
9. /s/ /z/ /ɪz/
10. /s/ /z/ /ɪz/
11. /s/ /z/ /ɪz/
12. /s/ /z/ /ɪz/
13. /s/ /z/ /ɪz/
14. /s/ /z/ /ɪz/
15. /s/ /z/ /ɪz/
Part 1 Directions: Identify which of the three ending sounds (/s/, /z/, or /ɪz/) is at the end of each of the target words. Write the sound symbol on the line.
/s/ /z/ /ɪz/
1. changes _____
2. crabs _____
3. dishes _____
4. touches _____
5. helps _____
6. books _____
7. pencils _____
8. sleeps _____
9. mixes _____
10. kisses _____
11. The students eat breakfast. _____
12. My sister walks her dog. _____
13. The dogs eat peanut butter. _____
14. The student catches the bus. _____
15. I have three cats. _____
16. Most teachers have pets. _____
17. She writes a book. _____
18. Natasha buys food. _____
19. Yuri wakes up on time. _____
20. She sees her daughter. _____
Part 2 Directions: With a partner, say the word or sentence. Your partner will point to the sound they hear.
If a word ends in /s/, /z/, /ch/, /sh/ or /x/ sound → add -es
Only add -es for the he/she/it form of the verb (third person singular).
watch → watches
wash → washes
kiss → kisses
I pass out papers. → She passes out papers.
I wash the dishes. → He washes the dishes.
Directions: Write the correct form of the verb in parentheses on the lines.
1. (watch) I __________ TV in the morning, but she ________ TV at night.
2. (wash) They ________ dishes together after dinner. He ________ dishes on weekends.
3. (fix) My father and I _________ cars together. My husband ________ the bicycle.
4. (teach) They ________ their daughter Ukrainian. Eva ________ her son Amharic.
5. (brush) I ________ my teeth twice a day. He _______ three times a day.
6. (kiss) She _______ her husband in the morning. I ________ my children before bed.
7. (stretch) I always ________ before exercise. Viktor ________ after exercise.
8. (guess) I never ________ the answer, but Tatiana often ________ the answer.
9. (mix) She ________ Spanish and English. They _______ English and Ukranian.
10. (splash) The kids ______ in the bathtub. My daughter always ________, too.
11. (cash) I ______ my check at the bank. He _________ his check too.
12. (latch) I ________ my screen door. She ________ her screen door.
13. (notice) I always ________ mistakes. She never ________ mistakes when she writes.
14. (touch) He ________ the door. We ________ the window.
15. (brush) They ________ their hair once a day. He _________ his hair three times a day.
16. (pass) She ________ all her classes. They ________ their ESL classes.
17. (ask) I ________ for vegetarian food. Natasha ________ for Ukrainian food.
18. (ask) He ________ a question. We ________ to play a game.
19. (watch) She ________ Jackie Chan movies. They ________ Jet Li movies.
20. (dance) I ______ twice a week. He ________ once a week.
Directions: Read the story. Then listen to your teacher read the story. Listen for the missing words and write them on the line. Remember that the subject and the verb of a sentence have to agree. If they don’t agree, you should listen again. Some verbs end in -s and some verbs end in -es.
Viktor and Tatiana
Viktor and Tatiana (1)_________ married. They (2)_________ English at Clackamas Community College. They (3)_________ from Ukraine. Tatiana sometimes (4)_________ angry with Viktor because he doesn’t help around the house. Tatiana (5)_________ dinner and Viktor (6)_________ TV. Tatiana (7)_________ the house, and Viktor (8)_________ English.
Then Tatiana remembers that Viktor (9)_________ the car while she (10)_________ books. In the grocery store, he always (11)_________ the shopping cart. He (12)_________ for her when she is sick. He also (13)_________ the socks when they (14)_________ movies at home. On school nights, Viktor (15)_________ the dishes after Tatiana cooks. He (16)_________ her every day when they leave the house, and he (17)_________ her every night before they (18)_________ asleep. Then Tatiana isn’t angry anymore.
If a word ends in a consonant plus -y, change -y to i and add -es. If the word ends in a vowel plus -y, just add -s.
Consonant + -y
Change -y to i and add -es
cry → cries
study → studies
pay → pays
buy → buys
Directions: Write the correct form of the verb on the line in the sentences below.
1. (study) I ___________ in the morning, but he ___________ at night.
2. (worry) He ___________ about money. I ___________ about him.
3. (cry) The cat ___________ when I leave. The babies ___________ all the time.
4. (play) She ___________ piano. We ___________ violin.
5. (pay) I ___________ for groceries with a credit card. Tatiana ___________ with cash.
6. (stay) He ___________ after class for help. They ___________ after class to talk.
7. (stay) She ___________ at a hotel. I ___________with my mom.
8. (worry) My husband ___________ about school. I ___________ about our health.
9. (enjoy) We ___________ playing board games. He ___________ online games.
10. (say) They ___________ they are busy Friday, but she ___________ Friday is ok.
11. (fly) A bird ___________ south in winter. Birds ___________ north for the summer.
12. (buy) They ___________ paper online. She ___________ supplies at the store..
13. (fly) He ___________ to Paris today. I ___________ to Denver tomorrow.
14. (study) We ___________ before vocabulary tests. She ___________ for grammar.
15. (pay) He ___________ for 2 classes. I ___________ for 3 classes.
16. (try) I ___________ to study 3 times a week. She ___________ to study every day.
Using infinitives with like, want, & need.
Some verbs can be combined with an infinitive (to + verb) to express a different meaning or opinion about the activity.
Verb | Meaning |
---|---|
like + to ski (Infinitive) | This shows an activity that is pleasurable or fun. Example: I like to ski. |
want + to go (Infinitive) | This shows an activity that I have a desire to do. Example: I want to go to a movie. |
need + to finish (Infinitive) | This shows an activity that I have to do. Example: I need to finish my homework. |
Part 1 Directions: Complete the sentences by writing like, want, or need on the line.
1. I ___________ to pay my rent.
2. She ___________ to study for the test.
3. They ___________ to buy a diamond necklace.
4. You ___________ to have an expensive new car.
5. I ___________ to read a book before bed to help me sleep.
6. You ___________ to do your homework.
7. We ___________ to eat dessert first.
8. I ___________ to sleep until 10:00 am, but I __________ to get up because work starts at 7:00 am.
Negatives with the be verb, activity 3.22: writing.
Directions: Make these sentences negative by adding not after the verb.
1. She is a hairdresser.
2. He is busy today.
3. They are from Colombia.
4. He is a contractor.
5. It is sunny.
6. They are students.
7. He is a teacher.
8. The dog is in the garden.
Using auxiliary verbs.
There are three auxiliary verbs in English: BE, DO, and HAVE. We will learn about BE and DO in this class. We will learn about using HAVE as an auxiliary in the next level. You have already seen the first of our three auxiliary verbs, BE, in Chapter 2. We combine the BE verb with the -ing form of the verb to create the present progressive (an action happening now).
When we make negative sentences with other verbs, we use the auxiliary verb, DO. It has two forms: do and does . The negative not comes after do or does and is followed by the base form of the main verb.
The base form is the infinitive without the to . Instead of “to sing” (infinitive), the base form is sing . Do not add -s to the base verb. Let’s look at an example sentence.
subj do/does neg. base verb rest of sentence
He does not sing in the shower.
Subject | Auxiliary DO | Negative | Base Form of Main Verb | Rest of Sentence |
---|---|---|---|---|
I You We They | do | not | drink | coffee after 5:00 pm. |
He She It | does |
To make negative contractions, we contract the auxiliary verb and the negative.
Subject | Auxiliary DO + not |
---|---|
I You We They | do not = don’t |
He She It | does not = doesn’t |
Directions: Choose the correct form, and then write the contraction on the line. Remember that the auxiliary DO (do/does) has to agree with the subject.
1. The teacher do not / does not eat meat. ___________________
2. I am a homemaker. I do not / does not work outside my home. ___________________
3. She is a driver. She do not / does not work in an office. ___________________
4. He is a vegetarian. He do not / does not eat meat. ___________________
5. They do not / does not drink coffee in the evening. ___________________
6. Palani do not / does not like to wake up early. ___________________
7. Yuri do not / does not want to come to school late. ___________________
8. Yuri do not / does not press snooze on his alarm clock. ___________________
9. They do not / does not have the same habits. ___________________
10. It do not / does not look like a good book. ___________________
11. The students do not / does not do their homework. ___________________
12. He do not / does not get good grades on tests. ___________________
Directions: Write the correct form of do or does on the line.
1. (do/sing) She ___________ not ___________ in public.
2. (do/write) They ___________ not ___________ on the wall.
3. (do/drive) He ___________ not ___________ for a job.
4. (do/ask) You ___________ not ___________ for a diamond ring.
5. (do/play) We ___________ not ___________ guitar.
6. (do/like) The dog ___________ not ___________ my cat.
7. (do/type) She ___________ not ___________ fast.
8. (do/read) He ___________ not ___________ online.
Directions: Make these sentences negative. Use full forms for numbers 1-5 and contractions for numbers 6-10.
1. I go to work at 3:00 pm.
2. She wants to eat Chinese food.
3. They have two children.
4. He has a dog and two cats.
5. You need to stand in line.
6. She finishes her homework.
7. I eat breakfast.
8. You drink coffee.
9. He drinks diet soda.
10. My car has red seats.
Part 1 Directions: Use the sentences below to interview your partner. Take notes on your own lined paper.
Student A: Tell me a food you don’t like.
Student B: I don’t like eggs.
2. Tell me a movie you don’t like.
3. Tell me a place you don’t like.
4. Tell me a sport you don’t like.
5. Tell me a color you don’t like.
6. Tell me a singer or band you don’t like.
7. Tell me a type of music you don’t like.
8. Tell me a book you don’t like.
Part 2 Directions: Now, write 5 sentences about your partner. Use your notes to help you. Write your partner’s answers in FULL sentences.
Yes/No questions mean that the answer to the question is either yes or no . These questions don’t use wh- question words. Remember, when we use an auxiliary verb, the main verb is in the base form. The auxiliary verb goes before the subject and the main verb goes after the subject.
Auxiliary DO | Subject | Base Form of Main Verb | Rest of Sentence |
---|---|---|---|
Do | I you we they | eat | breakfast? |
Does | he she it |
Short answers are quick answers to yes/no questions. Remember that if the question uses the BE verb, use the BE verb in your answer. If the auxiliary DO is used in the question, then use DO in the answer.
Do you have cats? Yes, I do.
Are you a teacher? Yes, I am.
Affirmative | Negative | ||||
---|---|---|---|---|---|
Yes, | I you we they | do. | No, | I you we they | do not. OR don’t. |
he she it | does. | he she it | does not. OR doesn’t. |
Do you drink coffee in the morning? Yes, I do.
Does he drink coffee in the morning? No, he doesn’t.
Directions: Complete the questions with the missing auxiliary verb and subject.
A: Does she wake up early?
B: No, she doesn’t.
1. A:___________________ do her homework every day?
B: Yes, she does.
2. A:___________________ wash the dishes after dinner?
B: Yes, he does.
3. A:___________________ eat dinner together?
B: Yes, they do.
4. A:___________________ work late every day?
5. A:___________________ drive to school?
6. A:___________________ study vocabulary?
B: Yes, I do.
7. A:___________________ eat lunch at home?
B: No, we don’t.
8. A:___________________ ask questions?
9. A:___________________ practice English at the grocery store?
10. A:___________________ do laundry on Saturdays?
Information questions in the simple present.
We have seen several lists of wh- question words in previous chapters. Here is a bigger list. You can practice making questions with the new words and review the ones you have seen in Chapters 1 and 2.
Wh- Question Word | Asks about... | Example Question |
---|---|---|
Who | a person | Who is your teacher? |
What | information | What is your name? |
Where | location | Where are you from? |
When What time | Time *(specific and general) | When is your birthday? What time is your class? |
Why | a reason | Why are you late? |
How | directions, process, or means | How do you get home? |
How many | a number | How many children do you have? |
How often | frequency | How often do you drink coffee? |
How much | an amount or money | How much is our textbook? |
What kind | one from a group | What kind of fruit do you like? |
* What time asks about specific time. When asks about general time.
What time does class start? Class starts at 9:00 am.
When is your birthday? My birthday is in August.
We form information questions (sometimes called wh- questions) the same as yes/no questions. Add the question word (who, what, where, when, what time, etcetera) to the beginning of the question.
Wh- Question Word | Auxiliary DO | Subject | Base Form Main Verb |
---|---|---|---|
Who What Where When What time Why How How many How often How much | do | I you we they | see? eat? drive? write? |
does | he she it |
Directions: Choose the correct question word.
1. Who/What is your teacher? My teacher is Susan.
2. Where/What is your address? My address is 19 Molalla Ave, Oregon City.
3. Where/When do you wake up? I wake up at 7:30 am.
4. Why/Who do you have an umbrella? Because it’s raining.
5. How/Where do you take ESL? I take ESL classes at CCC.
6. When/What do you work? I work at 5:00 pm.
7. Why/How do you get to school? I take the bus.
8. What/How do you cook hotdogs? I boil them, but some people grill them.
9. How much/How often milk do you want? I want 1 cup.
10. How many/Why cookies do you want? I want 2 dozen.
Directions: Fill in the blank with the correct question word.
1. A:___________ do you go to work?
B: I go to work at 5:00 am.
2. A:___________ is he wearing a sweater?
B: He’s cold.
3. A:___________ do you study vocabulary?
B: I use vocabulary cards.
4. A:___________ are they from?
B: They’re from Italy.
5. A:___________ are you doing?
B: I’m doing my homework.
6. A:___________ often do you sleep in?
B: I sleep in on Saturdays.
7. A:___________ time does class start?
B: Class starts at 6:00 pm.
8. A:___________ do you study?
B: I study at the library.
9. A:___________ is your favorite actor?
B: My favorite actor is Brad Pitt.
10. A:___________ many classes do you take?
B: I take three classes each term.
Directions: Your instructor will give you a worksheet that you can use to interview a classmate.
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
Directions: There are 10 mistakes in the paragraph below. Find the mistakes with the simple present, adverbs of frequency, negative sentences, or -s / -es endings and correct them.
My name is Jacques. I lives next to Yuri and Palani. I am a student at CCC also. I arrive always early to class. My brother drive me to school. I do not drives. I eat lunch with my friends. We eat often at Ana and Pedro’s house. I doesn’t cook. After class, always I study in the library. I finishes my homework in the afternoon. I study with my friend. My friend Palani finish his homework at night. I live with my family. My mother cook dinner for the family. She wash the dishes after dinner. I dry them.
Directions: Rewrite these sentences to include the adverb of frequency (AoF) in parentheses.
1. (usually) We eat dinner outside in summer.
2. (always) I wear slippers in the house.
3. (never) My family wakes up early.
4. (sometimes) My friends and I watch movies on Fridays.
5. (rarely) We eat uncooked food.
6. (often) They are late to class.
7. (never) I finish my homework on the computer.
8. (seldom) She takes her dog to the dog park.
9. (usually) You are on time.
10. (rarely) She eats fast food.
11. (never) It snows in August.
12. (always) It rains in October.
13. (often) We have homework.
14. (never) They forget books at home.
Directions: Write the question on the line below. Use the answer for extra information. Some questions are wh-questions, and some are yes/no questions.
1. A: ______________________________________________________________
B: I wake up at 8:00 am.
2. A: ______________________________________________________________
B: Yes, I do (I have a dog.)
3. A:_______________________________________________________________
B: My birthday is in August.
4. A: ______________________________________________________________
B: No, I don’t. (I don’t do my homework in the morning.)
5. A: ______________________________________________________________
B: I take a shower in the morning.
6. A: ______________________________________________________________
B: I arrive early for class.
7. A: ______________________________________________________________
B: He drives to school.
8. A: ______________________________________________________________
B: He washes the dishes every day.
9. A: ______________________________________________________________
B: Yes, I do. (I exercise 3 times a week.)
10. A: ______________________________________________________________
B: I eat fast food once a month.
Directions: Write a paragraph comparing your daily schedule with a partner’s daily schedule. Use the simple present tense, adverbs of frequency, and time expressions.
Pre-writing:
Question | My Answer | Partner’s Answer |
---|---|---|
1. | ||
2. | ||
3. | ||
4. | ||
5. | ||
6. |
Writing and Grammar:
Model Paragraph:
My partner and I are classmates, but we are very different. I get up very early at 5:00am. My partner doesn’t get up early. She often gets up at 9:00am. I usually drink coffee in the morning, but my partner doesn’t like coffee. She likes tea instead. I have two children, so I am busy with them. My partner is married, but she doesn’t have any children. I leave for school at 8:30am. My partners never goes straight to school. She goes to her parents house first. She always helps them because they are very old. My parents are still young at age 50 and 55.
Assignment Rubric:
Heading: Full Name, Due Date, Ch. 3 Writing Assignment | 1 point |
---|---|
Format: Indent, double space, margins | 1 point |
Your paragraph has at least 10 sentences | 1 point |
Every sentence has a subject and verb, & they agree | 1 point |
There are 3 adverbs of frequency | 3 points |
There are 2 negative sentences | 4 points |
Correct use of spelling | 1 point |
Correct use of capital letters | 1 point |
Correct end punctuation | 1 point |
Total | 14 points |
These were our goals at the beginning of Chapter 3:
At the end of this chapter you will be able to:
Directions: Choose yes if you think you achieved the goals or no in the table below if you think you did not achieve the goals. Then, write an example of the goal in the last column.
I can… | I achieved this goal: | My example: |
---|---|---|
add -s for 3rd person singular | yes no | He walks. |
write an affirmative sentence in the simple present | yes no | |
write a negative sentence in the simple present | yes no | |
write yes/no questions using the simple present | yes no | |
answer yes/no questions using short answers | yes no | |
make information questions using wh- question words | yes no | |
use AoF with the simple present | yes no |
Explorations 1: Grammar for the Experienced Beginner Copyright © by Susan; Jen; and Kit is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
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This phrase is incorrect. In English, the third person singular form of the verb 'do' requires the addition of 'does'.
Alternatives:
This phrase is correct and commonly used in English.
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When you were in school, don’t you wish you could have had the choice to opt out of homework ? One mom is going viral online for choosing to do just that with her son, and it’s creating a lot of conversation online.
An Arizona mom who posts to TikTok as @cayleyxox created the now-viral video, where she announced, “For any parents that might not know this, and I just recently learned this, is that you can actually opt out of homework for your children.”
That’s a little misleading, as we’ll learn later in her story, but for now, here are the details.
“I didn’t know that until recently, and I just sent my son’s kindergarten teacher a cute little email saying, ‘I’m sorry, based on the stress, mental, physical anxiety it’s causing my kid, we are done. We are done opting out for the rest of the year,'” she said.
She then explained what led to that decision.
“On the first week of school … he got this packet. It’s for August. It doesn’t look like it’s all that bad, but it’s about 15 to 20 pages double-sided. You do the math. We have been working on it and trying to work on it to the best of our abilities, and it is causing him so much mental, physical stress,” she said. “This morning I had him sit down. I felt so guilty for this. We were sitting down, I told him, ‘You can’t even watch a show this morning. You can’t do anything. It’s going to be radio silence until you sit here and eat your breakfast and finish at least one or two pages of this. Because you’re way behind.’ This is so much work for him. I started crying. He started crying. It was an emotional mess.”
She went on to say her son was upset about having to go to school because of his homework stress, “which hurts my mama heart because you were five. Five. You were in kindergarten. The only thing that you should be worried about is learning and what time snack time is,” she added.
“What are we teaching kids? What are we teaching them? That, ‘Oh, yeah, here you go. You’re going to go to work and you’re going to be paid salary, but it doesn’t matter if you don’t finish your work in the eight to ten hours that you’re there Monday through Friday. You’re going to bring that work home and you’re going to do that on your own time,” she continued. “No … not up in here. We are not teaching our children that. Work to live. We don’t live to work … In this household, we’re done doing homework. I want my kids to love school. I want him to love to learn. I want him to have fun. I want to enjoy it.”
Her message got mixed reviews from commenters. Some were firmly on her side, but others thought she was teaching her son to be entitled by telling him he could just not do his homework, and that she was creating a sticky situation for his teacher.
“I agree with you but know the teachers are allowed to find time for the student to make up the work you are declining and it’s going to be recess,” one commenter wrote.
Another added, “I hear this, but then I think how 50% of the population has a 7th grade reading level in the USA.”
In an update, Cayley shared how her son’s teacher responded to her opt out request: She said she had never gotten a “complaint” about homework, to which Cayley said she wasn’t complaining, just “addressing the situation that’s no longer gonna work for their family.”
After some negotiations, they settled on a reading log of 15-20 minutes per night to replace her son’s “homework.”
One of the most notable talking points about homework is how it disproportionately affects students from less affluent families. The American Psychological Association (APA) explained:
“Kids from wealthier homes are more likely to have resources such as computers, internet connections, dedicated areas to do schoolwork and parents who tend to be more educated and more available to help them with tricky assignments. Kids from disadvantaged homes are more likely to work at afterschool jobs, or to be home without supervision in the evenings while their parents work multiple jobs.”
There are a few other reasons why homework can have a more negative impact on lower-income students:
Access to resources: Lower-income students may have less access to things like a quiet study space, reliable internet, educational supplies, or help from parents/guardians. This makes it more challenging for them to complete homework effectively.
Time constraints: Lower-income students are more likely to have after-school responsibilities like caring for siblings, working a part-time job, or commuting long distances. This leaves them with less time and energy for homework.
Stress and mental health: The added burden of homework on top of other life stressors can exacerbate mental health issues like anxiety and depression, which are more prevalent among lower-income youth.
Widening achievement gaps: Because homework widens the learning gap between students with more and fewer resources, it can perpetuate and even worsen educational inequalities over time.
The key point is that homework, while intended to reinforce learning, can actually disadvantage lower-income students who face additional obstacles outside of school. Addressing these disparities in access and support is important for creating more equitable educational outcomes.
Complete the story. Use Simple Present and Present Progressive.
|
〜9月13日 11:00
パラフレーズ ( paraphrase )とは、「 言い換え 」のこと。 この記事では、パラフレーズとは何か?ということを(疑似)入試問題を通して説明したあとに、 小説やエッセイを書く際にも転用できる「パラフレーズ学習法」 について書きます。
今の入試問題では減りましたが、私が中学生の頃は次のような問題がしばしば出されました。
She is going to do her homework. = She will do her homework. He has to do the job. = He must do the job.
She can swim. = She is able to swim.
He likes reading books. = He is fond of reading books.
She walks to school. = She goes to school on foot.
You plays basketball well. = You are a good basketball player.
I was so tired that I couldn't walk. = I was too tired to walk.
It rained so heavily that I couldn't go out. = The heavy rain prevented me from going out.
I can't see you without being reminded of your sister. = Whenever I see you, you reminds me of your sister.
It seems that he was rich. = He seems to have been rich.
こういう書き換え問題は、だいたいパターンが決まっていて、覚えたことをほぼ機械的に再現できれば解くことができます。
ただ、使う言葉が違えば、当然ニュアンスは異なるので、そう単純ではありません。 「will = be going to (do)」「must = has to (do), have to (do)」などと丸暗記させられましたが、 使える状況やニュアンスは異なります ね。
しかしながら、特に「書き換え問題」を批判しているわけではありません。基本的な言い回しや文法を覚えるためには、このような問題を解くことも意味があると思っています。 とはいえ、このような問題は試験問題として出題すると、出題者の意図を越える別解がある可能性もありますし、そもそも元の文と書き換えられた文の意味・ニュアンスは異なるので、入試や検定資格の問題として出題するには適切ではないかもしれません。
試験問題としての「言い換え問題」は、上記のような問題が多いため、現在の入試問題では減少傾向にあるのでしょう。その代わり増えてきているのが、「自由英作文」系の問題や内容把握・要約の問題です。
暗記問題より、どのくらいアウトプットできるのかという考え方には賛成できますが、ただ試験の「公平性」という観点から考えるとどうなんでしょうね? 文法的に間違いのない平凡な表現だけだけで書いた答案が満点をとる一方で、レトリックを駆使したり、難解な語彙をふんだんに使いながらも文法的に間違えば大幅減点されることは、納得しがたいものがあります。 だから、私は覚えることはきちんと覚えたという「暗記問題」で採点したほうが「公平」だと考えます。 「自由英作文」のような問題は、加点方式で採点するのか、あるいは減点方式で採点するのかによっても採点にブレが生じますし、受験生の力量というより「 採点者の力量 」が問われます。
少子化の中で試験は、「落とすため」の問題ではなく、「基本の習熟度」を確認するための暗記問題中心のほうがいいのではないかと考えます。 テキストを与えて、それを丸暗記したら「全員合格」でいい。その代わり、テキストは分厚くする。。。 …なんて、受験が終わっている私は思ったりします。基本だけ押さえていれば、あとは大学なり、大学院で論文やコミュニケーションに必要な英語を学んでいけばいい。
そういう意味で、和訳と英訳の問題しか出題されない京都大学の問題は素晴らしいと思う。下手にリスニングもスピーキングなんて導入するから、英語嫌いを増やすのです。 たとえば「読むだけ」「書くだけ」に特化した学び方だっていいはずですね。
前置きが長くなりましたが、ここからが本題です。 試験問題としては欠陥がありますが、「パラフレーズする訓練」というのは、ある程度の語学力をつけた人には良いトレーニングになると思っています。
以下では「パラフレーズ学習法」について書いてみます。ここからが本題です。
9月9日 11:00 〜 9月13日 11:00
noteについて考えたこと、SNSとしてのnoteの使い方などを、noteに関する話題を取り上げます。
文法をイメージでとらえること、文学の英語など。大人の学び直しの英語教科書。 エッセイも多く含みます。初級者から上級者まで、英語が好きな人が…
記事を読んで頂き、ありがとうございます。お気持ちにお応えられるように、つとめて参ります。今後ともよろしくお願いいたします
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It's also perfectly consistent with her doing other people's homework. (For example, she might be a nanny who, among other tasks, helps with homework every day.) She does her homework every day. This means she does the homework that has been assigned to her, as opposed to doing other people's homework or helping others with their homework.
The correct phrase is "she does her homework." In English, the verb "do" changes to "does" when used with third-person singular subjects like "she." This is a basic rule in English grammar. Last updated: April 12, 2024.
Grammar: When to Use Do, Does, and Did
In English, when we refer to the third person singular (he, she, or it), we use does instead of do. This is consistent with the general rule of subject-verb agreement in English. So, the correct answer is: She does her homework regularly. An example in a sentence could be, 'She does her homework regularly to maintain good grades.'.
1.4. do as a main verb (Present Progressive, Gerund, present participle) - (doing) affirmative. negative. I am doing my homework. I am not doing my homework. Doing my homework is not always fun. Not doing my homework is not clever. I saw Jane doing her homework. I didn't see Jane doing her homework.
3. Does she do her homework? To ask a question, we need to use an auxiliary verb at the beginning of the sentence. In our case, the auxiliary verb is do: this is called do-support. But since "she" is a singular third-person pronoun, we turn do into does. The first do carries the third-person ending s (or es) instead of the second.
Did and does are both forms of the verb "do" used in different tenses. "Did" is the past tense form, while "does" is the present tense form. "Did" is used to refer to an action that has already happened or was completed in the past. On the other hand, "does" is used to describe an action that is happening in the present or is a habitual action.
Help your child develop good homework habits. That means designating a regular location and time to work on daily assignments. She does not necessarily need a desk in her room; the kitchen table can work just as well. No matter what place you choose, it needs to be well lit and quiet, without the distractions of the television set, other ...
My kindergartener is in speech therapy and regularly has "homework" assignments from her therapist. Those go to the top of our priority list — not only does she love doing the exercises, but ...
@Clare: I think if it conveys anything at all, the article might imply many / most / all of those evenings when the speaker knows what she did.But of course in the real world few people would continue the reply beyond the relevant word homework.For example, the context might be emphasizing that whereas most of her fellow-pupils do their homework immediately before or after school, Carley does ...
I will prepare breakfast if I (wake up) early. If they shared a room, they (fight) all day long. If you hate walking in the mountains, you (enjoy / not) the tour. Janet would go jogging if she (have / not) to do her homework. Mark wrong answers. Replace wrong by correct answers. Show all correct answers. Exercises on Conditional Sentences - 03 ...
Part 2 Directions: On lined paper, write one (1) sentence for each verb (like, want, need) using "I" as the subject. Then write one (1) sentence for each verb using "he" or "she" as the subject. Turn this in to your teacher. Don't forget to write your name, the date and Activity 3.21 at the top of your paper.
The teacher is particularly concerned because without regular practice she will fall behind and she is a talented student in math. Jolene is given a token for every homework assignment she completes. When she has eight tokens, she gets two bonus points on her math average. She is now doing her homework regularly.
Maria used to do her math homework regularly and studied diligently for exams, although she continued to have difficulty getting passing grades. Disheartened, Maria began to put less effort into her homework, and eventually she failed her math class. This is an example of what type of behavior? punishment.
In English, the third person singular form of the verb 'do' requires the addition of 'does'. The correct form is 'she does homework', where 'does' is used to match the singular subject 'she'. Alternatives: she does homework. she is doing homework. she will do homework.
Alice used to do her math homework regularly and studied hard for tests although she continued to have difficulty getting passing grades. Disheartened, Alice began to put less effort into her math homework, and eventually she failed math.
She went on to say her son was upset about having to go to school because of his homework stress, "which hurts my mama heart because you were five. Five. You were in kindergarten.
She does her homework regularly. Explanation: A verb represents the action done in the sentence. Here the subject is shown doing some actions on regular basis. So the given sentence is in the simple present tense. As the subject is singular the form of verb selected would also be in the singular form. The word " does " is singular form of verb.
Use Simple Present and Present Progressive. It (be) early in the morning. Sally (get) out of bed, (open) the window and (go) into the bathroom. Then she (have) breakfast. After breakfast, Sally usually (cycle) to school. After school, she (go) back home. Sally usually (eat) her lunch at home. In the afternoons, she first (do) her homework and ...
The teacher is particularly concerned because without regular practice she will fall behind and she is a talented student in math. Jolene is given a token for every homework assignment she completes. When she has eight tokens, she gets two bonus points on her math average. She is now doing her homework regularly.
The teacher is particularly concerned because without regular practice she will fall behind and she is a talented student in math. Jolene is given a token for every homework assignment she completes. When she has eight tokens, she gets two bonus points on her math average. She is now doing homework regularly.
She is going to do her homework. = She will do her homework. He has to do the job. = He must do the job. She can swim. = She is able to swim. He likes reading books. = He is fond of reading books. She walks to school. = She goes to school on foot. You plays basketball well. = You are a good basketball player. I was so tired that I couldn't walk.
Suicide. A ____ is a sudden, powerful event that occurs quickly and affects many people at the same time. Cataclysmic event. Tracie is exercising regularly, uses her bed for sleeping and not doing her homework,and avoids caffeine after lunch, Tracies focus is. Getting a good nights sleep.
Alice used to do her math homework regularly and studied hard for tests, although she continued to have difficulty getting passing grades; disheartened, Alice began to put less effort into her math homework, and eventually she failed math. ... Mary is preparing to breastfeed her infant daughter and, in doing so, the baby's cheek brushes across ...