Irregular verbs game
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Irregular verbs game
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Worksheet can-could
This document contains a grammar worksheet focusing on the use of "can" and "could" to express ability in the past and present. It provides 15 sentences for students to fill in the blanks with "can", "can't", "could", or "couldn't" based on whether the subject is able or unable to perform the given action in the present or past tense. An answer key is provided to check the students' work.
For and since
This document discusses the use of "for" and "since" with the present perfect tense to indicate actions or situations that began in the past and continue in the present. It provides examples of using "since" with a point in time (e.g. "since last June") and "for" with a length of time (e.g. "for 2 months"). It also includes exercises for readers to practice using "for" and "since" in sentences.
Vowels Digraphs
The document lists examples of words containing common vowel digraphs, including the digraphs "ee", "ea", "oa", "ow", "ai", "ay", and "ee" again. Each section provides 10 example words that use one of the digraphs, such as "beet", "deep", and "free" for the digraph "ee".
modal-verbs.pdf
The document provides examples of usage for different modal verbs such as can, could, may, might, must, shouldn't, and should. It discusses their uses for ability, request, permission, possibility, necessity, prohibition, advice, and moral obligation. It then provides exercises for choosing the right modal verb for different situations and replacing underlined expressions with the appropriate modal verb.
Power point presentation likes and dislikes
This document discusses likes, dislikes, and preferences using various expressions. It provides examples of saying if you, someone, or somebody likes or dislikes something. Additionally, it discusses using words like "fond," "loathe," and expressions like "can't stand." It also includes questions to check comprehension and things to remember when discussing likes and dislikes.
Can can't general rules
The document discusses the usage of the modal verb "can" and its conjugations. It explains that "can" is used to talk about possibility, prohibition, ability, permission, and offers/requests. Examples are provided to illustrate how "can" is conjugated in the affirmative, negative, and interrogative forms for different subjects. It remains the same form across subjects unlike other verbs.
Phrasal verbs with get
This document discusses phrasal verbs and provides examples of phrasal verbs using "get". A phrasal verb is a verb combined with a preposition or adverb that creates a meaning different from the original verb. Some examples of phrasal verbs with "get" are: get into meaning be chosen for something, get through meaning come to the end of a difficult time, get across meaning communicate an idea, and get on with meaning like someone or continue doing something. The document also gives examples of using each phrasal verb in a sentence.
Reflexive pronoun for kids
This document defines and provides examples of Spanish reflexive pronouns. Reflexive pronouns indicate actions done to oneself or the subject of the sentence. They are derived from personal pronouns like myself, yourself, himself, etc. Two exercises are included where readers must select the correct reflexive pronoun to complete sentences in Spanish. The document teaches that reflexive pronouns are used to show that the subject performs the action upon itself.
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Worksheet can-could
This document contains a grammar worksheet focusing on the use of "can" and "could" to express ability in the past and present. It provides 15 sentences for students to fill in the blanks with "can", "can't", "could", or "couldn't" based on whether the subject is able or unable to perform the given action in the present or past tense. An answer key is provided to check the students' work.
For and since
This document discusses the use of "for" and "since" with the present perfect tense to indicate actions or situations that began in the past and continue in the present. It provides examples of using "since" with a point in time (e.g. "since last June") and "for" with a length of time (e.g. "for 2 months"). It also includes exercises for readers to practice using "for" and "since" in sentences.
Vowels Digraphs
The document lists examples of words containing common vowel digraphs, including the digraphs "ee", "ea", "oa", "ow", "ai", "ay", and "ee" again. Each section provides 10 example words that use one of the digraphs, such as "beet", "deep", and "free" for the digraph "ee".
modal-verbs.pdf
The document provides examples of usage for different modal verbs such as can, could, may, might, must, shouldn't, and should. It discusses their uses for ability, request, permission, possibility, necessity, prohibition, advice, and moral obligation. It then provides exercises for choosing the right modal verb for different situations and replacing underlined expressions with the appropriate modal verb.
Power point presentation likes and dislikes
This document discusses likes, dislikes, and preferences using various expressions. It provides examples of saying if you, someone, or somebody likes or dislikes something. Additionally, it discusses using words like "fond," "loathe," and expressions like "can't stand." It also includes questions to check comprehension and things to remember when discussing likes and dislikes.
Can can't general rules
The document discusses the usage of the modal verb "can" and its conjugations. It explains that "can" is used to talk about possibility, prohibition, ability, permission, and offers/requests. Examples are provided to illustrate how "can" is conjugated in the affirmative, negative, and interrogative forms for different subjects. It remains the same form across subjects unlike other verbs.
Phrasal verbs with get
This document discusses phrasal verbs and provides examples of phrasal verbs using "get". A phrasal verb is a verb combined with a preposition or adverb that creates a meaning different from the original verb. Some examples of phrasal verbs with "get" are: get into meaning be chosen for something, get through meaning come to the end of a difficult time, get across meaning communicate an idea, and get on with meaning like someone or continue doing something. The document also gives examples of using each phrasal verb in a sentence.
Reflexive pronoun for kids
This document defines and provides examples of Spanish reflexive pronouns. Reflexive pronouns indicate actions done to oneself or the subject of the sentence. They are derived from personal pronouns like myself, yourself, himself, etc. Two exercises are included where readers must select the correct reflexive pronoun to complete sentences in Spanish. The document teaches that reflexive pronouns are used to show that the subject performs the action upon itself.
Irregular Verbs
Irregular verbs do not form their past tense by adding "d" or "ed" like regular verbs. Instead, they are inflected in other ways such as changing vowels, consonants, or both. Every verb has four principal parts: present (infinitive), past, present participle, and past participle. The document provides examples of irregular verbs and their principal parts, as well as a practice section testing knowledge of irregular verb forms.
Family members
This document lists various family relationships including parents, children, grandparents, siblings, and other extended family members such as aunts, uncles, cousins, nieces and nephews.
Have to and has to
This document discusses grammar rules for using "has to" and "have to" to express necessity. It provides examples of using these terms with third person singular subjects like "she" and plural/first person subjects like "you." It also covers using "doesn't have to" and "don't have to" to express lack of necessity. The document then defines different types of jobs like part-time, full-time, and Saturday jobs. It prompts the reader to identify their dream job and why they aspire to it.
Already just yet - GRAMMAR
The document discusses the use of the words "just", "already", and "yet" in sentences. It provides examples of sentences using these words and exercises for the reader to practice using these words in different contexts.
Something, anything, nothing
Something refers to a specific person, thing or place, while anything can refer to any person, thing or place without being specific. Nothing is used with a negative verb to indicate that nothing was done or nothing exists, and it is incorrect to say "I didn't do nothing." Anything and nothing are also used in short answers or sentences with a positive verb but a negative meaning.
Definite and Indefinite and Zero Articles
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
Non-defining relative clauses
Non-defining relative clauses.
For more English tutorials, please visit:
https://www.thelecturette.com
Pauls daily-routine-reading-comprehension-exercises 125673
This document describes the daily routine of a boy named Paul. It outlines what he does each morning after waking up and having breakfast, how he spends his time at school, and his afternoon and evening activities, which include playing, doing homework, having dinner with his family, and going to bed. Many of the details are left unspecified, with blanks left for items like his age, where he lives, and the particular activities he engages in during each part of the day.
Verbo to be grammar
The document provides information about the present simple tense in English. It lists common uses of the present simple, including for things that exist or happen regularly, describing where someone is located, showing someone's identity or personal information, describing qualities, talking about weather, feelings, or age. It also lists the affirmative and negative forms of the present simple of the verbs "to be" and "to have" and provides examples of their use.
each, every and all
The document discusses the differences between the words "each", "every", and "all". It provides examples of how each word is used, specifically noting that "each" is used for individual items one by one, "every" refers to things as a group or all collectively, and "all" can be used with both countable and uncountable nouns. Key structures that differ for "each", "every", and "all" are outlined.
Reporting verbs
The document discusses reporting verbs and their usage. It explains that reporting verbs can be followed by a to-infinitive, that-clause, or gerund. The teacher offered to explain reporting verbs, explained that they were easy, and the students thanked him for explaining it. Reporting verbs are used to report what someone has said or communicated.
Present Simple Rules
The simple present tense is used to describe actions that are repeated or generally true. It is formed by using the base form of the verb except for third person singular subjects, which add -s. The spelling of regular verbs in the simple present tense is determined by their ending - verbs ending in a consonant before y drop the y and add ies, verbs ending in just a vowel before y just add s, and verbs ending in other letters like o, ch, sh, ss, s, x, or z add es.
Presente simple pearson
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.
Daily Routines - Flashcards
This document outlines a typical morning and school day routine, beginning with waking up, washing one's face and taking a shower, followed by drying and brushing hair, eating breakfast and brushing teeth, getting dressed, making the bed, going to school to study and eat lunch, returning home to do homework, eating dinner, taking a bath, and going to bed.
Verb to be (B)
This document provides instruction on using the verb "be" in English, including its forms, uses before nouns, adjectives, and prepositional phrases, contractions, negatives, questions, and examples for practice. It covers the present simple of the verb "be" in statements and yes/no questions, and provides examples of conversations, charts of verb forms, explanations of usage, contractions, negatives with "not" and contractions, questions, examples for practice changing statements to questions and using short affirmative/negative answers, and references.
Adverbs Of Frequency
The document is a schedule that shows Amy's weekly activities and the frequency with which she engages in each one. It indicates that Amy always does housework, usually reads comics, often has cookery lessons, sometimes watches TV, seldom goes to the library, and never plays basketball. It also provides information about Harry Potter, stating that he always stays at Hogwarts School, usually studies and plays with Ron and Hermione, often plays Quidditch, and sometimes travels by broomstick, and that he never hurts people with magic.
Verb to Be
Conjugaciones del verbo To Be (ser o estar), usos generales, y estructura de oraciones afirmativas, negativas
So neither do i
The document presents a series of statements with responses to agree or disagree with the statements. It introduces common phrases like "So do I" to agree and "Neither do I" or "I don't" to disagree. It then provides examples of agreeing and disagreeing with positive and negative statements through this framework. The overall content explores different ways to linguistically agree or disagree with statements in English through examples.
There is there are
The document discusses the use of "there is" and "there are" in sentences. It provides examples of using these phrases in the affirmative singular and plural forms, as well as the negative forms "there isn't" and "there aren't". Learners are given practice sentences to complete using these phrases correctly based on pictures shown.
Future tenses: Simple future vs. Future intention
The document discusses three ways to express future actions in English: the simple future with will, future intention with be going to, and the present progressive. It provides examples of their affirmative, negative, and question forms. The simple future uses will + verb, future intention uses be going to + infinitive, and present progressive uses to be + -ing. Will is used for predictions and sudden decisions, while be going to is used for previous plans and intentions.
Action verbs[1] regular irregular simple past and present perfect
The document instructs students to label verbs with pictures and write them in the simple past tense in the correct box. It provides a list of 30 verbs and blank boxes for their past tense forms to be written.
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Irregular Verbs
Irregular verbs do not form their past tense by adding "d" or "ed" like regular verbs. Instead, they are inflected in other ways such as changing vowels, consonants, or both. Every verb has four principal parts: present (infinitive), past, present participle, and past participle. The document provides examples of irregular verbs and their principal parts, as well as a practice section testing knowledge of irregular verb forms.
Family members
This document lists various family relationships including parents, children, grandparents, siblings, and other extended family members such as aunts, uncles, cousins, nieces and nephews.
Have to and has to
This document discusses grammar rules for using "has to" and "have to" to express necessity. It provides examples of using these terms with third person singular subjects like "she" and plural/first person subjects like "you." It also covers using "doesn't have to" and "don't have to" to express lack of necessity. The document then defines different types of jobs like part-time, full-time, and Saturday jobs. It prompts the reader to identify their dream job and why they aspire to it.
Already just yet - GRAMMAR
The document discusses the use of the words "just", "already", and "yet" in sentences. It provides examples of sentences using these words and exercises for the reader to practice using these words in different contexts.
Something, anything, nothing
Something refers to a specific person, thing or place, while anything can refer to any person, thing or place without being specific. Nothing is used with a negative verb to indicate that nothing was done or nothing exists, and it is incorrect to say "I didn't do nothing." Anything and nothing are also used in short answers or sentences with a positive verb but a negative meaning.
Definite and Indefinite and Zero Articles
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
Non-defining relative clauses
Non-defining relative clauses.
For more English tutorials, please visit:
https://www.thelecturette.com
Pauls daily-routine-reading-comprehension-exercises 125673
This document describes the daily routine of a boy named Paul. It outlines what he does each morning after waking up and having breakfast, how he spends his time at school, and his afternoon and evening activities, which include playing, doing homework, having dinner with his family, and going to bed. Many of the details are left unspecified, with blanks left for items like his age, where he lives, and the particular activities he engages in during each part of the day.
Verbo to be grammar
The document provides information about the present simple tense in English. It lists common uses of the present simple, including for things that exist or happen regularly, describing where someone is located, showing someone's identity or personal information, describing qualities, talking about weather, feelings, or age. It also lists the affirmative and negative forms of the present simple of the verbs "to be" and "to have" and provides examples of their use.
each, every and all
The document discusses the differences between the words "each", "every", and "all". It provides examples of how each word is used, specifically noting that "each" is used for individual items one by one, "every" refers to things as a group or all collectively, and "all" can be used with both countable and uncountable nouns. Key structures that differ for "each", "every", and "all" are outlined.
Reporting verbs
The document discusses reporting verbs and their usage. It explains that reporting verbs can be followed by a to-infinitive, that-clause, or gerund. The teacher offered to explain reporting verbs, explained that they were easy, and the students thanked him for explaining it. Reporting verbs are used to report what someone has said or communicated.
Present Simple Rules
The simple present tense is used to describe actions that are repeated or generally true. It is formed by using the base form of the verb except for third person singular subjects, which add -s. The spelling of regular verbs in the simple present tense is determined by their ending - verbs ending in a consonant before y drop the y and add ies, verbs ending in just a vowel before y just add s, and verbs ending in other letters like o, ch, sh, ss, s, x, or z add es.
Presente simple pearson
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.
Daily Routines - Flashcards
This document outlines a typical morning and school day routine, beginning with waking up, washing one's face and taking a shower, followed by drying and brushing hair, eating breakfast and brushing teeth, getting dressed, making the bed, going to school to study and eat lunch, returning home to do homework, eating dinner, taking a bath, and going to bed.
Verb to be (B)
This document provides instruction on using the verb "be" in English, including its forms, uses before nouns, adjectives, and prepositional phrases, contractions, negatives, questions, and examples for practice. It covers the present simple of the verb "be" in statements and yes/no questions, and provides examples of conversations, charts of verb forms, explanations of usage, contractions, negatives with "not" and contractions, questions, examples for practice changing statements to questions and using short affirmative/negative answers, and references.
Adverbs Of Frequency
The document is a schedule that shows Amy's weekly activities and the frequency with which she engages in each one. It indicates that Amy always does housework, usually reads comics, often has cookery lessons, sometimes watches TV, seldom goes to the library, and never plays basketball. It also provides information about Harry Potter, stating that he always stays at Hogwarts School, usually studies and plays with Ron and Hermione, often plays Quidditch, and sometimes travels by broomstick, and that he never hurts people with magic.
Verb to Be
Conjugaciones del verbo To Be (ser o estar), usos generales, y estructura de oraciones afirmativas, negativas
So neither do i
The document presents a series of statements with responses to agree or disagree with the statements. It introduces common phrases like "So do I" to agree and "Neither do I" or "I don't" to disagree. It then provides examples of agreeing and disagreeing with positive and negative statements through this framework. The overall content explores different ways to linguistically agree or disagree with statements in English through examples.
There is there are
The document discusses the use of "there is" and "there are" in sentences. It provides examples of using these phrases in the affirmative singular and plural forms, as well as the negative forms "there isn't" and "there aren't". Learners are given practice sentences to complete using these phrases correctly based on pictures shown.
Future tenses: Simple future vs. Future intention
The document discusses three ways to express future actions in English: the simple future with will, future intention with be going to, and the present progressive. It provides examples of their affirmative, negative, and question forms. The simple future uses will + verb, future intention uses be going to + infinitive, and present progressive uses to be + -ing. Will is used for predictions and sudden decisions, while be going to is used for previous plans and intentions.
Was ist angesagt? (20)
Pauls daily-routine-reading-comprehension-exercises 125673
Pauls daily-routine-reading-comprehension-exercises 125673
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Action verbs[1] regular irregular simple past and present perfect
The document instructs students to label verbs with pictures and write them in the simple past tense in the correct box. It provides a list of 30 verbs and blank boxes for their past tense forms to be written.
Tom's TEFL: Past Tense Board Game
1. A student plays a board game moving around numbered spaces, completing sentence prompts in the past tense as they land on each space.
2. The sentences involve common daily activities like dancing, reading, answering the phone, watching TV, asking questions, skipping, jumping, shouting, talking, helping friends with games, playing instruments, saving money, visiting places, and more.
3. The player uses a dice and moves along the board with classmates in teams of 3, saying each sentence in the past tense as they follow the numbers.
Starship english-pre-a1-1-2-3-4-egb
This document contains a microcurricular plan for an English as a Foreign Language class for 2nd grade students. The plan outlines three lessons from the Starship Pre A1.1 textbook covering greetings, asking names, and describing oneself/others. It lists the communication skills and performance criteria to be developed, such as introducing oneself, asking/answering simple questions, and recognizing familiar words. Assessment criteria are provided to evaluate students' oral communication, reading, and cultural awareness skills related to the content of the lessons.
Starship english-pre-a1-2-5-6-7-egb
This document provides a microcurricular plan for an English as a Foreign Language class consisting of 3 lessons focused on basic communication skills. The plan outlines the objectives, activities, resources, and evaluation criteria for developing students' skills in areas such as greetings, introductions, family vocabulary, short responses, reading comprehension, writing words and phrases, and identifying key information in stories. Evaluation will include small group work, use of visuals, phonics recognition, matching words and pictures, and writing exercises.
English book 2 teacher
This document provides information about the English textbook being distributed by the Ministry of Education in Ecuador. It includes the names and roles of government officials related to education. It also explains that the textbook was adapted from a British publication and aims to teach English according to an internationally recognized framework. The Ministry hopes the new textbooks and approach will motivate both students and teachers to improve their English skills.
English book 4 teacher 2015 - 2016
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral words like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President of Ecuador and education officials.
Teacher 5 english
This document is the teacher's guide for the English B1.1 textbook. It provides an overview of the textbook's objectives, structure, and teaching approach. The textbook is designed around six language units and uses a task-based approach to introduce vocabulary and grammar through listening, speaking, reading and writing activities. It aims to develop students' language skills while also promoting their cognitive and social development. Lessons follow a predictable structure of warm-up, presentation, practice, and application activities. The guide emphasizes creating a student-centered learning environment and tapping into students' multiple intelligences.
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Action verbs[1] regular irregular simple past and present perfect
Action verbs[1] regular irregular simple past and present perfect
Irregular verbs game
- 1. 23. K _ _ _ 29. M _ _ _ 5. C _ _ _ _ 3. R _ _ _ and 4. S _ _ _ _ 16. T _ _ _ _ Bye! 1. R _ _ 6. H _ _ 8. S _ _ _ _ 22. L _ _ _ _ 26. B _ _ _ _ 9. H _ _ _ 17. S _ _ _ _ 25. M _ _ _ 7. B _ _ _ 27. B _ _ _ _ 20. L _ _ 2. W _ _ 19. T _ _ _ 12. B _ _ 18. G _ _ _ 21. S _ _ _ 11. S _ _ _ 10. P _ _ 24. G _ _ _ 28. S _ _ _ 15. F _ _ _ 13. D _ _ 14. S _ _ _ _
- 2. Al Hoffaz Academy IRREGULAR VERBS -- KEY Name: ______________ November ____, 2012 _____ Grade _____ The English Department 1. run 2. win 3. rise 4. shine 5. catch 6. hit 7. bite 8. shoot 9. have 10. pay 11. sell 12. buy 13. dig 14. sweep 15. find 16. throw 17. show 18. give 19. take 20. lie 21. send 22. leave 23. know 24. grow 25. make 26. break 27. bleed 28. sink 29. meet