students‚ we need to check the concept very carefully. Some students might have problems understanding present perfect continuous tense because they will be confused between using present continuous and present perfect continuous. As the present continuous is easy to use‚ some students may use present tense to express their ideas. But the problem is we do not use present tense to say how long the action has lasted. For example: Instead of saying‚ “It has been snowing since Tuesday”‚ they might say
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Subject+(be)+(past participle of a verb) * The same tense used in the Active voice is being used in the Passive voice. Example will be given at each Tense presentation: Simple Present Tense: * Active Voice: “I drive my car to school.” * Passive Voice: “The car is driven to school.” (Ask students what is the verb tense used in the sentence) (Ask students how it was changed in to a past participle: Drive—Driven) Simple Past Tense: * Active Voice: “I drove my car to school.”
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the form/tense used. E.g. I was living in Italy in 1998. I was living in Italy in 1998 – past continuous. We never go to the theatre these days. Form /Tense Simple Present We’re saving up to travel abroad. Form /Tense Present Continuous Root We’ve already been to Europe. Form /Tense Present Perfect We didn’t have enough money to go further. Form /Tense Simple Past Root We had spent all our savings by the end of the summer. Form /Tense Past Perfect
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1. Check in a grammar reference book and give examples of the following tenses. Give REALISTIC NATURAL examples that might commonly be spoken or written by a native speaker. a. Present Simple I live in London b. Present Continuous I am at home c. Past Simple I studied at Oxford d. Past Continuous The cat was sleeping on the sofa e. Present Perfect Simple I have been to Canada f. Present
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Lesson Plan: Past simple Learning Objective: Students will be able to talk about what they have done over the last year Level: Basic or Intermediate Ages: Teens or Adults Stage Teacher´s Objective Procedure – Teacher (How you would teach) Procedure - Students (What would students be doing) T/S Ratio Warm up/Review 15 minutes To relax the students and prepare them for the lesson and get them used to speaking in front of the class. To use language previously taught. You need to think of
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Intermediate| Context: Introduction of present perfect tense mainly answering the question‚ "Where have you been?"‚ "What have you done?"| Teaching aids: Board and pens‚ sheet of rule| Learner objectives:For the students to understand the correct usage of the present perfect tense.|Personal aims:To encourage students to participate and work in pairs/groups| Anticipated problems for students:Understanding present perfect tense|Solution:Use many examples as possible| Anticipated problems
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Indirect Speech: A. When the reporting or principal verb is in the Past Tense‚ all the Present Tenses in the Direct Speech are changed into Past Tense in the indirect Speech. a. A simple present tense becomes simple past tense. Example: • Direct : He said‚ “I am unwell.” • Indirect: He said that he was unwell. • Direct: “I know her address”‚ said John. • Indirect: John said that he knew her address. b. A present continuous tense becomes a past continuous. Example: • Direct : He said‚ “ my mother
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“If you have been 24years or older‚ not having a blind date is unusual.” Sounds better as “If you are 24years or older‚ not having had a blind date is unusual.” Problem 8: You are talking about either the present or the past‚ but verb tenses should match in the first and second parts of a “if…then” conditional sentence. The verb
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for their developing relationship. This poem has a symbolic structure‚ starting with a present situation‚ going to the future‚ and ending‚ again‚ with the present to show the trouble that is going through the fathers mind. While in the present tense the father cannot recall a new story “…and soon‚ he thinks‚ the boy will give up…” on him. The father establishes a troubling image of “…the boy packing his shirts…looking for his keys”. The man fears of his son growing up and leaving his side. As
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1과 N+입니다(Noun predication/Copula) ‘입니다’ is a descriptive particle meaning “to be”. It is attached onto the end of a given noun and serves as a predicate. It is used with reference to persons or things. 입니다 is the polite formal conjugation of 이다. (예) 저는 학생입니다. 이것은 책입니다. N+입니까? ‘입니까?’ is the question form of 입니다. (예) 저 남자는 학생입니까? 이것은 책입니까? N+이/가 아닙니다. ‘-이/가 아닙니다’ is the negation form of 입니다. (예) 저는 학생이 아닙니다. 저는 가수가 아닙니다. 2과 -은/는(Topic Particle) ‘은/는’ follows a noun‚ indicating that
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