sábado, 20 de diciembre de 2008

QUIZ


Romeo and Juliet

In Verona, Sampson and Gregory (Capulet servants) complain that they will not put up with insults from the Montague family. Abram and Balthasar (Montague servants) appear and the four start quarreling. Benvolio (Lord Montague's nephew) appears and tries to break up the quarrel, but Tybalt (Lady Capulet's nephew) appears and picks a fight with Benvolio. At length, officers try to break up the fight, even while Lord Capulet and Lord Montague begin to fight one another. The Prince of Verona (Escalus) appears and stops the fighting, proclaiming sentences of death to any that renew the fighting. At Montague's house, he, his wife, and Benvolio discuss how melancholy Romeo (Montague's only son) has been lately. Benvolio vows to find out why. Speaking with Romeo, Benvolio finds Romeo is in love with a woman who has sworn to stay chaste (Rosaline). Benvolio suggests pursuing other women, but Romeo refuses. Separately, Paris (a kinsman of the Prince of Verona) talks to Lord Capulet about wooing his daughter Juliet for marriage. Capulet responds that she is too young (nearly 14 years old) and must wait two years to marry, and then only to the man whom she chooses. Still, Capulet invites Paris to a party in the evening. Capulet's servant is sent to invite guests, but he can't read the list so he entreats Romeo to do so. Upon hearing of the party, Benvolio convinces Romeo to attend and compare his unattainable love Rosaline to more beautiful women to get his mind off Rosaline. At Capulet's house, Lady Capulet speaks to Juliet about her feelings for marrying Paris while Juliet's Nurse listens on, telling stories of Juliet's childhood. Juliet, although hesitant, promises to be courteous. Masked, Romeo, Mercutio, and Benvolio head to the Capulet party. Romeo is still depressed, saying he dreamt a fearful dream of an untimely death that will result because of the evening's events, but Benvolio just makes fun of him. At Capulet's house, the Montagues attend the party (in masks), Romeo spies Juliet, and he falls in love with her. Tybalt sees Romeo and takes up arms, but Lord Capulet attempts to calm him, though Tybalt vows to revenge Romeo's intrusion the next day. Juliet, too, falls for Romeo, but falls into despair when her Nurse informs her Romeo is a Montague, as does Romeo when he learns Juliet is a Capulet.
While leaving the party, Romeo hides in the orchard while Mercutio and Benvolio call for him to come out of hiding and go home with them; yet he will not. After they leave, Romeo appears and speaks to Juliet under her window, saying "But soft! What light through yonder window breaks? It is the East, and Juliet is the sun!" By and by they swear their love to one another. Juliet tells Romeo she'll send a messenger to him the next day to learn the details of their wedding. Having stayed up all night, Romeo visits Friar Lawrence's cell and tells him of this new love for Juliet. Although Lawrence is critical at first, Romeo eventually convinces him to marry them. In the street, Benvolio tells Mercutio that Romeo did not come home that night, and that Tybalt has sent the Montagues a letter challenging Romeo to a duel. Romeo appears and they tease him for hiding from them. Juliet's nurse and servant Peter appear and Romeo tells her to tell Juliet to go to the Friar's cell that afternoon to be married. The Nurse returns to Juliet and, though she skirts around the message, she finally tells Juliet the wonderful news. Soon, at the Friar's cell, he marries Romeo and Juliet, and Romeo plans to visit Juliet's bedroom that evening.
At the street, Benvolio and Mercutio encounter Tybalt and Petruchio, leading to Tybalt and Mercutio fighting since Tybalt tries to pick a fight with Romeo, but he refuses. Romeo tries to break up the fight, but Tybalt slays Mercutio under Romeo's arm, then Tybalt flees. As Mercutio dies, he declares "A plague on both your houses," since he is only a friend of Romeo's and not his kinsmen. When Benvolio informs Romeo that Mercutio is dead, Romeo seeks out, fights, and slays Tybalt in revenge. Benvolio convinces Romeo to flee. The prince appears and Benvolio explains all to him, at which the Prince exiles Romeo for slaying Tybalt. At the Capulet's orchard, Juliet waits for Romeo when her Nurse appears and informs her of Mercutio and Tybalt's deaths, and Romeo's banishment. Juliet falls into despair, realizing she would rather Tybalt dead than Romeo, but also that a banished Romeo is virtually dead. At the Friar's cell, he informs Romeo of the Prince's edict of banishment, putting him into despair. Romeo states he would rather be dead than banished. The Nurse arrives and tells Romeo that Juliet is sad too, but forgives Romeo. Still, Romeo pulls a dagger and tries to kill himself, but the Friar stops him and tells him to stay the night with Juliet, then flee to Mantua. At Capulet's house, he and Paris set the wedding date for Paris and Juliet to be three days hence. In Juliet's bedroom, Romeo says a tearful goodbye to Juliet. After he leaves, Lady Capulet appears and, while discussing Tybalt's death, states she will send a henchman to mantua to kill Romeo (though she never does). She then informs Juliet of her impending marriage to Paris. Juliet tells her parents she will not marry, but Lord Capulet commands it will be so. The Nurse, too, tells Juliet she should marry Paris. In private, Juliet decides to no longer trust the nurse and vows to kill herself if the Friar cannot find a way to save her from marrying Paris.
At Friar Lawrence's cell, Paris informs the Friar of his upcoming wedding to Juliet. When Juliet arrives to see the Friar, Paris politely leaves. The Friar, hearing Juliet threaten suicide, tells her of a "distilled liquor" she can take to fake death. He explains the drug will keep her asleep and seemingly dead for 42 hours, during which she can be placed in the Capulet tomb. Then, when she wakes, Romeo can be there waiting for her to take her to Mantua. Friar Lawrence send Friar John to Mantua with an explanatory letter for Romeo. Juliet returns to her father and apologizes for refusing to marry, causing her dad to move the wedding up to the next morning (two days early). In her bedroom, Juliet sends her mother and nurse away, then, after much worrying over the future, she drinks the vial of medicine and sleeps. Later in the early morning, all feverishly prepare for the wedding and Capulet sends the Nurse to wake Juliet. The Nurse wails upon finding Juliet "dead", summoning the others to find her and mourn. The Friar instructs all to prepare Juliet for her funeral.
In Mantua, Romeo's servant Balthasar arrives and tells Romeo that Juliet is dead. Romeo vows to see Juliet in her tomb and poison himself there, buying the poison from a poor Apothecary who illegally sells it to Romeo only because he (the Apothecary) needs the money. At Lawrence's cell, Friar John reports he could not deliver the letter to Romeo since he (John) got stuck in a quarantined house while searching for Romeo. Friar Lawrence heads to the cemetery with a crowbar. At the tomb, Paris and his page arrive and Paris mourns Juliet's death. Paris hides when he hears Romeo and Balthasar approach. Romeo orders Balthasar to leave him alone, no matter what he hears. When Romeo opens the tomb, Paris steps out and tries to stop him by provoking him to fight. Romeo entreats Paris to simply walk away and not fight, but Paris forces Romeo to fight him, resulting in Romeo slaying Paris. In sorrow, Romeo lays Paris in the tomb, while Paris' page secretly leaves to call the watch. Romeo finds Juliet and mourns her death, then drinks his poison and dies. Outside the tomb, Friar Lawrence arrives and meets Balthasar who tells the Friar that Romeo has been in the tomb for one half hour. Lawrence enters the tomb and finds Romeo and Paris dead. Juliet then awakes and spots Romeo. The Friar, upon hearing noises outside flees, leaving Juliet with Romeo. Juliet tries to kill herself with Romeo's poison, but can find none, either in the vial or on Romeo's lips. In desperation, she stabs herself with Romeo's dagger. The watch arrives, having found Balthasar and the Friar. The Prince and Lord and Lady Capulet arrive and learn Paris, Romeo, and Juliet are dead (amazingly to them, Juliet seems to have been alive, and then newly dead again). Lord Montague arrives and reports that his wife has died from grief over Romeo's exile, then learns himself of Romeo's death. Capulet and Montague make peace and swear to never fight again. They vow to build solid gold statues of Romeo and Juliet and place them side by side so all can remember their plight.






viernes, 19 de diciembre de 2008

CONTENTS

LESSON 1
a. BE: am-is-are
Statements
Questions
Contractions

LESSON 2
b. Simple Present Tense with verbs other than be
Statements
Questions
Contractions

LESSON 3
c. Past Tense of be
Statements
Questions
Contractions

LESSON 4.
d. Past Tense of regular verbs
Statements
Questions
Contractions

The importance of English


THE IMPORTANCE OF ENGLISH



Using English effectively and making a good living have much in common. The study of English encompasses much more than the mechanics of grammar, punctuation and spelling. Through preparatory and advanced courses in literature and composition, students are afforded the opportunity to sharpen their critical reading and writing skills. The English curriculum develops the students' ability to communicate and also fosters a strong liberal arts background. Such a background gives students not only marketable communication skills, but also an understanding of the history and development of civilization. Careers in education have provided satisfying occupations for English majors in the past and will continue to do so. However, the ability to handle language effectively and clearly is valuable in any occupation the college graduate may pursue. In fact, the English major is invaluable preparation for many professional careers. Professional schools find that students who have specialized narrowly in their undergraduate educations often enter without broad general knowledge and without the skills of communication necessary for success in their chosen professions. Results of extended studies indicate that a major in English is particularly effective as pre-professional training for students going into law, business or government.

Communicative Approach



WHERE DOES COMMUNICATIVE LANGUAGE TEACHING COME FROM?


Its origins are many, insofar as one teaching methodology tends to influence the next. The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction.
They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied. Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular.
In the intervening years, the communicative approach has been adapted to the elementary, middle, secondary, and post-secondary levels, and the underlying philosophy has spawned different teaching methods known under a variety of names, including notional-functional, teaching for proficiency, proficiency-based instruction, and communicative language teaching.

WHAT IS COMMUNICATIVE LANGUAGE TEACHING?


Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.
Margie S. Berns, an expert in the field of communicative language teaching, writes in explaining Firth's view that "language is interaction; it is interpersonal activity and has a clear relationship with society. In this light, language study has to look at the use (function) of language in context, both its linguistic context (what is uttered before and after a given piece of discourse) and its social, or situational, context (who is speaking, what their social roles are, why they have come together to speak)" (Berns, 1984, p. 5).


WHAT ARE SOME EXAMPLES OF COMMUNICATIVE EXERCISES?

In a communicative classroom for beginners, the teacher might begin by passing out cards, each with a different name printed on it. The teacher then proceeds to model an exchange of introductions in the target language: "Guten Tag. Wieheissen Sie?" Reply: "Icheisse Wolfie," for example. Using a combination of the target language and gestures, the teacher conveys the task at hand, and gets the students to introduce themselves and ask their classmates for information. They are responding in German to a question in German. They do not know the answers beforehand, as they are each holding cards with their new identities written on them; hence, there is an authentic exchange of information.
Later during the class, as a reinforcement listening exercise, the students might hear a recorded exchange between two German freshmen meeting each other for the first time at the gymnasium doors. Then the teacher might explain, in English, the differences among German greetings in various social situations. Finally, the teacher will explain some of the grammar points and structures used.
The following exercise is taken from a 1987 workshop on communicative foreign language teaching, given for Delaware language teachers by Karen Willetts and Lynn Thompson of the Center for Applied Linguistics. The exercise, called "Eavesdropping," is aimed at advanced students.
"Instructions to students" Listen to a conversation somewhere in a public place and be prepared to answer, in the target language, some general questions about what was said.
1. Who was talking?
2. About how old were they?
3. Where were they when you eavesdropped?
4. What were they talking about?
5. What did they say?
6. Did they become aware that you were listening to them?
The exercise puts students in a real-world listening situation where they must report information overheard. Most likely they have an opinion of the topic, and a class discussion could follow, in the target language, about their experiences and viewpoints.
Communicative exercises such as this motivate the students by treating topics of their choice, at an appropriately challenging level.
Another exercise taken from the same source is for beginning students of Spanish. In "Listening for the Gist," students are placed in an everyday situation where they must listen to an authentic text.
"Objective." Students listen to a passage to get general understanding of the topic or message.
"Directions." Have students listen to the following announcement to decide what the speaker is promoting.
"Passage" "Situacion ideal...Servicio de transporte al Aeropuerto Internacional...Cuarenta y dos habitaciones de lujo, con aire acondicionado...Elegante restaurante...de fama internacional."
(The announcement can be read by the teacher or played on tape.) Then ask students to circle the letter of the most appropriate answer on their copy, which consists of the following multiple-choice options:
a taxi service
b. a hotel
c. an airport
d. a restaurant
(Source: Adapted from Ontario Assessment Instrument Pool, 1980, Item No. 13019)
Gunter Gerngross, an English teacher in Austria, gives an example of how he makes his lessons more communicative. He cites a widely used textbook that shows English children having a pet show. "Even when learners act out this scene creatively and enthusiastically, they do not reach the depth of involvement that is almost tangible when they act out a short text that presents a family conflict revolving round the question of whether the children should be allowed to have a pet or not" (Gerngross & Puchta, 1984, p. 92). He continues to say that the communicative approach "puts great emphasis on listening, which implies an active will to try to understand others. [This is] one of the hardest tasks to achieve because the children are used to listening to the teacher but not to their peers. There are no quick, set recipes.
That the teacher be a patient listener is the basic requirement" (p. 98).
The observation by Gerngross on the role of the teacher as one of listener rather than speaker brings up several points to be discussed in the next portion of this digest.


HOW DO THE ROLES OF THE TEACHER AND STUDENT CHANGE IN
COMMUNICATIVE LANGUAGE TEACHING?

Teachers in communicative classrooms will find themselves talking less and listening more--becoming active facilitators of their students' learning (Larsen-Freeman, 1986). The teacher sets up the exercise, but because the students' performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor. A classroom during a communicative activity is far from quiet, however. The students do most of the speaking, and frequently the scene of a classroom during a communicative exercise is active, with students leaving their seats to complete a task.
Because of the increased responsibility to participate, students may find they gain confidence in using the target language in general. Students are more responsible managers of their own learning (Larsen-Freeman, 1986).


BIBLIOGRAPHY
BC. [1982]. "In search of a language teaching framework: An adaptation of a communicative approach to functional practice." (EDRS No. ED 239 507, 26 pages)
Das, B. K. (Ed.) (1984). "Communicative language teaching." Selected papers from the RELC seminar (Singapore). "Anthology Series 14." (EDRS No. ED 266 661, 234 pages)
Littlewood, W. T. (1983). "Communicative approach to language teaching methodology (CLCS Occasional Paper No. 7)." Dublin: Dublin University, Trinity College, Centre for Language and Communication Studies. (EDRS No. ED 235 690, 23 pages)
Pattison, P. (1987). "The communicative approach and classroom realities." (EDRS No. ED 288 407, 17 pages)

TO BE


COMMENTS
1. Use the question word order when you make questions to be answered with yes or no. Do'nt make questions with the statement word order;such questions are used only in special situations.
Exercise 1.- Complete with the correct answer
1. My name ...........James.
2. Mary ..............the secretary.
3. John and Lucy ..............at school.
4. I.................... a student.
5. The boys ..............in the garden.
6. He .....................a lawyer.
7. Susie ................a housewife.
8. She................. a student.
9. They ..............my friends.
10. You ..............a student.
Exercise 2. Complete with the correct answer

1) My mother .............in the kitchen.
2) The pupils ..............not at school today.
3) Maria's grandmother ...............from Brazil.
4) I ..............a football fan.
5) It ..............Sunday today.
6) They ...............in the car.
7) His pencil .............case at home.
8) you ..............from Sheffield?
9) I .............not your friend.
10) Hey John! We .............here.
Exercise 3. Put in the following forms of be (am, are, is) into the gaps in the text. Do not use short/contracted forms.
Example: He __ a boy. Answer: He is a boy.
Peter Baker ____from Manchester, but Paul and John ____from London. Manchester and London ____cities in England. Hamburg ____a city in Germany. Sandra ____at school today. Jack and Peter _____her friends. They ____in the same class. Mr and Mrs Baker ____on a trip to the USA to visit their cousin Anne. She ___a nice girl. Peter says: "My grandfather ____in hospital. I ___at home with my grandmother." What time ___ it? It ___8 o'clock. you ___tired? No, I ___not.
Exercise 4. Choose the correct form of be (am, are, is).
Example: He __ a boy.Answer: He is a boy.
1) I ___a girl.
2) My father ____at work.
3) Trixi and Susi _______my cats.
4) The hamster _____in the cage.
5) I ____a painter.
6) My green pencil ____on the floor.
7) Emma and Betty ____good friends.
8) ____you from Scotland?
9) His sister ___seven years old.
10) We _____children.
Exercise 5. Chose the correct form of the verb to be - am/is/are.

1. It ___cold today.
2. I ___at home now.
3. They ___Korean.
4. There ___a pen on the desk.
5. My name ___Nikita.
6. We ___from Ukraine.
7. That ____right.
8. I ___OK, thanks.
9. Clara and Steve ___married.
10. She ___an English teacher.
Exercise 6. Put the sentences in the correct order
1 am I years twenty-five old.
_____________________________
2
Venezuela. We from are
_____________________________
3
a and is student. I'm My name Anton
_____________________________
4
is my This book.
_____________________________
5
a today. nice It's day
_____________________________
6
is Her name Paul. brother's
_____________________________
7
John is an engineer.
_____________________________
8
husband's is name Johansson. My
_____________________________
9
in There are my twelve class. students
_____________________________
10
My at the top of address the is new letter.
_____________________________
Exercise 7. Complete the gaps with the negative forms of the verb to be.
Example: She from France.

1. This book____ mine.
2. Jane and Peter_____ married.
3. That ____right.
4. My brother_____ here at the moment.
5. We _____in England.
6. It_____ Monday today.
7. Jennie's surname _____Peters.
8. I _____a hairdresser.
9. My name _____Alexander.
10. There _____many people in this class.
Exercise 8.Make the positive sentences negatives.
Example:
I am a student.
1. This exercise is difficult.
________________________
2. We're from Spain.
________________________
3. My grandmother's name's Adelaide.
________________________
4. The kids are in the garden.
________________________
5. You're English.
________________________
6. My car is very expensive.
________________________
7. This is my student's notebook.
________________________
8. These photographs are very nice.
________________________
9. Alex is twenty-five years old.
________________________
10. I'm fine.
________________________
Exercise 9. Fill in the gaps with the correct form of the verb to be - am, is, are.

1. ____Jane and Alice sisters?
2. ____this car yours?
3. ____I in your way?
4. ____Maria John's sister?
5. ____you twenty-five years old?
6. ____the Smiths divorced?
7. ____this your new bicycle?
Exercise 10. Make positive sentences
1 you Are hot?
___________________________
2
Is this your book?
___________________________
3
Peters Is from States? the Unites Mr.
___________________________
4
they Are married?
___________________________
5
or Am I wrong? right
___________________________
6
Is name Sandra? daughter's your
___________________________
7
Jenkins? you Are and Mr. Mrs.
___________________________

Simple Present Tense with verbs other than be



COMMENTS

1. Verbs other than be have two forms in the simple present tense: a simple form and an -s form

2. The -s form is used with third person singular subjects (he, she, it, Jhon, Mary, the book, etc.) Otrerwise, the simple form is used.

Exercise 1. Fill in the blanks with the correct form of the words


1. I ____________ (read) a very interesting book now.

2. Joanne ____________ (work) eight hours a day.

3. Tonight we ____________ (see) a play at the thereatre.

4. Who ____________ you ____________ (speak) to just now?

5. I ____________ (not know) him very well.

6. What will you do if she ____________ (come) late?

7. My wife ____________ (like) coffee for breakfast.

8. What ____________ Tom usually ____________(have) for

breakfast?

9. Your train ____________ (leave) at 17.25 from platform 3.

10. What ____________ Mary ____________ (do) ? She's a

student.

11. My whole family _______________(go) to church once a week.

12. My wife and I _________________(go) to the beach in the

summer.

13. Listen! The phone ________________(ring) in the other room.

14. Rain seldom ________________(fall) in the Sahara.

15. He is thirteen years old now, and his voice

_____________________(change).

16. Let's change the conversation. It _________________(get) too

serious.

17. Leap year __________________(come) every four years.

18. My grandfather ________________(grow) tomatoes in his

garden this summer.

19. He ________________(grow) them every summer .

20. The children ______________________(leave) for school right

now.

21. The children __________________(leave) at 8:30 every

morning of the week.

22. Shu! The baby ______________________(take) her nap.

23. In the north the season ____________________(change) four

times a year .

24. Unfortunately, the patient ______________________ (die).

25. The monsoon _____________________(come) once or twice a

year.

26. It's spring and the days _____________________(get) longer.

27. The weather _____________(get) very cold in Moscow in the

winter.

28. It _________________(rain) hard, and I don't have an umbrella.


29. It's November and the birds ___________________(fly) south.

30. Many birds of Europe _____________(fly) south to Africa every winter.

Exercise 2. Form positive sentences in Simple Present.

1. Mary / in a musical / dance→
_____________________________

2. you / high / jump→

_____________________________
3. Greg / the ball / kick→

_____________________________
4. they / us / remember→

_____________________________
5. Tom / with Anny / stay→

_____________________________
6. Fiona / her grandma / visit→

_____________________________
7. we / in the mountains / walk→

_____________________________
8. he / the car / wash→

_____________________________
9. you / Australian / be→

_____________________________
10. Betty / her best / do→

_____________________________

Exercise 3. Form negative sentences in Simple Present.
Example:
we / the door / open→ We do not open the door

2. Tom / with Anny / stay→
___________________________

3. I / American / be→

___________________________
4. you / home late / come→

___________________________
5. we / our rooms / clean→

___________________________
6. Christine / her home / decorate→

___________________________
7. I / rainy weather / hate→

___________________________
8. they / at me / shout→

___________________________
9. I / early / get up→

___________________________
10. she / in London / teach→

___________________________

Exercise 4. Form positive sentences in Simple Present.
Example:
John / stamps / collect→ John collects stamps

2. we / in London / live→

______________________________
3. he / a computer / have→

______________________________
4. You / a song / sing→

______________________________
5. I / with you / agree→

______________________________
6. I / him / know→

______________________________
7. they / good / feel→

______________________________
8. the lesson / early / begin→

______________________________
9. they / trees / plant→

______________________________
10. she / her room / tidy→

______________________________

Exercise 5. Form questions in Simple Present.
Example:
I / the question / answer→ Do you answer the question?

2. she / me / ask→
_____________________________________

3. they / us / call→

_____________________________________
4. I / American / be→

_____________________________________
5. you / Australian / be→

_____________________________________
6. they / a hamster / have→

_____________________________________
7. they / races / run→

_____________________________________
8. she / down the stairs / rush→

_____________________________________
9. I / with you / agree→

_____________________________________
10. he / around / turn→

_____________________________________

Exercise 6. Form positive sentences in Simple Present.

Example: you / a question / ask→ You ask a question


2. we / in London / live→
____________________________________

3. she / her bike / push→

____________________________________
4. the policeman / the thief / arrest→

____________________________________
5. the teacher / our homework / check→

____________________________________
6. I / him / know→

____________________________________
7. we / at the gym / meet→

____________________________________
8. Benjamin / the rules / break→

____________________________________
9. You / always / flowers / bring→

____________________________________
10. Louis / the ball / throw→

____________________________________

Exercise 7. Form questions in Simple Present.
Example:
she / the match / watch→ Does she watch the match

2. he / a computer / have→
________________________________

3. the book / to me / belong→

________________________________
4. Christine / her home / decorate→

________________________________
5. Gareth / the bin / empty→

________________________________
6. he / around / turn→

________________________________
7. We / our holidays / enjoy→

________________________________
8. the boss / a letter / dictate→

________________________________
9. the secretary / the documents / print out→

________________________________
10. she / the word / underline→

________________________________

Exercise 8. Make negative sentences.
Example:
I watch TV. - I do not watch the TV

2. We play football. -
___________________________________

3. It is boring. -

___________________________________
4. She cleans her room. -

___________________________________
5. You ride your bike every weekend. -

___________________________________
6. Sandy takes nice photos. -

___________________________________
7. They open the windows. -

___________________________________
8. He buys a new CD. -

___________________________________
9. I am late. -

___________________________________
10. She has a cat. -

___________________________________

Exercise 9. Arrange the words below to make questions.
Example:
she / to collect / stickers - Does she collect stickers


2. they / to play / a game -

_________________________________
3. the cat / to sleep / in the cat's bed -

_________________________________
4. she / often / to dream -

_________________________________
5. he / to play / streetball -

__________________________________
6. you / to be / from Paris -

__________________________________
7. the pupils / to wear / school uniforms -

__________________________________
8. you / to go / to the cinema -

__________________________________
9. she / to have / friends -

__________________________________
10. he / to read / books -

__________________________________

Exercise 10. Form negative sentences in Simple Present.
Example:
you / a box / carry→ You do not carry a box

2. we / in London / live→

________________________________________
3. we / the door / open→

________________________________________
4. they / us / remember→

________________________________________
5. the teacher / our English / test→

________________________________________
6. I / a car / want→

________________________________________
7. she / Irish / be→

________________________________________
8. he / a computer / have→

________________________________________
9. Betty / her best / do→

________________________________________
10. you / home late / come→

________________________________________

Past Tense with the verb TO BE



COMMENTS

1. Was and Were are the past tense forms of be

2. Use was with first and third person singular, were with the other persons

Underline the correct answer

Charles Darwin

1) Charles Darwin [was were] born on February 12, 1809.
2) He [was were] a British naturalist who became famous for his theories of evolution and natural selection.
3) In South America, Darwin found that fossils of extinct animals [was were] similar to modern species.
4) Many people [was were] strongly opposed to the idea of evolution because it conflicted with their religious beliefs.
5) Throughout his life, Darwin [was were] a reserved, thorough, hard working scholar


Albert Einstein


6) When Albert Einstein [waswere] young, his parents worried about him.
7) Einstein's parents [was were] concerned that Albert was "slow."
8) Albert [was were] a terrible student who didn't want to attend classes regularly and take exams.
9) Einstein's best-known work, the theory of relativity, [was were] published in 1905.
10) Unfortunately, the theory of relativity [was were] used to create the atomic bomb.

EXERCISE WITH THE VERB TO BE AND WITH OTHER VERBS

William Shakespeare ...........(be) born in Stratford-on-Avon on April 23, 1564. He ..............(go) to the local Stratford Grammar School, where he .................(be) (teach) by Master Walter Roche. Lessons began at six o'clock in the morning in the summer in order to make the most of daylight.His father ............(be) ...............(call) John Shakespeare a Stratford upon Avon glove-maker. He ..............(send) William to the local grammar school in 1571, but when William ...........(be) only 14 years old his fortunes fell so low that William ............(have) to leave school. Some historians say he ................(work) in his father's shop.At the age of 19 William ...........(to marry) Anne Hathaway the daughter of a rich farmer near Stratford. Three years later Shakespeare ...........(go) to London. How he ..............(live) there we do not know.In about 1587 he (become) a member of one of the few theatrical companies which ...........(exist) in those days. Around 1590 he ............(begin) to try his hand at writing plays. There .............(be) no female actors in those days, all the female parts ............(be) ..............(play) by boys. It is thought that he ..........(write) his first major play, Henry VI., Part One, in 1592.His most famous play, Hamlet, ...............(be) probably first seen in 1601 at the Globe Theatre. Shakespeare ................(continue) to write about 2 plays a year.He.................. (return) to Stratford in 1612, where he ................(live) the life of a country gentleman. He............. (die) of a fever on his birthday in 1616.

Past Tense of Regular Verbs





COMMENTS


1. Verbs other than be have one form in the past tense, that is, one form for all persons.


2. For most, an -ed ending is used to indicate the past tense.


Exercise 1. Forming the Simple Past Tense (Regular Verbs)
Type the correct form of each verb.




My grandfather had a very exciting life. When he was young, he ...............(live) on a farm in the country. His parents .............(raise) cattle, and he ..................(look) after the cows. When he was eighteen, he went to university, where he .................(study) Philosophy. He also ...................(play) the trumpet in a jazz band. When the war started, he .......................(try) to join the Air Force, but he ..................(end) up in the Navy. In the Atlantic, a German torpedo .......................(rip) a hole in the side of his ship, and the ship sank. Only five men ........................(escape). They................... (sail) in a lifeboat back to England. Then he met my grandmother, and they ....................(marry) after only three weeks. He says now that he .......................(want) to marry her very quickly in case he ...................(die) in the war.

Exercise 2. Form negative sentences in Simple Past.
Example:
she / the match / watch→ She did not watch the match

2. You / a song / sing→

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3. we / at the airport / arrive→

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4. Jeff and Linda / home / cycle→

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5. we / the leader / follow→

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6. they / at me / shout→

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7. my crush / at me / smile→

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8. they / their calculators / use→

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9. you / English / speak→

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10. we / tea / drink→

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Exercise 3. Form negative sentences in Simple Past.

Example: we / a mountain / climb→ We did not climb a mountain


2. Mary / in a musical / dance→
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3. you / in the garden / work→

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4. the book / to me / belong→

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5. my friends / me / help→

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6. he / cash / pay→

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7. she / in London / teach→

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8. you / me / love→

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9. Jim / his head / cover→

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10. we / a new territory / explore→

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Exercise 4. Form positive sentences in Simple Past.
Example:
you / a box / carry→ You carried a box


2. she / happy / look→
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3. he / to school / go→

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4. we / fish / eat→

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5. she / in a play / act→
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6. Sally / to school / hurry→

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7. they / the mistake / notice→
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8. he / a mistake / make→

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9. you / early / wake up→

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10. they / at the corner / stand→

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Exercise 5. Form positive sentences in Simple Past.
Example:
they / postcards / collect→ They colleted postcards
2. she / in a play / act→

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3. the policeman / the thief / arrest→

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4. We / our clothes / change→

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5. Ruth / the pencil / drop→
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6. you / the car / repair→

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7. they / good / feel→

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8. I / postcards / send→

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9. she / a friend / phone→

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10. he / his girlfriend / marry→

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Exercise 6. Form questions in Simple Past.
Example
: John / stamps / collect→ Did John collect stamps?


2. Mary / in a musical / dance→
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3. Greg / the ball / kick→

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4. she / her bike / push→

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5. we / in the mountains / walk→

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6. they / a hamster / have→

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7. they / the mistake / notice→

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8. we / on the lake / sail→

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9. we / at the gym / meet→

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10. You / always / flowers / bring→

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Exercise 7.Form questions in Simple Past.

1. they / their mum / thank→
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2. we / the bill / pay→

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3. the car / at the corner / stop→

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4. Benjamin / the rules / break→

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5. I / my point of view / defend→

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6. they / the girl / rescue→

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7. the balloon / burst→

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8. the law / drinking alcohol / forbid→

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9. the woman / a cardigan / knit→

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10. the girl / bitterly / weep→

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Exercise 8. Form questions in Simple Past.

1. we / in the mountains / walk→
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2. she / happy / be→

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3. Betty / her best / do→

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4. Sally / to school / hurry→

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5. you / your bag / pack→

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6. they / their calculators / use→

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7. you / English / speak→

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8. he / his leg / hurt→

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9. Ben / the fire / light→

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10. she / a friend / phone→

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Exercise 9. Form positive sentences in Simple Past.

1. I / a car / want→
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2. we / at the airport / arrive→

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3. Eric / his homework / forget→

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4. you / early / wake up→

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5. they / at the corner / stand→

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6. he / the mouse button / click→

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7. he / her of her father / remind→

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8. the children / their teacher / respect→

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9. she / the word / underline→

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10. the law / drinking alcohol / forbid→

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Exercise 10. Form positive sentences in Simple Past.

1. I / a car / want→
_______________________________________________

2. we / at the airport / arrive→

___________________________________________
3. Eric / his homework / forget→

_________________________________________
4. you / early / wake up→

___________________________________________
5. they / at the corner / stand→

________________________________________________
6. he / the mouse button / click→

_______________________________________________
7. he / her of her father / remind→

_______________________________________________
8. the children / their teacher / respect→

_____________________________________________
9. she / the word / underline→

_____________________________________________
10. the law / drinking alcohol / forbid→

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