Simple Present

We use the present simple to talk about the habits we always or regularly do, like: talk, eat, sleep, etc. or on weekends going to the movies and going to the gym every month.

Or it tells us things that will never change for example the world is round.

The world was round yesterday; it is round today and will be round tomorrow.

Its formula is simple:

Subject + verb + complement

You sing every day.

They

She sings every day.

EXCEPTIONS:

1- When the verb ends in s, ss, x, s, sh, ch, z, o. is added ES.

Examples:

I fix the car. He Fixes the car.

You miss your girlfriend. She Misses her boyfriend.

Questions in simple present

In the present the Auxiliary is:

DO for I / you / we / they

AND DOES for he / she / it

And always that you have an auxiliar. The verb that follows is in its simplest form (that means without a conjugation)

The Auxiliary is only used for ask or deny

Example:

They Teach English

Do they Teach English?

They don`t Teach English.

She Teaches English

Does she Teach English?

She doesn`t Teach English

When you have a question with only the auxiliary the response will always be: yes or no, that means:

For short answer (you only answer with the subject and the auxiliary)

Do they Teach English?

Yes, they do.

No, they don`t.

For a long answer (you do not answer with the auxiliary)

Do they teach English?

Yes, they teach English No se pone otra vez el Do (o does)

No, they don`t teach English

The auxiliary does not mean anything, it's like in some languages, like: Spanish, Italian, French... that we have a question mark upside down, that means that what it follows is a question.

For short answer (you only answer with the subject and the auxiliary)

Does she Teach English?

Yes, she does.

No, she doesn`t.

Does she teach English?

Yes

Yes, she teaches English

No, she doesn`t teach English

But sometimes we need to know more information and for this we need the WH:

What

when

which

who

Where

why

whose

how

And all of them are before the auxiliary is the formula does not change.

Where do they Teach English?

They teach in the School.

When does she Teach English?

She teaches on Mondays .

Look how easy it is!

They eat pizza ( statament )

Do they eat pizza?

Yes, they eat pizza

No, they don`t eat pizza

It only changes what is in the red statement red (the blue)

She eats pizza ( statament)

Does she eat pizza?

Yes, she eats pizza

No, she doesn`t eat pizza

1. Use the new word in a sentence

After you have read the word and understood its meaning, use that new word in your own sentence. It is best to try and create a sentence that has some type of relationship or connection with your life.

2. Look for grammatical variations of the word

Look for the different ways (grammatical forms) the word can appear. For example if the word to suspect (a verb) is given to you, you can look for its noun form (suspicion), its adjective form (suspicious) etc. Suspect can also be a noun (a suspect). Remember that not all words have all grammatical forms. It pays to have a good English dictionary to help you with this.
Once you have the different forms of the new word, you can then try and make a sentence with each one.

3. Do Word Associations

Try and associate the word with other things (like a mind map). Not only will it help you remember the new word but it will also increase your knowledge (vocabulary) of other things associated with the word.
For example if you have the new word CAR (a noun),
Think of nouns associated with the word (parts of a car: windscreen, steering wheel…)
Think of verbs associated with the word (to Brake, to accelerate, to crash…)
Think of adjectives to describe it (Fast, rusty… )
Think of examples of the word (Limousine, Jeep…)
If the word is an adjective for example BIG
Think of synonyms or words with a similar meaning (large, enormous, huge…)
Think of antonyms or opposites (small, tiny…)
Think of examples of the adjective (Big: Elephant, a continent, Jupiter…)

4. Carry a list or a notepad with you

Write the new word and its meaning (and maybe an example too) in a small notepad that you can carry with you and read whenever you have a spare moment (or some people keep them in their smartphone). This can be read while you are sitting on a bus, on the underground/subway, or while you are in a waiting room. This will help you see the words more than once and will help them stick in your mind.

5. Make flash cards

Make little cards with each new word on one side and the meaning of that word on the other side. Put them on the ground and if the meaning is face up, then try and think of the word. If the word appears face up, then think of its meaning. When you start to have a lot of cards you can shuffle them and randomly pick out 10 or so every day.

6. Look for examples on the internet

Type the word in a search engine (such as Google) and write down 7 different sentences that contain an example of that word. This way you will see the word in context and maybe other vocabulary associated with it. For better results, look for one sentence every day over 7 different days.

7. Learn the word again on other days

Don’t just learn or practice a word one day and then forget about it. You may think you have learned the word (since you have just been using it) but if you try to remember/use the new word a couple of weeks later, you may find it difficult. To really remember a word you need to reuse that word over and over before it sticks in your long-term memory.
There is a saying in English “Use it or lose it.” Basically this means if you don’t use (or practice) something you have learned, you will eventually forget how to use it properly.

ACTIVITY 3- WEEK 3

Something that we are frequently asked is when do you use the verb DO and when do you use the verb MAKE.

This is understandable because in some languages they use one verb for both Do and Make (like Hacer in Spanish).
So to help students understand the difference we created the following chart as a guideline.

Write a paragraph using at least 2 uses of each verb (at least 2 of Do and 2 of Make)

Tips for learning irregular verbs in English

Many of the most common verbs in the English language are irregular
Did you know that about 70% of the time when we use a verb in English, it is an irregular one? That means that learning and using irregular verbs is essential for learning English!
The English language has so many irregular verbs that it can make you go crazy… but even irregular verbs follow some patterns. In this lesson, you’ll learn “groups” of irregular verbs that can make it easier to memorize them. For each group, I’ve given one pronunciation example.
Don’t just study this list – try to create your own sentences and use all the verbs you know! This will help you remember them much better.
Ready? Let’s go!

Verbs with all 3 forms identical

Let’s begin with the easiest group of irregular verbs. These verbs are the same in the present, the past, and the past participle. They include:
bet, burst, cast, cost, cut, fit,* hit, hurt, let, put, quit, set, shut, split, spread
* When talking about clothes being the correct size

Verbs with identical Present and Past Participle

These verbs are the same in the present and the past participle. Only the past form is different:

Present	Past	Past Participle
come	came	come
become	became	become
run	ran	run

Verbs with –N in the Past Participle

These verbs are a little more complicated, as they have –n in the past participle form.
There are a few different groups of verbs:

With “o” in the past and past participle

Present	Past	Past Participle
break	broke	broken
choose	chose	chosen
forget	forgot	forgotten
freeze	froze	frozen
get	got	gotten
speak	spoke	spoken
steal	stole	stolen
tear	tore	torn
wake	woke	woken
wear	wore	worn

With “o” in the past only

Present	Past	Past Participle
drive	drove	driven
ride	rode	ridden
rise	rose	risen
write	wrote	written

Past with -ew, past participle with -own

Present	Past	Past Participle
blow	blew	blown
fly	flew	flown
grow	grew	grown
know	knew	known
throw	threw	thrown

Other irregular verbs with past participle ending in –n

Present	Past	Past Participle
bite	bit	bitten
hide	hid	hidden
eat	ate	eaten
fall	fell	fallen
forbid	forbade	forbidden
forgive	forgave	forgiven
give	gave	given
see	saw	seen
shake	shook	shaken
take	took	taken

Verbs with vowel changes

Long “e” changes to short “e”

Present	Past	Past Participle
keep	kept	kept
sleep	slept	slept
feel	felt	felt
bleed	bled	bled
feed	fed	fed
meet	met	met
lead	led	led

“ea” is pronounced differently

Present	Past	Past Participle
deal	dealt	dealt
dream	dreamt	dreamt
mean	meant	meant
read	read	read
hear	heard	heard

Long “i” changes to “ou”

Present	Past	Past Participle
bind	bound	bound
find	found	found
grind	ground	ground
wind	wound	wound

Short “i” changes to “u”

Present	Past	Past Participle
dig	dug	dug
stick	stuck	stuck
spin	spun	spun
sting	stung	stung
swing	swung	swung

-ell changes to -old

Present	Past	Past Participle
sell	sold	sold
tell	told	told

-ought and –aught endings

Present	Past	Past Participle
bring	brought	brought
buy	bought	bought
catch	caught	caught
fight	fought	fought
seek	sought	sought
teach	taught	taught
think	thought	thought

Verbs with 3 different vowels!

Are you ready for a challenge? These irregular verbs have different vowels in each form. Fortunately, they do follow a pattern.

Vowel changes from “i” to “a” to “u”

Present	Past	Past Participle
begin	began	begun
drink	drank	drunk
ring	rang	rung
shrink	shrank	shrunk
sing	sang	sung
sink	sank	sunk
spring	sprang	sprung
swim	swam	swum

The REALLY Irregular Verbs

Well, these are the completely irregular verbs – the ones that don’t fit into any of the categories above! They are also some of the most commonly used verbs in the English language, so make sure to memorize them in all their crazy irregular forms!

Present	Past	Past Participle
be	was / were	been
do	did	done
go	went	gone
have	had	had
make	made	made

Easy English