jim does his homework every day

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Vocabulary exercises b2, vocabulary exercises c1, english grammar exercises for b1 – present simple, present continuous, stative verbs exercise.

• English Grammar Exercises for B1

A. Look at the pictures of Helen and use the prompts to write sentences. Use the correct form of the present simple.

every day / get up / at half past seven

often / eat fast food for lunch

in the evening / usually / meet her friends for coffee

once a week / watch a film at the cinema

rarely / go to the gym

have a driving lesson / twice a week

1   ……………………………………………….

2   ……………………………………………….

3   ……………………………………………….

4   ……………………………………………….

5   ……………………………………………….

6   ……………………………………………….

1   Every day, Helen gets up at half past seven.

2   Helen often eats fast food for lunch.

3   In the evening, Helen usually meets her friends for coffee.

4   Once a week, Helen watches a film at the cinema.

5   Helen rarely goes to the gym.

6   Helen has a driving lesson twice a week.

B. Complete using the correct present continuous form of the verbs in brackets. You may have to use some negative forms.

1   Gordon? I think he ……………………… (write) a letter at the moment.

2   Yes, the match is on T now, but we ……………………… (lose).

3   Right now, Margaret ……………………… (have) a shower. Do you want to ring later?

4   Sally ……………………… (stay) with her aunt for a few days.

5   I ……………………… (lie)! It’s true! I did see Madonna at the supermarket.

6   Josh ……………………… (always / use) my bike! It’s so annoying.

7   We ……………………… (have) lunch, but I can come round and help you later.

8   ……………………… (you / play) music up there? It’s really noisy!

1 is writing   2 are losing

3 is having   4 is staying

5 am not lying   6 is always using

7 are having   8 Are you playing

C. Rewrite correctly. Change the words or phrases in bold.

1    Are top musicians studying for many years? ……………………………..

2   What’s going on? I hope you don’t touch my things! ……………………………..

3   It’s a small business, so each person is doing lots of different jobs. ……………………………..

4    Does Christine listen to the radio, or is that the T I can hear? ……………………………..

5    I am usually buying a special ticket each week for the bus because it’s cheaper. ……………………………..

6   Our washing machine is starting when you press this button. ……………………………..

7   How’s the match going? Does our team win ? ……………………………..

8   Many people are enjoying spending time on the beach on holiday. ……………………………..

1 Do top musicians study

2 aren’t touching   3 does

4 Is Christine listening

5 usually buy   6 starts

7 Is our team winning?

D. Circle the correct word or phrase.

1   I work / am working at the local library for the summer.

2   We don’t go / aren’t going to the theatre very often.

3   Stacy gets / is getting ready for school, so she can’t come to the phone.

4   Does Gary ever talk / Is Gary ever talking about his expedition to the Amazon jungle?

5   In squash, you hit / are hitting a ball against a wall.

6   I read / am reading a newspaper at least once a week.

7   Do you practise / Are you practising the piano for two hours every day?

8   Nadine and Claire do / are doing quite well at school at the moment.

9   A good friend knows / is knowing when you’re upset about something.

10   How do you spell / are you spelling your name?

1 am working   2 don’t go

3 is getting   4 Does Gary ever talk

5 hit   6 read

7 Do you practise   8 are doing

9 knows   10 do you spell

E. Complete using the correct present simple or present continuous form of the verbs in the box. You may have to use some negative forms.

belong • do • have • help • hold • move • use • watch

1    In Monopoly, you …………………… around the board, buying houses and hotels.

2    …………………… you …………………… this programme or can I turn the TV off?

3    Regular exercise …………………… you to stay healthy.

4    I …………………… my brother’s guitar until I get a new one.

5    …………………… Simon always …………………… the washing-up after lunch?

6    …………………… you …………………… any sweaters in a larger size?

7    You …………………… the kite right. Let me show you.

8    Dad …………………… to the local astronomy club.

1 move   2 Are/watching

3 helps   4 am using

5 Does/do   6 Do/have

7 aren’t holding   8 belongs

F. Underline ten verbs in the wrong tense and rewrite them correctly.

‘One game I am loving is backgammon. You are throwing the dice and then you move your pieces around the board. It is seeming quite easy, but in fact you are needing to be quite careful. When your piece lands on one of the other person’s pieces, you are taking it off the board and you send it back to the beginning. You are winning by getting all your pieces to the end and off the board. Some people are preferring chess, but I am not understanding that game. Right now, I wait to have a game with my brother. He does his homework. I usually win, so I think he doesn’t want to play a game with me!’

1   ……………………………

2   ……………………………

3   ……………………………

4   ……………………………

5   ……………………………

6   ……………………………

7   ……………………………

8   ……………………………

9   ……………………………

10    ……………………………

1   am loving/love

2   are throwing/throw

3   is seeming/seems

4   are needing/need

5   are talking/take

6   are winning/win

7   are preferring/prefer

8   am not understanding /don’t understand

9   wait /am waiting

10    does /is doing

Related Posts

• English Grammar Exercises for B1 B2 – Linking words 2: reason, purpose and result
• English Grammar Exercises for B1 B2 – Linking words 1
• English Grammar Exercises for B1 B2 – It and there
• English Grammar Exercises for B1 B2 – Word formation 2: nouns (affixes)
• English Grammar Exercises for B1 B2 – Word formation 1: verbs and adjectives (affixes)
• English Grammar Exercises for B1 B2 – Non-defining relative clauses

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• English Grammar Exercises for A1
• English Grammar Exercises for A2
• English Grammar Exercises for B2
• English Grammar Exercises for C1
• English Listening A1 Exercises
• English Listening A2 Exercises
• English Listening B1 Exercises
• English Listening B1+ Exercises
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He ______ his homework every day.

B. is doing

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Verbs - is, am, are, has, have, do and does

Being verbs (‘is’, ‘am’, and ‘are’).

Read the following sentences: I am a doctor. He is a teacher. They are policemen. We are here. You are kind. ‘Am’, ‘is’ and ‘are’ in the above sentences give information about the subject. They are called ‘be’ verbs or ‘being’ verbs.

‘Am’ is used with ‘I’ ‘is’ used with singular nouns and pronouns. ‘Are’ is used with plurals nouns and pronouns.

Note: ‘Are’ is used with ‘you’ in both singular and plural form . Some more examples: I am a lawyer. They are busy. He is a mechanic. We are sleeping. Am I late?

Having Verbs (‘Has’ and ‘Have’)

Read the following sentences: I have a car. You have a nice car. Ravi has big car. She has a red car. They have a car. ‘ Has’ or ‘have’ are verbs that tell us what people possess. They are called having verbs. ‘Has’ is used with singular nouns and pronouns. Example: he, she, Ravi, Ria etc. ‘Have’ is used plural nouns and pronouns. Example: you, we, they, girls etc. ‘Have’ is also used with pronouns I and you. Some more examples: We have a meeting tomorrow. He has a new haircut. I have a pet dog. We have a picture book. My doll has curly hair.

Read the following sentences I have a lot to do today. Do you remember her? We do not want to play. They do their work on time. Do we have any food left?

‘Do’ is used with plural nouns and the pronouns I, we, you and they.

‘Does’ is used with singular nouns and the pronouns he, she, and it.

Practice Exercise

QA) Fill in the blanks with ‘am’, ‘is’ or ‘are’. 1. I ________ British. 2. He ________ lonely. 3. We ________ waiting. 4. ________ he your brother? 5. ________ we going? 6. I ________ 10 years old. 7. They ________ from India. 8. She ________ my cousin sister. 9. Ravi ________ very excited. 10. There ________ three trees. 11. Amit and his friends ________ playing football. 12. The windows ________ closed. 13. I ________ reading a book. 14. Only one glass ________ on the table. 15. She ________ working in the garden.  

QB) Mark the right word. 1. She is/are ten years old. 2. Diya is/are my friend. 3. We is/are at school. 4. He is/are tall but you is/are taller. 5. We is/are not very late. 6. My best friend is/are coming to my house. 7. The test is/are hard. 8. I am/is tired. 9. My father is/are a doctor. 10. It is/are sunny outside. 11. There is/are flowers in the garden. 12. She am/is very pretty. 13. I is/am a student of Grade 2. 14. You is/are nice. 15. She is/am on the swing. QC) Fill in the blanks with ‘has’ or ‘have’. 1. She _________ a great personality. 2. He _________ passed his exam. 3. Ravi _________ a sports car. 4. Do you _________ a brother? 5. The boy _________ a ball. 6. You _________ a nice voice. 7. Ravi _________ a new bag. 8. My brother _________ a red car. 9. You _________ a pretty dress. 10. Roshan _________ bought a new watch. 11. My brother and I _________ a toy train. 12. I _________ a baby sister. 13. Raman _________ a bike. 14. The monkey _________ a long tail. 15. The book _________ a nice cover. QD) Fill in the blanks with ‘has’ or ‘have’. 1. I __________ a big pencil. 2. Diya __________ a blue pen. 3. My aunt __________ two daughters. 4. They __________ a big house in the city. 5. An elephant __________ a trunk. 6. Birds __________ wings and feathers. 7. She __________ won many awards. 8. I __________ to go to the shop. 9. My brother __________ a black shirt. 10. My sister __________ a lot of friends. 11. We __________ lot of money. 12. They __________ a big house. 13. Ravi __________ many toys. 14. She __________ long, black hair. 15. I __________ two brothers.  

QE) Fill in the blanks with ‘do’ or ‘does’. 1. My mother ________ cooking. 2. He ________ not look happy today. 3. I always ________ my homework myself. 4. ________ he like Indian food? 5. ________ you know where he lives? 6. Ria ________ not like vegetables. 7. Radha ________ not know the answer. 8. We ________ the house work together. 9. What ________ he do? 10. Alice ________ not study here. 11. I ________ not know her name. 12. ________ you write with a pencil? 13. She ________ not have a job. 14. ________ you know the answer? 15. Where ________ Jimmy live?

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Chapter 3: Simple Present

Daily Habits & Routines

Learning Goals

At the end of this chapter you should be able to:

• Add -s for the third person singular verb
• Write yes/no questions and short answers
• Write information questions using wh- question words
• Add the plural marker -s ,-es, and -ies to verbs and nouns

Recognize and use

• the simple present in the affirmative and negative
• adverbs of frequency

Activity 3.1: Conversation

Directions: Ask your partner or group the following questions about your morning routines. A “routine” is a habit you usually do or a series of actions you do regularly.

• What do you do before school?
• Do you ever wake up late? Do you usually wake up early?
• Do you drink coffee or tea in the morning?
• Do you do your homework in the morning, in the afternoon, in the evening, or at night?
• How long does it take for you to get ready in the morning?
• How long does it take you to get to campus? Do you live close or far from campus?
• How do you get to campus? Drive? Bike? Bus? Walk? Carpool? Dropped-off?

Directions: Read this story out loud with a partner. One person reads a paragraph, then the other person reads the next paragraph. When you are finished, read the story again. This time, read the paragraphs, you did not read.

Yuri & Palani

       Hi! My name is Yuri. I am from Ukraine. I am a student at Clackamas Community College. I have a roommate. His name is Palani. He is from Laos. We live together, but we are very different.

       I wake up early at 6:00 am. Palani pushes the snooze button on his alarm clock many times, so he wakes up very late. He gets up at 7:30 am. I take a shower in the morning, but Palani takes a shower at night. I take a shower at 6:15 am. He takes a shower at 9:00 pm. I eat breakfast at home, but Palani doesn’t eat breakfast. I make coffee, and I eat cereal for breakfast. I bike to school, but Palani drives to school. I am never late. I leave at 7:30 am.  Palani leaves at 7:50 am. I arrive at school early, but Palani arrives late. I arrive at school at 7:45 am. Palani arrives at 8:05 am. Palani sometimes arrives late because he can’t find parking. We are friends, so I always save him a seat next to me. We sit with Jacques and Ana. They arrive early too. Class begins at 8:00 am.

       How often do you arrive late to class? Are you similar to me, or are you more similar to Palani?

Activity 3.2: Comprehension

Directions: Please write the answers to the questions in complete sentences.

1. What is the name of the man who is talking?

___________________________________________________________________

2. What is the name of his roommate?

3. What is Yuri comparing?

4. Who wakes up early? Who wakes up late?

5. What time does class begin?

6. Who arrives late? Who arrives on time?

7. How about you? Are you an early riser or a late riser?

8. What time does Yuri wake up? What time does Palani wake up?

Activity 3.3: Noticing

Part 1 Directions: Look at the story about Yuri and Palani. Choose (by underlining or otherwise markin g)  the verbs you find. Don’t choose the BE verb. We are not studying that verb in this chapter.

Part 2 Directions: Complete the table with the verb forms that agree with each subject.

Activity 3.4: Try It Out!

Directions: Write the correct simple present tense form of the verb (in parentheses) on the line.

1. I (wake up)_________________________ at 6:00 am.

2. He (wake up)_________________________ at 7:30 am.

3. You (eat)_________________________ breakfast on the bus.

4. They (take)_________________________ a shower before bed.

5. He (take)_________________________ a shower in the morning.

6. We (go) _________________________ to a restaurant for lunch.

7. She (have)_________________________ cereal for breakfast.

8. His class at Oregon City (begin)_________________________ at 9:00 am.

9. My classes at Harmony (begin)_________________________ at 6:00 pm.

10. She (wash) _________________________ the dishes in the morning.

Uses of the Simple Present

The simple present is used for talking about routines, habits, and repeated activities in the present time. We use the simple present to talk about facts, which are always true. Time expressions (e.g., every day, in the summer ) and adverbs of frequency (e.g., never, sometimes, always ) signal the simple present tense.

What is a routine? Something you do every morning, every week, every year.

• I brush my teeth two times a day.
• You go to the gym three times a week.
• He makes breakfast for my children every morning.
• She starts work at 7:00 am.
• They do laundry every Saturday.

What is a habit? Something you do regularly.

• My husband reads in bed before he goes to sleep.
• My cat wakes me up on Saturdays because he is hungry.

What is a repeated action? Action that we do more than once.

• I shop at Winco (not every week, but I like to go there).
• She wears shorts in the summer.

What is a fact? Something that is always true.

• The moon revolves around the earth.
• She has two children.
• Vegetables are healthy.
• Water boils at 212 degrees Fahrenheit.

Forms of the Simple Present

Affirmative statements in the simple present.

You must add an -s to the verb with the subjects he , she , and it .

subject + verb

Activity 3.5: fill-in-the-blank.

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.

Activity 3.6: Listening

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.

Activity 3.7: Interview

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 with the Simple Present

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.

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

Activity 3.8: fill-in-the-blank.

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.

Activity 3.9: Fill-in-the-Blank

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

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).

Activity 3.10: Fill-in-the-Blank

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.

Activity 3.11: Fill-in-the-Blank

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.

Activity 3.12: Classmate Interview

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.

Activity 3.13: Game

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).

• Stand up and find a partner.
• Ask your partner a question. Begin the sentence “How often…”
• The partner answers the question using an AoF.
• If your partner answers your question using the AoF that you have in your hand, give your partner the card.
• If your partner answers using an AoF that you don’t have, then change to another student and try again.
• You can only ask two questions before you need to change partners.
• You can only talk to the same person after you have talked with all your other classmates.
• Talk to as many partners as you can. When you have no more cards, sit down.

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?

Pronunciation and Spelling: Adding -s and -es

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)

Pronunciation

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.

/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

Activity 3.14: Pronunciation

Activity 3.15: listening.

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/

Activity 3.16: Listening & Speaking

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.

Activity 3.17: Fill-in-the-Blank

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.

Activity 3.18: Listening

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

Activity 3.19: Fill-in-the-Blank

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.

Activity 3.20: Listening

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.

Activity 3.21: Fill-in-the-Blank

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.

Negative Statements in the Simple Present

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.

Negatives with All Other Verbs

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.

• He is the subject
• Does is the auxiliary verb. Do/Does agrees with the subject (3rd person singular: add -es).
• Sing is the main verb in the base form. Do not add -s to the main verb.

subject + auxiliary DO + not + base form + rest of sentence

Negative contractions.

To make negative contractions, we contract the auxiliary verb and the negative.

Activity 3.23:  Choose the Correct Form

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.                                ___________________

Activity 3.24: Fill-in-the-Blank

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.

Activity 3.25: Writing

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.

Activity 3.26: Interview

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 & Short Answers

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 verb + rest of sentence

Short answers.

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.

Do you drink coffee in the morning?      Yes, I do.

Does he drink coffee in the morning?    No, he doesn’t.

Activity 3.27: Fill-in-the-Blank

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?

Activity 3.28: Game

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.

* 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- + auxiliary DO + subject + main verb

Activity 3.29: choose the correct form.

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.

Activity 3.30: Fill-in-the-Blank

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.

Activity 3.31: Interview

Directions: Your instructor will give you a worksheet that you can use to interview a classmate.

• Match the wh- question word with the question. You can only use a word one time.
• When you finish matching you will have 10 questions and 10 answers. Choose 5 questions to ask your classmate.
• Write the answers to the 5 questions below.

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

4. ___________________________________________________________________

5. ___________________________________________________________________

Activity 3.32: Error Correction

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.

Activity 3.33: Writing

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.

Activity 3.34: Writing

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: 

• Write 6 questions to ask your partner. Use 6 different wh-question words. There is a place to write each question in the chart that follows.
• Answer the 6 questions for yourself.
• Choose a partner, ask your questions, and then write down your partner’s answers.
• Use your own 8.5″ x 11″ lined paper. Do not use other paper sizes, please.
• Heading: Put your full name, the due date, and Ch. 3 Writing Assignment at the top of your paper. Your instructor will tell you where the heading goes (left or right side).
• Indent the first sentence, skip lines (double space), and leave a 1-inch margin on the sides and bottom.

Writing and Grammar:

• First sentence: begin writing by using this topic sentence: [Partner’s name] and I are classmates, but we are very different.
• In your sentences, write your answer and your partner’s answer.
• Use 3 adverbs of frequency.
• Write 2 negative sentences.
• Use full forms; do not use contractions.
• Use capital letters and punctuation correctly.
• Use the rubric below to check your work.

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:

Self-Assessment

These were our goals at the beginning of Chapter 3:

At the end of this chapter you will be able to:

• Add -s , -es, and -ies to verbs and nouns

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.

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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Simple Present vs Present Continuous

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Does do his homework or does do homework?

• Thread starter lola77777
• Start date Oct 7, 2010

• Oct 7, 2010

Hola... Quisiera saber como se diría correctamente a) Does Peter do his homework in the evenings? b) Does Peter do homework in the evenings? Gracias  

Senior Member

Both are correct. They could be interpreted differently, though: a) Does Peter do his homework in the evenings? Does he do all of his homework? b) Does Peter do homework in the evenings? Does he do homework (or something else)? Context is everything, though.  

horsewishr said: Both are correct. They could be interpreted differently, though: a) Does Peter do his homework in the evenings? Does he do all of his homework? b) Does Peter do homework in the evenings? Does he do homework (or something else)? Context is everything, though. Click to expand...

aztlaniano said: Welcome, lola77777! Se pueden usar las dos versiones. Tratándose de una pregunta, también podría ser: Does Peter do any home work ...? ( Does Peter do any of his homework in the evenings? Does Peter often/always/usually do (his) homework in the evenings? Hay matices, los significados son algo diferentes. Si pregunto, por ejemplo, "Does Peter do any of his homework in the evening" podría implicar (¿O es que hace las tareas sólo a la hora de comer?) (He traspado esta entrada desde el foro de vocabulario y he pedido que el hilo allí se quite, ya que tenemos este.) Click to expand...

SOLUTION: Jim goes out on a walk just before 2 p.m. every day, when the hands of the clock make a 90 degree angle. He arrives back home after 3 p.m. when the hands of the clock first make a

Snapsolve any problem by taking a picture. Try it in the Numerade app?

Initial Thoughts

Perspectives & resources, what should ms. rollison know about behavior in order to help joseph.

• Page 1: Understanding Behavior
• Page 2: Learning Key Behavior Principles

Page 3: Applying Behavior Principles

How can ms. rollison determine why joseph behaves the way he does.

• Page 4: Conduct a Functional Behavioral Assessment
• Page 5: Identify and Define Problem and Replacement Behaviors
• Page 6: Collect Data: Interviews and Rating Scales
• Page 7: Collect Data: Direct Observations
• Page 8: Identify the Function of the Behavior

What can Ms. Rollison do to modify Joseph’s behavior?

• Page 9: Design a Function-Based Intervention
• Page 10: Maximize Intervention Success
• Page 11: Implement the Intervention

How will Ms. Rollison know whether the intervention is successful?

• Page 12: Evaluate the Intervention
• Page 13: References & Additional Resources
• Page 14: Credits

Now that you have learned about the A-B-C model and the behavior principles, let’s revisit the classroom scenarios featuring Dajè, Dawson, and Cheralynn. Do you think each teacher achieved what he or she intended?

Dawson’s teacher did not intend for her extra worksheets to seem like a punishment, but they did decrease his behavior. The next time Dawson finishes quickly, his teacher should consider a different consequence, one that Dawson finds rewarding. Cheralynn’s teacher intended to decrease her rude comments through punishment. In fact, she negatively reinforced the behavior, and the rude comments increased —Cheralynn wanted to get out of doing the class work and getting sent to the hallway allowed her to do this.

Click on each student’s picture below to hear Kathleen Lane discuss their cases in more detail.

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View Transcript

(time: 0:55)

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(time: 1:51)

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Transcript: Kathleen Lane (Dajè)

As you look at these different illustrations of these three different students, in each instance the teacher did exactly the same behavior. So, for Dajè, they passed out the work, and the student did it and she did a great job and she finished it quickly and accurately and was able to go on to a computer game. And in this situation she was reinforced for both the accuracy and the speed of her work. So when she completed it she was allowed to do something that was reinforcing for her, and in this case it was to play a math game on a computer.

Transcript: Kathleen Lane (Dawson)

In Dawson’s situation, this child completed the work quickly and accurately, just as in the former case, but in this instance the teacher then gave more work. Now, certainly that teacher didn’t intend to have this become a punisher. The teacher’s probably thinking, “Oh, I need to make sure that I continue to keep this child academically engaged; therefore, I’m going to give more work.” But from the student’s perspective it’s, like, “Hey, I finished this, and I did a good job and so the consequence is that I get more work.” This will shape his behavior in the future. If he’s viewing extra worksheets as a punisher then that child is likely to slow down the rate of his work completion or maybe even shape his accuracy, so he will be less likely to do it accurately because that child may want to avoid worksheets, unless those worksheets were something that the child really liked to do. If the student enjoyed doing worksheets then they may not be perceived as a punisher.

Transcript: Kathleen Lane (Cheralynn)

Now, in Cheralynn’s case, I think this is perhaps the most interesting case. When this child received her class work, she made a rude comment, and as a consequence of that comment the teacher responded by removing her from class. Now, if this behavior pattern occurred consistently in the future, then that would lead me to believe, as an outside observer, that this student doesn’t want to do the work that’s being assigned. And then we have to look at the reason why. Why is she making these rude comments so that she can escape the work? In some cases, it’s because the work is too difficult, and you’ve probably read lots of illustrations about the importance of making sure that the assignment is of appropriate difficulty level, and that is very true. If something is too hard, you’re going to work to avoid it because we’re not going to want to do things that we’re not successful with. In her situation, as she’s looking at this assignment, it could be that it’s too difficult and, therefore, she acts out to get out of something that’s too difficult. But at the same time, it may be that she’s bored with the task because it is way beneath her ability level. Let’s say you give a student geometry problems, and they’ve been successful in geometry and they’ve demonstrated mastery and you’re giving them yet another set. Those students may act out to get out because it is not interesting or it’s boring because they’ve already mastered the concept. So we as teachers really need to be careful to not only look at our behavior and how that’s influencing kids’ behavior, we really need to think about the reason why the student is responding as they are because we don’t want to unintentionally reinforce the wrong behaviors. In Cheralynn’s case, we don’t want her growing old out in the hallway. We want to make sure that she’s in the classroom and is engaged, so we need to look at this to think about why is she acting out to get out. Is it because it’s too easy, is it too difficult, or is there something more reinforcing happening in the hallway?

It’s important to remember that a stimulus or consequence that is reinforcing to one student may be aversive or seem like punishment to another. For example, a teacher might publicly praise a student’s work in front of the class, forgetting that not all students like public praise. A subsequent decrease in the quantity or quality of the student’s work might indicate that the praise was actually perceived as a punishment . Further, poorly selected reinforcers will not lead to increases in desired behaviors, which could cause some teachers to mistakenly believe that reinforcement does not work. For this reason, teachers should know their students well enough to select appropriate reinforcers or else involve the students in the selection process. Remember, too, that a consequence is only reinforcing if observations of future behavior verify behavioral increases.

Though positive reinforcement, negative reinforcement, punishment, and extinction are all used in classrooms, positive and negative reinforcements are most commonly recommended for the majority of classroom behaviors. Punishment is not recommended because it is generally not effective in decreasing unwanted behaviors and, as we mentioned above, runs counter to most schools’ philosophies. Extinction should be used only with caution and only then with its numerous possible drawbacks (e.g., does not produce quick behavioral changes, can produce extinction bursts) kept in mind.

For Your Information

When a classroom teacher is confronted by an annoying behavior, he or she may (unknowingly) positively reinforce the child’s behavior by giving in to the demand. For example: