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English Tenses and Grammar Lessons

The document outlines various English grammar lessons, including present, past, and future tenses, modals, conditionals, passive voice, reported speech, gerunds, articles, and prepositions. Each lesson contains examples and exercises to illustrate the grammatical concepts. It serves as a comprehensive guide for understanding and practicing English grammar.

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0% found this document useful (0 votes)
43 views6 pages

English Tenses and Grammar Lessons

The document outlines various English grammar lessons, including present, past, and future tenses, modals, conditionals, passive voice, reported speech, gerunds, articles, and prepositions. Each lesson contains examples and exercises to illustrate the grammatical concepts. It serves as a comprehensive guide for understanding and practicing English grammar.

Uploaded by

doanvn02.2
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson 1: PRESENT TENSES

 PRESENT SIMPLE OR PRESENT CONTINUOUS


1. Are you looking
2. I need
3. He’s talking
4. I think
5. They’re discussing
6. Are you looking
7. Do you know
8. works
9. She doesn’t work
10. You know
11. I give
12. She gives
13. She lives
14. It saves
15. I agree
16. I’m wasting

Lesson 2: PAST TENSES


 PAST SIMPLE OR PAST CONTINUOUS
1. arrived, was talking, started
2. was lying, rang, stopped
3. was, left, was falling
4. came, seemed, enjoyed
5. saw, was standing, had
6. opened, fell
7. was walking, felt, didn’t know
8. were going, heard, drove
9. happened, was driving, saw

 PAST SIMPLE OR PRESENT PERFECT


1. have… been
2. asked
3. were
4. didn’t seem
5. did…say
6. told
7. didn’t know
8. didn’t call

1
9. have had
10. haven’t eaten
11. has made

Lesson 3: FUTURE TENSES


 WILL OR ‘‘BE GOING TO’’

1. are doing / are going to do


2. Will we go out
3. am going to work
4. will be
5. Are you doing / Are you going to do
6. am seeing
7. will we meet
8. am meeting
9. will take
10. will I pick you up

Lesson 4: MODALS, THE IMPERATIVE


 HAVE TO, MUST
1. have to
2. must
3. has to
4. have to
5. must
6. have to
7. must
8. must

 CAN, COULD, BE ABLE TO


A.
1. been able to come
2. I can walk OR I’m able to walk
3. I can go OR I’ll be able to go
4. to be able to get
5. been able to do

B.

2
1. Can OR Could
2. be able to
3. be able to
4. could OR was able to
5. couldn’t OR weren’t able to
6. Can OR Could
7. been able to
8. can OR is able to
9. couldn’t OR weren’t able to
10. were able to

Lesson 5: CONDITIONALS
 FIRST CONDITIONAL

1. it’ll
2. I ask
3. there are
4. it’s
5. won’t cost
6. share
7. I see
8. I’ll ask

 SECOND CONDITIONAL, UNREAL SITUATIONS

1. would you travel, could


2. would you do, were
3. knew, would tell
4. would have, spoke
5. would never forgive, weren’t
6. would be, had
7. found, would you do
8. didn’t criticise, would have
9. got, would go
10. wouldn’t travel, didn’t have

 THIRD CONDITIONALS, PAST UNREAL SITUATIONS

1. Daniel would have bought the book if he had had any money.
2. Rita might have gone to the concert if she had known.
3. The guests could / would have had their lunch outside if it had been warm
enough / if it hadn’t been so cold.

3
4. Sarah could / would have flown to Rome if the airport hadn’t been closed /
had been open.
5. Laura might have recognized Nick if he hadn’t had a crash-helmet on.
6. Sarah’s plants wouldn't have died / might not have died if she’d / she had
watered them.
7. Nick could / would have got in (to the ice hockey game) if he’d / he had had
a ticket.

Lesson 6: PASSIVE
A.
1. The house can’t be seen from the street.
2. He said our papers wouldn’t / won’t be corrected before Friday.
3. The towels must have been taken out of the dryer.
4. Your books aren’t going to be stolen from this room.
5. I didn’t enjoy being told what to do all the time.
6. There’s a saying that Rome wasn’t built in a day.
7. The tests have been collected and the answers (have been) checked.
8. Death is more likely to be caused by a bee sting than a snake bite these days.
9. There were reported to be serious problems with the new design.
10. We weren’t given instructions or shown what to do. (OR We were given no
instructions …. OR We weren’t given any instructions …)

B.
 my childhood was happened → my childhood happened
 just after my younger sister born → just after my younger sister was born
 Lots of people were come → Lots of people came
 I gave the job → I was given the job
 As each guest was arrived → As each guest arrived
 I handed boxes or bags → I was handed boxes or bags
 which filled with things → which were filled with things
 that wrapped in Christmas paper → that were wrapped in Christmas paper
 I told which ones → I was told which ones
 which ones had to be place → which ones had to be placed (OR I had to
place)
 So many presents brought for us → So many presents were brought for us
 the experience of given so much → the experience of being given so much

Lesson 7: REPORTED SPEECH


1. He said that he left (OR had left) his jacket there the say before.
2. The reviewer wrote that Carlin’s new book was the funniest thing he or she
had ever read.

4
3. She said that they wouldn’t eat tit then, but they might have it for lunch the
next day (OR the following day).
4. He advised us that we should take as much water as we could carry.
5. You told me that you had to (OR must) get something to eat or you would
faint.
6. CompCo is reporting that demand for new computers in the UK is declining.
7. She asked is she should get rid of those old boxes in the cupboard.
8. I mentioned to Mr. Brody that there was something wrong with the lights.

Lesson 8: GERUND OR INFINITIVE


A.
1. Your homework was supposed to have been (OR to be) done before you
went out.
2. I wanted to thank her for having taken (OR for taking) the time to help me.
3. They complained about not having been (OR not being) told about the
changes.
4. It’s essential to plan ahead in my kind of job. (OR It’s essential in my kind
of job to plan ahead.)
5. Jessica was disappointed not to see any of her friends at the shopping center.
6. It was so good of Christopher to come to our rescue when our car broke
down.
7. Those huge buses aren’t easy to drive along narrow winding roads.
8. A place to park is sometimes hard to find.

B.
1. trying
2. to look
3. to do
4. to regain
5. stopping
6. to keep (or to have kept)
7. starting
8. losing
9. putting
10. going

5
Lesson 9: ARTICLES
1. the
2. a
3. the
4. the
5. the
6. -
7. -
8. -
9. a
10. -
11. -
12. a
13. the
14. the
15. a
16. the
17. the
18. an
19. a
20. the

Lesson 10: PREPOSITIONS


A.
1. at midnight on New Year’s Eve
2. At six in the morning
3. on her birthday next Saturday
4. in September every year
5. at night in winter
6. on Christmas Day in the past
7. at four o’clock on Friday afternoon
8. at sixty-five in 2005
9. on the fourth of July in 1776 (OR on the fourth of July, 1779 OR in 1776 on
the fourth of July)

B.
1. to
2. from
3. out of
4. towards
5. across / along / to
6. along / across / to
7. to / across / along
8. past

Common questions

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The first conditional refers to real, possible future situations, using the present simple tense in the 'if' clause and 'will' in the main clause (e.g., "share," "it'll"). The second conditional describes hypothetical, unreal present or future situations, using the past simple in the 'if' clause and 'would' in the main clause, reflecting improbability (e.g., "would be, had"). The third conditional focuses on hypothetical past situations with no real possibility of occurrence, using the past perfect in the 'if' clause and 'would have' in the main clause, to express regret or conditions that were unmet (e.g., "Sarah could have flown if the airport hadn’t been closed"). Therefore, the three conditionals differ in their treatment of time and probability, from possible futures to unreal pasts.

In reported speech, the tense of the verb typically shifts one step back to reflect the change from direct to indirect quote and the change in time frame. For instance, "He said that he left his jacket there" becomes "He said that he had left his jacket there" . Additionally, pronouns and perspectives shift, changing 'I' to 'he,' and 'here' to 'there' . This transformation adjusts tenses and perspectives to fit the narrative context of reporting what someone else said.

Prepositions such as 'at,' 'on,' and 'in' articulate time by indicating specific points, days, or broader time periods (e.g., 'at midnight,' 'on her birthday,' 'in September'). They denote spatial relationships by describing direction, proximity, or position ('to,' 'from,' 'across'). Temporal prepositions help organize the timing of events, while spatial prepositions clarify the physical or metaphorical space relationships between elements in a sentence.

Gerunds function as nouns conveying an action or state (e.g., "trying," "putting"). Infinitives often express purpose, intention, or potential action (e.g., "to look," "to do"). While gerunds can imply ongoing activity or habitual actions, infinitives suggest decisions, objectives, or desires. The choice between them depends on the verb form or expression used in the sentence, influencing whether the action is seen as more immediate or more purpose-driven.

In the passive voice, the focus shifts from the subject performing the action to the action itself and the object receiving the action. For example, 'The towels must have been taken out of the dryer' emphasizes the action and its result rather than who took the towels . Similarly, 'Your books aren’t going to be stolen from this room' focuses on the safety of the books rather than who might steal them . Thus, the passive voice is useful when the doer is unknown or irrelevant, or the emphasis is on the action's result.

"Will" is often used for decisions made at the moment of speaking, promises, or predictions based on belief (e.g., "Will we go out"). "Be going to," on the other hand, is used for planned events or predictions based on current evidence (e.g., "are doing / are going to do," "am going to work"). Therefore, "will" suggests spontaneity or uncertainty while "be going to" indicates premeditation or evidence-based predictions.

The present simple tense is used to express general truths, habitual actions, or states, signifying timelessness or regularity (e.g., "I need," "She lives," "You know"). In contrast, the present continuous tense expresses actions occurring at the moment of speaking, indicating immediacy or a temporary situation (e.g., "Are you looking," "He’s talking"). Thus, the choice between these tenses affects how time is conveyed, with the simple tense denoting a sense of constancy and the continuous tense emphasizing ongoing action.

In English, the definite article ‘the’ specifies known, particular items (e.g., "the car," "the house"). It indicates that the listener or reader is expected to know which specific item is being referred to. The indefinite articles ‘a’ or ‘an’ introduce nonspecific items not previously known to the speaker or listener (e.g., "a book," "an idea"). The omission of articles often implies generalities or collective reference, enhancing nonspecificity.

"Must" is used to express strong necessity or obligation that often comes from the speaker, implying a personal conviction or command (e.g., "must"). In contrast, "have to" denotes an obligation that is external, such as rules or laws imposed by others (e.g., "have to," "has to"). Therefore, "must" can convey a more personal or subjective form of necessity, whereas "have to" suggests a more objective requirement.

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