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PUTTING IT ALL TOGETHER
As Students Arrive, Pre-­‐Class & Class Learning Activity Teacher/Assistant Teachers: Plan to be at your teaching post 15-­‐20 minutes before the start of class. As students arrive, do not lose this valuable time. Regularly engage the early students and those on time in a warm-­‐up learning activity before and during the first part of class. The content should usually be based on the prior class content. Make it fun and useful. Pre-­‐Class Warm-­‐Up and During Class Activity. You should probably have the class form cluster groups of 4-­‐6 students around an Assistant Teacher and continue this practice for a half hour during your class. Write on the white board one of the following subjects and proposed questions. Or provide a hard copy of this page on the chair of the students. Have the early students ask and answer the questions below for practice and warm-­‐up and for practice during the first hour of class Regarding English Hobbies and activities What have you learned in this class? What are your favorite activities? What has helped you the most in this class? Why do you like these? How do you think English will help you and your family? Who do you do these with? Careers and Work Schools and classes What kind of work have you done in the past? What schools have you attended? What kind of work do you now do? What classes have you taken? What do you like or dislike about your work? Which classes were your favorites? Would you like to do something different? Do you want to attend more schooling? Will you need to attend college? Your family Where you Live Tell me about your family. Where have you lived in the past? Are your parents still alive? Where do you live now? Where do they live? How would you compare the two How many brothers and sisters do you have? different places? How many children do you have and what ages? Would you like to live somewhere Are you married and for how long? else? And why? Music and Art What are your favorite kinds of music? How often do you listen to them? What is your favorite kind of art? Where do you get to see it? Teacher and Assistant Teachers: Circulate among the students to help them with this question and answer process. Have your students use as many different tenses as they can in both questions and answers. This is the time to have fun with all of them. Have several of the students share some of this conversation at the beginning of your class. Putting It All Together: Stories
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(6 classes with subsequent Review)
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Advance Organizer for Reading or Telling a Story: (Annotated Teacher Card)
Card 0 –– Instructions
1. Brief introduction:
title, type (fact, fiction), setting, main characters, one or two interesting or key points of the story.
Explain that it uses many of the common verbs.
2. Read story aloud one paragraph at a time. Teacher talks, students listen.
a. Ask students for any new sound, word, phrase, or sentence they heard. As students provide these, teacher puts them into
context, gives a similar word or briefly explains meaning, models them, and asks students to repeat the word/phrase. (Do
this expeditiously.)
b. Put everything back into context by reading or telling paragraph again.
3. Ask for Student responses:
A. Students respond to “yes” questions:
Tchr.–– Von would like to share with you his story?
St.––
Yes. (Question main points.)
B. Students respond to “no” questions:
Tchr.–– Von would like to share with you his money?
St.––
No. (Question main points.)
C. Students respond to inquisitive questions:
Tchr.–– What would Von like to share with you?
St.––
His life story. (Question main points.)
D. Students respond to indirect questions:
Tchr.–– John, ask Mary what Von would like to share with us.
St.––
Mary, what would Von like to share with us? (Mary answers.)
Tchr.–– John, what did Mary say? (John answers.) (Do several of these.)
E. Students respond to indirect commands:
Tchr.–– John, tell Mary that Von would like to share his life story with us.
John–– Mary, Von would like to share his life story with us.
Tchr.–– Mary, what did John say? (Mary answers.)
(Do several of these.)
F. Students, with teacher’s help, reconstruct entire paragraph:
Do this sentence by sentence in correct order. Teacher prompts as necessary.
(For short paragraphs, some individual students may be able to repeat entire paragraph.)
G. Students respond to personalized questions based on the story:
Tchr.–– When was the first time you heard English?
Tchr.–– Have you tried to learn English before?
Tchr.–– Do you like to speak English?
Tchr.–– Is English difficult for you? (etc.)
H. Give students a copy of the story. Read (normally) each paragraph aloud, students listen and read.
Take turns reading. (Do this expeditiously.)
4. Teacher may want to have students write a sentence or two as dictated by teacher.
Or, dictate several questions, students write the questions and their answers.
Ask two or three students to do their responses on the blackboard during this exercise. Teacher circulates and puts a check mark
above any errors for students to correct. Finally, ask students to provide answers as needed.
5. Treat each paragraph in story with the steps outlined above.
Obviously, a long story will take a long time to treat each paragraph this way. The teacher may choose to only treat several of his/
her paragraphs of choice. Students’ language levels should be accommodated and slightly challenged.
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Additional Suggestions for the Teacher
Two or even three stories are okay. Teacher can take a couple of days (story a day with second-day followup)
or more to work the Advance Organizer process completely. After each completion, give students an assignment to write their own story to hand in for teacher to read and make positive written comments in the margins. Teachers should not correct them. Also, do not use RED ink for your comments. Teacher may want to
make a list of the most common occurring errors and then treat them generally with the entire class. Students
can assess and correct their own papers.
Additional activities, including verb-focused questions, vocabulary, matching exercises, additional discussion
questions, and cloze exercises are presented at the end of each reading. You may do these for extra practice in
class, or assign them for homework.
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Reading 1: My Life Story
by Von Packard
I would like to share with you my life story of language learning, travel and Latin
American friends. My first exposure to Spanish and Latin America came when my
family used to live in Southern California. One summer, my family drove to San
Diego and south to Tijuana and Ensenada Mexico. I was only 11 years old. I met
Mexican children and wanted to be able to talk with them. I wanted to learn
what their life was like. I wanted to know what they studied in school. I wanted to
know what their families were like. But I couldn’t understand anything they said. I
decided then and there that I was going to take Spanish classes.
My teacher was Señora Hernandez. She taught us about Mexican culture and
festivals. With her help, I also learned how to speak some Spanish. I even developed
a crush for a Mexican girl named Cathy Martinez. We used to play the game four
square together. She would hit the ball hard and get me out. All in all, I took Spanish
classes two years in middle school and two years in high school. Our high school
Spanish teacher was Mr. Rossbach. He was a weightlifter, a real muscle man. Once
he ripped a telephone book in half to impress us. I had never seen anything like that
before. I remember studying and practicing Spanish verb tenses and conjugations
under his teaching. I liked it a lot.
A few years later, I was asked to serve a mission for my Church in Argentina.
I had studied Spanish for four years, but when I arrived in Argentina, I could
hardly understand anything. It took me four months, and then I got used to not
understanding everything. I loved the food, the empanadas, the chorizos and
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especially the people. There were a lot of Italian people and I was half Italian. When
they couldn’t pronounce my last name, Packard, I took on my mother’s maiden
name, Sarracino. This worked just fine.
After I got home, I found out why speaking Spanish in Argentina had been so hard.
I learned that the Argentine vocabulary was typically three times that of most
other Latin American countries. No wonder I had struggled. Since then, I have
been a minister to two Spanish speaking congregations, followed by a three-year
assignment with my family to Chile.
As I have looked back, I am amazed. I have learned my Spanish four or five times.
Each time, my skills have increased. I can read and write well in Spanish. I can even
understand the Argentines. I have made hundreds of friends from all over Latin
America. I have returned with my family to visit Mexico, Costa Rica, Panama, Peru,
Colombia, Chile, Argentina, and even Brazil. We are still enjoying Latin culture, food
and friends. And I am sure we will return to visit our friends many more times.
What a life! And it all began with a short visit to Tijuana, Mexico, and a desire to
make new friends!
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Post-Reading Activities: Content Questions
These questions focus on helping students understand the ideas in the passage.
•
When did the writer decide to take Spanish classes?
•
Why did the writer decide to take Spanish classes?
•
When did the writer go to Argentina? Why did he go to Argentina?
•
Do you think the writer is happy that he has learned Spanish? Why do you think that?
•
Was it easy for the writer to learn Spanish? How do you know?
•
Etc.
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Vocabulary Practice: Matching
Directions to students: Look at the phrases used in the passage. Match the phrase from the passage on
the left with the best synonym on the right.
My first exposure •
A weightlifter •
Desire to make friends •
No wonder •
I took on my mother’s maiden name •
I decided then and there •
minister •
congregation •
I am sure •
What a life! •
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•
•
•
•
•
•
•
•
•
•
wanted to make friends
I decided at that time
The first time I heard
group of people, usually religious
Someone who exercises with weights
I know
I used my mother’s maiden name
This life has been amazing
it is not a surprise
religious leader
Cloze Exercise
Directions to teachers. Read each complete passage aloud for the students. Students should cover the answers,
listen carefully, and write the correct words in the blanks as they hear them. You may need to read the passage
more than once. Add more passages as desired. Students check their answers.
A. Write the correct preposition from the story in the blanks below.
A few years later, I was asked to serve a mission _________ my Church _________
Argentina. I had studied Spanish _________ four years, but when I arrived in
Argentina, I could hardly understand anything.
B. Write the correct verb from the story in the blanks below (Note: not all verbs
are common-verb list verbs):
My teacher _________ Señora Hernandez. She _________ us about Mexican culture
and festivals. With her help, I also _________ how to _________ some Spanish. I even
developed a crush for a Mexican girl _________ Cathy Martinez. We _________ play
the game four square together.
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A. Answers
A few years later, I was asked to serve a mission for my Church in Argentina. I had studied Spanish for four
years, but when I arrived in Argentina, I could hardly understand anything.
B. Answers
My teacher was Señora Hernandez. She taught us about Mexican culture and festivals. With her help, I also
learned how to speak some Spanish. I even developed a crush for a Mexican girl named Cathy Martinez. We
used to play the game four square together.
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Reading 2: Hiking to the Top of Mount Timpanogos
by Allison Probst
Directions to teachers and students: At this point, you may present the second example story below using the
steps outlined above. Pay close attention to the common verbs. You may also choose to skip this section and start
working on your own personal story.
Hi, my name is Allison. I’m sixteen years old. I am a junior at Orem High School
in Utah. I would like to tell you about my hike up Mount Timpanogos. Mount
Timpanogos, or “Timp” as we like to call it, is a high mountain just five miles from
my home. It is almost 12,000 feet high and very steep. It’s a beautiful mountain.
On Labor Day holiday this September, my brother-in-law, Mike, took me and my
brother Daniel, his friend Cameron, and my friends Marie and Brittany on a hike to
the top of Timp. We left at five o’clock in the morning. We drove up Provo Canyon
to Aspen Grove where we began our hike up the mountain. The distance to the top
of the mountain was nine miles. Our round trip was over eighteen miles. We started
hiking at six-thirty and arrived at the top at one-thirty in the afternoon. It took us
seven hours to make the climb up. We rested and ate our lunch at the top by “the
shack” which was built there many years ago. We started down at three o’clock in
the afternoon and arrived at the bottom by six o’clock in the evening.
There are many interesting sights to see on this hike. One of the neat things we
saw was mountain goats. They live high on the mountain. One walked right in front
of us. We passed by a waterfall. I took a picture of Cameron standing in front of it.
There were many open meadows with lots of pretty wildflowers everywhere. About
halfway up the mountain we arrived at Emerald Lake. It’s a beautiful clear lake with
a snow glacier running into it from the mountain above. When we got higher on the
mountain we could see the beautiful sunrise to the east of us. On top we could see
Deer Creek reservoir on the east side of the mountain, and the cities of Orem and
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Provo and Utah lake on the west side. I could actually see where my house in Orem
was from the top of the mountain.
The highlight of the trip was our slide down the glacier above Emerald Lake. I took
a picture of Daniel sliding down it. Other high points were: arriving at the top and
looking in all directions for hundreds of miles, climbing with my family and friends,
seeing the beautiful scenery, looking at the wildlife, and the challenge of making
the trip.
If you ever take a hike like this, be sure to dress warmly, take plenty of water and
high-energy food. You should also wear good hiking boots and make sure you go
with someone who knows the trail. Mike has hiked Mount Timpanogos dozens of
times and knows what to do.
I hope you enjoyed reading about my hiking adventure. If you want to learn more
about hiking Timp, you can search for information on the Internet.
http://humanities.byu.edu/elc/student/adventures/timphikefolder/timphike.html
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Post-Reading Activities: Content Questions
These questions focus on helping students understand the ideas in the passage.
•
Who is the author of this story? What do you know about the author? (paragraph 1)
•
Who went on the trip with Allison? Who was the leader of the trip? (paragraph 1)
•
Why was he the leader? (paragraph 4)
•
What are some of the interesting things that the group saw on the hike? (paragraph 2 & 3)
•
If you are going to go on a hike, what should you do to prepare? (paragraph 4)
•
Where can you find more information about hiking Mt. Timpanogos? (paragraph 5)
•
Etc.
Exercises from the website: http://humanities.byu.edu/elc/student/adventures/timphikefolder/timpVocab
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Helpful Vocabulary
Word
Definition
adventure
arrived
boots
challenge
clear
climb
Deer Creek Reservoir
directions
distance
dozens (of)
dress
drove
Emerald Lake
feet
glacier
high-energy
highlight
high points
hike
information
junior
an exciting activity or experience
came to, reached
a type of shoes
test, something to achieve
transparent, pure
go up, walk up, hike up
name of a reservoir (lake)
the way something/someone faces, moves, etc.
space between two places or points
a lot, many
wear clothes
went by car
name of a lake
plural form of foot. 1 foot = 12 inches = 0.348 meters
large mass of snow & ice
with lots of power
most interesting part
very interesting parts
walk in the mountains or countryside
facts, details
a student in the year before the final year of high school
or university
a U.S. holiday on the first Monday in September
open fields or areas
1 mile = 1760 yards = 1.609 kilometers
wild goats (animals) that live in the western mountains
of North America
wonderful, great
enough, much
lake, especially manmade
going and coming, total distance
Labor Day
meadows
mile
mountain goats
neat
plenty (of)
reservoir
round trip
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Word
Definition
scenery
search (for)
sights
sliding
steep
took
trail
waterfall
things to see in the outdoors
look carefully to find something
things you can see
moving on his backside
almost straight up, high
required, time used
a path across open country
water that falls down (especially from a river or a
stream)
put on, use on your body
flowers that grow in natural conditions
animals and plants that grow in natural conditions
wear
wildflowers
wildlife
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Matching Vocabulary
_____ 1. arrived
a.
came to, reached
_____ 2. challenge
b.
almost straight up
_____ 3. clear
c.
wild animals
_____ 4. climb
d.
things to see
_____ 5. drove
e.
went by car
_____ 6. meadows
f.
great, wonderful
_____ 7. neat
g.
put on, use your body
_____ 8. plenty
h.
transparent
_____ 9. roundtrip
i.
enough, much
_____ 10. scenery
j.
test, something to achieve
_____ 11. sights
k.
things you can see
_____ 12. steep
l.
go up, walk up, hike up
_____ 13. wear
m. going and coming, total distance
_____ 14. wildlife
n.
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Cloze Exercise
Directions to teachers. Read each complete passage aloud for the students. Students should cover the answers,
listen carefully, and write the correct words in the blanks as they hear them. You may need to read the passage
more than once. Add more passages as desired. Students check their answers.
A. Write the correct preposition from the story in the blanks below.
There are many interesting sights to see _________ this hike. One _________ the
neat things we saw was mountain goats. They live high _________ the mountain. One
walked right _________ front _________ us.
B. Write the correct verb from the story in the blanks below (Note: not all verbs
are common-verb list verbs):
If you ever _________ a hike like this, _________ sure to dress warmly, _________
plenty of water and high-energy food. You should also _________ good hiking boots
and _________ sure you _________ with someone who _________ the trail. Mike
________ ___________ Mount Timpanogos dozens of times and _________ what
________ _________ .
A. Answers
There are many interesting sights to see on this hike. One of the neat things we saw was mountain goats. They
live high on the mountain. One walked right in front of us.
B. Answers
If you ever take a hike like this, be sure to dress warmly, take plenty of water and high-energy food. You
should also wear good hiking boots and make sure you go with someone who knows the trail. Mike has hiked
Mount Timpanogos dozens of times and knows what to do.
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Crossword Puzzle
Across
2. came to, reached
6. wild anials
8. go up, walk up, hike up
9. went by car
11. almost straight up, high
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Down
1. put on, use on your body
3. going and coming, total distance
4. open fields or areas
5. things you can see
7. things you can see
8. transparent
10. great, wonderful
12. enough, much
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Personal Story
Write your own story. You can write about where you have lived, your family, your education, your career and
jobs, your friends, your hobbies and activities, places you have traveled or visited, or a combination of any of
these. You can use the 60 Common Verbs, a dictionary, or a friend for help. When you have a draft, take it to
your Teacher or Assistant Teacher for review.
My ____________________________________________________
by _______________________________________
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Story 1: Additional Exercises - Verb Questions
Part A: For each sentence, ask the students to circle the common verb and identify the verb tense:
Sentence
Verb Tense
1.
I have learned my Spanish four or five times.
2.
I loved the food.
3.
There were a lot of Italian people.
4.
I am sure we will return to visit our friends many more times.
5.
I remember studying and practicing Spanish verb tenses.
6.
We used to play four square.
7.
We are still enjoying Latin culture, food and friends.
8.
I was going to take Spanish classes.
9.
I have made hundreds of friends from all over Latin America.
Present Perfect
10. Our high school Spanish teacher was Mr. Rossbach.
11. I would like to share with you my life story of language learning, travel
and Latin American friends.
12. But I couldn’t understand anything they said.
13. I had never seen anything like that before.
14. It all began with a short visit to Tijuana, Mexico.
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Part B: For each of the sentences above, write a sentence that uses the same verb and verb tense, but that
talks about your own life.
Sentence from the passage
Your Sentence
1.
I have learned my Spanish four times.
I have learned English once.
2.
I loved the food.
3.
There were a lot of Italian people.
4.
I am sure we will return to visit our friends
many more times.
5.
I remember studying and practicing
Spanish verb tenses.
6.
We used to play four square.
7.
We are still enjoying Latin culture, food
and friends.
8.
I was going to take Spanish classes.
9.
I have made hundreds of friends from all
over Latin America.
10. Our high school Spanish teacher was
Mr. Rossbach.
11. I would like to share with you my life story
of language learning, travel and Latin
American friends.
12. But I couldn’t understand anything they
said.
13. I had never seen anything like that before
It all began with a short visit to Tijuana,
Mexico.
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Story 2: Additional Exercises - Verb Questions
Part A: For each sentence, ask the students to circle the common verb and identify the verb tense:
Sentence
Verb Tense
1.
Mike has hiked Mount Timpanogos dozens of times.
2.
There were many open meadows.
3.
I would like to tell you about my hike up Mount Timpanogos.
4.
One walked right in front of us.
5.
The distance to the top of the mountain was nine miles.
6.
When we got higher on the mountain, we could see the beautiful
Present Perfect
sunrise to the east of us.
7.
We left at five o’clock in the morning.
8.
My name is Allison.
9.
We rested and ate our lunch at the top.
Part B: Choose 3 of the sentences above. Write sentences using that verb for each of the verb tenses.
Example: I had never seen anything like that before.
1.
I see my classmates.
2.
You saw the movie yesterday.
3.
We used to see each other everyday.
4.
They would see us if they came to class.
5.
You could see me this weekend.
6.
She will see the movie tomorrow.
7.
They are seeing the show right now.
8.
We have seen each other each week.
9.
She has seen the movie 3 times.
10. I had seen him earlier.
11. I had not seen her before.
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Part C: For each of the sentences above, write a sentence that uses the same verb and verb tense, but that talks
about your own life.
Sentence from the passage
1.
Your Sentence
Mike has hiked Mount Timpanogos
I have learned English once.
dozens of times.
2.
There were many open meadows.
3.
I would like to tell you about my hike
up Mount Timpanogos.
4.
One walked right in front of us.
5.
The distance to the top of the mountain.
was nine miles.
6.
When we got higher on the mountain,
we could see the beautiful sunrise to
the east of us.
7.
We left at five o’clock in the morning.
8.
My name is Allison.
9.
We rested and ate our lunch at the top.
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Common Verb Chart: Instructions and Overview
The following is a chart with all of the major tenses conjugated for the 60 Common Verbs
You have studied the 60 most commonly used verbs in English, and the major tenses and their conjugations.
Now it is time to help you feel more comfortable in moving from one tense to another as you conjugate these
verbs for the various persons. Let’s review the chart together and note some obvious patterns. This will help us
put it all together.
The learning steps and points are as follows:
1.
Memorize the meaning of all the 60 Common Verbs. Use the fold cards we are providing.
2.
Note that for most of the tenses, the conjugations are very regular. Verbs are easier in English than in
Spanish.
3.
For the Present Tense, the verb remains the same, except for 3rd person singular (He / She / It )––
an s is added: arrive - arrives (usually the s sounds like a z)
an es is added: cash- cashes (usually the s sounds like a z)
an i replaces y, followed by es: cry - cries (usually the s sound like a z)
For the 58 common verbs there are only a few exceptions to these basic rules.
4.
The Imperfect Past is easy, just place used to in front of the main verb–– used to arrive
It’s the same for all persons–– I / You / We / They / He / She / It used to arrive.
5.
The Future Tense is easy, just place will in front of the main verb–– will arrive
It’s the same for all persons–– I / You / We / They / He / She / It will arrive.
6.
The Conditional/Modals are easy, just place would , could or should in front of the verb–– would arrive
It’s the same for all persons–– I / You / We / They / He / She / It would arrive (could / should arrive)
7.
The Present Progressive is easy, just drop (remove) the e and add ing to the main verb–– arriving
The main verb does not change. The helping verb changes–– am, are, is
I
am arriving.
You / We / They
are arriving.
He / She / It
is arriving.
If the main verb ends in a consonant, just add ing.
8.
Ex. talk – talking
The Past Progressive keeps the -ing form of the word and adds the past tense of the helping verb -was, were.
I
was arriving
You/We/They
were arriving
He/She/It
was arriving
NOTE: Some verbs are generally not used in the present progressive tense because they describe general
emotional states that do not change easily. These verbs are called nonaction verbs and include know, like, love,
and want.
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9.
The Preterite Past Tense has three endings:
d is added to six of the verbs ending in e: I arrived.
ed is added to most of the verbs ending in a consonant: I asked.
ied is added to three of the verbs ending in ry or dy : I cried. ( an i takes the place of the y)
Many of the 60 common verbs are irregular in the Preterite Past Tense. You have to memorize these
forms. The good news is that the Preterite Past Tense of the verb does not change for the different persons.
The past tense of begin is began and sample sentences are:
I / You / We / They / He / She / It began.
10. The Present Perfect Tense is regular for about 1/3 of the common verbs.
Use the Present Tense helping verbs “have or has”
I / You / We / They have arrived.
He / She / It has arrived.
(Note that the past participle remains the same for all persons.) However, you have to memorize the many
irregular past participles.
As an example, the past participle of speak is spoken. For go, it’s gone, For write, it’s written, (etc.)
11. Remember the contracted forms for the different persons in the Present Tense:
I am
I’m
You are
We are
They are
You’re
We’re
They’re
He is
She is
It is
He’s
She’s
It’s
12. Remember the contracted forms for the different persons in the Future Tense:
I will
You will
We will
They will
I’ll
You’ll
We’ll
They’ll
He will
She will
It will
He’ll
She’ll
It’ll
13. Remember the contracted forms for the different persons and the negative form in the Present Perfect
Tense:
I have
You have
We have
They have
He has
She has
It has
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I’ve
You’ve
We’ve
They’ve
He’s
She’s
It’s
I have not
You have not
We have not
They have not
He has not
She has not
It has not
I haven’t
You haven’t
We haven’t
They haven’t
He hasn’t
She hasn’t
It hasn’t
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Instructions for teachers for introducing the verb chart:
Pass out:
•
This sheet with the Quick Reference List.
•
The full Common Verb chart; hole punched for immediate placement in the students notebooks.
•
Give the students a verb in English, and then ask them to find the verb on the chart.
•
Then give them one of the sample sentences below the verb on the chart. Use one of the easier tenses
(such as simple present, simple past, or simple future).
•
Read the sentence for the students, and then have the students say the sentence with you.
•
Next, ask them to find the conjugation that was used in the sentence immediately above on the verb
chart.
•
Repeat this several times with the other sample sentences for the same verb for increasingly challenging
tenses until the students know how to use the chart.
•
Be creative – the goal is to help students know how to use the chart.
Quick Reference List
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
© 2014
To Answer
To Arrive
To Ask
To Be
To Be Able (Can)
To Begin
To Believe
To Bring
To Cash
To Call
To Come
To Cry
To Do
To Drink
To Eat
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
To Feel
To Find
To Finish
To Fly
To Get
To Give
To Go
To Have
To Hear
To Help
To Invite
To Know
To Laugh
To Learn
To Leave
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
Module 18
To Like
To Listen
To Look
To Love
To Make
To Meet
To Need
To Read
To Remember
To Repeat
To Say
To See
To Sing
To Speak
To Spell
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
To Stay
To Study
To Talk
To Take
To Teach
To Tell
To Think
To Try
To Understand
To Visit
To Walk
To Want
To Watch
To Work
To Write
265
1.
2.
3.
4.
5.
Infinitive
Present
Present Progressive
Past Progressive
TO ANSWER
I/You/We/They
He/She/It
contestar/responder
answer
answers
I answer.
am/are answering
is answering
She is answering.
was/were answering
was answering
They were answering.
The
TO ARRIVE
I/You/We/They
He/She/It
llegar/chegar
arrive
arrives
You arrive.
am/are arriving
is arriving
I am arriving.
was/were arriving
was arriving
I was arriving.
He w
TO ASK (FOR)
I/You/We/They
He/She/It
pedir/pedir
ask
asks
We ask often.
am/are asking
is asking
He is asking for me.
was/were asking
was asking
He was asking for me.
She
TO BE
I/You/We/They
He/She/It
ser, estar/ser, estar
am/are
is
He is happy.
am/are being
is being
We are being fast.
was/were being
was being
They were being slow.
I
am/are able
can
is able
can
I am able to study.
I can study.
--
--
--
--
--
--
He
am/are beginning
is “
It is beginning to rain.
was/were beginning
was beginning
It was beginning to rain.
Th
TO BE ABLE (CAN)
I/You/We/They
He/She/It
poder/poder, ser capaz de
6.
266
TO BEGIN
I/You/We/They
He/She/It
empezar, comenzar/
começar
begin
begins
We begin today.
Module 18
wou
w
w
© 2014
Conditional
would/could/should
Imperfect Past
Future
Preterite Past
Present Perfect
would answer
“
They would answer.
used to answer
“
We used to answer.
will answer
“
He will answer.
answered
“
You answered.
have answered
has answered
I have answered.
would arrive
“
He would arrive next.
used to arrive
“
They used to arrive
early.
will arrive
“
She will arrive
tomorrow.
arrived
“
We arrived.
have arrived
has arrived
It has arrived.
e.
would ask
“
She would ask for it.
used to ask
“
You used to ask
questions.
will ask
“
I will ask for help.
asked
“
We asked.
have asked
has asked
They have asked for
you.
w.
would be
“
I would be sad.
used to be
“
It used to be cold.
will be
“
You will be fluent.
was/were
was
We were bored.
She was late.
have been
has been
He has been there.
would be able
used to be able
will be able
“
“
He would be able to
come.
We used to be able
to do it.
would begin
“
They would begin.
used to be able
“
We used to begin
on Mondays.
g
g.
g
in.
© 2014
was/were able
have been able
could
“
was able
has been able
could
I will be able to go. You were not able to He has not been able
be there.
to visit.
He could study.
will begin
“
She will begin
tomorrow.
Module 18
began
was
He began yesterday.
have begun
has “
We have begun
school.
267
Infinitive
Present
Present Progressive
Past Progressive
believe
begins
I believe you.
----
----
bring
brings
I bring good news.
am/are bringing
is bringing
They are bringing their
car.
was/were bringing
was bringing
They were bringing their
car.
cash
cashes
They cash checks
here.
am/are cashing
is cashing
She is cashing the check
now.
was/were cashing
was cashing
She was cashing the check.
The
call
calls
He calls every day.
am/are calling
is calling
She is calling now.
was/were calling
was calling
She was calling.
He
11. TO COME
I/You/We/They
He/She/It
venir/vir
(venir) (vir)
come
came
I always come home.
am/are coming
is coming
We are coming today.
was/were coming
was coming
We were coming, but we
stopped.
12. TO CRY
I/You/We/They
He/She/It
llorar/chorar
(llorar) (chorar)
cry
crying
I cry sometimes.
am/are crying
is crying
They are crying.
was/were crying
was crying
He was crying.
do
does
I do my homework.
He does his job.
am/are doing
is doing
I am doing the work.
They are doing well.
was/were doing
was doing
I was doing the work.
They were doing well.
7.
8.
9;
TO BELIEVE
I/You/We/They
He/She/It
creer/crer, acreditar
TO BRING
I/You/We/They
He/She/It
traer/trazer
TO CASH
I/You/We/They
He/She/It
cobrar/descontar
10. TO CALL
I/You/We/They
He/She/It
llmar/chamar, telefonar
13. TO DO
I/You/We/They
He/She/It
hacer/fazer
268
Module 18
wou
w
He
© 2014
Yo
Sh
They
Yo
eir
eck.
we
k.
l.
Conditional
would/could/should
Imperfect Past
Future
Preterite Past
Present Perfect
would believe
“
He would believe it.
used to believe
“
They used to believe
it.
will believe
“
You will believe
me.
believed
“
He believed in Santa
Clause.
have believed
has believed
I have believed before.
would bring
“
You could bring
drinks.
used to bring
“
We used to bring it.
will bring
“
He will bring
dessert.
brought
“
She brought the
paper.
have brought
has brought
He has brought the
money.
would cash
“
They should cash it.
used to cash
“
He used to cash
checks every week.
will cash
“
We will cash it
tomorrow.
cashed
“
You cashed it today.
have cashed
has cashed
Have you cashed it
yet?
would call
“
He could call now.
used to call
“
They used to call
often.
will call
“
We will call soon.
called
“
You called me?
have called
has called
Have you called them
yet?
would come
“
She could come
sooner.
used to come
“
You used to come
often.
will come
“
He will come later.
came
“
It came early.
have come
has come
She has come already.
would cry
“
They would cry about
it.
used to cry
“
We used to cry.
will cry
“
I am crying right
now.
cried
“
You cried a lot.
have cried
has cried
We have cried earlier.
would do
“
You would do it.
used to do
“
We used to do that
work.
will do
“
They will do it.
© 2014
Module 18
did
have done
“
has “
He did it yesterday. I have done it already.
269
Infinitive
Present
Present Progressive
Past Progressive
drink
drinks
She drinks water.
am/are drinking
is drinking
They are drinking water.
was/were drinking
was drinking
We were drinking water.
I wo
15. TO EAT
I/You/We/They
He/She/It
comer/comer
eat
eats
I eat early.
am/are eating
is eating
I am eating now.
was/were eating
was eating
I was eating.
Sh
16. TO FEEL
I/You/We/They
He/She/It
sentir/sentir
feel
feels
I feel good.
am/are feeling
is feeling
I am feeling okay.
was/were feeling
was feeling
I was feeling okay.
It w
find
finds
I find it easy.
am/are finding
is finding
He is finding it difficult.
was/were finding
was finding
He was finding it difficult.
I
finish
finishes
I finish at noon.
am/are finishing
is finishing
She is finishing.
was/were finishing
was finishing
She was finishing the job.
It w
(volar) (voar)
fly
flies
You fly to Montreal.
am/are flying
is flying
They are flying tonight..
was/were flying
was flying
We were flying last night.
He
get
gets
I get lonely.
am/are getting
is getting
She is getting married.
was/were getting
was getting
I was getting tired.
You
14. TO DRINK
I/You/We/They
He/She/It
tomar, beber/beber
17. TO FIND
I/You/We/They
He/She/It
encontrar/encontrar
18. TO FINISH
I/You/We/They
He/She/It
acabar/acabar, terminar
19. TO FLY
I/You/We/They
He/She/It
volar/voar
20. TO GET
I/You/We/They
He/She/It
conseguir, obtener/conseguir, obter
wou
“To get” é usado em muitas
expressões e tem muitos significados diferentes em inglês)
270
Module 18
© 2014
Conditional
would/could/should
Imperfect Past
Future
Preterite Past
Present Perfect
would drink
“
I would drink juice.
used to drink
“
He used to drink a
lot.
will drink
“
She will drink it.
drank
“
We drank juice.
have drunk
has drunk
He has drunk all of it.
would eat
“
She should eat it.
used to eat
“
He used to eat
alone.
will eat
“
We will eat now.
ate
“
You ate my food!
have eaten
has eaten
She has already eaten.
would feel
“
It would feel good.
used to feel
“
He used to feel bad.
will feel
“
She will feel it.
felt
“
They felt sad.
have felt
has felt
He has felt good.
ult.
would find
“
I would find it.
used to find
“
They used to find
these.
will find
“
They will find it
soon.
found
“
We found the key.
have found
has found
Have you found it?
ob.
would finish
“
It would finish last.
used to finish
“
We used to finish
late.
will finish
“
He will finish
soon.
finished
“
We just finished.
have finished
has finished
She has finished
already.
ht.
would fly
“
He would fly there.
used to fly
“
They used to fly.
will fly
“
She will fly soon.
flew
“
We flew yesterday.
have flown
has “
He has flown before.
would get
“
You could get tired.
used to get
“
We used to get
hungry.
will get
“
They will get up
early.
got
“
He got a job.
have got
has got
I have got a cold.
er.
© 2014
Module 18
271
Infinitive
Present
Present Progressive
Past Progressive
21. TO GIVE
I/You/We/They
He/She/It
dar/dar
give
gives
I give up.
am/are giving
is giving
We are giving gifts.
was/were giving
was giving
They were giving food.
The
22. TO GO
I/You/We/They
He/She/It
ir/ir
go
goes
I go to school.
am/are going
is going
I am going now.
was/were going
was going
We were going home.
The
23. TO HAVE
I/You/We/They
He/She/It
tener, haber/ter
have
has
I have a dream.
am/are having
is having
We are having company.
was/were having
was having
They were having fun.
They
24. TO HEAR
I/You/We/They
He/She/It
oír/ouvir
hear
hears
I hear you.
am/are hearing
is hearing
She is hearing things.
was/were hearing
was hearing
He was hearing something.
We
25. TO HELP
I/You/We/They
He/She/It
ayudar/ajudar
help
helps
I always help.
am/are helping
is helping
They are helping us.
was/were helping
was helping
They were helping us.
H
26. TO INVITE
I/You/We/They
He/She/It
invitar/convidar
invite
invites
He invites everyone.
am/are invited
is inviting
She is inviting us.
was/were inviting
was inviting
He was inviting us.
know
knows
She knows you.
----
----
27. TO KNOW
I/You/We/They
He/She/It
saber, conocer/saber,
conhecer
272
Module 18
wou
Iw
He
© 2014
Conditional
would/could/should
Imperfect Past
Future
Preterite Past
Present Perfect
d.
would give
“
The would give more.
used to give
“
We used to give a
lot.
will give
“
I will give a dollar.
gave
“
You gave money.
have given
has given
They have given
already.
e.
would go
“
They should go later.
used to go
“
You used to go visit
them.
will go
“
We will go now.
went
“
She went home.
have gone
has gone
She has gone home
already.
used to have
“
We used to have a
car.
will have
“
He will have it.
am having
“
She has had a cold.
have had
has had
n.
would have
“
They could have one.
would hear
“
We could not hear
you.
used to hear
“
He used to hear
better.
will hear
“
They will hear the
music.
heard
“
You heard me.
have heard
has heard
We have heard this.
would help
“
He should help.
used to help
“
I used to help.
will help
“
She will help us.
helped
“
We helped them.
have helped
has “
He has helped us
before.
would invite
“
I would invite you.
used to invite
“
You used to invite
me.
will invite
“
They will invite
everyone.
invited
“
I invited them to
stay.
have invited
has invited
She has invited us.
would know
“
He would know me.
used to know
“
I used to know the
number.
will know
“
You will know
soon.
knew
“
They knew it.
have known
has known
She has known for a
long time.
ing.
s.
© 2014
Module 18
273
Infinitive
Present
Present Progressive
Past Progressive
28. TO LAUGH
I/You/We/They
He/She/It
reír/rir
laugh
laughs
You laugh a lot.
am/are laughing
is laughing
He is laughing now.
was/were laughing
was laughing
We were laughing.
She s
learn
learns
We learn English.
am/are learning
is laughing
We are learning together.
was/were laughing
was laughing
He was learning to read.
He
30. TO LEAVE
I/You/We/They
He/She/It
salir/sair
leave
leaves
You leave early.
am/are leaving
is leaving
I am leaving now.
was/were leaving
was leaving
We were leaving.
W
31. TO LIKE
I/You/We/They
He/She/It
gustar/gostar de
like
likes
She likes you.
----
----
H
32. TO LISTEN
I/You/We/They
He/She/It
escuchar/escutar
listen
listens
I always listen.
am/are listening
is listening
She is listening now.
was/were listening
was listening
He wasn’t listening.
W
look
looks
You look fine.
am/are looking
is looking
They are looking around.
was/were looking
was looking
I was looking for it.
love
loves
I love you.
----
----
29. TO LEARN
I/You/We/They
He/She/It
aprender/aprender, ficar
sabendo
33. TO LOOK
I/You/We/They
He/She/It
mirar, parecer/parecer,
olhar
34. TO LOVE
I/You/We/They
He/She/It
amar/amar
274
Module 18
wou
Iw
W
© 2014
ad.
Conditional
would/could/should
Imperfect Past
Future
Preterite Past
Present Perfect
would laugh
“
She should not laugh.
used to laugh
“
They used to laugh
more.
will laugh
“
We will laugh with
you.
laughed
“
I laughed at him.
have laughed
has laughed
We have laughed a
lot.
would learn
“
He could learn Chinese.
used to learn
“
She used to learn
Korean.
will learn
“
I will learn how to
do it.
learned
“
They learned a
lesson.
have learned
has learned
We have learned a lot
today.
would leave
“
We should leave
sooner.
used to leave
“
They used to leave
at 8am.
will leave
“
I will leave tomorrow.
left
“
I left my bag.
have left
has left
She has left.
would like
“
He would like it.
used to like
“
We used to like
that.
will like
“
She will like it.
liked
“
I liked the movie.
have liked
has liked
They have liked their
studies.
would listen
“
We could listen.
used to listen
“
They used to listen.
will listen
“
I will listen.
listened
“
We listened carefully.
have listened
has listened
I have listened all day.
would look
“
I would look there.
used to look
“
We used to look
younger.
will look
“
She will look older.
looked
“
It looked good.
have looked
has looked
I have looked for it.
would love
“
We could love it.
used to love
“
He used to love it.
will love
“
She will always
love chocolate.
loved
“
They loved each
other.
have loved
has loved
I have loved it.
© 2014
Module 18
275
Infinitive
Present
Present Progressive
Past Progressive
35. TO MAKE
I/You/We/They
He/She/It
hacer/fazer
make
makes
I make money.
am/are making
is making
He is making a cake.
was/were making
was making
We were making a lot.
36. TO MEET
I/You/We/They
He/She/It
conocer/conhecer
37. TO NEED
I/You/We/They
He/She/It
necesitar/precisar
meet
am/are meeting
meets
is meeting
I meet her every day. He is meeting with them.
wou
was/were meeting
was meeting
They were meeting him
yesterday.
The
Iw
need
needs
She needs to rest
----
----
38. TO READ
I/You/We/They
He/She/It
leer/ler
read
reads
He reads the book.
am/are reading
is reading
You are reading now.
was/were reading
was reading
He was reading a book.
39. TO REMEMBER
I/You/We/They
He/She/It
recordar/lembrar
remember
remembers
I remember math.
----
----
40. TO REPEAT
I/You/We/They
He/She/It
repetir/repetir
repeat
repeats
I repeat the words.
am/are repeating
is repeating
They are repeating it.
was/were repeating
was repeating
He was repeating me.
They
41. TO SAY
I/You/We/They
He/She/It
decir/dizer
say
says
We say the words.
am/are saying
is saying
She is saying so.
was/were saying
was saying
I was saying that.
Th
276
Module 18
I wou
wo
© 2014
Conditional
would/could/should
t.
would make
“
They would make it.
m
would meet
“
I would meet early.
k.
e.
Imperfect Past
would remember
‘‘
He could not
remember.
Preterite Past
Present Perfect
made
“
You made it work.
have made
has made
I have made it.
will meet
“
They will meet
sometime.
met
“
We met yesterday.
have met
has met
Have you met them?
will need
‘‘
He will need
money.
needed
‘‘
They needed time.
have needed
has needed
He has needed work.
will read
“
She will read it.
read
“
We read a story.
have read
has read
He has read the book.
remembered
‘‘
She remembered
her childhood.
have remembered
has remembered
He has remembered
the story.
used to make
will make
“
“
He used to make it. We will make a lot
of money.
used to meet
“
We used to meet
often.
would need
used to need
‘‘
‘‘
I would need to study. I used to need help.
would read
“
I could read.
Future
used to read
“
They used to read
a lot.
used to remember
will remember
‘‘
‘‘
I used to remember. He will remember
us.
would repeat
“
They would repeat it.
used to repeat
“
You used to repeat
him.
will repeat
“
He will repeat the
course.
repeated
“
She repeated the
mistake.
have repeated
has repeated
We have repeated it.
would say
“
They would say it.
used to say
“
You used to say a
lot.
will say
“
He will say this.
said
“
I said yes.
have said
has said
I have said that many
times.
© 2014
Module 18
277
Infinitive
Present
Present Progressive
Past Progressive
42. TO SEE
I/You/We/They
He/She/It
ver/ver
see
sees
It sees everything.
am/are seeing
is seeing
They are seeing it.
was/were seeing
was seeing
He was seeing them.
Sh
43. TO SING
I/You/We/They
He/She/It
cantar/cantar
sing
sings
I sing a song.
am/are singing
is singing
They are singing now.
was/were singing
was singing
He was singing.
Yo
44. TO SPEAK
I/You/We/They
He/She/It
hablar/falar
speak
speaks
We speak English.
am/are speaking
is speaking
He is speaking Spanish.
was/were speaking
was speaking
They were speaking a lot.
W
45. TO SPELL
I/You/We/They
He/She/It
deletrear/soletrar
spell
spells
I spell many words.
am/are spelling
is spelling
They are spelling it correctly.
was/were spelling
was spelling
We were not spelling it.
He c
46. TO STAY
I/You/We/They
He/She/It
quedarse/ficar
stay
stays
They stay late.
am/are staying
is staying
We are staying here.
was/were staying
was staying
They were staying there.
We
47. TO STUDY
I/You/We/They
He/She/It
estudiar/estudar
study
studies
I study a lot.
am/are studying
is studying
They are studying here.
was/were studying
was studying
We were studying.
Yo
take
takes
I take the bus.
am/are taking
is taking
We are taking it easy.
was/were taking
was taking
He was taking a long time.
We
48. TO TAKE
I/You/We/They
He/She/It
tomar/tomar, levar
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.
ot.
it.
re.
me.
Conditional
would/could/should
Imperfect Past
Future
Preterite Past
Present Perfect
would see
“
She could see it.
used to see
“
She used to see
them.
will see
“
I will see it.
saw
“
You saw the movie.
have seen
has seen
I have seen it before
would sing
“
You could sing it.
used to sing
“
She used to sing in
the choir.
will sing
“
We will sing it.
Sang
“
He sang a tune.
have sung
has sung
I have sung it.
would speak
“
We should speak
more.
used to speak
will speak
“
“
They used to speak He will speak now.
German.
spoke
“
She spoke quickly.
have spoken
has spoken
We have spoken
already.
will spell
“
I will spell it for
you.
spelled
“
We spelled it right.
have spelled
has spelled
I have spelled it for
you.
would spell
used to spell
“
“
He could spell it right. You used to spell it
incorrectly.
would stay
“
We could stay there.
used to stay
“
They used to stay
here.
will stay
“
She will stay.
stayed
“
We stayed away.
have stayed
has stayed
They have stayed
longer.
would study
“
You could study.
used to study
“
She used to study.
will study
“
He will study.
studied
“
We studied a lot.
have studied
has studied
I have studied a lot.
would take
“
We would take the
bus.
used to take
“
We used to take it.
will take
“
He will take some.
took
“
You took the train.
have taken
has taken
It has taken a long
time.
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Infinitive
Present
Present Progressive
Past Progressive
49. TO TALK
I/You/We/They
He/She/It
hablar/falar
talk
talks
I talk every day.
am/are talking
is talking
She is talking now.
was/were talking
was talking
He was talking.
50. TO TEACH
I/You/We/They
He/She/It
enseñar/ensinar
teach
teaches
I teach every day.
am/are teaching
is teaching
She is teaching now.
was/were teaching
was teaching
They were teaching us.
Th
tell
tells
I tell you this.
am/are telling
is telling
We are telling the truth.
was/were telling
was telling
He was telling the truth.
Sh
think
thinks
We think so.
am/are thinking
is thinking
He is thinking about it.
was/were thinking
was thinking
We were thinking about it.
She
try
tries
You try hard.
am/are trying
is trying
He is trying hard.
was/were trying
was trying
We were trying to go.
54. TO UNDERSTAND
I/You/We/They
He/She/It
entender, comprender/
entender, compreender
understand
understands
We understand
English.
----
----
55. TO VISIT
I/You/We/They
He/She/It
visitar/visitar
visit
visits
We visit often.
am/are visiting
is visiting
I am visiting my parents.
was/were visiting
was visiting
He was visiting you.
51. TO TELL
I/You/We/They
He/She/It
decir/dizer,contar
(No sentido de contar
uma estória)
52. TO THINK
I/You/We/They
He/She/It
pensar/pensar
53. TO TRY
I/You/We/They
He/She/It
intentar, tratar/tentar,
experimentar
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We
I
wo
She
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Iw
s.
th.
t it.
o.
Conditional
would/could/should
Imperfect Past
Future
Preterite Past
Present Perfect
would talk
“
We could talk more.
used to talk
“
They used to talk.
will talk
“
She will talk later.
talked
“
You talked a lot.
have talked
has talked
I have talked.
would teach
“
They would teach
kids.
used to teach
“
I used to teach
there.
will teach
“
I will teach today.
woud tell
“
She should tell us.
used to tell
“
He used to tell us.
will tell
“
I will tell you now.
told
“
He told you that.
have told
has told
She has told us.
would think
“
She would think so.
used to think
“
We used to think
that.
will think
“
I will think more.
thought
“
You thought about
it.
have thought
has thought
They have thought a
lot.
would try
“
I would try it.
used to try
“
She used to try
hiking.
will try
“
They will try it
again.
tried
“
We tried to stop.
have tried
has tried
I have tried it already.
would understand
“
She could not understand.
used to understand
“
I used to understand math.
will understand
“
They will understand soon.
understood
“
I understood.
have understood
has understood
They have
understood.
would visit
“
I would visit often.
used to visit
“
They used to visit
often.
will visit
“
They will visit
today.
visited
“
I visited her yesterday.
have visited
has visited
You have visited Italy.
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taught
have taught
“
has taught
We taught yesterday. I have taught before.
281
Infinitive
Present
Present Progressive
Past Progressive
56. TO WALK
I/You/We/They
He/She/It
andar, caminar/
andar, caminar
walk
walks
I walk alone.
am/are walking
is walking
I am walking now.
was/were walking
was walking
We were walking there.
W
want
wants
I want to study.
----
----
Iw
watch
watch
I watch tv.
am/are watching
is watching
She is watching tv.
was/were watching
was watching
He was watching it.
Is
work
works
You work hard.
am/are working
is working
I am working.
was/were working
was working
We were working.
She
(escribir) (escrever)
write
writes
He writes letters.
am/are writing
is writing
I am writing a book.
was/were writing
was writing
She was writing it down.
57. TO WANT
I/You/We/They
He/She/It
querer/querer
58. TO WATCH
I/You/We/They
He/She/It
ver, mirar/olhar, mirar
59. TO WORK
I/You/We/They
He/She/It
trabajar/trabalhar
60. TO WRITE
I/You/We/They
He/She/It
escribir/escrever
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The
re.
wn.
Conditional
would/could/should
Imperfect Past
Future
Preterite Past
Present Perfect
would walk
“
We should walk
carefully.
used to walk
“
He used to walk
home.
will walk
“
I will walk with
you.
walked
“
We walked here.
have walked
has walked
I have walked a lot.
would want
“
I would want to.
used to want
“
They used to want
that.
will want
“
We will want to go.
wanted
“
He wanted a car.
have wanted
has wanted
You have wanted to
go.
would watch
“
I should watch it.
used to watch
“
They used to watch
them.
will watch
“
We will watch a
movie.
watched
“
You watched tv.
have watched
has watched
I have watched this.
would work
“
She could work here.
used to work
“
We used to work
there.
will work
“
I will work on it
soon.
worked
“
They worked on it
yesterday.
have worked
has worked
He has worked on the
project.
would write
“
They would write a
lot.
used to write
“
He used to write to
her.
will write
“
They will write
soon.
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wrote
have written
“
has written
You wrote a letter to I have written a book.
me.
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