REPUBLIQUE ALGERIENNE DEMOCRATIQUE ET POPULAIRE

MINISTERE DE LA JEUNESSE ET MINISTERE DE L'ENSEIGNEMENT

DES SPORTS SUPERIEUR ET DE LA RECHERCHE

SCIENTIFIQUE

Ecole Supérieure

En Sciences et Technologie du Sport

Rachid Harraïgue- Dely BRAHIM

English lessons for 2nd year students

(training/ management)

Lecturer’s name: Dr. REZIG. H

For further information and assistance, please feel free to contact me at:

• hanane.hanane.rezig@gmail.com

Or

• https://www.facebook.com/profile.php?id=100004438055927

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Present Simple and Present Continuous

(This lesson is just a reminder of what we have already seen in class)

What's the difference between the Present Simple / Present Continuous and how to

use them.

We use the present simple tense when we want to talk about fixed habits or

routines – things that don’t change.

We use the present continuous to talk about actions which are happening at the

present moment, but will soon finish.

Compare these two statements:

• (present simple) I play tennis.

• (present continuous/ progressive) I am playing tennis.

(present simple) ‘I play tennis’ tells us that playing tennis is something the speaker

always does. It is part of a routine or habit. We can call this a permanent situation.

(present continuous/ progressive) ‘I am playing tennis’ tells us that the speaker is

playing tennis right now. Soon the game will be over. We call this a temporary

situation.

With the present simple we say:

I play tennis// You play tennis

He/she/ it plays tennis.

We play tennis// They play tennis

With the present continuous we say:

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I am playing tennis// You are playing tennis

He/she/it is playing tennis

We are playing tennis

Frequency Adverbs we use with the Present Simple

With the present simple we use these frequency adverbs:

(Notice that the adverb comes before the main verb in the sentence.)

Always: ‘I always read before I go to bed.’

Often: ‘Her sister often comes shopping with us.’

Frequently:‘Michael frequently visits his family.’

Sometimes:‘You sometimes go to the gym, don’t you?’

Occasionally:‘It occasionally rains in summer.’

Seldom:‘They seldom ask for help.’

Rarely: ‘He rarely goes out without his backpack.’

Hardly ever:‘I hardly ever eat pizza.’

Never: ‘Japanese people never wear shoes inside.’

Time Expressions we use with the Present Continuous

With the present continuous we use these time expressions:

(Notice that the time expression can come at the start or at the end of the sentence.)

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At the moment: ‘I’m watching TV, at the moment.’

These days: ‘Paul’s living in Cardiff, these days.’

Now: ‘What are you doing, now?’

Nowadays: ‘I think you are smoking too much, nowadays.’

Present Simple Present Continuous

Things which are always true:

• Water boils at 100 degrees.

Things which are happening at the

moment of speaking:

• The water is boiling now, so you

can put in the pasta.

Permanent situations (or nearly

permanent; true for a few years at least):

• Julie lives in London.

Temporary situations:

• Julie is living in Paris for a few

months (usually she lives in

London).

Situations which are slowly changing:

• I'm getting better and better at

speaking English.

Habits or things we do regularly:

• I drink coffee every morning.

Temporary or new habits:

• I'm drinking too much coffee

these days because I'm so busy at

work.

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Annoying habits (usually with

'always'):

• My flatmate is always leaving

the kitchen in a mess!

Future events which are part of a

timetable:

• My plane leaves at eight tonight.

To talk about the future after certain

words ('when' 'until' 'after' 'before' 'as

soon as'):

• I'll call you when I get home.

Definite future plans:

• I'm meeting John after class

today.

To talk about what happens in books,

plays and films:

• At the end of the book, the detective

catches the killer.

To talk about people in pictures and

photos:

• In this photo, my mother is

walking beside a lake.

Assignment: Complete these sentences below using either the present simple

or present continuous.

• (Play) I ……… golf every weekend.

• (Play) The children….... outside at the moment.

• (Work) Coach ………… today.

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• (Work) You can’t borrow my lawnmower because it doesn’t…………..

• (Make) Smells good! What are you ………….. ?

• (Make) My husband never ……. me breakfast.

• (Live) He ……….. in Hong Kong.

• (Live) Do you still ………… with your parents?

References: https://www.ecenglish.com/learnenglish/present-simple-and-present-

continuous

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Regular and irregular verbs

An English verb can be regular or irregular. Regular verbs form their past and past

participle forms by adding –ed.

Examples are given below.

Walk – walked – walked

Dance – danced – danced

Paint – painted – painted

Work – worked – worked

Irregular verbs form their past and past participle forms in different ways.

There are mainly three types of irregular verbs.

Verbs in which all the three forms are the same (e.g. put – put – put)

Verbs in which two of the three forms are the same (e.g. sit – sat – sat)

Verbs in which all three forms are different (e.g. drink – drank – drunk)

Some verbs can be both regular and irregular. Examples are:

Burn – burnt – burnt (irregular)

Burn – burned – burned (regular)

Dream – dreamt – dreamt (irregular)

Dream – dreamed – dreamed (regular)

Lean – lent – lent (irregular)

Lean – leaned – leaned (regular)

Assignment: Complete the following sentences using the past or past participle

form of the verb given in the brackets.

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1. It has been ages since I last ……………… him. (see)

2. The old man has ……………….. better days (see)

3. The cat ………………. all the milk. (drink)

4. The child has ………………… all the milk. (drink)

References: https://www.englishgrammar.org/regular-irregular-verbs/

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Pronunciation of final ED

The past simple tense and past participle of all regular verbs end in -ed. For

example:

work, worked, worked

In addition, many adjectives are made from the past participle and so end in -ed.

For example:

I like painted furniture.

The question is, how do we pronounce the -ed? The answer is, in 3 ways:

• /ɪd/

• /t/

• /d/

If the base verb ends in one of

these sounds

example base

verb*

example with -

ed

pronounce the -ed

as

/t/ want wanted /ɪd/

/d/ end ended

unvoiced

/p/ hope hoped

/t/

/f/ laugh laughed

/s/ fax faxed

/ʃ/ wash washed

/ʧ/ watch watched

/k/ like liked

voiced all other sounds, eg play played /d/

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If the base verb ends in one of

these sounds

example base

verb*

example with -

ed

pronounce the -ed

as

allow allowed

beg begged

*Note that it is the sound that is important, not the letter or spelling. For example,

fax ends in the letter x but the sound /s/; like ends in the letter e but the sound /k/.

Exceptions

The following -ed words used as adjectives are pronounced with /ɪd/:

• aged

• dogged

• ragged

• blessed

• learned

• wicked

• crooked

• naked

• wretched

So we say:

• an aged man /ɪd/

• a blessed nuisance /ɪd/

• a dogged persistence /ɪd/

• a learned professor - the professor, who was truly learned /ɪd/

• a wretched beggar - the beggar was wretched /ɪd/

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But when used as real verbs (past simple and past participle), the normal rules

apply and we say:

• he aged quickly /d/

• he blessed me /t/

• they dogged him /d/

• he has learned well /d/ or /t/

References: https://www.englishclub.com/pronunciation/-ed.htm

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Past Simple

The simple past expresses an action in the past taking place once, never, several

times. It can also be used for actions taking place one after another or in the middle

of another action.

Use of Past Simple

• action in the past taking place once, never or several times

Example: He visited his parents every weekend.

• actions in the past taking place one after the other

Example: He came in, took off his coat and sat down.

• action in the past taking place in the middle of another action

Example: When I was having breakfast, the phone suddenly rang.

• if sentences type II (If I talked, …)

Example: If I had a lot of money, I would share it with you.

Signal Words of Simple Past

• yesterday, 2 minutes ago, in 1990, the other day, last Friday…etc;

How to Formulate the Simple Past

For regular verbs, add -ed to the root form of the verb (or just -d if the root form

already ends in an e):

Play→Played, Type→Typed, Listen→Listened, Push→Pushed, Love→Loved

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For irregular verbs, things get more complicated. The simple past tense of some

irregular verbs looks exactly like the root form:

Put→Put Cut→Cut Set→Set Cost→Cost Hit→Hit

For other irregular verbs, including the verb to be, the simple past forms are more

erratic:

See→Saw Build→Built Go→Went Do→Did Rise→Rose Am/Is/Are→Was/Were

References: https://www.ego4u.com/en/cram-up/grammar/simple-past

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Past Continuous and Past Simple

Past Continuous and Past Simple

1. The most common use of the past continuous tense is to talk about something

that was happening around a particular time in the past.

• What were you doing at 8 o’clock last night? I was watching television.

I started watching television before 8 o’clock and I continued watching it after 8

o’clock.

• In 1994 he was working in a small town in Poland.

• At 6 o’clock on Saturday morning we were travelling to the airport.

2. We often use the past continuous and the past simple tense together. When this

happens, the past continuous describes a longer, ‘background’ action or situation

and the past simple describes the action or events.

• When I woke up this morning it was raining and my father was singing in

the kitchen.

• I was walking home, whistling happily, when I saw two masked men run out

of the bank.

Often, the ‘action’ described by the past simple tense interrupts the ‘situation’

described by the past continuous tense.

• I broke my leg when I was skiing.

• I was playing a computer game when the doorbell rang.

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Notice that the past continuous describes ‘situations’ that go on for some time –

‘skiing’ and ‘playing’ but the past simple describes ‘actions’ that happen quickly –

‘broke’ and ‘rang’.

Notice too the important difference between these two sentences.

• When they arrived, Jeff was cooking dinner. Jeff started cooking before they

arrived.

• When they arrived, Jeff cooked dinner. Jeff started cooking dinner after they

arrived.

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tense Affirmative/

Negative/ Question Use Signal Words

Simple

Present

A: He speaks.

N: He does not speak.

Q: Does he speak?

• action in the present taking place

regularly, never or several times

• facts

• actions taking place one after

another

• action set by a timetable or schedule

always,

every …, never,

normally, often,

seldom,

sometimes,

usually

if sentences type

I (If I talk, …)

Present

Continuous

A: He is speaking.

N: He is not speaking.

Q: Is he speaking?

• action taking place in the moment

of speaking

• action taking place only for a

limited period of time

• action arranged for the future

at the moment,

just, just now,

Listen!, Look!,

now, right now

Simple Past

A: He spoke.

N: He did not speak.

Q: Did he speak?

• action in the past taking place once,

never or several times

• actions taking place one after

another

• action taking place in the middle of

another action

yesterday, 2

minutes ago, in

1990, the other

day, last Friday

if sentence type

II (If I

talked, …)

Past

Continuous

A: He was speaking.

N: He was not

speaking.

Q: Was he speaking?

• action going on at a certain time in

the past

• actions taking place at the same

time

• action in the past that is interrupted

by another action

while, as long as

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Assignment: Put the verbs into the correct tense (Simple Past or Past

continuous).

I (jog) in the park, when two squirrels (cross) my way.

Robert (fall) off the ladder when he (pick) cherries.

Archimedes (discover) the theory of buoyancy while he (take) a bath.

When we (travel) around Ireland, we (meet) some very nice people.

While she (speak) on the phone, the milk (boil) over.

When I (leave) the house this morning, the sun (shine) .

Caroline (burn) her hand when she (iron) her clothes.

While Tom (read) , Amely (watch) a documentary on TV.

Marvin (come) home, (switch) on the computer and (check) his emails.

The thief (sneak) into the house, (steal) the jewels and (leave) without a trace.

Nobody (listen) while the teacher (explain) the tenses.

While we (do) a sight-seeing tour, our friends (lie) on the beach.

He (wake) up and (look) at his watch.

References: https://www.ego4u.com/en/cram-up/grammar/simpas-

paspro/exercises?ex04

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How to write a summary

you may have to summarize a text or an article in English (or a number of

texts and articles) to prove your understanding of these texts.

But what does mean to summarize?

To summarize is to condense a text to its main points and to do so in your

own words. To include every detail is neither necessary nor desirable. Instead, you

should extract only those elements that you think are most important—the main idea

(or thesis) and its essential supporting points, which in the original passage may have

been interwoven with less important material.

Steps to write a summary

1. A summary begins with an introductory sentence that states the article's

title and author.

2. A summary must contain the main thesis or standpoint of the text,

restated in your own words. (To do this, first find the thesis statement in

the original text.)

3. A summary is written in your own words. It contains few or no quotes.

4. A summary is always shorter than the original text, often about 1/3 as

long as the original. An article or paper may be summarized in a few

sentences or a couple of paragraphs. A book may be summarized in an

article or a short paper. A very large book may be summarized in a smaller

book.

5. A summary should contain all the major points of the original text, and

should ignore most of the fine details, examples, illustrations or

explanations.

6. The backbone of any summary is formed by crucial details (key names,

dates, events, words and numbers). A summary must never rely on vague

generalities.

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7. If you quote anything from the original text, even an unusual word or a

catchy phrase, you need to put whatever you quote in quotation marks

("").

8. A summary must contain only the ideas of the original text. Do not

insert any of your own opinions, interpretations, deductions or comments

into a summary.

So, an effective summary:

• Begins with an introductory sentence that states the article's title and author

and restates its thesis or focus.

• Includes all of the article's or text main points and major supporting details

• Deletes minor and irrelevant details.

• Combines similar ideas

• Paraphrases accurately and preserves the article's or text meaning.

• Uses student's own wording and sentence style.

• Uses quotation marks when using phrasing directly from the article or

source.

• Includes only the article's ideas.

• Reflects article's emphasis and purpose.

• Recognizes article's organization.

• Stays within appropriate length; is shorter than the original.

• Achieves transition through use of author's name and present-tense verb.

References:

http://utminers.utep.edu/omwilliamson/engl0310/summaryhints.htm

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Text 1

You might have seen International Women's Day mentioned in the media or heard

friends talking about it. But what is it for? When is it?? And is there an equivalent

International Men's Day?

For more than a century people around the world have been marking 8 March as a

special day for women. Read on to find out why.

1. When did it all start?

International Women's Day grew out of the labour movement to become a UN-

recognised annual event.

The seeds of it were planted in 1908, when 15,000 women marched through New

York City demanding shorter working hours, better pay and the right to vote. It was

the Socialist Party of America who declared the first National Woman's Day, a year

later.

The idea to make the day international came from a woman called Clara Zetkin. She

suggested the idea in 1910 at an International Conference of Working Women in

Copenhagen. There were 100 women there, from 17 countries, and they agreed on

her suggestion unanimously.

It was first celebrated in 1911, in Austria, Denmark, Germany and Switzerland. The

centenary was celebrated in 2011, so this year we're technically celebrating the 109th

International Women's Day.

Things were made official in 1975 when the United Nations (UN) started celebrating

the day. The first theme adopted by the UN (in 1996) was "Celebrating the past,

Planning for the Future". This year's focuses on "An equal world is an enabled

world" and asks for people to work together to create a gender equal world.

International Women's Day has become a date to celebrate how far women have

come in society, in politics and in economics, while the political roots of the day

mean strikes and protests are organised to raise awareness of continued inequality.

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2. When is it?

8 March. Clara's idea for an International Women's Day had no fixed date. It wasn't

formalised until a war-time strike in 1917 when Russian women demanded "bread

and peace" - and four days into the women's strike the Tsar was forced to abdicate

and the provisional government granted women the right to vote. The date when the

women's strike commenced on the Julian calendar, which was then in use in Russia,

was Sunday 23 February. This day in the Gregorian calendar was 8 March - and

that's when it's celebrated today.

3. Is there an International Men's Day?

There is indeed, on 19 November. But it has only been marked since the 1990s and

isn't recognised by the UN. People celebrate it in more than 60 countries, including

the UK. The objectives of the day are "to focus attention on men's and boys' health,

improve gender relations, promote gender equality and highlight positive male role

models". The theme for 2019 was "Making a difference for men and boys".

Assignment: read carefully the text below then do the following

• Search the definition of the words that you have not understood.

• Skim the text and give its general idea.

• Give the main idea of each paragraph of the text.

• Attribute a title to the text.

• Summarize the text.

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Text 2: Improving your Reading Ability

To improve your reading habits, you must understand the characteristics of a good

reader. First, he can concentrate. Because he is rapidly seeking out and categorizing

main ideas and supporting details as he reads, he is able to complete an

assignment without losing his way, without losing interest, without being distracted

by random sights or sounds or thoughts.

Second, the good reader reads rapidly. True, he does not read every piece of

material at the same rate, but whether he is reading a newspaper, a novel, the

instructions accompanying a do-it-yourself kit, or a chapter in a physics text, his rate

is relatively fast. He has learned to read for ideas rather than words one at a time.

Next, because the good reader is reading for ideas and moving through the material

quickly; he is able to recognize and understand the elements that form any piece of

prose the author’s general these, and the details that support the ideas. Thus he is

able to comprehend the material with a minimum of effort and a maximum of

interest.

Finally, the good reader has at his command several special skills which he can

apply to reading problems as they occur.

For the college student, the most helpful of these skills include taking advantage

of the various aids to understand that most textbooks provide and skim reading for a

general survey.

(Day,J.E.1961. In Study Skills for Students of English as a Second Language, 1970, p.136).

Reading Assignments: Read the text carefully then do the following:

a)Skim the text and give its general idea.

b)Scan the text and list three qualities of good readers.

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c)Suggest other characteristics for good reading that are not mentioned by the author.

d)Do you agree that good readers are successful learners? Justify.

e)Supply another title to the text.

f)Summarize the text.

References:https://faclettre.univtlemcen.dz/assets/uploads/DOCUMENTS/cours%20

en%20ligne/4-Comprehenion%20of%20Written%20Expression.pdf

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