Sentence Type Basics for English LearnersBy Kenneth Beare, About.com Guide

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sentence structure

english tenses

english grammar

There are four sentence types in English. The first sentence type is the most common:

Declarative

A declarative sentence "declares" or states a fact, arrangement or opinion. Declarative sentences

can be either positive or negative. A declarative sentences ends with a period (.).

Examples

I'll meet you at the train station.

The sun rises in the East.

He doesn't get up early.

Imperative

The imperative commands (or sometimes requests). The imperative takes no subject as 'you' is the

implied subject. The imperative form ends with either a period (.) or an exclamation point (!).

Examples

Open the door.

Finish your homework

Pick up that mess.

Interrogative

The interrogative asks a question. In the interrogative form the auxiliary verb precedes the subject

which is then followed by the main verb (i.e., Are you coming ....?). The interrogative form ends

with a question mark (?).

Examples

How long have you lived in France?

When does the bus leave?

Do you enjoy listening to classical music?

Exclamatory

The exclamatory form emphasizes a statement (either declarative or imperative) with an

exclamation point (!).

Examples

Hurry up!

That sounds fantastic!

I can't believe you said that!

Sentence Types

All of these sentence types further fall into four basic sentence type categories in English.

Simple

Compound

Complex

Compound - Complex

Simple Sentences

Simple sentences contain no conjunction (i.e., and, but, or, etc.).

Examples

Frank ate his dinner quickly.

Peter and Sue visited the museum last Saturday.

Are you coming to the party?

Compound Sentences

Compound sentences contain two statements that are connected by a conjunction (i.e., and, but,

or, etc.).

Examples

I wanted to come, but it was late.

The company had an excellent year, so they gave everyone a bonus.

I went shopping, and my wife went to her classes.

Complex Sentences

Complex sentences contain a dependent clause and at least one independent clause. The two

clauses are connected by a subordinator (i.e, which, who, although, despite, if, since, etc.).

Examples

My daughter, who was late for class, arrived shortly after the bell rang.

That's the man who bought our house

Although it was difficult, the class passed the test with excellent marks.

Compound - Complex Sentences

Compound - complex sentences contain at least one dependent clause and more than one

independent clause. The clauses are connected by both conjunctions (i.e., but, so, and, etc.) and

subordinators (i.e., who, because, although, etc.)

Examples

John, who briefly visited last month, won the prize, and he took a short vacation.

Jack forgot his friend's birthday, so he sent him a card when he finally remembered. 

The report which Tom complied was presented to the board, but it was rejected because it was too

complex.

Paragraph WritingBy Kenneth Beare, About.com Guide

In general, the purpose of a paragraph is to express one point, idea or opinion.For

example: Students require more recreational time in order to better focus on lessons in class.

This main idea is expressed through three sections of a paragraph:

1. Beginning - Introduce your idea.

2. Middle - Explain your idea.

3. End - Make your point again, transition to next paragraph.

Here is a paragraph taken from an essay on various strategies required for an overall improvement

of student performance:

Students require more recreational time in order to better focus on lessons in class. In fact, studies

have shown that students who enjoy a recess of more than 45 minutes consistently score better on

tests immediately following the recess period. Clinical analysis further suggests that physical

exercise greatly improves the ability to focus on academic materials. Longer periods of recess are

clearly required to allow students the best possible chances of success in their studies. Clearly,

physical exercise is just one of the necessary ingredients for improving student scores on

standardized tests.

There are four sentence types used to construct a paragraph:

1. Topic sentence

One sentence which states your idea, point, or opinion. This sentence should use a strong

verb and make a bold statement.

For example: Students require more recreational time in order to better focus on lessons in

class.

NOTE: Notice the strong verb 'require' which is a call to action. A weaker form of this

sentence might be: I think students probably need more recreational time ... This weaker form

is inappropriate for a topic sentence.

2. Supporting sentences

Supporting sentences (notice the plural) provide explanations and support for the topic

sentence (main idea) of your paragraph.

For example: In fact, studies have shown that students who enjoy a recess of more than 45

minutes consistently score better on tests immediately following the recess period. Clinical

analysis further suggests that physical exercise greatly improves the ability to focus on

academic materials.

NOTE: Supporting sentences provide the evidence for your topic sentence. Supporting

sentences that include facts, statistics and logical reasoning are much more convincing that

simple statements of opinion.

3. Concluding sentence

The concluding sentence restates the main idea (found in your topic sentence) and reinforces

the point or opinion.

For example: Longer periods of recess are clearly required to allow students the best possible

chances of success in their studies.

NOTE: Concluding sentences repeat the main idea of your paragraph in different words.

4. Transitional sentence

The transitional sentence prepares the reader for the following paragraph.

For example: Clearly, physical exercise is just one of the necessary ingredients for improving

student scores on standardized tests.

NOTE: Transitional sentences should help readers logically understand the connection

between your current main idea, point or opinion and the main idea of your next paragraph. In

this instance, the phrase 'just one of the necessary ingredients ...' prepares the reader for the

next paragraph which will discuss another necessary ingredient for success.

Improve Storytelling with Vocal Verbs and AdverbsBy Kenneth Beare, About.com Guide

Aim: Helping students to use a wider range of vocabulary when relating stories

Activity: Rewriting exchanges

Level: Intermediate to advanced

Outline:

Think of an exchange you've recently had with a friend and relate the exchange to the class.

The first time you relate the exchange, only use 'he / she said', maybe adding a 'he / she

replied' to add some variation. The second time you relate the exchange use a selection of vocal

verbs and adverbs (see list below) to spice things up.

As a class, ask students to relate the differences between the two presentations. Be sure to not

only ask for vocabulary, but also impressions such as 'The story was more interesting because

you used different verbs.', or 'It seemed the mood of the speakers changed.', etc.

Hand out the exercise / vocal verbs / adverbs list. In order to check understanding, model some

sentences using the various verbs / adverbs modulating your voice to help with understanding.

Ask students to choose three verbs / adverbs and write a sentence. Go around the room, or in

small groups and have students practice their sentences modulating their voices to emphasize

understanding.

In small groups, ask students to take "A Heated Discussion" and underline the instances of 'he /

she said' that they can change.

Have students use the vocal verbs/adverbs list to update "A Heated Discussion" into a more

interesting story.

A Heated Discussion

Rewrite the following exchange using the vocal verbs / adverbs sheet to 'spice up' this heated

exchange. Here is an example:

Peter said he was angry and that he wanted to leave. 

->

Peter menacingly stated that he was angry. He then sullenly muttered that he wanted to leave.

Tom said to Peter that he loved Jane, Peter's girlfriend. Peter said that Tom was a traitor. He also

said that he didn't want to be friends with Peter anymore. Tom then said that he understood Peter,

and that he was sorry. He said he wanted to make things better with Peter. In fact, he said he was

willing to never see Jane again. Peter then said he didn't believe Tom. He said that Tom was a liar,

and that he was only friends to get to Jane. Tom said that it wasn't true, and said that he hadn't

wanted to fall in love with Jane. He said he understood Peter's anger, but that he wanted him to try

to forgive him. Peter said that he felt that wasn't possible, but that he would try. Tom said he would

wait, and that he only wanted to be friends. Peter said that Tom should leave him alone.

Vocal Verbs / Adverbs

Vocal Verbs

admit advise agree announce answer ask assert begin bellow blurt

call caution claim comment complain concede confess cry demand

exclaim explain gasp groan insist interrupt joke lie

mention moan mumble mutter note object observe order

quip report respond scream shout snap sob state swear

taunt tease vow warn whine whisper yell

Vocal Adverbs

adamantly admiringly adoringly angrily anxiously bashfully

casually cautiously cheerfully clearly cowardly curiously cynically decisively defensively defiantly dramatically

energetically flatly formally gleefully gloomily happily harshly hysterically

jealously joyfully joylessly loudly lovingly meekly mysteriously

nervously offensively proudly questioningly quickly rapidly

sadly sarcastically seriously shyly sleepily softly stubbornly teasingly tenderly thoughtfully unexpectedly wisely

Mondays

Jul 09 2012

Intro

Each day of the week has its own attitude. Friday is fun, Saturday is busy and Sunday is relaxing. For many people, Monday is the worst day of the week. It’s the day you have to go back to work or school after the weekend. And on Monday, you have five long days to get through before Saturday comes around again.

But not everyone hates Mondays. For some, each Monday is a fresh start. It’s a chance to kick the week off right. Find out how Jeff and Devan feel about Mondays.

Dialogue

Jeff: I had the worst day today.

Devan:  Yeah? You have a case of the Mondays?

Jeff:  You could put it that way, big time.

Devan:  What happened? It was just a boring day at the office? Were you busy from work that got backed up over the weekend, or…?

Jeff:  I just feel kind of down in general. It’s a long week ahead.

Devan:  So you’ve got the blues at the beginning of the week, it sounds like.

Jeff:  Oh yeah. The Monday blues.

Devan:  Is it just that you know that it’s gonna be a long time before you have a day off again, or do they just typically seem to be a harder workday for you?

Jeff:  Both of those things, really. But a lot of the time I’ll really exert myself over the weekend, and make myself real tired ‘cause I want to pack in as much fun as possible. So I think that’s the largest part of it. How are you feeling today?

Devan:  I agree with you. I think that working a nine to five job, you kind of get caught in the daily grind, and it can be a little disheartening at times. I definitely feel the Monday blues myself.

Discussion

Jeff had a bad day. It’s Monday, his least favorite day of the week. Devan thinks he has a case of the Mondays.

Jeff often feels blue at the beginning of the week. He is tired from the weekend and busy at work. It will be a long time before he will have another day off.

Devan agrees that Mondays can be depressing. Looking ahead to the long work week sometimes makes her feeldown as well.

Do you like Mondays? What are your favorite and least favorite days of the week?

Grammar Point

Adjectives with “ing”

Devan asks Jeff if his day was boring. “Boring” is anadjective, a word that is used to modify, or describe, nouns. “Boring” describes Jeff’s day.

When you see adjectives ending in “ing,” they most likely relate to emotion. They describe things and situations, but they describe the ways these things and situations affect people’s emotions.

Something is boring if it makes people feel bored. In the same way, something is disheartening if it makes people feel disheartened. Something is interesting if it makes people feel interested.

Which is correct, “I think Mondays are excited,” or, “I think Mondays are exciting”?

Quiz

1. Why does Jeff dislike Mondays?

o  It’s a long time until the weekend.

o  It’s a hard workday.

o  He’s tired from the weekend.

o  All of these.

2. What does Devan feel about Mondays?

o  They’re exciting.

o  They’re busy.

o  They’re depressing.

o  All of these.

3. Jeff feels __.

o  downing

o  down

o  downs

o  downed

4. The typical workday lasts from __.

o  7 to 4

o  8 to 6

o  9 to 5

o  10 to 7

English Tenses Timeline Chart

This timeline tenses chart provides a handy reference sheet to English tenses and their relationship to one another and the past, present and future. Conjugated verbs are highlighted in bold. Tenses which are rarely used in everyday conversation are marked by an asterik (*).

TIMELINE

SIMPLE ACTIVE SIMPLE PASSIVE PROGRESSIVE / CONTINUOUS ACTIVE

PROGRESSIVE / CONTINUOUS PASSIVE

PAST TIME

^||||

She had already eaten when I arrived.

The painting had been sold twice before it was destroyed.

^|

PAST PERFECT

||

I had been waiting for four hours when he finally arrived.

The house had been being painted for over a month before they began to decorate the interior. *

I bought a new car last week.

The book was written in 1876 by Frank Smith.

^|

PAST||

I was watching TV when she arrived.

The problem was being solved when I arrived late for class.

She has lived in California for many years.

The company has been managed by Fred Jones for the last two years.

^|

PRESENT PERFECT

||

She has been working at Johnson's for six months.

The students have been being taught for the last four hours. *

He works five days a week.

Those shoes are made in Italy. ^

|PRESENT

||

I am working at the moment.

The work is being doneby Jim.

||

PRESENT MOMENT

||

|FUTURE

INTENTION||V

They are going to fly to New York tomorrow.

The reports are going to be completed by the marketing department.

The sun will shine tomorrow.

The food will be brought later. |

FUTURE SIMPLE

||V

She will be teachingtomorrow at six o'clock.

The rolls will be being baked at two. *

I will have completed the course by the end of next week.

The project will have been finishedby tomorrow afternoon.

|FUTURE PERFECT

||V

She will have been workinghere for two years by the end of next month.

The house will have been being built for six months by the time they finish. *

FUTURE TIME

|

|

|

|

V

Tense Identification and Review for Advanced Level Classes

At the start of a new advanced level class I always find it helpful to have students spend some time

reviewing basic tenses and their names. The following exercises serve two purposes: 1) Re-

familiarization of standard tense names 2) Tense conjugation practice. These exercises are also

very helpful to teachers, as they give a quick overview of how well the class copes with various

tenses.

Aim: Review of tense forms

Activity: Tense form identification and later tense conjugation with original text

Level: Upper-intermediate to advanced

Outline:

Have students in small groups draw up a list of the tenses they know. Ask them to provide an

example of each tense and the tense's name.

Discuss the lists in class.

Have students individually do the first work sheet in which students are asked to name tenses

used in the short excerpt.

Have students re-read the text and then complete the second work sheet by now conjugating

the verbs in the same short excerpt.

Ask students to discuss their answers in pairs before looking at the first work sheet to check

their answers.

Discuss any correct variations of tense usage that may occur - there are a number of verbs that

can be conjugated correctly in more than one manner.

Here is the original text. Click on the next page for the advanced tense worksheets for your class.

John has always traveled a lot. In fact, he was only two years old when he first flew to the US. His

mother is Italian and his father is American. John was born in France, but his parents had met in

Cologne, Germany after they had been living there for five years. They met one day while John's

father was reading a book in the library and his mother sat down beside him. Anyway, John travels

a lot because his parents also travel a lot.

As a matter of fact, John is visiting his parents in France at the moment. He lives in New York now,

but has been visiting his parents for the past few weeks. He really enjoys living in New York, but he

also loves coming to visit his parents at least once a year.

This year he has flown over 50,000 miles for his job. He has been working for Jackson & Co. for

almost two years now. He's pretty sure that he'll be working for them next year as well. His job

requires a lot of travel. In fact, by the end of this year, he'll have traveled over 120,000 miles! His

next journey will be to Australia. He really doesn't like going to Australia because it is so far. This

time he is going to fly from Paris after a meeting with the company's French partner. He'll have

been sitting for over 18 hours by the time he arrives!

John was talking with his parents earlier this evening when his girlfriend from New York telephoned

to let him know that Jackson & Co. had decided to merge with a company in Australia. The two

companies had been negotiating for the past month, so it really wasn't much of a surprise. Of

course, this means that John will have to catch the next plane back to New York. He'll be meeting

with his boss at this time tomorrow.

Advanced English Lesson - Identifying Tenses Worksheets

Tense Recognition Worksheet

John has always traveled Tense?____ a lot. In fact, when he was Tense? ____ only two years old when he first flew Tense? ____ to the US. His mother is Tense? ____ Italian and his father is Tense? ____ American. John was born Tense? ____ in France, but his parents had met Tense? ____ in Cologne, Germany after they had been living Tense? ____ there for five years. They met Tense? ____ one day while John's father was reading Tense? ____ a book in the library and his mother sat down Tense? ____beside him. Anyway, John travels Tense? ____ a lot because his parents also travel Tense? ____ a lot.

As a matter of fact, John is visiting Tense? ____ his parents in France at the moment. He lives Tense?____ in New York now, but has been visiting Tense?____his parents for the past few weeks. He really enjoys Tense? ____ living in New York, but he also loves Tense? ____ coming to visit his parents at least once a year.

This year he has flown Tense? ____ over 50,000 miles for his job. He has been working Tense? ____for Jackson & Co. for almost two years now. He'sTense? ____ pretty sure that he'll be workingTense? ____ for them next year as well. His job requires Tense? ____ a lot of travel. In fact, by the end of this year, he'll have traveled Tense? ____over 120,000 miles! His next journey will be Tense?____ to Australia. He really doesn't like Tense? ____going to Australia because it is so far. This time he is going to fly Tense? ____from Paris after a meeting with the company's French partner. He'll have been sitting Tense? ____ for over 18 hours by the time he arrives!

John was talking Tense? ____ with his parents earlier this evening when his girlfriend from New York telephoned Tense? ____ to let him know that Jackson & Co. had decided Tense?____ to merge with a company in Australia. The two companies had been negotiating Tense?____ for the past month, so it really wasn't Tense? ____ much of a surprise. Of course, this means Tense? ____ that John will have to catch Tense? ____ the next plane back to New York. He'll be meeting Tense? ____ with his boss at this time tomorrow.

simple presentpresent perfectpresent continuouspresent perfect continuous

simple pastpast perfectpast continuouspast perfect continuous

simple futurefuture perfectfuture continuousfuture perfect continuousfuture intention

Advanced English Lesson - Identifying Tenses Worksheets

Tense Conjugation Worksheet

John Tense? _____ (always travel) a lot. In fact, he Tense? _____ (be) only two years old when he first Tense? _____ (fly) to the US. His mother Tense? _____ (be) Italian and his father Tense? _____ (be) American. John Tense? _____(be) born in France, but his parentsTense? _____ (meet) in Cologne, Germany after they Tense? _____ (live) there for five years. They Tense? _____ (meet) one day while John's father Tense? _____ (read) a book in the library and his mother Tense? _____ (sit down) beside him. Anyway, John Tense? _____ (travel) a lot because his parents also Tense? _____ (travel) a lot.

As a matter of fact, John Tense? _____ (visit) his parents in France at the moment. He Tense? _____ (live) in New York now, but Tense? _____ (visit) his parents for the past few weeks. He really Tense?_____ (enjoy) living in New York, but he also Tense?_____ (love) coming to visit his parents at least once a year.

This year Tense? _____ (fly) over 50,000 miles for his job. He Tense? _____ (work) for Jackson & Co. for almost two years now. He Tense? _____ (be) pretty sure that heTense? _____ (work) for them next year as well. His job Tense?_____(require) a lot of travel. In fact, by the end of this year, heTense? _____ (travel) over 120,000 miles! His next journey Tense? _____ (be) to Australia. He really Tense? _____ (not like) going to Australia because it is so far. This time he Tense? _____ (fly) from Paris after a meeting with the company's French partner. He Tense? _____ (fly) for over 18 hours by the time he Tense? _____ (arrive)!

John Tense? _____ (talk) with his parents earlier this evening when his girlfriend from New York Tense? _____ (telephone) to let him know that Jackson & Co. Tense? _____ (decide) to merge with a company in Australia. The two companies Tense? [_____ (negotiate) for the past month, so it really Tense? _____ (not be) much of a surprise. Of course, this Tense?_____ (mean) that John Tense? _____ (have to catch) the next plane back to New York. HeTense? _____ (meet) with his boss at this time tomorrow.

simple presentpresent perfectpresent continuouspresent perfect continuous

simple pastpast perfectpast continuouspast perfect continuous

simple futurefuture perfectfuture continuousfuture perfect continuousfuture intention

Grammar Chants - Simple PresentBy Kenneth Beare, About.com Guide

Teacher/Leader: I

Class/Group: I

Teacher/Leader: I know you.

Class/Group: I know you.

Teacher/Leader: He

Class/Group: He

Teacher/Leader: He knows you.

Class/Group: He knows you.

Teacher/Leader: I

Class/Group: I

Teacher/Leader: I don't know.

Class/Group: I don't know.

Teacher/Leader: He 

Class/Group: He

Teacher/Leader: He doesn't know.

Class/Group: He doesn't know.

Teacher/Leader: We

Class/Group: We

Teacher/Leader: We enjoy this class.

Class/Group: We enjoy this class.

Teacher/Leader: She

Class/Group: She

Teacher/Leader: She enjoys this class.

Class/Group: She enjoys this class.

Teacher/Leader: You 

Class/Group: You

Teacher/Leader: You don't complain.

Class/Group: You don't complain.

Teacher/Leader: She

Class/Group: She

Teacher/Leader: She doesn't complain.

Class/Group: She doesn't complain.

Teacher/Leader: They

Class/Group: They

Teacher/Leader: Do they like it?

Class/Group: Do they like it?

Teacher/Leader: He

Class/Group: He

Teacher/Leader: Does he like it?

Class/Group: Does he like it?

Teacher/Leader: I, you, we, they

Class/Group: I, you, we, they

Teacher/Leader: no S, no S, no s

Class/Group: no S, no S, no S

Teacher/Leader: He, She, It

Class/Group: He, She, It

Teacher/Leader: yes s, yes s, yes s

Class/Group: yes s, yes s, yes s

Grammar Chants - Past FormsBy Kenneth Beare,

Teacher/Leader: Ed

Class/Group: Ed

Teacher/Leader: Our friend Ed.

Class/Group: Our friend Ed.

Teacher/Leader: doesn't speak

Class/Group: doesn't speak

Teacher/Leader: except after t!

Class/Group: except after t!

Teacher/Leader: started, wanted, planted

Class/Group: started, wanted, planted

Teacher/Leader: Ed

Class/Group: Ed

Teacher/Leader: Our friend Ed.

Class/Group: Our friend Ed.

Teacher/Leader: doesn't speak

Class/Group: doesn't speak

Teacher/Leader: except after T!

Class/Group: except after T!

Teacher/Leader: played, listened, watched

Class/Group: played, listened, watched

Teacher/Leader: Ed

Class/Group: Ed

Teacher/Leader: Our friend Ed

Class/Group: Our friend Ed

Teacher/Leader: has some friends

Class/Group: has some friends

Teacher/Leader: who don't fit in.

Class/Group: who don't fit in.

Teacher/Leader: go - went

Class/Group: go - went

Teacher/Leader: buy - bought

Class/Group: buy - bought

Teacher/Leader: put - put

Class/Group: put - put

Teacher/Leader: think - thought

Class/Group: think - thought

Teacher/Leader: What can we do?

Class/Group: What can we do?

Teacher/Leader: Learn those verbs!

Class/Group: Learn those verbs!

Grammar Chants - Verb + InfinitiveBy Kenneth Beare, About.com Guide

Teacher/Leader: INFINITIVE!

Class/Group: INFINITIVE!

Teacher/Leader: would like to do

Class/Group: would like to do

Teacher/Leader: I'd like to come.

Class/Group: I'd like to come.

Teacher/Leader: appear to do

Class/Group: appear to do

Teacher/Leader: He appears to like the show.

Class/Group: He appears to like the show.

Teacher/Leader: claim to do

Class/Group: claim to do

Teacher/Leader: They claim to work hard.

Class/Group: They claim to work hard.

Teacher/Leader: hope to do

Class/Group: hope to do

Teacher/Leader: Hope to see you soon!

Class/Group: Hope to see you soon!

Teacher/Leader: learn to do

Class/Group: learn to do

Teacher/Leader: He learned to play golf.

Class/Group: He learned to play golf.

Teacher/Leader: need to do

Class/Group: need to do

Teacher/Leader: I need to do some work.

Class/Group: I need to do some work.

Teacher/Leader: want to do

Class/Group: want to do

Teacher/Leader: He wants to come.

Class/Group: He wants to come.

Teacher/Leader: INFINITIVE!

Class/Group: INFINITIVE!

Grammar Chants - PronounsBy Kenneth Beare, About.com Guide

Teacher/Leader: I

Class/Group: I

Teacher/Leader: I, me

Class/Group: I, me

Teacher/Leader: My book.

Class/Group: My book.

Teacher/Leader: That's mine.

Class/Group: That's mine.

Teacher/Leader: You

Class/Group: You

Teacher/Leader: You, you

Class/Group: You, you

Teacher/Leader: Your book

Class/Group: Your book

Teacher/Leader: That's yours.

Class/Group: That's yours.

Teacher/Leader: He

Class/Group: He

Teacher/Leader: He, him

Class/Group: He, him

Teacher/Leader: His book

Class/Group: His book

Teacher/Leader: That's his.

Class/Group: That's his.

Teacher/Leader: She

Class/Group: She

Teacher/Leader: She, her

Class/Group: She, her

Teacher/Leader: Her book

Class/Group: Her book

Teacher/Leader: That's hers.

Class/Group: That's hers.

Teacher/Leader: We

Class/Group: We

Teacher/Leader: We, us

Class/Group: We, us

Teacher/Leader: Our book

Class/Group: Our book

Teacher/Leader: That's ours

Class/Group: That's ours

Teacher/Leader: They

Class/Group: They

Teacher/Leader: They, them

Class/Group: They, them

Teacher/Leader: Their book

Class/Group: Their book

Teacher/Leader: That's theirs.

Class/Group: That's theirs.

Grammar Chants - Question WordsBy Kenneth Beare, About.com Guide

Question Words Chant

Teacher/Leader: Go!

Class/Group: Go!

Teacher/Leader: Who goes?

Class/Group: Who goes?

Teacher/Leader: He goes.

Class/Group: He goes.

Teacher/Leader: Where does he go?

Class/Group: Where does he go?

Teacher/Leader: He goes to school.

Class/Group: He goes to school.

Teacher/Leader: When does he go to school?

Class/Group: When does he go to school?

Teacher/Leader: He goes to school in the morning.

Class/Group: He goes to school at in the morning.

Teacher/Leader: How does he go to school?

Class/Group: How does he go to school?

Teacher/Leader: He goes to school by bus.

Class/Group: He goes to school by bus.

Teacher/Leader: What does he do at school?

Class/Group: What does he do at school?

Teacher/Leader: He learns lots of things.

Class/Group: He learns lots of things.

Teacher/Leader: Why does he go to school?

Class/Group: Why does he go to school?

Teacher/Leader: Because he wants to learn.

Class/Group: Because he wants to learn.

Grammar Chants - Some and AnyBy Kenneth Beare, About.com Guide

Teacher/Leader: Some and any

Class/Group: Some and any

Teacher/Leader: There are many ...

Class/Group: There are many ...

Teacher/Leader: rules to learn.

Class/Group: rules to learn.

Teacher/Leader: We use some...

Class/Group: We use some...

Teacher/Leader: in positives.

Class/Group: in positives.

Teacher/Leader: There are some books on the table.

Class/Group: There are some books on the table.

Teacher/Leader: There is some hay in the stable.

Class/Group: There is some hay in the stable.

Teacher/Leader: We have some fun in the sun!

Class/Group: We have some fun in the sun!

Teacher/Leader: We have some things here, more than one.

Class/Group: We have some things here, more than one.

Teacher/Leader: Now for any

Class/Group: Now for any

Teacher/Leader: with not and in questions.

Class/Group: with not and in questions.

Teacher/Leader: Are there any problems?

Class/Group: Are there any problems?

Teacher/Leader: We don't have any questions!

Class/Group: We don't have any questions!

Teacher/Leader: Some and any is very clear.

Class/Group: Some and any is very clear.

Teacher/Leader: Would you like some?

Class/Group: Would you like some?

Teacher/Leader: What's that?

Class/Group: What's that?

Teacher/Leader: It's an exception!

Class/Group: It's an exception!

Teacher/Leader: To the rule!

Class/Group: To the rule!

Prepositions of Time At and OnBy Kenneth Beare,

Teacher/Leader: At, on

Class/Group: At, on

Teacher/Leader: at - with time

Class/Group: at - with time

Teacher/Leader: on - with days

Class/Group: on - with days

Teacher/Leader: We eat at eight.

Class/Group: We eat at eight.

Teacher/Leader: We meet on Mondays.

Class/Group: We meet on Mondays.

Teacher/Leader: She leaves at five.

Class/Group: She leaves at five.

Teacher/Leader: They play on Saturdays.

Class/Group: They play on Saturdays.

Teacher/Leader: At, on

Class/Group: At, on

Teacher/Leader: at - with time

Class/Group: at - with time

Teacher/Leader: on - with days

Class/Group: on - with days

Prepositions of Time In and AtBy Kenneth Beare, About.com Guide

Teacher/Leader: In, at

Class/Group: In, at

Teacher/Leader: in - with months and years

Class/Group: in - with months and years

Teacher/Leader: at - with time

Class/Group: at - with time

Teacher/Leader: He was born in March.

Class/Group: He was born in March.

Teacher/Leader: They lived here in 2001.

Class/Group: They lived here in 2001.

Teacher/Leader: When shall we meet?

Class/Group: When shall we meet?

Teacher/Leader: Let's meet at two.

Class/Group: Let's meet at two.

Teacher/Leader: When do they leave?

Class/Group: When do they leave?

Teacher/Leader: They leave at six.

Class/Group: They leave at six.

Teacher/Leader: In, at

Class/Group: In, at

Teacher/Leader: in - with months and years

Class/Group: in - with months and years

Teacher/Leader: at - with time

Class/Group: at - with time

Prepositions of Place In and OnBy Kenneth Beare,

Teacher/Leader: In, on

Class/Group: In, on

Teacher/Leader: in - rooms, spaces and lines

Class/Group: in - rooms, spaces and lines

Teacher/Leader: On - islands, surfaces

Class/Group: On - islands, surfaces

Teacher/Leader: in a row

Class/Group: in a row

Teacher/Leader: on the wall

Class/Group: on the wall

Teacher/Leader: He waits in the line.

Class/Group: He waits in the line.

Teacher/Leader: We stayed on Maui.

Class/Group: We stayed on Maui.

Teacher/Leader: They work in that room.

Class/Group: They work in that room.

Teacher/Leader: That book on the table.

Class/Group: That book on the table.

Teacher/Leader: Those trees in the park.

Class/Group: Those trees in the park.

Teacher/Leader: Those pictures on the wall.

Class/Group: Those pictures on the wall.

Teacher/Leader: In, on

Class/Group: In, on

Teacher/Leader: in - rooms, spaces and lines

Class/Group: in - rooms, spaces and lines

Teacher/Leader: On - islands, surfaces

Class/Group: On - islands, surfaces

Prepositions of Place At and OnBy Kenneth Beare,

Teacher/Leader: In, at

Class/Group: In, at

Teacher/Leader: in a space

Class/Group: in a space

Teacher/Leader: at a place

Class/Group: at a place

Teacher/Leader: in a space - in the room

Class/Group: in a space - in the room

Teacher/Leader: at a place - at the school

Class/Group: at a place - at the school

Teacher/Leader: in the garden - at the door

Class/Group: in the garden - at the door

Teacher/Leader: Let's meet in a city at a place.

Class/Group: Let's meet in a city at a place.

Teacher/Leader: She lives in New York...

Class/Group: She lives in New York...

Teacher/Leader: ... and she works at a bank.

Class/Group: ... and she works at a bank.

Teacher/Leader: We sleep in our houses ...

Class/Group: We sleep in our houses ...

Teacher/Leader: and we meet at the mall.

Class/Group: and we meet at the mall.

Teacher/Leader: in, at

Class/Group: in, at

Teacher/Leader: in a space

Class/Group: in a space

Teacher/Leader: at a place

Class/Group: at a place

Grammar Chants - Verb + GerundBy Kenneth Beare

Teacher/Leader: ING

Class/Group: ING

Teacher/Leader: like doing

Class/Group: like doing

Teacher/Leader: I like reading.

Class/Group: I like reading.

Teacher/Leader: love doing

Class/Group: love doing

Teacher/Leader: I love dancing!

Class/Group: I love dancing!

Teacher/Leader: HATE doing

Class/Group: HATE doing

Teacher/Leader: I hate working!

Class/Group: I hate working!

Teacher/Leader: avoid doing

Class/Group: avoid doing

Teacher/Leader: He avoided answering.

Class/Group: He avoided answering.

Teacher/Leader: finish doing

Class/Group: finish doing

Teacher/Leader: He finished playing tennis.

Class/Group: He finished playing tennis.

Teacher/Leader: practice doing

Class/Group: practice doing

Teacher/Leader: He practiced playing the piano.

Class/Group: He practiced playing the piano.

Teacher/Leader: try doing

Class/Group: try doing

Teacher/Leader: We tried chanting!

Class/Group: We tried chanting!

Teacher/Leader: ING!

Class/Group: ING!