Fatmir Mani's English School
English Made Easier
June 15 2023
To determine if you are obese, you can calculate your body mass index (BMI). BMI is a commonly used method to assess whether a person has a healthy body weight based on their height and weight. Here's how you can calculate your BMI:
- Measure your weight in kilograms (kg).
- Measure your height in meters (m).
Once you have these measurements, use the following formula to calculate your BMI:
BMI = weight (kg) / (height (m))^2
For example, if you weigh 80 kilograms and your height is 1.75 meters, the calculation would be:
BMI = 80 kg / (1.75 m)^2 = 26.1
After calculating your BMI, you can interpret the results using the following categories:
- Underweight: BMI less than 18.5
- Normal weight: BMI between 18.5 and 24.9
- Overweight: BMI between 25 and 29.9
- Obesity: BMI of 30 or higher
Keep in mind that while BMI is a useful tool for most individuals, it does have limitations. It doesn't account for factors such as muscle mass, bone density, and distribution of body fat. Therefore, it's essential to consider other factors and consult with a healthcare professional for a comprehensive assessment of your health.
Paf04.21.2023
Fatmir Mani's English School
English Made Easier
Here are the first ten simple grammar rules to know in English that will help you avoid making mistakes:
Subject-verb agreement: Make sure the subject and verb agree in number (singular or plural). For example, "He plays soccer" (not "He play soccer").
Pronoun usage: Use the correct pronoun for the subject of the sentence. For example, "I went to the store" (not "Me went to the store").
Use of articles: Use "a" or "an" before a singular noun, and "the" before a specific noun. For example, "I bought a book" (not "I bought book").
Verb tense: Use the correct tense of the verb to indicate when the action is taking place. For example, "I am eating breakfast" (present tense) vs. "I ate breakfast" (past tense).
Use of prepositions: Use prepositions correctly to show the relationship between words. For example, "I am going to the store" (not "I am going at the store").
Adjective placement: Place adjectives before the noun they describe. For example, "the red car" (not "the car red").
Adverb usage: Use adverbs to modify verbs, adjectives, or other adverbs. For example, "She sings beautifully" (adverb modifying verb).
Use of comparative and superlative forms: Use "er" or "more" to compare two things, and "est" or "most" to compare more than two things. For example, "She is taller than her sister" (comparative) vs. "She is the tallest person in her class" (superlative).
Sentence structure: Make sure your sentences have a subject, verb, and object. For example, "I am reading a book" (subject-verb-object).
Use of contractions: Use contractions (such as "can't" or "won't") in informal writing or conversation, but avoid them in formal writing.
Mastering these grammar rules will help you communicate more effectively and avoid common mistakes in English.
==========
Paf04.20.2023
Fatmir Mani's English School
English Made Easier
The story of King Midas is a tale from Greek mythology that teaches a moral lesson about the dangers of greed.
King Midas was a wealthy ruler who loved gold more than anything else in the world. One day, a satyr named Silenus, who was a friend of the god Dionysus, got lost in Midas' kingdom. Midas found Silenus and treated him kindly, and Dionysus was so grateful that he offered Midas a wish.
Midas wished that everything he touched would turn to gold. Dionysus granted his wish, but soon Midas realized the terrible mistake he had made. Everything he touched, including food and drink, turned to gold, and he could no longer eat or drink. He soon became hungry and thirsty, and even his beloved daughter turned to gold when he touched her.
Midas begged Dionysus to take back his gift, and Dionysus agreed on the condition that Midas would learn a valuable lesson. Midas washed his hands in a nearby river to remove the curse, and he learned that gold was not the most important thing in life. He learned to value the love of his family and the simple pleasures of life, such as food, drink, and companionship.
From that day on, Midas lived a humble and content life, and he was known for his wisdom and generosity. The story of King Midas serves as a warning against the dangers of greed and the importance of valuing the things that truly matter in life.
Here's a multiple choice question exercise based on the story of King Midas:
What did King Midas wish for when he was given the opportunity to make a wish?
a) To become the richest man in the world
b) To have the ability to turn everything he touched into gold
c) To become immortal and never die
d) To rule the entire world
What was the consequence of King Midas' wish?
a) Everything he touched turned to diamonds
b) Everything he touched turned to gold
c) Everything he touched disappeared
d) Everything he touched turned to stone
Why did King Midas regret his wish?
a) He realized that gold was not as valuable as he thought it was
b) He lost his ability to touch anything
c) His daughter turned to gold when he touched her
d) He was unable to share his wealth with others
What did King Midas learn from his experience?
a) That gold is the most important thing in life
b) That wealth should be shared with others
c) That it is important to value the love of family and simple pleasures in life
d) That it is important to be selfish and greedy
==========
Paf04.19.2023
Fatmir Mani's English School
English Made Easier
A simple poem for the spring season dedicated to children:
Spring is here, oh so dear,
With flowers blooming far and near,
The sun shines bright, the sky so clear,
The birds sing sweet, we clap and cheer.
The trees are green, the grass so tall,
The rain showers, the earth does call,
The butterflies dance, the bees do crawl,
We chase them all, having a ball.
We jump and skip, we run and play,
In the park, all throughout the day,
The breeze is warm, we shout hooray,
Spring is here, it's here to stay.
So let's enjoy this lovely season,
With all its beauty and good reason,
For spring brings joy and happiness,
To all the children, in sweet caress.
=====
Paf04.17.2023
Fatmir Mani's English School
English Made Easier
In grammar, a subject is the part of a sentence that performs the action of the verb or is the main topic of the sentence. It usually comes before the verb and answers the question "who" or "what" is doing the action.
Here is a chart to explain the concept of a subject:
Term Definition Subject The part of a sentence that performs the action of the verb or is the main topic of the sentence. Examples "The dog barks loudly" (The subject is "dog") "John and Jane are playing soccer" (The subject is "John and Jane") Position The subject usually comes before the verb in a sentence. Importance The subject is important because it tells us who or what is performing the action in the sentence. Agreement The subject and verb must agree in number (singular or plural). Identification To identify the subject, ask "who" or "what" is doing the action in the sentence.
For example, in the sentence "The cat is sleeping on the mat," the subject is "cat" because it is the one doing the action of sleeping. To identify the subject, ask "who is sleeping?" and the answer is "cat."
Teaching this concept with the help of a chart can be useful in helping students understand the importance and position of the subject in a sentence, as well as how to identify it.
======
======
Paf04.13.2023
Fatmir Mani's English School
English Made Easier
Here's a chart with rules for using "used to" correctly:
Rule Example Meaning "Used to" is used to talk about past habits, states or actions that are no longer true or have stopped happening. Form Subject + used to + base form of the verb Example (Positive) I used to play soccer every Saturday. Example (Negative) He didn't use to like spicy food. Example (Question) Did you use to live in New York? Spelling It is important to spell "used to" as two separate words, and not as "use to" or "used too".
Here are some additional examples:
- She used to be a vegetarian, but now she eats meat.
- We used to live in the city, but now we live in the countryside.
- He used to smoke, but he quit last year.
- Did you use to go camping with your family when you were younger?
- I didn't use to enjoy reading, but now I love it.
And here are some exercises to practice using "used to" correctly:
- ________ you ________ to be afraid of the dark when you were a child? (use / be)
- She ________ to dance ballet when she was younger. (use)
- He ________ not ________ to wear glasses, but now he needs them. (use / have)
- They ________ to have a cat, but now they have a dog. (use)
- Did you ________ to study French in school? (use)
Answers:
- Did / used
- Used
- Used / have
- Used
- Used
======
Paf04.12.2023
Fatmir Mani's English School
English Made Easier
Here's a chart of some common verbs in the past continuous (progressive) tense with their meanings and main uses:
Verb Past Continuous Tense Meaning Main Uses Be Was / Were being Indicates an ongoing state or action in the past Describing a past ongoing state or action. Do Was / Were doing Indicates an ongoing action in the past Describing a past ongoing action or activity. Have Was / Were having Indicates an ongoing experience or possession in the past Talking about a past ongoing experience or possession. Make Was / Were making Indicates an ongoing creation of something in the past Describing an ongoing creation in the past. Go Was / Were going Indicates ongoing movement from one place to another in the past Describing an ongoing movement in the past. See Was / Were seeing Indicates an ongoing perception through the eyes in the past Describing an ongoing perception in the past. Eat Was / Were eating Indicates an ongoing consumption of food in the past Describing an ongoing consumption in the past. Drink Was / Were drinking Indicates an ongoing consumption of a liquid in the past Describing an ongoing consumption in the past.
The past continuous tense is formed by using the verb "to be" in the past tense, followed by the present participle (verb + -ing). The main uses of the past continuous tense are to describe an action that was in progress at a specific time in the past, or to describe an ongoing situation or background to a past event.
The rules of using the past continuous tense include:
Use the past continuous tense to describe an action that was in progress at a specific time in the past.
Example: I was watching TV when the phone rang.
Use the past continuous tense to describe an ongoing situation or background to a past event.
Example: It was raining all day yesterday.
Use the past continuous tense with "when" or "while" to describe two actions happening simultaneously in the past.
Example: While I was cooking dinner, my husband was setting the table.
Use the past continuous tense with "for" and "since" to describe an action that started in the past and is still ongoing.
Example: She has been practicing piano for three years.
======
Paf04.11.2023
Fatmir Mani's English School
English Made Easier
Here's a chart of some common verbs in simple past tense with their meanings and main uses:
Verb Simple Past Tense Meaning Main Uses Be Was / Were Indicates the state or condition in the past Describing a past state, condition, or identity. Describing a past action or event with an indefinite time. Do Did Indicates the completion of an action Asking questions in the past tense Have Had Indicates possession or experience Talking about past experiences, actions or states Make Made Indicates the creation of something Describing completed actions in the past Go Went Indicates movement from one place to another Talking about past travels or movement See Saw Indicates perception through the eyes Describing past events or experiences Eat Ate Indicates the consumption of food Talking about past meals or dining experiences Drink Drank Indicates the consumption of a liquid Talking about past beverage consumption
It's important to note that these are just a few examples of common verbs in simple past tense, and that there are many other verbs that can be used in this tense as well. The main uses of simple past tense include describing completed actions in the past, discussing past experiences, events or states, and asking questions in the past tense.
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Paf04.10.2023
Fatmir Mani's English School
English Made Easier
June 15 2023
To determine if you are obese, you can calculate your body mass index (BMI). BMI is a commonly used method to assess whether a person has a healthy body weight based on their height and weight. Here's how you can calculate your BMI:
- Measure your weight in kilograms (kg).
- Measure your height in meters (m).
Once you have these measurements, use the following formula to calculate your BMI:
BMI = weight (kg) / (height (m))^2
For example, if you weigh 80 kilograms and your height is 1.75 meters, the calculation would be:
BMI = 80 kg / (1.75 m)^2 = 26.1
After calculating your BMI, you can interpret the results using the following categories:
- Underweight: BMI less than 18.5
- Normal weight: BMI between 18.5 and 24.9
- Overweight: BMI between 25 and 29.9
- Obesity: BMI of 30 or higher
Keep in mind that while BMI is a useful tool for most individuals, it does have limitations. It doesn't account for factors such as muscle mass, bone density, and distribution of body fat. Therefore, it's essential to consider other factors and consult with a healthcare professional for a comprehensive assessment of your health.
Paf04.21.2023
Fatmir Mani's English School
English Made Easier
Here are the first ten simple grammar rules to know in English that will help you avoid making mistakes:
Subject-verb agreement: Make sure the subject and verb agree in number (singular or plural). For example, "He plays soccer" (not "He play soccer").
Pronoun usage: Use the correct pronoun for the subject of the sentence. For example, "I went to the store" (not "Me went to the store").
Use of articles: Use "a" or "an" before a singular noun, and "the" before a specific noun. For example, "I bought a book" (not "I bought book").
Verb tense: Use the correct tense of the verb to indicate when the action is taking place. For example, "I am eating breakfast" (present tense) vs. "I ate breakfast" (past tense).
Use of prepositions: Use prepositions correctly to show the relationship between words. For example, "I am going to the store" (not "I am going at the store").
Adjective placement: Place adjectives before the noun they describe. For example, "the red car" (not "the car red").
Adverb usage: Use adverbs to modify verbs, adjectives, or other adverbs. For example, "She sings beautifully" (adverb modifying verb).
Use of comparative and superlative forms: Use "er" or "more" to compare two things, and "est" or "most" to compare more than two things. For example, "She is taller than her sister" (comparative) vs. "She is the tallest person in her class" (superlative).
Sentence structure: Make sure your sentences have a subject, verb, and object. For example, "I am reading a book" (subject-verb-object).
Use of contractions: Use contractions (such as "can't" or "won't") in informal writing or conversation, but avoid them in formal writing.
Mastering these grammar rules will help you communicate more effectively and avoid common mistakes in English.
==========
Paf04.20.2023
Fatmir Mani's English School
English Made Easier
The story of King Midas is a tale from Greek mythology that teaches a moral lesson about the dangers of greed.
King Midas was a wealthy ruler who loved gold more than anything else in the world. One day, a satyr named Silenus, who was a friend of the god Dionysus, got lost in Midas' kingdom. Midas found Silenus and treated him kindly, and Dionysus was so grateful that he offered Midas a wish.
Midas wished that everything he touched would turn to gold. Dionysus granted his wish, but soon Midas realized the terrible mistake he had made. Everything he touched, including food and drink, turned to gold, and he could no longer eat or drink. He soon became hungry and thirsty, and even his beloved daughter turned to gold when he touched her.
Midas begged Dionysus to take back his gift, and Dionysus agreed on the condition that Midas would learn a valuable lesson. Midas washed his hands in a nearby river to remove the curse, and he learned that gold was not the most important thing in life. He learned to value the love of his family and the simple pleasures of life, such as food, drink, and companionship.
From that day on, Midas lived a humble and content life, and he was known for his wisdom and generosity. The story of King Midas serves as a warning against the dangers of greed and the importance of valuing the things that truly matter in life.
Here's a multiple choice question exercise based on the story of King Midas:
What did King Midas wish for when he was given the opportunity to make a wish? a) To become the richest man in the world b) To have the ability to turn everything he touched into gold c) To become immortal and never die d) To rule the entire world
What was the consequence of King Midas' wish? a) Everything he touched turned to diamonds b) Everything he touched turned to gold c) Everything he touched disappeared d) Everything he touched turned to stone
Why did King Midas regret his wish? a) He realized that gold was not as valuable as he thought it was b) He lost his ability to touch anything c) His daughter turned to gold when he touched her d) He was unable to share his wealth with others
What did King Midas learn from his experience? a) That gold is the most important thing in life b) That wealth should be shared with others c) That it is important to value the love of family and simple pleasures in life d) That it is important to be selfish and greedy
==========
Paf04.19.2023
Fatmir Mani's English School
English Made Easier
A simple poem for the spring season dedicated to children:
Spring is here, oh so dear, With flowers blooming far and near, The sun shines bright, the sky so clear, The birds sing sweet, we clap and cheer.
The trees are green, the grass so tall, The rain showers, the earth does call, The butterflies dance, the bees do crawl, We chase them all, having a ball.
We jump and skip, we run and play, In the park, all throughout the day, The breeze is warm, we shout hooray, Spring is here, it's here to stay.
So let's enjoy this lovely season, With all its beauty and good reason, For spring brings joy and happiness, To all the children, in sweet caress.
=====
Paf04.17.2023
Fatmir Mani's English School
English Made Easier
In grammar, a subject is the part of a sentence that performs the action of the verb or is the main topic of the sentence. It usually comes before the verb and answers the question "who" or "what" is doing the action.
Here is a chart to explain the concept of a subject:
| Term | Definition |
|---|---|
| Subject | The part of a sentence that performs the action of the verb or is the main topic of the sentence. |
| Examples | "The dog barks loudly" (The subject is "dog") "John and Jane are playing soccer" (The subject is "John and Jane") |
| Position | The subject usually comes before the verb in a sentence. |
| Importance | The subject is important because it tells us who or what is performing the action in the sentence. |
| Agreement | The subject and verb must agree in number (singular or plural). |
| Identification | To identify the subject, ask "who" or "what" is doing the action in the sentence. |
For example, in the sentence "The cat is sleeping on the mat," the subject is "cat" because it is the one doing the action of sleeping. To identify the subject, ask "who is sleeping?" and the answer is "cat."
Teaching this concept with the help of a chart can be useful in helping students understand the importance and position of the subject in a sentence, as well as how to identify it.
======
======
Paf04.13.2023
Fatmir Mani's English School
English Made Easier
Here's a chart with rules for using "used to" correctly:
| Rule | Example |
|---|---|
| Meaning | "Used to" is used to talk about past habits, states or actions that are no longer true or have stopped happening. |
| Form | Subject + used to + base form of the verb |
| Example (Positive) | I used to play soccer every Saturday. |
| Example (Negative) | He didn't use to like spicy food. |
| Example (Question) | Did you use to live in New York? |
| Spelling | It is important to spell "used to" as two separate words, and not as "use to" or "used too". |
Here are some additional examples:
- She used to be a vegetarian, but now she eats meat.
- We used to live in the city, but now we live in the countryside.
- He used to smoke, but he quit last year.
- Did you use to go camping with your family when you were younger?
- I didn't use to enjoy reading, but now I love it.
And here are some exercises to practice using "used to" correctly:
- ________ you ________ to be afraid of the dark when you were a child? (use / be)
- She ________ to dance ballet when she was younger. (use)
- He ________ not ________ to wear glasses, but now he needs them. (use / have)
- They ________ to have a cat, but now they have a dog. (use)
- Did you ________ to study French in school? (use)
Answers:
- Did / used
- Used
- Used / have
- Used
- Used
======
Paf04.12.2023
Fatmir Mani's English School
English Made Easier
Here's a chart of some common verbs in the past continuous (progressive) tense with their meanings and main uses:
| Verb | Past Continuous Tense | Meaning | Main Uses |
|---|---|---|---|
| Be | Was / Were being | Indicates an ongoing state or action in the past | Describing a past ongoing state or action. |
| Do | Was / Were doing | Indicates an ongoing action in the past | Describing a past ongoing action or activity. |
| Have | Was / Were having | Indicates an ongoing experience or possession in the past | Talking about a past ongoing experience or possession. |
| Make | Was / Were making | Indicates an ongoing creation of something in the past | Describing an ongoing creation in the past. |
| Go | Was / Were going | Indicates ongoing movement from one place to another in the past | Describing an ongoing movement in the past. |
| See | Was / Were seeing | Indicates an ongoing perception through the eyes in the past | Describing an ongoing perception in the past. |
| Eat | Was / Were eating | Indicates an ongoing consumption of food in the past | Describing an ongoing consumption in the past. |
| Drink | Was / Were drinking | Indicates an ongoing consumption of a liquid in the past | Describing an ongoing consumption in the past. |
The past continuous tense is formed by using the verb "to be" in the past tense, followed by the present participle (verb + -ing). The main uses of the past continuous tense are to describe an action that was in progress at a specific time in the past, or to describe an ongoing situation or background to a past event.
The rules of using the past continuous tense include:
Use the past continuous tense to describe an action that was in progress at a specific time in the past. Example: I was watching TV when the phone rang.
Use the past continuous tense to describe an ongoing situation or background to a past event. Example: It was raining all day yesterday.
Use the past continuous tense with "when" or "while" to describe two actions happening simultaneously in the past. Example: While I was cooking dinner, my husband was setting the table.
Use the past continuous tense with "for" and "since" to describe an action that started in the past and is still ongoing. Example: She has been practicing piano for three years.
======
Paf04.11.2023
Fatmir Mani's English School
English Made Easier
Here's a chart of some common verbs in simple past tense with their meanings and main uses:
| Verb | Simple Past Tense | Meaning | Main Uses |
|---|---|---|---|
| Be | Was / Were | Indicates the state or condition in the past | Describing a past state, condition, or identity. |
| Describing a past action or event with an indefinite time. | |||
| Do | Did | Indicates the completion of an action | Asking questions in the past tense |
| Have | Had | Indicates possession or experience | Talking about past experiences, actions or states |
| Make | Made | Indicates the creation of something | Describing completed actions in the past |
| Go | Went | Indicates movement from one place to another | Talking about past travels or movement |
| See | Saw | Indicates perception through the eyes | Describing past events or experiences |
| Eat | Ate | Indicates the consumption of food | Talking about past meals or dining experiences |
| Drink | Drank | Indicates the consumption of a liquid | Talking about past beverage consumption |
It's important to note that these are just a few examples of common verbs in simple past tense, and that there are many other verbs that can be used in this tense as well. The main uses of simple past tense include describing completed actions in the past, discussing past experiences, events or states, and asking questions in the past tense.
======
Paf04.10.2023
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Fatmir Mani's English SchoolEnglish Made Easier
03.20.2023
Fatmir Mani's English School
Here's a chart that shows the differences between simple past tense and present perfect tense:
Simple Past Tense Present Perfect Tense Form Subject + Verb (past tense) Subject + Have/Has + Verb (past participle) Use Completed actions or events Actions or experiences that started in the past and continue to the present with a specific time frame Actions or experiences that have occurred at an unspecified time in the past Examples I walked to work yesterday. I have seen that movie before. She finished her homework They have been to Europe twice. last night. He played soccer on Saturday. I have never tried sushi. She has studied French for 5 years.
Here are some example sentences and exercises to illustrate the differences between simple past tense and present perfect tense:
- Simple Past Tense:
I ate breakfast this morning.
Present Perfect Tense:
I have already eaten breakfast today.
Explanation: The simple past tense is used to describe an action that was completed in the past, while the present perfect tense is used to describe an action that started in the past and continues to the present.
- Simple Past Tense:
She visited her grandmother last weekend.
Present Perfect Tense:
She has been to her grandmother's house many times.
Explanation: The simple past tense is used to describe an action or event that happened at a specific time in the past, while the present perfect tense is used to describe an action or experience that has occurred at an unspecified time in the past.
- Simple Past Tense:
I saw that movie last night.
Present Perfect Tense:
I have seen that movie before.
Explanation: The simple past tense is used to describe an action that was completed in the past, while the present perfect tense is used to describe an action or experience that has occurred in the past and continues to the present.
- Simple Past Tense:
He played basketball in college.
Present Perfect Tense:
They have won several championships.
Explanation: The simple past tense is used to describe a completed action or event in the past, while the present perfect tense is used to describe an experience or result that has occurred in the past and continues to the present.
Exercises:
- Choose the correct form of the verb to complete the sentence:
I __________ (to eat/ate) pizza for dinner last night.
a. eat
b. ate
c. have eaten
Answer: b. ate
- Choose the correct form of the verb to complete the sentence:
He __________ (to work/has worked) at the same company for 10 years.
a. work
b. worked
c. has worked
Answer: c. has worked
- Choose the correct form of the verb to complete the sentence:
She __________ (to see/saw) that movie two years ago.
a. see
b. saw
c. has seen
Answer: b. saw
- Choose the correct form of the verb to complete the sentence:
They __________ (to travel/have traveled) to 10 different countries.
a. travel
b. traveled
c. have traveled
Answer: c. have traveled
- Choose the correct form of the verb to complete the sentence:
She __________ (to finish/finished) her homework an hour ago.
a. finish
b. finished
c. has finished
Answer: b. finished
Here's a chart that shows the differences between simple past tense and present perfect tense:
| Simple Past Tense | Present Perfect Tense | |
|---|---|---|
| Form | Subject + Verb (past tense) | Subject + Have/Has + Verb (past participle) |
| Use | Completed actions or events | Actions or experiences that started in the past and continue to the present |
| with a specific time frame | Actions or experiences that have occurred at an unspecified time in the past | |
| Examples | I walked to work yesterday. | I have seen that movie before. |
| She finished her homework | They have been to Europe twice. | |
| last night. | ||
| He played soccer on Saturday. | I have never tried sushi. | |
| She has studied French for 5 years. |
Here are some example sentences and exercises to illustrate the differences between simple past tense and present perfect tense:
- Simple Past Tense: I ate breakfast this morning.
Present Perfect Tense: I have already eaten breakfast today.
Explanation: The simple past tense is used to describe an action that was completed in the past, while the present perfect tense is used to describe an action that started in the past and continues to the present.
- Simple Past Tense: She visited her grandmother last weekend.
Present Perfect Tense: She has been to her grandmother's house many times.
Explanation: The simple past tense is used to describe an action or event that happened at a specific time in the past, while the present perfect tense is used to describe an action or experience that has occurred at an unspecified time in the past.
- Simple Past Tense: I saw that movie last night.
Present Perfect Tense: I have seen that movie before.
Explanation: The simple past tense is used to describe an action that was completed in the past, while the present perfect tense is used to describe an action or experience that has occurred in the past and continues to the present.
- Simple Past Tense: He played basketball in college.
Present Perfect Tense: They have won several championships.
Explanation: The simple past tense is used to describe a completed action or event in the past, while the present perfect tense is used to describe an experience or result that has occurred in the past and continues to the present.
Exercises:
- Choose the correct form of the verb to complete the sentence: I __________ (to eat/ate) pizza for dinner last night. a. eat b. ate c. have eaten
Answer: b. ate
- Choose the correct form of the verb to complete the sentence: He __________ (to work/has worked) at the same company for 10 years. a. work b. worked c. has worked
Answer: c. has worked
- Choose the correct form of the verb to complete the sentence: She __________ (to see/saw) that movie two years ago. a. see b. saw c. has seen
Answer: b. saw
- Choose the correct form of the verb to complete the sentence: They __________ (to travel/have traveled) to 10 different countries. a. travel b. traveled c. have traveled
Answer: c. have traveled
- Choose the correct form of the verb to complete the sentence: She __________ (to finish/finished) her homework an hour ago. a. finish b. finished c. has finished
Answer: b. finished
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Fatmir Mani's English SchoolEnglish Made Easier
03.18.2023
Fatmir Mani's English School
Here's a chart that shows the differences between simple present tense and present perfect tense:
Simple Present Tense Present Perfect Tense Form Subject + Verb (base form) Subject + Have/Has + Verb (past participle) Use Habitual or repeated actions Actions completed in the recent past General facts or truths Actions or experiences with no specific time mentioned Scheduled or fixed events Results or consequences of past actions Commentary on a narrative Life experiences or events that continue to the present Examples I walk to work every day. I have lived in New York for 5 years. The sun rises in the east. She has visited 10 countries. The concert starts at 8pm. They have won 3 championships. He jumps over the fence. I have lost my keys. She opens the door and enters. We have already eaten dinner.
Here are some example sentences and exercises to illustrate the differences between simple present tense and present perfect tense:
- Simple Present Tense:
I eat breakfast every day.
Present Perfect Tense:
I have already eaten breakfast today.
Explanation: The simple present tense is used to describe habitual or repeated actions, while the present perfect tense is used to describe an action completed in the recent past with no specific time mentioned.
- Simple Present Tense:
The Earth revolves around the Sun.
Present Perfect Tense:
I have never been to space.
Explanation: The simple present tense is used to describe general facts or truths, while the present perfect tense is used to describe actions or experiences with no specific time mentioned.
- Simple Present Tense:
The train leaves at 7pm.
Present Perfect Tense:
I have missed my train.
Explanation: The simple present tense is used to describe scheduled or fixed events, while the present perfect tense is used to describe the result or consequence of a past action.
- Simple Present Tense:
The hero defeats the villain and saves the day.
Present Perfect Tense:
I have lost my keys.
Explanation: The simple present tense is used for commentary on a narrative, while the present perfect tense is used to describe a life experience or event that continues to the present.
Exercises:
- Choose the correct form of the verb to complete the sentence:
I __________ (to see/seen) that movie before.
a. see
b. saw
c. have seen
Answer: c. have seen
- Choose the correct form of the verb to complete the sentence:
She __________ (to eat/eats) dinner at 6pm every day.
a. eat
b. eats
c. has eaten
Answer: b. eats
- Choose the correct form of the verb to complete the sentence:
I __________ (to lose/have lost) my keys and I can't find them.
a. lose
b. lost
c. have lost
Answer: c. have lost
- Choose the correct form of the verb to complete the sentence:
He __________ (to run/has run) 10 marathons in his life.
a. run
b. ran
c. has run
Answer: c. has run
- Choose the correct form of the verb to complete the sentence:
The store __________ (to close/has closed) for the day.
a. close
b. closed
c. has closed
Answer: c. has closed
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Here's a chart that shows the differences between simple present tense and present perfect tense:
| Simple Present Tense | Present Perfect Tense | |
|---|---|---|
| Form | Subject + Verb (base form) | Subject + Have/Has + Verb (past participle) |
| Use | Habitual or repeated actions | Actions completed in the recent past |
| General facts or truths | Actions or experiences with no specific time mentioned | |
| Scheduled or fixed events | Results or consequences of past actions | |
| Commentary on a narrative | Life experiences or events that continue to the present | |
| Examples | I walk to work every day. | I have lived in New York for 5 years. |
| The sun rises in the east. | She has visited 10 countries. | |
| The concert starts at 8pm. | They have won 3 championships. | |
| He jumps over the fence. | I have lost my keys. | |
| She opens the door and enters. | We have already eaten dinner. |
Here are some example sentences and exercises to illustrate the differences between simple present tense and present perfect tense:
- Simple Present Tense: I eat breakfast every day.
Present Perfect Tense: I have already eaten breakfast today.
Explanation: The simple present tense is used to describe habitual or repeated actions, while the present perfect tense is used to describe an action completed in the recent past with no specific time mentioned.
- Simple Present Tense: The Earth revolves around the Sun.
Present Perfect Tense: I have never been to space.
Explanation: The simple present tense is used to describe general facts or truths, while the present perfect tense is used to describe actions or experiences with no specific time mentioned.
- Simple Present Tense: The train leaves at 7pm.
Present Perfect Tense: I have missed my train.
Explanation: The simple present tense is used to describe scheduled or fixed events, while the present perfect tense is used to describe the result or consequence of a past action.
- Simple Present Tense: The hero defeats the villain and saves the day.
Present Perfect Tense: I have lost my keys.
Explanation: The simple present tense is used for commentary on a narrative, while the present perfect tense is used to describe a life experience or event that continues to the present.
Exercises:
- Choose the correct form of the verb to complete the sentence: I __________ (to see/seen) that movie before. a. see b. saw c. have seen
Answer: c. have seen
- Choose the correct form of the verb to complete the sentence: She __________ (to eat/eats) dinner at 6pm every day. a. eat b. eats c. has eaten
Answer: b. eats
- Choose the correct form of the verb to complete the sentence: I __________ (to lose/have lost) my keys and I can't find them. a. lose b. lost c. have lost
Answer: c. have lost
- Choose the correct form of the verb to complete the sentence: He __________ (to run/has run) 10 marathons in his life. a. run b. ran c. has run
Answer: c. has run
- Choose the correct form of the verb to complete the sentence: The store __________ (to close/has closed) for the day. a. close b. closed c. has closed
Answer: c. has closed
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Fatmir Mani's English SchoolEnglish Made Easier
13.03.2023
Fatmir Mani's English School
"The Little Lame Prince" is a classic children's story that tells the tale of Prince Dolor, a young prince who is born with a physical disability that leaves him lame and unable to walk. Despite his disability, Prince Dolor is a kind and intelligent child who is loved by all who know him.
However, tragedy strikes when Prince Dolor's parents die in a riding accident. With no other family to turn to, he is sent to live with his cruel and heartless uncle. His uncle is a cold and calculating man who treats Prince Dolor poorly, keeping him confined to a tower and refusing to allow him to leave or have any contact with the outside world.
One day, while exploring the tower, Prince Dolor discovers a magic cloak that allows him to fly. With the cloak, he is able to escape from the tower and embark on a series of adventures. Along the way, he meets a variety of interesting characters, including a kind and wise old lady, a talking crow, and a mischievous fairy.
Through his adventures, Prince Dolor learns many valuable lessons about courage, kindness, and the true meaning of happiness. He also discovers that his physical disability is not the result of any medical condition, but rather a curse that was placed on him at birth by a wicked fairy. With the help of his friends, he is able to break the curse and regain the use of his legs.
In the end, Prince Dolor returns to his kingdom as a just and fair ruler. He uses the lessons he learned on his adventures to bring happiness to his people and rule with compassion and kindness.
"The Little Lame Prince" is a heartwarming story that teaches important lessons about perseverance, kindness, and the true meaning of happiness. It has been beloved by children and adults alike for over a century, and continues to be a popular choice for bedtime stories and classroom reading.
Here are some multiple choice questions based on the summary of "The Little Lame Prince":
What is the name of the young prince in the story?
A) Prince Charming
B) Prince Dolor
C) Prince Lancelot
D) Prince Alexander
What physical disability does Prince Dolor have?
A) He is blind
B) He is deaf
C) He is lame and unable to walk
D) He has a heart condition
Who does Prince Dolor live with after his parents die?
A) His grandparents
B) His aunt and uncle
C) His godparents
D) His nanny
How does Prince Dolor escape from the tower where he is kept by his uncle?
A) He finds a magic wand that transports him outside
B) He persuades his uncle to let him go
C) He discovers a magic cloak that allows him to fly
D) He climbs down a rope that he made himself
What lessons does Prince Dolor learn during his adventures?
A) Courage, kindness, and the true meaning of happiness
B) How to play the piano, speak French, and ride a horse
C) How to build a boat, catch fish, and make a fire
D) How to sword fight, climb trees, and swim in a river
=========
Fatmir Mani's English SchoolEnglish Made Easier
13.03.2023
"The Little Lame Prince" is a classic children's story that tells the tale of Prince Dolor, a young prince who is born with a physical disability that leaves him lame and unable to walk. Despite his disability, Prince Dolor is a kind and intelligent child who is loved by all who know him.
However, tragedy strikes when Prince Dolor's parents die in a riding accident. With no other family to turn to, he is sent to live with his cruel and heartless uncle. His uncle is a cold and calculating man who treats Prince Dolor poorly, keeping him confined to a tower and refusing to allow him to leave or have any contact with the outside world.
One day, while exploring the tower, Prince Dolor discovers a magic cloak that allows him to fly. With the cloak, he is able to escape from the tower and embark on a series of adventures. Along the way, he meets a variety of interesting characters, including a kind and wise old lady, a talking crow, and a mischievous fairy.
Through his adventures, Prince Dolor learns many valuable lessons about courage, kindness, and the true meaning of happiness. He also discovers that his physical disability is not the result of any medical condition, but rather a curse that was placed on him at birth by a wicked fairy. With the help of his friends, he is able to break the curse and regain the use of his legs.
In the end, Prince Dolor returns to his kingdom as a just and fair ruler. He uses the lessons he learned on his adventures to bring happiness to his people and rule with compassion and kindness.
"The Little Lame Prince" is a heartwarming story that teaches important lessons about perseverance, kindness, and the true meaning of happiness. It has been beloved by children and adults alike for over a century, and continues to be a popular choice for bedtime stories and classroom reading.
Here are some multiple choice questions based on the summary of "The Little Lame Prince":
What is the name of the young prince in the story? A) Prince Charming B) Prince Dolor C) Prince Lancelot D) Prince Alexander
What physical disability does Prince Dolor have? A) He is blind B) He is deaf C) He is lame and unable to walk D) He has a heart condition
Who does Prince Dolor live with after his parents die? A) His grandparents B) His aunt and uncle C) His godparents D) His nanny
How does Prince Dolor escape from the tower where he is kept by his uncle? A) He finds a magic wand that transports him outside B) He persuades his uncle to let him go C) He discovers a magic cloak that allows him to fly D) He climbs down a rope that he made himself
What lessons does Prince Dolor learn during his adventures? A) Courage, kindness, and the true meaning of happiness B) How to play the piano, speak French, and ride a horse C) How to build a boat, catch fish, and make a fire D) How to sword fight, climb trees, and swim in a river
Fatmir Mani's English School
Androcles and the Lion is a fable of Aesop that tells the story of a slave who escapes his cruel master and becomes friends with a lion in the wilderness. Here is the story:
Androcles was a slave who had escaped from his cruel master. He ran into the wilderness and, while hiding in a cave, stumbled upon a lion with a huge thorn in its paw. Androcles approached the lion, and to his surprise, the lion did not attack him. Instead, the lion lay down and held out its paw for Androcles to remove the thorn.
Androcles carefully removed the thorn from the lion's paw, and the lion roared with relief. From that moment on, the lion became Androcles' companion, bringing him food and protecting him from other animals. But eventually, Androcles was captured and returned to his master, who condemned him to death in the arena, to be torn apart by wild animals.
On the day of the spectacle, Androcles was thrown into the arena with a fierce lion. But as the lion charged at him, it recognized Androcles and ran towards him, wagging its tail. The audience was amazed to see the lion licking Androcles' feet and nuzzling its head against his chest. Androcles explained to the amazed crowd how he had helped the lion when it was injured and how it had become his friend.
The emperor, who was in the audience, was so impressed by the story that he pardoned Androcles and set him free, along with his lion companion. Androcles and the lion lived happily ever after.
Here are some multiple-choice questions about the fable:
- How did Androcles become friends with the lion?
A) He tamed the lion with his whip.
B) He stumbled upon the lion with a thorn in its paw and removed it.
C) He fought the lion and emerged victorious.
D) He fed the lion and gained its trust.
Answer:
- Why was Androcles condemned to death in the arena?
A) He stole from his master.
B) He killed a fellow slave.
C) He helped a lion in the wilderness.
D) He tried to escape his master's house.
Answer:
- What happened when Androcles was thrown into the arena with a fierce lion?
A) The lion attacked him and killed him.
B) The lion recognized him and ran towards him, wagging its tail.
C) Androcles tamed the lion with his whip.
D) The lion fled in fear when it saw Androcles.
Answer:
- What did the emperor do when he heard Androcles' story?
A) He ordered Androcles to be killed.
B) He pardoned Androcles and set him free.
C) He gave Androcles a job in the palace.
D) He ordered Androcles to be enslaved again.
Answer:
- What was the moral of the fable of Androcles and the lion?
A) It is possible to befriend even the fiercest of creatures.
B) People should not try to escape from their masters.
C) It is better to be cruel than to be kind.
D) Animals should be feared and avoided at all costs.
Answer:
Androcles and the Lion is a fable of Aesop that tells the story of a slave who escapes his cruel master and becomes friends with a lion in the wilderness. Here is the story:
Androcles was a slave who had escaped from his cruel master. He ran into the wilderness and, while hiding in a cave, stumbled upon a lion with a huge thorn in its paw. Androcles approached the lion, and to his surprise, the lion did not attack him. Instead, the lion lay down and held out its paw for Androcles to remove the thorn.
Androcles carefully removed the thorn from the lion's paw, and the lion roared with relief. From that moment on, the lion became Androcles' companion, bringing him food and protecting him from other animals. But eventually, Androcles was captured and returned to his master, who condemned him to death in the arena, to be torn apart by wild animals.
On the day of the spectacle, Androcles was thrown into the arena with a fierce lion. But as the lion charged at him, it recognized Androcles and ran towards him, wagging its tail. The audience was amazed to see the lion licking Androcles' feet and nuzzling its head against his chest. Androcles explained to the amazed crowd how he had helped the lion when it was injured and how it had become his friend.
The emperor, who was in the audience, was so impressed by the story that he pardoned Androcles and set him free, along with his lion companion. Androcles and the lion lived happily ever after.
Here are some multiple-choice questions about the fable:
- How did Androcles become friends with the lion? A) He tamed the lion with his whip. B) He stumbled upon the lion with a thorn in its paw and removed it. C) He fought the lion and emerged victorious. D) He fed the lion and gained its trust.
Answer:
- Why was Androcles condemned to death in the arena? A) He stole from his master. B) He killed a fellow slave. C) He helped a lion in the wilderness. D) He tried to escape his master's house.
Answer:
- What happened when Androcles was thrown into the arena with a fierce lion? A) The lion attacked him and killed him. B) The lion recognized him and ran towards him, wagging its tail. C) Androcles tamed the lion with his whip. D) The lion fled in fear when it saw Androcles.
Answer:
- What did the emperor do when he heard Androcles' story? A) He ordered Androcles to be killed. B) He pardoned Androcles and set him free. C) He gave Androcles a job in the palace. D) He ordered Androcles to be enslaved again.
Answer:
- What was the moral of the fable of Androcles and the lion? A) It is possible to befriend even the fiercest of creatures. B) People should not try to escape from their masters. C) It is better to be cruel than to be kind. D) Animals should be feared and avoided at all costs.
Answer:
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Fatmir Mani's English School
English Made Easier
March 13. 2023
Here's the fable of the lion and the bulls:
Once upon a time, there was a lion who ruled over a vast kingdom of animals. One day, he called together all the bulls of the land and declared that they were to provide him with food. The bulls were outraged by this and refused to comply, saying that they would rather die fighting than be the lion's prey.
The lion, who was cunning and shrewd, came up with a plan. He went to each bull individually and promised to spare them if they agreed to come to him alone. The bulls, not realizing that the other bulls were also being targeted, foolishly agreed.
One by one, the lions killed the bulls until there were none left. The other animals in the kingdom, who had watched in horror as their fellow creatures were killed, realized too late that they should have banded together to fight the lion.
Multiple-choice questions:
- Who declared that the bulls were to provide the lion with food?
a) The bulls themselves
b) The other animals in the kingdom
c) The lion
Answer: c) The lion
- Why did the bulls refuse to comply with the lion's demand?
a) They were afraid of the lion
b) They would rather die fighting than be the lion's prey
c) They were too lazy to hunt for food
Answer: b) They would rather die fighting than be the lion's prey
- How did the lion manage to kill all the bulls?
a) He attacked them all at once
b) He promised to spare them if they came to him alone
c) He made a deal with the other animals in the kingdom to help him
Answer: b) He promised to spare them if they came to him alone.
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Fatmir Mani's English School
English Made Easier
March 12. 2023
Here's a chart explaining the English conjunctions "and," "or," "but," "so," "because," and "although," along with examples and exercises:
Conjunction Usage Example And To join two or more items or ideas. I like coffee and tea. Or To give a choice between two or more items or ideas. Do you want pizza or pasta for dinner? But To show contrast between two ideas. I want to go out, but it's raining outside. So To show the result or consequence of something. I was running late, so I took a taxi to work. Because To show the reason for something. I stayed home because I was feeling sick. Although To show a contrast between two ideas. Although it was raining, we decided to go for a walk.
Exercise 1: Choose the correct conjunction to complete the sentence.
She wants to order pizza __ pasta for dinner.
a) and
b) or
c) but
I woke up late, __ I had to skip breakfast.
a) so
b) or
c) because
__ it was cold outside, we decided to go for a walk.
a) And
b) Because
c) Although
I like both coffee __ tea.
a) and
b) or
c) but
He didn't want to come to the party, __ he had other plans.
a) so
b) because
c) although
Exercise 2: Create a sentence using the conjunction given.
And
Example: I like to read books, and I also like to watch movies.
Or
Example: Do you want to go to the park or the beach this weekend?
But
Example: I want to go to the party, but I have to finish my work first.
So
Example: I studied hard for the test, so I got a good grade.
Because
Example: I didn't go to the gym because I was feeling tired.
Although
Example: Although it was late, we decided to stay up and watch a movie.
I hope this helps! Let me know if you have any questions.
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Fatmir Mani's English SchoolEnglish Made Easier
12.03.2023
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Fatmir Mani's English School
English Made Easier
March 13. 2023
Here's the fable of the lion and the bulls:
Once upon a time, there was a lion who ruled over a vast kingdom of animals. One day, he called together all the bulls of the land and declared that they were to provide him with food. The bulls were outraged by this and refused to comply, saying that they would rather die fighting than be the lion's prey.
The lion, who was cunning and shrewd, came up with a plan. He went to each bull individually and promised to spare them if they agreed to come to him alone. The bulls, not realizing that the other bulls were also being targeted, foolishly agreed.
One by one, the lions killed the bulls until there were none left. The other animals in the kingdom, who had watched in horror as their fellow creatures were killed, realized too late that they should have banded together to fight the lion.
Multiple-choice questions:
- Who declared that the bulls were to provide the lion with food? a) The bulls themselves b) The other animals in the kingdom c) The lion
Answer: c) The lion
- Why did the bulls refuse to comply with the lion's demand? a) They were afraid of the lion b) They would rather die fighting than be the lion's prey c) They were too lazy to hunt for food
Answer: b) They would rather die fighting than be the lion's prey
- How did the lion manage to kill all the bulls? a) He attacked them all at once b) He promised to spare them if they came to him alone c) He made a deal with the other animals in the kingdom to help him
Answer: b) He promised to spare them if they came to him alone.
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Fatmir Mani's English School
English Made Easier
March 12. 2023
Here's a chart explaining the English conjunctions "and," "or," "but," "so," "because," and "although," along with examples and exercises:
| Conjunction | Usage | Example |
|---|---|---|
| And | To join two or more items or ideas. | I like coffee and tea. |
| Or | To give a choice between two or more items or ideas. | Do you want pizza or pasta for dinner? |
| But | To show contrast between two ideas. | I want to go out, but it's raining outside. |
| So | To show the result or consequence of something. | I was running late, so I took a taxi to work. |
| Because | To show the reason for something. | I stayed home because I was feeling sick. |
| Although | To show a contrast between two ideas. | Although it was raining, we decided to go for a walk. |
Exercise 1: Choose the correct conjunction to complete the sentence.
She wants to order pizza __ pasta for dinner. a) and b) or c) but
I woke up late, __ I had to skip breakfast. a) so b) or c) because
__ it was cold outside, we decided to go for a walk. a) And b) Because c) Although
I like both coffee __ tea. a) and b) or c) but
He didn't want to come to the party, __ he had other plans. a) so b) because c) although
Exercise 2: Create a sentence using the conjunction given.
And Example: I like to read books, and I also like to watch movies.
Or Example: Do you want to go to the park or the beach this weekend?
But Example: I want to go to the party, but I have to finish my work first.
So Example: I studied hard for the test, so I got a good grade.
Because Example: I didn't go to the gym because I was feeling tired.
Although Example: Although it was late, we decided to stay up and watch a movie.
I hope this helps! Let me know if you have any questions.
Fatmir Mani's English School
Here's a chart explaining adverbs of frequency for B2 level learners:
Adverb of Frequency Usage Example Always To describe a repeated action that happens all the time. She always eats breakfast before work. Usually To describe a repeated action that happens most of the time. He usually takes the bus to work. Often To describe a repeated action that happens many times. They often go out to eat on the weekends. Sometimes To describe a repeated action that happens occasionally. I sometimes forget my keys at home. Rarely To describe a repeated action that happens infrequently. She rarely goes to the gym after work. Hardly ever To describe a repeated action that almost never happens. He hardly ever drinks coffee. Never To describe a repeated action that doesn't happen at all. They never miss their morning jog.
Here are some exercises and examples to help you practice using adverbs of frequency:
- Fill in the blanks with the appropriate adverb of frequency:
a) She ____________ (always/never) forgets her keys at home.
b) They ____________ (usually/rarely) go to the movies on weekdays.
c) I ____________ (often/hardly ever) eat fast food.
d) He ____________ (sometimes/never) goes to bed early.
e) We ____________ (rarely/always) take the train to work.
- Use adverbs of frequency to describe your daily routine:
a) I ____________ (always/usually) wake up at 6 a.m. and ____________ (often/sometimes) exercise in the morning.
b) During the day, I ____________ (usually/often) work on my computer and ____________ (sometimes/rarely) take breaks.
c) In the evening, I ____________ (often/rarely) cook dinner and ____________ (sometimes/hardly ever) watch TV.
- Use adverbs of frequency to describe your habits or preferences:
a) When it comes to eating, I ____________ (always/usually) prefer healthy food and ____________ (rarely/never) eat junk food.
b) In terms of exercise, I ____________ (often/usually) go to the gym and ____________ (sometimes/hardly ever) go for a run outside.
c) When it comes to hobbies, I ____________ (usually/often) read books and ____________ (sometimes/rarely) play video games.
It's important to use adverbs of frequency in the correct order in a sentence, which is usually subject + adverb of frequency + verb. For example, "I always eat breakfast before work" or "She never forgets her keys at home." Adverbs of frequency can be used in various situations such as describing daily routines, habits, and preferences. Practicing with these exercises can help you use adverbs of frequency correctly and effectively in your spoken and written communication.
I hope this helps! Let me know if you have any questions.
Here's a chart explaining adverbs of frequency for B2 level learners:
| Adverb of Frequency | Usage | Example |
|---|---|---|
| Always | To describe a repeated action that happens all the time. | She always eats breakfast before work. |
| Usually | To describe a repeated action that happens most of the time. | He usually takes the bus to work. |
| Often | To describe a repeated action that happens many times. | They often go out to eat on the weekends. |
| Sometimes | To describe a repeated action that happens occasionally. | I sometimes forget my keys at home. |
| Rarely | To describe a repeated action that happens infrequently. | She rarely goes to the gym after work. |
| Hardly ever | To describe a repeated action that almost never happens. | He hardly ever drinks coffee. |
| Never | To describe a repeated action that doesn't happen at all. | They never miss their morning jog. |
Here are some exercises and examples to help you practice using adverbs of frequency:
- Fill in the blanks with the appropriate adverb of frequency:
a) She ____________ (always/never) forgets her keys at home. b) They ____________ (usually/rarely) go to the movies on weekdays. c) I ____________ (often/hardly ever) eat fast food. d) He ____________ (sometimes/never) goes to bed early. e) We ____________ (rarely/always) take the train to work.
- Use adverbs of frequency to describe your daily routine:
a) I ____________ (always/usually) wake up at 6 a.m. and ____________ (often/sometimes) exercise in the morning. b) During the day, I ____________ (usually/often) work on my computer and ____________ (sometimes/rarely) take breaks. c) In the evening, I ____________ (often/rarely) cook dinner and ____________ (sometimes/hardly ever) watch TV.
- Use adverbs of frequency to describe your habits or preferences:
a) When it comes to eating, I ____________ (always/usually) prefer healthy food and ____________ (rarely/never) eat junk food. b) In terms of exercise, I ____________ (often/usually) go to the gym and ____________ (sometimes/hardly ever) go for a run outside. c) When it comes to hobbies, I ____________ (usually/often) read books and ____________ (sometimes/rarely) play video games.
It's important to use adverbs of frequency in the correct order in a sentence, which is usually subject + adverb of frequency + verb. For example, "I always eat breakfast before work" or "She never forgets her keys at home." Adverbs of frequency can be used in various situations such as describing daily routines, habits, and preferences. Practicing with these exercises can help you use adverbs of frequency correctly and effectively in your spoken and written communication.
I hope this helps! Let me know if you have any questions.
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Fatmir Mani's English School
English Made Easier
March 11. 2023
Here's a story that relates to the saying "Don't give people a value they don't deserve. Everyone is expendable."
Story:
Once upon a time, there was a man named John who worked as a manager at a big company. John was a hard worker and expected the same from his team. He often praised his top-performing employees and gave them special treatment, such as bonuses and promotions. However, he paid little attention to those who were not performing as well. He saw them as expendable and not deserving of his time or attention.
One day, the company faced financial difficulties and had to lay off some employees. To his surprise, John's top performers were among those who were let go. It turned out that the company valued their skills, but not enough to keep them on during tough times. John realized that he had been wrong in his thinking. He had given his top-performing employees a value that they didn't deserve, and had neglected the others who also had value.
Multiple choice questions:
- What is the meaning of the saying "Don't give people a value they don't deserve. Everyone is expendable"?
A. It means that everyone is valuable and deserves respect.
B. It means that only some people are valuable and deserve respect.
C. It means that people should be given more value than they deserve.
D. It means that people are only valuable when they are useful.
Answer:
- What was John's attitude towards his top-performing employees?
A. He saw them as expendable.
B. He praised them and gave them special treatment.
C. He neglected them.
D. He didn't pay attention to them.
Answer:
- What happened when the company faced financial difficulties?
A. John's top-performing employees were given bonuses.
B. John's top-performing employees were promoted.
C. John's top-performing employees were laid off.
D. John's underperforming employees were laid off.
Answer:
- What did John realize after the company faced financial difficulties?
A. He had been wrong in his thinking.
B. He had been right in his thinking.
C. He didn't care about the layoffs.
D. He deserved a promotion.
Answer:
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Fatmir Mani's English School
English Made Easier
March 10. 2023
Here is a chart to show the main uses of the definite article 'the' .
Use Examples Referring to a specific noun that has already been mentioned "I saw a cat in the park. The cat was black and white." Referring to a specific noun that is known to both the speaker and the listener "I parked the car in the garage." Referring to a specific noun that is unique or one-of-a-kind "The sun is shining brightly." Referring to a specific noun that is a part of a larger group or category "The red apple is my favorite fruit." Referring to a specific noun that is used as a general concept "The rain can be a nuisance."
As you can see, "the" is used to refer to a specific noun in a variety of contexts.
Here are some examples:
- The dog barked at the mailman. (referring to a specific dog)
- Can you pass me the salt shaker? (referring to a specific container of salt)
- The Eiffel Tower is a popular tourist attraction in Paris. (referring to a specific landmark)
- Have you seen the movie that won the Oscar last year? (referring to a specific movie)
- The car in the driveway needs to be washed. (referring to a specific car)
Exercise: Fill in the blanks with "the" in the following sentences:
- ___ cat is sleeping on ___ windowsill.
- Have you seen ___ latest episode of ___ Game of Thrones?
- ___ Earth orbits ___ sun.
- ___ children in ___ class are very well-behaved.
- I need to buy ___ milk from ___ store.
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Fatmir Mani's English School
English Made Easier
March 09. 2023
"The" is a definite article in English. It is used to refer to a specific, known or previously mentioned noun.
When we use "the," we are referring to a particular item or thing, and both the speaker and listener know which item is being referred to. For example, if someone says "the book," they are referring to a specific book that has been mentioned before, or one that is clearly identifiable based on context.
Here are some examples:
- Please pass me the salt. (referring to a specific container of salt)
- Have you seen the movie we talked about? (referring to a specific movie that was previously discussed)
- I parked my car in the garage. (referring to a specific garage that is known to the speaker and listener)
- The cat is sleeping on the couch. (referring to a specific cat that is in the room)
- She is wearing the blue dress that she bought last week. (referring to a specific dress that has been mentioned before)
In contrast, "a/an" are indefinite articles that are used to refer to a non-specific or unknown noun. They are placed before a singular noun and refer to any unspecified thing or item.
It is important to note that in some cases, no article is used at all. This occurs when referring to a non-specific, general noun or plural noun. For example:
- Dogs are great pets. (referring to dogs in general)
- I need to buy vegetables at the store. (referring to vegetables in general)
Overall, "the" is used to refer to a specific, known item or thing, while "a/an" are used to refer to non-specific or unknown items or things.
==============paf03.08.2023
Fatmir Mani's English School
English Made Easier
Write a paragraph about your mother:
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paf03.07.2023
Fatmir Mani's English School
English Made Easier
To write a sentence in English, keep the following in mind:
Grammar - Make sure that your sentence is grammatically correct. This includes using the correct verb tense, subject-verb agreement, and proper sentence structure.
Clarity - Make sure that your sentence is clear and easy to understand. Avoid using overly complex vocabulary or sentence structures that can confuse the reader.
Punctuation - Use proper punctuation to help clarify the meaning of your sentence. This includes using commas, periods, and other punctuation marks correctly.
Conciseness - Try to make your sentence as concise as possible. Avoid using unnecessary words or phrases that do not add to the meaning of the sentence.
Variety - Use a variety of sentence structures and lengths to make your writing more interesting and engaging.
Context - Make sure that your sentence makes sense in the context of the larger piece of writing. Your sentence should flow smoothly and fit in with the overall message that you are trying to convey.
By keeping these things in mind, you can write effective and engaging sentences that are clear, concise, and easy to understand.
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paf03.06.2023
Fatmir Mani's English School
English Made Easier
Për të shkruar një fjali në anglisht, mbani në mend këto gjëra:
Gramatikë - Sigurohuni që fjalët tuaja janë gramatikalisht të sakta. Kjo përfshin përdorimin e kohës së duhur të foljes, marrëveshjen mes subjektit dhe foljes, dhe strukturën e duhur të fjalëve.
Klariteti - Sigurohuni që fjalët tuaja janë të qarta dhe të lehta për tu kuptuar. Avoidoni përdorimin e fjalëve ose strukturave të fjalive shumë të kompleksa që mund të ngatërrojnë lexuesin.
Nënkuptimi - Përdorni nënkuptimin e duhur për të ndihmuar në kuptimin e fjalëve tuaja. Kjo përfshin përdorimin e shenjave të interpunktit që ndihmojnë në sqarimin e kuptimeve të fjalëve tuaja.
Konciziteti - Përpjekuni për të bërë fjalët tuaja sa më të shkurtër të jetë e mundur. Avoidoni përdorimin e fjalëve ose frazave të panevojshme që nuk shtojnë në kuptimin e fjalëve tuaja.
Varieteti - Përdorni një varietet të strukturave të fjalëve dhe gjatësive për të bërë shkrimin tuaj më interesant dhe tërheqës.
Konteksti - Sigurohuni që fjalët tuaja kanë kuptim në kontekstin e shkrimit të madh. Fjalët tuaja duhet të kenë një rrjedhë të shkurtër dhe të përshtaten me mesazhin e përgjithshëm që po përpiqeni të përcillni.
Duke mbajtur këto gjëra në mend, mund të shkruani fjalët e efektshme dhe tërheqëse që janë të qarta, të shkurtra dhe të lehta për tu kuptuar.
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paf03.05.2023
Fatmir Mani's English School
English Made Easier
To write a paragraph in English, follow these steps:
Choose a topic - Decide on the topic that you want to write about. Make sure it is something that you are interested in and have some knowledge about.
Write a topic sentence - Start your paragraph with a clear and concise topic sentence that introduces the main idea or point of the paragraph.
Provide supporting details - Use specific examples, facts, and details to support your topic sentence. Make sure that your supporting details are relevant and help to explain or illustrate your main point.
Use transitional words and phrases - Use transitional words and phrases to connect your ideas and make your paragraph flow smoothly. Examples of transitional words and phrases include "however," "therefore," "in addition," and "furthermore."
Conclude your paragraph - End your paragraph with a concluding sentence that summarizes your main point and leads into the next paragraph.
Edit your paragraph - After you have written your paragraph, take some time to edit and revise it. Check for spelling and grammar errors, and make sure that your paragraph is clear, concise, and easy to read.
Remember that a paragraph should be focused on one main idea or point, and should be well-organized with supporting details that help to explain or illustrate that point. With practice and patience, you can become a skilled writer of English paragraphs.
=======
paf03.04.2023
Fatmir Mani's English School
English Made Easier
Për të shkruar një paragraf në anglisht, ndiqni këta hapa:
Zgjidhni një temë - Vendosni për temën që dëshironi të shkruani. Sigurohuni që është diçka që ju intereson dhe keni dijeni për të.
Shkruani një fjali kryesore- Filloni paragrafin tuaj me një fjalëkalim teme të qartë dhe të shkurtër që paraqet ideën kryesore ose pikën e paragrafit.
Sigurohuni që ofroni detaje mbështetëse - Përdorni shembuj specifike, fakte dhe detaje për të mbështetur fjalëkalimin tuaj teme. Sigurohuni që detajet mbështetëse janë relevante dhe ndihmojnë për të shpjeguar ose ilustruar pikën tuaj kryesore.
Përdorni fjalëkalime dhe fraza tranzicionale - Përdorni fjalëkalime dhe fraza tranzicionale për të lidhur idete tuaja dhe për të bërë që paragrafi juaj të rrjedhë lehtësisht. Shembuj të fjalëkalimeve dhe frazave tranzicionale përfshijnë "megjithatë", "prandaj", "sidoqoftë", "përveç kësaj" dhe "ndërsa".
Përfundoni paragrafin tuaj - Përfundoni paragrafin tuaj me një fjalëkalim përfundimtar që përmbledh pikën tuaj kryesore dhe udhëheq në paragrafin tjetër.
Redaktoni paragrafin tuaj - Pasi keni shkruar paragrafin tuaj, merrni disa minuta për ta redaktuar dhe ta rishikoni. Kontrolloni për gabime të drejshkrimit dhe gramatikore, dhe sigurohuni që paragrafi juaj është i qartë, i shkurtër dhe i lehtë për t'u lexuar.
Kujtoni se një paragraf duhet të jetë i fokusuar në një ide kryesore ose pikë, dhe duhet të jetë i mirë-organizuar me detaje mbështetëse që ndihmojnë për të shpjeguar ose ilustruar atë pikë. Me praktikë dhe durim, mund të bëheni një shkrimtar i aftë i paragrafeve anglisht.
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paf03.03.2023
Fatmir Mani's English SchoolEnglish Made Easier
Write your own paragraph about parents.
Parents play an important role in the lives of their children. They are the first teachers, caregivers, and role models that we encounter. From infancy, parents provide us with love, support, and guidance. They teach us basic skills such as walking and talking, and help us to develop a sense of self-esteem and confidence. As we grow older, parents continue to be an important source of emotional support and encouragement. They help us to navigate the challenges of adolescence and provide us with advice and guidance as we begin to make our way in the world. Parents are an invaluable resource, and their love and support are essential for a happy and fulfilling life. We should always appreciate the sacrifices and hard work that our parents put into raising us, and strive to be the best that we can be in order to make them proud.=========
paf02.24.2023
Fatmir Mani's English School
English Made Easier
Hi Andrea and friends, Here is a chart outlining the past continuous tense rules and examples of how and where to use it correctly:
Past Continuous Tense Rules and Usage Examples Formation "was/were" + present participle (-ing) of the verb "I was walking to the store." Duration in the Past Use to describe an action that was happening in the past for a specific duration "He was watching TV all afternoon." Interrupted Actions Use to describe an ongoing action in the past that was interrupted by another action "She was cooking dinner when the phone rang." Background Information Use to describe an ongoing action in the past that sets the scene for another action or event "The sun was setting as we arrived at the beach." Two Actions Simultaneously Use to describe two actions happening simultaneously in the past "While I was reading, my sister was studying."
It's important to note that the past continuous tense is used to describe an action that was in progress in the past and was ongoing at a specific time. It is formed by using the auxiliary verbs "was" or "were" and adding the present participle (-ing) of the verb. It's also essential to use the tense consistently throughout a sentence and to use it correctly with other past tenses, such as the simple past tense.
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paf02.23.2023
Fatmir Mani's English SchoolEnglish Made Easier
Hi Andrea and friends, here is a chart outlining the simple past tense rules and examples of how and where to use it correctly:
Simple Past Tense Rules and Usage Examples Regular Verbs Add "-ed" to the base form of the verb "I walked to the store." Irregular Verbs Use the past tense form of the verb "I ate breakfast at 8:00 am." Completed Actions Use to describe a completed action in the past "She finished her homework yesterday." Series of Actions Use to describe a sequence of actions that occurred in the past "He woke up, brushed his teeth, and then ate breakfast." Duration in the Past Use to describe a past action that lasted for a specific duration "I lived in New York for five years." Past Habits Use to describe a past routine or habit that is no longer occurring "She always went for a run in the morning."
It's important to note that the simple past tense is used to talk about completed actions in the past and is not used for ongoing or future actions. Additionally, it's essential to use the correct verb form, whether regular or irregular, and to pay attention to the subject-verb agreement.
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Hi Andrea and friends,
Try these adjectives and prepositions.
Do you know how to use adjectives with prepositions like interested in or similar to?
Test what you know with interactive exercises and read the explanation to help you.
Look at these examples to see how adjectives are used with prepositions.
I'm interested in the idea.
My jacket is similar to yours.
She's brilliant at maths.
My neighbour is angry about the party.
Try this exercise to test your grammar.
Grammar explanation
Some adjectives go with certain prepositions. There are no grammatical rules for which preposition is used with which adjective, so it's a good idea to try to learn them together. To help you do this, write new vocabulary in your notebook in a sentence or phrase.
However, there are some patterns that can help you. Let's look at them first. Remember that a preposition is followed by a noun or a gerund (-ing form).
With at
We use at with adjectives like good/bad/amazing/brilliant/terrible, etc. to talk about skills and abilities.
He's really good at English.
She's amazing at the piano.
They're terrible at organising anything.
I'm not very good at drawing.
With about
We often use about with adjectives of feelings like angry/excited/happy/nervous/sad/stressed/worried, etc. to explain what is causing that feeling.
I'm angry about the decision.
He's nervous about the presentation.
She's excited about the new job.
They were worried about the exam.
With of
However, sometimes we use of with feelings.
She was afraid of telling her mum.
I'm frightened of having an accident.
He's scared of flying.
You should be proud of your progress.
With to
We can use to to show the connection between people or things.
He's married to the director.
I'm addicted to my phone.
I'm allergic to nuts.
It's similar to the old one.
We can also use to to talk about someone's behaviour towards someone else.
They were really friendly to me.
Was he nice to you?
He is always polite to everyone.
She was very rude to the waitress.
Here are some other useful adjectives with prepositions.
With for
Exercise is good for you.
Stress is bad for you.
The town is famous for its cheese.
I'm responsible for the financial side of the business.
With in
She's interested in the project.
They want someone who's experienced in design.
I didn't want to get involved in the argument.
Do this exercise to test your grammar again.
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paf26.01.2022
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Fatmir Mani's English School
English Made Easier
March 11. 2023
Here's a story that relates to the saying "Don't give people a value they don't deserve. Everyone is expendable."
Story:
Once upon a time, there was a man named John who worked as a manager at a big company. John was a hard worker and expected the same from his team. He often praised his top-performing employees and gave them special treatment, such as bonuses and promotions. However, he paid little attention to those who were not performing as well. He saw them as expendable and not deserving of his time or attention.
One day, the company faced financial difficulties and had to lay off some employees. To his surprise, John's top performers were among those who were let go. It turned out that the company valued their skills, but not enough to keep them on during tough times. John realized that he had been wrong in his thinking. He had given his top-performing employees a value that they didn't deserve, and had neglected the others who also had value.
Multiple choice questions:
- What is the meaning of the saying "Don't give people a value they don't deserve. Everyone is expendable"?
A. It means that everyone is valuable and deserves respect. B. It means that only some people are valuable and deserve respect. C. It means that people should be given more value than they deserve. D. It means that people are only valuable when they are useful.
Answer:
- What was John's attitude towards his top-performing employees?
A. He saw them as expendable. B. He praised them and gave them special treatment. C. He neglected them. D. He didn't pay attention to them.
Answer:
- What happened when the company faced financial difficulties?
A. John's top-performing employees were given bonuses. B. John's top-performing employees were promoted. C. John's top-performing employees were laid off. D. John's underperforming employees were laid off.
Answer:
- What did John realize after the company faced financial difficulties?
A. He had been wrong in his thinking. B. He had been right in his thinking. C. He didn't care about the layoffs. D. He deserved a promotion.
Answer:
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Fatmir Mani's English School
English Made Easier
March 10. 2023
Here is a chart to show the main uses of the definite article 'the' .
| Use | Examples |
|---|---|
| Referring to a specific noun that has already been mentioned | "I saw a cat in the park. The cat was black and white." |
| Referring to a specific noun that is known to both the speaker and the listener | "I parked the car in the garage." |
| Referring to a specific noun that is unique or one-of-a-kind | "The sun is shining brightly." |
| Referring to a specific noun that is a part of a larger group or category | "The red apple is my favorite fruit." |
| Referring to a specific noun that is used as a general concept | "The rain can be a nuisance." |
As you can see, "the" is used to refer to a specific noun in a variety of contexts.
Here are some examples:
- The dog barked at the mailman. (referring to a specific dog)
- Can you pass me the salt shaker? (referring to a specific container of salt)
- The Eiffel Tower is a popular tourist attraction in Paris. (referring to a specific landmark)
- Have you seen the movie that won the Oscar last year? (referring to a specific movie)
- The car in the driveway needs to be washed. (referring to a specific car)
Exercise: Fill in the blanks with "the" in the following sentences:
- ___ cat is sleeping on ___ windowsill.
- Have you seen ___ latest episode of ___ Game of Thrones?
- ___ Earth orbits ___ sun.
- ___ children in ___ class are very well-behaved.
- I need to buy ___ milk from ___ store.
======
Fatmir Mani's English School
English Made Easier
March 09. 2023
"The" is a definite article in English. It is used to refer to a specific, known or previously mentioned noun.
When we use "the," we are referring to a particular item or thing, and both the speaker and listener know which item is being referred to. For example, if someone says "the book," they are referring to a specific book that has been mentioned before, or one that is clearly identifiable based on context.
Here are some examples:
- Please pass me the salt. (referring to a specific container of salt)
- Have you seen the movie we talked about? (referring to a specific movie that was previously discussed)
- I parked my car in the garage. (referring to a specific garage that is known to the speaker and listener)
- The cat is sleeping on the couch. (referring to a specific cat that is in the room)
- She is wearing the blue dress that she bought last week. (referring to a specific dress that has been mentioned before)
In contrast, "a/an" are indefinite articles that are used to refer to a non-specific or unknown noun. They are placed before a singular noun and refer to any unspecified thing or item.
It is important to note that in some cases, no article is used at all. This occurs when referring to a non-specific, general noun or plural noun. For example:
- Dogs are great pets. (referring to dogs in general)
- I need to buy vegetables at the store. (referring to vegetables in general)
Overall, "the" is used to refer to a specific, known item or thing, while "a/an" are used to refer to non-specific or unknown items or things.
paf03.08.2023
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paf03.07.2023
To write a sentence in English, keep the following in mind:
Grammar - Make sure that your sentence is grammatically correct. This includes using the correct verb tense, subject-verb agreement, and proper sentence structure.
Clarity - Make sure that your sentence is clear and easy to understand. Avoid using overly complex vocabulary or sentence structures that can confuse the reader.
Punctuation - Use proper punctuation to help clarify the meaning of your sentence. This includes using commas, periods, and other punctuation marks correctly.
Conciseness - Try to make your sentence as concise as possible. Avoid using unnecessary words or phrases that do not add to the meaning of the sentence.
Variety - Use a variety of sentence structures and lengths to make your writing more interesting and engaging.
Context - Make sure that your sentence makes sense in the context of the larger piece of writing. Your sentence should flow smoothly and fit in with the overall message that you are trying to convey.
By keeping these things in mind, you can write effective and engaging sentences that are clear, concise, and easy to understand.
=======
paf03.06.2023
Për të shkruar një fjali në anglisht, mbani në mend këto gjëra:
Gramatikë - Sigurohuni që fjalët tuaja janë gramatikalisht të sakta. Kjo përfshin përdorimin e kohës së duhur të foljes, marrëveshjen mes subjektit dhe foljes, dhe strukturën e duhur të fjalëve.
Klariteti - Sigurohuni që fjalët tuaja janë të qarta dhe të lehta për tu kuptuar. Avoidoni përdorimin e fjalëve ose strukturave të fjalive shumë të kompleksa që mund të ngatërrojnë lexuesin.
Nënkuptimi - Përdorni nënkuptimin e duhur për të ndihmuar në kuptimin e fjalëve tuaja. Kjo përfshin përdorimin e shenjave të interpunktit që ndihmojnë në sqarimin e kuptimeve të fjalëve tuaja.
Konciziteti - Përpjekuni për të bërë fjalët tuaja sa më të shkurtër të jetë e mundur. Avoidoni përdorimin e fjalëve ose frazave të panevojshme që nuk shtojnë në kuptimin e fjalëve tuaja.
Varieteti - Përdorni një varietet të strukturave të fjalëve dhe gjatësive për të bërë shkrimin tuaj më interesant dhe tërheqës.
Konteksti - Sigurohuni që fjalët tuaja kanë kuptim në kontekstin e shkrimit të madh. Fjalët tuaja duhet të kenë një rrjedhë të shkurtër dhe të përshtaten me mesazhin e përgjithshëm që po përpiqeni të përcillni.
Duke mbajtur këto gjëra në mend, mund të shkruani fjalët e efektshme dhe tërheqëse që janë të qarta, të shkurtra dhe të lehta për tu kuptuar.
=========
paf03.05.2023
To write a paragraph in English, follow these steps:
Choose a topic - Decide on the topic that you want to write about. Make sure it is something that you are interested in and have some knowledge about.
Write a topic sentence - Start your paragraph with a clear and concise topic sentence that introduces the main idea or point of the paragraph.
Provide supporting details - Use specific examples, facts, and details to support your topic sentence. Make sure that your supporting details are relevant and help to explain or illustrate your main point.
Use transitional words and phrases - Use transitional words and phrases to connect your ideas and make your paragraph flow smoothly. Examples of transitional words and phrases include "however," "therefore," "in addition," and "furthermore."
Conclude your paragraph - End your paragraph with a concluding sentence that summarizes your main point and leads into the next paragraph.
Edit your paragraph - After you have written your paragraph, take some time to edit and revise it. Check for spelling and grammar errors, and make sure that your paragraph is clear, concise, and easy to read.
Remember that a paragraph should be focused on one main idea or point, and should be well-organized with supporting details that help to explain or illustrate that point. With practice and patience, you can become a skilled writer of English paragraphs.
=======
paf03.04.2023
Për të shkruar një paragraf në anglisht, ndiqni këta hapa:
Zgjidhni një temë - Vendosni për temën që dëshironi të shkruani. Sigurohuni që është diçka që ju intereson dhe keni dijeni për të.
Shkruani një fjali kryesore- Filloni paragrafin tuaj me një fjalëkalim teme të qartë dhe të shkurtër që paraqet ideën kryesore ose pikën e paragrafit.
Sigurohuni që ofroni detaje mbështetëse - Përdorni shembuj specifike, fakte dhe detaje për të mbështetur fjalëkalimin tuaj teme. Sigurohuni që detajet mbështetëse janë relevante dhe ndihmojnë për të shpjeguar ose ilustruar pikën tuaj kryesore.
Përdorni fjalëkalime dhe fraza tranzicionale - Përdorni fjalëkalime dhe fraza tranzicionale për të lidhur idete tuaja dhe për të bërë që paragrafi juaj të rrjedhë lehtësisht. Shembuj të fjalëkalimeve dhe frazave tranzicionale përfshijnë "megjithatë", "prandaj", "sidoqoftë", "përveç kësaj" dhe "ndërsa".
Përfundoni paragrafin tuaj - Përfundoni paragrafin tuaj me një fjalëkalim përfundimtar që përmbledh pikën tuaj kryesore dhe udhëheq në paragrafin tjetër.
Redaktoni paragrafin tuaj - Pasi keni shkruar paragrafin tuaj, merrni disa minuta për ta redaktuar dhe ta rishikoni. Kontrolloni për gabime të drejshkrimit dhe gramatikore, dhe sigurohuni që paragrafi juaj është i qartë, i shkurtër dhe i lehtë për t'u lexuar.
Kujtoni se një paragraf duhet të jetë i fokusuar në një ide kryesore ose pikë, dhe duhet të jetë i mirë-organizuar me detaje mbështetëse që ndihmojnë për të shpjeguar ose ilustruar atë pikë. Me praktikë dhe durim, mund të bëheni një shkrimtar i aftë i paragrafeve anglisht.
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paf03.03.2023
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paf02.24.2023
Hi Andrea and friends, Here is a chart outlining the past continuous tense rules and examples of how and where to use it correctly:
| Past Continuous Tense | Rules and Usage | Examples |
|---|---|---|
| Formation | "was/were" + present participle (-ing) of the verb | "I was walking to the store." |
| Duration in the Past | Use to describe an action that was happening in the past for a specific duration | "He was watching TV all afternoon." |
| Interrupted Actions | Use to describe an ongoing action in the past that was interrupted by another action | "She was cooking dinner when the phone rang." |
| Background Information | Use to describe an ongoing action in the past that sets the scene for another action or event | "The sun was setting as we arrived at the beach." |
| Two Actions Simultaneously | Use to describe two actions happening simultaneously in the past | "While I was reading, my sister was studying." |
It's important to note that the past continuous tense is used to describe an action that was in progress in the past and was ongoing at a specific time. It is formed by using the auxiliary verbs "was" or "were" and adding the present participle (-ing) of the verb. It's also essential to use the tense consistently throughout a sentence and to use it correctly with other past tenses, such as the simple past tense.
=====
paf02.23.2023
Hi Andrea and friends, here is a chart outlining the simple past tense rules and examples of how and where to use it correctly:
| Simple Past Tense | Rules and Usage | Examples |
|---|---|---|
| Regular Verbs | Add "-ed" to the base form of the verb | "I walked to the store." |
| Irregular Verbs | Use the past tense form of the verb | "I ate breakfast at 8:00 am." |
| Completed Actions | Use to describe a completed action in the past | "She finished her homework yesterday." |
| Series of Actions | Use to describe a sequence of actions that occurred in the past | "He woke up, brushed his teeth, and then ate breakfast." |
| Duration in the Past | Use to describe a past action that lasted for a specific duration | "I lived in New York for five years." |
| Past Habits | Use to describe a past routine or habit that is no longer occurring | "She always went for a run in the morning." |
It's important to note that the simple past tense is used to talk about completed actions in the past and is not used for ongoing or future actions. Additionally, it's essential to use the correct verb form, whether regular or irregular, and to pay attention to the subject-verb agreement.
=========
Hi Andrea and friends,
Try these adjectives and prepositions.
Do you know how to use adjectives with prepositions like interested in or similar to?
Test what you know with interactive exercises and read the explanation to help you.
Look at these examples to see how adjectives are used with prepositions.
I'm interested in the idea. My jacket is similar to yours. She's brilliant at maths. My neighbour is angry about the party. Try this exercise to test your grammar. Grammar explanation
Some adjectives go with certain prepositions. There are no grammatical rules for which preposition is used with which adjective, so it's a good idea to try to learn them together. To help you do this, write new vocabulary in your notebook in a sentence or phrase.
However, there are some patterns that can help you. Let's look at them first. Remember that a preposition is followed by a noun or a gerund (-ing form).
With at
We use at with adjectives like good/bad/amazing/brilliant/terrible, etc. to talk about skills and abilities.
He's really good at English. She's amazing at the piano. They're terrible at organising anything. I'm not very good at drawing.
With about
We often use about with adjectives of feelings like angry/excited/happy/nervous/sad/stressed/worried, etc. to explain what is causing that feeling.
I'm angry about the decision. He's nervous about the presentation. She's excited about the new job. They were worried about the exam.
With of
However, sometimes we use of with feelings. She was afraid of telling her mum. I'm frightened of having an accident. He's scared of flying. You should be proud of your progress.
With to
We can use to to show the connection between people or things.
He's married to the director. I'm addicted to my phone. I'm allergic to nuts. It's similar to the old one.
We can also use to to talk about someone's behaviour towards someone else.
They were really friendly to me. Was he nice to you? He is always polite to everyone. She was very rude to the waitress.
Here are some other useful adjectives with prepositions.
With for
Exercise is good for you. Stress is bad for you. The town is famous for its cheese. I'm responsible for the financial side of the business.
With in
She's interested in the project. They want someone who's experienced in design. I didn't want to get involved in the argument. Do this exercise to test your grammar again.
====
Day and Night
There are 24 hours in a day. The day is divided into day(time) and night(-time). Daytime is from sunrise (this varies, but we can say approximately 6am) to sunset (we can say approximately 6pm). Night-time is from sunset to sunrise.
Every day starts precisely at midnight. AM (ante-meridiem = before noon) starts just after midnight. PM (post-meridiem=after noon) starts just after midday. This means that 12am and 12pm have no meaning.
This diagram shows the cycle of a 24-hour day and the words we use to describe its parts. The day starts at midnight (at the bottom of the diagram).
The word day can have two meanings:
1. the 24 hours between one midnight and the next 2. the time between sunrise and sunset (as distinct from night)
=========
paf22.01.2022
Përemrat
A pronoun takes the place of a noun.
Një përemër ze vendin e një emri.
Example story:
Shembull tregimi:
Mary is one of the heads of the ToJi Corporation. Mary works with Mr. James and Mr. James' son Tom. Mr. James and Mr. James' son Tom are experts in biochemistry. Mary, Mr. James, and Tom researched and invented a drug for cancer treatment.
Meri është një nga kokat e korporatës ToJi. Meri punon me Z.Xhejms dhe djalin e Z.Xhejms, Tomin. Z.Xhejms dhe djali i Z.Xhejms, Tomi, janë ekspertë në biokimi. Meri, Z.Xhejms, dhe Tomi hulumtuan dhe krijuan një bar për trajtimin e kancerit.
If the story above is written using pronouns:
Nëse tregimi i mësipërm është i shkruar duke përdorur përemrat:
Mary is one of the heads of the ToJi Corporation. She works with Mr. James and his son Tom. He and his son Tom are experts in biochemistry. They researched and invented a drug for cancer treatment.
Meri është një nga kokat e korporatës ToJi. Ajo punon me Z.Xhejms dhe djalin e tij, Tomin. Ai dhe djali i tij, janë ekspertë në biokimi. Ata hulumtuan dhe krijuan një bar për trajtimin e kancerit.
Personal Pronouns
Përemrat Vetorë
Personal pronouns refer to a person:
Përemrat vetorë i referohen një personi:
I go to school.
You are a student.
They are Koreans.
He works here.
We gave her food.
The word ‘it’ refers to an object:
Fjala ‘it’ i referohet një objekti:
I drank it.
It is big.
They cut it into halves.
Memorize the personal pronouns:
Mbani mend përemrat vetorë:
First
Second
Third
Male
Female
Neutral
Singular Subject
Kryefjalë në njëjës
I
you
he
she
it
Singular Object
Kundrinor në njëjës
me
you
him
her
it
Singular Reflexive
Vetvetore në njëjës
myself
yourself
himself
herself
itself
Plural Subject
Kryefjalë në shumës
we
you
they
Plural Object
Kundrinor në shumës
us
you
them
Plural Reflexive
Vetvetore në shumës
ourselves
yourselves
themselves
Write the correct pronoun in each blank.
Shkruani përemrin e duhur në secilin vend bosh.
I ate an apple. was delicious.
You look tired. should rest.
She is a teacher. I gave a book.
They are my friends. I like very much.
He saw the movie. .
=======
paf23.05.2021
be: past Where were you? I was in Glasgow.
+ ? - I was you were he/she/it was we were they were was I? were you? was he/she/it? were we? were they? I was not you were not he/she/it was not we were not they were not
Contractions: wasn´t, weren´t
Where were you yesterday? My mother was a singer. I wasn´t well last week.
1.Put in was or were.
Ø In summer 1990 I …was… in Brasil
1. We ……………….. very happy to see you yesterday. And I ……………….. happy to see you.
2. Lunch ………………. OK, but the vegetables ………………… not very good.
3. I can`t find my keys. They ……………….. here this morning.
4. It ……………….. cold and dark, and we …………..…… tired.
5. My grandmother ……………….. a doctor, and her two brothers ……………….. both doctors too.
6. ……………….. you in London yesterday? No, I ……………….. in Glasgow.
7. When ……………….. your exam? It ……………….. yesterday.
8. Why ……………….. you late? The train ……………….. late.
2.Put the words to the correct order to make questions.
Ø Ann at home yesterday was …Was Ann at home yesterday? ……….
1. good party was the ………………………………………………………………………
2. people were the interesting …………………………………………………………
3. teacher father your was a …………………………………………………………….
4. everybody was late ………………………………………………………………………
5. your was driving test when ………………………………………………………….
6. Tuesday you where on were ………………………………………………………..
7. open windows why the all were …………………………………………………..
8. John´s brother school was with at you …………………………………………
3.Put in wasn´t or weren´t and words from the box. Make sure you understand actually. Use a dictionary if necessary.
a teacher good in England in their hotel interesting late warm well with Anna
Ø The lesson ….wasn´t interesting… Actually, it was very boring.
1. You ………………………… Actually, you arrived 10 minutes early.
2. My father ………………………… Actually, he worked as a bus driver
3. I ………………………… yesterday. Actually, I was with Susan.
4. The children ………………………… yesterday. The doctor came to see them.
5. We ………………………… last week. We went to Scotland for a few days.
6. The snow ………………………… at Christmas. We couldn´t ski.
7. Ann and Peter ………………………… when I phoned.
8. It ………………………… last night. Actually, it was quite cold.
There are 24 hours in a day. The day is divided into day(time) and night(-time). Daytime is from sunrise (this varies, but we can say approximately 6am) to sunset (we can say approximately 6pm). Night-time is from sunset to sunrise.
Every day starts precisely at midnight. AM (ante-meridiem = before noon) starts just after midnight. PM (post-meridiem=after noon) starts just after midday. This means that 12am and 12pm have no meaning.
This diagram shows the cycle of a 24-hour day and the words we use to describe its parts. The day starts at midnight (at the bottom of the diagram).
1. the 24 hours between one midnight and the next 2. the time between sunrise and sunset (as distinct from night)
Përemrat
A pronoun takes the place of a noun.
Një përemër ze vendin e një emri.
Example story:
Shembull tregimi:
Mary is one of the heads of the ToJi Corporation. Mary works with Mr. James and Mr. James' son Tom. Mr. James and Mr. James' son Tom are experts in biochemistry. Mary, Mr. James, and Tom researched and invented a drug for cancer treatment.
Meri është një nga kokat e korporatës ToJi. Meri punon me Z.Xhejms dhe djalin e Z.Xhejms, Tomin. Z.Xhejms dhe djali i Z.Xhejms, Tomi, janë ekspertë në biokimi. Meri, Z.Xhejms, dhe Tomi hulumtuan dhe krijuan një bar për trajtimin e kancerit.
If the story above is written using pronouns:
Nëse tregimi i mësipërm është i shkruar duke përdorur përemrat:
Mary is one of the heads of the ToJi Corporation. She works with Mr. James and his son Tom. He and his son Tom are experts in biochemistry. They researched and invented a drug for cancer treatment.
Meri është një nga kokat e korporatës ToJi. Ajo punon me Z.Xhejms dhe djalin e tij, Tomin. Ai dhe djali i tij, janë ekspertë në biokimi. Ata hulumtuan dhe krijuan një bar për trajtimin e kancerit.
Personal Pronouns
Përemrat Vetorë
Personal pronouns refer to a person:
Përemrat vetorë i referohen një personi:
I go to school.
You are a student.
They are Koreans.
He works here.
We gave her food.
The word ‘it’ refers to an object:
Fjala ‘it’ i referohet një objekti:
I drank it.
It is big.
They cut it into halves.
Memorize the personal pronouns:
Mbani mend përemrat vetorë:
| First | Second | Third | ||
Male | Female | Neutral | |||
Singular Subject Kryefjalë në njëjës
| I | you | he | she | it |
Singular Object Kundrinor në njëjës
| me | you | him | her | it |
Singular Reflexive Vetvetore në njëjës
| myself | yourself | himself | herself | itself |
Plural Subject Kryefjalë në shumës
| we | you | they | ||
Plural Object Kundrinor në shumës
| us | you | them | ||
Plural Reflexive | ourselves | yourselves | themselves | ||
Write the correct pronoun in each blank.
Shkruani përemrin e duhur në secilin vend bosh.
I ate an apple. was delicious.
You look tired. should rest.
She is a teacher. I gave a book.
They are my friends. I like very much.
He saw the movie. .
======
paf04.17.2021
I was | Une isha |
You were | Ti ishe |
He, she, it was | Ai, ajo; ai,ajo ishte |
We were | Ne ishim |
You were | Ju ishit |
They were | Ata ishin |
KOHA E SHKUAR E FOLJEVE TE RREGULLTA
Zgjedhimi i foljes (to)work ne kohen e shkuar
I worked | Une punova, punoja |
You worked | Ti punove, punoje |
He worked | Ai punoi |
She worked | Ajo punoi |
It worked | Ai, ajo punoi |
We worked | Ne punuam |
You worked | Ju punuat |
They worked | Ata punuan |
(to) push | pushed |
(to) pull | pulled |
(to)play | played |
(to)park | parked |
(to)open | opened |
(to)need | needed |
(to)move | moved |
(to)look | looked |
(to)listen | listened |
(to)like | liked |
(to)hurry | hurried |
(to) help | helped |
(to) happen | happened |
(to) finish | finished |
(to) cook | cooked |
(to) brush | brushed |
(to) boil | boiled |
(to) work | worked |
(to) watch | watched |
(to) wash | washed |
(to) want | wanted |
(to) walk | walked |
(to) wait | waited |
(to) use | used |
(to) turn | turned |
(to) try | tried |
(to) telephone | telephoned |
(to) talk | talked |
(to) switch | switched |
(to) stop | stopped |
(to) start | started |
(to) show | showed |
(to) rest | rested |
(to) rain | rained |
Koha e tashme/deftore | Koha e shkuar/deftore |
I am - une jam | I was –une isha |
You are - ti je | You were - ti ishe |
He is - ai eshte | He was -ai ishte |
She is - ajo eshte | She was - ajo ishte |
It is - ai, ajo eshte | It was -ai, ajo ishte |
We are - ne jemi | We were -ne ishim |
You are - ju jeni | You were - ju ishit |
They are - ata jane | They were - ata ishin |
Koha e tashme/mohore | Koha e shkuar/mohore |
I am not -une nuk jam | I was not -une nuk isha |
You are not -ti nuk je | You were not -ti nuk ishe |
He is not - ai nuk eshte | He was not -ai nuk ishte |
She is not -ajo nuk eshte | She was not -ajo nuk ishte |
It is not -ai, ajo nuk eshte | It was not -ai, ajo nuk ishte |
We are not - ne nuk jemi | We were not -ne nuk ishim |
You are not - ju nuk jeni | You were not -ju nuk ishit |
They are not - ata, ato nuk jane | They were not - ata nuk ishin |
Koha e tashme/pyetese | Koha e shkuar/pyetese |
Am I? -a jam une? | Was I? A Isha une? |
Are you? -a je ti? | Were you? A ishe ti? |
Is he? -a eshte ai? | Was he? A ishte ai? |
Is she? - a eshte ajo? | Was she? A ishte ajo? |
Is It? -a eshte ai,ajo? | Was it? A ishte ai, ajo? |
Are we? -a jemi ne? | Were we? A ishim ne? |
Are you? -a jeni ju? | Were you? A ishit ju? |
Are they? -a jane ata? | Were they? A ishin ata? |
Koha e shkuar | E kryer e plote | E pakryer |
Did I help? | A ndihmova une? | A ndihmoja une? |
Did you help? | A ndihmove ti? | A ndihmoje ti? |
Did he help? | A ndihmoi ai? | A ndihmonte ai? |
Did she help? | A ndihmoi ajo? | A ndihmonte ajo? |
Did it help? | A ndihmoi ai, ajo? | A ndihmonte ai,ajo? |
Did we help? | A ndihmuam ne? | A ndihmonim ne? |
Did you help? | A ndihmuat ju? | A ndihmonit ju |
Did they help? | A ndihmuan ata? | A ndihmonin ata? |
I did not help | Une nuk ndihmova | |
You did not help | Ti nuk ndihmove | Une nuk ndihmoja |
He did not help | Ai nuk ndihmoi | Ti nuk ndihmoje |
She did not help | Ajo nuk ndihmoi | Ai nuk ndihmonte |
It did not help | Ai, ajo nuk ndihmoi | Ai, ajo nuk ndihmonte |
We did not help | Ne nuk ndihmuam | Ne nuk ndihmonim |
You did not help | Ju nuk ndihmuat | Ju nuk ndihmonit |
They did not help | Ata nuk ndihmuan | Ata,ato nuk ndihmonin |
Shpjegime:
==============================================
paf02.06.2020
- I photocopied the report.
- She faxed it to me.
- They emailed everybody about it.
- I googled my name and got more than 20 000 responses.
What’s the easiest way to learn them? Some people think you should learn a list ‘by heart’. Others think you should not learn them at all – you will just gradually acquire them over time.
One useful method is to note down new irregular verbs as you meet them. It is useful to write these verbs (or any vocabulary you want to learn) in sentences and learn those rather than the individual word.
Which is easier to learn?
- Swim swam swum
- I swam In the pool.
1. All forms the same
- set set set
- cost cost cost
- beat beat beaten
- eat ate eaten
- blow blew blown
- throw threw thrown
- drink drank drunk
- sing sang sung
- speak spoke spoken
- wake woke woken
- bend bent bent
- sleep slept slept
- spend spent spent
- bring brought brought
- buy bought bought
- teach taught 8
- have had had
- pay paid paid
- say said said
- come came come
- do did done
- go went gone
- show showed show8
=======================
Had better
We use “had better” plus the infinitive without “to” to give advice. Although “had” is the past form of “have”, we use “had better” to give advice about the present or future.
- You’d better tell her everything.
- I’d better get back to work.
- We’d better meet early.
- You’d better not say anything.
- I’d better not come.
- We’d better not miss the start of his presentation.
- You should brush your teeth before you go to bed.
- I shouldn’t listen to negative people.
- He should dress more appropriately for the office.
- You shouldn’t say anything.
- I should get back to work.
- We should meet early.
- You’d better do what I say or else you will get into trouble.
- I’d better get back to work or my boss will be angry with me.
- We’d better get to the airport by five or else we may miss the flight.
paf02.02.2020
Hi everyone,
Problemet qe has nje student i cili meson gjuhen angleze mund te jene te natyrave te ndryshme. Shpesh here ato lidhen me menyren se si mund te ndertojme nje fjali te sakte.
Ju lutem ndiqni me kujdes mesimin e meposhtem edhe nese do te kini ndonje pyetje le ta diskutojme gjate ores sone te arthshme.
fm
Mesimi # 1
A. Sentence structure
Struktura e fjalise.
The parts of a sentence are the subject, verb, object, complement, and adverbial. A statement begins with the subject and the verb. There are five main structures which we can use to make a simple statement.
1 Subject Verb
Kryefjale + Folje
My arms are aching
Something happened
2. Subject Verb Object
Kryefjale + Folje + Kundrinor
I need a rest
Five people are moving the piano
The subject and the object can be a noun, a pronoun
(e.g. I) or a noun phrase (eg the piano)
Kryefjala dhe kundrinori mund te jene te shprehur me:
a) emer
b) peremer
c) grup emeror)
3. Subject Verb Complement
Kryefjale + Folje + Komplement ( mbiemer ose emer )
This piano is heavy
It was a big problem
The complement can be an adjective (e.g. heavy) or a noun phrase (e.g. a big problem). The complement often comes after be. It can also come after appear, become, get, feel, look, seem, stay or sound.
Per ta patur te qarte se cfare eshte termi "complement", do te ishte me mire te kuptonim se ai vjen menjehere mbas nje forme te foljes 'be'; dmth mund te vije mbas foljes, am is, are, was, were, been, be, being. Ai mund te jete:
a) mbiemer
b) emer
c) grup emeror.
Gjithashtu ai mund te vije edhe mbas foljesh te tilla si: appear, become,get,feel,look,seem, stay, ose sound. Keto folje quhen ndryshe = link verbs. Per keto folje ju mund te shikoni edhe nje mesim te cilin e kemi kaluar disa ore me pare ne keto faqe.
4. Subject Verb Adverbial
Kryefjale + Folje + Ndajfolje ose rrethanor
It is on my foot.
Their house is nearby.
5. Subject Verb Object Object
Kryefjale + Folje + Kundrinor + Kundrinor
It ‘s giving me backache.
David bought Melanie a present.
We use two objects after verbs like give and send.
Ne mund te perdorim dy kundrinore mbas foljesh te tilla si give dhe send.
B. Adverbials
We can add adverbials to all the five main structures.
My arms are aching terribly. I really need a rest.
Kryefjale + Folje
Something happened
Kryefjale + Folje + Kundrinor
Five people are moving the piano
The subject and the object can be a noun, a pronoun
Kryefjale + Folje + Komplement ( mbiemer ose emer )
Kryefjale + Folje + Ndajfolje ose rrethanor
Their house is nearby.
Kryefjale + Folje + Kundrinor + Kundrinor
David bought Melanie a present.
============================================================
paf29.11.2016
Special
verbs: be, have (got) and can
Present tense
I am (I’m)
Am I?
I am (I’m) not
I’m
sixteen. ( I have sixteen)
=========================================================
paf22/11/2016
fm
http://www.clarkness.com/Reading%20files/Single%20Page%20Stories%20for%20First%20Graders/Beginning%20Reader%20Stories%20Level%2016.pdf
paf24.04.2016
=============================================
paf 01.31.2016
http://www.agendaweb.org/verbs/present-continuous/index.html
==========================================================
paf 01.25.2016
=========================================================
paf24.01.2016
Name
|
Job
|
Floor
|
The photographer and the doctor are women. Philip is not an artist. Jane lives on the first floor.
Susan is not a doctor; she lives under Dan.
===========================================================
paf05.07.2015
|
Pronouns
| ||||
=============================================================
paf26.04.2015
Lexoni dialogun dhe provoni te ndertoni nje tjeter dialog te ngjashem me te.
fm
Buying
other things
A:May I
help you?
Duke blere
gjera te tjera
A:A mund
t’ju ndihmoj?
===========================================================
paf25.04.2015
Ndiqni me vemendje kete video. Shikojeni edhe degjojeni ate gjate cdo dite te kesaj jave deri sa te jeni shume te familjarizuar me cdo fjale te perdorur ne te.
fm
http://eduteach.es/videos/english-course/subtitles-01.html
=======================================================
paf08.04.2015
I am ( not) – ing I’m working.
She is ( not) –ing Chris is writing a letter.
It is eating.
She isn’t eating . ( or She’s not eating)
The phone is ringing.
We’re having dinner.
You’re not listening to me. ( or you aren’t)
The children are doing their homework.
You are ( not) reading
They are playing
|
=============================================================
paf06.04.2015
Name
|
Job
|
Floor
|
The photographer and the doctor are women. Philip is not an artist. Jane lives on the first floor.
Susan is not a doctor; she lives under Dan.
=====================================================
paf22.03.2015
Ne mesimin e kaluar ne pame se bashku dy kuptime te foljes baze te gjuhes angleze: to be.
The verb BE
- I => am
- She, he, it => is
- We, you, they => are
The meanings of the verb BE (continued):
3. Shows location.
She is home.
The food is on the table.
4. Shows identity.
He is a singer.
He is not a singer.
5. Shows a quality or qualities.
It is green and stinky.
This is dangerous.
paf18.03.2015
Lesson 01
The verb BE
- I => am
- She, he, it => is
- We, you, they => are
The meanings of the verb BE:
1. Exists
There is nothing in the fridge.
There is a problem...
There is a difference between the balloons.
There are crazy people in the world.
2. Happens
The meeting is down the hall.
Come, it is over there.
=======================================================
paf.11.03.2015
paf09.03.2015
http://eolf.univ-fcomte.fr/wp-content/uploads/grammar/numbers/06.htm
=====================================================
paf25.02.2015.
Mesimi # 2
Koha e tashme e foljes te jesh ( The present tense of the verb to be )
Folja to be eshte nje folje shume e rendesishme e gjuhes angleze. Gjate zgjedhimit ajo merr forma te ndryshme. Ne veten e pare te numurit njejes ajo behet am, ne veten e dyte numuri njejes apo shumes ajo eshte njesoj: are; ne veten e trete numuri njejes ajo del si: is. Ne veten e pare shumes apo ne veten e trete shumes kjo folje del ne formen: are. Me poshte po ju paraqes nje tabele te zgjedhimit te kesaj folje.
Gjate nje zgjedhimi normal nje folje paraqitet ne formen e saj deftore ( affirmative ); pastaj del ne formen pyetese ( Interrogative ) edhe gjithashtu del edhe ne formen mohore ( negative ).
Affirmative
( Full form )
I am
You are
He is
She is
It is
We are
You are
They are
Forma pyetese
Ne qofte se deshironi te ndertoni nje fjali pyetese ne gjuhen angleze kur ne kete fjali eshte pikerisht folja to be, atehere duhet ta vendosni kete folje perpara kryefjales. to be + subject.
Interrogative
Am I?
Are You?
Is he?
Is She?
Is it?
Are We?
Are you?
Are they?
Forma mohore e plote
Negative ( Full form )
I am not
You are not
He is not
She is not
It is not
We are not
You are not
They are not
Ne gjuhen e perditeshme, te bisedave, folja to be preferon te perdoret ne formen e shkurtuar te saj, dmth, ajo pergjithesisht lidhet me kryefjalen e vet me ane te nje apostrofi.
Forma deftore do te dukej si me psohte:
Affirmative ( Short form )
Ne gjuhen angleze ne shpesh kombinojme dy fjale bashke per te formuar nje fjale tjeter. Keto fjale te reja quhen shkurtime ( = contractions ).
Ne shpesh perdorim (') apostrofin per te formuar keto shkurtime.
Shkurtimet e numurit njejes jane:
( Contractions in the singular are )
I'm
You're
He's
She's
It's
Shkurtimet e numurit shumes jane:
( Contractions in the plural are )
We're
You're
They're
Ne formen e vet mohore, ne biseda folja to be bashkohet edhe me pjesezen mohuese not edhe formon kete lloj shkurtimi:
I'm not
You aren't
He isn't
She isn't
It isn't
We aren't
You aren't
They aren't
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paf17.02.2015
Shikoni me kujdes te gjithe materialin e meposhtem. Lexoni cdo fjali edhe pastaj provoni te zgjidhni ushtrimet sipas modelit te dhene si me poshte:
Am/is/are
A.
B
positive
negative
I am ( I’m)
We (we’re)
I am not ( I’m not)
We (we’re not
or we aren’t)
I’m cold. Can you close the window, please?
C
That’s= that is
there’s= there is here’s=
here is
Exercises
1) Write the short form.( she’s/ we aren’t etc.)
Shkruaj formen e shkurter.
She is…she’s……………… 3. It is not…………………5. I
am not…………
2) Put in am, is or are.
Vendos: am, is or are.
The weather is nice today.
3) Write full sentences. Use
is/isn’t/are/aren’t.
Shkruaj fjali te plota. Perdor is/isn’t/are/aren’t.
( your shoes very dirty) Your shoes are
very dirty.
4) Look at Lisa’s sentences.( Unit 1A) Now write sentences
about yourself.
Shiko fjalite e Lises. Tani shkruaj rreth vetes tende.
1. ( name?) My………………………………………………………………………
5) Write sentences for the pictures. Use: afraid, angry,
cold, hot, hungry, thirsty.
Shkruaj fjali per pikturat. Perdor : afraid, angry, cold,
hot, hungry, thirsty.
1. She’s thirsty.
6) Write true sentences, positive or negative. Use am/am
not/ is/ isn’t/are/aren’t.
1. (i/interested in politics) I’m interested( Or I’m not
interested) in politics.
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paf16.02.2015
Positive Negative
I
am ( I’m )
I’m
cold. Can you close the window please?
am/is/are ( questions )
positive question
I amH
am I ?
-How old are you?
-25.
-Are you a student?
-Yes, I am.
Where … ? / What … ? / Who … ? / How … ? / Why … ?
what’s = what is who’s =who is how’s = how is where’s = where is
C.
Short answers
No,
I’m not. He’s he
We’re we
‘Are
you tired?’ ‘Yes, I am.’
Where’s the camera?
London
Make questions with those words. Use is or are.
1.( at home/your mother?). Is your mother at home?
2.3. Complete the questions. Use what …./Who…../Where…./How…
How are
your parents?
……………………………………your
children?
…………………………………..these
oranges?
They’re
very well.
1
2.4. Write the
questions. ( read the answers first.)
( name) what’s your name?
Paul.
2.5 Write short answers( yes, I am./ No, he isn’t. etc.)
Are you a teacher? …………………………………………………………….
Shikoni me kujdes te gjithe materialin e meposhtem. Lexoni cdo fjali edhe pastaj provoni te zgjidhni ushtrimet sipas modelit te dhene si me poshte:
I am ( I’m)
He (he’s)
She is (she’s)
It (it’s)
We (we’re)
You are (you’re)
They ( they’re)
|
I am not ( I’m not)
He ( he’s not or
he isn’t)
She is not ( she’s not or she isn’t)
It (it’s not
or it isn’t)
We (we’re not
or we aren’t)
You are not (you’re not or you aren’t)
They ( they’re
not or they aren’t)
|
I
am ( I’m )
|
I am
|
am I ?
|
-25.
-Are you a student?
-Yes, I am.
what’s = what is who’s =who is how’s = how is where’s = where is
He
Yes, She is
It
|
No,
I’m not.
No, She’s not. Or No,
she isn’t.
It’s
it
No, You’re not. Or No,
you aren’t.
They’re they
|
Where’s the camera?
Is your car blue?
Is Linda from London?
Am I late?
Where’s Ann from?
What color is your bag?
Are you hungry?
How is George?
Who’s that woman?
|
London
No, I’m not.
Yes, you are.
My sister.
Black.
No, it’s black.
In your bag.
No, she’s American.
Very well.
|
Make questions with those words. Use is or are.
1.( at home/your mother?). Is your mother at home?
How are
your parents?
……………………………………the
bus stop?
……………………………………your
children?
…………………………………..these
oranges?
…………………………………….your
favourite sport?
…………………………..the
man in this photograph?
……………………………..your
new shoes?
|
They’re
very well.
At
the end of the street.
Five,
six and ten.
£1.20 a kilo.
Skiing.
That’s
my father.
Black.
|
( name) what’s your name?
( married or single?) …………………………..
(American?) ………………………………………..
( how old?) …………………………………………
( a teacher) ………………………………………..
(wife a lawyer?)………………………………
(from?) ………………………………………………..
( her name) …………………………………………
(how old?) ………………………………………….
|
Paul.
I’m
married.
No,
I’m Australian.
I’m 30.
No,
I’m a lawyer.
No,
she’s a designer.
She’s
Italian.
Anna.
She’s
27
|
==========================================================
paf15.02.2015
Te dashur studente,
Me poshte do te mundohem t'ju paraqes nje mesim te gjuhes angleze, te cilin ju duhet ta lexoni me kujdes edhe ne qofte se do te keni gjera te paqarta atehere do ti diskutojme bashke kur te takohemi ne mesimin e radhes se dites se shtune.
fm
Sot tema do te jete:
Peremrat vetore ( = Personal Pronouns ) ose sic njihen ndryshe (= Subject Pronouns )
Ne gjuhen angleze peremrat vetore jane: I, you, he,she,it,we,you,they.
Permemrat vetore ndahen ne numurin njejes dhe shumes. Singular ( one person ) and plural ( more than one person )
Peremrat e numurit njejes jane:
I - peremer vetor, veta e pare numuri njejes = personal pronoun, first person, singular.
You - peremer vetor veta e dyte numuri njejes = personal pronoun,second person singular. Ky peremer pergjithesisht ju drejtohet formalisht dhe informalisht individeve te vetes se dyte ne numurin njejes edhe ne numurin shumes. Edhe ne rastet kur ne i drejtohemi me respekt dikujt si i panjohur apo kur i drejtohemi dikujt te cilin ne e njohim shume mire, ne perdorim te njejten menyre adressimi: You.
He - peremer vetor veta e trete numuri njejes, gjinia mashkullore; = third person, singular, masculine. It refers to a male person or male animal.
She - peremer vetor veta e trete numuri njejes, gjinia femerore; = personal pronoun, third person, singular, feminine. She refers to a female person,or sometimes to a female animal.
It - peremer veteor, veta e trete, numuri njejes, pergjithesisht sherben per t'ju referuar sendeve, objekteve, fenomeneve, ose kafsheve. It refers to a thing, or animal, but not to a person.
Peremrat e numurit shumes jane: ( The plural personal pronouns are: )
We - peremer vetor, veta e pare numuri shumes. = personal pronoun, first person, plural.
They - peremer vetor veta e trete numuri shumes. = personal pronoun, third person, plural.
Peremrat vetore te vetes se trete numuri njejes: he, she,it; apo te vetes se pare shumes : we, te vetes se dyte njejes dhe shumes You, apo they te vetes se trete shumes mund t'ju referohen sendeve, objekteve, frymoreve si me psohte:
- He She It We
- the boy the girl the book you and I the students and I
- the man the woman the tree Bill and I the doctor and I
- Bill Nency the dog my brother and I my aunt and I
- my son my mother the cat my family and I my uncle and I
- my friend my sister the bottle my cousin and I my wife and I
- my uncle my aunt the clock Kate, Peter and I my nieces and I
- the waiter the waitress the flower my parents and I my friends and I
- the mechanic the nurse the pencil James and I my sisters and I
- Mr. Salesman Mrs. Salesman the computer my sons and I
- her boyfriends his girlfriend the movie
You They
- you and Bill the cousins
- you and Nency the friends
- you and your family the cats
- you and your cousins the houses
- you and your students the cars
- you and your friends the windows
- you and your sons James and Barbara
- you and James the students
Lexoni me kujdes te gjitha fjalet e mesiperme. Nese ato perbejne fjale te panjohura per ju, atehere do te jete mire qe ato fjale ti regjistroni ne fletoren tuaj te fjalorit. Mesojini ato edhe mbas ketij momenti provoni te zgjidhni ushtrimet e meposhteme.
- Provoni te zevendesoni fjalet e nenvizuara me nje peremer respektiv. Perdorni keta tre peremra: he, she ose it.
- The student is in the kitchen
- Edmond is my best friend
- The cat is under the bed.
- The movie will be very good.
- His girlfriend is from New York.
- The play station is on the table.
- My uncle lives in Canada.
- My son is going to be a physicist.
- My mother was very thin.
- The house is big.
- My aunt doesn't live with us.
- My sister doesn't speak English.
- The food is in the fridge.
- My father is away.
- My house is big.
- Mr. Hamolli is a dentist.
- The woman can't find her cat.
- My son likes football.
2. Ne vend te fjaleve te fjaleve te nenvizuara perdorni: we, you, ose they.
- James and Barbara live in Africa.
- Judy and Sam are friends.
- Two of my friends drink a lot.
- You and your brother have a good business.
- Sandy you and I live in Seatle.
- The cats are out tonight.
- You and your friends go out a lot.
- You and I need to talk a lot.
- Are you and your parents from Bremen?
- Where are my shoes?
- Barbara and I hate boxing.
- Bill and Nancy are late again.
- My arms hurt.
- My friends and I often walk to school.
- He She It We
- the boy the girl the book you and I the students and I
- the man the woman the tree Bill and I the doctor and I
- Bill Nency the dog my brother and I my aunt and I
- my son my mother the cat my family and I my uncle and I
- my friend my sister the bottle my cousin and I my wife and I
- my uncle my aunt the clock Kate, Peter and I my nieces and I
- the waiter the waitress the flower my parents and I my friends and I
- the mechanic the nurse the pencil James and I my sisters and I
- Mr. Salesman Mrs. Salesman the computer my sons and I
- her boyfriends his girlfriend the movie
- you and Bill the cousins
- you and Nency the friends
- you and your family the cats
- you and your cousins the houses
- you and your students the cars
- you and your friends the windows
- you and your sons James and Barbara
- you and James the students
- Provoni te zevendesoni fjalet e nenvizuara me nje peremer respektiv. Perdorni keta tre peremra: he, she ose it.
- The student is in the kitchen
- Edmond is my best friend
- The cat is under the bed.
- The movie will be very good.
- His girlfriend is from New York.
- The play station is on the table.
- My uncle lives in Canada.
- My son is going to be a physicist.
- My mother was very thin.
- The house is big.
- My aunt doesn't live with us.
- My sister doesn't speak English.
- The food is in the fridge.
- My father is away.
- My house is big.
- Mr. Hamolli is a dentist.
- The woman can't find her cat.
- My son likes football.
- James and Barbara live in Africa.
- Judy and Sam are friends.
- Two of my friends drink a lot.
- You and your brother have a good business.
- Sandy you and I live in Seatle.
- The cats are out tonight.
- You and your friends go out a lot.
- You and I need to talk a lot.
- Are you and your parents from Bremen?
- Where are my shoes?
- Barbara and I hate boxing.
- Bill and Nancy are late again.
- My arms hurt.
- My friends and I often walk to school.
==========================================================
paf13.01.2015
Provoni te zgjidhni ushtrimet duke kuptuar lojen ne fillim.
fm
http://www.marks-english-school.com/games/g_present.html
paf13.01.2015
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paf31.12.2014
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paf29.12.2014
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paf25.12.2014
http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-5556.php
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paf22.12.2014
Mesimi # 1
Shumesi i emrave ne gjuhen angleze.
- Nje fjale e cila emerton vetem nje person, vend apo send thuhet se eshte fjale e numurit njejes. P.sh. house garden flower
Nese nje fjale emerton me teper se nje njeri, vend a send, eshte nje fjale ne numurin shumes.
Exapmle: houses gardens flowers
Shikoni dhe studioni shembujt e meposhtem:
Singular Plural
telephone telephones
book books
bus buses
story stories
key keys
potato potatoes
Cfare duhet te kemi parasysh kur duam te ndertojme numurin shumes te emrave te gjuhes angleze?
Le te ndjekim disa rregulla si me poshte:
a) Pjesa me e madhe e emrave te gjuhes angleze e nderton shumesin e vet thjesht duke i shtuar mbaresen -s fjales baze.
eg. book - books garden - gardens place - places room - rooms
b) Ne qofte se emri baze ne gjuhen angleze mbaron me tingujt -s, -sh, -ch, -x, ose me -z, atehere atij i shtohet mbaresa -es.
eg. bus - buses dish - dishes match - matches fax - faxes
c) Ne qofte se emri mbaron me nje tingull bashketingellor edhe shoqerohet ne fund me nje -y, atehere kjo -y, bie edhe shnderrohet ne mbaresen -ies.
eg. army - armies baby - babies country - countries story - stories
d) Por ne qofte se nje emer mbaron me tingull zanor edhe perfundon me -y, atehere atij i shtohet vetem mbaresa -s per te dhene idene e numurit shumes.
eg. day - days toy - toys boy - boys key - keys
e) ne qofte se nje emer perfundon me tingullin -f ose -fe, atehere -f, shndrohet ne -v, edhe asaj i shtohet mbaresa -s ose -es.
eg. wife - wives knife - knives leaf - leaves loaf - loaves
Por nuk duhet harruar se rregullat kane edhe perjashtimet e veta. Ne rastin tone bejne perjashtim dy emra: chief - chiefs dhe roof - roofs
f) Ne qofte se emri mbaron me tingullin -o, edhe paraprihet nga nje bashketingellore atehere ne numurin shumes ketij emri i shtohet mbaresa - es.
eg. potato - potatoes tomato - tomatoes hero - heroes
Ne kete rregull bejne perjashtim disa emra te cilet lidhen me muziken si psh:
eg. piano - pianos solo - solos soprano - sopranos
g) Ne qofte se emri te cilin duam ta kthejme ne numurin shumes mbaron me zanoren -o edhe njekohesisht paraprihet nga nje tjeter zanore atehere ketij emri i shtohet vetem mbaresa - s.
eg. radio - radios zoo - zoos video - videos patio - patios
h) Ne qofte se nje emer eshte i perbere, atehere shumesi i tij ndertohet duke kaluar ne shumes vete emerin ne perberje edhe jo pjesen tjeter.
eg. pair of pants - pairs of pants
piece of cake - pieces of cake
mother-in-law _ mothers -in-law
loaf of bread - loaves of bread
i) Ne qofte se nje nje numur , nje shkronje apo nje shenje do te konsiderohet si nje fjale- emer e gjuhes angleze atehere per te ndertuar numurin shumes do te na duhet te vendosim apostrof ne fund te tyre edhe pas apostriofit te shtojme mbaresen -s.
eg. 1960 - 1960's 10 - 10's ABC - ABC's A- A's
j) Por Mos u cudisni kur te shikoni se disa fjale jane njesoj si ne numurin njejes po ashtu edhe ne numurin shumes.
eg. fish - fish deer - deer sheep - sheep trout - trout
k) Ka emra te tjere ne gjuhen angleze te cilet e ndertojne numurin shumes ne menyre te crregullt, dmth me ndryshime fonetike, me ndryshime shqiptimi te fjaleve.
eg. man - men person - people mouse - mice
woman - women tooth - teeth goose - geese
child - children foot - feet ox - oxen
l) Ka gjithashtu disa emra te tjere te cilet jane gjithmone ne numurin shumes.
eg. clothes pajamas pants mathematics
scissors physics mumps pants
gloves slacks pliers
- Nje fjale e cila emerton vetem nje person, vend apo send thuhet se eshte fjale e numurit njejes. P.sh. house garden flower
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